MINISTRY OF EDUCATION AND VOCATIONAL TRAINING

SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS

MONTH
OBJECTIVES

PERIODS
WEEK
COMPETENCE

GENERAL

SUB-TOPIC
MAIN TOPIC

T/L MATERIAS

REFERENCES

ASSESSMENT
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING
By the end i) Lead students on i) Demonstrate picking up -Plastic pen Are the students
of Form Two By the end of the 1.0 1.1 demonstration of picking up tiny pieces of paper. -Ebonite rod able to explain the
course, Form Two of tiny pieces of papers by -Glass rod concept of
students course, students STATIC Concept plastic pens and other -Fur statistic
should have
should be ELECTRICIT of static materials. electricity?
develop
able to competence in Y electricit 2
understand applying and y.
concepts magnetism
and knowledge in 3 ii) Organize for read-review -Discuss the origin of Is the student able
principles of daily life. on origin of charges. charges. to explain the
 Electricity
J A N U A R Y

magnetism origin of charged?

and
electricity.

iii) Organize for discussion on iii) Students should Is the student able
charge movement when two identify two types of -Ebonite rod to identify two
bodies are rubbed each other. charges on a body. -Fur types of charges.
-Polytheme rod
-Glass rod.

iv) Demonstration of Pieces of Is the student

attraction and repulsion -Students to charge paper Physics able to state the
between the suspended rod bodies by different -plastic pen Book 2 fundamental
and other bodies. methods. -Glass rod law of static
TIE
Guide students to state -Ebonite rod electricity?
fundamental law of static -Polytheme
electricity. rod.

1
 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS

MONTH
OBJECTIVES

PERIODS
WEEK
COMPETENCE

GENERAL

SUB-TOPIC
MAIN TOPIC

T/L MATERIAS

REFERENCES

ASSESSMENT
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING
1.2 i) To describe the structure i) Students to draw and - Gold leafs Is the student able
3 Detectio 2 and function of gold leaf label gold leaf electroscope to describe the
n of electroscope. electroscope. - Diagram of g/l structure of the
charges electroscope leaf electroscope?

ii) Lead the discussion of the ii) charge the - Charged Physics Is the student able
modes of action of electrophorus by polythene base Book 2 to charge leaf
electroscope. induction using charged -Electrophorus TIE electroscope?
polythene base.

-Charge a gold leaf by

induction and contact
method using positively
charged electro phorus
1.3 i) Lead students to distinguish i)Students to identify - Copper Is the student
Conduct between Insulator and conductors and wire able to
ors and 2 Conductor Insulators by passing - Aluminium distinguish
4 Insulato ii)Lead the students to explain electric current - Glass rod between a
rs the difference between through them. - Ebonite conductor and
electrical conductivities of
rod insulator?
Conductors and Insulators.
- Wood
- Fur, Wax.

2
 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS

MONTH
OBJECTIVES

PERIODS
WEEK
COMPETENCE

GENERAL

SUB-TOPIC
MAIN TOPIC

T/L MATERIAS

REFERENCES

ASSESSMENT
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING
1.4 6 i) Lead the students to i) Students -Source of Physics Is the student
4 Capacit define the capacitance of a In groups to give the charge for ZNZ be able to
ors. body. meaning of -Copper sec -define
school
capacitance. electrodes. capacitance
Basic
i) Describe the i) Demonstrate charge -describe mode
1&2
Mode of action of and discharging of a of action of a
-
capacitor. capacitor. Principle capacitor
5 of -List different
ii) Lead students to identify
physics types of
difference types of
6th capacitors
capacitors.
FEBRUARY

Edition

Is the student
iii) Explain the construction ii) Carry out a project Air filled be able to
of air capacitor to construct an air capacitors. derive
capacitor. -Two or more equivalent
capacitors capacitors in
series and in
-Connecting
parallel.
wire

3
 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS

MONTH
OBJECTIVES

PERIODS
WEEK
COMPETENCE

GENERAL

SUB-TOPIC
MAIN TOPIC

T/L MATERIAS

REFERENCES

ASSESSMENT
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING
iv) To guide students to iii) Students to derive
determine the equivalent equivalent capacitance
capacitance of two or of two or more

‘’
more capacitors connected capacitors connected
1.5 in series
The andto
teacher in guide
parallel by in series and
Students in parallel.
to verify - Electrophor Is the student
6 Charge 2 students on experiment to experimentally that us be able to
distributio
demonstrate charges charges resides on - Spherical recognize on a
n along
the reside on outer surface of outer surface of a conductor conductor
surface of a conductor. conductor. - Pear shaped reside on its
a conductor. outer surface.
conductor
The teacher to lead Students to discuss in - Cylindrical
students to carry out an groups the result of and pear
4 experiment to find out the their observations. shaped
distribution of charges on conductor.
various shapes of
conductor.

6
COMPETENCE

WEEK

PERIODS
MONTH
OBJECTIVES
GENERAL

MAIN TOPIC

SUB-TOPIC

T/L MATERIAS

REFERENCES

ASSESSMENT
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING

4
 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS
.

To organize jigsaw presentation Students to participate in - Chart - Is the student

on the phenomena of lightning presentations on phenomena showing light. be able to
conductor. of lightning.
explain the
phenomenon of
Use questions and answers to Students to discuss in groups -Lightning lightning?
high light the structure and mode the structure and mode of conductor mode.
of action of lightning conductor. action of lightning conductor. - Copper rod - Is the student
- Copper plate be able to explain
- Copper wire the mode of
2.0 2.1 i) The teacher to lead the i) Students in groups to - Charged Physics - Is the student be
FEBRUARY

CURRENT Concept students to define current define current electricity. capacitor Book 2 able to identify
ELECTRICITY of current 3 electricity. TIE basic circuit
- Uncharged
Electricity
ii) Students to discuss in capacitor components.
ii) The teacher to lead groups the different - Dry cell - State the SI unit
students through question sources of electricity. s of current,
- Dynamo
and answer to identify the voltage and
- Solar panel
6 sources of electricity. resistance.
PERIODS
WEEK
COMPETENCE

MONTH
OBJECTIVES
GENERAL

MAIN TOPIC

SUB-TOPIC

T/L MATERIAS

REFERENCES

ASSESSMENT
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING

5
 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS
2.2 i)The Teacher to lead i) Students in groups - Battery
SIMPLE students to discuss to list down circuit - Cell
ELECTRIC 8 different circuit components. - Resistor
7 CIRCUIT components. - Switch
- Connecting
-
wire.
F
7
E
B ii)The teacher to guide ii) Students through - Ammeter
R 8 students to identify basic information searching - Volt meter
U electric symbol. is to identify basic - Circuit
A electric symbols. components
8 iii) To guide students to iii) Students to discuss
R - Reference
state the SI units of and present units of books
Y
current, voltage and current, voltage and
9
resistance. resistance.
PERIODS
WEEK
COMPETENCE

MONTH
OBJECTIVES
GENERAL

MAIN TOPIC

SUB-TOPIC

T/L MATERIAS

REFERENCES

ASSESSMENT
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING

6
 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS
Series iv) To give the guidelines iv) To connect circuit in - Bulb Is the student
and on how to connect series series and parallel - Bulb able to connect
parallel and parallel circuits holders simple electric
connecti
- Battery circuit?
ons.
v) To guide the students on v) In groups take - Switch
how to connect an reading of current and - Resistor Is the student
ammeter and voltmeter voltage. - Ammeter able to:-
- Voltmeter -Measure
- Connecting electric current
wires and voltage?
vi) Perform an experiment vi) To Verify Ohm’s
to Verify Ohm’s Law law -To analyse
vii) Through inquiry vii)To deduce - Circuit simple electric
deductive to guide equivalent resistance. diagrams. circuits.
Ohm’s students to deduce the
law equivalent resistance for viii)To deduce the
both parallel and series amount of current
connections. flowing in a given
circuit and voltage
drop across.
MONTH
OBJECTIVES

PERIODS
WEEK
COMPETENCE

GENERAL

SUB-TOPIC
MAIN TOPIC

T/L MATERIAS

REFERENCES

ASSESSMENT
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING

7
 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS
3.0 3.1 The teacher to assign Students in groups - Reference Is the student
By the end of Form Two course, students should be able understand concepts
COMPETENCE By the end of the Form Two course, students should have develop competence

9 Concept students library and or using gallery walk to books able to explain
MAGNETIS of internet search to find out discuss the origin of -Internet the origin of
on applying electricity and magnetic knowledge in daily life.

M magnetis the origin of magnetism. magnetism. magnetism.

m. 5 The teacher to display Students to identify - Magnets Comple Is the student
different types of magnetic magnetic and non - Iron rod te be able to
and non-magnetic magnetic materials. - Cobalt plate Junior identify
materials and organise for
- Neckel rod Physics magnetic and
and principle of Magnetism.

their testing on magnetic

- Copper rod non magnetic
behaviour.
- Piece of materials/substa
wood nces?
9

10
PERIODS
WEEK
MONTH
OBJECTIVES
GENERAL

MAIN TOPIC

SUB-TOPIC

T/L MATERIAS

REFERENCES

ASSESSMENT
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING

8
 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS
3.2 The teacher to display Students to identify the - U- shaped Is the student
Magneti various types of magnets types of magnets. magnets. able to identify
sation and direct students to - Bar magnet types of
name them. - Horse-shoe
and magnets?
demagn 5 magnet.
etisation The teacher to lead The students to - String Is the students
students to investigate the suspend a bar magnet - Support be able to tell
MARCH

10
properties of a magnet. to find its direction at - Iron filling the properties
rest. - Various types of a magnet?
of magnets.
Teacher assign students Students to present - Chart Is the student able
through library search to their findings. - Internet to explain the
explain the concept of - Bar magnet concept of
magnetisation and magnetization and
- Iron nails
demagnetisation. demagnetization?

11 – 12 M I D T E R M E X A M / M I D T E R M B R E A K
The teacher to assign Students in groups - Library
students to do library or discuss their finding on - internet
13
internet search on application of the
MARCH

applications of the earth’s earth’s magnetic field.

PERIODS
WEEK
COMPETENCE

MONTH
OBJECTIVES

magnetic field.
GENERAL

MAIN TOPIC

SUB-TOPIC

T/L MATERIALS

REFERENCES

ASSESSMENT
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING

3.3 4 - The teacher to stimulate -Students to identify ways Is the students

M 13 Magneti discussion on how a magnet in which a magnet lose its able to design
A c fields can lose its magnetisation. magnetism. methods of
R of storing
-Teacher to guide students to To explain the methods of
C magnet magnets?
mention methods of storing storing magnets.
H magnetism.
9
 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS
The teacher to lead Students to plot the - Bar magnet Is the student
students to perform an pattern of lines of - Iron filling table to illustrate
experiment to study the forces around a bar - Plain paper the magnetic lines
of forces around a
pattern of the lines of magnets. - Pencil
magnet using iron
force around a bar - Compass
fillings or compass
magnet. needle. needle?
-Students to
-The teacher , by using demonstrate that the
question and answer lines of force are closer
technique, to lead together where the
students to identify lines of field is stronger.
force. Students to explain the
concept of magnetic
fields.
MONTH
OBJECTIVES

PERIODS
WEEK
COMPETENCE

GENERAL

SUB-TOPIC
MAIN TOPIC

MATERIALS

REFERENCES

ASSESSMENT
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING

T/L
3.4 The teacher to lead Students in groups to - Compass
Earth’s students to explain the explain the needle Is the student be
magnetic existence of the earth’s phenomenon of earth’s - Thread able to
field Retort stand -Explain the
magnetic field. magnetism
- World globe existence of
The teacher to lead Students to suspend bar - Bar earth’s magnetism
magnetic freely to -Determine the
students to determine the magnetic
determine the direction direction of earths
direction of the earth’s - Iron fillings
of the earth’s magnetic magnetic field.
magnetic field.
field.

10
 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS
The teacher to assist Students to use iron - Compass -Locate the lines
students to locate the filling to locate the needle of a force about a
earth’s magnetic lines of earth’s magnetic lines - Protector magnet.
force about a bar magnet. of force about a bar - Scale
magnet. - support
To guide students to Students to measure -
determine the angle of the angle made by the
declanation and settled needed with
inclination. respect to the
horizontal plane.
MONTH
OBJECTIVES

PERIODS
WEEK
COMPETENCE

GENERAL

SUB-TOPIC
MAIN TOPIC

T/L MATERIAS

REFERENCES

ASSESSMENT
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING

5 Demonstration how to Demonstrate - Soft irony Principle

13 shied a magnetic material practically how to magnet. of
from magnetic line of shield a magnetic Physics
force. material from magnetic
& lines of force.

-Discuss the
importance shielding
14 equipment.

11
 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS
4.0 4.1 5 Lead students to explain In group to explain the -
14 FORCE IN Movem the existence of the phenomenon of the
EQUILBRI ents of earth’s magnetic fields. earth’s magnetic field.
UM a force

15

A
P MID – TERM BREAK
R
I
L
PERIODS
WEEK
COMPETENCE

MONTH
OBJECTIVES
GENERAL

MAIN TOPIC

SUB-TOPIC

T/L MATERIAS

REFERENCES

ASSESSMENT
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING

The teacher to guide Students to apply - Hinged Is the student

students to perform simultaneously parallel window be able to
activities of pulling or and opposite force on - Hinged door explain the
pushing objects and difference objects. - Suspended effects of
observe the results. piece of wood turning force
- Students’
desk

12
 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS
Lead students to Determine the - Metre ruler Is the student able
4 determine the moment of moment of force. - Strings to determine the
force. - Two moment of a
different force?

A 16 masses.
P Guide students to Determine the centre - Is the student able
4.2
R determine the centre of of gravity of regular to explain the
Centre
I gravity of a regular shaped shaped body. centre of gravity
of
L and to determine
gravity. body.
the centre of
gravity of regular
shaped body?
Guide students to conduct To state the principle - Variety Is the student able
experiment to verify the of moments. masses. to state the
principle of moments. principle of
moment?

Lead the students to apply Explain how the - Seesaw Is the student able
the principle of moments. principle of moments is - Bean to apply the
applied in different balance principle of
moments in daily
situations. - Door
life?
PERIODS
WEEK
COMPETENCE

MONTH
OBJECTIVES
GENERAL

MAIN TOPIC

SUB-TOPIC

T/L MATERIAS

REFERENCES

ASSESSMENT

REMARKS
ACTIVITIES
LEARNING
ACTIVITIES
TEACHING

4 Organise students gallery Explain the meaning of - Physics Is the student

A walk presentation on the centre of gravity. for 2N2 able to
P meaning of centre of sec determine the
gravity. centre of

13
 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS
R Assign students to Determine the centre - A piece of School gravity of an
I 17 determine the centre of of gravity of an irregular Book irregular body?
L gravity of an irregular irregular body. shaped 1&2
Y
shaped body. - Plumb line
- Support nail
4.3 Lead students to brain Explain the conditions - Solid Is the student
Types of storm on the condition for for equilibrium. objectives able to explain
M 18 equilibri 4 equilibrium. - various the conditions
A um shaped
for
Y - model of a
equilibrium?
bus or lorry.
Lead students to identify Explain stable, unstable Is the student
three states of equilibrium. and neutral able to explain
equilibrium. and apply
stable,
Lead students to apply Identify application of
unstable and
conditions of stable the three states of
neutral
unstable and input stability in daily life.
equilibrium in daily life. equilibrium?
PERIODS
WEEK
COMPETENCE

MONTH
OBJECTIVES
GENERAL

MAIN TOPIC

SUB-TOPIC

T/L MATERIAS

REFERENCES

ASSESSMENT
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING

5.0 5.1 Lead students to deduce To explain the concept - Is the student
SIMPLE Concept the meaning of simple of a simple machine. able to identify
19 MACHINE of machine. different kinds
S simple

14
 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS
M machin - Facilitate the students to Students in groups to - Bolts and of simple
A e deduce the meaning of the mention different types nuts machines?
Y term. Load, Effort of simple machines. - Spanners
4 mechanical advantage - Single fixed
velocity ratio and pulley.
efficiency as applied to - Masses
simple machine. - Stapler
- Rope.
-To stimulate students to
identify different kinds of
simple machine.

(20 – 21) TERMINAL EXAM & ONE WEEK BREAK

PERIODS
WEEK
COMPETENCE

MONTH
OBJECTIVES
GENERAL

MAIN TOPIC

SUB-TOPIC

T/L MATERIAS

REFERENCES

ASSESSMENT
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING

To facilitate students to Students in groups to - Beam Is the student able

5.2 identify three classes of identify the three classes balance to identify three
levers. of levers. classes of levers?

15
 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS
Levers 5 Guide students to determine Students in group to - Crow bar Is the student able
the M.A, V.R and efficiently of perform experiment to - Wheel to determine the
M 22 a levers. determine the M.A, V.R M.A, V.R and
and efficiency of a lever. barrow efficiency of a
A
To organize students to Students to discuss - Scissors lever?
Y
discuss application of levers in applications of levers in - See-saw Is the student able
daily life. daily life. to use levers in
- Coal tong.
daily life?
5.3 To guide students to identify To identify the different - Single fixed Is the student able
23 Pulleys different pulley system. pulley systems. pulley to determine M.A,
V.R and efficiency
- Movable of pulleys and
and tactics apply in daily life?
3 Guide students to determine Calculate the M.A, V.R pulley
the M.A , V.R and efficiency of and efficiency of the - Ropes
a pulley systems. pulley system. - Flip charts
- Marker
Organize for a field visit by Discuss results of the field pens.
students to observe visit and identify other
application of pulley system. possible application of
pulley system.
MONTH
OBJECTIVES

PERIODS
WEEK
COMPETENCE

GENERAL

SUB-TOPIC
MAIN TOPIC

T/L MATERIAS

REFERENCES

ASSESSMENT
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING

5.4 Lead students to discuss why To determine the M.A, - Ladder Physics Is the student
24 Inclined 3 it is easier to push a heavy V.R and efficiency of the - Building slopes Book 2 able to state the
Plane load up an inclined plane than inclined plane. - Screw jack TIE concept of
to lift it vertically.
- Car jack inclined plane?
To facilitate students to - Heavy load -Are they able to

16
 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS
- Lead students to discuss the In groups student to - Screw jack Is the student
J applications of inclined plane discuss situation where - Car jack able to use
U in daily life. the inclined plane is inclined plane in
N applied in everyday life. daily life?
E 5.5 To organize students the main Practice lifting a heavy - Car Is the student
25 Screw features of the screw Jack and load using a screw jack. - Screw jack able to describe
the way it functions. the structure of
Jack - Wheel and axle
a screw jack?
- bicycle
To facilitate students to Discuss in groups the Is the student
discuss the applications of the various situations where able to
3 screw jack in daily life. the screw jack in used. determine M.A,
V.R and
Display a wheel and axle of a - In groups students to efficiency of
bicycle. discuss the main features screw jack?
of a wheel and axle
system. -Can student
-Use screw jack in daily use screw jack
life. on daily life?
MONTH
OBJECTIVES

PERIODS
WEEK
COMPETENCE

GENERAL

SUB-TOPIC
MAIN TOPIC

T/L MATERIAS

REFERENCES

ASSESSMENT
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING

5.6 3 To guide students to To determine the M.A, - Heavy load. Can the student
Wheel determine M.A, V.R and V.R and efficiency of able to describe
25 and axle efficiency of a wheel and the wheel and axle. and determine
axle. the M.A, V.R
-In groups to site - Windlass and efficiency of
J
U -To organize for group explain of devices machine wheel and axle?
N discussion on the which utilize the - Bicycle.
E application of wheel and principle of the wheel
axle in daily life. and axle.

17
 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS
5.7 3 Display model of the To discuss in groups Model of Is the students
Hydrauli hydraulic press and guide structure of a hydraulic hydraulic able to describe
the structure of
26 c Press students to discuss its press. press. hydraulic press?
working mechanism.
To determine the M.A, -Is the student
able to determine
To guide students to V.R and efficiency of
M.A, V.R and
determine the M.A, V.R the hydraulic press. efficient of
and efficiency of a hydraulic press?
hydraulic press. Discuss in groups of
hydraulic press and
-Can students
Lead students to discuss identify example of apply hydraulic
on applications of the devices. press in daily life?
hydraulic press.
MONTH
OBJECTIVES

PERIODS
WEEK
COMPETENCE

GENERAL

SUB-TOPIC
MAIN TOPIC

T/L MATERIAS

REFERENCES

ASSESSMENT
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING

6.0 6.1 1 Guide students to -Give the difference - Tape Is the student able
MOTION Distanc distinguish between between distance & measure to distinguish
27 IN e& distance and displacement displacement. - Marker between distance
and
STRAIGHT displace Displayed various flash -State SI units of - Reference
displacement?
LINE ment
6.2 3 Assist students to Distinguish between books
- Timer Is the student
J Speed distinguish between speed speed and velocity - Measuring able to
U 27 and and velocity. tape distinguish
N velocity - Internet between speed
E - Reference and velocity?
/ Books.

18
 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS
J Organize think pair share To state the SI unit of
U on the SI units of speed speed and velocity.
L and velocity.
Y
Stimulate students to To determine average - Speed metre
determine average velocity velocity of the body. - Timer
of a body. - Measuring
tape
MONTH
OBJECTIVES

PERIODS
WEEK
COMPETENCE

GENERAL

SUB-TOPIC
MAIN TOPIC

T/L MATERIAS

REFERENCES

ASSESSMENT
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING
6.3 2 Display different velocity Students to determine - Can the
Acceler time graphs for students to the rate of change of students
J 28 ation interpret. the velocity with time. interpret
U
velocity time
L Through reciprocal –
graph?
Y teaching and question and
answer techniques
students to interpret
velocity time graphs for
increasing velocity,
constant velocity and
decreasing velocity.

19
 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS
To guide students to Students to determine - Trolley Abort Can student
discuss the velocity time acceleration of the - Ticker tape and determine the
Principles
graph. body. - Timer acceleration of a
of
Students to explain the - Velocity – body?
Physics.
Lead student to explain concept of retardation. time graph.
-Is the student
the concept of retardation.
able to explain
the concept of
retardation?
MONTH
OBJECTIVES

PERIODS
WEEK
COMPETENCE

GENERAL

ASSESSMENT
REFERENCES
SUB-TOPIC
MAIN TOPIC

T/L MATERIAS
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING

6.4 The teacher to facilitate Students to derive - Kinematic -Is the student
28 Equatio 3 students to apply deductive equations of uniformly reference able to derive
thinking to derive equations accelerated motion. books. equations of
ns of of uniformly accelerated uniformely
unifor - Velocity
motion. accelerated
time graphs for
mly To motivate students to share Students to solve problem motion?
uniformely
their ideas on a body thrown related to equations of
Acceler accelerated
J vertically upwards and a uniformly acceleration -Is the student
ated falling body. motion.
motion able to apply
U
Motion - Bank of equations of
L
Kinematics motion in daily
Y
equations life?
/
6.5 To encourage students to Students in groups to - Pendulum -Is the student
O share their ideas on a body explain the concept of able to explain the
Motio bob
C 3 thrown vertically upwards gravitational force. concept of
- Metre rule
T n and a falling body. gravitational
- Retort stand
force?
20
 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS
under To organize students to To perform an - Graph paper -Is the student
determine acceleration due experiment on - Internet able to explain the
gravity
to gravity by simple determination of - Flip charts concept of
pendulum. acceleration due to gravitational
- Marker pens
gravity by simple force?
pendulum
O To direct the students to Students to present their -Is the student
B 29 search and discuss application findings on application of able to explain the
E of gravitational force. gravitational force. applications of
gravitational
R
force?

30 – MIDTERM EXAMS
31-35 (5 WEEKS HOLIDAY)

PERIODS
WEEK
COMPETENCE

MONTH
OBJECTIVES
GENERAL

REFERENCES

ASSESSMENT
MAIN TOPIC

SUB-TOPIC

T/L MATERIAS
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING

7.0 7.1 3 The teacher to stimulate Students to brainstorm, - Heavy load -Is the student able
NEWTON’S discussion on the behaviour the tendency of applied to explain the
Law of - Bottle
of an object when there is a force on a body when is concept of inertia?
S 36 1ST LAW Motion - Cards
OF sudden change of its state of at rest or in motion.
E - Cons -Is the student able
Motion.
P MOTION - Tea cups to state Newton’s 1st
To lead students to state State Newton’s 1st Law of Law of motion?
T Newton’s first Law of motion. motion. - Trolley
E Facilitate for demonstrations Students to perform an - Table, cloth -Is the student able
M of Newton’s first law of experiment to verify on a table. to verify Newton’s
motion on an object at rest. Newton’s first law of 1st Law of motion?
B
motion.
E 7.2 6 Facilitate students to Students to explain the - Trolley -Is the student
R 2nd Law investigate the relationship concept of linear -Various able to explain
of between the velocity and momentum. masses.
mass of a body moving in a
the concept of
Motion
straight line.

21
 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS
37 To encourage students to Students to deduce and linear
deduce the SI unit of linear state the SI unit of linear
momentum?
momentum from the product momentum.
of mass & velocity.
-Is the student
To guide students to Students to perform an
able to state
determine experimentally the experiment to measure
linear momentum of a body the velocity of a trolley, the S.I Units of
loaded with a known linear
mass. momentum?
To compute the product
of mass & velocity.
MONTH
OBJECTIVES

PERIODS
WEEK
COMPETENCE

GENERAL

ASSESSMENT
REFERENCES
SUB-TOPIC
MAIN TOPIC

T/L MATERIAS
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING
Teacher to guide students Students to perform an Is the student
to determine experiment to measure able to
S experimentally the linear the velocity of a loaded determine
momentum of a body. with a known mass.
E linear
Facilitate students to carry To perform experiment
P momentum?
out an experiment to to find relationship of
T
verify Newton’s second force and acceleration. -Is the student
E law of motion. able to state
M 2 7.3 The teacher to organize for To investigate
Students to organize - Tennis ball Is the student
B Conserv students to investigate for conduct experiment - Spongy able to
E & ation of types o f collision. to distinguish between floor distinguish btn
R Linear elastic and inelastic - Hard floor elastic and
2 momen collision. - Muddy Inelastic
tum surface. collisions?

22
 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS
To deduce the relationship To determine - Is the student
btn linear momentum experimentally the linear able to state the
before and after a momentum of two bodies principle of
moving towards each
collision. conservation of
other before and after
linear
collision.
momentum?
-Compare total momentum
before and after collision.
MONTH
OBJECTIVES

PERIODS
WEEK
COMPETENCE

GENERAL

ASSESSMENT
REFERENCES
SUB-TOPIC
MAIN TOPIC

T/L MATERIAS
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING
To organize students group -To discuss the - Is the students
S discussion to see principle able to apply
E application of the principle the principle
P of conservation of linear -To copy the principle. and solve
T momentum. question?
E 7.4 To organize the students Students to deduce - Is the student
M Third to demonstrate that action that each action force able to
B law of and reaction force are there is equal and distinguish btn
E motion related. opposite reaction action and
R force. reaction forces?

38 -To state Newton’s 3rd

law of motion.
Teacher to lead students To identify the action - Balloons
-Is the student
to give the meaning of force and reaction - Air
able to state
action and reaction forces. forces in bodies. - Bicycle
pump

23
 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS
Organize students in In group discuss the - Newton’s 3rd
groups to discuss application of 3rd law of Law of motion.
application of Newton law motion.
of motion.
-Solve problem.
MONTH
OBJECTIVES

PERIODS
WEEK
COMPETENCE

GENERAL

ASSESSMENT
REFERENCES
SUB-TOPIC
MAIN TOPIC

T/L MATERIAS
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING
8.0 8.1 The teacher lead students -Define the - Water Is the student able
S 39 TEMPERA Concept 1 using think pair –shore to temperature. - Ice to define the term
E TURE of define the temperature. - Heater temperature?
P temperat - Deep freezer
T ure
Lead students to state SI Students state the SI is the student able
E
unit of temperature. unit of temperature. to state the S.I
M
unit of
B
temperature?
E
8.2 Assist students to seek Students to work in group -
R
39 Measure 4 information from difference to collect information on Physics Is the students
/
ment of sources on measureable physical properties that for able to measure
O
temperat physical properties that change with temperature. Zanzibar
C accurately the
ure change with temperature. Sec.
T temperature of
By using question and answer Students to define the - Alcohol School
O to guide students to define upper and lower fixed Book 2.
a body?
- Melting ice
B 40 fundamental interval of a points of a thermometer. - Hot water
E thermometer.

24
 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS
R Organize students to study Students to record the - Hot water
how alcohol in glass reading of the - Ice
thermometer works. thermometer in ice and - Alcohol
hot water.
- One-sided
Describe mode of action
- Closed
of liquid in glass
narrow glass
thermometer.
cylinder

PERIODS
WEEK
COMPETENCE

MONTH
OBJECTIVES
GENERAL

REFERENCES

ASSESSMENT
MAIN TOPIC

SUB-TOPIC

T/L MATERIAS
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING
Lead the students to In groups to record the - Thermomet
O measure temperature of temperature different er
C different bodies. bodies. Hot water
T
O
B 9.0 9.1 The teacher should lead Students describe - Diagram of Is the student
E SUSTAIN Water the students to discuss the energy change in the hydroelectric able to explain
40 3 generation of electricity. generation of hydro power plant the generation
R ABLE energy
electricity. city. of electricity
ENERGY
from water?
SOURCES
To lead the student to To describe common - Reference
discuss the importance application of water books.
and advantage of energy.
hydroelectricity

25
 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS
To guide students to To draw a diagram of a Manila sheet
construct a model of an model of an Styrofoam
hydroelectric Power Plant. hydroelectric Power Razor blades
Plant. wood.
MONTH
OBJECTIVES

PERIODS
WEEK
COMPETENCE

GENERAL

ASSESSMENT
REFERENCES
SUB-TOPIC
MAIN TOPIC

T/L MATERIAS
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING
3 Lead students to discuss To list down the Solar panel Is the student
O 42 9.2
SUSTAIN the sun as the primary main application of photoroltoni able to explain
C ABLE Solar source of energy on solar energy c cells the conversion
T Energy
SOURCE earth. of solar energy
O
OF To guide students to Make group - to electricity?
B
ENERGY discuss how solar discussion
E
energy can be converted conversation
R
to electricity. mechanisms to
electricity.

To draw a circuit
diagram showing the
conversation of solar
energy into
electricity by a solar
cell.

26
 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS
To guide students to To design and - Model of a Is the student
discuss the construction construct a model of solar panel able to
of a model of a solar a solar panel. - Solar cells construct a
panel. model of solar
panel
MONTH
OBJECTIVES

PERIODS
WEEK
COMPETENCE

GENERAL

ASSESSMENT
REFERENCES
SUB-TOPIC
MAIN TOPIC

T/L MATERIAS
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING
9.3 The teacher to stimulate Students to show that - Wind Is the student able
O WIND the students to identify wind can cause objects - Feathers to explain wind as
C 43 ENERGY 3 evidence which proves to move. - Cotton a source of
energy?
T that wind has energy. wool.
O To organize for To construct a model - Wind mill - Is the student
B educational visit to a place of a wind mill. - Wood able to construct
E where wind mill is used. - Nails a model of a wind
R - glue mill?
/ Lead the students to In groups to discuss the -
N discuss the applications of application of the wind - Is the student
O wind mill in daily life. mill. able to use wind
V 9.4 The teacher to lead Students in their group - Internet Is the student able
E 44 SEA students to discuss the sea to discuss the energy to explain sea
M WAVE 2 waves as a source of from the sea water. wave as source of
B energy?
ENERGY energy.

27
 MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
SCHEME OF WORK

Name of teacher:______________________________ Name of School: FEZA

Year: 2014 TERM: 1 & 2
Class/Stream: FORM TWO Subject: PHYSICS
E The teacher to guide To brainstorm on how - Car board Is the student able
R students to discuss on how sea wave energy can - Scissors to explain the
sea water can be be converted to - Nails conversion of sea
wave energy to
converted to electricity. electricity. - Tape/glue
electric energy
- Reference
In groups construct the ?
books
model system of
- Internet
convert Sea wave
energy into electricity.

PERIODS
WEEK
COMPETENCE

MONTH
OBJECTIVES
GENERAL

MAIN TOPIC

SUB-TOPIC

T/L MATERIAS

REFERENCES

ASSESSMENT
ACTIVITIES
LEARNING

REMARKS
ACTIVITIES
TEACHING
9.5 To guide students in Students in their group - Is the student able
N GEOTHE 2 groups as the source of to discuss the source of to explain
O RMAL energy. geothermal energy. geothermal as a
source of energy?
V ENERGY
45
E The teacher to lead Students to discuss the - Manila Is the student able
M students to discuss how ways of converting paper to explain the
B geothermal energy can be geothermal energy to - Scissors conversion of
E geothermal
converted into electricity. electricity. - Glue
energy to electric
R - Marker pen
energy?
Students to draw a - Reference
diagram of a steam books.
turbine and explain
how it works to
convert steam to
electricity.

28