L6_term_1_scheme_by_gwirazfinallll[1]kkkkk.docx

ASSUMPTIONS
It is assumed that:
 The learner has successfully completed Form 3 and 4 Physics Syllabus or any other equivalent syllabus.
 The learner has successfully completed Form 3 and 4 Mathematics syllabi.
 Science clubs are existing and operational in schools.
 Learners are conversant and have access to ICT.
 Well-equipped laboratories are available and safety measures are adhered to.
CROSS-CUTTING ISSUES
 Environmental issues: climate change and disaster risk management
 Indigenous knowledge systems
 Financial literacy
 Enterprise Education
 Gender
 H I V and Life skills
 Child Protection.
 Team work
 Food security
 Safety health issues

AIMS
The aims are to enable learners to:
 acquire sufficient understanding and knowledge to become confident citizens in a technological world and be able to take or develop an informed interest in matters of scientific
importance’
 recognize the usefulness, and limitations, of scientific method and to appreciate its applicability in other disciplines and in everyday life
 be suitably prepared for studies beyond A-Level.
 develop abilities and skills that are relevant to the study and practice of Physics, are useful in everyday life, encourage efficient and safe practice as well as effective
communication.
 develop attitudes relevant to Physics such as concern for accuracy and precision, objectivity, integrity, the skills of enquiry, initiative, innovativeness and inventiveness.
 stimulate interest in, and care for the environment in relation to the environmental impact of Physics and its applications.
 promote an awareness, as guided by Ubuntu/Unhu/Vumunhu philosophy, that: Physics Syllabus Forms 5 - 6 the study and practice of Physics are co-operative and cumulative
activities, and are subject to social, economic, technological, ethical and cultural influences and limitations.
 the implications of Physics may be both beneficial and detrimental to the individual, the community and the environment.
 create a sustained interest in Physics so that the study of the subject is enjoying and satisfying.
SYLLABUS OBJECTIVES
Learners should be able to:
 demonstrate knowledge about physical phenomena, facts, laws, definitions and concepts of Physics.
 follow instructions in practical work in order to manipulate, record observations and analyse data
 to confirm or establish relationships.
 measure and express physical quantities to a given level of accuracy and precision.
 solve real life problems using the scientific method.
 use ICT to simulate Physics phenomena, present and analyse Physics data
 apply safety measures in all practical work.
 Use Physics concepts, principles and techniques in the conservation and sustainable use of the environment

TOPICS TO BE TO BE COVERED
 Kinematics
 Dynamics
 Work, energy and power
 Circular motion
 Gravitational fields
 Oscillations
 Waves

Week
ending
12/02/
20
TOPIC/CONTENT AIM
OBJECTIVES By the end of the lesson
learners should be able to:
Resources/
Media/
References.
Teaching/Learning
Activities/Methods
Competences, Evaluation
Lesson
1
Kinematics
linear motion
 Derive from definitions of
velocity and acceleration
equations which represent
uniformly accelerated motion.
 Describe and explain free-fall
 Solve problems with
equations of motion
Nelkon &
Parker pages
115-17
Facilitator introduces topic with
term 1 work as recap
Class discussion & derivation of
equations
Examples: calculations using
eqtns of linear motion.
Facilitator exposition on grey
areas
Discovery
Critical thinking
-problem solving
experimentation
Lesson
2
Non-linear
motion
 Describe and explain motion
due to a uniform velocity in
one direction and a uniform
perpendicular acceleration
 Solve equations using
equations of projectile
motion.
Pac vol 1 page
68
Class discussion lead by
volunteer on projectile motion.
projectile eqtns
areas.
Discussion
Experimentation
Problem solving
Critical thinking
Lesson
3
Exercise:
projectile motion
 Manipulate numerical data on
kinematics
 Demonstrate knowledge with
understanding in relation to
linear and non-linear motion
facts and definitions
Nov 2004
paper 3 no 1.
Learners write exercise in class
as Facilitator monitors exercise.
Inclass revision of qstns and
Facilitator clarifies on grey
areas.
Explaining
Describing
Demonstrating
Lesson
4
Practical:
measurement of
acceleration due
to gravity (g)
 Follow a detailed
set/sequence of instructions
and use techniques, apparatus
and materials safely and
effectively.
 Make observations with due
regard to precision and
accuracy.
 Evaluate and interpret
experimental data.
Expntal
physics for A’
level page 34
Facilitator demonstrates on set-
up of apparatus and their uses.
Learners carry out expt
following instructions.
Discussion
Experimentation
Problem solving
Critical thinking

Week
ending
TOPIC/CONTE
NT
AIM
OBJECTIVES By the end of the lesson
learners should be able to:
Resources/
Media/
References.
Teaching/Learning
Activities/Methods
Competences,
Knowledge, Skills
and Attitudes
Lesson Dynamics School based
syllabi page 1
National page 5-
7
Discovery
Critical thinking
-problem solving
experimentation
Newton’s
laws of
motion Linear
momentum
 State each of Newton’s laws of
motion.
 Show that mass is a property of a
body that resists motion.
 Describe the concept of weight as
the effect of a gravitational field on
a mass.Define linear momentum as
a product of mass and linear
velocity.
 Define force as a rate of change of
momentum and hence derive the
expression F = ma.
 Solve problems using F = ma and
appreciate that force and
Pac vol 1 pages
234-8
Class discussion on linear
momentum definitions and
facts.
areas.
F = ma
Discussion
Experimentation
Problem solving
Critical thinking
Lesson
2
Conservation
of linear
momentum
 State the principle of conservation
of momentum.
 Use the principle of conservation of
momentum on simple applications
including elastic and inelastic
collisions
 Recognize a perfectly elastic
collision.
Pac vol 1 pages
240-2
Facilitator exposition on
conservation of momentum.
Volunteer presentation: types
of collisions.
Class discussion on
applications
Explaining
Describing
Demonstrating
Lesson
3
Exercise:
linear
momentum
• State each Newton’s laws of
motion.
• Manipulate numerical data on
linear momentum.
• Demonstrate knowledge with
Nov 2010 paper
2 no
2.
Exercise: linear momentum
Facilitator clinically monitors
session.
Inclass revision of qstns.
areas.
Discussion
Experimentation
Problem solving

linear momentum facts and
definitions.
Lesson
4
Impulse Learners should be able to:Define impulse
as change in momentum.
• Explain the significance of area
under force – time graph.
• State and describe applications
of Newton’s of laws of motion
and conservation of linear
momentum.
impulse.
Class discussion on
applications of Newton’s laws
of motion and linear
momentum.
Discovery
Critical thinking
-problem solving
experimentation
Test :
Dynamics
• Manipulate numerical data on
linear momentum.
• Demonstrate knowledge and
Newton’s laws of motion and
concepts of linear motion
• Show deductive reasoning and
synthesis skills.
Nov 2009 paper
5
Learners write test in 1hr 10
min under Facilitator’s
supervision.In-class revision of
test lead by volunteer.
Critical thinking
-problem solving
Week
ending
TOPIC/CONT
ENT
AIM/OBJECTIVES to instill in learners
the concepts of forces and appreciate
everyday applications of forces
Resources/
Media/
References.
Teaching/Learning
Activities/Methods
Competence
s,
Knowledge,

07/03/20 ASSUMED KNWLEDGE::learners know
what a force is
Skills and
Attitudes
Forces School syllabi
page 2
National syllabi
page 7
Discussion
Exposition
groupwork
Discovery
Critical
thinking
-problem
solving
Experimenta
tion
Lessons 1 Types of
forces
Archimedes
principle
Frictional
force.
Coefficient of
friction
• Describe the forces on mass
and change in gravitational
and electric fields as
appropriate.
• State the origin of up thrust
acting on a body in a fluid.
• Calculate up thrust in terms
of the weight of fluid
displaced.Describe friction as
a force which oppose motion.
• Determine the coefficient of
friction of a slope.
Bostock A’ level
mathematics
page 78
Class discussion on effects of
friction on motion
coefficient of friction
Discussion
Experimenta
tion
Problem
solving
Critical
thinking
Lesson 2 Viscosity
Practical
 Use Stoke’s law to explain
quantitatively how a body falling
through a viscous fluid under lamina
conditions attains terminal velocity.
 Describe an experiment, based on
the measurement of terminal
velocity to determine the viscosity of
a fluid. 2013 paper 4 no. 2
Experiment: determining viscosity
of water.
Pac vol 1 page
456
Stoke’s law.
Class discussion on how a
body attains terminal velocity.
Explaining
Describing
Demonstrati
ng
Equilibrium
of forces.
Centre of
gravity.
 Use a vector triangle to represent
forces in equilibrium.
 Show an understanding that the
weight of a body may be taken as a
force acting at a single point known
as a centre of gravity.
Phy keypnts
pages 68-72
vector triangles.
Presentation: centre of
gravity.
Discussion
Experimenta
tion
Problem
solving

Critical
thinking
Lesson 3 Turning
effects of
forces
 Describe a couple as a pair of
forces tending to produce
rotation only.
 Define and use the moment of a
force and the torque of a couple.
 Show an understanding that,
when there is no resultant force
and no torque, a system is in
equilibrium.
 Apply the principle of moments
 Describe everyday applications of
Pac vol 1 page
465-75, R.
Mnchster page
678, beam
balance,
masses, force
meter
Facilitator demonstration on
rotational effects of forces.
Class discussion on effects of a
couple monitored by
Facilitator.
Facilitator exposition on state
of equilibrium.
Examples/Calculations:
Applications of principle of
moments and forces at
equilibrium.
Discovery
Critical
thinking
-problem
solving
Experimenta
tion
Lesson 4 Exercise:
forces
 Define and use terms used in
concepts
 Manipulate numerical data.
 Evaluate and synthesis
information on novel situations in
relation to moments.
Nov 2010 paper
2 no. 2, paper 3
no. 4
Exercise done individually as
Facilitator monitors.
Inclass revision of the qstns
followed by Facilitator
exposition on grey areas.
Critical
thinking
-problem
solving

Week
ending
14/03/20
TOPIC/CONT
ENT
AIM/OBJECTIVES to instill in learners
the concepts of forces and appreciate
everyday applications of forces
Resources/
Media/
References.
Teaching/Learning
Activities/Methods
Competence
s,
Knowledge,
Skills and
Attitudes
ASSUMED KNWLEDGE::learners know
what a force is
Forces School syllabi
page 2
National syllabi
page 7
Discussion
Exposition
groupwork
Discovery
Critical
thinking
-problem
solving
Experimenta
tion
Lessons 1 Types of
forces
Archimedes
principle
Frictional
force.
Coefficient of
friction
• Describe the forces on mass
and change in gravitational
and electric fields as
appropriate.
• State the origin of up thrust
acting on a body in a fluid.
• Calculate up thrust in terms
of the weight of fluid
displaced.Describe friction as
a force which oppose motion.
• Determine the coefficient of
friction of a slope.
Bostock A’ level
mathematics
page 78
Class discussion on effects of
friction on motion
coefficient of friction
Discussion
Experimenta
tion
Problem
solving
Critical
thinking
Lesson 2 Viscosity
Practical
 Use Stoke’s law to explain
quantitatively how a body falling
through a viscous fluid under lamina
conditions attains terminal velocity.
 Describe an experiment, based on
the measurement of terminal
velocity to determine the viscosity of
a fluid. 2013 paper 4 no. 2
Experiment: determining viscosity
of water.
Pac vol 1 page
456
Stoke’s law.
Class discussion on how a
body attains terminal velocity.
Explaining
Describing
Demonstrati
ng

Equilibrium
of forces.
Centre of
gravity.
 Use a vector triangle to represent
 Show an understanding that the
weight of a body may be taken as a
force acting at a single point known
as a centre of gravity.
Phy keypnts
pages 68-72
vector triangles.
Presentation: centre of
gravity.
Discussion
Experimenta
tion
Problem
solving
Critical
thinking
Lesson 3 Turning
effects of
forces
 Describe a couple as a pair of
forces tending to produce
rotation only.
 Define and use the moment of a
force and the torque of a couple.
 Show an understanding that,
when there is no resultant force
and no torque, a system is in
equilibrium.
 Apply the principle of moments
 Describe everyday applications of
Pac vol 1 page
465-75, R.
Mnchster page
678, beam
balance,
masses, force
meter
Facilitator demonstration on
rotational effects of forces.
Class discussion on effects of a
couple monitored by
Facilitator.
Facilitator exposition on state
of equilibrium.
Examples/Calculations:
Applications of principle of
moments and forces at
equilibrium.
Discovery
Critical
thinking
-problem
solving
Experimenta
tion
Lesson 4 Exercise:
forces
 Define and use terms used in
concepts
 Manipulate numerical data.
 Evaluate and synthesis
information on novel situations in
relation to moments.
Nov 2010 paper
2 no. 2, paper 3
no. 4
Exercise done individually as
Facilitator monitors.
Inclass revision of the qstns
followed by Facilitator
exposition on grey areas.
Critical
thinking
-problem
solving

Week
ending
21/03/20
TOPIC/CONTE
NT
Aim . to let learners appreciate the
concept of work and solve work
related problems
Resources/
Media/
References.
Teaching/Learning
Activities/Methods
Competence
s,
Knowledge,
Skills and
Attitudes
Assumed knowledge learners know
the forms of energy and the concept of
workdone
By the end of the lesson learners
should be able to:
Work, Energy
and Power.
School syllabi
page 2
National syllabi
page 9-10
Group discussion:
Exposition
Experimentation
Class discusion
Discovery
Critical
thinking
-problem
solving
experimenta
tion
Lesson 1 Energy
conversion and
conservation.
work
Kinetic energy
(Ek)
Potential
energy (Ep)
 Cite examples of forms of
energy, its conversion and
conservation, and apply the
principle of energy
conservation.
 Define work as the product of
force and displacement.
 Calculate work done and use p-
V graphs for a gas.Define
kinetic energy as energy
possessed by a body by virtue
of its motion.
 Derive from the equations of
motion and work done that Ek =
½ mv2
 Recall and use the formula for
kinetic energy.
 Define Ep as energy possessed
by a body by virtue of its
position in the earth’s
gravitational field.

Pac vol 1. page
345R. Mnchster
page 234-6.
Trolley, smooth
run way. Force
meter,
stopwatch
Facilitator exposition: kinetic
energy.
Class discussion: derivation for
kinetic energy expression.
Examples / calculations lead
by volunteer.
Facilitator exposition:
potential energy
Group discussion: forms of
potential energy.
Class discussion: derivation of
defining equation of potential
energy.
Examples/calculations lead by
volunteer.
Discussion
Experimenta
tion
Problem
solving
Critical
thinking

Lesson 2 Internal energy  Distinguish the three forms of
Ep. Show an understanding
of the relationship between
force and Ep in a uniform field.
 Derive the defining equation
for Ep
 Recall and use the equation for
Ep near the earth’s
surfaceShow an understanding
of the concept of internal
energy
 Explain the energy losses in
practical situations and use the
concept of efficiency.
 Use the kilowatt as a unit of
energy and calculate energy
costs based on it.
Pac vol 1 pages
233-7
Facilitator exposition: internal
energy.
Group discussions: energy
losses.
Class discussion: the kilowatt
hour.
Explaining
Describing
Demonstrati
ng
Lesson 3  power  relate power to work done and
time taken using appropriate
examples
 Derive and use power as the
product of force and velocity.
 Describe and explain everyday
examples of energy
conversions.
Phy keypnts
page 567
Presentation: power and its
defining equations.
Discussion
Experimenta
tion
Problem
solving
Critical
thinking
Lesson 4 Test: forces,
work, energy
and power
 Demonstrate knowledge and
facts, terminology and
definitions
 Manipulate numerical and
graphical data.
Nov 2009 paper
3 no. 3
Test: forces, work, energy and
power.
Inclass revision of questions
led by volunteer.
areas.
Discovery
Critical
thinking
-problem
solving

Week
ending
28/03/20
TOPIC/CONTE
NT
Aim . to let learners appreciate the
concept of work and solve work
related problems
Resources/
Media/
References.
Teaching/Learning
Activities/Methods
Competences,
Knowledge,
Skills and
Attitudes
Assumed knowledge learners know
the forms of energy and the concept of
workdone
By the end of the lesson learners
should be able to:
Work, Energy
and Power.
School syllabi
page 2
National syllabi
page 9-10
Group discussion:
Exposition
Experimentation
Class discusion
Discovery
Critical
thinking
-problem
solving
Experimentati
on
Lesson 1 Energy
conversion and
conservation.
work
Kinetic energy
(Ek)
Potential
energy (Ep)
 Cite examples of forms of
energy, its conversion and
conservation, and apply the
principle of energy
conservation.
 Define work as the product of
force and displacement.
 Calculate work done and use p-
V graphs for a gas.Define
kinetic energy as energy
possessed by a body by virtue
of its motion.
 Derive from the equations of
motion and work done that Ek =
½ mv2
 Recall and use the formula for
kinetic energy.
 Define Ep as energy possessed
by a body by virtue of its
position in the earth’s
gravitational field.

Pac vol 1. page
345R. Mnchster
page 234-6.
Trolley, smooth
run way. Force
meter,
stopwatch
Facilitator exposition: kinetic
energy.
Class discussion: derivation for
kinetic energy expression.
Examples / calculations lead
by volunteer.
Facilitator exposition:
potential energy
Group discussion: forms of
potential energy.
Class discussion: derivation of
defining equation of potential
energy.
Examples/calculations lead by
volunteer.
Discussion
Experimentati
on
Problem
solving
Critical
thinking

Lesson 2 Internal energy  Distinguish the three forms of
Ep. Show an understanding
of the relationship between
force and Ep in a uniform field.
 Derive the defining equation
for Ep
 Recall and use the equation for
Ep near the earth’s
surfaceShow an understanding
of the concept of internal
energy
 Explain the energy losses in
practical situations and use the
concept of efficiency.
 Use the kilowatt as a unit of
energy and calculate energy
costs based on it.
Pac vol 1 pages
233-7
Facilitator exposition: internal
energy.
Group discussions: energy
losses.
Class discussion: the kilowatt
hour.
Explaining
Describing
Demonstrating
Lesson 3  power  relate power to work done and
time taken using appropriate
examples
 Derive and use power as the
product of force and velocity.
 Describe and explain everyday
examples of energy
conversions.
Phy keypnts
page 567
Presentation: power and its
defining equations.
Discussion
Experimentati
on
Problem
solving
Critical
thinking
Lesson 4 Test: forces,
work, energy
and power
 Demonstrate knowledge and
facts, terminology and
definitions
 Manipulate numerical and
graphical data.
Nov 2009 paper
3 no. 3
Test: forces, work, energy and
power.
Inclass revision of questions
led by volunteer.
areas.
Discovery
Critical
thinking
-problem
solving

Week
ending
04/04/20
TOPIC/CONTENT AIM; to let learners appreciate the
concept of centripetal acceleration
and forces
Resources/
Media/
References.
Teaching/Learning
Activities/Methods
Competences,
Knowledge,
Skills and
Attitudes
Assumed knowledge : learners
know the concept of circular
motion from O level
Motion in circle
School syllabi
page 3
National syllabi
page10
Explaining
Describing
Demonstrating
Discovery
Critical
thinking
-problem
solving
experimentati
on
Lesson 1 Kinematics of
circular motion
 Express angular
displacement in radians.
 Show an understanding of
the concept of angular
velocity.
 Derive and use v = rω.
Pendulum bob,
inextensible
string, pac vol 1
page 123, Nlkon&
Prker page 165
Facilitator introduces
concepts: angular
displacement and velocity.
Group work: derive v = rω
using definitions of angular
displacement and velocity
areas.
Discovery
Critical
thinking
-problem
solving
experimentati
on
Lesson 2  Centripeta
l
accelerati
on.
 Show an understanding of
centripetal acceleration in
the case of uniform motion
in a circle.
 Recall and use the defining
equation of centripetal
acceleration, a= v2
/r or a =
rω2
Pac vol 1
page123-24.
concept: centripetal
acceleration in circular
motion.
Examples; calculations using
acceleration lead by
volunteer.
Discussion
Experimentati
on
Problem
solving
Critical
thinking
Lesson 3  Centripeta
l
accelerati
on.
 Applicatio
ns of
circular
motion.
 Recall and use defining
force, F = mv2
/r or F =
mrω2
 Describe and explain
examples of motion in a
circle and their
applications.
Pac vol 1 page
125,
concept: centripetal force.
equation of centripetal force
lead by volunteer.
Explaining
Describing
Demonstrating

Lesson 4 Exercise: circular
motion.
 Recall and use terms and
relations in relation to
circular motion.
 Manipulate any data.
 Deduce from novel
situations and present a
reasoned explanation to
phenomenon
 Describe situations of
circular motion.
Nov 2006 paper 2
no. 6 (a)-(d)
Exercise: circular motion.
In class revision of qstns lead
by volunteer.
areas.
Discussion
Experimentati
on
Problem
solving
Critical
thinking
Discovery
Critical
thinking
-problem
solving

L6_term_1_scheme_by_gwirazfinallll[1]kkkkk.docx

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