Focal competence: Identifying the fundamental and derived quantities and their units
1.differentiate between fundamental and derived quantities;
2.convert units from m.k.s to SI unit;
3.identify different simple measuring instruments like meter rule, stop watch, spring balance, etc.;
4.use meter rule, balances, stop watch, etc., to measure some physical quantities.
Focal competence: Locating position and measuring distance and displacement of bodies
1.explain the concept of position using the x-y plane and locate the position of an object on a graph using the Cartesian coordinate system;
2.explain the concepts of distance and displacement;
3.differentiate among position, distance and displacement with examples;
4.Measure and calculate the distance and displacement of a body.
Focal competence: Measuring time using different time measuring instruments
1.Engage in group discussion on the meaning of time and its units.
2.Engage in group discussion, sharing ideas on how time was measured in the olden days, and share with the class.
3.Take turns to identify and use the different time-measuring instruments provided by the teacher to measure time.
4.Work in small groups to convert hours/minutes to seconds and vice versa. • Pictures of time- sensitive plants and animals. (cock) • Stopwatch • Stop clock • Pendulum clock • Atomic clock. Students to:
1.use time-measuring instruments to measure time;
2.convert hours/minutes to seconds.
Focal competence: Producing, detecting, storing electric charges, and constructing metal spikes
1.define electric charge and state the electrostatic law;
2.demonstrate how a body is charged by friction, induction and contact;
3.generate and store charges;
4.detect and identify types of charges on bodies;
5.illustrate the concept of earthing and construct a typical metal spike.
Focal competence: Reducing friction in machines and applying friction to manage real-life situations
1.Participate in group discussions on the meaning of motion and various types of motion, illustrating how force causes motion.
2.Classify (in their groups) the different examples of forces into contact forces and force fields.
3.Rub their palms together and explain their experiences, then apply oil to their palms, repeat the rubbing process, and discuss the experiences in the two instances. • Simple Pendulum • Stone tied to a string • Toy car to move around in circle • Fan • Ink to be dropped into clean water in a beaker • A trolley to move on a straight line • Magnet • Nails and pins • Oil Students to:
1.describe what they think makes a moving body to stop after a certain time;
2.make a list of different types of motion and distinguish between them;
3.describe ways that contact force differs from force fields;
4.calculate frictional force from given normal force and coefficient of friction;
5.illustrate how friction aids motion and how friction hinders friction;
6.state the advantages and disadvantages of friction in machines (industry and transportation).
Focal competence: Determining speed and velocity from calculations and graph plotting
1.distinguish between speed and velocity;
2.state the SI units of speed and velocity;
3.measure and calculate speed and velocity of a moving body;
4.plot distance-time, and displacement- time graphs and deduce speed and velocity from the gradient of the graphs.
Focal competence: Plotting graphs and determining acceleration from velocity-time graphs
1.define acceleration and state the unit;
2.explain the concept of uniform motion;
3.derive the formula of acceleration;
4.plot velocity-time graph;
5.deduce acceleration from velocity-time graph.
Focal competence: Measuring and representing scalar and vector quantities
1.explain scalar and vector quantities;
2.distinguish between scalar and vector quantities with examples;
3.measure scalar quantities;
4.draw vector diagrams.
Focal competence: Determining the surface tension of liquids
1.state the meaning of surface tension in liquids;
2.describe fluid flow and distinguish between fluids at rest and in motion;
3.classify fluids according to their viscous properties;
4.give at least two examples of the application of surface tension and viscosity;
5.determine surface tension of a liquid through an experiment.
Focal competence: Using models to illustrate the different states of matter
1.explain the meaning of atom, and describe the atomic structure of matter;
2.state the constituents of the atom;
3.define molecules and explain how molecules of a substance move relative to other molecules of the same substance;
4.use the smoke cell to investigate the nature and behaviour of atomic particles;
5.use molecular theory to explain the three states of matter;
Focal competence: Solving real-world problems involving calculations of work, energy, and power
1.explain the meaning of work, energy, and power, and give example of each;
2.identify the type of energy possessed by a body under given conditions;
3.distinguish between kinetic energy and potential energy;
4.identify energy transformation from one form into another;
5.state the laws of conservation of energy;
6.calculate: • the work done, given a force and displacement it produces in its direction;
Focal competence: Measuring accurate temperature and thermal expansion of materials
1.Engage in a group discussion on the meaning of temperature, thermal expansion, change of state and vaporization using kinetic molecular theory.
2.Take turns to analyse conduction, convection and radiation in terms of the kinetic molecular theory.
3.Solve simple problems involving thermal expansion (linear, area, and volume expansivity).
4.Carry out simple experiment to measure the thermal expansion of a common metallic material. • Thermometers • Ball and ring apparatus • Bar breaker apparatus • Wax • Burner • Beaker • Water or alcohol • Iodine (Camphor/naphthalene balls) • Linear expansivity apparatus • Density bottle and liquid • Heat source • Different metal rods coated with wax and burner • Potassium permanganate crystals • Beaker • Water • A chart on land and sea breezes • Leslie cube Students to:
1.show understanding of the concept of temperature and the effects of heat on matter;
2.describe the modes of heat transfer;
3.solve simple problems on thermal expansion and give examples of the applications of thermal expansion;
4.measure temperature and thermal expansion of a common metallic material;
5.explain convection current. reasoned conclusions about particle behavior during heat transfer. Research and Problem Solving as students demonstrate resourcefulness in finding answers and solutions, while applying scientific knowledge and inquiry skills to solve numerical problems on linear, area, and volume expansivity and accurately measuring the thermal expansion of metals. Patience as students demonstrate the ability to remain calm and persistent while measuring thermal expansion, observing gradual changes, distinguishing heat transfer processes, and demonstrating convection through careful observation and patience.
5.In groups, conduct an experiment to illustrate convection current in water.
Focal competence: Demonstrating the effects of force fields in physical systems
1.explain the meaning of field;
2.identify force fields;
3.describe the properties of a force field;
4.illustrate the effects of force fields.
Focal competence: Determining acceleration due to gravity in any given location
1.explain gravitational field;
2.explain why two solid bodies of different masses released from rest at the same point simultaneously fall to the ground at the same time;
3.describe the shape of the Earth;
4.determine acceleration due to gravity from experiments.
Focal competence: Setting up simple electric circuits and measuring electric currents and voltages
1.Participate in group discussion on the meaning of electric field.
2.Draw electric force lines generated by: isolated positive charge, isolated negative charge, two like charges placed near each other two unlike charges placed near each other.
2.Connect simple electric circuits with series and parallel arrangement of resistors.
3.Measure current and voltage using ammeter and voltmeter to investigate the effect • Charts showing the electric lines of force around charges and system of charges. • Electric cells. • Electric lamps. • Resistors. • Ammeters. • Voltmeters. • Connecting wires • Fuses. • Keys. Students to:
1.describe the properties of electric fields;
2.draw patterns of electric field lines around pairs of like and unlike charges.
3.Connect a simple electric circuit and measure current and voltage;
4.use Ohm's Law to calculate currents and voltages in simple circuits;
5.differentiate between good and bad conductors/insulators . current and voltage in the circuit;
5.calculate the electric current in a simple circuit;
6.distinguish between electrical conductors and insulators.
3.Calculating electric currents and voltages in simple electric circuits. values influence circuit behavior. Responsibility as students take initiative for projects or tasks with less support, handling electrical components and instruments with care and accountability to ensure accurate results and safety when working with electricity. of series and parallel arrangement of resistors.
4.Investigate the effect of using resistors of different values with a cell, ammeter and a lamp in a circuit.
Focal competence: Producing magnets and simple electromagnets
1.Engage in group discussion on the meaning of magnetic field, poles of a bar magnetic and non- magnetic materials.
2.Discuss in their groups how a bar magnet can be used as a simple compass to identify the Earth's magnetic north and south.
3.Draw magnetic field lines due to: • a bar magnet • a straight current- carrying wire • current in a solenoid.
4.Search the internet and make presentation on the effect of the magnetic force on a • Bar magnets • Iron fillings • DC current source • Soft iron bars • Copper wire • Compass needle Students to:
1.describe the concept of magnetic field;
2.draw the magnetic field lines of: • a bar magnet • a straight current- carrying wire • current in a solenoid;
2.produce temporary magnets by conduction method and electricity;
3.locate the earths North-South direction by suspending horizontally a bar magnet.
6.make a magnet from a soft iron bar,
7.make an electromagnet and explain its use in: • electric bell, • telephone ear piece; coil, iron core, and battery. learning while searching for information and making presentations on the effect of magnetic force on a moving electric charge. moving electric charge.
5.Work in groups to make a magnet from a soft iron bar.
6.Work in groups to create an electromagnet with a coil, iron core, and battery.
Focal competence: Using coil, magnet and sensitive-zero galvanometer to demonstrate electromagnetic induction
1.explain the meaning of electromagnetic field and identify the directions of electric and magnetic fields;
2.State and explain the Faraday's law of electromagnetic induction;
3.State and explain the implication of Lenz's law;
4.State how charge conservation principle is involved in both Faraday's and Lenz's laws;
5.Explain the action of a loop of wire in a magnetic field.
6.Use a coil, magnet, and galvanometer to demonstrate electromagnetic induction.
Focal competence: Measuring various physical quantities
1.identify various measurable physical quantities and their units (length, mass, time, temperature, etc.);
2.measure quantities including length, mass, time, temperature, and charge using specific instruments;
Focal competence: Constructing simple measuring instruments like electrical continuity tester and voltmeter
1.state the units of different physical quantities;
2.construct simple measuring instruments (e.g. electrical continuity tester, voltmeter).
Focal competence: Demonstrating solar energy conversion to electricity and heat
1.Participate in group discussion on the concept of solar energy.
2.Discuss in groups the importance of solar energy, renewable, environmentally friendly, ubiquitous, etc.
3.Discuss in groups on solar energy conversion to electricity and heat, and solar harnessing devices. • Charts and pictorials including: • labeled diagram of a solar panel • working principle chart • Solar energy conversion flowchart • labeled diagram of a flat-plate solar heat collector • working principle chart • flowchart of solar water heating system Students to:
1.give the meaning of solar energy and its importance;
2.describe the basics of solar energy conversion;
3.enumerate the solar harnessing devices. pride in national history, discuss the importance of solar energy and its potential to reduce dependence on non- renewable resources, promote clean energy, and support national development.
Focal competence: Constructing a solar heater and illustrating the working principles of the solar panel and the solar heat collector
1.explain the meaning of solar panel and its use;
2.explain the meaning of solar heat collector and its use;
3.describe how the solar panel and solar heat collector work;
4.construct a simple solar heater.
Focal competence: Constructing a simple light sensor circuit
1.define sensors;
2.identify the common types of sensors like, light, temperature, motion and pressure sensors, and their operating principles;
3.build and test a simple light- detecting sensor.
Focal competence: Processing experimental data using data analysis software like Microsoft Excel
1.explain the meaning of software;
2.state some basic data analysis applications of the Microsoft Excel software.
3.input experimental data into the Ms- Excel software;
4.plot basic graphs with the software;
5.interpret trends and present findings.
Focal competence: Processing and analyzing experimental data using a simple artificial intelligence tool
1.describe the concept of artificial intelligence;
2.explain machine learning as a specific type of artificial intelligence;
3.process and analyze experimental data using an artificial intelligence tool.
Focal competence: Using laboratory safety equipment, and handling accidents in the laboratory
1.explain the meaning of laboratory, lab safety and its importance;
2.recognize lab safety signs and their meanings;
3.describe the functions of the various lab safety equipment (lab coat, fire extinguisher, etc.);
4.describe likely physics lab hazards (electrical, fire hazard, etc.)
5.mention the steps in handling accidents in the physics lab.
Focal competence: Organizing laboratory equipment and the laboratory
Focal competence: Caring for various laboratory tools
1.explain the general meaning of laboratory tools and identify different laboratory tools;
2.describe the techniques required to care for specific laboratory tools (e.g., for Vernier caliper – wipe clean, close and place back in its box after use to prevent jaws from bending, etc.);
3.practically demonstrate how to care for different laboratory tools.
Focal competence: Demonstrating the biogas production process
1.explain the meaning of biogas
2.explain the application of physics in the production of biogas;
3.demonstrate the biogas production process.
Focal competence: Understanding the interdisciplinary collaboration between physics and environmental science
1.describe environmental science;
2.explain the relationship between physics and environmental science.
Focal competence: Understanding the interdisciplinary collaboration between physics and chemistry
1.explain the relationship between physics and chemistry using simple cell as example;
2.describe the role of physics in the production of simple cell;
3.state some other examples of interdisciplinary collaboration between physics and chemistry.