MINISTRY OF PRIMARY AND SECONDARY EDUCATION

O-LEVEL PHYSICS SYLLABUS

FORM 3 - 4

SUBJECT CODE: 5055

Curriculum Development Unit © All Rights Reserved
P.O. Box MP 133 (2015)
Mount Pleasant
HARARE
 ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued contribution in the
production of this syllabus:

 Panellists for ‘O’ level Physics syllabus

 Zimbabwe School Examinations Council (ZIMSEC)
 Government departments
 Ministry of Higher and Tertiary Education, Science and Technology Development:
- Belvedere Technical Teachers’ College
- University of Zimbabwe
 United Nations Children’s Fund (UNICEF)
 United Nations Educational Scientific and Cultural Organisation (UNESCO)
1.0 PREAMBLE

1.1 Introduction

This syllabus is designed to put greater emphasis on the understanding and application of physical concepts and
principles. It make learners identify, investigate and solve problems in a sustainable manner. This two -year learning
phase will see learners being assessed through continuous assessment and national examination. The ‘O’ level
Physics syllabus is designed to inclusively cater for all categories of learners.

1.2 Rationale

Modern day economies, Zimbabwe included, are driven by technology and Physics concepts form part of the
basis. The study of Physics enables learners to be creative and innovative in industry and society can promote the
application of physics in industrial processes for value addition is well known
The learning of Physics concepts promotes value creation, addition and beneficiation of natural resources and
harness available opportunities for entrepreneurship.

1.3 Summary of content

‘O’ level Physics syllabus will cover theory and practical activities in the following areas:
Newtonian Mechanics, Dynamics, Waves, Electricity and Electromagnetism, Thermal Physics and Modern Physics.

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1.4 Cross- Cutting Themes

This phase will develop an appreciation of:

 Inclusivity
 Environmental issues
 Indigenous knowledge system
 Financial literacy
 Enterprise Education
 Gender
 HIV and Life skills
 Child Protection.
 Team work
 Food security
 Safety health issues
 Disaster risk management

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1.5 Assumptions

It is assumed that:

 the learner has successfully completed Form 1 and 2 Science syllabus.

 Science clubs are existing and operational in schools.

 use of ICT for research and presentation is known by learners.

 use of measuring instruments such as rulers, balances, second-hand clocks, voltmeters, ammeters and thermometers is

known by learners.

 safety measures are available and observed.

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2.0 PRESENTATION OF THE SYLLABUS
The Ordinary Level Physics syllabus is a single document covering Forms 3 - 4. It contains the Preamble, Aims, Syllabus
Objectives, Syllabus Topics, Methodology and Time Allocation, Scope and Sequence, Competency Matrix and Assessment. The
Scope and Sequence chart shows the progression of topics from Forms 3 - 4, while the syllabus matrix gives details of the content
to be covered.

3.0 AIMS
The aims are to:
3.1 create opportunities for learners to acquire research, experimental and practical skills and attitudes in Physics.
3.2 enable learners to acquire basic principles of Physics for application in life and as a basis for further studies in Physics
and related disciplines.
3.3 recognise the usefulness and limitations of the scientific method in the study of Physics.
3.4 inculcate in learners the desire to apply Physics for the benefit of society as guided by the principles
of Unhu/Ubuntu and recognising the detrimental effects of misapplication of Physics.
3.5 inculcate in learners the appreciation of the usefulness of ICT in the study and application of Physics.

3.6 develop, in learners the appreciation of the use of Physics in value creation, addition and beneficiation in mining and

other industries.

3.7 inculcate in learners the regard for safety and protection of the environment in the study of Physics.

3.8 develop in learners an appreciation of gender, HIV and AIDS issues.

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4.0 OBJECTIVES OF THE SYLLABUS
Learners should be able to:

4.1 follow instructions in practical work in order to manipulate record observations and analyse data to confirm or
establish relationships.
4.2 demonstrate knowledge about physical phenomena, facts, laws, definitions and concepts of Physics.
4.3 measure and express physical quantities in SI units to a given level of accuracy and precision.
4.4 solve problems using calculations.
4.5 generate and transform information in Physics, from one form to another for presentation, interpretation and problem solving.
4.6 design a practical solution through a Physics project to solve a real life problem.
4.7 use ICT to simulate Physics phenomena, present and analyse Physics data.
4.8 apply safety measures in all practical work.
4.9 explain and apply procedures in Physics to protect the environment.

5.0 METHODOLOGY AND TIME ALLOCATION

SUGGESTED METHODS

It is envisaged that teaching and learning programmes based on this Physics syllabus could feature a wide variety of
learning experiences designed to promote acquisition of scientific expertise and understanding, and to develop values and
attitudes relevant to science and life. Teachers are encouraged to use a combination of appropriate strategies to effectively
and equitably engage and challenge their learners through:

 Planned experiments

 Problem solving based learning

 Individual and group work

5
  Educational tours

 Project based learning

 Design based learning

 Learning by discovery

 E-learning such as simulation

 Resource person(s)

N.B. Ortho-didactic principles, such as visual tactile, simulation and self-activity, will be applied when need arises to cater for
diverse needs of learners.

Safety precautions must always be observed.

TIME ALLOCATION:

A minimum of 8 periods of 35 minutes each in a week should be allocated as double periods for adequate coverage of the syllabus

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6.0 TOPICS

1. Measurement and Physical Quantities

2. Kinematics
3. Forces
4. Machines
5. Mechanical Structures
6. Work, Energy and Power
7. Thermal Physics
8. Internal Combustion Engines
9. Waves
10. Optics
11. Electricity
12. Magnetism
13. Electromagnetism
14. Electronics
15. Atomic and Nuclear Physics

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6.0 SCOPE AND SEQUENCE CHART

TOPIC FORM 3 FORM 4

1.0 MEASUREMENT AND PHYSICAL

QUANTITIES

1.1 Measurements  Measurement of physical quantities.  Definition of voltage, resistance and current
 Derived quantities  Experiments to measure voltage, current and
 Use of S.I. units determine resistance for ohmic conductors
1.2 Scalars and vectors  Definitions and examples
 Resultant of coplanar vectors using
graphical method
 Applications
2.0 KINEMATICS
2.1 Speed, velocity, distance, displacement  Definitions of terms
and acceleration  Equations of linear motion and application
2.2 Graphs of motion  Drawing and interpretation of graphs
2.3 Motion under gravity  Definition of free fall
 Calculations and applications
3.0 FORCES
3.1 Effect of force on materials  Types of forces  Application of forces on beams, trusses and
 Interpretation of force extension-graphs mechanical large structures
3.2 Effect of force on motion  Definitions of weight, momentum and
inertia
 State and apply Newton’s laws of motion
 Circular motion
3.3. Friction and circular motion  Effects of friction
 Methods of friction
 Centripetal acceleration and force
3.4 Turning effects of a force  Moments of a force
 Turning effect of a force

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TOPIC FORM 3 FORM 4

 Principles of moments
 Application of moments
3.5 Centre of mass/centre of gravity  Definitions of terms
 Determination of centre of mas
 Stability
3.6 Pressure  Definition
 Calculations
 Pressure in fluids and applications
4.0 MACHINES  Definition
 Experiments involving inclined planes,
levers and pulleys
4.1. Simple machines  Definitions
 Experiments involving:
-inclined plane
-levers
-pulleys
-calculation of velocity ratio.
Mechanical advantage and efficiency.

5.0. MECHANICAL STRUCTURES

5.1 Mechanical structures  Beams, trusses, joining materials and large
structures

6.0 WORK, ENERGY AND POWER

6.1 Work
 Definition
 Calculation of work done

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TOPIC FORM 3 FORM 4

6.2 Energy  Definition

 Types and sources of energy
 Energy conversion
 Law of conservation and conversion of
energy
 Calculations involving energy
6.3 Power  Definition .
 Calculations involving power
7.0 THERMAL PHYSICS
7.1 Kinetic theory of matter  Definition of matter
 States of matter and their physical
properties
7.2 Thermal properties  Simple experiments to demonstrate thermal  Calculation of heat capacity and latent heat
properties  Measurement of temperature
7.3 Heat transfer  Modes and mechanisms of heat transfer and
their applications
 Experiments on modes of heat transfer
8.0 INTERNAL COMBUSTION  Describe the operations of a four stroke
ENGINES engine
 Explain the role of the carburettor
 State the advantage of multiple cylinders in an
engine
 Compare the operations of a diesel and petrol
engine
9.0 WAVES
9.1 Types of waves  Definition and classification of waves

9.2 Wave properties  Experiments to demonstrate wave

properties and characteristics
9.3 Sound  Production and sound waves

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TOPIC FORM 3 FORM 4

 Experiments to determine speed of sound

9.4 Electromagnetic waves  Electromagnetic spectrum
 Application of electromagnetic waves
10.0 OPTICS Application of waves: light
 Laws of reflection
 Experiments using plane mirror
 Ray diagrams
 Laws of refraction
 Experiments to demonstrate refraction
 Snell’s law and application
Experiments on dispersion of light
11.0 ELECTRICITY
11.1 Electrostatics  Charging
 Interaction between charges
 Field lines
 Application of electrostatics
 Safety and hazards
11.2 Primary and secondary cells  Definition of terms
 Power sources
 Measurement of electrical entities
 Ohm’s law and resistance
 Safety

11.3 Current electricity  Definition of terms

11.4 Electric circuits  Electric components
 Constructing simple circuits
11.5 Electricity in the home  Wiring of three pin plugs
 Use of two pin plugs
 Safety precautions#

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TOPIC FORM 3 FORM 4

12.0 MAGNETISM
12.1 Magnetic properties  Properties and interaction

12.2 Application
13.0 ELECTROMAGNETISM
13.1 Magnetic effects of an electric  Field patterns
current  Hand rules
13.2 Force on current carrying conductor  Factors
in magnetic field  Hand rules
 applications
13.3 Electro magnetic induction  generator principle
 Lenz’s law
 Applications
13.4 Transformers  Transformer principle
 Efficiency
 AC transmission and power loses
14.0 ELECTRONICS
14.1Electronic components  Carbon resistors and colour coding
 Reed switch
14.2 Logic gates  Circuit symbols
 Construction of truth tables
15.0 ATOMIC AND NUCLEAR
PHYSICS
15.1. Atomic model  Description of an atomic model
 Isotopes
15.2 Radioactivity  Definition
 Types of radioactive emission and their
characteristics

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TOPIC FORM 3 FORM 4

 Use storage handling and impact of

radioactive emission

FORM 3
8.0 COMPETENCY MATRIX

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able (Skills, attitudes and ACTIVITIES AND NOTES RESOURCES
to: knowledge)
1.0 MEASUREMENTS  measure physical  Length, area, volume,  Experiments on measuring  A ruler, vernier
AND PHYSICAL quantities; read an mass, time, length, time, mass. calipers, thermometer,
QUANTITIES instrument scale to the temperature.  Determining area and balance stop-watch,
nearest fraction of a volume. micro meter screw
division  Determining density gauge, measuring
1.1Measurements  determine density of experimentally for liquids, cylinder, force meter
 Liquids, regular,
regular and irregular irregular objects. regular and irregular
objects objects.
 Relating density to
 express quantities in flotation and sinking.
 S.I. units.
terms of S.I. units;
 Derive other units  Deriving units from base
 Newton, joule watt, units.
from base units volt and others.
1.2Scalars and vectors  distinguish between  Scalars and vectors.  .Giving examples.  Mathematical sets,
scalar and vector  Using graphical method to graph books, geo-
quantities determine resultant vector. board, ICT simulation
 determine resultant  Two coplanar vectors.

13
 vectors

TOPIC OBJECTIVES UNIT SUGGESTED SUGGESTED

Learners should be able CONTENT(Skills, LEARNING RESOURCES
to: attitudes and ACTIVITIES AND
knowledge) NOTES

2.0 KINEMATICS
 Ticker tape timer
2.1 Speed, Velocity and  define displacement,  Displacement, speed,  Using of ticker tape and tape
Acceleration speed, velocity and velocity and timer experiment or  Electronic speed
acceleration acceleration. any other method. detector

2.2 Graphs of motion  plot, draw and  Distance time graph  Determining distance
interpret graphs of  Determining velocity travelled using speed
motion using distance time time graphs of graph.
graph.
 Speed time graph.  Determining
 Slope of graphs. acceleration, speed
and distance from
 Area under graph: graphs.
distance.
2.3 Motion under gravity  define free-fall;  Free-fall.  Experimenting on
 determine free fall.
acceleration of free  Terminal velocity.
fall  Describing
qualitatively the
motion of bodies
falling in a uniform

14
 gravitational field.

 Solving problems.

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED

Learners should be able to: (Skills, attitudes and LEARNING AND RESOURCES
knowledge) NOTES

3.0 FORCES  Foam rubber,

 explain the effects of a  Deformation of springs, modelling
3.1 Effects of force on size solids.  Experiments putty, plasticine
force on shape and shape of material demonstrating elastic bands, masses
and size of material  plot, draw and interpret  Tension and Hooke’s Law. and mass hangers
extension load graphs compression.  Determining spring  Computers.
 explain Hooke’s Law constant.
 calculate spring constant  Simulating spring-
 Hooke’s Law and
mass systems.
Spring constant.
3.2 Effect of force  define weight, momentum  Weight, momentum, Limited to linear  Trolleys, inertia car
on motion and inertia inertia; motion. force meters, masses,
 calculate momentum p = mv (Conservation of computers, air tracks,
 explain each of Newton’s F = ma. polished surfaces
momentum is not
three laws of motion
required).  Computer
 use relation between force,
mass and acceleration  Experimenting on simulations
forces changing state
of motion.

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TOPIC OBJECTIVES UNIT SUGGESTED SUGGESTED
Learners should be able to: CONTENT(Skills, LEARNING RESOURCES
attitudes and ACTIVITIES AND
knowledge) NOTES

3.3 Friction and  explain the effect of friction  Friction  Experiments  Trolleys, masses,
circular motion on the motion of a body  Methods of reducing demonstrating computers, air tracks,
 describe the ways in which friction. friction. polished surfaces,
force may change the (No reference to rough surfaces,
 Centripetal force.
motion of a body static and dynamic oil/grease surfaces
 describe qualitatively co-efficient of  Inextensible strings,
motion in a curved path due friction). bobs/plumb-line
to a perpendicular force  Stating advantages
and disadvantages of
friction.
 Centripetal  Experimenting on
acceleration. circular motion.
3.4 Turning effect of a  define moment of a force  Moments.  Illustrating using  Doors, levers,
force  describe the moment of a  principle of everyday examples. wheelbarrows ,crowb
force in terms of its turning moments.  Experiments ar, strings, masses,
effect and give everyday  Calculation demonstrating supporters, stands,
examples involving moments. clockwise and bars, retort stands,
 perform an experiment to anticlockwise beams
verify the principle of moments and verify
moments the principle.
 make calculations involving  Problem solving
the principle of moments involving moments.

16
TOPIC OBJECTIVES UNIT CONTENT(Skills, SUGGESTED SUGGESTED
Learners should be able attitudes and knowledge) LEARNING RESOURSES
to: ACTIVITIES AND
NOTES

3.5 Centre of mass  define centre of mass  Centre of mass.  Experiments  Irregular laminas,
 define centre of  Centre of gravity. determining position plumb line / bob +
gravity of centre of mass of string, support stands.
 Regular and irregular regular and irregular
 determine the centre lamina .
lamina and other
of mass of a plane
lamina objects.
 Stable, unstable and  Experiments  Cones, cubes, chairs,
neutral equillibria. demonstrating stable, ICT tools
 describe qualitatively unstable and neutral
the effect of the
position of the centre equillibria.
of mass on the
stability of objects
3.6 Pressure  define pressure  definition of pressure.  Experiments  Cuboids, regular
 calculate pressure  P = F/A. demonstrating blocks of wood,
pressure due to balances, metre rule,
ICT tools
different surface areas
 Calculating pressure
of solid objects using
appropriate units.

17
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be able (Skills, attitudes and LEARNING RESOURSES
to: knowledge) ACTIVITIES AND
NOTES
 calculate pressure in  Pressure in fluids  Experiments  Manometer and liquid
fluids P=ρgh. demonstrating variation containers
 describe effect of of pressure with depth  Magdebug
depth on pressure hemispheres
 Atmospheric pressure.  Demonstrating  Drinking straws
 describe atmospheric  Pressure cooker. atmospheric pressure  Rubber suckers
pressure  Weather patterns.  Pressure cooker
 Analysing simple
 use bar patterns to barometer weather
predict type of charts
weather including
wind strength and
direction  Applications and  Calculating the
hazards. manometer
 describe the
construction and use
of a barometer  Describing hydraulic
 Manometer. systems
 describe the  Describing water
construction and use reticulation
of a simple manometer
4.0 Machines  describe the use and  Levers, single string (Classification of  Pulleys, inclined
applications of pulley systems (at levers is not required). plane, levers, force
machines most 6 pulleys), metre, metre rule,
4.1 Simple machines  calculate mechanical inclined plane: Calculations limited loads and masses
advantage, velocity MA = Load / Effort; VR to levers, pulley
ratio and efficiency = Distance moved by the systems
effort force/distance  Experiments

18
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be able (Skills, attitudes and LEARNING RESOURSES
to: knowledge) ACTIVITIES AND
NOTES
 explain energy losses moved by the load. measuring efficiency
in machines. Efficiency = MA/VR x
100.
 describe methods of  Friction and mass of
improving efficiency the machine.
 Lubrication and mass
reduction.
 Ball bearings.
 Smooth surfaces.

TOPIC OBJECTIVES UNIT SUGGESTED SUGGESTED

Learners should be able to: CONTENT(Skills, LEARNING RESOURCES
attitudes and ACTIVITIES AND
knowledge) NOTES
5.0 MECHANICAL
STRUCTURES

19
TOPIC OBJECTIVES UNIT SUGGESTED SUGGESTED
Learners should be able to: CONTENT(Skills, LEARNING RESOURCES
attitudes and ACTIVITIES AND
knowledge) NOTES
 Using supported bar  Beams, supports,
5.1 Beams  define a beam  Beams. which bears a load. loads,
 describe a beam by its  Types of beams.  Naming T, L,  ICT tools
cross sectional area I, Z, O and H
 Qualitative relation shaped beams,
 compare the strength of between strength, solid and
hollow box and  Beams of different
beams cross-sectional shape area sections; T, L, I,
and depth. cylindrical
beams. W etc. beams,
wooden splits
 Compression, tension,  Carrying out  Different types of
 explain the effects of push shear and buckle. practical work on
and pull forces beams using similar beams
quantities (mass per
 Compression, tension
 explain how stress is unit length) of  Metre rules,
and natural zones. material but different
distributed in a loaded Internal stress, areas supports, loads
beam beams  Foam rubber, elastic
of strength and
 Experiments bands, glass rods,
weakness.
demonstrating load/stress
crushing,  Hollow stems, green
compressing, twigs, foam rubber
buckling and
 ICT tools
bending, stretching
and snapping  Plasticine
 Stik stuff

20
TOPIC OBJECTIVES UNIT SUGGESTED SUGGESTED
Learners should be CONTENT(Skills, LEARNING RESOURCES
able to: attitudes and ACTIVITIES AND
knowledge) NOTES
5.2 Trusses  construct trusses  Trusses.  Defining a truss.  Beams, pins, nails,
 Comparing weight of loads, retort stands,
 explain the use of  Stability. structures. pivot, metre rule.
triangles in a truss  Experiments
illustrating  Trusses on buildings.
strength/mass ratio of  Laboratory models of
a beam and truss. trusses using wooden
 explain the  Experiments splints.
advantages of trusses determining which  ICT tools.
 Economy, strength members are under
over beams
and strength/mass tension and which are
ratio. under compression.
 explain how a load
can be distributed
throughout a truss;  Constructing models.
 Compressive and
tensile forces.
 identify struts and
ties in a truss;
 Transmission of
 explain the design of forces by connecting
a roof truss; members.
 Distribution of load
5.3 Joining materials  describe methods of  Joining mechanisms;  Making and testing  Wooden, metallic and
joining materials; -Pinning: strengths of joints. plastic materials
-Surface contact:  Gluing with or  Beams, screws, nails
without dowels and bolts and rivets;
tongue;  Glue
 Size of contact area,
 compare the strength  Soldering, brazing  Joints
number and position
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TOPIC OBJECTIVES UNIT SUGGESTED SUGGESTED
Learners should be CONTENT(Skills, LEARNING RESOURCES
able to: attitudes and ACTIVITIES AND
knowledge) NOTES
of joints of pins. and welding; Plastics
– welding and gluing.

TOPIC OBJECTIVES UNIT SUGGESTED SUGGESTED

Learners should be CONTENT(Skills, LEARNING RESOURCES
able to: attitudes and ACTIVITIES AND
knowledge) NOTES
5.4 Large structures  identify materials  Wood, metal,  Naming materials  Metals beams,
used in large reinforced concrete used in large wooden beams,
structures and stones. structures. cement, concrete,
 compare properties  Compressive and reinforce concrete
of construction tensile strength, mass  Comparing properties beams, quarry
materials and durability. of construction of stones, gravel, sand
materials.  ICT tools
 explain the design
and materials used in  Comparing durability
different types of in relation to decay,
bridges corrosion and rusting.

 explain the use of  Constructing and

arches in  Pier bridge, beam  Wooden splints,
bridge, arch bridge loading of models.
construction of large sand, stones, gravel,
and Suspension  (No knowledge of
structures clay soil
material cost is
22
TOPIC OBJECTIVES UNIT SUGGESTED SUGGESTED
Learners should be CONTENT(Skills, LEARNING RESOURCES
able to: attitudes and ACTIVITIES AND
knowledge) NOTES
bridge. required but an
appreciation of both
durability and cost as
factors in
determining choice).
 explain composition
 Earth and concrete;  Identifying
and shape of dam
straight and arch materials which make
walls
dams. dam walls..

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED

Learners should be Skills, attitudes and LEARNING RESOURCES
able to: knowledge) ACTIVITIES AND
NOTES

23
 6.0 WORK, ENERGY
AND POWER
6.1 Work  define work done  Work done;  Experiments  Force metres,
illustrating work wooden block, metre
 calculate work done done Work = Force rule, stop watch,
x distance pulleys, and inclined
planes.
6.2 Energy  define energy  Energy Sources  Describing forms of  Wooden blocks
 describe forms and  Law of conservation energy such as  Batteries, cells,
sources of energy of energy chemical, HEP, sun, chemicals, metals
 relate energy  Energy conversions nuclear, geo-thermal,
conversions and work  Calculations wind and tides. Generator/turbines
done involving energy and (renewable and non-
work renewable sources)  Solar cells/panels,
 Safe disposal of  Naming sources of solar chargers, solar
batteries and heat, light, sound, water heater systems
accumulators electrical, kinetic
gravitational and  Academic trips to
potential energy. hot springs e.g.
 Giving relationship Chimanimani hot
between energy and springs
work.
 Calculating  Computer
problems on energy. simulations
 Safe disposing of
batteries and
accumulators

24
TOPIC OBJECTIVES UNIT CONTENT(Skills, SUGGESTED SUGGESTED
Learners should be able attitudes and knowledge) LEARNING RESOURCES
to: ACTIVITIES AND
NOTES
6.3 Power  define power  Carrying out e  Electric motor, meter
 relate power to rate of experiments to rule, stop watch, load,
energy transferred determine power. string, block of wood,
 perform calculations =Fv Force meter.
involving power
7.0 THERMAL
PHYSICS
7.1 The kinetic theory of  the effect of a change  Solids, liquids and  Kinetic theory model
describe states of  Carrying out practical kit.
matter gases.
matter in terms of activities to
 Brownian motion
kinetic theory demonstrate change of
model kit
state including
 explain the physical  Brownian motion.  Solids, l iquids and
properties of matter Sublimation. gases
 describe qualitatively  Charles’s law.  Sources of heat
the thermal expansion  Carrying out
of solids, liquids and experiments to
illustrate the  Chalk/dust.
gases  2 large syringes
 Boyle’s law. properties.
communicated by
 explain the relative rubber tubing, warm
order of magnitude of  Melting boiling and
water, thermometer,
expansions of solids,  Equation of state. evaporating.
manometer.
liquids and gases P1V1/T1=P2V2/T2  Diffusion – mixing
due to molecular  Ice water in a beaker,
 identify and explain source of heat,
some of the everyday motion.
 Experiments on thermometer.
applications and  Perfume, bromine,
consequences of Charles’s and Boyle’s
law. smoke.
 thermal expansion

25
TOPIC OBJECTIVES UNIT CONTENT(Skills, SUGGESTED SUGGESTED
Learners should be able attitudes and knowledge) LEARNING RESOURCES
to: ACTIVITIES AND
NOTES
 describe qualitatively
of temperature on the  Charles’ law
volume of a gas at apparatus.
constant pressure  Boyle’s law apparatus.

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (Skills, attitudes and ACTIVITIES AND NOTES RESOURCES
knowledge)
7.2 Thermal  compare qualitatively  Thermal expansion  Carrying experiments to  Ball and ring
Properties order of magnitude of and contraction. compare expansion and experiment, gouge
expansion of solids  Thermostats, contraction in solids, and bar, empty flask
liquids and gases thermometers, fitted with a rubber
liquids and gases.
 explain applications and bridges, railway lines stopper with a glass
consequences of thermal and electrical cables, tubing, warm water,
expansion etc.  Carrying out experiments cold cloth.
and contraction with different  Flask filled with
thermometers. water fitted with a
 describe how a physical
property which varies  Measurement of rubber stopper with
with temperature may be temperature, fixed a glass tubing and
used for measurement of points liquid in glass warm water and ice
temperature thermometer water in a bowl.
 state such properties (laboratory and  Thermostats,
clinical), thermometers,
thermocouple bimetallic strips.
thermometer,

26
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED
Learners should be able to: (Skills, attitudes and ACTIVITIES AND NOTES RESOURCES
knowledge)
advantages and
disadvantages of each
type of thermometer.
 state the need for and  Melting and boiling.  Carrying out experiments  Calorimeter,
identify fixed points on expansion and elements, solids,
 describe sensitivity range contraction of matter. water, thermometers,
and linearity  Determining melting point balance
 describe different types of and boiling point
thermometers experimentally and
 define and describe graphically. Consider both
melting and boiling in heating and cooling curves.
terms of energy transfer  Carry out experiments on
without change of the influence of
temperature atmospheric pressure and
 describe the effect of impurities on melting
impurities and pressure on  Latent heat. points and boiling points to
melting points and boiling be discussed in terms of
points of substances kinetic theory demonstrate.

 Impurities and  Flat bottomed

pressure. flasks, tongs
7.2  determine the specific  Definition of heat  Determining specific heat  Calorimeter, heating
heat capacity capacity and specific capacity by experiments. elements, solids,
of a liquid and a solid heat capacity(c). water, thermometers,
 calculate the heat transfer ∆Q=mc(ϑf−ϑi) = IVt.  Carrying out calculations balance, clock,
from experimental data on specific heat capacity. voltmeter, ammeter,
 Heat supplied = heat  Explaining differences in connecting leads,
 explain why different gained heat capacities. power, funnel, ice
materials have different Qloss = Qgained  Determining specific latent

27
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED
Learners should be able to: (Skills, attitudes and ACTIVITIES AND NOTES RESOURCES
knowledge)
heat capacities = Qsupplied. heat experimentally.

 define specific latent heat  Explanation based on  Calculating specific latent

particles. heat.
 calculate specific latent  Fusion, vaporization (Assumption: No heat is lost
heat Heat supplied = or gained to surrounding).
heat gained.

∆Q= ml.

7.3 Heat  identify good and bad  Metals, non-metals  Carrying out experiments  Lesley cube/wax
Transfer conductors of heat and liquids. to distinguish. between Conductor meter
 give a molecular account good and bad conductors of  Beaker with water +
of heat transfer in solids  Conduction. heat. a colorant i.e.
 relate convection to  Carrying out experiments potassium
density changes in liquids to demonstrate conduction permanganate.
and gases  Convection. and convection.
 Experiments to  Convection chamber
demonstrate convection.

28
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be able (Skills, attitudes and LEARNING RESOURCES
to: knowledge) ACTIVITIES AND
NOTES

 describe experiments  Radiation.  Carrying out  Reflectors, vacuum

to distinguish between  Good and bad experiments with dull flask and different
good and bad emitters/absorber. and bright surfaces. surfaces.
emitters/absorbers of infra-
red radiation
 Solar cooker and  Carrying out  Parabolic dish, solar
 deduce that good
vacuum flask, etc. experiments with water heater.
absorbers are also
parabolic reflectors.
good emitters
 Wax
 explain applications of
 Solar water heater.  Carrying out
conduction,  Thermometer
 Sea breezes. Experiments to
convection and
radiation  Air vents. demonstrate solar
water heating.  Heater
 describe the function
and design of a solar  Air conditioner
water heater
8.0 INTERNAL  describe the operations  Compression, power,  Explaining importance  Engine models,
COMBUSTION of a four stroke exhaust and inlet of a clean fuel supply,  Computer models,
ENGINES engine; strokes. effects of limitation of carburettor
 explain the role of the  Fuel and air supply. air supply (choke
8.1 Four stroke engine carburettor  Even firing and power control, blocked
distribution. filters) and fuel supply
(worn out jets).
 state the advantage of  Using a model to
 Ignition methods, demonstrate strokes.
multiple cylinders in relevant efficiency and
an engine  Explaining e fficiency
carbon monoxide
 compare the as measured by fuel
(soot) production. economy (kilometres
operations of a diesel
and petrol engine per litre).
 Size of parts.
29
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be able (Skills, attitudes and LEARNING RESOURCES
to: knowledge) ACTIVITIES AND
NOTES

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED

Learners should be (Skills, attitudes and LEARNING RESOURCES
able to: knowledge) ACTIVITIES AND
NOTES

8. 1 Social and economic  identify renewable  Renewable and non-  Identifying  Wood, charcoal,
considerations of using fuels and non- renewable renewable fuels. renewable and non- coal, petroleum, bio
resources;  Deforestation, effects renewable resources. gas, ethanol
 fuels of the by-products,
 fuels Candles
 describe the social pollution.
and economic  Safe handling of
implication of using fuels.
fuels;

9.0 WAVES  describe wave  Transverse and  Demonstrating  Springs/slinky, ropes

9.1 Mechanical wave motion longitudinal waves. reflection and ropes, ripple tanks
properties refraction of wave
 describe  Amplitude, fronts practically.
characteristics of a wavelength,  Calculating the
wave frequency and period period ,velocity ,freq
uency and
30
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be (Skills, attitudes and LEARNING RESOURCES
able to: knowledge) ACTIVITIES AND
NOTES

T= 1/f, V =fλ wavelength of waves

 calculate velocity,
frequency and  Media for mechanical
wavelength waves. Carrying experiments to
 Reflection and demonstrate waves.
 describe propagation refraction wave fronts
of waves in terms of and rays
wave fronts and rays.

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED

Learners should be (Skills, attitudes and LEARNING RESOURCES
able to: knowledge) ACTIVITIES AND
NOTES

9.2 Sound  describe how sound  Vibrations  Carrying experiments  Fixed ruler/hacksaw
is produced on sound production blade
 describe the  Compressions and  Tuning forks and simple
longitudinal nature of rarefactions. musical instruments

31
 sound waves  Carrying out  ICT tools
experiments
 state the approximate  Transmission of involving
range of audible sound in different transmission in
frequency media different media.
 vacuum pump and
 explain the need of a  Speed of sound. electric bell
medium in the  Determining speed of
sound practically. watch
transmission of  Pitch, loudness and
sound waves quality.
 Carrying out starter gun/wooden block
 describe experiments
to determine the  Reflection of sound. experiments on pitch, wall
speed of sound in air;  Applications of loudness and quality shallow well
 relate pitch, loudness echoes. (No treatment of
and quality of sound overtones.)  C.R.O, microphone,
waves to amplitude  Fishing industries  Carrying out simple signal generator,
and frequency experiments to
 Depth determination demonstrate echoes.
 describe echoes and
application

TOPIC OBJECTIVES UNIT SUGGESTED LEARNING SUGGESTED

Learners should be able to: CONTENT(Skills, ACTIVITIES AND NOTES RESOURCES
attitudes and
knowledge)

9.3 Electromagnetic  identify the regions of the  Electromagnetic  No recall of actual  Mirror, ICT tools,

32
waves electromagnetic spectrum wavelengths or Oily surfaces with
spectrum( order of frequencies is required light,Laptop or TV
screens with DVD
wavelength or frequency) with light
 Discussing differences
 state the differences and and similarities between  UV and infrared
similarities between electromagnetic waves.
sources , filters,
electromagnetic waves;  Wavelength, computer
frequency, speed  Discussing applications of
 state the uses of the different and transmission electromagnetic waves in
components of the communication cooking,
electromagnetic spectrum medical field remote
 Uses of the different sensing
components

FORM 4

TOPIC OBJECTIVES UNIT CONTENT(Skills, SUGGESTED LEARNING SUGGESTED

Learners should be able to: attitudes and knowledge) ACTIVITIES AND NOTES RESOURCES

33
10.0 OPTICS

10.1 Reflection of light  describe an  Laws of reflection,  Carrying out  Optic kit
experiment to experiments on  ICT tools
illustrate reflection
the laws of
reflection
 use the law: I = r, in  Formation of images  Carrying out
reflection; by plane mirrors. experiment to find
 describe the position the image of an
and characteristics of object
an optical image
formed by plane  Constructing images
 Ray diagrams
mirror formed by plane
 perform simple mirror
constructions,
measurements and
calculations;

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED

Learners should be (Skills, attitudes and LEARNING RESOURCES
able to: knowledge) CTIVITIES AND
NOTES

10.2 Refraction of light  state laws of  Optically dense and  Carrying out  Optic kit
refraction; optically less dense experiments to  ICT tools
media investigate
refraction.

34
  Drawing ray diagrams
 describe refraction sini to illustrate various  Binoculars ,microsco
=constant
using ray sinr situations of refraction pe and periscope
diagrams;  Experiments to
 describe refraction of  Refraction at plane demonstrate apparent
light through surfaces depth
transparent blocks
and liquids;  Experiments to
 define refractive determine refractive
index; index.
 define critical angle;
 Apparent depth  Experiments to
 describe total internal demonstrate total
reflection;  Ray diagrams internal reflection.
 describe applications  Demonstrating
 Total internal application of total
of total internal
reflection and internal reflection in
reflection.
critical angle. fibre optics;
 Fibre optics
 Glass prisms
instruments
 Mirage
 Straight object in
water

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED

Learners should be (Skills, attitudes and LEARNING RESOURCES
able to: knowledge) ACTIVITIES AND
NOTES
10.3 Lenses  describe the action of  Converging and  Carrying out  Optic kit, camera

35
 a converging lens diverging lenses, experiments to show
and diverging lens on focal point convergence and
a beam of light; divergence
 draw ray diagrams to
illustrate the  Nature and position  Carrying out
formation of real and of images experiments on
virtual images formation of real and
virtual images by
converging lens.

 (No treatment of
images formed by
diverging lenses is
required)

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED

Learners should be able (Skills, attitudes and LEARNING RESOURCES
to: knowledge) ACTIVITIES AND
NOTES
 Explain how to  Focal length  Carrying out Optical kit

36
 measure the focal demonstrations. Metre rule
length of a
converging lens  Magnification  (No calculations
 describe required)
magnification of a v  Experiments to Camera and projector
m= =hi /ho
converging lens u measure the focal
length of a converging ICT tools
 describe the use of a
single lens as a lens.
magnifying glass  Image characteristics.
 describe the use of a
single lens to form a
real image

 explain the use of  Demonstrating the

 Short and long sights.
lenses in the action of a magnifying
correction of short glass.
and long sight
10.4 Dispersion of  define dispersion of  Visible spectrum.  Carrying out Optic kit and glass
light light experiments on prism
 describe the dispersion of light ICT tools
dispersion of light using a glass prism.
Order of colours to be
specified.

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED

Learners should be (Skills, attitudes and LEARNING RESOURCES
able to: knowledge) ACTIVITIES AND
NOTES

11.0 ELECTRICITY  describe experiments  The electron, and  Carrying out  Van de Graaf

37
 11.1 Electrostatics to show electrostatic positive charges. experiments to show generator, gold leaf
charging  Unit of charges. electrostatic electroscope, Perspex,
 The Coulomb. charging. ebonite, cellulose
 Rods/plates, cotton,
 describe forces fur, glass rods
between charges of  Like and unlike  Polythene
static electricity Charges.  Carrying experiments
 describe an electric  Force and electric to demonstrate
field charges. attraction repulsion
of charges.

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED

Learners should be able (Skills, attitudes and LEARNING RESOURCES
to: knowledge) ACTIVITIES AND
NOTES

38
  state and describe the  Qualitative treatment
direction of field lines only
and simple field  Field lines and field
patterns; patterns  Drawing diagram to
show field -patterns.
 distinguish between
electric conductors  Conductors and
and insulators; insulators

 explain separation of  Induced charge in  Demonstrating

charge by induction; conductors inductive charging
using electroscopes.  Gold leaf electroscope
 describe natural  Discussing lightning,
phenomena of static  Lightning conductors safety precautions  Lightning
electricity Applications and conductors/shields
hazards  ICT tools
 Formation, dangers,
earthing, shielding.
 Constructing a
lightning conductor

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED

Learners should be able (Skills, attitudes and LEARNING RESOURCES
to: knowledge) ACTIVITIES AND
NOTES
11.2 Primary and  use the concept that  e.m.f of a  Sources of e.m.f.  Power supplies, cells,
secondary cells the e.m.f is measured cell/battery.  List sources of e.m.f. batteries,
by energy dissipated  Explaining the terms accumulators,
by a source in driving e.m.f. and calculating voltmeter,(photo

39
 a charge round a current. I = Q/t. voltaic cells)
complete circuit
Electromotive force
 show an
understanding that
the volt is given by
J/C
 units of e.m.f.
11.3 Current electricity  explain the flow of  Electric charge flow.  Ampere, the volt,  Ammeter, voltmeter,
current in a circuit  Ammeter, ampere. milliampere range. multimeters
 use the equation
Q  Conventional  Using a voltmeter to
I= measure p.d.
t direction of current.
 measure current and
 Different ranges of  Using an ammeter to
voltage
voltage and current. measure current.
 define potential
differences

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED

Learners should be able (Skills, attitudes and LEARNING RESOURCES
to knowledge) ACTIVITES AND
NOTES
 use the concept that  Voltage in a series  Carrying out  Carbon Resistors
the sum of the circuit. experiments using Ammeter,
potential differences VT=V1+V2+------- voltmeter in a series voltmeters, multimeters,
in a series circuit is circuit. power sources, leads,
the same as the  Law of conservation switches.

40
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be able (Skills, attitudes and LEARNING RESOURCES
to knowledge) ACTIVITES AND
NOTES
potential difference of energy
across the whole
 Carrying out
circuit
experiments to verify
 Resistance Ohm’s Law and  Colour code chart
 state and apply R=V /I calculations
Ohm’s law  Experimental involving Ohm’s law.
determination of
 describe an resistance.  Carrying put
experiment to experiments to
determine resistance determine resistance.
using a voltmeter and
an ammeter  Thickness and length  Carrying out simple
of a conductors. experiments to
 state the limitations investigate the
of Ohm’s law limitations.
 Temperature
 sketch and interpret  Sketching and
the V/I characteristics interpreting the V/I
graphs for metallic  Different swg
characteristics wires of e.g.
(ohmic) and non- graphs.
ohmic conductors Constantine,
nichrome,
 Variations of copper,
 Use the relationship R=ρl / A resistance of
between the micrometre screw
conductor with gauge, metre rule
resistance, length and temperature (e.g. in a
cross-sectional area bulb), tension or if
of a wire placed in a strong
magnetic field.

41
 TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be able (Skills, attitudes and LEARNING RESOURCES
to knowledge) ACTIVITES AND
NOTES
 Carrying out
experiments to
investigate the
relationships.

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED

(Skills, attitudes and LEARNING RESOURCES
Learners should be knowledge) ACTIVITES AND
able to NOTES

11.4 Electric circuits  set up simple electric  simple circuits.  Mounting circuits  Cells, switches,
circuits and measuring resistors variable
current through resistors, bulbs,

42
  draw and interpret  draw and interpret resistors in parallel. ammeters, voltmeters
circuit diagrams circuit diagrams.  Carrying out and fuses, connecting
practical activities on leads.
 use the fact that the  I=I1+I2+I3. electric circuits.  Circuit boards, fuses,
current from the switches, computer
source is the sum of  R=R1+R2+R3.  Drawing and
currents in the interpreting circuit
separate branches of diagrams.
a parallel circuit
 Series and parallel
 calculate resistance
in simple circuits resistors.
 Calculating
1 1 1 resistance for series
= + ±−¿
R R1 R2 and parallel resistors.

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED

Learners should be (Skills, attitudes and LEARNING RESOURCES
able to knowledge) ACTIVITES AND
NOTES

43
11.5 Electricity in the  describe uses of  Heating, lighting and  Discussing and  Three-pin plug, two-
home electricity in the motors, lamps in listing uses of pin plug, fuses,
home parallel. electricity in the breakers, heating
home. elements, iron, fan,
 calculate electrical  The kilowatt-hour  Reading of electricity electric meters,
power, energy and P=VI meters and costing. motors, ICT tools
the cost of electricity E=Vlt .  Discussing damaged
insulation,
 describe electrical  Hazards. overheating cables
hazards and safety  Safety precautions. and damp conditions.
precautions  Experiments
 describe the wiring  Live, neutral and demonstrating
of a three-pin plug electrical hazards
earth.
 explain the use of a must NOT be done.
 Double insulation of
two-pin plug  Wiring of a plug.
appliance.
 Examining
appliances with
double insulation
 Demonstrating the  Fuses, switches
operation of a fuse on live wire
and a switch.
 explain the use of
 Explaining why fuses
fuses, fuse ratings
and switches are
and switches
always on live wire.
 Insulated cables,
electricity meters

44
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be (Skills, attitudes and LEARNING RESOURCES
able to knowledge) ACTIVITES AND
NOTES

12.0 MAGNETISM  state the properties of  Carrying out  Magnets, pocket

12.1 Magnetic magnets  Polarity. experiments to compass, cell,
properties  describe magnetic  Attraction and investigate properties solenoid/coils,
field lines around repulsion. of magnets. different materials
magnets  Magnetic field lines.  Plotting magnetic both magnetic and
 explain induced field lines. non-magnetic, iron
 Pattern and direction.
magnetism;  Carrying out filings, paper, heat,
 Induction.
 describe methods of experiments to hammer.
 Single and double demonstrate induced
magnetisation; stroking, using a
 describe methods of magnetism.
solenoid.  Carrying out
 Demagnetisation by experiments to
demagnetisation; hammering, heating demonstrate
 distinguish between and electrical
magnetisation.
magnetic and methods.
 Carrying out
 non-magnetic  Relative ease of experiments to
materials magnetisation and demonstrate
 distinguish between demagnetization demagnetisation.
the magnetic temporary and  Magnetising and  Iron and steel
properties of iron and permanent magnets. demagnetising pieces rods/cores
steel of iron and steel.
12.2 Application of  describe uses of  Temporary magnets  Discussing uses of  Video and audio
magnetism temporary magnets and their uses. temporary magnets. tapes, computer
 describe uses and  Permanent magnets  Discussing uses of discs, electric bell,
application of and their uses. permanent magnets.  Electric motors,
permanent magnets loudspeakers,
generators, telephone

45
 TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be (Skills, attitudes and LEARNING RESOURCES
able to knowledge) ACTIVITES AND
NOTES

receivers

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED

(Skills, attitudes and LEARNING RESOURCES
Learners should be knowledge) ACTIVITIES AND
able to: NOTES

13.0  describe an  Magnetic field  Demonstrating field  Long straight

ELECTROMAGNETISM experiment to patterns. around current conductor, solenoids,
13.1 Magnetic effect of an demonstrate that a  Carrying conductor switch, leads,
electric current current-carrying using iron fillings pocket /plotting
conductor has a and plotting campus, (cell), DC
magnetic field  Magnetic field compass. source, ICT tools.
around it patterns of solenoid.
 describe an  Direction of  Plotting magnetic
experiment to plot magnetic field. field lines due to a
magnetic field solenoid.
patterns due to a
current-carrying  Right hand grip rule.
solenoid  Predicting direction
 predict the direction of field lines.
of magnetic field of
straight conductor
and of a solenoid

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED

46
 (Skills, attitudes and LEARNING RESOURCES
Learners should be able knowledge) ACTIVITIES AND
to: NOTES

13.2 Force on current  describe an  Fleming’s left hand  Experiments on field  Two Long straight
carrying conductor experiment to show rule. patterns between conductors, switch,
magnetic in a magnetic that a current-carrying parallel currents. leads, pocket /plotting
field conductor in a  Force between parallel campus, cell.
magnetic field currents, field patterns.  Demonstrating the
experiences a force effect of a magnetic
 Factors affecting
 describe the field magnitude of force. field on a current  Electric bell, relay,
patterns between carrying conductor. reed switch,
parallel currents and microphone, speaker
relate these to the  Experiments to show etc.
forces which exist  Action of an electric
bell and a simple relay relationship between  DC motor model,
between the currents
Electrical to direction of current, insulated wire, block
 predict the direction of field and motion of wood, leads.
motion of a current- mechanical energy.
Constructing a simple
carrying conductor in
d.c. motor
a magnetic
 Field, current and
 describe the
motion, turning effect
application of the
commutator
magnetic effect of a
current

 describe the operation

of a d.c. motor

47
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be (Skills, attitudes and LEARNING RESOURCES
able to knowledge) ACTIVITIES AND
NOTES
13.3 Electromagnetic  describe an  The generator  Carrying out  Coils with different
induction experiment which principle. experiments to show number of turns and
shows that a generator principle. cross sectional area
changing magnetic of coils, solenoids, bar
field can induce an magnets,
e.m.f. in a circuit or  Strength of magnet,  Carrying out galvanometer, CRO.
conductor relative motion, experiments to  ICT tools.
 state the factors number of turns, area investigate factors
affecting the of coil. which affect e.m.f.
magnitude of
induced e.m.f.
 Lenz’s law.  Carrying out
 use the fact that experiment to show
direction of an Lenz’s law.
induced e.m.f
opposes the change
producing it
 Fleming’s right hand
 predict the direction rule.  Using Flemming’s
of induced current in right hand rule to
a conductor make predictions.
 describe the  mechanical to  Identifying slip rings,
operation of an a.c. electrical energy. commutator, brush,

48
TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED
Learners should be (Skills, attitudes and LEARNING RESOURCES
able to knowledge) ACTIVITIES AND
NOTES
and d.c. generators  differences between coil and magnets.
a.c.and d.c.
 Sketching velocity
time graphs.

 Discussing the
factors affecting
output voltage.

 Comparing a.c. and

d.c. generators.

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED

Learners should be able to: (Skills, attitudes and LEARNING RESOURCES
knowledge) ACTIVITIES AND
49
 NOTES
13.4 Transformers  describe the structure and  Primary and  Demonstrating the  Coils with multiple
principle of operation of a secondary coils, operation of a simple tapings, iron cores,
voltmeters, multi-
basic iron-cored laminated core, transformer.
metres, C.R.O, ac
transformer voltage.  Solving problems using sources, Hall probe
 use transformer equations  Transformer the transformer equation
efficiency, cooling  Discussing efficiency
 describe the use of and eddy currents. (energy loss).
transformer in high-voltage  Magnetic flax
transmission heating. ICT tools
 discuss the energy loss in  Joule heating.
cables
 give advantages of high Vp /Ns=Np/Ns and VpIp=VsIs  Discussing the
voltage transmission advantages of high-
 Current and voltage transmission.
potential difference
in step-up and step-
down transformers.
14.0  explain that a hot filament  Emission of  Demonstrating  CRT, tubes and
emits electrons electrons from hot thermionic emission. kits, computer,
ELECTRONICS  describe how these metals.  Discussing acceleration magnetic field
14.1 Thermionic electrons can be directed and collimation of source
emission into an electron beam  Acceleration and electrons.  ICT tools
describe the effect of a collimation of NOTE : Direction of
magnetic or electric field electrons. deflection of electron
on an electron beam  Reflecting of beam.
electron beam.  Relating to TV tubes
and CRO.

50
TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED SUGGESTED
Learners should be able attitudes and knowledge) LEARNING RESOURCES
to: ACTIVITIES AND
NOTES
14.2 Diodes  describe the function of  Function of diodes  Carrying out  LED, cells, diodes,
diodes  Switch and rectification experiments to circuit boards,
 Circuit symbol/ LEDs demonstrate the electronic kits
function of a
diode.
14.3 Rectification  define rectification  Conversion of a.c. to  Carrying out  Electronic kit, diodes,
 explain half and full d.c. experiments on AC source, capacitor,
wave rectification  Use of diodes, voltage rectification and CRO
– time graphs. smoothening.  Power supplies

 Voltage time
graphs
14.4 Electronic  describe the behaviour  Colour and coding.  Reading colour  Coded carbon resistors
Components of resistor codes and of various ratings and
 use a given colour code tolerance. ranges
for resistance values  Measuring  Potential
 choose components resistance. dividers/rheostat,
with suitable power  thermostats/thermistor
ratings  .
 describe the action of a  capacitors, bulbs, reed
variable potential  Potentiometer use as  Carrying out switches, strain-gauge,
divider input transducers experiments with potentiometers,
 describe the action of Energy store resistors buzzers
thermostats and light  Time delay circuits capacitors,
dependent resistors thermistors, LED,
 describe the action of a potentiometer

51
 capacitor
 explain the use of reed
switches in circuits
 describe circuits
incorporating light
sensitive switches

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED

Learners should be (Skills, attitudes and LEARNING RESOURCES
able to: knowledge) ACTIVITIES AND
NOTES

52
14.5 Logic Gates  describe logic gates  Logic gates: OR,  Constructing Truth  Electronic kits, logic
AND, NOT, NAND Tables. gate tutor, computer
and NOR Truth Tables  (2 input gate)
 Combination of logic
of not more than
three inputs.
15.0 ATOMIC AND  describe the structure  Nucleus and  Drawing diagrams of  Computer, atomic
NUCLEAR PHYSICS of an atom in terms electrons. the atomic structure. models
15.1 Rutherford’s Atomic of nucleus and  Composition of  ICT tools
Model electrons nucleus.  Calculating proton  Periodic table
and nucleon
 explain proton and  Proton number Z and numbers.
nucleon numbers nucleon number A.
 explain isotopes  Giving examples of
 A=Zn isotopes
 Nuclide notation
A
ZX.

 Isotopes.

TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED SUGGESTED

Learners should be attitudes and knowledge) LEARNING RESOURCES
able to: ACTIVITIES AND
NOTES

15.2 Radioactivity  describe  Radioactivity.  Describing detection  Computer, radiation

radioactivity of radiation. detectors

53
TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED SUGGESTED
Learners should be attitudes and knowledge) LEARNING RESOURCES
able to: ACTIVITIES AND
NOTES

 Stability of nuclei, and  Carrying out  ICT tools, simulation

 state types of particles and rays, experiments of software
radioactive emission detection . chances of radio-
active decay.  Dice. Coins
 describe the nature  Nature of radiation.  Discussing nature
and properties of and properties of
radiation radiation.

 describe the  Nuclear decay; decay  Discussing ionising

mechanism of radio- radiation. effects, penetrating
active decay  Decay curve. power and deflection
by magnetic and
electric fields.
 explain the meaning  Plotting decay cares.
of half-life  Half-life.
 Carrying out
calculations on half
 distinguish between Fusion and fission,
life.
fusion and fission nuclear reactions.
 Calculating nucleon
 describe the uses of i) carbon – 14 and proton numbers
radioactive isotopes dating of balanced
ii) Biochemical equations.
tracers
iii) Radiotherapy  Drawing and
interpreting decay
.
curves.

54
TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED SUGGESTED
Learners should be attitudes and knowledge) LEARNING RESOURCES
able to: ACTIVITIES AND
NOTES

 Writing nuclear
equations.

 Discussing uses of
radioactive
materials.

 Conducting
educational tours.  C.T scans.
 ICT tools

TOPIC OBJECTIVES UNIT CONTENT SUGGESTED SUGGESTED

Learners should be (Skills, attitudes and LEARNING RESOURCES
able to: knowledge) ACTIVITIES AND
NOTES

55
 15.2 Radioactivity  Describe how  Detection of leaks  Use of photographic  Photographic films,
radioactive materials in pipes film badges for computers
are handled, used  Determination of exposure detection.
and stored in a safe
thickness of materials
way.
 Power
generation
 Sterilisation
 Use, storage, handling

 Soil, water, air, plant  The impact of

 describe the effects and animal life radioactive emission
of radioactive  Safe disposal of on the environment
emission on the radio-active waste
environment

9.0 ASSESSMENT
9.1 ASSESSMENT OBJECTIVES
56
The scheme of assessment is grounded in the principle of inclusivity and equalisation of opportunities hence does not condone direct or
indirect discrimination of learners.

Modifications of arrangements to accommodate candidates with special needs must be put in place in both continuous and summative
assessments. These modifications must neither give these candidates an undue advantage over others nor compromise the standards being
assessed.

NB: For further details for arrangements, accommodations and modifications refer to the assessment procedure booklet.
The three assessment objectives in ‘O’ Level Physics are:

1: Knowledge with understanding

2: Handling information and problem solving
3: Experimental skills and investigations

1: Knowledge with understanding

Candidates should be able to demonstrate knowledge and understanding of:

• scientific phenomena, facts, laws, definitions, concepts, theories
• scientific vocabulary, terminology, conventions (including symbols, quantities and units)
• scientific instruments and apparatus, including techniques of operation and aspects of safety
• scientific quantities and their determination
• scientific and technological applications with their social, economic and environmental implications.

2: Handling information, problem solving, synthesis, analysis and evaluation

In words or using other written forms of presentation (e.g. symbolic, graphical and numerical), candidates should be able to:
• locate, select, organise and present information from a variety of sources
57
• translate information from one form to another
• manipulate numerical and other data
• use information to identify patterns, report trends and draw inferences
• present reasoned explanations of phenomena, patterns and relationships
• make predictions and hypotheses
• solve problems, including some of a quantitative nature.

3: Experimental skills and investigations

Candidates should be able to:
• know how to use techniques, apparatus, and materials (including following a sequence of instructions, where appropriate)
• make and record observations and measurements
• interpret and evaluate experimental observations and data
• plan investigations, evaluate methods and suggest possible improvements (including the selection of techniques, apparatus and materials).

9.2 SCHEME OF ASSESSMENT

The assessment scheme for Physics comprises of

a) Continuous assessment, and

58
 b) Summative assessment.
The final grade in Physics is 20% continuous assessment and 80% summative assessment.
The assessment shall be administered as follows:

Paper 1: Multiple choice questions

Paper 2: Structured theory questions
Paper 3: Practical Test

Paper 4: Continuous Assessment

Learners are required to enter for all the 4 papers

Paper Type of paper Duration Marks Paper Weighting

%
1 Multiple choice 1h 40 19
2 Theory 2h 15min 100 48
3 Practical Test 2h 30 14
4 Continuous ************ 40 19
Assessment

Paper 1: Theory : the paper consists of 40 compulsory multiple choice items of the direct choice type.
Each question shall have 4 response items.
Paper 2: Theory. The paper has 2 sections.
Section A will carry 40 marks and will consists of a number of compulsory structured questions of variable mark value.
Section B carries 60 marks and will consist of 4 structured questions .Each question will carry 20 marks. Candidates will be required to answer
any 3 questions.
Paper 3: Practical Test
This paper will consist of 2 compulsory questions each carrying 20 marks

59
Paper 4: Continuous Assessment
This paper will consist of standardised tests in Practical, Theory and a Project during the 5 terms.

9,3 SPECIFICATION GRID

SKILL Paper 1 Paper 2 Paper 3 Paper 4

1.0 KNOWLEDGE AND 15% 15% ------------ 15%
UNDERSTANDING ---
2.1 COMPREHENSION, 40% 50% ------------ 40%
PROBLEM -
SOLVING
2.2 ANALYSIS, 45% 45% ------------ 45%
SYNTHESIS AND ---
EVALUATION
3.0 PRACTICAL --------------- --------------- 100% -----------------
---- ---- ----
TOTAL 100% 100% 100% 100%

60
APPENDIX

SUMMARY OF KEY QUANTITIES, SYMBOLS AND UNITS

Learners should be able to state the symbols for the following physical quantities and, where indicated, state the units in which they
are measured. Learners should be able to define those items indicated by an asterisk (*).

Quantity Symbol Unit

QUANTITY SYMBOL UNIT

Length L,h Km.m,cm,mm

Area A M2,cm2

Volume V M3,cm3

Weight W N

Mass M Tones, Kg, g, mg

Time T h, mini,

Period T S

Density p Kg/m3, g/m3

Speed U,v Km/h, m/s,cm/s

Acceleration A m/s2

Force F N

Acceleration of free fall g m/s2, N/kg

Moment of a force M N/m

Work done W, E J

Energy E J, kWh

Power P W

Pressure P Pa, n/m2, mmHg

Temperature Θ, T ᶿC, K

Heat capacity C J/⁰C, J/k

Specific heat capacity C J/(g⁰), J/(gk)

Latent heat L J

Specific latent heat l J/kg, j/g

Frequency F Hz

Wave length λ m,cm

Angle of incidents I Degree(⁰)

Angle of reflection, refraction r Degree(⁰)

Critical angle c Degree(⁰)

Potential difference/voltage V V,mV

Current I A,mA

Charge Q Q/C,As

1
e.m.f. E V

Resistance R Ω

2
MATHEMATICAL REQUIREMENTS
Arithmetic
Learners should be able to:
(a) recognise and use expressions in decimal and standard form (scientific) notation
(b) use appropriate calculating aids (electronic calculator or tables) for addition, subtraction,
multiplication and division. Find arithmetic means, powers (including reciprocals and square roots),
sines, cosines and tangents (and the inverse functions)
(c) take account of accuracy in numerical work and handle calculations so that significant figures are
neither lost unnecessarily nor carried beyond what is justified, rounding answers correctly when
necessary
(d) make approximations and estimates to obtain reasonable answers
Algebra
Learners should be able to:
(a) change the subject of an equation
(b) solve simple algebraic equations, including linear simultaneous equations
(c) use direct and inverse proportion
(d) substitute physical quantities into physical equations using consistent units
(e) formulate simple algebraic equations as mathematical models of physical situations and to represent information given in words
Geometry and trigonometry

Learners should be able to:

(a) understand the meaning of angle, curve, circle, radius, diameter, square, parallelogram, rectangle
and diagonal
(b) calculate areas of right-angled triangles and circles, areas and volumes of rectangular blocks,
volumes of cylinders
(c) use the angle sum of a right angle and adjacent angles on a straight line
(d) use sines, cosines and tangents
(e) use usual mathematical instruments (rules, compasses, protractor, set square)
(f) recognise and use points of the compass (N, S, E, W)

3
Graphs
Learners should be able to:
(a) translate information between graphical, numerical, algebraic and verbal forms
(b) select appropriate variables and scales for graph plotting
(c) for linear graphs, determine the slope and state the intercept and intersection
(d) choose, by inspection, a straight line which will serve as the best straight line through a set of data
points presented graphically
(e) recall standard linear form y = mx + c and rearrange relationships into linear form where appropriate
(f) understand, draw and use the slope of a tangent to a curve as a means to obtain the gradient
GLOSSARY OF TERMS
It is hoped that the glossary will prove helpful to learners as a guide, although it is not exhaustive. The glossary has been deliberately
kept brief not only with respect to the number of terms included but also to the descriptions of their meanings. Learners should
appreciate that the meaning of a term must depend in part on its context. They should also note that the number of marks allocated
for any part of a question is a guide to the depth of treatment required for the answer.
1. Define (the term(s) ...) is intended literally. Only a formal statement or equivalent paraphrase, such as the defining equation with
symbols identified, being required.
2. Explain/What is meant by ... normally implies that a definition should be given, together with some relevant comment on the
significance or context of the term(s) concerned, especially where two or more terms are included in the question. The amount of
supplementary comment intended should be interpreted in the light of the indicated mark value.
3. State implies a concise answer with little or no supporting argument, e.g. a numerical answer that can be obtained 'by inspection'.
4. List requires a number of points with no elaboration. Where a given number of points is specified, this should not be exceeded.
5. Describe requires learners to state in words (using diagrams where appropriate) the main points of the topic. It is often used with
reference either to particular phenomena or to particular experiments. In the former instance, the term usually implies that the
answer should include reference to (visual) observations associated with the phenomena. The amount of description intended
should be interpreted in the light of the indicated mark value.
6. Discuss requires learners to give a critical account of the points involved in the topic.
7. Predict or deduce implies that candidates are not expected to produce the required answer by recall but by making a logical
connection between other pieces of information. Such information may be wholly given in the question or may depend on answers
extracted in an earlier part of the question.
8. Suggest is used in two main contexts. It may either imply that there is no unique answer or that learners are expected to apply
their general knowledge to a 'novel' situation, one that formally may not be 'in the syllabus'.
4
9. Calculate is used when a numerical answer is required. In general, working should be shown.
10. Measure implies that the quantity concerned can be directly obtained from a suitable measuring instrument, e.g. length, using a
rule, or angle, using a protractor.
11. Determine often implies that the quantity concerned cannot be measured directly but is obtained by calculation, substituting
measured or known values of other quantities into a standard formula.
12. Show is used when an algebraic deduction has to be made to prove a given equation. It is important that the terms being used by
learners are stated explicitly.
13. Estimate implies a reasoned order of magnitude statement or calculation of the quantity concerned. Learners should make such
simplifying assumptions as may be necessary about points of principle and about the values of quantities not otherwise included in
the question.
14. Sketch, when applied to graph work, implies that the shape and/or position of the curve need only be qualitatively correct.
However, learners should be aware that, depending on the context, some quantitative aspects may be looked for, e.g. passing
through the origin, having an intercept, asymptote or discontinuity at a particular value. On a sketch graph it is essential that
candidates clearly indicate what is being plotted on each axis.
Sketch, when applied to diagrams, implies that a simple, freehand drawing is acceptable:
nevertheless, care should be taken over proportions and the clear exposition of important details
.SPECIAL NOTE
Nomenclature
The proposals in ‘Signs, Symbols and Systematics (The Association for Science Education Companion to 16–19 Science, 2000)’ will
generally be adopted.
Units, significant figures
Learners should be aware that misuse of units and/or significant figures, i.e. failure to quote units
where necessary, the inclusion of units in quantities defined as ratios or quoting answers to an
inappropriate number of significant figures, is liable to be penalised.
Calculators
An approved calculator may be used in all papers.
Geometrical Instruments
Learners should have geometrical instruments with them for Paper 1 and Paper 2.
5
Apparatus list
This list below details the apparatus expected to be generally available for examination purposes. The
list is not exhaustive: in particular, items that are commonly regarded as standard equipment in a physics laboratory are not
included. The apparatus listed should be available for each candidate:
• ammeter FSD 1 A or 1.5 A
• voltmeter FSD 1 V, 5 V
• cells and holders to enable several cells to be joined
• connecting leads and crocodile clips
• d.c. power supply – variable to 12 V
• metre rule
• converging lens with a focal length f = 15 cm
• low voltage filament bulbs in holders
• a supply of masses and holders
• newton meter/force meter
• plastic or polystyrene cup
• modelling clay (Plasticine)
• various resistors, including a variable resistor (rheostat)
• switch
• thermometer, –10 °C to +110 °C at 1 °C graduations
• wooden board
• glass or perspex block, rectangular and semi-circular
• measuring cylinder, 25 cm3, 100 cm3
• beaker, 250 cm3
• springs

6
• stopwatch
• ray box.