The New Senior Secondary

Curriculum for Sierra Leone

Subject syllabus for Physics
Subject Discipline: Sciences and Technologies

This subject syllabus is based on the National Curriculum

Framework for Senior Secondary Education. It was prepared
by national curriculum specialists and subject experts.
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Curriculum Elements for Physics – a core subject

Subject description
Physics is the branch of science concerned with the nature and properties of matter and energy.

Rationale for Inclusion of Physics in the Senior Secondary School Curriculum

The study of Physics places a strong emphasis on the learners’ understanding of the world, both physical and biological. It is one of the most
fundamental subjects that facilitates the advancement of sciences and technologies in any nation. Yet, in Sierra Leone, most students, especially
females, shy away from the subject at the Senior Secondary level. For a long time, Senior Secondary School Physics has been thought of as an elitist
subject only useful for students who are inclined to pursue studies in science and technology-related disciplines such as medicine, engineering,
agriculture etc. The primary method of teaching Physics at that level has been didactic (i.e., teacher-centred ‘talk and chalk’), which in turn led to the
memorisation of facts by the learners. An assessment process that mainly tested the recall of facts completed the vicious teaching-learning cycle. The
ultimate result has been the production of school leavers with theoretical know-how but lacking the technical ‘know-why’. This type of education will not
transform a nation in the direction the Sierra Leone Government aims at. Currently, for most students, the focus of senior secondary education is
singularly on passing the West Africa Senior Secondary Certificate Examination (WASSCE) and entering university. The focus for the new Sierra
Leone curriculum is not only on passing WASSCE and entering a university, but also equipping learners with broad competencies for a changing
employment market, as well as the knowledge and skills to become enlightened citizens of the 21st century. This in turn will propel the nation forward.

General Learning Outcomes (Broad Goals)

The main aim of this Physics syllabus is to enhance the contribution of education to human capital development (HCD) through the study of the
subject. The specific aims are to:

i) Equip learners with the requisite scientific knowledge and skills needed to solve pertinent real-world problems
ii) provide practical and mind-engaging learning experiences which will culminate in well-informed and productive citizens
iii) raise the awareness of the inter-relationships between Physics and Industry, Information and Communication Technology, Agriculture, Health,
and other disciplines
iv) imbue students with skills and attitudes that will enable them to practice science effectively and efficiently, and conscious of cost.
v) stimulate and sustain students’ interest in Physics as a useful tool for transforming society
vi) recognize the usefulness, utilization, and limitations of scientific methods in all spheres of life.

Structure of the Senior Secondary School Physics Syllabus

The draft syllabus is divided into two parts:
1. syllabus content shown divided by school year (SSS I, II and III) and by terms.

1
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

2. the Instructional Guide, which contains five columns:

a. topics that constitute the Senior Secondary School Physics syllabus, i.e., the syllabus content.
b. description of what the students should be able to do after learning the topic (learning outcomes)
c. the recommended teaching methods. The methods are based on the premise that learners are not passive in the learning process.
Instead, they come to class with pre-existing knowledge gathered from various life experiences and they apply that knowledge in
confronting and resolving new ideas presented by the instructor. Therefore, the teaching should be interactive in eliciting learners’ pre-
existing ideas and engaging them in activities that will help them formulate the correct scientific concepts being taught. The role of the
teacher is to facilitate learning. The purpose of demonstration by the instructor and practical work by the learners is for the instructor to use
the results of these activities to guide students through enquiry-based learning to attain the correct scientific understanding of the
concepts. Together with the learners, the instructor/ facilitator would then summarise the salient points or observations of the lesson.
d. contains resources (equipment and materials etc.) needed to teach the topic effectively. Suggested items for practical work, where
necessary, are given.
e. contains sample items that test whether the expected learning outcomes have been achieved. Emphasis should be placed on the higher
levels of Bloom’s Taxonomy of educational objectives in setting test items.

2
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Structure of the syllabus over the three-year Senior Secondary School cycle

SSS 1 SSS 2 SSS 3

Term 1 1. Concept of Physics 1. Machines 1. Electric Fields
a) The definition of Physics a) Definition of machine a) Electrostatics
b) Branches and careers in Physics b) Terms used in machine b) Production of electric charges
c) Ways of studying Physics c) Types of simple machine c) Types of distribution of charges
d) Procedures in solving problems in d) Application of mechanical energy d) Storage of charges
Physics machines: levers, pulleys, inclined e) Electric lines of force
e) Application areas and careers in plane, wedge, screw, wheel and f) Electric force between point
Physics axle, and gears charges and Coulomb’s law
g) Concepts of electric field, electric
2. Physical Quantities and Units 2. Heat and Temperature field intensity (potential gradient),
a) Definition of physical quantities a) Definition, sources, uses and and electric potential
b) Types of physical quantities effects of heat on matter, e.g.: (i) h) Capacitance: definition,
c) The three main basic quantities and rise in temperature (ii) change of arrangement, and application
the different forms of distance phase state (iii) expansion (iv)
d) Definition of unit change of resistance 2. Direct Current electricity
e) Types of units b) Concept of temperature as degree a) Production of electric current from
f) Prefix of SI units of hotness or coldness of a body primary and secondary cells
g) System of units c) Construction and graduation of a b) Potential difference and electric
h) Conversion of units simple thermometer current
i) Definition of dimensional analysis d) Properties of thermometric liquids. c) Electric circuit
j) Application and limitation of The following thermometers should d) Electric conduction through
Dimensional Analysis be treated: constant–volume gas materials
thermometer, resistance e) Electric energy and power
3. Measurement thermometer, thermocouple, liquid- f) Shunt and multiplier
a) Definition of measurement in-glass thermometer (including g) Resistivity and conductivity
b) Importance of measurement maximum and minimum h) Measurement of electric current,
c) Types of measurement thermometer and clinical potential difference, resistance,
d) Types of instruments thermometer), pyrometer and EMF and internal resistance of a
e) Instruments of measurement of radiation thermometers cell.
some quantities

3
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

f) Errors and uncertainties e) Celsius and Absolute scales of 3. Simple Alternating Current
temperature. Kelvin and degrees circuits
4. Concept of Graphs Celsius and degrees Fahrenheit as a) Graphical representation of EMF
a) Definition of a graph units of temperature and current in an AC circuit
b) Plotting of a graph f) Definition, advantages, and b) Peak and RMS values
c) Parts of a plotted graph disadvantages of expansion c) Series circuit containing resistor,
d) Determination of slope g) Thermal expansion – linear, area inductor, and capacitor
e) Evaluation and deduction from a and volume expansivity d) Reactance and impedance
graph e) Vector diagrams
3. Measurement of heat energy f) Resonance in an AC circuit
5. Scalar and Vector Quantities a) Concept of heat capacity g) Power in an AC circuit
a) Definition of scalar and vector b) Specific heat capacity
quantities and examples c) Specific latent heat of fusion and of 4. Magnetic fields
b) Differences between scalar and vaporization a) Properties of magnets and
vector quantities d) Heat curve magnetic materials
c) Addition and subtraction of vector e) Melting point and boiling point b) Magnetization and demagnetization
quantities f) Evaporation and boiling c) Concept of magnetic field
d) Scalar products g) Vapour and vapour pressure d) Magnetic force
h) Humidity, relative humidity, and
6. Mass and Weight
dew point 5. Electromagnetic fields
a) Definition of mass and weight
i) Humidity and the weather a) Concept of electromagnetic field
b) Differences between mass and
b) Electromagnetic induction
weight
4. Transfer of Heat c) Faraday’s law, Lenz’s law, and
c) Relations connecting mass and
a) Conduction, thermal conductivity: motor-generator effect
weight
solar energy collector and black d) Inductance
body e) Eddy currents
7. Concept of matter
b) Convection f) Power transmission and distribution
a) Definition and composition of
c) Radiation g) Use of electromagnets
matter
h) The earth’s magnetic field
b) Properties and states of matter
5. Gases i) Magnetic force on a moving
c) Kinetic theory of matter
a) Assumptions of kinetic theory of charged particle (a current-carrying
d) Phenomena explaining molecular
gases, conductor placed in a magnetic
theory of matter

4
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

b) Gas laws: Boyle’s law, Charles’ field and between two parallel
law, and pressure law current-carrying conductors)
c) General gas equation

6. Circular motion
a) Distinguish between vertical and
horizontal circular motion using
appropriate experiments
b) Show the difference between
angular speed and velocity
c) Draw a diagram to illustrate
centripetal force
d) Banking of roads in reducing
sideways friction

7. Gravitational field
a) Concept of fields
b) Acceleration due to gravity, (g)
c) Gravitational force between two
masses: Newton’s law of gravitation
d) Gravitational potential and escape
velocity
e) Satellites and rockets

8. Oscillatory Motion and Simple

Harmonic Motion
a) Illustration, explanation, and
definition of Oscillatory Motion and
Simple Harmonic Motion (SHM)
b) Speed and acceleration of SHM
c) Period, frequency, and amplitude of
a body executing SHM
d) Energy in SHM

5
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

e) Damped oscillations
f) Forced vibration and resonance

Term 2 8. Fluid at Rest 9. Concept of Wave Motion 6. Structure of the atom

a) Density, relative density and a) Propagation of mechanical waves a) Models of the atom
upthrust b) Energy transmitted with definite b) Energy quantization
b) Law of flotation, speed, frequency, and wavelength. c) Photoelectric effect
c) Archimedes principle c) Waveforms d) Thermionic emission
d) Pressure in solids and fluids (air d) Mathematical relationship e) X-rays
and liquid) connecting frequency (f),
wavelength (𝛌), period (T) and 7. Structure of the nucleus
9. Properties of Material velocity (v) a) Composition of the nucleus
a) Elasticity of material e) Transverse and longitudinal b) Radioactivity – natural and artificial
b) Terms used in elasticity of material f) Mathematical representation of c) Nuclear reactions - fusion and
c) Graph of strained material wave motion. fission
d) Hook’s law and work done by g) General Progressive Wave
strained material Equation and its application 8. Electronic (Electrical Conduction
e) Tensile strain h) Properties of waves: reflection, through Materials)
f) Tensile stress refraction, diffraction, Interference, a) Distinction between conductors,
g) Young’s modulus superposition of progressive waves, semiconductors, and insulators in
producing standing and stationary term of band theory
10. Forces and their effects waves. b) Semiconductor materials (silicon
a) Type of forces and germanium)
b) Resolution of forces 10. Electromagnetic Spectrum c) Meaning of intrinsic
c) Equilibrium of forces a) Types of radiation in semiconductors (example of
d) Turning effect of forces electromagnetic spectrum materials silicon and germanium)
e) Moment of forces b) Spectrum: elementary description d) Charge carriers
f) Frictional force and uses of various types of e) Doping production of p-type and n-
radiation: radio, infrared, visible type extrinsic semiconductors
11. Linear motion light, ultra-violet, X-rays, gamma f) Junction diode – forward and
a) Definition, type, and forms of rays reverse biasing, voltage
motion characteristics
b) Speed and velocity 11. Sound Waves g) Uses of diodes

6
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

c) Concept of speed as change of a) Sources of sound h) Half and full wave rectification
distance with time b) Transmission of sound waves
d) Concept of velocity as change of c) Speed of sound in solids, liquids, 9. Wave-particle paradox
displacement with time and air a) Electron diffraction
e) Uniform/ non-uniform speed/ d) Echoes and reverberation b) Duality of matter
velocity e) Noise and music c) Heisenberg’s Uncertainty Principle
f) Distance/ displacement-time graph f) Characteristics of sound
rectilinear acceleration g) Ultra-sound and applications
g) Concept of acceleration/
deceleration as increase/ decrease 12. Vibration in String and Pipes
in velocity with time. a) Vibration in strings
h) Uniform/non-uniform acceleration b) Vibration in pipes – open and
i) Velocity-time graph closed pipes
j) Equations of motion with constant c) Harmonies and overtones
acceleration d) Forced vibration
k) Motion under gravity as a special e) Resonance and beat
case
l) Projectile motion concept of
projectiles as an object
thrown/release into space

Term 3 12. Dynamic motion 13.Light Exams

a) Newton’s laws of motion: a) Sources of light
i. First Law: inertia of rest and b) Rectilinear propagation of light
inertia of motion c) Reflection of light at plane
ii. Second Law: force, surface: plane mirror
acceleration, momentum, d) Reflection of light at curved
and impulse surfaces: concave and convex
iii. Third Law: action and mirrors
reaction e) Refraction of light at plane
b) Apparent Weightlessness surfaces: rectangular glass prism
c) Conservation of linear momentum (block) and triangular prism.

7
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

d) Collisions f) Refraction of light at curved

e) Types of collisions surfaces: Converging and
diverging lenses
13. Work, Energy and Power g) Application of lenses in optical
a) Concept of work as a measure of instruments.
energy transfer h) Dispersion of white light by a
b) Concept of energy as capability to triangular glass prism
do work i) Polarization of light
c) Work done in a gravitational field j) Definition, types, and
d) Types of mechanical energy (i) demonstration of interference
Potential energy (PE) (ii) Kinetic k) Definition, types, and
energy (KE) demonstration of diffraction
e) Conservation of mechanical energy
f) Concept of power as time rate of 14. Introduction to Fiber Optics and
doing work Lasers
a) Explanation of concept of fiber
optics.
b) Principle of transmission of light
through an optical fiber
c) Applications of fiber optics e.g.,
Local Area Networks (LAN),
medicine, sensing devices,
carrying laser beams, etc.
d) LASER and it’s applications

8
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Teaching syllabus

Topic/ Theme/ Unit Expected learning outcomes – at the end of Recommended Suggested Assessment of
the topic, learners should be able to: teaching methods resources learning outcomes
Concept of Physics ➢ Define Physics ➢ Teacher-students • Recommended • Learners are asked
• The definition of ➢ Explain how Physic is related to other discussion, aimed at textbooks independently to write
Physics sciences eliciting student pre • Chalk/ a two-page essay on
• Branches and ➢ Name examples of branches of Physics, ideas and modifying whiteboard the topic ‘The
careers in Physics and careers in Physics them. • Projector importance of Physics
• Ways of studying ➢ State examples of applications of Physics ➢ Engage students in • Internet in everyday life’
Physics in everyday life activities such as
• Procedures in debate, extended
solving problems in written assignments,
Physics slide shows to
• Application areas encourage their
and careers in interest in the topic.
Physics

Physical Quantities ➢ Define physical quantities ➢ Teacher-students • Recommended • Length L that appears
and Units ➢ State the types of physical quantities guided discussion to texts in atomic Physics is
• Definition of physical ➢ Differentiate between basic and derived elicit students’ ideas • Chalk/ given by the formula L
quantities quantities and modify and ℎ
whiteboard = , where me is the
𝑚𝑒 𝐶
• Types of physical ➢ Give examples of basic and derived correct them. • Projector
mass of an electron, C
quantities quantities ➢ Engage students in
is the speed of light,
• The three main basic ➢ State the different forms of distance practical activities
and h is a constant
quantities and the measurement using different
known as Plank’s
different forms of ➢ Define the dimensions of a physical instruments as
constant. What are
distance quantity required by the topic.
the dimensions of h?
• Definition of unit ➢ Give examples of the uses of dimensional ➢ Give summary
analysis notes. • The fuel consumption
• Types of units
➢ Explain the relevance of units ➢ Evaluate students’ of a car is usually
• Prefix of SI units given in liters (L) per
• System of units ➢ state the types of units and systems of understanding of
units material covered 100 km. For example,

9
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

• Conversion of units ➢ Determine the unit of derived quantity using through questioning a small Toyota uses
• Definition of basic unit and setting a mini- 7L/100 km, while the
dimensional analysis ➢ Use the following prefixes and their project. gasoline consumption
• Application and symbols to indicate decimal submultiples or of a large Mercedes
limitation of multiples of both base and derived units: Benz car is stated as
Dimensional pico (p), nano (n), micro (μ), milli (m), centi 23L/100 km. Convert
Analysis (c), deci (d), kilo (k), mega (M), giga (G), these consumption
tera (T) units to miles per
➢ Carry out conversion of units of gallon so that Sierra
measurement Leonean car owners
can make sense of
these figures. [1 mile =
1.609 km; 1 gallon = 4
5 liters).

Measurement ➢ State the instruments used for measuring ➢ Teacher-students • Chalk or white • Explain how you could
• Definition of mass, length, and time (traditional guided discussion to board. determine the number
measurement instruments included) elicit students’ ideas • Standard of grains of rice that
• Importance of ➢ Use appropriate instruments, both and modify and textbook can fill a commercial
measurement analogue and digital where possible, to correct them. • Video clips measuring cup.
• Types of measure correctly: ➢ Engage students in • Internet • Why is ’’light-years’’
measurement o lengths using rulers, Vernier calipers practical activities • Equipment for the most convenient
• Types of instruments and micrometers using different practical work: unit to measure
• Instruments of o weight and hence mass using balances instruments as metre rule, distance in
measurement of o an angle using a protractor required by the topic. Vernier calipers, astronomy?
some quantities o time intervals using clocks and ➢ Give summary micrometers,
• Errors and stopwatches notes. beam balance,
uncertainties o temperature using a thermometer ➢ Evaluate students protractor,
o current and voltage using ammeters and understanding of ticking clock,
voltmeters respectively material covered stopwatch,
o calibration curves through questioning thermometer,
➢ Errors and uncertainties: and setting a mini- spherometer,
project.

10
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

o explain the effects of systematic errors voltmeter, and

(including zero errors) and random ammeter
errors in measurements
o discuss precision and accuracy in
measurement
o asses the uncertainty in a derived
quantity by simple addition of absolute,
fractional or percentage uncertainties (a
rigorous statistical treatment is not
required).
Concept of Graphs ➢ Define graph ➢ Student-teacher • Recommended • From the table in
• Definition of a graph ➢ Distinguish between sketching and plotting activity based. textbook Column 2 (left):
• Plotting of a graph of a graph ➢ Students collect data • Chalk or white o Plot a graph with P
• Parts of a plotted ➢ Identify the part of a plotted graph (axes, and are guided to board on the vertical axis
graph scale, plotted point, and line of best fit/ represent the data • Standard graph and R on the
• Determination of smooth curve) graphically. paper horizontal axis.
slope ➢ Choose appropriate scales in plotting ➢ Teacher guides the • Mathematical o Using the graph
• Evaluation and graphs. students to analyse set determine the
deduction from a ➢ Determine and explain slope and intercept the graph. slope S and the
graph of graph ➢ Assignment. intercept I on the
➢ Interpolate/ extrapolate information from vertical.
the graph o Evaluate 4s-1
o Determine the
[Table for Assessment exercise (see Column value of P when R
5, right) = 1.7Ω
P 0.50 1.50 2.50 3.49 4.29
R/Ω 0 1 2 3 4
]

Scalar and Vector ➢ Distinguish between scalar and vector ➢ Teacher-students • Chalk or white • A man rides a
Quantities quantities guided discussion to board motorcycle 12km due
➢ Give examples of scalar and vector elicit students’ ideas • Textbook east and later 5km
quantities and modify and • Powerpoint
➢ Represent vectors diagrammatically correct them to the

11
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

• Definition of scalar ➢ Add and subtract coplanar vectors (vectors correct scientific • Video clips due north. Calculate
and vector quantities in the same plane) by graphical and concept. • Internet the:
and examples resolution methods ➢ Engage students in • Equipment for o total distance
• Differences between practical activities practical work: o displacement of the
scalar and vector using different force board, man
quantities instruments as pulleys, metre
• Addition and required by the topic. rule, string or • Can the magnitude of
subtraction of vector ➢ Give summary thread, and a vector ever be equal
quantities notes. masses. to one of its
• Scalar products ➢ Evaluate students components? Explain
understanding of your answer.
material covered • Two ropes are
through questioning. attached to a heavy
box to pull it along a
smooth floor. One
rope applies a force of
2 KN in the direction
due east; the other
rope applies a force of
1.5 KN due south-
east. Calculate the
magnitude and
direction of the force
that would be applied
by a single rope to
have the same effect
as the two forces put
together.

Mass and Weight ➢ Differentiate between mass and weight ➢ Teacher-students • Recommended
• Definition of mass ➢ Demonstrate mastering of use of a beam guided discussion to textbook.
and weight balance to measure the mass and spring elicit students’ ideas • Chalk or white
and modify and board.

12
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

• Differences between balance to measure the weight of a correct them to the • Powerpoint.
mass and weight substance correct scientific • Equipment for
• Relations connecting ➢ Use the relationship between mass and concept. practical work:
mass and weight weight to find one variable when the other ➢ Engage students in beam balance,
is given practical activities spring balance
using different
instruments as
required by the topic.
➢ Give summary
notes.
➢ Evaluate students
understanding of
material covered
through questioning
and setting mini
projects.
Concept of matter ➢ Define matter and state its composition ➢ Teacher-students • Recommended • State three properties
• Definition and ➢ List the general properties of matter guided discussion to textbook. of matter which are
composition of ➢ Use the kinetic theory to explain the state elicit students’ ideas • Chalk or white common to all
matter of matter and modify and board. substances.
• Properties and ➢ Explain the terms surface tension, correct them to the • Powerpoint.
states of matter diffusion, capillarity, angle of contact, correct scientific • Equipment for
• Kinetic theory of viscosity, and the factors affecting them concept. practical work:
matter ➢ Engage students in stone, water,
• Phenomena practical activities spray, ink,
explaining molecular using different flame, mercury,
theory of matter instruments as capillary tube,
required by the topic. metal blade.
➢ Give summary
notes.
➢ Ask questions to
check students

13
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

understanding of the
concept.
Fluid at Rest ➢ Define the following terms: ➢ Teacher-students • Recommended • Mercury has a relative
• Density, relative o density and relative density guided discussion to textbook. density of 13.6.
density and upthrust o upthrust and pressure elicit students’ ideas • Chalk or white Calculate the density
• Law of flotation, ➢ State the law of flotation and modify and board. of mercury, given that
• Archimedes principle ➢ State Archimedes principle correct them to the • Powerpoint. the density of water is
• Pressure in solids ➢ Use the definitions of pressure and density, correct scientific • Video clips 1000 kg/m3.
and fluids (air and to show that Δp = ρgΔh concept. • Internet
liquid) ➢ Engage students in • Equipment for
practical activities practical work:
using different beam balance,
instruments as spring balance,
required by the topic. beaker,
➢ Give summary measuring
notes. cylinder, meter
➢ Evaluate students rule, retort
understanding of stand, and
material covered relative density
through questioning bottle.
and setting mini
projects.

Properties of ➢ Distinguish between elastic and plastic ➢ Teacher-students • Recommended • When is a material
Material deformation of a material guided discussion to textbook. said to be elastic?
• Elasticity of material ➢ Define the terms load, extension, and elicit students’ ideas • Chalk or white • A wire is gradually
• Terms used in compression and modify and board. stretched by loading it
elasticity of material ➢ Recall and demonstrate Hook’s law correct them to the • Video clips until it snaps. Sketch a
• Graph of strained ➢ From Hook’s law, experiment plot and correct scientific • Internet load-extension graph
material interpret the force-extension graph concept. • Equipment for for the wire and on the
• Hook’s law and work ➢ Determine the work done by the spring or ➢ Engage students in practical work: graph indicate the:
done by strained energy in the spring recall and use practical activities spring balance, o elastic limit
material using different meter rule, o yield point

14
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

• Tensile strain E=
1
𝐹𝑒 =
1
𝐾𝑒 2 for a material deformed instruments as retort stand, o maximum load
2 2
• Tensile stress within its limit of proportionality
required by the topic. masses, and o breaking point
• Young’s modulus ➢ Define the terms stress, strain, and
➢ Give summary graph paper. • The upward
notes. acceleration of a lift of
Young’s modulus
➢ Evaluate students total mass 2500kg is
➢ Express the mathematical relationship
understanding of 0.5ms-2. The lift is
between stress, strain, and Young’s
material covered supported by a steel
modulus
through questioning cable which has a
➢ Perform an experiment to determine the
and setting mini maximum soft working
Young’s modulus of a metal in the form of a
projects. stress of
wire
➢ Field trip 1.0 x 108Nm-2.
Determine the cross-
sectional area of the
cable. (g=10ms-2).
Forces and their ➢ Describe the meaning of contact force and ➢ Teacher-students • Recommended • A body of mass 58g is
effects non-contact force guided discussion to textbook. suspended at the
• Type of forces ➢ Explain the meaning of upthrust acting on a elicit students’ ideas • Chalk or white 20cm mark of a
• Resolution of forces body in a fluid and modify and board. uniform metre rule.
• Equilibrium of forces ➢ Discuss frictional forces and viscous forces correct them to the • Powerpoint. The metre rule is
• Turning effect of ➢ Define centre of gravity correct scientific • Video clips adjusted on a pivot
forces ➢ Define moment of a force concept. • Internet until it settles
• Moment of forces ➢ Give examples of the concept of principle ➢ Engage students in horizontally at the
• Equipment for
• Frictional force of moment in everyday examples such as practical activities 40cm mark. Determine
practical work:
crowbar, wheelbarrow, pliers, scissors, using different the mass of the metre
incline plane,
tweezers, or tongs instruments as rule.
protractor, knife
➢ Explain what is meant by couple and required by the topic. • A box of mass m rests
edge, metre
torque ➢ Give summary on an inclined plane
rule, string or
➢ State the principle of moments notes. which makes an angle
thread, and
➢ Explain when a body is said to be in ➢ Evaluate students θ with the horizontal.
masses
equilibrium understanding of There is friction
➢ Draw graphical representation of three material covered between the box and
coplanar forces in equilibrium through questioning. the surface, and the
box is in equilibrium.

15
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

o Sketch the free-

body diagram
showing the forces
acting on the box.
o If the value of θ is
slowly changed so
that at some critical
angle 𝜃𝑐 the box
starts to slide,
determine the
value of 𝜃𝑐 in terms
of 𝜇𝑠 , the
coefficient of static
friction.

Linear motion ➢ Define motion and state the types of motion ➢ Teacher-students • Recommended • A racing car starts
• Definition, type, and ➢ Define distance, displacement, speed, guided discussion to textbook. from rest and
forms of motion velocity, and acceleration and state their SI elicit students’ ideas • Chalk or white accelerates uniformly
• Speed and velocity unit and modify and board. for 16s. During this
• Concept of speed as ➢ Plot and interpret distance-time, correct them to the • Powerpoint. time it covers a total
change of distance displacement-time and velocity-time graphs correct scientific • Video clips distance of 512m.
with time for linear motion concept. • Internet The car then brakes
• Concept of velocity ➢ Recall and appropriately apply equations of ➢ Engage students in with uniform
• Equipment for
as change of uniformly accelerated motion practical activities deceleration and
𝑣−𝑢
practical work:
displacement with v = u + at; a = , 𝑣 2 = 𝑢2 + 2𝑎𝑠 and s using different
incline plane, covers a further 256m.
𝑡
time s = ut + ½ a𝑡 2 instruments as Find
metre rule,
• Uniform/ non- ➢ Describe an experiment to determine the required by the topic.
stopwatch, and o the maximum
uniform speed/ acceleration of free fall using an incline ➢ Give summary velocity reached,
spherical bob
velocity plane notes. o the time taken for
• Distance/ ➢ Define projectile and the terms used in ➢ Evaluate students the complete
displacement-time projectile motion understanding of journey.
graph rectilinear material covered • A rifle at a height H
acceleration through questioning. above the ground fires

16
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

• Concept of ➢ Derive and apply equations used in a bullet horizontally. At

acceleration/ projectile motion in solving numerical the same instant and
deceleration as problems at the same height, a
increase/ decrease second bullet is
in velocity with time. dropped from rest.
• Uniform/non-uniform Neglecting air
acceleration resistance, which
• Velocity-time graph bullet will strike the
• Equations of motion ground first? Explain
with constant your answer.
acceleration
• Motion under gravity
as a special case
• Projectile motion
concept of
projectiles as an
object
thrown/release into
space

Dynamics of motion ➢ Explain what is meant by the dynamics of ➢ Teacher-students • Recommended • A rocket travelling at
• Newton’s laws of motion guided discussion to textbook. constant velocity
motion: ➢ State that mass is the property of a body elicit students’ ideas • Chalk or white explodes in midair.
o First Law: inertia of that resists change in motion and modify and board. What effects does the
rest and inertia of ➢ Recall the relationship F = ma and solve correct them to the • Powerpoint. explosion have on:
motion problems using it, remembering that correct scientific • Video clips o its momentum;
o Second Law: force, acceleration and resultant force are always concept. • Internet o its total kinetic
acceleration, in the same direction ➢ Engage students in energy?
• Equipment for
momentum, and ➢ Define and use linear momentum as the practical activities • A rocket of mass
practical work:
impulse product of mass and velocity (recall p = mv) using different 5000kg carrying
linear
o Third Law: action ➢ Define and use force as the rate of change instruments as 4000kg of fuel is to be
momentum
and reaction of momentum required by the topic. launched vertically.
apparatus,
pulley, thread, The fuel is consumed

17
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

• Apparent ➢ State and apply each of Newton’s laws of ➢ Give summary scale pan, at a steady rate of
Weightlessness motion notes. masses 50kgs-1. Calculate the
• Conservation of ➢ Describe and explain qualitatively the ➢ Evaluate students least velocity of the
linear momentum motion of bodies falling in a uniform understanding of exhaust gases if the
• Collisions gravitational field with air resistance material covered rocket will just lift off
• Types of collisions (including reference to terminal velocity) through questioning. the launching pad
➢ Define impulse and relate it to change in immediately after firing
momentum [take g=10ms-2]
➢ Use the relationship between impulse and • Imagine a person of
change in momentum to calculate the force mass m standing on a
exerted, time for which the force is applied, scale inside an
and change in momentum for a variety of elevator. Describe
situations involving the motion of an object what the scale reads:
in one dimension o If the elevator
➢ Explain the application of impulse to safety moves downward
considerations in everyday life, e.g., with acceleration a.
airbags, seatbelts, jumping down from a o When the lift is
height, and arrestor beds stationary, or when
➢ State the principle of conservation of it is moving at
momentum constant speed.
➢ State and apply the principle of o When the elevator
conservation of momentum to solve simple moves upward with
problems, including elastic and inelastic acceleration a.
interactions between bodies in both one
and two dimensions (knowledge of the
concept of coefficient of restitution is not
required)
➢ Differentiate between elastic collision and
inelastic collision
➢ Explain apparent weightlessness
Work, Energy and ➢ Explain the concept of work and state its SI ➢ Teacher-students • Recommended • Work can be positive,
Power unit guided discussion to textbook. negative or zero.
elicit students’ ideas Explain the

18
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

• Concept of work as ➢ State that work done is equal to change in and modify and • Chalk or white circumference leading
a measure of energy kinetic energy of the body correct them to the board. to each of the
transfer ➢ Calculate the work done in different correct scientific • Powerpoint. scenario.
• Concept of energy situations, e.g., carrying a suitcase concept. • Video clips • A horizontal force of
as capability to do horizontally, in an expanding gas, and ➢ Give summary • Internet 2000 N is applied to a
work movement of an object on an inclined plane notes. vehicle of mass
• Work done in a ➢ Define energy ➢ Evaluate students 4000kg which is
gravitational field ➢ State with examples, the sources and understanding of initially at rest on a
• Types of mechanical forms of energy in the earth’s system material covered horizontal surface. If
energy (i) Potential (emphasis on renewable and non- through questioning. the total force
energy (PE) (ii) renewable energy) ➢ Field trip to a dam, opposing motion is
Kinetic energy (KE) ➢ State the principles of energy conservation solar plant, thermal 800N, Calculate
• Conservation of and explain its application in a case of a energy plant, etc., to o the acceleration of
mechanical energy simple swinging pendulum extend their the vehicle,
• Concept of power as ➢ Derive and apply the formula for the understanding of the o the KE of the
time rate of doing following relationships subject vehicle 5.0s after
1
work 𝐸k = 𝑚𝑣 2 Ep = mgh where symbols have the force is first
2
their usual meanings applied
➢ Distinguish between gravitational potential o the total power
energy and elastic potential energy developed 5.0s
➢ Energy losses in practical devices – heat after the force is
dissipation. first applied.
➢ Define power and states its SI unit
➢ Derive the power of a moving object as the
product of force and v

Machines ➢ Define machine ➢ Teacher-students • Recommended • Explain the statement

• Definition of machine ➢ Explain the following terms as they relate to guided discussion to textbook. ‘the velocity ratio of a
• Terms used in machines: load, effort, mechanical elicit students’ ideas • Chalk or white machine is 5’
machine advantage, velocity ratio, and efficiency of and modify and board. • A car engine has an
• Types of simple a machine correct them to the • Powerpoint. efficiency of 20% and
machine ➢ Recall and apply the equations for correct scientific • Video clips produces an average
mechanical advantage, velocity ratio, and concept. • Internet of 25kJ of useful work

19
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

• Application of efficiency of a machine to solve simple ➢ Engage students in • Equipment for per second. How
mechanical energy problems practical activities practical work: much energy is
machines: levers, ➢ Name and describe types of simple using different knife edge, converted to heat per
pulleys, inclined machines and explain how the velocity ratio instruments as meter rule, second?
plane, wedge, and mechanical advantage can be required by the topic. movable and
screw, wheel and determined in each case. ➢ Give summary fixed pulley,
axle, and gears notes. inclined plane,
➢ Evaluate students protractor,
understanding of wheel and axle
material covered
through questioning.

Heat and ➢ Explain the terms: heat; temperature ➢ Teacher-students • Recommended • In taking the
Temperature ➢ Outline the steps and principles involved in guided discussion to textbook. temperature of a sick
• Definition, sources, the measurement of temperature elicit students’ ideas • Chalk or white child, a nurse
uses and effects of ➢ Define the fixed points used in establishing and modify and board. sometimes puts the
heat on matter, e.g.: the temperature scale correct them to the • Powerpoint. thermometer under
(i) rise in ➢ Describe the features and uses of different correct scientific • Video clips the tongue of the child
temperature (ii) types of thermometers concept. • Internet for some time before
change of phase ➢ Calculate the temperature reading using ➢ Engage students in reading the scale.
• Equipment for
state (iii) expansion both graduated and ungraduated practical activities Explain why it is
practical work:
(iv) change of thermometers using different necessary to leave the
calibrated and
resistance ➢ Analyse the effect of temperature change instruments as thermometer under
non-calibrated
• Concept of on the dimensions of substances - leading required by the topic.
thermometers, the tongue for some
temperature as to linear, superficial, and cubical ➢ Give summary time.
bimetallic strip,
degree of hotness or expansivity notes.
brass rod, • The resistance in the
coldness of a body ➢ Evaluate students element of a platinum
copper rod,
• Construction and understanding of
source of heat, resistance
graduation of a material covered thermometer is 6.75Ω
and calorimeter
simple thermometer through questioning. at 0oC, 7.75Ω at 100oC
• Properties of and 6.900Ω at room
thermometric liquids. temperature.
The following Determine the room

20
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

thermometers temperature on the

should be treated: scale of the resistance
constant–volume thermometer.
gas thermometer,
resistance
thermometer,
thermocouple, liquid-
in-glass
thermometer
(including maximum
and minimum
thermometer and
clinical
thermometer),
pyrometer and
radiation
thermometers
• Celsius and
Absolute scales of
temperature. Kelvin
and degrees Celsius
and degrees
Fahrenheit as units
of temperature
• Definition,
advantages, and
disadvantages of
expansion
• Thermal expansion –
linear, area and
volume expansivity

21
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Measurement of heat ➢ Explain heat capacity and specific heat ➢ Teacher-students • Recommended • Explain what is meant
energy capacity guided discussion to textbook. by the specific heat
• Concept of heat ➢ Describe the methods for measuring heat elicit students’ ideas • Chalk or white capacity of iron is
capacity capacity and specific heat capacity and modify and board. 400Jkg k-1.
• Specific heat ➢ Explain the concepts of latent heat and correct them to the • Powerpoint. • Calculate the mass of
capacity specific latent heat of fusion and correct scientific • Video clips water that must
• Specific latent heat vaporization concept. • Internet evaporate from the
➢ Explain heat curves and their uses to ➢ Engage students in
of fusion and of • Equipment for surface of a 75kg
vaporization determine specific heat capacity and latent practical activities human body to cool it
practical work:
• Heat curve heat using different
lagging by 20C. The specific
• Melting point and ➢ Explain the concept of melting instruments as heat capacity of the
calorimeter,
boiling point ➢ Distinguish between boiling and required by the topic. human body is
thermometer,
• Evaporation and evaporation ➢ Give summary assumed to be the
heating coil,
boiling ➢ State the factors that affect boiling notes. same as that for
electronic
• Vapour and vapour ➢ Evaluate students water.
balance, joule
pressure understanding of
meter, power
material covered
• Humidity, relative supply, heat
through questioning.
humidity, and dew source, retort
point stand, steam
• Humidity and the trapped, conical
weather flask with
stopper,
delivery tube,
stopwatch,
hygrometer, and
impurities such
as salt, sugar,
kerosene, etc.

Transfer of Heat ➢ Explain the different modes of heat ➢ Teacher-students • Recommended • The pendulum shaft of
• Conduction, thermal transfer: conduction, convection, and guided discussion to textbook. a clock is 1.0 m long
conductivity: solar radiation elicit students’ ideas • Chalk or white and made of
➢ Conduct an experiment to illustrate: and modify and board. aluminum. The clock

22
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

energy collector and o conduction of heat in a metal rod correct them to the • Powerpoint. reads correctly for 12
black body o convection current in a fluid correct scientific • Video clips hours during the day
• Convection o radiation or absorption of radiant energy concept. • Internet when the average
• Radiation ➢ Describe the parts and functions of a ➢ Engage students in • Equipment for temperature is 21oC,
thermos flask practical activities practical work: will the clock gain or
➢ Explain thermal conductivity using different metal rods of lose reading during
➢ Describe a black body instruments as different the night when the
➢ State Stefan – Boltzmann’s law and use it required by the topic. materials, wax, average temperature
to do simple calculations ➢ Give summary source of heat, is 9oC? Explain your
notes. thermos flask, answer
➢ Evaluate students gauze, test • A black body radiates
understanding of tube, and ice maximum energy
material covered when its surface
through questioning. temperature T and the
corresponding
wavelength λmax are
related by the
equation λmax T =
constant. Given the
value of the constant
and surface
temperature as 2.9 x
10-3mK and 57oC
respectively, calculate
the frequency of the
maximum energy in
the spectrum.
Gases ➢ State the assumptions of the kinetic theory ➢ Teacher-students • Recommended • Air is in a container at
• Assumptions of of gases guided discussion to textbook. 0oC. If the pressure is
kinetic theory of ➢ State the gas laws (Boyle’s, Charles’s, and elicit students’ ideas • Chalk or white doubled, to what
gases, Pressure law) in mathematical form and modify and board. temperature must it be
correct them to the • Powerpoint. raised for the volume
• Video clips to remain the same?

23
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

• Gas laws: Boyle’s ➢ Use the three gas laws in to derive the correct scientific • Internet • An ideal gas of volume
law, Charles’ law, general gas equation PV = NRT and use it concept. • Equipment for 20cm3 and pressure
and pressure law to solve numerical problems ➢ Engage students in practical work: 0.5Pa is compressed
• General gas ➢ Apply the equations from the gas laws to practical activities meter rule, at constant
equation solve problem using different syringe, temperature to 2.5 Pa.
instruments as masses, u-tube, Calculate the final
required by the topic. manometer, gas volume.
➢ Give summary thermometer,
notes. Boyle’s law
➢ Evaluate students apparatus,
understanding of pressure gauge,
material covered stopcock,
through questioning. syringe,
extenders,
beaker,
thermometer,
graduated
cylinder, and
water bath

Circular motion ➢ Define circular motion ➢ Teacher-students • Recommended • On an analog wrist

• Distinguish between ➢ Explain terms used to describe circular guided discussion to textbook. watch, calculate the
vertical and motion: angular displacement, angular elicit students’ ideas • Chalk or white angular speed of:
horizontal circular velocity, frequency, period, angular and modify and board. o the second hand,
motion using acceleration etc. correct them to the • Powerpoint. o the minute hand,
appropriate ➢ Derive and apply the relationship between correct scientific • Video clips o the hour hand.
experiments linear velocity and angular velocity concept. • Internet • Is it possible for Alie to
• Show the difference ➢ Explain centripetal force ➢ Engage students in • Equipment for drive his car at
between angular ➢ Derive and apply the expression for practical activities practical work: constant velocity of
speed and velocity centripetal acceleration and relate it to using different pulley, string, 80km/h around the
• Draw a diagram to centripetal force instruments as mass of object curve? Explain your
illustrate centripetal required by the topic. (stone), cross answer
force bar, fixed rod,

24
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

• Banking of roads in ➢ Describe the applications of circular motion ➢ Give summary pointer, spiral
reducing sideways to: banking of roads, centrifuge, conical notes. spring,
friction pendulum, and negotiating a bend ➢ Evaluate students stopwatch,
understanding of meter rule, and
material covered beam balance
through questioning.

Gravitational field ➢ Define fields ➢ Teacher-students • Recommended • The magnitude of the

• Concept of fields ➢ State the type of fields guided discussion to textbook. force of attraction
• Acceleration due to ➢ State the properties of a force field elicit students’ ideas • Chalk or white between two particles
gravity, (g) ➢ Describe gravitational field and modify and board. of masses M and m
• Gravitational force ➢ Describe planetary motion correct them to the • Powerpoint. separated by a
between two ➢ State Kepler’s laws of planetary motion correct scientific • Video clips distance d is f1. When
masses: Newton’s ➢ State Newton’s universal law of gravitation concept. • Internet the distance of
law of gravitation ➢ Discus the relationship between ➢ Give summary separation is d/2 the
• Gravitational acceleration due to gravity and universal notes. magnitude of the force
potential and escape gravitational constant ➢ Evaluate students is f2. Given that the
velocity ➢ Explain gravitational field strength understanding of universal gravitational
• Satellites and ➢ Explain gravitational potential and escape material covered constant is G, obtain
rockets velocity through questioning. expression for
➢ Describe satellite o f1
➢ Distinguish between artificial and natural o the ratio of
𝑓2
𝑓1
satellites
➢ Explain uses of satellites • It is desired to launch
➢ Explain geostationary and parking orbit a geostationary
➢ Determine the period of revolution of a satellite in to orbit
satellite above the earth.
Calculate
o the minimum speed
with which the
satellite should be
projected

25
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

o the height the

satellite would be
above the ground

Oscillatory Motion ➢ Define oscillatory motion and give ➢ Teacher-students • Recommended • A mass m attached to
and Simple examples guided discussion to textbook. a light spiral spring is
Harmonic Motion ➢ Describe simple harmonic motion (SHM) elicit students’ ideas • Chalk or white caused to perform
• Illustration, using diagrams and modify and board. simple harmonic
explanation, and ➢ Use the diagram of a simple harmonic correct them to the • Powerpoint. motion of frequency
definition of motion to show the following correct scientific • Video clips 𝑘
f = ½π √ where k is
Oscillatory Motion o amplitude concept. • Internet 𝑚

and Simple o period ➢ Engage students in • Equipment for

the force constant of the
Harmonic Motion ➢ Determine the acceleration due to gravity practical activities spring.
practical work: o explain the physical
(SHM) using a simple pendulum and Helical spring using different retort stand, significance of k/m
• Speed and experiment instruments as thread,
➢ State the effect of the following on the required by the topic o if m = 0.3kg, k =
acceleration of SHM pendulum bob, 30Nm-1 , and the
• Period, frequency, period of oscillation: to illustrate energy stopwatch,
o length of a simple pendulum, transformation maximum
and amplitude of a standard
o mass of a loaded spring, involving a simple displacement of the
body executing SHM masses, helical
o mass of a loaded cantilever mass from the
• Energy in SHM pendulum and or spiral spring,
o length of a bifilar suspension helical spring, and equilibrium position
• Damped oscillations cantilever, and
➢ Describe the variation of the velocity, students’ activities to is 0.015m,
• Forced vibration and set of meter calculate the
resonance acceleration, and energy of a body determine the rules
exhibiting simple harmonic motion acceleration due to maximum velocity.
gravity.
➢ Give summary
notes.
➢ Evaluate students
understanding of
material covered
through questioning.

26
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Concept of Wave ➢ Describe a wave motion and classify wave ➢ Teacher-students • Recommended • A wave is represented
Motion as transverse, longitudinal, progressive, guided discussion to textbook. by the equation:
• Propagation of electromagnetic, and mechanical elicit students’ ideas • Chalk or white y = 0.2 sin 0.4π (x-60t),
mechanical waves ➢ State the properties of wave and modify and board. where all distances are
• Energy transmitted ➢ Explain the measuring properties of a correct them to the • Powerpoint. measured in cm and
with definite speed, wave: displacement, amplitude, frequency, correct scientific • Video clips time in s. Determine:
frequency, and phase, wavelength, velocity, phase concept. • Internet o wavelength
wavelength. difference, and period ➢ Engage students in • Equipment for o frequency
• Waveforms ➢ From the definitions of speed, frequency practical activities practical work: o speed of wave
• Mathematical and wavelength derive the wave equation v using different tuning fork,
relationship = fλ instruments as retort stand,
connecting ➢ Illustrate the graphical representations of required by the topic. cork, electric
frequency (f), transverse and longitudinal waves ➢ Give summary motor, power
wavelength (𝛌), ➢ Explain that energy is transferred by a notes. source, ripple
period (T) and progressive wave ➢ Evaluate students tank, beaker
velocity (v) ➢ Demonstrate familiarity with general understanding of and water
• Transverse and progressive wave equation: material covered
2𝜋𝑥
longitudinal y = Asin(𝜔𝑡 + ) through questioning.
𝜆
• Mathematical ➢ Use a given general progressive wave
representation of equation to determine parameters of a
wave motion. wave such as amplitude, frequency,
• General Progressive wavelength, and speed
Wave Equation and
its application

• Properties of waves: ➢ Define the terms interference and ➢ Teacher-students • Recommended • When two waves
reflection, refraction, coherence guided discussion to textbook. interfere, is there a
interference, ➢ Describe experiments that demonstrate elicit students’ ideas • Chalk or white loss of energy in the
diffraction, two-source interference using water and modify and board. system? Explain your
superposition of ripples, light (monochromatic light source, correct them to the • Powerpoint. answer.
progressive waves, e.g., laser) and microwaves correct scientific • Video clips • With the aid of a
producing standing concept. • Internet diagram explain the

27
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

and stationary ➢ Describe the conditions required if two- ➢ Engage students in • Equipment for two types of diffraction
waves. source interference fringes are to be practical activities practical work: of a waves
observed using different power source,
➢ Explain the meaning of diffraction instruments as shallow tank of
➢ Describe an experiment that demonstrates required by the topic. water,
diffraction, including the qualitative effect of ➢ Give summary oscillating
the gap width relative to the wavelength of notes. paddle, viewing
the wave, e.g., diffraction of water waves in ➢ Evaluate students screen, retort
a ripple tank understanding of stand, source of
material covered light, electric
through questioning. motor, optical
rail with cm
mark, multiple
slit pattern,
laser diode
source, screen,
paper and
single slit
pattern

Electromagnetic ➢ Define electromagnetic spectrum ➢ Teacher-students • Recommended • Investigate and write a

Spectrum ➢ State that all electromagnetic waves are guided discussion to textbook. report on how a radio
• Types of radiation in transverse waves that travel with the same elicit students’ ideas • Chalk or white station operates
electromagnetic speed in free space and modify and board.
spectrum ➢ Recall the orders of magnitude of the correct them to the • Powerpoint.
• Spectrum: wavelengths of the principal regions of the correct scientific • Video clips
elementary electromagnetic spectrum from radio concept. • Internet
description and uses waves to gamma rays ➢ Give summary
of various types of notes.
radiation: radio, ➢ Evaluate students
infrared, visible light, understanding of
ultra-violet, X-rays, material covered
gamma rays through questioning.

28
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

➢ Field trips to local

radio station
Sound Waves ➢ Define a sound wave and outline its ➢ Teacher-students • Recommended • Explain how radio
• Sources of sound characteristics guided discussion to textbook. stations avoid echo
• Transmission of ➢ Distinguish between musical notes and elicit students’ ideas • Chalk or white and reverberation?
sound waves noise and modify and board. • Car B moves towards
• Speed of sound in ➢ Describe how a sound wave is propagated correct them to the • Powerpoint. a stationary Car A.
solids, liquids, and ➢ Distinguish between echo and correct scientific • Video clips Car B produces an
air reverberation concept. • Internet ultrasonic sound at a
• Echoes and ➢ Describe the use of sound in measuring ➢ Give summary • Equipment for point and it takes 5.6 x
reverberation distance notes. practical work: 10-3s for a beep to be
• Noise and music ➢ Calculate the velocity of sound using the ➢ Evaluate students jar glass, heard in Car A.
• Characteristics of principle of echo. understanding of electric bell, Calculate the distance
sound ➢ Understand ultrasound and its applications material covered stopwatch, between the two cars
• Ultra-sound and in medicine and navigation. through questioning. vacuum pump at that instant (speed
applications ➢ Field trips to studios and clamps. of sound in air =
340ms-1)

Vibration in String ➢ Define vibration. ➢ Teacher-students • Recommended • A sonometer wire has

and Pipes ➢ Carry out activities involving vibrations in guided discussion to textbook. a frequency of 259Hz.
• Vibration in strings strings elicit students’ ideas • Chalk or white It is sounded
• Vibration in pipes – ➢ State the principle of superposition of and modify and board. alongside a tuning fork
open and closed waves correct them to the • Powerpoint. of frequency 256Hz.
pipes ➢ Use graphical method to illustrate the correct scientific • Video clips Calculate the beat
• Harmonies and formation of a stationary wave showing concept. • Internet frequency.
overtones nodes and antinodes ➢ Engage students in • Equipment for • Why does a tuning
• Forced vibration ➢ Demonstrate the relationship between the practical activities practical work: fork sound louder
• Resonance and beat frequency and length of string using different masses, string, when its stem is
➢ Outline the factors that affect the vibration instruments as pulley, G clamp, pressed against a
of string instruments required by the topic. wooden bridge, tabletop?
➢ Demonstrate the modes of vibration in ➢ Give summary meter rule,
pipes notes. beam balance,
retort stand,

29
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

➢ Demonstrate the relationship between the ➢ Evaluate students sonometer,

frequency and length of the air column in understanding of string vibrator,
pipes material covered stopwatch,
➢ Determine the wavelength of sound using through questioning. resonant tube,
stationary waves (e.g., use of sonometer, and tuning fork
resonance tubes, tuning forks)
➢ Explain end correction and resonance
➢ Describe beat and state its applications in
real life, e.g., in tuning guitar strings
➢ Explain Doppler’s effect
Light ➢ Describe reflection of light from plane ➢ Teacher-students • Recommended • Two plane mirrors are
• Sources of light surfaces guided discussion to textbook. inclined to each other
• Rectilinear ➢ State the laws of reflection elicit students’ ideas • Chalk or white such that they produce
propagation of light ➢ Describe experiment to demonstrate the and modify and board. 9 images of a lamp
• Reflection of light at laws of reflection correct them to the • Powerpoint. placed between them.
plane surface: plane ➢ Locate and observe the image formed in a correct scientific • Video clips Calculate the angle
mirror plane mirror and describe its characteristics concept. • Internet. between the reflecting
• Reflection of light at ➢ Determine the number of images formed by ➢ Engage students in • Equipment for surfaces.
curved surfaces: two plane mirrors that are practical activities practical work: • A concave mirror of
concave and convex o Parallel and demonstrations optical pins, radius of curvature
mirrors o inclined to each other at an angle using different plane mirror, 30cm produces an
• Refraction of light at instruments as protractor, inverted image, which
plane surfaces: ➢ Distinguish between converging (concave) required by the topic. drawing board is 4 times the size of
rectangular glass and diverging (convex) mirrors ➢ Give summary light source, the object. Determine:
prism (block) and ➢ Describe the terms used in curved mirrors: notes. and screen o the position of the
triangular prism. o pole ➢ Evaluate students image
• Refraction of light at o radius of curvature understanding of o the position of the
curved surfaces: o focal length material covered object
Converging and o principal axis through questioning. • Does the focal length
diverging lenses o center of curvature ➢ Extend learning by of a crown-glass
• Dispersion of white o principal focus engaging students in diverging lens change
light by a triangular mini project or when the lens is
glass prism

30
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

➢ Trace light rays to locate the position of the extended essay immersed in water?
images formed by spherical mirrors and writing Justify your answer
describe their nature • Explain why we see
➢ Carry out an experiment to determine the the sun before it
focal length of a converging mirror actually rises above
➢ Explain the uses of spherical mirrors the horizon in the
1 1 1
➢ Use of mirror formula = + to calculate morning
𝑓 𝑣 𝑢
• Why is a diamond
the unknown variables
more brilliant than a
➢ Define refraction of light
glass imitation cut the
➢ State the laws of refraction
same way?
➢ Describe qualitatively the concept of total
internal reflection and Critical angle • A ray of light is
➢ Define a lens and state the types of lenses incident at 45º on one
➢ Explain focal length and the power of face of a 60º prism of
lenses refractive index 1.5.
➢ Trace light rays to locate the position of the Calculate the total
images formed by lenses and describe deviation of the ray
their nature
➢ Carry out an experiment to determine the
focal length of a lens
➢ Explain the uses of a lens
1 1 1
➢ Use of lens formula = + to calculate
𝑓 𝑢 𝑣
the unknown variable
➢ Define real depth, apparent depth, and
lateral displacement
➢ Draw a ray diagram to show the path of
light ray as it travels
o from air to water
o from air to glass
➢ Determine the refractive index in each case
above

31
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

➢ Define angle of prism and the emergence

angle
➢ Sketch a diagram to illustrate refraction of
light as it passes through a prism
➢ Carry out an experiment to determine the
refractive index of a glass prism
➢ Define minimum deviation
➢ Use Snell’s law to determine the minimum
deviation
➢ State the applications of a prism
(dispersion of light and composition of
colour)
• Polarization of light ➢ Define polarization of light ➢ Teacher-students • Recommended • How could you
• Application of lenses ➢ State the methods of polarizing an guided discussion to textbook. determine whether a
in optical unopolarised light elicit students’ ideas • Chalk or white beam of light is plane
instruments. ➢ State Brewster’s law and modify and board. polarized or
• Definition, types, and ➢ Name examples of optical instruments correct them to the • Powerpoint. unpolarized?
demonstration of ➢ Explain the structure and operation of correct scientific • Video clips • The refractive index
interference optical instruments (human eye, concept. • Internet. of diamond for sodium
• Definition, types, and microscope, camera, and telescope) ➢ Engage students in • Equipment for light is 2.417. Find the
demonstration of ➢ Describe eye defects and their corrections practical activities practical work angle of incidence for
diffraction ➢ Explain the adjustments in optical and demonstrations as available. which the reflected ray
instrument using different of the diamond is
➢ Explain visual angle and angular angle instruments as completely polarized.
➢ Describe the composition of a compound required by the topic. • A woman wishes to
microscope and telescope ➢ Give summary study a photograph in
➢ Explain magnification in a simple notes. fine detail by using a
microscope, a compound microscope, and ➢ Evaluate students lens as a simple
a telescope in both normal adjustment and understanding of magnifying glass in
non-normal adjustment material covered such a way that she
through questioning. sees an image
magnified ten times
and at a distance of

32
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

250mm from the lens.

What focal length lens
should she use and
how far from the
photograph should it
be held? (D = 25cm)
Introduction to Fiber ➢ Explain what is meant by fiber optic ➢ Teacher-students • Recommended
Optics and Lasers ➢ Describe the principle of operation of guided discussion to textbook.
• Explanation of optical fibers elicit students’ ideas • Chalk or white
concept of fiber ➢ Describe the applications of optical fibers in and modify and board.
optics. ever day life correct them to the • Powerpoint.
• Principle of ➢ Explain what is meant by laser correct scientific • Video clips
transmission of light ➢ Describe the principle involved in the concept. • Internet.
through an optical production of laser ➢ Give summary
fiber ➢ Describe types of lasers notes.
• Applications of fiber ➢ Outline the uses of lasers ➢ Evaluate students
optics e.g., Local ➢ Describe laser safety understanding of
Area Networks material covered
(LAN), medicine, through questioning.
sensing devices,
carrying laser
beams, etc.
• LASER and it’s
applications

Electric Fields ➢ Classify material as conductors, ➢ Teacher-students • Recommended • The magnitude of the
• Electrostatics semiconductors, and insulators guided discussion to textbook. electrostatics force
• Production of electric ➢ Outline the methods of charging material elicit students’ ideas • Chalk or white between two point
charges ➢ Describe the distribution of charges on a and modify and board. charges is given by
• Types of distribution pear shaped and spherical conductor correct them to the • Powerpoint. the equation
𝑞 𝑞
of charges ➢ Explain the concept of an electric field correct scientific • Internet. 𝐹 = 𝑘 122
𝑟
• Storage of charges intensity concept. • Equipment for
• Electric lines of force practical work:

33
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

• Electric force ➢ Map out an electric field by means of field ➢ Engage students in perspex, o Identify each of the
between point lines practical activities ebonite rod, fur, other symbols in
charges and ➢ Explain Coulomb’s law for point charges and demonstrations silk, gold leaf, the equation.
Coulomb’s law and be able to apply its mathematical using different electroscope, o State the unit of
• Concepts of electric formula to solve numerical problems instruments as different types each symbol
field, electric field ➢ Explain electric potential, potential required by the topic. of capacitors, • A series arrangement
intensity (potential difference, and electric potential energy ➢ Give summary connecting wire, of three capacitors of
gradient), and ➢ Deduce the relationship between the notes. voltmeter, values 8µF, 12µF and
electric potential potential gradient and the electric field ➢ Evaluate students multimeter, 24µF is connected in
• Capacitance: intensity understanding of switch, and series with a 90V
definition, ➢ Describe the structure and operation of material covered battery battery.
arrangement, and capacitors through questioning. o Draw an open
application ➢ Explain capacitance circuit diagram for
➢ Describe the charging and discharging this arrangement
processes of a capacitor o Calculate the
➢ State the factors that affect the capacitance effective
of a capacitor capacitance in the
➢ Derive the formulae for the capacitance of circuit
the series and parallel arrangements of o On closing a circuit,
capacitors and be able to apply it to solve calculate the
numerical problems charge on each
➢ Derive the expressions for energy stored in capacitor when
a charged capacitor and be able to apply it fully charged.
to solve numerical problems o Determine the
➢ State examples of applications of potential difference
capacitors across 8µF
capacitor.

Direct Current ➢ Describe the sources of current electricity ➢ Teacher-students • Recommended • A current of 5.0A flows
electricity ➢ Explain that electric current is a flow of guided discussion to textbook. through a typical
charge carriers elicit students’ ideas • Chalk or white filament bulb when a
and modify and board. potential difference of

34
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

• Production of electric ➢ Recall that the charge on charge carriers is correct them to the • Powerpoint. 240V is applied across
current from primary quantized correct scientific • Internet. it. Calculate the
and secondary cells ➢ Recall and use Q = It concept. • Equipment for resistance of the bulb
• Potential difference ➢ Define Coulomb as the SI unit of electric ➢ Engage students in practical work: filament.
and electric current charge practical activities dry and wet cell, • Two resistors R1 and
• Electric circuit ➢ Represent circuit components by symbols and demonstrations voltmeter, R2 are connected, a)
• Electric conduction ➢ Recall and use appropriate circuit symbols. using different ammeter, in series and, b) in
through materials ➢ Distinguish between closed and open instruments as connecting wire, parallel across a
• Shunt and multiplier circuits required by the topic. key/ switch, filament bulb.
• Resistivity and ➢ Describe the effect of short circuiting ➢ Give summary bulb, resistance o Sketch the diagram
conductivity ➢ Explain the principle of operation and use notes. box, rheostat, showing each of
• Measurement of of an ammeter and a voltmeter ➢ Evaluate students and resistors of the arrangements.
electric current, ➢ Distinguish between series and parallel understanding of different o In which of the
potential difference, connections material covered magnitude arrangements will
resistance, EMF and ➢ Draw circuit diagrams containing sources, through questioning. the bulb be
internal resistance of switches, resistors, ammeters, voltmeters, crocodile clips, brighter? Explain
a cell. and/ or any other type of electrical different wire, why.
component meter rule,
• Electric energy and
➢ Explain the conversion of a galvanometer galvanometer, • Two wires, A and B,
power
into an ammeter and a voltmeter (shunt micrometer are made of the same
and multiplier) screw gauge, material. A has twice
meter bridge, the length of B and
➢ Define resistance of a conductor and state bulb, dry / wet twice its diameter.
its SI unit cell, voltmeter, What is the ratio of the
➢ State Ohm’s law and recall its ammeter, resistance of A to that
mathematical relation V = IR connecting wire, of B?
➢ Sketch and discus the I, V, characteristics key/ switch, • Draw a diagram to
of a metallic conductor at constant bulb, resistance show how you could
temperature in box connect together four
o semiconductor potentiometer, 560Ω resistors so that
o filament and rheostat their combined
resistance is 560Ω

35
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

➢ Arrange resistors in series and parallel and three phase • The resistance of a
in each case determine their effective connecting wire, wire is 4Ω and a cell
resistance three pin plug, supplies a current of
➢ Explain the factors that affect the tester and 0.8A through it. If the
resistance of a conductor circuit breaker resistance of the wire
➢ Define resistivity of a material and show is increased to 17Ω,
𝑅𝐴
that 𝜌 = where R is the resistance, ρ is the current supplied by
𝐿
the resistivity of the material, L is the length the cell is 0.2A. Find
of the conductor, and A is the cross- the e.m.f. and internal
sectional area resistance of the cell.
➢ Describe a metre bridge and state its uses • An electric motor
➢ Perform an experiment to demonstrate the takes 15A at 110V.
uses of a potentiometer Determine:
o the power input
➢ Distinguish between electromotive force o the cost of
(e.m.f.) and potential difference operating the motor
➢ State the sources of electromotive force for 8 hours at Le10
➢ Discus the effect of internal resistance of a per kilowatt-hour
source of e.m.f. on potential difference
➢ Recall and use the equation V = E – Ir,
where V is the voltage, E is the
electromotive force, (e.m.f), I is the current
and r is the internal resistance

➢ Define electric work and show that W = QV

where W = electrical work, Q = charge, and
V is the voltage
➢ Define electric power and derive its
mathematical relation P = VI where P =
electric power, V = voltage, and I = current
➢ Determine the heat generated and power
lost in a resistor

36
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

➢ Explain application of simple electrical

installations such as a three pin plug and a
circuit breaker
Simple Alternating ➢ Explain the characteristics of an alternating ➢ Teacher-students • Recommended • A resistor of
Current circuits current (AC) guided discussion to textbook. resistance 50Ώ, a
• Graphical ➢ Sketch a graph showing the variation of elicit students’ ideas • Chalk or white capacitor of
representation of voltage/ current against time and modify and board. capacitance 01μF, and
EMF and current in ➢ Describe the terms used in alternating correct them to the • Powerpoint. an inductor of
an AC circuit current correct scientific • Internet. inductance 0.1H are
• Peak and RMS o peak current (I0) concept. connected in series to
values o peak voltage (V0) ➢ Engage students in a 1.50 Vrms
• Series circuit o root mean square value of alternating practical activities alternating voltage
containing resistor, current (Irms) and demonstrations supply.
inductor, and o root mean square value of alternating using different o draw the circuit
capacitor voltage (Vrms) instruments as diagram
• Reactance and ➢ Explain the terms reactance capacitance required by the topic. o calculate the
impedance and inductance ➢ Give summary resonant frequency
• Vector diagrams ➢ explain the alternating current series circuit notes. • Explain the statement:
• Resonance in an AC of: ➢ Evaluate students the power supply
circuit o R-C understanding of voltage of a source is
• Power in an AC o R-L material covered 230V.
circuit o R-L-C through questioning.
➢ Explain the terms impedance
➢ Discus the conditions for resonance and
1
show that f =
2𝜋√𝐿𝐶
➢ Discus the application of resonance in
selecting a particular frequency in radio
reception and transmission
➢ Discuss power factor
Magnetic fields ➢ Identify a magnet, magnetic, and ➢ Teacher-students • Recommended • Sketch a diagram to
• Properties of nonmagnetic materials guided discussion to textbook. illustrate magnetic
magnets and ➢ State the properties of a magnetic field elicit students’ ideas • Chalk or white lines of force for a bar
magnetic materials ➢ Explain the concept of magnetic domains and modify and board. magnet placed in a

37
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

• Magnetization and ➢ Outline the processes involved in correct them to the • Powerpoint. uniform earth’s
demagnetization magnetization and demagnetization correct scientific • Internet. magnetic field with its
• Concept of magnetic ➢ Describe an experiment to determine the concept. • Equipment for north pole pointing
field factors that affect the strength of a magnet ➢ Engage students in practical work: north. Indicate the
• Magnetic force produced by electrical method practical activities battery, key, neutral points.
➢ Describe the uses of magnets and and demonstrations magnetic wire, • A sailor observes that
ferromagnetic materials using different iron nail, pins, his mariners’ compass
instruments as ammeter, retort reads N100 W at a
required by the topic. stand, insulated place where the angle
➢ Give summary copper wire, of declination is N150
notes. soft iron rod, W. Calculate the true
➢ Evaluate students magnetic bearing of the place.
understanding of compass,
material covered connecting wire,
through questioning. power source,
copper wire of
three
thicknesses,
metre rule, and
crocodile clips
Electromagnetic ➢ Explain the meaning of electromagnetic ➢ Teacher-students • Recommended • A current of 5A passes
fields field guided discussion to textbook. through a straight wire
• Concept of ➢ List the factors that affect the magnetic elicit students’ ideas • Chalk or white in a uniform magnetic
electromagnetic field force on a current-carrying conductor in a and modify and board. field of flux density 2.0
• Electromagnetic uniform magnetic field correct them to the • Powerpoint. x 10-3T. Calculate the
induction ➢ Explain the forces set up between parallel correct scientific • Internet. force per unit length
• Faraday’s law, current-carrying conductors in a uniform concept. • Equipment for exerted on the wire
Lenz’s law, and magnetic field ➢ Engage students in practical work: when it is inclined at
motor-generator ➢ Describe the torque produced by a current- practical activities battery, key, 300 to the field.
effect carrying rectangular coil in a uniform and demonstrations magnetic wire, • A 95% efficient
• Inductance magnetic field using different iron nail, pins, transformer is used to
• Eddy currents instruments as ammeter, retort operate a lamp rated
required by the topic. stand, insulated 60W, 220V from a

38
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

• Power transmission ➢ Describe the structure and action of an ➢ Give summary copper wire, 4400V AC supply.
and distribution electric motor and a moving coil notes. soft iron rod, Calculate:
• Use of galvanometer ➢ Evaluate students magnetic o the ratio of the
electromagnets ➢ Describe the force exerted on a charged understanding of compass, number of turns in
• The earth’s magnetic particle moving in electric and magnetic material covered connecting wire, the primary coil to
field fields, and their applications through questioning. power source, the number of turns
• Magnetic force on a ➢ Describe an electromagnetic switch copper wire of in the secondary
moving charged ➢ Describe the use of a relay to switch on a three different coil of the
particle (a current- motor or fan or light thicknesses, transformer.
carrying conductor metre rule, and o the current taken
placed in a magnetic ➢ Explain the meaning of electromagnetic crocodile clips from the mains
field and between induction circuit.
two parallel current- ➢ State the laws of electromagnetic induction
carrying conductors) ➢ Describe the factors that affect the
magnitude of the induced e.m.f.
➢ Describe the principles of the operation of a
dynamo and a generator
➢ Explain ways of ensuring constant bicycle
dynamo output at both low and high speed
➢ Describe the structure of an inductor and
explain its behavior in DC and AC circuits
➢ Derive and apply the equation for
calculating the energy in an inductor
➢ Describe eddy current
➢ Describe the structure, uses and principle
of a transformer
➢ Establish the relationship between
o e.m.f and the numbers of turns in a
transformer
o e.m.f and the current in a transformer
➢ Derive and apply the equation for
calculating the efficiency of a transformer

39
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Structure of the ➢ Describe the models of the atom as ➢ Teacher-students • Recommended • State three
atom proposed by: guided discussion to textbook. conclusions that can
• Models of the atom o Thompson elicit students’ ideas • Chalk or white be drawn from
• Energy quantization o Rutherford and modify and board. Rutherford’s
• Photoelectric effect o Bohr correct them to the • Powerpoint. experiment on the
• Thermionic emission o Wave mechanics correct scientific • Internet. scattering of alpha
• X-rays ➢ Explain the existence of quantized energy concept. particles by a thin
level in an atom ➢ Give summary metal foil in relation to
➢ Describe the types of spectra and their notes. the structure of the
uses ➢ Evaluate students atom.
understanding of • State Einstein’s
➢ Explain photoelectric effect material covered equation of
➢ Outline Einstein’s quantum theory through questioning. photoelectric effect
explanation of photoelectric effect • A photon has a
➢ State and explain the laws of photoelectric frequency of 5.02 x
effect 1014 Hz. Calculate the
➢ State the equation of photoelectric effect energy of the photon
and explain the terms used in:
➢ Describe the application of photoelectric o joules
effect o electron volts
[h = 6.6 x 10-34Js;
➢ Explain thermionic emission and its 1ev = 1.6 x10-19]
application • State three uses of X-
➢ Describe the nature, production, and uses ray other than those in
of cathode rays Medicine.
➢ State the application of photoelectric
emission on devices such as a photocell, a
cathode ray tube, and a photometer
➢ Explain the mode of operation of photocell,
cathode ray tube, electron gun and
fluorescent tube

40
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

➢ State the uses of photocell, cathode ray

tube, electron gun, and fluorescent tube

a) Describe the nature and production of X-

rays
b) Outline the properties, types, and
characteristics of X-rays
c) Explain the uses and hazards of X-rays
d) State the relationship between kinetic
𝑝2
energy and linear momentum (Ek = ) in
2𝑚
an X-ray
Structure of the ➢ Describe the structure of the nucleus ➢ Teacher-students • Recommended • A nuclide AZX emits
nucleus ➢ Explain the following terms: guided discussion to textbook. β-particles to form a
• Composition of the o Nuclide elicit students’ ideas • Chalk or white daughter nuclide Y.
nucleus o Nucleon and modify and board. Write a nuclear
• Radioactivity – o Atomic Number correct them to the • Powerpoint. equation to illustrate
natural and artificial o Neutron number correct scientific • Internet. the charge
• Nuclear reactions - o Mass number concept. conservation.
fusion and fission ➢ Establish the relationship between Atomic ➢ Give summary • Tabulate the
mass and Mass number notes. properties of alpha (ά),
➢ Evaluate students beta (β), and gamma
➢ Explain the meaning of radioactivity understanding of (γ) radiations under
➢ Distinguish between natural and artificial material covered the following
radioactivity through questioning. headings: nature,
➢ Discuss the methods of detecting radiation ➢ Field trip to the penetration ability,
➢ Explain nuclear instability hospital ionization, and charge.
➢ State decay law • The radioactive nuclei
➢ Determine the half-life, decay constant, and 210
84 PO emits a
average life using the appropriate particle α to produce
mathematical formula 206
82 Pb. Calculate the
energy, in MeV,
➢ Define mass defect and binding energy released in each

41
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

➢ Explain the relationship between mass and disintegration. (Take

binding energy the masses of
➢ Discuss the terms binding energy and o 21084Po=
binding energy per nucleon 209.936730u
➢ Apply nuclear equation o 21082 Pb=
➢ State the relationship between Joule, 205.929421u
electron volts, and Mega electron volts o 42He =4.001504u
(Mev) and that
➢ Determine the nuclear energy in Joules o 1u = 931 MeV.)
and Mega electron volts from nuclear
equation
➢ State a qualitative explanation of nuclear
power generation

Electronic (Electrical ➢ Define electronics ➢ Teacher-students • Recommended • Using the energy band
Conduction through ➢ Define conductor, semi -conductor, and guided discussion to textbook. theory, distinguish
Materials) insulator elicit students’ ideas • Chalk or white between conductor,
• Distinction between ➢ Explain the energy band and the terms and modify and board. insulator, and
conductors, used in it correct them to the • Powerpoint. semiconductor
semiconductors, and ➢ Use the energy band to distinguish correct scientific • Internet.
insulators in term of between conductor, semiconductor, and an concept.
band theory insulator ➢ Give summary
• Semiconductor ➢ Distinguish between intrinsic and extrinsic notes.
materials (silicon semiconductors and explain how they are ➢ Evaluate students
and germanium) produced understanding of
• Meaning of intrinsic ➢ Describe the formation and operation of P material covered
semiconductors – N junction diodes through questioning.
(example of ➢ Describe the types of P – N junction diodes
materials silicon and and their uses
germanium) ➢ Describe the half wave and full wave
• Charge carriers rectification of an alternating current
• Doping production of ➢ Explain the smooth or filter capacitor action
p-type and n-type

42
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

extrinsic ➢ Describe voltage regulation, voltage

semiconductors multiplier and DC voltage stabilization
• Junction diode –
forward and reverse
biasing, voltage
characteristics
• Uses of diodes
• Half and full wave
rectification

Wave-particle ➢ Explain the wave-particle duality of matter ➢ Teacher-students • Recommended • By equating the photo
paradox ➢ State Louis de Broglie’s postulate guided discussion to textbook. energy E = hƒ to the
• Electron diffraction ➢ Discuss the de Broglie equation elicit students’ ideas • Chalk or white Einstein mass-energy
• Duality of matter ➢ State Heisenberg’s Uncertainty Principle and modify and board. relation, derive an
• Heisenberg’s ➢ Discuss the equation of Heisenberg’s correct them to the • Powerpoint. expression for de
Uncertainty Principle Uncertainty Principle correct scientific • Internet. Broglie’s wavelength
➢ Explain electron diffraction concept. of a particle.
➢ Give summary
notes.
➢ Evaluate students
understanding of
material covered
through questioning.

43