Physics Syllabus: GRADES 10 - 12

Republic of Zambia
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION
PHYSICS SYLLABUS
GRADES 10 – 12
-
9 789982 005258
ISBN 9982-00-525-1
PREPARED AND WRITTEN BY THE CURRICULUM DEVELOPMENT CENTRE

Printed by P.O. BOX 50092, LUSAKA – ZAMBIA
Zambia Educational Publishing House 2013
Republic of Zambia
Ministry of Education, Science, Vocational Training and Early Education
PHYSICS SYLLABUS
GRADES 10 - 12
-
Prepared and Written by The Curriculum Development Centre
P.O. Box 50092
Lusaka - Zambia
2013
© Curriculum Development Centre, 2013
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 prior written permission of the copyright owner.
ISBN: 9982-00-525-1
First Published 2013 by

Zambia Educational Publishing House
Light Industrial Area
Chishango Road
P. O. Box 32708
Lusaka, Zambia
PHYSICS SYLLABUS - GRADE 10 - 12 ii

VISION
Quality, lifelong education for all which is accessible, inclusive and relevant to individual, national and global needs and value systems
iii PHYSICS SYLLABUS - GRADE 10 - 12

TABLE OF CONTENTS
PREFACE ................................................................................................................................................................................................ ............................... viii
ACKNOWLEDGEMENTS .............................................................................................................................................................................. ................................ ix
INTRODUCTION ........................................................................................................................................................................................................ .................... x
MATHEMATICAL REQUIREMENTS ....................................................................................................................................................................... .................. xi
ASSESSMENT OF OBJECTIVES ................... ........................................................................................................................................... ................................ xii
TIME ALLOCATION ......................................................................................................................................................................................................... ............ xiii
GRADE 10 .................................................................................................................................................................................................... ................................ 1

10.1 GENERAL PHYSICS ......................... .......................................................................................................................................... ................................ 2
10.2 MECHANICS ........................... ........................................................................................................................................................................ ................ 5
GRADE 11 ............................ ......................................................................................................................................................................... .............................. 16

11.1 THERMAL PHYSICS.......................................................................................................................................................................... ................................ 17
11.4 WAVE MOTION ..................................................................................................... ..................................................................................................... .... 26
11.5 SOUND .................................................................................................... .................................................................... ................................................... 30
11.6 LIGHT.................................................................................................................................... .................................... ...................................................... 32
11.7 MAGNETISM .................................................................................................... .................................................................... ............................................ 36
PHYSICS SYLLABUS - GRADE 10 - 12 iv

GRADE 12.................................................................................................................................... ..................................................................... ..............................
.. 38
12.8 STATIC ELECTRICITY .................................... .................................................................... .................................... ...................................................... 39
12.9 CURRENT ELECTRICITY................................... .................................... .................................................................... ................................................. 40
12.10 ELECTROMAGETIC INDUCTION ..................................................................... .................................................................................................... ..... 46

12.11 BASIC ELECTRONICS ................................ ..................................... .................................................................. ..................................................... 50
12.12. ATOMIC PHYSICS ..................................................................... .................................................................. ................................................................ 54
PHYSICS PRACTICAL DATA ................................................................... ................................................................ ............................................................. 58
SCOPE AND SEQUENCE .................................................................... ................................................................. ..................................................................... 64
v PHYSICS SYLLABUS - GRADE 10 - 12

PHYSICS SYLLABUS - GRADE 10 - 12 vi
PREFACE
The syllabus was produced as a result of the Curriculum review process carried out by the Ministry of Education, Science, Vocational Training and Early
Education under the auspices of the Curriculum Development Centre (CDC). The curriculum reform process started way back in 1999 when the Ministry of
Education commissioned five (5) curriculum studies which were conducted by the University of Zambia. These studies were followed by a review of the
lower and middle basic and primary teacher education curriculum. In 2005 the upper basic education National survey was conducted and information from
learners, parents, teachers, school managers, educational administrators, tertiary institutions traditional leader's civic leaders and various stakeholders in
education was collected to help design a relevant curriculum.
The recommendations provided by various stakeholders during the Upper Basic Education National survey of 2005 and National symposium on curriculum
held in June 2009 guided the review process.
The review was necessitated by the need to provide an education system that would not only incorporate latest social, economic, technological and political
developments but also equip learners with vital knowledge, skills and values that are necessary to contribute to the attainment of Vision 2030.
The syllabus has been reviewed in line with the Outcome Based Education principles which seek to link education to real life experiences that give learners
skills to access, criticize, analyse and practically apply knowledge that help them gain life skills. Its competences and general outcomes are the expected
outcomes to be attained by the learners through the acquisition of knowledge, skills, techniques and values which are very important for the total
development of the individual and the nation as a whole.
Effective implementation of Outcome Based Education requires that the following principles be observed: clarity of focus, Reflective designing, setting
high expectations for all learners and appropriate opportunities.
It is my sincere hope that this Outcome Based syllabus will greatly improve the quality of education provided at Grade 8 and 9 as defined and recommended
in various policy documents including Educating Our Future`1996 and the `Zambia Education Curriculum Framework `2013.
Chishimba Nkosha
Permanent Secretary
vii PHYSICS SYLLABUS - GRADE 10 - 12

ACKNOWLEDGEMENTS
The syllabus presented here is a result of broad-based consultation involving several stakeholders within and outside the education system.
Many individuals, institutions and organizations were consulted to gather their views on the existing syllabus and to accord them an opportunity to make
suggestions for the new syllabus. The Ministry of Education wishes to express heartfelt gratitude to all those who participated for their valuable
contributions, which resulted in the development of this syllabus.
The Curriculum Development Centre worked closely with other sister departments and institutions to create this document. We sincerely thank the
Directorate of Teacher Education and Specialized Services, the Directorate of Planning and Information, the Directorate of Human Resource and
Administration, the Directorate of Open and Distance Education ,the Examinations Council of Zambia, the University of Zambia, schools and other
institutions too numerous to mention, for their steadfast support.
We pay special tribute to co-operating partners especially JICA in collaboration with Hiroshima University and UNICEF for rendering financial and
technical support in the production of this syllabus.
C.N.M Sakala (Mrs.)

Director-Standard and Curriculum
PHYSICS SYLLABUS - GRADE 10 - 12 viii

INTRODUCTION
This syllabus has taken into consideration relevant aspects of the 1996 National Policy on Education entitled “Educating Our Future”, which demands that
the education system should aim at producing a learner capable of appreciating the relationship between scientific thought, action and technology on the one
hand, and sustenance of the quality of life on the other. Furthermore, it is part of the policy of the Ministry of Education to improve the teaching and learning
of Mathematics and Science in High School.
Another major aspect of this syllabus is that it has taken into consideration environmental issues with emphasis on application of Physics in everyday life.
The syllabus takes into account the fact that the pupils who will follow it will be of different background. Some will study further Physics; some will require
the knowledge of this background Physics in pursuing other scientific studies, while some will join the world of work.
GENERAL AIMS OF THE SYLLABUS

The Syllabus aims at contributing to pupils' general education by using the impact of well-known applications of physics concepts and principles on society.
This approach is intended to stimulate pupils' curiosity and sense of enquiry which will in turn not only provide a suitable basis for further study of the
subject, but also provide pupils with sufficient knowledge and understanding to make them become useful and confident citizens. The essence of such an
enquiry is related to problem solving. This further aims at developing the skills necessary to find solutions to scientific problems.
During this course pupils should acquire the following:
1. Knowledge and understanding of facts, ideas techniques and the applications of Physics.
2. Skill in applying their knowledge and understanding in problem solving.
3. Practical abilities associated with investigation of certain phenomena and principles in Physics.
4. Positive Scientific attitudes such as open mindedness and willingness to recognise alternative points of view.
ix PHYSICS SYLLABUS - GRADE 10 - 12

GENERAL STRUCTURE OF THE SYLLABUS
The syllabus is divided into units. Every effort has been made to arrange the topics in a logical order but this is not intended to suggest a teaching order. It is
hoped teachers will develop a considerable flexibility in planning their presentations.
Each of the Units is described under the headings of “Content”, “specific outcomes” knowledge, skills and “values”. The column headed “skill” is intended
to guide with the type of practical skills to be acquired while value must show what action the learner will take after learning the content and skill and is not to
be regarded as exhaustive. The teacher can still extend it by relating the factual contents and specific outcome(s) of the syllabus to social, economic and
industrial life at both local and national levels.
In view of the increasing impact of electronics and computers, bipolar transistors and logic gates have been included in the syllabus. It is envisaged that an
experimental approach will be adopted and that pupils will spend adequate time on individual experimental work.
MATHEMATICAL REQUIREMENTS
The study of Physics through this syllabus strengthens the applications of mathematical skills. It is assumed the pupils will be computer in the following
mathematical techniques:-
1. Taking account of accuracy in numerical work and handling calculations so that significant figures are neither lost unnecessarily nor carried beyond
what is justified.
2. Making approximate evaluation of numerical expressions.
3. Formulating simple algebraic equations as mathematical models from physics situations and be able to solve them.
4. Changing the subject of a formula.
5. Expressing small changes or errors as percentages.
6. Calculating areas of various shapes.
7. Dealing with vectors in all simple forms.
8. Plotting results graphically after selecting appropriate variables and scales.
9. Interpreting, analysing and translating graphical information.
NOTE: The list of mathematical abilities above is intended as a guide but is in no way limited nor exhaustive
PHYSICS SYLLABUS - GRADE 10 - 12 x

ASSESSMENT OF OBJECTIVES
The syllabus will stress:
1. Knowledge and understanding in the following:
(a) Scientific phenomena, facts, concepts, theories and laws.

(b) Scientific terminology, use of symbols, quantities and units.
(c) Scientific apparatus and instruments and their safe operation.
(d) Scientific and technological applications with social, economic and environmental relevance.
2. Handling information and solving problems including to:
(a) locate, select, organise and present information from a variety of sources;
(b) translate information from one form to another;
(c) manipulate numerical data;
(d) identify patterns and draw inferences from information;
(e) give reasonable explanations for patterns and relationships;
(f) make predictions and hypotheses.
3. Experimental skills including those involving how to:
(a) follow instructions;

(b) use techniques, apparatus and materials;
(c) observe, measure and record;
(d) plan investigations;
(e) interpret and evaluate observations and results;
(f) evaluate methods and suggest possible improvements.
xi PHYSICS SYLLABUS - GRADE 10 - 12

Continuous assessment will be emphasised by using various methods of testing according to topics and themes at various levels. The
examinations council of Zambia will prepare detailed procedures on how continuous assessment will be conducted by the teachers. The
examination council will also develop examination syllabus to provide teachers with guidelines on the objectives to be tested. The scheme of
assessment will consists of school based assessment and final examination that will be conducted by the examinations of council of Zambia.
School based assessment will be in the form of tests. Tests will be in the form of diagnostic, aptitude, achievement, oral, practice attitude and
performance, learners.
TIME ALLOCATION
A minimum of six periods of forty minutes each per week, preferably with one (1) double period taken in laboratory for practical work.
PHYSICS SYLLABUS - GRADE 10 - 12 xii

GRADE 10
GENERAL OUTCOMES AND KEY COMPETENCES
General Outcomes: Key competences

? Develop an understanding of Measurements ? Demonstrate ability to measure length, time, mass, weight and
? Develop investigative skills volume
? Demonstrate an understanding of mechanics ? Show skills and knowledge to calculate density, speed, velocity,
acceleration and force
? Demonstrate ability to use different sources of energy
? Demonstrate ability to use simple machines to do work
1 PHYSICS SYLLABUS - GRADE 10 - 12

CONTENT
TOPIC SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
10.1.1.1 Distinguish between basic and ?
The difference between ? Comparing ?
Asking
10.1 GENERAL 10.1.1 International derived quantities basic and derived basic questions
PHYSICS System of Units quantities: Basic quantities and about
(SI). quantities; mass, derived physical
length, time etc quantities. quantities
Derived quantities: ? Identifying
force, acceleration, basic and ?
Participating
velocity etc derived units in group
10.1.1.2 Identify basic units and derived ?
Basic and Derived of quantities actively
units units: Basic units:
metre(m),
kilogram(Kg),
seconds(S) ,Kelvin(K)
?
Derived unit:
Newton(N),metre per
square second(m/s2)
?
Fundamental and ?
Identifying ?
Asking
10.1.1.3 Recognise prefixes, multiples
prefixes,
and submultiples of fundamental derived units: Prefixes, multiples and
questions
and derived units. multiples and about
submultiples of basic submultiples of physical
and derived unit fundamental quantities
10.1.1.4 Use scientific notation and ?
Scientific notation: and derived ?
Participating
significant figures in numerical numbers written using units. in group
problems. powers of ten and actively
significant figures: ?
Applying
?
Expressing
important figures numbers in
numbers in
standard form
standard form
PHYSICS SYLLABUS - GRADE 10 - 12 2

CONTENT
10.1.2.1 Demonstrate the use of ?
Use of measuring ? Measuring
10.1.2 Length and various measuring instruments: such as lengths of ?
Participating
time instruments to rules, vernier calipers and different in group
determine length micrometer screw gauge objects actively
to measure the physical ?Measuring an ?
Asking
quantity length interval of time questions for
10.1.2.2 Demonstrate the use of ?
Use of devices for using clocks more
clocks and devices for measuring time: Using ?Communicating understanding
measuring an interval of clocks to measure time factors affecting ?
Applying the
time intervals and period of the period of use of clocks
pendulum pendulum and devices to
10.1.2.3 Identify factors that ?
A simple pendulum: determine the
affect the period of a Factors affecting the period of
simple pendulum period of pendulum such pendulum
as length and amplitude
10.1.3.1 Distinguish between ?
Differences between mass ?
Comparing ?
Asking
10.1.3 Mass and mass and weight and weight in terms of mass with questions for
weight units, measuring weight more
instrument and quantities ?
Measuring understanding
10.1.3.2 Demonstrate how to ?
Instruments for measuring mass and ?
Appreciating
measure mass and mass and weight: Using weight of various the use of beam
weight Triple beam balances and objects and spring
spring balances to balances
measure mass and weight

CONTENT
10.1.3.3Demonstrate how to locate ? Locating the center of ? Investigating ?
Participating
the centre of mass of an mass of an object: Use of the centre of in group
object lamina to locate centre of mass of object actively in
10.1.3.4 Describe qualitatively the mass of an object ?Communicating locating the
effect of the position of ?
Stability of objects in terms conditions for centre of mass
the centre of mass on the of the position of the centre stability of ?
Appreciating
stability of an object. of mass e.g. objects, e.g. the position of
equilibrium(stable ,unstable base, position of the centre of
and neutral) centre of mass mass
10.1.4 Density 10.1.4.1 Determine the density of ?
Density of floating objects: ? Calculating the ?
Participating
floating objects e.g. cork density of a in a group
10.1.4.2 Determine the density of a ?
Density of miscible liquids: floating object actively
mixture of liquids e.g. alcohol and water using
(þ=(m1+m2)/(v1+v2)) displacement ?
Asking
10.1.4.3 Describe what relative ?
What relative density is: method questions for
density is Relative density as ratio ? Comparing the more
without units densities of understanding
10.1.4.4 Calculate relative density ?
Calculation of relative other objects
of air density: Use of formula;
Relative density of
substance
(relative density =density
of substance/density of
water )

CONTENT
10.2 MECHANICS 10.2.1 Scalars 10.2.1.1Describe what scalar ?Scalar and Vector ?
Classifying ?
Participating
and and vector quantities are quantities: Quantities; physical in a group
Vectors. Scalar -size and no quantities into actively
direction, vectors -size vectors and ?
Asking
and direction scalars questions for
10.2.1.2 Identify scalars and ?Examples of scalar ?Communicating more
vector quantities. and vectors: Scalar Examples of understanding
(distance, mass , time, scalar and vector
speed, length, area, quantities.
volume, temperature,
density, work, energy,
power), Vectors ( weight,
force, acceleration,
displacement, velocity,
moment)
10.2.1.3 Demonstrate adding of ? Resultant of vectors: ?
Determining ?
Appreciating
vectors to determine a Adding vectors using the magnitudes of the use of
resultant formula FR= F1 +F2 and resultant vector graphical
10.2.1.4 Demonstrate how to FR= F2-F1 method when
determine the resultant ?Resultant of two vectors ?
Formulating the adding vectors
of two vectors graphically resultant of two
graphically. vectors by
graphical
methods

CONTENT
10.2.2 Linear 10.2.2.1 Describe the terms used in ?
Terms used : such as ?Comparing ?
Participating
Motion mechanics. distance, displacement, distance with in a group
10.2.2.2 Demonstrate the use of speed, velocity, displacement; actively
equations of uniformly acceleration speed with
accelerated motion to solve ?
Use of the following velocity ?
Appreciating
problems equations of motion; the use of
v = u + at, equations of
s = (v + u)t/2, motion to solve
s = ut + ½ at2 problems
v2 = u2 + 2as
10.2.2.3 Interpret graphical ?

Graphical representation of ?
Predicting ?
Participating
representation of distance- motion in terms of ; rest, appropriate in a group
time, Displacement -time, constant speed and constant equation(s) of actively
speed-time, velocity-time acceleration motion to solve ?
Appreciating
and acceleration-time. particular the use of
numerical equations of
problems motion to solve
?
Plotting and problems
interpreting ?
Appreciating
graphs graphs

CONTENT
10.2.2.4 Investigate the ?
Consequences of over speeding ? Predicting ?
Appreciating
consequences of over e.g. brake failure resulting into which object in speed limits ,
speeding car crush, loss of control motion would road humps,
be damaged the speed traps etc
10.2.2.5Describe the acceleration of ?
Acceleration of free fall for a
most e.g. a ?
Appreciating
free fall for a body near the body near the earth it is slow moving the use of
earth. constant(approximately 10m/s2) vehicle or a fast parachutes in
10.2.2.6 Describe qualitatively the moving vehicle, emergency
?
The falling motion of bodies in if they hit an situations.
motion of bodies falling in a uniform gravitational field:
a uniform gravitational obstacle
falling terminal velocity ? Calculating
field with and without air
resistance acceleration
of a body due to
gravity
?Communicating
the cause and
effect of terminal
velocity

CONTENT
10.2.3.1 Explain what force is. ?
The definition of force: ?Communicating ? Participating
10.2.3 Forces the effects of a
Force as “Pull” or “push” in a group
?
Effects of forces :change force using a actively
10.2.3.2 Explain the effect of
spring, trolley,
forces on bodies. in shape, change in size,
Ticker Tape
change of direction, change Timer etc. ?
Appreciating
of motion ?Investigating the use of
10.2.3.3 Describe the inertia law ?
Resistance to change in the relationship safety belts on
state of motion (Newton’s between mass vehicles
st
1 law) and acceleration,
e.g. higher
inertia is due to
larger mass
10.2.3.4 Demonstrate the ?

The relationship between ?
Describing the ?
Appreciating
relationship between force force and acceleration: A relationship Newton’s first
and acceleration constant force produces a between force law of motion
and acceleration
constant acceleration ?
Giving a
Organising the presentation of
?
The relationship between group work.
relationship between mass mass and acceleration: data of an
and acceleration. Increase in mass results in investigation in ?
Knowing the
reduction in acceleration a table safety rules of
(mass is inversely an
proportional to investigation
acceleration for a constant
force)

CONTENT
10.2.3.6 Perform calculations on ?
How to calculate force: ?Calculating ?
Appreciating
force. Using formula; force, mass and the use of the
Force = acceleration formula to find
mass ×acceleration ?Communicatin force
10.2.3.7 Investigate the effect of ?
Hooke’s law (F á e) g the effects of ?
Applying the
force on a spring. including graphs. friction restoration
?Describing force in
10.2.3.8 Demonstrate the effects of ?
Effects of friction e.g. circular motion devices
friction on the motion of a heat, tear and wear ?
Participating in
body. class discussion
10.2.3.9 Describe the motion in a ?

Centripetal force:
circular path due to a (F=m(v2/r)) and centrifugal
perpendicular force. force
10.2.4 Moment 10.2.4.1 Perform calculations based ?Mass, weight and distance ?
Experimenting ?
Participating
of Forces . on the principle of of a uniform object e.g. the principle of in a group
moments. metre rule, metal bar, moments actively
plank etc based on the ?
Justifying why
principle handles of
10.2.4.2 Investigate the everyday ?
Application of moments ?
Calculating certain objects
application of moments. e.g. opening a door or mass ,weight are long. e.g. a
window, opening a bottle and spanner ,
with an opener, a see-saw, perpendicular wheelbarrow
on, tightening a nut with a distances etc
spanner etc

CONTENT
10.2.5.1 Explain the meaning of the ?
The definition of Work, ?
Communicating ? Justifying
10.2.5 Work, terms work, energy and Energy and Power: the meaning of importance of
Energy power. Work(force x distance in work, energy conserving
and Power. direction of force) and power sources of
Energy(ability to do work) energy
Power(rate of doing work) ?
Communicating ?
Cooperating in
10.2.5.2 Identify the units of the SI units for
?
The units of work, energy group activities
measurement for work, work, energy
and power : Work(joule),
energy and power and power
Energy(joule)and Power
(watt)
10.2.5.3 Calculate work using the ?
The formulae of work: ?
Calculating ?
Appreciating
appropriate formula Work = (Force) x (distance work, energy the use of clean
moved in the line of action and power using energy
of the force) appropriate (pollution free
10.2.5.4 Identify the different ?
Different forms of energy: formulae energy)
forms of energy e.g. mechanical (Kinetic ?
Comparing
different forms
and gravitational potential
of energy ?
Cooperating
energy), Chemical, in group
electrical energy etc activities

CONTENT
10.2.5.5 Explain qualitatively and ? Potential and Kinetic Energy: ?
Communicating ? Participating
quantitatively the terms Gravitational potential the terms actively in
gravitational potential energy(energy due to position), potential(E P) groups
and kinetic energy. Kinetic energy(energy due to and kinetic(EK)
?
Applying E P and
motion) energy
E K in everyday
NB: Gravitational potential
life.
energy(EP = mgh) and
kinetic energy
(EK = 1/2mv2 )
10.2.5.6Describe sources of ? Renewable and non-renewable
renewable and non- energy: Renewable sources of ?
Communicating ? Participating
renewable energy. energy: (solar, wind, hydroelectric , renewable and actively in
geothermal, bio-gas) non-renewable groups
Non-renewable energy( resources of
chemical/fuel, nuclear energy ) energy
?
Being aware
10.2.5.7 Explain the effects of ? Effects of use of energy sources on that some
the use of energy sources the environment: e.g. air pollution, energy sources
on the environment. water pollution, deforestation, land are non-
degradation etc renewable

CONTENT
10.2.5.8 Demonstrate energy ?
Transformation of energy: e.g. ?Observing the ?
Asking
transformation from one chemical energy(Battery) to effects of energy questions for
form to another electric energy (wire)to light sources on the more
energy( bulb) environment understanding
10.2.5.9. Describe the conservation ?
Law of conservation of energy ?Demonstrating ? Applying the
of energy energy law of
transformations conservation of
10.2.5.10. Demonstrate the ?
Calculation of efficiency of ?Describing the energy
calculation of efficiency energy: Using the formula law of ?
Justifying why
of energy conversion (Efficiency = energy output/ conservation of the difference
using the appropriate energy input x 100%) energy between energy
formula ?Calculating input and
efficiency energy output
10.2.5.11.Demonstrate calculation ?
Calculation of power: Using the ?Calculating
of power using the formula power using the
appropriate formula ( Power = work done/ time) formula
10.2.6.1Describe what a simple ?

The definition of a simple Communicating ?
? Cooperating in
10.2.6 Simple machine is machine: Enables a large load to the knowledge group activities
Machines be overcome by a small effort on simple ?
Listening to
10.2.6.2Identify the different types ?
Types of simple machines: e.g. machines and other learners
of simple machines. Levers, pulleys, gears, inclined their types with respect
planes, wheel and axle

CONTENT
10.2.6.3Describe the distances ?
The relationship between the ?Relating the ?
Appreciating
moved by the effort and distance and effort &load in a distance moved the use of
the load in a simple simple machine: Distance moved by the effort to simple
machine by effort and distance moved by the distance machines in
the load in the same time moved by the doing work e.g.
10.2.6.4 Explain the terms of ?
The definition of Mechanical load bottle opener
Mechanical advantage advantage (MA), Velocity Ratio
(MA), Velocity Ratio (VR) and Efficiency
(VR) and Efficiency.
10.2.6.5 Perform calculations ?
Mechanical advantage (MA = ?
Calculating ?
Applying the
involving simple machines Load/Effort) MA, VR and formula to
Velocity Ratio efficiency of a compare MA
(VR = distance moved by effort / simple machine
of different
distance moved by load)
Efficiency (; Efficiency = simple
(MA/VR) x 100%) machines

CONTENT
10.2.7.1Explain what pressure is. ?
The definition of pressure: ?Measuring ?
Cooperating in
10.2.7 Pressure Pressure(force/area) pressure using a group activities
2
Units(pascals, N/m ,millibars) barometer , and
10.2.7.2Describe how pressure ?
The relationship between force manometer ?
Listening to
relate to force and area and area in pressure and its ?Calculating other learners
using appropriate formulae: Relating force and pressure in fluids with respect
examples and formula area as on when force increases
pressure increase and when area ?
Applying the
increase pressure reduce idea of pressure
(calculations using the formula in our daily life
P = F/A)
10.2.7.3 Identify factors affecting ?
Factors affecting pressure in ?Communicating ?
Appreciating
pressure in liquids. liquids: Depth/height and factors affecting the use of
density of the liquid pressure in liquids simple
10.2.7.4 Describe the transmission ?
Applications of ?Describing the machines in
of pressure in hydraulic pressure(Pascal’s Law): e.g. transmission of doing work e.g.
systems. hydraulic brakes, hydraulic pressure bottle opener
press and jack ?Calculating
10.2.7.5 Calculate pressure in ?
Calculation of pressure in pressure using the ?
Appreciating
liquids. liquids: Using appropriate formula p= ñgh the use the
formula; ?Communicating formula to
“p = ñgh” to calculate pressure the principle of calculate
10.2.7.6 Explain the mechanism in liquids Archimedes pressure
of a mercury barometer. ?
The mechanism of a mercury principle
barometer: Use in determining
atmospheric pressure

CONTENT
10.2.7.7 Explain the mechanism ?
The mechanism of a manometer: ? Communicating ?
Appreciating
of a manometer Use in determining gas pressure the principle of the use of a
Archimedes barometer and
principle manometer
10.2.7.8 Explain principles of Principles of upthrust and
?
upthrust and floatation in fluids ?
Cooperating in
floatation. (Archimedes principle) group activities
10. 2.7.9 Describe how upthrust ?

Relationship of upthrust and
relate to floatation in floatation
fluids.

GRADE 11

? Demonstrate an understanding of thermal physics ? Demonstrate ability to show how pressure varies with volume
? Develop investigative skills and temperature
? Demonstrate an understanding of wave motion ? Show skills and knowledge on the construction of
thermometers
? Demonstrate an understanding of sound
? Demonstrate ability to show heat transfer in solids ,liquids
? Demonstrate an understanding of Light ,and gases
? Demonstrate an understanding of magnetism ? Demonstrate ability to show that sound requires a medium
for transmission

CONTENT
11.1.1 Simple 11.1.1.1 Explain What the kinetic theory ?
The definition of ?Predicting the ? Cooperating
11.1 THERMAL kinetic is kinetic theory: Matter cause of in group
PHYSICS theory of is made up of discrete continuous activities
Matter individual particles random motion Being aware of
that are in a continuous of the discrete the cohesive
11.1.1.2 Describe qualitatively the random motion individual and adhesive
molecular model of matter. ?
Structure of particles forces in
matter(solid ,liquid matter
,gases) and
intermolecular forces:
e.g. cohesive and
adhesive
11.1.1.3. Explain changes of state in terms ?
Change of state of ?Interpreting ?
Cooperating
of the kinetic theory of matter matter in relation to the in group
kinetic theory intermolecular activities
11.1.1.4 Apply kinetic theory to explain ?
Use of kinetic theory forces i.e. ?
Being aware
rates of diffusion, Brownian as in Rate of diffusion, cohesive and of the
motion, evaporation and cooling Brownian motion, adhesive in a cohesive and
effect of evaporation evaporation and much simpler adhesive
cooling effect of way forces in
evaporation in terms ?Experimenting matter
of kinetic theory on Brownian
motion

CONTENT
11.1.1.5 Apply the kinetic theory to ?
Kinetic theory in ? Collecting the ?
Asking
explain gas pressure gas pressure data in an questions for
(compressing a gas in experiment more
a cylinder) ? Formulating understanding
conclusion of
experiment
11.1.2.1 Explain what temperature is ?
Temperature: as ?
Communicating ?
Asking
11.1.2 Measurement of average kinetic information on questions for
Temperature energy of the temperature more
particles of a ?
Experimenting understanding
substance the thermal ?
Cooperating
11.1.2.2 Describe physical properties of ?
Physical properties: expansion of in groups
substances which change with such as density, matter(liquid, activities
temperature. electrical resistance solid, gases)
etc. ?
Appreciating
11.1.2.3 Measure the temperature with ?
Measurement of the use of
thermometers temperature and thermometers
Calibration of in
thermometers determining
11.1.2.4 Describe suitability of alcohol ?Suitability in terms temperature
and mercury for use in liquid- of colour, ?
Justifying the
in-glass thermometers. expansion, use of a
conductivity. specific
thermometer

CONTENT
11.1.2.5 Describe the relationship ?
Relationship between ? Measuring Appreciating
?
between the Celsius and Kelvin Celsius and Kelvin temperature and the use of
scales. scale demonstrating thermocouples
(K =t+ 273) the calibration
11.1.2.6 Describe the structure and use ?
Structure of thermal of thermometers
of a thermocouple thermometer couple: consisting ? Communicating
different metals, two the suitability of
junctions, sensitive the use of a
11.1.2.7 Demonstrate the measurement galvanometer thermometer
of temperature using an ?
Appropriate use of ? Comparing
appropriate thermometer thermometers: Liquid Celsius and
in glass thermometers Kelvin scale
and thermocouple ? Observing the
structure of a
thermocouple
11.1.3.1 Describe qualitatively the ?
The thermal ? Experimenting ? Appreciating
11.1.3 Expansion of thermal expansion of solids, the thermal the
expansion of matter:
Solids, Liquids liquids and gases. expansion of knowledge
and Gases in terms of linear, area
solids, liquids about
and volume expansion
and gases expansion of
solids, liquids
and gases.
?Cooperating
in group
activities

CONTENT
11.1.3.2 Explain the effects of ?
Effects of Anomalous ? Communicating ? Appreciating
expansion of water on expansion of water the effects of the knowledge
aquatic life. expansion on of about
11.1.3.3 Demonstrate that solids, ?
Different rates of water on aquatic expansion of
liquids and gases expand expansions of matter life during solids, liquids
at different rates. extreme cold and gases.
seasons.
? Comparing the
rates of
expansion of
matter
11.1.3.4 Demonstrate how to Boiling and melting points ?
? Experimenting ?
Cooperating
determine the boiling and of substances including the boiling and in group
melting point of different graphical representation melting points of activities
substances. matters ?
Asking
and interpretation
? Collecting the questions for
11.1.3.5 Explain effects of pressure ? Effects of pressure on data on more
on the melting and boiling melting and boiling point temperature and understanding
. points. of substances: such as time interval
increase in pressure
lowers the melting point)
Boiling point(increased
pressure increases the
boiling point)

CONTENT
11.1.3.6 Investigate effects of impurities ?
Effects of impurities ?Investigating ?
Asking
on the melting and boiling Points on the melting and the effect of questions for
of substances boiling points of impurities on more
substances: such as melting and understanding
Impurities lower the boiling points ?
Being aware
melting point and ?Organising of the effects
increase the boiling and analysing of pressure on
point of a substance the data on boiling and
11.1.3.7 Demonstrate the effect of ?
Boyles law: use of graphs melting
varying pressure on volume of a equation points
gas PV=a constant at
constant pressure
Charles law: as ?
Organising ?
Participating
between temperature and volume temperature against data in the in groups
of a gas volume of a gas tables to verify discussion
V1/T1 = V2/T2 the gas laws ?
Asking more
11.1.3.9 Explain the Kelvin scale from ?
Kelvin Scale; volume- questions for
the relationship between temperature change more
temperature and volume. (constant pressure ) understanding
Graphical ?
Applying the
extrapolation use of graphs
to relate
variables

CONTENT
11.1.3.10 Demonstrate the use of the ?The ideal gas ?Calculating the ?
Appreciating
ideal gas equation to solve equation numerical the use the
simple numerical problems. (P1V1/T1=P2V2/T2) problems based on equation
and numerical gas laws
PV/T=constant
problems
11.1.4.1 Explain what an internal ?

The internal ?Communicating ?Appreciating
11.1.4 The Engine combustion engine is. Combustion Engine; the operation of the use of
The ignition of the an internal machines
mixture of liquid fuel combustion ?Asking
and air, inside the engine. questions for
cylinder ( Petrol and ?Communicating more
diesel engine) different parts and understanding
11.1.4.2 Identify the different parts of ?
Parts of internal different strokes ?Participating
an internal combustion combustion engine: of an internal actively in
engine. such as valves, combustion group
piston, spark plug, Engine. activities
11.1.4.3 Describe the operation of the cylinder
spark plug. ?
The operation of
Spark plug (produces
a spark).

CONTENT
11.1.4.4Describe the different strokes ?
Intake, compression, ?Comparing the ? Appreciating
in a four stroke internal power and exhaust. most efficient the use of
combustion engine and yet machines
11.1.4.5 Describe efficiency of a diesel ? Efficiency of economical ? Participating
and petrol engine Diesel engines and engine to use actively in
petrol engines group
activities
11.1.5.1 Explain methods of heat ?
Heat transfer ?
Verifying the ?
Participating in
11.1.3.5 Heat transfer transfer. methods group activities
methods of heat
by Conduction, :Conduction, during
Convection transfer by
convection and experiments.
and Radiation experimenting
radiation ?
Being aware of
11.1.5.2 Use kinetic theory to explain ?
Relationship ?
Identifying the the different
heat transfer. between kinetic relationship methods of heat
theory and heat between kinetic transfer
transfer theory to heat
11.1.5.3 Demonstrate heat conduction ?
Heat conduction in transfer
in different substances. different substances
11.1.5.4 Demonstrate the uses of bad ?
Uses of conductors
and good conductors of heat. Good conductors;
pans, kettle, pots etc.
Bad conductors;
plastic handles,
wooden handles etc.

CONTENT
11.1.5.5Demonstrate convection ?
Heat transfer in fluids ?
Communicating ?
Participating in
in liquids and gases. through Convection uses of bad and group activities
current good conductors in during
Differences between everyday life experiments.
differences between bad good and bad absorbers ?
Observing heat ?
Being aware of
and good absorbers of of heat: e.g. transfer in fluids the different
radiant energy methods of heat
shiny(white or silver)
transfer
and dull(black surfaces

Differences between ?
Experimenting ?
Cooperating in
differences between good good and bad emitters good and bad group activities
and bad heat emitters. of heat such as absorbers of ?
Asking
shinning (white or questions for
radiant heat
silver) and dull (black more
surfaces Inferring good
? understanding
11.1.5.8 Explain every day’s ?
Application of and bad emitters of ?
Appreciating
applications of knowledge on the the knowledge
knowledge on processes of heat heat.
about good and
conduction, convection transfer: e.g. thermos bad emitters
Investigating the
?
and radiation. flask, electric kettle ?
Appreciating
,land and sea breeze, daily applications
the knowledge
greenhouse effect of the methods of about heat
heat transfer transfer and its
application

CONTENT
11.1.6 Measurements of 11.1.6.1 Demonstrate the difference ?
Difference between ?Comparing ?
Participating in
Heat between temperature and temperature(level of between group activities
heat energy. hotness) and temperature and ? Being aware of
Heat energy(energy heat transfer the difference
11.1.6.2 Describe the terms of heat transferred ?Communicating between heat
capacity and specific heat ?Terms of heat capacity heat capacity capacity and
capacity. and specific heat and specific heat specific heat
capacity: such as Heat capacity capacity
capacity(heat to raise
temperature by 1K )
Specific heat capacity
(quantity of heat
which raises the
temperature of unit
mass by 1K.)
11.1.6.3 Identify the SI units of ?
SI Units of specific ?
Communicating ?
Cooperating in
specific heat capacity. heat capacity: Joules the SI units for group activities
per kilogram specific heat
Kelvin(J/kg K) capacity ?
Appreciating
Measurement of ?
Measuring the knowledge
measure specific heat Specific heat capacity specific heat about heat
capacity of solids and of solids and liquids capacity of capacity
liquids. through Electrical solids and
method and methods liquids
of mixture

CONTENT
11.1.6.5 Describe the terms latent ?
Scientific Terms: ?
Communicating ?
Being aware of
heat, specific latent heat of Latent heat; specific specific latent latent heat
fusion and of vaporisation. latent heat of fusion heat
(melting) and ?
Appreciating
specific latent heat ?
Calculating the formula used
of vaporization numerical to calculate
11.1.6.6 Demonstrate the solving of ?
Numerical problem problems on heat latent heat
numerical problems on heat on latent heat measurement
measurement
11.2.1 Simple ideas 11.2.1.1 Demonstrate wave motion. ?
Wave motion: e.g. ?
Designing ?
Asking
11.2 WAVE MOTION of the wave vibrations in ropes, experiments to questions for
motion theory Springs demonstrate wave more
11.2.1.2 Distinguish between ?
Different types of motion by using understanding
longitudinal and transverse waves: ropes, strings ?
Cooperating in
waves. Transverse(water group activities
and light waves) and ?
Longitudinal(sound
waves)in terms of
direction of
oscillation

CONTENT
11.2.1.3 Describe the terms associated Scientific terms: ?Communicating ? Being aware of
. with waves Amplitude (A), terms associated the terms
period(T),frequency (f), with waves associated with
wavelength (? ) and wave motion
wave front
11.2.1.4 Apply the wave equation in ?

The wave equation: ?
Calculating ?
Appreciating
solving wave motion Displacement-time numerical the use of the
problems and displacement – problems using formula to
distance graphs of a the formula calculate the
wave. (Use the “v = f?” speed of a wave
equation v = f?.)
?
Participating in
group activities
11.2.1.5 Explain the use of waves in ?
Use of waves in our Communicating
?
everyday life. daily life: radio, knowledge on
television, ultrasonic the daily
etc. application of
waves

CONTENT
11.2.2.1 Explain what ?
Scientific terms: ? Experimenting ? Asking
11.2.2 Propagation of propagation, reflection, Propagation- the reflection, questions for
waves refraction and transmission, refraction and more
diffraction of waves are reflection- and propagation of understanding
refraction of waves. waves using
Diffraction of waves appropriate ?
Cooperating in
using wide, narrow apparatus. group activities
gaps, sharp edges. ? Analysing the
11.2.2.2 Demonstrate constructive ?
Two types of wave patterns ?
Participating in
and destructive Interference of waves: produced by class discussion
interference of waves such as Constructive using barriers actively
and destructive having different
slit sizes
11.2.3.1 Describe main ?
Main components of ?Communicating ? Being aware of
11.2.3 Electromagnetic components of electromagnetic all components the
spectrum electromagnetic spectrum: such as of components of
spectrum. Gamma, X-rays, ultra electromagnetic electromagneti
violet, visible light, spectrum c waves
infrared, microwaves, ?
TV and radio waves

CONTENT
11.2.3.2 Describe the properties of ?
Properties of ?Communicating ? Being aware of
. electromagnetic waves electromagnetic properties of the components
waves: e.g. transverse electromagnetic of
in nature, same speed spectrum electromagnetic
in vacuum waves and their
(approximately, c = properties.
3.0 x 108m/s) etc.
11.2.3.3 Identify the sources of each ?Sources of ?
Analysing the ?
Appreciating
of the rays in the Components of sources of each
the knowledge
electromagnetic spectrum. electromagnetic of the about the
spectrum: e.g. sun electromagnetic
existence of
radioactive materials, rays waves electromagnetic
oscillating electrical radiation.
circuit etc. Communicating ?
? Cooperating in
11.2.3.4 Describe the method of ?
The method for knowledge on group activities
detection of each of the detecting how to detect ?
Participating in
main components of the electromagnetic the rays groups actively
electromagnetic spectrum. radiation

CONTENT
11.2.3.5 Explain the use of each ?
Uses of electromagnetic ?Communicating ?
Appreciating
of the waves in the waves the uses of the knowledge
electromagnetic radiation electromagnetic about the
spectrum. waves existence of
?Investigating the electromagnetic
11.2.3.6 Explain the harmful ?
Harmful effects of harmful effects radiation.
effects of ultra violet electromagnetic waves radiation ?
Cooperating in
radiation, gamma rays e.g. skin cancer etc. group activities
and x-rays to life. ?
Participating
in groups
actively
11.3.1.1 Explain how sound is ?
Production of sound ?
Experimenting ?
Cooperating in
11.3 SOUND 11.3.1 Properties produced. using vibrating objects on sound group activities
of Sound 11.3.1.2 Describe what ?
Sound wave essentials: production
rarefactions and rarefactions(“stretches”) ?
Participating
compressions are and compressions ?
Communicating in groups
. (“Squashes”) knowledge about actively
11.3.1.3 Describe the ?
Range of audible sound wave motion
approximate range of frequencies (20Hz to ?
Designing ?
Asking
audible frequencies. 20000Hz) experiment that questions for
11.3.1.4 Investigate that sounds ?
Effects of sound waves sound requires a more
requires a medium for traveling through air and medium for its understanding
transmission. a vacuum propagation
through
experimentation

CONTENT
11.3.1.5 Determine the speed of ?
Speed of sound in ?Communicating ?
Being aware of
sound in air. air(approximately knowledge the fact that
330m/s) about the speeds sound travels at
11.3.1.6 Describe the relative speed ?
Respective speeds of of sound in different speeds
of sound in solid, liquid and sound in solids, liquids different in different
gas. and gases medium. media
The characteristics of ?
Giving
characteristics of sound sound waves: presentation
waves. Loudness of sound and ?
Listening to
its amplitude others with
Pitch of sound and its respect
frequency
11.3.1.8 Describe the factors which ?
Factors which ?
Appreciating
influence the quality of influence the quality ?Identifying uses of
sound of sound: such as factors that ultrasonic
overtones or wave influence the ?
Listening to
form of a note quality of sound others with
11.3.1.9 Describe what ultrasonic is ?
Ultrasonic: as respect
fundamental frequency ? Communicating
of Sounds above the uses of
human hearing range ultrasonic
11.3.1.10 Describe the uses of ?
Uses of ultrasonic:
ultrasonic. cleaning, quality
control, pre-natal
scanning etc.

CONTENT
11.3.1.11 State how to minimise ?
Measures to minimize ? Investigating ?
Being aware of
sound pollution sound pollution: such measures to the fact that
as sound proof minimize sound sound can
structures pollution pollute the
environment
11.4.1.1 Describe the rectilinear ?
The nature of light: ?
Experimenting ?
Appreciating
11.4 LIGHT 11.4.1 Rectilinear propagation of light. Straight line the nature of the existence of
propagation propagation of light light (light light
of light 11.4.1.2 Investigate the formation of ?
Formation of travels in a
shadows and eclipse. shadows(umbra, straight line) ?
Cooperating in
penumbra) and ?
Predicting the group activities
eclipses(earth in formation of ?
Asking
umbra and penumbra) shadows and questions for
11.4.1.3 Describe reflection of light. ?
Reflection of light on eclipse more
smooth and rough understanding
surfaces: as being ?
Experimenting ?
Giving
regular and diffuse the laws of presentation
11.4.1.4 Investigate the laws of ?
Laws of reflection: as reflection ?
Listening to
reflection of light angle of incidence = others with
angle of reflection and respect
incident ray, reflected
ray and the normal all
lie in the same plane.

CONTENT
11.4.1.5 Demonstrate the formation ?
Image in a plane ?Investigating ?
Appreciating
of images by plane mirrors. mirror (virtual, the image formed
laterally inverted characteristics of by plane mirror
11.4.1.6 Identify the position of an ,position, position and an image formed
image using plane mirrors. size) by plane mirrors
?The position of an using ray
image: through diagrams
Construction of ray
diagrams
11.4.2.1 Describe what refraction of ?Refraction of light: as ?
Experimenting ?
Asking
11.4.2 Refraction light is Bending of light rays the refraction of questions for
of light after passing through light more
different media understanding
11.4.2.2 Explain the terms of ?
Incident ray, refracted ?Collecting data
refraction of light ray ,normal ray and on the laws of ?
Cooperating in
emergent ray) refraction group activities
11.4.2.3 Verify the laws of refraction ?
Laws of refraction: as ? Calculating the
of light. The ratio sin I/sin r is refractive index ?
Participating
a constant value(snells in group
law) activities
The incident ray ,the actively
normal, and the ?
Applying the
refracted ray all lie in knowledge of
the same plane refraction in
11.4.2.4 Describe what refractive ?
Refractive index: as daily life
index is. Measure of bending of
light

CONTENT
11.4.2.5 Investigate the refractive ?
Refractive index of ?Comparing the ?
Asking
index of a glass block. glass refractive index questions for
?
Using the formula; to critical angle more
11.4.2.6 Calculate refractive index of
refractive index of understanding
a substance (n) using real
and apparent depth. substance = real ?
Cooperating in
depth/apparent depth” group activities
11.4.2.7 Explain the term ‘critical ?
Critical angle: as ?
Participating
. angle’. angle of incidence at in group
which the angle of activities
refraction is 90o actively
?
Applying the
knowledge of
refraction in
daily life
The relationship Communicating
? ?
Cooperating in
between critical angle and between critical angle the relationship group activities
refractive index and refractive index: between Critical
o
n = sin 90 / sin c, angle and ?
Participating
Angle of incidence refractive index
in group
greater than critical activities
angle actively
11.4.2.9 Explain how total internal ?
Internal reflection: all
reflection occurs. the light reflected
inside the more denser
medium

CONTENT
11.4.2.10 Explain how total ?
Use of internal reflection: ?Observing the ?
Appreciating
internal reflection is used. optic fibre for total internal use of fibre
communication reflection glass
11.4. 3 Lenses 11.4.3.1 Describe different types ?

Types of lenses; ?
Communicating ?
Asking
of lenses. Convex(thin converging) different types questions for
and concave (diverging) of lenses more
11.4.3.2 Explain the action of ?
Experimenting understanding
?
Types of rays: Converging
lenses on beams of light. to find out what ?
Cooperating in
11.4.3.3 Demonstrate how to and diverging rays of light happens to light group activities
determine the focal ?
Focal length: when passed
length, NB: use of formula: through lenses. ?
Participating
11.4.3.4 Demonstrate how to “1/f = 1/u +1/v ?
Inferring the in group
obtain images formed Characteristics of image: focal length activities
by converging lenses in terms of the position, ?
Predicting the actively
size and nature of images images formed ?
Giving
by converging presentation of
formed by converging
lenses group activity
lenses. ?
Investigating ?
Listening to
the uses of others with
Magnification=v/u”
11.4.3.5 Describe the uses of lenses respect
?Use of lens: in correcting
lenses in everyday life. ?
Accept
defects in vision: short
responsibility
sight-concave lens, long
of group work
sight-convex lens, LCD,
Camera etc.

CONTENT
11.5.1.1 Describe properties ?
Fundamental properties ?Communicating ?
Cooperating in
11.5 MAGNETISM 11.5.1 Simple of magnets of magnet: such as knowledge on group activities
phenomenon repulsion, attraction magnetism ?
Asking
of magnetism 11.5.1.2 Explain the domain direction N-S, pole, etc. theory questions
theory of ?
Domain theory of ?Investigating for more
magnetism magnetism induced understanding
11.5.1.3 Demonstrate ?
Induced magnetism: magnetism ?
Participating
induced magnetism. Transfer of magnetic in group
properties without activities
contact actively
Magnetisation: using ?
Demonstrating ?Cooperating in
making of a magnet stroking and electrical on the making group activities
11.5.1.5 Demonstrate the method on magnets ?Asking
demagnetisation of a ?
Demagnetisation: using ?
Experimenting questions
magnet methods such as on the plotting for more
11.5.1.6 Demonstrate the Electrical method, of magnetic understanding
plotting of magnetic hammering, heating etc. field Participating in
field lines. ?
Magnetic field lines: Use ?
Differentiating group activities
11.5.1.7 Distinguish the of Magnetic compass to between actively
magnetic properties plot field lines. magnetic and
of iron and steel. ?
Magnetic properties of non-magnetic
Iron (susceptible) and materials
steel (retentive).

CONTENT
11.5.1.8 Explain the use of ?
The use of magnetic ?Experimenting ?
Applying the
magnetic screening screening and magnetic on use of magnets
and magnetic keepers. keepers : Magnetic magnetisation in everyday life
screening (shielding and
equipment) and magnetic demagnetisation ?
Appreciating
keepers.(prevent loss of ?Observing the uses of
magnetic strength) magnetic field magnets
11.5.1.9 Describe the uses of ?Use of magnets in our lines using a
magnets. life: circuit breakers, compass and/ or
speakers ,electromagnets iron filings
?Formulating the
pattern of
magnetic field
lines

GRADE 12
?Demonstrate an understanding about Static Electricity ?

Demonstrate ability to measure current and voltage
?Develop investigative skills ?
Show skills and knowledge to dispose cells and battery
?Demonstrate an understanding of Current Electricity ?
Demonstrate ability to save electricity
?Demonstrate an understanding about Electromagnetic ?
Demonstrate ability to cost use of electricity
Induction
?Demonstrate an understanding of Basic Electronics
?Demonstrate an understanding about Atomic Physics

CONTENT
12.1.1 Static 12.1.1.1 Demonstrate the ?
Existence of static charge: ? Experimenting ?
Cooperating in
12.1 STATIC Electricity existence of static Positive and negative the existence of group activities
ELECTRICITY charges charges charges by
12.1.1.2 Explain how to detect ?
Detection of charge: rubbing some ?
Asking
electric charges. charging by contact, materials questions for
testing the sign of charge ?Detecting more
using gold - leaf charge understanding
electroscope etc. using an
12.1.1.3 Describe the properties ?
Properties and uses of electroscope ?
Participating
and uses of static charges static charges: ?Communicating in groups
-Properties; like charges properties and actively
repel, unlike charges uses of static ?
Applying the
attract (Law of charge safety rules of
electrostatics) experiment
-Uses: dust precipitators,
ink jet printers,
photocopiers.
12.1.1.4 Describe the electric ?
Electric charging and ?Experimenting ?
Asking
charging and discharging discharging of objects by charging and questions for
of objects. friction and induction discharging of more
objects understanding
12.1.1.5 Explain the relationship ?
Relationship between ?Communicating ?
Participating
between current and current and static knowledge on in groups
static electricity. electricity in terms of the relationship actively
effects as static electricity between current ?
Knowing the
producers same effect as and static safe rules of
current electricity. electricity experiment

CONTENT
12.1.1.6 Investigate effects of ? Effects of static charges on ?Investigating ?
Being aware
static charges on the an environment: e.g. the effects of of the effects
environment. lightning etc static charges on of charges
the environment
e.g. lightning
12.2.1.1 Describe the terms ?
Scientific Terms: such as ?Measuring an ?Participating
12.2 CURRENT 12.2.1 Electric associated with electric current in groups
Electric charge, potential
ELECTRICITY charge, electricity using an actively
current, and difference and electric
ammeter. ?
Cooperating in
potential current
?Communicating group work
difference 12.2.1.2 Identify the units of ?
Units of electric charge and the SI units for ?
Appreciating
electric charge and current: as Coulomb and voltage the use of
current. ampere(I =Q/t ?Communicating electrical
12.2.1.3 Demonstrate how to ? Measure an electric current the concept of appliance
measure an electric in the circuit: Ammeter the energy ?
Appreciating
current. dissipated the safety
12.2.1.4 Describe what ?
Potential difference: as Measuring rules during an
potential difference energy required to move a potential experiments
is. unit charge between two difference using
12.2.1.5 Describe what the points in a circuit a voltmeter
volt is. ? Volt : as joules per coulomb
12.2.1.6 Differentiate ?
Difference between PD and
between potential EMF in terms of work done
difference (PD) and per unit of charge in driving
electromotive force charge in a circuit and
(EMF) through a component

CONTENT
12.2.1.7 Describe the basic ?
The maximum PD of a ?Communicating ?
Appreciating
concept of EMF. cell basic concept of the safety rules
12.2.1.8 Demonstrate the ?Measurement of PD and EMF during an
measuring of potential EMF: Connecting ?Experimenting experiments
difference (PD) and terminals across source on measurement
electromotive force of electric current of PD
(EMF). /conductor
12.2.2 Electric 12.2.2.1 Describe the structure ?

Structure of primary and ?
Communicating ?
Asking
cells
. of primary and secondary cells: the structure of questions for
secondary cells. Primary cells(dry cell), cells more
Secondary (lead acid ?
Investigating understanding
12.2.2.2 Demonstrate charging accumulator) charging and ?
Cooperating in
and discharging of the ?
How to charge and discharging an group activities
accumulator. discharge the acid ?
Participating
accumulator: Charging accumulator in group
when current is passed a ?
Communicating activities
in opposite direction to appropriate actively
current supplies, methods of ?
Applying the
12.2.2.3 Identify methods of discharging when in use disposing off knowledge of
disposal of used cells (acid accumulator) used cells disposal of
?
Appropriate methods of cells in dairy
disposing used cells. life

CONTENT
12.2.3.1Explain the meaning of ? Resistance: opposition to ?Measuring the ?
Asking
12.2.3 Electrical resistance the flow of charge current and questions for
resistance. potential more
12.2.3.2 Demonstrate how to ?Value of resistance in series difference, using understandin
determine resistance in and parallel a voltmeter and g
a simple circuit. (use formula 1/R = 1/R1 + an ammeter
1/R 2 ) ?Collecting data ?Cooperating
12.2.3.3 Describe the ?Relationship between for an in group
relationship between current and potential experiment activities
current and potential difference: (Graph of p.d. ?Organizing data
difference in Ohmic against current for Ohmic in tables and ?
Participating
and non Ohmic and non-Ohmic their graphs on in group
conductors. conductors) ohmic and non activities
ohmic conductor actively
?Formulating the ? Knowing the
patterns in data safe rules of
an
experiment
12.2.3.4 Describe what the ?Internal resistance of a cell ?Communicating ? Cooperating
internal resistance of a due to chemicals internal in group
cell is. resistance of a activities
12.2.3.5 Calculate the resistance ?Ohm’s law in series and cell ?
Participating
in series and parallel parallel circuits. in group
circuits with Ohm’s ( R = V/I) activities
law. actively

CONTENT
12.2.4 Heating 12.2.4.1 Demonstrate energy ?
Conversion of energy from ? Analysing ?
Cooperating in
effect of an transformations in an electricity to heat. energy changes group activities
electric electric circuit. from one form
current. 12.2.4.2 Investigate the heating ?
Heating effect of an to the other ?
Participating
effect of an electric electric current in heating ?Investigating in group
current. appliances. the heating activities
Calculations of electrical effect of an actively
calculate electrical energy: Use of formula electric current
energy. (E= VIt, etc.)
12.2.4.4 Describe the ?Calculating ?

Appreciating
relationship of ?
The relationship of voltage, electrical the use of
voltage, current and current and power: energy using electricity at
power. Power=voltage x E=VIt home
current(P=VI) ?
Applying the
Cost of using electrical ?
Communicating safety
calculate the cost of energy: use of kWh as a relationship precautions in
using electrical unit of electrical energy among power, the use of
Energy voltage and electricity
12.2.4.6 Describe the use of ?
Electrical components: e.g. current Appreciating
switches, fuses, switches (on /off power), the use of
earthing and the three fuses(Prevent appliances energy saving
pin-plugs. from damage), and the bulbs
three pin-plugs (connecting
appliance).

CONTENT
12.2.4.7 Explain the need for ? Safety precautions ?Investigating ?
Asking
earthing metal cases (prevent electric the safety questions for
and for double shocks, accidents) precautions more
Insulation. ?Communicating understanding
12.2.4.8 Describe the meaning the colouring of
of three wires found in ?Three types of Wires: insulator
the cable Live (brown), earthling ?
Cooperating
(green and yellow) and in group
neutral(blue) activities
12.2.4.9 Describe the domestic ?Household circuits: such ? Investigating ?
Appreciating
electrical wiring as cooker circuit, ring the basic wiring the use of
system circuit, lighting circuit system in a electricity at
house home
?Communicating ? Applying the
12.2.4.10 Describe ways of ?
Ways of conserving ways of safety
conserving electrical electrical energy: using conserving precautions in
energy in homes and energy saving bulbs, energy the use of
industry. switch and save etc. electricity

CONTENT
12.2.5.1 Explain magnetic field ?
Lines of force (Magnetic ? Experimenting ?
Asking
12.2.5 Magnetic effects of patterns of electric the magnetic questions for
flux) : patterns of electric
electric currents currents. field patterns of more
currents
12.2.5.2 Describe the applications electric currents understanding
of the magnetic effect of ?
Applications of
? Communicating
an electric current. electromagnets: electric use of ?
Cooperating in
bells relay switches etc. electromagnets group activities
12.2.5.3 Explain the behaviour of ?
The behaviour of an ?
Investigating ?
Asking
an electric current in a electric current in a the displacement questions for
magnetic field. magnetic field: of a current more
carrying wire in understanding
Displacement of current
a field
carrying wire current or
?
Cooperating in
electron beam ?
Inferring the group activities
12.2.5.4 Describe the application ?Applications of current in a attraction and
of a current placed in a magnetic field: e.g. D.C. repulsion of ?
Participating
magnetic field. motors, galvanometers, forces between in group
ammeter etc. parallel currents activities
?
Investigating actively
12.2.5.5 Describe the nature of ?
Nature of forces: attraction
the effects of ?
Applying the
forces between parallel and repulsion of forces magnetic fields effects of
currents. between parallel currents. magnetic field
12.2.5.6 Describe the effect of ?
Effects of magnetic fields:
magnetic fields on human hearing impairment, radar
health and environment.
interference in
communication etc

SPECIFIC CONTENT
TOPIC SUB TOPIC
OUTCOMES KNOWLEDGE SKILLS VALUES
12.3.1.1 Investigate ?
Electromagnetic ?Experimenting ?
Asking
12.3 ELECTROMAGNETIC 12.3.1 The phenomenon the induction: (induced the induction of questions for
of electromagnetic phenomenon EMF / current in a an EMF/current more
INDUCTION
induction of electro- wire moving cutting using a magnet, understanding
magnetic magnetic flux ) a coil and ?
Cooperating
induction. Faraday’s law ammeter in group
12.3.1.2 Describ e ?
Factors affecting ?Collecting data activities
the factors magnitude and ?Organising the ?
Participating
affecting direction of induced data in a table in group
magnitude EMF: speed of ?Analysing the activities
and either magnet or factors that actively
direction of coil, strength of affect the ?
Knowing the
induced magnet, number of magnitude of safe rules of
EMF. turns of a coil the induced experiment
current/EMF
12.3.1.3 State the ?

Direction of
direction of induced current:
current Lenz and Fleming
produced by right hand law.
an induced
EMF.

CONTENT
12.3.2.1 Describe simple A.C. ? Generators: simple A.C. ? Communicating ?
Cooperating in
12.3.2 The simple and D.C. generators. A.C. and D.C. group activities
generator (an alternator
A.C. and generators
D.C. with slip-rings) and
simple D.C. dynamo ?
Participating in
generators ?Comparing the group activities
with a commutator
structure and actively
12.3.2.2 Compare the simple nature of an ?
Appreciating
A.A. generator with a ?Structure and its nature of
A.C. and D.C. the use of the
simple D.C. generator simple A.C and D.C
generators generators and
in terms of structure generators
batteries
and its nature.
12.3.2.3 Describe the action of ?
Action of diodes: change ?Communicating ?
Cooperating in
a diode in A.C. to D.C. by allowing rectification of group activities
rectification. current to flow in one way alternating
12.3.2.4 Explain conversion of ? Conversion of A.C. current using ?
Participating in
an A.C. generator to a generator to D.C. diodes group activities
D.C. generator. generator by use of ?Comparing the actively
commutator direction of ?
Appreciating
12.3.2.5 Contrast the current ?
The direction of Current current produced the use of the
produced by the D.C. from D.C by a D.C. generators and
generator with that generator(varies) and from generator to the batteries
produced from batteries(constant) one produced
batteries. from batteries

CONTENT
Principles of mutual ?
Participating
12.3.3 Transformers
. principles of mutual ?
Designing in group
induction: changing
induction. current in one coil investigations to activities
verify mutual actively
gives rise to current in
induction
the other
The structure : primary ?Communicating
structure and (input) and step up and step
operation of iron secondary(output) coils down
core transformers. Operation: changing of transformers
AC voltages
12.3.3.3 Apply the ? Equations of ?
Calculating
transformer and transformer and power: problems ?
Appreciating
power equations to using relations relating to the of the use
solve numerical transformers and transformer
Vp = Np
problems involving power using
Vs Ns
ideal transformers formulae
and
Vp Ip= V¾ I¾
(ideal transformer)

CONTENT
12.3.3.4 Calculate the efficiency of ?
Calculation of efficiency: ?Calculating the ?
Asking
a transformer given data. [Efficiency = (V¾ I¾)/( efficiency of a questions for
Vp Ip) x 100%] transformer more
understanding
12.3.3.5 Explain advantages of high ?
Advantage of high
alternating potential ?Communicating ?
Cooperating
alternating potential knowledge on in group
difference power difference power
transmission. the activities
transmission: as in environmental ?
Participating
reducing power losses in and cost in group
cables. implications of activities
12.3.3.6 Describe the implications ?
Environmental and cost underground actively
of underground power power ?
Appreciating
implications of transmission
transmission compared to the use of the
underground power formula
overhead lines.
transmission ?
Being aware
of the
12.3.3.7 Describe the effects of ?
Effects of improper environmental
improper management of management of and cost
transformers implications
Transformers such as
overheating, low/high of
underground
voltage
power
transmission

CONTENT
12.4.1Thermionic 12.4.1.1 Describe What ?
Thermionic emission: ?Investigating ?
Asking
12.4 BASIC Emission thermionic release of electrons from properties of questions for
ELECTRONICS and emission is cathode rays by more
a heated cathode
Electrons . 12.4.1.2 Investigate using a CRO understanding
properties of ?
Properties of cathode
?
Cooperating in
cathode rays rays: e.g. Deflected by group activities
electric and magnetic ?
Participating
fields travel in straight in in group
lines etc. activities
actively
12.4.1.3 Distinguish ?
Direction of flow of ?
Comparing the ?
Cooperating in
between electrons and direction of flow group activities
direction of conventional current of electrons to
flow of conventional Participating
electrons and current in group
flow of ?
Communicating activities
conventional applications of actively
current. electron beams
12.4.1.4 Describe ?
Application of electron
applications of beams in CRO ,TV set,
electron beams. X-ray machines etc

CONTENT
Basic structure and action ?Communicating ?
Appreciating
basic structure of CRO: electron gun, the devices that the use of the
and an action of Control grid, anode Y- make use of cathode rays in
cathode-ray plates ,X-plates, electron beams in specific devices
oscilloscope. fluorescent screen their operation ?
Being aware of
12.4.1.6 Describe the uses ?
Uses of CRO: e.g. ?Investigating the the structure of
of cathode-ray measuring( peak voltage, basic structure of a CRO
oscilloscope. time, frequency),TV etc a CRO. ?
Appreciating
?Measuring the use of a
quantities using a CRO in
CRO measuring
some quantities
12.4.2 Circuit 12.4.2.1 Identify symbols ?
Circuit components and its ?
Communicating ?
Cooperating in
components of basic circuit symbols: such as resistors, the basic circuit group activities
component. potentiometers, capacitors, components
thermistors, light ?
Asking
dependent resistors, reed ?
Calculating questions for
switches and relays resistance using more
switches, light emitting standard colour understanding
12.4.2.2 Determine diodes etc codes and values
resistor values ?
Values of resistors
using standard recognised from the colour
colour codes. bands

CONTENT
12.4.2.3 Describe action ?
Action of variable ?Investigating the ?
Participating
of variable potential divider variable potential in group
potential divider. divider activities
12.4.2.4 Explain the ?
Action of thermistor (as actively
action and semi conductor) and ?
Communicating
application of application of thermistor the daily ?
Appreciating
thermistor and and light dependent applications of the use of the
light dependent resistors(sensitive to thermistor and thermistors and
resistors. temperature changes in light dependent LDRs in
light intensity) resistors devices
12.4.2.5 Investigate the ?
Charging and discharging ?
Experimenting ?
Participating
charging and of capacitors: Charging the charging and in group
discharging of through a resistor when discharging of a activities
capacitors. connected to current flow capacitor actively
and discharging through a ?
Communicating ? Appreciating
resistor when not the role played by the use of the
connected to current flow. capacitors in thermistors and
12.4.2.6 Describe the role ?
Role of capacitors in electronic LDRs in
of capacitors in electronic equipments: equipments devices
electronic filter circuits ,delay
equipments. circuits, smoothening
rectified current etc

CONTENT
12.4.3.1 Describe the action of a ?
Action of a bipolar ?Communicating ?
Asking
12.4.3 Simple bipolar transistor. transistor current the action of a questions for
Electronic amplifier: bipolar bipolar transistor more
Systems. transistor as used in ?Communicating understanding
electronic switches different types of ?
Cooperating
12.4.3.2 State the different types of ?
Types of Logic gates: logic gates in group
logic gates. such as NOT ,AND, activities
OR,NAND, NOR
How to derive the truth ?
Investigating truth ?
Appreciating
derive the truth tables of tables of logic gates. tables of logic the use of the
logic gates. gates using truth tables
numbers of 0 and 1 when dealing
12.4.3.4 Describe the use of ?
The Use of c bistable and in inputs and out with logic
bistable and astable astable circuits: ross- puts gates
circuits. coupled logic gates. ?
Communicating ?
Participating
(Bistable) in computers the use of cross- in group
for data storage. Astable coupled logic gates activities
as pulse generator and the
actively
used in clocks that
controls operations in a
computer

CONTENT
Atomic structure (nucleus ?Communicating ?
Asking
12.5. ATOMIC 12.5.1 Nuclear atom structure of the atom and electrons) an atomic questions for
PHYSICS 12.5.1.2 Describe the ?
Composition of the structure more
composition of the nucleus (protons and ?Communicating understanding
nucleus in terms of neutrons) knowledge on the
protons and neutrons. ?
Cooperating in
existence of
12.5.1.3 Explain mass number ? Mass number and Atomic group
and atomic number . protons and
number: mass (Nucleon) activities
neutrons in the
number, A, and atomic
(proton), number, Z. nucleus of an atom
12.5.2 Radioactivity 12.5.2.1 Describe the nature ?

Nature of radioactivity ?
Investigating the ?
Asking
of radioactivity. (randomness and nature of questions for
spontaneity) radioactivity more
?
Communicating understanding
Characteristics of three
characteristics of characteristics of ?
Cooperating in
kinds of radioactive
the three kinds of the three kinds of group
radiations: Alpha (á), Beta
radioactive (â) and Gamma ( ) activities
radioactive
radiations: alpha, radiations in terms of substances
beta and gamma. penetration, ionization,
deflection, charge, relative
mass and nature of
particles)

CONTENT
12.5.2.3 De scribe ?
Detection of radioactive ?Investigating ?
Asking questions for
methods of emissions: by G.M tube, radiation using a more understanding
detecting photographic plate, G.M counter ?
Cooperating in group
radioactive scintillation counter, bubble ?Understanding activities
emissions. chamber the causes and ?
Appreciating the use
12.5.2.4 Explain the ?
Causes of background effects of of a GM counter to
origin and effects radiation (cosmic rays, background detect radiation
of background radioactive elements under radiation ?
Being aware of the
radiations rocks.) existence of
background radiation
and its effects

Radioactive decay as ?
Comparing ?
Awareness of
radioactive decay disintegration of nucleus by nuclear fission radioactive substances
is. alpha, beta and gamma to nuclear fusion
emissions.
Nuclear fusion and fission:
nuclear fusion Nuclear fusion as process of
and fission is
joining very light nuclei
together and fission as
splitting process of nucleus

SPECIFIC CONTENT
TOPIC SUB TOPIC
OUTCOMES KNOWLEDGE SKILLS VALUES
. ?
Half life of a radioactive ?Calculating half ?Communicati
12.5.2.7 Demonstrate material: Time taken for life of a ng knowledge
how to activity to reduce by half of radioactive on safety
determine half- the original substance material by precautions
life of a (Decay curves) using decay ?
Appreciating
radioactive curves the use of
material. ?Communicating decay curves
12.5.2.8 Explain uses of ?
Uses of radioactive the uses of to determine
radioactive substances: e.g. medical, radioactive half life
substances. industrial, agricultural uses substances
12.5.2.9 Describe the ? Demonstrating

Use of protective materials: ? ?
Applying
safety such as gloves, goggles, safety safety
precautions overalls and lead shields precautions precautions
necessary when when handling when dealing
handling or dangerous with
storing chemicals radioactive
radioactive substances
substances.

SPECIFIC CONTENT
TOPIC SUB TOPIC
OUTCOMES KNOWLEDGE SKILLS VA LUES
12.5.2.10. Explain the ?Effect of radioactive ?Investigating ?
Participating
effects of substances: such as management in group
radioactive radiation pollution and practices which activities
substances on health hazards safeguard the actively
the environment
environment from radioactive
and health. contamination ?
Applying
safety
12.5.2.11. Investigate ?Appropriate management ? Observing precautions
management practices that safe guard changes in the when dealing
practices which the environment such as: environment. with
safeguard the ZEMA regulation, testing radioactive
environment the local environment substances
from radioactive regularly, conducting
contamination. Environmental Impact
assessment.

PHYSICS PRACTICAL DATA
The importance of practical work in Physics cannot be over emphasised. Practical work develops manipulative skills in the learner and gives the
learner the opportunity to experiment the scientific method. Needless to mention practical Physics is essential for this syllabus because:
a) There is need to expose learners to practical applications of Physics.
b) Learners should understand, interpret and apply scientific methods in a variety of ways including the theoretical and practical approaches.
c) The study of Physics should be linked with environmental education requirements by quoting local phenomena in relation to Physics
studies.
There are scientific processes and skills to which learners must be exposed. Examples of these are observing, experimenting, classifying,
measuring, estimating, calculating, predicting and problem solving. Learners should also be exposed to scientific attitude like accuracy, curiosity
and creativity.
KEY QUANTITIES, SYMBOLS AND UNITS IN PHYSICS.
The pages 60 – 62 comprise the symbols and units which may from time to time be used during the study of Physics.
The candidate is expected to have the knowledge of how to apply the symbols and units in physics.
The list is not exhaustive; therefore the teacher and the learner are expected to discover more as they go through this
course.

LIST OF SUGGESTED APPARATUS AND EQUIPMENT FOR THE SYLLABUS
1.0 Measurements and Mechanics

Venier callipers, micrometer screw gauges, measuring cylinders, metre rules, displacement cans, beakers, conical flasks, different masses such as 50g, 100g,
200g, 1kg, ticker tape timers, pipettes, burettes, spring balances, beam balances, capillary tubes and pulleys.
2.0 Thermal physics

Mercury barometers, clinical and laboratory thermometer, six's maximum and minimum thermometers, manometers, calorimeter, thermos flasks,
thermocouple thermometers and hypsometer.
3.0 Light
Plane mirrors, converging and diverging lenses, rectangular and triangular prisms, optical pins, colour discs, colour filters, optical camera, light ray boxes,
coloured bulbs, projectors such as slide projectors and film projectors.
4.0 Sound
Sonometers, turning forks, stop watches, stop clocks, sources of sound such as guitars and drums.
5.0 Magnetism
Bar magnets, horseshoe magnets, iron and steel bars, iron filings and plotting compasses.
6.0 Wave motion

Ripple tanks, springs and spiral springs, ropes and strings.
7.0 Electric current/static electricity

Ammeters, voltmeters, rheostats, capacitors, connecting wires, lead-acid accumulators, dry cells, resistors, tapping keys, switches, fuses, semi-conductors,
semi-conductor diodes, electric bells, resistance wires, ebonite and polythene rods, three-pin-plugs, electric bulbs, switch boards and gold leaf electroscopes.

8.0 Basic electronics
Cathode ray tubes, maltese cross tube, resistors, light dependant rays (LDRs), thermistors, diodes, capacitors, transistors, TV sets, radios, electronics
teaching kits and computers.
9.0 Nuclear physics

Geiger muller tube, time scales, rate metres, cloud chambers, bubble chamber alpha emitting radioactive sources and extra high tension (EHT) power
supply unit.
KEY QUANTITIES, SYMBOLS AND UNITS.
Quantity Symbols Unit
Mass m kg
Length l m
Time t s
Electric current I A
Thermodynamic temperature T K
Amount of substance n mol
Distance d m
Displacement s, x m
Area An m2
Volume V m3
Density ñ kgm-3
Speed u, v ms-1
Velocity u, v ms-1
Acceleration and ms-2

Acceleration of free-fall g ms-2
Force F N
Weight W N
Momentum P Ns
Work W J
Energy E, U, W J
potential energy Ep J
Kinetic energy Ek J
Heat energy Q J
Change of internal-energy ?U J
Power P W
Pressure P Pa
Torque T Nm
Gravitational constant G Nkg-2ms2
Period T s
Frequency f Hz
Wave length ? m
Speed of electromagnetic-waves c ms-1
Avogadro constant number NA mol-1
o
Celsius temperature ? C
Half - life t½ s
Decay constant ? s-1
Specific heat capacity c JK-1KG-1
Electromotive force E V
Resistance R ?
Resistivity ñ ? m

DATA AND FORMULAE
Speed of light in free space C = 3.00 x 108 ms-1

Elementary charge e = 1.60 x 10-19_coulomb
The Planck constant h = 6.63 x 10-34 Js
Molar gas constant R = 8.31 JK-1 mol-1
The Avogadro constant NA = 6.02 x 1023 mol-1
Gravitational constant G = 6.67 x 10-11 Nm2kg2
Acceleration of free fall g = 9.81 ms-2
The Boltzmann constant k = 1.38 x 10-23 JK-1
Uniformly accelerated motion s = ut + ½ at2
Or
v2 = u2 + 2as
Work done on/by a gas W = P? V
gravitational potential Ep = mgh
Energy in motion E=mc2
Refractive index n = sin i
sin r
Resistors in series R = R1 + R2 + R3 + ...
Resistors in parallel 1 = 1 + 1 + 1 + ...... +
R R1 R2 R3
Electric potential V = Q/4 0r
Capacitors in series 1=1 +1 + 1 +....

C C 1 C2 C3
Capacitors in parallel C = C1 + C2 + C3 +
Pressure of an ideal gas P = 1 NMC3
3 V

alternating current/voltage X = xo sin wt
hydrostatic pressure P = ñgh
energy of charged capacitor w = ½QV
radio-active decay x = xo exp (-Ot)
Decay constant O = 0.693
t½

SCOPE AND SEQUENCE CHART
Grade 10 Grade 11 Grade 12

SUBTOPIC SUBTOPIC SUBTOPIC
Measurements Thermal Static electricity
10.1.1 International Physics 11.3.1Simple kinetic 12.8.1 Static
System of theory of Matter. Electricity
Units (SI).
10.1.2 Length and 11.3.2Measurement of 12.9.1Electric
time temperature Current charge,
electricity current, and
potential
difference.
10.1.3 Mass and, 11.3.3Expansion of 12.9.2 Electric cells.
weight solids, liquids
and gases.
10.1.4 Density 11.3.4Heat transfer by 12.9.3 Electrical
conduction, resistance
Mechanics 10.2.1 Scalars and convection and 12.9.4 Heating effect
vectors radiation. of an electric
current
10.2.2 Linear motion 11.3.5Measurements of 12.9.5 Magnetic

heat effects of
electric
currents
10.2.3 Forces 11.4.1 Simple ideas of 12.10.1 The
Wave motion the wave motion Electromagnetic phenomenon of
theory. induction electromagnetic
induction

Grade 10 Grade 11 Grade 12
10.2.4 Moment of 11.4.2 Propagation of 12.10.2 The simple
forces waves A.C. and
D.C.
generators
10.2.5 Work, 11.4.3Electromagnetic 12.10.3Transformers
Energy and Power. spectrum Basic 12.11.1 Thermionic
electronics emission and
10.2.6 Simple Sound 11.5.1 Properties of electrons
machines sound
Light 11.6.1 Rectilinear 12.11.2 Circuit
propagation of components.
light.
11.6.2Refraction of 12.11.3 Simple
light electronicsyst
ems
10.2.7 Pressure 11.6.3Thin converging 12.11.4 Impact of
and diverging electronics
lenses. on society
and industry.
Magnetism 11.7.1 Simple 12.12. Atomic 12.12.1 Nuclear
phenomenon of physics atom
magnetism 12.12.2
Radioactivity

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Republic of Zambia

MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

PREPARED AND WRITTEN BY THE CURRICULUM DEVELOPMENT CENTRE

First Published 2013 by

PHYSICS SYLLABUS - GRADE 10 - 12 ii

iii PHYSICS SYLLABUS - GRADE 10 - 12

GRADE 10 .................................................................................................................................................................................................... ................................ 1

10.2 MECHANICS ........................... ........................................................................................................................................................................ ................ 5

GRADE 11 ............................ ......................................................................................................................................................................... .............................. 16

11.7 MAGNETISM .................................................................................................... .................................................................... ............................................ 36

PHYSICS SYLLABUS - GRADE 10 - 12 iv

12.10 ELECTROMAGETIC INDUCTION ..................................................................... .................................................................................................... ..... 46

v PHYSICS SYLLABUS - GRADE 10 - 12

vii PHYSICS SYLLABUS - GRADE 10 - 12

C.N.M Sakala (Mrs.)

PHYSICS SYLLABUS - GRADE 10 - 12 viii

GENERAL AIMS OF THE SYLLABUS

During this course pupils should acquire the following:

ix PHYSICS SYLLABUS - GRADE 10 - 12

PHYSICS SYLLABUS - GRADE 10 - 12 x

The syllabus will stress:

1. Knowledge and understanding in the following:

(a) Scientific phenomena, facts, concepts, theories and laws.

2. Handling information and solving problems including to:

3. Experimental skills including those involving how to:

(a) follow instructions;

xi PHYSICS SYLLABUS - GRADE 10 - 12

PHYSICS SYLLABUS - GRADE 10 - 12 xii

GENERAL OUTCOMES AND KEY COMPETENCES

General Outcomes: Key competences

1 PHYSICS SYLLABUS - GRADE 10 - 12

PHYSICS SYLLABUS - GRADE 10 - 12 2

3 PHYSICS SYLLABUS - GRADE 10 - 12

PHYSICS SYLLABUS - GRADE 10 - 12 4

5 PHYSICS SYLLABUS - GRADE 10 - 12

10.2.2.3 Interpret graphical ?

PHYSICS SYLLABUS - GRADE 10 - 12 6

7 PHYSICS SYLLABUS - GRADE 10 - 12

10.2.3.4 Demonstrate the ?

PHYSICS SYLLABUS - GRADE 10 - 12 8

10.2.3.9 Describe the motion in a ?

9 PHYSICS SYLLABUS - GRADE 10 - 12

PHYSICS SYLLABUS - GRADE 10 - 12 10

11 PHYSICS SYLLABUS - GRADE 10 - 12

10.2.6.1Describe what a simple ?

PHYSICS SYLLABUS - GRADE 10 - 12 12

13 PHYSICS SYLLABUS - GRADE 10 - 12

PHYSICS SYLLABUS - GRADE 10 - 12 14

10. 2.7.9 Describe how upthrust ?

15 PHYSICS SYLLABUS - GRADE 10 - 12

GENERAL OUTCOMES AND KEY COMPETENCES

General Outcomes: Key competences

PHYSICS SYLLABUS - GRADE 10 - 12 16

17 PHYSICS SYLLABUS - GRADE 10 - 12

PHYSICS SYLLABUS - GRADE 10 - 12 18

19 PHYSICS SYLLABUS - GRADE 10 - 12

PHYSICS SYLLABUS - GRADE 10 - 12 20

21 PHYSICS SYLLABUS - GRADE 10 - 12

11.1.4.1 Explain what an internal ?