PHYSICS

SYLLABUS
ADVANCED SECONDARY CURRICULUM

PHYSICS
SYLLABUS

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Copyright © National Curriculum Development Centre, Uganda 2025

A product of the National Curriculum Development Centre for the

Ministry of Education and Sports with support from the Government
of Uganda

National Curriculum Development Centre

P.O. Box 7002,
Kampala- Uganda
[Link]

ISBN: 978-9970-494-96-5

All rights reserved: No part of this publication may be reproduced,

stored in a retrieval system or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise, without
the prior permission of the copyright holder
 ADVANCED SECONDARY CURRICULUM

Contents

Foreword ............................................................................................................................................................................................. v
Acknowledgements .................................................................................................................................................................... vi
1.0 Introduction ............................................................................................................................................................................... 1
1.1 Changes in the Curriculum .......................................................................................................................... 1
1.2 Classroom-Based Assessment.................................................................................................................... 2
1.3 Learners with Special Educational Needs ........................................................................................... 2
1.4 Generic Skills ......................................................................................................................................................... 3
1.5 Cross-cutting issues.......................................................................................................................................... 4
1.6 Values ........................................................................................................................................................................ 4
1.7 Information and Communication Technology (ICT) Integration ......................................... 4
1.8 Projects and project-based Learning .................................................................................................... 5
1.9 The Aims of Secondary Education .......................................................................................................... 5
1.10 Aims of the Advanced Level Curriculum............................................................................................. 6
1.11 Rationale for teaching Physics at Advanced Level ........................................................................ 7
1.12 Subject Overview ............................................................................................................................................... 6
1.13 Time Allocation ................................................................................................................................................... 8
1.14 Suggested Approaches to Teaching and Learning of Physics .............................................. 8
1.15 Programme Planner ......................................................................................................................................... 8
1.16 Note to Users ..................................................................................................................................................... 11
2.0 Detailed Syllabus.................................................................................................................................................................. 12
Senior Five Term 1 ...................................................................................................................................................................... 12
Topic 1: Measurement and Dimensions of Physical Quantities ............................................................... 12
Topic 2: Statics ......................................................................................................................................................................... 14
Topic 3: Linear Motion ........................................................................................................................................................ 16
Topic 4: Motion Under Gravity ....................................................................................................................................... 18
Topic 5: Work, Energy and Power ................................................................................................................................ 19
Topic 6: Solid Friction........................................................................................................................................................... 21
Senior Five Term 2 ...................................................................................................................................................................... 22
Topic 7: Fluid Mechanics ................................................................................................................................................... 22
Topic 8: Mechanical Properties of Matter ................................................................................................................ 24
Topic 9: Thermometry ......................................................................................................................................................... 25
Topic 10: Heat Quantities .................................................................................................................................................. 26
Topic 11: Transfer of Heat ................................................................................................................................................. 27
Topic 12: Behaviour of Gases .......................................................................................................................................... 29
Topic 13: Thermodynamics.............................................................................................................................................. 31
Senior Five Term 3 ...................................................................................................................................................................... 32
Topic 14: Reflection of Light ............................................................................................................................................ 32
Topic 15: Refraction of Light............................................................................................................................................ 33
Topic 16: Optical Instruments ........................................................................................................................................ 36

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Topic 17: Electrostatics........................................................................................................................................................ 37

Topic 18: Capacitors ............................................................................................................................................................. 39
Topic 19: Digital Electronics ............................................................................................................................................. 40
Senior Six Term 1 ......................................................................................................................................................................... 42
Topic 20: Circular Motion .................................................................................................................................................. 42
Topic 21: Simple Harmonic Motion ............................................................................................................................ 43
Topic 22: Gravitation ............................................................................................................................................................ 45
Topic 23: Progressive Waves ........................................................................................................................................... 46
Topic 24: Stationary Waves .............................................................................................................................................. 49
Topic 25: Sound Waves ...................................................................................................................................................... 51
Senior Six Term 2 ......................................................................................................................................................................... 53
Topic 26: Current Electricity ............................................................................................................................................. 53
Topic 27: Magnetism in Matter ...................................................................................................................................... 55
Topic 28: Magnetic Effect of an Electric Current ................................................................................................. 57
Topic 29: Electromagnetic Induction......................................................................................................................... 59
Topic 30: A.C Circuits............................................................................................................................................................ 61
Senior Six Term 3 ......................................................................................................................................................................... 63
Topic 31: Atomic Particles ................................................................................................................................................. 63
Topic 32: Quantum Theory .............................................................................................................................................. 65
Topic 33: Nuclear Processes............................................................................................................................................. 67
3.0 ASSESSMENT .......................................................................................................................................................................... 69
3.1 Assessing Physics ...................................................................................................................................................... 69
3.2 Formative Assessment ........................................................................................................................................... 69
3.3 Assessing Generic Skills ......................................................................................................................................... 70
3.4 Assessing Values/Attitudes ................................................................................................................................. 70
3.5 Assessment of Projects .......................................................................................................................................... 70
3.6 Examinations ............................................................................................................................................................... 71
3.7 Record Keeping .......................................................................................................................................................... 71
Glossary of Key Terms ............................................................................................................................................................... 72
Appendix: Mathematical Requirements .................................................................................................................. 73

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FOREWORD
The Ministry of Education and Sports, through the National Curriculum Development Centre
(NCDC), aligned the Advanced Level Curriculum with the competency-based Lower Secondary
Curriculum (LSC) to ensure a smooth learner transition from lower secondary to advanced level.
The two-year aligned Advanced Secondary Curriculum adopted learner-centered approaches,
inquiry-based, and discovery methods. The learning outcomes give the learner hands-on
experiences in real-life situations while being cognizant of different learner abilities and learning
styles. The syllabus focuses on assessment for learning with emphasis on criterion-referenced
assessment. It further provides learners with the opportunity to enhance the 21st-century skills
and values that were acquired at the lower secondary level.
This Physics syllabus promotes the learner’s application of scientific knowledge in relation to
what happens in their communities in terms of energy resources, conservation of the
environment, communication and other areas of application. It promotes acquisition of Higher-
Order Thinking Skills (HOTS) such as inquiry, creativity and innovation, decision-making, critical
thinking and problem-solving. It calls for the use of learner-centred pedagogies with hands-on
experience by the learners in real-life situations, while acknowledging different learner abilities
and learning styles.
As the Minister responsible for Education, I endorse this syllabus as the official document for
teaching and learning Physics at the Advanced Level of secondary education in Uganda.

Hon. Janet Kataaha Museveni

First Lady and Minister of Education & Sports

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ACKNOWLEDGEMENTS
The National Curriculum Development Centre (NCDC) is indebted to the Government of
Uganda for financing the alignment of the Advanced Level Curriculum to Lower Secondary
Education in Uganda.
Our gratitude goes to the Ministry of Education and Sports for overseeing the adaptation of the
curriculum, the Curriculum Task Force of the Ministry of Education and Sports for the oversight
role and making timely decisions whenever necessary, and members of the public who made
helpful contributions towards shaping this curriculum.
NCDC is also grateful to Members of Parliament, schools, universities, and other tertiary
institutions, the writing panels, and professional bodies, for their input in the design and
development of the Adapted A’ level curriculum. To all those who worked behind the scenes
to finalise the adaptation process of this teaching syllabus, your efforts are invaluable.
NCDC takes responsibility for any shortcomings that might be identified in this publication and
welcomes suggestions for effectively addressing the inadequacies. Such comments and
suggestions may be communicated to NCDC through P. O Box 7002, Kampala, or Email:
admin@[Link] or on the Website: [Link]

Dr Grace K. Baguma
Director
National Curriculum Development Centre

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1.0 INTRODUCTION
The Advanced Secondary Curriculum has been aligned with the Lower Secondary
competency-based model for ease of progression of learners from the Lower to Advanced
Secondary Level. The alignment is a result of the analysis of the Advanced Level Curriculum
published in 2013, to determine whether the content is:
i) Appropriate;
ii) high pitched or an overload;
iii) covered at lower secondary;
iv) obsolete; and
v) repeated in different topics and redundant.
The results from the curriculum analysis revealed that there were overlaps of concepts with
what was covered at the Lower Secondary, as well as concepts within different topics of the
same subject. In addition, a number of syllabuses had content that is no longer necessary for
today’s contemporary society and the 21st century.

1.1 Changes in the Curriculum

The alignment of the A-Level Curriculum to that of the Lower Secondary led to changes in the
pedagogies of learning from a knowledge- and objective-based, to an integrated and learner-
centred competency-based approach. The adapted syllabus, therefore, is a result of
rationalising, integrating and merging content with overlaps and similar skills, dropping topics
that had been studied at Lower Secondary, or are no longer critical and relevant for the current
learning needs, while upgrading those that were of low competencies to match with the
advanced level. The programme planner details the learning progression derived from the
learning outcomes. The detailed syllabus section unfolds the learning experiences with
corresponding assessment strategies.
This Physics syllabus is part of the Advanced Secondary Curriculum. The teacher is encouraged
to read the whole syllabus before planning your teaching programme, since many topics have
been merged, upgraded, or removed. While aligning this syllabus, efforts were made to ensure
a smooth progression of concepts from the Lower Secondary Level, adapting topics and
content with familiar features that are of value to the learner and society. In addition, the
process of developing this syllabus document removed what was considered obsolete, high
pitched as well as content overlaps and overloads.

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1.2 Classroom-Based Assessment

This syllabus requires classroom learning to be experiential, through the suggested learning
activities for the acquisition of the learning outcomes. This is the gist of a learner-centred and
activity-based approach to learning, which emphasises the acquisition of required
competencies. Formative assessment in Physics will focus on the acquisition of knowledge
and skills, through performance of the learning activities. The learning activities sprout from
the learning outcomes, which are evidenced by acquiring and demonstsrating the application
of the desired skills, to show that learning has taken place. The sample assessment strategies
have been provided to guide the teacher on classroom-based assessment. The teacher can
develop more assessment strategies based on the same principles of observation,
conversation, and product, for the acquisition of the desired knowledge, skills, values, and
attitudes. (See detailed syllabus)

1.3 Learners with Special Educational Needs

The Advanced Secondary Curriculum is designed to empower all learners, including those
with Special Educational Needs (SEN), to reach their full potential and contribute meaningfully
to the nation. By incorporating inclusive strategies, the curriculum ensures equitable access to
high-quality learning opportunities while maintaining high academic standards. It emphasises
creating an inclusive learning environment that supports the diverse needs of learners with
SEN, enabling them to succeed alongside their peers.

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1.4 Generic Skills

Generic skills are embedded within all subjects and are essential for learning and workforce

prepare them for lifelong learning. These skills equip learners with the ability to adapt to change
and navigate life’s challenges in the 21st century.
The key generic skills include:

Critical thinking and problem-solving

i) Planning and carrying out investigations
ii) Sorting and analysing information
iii) Identifying problems and proposing solutions
iv) Predicting outcomes and making reasoned decisions
v) erent solutions

Co-operation and Self-Directed Learning

i) Wor
ii) Int
iii) Taking responsibility for own learning
iv) Working independently with persistence
v) Managing goals and time

Creativity and Innovation

i) Using imaginations to explore possibilities
ii) Working with others to generate ideas
iii) Suggesting and developing new solutions
iv) Experimenting with innovative alternatives
v) Looking for patterns and making generalisation

Communication
i) Listening attentively and with comprehension
ii) Talk
iii) Reading accurately and fluently
iv) Writing and presenting information coherently
v) Using a range of media to communicate ideas

Mathematical Computation
i) Using numbers and measurements accurately
ii) Interpreting and interrogating mathematical data
iii) Using mathematics to justify and support decisions

i) Using technology to create, manipulate and process information

ii) Using technology t

Diversity and Multicultural Skills

i) Appreciate cultural diversity
ii) Respectfully responding to people of all cultures
iii) Respecting positive cultural practices
iv) Appreciating ethnicity as a cradle for creativity and innovation

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1.5 Cross-cutting issues

These are issues which young people need to learn about, and are not confined to a particular
subject but are studied across subjects. They help learners to develop an understanding of the
connections between the subjects and the complexities of life as a whole. They are:
i) Environmental awareness
ii) Health awareness
iii) Life skills
iv) Mixed abilities and involvement
v) Socio-economic challenges
vi) Citizenship and patriotism
These are a concern to all humankind irrespective of their areas of speciality. They are infused
within the different learning outcomes of the different subjects.

1.6 Values
The Curriculum is based on a clear set of values. These values underpin the whole curriculum
and the work of schools and communities. Learners need to base themselves on these values
as citizens of Uganda. These values are derived from the Uganda National Ethics and Values
Policy of 2013. They are:
i) Respect for humanity and environment
ii) Honesty, uphold and defend the truth at all times
iii) Justice and fairness in dealing with others
iv) Hard work for self-reliance
v) Integrity; moral uprightness and sound character
vi) Creativity and innovation
vii) Social responsibility
viii) Social harmony
ix) National unity
x) National consciousness and patriotism
These are not taught directly in lessons, nor are they assessed by pen and paper. However, they
are incorporated in some learning outcomes and are developed as learners progress.

1.7 Information and Communication Technology (ICT) Integration

The use of ICT tools in teaching and learning while implementing this adapted curriculum is
highly encouraged. Use of technology in teaching and learning is essential for the
implementation of any competency-based curriculum because they encourage high levels of
learner engagement, creativity, and lifelong learning through research. Teachers are
encouraged to use ICT tools to generate interactive content, such as digital simulations and
videos, that will bring abstract topics to life. Blended learning methodologies can be used with
ICT platforms such as Google Classroom, Zoom, Microsoft Teams, or Google Docs to enhance
collaboration and deliver customised feedback. Using ICT for teaching and learning will not
only enhance the learning experience, but will also provide learners with critical digital skills
for 21st century.

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1.8 Projects and Project-based learning

Projects and project-based learning are part and parcel of learning in the 21st century. A
number of projects have been integrated in the syllabus for different topics. These are but
samples. Teachers are encouraged to guide learners during project engagements so that the
projects can easily be linked to what is happening in their communities. While doing this, make
effort to keep aligned to the learning outcomes of the Physics topics you are teaching.

1.9 The Aims of Secondary Education

The aims of secondary education in Uganda are to:
i) instill and promote national unity, an understanding of the social and civic
responsibilities, strong love and care for others and respect for public property, as well
as an appreciation of international relations and beneficial international co-operation;
ii) promote an appreciation and understanding of the cultural heritage of Uganda
including its languages;
iii) impart and promote a sense of self discipline, ethical and spiritual values, personal
and collective responsibility and initiative;
iv) enable individuals to acquire and develop knowledge and an understanding of
emerging needs of society and the economy;
v) provide up-date and comprehensive knowledge in theoretical and practical aspects
of innovative production, modern management methods in the field of commerce
and industry and their application in the context of socio-economic development of
Uganda;
vi) enable individuals to develop basic scientific, technological, technical, agricultural and
commercial skills required for self-employment;
vii) enable individuals to develop personal skills of problem solving, information
gathering and interpretation, independent reading and writing, self-improvement
through learning and development of social, physical and leadership skills such as
those obtained through games, sports, societies and clubs;
viii) lay the foundation for further education;
ix) enable the individual to apply acquired skills in solving problems of community, and
to develop a strong sense of constructive and beneficial belonging to that
community;
x) instill positive attitudes towards productive work and strong respect for the dignity of
labour and those who engage in productive labour activities; and
xi) develop a positive attitude towards learning as a lifelong process.

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1.10 Aims of the Advanced Secondary Curriculum

The Advanced Level curriculum aims to:
i) adopt a Competency-Based Learning approach;
ii) develop holistic education for personal and national development based on clear
shared values;
iii) develop key skills which are essential to work and life and promote life-long learning;
iv) adopt an integrated approach to learning that develops the ability of learners to apply
learning;
v) improve on assessments by incorporating school-based assessment into end of cycle
assessment;
vi) emphasise learners’ participation through engagement with the community; and
vii) prepare for further education.

1.11 Subject Overview

The areas of study have been re-organised within the syllabus to come up with the aligned
version. The subject areas of study are comprehension, application and practical skills.
Throughout the Advanced Level Physics Syllabus, learners are expected to acquire the
following:
a) Comprehension or understanding:
i) explaining different terminologies, conventions and phenomena;
ii) explaining laws/principals and models, and describing experiments;
iii) translating between various forms of information presentation; and
iv) using a variety of methods to solve familiar and unfamiliar numerical problems.
b) Application and higher abilities:
i) analysing presented information to make inferences;
ii) synthesising ideas from various forms of presented data;
iii) applying laws/principles and generalisations to everyday life and new situations;
iv) devising experiments to test hypotheses and statements of models; and
v) exercising evaluative judgment on suitability and results of scientific procedures.
c) Practical abilities:
Practical abilities are part and parcel of teaching and learning of Physics. Learners acquire the
following competencies:
i) planning to select techniques, apparatus and materials;
ii) Identifying variables and controlling them;
iii) making predictions based on prior knowledge and hypotheses;
iv) manipulation of the apparatus and performing experiments to obtain
readings/results;
v) making and recording observations and measurements to the right accuracy of
instruments and calculation;
vi) presentation of data in an appropriate form, such as graphical and any other
appropriate;

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vii) manipulating graphical data by determining gradients, intercepts or any other

required points and identifying patterns in outcomes;
viii) drawing conclusions from observations made;
ix) assessing the suitability of procedure by identifying errors, limitations of
measurements and /or experimental procedures used and suggesting methods of
minimising the errors for better results; and
x) devising projects in which the products/models employ Physics principles.

1.12 Rationale for teaching Physics at Advanced Level

The adaptation of the Advanced Level Curriculum was based on the Advanced Level Needs
Assessment Study conducted in 2021/22 by the Ministry of Education and Sports through
NCDC to:
i) identify the stakeholders’ views; and
ii) map out the gaps affecting the achievement of the desired learning outcomes
for the 21st Century needs and challenges.
The study recommends Physics to be part of the curriculum menu because of the following:
a) Enabling the learner to know:
i) the basic principles and concepts of Physics;
ii) how theories and models are used to explain concepts in Physics;
iii) the resources available and how they are utilised using principles and concepts
in Physics; and
iv) the use of knowledge, principles and concepts of Physics in everyday life
situations.
b) Making the learner aware of the effects of scientific discoveries and knowledge on
everyday life through applications of Physics.
c) Enabling the learner to:
i) develop an experimental attitude by performing experiments in school;
ii) familiarise themselves with and practice scientific methods; and
iii) develop the necessary skills to design and carry out practical investigations based
on the knowledge of Physics.
d) Preparing the learner for further studies in Physics and the related fields.
e) Enabling the learner to appreciate the applicability of Physics in other disciplines.
f) Enabling the learner to develop:
i) an initiative for inventiveness; and
ii) capacity to design models and/or devices for use in problem-solving situations,
basing on Physics principles.

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1.13 Time Allocation

It is recommended that there will be 9 periods, each of 40 minutes per week for teaching and
learning of Physics in Senior Five and Senior Six. It should be noted that no special time is set
aside for practical work since the two should be taught together to reinforce each other.

1.14 Suggested Approaches to Teaching and Learning of Physics

The suggested approaches enhance learning and empower teachers to support learners so
that they acquire the planned competencies. This necessitates teachers to work alongside
learners, to guide, support and supervise them as they progress through the learning process.
These approaches include:
a. Inquiry-based learning: Learners are encouraged to investigate and research using a
variety of resources, including ICTs to solve problems through series of questions and
scenarios enhancing critical thinking, communication and research skills.
b. Experiential learning: Learners actively participate in hands-on experiences during
demonstrations and experiments which leads to construction of knowledge and
innovation.
c. Problem and project-based learning: Learners find solutions to problems through their
experience in research and projects. This leads to development of critical thinking,
social and research skills.
d. Case-based learning: Learners refer to real world scenarios to discuss and analyse them
which enable them to develop critical thinking, analytical and research skills.

1.15 Programme Planner

Class/Term Topic Sub-topic Periods

Senior Five 1. Measurement 1.1 Measurement of Physical Quantities 10
Term 1 and Dimensions 1.2 Dimensional Analysis
of Physical
Quantities
2. Statics 2.1 Resultant Force 16
2.2 Moments and Couples
3. Linear Motion 3.1 Equations of Linear Motion 38
3.2 Relative Motion
3.3 Momentum
3.4 Newton’s Laws of Motion
4. Motion Under 4.1 Free Fall 14
Gravity 4.2 Projectiles
5. Work, Energy and 5.1 Work 16
Power 5.2 Energy
5.3 Power
6. Solid Friction 6.1 Static Friction 14

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6.2 Dynamic Friction

Total Time 108
Senior Five 7. Fluid Mechanics 7.1 Molecular Forces in Fluids 20
Term 2 7.2 Pressure and Density of Liquids
7.3 Fluid Flow
8. Mechanical 8.1 Loading Wires; Hooke’s Law 12
Properties of 8.2 Modulus of Elasticity
Matter
9. Thermometry 9.1 Temperature Scales 14
9.2 Types of Thermometers
10. Heat Quantities 10.1 Heat Capacity 16
10.2 Change of State; Latent Heat
11. Transfer of Heat 11.1 Conduction 18
11.2 Convection
11.3 Radiation
12. Behaviour of 12.1 The Behaviour of Ideal Gases 16
Gases 12.2 The Kinetic Theory of Gases
12.3 The Behaviour of Real Gases
12.4 Vapour Pressure
13. Thermodynamics 13.1 Internal Energy of Gas Systems 12
13.2 The First Law of Thermodynamics
Total Time 108
Senior Five 14. Reflection of 14.1 Reflection at Plane Surfaces 14
Term 3 Light 14.2 Reflection at Curved Surfaces
15. Refraction of 15.1 Refraction at Plane Surfaces 24
Light 15.2 Critical Angle and Total Internal Reflection
15.3 Refraction Through Lenses
16. Optical 16.1 Microscopes 10
Instruments 16.2 Telescopes
17. Electrostatics 17.1 Production of Charge 24
17.2 Electrostatic Force
17.3 Electric Field
18. Capacitors 18.1 Parallel Plate Capacitors 22
18.2 Charging and Discharging Capacitors
18.3 Energy Storage in Capacitors
19. Digital 19.1 Junction Diodes 14
Electronics 19.2 Transistors
Total Time 108
Senior Six 20. Circular Motion 20.1 Centripetal Force 12
Term 1 20.2 Conical Pendulum
20.3 Motion on Circular Tracks
21. Simple Harmonic 21.1 Displacement, Velocity, Acceleration and 18
Motion Energy for SHM

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21.2 Oscillations
22. Gravitation 22.1 Laws of Gravitation 20
22.2 Motion in Orbits
22.3 Satellites
23. Progressive 23.1 Basic Properties of Waves 24
Waves 23.2 Interference of Waves
23.3 Diffraction of Waves
23.4 Polarisation of Waves
24. Stationary Waves 24.1 Formation of Stationary Waves 16
24.2 Stationary Waves in Pipes and Strings
24.3 Resonance
25. Sound Waves 25.1 Production and Transmission of Sound 18
25.2 Notes, Beats and Octaves
25.3 Doppler Effect
Total Time 108
Senior Six 26. Current 26.1 Current, Resistance and Ohm’s Law 20
Term 2 Electricity 26.2 Slide Wire Meters
27. Magnetism in 27.1 Magnetic Fields 20
Matter 27.2 Magnetisation and Demagnetisation
28. 28. Magnetic 28.1 Force an A Current-Carrying Conductor 26
Effect of An 28.2 Bio-Savart Law and Magnetic Flux Density
Electric Current 28.3 Torque on A Coil in A Magnetic Field

29. Electromagnetic 29.1 Laws of Electromagnetic Induction 18

Induction 29.2 Self and Mutual Induction
30. A.C Circuits 30.1 Measurement of A.C 24
30.2 Inductance, Impedance and Reactance
30.3 Power in A.C Circuits
Total Time 108

Senior Six 31. Atomic Particles 31.1 Rutherford’s Atomic Model 24

Term 3 31.2 Cathode Rays and Positive Rays
31.3 Specific Charge; Thomson’s and Milkan’s
Experiment
32. Quantum Theory 32.1 Photo Electric Effect 24
32.2 Bohr Model
32.3 X-Rays
33. Nuclear 33.1 Nuclear Stability 24
Processes
33.2 Radioactivity
Total Time
72

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1.16 Note to Users

Each topic has a competency, which is a broad statement that brings out what the learner is
expected to do at the end of the topic. The competency is further broken down into learning
outcomes, for which suggested learning activities and sample assessment strategies are
developed as seen in the table below.
Learning Outcome Suggested Learning Activities Sample Assessment Strategies
A statement of the The sort of hands on and minds Opportunities for assessment
knowledge, on engagements, which enable within the learning process
understanding, skills, the learner to achieve the learning ( during and after the lesson).
generic skills, values, and outcome including the generic
attitudes expected to be skills and values. They are
learned by the end of the designed to enable learners to
topic. Hence each Discover, Explain, Apply and
learning outcome is Analyse (DEAA) as they participate
coded with some of these in knowledge construction.
as k, u, s, gs and v/a for
emphasis to the teacher
on what to consider
during the lesson.

The learning activities and assessment strategies in the syllabus are “suggested” and “samples”
respectively and not exhaustive. As teachers you are encouraged to develop more learning
activities and assessment strategies that are based on the learning outcomes. In addition,
teachers are free to customise the suggested learning activities to make them suitable for their
respective learning environments and for learners with special educational needs.

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2.0 DETAILED SYLLABUS

SENIOR FIVE TERM 1

TOPIC 1: MEASUREMENT AND DIMENSIONS OF PHYSICAL QUANTITIES
DURATION: 10 Periods

Competency: The learner uses a variety of instruments to accurately measure physical

quantities and applies the concept of dimensions to establish the relation between these
quantities.
Learning Suggested Learning Activities Sample Assessment Strategies
Outcomes
The learner should
be able to:
a) measure a variety a. Learners brainstorm the a. Observe learners as they
of physical fundamental and derived brainstorm physical quantities,
quantities in the physical quantities met in their scientific notation and significant
environment previous studies and make figures as you assess their
with minimal presentations. interaction, how confidently they
errors. (v/a, s, gs) express their ideas and the
b. Learners review the concepts of correctness of the concepts
scientific notation and
significant figures (s.f) and make b. Probe learners on how to:
presentations. i) determine and minimise
c. Individually or collaboratively, errors in measurements; and
learners measure a variety of ii) record measurements to a
physical quantities using correct number of decimal
appropriate instruments and places (d.p) and significant
state their accuracies (digital figures for different
measuring instruments, vernier instruments.
callipers and micrometre screw
gauges should be emphasised), c. Evaluate learners’ written work
then they make presentations. focussing on:

d. In groups, learners identify the i) the units and accuracies of

sources of errors for a variety of measurements;
measurements and devise ii) interconversion of units;
means to minimise them
during discussions. iii) a written explanation of how
errors are minimised; and
e. Learners collaboratively
establish the accuracy of iv) the accuracy of calculated
calculated values in a variety of values in line with d.p and s.f.
situations and make
presentations.

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b) analyse the a) Learners explain the meaning of a) Observe learners in their

dimensions of a the dimensions of a physical discussion on dimensions of
variety of derived quantity in a class discussion. fundamental and derived
physical
physical quantities while
quantities and b) Learners state the dimensions
use them to assessing:
of the fundamental physical
check the quantities and use them to i) confidence during the
consistency of determine the dimensions of discussions;
equations. (v/a, u,
different derived quantities like
s, gs) ii) use of ICTs in presentations
power, force, velocity,
where possible; and
acceleration, momentum and
others. iii) respect for others’ views.

c) In groups, learners check the b) Converse with learners about

consistency of equations using how the different quantities are
dimensions and make related using dimensional
presentations. analysis. Ask probing questions
to clear misconceptions.
d) In groups, learners discuss the
merits and demerits of c) Assess learners’ written work
dimensional analysis and report while looking for:
in plenary. i) their ability to check the
consistency of equations using
dimensions; and
ii) the correctness of the
statements for the merits and
demerits of using dimensions.

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TOPIC 2: STATICS DURATION: 16 Periods

Competency: The learner investigates the effect of a number of forces on a system and how
the centre of gravity relates to the stability of mechanical structures.
Learning Suggested Learning Activities Sample Assessment Strategies
Outcomes
The learner
should be able
to:
a) determine a) In groups or as individuals, learners a) Observe learners’ presentations
the resultant review the meaning of scalar and on determining the resultant of
of vectors in vector quantities, and identify vectors while focusing on:
different examples of each. i) individual learner’s skills to
situations. b) As individuals or groups, learners resolve vectors;
(v/a, u, s) determine the resultant vector in ii) ability of learners to apply
different situations during class different methods to
discussions. obtain resultant vectors;
and
iii) team building among
learners.
b) Converse with learners about
the different methods of
obtaining the resultant vector
while assessing whether they
can compare the different
methods.
c) Evaluate learners’ products in
the form of write-ups about the
resultant vector. Check for the
use of equations, sketch
diagrams and accuracy of
responses.
b) appreciate a) Learners collaboratively review the a) Observe learners as they carry
the terms; moment of a force, centre of out investigations to determine
concepts of gravity, couple, equilibrium, torque, the moment of a couple while
moments and make presentations. assessing their ability to:
and torque b) Learners carry out investigations to i) plan;
in the determine the moment of a couple, ii) use a variety of
construction centre of gravity of different shapes media/techniques to
of different and analyse the data. present findings; and
structures. c) Individually or in groups, learners iii) effectively express
(u, s, gs, v/a) describe how centre of gravity affects themselves during
stability of structures and make presentations.
presentations. b) Converse with learners while
assessing how they organise

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d) Learners perform tasks such as; investigations, record and

determining the resultant force at the analyse observations, and make
point where the ladder is in contact conclusions.
with the ground as shown in the c) Assess the written work by
figure below. considering:
i) accuracy of the meaning of
the terms couple, torque
and how they are related;
ii) coherence in procedures
for carrying out
investigations and drawing
conclusions;
iii) relevancy in the application
e) Learners carry out group project work of the principle of moments
for modelling structures (bridges, on different force systems;
roofing systems etc) and make iv) workability of the models in
recommendations on safety relation to the structures
precautions in plenary. under investigation; and
v) the ability of learners to
solve related numerical
problems by interpreting
data and applying the
correct equations.

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TOPIC 3: LINEAR MOTION DURATION: 38 Period

Competency: The learner investigates the effect of force on the motion of bodies on land,
water and air, and devises safety precautions for users of automobiles.
Learning Outcomes Suggested Learning Sample Assessment Strategies
The learner should be able Activities
to:
a) derive the equations a) In groups, learners a) Observe learners during the
describing the linear review and discuss the discussion session while
motion of uniformly meanings of the terms; assessing whether they correctly
accelerated objects and distance, displacement, explain the terminologies used
apply them in a variety speed, velocity, and under motion and their
of situations. (u, s, gs) acceleration as applied relationships. Also assess how
to uniform motion and learners:
represent them i) confidently express
graphically. themselves;
b) Learners individually or ii) respect others’ opinions; and
in groups search and iii) willingly and actively
derive the equations of participate.
uniformly accelerated b) Converse with learners to probe
motion (for linear their understanding of the
motion) and apply interpretation of the graphs of
them to solve a variety motion in different situations.
of numerical problems. c) Assess learners’ written products
while looking for the logical flow
of the methods of deriving the
equations and their applications
in solving numerical problems.
b) determine the relative a) In groups, learners a) Observe learners while assessing
velocity and the distance investigate the their ability to:
of closest approach for concepts of relative i) amicably build and work in
moving bodies in real velocity and closest teams;
life. (u, s, gs) distance of approach, ii) confidently express
and their application in themselves; and
real-life situations (such iii) respect others’ opinions
as crossing roads, rivers during the presentations.
and aeroplane motion) b) Discuss with learners while
and make probing them on the correct use
presentations. of direction, sketches and
b) Learners individually or formulae for obtaining relative
in groups apply motion.
concepts of relative c) Assess learners’ written products
motion to solve while looking for accuracy in
numerical problems. solving numerical problems
related to relative motion.

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c) verify the principle of Basing on prior knowledge, a) Observe learners while assessing
conservation of linear in groups learners their ability to:
momentum and apply it brainstorm the meaning of i) amicably build and work in
in a variety of situations. linear momentum and its
teams;
(u, s, gs) units.
a) In groups or ii) confidently express
individually, learners themselves; and
derive and state the iii) respect others’ opinions.
principle of b) Evaluate learners’ ability to derive
conservation of linear and apply expressions for linear
momentum and apply momentum and energy under
it to solve numerical different collisions.
problems in different c) Converse with learners while
scenarios of collisions. assessing their ability to relate
different types of collision to real-
life experiences.
d) Assess the written products of
learners while looking for
accuracy of statements about
momentum and in solving
numerical problems.
d) apply Newton’s laws of a) In groups, learners use a) Observe learners during the
motion in different their prior knowledge to discussion session while assessing
situations. (u, s, gs) state Newton’s laws of how they:
motion and discuss their
i) effectively express themselves;
implications in real life.
b) In groups, learners derive ii) ask evaluative questions to
the expression 𝐹𝐹𝐹𝐹 = 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚, further their understanding;
and use it to determine and
the resultant force on
iii) accurately state Newton’s laws
objects.
of motion.
c) Learners individually or in
groups apply Newton’s b) Converse with learners about the
laws to explain motion in implications of Newton’s laws while
lifts, connected particles assessing their confidence and the
and other real-life correctness of the information.
situations. c) Assess written products while
looking for:

i) how learners correctly apply

Newton’s laws in calculations in
different situations; and

ii) the relevancy and coherency of the

implications of Newton’s laws in
everyday life.

Note: Rigid bodies should be left out. Emphasis should be put on linear motion only.

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TOPIC 4: MOTION UNDER GRAVITY DURATION: 14 Periods

Competency: The learner investigates the effect of force on bodies moving under gravity and
the applications of this phenomenon in different situations.
Learning Suggested Learning Activities Sample Assessment Strategies
Outcomes
The learner
should be able to:
a) analyse the a) In groups, learners use prior a) Observe learners during the
behaviour of knowledge to review the discussion session while assessing
bodies moving meaning of acceleration due how they:
under gravity. to gravity and discuss its i) effectively express themselves;
(u, s, gs) effect on moving objects. ii) ask evaluative questions to
b) In groups or as individuals, further their understanding; and
learners determine the value iii) accurately define and explain the
of acceleration due to effect of acceleration due to
gravity using different gravity on bodies.
methods. b) Assess learners’ ability to:
i) design experiments for the
determination of acceleration due
to gravity; and
ii) interpret, manipulate and analyse
experimental data to make valid
conclusions.
b) derive the a) In groups, learners review a) Observe learners during the
equations of the terminologies used in discussion session about terms used
projectile relation to projectile motion. under projectile motion and their
motion and b) Learners investigate the applications while assessing the:
apply them in motion of a projectile and i) Use of ICTs in communicating
different real-life determine the velocity, ideas where possible;
situations. (v/a, height, time of flight and
u, s, gs) range on a horizontal ii) learners’ confidence; and
surface. iii) active participation during the
c) In groups, learners model discussion.
systems that employ b) Converse with learners while looking
projectile motion (bouncing for the appropriateness of the
castles, bouncing balls and video/pictures based on applications
any other) and make of projectile motion.
demonstrations. c) Assess the product while looking for:
i) the correct meaning of
terminologies used;
ii) the logical flow of derivations of
equations under projectile
motion;
iii) correct substitutions when
solving numerical problems; and
iv) workability of the designed
models.
Note: Projectiles on inclined planes should be left out.

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TOPIC 5: WORK, ENERGY AND POWER DURATION: 16 Periods

Competency: The learner investigates the resources and transformations of energy in the
environment in order to ensure sustainable and improved efficiency of energy utilisation.
Learning Suggested Learning Activities Sample Assessment Strategies
Outcomes
The learner
should be able
to:
a) derive a) Learners review and brainstorm a) Observe learners in the
expressions for the meaning of the terms— brainstorming session about the
work, power work, energy and power. Then concepts of work, energy and
and energy, they discuss the importance of power, and in the derivation of the
and apply energy conservation and make expressions while assessing learners:
them to solve presentations. i) active participation;
real-life b) In groups, learners derive the ii) confidence in presentations; and
problems. (u, s, expressions; iii) correctness of the information
gs) 𝟏𝟏𝟏𝟏 about the meaning of work,
𝒌𝒌𝒌𝒌. 𝒆𝒆𝒆𝒆 = 𝒎𝒎𝒎𝒎𝒎𝒎𝒎𝒎𝟐𝟐𝟐𝟐
𝟐𝟐𝟐𝟐
energy and power, and the
𝒑𝒑𝒑𝒑. 𝒆𝒆𝒆𝒆 = 𝒎𝒎𝒎𝒎𝒎𝒎𝒎𝒎𝒎𝒎𝒎𝒎
importance of energy
𝑷𝑷𝑷𝑷 = 𝑭𝑭𝑭𝑭𝒗𝒗𝒗𝒗
conservation.
and apply them to solve
b) Assess the written products by
numerical problems.
looking for:
i) correct procedure of derivation;
and
ii) correct use of the equations in
solving numerical problems.
b)explain the a) Learners in groups, research, a) Probe learners during the discussion
work-energy discuss and present the work- to ascertain the:
theorem, energy theorem and its i) correctness of the statement of the
conservative practical applications. work-energy theorem;
and non- b) Learners research and make ii) relevant applications of the
conservative presentations on conservative theorem to solve problems; and
force fields and non-conservative force iii) correct meaning of conservative
and how they fields and their applications in and non-conservative force fields
relate to real life. and how they help to explain
different c) Learners collaboratively natural phenomena like
bodies. (u, s, develop a model for the car gravitational field, magnetic field,
gs) crash experiment using trolleys, etc.
inclined planes, marbles and e) During the project, probe learners to
different masses. ascertain how they:
d) Learners discuss how different i) demonstrate understanding of the
speeds/velocities of work-energy theorem;
automobiles relate to energy ii) identify the energy changes at each
consumption/emission of step of motion;
greenhouse gases and iii) explain the effects of green-house
environmental conservation. gases on the environment; and
iv) demonstrate an appreciation for
energy conservation for the future.

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c) describe the a) In groups, learners search for a) Observe learners’ presentations and
structure and and make presentations on: debate while assessing:
the energy i) the composition and i) the correctness of the
production structure of the sun; information about the
process of the ii) the process of energy composition and structure of the
Sun and its production by the sun; and Sun;
implication to iii) harnessing solar energy. ii) the accuracy of the information
life on Earth. b) Learners debate the merits and about how energy is produced
(u, v/a, gs) demerits of solar energy for the by the Sun;
sustenance of life on Earth. iii) the correctness of how solar
energy is harnessed by the
community;
iv) self-expression, confidence and
respect for others’ opinions
during the debate; and
v) the learners’ products in terms of
write-ups on the concepts of
work, energy and power.
d) apply the a) In groups, learners review and a) In a conversation, assess learners’
concepts of discuss how the sun is the understanding of:
renewable and primary source of the following i) different sources of energy;
non-
renewable energies: ii) the merits and demerits of
renewable
energy i) hydro energy; different sources of energy; and
resources in ii) wind energy; iii) the solar thermal systems and
the iii) biomass energy; photovoltaics.
conservation iv) geothermal energy; and b) Assess learners’ write-ups while
of energy. (u, s, v) tidal energy. looking for the correct meaning of
gs, v/a) b) In groups, learners explore the sun intensity, operating
operation of the following and temperatures, cell output current,
make presentations: shadow effect, climate effect and
i) solar thermal electrical load matching.
technologies; c) Assess the learners’ products while
ii) solar photovoltaic (PV) looking for:
systems; and i) selection of materials for the
iii) thermal storage systems. models;
c) In class projects, learners ii) coherence and correctness of
model devices that harness procedures in making models;
solar energy such as solar iii) innovativeness and collaboration
collectors, cookers, dryers, in the project work; and
heaters, storage systems and iv) workability and usefulness of the
discuss their importance to the developed model to the
community. community.
Note: Safety precautions and environmental conservation should be taken into consideration.

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TOPIC 6: SOLID FRICTION DURATION: 14 Periods

Competency: The learner investigates factors that determine solid friction and its effect on
static and dynamic systems, and uses this concept to model efficient systems with minimised
friction.
Learning Suggested Learning Activities Sample Assessment Strategies
Outcomes
The learner
should be able to:
a) investigate the a) Learners individually or as a) Observe learners as they make the
nature of groups investigate the models demonstrating molecular
friction nature of friction between theory while assessing their:
between static static bodies and make i) active participation, creativity,
bodies and its models to demonstrate the collaboration and leadership; and
implications. (u, molecular theory of solid ii) ability to explain their models in
s, gs, v/a) friction. relation to the molecular theory of
b) Learners in groups carry out solid friction and the laws that
experiments to determine govern it.
the coefficient of static b) Assess the modelled products of
friction. learners while looking for creativity,
c) In class discussions, learners innovation and workability.
solve numerical problems c) Assess learners’ write-ups on (a) and
involving the coefficient of (b) above while looking for coherence
static friction. and correctness of procedures in
experiments, making models and
proper application of expressions in
solving numerical problems.
b) investigate a) Learners in groups or as a) Evaluate the experiments in terms of:
the effects of individuals, determine i) correct selection and use of
friction on experimentally the apparatus;
dynamic coefficients of dynamic ii) proper recording of results;
bodies in friction for moving systems. iii) correct analysis of data;
order to b) In class discussions, learners iv) identifying sources of errors;
improve the use the coefficient of v) making appropriate conclusions;
operation of dynamic friction in solving and
systems. (u, s, numerical problems. vi) consideration of safety
gs) c) Learners make models of precautions.
braking systems of bicycles, b) Assess the correctness and coherence
motorcycle, cars, trucks and of the learners’ written work on
explain their operation in experiments and the accuracy of the
presentations. solutions to numerical problems.
c) Assess models in terms of learners’
creativity, innovation, effective
communication and workability.

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SENIOR FIVE TERM 2

TOPIC 7: FLUID MECHANICS DURATION: 20 Periods

Competency: The learner investigates the effect of molecular forces in fluids, fluid pressure
and their applications in fluid systems.
Learning Suggested Learning Activities Sample Assessment Strategies
Outcomes
The learner
should be able
to:
a) examine a) Using think-pair-share, learners a) Observe learners’ group
molecular review, discuss and make discussions while looking for the
forces in presentations on the occurrence correctness of the meaning of
liquids and of surface tension, capillarity and surface tension, capillarity and
their factors which affect them. angle of contact with focus on
implications. b) In groups, learners carry out learners’ confidence in expressing
(u, s, gs) activities to: ideas, team building and respect
i) determine coefficient of for others’ views.
surface tension and measure b) Converse with learners while
angle of contact for liquids assessing their ability to determine
and their implications on the coefficient of surface tension,
liquids; measure the angle of contact,
ii) derive expressions describing determine excess pressure in
surface tension, capillarity, bubbles, surface energy, and the
excess pressure in bubbles, effect of viscosity on the motion of
and surface energy; and bodies in fluids.
iii) use derived expressions to c) Assess learners’ written work while
solve numerical problems. looking for:
c) In pairs, learners research and i) coherence and accuracy in the
make presentation on the effect procedures;
of viscosity on the motion of ii) appropriateness of
bodies in fluids. explanations; and
iii) accuracy in solutions to solved
numerical problems.

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b)assess the a) Learners review, brainstorm and a) Observe learners’ participation in

application of present on the density of fluids, discussions and look out for the
pressure in fluid pressure, Pascal’s principle, correctness of the terms, principles
fluids in Archimedes’ principle, law of and laws, implications, and correct
different floatation, experiments to verify any misconceptions.
situations. (s, Archimedes’ principle, law of b) Dialogue with learners while
u) floatation and their implications assessing their ability to correctly:
and applications. i) derive the expressions for
b) Learners in groups research and Archimedes’ principle and law
present the derivation of of floatation; and
expressions for Archimedes’ ii) use the expressions to solve
principle, law of floatation and numerical problems.
apply them to solve numerical c) Assess learners’ products to check
problems. on:
c) Learners in groups model i) the appropriateness and
devices which apply Pascal’s correct use of the materials
principle. selected; and
ii) creativity, critical thinking, and
workability of the model
designed.
c) explain a) Learners research, discuss and a) Dialogue with learners while
pressure present on: assessing the correctness of the:
variations in i) the meaning of streamline and i) meaning of streamline and
turbulent flow of fluids; turbulent flow of fluids;
flowing fluids
ii) the derivation of the expression ii) statement of Bernoulli’s
and its for the equation of continuity; principle;
applications in iii) the statement of Bernoulli’s iii) derivation of the expressions
variety of principle and derive its for the equation of continuity
situations. (u, equation; and Bernoulli’s principle;
s, v/a) iv) the applications of Bernoulli’s iv) derivation of Stokes’ and
principle in a variety of Poiseuille’s formulae;
situations; v) use of expressions to solve
v) the derivation of Stokes’s and numerical problems related to
Poiseuille’s formulae and use fluid flow;
them to solve numerical vi) procedures in the
problems; measurement of the
vi) the measurement of the coefficient of viscosity; and
coefficient of viscosity; vii) explanation of the effect of
vii) the measurement of terminal temperature on viscosity of
velocity using different liquids; fluids using molecular theory.
and b) Evaluate learners’ products while
viii) the explanation of the effect of checking on the:
temperature on viscosity of i) appropriateness and the
fluids using molecular theory. correct use of the materials
b) Learners in groups model devices selected; and
that apply Bernoulli’s principle in ii) creativity, critical thinking, and
their operations. workability of the model
designed.

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TOPIC 8: MECHANICAL PROPERTIES OF MATTER

DURATION: 12 Periods

Competency: The learner explores the effects of force on the strength of different materials
in order to guide on the selection of appropriate materials for construction work.
Learning Suggested Learning Activities Sample Assessment Strategies
Outcomes
The learner
should be able to:
a) investigate the a) In a brainstorming session, a) Observe the learners’
elastic and learners review prior knowledge participation during the
plastic on terminologies related to brainstorming session while
behaviour of mechanical properties of looking for:
stretched materials, sketch stress-strain i) precise explanations of terms
materials and curves and make presentations. and laws;
their b) Learners review Hooke’s law, ii) ability of learners to
implications. (s, features of a stress- strain curve categorise materials
gs) for ductile materials in series and according to their
parallel arrangement, and make mechanical properties; and
presentation. iii) accuracy in sketching stress-
c) Learners demonstrate ductility, strain curves.
brittleness, stiffness and strength, b) Assess the accuracy of the
stress, strain and work out learner’s written products about
numerical problems related to the investigation and the
them. solutions to numerical problems.
b)investigate a) In groups or individually, learners a) Dialogue with learners to assess
Young’s derive the expression for Young’s their understanding of the:
Modulus and Modulus and measure Young’s i) physical quantities used in
Modulus for different materials. deriving the expression for
the work done
b) Learners research and make Young’s Modulus; and
during elastic presentations on the work done ii) explanations of the shapes of
extension and during the extension or stress-strain or load-
compression compression process for different extension graphs for
process of materials. different materials such as
elastic materials. c) In groups, learners model glass, rubber, copper and
(u, s, gs, v/a) structures and explain their others.
choice of materials based on the b) Check how learners establish the
mechanical properties and relationship between elastic
exhibit their work. potential energy and stretching
d) In groups or individually, learners force, and apply it to solve
use derived expressions for numerical problems.
Young’s Modulus to solve c) Assess the workability,
numerical problems. innovation and originality of the
model.
Note: Bulk modulus and shear rigidity should be left out.

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TOPIC 9: THERMOMETRY DURATION: 14 Periods

Competency: The learner investigates the mode of operation of different types of

thermometers and their applications in the real world.
Learning Suggested Learning Activities Sample Assessment Strategies
Outcomes
The learner
should be able to:
a) relate the a) In a brainstorming session, a) Assess learners’ responses during
expressions of learners review terms and the brainstorming session with
temperature concepts such as thermometric respect to:
scales in order properties, fixed points,
i) correctness of concepts; and
to solve real- absolute zero, temperature
life problems. scales, and make presentations. ii) effective self-expression.
(k, s, gs, v/a) b) Assess learners’ products in line
b) In groups or individually,
learners derive expressions for with the:
different temperature scales, i) accuracy and coherence in the
their interrelations and use derivation of the expressions of
them to solve numerical different temperature scales and
problems. their interrelations; and
ii) ability to solve numerical
problems related to temperature
scales.
b)compare a) Learners research, discuss and a) Assess learners’ written reports
different types report about the operations of while looking for:
of different thermometers
i) correctness of the
thermometers (constant volume gas
explanation on the operation
and how they thermometers, electrical
of different thermometers;
are used in real resistance thermometers, digital
and
life. (u, s, gs, v/a) infra-red thermometers,
thermoelectric thermometer, ii) correct use and accuracy in
optical pyrometer. measurement of
temperature.
b) In groups, learners model
different types of thermometers b) Assess:
from locally available materials i) learners’ ability to collaborate
and use them to measure and apply creativity in
temperature. development of the model
thermometers; and
ii) the workability and creativity
of the model thermometer.
Note: Total radiation Pyrometer should not be considered.

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TOPIC 10: HEAT QUANTITIES DURATION: 16 Periods

Competency: The learner explores the behaviour of substances when heat is applied to them
in order to sustainably apply them in heat systems.
Learning Suggested Learning Activities Sample Assessment Strategies
Outcomes
The learner should
be able to:
a) deduce that a) Learners in groups review, brainstorm a) Observe learners’
different objects and report about the: contributions during the
require different i) meaning of heat capacity and brainstorming while looking
amounts of heat specific heat capacity (SHC); and for the correctness of the
to change their ii) measurement of SHC by the definitions, formulae, units
temperatures. method of mixtures. and coherence of the
(u, gs, s, v/a) b) In groups, learners: procedures for the method
i) determine the SHC of solids and of mixtures.
liquids using the electrical b) Dialogue with learners while
method; assessing the:
ii) determine the SHC of liquids i) coherence of the
using continuous flow method experimental
and suggest how errors are procedures for electrical
minimised; and and the continuous flow
iii) solve numerical problems related methods; and
to SHC and make presentations. ii) ability to compare the
c) Learners work in groups to research two methods used
and make presentations on Newton’s above.
law of cooling and the factors that c) Assess learners’ written
affect the rate of cooling. products while looking for:
i) coherence and correctness
of experimental
procedures; and
ii) correct use of equations in
solving numerical
problems related to SHC.
b) evaluate the a) In groups, learners review in class a. Observe learners’
concept of discussions and report on the: presentations while looking
change of state i) the meaning of latent heat; for correctness of the
and its ii) experimental determination of meanings, formulae, units
implication in latent heat by method of and coherence of the
real life. (u, s, gs) mixtures; and procedures for the method
iii) explanation of latent heat in of mixtures.
terms of the molecular theory. b. Dialogue with learners while
b) In groups, learners: assessing the:
i) determine the latent heat of i) coherence of the
Vaporisation and Fusion of water experimental procedures
by electrical method; for the electrical method;
ii) discuss in a plenary, the sources and
of errors in a plenary; and ii) possible sources of errors
iii) solve related numerical problems. and how they can be
reduced.

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c) Learners work in groups to model c. Assess learner’s written

systems that use the concepts of heat product while looking for:
capacity and latent heat to improve i) coherence and
energy conservation such as building correctness of
materials, automobiles, cooking experimental
stoves, electric devices and any other procedures;
suitable. ii) use of equations in
solving numerical
problems related to
latent heat;
iii) appropriateness and
assembling of the
materials used for
modelling; and
iv) workability and
applicability of the
models.
Note: Verification of Newton’s law of cooling and cooling correction should not be considered

TOPIC 11: TRANSFER OF HEAT DURATION: 18 Periods

Competency: The learner investigates modes of heat transfer in nature and their application
in industry and society.
Learning Suggested Learning Activities Sample Assessment Strategies
Outcomes
The learner should
be able to:
a) explain the a) Learners brainstorm the a) Observe learners’ presentations
mechanism of meaning of the concepts of while looking for:
heat conduction heat conduction, the i) the correctness of the
in solids and mechanism of heat definitions, factors that affect
how it applies to conduction, the factors heat transfer and the
materials in heat which affect the rate of heat mechanism of heat transfer; and
systems. (u, gs, conduction in a material and ii) participation and respect for
v/a) make presentations. others’ opinions.
b) In groups, learners b) Converse with learners while
investigate and make assessing the:
presentations on the i) coherence of the experimental
thermal conductivity of procedures for the determination
different materials and their of the thermal conductivity of
applications in real life. different materials; and
c) In class discussions, learners ii) ability to explain applications of
work out numerical materials in relation to their
problems related to thermal thermal conductivities.
conductivity. c) Assess learners’ written products
while considering their ability to
solve numerical problems related to
thermal conductivity.

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b) examine the a) In a brainstorming session, a) Observe learners’ during the

significance of learners review the meaning brainstorming session while looking
convection in of convection and how it for:
explaining can be demonstrated in i) correctness of the meanings and
weather and liquids and gases and its explanations on the occurrence
climate. (u, gs, application. of convection in liquids and
v/a) b) Learners debate the gases and applications; and
implications of natural ii) involvement and respect for
convection in relation to others’ opinions.
ocean currents, weather b) Converse with learners while
patterns and seasons. assessing the coherence and
accuracy of the implications of
convection in daily life.
c) deduce that a) Individually, learners review a) Observe learners during the review
heat can be and discuss various ways of while looking for:
transferred in detecting thermal radiation i) participation; and
form of and state properties of good ii) respect for other peoples’
and bad radiators /absorbers in opinions.
electromagnetic
plenary. b) Converse with learners while assessing
radiations and b) Learners in groups research on the:
this has many the meaning of black body i) correct illustration of the devices
real-life radiation, its laws and use them used for detection of thermal
applications. (s, to estimate the temperature of radiation and their mode of
gs, v, a) the Sun and other black bodies operation;
and make presentations. ii) correct responses on the properties
c) In small groups, learners of good and bad radiators;
discuss the applications of iii) appropriate explanation of the
black body radiation. concept of black body radiation
d) In class projects, learners model with respect to heat absorption and
devices that employ heat radiation; and
transfer mechanisms. iv) correct statement and application
of laws governing black body
radiation.
c) Assess written products while looking
for:
i) correct explanation of black body
radiation;
ii) correct statements of the laws and
their applications;
iii) materials used in the models;
iv) learners’ ability to collaborate and
apply creativity in the development
of the models;
v) workability of the models; and
vi) correct description of the
applications of black body radiation.
Note: Exclude Provost’s theory of exchanges.

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TOPIC 12: BEHAVIOUR OF GASES DURATION: 16 Periods

Competency: The learner investigates the effect of heat on the properties of gases and their
applications in the operation of different systems in the oil and gas industry.
Learning Suggested Learning Activities Sample Assessment Strategies
Outcomes
The learner
should be
able to:
a) analyse the a) Learners in groups investigate the effect of a) Observe learners as they
behaviour changing temperature, pressure and Investigate the effect of
of ideal volume of ideal gases, deduce and verify increasing and decreasing
the ideal gas laws and make presentations. temperature, pressure and
gasses
b) In class discussions, learners derive the volume on an enclosed gas
under ideal gas equation and other related system while looking for their
different expressions and apply them to solve a collaboration and active
conditions. variety of numerical problems. participation.
(u, s, gs) c) Learners use the concept of ideal gases to b) Converse with learners as they
model systems that employ gas behaviour verify the gas laws focusing on
under different conditions. correctness and coherence.
c) Assess learners’ written products
in terms of:
i) correct statement of ideal gas
laws and their applications;
ii) appropriateness of material
selection and use in the
models;
iii) their ability to collaborate and
apply creativity in the
development of the models;
and
iv) workability of the model.
b) evaluate a) Learners research about the kinetic theory a) Observe learners as they discuss
the kinetic of gases and discuss why a gas exerts looking for the accuracy of the:
theory of pressure. Then they present in plenary. i) procedure of the derivation;
gases and b) Learners in a class discussion derive the ii) application of the equation in
use it to expression estimating the pressure of an
derive the 𝟏𝟏𝟏𝟏
𝒑𝒑𝒑𝒑 = 𝟑𝟑𝟑𝟑𝝆𝝆𝝆𝝆𝝆𝝆𝝆𝝆���𝟐𝟐𝟐𝟐 enclosed system; and
expression and state the assumptions made. iii) cooperation and respect for
for the c) In groups, learners analyse the expression others’ opinions.
pressure b) Converse with learners to check
𝒑𝒑𝒑𝒑 = 𝟏𝟏𝟏𝟏𝟑𝟑𝟑𝟑𝝆𝝆𝝆𝝆𝝆𝝆𝝆𝝆���𝟐𝟐𝟐𝟐 and apply it to:
exerted by the:
i) deduce how the kinetic energy of the
the gas. (s, i) correctness of the
gases is dependent on their
u, gs) assumptions made in ideal
temperature of the gas;
gas laws; and
ii) deduce ideal gas laws;
ii) coherence in the derivation
of expressions for ideal gases.

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iii) verify Avogadro’s law, Dalton’s law of c) Assess learners written products
partial pressure and Grahams law of while looking for:
diffusion; and i) the correctness of statement
iv) solve related numerical problems of assumptions and derivation
related to them. of expressions; and
ii) correct use of expressions to
solve related numerical
problems.
c) modify the a) In groups, learners: a) Assess learners’ derivations while
ideal gas i) discuss conditions under which real looking for correct procedure of
equation to gases approximate ideal gas behaviour; derivation, the assumptions
suit the ii) deduce the modifications required in made and modification.
behaviour the ideal gas equation to suit the b) Discuss with learners while
of real behaviour of real gases; and looking for:
gases. (u) iii) describe the key features of the P-V i) correct properties of real
curves for real gases and discuss the gases;
significance of critical temperature to ii) modifications required to
distinguish gases from vapours. approximate ideal gases to
real gases;
iii) significance of Van der Waal’s
equation; and
iv) P-V graph for real gases and
its features.
c) Assess learners written products
on (b) above while looking for
correctness of statements and
expressions.
d) infer that a) In groups, learners brainstorm and review a) Observe learners as they
vapours the terminologies related to vapours; brainstorm and carry out
exert saturated vapour (SV), unsaturated vapour investigations while looking for
pressure (USV) and saturated vapour pressure (SVP), teamwork, involvement and
and that and their applications to real life. respect for others’ opinions.
this has b) Learners in groups: b) Discuss with learners while
many real- i) investigate the variation of SVP of water checking for correctness of the
life with temperature and the implication of terms, p-v graphs, implications
application the results to water systems; and investigation procedures.
s. (u, s, gs, ii) sketch the P-V graphs showing the c) Assess learners’ written products
v/a) variation of SVP, USVP with temperature on the correctness of:
and volume; and i) terminologies;
iii) distinguish between SV and USV and ii) P-V graphs;
use the concept in solving related iii) coherence of experimental
numerical problems. procedures; and
iv) use of expressions to solve
numerical problems on
vapours.

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TOPIC 13: THERMODYNAMICS DURATION: 12 Periods

Competency: The learner appreciates the behaviour of compressed gas systems in relation
to their domestic and industrial applications.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategies
The learner should
be able to:
a) deduce that every a) In groups or as individuals, a) Converse with learners while
system has internal learners: looking for the correctness of the
energy which is a i) explain the concepts of:
function of its terminologies related i) external heat, internal energy
temperature. (u, s) to thermodynamic and work done by an ideal
processes and how gas; and
they apply to real-life ii) isothermal, isovolumetric and
situations; isobaric and adiabatic
ii) research about the changes/processes.
concepts of external b) Assess learners’ written product on
heat, internal energy the coherence of the procedures in
and work done by an the derivation of the expression for
ideal gas; and work done by an ideal gas and use
iii) derive the expression it to solve numerical problem.
for work done by a gas:
𝑾𝑾𝑾𝑾 = � 𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷
and relate it to the
compression of gas systems.
b) analyse the first a) Learners in groups a) Observe learners’ presentations on
law of research, discuss and make derivations while looking for:
thermodynamics presentations about: i) correct procedure of
and its
i) the molar heat derivation and the
implications in
real-life situations. capacities (𝑪𝑪𝑪𝑪𝒑𝒑𝒑𝒑 𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝑷𝑷𝑷𝑷 𝑪𝑪𝑪𝑪𝒗𝒗𝒗𝒗 ), assumptions made;
(u, s, gs) molar ratio (𝜸𝜸𝜸𝜸) of an ii) correct use of the equations in
ideal gas and solving numerical problems
ii) the first law of about thermodynamic
thermodynamics to processes; and
deduce the expression iii) the correctness of the
∆𝑸𝑸𝑸𝑸 = ∆𝑼𝑼𝑼𝑼 + 𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷. implications of the
b) In groups or as individuals, thermodynamic expressions
learners derive and make and processes in real life.
presentations on the b) Evaluate learners’ written products
relationship 𝑪𝑪𝑪𝑪𝒑𝒑𝒑𝒑 − 𝑪𝑪𝑪𝑪𝒗𝒗𝒗𝒗 = 𝑹𝑹𝑹𝑹 while looking for the coherence of
and other expressions for the procedures in the derivation of
isothermal and adiabatic thermodynamic expressions and
processes and use them to their use in solving related
solve a variety of numerical numerical problems.
problems. c) Assess learners’ modelled products
in terms of:

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c) Learners discuss the i) appropriateness of material

concept of work done by selection and their use in the
an ideal gas at constant models;
volume and constant ii) their ability to collaborate and
pressure in relation to gas apply creativity in the
filling processes (gas development of the models;
cooker, compressors for and
refrigerators and air iii) workability of the models.
conditioners, washing
machines, welding gas
cylinders etc.).
d) Learners model the devices
mentioned in (c) above
where possible, and make
exhibitions.

SENIOR FIVE TERM 3

TOPIC 14: REFLECTION OF LIGHT DURATION: 14 Periods

Competency: The learner investigates the light reflecting properties of different surfaces and
their applications in real life.
Learning Suggested Learning Sample Assessment Strategies
Outcomes Activities
The learner
should be able
to:
a) employ the a) In groups, learners review, a) Observe learners’ participation in the
laws of brainstorm and make presentations group work while looking for:
reflection of about the rectilinear propagation of i) accuracy of information; and
light at plane light, the reversibility of light, ii) any misconceptions that need to be
surfaces to statements and verification of the corrected.
resolve laws of reflection of light. b) Converse with learners about
different life b) In groups or as individuals, learners correctness and accuracy in the
scenarios. (u, research, discuss and derive the expressions derived.
v/a) relationship between: c) Assess learners’:
i) angle of deviation and glancing i) written products on the coherence
angle for two plane mirrors of the procedures in the derivation
inclined at an angle to each of the expressions;
other; and ii) material selection for models and
ii) angle of rotation of a plane workability; and
mirror and angle of rotation of iii) ability to solve numerical problems
the reflected ray and its real-life about reflection on plane surfaces.
applications.
c) In groups, learners model optical
systems that apply the laws of
reflection of light at plane surfaces.

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 ADVANCED SECONDARY CURRICULUM

b) apply curved a) In groups, learners review, a) Listen to the group discussions while
reflecting brainstorm and make assessing the correctness of the:
surfaces in presentations about terms used i) meaning of terms used in
real-life under curved mirrors and ray relation to curved mirrors;
situations. (u, diagrams. ii) procedures of derivations; and
gs, v/a) b) In groups, learners research, iii) use of ray diagrams.
discuss and make presentations b) Assess the experimental design
about mirror equations, based on the:
magnification formula, and the i) correct use and choice of the
relationship r = 2f for spherical mirrors;
mirrors. ii) accuracy and analysis of data
c) In pairs, learners design collected;
experiments to measure the focal iii) conclusions drawn;
length of curved mirrors. They iv) sources of errors and how they
discuss and report on the sources can be minimised; and
of errors and how they can be v) participation and cooperation
minimised. among the learners.
d) In groups, learners model simple c) Assess learners’ products based on
devices that use curved mirrors the correctness of their write-ups:
including those used to harness i) in (b) above; and
solar energy for domestic use and ii) on applications of curved
in telecommunication systems. reflecting surfaces.

TOPIC 15: REFRACTION OF LIGHT DURATION: 24 Periods

Competency: The learner explores the refractive properties of different materials for
application in industries and medicine.
Learning Suggested Learning Activities Sample Assessment Strategies
Outcomes
The learner should
be able to:
a) apply the a) Learners review, brainstorm and a) Observe learners’ participation
concept of present on the concept of while looking for the accuracy
refraction on refraction on plane surfaces of the information and correct
any misconceptions.
plane surfaces to (liquids, glass blocks, semi-circular
b) Dialogue with learners while
various situations glass and prisms), its effects and assessing:
in real life. (u, gs, the laws of refraction of light. i) the correctness in the
v/a) b) In groups, learners research, statement of laws of
discuss and make presentations refraction and application
about: of the concept in real life;
i) application of Snell’s law to ii) coherence in the derivation
of the expressions
derive the expression
𝑷𝑷𝑷𝑷 = (𝒏𝒏𝒏𝒏𝟏𝟏𝟏𝟏 − 𝒓𝒓𝒓𝒓𝟏𝟏𝟏𝟏 ) + (𝒏𝒏𝒏𝒏𝟐𝟐𝟐𝟐 − 𝒓𝒓𝒓𝒓𝟐𝟐𝟐𝟐 ),
𝒂𝒂𝒂𝒂𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒂𝒂𝒂𝒂𝒏𝒏𝒏𝒏 = 𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒄𝒄𝒄𝒄𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒄𝒄𝒄𝒄 𝑷𝑷𝑷𝑷 = (𝒂𝒂𝒂𝒂 − 𝟏𝟏𝟏𝟏)𝑨𝑨𝑨𝑨 ;

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for different media and use it iii) their ability to design

to solve numerical problems; investigations to determine
and the refracting angle A, the
angle of minimum
ii) expressions that describe
deviation, Dmin of a glass
refraction of light by glass prism and refractive indices
blocks and glass prisms. of different materials using
c) Learners investigate the: various methods; and
i) refracting angle A, and iv) their ability to solve
minimum deviation Dmin for numerical problems under
prisms; refraction.
c) Assess learners’ products based
ii) refractive indices of different
on their write-ups in (b) above
materials using various and the accuracy in the
methods such as (small numerical problems solved.
quantity of a transparent liquid
on a concave mirror, real and
apparent depth); and
iii) sources of errors in
determining the refractive
indices and how they can be
minimised.
b) analyse the a) Learners in groups review and a) Observe learners’ discussion while
concepts of critical present on the concepts of critical assessing the correctness of the
angle and total angle and total internal reflection, concepts of critical angle, total
internal reflection and their applications. internal reflection and their
and their b) In groups or as individuals, learners: applications.
implications. (u, v/a, i) derive expressions relating b) Dialogue with learners while
s, gs) critical angle and refractive assessing:
index; i) coherence in the derivation of
ii) carry out an investigation to the expressions relating critical
determine the refractive index angle and refractive index;
of a liquid using air- cell method; ii) their ability to perform the
and experiment to determine the
iii) solve numerical problems on refractive index of a liquid by
critical angle and total internal air-cell method; and
reflection. iii) their ability to solve numerical
problems on critical angle and
total internal reflection.
c) Assess learners’ written products to
check whether they can write
coherent derivations, experimental
procedures and solve numerical
problems related to critical angle
and total internal reflection.

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 ADVANCED SECONDARY CURRICULUM

c) apply lenses in a) In a brainstorming session, a) Listen to learners’ views while

solving a variety learners review the terminologies asking probing questions to
of problems in related to thin lenses and make assess the correct use of terms
the community. presentations. under lenses, fluency in
(u, gs, v/a) expressions, involvement in
b) In pairs or as individuals, learners
discussions and critical thinking
research and make presentations
abilities.
about the:
b) During discussions, ask learners
i) derivation of lens formula
probing questions to assess
(convex and concave);
their ability to:
ii) determination of focal i) coherently follow the
lengths of lenses using procedures to derive
various methods and different expressions under
evaluate the effectiveness of thin lenses and in
the methods used; performing the experiment;
iii) meaning of conjugate points, ii) apply derived expressions
the lens maker’s formula and to solve related numerical
derive the expressions problems; and
iii) explain the meaning of
𝒍𝒍𝒍𝒍𝟐𝟐𝟐𝟐 − 𝑷𝑷𝑷𝑷𝟐𝟐𝟐𝟐 = 𝟒𝟒𝟒𝟒𝑷𝑷𝑷𝑷𝟒𝟒𝟒𝟒, and conjugate points and
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 aberrations as applied to
= (𝒂𝒂𝒂𝒂 − 𝟏𝟏𝟏𝟏) � + � ; and
𝟒𝟒𝟒𝟒 𝒓𝒓𝒓𝒓𝟏𝟏𝟏𝟏 𝒓𝒓𝒓𝒓𝟐𝟐𝟐𝟐 thin lenses.
iv) meaning of spherical and c) Evaluate the quality of learning
chromatic aberrations, and through assessment of learners’
how they can be minimised. products, their presentations
and write-ups in the derivation
of the lens formula.

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TOPIC 16: OPTICAL INSTRUMENTS DURATION: 10 Periods

Competency: The learner explores the optical operation of different optical instruments that
can be applied in a variety of fields such as medicine, military and navigation.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategies
The learner should be able
to:
a. explain the principle a. Learners research, discuss a. discuss with learners during
of operation of a and make presentations on their presentations while
compound the following concepts; near looking for:
microscope and their point, far point,
i) the correct meaning of near
real-life applications. accommodation, visual
point, far point, visual angle,
(u, s) angle, exit pupil (eye ring)
eye ring and magnifying
and magnifying power of an
power; and
optical instrument.
b. In pairs, learners research ii) their ability to describe the
and discuss the principle of principle of operation of a
operation of a compound compound microscope in
microscope, derive normal and abnormal
expressions for its adjustment.
magnification in normal and
b. Assess products to ensure that
abnormal adjustments and
learners have coherent and
their real-life applications.
accurate write-ups on the
operation of a compound
microscope, derivations of
magnifications and applications
in solving numerical problems.
b. describe the principle of a. Learners research, discuss and a. Observe learners’ discussions, while
operation of refracting make presentations in groups looking for:
telescopes and their on:
i) accurate information on the
applications. i) the mode of operation of
mode of operation of refracting
refracting telescopes;
(u, s) telescopes and correcting any
ii) derivations for the
misconceptions; and
expressions of
magnifications with the ii) accurate use of ray diagrams to
final image at near point, form final images.
and at infinity; and
b. Assess learners’ product to check
iii) real-life applications of
on:
refracting telescopes.
i) appropriateness and the use of
b. In groups, learners carry out a the materials selected;
project to model optical
ii) creativity and critical thinking;
devices such as telescopes.
and
iii) workability of the models.
NOTE: Only compound microscopes and refracting telescopes should be considered. The operation
of reflecting telescopes should be left out.

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 ADVANCED SECONDARY CURRICULUM

TOPIC 17: ELECTROSTATICS DURATION: 24 Periods

Competency: The learner investigates the behaviour of charges at rest and their applications
in printing and energy storage in batteries.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategies
The learner should be able
to:
a) apply the a) In pairs, learners review, a) Observe and listen to the
concept of discuss and make learners’ participation in a
Electrostatics in presentations on: discussion while looking for
production of accuracy of information and
i) production and detection
charge in real-life correct any misconceptions.
of charges by different
situations. (u, s,
methods; b) Assess the:
gs)
ii) distribution of charge on i) choice of the materials
conductors of different used;
shapes; and
ii) procedure used in the
iii) corona discharge and its description of ice pail
applications in real life. experiment; and
b) In pairs, learners research and iii) conclusions made based
make presentations on the on charge distribution.
principle of Faraday’s ice pail
c) Assess learners’ product to
experiment and its
check on:
applications.
i) correctness of their write-
c) In groups, learners model and
ups on the experiments and
explain the operation of
models;
devices which include among
others car sprayer, ink-jet ii) appropriateness and the
printers, electrostatic air use of the materials selected
cleaners and the Van der for the model; and
Graaf generator. iii) innovativeness and
workability of the model
designed.
b) appreciate the a) In groups or individually, a) Observe learners as they
existence of a force learners demonstrate the demonstrate the existence of
between charges and existence of force between force between two charged
its implications. (u, s, charged bodies. bodies while looking for:
gs)
b) In groups, learners search for i) their participation, creativity
and make presentations on and correctness;
the expression of Coulomb’s
ii) appropriate choice of
law, and its applications in
materials; and
solving numerical problems.

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iii) critical thinking and respect

for others’ opinions.
b) Assess learners write-ups
while looking for:
i) coherence and correctness in
the statement and expression
of Coulomb’s law; and
ii) accuracy in solving numerical
problems.
c) examine electric fields a) Learners, in groups research, a) Engage with learners in their
and their implications discuss and make discussions while looking for
in various situations. presentations on: correct:
(u, s)
i) the interaction of electric i) illustration of electric field
fields around different patterns around charges; and
charges;
ii) procedures in the derivation
ii) the derivation of the of expressions for resultant
expressions for resultant electric field, electric
electric field intensity (E), potential, work done, and
electric field potential (V), their applications in solving
work done and their related numerical problems.
applications in solving real-
b) Assess learners write-ups on
life problems; and
(a) above while looking for
iii) variation of E and V with accuracy and relevancy of
the distance r from a applications.
charged body.

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 ADVANCED SECONDARY CURRICULUM

TOPIC 18: CAPACITORS DURATION: 22 Periods

Competency: The learner models capacitors for use in electronic devices.

Learning Suggested Learning Activities Suggested Assessment Strategies
Outcomes
The learner
should be able
to:
a) appreciate a) In groups or as individuals, a) Converse with learners during
that learners research and make their presentations while looking
capacitors presentations about: for the:
store charge i) terminologies used in relation to i) correct meaning of terms and
and have capacitors; description of factors affecting
many ii) factors affecting the capacitance capacitance;
applications. parallel plate capacitor; ii) coherence of procedures in the
(s, u) iii) derivation of the expressions for derivation of expressions; and
the capacitance of a parallel iii) accuracy of solving numerical
plate capacitor; problems.
iv) derivation of the expressions for b) Assess learners’ products while
effective capacitance in series looking for:
and parallel networks; and i) coherence in the description and
v) application of expressions to correctness of numerical
solve numerical problems. problems solved; and
b) In pairs, learners model simple ii) choice of materials used in
capacitors using local materials making a capacitor,
and apply them in making innovativeness and workability
electrical devices. of the model.
b) apply the a) Learners in groups research, a) Discuss with learners in their
charging discuss and make presentations discussions while looking for
and on: correctness:
discharging i) charging and discharging
i) in the explanation of charging
processes of processes of a capacitor;
a capacitor ii) sketch graphs on variation of p.d and discharging processes of a
in electrical versus time for the charging and capacitor;
and discharging processes and their ii) of sketch graphs on variation of
electronic explanations; and p.d versus time for the charging
devices. (u, s, iii) description of the application of and discharging processes and
gs, a/v) charging and discharging their explanations; and
processes of capacitors.
iii) of different applications of
b) Learners discuss the application
of capacitors in; charge storage, capacitors.
tuning radio frequencies, b) Assess learners’ products on the
smoothing of rectified a.c, coherence and quality of write-
loudspeakers, microphones, ups in (a) above
radios, sensors, power regulation,
plastic films and others.

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c) deduce a) Learners research and make a) Observe and listen to learners’

that presentations on: participation in a discussion while
capacitors looking for:
i) source of energy stored on
store energy i) correctness of information
capacitors;
which can and correct any
be used in a ii) derivation of expressions for the misconceptions;
variety of energy stored on a charged ii) logical flow in the derivation
real-life capacitor and their use in of the expressions for energy;
situations. solving numerical problems; and
(u, s, gs) and iii) use of the derived
iii) the energy losses when isolated expressions to solve related
parallel plate capacitors are numerical problems.
connected together. b) Assess learners’ products on the
coherence and quality of write-
ups in (a) above.

TOPIC 19: DIGITAL ELECTRONICS DURATION: 14 Periods

Competency: The learner models electronic circuits using semiconductor materials and
electronic devices for a variety of purposes.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategies
The learner should be
able to:
a) examine the a) Learners review, brainstorm, a) Observe and listen to the
performance of discuss and make learners’ presentations in a
semiconductor presentations on: discussion while looking for:
diodes in different i) number base systems; i) accuracy of information and
devices. (u, s, gs) ii) logic gates and truth correct any misconceptions;
tables, and their ii) collaboration and
applications; teamwork; and
iii) bistable switches; and iii) creativity and innovation in
iv) potential dividers. the use of ICT on simulation
b) Learners research, discuss and videos.
make presentations on: b) Converse with learners during
i) conductors, insulators and their presentations while
semi-conductors in terms of looking for:
energy band gaps; i) the correctness of the
ii) doping process and explanations and the meaning
formation of n-type, p-type of conductors, insulators and
semiconductors; and semiconductors in terms of
iii) the operation of p-n energy band gaps;
junction diodes and ii) ability to suggest materials for
characteristics of diodes. doping to create n-type or p-
type semiconductors; and

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c) Learners in pairs use ICT tools iii) ability to explain the operation
to obtain of a junction diode.
simulations/animations videos c) Evaluate learning by assessing
on the operations and the products focusing on the
applications of junction coherence of write-ups.
diodes.
b) analyse the a) Learners are guided to a) Assess the presentations of
operation and research and make learners based on their ability
application of presentations about the: to:
transistors in various i) operation of n-p-n and i) distinguish between the
situations. (u, s, gs) p-n-p type transistors; operations of p-n-p and n-p-
ii) explanation of I-V n transistors;
characteristics for the ii) explain the applications of
transistors; and transistors in electronic
iii) uses of transistors as circuits;
switches, and amplifiers in iii) draw and interpret the I-V
electronic devices. curves for transistors; and
b) In groups, learners derive iv) correctly derive expressions
expressions on the operations on the operations of
of transistors and use them to transistors and use them in
solve numerical problems. solving numerical problems.
c) In groups, learners model b) Assess learners’ products such
devices that employ diodes as the workability of the devices
and transistors and describe modelled and innovations
how they work. therein.

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SENIOR SIX TERM 1

TOPIC 20: CIRCULAR MOTION DURATION: 12 Periods

Competency: The learner examines the motion of bodies on curved paths and ensures safety
precautions for people using automobiles on such paths.
Learning Suggested Learning Activities Sample Assessment Strategies
Outcomes
The learner
should be able to:
a) investigate a) In a discussion and brainstorming a) Observe learners’
the forces session, learners identify daily life presentations while looking
acting on situations where motion in a circle for appropriateness in:
bodies exists and make presentations i) application of circular
moving in b) In groups, learners explain the motion in daily life
circular paths meaning of the terms; angular situations; and
and how they velocity, angular acceleration and ii) derivations of the
relate to centripetal force. expressions under circular
safety. (u, s, c) In groups, learners research and motion and their use in
gs, v/a) derive expressions for angular solving numerical
velocity, angular acceleration and problems.
centripetal force, and use them in b) Assess learners’ products on
solving related numerical problems. the coherence and quality of
write-ups in (a) above.
b) derive the a) In pairs, learners review, brainstorm, a) Observe learners’ participation
expressions discuss and make presentations on and listen to their discussion
for motion the effect of gravity on the motion of while looking for accuracy of
under conical bodies in a circular path. information and correcting
pendulum b) Learners research, discuss and make any misconceptions.
and apply presentations on expressions for the b) Dialogue with learners while
them in real conical pendulum and apply them in assessing their ability to
life. (u, s, v/a) solving numerical problems. correctly:
i) derive the expressions for
the motion on the conical
pendulum; and
ii) use the expressions to solve
numerical problems.
c) Assess leaners’ product on the
coherence and correctness of
the write-ups in (b) above.

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c) investigate a) In a discussion and brainstorming a) Observe learners’ presentations

the session, learners identify daily life while looking for:
conditions for situations where motion on banked i) correct conditions for non-
non-skidding roads exists and make presentations. skidding motion on a circular
on banked b) In groups, learners explain the path; and
and meaning of angle of banking and ii) correct derivations of the
horizontal derive expressions relating the angle expressions under
roads to of banking, velocity and acceleration banked motion and their
ensure safety. of bodies moving in a circular path use in solving numerical
(u, v/a) and apply these expressions in problems.
solving numerical problems. b) Assess learners’ products on the
coherence and quality of write-ups
in (a) above.

NOTE: Motion in a vertical circle should not be included.

TOPIC 21: SIMPLE HARMONIC MOTION DURATION: 18 Periods

Competency: The learner investigates the behaviour of oscillating systems in order to

optimise the performance of devices that employ simple harmonic motion.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategies
The learner should
be able to:
a) explain a) In groups, learners research, a) Observe and assess the
terminologies discuss and make presentations presentations of learners while
used in simple on the derivations of looking for:
harmonic motion expressions of displacement,
i) correctness of concepts,
(SHM) and apply velocity, acceleration, energy,
terminologies and graphical
them to oscillating period and frequency of a body
representation of SHM; and
systems. (u, s) executing SHM and apply the
expressions to solve numerical ii) characteristics of SHM.
problems. b) Dialogue with learners to find
b) Learners in groups discuss and out the correctness and
make presentations on the coherence in:
oscillations of; simple
i) experimental determination
pendulum, floating cylinder,
of acceleration due to
liquid in a U-tube, mass at the
gravity;
end of a vertical spring or a
horizontal spring on a smooth ii) derivation of expressions for
surface and derive expressions bodies executing SHM; and
to show that these oscillations
iii) solving numerical problems.
execute SHM.
c) Assess learners:

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c) In groups or as individuals, i) on logical reasoning and

learners use the expressions acceptance of constructive
derived in (b) above to solve criticism in their discussions
related numerical problems. about the applications of SHM
d) Learners in groups discuss the in real-life situations; and
applications of SHM in the
ii) on the correctness of their
determination of acceleration
write-ups.
due to gravity, g and other real-
life situations such as shock
absorbers, guitars, diving
boards, earthquake proofs in
buildings, to mention but a few.
b) explore energy a) In pairs, learners research, a) Observe and assess the
conservation in discuss and make presentations presentations of learners while
oscillating systems on: looking for correctness of
and its concepts of energy conversions
i) interchange of energy in a SHM
implications in in different oscillating systems
and relate it to the principle of
various daily and graphical representations.
conservation of energy; and
experiences. (u, s,
b) Dialogue with learners while
gs) ii) different types of oscillations
assessing:
and their implications in real
life. i) the accuracy and relevance of
the implications of the different
b) Learners work in groups to
types of oscillations in real life;
model and design oscillating
and
system devices.
ii) choice of materials suitable for
the construction of the selected
system.
c) Assess learners’ products while
looking for creativity,
innovation, teamwork and
workability of the model.
Note: Do not include connected springs.

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TOPIC 22: GRAVITATION DURATION: 20 Periods

Competency: The learner evaluates the effects of gravitation and its applications on objects
both on earth and in space.
Learning Suggested Learning Activities Sample Assessment Strategies
Outcomes
The learner should
be able to:
a) apply the laws a) Learners research, discuss and make a) Observe learners as they
and principles presentations on: present about Kepler’s and
of gravitation to i) the interaction of masses in Newton’s laws of gravitation
real life. (u, v/a, space and the nature of force while assessing their ability to:
gs) acting on them; i) effectively express
ii) Kepler’s and Newton’s laws of themselves and respect
gravitation; and others’ opinions;
iii) gravitational field intensity. ii) use a range of presentation
b) Learners use the information from techniques; and
activity (a) above to derive the iii) explain the implications of
dimensions and S.I units of the the laws.
gravitational constant, G. b) Assess the learners’ written
c) In groups learners use Newton’s and products about Kepler’s and
Kepler’s laws of gravitation to explain Newton’s laws on gravitation
and derive the expressions for: while looking for:
i) the variations of g with latitude; i) accuracy in statements of
ii) weightlessness in orbits; and the laws; and
iii) distance of bodies from the ii) correct use of mathematical
centre of the earth and how it expressions to solve
relates to ocean tides, seasons, numerical problems and
cyclones among others, and explain related phenomena.
make presentations.
d) As individuals or in groups, learners
use the expressions derived in (c)
above to solve related numerical
problems.
b) investigate the a) Learners use Kepler’s and Newton’s a) Observe and probe learners
effect of gravity laws of gravitation to determine during the presentations
on bodies parking orbits, velocity of escape and while assessing their ability to:
orbiting in energy of the satellite. i) determine parking orbits,
space such as b) Learners review previous knowledge velocity of escape and
communication about satellites and their applications energy of the satellite in
satellites and in; communication (telephone, orbit; and
related television, radio broadcast), ii) confidently explain the
phenomena. (u, navigation, disaster management applications of satellites
s, gs) and security among others. in real life.

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c) Learners use ICT tools such as b) Assess learners’ written

simulations and videos to study products while looking for:
orbiting satellites and planets, and i) logical flow in the derivation
make presentations. of expressions describing the
motion of bodies in orbits
around the earth;
ii) accuracy in the determination
of parking orbits, velocity of
escape and energy of
satellites; and
iii) relevancy and coherence in
applications of satellites.
Note: Experimental determination of G should be left out.

TOPIC 23: PROGRESSIVE WAVES DURATION: 24 Periods

Competency: The learner investigates the propagation of progressive waves in matter and its
application in different situations.
Learning Suggested Learning Activities Sample Assessment Strategies
Outcomes
The learner
should be able
to:
a) deduce that a) Learners review, brainstorm, discuss a) Observe learners’ presentations
waves are a and make presentations about: and look out for:
means of i) terminologies used in waves; i) the correctness of the
transferring ii) types and forms of waves; meanings of terminologies and
energy and iii) the general wave equation; correct any misconceptions;
that this has iv) reflection and refraction of and
many waves. ii) individual learner’s
applications. b) In groups, learners research, explain participation.
(u, s, gs) and report on: b) Converse with learners while
i) the characteristics of a asking probing questions to test
progressive wave and state their their ability to:
examples; and i) identify the types of
ii) different types of wave fronts, progressive waves;
optical path, reflection and ii) represent reflection and
refraction of waves and phases refraction of progressive
of vibration. waves using appropriate
diagrams; and
iii) explain the significance of ±
c) In groups, learners research and in the progressive wave
derive the expression for equation.
displacement on a progressive c) Assess products while looking
wave; for:
𝒄𝒄𝒄𝒄 𝒙𝒙𝒙𝒙
𝑦𝑦𝑦𝑦 = 𝑚𝑚𝑚𝑚 sin 2𝜋𝜋𝜋𝜋 �𝑻𝑻𝑻𝑻±𝝀𝝀𝝀𝝀�

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and explain the significance of ± in i) correctness of the meanings

the equation, and use it to solve of terminologies related to
numerical problems. progressive waves;
d) In pairs, learners research, discuss ii) coherence in the derivation
and make presentations on of the progressive wave
Huygen’s principle and its equation and its proper use
application in a variety of situations. in substitution; and
e) Learners model and develop iii) innovations and creativity in
communication systems that use the development of models.
the concept of progressive wave
transmission.
b) deduce that a. Learners review, brainstorm, discuss a. Observe learners’ presentations
when waves and make presentations about: while assessing:
interfere, i) the term interference of waves; i) the correctness of the
they ii) the conditions for constructive meanings of interference of
generate and destructive interference to waves and its applications;
properties occur; and and
that have iii) production of interference in a ii) individual learner’s
various ripple tank. participation.
applications b. In groups, learners research and b. Probe learners’ ability to:
in real life. report on: i) relate amplitude, frequency,
(u, s, gs, v/a) i) coherent sources, path velocity and phase during
difference, energy of a wave, the superposition of
division of amplitude and different waves; and
wavefront; ii) identify the conditions for
ii) Young’s double slit experiment constructive and destructive
and derive the expression interference and correct any
𝝀𝝀𝝀𝝀𝝀𝝀𝝀𝝀
𝚫𝚫𝚫𝚫𝚫𝚫𝚫𝚫 = and how it is applied misconceptions.
𝒂𝒂𝒂𝒂
to solve numerical problems; c. Asses learners’ written products
and basing on the ability to:
iii) appearance of fringes and how i) draw and explain fringe
Young’s double slit experiment patterns in different
can be used for measuring situations; and
wavelength, slit separation, and ii) describe the young’s
fringe separation. experiment coherently.
c) explain a) Learners in groups research, a) Observe learners’ discussions
concepts discuss and make presentations on: while assessing their ability to:
related to i) the concept of diffraction of i) participate and relate; and
diffraction of waves; ii) correctness of the terms,
waves and ii) the dependence of diffraction concepts and sketch
apply them on wavelength; diagrams.
to everyday iii) derive the expression b) Assess written products while
life 𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝒅𝒅𝒅𝒅 = 𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂 for diffraction of looking for ability to:
situations. (s, waves and use it to solve i) relate atomic spacing to
gs, v/a) numerical problems; and optical;
iv) the occurrence of diffraction in ii) path length for diffraction in
real life. a material; and
b) Learners describe the appearance iii) explain the applications of
of diffraction images in a single slit, diffraction in different
double slit and discuss the effect of situations.

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the number of slits per unit length

on the appearance of fringes.
d) examine the a) In groups, learners research, a) Observe learners’ presentations
phenomeno discuss and report about: and look out for the correctness
n of wave and accuracy of the meanings of
i) concept of polarisation of light;
polarisation terms and concepts related to
and how it ii) distinction between plane polarisation (polariser,
applies to polarised and non-plane transmission axis, s and p
real life. (u, polarised light; polarised waves) and correct any
v/a) iii) polaroid; misconceptions.

iv) production of polarised light b) Converse with learners paying

using a variety of methods; and particular attention to their ability
to explain the concept of
v) applications of polarised light. polarisation and distinguish
between polarised and
unpolarised light and correct any
misconceptions.
c) Assess written products while
looking for:
i) coherence in the process of
production of polarised light
by different methods; and
ii) applications of polarised
light.
Note: Numerical concepts on polarisation of light should be left out.

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 ADVANCED SECONDARY CURRICULUM

TOPIC 24: STATIONARY WAVES DURATION: 16 Periods

Competency: The learner investigates the behaviour of stationary waves and their
applications in different situations.
Learning Suggested Learning Activities Sample Assessment Strategies
Outcomes
The learner
should be able
to:
a) analyse the a) In groups, learners research, a) Observe the discussions and
behaviour of discuss and present on: presentations while assessing the
stationary i) the superposition of correctness of superposition and
waves, and progressive waves; characteristics of stationary waves.
the ii) formation and characteristics b) Probe learners while assessing their
expressions of stationary waves stating ability to explain the formation of
that describe examples; and stationary waves and their features.
them. (u, s) iii) derivation of the stationary c) Assess learners’ written products while
wave equation and its use in looking for:
solving numerical problems. i) coherency in the derivation of the
stationary wave equation; and
ii) proper application of the equation
to solve numerical problems.
b) deduce that a) In groups, learners research, a) Probe learners while assessing their ability
stationary discuss and report on: to:
waves can be i) stationary waves on stretched i) identify points of maximum and
produced in strings; minimum energy on a stationary wave;
pipes and ii) factors affecting the pitch of a ii) establish resonance positions and end
strings for note from a stretched string; corrections; and
use in a iii) derivation of the expression iii) solve numerical problems relating to
variety of 𝑇𝑇𝑇𝑇 wavelengths, velocity and frequency in
𝑣𝑣𝑣𝑣 = � and use it to solve
situations. µ a stationary wave.
numerical problems; b) Assess written products while focussing
iv) stationary waves in pipes and on:
determine end-error-correction; i) coherency in the derivation of velocity
and in a stationary wave;
ii) coherence in the steps used to
v) harmonics in strings and pipes investigate how frequency in stretched
and how they relate to the strings is determined; and
advantages and disadvantages of iii) workability and innovation in the
open and closed pipes. models of learners.
b) In groups, learners investigate
how frequency is determined in a
stretched string.
c) In groups or as individuals,
learners model systems that
apply the concept of stationary
waves in pipes and strings.

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c) illustrate the a) In groups, learners research, a) Converse with learners to ascertain

concept of discuss and present on: whether they can explain the
resonance i) resonance in strings and application of stationary waves:
of waves pipes (closed and open); i) to control the quality and pitch of
and its and sound;
applications. ii) how resonance relates to ii) in production of beats and
(u, s, v/a) the length of an air column reverberations in amplifiers; and
in a pipe or length of iii) in resonance to explain the tuning
string. of radio, amplifiers and TV.
b) In groups, learners determine b) Assess written products to ascertain
the speed of sound in air the:
using a resonance tube. i) appropriateness of the materials
c) Learners discuss and report on (strings, masses) and the
applications of stationary procedures used in the
waves in electronics such as investigation;
radio, TV receivers, amplifiers ii) appropriateness and use of the
and filters. materials (tuning forks of different
frequencies metre rule) in
investigating resonance;
iii) proper use of wave equation in
determining the speed of sound
using resonance; and
iv) identification of possible sources of
errors in the investigation and how
they can be minimised.

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TOPIC 25: SOUND WAVES DURATION: 20 Periods

Competency: The learner investigates the behaviour of sound waves and their applications
in different situations.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategies
The learner should be
able to:
a) analyse beats, a) Learners review in a think-pair a) Observe learners’ discussion and
notes and octaves -share session and discuss: look out for the correctness and
as applied in accuracy of the concepts relating
i) the production and
sound, and their to the:
propagation of sound in
implications in a
different media; i) production and propagation
variety of
of sound in different media;
situations. (u, s) ii) factors that affect the
and
speed of sound in
different media; ii) formation of overtones and
harmonics and correct any
iii) echoes and
misconceptions.
reverberations; and
b) Dialogue with learners while
iv) methods of determining
looking for:
the speed of sound.
i) understanding of how beats
b) Learners research, discuss and
are formed and correcting
make presentations on:
any misconceptions;
i) the meaning of tone,
ii) applications of beats in real-
fundamental note,
life situations; and
overtones, harmonics,
octaves, and beats; and iii) correct procedure used in
the derivation.
ii) the effect of overtones
on the quality of sound. c) Assess written products and
ascertain the:
c) In groups, learners research
and discuss on: i) correctness in the
terminologies related to
i) formation of beats and
sound waves;
their applications; and
ii) coherence in the derivation
ii) derivation of the
of beat frequency; and
expression for beat
frequency iii) application of the beat
frequency expression.
𝚫𝚫𝚫𝚫𝟒𝟒𝟒𝟒 = 𝟒𝟒𝟒𝟒𝟐𝟐𝟐𝟐 − 𝟒𝟒𝟒𝟒𝟏𝟏𝟏𝟏
and apply it in solving
numerical problems.

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b) investigate a) Learners in groups research, a) Observe the presentations in

doppler effect and discuss and make order while assessing the
how it applies to presentations about learners’:
various fields. (u, description of some
i) understanding of the
v/a) applications of doppler effect
concept of doppler effect;
such as sonar, weather
forecasting, tracking systems, ii) ability to derive the
sirens, radar, medical imaging, equations of frequency in
blood flow and satellite different relative motions and
communication. proper use of wave
equations in the
b) In groups, learners research
investigation of doppler
and make models of cell
effect;
phones, radio broadcasting or
sound scan imaging among iii) ability to explain the theory
others that use the concept of of different systems based on
waves in their mode of the doppler effect; and
operation. iv) understanding of echoes,
reverberations and
interference of sound waves.
b) Assess learners’ written products
while looking for:
i) coherence in derivation of
the apparent frequency in
doppler effect and its use;
ii) proper statements for
application of doppler effect;
and
iii) innovations in the models
made by learners.

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 ADVANCED SECONDARY CURRICULUM

SENIOR SIX TERM 2

TOPIC 26: CURRENT ELECTRICITY DURATION: 20 Periods

Competency: The learner investigates electric current, it’s properties, transmission and uses
in order to reduce power losses and improve personal and national safety.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategies
The learner should be
able to:
a) deduce the a) In a brainstorming session, a) Observe learners’ participation
relationship learners make review, while looking for:
between current, discuss and report on:
i) accurate information about
resistance and
i) electric current, emf, electric current, emf,
voltage, and how
resistance and potential resistance and potential
they relate to
difference, internal difference and their units;
transmission of
resistance, Ohm’s law and
charges in materials.
and its verification; and
(u, s) ii) correct statement of Ohm’s
ii) effective resistance for law its mathematical
resistors in series and expression, graphical
parallel arrangements interpretations while
and solve related correcting any
numerical problems. misconceptions.
b) In groups, learners research, b) Discuss with learners during
investigate and report on: their presentations while
looking for:
ii) heating effects of
electric current; and i) correct meaning of
resistivity and temperature
iii) resistivity and
coefficient of resistance;
temperature coefficient
of resistance of a ii) accurate explanations of
material. the heating effect of electric
current;
c) In groups, learners research,
discuss and make iii) how resistance, cross-
presentations on: section area and length of
the wire affects the
i) expressions for electric
efficiency of power
energy and power; and
transmission; and
ii) derivation for the
iv) why long-distance
condition for maximum
transmission requires low
power output in an
current.
Ohmic resistor and
sketch graphs for c) Assess written products to
variation of efficiency, ascertain the:
power output and
i) logical flow of procedures
terminal potential
and deductions made
difference (p.d) with
during the investigation of
load resistance.
internal resistance;

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d) In pairs, learners research, ii) appropriateness of the

discuss and present on procedures used in the
Kirchhoff’s laws and use derivation of the maximum
them to solve electrical power;
circuit problems. iii) ability to sketch graphs of
efficiency, power output
e) In groups, learners explain
and p.d with load;
the use of resistors in the
iv) ability to resolve resistor
modification of
networks using Kirchhoff’s
galvanometers into
laws; and
ammeters and voltmeters.
v) correctness of explanations
relating to the conversion
of galvanometers into
ammeters and voltmeters.
b) investigate the a) In groups, learners review a) Observe learners’ presentations
operation of slide the operation of a potential to ascertain:
wire meters and divider and make i) active participation;
apply them in a presentations during ii) correct explanation about
variety of situations. plenary. the operation of potential
(s, gs, v, a) dividers; and
b) In groups, learners search,
iii) appropriateness of the
discuss and make
materials selected for
presentations on the mode
investigation.
of operation and solve
b) Assess learners’ written
numerical problems relating
products while emphasising
to the:
the:
i) Wheatstone bridge. i) ability of the learners to
ii) Meter bridge. describe the operation of a
slide wire potentiometer
iii) Potentiometer. and establishment of
c) In groups, learners calibration constant; and
investigate how the slide ii) learners’ ability to
wire meters are used to manipulate data to
measure: determine resistance, emf
of cell and emf of
i) resistance and internal thermocouples, and
resistance. current.
ii) emf and p.d across a
resistor.
iii) electric current.

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TOPIC 27: MAGNETISM IN MATTER DURATION: 20 Periods

Competency: The learner appreciates the magnetic properties of matter and uses them to
model different useful magneto-electric devices.
Learning Outcomes Suggested Learning Sample Assessment Strategies
The learner should Activities
be able to:
a) deduce that the a) In a brainstorming a) Observe learners’ presentations while
Earth has session, learners review looking for:
magnetic and report on the i) accuracy of information about the
properties and following: neutral point, magnetic shielding and
this has many i) magnetic fields and the Earth’s magnetic fields with clear
implications. (u, magnetic field lines, drawings, and correct any
s, gs) neutral point, misconceptions; and
magnetic shielding; ii) correct sketches of magnetic field
and patterns for different magnet
ii) Earth’s magnetic arrangements.
field. b) Assess learners’ written products while
b) In pairs, learners considering the:
research, discuss and i) correctness of the meanings of
make presentations on: terminologies relating to Earth’s
i) geographic and magnetic field; and
magnetic meridian, ii) logical flow of the derivation of flux
magnetic and density and its use in solving related
geographic axes, angle numerical problems.
of dip, declination,
horizontal and vertical
components of the
Earth’s field; and
ii) magnetic flux and
magnetic flux density B,
deduce its expression
and unit; and apply it to
solve numerical
problems.

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b) explain how a) In a brainstorming a) Discuss with learners during their

magnetisation session, learners review presentations while looking for:
and and give a report on the
i) correct understanding of domain
demagnetisation domain theory,
theory and magnetic saturation; and
occur in matter. magnetisation,
(u, s) magnetic saturation and ii) learners’ ability to explain
demagnetisation, using magnetisation and demagnetisation
molecular theory. using molecular theory.

b) In groups, learners b) Evaluate learners’ products while

research, discuss and considering:
make presentations on: i) the correctness of the graphs of
i) the features of the variation of B and H, its features;
graphs showing the ii) correct characteristics of hard and soft
variation of B with the magnetic materials, ferromagnetic,
magnetic field strength, paramagnetic and diamagnetic
H; and materials; and
iii) workability of the modelled devices
ii) characteristics of hard
and their relevance to society.
and soft magnetic
materials,
ferromagnetic,
paramagnetic and
diamagnetic materials.
c) In groups, learners
model devices that
show the practical uses
of magnetism in matter.

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TOPIC 28: MAGNETIC EFFECT OF AN ELECTRIC CURRENT

DURATION: 26 periods

Competency: The learner appreciates that a current carrying conductor in a magnetic field
experiences a force and uses this concept to design models of different devices to solve
societal needs.
Learning Suggested Learning Activities Sample Assessment Strategies
Outcomes
The learner should
be able to:
a) investigate the a) In a brainstorming session, a) Observe learners during the
existence of a learners review, discuss and make presentations while assessing:
force on a presentations on the following: i) participation and effective
current-carrying i) magnetic fields around communication;
conductor in a current carrying conductors; ii) proper sketches of magnetic fields on
magnetic field. ii) direction of the force on straight conductors, coils, magnets
(u, s, gs,) current carrying conductor and solenoids;
in a magnetic field; and iii) methods used to investigate the force
iii) factors affecting the existing on a current carrying
magnitude of the force on conductor in a magnetic field; and
current carrying conductor iv) the correctness of the factors
in a magnetic field. affecting this force.
b) In groups or as individuals, b) Probe learners while assessing their
learners derive the expressions: ability to:
𝐹𝐹𝐹𝐹 = 𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵 for the force on a i) explain how the force on a current
current carrying conductor in a carrying conductor in a magnetic
magnetic field field can be varied; and
𝐹𝐹𝐹𝐹 = 𝑩𝑩𝑩𝑩𝑩𝑩𝑩𝑩𝒗𝒗𝒗𝒗𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏 for the force on a ii) describe the applications of this force
charge moving in a magnetic in devices like d.c motor, relay and
field. others.
c) Use the expressions for the forces c) Assess written products while
above to solve related numerical emphasising:
problems. i) coherence in the derivations of forces
on conductors and charges in a
magnetic field and the use of the
equations in solving numerical
problems; and
ii) proper sketches of magnetic fields in
different situations.
b) use Biot- a) In a think-pair-share, learners a) Observe learners during the
Savart’s law to research, discuss and make discussions while assessing:
write presentations about: i) how learners can interpret the
expressions for i) the expression for Biot- expressions for Biot-savart’s law
magnetic flux Savart’s law and interpret and apply them;
density in a it; ii) the correctness of the expressions
variety of ii) the expressions for flux for flux density at a perpendicular
situations. (u, s, density at a perpendicular distance from a straight conductor,
gs) distance from a straight at the centre of a coil and in a
conductor, at the centre solenoid and the use made of
of a coil and in a solenoid; them; and
iii) use of the expression;

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𝐹𝐹𝐹𝐹 = 𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵 to determine iii) the logical flow in the derivation of

the expression for the the force between two long
magnetic force between two conductors carrying current.
long parallel current carrying b) Converse with learners to ascertain
conductors; whether they can:
iv) the Hall effect hence i) apply the expression for the force
derive an expression for between two long conductors
the Hall voltage carrying current to define an
𝑩𝑩𝑩𝑩𝑩𝑩𝑩𝑩 ampere; and
𝑷𝑷𝑷𝑷𝑯𝑯𝑯𝑯 =
𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂
ii) describe the Hall effect and its
v) the use of expressions to
derivation.
solve related numerical
problems.
c) explain how the a) In a class discussion, learners a) Discuss with learners while assessing
force on a derive the expression for the how they explain the torque in
current-carrying torque on a coil in a magnetic electromagnetic devices and apply the
conductor in a field 𝝉𝝉𝝉𝝉 = 𝑩𝑩𝑩𝑩𝑨𝑨𝑨𝑨𝑩𝑩𝑩𝑩𝑩𝑩𝑩𝑩𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏𝒏 and use it expression for torque to solve
magnetic field is to solve related numerical numerical problems.
applied in the problems.
b) Assess learners’ products while
operation of
b) In group projects, learners considering:
various electrical
fabricate devices such as an i) the workability of the devices that
devices. (u, s)
electric bell, a loudspeaker, a use the principle of force in a current
simple d.c motor and any others carrying conductor in a magnetic
that use the concept of a force field;
and torque around a current ii) the correctness of the write-ups
carrying conductor. describing the operation of the
devices above; and
iii) the correctness of derivation of
torque on a coil in a magnetic field
and the proper substitutions used to
solve numerical problems.

Note: Experiments to measure B along a straight conductor, centre of circular coil and solenoid are
not required.

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TOPIC 29: ELECTROMAGNETIC INDUCTION DURATION: 18 Periods

Competency: The learner evaluates how magnetism and current are linked and how this
principle is applied in the operation of transformers and generators.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategies
The learner should be
able to:
a) explain the a) In groups, learners review, a) Dialogue with learners while
concept of brainstorm, discuss and looking for their:
electromagnetic make presentation on the
i) choice of materials used in
induction and how use of a coil and a magnet to
demonstrating
it is applied in a demonstrate the production
electromagnetic induction;
variety of of electricity; and use
situations. (u, s, gs) Fleming’s right-hand rule to ii) understanding of how
determine direction of the electricity is produced in a
induced current. conductor by a changing
magnetic flux; and
b) In groups, learners research,
discuss and make iii) ability to use Fleming’s right-
presentations on: hand rule to determine the
direction of the current.
i) magnetic flux linkage;
b) Assess learners’ written products
ii) Induced emf;
while considering the:
iii) relationship between
i) correctness of the statements
the change in flux
of the laws of
linkage and induced
electromagnetic induction
current;
and related concepts.
iv) statements for the laws
ii) correct application of
of electromagnetic
Faraday’s and Lenz’s laws in
induction;
solving numerical problems.
v) derivation for the
expressions of
Faraday’s and Lenz’s
laws; and
vi) using the derived
expressions to solve
numerical problems.
b) appreciate the a) In groups, learners review, a) Observe group presentations
concepts of self brainstorm, discuss and while emphasising:
and mutual make presentations on the:
i) proper illustrations of the
induction and their
i) concepts of mutual and direction of current; and
application in a
self-induction;

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variety of devices. ii) mode of operation of ii) correctness of concepts

(u, s, gs) d.c and a.c generators; about electromagnetic
and induction.
iii) mode of operation of a b) Converse with learners during
transformer and its their presentations while looking
efficiency. for:
b) In groups, learners research, i) correct understanding of
discuss and make how a change in flux linkage
presentations on the: induces current in a
conductor;
i) derivations of the
expressions for mutual ii) correctness of procedures of
and self-induction and derivations based on the
apply them to solve assumptions made; and
numerical problems;
iii) correct understanding of
ii) explanation of the how a.c and d.c generators
processes that lead to operate, and how back e.m.f
the production of a back is produced.
e.m.f and eddy currents
c) Assess products while looking for
in a motor coil;
the:
iii) derivation of the
i) correct explanation of how
expressions for back
eddy currents are produced
e.m.f and eddy currents,
in coils;
and their applications;
and ii) correct statements for the
concept of self and mutual
iv) structure and mode of
induction, and the procedure
operation of moving coil
used;
meters.
iii) coherence in the derivation
c) In groups, learners carry out
of expression for eddy
project works to model
currents and back e.m.f.; and
devices that employ the
principles of iv) selection of materials for the
electromagnetic induction. models, their innovativeness,
creativity and workability of
the models.

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TOPIC 30: A.C CIRCUITS DURATION: 24 Periods

Competency: The learner measures a.c and investigates its behaviour in different devices.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategies
The learner should be able
to:
a) explain the operation a) Learners review, brainstorm, a) Observe and evaluate the
of a.c measuring discuss and make learners’ presentations based
devices and their presentations on the: on:
various applications in
i) meaning of a.c and d.c i) the ability to distinguish
real life. (u, s)
and how they can be between a.c and d.c and how
interconverted; and they can be interconverted;
and
ii) advantage of using a.c
in commercial supply ii) the understanding of the
compared to d.c. advantages of using a.c in
commercial power supply
b) In groups, learners research,
compared to d.c.
discuss and make
presentations on the: b) Converse with learners and
probe their understanding of
i) structure and mode of
the operation of a hot wire
operation of the hot
meter and moving iron meter.
wire meter and moving
iron meter; c) Assess learners’ written
products while looking for:
ii) the meaning of root-
mean square value (rms) i) correct description of the
of current/voltage, and operation of hot wire
the peak value of a.c; meters and moving iron
and meters; and
iii) derivation of the ii) correct meaning of root
expressions for rms of mean square value, its
current and voltage and derivation and application
their use in solving in solving numerical
numerical problems. problems.
b) evaluate the a) In groups, learners research, a) Observe learners during the
inductance, reactance discuss and make presentations while assessing
and impedance of a.c presentations on: their ability to:
circuits and their
i) effect of capacitors and i) communicate effectively;
applications in real
inductors in a.c circuits; and
life. (u, s, gs, v/a)
ii) logically present ideas
ii) derivation of expressions
during the derivation of
for inductive and
reactances and
capacitive reactances;
impedances.

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iii) derivation of expressions b) Discuss with learners while

for impedance in a.c assessing their ability to:
series circuits and solve
i) explain the steps in the
related numerical
derivations of combined
problems;
resistance;
iv) the average energy and
ii) correctly interpret the
power in a resistor,
sketch graphs and phasor
capacitor and inductor
diagrams; and
connected separately in
an ac circuit; iii) explain the effect of L, R
and C on the flow of a.c
v) the use of the derived
current in a circuit.
expressions to solve
numerical problems; and c) Assess learners’ products
while looking for:
vi) characteristic graphs for
a.c flowing through a i) correct description of the
resistor (R), capacitor (C) effects of capacitors and
and inductor (L) inductors in circuits;
connected individually ii) logical flow of the
and in combinations. derivations for energy and
b) In groups, learners research power in a.c circuits;
and model simple electronic iii) coherent explanation of
devices using capacitors, the a.c graphs; and
inductors and resistors
iv) workability and innovation
arranged in a circuit board
in the modelled electronic
and explain how they work.
devices.
Note: Do not include parallel circuits.

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SENIOR SIX TERM 3

TOPIC 31: ATOMIC PARTICLES DURATION: 24 Periods

Competency: The learner appreciates the structure of the atom and how the components
of the atom are applied in different devices.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategies
The learner should be
able to:
a) apply the Rutherford’s a) Learners review, brainstorm a) Dialogue with learners while
scattering experiment and make presentations on looking for their:
to explain atomic Dalton’s atomic theory, the i) ability to recall the
structure. (s, u) particles constituting an fundamental particles in
atom and their properties. atoms;
b) As groups, learners research, ii) ability to explain the
discuss and make Rutherford’s scattering
presentations on: experiment; and
i) the procedure of iii) understanding of the
Rutherford’s scattering Rutherford’s model of an
experiment and the atom.
observations therein; b) Assess learners’ written
and products while looking for:
ii) the conclusions made i) correctness of explanation
from Rutherford’s of the Millikan’s oil drop
experiment in terms of experiment, and how it can
the structure of atoms. be used to determine
c) As groups, learners discuss specific charge;
Millikan’s oil drop and ii) coherent explanation
Thomson’s experiments to about how the mass
determine electronic spectrometer can be used
charge, specific charge and to determine the specific
explain charge quantisation. charge; and
d) In groups, learners search iii) correct derivations of
and discuss the mass relevant expressions and
spectrometer and how it their use in solving
can be used to determine numerical problems.
the specific charge of
positive ions.
b) examine the a) In class discussion, learners a) Observe learners’ participation
behaviour of charged research and make in the discussions while
particles and their presentations on: looking for:
applications in real i) production of cathode
i) accuracy of information
life. (u, s, gs) rays and positive rays in
about the production and
a cathode ray tube;

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ii) characteristics that properties of cathode rays

distinguish cathode and and positive rays; and
positive rays; and
ii) proper use of sketches in
iii) derive expressions for
explaining the production
the motion of electrons
and deflection of cathode
in electric and magnetic
rays in electric and
fields and apply them in
magnetic field.
solving numerical
problems. b) In a conversation, probe
learners to ascertain whether:
b) In groups, learners explore
qualitatively the deflection i) they can account for the
of electron and ion beams observed path of particles
through electric and in electric and magnetic
magnetic fields and discuss fields; and
the observed pattern. ii) distinguish cathode rays
c) In plenary, learners discuss from positive rays.
the applications of cathode
c) Assess learners’ written
rays in real life.
products while looking for:
i) correct write-ups for the
procedure of producing
cathode rays and positive
rays;
ii) coherent derivation of the
path taken by electrons in
a magnetic and electric
field; and
iii) proper substitutions while
solving numerical
problems.

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TOPIC 32: QUANTUM THEORY DURATION: 24 Periods

Competency: The learner examines how electromagnetic waves carry energy in packets and
that this behaviour can be harnessed in a variety of fields.
Learning Suggested Learning Activities Sample Assessment Strategies
Outcomes
The learner
should be able to:
a) explain the a) In groups, learners research, a) Observe learners’ group
process of discuss and present on the: presentations while assessing:
photoelectric i) meaning of photoelectric i) correct description of the
effect and its effect and its characteristics; quantum theory of
applications and electromagnetic radiations;
in real life. (u, ii) explanation of photoelectric ii) correct explanation of the
gs) emission using quantum photoelectric effect based on
theory. quantum theory; and
b) Learners report on the results of iii) participation of individual
their discussion on the: learners.
i) description of the b) Dialogue with learners about the:
experiment to verify i) significance of the photo
Einstein’s photoelectric effect electric equation; and
and determination of the ii) procedures used to verify
Plank’s constant; Einstein’s equation and
ii) Einstein’s photoelectric hence determination of
equation; and Plank’s constant.
iii) 𝟏𝟏𝟏𝟏𝟐𝟐𝟐𝟐𝒎𝒎𝒎𝒎𝑷𝑷𝑷𝑷𝟐𝟐𝟐𝟐𝒎𝒎𝒎𝒎𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂 = 𝒎𝒎𝒎𝒎𝒎𝒎𝒎𝒎 − 𝝓𝝓𝝓𝝓 , and its c) Assess learners’ products while
application in solving related emphasising:
numerical problems. i) correct meaning of
c) Learners use the theory of photoelectric effect, work
photoelectric effect to model function and related
burglar alarms, photocell, photo terminologies;
sensors, among others. ii) logical flow of derivation of
photoelectric effect equation
and its implications;
iii) logical flow of the
determination of Plank’s
constant; and
iv) innovativeness, creativity and
workability of the models
that employ photoelectric
effect principles.

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b) analyse Bohr’s a) In groups, learners review, discuss a) Converse with learners during their
model and and present on inadequacies of presentations while looking for:
how it is used Rutherford’s atomic model. i) correct understanding of the
to explain b) In groups, learners research, inadequacies Rutherford’s model;
atomic discuss and report on Bohr’s ii) correct description of Bohr’s
spectra of model of the atom and use it to model of the atom;
different explain the: iii) correct procedure used in the
elements. (u, i) origin of absorption and derivation of energy of an
s, gs) emission spectra; electron; and
ii) presence of energy levels in iv) correct illustration and
atoms; and interpretation of energy levels of
iii) ionisation in atoms and an atom.
calculate ionisation energy. b) Assess learners’ written products
while looking for:
i) correct statements in the Bohr’s
model of the atom;
ii) coherence in the description of
the origins of atomic spectra and
their significance; and
iii) correct use of the expressions for
calculating ionisation energies.
c) deduce that a) In groups, learners review, discuss a) Observe learners’ participation
when fast and present on the production, while looking for:
moving characteristics, uses and health i) accuracy of information about the
electrons are hazards of X-rays. structure and operation of the X-
stopped by b) In groups, learners research, ray tube; and
matter, they discuss and report on: ii) correct statements about the
produce i) types of X-rays; properties of X-rays, their uses and
energetic ii) continuous (background) health hazards of X-rays to
radiations radiation, line X-ray spectra humans.
which have and cut-off wavelength; b) Discuss with learners while looking
many iii) derivation of the expression for:
applications. ℎ𝑐𝑐𝑐𝑐 i) understanding of the concept of
= 𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒 and its application
𝜆𝜆𝜆𝜆𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚
(u, s, gs, v/a) diffraction by crystals, diffraction
in solving numerical planes, atomic spacing, conditions
problems; and for Bragg’s law; and
iv) diffraction of X-rays, ii) the understanding of the origin of
derivation of Bragg’s law the energy of the X-ray radiation.
𝟐𝟐𝟐𝟐𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝑷𝒅𝒅𝒅𝒅 = 𝒂𝒂𝒂𝒂𝒂𝒂𝒂𝒂 c) Assess learners’ written products
and application of the
while looking for:
equation in different
i) coherence in the description of the
situations.
production of X-rays;
c) Learners watch videos or
ii) logical flow in the derivations of
simulations showing motion of
energy of X-rays and Bragg’s law
electrons to produce X-rays and
and their applications; and
interpret them.
iii) distinction between soft and hard
X-rays.

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TOPIC 33: NUCLEAR PROCESSES DURATION: 24 Periods

Competency: The learner appreciates that nuclear reactions involve high amounts of energy
which can be both constructive and destructive.
Learning Suggested Learning Activities Sample Assessment Strategies
Outcomes
The learner
should be able to:
a) appreciate a) As a class, learners review and a) Observe learners during the
that nuclear brainstorm the: brainstorming session while
reactions i) meanings of nuclide, atomic assessing:
generate number, mass number and i) levels of participation,
energy which isotopes and give examples; communication, creativity
can be and and innovation; and
harnessed for ii) meaning of nuclear fission and ii) ability of learners to
different nuclear fusion and represent correctly explain the
purposes. (u, them using equations. meaning of mass number,
s, v/a) b) In groups, learners research, atomic number, isotopes,
discuss and report on: nuclear fission and fusion.
i) the meaning of unified atomic b) Dialogue with learners while
mass unit and its equivalent in checking for their
electron volts; understanding of the process of
ii) Einstein’s mass-energy relation generation of electricity using
𝚫𝚫𝚫𝚫𝚫𝚫𝚫𝚫 = 𝚫𝚫𝚫𝚫𝚫𝚫𝚫𝚫𝚫𝚫𝚫𝚫𝟐𝟐𝟐𝟐 ; nuclear reactions; the merits
iii) binding energy, mass defect and demerits of this source of
and binding energy per electricity.
nucleon; c) Assess learners’ written
iv) factors which affect nuclear products while emphasising
stability; the:
v) the graph to study the variation i) correct statement for
of binding energy per nucleon meaning of atomic mass
with mass number and its unit (U), and its relation
significance on nuclear fission with electron volt, joules
and fusion processes; and kilogram;
vi) production of electrical energy ii) correct method of
using nuclear processes; and calculating the mass defect
vii) derivation of expressions under and energy released during
nuclear energy and use them to a nuclear reaction;
solve numerical problem. iii) sketch of a graph of B.E per
c) Learners debate the merits and nucleon against mass
demerits of using nuclear energy in number and its accurate
real life. description; and
d) Learners watch a video showing iv) accurate description of the
nuclear fusion and fission and factors that affect nuclear
compare them. stability.

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b) deduce that a) In groups, learners review, discuss a) Observe learners’ participation

nuclides and present on: while looking for accuracy of
disintegrate i) the meaning of radioactivity, information about the types
radiations emitted during and properties of the radiations
emitting
radioactivity, their properties emitted during radioactivity
particles and and balanced equations for and correct any
energy which nuclear equations; misconceptions.
have a variety ii) the meaning of Half-life and its b) Discuss with learners to
of determination using the ascertain the:
applications. graphical method; and i) correct meaning of
(u, s, gs, v/a) iii) uses, hazards and safety radioactivity, types and
precautions of nuclear properties of the radiations
radiations. emitted during
b) In pairs, learners describe the radioactivity;
structure and mode of operation of ii) correct balancing of the
radiation detection devices decay equations; and
(ionisation chamber, Geiger Müller iii) understanding of the mode
tube and counter, cloud chamber) of operation of the different
and make presentations. radiation detectors.
c) In groups, learners discuss and c) Assess learners’ written
present on: products while looking for:
i) the law of radioactivity, the
decay constant; i) coherence in the derivation
ii) derivation of the expression of expression
𝑩𝑩𝑩𝑩 = 𝑩𝑩𝑩𝑩𝒄𝒄𝒄𝒄 𝒆𝒆𝒆𝒆−𝝀𝝀𝝀𝝀𝒄𝒄𝒄𝒄 and use it to 𝑩𝑩𝑩𝑩 = 𝑩𝑩𝑩𝑩𝒄𝒄𝒄𝒄 𝒆𝒆𝒆𝒆−𝝀𝝀𝝀𝝀𝒄𝒄𝒄𝒄 and its use
deduce the expression for half- to deduce an expression
life; then apply them in solving of half-life;
numerical problems; and ii) correct substitution in the
iii) use of decay equations to decay equations to
estimate the age of fossils and calculate the age of fossils
rocks. and rocks;
d) In groups, learners research and iii) ability to draw and explain
discuss the production of artificial the decay curve and use it
isotopes (induced radioactivity), to determine half-life of a
their applications and make radioactive material; and
presentations. iv) correct statements for the
hazards of radioisotopes
and associated safety
measures.

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3.0 ASSESSMENT
3.1 Assessing Physics
This Advanced Secondary Curriculum sets new expectations for learning, with a shift from
Objectives to Learning Outcomes that focus mainly on the application of knowledge and
deeper learning that leads to the acquisition of skills. These Learning Outcomes require a
different approach to assessment. The “Learning Outcomes” in the syllabi are set out in terms
of Knowledge, Understanding, Skills, Values and Attitudes. This is what is referred to by the
letters k, u, s v & a.
It is not possible to assess values and attitudes in the same way as knowledge, understanding,
and skills because they are more personal and variable, and are long-term aspirations. This
does not mean that values and attitudes are not important or cannot be assessed. They too
can be assessed but not easily done through tests and examinations. Values and attitudes can
be assessed over a period of time through observing and having interactions with the learner.
To assess knowledge and its application, understanding, and skills, we need to look for
different things. Knowledge can be assessed to some extent through written tests, but the
assessment of skills, application of what is learnt, and deeper understanding requires different
approaches. Because of this, the role of the teacher in assessment becomes much more
important. This section focuses on knowledge, understanding, and skills.

3.2 Formative Assessment

In this curriculum, the teacher’s role in assessment is not only to write tests for the learner but
also to make a professional judgment about the learner’s learning during the teaching and
learning process. The professional judgment is about how far the learner achieves the Learning
Outcomes that are set out in this syllabus. To make these judgments the teacher needs to look
at how well the learner is performing in terms of each Learning Outcome.
Formative assessment can be done through:
a) Observation — watching learners working (good for assessing skills, values and
attitudes);
b) Conversation —asking questions and talking to learners (good for assessing
knowledge and understanding);
c) Product—appraising learner’s work (writing, report, translation, calculation,
presentation, map, diagram, model, drawing, painting etc). In this context, a “product”
is seen as something physical and permanent that the teacher can keep and look at.
When all three are used, the information from any one form can be checked against the other
two forms of assessment (e.g., evidence from “observation” can be checked against evidence
from “conversation” and “product”). This is often referred to as “triangulation”

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Observation

Triangulation

Triangulation

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3.3 Assessing Generic Skills

The generic skills have been built into the syllabuses and are part of the learning outcomes. It
is therefore not necessary to assess them separately. It is the increasingly complex context of
the subject content that provides progression in the generic skills, and so they are assessed as
part of the subject learning outcomes. Assessing generic skills is done with the help of an
observation checklist and scoring rubric.

3.4 Assessing Values/Attitudes

It is not possible to assess values and attitudes in the same way as knowledge, understanding
and skills because they are more personal and variable and are long-term aspirations. This does
not mean that attitudes are not important. It means that we must value things that we cannot
easily assess through tests and examination. However, values and attitudes can be assessed
over a long period of time through observing and interactions.

3.5 Assessment of Projects

Project-based learning is a teaching method in which learners or participants gain knowledge
and skills by engaging for an extended period of time to investigate and respond to an
authentic challenge. The task must have a driving question and it involves sustained inquiry.
Project-based learning is assessed using a rubric and an observation checklist.

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3.6 Examinations
There will be only one school based summative assessment at the end of the year. There will
no longer be examinations or tests set at the beginning and end of every term. Instead, there
will be a summing up of on-going teacher assessments made in the context of learning
through end of topic scenario-based tasks (Activities of Integration). The learners will also be
subjected to the end of cycle assessment for certification.

3.7 Record Keeping

In competency-based learning, accurate and comprehensive record keeping is crucial to track
learners' progress and achievements. Therefore, the teacher and school must keep accurate
records about learners’ achievement.
Various assessment tools and strategies are employed to capture learners' demonstration of
abilities and achievements, including observation checklists, rubrics, and scoring grids. These
tools provide a holistic picture of learners' strengths, weaknesses, and areas for improvement.
The collected data and evidence from these assessments are correctly recorded and
maintained in learners' files, portfolios and anecdotal notes.

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GLOSSARY OF KEY TERMS

Term Definition
competency curriculum one in which learners develop the ability to apply their learning with
confidence in a range of situations
differentiation the design or adaptation of learning experiences to suit an
individual learner’s needs, strengths, preferences, and abilities
formative assessment the process of judging a learner’s performance, by interpreting the
responses to tasks, in order to gauge progress and inform
subsequent learning steps
generic skills skills which are deployed in all subjects, and which enhance the
learning of those subjects. These skills also equip young people for
work and for life
inclusion an approach to planning learning experiences which allows each
student to feel confident, respected, safe and equipped to learn at
his or her full potential
learning outcome a statement which specifies what the learner should know,
understand, or be able to do within a particular aspect of a subject
process skill a capability acquired by following the programme of study in a
particular learning area; enables a learner to apply the knowledge
and understanding of the learning area
sample assessment activity an activity which gives a learner the opportunity to show the extent
to which s/he has achieved the Learning Outcomes. This is usually
part of the normal teaching and learning process, and not
something extra at the end of a topic
suggested learning activity an aspect of the normal teaching and learning process that will
enable a formative assessment to be made

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APPENDIX: MATHEMATICAL REQUIREMENTS

The study of Physics involves mathematical manipulations. Learners use mathematical skills to
make meaning and interpret Physical phenomena using some or all of the following concepts.
Arithmetic
Learners should be able to:
a) recognise and use expressions in decimal and standard form (scientific);
b) use appropriate calculating aids (electronic calculator or tables) for addition, subtraction,
multiplication and division;
c) find arithmetic means, powers (including reciprocals and square roots), sines, cosines,
tangents (and the inverse functions), exponentials and logarithms (log and ln);
d) take account of accuracy in experimental work and handle calculations so that significant
figures are neither lost unnecessarily nor carried beyond what is justified;
e) make approximate evaluations of numerical expressions (e.g., π2 ≈ 10) and use such
approximations to check the magnitude of machine calculations.
Algebra
Learners should be able to:
a) change the subject of an equation. Most relevant equations involve only the simpler
operations but may include positive and negative indices and square roots;
b) solve simple algebraic equations. Most relevant equations are linear but some may involve
inverse and inverse square relationships. Linear simultaneous equations and the use of the
formula to obtain the solutions of quadratic equations are included;
c) substitute physical quantities into physical equations using consistent units and check the
dimensional consistency of such equations;
d) formulate simple algebraic equations as mathematical models of physical situations, and
identify inadequacies of such models;
𝑎𝑎𝑎𝑎
e) recognise and use the logarithmic forms of expressions like 𝑚𝑚𝑚𝑚𝑎𝑎𝑎𝑎, , 𝑥𝑥𝑥𝑥 𝑛𝑛𝑛𝑛 , 𝑒𝑒𝑒𝑒 𝑘𝑘𝑘𝑘𝑘𝑘𝑘𝑘 ; understand the
𝑏𝑏𝑏𝑏
use of logarithms in relation to quantities with values that range over several orders of
magnitude;
f) manipulate and solve equations involving logarithmic and exponential functions;
g) express small changes or errors as percentages and vice versa;
h) comprehend and use the symbols <, >, «, », ≈, /, ∝, <x> (= 𝑥𝑥𝑥𝑥̅ ), Σ, ∆x, δx, √.

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Geometry and trigonometry

Learners should be able to:
a) calculate areas of right-angled and isosceles triangles, circumference and area of circles,
areas and volumes of rectangular blocks, cylinders and spheres;
b) use Pythagoras' theorem, similarity of triangles, the angle sum of a triangle;
c) use sines, cosines and tangents (especially for 0°, 30°, 45°, 60°, 90°). Use the trigonometric
𝑎𝑎𝑎𝑎 𝑏𝑏𝑏𝑏 𝑐𝑐𝑐𝑐
relationships for triangles: = = , 𝑚𝑚𝑚𝑚2 = 𝑎𝑎𝑎𝑎 2 + 𝑐𝑐𝑐𝑐 2 − 2𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝐵𝐵𝐵𝐵𝑐𝑐𝑐𝑐;
𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑛𝑛𝑛𝑛𝑠𝑠𝑠𝑠 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑛𝑛𝑛𝑛𝑠𝑠𝑠𝑠 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑛𝑛𝑛𝑛𝑠𝑠𝑠𝑠

d) use sin θ ≈ tan θ ≈ θ and cos θ ≈ 1 for small θ; 𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵2 𝐵𝐵𝐵𝐵 + 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝐵𝐵𝐵𝐵 2 𝐵𝐵𝐵𝐵 = 1; and
e) understand the relationship between degrees and radians (defined as arc/radius), translate
from one to the other and use the appropriate system in context.
Vectors
Learners should be able to:
a) find the resultant of two coplanar vectors, recognising situations where vector addition is
appropriate;
b) obtain expressions for components of a vector in perpendicular directions, recognising
situations where vector resolution is appropriate.
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, intercept and intersection;
d) choose, by inspection, a straight line which will serve as the line of best fit through a set of
data points presented graphically;
e) recall the standard linear form 𝑦𝑦𝑦𝑦 = 𝑚𝑚𝑚𝑚𝑥𝑥𝑥𝑥 + 𝑐𝑐𝑐𝑐 and rearrange relationships into linear form
where appropriate;
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f) sketch and recognise the forms of plots of common simple expressions like , 𝑥𝑥𝑥𝑥 2 , , 𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵 𝑥𝑥𝑥𝑥,
𝑘𝑘𝑘𝑘 𝑘𝑘𝑘𝑘 2
𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝐵𝐵𝐵𝐵 𝑥𝑥𝑥𝑥, 𝑒𝑒𝑒𝑒 −𝑘𝑘𝑘𝑘 ;
g) use logarithmic plots to test exponential and power law variations;
h) understand, draw and use the slope of a tangent to a curve as a means to obtain the
𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑
gradient; and use notation in the form for a rate of change;
𝑑𝑑𝑑𝑑𝑘𝑘𝑘𝑘

i) understand and use the area below a curve where the area has physical significance.
Note: Calculators used must be non-programmable.

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