ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

CURRICULUM DEVELOPMENT AND TECHNICAL SERVICES

PHYSICS

SECONDARY SCHOOL LEVEL

FORM 3 - 6
2015-2022

TEACHER’S GUIDE

Curriculum Development Unit © All Rights Reserved

P.O.BOX MP133 Copyright 2015
Mount Pleasant
Harare
 PHYSICS TEACHERS’ GUIDE FORMS 3 -6
Acknowledgement
The ministry of primary and secondary education would to acknowledge the following:
zz Physics National Panel
zz United Nations Children’s Fund (UNICEF)

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PHYSICS TEACHERS’ GUIDE FORMS 3 -6
CONTENTS .............................................................................................................. PAGE

Acknowledgements...........................................................................................................2

Organisation of the guide..................................................................................................4

Critical Documents............................................................................................................5

UNIT 1: Curriculum framework for Zimbabwe Primary and Secondary Education............6

UNIT 2: Syllabus Interpretation.........................................................................................7

UNIT 3: Scheme of work...................................................................................................9

UNIT 4: Lesson Plans......................................................................................................11

UNIT 5: Record Keeping..................................................................................................13

PART B: Curriculum Delivery...........................................................................................14

UNIT 6: Scope of the guide.............................................................................................17

Annexure.........................................................................................................................19

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 PHYSICS TEACHERS’ GUIDE FORMS 3 -6
1.0 ORGANISATION OF THE TEACHERS’ GUIDE

This is a document intended for you,to realise the expected conduct towards the fulfillment of the
new curriculum demands in Physics learning area. It guides you to understand and engage in the
participation to implement the new curriculum.

This teachers’ guide is divided into two parts.

Part A focuses on the critical documents you must have as a teacher. Part B deals with curriculum
delivery which has the content, objectives, methodology, instructional materials, class manage-
ment and assessment.
zz Part A- Critical Documents
zz Part B-Curriculum Delivery

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PHYSICS TEACHERS’ GUIDE FORMS 3 -6
PART A

2.0 CRITICAL DOCUMENTS

Introduction
As a teacher it is important for you to have the critical documents for effective curriculum imple-
mentation in the Physics learning area.
Rationale
Modern day economies, Zimbabwe included, are driven by Technology and Physics concepts
form part of the basis. The study of Physics enables learners to be creative and innovative in
industry and society that can promote the application of Physics in industrial processes for value
addition. The learning of Physics concepts promotes value addition and beneficiation of natural
resources and the harnessing of available opportunities for enterprise skills.
Objectives
By the end of part A on critical documents you should be able to
a) Identify the critical documents
b) Show understanding of each document
c) Interpret the National Syllabus
d) Develop the school syllabus
e) Develop preparatory documents
f) Develop progress records

You are expected to have the following critical documents

zz Curriculum Framework
zz National Syllabus
zz School syllabus
zz Scheme cum plan or Schemes of Work and lesson plans
zz Progress Records
zz Register of Attendance
zz Learner profiling guide

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 PHYSICS TEACHERS’ GUIDE FORMS 3 -6
UNIT 1

Curriculum for Primary and Secondary Education

Introduction
This is a policy document that outlines the underpinning national philosophy, principles, learning
areas, the description and expectations of Ministry of Primary and Secondary Education (MoPSE)
at policy level. It outlines what the government expects you to implement.

Objectives

By the end of this unit you should be able to:

zz identify key elements of the new curriculum
zz demonstrate understanding of the values that define the new curriculum

Key Elements of the Curriculum

The following are the key elements of the curriculum framework
zz Background
zz Principles and values guiding the curriculum
zz Goals of the Curriculum
zz Learning areas
zz Teaching and learning methods
zz Assessment and learning
zz Strategies for effective curriculum implementation
zz The future

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PHYSICS TEACHERS’ GUIDE FORMS 3 -6
Unit 2:

Syllabus Interpretation

Introduction
A syllabus is a key document to you as a teacher and as such your ability to deliver effective
lessons depends on careful planning. Planning begins with national syllabus interpretation which
forms the basis for:
zz Development of school syllabus
zz Development of scheme of work
zz Development of lesson plan

Objectives
By the end of this unit on syllabus interpretation you should be able to:
zz Interpret the national syllabus
zz Create the school syllabus

TYPES OF SYLLABI
There are two types of syllabi, that is, the National Syllabus and the SchoolSyllabus. The national
syllabus is distributed by the ministry whilst the school syllabus is constructed at departmental
level in your physics learning area.

2.1 National Syllabus

Definition
It is a policy document that outlines and specifies the Learning area philosophy, aims and objec-
tives, Learning/teaching concepts and content, suggested methodology and assessment criteria
at every secondary level. As a teacher, you should always have it to guide you in your day to day
teaching and learning activities.
Elements of the Physics National Syllabus
The national syllabus includes the following topics:
zz Cover page
zz Acknowledgements
zz Preamble
zz Presentation of Syllabus
zz Aims
zz Syllabus Objectives
zz Methodology and Time Allocation
zz Topics
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 PHYSICS TEACHERS’ GUIDE FORMS 3 -6
zz Scope and Sequence
zz Competency Matrix
zz Assessment
zz Glossary/Appendices

Content
The content of the national syllabus are in the respective documents:
Refer to Physics Syllabus Form 3-4 and Form 5-6

School Syllabus
Definition
It is the interpretation of the national syllabus taking into account local school factors. The Physics
school syllabus must be drawn at school level from the National Syllabus by reorganising content
taking into account local factors.(see section on Syllabus Interpretation)
Factors Influencing Drafting of the School Syllabus
The school syllabus is drafted taking into consideration different factors;
zz Level of learner performance (knowledge they already have)- make use of progress reports
and evaluation reports
zz Relevant facilities and resources (in physics one may consider expensive practicals being
done in January capitalizing on using left over materials from previous external examination)
zz Time allocation in the official syllabus
zz Local conditions that affect the choice and sequencing of topics
zz Education technology
zz Community influences

Elements of the School Syllabus

The following are the key elements of the school syllabus:
zz Topic/content
zz Activities
zz Time allocation
zz Methodology (NB learner – centred)
zz Instructional or teaching materials

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PHYSICS TEACHERS’ GUIDE FORMS 3 -6
UNIT 3

SCHEMES OF WORK
Definition
Scheme of work is a result of your interpretation of the syllabus which shows the content to be
covered and its sequencing. This is a document that you as a teacher should draw from the na-
tional and school syllabus.
You should outline the objectives, activities, content and methodologies (see schemes of work/
scheme cum plan template on page …).You should draw your scheme of work/scheme cum plans
at least two weeks ahead of lesson delivery date. (Use of ICT tools in drawing the documents
is encouraged, avoiding the temptation to copy ready-made documents, but ensuring to make a
document that suitsyour learners).

Components of Schemes of Work

zz Week ending
zz Topic/Content
zz Objectives
zz Competencies
zz Source
zz Methods
zz Activities
zz Evaluation

EXAMPLE

Aims

This scheme aims at

1. Introducing students to physical quantities

2. Relating physical quantities to measuring units

3. The use of measurement in the community

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 WEEK TOPIC/ CON- OBJECTIVES COMPETEN- SOM/MEDIA FACILITY METHODS/AC- WEEK
ENDING TENT CIES/ SKILLS/ TIVITIES ENDING
By the end of /EQUIPMENT
(2016) the lesson pupils KNOWLEDGE
should be able to

13-12 Measurement- - measure accu- -scientific /atti- • National Syllabus • Metre rule METHODS
Measurement of rately tudes page…
physical quanti- • Measuring • Demonstration,
ties. tape Command, Prac-
tice, Guided Dis-
- record results -decision mak- • School syllabus • Ticker tape covery ,Group
ing page…. 13-12-
• Derived • Stopwatch Work, Pair work, 2016
Tasking
quantities - critically anal- • Ammeter
yse results -accurate ob-
servation • voltmeter
- apply the • The web for exam- ACTIVITIES
results wherever ple • Collecting ma-
• Use of S.I. appropriate terials
units -being meticu- http:youtube.com
lous • Measuring the
materials
dimensions of
the materials
-consistency
• Computer
simulations on
projectiles
-objective
1.0 Describing
natural and man-
made materials

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PHYSICS TEACHERS’ GUIDE FORMS 3 -6
PHYSICS TEACHERS’ GUIDE FORMS 3 -6
UNIT 4

LESSON PLAN
Definition
This is a detailed daily plan of what you intend to deliver and how it will be done. This is to be used
in the event of you having drawn a scheme of work rather than a scheme cum plan. (See Detailed
Lesson Plan Template on page…..)

Components of a Lesson Plan

The lesson plan consist of the following components:

zz Date and time
zz Learning area
zz Topic
zz Class
zz Sources of materials and/or media
zz Textbooks
zz Assumed knowledge
zz Objectives
zz Competencies
zz Introduction
zz Lesson development
zz Conclusion
zz Evaluation

EXAMPLE
Date: 22 April 2016
Level: Form 3
Time: 10:40-11:50
Number of students: 70
Learning Area Physics
Topic/Content: Physical quantities
Sub-Topic: Measurement
S.O.M: National syllabus 8.3.1 page 12
School syllabus
Textbook page ….
Media Various measuring instruments

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 PHYSICS TEACHERS’ GUIDE FORMS 3 -6
Equipment: Objects and apparatus
Assumed Knowledge: learners are able to identify dimensions or physical quantities of objects.
Lesson Objectives
By the end of the lesson, learners should be able to:
zz Measure physical quantities that is length and mass
zz Read an instrument scale to the nearest fraction of a division
zz Identify S.I. units for length and mass

STAGE/TIME TEACHER LEARNER POINTS TO NOTE

ACTIVITIES ACTIVITIES
Introduction Monitors activities in In pairs they estimate Units of length and
groups length and mass of mass
5minutes given blocks.
15 minutes Facilitates presenta- Each pair presents accuracy
tions on estimations and a
rival pair measures
the estimated blocks.
10 minutes Facilitates discussion Compare estimates Note sources of errors
versus accurate mea- in measuring.
surements
5 minutes Monitors order and Watch a video on Measuring to the near-
attentiveness how to take measure- est fraction
ments
Skill Development Rotates materials to be Practice measuring Use of measuring in-
measured using different instru- struments
30 minutes ments and recording
results
Conclusion Corrects and concre- Selected pupils sum- • How to measure
tise main points marise the lesson
5 minutes • Units
• accuracy

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PHYSICS TEACHERS’ GUIDE FORMS 3 -6
Unit 5
RECORD – KEEPING

Definition
Records are critical documents about teaching-learning process which you must keep as a teach-
er. They should be accurate and up to date. The following are some of the reasons why you should
keep records:

zz They help you to track learner’s performance

zz They help you in planning and re-adjustment of plans
zz They are essential for assessment
zz They are the basis for counseling
In addition to critical documents you are expected to keep the following records in your file:

zz Class attendance register

zz Teacher’s Guide
zz Social record
zz Progress record
zz Remedial record
zz Asset and stock control registers
zz Circulars

Conclusion
All these documents are important for your delivery of the new curriculum.

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 PHYSICS TEACHERS’ GUIDE FORMS 3 -6
3.0 PART B

Curriculum Delivery

Introduction

This section covers content, objectives, methodology, learning-teaching materials, evaluation and
assessment, and class management.

3.1 Objectives ( examples from forms 3 and 4 topics)

3.2 Content

3.3 Methodology (examples)

The following approaches and methods are recommended in the teaching and learning of Phys-
ics.
Approaches
You are the facilitator and the learner is the doer. Minimize methods that makes a learner a pas-
sive participant. Use learner-centered and interactive approaches, which include discovery, inqui-
ry and problem-solving.

These approaches foster scientific skills such as observation, accuracy, objectivity, honest and
group skillsThey include demonstrations, field work, games, simulations, debates, laboratory work
and experiments, group work and discussions, role-play, case studies, project based learning and
educational tours.

Objectives
Syllabus and learning objectives should be SMART. They are more specific statements that in-
clude both an action verb and a content reference. They should provide a clear statement of in-
tended learning outcomes.In the formulation of objectives keep in mind the following questions:
zz What do you want your learners to learn? (What are the learning outcomes which you expect
from the learning and teaching process?)
zz What assignments, classroom activities, and pedagogical approaches will help your learner
acquire the identified knowledge, skills, or attitude changes (competences)?
zz How will you determine that learners have accomplished what you set out to teach them?
(How will you evaluate their achievements?)

3.4 Teaching-learning Materials

Teaching-learning materials are the tools you should use during the learning and teaching pro-
cess. Learning materials should concretise the concepts and engage the learner.The following
should help you choose appropriate teaching-learning material.

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PHYSICS TEACHERS’ GUIDE FORMS 3 -6
zz capture learners’ interest and create virtual reality.
zz promote meaningful communication, hence effective learning.
zz ensure better retention, thus making learning more permanent.
zz provide direct or first-hand experience with the realities of the social and physical environ-
ment.
zz help overcome the limitations of the classroom
zz stimulate and motivate students to learn.
zz help develop interests in other areas of learning.
zz encourage active participation, especially if learners are allowed to manipulate materials
used.

Types of Teaching-Learning Materials

Visual materials
Three Dimensional Materials

zz Objects: real things-e.g. Jars, cooking utensils etc.

zz Models: are recognisable representation of a real thing
zz Specimens: are objects which are representative of a group or a class of similar objects
e.g. flowers, fish, frogs etc.
zz Printed materials: Textbooks, Workbooks, Handbooks and Modules
zz Chalkboards
zz Flannel or felt boards
zz Bulletin boards
zz Still pictures: Non-projected (photographs, illustrations) and Projected (slides, filmstrips,
overhead projectors)
zz Graphics: Charts, Graphs, Maps and globs, Posters and diagrams.
zz Audio Aids: Radio and Recorded audio

Audio-Visual Teaching-learning Materials

zz Motion pictures such as Television and video clips

3.4 Assessment and Evaluation

Assessment
Assessment is both continuous and summative (see the physics syllabus)

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 PHYSICS TEACHERS’ GUIDE FORMS 3 -6
Evaluation
You are supposed to evaluate at the end of each lesson and in the case of the scheme at the
end of the week. When you evaluate you are looking at the extent to which the objectives have
been achieved and this is usually measured by learners’ performance. You should also evaluate
the teaching –learning methods, this encompasses the strength and weaknesses of the methods
used. You should evaluate the suitability of the equipment used. It is also important to evaluate the
timing of activities and class management. You should also bring out the way forward in terms of
areas of improvement and areas you can capitalise on.

3.6 Class Management

This is the process of planning, organizing,leading and controlling class activities to facilitate
effective and efficient learning. This should help you to create an effective learning environment,
motivate the learners, maintain class discipline and supervise class activities. Classroom organ-
isation is critical for an effective learning environment. Classroom management covers: physical
environment, emotional environment, grouping the learners, class control and discipline and su-
pervision.

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PHYSICS TEACHERS’ GUIDE FORMS 3 -6
UNIT 6

SCOPE OF THE GUIDE

Topics to be covered

1.0 Measurement and physical quantities

2.0 Kinematics
3.0 Forces
4.0 Machines
5.0 Mechanical structures
6.0 Work, energy and power
7.0 Thermal physics
8.0 Internal combustion engines
9.0 Waves
10.0 Optics
11.0 Electricity
12.0 Magnetism
13.0 Electromagnetism
14.0 Electronics
15.0 Atomic and nuclear physics
Topic/: 1.0 Measurement and physical quantity

a. Measurement and base quantities

b. Measurement and derived quantities
c. SI Units
Sub topic: Measurement and base quantities

Objectives
By the end of the lesson pupils should be able to;
zz measure length and mass
zz read an instrument scale to the nearest fraction of a division

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 PHYSICS TEACHERS’ GUIDE FORMS 3 -6
Content
Measuring length using meter rule vernier calipers and micrometre screw gauge

Methods and Activities

The learners measure the length using meterrule ,vernier calipers and micrometre screw gauge
The learners measure mass using triple beam balances and electronic balances
Learners to tabulate results

Materials

Meter rule
Vernier calipers
Micrometre screw gauge
Electronic balance
Triple beam balance

Evaluation

To what extent have the objectives been achieved?

How effective were the teaching – learning activities
How effective was your class management in terms of time management, order and clarity of
instructions
How the learners responded

Conclusion

This guide is not exhaustive, your initiative and creativity is of paramount importance in the suc-
cessful implementation of the new curriculum .You need to embrace the new paradigm which
puts the learner at the centre of all class activities and encourages learning that is relevant to
the learner’s environment and the outcome should move Zimbabwe to a higher level in terms of
socio-economic status.

The learning of Physics should be done with the following cross cutting issues in mind: inclusivity,
environmental issues, indigenous knowledge system, financial literacy, enterprise education, gen-
der, HIV and life skills, child protection, team work, food security, safety health issues and disaster
risk management

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PHYSICS TEACHERS’ GUIDE FORMS 3 -6
Annexture scope and sequence

TOPIC FORM 3 FORM 4

1.0 MEASUREMENT AND • Measurement of physical • Definition of voltage,

PHYSICAL QUANTITIES quantities. resistance and current
• Derived quantities • Experiments to measure
voltage, current and determine
1.1 Measurements • Use of S.I. units resistance for ohmic
conductors
1.2 Scalars and vectors • Definitions and examples
• Resultant of coplanar
vectors using graphical
method
• Applications
2.0 KINEMATICS • Definitions of terms
2.1 Speed, velocity, distance, • Equations of linear
displacement and acceleration motion and application
2.2 Graphs of motion • Drawing and
interpretation of graphs
2.3 Motion under gravity • Definition of free fall
• Calculations and
applications
3.0 FORCES • Types of forces • Application of forces
on beams, trusses and
3.1 Effect of force on materials • Interpretation of force mechanical large structures
extension-graphs

3.2 Effect of force on motion • Definitions of weight,

momentum and inertia
• State and apply
Newton’s laws of motion
• Circular motion
3.3. Friction and circular motion • Effects of friction
• Methods of friction
• Centripetal acceleration
and force
3.4 Turning effects of a force • Moments of a force
• Turning effect of a force
• Principles of moments
• Application of moments
3.5 Centre of mass/centre of • Definitions of terms
gravity
• Determination of centre
of mas
• Stability

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 PHYSICS TEACHERS’ GUIDE FORMS 3 -6

TOPIC FORM 3 FORM 4

3.6 Pressure • Definition

• Calculations
• Pressure in fluids and
applications
4.0 Machine • Definition
• Experiments involving
inclined planes, levers
and pulleys
4.1. Simple machines • Definitions
• Experiments involving:
-inclined plane
-levers
-pulleys
-calculation of velocity
ratio. Mechanical
advantage and
efficiency.
5.0. MECHANICAL
STRUCTURES
5.1 Mechanical structures • Beams, trusses, joining
materials and large
structures
6.0 WORK, ENERGY AND
POWER

6.1 Work • Definition

• Calculation of work done

6.2 Energy • Definition

• Types and sources of
energy
• Energy conversion
• Law of conservation and
conversion of energy
• Calculations involving
energy
6.3 Power • Definition .
• Calculations involving
power
7.0 THERMAL PHYSICS • Definition of matter
7.1 Kinetic theory of matter • States of matter and their
physical properties

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PHYSICS TEACHERS’ GUIDE FORMS 3 -6

TOPIC FORM 3 FORM 4

7.2 Thermal properties • Simple experiments to • Calculation of heat capacity

demonstrate thermal and latent heat
properties
• Measurement of temperature
7.3 Heat transfer • Modes and mechanisms
of heat transfer and their
applications
• Experiments on modes
of heat transfer
8.0 INTERNAL COMBUSTION • Describe the operations of a
ENGINES four stroke engine
• Explain the role of the
carburettor
• State the advantage of
multiple cylinders in an engine
• Compare the operations of a
diesel and petrol engine
9.0 WAVES
9.1 Types of waves • Definition and
classification of waves

9.2 Wave properties • Experiments to

demonstrate wave
properties and
characteristics
9.3 Sound • Production and sound
waves
• Experiments to
determine speed of
sound
9.4 Electromagnetic waves • Electromagnetic
spectrum
• Application of
electromagnetic waves
10.0 OPTICS Application of waves: light
• Laws of reflection
• Experiments using plane
mirror
• Ray diagrams
• Laws of refraction
• Experiments to demonstrate
refraction
• Snell’s law and application
Experiments on dispersion of
light

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 PHYSICS TEACHERS’ GUIDE FORMS 3 -6

TOPIC FORM 3 FORM 4

11.0 ELECTRICITY
11.1 Electrostatics • Charging
• Interaction between charges
• Field lines
• Application of electrostatics
• Safety and hazards
11.2 Primary and secondary • Definition of terms
cells
• Power sources
• Measurement of electrical
entities
• Ohm’s law and resistance
• Safety
11.3 Current electricity • Definition of terms
11.4 Electric circuits • Electric components
• Constructing simple circuits
11.5 Electricity in the home • Wiring of three pin plugs
• Use of two pin plugs
• Safety precautions#
12.0 MAGNETISM
12.1 Magnetic properties • Properties and interaction
12.2 Application
13.0 ELECTROMAGNETISM
13.1 Magnetic effects of an • Field patterns
electric current
• Hand rules
13.2 Force on current carrying • Factors
conductor in magnetic field
• Hand rules
• applications
13.3 Electromagnetic induction • generator principle
• Lenz’s law
• Applications
13.4 Transformers • Transformer principle
• Efficiency
• AC transmission and power
loses
14.0 ELECTRONICS • Carbon resistors and colour
coding
14.1Electronic components
• Reed switch

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PHYSICS TEACHERS’ GUIDE FORMS 3 -6

TOPIC FORM 3 FORM 4

14.2 Logic gates • Circuit symbols

• Construction of truth tables
15.0 ATOMIC AND NUCLEAR
PHYSICS
15.1. Atomic model • Description of an atomic
model
• Isotopes
15.2 Radioactivity • Definition
• Types of radioactive emission
and their characteristics
• Use storage handling and
impact of radioactive emission

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 PHYSICS TEACHERS’ GUIDE FORMS 3 -6

TOPIC FORM 5 FORM 6

General Physics  Physical Quantities and Units
 Errors and uncertainties
Newtonian Mechanics  Kinematics
 Dynamics
 Forces
 Work, Energy and Power
 Circular Motion
 Gravitational Field
Oscillations And  Oscillations
Waves
 Waves
 Superposition
Electricity and Mag-  Electricity
netism
 D.C. Circuits
 Electric fields
 Capacitance
 Electro magnetism
 Electromagnetic Induction
 Alternating Currents
TOPIC FORM 5 FORM 6
Electronics  Analogue Electronics
 Digital electronics
Matter  Phases of Matter
 Deformation of Solids
 Temperature
 Thermal Properties of Mate-
rials
 Ideal gases
 Non-viscous Fluid Flow
 Transfer of Thermal Energy
Modern Physics  Charged Particles
 Quantum Physics
 Atomic Structure
 Radioactivity
 Communication

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