Physics

Physics is best taught when the underlying concepts are well incorporated with the mathematical
problem-solving aspect. Our students are exposed to well-grounded conceptual physics concerning
every topic.

The SSS 3 students began the session with the concept of e-m waves; followed by vector fields-
gravitational and electric fields. These form the foundation for our work this term. They have also been
taught capacitors and electric current. More activities, apart from the usual classroom lessons are also
lined up for them including quizzes, practical and project works- part of which is the already assigned
work on “models of the atom”.

The SSS 2 students have covered vectors-resultants, components of vectors, equations of uniform
motion and projectile. Further concepts such as Newton’s laws of motion (inertia), SHM and machines
will be taught.

The SSS 1 students have been carefully introduced to the subject and are moving on smoothly in the
course. The concepts of measurement, measuring instruments, physical quantities, motion, force and
pressure have been covered so far. More topics such as linear acceleration, graphs of motion, work,
energy and power will be treated and as such validating the students’ interests in the subject.

Basic science
The Basic Science course as part of the Basic Science and Technology (BST) course junior secondary
school is parked with student-oriented activities.

The course includes class lessons, practical sessions and quizzes to stimulate the students’
understanding.

The JSS 1 students started the session with the concept of living things and non-living things – matter,
plants and animals, metals and non-metals. Further concepts include human development-puberty,
family health and drug abuse. There is continuity as they move from one term to another and class to
class.

The JSS 2 students will proceed with topics such as habitat and relationships between organisms in an
ecosystem as well as food energy level.

The JSS 3 students started the term with the concept of drug and substance abuse. They moved on to
family traits and heredity, environmental hazards, their prevention and control e.g. soil erosion, bush
burning, flooding and deforestation. They shall proceed with further concepts such as depletion of the
ozone layer, energy- light, sound, electric and radioactivity as they move towards the completion of
their junior school year.