Republic of Zambia

MINISTRY OF EDUCATION

PHYSICS SYLLABUS
ORDINARY SECONDARY EDUCATION
[FORM 1-4]

PRODUCED BY THE CURRICULUM DEVELOPMENT CENTRE

P.O. BOX 50092
LUSAKA

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 2024

………………………………….

PHYSICS SYLLABUS
ORDINARY SECONDARY EDUCATION
[FORM 1 – 4]

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© Curriculum Development Centre, 2024.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by
any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright
owner.

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 Vision
Quality, life- long education for all which is accessible, inclusive and relevant to individual, national and global needs which
aligns with the 8 NDP and SDG 4.

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Preface
The Physics syllabus for Forms 1 to 4 is designed to equip learners with a comprehensive understanding of Physics concepts,
fostering a deep appreciation for the role of Physics in everyday life and its applications in various fields. This syllabus aims
to develop a solid foundation in Physics and cultivate critical thinking, analytical skills, and problem-solving strategies.
Subsequently, apply Physics concepts to real-world problems and emerging technologies through the engagement of learners
in hands-on, hearts-on and minds-on practical activities and simulations to reinforce theoretical understanding.

This Physics syllabus for Forms 1 to 4 intends to create a stimulating and supportive learning environment where learners
can develop a profound understanding of Physics. By fostering curiosity, critical thinking, and practical skills, the syllabus
prepares learners for further education and careers in Science and Technology, thereby contributing to their overall intellectual
and personal growth.
It is hoped that the Physics syllabus will inspire learners to explore the fascinating world of Physics and appreciate its
significance in shaping the future.

Joel Kamoko, (Mr.)

Permanent Secretary- Educational Services
MINISTRY OF EDUCATION

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Acknowledgement

This syllabus is designed to provide the scope and sequence of topics for Physics considered necessary to be offered at
secondary School level. This is with a view to provide guidance to the teaching and learning of this unique, but yet exiting
blend of concepts from Physics for teachers and other experts in the field to appropriately offer relevant lessons at secondary
ordinary level.
Many thanks go to individuals, institutions and organizations that provided the technical input to the successful development
of this syllabus. These include; teachers, lecturers from colleges, public universities in Zambia. Sincere gratitude also goes to
the Directorate of Secondary Education and National Science Centre in the Ministry of Education for their support and
collaboration during the consultation period.

Last but not the least, the commitment and hard work of all the staff at the Curriculum Development Centre in ensuring that
this syllabus comes to reality is recognised.

Charles Ndakala, (Dr.)

Director – Curriculum Development
MINISTRY OF EDUCATION

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Contents

Preface5
Acknowledgements6
Introduction8
Structure of the Syllabus9
Teaching Methodology9
Assessment10
Key Competences11
FORM 112
FORM 220
FORM 328
FORM 436

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Introduction
The O-level physics syllabus covers the introductory part of the fundamental principles and concepts of physics. This syllabus
aims to develop an understanding of the natural world, fostering critical thinking, problem-solving, and analytical skills. It
provides a solid foundation for further studies in physics and related fields. This syllabus is committed to providing an
enriching and supportive educational environment where learners can develop a lifelong interest in physics. By promoting
inquiry, curiosity, and a passion for science, the syllabus aims to prepare learners not only for academic success but also for
their future roles as informed and responsible citizens in a scientifically advanced society.
It is expected that this physics syllabus, once implemented successfully, will inspire and empower learners to achieve their full
potential, equipping them with the knowledge and skills necessary to navigate and contribute to the world around them. This
syllabus is designed to ensure learners develop a deep understanding of physics principles while also acquiring the practical
skills and competencies needed for further education and careers in science. This O-level syllabus incorporates an
interdisciplinary approach that integrates physics with science, technology, engineering, and mathematics to develop
innovative solutions and critical thinking. The STEM part of physics refers to the Scientific, Technological, Engineering, and
Mathematical aspects of Physics. This is composed of:

Scientific: Understanding the natural world through observation, experimentation, and evidence-based reasoning.
● Observing and measuring physical phenomena
● Formulating hypotheses and theories
● Testing and validating models through experimentation
● Analysing and interpreting data

Technological: Applying physics principles to develop innovative solutions, tools, and technologies.
● Applying physics principles to develop innovative solutions
● Designing and building instruments, devices, and systems
● Using computational tools and simulations
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 ● Developing new materials and technologies

Engineering: Designing, optimising, and troubleshooting systems, structures, and processes using physics-based models and
simulations.
● Designing, optimising, and troubleshooting systems
● Applying physics-based models and simulations
● Developing and testing prototypes
● Ensuring safety, efficiency, and effectiveness

Mathematical: Use mathematical contexts to describe, analyse, and predict physical phenomena, from classical mechanics to
quantum mechanics.
● Developing and applying mathematical contexts
● Describing and analysing physical systems using equations
● Modeling and simulating complex phenomena
● Interpreting and predicting results

These STEM aspects of Physics drive innovation, from medical imaging to space exploration, and continue to shape our
understanding of the world around us.

Structure of the Syllabus

The syllabus is organised into four levels, corresponding to Forms 1 to 4, with each level building upon the knowledge and
skills acquired in the previous year. The content is divided into topics, each focusing on specific concepts of Physics.
● Form 1: Introduction to physics, General physics, Elementary astronomy, Geophysics, Mechanics I
● Form 2: Mechanics II, Thermal Physics, wave motion, sound
● Form 3: Light, Static Electricity, Current Electricity, Magnetism, Electromagnetism, Electromagnetic induction
● Form 4: Basic Electronics, Electronic communication systems, Atomic Physics, Renewable energy

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Teaching Methodology
The effective teaching methodologies in STEM physics include:
● Conducting experiments: demonstrate key principles and encourage curiosity among learners.
● Collaborative learning: Pair learners to work together, promoting peer-to-peer teaching, discussion, and problem-
solving.
● Conceptual learning: Connect chemical concepts to everyday life, industry, or current events, making learning relevant
and meaningful.
● Differentiated instructions: Tailor teaching to meet diverse learning styles, abilities, and interests of different learners.
● Feedback and Reflection: Encourage learners to reflect on their learning, providing constructive feedback to guide
improvement.
● Inquiry-based learning: encourage learners to explore, investigate, and discover physics concepts through hands-on
experiments and activities.
● Integration of Technology: Use digital tools, simulations, and visualisations to enhance engagement, understanding,
and analysis.
● Problem-based learning: Present real-world problems or case studies, requiring students to apply physics principles to
develop solutions.
● Project-based learning: Assign open-ended projects, allowing students to design, conduct, and present research or
applications of physics concepts.

By implementing these methodologies, a teacher can create an engaging, inclusive, and effective STEM physics learning
environment.

Time Allocation
The standard minimum learner-teacher contact time for Physics at Secondary School Level is 4 hours per week, translating
into Six (6) periods. The duration for a single period is 40 minutes. The contact time at Secondary School Level is planned in
such a way as to give ample time for practical activities.

Assessment
This assessment shall include a variety of methods to evaluate the competences of learners in terms of knowledge, skills, and
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general understanding of scientific concepts. The assessment will involve both formative and summative. Summative
assessment will be used to evaluate learners’ learning at the end of the O level Physics course to measure their achievements
against specific competences through Final Examinations. In order to help teachers and learners identify areas where learners
need more support or revision, formative assessment will be used to track learner progress and knowledge throughout the
teaching and learning process.

However, assessments shall follow the following pattern:

● School Based Assessment (SBA) shall comprise of assignments, projects, practical work, research and end of term
tests during the period of study and as guided by the Examinations Council of Zambia (ECZ). This shall carry 30% of
the total marks.
● Summative assessment shall carry 70% of the total marks.

The Examinations Council of Zambia (ECZ) shall prepare detailed procedures or guidelines on how SBA will be conducted by
the teachers and the management of the assessment results. The standardised national examination shall be administered at
the end of Form 4 by the Examination Council of Zambia.

Key Competences
In physics the following key competences are the fundamental abilities and qualities that will enable individual leaners to:
● Manage their own learning and knowledge.
● Interact with others and solve problems.
● Contribute to society and the economy.
● Adapt to change and navigate through emerging issues in the environment.

KEY COMPETENCE DESCRIPTOR

Analytical Thinking To analyse and interpret data, making evidence-based conclusions.
Collaboration To work together, promoting peer-to-peer teaching, discussion, and problem-solving.
Communication To communicate scientific information effectively, both orally and in writing.

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Creativity and innovation To create new ideas and products by applying processes and introducing new techniques that
can add value.
Critical Thinking To enhance learners’ ability to think critically and solve problems through logical reasoning
based on conclusions.
Digital literacy Using a broad range of Information and Communication Technologies such as a cell phone,
computer, calculator in specific contexts.
Environmental Sustainability To apply physical principles to understand and mitigate the environmental impact of human
activities.
Problem Solving To use scientific knowledge, critical thinking, and analytical skills to develop a robust problem-
solving mindset, enabling learners to tackle complex challenges and drive innovation in
various fields.

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[ FORM 1 ]

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TOPIC SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED
STANDARD
1.1 INTRODUCTION TO 1.1.1 Safety Rules 1.1.1.1 Practise ● Practising laboratory safety ● Safety
PHYSICS (Laboratory laboratory protocols (e.g. using safety laboratory
Safety) safety rules. protocol simulation or role rules
play, solving laboratory practised
safety related puzzles to correctly
escape within certain time
limits…)
● Identifying potential hazards
and taking necessary
precautions (e.g. using
scavenger hunt)
● Using personal protective
equipment (PPE)
● Creating posters to
communicate safety
information
● Demonstrating emergency
response skills
● Administering first aid
1.1.2 Waste 1.1.2.1 Practise waste ● Identifying waste materials ● Principles
Management management in the Physics laboratory of waste
principles. ● Classifying waste materials management
according to physical state, practised
properties, source and correctly.
material type
1.1.3 Apparatus in 1.1.3.1 Use apparatus ● Identifying apparatus in ● Apparatus
Physics in Physics. Physics in Physics
● Using apparatus in Physics used
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 ● Improvising apparatus in correctly
Physics
1.1.3.3 Improvise ● Improvising apparatus in ● Apparatus
apparatus in Physics in physics
physics improvised
1.1.4 Fundamental 1.1.4.1 Demonstrate ● Recognising what physics is ● A system
Concepts of curiosity and and its fundamental that
Physics inquiry when concepts such as motion, demonstrate
exploring forces, energy, momentum, s an
fundamental work and efficiency, waves understandin
concepts of and vibrations, and electricity g of the
physics. and magnetism... fundamental
● Classifying branches of concepts of
Physics such as mechanics, Physics
thermodynamics, electricity created
and magnetism, atomic
physics, electronics,
geophysics…
● Exploring the scientific
methods of learning Physics
such as observation,
experimentation, data
analysis, interpretation,
scientific reporting and
presentation
1.1.5 Applications 1.1.5.1 Apply concepts ● Identifying applications of ● Apply
of Physics in of physics to Physics in everyday life e.g. concepts of
everyday life real-world in engineering, medicine, physics to
contexts. agriculture real-world
● Demonstrating the contexts
application of Physics in
everyday life e.g. measuring
mass, charging the phone…

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1.2 GENERAL PHYSICS 1.2.1 Basic 1.2.1.1 Apply ● Designing an experiment ● Basic
Principles of principles of that involves basic scientific principles of
Scientific scientific principles (Observation, scientific
investigations investigations. Measurement, Data analysis, investigation
Report writing, applied
Experimentation, Objectivity, appropriately
Curiosity…)
● Writing scientific reports to
disseminate scientific ideas
1.2.2 Physical 1.2.2.1 Classify ● Identifying basic quantities ● Physical
Quantities physical and their units (including SI quantities
quantities as units) classified as
basic and ● Discussing derived basic and
derived quantities and their units derived
(including SI units). correctly
● Applying prefixes, multiples,
submultiples on basic and
derived units
● Using scientific notations
● Using significant figures in
numerical problems
● Converting basic and derived
units (converting from higher
unit to lower or vice versa)
1.2.3 Precision and 1.2.3.1 Demonstrate ● Measuring length with ● Precision
Accuracy precision and precision and accuracy using and
accuracy in appropriate instruments such accuracy in
measurements. as metre rule, calipers and measuremen
micrometer screw gauge ts
● Determining the area with demonstrate
precision and accuracy using d correctly
appropriate apparatus and
instruments

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 ● Measuring volume of liquids,
regular and irregular solids
with precision and accuracy
using appropriate instruments
● Measuring mass of gases,
liquids and solids with
precision and accuracy using
appropriate instruments
● Determining density of
gases, liquids and solids with
precision and accuracy using
appropriate instruments
● Measuring time with
precision and accuracy using
stop watches, simple
pendulum …..
● Experimenting on the factors
that affect the period of the
simple pendulum
● Measuring weight with
precision and accuracy using
a spring balance
● Carrying out experiments on
measurements to
demonstrate Precision errors
(random, instrumental,
methodical) and accuracy
errors (systematic, gross,
instrumental and relative)
1.2.4 Equilibrium 1.2.4.1 Apply ● Locating the center of mass ● Equilibrium
equilibrium ● Designing systems in concepts in
concepts to equilibrium to demonstrate daily life
design systems stable, unstable and neutral applied

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 to solve real world equilibrium correctly
problems. ● Analysing equilibrium in
real world situations e.g.
structures such us bridges,
cars, furniture …
1.3 ELEMENTARY 1.3.1 The Universe 1.3.1.1 Construct ● Creating a scale model or ● Astronomica
ASTRONOMY astronomical diagram of planets and their l models to
models to relative sizes and positions demonstrate
demonstrate ● Simulating astronomical conceptual
conceptual events like eclipse or understandin
understanding planetary motion using g of
of elementary computer software elementary
astronomy. ● Simulating space astronomy
exploration using virtual constructed
reality
● Using astronomical tools
such as binoculars,
telescopes, drones,
spectroscope, and satellites…
to view the solar system,
planets or celestial bodies
1.4 GEOPHYSICS 1.4.1 Structure and 1.4.1.1 Construct a ● Exploring the structure and ● A model to
Composition model to composition of the earth to demonstrate
of the Earth demonstrate an layered structure, density and an
understanding gravity seismic waves, understandi
of Earth's thermal gradient, magnetic ng of Earth's
structure and fields, temperature gradient structure
composition. and radiative transfer and
● Collecting and analyzing composition
rock samples to understand constructed
the earths’ composition
● Construct a scale model of
the earth’s layers including the

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 crust, mantle, outer and inner core
1.4.2 Structure and 1.4.2.1 Create a model ● Analysing the structure and ● A model to
Composition of the structure composition of the earth’s demonstrate
of the Earth’s and atmosphere in relation to an
Atmosphere composition of humidity and phase understandin
the earth’s transition thermal gradient, g of the
atmosphere. temperature and altitude structure
gradient, and radiative and
transfer composition
● Creating a scale model of of the earth’s
the atmospheric layers atmosphere
including the troposphere, created
stratosphere, mesosphere,
thermosphere and exosphere
1.5 MECHANICS 1 1.5.1 Scalar and 1.5.1.1 Apply the ● Distinguishing scalar from ● Concepts of
Vector concepts of vector quantities scalar and
Quantities scalar and ● Analysing scalar from vector vector
vector quantities quantities in
quantities in ● Constructing vector daily life
everyday life. diagrams representing applied
physical quantities and correctly
relationships
● Determining resultant
vectors using mathematical
operation such as addition,
subtraction, Pythagoras and
Parallelogram rule:
( , and

)
● Applying graphical methods
to determine resultant vectors
in everyday life
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1.1.2 1.5.2 Linear Motion 1.5.2.1 Apply ● Distinguish the terms used ● Concepts of
concepts of in mechanics such as linear
linear motion in distance, displacement, motion
real life speed, velocity, and applied in
situations. acceleration
real life
● Determining distance,
situations
displacement, time, speed,
velocity and acceleration of accordingly
moving objects using tools
like rulers, sensors, ticker
tape and stopwatches
● Deriving the basic equations
of uniformly accelerated
motion;

● Using the equations of

uniformly accelerated motion
to solve numerical problems
● Plotting linear motion
graphs (distance-time,
velocity-time, acceleration-
time)
● Calculating thinking
distance, breaking distance,
and reaction time on different
real-life scenarios
1.5.2.2 Apply ● Experimenting the motion of ● Concepts of
concepts of falling bodies in a uniform falling
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 falling bodies in real gravitational field with and bodies in real
life situations. without air resistance life situation
(qualitatively including applied
terminal velocity)
● Determining the numerical
value of g experimentally
● Solving problems on free fall
using equations:

1.5.3 Forces 1.5.3.1 Apply force- ● Investigating the effect of a ● Force-body

body interaction force on a body such as; interaction
concepts to shape and size, motion, and concepts
make direction applied to
predictions on ● Describing the inertia law make
the shape, size, ● Describing the relationship predictions
motion and between force and on the
direction of the acceleration shape, size,
body. ● Demonstrating the effect of motion and
friction on the motion of a direction of
body the body
● Demonstrating the correctly
relationship between mass
and acceleration
● Solving problems involving
force
(F= ma)
● Verifying Hooke’s law using
an experiment
1.5.5 Circular 1.5.5.1 Apply circular ● Describing motion in a ● Circular
Motion motion circular path due to motion
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 concepts to solve centripetal force concepts
problems and ● Showing that applied to
make solve
predictions. problems
and make
Is derived from F=mac where
predictions
ac= centripetal acceleration
correctly

● Solving problems involving

circular motion (centripetal
and centrifugal force)
● Demonstrating how circular
motion is applied in real life
situations such as satellite
orbits, banked roads….
1.5.7 Moment of a 1.5.7.1 Create a tool ● Demonstrating the concept ● A tool that
Force that applies of moment of a force using a applies
moment of a lever moment of
force in solving ● Exploring how forces and a force in
problems in distance affect moment of solving
everyday life. problems in
force
● Solving real life problems everyday life
involving moment of a force. created
● Designing tools that apply accordingly
moment of a force (e.g., a lever,
…)
1.5.9 Equilibrium 1.5.6.1 Apply ● Locating the center of mass ● Equilibrium
equilibrium ● Applying principle of concept to
concepts to moments as a condition for design
design systems equilibrium (for a system to systems to
to solve real be in equilibrium the sum of solve real
world problems. the clockwise moments world
about a point is equal to the problems in
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 sum of the anticlockwise daily life
moment about the same applied
point correctly
● Designing systems in
equilibrium to demonstrate
stable, unstable and neutral
equilibrium
● Analysing equilibrium in
real world situations such as
structures such us bridges,
cars, furniture …

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[ FORM 2 ]

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 TOPIC SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED
STANDARD
2.1 MECHANICS 2.1.1 Work, Energy, 2.1.1.1 Create a system ● Developing a system that ● A system that
2 and Power that applies work, maximises the mechanical energy applies work,
2.1 energy, and power such as a simple pendulum, inclined energy, and
concepts. plane, and water tank power
● Determining the work done on an concepts
object by a force created
● Investigating the relationship accordingly
between force and displacement
through experimenting

● Conducting experiments to measure

and calculate mechanical energy
(kinetic and potential) in different
systems

● Demonstrating the law of

conservation of energy in
mechanical energy
● Exploring how machines can
change the amount of mechanical
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 energy required to perform a task, such
as cranes
● Calculating the efficiency of energy
conversion using the appropriate
formula

● Solving mathematical problems

involving power developed by
mechanical energy systems
● Calculating the efficiency of power
using the appropriate formula

2.1.2 Linear 2.1.2.1 Apply the principle ● Exploring linear momentum in real ● The principle
Momentum of linear world scenarios such as sport, of linear
momentum in transportation, car accidents momentum in
everyday life analyses, safety features built in everyday life
cars and engineering applied
● Exploring the concept of momentum correctly
● Solving numerical problems
involving linear momentum

● Demonstrating the law of

conservation of momentum (elastic
and inelastic collision)

● Demonstrate an understanding the

effects and consequences of
excessive speeding
2.1.3 Simple 2.1.3.1 Build simple ● Building simple machines to solve ● Simple
Machine machines to solve real life problems machines built
real life problems. ● Demonstrating the application of to solve real
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 the various types of simple machines life problems
(lever, pulley, inclined plane/wedge, accordingly
screw, wheel and axle, and gears)
● Determining Mechanical Advantage
(MA), and Velocity Ratio (VR) of a
simple machine;

● Deriving the formula for efficiency

of a simple machine as

.
2.1.4 Pressure 2.1.4.1 Create a model ● Creating a model that uses the ● A model that
that uses principle of pressure (hydraulic uses principles
principles of press/brake and car jack, simple of pressure to
pressure to solve manometer, a mercury barometer...) solve real-life
real-life problems problems
● Measuring pressure using pressure
created
sensors (manometer, barometer and
other appropriate instruments)
● Determining pressure using the
relationship between force and area.

● Deriving the equation for pressure in

fluids (Pascal’s Law);
● Calculating pressure in liquids and
gas
● Exploring factors affecting pressure
in liquids such as density (ρ), height
(h) and gravity (g)

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 ● Conducting an experiment to
demonstrate principles of up thrust
and floatation (Archimedes principle)
● Conducting an experiment to
demonstrate principles of up thrust
and floatation (Archimedes principle)
2.2 THERMAL 2.2.1 Simple Kinetic 2.2.1.1 Analyse the ● Exploring the molecular model of ● The impact of
PHYSICS Theory of impact of simple matter simple kinetic
Matter kinetic Theory of ● Demonstrating kinetic theory of theory of
matter on matter such as Brownian motion, matter on
technological diffusion, evaporation, cooling effect technological
innovations. of evaporation innovation
● Developing an innovation on simple analysed
kinetic theory of matter to solve a
real-world problem e.g. gas leak
detector, thermal insulators,
refrigeration system,
2.2.2 Measurement 2.2.2.1 Measure ● Measuring temperature using ● Temperature
of Temperature temperature using appropriate instruments measured
appropriate ● Interpreting temperature data from using
instruments. various sources (e.g. experiments...) appropriate
● Recognising various types of instruments
thermometers: (liquid in glass,
thermocouple, thermo scanners
(infrared scanners)
● Determining the boiling and melting
points of different substances
● Experimenting on the effects of
pressure and impurities on the
boiling and melting points of
substances
● Calibrating unmarked thermometer
● Experimenting on the physical

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 properties that change with temperature
such as volume, density, electrical
resistance, gas pressure
● Experimenting on suitability of
alcohol and mercury for use in liquid-
in-glass thermometers
● Exploring the relationship between
Celsius and kelvin scales
2.2.3 Expansion of 2.2.3.1 Demonstrate ● Demonstrating thermal expansion ● Expansion of
Solids, Liquids expansion of of solids, liquids (including solids, liquids
and Gases solids, liquids and anomalous expansion of water) and and gases
gases. gases demonstrated
● Demonstrating that various solids, correctly
liquids and gasses expand at
different rates
● Determining the boiling and melting
points of different substances
● Experimenting on the effects of
pressure and impurities on the
boiling and melting points of
substances
● Demonstrating the use of equations
on gas laws to solve numerical
problems (Boyle’s Law, Charles’ Law
and Gay Lussac’s and Ideal gas
equation

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2.2.4 The Internal 2.2.4.1 Demonstrate how ● Recognising different types of ● The
Combustion various internal internal combustion engines in terms operations of
Engine combustion of spark ignition, compression various
engines types ignition, rotary….. internal
operate (four ● Exploring the operation of the combustion
stroke engine). internal combustion engine engine types
● Creating a model of an internal demonstrated
combustion engine correctly
● Comparing efficiency of diesel and
petrol engine
● Exploring emerging engine
technologies such as hybrid,
homogeneous charge compression
ignition……
2.2.5 Heat Transfer 2.2.5.1 Create a device ● Applying heat transfer in everyday ● A device that
that uses the life such as food warmers, flasks, uses the
concepts of heat textile industry, refrigerators, sea and concepts of
transfer. land breeze, heating elements, car heat transfer
radiators... created
● Demonstrating heat transfer by
conduction, convection and radiation
● Exploring the relationship between
kinetic theory and heat transfer
● Demonstrating the use of bad and
good conductors of heat
● Distinguishing good from bad
absorbers/emitters of radiant energy
● Demonstrating greenhouse effects
2.2.6 Measurement 2.2.6.1 Demonstrate the ● Solving practical and numerical ● The ability to
of Heat ability to solve problems involving measurement of solve practical
practical and heat in everyday life and numerical
numerical ● Exploring the differences between problems
problems temperature and heat energy. involving

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 involving measurement of ● Measuring heat capacity measurement of
heat in everyday heat
life. ) and specific heat capacity ( demonstrated
in everyday life
of solids and liquids
● Determining the latent heat of
fusion and latent heat of
vaporization of
substances
2.3 WAVE MOTION 2.3.1 Longitudinal 2.3.1.1 Create a device ● Creating a device that generates ● A device that
and that generates waves to demonstrate longitudinal generates
Transverse waves. and transverse waves waves created
Waves ● Distinguishing between longitudinal
and transverse waves
● Describing the terms associated
with waves (amplitude (A),
wavelength, period (T), frequency (f),
wave front...
● Solving numerical problems
involving wave motion
2.3.2 Electromagneti 2.3.2.1 Interpret ● Illustrating an electromagnetic ● Information
c Spectrum information spectrum with all types of related to
related to electromagnetic waves electromagneti
electromagnetic ● Exploring properties of c waves
waves. electromagnetic waves interpreted
● Exploring the sources, and uses of correctly
electromagnetic waves
● Recognising the methods of
detection of each of the components
of the electromagnetic spectrum
● Exploring the harmful effects of
each of the electromagnetic waves
● Practising safety precautions
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 against harmful effects of each of the
electromagnetic waves
2.4 SOUND 2.4.1 Properties and 2.4.1.1 Create simple ● Experimenting on the transmission ● Simple
Application of devices to of sound in solids, liquids and gasses devices to
Sound demonstrate . demonstrate
fundamental ● Identifying vibrating parts in the fundamental
properties of properties of
production of sound by various
sound. sound and its
sources such as guitar, tuning fork, application
piano, whistle, drums, ruler ... created
● Measuring sound using different
instruments such as oscilloscope,
sound level meter
● Demonstrating rarefaction and
compression in sound waves using
slinky spring
● Conducting experiments to
determine the speed of sound in air
using methods such as direct, echo,
computer based
● Discussing properties of sound such
as frequency, wavelength, period,
speed, amplitude, timbre, pitch,
loudness intensity, reflection,
refraction, interference, diffraction
● Simulating the following properties
of sound using software (timbre,
pitch, intensity, reflection, refraction,
interference, diffraction)
● Explaining factors that influence
quality of sound such as overtones
and wave form of a note.
● Categorising types of sound based
on
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34
[ FORM 3 ]

35
TOPIC SUBTOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED
COMPETENCES STANDARD
3.1LIGHT 3.1.1 Rectilinear 3.1.1.1 Create a ● Creating a pinhole camera to ● A device
Propagation device that show how light travels in a that
of Light applies the straight line applies the
concept of ● Demonstrating rectilinear concept of
propagation of light using a rectilinear
rectilinear
source of light (e.g. laser, mirrors, propagation
propagatio
screen) to trace the path of light of light
n of light.
rays
● Analyzing shadows (eclipses)
using various light sources and
objects
● Exploring the behavior of
rectilinear propagation of light
using software or applications
● Researching on real world
application of rectilinear
propagation of light such as
optical instrument, medical
imaging and laser surgery
3.1.2 Reflection 3.1.2.1 Create an ● Designing and building a ● An optical
of Light optical periscope using mirrors and instrument
instrument tubes that uses
using the ● Creating a kaleidoscope to the concept
concept of of
demonstrate reflection symmetry
reflection reflection
● Creating a mirror maze to
of light. of light
explore reflection and optical
created
illusion
accordingly
● Exploring images of plane,
concave, and convex mirrors,
36
 and other reflecting surfaces
(regular and irregular)
● Carrying out experiments to
verify the laws of reflection
● Utilising simulation or
applications to model reflection
to adjust angles and observe
changes
● Solving problems involving
reflection, including mirror
arrangement and image
formation:
● Using formula:
(a) Law of reflection

(b) Mirror equation

(c) Magnification equation

(d) Number of images

when two mirrors are at
an angle.

3.1.3 Refraction 3.1.3.1 Create an ● Creating optical illusions such ● Problems

of Light optical as mirage and apparent depth involving
instrument using refraction total
using the ● Carrying out an experiment to internal
verify the laws of refraction reflection
37
 concept of refraction (Snell’s law) using glass block, and critical
of light. optical pins or laser beam, water angles
and air. solved
correctly

● Investigating dispersion and

refraction using a prism
● Demonstrating critical angle
and total internal reflection using
prisms and glass blocks
● Solving numerical problems on
critical angle formula ,

.
● Exploring how the concept of
refraction is applied in
telescopes, optical fibre,
cameras, microscopes,
endoscope ...
3.1.4 Lenses 3.1.4.1 Improvise a ● Improvising a system of thin ● A system
system of lenses such as telescope and of lenses
lenses that microscope and test its that can be
can be performance used to
● Investigating the action of solve
used to
converging and diverging thin problems
solve lenses in real life
problems ● Exploring thin lenses and light situations
in real life sources to create ray diagrams, improvised
situations. demonstrating image formation.
● Applying the lens equation to
calculate focal length, image
distance, object distance and
power of the lens. Formula
38
 ,
● Exploring how lenses create real
and virtual images, and
calculating magnification using
the formula

● Exploring computer simulations

on thin lenses
● Researching on thin lenses and
applications in everyday life
such as in correcting defects in
vision, LCD, cameras …
3.2STATIC ELECTRICITY 3.2.1 Introduction 3.2.1.1 Design ● Carrying out experiments with ● Experiment
to Static experimen suitable materials (Perspex, s to
Electricity ts to polythene...) to verify the law of investigate
investigat static electricity static
e static ● Generating static electricity by electricity
electricity rubbing (friction, everyday
everyday triboelectrification), induction life
life. and conduction (contact) designed
● Investigating how heat causes correcctly
static electricity using a heat gun
or a lamp
● Investigating how humidity
causes static electricity
● Demonstrating how an object
can be charged or discharged by
induction.
● Discussing how lightening is
formed
● Testing how different materials
conduct or insulate static
39
 electricity
● Creating a patterns of static
electric field lines around a
charged object
● Exploring how distance affects
the strength of electrostatic force
● Demonstrating how contact and
separation of materials can
transfer electrons and create
static electricity
● Researching on real world
application of charging and
discharging methods
● Simulating charging and
discharging methods using
software or application
3.2.1.3 Design a ● Designing a lightening arrester ● A lightning
lightning ● Simulating the danger of static arrestor
arrester electricity designed
● Discussing the importance of
grounding and earthling
● Proposing safety procedures for
working with electrostatic charge.
● Analysing real world cases of
electrostatic accidents
3.3CURRENT ELECTRICITY 3.3.1 Electric 3.3.1.1 Construct a ● Constructing a simple electric ● A simple
Charge, simple circuit and use it to explain electric
Current and electric electric charge, current, and circuit
Potential circuit. potential difference constructed
Difference ● Distinguishing between
direction of flow of electrons and
conventional current
● Measuring voltage (V), and

40
 current (I) in series and parallel
electric circuits
● Calculating effective resistance
(R) in series (
and
parallel (

)
electric circuits.
● Investigating factors that affect
resistance of a wire such as
(temperature (T), cross section
of area (A), length (l) and type of
material
●
Calculating resistivity ( )

3.3.2 Electric 3.2.1.1 Develop a ● Developing a sustainable ● Sustainabl

Cells sustainable energy solution e energy
energy ● Exploring the structure of solution(s)
solution electric cells developed
● Exploring electric cells as a accordingly
fundamental component of
energy storage systems
● Demonstrating charging and
discharging of accumulators
(batteries, capacitors…)
● Investigating internal resistance
(r) of a cell

● Exploring environmental
implications that electric cells
bring about such as battery
41
 disposal and energy consumption
3.3.3 Ohm’s Law 3.3.3.1 Construct an ● Creating an electrical circuit ● An
electrical system where the concept of electrical
circuit ohms’ law is applied Verifying circuit
system Ohm’s law using Ohmic and non- system
where the Ohmic conductors. where the
concept ● Investigating the relationship concept of
of ohms’ between voltage and current. ohms’ law
law is ● Solving numerical problems is applied
applied. involving Ohm's Law constructed
( )
3.3.5 Electric 3.3.5.1 Construct ● Constructing electrical energy ● Electrical
Energy and electrical efficient systems (inductor energy
Power. energy stove…) efficient
efficient ● systems
Calculating power and
systems constructed
energy consumption
● Costing electrical energy in accordingly
kilowatt-hour (kWh)
3.1.1 Electric 3.1.1.1 Develop a ● Developing a domestic electric ● A
Safety domestic circuit, considering safety and domestic
electric efficiency electric
circuit, ● Demonstrating uses of fuse and circuit,
considerin circuit breakers to automatically considering
g safety interrupt the circuit in case of safety and
and over current or short circuit efficiency
efficiency ● Insulating to prevent accidental developed.
contact with live wires or
components
● Exploring the importance of
earthing metal cases and double
insulation
● Demonstrating how surge
protectors protect electrical
42
 devices against voltage surges and
sparks
● Demonstrating adherence to set
safety guidelines and
regulations on electrical
appliances
3.2MAGNETISM 3.2.1 Phenomeno 3.2.1.1 Design an ● Designing an innovation that ● An
n of innovation demonstrates the use of innovation
Magnetism that magnets that
applies ● Demonstrating the properties of applies the
the magnets phenomeno
phenomen ● Exploring the domain theory n of
on of ● Demonstrating induced magnetism
magnetis magnetism in steel and iron designed
m. ● Carrying out experiments with
suitable materials to plot
magnetic field lines
● Creating permanent and
temporary magnets by stroking
(touching) and using electricity
● Demagnetising a magnet using
electrical, heating or mechanical
method
● Demonstrating the use of
magnetic keepers and magnetic
screening
3.3LECTROMAGNETISM 3.3.1 Magnetic 3.3.1.1 Design ● Demonstrating the magnetic ● A system
effect of innovative field patterns of electric currents that uses
Electric- solutions including the direction using the the
Current involving right-hand grip rule, Corkscrew application
the rule … of current-
magnetic ● Creating a system that uses the carrying
effect of magnetic effect of an electric conductor

43
 electric current (e.g. electric bell, relay created
switches …)
● Demonstrating the behaviour of
an electric current in a magnetic
field (apply Fleming’s left-hand
rule)
● Demonstrating the nature of
forces between parallel currents
● Investigating the effects of
magnetic fields on human health
and environment
● Designing innovative solutions
to real-world problems involving
the magnetic effect of electric
that uses the application of
current-carrying conductor
placed in the magnetic field (e.g.
DC motor, galvanometers,
ammeters …)
3.4ELECTROMAGNETIC 3.4.1 Introduction 3.4.1.1 Creating a ● Demonstrating Faraday’s law of ● A system
INDUCTION to system electromagnetic induction that
Electromagn that ● Demonstrating factors that applies
etic Induction applies affect the magnitude of induced Faraday’s
Faraday’s current law of
law of ● Demonstrating the direction of electromag
electroma the induced current using Lenz’s netic
gnetic and Fleming’s right hand rules induction
induction. created
3.4.3 The Simple 3.4.3.1 Create ● Creating a simple generator ● Simple AC
AC and DC simple AC using a magnet, coil. and DC
generators and DC ● Researching on how Electric generators
generators Vehicles (EVs) apply created
electromagnetic induction.
44
 ● Exploring the benefits of EVs
compared to traditional fossil
fuel propelled vehicles
● Researching on the efficiency of
EVs compared to traditional fossil
fuel propelled vehicles
3.4.5 Transformer 3.4.5.1 Build a ● Building a simple and efficient ● A simple
s simple iron core transformer and
and ● Demonstrating mutual induction efficient
efficient ● Demonstrating the operation of iron core
iron core an iron core transformer transformer
transform ● Solving problems involving built
er transformers

VPIP =VSIS
(for ideal transformer)
● Calculating the efficiency of a
transformer

● Demonstrating the effects of

improper management of
transformers
3.4.7 Electric 3.4.7.1 Design ● Designing transmission lines ● Transmissi
Generation transmissi considering factors such as on lines
and on lines voltage current and distance considering
Transmissio considerin ● Exploring the structure and factors
n g factors function of transmission lines such as
such as ● Investigating on different types voltage
voltage of transmission lines current and
current transmission systems and distance
45
 and distance technologies (overhead, designed
underground, submarine…)

[ FORM 4 ]

46
TOPIC SUBTOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
4.1 BASIC ELECTRONICS 4.1.1 Introduction 4.1.1.1 Construct a ● Constructing a system that ● A system that
to Basic system that applies the concept of applies the
Electronics applies the thermionic emission in its concept of
concept of operations thermionic
● Demonstrating thermionic emission in its
thermionic
emission operations
emission in its ● Investigating properties of constructed
operations cathodes rays
● Distinguishing between
direction of flow of electrons
and conventional current
● Exploring the application of
electron beams in cathode
ray tubes, x-ray machines…
● Describing the basic
structure and action of the
cathode ray oscilloscope
(CRO)
● Solving numerical problems
on CRO (voltage, period and
frequency).
4.1.2 Circuit 4.1.2.1 Build an ● Building an electronic ● Electronic circuit
Components electronic circuits such as robot built accordingly
circuit. system (traffic control
lights… )
● Identifying circuit
components such as
resistors, capacitors,
thermistors, diodes,
transistors, reed switches,
relay switches, inductor,
integrated circuits...
47
 ● Determining resistor values
using standard colour codes
● Demonstrating the action
and application of a
variable potential divider
● Demonstrating the process
of rectification (forward and
reverse bias of a diode)
● Demonstrating the action
of electronic switching:
Light sensitive switch such
as light dependant resistor,
temperature sensitive
switch….
● Investigating the charging
and discharging of
capacitors and their roles in
electronic equipment
4.1.3 Digital 4.1.3.1 Create an ● Creating an electronic ● An electronic
Electronic electronic system using breadboards, system created
System system. printed circuits boards accordingly
(PCBs) or any other suitable
materials
● Making circuits to
demonstrate the operation
of the logic gates.
● Demonstrating the action
of a bipolar transistor
● Discussing types of logic
gates (AND, OR, NOT, NOR,
and NAND)
● Deriving truth tables of
logic gates

48
 ● Describing the use of
bistable and astable circuits
4.1.4 Electronic 4.1.4.1 Practise ● Developing an electronic ● Sustainable
Waste sustainable waste (e-waste) ways of
Management ways of management program electronic waste
electronic (prevention/elimination, management
waste reuse, recycle, recovery, practised
management. reduce, and disposal)
● Investigating effects of
electronic waste in our
environment
● Investigating the current
electronic waste
management practises
4.2 COMMUNICATION 4.2.1 Communicati 4.2.1.1 Build a ● Building a communication ● A
SYSTEM on System communication system using a transmitter, communication
system using receiver and channel system using a
a transmitter, ● Explaining the basic transmitter,
principles of
receiver and receiver and
communication systems
channel. channel built
(analogue and digital,
optical, wireless…) accordingly
● Analysing stages in
communication (message
(signal), encoding, channel
selection, message
transmission and noise
mitigation, decoding,
feedback to the sender).
● Investigating signal
propagation techniques
(amplification, modulation
and demodulation, error

49
 correction, diversity, repeater…)
● Demonstrating factors that
affect signal propagation
(distance, frequency,
medium, noise interference,
attenuation)
● Investigating the use of
communication systems in
the real-world such as
weather monitoring, medical
imaging, earthquake
monitoring, tsunami
warning systems, data
lodging, telecommunication
transmission, media…
4.3 ATOMIC PHYSICS 4.3.1 Nuclear Atom 4.3.1.1 Create a ● Creating a model of nuclear ● A model of a
model of a atom nuclear atom
nuclear atom ● Exploring the basic created
structure of an atom accordingly
including a nucleus
composed of protons and
neutrons, surrounded by
electrons in orbit
● Recognising the concepts
of atomic number, mass
number, and how these
relate to the identity of
elements
● Demonstrating the strong
forces that hold protons and
neutrons together in the
nucleus
● Exploring the role of
50
 electrostatic force and how it
acts between protons in the
nucleus, leading to potential
instability in certain nuclei.
4.3.2 Radioactivity 4.3.2.1 Demonstr ● Simulating radioactive ● The theoretical
ate the decay by using computer understanding of
theoretical software the nature,
understandin ● Simulating nuclear fusion characteristics,
g of the and fission by using detection and
nature, computer software application of
characteristic ● Exploring the nature of radiations
s, detection radioactivity demonstrated
and ● Discussing characteristics
application of the three types of
of radiations. radiation
● Detecting radiations using
instruments such as Geiger
Muller Counter, Scintillation
Counter and Ionisation
Chamber
● Explaining the origin and
effects of background
radiation.
● Explaining radioactive
decay (alpha, beta and
gamma)
● Solving numerical problems
on radioactivity using the
equations

51
 ● Determining half-life of
radioactive materials
(numerically and graphically)
4.3.2.2 Explore ● Discussing the applications ● Applications of
the of radioactive substances radioactive
applications ● Researching on precautions substances
of to take when handling explored
radioactive radioactive substances
substances. ● Discussing the effects of
radioactive substances on
health and the environment
● Investigating nuclear waste
management practices
which safeguard the
environment from
radioactive contamination
such as Zambia
Environmental Management
Agency (ZEMA) regulations,
Radiation Protection
Authority (RPA) regulations,
International Atomic Energy
Agency (IAEA) regulations,
testing the local
environment regularly,
conduction of
environmental impact
assessment…
4.3.2.3 Design ● Designing innovative ● Innovative
innovative solutions for effective solutions for
solutions for nuclear waste management effective nuclear

52
 effective nuclear such as (Collaboration and waste management
waste knowledge sharing, waste to designed
management. energy conversion accordingly
technology, recycling
nuclear waste…)
4.4 RENEWABLE 4.2.1 Renewable 4.2.1.1 Build ● Building renewable energy ● Renewable
Energy renewable systems using locally energy systems
ENERGY SYSTEM Systems energy available materials such as: built using
systems using (a) Wind energy system locally available
locally (b) Solar energy system materials
available (c) Hydro power system accordingly
materials (d) Biomass energy system
● Identifying renewable
energy systems
● Researching on renewable
energy systems, geothermal
energy system…
● Applying knowledge of
renewable energy systems
to improve energy efficiency
in buildings and industries
● Exploring the contributions
of renewable systems to
sustainable development
● Proposing climate change
mitigation strategies on
renewable energy systems
that can help reduce
greenhouse gas emissions

53
 Appendix: DETAILED SPECIFICATIONS -Apparatus/Equipment

Physics Laboratory
ITEM DESCRIPTION SPECIFICATION
1 SPRING BALANCES Flat aluminium or brass scale, regular metal body, suspension ring at top and hook at bottom for load. Spring balance of
various capability as follows:
1 Newton
2 Newton
5Newton

2 FORCE BOARD AND Board Forces Kit- Two Pulleys Running on Ball Bearings Mounted on Clamps to fit Force Board. Twenty 10 Gram Pieces,
ACCESSORIES Three Hooks, Reel of Cotton and Three Ten Newton Spring Balances.
3 ELASTIC MATERIALS KIT Spiral springs 300mm long, 5mm diameter (pack of 3) (Low elastic limit)
4 BAROMETER TUBE Glass of 900mm length thick walled, closed at one end
5 HARES APPARATUS Three limbed glass tube 600mm long and 10mm outer diameter on graduated stand, complete with rubber tube and
punch- dip

54
 U- Tube Manometer Glass U- tube, on graduated stand, tube 600mm long and 10mm outside diameter
6 LINEAR EXPANSION APPARATUS Pullinger’s type: Consisting of a half metre brass tube with inlet and outlet for steam and hole thermometer, supported in
wooden frame with 3 rods of brass, copper and steel

Ring and Ball: Brass with wooden handle and chain, 18mm diameter ball and 25mm diameter ring
Ring and Ball
7 CHARLES; LAW APPARATUS Mounted on Metal Base, Scale Graduated in mm, Glass Air Reservoir, Vertical Clamping Rod Mercury Levelling Tube with
Open End, with Thermometer Bulb and Other Accessories(Tall form beaker included)
8 CONDUCTIVITY (KIT) -5 Rods of different metals on metal ring with wooden handle
-Consists of 8 rods ; brass, aluminuim, glass of 250 x 3mm and 8 each of copper, brass and iron 250 x 1.5mm, contained
in box
9 RADIATION KIT Kit contains radiant heat source, copper 200mm with iron handle; glass plates 230x 230 x3mm, asbestos square
10 SOLAR ENERGY KIT A solar cell is held in a clamp on a base. The clamp is adjustable so that solar cell panel can be held at right angle to the
rays of the sun (4082)
11 MIRRORS: PLA IN Back silvered and spray painted
Size 70x 30 x3mm
CONCAVE 50mm Diameter

CONVEX 50mm Diameter

ITEM DESCRIPTION SPECIFICATION

12 LENSES: CONCAVE 50/CONVEX Clear glass double convex, double concave, convex, concave (setoff 6 lenses 38mm, 60mm diameter
50
13 CONVEX LENSE Optically true clear of 100mm and 150mm focal lengths
14 OPTICAL SETS Each set to have the following:
-Light ray box of rectangular 175 mm length, 90mm wide, 55mm light with bulb to work on 12 volts battery

ACCESSORIES
5 Perspex Blocks of true optical glass
-1 rectangular 115mm x 65mm x 18mm
-Perspex Blocks of true optical glass
-1 Semi- circular of 90mm Diameter x 18mm thickness
o o
-1 prism 90 of 45 of 75mm hypotenuse, 18mm thick
o
-1 prism 60 of 60 mm side, 18mm thick
o o
-1 prism 90 x60 of 75mm hypotenuse, 18mm thick
-3 cylindrical lenses
-1 double concave 150mm size 40 x 42mm
-1 double concave x75mm size 40 x42mm
3 Mirrors
-1 plane mirror
55
 -1 semi- circular mirror
-1 mirror 30mm x 75mm
2 Slit Plates
-1 Plate with 3 narrow slits on one end and 1 narrow slit on the other end
-1 plate with 4 narrow slits and 1 slit
8 Colour filters mounted to fit ray box
3 primary and 5 secondary colours
Six colour cards (3 primary and 3 secondary colours spare bulb 12 volts power supply
15 SONOMETER (STANDARD) Fitted with wires, 2 bridges, box wood scale, on hollow wood sounding box 1020x 115 x 60mm with tightening keys and pulley
for hanging weights
16 TUNING FORKS CERG: Each has a set of 4 forks Nickel plated or blue steel with screwed shanks, frequency( 256h2, 120mm long) D288,
E320,C512
17 MAGNETS HORSE SHOE 750MM length, powerful, N and S poles clearly indicated 60mm across limbs with keepers
18 BAR MAGNETS Powerful Alnico size with keepers 150mm length
19 MALVERN CURRENT BALANCE Curved rectangular copper wire frame Size 300x100mm wooden boards of 220 x 150mm Plastic index fixed on board of size
KIT 70x220mm
20 ELECTRIC BELLS Large demonstration model, open type on wooden stand
21 DYNAMO Model AC/DC on wood or synthetic base with selector switch for A,C, or d,c output
22 RHEOSTAT Sliding Type, %A 10. 7Ohms
23 POTENTIOMETER 2 Meter Model- For measuring an unknown potential difference more accurately than with a voltmeter. Mounted on Hardwood
Base with graduated Metre Rule and Three Terminals, Supplied with jockey and Lead

Physics Laboratory
ITEM DESCRIPTION SPECIFICATION
24 RESISTANCE UNITS ASSORTED To demonstrate resistance varies with material, length and cross –section area A set of five wire each mounted on a
synthetic resign bonded paper of 65 mm long x 11mm diameter and connected to a pair of 4mm sockets. The units are:
Nickel- chromium 200mm length x 0.45 diameter
Nickel –chromium 400mm length x 0.45 diameter
Nickel- chromium 600mm length x 0.45 diameter
Copper-200mm length x 0.45 diameter
25 OSCILLOSCOPE Single Channel DC to 5Mhz with Marker System
OSCILLOSCOPE Dual Channel DC to 20 Mhz as per page 61
26 RADIOACTIVE SET Radioactive- Active Source set of 3
27 RESISTANCE WIRE Resistance wire – Assorted in Rolls including copper, fusewire constantan rolls of 60m nichrone, managnin, eureka (250g)

56
28 AMMETERS; ASSORTED 0- 10A DC, 0-5A DC and to 1ADC Assorted 40/40/40
29 VOLTMETER 0-15V (50), 0-15V 100 Moving coil 0-5v= (50) 0-15V = (100)
30 LOW VOLTAGE POWER SUPPLY Power Supply 12 Volt AC/DC to operate on 220-240V
31 ALUMINIUM BLOCK Size 100.100 x 200mm solid block, cylindrical with central hole for heater and small hole for thermometer
32 VERNIER CALIPERS (i) All Steel construction
(ii) Heavy, chrome plated vernier reading 0.1mm
33 BIMETALLIC STRIPS Bimetallic strip of iron and copper with wooden handle
34 CATHODE RAY TUBES AND Cathode Ray, Tubes and Base with Accessories (horizontal tube fitted with fluorescent painted aluminium plate, cathode side
ACCESSORIES bent at right angles with slit)
35 CIRCUIT BOARDS Worcester
Complete with all fittings: connectors, lamps lamp holders
Leads,4mm plugs, crocodile clips, wire/connections wire, cells
36 NEWTONS COLOUR DISCS 200mm diameter discs mounted on stand with large turning wheel with handle and belt
37 DENSITY BOTTLES: 25ML Unadjusted, capillary stoppers, neck grounded glass, flat bottom round flask type, soda glass capacity 25ml
38 DENSITY BOTTLES: 25ML Density bottles with thermometer. Soda glass flat bottom round flask type, soda glass neck grounded glass capped, side arm
o o
with thermometer 15 to 35 of 0.5 C divisions capacity 50ml

Physics Laboratory
ITEM DESCRIPTION SPECIFICATION
39 DOMESTIC HEATING MODEL Model showing how house can be heated with central heating system
40 ELECTRODES COPPER 125 x 50 x 2mm plates with 4mm socket (some black some red) terminals supplied with heavy cylindrical glass jars with
grounded edges of height 150mm and diameter 100mm

Copper rod, 100mm length, 5mm diameter in glass tube with 4mm socket terminals
41 ELECTRODES CARBON Carbon plates 125 x 38 x 38 x 10mm with 4mm socket terminals Carbon rod, 100mm length x 5mm (Metal Mounted
Electrodes)
42 ELECTRODES PLATINUM Platinum foil, width 26mm, thickness 0.05mm Platinum wire, 26mm length, 0.5mm diameter in glass
43 CALORIMETER COPPER Consisting a plated pun copper blocks, top has hole for thermometer, with terminals, outer vessels and insulating case 80mm
44 CLAMPS: RETORT (i) Clamps: Retort
Universals Type with cork lined clamping jaws
Aluminium alloys, cork-lined jaws, clamping bolt.
Jaw capacity 98mm overall length clamps
(ii) Clamps:

57
 Die- cast aluminium alloy, three prong clamp,
replaceable rubber sleeves fitted to jaws, with
thumberscrew. Jaw capacity 100mm, length of rod
116mm
(iii) Clamps:
Die-cast aluminuim alloy, four prongs, plated steel rod. Cork-lined jaws, plated thumberscrew. Jaw capacity 65mm.
Length of rod 132mm
(iv) Clamps ‘G’
Aluminuim alloy, fast screw tightening and loosening. Jaw width of 75mm
(i) Rings: cast iron, with boss, painted hammerstone. Plated thumb screw fitted to boss. Distance between centre of
ring and supporting rod is about 120mm. Rings of various sizes 45mm, 75mm 100mm

Physics Laboratory
ITEM DESCRIPTION SPECIFICATION

45 CLAMPS: BOSES (i) Clamp Bosses

Universal boss: Aluminium alloy, one half is provided with slots and a clamping plate to hold rods from 6mm to 10mm
diameter. The other half is open ended to grip rods up to 16mm diameter, plated screws
(ii) Boss Head:
Die-cast aluminium alloy, plated steel thumbscrews. For rods up to 16mm diameter
(iii) Retort Stands: with heavy tripod feet, and up-right of 13 mm diameter. The spread of tripod base increases with the
length of rods. Height 450mm 900mm
(iv) Retort Stand Rods
(v) Chrome plated mild steel rods of varying lengths 500mm up to 1000mm
46 GALVANOMETERS 35-0-35m V Resistance of 10 Ohm, 200uA/Division with Colour coded 4mm socked Terminals
47 LAMP HOLDERS: FLAT Screw in type, For use with flashing Bulbs supplied with screw threaded lamp 3.8V

58
48 FLOW METERS (ELECTRONIC Counter which records revolutions of a study impelled unit mounted on the rod, 1m long. A simple calibration chart to convert
FLOW RATES OF STREAMS revolutions per unit into metres per second.
AND RIVERS) Complete with battery the whole unit should be fitted into a compact carrying case with full instructions.
Kit comprises a series of precision bore borosilicate glass metering tubes, anodized aluminuim and stainless steel floats,
stainless end nozzled for 5 to 13 mm bore flexible tubing, mounting frame and stand for vertical mounting overrall height of
tubes mounted on a stand is 216 mm. It should have 100mm scale.

Kit should include five metering tubes, nine floats, three fine control valves, mounting frame and stand. Calibration charts and
carrying case should be supplied.
Flow ranges 5ml/ min to 100 ltrs/ min for air
Flow ranges 10ml/min to 4.4 ltrs /min for water
FLOW METER LABKIT FOR
GASES AND LIQUIDS

49 STOP WATCHES Large LCD Display with Count Down Timer Function
0 0 o
50 THERMOMETERS (-10 C- 110 C) Engraved stem, mecury –in –glass, white back, length 300mm. diameter 7mm, immersion 76mm. Rubber ring Range: - 10 C to
o o
110 C with divisions at 1 C
51 BAROMETER ANEROID Wall-mounted instrument in metal frame of 100mm diameter of + 1h Pa of mercury over the normal range of 960 to 1060hPa

Physics Laboratory
ITEM DESCRIPTION SPECIFICATION
o o
52 BAROMETER FORTIN Barometer fortin with thermometer 10 C of 1 divisions
53 RIPPLE TANK Perspex Base, Plastic Surroundings to Absorb wave Reflection from sides, c/w lamp support and lamp, concave, convex and
Rectangular Prisms and Metal Barriers. TO come with Electric Wave Generator with Rheostat Hand Stroboscope
54 LAB CLOCKS Laboratory, Countdown and Count up, Digital reading Counts up and down from 1 second to 23 Hours and 59 Minutes and 59
second
55 STROBOSCOPES Hand Held Mounted on Wooden Handle 12 Slots 50mm long x 4mm wide and Finger Hole for Rotation
56 STEPDOWN TRASFORMER Rectangular steel metal case with output meter, carrying handle, mains switch, fuse mains cable and 13A socket outlet
220v-2v Input 220volts AC output 2 volts
57 TICKER TAPE TIMERS D.C, spring steel vibrator which marks dots on tape with help of stylus and carbon paper disc., on metal on metal or wood
base with solenoid and terminals. Accessories to include: 1 roll ticker tape 9.5 mm wide, approximately 30m roll, 12 carbon
discs, ticker tape pulley, metal pulley on support rod, ticker tape clamp –metal clamp with swivel pad, screw and support rod
and transformer for timer
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58 STEAM ENGINE (STEAM Steam Engine Unit: to use solid fuel tablets, safety valve, drain cock/overflow plug, whistle and flywheel with 25mm diameter
ENGINE UNIT) pulley. Complete with fuel burner, supply of fuel tablets, spring driving belt and instructions. Extra supply of fuel tablets
needed.
“Hargosons” for actual use, all metal model on boars, all parts visible through a glass plate front, uses a cycle pump to work
fly wheel.
(Steam Engine Model)
59 RADIATION PROTECTIVE WEAR (i) Shield made of 9.5 mm thick acrylic. Transparent and free standing Angled top to allow viewing behind shield,
(APRONS) 305mm deep base as flat work surface

REFERENCES

Ministry of Education, Curriculum Development Centre, Physics Syllabus (2013), Lusaka, Zambia.

Ministry of Education, Curriculum Development Centre, Environmental Health and Pollution Management Education
Framework (2023)., Lusaka: Zambia

Ministry of Finance and National Development, (2022). Eighth National Development Plan, Republic of Zambia

Ministry of Education, Zambia Education Curriculum Framework (2023), Lusaka, Zambia.

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