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ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education wishes to acknowledge the following for
their valued contribution in the production of this syllabus:

• The Upper Secondary Level Physics Syllabus Development Panel

• Zimbabwe School Examinations Council (ZIMSEC)
• Government departments
• Representatives from Teachers, Teachers’ Colleges and Universities
• United Nations Children’s Fund (UNICEF)
• United Nations Educational Scientific and Cultural Organisation (UNESCO)

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Table of Contents
1.0 Preamble ............................................................................................................................ 4
1.1 Introduction........................................................................................................................ 4
1.2 Rationale ............................................................................................................................ 4
1.3 Summary of Content .......................................................................................................... 4
1.4 Assumptions ...................................................................................................................... 4
1.5 Cross- Cutting Themes ...................................................................................................... 5
2.0 PRESENTATION OF THE SYLLABUS ......................................................................... 5
3.0 AIMS ................................................................................................................................. 5
4.0 OBJECTIVES OF THE SYLLABUS ............................................................................... 6
5.0 METHODOLOGY AND TIME ALLOCATION ............................................................. 6
6.0 TOPICS ............................................................................................................................. 7

7.0 SCOPE AND SEQUENCE ………………………………………………………………9

8.0 COMPETENCY MATRIX ………………………………………………………………11

9.0 ASSESSMENT ………………………………………………………………………….. 32

9.1 ASSESSMENT OBJECTIVES ………………………………………………………….. 32

9.2 ASSESSMENT MODEL …………………………………………………………………32

9.3 SCHEME OF ASSESSMENT ……………………………………………………………34

9.4 SPECIFICATION GRID ………………………………………………………………….40

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 1.0Preamble

1.1Introduction
The forms 5 - 6 Physics syllabus document is designed to put greater emphasis on the heritage based
technological concepts acquired through a hands-on learner centred approach. The syllabus is hinged
on the rich cultural heritage of our community and focuses to stimulate interest, imagination and
critical thinking. Traditional scientific knowledge and modern innovations are used to connect
scientific concepts to everyday lives and global challenges through hands on activities. By integrating
physics syllabus with cultural relevant, learners are empowered to investigate, innovate, solve
problems and become informed, responsible citizens who appreciate our heritage and promote
sustainable development. The learners will be assessed through a continuous assessment system in
the form of project-based assessments, hands on experiences and demonstrations.

1.2Rationale
The Heritage-Based Physics syllabus provides an integration of traditional knowledge and
contemporary technologies learners will develop essential critical thinking, problem solving and
collaborations skills through hands on enquiry-based learning to apply scientific principles to real
world challenges and impact the society positively. The syllabus fosters responsible stewardship of
natural resources and cultural heritage.

1.3 Summary of Content

The Physics syllabus emphasizes integrating heritage-based knowledge into secondary education and
supports diversity. The syllabus covers various topics aimed at fostering a deep connection with
cultural roots while promoting scientific curiosity and technological skills. It encourages hands-on,
learner-centred activities such as constructing, drawing, designing, programming, promoting critical
thinking and problem-solving skills. The syllabus also addresses cross-cutting themes like digital
competencies, climate change and disaster risk management, ensuring a holistic approach to learner
development. Continuous assessment is based on academic performance, projects, presentations and
observations to evaluate the understanding of both the scientific and cultural aspects of the learning
area.

1.4Assumptions
The Heritage-Based Physics syllabus for Zimbabwe has taken deliberate consideration of several
assumptions critical for socio-economic transformation. The assumptions are based on the context of
Zimbabwe's heritage, educational system, societal needs and aspirations. It therefore becomes critical
to consider that learners:

• are exposed to scientific experiences

• live in diverse social contexts
• use technological devices
• are conscious of their environment
• are aware of their obligation towards health and well-being

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The general assumption is that a Heritage-Based Physics syllabus can effectively integrate science
and technology education, fostering a deeper understanding of scientific concepts, technological
innovations and their relationship with Zimbabwe's heritage.

1.5 Cross- Cutting Themes

This phase will develop an appreciation of:

• Environmental management
• Enterprise Education
• Gender Equality
• Health and wellbeing
• Child rights and responsibilities
• Climate Change
• Disaster risk management

2.0PRESENTATION OF THE SYLLABUS

The Upper Secondary Physics syllabus is a single document covering Forms 5 - 6. It contains the
Preamble, Aims, Syllabus Objectives, Syllabus Topics, Methodology and Time Allocation, Scope
and Sequence, Competency Matrix and Assessment. The Scope and Sequence chart shows the
progression of topics from Forms 3 - 4, while the syllabus matrix gives details of the content to be
covered.
3.0AIMS
The syllabus aims to enable learners to:

3.1 become confident citizens in a technological world and be able to take or develop an
informed interest in matters of scientific import, and technology, through a heritage-based
approach.
3.2 recognise the usefulness, and limitations, of scientific method and to appreciate its
applicability in other disciplines and in everyday life;
3.3 be suitably prepared for studies beyond A-Level.
3.4 develop abilities and skills that are relevant to the study and practice of Physics, are useful
in everyday life, encourage efficient and safe practice as well as effective communication.
3.5 develop attitudes relevant to Physics such as concern for accuracy and precision,
objectivity, integrity, the skills of enquiry, initiative and inventiveness
3.6 stimulate interest in, and care for, the environment in relation to the environmental impact
of Physics and its applications
3.7 incorporate indigenous knowledge, cultural practices, historical perspectives and national
endowments into science and technology education.
3.8 create a sustained interest in Physics so that the study of the subject is enjoying and
satisfying
3.9 promote an awareness, as guided by Ubuntu /Unhu/ Vumunhu philosophy, that:

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 • the study and practice of Physics are co-operative and cumulative activities, and
are subject to social, economic, technological, ethical and cultural influences and
limitations.
• the implications of Physics may be both beneficial and detrimental to the
individual, the community and the environment.
.

4.0 OBJECTIVES OF THE SYLLABUS

Learners should be able to:

4.1 follow instructions in practical work in order to manipulate record observations and analyse data
to confirm or establish relationships.
4.2 demonstrate knowledge about physical phenomena, facts, laws, definitions and concepts of
Physics.
4.3 measure and express physical quantities in SI units to a given level of accuracy and precision.
4.4 solve problems using calculations
4.5 generate and transform information in Physics, from one form to another for presentation,
interpretation and problem solving.
4.6 design a practical solution through a Physics project to solve a real life problem.
4.7 use ICT to simulate Physics phenomena, present and analyse Physics data.
4.8 apply safety measures in all practical work.
4.9 explore the connections among heritage, science and technology.
4.10 explain and apply procedures in Physics to protect the environment.

5.0METHODOLOGY AND TIME ALLOCATION

SUGGESTED METHODS

It is envisaged that teaching and learning programmes based on this heritage based Physics syllabus
could feature a wide variety of learning experiences designed to promote acquisition of scientific
expertise and understanding, and to develop values and attitudes relevant to science and life.
Teachers are encouraged to use a combination of appropriate strategies to effectively and equitably
engage and challenge their learners through:

❖ Planned experiments
❖ Problem based learning
❖ Individual and group work
❖ Educational tours
❖ Project based learning
❖ Design based learning
❖ Learning by discovery
❖ E-learning such as simulation
❖ Collaboration with museums and heritage sites.

N.B. Ortho-didactic principles, such as visual tactile, simulation and self-activity, will be applied
when need arises to cater for diverse needs of learners.

Safety precautions must always be observed.

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TIME ALLOCATION:

A minimum of 12 periods of 40 minutes each in a week should be allocated as double periods for
adequate coverage of the syllabus

6.0TOPICS

• General Physics
• Newtonian Mechanics
• Oscillations and Waves
• Electricity and Magnetism
• Electronics
• Matter
• Modern Physics

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7.0 SCOPE AND SEQUENCE

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
Robotics • Principles of robotic systems
• Robot design methodologies
• Robot construction and programming

Oscillations And Waves • Oscillations

• Waves
• Superposition
Electricity and • Electricity
Magnetism • D.C. Circuits
• Electric fields
• Capacitance

• • Electro magnetism
• Electromagnetic Induction
• Alternating Currents

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 TOPIC FORM 5 FORM 6
Electronics ▪ Analogue Electronics
▪ Digital electronics
Matter ▪ Phases of Matter
▪ Deformation of Solids
▪ Temperature
▪ Thermal Properties of Materials
▪ Ideal gases
▪ Non-viscous Fluid Flow
▪ Transfer of Thermal Energy
Modern Physics ▪ Charged Particles
▪ Quantum Physics
▪ Atomic Structure
▪ Radioactivity
▪ Communication

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 8.0 COMPETENCE MATRIX

FORM 5: General Physics

Topic Objectives Content Suggested activities Suggested

Learners should be able to: (knowledge, skills, resources
values and
attitudes)
Physical • express derived units as products or quotients of the base units • Physical • Deriving units from base units • “ASE
quantities and and use the named units listed in the appendix quantities and • Carrying out planned publication SI
units • use base units to check the homogeneity of physical equations equations experiment in measurement Units, Signs,
• Derive physical equations using base units • Base Quantities • checking of the homogeneity Symbols and
• Demonstrate understanding and use the conventions for • SI units of physical equations Abbreviations”
labelling graph axes and table columns. • Data • Measuring and expressing (The ASE
• use the following prefixes and their symbols to indicate presentation physical quantities in Companion to
decimal sub-multiples or multiples of both base and derived • Vectors multiple/sub multiple units 5-16 Science,
units: pico (p), nano (n), micro (μ), milli (m), centi (c), deci • adding and subtracting two or 1995).
(d), kilo (k), mega (M), giga (G), tera (T) more coplanar vectors
• Determine the resultant of two or more coplanar vectors. • Resolving vectors
• represent a vector as two perpendicular components

Errors and • Distinguish between systematic and random errors • Data • Differentiating between • Graphs
uncertainties • Differentiate between precision and accuracy presentation systematic and random errors. • ICT
• Assess the uncertainty in a derived quantity by simple • Errors • Demonstrating precision and
addition of actual, fractional or percentage uncertainties (a • uncertainties accuracy
rigorous statistics treatment is not required) • Combining errors

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TOPIC Objectives Content Suggested activities Suggested resources
Learners should be able to: (knowledge, skills,
values and attitudes)
Kinematics • derive, from the definitions of velocity and acceleration, • Rectilinear motion • Deriving equations of • ICT
equations which represent uniformly accelerated motion in v = u + at linear motion • Charts
a straight line. v² = u²+ 2as • Solving problems
• solve problems using equations which represent uniformly s = ut + ½at² using equations of
accelerated motion in a straight line, including the motion of linear motion
bodies falling in a uniform gravitational field without air
resistance. • Analysing projectile
• describe and explain motion due to a uniform velocity in motion
one direction and a uniform acceleration in a perpendicular
direction (Projectiles). • Solving projectile
• solve problems using standard equations for projectile motion problems
motion.
• identify and explain some everyday examples of rectilinear • Non-linear motion
and non-linear motion

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TOPIC Objectives Content Suggested activities Suggested resources
Learners should be able to: (knowledge, skills,
values and attitudes)
Dynamics • define linear momentum as the product of mass and • Linear momentum • Explaining the use of • ICTs
velocity. force-time graphs. • Trollies
• solve problems using the relationship F= ma, appreciating
that acceleration and force are always in the same direction.
• state the principle of conservation of momentum.
• use the principle of conservation of momentum on simple
applications including elastic and inelastic collisions • Demonstrating elastic
between two bodies in one dimension (calculations and inelastic collisions
involving the use of coefficient of restitution are not using ICT simulations.
required).
• recognise that, for a perfectly elastic collision, the relative
speed of approach is equal to the relative speed of
separation. • Impulse
• define impulse as 'change in momentum'. • Determining area under
• explain the significance of area under a force - time graph. force-time graph.
• describe applications of Newton's laws of motion and • Applying Newton’s
conservation of linear momentum • Newton’s laws of laws of motion.
motion

NEWTONIAN MECHANICS

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Forces • describe the forces acting on a mass in motion or at rest. • Types of forces. • Using the vector • Spring balances
• State and explain the origin of the upthrust acting on a body triangle to represent • mass
in a fluid. • Equilibrium of forces. forces in equilibrium • Burette/ long glass
• calculate the upthrust in terms of the weight of the displaced tube
fluid (Archimedes Principle). • Investigating “three • Metal Beads
• describe friction as a force which opposes motion • Centre of gravity. force” equilibrium • Meter rule
(knowledge of coefficient of friction and viscosity is using spring balances • Liquid paraffin
required). • Terminal velocity. and weights • Masking
• use Stoke's law to explain quantitatively how a body falling tape/maker
through a viscous fluid under laminar conditions attains a • Stop watch
terminal velocity. • Turning effect of a • Carrying out
• describe an experiment, based on the measurement of force. experiments to measure
terminal velocity, to determine the viscosity of a liquid. terminal velocity
• describe a couple as a pair of forces tending to produce • Carrying out
rotation only. experiments, to
• define and use the moment of a force and the torque of a determine the viscosity
couple of a liquid
• outline the conditions for a system to be in equilibrium • Determining the
• describe everyday application of forces in equilibrium moment and torque of
a couple
WORK, • define work in terms of the product of a force and • Energy conversion • Measuring work • Force metre
ENERGY AND displacement in the direction of the force. and conservation required for various • Stop watch
POWER • calculate the work done in a number of situations including • Work tasks • Slotted masses
the work done by a gas which is expanding against a • Potential energy, • Estimating kinetic • Light gates/ motion
constant external pressure: W =PΔV. kinetic energy and energy of various sensors
• derive, from the equations of motion, the formula 𝐸𝑘 = internal energy objects • Metre rule/ tape
1
𝑚𝑣 2 . • Investigating speed of a measure
2
1 falling object
• Apply the formula 𝐸𝑘 = 2 𝑚𝑣 2 . (gravitational potential
• distinguish between gravitational potential energy, electric energy lost and kinetic
potential energy and elastic potential energy. energy gained)
• derive, from the defining equation W = Fs, the formula Ep =
mgh for potential energy changes near the Earth's surface.
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 • use the formula Ep = mgh for potential energy changes near • Heating and measuring
the Earth's surface. the temperature change
• explain the concept of internal energy. of substances

Type equation here.

Topic Objectives Content Suggested activities Suggested

Learners should be able to: (knowledge, skills, resources
values and attitudes)
WORK, • explain that there are energy losses in practical devices and use • Power • Measuring power • Electric motor
ENERGY the concept of efficiency. output of an electric • Solar panels
AND • relate power to work done and time taken using appropriate motor • Solar bulbs
POWER examples. • Visiting Power stations
• derive and use power as the product of force and velocity. • Using solar panels for
• describe and explain everyday examples of energy conversion heating and lighting
(e.g. hydro, thermal, solar, wind, chemical electric power, and
environmental concerns).

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TOPIC Objectives Content Suggested activities Suggested
Learners should be able to: (knowledge, skills, values resources
and attitudes)
Circular Motion • express angular displacement in radians. • Kinematics of uniform • Deriving the equations • Bucket
circular motion of circular motion • String
• define angular velocity, centripetal force • Centripetal • Demonstrating circular • Pendulum
and centripetal acceleration acceleration motion in vertical and • ICTs
• understand the use of the concept of • Centripetal force horizontal circles using • Bicycles
angular velocity. buckets with water.
• derive and use v = rω. • Visiting centres where
• describe qualitatively the motion in curved circular motion is used.
path due to a perpendicular force. • Riding bicycles at round
• explain the centripetal acceleration in the about.
case of uniform motion in a circle.
• Derive and use centripetal acceleration • Deriving and using
a = v2/r and a = rω2 equations when solving
• use centripetal force F = mv2/r, F = mrω2 a problem.
• describe and explain everyday examples of
motion in a circle (to include banked
roads, geostationary orbits and their
applications)

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 Objectives Content Suggested Suggested
TOPIC Learners should be able to: (knowledge, skills, activities resources
values and attitudes)
Gravitational Field • show an understanding of a gravitational field as a field of • Gravitational field • Simulating • ICT tools
force. • Force between planetary motion
• define gravitational field strength as force per unit mass. point masses using ICT tools.
• state and use Newton's law of gravitation in the form F = • Field of a point
Gm1m2/r2. mass
• analyse circular orbits in inverse square law fields by relating • Field near the
the gravitational force to the centripetal acceleration it causes. surface of the earth
• derive from Newton's law of gravitation and the definition of • Gravitational
gravitational field strength, the equation g = Gm/r2 for the potential
gravitational field strength of a point mass.
• use the equation g = Gm/r2 for the gravitational field strength
of a point mass.
• explain that on the surface of the Earth g is approximately
constant and is called the acceleration of free fall.
• describe an experiment to determine the acceleration of free
fall using a falling body.
• Carrying out
• define potential at a point as the work done in bringing unit
experiments using Electronic timers
mass from infinity to the point.
falling objects
• use the equation φ = - Gm/r for the potential in the field of a
and laser beams Motion sensors.
point mass.
and timers.
• describe and explain everyday applications of the
•
gravitational force of attraction (include satellite and period of
rotation).

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 Objectives Content Suggested activities Suggested
TOPIC Learners should be able to: (knowledge, skills, resources
values and attitudes)
ROBOTICS • Identify sensors and actuators • Temperature • Identifying • ICT tools
• Explain the functions of the sensors sensors, sensors and • Robotic kits
• Describe function of actuators ultrasonic actuators • Resource
• Identify tools and applications for robot design sensors, light • Discussing persons
• apply tools and applications for robot design sensor, pressure functions of • Braille/jaws
• Construct and code sensor, proximity sensors and software
sensor, camera. actuators • ICs
• Actuators • Computer • 3D printer
• CAD tools, simulating and
simulation coding
software, micro • Writing
controllers structured
(ESP32, programs to
ESP8266, control robots for
Arduino and defined tasks
raspberry pi) • Constructing
• Robot design and robots
construction

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Oscillations ▪ describe simple examples of free oscillations such as the • Simple harmonic ▪ Carrying out ▪ Spring-Mass
And Waves simple pendulum, spring-mass system and torsional motion. experiments system.
pendulum. involving
▪ explain the terms amplitude, period, frequency, angular oscillatory ▪ Simple
frequency and phase difference. systems. pendulum
▪ express period in terms of frequency and angular frequency,
1 2𝜋
f = 𝑇 and T = 𝜔 ▪ Deriving a= ▪ Loaded
2
-ω x. Cantilever.
▪ express graphically the changes in displacement, velocity and
▪ Solving
acceleration for a simple oscillator.
problems using ▪ Barton
▪ recognise and use
the listed pendulums.
▪ v = vocosωt
equations.
▪ v = ± ω(xo2 – x2)1/2
▪ Drawing and ▪ Stop watches.
▪ prove that for simple oscillations a = -ω2x.
analysing
▪ recall and use x = x0sinωt as a solution to the equation
displacement,
a = -ω2x.
velocity and
▪ describe analytically and graphically the inter-change
between kinetic and potential (gravitational/elastic) energy in • Damped and accelerating
forced graphs.
a simple oscillator.
▪ describe examples of damped oscillations such as car oscillations.
• Resonance ▪ Using Barton
suspension systems and moving coil meters.
pendulums to
▪ describe graphically the degrees of damping.
analyse
▪ describe practical examples of forced vibrations and
resonance.
resonance.
▪ depict graphically how the amplitude changes with frequency
near to the natural frequency of an oscillation system.
▪ state examples where resonance is useful and where it is a
nuisance.

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TOPIC Objectives Content Suggested activities Suggested
Learners should be able to: (knowledge, skills, resources
values and
attitudes)
Super position ▪ Explain the principle of superposition in simple application. • CT Scanning ▪ Experimenting on ▪
▪ Rays in matter • Stationary superposition and ▪ ICT Tools
▪ Understand the purpose of tomography or CT scan waves stationary wave ▪ CRO
▪ Understand the principles of CT scanning • Diffraction formation.
▪ Understand the image of an 8-Voxel cube can be developed • Interference ▪ Measuring wavelength. ▪ Signal
using CT scanning. • Two-source generator,
▪ slit experiment). interference micro-
▪ explain the term coherence. pattern ▪ Solving problems using phone,
▪ scribe how stationary waves are formed. ▪ Diffraction listed formulae slinky
▪ explain and identify nodes and antinodes. order spring, rope,
▪ distinguish between stationary and progressive waves. ▪ Carrying out meter rule
▪ determine the wavelength of sound using stationary waves. experiments on
▪ show an understanding of experiments which demonstrate two- diffraction ▪ ripple tank
source interference (Young's two- and
▪ explain the conditions required if two-source interference diffraction
fringes are to be observed. grating
▪ use the equation, for fringe spacing x=λD/a
▪ demonstrate experiments on diffraction
use the formula nλ = dsin θ to determine the wavelength of light.

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 ELECTRICITY AND MAGNETISM

TOPIC Objectives Content Suggested activities Suggested

(knowledge, skills, resources
values and
attitudes)
▪ describe practical applications of electrostatic phenomena in photo- • Simple • Carrying out visits to • Resourc
Electricity copying, paint spraying and dust extraction. electrostatic places where e Person
phenomena electrostatics spray • Photoco
painting, and pier
photocopying and • ICT
dust extraction is tools
done
▪ define charge and the coulomb. • Electric current • Solving circuit • Power
▪ define potential difference and the volt. problems using sources.
▪ solve problems using Q = It, V = W/Q, P = VI, P = V2/R and P = • Potential listed equations • Carbon
I2R. difference • Taking resistors,
▪ define resistance and the ohm. measurements to voltmete
▪ recall and solve problems using R = ρl/A • Resistance and distinguish between rs,
▪ define e.m.f. in terms of the energy transferred by a source in driving resistivity e.m.f. and p.d ammeter
unit charge round a complete circuit. • Identifying and s and
▪ Use appropriate equipment in trouble shooting electrical circuits • Circuit faults fixing faulty circuits constant
▪ distinguish between e.m.f. and p.d in terms of energy considerations. • Testing basic circuit an wires
▪ describe the effects of the internal resistance of a source of e.m.f. on • electromotive components • Multime
the terminal potential difference and output power. force • Carrying out ter
▪ calculate the internal resistance of a source of e.m.f. using V = E – experiments to • CRO
Ir. • Power measure internal
▪ Determine practically the internal resistance (r) of a power source. • Internal resistance
resistance

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 Objectives Content Suggested activities Suggested
TOPIC (knowledge, resources
skills, values and
attitudes)
DC circuits ▪ Learners should be able to: • Solving problems ▪ ICT tools
▪ state Kirchhoff's first law and explain the link to conservation of • Kirchhoff's using Kirchhoff’s
charge. laws laws ▪ Power sources,
▪ state Kirchhoff's second law and explain the link to conservation of • Using Kirchhoff's carbon
energy. laws to derive resistors, LDR,
▪ derive, using Kirchhoff's laws, a formula for the combined resistance of formulae for thermistor,
two or more resistors in series. resistors strain gauge,
▪ solve problems using the formula for the combined resistance of two or • Using potential potentiometer,
more resistors in series. divider in circuits. galvanometer,
▪ derive, using Kirchhoff's laws, a formula for the combined resistance of • Carrying out jockey
two or more resistors in parallel. experiments to
▪ solve problems using the formula for the combined resistance of two or determine unknown
more resistors in parallel. e.m.f.s and to
▪ apply Kirchhoff's laws to solve simple circuit problems. • use potential compare p.d.s
▪ use potential divider as a source of variable p.d. divider
▪ describe and explain the use of the thermistor, LDR, and strain gauge in
potential divider circuits to provide voltage representatives of physical • principle of
quantities. the
▪ use the principle of the potentiometer as a means of comparing potentiometer
potential differences.

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 Objectives Content Suggested activities Suggested
TOPIC Learners should be able to: (knowledge, resources
skills, values
and attitudes)
Electric ▪ describe an electric field as an example of a field of force and define • Concept of ▪ Solving problems ▪ ICT tools
Fields electric field strength as force per unit positive charge. an electric using the stated
▪ use E = V/d to calculate the field strength of the uniform field between field and an formulae
charged parallel plates in terms of potential difference and separation. electric field
▪ calculate the forces on charges in uniform electric fields. strength ▪ Simulating the
▪ describe the effect of a uniform electric field on the motion of charged electric fields.
particles. • Uniform
▪ use Coulomb's law in the form F = Q1Q2/4𝜋εo 𝑟 2 electric fields
for the force between two point charges in free space or air.
▪ use E = Q/4𝜋εo 𝑟 2 for the field strength of a point charge in free space • Force ▪ Indicating
or air. between similarities between
▪ define potential at a point in terms of the work done in bringing a unit point charges electric and
positive charge from infinity to the point. gravitational fields
▪ state that the field strength of the field at a point is numerically equal • Electric field
to the potential gradient at that point. of a point ▪ ICT tools
▪ use the equation V = Q/4𝜋εo𝑟 2 for the potential in the field of a point charge
charge.
▪ compare qualitative and quantitative aspects of electric and • Electric
gravitational fields. potential

• Potential
gradient

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TOPIC Objectives Content Suggested activities Suggested
Learners should be able to: (knowledge, resources
skills, values and
attitudes)
Capacitances ▪ describe the function of capacitors in simple circuits. • Capacitors • Discussing the • Resistors.
▪ define capacitance and the farad. and use of capacitors • Capacitors
▪ solve problems using C = Q/V. capacitance in electronic • Power source
▪ derive, using the formulae C = Q/V, conservation of charge • Energy stored circuits • ammeters
and the addition of p.d’s, the formulae for capacitors in in a capacitor • Solving
series and parallel. problems using
▪ solve problems using formulae for capacitors in series and the stated
in parallel. formulae
▪ deduce from the area under a potential-charge graph, the • Deriving W =
equation W = ½QV and hence W = ½CV2. ½QV using
▪ describe charging and discharging of capacitors in RC graphs
circuits. • Charging and
discharging
capacitors in
circuits.

FORM 6:
ELECTRICITY AND MAGNETISM
Topic Objectives Content Suggested activities Suggested
(knowledge, resources
skills, values
and attitudes)
Electromagneti • explain that a force might act on a current-carrying • Force on ▪ Carrying out • Permanent
sm conductor placed in a magnetic field. current- experiment to magnets
• solve problems using the equation F = BILsinθ with carrying verify F = • Metallic rods
directions as interpreted by Fleming's left-hand rule. conductor BILsinθ • Rider
• define magnetic flux density and the Tesla. • Force on a ▪ Solving • Half meter rule
• demonstrate how the force on a current-carrying conductor moving problems using • Protractor
can be used to measure the flux density of a magnetic field charge F = BILsinθ &
using a current balance. F= Bqv sinθ . • power pack
• ammeter

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 • predict the direction of the force on a charge moving in a • Magnetic • Determining
magnetic field. fields due to directions using • Electronic
• solve problems using F= Bqv sinθ . currents Fleming's left- balance
• sketch flux patterns due to a long straight wire, a flat • Force hand rule.
circular coil and a long solenoid. between • Carrying out • Computer
• show that the field due to a solenoid may be influenced by current- experiment to
the presence of a ferrous core. carrying determine flux • solenoid
• describe the principle of the electromagnet and state its conductors density using • soft iron core
uses. • Electromagn current balance
• Sketching flux • calibrated Hall
• explain the force between current-carrying conductors and et
predict the direction of the force. field patterns probe
• describe and compare the forces on mass, charge and • Simulating force
current in gravitational, electric and magnetic fields, as on a moving
appropriate. charge in B field
• describe how a calibrated Hall probe can be used to using computer
measure flux density • investigating the
effect of a
ferrous core in a
solenoid
• Measuring flux
• Hall Probe density using a
calibrated Hall
probe
▪ Electromag • define magnetic flux and the Weber • Laws of • Solving • Dynamo
netic • solve problems using φ = BA. electromagn problems using φ • Voltmeter
Induction • define magnetic flux linkage etic = BA. • ammeter
• deduce from appropriate experiments on electromagnetic induction
induction • measuring
that a changing magnetic flux can induce an e.m.f. in a Faraday's voltage and • solenoid/
circuit, law current generated coil
that the direction of the induced e.m.f. opposes the by a dynamo • magnet
change producing it • center zero
the factors affecting the magnitude of the induced e.m.f. Lenz law • Verifying Lenz galvanometer
law
17
Topic Objectives Content Suggested activities Suggested
(knowledge, skills, resources
values and attitudes)
▪ Alternating ▪ define and use the terms period, frequency, peak value • Characteristics • using a CRO to • CRO
Currents and root-mean-square (r.m.s) value as applied to an of alternating display and • A.C power
alternating current or voltage. currents measure peak source
▪ deduce that the mean power in a resistive load is half voltage/current
the maximum power for a sinusoidal alternating and determining
current. root-mean-square
▪ represent an alternating current or an alternating
voltage by an equation of the form x = xo sinωt. • investigating the
▪ distinguish between r.m.s and peak values and solve effect of number
problems using the relationship 𝐼𝑟𝑚𝑠 = 𝐼𝑜 ⁄√2 for of turns on output • prototype
the sinusoidal case. • The transformer voltage/current transformer
▪ show an understanding of the principle of operation of • making prototype
a simple iron-cored transformer and solve the • Transmission of transformer • diodes
𝑁𝑠 𝑉 𝐼𝑝 electrical • CRO
problems using ⁄𝑁 = 𝑠⁄𝑉 = ⁄𝐼 energy • A.C power
𝑝 𝑝 𝑠
for an ideal transformer. source
▪ Explain the use of oil in transformer • Rectification
▪ show an appreciation of the scientific and economic
advantages of alternating current and of high voltages
for the transmission of electric energy. ▪ connecting diodes
▪ state the scientific and economic advantages of to display half-
alternating current and of high voltage. wave and full-
▪ distinguish graphically between half-wave and full- wave
wave rectification. rectification.
▪ explain the use of a single diode for the half-wave
rectification of an alternating current.
▪ explain the use of four diodes (bridge rectifier) for the
full-wave rectification of an alternating current.
▪ analyse the effect of a single capacitor in smoothing,
including the effect of the value
18
ELECTRONICS

Topic Objectives Content Suggested Suggested

(knowledge, activities resources
skills, values and
attitudes)
▪ Analogue ▪ describe the use of the light-emitting diode (LED), the buzzer ▪ Transducers • Constructing • operational
Electronics and the relay as output devices. circuits to show amplifiers
▪ describe the properties of the ideal amplifier as a comparator. functioning of ICs
▪ explain the use of an operational amplifier as a comparator. control systems • circuit
▪ discuss the principles of negative and of positive feedback in e.g burglar boards
an amplifier. alarms, • LED
▪ describe the circuit diagrams for both the inverting and the automated street • Buzzer
non-inverting amplifier for single signal input. ▪ The ideal lightning • relay
▪ use the virtual earth approximation to derive an expression for operational system, • CRO
the gain of inverting amplifiers. amplifier • carbon
▪ use expression for the voltage gain of inverting and non- • Assembling resistors
inverting amplifiers. circuits to show • Signal
▪ discuss the effect of negative feedback on the gain and on the the effect of generator
bandwidth of an operational amplifier. ▪ Operational negative
▪ describe the use of an operational amplifier as a summing amplifier feedback on
amplifier in the inverting mode. circuits gain and
▪ describe the use of an operational amplifier as a voltage bandwidth
follower.
▪ describe the use of an operational amplifier as a non-inverting
Schmitt-trigger, with positive feedback provided by a potential
divider.

19
Topic Objectives Content Suggested Suggested
(knowledge, activities resources
skills, values and
attitudes)
• Digital ▪ describe the function of each of the following gates: NOT, ▪ Logic gates • Assembling • ICs
Electronics AND, NAND, OR, NOR and represent these functions by circuits to show • power
means of truth tables (limited to a maximum of two inputs, functionality of source
where appropriate). NOT, AND, • switches
▪ describe how to combine AND, NOT and OR gates, or NAND, OR, • CRO
NAND gates only, to form EXOR and EX-NOR gates. NOR
▪ analyse circuits using combinations of logic gates to perform
control functions. • Making circuits
▪ explain how to construct and interpret truth tables for ▪ Logic gates with a mesh of • logic gates
combinations of logic gates. combinations logic gates to
▪ describe the function of simple electronic devices and systems open a safe, or
which are found in the home, in industry and in ▪ The impact other control
communications. of electronics functions
▪ appreciate the impact of electronic devices and systems on in society • Discussing and
domestic and industrial activities. and industry explaining how
▪ appreciate the impact of electronic devices and systems on electronics has
modern communications made life easier

20
 MATTER

Topic Objectives Content Suggested activities Suggested

(knowledge, resources
skills, values
and attitudes)
▪ Phases of Matter • relate the difference in the structures and densities of • Density • carrying out • transparent
solids, liquids and gases to simple ideas of the experiment to glass tube
spacing, ordering and motion of molecules. • States of observe the • Ice Cube
• describe a simple kinetic model for solids, liquids matter random movement • Laboratory
and gases. of molecules. thermometer
• distinguish between the process of melting, boiling • Change of • Carrying out • A beaker
and evaporation. phase experiments to • Bunsen burner
• define the term pressure and using the kinetic model determine the
explain the pressure exerted by gases. • Pressure in pressure due to a
• derive, from the definitions of pressure and density fluids liquid column.
the equation p = ƿgh.
• use the equation p =ƿgh.

▪ Deformation of Solids ▪ explain how the deformation is a result of deformation ▪ Stress, strain • carrying out • Helical
tensile or compressive. ▪ Elastic and experiments to springs
▪ describe the behaviour of springs in terms of load, plastic determine the
extension, elastic limit, Hooke’s law and the spring behavior spring constant for • Clamps
constant (i.e. force per unit extension). springs connected
▪ define and use the terms stress, strain and the Young in series and in • stands
modulus. parallel • different
▪ describe an experiment to determine the Young materials
Modulus of a metal in the form of a wire. ▪ Young • loading materials • rubber bands
Modulus to identify plastic
21
 ▪ distinguish between elastic and plastic deformation of and elastic • coat hanger
a material. behavior wire
▪ deduce the strain energy in a deformed material from ▪ Force
the area under the force-extension graph. extension • sketching graphs. • Resource
▪ sketch and compare the force-extension graphs for the graph persons
typical ductile, brittle and polymeric materials, • Visiting
(consider ultimate tensile stress). engineering • ICT tools
▪ explain fatigue as a consequence of cyclic stress ▪ structure and companies
insufficient to cause immediate failure, describe metals
situations which lead to fatigue failure.
▪ describe creep as failure due to sustained stress, below ▪ Deterioratio
that required for immediate failure, combined with n and failure
elevated temperature.
▪ Demonstrate knowledge with reference to properties
of materials to the solving of simple engineering
problems.
▪ Temperature ▪ show that a physical property which varies with ▪ Temperature • measuring the • thermocouple
temperature may be used for the measurement of scales e.m.f of a • Bunsen burner
temperature and state examples of such properties. thermocouple and • Ice
𝜃 𝑥 −𝑥
▪ use the equation 100 = 𝑥 𝜃 −𝑥𝑜 to calibrate a using it to • Liquid in
100 𝑜 ▪ Fixed points determine the glass
thermometer where X is a proportionally varying temperature • Resistance
physical property. associated with the thermometer
▪ explain the principal features and operation of a e.m.f • Constant
liquid-in-glass, resistance, constant-volume gas and ▪ Thermometri • Discussing volume gas
thermocouple thermometers and state the advantages c properties different types of
and disadvantages of each. thermometers
▪ describe the thermodynamic scale and explain the
concept of absolute zero. (Existence of an absolute ▪ Types of
scale of temperature which does not depend on the thermometer
property of any particular substance) s
▪ express temperatures in Kelvin and degree Celsius.

22
Topic Objectives Content Suggested activities Suggested
(knowledge, resources
skills, values and
attitudes)
▪ Thermal ▪ relate a rise in temperature of a body to an ▪ Specific heat • carrying out experiments to • samples of
Properties of increase in internal energy. capacity determine the nature of the cooling different
Materials ▪ define and use specific heat capacity, and curve for metallic samples and materials
show an awareness of the principles of its ▪ Specific latent other materials
determination by electrical methods or any heat • Determining specific latent heat of • thermometer
other suitable method. fusion and vaporization.
▪ define and use specific latent heat, and ▪ Internal • Determining the specific heat • heating
show an awareness of the principles of its energy capacity of a liquid and a solid element
determination by electrical methods. using electrical methods or any
▪ describe and explain the cooling which ▪ First law of other suitable method. • stopwatch
accompanies evaporation both in terms of thermodynami • Simulating internal energy using • ammeter
specific latent heat and in terms of the cs ICT • voltmeter
escape of high energy molecules. • electronic
▪ explain that internal energy is determined balance
by the state of the system and can be • bomb
expressed as the sum of a random calorimeter
distribution of kinetic and potential
energies associated with the molecules of a
system.
▪ state the first law of thermodynamics
expressed in terms of the changes in
internal energy, the heating of the system
and the work done on the system.

23
Topic Objectives Content Suggested activities Suggested
(knowledge, resources
skills, values and
attitudes)
▪ Ideal Gases ▪ List the assumptions of the kinetic ▪ Kinetic theory • measuring the pressure of gas • gas cylinders
theory of gases. of gases from a gas cylinder using a • U-tube
▪ state and use the equation of state for ▪ Equation of manometer manometer
an ideal gas expressed as pV = nRT ( n state • Solving problems using the • meter rule
= number of moles). ▪ Pressure of a equation of state
▪ explain how molecular movement gas
causes the pressure exerted by a gas ▪ Kinetic • comparing different pressures
and provide a simple derivation of energy of a from two different sources of
1 𝑁𝑚 molecule gas
𝑝 = 3 𝑉 〈𝑐 2 〉 (N = number of
molecules).
1 𝑁𝑚 ▪ Work done by • Deriving 𝑝 = 3
1 𝑁𝑚
〈𝑐 2 〉
▪ compare 𝑝 = 3 𝑉 〈𝑐 2 〉with pV = NkT an ideal gas 𝑉

and hence deduce that the average

• Determining work done by
translational kinetic energy of a
ideal gas.
molecule is proportional to T.
▪ calculate work done by an ideal gas
from p - V graphs.
▪ Non-Viscous Fluid ▪ Explain what is meant by the terms ▪ Ideal fluids in ▪ Using ICT simulation to show • resource
Flow steady (laminar, streamline) flow, motion that Av=constant. person
incompressible flow, non-viscous flow, ▪ Visiting airports to consult
as applied to the motion of an ideal ▪ Streamlines with resource persons to • ICT tools
fluid and the explain aerofoil motion
▪ explain how the velocity vector of a equation of ▪ Investigating the effect of • Pitot tube
particle in an ideal fluid in motion is continuity creating a partial vacuum
related to the streamline associated ▪ Solving problems using
with that particle. p1 + ½ƿv12 = p2 + ½ƿv22
▪ describe how streamlines can be used ▪ Using ICT simulation to show
to define a tube of flow. ▪ Horizontal how atomizers operate.
▪ derive and use the equation Av = streamline ▪ Using Pitot tube to measure
constant (the equation of continuity) velocity
24
 for the flow of an ideal, incompressible
fluid. ▪ The Bernoulli
▪ prove that the equation of continuity is effect
a form of the principle for conservation
of mass.
▪ Explain how pressure differences can
arise from different rates of flow of a
fluid (the Bernoulli effect).
▪ derive the Bernoulli equation in the
form
p1 + ½ƿv12 = p2 + ½ƿv22
for the case of a horizontal tube to flow.
▪ show that the Bernoulli equation is a
form of the principle of conservation of
mass.
▪ explain how the Bernoulli effect is
applied in the filter pump, in the
Venturi meter, in atomizers and in the
flow of air over an aerofoil.
▪ Transfer of ▪ demonstrate that thermal energy is ▪ Thermal ▪ investigating the direction of • ICT tools
Thermal Energy transferred from a region of higher equilibrium heat flow based on • thermometer
temperature to a region of low temperature gradient • various
temperature. materials
▪ state and explain the Zeroth law of ▪ Thermal
thermo-dynamics conduction ▪ simulating emission of
▪ explain the process of convection as a electromagnetic radiation
consequence of change of density.
▪ demonstrate a qualitative
understanding that bodies emit ▪ Convection
electromagnetic radiation at a rate
which increases with increasing
temperature. ▪ Radiation

25
 ▪ describe simple applications involving
the transfer of thermal energy by
conduction, convection and radiation.

MODERN PHYSICS

Topic Objectives Content Suggested Suggested

(knowledge, skills, values activities resources
and attitudes)
▪ Charged ▪ interpret the experimental evidence for ▪ Electrons ▪ carrying out • vacuum
Particles quantisation of change. experiments to show tube
the deflection of
▪ understand the principles of determination electrons • electron
of charge e by Millikan's experiment. gun
▪ Carrying out
▪ describe and analyse quantitatively using ▪ Beams of charged calculations • permanent
▪ the deflection of beams of charged particles involving charged magnets
particles by uniform electric and uniform particles in uniform
magnetic fields. fields.
• ICT tools
▪ Crossed fields
▪ explain how electric and magnetic fields ▪ Explaining methods
can be used in velocity selection. ▪ Mass spectrometry for the determination
of v and e/me
▪ explain the principles of one method for the
determination of v and e/ me for electrons.

Topic Objectives Content Suggested activities Suggested

resources
26
 (knowledge, skills, values
and attitudes)
▪ Quantum Physics ▪ explain the particulate nature of ▪ Energy of a photon ▪ demonstrating • gold leaf
electromagnetic radiation. ▪ Photoelectric emission photoelectric electroscope
▪ state and use E = hf. of electrons emission using a • UV source
▪ describe the phenomena of the ▪ Wave particle duality charged gold leaf and • metal plates
photoelectric effect. ▪ Energy levels in atoms a suitable metal and • Computer
▪ describe the significance of threshold ▪ Line spectra electromagnetic • ICT tools
frequency. radiation
▪ explain why the maximum photoelectric ▪ simulating to show
energy is independent of intensity, and why energy levels
the photoelectric current is proportional to
intensity.
▪ explain photoelectric phenomena in terms
of photon energy and work function
energy.
▪ use and explain the significance of hf = ø +
½mv2max.
▪ explain the photoelectric effect as evidence
for the particulate nature of
electromagnetic radiation while phenomena
such as interference and diffraction
provides evidence for a wave nature.
▪ describe and interpret qualitatively the
evidence provided by electron diffraction
for the wave nature of particles.
▪ derive and use the relation for the de
Broglie wavelength λ = h/p.
▪ explain the existence of discrete electron
energy levels in isolated atoms (e.g. atomic
hydrogen) and explain how this leads to
spectral lines.
▪ distinguish between emission and
absorption line spectra.
27
 ▪ state and use the relation hf = E1 - E2.

Topic Objectives Content Suggested Suggested

(knowledge, skills, values activities resources
and attitudes)
▪ Atomic Structure ▪ describe qualitatively the α - particle ▪ The nuclear atom ▪ Describing the size • ICT tools
scattering experiment and the evidence it ▪ The nucleus of the nucleus
provides for the existence and small size ▪ Isotopes ▪ Simulation
of the nucleus. ▪ Mass excess and nuclear
binding energy
▪ use the usual notation of the presentation ▪ Nuclear processes ▪ Sketching a graph
of nuclides. to show variation of
binding energy per
▪ show an appreciation of the association nucleon with
between energy and mass as represented nucleon number
by E = mc2. ▪ Balancing nuclide
equations
▪ Illustrate graphically the variation of
binding energy per nucleon with nucleon
number.

▪ describe the relevance of binding energy

per nucleon to nuclear fusion and to
nuclear fission.

▪ verify that nucleon number, proton

number, energy and mass are all
conserved in nuclear processes.

28
 ▪ represent simple nuclear reactions by
nuclear equations of the form 147N + 42He
17 1
8O + 1H.

Radioactivity ▪ Explain the spontaneous and random ▪ Types of ionising ▪ Simulating nuclear • ICT tools
nature of nuclear decay. radiation decay • Resource
▪ Describe the scientific and environmental ▪ Background radiation ▪ Discussing nature of persons
importance of background radiation with ▪ Hazards and safety nuclear decay • GM tube
reference to its existence and origin. precautions ▪ Solving problems
▪ illustrate the random nature of radioactive ▪ Radioactive decay using the listed
decay by observation of the fluctuations in ▪ Radioisotopes formulae
count rate. ▪ Measuring
▪ describe the environmental hazards of background
ionisations and the safety radiation
▪ list precautions which should be taken in ▪ Visiting industries
the handling and disposal of radioactive which make use of
material. radio activity
▪ define the terms activity and decay ▪ Discussing
constant and use A = λN. procedures in the
▪ recognise, use and represent graphically handling and
solutions of the decay law based on x = x disposal of
oexp(-λt). radioactive waste.
▪ define half-life (t½).
▪ use the relation λ = (ln2)/t½
▪ describe the use of radioisotopes,
providing one example of each of the
following: the use of tracers, the use of
penetrating properties of radiation, the use
of ionising radiation in radiotherapy and
leak detection.

29
Topic Objectives Content Suggested activities Suggested
(knowledge, skills, values resources
and attitudes)
▪ Communication ▪ appreciate that information may be carried ▪ Communication ▪ Visiting • ICT tools
by a number of different channels, Channels Broadcasting
including wire-pairs, coaxial cables, radio stations. • Resource
and microwave links, optic fibres ▪ Modulation persons
▪ define the term modulation and be able to
distinguish between amplitude modulation • Encoders
(AM) and frequency modulation (FM)
▪ recall that a carrier wave, amplitude ▪ Digital Communication ▪ Comparing • Decorders
modulated by a single audio frequency, transmissions of
is equivalent to the carrier wave frequency data in digital form
together with two sideband frequencies and analog form.
▪ understand the term bandwidth ▪ Relative merits of ▪ Inviting resource
▪ recall the frequencies and wavelengths channels of persons who know
used in different channels of communication deal with satellite
communication
▪ demonstrate an awareness of the relative ▪ Attenuation
advantages of AM and FM transmissions
▪ state the advantages of the transmission of
data in digital form, compared with the
transmission of data in analogue form
▪ understand that the digital transmission of
speech or music involves analogue-to-
digital conversion (ADC) before
transmission and digital-to-analogue
conversion (DAC) after reception
▪ understand the effect of the sampling rate
and the number of bits in each sample on
the reproduction of an input signal

30
▪ discuss the relative advantages and
disadvantages of channels of
communication in terms of available
bandwidth, noise, crosslinking, security,
signal attenuation, repeaters and
regeneration
▪ recall the relative merits of both
geostationary and polar orbiting satellites
for communicating information
▪ understand and use signal attenuation
expressed in dB and dB per unit length
▪ recall and use the expression number of
dB = 10 log(P1/P2) for the ratio of two
powers

31
9.0 ASSESSMENT

The Upper Secondary Physics syllabus learning area for Form 6 shall be assessed through School
Based Continuous Assessment (SBCA) and Summative Assessment (SA). These assessments shall
be guided by the principles of inclusivity, practicability, authenticity, transparency, flexibility,
validity, and reliability. The principles are crucial for creating a supportive and effective learning
environment that fosters growth and development in learners at the secondary school level.
Arrangements, accommodations, and modifications shall be visible to enable candidates with
special needs to access assessments.

This section covers the assessment objectives, the assessment model, the scheme of assessment, and
the specification grid.
9.1 Assessment Objectives

By the end of the Upper Secondary Physics syllabus learning area for Form 6, learners will be
assessed on their ability to:

9.1.1 Show knowledge and understanding.

9.1.2 Handle information and solve problems.
9.1.3 Display experimental skills and investigations.

9.2 Assessment Model

Assessment of learners at the Upper Secondary school level for Form 6 Syllabus shall be both
Continuous and Summative as shown in Figure 1. School Based Continuous Assessment shall
include recorded activities from the School Based Projects. The mark shall be included on the
learner’s end of term and year report. Summative assessment at school level shall include terminal
examinations which are at the end of the term and year.

1
 Assessment of Learner
Performance in
Physics Syllabus

School Based Summative

Continuous Assessment
Assessment 20% 80%

School Based Paper 1 Paper 2 Paper 3 Paper 4

Profiling
Project 20% 13% 19% 32% 16%

Exit Profile Continuous Summative

Assessment Assessment Mark
Certificate Mark 20% 80%

Final Mark (Continuous + Summative

Assessments Marks) = 100%

In addition, learners shall be profiled and learner profile records established. Learner profile
certificates shall be issued for checkpoints assessment in schools as per the dictates of the Teacher’s
Guide to Learning and Assessment. The aspects to be profiled shall include learner’s prior
knowledge, values and skills, and subsequently the new competences acquired at any given point.

9.3 Scheme of Assessment

The Assessment Model shows that learners shall be assessed using both School Based Continuous
Assessment and Summative Assessment for both School and ZIMSEC assessments.
The table shows the Scheme of Assessment where 20% is allocated to School Based Continuous
Assessment and 80% to School or ZIMSEC Summative Assessment.

FORM OF ASSESSMENT WEIGHTING

School Based Continuous Assessment 20%
Summative Assessment 80%
Total 100%
9.3.1 Description of School Based Continuous Assessment

2
Learners shall do one school-based project per Form which contributes to 20% of the end of year final
mark. The end of year summative assessment shall then contribute 80%. However, for ZIMSEC public
examinations, two (2) school-based projects shall be considered as School Based Continuous
Assessment at Form 6. The two School Based Projects shall include those done during Form 5 and
Form 6 sessions. Each will contribute 10%.

9.3.1.1: School – Based Project Continuous Assessment Scheme

The Table given below shows the Learning and Assessment Scheme for the School Based Project.

Project Execution Stages Project Stage Description Timelines Marks

1 Problem Identification January 5
2 Investigation of related ideas February 10
to the problem/innovation
3 Generation of possible March 10
solutions
4 Selecting the most suitable April-May 5
solution
5 Refinement of selected June 5
solution
6 Presentation of the final July 10
solution
7 Evaluation of the solution and August-September 5
Recommendations
TOTAL 50

The assessment scheme shows the stages that shall be executed by pupils and the timeline at which
each stage shall be carried out. Possible marks, totalling 50, are highlighted to indicate how much can
be allocated.

9.3.2 Description of the ZIMSEC Summative Assessment

ZIMSEC Summative Assessment shall be a public examination at Form 6 The examination shall
consist of four papers of different weighting

Paper Paper type Marks Duration Weighting

1 Multiple Choice 40 1 hr 13

2 Structured 60 1hr 30mins 19

3
 3 Free Response 100 2hr30 mins 32

4 Practical 50 2hr30mins 16

TOTAL 250 80%

Paper 1
Duration:1 hour

The paper consists of 40 compulsory multiple-choice items of the direct choice type. Each question
shall have 4 response items.

Paper 2
Duration: 1-hour 30mins.

This paper consists of a variable number of questions of variable mark value. Candidates will answer
all questions. Candidates will answer on the question paper [60 marks].

Paper 3: Free Response Questions

Duration: 2 hours 30minutes

This paper consists of 5 free response questions. Each question carries [25 marks]
Question 1: covers General Physics and Newtonian Mechanics,
Question 2: covers Oscillations and Waves,
Question 3 covers Electricity and Magnetism,
Question 4 covers Matter, and
Question 5 covers Modern Physics.

Candidates will answer question 1 and any three questions from the remaining 4 questions. Question
1 is compulsory.
Candidates will answer on separate answer sheets. [ 100 marks]

Paper 4: Practical
Duration:2 hours 30minutes
This paper requires candidates to carry out practical work in timed conditions. The paper will
consist of two experiments and one design practical drawn from different areas of Physics. The
candidates will be assessed on their practical skills rather than their knowledge of theory.
Candidates will answer all questions. Candidates will answer on the question paper. [50 marks]

4
 9.4 Specification Grid

Skill Paper 1 Paper 2 Paper 3 Paper 4

Knowledge and 15% 15% 15%
comprehension
Application and 45% 45% 45%
Analysis
Problem solving 40% 40% 40%
Practical 100%
TOTAL 100% 100% 100% 100%
10.0 APPENDIX

(a) MATHEMATICAL REQUIREMENTS

Arithmetic
Candidates should be able to:
• recognise and use expressions in decimal and standard form (scientific) notation
• recognise and use binary notation
• use an electronic calculator for addition, subtraction, multiplication and division.
Find arithmetic means, powers (including reciprocals and square roots), sines,
cosines, tangents (and the inverse functions), exponentials and logarithms (lg
and ln)
• take account of accuracy in numerical work and handle calculations so that
significant figures are neither lost unnecessarily nor carried beyond what is
justified
• make approximate evaluations of numerical expressions (e.g. π2 ≈ 10) and use
such approximations to check the magnitude of calculated results.

Algebra
Candidates should be able to:
• change the subject of an equation. Most relevant equations involve only the
simpler operations but may include positive and negative indices and square
roots.
• solve simple algebraic equations. Most relevant equations are linear but some
may involve inverse and inverse square relationships. Linear simultaneous
equations and the use of the formula to obtain the solutions of quadratic
equations are required.
• substitute physical quantities into physical equations using consistent units and
check the dimensional consistency of such equations
• set up simple algebraic equations as mathematical models of physical
situations, and identify inadequacies of such models
• recognise and use the logarithms of expressions like ab, a b, xn, ekx and
understand the use of logarithms in relation to quantities with values that
range over several orders of magnitude

5
• express small changes or uncertainties as percentages and vice versa
• understand and use the symbols <, >, ≤, ≥, «, », /, ∝, <x>, Σ, ∆x, δx, √
Geometry and trigonometry
Candidates should be able to:
• calculate areas of right-angled and isosceles triangles, circumference and
area of circles, areas and volumes of cuboids, cylinders and spheres
• use Pythagoras’ theorem, similarity of triangles, the angle sum of a triangle
• use sines, cosines and tangents of angles (especially for 0°, 30°, 45°, 60°,
90°)
• use the trigonometric relationships for triangles:
o Sine rule
o Cosine rule
• use sinθ ≈ tanθ ≈ θ and cosθ ≈ 1 for small θ ; sin2θ + cos2θ = 1
• understand the relationship between degrees and radians, convert from one
to the other and use the appropriate system in context.

Vectors
Candidates should be able to:
• find the resultant of two coplanar vectors, recognising situations where
vector addition is appropriate
• obtain expressions for components of a vector in perpendicular directions,
recognising situations where vector resolution is appropriate.

Graphs
Candidates should be able to:
• translate information between graphical, numerical, algebraic and verbal
forms
• select appropriate variables and scales for graph plotting
• determine the gradient, intercept and intersection of linear graphs
• choose, by inspection, a straight line which will serve as the line of best fit
through a set of data points presented graphically
• draw a curved trend line through a set of data points presented graphically,
when the arrangement of these data points is clearly indicative of a non-
linear relationship
• recall standard linear form y = mx + c and rearrange relationships into
linear form where appropriate
• sketch and recognise the forms of plots of common simple expressions like
1/𝑥 , 𝑥 2 , 1/𝑥 2 , sin𝑥, cos𝑥, 𝑒 −𝑥
• draw a tangent to a curve, and understand and use the gradient of the
tangent as a means to obtain the gradient of the curve at a point
• understand and use the area below a curve where the area has physical
significance.

Treatment of uncertainties

Candidates should be able to:

▪ convert absolute uncertainty estimates into fractional or percentage
uncertainty estimates and vice versa

6
 ▪ show uncertainty estimates, in absolute terms, beside every value in a
table of results
▪ calculate uncertainty estimates in derived quantities
▪ show uncertainty estimates as error bars on a graph
▪ estimate the absolute uncertainty in the gradient of a graph by
recalling that absolute uncertainty = gradient of line of best fit –
gradient of worst acceptable line
▪ estimate the absolute uncertainty in the y-intercept of a graph by
recalling that absolute uncertainty = y-intercept of line of best fit – y-
intercept of worst acceptable line
▪ express a quantity as a value, an uncertainty estimate and a unit.

(b) Summary of key quantities, symbols and units

7
8
9
10
11
12
(c) Glossary of Assessment command words

This glossary should prove helpful to candidates as a guide, although it is not exhaustive
and it has deliberately been kept brief. Candidates should understand that the meaning
of a term must depend in part on its context. The number of marks allocated for any
part of a question is a guide to the depth required for the answer.

1. Define (the term(s) ...) is intended literally. Only a formal statement or equivalent
paraphrase, such as the defining equation with symbols identified, is required.

2. What is meant by ... normally implies that a definition should be given, together
with some relevant comment on the significance or context of the term(s)
concerned, especially where two or more terms are included in the question. The
number of marks indicated will suggest the amount of supplementary comment
required.

13
3. Explain may imply reasoning or some reference to theory, depending on the
context.

4. State implies a concise answer with little or no supporting argument, e.g. a

numerical answer that can be obtained ‘by inspection’.

5. List requires a number of points with no elaboration. If a specific number of points

is requested, this number should not be exceeded.

6. Describe requires candidates to state in words (using diagrams where appropriate)

the main points of the topic. It is often used with reference either to particular
phenomena or to particular experiments. For particular phenomena, the term
usually implies that the answer should include reference to (visual) observations
associated with the phenomena. The amount of description intended is suggested
by the indicated mark value.

7. Discuss requires candidates to give a critical account of the points involved in the
topic.

8. Deduce/Predict implies that candidates are not expected to produce the required
answer by recall, but by making a logical connection between other pieces of
information. Such information may be wholly given in the question, or may depend
on answers extracted in an earlier part of the question.

9. Suggest is used in two main contexts. It may imply either that there is no unique
answer or that candidates are expected to apply their general knowledge to a new
situation (one that may not, formally, be in the syllabus).

10. Calculate is used when a numerical answer is required. In general, working should
be shown.

11. Measure implies that the quantity concerned can be directly obtained from a
suitable measuring instrument, e.g. length, using a rule, or angle, using a
protractor.

12. Determine often implies that the quantity concerned cannot be measured directly,
but is obtained by calculation, substituting measured or known values of other
quantities into a standard formula, e.g. the Young modulus, relative molecular
mass.

13. Show is used where a candidate is expected to derive a given result. It is important
that the terms being used by candidates are stated explicitly and that all stages in
the derivation are stated clearly.

14. Estimate implies a reasoned order of magnitude statement or calculation of the

quantity concerned. Candidates should make any necessary simplifying

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 assumptions about points of principle and about the values of quantities not
otherwise included in the question.

15. Sketch (applied to graph work) implies that the shape and/or position of the
curve need only be qualitatively correct.
16. However, candidates should be aware that, depending on the context, some
quantitative aspects may be looked for, e.g. passing through the origin, having
an intercept, asymptote or discontinuity at a particular value. On a sketch graph
it is essential that candidates clearly indicate what is being plotted on each axis.

17. Sketch (applied to diagrams) implies that a simple, freehand drawing is

acceptable, though care should be taken over proportions and the clear
exposition of important details.

18. Compare requires candidates to provide both similarities and differences

between things or concepts.
(D) Data and formulae
The following data and formulae will appear as pages 2 and 3 in Papers 1, 2
and 3.
DATA
speed of light in free space c = 3.00 x 108 ms −1
permeability of free space µ𝑜 = 4𝜋 x 10−7 Hm−1

permittivity of free space ɛ0 = 8.85 x 10−12 Fm−1 ( 1/ 4𝜋 ɛ0 = 8.99 x 109 mF −1 )

elementary charge e = 1.60 x 10−19 C

the Planck constant h = 6.63 x 10−34 Js

unified atomic mass unit 1 u = 1.66 x 10−27 kg

rest mass of electron 𝑚𝑒 = 9.11 x 10−31 kg

rest mass of proton 𝑚𝑝 = 1.67 x 10−27 kg

molar gas constant R = 8.31 JK −1 mol−1

the Avogadro constant 𝑁𝐴 = 6.02 x 1023 mol−1

the Boltzmann constant k = 1.38 x 10−23 JK −1

gravitational constant G = 6.67 x 10−11 Nm2 kg −2

acceleration of free fall g = 9.81 ms −2

15
FORMULAE

uniformly accelerated motion s = ut + ½𝑎𝑡 2

𝑣 2 = 𝑢2 + 2𝑎s
work done on/by a gas W = p ∆V
gravitational potential ∅ = – Gm/r
hydrostatic pressure p = 𝜌gh
1 𝑁𝑚
pressure of an ideal gas p = 3 𝑉 < 𝑐2 >
simple harmonic motion 𝑎 = –𝜔2 𝑥
velocity of particle in s.h.m. 𝑣 = 𝑣𝑜 cos 𝜔t
𝑣 = ±𝜔√(𝑥𝑜2 − 𝑥 2 )
𝑓𝑠 𝑣
Doppler effect 𝑓𝑜 = 𝑣± 𝑣𝑠
𝑄
electric potential V= 4𝜋 ɛ0 𝑟
capacitors in series 1/C = 1/𝐶1 + 1/𝐶2 + . . .
capacitors in parallel C = 𝐶1 + 𝐶2 + . . .
1
energy of charged capacitor W = QV 2
electric current I = An𝑣q
resistors in series R = 𝑅1 + 𝑅2 + . . .
resistors in parallel 1/R = 1/𝑅1 + 1/𝑅2 + . . .
𝐵𝐼
Hall voltage 𝑉𝐻 = ntq
alternating current/voltage 𝑥 = 𝑥𝑜 sin𝜔𝑡
radioactive decay 𝑥 = 𝑥𝑜 exp(-𝜆𝑡)
0.693
decay constant λ= 𝑡
1
2

(E) Commonly Used Materials And Apparatus

The list is not exhaustive: other items are usually required, to allow for variety in the
questions set.
Cells: 1.5 V
Connecting leads and crocodile clips
Digital ammeter, minimum ranges 0–1 A reading to 0.01 A or better, 0–200 mA reading to
0.1 mA or better, 0–20 mA reading to 0.01 mA or better (digital multimeters are suitable)
Digital voltmeter, minimum ranges 0–2 V reading to 0.001 V or better, 0–20 V reading to
0.01 V or better (digital multimeters are suitable)
Lamp and holder: 6 V 60 mA; 2.5 V 0.3 A
Power supply: variable up to 12 V d.c. (low resistance)
Rheostat (with a maximum resistance of at least 8 Ω, capable of carrying a
current of at least 4 A)
Switch Wire: constantan 26, 28, 30, 32, 34, 36, 38 s.w.g. or similar metric
sizes
Long stem thermometer: –10 °C to 110 °C × 1 °C
Means to heat water safely to boiling (e.g. an electric kettle)
Plastic or polystyrene cup 200 cm3 Stirrer
Adhesive putty (e.g. Blu-Tack)

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Adhesive tape (e.g. Sellotape)
Balance to 0.1 g (this item may often be shared between sets of apparatus)
Bar magnet
Bare copper wire: 18, 20, 26 s.w.g. or similar metric sizes
Beaker: 100 cm3, 200 cm3 or 250 cm3
Card
Expendable steel spring (spring constant approx. 25 N m–1; unscratched
length approx. 2 cm)
G-clamp
Magnadur ceramic magnets
Mass hanger
Micrometer screw gauge (this item may often be shared between sets of apparatus)
Modelling clay (e.g. Plasticine)
Newton-meter (1 N, 10 N)
Pendulum bob
Protractor
Pulley
Rule with a millimetre scale (1 m, 0.5 m, 300 mm)
Scissors Slotted masses (100 g, 50 g, 20 g, 10 g) or alternative Stand, boss and
clamp
Stopwatch (candidates may use their wristwatches), reading to 0.1 s or better
Stout pin or round nail
String/thread/twine
Vernier or digital calipers (this item may often be shared between sets of
apparatus)
Wire cutters

17