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Free KCSE Mathematics Form 1-4 Resources: Exams, Notes & Schemes

Free KCSE Mathematics Form 1-4 Resources: Exams, Notes & Schemes –

Been looking for free KCSE Mathematics resources? Look no more. Download free resources for KCSE Mathematics exams, notes, and schemes for Form 1-4. Enhance your studies with comprehensive materials.

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MATH PP1 INTRA JULY

MATH PP1 NAIROBI SCHL ET1

MATH PP1 NAIROBI SCHL OPENER T2

MATH PP1 NAIROBI SCHL OPENER T2  MS

MATH PP1 NAIROBI SCHL OPENER T3 MS

MATH PP1 NAIROBI SCHL OPENER T3 2022

MATH PP1 NBI SCH MOCK JULY 2023 MS

MATH PP1 NBI SCH MOCK JULY 2023

MATH PP1 PINNACLE CLUSTER T2 2023 MS

MATH PP1 REPLICA 2023.NEW

MATH PP2 F3 BULLET ET2 2023

MATH PP2 FINAL GAUGE PREDICTION QTNS (1)

MATH PP2 FINAL GAUGE PREDICTION QTNS (2)

MATH PP2 FINAL GAUGE PREDICTION QTNS

MATH PP2 INTRA JULY 2023

MATH PP2 NAIROBI SCHL ET1 2023

MATH PP2 NBI SCH MOCK JULY 2023 MS

MATH PP2 PINNACLE CLUSTER T2 2023 MS

MATH PP2 REPLICA 2023

MATHEMATICS-PAPER-2-ALT-B-KCSE-2019-QUESTIONS

MATHEMATICS-PAPER-2-ALT-A-KCSE-2019-QUESTIONS

MATHEMATICS-PAPER-1-ALT-B-KCSE-2019-QUESTIONS

MATHEMATICS-PAPER-1-ALT-A-KCSE-2019-QUESTIONS

mathematics_form_1_notes

MATHEMATICS_DISTINCTION_2021_TERM_2_STD_7_TEST_EXAM_Teacher_co_ke

MATHEMATICS_DISTINCTION_2021_TERM_2_STD_7_TEST_EXAM_Teacher_co_ke (2)

Mathematics

Mathematics

MATHEMATICS TENJET PP1 QNS

MATHEMATICS TENJET PP1 MS

MATHEMATICS PP2 2024 KCSE TOP RANK MOCK

MATHEMATICS PP1

MATHEMATICS PP1 2024 KCSE TOP RANK MOCK

MATHEMATICS PAPER1.KEY LIGHT MOCK docx

MATHEMATICS PAPER 2 SCHEME

MATHEMATICS PAPER 1 SCHEME

MATHEMATICS MOCKS exams

MATHEMATICS GURU PP2 SCHEME SERIES 1

MATHEMATICAL ACTIVITIES PP1 2023 Term 3 Set 4

MATHEMATICAL ACTIVITIES PP1 2023 Term 3 Set 2

MATHAPP2-Atika School – 002-792

MATHAPP1PP2-Atika School – 002-757

MATHAPP1-Atika School – 002-791

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MATH

MATH TOP SCHOOLS 2024

MATH TOP SCHOOLS 2024 (2)

MATH REPLICA SERIESMATH PP2 THE SPARK HOT BED

 

Form 3 Physics Exams and Marking Schemes Free

Name___________________________________________ Index No.____________                            

Candidates signature ____________________                          Date __________________

PHYSICS

PAPER 3

PRACTICAL 

2 ½ HOURS

 

JOINT EXAMINATION TERM 3

 

INSTRUCTIONS TO CANDIDATES

  • Answer all questions in both sections in the spaces provided in the question paper.
  • Read the whole paper carefully before commencing your work.
  • Marks are given for clear record of the observations actually made, their suitability and accuracy and the use of them.
  • Mathematical tables and electronic calculators may be used.

 

FOR EXAMINER’S USE ONLY

Question Maximum Score Candidate’s Score
1. 20  
2. 20  
 

TOTAL

 

40

 

 

 

This paper consists of 7 printed pages. Learners should check to ensure that all pages are printed as indicated and that no questions are missing.

 

 

 

Question 1

You are provided with the following;

  • Masses; 10g, 20g(2), 50g and 100g
  • A helical spring with a pointer
  • Metre rule or half metre rule

 

Proceeds as follows;

  1. a) Suspend the helical spring vertically, alongside the clamped half metre rule as shown in figure 1 below. Determine the length, L0 of the spring before loading it.

L0=________________________________(cm)                                                      (1mk)

  1. i) Load the spring with a mass of 20g and determine the new reading on the metre rule (L).

 

  1. ii) Record this in the table below.

 

iii) Calculate the extension, e= L-L0 due to the mass of 20g and record the value in the table given below.

 

 

 

 

 

 

 

 

 

 

 

 

  1. Repeat step b(i-iii) for other masses and complete the table.             (8mks)

 

Mass (g) 0 20 30 40 50 60 70 80 90 100
Weight (N) (Force)                    
Reading L (cm)                    
Extension e (cm)                    

 

  1. Plot a graph of Force(N) against extension e (cm).             (5mks)
  • Determine the slope S of the graph.             (3mks)

 

 

 

 

  1. Given that K=Se, determine the value of K where S is the slope of the graph and e is the extension of the spring when loaded with a 50g mass.             (3mks)

 

 

 

 

Question 2

You are provided with the following;

  • A Nichrome wire mounted on a millimeter scale YZ.
  • A carbon resistor R (10Ω)
  • 8 connecting wires
  • Ammeter
  • Voltmeter
  • 2 dry cells
  • Cell holders
  • Switch

 

  1. (a) Set up the circuit as shown below.
  2. Record the voltmeter reading when the switch is open.

E=_____________________________________                                         (1mk)

  1. Close the switch and record the voltmeter and ammeter readings.

Voltmeter reading, V=_______________________________                     (1mk)

Ammeter reading, I=________________________________                      (1mk)

  • Explain why V is less than E.             (2mk)

______________________________________________________________________________________________________________________________________________________________________________________________________

 

  1. Now connect the voltmeter across the carbon resistor R and record voltmeter reading V1 when the switch is on.             (1mk)

V1=

 

 

 

 

 

 

 

  1. Determine R given that; R=             (3mks)

 

 

 

 

 

 

 

 

(b)

  • Measure and record the diameter, d of the resistance wire (YZ) using a micrometer screw gauge.

d= ___________________________________mm

d=___________________________________m                                           (2mks)

  1. ii) Set-up the circuit as shown in figure;

 

  • Determine the current I flowing in the circuit.

I=__________________________________                                                 (1mk)

 

 

  1. Now connect the voltmeter across wire (YZ) and record the p.d, V2 across wire YZ.

V2= ________________________________                                                 (1mk)

 

  1. Determine the resistance R of the wire YZ.             (3mks)

 

 

 

 

 

 

 

  1. Determine k, the resistance per metre of wire YZ. (2mks)

 

 

 

 

 

 

 

 

 

  • Determine Q given that Q=(where d is in metres)                    (2mks)

________________________________________________________________________

JOINT EXAMINATION

FORM 3PP3 PHYSICS

TERM 3 MARKING SCHEME

 

  1. a) L0 – ½mk answer to 1d.p

½mk correct unit (cm)

 

  1. ii) (8mks)
Mass (g) 0 20 30 40 50 60 70 80 90 100
Weight (force) N                    
Reading, L cm                    
Extension, e(cm)   1.0 2.6 4.8 6.3 8.1 10.2 12.3 14.2 16.4

 

2mks@ Row (force) – correct evaluation and substitution

F = mg

L to 1 d.p

e correct (L-L0) to 1 d.p

 

  1. v) Graph of Force(N) vs extension, e (cm). (5mks)

Correct labelling of axis – 1mk

Scale – simple and uniform – 1mk

Plotting (2mks) (7-10 points) – 2mks

(5-6 points) – 1mk

(0-4 points) – 0 mk

Line – straight line passing through the origin – 1mk

 

  1. vi) Slope, s== 0.8N/cm                         (3mk)

Clear points from the graph – 1mk

Correct evaluation – 1mk

Answer – ½mk

Correct unit – ½mk

 

vii) Correct substitution of k=se – 1mk

Correct evaluation – 1mk

Answer – ½mk

Correct unit – ½mk

  1. a)
  2. E = 3.0- ½mk

Correct unit – ½mk

  1. V = 2.5v1 1 d.p (1mk) and correct unit

I = 0.20A 0.02 2 d.p (1mk) and correct unit

  • V is less than E due to the lost voltage; voltage against the internal resistance of the cell. (2mk)
  1. V1 = 1.4V1 Correct reading to 1 d.p – ½mk

Correct unit – ½mk

  1. R=1

Correct substitution – ½mk

Correct evaluation – ½mk

Answer in 4s.f – ½mk

Correct unit – ½mk

 

b          (i)        d=0.36mm

d= in metres – correct conversion to 5 d.p  (1mk)

(iii)      I = 0.10A     Correct reading – ½mk

Correct unit – ½mk

iv)V2 = 1.9v  0.1      Correct reading – ½mk

Correct unit – ½mk

  1. v) R= Correct substitution – 1mk

Correct evaluation – 1mk

Answer in 4s.f – ½mk

Correct unit – ½mk

  1. K=Correct evaluation – 1mk

Answer – ½mk 4s.f

Correct unit – ½mk (Ωm-1)

  • Q= Correct evaluation – 1mk

Answer in 4s.f – ½mk

Correct unit – ½mk  (Ωm)

 

 

COMPUTER STUDIES FORM 1 NOTES FREE

COMPUTER STUDIES FORM 1 NOTES

INTRODUCTION TO MICROCOMPUTERS

Section I

Objectives

In this section you will learn:

  • The Rise and Development of Computers
  • Computer Generations
  • Characteristics of Computers
  • Various Areas Of Computer Applications

1.0       The Rise and Development of the Computer

Since the earliest days of civilization man has been preoccupied with mathematics and logic, and the attempts to create a machine to carry out calculations on numbers – additions, subtractions, multiplications, divisions – began in the days of the great thinkers of Asia, Greece and Egypt.

The abacus and later mechanical implements were developed, but until the twentieth century no machine has been invented which could “store” a sequence of calculations and repeat them as required. Every calculation needed to be carried out afresh.

It was a Victoria gentleman called Babbage who invented, in the late nineteenth century, the first “programmable” computer. That was a machine built of thousands of intricate geared cylinders interlocked in incredibly complex ways which could carry out instructions under the control of a “program” contained in the holes in punched cards – an idea inspired by the jacquard loom, a card-controlled loom (weaving machine) which wove extremely complex patterns.

Early in the twentieth century, the idea was developed of storing the instructions electronically, instead of mechanically, using valves. That was so successful that the first “real” computers were built; but the number, complexity and size of their components were so great that the machine were enormous in size and cost.

Until the mid-1950’s, computer development and use were largely confined to a few universities in Britain and the United States of America, here their main use was the rapid solution of mathematical and scientific problems.

Gradually computers came to be used more for government administration and business purposes, but their huge size, cost and complexity limited their use to only the largest enterprises and institutions.

As transistors replaced valves as the essential components of computers, medium-size businesses and industries found the sizes and costs of computers more suited to their needs and resources. As the new computers were still designed primarily for complex mathematical and engineering problems, however, operators of the computers still had to be specially trained to use them, and highly skilled programmers were needed to produce the results required by the “users”.

Soon “thin-film” technology was able to etch many transistorized components on a single chip of silicon – the “silicon chip” – giving use the integrated circuit.

Rapid developments in the 1970’s provided vast increases in the density of such circuits which could be packed on to a single silicon chip, with dramatic improvements in speed, reliability and versatility – and immense reduction in costs. The power and capabilities of a computer, which would once have filled a whole room and would have hundreds of thousands of pounds, could now be held in a microcomputer capable of being housed on a desk and costing well within the financial resources of the average small business.

In addition to the developments in the size and cost of computes, clear changes have taken place over the years in the manner of usage of such computers, and each stage can be clearly defined.

  • Computer Generations

The first generation of modern electronic computers was, as has been described, remote, large, difficult, expensive and – usually – single-purposed, capable of carrying out just one “user task” at a time.

The Second Generation of computers was, however, characterized by being less large, difficult and expensive, and general-purpose rather than being dedicated to a particular objective. But such computers were still somewhat remote, with very scientifically-minded and trained programmers being needed to write the instructions for them and highly skilled operators being needed to control the running of them. Most importantly, they were still capable of carrying out a succession of single user tasks (often described as operating in a ‘batch processing mode’). Such equipment became known generally as mainframe computers.

 

The third generation of computers became known as mini-computers.

(Smaller and cheaper than the huge mainframe, )They continued the trend, too, of making the actual programming part of getting the machine to perform something useful – which is, after all, the whole purpose of computers and computing – much more “approachable”. Gradually programming languages were developed which became more easily available for many people who were not trained computer scientists to learn; and computer programming became a skill, which many people with the necessary level of ability could learn and use.

 

The fourth generation (Microcomputers) in this family of decreasing size and increasing power. They were, in fact, a development in concept from the hand-held calculator, which in its early days had the disadvantage of not being able to store and repeat complex instructions (or programs). At first the microcomputer appealed only to the “hobbyist”, who purchased it in “kit” form to build, smaller to hi-fi, radio and television equipment.

Then the fascinating of programming – of actually being able to instruct this electronic machine to do something useful and variable – began to take hold. It was very soon realized that here was a means of carrying out “personal” or even “small business’ computing applications at a price affordable for the first time by a whole range of people who never before had been given that opportunity.

 

As micro-computers became more generally available, the demand for less complex, more easily usable programs grew, and there has been a steady increase in the number of generalized programs which can, within limits, be adapted to meet the requirements of individual businesses. Use of these program packages, avoids the very high costs of writing programs for each user.

 

The microcomputer, originally produced by International Business Machines (IBM), but imitated – and is some cases improved upon – by many other computer manufacturers, has established a ‘standard’ throughout the business world. Within a relatively short period of time, PC-compatible micros have appeared on managers’ desks, offering a wide range of facilities never before available in such variety and breadth. Equipment and programs compatible the “PC standard” have proliferated, taking full advantage of the ease of transfer now available between one PC-compatible computer and another.

 

The speed of developments in the computer industry is so breath-taking that it is almost impossible to keep up to date with it. Every month new and exciting inventions and enhancements are being announced, and explored and developed.

 

The portable computer, which fits into a briefcase or on a lap, with its own screen, keyboard and mini-printer, is available in a variety of forms. Many micro-computers use a “mouse” – a hand-held remote control box, to move an arrow around the screen to instruct the computers are a reality, with only the cost of these newer features limiting their wider popularity. Modern microcomputers can produce pictures, graphs, charts, play tunes, as well as undertake many necessary administrative and clerical functions.

 

The fifth generation of computers is often mentioned in the news. Major research in the field of artificial intelligence is continuously under way, and it will not be too long before computers will be developed which can “think” more like a human brain. These will be used to make very complex decisions, based on a huge number of factors, and will eventually come to the aid of those such as doctors and lawyers, researchers and all those others who have need to rely on intuition and experience.

 

Whole areas of uses for computers have yet to be opened up, and the manager who thinks ahead and who wishes to harness the latest contributions of technology for the better service of his enterprise, will do well to keep in touch with the rapid developments of the computer world.

 

1.2       Characteristics of Computers

 

This following summary will give you an insight into many ways in which the use of computers can improve the efficiency of management in the Armed Forces, and of many businesses, whatever their sizes.

 

Speed – Computers work at incredible speeds, performing hundreds, thousands, even millions of calculations in a second. The speed at which electrical signals pass within the computer’s “brain” is approximately the speed of light. It is this speed, measured in terms of microseconds (millionths of a second), or even in nanoseconds (thousand-millionths of a second), which enables the provision of instant information, for example, on tomorrow’s weather, today’s flight bookings, this year’s sales by department – answers within seconds whereas previously considerable research and manual documentation might have been necessary.

 

Storage and Retrieval of Information – Computers can store vast quantities of information, which they can “sift” through when so instructed. They can then present relevant details of that information, exactly in the format required, within seconds.

 

Diligence – Computers, unlike frail human beings, do not become bored or tired or lose concentration when performing highly repetitive work. If a computer has to perform a certain calculation on a million numbers, it will calculate the first and the last with equal diligence. This enables trust to be placed in the results generated by computers, and confidence to be replaced in their ability – neither of which can always be replaced in humans!

 

Accuracy – The computer is capable of doing only what it is told to do. If the human beings who design a given application make a mistake, in invoicing customers for example, then it is hardly fair to “blame” the computer, when correctly programmed computers are far more accurate than human beings. It must be remembered always that computers are only machines to be used by humans, as are typewriters, calculators, etc., and the results produced by computers are only as good as the skills of those who designed and operate them.

 

There is a phrase well known to computer users: “GIGO”, which means “garbage in, garbage out”. In other words, if rubbish is fed into the computer, the results will be rubbish too. It is therefore, for the user to ensure:

 

 

  • That information being fed into the computer is always accurate, well organized and clear.
  • That the programs chosen to run the computer are the ones necessary to give the desired result(s).
  • That the people who are to operate the computer have the right levels of skill and ability.

 

It cannot be emphasized enough that computer is NOT a replacement for human competence. It is an office machine, an aid to administration and management, and as such it is only as good as the people who use it.

 

1.3       Various Areas of Computer Applications

 

  • Accounts receivable, payable, sales, purchases, nominal ledger, aged debts, balance sheets, profit and loss statements
  • Payroll and cheque printing
  • Stock control, finished goods, re-order highlighting, on-self reports, stock levels.
  • Mailing lists, customer lists, letter writing, invoice reminders, credit control.
  • Sales analysis, sales commission statements and lists, prospect highlighting.
  • Cash flow control and analysis.
  • Manufacturing and production control, work scheduling, time costing, shop floor loading.
  • Order entry, sales order processing, back-order reports, credit reports, customer billing.
  • Monitoring overdue accounts, identifying profitable and unprofitable accounts.

 

Section II

 

 

Objectives

 

In this section you will learn:

 

  • Definition of a Computer
  • Classification of Computers
  • Types of Computers
  • Parts of a Computer System
  • How a Computer System Works
  • Computer Programming Languages

 

 

2.0       Definition Of A Computer

 

A computer is an electronic machine or device that accepts data (raw facts) from an input device, performs arithmetical and logical operations (processing) in accordance with a stored pre-defined program and finally transfers the processed data  (information) to an output device.

 

The above definition will be understood excellently when we come to illustrate how a computer system works later in this section.

 

2.1       Classification of Computers

 

All electronic computers are basically the same in their functional design. The main essential differences are in four categories:

 

  • Cost

This refers to the initial and maintenance cost which is determined by the technology involved and the accompanying facilities, e.g. the power of processing.

 

  • Functional performance

This refers to the capability of the CPU to handle input data and instructions to generate information to the recipients.

  • physical size

This is influenced by the computer generation.

  • Storage facility

The storage facility is influenced by the type of media that the computer supports and/or information to be stored.

 

2.2       Types of Computers

 

Basically, there are three main types of computers. These are:

 

  • Mainframe computers

Mainframes are large computers with almost unlimited power allowing many users access to them simultaneously. They have large storage capacity and can perform calculations at very high speeds.

 

  • Mini-computers

As technology improved, it was possible to design smaller computers especially after the invention of integrated circuits. Minicomputers were designed for use in a normal office environment, providing extensive processing power, adequate for medium sized organizations.

 

  • Micro-computers

Microcomputers (commonly called personal computers, PCs) are the smallest computers and were intended for use in an office, fitting on a desktop. Their design is based on large-scale circuit integration that confines several physical components to a small element.  Their internal memory is smaller than the mini and mainframe computers and they support limited backing storage media. They are relatively cheaper and are the most commonly used computers in offices today.

 

2.3       Parts of a Computer System

There are two basic parts of a computer system namely:

 

  • Computer Hardware.
  • Computer Software.

 

Computer Hardware Components.

The computer hardware comprises of the physical and tangible components. They are the parts of the computer that you can see when it is displayed. If it is visible, then that is hardware.

The hardware is again divided into two basic parts namely: –

 

  • Central Processing Unit (CPU)
  • Peripheral Devices
  • Central processing unit (CPU) has a data store, an arithmetic and logic unit, and a control unit. The storage unit holds data, together with instructions until it is ready to work on it. The functions of each unit is as described below:

 

  • Arithmetic Logic Unit (ALU) – Does all arithmetic and logic operations.
  • Control Unit (CU) – Coordinates all activities of the computer and causes an instruction to be fetched and to be executed.

 

  • Main Memory (MM) also called main storage – Stores data which is to be processed, stores (programs) instructions and information. The main memory is volatile (it loses its memory once power is switched off).

 

 

 

 

 

 

 

v    Peripheral Devices are divided into: –

 

  • Input Devices
  • Output devices
  • Backing Storage

 

v Input Devices:

 

  • which allow data as well as instructions to be input into the computer. E.g. Keyboard, Mouse, Optical scanner etc.

 

  • Keyboardis that part of a computer that allows you to enter information into the computer. The keys allow you to type information into the computer like one would type on a typewriter.

 

  • The Mousemay have got its name from the fact that it looks like a mouse especially with the long tail coming from one end. This tail will be attached to your computer, or if the mouse is a cordless one, it runs on a battery. A mouse’s primary purpose is to allow you to choose what you would like to happen on your screen without typing. All you have to do with a mouse is point and click on your choice of instructions.

 

 

 

 

 

 

 

v Output Deviceswhich:

 

  • Collect data and send it out to the user e.g. Monitor, Printer.

 

  • Monitor is the device that looks like a television set. It where text and images are displayed on a screen. The monitor has controls to adjust the quality and contrast of pictures displayed on the screen.

 

 

 

 

 

 

  • A Printerproduces paper copies of what the computer has created. There are several types of printers. They include the following;
  • Dot Matrix Printer
  • Ink Jet Printer
  • Laser Jet Printer
  • *Solid Ink Printer
  • *Thermal Ink Printer
  • *Dye Sublimation Printer

 

The last three (*) provide high quality colour images and are favourites in the graphic industry. While all printers will produce images, not all printers are compatible with all computers and software. Remember to choose a printer according to your printing needs.

 

 

 

 

 

v Backing Storage is a permanent storage device used to store data, program instructions and information for future use.

 

We either use Magnetic tapes or magnetic disks to store information Magnetic disks are commonly used.

 

Magnetic disks are of two types:

 

  • Hard disk which is fixed into the computer and consists of one or more large disks permanently mounted on a horizontal spindle rotating at high speed, which can provide very high volume capacity. They are frequently used when a large amount of data needs to be stored and accessed rapidly.

 

  • Floppy disk are smaller units of storage, each one consisting of a flexible plastic material (hence the adjective “floppy”) in a protective envelope. It is inserted into a special drive attached to the computer. Original floppy diskettes developed in the early 1970s were 8” in diameter. These have progressively reduced in size, first to 5i/4 and now 51/4” and now 31/2”. These disks are cheap and easily interchanged and stored, so their use has become increasingly popular, particularly in connection with micro-computers.

 

 

 

 

 

 

 

 

 

 

 

Computer Software.

Software cannot be seen even though it comes packaged in boxes that you can see. Software is a set of electronic instructions that tell a computer how to do the job. It is actually the programs that run the computer. Some people have described it as the language that the computer uses to understand what you want it to do.

 

There are three main types of software, and they are used for different purposes:

 

  • Tailor-made programs
  • Application packages
  • Standalone Operating systems

 

Tailor-made programs, sometimes called Bespoke, are written for “one specific user”, and to meet “specifically defined needs.” The programs work for that user ONLY. They will not be of any use to any other organization unless its requirements are exactly the same , and its input date is organized in exactly the same way.

 

In order to understand this concept, we will use the analogy of buying a garment. There are many shops that have ready-made clothes. But there are occasions when no shop has a garment that fits a customer’s specification. In such a case, the customer goes to a tailor who makes a custom-made garment. The garment suits his exact needs. His needs may not suite anyone else unless similar specifications prevail.

 

The advantage of tailor-made software – provided that it is well written – is that it does “fit the bill”, and provides exactly the solution which is required for that user-organization’s problems.

 

The disadvantage is that because such software is so specialized, it is expensive to design and to develop. In other words, a great deal of time has to be “invested” in discovering exactly what is needed and in writing every program to match those needs.

 

Examples of Tailor- made programs are:

  • Payroll system
  • Tea stock system
  •  Accounts processing system

 

Application packages are groups of programs written for particular types of usage. For example, most enterprises will have a need for a payroll system and an accounts system; many will need a stock control system and/or a sales invoicing system. In practice, many of the features within each individual organization’s requirements will coincide with – be very similar to – those of another organization. A variety of “standard” applications have therefore been designed and “packaged” to suit a number of users with similar needs.

 

Examples of application software are:

  • Word processorsg. Ms-word, Word Perfect

(deal with manipulation of textual information)

  • Spreadsheetsg. Ms-excel, Quatropro

(deal with production of business financial statements and calculation of figures)

  • Databaseg. Dbase, Ms-access, Paradox

(deal with record keeping, data manipulation and sharing).

 

Standalone Operating Systems are designed to manage the resource of a computer and control its interface to other systems. Such operating systems are held in the processor memory during the whole of the time that the computer is being used. It supervises the execution of programs, assigns and controls the use of available hardware, monitors the flow of data and, in some cases, decides which programs are to be operated at certain times.

 

The operating system can perhaps be compared to the system of roads and traffic regulations without which it would be impossible to travel. If we regard the car or automobile as the hardware of the system and the planned journey as the function of the software, then we can see that the possibility of the journey depends primarily on the existence of a road system and on the observance of basic traffic conventions. For example, vehicles must travel on the same side of the road in each direction, must observe certain speed limits etc.

 

There are several well-known and commonly used operating systems which operate on a range of micro-computers, and which enable a wide choice of packaged software to be run on those computers. Among them, are MS-DOS, PC/DOS, OS/2, UNIX, XENIX, MS Windows and many more.

 

Included in the standalone operating systems are utility programs, which serve to simplify the operation of the complete system. Example of these programs would be Antivirus programs (Dr. Solomon’s toolkit, Fprot), Compressing and decompressing programs, back-up programs, etc. Such utility programs do the following:

 

  • Perform maintenance routines in the computer e.g. formatting routines, file copying routines, back-ups, file protection routines, housekeeping routines etc.
  • They translate other programs into machine sensible form e.g. translators & compilers.
  • They issue error messages to the VDU screen or printer when faults occur.

 

Features of good Software

 

Whatever the language in which a set of programs may be written, their most important features are

  • That they should work without errors.
  • That they should be totally reliable.
  • That they should do the job required of them.

 

 

2.4    Computer Programming Languages

 

There are three main categories of programming languages:

  • Machine language
  • Low-level language
  • High-level language

 

 

 

 

Machine language

 

All instructions to the computer are given in strings of 1’s and 0’s, using the binary number system known as “machine code”. The reason for using the binary number system is that, as an electronic machine, the computer can respond only to two conditions whether transmitted by valve, transistor or integrated circuit.

 

Low-level languages (Assembly languages)

 

Low-level languages are written in symbolic form, with one machine instruction corresponding to one written instruction. Instead of using machine code operation numbers, the programmer is able to use easily learnt and understood operation mnemonics (i.e. ADD, SUB, MULT, etc.) and symbolic operands (names allocated by the programmer and used to refer to particular data areas in the program) to replace numeric operands.

 

Although programming is now made easier, the symbolic language must be translated into the machine code which ‘works’ on a particular computer. This can be done manually, but computer manufacturers will supply an assembler program, which translates the operation mnemonic and replaces the symbolic operands by the precise storage location address reserved for them. The low-level language source program is thus assembled into the machine code object program; the process involves translation, allocation of storage space and the picking of grammatical and logic errors.

 

High-level languages

 

High-level languages have extensive vocabulary of words and symbols used to instruct a computer to carry out the necessary procedures, regardless of the type of machine being used. High-level languages are designed for interactive use via a terminal and they provide facilities for the programmer to make corrections and/or changes to his program during its compilation and execution.

 

High-level language program has to be translated into machine code before it can be used. This is done by a compilerprogram which compiles the source program into the object program. It translate words much closer to ‘real’ language into machine code and back again, so that the English-speaking programmer could write programs in words which are meaningful in English, such as ‘READ’, ‘ADD’, etc.; the French programmer could use similar words in French, and so on.

 

Today, mainly ‘high-level’ languages are used, in particular for micro-computers, the best known among them are:

 

 

  • COBOL (Common Business Oriented Language) – used mainly for business applications.
  • FORTRAN (Formula Translation) – for scientific and mathematical uses.
  • BASIC (Beginners All-purpose Symbolic Instruction Code) – is an easy language to learn and is widely used in educational establishments and in time-sharing applications.

 

2.5       How A Computer System Works

 

Having mentioned the basic parts of a computer system and their brief individual functions, it is significant at this juncture to put them together and assimilate how a computer system actually works.

 

In order to be able to appreciate how a computer system actually does it is essential to examine the various “activities” which are involved in the manual performance of a fairly simple and straightforward routine office task.

 

Scenario

  • A retail stationery business employs a clerical assistant to complete sales invoices before sending them to customers. Each completed invoice is to contain the name and address of the relevant customer, plus the quantity, description and catalogue number of each item of goods purchased on credit by that particular customer. The assistant’s function is to look up the unit price of each item in the relevant price-list, and then to calculate the total cost by multiplying the quantity purchased by the unit price. He has then to write the total cost for each entry on the invoice, and must finally add up the total invoice charge and write that in the appropriate place on the invoice.

 

 

Explanation

 

  • Reading the item catalogue number and quantity stated on the invoice, i.e. receiving new information. (input)
  • Looking up the item unit price in the price-list, i.e. referring to information already recorded or stored. (main storage)
  • Calculating the total entry cost. (arithmetic)
  • Writing the total cost on the invoice. (output)
  • If there are no more entries, calculating and writing the total invoice charge; if there are more, repeating the sequence again. (logic)

 

A simple outline procedure is as shown in the diagram below.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

How Data Flows in the Computer System

The above explanation can be amplified further by examining the way data flows from the moment it is keyed into the computer system and the time it is available as a as soft copy (at the VDU) or hard copy print out from any printer.

 

F From input devices data goes into main memory (main storage) ready to be processed and the results of processing flow from main storage to output devices.

F Data flows from main storage to the ALU. The ALU performs operations on the data thus generating results, which flow back to main storage.

F Data in main storage, which is not required immediately, may be passed to backing storage from where it may subsequently be brought back to main storage when needed for processing.

F Instructions (essentially a special form of data) flows from main storage to control unit, which interprets them and causes the required hardware operations to take place.

F Commands flow from the control unit to other elements of the computer system and are distinct from data flow.

 

NB: The ALU and the Control Unit form the processor.

 

 

 

Section III

 

Objectives

In this section you will learn:

 

  • Why Computer Security
  • Common Risks and Threats
  • Fraud and its Elements
  • Computer-related Crimes
  • Managing Computer Fraud and security

 

Computer Security and Fraud

 

  • Physical Security (Hardware)
  • Data Security

 

3.1       Why Computer Security

 

There are many good reasons to justify critical appraisal of security issues particularly in a highly computerized organization. The use of computers presents immense benefits to all organizations, and more specifically to information-based organizations.

 

The objective of security is to ensure that both hardware and software continue to operate successfully and provide expected service levels. To understand why computer security is important, let us examine the results of poor security. Firstly, the loss of essential irreplaceable data means that appropriate decisions cannot be made. Secondly, where such data can be recovered, the cost of reconstruction can be high and time consuming. Thirdly, if people discover that they can “get away with it”, there will be all the temptation to perpetuate fraud. All these will result in unnecessary losses to the organization and create operating difficulties.

 

Vulnerabilities

 

The main areas of vulnerabilities are:

 

  • Processors – is vulnerable to failure and misuse of privileged instructions. The software of the central processor is vulnerable to bypassing of file protection and access control programs or falsification of user identification.
  • Storage devices – are vulnerable to unauthorized copying of stored information and theft of removable electronic data processing media and to hardware or software failure that could result in compromise.
  • Communication facilities – can be compromised by undesired signal data emanations, cross-talk between secure and insecure circuits and the insinuation of technical surveillance devices.
  • Users – may misrepresent or gorge their identification or authorization, may seek unauthorized access to sensitive material by rousing; and can use debugging procedures to circumvent security mechanisms.
  • Remote terminals – can produce undesired signal data emanations, they are vulnerable to technical surveillance devices, and they can produce a potentially compromising text in the form of hard copy or as permanent images on platens or ink ribbons.
  • System personnel – have normal access to supervisor programs, accounting files, system files, protective features, core dumps, and files stored on removable electronic data processing media and, if they are not loyal and reliable they can become serious security risks.

 

3.2    Common Risks and Threats

 

  • Deliberate sabotage
  • Fire and other hazards
  • Through equipment failure
  • Operator negligence
  • Unauthorized access to computer systems.
  • Password exposure
  • Insufficient security
  • Virus and malicious codes
  • Unauthorized access to computer network

 

In analyzing the security problems of a modern computer environment and seeking solutions to those threats, an overall view is useful. It can tell us in general where we are, what we are up against, and what resources are available to us for defence. But it is unfortunate that most organizations  ‘gain confidence’ and think that security measures are too costly and are bad for the morale of their employees. This ‘negative attitude’ breeds a culture for FRAUD to take up roots.

 

 

3.3       Fraud and its Elements

 

Why fraud occur

 

Fraud can be defined as a dishonest business transaction aimed at a financial gain to the fraudster and a subsequent loss to the victim. It is an act of stealing. It generally takes place because there is opportunity (access, skill, and time) and motivation (need, justification and challenge) to commit it.

 

 

 

Why fraud can easily take place

 

  • Trust and greed
  • No victim awareness till very late
  • Official reaction differ
  • Low penalties due to the fact that proving the case beyond reasonable doubt is not easy
  • High profit compared to the low risks involved
  • There is unwillingness to report because of:

 

  • Embarrassment to self
  • Embarrassment to organization
  • Some thing that police cannot help

 

Fraud warnings

 

  • Autocratic line management – a forceful (domineering) person can exert authority to his/her status. This may allow controls to be over-ridden or favourable information to be suppressed: conditions essential to the concealment of many frauds. This problem sometimes arises where an individual sees himself as the driving force behind a business and start to behave more as owner than manager.
  • Low morale – low staff morale is conducive to fraud. Unhappy staff are less likely to operate controls effectively and may cut corners. If for example, a major redundancy plan is in progress or a site is to be closed there is a risk that staff may avenge themselves at the expense of the company.
  • High staff turnover – high staff turnover may indicate disquiet at fraudulent activity or the way the business is managed and a reluctance to continue working under such conditions. Departing employees should always be debriefed by someone independent of their line management.

 

Rule:  watch for the signs of increased risk and investigate.

 

Fraud alerts

 

Fraudsters often test a fraud by making several small deniable or inconsequential attempts before a single large transaction. Detection of small frauds may indicate more substantial attempted fraud. It is therefore vital to react quickly and effectively to fraud alerts. Common fraud alerts are:

  • Anonymous letters
  • Lifestyle
  • Untaken holidays
  • Unusual, irrational or inconsistent behaviors.

 

Rule: recognize and investigate all fraud alerts.

 

 

3.4       Computer-related crimes

 

The concept of computer crime is necessarily founded on new and different concepts from those of traditional crimes. This is because the patterns of conduct treated as misuse or abuse differ, to a great extent, from those of traditional crimes. Computer crime is understood by legal scholars to be antisocial activity related to computer systems.

 

This broad concept can be concretized by surveying the circumstances related to the commission of computer crimes and by classifying the crimes themselves. Many classifications have been attempted, but most commonly they fall into five categories:

 

  • Manipulation of data – e.g. false account numbers, changing values through written input documents, altering cheques, values, names or account numbers.
  • Unauthorized computer use – gaining access to confidential information and changing it. Most common types of computer fraud are in payroll systems, the internal transfer of funds in customer accounts, inventory ledgers etc. this is usually done by creating ghost employees, stock, items, customers, etc.
  • Computer sabotage – malicious damage to computer hardware or software programs. This may occur if there is a motivation, eg. Justification, revenge etc.
  • Computer theft – this may include theft of information and computer-related assets.

 

3.5    Managing Computer Fraud and Security

 

The protective features that computer security shares with other kinds of security consist of administrative and organizational measures, provisions to ensure the loyalty and reliability of personnel and traditional physical and environmental safeguards.

 

The protective features involve measures relating to hardware, software and communications if a remote environment is under consideration. The underlisted are some of the measures, which can be enforced to ensure fraud does not occur and also maximum security prevail.

  • Establish authority
  • Establish fraud policy
  • Ensure loyalty and reliability of employees by doing the following:
  • Segregation of duties
  • Delegation of duties
  • Rotation of duties
  • Pre-employment screening (vetting)
  • Education (exposure)
  • Establish means whereby authorizing actions may clearly be recognized as valid.
  • Identify assets deserving protection
  • Count your protected assets
  • Concentrate your valuable assets so that they can be protected
  • Reduce exposure of protected assets
  • Document actions affecting protected assets
  • Investigate all discrepancies
  • Punish deviations
  • Fix responsibility for protected assets
  • Accounts must be analyzed and reconciled
  • Variance between actual and budgeted
  • Access control software
  • Decentralized security administration
  • Antivirus products
  • Off-site storage of backup files
  • Password management
  • Network access control
  • Computer room security
  • Dial-up port protection

KCPE 2008 ANSWERS, MARKING SCHEMES, FOR ALL SUBJECTS- OFFICIAL KNEC NEWSLETTER

KCPE- 2008  NE WS LETTER MARKING SCH EMES
NUMBER MATHS ENGLISH KISWAHILI SCIENCE SST
1 A D C C C
2 C C B D A
3 D A A B D
4 A A A B B
5 B D D D D
6 B B A D B
7 A C C C A
8 C B D D C
9 B B B B B
10 D A B A D
11 C D A D A
12 B C D A C
13 D B C D A
14 D B C B D
15 C A D D B
16 B C A B D
17 D A B A A
18 D A A A C
18 C B C A B
20 B D D C D
21 B C D A B
22 D B C A A
23 A D B C
24 C A A C D
25 A A B B A
26 D C A A C
27 D B C D B
28 D C D B A
29 B B C A D
30 A D B D A
31 B A C A A
32 C D B D C
33 C B A B D
34 C B A C B
35 B B D A D
36 C A C B A
37 B D B C C
38 D A C B D
39 A A D D C
40 B C A C B
41 A D A A A
42 A D B B D
43 B C D B D
44 C D C C A
45 D C A D B
46 A D C B A
47 C A B C D
48 A A C D B
49 A B A C C
50 C C C A A
51 D
52 C
53 B
54 A
55 D
56 B
57 A
58 D
59 C
60 B

ELECTRONICS

  1. Sketch curves to show the variation of current and time as displayed on the CRO in each of the
  2. State the majority carriers for a p-type semi conductor.
  3. a) Using examples explain the difference between a semiconductor and a good conductor.
  4. b) A radio repairer wishes to use an ammeter to detect a faulty diode. With the aid of a circuit diagram describe how he will go about this task.
  5. Using examples, explain the difference between a semi conductor and a good conductor.
  6. p- type and n-type semiconductors are made from a pure semiconductor by a process known as “doping”.
  7. i) What is doping?
  8. ii) Explain how the doping produces an n-type semiconductor.
  9. Sketch a current-voltage characteristic of a junction diode with a forward bias.
  10. Using the components symbols shown in the fig, sketch a series circuit diagram for a forward biased diode.

 

 

  1. (a)
  2. i) Distinguish between semiconductors and conductors
  3. ii) Give an example of a semiconductor and one for a conductor.
  4. In the circuit below, when the switch s is closed, the voltmeter shows a

 

 

 

 

 

 

 

 

When the cell terminals are reversed and the switch is closed, the voltmeter reading is zero.

Explain these observations.

  1. What is meant by Donor Impurity in semiconductors?
  2. You are provided with a diode, a resistor R, an a.c source of low voltage and connecting wires. In the space provided, sketch the circuit diagram for a half-wave rectifier and indicate the terminals where the output voltage v0 may be connected.
  3. Explain how doping produces an n-type semiconductor for a pure semiconductor material.
  4. Distinguish between intrinsic and extrinsic semi-conductors.
  5. The diagram below shows a rectifier circuit for an alternating current (a.c) input.

 

 

 

 

 

 

 

 

 

 

 

  1. i) Describe the rectification process.
  2. ii) Draw the traces of the signal obtained on CRO connected across QS and PR.
  3. The figure 8 below shows a bridge rectifier.

Figure 8

  1. i) Define the term rectification.
  2. ii) Describe how the illustrated rectifier works.

iii)       State the modification that can be made on the arrangement to improve the quality of the output.

  1. iv) Sketch on the grid below how the improved output is displayed on a C.R.O screen.

 

  1. a) Distinguish between intrinsic and extrinsic conductors
  2. b) You are provided with 4 diodes, A resistor, an a.c of low voltage and enough connecting wires.
  3. i) In the spaces provided below, sketch the circuit diagram for a full wave rectifier and indicate the terminals where the output voltage v may be connected.
  4. ii) On the axes provided below, sketch the graph of output voltage against time for the rectifier
  5. c) A capacitor is now connected across the output. Explain its effect on the output.
  6. (a)      Define doping

(b)       Distinguish between a p-type and n-type semi conductors

(c)      The figure 14 below shows a bridge circuit

A capacitor has been connected across the resistor as shown

(i)        Sketch the wave form when a C.R.O is connected across the resistor, R

(ii)       On the same axes, sketch a wave form when a C.R.O is connected across R and   when the capacitor has been removed.

  1. The figure below shows a bridge rectifier.

 

A.C.

input

F
 

 

  1. i) Define the term rectification.
  2. ii) Describe how the illustrated rectifier works.

iii) State the modification that can be made on the arrangement to improve the quality of the output.

  1. iv) Sketch on the areas below how the improved output is displayed on a C.R.O screen.

 

 

 

 

 

 

  1. The figure 5 below shows a block diagram of a p-n junction diode.

On the same diagram, show how a cell may be connected so that it is reverse biased.

Fig 5

 

 

  1. Figure 4 below shows the supply of d.c. to a resistor, R through a diode, D.

 

 

    1. Give the bias of the diode.
    2. An a.c supply is now supplied to the resistor R. On the axes provided below, sketch the output observed in the C.R.O connected across R.

 

 

 

 

 

  1. a) A student connected a circuit as shown in figure 13 below hoping to produce a rectified output.

 

 

  1. i) Sketch the graph of the output on the CRO
  2. ii) Explain how the output above is produced.

iii) Name other two uses of a junction diode.

  1. In the figure below, the voltmeter shows a reading when the switch S is closed.

 

 

 

 

 

 

 

 

 

 

When the cell terminals are reversed and the switch closed, the voltmeter reading is zero. Explain this observation.

  1. (a) Define the term doping.
  • The diagram below shows a bridge rectifier for alternating current. Complete the diagram by placing the diodes in the correct order.

 

 

 

 

 

 

 

 

 

 

 

 

(c) Explain why a bridge rectifier circuit is better than a single diode rectifier circuit.

(d) What happens to depletion layer when diode is reverse biased.

  1. (a) You are provided with a 12V a.c. source, four diodes and a resistor.
  2. i) Draw a circuit diagram for full wave rectifier and show the points at which the output is taken
  3. ii) Sketch a graph of voltage against time before rectification.

iii)       Sketch a voltage – time graph after rectification.

  1. iv) Sketch a voltage –time graph after rectification with a capacitor connected across the resistor in (i)
  2. b) A radioactive sample of half life 130 days initially has 1.0x 1020 radioactive atoms. Determine the number of radioactive atoms that would have decayed after 390 days.
  3. In the figure shows a rectifier circuit for an alternating current input.

 

 

 

 

 

 

(a) On the circuit, indicate the flow of current to illustrate rectification.

(b) Sketch a graph to show how the voltage across R varies with time.

  1. (a) (i)  State the meaning of the statement diode characteristic.

(ii) Sketch a circuit diagram that can be used to investigate p-n junction diode characteristics.

  • Define the term acceptor atom as applied in semiconductor.
  • Study figure 7 below and use it to answer questions that follow.
    • Briefly explain how the circuit works to produce a rectified alternating current.
    • Draw on the diagram to show the position of the capacitor.
    • State the functions of the capacitor in the circuit.
    • Sketch the graph of the output as seen on a CRO screen.
  1. The figure below shows a bridge rectifier.
A.C.

input

F
 
  1. i) Define the term rectification.
  2. ii) Describe how the illustrated rectifier works.

iii) State the modification that can be made on the arrangement to improve the quality of the output.

  1. iv)  Sketch on the areas below how the improved output is displayed on a C.R.O screen.

 

 

 

 

 

 

 

 

 

 

(b) Figure 10 shows a circuit whose output voltage with time as displayed on the CRO screen.

 

 

 

 

 

(i) Sketch a graph to show the variation of output voltage with time as displayed on the CRO screen

(ii) Show on the diagram (Figure 10) how a capacitor should be connected to smooth the output voltage

(iii) Sketch a curve of smoothed output voltage against time.

  • (i) Using a diagram explain how doping produces a p-type semi-conductor.

(ii) What is biasing?

(iii) The diagram below shows a circuit with a p-n junction and a very low power bulb.

 

 

 

 

 

 

 

 

 

State with reason the observations made on the bulb when the switch is closed.

  1. (a) (i) Distinguish between intrinsic and extrinsic conductors

(ii) The figure bellows shows a p-n junction diode.

 

 

Complete the diagram to show the forward bias state

(b) Extrinsic semiconductors are made through a process called doping. Explain how doping produces an n-type semi conductor

(c) On the axes shown below, sketch a current-voltage characteristic of junction –diode

 

 

 

 

 

 

(d)The figure below shows a rectifier circuit for an alternating current input using four diodes

To CRO
  • Explain how rectification is done
  • State the function of the capacitor
  • Sketch a graph to show how the p.d. across the resistor R varies with time.
  1. Figure below shows two ways of biasing a P.N junction.

(i)        In which circuit will current flow?

(ii)       Explain your answer in (i) above.

  1. Figure below shows a circuit consisting of ideal diodes.

 

 

 

 

 

 

 

 

 

Determine the current flowing through the resistors

  1. The diagram below shows a junction diode.

 

 

 

P       n

 

 

 

Complete the diagram to show how the diode can be connected in a reverse bias mode.

  1. a) Explain how doping produces a p-type semi conductor for pure semi conductor material.
  2. b) You are provide with 4 diodes, A resistor, an a.c of low voltage and enough connecting wires
  • In the spaces provided below, sketch the circuit diagram for a full wave rectifier and indicate the terminals where the output voltage v may be connected.
  • On the axes provided below, sketch the graph of output voltage against time for the rectifier

 

Output voltage

 

 

 

 

 

 

 

 

 

 

time

 

  • A capacitor is now connected across the output. Explain its effect on the output.
  1. (a) Explain why the conductivity of a metallic conductor decreases with increase in temperature while that of an intrinsic semiconductor increases with increase in temperature.

(b)       Explain what happens to the depletion layer when diode is reverse biased.

(c)       Find the current flowing and the voltage across the 8W resistor in the circuit.

 

 

 

 

 

 

 

 

 

 

(d)       The figure shows a circuit used for a full wave bridge rectification.

 

 

 

 

 

 

 

 

 

 

 

 

 

(i)        Insert diodes D1, D2, D3 and D4 to complete the circuit.

(ii)       What is the use of capacitor C?

(iii)      On the axes below draw a voltage – time display of the

rectification observed on the C.R.O.

 

 

 

 

 

 

 

 

 

 

 

 

  1. a) Explain the following terms:
  2. Extrinsic semiconductor:
  3. Dopping:
  4. b) i. Explain briefly the dopping process involved in making n-type semiconductor.
  5. Draw a circuit diagram to illustrate a forward biased p-n Junction
  6. c) In an experiment to investigate the variation of voltage with current for certain p-n Junction diode.
p.d(voltage) 0 1.0 1.2 1.4 1.6 1.8
Current (mA) 0 3.0 9.0 19.0 32.0 60.0
  1. Draw a circuit diagram that can be used to obtain results in the table above.
  2. Plot a graph of current against p.d on the grid provided.

iii. Find the resistance when the voltage is 1.3V

  1. a) Figure below shows a circuit of a rectifier using two diodes D1 and D2
  2. Explain how rectification output is produced from the set up when an a.c input in connected across AB.
  3. On the axes provided, sketch the graph of output voltage against time for the rectifier.

iii) A capacitor is now connected across XY. Explain the effect of the capacitor on the output.

  1. b) Explain how doping produces an n- type semi conductors from a pure semi conductor material.
  2. c) Briefly explain what happens to the depletion layer when a diode is forward biased.
  3. d) What is a zener diode?
  4. (a) Explain how you can obtain an n-type extrinsic semiconductor.

(b) What do you understand by term full wave rectification of A.C ?

(c ) The figure below shows a bridge rectifier

 

(i) Describe how the illustrated rectifier works.

(ii) State the modification that can be made on the arrangement to improve the quality

of the output.

(iii) Sketch on the axes below how the improved output is displayed on a C.R.O screen. ( 1 mark )

  1. Figure 10(a) and 10(b) shows a p – n junction connected to a battery. It is observed that the current in figure 10(a) is greater than the one in figure 10(b)

State the reason for this observation

  1. a) Distinguish between a conductor and a semi conductor
  2. b) What is meant by doping?
  3. c) Give the difference between intrinsic and extrinsic semiconductor.
  4. d) Using examples explain the difference between n-type and p-type semiconductor.
  5. e) The diagram below shows a circuit for full wave rectification.

 

 

 

 

 

 

 

 

 

  1. i) Insert diodes in the gaps left
  2. ii) Explain how the rectifier works

iii)       A CRO is connected across R, draw the wave output display.

  1. a) Give two differences between P – type and n – type semiconductor
  2. b) Explain using a diagram how a diode can be used as a half-wave rectifier
  3. c) Figure below shows the output of a wave from an a.c source

 

Using a circuit show how the above output is produced

  1. d) Name two ways of enhancing the conductivity of a semiconductor
  2. Figure below shows two identical diodes connected in a circuit.

State and explain what happens to each lamp when the switch is closed.

  1. Below is part of a circuit that was set up by form four students of Okok Secondary school during a physics practical lesson to demonstrate full wave rectification using two diodes.

Complete the circuit by correctly placing the load R and the two diodes

 

 

  1. a) Figure below shows a circuit of a rectifier using two diodes D1 and D2
  2. Explain how rectification output is produced from the set up when an a.c input in connected across AB.
  3. On the axes provided, sketch the graph of output voltage against time for the rectifier.

iii)       A capacitor is now connected across XY. Explain the effect of the capacitor on the output.

  1. b) Explain how doping produces an n- type semi conductors from a pure semi conductor material.
  2. c) Briefly explain what happens to the depletion layer when a diode is forward biased.
  3. d) What is a zener diode?             (1mk)
  4. When a radiation was released into a diffusion cloud chamber, short thick tracks were
    State with a reason, the type of radiation that was detected.

(b) The half-life of an element X is 3.83 days. A sample of this element is found to have an activity rate of 1.6 x 101 disintegrations per second at a particular time.

Determine its activity rate after 19.15 days.

(c) State what is meant by an extrinsic semiconductor.

(d) Figure 12, shows n depletion layer in an unbiased  p-n  junction.

 

 

State how a battery can be used to make the depletion layer narrower.

(e) Figure 13, shows an incomplete circuit of a full wave rectifier.

(i)  Draw in the figure two more diodes to complete the circuit.

(ii)  Show on the figure the points across which the output of the rectifier should he obtained.

  1. a) The figure below shows a bridge rectifier.

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. i) Define the term rectification.
  2. ii) Describe how the illustrated rectifier works.

iii)What modifications can we make on the arrangement  to improve the quality of the output.

  1. iv) Sketch on the areas below how the improved output is displayed on a C.R.O screen.

(b) The figure below shows an expansion cloud chamber.

 

 

 

 

 

 

 

 

 

 

 

 

 

(i) What is the purpose of the Vapour?

(ii) Explain how the radiations emitted by the radioactive source in the chamber are detected.

  1. (a) Distinguish between intrinsic and extrinsic semiconductors.                   (b) (i) A junction diode is used as a rectifier. Draw a simple circuit to show how two junction diodes and a centre tapped transformer can be used to produce a full wave rectified a.c.

(ii) Name two other uses of a junction-diode.

(c) The graph in fig. below shows a forward bias characteristic of a p-n junction.

 

 

 

 

 

 

 

O
A
p.d (v)

 

 

 

 

The depletion layer decreases from O to A. Explain what is meant by depletion layer.

(d) What is the advantage of rectifying using four diodes instead of two?

  1. c) A student connected a circuit as shown below, hoping to produce a rectified output.

 

 

 

 

 

 

 

 

  1. i) Sketch the graph of the output as seen on the C.R.O screen.
  2. ii) Explain how this output is produced.
  3. Figure below is a circuit with 2 bulbs and components D.

 

 

           Fig. 3

 

 

 

(i) State the observation made when switch K is closed.

(ii) Account for the observation made above.

  1. The figure 6 shows a p.n junction connected to a cell.

 

P
N  

 

 

 

               Fig 6 

 

 

 

 

(i) Identify the biasing.

(ii) Represent the circuit in the correct circuit symbols.

  1. a) Define the following terms:
  2. i) Doping
  3. ii) Diode
  4. b) With the aid of a circuit diagram, differentiate between forward biased and reverse diode.
  5. c) Sketch a graph to show how the current through p-n junction varies with p.d across it.
  6. d) The figure shows an incomplete circuit for full wave rectification:-

 

 

 

  1. i) Complete the diagram to show how the diodes should be arranged for the current to flow through R in the direction shown.
  2. ii) Sketch the output voltage as observed in the C.R.O.

PHYSICS ELECTRONICS REVISION QUESTIONS

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CLASS 8 KISWAHILI SCHEMES OF WORK TERM 1-3 UPDATED FREE

AZIMIO LA KAZI

DARASA LA NANE

MUHULA WA I

ASILIA

  1. KISWAHILI SANIFU
  2. Mwongozo wa Mwalimu
  3. Oxford
  4. Kamusi
JUMA KIPINDI FUNZO MADA MALENGO SHUGHULI ZA MWALIMU SHUGHULI ZA MWANA FUNZI NYENZO ASILIA MAONI
1 MATAYARISHONA KUFUGUA SHULE  
2 1 Kusikiliza na kuzungumza/kongea Maamkizi Kufikia mwisho wa kipindi mwanafunzi aweze, kutumia baadhi ya msamiati wa maakizi, k.m. hujambo :sijambo. Habari nzuri. -kusoma

-kusikiliza

-kutambua

-kuzungumza

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-kutambua

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-Picha kiabuni

-Kamusi

KS KCM

UK 2

MWM UK1

 
2 kusoma

Ufahamu

Chada chema Kufikia mwisho wa kipindi mwanafunzi aweze kusoma ,  ufahamu chada chema -kueleza

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-kuandika

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-picha

michoro

KS KCM

UK 3

MWM UK3

 
3 Maombo ya lugha Shairi ‘saiti kwenda wema’ Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,kutamka na kukariri shairi  ‘saiti kwenda wema,’ kusoma

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michoro

KS KCM

UK 4

MWM UK4

 
4 Sarufi Viambishi ngeli Kufikia mwisho wa kipindi mwanafunzi aweze kusoma ,  kulikariri shairi ‘umuhimu wa kutenda wema’ -kusoma

-kutumia

-kueleza

-kuuliza

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-kuuliza

Kitabu cha wanafunzi KS KCM

UK5

MWM UK4

 
5 Kuandika (insha) Heshima Kufikia mwisho wa kipindi mwanafunzi aweze kuandika na kutumia  maneno ya heshima ifaayo katika insha -kueleza

-kutaja

-kuandika

-kuiga

-kueleza

-kutaja

-kuandika

-kuiga

-Picha kiabuni

-Kamusi

KS KCM

UK5-7

MWM UK5

 
                   
3 1 Kuongea/kusikiliza Akisami Kufikia mwisho wa kipindi mwanafunzi aweze kubainisha akisami pammoja na maelozo yake, kuandika akisami kwa usahihi -kusoma

-kutumia

-kueleza

-kuuliza

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-kueleza

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-picha

michoro

KS KCM

UK7

MWM UK7

 
2 Ufahamu Majaaliwa Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,kujibu na kuandika maswali yaufahamu kusoma

-kusikiliza

-kutambua

-kuzungumza

kusoma

-kusikiliza

-kutambua

-kuzungumza

-kadi

-picha

michoro

KS KCM

UK8

MWM UK8

 
3 Mapambo ya lugha Misemo na methali Kufikia mwisho wa kipindi mwanafunzi aweze kusoma ,  kutambua na kutumia misemo na methali katika sentensi -kusoma

-kutumia

-kueleza

-kuuliza

-kusoma

-kutumia

-kueleza

-kuuliza

Kitabu cha wanafunzi KS KCM

UK9

MWM UK9

 
4 Sarufi Vivumishi visivyochukua viambishi ngeli Kufikia mwisho wa kipindi mwanafunzi aweze kusoma, kubainisha na kutumia vivumishi katika sentensi -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-Picha kiabuni

-Kamusi

KS KCM

UK11

MWM UK10

 
5 Kuandika (insha) Siku ambayo sitaishahau Kufikia mwisho wa kipindi mwanafunzi aweze kumbuni, na kuandika insha akitumia maneno aliyopewa kwa usahihi -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kutumia

-kueleza

-kuuliza

-kadi

-picha

michoro

KS KCM

UK12

MWM UK10

 
4 1 Kusikiliza na kuzungumza tarakimu Kufikia mwisho wa kipindi mwanafunzi aweze kubainisha tarakimu  milion kumi hadi milioni mia moja na kuandika tarakimu kwa usahihi kusoma

-kusikiliza

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

Kitabu cha wanafunzi KS KCM

UK 12

MWM UK11

 
2 Ufahamu Sayari Kufikia mwisho wa kipindi mwanafunzi aweze, kusoma kutaja na kutumia msamiati wa sayari kwa usahihi   kusoma

-kusikiliza

-kutambua

-kuzungumza

-Picha kiabuni

-Kamusi

KS KCM

UK20

MWM UK12

 
3 Mapabo ya lugha Vitate Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,  kutambua na kutumia vitate katika sentensi -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

  -kadi

-picha

michoro

KS KCM

UK 14

MWM UK14

 
4 Sarufi Vihisishi Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,kueleza, kubainisha na kutumia vihisishi katika sentensi kwa usahihi   -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

Kitabu cha wanafunzi KS KCM

UK22

MWM UK26

 
5 Kuandika  (insha) Sayari Kufikia mwisho wa kipindi mwanafunzi aweze kumbuni, na kuandika isha akitumia maneno aliyopewa kwa usahihi -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kutumia

-kueleza

-kuuliza

-kadi

-picha

michoro

KS KCM

UK 23

MWM UK18

 
5 1 Kusikiliza na kuzungumza Dira Kufikia mwisho wa kipindi mwanafunzi aweze  kutambua , kuchora na kutumia msamiati wa dira kwa usahihi -kusoma

-kutumia

-kueleza

-kuuliza

  -Picha kiabuni

-Kamusi

KS KCM

UK 25

MWM UK20

 
2 Ufahamu Nyota njema Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,kubainisha na kujibu maswali ya ufahamu kwa usahihi   -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kadi

-picha

michoro

KS KCM

UK 26

MWM UK22

 
3 Mapambo ya lugha Silabi- cha Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,  kutambua na kutumia methali katika sentensi -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kutumia

-kueleza

-kuuliza

Kitabu cha wanafunzi KS KCM

UK28

MWM UK23

 
4 Sarufi Vihisishi Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,kueleza, kubainisha na kutumia vihisishi katika sentensi kwa usahihi -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

  -Picha kiabuni

-Kamusi

KS KCM

UK29

MWM UK24

 
5 Kuandika (insha) Barua ya kirafiki Kufikia mwisho wa kipindi mwanafunzi aweze kuandika insha kwa kujaza mapengo ukitumia maneno uliyopewa -kusikiliza

-kutamka

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kadi

-picha

michoro

KS KCM

UK30

MWM UK

 
6 1 Kusikiliza na

kuzungumza

 

Mali ya sili Kufikia mwisho wa kipindi mwanafunzi aweze kueleza, kuorodhesha na kufafanua  faida za maliasilina wajibu wake kuzihusu -kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

Kitabu cha wanafunzi KS KCM

UK 12

MWM UK25

 
2 Ufahamu Maliasili Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,  kutambua  na kujibu maswali yaufahamu -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusikiliza

-kutamka

-kutambua

-kuzungumza

-Picha kiabuni

-Kamusi

KS KCM

UK38

 
3 Mapambo ya lugha Methali zinazopingana kimaana Kufikia mwisho wa kipindi mwanafunzi aweze kusoma, kutumia na kuandika methali zinazo pingana kimaana -kusoma

-kutumia

-kueleza

-kuuliza

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kadi

-picha

michoro

KS KCM

UK39

MWM UK

 
4 Sarufi Viunganishi

 

Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,kueleza, kubainisha na kutumia viunganishi katika sentensi kwa usahihi -kusoma

-kusikiliza

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

Kitabu cha wanafunzi KS KCM

UK 40

MWM UK28

 
5 Kuandika (insha) Maliasili Kufikia mwisho wa kipindi mwanafunzi aweze  kubuni kuandika insha kwa kujaza mapengo ukitumia maneno uliyopewa -kusoma

-kutumia

-kueleza

-kuuliza

-kusoma

-kutumia

-kueleza

-kuuliza

-Picha kiabuni

-Kamusi

KS KCM

UK 13

MWM UK

 
7 MTIHANI WA KATI WA MUHULA  
8 1 Kusikiliza na kuzungumza Majina ya wizara mbalimbali

 

Kufikia mwisho wa kipindi mwanafunzi aweze kutaja na na kueleza shughuli za wizara mbalimbali -kusoma

-kusikiliza

-kutambua

-kuunganisha

-kusoma

-kusikiliza

-kutambua

-kuzungumza

-kadi

-picha

michoro

KS KCM

UK 40

MWM UK29

 
2 Ufahamu Lau ningekuwa waziri ya elimu

 

Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,  kutambua na kujibu  maswali ya ufahamu kwa usahihi -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kutumia

-kueleza

-kuuliza

Kitabu cha wanafunzi KS KCM

UK41

MWM UK31

 
3 Mapambo ya lugha Visawe

 

Kufikia mwisho wa kipindi mwanafunzi aweze kusoma, kutumia na kuandika visawe huku akieleza maana -kusoma

-kutumia

-kueleza

-kuuliza

-kusoma

-kusikiliza

-kutambua

-kuunganisha

-kadi

-picha

michoro

KS KCM

UK  44

MWM UK33

 
4 Sarufi Viunganishi

 

Kufikia mwisho wa kipindi mwanafunzi aweze kusoma, kutumia na kuandika viunganishi vya chaguo na vya nyongaza kwa usahihi -kusoma

-kusikiliza

-kutambua

-kuunganisha

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-Picha kiabuni KS KCM

UK  45

MWM UK34

 
5 Kuandika (insha) Lau ninekuwa waziri wa elimu

 

Kufikia mwisho wa kipindi mwanafunzi aweze kubuni na kuandika kwa hati zinazosomeka kulingana na kichwa alichopewa -kusoma

-kutumia

-kueleza

-kuuliza

-kusoma

-kutumia

-kueleza

-kuuliza

Kitabu cha wanafunz

-Kamusi

-Kamusi i

KS KCM

UK  46

MWM UK35

 
9 1 Kusikiliza na kuzungumza Ngonjera Kufikia mwisho wa kipindi mwanafunzi aweze kueleza maana ya ngojera, kukariri na kufafanua ujube -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kutambua

-kuunganisha

Kitabu cha wanafunzi KS KCM

UK 47

MWM UK37

 
2 Ufahamu Utenzi

 

Kufikia mwisho wa kipindi mwanafunzi aweze kusoma ,  kueleza na kujibu  maswali ya ufahamu kwa usahihi -kusoma

-kutumia

-kueleza

-kuuliza

-kusoma

-kutumia

-kueleza

-kuuliza

-Picha kiabuni KS KCM

UK  5 6

MWM UK39

 
3 Mapambo ya lugha Nimino za makundi

 

Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,kueleza na kutumia  nomino za makundi katika sentensi kwa usahihi -kusoma

-kusikiliza

-kutambua

-kuunganisha

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kadi

-picha

michoro

KS KCM

UK  57

MWM UK40

 
4 Sarufi Viunganishi linganishi

 

Kufikia mwisho wa kipindi mwanafunzi aweze kueleza kubainisha na kutumia viunganishi linganishi kwa usahihi -kusoma

-kusikiliza

-kutambua

-kuzungumza

-kusoma

-kutumia

-kueleza

-kuuliza

-Picha kiabuni

-Kamusi

KS KCM

UK  17

MWM UK

 
5 Kuandika (insha) Utungaji mashairi Kufikia mwisho wa kipindi mwanafunzi aweze kuakifisha, kutunga shairi kuzingatia arudhi kulingana na kichwa na beti alizopewa -kusoma

-kusikiliza

-kutambua

-kuunganisha

-kusoma

-kusikiliza

-kutambua

-kuunganisha

-kadi

-picha

michoro

KS KCM

UK  58

MWM UK40

 
10 1 Kusikiliza na kuzungumza Msamiati wa mahakamani Kufikia mwisho wa kipindi mwanafunzi aweze kusoma nakutumia baadhi ya msamiati wa maneno wa mahakamani -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kutambua

-kuzungumza

Kitabu cha wanafunzi KS KCM

UK  49

MWM UK

 
2 Ufahamu Usipoziba ufa

 

Kufikia mwisho wa kipindi mwanafunzi aweze kusoma ,  kueleza na kujibu  maswali ya ufahamu kwa usahihi -kusoma

-kusikiliza

-kutambua

-kuunganisha

-kusoma

-kusikiliza

-kutambua

-kuunganisha

-kadi

-picha

michoro

-Kamusi

KS KCM

UK  19

MWM UK42

 
3 Mapambo ya lugha Methali Kufikia mwisho wa kipindi mwanafunzi aweze kusoma ,  kutambua na kutumia  methali na maana zake katika sentensi -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-Picha kiabuni KS KCM

UK  59

MWM UK43

 
4 Sarufi Manano ya kutiria mkazo(takriri)

 

Kufikia mwisho wa kipindi mwanafunzi aweze kueleza maana yatakiririna kutumia maneno ya kutilia mkazo katika sentensi kwa usahihi -kusoma

-kusikiliza

-kutambua

-kuunganisha

-kusoma

-kusikiliza

-kutambua

-kuunganisha

Kitabu cha wanafunzi KS KCM

UK  61

MWM UK45

 
5 Kuandika (insha) kumbumbu Kufikia mwisho wa kipindi mwanafunzi aweze kubainisha na kuandika insha ya kumbumbu -kusoma

-kutumia

-kueleza

-kuuliza

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kadi

-picha

michoro

KS KCM

UK  62

MWM UK45

 
11 1 Kusikiliza na kuzungumza Mekoni

 

Kufikia mwisho wa kipindi mwanafunzi aweze kufasiri maneno ya picha, kujadili nakufafanua baadhi ya msamiati wa mekoni -kusoma

-kusikiliza

-kutambua

-kuunganisha

-kusoma

-kusikiliza

-kutambua

-kuunganisha

-Picha kiabuni KS KCM

UK  63

MWM UK46

 
2 Ufahamu Wageni mekoni

 

Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,kuandika nakujibu maswali ya ufahamu -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kutumia

-kueleza

-kuuliza

Kitabu cha wanafunzi

-Kamusi

KS KCM

UK  64

MWM UK47

 
3 Mapambo ya lugha Methali

 

Kufikia mwisho wa kipindi mwanafunzi aweze kusoma ,  kutambua na kutumia  methali na maana zake katika sentensi -kusikiliza

-kutumia

-kueleza

-kuuliza

-kusoma

-kusikiliza

-kutambua

-kuunganisha

-kadi

-picha

michoro

KS KCM

UK  76

MWM UK51

 
4 Sarufi Matumizi ya ‘si-’

 

Kufikia mwisho wa kipindi mwanafunzi aweze kutumia na kueleza matumizi sahihi ya ‘si –‘ -kusoma

-kusikiliza

-kutambua

-kuunganisha

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

Kitabu cha wanafunzi KS KCM

UK  77

MWM UK52

 
5 Kusikiliza na kuzungumza Vipindi vya redio na runinga

 

Kufikia mwisho wa kipindi mwanafunzi aweze kusikiliza redio narununga nakujibu maswali yatayo ulizwa -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusikiliza

-kutumia

-kueleza

-kuuliza

Redio

runinga

-Kamusi

KS KCM

UK  78

MWM UK 54

 
12 1 Kuandika insha Jinsi ya kupika Kufikia mwisho wa kipindi mwanafunzi aweze kubuni na kuandika insha shahihiya maelezo jinsi ya kupika -kusoma

-kusikiliza

-kutambua

-kuunganisha

-kusoma

-kusikiliza

-kutambua

-kuunganisha

-kadi

-picha

michoro

KS KCM

UK  79

MWM UK55

 
2 Ufahamu Barua rasmi

 

Kufikia mwisho wa kipindi mwanafunzi aweze kusoma, kueleza na kuandika barua rasmi kwa hati zinazosomeka na nadhifu -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

Kitabu cha wanafunzi KS KCM

UK  79

MWM UK56

 
3 Mapambo ya lugha vitawe Kufikia mwisho wa kipindi mwanafunzi aweze kusoma, kutumia na kuandika vitawe huku akieleza maana -kusoma

-kusikiliza

-kutambua

-kuunganisha

-kusoma

-kusikiliza

-kutambua

-kuunganisha

-kadi

-picha

michoro

KS KCM

UK  78

MWM UK52

 
4 Sarufi Matumizi ya, ‘amba’ Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,  kutambua na kuondosha amba’ na kutumia ‘O’ rejeshi mahali pake katika sentensi kwa usahihi -kusoma

-kusikiliza

-kutambua

-kuunganisha

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-Picha kiabuni

-Kamusi

KS KCM

UK 80

MWM UK58

 
5 Kusandika insha Barua rasmi Kufikia mwisho wa kipindi mwanafunzi aweze  kueleza na kuandika barua rasmi kwa hati zinazosomeka na nadhifu -kusoma

-kusikiliza

-kutambua

-kuunganisha

-kusoma

-kusikiliza

-kutambua

-kuunganisha

-kadi

-picha

michoro

KS KCM

UK 83

MWM UK60

 
13 MARUNDIO  
14 MTIHANI WA MWISHO WA MUHULA  

 

 

 

AZIMIO LA KAZI

DARASA LA NANE 2014

MUHULA WA II

 

 

 

 

               ASILIA

  1. KISWAHILI SANIFU
  2. Mwongozo wa Mwalimu
  3. Oxford
  4. Kamusi

 

 

 

 

JUMA KIPINDI FUNZO MADA MALENGO SHUGHULI ZA MWALIMU SHUGHULI ZA  MWANA FUNZI NYENZO ASILIA MAONI
1 KUFUNGUA SHULE NA MATAYARISHO  
2 1 Kusikiliza na kuzungumza/kongea Msamiati wa teknolojia Kufikia mwisho wa kipindi mwanafunzi aweze, kutumia baadhi ya msamiati wa teknolojia kwa usahihi -kusoma

-kusikiliza

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kutambua

-kuzungumza

-Picha kiabuni

-Kamusi

KS KCM

UK 88

MWM UK61

 
2 kusoma

Ufahamu

Uchungu wa mwana Kufikia mwisho wa kipindi mwanafunzi aweze kusoma ,  ufahamu uchungu wa mwana na kujibu maswali ya ufahamu kwa usahihi -kueleza

-kutaja

-kuandika

-kuiga

-kueleza

-kutaja

-kuandika

-kuiga

-kadi

-picha

michoro

KS KCM

UK 89

MWM UK62

 
3 Maombo ya lugha Misemo Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,kutamka na kutumia misemo kwa usahihi -kusoma

-kuandika

-kutamka

-kutumia

-kusoma

-kuandika

-kutamka

-kutumia

-kadi

-picha

michoro

-Kamusi

KS KCM

UK 89

MWM UK63

 
4 Sarufi Matumizi ya ‘na’ Kufikia mwisho wa kipindi mwanafunzi aweze kusoma ,  kubainisha na kutumia ‘na’ katika sentensi kwa namna mbalimbali na kwa usahihi -kusoma

-kutumia

-kueleza

-kuuliza

-kusoma

-kutumia

-kueleza

-kuuliza

Kitabu cha wanafunzi KS KCM

UK90

MWM UK62

 
5 Kuandika (insha) Teknolojia Kufikia mwisho wa kipindi mwanafunzi aweze kuandika, kujadili  na kutumia  msamiati wa teknolojia kwa usahihi -kueleza

-kutaja

-kuandika

-kuiga

-kueleza

-kutaja

-kuandika

-kuiga

-Picha kiabuni

-Kamusi

KS KCM

UK91

MWM UK63

 
                   
3 1 Kuongea na kusikiliza Msamiati wa ukoo Kufikia mwisho wa kipindi mwanafunzi aweze kubainisha baadhi ya misamiatri ya ukoo. Na kuitumia kwa usahihi -kusoma

-kutumia

-kueleza

-kuuliza

-kusoma

-kutumia

-kueleza

-kuuliza

-kadi

-picha

michoro

KS KCM

UK91

MWM UK64

 
2 Ufahamu Sijafisha Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,kujibu na kuandika maswali yaufahamu kwa usahihi kusoma

-kusikiliza

-kutambua

-kuzungumza

kusoma

-kusikiliza

-kutambua

-kuzungumza

-kadi

-picha

michoro

-Kamusi

KS KCM

UK92

MWM UK65

 
3 Mapambo ya lugha  methali Kufikia mwisho wa kipindi mwanafunzi aweze kusoma ,  kutambua na kutumia metheli zenye mizizi ‘ndi’ katika sentensi -kusoma

-kutumia

-kueleza

-kuuliza

-kusoma

-kutumia

-kueleza

-kuuliza

Kitabu cha wanafunzi KS KCM

UK93

MWM UK66

 
4 Sarufi Matumizi ya ‘ndi’ Kufikia mwisho wa kipindi mwanafunzi aweze kusoma, kubainisha na kueleza matumizi ya ‘ndi’ katika ngeli zote -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-Picha kiabuni KS KCM

UK95

MWM UK67

 
5 Kuandika (insha) Insha ya maelezo Kufikia mwisho wa kipindi mwanafunzi aweze kumbuni, na kuandika insha akitumia maneno aliyopewa kwa usahihi -kusoma

-kutumia

-kueleza

-kuuliza

-kusoma

-kutumia

-kueleza

-kuuliza

-kadi

-picha

michoro

KS KCM

UK96

MWM UK68

 
4 1 Kusikiliza na kuzungumza Viwanda Kufikia mwisho wa kipindi mwanafunzi aweze kubainisha kutaja na kueleza aina za bidhaa/ vifaa vinavyo tengezwa katika viwanda -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

Kitabu cha wanafunzi KS KCM

UK 96

MWM UK68

 
2 Ufahamu Kazi ya mkono haitupi Kufikia mwisho wa kipindi mwanafunzi aweze, kusoma kujadili na kujibu maswali ya ufahamu kwa usahihi kusoma

-kusikiliza

-kutambua

-kuzungumza

kusoma

-kusikiliza

-kutambua

-kuzungumza

-Picha kiabuni

-Kamusi

KS KCM

UK 104

MWM UK70

 
3 Mapabo ya lugha Methali zinazo fanana ki mawazo Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,  kutambua na kutumia methali zinazo fanana kimawazo     -kadi

-picha

michoro

KS KCM

UK104

MWM UK71

 
4 Sarufi Vielezi Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,kueleza, kubainisha na kutumia vielezi katika sentensi kwa usahihi -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

Kitabu cha wanafunzi KS KCM

UK 107

MWM UK72

 
5 Kuandika  (insha) Mtungo Kufikia mwisho wa kipindi mwanafunzi aweze kumbuni, na kuandika isha akitumia maneno aliyopewa kwa usahihi -kusoma

-kutumia

-kueleza

-kuuliza

-kusoma

-kutumia

-kueleza

-kuuliza

-kadi

-picha

michoro

KS KCM

UK 108

MWM UK73

 
5 1 Kusikiliza na kuzungumza Matunda, miti na mimea Kufikia mwisho wa kipindi mwanafunzi aweze  kutambua , kuchora na kutumia msamiati wa matunda,miti namimea     -Picha kiabuni KS KCM

UK 109

MWM UK73

 
2 Ufahamu Mwadani wetu Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,kubainisha na kujibu maswali ya ufahamu kwa usahihi -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kadi

-picha

michoro

-Kamusi

KS KCM

UK 9

MWM UK

 
3 Mapambo ya lugha vitawe Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,  kutambua maana  na kutumia vitawe katika sentensi -kusoma

-kutumia

-kueleza

-kuuliza

-kusoma

-kutumia

-kueleza

-kuuliza

Kitabu cha wanafunzi KS KCM

UK 110

MWM UK74

 
4 Sarufi Viulizi Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,kueleza, kubainisha na kutumia viulizi katika sentensi kwa usahihi     -Picha kiabuni

-Kamusi

KS KCM

UK 11

MWM UK

 
5 Kuandika (insha) Miti Kufikia mwisho wa kipindi mwanafunzi aweze kuandika insha umuhimu wa miti ukijaza  mapengo ukitumia maneno uliyopewa -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kadi

-picha

michoro

KS KCM

UK 11 1

MWM UK76

 
6 1 Kusikiliza na

kuzungumza

 

Vitabu vya maktaba Kufikia mwisho wa kipindi mwanafunzi aweze kueleza, kuorodhesha na kufafanua  na kuchangamkia kusoma vitabu vya maktaba -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

Kitabu cha

-Kamusi wanafunzi

KS KCM

UK 112

MWM UK78

 
2 Ufahamu Tuzungukaje mbuyu? Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,  kutambua  na kujibu maswali yaufahamu na kujadili mafunzo katika ngojera hili -kusikiliza

-kutamka

-kutambua

-kuzungumza

-kusikiliza

-kutamka

-kutambua

-kuzungumza

-Picha kiabuni KS KCM

UK 113

MWM UK79

 
3 Mapambo ya lugha Vitendawili Kufikia mwisho wa kipindi mwanafunzi aweze kusoma, kutumia nakutega na kutegua vitendawili -kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kadi

-picha

michoro

-Kamusi

KS KCM

UK 114

MWM UK99

 
4 Sarufi Matumizi ya: ‘katika’ kwenye’ na ‘ni’

 

Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,kueleza, kubainisha na kutumia ‘katika’ kwenye’ na  ‘ni’ -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

Kitabu cha wanafunzi KS KCM

UK 123

MWM UK81

 
5 Kuandika (insha) Mtungo Kufikia mwisho wa kipindi mwanafunzi aweze  kubuni kuandika insha kwa kujaza mapengo ukitumia maneno uliyopewa -kusoma

-kutumia

-kueleza

-kuuliza

-kusoma

-kutumia

-kueleza

-kuuliza

-Picha kiabuni

-Kamusi

KS KCM

UK 122

MWM UK82

 
7 MTIHANI WA KATI YA MUHULA  
8 1 Kusikiliza na kuzungumza Miti na mimea

 

Kufikia mwisho wa kipindi mwanafunzi aweze kubainisha, kueleza na kutumia msamiati wa wa miti na mimea kwa usahihi -kusoma

-kusikiliza

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kutambua

-kuzungumza

-kadi

-picha

michoro

KS KCM

UK 129

MWM UK86

 
2 Ufahamu Mstahimilivu hula mbivu

 

Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,  kujadili funzo,kutambua na kujibu  maswali ya ufahamu kwa usahihi -kusoma

-kutumia

-kueleza

-kuuliza

-kusoma

-kutumia

-kueleza

-kuuliza

Kitabu cha wanafunzi KS KCM

UK 129

MWM UK87

 
3 Mapambo ya lugha Vitate

 

Kufikia mwisho wa kipindi mwanafunzi aweze kusoma, kutumia na kuandika vitate  huku akieleza maana -kusoma

-kusikiliza

-kutambua

-kuunganisha

-kusoma

-kusikiliza

-kutambua

-kuunganisha

-kadi

-picha

michoro

KS KCM

UK  131

MWM UK88

 
4 Sarufi Ukubwa wa nomino

 

Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,kueleza, kutumia na kuandika ukumbwa wa nomino -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-Picha kiabuni KS KCM

UK  138

MWM UK90

 
5 Kuandika (insha) Wasifu (mekatilili)

 

Kufikia mwisho wa kipindi mwanafunzi aweze kubuni na kuandika insha kuhusu mutu mashuhuri kwa hati zinazosomeka kulingana na kichwa alichopewa -kusoma

-kutumia

-kueleza

-kuuliza

-kusoma

-kutumia

-kueleza

-kuuliza

Kitabu cha wanafunzi KS KCM

UK  138

MWM UK91

 
9 1 Kusikiliza na kuzungumza Majina ya kike na kiume Kufikia mwisho wa kipindi mwanafunzi aweze kueleza kumbainisha na kutumia  msamiati wa kike na kiume -kusoma

-kusikiliza

-kutambua

-kuunganisha

-kusoma

-kusikiliza

-kutambua

-kuunganisha

Kitabu cha wanafunzi KS KCM

UK  139

MWM UK92

 
2 Ufahamu Mjadala: wanafaa kusoma pamoja

 

Kufikia mwisho wa kipindi mwanafunzi aweze kusoma , kujadili ,kueleza na kujibu  maswali ya ufahamu kwa usahihi -kujadili

-kutumia

-kueleza

-kuuliza

-kujadili

-kutumia

-kueleza

-kuuliza

-Picha kiabuni KS KCM

UK  143

MWM UK92

 
3 Mapambo ya lugha Visawe

 

Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,kueleza maana na kutumia  visawe katika sentensi kwa usahihi -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kadi

-picha

michoro

KS KCM

UK  143

MWM UK93

 
4 Sarufi Hali ya udogo

 

Kufikia mwisho wa kipindi mwanafunzi aweze kueleza kubainisha na kutumia hali ya udogokutoka hali ya kawaida kwa usahihi -kusoma

-kutumia

-kueleza

-kuuliza

-kusoma

-kutumia

-kueleza

-kuuliza

-Picha kiabuni KS KCM

UK  144

MWM UK96

 
5 Kuandika (insha) mjadala Kufikia mwisho wa kipindi mwanafunzi aweze kuandika insha ya mjadala kulingana na kichwa ulicho pewa -kusoma

-kusikiliza

-kutambua

-kuunganisha

-kusoma

-kusikiliza

-kutambua

-kuunganisha

-kadi

-picha

michoro

KS KCM

UK 145

MWM UK97

 
10 1 Kusikiliza na kuzungumza Majina ya wafanyikazi mbalimbali Kufikia mwisho wa kipindi mwanafunzi aweze kusoma nakutumia baadhi ya msamiati wa majina ya wafanyi kazi mbalimbali -kusoma

-kusikiliza

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kutambua

-kuzungumza

Kitabu cha wanafunzi KS KCM

UK  146

MWM UK98

 
2 Ufahamu Uhaba wa kazi

 

Kufikia mwisho wa kipindi mwanafunzi aweze kusoma ,  kueleza na kujibu  maswali ya ufahamu kwa usahihi -kusoma

-kusikiliza

-kutambua

-kuunganisha

-kusoma

-kusikiliza

-kutambua

-kuunganisha

-kadi

-picha

michoro

KS KCM

UK  145

MWM UK97

 
3 Mapambo ya lugha Shairi : ‘nitafanya kazi ngani’ Kufikia mwisho wa kipindi mwanafunzi aweze kusoma ,  kukariri na kujadili funzu la shairi hili -kusoma

-kusikiliza

-kukariri

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kukariri

-kutambua

-kuzungumza

-Picha kiabuni KS KCM

UK  146

MWM UK97

 
4 Sarufi Usemi wa taarifa

 

Kufikia mwisho wa kipindi mwanafunzi aweze kueleza na kubainisha usemi wa taarifa na kubadilisha kwa usemi halisi -kusoma

-kusikiliza

-kutambua

-kuunganisha

-kusoma

-kusikiliza

-kutambua

-kuunganisha

Kitabu cha wanafunzi KS KCM

UK  147

MWM UK98

 
5 Kuandika (insha) kazi Kufikia mwisho wa kipindi mwanafunzi aweze kubainisha na kuandika insha akitetea hoja kikamilifu -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kadi

-picha

michoro

KS KCM

UK  147

MWM UK99

 
11 1 Kusikiliza na kuzungumza Mekoni

 

Kufikia mwisho wa kipindi mwanafunzi aweze kufasiri maneno ya picha, kujadili nakufafanua baadhi ya msamiati wa mekoni -kusoma

-kusikiliza

-kutambua

-kuunganisha

-kusoma

-kusikiliza

-kutambua

-kuunganisha

-Picha kiabuni KS KCM

UK  21

 
2 Ufahamu Wageni mekoni

 

Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,kuandika nakujibu maswali ya ufahamu -kusoma

-kutumia

-kueleza

-kuuliza

-kusoma

-kutumia

-kueleza

-kuuliza

Kitabu cha wanafunzi KS KCM

UK  22

 
3 Mapambo ya lugha Methali

 

Kufikia mwisho wa kipindi mwanafunzi aweze kusoma ,  kutambua na kutumia  methali na maana zake katika sentensi -kusoma

-kusikiliza

-kutambua

-kuunganisha

-kusoma

-kusikiliza

-kutambua

-kuunganisha

-kadi

-picha

michoro

KS KCM

UK  23

MWM UK

 
4 Sarufi Matumizi ya ‘si-’

 

Kufikia mwisho wa kipindi mwanafunzi aweze kutumia na kueleza matumizi sahihi ya ‘si –‘ -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

Kitabu cha wanafunzi KS KCM

UK  23

MWM UK

 
5 Kusikiliza na kuzungumza Vipindi vya redio na runinga

 

Kufikia mwisho wa kipindi mwanafunzi aweze kusikiliza redio narununga nakujibu maswali yatayo ulizwa -kusikiliza

-kutumia

-kueleza

-kuuliza

-kusikiliza

-kutumia

-kueleza

-kuuliza

Redio

runinga

KS KCM

UK  24

MWM UK

 
12 1 Kuandika insha Jinsi ya kupika Kufikia mwisho wa kipindi mwanafunzi aweze kubuni na kuandika insha shahihiya maelezo jinsi ya kupika -kusoma

-kusikiliza

-kutambua

-kuunganisha

-kusoma

-kusikiliza

-kutambua

-kuunganisha

-kadi

-picha

michoro

KS KCM

UK  24

MWM UK

 
2 Ufahamu Barua rasmi

 

Kufikia mwisho wa kipindi mwanafunzi aweze kusoma, kueleza na kuandika barua rasmi kwa hati zinazosomeka na nadhifu -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

Kitabu cha wanafunzi KS KCM

UK  25

MWM UK

 
3 Mapambo ya lugha vitawe Kufikia mwisho wa kipindi mwanafunzi aweze kusoma, kutumia na kuandika vitawe huku akieleza maana -kusoma

-kusikiliza

-kutambua

-kuunganisha

-kusoma

-kusikiliza

-kutambua

-kuunganisha

-kadi

-picha

michoro

KS KCM

UK  23

MWM UK

 
4 Sarufi Matumizi ya, ‘amba’ Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,  kutambua na kuondosha amba’ na kutumia ‘O’ rejeshi mahali pake katika sentensi kwa usahihi -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-Picha kiabuni KS KCM

UK  25

MWM UK

 
5 Kusandika insha Barua rasmi Kufikia mwisho wa kipindi mwanafunzi aweze  kueleza na kuandika barua rasmi kwa hati zinazosomeka na nadhifu -kusoma

-kusikiliza

-kutambua

-kuunganisha

-kusoma

-kusikiliza

-kutambua

-kuunganisha

-kadi

-picha

michoro

KS KCM

UK  26

MWM UK

 
5                
13 JARIBIO LA PILI  
14 MTIHANI WA MWISHO WA MUHULA  

 

 

 

 

AZIMIO LA KAZI

DARASA LA NANE 2014

MUHULA WA II

 

 

 

 

               ASILIA

  1. KISWAHILI SANIFU
  2. Mwongozo wa Mwalimu
  3. Oxford
  4. Kamusi

 

 

 

 

JUMA KIPINDI FUNZO MADA MALENGO SHUGHULI ZA MWALIMU SHUGHULI ZA MWANAFUNZI NYENZO ASILIA MAONI
1 KUFUNGUA NA MATAYARISHO  
2 1 Kusikiliza na kuzungumza/kongea Mihadarati Kufikia mwisho wa kipindi mwanafunzi aweze, kutumia baadhi ya msamiati wa mihadarati na kufafanua adhari zake. -kusoma

-kusikiliza

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kutambua

-kuzungumza

-Picha kiabuni KS KCM

UK 154

MWM UK100

 
2 kusoma

Ufahamu

Sibaguami Kufikia mwisho wa kipindi mwanafunzi aweze kusoma ,  kujibu na kujadili ujube uliko katika msakala haya -kueleza

-kujadili

-kuandika

-kuiga

-kueleza

-kujadili

-kuandika

-kuiga

-kadi

-picha

michoro

KS KCM

UK 155

MWM UK101

 
3 Maombo ya lugha Misemo Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,kubainisha na kutumia misemo katika sentensi -kusoma

-kuandika

-kutamka

-kutumia

-kusoma

-kuandika

-kutamka

-kutumia

-kadi

-picha

michoro

KS KCM

UK 156

MWM UK102

 
4 Sarufi Usemi halishi Kufikia mwisho wa kipindi mwanafunzi aweze kusoma ,  kubainisha usemi halisi na kubadilisha usemi wa taarifa kuwa usemi halisi -kusoma

-kutumia

-kueleza

-kuuliza

-kusoma

-kutumia

-kueleza

-kuuliza

Kitabu cha wanafunzi KS KCM

UK157

MWM UK103

 
5 Kuandika (insha) Mazungumzo na methali Kufikia mwisho wa kipindi mwanafunzi aweze kuandika ya mazungumzo kutumia  methali kwa ushahihi -kueleza

-kutaja

-kuandika

-kuiga

-kueleza

-kutaja

-kuandika

-kuiga

-Picha kiabuni KS KCM

UK157

MWM UK104

 
                   
3 1 Kuongea na kusikiliza Mazingira Kufikia mwisho wa kipindi mwanafunzi aweze kujadili namna ya mazingira na njia za kukinga na kuzuia uharubifu -kusoma

-kutumia

-kueleza

-kuuliza

-kusoma

-kutumia

-kueleza

-kuuliza

-kadi

-picha

michoro

KS KCM

UK4157

MWM UK103

 
2 Ufahamu Hotuba Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,kuzingatia na kujibu maswali yaufahamu kusoma

-kusikiliza

-kutambua

-kuzungumza

kusoma

-kusikiliza

-kutambua

-kuzungumza

-kadi

-picha

michoro

KS KCM

UK155

MWM UK104

 
3 Mapambo ya lugha Methali Kufikia mwisho wa kipindi mwanafunzi aweze kusoma ,  kutambua na kutumia  metheli katika sentensi -kusoma

-kutumia

-kueleza

-kuuliza

-kusoma

-kutumia

-kueleza

-kuuliza

Kitabu cha wanafunzi KS KCM

UK156

MWM UK105

 
4 Sarufi Myambuliko wa vitenzi Kufikia mwisho wa kipindi mwanafunzi aweze kusoma, kubainisha na kutumia vitenzi katika sentensi -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-Picha kiabuni KS KCM

UK154

MWM UK100

 
5 Kuandika (insha) Hotuba Kufikia mwisho wa kipindi mwanafunzi aweze kumbuni, na kuandika isha akitumia maneno aliyopewa kwa usahihi -kusoma

-kutumia

-kueleza

-kuuliza

-kusoma

-kutumia

-kueleza

-kuuliza

-kadi

-picha

michoro

KS KCM

UK156

MWM UK102

 
4 1 Kusikiliza na kuzungumza Ajira ya watoto Kufikia mwisho wa kipindi mwanafunzi aweze kufasiri ujumbe wa michoro, kueleza na kubainisha ubaya,hasara na madhara ya ajira ya watoto -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

Kitabu cha wanafunzi KS KCM

UK 157

MWM UK103

 
2 Ufahamu Krismasi Kufikia mwisho wa kipindi mwanafunzi aweze, kusoma kutaja na kutumia msamiati mpya  kwa usahihi kusoma

-kusikiliza

-kutambua

-kuzungumza

kusoma

-kusikiliza

-kutambua

-kuzungumza

-Picha kiabuni KS KCM

UK 160

MWM UK105

 
3 Mapabo ya lugha Vitawe Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,  kutambua na kutumia vitawe katika sentensi     -kadi

-picha

michoro

KS KCM

UK 161

MWM UK105

 
4 Sarufi  ‘a’ unganifu Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,kueleza, kubainisha na kutumia vihisishi katika sentensi kwa usahihi -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

Kitabu cha wanafunzi KS KCM

UK 162

MWM UK159

 
5 Kuandika  (insha) Sherehe Kufikia mwisho wa kipindi mwanafunzi aweze kumbuni, na kuandika isha akitumia maneno aliyopewa kwa usahihi -kusoma

-kutumia

-kueleza

-kuuliza

-kusoma

-kutumia

-kueleza

-kuuliza

-kadi

-picha

michoro

KS KCM

UK 163

MWM UK 106

 
5 1 Jaribio la kwanza Dira Kufikia mwisho wa kipindi mwanafunzi aweze  kutambua , kuchora na kutumia msamiati wa dira kwa usahihi -kusoma

-kuchora

-kueleza

-kuuliza

-kusoma

-kuchora

-kueleza

-kuuliza

-Picha kiabuni KS KCM

UK 164

MWM UK107

 
2 Ufahamu Nyota njema Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,kubainisha na kujibu maswali ya ufahamu kwa usahihi -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kadi

-picha

michoro

KS KCM

UK 164-165

MWM UK108

 
3 Mapambo ya lugha Silabi- cha Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,  kutambua na kutumia methali katika sentensi -kusoma

-kutumia

-kueleza

-kuuliza

-kusoma

-kutumia

-kueleza

-kuuliza

Kitabu cha wanafunzi KS KCM

UK 165

MWM UK110

 
4 Sarufi Vihisishi Kufikia mwisho wa kipindi mwanafunzi aweze kusoma,kueleza, kubainisha na kutumia vihisishi katika sentensi kwa usahihi -kusoma

-kutumia

-kueleza

-kuuliza

-kusoma

-kutumia

-kueleza

-kuuliza

-Picha kiabuni KS KCM

UK 166

MWM UK112

 

 
5 Kuandika (insha) Barua ya kirafiki Kufikia mwisho wa kipindi mwanafunzi aweze kuandika insha kwa kujaza mapengo ukitumia maneno uliyopewa -kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kusoma

-kusikiliza

-kuandika

-kutambua

-kuzungumza

-kadi

-picha

michoro

KS KCM

UK 167

MWM UK112

 
6 1-5 Jaribio la kwanza Marudio Mwanafunzi aweze:

–        kujibu maswali aliyoulizwa

–        kukumbuka yale aliyo funzwa haponawali

–        kubuni na kuandika kwa hati ilyo someka

–        kustawisha ukakamavu wa kukabiliana na mtihani

-kueleza

-kuongoza kujibu maswali

-kusikiliza

-kuandika

 

 

-kueleza

-kuongoza kujibu maswali

-kusikiliza

-kuandika

 

 

-Kitabu cha mwana fuzi

-mitihani yajaribio

KS KCM

UK32-37

MWM UK115

 
                 
6   Jaribio la pili   Mwanafunzi aweze:

–        kujibu maswali aliyoulizwa

–        kukumbuka yale aliyo funzwa haponawali

–        kubuni na kuandika kwa hati ilyo someka

–        kustawisha ukakamavu wa kukabiliana na mtihani

-kueleza

-kuongoza kujibu maswali

-kusikiliza

-kuandika

 

-kueleza

-kuongoza kujibu maswali

-kusikiliza

-kuandika

 

Kitabu cha mwana fuzi

-mitihani yajaribio

KS KCM

UK 66-67

MWM UK25

 
7   Jaribio la tatu   Mwanafunzi aweze:

–        kujibu maswali aliyoulizwa

–        kukumbuka yale aliyo funzwa haponawali

–        kubuni na kuandika kwa hati ilyo someka

–        kustawisha ukakamavu wa kukabiliana na mtihani

-kueleza

-kuongoza kujibu maswali

-kusikiliza

-kuandika

 

-kueleza

-kuongoza kujibu maswali

-kusikiliza

-kuandika

 

Kitabu cha mwana fuzi

-mitihani yajaribio

KS KCM

UK 98-103

MWM UK48

 
8   Jaribio la nne   Mwanafunzi aweze:

–        kujibu maswali aliyoulizwa

–        kukumbuka yale aliyo funzwa haponawali

–        kubuni na kuandika kwa hati ilyo someka

–        kustawisha ukakamavu wa kukabiliana na mtihani

-kueleza

-kuongoza kujibu maswali

-kusikiliza

-kuandika

 

-kueleza

-kuongoza kujibu maswali

-kusikiliza

-kuandika

 

Kitabu cha mwana fuzi

-mitihani yajaribio

KS KCM

UK 132-137

MWM UK60

 
9 1 Jaribio la tano   Mwanafunzi aweze:

–        kujibu maswali aliyoulizwa

–        kukumbuka yale aliyo funzwa haponawali

–        kustawisha ukakamavu

-kueleza

-kuongoza kujibu maswali

-kusikiliza

-kuandika

-kueleza

-kuongoza kujibu maswali

-kusikiliza

-kuandika

 

Kitabu cha mwana fuzi

-mitihani yajaribio

KS KCM

UK 148-153

MWM UK80

 
10 1 Jaribio la sita   Mwanafunzi aweze:

–        kujibu maswali aliyoulizwa

–        kukumbuka yale aliyo funzwa haponawali

-kueleza

-kuongoza kujibu maswali

 

-kueleza

-kuongoza kujibu maswali

-kusikiliza

 

Kitabu cha mwana fuzi

-mitihani yajaribio

KS KCM

UK 168-172

MWM UK99

 
11 MTIHANI WA KCPE  

 

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Physics Topical Questions With Answers Form 1 to 4 in all topics

Physics Topical Questions With Answers Form 1 to 4 in all topics

Form one

1_0-MEASUREMENT-1.docx
1_3-PARTICULATE-NATURE-OF-MATTER.docx
1_7-ELECTROSTATICS-1.docx
CELLS AND SIMPLE CIRCUIT.pdf
FORCE.pdf
HEAT TRANSFER (1).pdf
PRESSURE.pdf
REFLECTION OF LIGHT.pdf
THERMAL EXPANSION.pdf

Form two

2_4-REFLECTION-AT-CURVED-MIRRORS.docx
2_1-MEASUREMENT-II.docx
EQUILIBRIUM AND COG.pdf
FLUID FLOW.pdf
HOOKE’S LAW.pdf
MAGNETIC EFFECT OF AN ELECTRIC CURRENT.pdf
MAGNETISM.pdf
SOUND.pdf
TURNING EFFECT OF A FORCE.pdf
WAVES I.pdf

Form 3

3_8-QUANTITY-OF-HEAT.docx
3_2-REFRACTION-OF-LIGHT.docx
CURRENT ELECTRICITY II.pdf
ELECTROSTATIC I.pdf
ELECTROSTATIC II.pdf
GAS LAWS-1.pdf
HEATING EFFECT OF AN ELECTRIC CURRENT.pdf
LINEAR MOTION.pdf
NEWTON’S LAW OF MOTION.pdf
WAVES II.pdf
WORK, ENERGY, POWER & MACHINES.pdf

Form 4

ELECTROMAGNETIC INDUCTION.pdf
1_3-ELECTROMAGNETIC-SPECTRUM.docx
CATHODE RAYS & CRT.pdf
ELECTRONICS.pdf
FLOATING AND SINKING.pdf
MAINS ELECTRICITY.pdf
PHOTOELETRIC EFFECT.pdf
RADIOACTIVITY.pdf
THIN LENSES.pdf
UNIFORM CIRCULAR MOTION.pdf
X-RAYS.pdf

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PHYSICS FORM 1-4 SCHEMES OF WORK

PHYSICS FORM 1 SCHEMES OF WORK – TERM 1

WEEK

LESSON

TOPIC

SUB-TOPIC

LEARNING OBJECTIVES

TEACHING/LEARNING

ACTIVITIES

TEACHING/LEARNING

RESOURCES

REFERENCES

REMARKS

5 1-2 INTRODUCTION TO PHYSICS Physics as a science By the end of the lesson, the learner should be able to

(i)                Explain what the study of physics involves

(ii)              Relate physics to other subjects and to technology

(iii)             Identify career opportunities related to physics

·        Discussions of value and meaning of physics

·        Drawing flow charts of the braches of physics

·        Listing career opportunities related to physics

·        Chart on definition of physics

·        Flow charts on branches of physics

·        Chart on scientific method

·        List of career related to physics

·        Comprehensive secondary physics

Students Book 1 page 1-2

Teacher’s Book 1 pages 1-3

·        Secondary Physics students Book 1 (KLB) pages 1-6

 
  3-4 INTRODUCTION TO PHYSICS Basic laboratory rules By the end of the lesson, the learner should be able to

(i)                State and explain the basic laboratory rules

·        Discussions

·        Explanation of rules

·        Chart on standard laboratory rules

·        Pictures showing dangers of not observing laboratory rules

·        Comprehensive secondary physics

Students Book 1 page 1-2

Teacher’s Book 1 pages 1-3

·        Secondary Physics students Book 1 (KLB) pages 6-7

 
6 1-2 MEASUREMENTS Measuring length, area volume and mass By the end of the lesson, the learner should be able to:

(i)                Define length, area, volume, mass and state their symbols and SI units

·        Conversions

·        Measuring

·        Experiment

·        Counting

·        Demonstrations

·        Meter rule

·        Burette

·        Pipette

·        Measuring cylinder

·        Weighing balance

·        Rod

·        Shadow

·        Comprehensive secondary physics

Students Book 1 page 4-8

Teacher’s Book 1 pages 4-6

·        Secondary Physics students Book 1 (KLB) pages 8,22,14,33

·        Golden tips physics pages 1-7

·        Principles of Physics(M.Nelkon) pages 4-9

 
  3-4 MEASUREMENTS Measuring instruments By the end of the lesson, the learner should be able to:

(i)                Use measuring instrument accurately

(ii)              Metre rule, tape measure, beam balance, stop clock, measuring cylinder, pipette and burette

·        Demonstrations

·        Reading scales and correcting errors

·        Meter rule

·        Pipettes

·        Burettes

·        Stop watches

·        Tape measure

·        Measuring cylinder, beam balance

·        Comprehensive secondary physics

Students Book 1 page 6-7

Teacher’s Book 1 pages 5-6

·        Secondary Physics students Book 1 (KLB) pages 10,28

·        Golden tips physics pages 2

·        Principles of Physics(M.Nelkon) pages 7-9

 
7 1-2 MEASUREMENTS Measuring density By the end of the lesson, the learner should be able to:

(i)                Determine and mentally explain the density of substances

(ii)              Work our density of mixtures

(iii)             Solve numerical problems involving density

·        Experiment

·        Working out answers to problems

·        Measuring cylinder

·        Mass weighing balance

·        Density bottle

·        Comprehensive secondary physics

Students Book 1 page 9-12

Teacher’s Book 1 pages 4-6

·        Secondary Physics students Book 1 (KLB) pages 35-48

·        Golden tips physics pages 7,10

 

 
  3-4 MEASUREMENTS Measuring Time By the end of the lesson, the learner should be able to

(i)                Determine experimentally, the measurement of time

·        Experiments with pendulum

·        Timing events

·        Pendulum

·        Clock

·        Watch

·        Comprehensive secondary physics

Students Book 1 page 12-15

Teacher’s Book 1 pages 6

·        Secondary Physics students Book 1 (KLB) pages 46-47

·        Golden tips physics pages 8

·        Principles of Physics(M.Nelkon) pages 23

 
8 1-2 FORCES Types of forces By the end of the lesson, the learner should be able to

(i)                Define force and state its SI units

(ii)              Describe types of forces

(iii)             State the effects of force

·        Discussions

·        Explaining

·        Demonstrations

·        Identifying effects of forces

·        Charts of force

·        String

·        Elastic material

·        Magnets

·        Water

·        Greece

·        Oil spring balance

·        Comprehensive secondary physics

Students Book 1 page 61-19

Teacher’s Book 1 pages 6-10

·        Secondary Physics students Book 1 (KLB) pages 49-68

·        Golden tips physics pages 11-12

·        Principles of Physics(M.Nelkon) pages 64-65

 
  3-4 FORCES Surface tension By the end of the lesson, the learner should be able to:

(i)                Describe experiments to illustrate cohesion, adhesion and surface tension

(ii)              State the factors affecting surface tension, its consequence and importance

·        Discussions

·        Demonstrations

·        Explaining the effects of surface tensions

·        Funnel

·        Water

·        Wire loop

·        Tap

·        Soap/detergent

·        Comprehensive secondary physics

Students Book 1 page 19-22

Teacher’s Book 1 pages 6-10

·        Secondary Physics students Book 1 (KLB) pages 63-70

·        Golden tips physics pages 12

 

 
9 1-2 FORCES Mass and weight By the end of the lesson, the learner should be able to:

(i)                State and explain the relationship between mass and weight

(ii)              Define scalar and vector magnitude

·        Demonstrations

·        Discussions

·        Problems solving on mass and weight

·        Beam balance

·        Spring balance

·        Sponge

·        Store

·        Polythene

·        Comprehensive secondary physics

Students Book 1 page 17-22

Teacher’s Book 1 pages 6-10

·        Secondary Physics students Book 1 (KLB) pages 72-75

·        Golden tips physics pages 7

·        Principles of Physics(M.Nelkon) pages 40

 
  3-4 FORCES Measuring Force By the end of the lesson, the learner should be able to:

(i)                Measure weight using spring balance

(ii)              Solve numerical problems on numerical forces

·        Discussions

·        Experiments

·        Spring balance

·        Chart on vectors and scalars

·        Comprehensive secondary physics

Students Book 1 page 17-18

Teacher’s Book 1 pages 17-15

 

 
10 1-2 FORCES Pressure and force By the end of the lesson, the learner should be able to:

(i)                Define pressure and state its SI units

(ii)              Determine pressure exerted by solids

·        Discussions

·        Demonstrations

·        Problem solving

·        Block of wood

·        Spring balance

·        Meter rule

·        Comprehensive secondary physics

Students Book 1 page 6-10

Teacher’s Book 1 pages 6-10

·        Secondary Physics students Book 1 (KLB) pages 82-85

·        Golden tips physics pages 44

·        Principles of Physics(M.Nelkon) pages 119-121

 
  3-4 PRESSURE Pressure in liquids By the end of the lesson, the learner should be able to

(i)                Investigate experimentally the factors that affect pressure in liquids (Fluids)

(ii)              Derive the formula for calculating pressure in fluids

(iii)             State the principle of transmission of pressure in fluids

·        Demonstrations

·        Working out problems

·        Discussions

·        Experiments

·        Communication tubes

·        Tin with holes at different heights

·        Waters

·        Comprehensive secondary physics

Students Book 1 page 27-30

Teacher’s Book 1 pages 12-15

·        Secondary Physics students Book 1 (KLB) pages 49-68

·        Golden tips physics pages 44-45

·        Principles of Physics(M.Nelkom) pages 121-124

 
11 1-2 PRESSURE Pressure in gases By the end of the lesson, the learner should be able to

(i)                Explain atmospheric pressure and its effects

(ii)              State and explain how pressure is transmitted in fluids

·        Demonstrations

·        Explanation of pressure transmission in fluids

·        discussions

·        Water/oil

·        Syringe

·        Comprehensive secondary physics

Students Book 1 page 25-26,30-32

Teacher’s Book 1 pages 12-15

·        Secondary Physics students Book 1 (KLB) pages 115-116,93-100

·        Golden tips physics pages 45-46

·        Principles of Physics(M.Nelko) pages 124

 
  3-4 PRESSURE Ganges and siphons By the end of the lesson, the learner should be able to

(i)                Describe the working of siphon and pressure gauge

·        Discussions

·        Explanations

·        Questions and answers

·        Barometer

·        Bourdon gauge

·        Syringes

·        Comprehensive secondary physics

Students Book 1 page 31-34

Teacher’s Book 1 pages 13-15

·        Secondary Physics students Book 1 (KLB) pages 113,117

·        Golden tips physics pages 44-45

·        Principles of Physics(M.Nelko) pages 133

 
12 1-2 PRESSURE Application of pressure in liquids and gases By the end of the lesson, the learner should be able to

(i)                Explain the working of a hydraulic, braking system of vehicle

(ii)              Explain the working of mercury and forties barometer, bicycle pump and pressure gauges

·        Explaining the application of pressure in liquids and gases

·        Class discussion on the principles of pressure in liquids

·        Experiments

·        Chart showing the working of a hydraulic braking system

·        Model of hydraulic brake system

·        Barometer

·        Bicycle pump

·        Comprehensive secondary physics

Students Book 1 page 30-39

Teacher’s Book 1 pages 13-15

·        Secondary Physics students Book 1 (KLB) pages 96-112

·        Golden tips physics pages 46-47

·        Principles of Physics(M.Nelko) pages 124-132

 
  3-4 PRESSURE Revision on question on the topic pressure By the end of the lesson, the learner should be able to

(i)                Answer questions on pressure

·        Questions and answers Questions in students book 1 ·        Comprehensive secondary physics

Students Book 1 page 39-41

Teacher’s Book 1 pages 13-15

·        Secondary Physics students Book 1 (KLB) pages 119-123

·        Golden tips physics pages 54-55

·        Principles of Physics(M.Nelko) pages 138-140

 
 

 

 

 

 

PHYSICS  FORM 1 SCHEMES OF WORK – TERM 2

WEEK

LESSON

TOPIC

SUB-TOPIC

LEARNING OBJECTIVES

TEACHING/LEARNING

ACTIVITIES

TEACHING/LEARNING

RESOURCES

REFERENCES

REMARKS

1 1-2 PARTICULATE NATURE OF MATTER States of matter By the end of the lesson, the learner should be able

(i)                to show that matter is made of up tiny particles

 

 

·        Demonstration

·        Discussions of kinetic theory

·        Beaker

·        Crystals

·        Solutes

·        Solvent

·        Comprehensive secondary physics

Students Book 1 page 42

Teacher’s Book 1 pages 15-18

·        Secondary Physics students Book 1 (KLB) pages 124-128

·        Golden tips physics pages 68

·        Principles of Physics(M.Nelko) pages 142

 
  3-4 PARTICULATE NATURE OF MATTER The Brownian motion By the end of the lesson, the learner should be able to:

(i)                Give evidence that matter is made up of tiny particles

(ii)              Demonstrate the Brownian motion in liquids & gases

(iii)             Explain the arrangement of particles in matter

(iv)             Explain the state on matter in terms of particle movement

·        Experiments

·        Observations

·        Discussions

·        Chalk dust

·        Transparent lid

·        Pollen grains

·        Lens

·        Beaker

·        Smoke cell

·        Source of light

·        Comprehensive secondary physics

Students Book 1 page 43-48

Teacher’s Book 1 pages 15-18

·        Secondary Physics students Book 1 (KLB) pages 127-130

·        Golden tips physics pages 68

·        Principles of Physics(M.Nelko) pages 148-150

 
2 1-2 PARTICULATE NATURE OF MATTER

 

 

Diffusion in liquid, gases and solids By the end of the lesson, the learner should be able to

(i)                Explain diffusion in gases/liquids and solids

·        Experiments

·        Discussions

·        Promise gas

·        Jars

·        Potassium permanganate

·        Solvent

·        Hydrochloric acid

·        Ammonia

·        Glass tube cotton wool

·        Comprehensive secondary physics

Students Book 1 page 46-49

Teacher’s Book 1 pages 15-18

·        Secondary Physics students Book 1 (KLB) pages 132-136

·        Golden tips physics pages 69

·        Principles of Physics(M.Nelko) pages 146-147

 
  3-4 PARTICULATE NATURE OF MATTER

 

 

Revision on Particulate nature of matter By the end of the lesson, the learner should be able to:

(i)                Answer  questions in students Book 1

·        Discussion

·        Demonstrations

·        Asking questions

·        Answering questions

  ·        Secondary Physics students Book 1 (KLB) pages 136-138

·        Golden tips physics pages 69-70

·        Principles of Physics(M.Nelko) pages 164

·        Past Papers

 
 

 

1-2 THERMAL EXPANSION Expansion of solids By the end of the lesson, the learner should be able to:

(i)                Define temperature

(ii)              Describe the functionally of various thermometers

(iii)             Explain the expansion and contraction in solids

(iv)             Explain forces due to expansion and contraction

·        Experiments

·        Demonstration

·        Experiments

 

·        Meter rule

·        Metal rods

·        Materials that conduct or do not conduct heat

·        Ball and ring apparatus

·        Bar gauge

·        Comprehensive secondary physics

Students Book 1 page 50-52

Teacher’s Book 1 pages 18-21

·        Secondary Physics students Book 1 (KLB) pages 139-144

·        Golden tips physics pages 70-72

·        Principles of Physics(M.Nelko) pages 168,175-176

 
  3-4 THERMAL EXPANSION

 

 

 

Applications of expansion in solids By the end of the lesson, the learner should be able to:

(i)                Explain the application of expansion and contraction

 

·        Demonstrations

·        Discussions

·        Experiments

 

·        Charts on the application of expansion

·        Rivets

·        Bimetallic strips

·        Comprehensive secondary physics

Students Book 1 page 52-54

Teacher’s Book 1 pages 18-21

·        Secondary Physics students Book 1 (KLB) pages 145,151-153

·        Golden tips physics pages 73

·        Principles of Physics(M.Nelko) pages 177-179

 
4 1-2 THERMAL EXPANSION

 

 

 

Expansion and contraction of liquid and gases By the end of the lesson, the learner should be able to:

(i)                Explain the expansion of liquid

(ii)              Describe the anomalous expansion of water and its effect

 

·        Discussions

·        Experiments

·        Demonstrations

·        Water

·        Spirit

·        Alcohol

·        thermometer

·        Comprehensive secondary physics

Students Book 1 page 54-56

Teacher’s Book 1 pages 18-21

·        Secondary Physics students Book 1 (KLB) pages 149-155

·        Golden tips physics pages 72-73

·        Principles of Physics(M.Nelko) pages 182

 
  3-4 THERMAL EXPANSION

 

 

Thermometers By the end of the lesson, the learner should be able to:

(i)                Explain the functioning of various thermometers

(ii)              Describe the functioning of various thermometers

·        Demonstrations

·        Discussions

 

·        Liquid in glass thermometers

·        Clinical thermometers

·        Maximum and minimum thermometers

·        Comprehensive secondary physics

Students Book 1 page 56-59

Teacher’s Book 1 pages 18-21

·        Secondary Physics students Book 1 (KLB) pages 155-161

·        Golden tips physics pages 70-72

·        Principles of Physics(M.Nelko) pages 168-173

 
5 1-2 THERMAL EXPANSION Molecules and heat By the end of the lesson, the learner should be able to

(i)                Explain the effect of heat on the molecules of solid, liquid and gases

·        Discussions

·        Experiments

·        Demonstrations

 

 

·        Solids

·        Liquids

·        Air

·        Source of heat

·        Containers

·        Comprehensive secondary physics

Students Book 1 page 60-61

Teacher’s Book 1 pages 18-21

·        Secondary Physics students Book 1 (KLB) pages 139-162

 
  3-4 THERMAL EXPANSION Revision on thermal expansion By the end of the lesson, the learner should be able to:

(i)                Answer questions involving thermal expansions

·        Questions

·        answers

·        Set questions ·        Comprehensive secondary physics

Students Book 1 page 61-62

Teacher’s Book 1 pages 21

·        Secondary Physics students Book 1 (KLB) pages 161-162

·        Golden tips physics pages 85-86

·        Principles of Physics(M.Nelko) pages 185

 
6 1-2 HEAT TRANSFER Heat and temperature By the end of the lesson, the learner should be able to

(i)                define heat

(ii)              State the difference between heat and temperature

·        Definitions

·        Discussions

·        Experiments

·        Materials that conduct heat and materials that do not conduct heat ·        Comprehensive secondary physics

Students Book 1 page 63

Teacher’s Book 1 pages 22-24

·        Secondary Physics students Book 1 (KLB) pages 163

·        Golden tips physics pages 774

·        Principles of Physics(M.Nelko) pages 168

 
  3-4 HEAT TRANSFER Conduction of heat By the end of the lesson, the learner should be able to:

(i)                State and explain modes of heat transfer

(ii)              Explain factors affecting conduction

 

 

·        Metal rods

·        Source of heat

·        Test tube

·        Water

·        Ice in gauge

·        Comprehensive secondary physics

Students Book 1 page 63-67

Teacher’s Book 1 pages 22-24

·        Secondary Physics students Book 1 (KLB) pages 163-186

·        Golden tips physics pages 74-77

·        Principles of Physics(M.Nelko) pages 234-242

 
7 1-2 HEAT TRANSFER Convection By the end of the lesson, the learner should be able to

(i)                Demonstrate convection in liquids

(ii)              Explain the working of hot water systems, car engine, cooling system and land sea breeze

(iii)             Explain the molecular application of convection in fluids

·        Experiments

·        Discussion

·        Water

·        Potassium permanganate

·        Source of heat

·        Smoke cell apparatus

·        Chart on hot water system

·        Car engine

·        Comprehensive secondary physics

Students Book 1 page 67-69

Teacher’s Book 1 pages 23

·        Secondary Physics students Book 1 (KLB) pages 177-188

·        Principles of Physics(M.Nelko) pages 238-2433

 
  3-4 HEAT TRANSFER Radiation By the end of the lesson, the learner should be able to

(i)                Compare absorption and emission of radiant heat

(ii)              Explain the working of solar concentrators, heat taps and solar heaters

(iii)             Explain the working of a thermos flask

 

 

·        Experiments

·        Making comparisons

·        Discussions

·        Explanations

·        Comprehensive secondary physics

Students Book 1 page 70-74

Teacher’s Book 1 pages 18-24

·        Secondary Physics students Book 1 (KLB) pages 187-195

·        Golden tips physics pages 75

·        Principles of Physics(M.Nelko) pages 246

 
8 1-2   REVISION By the end of the lesson, the learner should be able to

(i)                Answer questions on heat transfer

 

·        Questions

·        Answers

Set questions    
  3-4 RECTI-LINEAR PROPAGATION AND REFLECTION OF LIGHT ON PLANE SURFACES Propagation of light By the end of the lesson, the learner should be able to:

(i)                Define opaque, translucent and transparent objects

(ii)              Describe the types of beams

(iii)             Perform and describe experiments to show rectilinear propagation of light

·        Discussions

·        Experiments

·        Descriptions

·        Explanations

·        Opaque objects

·        Glass

·        Greased paper

·        Card board

·        Source of light

·        Screens

·        Comprehensive secondary physics

Students Book 1 page 76-77

Teacher’s Book 1 pages 25-27

·        Secondary Physics students Book 1 (KLB) pages 199-204

·        Golden tips physics pages 75

·        Principles of Physics(M.Nelko) pages 251-252

 
9 1-2 RECTI-LINEAR PROPAGATION AND REFLECTION OF LIGHT ON PLANE SURFACES The pin-hole camera By the end of the lesson, the learner should be able to:

(i)                Explain the functions and principles involved in working of a pin-hole camera

·        Experiments

·        Drawing

·        Discussion

·        Pin hole camera

·        Source of light (candle)

·        Comprehensive secondary physics

Students Book 1 page 77

Teacher’s Book 1 pages 25-27

·        Secondary Physics students Book 1 (KLB) pages 211-219

·        Golden tips physics pages 99

·        Principles of Physics(M.Nelko) pages 252-255

 
  3-4 RECTI-LINEAR PROPAGATION AND REFLECTION OF LIGHT ON PLANE SURFACES

 

Shadows By the end of the lesson, the learner should be able to:

(i)                Describe the formation of shadows

(ii)              Describe the solar and linear eclipses

·        Experiments

·        Discussions

·        Demonstrations

·        Explanations

·        Descriptions

·        Opaque objects

·        Chart of the eclipse of earth and moon

·        Source of light

·        Screen

·        Comprehensive secondary physics

Students Book 1 page 78-79

Teacher’s Book 1 pages 25-27

·        Secondary Physics students Book 1 (KLB) pages 203-219

·        Principles of Physics(M.Nelko) pages 254-257

 
10 1-2 RECTI-LINEAR PROPAGATION AND REFLECTION OF LIGHT ON PLANE SURFACES

 

 

Reflection of light on plane surfaces By the end of the lesson, the learner should be able to:

(i)                Verify experimentally the law of reflection

·        Experiments

·        Descriptions

·        Explanations

·        Discussions

·        Plane mirrors

·        Pins

·        White sheets of paper

·        Soft boards

·        Comprehensive secondary physics

Students Book 1 page 80-82

Teacher’s Book 1 pages 25-27

·        Secondary Physics students Book 1 (KLB) pages 222-228

·        Golden tips physics pages 100

·        Principles of Physics(M.Nelko) pages 260

 
  3-4 RECTI-LINEAR PROPAGATION AND REFLECTION OF LIGHT ON PLANE SURFACES

 

 

Image formation By the end of the lesson, the learner should be able to:

(i)                Locate images in place mirrors and state their characteristics

·        Experiments

·        Descriptions

·        Discussions

·        Pins

·        Boards

·        Protractor

·        Mirror

·        Comprehensive secondary physics

Students Book 1 page 83-84

Teacher’s Book 1 pages 25-27

·        Secondary Physics students Book 1 (KLB) pages 228-230

·        Golden tips physics pages 100-101

·        Principles of Physics(M.Nelko) pages 264

 
11 1-2 RECTI-LINEAR PROPAGATION AND REFLECTION OF LIGHT ON PLANE SURFACES

 

 

The application of plane mirrors By the end of the lesson, the learner should be able to:

(i)                Explain the reflection of light on plane surfaces at an angle

(ii)              Explain the working of a periscope and kaleidoscope

·        Experiments

·        Explanations

·        Descriptions

·        Discussions

·        Plane mirrors

·        Objects such as candles

·        Pipe

·        Card board

·        Comprehensive secondary physics

Students Book 1 page 84-86

Teacher’s Book 1 pages 25-27

·        Secondary Physics students Book 1 (KLB) pages 235-240

·        Golden tips physics pages 101

 

 
  3-4 RECTI-LINEAR PROPAGATION AND REFLECTION OF LIGHT ON PLANE SURFACES

 

 

 

Revision By the end of the lesson, the learner should be able to

(i)                solve problems involving the propagation and reflection of light on plane surfaces

 

·        Problem solving

·        Questions and answers

·        Discussion

Set questions ·        Comprehensive secondary physics

Students Book 1 page 87-88

Teacher’s Book 1 pages 28-29

·        Secondary Physics students Book 1 (KLB) pages 241-244

·        Golden tips physics pages 101-102

·        Principles of Physics(M.Nelko) pages 266-267

 
 

12

 

END OF TERM EXAMINATIONS

 

 

 

 

 

 

 

PHYSICS  FORM 1 SCHEMES OF WORK – TERM 3

WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
 

1

 

1-2

 

ELECTROSTATICS

 

Charging materials by induction and contact

 

By the end of the lesson, the learner should be able to:

(i)                Explain the charging of materials by induction and contact

(ii)              Describe origin of charge

(iii)             State the law of charges

 

·        Demonstrations

·        Discussions

·        Experiments

 

·        Polythene bags

·        Thrust

·        Glass rod

 

·        Comprehensive secondary physics

Students Book 1 page 89

Teacher’s Book 1 pages 29-32

·        Secondary Physics students Book 1 (KLB) pages 245-250

·        Golden tips physics pages 133-134

·        Principles of Physics(M.Nelko) pages 264

 
   

3-4

 

ELECTROSTATICS

 

Laws of charge

 

By the end of the lesson the learner should be able to:

(i)                Describe the electrostatic charge

(ii)              Explain the electrostatic charge

(iii)             State types of charge

 

·        Experiments

·        Discussion

·        Observations

 

·        Rubber

·        Piece of paper

·        Glass

·        Amber

·        Silk material

·        Fur

·        Electroscope

 

·        Comprehensive secondary physics

Students Book 1 page 89-91

Teacher’s Book 1 pages 29-32

·        Secondary Physics students Book 1 (KLB) pages 245-248

·        Golden tips physics pages 133

·        Principles of Physics(M.Nelko) pages 509-510

 
 

2

 

1-2

 

ELECTROSTATICS

 

The leaf electroscope

 

By the end of the lesson, the learner should be able to

(i)                State the unit of charges and construct leaf electroscope

 

 

·        Discussions

·        Constructing an electroscope

·        Experiment

 

·        Leaf electroscope

·        Glass rod

 

·        Comprehensive secondary physics

Students Book 1 page 91-92

Teacher’s Book 1 pages 29-32

·        Secondary Physics students Book 1 (KLB) pages 251-252

·        Golden tips physics pages 133

·        Principles of Physics(M.Nelko) pages 511

 
   

3-4

 

ELECTROSTATICS

 

Charging an electroscope by contract

 

By the end of the lesson, the learner should be able to

(i)                charge an electroscope by contact

 

 

·        Demonstration

·        Discussions

·        Experiments

 

·        Electroscope

·        Glass rod

·        Ebonite rod

 

·        Comprehensive secondary physics

Students Book 1 page 94-96

Teacher’s Book 1 pages 29-32

·        Secondary Physics students Book 1 (KLB) pages 249-250

·        Golden tips physics pages 134

·        Principles of Physics(M.Nelko) pages 512

 
 

3

 

1-2

 

ELECTROSTATICS

 

Charging an electroscope by induction

 

By the end of the lesson, the learner should be able to

(i)                charge an electroscope by induction

 

 

·        Demonstrations

·        Discussions

·        Experiments

 

·        Electroscope

·        Glass rod

·        Ebonite rod

 

·        Comprehensive secondary physics

Students Book 1 page 94-96

Teacher’s Book 1 pages 29-32

·        Secondary Physics students Book 1 (KLB) pages 248-249

·        Principles of Physics(M.Nelko) pages 513-515

 
   

3-4

 

ELECTROSTATICS

 

 

Charging an electroscope by separation

 

By the end of the lesson, the learner should be able to

(i)                charge an electroscope by separation

 

 

·        Discussions

·        Experiments

·        Descriptions

 

·        Rods of conductors and no-conductors

·        Electroscope

·        Tiles

 

·        Comprehensive secondary physics

Students Book 1 page 96-97

Teacher’s Book 1 pages 29-32

·        Secondary Physics students Book 1 (KLB) pages 250-251

 

 

 
 

4

 

1-2

 

ELECTROSTATICS

 

Charging an electroscope by EHT source

 

By the end of the lesson, the learner should be able to

(i)                Charge electroscope by an EHT source

 

 

·        Descriptions

·        Experiments

·        Discussions

 

·        Rods of conductors and non-conductors

·        Electroscope

·        Tiles

 

·        Comprehensive secondary physics

Students Book 1 page 97

Teacher’s Book 1 pages 29-32

 
   

3-4

 

ELECTROSTATICS

 

Revision

 

By the end of the lesson, the learner should be able to

(i)                answer questions on electrostatics

 

 

·        Questions and answers

 

Chalkboard

Text books

 

·        Secondary Physics students Book 1 (KLB) pages 259-260

·        Principles of Physics(M.Nelko) pages 527-530

·        Golden tips physics pages 138-139

 
 

5

 

1-2

 

CELLS AND SIMPLE CIRCUITS

 

Sources of continuous current

 

 

By the end of the lesson, the learner should be able to

(i)                state sources of continuous current

 

 

·        Experiments

·        Discussions

·        Demonstration

 

·        Cells

·        Acids

·        Fruits

·        Solar panels

·        Petroleum products

 

 

·        Comprehensive secondary physics

Students Book 1 page 99-100

Teacher’s Book 1 pages 34-37

·        Secondary Physics students Book 1 (KLB) pages 261-265

·        Golden tips physics pages 140

·        Principles of Physics(M.Nelko) pages 408-409

 
   

3-4

 

CELLS AND SIMPLE CIRCUITS

 

Connecting an electric circuit

 

By the end of the lesson, the learner should be able to

(i)                Draw and set up a simple electric circuit

(ii)              Identify circuit symbols

 

·        Identifying circuit symbols

·        Discussions

·        Demonstrations

·        Experiments

 

 

·        Cells

·        Wires

·        Bulbs

·        Charts on circuit symbols

 

·        Comprehensive secondary physics

Students Book 1 page 99-101

Teacher’s Book 1 pages 34-37

·        Secondary Physics students Book 1 (KLB) pages 266-273

·        Golden tips physics pages 140

·        Principles of Physics(M.Nelko) pages 408-409

 
 

6

 

1-2

 

CELLS AND SIMPLE CIRCUIT

 

Connecting and electric circuit

 

By the end of the lesson the learner should be able to

(i)                Define electric current

(ii)              Explain the working of a cell

(iii)             Connect cells in series and parallel

(iv)             Measure the effective e.m.f

 

·        Measuring

·        Demonstrations

·        Discussions

·        Experiments

 

·        Cells

·        Connecting wires

·        Bulbs

 

·        Comprehensive secondary physics

Students Book 1 page 100-101

Teacher’s Book 1 pages 34-37

·        Secondary Physics students Book 1 (KLB) pages 241-273

·        Golden tips physics pages 140-143

 

 
   

3-4

 

CELLS AND SIMPLE CIRCUITS

 

The measuring of E.M.F

 

By the end of the lesson, the learner should be able to measure e.m.f

 

·        Experiments

·        Discussions

·        Measuring

·        Demonstrations

 

·        Ammeter

·        Voltmeter

·        Switch

 

·        Comprehensive secondary physics

Students Book 1 page 101-102

Teacher’s Book 1 pages 34-37

·        Secondary Physics students Book 1 (KLB) pages 264

·        Golden tips physics pages 143

·        Principles of Physics(M.Nelko) pages 409

 
 

7

 

1-2

 

CELLS AND SIMPLE CIRCUIT

 

Conductivity of materials

 

By the end of the lesson, the learner should be able to

(i)                Investigate the electrical conductivity of materials

 

·        Calculating

·        Testing

·        Conductivity

·        Experiments

 

·        Conductors

·        Non-conductors

 

·        Comprehensive secondary physics

Students Book 1 page 101-103

Teacher’s Book 1 pages 34-37

·        Secondary Physics students Book 1 (KLB) pages 273-275

·        Principles of Physics(M.Nelko) pages

 
   

3-4

 

CELLS AND SIMPLE CIRCUITS

 

Measuring current in a circuit

 

By the end of the lesson, the learner should be able to measure current in a circuit

 

·        Measuring

·        Experiments

·        Calculating

 

·        Voltmeter

·        Ammeter

·        Switch

 

·        Comprehensive secondary physics

Students Book 1 page 101-103

Teacher’s Book 1 pages 34-37

·        Secondary Physics students Book 1 (KLB) pages 266-269

·        Golden tips physics pages 142

 

 
 

8

 

1-2

 

CELLS AND SIMPLE CIRCUITS

 

Primary cells

 

By the end of the lesson, the learner should be able to:

(i)                Describe the working of  primary cells

(ii)              Explain the defect s of primary cells

(iii)             Explain how to care for a primary cell

 

·        Discussions

·        Experiments

·        Explaining the defects of primary cells

 

·        Primary cells

 

·        Comprehensive secondary physics

Students Book 1 page 104-106

Teacher’s Book 1 pages 34-37

·        Secondary Physics students Book 1 (KLB) pages 276-280

·        Principles of Physics(M.Nelko) pages 409-414

 
   

3-4

 

CELLS AND SIMPLE CIRCUITS

 

Measuring e.m.f in a primary cell

 

By the end of the lesson, the learner should be able to:

(i)                Measure e.m.f in a primary

 

·        Experiments

·        Discussions

·        Demonstrations

·        Measuring

 

·        Primary cells

·        Voltmeter

·        Switch

 

·        Comprehensive secondary physics

Students Book 1 page 106

Teacher’s Book 1 pages 34-37

·        Secondary Physics students Book 1 (KLB) pages 276-280

·        Principles of Physics(M.Nelko) pages 409-414

 
 

9

 

1-2

 

CELLS AND SIMPLE CIRCUITS

 

Secondary cells

 

By the end of the the lesson the learner should be able to:

(i)                Charge a secondary cell

(ii)              Discharge a secondary cell

(iii)             Take care of a secondary cell

 

·        Explanation on charging and maintenance of simple cells

 

Secondary cells

 

·        Comprehensive secondary physics

Students Book 1 page 106-109

Teacher’s Book 1 pages 34-37

·        Secondary Physics students Book 1 (KLB) pages 280-284

·        Golden tips physics pages 140

 
   

3-4

 

REVISION

   

By the end of the lesson, the learner should be able to

(i)                Answer questions on cells

(ii)              Answer questions on circuits

 

·        Discussions

·        Demonstrations

·        Asking questions

·        Answering questions

   

·        Secondary Physics students Book 1 (KLB) pages 287-288

·        Golden tips physics pages 150-151

·        Principles of Physics(M.Nelkon) pages 422-423

 
 

 

 

 

 

PHYSICS  FORM 2 SCHEMES OF WORK – TERM 1
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
 

1

 

1-2

 

MAGNETISM

 

Magnetism and magnetic materials

 

By the end of the lesson, the learner should be able to:

(i)                Identify magnetic and non-magnetic materials

 

·        Observing attraction and repulsion of magnets

·        Identifying the test for magnetic materials

·        Describing natural and artificial materials

·        Carrying out experiments to identify magnetic and non-magnetic materials

 

·        Magnets

·        Nails

·        Pins

·        Wood

·        Plastics

·        Tins

·        Spoons

·        Strings

·        Razor blade

·        Stand

 

·        Comprehensive secondary physics students book 2 pages 1-2

·        Comprehensive secondary physics teachers book 2 pages 1-5

·        Secondary physics KLB students book 2 page

·        Principles of physics (M.Nelkom) pages 442-443

·        Golden tips physics page 124

 
   

3-4

 

MAGNETISM

 

Properties of magnets and the law of magnetism

 

By the end of the lesson, the learner should be able to

(i)                Describe the properties of magnets

(ii)              State the logic law of magnetism

 

·        Investigating properties of magnets

·        Stating the laws of magnetism

 

·        Magnets

·        Charts on properties

·        Iron fillings

·        Strings

·        Stand

 

·        Comprehensive secondary physics students book 2 pages 1-2

·        Comprehensive secondary physics teachers book 2 pages 1-5

·        Secondary physics KLB students book 2 page 1-4

·        Principles of physics (M.Nelkom) pages 149

·        Golden tips physics page 124

 
 

2

 

1-2

 

MAGNETISM

 

The compass

 

By the end of the lesson, the learner should be able to

(i)                Construct  simple compass

 

·        Constructing a simple compass

 

·        Pin/screw

·        Magnet

·        Cork

·        Glass top

·        Water trough

·        Piece of stiff paper

·        Razor blade

·        Glue

 

·        Comprehensive secondary physics students book 2 pages 3-5

·        Comprehensive secondary physics teachers book 2 pages 1-5

·        Secondary physics KLB students book 2 page 5

·        Principles of physics (M.Nelkom) pages 151

·        Golden tips physics page 127

 
   

3-4

 

MAGNETISM

 

Magnetic field patterns

 

By the end of the lesson, the learner should be able to:

(i)                Describe magnet field patterns

 

·        Plotting the field of a bar magnet using a compass and iron filings

 

 

 

·        A compass

·        Iron fillings

·        Bar magnets

·        Can with lid

·        Card board

·        Sheet of papers

 

 

·        Comprehensive secondary physics students book 2 pages 3-5

·        Comprehensive secondary physics teachers book 2 pages 1-5

·        Secondary physics KLB students book 2 page 6-7

·        Principles of physics (M.Nelkom) pages 444

·        Golden tips physics page 124-125

 
 

3

 

1-2

 

MAGNETISM

 

Making magnets by induction and stroking

 

By the end of the lesson, the learner should be able to make magnets by :

(i)                Induction

(ii)              Stroking

 

·        Demonstrating induction

·        Magnetizing a steel bar by stroking single and double strikes

·        Defining hard and soft magnets

 

·        Bar magnets

·        Steel bars

·        Nails

·        Iron bars

 

·        Comprehensive secondary physics students book 2 pages 6-7

·        Comprehensive secondary physics teachers book 2 pages 1-5

·        Secondary physics KLB students book 2 page 19-22

·        Principles of physics (M.Nelkom) pages 441-442

·        Golden tips physics page 125-126

 
   

3-4

 

MAGNETISM

 

 

Making magnets by an electric current

 

By the end of the lesson, the learner should be able to:

(i)                Magnetize a material by an electric current

 

·        Magnetizing a steel bar by an electric current

 

·        Insulated wire

·        Battery cell

·        Steel bar

 

·        Comprehensive secondary physics students book 2 pages 8

·        Comprehensive secondary physics teachers book 2 pages 1-5

·        Secondary physics KLB students book 2 page 23-24

·        Principles of physics (M.Nelkom) pages 440

·        Golden tips physics page 125-126

 

 
 

4

 

1-2

 

MAGNETISM

 

Demagnetization and caring for magnets

 

By the end of the lesson, the learner should be able to

(i)                Describe the methods of demagnetizative

(ii)              Describe how to care for magnets

 

·        Describing ways of demagnetizing of magnet

·        Explaining how to care for magnets

·        Carrying out experiments to demagnetize and care for magnets

 

·        Battery/cell

·        Keepers

·        Bar magnets

·        Chart on demagnetization and care for magnets

 

·        Comprehensive secondary physics students book 2 pages 8-9

·        Comprehensive secondary physics teachers book 2 pages 1-5

·        Secondary physics KLB students book 2 page 25-26

·        Principles of physics (M.Nelkom) pages 442

·        Golden tips physics page 126-127

 

 
   

3-4

 

MAGNETISM

 

Uses of magnets

 

By the end of the lesson, the learner should be able to

(i)                Describe the uses of magnets

 

·        Describing uses of magnets

·        Discussions

·        Using magnets

 

·        Magnets

·        Metallic bars

·        Non-metallic bars

 

·        Comprehensive secondary physics students book 2 pages 9

·        Comprehensive secondary physics teachers book 2 pages 1-5

·        Secondary physics KLB students book 2 page 27

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 127

 

 
 

5

 

1-2

 

MAGNETISM

 

The domain theory of magnetism

 

By the end of the lesson, the learner should be able to:

(i)                Explain the domain theory

 

·        Describing the domain theory of magnetism

·        Explaining the application of the domain theory of magnetism

 

·        Charts on domain theory

·        Bar magnets

·        Iron fillings

·        Test tubes

·        Cork

 

·        Comprehensive secondary physics students book 2 pages 9-10

·        Comprehensive secondary physics teachers book 2 pages 1-5

·        Secondary physics KLB students book 2 page 17

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 127

 

 
   

3-4

 

MAGNETISM

 

Revision

 

By the end of the lesson, the learner should be able to:

(i)                Answer questions on magnetism

 

·        Questions and answers

·        Read more on magnetism

 

·        Questions and project to the students book 2

 

·        Comprehensive secondary physics students book 2 pages 11-12

·        Comprehensive secondary physics teachers book 2 pages 5-6

·        Secondary physics KLB students book 2 page 27

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 131

 

 
 

6

 

1-2

 

MEASUREMENT II

 

The vernire calipers

 

By the end of the lesson, the learner should be able to

(i)                Measure length using vernire calipers

 

·        Measuring length and diameter of various objects using a venire calipers

 

·        Vernire calipers

·        Circular containers

·        Nail

·        needles

 

·        Comprehensive secondary physics students book 2 pages 13-15

·        Comprehensive secondary physics teachers book 2 pages 6-11

·        Secondary physics KLB students book 2 page 31-36

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 3-4

 

 
   

3-4

 

MEASUREMENT II

 

The micrometer

Screw gauge

 

By the end of the lesson, the learner should be able to:

(i)                Measure length using the micrometer screw gauge

 

·        Measuring small diameters and thickness using the screw gauge

 

·        Micrometer screw gauge

·        Charts on how to read the scale of a screw gauge

·        Wires

·        paper

 

·        Comprehensive secondary physics students book 2 pages 15-17

·        Comprehensive secondary physics teachers book 2 pages 6-11

·        Secondary physics KLB students book 2 page 36-40

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 4-5

 

 
 

7

 

1-2

 

MEASUREMENT II

 

Decimal places, significant figures and standard form

 

 

By the end of the lesson, the learner should be able to:

(i)                State numbers in standard form, decimal places and significant figures

 

·        Working out problems in decimals

·        Identifying the significant figures of a number

·        Writing numbers in standard form

   

·        Comprehensive secondary physics students book 2 pages 17-19

·        Comprehensive secondary physics teachers book 2 pages 6-11

·        Secondary physics KLB students book 2 page 40-41

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 8-9

 

 
   

3-4

 

MEASUREMENT II

 

Determining the size of a molecule

 

By the end of the lesson, the learner should be able to:

(i)                Estimate the diameter of a drop of oil

 

·        Measuring the diameter of an molecule

 

·        Oil

·        Burette

·        Wire

·        Trough

·        Water

·        Floor or pollen grain

·        strings

 

·        Comprehensive secondary physics students book 2 pages 6-11

·        Comprehensive secondary physics teachers book 2 pages 19-21

·        Secondary physics KLB students book 2 page 42-44

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 9

 

 
 

8

 

1-2

 

MEASUREMENT II

 

Revision

 

By the end of the lesson the learner should be able to:

(i)                Answer questions involving measurement

 

·        Problem solving

·        Identifying values on appropriate scale

·        Carrying out a project work

 

·        Questions and project the students book 2

·        Questions work sheet

 

·        Comprehensive secondary physics students book 2 pages 21-23

·        Comprehensive secondary physics teachers book 2 pages 11

·        Secondary physics KLB students book 2 page 46-49

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 10

 

 
   

3-4

 

THE TURNING EFFECTS OF A FORCE

 

The moments of a force

 

By the end of the lesson, the learner should be able to:

(i)                Define moments of force about a point

(ii)              State the SI units of moment of force

 

·        Defining moments of force

·        Calculating moment

 

·        Meter rule

·        Knife edge

·        Strings

·        Spring balance

·        Masses

·        Comprehensive secondary physics students book 2 pages 24

·        Comprehensive secondary physics teachers book 2 pages 12-14

·        Secondary physics KLB students book 2 page 50-52

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 13

 

 
 

9

 

1-2

 

THE TURNING EFFECTS OF A FORCE

 

Principles of moments

 

By the end of the lesson, the learner should be able to:

(i)                State and verify the principle of moment

 

·        Stating the principle of moment of a force

·        Calculating moments

 

·        Meter rule

·        Knife edge

·        Strings

·        Spring balance

·        Masses

 

·        Comprehensive secondary physics students book 2 pages 24

·        Comprehensive secondary physics teachers book 2 pages 12-14

·        Secondary physics KLB students book 2 page 53-56

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 14-15

 

 
   

3-4

 

THE TURNING EFFECTS OF A FORCE

 

Revision

 

By the end of the lesson, the learner should be able to

(i)                Solve problems involving moments

 

·        Problems solving

·        Discussion of correct procedure

·        Questions and answers

 

·        The exercise in the student book

 

·        Comprehensive secondary physics students book 2 pages 27-28

·        Comprehensive secondary physics teachers book 2 pages 13-14

·        Secondary physics KLB students book 2 page 65-67

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 14-15

 

 
 

10

 

1-2

 

TURNING EFFECTS OF A FORCE

 

Revision

 

By the end of the lesson, the learner should be able to:

(i)                Answer questions on the covered topics

 

·        Answer questions in quiz or test form

·        Discussing answers

 

·        Moderate a review questions

·        Marking schemes

 

·        Comprehensive secondary physics students book 2 pages 1-28

·        Comprehensive secondary physics teachers book 2 pages 1-14

·        Secondary physics KLB students book 2 page 65-67

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 14-15

 

 
   

3-4

 

EQUILIBRIUM AND CENTRE OF GRAVITY

 

Equilibrium

 

By the end of the lesson, the learner should be able to:

(i)                Identify and explain the states of equilibrium

 

·        Identifying the states of equilibrium

·        Explaining the conditions of equilibrium

 

·        Objects with stable, unstable and neutral equilibrium

 

·        Comprehensive secondary physics students book 2 pages 33

·        Comprehensive secondary physics teachers book 2 pages 15-17

·        Secondary physics KLB students book 2 page 17-18

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 15-16

 

 
 

11

 

1-2

 

Equilibrium and centre of gravity

 

Centre of gravity

 

By the end of the lesson, the learner should be able to

(i)                Define centre of gravity

(ii)              Determine centre of gravity of lamina objects

 

·        Defining centre of gravity

·        Determining centre of gravity of lamina objects

 

·        Lamina objects

·        Plumb line

·        pencils

·        Comprehensive secondary physics students book 2 pages 30

·        Comprehensive secondary physics teachers book 2 pages 15-17

·        Secondary physics KLB students book 2 page 68-76

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 15

 

 
   

3-4

 

Equilibrium and centre of gravity

 

Stability

 

By the end of the lesson, the learner should be able to:

(i)                Explain and state the factors affecting stability of an object

 

·        Identifying the factors affecting stability

·        Explaining how equilibrium is maintained

 

·        Chart showing factors of stability

 

·        Comprehensive secondary physics students book 2 pages 31-33

·        Comprehensive secondary physics teachers book 2 pages 15-17

·        Secondary physics KLB students book 2 page 78

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 16

 

 
 

12

 

1-2

 

Equilibrium and centre of gravity

 

Stability

 

By the end of the lesson, the learner should be able to:

(i)                Explain where stability is applicable

 

·        Explaining the application of stability

·        Discussions

 

·        Pictures and charts showing applications of stability

 

·        Comprehensive secondary physics students book 2 pages 15-17

·        Comprehensive secondary physics teachers book 2 pages 33

·        Secondary physics KLB students book 2 page 79-80

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 16

 

 
 

 

 

3-4

 

Equilibrium and centre of gravity

 

Revision

 

By the end of the lesson, the learner should be able to:

(i)                Solve problems involving centre of gravity and moment of a force

 

·        Problem solving

·        Discussionof solution

·        Questions and answers

·        Doing end of term examinations

 

·        Moderate review questions

·        Marking schemes

·        Exercises in the students book 2

 

·        Comprehensive secondary physics students book 2 pages 34

·        Comprehensive secondary physics teachers book 2 pages 17

·        Secondary physics KLB students book 2 page 80-82

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 16

 

 
 

 

 

 

 

 

 

PHYSICS  FORM 2 SCHEMES OF WORK – TERM 2

WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
 

1

 

1-2

 

REFLECTION AT CURVED SURFACES

 

Spherical mirrors

 

By the end of the lesson, the learner should be able to:

(i)                Describe concave, convex and parabolic reflectors

 

·        Reflecting light at curved mirrors

 

·        Concave mirrors

·        Convex mirrors

·        parabolic mirrors

·        Plane papers

·        Soft board, pins

 

·        Comprehensive secondary physics students book 2 pages 35

·        Comprehensive secondary physics teachers book 2 pages 18-22

·        Secondary physics KLB students book 2 page 83

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 102

 
   

3-4

 

REFLECTION AT CURVED SURFACES

 

Parts of spherical mirrors and parabolic surfaces

 

By the end of the lesson, the learner should be able to:

(i)                Describe using any diagram, the principle axes, principle focus, centre of curvature, radius of curvature and related terms

 

·        Describing parts of a curved mirrors

·        Observing reflection at spherical mirrors

 

·        Variety of a curved mirrors

·        Graph papers

·        Rulers

 

·        Comprehensive secondary physics students book 2 pages 35-37

·        Comprehensive secondary physics teachers book 2 pages 18-22

·        Secondary physics KLB students book 2 page 85-87

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 102

 
 

2

 

1-2

 

REFLECTION AT CURVED SURFACES

 

 

Locating images in curved mirrors and parabolic surfaces

 

By the end of the lesson, the learner should be able to:

(i)                Use ray diagram to locate images formed by plane mirrors

 

·        Drawing ray diagrams

·        Describing image characteristics

 

·        Graph papers

·        Soft boards

·        Plane papers

·        Pins

 

·        Comprehensive secondary physics students book 2 pages 37-38

·        Comprehensive secondary physics teachers book 2 pages 18-22

·        Secondary physics KLB students book 2 page 86

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 103

·

 
   

3-4

 

REFLECTION AT CURVED SURFACES

 

 

Characteristics of images formed by concave mirrors

 

By the end of the lesson, the learner should be able to

(i)                Determine experimentally the characteristics of images formed by concave mirrors

 

·        Experimenting with concave mirrors

·        Describing the nature of images formed in concave mirror

 

·        Concave mirrors

 

·        Comprehensive secondary physics students book 2 pages 39-40

·        Comprehensive secondary physics teachers book 2 pages 19-22

·        Secondary physics KLB students book 2 page 95-100

·        Principles of physics (M.Nelkom) pages 439-440

·        Golden tips physics page 103

 
 

3

 

1-2

 

REFLECTION AT CURVED SURFACES

 

Applications of curved reflecting surfaces and magnification

 

By the end of the lesson, the learner should be able to

(i)                Define magnification

(ii)              State and explain the applications of curved mirrors

(iii)             State the defects of spherical mirrors

 

·        Explaining magnification and formula in curved mirrors

·        Describing the uses of curved mirrors

·        Asking questions

 

·        Curved mirrors

·        Exercise in students book 2

 

·        Comprehensive secondary physics students book 2 pages 40-43

·        Comprehensive secondary physics teachers book 2 pages 19-24

·        Secondary physics KLB students book 2 page 104-120

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 105

 
   

3-4

 

THE MAGNETIC EFFECT OF ELECTRIC CURRENT

 

Magnetic field due to current

 

By the end of the lesson, the learner should be able to

(i)                Perform and describe an experiment to determine the direction of a magnetic field round a current carrying conductor

 

·        Observing and describing the direction of magnetic field round a current carrying a conductor

·        Carrying out experiments

 

·        Compass

·        Wires

·        Battery

·        Ammeter

·        Compass needle

·        Cardboard

·        Screws

·        Iron fillings

 

·        Comprehensive secondary physics students book 2 pages 44-47

·        Comprehensive secondary physics teachers book 2 pages 25-28

·        Secondary physics KLB students book 2 page 123-128

·        Principles of physics (M.Nelkom) pages 439-440

·        Golden tips physics page 128

 
 

4

 

1-2

 

MAGNETIC EFFECT OF ELECTRIC CURRENT

 

Magnetic field pattern

 

By the end of the lesson, the learner should be able to:

(i)                Determining the magnetic field patterns on straight conductors and solenoid

 

·        Constructing a simple electromagnetic

 

·        Soft iron

·        Nails

·        Compass

·        Solenoid

 

·        Comprehensive secondary physics students book 2 pages 47-48

·        Comprehensive secondary physics teachers book 2 pages 25-28

·        Secondary physics KLB students book 2 page 128

·        Principles of physics (M.Nelkom) pages 439-440

·        Golden tips physics page 129

 
   

3-4

 

MAGNETIC FIELD OF ELECTRIC CURRENT

 

Electromagnetic field pattern

 

By the end of the lesson, the learner should be able to:

(i)                Construct a simple electromagnet

 

·        Constructing a simple electromagnets

 

·        Solenoid

·        Soft iron

·        Nails compass

 

·        Comprehensive secondary physics students book 2 pages 47-48

·        Comprehensive secondary physics teachers book 2 pages 25-28

·        Secondary physics KLB students book 2 page 143

·        Principles of physics (M.Nelkom) pages 439-440

·        Golden tips physics page 130

 
 

5

 

1-2

 

MAGNETIC EFFECTS OF ELECTRIC CURRENT

 

Strength of an electron-magnets

 

 

By the end of the lesson, the learner should be able to:

(i)                Explain the working of simple electronic motor and an electric bell

 

·        Investigating the factors that affect the strength of an electromagnet

 

·        Battery

·        Ammeter

·        Different magnetic materials

 

·        Comprehensive secondary physics students book 2 pages 48-49

·        Comprehensive secondary physics teachers book 2 pages 25-28

·        Secondary physics KLB students book 2 page 131

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 130

 
   

3-4

 

MAGNETIC EFFECTS OF ELECTRIC CURRENT

 

Applications of electromagnets

 

 

By the end of the lesson, the learner should be able to:

(i)                Explain the working of  a simple electric motor and an electric bell

 

·        Discussing the use of an electric bell

·        Discussing the use of electric motor

 

·        An electric bell

·        An electric motor

 

·        Comprehensive secondary physics students book 2 pages 49-58

·        Comprehensive secondary physics teachers book 2 pages 23-28

·        Secondary physics KLB students book 2 page 143-151

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 130

·

 
 

6

 

1-2

 

MAGNETIC EFFECTS OF ELECTRIC CURRENT

 

Construction of an electric bell

 

By the end of the lesson, the learner should be able to

(i)                Construct a simple electric bell

 

·        Constructing an electric bell

 

·        Materials for constructing an electric bell

·        Chart in electric bell

 

·        Comprehensive secondary physics students book 2 pages 48-49

·        Comprehensive secondary physics teachers book 2 pages 25-28

·        Secondary physics KLB students book 2 page 131

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 131

 
   

3-4

 

MAGNETIC EFFECTS OF ELECTRIC CURRENT

 

Motor effect

 

By the end of the lesson, the learner should be able to

(i)                Experimentally determine direction of a force on a conductor carrying current in a magnetic field

 

·        Experiments on motor effects

·        Flemings rules illustrated

 

·        Magnets

·        Wires

·        Pattery

·        Pins

 

·        Comprehensive secondary physics students book 2 pages 52-53

·        Comprehensive secondary physics teachers book 2 pages 25-28

·        Secondary physics KLB students book 2 page 150-151

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 130

 
 

7

 

1-2

 

THE MAGNETIC EFFECT OF ELECTRIC CURRENT

 

Factors affecting force on a current carrying conductor

 

By the end of the lesson, the learner should be able to:

(i)                State and explain factors affecting force on a current carrying conductors in a magnetic fields

 

·        Rotation between current magnetism and force

 

·        Battery

·        Magnets

·        Wires

·        Ferromagnetic materials

 

·        Comprehensive secondary physics students book 2 pages 49-51

·        Comprehensive secondary physics teachers book 2 pages 27

·        Secondary physics KLB students book 2 page 131

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 130

 
   

3-4

 

THE MAGNETIC EFFECT OF ELECTRIC CURRENT

 

Construction of a simple electric motor

 

By the end of the lesson, the learner should be able to;

(i)                Construct a simple electric motor

 

·        Constructing an electronic motor

 

·        Source of current

·        Wire

·        magnets

 

·        Comprehensive secondary physics students book 2 pages 49-51

·        Comprehensive secondary physics teachers book 2 pages 25-28

·        Secondary physics KLB students book 2 page 150-151

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 130

 

 
 

8

 

1-2

 

THE MAGNETIC EFFECT OF ELECTRO-CURRENT

 

Revision

 

By the end of the lesson, the learner should be able to

(i)                Answer questions on magnetic effects of an electric current

 

·        Questions and answers

·        Doing research/projects

 

Information and exercise in the students book 2

 

·        Comprehensive secondary physics students book 2 pages 58-59

·        Comprehensive secondary physics teachers book 2 pages 28-29

·        Secondary physics KLB students book 2 page 152-153

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 131-132

 

 
 

9

 

1-2

 

HOOK’S LAW

 

Hook’s law

 

By the end of the lesson, the learner should be able to:

(i)                State and derive the Hook’s law

 

·        Defining Hook’s law

·        Deriving Hook’s law

 

·        Wire springs

·        Masses

·        Spring balance

·        Graph paper

 

·        Comprehensive secondary physics students book 2 pages 60-61

·        Comprehensive secondary physics teachers book 2 pages 30-32

·        Secondary physics KLB students book 2 page 158

·        Principles of physics (M.Nelkom) pages 439-440

·        Golden tips physics page 17

 
   

3-4

 

HOOK’S LAW

 

Spring constant

 

By the end of the lesson, the learner should be able to:

(i)                Determine spring constant of a given spring

 

·        Determining the spring constant of a given spring

·        Suspending masses of springs

 

·        Springs

·        Meter rule

·        Graph papers

·        Masses

 

 

·        Comprehensive secondary physics students book 2 pages 61-63

·        Comprehensive secondary physics teachers book 2 pages 30-31

·        Secondary physics KLB students book 2 page 158-164

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 18

 
 

10

 

1-2

 

HOOK’S LAW

 

The spring balance

 

By the end of the lesson, the learner should be able to:

(i)                Construct and calibrate a spring balance

 

·        Making and calibrating a spring balance

 

·        Wires

·        Wood

·        Meter rule

·        Masses

 

·        Comprehensive secondary physics students book 2 pages 63-65

·        Comprehensive secondary physics teachers book 2 pages 30-32

·        Secondary physics KLB students book 2 page 165

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 18

 
   

3-4

 

HOOK’S LAW

 

Revision

 

By the end of the lesson, the learner should be able to:

(i)                Solve problems on Hook’s law

 

·        Questions and answers

·        Problem solving

 

·        Questions in the students book 2

 

·        Comprehensive secondary physics students book 2 pages 65-66

·        Comprehensive secondary physics teachers book 2 pages 32-33

·        Secondary physics KLB students book 2 page 166-169

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 19-20

 
 

11

 

1-2

 

WAVES I

 

Pulses and waves

 

By the end of the lesson, the learner should be able to

(i)                Describe the information of pulses and waves

 

·        Describing the formation of pulses and waves

 

·        Strings/ropes

·        Ripple frank

·        Water

·        Stones

·        Basins

 

·        Comprehensive secondary physics students book 2 pages 67

·        Comprehensive secondary physics teachers book 2 pages 34-35

·        Secondary physics KLB students book 2 page 173-176

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 87

 
   

3-4

 

WAVES I

 

Transverse and longitudinal pulse and waves

 

By the end of the lesson, the learner should be able to

(i)                Describe transverse and longitudinal pulses and waves

 

·        Distinguishing between transverse and longitudinal pulses and waves

·        Forming pulse and waves

 

·        Sources of transverse and longitudinal waves

 

·        Comprehensive secondary physics students book 2 pages 67-69

·        Comprehensive secondary physics teachers book 2 pages 34-35

·        Secondary physics KLB students book 2 page 170-173

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 87

 
 

12

 

1-2

 

WAVES I

 

Characteristics of waves

 

By the end of the lesson, the learner should be able to:

(i)                Define amplitude (a),  the wave length (l) the frequency (f) and the period (T) of a wave

 

 

·        Describing and defining the characteristics of waves

 

·        Ripple tank

·        Rollers

·        Springs

·        Chart showing the characteristics of waves

 

·        Comprehensive secondary physics students book 2 pages 69-71

·        Comprehensive secondary physics teachers book 2 pages 34-35

·        Secondary physics KLB students book 2 page 174-183

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 89

 

 
   

3-4

 

WAVES I

 

Revision

 

By the end of the lesson, the learner should be able to:

(i)                Derive and solve problems using the formula v=fx

 

·        Deriving the equation v=fx

·        Solving problems using the formula v=fx

 

·        Set questions

 

 

·        Comprehensive secondary physics students book 2 pages 70-71

·        Comprehensive secondary physics teachers book 2 pages 335

·        Secondary physics KLB students book 2 page 183

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 96

 
 

 

 

 

 

 

 

PHYSICS  FORM 2 SCHEMES OF WORK – TERM 3

WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
 

1

 

1-2

 

EVALUATION

 

Revision

 

By the end of the lesson, the learner should be able to:

(i)                Get the correct responses to the holiday assignments

 

·        Discussions on correct answers to holiday assignment

 

·        Marking scheme for holiday assignment

 

·        Comprehensive secondary physics students book 2 pages 69-71

·        Comprehensive secondary physics teachers book 2 pages 34-35

·        Secondary physics KLB students book 2 page 183-185

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 89

 
   

3-4

 

SOUNDS

 

Production of sounds

 

By the end of the lesson, the learner should be able to:

(i)                Demonstrate that sound is produced by vibrating objects

 

·        Producing sound by vibrating strings, tins and bottles

 

·        Strings

·        Tins

·        Bottles

·        Stick

·        Tuning forks

·        Nails

·        shakers

 

·        Comprehensive secondary physics students book 2 pages 73

·        Comprehensive secondary physics teachers book 2 pages 37-39

·        Secondary physics KLB students book 2 page 186-189

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 93

 
 

2

 

1-2

 

SOUNDS

 

Propagation of sounds

 

By the end of the the lesson, the learner should be able to:

(i)                Show that light does not travel in vacuum

 

·        Demonstrating that sound requires a materials random for perpetration

 

·        Bell jar

·        Vacuum pump

·        Electric bell

 

·        Comprehensive secondary physics students book 2 pages 74

·        Comprehensive secondary physics teachers book 2 pages 37-39

·        Secondary physics KLB students book 2 page 190-193

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 94

 
   

3-4

 

SOUNDS

 

Nature of sound waves

 

By the end of the lesson, the learner should be able to:

(i)                Describe the nature of sound waves

 

·        Describing and observing the characteristics of sound waves using the echo methods to find the speed of sound

·        Discussions

 

·        Open tube

·        Closed tube

·        Strings

·        bottles

 

·        Comprehensive secondary physics students book 2 pages 74-76

·        Comprehensive secondary physics teachers book 2 pages 37-39

·        Secondary physics KLB students book 2 page 194

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 93

 
 

3

 

1-2

 

SOUND

 

Speed of sound

 

By the end of the lesson, the learner should be able to:

(i)                Determine the speed of sound in air by echo methods

 

·        Investigating the factors determining the speed of sound

 

·        Stop clock/watch

·        Chart on procedure for formulating the speed of sound

 

·        Comprehensive secondary physics students book 2 pages 77-78

·        Comprehensive secondary physics teachers book 2 pages 37-39

·        Secondary physics KLB students book 2 page 190-193

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 95

 
   

3-4

 

SOUND

 

Factors affecting the speed of sound

 

By the end of the lesson, the learner should be able to:

(i)                State factors that affect the speed of sound

 

·        Discussing how different aspects of nature affects the speed of sound

 

·        Sources of sound

·        Solid

·        Water

·        Air

 

·        Comprehensive secondary physics students book 2 pages 78-79

·        Comprehensive secondary physics teachers book 2 pages 38-39

·        Secondary physics KLB students book 2 page 193

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 95

 
 

4

 

1-4

 

SOUND

 

Revision

 

 

By the end of the lesson, the learner should be able to:

(i)                Solve problems involving sound

 

·        Questions and answers

·        Carrying out projects

 

·        Exercise in the students book 2

 

·        Comprehensive secondary physics students book 2 pages 79-80

·        Comprehensive secondary physics teachers book 2 pages 39

·        Secondary physics KLB students book 2 page 198-203

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 96

 
 

5

 

1-2

 

FLUID FLOW

 

Structure and turbulent flow

 

By the end of the lesson, the learner should be able to

(i)                Describe the streamline and turbulent flow

 

·        Discussions

·        Observing and defining

·        Streamline and turbulent flow

 

·        Water

·        Pipes of varying diameter

·        Sheet of paper

 

·        Comprehensive secondary physics students book 2 pages 81

·        Comprehensive secondary physics teachers book 2 pages 40-42

·        Secondary physics KLB students book 2 page 204-208

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 48

 
   

3-4

 

FLUID FLOW

 

Equation of continuity

 

By the end of the lesson, the learner should be able to

(i)                Derive the equation of continuity

 

·        Deriving the equation of continuity

·        Discussions

 

·        pipes of varying diameter

·        charts on equation of continuity

 

·        Comprehensive secondary physics students book 2 pages 82

·        Comprehensive secondary physics teachers book 2 pages 40-42

·        Secondary physics KLB students book 2 page 210-215

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 49

 
 

6

 

1-2

 

FLUID FLOW

 

Bernoulli’s effect

 

By the end of the lesson, the learner should be able to

(i)                Describe experiments to illustrate Benoullli’s effect

 

·        Illustrating Bernoulli’s effect by experiments

 

·        Paper funnel

·        Plane paper

 

·        Comprehensive secondary physics students book 2 pages 83-84

·        Comprehensive secondary physics teachers book 2 pages 40-42

·        Secondary physics KLB students book 2 page 215-221

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 49

 
   

3-4

 

FLUID FLOW

 

Application of Bernoulli’s effect

 

By the end of the lesson, the learner should be able to:

(i)                Describe where Bernoulli’s effect is applied such as in the Bunsen burner, spray gun, carburetor, aerofoil and spinning ball

 

·        Describing the application of Bernoulli’s principle

 

·        Bunsen burner

 

·        Comprehensive secondary physics students book 2 pages 84-87

·        Comprehensive secondary physics teachers book 2 pages 40-42

·        Secondary physics KLB students book 2 page 221-231

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 49-50

 
 

7

 

1-4

 

FLUID FLOW

 

Revision

 

By the end of the lesson the learner should be able to:

(i)                Solve problems involving the equilibrium of continuity

 

·        Answering the questions

·        Discussing answers to assignment

 

·        Exercise in the students’ book 2

·        assignment

 

·        Comprehensive secondary physics students book 2 pages 88

·        Comprehensive secondary physics teachers book 2 pages 42

·        Secondary physics KLB students book 2 page 231-234

·        Principles of physics (M.Nelkom) pages

·        Golden tips physics page 50

 
 

 

 

 

 

 

 

 

 

 

 

 

PHYSICS  FORM 3 SCHEMES OF WORK – TERM 1

WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
 

1

 

1-3

 

LINEAR MOTION

 

Introduction of linear motion

 

By the end of the lesson, the learner should be able to:

(i)                Define distance, displacement, speed, velocity and acceleration

 

·        Defining distance, speed, displacement, velocity and acceleration

 

·        Charts on motion

·        Trolleys

·        Inclined planes

 

·        Comprehensive secondary physics students book 3 pages 1

·        Comprehensive secondary physics teachers book 3 pages 1-3

·        Secondary physics KLB students book 2 page 1-7

·        Physics made easier vol. 2 pages 1-2

·        Secondary physics (M.N Patel) pages 5-8

 
   

4-5

 

LINEAR MOTION

 

Determining velocity

 

By the end of the lesson, the learner should be able to:

(i)                Describe experiments to determine velocity

 

·        Describing experiments on velocity

 

·        Trolleys

·        Stop watches

·        Graph paper

·        Ticker timer

 

·        Comprehensive secondary physics students book 3 pages 2-3

·        Comprehensive secondary physics teachers book 3 pages 1-3

·        Secondary physics KLB students book 3 page 4-6

·        Physics made easier vol. 2 pages 2

·        Secondary physics (M.N Patel) pages 9-14

 
 

2

 

1-2

 

LINEAR MOTION

 

Motion time graphs

 

By the end of the lesson, the learner should be able to

(i)                Plot and explain motion time graphs

 

·        Plotting and interpreting motion-time graphs

 

·        Appropriate charts on velocity time and distance graphs

·        Graph paper

·        Data showing different distance, velocity and time

 

·        Comprehensive secondary physics students book 3 pages 5-9

·        Comprehensive secondary physics teachers book 3 pages 8-18

·        Secondary physics KLB students book 3 page 4-6

·        Physics made easier vol. 2 pages 3-5

·        Secondary physics (M.N Patel) pages 21-25

 
   

3-4

 

LINEAR MOTION

 

Measuring speed, velocity and acceleration

 

By the end of the lesson, the learner should be able to:

(i)                Describe experiments to measure speed, velocity and acceleration

 

·        Describing experiments to measure speed, velocity and acceleration

·        Solving problems

 

·        Trolleys

·        Tapes

·        Ticker timer

·        Graphs

 

·        Comprehensive secondary physics students book 3 pages 2-3

·        Comprehensive secondary physics teachers book 3 pages 1-3

·        Secondary physics KLB students book 3 page 18-26

·        Physics made easier vol. 2 pages 1-5

·        Secondary physics (M.N Patel) pages 9-14

 
   

5

 

LINEAR MOTION

 

Acceleration

 

By the end of the lesson, the learner should be able to:

(i)                Describe acceleration

 

·        Describing acceleration

·        Problem solving

 

·        Charts on acceleration

·        Graphs

·        Data on velocity and time

 

·        Comprehensive secondary physics students book 3 pages 2-3

·        Comprehensive secondary physics teachers book 3 pages 1-3

·        Secondary physics KLB students book 3 page 7-8

·        Physics made easier vol. 2 pages 1-5

·        Secondary physics (M.N Patel) pages 7-8

 
 

3

 

1-2

 

LINEAR MOTION

 

Measuring speed, velocity and acceleration

 

By the end of the lesson, the learner should be able to:

(i)                Describe experiments to determine and measure speed, velocity and acceleration

 

·        Describing experiments to determine and measure speed velocity & acceleration

 

·        Graphs

·        Ticker timer

·        Tapes

·        Graphs

 

·        Comprehensive secondary physics students book 3 pages 2-3

·        Comprehensive secondary physics teachers book 3 pages 1-3

·        Secondary physics KLB students book 3 page 18-25

·        Physics made easier vol. 2 pages 1-5

·        Secondary physics (M.N Patel) pages 9-14

 
   

3-4

 

LINEAR MOTION

 

Equations of motion

 

By the end of the lesson, the learner should be able to:

(i)                Derive and apply the equations of uniform acceleration

 

·        Stating the equations of motion

·        Deriving the equations of motion

·        Applying the equations of motion

 

·        Graphs

·        Worked examples on motion

 

·        Comprehensive secondary physics students book 3 pages 7-9

·        Comprehensive secondary physics teachers book 3 pages3-5

·        Secondary physics KLB students book 3 page 26-29

·        Physics made easier vol. 2 pages 6-7

·        Secondary physics (M.N Patel) pages 25-27

 
   

5

 

LINEAR MOTION

 

Revision

 

By the end of the lesson, the learner should be able to:

(i)                Solve problems involving uniform acceleration

 

·        Questions and answers

·        Exercises

 

·        Test paper

·        Marking scheme

 

·        Comprehensive secondary physics students book 3 pages 9-10

·        Comprehensive secondary physics teachers book 3 pages4-5

·        Secondary physics KLB students book 3 page 37-39

·        Physics made easier vol. 2 pages 12-14

·        Secondary physics (M.N Patel) pages 30-36

 
 

4

 

1-5

 

LINEAR MOTION

 

Acceleration due to gravity

 

By the end of the lesson, the learner should be able to;

(i)                Determine acceleration due to gravity by free-fall and simple pendulum

 

·        Determining acceleration by tree-fall and pendulum method

 

·        Pendulum bob

·        String

·        Stop watches

·        Ticker-timer

 

·        Comprehensive secondary physics students book 3 pages 3-5

·        Comprehensive secondary physics teachers book 3 pages1-3

·        Secondary physics KLB students book 3 page 29-36

·        Physics made easier vol. 2 pages 7-10

·        Secondary physics (M.N Patel) pages 15-21

 
 

5

 

1-2

 

REFRACTION OF LIGHT

 

The meaning of refraction

 

By the end of the lesson, the learner should be able to

(i)                Describe simple experiments to illustrate refraction of light

 

·        Experiments demonstrating refraction of light

 

·        Beakers

·        Water

·        Stick or glass rod

·        Basins

·        Coins

·        Glass blocks

·        Pin

 

·        Comprehensive secondary physics students book 3 pages 11-12

·        Comprehensive secondary physics teachers book 3 pages6-9

·        Secondary physics KLB students book 3 page 41-46

·        Physics made easier vol. 2 pages 15-16

·        Secondary physics (M.N Patel) pages 37-40

 
   

3-5

 

REFRACTION OF LIGHT

 

Laws of refraction

 

By the end of the lesson, the learner should be able to:

(i)                State the laws of refraction and define refractive index

 

·        Discovering Snell’s law of refraction through experiments

·        Defining refractive index

·        Stating the laws of refraction

 

·        Glass blocks

·        Pins

·        Soft board

·        Plain paper

·        Geometric set

 

·        Comprehensive secondary physics students book 3 pages 12-14

·        Comprehensive secondary physics teachers book 3 pages6-9

·        Secondary physics KLB students book 3 page 47-61

·        Physics made easier vol. 2 pages 16-18

·        Secondary physics (M.N Patel) pages 40-42

 
 

6

 

1-2

 

REFRACTION OF LIGHT

 

Refractive index

 

By the end of the lesson, the learner should be able to:

(i)                Determine the refractive index of a given substance

 

·        Experiments to determine the refractive index of rates and glass by real and apparent depth method

 

·        Water

·        Pins

·        Plain papers

·        Coins

·        Beakers

 

·        Comprehensive secondary physics students book 3 pages 14-15

·        Comprehensive secondary physics teachers book 3 pages6-9

·        Secondary physics KLB students book 3 page 61-68

·        Physics made easier vol. 2 pages 17-19

·        Secondary physics (M.N Patel) pages 42-45

 
   

3-5

 

REFRACTION OF LIGHT

 

·        Total material reflection and its effect

·        Critical angle

 

By the end of the lesson, the learner should be able to

(i)                Describe an experiment to explain the total internal reflection and its effects

(ii)              Define critical angle

 

·        Experiments to explain the total internal reflection and its effects

·        Defining critical angle

·        Observations and discussions on critical angle

·        Total internal reflection

 

·        Glass blocks

·        Soft boards

·        Pins

·        Geometrical set

·        Source of light

 

·        Comprehensive secondary physics students book 3 pages 16-17

·        Comprehensive secondary physics teachers book 3 pages6-9

·        Secondary physics KLB students book 3 page 68-76

·        Physics made easier vol. 2 pages 19-20

·        Secondary physics (M.N Patel) pages 46-49

 
 

7

 

1-3

 

REFRACTION OF LIGHT

 

Application of a total internal reflection in a prism periscope, optical fibre

 

By the end of the lesson, the learner should be able to:

(i)                Explain the working of a prisms and optical fibres among other applications

 

·        Making a periscope

·        Discussion on working of an optical fibre

 

 

·        Charts on total internal reflection and applications

 

·        Comprehensive secondary physics students book 3 pages 18-19

·        Comprehensive secondary physics teachers book 3 pages6-9

·        Secondary physics KLB students book 3 page 76-79

·        Physics made easier vol. 2 pages 20-23

·        Secondary physics (M.N Patel) pages 49-52

 
   

4-5

 

REFRACTION OF LIGHT

 

Dispersion of white light and recombination of colors of the spectrum

 

By the end of the lesson, the learner should be able to:

(i)                Describe an experiment to illustrate the dispersion of light

 

·        Experiment on dispersion of light using glass prisms

 

·        Triangular glass prisms

·        Source of light

·        Screen

 

·        Comprehensive secondary physics students book 3 pages 19-20

·        Comprehensive secondary physics teachers book 3 pages6-9

·        Secondary physics KLB students book 3 page 79-89

·        Physics made easier vol. 2 pages 21-22

·        Secondary physics (M.N Patel) pages 45-46

 
 

8

 

1-5

 

REFRACTION OF LIGHT

 

Problems of refractive index and critical angle

 

By the end of the lesson, the learner should be able to:

(i)                Solve problems involving the refractive index and critical angle

 

·        Discussions and problem solving in critical angle using the formulae sin C=i/n and n=sin i/sin r

 

Review questions

Past exams

Examples in the topic

 

·        Comprehensive secondary physics students book 3 pages 21-22

·        Comprehensive secondary physics teachers book 3 pages6-9

·        Secondary physics KLB students book 3 page 82-86

·        Physics made easier vol. 2 pages 24-25

·        Secondary physics (M.N Patel) pages 53-55

 
 

9

 

1-5

 

NEWTON’S LAW’S OF MOTION

 

Newton’s Laws of motion

 

By the end of the lesson, the learner should be able to

(i)                State the Newton’s laws of motion

(ii)              State and explain the significance of a Newton’s laws of motion

(iii)             Describe simple experiments to illustrate inertion

 

·        Discussion on Newton’s laws

·        Experiments to illustrate Newton’s laws of motion

 

·        Inclined plane

·        Trolley

·        Marbles

·        Spring balances

 

·        Comprehensive secondary physics students book 3 pages 23-27

·        Comprehensive secondary physics teachers book 3 pages 13-17

·        Secondary physics KLB students book 3 page 87-102

·        Physics made easier vol. 2 pages 26-27

·        Secondary physics (M.N Patel) pages 56-65

 
 

10

 

1-3

 

NEWTON’S LAW OF MOTION

 

·        Conservation of linear momentum

·        Elastic collision

·        Inelastic collision

·        Recoil velocity

 

By the end of the lesson, the leaner should be able to:

(i)                State the law of conservation of momentum

(ii)              Define elastic and inelastic collisions

(iii)             Determine recoil velocity

 

·        Discussions of the laws of conservation of linear momentum

·        Determining recoil velocity

 

·        Marbles

·        Trolleys

·        Meter rules

·        Stop watches

·        Plasticine

 

·        Comprehensive secondary physics students book 3 pages 28-30

·        Comprehensive secondary physics teachers book 3 pages 13-17

·        Secondary physics KLB students book 3 page 103-108

·        Physics made easier vol. 2 pages 28-30

·        Secondary physics (M.N Patel) pages 66-72

 
   

4-5

 

NEWTON’S LAW OF MOTION

 

Friction

 

By the end of the lesson, the learner should be able to:

(i)                Define friction

(ii)              State and explain types of frictions

(iii)             Describe and experiment to illustrate friction and state the applications of friction

(iv)             State laws of friction

 

·        Defining friction

·        Stating and explaining types of frictions

·        Describing an experiment to illustrate friction

·        Stating the applications of the frictions

·        Stating laws of friction

 

·        Block of wood

·        Spring balance

·        Pulley

·        Flat surface

 

·        Comprehensive secondary physics students book 3 pages 28-39

·        Comprehensive secondary physics teachers book 3 pages 13-17

·        Secondary physics KLB students book 3 page 109-115

·        Physics made easier vol. 2 pages 30-31

·        Secondary physics (M.N Patel) pages 73-76

 
 

11

 

1-5

 

NEWTON’S LAWS OF MOTION

 

Viscosity

 

By the end of the lesson, the leaner should be able to:

(i)                Define viscosity

(ii)              Explain the concept of terminal velocity

 

·        Distinguishing viscous from- non-viscous liquids

·        Defining viscous liquids

·        Defining and explaining terminal viscosity

 

·        Glycerin

·        Paraffin

·        Water

·        Ball bearings

·        Stat watches

·        Meter rule

·        Measuring cylinders

 

·        Comprehensive secondary physics students book 3 pages33

·        Comprehensive secondary physics teachers book 3 pages 13-17

·        Secondary physics KLB students book 3 page 115-119

·        Physics made easier vol. 2 pages 31-33

·        Secondary physics (M.N Patel) pages 76-78

 
 

12

 

1-5

 

NEWTON’S LAWS OF MOTION

 

Revision

 

By the end of the lesson, the learner should be able to:

(i)                Solve problems on Newton’s law of motion and law of conservation of linear momentum

 

·        Discussions and problem solving

 

·        Quizzes

·        Assignment

·        Review questions

 

·        Comprehensive secondary physics students book 3 pages34-35

·        Comprehensive secondary physics teachers book 3 pages 17-18

·        Secondary physics KLB students book 3 page 119-120

·        Physics made easier vol. 2 pages 34-38

·        Secondary physics (M.N Patel) pages 78-82

 
END OF TERM ONE EXAMINATION
 
 

 

 

 

 

PHYSICS  FORM 3 SCHEMES OF WORK – TERM 2

 

WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
 

2

 

1-3

 

ENERGY, WORK, POWER AND MACHINES

 

Energy

 

By the end of the lesson, the learner should be able to

(i)                Define energy

(ii)              Describe various forms of energy

 

·        Defining energy

·        Stating the forms of energy

·        Identifying and describing energy transformation

 

·        Chart on the forms of energy and transformation

 

·        Comprehensive secondary physics students book 3 pages34-35

·        Comprehensive secondary physics teachers book 3 pages 17-18

·        Secondary physics KLB students book 3 page 121,122-125

·        Physics made easier vol. 2 pages 39

·        Secondary physics (M.N Patel) pages 83-86

 

 
   

4-5

 

ENERGY, WORK, POWER AND MACHINES

 

Sources of energy

·        Renewable

·        Non-renewable

 

By the end of the lesson, the learner should be able to:

(i)                Describe renewable and non-renewable sources of energy

 

·        Discussion on the sources of energy

·        Descriptions of renewable and non-renewable sources of energy

 

Chart on the sources of energy

 

·        Comprehensive secondary physics students book 3 pages41

·        Comprehensive secondary physics teachers book 3 pages 19-21

·        Secondary physics KLB students book 3 page 121,122-125

·        Physics made easier vol. 2 pages 39

·        Secondary physics (M.N Patel) pages 83,85-86

 
 

3

 

1-3

ENERGY, WORK, POWER AND MACHINES

 

 

The law of conservation of energy

 

 

By the end of the lesson, the learner should be able to:

(i)                State the laws of conservation of energy

(ii)              Explain the applications of the laws of conservations of energy

 

·        Discussion on the law of conservation of energy

 

·        Chart on the laws of conservation of energy

 

·        Comprehensive secondary physics students book 3 pages 41-42

·        Comprehensive secondary physics teachers book 3 pages 20-21

·        Secondary physics KLB students book 3 page 132-134

·        Physics made easier vol. 2 pages 39

·        Secondary physics (M.N Patel) pages 86-88

 
   

4-5

 

ENERGY, WORK, POWER AND MACHINES

 

 

Work

 

By the end of the lesson, the learner should be able to:

(i)                Define work

(ii)              Explain the concept of work and energy

 

·        Experiment on work done by moving objects through a distance

·        Problem solving

 

·        Masses

·        Wooden block

·        Spring balance

 

·        Comprehensive secondary physics students book 3 pages 42-43

·        Comprehensive secondary physics teachers book 3 pages 18-22

·        Secondary physics KLB students book 3 page 125-132

·        Physics made easier vol. 2 pages 39-40

·        Secondary physics (M.N Patel) pages 88-90

 
 

 

 

1-2

 

ENERGY, WORK, POWER AND MACHINES

 

·        Kinetic energy

·        Potential energy

·        power

 

By the end of the lesson, the learner should be able to

(i)                define power

(ii)              explain the meaning of power potential and kinetic energies

(iii)             distinguish between kinetic energy and potential energy

 

·        Discussion and the meanings of kinetic energy and potential energy

·        Defining power

·        Distinguishing between kinetic energy and potential energy

 

·        Object that can be lifted

·        Spring balance

 

·        Comprehensive secondary physics students book 3 pages 43-45

·        Comprehensive secondary physics teachers book 3 pages 18-22

·        Secondary physics KLB students book 3 page 126-132,134-136

·        Physics made easier vol. 2 pages 40-41

·        Secondary physics (M.N Patel) pages 90-96

 
   

3-4

 

ENERGY, WORK, POWER AND MACHINES

 

Simple machines

 

By the end of the lesson, the bearer should be able to:

(i)                State the mechanical advantage

(ii)              State the velocity ratio (V.R) of different machines

 

·        Discussions on the M.A and V.R of different machines

·        Experiments in illustrate M.A and V.R of machines

·        Problem solving

 

·        Levers

·        Pulleys

·        Inclined planes

·        Strings

·        Masses

 

·        Comprehensive secondary physics students book 3 pages 41-45

·        Comprehensive secondary physics teachers book 3 pages 18-22

·        Secondary physics KLB students book 3 page 126-132,134-136

·        Physics made easier vol. 2 pages 40-441

·        Secondary physics (M.N Patel) pages 96-97

 
   

5

 

ENERGY, WORK, POWER AND MACHINES

 

Simple machines

 

By the end of the lesson, the learner should be able to

(i)                State and describe the efficiency of various machines

 

·        Discussion on efficiency of different machines

·        Experiments to illustrate efficiency of various machines

·        Problem solving

 

·        Levers

·        Pulleys

·        Inclined planes

·        Strings

·        Masses

 

·        Comprehensive secondary physics students book 3 pages 45-51

·        Comprehensive secondary physics teachers book 3 pages 18-22

·        Secondary physics KLB students book 3 page 137-159

·        Physics made easier vol. 2 pages 44-50

·        Secondary physics (M.N Patel) pages 97-111

 
 

4

 

1-5

 

ENERGY, WORK, POWER AND MACHINES

 

Revision

 

By the end of the lesson, the learner should be able to

(i)                Solve problems involving work, energy, power and machines

 

·        Problems solving

·        Questions and answers

·        Discussion on the problems involving work, power, energy and machines

 

·        Quizzes

·        Exercises

·        Project work

 

·        Comprehensive secondary physics students book 3 pages 52-53

·        Comprehensive secondary physics teachers book 3 pages 23-24

·        Secondary physics KLB students book 3 page 159-161

·        Physics made easier vol. 2 pages 50-52

·        Secondary physics (M.N Patel) pages 111-115

 
 

5

 

1-2

 

CURRENT ELECTRICITY II

 

·        Electric current

·        Scale reading

 

By the end of the lesson, the learner should be able to:

(i)                Define potential

(ii)              Differentiate and state its SI units

(iii)             Measure potential difference and current in a circuit

 

·        Defining potential difference

·        Measuring P.d

·        Discussion on p.d and current

·        Experiments to illustrate p.d and current

 

·        Ammeter

·        Voltmeter

·        Battery

·        Connecting wires

 

·        Comprehensive secondary physics students book 3 pages 54-55

·        Comprehensive secondary physics teachers book 3 pages 24-28

·        Secondary physics KLB students book 3 page 161-164

·        Physics made easier vol. 2 pages 53

·        Secondary physics (M.N Patel) pages 116-117

 
   

3-4

 

CURRENT ELECTRICITY

 

Ammeters and voltmeters

 

By the end of the lesson, the learner should be able to:

(i)                Measure potential difference and current in a circuit using the ammeters

 

·        Scale reading

·        Converting units of measurements

·        Discussing simple electric circuits

 

·        Ammeters

·        Voltmeters

·        Battery

·        Wires

·        Rheostat

 

·        Comprehensive secondary physics students book 3 pages 54-55

·        Comprehensive secondary physics teachers book 3 pages 24-28

·        Secondary physics KLB students book 3 page 164-168

·        Physics made easier vol. 2 pages 53

·        Secondary physics (M.N Patel) pages 118-119

 
 

 

 

5

 

CURRENTELECTRICITY II

 

Ohm’s Law

 

By the end of the lesson, the learner should be able to:

(i)                Derive and verify ohm’s law

(ii)              State ohm’s law

 

·        Experiments verifying ohm’s law

Stating ohm’s law

 

·        Ammeter

·        Voltmeter

·        Rheostat

·        Wires

·        Dry cells

 

·        Comprehensive secondary physics students book 3 pages 55-57

·        Comprehensive secondary physics teachers book 3 pages 24-28

·        Secondary physics KLB students book 3 page 168-171

·        Physics made easier vol. 2 pages 53-54

·        Secondary physics (M.N Patel) pages 120-124

 
 

6

 

1-2

 

CURRENT ELECTRICITY

 

Voltage-current relationships

 

By the end of the lesson, the learner should be able to:

(i)                Define resistance and state its SI unit

(ii)              Determine experientially the voltage current

(iii)             Relationship for resistance in series and parallel

 

·        Defining resistance

·        Experiments to determine the relationship between voltage-current

 

·        Resistance wire

·        Rheostat

·        Battery

·        Voltmeter

·        Ammeter

·        Connecting wires

 

·        Comprehensive secondary physics students book 3 pages 57-59

·        Comprehensive secondary physics teachers book 3 pages 26-28

·        Secondary physics KLB students book 3 page 171-177

·        Physics made easier vol. 2 pages 53-54

·        Secondary physics (M.N Patel) pages 122-124

 
   

3-5

 

CURRENT ELECTRICITY II

 

Measurement of resistance

 

By the end of the lesson, the learner should be able to:

(i)                Describe experiment to measure resistance using – voltmeter method

–        The Wheatstone bridge method

–        The meter bridge

 

·        Experiments to measure resistance of materials

 

·        Ammeters

·        Voltmeters

·        Rheostats

·        Connecting wires

·        Resistance wire

·        Dry cells

·        Switches

·        Meter bridge

·        Wheatstone bridge

·        Resisters with known resistance

 

·        Comprehensive secondary physics students book 3 pages 57-59

·        Comprehensive secondary physics teachers book 3 pages 26-28

·        Secondary physics KLB students book 3 page 177-180

·        Physics made easier vol. 2 pages 54-55

·        Secondary physics (M.N Patel) pages 122-124

 
 

7

 

1-3

 

CURRENT ELECTRICITY

 

Effective resistance for registers in series and parallel

 

By the end of the lesson, the learner should be able to:

(i)                Derive effective resistance

 

 

·        Discussions on deriving the effective resistance

·        Deriving effective resistance of registers in parallel and series

 

·        Cells

·        Resistors

·        Ammeters

·        Voltmeters

·        wires

 

·        Comprehensive secondary physics students book 3 pages 60-66

·        Comprehensive secondary physics teachers book 3 pages 24-28

·        Secondary physics KLB students book 3 page 180-189

·        Physics made easier vol. 2 pages 56-57

·        Secondary physics (M.N Patel) pages 124-131

 
   

4-5

 

CURRENT ELECTRICITY

 

E.m.f and internal resistance (E=V+1r)

 

By the end of the lesson, the learner should be able to

(i)                Determine e.m.f

(ii)              Explain the internal resistance of a cell

 

·        Explanation on internal resistance

·        Demonstration on e.m.f and internal resistance

·        Discussion on e.m.f

 

·        Voltmeters

·        Ammeter

·        Cells

·        Connecting wires

 

·        Comprehensive secondary physics students book 3 pages 62-63

·        Comprehensive secondary physics teachers book 3 pages 24-28

·        Secondary physics KLB students book 3 page 190-195

·        Physics made easier vol. 2 pages 56-59

·        Secondary physics (M.N Patel) pages 124

 
 

8

 

1-5

 

CURRENT ELECTRICITY

 

Revision

 

By the end of the lesson, the learner should be able to:

(i)                Solve numerical problems involving the ohm’s law

(ii)              Resistors in series and parallel

 

·        Problem solving

·        Questions and answers

·        Discussions on the questions asked

·        Experiments to solve questions of sound

 

 

·        Exercise in the students book 3

·        Marking scheme

·        Past paper containing questions on current electricity

 

·        Comprehensive secondary physics students book 3 pages 64-66

·        Comprehensive secondary physics teachers book 3 pages 24-28

·        Secondary physics KLB students book 3 page 195-197

·        Physics made easier vol. 2 pages 60-63

·        Secondary physics (M.N Patel) pages 131-133

 
 

9

 

1-2

 

WAVES II

 

Properties of waves

 

By the end of the lesson, the learner should be able to:

(i)                State and explain the properties of waves experimentally

(ii)              Sketch wave fronts to illustrate the reflections

 

·        Stating and explaining the properties of waves

·        Sketching wave fronts illustrate reflection

 

·        Rope/wire

·        Various reflections

 

·        Comprehensive secondary physics students book 3 pages 67-69

·        Comprehensive secondary physics teachers book 3 pages 29-32

·        Secondary physics KLB students book 3 page 198-203

·        Physics made easier vol. 2 pages 64-65

·        Secondary physics (M.N Patel) pages 134-142

 
   

3-5

 

WAVES II

 

Diffraction, refraction and interference of waves

 

By the end of the lesson, the learner should be able to:

(i)                Sketch various wave fonts to illustrate their diffraction, refraction and interference

 

·        Sketching various wave fonts

·        Experiments to illustrate refraction, diffraction and interference

 

·        Water

·        Basin

·        Ripple

·        Tank

 

·        Comprehensive secondary physics students book 3 pages 70-73

·        Comprehensive secondary physics teachers book 3 pages 29-32

·        Secondary physics KLB students book 3 page 203-212

·        Physics made easier vol. 2 pages 65-66

·        Secondary physics (M.N Patel) pages 142-144

 
 

10

 

1-2

 

WAVES II

 

Constructive and distractive waves

 

By the end of the lesson, the learner should be able to:

(i)                Explain constructive and destructive interference

 

·        Discussion on constructive and destructive interference

·        Experiments constructive and destructive interference

 

·        Ripple tank

·        Rope/wire

 

·        Comprehensive secondary physics students book 3 pages 73-74

·        Comprehensive secondary physics teachers book 3 pages 29-32

·        Secondary physics KLB students book 3 page 203-212

·        Physics made easier vol. 2 pages 65-66

·        Secondary physics (M.N Patel) pages 144-147

 
   

3-5

 

WAVES II

 

Stationary waves

 

By the end of the lesson, the learner should be able to:

(i)                Describe experiments to illustrate stationary waves

 

·        Demonstration and explaining ofstationery waves

 

·        Wires under tension

 

·        Comprehensive secondary physics students book 3 pages 74

·        Comprehensive secondary physics teachers book 3 pages 29-32

·        Secondary physics KLB students book 3 page 212-215

·        Physics made easier vol. 2 pages 66-67

·        Secondary physics (M.N Patel) pages 147-148

 
 

11

 

1-5

 

WAVES II

 

Vibrating air columns

 

By the end of the lesson, the learner should be able to:

(i)                Describe and explain closed pipe and open pipe

 

·        Describing vibrations in close and open pipes

 

·        Open and closed pipes

 

·        Comprehensive secondary physics students book 3 pages 74

·        Comprehensive secondary physics teachers book 3 pages 29-32

·        Secondary physics KLB students book 3 page 218-220

·        Physics made easier vol. 2 pages 67-73

·        Secondary physics (M.N Patel) pages 148-149

 
REVISION AND END TERM TWO EXAMINATIONS
 

 

 

 

 

PHYSICS  FORM 3 SCHEMES OF WORK – TERM 3

WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
 

1

 

1-2

 

ELECTROSTATICS II

 

Electric field patterns

 

By the end of the lesson, the learner should be able to

(i)                Sketch electric field patterns around charged bodies

 

·        Discussion on electric field patterns

·        Observing and plotting field patterns

 

·        Charts on magnetic fields

 

·        Comprehensive secondary physics students book 3 pages 76-77

·        Comprehensive secondary physics teachers book 3 pages 34-39

·        Secondary physics KLB students book 3 page 222-225

·        Physics made easier vol. 2 pages 76-77

·        Secondary physics (M.N Patel) pages 151-152

 
 

 

 

3-5

 

ELECTROSTATICS II

 

Charge distribution on conductors

 

By the end of the lesson, the learner should be able to

(i)                Describe charge distribution on conductors:

(ii)              Spherical and pear shaped conductors

 

·        Discussions on charge distribution on conductors

·        Experiment is demonstrated/illustrate charge distribution on conductors

 

·        Vande Graaf generator

·        Chart showing charge distribution on different conductors

·        Gold leaf electroscope

 

 

·        Comprehensive secondary physics students book 3 pages 77-78

·        Comprehensive secondary physics teachers book 3 pages 34-39

·        Secondary physics KLB students book 3 page 225-228

·        Physics made easier vol. 2 pages 77-78

·        Secondary physics (M.N Patel) pages 153-154

 
 

2

 

1-2

 

ELECTROSTATICS II

 

Lighting arrestor

 

By the end of the lesson, the learner should be able to:

(i)                Explain how lightning arrestor works

 

·        Discussions on the lighting arrestor

·        Explanations on the lighting arrestor

 

·        Improvised lighting arrestor

·        Photographs of lightning arrestor

 

·        Comprehensive secondary physics students book 3 pages 79-80

·        Comprehensive secondary physics teachers book 3 pages 34-39

·        Secondary physics KLB students book 3 page 229-230

·        Physics made easier vol. 2 pages 79

·        Secondary physics (M.N Patel) pages 155

 
   

3-5

 

ELECTROSTATICS II

 

Capacitance

 

By the end of the lesson, the learner should be able to:

(i)                Define capacitance and state its SI units

(ii)              Describe the charging and discharging of a capacitor

(iii)             State and explain the factors that affect the capacitance of a parallel plate capacitor

 

·        Experiments on charging and discharging capacitor

·        Discussion on factors affecting capacitance

·        Defining capacitance

 

·        Complete circuits

·        capacitors

 

·        Comprehensive secondary physics students book 3 pages 80-82

·        Comprehensive secondary physics teachers book 3 pages 34-39

·        Secondary physics KLB students book 3 page 230-237

·        Physics made easier vol. 2 pages 79-80

·        Secondary physics (M.N Patel) pages 155-158

 
 

3

 

1-2

 

ELECTROSTATICS II

 

Combinations of capacitors

 

By the end of the lesson, the learner should be able to:

(i)                Derive the effective capacitance of capacitors in series and parallel

 

·        Deriving effective capacitance of capacitors in series and parallel

·        Solving problems

·        Discussion in the effective capacitance

 

·        Capacitors in series and parallel connections

·        Charts showing complete circuits

 

·        Comprehensive secondary physics students book 3 pages 80-82

·        Comprehensive secondary physics teachers book 3 pages 34-39

·        Secondary physics KLB students book 3 page 237-241

·        Physics made easier vol. 2 pages 81-82

·        Secondary physics (M.N Patel) pages 155-158

 
   

3

 

ELECTROSTATICS II

 

Energy stored in a charged capacitor

 

By the end of the lesson, the learner should be able to:

(i)                Describe the energy stored in a charged capacitor

 

·        Describing the energy stored in a charged capacitor

 

·        Capacitors

·        Dry cells

·        Charts on capacitors used

 

·        Comprehensive secondary physics students book 3 pages 82

·        Comprehensive secondary physics teachers book 3 pages 34-39

·        Secondary physics KLB students book 3 page 244

·        Physics made easier vol. 2 pages 82

·        Secondary physics (M.N Patel) pages 159-160

 
   

4

 

ELECTROSTATICS

 

Application of capacitors

 

By the end of the lesson, the learner should be able to

(i)                State and explain the applications of capacitors

 

·        Discussions on applications of capacitors

·        Stating and explaining applications of capacitors

 

·        Charts on the use of capacitors

·        capacitors

 

·        Comprehensive secondary physics students book 3 pages 82-84

·        Comprehensive secondary physics teachers book 3 pages 34-39

·        Secondary physics KLB students book 3 page 244

·        Physics made easier vol. 2 pages 82-83

·        Secondary physics (M.N Patel) pages 161

 
 

 

 

5

 

ELECTROSTATICS II

 

Revision

 

By the end of the lesson, the learner should be able to solve numerical problems involving capacitors using the formulae

 

·        Q= CV

·        C1=C1+C1

·        1/C1= 1/C1+1/C2

 

·        Problem solving

 

·        Questions in the students Book 3

 

·        Comprehensive secondary physics students book 3 pages 84-87

·        Comprehensive secondary physics teachers book 3 pages 38-39

·        Secondary physics KLB students book 3 page 244-245

·        Physics made easier vol. 2 pages 85-88

·        Secondary physics (M.N Patel) pages 161

 
 

4

 

1-3

 

THE HEATING EFFECT OF ELECTRIC CURRENT

 

Electric current heating effect

 

By the end of the lesson, the learner should be able to:

(i)                Perform and describe experiments to illustrate the heating effect of electric current

 

·        Experiments to illustrate heating effect of electric current

·        Discussions on heating effect of electric current

 

·        Complete circuit

·        Water in a beaker

·        Metallic rod

·        Thermometer

 

·        Comprehensive secondary physics students book 3 pages 88

·        Comprehensive secondary physics teachers book 3 pages 39-41

·        Secondary physics KLB students book 3 page 246-247

·        Physics made easier vol. 2 pages 89

·        Secondary physics (M.N Patel) pages 162-165

 
   

4-5

 

THE HEATING EFFECT OF AN ELECTRIC CURRENT

 

Factors affecting electric current

 

By the end of the lesson, the learner should be able to:

(i)                State and explain the factors affecting electrical energy

 

·        Discussions on the factors affecting electrical energy

·        Experiments on electrical energy

·        Stating and explaining factors affecting the electrical energy

 

·        Complete circuit

·        Wires

·        Rheostat

·        Ammeter

·        battery

 

·        Comprehensive secondary physics students book 3 pages 88-90

·        Comprehensive secondary physics teachers book 3 pages 39-41

·        Secondary physics KLB students book 3 page 247-255

·        Physics made easier vol. 2 pages 89-90

·        Secondary physics (M.N Patel) pages 165-166

 
 

5

 

1-2

 

THE HEATING EFFECT OF ELECTRIC CURRENT

 

·        Heating devices

·        fuses

 

By the end of the lesson, the learner should be able to:

(i)                describe the working of electric iron, bulb filament and an electric water

 

·        discussion on electric devices

·        observations and experiments on heating devices

 

·        electric irons

·        electric bulb

·        electric kettle

·        electric heater

·        fuses

 

·        Comprehensive secondary physics students book 3 pages 90-91

·        Comprehensive secondary physics teachers book 3 pages 39-41

·        Secondary physics KLB students book 3 page 255-258

·        Physics made easier vol. 2 pages 90-91

·        Secondary physics (M.N Patel) pages 166-170

 
   

3-5

 

THE HEATING EFFECT OF ELECTRIC CURRENT

 

Revision

 

By the end of the lesson, the learner should be able to

(i)                Solve problems involving electrical energy and electric power

 

·        Problem solving

·        Exercises assignment

·        Discussion on problems involving electrical energy and electrical power

 

·        Set questions

·        Marking scheme

 

·        Comprehensive secondary physics students book 3 pages 90-92

·        Comprehensive secondary physics teachers book 3 pages 41

·        Secondary physics KLB students book 3 page 246-258-259

·        Physics made easier vol. 2 pages 92

·        Secondary physics (M.N Patel) pages 171

 
 

6

 

1-2

 

QUANTITY OF HEAT

 

·        Heat capacity

·        Specific heat capacity

·        Units of heat capacity

 

By the end of the lesson the learner should be able to

(i)                Define heat capacity and specific heat capacity and derive their SI units

 

·        Experiments on heat capacity and specific heat capacity

·        Discussion on heat capacity and specific h eat capacity

·        Defining heat capacity and heat specific heat capacity

 

·        Source of heat

·        Water

·        Lagged can

·        Thermometer

 

 

·        Comprehensive secondary physics students book 3 pages 93-96

·        Comprehensive secondary physics teachers book 3 pages 42-46

·        Secondary physics KLB students book 3 page 246-260-271

·        Physics made easier vol. 2 pages 93-94

·        Secondary physics (M.N Patel) pages 172-174

 
   

3-4

 

QUANTITY OF HEAT

 

Change of state

 

By the end of the lesson the learner should be able to define and explain latent heat of fusion, specific latent heat of fusion

Define and explain latent heat of vaporization, specific latent heat of vaporization

State the SI units of latent heat of fusion and latent heat of vaporization

 

·        Experiments on latent heat of fusion and latent heat of vaporization

·        Discussion on latent heat of fusion and latent heat of vaporization

 

·        File

·        Water

·        Thermometer

·        Weighing balance

·        Source of heat

 

·        Comprehensive secondary physics students book 3 pages 96-97

·        Comprehensive secondary physics teachers book 3 pages 42-46

·        Secondary physics KLB students book 3 page 246-271-281

·        Physics made easier vol. 2 pages 95-96

·        Secondary physics (M.N Patel) pages 188-199

 
   

5

 

QUANTITY OF HEAT

 

Boiling and melting

 

By the end of the lesson, the learner should be able to:

(i)                Distinguish between boiling and melting

(ii)              State the factors affecting melting points and boiling points of a substance

(iii)             Describe the working of a pressure cooker and a refrigerator

 

·        Distinguishing between boiling and melting points

·        Stating factors affecting boiling and melting points

·        Experiments to illustrate boiling and melting point

 

·        Pressure cooker

·        Refrigerator

·        Charts on melting and boiling points

·        Ice

·        Heat

·        Sufuria

·        water

 

·        Comprehensive secondary physics students book 3 pages 97-101

·        Comprehensive secondary physics teachers book 3 pages 42-46

·        Secondary physics KLB students book 3 page 246-282-288

·        Physics made easier vol. 2 pages 96-98

·        Secondary physics (M.N Patel) pages 186-187

 
 

7

 

1-5

 

QUANTITY OF HEAT

 

Revision

 

By the end of the lesson, the learner should be able to:

(i)                Solve problems involving quantity of heat

 

·        Problem solving

 

·        Quizzes

·        Past exams

·        Exercises

·        Calculators

·        Mathematical tables

 

·        Comprehensive secondary physics students book 3 pages 101-102

·        Comprehensive secondary physics teachers book 3 pages 42-46

·        Secondary physics KLB students book 3 page 288-289

·        Physics made easier vol. 2 pages 100-104

·        Secondary physics (M.N Patel) pages 183-185, 200-202

 
 

8

 

1-2

 

THE GAS LAWS

 

Pressure law

 

By the end of the lesson, the learner should be able to:

(i)                State and verify the gas laws for an ideal gas experimentally

 

·        Experiments to verify pressure law

·        Demonstrations on pressure law

·        Discussion on pressure law

 

·        Water

·        Thermometer

·        Measuring cylinder

·        Syringe

·        Narrow glass tube

 

·        Comprehensive secondary physics students book 3 pages 103-104

·        Comprehensive secondary physics teachers book 3 pages 47-50

·        Secondary physics KLB students book 3 page 299-302

·        Physics made easier vol. 2 pages 106

·        Secondary physics (M.N Patel) pages203-207

 
   

3-4

 

THE GAS LAWS

 

Charles’s law

 

By the end of the lesson, the learner should be able to:

(i)                State and verify Charles’s law experimentally

 

·        Experiments to verify Charles’s law

·        Discussion on Charles’s law

 

·        Water

·        Thermometer

·        Measuring cylinder

·        Syringe

·        Narrow glass tube

 

·        Comprehensive secondary physics students book 3 pages 105-106

·        Comprehensive secondary physics teachers book 3 pages 47-50

·        Secondary physics KLB students book 3 page 295-298

·        Physics made easier vol. 2 pages 107

·        Secondary physics (M.N Patel) pages  203

 
   

5

 

THE GAS LAWS

 

Boyle’s law

 

By the end of the lesson,the learner should be able to:

(i)                State and verify Boyle’s law experimentally

 

·        Experiments verifying and explain Boyle’s law

·        Discussion on Boyle’s law

 

·        Water

·        Thermometer

·        Syringe

·        Measuring cylinder

·        Narrow glass tube

 

·        Comprehensive secondary physics students book 3 pages 106-107

·        Comprehensive secondary physics teachers book 3 pages 47-50

·        Secondary physics KLB students book 3 page 290-294

·        Physics made easier vol. 2 pages 107

·        Secondary physics (M.N Patel) pages  203

 
 

9

 

1-2

 

THE GAS LAW’S

 

The kinetic theory of gases

 

By the end of the lesson, the learner should be able to:

·        Explain law absolute zero temperature may be obtained from pressure and temp. graphs

 

·        Discussions on the absolute zero temperature from pressure using kinetic theory of gases

 

·        Graph paper

·        Clinical thermometer

·        Working out sums

 

·        Comprehensive secondary physics students book 3 pages 108-110

·        Comprehensive secondary physics teachers book 3 pages 47-50

·        Secondary physics KLB students book 3 page 303

·        Physics made easier vol. 2 pages 107

·        Secondary physics (M.N Patel) pages  207-209

 
   

3-4

 

THE GAS LAWS

 

The kinetic theory of gases

 

By the end of the lesson, the learner should be able to

(i)                Explain the gas laws using the kinetic theory of gases

 

·        Discussion on gas laws using kinetic theory of gases

·        Working out sums

 

·        Graph papers

·        Clinical thermometers

 

·        Comprehensive secondary physics students book 3 pages 68-110

·        Comprehensive secondary physics teachers book 3 pages 49

·        Secondary physics KLB students book 3 page 303

·        Physics made easier vol. 2 pages 107

·        Secondary physics (M.N Patel) pages  209-210

 
 

 

5  

THE GAS LAWS

 

The kinetic theory of gases

 

By the end of the lesson, the learner should be able to:

(i)                Convert Celsius scales to Kelvin scale of temperature and state basic assumptions of kinetic theory of gases

 

·        Discussion on basic assumptions of kinetic theory of gases

·        Conversion of Celsius to Kelvin scales

 

·        Graph paper

·        Clinical thermometer

 

·        Comprehensive secondary physics students book 3 pages 110-111

·        Comprehensive secondary physics teachers book 3 pages 50-51

·        Secondary physics KLB students book 3 page 107

·        Physics made easier vol. 2 pages 107

·        Secondary physics (M.N Patel) pages  214

 
 

10

 

1-5

 

THE GAS LAWS

 

Revision

 

By the end of the lesson, the learner should be able to:

(i)                Solve numerical problems involving gas laws

 

·        Solving problems involving gas laws

·        Discussion on the problems involving gas laws

 

·        Quizzes

·        Past examination

·        Exercise in the Book 3

 

·        Comprehensive secondary physics students book 3 pages 110-111

·        Comprehensive secondary physics teachers book 3 pages 50-51

·        Secondary physics KLB students book 3 page 303-305

·        Physics made easier vol. 2 pages 109-110

·        Secondary physics (M.N Patel) pages  215-217

 
REVISION AND END OF TERM THREE EXAMINATIONS

 

 

 

 

 

 

 

 

PHYSICS  FORM 4 SCHEMES OF WORK – TERM 1

WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
 

1

 

1

 

LENSES

 

Conveying and diverging lenses

 

By the end of the lesson the learner should be able to

(i)                Describe converging lenses

(ii)              Describe diverging lenses

 

·        Using light beams to distinguish between diverging and converging lenses

 

·        Diverging lenses

·        Converging lenses

·        Source of light beam

·        screen

 

·        Comprehensive secondary physics students book 4 pages 1-2

teachers book 3 pages 1-5

·        Secondary physics KLB students book 4 page 1

·        Principles of physics (M.Nelkon( pages 300-301

·        Golden tips Physics pages 113-114

 
   

2-3

 

LENSES

 

Parts of fair lenses

 

By the end of the lesson, the learner should be able to

(i)                Describe the principal focus using ray diagram

(ii)              Describe the optical center using ray diagram

(iii)             Describe the focal length of thin lenses using ray diagram

 

 

·        Description of principal focus, optical centre and focal length of a thin lens

 

·        Chart showing the parts of thin lens

·        Graph paper

·        Diverging lens

·        Converging lens

 

·        Comprehensive secondary physics students book 4 pages 1-3

teachers book 3 pages 1-5

·        Secondary physics KLB students book 4 page 6-7

·        Principles of physics (M.Nelkon( pages 301-304

·        Golden tips Physics pages 114-116

 
   

4-5

 

LENSES

 

Focal length

 

By the end of the lesson, the learner should be able to

(i)                Determine experimentally the focal length of a converging lens

(ii)              Determine the focal length of a converging lens using estimation method

 

·        Experiment to determine the focal length of a fair lens

 

·        Converging lenses

·        Screen

·        Pins

·        candle

 

·        Comprehensive secondary physics students book 4 pages 2-3

teachers book 3 pages 1-5

·        Secondary physics KLB students book 4 page 17-20

·        Principles of physics (M.Nelkon( pages 303

·        Golden tips Physics pages 116

 

 
 

2

 

1

 

LENSES

 

Images in fair lenses

 

By the end of the lesson, the learner should be able to:

(i)                Construct the principal rays for converging lens

(ii)              Construct the principal rays for diverging lenses

 

·        Constructing the principal rays for diverging lenses

·        Constructing the principal rays for converging lenses

 

·        Converging lenses

·        Diverging lenses

·        Graph papers

·        Ruler

 

·        Comprehensive secondary physics students book 4 pages 3-6

teachers book 3 pages 1-5

·        Secondary physics KLB students book 4 page 7-12

·        Principles of physics (M.Nelkon( pages 304-306

·        Golden tips Physics pages 114-116

 

 
 

3

 

2-3

 

LENSES

 

Images in converging lenses

 

By the end of the lesson, the learner should be able to:

(i)                Locate imaged formed by converging lenses using ray construction method

(ii)              Describe the images formed in converging lenses

 

·        Describing the characteristics of images formed in converging lenses

 

·        Graph paper

·        Geometrical set

·        Converging lenses

·        screen

 

·        Comprehensive secondary physics students book 4 pages 5-6

teachers book 3 pages 1-5

·        Secondary physics KLB students book 4 page 7-10

·        Principles of physics (M.Nelkon( pages 304-305

·        Golden tips Physics pages 114-116

 

 
   

4-5

 

LENSES

 

Images in diverging lenses

 

By the end of the lesson, the learner should be able to

(i)                Locate imaged formed by diverging lenses using ray construction method

(ii)              Describe the images formed in diverging lenses

 

·        Describe the characteristics of the formed in diverging lenses

·        Graph paper

·        Geometrical set

·        Diverging lenses

·        Screen

 

·        Comprehensive secondary physics students book 4 pages 5

teachers book 3 pages 1-5

·        Secondary physics KLB students book 4 page 11

·        Principles of physics (M.Nelkon( pages 307-308

·        Golden tips Physics pages 114-116

 

 
 

4

 

1

 

LENSES

 

The microscope

 

By the end of the lesson, the learner should be able to

(i)                Explain the working of a simple microscope

(ii)              Explain the working of a compound microscope

 

·        Drawing and labeling the parts of a microscope

·        Describing the work of a microscope

 

·        Simple microscope

·        Compound microscope

·        Magnifying lens

 

·        Comprehensive secondary physics students book 4 pages 10-11

teachers book 4 pages 1-5

·        Principles of physics 27-29(M.Nelkon) pages 320-323

·        Golden tips Physics pages 119-120

 

 
 

 

 

2-3

 

LENSES

 

The telescope

 

By the end of the lesson, the learner should be able to

(i)                Describe the structure of a telescope

(ii)              Describe the working of a telescope

 

·        Drawing and labeling the parts of a telescope

·        Describing how a telescope works

 

·        Telescope

·        Lenses

·        Manilla paper

 

·        Comprehensive secondary physics students book 4 pages 11

teachers book 4 pages 1-5

·        Principles of physics (M.Nelkon( pages 322-323

·        Golden tips Physics pages 121

 

 
   

4-5

 

LENSES

 

The camera

 

By the end of the lesson, the learner should be able to:

(i)                Describe the parts of a camera

(ii)              Explain the working of a camera

(iii)             Explain the use of lenses in a camera

 

·        Describing the parts of a camera

·        Explaining the use of lenses in a camera

 

·        Camera

·        Charts showing the parts of a camera

 

·        Comprehensive secondary physics students book 4 pages 11-12

teachers book 4 pages 1-5

·        Secondary physics KLB students book 4 page 33

·        Principles of physics (M.Nelkon( pages 316-317

·        Golden tips Physics pages 120-121

 

 
 

5

 

1

 

LENSES

 

Image formation in the human eye

 

By the end of the lesson, the learner should be able to:

(i)                Describe the parts of a human eye

(ii)              Explain the function of each part of the human eye

 

·        Describing the parts of the human eye

·        Explaining the function of each part of the human eye

 

·        Chart showing the parts of human eye

·        Model of the human eye

 

·        Comprehensive secondary physics students book 4 pages 12-13

teachers book 34pages 1-5

·        Secondary physics KLB students book 4 page 29-31

·        Principles of physics (M.Nelkon) pages 313-314

·        Golden tips Physics pages 120-121

 

 
   

2-3

 

LENSES

 

Working of the human eye

 

By the end of the lesson, the learner should be able to

(i)                Explain the image formation in the human eye

 

·        Explaining the image formation in the eye

 

·        Chart showing the image formation in the human eye

 

·        Comprehensive secondary physics students book 4 pages 13-14

teachers book 34pages 1-5

·        Secondary physics KLB students book 4 page 29-31

·        Principles of physics (M.Nelkon) pages 313-314

·        Golden tips Physics pages 120-121

 

 
   

4-5

 

LENSES

 

Defects of vision

 

By the end of the lesson, the learner should be able to:

(i)                Describe the defects of the human eye

(ii)              Explain the corrections of human eye defects

 

·        Describing the defects of the human eye

·        Explaining the eye defects are corrected

 

·        Charts showing eye defects and how they are corrected

 

·        Comprehensive secondary physics students book 4 pages 13-14

teachers book 34pages 1-5

·        Secondary physics KLB students book 4 page 31-32

·        Principles of physics (M.Nelkon) pages 315-316

·        Golden tips Physics pages 118-119

 

 
 

6

 

1-2

 

LENSES

 

Revision

 

By the end of the lesson, the learner should be able:

(i)                Describe the uses of  lens in various optical devises

(ii)              Solve problems involving thin lenses formula

(iii)             Solve numerical problem involving the magnification formula

 

·        Problem solving

·        Exercises

·        Assignments

 

·        Questions from past papers

 

·        Comprehensive secondary physics students book 4 pages 15-17

teachers book 34pages 5-10

·        Secondary physics KLB students book 4 page 33-36

·        Principles of physics (M.Nelkon) pages 310-312,326-327

·        Golden tips Physics pages 121-123

 
   

3

 

UNIFORM CIRCULAR MOTION

 

Circular motion

 

By the end of the lesson, the learner should be able to:

(i)                Define circular motion

 

(i)                Observing and running a hoop

(ii)              Rotate a stone tied to the end of a rope

 

·        Hoop

·        String/rope

·        store

 

·        Comprehensive secondary physics students book 4 pages 18

teachers book 34pages 10-12

·        Secondary physics KLB students book 4 page 37-45

·        Principles of physics (M.Nelkon) pages 42-44

·        Golden tips Physics pages 34

 
   

4-5

 

UNIFORM CIRCULAR MOTION

 

Radiant, angular displacement and angular velocity

 

By the end of the lesson, the learner should be able to:

(i)                Define the radiant measure

(ii)              Define the angular displacement and velocity

(iii)             Explain the angular displacement and velocity

 

·        Discussions

·        Experiment

 

·        Illustration of angular displacement and angular velocity on a chart

 

·        Comprehensive secondary physics students book 4 pages 18-20

teachers book 34pages 10-12

·        Secondary physics KLB students book 4 page 37-42

·        Golden tips Physics pages 34-35

 

 
 

7

 

1-2

 

UNIFORM CIRCULAR MOTION

 

Centripetal force

 

By the end of the lesson, the learner should be able to

(i)                Describe simple experiment on centripetal force

(ii)              Illustrate centripetal force

(iii)             Determine the magnitude of centripetal force experimentally

 

·        Experiments

·        Discussions

·        observations

 

·        Pendulum

·        String

·        Stone

·        Round table

·        Ball/bob

·        Stop clock

 

·        Comprehensive secondary physics students book 4 pages 20-21

teachers book 34pages 10-12

·        Secondary physics KLB students book 4 page 42-47

·        Principles of physics (M.Nelkon) pages 42-45

·        Golden tips Physics pages 37

 
   

3-4

 

UNIFORM CIRCULAR MOTION

 

Application of uniform circular motion

 

By the end of the lesson, the learner should be able to:

(i)                State various uniform circular motion

(ii)              Explain various uniform circular motion

 

·        Discussions

·        Explanations

·        Experiments

 

·        String

·        Stone

·        Ruler

 

·        Comprehensive secondary physics students book 4 pages 22-25

teachers book 34pages 10-12

·        Secondary physics KLB students book 4 page 37

·        Golden tips Physics pages 39-40

 
   

5

 

UNIFORM CIRCULAR MOTION

 

Application of uniform circular motion

 

By the end of the lesson, the learner should be able to:

(i)                Explain centrifuge

(ii)              Explain vertical and horizontal circles

(iii)             Explain banked tracks

 

·        Discussions

·        Explanations

·        Experiments

 

·        String

·        Stone

·        Ruler

 

·        Comprehensive secondary physics students book 4 pages 22-25

teachers book 34pages 10-12

·        Secondary physics KLB students book 4 page 47-53

·        Golden tips Physics pages 41

 
 

8

 

1

 

UNIFORM CIRCULAR MOTION

 

Revision

 

By the end of the lesson, the learner should b e able to solve problems involving circular motion

 

·        Problem solving

·        Questions and answers

 

·        Questions from past papers

·        Exercises

 

·        Comprehensive secondary physics students book 4 pages 26-27

teachers book 34pages 12-14

·        Secondary physics KLB students book 4 page 55-45

·        Principles of physics (M.Nelkon) pages 61-63

·        Golden tips Physics pages 42-43

 
   

2-3

 

FLOATING AND SINKING

 

Archimedes’ principle

 

By the end of the lesson, the learner should be able to

(i)                State Archimedes’ principle

(ii)              Verify Archimedes principle

(iii)             Use of Archimedes principle to solve problems

 

·        Experiments

·        Discussions

·        Calculations based on Archimedes Principle

 

·        Water

·        Measuring cylinder

·        Weighing balance

·        Overflow can

·        Objects denser than water

 

·        Comprehensive secondary physics students book 4 pages 28-29

teachers book 34pages 14-17

·        Secondary physics KLB students book 4 page 58-60

·        Principles of physics (M.Nelkon) pages 106-108

·        Golden tips Physics pages 53-54

 
   

4-5

 

FLOATING AND SINKING

 

The laws of floatation

Relative density

 

By the end of the lesson, the learner should be able to

(i)                State the law of floatation

(ii)              Define relative density

 

·        Discussions

·        Measuring

 

·        Density bottle

·        Overflow can

·        Spring balance

·        measuring cylinder

 

·        Comprehensive secondary physics students book 4 pages 29-33

teachers book 34pages 14-17

·        Secondary physics KLB students book 4 page 64-70

·        Principles of physics (M.Nelkon) pages 101,108-110

 

 
 

9

 

1-3

 

FLOATING AND SINKING

 

Applications of floating and sinking

 

By the end of the lesson, the learner should be able to:

(i)                Describe the applications of Archimedes Principle

(ii)              Describe the applications of relative density (hydrometer)

 

·        Discussions

·        experiments

 

·        charts depicting the uses of Archimedes principle and the law of floatation

·        A hydrometer

 

·        Comprehensive secondary physics students book 4 pages 33-35

teachers book 34pages 14-17

·        Secondary physics KLB students book 4 page 75-77

·        Principles of physics (M.Nelkon) pages 113-115

·        Golden tips Physics pages 53

 
   

4-5

 

FLOATING AND SINKING

 

Revision

 

By the end of the lesson, the learner should be able to:

(i)                Solve problems involving Archimedes principle

(ii)              Solve problems involving relative density

 

·        Questions and answers

·        Discussions

·        Exercises

·        assignments

 

·        test papers

·        questions from exercises

 

·        Comprehensive secondary physics students book 4 pages 35-36

teachers book 34pages 18

·        Secondary physics KLB students book 4 page 77-78

·        Principles of physics (M.Nelkon) pages 116-118

·        Golden tips Physics pages 54-55

 
 

10

 

1

 

ELECTROMAGNETIC SPECTRUM

 

The electromagnetic spectrum

 

By the end of the lesson, the learner should be able to:

(i)                Describe a complete electromagnetic spectrum

 

·        Discussions on the charge in wave length of electromagnetic radiations

·        explanations

 

·        charts showing the components of the electromagnetic spectrum

 

·        Comprehensive secondary physics students book 4 pages 37

teachers book 34pages 18-20

·        Secondary physics KLB students book 4 page 79

·        Principles of physics (M.Nelkon) pages 345

·        Golden tips Physics pages 174

 
   

2-3

 

ELECTROMAGNETIC SPECTRUM

 

The properties of electromagnetic waves

 

By the end of the lesson, the learner should be able to

(i)                State the properties of electromagnetic waves

 

·        Explaining the properties of each component of the electromagnetic spectrum

 

·        Charts showing the properties of electromagnetic waves

 

·        Comprehensive secondary physics students book 4 pages 37-38

teachers book 34pages 18-20

·        Secondary physics KLB students book 4 page 80-81

·        Principles of physics (M.Nelkon) pages 345

·        Golden tips Physics pages 175

 
   

4-5

 

ELECTROMAGNETIC SPECTRUM

 

Detection of electromagnetic radiations

 

By the end of the lesson, the learner should be able to:

(i)                Describe the methods of detective electromagnetic radiations

 

·        Demonstrating and explaining how to detect electromagnetic radiations

 

·        Radiation detectors

·        Charts showing detectors of electromagnetic radiation

 

·        Comprehensive secondary physics students book 4 pages 38-39

teachers book 34pages 18-20

·        Secondary physics KLB students book 4 page 81

·        Golden tips Physics pages

·        175-176

 
 

11

 

1-2

 

ELECTROMAGNETIC SPECTRUM

 

Applications of electromagnetic radiations

 

By the end of the lesson, the learner should be able to

(i)                Describe the applications of electromagnetic radiations including green house effect

 

·        Discussions of application of electromagnetic radiations

 

·        Pictures and chart on application of electromagnetic radiations

 

·        Comprehensive secondary physics students book 4 pages 42-45

teachers book 34pages 18-20

·        Secondary physics KLB students book 4 page 82

·        Principles of physics (M.Nelkon) pages 336

·        Golden tips Physics pages 175-176

 
   

3-4

 

ELECTROMAGNETIC SPECTRUM

 

Problems on C=FX

 

By the end of the lesson,the learner should be able to

(i)                Solve numerical problems involving C=fx

 

·        Problem solving

·        Discussions

·        Explanations

·        Questions and answers

 

·        Questions and answers

·        exercises

 

·        Comprehensive secondary physics students book 4 pages 45

teachers book 34pages 20-21

·        Secondary physics KLB students book 4 page 80

 
   

5

 

ELECTROMAGNETIC SPECTRUM

 

Revision

 

By the end of the lesson, the learner should be able to:

(i)                Solve problems involving electromagnetic spectrum

 

·        Problem solving

·        Questions and answers

 

·        Exercises in students book 4

·        Past papers questions

 

·        Comprehensive secondary physics students book 4 pages 45

teachers book 34pages 20-21

 

 
 

12

 

1-2

 

ELECTROMAGNETIC INDUCTION

 

Induced e.m.f

 

By the end of the lesson, the learner should be able to:

(i)                Perform and describe simple experiments to illustrate electromagnetic induction

(ii)              State the factors affecting the magnitude of an induced e.m.f

(iii)             State the factors affecting the direction induced by e.m.f

 

·        Experiments

·        discussions

 

·        magnets

·        complete

·        electric circuit

 

·        Comprehensive secondary physics students book 4 pages 46-48

teachers book 34pages 21-25

·        Secondary physics KLB students book 4 page 86-91

·        Principles of physics (M.Nelkon) pages 478-479

·        Golden tips Physics pages 152-154

 
   

3-4

 

ELECTROMAGNETIC INDUCTION

 

Faraday’s law and Lenz’s law

 

By the end of the lesson, the learner should be able to

(i)                State Faraday’s law

(ii)              State Lenz’s law

(iii)             Illustrate Faraday law and Lens’s law

 

·        Discussions

·        Experiments to illustrate Faraday’s law and Lenz’s law

 

·        Magnets

·        Solenoid

·        Source of current

 

·        Comprehensive secondary physics students book 4 pages 48-50

teachers book 34pages 21-25

·        Secondary physics KLB students book 4 page 91-93

·        Principles of physics (M.Nelkon) pages 483-484

·        Golden tips Physics pages 153

 
 

 

 

5

 

ELECTROMAGNETIC INDUCTION

 

Fleming’s right hand rule

 

By the end of the lesson, the learner should be able to:

(i)                State Fleming’s right hand rule

(ii)              Apply Fleming’s right hand rule

 

·        Explanation of the motor rule

·        Discussion of the application of electromagnetic induction

 

·        Magnets

·        Wire

·        Source of current

 

·        Comprehensive secondary physics students book 4 pages 49-50

teachers book 34pages 21-25

·        Secondary physics KLB students book 4 page 93-97

·        Principles of physics (M.Nelkon) pages 481-482

·        Golden tips Physics pages 153

 
 

13

 

1-2

 

ELECTROMAGNETIC INDUCTION

 

Generators

 

By the end of the lesson, the learner should be able to

(i)                Explain the working of an a.c generator

(ii)              Explain the working of a d.c generator

 

·        Drawing the arrangement for a.c and d.c generators

·        Demonstration of motor principle

 

·        Coil

·        Pins

·        Source of current

·        Magnets

 

·        Comprehensive secondary physics students book 4 pages 50-53

teachers book 34pages 21-25

·        Secondary physics KLB students book 4 page 100-104

·        Principles of physics (M.Nelkon) pages 488-490

·        Golden tips Physics pages 156-157

 
   

3-4

 

ELECTROMAGNETIC INDUCTION

 

Generators

 

By the end of the lesson, the learner should be able to

(i)                Explain the working of an a.c generator

(ii)              Explain the working of a d.c generator

 

·        Drawing the arrangement for a.c and a d.c generators

·        Demonstration of motor principle

 

·        Coil

·        Pins

·        Source of current

·        magnets

 

·        Comprehensive secondary physics students book 4 pages 50-53

teachers book 34pages 21-25

·        Secondary physics KLB students book 4 page

·        Principles of physics (M.Nelkon) pages

·        Golden tips Physics pages 154

 
 

14

 

1-2

 

ELECTROMAGNETIC INDUCTION

 

Eddy currents

 

By the end of the lesson, the learner should be able to

(i)                Explain eddy currents

(ii)              Demonstrate the effects of eddy currents

 

·        Discussions

·        Experiments

·        Explanations

 

·        Pendulum

·        Copper wire

·        Magnets

 

·        Comprehensive secondary physics students book 4 pages 53-54

teachers book 4 pages 24

 

 
   

3

 

ELECTROMAGNETIC INDUCTION

 

 

Eddy currents

 

By the end of the lesson, the learner should be able to

(i)                Explain eddy currents

(ii)              Demonstrate the effects of eddy currents

 

·        Discussions

·        Experiments

·        Explanations

 

·        Pendulum

·        Copper wire

·        Magnets

 

 

·        Comprehensive secondary physics students book 4 pages 53-54

teachers book 34pages 24

·        Secondary physics KLB students book 4 pages,104

·        Principles of physics (M.Nelkon) pages 483-484

·        Golden tips Physics pages 158

 
   

4-5

 

ELECTROMAGNETIC INDUCTION

 

Mutual inductance

 

By the end of the lesson, the learner should be able to

(i)                Describe simple experiments to illustrate mutual inductance

 

·        Discussions

·        Experiments

·        Explanations

 

·        Iron care with primary and secondary coil

 

·        Comprehensive secondary physics students book 4 pages 54-55

teachers book 34pages 21-25

·        Secondary physics KLB students book 4 pages 97-101

·        Golden tips Physics pages 158

 
 

15

 

1-2

 

ELECTROMAGNETIC INDUCTION

 

Transformers

 

By the end of the lesson, the learner should be able to

(i)                Explain the working of a transformer

 

·        Discussions

·        Experiments

 

·        Transformer

·        Magnets

·        Wires

·        Metallic rods

 

·        Comprehensive secondary physics students book 4 pages 54-59

teachers book 34pages 21-25

·        Secondary physics KLB students book 4 page 100-104

·        Principles of physics (M.Nelkon) pages 488-490

·        Golden tips Physics pages 156-157

 
   

3-4

 

ELECTROMAGNETIC INDUCTION

 

Applications of electromagnetic induction

 

By the end of the lesson, the learner should be able to

(i)                Explain the application of electromagnetic induction

(ii)              Solve problems on transformers

 

·        Discussions

·        Explanations

·        Questions and answers

 

·        Induction coil

·        Moving coil/loud speaker

 

·        Comprehensive secondary physics students book 4 pages 54-59

teachers book 34pages 21-25

·        Secondary physics KLB students book 4 page 107-112

·        Principles of physics (M.Nelkon) pages 468,473

·        Golden tips Physics pages 158

 
   

5

 

ELECTROMAGNETIC INDUCTION

 

Revision

 

By the end of the lesson the learner should be able to solve problems involving electromagnetic induction

 

·        Questions and answers

·        Discussions

 

·        Questions from past papers

 

·        Comprehensive secondary physics students book 4 pages 59-60

teachers book 34pages 26-27

·        Secondary physics KLB students book 4 page 112-116

·        Principles of physics (M.Nelkon) page 494-495

·        Golden tips Physics pages 159

 
 

 

 

 

 

PHYSICS  FORM 4 SCHEMES OF WORK – TERM 2

WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
 

1

 

1

 

MAIN ELECTRICITY

 

Source of main electricity

 

By the end of the lesson, the learner should be able to:

(i)                State sources of main electricity

(ii)              Explain the sources of main electricity

 

·        Discussions

·        Educational trips

 

·        Pictures and charts showing sources of main electricity

 

·        Comprehensive secondary physics students book 4 pages 61

teachers book 3 pages 27-29

·        Secondary physics KLB students book 4 page 117

·        Golden tips Physics pages 160

 
   

2-3

 

MAIN ELECTRICITY

 

Power transmission

 

By the end of the lesson the learner should be able to

(i)                Describe the transmission of electric power from the generating station

(ii)              Explain the domestic wiring system

 

·        Discussions

·        Questions and answers

 

Photos of power transmission

Lines and power substations

 

·        Comprehensive secondary physics students book 4 pages 62

teachers book 3 pages 27-29

·        Secondary physics KLB students book 4 page 117-122

·        Principles of physics (M.Nelkon( pages 433-434

·        Golden tips Physics pages 160-163

 
   

4-5

 

MAIN ELECTRICITY

 

Power consumption

 

By the end of the lesson, the learner should be able to:

(i)                Define kilowatt hour

(ii)              Determine the electrical energy consumption and cost

 

·        Discussions

·        calculations

 

Chats on power consumptions

 

·        Comprehensive secondary physics students book 4 pages 63-66

teachers book 3 pages 27-29

·        Secondary physics KLB students book 4 page 125-128

·        Principles of physics (M.Nelkon( pages 428

·        Golden tips Physics pages 164

 
 

2

 

1-2

 

MAINS ELECTRICITY

 

Domestic wiring

 

By the end of the lesson, the learner should be able to

(i)                Explain the domestic wiring system

(ii)              Describe the domestic wiring system

 

·        Discussions

·        Demonstrations on building wiring

·        Drawing circuits

 

·        Fuses

·        Wires

·        Switches

·        Electrical appliances

 

·        Comprehensive secondary physics students book 4 pages 66-69

teachers book 4 pages 27-29

·        Secondary physics KLB students book 4 page 125-121-122

·        Principles of physics (M.Nelkon( pages 433-435

·        Golden tips Physics pages 162

 
   

3

 

MAINS ELECTRICITY

 

Domestic electrical appliances

 

By the end of the lesson, the learner should be able to:

(i)                Explain the function of fuse in domestic wiring

(ii)              Explain the function of a two-way switch in domestic wiring

 

·        Discussions

·        demonstration

 

·        domestic electrical appliances

 

·        Comprehensive secondary physics students book 4 pages 66-69

teachers book 4 pages 27-29

·        Secondary physics KLB students book 4 page 125-122-124

·        Principles of physics (M.Nelkon( pages 433,435

·        Golden tips Physics pages 162

 
   

4-5

 

MAINS ELECTRICITY

 

Revision

 

By the end of the lesson, the learner should be able to solve problems involving mains electricity

 

·        Problem solving

·        Discussions

·        Questions and answers

 

·        Questions from past papers

·        Quizzes

·        Exercises

 

·        Comprehensive secondary physics students book 4 pages 70-71

teachers book 4 pages 29-30

·        Secondary physics KLB students book 4 page 125-128-130

·        Principles of physics (M.Nelkon) pages 436-438

·        Golden tips Physics pages 164-165

 
 

3

 

1-2

 

CATHODE RAYS

 

Production of cathode rays

 

By the end of the lesson, the learner should be able to:

(i)                Describe the production of cathode rays

(ii)              State and explain the properties of cathode rays

 

·        Describing the production of cathode rays

·        Stating the properties of cathode rays

 

·        Chart on the properties of cathode rays

 

·        Comprehensive secondary physics students book 4 pages 72-73

teachers book 4 pages 30-32

·        Secondary physics KLB students book 4 page 131-133

·        Principles of physics (M.Nelkon) pages 532,535-536

·        Golden tips Physics pages 166-167

 
   

3-4

 

CATHODE RAYS

 

The cathode rays Oscilloscope

 

By the end of the lesson, the learner should be able to

(i)                Explain the functioning of the cathode ray oscilloscope

(ii)              Explain the functioning of a T.V tube

 

·        Discussions of parts and functions of C.R.O

 

·        Chart of parts and functions of C.R.O

 

·        Comprehensive secondary physics students book 4 pages 73-75

teachers book 4 pages 30-32

·        Secondary physics KLB students book 4 page 133-134

·        Principles of physics (M.Nelkon) pages 541-545

·        Golden tips Physics pages 167-169

 
   

5

 

CATHODE RAYS

 

The cathode rays of Oscilloscope

 

By the end of the lesson, the learner should be able to

(i)                Explain the uses of a C.R.O

 

·        Describing the working of a T.V tube

 

·        T.V tube

 

·        Comprehensive secondary physics students book 4 pages 73-75

teachers book 4 pages 30-32

·        Secondary physics KLB students book 4 page 139

·        Principles of physics (M.Nelkon) pages 541-544

·        Golden tips Physics pages 169

 
 

4

 

1-2

 

CATHODE RAYS

 

Revision

 

By the end of the lesson, the learner should be able to solve problems involving cathode rays

 

·        Problem solving

·        discussions

 

·        Quizzes

·        Exercises

 

·        Comprehensive secondary physics students book 4 pages 77-79

teachers book 4 pages 32-34

·        Secondary physics KLB students book 4 page 142-143

·        Principles of physics (M.Nelkon) pages 554-555

·        Golden tips Physics pages 170-171

 
   

3-5

 

X-RAYS

 

Production of X-rays

 

By the end of the lesson, the learner should be able to:

(i)                Explain the production of x-rays

(ii)              State and explain the properties of X-rays

(iii)             Distinguish between hard and soft x-rays

 

·        Demonstrations

·        Discussions

·        Calculations involving x-rays

 

·        X-ray tube

·        Charts

 

·        Comprehensive secondary physics students book 4 pages 80-84

teachers book 4 pages 35-36

·        Secondary physics KLB students book 4 page 144-148

·        Principles of physics (M.Nelkon) pages 545-547

·        Golden tips Physics pages 171-173

 
 

5

 

1-2

 

X-RAYS

 

Dangers of x-rays

 

By the end of the lesson, the learner should be able to:

(i)                Explain and state the dangers of X-rays

(ii)              Highlight the precautions to be undertaken when handling x-rays

 

·        Discussions

·        Explanations

 

·        Charts showing the dangers of x-rays

·        Hospital with x-ray equipment

 

·        Comprehensive secondary physics students book 4 pages 84

teachers book 4 pages 35-36

·        Secondary physics KLB students book 4 page 149

·        Principles of physics (M.Nelkon) pages 546

·        Golden tips Physics pages 173

 
   

3

 

X-RAYS

 

Uses of x-rays

 

By the end of the lesson the learner should be able to

(i)                State the uses of X-rays

(ii)              Explain the uses of X-rays

 

·        Discussions

 

·        Hospital with X-ray equipment

 

·        Comprehensive secondary physics students book 4 pages 84

teachers book 4 pages 35-36

·        Secondary physics KLB students book 4 page 148

·        Golden tips Physics pages 174

 
   

4-5

 

X-RAYS

 

Revision

 

By the end of the lesson,the learner should be able to:

(i)                Solve problems involving X-rays

 

·        Discussions

·        Problem solving

 

·        Quizzes

·        Exercise

·        Past papers questions

 

·        Comprehensive secondary physics students book 4 pages 85-86

teachers book 4 pages 36-37

·        Secondary physics KLB students book 4 page 146-147

·        Golden tips Physics pages 172-173

 
 

6

 

1-2

 

 

PHOTO ELECTRIC EFFECT

 

Photo electric emissions

 

By the end of the lesson ,the learner should be able to

(i)                Perform simple experiments to illustrate photo electric effect

(ii)              Describe simple experiments to illustrate photoelectric effect

 

·        Experiments

·        discussions

 

·        source of light

·        Metallic surfaces

·        Photo cell

 

·        Comprehensive secondary physics students book 4 pages 87-88

teachers book 4 pages 38-40

·        Secondary physics KLB students book 4 page 151-152

·        Principles of physics (M.Nelkon) pages 547

·        Golden tips Physics pages 177

 
   

3

 

PHOTO-ELECTRIC

 

Factors effecting photoelectric emissions

 

By the end of the lesson, the learner should be able to

(i)                State the factors affecting photo-electric emission

(ii)              Explain the factors affecting the photoelectric emissions

 

·        Discussions

·        Demonstrations

 

·        charts

 

·        Comprehensive secondary physics students book 4 pages 88-90

teachers book 4 pages 38-40

·        Secondary physics KLB students book 4 page 156-158

·        Golden tips Physics pages 179

 
   

4-5

 

PHOTO-ELECTRIC

 

 

Plank’s constant

 

By the end of the lesson, the learner should be able to

(i)                Define plank’s constant threshold frequency work function and photoelectric effect

(ii)              Explain threshold frequency, work function and photoelectric effect

 

·        Discussions

·        Demonstration

 

·        charts

 

·        Comprehensive secondary physics students book 4 pages 90-91

teachers book 4 pages 38-40

·        Secondary physics KLB students book 4 page 153-156

·        Golden tips Physics pages 177-179

 

 
 

7

 

1-5

 

PHOTO-ELECTRIC

 

 

The quantum theory of light

 

By the end of the lesson, the learner should be able to:

(i)                Determine the energy of p photos

(ii)              Apply the equation E=hf to calculate the energy of photos

(iii)             Explain photoelectric effect using Einstein’s equation=hf+1/2mv2

 

·        Discussions

·        Calculations

 

·        Chart on the use of Einstein’s equation

 

·        Comprehensive secondary physics students book 4 pages 90-92

teachers book 4 pages 38-40

·        Secondary physics KLB students book 4 page 153-156

·        Golden tips Physics pages 178-180

 
 

8

 

1-3

 

PHOTO-ELECTRIC

 

 

Application of photoelectric effect

 

By the end of the lesson, the learner should be able to

(i)                Explain the working of a

–        Photo emissive cell

–        Photo conductive cell

–        Photo voltaic cell

 

·        Demonstrations

·        Discussions

 

·        Charts on the photo cell and how it works

·        Solar panels

·        Watch cells

 

·        Comprehensive secondary physics students book 4 pages 92-93

teachers book 4 pages 38-40

·        Secondary physics KLB students book 4 page 160-163

·        Golden tips Physics pages 180-181

 
   

4-5

 

PHOTO-ELECTRIC EFFECT

 

Revision

 

By the end of the lesson, the learner should be able to:

(i)                Solve problems involving photo-electric effect

 

·        Questions and answers

 

·        Set questions

·        Projects

·        Questions from past papers

 

 

·        Comprehensive secondary physics students book 4 pages 94-95

teachers book 4 pages 40-42

·        Secondary physics KLB students book 4 page 163-165

·        Golden tips Physics p

·        Questions from past papers

 

 
 

9

 

1-2

 

RADIO ACTIVITY

 

Types of radiation

 

By the end of the lesson, the learner should be able to

(i)                Describe the three types of radiations produced by radioactive elements

 

·        Discussions

 

·        Radiation

detectors

 

·        Comprehensive secondary physics students book 4 pages 96-100

teachers book 4 pages 42-45

·        Secondary physics KLB students book 4 page 167-171

·        Principles of physics (M.Nelkon) pages 556-564

·        Golden tips Physics pages 184-185

 
   

3-4

 

RADIO-ACTIVITY

 

Detecting nuclear radiations

 

By  the end of the lesson, the learner should be able to explain how to detect radio-active emissions

 

·        Demonstrations

·        Discussions

 

 

Radiation  detectors

 

·        Comprehensive secondary physics students book 4 pages 96-100

teachers book 4 pages 42-45

·        Secondary physics KLB students book 4 page 172-175

·        Principles of physics (M.Nelkon) pages 556-564

Golden tips Physics pages 185-186

 
   

5

 

RADIO-ACTIVITY

 

Detecting nuclear radiations

 

By the end of the lesson, the learner should be able to explain how a diffusion cloud chamber works

 

·        Demonstrations

·        discussions

 

Radiation  detectors

 

·        Comprehensive secondary physics students book 4 pages 100

teachers book 4 pages 42-45

·        Secondary physics KLB students book 4 page 173-174

·        Principles of physics (M.Nelkon) pages 557-558

·        Golden tips Physics pages 189

 
 

10

 

1-2

 

RADIO-ACTIVITY

 

Radio-active decay

 

By the end of the lesson, the learner should be able to define radio-active decay and half life

 

 

·        discussion

 

·        Charts on radio-active decay

 

·        Comprehensive secondary physics students book 4 pages 100-102

teachers book 4 pages 42-45

·        Secondary physics KLB students book 4 page 176-181

·        Principles of physics (M.Nelkon) pages 566-568

·        Golden tips Physics pages 186-187

 
   

3-5

 

RADIOACTIVITY

 

Nuclear fission and fusion

 

By the end of the lesson, the learner should be able to

(i)                Define nuclear fission and nuclear fusion

(ii)              Write balanced nuclear equations

(iii)             State the application of radioactivity

 

·        Discussions

·        Problem solving

 

·        Periodic table

 

·        Comprehensive secondary physics students book 4 pages 100-108

teachers book 4 pages 42-45

·        Secondary physics KLB students book 4 page 181-184

·        Principles of physics (M.Nelkon) pages 573-578

·        Golden tips Physics pages 190

 

 
 

11

 

1-3

 

RADIO-ACTIVITY

 

Hazards of radioactivity

 

By the end of the lesson, the learner should be able to

 

(i)                Explain the dangers of radioactive emissions

 

 

 

·        discussions

 

·        diffusion cloud chamber

 

·        Comprehensive secondary physics students book 4 pages 105-106

teachers book 4 pages 42-45

·        Secondary physics KLB students book 4 page 182

·        Principles of physics (M.Nelkon) pages 565-566

·        Golden tips Physics pages 190

 

 
   

4-5

 

RADIO-ACTIVITY

 

Revision

 

By the end of the lesson, the learner should be able to solve problems involving radioactivity and half life

 

·        Questions and answers

 

·        Set questions

·        Past papers questions

·        Exercises

·        Comprehensive secondary physics students book 4 pages 105-106

teachers book 4 pages 45-48

·        Secondary physics KLB students book 4 page 184-185

·        Principles of physics (M.Nelkon) pages 579-581

·        Golden tips Physics pages 191

 

 

 
 

 

 

 

 

 

PHYSICS  FORM 4 SCHEMES OF WORK – TERM 3

WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
 

1

 

1-2

 

ELECTRONICS

 

Conductors and semi-conductors

 

By the end of the lesson, the learner should be able to

(i)                Differentiate between conductors and semi-conductors

 

·        Discussions

·        Experiments

 

·        Some semi-conductors

·        Some insulator

 

·        Comprehensive secondary physics students book 4 pages 110-111

teachers book 4 pages 45-48

·        Secondary physics KLB students book 4 page 187-189

·        Golden tips Physics pages 192-193

 

 
   

3-5

 

ELECTRONICS

 

Intrinsic and extrinsic semi-conductors

 

By the end of the lesson, the learner should be able to:

(i)                Explain doping in semi-conductors

(ii)              Explain the working of p-n junction diode

(iii)             Distinguish between intrinsic and extrinsic semi-conductors

 

·        Discussions

·        Experiments

 

·        Samples of semi-conductors

·        Complete circuit

·        Transistors

·        Junction diode

 

·        Comprehensive secondary physics students book 4 pages 111-112

teachers book 4 pages 48-52

·        Secondary physics KLB students book 4 page 189-194

·        Principles of physics (M.Nelkon) pages 547-550

·        Golden tips Physics pages 193-196

 
 

2

 

1-5

 

ELECTRONICS

 

Characteristics of  p-n junction

 

By the end of the lesson, the learner should be able to

 

(i)                sketch the current voltage characteristics for a diode

 

 

 

·        experiments

 

·        junction diode

 

 

 

·        Comprehensive secondary physics students book 4 pages 161-117

teachers book 4 pages 48-52

·        Secondary physics KLB students book 4 page 189-194

·        Golden tips Physics pages 194-196

 

 
 

3

 

1-5

 

ELECTRONICS

 

Applications of diodes

 

By the end of the lesson, the learner should be able to

(i)                explain the application of diodes in rectifications

 

 

·        Discussions

·        Questions and answers

 

·        Chart showing the application of diode

 

·        Comprehensive secondary physics students book 4 pages 117-120

teachers book 4 pages 48-52

·        Secondary physics KLB students book 4 page 198-201

·        Principles of physics (M.Nelkon) pages 198-201

·        Golden tips Physics pages 196-198

 
 

4

 

1-5

   

Revision and exams

 

By the end of the lesson, the learner should be able to

(i)                ensure that he/she is well prepared to sit for the national exams

 

 

 

·        Discussions

·        Questions and answers technical questions

·        Problem solving

·        Assignment and tests

 

·        Revision exercises

·        Test papers

·        Mock examinations

·        Marking schemes

 

·        Comprehensive secondary physics students book form 1-4

teachers book 4 form 1-4

·        Secondary physics KLB students book 4 page 1-4

·        Principles of physics (M.Nelkon) pages 198-201

·        Golden tips Physics pages

·        Past papers (mocks)

 
 

5-9 REVISION FOR THE FINAL EXAMINATIONS

 

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GRADE 7 STORY MOJA MATHEMATICS   SCHEME OF WORK TERM

SCHOOL………………………………………TEACHERS NAME…………………………… TERM 3           YEAR

Week Lesson Strand

 

Sub-strand Specific-Learning outcomes Learning Experience Key Inquiry Question(S) Learning

Resources         

Assessment Methods Reflection
1 1 International postal charges Surface airlifted mail By the end of the lesson, the learner should be able to:

a)       Define the term surface airlifted mail.

b)      State the use of surface airlifted mail.

c)       Draw the table of the surface airlifted mail in learner’s book.

d)      Appreciate the use of surface airlifted mail.

Learners are guided to define the term surface airlifted mail.

Learners to state the use of surface airlifted mail.

In groups, learners are guided to draw the table of the surface airlifted mail in learner’s book.

What is surface airlifted mail? Place value chart

Ruler

Digital devices

 

Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 155

Oral questions Oral Report Observation

Written exercise

 

 
  2 International postal charges Surface airlifted mail By the end of the lesson, the learner should be able to:

a)       State the procedure of calculating surface airlifted mail.

b)      Calculate the surface airlifted mail.

c)       Have fun and enjoy calculating surface airlifted mail.

 

Learners are guided to state the procedure of calculating surface airlifted mail.

 

Learners are guided to calculate the surface airlifted mail.

 

How do you calculate surface airlifted? Place value chart

Ruler

Digital devices

Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 156-157

Oral questions Oral Report Observation

Written exercise

 

 
  3 International postal charges Postal orders By the end of the lesson, the learner should be able to:

a)       Define the term postal orders.

b)      State the use of postal orders.

c)       Draw the table of the postal orders in learner’s book.

d)      Appreciate the uses of postal orders

Learners to define the term postal orders.

 

Individually, learners to state the use of postal orders.

 

Learners are guided to draw the table of the postal orders in learner’s book

What are postal orders? Place value chart

Ruler

Digital devices

Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 158

Oral questions Oral Report Observation

Written exercise

 

 
  4 International postal charges Postal orders By the end of the lesson, the learner should be able to:

 

a)       State the procedure of calculating surface airlifted mail.

b)      Calculate the surface airlifted mail.

c)       Have fun and enjoy calculating surface airlifted mail.

 

Learners are guided to state the procedure of calculating surface airlifted mail.

 

Learners are guided to calculate the surface airlifted mail

How do you calculate postal orders? Place value chart

Ruler

Digital devices

Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 158-159

 

Oral questions Oral Report Observation

Written exercise

 

 
  5 International postal charges Mobile money transaction By the end of the lesson, the learner should be able to:

 

a)       Explain mobile money transactions.

b)      Discuss and list the various ways in which money can be transferred from one person to another.

c)       State the uses of mobile money transactions.

d)      Appreciate the uses of mobile money transaction.

 

Learners are guided to explain mobile money transactions.

 

In groups, learners are guided to discuss and list the various ways in which money can be transferred from one person to another.

 

Learners to state the uses of mobile money transactions

What is mobile money? Place value chart

Ruler

Digital devices

Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 160

 

Oral questions Oral Report Observation

Written exercise

 

 
2 1 International postal charges Mobile money transaction By the end of the lesson, the learner should be able to:

 

a)       State the procedure of calculating mobile money transactions

b)      Calculate mobile money transaction.

c)       Have fun and enjoy calculating mobile money transaction.

Learners are guided to State the procedure of calculating mobile money transactions

 

Learners are guided to Calculate mobile money transaction

  Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 160-162

 

Place value chart

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  2 Geometry Angles; Measuring angles By the end of the lesson, the learner should be able to:

 

a)       Look around their classroom and identify geometrical shapes.

b)      Find places where right angles are formed.

c)       Adjust the classroom door to form different angles.

d)      Appreciate different kinds of geometrical shapes.

 

In groups, learners are guided to look around their classroom and identify geometrical shapes then find places where right angles are formed.

 

In groups, learners are guided to adjust the classroom door to form different angles

What are geometrical shapes? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 163

 

Place value chart

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  3 Geometry Angles; Measuring angles By the end of the lesson, the learner should be able to:

a)       Draw the hands of a clock to represent; acute angle, right angle, obtuse angle and straight angle.

b)      Identify the type of angle represented by different figures in learner’s book.

c)       Appreciate different kinds of geometrical shapes.

Learners are guided to draw the hands of a clock to represent; acute angle, right angle, obtuse angle and straight angle.

 

Learners are guided to identify the type of angle represented by different figures in learner’s book

How many geometrical shapes do you know? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 163-164

Place value chart

Ruler

Digital devices

Oral questions Oral Report Observation

Written exercise

 

 
  4 Geometry Angles on a straight line By the end of the lesson, the learner should be able to:

 

a)       Draw the figure on learner’s book.

b)      Explain the term adjacent angles.

c)       Measure the angles.

d)      Enjoy forming angles on a straight line.

e)       Appreciate angles on a straight line.

 

Learners are guided to draw the figure on learner’s book.

 

Learners are guided to explain the term adjacent angles.

 

Learners to measure the angles on a straight line.

What are adjacent angles? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 164-165

 

Place value chart

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  5 Geometry Angles at a Point By the end of the lesson, the learner should be able to:

 

a)       Draw the figure in learner’s book pg. 165 or on the chalkboard.

b)      Work out the sum of all angles they have measured.

c)       Enjoy forming angles at a point.

 

Learners are guided to draw the figure in learner’s book pg. 165 or on the chalkboard.

 

Learners are guided to work out the sum of all angles they have measured

How do you form angles at a point? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 165-167

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
3 1 Geometry Angles at a Point By the end of the lesson, the learner should be able to:

 

a)       Use an IT device to watch a video clip on how to draw angles at a point.

b)      Draw angles at a point.

c)       Appreciate angles at a point

In groups, learners to use an IT device to watch a video clip on how to draw angles at a point.

 

Learners to draw angles at a point.

How do you draw angles at a point? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 166-167

 

Assessment books

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  2 Geometry Angles on a transversal By the end of the lesson, the learner should be able to:

 

a)       Draw two parallel lines and a transversal as shown in learner’s book.

b)      Discuss which pair constitutes; alternate, corresponding and vertically opposite angles.

c)       Appreciate each other’s ideas.

 

In groups, learners to draw two parallel lines and a transversal as shown in learner’s book 7 pg. 167

 

In groups, learners to discuss which pair constitutes; alternate, corresponding and vertically opposite angles

What is critical thinking in mathematics? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 167

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  3 Geometry Angles on a transversal By the end of the lesson, the learner should be able to:

 

a)       Explain the meaning of alternate, corresponding and vertically opposite angles.

b)      Draw alternate angles, corresponding angles and vertically opposite angles.

c)       Enjoy forming angles on a transversal.

 

Learners to explain the meaning of alternate, corresponding and vertically opposite angles.

 

Learners are guided to draw alternate angles, corresponding angles and vertically opposite angles

How do you form angles on a transversal? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 167

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  4 Geometry Angles in a parallelogram By the end of the lesson, the learner should be able to:

 

a)       Watch a video on how to draw a parallelogram.

b)      Draw a parallelogram using the measurements given in the video.

c)       Have fun using digital devices.

 

Using a digital device, learners to watch a video on how to draw a parallelogram.

 

Learners to draw a parallelogram using the measurements given in the video

 

What is a parallelogram? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 169

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  5 Geometry Angles in a parallelogram By the end of the lesson, the learner should be able to:

 

a)       Define a parallelogram.

b)      Draw a parallelogram as shown in learner’s book 7

c)       Measure the angles on a parallelogram.

d)      Appreciate a parallelogram.

 

Learners to define a parallelogram.

 

Learners are guided to draw a parallelogram as shown in learner’s book 7 pg. 169

 

Learners to measure the angles on a parallelogram

Do the angles on a parallelogram bisect each other? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 169-171

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
4 1 Geometry Polygons By the end of the lesson, the learner should be able to:

 

a)       Define a polygon.

b)      Explain regular and irregular polygons.

c)       Draw the table in learner’s book 7 pg. 171

d)      Appreciate different types of polygons.

 

Learners to define a polygon.

 

Learners to explain regular and irregular polygons.

 

Learners to draw the table in learner’s book 7 pg. 171

What is a polygon? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 171

 

Ruler

Digital devices

Oral questions Oral Report Observation

Written exercise

 

 
  2 Geometry Interior and exterior angles of polygons By the end of the lesson, the learner should be able to:

 

a)       Draw the shapes in learner’s book.

b)      Measure the angles represented by the letters in each of the figures.

c)       Work out the sum of angles measured for the triangle, the rectangle, pentagon and hexagon.

d)      Enjoy drawing different types of polygon.

 

In groups, learners are guided to draw the shapes in learner’s book 7 page 172

 

In groups, learners are guided to measure the angles represented by the letters in each of the figures.

 

Learners to work out the sum of angles measured for the triangle, the rectangle, pentagon and hexagon.

 

What are interior polygons? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 172

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  3 Geometry Interior and exterior angles of polygons By the end of the lesson, the learner should be able to:

 

a)       Extend the diagrams on pg. 172 to have exterior angles.

b)      Measure the extended angles for each of the angles.

c)       Calculate the sum of the exterior angles for each shape.

d)      Enjoy working out the sum of interior and exterior angles of polygons.

 

In groups, learners to extend the diagrams on the previous lesson to have exterior angles.

 

Learners to measure the extended angles for each of the angles.

 

Learners are guided to calculate the sum of the exterior angles for each shape.

 

What are exterior polygons? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 173-177

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  4 Geometry Relationship between interior angles, exterior angles and number of sides of polygons By the end of the lesson, the learner should be able to:

 

a)       Trace and draw the shapes in learner’s book.

b)      Join the vertex of the shapes to form triangles as shown in learner’s book.

c)       Copy and complete the table in learner’s book.

d)      Have fun and enjoy tracing and drawing different kinds of shapes.

 

In groups, learners to trace and draw the shapes in learner’s book 7 pg. 177

 

In groups, learners to join the vertex of the shapes to form triangles as shown in learner’s book 7 pg. 178

 

Learners to copy and complete the table in learner’s book 7 page 178

What do you notice from the difference between number of sides and number of triangles obtained? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 177-178

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  5 Geometry Relationship between interior angles, exterior angles and number of sides of polygons By the end of the lesson, the learner should be able to:

 

a)       Trace then extend each polygon on one side to have an exterior angle.

b)      Measure the size of the exterior angle in each polygon.

c)       Copy and complete the table in learner’s book.

d)      Appreciate the relationship between interior angles, exterior angles and number of sides of polygons.

 

In groups, learners to trace then extend each polygon on one side to have an exterior angle.

 

In groups, learners to measure the size of the exterior angle in each polygon.

 

Learners to copy  and complete the table in learner’s book 7 pg. 179

What is the relationship between interior angles, exterior angles and number of sides of polygons? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 179-181

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
5 1 Geometrical Construction Measuring angles By the end of the lesson, the learner should be able to:

 

a)       Use a protractor to measure the angle on pg. 182 and confirm it is a right angle.

b)      Draw an obtuse angle, an acute angle and measure their sizes.

c)       Appreciate the use of a protractor.

 

Learners are guided to use a protractor to measure the angle on pg. 182 and confirm it is a right angle.

 

Learners to draw an obtuse angle, an acute angle and measure their sizes

What is a protractor used for? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 182-183

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  2 Geometrical Construction Bisecting Angles By the end of the lesson, the learner should be able to:

 

a)       Define an acute angle.

b)      Draw an acute <PQR. Measure the angle.

c)       Work out activity 2 in learner’s book.

d)      Enjoy doing the activity in learner’s book.

Learners to define an acute angle.

 

Individually, learners to draw an acute <PQR. Measure the angle.

 

Individually, learners are guided to work out activity 2 in learner’s book 7 pg. 183

 

What is an acute angle? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 183

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  3 Geometrical Construction Bisecting Angles By the end of the lesson, the learner should be able to:

 

a)       Write the procedure of bisecting a line.

b)      Draw a straight line AB of any length.

c)       Bisect the line.

d)      Follow instructions to the latter.

 

 

Learners are guided to write the procedure of bisecting a line.

 

Learners to draw a straight line AB of any length.

 

Learners are guided to bisect the line.

A straight line adds up to ——? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 184-185

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  4 Geometrical Construction Construction of angles By the end of the lesson, the learner should be able to:

 

a)       Watch a video on construction of angles.

b)      Use the links in learner’s book.

c)       Enjoy using digital devices.

 

In groups, learners to watch a video on construction of angles

 

Learners to use the links in learner’s book 7 pg. 186

What have you learnt about construction of angles in the video? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 186

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  5 Geometrical Construction Construction of angles By the end of the lesson, the learner should be able to:

 

a)       Write the procedure of constructing an angle.

b)      Construct different angles.

c)       Enjoy constructing angles.

Learners to write the procedure of constructing an angle.

 

Learners are guided to construct different angles

How do you construct angles? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 186-187

 

Pieces of paper

Digital devices

Oral questions Oral Report Observation

Written exercise

 

 
6 1 Geometrical Construction Constructing triangles By the end of the lesson, the learner should be able to:

 

a)       Draw line AB = 4.5 cm

b)      Do activity 4 in learner’s book 7 pg. 189.

c)       Be observant and follow instructions to the latter.

Individually, learners to draw line AB = 4.5 cm

 

Individually, learner to do activity 4 in learner’s book 7 pg. 189

 

How do you construct triangles? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 189-190

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  2 Geometrical Construction Constructing triangles By the end of the lesson, the learner should be able to:

 

a)       Outline the procedure of constructing triangles.

b)      Construct triangles.

c)       Have fun and enjoy constructing triangles.

 

Learners are guided to outline the procedure of constructing triangles.

 

Learners are guided to construct triangles; <QRP=90, <PQR=30 and QR=4.8com. Measure <PQR

What have you learnt about constructing triangles? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 190-191

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  3 Geometrical Construction Constructing circles By the end of the lesson, the learner should be able to:

 

a)       Watch a video on construction of circles.

b)      Construct the circles on the video.

c)       Enjoy using digital devices.

 

In groups, learners to watch a video on construction of circles.

 

Learners are guided to construct the circles on the video.

 

How do you construct circles? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 191

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  4 Geometrical Construction Constructing circles By the end of the lesson, the learner should be able to:

 

a)       Outline the procedure of constructing circles.

b)      Construct circles using different centimetres.

c)       Enjoy constructing circles.

Learners are guided to outline the procedure of constructing circles.

 

Learners are guided to construct circles using different centimetres.

What do you notice about the perpendicular bisectors? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 191-193

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  5 Data handling and probability Data collection By the end of the lesson, the learner should be able to:

 

a)       Define probability.

b)      Do Activity 1 in learner’s book 7.

c)       Have fun and enjoy doing the activity.

Learners to define probability.

 

In groups, learners to do Activity 1 in learner’s book 7 pg. 194

 

What is probability? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 194

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
7 1 Data handling and probability Frequency distribution table By the end of the lesson, the learner should be able to:

 

a)       Draw a frequency distribution table.

b)      Use the data previously collected and fill in the frequency distribution table.

c)       Appreciate frequency distribution table.

 

Learners to draw a frequency distribution table.

 

In groups, learners to use the data previously collected on the number of learners present in their groups to fill in a frequency distribution table.

 

What are the uses of frequency distribution table? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 195-197

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  2 Data handling and probability Choosing a scale By the end of the lesson, the learner should be able to:

 

a)       Study the data provided in the table in learner’s book.

b)      Do activity 3 in learner’s book 7

c)       Enjoy doing the activity.

 

Learners to study the data provided in the table in learner’s book.

 

In groups, learners to do activity 3 in learner’s book 7 pg. 197

How do you choose a scale? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 197-199

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  3 Data handling and probability Pictographs By the end of the lesson, the learner should be able to:

 

a)       Explain the meaning of pictographs.

b)      Fill in the table in learner’s book.

c)       Draw and fill a pictograph.

d)      Appreciate the uses of a pictographs.

 

Learners to explain the meaning of pictographs.

 

Individually or in pairs, learners to fill in the table in learner’s book 7 pg. 200

 

Individually, learners to draw and fill a pictograph.

 

 

What is a pictograph? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 199-202

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  4 Data handling and probability Bar graphs By the end of the lesson, the learner should be able to:

 

a)       Outline the procedure of drawing a bar graph.

b)      Draw and fill a bar graph.

c)       Have fun and enjoy drawing and colouring a bar graph.

 

Learners are guided to outline the procedure of drawing a bar graph.

 

Learners to draw, fill and colour a bar graph.

What does a bar graph represents? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 203-205

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  5 Data handling and probability Pie charts By the end of the lesson, the learner should be able to:

 

a)       Define a pie chart.

b)      Do activity 6 in learner’s book.

c)       Have fun and enjoy doing the activity.

 

Learners are guided to define a pie chart.

 

In groups, learners to do activity 6 in learner’s book 7 page 206

What is a pie chart? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 206

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
8 1 Data handling and probability Pie charts By the end of the lesson, the learner should be able to:

 

a)       Outline the procedure of drawing a pie chart.

b)      Draw a pie chart to represent different informations.

c)       Appreciate the use of pie charts.

 

 

In groups, learners to outline the procedure of drawing a pie chart.

 

Learners are guided to draw a pie chart to represent different informations

What do you use to draw a pie chart? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 206-209

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  2 Data handling and probability Line graph By the end of the lesson, the learner should be able to:

 

a)       Explain the meaning of a line graph.

b)      Do Activity in learner’s book 7

c)       Have fun and enjoy doing the Activity.

 

Learners are guided to explain the meaning of a line graph.

 

Individually, learners to do Activity in learner’s book 7 pg. 209

What is a line graph? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 209

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  3 Data handling and probability Line graph By the end of the lesson, the learner should be able to:

 

a)       Outline the procedure of drawing a line graph.

b)      Draw a line graph to represent different data.

c)       Appreciate the use of line graphs.

Learners are guided to outline the procedure of drawing a line graph.

 

Learners are guided to draw a line graph to represent different data.

What have you learnt about a line graph? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 210-213

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  4 Data handling and probability Travel graphs By the end of the lesson, the learner should be able to:

 

a)       Define a travel graph.

b)      Do Activity 8 in learner’s book 7.

c)       Have fun and enjoy doing the activity in groups.

 

Learners to define a travel graph.

 

In groups, learners to do Activity 8 in learner’s book 7 pg. 214.

 

What is a travel graph? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 214

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
  5 Data handling and probability Travel graphs By the end of the lesson, the learner should be able to:

 

a)       Outline the procedure of drawing a travel graph.

b)      State the formula of calculating speed.

c)       Draw a travel graph to represent different data.

d)      Appreciate the use of travel graphs.

 

Learners are guided to outline the procedure of drawing a travel graph.

 

Learners are guided to state the formula of calculating speed.

 

Learners are guided to draw a travel graph to represent different data.

What is the formula of calculating speed? Spark; Story moja Mathematics

Learner’s Book Grade 7 pg. 214-217

 

Ruler

Digital devices

 

Oral questions Oral Report Observation

Written exercise

 

 
9                  ASSESSEMENT

 

         

 

 

 

ENGLISH FORM FOUR PAPER 3 END OF TERM EXAMINATION IN PDF

101/3

FORM 4 ENGLISH 

Paper 3

(Creative compositions and essays based on set texts)

Time: 2 ½ Hours 

MWAKICAN JOINT EXAMINATIONS

ENGLISH

Paper 3

2 ½ Hours

Instructions to candidates

  1. Answer three questions only on the answer sheets provided
  2. question one and two are compulsory
  3. In question three, choose only one of the optional texts which you have prepared on.
  4. Each of your essays must not exceed 450 words
  5. Your answers must be written in English
  6. Where the candidate presents work on more than one optional texts, only the first one to
  1. IMAGINATIVE COMPOSITION (COMPULSORY)                             (20 MARKS)
  2. Write a composition ending with the words:

From that day, I  learnt never to trust anybody.

 

OR

 

  1. Write a story to illustrate the saying

Pride comes before a fall.

 

  1. COMPULSORY SET TEXT (Blossoms of the Savannah) (20 MARKS).

 

Our greatest enemies are those close to us; support this statement with illustrations from the text.

  1. OPTIONAL SET TEXTS (20 MARKS)

 

EITHER

 

  1. The short story: Memories we lost and other stories

 

Using adequate illustrations from the story ‘Almost Home’ by Barvy Mc kinley, write an essay with the title ‘The Challenges of illegal Immigration,’

 

OR

 

  1. The Novel: The Pearl – John Steinbeck

 

‘Great expectations make frustrated men’. Using illustrations from the novel, write an essay supporting this statement.



MWAKICAN JOINT EXAMINATIONS MARKING SCHEME

PAPER 3 FORM 4 ENGLISH

Q1 a.  Deduct 4 marks AD if the candidate does not end with the given words.

  1. Deny marks if the meaning of the proverb is given. Meaning should be from the story.

 

TABLE OF CATEGORIZATION

D  CLASS (01-05)

The candidate either does not communicate at all or his language ability is so minimal that the examiner practically has to guess what the candidate wants to communicate. The candidate fails to fit English words he knows into meaningful sentences.

The subject is glanced at or distorted. Practically no valid punctuation. All kinds of errors are “Broken English.”.

 

D- (01-01) Chaotic.  Little meaning whatsoever. Question paper or some words from it simply copied.

D (03) Flow of thought almost impossible to follow. The errors are continuous.

D+(04-05) Although English is often broken and the essay is full of errors of all types one can at least guess what the candidate wants to communicate.

 

C CLASS (06-10) – Generally, there is difficulty in communication.

The candidate communicates understandably but only more or less clearly. He/she is not confident with their language. The language is often undeveloped. There may be some digressions. Unnecessary repetitions are frequent. The arrangement is weak and the flow is jerky. There is no economy of language mother tongue influence is felt in spelling; there is direct translation.

 

C- (06-07)- The candidate obviously finds it difficult to communicate his ideas. He is seriously hampered by his very limited knowledge of the language structure and vocabulary.  This results in many gross errors of agreement, spelling, misuse of prepositions, tenses, verb agreement and sentence construction.

 

C 08 The candidate communicates but not with consistent clarity. His linguistic abilities being very limited, he cannot avoid frequent errors in sentence structure. There is little variety or originality. Very bookish English. Links are weak, incorrect and at times repeated.

C+ (09-10) The candidates communicates clearly but in the flat and uncertain manner. Simple concepts and sentences are often strained. There may be an overuse of clinches or unsuitable idioms. Proverbs are misquoted or misinterpreted. The flow is still jerky. There are some errors of agreement, tenses and spelling.

 

B CLASS (11-15) Generally, there is fluency in communications

This class is characterized by greater fluency and  ease of expression. The candidate demonstrates that he/she can use English as a normal way expressing himself. Sentences are varied and usually well constructed. Some candidates become ambitious and even over ambitious i.e the candidate may use too much vocabulary in an effort to impress. There may be items of merit of the one word or one’s expression types. Many essays in this category may be just clean and unassuming but they still show that the candidate is at ease with the language.

 

B(11-12) The candidates communicates fairly and with some fluency. There may be little variety in sentence structure gross errors are occasional.

B 13 The sentences are varied but rather simple and straight forward. The candidate does not strain himself in an effort to impress. There is a fair range of vocabulary and idiom. Some items or merit, economy of language. The  candidate seems to express themselves naturally and effortlessly.

B+ (14-15) The candidate communicates his ideas pleasantly and without strain. There are few errors and slips. Tenses, spellings and punctuations are quite good. A number of merit of  “whole sentence” or the “whole expression” type are evident.

 

A  CLASS (16-20) Communication is efficient

The candidate communicates not only fluently, but attractively, with originality and efficiency. He has the ability to make the reader share his deep feelings, emotions, enthusiasm. He expresses himself freely and without any visible constraint. The script gives evidence of maturity, good planning and a tinge of humour. Many items of merit which indicate that the candidate has  complete command of the language. There is no strain, just pleasantness, clever arrangement and felicity of expressions.

A-(16-17) The candidates shows competence and fluency in using language. He may lack imagination or originality which usually provides the “spark” in such essays. Vocabulary, idioms, sentence structure, links and variety are impressive. Gross errors are very rare.

A18 Positive Ability.

A few errors that are felt to be slips. The story or arguments has a definite impact. No grammar problem. Variety of structures. A definite spark.

A+(19-20) The candidates communicates  not only information and meaning, but also and especially the candidate’s whole self, his feelings, taste, points of  view, youth and culture, this ability to communicate his deep self may express itself in many ways: wide range effective vocabulary, original approach, vivid and sustained account in case of a narrative, well developed and ordered argument in case of a debate or discussion. A very definite spark.

Q 2. Blossoms of the Savannah.

Ole Kaelo. as a father he is close to his daughters and should therefore advocate for their best interest. He however betrays them. He does not support their bisg dream of joining Egerton university. He marries Resian off to Oloisudori. He denies Taito a chance to go to Mombasa for a Music extravaganza. He loved which is ironical.

 

√ Olarinkoi. pretends to be a guardian angel when he rescues Taiyo and Resian from the vagabonds. However he betrays Reslains trust when he attempts to rape her after kidnapping her. He also wants to marry her against her wish.

 

√ Mama Milanoi. A mother is supposed to nurture and protect her children. Mama Milanoi does the opposite when she assists the Enkamuratani get access to Taiyo. She sides with the Ole kaelo’s idea of having to Oloisudori.

 

 

√ Ole supeyo. He is a close friend and mentor to Ole kaelo. When Ole kaelo goes for his help to evade Oloisudori’s demands, Ole supeyo declines to buy the stocks and contracts that had imprisoned Ole kaelo to Oloisudori “……..But Ole supeyo had declined the offer effectively throwing him back to the hyena.”

 

 

√Oloisudori. He is a close business associate to Ole Kaelo. He visits Ole Kaero’s home after their contract. His eyeing Ole Keiro daughter Resian and his opportunism to wanting to forcefully marry Resian is enough betrayal to Ole Kaelo. He also blackmails Ole Kaelo by demanding for his two daughters; one to go with his friend.

 

Introduction – 2MKS

Body – 3×paragraphs= 12MKS

Conclusion – 2MKS

Language – 4 MKS

 

  1. a) SHORT STORY

 

Individual who unlawfully move to a foreign county are bound to suffer certain challenges. By moving to Ireland illegally, Ali Mah fouz experiences a multitude of challenges.

Any other relevant introduction

  • Impersonation – Ali impersonate a medical student. He told people he was a medical student. His face book picture should an eager young man standing outside the college of surgery with a bundle of books, two of which are telephone directories. He buys an iPod even though he doesn’t know how to load the device with music. – pg 74
  • Odd jobs – He worked for two Egyptian brothers, slicing kebab meat into a half moon pan. He powers washed cars, scrubbed pots, wiped down tables, sold Christmas trees door to door, worked in meat packing plant.
  • Arrests-he makes his first attempt to escape an arrest by jumping and running to a French woman who doesn’t help him. He alarms other passengers by calling out he is a terrorist. He in another escape attempt, ducked down and dashed under the body of a trailor, barely dogging the moving wheels. When he pushes between tourist buses and is caught by a tow bar, the pain is instant and crippling.
  • Violence

Ali is hit by Tarrant – ….. and ran straight into Tarrant’s fist, a wall made of bone and skin. Ali licked his laps and tasted blood.

  • Disillusionment

Although the “felt …. cut the Mediterranean like scissors through close, Ah, or remembering what awaits him back home himself ‘and now three years in jail ahead of him …. He swallowed a mouthful and then he swallowed some more…..”

 

  • Conclusion

Those who illegally move to foreign countries experience a number of challenges.

Mark 3.3.3.3.          introduction – 2       conclusion.  2        grammar 4

 3 b)THE PEARL

  • Kino and Juana’s expectations to have Coyotito treated.

When Coyotito is stung by the scorpion, Kino and Juana rush him to the doctor. Although Kina is aware that the doctor was not of his people, and could kill the doctor more easily than talk to him. (pg 26) Later when the doctor learns Kino had found the pearl of the world, he has great expectations of benefiting from the pearl. He even goes to treat Coyotito at home. The doctor frustrates them by not treating the boy. Kino hits the gate with frustration.

  • Priest

When the father heard that Kino had found great fortune, a great pearl, he goes to Kino’s home and tells him that he hoped “they will remember to give thanks, my son, to him who has given them this treasure….” Pg48. Expectations were that if the pearl was not bought, it could have been given to the church. (pg 42,63,68)

  • Beggars

When grapevine reaches beggars about the pearl of the world, they have great expectations for “they knew that there is no alms give in the world like a poor man who is suddenly lucky” pg 42, Every man suddenly became related to kino’s pearl and kino’s pearl went into the dreams, the speculations, the schemes, the plans, the future, the wishes, there heeds, the lusts, the hungers….”   Pg 43

  • Thieves

Attempts are made by thieves to make away with Kino’s pearl. The night before he goes to sell his pearl, a thief comes to steal it but both Kino and the thief are hurt. (pg 59-61) The thieves also pursue Kino and his family as they go to sell the pearl.

Before he leaves the house, he is attacked and searched. When Juana tries tothrow the pearl away, Kino attack her. He is as well attacked by an assailant whom he kills.  (pg 86-89)

He is further pursued to the mountains where he kills his assailants and his son Coyotito is killed.  (pg 115-116)

  • Kino’s family

Kino and his family have great expectations from the pearl. In the pearl he saw Juana and Coyotito and himself standing and kneeling at the high alter…. being married, …how they were dressed.  Juana in a shawl stiff with newness…” Then to come with little things Kino wanted …… pg 44-45 . He knew the pearl would see Coyotito join school.

  • Pearl buyers

The pearl buyers had great expectations on Kino’s pearl. “They got out papers so that …….. they put their pearls in the desks for it is not good to let an inferior pearl be seen beside a beauty” pg 69 When they negotiate, ‘the dealers hand had become a personality.”  pg 71 when Kino grabs the pearl from them, the dealers “knew they had played too hard they knew they would be disciplined for their failure …”   pg 75

  • Conclusion

When our expectations are high, so are our frustrations when they are not met.

Mark 3.3.3.3

Asumbi Girls KCSE 2025 Revision Exams

Asumbi Girls KCSE 2025 Revision Exams

ASUMBI GIRLS AGRI PP 2 PREDICTION 2025.pdf
ASUMBI GIRLS 2025 BIO PP3 Q.docx
ASUMBI GIRLS 2025 BIO PP3 Q.pdf
ASUMBI GIRLS AGRI PP 1 PREDICTION 2025.pdf
ASUMBI GIRLS AGRI PP 2 PREDICTION 2025.docx
ASUMBI GIRLS BIO PP 1 PREDICTION 2025.docx
ASUMBI GIRLS BIO PP 1 PREDICTION 2025.pdf
ASUMBI GIRLS BIO PP 2 PREDICTION 2025.pdf
ASUMBI GIRLS BIO PP 3 CONF.docx
ASUMBI GIRLS BIO PP 3 CONF.pdf
ASUMBI GIRLS BIO PP3 Q 2025 PREDICTIONS.docx
ASUMBI GIRLS BIO PP3 Q 2025 PREDICTIONS.pdf
ASUMBI GIRLS BST PP 1 PREDICTION 2025.pdf
ASUMBI GIRLS BST PP 2 PREDICTION 2025.docx
ASUMBI GIRLS BST PP 2 PREDICTION 2025.pdf
ASUMBI GIRLS CHEM PP 1 PREDICTION 2025.docx
ASUMBI GIRLS CHEM PP 1 PREDICTION 2025.pdf
ASUMBI GIRLS CHEM PP 2 PREDICTION 2025.pdf
ASUMBI GIRLS CHEM PP 3 CONF 2025.docx
ASUMBI GIRLS CHEM PP 3 CONF 2025.pdf
ASUMBI GIRLS CHEM PRAC PREDICTION 2025.docx
ASUMBI GIRLS CHEM PRAC PREDICTION 2025.pdf
ASUMBI GIRLS COMP PP1 PREDICTION 2025.pdf
ASUMBI GIRLS COMP PP2 PREDICTION 2025.docx
ASUMBI GIRLS COMP PP2 PREDICTION 2025.pdf
Asumbi Girls CRE PP 1 Prediction 2025.docx
Asumbi Girls CRE PP 1 Prediction 2025.pdf
ASUMBI GIRLS CRE PP 2 PREDICTION 2025.docx
ASUMBI GIRLS CRE PP 2 PREDICTION 2025.pdf
ASUMBI GIRLS ENG PP 1 PREDICTION 2025.docx
ASUMBI GIRLS ENG PP 2 PREDICTION 2025.pdf
ASUMBI GIRLS ENG PP 3 PREDICTION 2025.pdf
ASUMBI GIRLS GEO PP 1 PREDICTION 2025.docx
ASUMBI GIRLS GEO PP 1 PREDICTION 2025.pdf
ASUMBI GIRLS GEO PP 2 PREDICTION 2025.pdf
ASUMBI GIRLS HIST PP 1 PREDICTION 2025.pdf
ASUMBI GIRLS HIST PP 2 PREDICTION 2025.docx
ASUMBI GIRLS HIST PP 2 PREDICTION 2025.pdf
ASUMBI GIRLS HOMES PP1 PREDICTION 2025.docx
ASUMBI GIRLS HOMES PP1 PREDICTION 2025.pdf
ASUMBI GIRLS HOMES PP2 PREDICTION 2025.docx
ASUMBI GIRLS HOMES PP2 PREDICTION 2025.pdf
ASUMBI GIRLS HOMES PP3 PREDICTION 2025.docx
ASUMBI GIRLS HOMES PP3 PREDICTION 2025.pdf
ASUMBI GIRLS INSHA PREDICTION 2025.docx
ASUMBI GIRLS INSHA PREDICTION 2025.pdf
ASUMBI GIRLS IRE PP1 PREDICTION 2025.pdf
ASUMBI GIRLS IRE PP2 PREDICTION 2025.docx
ASUMBI GIRLS IRE PP2 PREDICTION 2025.pdf
ASUMBI GIRLS KISW PP2 PREDICTION 2025.pdf