SCHEME OF WORK

Name of Teacher: ALBERT SIMON Name of School: FEZA BOYS’

Year: 2013 Term: ……1 & 2……………………….
Class/Stream: F4Sci1 & Sci2 Subject: PHYSICS

General objective

T/L Materials
Competence

Assessment
References
Main Topic

Sub-topic

Remarks
Periods
Month
Week
Teaching Activities Learning Activities

Demo Underst - Guide students to brainstorm the - to sit in group and discuss - Rope, ripple tank, - Through quiz
nstrati and and concept of waves while they are the concept of waves. tuning fork. ask students to
ng the laws in groups. explain the
effects and concept of
and principle J 3 WAVES Introducti - Lead students to demonstrate the waves,
applic s of A on to 2 production of waves using rope, wavelength,
ation waves N waves ripple tank and tuning fork. frequency and
of U velocity of
waves A wave.
R
Y
- Using questions and answers - to explain the terms wave - Charts showing - Ask students to
technique to assist students to length, frequency, and graph of explain
explain the terms wavelength (), velocity of the wave . displacement mechanical
frequency (f) and velocity (v) of - to take notes. against time. waves and
the wave. - C.R.O. electromagnetic
waves.
- Guide students to identify the - students in groups to - Helical spring
types of waves. identify mechanical waves - Drum
and electromagnetic - Light
waves.

1
 SCHEME OF WORK
Name of Teacher: ALBERT SIMON Name of School: FEZA BOYS’
Year: 2013 Term: ……1 & 2……………………….
Class/Stream: F4Sci1 & Sci2 Subject: PHYSICS

General objective

T/L Materials
Competence

Assessment
References
Main Topic

Sub-topic

Remarks
Periods
Month
Week
Teaching Activities Learning Activities

-do- -do- J 4 - using demonstration in class, - to explain reflection,  Ripple tank, - Group students
A guide students to explain the refraction and rectangular and give quiz to
N behavior of waves, reflection, interference. prism, and explain the
U WAVES diffraction and interference. vibrator. behavior of
A 3 Behavior waves.
R of waves 2 - guide students to brainstorm on - using think- pair – shave
Y the applications of reflection, technique, students to  Radio
refraction, diffraction and mention the application  TV
/ t interference of waves. of reflection, refraction,  Mobile phone.
o diffraction and
F - guide students to present the interference of waves.
E applications of behavior of
B waves.

4 - assist students to sit in groups - while in group students  Ripple tank - Move around the
to demonstrate behavior of to demonstrate  Rectangular groups and
waves. reflection, refraction, prisms. assess students
diffraction and  Vibrator. performance on
interference of waves demonstrating
the behavior of
waves

2
 SCHEME OF WORK
Name of Teacher: ALBERT SIMON Name of School: FEZA BOYS’
Year: 2013 Term: ……1 & 2……………………….
Class/Stream: F4Sci1 & Sci2 Subject: PHYSICS

3
 SCHEME OF WORK
Name of Teacher: ALBERT SIMON Name of School: FEZA BOYS’
Year: 2013 Term: ……1 & 2……………………….
Class/Stream: F4Sci1 & Sci2 Subject: PHYSICS

General objective

T/L Materials
Competence

Assessment
References
Main Topic

Sub-topic

Remarks
Periods
Month
Week
Teaching Activities Learning Activities

J WAVES Propagation 2 - using question and answer - to sit in group to describe  Slinky spring. - ask students to
A of waves technique to assist students to the propagation of  Tuning fork. note down the
N describe the propagation of mechanical waves.  Ripple tank. criteria of
U mechanical waves.  Rope. propagation of
-do- -do- A 5 - guide students to demonstrate mechanical
R the propagation of mechanical waves.
Y waves.
/
F
2 - through questions and answer - to discuss the propagation  Chart showing the - ask students to
E
B technique explain the of e.m. waves. e.m. spectrum. explain
R propagation of electromagnetic propagation of
U waves. e.m.w.
A - to describe frequency from  Chart showing the
2 - guide students to demonstrate v relationship - ask students to
R equation f =
Y the propagation of e.m. waves. ❑ between state the S.I. unit
- to state S. I. unit of frequency, speed of frequency.
frequency. and wavelength.

- Guide students to determine the  Glass block. - assess students

relationship between frequency, - to determine the refractive  Optical pins. while they are
speed and wavelength. index of a glass black and  White sheet. doing practical.
4 - Group students in two and submit their results to the  Protector.
6
guide them to determine the teacher.  Ruler.
refractive index of glass.  Drawing board.
- Guide students to use the
formula to find refractive index
of different materials.

4
 SCHEME OF WORK
Name of Teacher: ALBERT SIMON Name of School: FEZA BOYS’
Year: 2013 Term: ……1 & 2……………………….
Class/Stream: F4Sci1 & Sci2 Subject: PHYSICS

objectiveGeneral

T/L Materials
Competence

Assessment
References
Main Topic

Sub-topic

Remarks
Periods
Month
Week
Teaching Activities Learning Activities

Sound - Guide students to identify - Students to produce  Drum - Ask students to

waves 2 sources of sound waves. sound waves by using  Guitar explain different
F 6 different sources of  Whistle sources of sound
E sound.  Turning waves.
-do- -do- B - Using questions and answer - Students to explain the  Model of ear. - Ask students to
R technique guide students to concept of audibility  Table with explain the concept
U explain the concept of audibility range. audibility range. of audibility range.
A range.
R - Guide students to describe the - Students to describe the  Model of the - Ask students to
Y perception of hearing. perception of hearing. human ear. explain the concept
7 2 - Guide students to demonstrate - To explain the concept of  Tall wall of echo and
the production of an echo and echo and reverberation  Hall/studio. reverberation of
explain the concept of of sound.  Sound sound.
reverberation of sound. absorbing
materials (cloth,
WAVES spongy
material)

5
 SCHEME OF WORK
Name of Teacher: ALBERT SIMON Name of School: FEZA BOYS’
Year: 2013 Term: ……1 & 2……………………….
Class/Stream: F4Sci1 & Sci2 Subject: PHYSICS
Speed of 2 - Using drum and stop watch, - Students to perform an  Stop watch - Assess students’
sound in guide students to measure the experiment to measure  Drum participation on
air. speed of sound in air. the velocity of sound in  Tape measure measuring velocity
air. of sound in air.
8
- Using different musical - Students to give the  Guitar - Give the class work
Musical 2 instruments, guide students to meaning of music and  Drum asking students to
sound explain the concept of musical noise.  Sonometer explain factors
sound. - Students to identify  Turning forks affecting loudness,
- Lead students to identify factors factors affecting  Violin pitch and quality of
affecting loudness, pitch and loudness, pitch and musical sound.
 Flute
quality of musical sound. quality of musical sound.
 Microphone
 C.R.O.
General objective

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Competence

Assessment
References
Main Topic

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Remarks
Periods
Month
Week

Teaching Activities Learning Activities

Musical Musical - Organize the study strip to visit - By listening students to  Pipes, string, - Ask students if
F sound instrument. a musical band or studio to distinguish different membrane, they can identify
-do- -do- E identify different types of musical instruments by and the different
B musical instruments. the sound they produce. electronic musical
R instruments. instrument.
U
A
R Standing - Lead students to explain the - Students to explain the  Helical - Give quiz on
Y waves terms of standing (stationery) terms nodes, antinodes, spring. terms used in
/ waves crest and trough as  Vibrator stationery waves
applied in stationery  Marker pen
M waves.  White sheet
A  Motor and
R battery
C
 Rubber band

6
 SCHEME OF WORK
Name of Teacher: ALBERT SIMON Name of School: FEZA BOYS’
Year: 2013 Term: ……1 & 2……………………….
Class/Stream: F4Sci1 & Sci2 Subject: PHYSICS
H 9 String 2 - Guide students to perform an - Students to carry out an  String - Assess students’
instruments experiment to determine the experiment to determine  Sonometer performance and
factors which affect the factors which affect the  Guitar participation on
frequency of a note by stretched frequency of a note  Turning fork finding the
string. produced by a stretched frequency of a
string. stretched string.
- Students to determine
the frequency of a
musical note.
General objective

T/L Materials
Competence

Assessment
References
Main Topic

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Remarks
Periods
Month
Week

Teaching Activities Learning Activities

WAVES - Lead students to distinguish - Students to distinguish  Resonance - Through questions

F Pipe 2 between fundamental note and between fundamental tube/burette. and answers
-do- -do- E 9 instruments overtones. note and overtones.  Turning fork. assess students on

7
 SCHEME OF WORK
Name of Teacher: ALBERT SIMON Name of School: FEZA BOYS’
Year: 2013 Term: ……1 & 2……………………….
Class/Stream: F4Sci1 & Sci2 Subject: PHYSICS
B distinguish between
R 1 Musical - Lead students to explain the - Students to explain the  String fundamental note
U sound concept of resonances as concept of resonance as  Nails and overtones
A applied to sound. applied to sound.  Membrane
R - With the guidance of an expert, - Students to initiate the  Metal can - Assess students
Y support student to construct a construction of simple  Piece of wood. work i.e. their
simple musical instrument. musical instruments. musical
2 instruments they
Electromag - Guide students to explain the - Students to explain the  Glass prism made.
netic concept of the electromagnetic concept of  Chart of rain
10 spectrum spectrum. electromagnetic - Ask students to
bow.
M - Guide students to draw and spectrum. identify the bands
A label the electromagnetic - Students to identify of electromagnetic
 Thermometer
R spectrum. bands of the spectrum.
C  Iron
lectromagnetic spectrum.  Heater
H - Guide students to detect - Students in groups to - Asses and record
2  Sun rays.
infrared radiation, visible and u- detect infrared rays, the participation of
v rays visible and U-V rays. students on
detecting those
rays

11 – 12 MIDTERM EXAM / MIDTERM BREAK

General objective

T/L Materials
Competence

Assessment
References
Main Topic

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Remarks
Periods
Month
Week

Teaching Activities Learning Activities

8
 SCHEME OF WORK
Name of Teacher: ALBERT SIMON Name of School: FEZA BOYS’
Year: 2013 Term: ……1 & 2……………………….
Class/Stream: F4Sci1 & Sci2 Subject: PHYSICS

do- -do- WAVES Application 2 - Guide students to identify the - Through think-pair- - Give test to
of e.m.w in application of microwaves, radio share technique check if
daily life waves, and infrared, -rays and - Students to identify the students can
x-rays. applications of identify the
microwaves, radio- application of
M waves, infrared, -rays e.m.w in daily
A 13 and x-rays. life.
R - Explain the importance of - Students to carryout
C electromagnetic waves in project work on the
H Agriculture and climate. importance of
electromagnetic waves
in agriculture and
climate.
Demonstrati Understan Electroma Magnetic 2 - Assist students to explain how - Students in group to  Wire - Give a home
ng effects d laws gnetism field due to electric current produce perform an experiment  Source of asking students
and and a current magnetic field. to produce magnetic electric current to write short
application principles carrying field due to current notes on how
 Compass
of of conductor. carrying wire. electric current
needle.
electromagn electroma M produce
etic induction gnetic A magnetic field
induction R - Guide students to carryout - Students, in groups, to  Cardboard and identify
C experiments to investigate the identify the patterns of  Iron fillings patterns of the
H magnetic. the field lines.  Wire field lines.
- Fields associated with an - Straight conductor,  Source of
electric current passing through loop and solenoid. electric
a straight wire, loop and current.
solenoid
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Assessment
References
Main Topic

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Remarks
Periods
Month
Week

Teaching Activities Learning Activities

9
 SCHEME OF WORK
Name of Teacher: ALBERT SIMON Name of School: FEZA BOYS’
Year: 2013 Term: ……1 & 2……………………….
Class/Stream: F4Sci1 & Sci2 Subject: PHYSICS

ELECTRO Right hand 2 - Guide students to state right - To state the right hand  Compass - Ask students to
MAGNETI grip rule hand rule and the cork screw rule and cork screw rule. needle state right hand
SMS and cork rule.  Iron fillings. rule and cork
screw rule. - Students to identify the screw rule.
- With students determine the direction of the magnetic - Assess students
direction of magnetic field due field due to current involvement on
to current flowing through carrying conductor. determining the
M 14 straight wire, loop and solenoid. direction of
A magnetic field
R produced.
C
H
Magnetic - Teacher and students to - students to determine - Ask students to
field due to determine the direction of the the direction of the force state Fleming’s
a current force acting on a current acting on a current  Wire left hand rule.
carrying 2 carrying conductor placed at carrying conductor.  U-shaped
conductor right-angle to a magnetic field. magnet
- students to state
Fleming’s left hand rule.

- Guide students to state - to perform experiment to  Wire - Assess students’

Fleming’s left hand rule. show the directions of  Meter rule performance on
repulsive and attractive  Source of doing experiment.
- Guide students to determine the force. electricity
attraction and repulsion of
current flowing through parallel
wire.
General objective

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Competence

Assessment
References
Main Topic

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Remarks
Periods
Month
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Teaching Activities Learning Activities

10
 SCHEME OF WORK
Name of Teacher: ALBERT SIMON Name of School: FEZA BOYS’
Year: 2013 Term: ……1 & 2……………………….
Class/Stream: F4Sci1 & Sci2 Subject: PHYSICS
- Students, in group, to
ELECTROMA Electroma 2 - Guide students to demonstrate demonstrate the  Magnet - Assess students in
GNETISM gnetic the production of induced production of induced  Coil group while they
induction. current using a coil and a current using coil and  Galvanome are demonstrating.
magnet. magnet. ter
- Guide students to explain the - Students to explain the - Ask students to
concept of electromagnetic concept of state the laws of
induction. electromagnetic electromagnetic
A induction. induction.
-do- -do- - Guide students to state and - Ask students to
P explain Faraday’s and Lenz’s - Students to explain note down the
laws of electromagnetic Faraday’s and Lenz’s factors affecting
R induction. laws of electromagnetic electromagnetic
15 induction. -do- induction.

11
 SCHEME OF WORK
Name of Teacher: ALBERT SIMON Name of School: FEZA BOYS’
Year: 2013 Term: ……1 & 2……………………….
Class/Stream: F4Sci1 & Sci2 Subject: PHYSICS
I - Group students to perform the
experiment on electromagnetic - Students to apply
L induction. Faraday’s law and
2 Lenz’s law of
electromagnetic
induction to demonstrate -do-
the factors affecting
magnitude of induced
electromagnetic force
and direction of induced
current

12
 SCHEME OF WORK
Name of Teacher: ALBERT SIMON Name of School: FEZA BOYS’
Year: 2013 Term: ……1 & 2……………………….
Class/Stream: F4Sci1 & Sci2 Subject: PHYSICS

General objective

T/L Materials
Competence

Assessment
References
Main Topic

Sub-topic

Remarks
Periods
Month
Week

Teaching Activities Learning Activities

13
 SCHEME OF WORK
Name of Teacher: ALBERT SIMON Name of School: FEZA BOYS’
Year: 2013 Term: ……1 & 2……………………….
Class/Stream: F4Sci1 & Sci2 Subject: PHYSICS

Self and - Guide students to explain the - Students to explain  Source of - Give a group
mutual concept of self induction and the concept of self electricity work and ask
induction mutual induction and mutual induction.  Iron ring students to
2  Coil write short
15  Galvanometer notes on mode
-do- -do- -do- of action of
- Using diagram describe the - Students to describe  Induction coil induction coil.
A structure of the induction coil and the mode of action of  Chart showing
how it works an induction coil. induction coil
P

R - Explain to the students the flow of - To explain the flow of  Chart of a.c and
a.c. and d.c 2 a.c and d.c from a coil rotating in a a.c and d.c from a coil - In group work
d.c generator
I generator magnetic field. rotating in a magnetic ask students to
- The teacher to explain the mode field. write the notes
L of action of a.c and d.c generators - Students to discuss on the mode of
and how to convert a.c generator the applications of a.c action of a.c
to d.c. generator and the and d.c
advantages of a.c generator
generator over d.c
generator.
transformers 4 - Describe the structure and mode - To explain the mode  Wire - Ask students
16 of action of a transformer. of action of a  Primary and to construct
- Using enquiry deductive technique transformer. Secondary coil. simple step-up
guide students to develop the - Students to discuss  Voltmeter. and step down
relation Es/Ep = Ns/Np the applications of a  Rectangular transformer.
- Guide students to apply the above transformer. soft iron ring.
formula.
General objective

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Assessment
References
Main Topic

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Periods
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Teaching Activities Learning Activities

14
 SCHEME OF WORK
Name of Teacher: ALBERT SIMON Name of School: FEZA BOYS’
Year: 2013 Term: ……1 & 2……………………….
Class/Stream: F4Sci1 & Sci2 Subject: PHYSICS

Recognizing Realize the RADIOAC The 4 - Guide students to discuss the - to sit in group and  Chart of - Ask each group to
the importance A 17 TIVTY nucleus of structure of the atoms while they sit discuss the structure of the atom describe the
importance and hazards P an atom in groups. atom.  Model of structure of the
and hazards of R atom. nucleus of an atom.
of radioactive I - Assist students to give the - Using think-pair-share
radioactive emission. L meaning of atomic number, mass technique.  Model - Give class work
emissions. number and isotopes of elements. - Students to discuss the showing testing students on
meaning of atomic number, atomic no., atomic no., mass
- Assist students to mention the mass number and isotopes mass no. of no., and isotopes of
existence of forces holding the of elements. elements. element and forces
nucleons. holding nucleus.
- Students in groups to  Charts
mention the forces holding showing
the nucleus. electron and
proton in an
atom.

Natural - The teacher to explain the - Students to explain the Periodic - Ask students to
A radioactivi 2 concept of radioactivity. concept of radioactivity. table. write few sentences
P ty to explain the
R 18 concept of
I - While in groups, radioactivity.
L - The teacher to highlight the students to describe the
properties of alpha () and Beta properties of radiations - Give a quiz on
() and gamma () radiations. emitted by radioactive properties of
substances. radiations emitted
by radioactive
substances.
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Assessment
References
Main Topic

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15
 SCHEME OF WORK
Name of Teacher: ALBERT SIMON Name of School: FEZA BOYS’
Year: 2013 Term: ……1 & 2……………………….
Class/Stream: F4Sci1 & Sci2 Subject: PHYSICS
- The teacher to highlight the - Students to discuss in  Periodic - Ask students to
nuclear changes due to the groups the nuclear emission. explain the
18 emission of ,  and  change due to emission  Chart showing nuclear changes
radiations. of ,  and  radiations. emission of ,  due to emission
and  radiations. of,  and 
radiations.
 Chart showing
- Guide students on the detection - Students to follow the the detectors. - Give students
-do- -do- -do- -do- 4 of  and  rays using G-M explanation and take home work to
M
A counters, spark chamber or note. write short notes
Y Wilson Cloud Chamber. on one of the
- Guide students to detect -rays detectors
using photographic plate. discussed.
/

- Guide students to describe the - Students to demonstrate  Graph showing - Students to do

meaning of half-life as applied the half-life using dice. radioactivity. homework on
Half life of to a radioactive substance  Dice determining the
radioactive highlight of background  Graph paper half-life of
substance radiations. radioactive
2 substances.

19 - Teacher to demonstrate on how - While in groups,  Graph of count- - Students to be

to determine half-life using students to determine rate against time asked to write
various methods. half-life of radioactive  Graph paper the applications
- Guide students to identify the elements.  Pencil of radio
applications of radio isotopes. - Students to identify the  Charts isotopes.
applications of
Radioisotopes in
agriculture, medicine
and industry.
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Assessment
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16
 SCHEME OF WORK
Name of Teacher: ALBERT SIMON Name of School: FEZA BOYS’
Year: 2013 Term: ……1 & 2……………………….
Class/Stream: F4Sci1 & Sci2 Subject: PHYSICS

20 Artificial - Guide students to distinguish - Students to distinguish  Periodic table - Ask students to
Radioactivity between natural and artificial between natural and  Chart of bomb distinguish between
4 radioactive isotopes. artificial radioactivity. adding natural and artificial
elements. radioactivity.

M
A - The teacher to describe the - Students in groups to - Arrange students in
Y methods of producing artificial discuss methods of group to write
radioactive isotopes. producing artificial method of
- Guide students to mention the radioactive isotopes. producing and
applications of artificial - Students to use library applications of
radioactivity. search technique to write artificial
down uses of artificial radioactivity.
-do- -do- RADIOACTIVITY radioactivity.

(21 – 22) 2ND QUARTER

Radiation 2 - Teacher to explain the effects of - Students in group to  Chart showing - Ask students to
M 23 Hazards and nuclear radiations on human explain the effect of the hazards of explain effects of
A safety body. nuclear radiation on radiations nuclear reactions of
Y human body. human body.

- The teacher to highlight about - Students to demonstrate  Pictures

protection from the nuclear using role play on how to showing
radiations. protect themselves from people
nuclear radiations. working with
radioactive
materials.
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17
 SCHEME OF WORK
Name of Teacher: ALBERT SIMON Name of School: FEZA BOYS’
Year: 2013 Term: ……1 & 2……………………….
Class/Stream: F4Sci1 & Sci2 Subject: PHYSICS

- The teacher to assist the - Students to explain the  Chart of - Give a quiz on
students to explain the concept nuclear fission and nuclear power nuclear fission
-do- -do- RADIOACTIVI Nuclear of nuclear fission and fusion. fusion. station. and fusion.
TY fission 2
and fusion - The teacher to explain the - While in groups, - Each group to
Realize M 23 applications of nuclear fission students to mention the give their
the A and fusion. applications of nuclear report and
importan Y fission and fusion. teacher to
ce and assess their
hazard presentation.
of x-ray

- The teacher to explain the - Students to explain the  Cathode ray - Assess
Recognizi J production of cathode rays. production of cathode tube. students on
ng the U rays.  Chart showing explaining the
importanc N 24 THERMIONIC Cathode - The teacher to facilitate cathode ray production of
e and E EMISSION rays. 4 students to state the properties - Students to state tube. cathode rays.
hazards of cathode rays. properties of cathode  TV
of x-rays. rays.  Computer
- The teacher to assist students monitor. - Ask students
to state the applications of - Students to state the  Charts of to state the
cathode ray tube in daily life. applications of cathode maltose cross properties of
ray tube. and paddle cathode rays.
wheel.

T/L Materials
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objective
General

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18
 SCHEME OF WORK
Name of Teacher: ALBERT SIMON Name of School: FEZA BOYS’
Year: 2013 Term: ……1 & 2……………………….
Class/Stream: F4Sci1 & Sci2 Subject: PHYSICS
- Guide students to describe the - Students to describe the  Chart - Group
structure and mode of action of structure and mode of showing students and
Recognizing Realize the the X-ray tube. action of an X-ray tube. X-rays ask them to
the importance THERMIONIC X-rays - Students to draw and tube. note down the
importance and hazard EMISSION label the diagram of the structure and
and hazards of X-ray X-ray tube. mode of
of X-rays. 2 action of X-
rays tube.

- Through question and answer - Students in group to - Give a quiz on

technique, the teacher to guide distinguish between soft soft and hard
students to distinguish between and hard X-rays. X-rays.
J X-rays and their production.
U
N 25 - Guide students to review the - Students to brainstorm  X-rays - Let students
E position of X-rays in on the properties of X- unit write the
electromagnetic spectrum. rays. centre. applications of
X-rays.
- The teacher to arrange a study - Students to discuss the  X-ray
visit to the X-rays unit centre. applications of X-rays in photograp
daily life. hic plate.

- Students to write notes

on their educational trip.
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19
 SCHEME OF WORK
Name of Teacher: ALBERT SIMON Name of School: FEZA BOYS’
Year: 2013 Term: ……1 & 2……………………….
Class/Stream: F4Sci1 & Sci2 Subject: PHYSICS
- The teacher to guide students - Students to draw the  Chart of - Test students on
Students Students to explain the concept of energy energy bands in solids. energy distinguish
to be to J bands in solids. bands conductors,
able to understa U in semiconductors
design nd basic N - Guide students to distinguish - Students to distinguish solids and insulators
and building E 25 Semicond between conductors, between conductors, using energy
impleme unit for ELECTRONICS uctors semiconductors and insulators. semiconductors and bands.
nting the electroni insulators.
simple c circuit 2
electronic
circuits .
J - Guide students on the effect of - Students to explain the - Test students to
U 26 temperature on conductivity of effect of temperature on explain the effect
N 4 conductors, semiconductors conductivity of solid. of temperature on
E and insulators. conductivity of
solids.
- Guide students to identify types - Students to identify types
of semiconductors. of semiconductors. - Assess students
to identify types of
- Guide students to describe the - Students to describe the semiconductors.
mechanisms of doping in mechanism of doping.
intrinsic semiconductors.
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20
 SCHEME OF WORK
Name of Teacher: ALBERT SIMON Name of School: FEZA BOYS’
Year: 2013 Term: ……1 & 2……………………….
Class/Stream: F4Sci1 & Sci2 Subject: PHYSICS

Diodes - The teacher to lead students to - Students to explain the  Diodes - Ask students to
-do- -do- 2 describe the constructions the mode of action of a P-N  Chart showing explain mode
construction of a P-N junction. junction. diodes. of action of P-N
J junction.
U - The teacher to display different - Students to identify  P-N junction
N 27 ELECTRONICS types of diodes. types of diodes. diode. - Test the
E  LED students on
types of diodes.
- Guide students to discuss a - Students to construct  DC sources - Ask students to
Rectification. circuit which shows half and full- circuits which show half-  Diodes. construct half
wave rectification. wave and full wave  Capacitor wave and full
2 - The teacher to display rectifications.  Resistors wave rectifier.
Transistor transistors and show a diagram - Students to describe the  Connecting
of a transistor. construction of a wires - Let students to
transistor. describe the
- The teacher to display construction of
2  Chart showing PNP junction
transistors. - Students to describe the
a transistors. and mode of
structure of a transistor.
J 28  Transistors action of PNP
U - Through question and answer - Students to identify  PNP and NPN transistor.
N technique the teacher to lead types of transistors. transistors. - Assess the
E students to outline the - Students to outline the  Radio students work
/ application of transistors. applications of  TV on outlining the
-do- -do-  Voltage
J transistors applications of
U amplifier. transistors.
L
Y
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 SCHEME OF WORK
Name of Teacher: ALBERT SIMON Name of School: FEZA BOYS’
Year: 2013 Term: ……1 & 2……………………….
Class/Stream: F4Sci1 & Sci2 Subject: PHYSICS
- The teacher to explain the - Students to explain the  Chart showing - Assess
J analogue signal. concept of analogue analogy signal. students on
U signal.  Mobile phone explaining
N Single stage - Assist students to explain the - Students to explain the (analogy) analogue and
E amplifier 4 concept of digital signals. concept of digital signals.  Chart showing digital signal.
/ digital signal.
J ELECTR - Guide students to design single - Students in groups to  Mobile phone - Give work
U ONICS stage amplifier. design single state (digital) students to
-do- -do- L amplifier.  Watch design a
Y  Transistor single stage
 Resistors amplifier.
 Oscilloscope

32 & 33

Students Promote ELEMEN Introduction - Guide students to explain the - Students, using think-  Model of
to be able knowled J TARY to concept of astronomy. pair-share technique to universe.
to ge on U ASTRON astronomy explain the concept of  Chart of
describe the solar L 29 OMY 2 astronomy. universe.
the solar system Y  Clear sky
system and - Arrange students in groups and - Students in groups to  Chart of
and other relations guide students to explain the discuss on importance of heavenly
celestial hip with importance of astronomy. astronomy in daily life. bodies.
bodies other
celestial
bodies
General objective

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Assessment
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22
 SCHEME OF WORK
Name of Teacher: ALBERT SIMON Name of School: FEZA BOYS’
Year: 2013 Term: ……1 & 2……………………….
Class/Stream: F4Sci1 & Sci2 Subject: PHYSICS
- Guide students to distinguish - Students in group to give  Venus - Ask students to
between star and planet. the difference between  Jupiter distinguish star
star and planet.  Binoculars from planet.

J - Guide students to explain the - Students in groups to  Chart of earth - Ask students to
U -do- Solar system concept of force of gravitation explain the concept of  Earth and explain the
L 2 which maintains bodies in their force of gravitation which moon concept of
Y orbits. maintain bodies in their gravitation.
orbits.

- Guide students to explain the - Students to explain the  Chart of - Ask students to
concept of constellation. concept of different explain the
Constellations constellations. constellations. concept of
-do- -do- 30 - Guide students to identify kinds - Students to identify and constellation.
of constellations. name common
ELEMENTA 2 constellations.
RY
ASTRONO - Guide students to discuss the - Students to discuss with  Chart showing - Test students on
MY uses of constellations in teachers the uses of seasons. the kind and uses
navigation and seasons constellations. of constellations.
prediction.
The earth and - The teacher to guide students - Students to describe the  Chart of the - Give a group
the moon to describe the surface features surface features and moon and of the work for students
2 and temperature of the moon. temperature of the earth. to describe the
moon. surface features
- Teacher to guide students to and temperature
-do-
explain the causes of ocean - Students to write down  Chart of ocean of the moon and
tides. Students can visit the the observations they tides give the effects of
coast of sea to observe the made on effects of water water tides.
effects of water tides. tides
objectiveGeneral

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 SCHEME OF WORK
Name of Teacher: ALBERT SIMON Name of School: FEZA BOYS’
Year: 2013 Term: ……1 & 2……………………….
Class/Stream: F4Sci1 & Sci2 Subject: PHYSICS
- The teacher to guide students - Students to describe the  Chart of the - Give a quiz which
Describing Develop Structure to describe the structure of the structure of the earth. structure of covers all these
the knowled and earth. the earth. areas.
occurrence ge on GEOPHYSI compositi  Minerals.
of the J CS on of the - The teacher to guide students - Students in groups to
environme occurren U Earth to describe the composition of describe the composition
ntal ce of L 31 2 the layers of the earth. of the layers of the earth.
disaster environ Y
mental - Guide the students to explain - Students in groups to
disaster the importance of the layers of explain the importance of
the earth. the layers of the earth.

32 – 37 LONG VACATION
The - Guide students to explain the - Students in groups to  Chart of - Ask students to
S 38 Green 2 green house effect. explain the green house green house. tell about green
E house effect. house effect and
P effect and identify sources of
T global - The teachers to lead students to - Students to identify  Chart of green house
E warming identify sources of green house. sources of green house. ozone layer.
M  Green house
B gases
E - Guide students to explain the - Students in groups to  Chart of - Ask students to
R occurrence of global warming. explain the occurrence of effect of explain the
2 - Guide students to state the global warming. global occurrence of
consequences of global - Students to state the warming. global warming
warming. consequence of global  Pictures of and state the
warming. effects of consequences of
global global warming.
warming
 Melting ice
caps.
objectiveGeneral

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24
 SCHEME OF WORK
Name of Teacher: ALBERT SIMON Name of School: FEZA BOYS’
Year: 2013 Term: ……1 & 2……………………….
Class/Stream: F4Sci1 & Sci2 Subject: PHYSICS
- The teacher to guide students - Students to explain the  Charts of - Give a quiz on origin
Earthquakes to explain the origin of origin of volcanoes. volcanoes. and effects of
-do- -do- -do- and volcanoes. - Students to describe the  Pictures volcanoes.
volcanoes 2 - Guide students to describe the effects of volcanoes. showing effects - Ask students to
S effects of volcanoes. - Students in groups to of volcanoes. explain the origin of
E - Group students and guide them explain the origin of  Chart of earthquake.
P to explain the concept of the earthquake. earthquake.
T earthquake.  Picture of
E 39 earthquake.
M
- The teacher to describe the - Students to discuss in  Seismometer - Ask students to
B
E principle of measurement of groups how to record the chart. describe the principle
2 earthquakes. measurement of  Seismometer. of measuring
R
earthquake. earthquake.
- Assist students to identify the - Students in groups to  Animal signs. - Test students on
hazards, precautions against identify the precautions  Meteorology identifications against
earthquake hazards. against earthquake and report. earthquake hazards.
hazards.
- Lead students to describe the - Students to describe the  Chart of - Ask students to
S Structure vertical structure of the vertical structure of the structure of describe the vertical
E and atmosphere. atmosphere. atmosphere structure of the
P composition 2 showing the atmosphere.
T of the - Guide students to describe the - Students using think- layer.
E atmosphere compositions of the pair-technique to - Ask students to
M 40 atmosphere. describe the composition describe the
B of atmosphere. composition and the
E - Guide students to describe the - Students to explain t he  Communication importance of various
R importance of various layers of importance of various system. layers of the
the atmosphere. layers of the atmosphere.
atmosphere.
41 – 43 REVISION
44 – 47 N EC T A E X A M I N A T I O N S

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