Syllabus For Engineering Science Form I-IV

MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY
TANZANIA INSTITUTE OF EDUCATION
ENGINEERING SCIENCE SYLLABUS

FOR TECHNICAL SECONDARY SCHOOLS
FORM I - IV
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© Tanzania Institute of Education, 2019
Published 2019
ISBN: 978-9976-61-777-1
Tanzania Institute of Education

P.O. Box 35094
Dar es Salaam
Tel. +255 22 277 3005/+255 22 277 1358

Fax No. +255 22 277 4420
E-mail: director.general@tie.go.tz
Website: www.tie.go.tz
This document should be cited as: Tanzania Institute of Education (2019). Engineering Science Syllabus for Technical
Secondary Schools Form I-IV. Dar-es-salaam: Tanzania Institute of Education.
All rights reserved. This syllabus may not be reproduced, stored in any retrieval system or transmitted in any form or by any
means electronic, mechanical, photocopying, recording or otherwise, without prior written permission of the Tanzania Institute of
Education.
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DECLARATION
The Engineering Science Syllabus is approved for use in Technical Secondary schools in Tanzania.
Approved by .......................................
Signature .........................................
Date / / 2019
Ag. Commissioner for Education

Ministry of Education, Science and Technology
P.O. Box 10
Dodoma.
Tel. +255 222 110150
+255 222 110179
+255 222 110146
Fax: +255 222 11327
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TABLE OF CONTENTS
1.0 Introduction .............................................................................................................................................................. v

2.0 Objectives of Education in Tanzania ........................................................................................................................ v
3.0 Objectives of Secondary Education .......................................................................................................................... vi
4.0 Competencies of Engineering Science Subject ........................................................................................................ vi
5.0 Objectives of Engineering Science Subject .............................................................................................................. vii
6.0 Structure and Organization of the Syllabus .............................................................................................................. vii
6.1 Class level competencies .............................................................................................................................. viii
6.2 Class level objectives ................................................................................................................................... viii
6.3 Topics/sub-topics .......................................................................................................................................... viii
6.4 Specific objectives ........................................................................................................................................ viii
6.5 Teaching and learning strategies .................................................................................................................. ix
6.6 Teaching and learning resources .................................................................................................................. ix
6.7 Assessment ................................................................................................................................................... ix
6.8 Number of periods ........................................................................................................................................ ix
Form One ............................................................................................................................................................................. 1
Form Two ............................................................................................................................................................................ 60
Form Three .......................................................................................................................................................................... 118
Form Four ............................................................................................................................................................................ 161
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1.0 Introduction
This Engineering Science Syllabus is a revised version of 1990 syllabus. Although, some of the subject contents of the
phased out syllabus have been retained, changes have been effected in the arrangement of topics and sub topics, addition
of new topics and removal of irrelevant and outdated contents. The revised version has taken into consideration the current
social, political, economic, global and technological development as well as emerging cross-cutting issues.
The syllabus also observes the paradigm shift, from content to competence based education. As such the learner-centered
pedagogy, with emphasis on activity oriented, formative assessment and assessment for learning practices are paramount
strategies to engage learners in the teaching and learning processes as well as supporting them in building their own
competencies. Therefore, students are expected to have hands on activities which in turn will inculcate creativity and self-
confidence.
The syllabus covers diversity of topics to be covered in the four years of secondary education, i.e. from Form One to Form
Four in Tanzania.
2.0 Objectives of Education in Tanzania
The aims and objectives of Engineering Science subject reflects general objectives of education in Tanzania, which are to:
a) guide and promote the development and improvement of the personalities of the citizens of Tanzania, their human
resources and effective utilization of those resources in bringing about individual and national development;
b) promote the acquisition and appreciation of culture, customs and traditions of the people of Tanzania;
c) promote the acquisition and appropriate use of literacy, social, scientific, vocational, technological, professional and
other forms of knowledge, skills and attitudes towards the development and improvement of the condition of man and
society;
d) develop and promote self-confidence and inquiring mind, understanding and respect for human dignity and human
rights and readiness to work hard for personal self-advancement and national development;
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e) promote and expand the scope of acquisition, improvement and upgrading of mental, practical, productive and other
skills needed to meet the changing needs of industry and the economy;
f) enable every citizen to understand and uphold the fundamentals of the national constitution as well as the protecting
human and civil rights, obligations and responsibilities; and
g) promote love for work, self and wage employment and improved performance in the production and service sectors.
3.0 Objectives of Secondary Education

The aims and objectives of Engineering Science subject reflects objectives of secondary education, which are to:
a) consolidate, broaden and develop a deeper understanding of the ideas and concepts acquired at the primary level;
b) enhance and further develop an appreciation for cultural values including national unity, identity, democracy, ethics,
personal integrity, readiness to work, human rights, customs, traditions, civic responsibilities and obligations;
c) develop linguistic ability and effective use of communication skills in Kiswahili, English, and at least one foreign
language;
d) develop readiness for tertiary and higher education, vocational, technical and professional training;
e) inculcate a sense and ability for self-study, self-confidence and self advancement in new frontiers of science and
technology, academic and occupational knowledge and skills; and
f) develop readiness to join the world of work.
4.0 Competencies of Engineering Science Subject

It is expected by the end of the four years course, students should have developed competencies in:
a) applying knowledge and skills of measurements in day to day activities;
b) applying concepts of motion in driving machines;
c) determining classes of simple machines used in daily activities;
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d) applying engineering principles to produce items required by the society;
e) utilizing gained skills to repair different instruments used in day to day activities;
f) deploying principles of thermal energy in measurement of heat effect in different substances;
g) maintaining simple analogue and digital devices; and
h) generating magnetism and electricity necessary in engineering operations.
5.0 Objectives of Engineering Science Subject

Therefore, the general objectives of Engineering Science subject are to prepare learners by the end of the four years course
to be able to:
a) apply knowledge, laws, theories and principles of Engineering Science in real life;
b) use concepts of motion in driving machines;
c) use engineering principles to produce different items required by the society;
d) use acquired skills to repair different instruments;
e) apply principles of thermal energy in measurement of heat effect in different substances; and
f) generate magnetism and electricity necessary in engineering operations.
6.0 Structure and Organisation of the Syllabus Content

This Engineering Science syllabus content has different structure compared to that of 1990. The following changes were
made; class level competencies were included to improve the syllabus. Therefore, this syllabus has two parts. The first
part comprises class level competencies and class level objectives. The second part is the syllabus content. It is presented
in a table. It includes: topic, sub-topics, specific objectives to be achieved, teaching and learning strategies, teaching and
learning resources, assessment criteria/tools and number of the periods.
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6.1 Class level competencies
Class level competencies are general competencies intended to be achieved within the class level or within each year
of study. Class level competencies reflect the skills, knowledge and attitudes which the learner should demonstrate
within that level of study. However, these competencies are not discrete but rather continuous. It is possible that a
particular competency may require more than one year to be developed.
6.2 Class level objectives
The class level objectives are objectives intended to be achieved within a class level. These are specific instructional
objectives at a particular class level. The class level objectives in this syllabus are stated in general terms and they
have been derived from the competencies.
6.3 Topics/sub-topics
This part describes the matter dealt within a subject. The major topics in this syllabus have been derived from the
class level competencies and objectives. Every major topic has been divided into several sub-topics. Each sub-topic
comprises a portion of the content of the topic in question. The sub-topics have also been arranged to attain a logical
order and facilitate the learning process. The horizontal treatment of this syllabus is controlled by the sub-topics.
This means that for every sub-topic, there are teaching and learning strategies; teaching and learning resources,
assessment strategies and the estimated number of periods.
6.4 Specific objectives
This includes statements that describe results in terms of knowledge, attitude, skills, aspiration and behaviour that
a student is expected to develop and perform after going through the programme. They also reflect the process of
developing the specified competencies within the cognitive, affective and psychomotor domains.
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6.5 Teaching and learning strategies
Teaching and learning strategies indicate what the teacher and the students are expected to be doing in the process
of teaching and learning. The teaching/learning strategies in this syllabus are simply suggestive and not exhaustive.
The teacher is free to use them or design his/ her own. The teacher is expected to work as a facilitator for supporting
the students to learn. Participatory and cooperative learning based activities are encouraged for the students to work
in groups effectively and participate in the learning processes.
6.6 Teaching and learning resources
In the teaching and learning processes, various resources will be needed. In case the commercial materials needed are
not available, the teacher and students should work together to collect or improvise alternative resources available
in the school environment.
6.7 Assessment
The suggested assessment strategies in this syllabus are based on the specific instructional objectives. The formative
and summative assessment approaches should be directed towards mastering all the competencies and skills
developed within the course. Instruments of assessment should ensure that all the levels of cognitive, affective and
psychomotor domains are observed.
6.8 Number of periods
The number of periods has been allocated per sub-topic. Topics with relatively wider content are allocated more
time than others.
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FORM I
CLASS LEVEL COMPETENCIES
By the end of form one, students should have developed competencies in:
a) applying properties of matter in daily life;
b) making appropriate measurements of physical quantities;
c) using different types of forces in daily life;
d) applying the effects of motion in the operations of machines;
e) applying phenomena of work, energy and power in daily life;
f) producing and transmitting sound waves;
g) applying properties of light in life; and
h) applying friction in solving technical problems in daily life.
CLASS LEVEL OBJECTIVES

By the end of form one course, students should be able to:
a) identify the properties of matter;
b) make appropriate measurements of physical quantities;
c) use different types of forces in daily life;
d) identify the effects of motion in operation of machines;
e) make appropriate computations of work, energy and power
f) produce and transmitting sound waves;
g) identify properties of light; and
h) apply concept of friction in daily life.
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TEACHING TEACHING NUMBER
SPECIFIC
TOPIC SUB TOPICS AND LEARNING AND LEARNING ASSESSMENT OF
OBJECTIVES
STRATEGIES RESOURCES PERIODS
1.0 INTRODUCTION 1.1 Concept of The student should (i) The teacher to organise • Chalk/white 1. Is the student 2
TO ENGINEERING Science be able to: students in groups and guide board able to explain
SCIENCE a) Explain the them to: • Manila sheet the concept of
concept of - Brainstorm the concept of • Flip chart science?
science. science. • Computer 2. Is the student
b) Identify - Identify the branches of projector able to identify
branches of science. • Multimedia the branches of
science. - Explain the importance of • Posters science?
science in real life.
c) Explain the • Marker pens
(ii) Students to present their 3. Is the student
importance of • Engineering
responses for sharing and able to explain
science in real science text
life. discussion. the importance
books of science in
(iii) The teacher should give
feedback and use students’ real life?
responses as feedback to
support students in performing
the tasks mentioned in part (i).
1.2 Concepts of The student should (i) The teacher to use questioning • Chalk/white 1. Is a student
Engineering be able to: strategies (what, how and why board able to explain
Science. a) Explain the questions) to guide students to: • Manila sheet the concept of
concept of - Explain the concept of • Flip chart Engineering
Engineering Engineering Science. • Lap top Science?
Science.
- Identify the areas where • Posters
Engineering Science is
applied.
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SPECIFIC
OBJECTIVES
b) Identify the - Explain the importance of • Marker pens 2. Is the student 2
applications of Engineering Science. • Engineering able to identify
Engineering science text the application
(ii) The teacher should give
Science in daily books of Engineering
feedback and use students’
life. Science in daily
c) Explain the support students in performing life?
importance of the tasks mentioned in part (i).
3. Is the student
Engineering
able to explain
Science.
the importance
of Engineering
Science?
2.0 MEASUREMENTS 2.1 Concepts of The student should (i) The teacher to use • Metre rule 1. Is the student 2
Measurement be able to: brainstorming questions to • Tape measure able to explain
a) Explain the guide students to explain the • Beam balance the concepts of
concepts of concepts of measurement. measurement?
• Stop watch
measurement. (ii) The teacher to use think- • Vernier calliper 2. Is the student
b) Explain the pair and share technique to • Micrometer able to state the
importance of guide students to discuss the
screw-gauge importance of
measurement in importance of measurement in
measurement in
real life. real life.
real life?
c) Measure the (iii) Students to present their
dimensions of responses for sharing and
various objects. discussion.
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SPECIFIC
OBJECTIVES
(iv) The teacher to create activities • Engineering 3. Is the student
for students to measure the science text able to measure
dimensions of various objects. books the dimensions
(v) The teacher should monitor • Spring balance of various
and facilitate students in • Ruler objects?
performing the tasks given in • Clock
part (iv). • Measuring
(vi) With the aid of pre-prepared cylinder
assessment guideline, the
teacher should guide students
to assess activities performed
in part (iv).
(vii) The teacher should give
responses as feedback
to support students in
performing the tasks
mentioned in part (i-iv).
2.2 Physical The student should (i) The teacher to use • Metre rule 1. Is the student 2
Quantities be able to: brainstorming questions to • Tape measure able to define
a) Define the guide students to define the • Beam balance the term
term physical term physical quantity. physical
• Stop watch
quantity. (ii) The teacher to guide students quantity?
• Vernier calliper
b) Identify two in groups to identify the seven
types of physical fundamental quantities and
quantities. several derived quantities.
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SPECIFIC
OBJECTIVES
b) Identify (iii) Students to present their • Micrometer 2 Is the student
the seven responses for sharing and screw-gauge able to identify
fundamental discussion. • Engineering two types
physical science text of physical
(iv) The teacher to use questioning
quantities books quantities?
strategies (what, why and how
and several 3. Is the student
questions) to guide students • Reference books
derived physical able to identify
to differentiate between
quantities. the seven
derived physical quantities
fundamental
c) Differentiate and fundamental physical
physical
between derived quantities.
quantities
physical
(v) The teacher to use question and several
quantities and
and answer method to guide derived physical
fundamental
students to: quantities?
physical
4. Is the student
quantities - Identify the appropriate
able to
instruments for measuring
d) Use appropriate differentiate
the seven fundamental
instruments between derived
physical quantities
for measuring physical
fundamental (vi) The teacher to design quantities and
quantities. activities and require fundamental
students to use appropriate physical
instruments for measuring quantities?
fundamental quantities. 5. Is the student
(vii) The teacher should monitor able to use
and facilitate students in appropriate
performing the tasks given in instruments
part (vi). for measuring
fundamental
quantities?
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SPECIFIC
OBJECTIVES
(viii) With the aid of pre-prepared
in part (vi).
(ix) The teacher should give
mentioned in part (i-viii).
3.0 MEASURING 3.1 Basic The student should (i) In groups, the teacher to guide • Metre rule 1. Is the student 2
INSTRUMENTS Instruments be able to: students to • Spring balance able to name
in a) Name the basic - Name the basic instruments • Beam balance the basic
instruments used for measurements. • Measuring instruments
used for cylinder used for
measurements. - Describe basic instruments
• Burette measurements?
used for measurements.
b) Describe 2. Is the student
• Calibrated
the basic - Explain use of the able to describe
beaker
instruments measuring instruments. the basic
• Pipette
used for (ii) The teacher to create activities instruments
measurement. • Ruler
for students to use the basic used for
measuring instruments. • Tape measure
c) Explain uses of measurements?
• Stop watch
the measuring (iii) The teacher should monitor
instruments. and facilitate students in
using the basic measuring
instruments.
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SPECIFIC
OBJECTIVES
d) Use the basic (iv) Students to present their 3. Is the student
measuring responses for sharing and able to explain
instruments. discussion. uses of the
measuring
(v) The teacher should give
instruments?
responses as feedback 4. Is the student
to support students in able to use
performing the tasks basic measuring
mentioned in part (i-iii). instruments?
3.2 Errors in The student should (i) The teacher to use • Metre rule 1. Is the student 2
be able to: brainstorming questions • Spring balance able to define
a) Define error in to guide students define • Beam balance an error in
measurement. the concept of error in • Measuring measurement?
measurement. cylinder
b) Investigate the (ii) The teacher to organise 2. Is the student
sources of errors • Burette
students in groups and guide able to
in measurement. • Calibrated
them to: investigate
- Investigate the sources of beaker
c) Explain the the sources
errors in measurement and • Pipette
concepts of of errors in
how to minimize them. • Stop watch
parallax error, measurements?
zero error and - Explain the concepts of • Solid objects
instrumental parallax error, zero error • Weights 3. Is the student
error. and instrumental error. • Ruler able to explain
(iii) Students to present their • Digital balance the concepts of
responses for sharing and • Engineering parallax error,
discussion. science text zero error and
books instrumental
error?
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SPECIFIC
OBJECTIVES
(iv) The teacher should give
the tasks mentioned in part
(i-iii).
3.3 Measuring The student should (i) The teacher to use questions to • Metre rule 1. Is the student 3
Length be able to: guide the students to: • Steel rule able to define
a) Define length - Define length of a body. • Tape measure the length of a
- State the SI unit of length. • Vernier calliper body?
b) State the SI unit
of length. (ii) The teacher to create activities • Micrometer 2. Is the student
and guide students to: screw-gauge able to state
c) Name the basic • Wall the SI unit of
instruments - Measure the items of
different lengths such as • Floor length?
for measuring
books, desks, wall and floor. • SI table Books 3. Can the student
length
• Internet measure various
- Measure the inside and
d) Measure various • Ruler lengths?
outside diameters of tubes
lengths. • Desks 4. Is the student
by using Vernier caliper.
e) Measure • Table able to measure
- Measure thickness or
diameter of a diameter of wires by using • Tubes diameters of
tube by using a micrometer screw-gauge. • Conduit pipe tubes?
Vernier calliper.
(iii) The teacher should monitor
f) Measure the and facilitate students in
thickness of performing the tasks given in
wire using part (ii).
micrometer (iv) Students to present their work
screw-gauge. for sharing and discussion.
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SPECIFIC
OBJECTIVES
(v) With the aid of pre-prepared • Wires of 5. Is the student
assessment guideline, the different able to measure
teacher should guide students diameters the diameters
to assess activities performed of wires using
in part (ii). • Engineering
micrometer
(vi) The teacher should give science text
screw-gauge?
feedback and use students’ books
(i-iv).
3.4 Measuring The student should (i) In pairs, the teacher to guide • Watch 1. Can the student 1
Time be able to: students to • Stop watch define the term
a) Define time. - Define the concept of time. • Conversion time?
b) State the SI units - State the SI units of time. 2. Can the student
formulae, hours
of time. (ii) Students to present their state the SI units
to minutes,
c) Name the basic responses for sharing and of time?
discussion. minutes to
instruments for 3. Can the student
seconds, seconds
measuring time. (iii) The teacher to design activities Name the basic
for students to: to points, instruments for
d) Measure time
using a watch/ - Measure different time • Engineering measuring time?
stop watch. intervals. science text 4. Is the student
e) Convert time - Measure time using a books able to measure
from one unit to watch/stop watch. time intervals?
another. - Convert time from one unit 5. Can the student
to another. convert time
(iv) The teacher should monitor measured in one
and facilitate students in unit to another?
performing the tasks given in
part (iii).
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SPECIFIC
OBJECTIVES
(v) With the aid of pre-prepared
in part (iii).
(vi) The teacher should give
the tasks mentioned in part (i-
v).
3.5 Measuring The student should (i) The teacher to use questions to • Beam balance 1. Is the student 1
Mass be able to: guide the students to: • Digital balance able to define
a) Define the term - Define mass of a substance. • Chalk/white the term mass?
mass. - Explain the concept of mass board 2. Is the student
b) Explain the of a substance. able to explain
• Pens
concept of mass - State the SI unit of mass. the concept
(ii) The teacher to create activities • Exercise book
of a substance. of mass of a
c) State the SI unit and guide students in pairs to • Engineering
substance?
of mass. measure accurately the mass of science text
an object using beam balance. books 3. Can the student
d) Name the basic
(iii) The teacher should monitor state the SI unit
instruments for
measuring mass. and facilitate students in of mass?
e) Measure measuring the mass of an 4. Can the student
accurately the object using beam balance. name the basic
mass of a body instruments
using beam for measuring
balance. mass?
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SPECIFIC
OBJECTIVES
(iv) With the aid of pre-prepared 5. Is the student
assessment guideline, the able to measure
teacher should guide students accurately the
to assess activities performed mass of a body?
in part (ii).
(i-iv).
3.6 Measuring The student should (i) The teacher to guide students • Spring balance 1. Can the student 2
Weight be able to: in pairs to: • Various define the of
a) Define the - Define the concept of weights concept weight?
concept of weight. (stones) 2. Can the student
weight. - State the SI unit of weight. state the SI unit
• Beam balance
b) State the SI unit - Name the basic instruments of weight?
for measuring weight. • Digital balance
of weight. 3. Can the student
c) Name the basic (ii) The teacher to use questioning • Chalk/white
board name the basic
instruments strategies (why, how and what
questions) to guide students to: instruments
for measuring • Exercise books
- Explain the difference for measuring
weights. • Engineering
d) Measure the between mass and weight of weight?
science text
weight of a a body. books
body using a - Explain the relationship
• Manila cards
spring balance. between mass and weight.
• Multi-media
• Projector
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SPECIFIC
OBJECTIVES
e) Explain the (iii) The teacher to create activities 4. Can the student
difference and require students to: measure the
between mass weight of a
- Change unit of weight into
and weight of a body using
units of mass using the
body. spring balance?
formula w = mg.
f) Explain the 5. Is the student
- Measure weight of a body
relationship
using spring balance. able to explain
between mass
- Measure weights and the difference
and weight.
masses of different objects. between mass
g) Convert units of and weight?
weight to units (iv) The teacher should monitor
of mass using and facilitate students in 6. Is the student
the formula w = performing the tasks given in able to state
mg. part (iii). the relationship
h) Measure (v) Students to present their work between mass
weights and for sharing and discussion. and weight?
masses of 7. Can the student
(vi) With the aid of pre-prepared
different measure weights
objects.
teacher should guide students and masses
to assess activities performed of different
in part (iii). objects?
(vii) The teacher should give 8. Can the student
feedback and use students’ convert unit of
responses as feedback weight to units
to support students in of mass?
mentioned in part (i-v).
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SPECIFIC
OBJECTIVES
3.7 Measuring The student should (i) In groups, the teacher to guide • Calibrated 1. Is the student 2
Volume be able to: students to: measuring able to define
a) Define the - Define the term volume of cylinder the term volume
term volume of substance. • Various solids of substance?
substance. - State the SI unit of volume. and liquids 2. Is the student
b) State the SI unit • 1 litre, 10 litres able to state
(ii) The teacher to create activities
of volume. the SI unit of
and require students to: etc. vessels
c) Name the basic volume?
instruments - Measure the volumes of • Chalk/white
3. Can the student
for measuring different regular objects. board
name the basic
volume. - Measure the volumes of • Exercise books instruments
d) Measure the different irregular objects. • Engineering for measuring
volume of a - Measure the volumes of science text volume?
regular solid liquids. books 4. Is the student
body. - Calculate the volumes of • Manila cards able to measure
e) Measure the liquids and solids. • Multimedia the volume of
volume of an
(iii) The teacher should monitor Projector a regular solid
irregular solid
and facilitate students in • Eureka can body?
body.
f) Measure the performing the tasks given in 5. Is the student
volume of part (ii). able to measure
liquids. (iv) Students to present their work the volume of
g) Calculate the for sharing and discussion. an irregular
volume of solid body?
liquids and assessment guideline, the 6. Can the student
solids. teacher should guide students measure the
to assess activities performed volume of
in part (ii). liquids?
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SPECIFIC
OBJECTIVES
(vi) The teacher should give 7. Is the student
feedback and use students’ able to calculate
responses as feedback to the volumes
support students in performing of liquids and
the tasks mentioned in part solids?
(i-v).
3.8 Measuring The student should (i) The teacher to use • Beam balance 1. Is the student 2
Density be able to: brainstorming questions to • Measuring able to define
a) Define the guide students to: cylinder the concept of
concept of - Define the concept of • Water density?
density. density. • Calibrated 2. Is the student
b) State SI units of - State the SI units of density. able to state
beaker
density. the SI units of
- Explain the concepts of • Eureka can or
c) Explain concepts density?
density of regular object. Overflow can
of density of
(ii) The teacher to create activities • Regular 3. Is the student
regular object.
and require students to: objects able to explain
d) Name the basic
instruments - Measure the density of a concepts of
• Regular and
for measuring regular solid object. density of
irregular
density. - Measure the density of an regular object?
materials
e) Measure the irregular solid object. 4. Is the student
• Regular and
density of a - Measure the density of able to name
irregular
regular solid liquids. the basic
object. - Calculate densities of objects
instruments
liquids and solids. • Density bottle
for measuring
density?
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SPECIFIC
OBJECTIVES
f) Measure the (iii) The teacher should monitor 5. Is the student
density of an and facilitate students in able to measure
irregular solid. performing the tasks given in the density of
part (ii). a regular solid
g) Measure the
density of (iv) With the aid of pre-prepared object?
liquids. assessment guideline, the 6. Is the student
h) Calculate able to measure
densities of the density of
in part (ii).
liquids and irregular solid
solids. (v) The teacher should give objects?
responses as feedback to 7. Is the student
support students in performing able to measure
the tasks mentioned in part the density of
(i-iv). liquids?
8. Is the student
able to calculate
densities of
liquids and
solids?
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SPECIFIC
OBJECTIVES
3.9 Measuring The student should (i) The teacher to use • Water 1. Is the student 2
Relative be able to brainstorming questions to • Measuring able to define
Density a) Define the term guide students to define the cylinder the term relative
relative density. term relative density of a • Can density of a
substance. substance?
b) Explain why • Solid objects
relative density (ii) The teacher to use questioning • Regular and 2. Is the student
has no units. strategies (what, why and how irregular able to explain
questions) to guide students to why relative
c) Name the basic objects
explain why relative density
instruments • Milk density has no
has no units.
for measuring • Density Bottle units?
relative density. (iii) The teacher to create activities • Exercise books 3. Is the student
and require students to:
d) Measure the • Engineering able to name
relative density - Measure the relative density science text the basic
of a liquid. of a liquid. books instruments
- Calculate the relative • Chalk/white for measuring
e) Calculate the
relative densities densities of substances. board relative density?
of substances. - Calculate the relative • Iron nails Is the student
densities of liquids. • Rubber band able to measure
f) Calculate the
relative densities (iv) The teacher should monitor • Eureka can the relative
of liquids. density of a
and facilitate students in
liquid?
part (iii). 5. Is the student
able to calculate
(v) Students to present their work
the relative
for sharing and discussion.
densities of
substances?
16
16
SPECIFIC
OBJECTIVES
(vi) With the aid of preprepared 6. Is the student
assessment guideline, the able to calculate
teacher should guide students the relative
to assess activities performed densities of
in part (iii). liquids?
(i-vi).
4.0 FORCES: (PART 4.1 Concept of The student should (i) The teacher to use questions to • Spring balance 1. Is the student 1
ONE) Force. be able to: guide students to: • Spiral spring able to explain
a) Explain the - Explain the meaning of • Magnetic poles the concept of
concept of force. force. • Engineering forces?
b) State the SI units science text
- State the SI units of force. 2. Is the student
of force.
books able to state
(ii) The teacher should give
the SI units of
responses as feedback to force?
the tasks mentioned in part (i)
17
17
SPECIFIC
OBJECTIVES
4.2 Types of The students should (i) The teacher to arrange students • Spiral spring 1. Is the student 1
Forces be able to in groups and guide them to: • Helical spring able to identify
a) Identify - Identify types of • Magnetic poles the types of
fundamental and fundamental and non- • Rubber band fundamental
non-fundamental fundamental forces. • Moving and non-
types of forces. objects fundamental
- Describe the properties of
• Motor vehicles forces?
b) Describe the each type of fundamental
properties of and non-fundamental • Engineering 2. Is the student
each type of forces. science text able to describe
fundamental and books the properties
- State the effects of forces
non-fundamental of each type of
on bodies.
forces.
fundamental
(ii) Students to present their
c) Explain the and non-
responses for sharing and
effects of forces fundamental
discussion.
on bodies. forces?
feedback and use students’ 3. Is the student
responses as feedback to able to explain
support students in performing the effects
the tasks mentioned in part (i) of forces on
and (ii). bodies?
18
18
SPECIFIC
OBJECTIVES
4.3 Effects of The students should (i) The teacher to use questions to • Jelly cans 1. Is the student 1
Force be able to: guide students to discuss the • Sponge able to identify
a) Identify the effects of force. • Spiral spring the effects of
effects of force. (ii) The teacher to use questioning • Helical spring force?
b) Explain the strategies (what, why and how • Motor vehicles 2. Is the student
applications of questions) to guide students springs able to state the
force in daily to explain the applications of
• Engineering applications of
life. force in daily life
science text force in daily
c) Perform an (iii) The teacher to create activities books life?
experiment to for students to perform an
experiment to demonstrate the 3. Can the student
demonstrate the
effects of force. effects of force. perform an
experiment to
(iv) The teacher should monitor
demonstrate the
performing the tasks given in effects of force?
part (iii).
in part (iii).
(i-v).
19
19
SPECIFIC
OBJECTIVES
4.4 Scalar and The student should (i) In groups, the teacher to guide • Chart showing 1. Can the student 1
Vector be able to: students to brainstorm on Physical differentiate
Quantities. meaning of scalar and vector quantities between scalar
a) Define the terms
quantities. • Chart showing and vector
scalar and vector
quantities. (ii) The teacher uses questions to a list of scalars quantities?
guide students to identify the and vectors 2. Is the student
b) Identify scalar
scalar and vector quantities. • Engineering
and vector able to
quantities. (iii) The teacher to use questioning science text identify scalar
strategies (what, how and why books and vector
c) Differentiate
questions) to guide students to quantities?
between scalar
differentiate scalar and vector
and vector 3. Is the student
quantities.
quantities.
able to
differentiate
responses as feedback to between scalar
support students in performing and vector
the tasks mentioned in part quantities?
(i-iii).
4.5 Vector The student should (i) The teacher to create activities • Graph papers 1. Is the student 4
Treatment of be able to and guide students in groups, • Mathematical able to draw
Force a) Draw diagrams to: set diagrams to
to show how - Draw diagrams to show show how
• Protractor
a force is how a force is represented a force is
• Set square
represented by a directed line segment represented by a
(a vector). • Divider
by a directed vector?
line segment (a • Compass
vector).
20
20
SPECIFIC
OBJECTIVES
b) Find the - Find the resultant of two • Pencils 2. Is the student
resultant of two forces acting at a point, • Pencil eraser able to find the
forces acting at in the same direction and • Chalk/white resultant of two
a point, in the on same plane by scale board forces acting at
same direction drawing. a point, in the
• Ruler
and on same same direction
- Find the resultant of two • Engineering
plane by scale
forces acting at a point, in science text and on same
drawing.
the opposite directions, by plane by scale
books
c) Find the means of drawing. drawing?
resultant of two 3. Is the student
- Find the resultant of two
forces acting able to find the
forces acting at a point,
at a point, in
making an acute angle resultant of two
the opposite
between them by scale forces acting
directions,
drawing. at a point, in
by accurate
drawing. - Find the resultant of two the opposite
forces acting at a point, directions,
d) Find the by means of
making a right angle
resultant of two
between them scale drawing drawing?
forces acting at
- Find the resultant of two 4. Is the student
a point, making
an acute angle forces acting at a point, able to find the
between them, making an obtuse angle resultant of two
by means of between them by scale forces acting at
drawing. drawing. a point, making
an acute angle
between them
scale drawing?
21
21
SPECIFIC
OBJECTIVES
e) Find the - Resolve a force into 5. Is the student
resultant of two horizontal component and able to find
forces acting at vertical component by scale the resultant
a point, making drawing. of two forces
a right angle acting at a point,
(ii) The teacher should monitor
between them making a right
scale drawing.
performing the tasks given in angle between
f) Find the part (i). them by scale
resultant of two drawing?
(iii) Students to present their
forces acting at 6. Is the student
a point, making able to find the
discussion.
an obtuse angle
resultant of two
between them by (iv) With the aid of pre-prepared
forces acting at
scale drawing. assessment guideline, the
teacher should guide students a point, making
g) Resolve a force an obtuse
into horizontal angle between
in part (i).
component them by scale
and vertical (v) The teacher should give
drawing?
component by feedback and use students’
responses as feedback to 7. Is the student
scale drawing.
support students in resolving able to resolve
a force into horizontal a force into
component and vertical horizontal
component by an accurate component
scale drawing. and vertical
component by
scale drawing?
22
22
SPECIFIC
OBJECTIVES
5.0 PROPERTIES OF 5.1 Structure of The student should (i) The teacher to use questions to • Various objects 1. Is the student 2
MATTER Matter be able to: guide students to explain the • Coloured able to explain
a) Explain the concept of matter. substances e.g. the concept of
concept of (ii) The teacher to organize KMnO4, I2, Br2 matter?
matter. students in groups and guide • Microscope 2. Is the student
b) Explain the them to: • Pollen grain able to explain
nature of matter.
c) Explain the - Identify examples of matter. • Marble the nature of
kinetic theory of • Smoke cell matter?
- Justify the particulate nature
matter of matter by applying • Light
3. Is the student
d) Classify three Brownian motion in liquid source(torch)
able to explain
states of matter. and gases. • Magnifying lens the kinetic
- Discuss the kinetic theory • Smoke theory of
of matter. • Solids: stones, matter?
wood
(iii) The teacher to create activities 4. Is the student
for students to: • Liquids: water,
able to classify
milk, etc.
- Demonstrate the movement • Gas: Oxygen three states of
of particles in smoke and matter?
gas, hydrogen
coloured substances using a
gas.
microscope and torch.
• Engineering
- Classify three states of science text
matter using yes/no cards.
books
- Classify the three states of
matter.
23
23
SPECIFIC
OBJECTIVES
part (iii).
(v) Students to present their
discussion.
in part (iii).
(i-vi).
5.2 Adhesion The student should (i) The teacher to use thumb up/ • Glass tubes 1. Can the student 1
and Cohesion be able to: thumb down technique to with narrow explain the
a) Explain the guide the students to answer bores of concepts of
concepts of questions related to adhesion different adhesion and
adhesion and and cohesion. diameters cohesion?
cohesion. (ii) The teacher to use questions to 2. Can the student
• Kerosene lamp
b) Identify guide students to: Identify
with wick
applications of - Explain the concepts of applications of
adhesion and cohesion • Blotting paper adhesion and
adhesion and
cohesion in daily • Towel cohesion in
life. • Tape daily life?
24
24
SPECIFIC
OBJECTIVES
- Identify applications of • Glue
adhesion and cohesion in • Water
daily life. • Needle
(iii) The teacher should give • Ink
feedback and use students’ • Paper
responses as feedback to • Engineering
science text
books
and (ii).
5.3 Surface The student should (i) The teacher to use • Mosquito larva 1. Can the student 1
Tension be able to: brainstorming questions to • Soap explain the
a) Explain the guide students to: • Needle concept of
concept of - Explain the concept of surface tension?
• Water
surface tension. surface tension.
- Identify the applications of • Beaker/trough 2. Is the student
b) Identify the
applications of surface tension • Thread able to identify
surface tension. (ii) The teacher to organise • Pond skater the application
• Engineering of surface
students in groups and
guide them to discuss the science text tension?
applications of surface tension. books
discussion.
25
25
SPECIFIC
OBJECTIVES
and (ii).
5.4 Capillarity The student should (i) The teacher to organise • Glass tubes with 1. Is the student 1
be able to: students in groups to guide narrow bores able to explain
a) Explain the them to: of different the concept of
concept of - Explain the concept of diameters capillarity?
capillarity. capillarity. • Kerosene lamp 2. Can the student
b) Identify the with wick identify the
- Identify the applications of
applications of capillarity in daily life. • Blotting paper applications of
capillarity in • Towel capillarity in
daily life. (ii) The teacher to create activities
• Engineering daily life?
for students to:
c) Carry out an science text
- Carry out an experiment on 3. Can the student
experiment on books
capillarity. capillarity carry out an
experiment on
- Carry out an experiment
capillarity?
to show the rise of water
in glass tubes with narrow
bores of different diameters.
part (ii).
26
26
SPECIFIC
OBJECTIVES
(iv) With the aid of pre-prepared
in part (ii).
discussion.
(i-v).
5.5 Osmosis The student should (i) The teacher to use questions • Irish potato 1. Is the student 1
be able to: to guide students to: with scoup able to explain
a) Explain the - Explain the concept of • Beaker with the concept of
concept of osmosis. water osmosis?
osmosis. - Identify the applications of 2. Is the student
• Sugar
b) Identify the osmosis in daily life. able to identify
(ii) The teacher to create activities • Table salt the applications
applications of
osmosis in daily and arrange students to of osmosis in
life. carry out an experiment for daily life?
c) Carry out an verifying the concept of 3. Can the student
experiment osmosis. carry out an
for verifying (iii) The teacher should monitor experiment
the concept of and facilitate students in for verifying
osmosis. performing the tasks given in the concept of
part (ii). osmosis?
27
27
SPECIFIC
OBJECTIVES
in part (ii).
(i-iv).
5.6 Diffusion The student should (i) The teacher to use questions to • Beaker with 1. Is the student 1
be able to: guide students to: water able to explain
a) Explain the - Explain the concepts of • Perfume the concepts of
concepts of diffusion. diffusion?
• Smoke
diffusion. 2. Is the student
- Identify the applications of • Coloured
b) Identify the able to identify
diffusion in daily life. crystals
applications of the applications
diffusion in daily (ii) The teacher to create activities • Bunsen burner of diffusion in
life. and arrange students to • Copper sulphate daily life?
carry out an experiment for 3. Can the student
c) Carry out an solution
verifying the concepts of carry out an
experiment diffusion. • Chlorine
for verifying experiment for
(iii) The teacher should monitor • Air
the concept of verifying the
diffusion. and facilitate students in • Gas concepts of
performing the tasks given in • Glass lid diffusion?
part (ii).
28
28
SPECIFIC
OBJECTIVES
in part (ii).
(i-iv).
6.0 LINEAR MOTION 6.1 Distance and The student should (i) The teacher to use questions • Tape measure 1. Can the student 1
be able to: to guide students to explain • Manila sheet explain the
a) Explain the the concept of distance and • Flip chart concept of
concept of displacement. distance and
• Marker pens
distance and (ii) The teacher should give displacement?
• Masking tape
displacement. feedback and use students’ • Engineering 2. Can the student
b) Distinguish responses as feedback to
science text distinguish
concepts of support students in performing
books concepts of
distance and the tasks mentioned in part (i)
and (ii). distance and
displacement.
displacement?
c) State the SI unit
of distance and 3. Is the student
displacement. able to state
the SI unit of
distance and
displacement?
29
29
SPECIFIC
OBJECTIVES
6.2 Speed and The student should (i) The teacher to use questions to • Timer 1. Is the student 1
Velocity be able: guide students to discuss the • Measuring able to
a) Distinguish concepts of speed and velocity. tape. distinguish
the concepts (ii) The teacher to organize • Reference between speed
of speed and students in groups and guide books and velocity?
velocity. them to: • Engineering 2. Can the student
b) State the SI units - Identify SI units of speed science text state the SI units
of speed and and velocity. books of speed and
velocity • Computer
- Distinguish the concepts of velocity?
c) Determine the speed and velocity. • Speedometer
3. Can the student
average velocity • Measuring
of a body. (iii) The teacher to create activities determine the
tape.
for students to calculate average velocity
d) Calculate the average velocity of a body. of a body?
average velocity
of a body. (iv) The teacher should monitor 4. Can the student
and facilitate students in calculate the
performing the tasks given in average velocity
part (iii). of a body?
discussion.
in part (iii).
30
30
SPECIFIC
OBJECTIVES
6.3 Acceleration The student should (i) The teacher to use • Velocity time 1. Is the student 2
be able to: brainstorming questions to graph on able to interpret
a) Interpret guide students to interpret manila sheet/ the velocity-
velocity against velocity time graph. flip chart time graph?
time graph. (ii) The teacher to use questions to • Trolleys 2. Is the student
b) Explain the guide students to explain the
• Ticker-tape able to explain
concepts of concepts of acceleration and
timer the concepts of
acceleration. retardation.
• Velocity- time acceleration and
c) Explain the (iii) The teacher to create activities retardation?
graph
concepts of for students to:
3. Is the student
retardation. - Determine the rate of able to
d) Determine the change in velocity with
determine the
acceleration and time.
acceleration and
retardation of a - Determine the acceleration retardation of a
body. and retardation of a body. body?
part (iii).
31
31
SPECIFIC
OBJECTIVES
in part (iii).
responses as feedback to support
students in performing the tasks
6.4 Equations of The student should (i) The teacher to use • Kinematics 1. Is the student 4
Uniformly be able to: brainstorming questions reference able to explain
Accelerated a) Explain the to explain the concepts of books the concepts
Motion concepts uniformly accelerated motion. • Velocity – of uniformly
uniformly of (ii) The teacher to create activities accelerated
time graphs
accelerated for students to: motion?
for uniformly
motion. - Derive equations of 2. Is the student
accelerated
b) Derive equations uniformly accelerated able to derive
motion. motion and use the
of uniformly
accelerated - Use equations of uniformly • Bank of equations of
motion. accelerated motion in daily kinematics uniformly
c) Use equations life. equations accelerated
of uniformly - Solve problems related motion?
accelerated to equations of uniformly 3. Can the student
motion in daily accelerated motion in daily use equations
life. life. of uniformly
accelerated
motion in daily
life?
32
32
SPECIFIC
OBJECTIVES
d) Solve problems (iii) The teacher should monitor 4. Can the
related to and facilitate students in student apply
equations of performing the tasks given in the equation
uniformly part (ii). of uniformly
accelerated (iv) Students to present their work accelerated
motion in daily for sharing and discussion. motion in daily
life. (v) With the aid of pre-prepared
life?
in part (iii).
(i-v).
6.5 Motion The student should (i) The teacher to use • Stones 1. Is the student 3
Under be able to: brainstorming questions to • Balls able to explain
Gravity a) Explain the guide students to explain the the concept of
• Fruits
concept of concept of gravitational force.
• Pendulum bob gravitational
gravitational (ii) The teacher to organise
force. • Inextensible force?
students in groups and use
b) Determine string 2. Can the student
questions to guide them to:
acceleration due determine the
- Share ideas on a body • Metre rules
to gravity. acceleration due
c) Explain the thrown vertically upwards • Retort stand
and a falling body. gravity?
applications of • Corks
gravitational - Discuss how to determine • Graph papers
force in daily acceleration due to gravity.
life.
33
33
SPECIFIC
OBJECTIVES
- Determine the acceleration • Reference 3. Is the student
due to gravity, books able to explain
experimentally. • Computer the applications
- Explain applications of projector of gravitational
gravitational force in daily • Flip chart force in daily
life. • Marker pens life?
(iii) Students to present their • Engineering
responses for sharing and science text
discussion. books
(i-iii).
6.6 Newton’s The student should (i) The teacher to use questions to • A body at rest 1. Can the student 2
First Law of be able to: guide students to: • A moving state Newton’s
Motion a) State Newton’s - State Newton’s first law of body first law of
first law of motion. • Pendulum bob motion?
motion - Mention examples for 2. Is the student
• Stop watch
b) Mention the Newton’s first law of able to mention
motion. • String
examples for the the examples of
Newton’s first - Define the law of Inertia. • Cork
the Newton’s
law of motion. - Show example of inertia. • Metre rule
- Show the effects of inertia first law of
c) Define the law • Two students
motion?
of inertia. with different
weights
34
34
SPECIFIC
OBJECTIVES
d) Describe the (ii) The teacher to use questioning • Trolley 3. Can the student 2
functionalities strategies (what, why and how • Various masses define the law
of Newton’s first questions) to guide students to (Objects) of Inertia?
laws. describe the functionalities of
Newton’s first laws. 4. Is the student
able to
(iii) The teacher should give describe the
functionalities
of Newton’s
the tasks mentioned in part (i) first laws?
and (ii).
6.7 Newton’s The student should (i) The teacher to use questions to • A body at rest 1. Is the student 4
Second Law be able to: guide students to: • A moving able to state
of Motion a) State Newton’s - State Newton’s second law body Newton’s
second law of of motion. second law of
• Pendulum bob
motion. - Explain the concept of motion?
linear momentum. • Stop watch
b) Explain the 2. Is the student
• String
concept of linear (ii) The teacher to organise able to explain
momentum. students in groups and use • Cork
questions to guide students to: the concept
c) State the SI • Metre rule
- State the SI unit of linear of linear
units of linear • Two students
momentum. momentum?
momentum. with different
d) Explain the - Explain the concept of 3. Is the student
weights
relationship Second law of motion in able to state the
• Trolley
between terms of momentum. SI units of linear
momentum and - Explain the relationship momentum?
force. between momentum and
force.
35
35
SPECIFIC
OBJECTIVES
e) State the (iii) The teacher to use questioning • Various masses 4. Is the student
relationship strategies (what, why and how (Objects) able to explain
between the questions) to guide students to: • Computer the relationship
velocity and - State the relationship projector between
mass of a body between the velocity and momentum and
• Trolley
moving in a mass of a body moving in a force?
straight line. • 10kg, 50 kg
straight line. 5. Is the student
f) Describe the masses
- Describe the functionalities able to state
functionalities • Timer
of Newton’s second law. the relationship
Newton’s second • Meter rule
law. (iv) The teacher to design activity between the
• A moving object
g) Carry out and guide students in groups velocity and
to: • A toy gun
activities to mass of a body
- Determine the linear • Pebble
determine the moving in a
functionalities of momentum of a given mass • 20 kg of sand straight line?
Newton’s second and velocity. • Rope 6. Can the student
law. - Conduct frictional force • Various masses describe the
experiment when a body (Objects) functionalities
starts motion on a rough • Balloon of Newton’s
surface. second law?
- Demonstrate action of 7. Can the student
the Newton’s second law carry out
of motion, by using two activities to
students, one with heavy determine the
weight and other one with
functionalities
low weight to run in front
of Newton’s
of a class.
second law?
36
36
SPECIFIC
OBJECTIVES
(v) The teacher should monitor
part (ii).
(i-iv).
6.8 Newton’s The student should (i) The teacher to use questions • A body at rest 1. Can the student 4
Third Law of be able to: to guide students to state • A moving state Newton’s
Motion a) State Newton’s Newton’s third law of motion. body third law of
third law of (ii) The teacher to organise motion?
• Pendulum bob
motion. students in groups and use 2. Is the student
• Stop watch
b) Differentiate questions to guide students to: able to
between - Differentiate between • String differentiate
balanced force balanced force and balanced • Cork between
and balanced action force. • Metre rule balanced force
action force. - Identify action and reaction • Two students and balanced
c) Describe the force pairs. with different action force?
differences - Distinguish between action 3. Can the student
weights
between and reaction forces. describe the
• Trolley
balanced force differences
and balanced • Various masses between
action force. (Objects) balanced force
d) Identify action • Computer and balanced
and reaction projector action force?
force pairs.
37
37
SPECIFIC
OBJECTIVES
e) Distinguish (iii) The teacher to design activity • Trolley 4. Is the student
between action and guide students in groups • 10kg, 50 kg able to identify
and reaction to demonstrate the Newton’s masses action and
forces. third law of motion using • Timer reaction force
f) Demonstrate the a backward stroke of a gun pairs?
• A toy gun
Newton’s third releasing bullet when fired. 5. Can the student
law of motion. • Pebble
(iv) The teacher to use questioning distinguish
g) Describe the • 20 kg of sand
strategies (what, why and how between action
functionalities of • Rope
questions) to guide students to: and reaction
Newton’s third
- Describe the differences • Balloon forces?
law.
between balanced force • Bicycle pump
6. Is the student
and balanced action force • Air able to
- Describe the functionalities demonstrate the
of Newton’s third-laws. Newton’s third
(v) The teacher should give law of motion?
feedback and use students’ 7. Can the student
responses as feedback to describe the
functionalities
of Newton’s
(i-iv).
third laws?
38
38
SPECIFIC
OBJECTIVES
7.0 WORK, ENERGY 7.1 Work The student should (i) The teacher to use questions to • Measuring tape 1. Is the student 1
AND POWER be able to: guide students to: • Load (weight) able to explain
a) Explain the - Explain the meaning of the • Beam balance the concept of
concept of work. term work. work?
• Posters
- Explain the concept of 2. Can the student
b) State the SI units • Flip chart
work.
of work. state the SI units
- State the SI unit of work. • Marker pens
c) State the of work?
(ii) In groups, students to: • Graph papers
equation of work - Discuss about the equation 3. Can the student
• Pencils
done. of work done. state the
• Engineering
d) Solve problems - Illustrate the formula of equation of
science text
on work done work done and solve it work done?
books
numerically and graphically and numerically 4. Can the
graphically. - State the equation of work student solve
done. the problems
(iii) The teacher to create activities on work done
for students to solve the numerically and
problems on work done graphically?
numerically and graphically.
solving the problems on
work done numerically and
graphically.
(v) The teacher to give feedback
and use students’ responses as
feedback to support students to
perform the tasks mentioned in
part (i-iv).
39
39
SPECIFIC
OBJECTIVES
7.2 Energy The student should (i) The teacher to use • Flip chart 1. Is the student 2
be able to: brainstorming questions to • Posters able to explain
a) Explain the guide students to explain the • Marker pens the concept of
concept of terms energy. energy and its
• Manila sheet
energy. (ii) The teacher to organise SI units?
• Chalk/white
b) State the SI unit students in groups and use board 2. Is the student
of energy. questions to guide them to: able to state
• Laptop
c) Explain the - Explain the relationship the SI unit of
• Projector
relationship between matter and energy. • energy?
A stationary
between matter 3. Can the student
and energy. - Mention different forms of object
explain the
energy. • Water flowing
d) Identify different relationships
forms of energy. (iii) The teacher to use questioning in a pipe between matter
e) Explain strategies to guide students to • Engineering and energy?
differences differentiate the concepts of science text 4. Is the student
between potential and kinetic energy. books able to identify
potential energy (iv) The teacher should give different forms
and kinetic feedback and use students’ of energy?
energy responses as feedback to 5. Is the student
support students in performing able to
the tasks mentioned in part distinguish
(i-iii). between
potential and
kinetic energy?
40
40
SPECIFIC
OBJECTIVES
7.3 Forms of The student should (i) The teacher to use questions to • Flip chart 1. Can the student 2
Energy be able to: guide students to list different • Posters mention forms
a) Identify forms forms of energy namely; • Computer of energy?
of energy. - Mechanical energy (Kinetic • Projector 2. Can the student
b) Explain the energy and Potential explain the
• Kerosene
applications of energy) applications of
each form of - Heat energy • Diesel
each form of
energy in daily - Light energy • Engineering
energy in daily
life. - Sound energy science text
life?
- Chemical energy books
- Electrical energy
- Nuclear energy
- Wind energy
- Hydro electric energy
- Sea wave energy
(ii) The teacher to organize group
discussion for students to
explain the application of each
form of energy in daily life.
discussion.
(i-iii).
41
41
SPECIFIC
OBJECTIVES
7.4 Principle of The student should (i) In groups, students to • Flip chart 1. Can the student 2
Conservation be able to: brainstorm on the principle of • Posters state the
of Energy a) State the conservation of energy. principle of
• Computer
principle of (ii) The teacher to organise conservation of
conservation of • Projector energy?
students in groups and guide
energy. them to: • Flip chart
2. Can the
b) Explain • Engineering student explain
- Explain principles of energy
transformation conservations science text transformation
of energy from books of energy from
one form to - Describe the applications of
different forms of energy. one form to
another.
another?
c) Describe the (iii) The teacher to use questioning
applications of strategies (what, why and how 3. Can the
different forms questions) to guide students student explain
of energy. to explain transformation applications of
of energy from one form to the forms of
another. energy?
(i-iv).
42
42
SPECIFIC
OBJECTIVES
7.5 Power The student should (i) The teacher to use • Posters 1. Can the student 1
be able to: brainstorming questions to • Tape measure define the term
a) Define the term guide students to define the • Load power?
power. term power
• Tap water 2. Can the student
b) State the SI (ii) The teacher to use questions to • Plane paper state the SI
units of power. guide students to state the SI • Chalk/white units of power
units of power.
c) Solve problems board
3. Can the student
on power. (iii) The teacher to organise • Computer
solve problems
students in groups and • Projector
d) Explain the guide them to explain the on power?
relationship • Cells
relationship between energy 4. Can the student
between energy and power. • Generator
and power. explain the
(iv) The teacher to create activities relationship
for students to solve problems between energy
on power. and power?
solving problems on power.
(i-v).
43
43
SPECIFIC
OBJECTIVES
8.0 SOUND WAVES: 8.1 Introduction The student should (i) The teacher to use • Tuning fork 1. Is the student 1
(PART ONE) to Sound be able to: brainstorming questions to • Drum able to explain
Waves a) Explain the guide students to: • Guitar the meaning of
meaning of - Explain the meaning of • Electric bell sound?
sound sound. 2. Is the student
• Graph board
b) Define sound - Define the term sound • Graph paper able to define
wave. wave. • Bench sound wave?
c) Identify the (ii) The teacher to use questions • Tap water 3. Is the student
behaviour of to guide students explain how • Ripple tank able to Identify
sound wave. sound is produced. • Engineering the behaviour of
d) Explain how science text sound wave?
(iii) The teacher to create activities
sound is for students to: books 4. Is the student
produced. able to explain
- Demonstrate how sound is
e) Perform an how sound is
produced.
experiment produced?
which illustrates - Perform an experiment 5. Can the student
how sound is which illustrates how sound
perform an
produced is produced
experiment
f) Identify the - Perform an experiment to which illustrates
behaviours of investigate the behaviours how sound is
sound waves. of sound waves (i.e. produced?
reflection, refraction,
diffraction and interference) 6. Is the student
able to identify
- The teacher should monitor the behaviours
and facilitate students in of sound
performing the tasks given
waves?
in part (iii).
44
44
SPECIFIC
OBJECTIVES
(i-iv).
8.2 Sources of The student should (i) The teacher to use questions • Locally made 1. Is the student 1
Sound be able to: to guide students to identify phone able to identify
a) Identify various various sounding bodies. • Stop watch various
sounding bodies. (ii) The teacher to organise sounding
• Tape measure
b) Explain how students in groups and guide bodies?
them to explain how sound is • Rarefactions
sound is
transmitted from one point to and 2. Can the student
transmitted from
another. compressions explain how
one point to
another. (iii) The teacher to create activities drawn on a flip sound is
c) Demonstrate for students to demonstrate chart transmitted
how sound is how sound is transmitted. • Engineering from one point
transmitted. (iv) The teacher should monitor science text to another?
and facilitate student in books
performing the tasks given in 3. Is the student
part (iii). able to
(v) Students to present their demonstrate
responses for sharing and how sound is
discussion. transmitted?
(i-v).
45
45
SPECIFIC
OBJECTIVES
8.3 Velocity of The students (i) In groups, students to • Locally made 1. Is the student 3
Sound in Air should be able to: brainstorm the meaning of phone able to explain
a) Explain the velocity of sound. • Stop watch the meaning
meaning of (ii) The teacher to use questions to of velocity of
• Tape measure
velocity of guide students to explain the sound?
• Tuning fork
sound. factors affecting the velocity
• A string 2. Is the student
b) Explain the of sound in air.
able to explain
factors affecting (iii) The teacher to organize • A drum
students in groups and guide factors affecting
velocity of • Computer
them to: velocity of
sound in air • Projector
- Define terms frequency, sound?
c) Define terms • Flip chart
frequency, velocity, wave length, 3. Is the student
amplitude, and period of a • Vibrating able to
velocity,
sound wave. string define terms
wavelength,
amplitude and - Explain the relationship • Guitar frequency,
period of a between frequency velocity • Violin velocity,
sound wave and wave length. • Posters wave length,
d) Explain the - Explain the relationship • Engineering amplitude, and
relationship between frequency and
science text period of a
between period of a sound wave.
books sound wave?
velocity, - Solve problems on sound.
(iv) Students to present their 4. Is the student
frequency and
wave length.
discussion. the relationship
e) Explain the
relationship (v) The teacher to create between
between activities for students to velocity,
frequency and solve problems on sound. frequency and
period of a (vi) The teacher should monitor wavelength?
sound-wave. and facilitate student in
solving problems on sound.
46
46
SPECIFIC
OBJECTIVES
f) Solve problems (vii) The teacher should give 5. Is the student
on sound. feedback and use students’ able to explain
responses as feedback the relationship
to support students in between
performing the tasks frequency and
mentioned in part (i-v). period of a
sound wave?
6. Is the student
able to solve
problems on
sound?
8.4 Reflection of The student should (i) The teacher to use questions to • Wide and tall 1. Is the student 2
Sound be able to: guide students to: wall able to define
a) Define the - Define the concept of • Source of the concept of
concept of reflection of sound. sound reflection of
reflection of - State the laws of reflection • Sound sound?
sound. of sound. observing 2. Is the student
b) State the laws - The teacher to organize material able to state
of reflection of students in groups and • Stop watch the laws of
sound. guide them to: • Hard surface reflection of
c) Describe the - Describe the applications of • Block sound?
applications of laws of reflection of sound. • Tape measure 3. Is the student
law of reflection - Describe the applications of • Tall building able to describe
of sound. reflection of sound wave . the applications
• Depth of pond
d) Describe the (ii) Students to present their • Depth of seas of law of
application of responses for sharing and reflection of
• Cliffs
reflection of discussion. sound?
sound wave
47
47
SPECIFIC
OBJECTIVES
(iii) The teacher should give 4. Is the student
feedback and use students’ able to describe
responses as feedback to the applications
support students in performing of reflection of
the tasks mentioned in part (i) sound wave?
and (ii).
8.5 Echo The student should (i) The teacher to use questions to • Wide and tall 1. Is the student 3
be able to: guide students to: wall able to explain
a) Explain the - Explain the meaning of • Source of sound the meaning of
meaning of echo. echo?
- Explain the causes of echo. • Sound
echo. 2. Is the student
(ii) The teacher to organize observing
b) Explain the able to describe
causes of echo. students in groups and guide material an experiment
c) Describe an them to: • Stop watch which
experiment - Describe an experiment illustrates echo?
• Hard surface
which illustrates which illustrates echo.
• Block 3. Is the student
echo. - Identify applications of
able to explain
d) Identify echo. • Tape measure the causes of
applications of (iii) The teacher to use questioning
• Hard surface echo?
echo strategies (what, why and how
questions) to guide students to: • Tall building 4. Is the student
e) Calculate
- Explain the effects of sound able to identify
distances using • Depth of pond
in buildings. applications of
the formula • Depth of sea echo?
S = vt2
- Explain how the effects of
• Cliffs
sound can be minimized’ 5. Can the student
f) Explain how (iv) The teacher design an activity calculate
the effects of to guide the students to solve distances using
sound can be problems using the formula: the formula
minimized
S = vt 2 S = vt ?
2
48
48
SPECIFIC
OBJECTIVES
(v) Students to present their 6. Is the student
discussion. how the effects
(vi) The teacher should give of sound can be
feedback and use students’ minimized?
(i-iv).
The student should (i) The teacher to use questions to • Wide and tall 1. Is the student 1
be able to: guide students to: wall able to explain
a) Explain the - Explain the concept of • Source of sound the concept of
concept of reverberation reverberation?
• Sound
reverberation. 2. Is the student
- Explain how reverberation observing
b) Explain how able to
is produced. material
reverberation is explain how
produced. (ii) The teacher to use questioning • Stop watch reverberation is
c) Explain the strategies (what, why and how • Hard surface produced?
advantages and questions) to guide students • Block 3. Is the student
disadvantages of to: able to
• Tape measure
reverberation - Explain the advantages explain the
• Tall building
d) Explain the and disadvantages of advantages and
reverberation. • Depth of pond disadvantages of
effects of sound
reverberation in • Depth of seas reverberation?
- Explain how the effects of
buildings. sound reverberation can be • Cliffs 4. Is the student
e) Explain how the minimized. • Engineering able to explain
effects of sound science text the effects
reverberation books of sound
can be reverberation in
minimized buildings?
49
49
SPECIFIC
OBJECTIVES
f) Identify the (iii) The teacher to organize 5. Is the student
difference students in groups and guide able to explain
between them to: how the effects
reverberation of sound
- Explain how reverberation
and echo. reverberation
is produced.
can be
- Explain the effects of sound minimized?
in buildings.
6. Can the student
- Identify the difference identify the
between reverberation and difference
echo between
reverberation
(iv) Students to present their
and echo?
discussion.
(i-iii).
9.0 LIGHT (OPTICS): 9.1 Introduction The student should (i) In pairs, students to • Charts, 1. Is the student 2
PART ONE to Light be able to: brainstorm on the meaning of kerosene lamp able to explain
a) Explain the light. • Electric bulb the meaning of
meaning of (ii) The teacher to use questions to light?
• Candles
light. guide students to:
• Matches
b) Identify the - Explain the meaning of
light. • Piece of paper
sources of light.
50
50
SPECIFIC
OBJECTIVES
c) Distinguish - Mention the sources of • Source of light 2. Is the student
luminous from light. • Piece of card able to identify
non-luminous board sources of
- Explain the concept of rays
bodies. light?
and beams of light. • White screen
d) Explain the • Tennis ball 3. Is the student
(iii) The teacher to use questioning
concept of rays • Oiled paper able to
strategies (what, why and how
and beams of distinguish
questions) to guide students • Ray box
light. luminous from
to differentiate the luminous • Glass block
e) Verify that light bodies from non-luminous. non-luminous
• Paper
travels in a bodies?
(iv) The teacher to organize • Ruler 4. Is the student
straight line.
students in groups and guide • Pins able to explain
f) Identify them to; • Optical pins the concept of
transparent,
- Discuss the concept of rays • Plane mirrors rays and beams
translucent
and beams of light. • Thumb pins of light?
and opaque
materials. - Identify transparent, • Protractor 5. Is the student
translucent and opaque • Opaque able to verify
materials. materials, that light
- Describe transparent, • Transparent travels in a
translucent and opaque materials, straight line?
materials. • Translucent 6. Is the student
material able to identify
- Verify that light travels in a
• Engineering transparent,
straight line.
science text translucent
(v) The teacher to guide students and opaque
books
to demonstrate how light materials?
travels in a straight line.
51
51
SPECIFIC
OBJECTIVES
9.2 Reflection of The student should (i) The teacher to use questions to • Kerosene lamp 1. Is the student 2
Light be able to: guide students to: • Electric bulb able to explain
a) Explain the • Candles the concept of
- Explain the concept of
concept of • Matches reflection of
reflection of light.
reflection of • Piece of paper light?
light. - Discuss how regular and
• Source of light
irregular (or diffuse) 2. Is the student
b) Differentiate • Piece of card
reflection occur. able to
regular from board
irregular (ii) The teacher to organize differentiate
• White screen
(or diffuse) students in groups and guide between regular
• Tennis ball
reflection. them to differentiate regular and irregular
• Oiled paper
from irregular (or diffuse) (or diffuse)
• Ray box
reflection. reflection?
• Glass block
(iii) Students to present their • Paper
responses for sharing and • Ruler
discussion. • Pins
(iv) The teacher should give • Optical pins
feedback and use students’ • Plane mirrors
responses as feedback to • Thumb pins
support students in performing • Protractor
the tasks mentioned in part • Shining rough
(i-iii). surface
52
52
SPECIFIC
OBJECTIVES
9.3 Reflection of The student should (i) The teacher to use questions to • Plane mirrors 1. Can the student 2
Light from a be able to: guide students to: • Candle explain the
Plane Mirror a) Explain the - Explain the meaning of • Kerosene lamp meaning of
meaning of reflection of light from a • Shining plane reflection of
reflection of plane mirror surface light from a
light from a - Explain the properties of • Engineering plane mirror?
plane mirror images formed by a plane science text
mirror. books 2. Is the student
b) Explain the able to explain
(ii) The teacher to organize
properties of
students in groups and guide the properties of
images formed
them to: images formed
by a plane
- Explain the properties of by a plane
mirror.
images formed by a plane mirrors?
c) Determine mirror.
the number of - Explain the applications of 3. Is the student
images formed plane mirrors. able to
in mirrors (iii) The teacher to create activities determine
placed at an for student to: number of
angle between - Demonstrate how images formed
them. reflection of light from a in plane mirrors
d) Explain the plane mirror takes place placed at an
applications of - Determine number of angle between
plane mirrors. images formed in plane them?
mirrors placed at an angle
between them. 4. Can the student
explain the
and facilitate students in applications of
performing the tasks given in plane mirrors?
part (iii).
53
53
SPECIFIC
OBJECTIVES
(v) With the help of preprepared
to assess activities done on
determining the number of
images formed in mirrors
placed at an angle between
them.
(i-iv).
9.4 The pin-hole The student should (i) The teacher to use questions to • Pin-hole camera 1. Can the student 1
camera be able to: guide students to explain the models explain the
a) Explain the concept of pin-hole camera. • Engineering concept pin-
concept of pin- (ii) The teacher to use questioning science text hole camera?
hole camera. strategies (what, why and how books 2. Is the student
b) Explain the questions) to guide students able to explain
principle of to: the principle of
action of a pin action of a pin-
- Explain the properties of hole camera?
hole camera.
images formed by a pin-
c) Explain the 3. Is the student
hole camera.
properties of able to explain
images formed - Explain the applications of the properties of
by a pin-hole the pin-hole camera. image formed
camera. by a pin-hole
camera?
54
54
SPECIFIC
OBJECTIVES
d) Explain the (iii) The teacher to organize 4. Is the student
applications students in groups and guide able to explain
of the pin-hole them to: the applications
camera. of the pin-hole
- Explain the principles of
action of a pin hole camera camera?
- Explain the properties of
image formed by a pin-hole
camera.
discussion
(v) The teacher to create activities
for students to draw a pin-
hole camera and illustrate its
construction.
(vi) The teacher should monitor
part (v).
55
55
SPECIFIC
OBJECTIVES
9.5 Shadows and The student should (i) The teacher to use questions to • Flip chart 1. Is the student 3
eclipses be able to: guide students to: • kerosene lamp able to explain
a) Explain how - Explain how shadows • Electric bulb how shadows
shadows are are formed from various are formed from
• Candles
formed from sources of light. various sources
- Define the concepts of • Matches
various sources of light?
of light. umbra and penumbra • Piece of paper
2. Is the student
b) Define the (ii) The teacher to organize • Source of light
able to define
concepts of students in groups and guide • Piece of card
them to: the concepts
umbra and board
- Explain how the eclipses of umbra and
penumbra • String nail
c) Perform of the sun and moon are penumbra?
• White screen 3. Can the student
experiment formed.
- Explain how shadows are • Tennis ball perform
which illustrates
the formation formed. • Oiled paper experiment
of umbra and (iii) The teacher to design • Ray box which illustrates
penumbra. activities for students to: • Glass block the formation
d) Explain how the - Perform experiment which of umbra and
• Paper
eclipse of the illustrates an umbra and
• Ruler penumbra?
sun and moon penumbra.
• Pins 4. Is the student
are formed. - Show how shadows are
• Optical pins able to explain
e) Draw diagrams formed from different
sources of light. • Plane mirrors how the
which illustrate
- Demonstrate how the eclipses of the
partial eclipse • Thumb pins
and total eclipse. eclipses of sun and moon sun and moon
• Protractor
are formed. are formed?
• Source of light
- Draw diagrams which • Ball
illustrate partial eclipse and
• Graph paper
total eclipse.
• Plane paper
56
56
SPECIFIC
OBJECTIVES
(iv) The teacher should monitor • Engineering 5. Is the student
and facilitate students in science text able to draw
performing the tasks given in books diagrams which
part (ii). illustrate the
(v) Students to present their partial eclipse
responses/work for sharing and total
and discussion. eclipse?
(vi) With the help of pre-prepared
in part (ii).
10.0 FRICTION 10.1 Concept of The student should (i) The teacher to use • Spring 1. Is the student 5
Friction be able to: brainstorming questions to • Block of wood able to define
a) Define the term guide students to define the • Rough surface the term
friction. term friction. • Smooth surface friction?
(ii) The teacher to use questions to • Motor car tyre 2. Is the student
b) State the laws of
guide students to: with treads able to state the
friction.
- State the laws of friction. • Bicycle tyre laws of friction?
c) Identify types of • Break system
- Mention types of friction.
friction.
- Explain factors on which of bicycle
friction depends.
57
57
SPECIFIC
OBJECTIVES
c) Explain factors (iii) The teacher to organize • Trolley 3. Is the student
on which students in groups and guide • Weights able to identify
friction depends. them to: • Rollers types of
d) Identify - Identify the advantages and • Grease friction?
advantages and disadvantage of friction. • Bearings 4. Is the student
disadvantages of • Speedy able to explain
- Explain how to minimize
friction. factors on
and maximize friction. materials
f) Explain how which friction
- Explain relationship • Spring balance
to minimize depends?
between frictional force and • Bench
5. Is the student
and maximize
the normal reaction force. • Cotton strings
able to mention
friction
- Explain relationship • Chalk/white advantages and
g) Explain board
between frictional force disadvantages
relationship
(F) and the normal reaction of friction?
between
force. 6. Is the student
frictional force
and the normal (iv) Students to present their able to
reaction force. responses for sharing and explain how
discussion. to minimize
h) State
(v) The teacher to design and maximize
relationship
activities for students to: the friction on
between
- Demonstrate on how to objects?
frictional
minimize and improve 7. Is the student
force(F) and the
friction.
normal reaction able to explain
- Calculate the coefficient of
force relationship
friction.
i) Calculate the (vi) The teacher should monitor between
coefficient of and facilitate students in frictional force
friction performing the tasks given in and the normal
part (iii). reaction force?
58
58
SPECIFIC
OBJECTIVES
(vii) With the help of pre- 8. Is the student
prepared assessment able to explain
guideline, the teacher should relationship
guide students to assess between
activities performed on part frictional
(iii). force(F) and the
(viii) The teacher should give normal reaction
feedback and use students’ force
responses as feedback 9. Is the student
to support students in able to calculate
performing the tasks the coefficient
of friction?
59
59
FORM II

By the end of form two course, students should have developed competencies in:
a) using principles of moments in daily life;
b) classifying simple machines;
c) interpreting the principle of fluid mechanics in every-day life;
d) developing principles of thermal energy in heat manipulation; and
e) integrating concepts and principles of electricity in maintaining and repairing appliances.

By the end of form Two course, students should be able to:
a) states the principles of moments;
b) classify simple machines;
c) apply the principle of fluid mechanics in every-day life;
d) develop principles of thermal energy in heat manipulation; and
e) develop concepts and principles of electricity in maintaining and repairing appliances.
60
60
TEACHING NUMBER
SPECIFIC TEACHING AND LEARNING
TOPIC SUB TOPIC AND LEARNING ASSESSMENT OF
OBJECTIVES STRATEGIES
RESOURCES PERIODS
1.0 TURNING 1.1 Stability of The student should (i) The teacher to use • Cones 1. Is the student able 1
FORCES Equilibrium be able to: brainstorming questions to • Ball to define the term
guide students to define the • Bunsen burner equilibrium?
a) Define the term term equilibrium. • Objects with
equilibrium. 2. Is the student
broad bases
(ii) The teacher to use questions able to explain
b) Explain the three • Metre rule
to guide students to explain the three states
states (types) of • Wooden rods
the three states (types) of (types) of
equilibrium. • Metal rods
equilibrium. equilibrium?
• Knife edge
(iii) The teacher should give • Objects of
feedback and use students’ known masses
responses as feedback • Beam balance
to support students in • See-saw
performing the tasks • Engineering
mentioned in part (i) and (ii). science text
books
1.2 Centre of The students should (i) The teacher to use • Plumb-line 1. Is the student able 2
Gravity be able to: brainstorming questions to • Lamina of to explain the
a) Explain the guide students to explain the different shapes meaning of centre
meaning of centre meaning of centre of gravity. (circular, square, of gravity?
of gravity. (ii) The teacher to organise rectangular, 2. Is the student able
b) Determine the students in groups and guide triangular) to determine the
centre of gravity them to: • Metre rule centre of gravity
of regular lamina. • Ruler of a regular
- Determine the centre of
c) Determine the lamina?
gravity of a regular lamina. • Marker pens
centre of gravity
- Determine the centre of • Flip chart
of irregular
lamina. gravity of irregular lamina.
61
61
TEACHING NUMBER
RESOURCES PERIODS
(iii) The teacher should monitor • Engineering 3. Is the student able
and facilitate the tasks given science text to determine the
in part (ii). books centre of gravity
of irregular
lamina?
discussion.
mentioned in part (i) and (ii).
1.3 Moment of a The student should (i) The teacher to use questions • A swinging 1. Is the student able 2
force be able to: to guide students to: door to define moment
a) Define moment • Sea saw of a force?
- State the SI units of
of a force. • Beam balance 2. Is the student able
moment of a force
b) State the SI units • The steel yards to state the SI
of moment of a - Mention examples of • Engineering units moment of a
force. moment of force science text force?
c) Identify examples books 3. Is the student
- Explain the meaning of the
of moment of able to identify
line of action of a force
force. examples of
d) Explain the (ii) The teacher to organise moment of force?
meaning of the students in groups and 4. Is the student able
line of action guide them to determine the to explain the
of moment of a perpendicular distance from meaning of the
force. a point to the line of action of line of action of a
a force. force?
62
62
TEACHING NUMBER
RESOURCES PERIODS
e) Determine the (iii) Students to present their 5. Is the student able
perpendicular responses for sharing and to determine the
distance from a discussion. perpendicular
point to the line (iv) The teacher should give distance from a
of action of a feedback and use students’ point to the line of
force. responses as feedback action of a force?
mentioned in part (i) and
(ii).
1.4 Principle of The student should (i) The teacher to use • Beam balance 1. Is the student 2
Moments be able to: questioning strategies(what, • See-saw able to state
a) State the why and how questions) to • A swing the principle of
principle of guide students to state the • Graph papers moments?
moments. principle of moments. • Plane papers 2. Is the student
b) Perform an (ii) The teacher to arrange • Engineering able to perform
experiment students in groups and guide science text an experiment
to verify the them to mention examples books to verify the
principle of where the principle of principle of
moments. moment of moments is used moments?
in daily life.
c) Give examples 3. Is the student
where the (iii) The teacher to create able to give
principle of activities to guide students to: examples where
moments is used - Perform an experiment the principle
in daily life. to verify the principle of of moments of
moments. moment is used in
d) Solve problems daily life?
using the - Solve problems using the
principle of principle of moments.
moments.
63
63
TEACHING NUMBER
RESOURCES PERIODS
(iv) With the help of pre- 4. Is the student able
prepared assessment to solve problems
guideline, the teacher should using the principle
guide students to assess of moments?
activities performed on part
(iii).
and facilitate the tasks given
in part (iii) and (iv).
(vi) Students to present their
discussion.
1.5 Conditions for The student should (i) The teacher to design • Plane papers 1. Is the student able 2
Equilibrium of be able to: activities for students to: • Knife edge to state the two
Parallel Forces a) State the two • Wooden beams conditions for
- Perform an experiment to
conditions for • Metal beams equilibrium when
investigate the conditions
equilibrium when • Metre rule a body is acted
for equilibrium when a
a body is acted upon by a number
number of parallel forces • Gram masses
upon by a number of parallel forces?
act on a horizontal beam • Spring balance
of parallel forces. resting on two supports. • Beam balances
64
64
TEACHING NUMBER
RESOURCES PERIODS
b) Solve problems - Solve problems involving the • Engineering 2. Is the student able 2
involving the conditions for equilibrium of science text to solve problems
conditions for parallel forces. books involving the
equilibrium of conditions for
(ii) With the aid of pre-prepared
parallel forces equilibrium of
parallel forces?
to use the guideline to assess
the activities performed in
part (i).
and facilitate the tasks given
in part (i) and (ii).
1.6 Couple and The student should (i) The teacher to use • Spanner 1. Is a student able 2
Torque be able to: brainstorming questions to • Car steering to define the term
a) Define the term guide students to: wheel couple?
couple. - Define the term couple. • Oar 2. Is a student able to
b) Define the term - Define the concept of • Hammer mention examples
torque. torque. • Bicycle pedals of couple?
c) Mention (ii) The teacher to use questions • Bicycle
examples of to guide students to:
couple. - Mention examples of
couples.
65
65
TEACHING NUMBER
RESOURCES PERIODS
c) Mention - Mention examples of • Handle bar 3. Is the student 2
examples of torques. • Motorcycle able to define the
torque. (iii) The teacher to create handlebar concept torque?
activities for students to solve • Door
d) Solve problems 4. Is the student
problems on torque. • Engineering
on torque. able to mention
(iv) The teacher should give science text
examples of
feedback and use students’ books
torque?
responses as feedback • Exercise books
to support students in 5. Is the student able
performing the tasks to solve problems
mentioned in part (i-iii). on torque?
2.0 SIMPLE 2.1 Meaning The student should (i) The teacher to use • Lever 1. Is the student
MACHINES: of Simple be able to: brainstorming questions for • Pulleys able to give the
(PART ONE) Machine a) Give the meaning students to give the meaning • Screws meaning of simple
of simple simple machines • Jack machines?
machines. (ii) The teacher to use questions • Inclined plane 2. Is the student
and answer methods to guide • Single fixed pulley able to identify
b) Identify different
students to list various simple • Single movable different simple
simple machines.
machines. pulley machines?
• Block and tackle
(iii) The teacher should give pulley system
• Weston’s
differential pulley
• Screw jack
• Wheel and
mentioned in part (i) and (ii).
differential axle
• Hydraulic press
• Engineering
science text books
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TEACHING NUMBER
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2.2 Levers The student should (iv) The teacher to use questions • Scissors 1. Is the student able 2
be able to: to guide students to: • Claw-hammer to identify the
a) Identify the three • Coal tong three classes of
- Identify the three classes levers?
classes of levers. of levers. • Nut-crackers
b) Mention • Wheel barrow 2. Is the student
- Mention examples for each • Crow bar able to mention
examples for class of levers.
each class of • Wire cutter examples for each
levers. (v) The teacher to organize the • Fishing rod class of levers?
students in groups and guide • Oar in water 3. Is the student
c) Determine them to: • Biceps muscle able to determine
mechanical
- Determine mechanical and forearm mechanical
advantage,
velocity ratio and advantage, velocity ratio • Engineering advantage,
efficiency of a and efficiency of a lever science text velocity ratio and
lever books efficiency of a
- Identify the applications of lever?
d) Identify the levers in everyday life.
applications of 4. Is the student able
(vi) Students to present their to identify the
levers in every responses for sharing and
day real life applications of
discussion. levers in everyday
(vii) The teacher should give life?
mentioned in part (i-iii).
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TEACHING NUMBER
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2.3 Pulleys The student should (i) The teacher to use questions • Single fixed 1. Is the student 2
be able to: to facilitate the students to pulley able to identify
a) Identify different identify different pulley different pulley
• Single movable
pulley systems systems, namely: systems?
pulley
b) Determine - Single fixed pulley 2. Is the student
• Block and
mechanical able to determine
- Single movable pulley tackle pulley
advantage, mechanical
system
velocity ratio - Block and tackle pulley advantage,
and efficiency of system • Weston’s velocity ratio
different pulley differential and efficiency of
- Weston’s differential
systems pulleys pulleys system?
pulleys.
c) Solve problems • Engineering 3. Is the student able
(ii) In groups, the teacher to guide
involving science text to solve problems
students to:
mechanical books involving
advantage and - Discuss how to determine mechanical
velocity ratio of mechanical advantage, advantage and
pulley systems. velocity ratio and efficiency velocity ratio of
of pulley systems. different pulley
d) Identify the system?
applications of - Determine mechanical
pulley systems in advantage, velocity ratio 4. Is a student able
daily life and efficiency of pulley to identify the
systems applications of
- Identify the applications of pulley systems in
pulley systems in daily life daily life?

discussion.
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TEACHING NUMBER
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(iv) The teacher to create activities
for students to solve problems
involving mechanical
advantage, velocity ratio and
efficiency of pulley systems.
part (iv).
(i-iv).
2.4 Inclined planes The student should (i) The teacher to use questions • Inclined plane 1. Is the student
be able to: to guide students to explain • Heavy loads able to explain
the concept of inclined plane. • Engineering the concept of an
a) Explain the
science text inclined plane?
concept of (ii) The teacher to organise
inclined plane. students in groups and guide books 2. Is the student
them to; • Internet able to determine
b) Determine • Ladder mechanical
mechanical - Explain why it is easier to
• Building steps advantage,
advantage, push a heavy load up an
or stairways velocity ratio and
velocity ratio and inclined plane than to lift it
efficiency of an
efficiency of an vertically.
inclined plane?
inclined plane.
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TEACHING NUMBER
RESOURCES PERIODS
c) Solve problems - Discuss how to determine 3. Is the student able
involving the mechanical advantage, to solve problems
mechanical velocity ratio and involving
advantage, efficiency of an inclined efficiency of a
velocity ratio and plane. machine?
efficiency of an (iii) Students to present their
inclined plane. 4. Can the student
determine the use
d) Determine the discussion.
of inclined planes
use of inclined (iv) The teacher to create in daily life?
planes in daily activities for students to:
life - Determine mechanical
advantage, velocity ratio
and efficiency of an
inclined plane.
- Solve problems involving
mechanical advantage,
velocity ratio and
efficiency of an inclined
plane.
inclined planes.
part (iv) and (v).
70
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TEACHING NUMBER
RESOURCES PERIODS
2.5 Screw Jack The student should (i) The teacher to use questions • Heavy load 1. Can the student 1
be able to: to guide the student to • Screw jack describe the
describe the structure of the • Engineering structure of the
a) Describe the
screw jack. science text screw jack?
structure of the
screw jack. (ii) The teacher to organize the books 2. Can the student
students in groups and guide • Reference books determine the
b) Determine the them to: mechanical
mechanical - Discuss on how to advantages,
advantage, determine the mechanical velocity ratio and
velocity ratio and advantages of velocity ratio efficiency of a
efficiency of a and efficiency of a screw screw jack?
screw jack. jack.
- Discuss the various 3. Is the student able
c) Use the screw
situations where the screw to apply the screw
jack in every day
jack is used. jack in everyday
life.
life?
(iii) The teacher to design
activities and guide students
to use the screw jack.
teacher to guide students to
use the guideline to assess
activities done on screw jack.
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TEACHING NUMBER
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- Discuss the various
situations where the screw
jack is used.
(vi) The teacher to design
activities and guide students
to use the screw jack.
(vii) With the aid of pre-prepared
activities done on screw
jack.
(viii) The teacher should monitor
(ix) The teacher to give
support students to perform
(i-iv).
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TEACHING NUMBER
RESOURCES PERIODS
2.6 Wheel and The students should (i) The teacher to organise • Wheel-and-axle 1. Is the student 1
Axle be able to: students in groups and guide • Bicycle able to describe
a) Describe the them to: • Heavy loads the structure of a
structure of a • Windlass wheel and axle?
- Describe the structure of a
wheel and axle wheel and axle • Engineering 2. Is the student
b) Determine the science text able to determine
- Determine the mechanical books
mechanical mechanical
a advantage, advantage,
and efficiency of a wheel
velocity ratio and velocity ratio and
and axle
efficiency of a efficiency of a
wheel and axle - Explain how to use the wheel and axle?
wheel and axle in daily life.
c) Use the wheel 3. Is the student able
and axle in daily (ii) Students to present their to use the wheel
life responses for sharing and and axle in daily
discussion. life?
for students to:
- Determine the mechanical
and axle.
- Use the wheel and axle in
daily life.
activities done on wheel and
axle.
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TEACHING NUMBER
RESOURCES PERIODS
part (iii) and (iv).
2.7 Wheel and The students should (i) The teacher to arrange • Wheel-and- 1. Is the student 1
Differential be able to: students in groups and guide differential axle able to describe
Axle a) Describe the them to: • Heavy loads the structure
structure of - Determine the structure of • Windlass of a wheel and
a wheel and a wheel and differential • Engineering differential axle?
differential axle. axle. science text 2. Is the student
- Determine the mechanical books able to determine
b) Determine the
mechanical advantage of velocity ratio the mechanical
advantage, and efficiency of a wheel advantage,
velocity ratio and differential axle. velocity ratio
and efficiency - Discuss the use of the and efficiency
of a wheel and wheel and differential axle of a wheel and
differential axle. in daily life. differential axle?
c) Use the wheel (ii) Students to present their 3. Is the student able
and differential responses for sharing and to use the wheel
axle in daily life. discussion. and differential
(iii) The teacher to create activities axle in daily life?
for students to:
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TEACHING NUMBER
RESOURCES PERIODS
- Determine the mechanical
and differential axle.
- Use the wheel and
differential axle in daily
life.
wheel and differential axle.
(i-iv).
2.8 Hydraulic The students should (i) The teacher to organize • Model of 1. Is the student 1
Press be able to: students in groups and guide hydraulic press able to describe
a) Describe the them to: • Hydraulic jack the structure of a
structure of a - Study the main features systems hydraulic press?
hydraulic press. of the hydraulic press and
describe its structure
75
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TEACHING NUMBER
RESOURCES PERIODS
b) Determine the - Discuss how to determine • Engineering 2. Is the student
mechanical the mechanical advantage, science text able to determine
advantage, velocity ratio and efficiency books the mechanical
velocity ratio and of a hydraulic press. advantage,
efficiency of a velocity ratio and
(ii) Students to present their
hydraulic press. efficiency of a
hydraulic press?
c) Use the hydraulic discussion.
press in daily life 3. Is the student
able to use the
for students to:
hydraulic press in
- Determine the mechanical daily life?
advantage, velocity
ratio and efficiency of a
hydraulic press.
- Use the hydraulic press in
daily life.
hydraulic press.
76
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TEACHING NUMBER
RESOURCES PERIODS
3.0 FLUID 3.1 Pressure The students should (i) The teacher to use • Rectangular 1. Is the student able 1
MECHANICS be able to: brainstorming questions to blocks to define the term
a) Define the term guide the students to define pressure?
• Bucket of water
pressure. the term pressure.
2. Is the student able
• Cylindrical solid
b) State the SI units (ii) The teacher to organize to state the SI
object
of pressure. students in groups and guide units of pressure?
c) Explain the them to: • Bench 3. Is the student
application of - State the SI units of able to explain
• Spring balance
pressure in daily pressure the relationship
life. • Regular object of between pressure
- Explain the relationship
known weight force and area?
d) Explain the between Pressure, Force
relationship and Area. • Engineering 4. Is the student able
between Pressure science text to solve problems
(P), Force (F) and books involving
and guide students in groups
Area (A). pressure?
to:
e) Solve problems - Calculate pressure when 5. Is the student
on pressure. rectangular solids rest on able to explain
f) Calculate different sides. the application of
pressure when pressure in daily
- Solve problems on pressure
rectangular solids life?
using the relationship
rest on different
between Pressure and Area.
sides.
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TEACHING NUMBER
RESOURCES PERIODS
(iv) With the aid of pre-prepared 6. Is the student
assessment guideline, the able to calculate
teacher should guide students pressure when
to assess activities done on rectangular solids
pressure. rest on different
sides?
discussion.
(vii) The teacher to give feedback
and use students’ responses
as feedback to support
students to perform the tasks
3.2 Atmospheric The student should (i) The teacher to use • Syringe 1. Is the student able 1
pressure be able to: brainstorming questions to • Bicycle pump to define the term
a) Define the term guide students to: • Manometer atmosphere?
atmosphere. - Define the concepts of • Barometer 2. Is the student
b) Explain the atmosphere. • Lift pump able to explain
meaning of • Siphon the meaning
- Explain the meaning of
atmospheric • Hydraulic press of atmospheric
atmospheric pressure.
pressure. • Engineering pressure?
science text
books
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TEACHING NUMBER
RESOURCES PERIODS
c) Explain the (ii) The teacher to organize 3. Is the student
application of students in groups and able to explain
atmospheric guide them to explain the the application
pressure. application of atmospheric of atmospheric
pressure. pressure?
discussion.
(iv) The teacher should use
students’ responses as
feedback to support students
to define the concepts of
atmospheric pressure and its
application.
3.3 Liquid The students should (i) The teacher to use • Syringe 1. Is the student able 2
Pressure be able to: brainstorming questions to • Bicycle pump to define liquid
a) Define liquid guide students to define liquid • Manometer pressure?
pressure. pressure. • Barometer 2. Is the student
b) Identify the (ii) The teacher to organise • Lift pump able to identify
properties of students in groups and guide • Siphon the properties of
liquid pressure. them to: • Hydraulic press liquid pressure?
c) Calculate the - Identify properties of liquid • Ponds 3. Is the student

pressure. • Seas able to calculate
pressure in
• Bucket of water the pressure in
liquids. - Discuss about the • Engineering liquids?
computation of pressure in science text
liquids. books
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TEACHING NUMBER
RESOURCES PERIODS
discussion.
(iv) The teacher to create activities
for students to calculate the
pressure in liquids.
calculating the pressure in
liquids
3.4 Absolute The students should (i) The teacher to use questions • Bourdon gauge 1. Is the student 2
Pressure, be able to: to guide students to explain • Bicycle tubes able to explain
Vacuum a) Explain terms the meaning of absolute • Car tubes the meaning of
Pressure, of Absolute pressure, vacuum pressure • Gas cylinder absolute pressure,
and Gauge pressure, Vacuum and gauge pressure. • Engineering vacuum pressure,
pressure pressure, and science text and gauge
(ii) The teacher to organise
Gauge pressure. books pressure?
students in groups and
guide them to identify the 2. Is the student
b) Calculate
applications of absolute able to calculate
absolute pressure
pressure, vacuum pressure, absolute pressure
and gauge
and gauge pressure. and gauge
pressure.
pressure?
80
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TEACHING NUMBER
RESOURCES PERIODS
c) Identify the (iii) The teacher to create activities 3. Is the student able
applications of for students to calculate to identify the
absolute pressure, absolute pressure and gauge applications of
vacuum pressure, pressure. absolute pressure,
and gauge vacuum pressure,
pressure. and gauge
pressure?
calculating absolute pressure
and gauge pressure.
3.5 Standard The student should (i) The teacher to use • Siphon 1. Is the student 2
Atmospheric be able to: brainstorming questions to • Syringe able to define the
Pressure a) Define the guide students to; • Simple barometer term atmospheric
standard • Atmosphere pressure?
- Define the term standard
atmospheric • Water
pressure. 2. Is the student
pressure. • Communicating
able to express
- Give units of standard vessel
b) Express standard standard
atmospheric pressure. • Fortin barometer
atmospheric atmospheric
• Aneroid
pressure in SI (ii) The teacher to use questions pressure in SI
barometer
units. to guide students to express units?
• Bicycle tube
standard atmospheric pressure
• Car tubes
in SI units.
• Gas cylinder
• Various types of
manometers
81
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TEACHING NUMBER
RESOURCES PERIODS
students feedback and
use students’ feedback to
support them in defining the
term standard atmospheric
pressure and stating its SI
units.
3.6 Measurement The student should (i) Teacher to use questions to • Bourdon gauge 1. Is the student 4
of Pressure be able to; guide the students to identify • Bicycle pump able to identify
a) Identify the instruments for measuring • Car tubes the instruments
instruments pressure • Gas cylinder for measuring
for measuring • Various types of pressure?
pressure. students in groups and guide manometer 2. Is the student able
b) Explain the them to; • Barometer to explain the
mode of action mode of action of
of various - explain the mode of action
various barometers
barometers and of various barometers and
and manometers?
manometers manometers.
c) Explain the mode 3. Is the student able
- explain the mode of action
of action of to explain the
of the bourdon gauge
Bourdon gauge mode of action
(iii) The teacher to create of the Bourdon
activities and guide the gauge?
students in groups to perform
experiments on measuring
atmospheric pressure using
different instruments such as
simple barometer, Bourdon
gauge, manometer etc).
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TEACHING NUMBER
RESOURCES PERIODS
assessment guidelines, the
and provide feedback to the
activities done in part (i-iii).
(v) The teacher to monitor
part (iii).
feedback and use student’s
the tasks in part (i-iv).
3.7 Applications The student should (i) The teacher to organise • Suction pads 1. Is the student 4
of Pressure be able to: students in groups and guide • Syringe able to explain
them to: • Various pumps the applications
a) Explain the
of pressure on
applications - Explain the applications of • Siphon
suction pads?
of pressure on pressure on suction pads. • Various valves
suction pads. • A sketch of a 2. Is the student
- Describe the applications
simple hydraulic able to describe
b) Describe the of pressure on syringe.
press the applications
applications
- Describe the application • Flip chart of pressure on
of pressure on
areas of various types of • Computer syringe?
syringe.
pumps. • Projector
• Hydraulic press
• Marker pens
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TEACHING NUMBER
RESOURCES PERIODS
e) Describe the - Describe siphon principle. • A dam on manila 3. Is the student
applications area sheet able to describe
- Describe the various types
of various types • Flip chart applications area
of valves and their modes
of pumps. • Engineering of various types of
of action.
f) Describe siphon science text pumps.?
principle. - Describe the applications books 4. Is the student able
of hydraulic press.
g) Describe various to describe siphon
types of the - Explain the principle of principle?
valves and their construction of a dam.
mode of action. (ii) The teacher to create activities to describe various
f) Describe and guide students to: types of the valves
applications of and their mode of
hydraulic press. - Illustrate the applications
action?
of syringe.
g) Explain the
6. Is the student
principle of - Illustrate the applications
able to describe
construction of a of various types of pumps.
applications of
dam. (iii) The teacher to use questions hydraulic press?
h) Describe a simple to guide students to:
water supply 7. Is the student
system. - Explain the principle of able to explain
construction of a dam. the principle of
i) Explain the
- Describe a simple water construction of a
relationship
system. dam.?
between pressure,
force and area - Explain the relationship 8. Is the student
of pistons of between pressure, force and able to describe
hydraulic press. area of pistons of hydraulic a simple water
press supply system?
84
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TEACHING NUMBER
RESOURCES PERIODS
(iv) The teacher should give 9. Is the student
feedback and use students’ able to explain
responses as feedback to the relationship
support students in performing between pressure,
the tasks mentioned in part force and area
(i-iii). of pistons of
hydraulic press?
3.8 Archimedes’ The student should (i) The teacher to use questions • Ruler 1. Is the student 4
principle be able to: to guide students to state the • Eureka can able to state the
a) State Archimedes’ Archimedes’ principle. • Measuring Archimedes’
principle (ii) The teacher to organise cylinder principle?
students in groups and guide • Water 2. Is the student
b) Perform an able to perform
them to: • Wood block
experiment an experiment
which illustrates - Explain the process of • Hydrometer
which illustrates
Archimedes’ performing an experiment • Cork
Archimedes’
principles. which illustrates • Wooden piece principle?
Archimedes’ principles. • Density bottle
c) Describe an 3. Is the student
- Describe an experiment • Flip chart
experiment able to describe
for measuring relative • Marker pens
for measuring an experiment
density using Archimedes’
relative • Engineering for measuring
principle.
density using science text relative density
- Explain how to solve
Archimedes’ books using Archimedes’
problems involving
principle principle?
Archimedes’ principle.
d) Solve problems (iii) The teacher to create activities
to solve problems
involving for students to:
involving
Archimedes’ - Perform an experiment
Archimedes’
principle to verify Archimedes’
principle?
principle.
85
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TEACHING NUMBER
RESOURCES PERIODS
- Demonstrate an experiment
to measure relative
density using Archimedes’
principle.
Archimedes’ principle.
part (iii).
(i-iii).
3.9 Law of The student should (i) The teacher to use • Hydrometer 1. Is the student able 4
flotation be able to: brainstorming questions to • Spring balance to state the law of
a) State the law of guide students to state the law • Solid objects floatation?
flotation of flotation • String 2. Is the student
(ii) The teacher to organize • Water able to perform
b) Perform an
students in groups and guide an experiment to
experiment to • Cork
them to: verify the law of
verify the law of • Density bottle
floatation?
flotation. - Explain the applications of • Container 3. Is the student able
c) Explain the hydrometer • Measuring to explain the
applications of - Explain how to perform an cylinder applications of
hydrometer experiment to verify the • Eureka can hydrometer?
law of flotation.
86
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TEACHING NUMBER
RESOURCES PERIODS
d) Measure the - Explain the meaning of • Beaker 4. Is the student
density of a relative density. • Milk able to measure
liquid using a the density of a
- Explain how to perform an • Sinker
hydrometer. liquid using a
experiment to measure the • Meter rule
hydrometer?
e) Explain the relative density of a liquid. • Sand
meaning of • Model of a ship 5. Is the student
- State how to measure the
relative density. • Balloon able to explain
density of liquid using a
• Engineering the meaning of
f) Perform an hydrometer.
science text relative density?
experiment to
(iii) Students to present their books
measure the 6. Is the student
relative density of able to perform
discussion.
a liquid. an experiment
(iv) The teacher to create activities to measure the
for students to: relative density of
- Conduct an experiment to a liquid?
measure the relative density
of liquid.
verify the law of flotation.
measure the relative density
of a liquid.
the activities performed on
part (iv).
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TEACHING NUMBER
RESOURCES PERIODS
in part (iv).
(vii) The teacher to give
feedback and use the
students’ responses as
in performing the tasks
4.0 HEAT (PART 4.1 Introduction The student should (i) The teacher to use • Candle 1. Is the student able 1
ONE) be able to: brainstorming questions to • Thermometers to define the term
a) Define the term guide students to: • Alcohol heat?
heat - Define the term heat. • Mercury 2. Is the student
b) State the theories • Engineering able to state the
of heat - State theories of heat. science text theories of heat?
c) Explain the (ii) The teacher to use questions books
effects of heat 3. Is the student able
to guide students to explain • Bunsen burner
to explain the
the effects of heat. • Kerosene stove
effect of heat?
students feedback and use the
in stating theories of heat and
explaining the effects of heat.
88
88
TEACHING NUMBER
RESOURCES PERIODS
4.2 Temperature The student should (i) The teacher to use • Thermometers 1. Is the student able 1
be able to: brainstorming questions to • Alcohol to define the term
guide students to define the • Mercury temperature?
a) Define the term term temperature. • Engineering 2. Is the student
temperature (ii) The teacher to use science text able to explain
b) Explain the questioning strategies (what, books the relationship
relation between why and how questions) to • Bunsen burner between
temperature and guide students to explain the • Kerosene stove temperature and
heat. relation between temperature
heat?
and heat.
(iii) The teacher to give students
feedback and use the
to define the term temperature
and explain the relationship
between temperature and
heat.
4.3 Instruments The student should (i) The teacher to use questions • Alcohol , clinical 1. Is the student 4
for Measuring be able to: to guide students to identify mercury able to identify
Temperature a) Identify the the instrument used to • Hot water the instrument
instrument used measure temperature. • Container used to measure
to measure (ii) The teacher to organise • A maximum temperature?
temperature. students in groups and guide and minimum 2. Is the student able
b) Describe uses of them to: thermometer to describe uses of
thermometers. - Illustrate the applications • Alcohol thermometers?
c) Explain the of mercury thermometer. thermometer 3. Is the student
applications - Describe uses of • Mercury able to explain
of mercury thermometers. thermometer the applications
thermometer. • Engineering of mercury
science text books thermometer?
89
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TEACHING NUMBER
RESOURCES PERIODS
discussion.
students feedback and use
the feedback to support
students to state and describe
instruments used to measure
temperature.
4.4 Temperature The student should (i) The teacher to use questions • Alcohol 1. Is the student able 2
Measurement be able to: to guide students to: thermometer to define the term
Points a) Define the term - Define the term fixed • Mercury fixed temperature
fixed temperature temperature points thermometer points?
points. - Name three types of • Sample of 2. Is the student
temperature scales. Thermometers able to name
b) Name three types
- State the SI units of with Celsius and three types of
of temperature
temperature Fahrenheit scales temperature
scales
(ii) The teacher to organise • Engineering scales?
c) Describe how students in groups and guide science text
to graduate a them to: books 3. Is the student
temperature - Describe how to graduate a able to describe
scale. temperature scale. how to graduate a
temperature scale?
d) Explain the - State the name of the fixed
difference temperature points which 4. Is the student able
between the are necessary to make a to explain the
Celsius scale and scale. difference between
the Fahrenheit - Explain the difference the Celsius scale
scale. between the Celsius scale and Fahrenheit
and the Fahrenheit scale. scales?
90
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TEACHING NUMBER
RESOURCES PERIODS
e) State the SI units (iii) Students to present their 5. Is the student able
of temperature responses for sharing and to state the SI units
discussion. of temperature?
f) State the names
of the fixed (iv) The teacher should give 6. Is the student
temperature feedback and use students’ able to state the
points which responses as feedback to names of the
are necessary to support students in performing fixed temperature
make a scale. the tasks mentioned in part points which are
(i-iii). necessary to make
a scale?
4.5 Types of The student should (i) The teacher to use questions • Thermometer 1. Is the student 2
Thermometers be able to: to guide students to: • Flip chart able to identify
a) Identify different • Marker pens different types of
- Identify different types of
types of • Engineering thermometers?
thermometers.
thermometers. science text 2. Is the student able
- Mention ways of books to explain the
b) Explain the improving sensitivity of a principle action of
principle action thermometer. thermometers?
of thermometers
(ii) The teacher to organize 3. Is the student able
c) Mention ways students in groups and guide to mention ways
of improving them to: of improving
sensitivity of a sensitivity of a
thermometer. - Explain the principle action thermometer?
of thermometers. 4. Is the student able
d) Solve problems
- List ways of improving to solve problems
on temperature
the sensitivity of a on temperature
conversion from
thermometer. conversion from
one temperature
one temperature
scale to another.
scale to another?
91
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TEACHING NUMBER
RESOURCES PERIODS
and guide students to solve
problems on temperature
conversion from one
temperature scale to another.
and facilitate students
mentioned in part (iii).
(i-iii).
4.6 Conduction The student should (i) The teacher to use questions • Copper wire 1. Is the student able 1
be able to: to guide the students to: • Piece of wood to define the term
a) Define the term - Define the term • Water conduction of
‘conduction’ of ‘conduction’ of heat. • Basking in the heat?
heat. - Identify good and bad sun 2. Is the student
b) Identify good and conductors of heat. • Radiator able to identify
bad conductors of • Oil good and bad
heat. conductors of
students in groups and guide • Source of power
c) Describe an heat?
them to: • Iron rod
experiment
- Describe an experiment • Aluminum rod
which illustrates
heat transfer by which illustrates heat • Oven
conduction. transfer by conduction.
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92
TEACHING NUMBER
RESOURCES PERIODS
d) Perform an (iii) The teacher to create activities • Source of power 3. Is the student
experiment which for students to perform an • Cooking pot able to describe
illustrates the experiment which illustrates • Source of heat an experiment
heat transfer by heat transfer by conduction. • Thermos flask which illustrates
conduction. • Flip chart heat transfer by
• Marker pens conduction?
teacher should guide students • Insulators 4. Is the student able
to use the guideline to assess • Plastic to perform an
the activities performed on • Metallic material experiment which
heat transfer by conduction. • Engineering illustrates the
science text heat transfer by
books conduction?
mentioned in part (iv).
(i-v).
4.7 Convection The student should (i) The teacher to use questions • Source of power 1. Is the student able 2
be able to: to guide students to define the • Copper wire to define the term
a) Define the term term convection of heat • Piece of wood convection of
‘convection’ of (ii) The teacher to organise • Water heat?
heat students in groups and guide • Radiator
them to: • Oil
- Distinguish between
conduction and convection.
93
93
TEACHING NUMBER
RESOURCES PERIODS
b) Describe an - Describe an experiment • Iron rod 2. Is the student
experiment which which illustrates the • Aluminium rod able to describe
illustrates the convection of heat. • Oven an experiment
convection of • Cooking pot which illustrates
heat. • Source of heat the convection of
for students to:
• Flip chart heat?
c) Distinguish
- Perform an experiment
between • Marker pens 3. Is the student able
which illustrates the
conduction and • Insulators to distinguish
convection of heat.
convection • Plastic between
(iv) With the aid of pre-prepared • Metallic material conduction and
d) Perform an
assessment guideline, the convection?
experiment which
illustrates the
use the guideline to assess the 4. Is the student
convection of
activities performed on part able to perform
heat.
convention of heat. an experiment
which illustrates
the convection of
heat?
mentioned in part (iv) and (v).
discussion.
(vii) The teacher to give feedback
94
94
TEACHING NUMBER
RESOURCES PERIODS
4.8 Radiation The student should (i) The teacher to use questions • Source of power 1. Is the student able 1
be able to: to guide students to define the • Copper wire to define the term
a) Define the term term ‘radiation’ of heat. • Piece of wood ‘radiation’ of heat?
‘radiation’ of • Water
(ii) The teacher to organise 2. Is the student
heat. • Basking in the
students in groups and guide able to describe
sun
b) Describe an them to: an experiment
• Radiator
experiment which illustrates
- Describe an experiment • Oil
which illustrates heat transfer by
which illustrates heat • Iron rod
heat transfer by radiation?
transfer by radiation. • Aluminum rod
radiation • Oven 3. Is the student able
c) Distinguish • Cooking pot to distinguish
radiation and convection.
between radiation • Source of heat between radiation
and convection of • Flip chart and convection?
radiation and conduction.
heat. • Marker pens
(iii) The teacher to create activities 4. Is the student able
• Insulators
d) Distinguish for students to perform an to distinguish
• Plastic
between radiation experiment which illustrates between radiation
• Metallic material
and conduction. the transfer of heat by and conduction?
radiation.
e) Perform an 5. Is the student able
experiment which to perform an
illustrates the experiment which
transfer of heat illustrates the
use the guideline to assess the
by radiation. transfer of heat by
activities performed on heat
radiation?
radiation.
95
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TEACHING NUMBER
RESOURCES PERIODS
discussion.
4.9 Thermos Flask a) Draw and label a (i) The teacher to organise • Thermos flask 1. Is the student able 1
sectional diagram students in groups and guide • Insulators to draw and label a
of thermos flask them to: • Plastics sectional diagram
- Draw and label a sectional • Hot water of a thermos flask?
b) Explain the
function of each diagram of a thermos flask. • Source of heat 2. Is the student
part of a thermos - Explain the function of able to xplain the
flask each part of a thermos function of each
flask. part of a thermos
(ii) The teacher to monitor flask?
performing tasks in part (i)
(iii) The students to present their
discussion.
(iv) The teacher to give feedback
as feedback to support the
students performing the tasks
mentioned in part (i) - (ii).
96
96
TEACHING NUMBER
RESOURCES PERIODS
5.0 HEAT (PART 5.1 Introduction The student should (i) The teacher to use questions • A chart of metals 1. Is the student 2
TWO) to Thermal be able to: guide students to: of various able to explain
Expansion a) Explain the - Explain the meaning of the expansivities the meaning
meaning term thermal expansion. of thermal
• Source of heat
of thermal - Explain how solid expands. expansion?
expansion. • Solid materials 2. Is the student
- Mention types of thermal
able to identify
b) Identify examples expansion. • Engineering
examples of
of thermal science text books
(ii) The teacher should give thermal expansion
expansion in
students feedback and use the in daily life?
daily life.
feedback to support students 3. Is the student
c) Mention types in perform the tasks given. able to mention
of thermal types of thermal
expansions. expansions?
5.2 Solid The student should (i) The teacher to use questions • Solar energy 1. Is the student able 2
Expansion be able to: guide students to: to explain the
• Ball and ring
a) Explain the meaning of solid
meaning of solid • Bar breaker expansion?
solid expansion.
expansion. • A chart of metals 2. Is the student
- Identify examples of solid
b) Identify of various able to identify
expansion in daily life.
examples of solid expansivities examples of solid
expansion in - Explain how solid expands. expansion in daily
• Source of heat
daily life. life?
(ii) The teacher to create activities (i.e., firewood,
c) Explain how and guide students to conduct charcoal, 3. Is the student able
solid expands. an experiment to verify the kerosine, gas and to explain how
expansion of solids when electricity) solids expand?
heated
• Solid materials
97
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TEACHING NUMBER
RESOURCES PERIODS
d) Perform an (iii) With the aid of pre-prepared • Engineering 4. Is the student
experiment assessment guideline, the science text books able to perform
to verify the teacher should guide students an experiment
expansion of to use the guideline to assess to verify the
solids when the activities performed on expansion of
heated. part (ii). solids when
heated?
5.3 Liquid The student should (i) The teacher to use questions • Ice 1. Is the student able 2
Expansion be able to: to guide students to: • Cold water to explain the
a) Explain the • Hot water meaning of liquid
meaning of liquid • Source of heat expansion?
liquid expansion.
expansion. • Measuring 2. Is the student able
- Describe how liquids cylinder
b) Explain how a to explain how a
expand.
liquid expands. • Thermometer liquids expand?
(ii) The teacher to guide students • Tall glass
c) Perform an 3. Is the student able
to perform an experiment to • Engineering
experiment to to perform an
find out how a liquid expands science text books experiment to find
find out how a when heated.
liquid expands out how a liquid
when heated. (iii) With the aid of pre-prepared expands when
assessment guideline, the heated?
part (ii).
mentioned in part (ii) and (iii).
98
98
TEACHING NUMBER
RESOURCES PERIODS
the feedback to support
students in explaining and
solving problems on liquid
expansions.
5.4 Gas Expansion The student should (i) The teacher to use questions • Graph paper 1. Is the student able 2
be able to: to guide the students to: • Ruler to define the term
a) Define the term • Gas cylinder gas expansion?
- Define the term gas
gas expansion. expansion • Ball 2. Is the student able
b) Explain the laws • Balloons to explain the
- Explain the laws of gases
of gases • Engineering laws of gases?
- State Charles’ law, Boyle’s science text
c) State Charles’ 3. Is a student able
law, and Pressure law. books
law, Boyle’s law, to state Charles’
and Pressure law - Explain how gases expand. law, Boyle’s law,
and Pressure law?
d) Explain how a (ii) The teacher to create
gas expands activities and organize in 4. Is a student able
groups students to: to explain how a
e) Perform an gas expands?
experiment to - Perform an experiment to
find out how gas find out how gas expands 5. Is the student
expands when when heated able to perform
heated. an experiment to
find out how gas
f) Solve problems laws of gases.
expands when
involving laws of heated?
gases.
99
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TEACHING NUMBER
RESOURCES PERIODS
(iii) With the aid of pre-prepared 6. Is a student able
assessment guideline, the to solve problems
teacher to guide students to involving laws of
use the guideline to assess the gases?
(ii).
mentioned in part (ii and (iii).
(v) The teacher to give feedback
5.5 Measurement The student should (i) The teacher to use • Ball and ring 1. Is the student 1
of Thermal be able to: brainstorming questions to • Bar breaker able to explain
Expansion a) Explain the guide the students to explain • Bunsen burner the meaning of
meaning of the meaning of measurement • Engineering the measurement
measurement of thermal expansion. science text books of thermal
of thermal expansion?
expansion. students in groups and guide 2. Is the student
b) Identify apparatus them to: able to identify
for measuring apparatus for
- Identify apparatus for
thermal measuring thermal
measuring thermal
expansion. expansion?
expansion.
100
100
TEACHING NUMBER
RESOURCES PERIODS
c) Describe methods - Describe methods of 3. Is the student
of measuring measuring thermal able to describe
thermal expansion. methods of
expansion. measuring thermal
- Explain the real life
expansion?
d) Explain the real applications of thermal
life applications expansion. 4. Can a student
of thermal explain the real
expansion. life application
of thermal
expansion?
(i-iii).
5.6 Linear The student should (i) The teacher to use questions • Ball and ring 1. Is the student 2
Expansion be able to: to guide students to: • Bar breaker able to define
a) Define the term • Heater the coefficient of
- Define the coefficient of
coefficient of linear expansion • Chart with values linear expansion?
linear expansion. of different linear 2. Is the student able
- State the SI units of expansivitities
b) State the SI units to state the SI units
the coefficient of linear • Engineering
of the coefficient of coefficient of
expansion. science text
of linear linear expansion?
expansion. (ii) The teacher to create activities books
3. Is the student
c) Perform an and guide students to:
able to perform
experiment to - Perform an experiment to an experiment
measure the measure the coefficient of to measure the
coefficient of linear expansion. coefficient of
linear expansion. - Solve problems in linear linear expansion?
d) Solve problems expansions.
in linear
expansions.
101
101
TEACHING NUMBER
RESOURCES PERIODS
(iii) With the aid of pre-prepared 4. Can the student
assessment guideline, the solve the
teacher to guide students to problems of linear
use the guideline to assess the expansions?
activities performed on linear
expansions.
mentioned in part (ii) and
(iii).
(v) Students present their work
(vi) The teacher to give feedback
5.7 Areal The student should (i) The teacher to use questions • Chart with 1. Is the student able 1
Expansion be able to: to guide students to: values of to define the term
(Superficial a) Define the term - Define the term coefficient different linear areal (superficial)
expansion) coefficient of of areal (superficial) expansivities expansion?
areal (superficial) expansion. • Engineering 2. Is the student
expansion. science text able to state the
- Identify the units of
books SI units of the
the coefficient of areal
coefficient of
(superficial) expansion.
areal (superficial)
expansion?
102
102
TEACHING NUMBER
RESOURCES PERIODS
c) State the SI - State the SI units of 3. Is the student able
units of the the coefficient of areal to solve problems
coefficient of (superficial) expansion. involving areal
areal (superficial) expansion?
expansion.
d) Solve problems problems involving areal
involving areal expansion.
expansion.
(iii) With the aid of pre-prepared
areal expansions.
103
103
TEACHING NUMBER
RESOURCES PERIODS
5.8 Volume The student should (i) The teacher to use questions • Chart with values 1. Is the student 1
Expansion be able to: to guide students to: of different linear able to define
(Cubical expansivities the coefficient
a) Define the - Define the coefficient of
expansion) of volume
coefficient volume expansion • Thermometer
expansion?
of volume - Name the SI units of the • Source of
expansion 2. Is the student able
coefficient of volume heat (i.e., fire,
to state the SI units
b) State the SI units expansion. kerosine, gas)
of the coefficient
of the coefficient (ii) The teacher to organize • Graph paper of volume
of volume students in groups and guide expansion?
expansion • Ruler
them to:
c) Explain the • Ice
- Explain the relation to explain the
relation between between the density and the relation between
density and the coefficient of expansion the density and
coefficient of the coefficient of
expansion - Explain the peculiar
expansion?
(anomalous) expansion of
d) Explain the water 4. Is the student
peculiar - Identify the applications of able to explain
(anomalous) volume expansion in real the peculiar
expansion of life. (anomalous)
water. (iii) Students present their expansion of
e) Identify the responses for sharing and water?
applications discussion.
5. Can the student
of volume (iv) The teacher should give
identify the
expansion in real feedback and use students’
applications of
life. responses as feedback to
volume expansion
in real life?
(i-iv).
104
104
TEACHING NUMBER
RESOURCES PERIODS
5.9 Applications The student should (i) The teacher to organize • Chart with values 1. Is the student 2
of Thermal be able to: students in groups and guide of different linear able to identify
Expansion them to: expansivities the application
a) Identify the - Identify the applications of • Electricity of thermal
applications thermal expansion. expansion?
• Fire wood
of thermal
expansion. - Explain the importance of • Source of 2. Can the student
thermal expansion. heat (i.e., fire, explain the
b) Explain the kerosine, gas) importance
importance (ii) The teacher to create activities • Charcoal
of thermal
of thermal and organize students in
• Thermometer expansion?
expansion. groups to:
• Graph paper
- Conduct an experiment to • Ruler 3. Is the student
c) Perform an able to perform
determine the coefficient of
experiment • Ice an experiment
volume expansion
to determine • Engineering to determine
the coefficient - Solve problems on volume science text the coefficient
of volume expansion. books of volume
expansion - Show the relation between • Reference books expansion?
density and coefficient of
d) Solve problems 4. Is the student able
expansion.
on volume to solve problems
expansion - Illustrate the peculiar
on volume
(anomolous) expansion of
expansion?
water.
the activities performed
on applications of thermal
expansions.
105
105
TEACHING NUMBER
RESOURCES PERIODS
the students’ responses as
to state and solve problems on
thermal expansion.
6.0 ELECTRICITY 6.1 Static The student should (i) The teacher to use questions • Electric cells 1. Is the student able 5
Electricity be able to: to guide students to: • A chart of a to explain the
a) Explain the - Brainstorm about the structure of an structure of an
structure of an structure of an atom. atom atom?
atom • Gold leaf
b) Differentiate - Define the term potential 2. Is the student able
difference electroscope to differentiate
between positive
• Glass block between positive
and negative - Explain the meaning of
charges by testing electric potential • Capacitor and negative
c) Explain how • Insulator charges by testing?
- State Coulomb’s law.
a body can be • Source of
- State the SI unit of electric 3. Is the student able
electrified electricity
charge. to explain how
d) Perform • Dry batteries a body can be
experiments • Engineering electrified?
which illustrate science text
electrification books
through friction
and induction
106
106
TEACHING NUMBER
RESOURCES PERIODS
e) State Coulomb’s - Define and name the SI 4. Is the student
law. units of potential difference able to perform
(ii) The teacher to organise experiment
f) State the SI unit
students in groups and guide which illustrate
of electric charge.
them to: electrification
g) Define potential - Differentiate between through friction
difference. positive and negative and induction?
charges by testing.
h) Explain the 5. Is the student
meaning of - Explain how a body can be able to state the
electric potential. electrified. Coulomb’s law?
i) Define and name (iii) The teacher to create activities 6. Is the student able
the SI units and guide students to: to state the SI
of potential - Show positive and negative units of electric
difference charges by testing charge?
- Conduct experiments which 7. Is the student
illustrate electrification able to explain
through friction and the meaning of
induction electric potential?
assessment guideline, the 8. Is a student able
teacher to guide students to to define potential
use the guideline to assess difference?
the activities performed on 9. Is the student able
electric charges and potentials. to state the SI
(v) The teacher should monitor units of potential
and facilitate students difference?
mentioned in part (iii) and
(iv).
107
107
TEACHING NUMBER
RESOURCES PERIODS
6.2 Current The student should (i) The teacher to use questions • Dynamos 1. Is the student able 1
Electricity be able to: to guide students to: • Electroscope to define the term
a) Define the term - Define the term current • Ammeter current electricity?
current electricity. electricity. • Voltimeter 2. Is the student able
b) Distinguish (ii) The teacher to organize • Galvanometer to distinguish
between static students in groups and use • Cells between static
electricity and questions to guide them to electricity and
• Copper wire
current electricity state the difference between current electricity?
• Battery
static electricity and current
electricity.
discussion.
(i-iii).
6.3 Electric The student should (i) The teacher to use questions • Ammeter 1. Is the student able 2
Current be able to: to guide students to: • Cell to define the term
a) Define the term - Define the term electric • Wire electric current?
electric current. current • Resistors 2. Is the student able
b) State its SI - State SI units of electric • Galvanometer to state the SI
units of electric current. units of electric
• Battery
current. (ii) The teacher to organize current?
• Voltmeter
students in groups and use
• Engineering
questions to guide them to:
science text
books
108
108
TEACHING NUMBER
RESOURCES PERIODS
c) State the - State the relationship 3. Is the student
relationship between electric current, able to state
between electric charge and time. the relationship
current, charge - State the factors affecting between electric
and time. electric current. current, charge
and time?
d) Calculate electric (iii) The teacher to create activities
current. and guide students to calculate 4. Is the student
electric current. able to calculate
e) State the factors
electric current?
affecting electric (iv) The teacher should monitor
current. and facilitate students 5. Is the student able
in performing the tasks to state the factors
mentioned in part (i)-(ii). affecting electric
current?
discussion.
(i-iii).
6.4 Voltage The student should (i) The teacher to use questions • Ammeter 1. Is the student 4
be able to: to guide students to: • Cell able to explain
a) Explain the - Explain meaning of voltage • Resistors the meaning of
meaning of - Define the term voltage and • Wire voltage?
voltage. state its SI units. • Galvanometer
109
109
TEACHING NUMBER
RESOURCES PERIODS
b) Define the term - Define the term • Battery 2. Is the student able
voltage and state electromotive force • Voltmeter to define voltage
its SI units. - State the unit of • Engineering and state its SI
c) Define the term electromotive force. science text units?
electromotive (ii) The teacher to organize books 3. Is the student
force and state its students in groups and use able to define
SI units. questions to guide them to: electromotive
d) Perform an - Explain the use of force and state its
experiment to voltmeters and ammeters. SI units?
illustrate factors - Identify the effects of 4. Is the student
affecting an electric current. able to perform
electric current. - Describe an experiment an experiment
which verifies Ohm’s law. to illustrate the
e) Indicate the
- Elaborate application of factors which
direction of flow
voltmeters and ammeters. affect an electric
of electrons and
current (iii) The teacher to create activities current?
and guide students in groups 5. Is the student able
f) Explain the use
to: to indicate the
of voltmeters and
- Conduct an experiment to direction of flow
ammeters.
illustrate the factors which of electrons and
g) Identify the affect an electric current. current?
effects of electric - Demonstrate the direction
current. 6. Is the student able
of flow of electrons and
to explain the use
h) Perform an current
of voltmeters and
experiment to - Perform an experiment
ammeters?
illustrate the to illustrate the heating,
heating, magnetic magnetic and chemical 7. Is the student able
and chemical effects of an electric to identify the
effects of an current. effects of electric
electric current. current?
110
110
TEACHING NUMBER
RESOURCES PERIODS
i) Make a simple - Conduct an experiment 8. Is the student
electric circuit. to explain the heating, able to perform
magnetic and chemical an experiment
effects of current. to illustrate the
heating, magnetic
- Make a simple electric
and chemical
circuit.
effects of an
(iv) The teacher should monitor electric current?
to make a simple
electric circuit?
discussion.
(i-iv).
6.5 Ohm’s Law The student should (i) The teacher to use questions • Ammeter 1. Is the student able 4
be able to to guide students to state • Cell to state Ohm’s
a) State Ohm’s law Ohm’s law. • Resistors law?
(ii) The teacher to organize • Wire 2. Is the student able
b) Describe an
students in groups and use • Galvanometer to describe an
experiment which
questions to guide them to: • Battery experiment which
verifies Ohm’s
- Describe an experiment verifies Ohm’s
law.
which verifies Ohm’s law. law?
111
111
TEACHING NUMBER
RESOURCES PERIODS
c) Conduct an - State the conditions under • Voltmeter 3. Is the student able
experiment which which Ohm’s law is valid • Engineering to conduct an
verifies Ohm’s (iii) The teacher to create activities science text experiment which
law. and guide students in groups books verifies Ohm’s
to: law?
d) State the
- Conduct an experiment
conditions under 4. Is the student
which verifies Ohm’s law.
which Ohm’s law able to state the
is valid. - Solve problems involving conditions under
the use of Ohm’s law which Ohm’s law
e) Solve problems
is valid?
involving the use (iv) The teacher should monitor
of Ohm’s law. and facilitate students 5. Is the student able
in performing the tasks to solve problems
mentioned in part (iii). involving the use
(v) Students to present their of Ohm’s law?
discussion.
to state Ohm’s law and its
applications.
6.6 Electric The student should (i) The teacher to use questions • Switch 1. Is the student 4
Circuits be able to: to guide students to: • Wire able to define an
a) Define an electric - Define an electric circuit • Manila sheet electric circuit?
circuit. - Name the essential • Flip chart
components of a simple • Marker pens
electric circuit.
112
112
TEACHING NUMBER
RESOURCES PERIODS
b) Identify essential (ii) The teacher to organize • Ruler 2. Is the student able
components of students in groups and use • Rheostat to list essential
a simple electric questions to guide them to: • Voltmeter components of
circuit • Source of power a simple electric
- Explain how to determine circuit?
• Ammeter
c) Draw a complete the effective electromotive 3. Is the student able
• Resistors
electric circuit force and current when to draw a complete
cells are arranged in series • Cells
d) Draw the circuits electric circuit?
or in parallel • Battery 4. Is the student
and symbols
for a conductor, - Describe how to calculate • Engineering able to draw the
resistor, cell and internal resistance, science text circuits, symbols
switch. electromotive force and books for a conductor
resistor, cell and
current when cells are
e) Determine switch?
connected to external
the effective 5. Is the student
resistance in electric
electromotive able to determine
circuit. the effective
force and current
when the cells are - Discuss the effective electromotive
arranged in series electromotive force and force and current
or in parallel. current when the cells are when cells are
arranged in series or in arranged in series
f) Calculate or in parallel?
parallel.
the internal 6. Is the student able
resistance, (iii) The teacher to create activities to Calculate the
electromotive and organize students in internal resistance,
force and current groups to: electromotive
when cells are - Draw circuits and symbols force and current
connected to for conductor, resistor, cell when cells are
external resistor and switch. connected to an
in electrical - Draw a complete electric external resistor in
circuits. circuit electrical circuits?
113
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TEACHING NUMBER
RESOURCES PERIODS
- Connect the components
to make a complete simple
circuit.
- Calculate the internal
resistance, electromotive
force and current when
cells are connected to
an external resistor in
electrical circuits.
electric circuit and current.
(vi) Students to present their work
to identify, explain and solve
problems on electric circuit
and current.
114
114
TEACHING NUMBER
RESOURCES PERIODS
6.7 Resistance The student should (i) The teacher to use questions • Flip chart 1. Is the student able 4
be able to: to guide students to define the • Marker pens to define the term
a) Define the term term resistance. • Engineering resistance?
resistance. science text
(ii) The teacher to organize 2. Is the student
books
b) Describe the students in groups and guide able to describe
• Resistors
process of them to describe process of the process of
• Ammeter
calculating calculating effective resistance calculating the
• Voltimeter
the effective when resistors are in series effective resistance
• Rheostat
resistance when and parallel. when resistors
• Switch
resistors are are in series and
(iii) The teacher to create activities • Wire
in series and parallel?
and guide students in groups • Cells
parallel. to calculate the effective • Source of power 3. Is the student
c) Calculate resistance when resistors are able to calculate
the effective in series and in parallel. effective resistance
resistance when when resistors are
resistors are in series and in
in series and parallel?
parallel. mentioned in part (iii).
calculating the effective
resistance when resistors are
in series and parallel.
115
115
TEACHING NUMBER
RESOURCES PERIODS
work for sharing and
discussion.
6.8 Electric Cells The student should (i) The teacher to use questions • Cells 1. Is the student 3
be able to: to guide students to: • Coils able to explain
a) Explain the • Galvanometer the meaning of
meaning of • Ammeter electric cells?
electric cells.
electric cells. • Primary cells 2. Is the student
- Define the terms primary able to define the
b) Define the terms • Secondary cells
and secondary cells. terms primary and
primary and • Circuits in series
(ii) The teacher to organize and parallel secondary cells?
secondary cells
students in groups and use arrangement 3. Is the student
c) Describe the questions to guide them to • Bulbs able to describe
construction describe the construction of the construction
• Wires
of primary and primary and secondary cells. of primary and
• Source of power
secondary cells. secondary cells?
(iii) The teacher to use questioning • Engineering
d) Identify the strategies (what, why and how science text books 4. Is the student
functions of the questions) to guide students able to explain
components of to: the function of
primary and components of
secondary cells. - Identify the functions of the primary and
components of primary and secondary cells?
secondary cells.
116
116
TEACHING NUMBER
RESOURCES PERIODS
e) Explain the - Explain the advantages and 5. Is the student able
advantages and disadvantages of series and to explain the
disadvantages of parallel arrangements of advantages and
parallel and series cells. disadvantages of
as arrangements parallel and series
of cells. as arrangements of
cells?
discussion.
to explain the meaning,
functions, advantage and
disadvantage of electric cells.
117
117
FORM III

By the end of the form three course, students should have developed competence in:
a) applying concepts and principles of turning forces in real situation;
b) making up items that require angular and periodic motion principles for the functioning;
c) using simple machines to simplify work;
d) applying the concept of strength materials in daily life activities;
e) applying the concepts and laws of heat in different materials; and
f) developing principles of thermal energy in heat manipulations.

By the end of form three course, students should be able to:
a) explain the concepts and principles of turning forces;
b) develop knowledge on angular motion;
c) identify the effects and uses of periodic motion;
d) explain principles of simple machines;
e) develop knowledge on strength of materials; and
f) develop principles of thermal energy in heat manipulation.
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SPECIFIC
TOPIC SUB TOPIC AND LEARNING AND LEARNING ASSESSMENT OF
OBJECTIVES
1.0 FORCES: 1.1 Vector The student should (i) The teacher to use • Chart showing 1. Is the student able 2
(PART TWO) Treatment of be able to: brainstorming questions to physical to explain the
Forces a) Explain the guide student to explain the quantities meaning of vector?
meaning of vector. meaning of vector. (scalars and
(ii) The teacher to organize vectors)
b) Classify the to classify the
students in groups and guide • Graph papers
physical quantities physical quantities
them to: • Ruler
into scalars and into scalars and
- Classify the physical • Mathematical vectors?
vectors.
quantities into scalars and set
c) Distinguish • Engineering 3. Is the student able
vectors.
between scalar and science text to distinguish
vector quantities. - Distinguish between scalar books between scalar and
and vector quantities. vector quantities?
discussion.
students’ responses as feedback
to support students to state,
classify and distinguish scalar
and vector quantities.
1.2 Resolving The student should (i) The teacher to arrange students • Graph papers 1. Is the student able 2
Vectors by be able to: in groups and guide students to: • Ruler to add vectors
Graphical and a) Add vectors - Explain on how to add • Mathematical using graphical
Analytical using graphical vectors by graphical and set method?
Methods and analytical analytical methods.
methods.
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SPECIFIC
OBJECTIVES
b) State the triangle, - State the triangle, • Engineering 2. Is the student
parallelogram and parallelogram and polygon science text able to state
polygon laws of laws of forces. books the triangle,
forces. parallelogram,
polygon laws of
c) Find the resultant for students to:
forces?
of vectors by
- Add vectors by graphical
using triangle, 3. Is the student
and analytical methods
parallelogram and able to find the
polygon laws of - Find the resultant of resultant of vectors
forces (vectors). vectors by using triangle, by using triangle,
parallelogram and polygon parallelogram and
laws of forces (vectors)? polygon laws of
forces (vectors)?
(ii).
performing the tasks mentioned
in part (ii) and (iii).
discussion.
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SPECIFIC
OBJECTIVES
to support students to state
and find direction of a vector
graphically and analytically.
1.3 Relative The student should (i) The teacher to use questions to • Graph papers 1. Is the student able 6
motion be able to: guide students to explain the • Ruler to explain the
a) Explain the concept of relative motion. • Mathematical concept of relative
concept of relative (ii) The teacher to organize set motion?
motion. students in groups and guide • Tape measure 2. Is the student able
b) Calculate the students to discuss the concept • Flip chart to calculate relative
relative velocity of of relative velocity of two • Marker pens velocity of two
two bodies. objects moving in the same • Two bicycle bodies?
direction and in the opposite tyres
c) Apply the concept 3. Is the student
direction. • Timer
of relative motion able to apply the
(iii) The teacher to create activities • Tape measure concept of relative
in daily life.
and guide students in groups to: motion in daily
life?
- Find the relative velocities
of two bodies by drawing or
calculation.
- Use the concept of relative
motion in daily life.
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SPECIFIC
OBJECTIVES
the activities performed on part
(iii).
performing the tasks mention
on part (iii) and (iv).
discussion.
state and apply the concept of
relative motion in daily life.
1.4 Resultant and The student should (i) The teacher to use • Flip chart 1. Is the student able 6
Equilibrant be able to: brainstorming questions to • Marker pens to define the term
Forces a) Define the term guide students to: • Ruler resultant force?
resultant force. - Define the term resultant • Protractor 2. Is the student able
b) Define the term force and equilibrant force. to define the term
equilibrant force. equilibrant force?
- Define term equilibrium
force.
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SPECIFIC
OBJECTIVES
c) Distinguish (ii) The teacher to use questioning 3. Can the student
resultant force strategies (what, why and how distinguish
from equilibrant questions) to guide students to resultant from
force. state the difference between equilibrant force?
resultant force from equilibrant
d) Solve problems 4. Can the student
force.
involving solve problems
resultant force and (iii) The teacher should give involving
equilibrant force. students feedback and use the resultant force and
students’ responses as feedback equilibrant force?
to support the students to
distinguish the terms resultant
and equilibrant force.
2.0 ANGULAR 2.1 Concept of The student should (i) The teacher to use questions to • Flip chart 1. Is the student able 4
MOTION Angular be able to: guides students to brainstorm • Multimedia to define angular
Motion and the meaning of the term: projector motion?
a) Define the term
- Angular motion. • Bicycle wheels 2. Is the student able
Angular angular motion.
- Angular displacement • Wheels to give examples
Displacement b) Give examples of (ii) The teacher to use questions to of angular motion
• Flip chart
angular motion. guide students to: in daily life?
• Marker pens
c) Define the 3. Is the student
- Give examples of angular • Pencil
term angular able to define
motion in daily life. • Protractor
displacement. the term angular
- State the SI unit of angular • Ruler displacement and
d) State the SI unit of displacement. state its SI units?
angular motion. (iii) The teacher to use questioning 4. Is the student
strategies (what, why and how able to state the
e) State the SI questions) to guide students to:
unit of angular SI unit of angular
- Describe the angular motion displacement?
displacement.
and name its unit.
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SPECIFIC
OBJECTIVES
f) Explain the - Explain the relation between 5. Is the student able
relation between a degree and a radian. to state the SI units
a degree and a of angular motion?
radian.
students feedback and use 6. Is the student able
the students’ responses as to explain the
feedback to support students relation between
in explaining the concepts a degree and a
of angular motion and radian?
displacement and their SI units.
2.2 Angular The student should (i) The teacher to use questions to • Flip chart 1. Is the student able 2
velocity be able to: guide students to: • Marker pens to define angular
a) Define angular • Pencil velocity?
- Define the term angular
velocity. velocity. • Protractor 2. Is the student able
b) State the SI unit of • Ruler to state the SI
- State the SI unit of angular
angular velocity. • Engineering units of angular
velocity
science text velocity?
c) Explain the (ii) The teacher to organize books
relation between 3. Is the student able
linear velocity and to explain the
them to explain the relation
angular velocity. relation between
between linear velocity and
linear velocity and
d) Solve problems on angular velocity.
angular velocity?
angular motion. (iii) The teacher to create activities
to solve problems
problems on angular motion.
on angular motion?
and facilitate students to solve
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SPECIFIC
OBJECTIVES
to support students to state the
term angular velocity and solve
2.3 Angular The student should (i) The teacher to use questions to • Wheels 1. Is the student 4
Acceleration be able to: guide students to: • Flip chart able to define
a) Define the - Define the term angular • Ruler the term angular
term angular acceleration. • Marker pens acceleration?
acceleration. - State the SI unit of angular • Protractor 2. Is the student able
b) State the SI acceleration. • Pencil to state the SI
unit of angular • Engineering units of angular
acceleration. science text acceleration?
books
c) Explain the them to: 3. Is the student able
relation between - Explain the relation between to explain the
linear acceleration linear acceleration and relation between
and angular angular acceleration. linear acceleration
acceleration. and angular
- Explain the applications
acceleration?
d) Explain the of linear acceleration and
applications of angular acceleration. 4. Is the student able
linear acceleration (iii) The teacher should give to explain the
and angular applications of
acceleration. linear acceleration
and angular
to support students to explain
acceleration?
the term angular acceleration
and their applications.
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SPECIFIC
OBJECTIVES
2.4 Equations of The student should (i) The teacher to use questions • Wheels 1. Is the student able 4
Uniformly be able to: to guide students to explain • Flip chart to explain the term
Accelerated a) Explain the the term accelerated angular • Ruler accelerated angular
term accelerated motion. • Marker pens motion?
Angular
angular motion. (ii) The teacher to organise • Protractor
Motion 2. Is the student
b) State the equations • Pencil able to state
them to:
of uniformly • Engineering the equation
- State the equation of
accelerated science text of uniformly
uniformly accelerated
angular motion books accelerated angular
angular motion.
motion?
c) Solve problems - Explain how to solve
on accelerated problems on accelerated 3. Is the student able
angular motion. angular motion. to solve problems
(iii) The teacher to create activities on accelerated
and guide students in groups to angular motion?
solve problems on accelerated
angular motion.
(iv) The teacher should monitor and
facilitate students in solving
problems on accelerated
angular motion.
discussion.
(i-iv).
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SPECIFIC
OBJECTIVES
2.5 Circular The student should (i) The teacher to use questions to • Clock 1. Is the student 4
Motion be able to: guide students to: • Flip chart able to explain
the meaning of
a) Explain the - Explain the meaning of term • Marker pens
meaning of the • Pencils the term circular
circular motion.
term circular • Engineering motion?
motion. - State SI units of circular science text 2. Is the student able
motion. books
b) State SI units of to state SI units of
circular motion - Describe circular motion circular motion?
c) Describe the (ii) The teacher to create activities 3. Is the student able
circular motion and guide students in groups to describe circular
to solve problems on circular motion?
d) Solve problems on motion.
circular motion 4. Is the student able
(iii) The teacher should monitor and to solve problems
facilitate students in solving on circular motion?
problems on circular motion.
discussion.
feedback to support students in
explaining term circular motion
and solve problem on circular
motion.
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SPECIFIC
OBJECTIVES
2.6 Centripetal The student should (i) The teacher to use questions to • Wheels 1. Is the student able 4
Forces be able to: guide students to: • Marker pens to define the term
- Explain the meaning of the • Engineering centripetal force?
a) Explain the term centripetal force. science text 2. Is the student able
meaning of the
(ii) The teacher to create activities books to solve problems
term centripetal
and guide students in groups to on centripetal
forces.
solve problems on centripetal forces?
b) Solve problems on forces.
centripetal forces.
(iii) The teacher should monitor and
facilitate students in solving
problems on centripetal forces.
discussion
in explaining term centripetal
forces and solve problem on
centripetal forces.
2.7 Centrifugal The student should (i) The teacher to use questions to • Blender 1. Is the student able 2
Forces be able to: guide students to: • Fruits to define the term
a) Explain the - Explain the meaning of the • Source of power centrifugal force?
meaning of the term centrifugal force and • Centrifuge 2. Is the student able
term centrifugal give its unit. • Milk to solve problems
force. on centrifugal
forces?
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SPECIFIC
OBJECTIVES
c) Solve problems on (ii) The teacher to organise 3. Is the student able
centrifugal forces. students in groups and guide to cite examples of
them to: centrifugal forces
d) Cite examples of
- Explain how to solve and where they are
centrifugal forces
problems on centrifugal applied?
and where they are
forces.
applied.
- Give examples of
centrifugal forces in real life
situations.
and guide students in groups to
solve problems on centrifugal
forces.
in solving problems on
centrifugal forces.
discussion.
(i-iii).
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SPECIFIC
OBJECTIVES
2.8 Centripetal The student should (i) The teacher to use questions to • Wheel Balance 1. Is the student 2
Acceleration be able to: guide students to: • Juice able to define
the centripetal
a) Explain the - Explain the meaning of term • Blender
meaning of the • String acceleration?
centripetal acceleration.
term centripetal • Stone 2. Is the student
acceleration. - State the SI units of
able to state the
centripetal acceleration.
b) State the SI units SI of centripetal
of centripetal - Name the unit of centripetal acceleration?
acceleration. acceleration.
c) Solve problems (ii) The teacher to organise to solve problems
on centripetal students in groups and guide on centripetal
acceleration. them to: acceleration?
d) Cite examples - Explain how to solve 4. Is the student able

of centripetal problems on centripetal to cite examples
acceleration and acceleration. of centripetal
where they are acceleration and
- Cite examples of centripetal
applied. where they are
acceleration and where they
applied?
are applied.
solve problems on centripetal
acceleration.
solving problems on centripetal
acceleration.
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SPECIFIC
OBJECTIVES
discussion.
(i-iv).
2.9 Torque The student should (i) The teacher to use questions to • Wheel and axle 1. Is the student able 4
be able to: guide students to: • Bolt to explain the
meaning of the
a) Explain the - Explain the meaning of the • Claw hammer
meaning of the term torque and
term torque and state its SI • Spanner
term torque and • Nail state its SI units?
units.
state its SI units. • Engineering 2. Is the student
- State the unit of torque.
b) Describe the science text able to state the
equation of the (ii) The teacher to organise books equation of the
work done by students in groups and guide work done by
torque. them to: torque?
- Describe the equation of
c) Explain the SI 3. Is the student able
work done by torque.
units of work done to state the SI units
- Explain the SI units of work
by torque. of work done by
done by torque.
torque?
- Identify the applications of
torque. 4. Is the student able
- Show how to solve problems to solve problems
on torque. on torque?
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SPECIFIC
OBJECTIVES
d) Solve problems on (iii) The teacher to create activities 5. Is the student able
torque. and guide students in groups to: to identify the
applications of
e) Identify the - Give the SI units of work
torque?
applications of done by torque.
torque.
- Solve problems on torque.
part (iii).
discussion.
on explaining term torque and
solving problem on torque.
3.0 PERIODIC 3.1 The Concept The student should (i) The teacher to use • Pendulum 1. Is the student able 2
MOTION of Periodic be able to: brainstorming question to guide • Striking stick to define periodic
Motion a) Explain the students to explain the meaning • Drum motion?
meaning of the of the term periodic motion. • Speaker 2. Is the student able
term periodic to name examples
(ii) The teacher to use questions to • Microphone
motion. of periodic
guide students to: • Source of power
phenomena?
- Give the examples of
periodic motion.
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SPECIFIC
OBJECTIVES
c) Name examples of - Identify the instruments • Guitar 3. Is the student
periodic motion. and methods for measuring • Tuning fork able to identify
periodic motion. • Engineering the instruments
d) Identify the
science text and methods for
instruments (iii) The teacher should give
books measuring periodic
and methods feedback and use the students’
motion?
for measuring responses as feedback to
periodic motion. support students in performing
the tasks given on part (i) and
(ii).
3.2 Oscillations The student should (i) The teacher to use • Oscillators 1. Is the student 4
be able to: brainstorming questions to • Striking stick able to define the
a) Define the term guide students to define the • Drum term oscillation
oscillation term oscillation. • Speaker (vibration)?
(vibration). (ii) The teacher to organise • Microphone 2. Is the student
students in groups and guide • Source of able to identify
b) Identify measures
them to: power measures of
of oscillations.
- Identify measures of • Guitar oscillations?
c) Explain the uses oscillations. • Tuning fork 3. Is the student able
of oscillations. to explain the uses
- Explain the uses of • Pendulum bob
d) Measure oscillations. • Strings of oscillations?
oscillations - Describe the processes • Retort stand 4. Is the student
motion. of measuring oscillation able to measure
motion. oscillations
e) Explain functions
motion?
of oscillations. (iii) The teacher to create activities
and guide students in groups to 5. Is the student
measure oscillations motion. able to explain
functions of
oscillations?
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SPECIFIC
OBJECTIVES
part (iii)
discussion.
part (i-iii).
3.3 Simple The student should (i) The teacher to use • Spiral spring 1. Is the student able 2
Pendulum be able to: brainstorming questions to • Simple to define a term a
guide students to define a term pendulum simple pendulum?
a) Define a term a
simple pendulum. • Watch/clock
simple pendulum. 2. Is the student able
(ii) The teacher to organise • Ruler to describe the
b) Describe the mode students in groups and guide • Graph paper mode of a simple
of action of a them to describe the mode of
• Table pendulum?
simple pendulum action of a simple pendulum.
• Flip chart
responses for sharing and • Marker pens
discussion. • Pencil
(iv) The teacher should give • Clamp
students feedback and use the • Engineering
feedback to support students in science text
performing the tasks given on books
part (i) and (ii).
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SPECIFIC
OBJECTIVES
3.4 Periodic Time The student should (i) The teacher to use questions to • Graph paper 1. Is the student able 6
be able to: guide students to: • Table to define periodic
a) Define the term - Define the term periodic • Flip chart time?
periodic time. time. • Marker pens 2. Is the student able
b) State the SI units - State the SI unit of periodic • Pencil to state the SI units
of periodic time. time. • Spiral spring of periodic time?
(ii) The teacher to organize • Simple
c) Measure the 3. Is the student able
students in groups and guide pendulum
periodic time of a to measure the
them to explain how to • Watch/clock periodic time of a
simple pendulum.
measure the periodic time of • Ruler simple pendulum?
simple pendulum.
(iii) The teacher to design activities
and guide students to measure
the periodic time of a simple
pendulum.
performing the tasks given on
part (i-iii).
3.5 Importance The student should (i) The teacher to use questions • Timer 1. Is the student able 2
of Periodic be able to: to guide students to define the • Earth’s rotation to define the term
Motion a) Define the term term periodic motion. • String of a periodic motion?
periodic motion. (ii) The teacher to organize guitar 2. Is the student
students in groups and guide able to explain
b) Explain the
them to: the important of
importance of
- Explain the importance of periodic motion?
periodic motion.
periodic motion.
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SPECIFIC
OBJECTIVES
c) Identify the - Identify the applications of 3. Is the student able
applications of periodic motion to identify the
periodic motion. (iii) Students to present their applications of
responses for sharing and periodic motion?
discussion.
performing the tasks given on
part(i) and (ii).
4.0 PROJECTILE 4.1 The Concept The student should (i) The teacher to use • Flip chart 1. Is the student able 2
MOTION of Projectile be able to: brainstorming questions to • Marker pens to define projectile
Motion a) Define the term guide students to: • Multimedia motion?
projectile motion. - Define the term projectile projector 2. Is the student able
motion. • Football
b) List examples of to list examples of
- List the examples of • Graph papers
projectile motion projectile motion?
projectile motion.
• Pencils
c) Illustrate (ii) The teacher to organise 3. Is the student
• Protractor
graphically students in groups and guide able to illustrate
them to state the force that acts • An arrow the drawing of
the drawing of
on a projectile motion • Speaker projectile motion
projectile motion.
(iii) The teacher to create activities • Light stone graphically?
d) State the force that for students to illustrate the • Catapult
acts on a projectile 4. Is the student able
drawing of projectile motion
motion. to state the force
graphically.
that acts on a
projectile motion?
part (iii).
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SPECIFIC
OBJECTIVES
in performing the tasks on part
(i-iii).
4.2 Projectile The student should (i) The teacher to use questions to • Timer 1. Is the student able 4
Range and be able to: guide students to: • Measuring tape to define range of
Height a) Explain range of - Explain range of projectile. • Graph paper projectile?
projectile. - Explain height of projectile • Flip chart 2. Is the student
b) Explain height of (ii) The teacher to organise • Marker pens able to derive the
projectile. students in groups and guide • Pencils equation of the
them to: • A kicked range?
c) Derive the football
equation of the - Derive the equation of the 3. Is the student able
range of projectile. • A thrown ball to define height of
range of projectile.
• Engineering projectile?
- Derive the equation of the
d) Derive the science text
height of the projectile 4. Is the student
equation of the books
height of the - Analyze the equations of able to derive
projectile the height and range of the the equations of
projectile. the height of the
e) Analyse the projectile?
equations of the
for students to solve problems 5. Is the student able
height and range
on projectile motions. to analyze the
of the projectile.
(iv) The teacher should monitor equation of the
and facilitate students in height and range of
performing the tasks given in the projectile?
part (iii).
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SPECIFIC
OBJECTIVES
f) Solve problems on (v) Students to present their 6. Is the student able
projectile motions responses for sharing and to solve problems
discussion. on projectile
(vi) The teacher should give motions?
height, range and equation of
projectile.
4.3 Time of Flight The student should (i) The teacher to use questions • Ball 1. Is the student able 2
be able to: to guide students to define the • Stones to define the term
a) Define the term term time of flight • Stop watch time of flight?
time of flight. (ii) The teacher to organise • Measuring tape 2. Is the student
students in groups and guide able to derive the
b) Derive the
them to derive the equation of equation of the
equation of the
the time of flight time of flight?
time of flight.
c) Solve problems on 3. Is the student able
the time of flight. to solve problems
practice solving problems on
on the time of
the time of flight.
flight?
discussion.
to support students to derive
equation and solve problems on
the time of flight.
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SPECIFIC
OBJECTIVES
5.0 SIMPLE 5.1 Law of The student should (i) The teacher to organize • Levers 1. Is the student able 4
MACHINES: Machine be able to: students to state the law of a • Pulleys to state the law of a
(PART TWO) machine. • Lifting jack machine?
a) State the law of a
machine. (ii) The teacher to organise • Screw jack 2. Is the student able
students in groups and guide • Wheel and axle to derive the law of
b) Derive the law of them to derive the law of a a machine?
a machine. machine.
3. Is the student
c) Solve problems on (iii) The teacher to create activities
able to solve
law of machines. and guide students in groups
problems on law of
to solve problems on law of
machines?
machines.
part (iii).
to support students to state and
derive the law of machine.
5.2 Gear drive The student should (i) The teacher to use questions to • Gear box for 1. Is the student able 4
be able to: guide students to explain the - Motor to explain the
a) Explain the meaning of the word gear. vehicle meaning of gear?
meaning of gear. (ii) The teacher to organize students - Motor
cycle
b) Identify types of in groups and guide them to: - Bike/ to identify types of
gear drive. - Identify types of gear drives. bicycle gear drive?
- Name examples of the • Gear drives
applications of gear drives. • Gear wheel
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SPECIFIC
OBJECTIVES
c) Name examples of (iii) The teacher to create activities • Final drive 3. Is the student able
the applications of for students to solve problems • Rack and to name examples
gear drive. on gear drive. pinion of the applications
• Engineering of gear drive?
d) Solve problems on (iv) The teacher should monitor
science text
gear drive. and facilitate students in 4. Is the student able
books
performing the tasks given in to solve gear drive
part (iii). problems?
explaining the meaning, types
of gear drive and solve problem
on gear drive.
5.3 Belt drive The student should (i) The teacher to use questions to • Conveyor belt 1. Is the student able 4
be able to: guide students to: • Car engines to explain the
a) Explain the - Explain the meaning of belt • Machine with meaning of belt
meaning of belt drive. belt drive drive?
drive. - Identify three kinds of belts • Belts 2. Is the student able
b) Identify three and pulleys in common use. • Pulleys to identify three
kinds of belts (ii) The teacher to organize kinds of belts and
• Wind mills
and pulleys in students in groups and guide pulleys in common
common use. them to: use?
c) Describe three - Identify the applications of 3. Is the student able
kinds of belts belt drives. to describe three
and pulleys in - Explain how to solve kinds of belts and
common use. problems on belt drive. pulleys in common
use?
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SPECIFIC
OBJECTIVES
d) Identify the (iii) The teacher to create activities 4. Is the student able
applications of and guide students to solve to identify the
belt drives problems on belt drive. applications of belt
drives?
e) Solve problems on (iv) The teacher should monitor
belt drive and facilitate students in 5. Is the student able
performing the tasks given in to solve problems
part (iii). on belt drive?
discussion.
in performing the tasks on part
(i-iii).
5.4 Chain drives The student should (i) The teacher to use questions to • Chain drives 1. Is the student able 2
be able to: guide students to explain the • Chain to explain the
a) Explain the meaning of chain drives. • Machine with meaning of chain
meaning of chain chain drives drives?
drives. students in groups and guide • Engineering 2. Can the student
them to give examples of the science text give examples of
b) Identify examples
applications of chain drives. books the applications of
of the applications
of chain drives. chain drives?
c) Solve problems on and guide students to solve 3. Is the student able
chain drives. problems on chain drives. to solve problems
on chain drives?
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SPECIFIC
OBJECTIVES
part (iii).
discussion.
the meaning and application of
chain drives.
6.0 STRENGTH 6.1 Mechanical The student should (i) The teacher to use questions to • Cast iron 1. Is the student 4
OF Properties of be able to: guide students to: • Carbon able to explain
MATERIALS Materials a) Explain the - Brainstorm on the meaning • Copper the meaning of
meaning of the of the term strength of • Steel strength of a
strength of a material • Texts books material?
material. - Define the term tenacity. 2. Is the student able
b) Define the term to define the term
- Give examples of tenacity.
tenacity. tenacity?
c) Give examples of 3. Is the student able
tenacity to give examples
them to describe an experiment
of tenacity?
d) Describe an which illustrate tenacity.
experiment which (iii) The teacher to create activities 4. Is the student able
illustrates tenacity to describe an
and guide students to test a
experiment which
material and state if it has
illustrates tenacity?
properties of tenacity.
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SPECIFIC
OBJECTIVES
e) Test a material (iv) The teacher should monitor 5. Is the student able
and state if it and facilitate students in to test a material
has properties of performing the tasks given in and state if it
tenacity. part (iii). has properties of
(v) Students to present their tenacity?
discussion.
feedback and use the students’
support students to test and
state the properties of tenacity.
6.2 Brittleness The student should (i) The teacher to use questions to • Cast iron 1. Is the student 2
be able to: guide students to: • Carbon able to explain
a) Explain the the meaning of
- Brainstorm on the meaning • Copper
meaning of brittleness?
of the term brittleness • Steel
brittleness.
- Give examples of brittle • Glass 2. Is the student
b) Give examples of able to give
materials.
brittle materials. examples of brittle
c) State the use (ii) The teacher to organize materials?
of brittleness students in groups and guide
materials. them to: 3. Is the student
able to state the
d) Describe an - State the use of brittleness
use of brittleness
experiment materials.
materials?
which illustrates
- Describe an experiment
brittleness.
which illustrates brittleness.
143
143
SPECIFIC
OBJECTIVES
c) Test a material (iii) The teacher to create activities 4. Is the student
and state if it and guide students in groups able to describe
has properties of to test a material and state if it an experiment
brittleness. has properties of brittleness. which illustrates
brittleness?
and facilitate students in 5. Is the student able
performing the tasks given in to test a material
part (iii). and state if it
has properties of
(v) Students to present their brittleness?
discussion.
in testing and stating the
properties of brittleness.
6.3 Ductility The student should (i) The teacher to use questions to • Steel 1. Is the student 2
be able to: guide students to: • Cast iron able to explain
- Explain the meaning of • Aluminium the meaning of
a) Explain the ductility. ductility of a
• Copper
meaning of - Give examples of ductile material?
ductility. • Alloy
materials.
• Carbon 2. Is the student able
b) Give example of (ii) The teacher to organize • Engineering to give examples of
ductile materials. students in groups and guide science text ductile materials?
them to describe an experiment books
which illustrates ductility.
144
144
SPECIFIC
OBJECTIVES
c) Describe an (iii) The teacher to create activities 3. Is the student
experiment which and organize students in groups able to describe
illustrate ductility. to test material and state if it an experiment
has properties of ductility. which illustrates
d) Test a material
ductility?
and state if it (iv) The teacher should monitor
has properties of and facilitate students in 4. Is the student able
ductility. performing the tasks given in to test material
part (iii) and state if it
has properties of
ductility?
discussion.
to support students to test and
state the properties of ductility.
6.4 Elasticity. The student should (i) The teacher to use questions to • Aluminum 1. Is the student 2
be able to: guide students to: • Copper able to explain
a) Explain the - Explain the meaning of • Alloy the meaning of
meaning of elasticity. • Cast iron elasticity?
elasticity. - Give the example of • Steel 2. Is the student able
b) Give examples elasticity. • Carbon to give examples
of elasticity • Engineering of elasticity
materials. science text materials?
c) Describe an books
experiment
which illustrates which illustrate elasticity.
elasticity.
145
145
SPECIFIC
OBJECTIVES
d) Test material (iii) The teacher to create activities 3. Is the student able
and state if it and organize students in to describe an
has properties of groups to test material and experiment which
elasticity. state if it has properties of illustrate elasticity?
elasticity.
(iv) The teacher should monitor to test material
and facilitate students in and state if it
performing the tasks given in has properties of
part (iii). elasticity?
discussion.
test and state the properties of
elasticity.
6.5 Plasticity and The student should (i) The teacher to use questions to • Posters with 1. Is the student 2
Elongation be able to: guide students to: pictures able to explain
a) Explain the showing tensile the meaning of
meaning of testing plasticity and
plasticity and elongation.
plasticity and • Tensile machine elongation?
elongation. - Give the example of • Engineering 2. Is the student able
plasticity and elongation. science text
b) Give examples to give examples
of plasticity books of plasticity and
and elongation elongation?
materials.
146
146
SPECIFIC
OBJECTIVES
c) Describe an (ii) The teacher to organize 3. Is the student able
experiment which students in in groups and to describe an
illustrate the guide them to describe an experiment which
measurement of experiment which illustrates illustrates plasticity
plasticity and plasticity and elongation. and elongation?
elongation.
(iii) The teacher to create activities 4. Is the student able
d) Test material and organize students in to test material
and state if it groups to test material and and state if it
has properties state if it has a properties of has properties
of plasticity and plasticity and elongation. of plasticity and
elongation. elongation?
part (iii).
discussion.
plasticity and elongation.
147
147
SPECIFIC
OBJECTIVES
6.6 Hardness. The student should (i) The teacher to use questions to • Brinell machine 1. Is the student able 2
be able to: guide students to: • Work piece to explain the term
a) Explain the term • Rockwell hardness?
hardness. hardness. machine 2. Is the student able
• Engineering to give examples
b) Give examples of - Give the example of science text of hardness?
hardness. hardness. books
experiment which able to describe
illustrate hardness. an experiment
which illustrates
d) Test material which illustrates hardness.
hardness?
and state if it (iii) The teacher to create activities
has properties of 4. Is the student able
and organize students in groups
hardness. to test material
to test material and state if it
and state if it
has a properties of hardness.
has properties of
(iv) The teacher should monitor hardness?
part (iii).
discussion.
state the properties of hardness.
148
148
SPECIFIC
OBJECTIVES
6.7 Softness The student should (i) The teacher to use questions to • Spongy 1. Is the student able 2
be able to: guide students to: • Bar soap to explain the
a) Explain the - Explain the meaning of • Soft wood meaning of the
meaning of the softness. • Hard wood term softness?
term softness. - Give examples of soft • Engineering 2. Is the student able
b) Give examples of materials. science text to give examples
soft materials (ii) The teacher to organize books of soft materials?
students in groups and guide 3. Is the student able
c) Describe an
them to describe an experiment to describe an
experiment
which illustrates properties of experiment which
which illustrates
softness illustrates softness?
properties of
softness. (iii) The teacher to create activities
d) Test material to test material
to test a material and state if it
and state if it and state if it
has a properties of softness.
has properties of has properties of
(iv) The teacher should monitor softness?
softness.
part (iii).
discussion.
state the properties of softness.
149
149
SPECIFIC
OBJECTIVES
6.8 Malleability The student should (i) The teacher to use questions to • Brinell machine 1. Is the student 2
be able to: guide students to: • Rockwell able to explain
a) Explain the - Explain the meaning of machine the meaning of
meaning of malleability. • Work piece malleability?
malleability. - Give examples of malleable • Engineering 2. Is the student able
material. science text to give examples
b) Give examples
books of malleable
of malleable (ii) The teacher to organize
material. material?
c) Describe an them to describe an experiment 3. Is the student
experiment which illustrates malleability. able to describe
which illustrates an experiment
malleability. which illustrates
malleability?
d) Test material to test material and state if it
and state if it has a properties of malleability. 4. Is the student able
has properties of to test a material
malleability. and state if it
has properties of
malleability?
part (iii).
discussion.
malleability.
150
150
SPECIFIC
OBJECTIVES
6.9 Toughness The student should (i) The teacher to use questions to • Rockwell 1. Is the student 2
be able to: guide students to: machine able to explain
a) Explain the the meaning of
- Explain the meaning of • Brinell testing
meaning of toughness?
toughness. machine
toughness. 2. Is the student able
- Give examples of toughness. • Materials with
b) Give examples of to give examples
toughness
toughness. (ii) The teacher to organize of toughness?
properties
them to describe an experiment • Engineering
experiment able to describe
which illustrate toughness. science text
which illustrates an experiment
books
toughness. (iii) The teacher to create activities which illustrates
and organize students in groups toughness?
d) Test material to test material and state if it
and state if it 4. Is the student able
has a properties of toughness.
has properties of to test material
toughness. (iv) The teacher should monitor and state if it
and facilitate students in has properties of
performing the tasks given in toughness?
part (iii).
discussion.
toughness.
151
151
SPECIFIC
OBJECTIVES
6.10 Flexibility The student should (i) The teacher to use questions to • Electrical 1. Can the student 2
be able to: guide students to: cables explain the
a) Explain the • Other flexible meaning of
meaning of materials flexibility?
flexibility.
flexibility. • Engineering 2. Can the student
- Give examples of flexibility science text
b) Give examples of give examples of
(ii) The teacher to organize books flexibility?
flexibility.
c) Describe an 3. Can the student
experiment describe an
which illustrates flexibility.
which illustrates experiment
flexibility. (iii) The teacher to create activities which illustrates
and organize students in groups flexibility?
d) Test a material to test a material and state if it
and state if it 4. Can the student test
has a properties of flexibility.
has properties of material and state
flexibility. (iv) The teacher should monitor if it has properties
and facilitate students in of flexibility?
part (iii).
discussion.
flexibility.
152
152
SPECIFIC
OBJECTIVES
6.11 Forces The student should (i) The teacher to use questions to • Leaf spring 1. Is the student able 6
Applied be able to: guide students to: • Coil spring to describe effect
to Solid a) Describe the - Define tensile stress and • Marker pens of tensile force on
effects of tensile tensile strain • Flip chart a material?
Materials
forces on a - State the SI units of tensile • Graph papers 2. Is the student able
material. stress and tensile strain • Pencil to define tensile
b) Define tensile (ii) The teacher to organize • Wire stress and tensile
stress and tensile students in groups and guide • Catapult strain?
strain. them to: • Engineering 3. Is the student able
- Describe the effects of science text to state the SI units
c) State the SI units
compressive forces on a books of tensile stress
of tensile stress
material. • Helical spring and tensile strain?
and tensile strain.
- Describe the effects of • Slinky spring
d) Describe the 4. Is the student
tensile forces on a material. • Engineering
effects of able to describe
science text
compressive (iii) The teacher to use questions to the effect of
books
forces on a guide students to state Hooke’s compressive forces
material. law. on a material?
(iv) The teacher to create activities 5. Is the student able
e) State Hooke’s law.
and organize students in groups to state Hooke’s
f) Sketch a graph to: law?
which shows how - Sketch a graph which shows
the extension 6. Is the student able
how the extension varies
varies with the to sketch a graph
with the applied load.
applied load. which shows how
- Plot a graph of load- the extension
extension to show the varies with the
elasticity limit, yield point, lapplied load?
and maximum load and the
fracture.
153
153
SPECIFIC
OBJECTIVES
g) Plot a load (v) The teacher should monitor 7. Is the student
extension graph and facilitate students in able to plot a
and show the performing the tasks given in load extension
elasticity limit, part (iv). graph and show
yield point, (vi) Students to present their the elasticity
maximum load responses for sharing and limit, yield point,
and fracture. discussion. maximum load and
fracture?
to describe and state materials
and forces applied to solid
materials.
6.12 Young’s The student should (i) The teacher to use questions to • Meter rule 1. Is the student able 6
Modulus of be able to: guide students to: • Masses to define the term
Elasticity a) Define the term - Brainstorm the term Young’s • Graph papers Young’s Modulus
Young’s modulus modulus of elasticity. • Pencils of elasticity?
of elasticity. - Explain the meaning of the • Rubber 2. Is the student
b) Describe an term factor of safety. • Spiral spring able to describe
experiment • Flip chart an experiment
designed to • Wire designed to
determine Young’s
determine the them to describe an experiment • Engineering
Young’s modulus science text Modulus of
designed to determine the
of elasticity. books elasticity?
Young’s modulus of elasticity.
and guide students in groups to:
154
154
SPECIFIC
OBJECTIVES
c) Explain the - Solve problems involving 3. Is the student
meaning of the Hooke’s law, Young’s able to explain
term factor of modulus and factor of safety the meaning of
safety. the term factor of
safety?
d) Solve problems percentage elongation and
involving Hooke’s percentage reduction in area. 4. Is the student able
law, Young’s to solve problems
modulus and involving Hooke’s
factor of safety. law, Young’s
Modulus and
e) Solve problems part (iii).
factor of safety?
involving
percentage 5. Is the student able
elongation and to solve problems
discussion.
percentage involving
reduction in area. (vi) The teacher should give percentage
students feedback and use elongation and
the students’ responses as percentage
feedback to support students in reduction in area?
describing, stating and testing
modulus of elasticity.
7.0 HEAT: 7.1 Measurement The student should (i) The teacher to use questions to • Heater 1. Is the student able 6
(PART of heat be able to: guide students to: • Thermometer to define the term
THREE) a) Define the term - Brainstorm the term heat • Beaker heat capacity?
heat capacity. capacity • Water 2. Is the student able
b) State the SI units - State the units of heat • Copper rod to state the SI units
of heat capacity. capacity. • Iron rod of heat capacity?
155
155
SPECIFIC
OBJECTIVES
c) State the SI units - State the SI units of specific • Calorimeter 3. Is the student able
of specific heat heat capacity. • test tube to state the SI units
capacity. • Solid material of specific heat
• Source of heat capacity?
d) Perform an students in groups and guide
experiment to them to: (i.e., charcoal, 4. Is the student
determine the firewood, gas, able to perform
- Describe how to conduct electricity)
specific heat an experiment
an experiment to determine • Engineering
capacity of a solid. to determine
the specific heat capacity of science text the specific heat
e) Perform an solid. books capacity of a solid?
experiment to
- Describe how to conduct
determine the 5. Is the student
an experiment to determine
specific heat able to perform
the specific heat capacity
capacity of a an experiment to
of a substance by a method
substance by determine specific
of mixture based on the
a method of heat capacity by
principle of mixture.
mixture based on the method of
the principle of (iii) The teacher to create activities mixture based
mixture. and guide students in groups to: on principle of
mixture?
determine the specific heat
capacity of a solid.
determine the specific heat
capacity of a substance by a
method of mixture based on
the principle of mixture.
156
156
SPECIFIC
OBJECTIVES
part (iii)
discussion.
to support students to describe,
state and test measurement of
heat.
7.2 Calorific The student should (i) The teacher to use questions to • Fuels 1. Is the student 2
Values be able to: guide students to: • A chart with able to define the
a) Define the - Explain the calorific value a list calorific calorific value of a
calorific value of of fuel. values of fuels fuel?
a fuel. - State the SI unit of calorific • Food stuff 2. Is the student able
b) State the SI unit of value. • A chart with a to state the SI units
calorific value. - Give the meaning of list of calorific of calorific value?
calorific value of food value of food 3. Is the student
c) Explain the
(ii) The teacher should give stuff able to explain
meaning of
calorific value of students feedback and use the • Engineering the meaning of
food. students’ responses as feedback science text calorific value of
to support students to explain books food stuff?
and state the meaning and SI
units of calorific values.
157
157
SPECIFIC
OBJECTIVES
7.3 Change of The student should (i) The teacher to use questions to • Source of heat 1. Is the student able 4
State be able to: guide students to: (i.e., charcoal, to explain the
a) Explain the kinetic firewood, gas, kinetic theory of
- Explain the kinetic theory of
theory of matter. electricity) matter?
matter
• Cooking pot 2. Is the student
b) Name and explain - Name and explain the three • Water able to name and
the three states of states of matter in relation to
• Pressure cooker explain the three
matter in relation the kinetic theory of matter
to the kinetic • Source of states of matter
theory of matter. (ii) The teacher to organize power in relation to the
students in groups and guide • Graph paper kinetic theory of
c) Plot and interpret them to show how to plot • Pencil matter?
the heating and and interpret the heating and • Engineering
cooling curves. 3. Is the student
cooling curves. science text able to plot
(iii) The teacher to create activities books and interpret
and guide students in groups to the heating and
plot and interpret the heating cooling curves?
and cooling curves.
part (iii).
(v) The teacher to give students
feedback and use the students’
support students to explain,
state, and practice theories of
matter.
158
158
SPECIFIC
OBJECTIVES
7.4 Melting and The student should (i) The teacher to use •
Thermometer 1. Is the student able 2
Boiling Point be able to: brainstorming questions to •
Oil to define the term
a) Define the term guide students to: •
Ice block melting point?
melting points. - Define the term melting •
Graph paper 2. Is the student able
b) Define the term points. •
Water to define the term
boiling points. •
Heater boiling point?
- Define the term boiling
•
Beaker
c) Determine melting points. 3. Is the student
•
Salt able to determine
and boiling point (ii) The teacher to create activities
•
Source of heat melting and boiling
of different types and guide students into groups (i.e., charcoal, point of different
of substances to determine melting and firewood, gas, types of substances
from cooling and boiling point of different types electricity) from cooling and
heating curves. of substances from cooling and • Engineering
heating curves?
heating curves. text books
part (ii).
(iv) Students to present their work
performing the tasks in part (i)
and (ii).
159
159
SPECIFIC
OBJECTIVES
7.5 Hot water The student should (i) The teacher to use questions • Flip chart 1. Is the student able 2
system be able to: to guide students to explain • Marker pens to explain the
a) Explain the the main components of a hot • Pencils components of a
components of a water system. • Flip chart hot water system?
hot water system. (ii) The teacher to organize • Marker pens 2. Is the student able
b) Draw a labelled students in groups and guide • Engineering to draw a labeled
diagram of a them to explain how the text books diagram of a
domestic hot domestic hot water system domestic hot water
water system. works system?
c) Explain how the (iii) The teacher to create activities 3. Is the student able
domestic hot water for students to draw a labelled to explain how the
system works. domestic hot water system. domestic hot water
system work?
part (iii).
in performing the tasks in part
(i-iii).
160
160
FORM IV

By the end of Form Four course, students should have developed competence in:
a) interpreting the images formed in different aspects for specific purposes;
b) demonstrating the importance of musical sounds in daily life;
c) demonstrating the effects and uses of electricity and magnetism; and
d) operating the machines which are electronically driven

By the end of Form Four Course, students should be able to:
a) explain the laws and principles of light (optics);
b) make different musical instruments;
c) manage the use of t electricity and magnetism; and
d) explain basic building units for electronic circuits.
161
161
SPECIFIC
OBJECTIVES
1.0 LIGHT 1.1 Reflection of The student should (i) T
he teacher to use questions to • Mirrors 1. Is the student able 2
(OPTICS): Light be able to: guide students to: • Torch to explain the
meaning of the term
PART TWO a) Explain the - Brainstorm on the meaning • Sun
• Card board reflection?
meaning of the of the term reflection.
term reflection. • Optical pins 2. Is the student able
- State the law of reflection
• A ray to explain how
b) Explain how a
(ii) The teacher to use questioning • Graph paper a plane mirror is
plane mirror is
strategies (what, why and how • Plane paper made?
made. questions) to guide students to: • Pencils 3. Is the student able
c) Draw a diagram
- Explain how a plane mirror • Rubber to draw a diagram
which illustrates • Multimedia
is made. which illustrates
how rays of light projector how rays of light
reflect on a plane - Describe the applications of
• A simple reflect on a plane
mirror. reflection of light in daily
periscope mirror?
life.
d) State the law of • Optical level
- Describe experiment which • 4. Is the student able
reflection. Theodolites to state the law of
verifies the law of reflection. • Engineering
e) Describe an reflection?
experiment which - Describe an experiment to science text
locate the image of an object books 5. Is the student
verifies the law of able to describe
reflection. as seen in a plane mirror.
experiment which
f) Conduct (iii) The teacher to create to guide verifies the law of
experiment which students to: reflection?
verifies the law of - Draw a diagram which shows 6. Is the student able
reflection. how rays of light are reflected to describe an
on a plane mirror. experiment to locate
- Conduct experiment which the image of object
verifies the law of reflection. as seen in a plane
mirror?
162
162
SPECIFIC
OBJECTIVES
g) Describe an - Conduct experiment on 7. Is the student
experiment to locating the image of an able to conduct
locate the image object as seen in a plane an experiment on
of an object as mirror. locating the image
seen in a plane (iv) The teacher should monitor and of an object as seen
facilitate students in performing in a plane mirror?
mirror.
h) Conduct the tasks given in part (iii). 8. Is the student able
experiment on (v) Student to present their to identify the
locating the image responses for sharing and applications of
of an object as discussion. reflection in daily
seen in a plane (vi) The teacher should give life?
mirror. feedback and uses feedback to
i) Identify the support students in performing
applications of the tasks given in part (i-iii).
reflection of light
in daily life
1.2 Optical The students should (i) The teacher to use questions • Concave mirror 1. Is the student able 6
Instruments be able to: to guide students to identify • Periscope to identify optical
optical instruments. • Convex mirror instruments?
a) Identify optical
(ii) The teacher to organise students • Optical level
instruments. 2. Is the student able
in groups and guide them to: • Engineering to describe how a
b) Describe how a - Describe the principle of science text periscope works?
periscope works action of an optical level. books
c) Describe the - Describe how a periscope
to describe the
principle of action works.
principle of action
of an optical level (iii) Students to present their of an optical level?
discussion.
163
163
SPECIFIC
OBJECTIVES
feedback and uses feedback to
the tasks given in part (i) and
(ii).
1.3 Curved Mirrors The student should (i) The teacher to use questions to • Convex mirror 1. Is the student able to
be able to: guide students to: • Concave mirror state he meaning of
curved mirrors?
a) State the meaning - State the meaning of curved • Engineering
of curved mirrors. mirrors science text 2. Is the student able to
books identify the types of
b) Identify the - Identify the types of curved
a curved mirrors?
types of a curved mirrors.
mirrors. 3. Is the student able to
(ii) The teacher to organise students
c) Describe features describe features of
in groups and guide them to:
a curved mirror?
of a curved
- Describe features of a curved
mirror. 4. Is the student able
mirror.
d) Differentiate to differentiate
- Differentiate between between concave
between concave
concave and convex mirrors. and convex mirrors?
and convex
mirrors. (iii) Students to present their
discussion.
(ii).
164
164
SPECIFIC
OBJECTIVES
1.4 Concave The student should (i) The teacher to use questions to • Convex mirror 1. Is the student able 6
and Convex be able to: guide students to explain the • Concave mirror to explain the
mirrors a) Explain the terms optical centre, principal • Ruler meaning of the
axis, principle focus, radius of • Pencil terms centre of
term centre
curvature and focal length. • Flip chart curvature, principal
of curvature,
(ii) The teacher to organize students • Marker pens axis, principal
principal axis, • Engineering focus, radius of
in groups and guide students to:
principal focus, science text curvature and focal
radius of curvature - Explain principal axis,
books length?
principal focus, radius of
and focal length.
curvature, centre of curvature 2. Is the student able
b) Differentiate and focal length. to differentiate
between concave - Describe the nature and size between concave
and convex of images formed by concave and convex mirrors?
mirrors. and convex mirrors. 3. Is the student able
c) Describe the (iii) The teacher to use questioning to describe the
nature and size strategies (what, why and how nature and size of
questions) to guide students to: images formed by
of images formed
- Differentiate between concave and convex
by concave and
concave and convex mirrors mirrors?
convex mirrors.
- Explain the cause of blurred 4. Is the student able
d) Explain the cause images formed by convex to explain the cause
of blurred images mirrors. of blurred images
formed by convex (iv) The teacher should give formed by convex
mirrors. feedback and uses feedback to mirrors?
support students to describe
the nature and size of images
formed by concave and convex
mirrors
165
165
SPECIFIC
OBJECTIVES
1.5 Applications The student should (i) The teacher to use questioning • Convex mirror 1. Is the student able 4
of Concave be able to: strategies (what, why and how • Concave mirror to state the mirror
and Convex a) State the mirror questions) to guide students to: formula and its
• Ruler
Mirrors - Identify the mirror formula application?
formula and its • Pencil
and its application.
applications. 2. Is the student able
- Identify the applications of • Flip chart
to calculate the
b) Calculate the focal concave mirror. • Marker pens focal length, image
length, image (ii) The teacher to create activities • Engineering distances and object
distances and and guide students to calculate science text distances from
object distances the focal length, image distances books concave and convex
and object distances from
from concave and mirrors?
concave and convex mirrors.
convex mirrors 3. Is the student able
c) Identify the uses facilitate students in performing to identify the uses
of concave mirror the tasks given in part (ii). of concave mirror ?
discussion.
(v) With the aid of pre-prepare
teacher should guide students to
use the assessment guideline to
assess the activities performed
on part (ii).
(ii).
166
166
SPECIFIC
OBJECTIVES
1.6 Refraction of The student should (i) The teacher to use questions to • Glass prism 1. Is the student able to 2
light be able: guide students to: • Glass block explain the meaning
a) Explain the - Explain the meaning of of refraction of
• Water
refraction of light. light?
meaning of • Beaker 2. Is the student able
refraction of light. - State Snell’s laws of
• Coin to describe an
refraction.
b) Describe an • Pin experiment which
(ii) The teacher to organize students illustrates the
experiment which • Plane papers
in groups and guide them to: refraction of light?
illustrates the • Optical pins
- Describe an experiment 3. Is the student able to
refraction of light.
which illustrates the • Ray of light state Snell’s law of
c) State Snell’s laws refraction of light. • Protractor refraction?
of refraction - Describe an experiment • Ruler 4. Is the student able
which verifies the laws of to describe an
d) Describe an • Pencil
refraction. experiment which
experiment which • Engineering verifies the laws of
verifies the laws (iii) The teacher to create activities science text refractions?
of refraction. and guide students to: books 5. Is the student able
- Conduct an experiment to conduct an
e) Conduct an which illustrates the experiment which
experiment which refraction of light. illustrates the
illustrates the - Conduct an experiment refraction of light?
refraction of light. which verifies the laws of
refraction.
to conduct an
(iv) The teacher should monitor experiment which
and facilitate students in verifies the laws of
performing the tasks given in refractions?
part (ii).
167
167
SPECIFIC
OBJECTIVES
f) Conduct an (v) Students to present their
experiment which responses for sharing and
verifies the laws discussion.
of refraction (vi) The teacher should give
feedback and uses feedback
to support students to state the
application of refraction of light.
1.7 Refractive The student should (i) The teacher to use questions • Protractor 1. Is the student able 4
Indices of be able to: to guide students to give the • Glass block to define refraction
Different meaning of refractive index. • Ruler index?
Media a) Define refractive
(ii) The teacher to organize students • Source of light 2. Is the student able
index of a
in groups and guide them to: • Pencil to determine the
medium.
- Determine the refractive • Optical pins refractive indices
b) Determine the indices of transparent • Plane papers of transparent
refractive indices materials experimentally. • Drawing board materials
of transparent - Describe an experiment • Prisms experimentally?
materials which illustrates total internal • Engineering 3. Is the student able
experimentally refraction. science text to explain why total
books
c) Explain why total (iii) The teacher to create activities internal refraction
internal refraction for students to conduct occurs?
experiment which illustrates
occurs 4. Is the student able
total internal refraction.
to describe an
(iv) The teacher should monitor experiment which
and facilitate students in illustrates total
performing the tasks given in internal refraction?
part.
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SPECIFIC
OBJECTIVES
d) Describe an (v) Students to present their 5. Is the student able to
experiment which responses for sharing and conduct experiment
illustrates total discussion. which illustrates
internal refraction. (vi) The teacher should give total internal
e) Conduct refraction?
experiment which support students to identify and
illustrates total state the refractive index of
internal refraction. light on different media.
1.8 Critical Angle The student should (i) The teacher to use question to • Glass block 1. Is the student able 4
and Refractive be able to: guide students to: • Protractor to explain the
Index a) Explain the - Explain the meaning of • Source of light meaning of critical
critical angle • Plane paper angle?
meaning of critical
- List examples of total internal • Pencil 2. Is the student
angle.
reflection able to state the
b) Explain the • Ruler
(ii) The teacher to use questioning refraction between
relationship • Drawing board
strategies (what, why and how critical angle and
between critical questions) to guide students to • Optical pins
refractive index?
angle and state the relationship between • Prism
refractive index. critical angle and refractive • Engineering 3. Is the student able
index. science text to list examples
c) Identify examples books of total internal
of total internal (iii) The teacher should give reflection?
reflection. feedback and uses feedback to
support students to explain and
state the relationship between
critical angle and refractive
index.
169
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SPECIFIC
OBJECTIVES
1.9 Construction of The student should (i) The teacher to use question to • Graph papers 1. Is the student able 6
Ray diagrams be able to: guide students to: • Protractor to describe a glass
a) Describe a glass • Ruler prism?
- Describe a glass prism.
prism. • Pencil 2. Is the student
- Explain the meaning of the • Plane paper
b) Explain the able to explain the
angle of deviation.
• Graph papers meaning of the
meaning of the
(ii) The teacher to organise students • Prism angle of deviation?
angle of deviation.
in groups and guide them to: • A ray of light
c) Describe the 3. Is the student able
- Explain importance of glass • Optical pins to describe the
application of • Engineering
prisms. applications of glass
glass prisms. science text prisms?
- Describe the application of books
d) Explain glass prisms. 4. Is the student able to
importance of explain importance
glass prisms (iii) The teacher to create activities
of glass prisms?
for students to construct the ray
e) Construct the ray diagram to show how a ray of 5. Is the student able
diagram showing light can be deviated through to construct the
how a ray of light 900 and 1800 degree diagram showing
can be deviated how a ray of light
through 90o and can be deviated
facilitate students in performing
180o degree. through 90o and
the tasks given in part (ii).
180o degree?
feedback and use the feedback
to support students to describe
the ray diagrams and their
importance.
170
170
SPECIFIC
OBJECTIVES
1.10 Lenses The student should (i) The teacher to use question to • Convex lens 1. Is the student able to 6
be able to: guide students to: • Concave lens explain the meaning
a) Explain the - Explain the meaning of a lens • Flip chart of lens?
meaning of lens. - Explain the meaning of • Marker pens 2. Is the student able to
optical centre and principal • Ruler identify the types of
b) Identify the types • Manila sheet
axis. lenses?
of lenses. • Screen
- Identify the types of lenses. 3. Is the student able
c) Draw diagrams (ii) The teacher to organise students • Stand for lens to draw diagrams
which illustrate in groups and guide them to: • Object (candle) which illustrate the
the action of • Engineering action of lenses on
- Describe the principal focus
lenses on beams science text beams of light?
of the lenses.
of light. books
- Describe the nature and size 4. Is the student able to
Explain the of images formed by convex explain the meaning
meaning of and concave lenses. of optical centre and
optical centre and principal axis?
- Describe experiments for
principal axis. determination of focal 5. Is the student able
lengths of convex and to describe the
e) Describe the
concave lenses principal focus of
principal focus of
the lense?
the lense. - Describe how to draw
diagram which illustrates the 6. Is the student able to
f) Describe the action of lenses on a beam of describe the nature
nature and size light. and size of images
of images formed formed by convex
(iii) The teacher to create activities and concave lenses?
by convex and
for students to:
concave lenses. - Draw diagrams which
illustrate the action of lenses
on beam of light.
171
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SPECIFIC
OBJECTIVES
g) Locate the optical - Locate the optical centre, 7. Is the student able
centre, principal principal axis and principal to locate the optical
axis and principal focus of the lenses. centre, principal
focus of the - Perform an experiment axis and principal
lenses. for determination of focal focus of the lenses?
h) Describe lengths convex and concave 8. Is the student
experiments for lenses. able to describe
determination (iv) The teacher should monitor and experiments for
of focal lengths facilitate students in performing determination
of convex and the tasks given in part (iii). of focal lengths
concave lenses of convex and
concave lenses?
i) Perform an responses for sharing and
experiment for discussion. 9. Is the student
determination able to perform
of focal lengths an experiment
feedback and use feedback
in convex and for determination
to support students to list and
concave lenses of focal lengths
describe lenses.
of convex and
concave lenses?
1.11 Magnifi- The student should (i) The teacher to use question to • Concave lens 1. Is the student able 4
cation of be able to: guide students to: • Convex lens to define the term
Lenses a) Define the term - Define the term magnification • Object magnification?
magnification. - State the units of power of a • Screen 2. Is the student able
b) State the units of lens. • Ruler to state the units of
- State the thin lens formula. power of a lens?
power of a lens. • Pencil
c) State the thin lens • Stand 3. Is the student able
formula. • Source of light to state the thin lens
• Flip chart formula?
172
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SPECIFIC
OBJECTIVES
d) Determine the (ii) The teacher to organise • Marker pens 4. Is the student able
magnification students in groups and • Engineering to determine the
of a convex lens guide them to describe the science text magnification
experimentally. construction and mode of books of a convex lens
action of optical instruments. experimentally?
e) Apply the thin
lens formula in (iii) The teacher to create activities 5. Is the student able
and guide students in groups to apply the thin
calculating the
to: lens formula in
image distance, calculating the
focal length, and - Determine the
image distance,
power of lens and magnification of a convex
focal length and
magnification, lens experimentally.
power of lens,
object distance. - Apply the thin lens magnification and
formula in calculating object distance?
f) Describe the
the image distance, focal
construction 6. Is the student able
length, and power of lens
and mode of to describe the
magnification, object
action of optical construction and the
distance
instruments. mode of action of
- Calculate image distance, optical instruments?
g) Calculate image focal length and power of a
distance, focal lens, magnification and object
to calculate image
length and distance.
distance, focal
power of a lens, (iv) The teacher should monitor and length and power of
magnification and facilitate students in performing a lens, magnification
object distance the tasks given in part (iii). and object distance?
173
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SPECIFIC
OBJECTIVES
discussion.
to support students to define
and state formula of lenses
magnification.
1.12 Visible light The student should (i) The teacher to use question to • Rainbow 1. Is the student able 2
spectrum be able to: guide students to: • Multimedia to explain the
a) Explain the projector meaning of the term
• Coloured spectrum?
meaning of the term spectrum.
term spectrum. objects 2. Is the student able to
- Explain the meaning of • Coloured filters explain the meaning
b) Explain the dispersion of light. • Flip chart of dispersion of
meaning of - Identify the colours of the • White light light?
dispersion of light. visible spectrum. • Water 3. Is the student able
to describe an
c) Describe an (ii) The teacher to organise students • Two convex
lenses experiment which
experiment which in groups and guide them to:
• Screen illustrates the
illustrates the - Describe an experiment • Source of light dispersion of light?
dispersion of light. which illustrates the
• Prisms 4. Is the student able
dispersion of light. to describe an
• Newton’s colour
- Describe an experiment disc experiment designed
designed to produce a pure to project a pure
• Engineering
spectrum of white light on a spectrum of white
science text
white screen. light on a white
books
screen?
174
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SPECIFIC
OBJECTIVES
d) Describe an (iii) The teacher creates activities 5. Is the student able
experiment and guide students in groups to name and identify
designed to to conduct experiment which the colours of the
produce a pure illustrates the dispersion of light. visible spectrum?
spectrum of white (iv) The teacher should monitor and 6. Is the student able to
light on a white facilitate students in performing conduct experiment
screen. the tasks given in part (iii). which illustrates the
dispersion of light?
e) Identify the (v) Students to present their
colours of the responses for sharing and
visible spectrum. discussion.
f) Conduct (vi) The teacher should give students

experiment which
to support students to state and
illustrates the
illustrate the dispersion of light.
dispersion of light
1.13 Colours The student should (i) The teacher to use questions to • Water sprayer 1. Is the student able 2
be able to: guide students to: • Hand lens to explain the term
a) Explain the term - Explain the term colour. colour?
• Primary colours
colour. - Identify types of colours. 2. Is the student able
• Screen
b) Identify types of - Explain the meaning of to identify types of
• Filters
colours. primary and secondary colours?
c) Explain the colours. • Engineering
science text 3. Is the student able to
meaning of (ii) The teacher to organise students explain the meaning
books
primary and in groups and guide them to of primary and
secondary describe an experiment which secondary colours?
colours. illustrates the effects of mixing
primary colours.
175
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SPECIFIC
OBJECTIVES
d) Describe an (iii) Students to present their 4. Is the student able
experiment which responses for sharing and to describe an
illustrates the discussion. experiment which
effects of mixing (iv) The teacher should give students illustrates the effects
primary colours feedback and use the feedback of mixing primary
to support students to describe colours?
colours and their effects.
1.14 Colour The student should (i) The teacher to use questions to • Inorganic 1. Is the student able to 4
Pigments be able to: guide students to: pigments explain the meaning
a) Explain the - Explain the meaning of • Water of colour pigments?
colour pigments.
meaning of • Organic 2. Is the student able
- Explain types of colour
colour pigments. pigment to name and explain
pigments.
b) Explain the • Salt the types of colour
(ii) The teacher to organise students
types of colour pigments?
in groups and guide them to: • Different
pigments. - Describe the effects of colour colours of 3. Is the student able
pigments on various types of pigments to describe the
c) Describe the
light • Oil effects of colour
effects of colour
- Explain how desired colour pigments on various
pigments on • Engineering
is obtained by mixing types of light?
various types of science text
different colour pigments. books 4. Is the student able to
light.
(iii) Students to present their explain how desired
d) Explain how the responses for sharing and colour is obtained
desired colour discussion. by mixing different
is obtained by colour pigments?
(iv) The teacher should give students
mixing different
colour pigments. to support students to explain
the meaning and effect of colour
pigments.
176
176
SPECIFIC
OBJECTIVES
2.0 SOUND WAVES 2.1 Musical The student should (i) The teacher to guide students to • Membrane 1. Is the student able to 6
(PART TWO) Sounds be able to: brainstorm on: • Drum explain the meaning
a) Explain the • Guitar of musical sound?
- Meaning of musical sounds
meaning of • Whistle
2. Is the student able to
musical sounds. - Meaning of musical scales • Tuning fork
identify and explain
b) State the • Can
(ii) The teacher to organise students the properties of
• Model of human
properties of in groups and guide them to: musical sounds?
eye, ear
musical sounds. - Identify the properties of 3. Is the student
• Trumpet
c) Name examples musical sounds • Table of able to name
of musical audibility range examples of musical
- Give examples of musical
instruments. • Piano instruments?
sounds.
d) Explain the • Violin
meaning of - Describe an experiment to • Saxophone
explain the meaning
musical scales. illustrate the musical scales • Piece of wood
of musical scales?
e) Describe an (diatomic scale). • Accordion
experiment which (iii) Students to present their • Musical notes
illustrates the responses for sharing and • Diatomic scale
musical scales (i.e. discussion. • Sonometer
• Flute
diatomic scale). (iv) The teacher should give • Flip chart
f) Define with students feedback and use the • Marker pens
examples the feedback to support students to • Microphone
fundamental notes, describe musical sounds and • CRO
fundamental scale. (Cathode Ray
frequency, (v) The teacher to use questions to Oscilloscope)
harmonic, guide students to:
overtone and
octave of a sound
note.
177
177
SPECIFIC
OBJECTIVES
g) Solve problems - Define with examples the • Sound waves 5. Is the student able
involving fundamental notes (i.e., Do, with similar to describe an
fundamental Re, Mi-Fa, So-la-Ti-Do), frequencies experiment which
frequency, fundamental frequency, • Engineering illustrates the
harmonics and harmonic, overtone and science text musical scales (i.e.
overtones octave of a sound note. books diatomic scale)?
h) Explain - Solve problems involving 6. Is the student
interference of fundamental frequency, able to define
sound waves, harmonics and overtones the fundamental
which produces notes, fundamental
(vi) The teacher to organize
beats frequency,
harmonic, overtone
them to explain how the
and octave of a
interference of sound waves
sound note?
produce beats.
7. Is the student
(vii) Students to present their
able to solve
problems involving
discussion.
fundamental
(viii) The teacher should give frequency,
students feedback and use the harmonics and
feedback to support students overtones?
to explain the meaning and
fundamentals of sound waves
explain interference
and beats.
of sound waves,
which produces
beats?
178
178
SPECIFIC
OBJECTIVES
2.2 Resonance The student should (i) The teacher to use questions to • Turning fork 1. Is the student able to 4
be able to: guide students to brainstorm on • Resonance tube explain the concept
the concept of resonance. of resonance?
a) Explain the • Sounding boxes
concept of (ii) The teacher to organize students • Stand 2. Is the student
resonance. in groups and guide them to: able to describe
• Pipe
- State the application of an experiment
b) Describe an • Metre rule
resonance which illustrates
experiment
- Describe an experiment • Flip chart resonance?
which illustrates
which illustrates resonance. • Marker pens
resonance 3. Is the student able to
(iii) The teacher to design activities • Engineering
construct a simple
c) Construct a and guide students in groups to: science text resonance tube?
simple resonance - Prepare a simple resonance
tube books 4. Is the student able
tube.
- Measure the velocity of light to measure the
d) Measure the
by a resonance tube velocity of sound by
velocity of sound
- Construct a simple resonance a resonance tube?
by a resonance
tube 5. Is the student
tube
(iv) The teacher should monitor and able to state the
e) State the facilitate students in performing applications of
application of the tasks given in part (iii). resonance?
resonance
discussion.
activities performed on part (iii)
179
179
SPECIFIC
OBJECTIVES
in performing the tasks given
part (i-iii).
3.0 ELECTRICITY 3.1 Magnets The student should (i) The teacher to use questions to • Iron fillings 1. Is the student able to 4
AND be able to: guide students to brainstorm on • Source of explain the meaning
MAGNETISM a) Explain the the meaning of a magnet. electricity of magnet and
concept of magnetic
meaning of (ii) The teacher to organise students • Wire
field?
magnet. in groups and guide them to: • Compass needle
2. Is the student
b) Describe an - State the theory underlying • Card board
able to describe
experiment which the concept of magnetism • Engineering an experiment
illustrates the - Explain the concept of a science text which illustrates
properties of magnetic field in relation to books the properties of
magnets. the magnetic theory magnets?
c) Explain the - Describe an experiment 3. Is the student able
theory underlying which illustrates the to explain the theory
the concept properties of magnets. underlying the
of magnetic concept of magnetic
properties. properties?
and guide students to perform
d) Explain the an experiment which illustrates 4. Is the student able to
concept of a the properties of a magnet. explain the concept
magnetic field of a magnetic
in relation to the field in relation to
magnetic theory. magnetic theory?
the tasks given in part (iii).
180
180
SPECIFIC
OBJECTIVES
e) Perform an (v) Students to present their 5. Is the student
experiment which responses for sharing and able to perform
illustrates the discussion. an experiment
properties of a (vi) With the aid of pre-prepared which illustrates
magnet. assessment guideline, the the properties of a
teacher should guide students magnet?
part (iii).
in explaining the concept of
a magnetic field in relation to
the magnetic theory.
3.2 Magne-tisation The student should (i) The teacher to use questions to • Flip chart 1. Is the student able 4
and Demagne- be able to: guide students to: • Marker pens to state the laws of
tisation a) State the laws of magnetism?
- State the laws of magnetism • Piece of
magnetism. magnets 2. Is the student able
b) Explain the • Iron nails to explain the
term magnetisation
meaning of the term
meaning • Office pins
- Explain the meaning of the magnetisation?
of the term • D. C. source
term demagnetisation.
magnetisation. 3. Is the student able
• Wire
(ii) The teacher to organize to explain the
c) Explain the • Forrous
students in groups and guide meaning of the term
meaning materials
them to: demagnetisation?
of the term
demagnetisation.
181
181
SPECIFIC
OBJECTIVES
d) Describe the - Describe an experiment to • Iron fillings 4. Is the student
experiment which illustrate different methods of • Solenoid (coil) able to describe
illustrates different demagnetisation. the experiment
• Colbalt
methods of which illustrates
- Outline the properties • Aluminium
demagnetisation. different methods of
of suitable materials for
• Manganese demagnetisation?
e) Outline and magnetisation.
• Magnetite 5. Is the student able to
explain the - Describe the experiment
• Nickel outline and explain
properties of which illustrates different
• Wire the properties of
materials suitable methods of magnetisation
materials suitable
for magnetisation. • Engineering
(iii) Students to present responses for magnetisation?
science text
f) Describe the for sharing and discussion.
books 6. Is the student
experiment which (iv) The teacher should give students able to describe
illustrates different feedback and use the feedback the experiment
methods of to support students in explaining which illustrates
magnetisation. the concept magnetisation and different methods of
demagnetisation and state their magnetisation?
properties.
3.3 Magnetic The student should (i) The teacher to use questions to • Magnets 1. Is the student able 2
Poles be able to: guide students to: • Compass to explain the
a) Explain the - Explain the meaning • Flip chart meaning of the term
of magnetic north and • Marker pens magnetic north and
meaning of the
geographical north • Magnetic geographical north?
term magnetic
- Define the term magnetic materials 2. Is the student able
north and variation. to explain the
geographical • Engineering
- Explain the meaning of difference between
north. science text
magnetic screening. geographical north
books
and magnetic north?
182
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SPECIFIC
OBJECTIVES
b) Define the term (ii) The teacher to organize students 3. Is the student able
magnetic variation in groups and guide them to to define the term
explain the difference between magnetic variation?
c) Explain the geographical north and magnetic
meaning of 4. Is the student able to
poles.
magnetic explain the meaning
(iii) Students to present their of magnetic
screening
responses for sharing and screening?
d) Explain the discussion.
difference (iv) The teacher should give students
between feedback and use the feedback
geographical north to support students to explain
and magnetic and differentiate magnetic north
north and geographical north.
3.4 Resistance of a The student should (i) The teacher to use questions and • Insulators 1. Is the student able to 4
Conductor be able to: answer method to guide students • Metre rule explain the effects
a) Explain the effects to: of temperature on
• Metals
various material?
of temperature - Give the meaning of the term • Alloys
on the resistance resistivity 2. Is the student able to
• Galvanometer define resistivity of
of various - State the SI units of • Voltmeter a wire?
materials (pure resistivity
metals, alloys and • Ammeter 3. Is the student able to
(ii) The teacher to use questioning • Engineering explain the relation
insulators).
strategies (what, why and how science text between resistance
b) Define resistivity questions) to guide students to: and resistivity?
books
of a wire.
183
183
SPECIFIC
OBJECTIVES
d) Explain the - Explain the effects of 4. Is the student able to
relation between temperature on resistance state the SI units of
resistance and of various materials (pure resistivity?
resistivity. metals, alloys and insulators).
5. Is the student
e) State the SI units - Explain the relation between able to describe
resistance and resistivity an experiment to
of resistivity.
measure resistivity?
- Describe an experiment to
e) Describe an
measure resistivity. 6. Is the student
experiment able to solve
to measure (iii) The teacher to create activities
problems involving
resistivity. and guide students to solve
resistivity?
problems involving resistivity.
f) Solve problems
involving
resistivity.
discussion.
(vi) The teacher should give students
feedback and use feedback to
support students in explaining
and solving problems involving
resistivity.
184
184
SPECIFIC
OBJECTIVES
3.5 Electrical The student should (i) The teacher to organize students • Heater 1. Is the student able 2
Energy and be able to: in groups and guide them to: • Ammeter to name and explain
Power a) Explain the units - Explain units of electrical the SI units of
• Clock
energy and power. electrical energy
of electrical • Electric iron and power?
energy and - Identify domestic appliances
• Cooker
power. which use the heating effects 2. Is the student able
of an electric current. • Electric kettle to calculate the heat
b) Calculate the heat • Filament lamp dissipated by an
dissipated by an and guide students in pairs to • Oven electric current in a
electric current in calculate the heat dissipated by resistor?
• Engineering
a resistor. an electric current in a resistor. science text 3. Is the student able
c) Identify domestic (iii) The teacher should monitor and books to identify domestic
appliances which facilitate students in performing appliances which
use the heating the tasks given in part (ii). use the heating
effects of an (iv) With the aid of pre-prepared effects of an electric
electric current. assessment guideline, the current?
activities performed on part (ii).
discussion.
to support students to identify
and describe electrical energy
and power.
185
185
SPECIFIC
OBJECTIVES
3.6 Electrolysis The student should (i) The teacher to use questions to • Battery charger 1. Is the student able 4
be able to: guide students to: • Lead acid to define the term
a) Explain the term - Explain the term electrolysis. accumulator electrolysis?
electrolysis. - State Faraday’s Law of • CUSO4 2. Is the student able to
electrolysis. • Electrodes state Faraday’s laws
b) State Faraday’s
- Define electro- chemical of electrolysis?
laws of • Power supply
equivalent. 3. Is the student able
electrolysis. • Ammeter
(ii) The teacher to organise students to define the term
c) Define electro- • Engineering
in groups and guide them to: electro-chemical
science text
chemical - Describe an experiment for equivalent?
books
equivalent. determination of an electro- 4. Is the student
d) Describe an chemical equivalent. able to describe
experiment for - Identify the application of an experiment for
determination electrolysis. determination of
of an electro- (iii) The teacher to create activities electro-chemical
chemical for students to solve problems equivalent?
equivalents. involving electrolysis. 5. Is the student
(iv) The teacher should monitor and able to solve
e) Identify the
facilitate students in performing problems involving
applications of the tasks given in part (iii). electrolysis?
electrolysis.
(v) Students to present their 6. Is the student able
f) Solve problems responses for sharing and to identify the
involving discussion. applications of
electrolysis. (vi) The teacher should give students electrolysis?
electrolysis and solve problems
involving electrolysis.
186
186
SPECIFIC
OBJECTIVES
3.7 Electricity The student should (i) The teacher to use questions to • Power supply 1. Is the student able to 2
Consumption be able to: guide students to: • Ammeter explain the SI units
a) Explain the SI of electrical energy?
- Explain the SI units of • Battery charger
units of electrical electrical energy • CUSO4 2. Is the student able
energy. to explain how
- State the SI units of electrical • Electrodes
electrical energy
b) Explain how energy • Electric iron is converted into
electrical energy (ii) The teacher to organise students • Electric kettle heat energy in an
is converted into in groups and guide them to: • Electric heater electric kettle, lamp,
heat energy in an filament and electric
- Explain how electrical energy • Electric cooker
electric kettle, cooker?
is converted into heat energy • Lamp filament
lamp filament, and in an electric iron, electric 3. Is the student able
electric cooker. • Source of power
kettle, lamp filament, and to mention different
electric cooker • Voltmeter applications of
c) Identify different
• Text texts electricity?
applications of - Analyze different
electricity. applications of electricity. • Reference books

discussion.
part (i) and (ii).
187
187
SPECIFIC
OBJECTIVES
3.8 Magnetic The students should (i) The teacher to organize students • Magnets 1. Is the student able to 4
field due to an be able to: in pair and guide them to think • Iron fillings explain the meaning
electric current a) Explain the and share on the meaning of a of magnetic field?
• Plane paper
meaning of a magnetic field. 2. Is the student able to
• Galvanometer
magnetic field. (ii) The teacher to organize students describe experiment
in groups and guide them to: • Straight wire which illustrates
b) Describe the force • Source power the magnetic field
- Describe the force set up on a
set up on a current patterns due to
current carrying conductor in • Iron fillings
carrying conductor a magnetic field. current carrying
• DC supply
in a magnetic straight wire and
- State and explain Fleming’s • Wire
field. loop?
right- and left-hand rules. • Nail
c) State and explain 3. Is the student able
- Describe experiments which • A sketch to
Fleming’s right- to describe the force
illustrate the magnetic field show Fleming’s set up on a current
and left-hand patterns due to current left hand rule carrying conductor
rules. carrying straight wire and
• Flip chart in a magnetic field?
loop.
d) Describe • Marker pens 4. the student able to
(iii) The teacher to design activities
experiment which • Engineering state and explain the
and guide students to perform
illustrate the science text Fleming’s right- and
experiment which illustrate the
magnetic field books left-hand rules?
magnetic field patterns due to
patterns due to current carrying straight wire 5. Is the students
current carrying and loop. able to perform
straight wire and experiment which
(iv) The teacher should monitor and illustrate the
loop.
facilitate students in performing magnetic field
the tasks given in part (iii patterns due to
(v) Students to present their current carrying
responses for sharing and straight wire and
discussion. loop?
188
188
SPECIFIC
OBJECTIVES
part (iii).
uses students’ responses as
in explaining magnetic field
and electric current.
3.9 Electro- The students should (i) The teacher to use questions to • Nails (Steel) 1. Is the student able to 6
magnets be able to: guide students to: • DC supply explain the meaning
a) Explain the - Give the meaning of electro- of electro-magnets?
• Coil
magnets 2. Is the student
meaning of • Electro-magnets
- Identify the uses of electro- able to describe a
electro-magnets. • Electric motor
magnets simple experiment
b) Identify the use of which illustrates an
(ii) The teacher to organize students • Flip chart
electro-magnets. electro-magnet?
in groups and guide them to: • Marker pens
c) Describe the 3. Is the student able to
- Describe the construction of • Electric motor
construction of identify the uses of
a simple electric motor. • Engineering electro-magnets?
a simple electric - Describe the mode of action science text 4. Is the student able
motor. of electric motors. books to describe the
- Describe a simple experiment
construction of
which illustrates an electro-
a simple electric
magnet.
motor?
189
189
SPECIFIC
OBJECTIVES
d) Describe the (iii) The teacher to create activities 5. Is the student able
mode of action of and guide students to: to explain the mode
electric motors. of action of electric-
- Perform a simple experiment
motors?
e) Sketch of simple which Illustrates an
construction of electromagnet 6. Is the student able
electric motor. to sketch of a simple
- Illustrate the construction of
construction of
f) Describe a simple a simple electric motor.
electric motor?
experiment which
illustrates an 7. Is the student
electro-magnet. able to perform a
simple experiment
g) Perform a simple
(v) Students to present their which illustrates an
experiment which
responses for sharing and electromagnet?
illustrates an
discussion.
electro-magnet.
activities performed on part (iii).
in explaining the meaning and
uses of electro magnets.
190
190
SPECIFIC
OBJECTIVES
3.10 Electro- The student should (i) Teacher to use questions to • Wire 1. Is the student able 4
magnetic be able to: guide students to: • Magnets to explain the
Induction a) Explain the - Explain the meaning of meaning of induced
• Galvanometer
induced electromotive force. electromotive force?
meaning • Source of
- State Faraday’s and Lenz’s
of induced rotation 2. Is the student able
laws of electromagnetic
electromotive to state Faraday’s
induction. • Coil
force. and Lenz’s laws
(ii) The teacher to organize students • Bar magnet
b) State Faraday’s of electromagnetic
in groups and guide them to: • Engineering induction?
and Lenz’s laws - Describe an experiment science text
of electromagnetic which illustrates induced 3. Is the student able
books
induction. electromotive force. to describe an
c) Describe an - Describe an experiment experiment which
experiment which which verifies Faraday’s law illustrates induced
illustrates induced of electromagnetic induction electromotive force?
electromotive (iii) The teacher to create activities 4. Is the student
force. and guide students to: able to perform
d) Perform - Perform experiment experiment which
which illustrates induced illustrates induced
experiment which
electromotive force. electromotive
illustrates induced
- Perform an experiment which force?
electromotive verifies Faraday’s law of
force. electromagnetic induction. 5. Is the student
e) Describe an able to describe
(iv) The teacher should monitor and an experiment
experiment facilitate students in performing
which verifies which verifies
the tasks given in part (iii). Faraday’s law of
Faraday’s law of (v) Students to present their electromagnetic
electromagnetic responses for sharing and induction?
induction. discussion.
191
191
SPECIFIC
OBJECTIVES
f) Perform (vi) With the aid of pre-prepared 6. Is the student
experiment assessment guideline, the able to perform
which verifies teacher should guide students to experiment
Faraday’s law of use the guideline to assess the which verifies
electromagnetic activities performed on part (iii). Faraday’s law of
electromagnetic
induction (vii) The teacher should give
induction
part (i-vi).
3.11 Induced The student should (i) The teacher to organize students • Source of 1. Is the student able to 4
Electromotive be able to: into groups and guide them to: electricity state the factors that
Force • Iron ring affect electromotive
a) State the factors - State the factors that affect
force?
that affect electromotive force • Galvanometer
the induced - Discuss about the concept of • Coil
explain the concept
electromotive self and mutual induction. • Simple DC
of self and mutual
force. (Dynamo)
- Compare the flow of AC and induction?
b) Explain the DC from coil rotating in a • Simple AC
(alternator) 3. Is the student able
concepts of magnetic field.
to compare the flow
self and mutual • Engineering
- Show the flow of AC and of AC and DC from
induction. science text
DC from a coil rotating in a coil rotating in a
books
magnetic field. magnetic field?
192
192
SPECIFIC
OBJECTIVES
c) Compare the flow (ii) Students to present their 4. Is the student able
of AC and DC responses for sharing and to show the flow of
from coil rotating discussion. AC and DC from
in a magnetic a coil rotating in a
field. magnetic field?
d) Show the flow of
AC and DC from
performing the activities done
a coil rotating in a on part (i).
magnetic field.
3.12 Mode of The student should (i) The teacher to use questioning • Galvanometer 1. Is the student able 4
operation be able to: strategies (what, why and how • Coil to explain the mode
of AC, DC a) Explain the mode questions) to guide students to: of action of AC and
• Simple DC
generators and DC generators and
of action of AC - Explain the mode of action (Dynamo)
Transformers how to convert AC
and DC generators of AC and DC generators • Simple AC to DC generators?
and how to and how to convert AC
• (alternator)
convert AC and generator to DC generator. 2. Is the student able to
• Chart of a coil describe the mode
DC generators. - Describe the mode of action rotating in a of action of AC and
of AC and DC generators. magnetic field.
b) Describe the DC generators?
mode of action (ii) The teacher to create activities • Chart of
of AC and DC to guide students to: AC and DC
construct a simple
generators. generators
- Illustrate the structure step up and step-
and mode of action of a down transformer?
transformer
193
193
SPECIFIC
OBJECTIVES
c) Construct a simple - Perform an experiment to • Wire 4. Is the student able
step up and step- build up a simple step down • Rectangular soft to perform an
down transformer. and step up transformers. iron ring experiment to build
up a simple step
d) Perform an (iii) The teacher should monitor and • Primary coil
down and step up
experiment facilitate students in performing • Secondary coil
transformers?
to build up a • Voltmeter
simple step down (iv) Students to present their • Engineering
and step up responses for sharing and science text
transformers. discussion. books
e) Perform (v) The teacher should give students
experiment which feedback and uses students’
illustrate the
magnetic field
done on part (i) and (ii).
patterns due to
current carrying
straight wire and
loop.
4.0 BASIC 4.1 Semi- The student should (i) The teacher to use questions to • Multimedia 1. Can the student 4
ELECTRONICS Conductors be able to: guide students to explain the projector explain the meaning
and a) Explain the term meaning of the term valence • Flip chart of valence and
Insulators valence and and conduction bands. conduction bands?
• Marker pens
conduction bands (ii) The teacher to use questioning • Semi-conductors 2. Is the student able to
strategies (what, why and how identify conductors
• Conductors
questions) to guide students to: and semiconductors
• Chart of energy basing on their
level conductivity?
194
194
SPECIFIC
OBJECTIVES
c) Distinguish - Differentiate conductors, • Insulators 3. Can the student
between semiconductors and • Battery explain the process
conductors, insulators by using the Fermi of doping of
• Galvanometer
semiconductors energy level concept semiconductor
• Thermometer material?
and insulators - Describe the effects
• Insulators
by using Fermi of temperature on 4. Is the student able
– energy level conductivity of conductors, • Marker pens to distinguish
concept semiconductors and • Engineering between extrinsic
insulators. science text and intrinsic
d) Describe the
books semiconductor
effects of - Describe how doping of
material?
temperature on intrinsic semiconductor is
conductivity conducted. 5. Is the student able
of conductors, - Differentiate between to differentiate
semiconductors extrinsic and intrinsic between extrinsic
semiconductors and intrinsic
and insulators.
(iii) Students to present their semiconductors?
e) Describe the
mechanism of discussion.
doping intrinsic
semi-conductors
feedback and uses students’
f) Differentiate responses as feedback to support
between extrinsic students in performing the tasks
and intrinsic done on part (i) and (ii).
semiconductors
g) Describe the
colour coding
system of
resistors.
195
195
SPECIFIC
OBJECTIVES
4.2 Electronic The student should (i) The teacher to use questions to • Flip chart 1. Is the student 4
components be able to: guide students to guide students • Multimedia able to Explain
a) Explain the to: projector the meaning of
electronics?
meaning of - Brainstorm about the concept • Posters
electronics of electronics. 2. Is the student able
• Transistors
to identify the basic
b) Identify the basic - Identify the basic components • Resistors components in
components in required in electronics. • Capacitors electronics?
electronics (ii) The teacher should give students • Inductors
feedback and uses students’ • LED5
• Integrated
support students in explaining
circuits (IC)
the meaning and identify basic
components in electronics. • Engineering
science text
books
4.3 Resistors and The student should (i) The teacher to use questioning • Several types of 1. Is the student able to 2
Colour Codes be able to: strategies (what, why and how resistors identify and explain
a) Identify and questions) to guide students to: • Flip chart various types and
sizes of resistors?
explain various - Identify and explain various • Marker pens
types and sizes of types and sizes of resistors. • Engineering 2. Is the student able to
resistors. science text explain functions of
- Explain functions of each
books each resistor?
b) Explain functions resistor.
of each resistor. - Describe the colour coding • Reference books
system of resistors.
196
196
SPECIFIC
OBJECTIVES
c) Compare resistor (ii) The teacher to organize 3. Is the student able to
read value and students into groups and guide describe the colour
measured one. them to: coding system of
- Compare resistor read resistors?
d) Identify the value and measured one.
practical 4. Is the student able
- Identify the practical to compare resistor
application of
application of various types read value with the
various types of
of resistors. measured value?
resistors.
(iii) The teacher to create activities 5. Is the student able to
e) Read resistor and guide students to read identify the practical
colour codes. resistor colour codes. applications of
various types of
resistors?
facilitate students in reading
resistor colour codes. 6. Is the student able
to read resistor
colour codes?
discussion.
done on part (i-iii).
197
197
SPECIFIC
OBJECTIVES
4.4 Capacitor and The student should (i) The teacher to use questions • Flip chart 1. Can the student 6
colour codes be able to: to guide students to explain • Several types of identify different
a) Explain various various types, sizes and capacitors types of capacitors?
functions of capacitors.
types, sizes and • Marker pens 2. Can the student
functions of (ii) The teacher to use questioning identify functions of
• Multmetre
capacitors. strategies (what, why and how capacitors?
questions) to guide students to • Posters
b) Identify functions identify functions of capacitors. • Multimedia 3. Is the student
of capacitors. able to describe
(iii) The teacher to organise students • Projector
the practical
c) Describe in groups and guide them to: • Engineering applications of
- Describe practical application science text
the practical various types of
of various types of books
application of capacitors?
capacitors.
various types of - Differentiate the colour 4. Is the student able
capacitors. coding system of capacitors. to differentiate
d) Differentiate the (iv) The teacher to create activities the colour
colour coding for students to read capacitor coding system of
colour codes. capacitors?
system of
capacitors. (v) The teacher should monitor and 5. Is the student able
facilitate students in reading to read capacitor
e) Read capacitor capacitor colour codes. colour codes?
colour codes. (vi) Students to present their
discussion.
(vii) The teacher to give students
support students to perform the
tasks done on part (i-iv).
198
198
SPECIFIC
OBJECTIVES
4.5 Inductors The student should (i) The teacher to use questions • Flip chart 1. Is the student able 2
be able to: to guide students to describe • Several types of to describe various
a) Describe various various types, sizes of inductors types, sizes of
inductors. inductors?
types, sizes of • Marker pens
inductors. (ii) The teacher to use questioning 2. Is the student able to
• Multimedia
strategies (what, why and how identify functions of
b) Identify functions questions) to guide students to • Projector
each inductor?
of each inductor. identify functions of each type • Engineering
c) Calculate of inductor. science text 3. Is the student able
books to calculate the
the reactive (iii) The teacher to create activities
relative inductance
inductance of for students to calculate
of inductors?
inductors. the reactive inductance of
inductors.
facilitate students in calculating
the reactive inductance of
inductors.
performing the tasks done on
part (i-iii).
199
199
SPECIFIC
OBJECTIVES
4.6 Diodes The student should (i) The teacher to organise students • Chart showing 1. Can the student 2
be able to: in groups and guide them to: diodes describe the
construction of P-N
a) Describe the - Describe the construction of • Marker pens
junction?
construction of P – P – N junction. • Flip chart
N junction. 2. Is the student able
- Explain the mode of action of • Multimedia
projector to explain the mode
b) Explain the mode a P – N junction.
of action of a P-N
of action of a P – • Diode samples
(ii) The teacher to use questioning junction?
N junction. strategies (what, why and how • P –N junction
diode 3. Is the student able to
questions) to guide students to:
c) Identify the types identify diode?
• Light emitting
of diodes. - Identify the types of diodes.
diode (LED) 4. Is the student able
d) Identify diode - Identify diode terminals • D.C. source to Identify diode
terminals (Anode (Anode and cathode). terminals (Anode
• Capacitors
and cathode) and cathode)
- Describe the construction of • Resistors
construct the construct the
a half and full wave rectifier.
• Connecting wire rectifier circuit?
rectifier circuit.
(iii) The teacher to create activities • Engineering 5. Is the student able
e) Illustrate the and guide students in groups to: science text to Illustrate the
construction of P - Illustrate the construction of books construction of P –
– N junction P – N junction. N junction
f) Construct half 6. Is the student able
- Construct the rectifier circuit to construct a half
and full wave
rectifier circuit. - Construct half and full wave and full wave
rectifier circuit. rectifier circuit?
g) Construct the
rectifier circuit? (iv) The teacher should monitor and 7. Is the student able
facilitate students in performing to construct the
the tasks given in part (iii). rectifier circuit?
200
200
SPECIFIC
OBJECTIVES
discussion.
done on part (i-iii).
4.7 Transistors The student should (i) The teacher to organise students • Chart showing a 1. Is the student able 4
be able to: in groups and guide them to: transistor to explain the
construction of PNP
a) Describe the - Describe the construction of • Transistors
and NPN transistor?
construction of PNP and NPN transistor. • NPN and PNP
PNP and NPN transistors 2. Is the student able
- Explain the mode of action
transistor to explain the mode
of PNP and NPN transistor. • Radio
of action of PNP
b) Explain the • TV
(ii) The teacher to use questioning transistor?
mode of action strategies (what, why and how • Voltage
amplifier 3. Can the student
of PNP and NPN questions) to guide students to:
identify various
transistor • Switch
- Identify the types of types of transistors?
c) Identify the types transistors. • Engineering
science text 4. Is the student able
of transistors - Identify transistor legs/ to identify transistor
books
d) Identify transistor terminals (Emitter, Base and terminals?
legs/terminals collector) 5. Is the student able
(Emitter, Base and - Identify the applications of to identify the
collector) transistors in daily life applications of
transistor in daily
life?
201
201
SPECIFIC
OBJECTIVES
e) Outline the (iii) The teacher to create activities 6. Is the student able
applications of and guide students in groups to illustrate the
transistors in daily to illustrate the construction of construction of PNP
life. PNP and NPN transistor. and NPN transistor?
f) Illustrate the (iv) The teacher should monitor
construction of
PNP and NPN
part (iii).
transistor
discussion.
given in part (i-iii).
4.8 Analogue The student should (i) The teacher to use questions to • Chart showing 1. Can the student 2
Signals be able to: guide students to: analogue signals explain the meaning
a) Explain the - Explain the concept of • Mobile phone of analogue signals?
analogue signals. (analogue)
concept of 2. Can the student
analogue signals. - Explain the concept of digital • Mobile phones explain the concept
signals. (digital) of digital signals?
b) Explain the
(ii) The teacher to organise students • Chart showing 3. Is the student able to
concept of digital
in groups and guide them to:
signals. • digital signals describe generation
- Distinguish analogue and
• Watch of digital signals?
digital signals.
- Describe the generation of • Multimeter
digital signals.
202
202
SPECIFIC
OBJECTIVES
d) Distinguish (iii) Students to present their 4. Is the student able to
analogue and responses for sharing and distinguish analogue
digital signals. discussion. and digital signals?
e) Describe feedback and uses students’
generation of responses as feedback to support
digital signals. students in performing the tasks
done on part (i) - ii).
4.9 Single Stage The student should (i) The teacher to use questions • Transistors 1. Can the student 2
Amplifier be able to: to guide students to explain • Capacitors explain the concept
a) Explain the the concept of single stage of single stage
• Tool kit
amplifier. amplifier?
concept of single • Resistors
stage amplifier. (ii) The teacher to create activities 2. Is the student able to
and guide students in groups to: • Engineering
b) Design a single design a single stage
science text
stage amplifier. - Design a single stage amplifier?
amplifier books
c) Test a single stage 3. Can the student
amplifier. - Test a single stage amplifier. test the single stage
(iii) The teacher should monitor and amplifier?
discussion.
(v) The teacher should give students
done on part (i)-(ii).
203
203
SPECIFIC
OBJECTIVES
5.0 SOLAR 5.1 Concept of The student should (i) The teacher to use questions to • Flip chart 1. Is the student able 2
ENERGY solar energy be able to: guide students to: • Marker pens to explain the
a) Explain the term meaning of solar
- Explain the term solar energy. • Multimedia
energy?
solar energy. projector
- Describe the components of a
• Solar panel 2. Can the student
b) Describe the solar energy system
describe
components of • Solar array
(ii) The teacher to organise students components of
a solar energy in groups and guide them to: • Mounting rack a solar energy
system. • Inverter system?
- Describe the uses of solar
c) Describe the uses energy in daily life. • Batter pack 3. Can the student
of solar energy in • Power meter identify uses of
- Identify uses of solar energy
daily life. • Charge control solar energy in real
in real world?
world?
d) Identify uses of • Engineering
- Identify the areas where solar
solar energy in science text 4. Is the student able
energy can be used.
real world? books to describe the uses
(iii) Students to present their of solar energy in
e) Identify the areas responses for sharing and daily life?
where solar energy discussion.
can be used. (iv) The teacher should give to identify areas
students feedback and where solar energy
uses students’ responses as is used?
performing the tasks done on
part (i)-(ii).
204
204
SPECIFIC
OBJECTIVES
5.2 Solar Energy The student should (i) The teacher to organise students • Solar panel 1. Can the student 6
System be able to: in groups and guide them to: • Solar battery describe the
Installation a) Describe the procedures/process
- Describe the procedures/ • Solar cables
of installing a solar
procedures/ process of installing a solar • Engineering
energy system?
process of energy system. science text
installing a solar books 2. Can the student
- Describe the procedures/
energy system. install a solar energy
process of servicing solar • Reference books
system?
b) Install a solar energy systems.
energy system (ii) The teacher to create activities
to describe the
and guide students in groups to:
c) Describe the procedures/process
procedures/ - Perform installation of a solar of servicing solar
process of energy system energy systems?
servicing solar - Service a solar energy 4. Is the student able
energy systems. system. to carry out service
d) Service a solar of a solar energy
system?
energy system facilitate students in performing
discussion.
(v) The teacher to give students
done on part (i & ii).
205
205

Syllabus For Engineering Science Form I-IV

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MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY

TANZANIA INSTITUTE OF EDUCATION

ENGINEERING SCIENCE SYLLABUS

Tanzania Institute of Education

Tel. +255 22 277 3005/+255 22 277 1358

Ag. Commissioner for Education

Fax: +255 222 11327

1.0 Introduction .............................................................................................................................................................. v

3.0 Objectives of Secondary Education

4.0 Competencies of Engineering Science Subject

5.0 Objectives of Engineering Science Subject

6.0 Structure and Organisation of the Syllabus Content

CLASS LEVEL OBJECTIVES

CLASS LEVEL COMPETENCIES

CLASS LEVEL OBJECTIVES

(iii) Students to present their

c) Calculate the - Identify properties of liquid • Ponds 3. Is the student

CLASS LEVEL COMPETENCIES

CLASS LEVEL OBJECTIVES

d) Cite examples - Explain how to solve 4. Is the student able

CLASS LEVEL COMPETENCIES

CLASS LEVEL OBJECTIVES

f) Conduct (vi) The teacher should give students

(iii) Students to present their

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