educational setup

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PHYSICS SYLLABUS GUIDE
NCQF LEVEL 4

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Table of Contents
ACKNOWLEDGEMENTS .......................................................................................................................................................................................................... 3
INTRODUCTION.......................................................................................................................................................................................................................... 3
RATIONALE ................................................................................................................................................................................................................................. 4
MODULE PHYSL 1: APPLY PRINCIPLES OF MEASUREMENTS AND SCIENTIFIC PROCESSES......................................................................... 5
LEARNING OUTCOME PHYSL 1.4: Perform accurate measurement of different physical quantities ................................................................................... 5
MODULE PHYSL 2: EXPLORE PRINCIPLES OF MECHANICS ............................................................................................................................................ 8
LEARNING OUTCOME PHYSL 2. 2: Demonstrate understanding of motion......................................................................................................................... 8
MODULE PHYSL 4: EXPLORE MAGNETISM, ELECTRICITY AND ELECTRONICS............................................................................................... 11
LEARNING OUTCOME PHYSL 4.1: Apply concepts of magnetism..................................................................................................................................... 11
LEARNING OUTCOME PHYSL 4.3: Investigate applications of electromagnetic effects..................................................................................................... 14
LEARNING OUTCOME: PHYSL 4.4: Demonstrate understanding of basic Electronics ....................................................................................................... 18
MODULE PHYSL 5: INVESTIGATING CONTEMPORARY EFFECTS OF SCIENTIFIC EXPLORATIONS, ATOMIC AND NUCLEAR
PHYSICS ...................................................................................................................................................................................................................................... 22
LEARNING OUTCOME: PHYSL 5.1: Explore the concepts of radioactivity......................................................................................................................... 22
LEARNING OUTCOME PHYSL 5.2: Demonstrate understanding of Space Science............................................................................................................. 24
GLOSARRY OF TERMS........................................................................................................................................................................................................... 27
REFERENCES............................................................................................................................................................................................................................. 29

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ACKNOWLEDGEMENTS
The Physics syllabus guide is a product of the consolidated contributions from the subject officer and other specialists in the field of Physics.
This one in particular is a product of efforts from the teaching fraternity, the training institutions, Universities and the Physics education officers’
cadre. Other interested parties have contributed by way of part editing and or submitting information to address omissions, offering corrections
in situations of misrepresentations or making worthy suggestions to the layout and presentation. However, little or huge as the contributions
might have looked, they have all crystallised as key determinants of the structure and quality of the document.
Its main initiator sponsor and custodian is the Ministry of Basic Education. Finally, the Department of Curriculum Development and Evaluation,
and by extension the Ministry of Basic Education heartily thanks one and all for the valuable contributions they rendered.
INTRODUCTION
This Syllabus Guide has been designed to supplement the implementation of the outcome based Physics syllabus. The guide provides guidance
to the users on the translation of the expected outcomes to tasks and/or processes that will result in the effective and efficient delivery of quality
education for the targeted cohort. It seeks to give the users direction and an understanding of the syllabus contents for effective delivery of
instructional activities. Furthermore, it seeks to enable the facilitators to stimulate exciting, relevant and purposeful outcome based teaching and
learning tasks.
The Physics syllabus has been packaged in modules. The content for each module has been provided as well as suggested facilitation, learning
and assessment tasks to be carried out to achieve the Learning Outcomes (LOs) through Performance Criteria (PCs) in the syllabus. The outcome
based approach requires consideration of assessment early in planning of tasks. The guide emphasises learner-centred learning and thus, the
learning and assessment tasks provided have been premised on this approach. The learning and assessment tasks are meant to determine the

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extent to which learners acquire desired knowledge, skills, attitudes and competencies and/or the 21st century skills. However, it should be noted
that not all LOs and their PCs have been covered to allow for further innovation and creativity by the facilitator.
The guide encourages users to infuse and integrate contemporary as well as emerging issues such as: Health and Safety, Environmental
Education and Information and Communication Technology. A glossary of key terms used in the syllabus is also provided in this guide.
Furthermore, the guide provides resources to be used to support facilitation and learning tasks.
It must however be emphasised that this guide is not prescriptive and therefore, facilitators are encouraged to respond with flexibility and design
learning and assessment tasks taking into account the learner’s characteristics, abilities, needs, interests and contexts. This guide must be used in
conjunction with the Physics syllabus as it is meant to guide the implementation of the syllabus.
RATIONALE
The outcome based approach is a new education reform geared towards facilitating achievement of a knowledge based economy characterised
by the use of knowledge, skills, innovation, creativity and technology as envisaged by the Botswana National Vision 2036. The new Physics
syllabus which was developed as part of the reform is being accompanied by this syllabus guide.
The guide intends to provide direction, suggestions and an understanding of the outcome based syllabus contents for effective delivery of
instructional tasks. It supplements and promotes a shift from content-based, lecture-centred, transmission teaching and learning to an outcome
based, learner-centred, activity or task-based approach. Its emphasis is on the strategies that could be applied for the learners’ acquisition of
desired knowledge, skills, attitudes and competencies and/or the 21st century skills. Furthermore, the guide intends to add value and insight in
the implementation of the Physics syllabus.

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MODULE PHYSL 1: APPLY PRINCIPLES OF MEASUREMENTS AND SCIENTIFIC PROCESSES
LEARNING OUTCOME PHYSL 1.4: Perform accurate measurement of different physical quantities
Performance Criteria
1.4.2 : Use appropriate instruments to measure common physical quantities
CONTENT FOCUS
 Length
RESOURCES:
Strings, stones, measuring tape, meter rule, Vernier callipers,
micrometre screw gauge
SUGGESTED LEARNING TASKS
As a pre-task activity, learners must research about the different length measuring instruments they have seen or heard about
Session 1 (60 minutes)
Teacher directs class discussion around the topic of length.
1. List any length measuring instrument that you have seen or heard about
2. Discuss/Assess the effectiveness of different instruments in different applications e.g. field/masimo, poles, pencil, laboratory, etc.
3. Compare the home instruments to the ones in the laboratory

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4. Discuss advantages and disadvantages of both home and laboratory instruments
Session 2 (40 minutes)
Work in groups to determine the most appropriate instrument for a given situation(s)
1. State the situation(s)
2. Produce a list of instruments that can be used in the situation(s).
3. Pick the most appropriate instruments for the situations and apply them.
As learners interact with learning materials, facilitators move around to assist them.
Lesson materials have to be availed to learners prior to the beginning of the lesson.
SUGGESTED ASSESSMENT
Learners are presented with situations e.g. (diameter of a pin, lengths of the classroom, dimensions of a prism, etc.)
(i) Practical work
Instructions to Learners
(i) You are provided with a situation (s)
(ii) As a group brainstorm and come up with a list of not more than four (4) measuring instruments that can be used in the given situations
(iii) Pick the most appropriate and use it in determining the measurements
(iv) Make a table and record all the measurements
(v) Submit your work to the facilitator/teacher.

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(ii) Test
(i) Test items will be based on the PCs included at the beginning of the task sheet.
(ii) Reasonable time allocated for the test (30 minutes)
(iii) End of module tests will be standardised in schools and internal moderation conducted.

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MODULE PHYSL 2: EXPLORE PRINCIPLES OF MECHANICS
LEARNING OUTCOME PHYSL 2. 2: Demonstrate understanding of motion
Performance Criteria
2.2.7 Define acceleration due to gravity
2.2.8 Apply equations of uniformly accelerated motion to solve simple problems of free falling bodies.
2.2.9 Carry out an experiment to verify the value of g (acceleration due to gravity)
CONTENT FOCUS
 Definition of acceleration due to gravity
 Application of equations of motion to solve problems of free falling
bodies
RESOURCES
 Photogates
 Electronic timers
 Metre rules
 Metal balls
 Multi-flash Photography equipment
 Computers
 Video players
 Internet
SUGGESTED LEARNING TASKS
Session 1 (80 minutes)
 Teacher facilitates a class discussion on the concepts of gravity and free-falling motion.

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 Teacher demonstrates free-falling motion experimentally, for example, using Multiflash Photography. Example Experiment:
https://spark.iop.org/collections/acceleration-due-gravity#multiflash-photographs-free-fall
 Teacher leads learners to deduce and define the concept of acceleration of free-falling motion, acceleration due to gravity (g)
 Learners work independently to solve teacher given problems on free-falling motion using equations of motion (Use g=10 m/s^2)
Session 2 (120 minutes)
 Teacher provides learners with a structured experimental procedure to determine the value of acceleration due to gravity using photo-gates
 Teacher demonstrates the use of the experimental equipment where necessary. Alternatively play ready-made video demonstrating the
experiment. Example Video: https://youtu.be/dAxR7eGXGiQ
 Learners work independently to perform the experiment to determine the value of gravitational acceleration
SUGGESTED ASSESSMENT
 A short test is administered covering all PCs.
 Practical test on determination of value of gravitational acceleration, g.
Test
i. Test items will be based on the PCs included at the beginning of the task sheet.
ii. Reasonable time allocated for the test. (60 minutes)
iii. Reliability to be ensured.
iv. Authenticity of the learner’s work must be ensured.
v. End of module tests will be standardised in schools and internal moderation conducted.

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Practical test
 Practical type will depend on the relevant apparatus available
 Examples of types of practical can be found in various online Physics learning sites like those suggested in the Learning Activities
section

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MODULE PHYSL 4: EXPLORE MAGNETISM, ELECTRICITY AND ELECTRONICS
LEARNING OUTCOME PHYSL 4.1: Apply concepts of magnetism
Performance Criteria
4.1.1 Explain the concept of magnetization
4.1.2 Explain the concept of magnetic saturation
4.1.5 Explain the stroking and electrical methods of magnetization
4.1.6 Make a magnet using stroking and electrical methods
4.1.7 Investigate factors affecting the strength of an electromagnet
CONTENT FOCUS
 The concept of a dipole or atomic spin
 Difference between a magnetic and a non-magnetic material
 Arrangements/alignment of dipoles/atomic spins in a magnet
 Strength of the magnet increases with potential difference
across the iron core and number of turns in a coil around the
iron core.
RESOURCES
 Coil of wire
 Iron core
 Magnetic flux density meter
 Variable resistor
 Adjustable voltage source

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 Ammeter
 Printed worksheets
 Textbooks
SUGGESTED LEARNING TASKS
Session 1 (80 minutes)
 Learners work independently to acquire basic knowledge about magnetization and different methods thereof
 The teacher facilitates discussions on the different methods of magnetization
 The discussion zooms into electrical method of magnetization
Session 2 (80 minutes)
Leaners work in small groups of 3/4 to:
 Connect a circuit to make an electromagnet
 Connect a magnetic flux density meter to measure magnetic flux density of the electromagnet
 Vary the voltage across the coiled iron core and measure and record both the current across the iron core and the magnetic flux density
 Continue with this procedure until there is no more change in the magnetic flux density
 Plot a graph of magnetic flux density against potential difference
 Make a conclusion on the relationship between magnetic flux density and current based on your observation
NOTE: Although students are expected to work together during the experiment, each student is expected to record the results obtained, plot
a graph and make a conclusion based on the graph of their own.

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SUGGESTED ASSESSMENT
Learners investigate factors affecting the strength of an electromagnet experimentally
Findings will be presented in this form; a table for data collection and a graph for data analysis
INSTRUCTIONS TO LEARNERS
a) You are provided with the following
 Connecting wire
 Iron core
 Steel pins
 Variable voltage source
 Switch
b) Your task is to investigate how the current and the number of turns around the iron core affects the strength of an electromagnet
c) Start by making ten (10) turns around the iron core using the connecting wire.
d) Connect a variable voltage source.
e) Connect a switch to complete the circuit
f) Switch on the circuit and bring it close to the steel pins.
g) Count the number of steel pins attracted to the iron and record it and the number of turns
h) Increase the number of turns by ten (10) and repeat steps f) and g).
i) Draw a graph of Number of steel pins attracted against number of turns
j) Draw a conclusion based on your observation (graph)

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k) Submit your work for marking to the teacher.
TEST
a) Test items will be based on the PCs included at the beginning of the task sheet.
b) Reasonable time will be allocated for the test.
c) Reliability to be ensured.
d) Authenticity of the learners’ work must be ensured.
e) End of module test will be standardized in schools and internal moderation conducted.
LEARNING OUTCOME PHYSL 4.3: Investigate applications of electromagnetic effects
Performance Criteria
4.3.1 Demonstrate that a changing magnetic field on a conductor can induce an e.m.f.
4.3.2 Investigate the factors affecting the magnitude of an induced e.m.f.
CONTENT FOCUS
Faraday’s law of electromagnetic induction
Factors affecting the magnitude of induced e.m.f.
a) The concept of electromagnetic induction
RESOURCES
 Connecting wires
 Two iron cores
 Variable resistor

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b) Number of turns in the coil
c) Strength of the magnet
d) Speed/rate of cutting magnetic field lines
 Coils will different number of turns
 Galvanometer
 A bar magnet
SUGGESTED LEARNING ACTIVITIES
Session 1 (80 minutes)
 Learners work independently to acquire basic knowledge about electromagnetic induction
 The teacher facilitates discussions on the relationship between electricity and magnetism
Session 2 (160 minutes)
Leaners work in small groups of 3-4 to:
 Connect a circuit as shown above

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 Vary the speed of movement of the magnet and observe what happens to magnitude of deflection on the galvanometer
 Draw a conclusion on the relationship between the speed of the movement of the magnet and the degree/magnitude of deflection hence
the amount of e.m.f. induced.
 Replace the coil in the circuit with another one with more number of turns at intervals and observe what happens to the magnitude of
deflection on the galvanometer
 Make a conclusion on the relationship between induced e.m.f. and the number of turns in the coil
 Place an iron core inside the coil.
 Replace the bar magnet with an electromagnet with a variable resistor
 Vary the current flowing through the coil of the electromagnet using the variable resistor.
 Observe what happens to the magnitude of deflection on the galvanometer as the current is varied.
 Draw a conclusion on the relationship between the strength of the magnet and the induced e.m.f.
NOTE: Although students are expected to work together during the experiment, each student is expected to record the results obtained and make
a conclusions on their own.
SUGGESTED ASSESSMENT
Learners investigate factors affecting the amount of induced current experimentally
Findings will be presented in a form a table for data collection and a graph for data analysis
INSTRUCTIONS TO LEARNERS
a) You are provided with the following equipment
i) A permanent magnet
ii) A number of Coils with different number of turns

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iii) Iron core
iv) Connecting wires
v) Calibrated Galvanometer
b) Your task is to investigate how the number of turns in a coil affects the magnitude of e.m.f. induced when the bar magnet is pushed
towards a coil with an iron core.
c) Place the iron core inside the coil with the lowest number of turns.
d) Connect the coil to a galvanometer using the connecting wires
e) Push the bar magnet towards the coil and observe what happens on the galvanometer
f) Record the degree of deflection on the galvanometer on a table
g) Repeat steps c) to f) using coils with increasing number of turns
h) Draw a graph of degree of deflection against number of turns
i) Draw a conclusion based on your observation (graph)
j) Submit your work for marking to the teacher
TEST
a) Test items will be based on the PCs included at the beginning of the task sheet
b) Reasonable time will be allocated for the test
c) Reliability to be ensured
d) Authenticity of the learners’ work must be ensured
e) End of module test will be standardized in schools and internal moderation conducted

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LEARNING OUTCOME: PHYSL 4.4: Demonstrate understanding of basic Electronics
Performance Criteria
4.4.5 Describe the action of a bipolar transistor in an electrical circuit
4.4.6 Use a bipolar transistor as an electrically operated switch and an amplifier
CONTENT FOCUS
 How a transistor works
 Bipolar Junction Transistors (BJT), PNP and NPN
Transistors operations
 Cut-off and saturated transistors
 Using a Transistor as a switch and amplifier
RESOURCES
 Connecting wires
 DC battery
 Bulb
 Solar cell/thermocouple/microphone
 Bipolar Junction Transistors
 Printed Circuit Board
SUGGESTED LEARNING ACTIVITIES
Session 1 (80 minutes)
 Learners work independently to acquire basic concept of a transistor
 The teacher plays a video for learners on transistors
 The teacher facilitates discussions on how a transistor is made how it works.
 Learners work in small groups of 3-4 to differentiate between PNP and NPN Transistors
 Learners make presentations to others during a plenary
 The teacher facilitates the plenary session

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Session 2 (80 minutes)
Leaners work in small groups of 3-4 to:
 Connect a circuit as shown above
 Describe how the circuit works
 Each group to be given more components and a number of circuits
 Groups to build circuits given with components provided and describe how they work.
 Make a conclusion on the relationship between the input current and the output current
 Groups to be given more circuits diagrams to determine if they will work or not and explain why.
 For those circuits which will not work, each group should propose modification(s) to them work
 Group reports to be submitted to the teacher with learners’ names on them

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NOTE: Although students are expected to work together during the experiment, each student is expected to record the results obtained and make
a conclusion on their own.
SUGGESTED ASSESSMENT
Learners connect various transistor circuits
INSTRUCTIONS TO LEARNERS
a) You are provided with the following equipment
 Connecting wires
 DC battery
 Bulbs
 Solar cell
 Thermocouples
 Microphone
 Bipolar Junction Transistors (Both PNP and NPN)
 Resistors
 Ammeters with different ranges
 Tuning fork

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 Switches
 Printed Circuit boards
 Heat source
b) Printed Circuit Board Your task is to connect the circuits given in the worksheet using the circuit components provided
c) Once the circuit is complete, switch it on and record the input and output current
d) Submit your work for marking to the teacher
TEST
e) Test items will be based on the PCs included at the beginning of the task sheet
f) Reasonable time will be allocated for the test
g) Reliability to be ensured
h) Authenticity of the learners’ work must be ensured
i) End of module test will be standardized in schools and internal moderation conducted

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MODULE PHYSL 5: INVESTIGATING CONTEMPORARY EFFECTS OF SCIENTIFIC EXPLORATIONS, ATOMIC AND
NUCLEAR PHYSICS
LEARNING OUTCOME: PHYSL 5.1: Explore the concepts of radioactivity
Performance Criteria
5.1.1 Relate the stability of an atom with its isotopic nature
CONTENT FOCUS
 Radioactivity
 Nuclear reactions
RESOURCES
 GM tube
 CRO
 Radioactive Isotopes
SUGGESTED LEARNING ACTIVITIES
Session 1 (40 minutes)
Relate neutron-proton ratio and atomic mass to stability/instability. (Stable nucleus≤ 20≤ protons unstable)
 Learners work independently to acquire basic concept on atomic mass
 The teacher plays a video for learners on radioactive emission
 The teacher facilitates discussions on how an atomic stability is attained
Use GM tube to show that direct radiation releases more radioactive radiation than background radiation.
How GM tube operates to detect radioactive radiation including parts (cathode, anode, mica window) + ionisation of argon gas.

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NOTE: Although students are expected to work together during the experiment, each student is expected to record the results obtained and
make a conclusion on their own.
SUGGESTED ASSESSMENT
TEST
j) Test items will be based on the PCs included at the beginning of the task sheet
k) Reasonable time will be allocated for the test
l) Reliability to be ensured
m) Authenticity of the learners’ work must be ensured
n) End of module test will be standardized in schools and internal moderation conducted

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LEARNING OUTCOME PHYSL 5.2: Demonstrate understanding of Space Science
Performance Criteria
5.2.1 Describe the main features of the Solar System
5.2.2 Explain the effect of gravity on orbital motion of planets, comets, moons and artificial satellites
5.2.3 Describe the elliptical nature of planetary motion
CONTENT FOCUS
Components of the solar system (natural satellites) including
 The sun
 Rocky planets closer to the sun
 Gaseous planets further from the sun
 Moons, asteroids and comets
RESOURCES
 Planetary motion simulator apparatus
SUGGESTED LEARNING TASKS
Session 1 (80 minutes)
 Learners watch as a class a simulated planetary motion on video
 In groups of 4-5 Learners discuss what they saw on video and report to the class plenary
 The teacher facilitates rich and focussed discussions by moving around the groups quizzing and probing learners
 Artificial and natural satellites should make part of the discussion

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Components of the solar system (natural satellites) including
 The sun
 Rocky planets closer to the sun
 Gaseous planets further from the sun
 Moons, asteroids and comets
Model/diagram representation of elliptical nature of satellites orbit including:
 Tangential velocity
 Acceleration

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 Centripetal net force
SUGGESTED ASSESSMENT
INSTRUCTIONS TO LEARNERS
A satellite motion simulator apparatus is set up for the class
1. Watch the video and individually register anything interesting to you
2. Go to your groups and discuss your observations
3. Draw a conclusion based on your observation and compile a group report.
4. Submit your work for marking to the teacher
5. Report your conclusions to the rest of the class at the plenary.
TEST
 Test items will be based on the PCs included at the beginning of the task sheet
 Reasonable time will be allocated for the test
 Reliability to be ensured
 Authenticity of the learners’ work must be ensured
 End of module test will be standardized in schools and internal moderation conducted

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GLOSARRY OF TERMS
This glossary is intended to provide useful guidance, and is not meant to be exhaustive or definitive.
Module title
Name and Code aligned to subject name (code description: PHYSL – Physics Secondary Level)
Module purpose
This is what the module is designed to achieve or instill in the learner
Learning outcomes
Statements that describe significant and essential learning that learners achieve and can reliably demonstrate at the end of the learning program.
Performance criteria (assessment criteria)
Expresses what the learner must do wholly or partially in pursuit of the learning outcome (LO). It is measurable and can be assessed; aligned to
the LO
Range statement
It is a statement that defines limits and bounds for any performance criterion (PC). It spells out how much of the broad field has to be covered for
the given PC. It relates to competencies for achievement and also limits the scope for assessment; aligned to pc

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Content
It is the matter that a learner should interact with in the process of learning.
Facilitation & learning strategies
Ways or methods of helping learners understand and achieve the outcome
Assessment strategies
A wide variety of methods that the facilitator uses to evaluate, measure and document academic or learning progress, readiness, skill acquisition
or educational needs of learners
Evidence requirements
Structures, products, processes put in place to ensure, validate and assure that the learner has done, is competent and can demonstrate mastery or
non-mastery.

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REFERENCES
1. https://www.magnet-shop.com/lexikon
2. https://www.s-cool.co.uk/gcse/physics
3. https://www.electronics-tutorials.ws/transistors
4. https://www.electronics-tutorials.ws/electromagnetism/electromagnetic-induction.html
5. https://spark.iop.org/collections/acceleration-due-gravity#multiflash-photographs-free-fall
6. https://youtu.be/dAxR7eGXGiQ