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Free Physics Form 3 Notes, Revision Questions And Answers

October 5, 2025 Hillary Kangwana Leave a comment

PHYSICS FORM THREE

CHAPTER ONE

LINEAR MOTION

Introduction

Study of motion is divided into two;

Kinematics
Dynamics

In kinematics forces causing motion are disregarded while dynamics deals with motion of objects and the forces causing them.

Displacement

Distance moved by a body in a specified direction is called displacement. It is denoted by letter‘s’ and has both magnitude and direction. Distance is the movement from one point to another. The Si unit for displacement is the metre (m).

Speed

This is the distance covered per unit time.

Speed= distance covered/ time taken. Distance is a scalar quantity since it has magnitude only. The SI unit for speed is metres per second(m/s or ms^-1)

Average speed= total distance covered/total time taken

Other units for speed used are Km/h.

Examples

A body covers a distance of 10m in 4 seconds. It rests for 10 seconds and finally covers a distance of 90m in 60 seconds. Calculate the average speed.

Solution

Total distance covered=10+90=100m

Total time taken=4+10+6=20 seconds

Therefore average speed=100/20=5m/s

Calculate the distance in metres covered by a body moving with a uniform speed of 180 km/h in 30 seconds.

Solution

Distance covered=speed*time

=180*1000/60*60=50m/s

=50*30

=1,500m

Calculate the time in seconds taken a by body moving with a uniform speed of 360km/h to cover a distance of 3,000 km?

Solution

Speed:360km/h=360*1000/60*60=100m/s

Time=distance/speed

3000*1000/100

=30,000 seconds.

Velocity

This is the change of displacement per unit time. It is a vector quantity.

Velocity=change in displacement/total time taken

The SI units for velocity are m/s

Examples

A man runs 800m due North in 100 seconds, followed by 400m due South in 80 seconds. Calculate,
His average speed
His average velocity
His change in velocity for the whole journey

Solution

Average speed: total distance travelled/total time taken

=800+400/100+80

=1200/180

=6.67m/s

Average velocity: total displacement/total time

=800-400/180

=400/180

=2.22 m/s due North

Change in velocity=final-initial velocity

= (800/100)-(400-80)

=8-5

=3m/s due North

A tennis ball hits a vertical wall at a velocity of 10m/s and bounces off at the same velocity. Determine the change in velocity.

Solution

Initial velocity(u)=-10m/s

Final velocity (v) = 10m/s

Therefore change in velocity= v-u

=10- (-10)

=20m/s

Acceleration

This is the change of velocity per unit time. It is a vector quantity symbolized by ‘a’.

Acceleration ‘a’=change in velocity/time taken= v-u/t

The SI units for acceleration are m/s²

Examples

The velocity of a body increases from 72 km/h to 144 km/h in 10 seconds. Calculate its acceleration.

Solution

Initial velocity= 72 km/h=20m/s

Final velocity= 144 km/h=40m/s

Therefore ‘a’ =v-u/t

= 40-20/10

2m/s²

A car is brought to rest from 180km/h in 20 seconds. What is its retardation?

Solution

Initial velocity=180km/h=50m/s

Final velocity= 0 m/s

A = v-u/t=0-50/20

= -2.5 m/s²

Hence retardation is 2.5 m/s²

Motion graphs

Distance-time graphs

Stationary body

A body moving with uniform speed

A body moving with variable speed

Area under velocity-time graph

Consider a body with uniform or constant acceleration for time‘t’ seconds;

Distance travelled= average velocity*t

=(0+v/2)*t

=1/2vt

This is equivalent to the area under the graph. The area under velocity-time graph gives the distance covered by the body under‘t’ seconds.

Example

A car starts from rest and attains a velocity of 72km/h in 10 seconds. It travels at this velocity for 5 seconds and then decelerates to stop after another 6 seconds. Draw a velocity-time graph for this motion. From the graph;

Calculate the total distance moved by the car
Find the accelerationof the car at each stage.

Solution

From the graph, total distance covered= area of (A+B+C)

=(1/2×10×20)+(1/2×6×20)+(5×20)

=100+60+100

=260m

Also the area of the trapezium gives the same result.

Acceleration= gradient of the graph

Stage A gradient= 20-0/ 10-0 = 2 m/s²

Stage b gradient= 20-20/15-10 =0 m/s²

Stage c gradient= 0-20/21-15 =-3.33 m/s²

Using a ticker-timer to measure speed, velocity and acceleration.

It will be noted that the dots pulled at different velocities will be as follows;

Most ticker-timers operate at a frequency of 50Hzi.e. 50 cycles per second hence they make 50 dots per second. Time interval between two consecutive dots is given as,

1/50 seconds= 0.02 seconds. This time is called a tick.

The distance is measured in ten-tick intervals hence time becomes 10×0.02= 0.2 seconds.

Examples

A tape is pulled steadily through a ticker-timer of frequency 50 Hz. Given the outcome below, calculate the velocity with which the tape is pulled.

Solution

Distance between two consecutive dots= 5cm

Frequency of the ticker-timer=50Hz

Time taken between two consecutive dots=1/50=0.02 seconds

Therefore, velocity of tape=5/0.02= 250 cm/s

The tape below was produced by a ticker-timer with a frequency of 100Hz. Find the acceleration of the object which was pulling the tape.

Solution

Time between successive dots=1/100=0.01 seconds

Initial velocity (u) 0.5/0.01 50 cm/s

Final velocity (v) 2.5/0.01= 250 cm/s

Time taken= 4 ×0.01 = 0.04 seconds

Therefore, acceleration= v-u/t= 250-50/0.04=5,000 cm/s²

Equations of linear motion

The following equations are applied for uniformly accelerated motion;

v = u + at

s = ut + ½ at²

v²= u² +2as

Examples

A body moving with uniform acceleration of 10 m/s² covers a distance of 320 m. if its initial velocity was 60 m/s. Calculate its final velocity.

Solution

V² = u² +2as

= (60) +2×10×320

=3600+6400

= 10,000

Therefore v= (10,000)^1/2

v= 100m/s

A body whose initial velocity is 30 m/s moves with a constant retardation of 3m/s. Calculate the time taken for the body to come to rest.

Solution

v = u+at

0= 30-3t

30=3t

t= 30 seconds.

A body is uniformly accelerated from rest to a final velocityof 100m/s in 10 seconds. Calculate the distance covered.

Solution

s=ut+ ½ at²

=0×10+ ½ ×10×10²

= 1000/2=500m

Motion under gravity.

Free fall

The equations used for constant acceleration can be used to become,

v =u+gt

s =ut + ½ gt²

v²= u+2gs

Vertical projection

Since the body goes against force of gravity then the following equations hold

v =u-gt ……………1

s =ut- ½ gt² ……2

v²= u-2gs …………3

N.B time taken to reach maximum height is given by the following

t=u/g since v=0 (using equation 1)

Time of flight

The time taken by the projectile is the timetaken to fall back to its point ofprojection. Using eq. 2 then, displacement =0

0= ut- ½ gt²

0=2ut-gt²

t(2u-gt)=0

Hence, t=0 or t= 2u/g

t=o corresponds to the start of projection

t=2u/gcorresponds to the time of flight

The time of flight is twice the time taken to attain maximum height.

Maximum height reached.

Using equation 3 maximum height, H_max is attained when v=0 (final velocity). Hence

v²= u²-2gs;- 0=u²-2gH_max, therefore

2gH_max=u²

H_max=u²/2g

Velocity to return to point of projection.

At the instance of returning to the original point, total displacement equals to zero.

v² =u²-2gs hence v²= u²

Thereforev=u or v=±u

Example

A stone is projected vertically upwards with a velocity of 30m/s from the ground. Calculate,

The time it takes to attain maximum height
The time of flight
The maximum height reached
The velocity with which it lands on the ground. (take g=10m/s)

Solution

Time taken to attain maximum height

T=u/g=30/10=3 seconds

The time of flight

T=2t= 2×3=6 seconds

Or T=2u/g=2×30/10=6 seconds.

Maximum height reached

H_max= u²/2g= 30×30/2×10= 45m

Velocity of landing (return)

v²= u²-2gs, but s=0,

Hence v²=u²

Thereforev=(30×30)^1/2=30m/s

Horizontal projection

The path followed by a body (projectile) is called trajectory. The maximum horizontal distance covered by the projectile is called range.

The horizontal displacement ‘R’ at a time‘t’ is given by s=ut+1/2at²

Taking u=u and a=0 hence R=ut, is the horizontal displacement and h=1/2gt² is the vertical displacement.

NOTE

The time of flight is the same as the time of free fall.

Example

A ball is thrown from the top of a cliff 20m high with a horizontal velocity of 10m/s. Calculate,

The time taken by the ball to strike the ground
The distance from the foot of the cliff to where the ball strikes the ground.
The vertical velocity at the time it strikes the ground. (take g=10m/s)

Solution

h= ½ gt²

20= ½ ×10×t²

40=10t²

t²=40/10=4

t=2 seconds

R=ut

=10×2

=20m

v=u+at=gt

= 2×10=20m/s

CHAPTER TWO

REFRACTION OF LIGHT

Introduction

Refraction is the change of direction of light rays as they pass at an angle from one medium to another of different optical densities.

Exp. To investigate the path of light through rectangular glass block.

Apparatus: – soft-board, white sheet of paper, drawing pins (optical), rectangular glass block.

Procedure

Fix the white plain paper on the soft board using pins.
Place the glass block on the paper and trace its outline, label it ABCD as shown below.
Draw a normal NON at point O.
Replace the glass block to its original position.
Stick two pins P₁and P₂ on the line such that they are at least 6cm apart and upright.
Viewing pins P₁ and P₂ from opposite side, fixpins P₃ and P₄ such that they’re in a straight line.
Remove the pins and the glass block.
Draw a line joining P₃ and P₄ and produce it to meet the outline face AB at point O

Explanation of refraction.

Light travels at a velocity of 3.0×10⁸in a vacuum. Light travels with different velocities in different media. When a ray of light travels from an optically less dense media to more dense media, it is refracted towards the normal. The glass block experiment gives rise to a very important law known as the law of reversibility which states that “if a ray of light is reversed, it always travels along its original path”. If the glass block is parallel-sided, the emergent ray will be parallel to the incident ray but displaced laterally as shown

‘e’ is called the angle of emergence. The direction of the light is not altered but displaced sideways. This displacement is called lateral displacement and is denoted by‘d’. Therefore

XY= t/Cos r YZ= Sin (i-r) ×xy

So, lateral displacement, d = t Sin (i-r)/Cos r

Laws of refraction

The incident ray, the refracted ray and the normal at the point of incidence all lie on the same plane.
The ratio of the sine of the angle of incidence to the sine of the angle of refraction is a constant for a given pair of media.

Sin i/sin r = constant (k)

Refractive index

Refractive index (n) is the constant of proportionality in Snell’s law; hence

Sin i/ sin r = n

Therefore sin i/sin r=n=1/sin r/sin i

Examples

Calculate the refractive index for light travelling from glass to air given that_an_g= 1.5

Solution

_gn_a= 1/_an_g = 1/1.5=0.67

Calculate the angle of refraction for a ray of light from air striking an air-glass interface, making an angle of 60⁰ with the interface. (_an_g= 1.5)

Solution

Angle of incidence (i) = 90⁰-60⁰=30⁰

1.5=sin 30^o/sin r, sin r =sin 30⁰/ 1.5=0.5/1.5

Sin r=0.3333, sin^-10.3333= 19.5⁰

R= 19.5⁰

Refractive index in terms of velocity.

Refractive index can be given in terms of velocity by the use of the following equation;

₁n₂ = velocity of light in medium 1/velocity of light in medium 2

When a ray of light is travelling from vacuum to a medium the refractive index is referred to as absolute refractive index of the medium denoted by ‘n’

Refractive index of a material ‘n’=velocity of light in a vacuum/velocity of light in material ‘n’

The absolute refractive indices of some common materials is given below

	Material	Refractive index
1	Air (ATP)	1.00028
2	Ice	1.31
3	Water	1.33
4	Ethanol	1.36
5	Kerosene	1.44
6	Glycerol	1.47
7	Perspex	1.49
8	Glass (crown)	1.55
9	Glass (flint)	1.65
10	Ruby	1.76
11	Diamond	2.72

Examples

A ray of light is incident on a water-glass interface as shown. Calculate ‘r’. (Take the refractive index of glass and water as 3/2 and 4/3 respectively)

Solution

Since _an_w sin θ_w=_an_g sin_g

4/3 sin 30⁰= 3/2 sin r

3/2 sin r= 4/3× 0.5

Sin r =4/6×2/3=4/9= 0.4444

r = 26.4⁰

The refractive index of water is 4/3 and that of glass is 3/2. Calculate the refractive index of glass with respect to water.

Solution

_wn_g= _gn_a×_an_g, but _wn_a = 1/ _an_w=3/4

_wn_g=3/4×3/2=9/8= 1.13

Real and apparent depth

Consider the following diagram

The depth of the water OM is the real depth, and the distance IM is known as the apparent depth. OI is the distance through which the coin has been displaced and is known as the vertical displacement. The relationship between refractive index and the apparent depth is given by;

Refractive index of a material=real depth/apparent depth

This is true only if the object is viewed normally.

Example

A glass block of thickness 12 cm is placed on a mark drawn on a plain paper. The mark is viewed normally through the glass. Calculate the apparent depth of the mark and hence the vertical displacement. (Refractive index of glass =3/2)

Solution

_an_g= real depth/apparent depth

apparent depth= real depth/ _an_g=(12×2)/3= 8 cm

vertical displacement= 12-8=4 cm

Applications of refractive index

Total internal reflection

This occurs when light travels from a denser optical medium to a less dense medium. The refracted ray moves away from the normal until a critical angle is reached usually 90⁰ where the refracted ray is parallel to the boundary between the two media. If this critical angle is exceeded total internal reflection occurs and at this point no refraction occurs but the ray is reflected internally within the denser medium.

Relationship between the critical angle and refractive index.

Consider the following diagram

From Snell’s law

_gn_w = sin C/sin 90⁰,but _an_g = 1/_gn_a since sin 90⁰ = 1

Therefore_an_g= 1/sin C, hence sin C=1/n or n=1/sin C

Example

Calculate the critical angle of diamond given that its refractive index is 2.42

Solution

Sin C= 1/n=1/ 2.42= 0.4132= 24.4⁰

Effects of total internal reflection

Mirage: These are ‘pools of water’ seen on a tarmac road during a hot day. They are also observed in very cold regions but the light curves in opposite direction such that a polar bear seems to be upside down in the sky.
Atmospheric refraction: the earths’ atmosphere refracts light rays so that the sun can be seen even when it has set. Similarly the sun is seen before it actually rises.

Applications of total internal reflection

Periscope: a prism periscope consists of two right angled glass prisms of angles 45⁰,90⁰ and 45⁰ arranged as shown below. They are used to observe distant objects.

Prism binoculars: the arrangement of lenses and prisms is as shown below. Binoculars reduce the distance of objects such that they seem to be nearer.

Pentaprism: used in cameras to change the inverted images formed into erect and actual image in front of the photographer.
Optical fibre: this is a flexible glass rod of small diameter. A light entering through them undergoes repeated internal reflections. They are used in medicine to observe or view internal organs of the body

Dispersion of white light: the splitting of light into its constituent colours is known as dispersion. Each colour represents a different wavelength as they strike the prism and therefore refracted differently as shown.

CHAPTER THREE

NEWTON’S LAWS OF MOTION

Newton’s first law (law of inertia)

This law states that “A body continues in its state of rest or uniform motion unless an unbalanced force acts on it”. The mass of a body is a measure of its inertia. Inertia is the property that keeps an object in its state of motion and resists any efforts to change it.

Newton’s second law (law of momentum)

Momentum of a body is defined as the product of its mass and its velocity.

Momentum ‘p’=mv. The SI unit for momentum is kgm/s or Ns. The Newton’s second law states that “The rate of change of momentum of a body is proportional to the applied force and takes place in the direction in which the force acts”

Change in momentum= mv-mu

Rate of change of momentum= mv-mu/∆t

Generally the second law gives rise to the equation of force F=ma

Hence F=mv-mu/∆t and F∆t=mv-mu

The quantity F∆t is called impulse and is equal to the change of momentum of the body. The SI unit for impulse is Ns.

Examples

A van of mass 3 metric tons is travelling at a velocity of 72 km/h. Calculate the momentum of the vehicle.

Solution

Momentum=mv=72km/h=(20m/s)×3×10³ kg

=6.0×10⁴kgm/s

A truck weighs 1.0×10⁵N and is free to move. What force willgiveit an acceleration of 1.5 m/s²? (take g=10N/kg)

Solution

Mass of the truck = (1.0×10⁵)/10=6.0×10⁴

Using F=ma

=1.5×10×10⁴

=1.5×10⁴ N

A car of mass 1,200 kg travelling at 45 m/s is brought to rest in 9 seconds. Calculate the average retardation of the car and the average force applied by the brakes.

Solution

Since the car comes to rest, v=0, a=(v-u)/t =(0-45)/9=-5m/s (retardation)

F=ma =(1200×-5) N =-6,000 N (braking force)

A truck of mass 2,000 kg starts from rest on horizontal rails. Find the speed 3 seconds after starting if the tractive force by the engine is 1,000 N.

Solution

Impulse = Ft=1,000×3= 3,000 Ns

Let v be the velocity after 3 seconds. Since the truck was initially at rest then u=0.

Change in momentum=mv-mu

= (2,000×v) – (2,000×0)

=2,000 v

But impulse=change in momentum

2,000 v = 3,000

v = 3/2=1.5 m/s.

Weight of a body in a lift or elevator

When a body is in a lift at rest then the weight

W=mg

When the lift moves upwards with acceleration ‘a’ then the weight becomes

W = m (a+g)

If the lift moves downwards with acceleration ‘a’ then the weight becomes

W = m (g-a)

Example

A girl of mass stands inside a lift which is accelerated upwards at a rate of 2 m/s². Determine the reaction of the lift at the girls’ feet.

Solution

Let the reaction at the girls’ feet be ‘R’ and the weight ‘W’

The resultant force F= R-W

= (R-500) N

Using F = ma, then R-500= 50×2, R= 100+500 = 600 N.

Newton’s third law (law of interaction)

This law states that “For every action or force there is an equal and opposite force or reaction”

Example

A girl of mass 50 Kg stands on roller skates near a wall. She pushes herself against the wall with a force of 30N. If the ground is horizontal and the friction on the roller skates is negligible, determine her acceleration from the wall.

Solution

Action = reaction = 30 N

Force of acceleration from the wall = 30 N

F = ma

a = F/m = 30/50 = 0.6 m/s²

Linear collisions

Linear collision occurs when two bodies collide head-on and move along the same straight line. There are two types of collisions;

Inelastic collision: – this occurs when two bodies collide and stick together i.e. hitting putty on a wall. Momentum is conserved.
Elastic collision: – occurs when bodies collide and bounce off each other after collision. Both momentum and kinetic energy are conserved.

Collisions bring about a law derived from both Newton’s third law and conservation of momentum. This law is known as the law of conservation of linear momentum which states that “when no outside forces act on a system of moving objects, the total momentum of the system stays constant”.

Examples

A bullet of mass 0.005 kg is fired from a gun of mass 0.5 kg. If the muzzle velocity of the bullet is 300 m/s, determine the recoil velocity of the gun.

Solution

Initial momentum of the bullet and the gun is zero since they are at rest.

Momentum of the bullet after firing = (0.005×350) = 1.75 kgm/s

But momentum before firing = momentum after firing hence

0 = 1.75 + 0.5 v where ‘v’ = recoil velocity

0.5 v = -1.75

v =-1.75/0.5 = – 3.5 m/s (recoil velocity)

A resultant force of 12 N acts on a body of mass 2 kg for 10 seconds. What is the change in momentum of the body?

Solution

Change in momentum = ∆P = mv – mu= Ft

= 12×10 = 12 Ns

A minibus of mass 1,500 kg travelling at a constant velocity of 72 km/h collides head-on with a stationary car of mass 900 kg. The impact takes 2 seconds before the two move together at a constant velocity for 20 seconds. Calculate
The common velocity
The distance moved after the impact
The impulsive force
The change in kinetic energy

Solution

Let the common velocity be ‘v’

Momentum before collision = momentum after collision

(1500×20) + (900×0) = (1500 +900)v

30,000 = 2,400v

v = 30,000/2,400 = 12.5 m/s (common velocity)

After impact, the two bodies move together as one with a velocity of 12.5 m/s

Distance = velocity × time

= 12.5×20

= 250m

Impulse = change in momentum

= 1500 (20-12.5) for minibus or

=900 (12.5 – 0) for the car

= 11,250 Ns

Impulse force F = impulse/time = 11,250/2 = 5,625 N

E before collision = ½ × 1,500 × 20² = 3 × 10⁵ J

K.E after collision = ½ × 2400 × 12.5² = 1.875×10⁵ J

Therefore, change in K.E =(3.00 – 1.875) × 10⁵ = 1.25× 10⁵ J

Some of the applications of the law of conservation of momentum

Rocket and jet propulsion: – rocket propels itself forward by forcing out its exhaust gases. The hot gases are pushed through exhaust nozzle at high velocity therefore gaining momentum to move forward.
The garden sprinkler: – as water passes through the nozzle at high pressure it forces the sprinkler to rotate.

Solid friction

Friction is a force which opposes or tends to oppose the relative motion of two surfaces in contact with each other.

Measuring frictional forces

We can relate weight of bodies in contact and the force between them. This relationship is called coefficient of friction. Coefficient of friction is defined as the ratio of the force needed to overcome friction F_f to the perpendicular force between the surfaces F_n. Hence

µ = F_f/ F_n

Examples

A box of mass 50 kg is dragged on a horizontal floor by means of a rope tied to its front. If the coefficient of kinetic friction between the floor and the box is 0.30, what is the force required to move the box at uniform speed?

Solution

F_f = µF_n

F_n= weight = 50×10 = 500 N

F_f = 0.30 × 500 = 150 N

A block of metal with a mass of 20 kg requires a horizontal force of 50 N to pull it with uniform velocity along a horizontal surface. Calculate the coefficient of friction between the surface and the block. (take g = 10 m/s)

Solution

Since motion is uniform, the applied force is equal to the frictional force

F_n = normal reaction = weight = 20 ×10 = 200 N

Therefore, µ =F_f/ F_n = 50/ 200 = 0.25.

Laws of friction

It is difficult to perform experiments involving friction and thus the following statements should therefore be taken merely as approximate descriptions: –

Friction is always parallel to the contact surface and in the opposite direction to the force tending to produce or producing motion.
Friction depends on the nature of the surfaces and materials in contact with each other.
Sliding (kinetic) friction is less than static friction (friction before the body starts to slide).
Kinetic friction is independent of speed.
Friction is independent of the area of contact.
Friction is proportional to the force pressing the two surfaces together.

Applications of friction

Match stick
Chewing food
Brakes
Motion of motor vehicles
Walking

Methods of reducing friction

Rollers
Ball bearings in vehicles and machines
Lubrication / oiling
Air cushioning in hovercrafts

Example

A wooden box of mass 30 kg rests on a rough floor. The coefficient of friction between the floor and the box is 0.6. Calculate

The force required to just move the box
If a force of 200 N is applied the box with what acceleration will it move?

Solution

Frictional force F_f= µF_n = µ(mg)

= 0.6×30×10 = 180 N

The resultant force = 200 – 180 = 20 N

From F =ma, then 20 = 30 a

a = 20 / 30 = 0.67 m/s²

Viscosity

This is the internal friction of a fluid. Viscosity of a liquid decreases as temperature increases. When a body is released in a viscous fluid it accelerates at first then soon attains a steady velocity called terminal velocity. Terminal velocity is attained when F + U = mg where F is viscous force, U is upthrust and mg is weight.

CHAPTER FOUR

ENERGY, WORK, POWER AND MACHINES

Energy

This is the ability to do work.

Forms of energy.

Chemical energy: – this is found in foods, oils charcoal firewood etc.
Mechanical energy: – there are two types;
Potential energy – a body possesses potential energy due to its relative position or state
Kinetic energy – energy possessed by a body due to its motion i.e. wind, water

Wave energy – wave energy may be produced by vibrating objects or particles i.e. light, sound or tidal waves.

Electrical energy – this is energy formed by conversion of other forms of energy i.e. generators.

Transformation and conservation of energy

Any device that facilitates energy transformations is called transducer. Energy can be transformed from one form to another i.e. mechanical – electrical – heat energy. The law of conservation of energy states that “energy cannot be created or destroyed; it can only be transformed from one form to another”.

Work

Work is done when a force acts on a body and the body moves in the direction of the force.

Work done = force × distance moved by object

W = F × d

Work is measured in Nm. 1 Nm = 1 Joule (J)

Examples

Calculate the work done by a stone mason lifting a stone of mass 15 kg through a height of 2.0 m. (take g=10N/kg)

Solution

Work done = force × distance

= (15× 10) × 2 = 300 Nm or 300 J

A girl of mass 50 kg walks up a flight of 12 steps. If each step is 30 cm high, calculate the work done by the girl climbing the stairs.

Solution

Work done = force × distance

= (50× 10) × (12 ×30) ÷ 100 = 500 × 3.6 = 1,800 J

A force of 7.5 N stretches a certain spring by 5 cm. How much work is done in stretching this spring by 8.0 cm?

Solution

A force of 7.5 produces an extension of 5.0 cm.

Hence 8.0 cm = (7.5 ×8)/ 5 = 12.0 N

Work done = ½ × force × extension

= ½ × 12.0 × 0.08 = 0.48 J

A car travelling at a speed of 72 km/h is uniformly retarded by an applicationof brakes and comes to rest after 8 seconds. If the car with its occupants has a mass of 1,250 kg. Calculate;
The breaking force
The work done in bringing it to rest

Solution

F = ma and a = v – u/t

But 72 km/h = 20m/s

a = 0 -20/8 = – 2.5 m/s

Retardation = 2.5 m/s

Braking force F = 1,250 × 2.5

= 3,125 N

Work done = kinetic energy lost by the car

= ½ mv² – ½ mu²

= ½ × 1250 × 0² – ½ × 1250 × 20²

= – 2.5 × 10⁵ J

A spring constant k = 100 Nm is stretched to a distance of 20 cm. calculate the work done by the spring.

Solution

Work = ½ ks²

= ½ × 100 × 0.2²

= 2 J

Power

Poweris the time rate of doing work or the rate of energy conversion.

Power (P) = work done / time

P = W / t

The SI unit for power is the watt (W) or joules per second (J/s).

Examples

A person weighing 500 N takes 4 seconds to climb upstairs to a height of 3.0 m. what is the average power in climbing up the height?

Solution

Power = work done / time = (force × distance) / time

= (500 ×3) / 4 = 375 W

A box of mass 500 kg is dragged along a level ground at a speed of 12 m/s. If the force of friction between the box and floor is 1200 N. Calculate the power developed.

Solution

Power = F v

= 2,000 × 12

= 24,000 W = 24 kW.

Machines

A machine is any device that uses a force applied at one point to overcome a force at another point. Force applied is called the effort while the resisting force overcome is called load. Machines makes work easier or convenient to be done. Three quantities dealing with machines are;-

Mechanical advantage (M.A.) – this is defined as the ratio of the load (L) to the effort (E). It has no units.

M.A = load (L) / effort (E)

Velocity ratio – this is the ratio of thedistance moved by the effort to the distance moved by the load

V.R = distance moved by effort/ distance moved by the load

c) Efficiency – is obtained by dividing the work output by the work input and the getting percentage

Efficiency = (work output/work input) × 100

= (M.A / V.R) × 100

= (work done on load / work done on effort) × 100

Examples

A machine; the load moves 2 m when the effort moves 8 m. If an effort of 20 N is used to raise a load of 60 N, what is the efficiency of the machine?

Solution

Efficiency = (M.A / V.R) × 100 M.A = load/effort =60/20 = 3

V.R =D_E/ D_L = 8/2 = 4

Efficiency = ¾ × 100 = 75%

Some simple machines

Levers– this is a simple machine whose operation relies on the principle of moments
Pulleys – this is a wheel with a grooved rim used for lifting heavy loads to high levels. The can be used as a single fixed pulley, or as a block-and-tackle system.

M.A = Load/ Effort

V.R = no. of pulleys/ no. of strings supporting the load

Example

A block and tackle system has 3 pulleys in the upper fixed block and two in the lower moveable block. What load can be lifted by an effort of 200 N if the efficiency of the machine is 60%?

Solution

V.R = total number of pulleys = 5

Efficiency = (M.A /V.R) × 100 = 60%

0.6 = M.A/ 5 =3, but M.A = Load/Effort

Therefore, load = 3 ×200 = 600 N

Wheel and axle– consists of a large wheel of big radius attached to an axle of smaller radius.

V.R = R/r and M.A = R/r

Example

A wheel and axle is used to raise a load of 280 N by a force of 40 N applied to the rim of the wheel. If the radii of the wheel and axle are 70 cm and 5 cm respectively. Calculate the M.A, V.Rand efficiency.

Solution

M.A = 280 / 40 = 7

V.R = R/r = 70/5 = 14

Efficiency = (M.A/ V.R) × 100 = 7/14 × 100 = 50 %

Inclined plane: –

V.R = 1/ sin θ M.A = Load/ Effort

Example

A man uses an inclined plane to lift a 50 kg load through a vertical height of 4.0 m. the inclined plane makes an angle of 30⁰ with the horizontal. If the efficiency of the inclined plane is 72%, calculate;

The effort needed to move the load up the inclined plane at a constant velocity.
The work done against friction in raising the load through the height of 4.0 m. (take g= 10 N/kg)

Solution

R = 1 / sin C = 1/ sin 30⁰ = 2 M.A = efficiency × V.R = (72/100)× 2 = 1.44

Effort = load (mg) / effort (50×10)/ 1.44 = 347.2 N

Work done against friction = work input – work output

Work output = mgh = 50×10×4 = 2,000 J

Work input = effort × distance moved by effort

347.2 × (4× sin 30⁰) = 2,777.6 J

Therefore work done against friction = 2,777.6 – 2,000 = 777.6 J

The screw: – the distance between two successive threads is called the pitch

V.R of screw = circumference of screw head / pitch P

= 2πr / P

Example

A car weighing 1,600 kg is lifted with a jack-screw of 11 mm pitch. If the handleis 28 cmfrom the screw, find the force applied.

Solution

Neglecting friction M.A = V.R

V.R = 2πr /P = M.A = L / E

1,600 / E = (2π× 0.28) / 0.011

E = (1,600 × 0.011 × 7) / 22×2×0.28 =10 N

Gears: – the wheel in which effort is applied is called the driver while the load wheel is the driven wheel.

V.R = revolutions of driver wheel / revolutions of driven wheel

V.R = no.of teeth in the driven wheel/ no. of teeth in the driving wheel

Example

Pulley belts: -these are used in bicycles and other industrial machines

V.R = radius of the driven pulley / radius of the driving pulley

Hydraulic machines

V.R = R² / r² where R- radius of the load piston and r- radius of the effort piston

Example

The radius of the effort piston of a hydraulic lift is 1.4 cm while that of the load piston is 7.0 cm. This machine is used to raise a load of 120 kg at a constant velocity through a height of 2.5 cm. given that the machine is 80% efficient, calculate;

The effort needed
The energy wasted using the machine

Solution

R = R² / r² = (7×7) / 1.4 × 1.4 = 25

Efficiency = M.A / V.R = (80 /100) × 25 = 20

But M.A = Load / Effort = (120×10) / 20 = 60 N

Efficiency = work output / work input = work done on load (m g h) /80

= (120 × 10× 2.5) / work input

80 / 100 = 3,000 / work input

Work input = (3,000 × 100) /80 = 3,750 J

Energy wasted = work input – work output

= 3,750 – 3,000 = 750 J

CHAPTER FIVE

CURRENT ELECTRICITY

Electric potential difference and electric current

Electric current

Electric potential difference (p. d) is defined as the work done per unit charge in moving charge from one point to another. It is measured in volts.

Electric current is the rate of flow of charge. P. d is measured using a voltmeter while current is measured using an ammeter. The SI units for charge is amperes (A).

Ammeters and voltmeters

In a circuit an ammeter is always connected in series with the battery while a voltmeter is always connected parallel to the device whose voltage is being measured.

Ohm’s law

This law gives the relationship between the voltage across a conductor and the current flowing through it. Ohm’s law states that “the current flowing through a metal conductor is directly proportional to the potential difference across the ends of the wire provided that temperature and other physical conditions remain constant”

Mathematically V α I

So V /I = constant, this constant of proportionality is called resistance

V / I = Resistance (R)

Resistance is measured in ohms and given the symbol Ω

Examples

A current of 2mA flows through a conductor of resistance 2 kΩ. Calculate the voltage across the conductor.

Solution

V = IR = (2 × 10^-3) × (2 × 10³) = 4 V.

A wire of resistance 20Ω is connected across a battery of 5 V. What current is flowing in the circuit?

Solution

I = V/R = 5 / 20 = 0.25 A

Ohmic and non-ohmic conductors

Ohmic conductors are those that obey Ohms law(V α I) and a good example is nichrome wire i.e. the nichrome wire is not affected by temperature.

Non-ohmic conductors do not obey Ohms law i.e. bulb filament (tungsten), thermistor couple, semi-conductor diode etc. They are affected by temperature hence non-linear.

Factors affecting the resistance of a metallic conductor

Temperature – resistance increases with increase in temperature
Length of the conductor– increase in length increases resistance
Cross-sectional area– resistance is inversely proportional to the cross-sectional area of a conductor of the same material.

Resistivity of a material is numerically equal to the resistance of a material of unit length and unit cross-sectional area. It is symbolized by ρ and the units are ohmmeter (Ωm). It is given by the following formula;

ρ = AR /lwhere A – cross-sectional area, R – resistance, l – length

Example

Given that the resistivity of nichrome is 1.1× 10^-6Ωm, what length of nichrome wire of diameter 0.42 mm is needed to make a resistance of 20 Ω?

Solution

ρ = AR /l, hence l = RA/ ρ = 20 × 3.142 × (2.1×10^-4) / 1.1 × 10^-6 = 2.52 m

Resistors

Resistors are used to regulate or control the magnitude of current and voltage in a circuit according to Ohms law.

Types of resistors

Carbon resistor

Fixed resistors – they are wire-wound or carbon resistors and are designed togive a fixed resistance.

ii) Variable resistors – they consist of the rheostat and potentiometer. The resistance can be varied by sliding a metal contact to generate desirable resistance.

Wire-wound resistor

Resistor combination

Series combination

Consider the following loop

Since it is in series then,

V_T = V₁+ V₂ + V₃

The same current (I) flows through the circuit (resistors), hence

IR_T= I (R₁+ R₂ + R₃), dividing through by I, then

R_T = R₁ + R₂ + R₃

Therefore for resistors connected in series the equivalent resistance (R_eq) is equal to the total sum of their individual resistances.

R_eq = R₁ + R₂ + R₃

Parallel combination

Consider the following circuit

Total current is given by;

I_T = I₁ + I₂ + I_3.But I_T = V_T/R_T = V₁/R₁ + V₂/R₂ + V₃/R₃

Since in parallel, V_T = V₁ = V₂ = V₃

Then 1/R_T = 1/R₁ + 1/R₂ +1/R₃, for ‘n’ resistors in parallel

1/R_T = 1/R₁ + 1/R₂ +1/R₃………… 1/R_n

If only two resistors are involved then the equivalent resistance becomes

1/R_eq= 1/R₁ + 1/R₂= (R₁ + R₂)/ R₁ R₂

Examples

Calculate the effective resistance in the following

Solution

This reduces to

Combining the two in parallel;

1/R_eq = (R₁ + R₂)/R₁ R₂ = 20/96

1/R_eq = 20/96, therefore R_eq = 96/20 = 4.8 Ω

Lastly combining the two in series;

Then R_eq = 4 Ω + 4.8 Ω = 8.8 Ω

In the diagram below, a current of 0.8 A, passing through an arrangement of resistors as shown below. Find the current through the 10 Ω

Solution

Combining those in series then this can be replaced by two resistors of 60 Ω and 40 Ω.

Current through 10 Ω = (p.d. between P and R)/ (30 + 10) Ω

p.d between P and R = 0.8 × R_eq. R_eq = (40 × 60)/ 40 + 60 = 2400/ 100 = 24 Ω

p.d across R and P = 0.8 × 24 (V=IR)

therefore, current through 10 Ω = 19.2 / 10 + 30 = 0.48 A

Electromotive force and internal resistance

Electromotive force (e.m.f.) is the p.d across a cell when no current is being drawn from the cell. The p.d across the cell when the circuit is closed is referred to as the terminal voltage of the cell. Internal resistance of a cell is therefore the resistance of flow of current that they generate. Consider the following diagram;

The current flowing through the circuit is given by the equation,

Current = e.m.f / total resistance

I = E / R + rwhere E – e.m.f of the cell

Therefore E = I (R + r) = IR + I r = V + I r

Examples

A cell drives a current of 0.6 A through a resistance of 2 Ω. if the value of resistance is increased to 7 Ω the current becomes 0.2 A. calculate the value of e.m.f of the cell and its internal resistance.

Solution

Let the internal resistance be ‘r’ and e.m.f be ‘E’.

Using E = V + I r = IR + I r

Substitute for the two sets of values for I and R

E = 0.6 × (2 + 0.6 r) = 1.2 + 0.36 r

E = 0.6 × (7 × 0.2 r) = 1.4 + 0.12 r

Solving the two simultaneously, we have,

E = 1.5 v and R = 0.5 Ω

A battery consists of two identical cells, each of e.m.f 1.5 v and internal resistance of 0.6 Ω, connected in parallel. Calculate the current the battery drives through a 0.7 Ω

Solution

When two identical cells are connected in series, the equivalent e.m.f is equal to that of only one cell. The equivalent internal resistance is equal to that of two such resistance connected in parallel. Hence R_eq = R₁ R₂ / R₁ + R₂ = (0.6 × 0.6) / 0.6 + 0.6 = 0.36 / 1.2 = 0.3 Ω

Equivalent e.m.f =1.5 / (0.7 + 0.3) = 1.5 A

Hence current flowing through 0.7 Ω resistor is 1.5 A

CHAPTER SIX

WAVES II

Properties of waves

Waves exhibit various properties which can be conveniently demonstrated using the ripple tank. It consists of a transparent tray filled with water and a white screen as the bottom. On top we have a source of light. A small electric motor (vibrator) is connected to cause the disturbance which produces waves.

The wave fronts represent wave patterns as they move along.

Rectilinear propagation

This is the property of the waves travelling in straight lines and perpendicular to the wave front. The following diagrams represent rectilinear propagation of water waves.

Refraction

This is the change of direction of waves at a boundary when they move from one medium to another. This occurs when an obstacle is placed in the path of the waves. The change of direction occurs at the boundary between deep and shallow waters and only when the waves hit the boundary at an angle.

Diffraction of waves

This occurs when waves pass an edge of an obstacle or a narrow gap, they tend to bend around the corner and spread out beyond the obstacle or gap.

Interference of waves

This occurs when two waves merge and the result can be a much larger wave, smaller wave or no wave at all. When the waves are in phase they add up and reinforce each other. This is called a constructive interference and when out of phase they cancel each other out and this is known as destructive interference.

A ripple tank can be used to produce both constructive and destructive waves as shown below in the following diagram.

Interference in sound

Two loud speakers L₁ and L₂ are connected to the same signal generator so that sound waves from each of them are in phase. The two speakers are separated by a distance of the order of wavelengths i.e. 0.5 m apart for sound frequency of 1,000 Hz.

If you walk along line AB about 2m away from the speakers, the intensity of sound rises and falls alternately hence both destructive and constructive interference will be experienced.

Stationary waves

They are also known as standing waves and are formed when two equal progressive waves travelling in opposite direction are superposed on each other. When the two speakers are placed facing each other they produce standing waves. A rope tied at one end will still produce stationary waves.

CHAPTER SEVEN

ELECTROSTATICS II

Electric fields

An electric field is the space around a charged body where another charged body would be acted on by a force. These fields are represented by lines of force. This line of force also called an electric flux line points in the direction of the force.

Electric field patterns

Just like in magnetic fields, the closeness of the electric field-lines of force is the measure of the field strength. Their direction is always from the north or positive to the south or negative.

Electric field pattern for an isolated positive charge

Electric field pattern for an isolated negative charge

Electric field pattern for a dipole

Charge distribution on conductors’ surface

A proof plane is used to determine charge distribution on spherical or pear-shaped conductors. For an isolated sphere it is found that the effect is the same for all points on the surface meaning that the charge is evenly distributed on all points on the spherical surface. For appear-shaped conductor the charge is found to be denser in the regions of large curvature (small radius). The density of charge is greatest where curvature is greatest.

Charge distribution for an isolated pear-shaped conductor

Charge distribution for an isolated spherical conductor

Charges on or action at sharp points

A moving mass of air forms a body with sharp points. The loss of electrons by molecules (ionization) makes the molecules positively charged ions. These ions tend to move in different directions and collide producing more charged particles and this makes the air highly ionized. When two positively charged bodies are placed close to each other, the air around them may cause a spark discharge which is a rush of electrons across the ionized gap, producing heat, light and sound in the process which lasts for a short time. Ionization at sharp projections of isolated charged bodies may sometimes be sufficient to cause a discharge. This discharge produces a glow called corona discharge observed at night on masts of ships moving on oceans. The same glow is observed on the trailing edges of aircrafts. This glow in aircrafts and ships is called St. Elmo’s fire. Aircrafts are fitted with ‘pig tails’ on the wings to discharge easily.

The lightning arrestors

Lightning is a huge discharge where a large amount of charge rushes to meet the opposite charge. It can occur between clouds or the cloud and the earth. Lightning may not be prevented but protection from its destruction may be done through arrestors. An arrestor consists of a thick copper strip fixed to the outside wall of a building with sharp spikes.

Capacitors and capacitance

A capacitor is a device used for storing charge. It consists of two or more plates separated by either a vacuum or air. The insulating material is called ‘dielectric’. They are symbolized as shown below,

Capacitance C = Q / V where Q- charge and V – voltage.

The units for capacitance are coulombs per volt (Coul /volt) and are called farads.

1 Coul/ volt = 1 farad (F)

1 µF = 10^-6F and 1pF = 10^-12

Types of capacitors are;

Paper capacitors
Electrolyte capacitors
Variable capacitors
Plastic capacitors
Ceramic capacitors
Mica capacitors

Factors affecting the capacitance of a parallel-plate capacitor

Distance between the plates: – reducing separation increases capacitance but the plates should not be very close to avoid ionization which may lead to discharge.
Area of plate: – reduction of the effective area leads to reduction in capacitance.
Dielectric material between plates: – different materials will produce different capacitance effects.

Charging and discharging a capacitor

When the switch S₁ is closed the capacitor charges through resistor R and discharges through the same resistor when switch S₂ is closed.

Applications of capacitors

Variable capacitor: – used in tuning radios to enable it transmit in different frequencies.
Paper capacitors: – used in mains supply and high voltage installations.
Electrolytic capacitors: – used in transistor circuits where large capacitance values are required.

Other capacitors are used in reducing sparking as a car is ignited, smoothing rectified current and increasing efficiency in a. c. power transmission.

Example

A capacitor of two parallel plates separated by air has a capacitance of 15pF. A potential difference of 24 volts is applied across the plates,

Determine the charge on the capacitors.
When the space is filled with mica, the capacitance increases to 250pF. How much more charge can be put on the capacitor using a 24 V supply?

Solution

C= Q / V then Q = VC, hence Q = (1.5 × 10^-12) × 24 = 3.6 × 10^-10
Mica C = 250pF, Q = (250 × 10^-12) × 24 = 6 × 10^-9

Additional charge = (6 × 10^-9) – (3.6 × 10^-10) = 5.64 × 10^-9Coul.

Capacitor combination

Parallel combination – for capacitors in parallel the total capacitance is the sum of all the separate capacitances.

C_T = C₁ + C₂ + C₃ + ………..

Series combination – for capacitors in series, the reciprocal of the total capacitance is equal to the sum of the reciprocals of all the separate capacitances.

1/ C_T= 1 / C₁ + 1 / C₂ + 1 / C₃

For two capacitors in series then total capacitance becomes,

C_T = (C₁ C₂) / (C₁ + C₂)

Examples

Three capacitors of capacitance 1.5µF, 2µF and 3µF are connected to a potential difference of 12 V as shown.

Find;

The combined capacitance
The charge on each capacitor
The voltage across the 2 µF capacitor

Solution

1 /C_T = 1/ 1.5 + 1 / 3.0 + 1 /20 = 3/2 hence C_T = 0.67 µF
Total charge, Q = V C , (2/3 × 10^-6) × 12.0 V = 8 × 10^-6 = 8 µC.
The charge is the same for each capacitor because they’re in series hence = 8 µC.
V = Q / C, then V = 8 µC / 2 µF = 4 V.

Three capacitors of capacitance 3 µF, 4 µF and 5 µF are arranged as shown. Find the effective capacitance.

Solution

Since 4 µF and 5 µF are in parallel then, C_T = 9 µF, then the 9 µF is in series with 3 µF,

Hence C_T = 27/ 12 = 2.25 µF

Calculate the charges on the capacitors shown below.

Solution

The 2 µF and 4 µF are in parallel then combined capacitance = 6 µF

The 6 µF is in series with the 3 µF capacitor hence combined capacitance = 18 / 9 = 2 µF

Total charge Q = CV then Q = (2.0 × 10^-6) × 100 = 2.0 × 10^-4C

The charge on the 3 µF capacitor is also equal to 2.0 × 10^-4C

The p.d across the 3 µF capacitor => V = Q / C => (2.0 × 10^-4)/ 3.0 × 10^_6

= 2/3 × 10² = 66.7 V

The p.d across the 2 µF and 4 µF is equal to 100 V – 66.7 V = 33.3 V,

Hence Q₁ = CV = 2.0 × 10^-6 × 33.3 = 6.66 × 10^-5C

Q₂ = CV = 4.0 × 10^-6 × 33.3 = 1.332 × 10^-4C

N.B

Energy stored in a capacitor is calculated as;

Work done (W) = average charge × potential difference

W = ½ QV or ½ CV²

Example

A 2 µF capacitor is charged to a potential difference of 120 V. Find the energy stored in it.

Solution

W = ½ CV² = ½ × 2 × 10^-6 × 120² = 1.44 × 10^-2 J

CHAPTER EIGHT

HEATING EFFECT OF AN ELECTRIC CURRENT

When current flows, electrical energy is transformed into other forms of energy i.e. light, mechanical and chemical changes.

Factors affecting electrical heating

Energy dissipated by current or work done as current flows depends on,

Current
Resistance
Time

This formula summarizes these factors as, E = I² R t, E = I V t or E = V² t / R

Examples

An iron box has a resistance coil of 30 Ω and takes a current of 10 A. Calculate the heat in kJ developed in 1 minute.

Solution

E = I² R t = 10² × 30 × 60 = 18 × 10⁴ = 180 kJ

A heating coil providing 3,600 J/min is required when the p.d across it is 24 V. Calculate the length of the wire making the coil given that its cross-sectional area is 1 × 10^-7 m² and resistivity 1 × 10^-6 Ω m.

Solution

E = P t hence P = E / t = 3,600 / 60 = 60 W

P = V² / R therefore R = (24 × 24)/ 60 = 9.6 Ω

R = ρ l/ A, l = (RA) / ρ = (9.6 × 1 × 10^-7) / 1 × 10^-6 = 0.96 m

Electrical energy and power

In summary, electrical power consumed by an electrical appliance is given by;

P = V I

P = I² R

P = V² / R

The SI unit for power is the watt (W)

1 W = 1 J/s and 1kW = 1,000 W.

Examples

What is the maximum number of 100 W bulbs which can be safely run from a 240 V source supplying a current of 5 A?

Solution

Let the maximum number of bulbs be ‘n’. Then 240 × 5 = 100 n

So ‘n’ = (240 × 5)/ 100 = 12 bulbs.

An electric light bulb has a filament of resistance 470 Ω. The leads connecting the bulb to the 240 V mains have a total resistance of 10 Ω. Find the power dissipated in the bulb and in the leads.

Solution

R_eq = 470 + 10 = 480 Ω, therefore I = 240 / 480 = 0.5 A.

Hence power dissipated = I² R = (0.5)² × 470 = 117.5 W (bulb alone)

For the leads alone, R = 10 Ω and I = 0.5 A

Therefore power dissipated = (0.5)² × 10 = 2.5 W.

Applications of heating of electrical current

Filament lamp – the filament is made up of tungsten, a metal with high melting point (3.400 ⁰C). It is enclosed in aglass bulb with air removed and argon or nitrogen injected to avoid oxidation. This extends the life of the filament.
Fluorescent lamps – when the lamp is switched on, the mercury vapour emits ultra violet radiation making the powder in the tube fluoresce i.e. emit light. Different powders emit different colours.

Electrical heating – electrical fires, cookers e.tc. their elements are made up nichrome ( alloy of nickel and chromium) which is not oxidized easily when it turns red hot.

Fuse – this is a short length of wire of a material with low melting point (often thinned copper) which melts when current through it exceeds a certain value. They are used to avoid overloading.

CHAPTER NINE

QUANTITY OF HEAT

Heat is a form of energy that flows from one body to another due to temperature differences between them.

Heat capacity

Heat capacity is defined as the quantity of heat required to raise the temperature of a given mass of a substance by one degree Celsius or one Kelvin. It is denoted by ‘C’.

Heat capacity, C = heat absorbed, Q / temperature change θ.

The units of heat capacity are J / ⁰C or J / K.

Specific heat capacity.

S.H.C of a substance is the quantity of heat required to raise the temperature of 1 kg of a substance by 1 ⁰C or 1 K. It is denoted by ‘c’, hence,

c = Q / m θ where Q – quantity of heat, m – mass andθ – change in temperature.

The units for ‘c’ are J kg^-1 K^-1. Also Q = m c θ.

Examples

A block of metal of mass 1.5 kg which is suitably insulated is heated from 30 ⁰C to 50 ⁰C in 8 minutes and 20 seconds by an electric heater coil rated54 watts. Find;

The quantity of heat supplied by the heater
The heat capacity of the block
Its specific heat capacity

Solution

Quantity of heat = power × time = P t

= 54 × 500 = 27,000 J

Heat capacity, C = Q / θ = 27,000 / (50 – 30) = 1,350 J Kg^-1 K^-1
Specific heat capacity, c = C / m = 1,350 / 1.5 = 900 J Kg^-1 K^-1

If 300 g of paraffin is heated with an immersion heater rated 40 W, what is the temperature after 3 minutes if the initial temperature was 20 ⁰C? (S.H.C for paraffin = 2,200 J Kg^-1 K^-1).

Solution

Energy = P t = m c θ = Q = quantity of heat.

P t = 40 × 180 = 7,200 J

m = 0.30 kg c = 2,200, θ = ..?

Q = m c θ, θ = Q / m c = 7,200 / (0.3 × 2,200) = 10.9 ⁰C

A piece of copper of mass 60 g and specific heat capacity 390 J Kg^-1 K^-1 cools from 90 ⁰C to 40 ⁰C. Find the quantity of heat given out.

Solution

Q = m c θ, = 60 × 10^-3 × 390 × 50 = 1,170 J.

Determination of specific heat capacity

A calorimeter is used to determine the specific heat capacity of a substance. This uses the principle of heat gained by a substance is equal to the heat lost by another substance in contact with each other until equilibrium is achieved. Heat losses in calorimeter are controlled such that no losses occur or they are very minimal.

Examples

A 50 W heating coil is immersed in a liquid contained in an insulated flask of negligible heat capacity. If the mass of the liquid is 10 g and its temperature increases by 10 ⁰C in 2 minutes, find the specific heat capacity of the liquid.

Solution

Heat delivered (P t) = 50 × 2 × 60 = 2,400 J

Heat gained = 0.1 × c × 10 J

Therefore ‘c’ = 2,400 / 0.1 × 10 = 2,400 J Kg^-1 K^-1

A metal cylindermass 0.5 kg is heated electrically. If the voltmeter reads 15V, the ammeter 0.3A and the temperatures of the block rises from 20 ⁰C to 85 ⁰C in ten minutes. Calculate the specific heat capacity of the metal cylinder.

Solution

Heat gained = heat lost, V I t = m c θ

15 × 3 × 10 × 60 = 0.5 × c × 65

c = (15 × 3 × 600)/ 0.5 × 65 = 831 J Kg^-1 K^-1

Fusion and latent heat of fusion

Fusion is the change of state from solid to liquid. Change of state from liquid to solid is called solidification. Latent heat of fusion is the heat energy absorbed or given out during fusion. Specific latent heat of fusion of a substance is the quantity of heat energy required to change completely 1 kg of a substance at its melting point into liquid without change in temperature. It is represented by the symbol (L), we use the following formula,

Q = m L_f

Different substances have different latent heat of fusion.

Factors affecting the melting point

Pressure
Dissolved substances

Specific latent heat of vaporization is the quantity of heat required to change completely 1 kg of a liquid at its normal boiling point to vapour without changing its temperature. Hence

Q = m L _v

The SI unit for specific latent heat of vaporization is J / Kg.

Example

An immersion heater rated 600 W is placed in water. After the water starts to boil, the heater is left on for 6 minutes. It is found that the mass of the water had reduced by 0.10 kg in that time. Estimate the specific heat of vaporization of steam.

Solution

Heat given out by the heater = P t = 600 × 6 × 60

Heat absorbed by steam = 0.10 × L _v

Heat gained = heat lost, therefore, 600 × 6 × 60 = 0.10 × L _v= 2.16 × 10⁶ J / Kg

Evaporation

Factors affecting the rate of evaporation

Temperature
Surface area
Draught (hot and dry surrounding)
Humidity

Comparison between boiling and evaporation

Evaporation Boiling

Takes place at all temperature – takes place at a specific temperature
Takes place on the surface (no bubbles formed)- takes place throughout the liquid ( bubbles formed)
Decrease in atmospheric pressure increases the rate –decreases as atmospheric pressure lowers

Applications of cooling by evaporation

Sweating
Cooling of water in a porous pot
The refrigerator

CHAPTER TEN

THE GAS LAWS

Pressure law

This law states that “the pressure of a fixed mass of a gas is directly proportional to the absolute temperature if the volume is kept constant”. The comparison between Kelvin scale and degrees Celsius is given by; θ⁰ = (273 + θ) K, and T (K) = (T – 273) ⁰C.

Examples

A gas in a fixed volume container has a pressure of 1.6 × 10⁵ Pa at a temperature of 27⁰ What will be the pressure of the gas if the container is heated to a temperature of 277⁰C?

Solution

Since law applies for Kelvin scale, convert the temperature to kelvin

T₁ = 27⁰C = (273 + 27) K = 300 K

T₂ = 227⁰C = (273 + 277) = 550 K

P₁ / T₁ = P₂ / T₂, therefore P₂ = (1.6 × 10⁵) × 550 / 300 = 2.93 × 10⁵ Pa.

At 20⁰C, the pressure of a gas is 50 cm of mercury. At what temperature would the pressure of the gas fall to 10 cm of mercury?

Solution

P / T = constant, P₁ / T₁ = P₂ / T₂, therefore T₂ = (293 × 10) / 50 = 58.6 K or (– 214.4 ⁰C)

Charles law

Charles law states that “the volume of a fixed mass of a gas is directly proportional to its absolute temperature (Kelvin) provided the pressure is kept constant”. Mathematically expressed as follows,

V₁ / T₁ = V₂ / T₂

Examples

A gas has a volume of 20 cm³ at 27⁰C and normal atmospheric pressure. Calculate the new volume of the gas if it is heated to 54⁰C at the same pressure.

Solution

Using, V₁ / T₁ = V₂ / T₂, then V₂ = (20 × 327) / 300 = 21.8 cm³.

0.02m³ of a gas is at 27 ⁰C is heated at a constant pressure until the volume is 0.03 m³. Calculate the final temperature of the gas in ⁰C.

Solution

Since V₁ / T₁ = V₂ / T₂, T₂ = (300 × 0.03) / 0.02 = 450 K 0r 177⁰C

Boyle’s law

Boyle’s law states that “the pressure of a fixed mass of a gas is inversely proportional to its volume provided the temperature of the gas is kept constant”. Mathematically expressed as,

P₁ V₁ = P₂ V₂

Examples

A gas in a cylinder occupies a volume of 465 ml when at a pressure equivalent to 725 mm of mercury. If the temperature is held constant, what will be the volume of the gas when the pressure on it is raised to 825 mm of mercury?

Solution

Using, P₁ V₁ = P₂ V₂, then V₂ = (725 × 465) / 825 = 409 ml.

The volume of air 26 cm long is trapped by a mercury thread 5 cm long as shown below. When the tube is inverted, the air column becomes 30 cm long. What is the value of atmospheric pressure?

Solution

Before inversion, gas pressure = atm. Pressure + h p g

After inversion, gas pressure = atm. Pressure – h p g

From Boyle’s law, P₁ V₁ = P₂ V_2,then let the atm. Pressure be ‘x’,

So (x + 5) 0.26 = (x – 5) 0.30

0.26x + 1.30 = 0.3x – 1.5, x = 2.8/ 0.04 = 70 cm.

A general gas law

Any two of the three gas laws can be used derive a general gas law as follows,

P₁ V₁ / T₁= P₂ V₂ / T₂or

P V / T = constant – equation of state for an ideal gas.

Examples

A fixed mass of gas occupies 1.0 × 10^-3 m³ at a pressure of 75 cmHg. What volume does the gas occupy at 17.0 ⁰C if its pressure is 72 cm of mercury?

Solution

P V / T = constant so V₁ = (76 × 1.0 × 10^-3 × 290) / 273 ×72 = 1.12 × 10^-3 m³.

A mass of 1,200 cm³ of oxygen at 27⁰C and a pressure 1.2 atmosphere is compressed until its volume is 600 cm³ and its pressure is 3.0 atmosphere. What is the Celsius temperature of the gas after compression?

Solution

Since P₁ V₁ / T₁= P₂ V₂ / T₂, then T₂ = (3 × 600 × 300) / 1.2 × 1,200 = 375 K or 102 ⁰C.

Teachers' Resources

Grade 6 CBC Home Work, Assignments Free Downloads

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Grade 6 CBC Home Work, Assignments Free Downloads

G6 SST ET3 TOPICAL HOMEWORK.pdf
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G6 MAT ET3 TOPICAL HOMEWORK.pdf
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X-RAYS PHYSICS REVISION FREE

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X-RAYS

An X-ray tube is operating with an anode potential of 10kV and a current of 15.0 mA.
a) Explain how the
i) Intensity of X-rays from such a tube may be increased.
ii) Penetrating power of X- rays from such a tube may be increased
b) Calculate the number of electrons hitting the anode per second.
c) Determine the velocity with which the electrons strike the target.
d) State one industrial use of X-rays.
a) For a given source of X-rays, how the following would be controlled.
i) Intensity
ii) The penetrating power

iii) The exposure to patients

b) An accelerating potential of 20kv is applied to an X-ray tube.
i) What is the velocity with which the electron strikes the target?
ii) State the energy changes that take place at the target.
Explain why X-rays are appropriate in study of the crystalline structure materials.
Name the metal used to shield X-rays operators from the radiation. Give reasons why it is used.
State the properties of X-rays, which makes it possible to detect cracks in bones.
State one difference between hard X-rays and soft X-rays.
A target was bombarded by electron accelerated by a voltage of 10⁶ If all the K.E of the electrons was converted to X-rays, calculate:-
a) The K.E of the electrons
b) The frequency of the photons emitted.
An X-rays tube gives photons of 5.9 x 10^-15 J of energy. Calculate:-
a) The wavelength of the photons.
b) The accelerating voltage
c) The velocity of the electrons hitting the target.
If accelerating voltage in an X-ray tube is 40kV, determine the minimum wavelength of the emitted X-rays. (Electronic charge = -1.6 x 10^–19C, planks constant = 6.6 x 10^-34Js, velocity of electromagnetic waves = 3.0 x 10⁸ms^-1)
State the purpose of cooling fins in the X-ray tube.
X-rays are produced by a tube operating at 1 x 104V. Calculate their wavelength. (Take h= 6.6 x 10^-34 Js, e= 1.6 x 10^-19C, c= 3×10⁸ms^-1)
State and explain the effect of increasing the EHT in an X- ray tube on the X-rays produced.
The figure below shows an X-ray tube.

a) Label the part marked Y.
b) How would one measure;
i) The intensity of the x-rays.
ii) The penetrating power of the x-rays.
c) Explain why the tube is highly evacuated.
d) An x-ray tube penetrating with anode potential of 10kv and amount of 15mA.
i) Calculate the number of electrons hitting the anode per second.
ii) Determine the speed with which the electrons hit the target.

(Change of an electron, Q= 1.6 x 10^-19C; mass of electron Me = 9.1 x ^-31kg)

The figure below shows part of an X-ray tube.
a) i) Explain briefly how X-rays are produced in the tube.
ii) Which material is used to make the target?

iii) Why is the anode made of thick copper metal.

iv) Why is it necessary to maintain vacuum inside the tube.
v) What effect will increasing p.d have on the X-rays produced? Explain your answer.
b) i) Explain why the tube of a cathode ray oscilloscope is made of thick

glass walls.

ii) The figure shows an AC voltage on a CRO screen.

Determine the peak voltage given that the sensitivity of the vertical axis is 8V/cm.

The figure below shows an x-ray tube

(a) i) Name the elements used in making the parts labelled A and B.

ii) Explain the use of the part labelled C.

iii) Explain how the x-rays are produced.

(b) The penetrating power of x-rays is normally varied depending on the intended use.

Explain how this is done.

c) The energy of x-ray is 1.989 x 10^-14 Given that the speed of light is 3.0 x l0⁸m/s and plank’s constant is 6.6 x 10³⁴js find the wavelength of the x-rays.
(a) State one factor that affects the strength of an electromagnet.

(b) In Figure 12; the suspended metre rule is balanced by the magnet and the weight shown. The iron core is fixed to the bench.

State and explain the effect on the metre rule when the switch is closed.
What would be the effect of reversing the battery terminals?

(i) Name the parts labeled A-D

A…………………………

B…………………………

C…………………………

D…………………………

(ii) Give the functions of:

(a) Shielding with lead (b) evacuating the tube

a) Name any two electromagnetic waves whose wavelength is shorter than visible light.

X rays

The diagram above shows part of x-ray tube. Name parts

(ii) Why is part B preferred?

c) (i) State two differences between x-rays and cathode rays.

(ii) What is the effect on the wavelength of x-rays if the number of electrons hitting metal target are increased.

(iii) What is the effect on wavelength of x-rays when p.d across the tube is decreased?

d) Calculate the maximum velocity of electrons that would produce x-rays of frequency 8.0 x 10⁸Hz if only 20% of kinetic energy is converted to x-rays.

Take Planks constant = 6.63 x 10^-34JS

In modern x-ray tube, why:
a) Is there a high vacuum in the tube? 1mk
b) Are cooling fins provided?
(a) Figure 6 below shows an X-ray tube.

(i) Name the elements used in making the parts labelled A and B.

(ii) Explain the use of the part labelled C.

(iii) Explain how the X-rays are produced.

(iv) Why is it necessary to maintain a vacuum inside the tube?

The penetrating power of X-rays is normally varied depending on the intended use. Explain briefly how this is done.
The energy of X-rays is 1.989 ´ 10ˉ¹⁴ Given that the speed of light is 3.0 ´ 10⁸m/s and plank’s constant is 6.63 ´ 10^-34JS. Find the wavelength of the X-rays.
The figure below shows a wave form displayed on the screen of C.R.O when the time base is set at 20ms per division.

Determine the frequency of the signal.

(a) Figure 12 shows the features of an X-ray tube.

Name the parts labelled A and B.
State the functions of oil and copper anode.
Explain why the tube is evacuated.
Why is the anode made of a thick copper metal?
Explain how a change in the potential across P changes the intensity of the X-rays produced in the tube.
During the operation of the tube, the target becomes very hot. Explain how this heat is caused.
What property of lead makes it suitable for use as shielding material?
Explain why the tube of a cathode ray oscilloscope is made of a thick glass walls.

(b)(i) In a certain X-ray tube, the electrons are accelerated by a p.d. of 12000V. Assuming all the energy goes to produce X-rays, determine the frequency of the X-rays produced. (Plank’s constant h = 6.62 x 10³⁴Js and charge on an electron, e = 1.6 ´ 10^-19C).

(a)X- rays are used for detecting cracks inside metal beams

State the type of the X- rays used

(ii) Give a reason for your answer in (i) above

Figure 4 shows the features of an X- ray tube

Name the parts labeled A and B
Explain how a change in the potential across PQ changes the intensity of the X- rays produced in the tube.
During the operation of the tube, the target becomes very hot. Explain how this heat is caused
What property of lead makes it suitable for use as shielding material?
In a certain X- ray tube, the electrons are accelerated by a Pd of 12000V. Assuming all the energy goes to produce X- rays, determine the frequency of the X- rays produced. (Plank’s constant h= 6.62 x 10^-34 Js and charge on an electron, e = 1.6 x 10^-19C).
What effect will increasing p.d have on the x-rays produced explain your answer.
What property of lead makes it suitable for use as shielding material?

The figure below is of an x-ray tube

(a) Explain how x-rays are produced by the tube

(b) Explain briefly the energy changes that take place when the x-ray tube is operating

(d) The accelerating voltage of an x-ray tube is 12V. Calculate the speed of the electron on reading the anode. (Charge to mass ratio of an electron = 1.76 x 10¹¹

a) The diagram below shows part of X – rays tube.

Name parts: P, Q.

b) i) What is the effect on the wavelength of X – rays if the number of electrons hitting metal target are increased.
ii) What is the effect on wavelength of X –rays when p.d across the tube is decreased?
c) Calculate the maximum velocity of electrons that would produce x-rays of frequency 8.0×10⁸H_Z if only 20% of kinetic energy is converted to x – rays.(Take planks constant = 6.63 x 10^-34 JS and mass of electron = 9.1 x 10^-31kg). (3mks)
d) An x-ray tube operating at a potential difference of 50KV has a tube current 20mA.Calculate.
i) The electric power input.
ii) The number of electrons hitting the target per second given that e = 1.6 x 10^-19.

iii) The velocity of electrons when they hit the target.

Figure below shows an x-ray tube
a) i) Name the elements used in making the parts labeled A and B.
ii) Explain the use of the part labeled C.

iii) Explain how the x-rays are produced.

iv) Why is the x-ray tube evacuated?
b) The penetrating power of x-rays is normally varied depending on the intended use. Explain briefly how this is done.

c). An x-ray tube is operating with an anode potential of 20KV and a current of 40mA. Determine the number of electrons hitting the target per second. (The charge of an electron is 1.6 x 10^-19C)

(a) Explain how the grid is used to control the brightness of a spot in a CRO.

(b) State the difference between hard and soft X-rays. (1mark)

What property makes tungsten suitable for use as a target?
Why is it necessary to maintain a vacuum inside the tube?
Why is the anode made of thick copper metal?
What effect will the increase in the p.d. between the anode and the filament have on the X-rays produced?
An accelerating potential of 20kV is applied to an X-ray tube. What is the velocity with which the electrons strike the target? (e=1.6×10-19C, me = 9.1 x 10-31kg)

c) i) List two properties of x-rays

(ii) The figure shows a simplified illustration of an x-ray tube

Explain the following features in an x-ray tube

Low pressure
Lead shield

iii) Explain the adjustment that can be made to obtain hard x-rays

State the factor that determines the hardness of the X – rays produced in an X – ray tube.
In an X- ray tube it is observed that the intensity of X- rays increases when a potential difference across the filament is increased. Explain this observation
State one industrial use of X – rays
State the energy transformation when fast moving electrons are suddenly stopped by a target in an X- ray tube.
Name the metal used to shields X – rays operators from the radiation. Give a reason why it is used.
State and explain the effect of increasing the E.H.T in an x-ray tube on the X-rays produced.
State the property of X-rays, which makes it possible to detect cracks in bones.
Give a reason why the target in an X-ray tube is made of tungsten or molybdenum.
State the difference between hard X-ray and soft X-rays.
The accelerating potential of a certain X-ray tube is increased. State the change observed on the X-rays produced.
(a) X- rays are used for detecting cracks inside metal beams

(i)State the type of the X- rays used

(ii)Give a reason for your answer in (i) above

(b)Figure below shows the features of an X- ray tube

Name the parts labelled A and B
Explain how a change in the potential across PQ changes the intensity of the X- rays produced in the tube.
During the operation of the tube, the target becomes very hot. Explain how this heat is caused
What property of lead makes it suitable for use as shielding material?

(c)In a certain X- ray tube, the electrons are accelerated by a Pd of 12000V. Assuming all the energy goes to produce X- rays, determine the frequency of the X- rays produced. (Plank’s constant h= 6.62 x 10-34 Js and charge on an electron, e = 1.6 x 10-19C).

The figure below shows the essential components of an X-ray tube.

How are the x-rays produced?
How are produced electrons accelerated towards the anode?
Suggest with a reason which material is used to make metal target.
How is cooling achieved in this kind of x-ray machine?
Why would it be necessary for the target to rotate during operation of this machine?
Why is the machine surrounded by lead shields?

State the factor that determines:
1. The quality of an x-ray beam
2. The hardness of the x-rays produced in an x-ray tube.
State the function of oil in an x-ray tube, and explain why it uses instead of water.
The accelerating potential in an x-ray machine is 200kV. Calculate:
- Kinetic energy of the electrons arriving at the target.
- The maximum frequency of the x-rays produced by the tube.
- If 0.1% of the electron energy is converted into x-rays, determine the minimum wavelength of the emitted x-rays.
(i) The diagram below shows simplified diagram of an x-ray tube,

Figure 8

(a) Name the parts A, B, and C.

(b) What adjustments would be made to:

(i) Increase the penetrating power of the x-rays produced.

(ii) Increase the intensity of the rays produced.

(d) Name a suitable material for the part marked C and sate its purpose.

(e) Why is it necessary to maintain a vacuum inside the tube?

(f) State one use of x-rays in the following areas; –

(i) In medicine

(ii) In Industry.

EHT

a) The figure shows the circuit of a modern X-ray tube

Evacuated tube

Indicate the path of the X-ray beam supplied by the tube
Name the part labeled C and state its function
If the tube above is operated at an accelerating potential of 100kV and only 0.05% of the energy of the electrons is converted to X – rays, calculate the wave length of the generated X-rays. (Take electric charge e = 1.602 x10^-19C, planks constant h = 6.63 x 10^-34 Js, and speed of light c = 3.0 x 10⁸m/s)
State two properties of X-rays
State one industrial application of X-rays

Figure below shows an x-ray tube:

•

(a) Indicate on the diagram the path of x-ray beam supplied by the tube

(b) Why is M set at angle of 45^o relative to the electron beam?

(d) State how the following can be controlled:-

(i) Intensity

(ii) Penetrating power (iii) The exposure to patients

(e) An x-ray tube is operating with an anode potential of 12Kv and a current of 10.0m.A:

(i) Calculate the number of electrons hitting the anode per second

(ii) Determine the velocity with which the electrons strike the target

(iii) State one industrial use of x-rays

Below shows an x-ray tube

a) i) Name the elements used in making the parts labeled A and B.

A…………………………………………………………………….

B ……………………………………………………………………

ii) Explain the use of the part labeled

iii) Explain how the x-rays are produced.

iv) Why is the x-ray tube evacuated?
b) The penetrating power of x-rays is normally varied depending on the intended use. Explain briefly how this is done.
c) The energy of x-ray is 2.089 x 10^-14 Given that the speed of light is 3.0×10⁸m/s and plank’s constant is 6.6 x 10^-34Js, find the wavelength of the x-rays.
(a) Figure 10 below shows the features of an X-ray tube.

Fig. 10

i) Name the parts marked with letters A and B

A…………………………………………………………….

B ………………………………………………………………

ii) Explain how a change in the potential across PQ changes the intensity of x-rays produced in the tube.

iii) During the operation of the tube, the target becomes very hot. Explain how this heat is caused.

iv) State the property of lead that makes it suitable for use as shielding material .
b) In an certain x-ray tube, the electrons are accelerated by a p.d of 12,000V. Assuming all the energy goes to produce x-rays, determine the frequency of the x-rays produced (planks’s constant ,h = 6.62 X 10^-34 Js and charge on an electron, e = 1.6 x 10^-19c).
8 shows apparatus used to produce X-rays

(a) (i) Name the parts marked X and Y

X_______________________ Y________________________

(ii) Suggest a suitable material for the metal target. Give a reason to support your

answer.

(b) (i) Give a reason why X-ray tube is evacuated.

(ii) How is the intensity of X-rays increased?

(c) Calculate the minimum wavelength of X-rays emitted when electrons through 30 kV stricke target. (Take electronic charge, e = 1.6 x 10^-19 C, Planck’s constant h = 6.63 x 10^-34 Js and speed of light c = 3.0 x 10⁸ ms^-1)

(a) State two properties of X – rays

(b) (i) In an x – ray tube the target is made of tungsten. Explain

(ii) State the effect on the nature of x – rays when the heater current is increased

(i) Determine the number of electrons hitting the target every second

(Charge of an electron = 1.6 x 10^-19C)

ii) If only 0.49% of the electrons is converted to x – rays, calculate the quantity of

heat produced per second.

(d) (i) Give two uses of x – rays

(ii) State one danger of x – rays

E.H.T.

Low pd

A D

X-rays

The diagram above shows an x-ray tube

State the functions of A and C.
What adjustment on the x-ray tube will:
- Increase the hardness of the x-rays
- Reduce the intensity of the x-rays.

(i) An x-ray tube has an accelerating p.d of 50kv. Determine the shortest wavelength of in its x-ray beam. (Planks constant charge on an electron = 1.6 x 10-19c average velocity of light,

c=3.0 x 10⁸ ms^-1) e = 1.6 x 10^-19 C h = 6.63 x 10^-34Js

An isotope of uranium 238U decays by emitting an alpha particle and a beta particle

forming a new element M. Write down an equation for the reaction.

Explain what causes chain reaction in a nuclear reactor.
Give one application of radioactivity.

The figure below shows the essential component of a X-ray tube.

(i) how are the produced electrons accelerate toward the anode?

(ii) Why is the target made of tungsten?

(iii) How is the cooling achieved in this kind of x-ray machine.

(iv) Why would it be necessary for the target to rotate during operation of this machine?

(v) Why is the machine surrounded by lead shields?

b). If the accelerating voltage is 200Kv. Calculate

Kinetic energy of the electron arriving at the target. Take (e=1.6 x10 ^-19) (2mks)
If 0.1% of the electron energy is converted into X rays, determine the minimum wavelength of the emitted X rays. (h = 6.63 x 10^-34Js and C = 3.0 x 10⁸m/s)
a) The diagram in figure 6 shows an X-ray tube

Figure 6

i) Name the parts labeled A, B and C

A……………………………………………………………………

B ……………………………………………………………………

C ……………………………………………………………………

ii) Give a reason why B is essential in the X-ray tube

iii) What features of the operation of the X – ray tube determine;

I The intensity of the X-ray

II The quality of the X-rays

iv) State two dangers of X-rays
b) An accelerating potential of 30KV is applied to an X-ray tube. Calculate;
i) The Kinetic energy of the electrons accelerated by this potential
ii) The maximum frequency of the X-rays produced by the tube

Take electronic charge e = 1.602 x 10^-19C

Planck’s constant h = 6.62 x 10^-34Js)

a) The diagram below shows part of x-rays tube

X-ray

Name parts

P …………………………………………….

Q ……………………………………………

b)(i) What is the effect on the wavelength of x-rays if the number of electrons hitting metal target are increased.

(ii) What is the effect on wavelength of x-rays when p.d across the tube is decreased?

c) Calculate the maximum velocity of electrons that would produce x-rays of frequency 8.0x 10⁸Hz if only 20% of kinetic energy is converted to x-rays. (Take planks constant = 6.63x 10^-35 Js)
d) An x-ray tube operating at a potential difference of 50kV has a tube current of 20mA

Calculate

i) The electric power input.
ii) The number of electrons hitting the target per second.

iii) The velocity of the electrons when they hit the target.

Below shows an x-ray tube

a) i) Name the elements used in making the parts labeled A and B.

A…………………………………………………………………….

B ……………………………………………………………………

ii) Explain the use of the part labeled

iii) Explain how the x-rays are produced.

iv) Why is the x-ray tube evacuated?
b) The penetrating power of x-rays is normally varied depending on the intended use. Explain briefly how this is done.
c) The energy of x-ray is 2.089 x 10^-14 Given that the speed of light is 3.0×10⁸m/s and plank’s constant is 6.6 x 10^-34Js, find the wavelength of the x-rays.
(a) Figure 10 below shows the features of an X-ray tube.

Fig. 10

i) Name the parts marked with letters A and B

A…………………………………………………………….

B ………………………………………………………………

ii) Explain how a change in the potential across PQ changes the intensity of x-rays produced in the tube.

iii) During the operation of the tube, the target becomes very hot. Explain how this heat is caused.

iv) State the property of lead that makes it suitable for use as shielding material.
b) In an certain x-ray tube, the electrons are accelerated by a p.d of 12000V. Assuming all the energy goes to produce x-rays, determine the frequency of the x-rays produced (planks’s constant ,h = 6.62 X 10^-34 Js and charge on an electron, e = 1.6 x 10^-19c).
The fig below shows apparatus used to produce X-rays.

EHT

Name the part marked Aand B

b) Briefly explain how X-rayare produced in the X-ray tube
c) An X-ray tube is operating with an anode potential of 5KV and a current of 10 MA.
i) Explain how the intensity of X-rays from such a tubemay be increased
ii) Explain how penetrating power of the X-ray in such a tube may be increased

iii) Calculate the number of electrons hitting the anode per second

iv) Determine the velocity with which the electrons strike the target (Take e=1.6×10^-19 C and M_e=9.1×10^-31kg)
v) What property of lead makes it suitable for use as shielding material?
Figure below shows the structure and circuit of a modern X-ray tube:

(a) (i) Briefly explain how electrons are produced by the cathode.

(ii) How are the electron produced accelerated towards the anode.

(iii) Why is the target made of tungsten?

(iv) How is cooling achieved in this kind of x-ray machine?

(v) Why would it be necessary for the target to rotate during operation of this machine?

(vi) Why is the tube evacuated?

(vii) Why is the machine surrounded by a lead shield?

(b) If the accelerating voltage is 100KV. Calculate:

(i) Kinetic energy of the electrons arriving at the target. (e=1.6×10^-19C)

(ii) If 0.5% of the electron energy is converted into x-rays. Determine the minimum wavelength of the emitted x-rays. (h=6.63×10^-34J.S and C=3.0×10⁸ms^-1)

Figure 6 shows the essential components of an x-ray tube.
a) i) Explain how electrons are produced by the cathode.
ii) State a reason why the cathode is concave shaped.

iii) State two ways in which cooling is achieved in this X-ray machine.

b) Explain why:
i) It would be necessary for the target to rotate during operation of this machine.
ii) The machine should be surrounded by a lead shield.
c) If the accelerating potential difference is 100kV, calculate;
i) The kinetic energy of the electrons arriving at the target (e=1.6 x 10^-19c).
ii) The minimum wavelength of the emitted x-rays if 0.5% of the electron energy is converted into x-rays (h = 6.63 x 10^-34Js, c = 3.0 x 10⁸m/s).
The figure 7 shows the essential component of X-ray tube.

(i) How are the electrons accelerated towards the anode?

(ii) Why is the target made of tungsten?

(iii) How is cooling achieved in this kind of x-ray machine?

(iv) Why would it be necessary for the target to rotate during operation of this machine?

(v) Why is the machine surrounded by lead shields?

b). If the accelerating voltage is 200KV. Calculate

i) Kinetic energy of the electron arriving at the target. Take (e=1.6 x10 ^-19) (3mks)
ii) If 0.1% of the electron energy is converted into X- rays, determine the minimum wavelength of the emitted X-rays. (h = 6.63 x 10^-34Js and C = 3.0 x 10⁸m/s)
The figure 11 below shows an X-ray tube

+ EHT –

Fig. 11

Cathode

a) (i) Identify the parts labelled A and B

A…………………………………………………

B………………………………………………..

(ii) Which material can be used to make part B? What should be the property of that material?

b)(i) Identify the process through which electrons leave the filament.

(ii) State one property of lead that makes it useful to be used as a shield to X –rays produced.

c) Explain how you can increase the quality of X-rays produced in the tube.
The figure below shows an x-ray tube.

Figure 11

a) i) Indicate on the diagram the path of the x-ray beam supplied by the tube.
ii) Why is B set at an angle of 45º relative to the electron beam?

iii) Why are cooling fins necessary?

iv) Why is the tube evacuated?
v) Name the part marked C and state its function.
b) An X-ray tube has an accelerating p.d of 100kV. What is the shortest wavelength in its x-ray beam?

Teachers' Resources

FORM ONE REVISION NOTES FOR CRE

October 5, 2025 Hillary Kangwana Leave a comment

QUESTIONS SECTION I & II

Introduction to C.R.E
Give seven reasons why C.R.E as a subject is incorporated into curriculum in Kenyan schools today
State six contributions of Christian Religious Education to the development of a student
(a) Explain four reasons why Christian religious education is important in the Kenya educational

curriculum.

(b) In what five ways can teaching of C.R.E enhance national unity in Kenya?

a) Define Christian Religious Education.
b) Explain importance of learning Christian religious education.
Give reasons why Christians religious education is taught in Kenyan schools
(a) State why C.R.E is included in the teaching curriculum in our Kenyan schools

(b) Give six reasons for studying Christian Religious Education in Secondary schools.

The Bible
Why do some Christians find it difficult to read the Bible?
How is the bible used in Kenya today
a) Explain why the Bible is written in different styles
b) Describe the translation of the Bible from the original languages to local languages

in Kenya

c) State how the Bible is used to spread the gospel
a) Outline the development of the translation of the Bible from the original languages to

local languages

c) State six ways in which Christians can use the Bible in their evangelization ministry
(a) Outline ways in which Christians use the Bible to spread the good news

(b) State seven problems which church leaders encounter in their work of evangelization

Give seven reasons why reading the Bible is important to Christians.
(a) Identify five literacy forms used by the Authors of the Bible

(b) Give four ways in which the Bible is used to spread the Gospel today

Explain five reasons why the Bible was written after the death and ascension of Jesus Christ.
(a) Explain the reasons why the bible was translated from original languages to local languages
b) Why do some Christians find it difficult to read the bible
a) List down five books of the apocrypha
b) Give seven effects of the Bible translation into African languages
c) State eight reasons why the Bible is referred to as the goods news
Why do Christians read the bible?
a) Identify five major divisions of the New Testament in their order
b) Describe the development of the Bible translation from the original language to local languages
Why do some Christians find it difficult to read the Bible?
(a) Why did the missionaries translate the Bible into African local languages?

(b) Explain four ways in which the translation of the Bible into African languages

led to African mass evangelism.

Creation and the fall of man
Explain the steps taken by God towards healing the damaged relationship

with mankind.

(a) Identify the causes of the original sin

(b) Explain the comparison between the Biblical concept of sin and the Traditional African

concept of evil

Explain the steps taken by God towards healing the damaged relationship with mankind.
Give the relationship between man and woman according to Genesis Accounts of creation
(a) State seven instructions given to man by God in the creation stories (Gen. 1 & 2)

(b) Mention six causes of evil in Traditional African Society

Identify ways in which Christians care for God’s creation today
(a)Give reasons why it is important for Christians to obey God

(b) What are the consequences of breaking taboo in Traditional African Communities?

a) Explain five differences between African concept of evil and biblical concept of sin
b) Discuss five steps God took to heal broken relationships with mankind after the fall
Identify similarities between traditional view of evil and Biblical concept of sin
(a) Outline the differences in the two accounts of creation in Genesis 1 and 2

(b) Give six lessons that Christians learn about work from the Genesis stories of creation

State the provisions given to man by God in the creation stories
a) Mention the relationship between God and man as seen in Genesis chapter 1 and 2.
b) Outline the consequences of evil according to the African concept.
c) What are the causes of death in African communities.
a) State the similarities between traditional African view of evil and biblical concept of sin.
b) Describe six ways in which Christians continue with God’s work of creation
c) Mention the relationship between God and man as seen in Genesis chapter 1 and 2.
a) Outline the consequences of evil according to the African concept.
b) What are the causes of death in African communities?

Faith and God’s promises: Abraham
Describe any five ways in which Abraham demonstrates his faith in God.
Mention the elements of a covenant
Outline the importance of the circumcision to Abraham and his descendants
Describe the covenant between God and Abraham
Describe any five ways in which Abraham demonstrates his faith in God.
Give reasons why Abraham is referred to as the father of faith
List reasons why God called Abraham.

Moses and the Sinai Covenant
Outline the significance of the events that took place on the night of Passover.
(a) What was the importance of the wilderness period to the Israelites
b) Why is it important for Christians to keep promises
Outline the significance of the events that took place on the night of Passover.
(a) Show how Moses demonstrated his obedience to the God of Israel

(b) What is the importance of the decalogue to Christians today

(c)What can Christians learn about God on the call of Moses in the wilderness?

(a) Explain five ways on how Moses was prepared by God to be the future leader of

the Israelites

(b) Identify six similarities between the Jewish Passover and Christian Easter

(c)State four reasons why Christians should live by laws of God

a) State seven ways in which the Israelites worshipped God in the wilderness during the Exodus
b) Outline the new understanding Moses gave the Israelites about the nature of God from

the Exodus

c) Give six reasons why Christians should not covet their neighbours property.
a) Describe the covenant making between God and the Israelites at Mt. Sinai (Exodus24:1-8)
b) Explain seven Israelites new understanding of God from the Exodus to the renewal of

the covenant

c) Give reasons why some children disobey the commandment of obey your parents
(a) Describe the call of Moses

(b) Explain the conditions given to the Israelites during the renewal of the Sinai covenant

c) Explain the importance of modern day covenants
a) Outline the conditions that God gave the Israelites during the renewal of the Mosaic covenant
b) Identify the worship practices that the Israelites adopted in the wilderness after the covenant
c) What was the Israelites new understanding of the nature of God

10 (a) Explain four ways in which Moses early life prepared him for his future role.

(b) List seven plagues Moses had to perform in Egypt before the Israelites could be released.

a) With specific examples state clearly the role of Moses in the history of the Israelites
b) Outline eight conditions given by God to the Israelites during the renewal of the sinaic

covenant

c) Explain the importance of a covenant to the Christians today
(a) State ways through which God manifested Himself during the Exodus

(b) Describe how the Sinai covenant was sealed

a) Outline six commandments given to the Israelites that teach how to relate to one another
b) Explain four ways in which Moses early life prepared him for his future role as a leader
c) Outline six reasons why God made a covenant with the Israelites on Mount Sinai
Explain five reasons why the Pharaoh was reluctant to release the Israelites from Egypt
a) Explain ten moral teachings contained in the ten commandments.
b) State five ways the Israelites worshipped God in the wilderness.
c) State five ways Christians worship God today.
(a) State seven nature of God as revealed on Mt. Horeb when Moses was called by God

(b) Show how God cared for the Israelites during the Exodus

(a) Mention five ways of how Israelites worshipped God while in the wilderness. (b) Give reasons why the Israelites broke the Sinai Covenant.

18 a) Identify the commandments given to the Israelites that teach on how to relate to one another

b) What conditions were the Israelites given during the renewal of the Sinaic covenant
(a) Mention five ways of how Israelites worshipped God while in the wilderness. (b) Give reasons why the Israelites broke the Sinai Covenant.

a) Identify the reasons why pharaoh mistreated the Israelites.
b) Enumerate the incidences that show that God protected and guided Moses.
a) State six conditions given by God to the Israelites during the renewal of the Sinai covenant.
b) Explain the new understanding that Moses gave his people about the nature of God.
c) Give four examples of modem covenants. .
a) Identify the reasons why pharaoh mistreated the Israelites.
b) Enumerate the incidences that show that God protected and guided Moses.

Leadership in Israel: David and Solomon
(a) In which ways did David promote the worship of God?

(b) How did the Kings of Israel lead people back to God?

(a) Explain ways in which King David promoted the worship of Yahweh in Israel.BTR

(b) How do Christians demonstrate their faith in God today?

(a) In which ways did David promote the worship of God?

(b) How did the Kings of Israel lead people back to God?

(a) Explain ways in which King David promoted the worship of Yahweh in Israel.

(b) How do Christians demonstrate their faith in God today?

What were the contributions made by Kind David to the Development of Israel

as a nation

a) Outline seven failures of King Saul as the first King of Israel
b) Explain the factors that led to David’s successor’s failure in their leadership

7 a) State six promises that God gave to King David

b) Give eight reasons why king David is referred as the greatest king of Israel
c) Identify six lessons that modern Christian leaders can learn from the leadership

of King David

a) Give five promises given to king David by God through prophet Nathan
b) Identify seven ways in which Israelite kings used to bring the people back to God
c) State eight ways in which national unity can be promoted by leaders of today
(a) Give six reasons for Kingship in Israel

(b) Give four ways in which King David promoted the worship of Yahweh in Israel

Outline seven promises God gave to David through prophet Nathan.
What were the success of King David in Israel?
Outline the duties of Samuel as a prophet of God
a) Write the importance of David as the King of Israel.
b) State the circumstances that led to the fall of King Solomon.
a) Write the importance of David as the King of Israel.
b) State the circumstances that led to the fall of King Solomon.
c) Explain the role of Kings in traditional African community.

15 a) Outline six promises that God gave to king David through prophet Nathan.

b) What was the importance of the temple of Jerusalem to the Israelites?
c) How can Christians enhance true worship of God today?
Loyalty to GOD: ELIJAH
(a) Explain why Elijah was uncompromising in his attitude to Baal worship

(b) What problems were faced by Prophet Elijah in Israel?

(a) How did King Ahab lead the Israelites away from the true worship of Yahweh?

(b) Show ways in which prophet Elijah tried to restore the true worship of Yahweh in Israel.

of God.

(a) State five reasons that contributed to schism between Judah and Israel

(b) Explain the failures of King Ahab

(a) Give seven reasons why Elijah faced danger and hostility in Israel

(b) List five forms of corruption in Kenya today

(a) Explain four effects of idolatry on the Israelites as a Nation.

(b) Give five reasons why some Christians have lost faith in God

(a) Describe how King Jeroboam I promoted schism in Israel

(b) Give five qualities in Elijah that may influence the life of a true Christian

c) What lessons can Christians learn from the leadership of Prophet Elijah
a) Outline six reasons why Elijah faced danger and hostility in his work
b) Identify seven lessons the Israelites learnt from the contest on Mt. Carmel
c) What could Prophet Elijah condemn if he came to Kenya today?

8 (a) Explain any four characteristics of the Canaanite religion.

(b) Give five reasons why it was difficult for Prophet Elijah to stop idolatry in Israel.

(a) Discuss five factors that led to the contest at Mt. Camel

(b) Give five signs used by God to show that Elijah is the true prophet of God

a) Identify five practices of idolatry during the time of Elijah
b) Explain five challenges faced by Prophet Elijah in Israel
c) With reference to Prophet Elijah explain how Kenya anti corruption authority (KACA)

can help reduce corrupt in the society

Explain how prophet Elijah fought against corruption among the people of Israel as ontained in

1 Kings 21.

(a) Give reasons for Naboth’s refusal to sell the vineyard to King Ahab

(b) State what is revealed about the nature of God during the contest at Mount Carmel

(a) Explain why Elijah was uncompromising in his attitude to Baal worship

(b) What problems were faced by Prophet Elijah in Israel?

the society.

Mention how God revealed Himself to the Israelites during the time of Elijah.

Selected Old Testament Prophets and their teachings:

(a) Prophets

(a) Explain five conditions which led to the Babylonian exile

(b) What problems did the Israelites experience during the Babylonian exile

Mention six roles of the Prophets of God in the Old Testament
Explain seven characteristics of true prophets in the old testament
Identify seven duties of God’s prophets in the old testament
Identify ways in which a Christian can identify a true servant of God
a) Identify five methods used by the old testament prophets to pass their messages
. a) Highlight the difference between the traditional and Old Testament prophets
b) Identify various ways through which the Old Testament Prophets communicated their

messages to the people

c) What lessons can a Christian learn from the Old testament Prophets

(c) Amos

(a) Give six reasons why Amos proclaimed God’s judgement on Israel and Judah

(b) What were the similarities in the Prophetic vocations of Amos and Jeremiah?

State ways in which the poor were oppressed by the rich during the time of Amos
a) State ways in which the rich oppressed the poor during the time of Prophet Amos
b) In what ways do the Christians express sincere worship in church today
a) Explain the forms of punishment Amos prophesized for Israel and Judah
b) What is the relevance of prophet Amos message on judgment to Christians
Identify religious evils condemned by prophet Amos
State five ways the rich oppressed the poor during prophet Amos time.
State five ways Christians can fight corruption in the modern world
State five lessons a christian can learn from the religious message prophet Amos had for the

people of the Northern Kingdom.

a) List the five visions of prophets Amos
b) State seven evils condemned by prophet Amos in Israel
c) Explain the relevance of Amos teachings on social justice and responsibility to Christians

today.

a) Explain any four visions of Amos about judgment and punishment
b) What lessons do we learn about God from the teaching of Amos on judgment and punishment?
c) Give five ways in which church leaders are put to test today.
(a) Give six reasons why Prophet Amos was against the way Israelites worshipped God

(b) Outline seven teachings of Prophet Amos about the day of the Lord

effectively

(a) Explain the forms of punishment that Amos prophesized for Israel and Judah

(b) Give ways through which Christians promote mutual responsibility in the society today

(a) Explain the prophecy of Amos on Yahweh’s judgement
b) Outline the similarities between African and Old Testament prophets.

c ) Identify the prophecy of Amos on Yahweh’s judgement.

a) Outline rules and regulation that an expectant mother is expected to observe in Traditional

African society.

b) Outline the role of priests in Traditional African communities.
c) State five changes that have taken place in property ownership today.

15 a) Explain the purpose of bride wealth in the traditional African community.

b) Explain the factors weakening kinship ties among Africa communities.
c) Explain the Traditional African practices which show that life is sacred.

(d) Jeremiah

Explain the changes in Traditional African Community today
How does Jeremiah qualify to be a prophet of hope
(a) What was the social background to Jeremiah’s prophetic work?

(b) Give reasons for Jeremiah temple sermon.

(a) Identify five symbolic acts used by Prophet Jeremiah to demonstrate God’s judgement and

punishment to the Israelites

(b) Explain Jeremiah’s teaching on the new covenant

covenant

a) Identify seven evils condemned by prophet Jeremiah in the temple sermon.
b) Give four similarities in the life and experiences of Nehemiah and Jesus Christ.
c) How can Christians show respect to God’s places of worship?
(a) Describe the factors which contributed to Jeremiah’s suffering and lamentations

(b) State any seven challenges that modern Christians face in their struggle to condemn social

injustices in the society today

Identify seven features of the New covenant as foreseen by prophet Jeremiah
a) Give the characteristics of the new covenant as foreseen by prophet Jeremiah
b) Outline the ways in which the covenant foretold by Jeremiah is different from the

Sinaic covenant

c) In what ways did Jesus fulfil the New covenant foretold by Jeremiah

9 (a) Explain four reforms King Josiah made in Judah during the time of prophet Jeremiah.

(b) Give five reasons why Jeremiah condemned necromancy in Judah.

a) What factors prompted prophet Jeremiah to give a sermon at the temple gate
b) Explain four ways in which Jeremiah proved that he was a prophet of hope
c) What are the conditions set for a Christian to escape Gods punishment
(a) Explain the characteristics of the new covenant that was foreseen by Prophet Jeremiah

(b) What are the evils that Prophet Jeremiah would condemn in Kenya today

a) Explain any four symbolic acts used by prophets Jeremiah to demonstrate God’s

Judgements and punishment to the Israelites

b) State the relevance of Jeremiah’s suffering and lamentations to Christians today
Explain the message contained in Jeremiah’s letter to the Israelites exiled in Babylon.
a) What prompted Jeremiah to give the sermon at the temple gates?
b) Cite the problems prophet Jeremiah encountered in his ministry
c) List five lessons that Christians can learn from Jeremiah’s teachings on the evil and

false prophets

(a) What issues did Prophet Jeremiah address in his letter to the exiles

(b) Explain eight reasons why the temple of Jerusalem was considered as an important place

for the Israelites

a) Explain how God showed concern for the Israelites through prophet Jeremiah
b) Outline Prophet Jeremiah’s teaching on dishonesty
(a) Explain five virtues related to work

(b) Give reasons why child labour is morally wrong

d) Why is Jeremiah refereed to as a suffering prophet.

(e) Nehemiah

How did Nehemiah try to restore the independence of the Israelites through religious reforms
(a) Identify eight occasions in which Nehemiah prayed to justify his needs in Judah

(b) What were the socio-economic problems that Nehemiah faced as the Governor of Judah

after completing the wall of Jerusalem

society to Execute good leadership today

a) Explain the problems experienced by Nehemiah as governor of Judah
b) What lessons can a Christian leader learn from the problems faced by Nehemiah
a) Describe the dedication of the wall of Jerusalem by Nehemiah
b) Give seven similarities of the experiences of both Nehemiah and Jesus during their ministries
c) Explain the kind of reforms a Christian may make in our present churches if given a chance

today

(a) Explain five teachings christians can learn about patriotism from the characters of Nehemiah.
b) Mention the promises the Israelites made during the first renewal of the covenant under

Nehemiah.

a) Outline the promises the Israelites made during the renewal of the covenant under Nehemiah.
b) Identify six problems that Nehemiah faced in his leadership.
c) State six qualities that Christians learn from Nehemiah’s life.

SELECTED ASPECTS OF AFRICAN RELIGIOUS HERITAGE

(a). The African concept of God, Spirits and Ancestors.

(a) What was the role of ancestors in Traditional African Communities?

(b) Give the occasions when sacrifices were offered in Traditional African communities.

Mention the roles of diviners in Traditional African Communities.
Explain how people in the Traditional African Community prevented calamities from befalling

them.

(a) Outline six roles of diviners in Traditional African society.

(b) Explain four reasons which made traditional African communities to offer sacrifices.

ancestors

a) State seven roles of the Ancestors to the living in Traditional African Communities.
b) Write down seven teachings about God from the Traditional African myths of creation .
a) Identify six causes of death in the Traditional African Community
b) Explain how Africans demonstrated their belief that death was not the end of life
(a) Describe how God punished people in African Traditional Society.

(b) Identify seven traditional African practices which demonstrated their belief in God.

Write down seven ways in which Traditional African communities demonstrated their respect towards the Ancestors.
a) Outline ways through which Africans venerated their ancestors
b) Explain how a Christian can show patriotism during the recent post election chaos

(b) African moral and cultural values

Explain ways of acquiring partners for marriage in Traditional African Communities.
Outline the African cultural practices that have been integrated in a Christian worship today.
State the challenges faced by modern families in Kenya today
a) Explain the role of priests in traditional African societies
b) State the traditional African practices that lowers the dignity of women today
c) What do you think has led to the increased social evils in the society today
(a) Explain the role of kinship ties in Traditional African Societies. (b)Identify five factors that contribute to harmony and mutual responsibilities in the African

Community.

(a) Explain the changes that are taking place in property ownership in traditional African

communities

(b) List down the traditional African practices which show that life is sacred

Outline six ways in which observance of blood kinship is important in Traditional African

Communities.

a) Identify eight moral values acquired during marriage in Traditional African Community
b) What precautions were undertaken by Africans to ensure that marriage was permanent
c) State six reasons why polygamy is still practiced today
a) State six reasons why unmarried people were undermined in Traditional African Communities
b) Mention six reasons why dowry is important in modern society
c) Give factors affecting Traditional African Heritage today
State seven moral values that couples acquire in marriage
a) Outline any seven features of an African Traditional family
b) Explain ways in which marriage may contribute to social relationship in African

Traditional Society

c) What are six challenges that hinder the stability of bride wealth payment in the present

society today

(a) State five ways in which one could become a diviner in the Traditional African Communities

(b) Discuss factors that have contributed to harmony and mutual responsibility in the Traditional

African Communities

a) How did the old people prepare for death in the traditional African communities
b) Explain four factors that contributed to harmony and mutual responsibility in

the traditional African communities

c) Identify six changes that have taken place in the African traditional concept of bride-wealth
a) Explain five ways initiation rites inculcated moral values in Traditional African Community .
b) Identify five socio- cultural changes that have taken place in Traditional African Community .
c) State five ways the Kenyan Government is promoting African culture.
(a) Outline elements of change in African traditional understanding of the old age.

(b) What changes have taken place in the traditional African attitude to orphans?

a) Explain the purpose of bridewealth in the traditional African community.
b) Explain the role of Kings in traditional African community.
c) Explain the Traditional African practices which show that life is sacred.
a) Outline rules and regulation that an expectant mother is expected to observe in Traditional

African society.

b) Outline the role of priests in Traditional African communities.
a) State five changes that have taken place in property ownership today.
b) Explain the purpose of bride wealth in the traditional African community.
c) Explain the factors weakening kinship ties among Africa communities.
d) Explain the Traditional African practices which show that life is sacred.

Old Testament Prophecies about the Messiah
Explain any six ways in which Jesus fulfilled the Old Testament prophesies about the coming

of the messiah

Explain how Jesus fulfilled the prophecy of prophet Isaiah about the Messiah.
Explain how the Jewish leaders understood the term messiah

4 Explain the concept of the Messiah in the New Testament.

Identify eight ways in which Jesus fulfilled prophecies of the suffering servant of Yahweh

according to Isaiah 53

Explain how Jesus fulfilled Isaiah prophecy of the suffering servant.
(a) From St. Lukes Gospel, identify references which show Jesus as a fulfillment of

Old Testament prophecy about the messiah

(b) Outline activities which the youth may involve in the church today

Explain the Jewish concept of the Messiah
Explain seven ways through which Jesus fulfils the Old Testament prophecies about the

Messiah.

Explain how the birth of Jesus fulfils the prophecies of Isaiah

Teachers' Resources

Mwalimu Sacco Branch Annual General Meetings, Delegates elections 2021

October 5, 2025 Hillary Kangwana Leave a comment

Mwalimu National Sacco has issued a notice for the 2021 Branch Annual General Meetings, AGMs. In a circular sent to all Branch Chairmen, the Sacco Chief Executive Officer, Alphonse Kaio, directs that the AGMs be held by 28th February 2021.

During the AGMs, elections to fill the vacant delegate slots should be carried out. Vetting and Nomination Committee as read with By Law 67 (a) the names of members who want to vie as delegates must be forwarded to the Vetting and Nomination Committee via the Chief Executive Officer.

To be able to comply with the Covid-19 health restrictions promulgated by the Ministry of Health on gatherings the Branches are required to observe the following:-

The AGM must take place within two (2) hours.
All AGMs shall be physical meetings, no virtual meetings shall be permissible, neither hybrid of physical and virtual allowable.
The venue must be sufficient to accommodate your branch membership while only occupying 1/3 of the available accommodation within the venue. You are encouraged to pitch up tents in open fields as this will afford you the advantage of good ventilation and appropriate social distancing. The office will share with you the number of members in your branch to assist in deciding the choice of venue.
The venue must be sanitized the day before the AGM and the morning before the AGM.
Sanitizers and social distancing are a requisite on the date of the AGM.
Because the meetings are restricted to two (2) hours there will be no cooking or eating at the venue.
The returning officer should be the DCO as provided for in the Society’s by-laws.

FORM 4 BIOLOGY PAPER 2 EXAMS WITH ANSWERS PDF

October 5, 2025 Hillary Kangwana Leave a comment

Name ………………………………….candidate’s signature…………………

Date ………………………

231/2

Biology

Time: 2hrs.

Biology

Paper 231/2

Time: 2hrs

Instructions to candidates

.Write your name, index number in the spaces provided above.

.Sign and write the date of examination in the spaces provided above.

.This paper consists of two sections. A and B.

.Anwer all the questions in section a in the spaces provided.

.In section B answer question 7(compulsory) and either question 8 or 9 in the spaces provided after question 9.

.Check to ascertain that all pages are printed and that no questions are missing.

FOR EXAMINER’S USE ONLY

SECTION	QUESTIONS	MAXIMUM SCORE	CANDIDATES SCORE
	1	7
	2	6
	3	7
	4	7
	5	6
	6	7
	7	20
	8	20
	9	20
Total score		80

SECTION A 40MKS

Answer all questions in this section in the spaces provided.

Q1. In an ecosystem energy flows from the sun and is transferred in a series of organisms. The diagram represents different levels of energy levels of energy transfer.

Level D

Level C

Level B

Level A

(a) Insert the sun in the diagram and using arrows show the direction of energy transfer. (1mk)

(b) Name the trophic levels represented by D and B (2mks)

(c) Identify the general trend in the amount of energy along the path illustrated in (a) give reasons for the trend. (2mks)

(d)Explain short term effect of decreasing the number of individuals in the level C. (2mks)

Q2. In maize, yellow colour W is dominant over white colour. Describe how one would establish whether a given sample of yellow maize is pure or hybrid. Show your working. (4mks)

Q3. The sketch graph shows how the metabolic rate in man and lizard is affected by environmental temperature.

Suggest why the metabolic rate was high in man between 5^oc and 20^o (2mks)

Account for increase in metabolic rate in lizard as environmental temperature was increasing. (2mks)

(i) state two physiological processes that occur in man when environmental temperature rises above 35^o (2mks)

(ii) How would the lizard respond to similar temperature changes in (c) (1mk)

Q4. The apparatus shown was set up by a group of students.

What was the aim of the experiment? (1mk)

Explain the results obtained in the set up at the end of the experiment. (2mks)

State the expected results if the cellophane was replaced with a thin section of

(i) Raw arrowroot (1mk)

(ii) Boiled arrowroot (1mk)

(d) (i) Account for the results obtained in ( c) (ii). (1mk)

(ii) What is the equivalent of sucrose solution in plant tissue? (3mks)

Q5. The diagram represents a plant cell

Name a carbohydrate which forms the structure label S. (1mk)

(i) state the function of the part labeled R (2mks)

(ii) Suggest what would happen in the plant if the number of organelle labeled T is

reduced.

.(1mk)

Q6. The set of apparatus was assembled by a group of students to investigate some physiological process.

(i) give two aims of the experiment. (2mks)

(ii) Explain the observation expected after 24 hours. (2mks)

Before experiment, the glucose solution was boiled then cooled.

(i) Why was it necessary to boil the solution? (1mk)

(ii) What was the importance of oil layer in the experiment?(1mk)

Describe a control experiment for the set up. (1mk)

Suggest two industrial application of the process being investigated. (1mk)

SECTION B (40mks)

Answer question 7 (compulsory) and EITHER question 8 or 9 in the spaces provided after question 9

Q7 The table below represents body weight, metabolic rate and eaten per day by different mammals. (Compulsory)

Animal	Body weight	Metabolic rate (cm³) Oxygen/ghr	Food eaten per day (kg)
Rat	0.10	800	0.098
Hare	2.00	480	1.2
Dog	8.00	300	3.0
Man	60.00	150	4.0
Horse	200.0	100	15.0
Elephant	800.0	86	40.0

(i) Draw a graph of metabolic rate against body weight of the animals (6mks)

(ii) From the graph estimate the metabolic rate of an animal whose body weight is 35 kg (2mks)

Express the food eaten per day of the following mammals as a percentage of their body weight.

(i) Rat (2mks)

(ii) Elephant (2mks)

Account for the difference in percentage obtained in (b) (4mks)

Which of the six mammals would least suffer dehydration during a sunny day? Give reasons for your answers. (2mks)

A reptile would require less food than a mammal of the same weight. Explain. (2mks)

Q8. (a)Define the terms

(i)Transpiration (2mks)

(ii)Translocation (2mks)

(b)Explain five factors that affect the rate of transpiration in plants.(16mks)

Q9. (a) Define

(i) Chemical evolution (2mks)

(ii) Organic evolution (2mks)

(b) Describe the evidence of organic evolution (16mks)

BIOLOGY FORM 4 PAPER 2 MARKING SCHEME

Q1.

level D Level C Level B Level

A (1mk)

SUN

(All must be correct)

(b) B-secondary consumers; D-producers (2mks)

(c) Amount of energy decrease along the path (from D to A); some energy is lost through respiration unconverted materials and uneaten individuals. (2mks)

(d) Number of individuals in level B decrease leading to decrease at level A due to starvation/less energy available; number of individuals in level D would increase due to decrease of herbivores/grazers. (2mks)

Q2. (a)Back cross with white maize (ww)

Parent Pure breed X White

Genotype WW ww

Gametes W W w w

F1 genotype Ww Ww Ww Ww

NB all yellow NB:Gametes should be circled individually. (2mks)

Hybrid White

genotype Ww ww

Gametes W w w w

F1 genotype Ww Ww ww ww

2 yellow 2 white

Mixture of yellow and white (2mks)

(b) Male sex chromosome XY female XX.

Sperm

Ova

Girl

Boy

Girl

Boy

50% boys, 50% girls/equal chances (2mks)

Q3. (a) Environmental temperature lower than body temperature more heat was being generated to maintain body temperature. (2mks)

(b) The lizard is poikilothermic, enzymes were inactive at low temperature, their activity increased as temperature increased because enzymes were activated.(2mks)

(ii)Aestivation, migration to shade, burrowing, sand bathing, (any one correct)(1mk)

Q4. (a) To demonstrate osmosis in non -living tissue (1mk)

(b) Level of sucrose rose in thistle funnel, water drawn into funnel by osmosis,since sucrose solution was hypertonic to/more concentrated than distilled water. (2mks)

(ii) No observable change/sucrose level remained the same.(1mk)

(d) (i) Cell membrane in arrow root destroyed hence no osmosis (1mk)

(ii) Cell sap/dissolve sugars and salts in vacuole.(1mk)

Q5 (a) Cellulose (1mk)

(b) (i) Store sugar/salts/food; create osmotic gradient for osmosis; cause cell turgidity(2mks)

(ii) Rate of photosynthesis would reduce/inadequate food produced.(1mk)

( c ) Cell wall; chloroplast(2mks)

Q6.(a) (i) to show energy is released in anaerobic respiration; to show carbon( IV) ; oxide is produced in anaerobic respiration. (2mks)

(ii) Increase in temperature since energy is released colour of indicator; changed to yellow due to acidity/carbon. (IV)oxide released changed indicator to yellow. (1mk)

(b) (i) Expel dissolved oxygen; (1mk)

(ii) Prevent entry of air/oxygen into glucose solution.(1mk)

( c) use glucose solution without yeast/used killed yeast cells.(1mk)

(d) Ethanol production in breweries, breads production in bakeries.(1mk)

Q7.

(i) Labeling axis (2mks)

Scale (2mks)

Curve (1mk)

Plotting (1mk)

(ii) 205cm³ oxygen /ghr ^-1_–⁺_{5 evidence from gragh (2mkS)}

_{(b) (i) RAT food eaten X 100% 0.098 X100 =98% (2mks)}

Body weight 0.1

(ii)Elephant 40 X 100 =5% (2mks)

⁸⁰⁰

(C)Rat eat more food per unit body weight than elephant; Rat has larger surface area to volume ratio; therefore tend t0 lose more heat per unit body weight; oxidize more food/faster to maintain body temperature(4mks)

(d) Elephant: least surface area to volume ratio; lose water very slowly since some tissues are far from body surface; metabolic rate very slow; hence little water lost through sweating per unit body weight(2mks)

(e)Reptile poikilothermic/depend on environmental temperature; mammal homiothermic/oxidize food to maintain body temperature (2mks)

8(a) (i) Transpiration is the process by which plants lose water to the atmosphere in form of water vapour

(ii)Translocation is the process by which soluble products of photosynthesis/simple sugars are transported from leaves ;to other parts of the plants through phloem

(b)Temperature: high temperature increases water evaporation from mesophyll cell; increase capacity of atmosphere to hold more water due to faster movement of molecules/ low temperatures reduces the rate of water evaporation; air capacity to hold more water hence low transpiration rate

Humidity:high humidity lower the saturation deficit /reduce ability of atmosphere to hold more water;hence low transpiration rate/low humidity offering great saturat

ion deficit;hence high rate of transpiration

Light intensity:at low light intensity stomata close; reduce surface area over which water is lost/low transpiration rate/stomata open at high light intensity;surface area hence increases transpiration rate

Wind/air current:fast air movement /strong air current sweep away saturated air around plant;increasing transpiration rate ;still air/weak air currents make water accumulate around the plant lowering transpiration rate

Size of stomata/number of stomata/leaf area:large/many stomata/leaves/large area; increase transpiration rate/few leaves/small/few stomata reduce surface area; hence low transpiration rate

Atmospheric pressure: low atmospheric pressure increase water evaporation; hence high rate of transpiration/high atmospheric pressure reduce water evaporation; hence low rate of transpiration [3marks] award only once in each condition/low or high. {max 16marks}

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PHYSICS FORM 1-4 SCHEMES OF WORK

October 5, 2025 Hillary Kangwana Leave a comment

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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TSC Teachers’ Medical Cover Providers (Aon Minet Full Details)

October 5, 2025 Hillary Kangwana Leave a comment

Details of the new AON Minet Medical scheme for teachers; Benefits per job group

More than 318,000 Teachers Service Commission employees, will now enjoy enhanced medical cover after the commission re-awarded AON Minet a three year contract. For the last four years AON minet has been providing medical services to tutors.

In the new contract, TSC has increased allocation of funds in each cover. The three year-contract will cost whooping ksh9bn. Teachers covered by AON Minet will enjoy the following enhanced insurance packages;

Inpatient
Outpatient
Optical
Dental
Maternity
Group Life
Last Expense (Funeral)

Teachers will only be required to pay sh50 as a copay for dental, optical and outpatient doctor consultation services fee will not apply on repeat visits for above services within seven (7) days from date of previous visit or when picking medication for chronic conditions.

It is important to note that teachers will access treatment while in Kenya, Uganda, Tanzania or Rwanda. However, in cases where treatment is not available locally, international evacuation can be necessitated.

Teachers’ Medical Cover Providers all documents

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AON Minet Incidence Reporting Platform.pdf

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Medical HealthCare Cover for Teachers and their Dependants and Group Life InsurancefIncluding Last Expenses.pdf

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TSC Medical Service Providers.pdf

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KPSEA Exams Free papers, Past Papers and Revision Exams Downloads

October 5, 2025 Hillary Kangwana Leave a comment

KPSEA Exams Free papers, Past Papers and Revision Exams Downloads

KPSEA 2023 BLUE PRINT PREDICTION .pdf
KPSEA 2023 CTQ ANALYSIS .pdf
KPSEA 2023 FINAL PREDICTION (2).pdf
KPSEA 2023 FINAL PREDICTION .pdf
KPSEA 2023 SUPER PREDICTION (2).pdf
KPSEA 2023 SUPER PREDICTION .pdf

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Form 2 All Subjects Free Exams Downloads

October 5, 2025 Hillary Kangwana Leave a comment

Form Two latest Exams Free Downloads For all subjects

FORM 2 AGRIC TRIALS 2023.pdf
FORM 2 BUS TRIALS 2023.pdf
FORM 2 CHEM TRIALS 2023.pdf
FORM 2 CRE TRIALS 2022.pdf
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FORM 2 HIST TRIALS 2023.pdf
FORM 2 KIS TRIALS 2023.pdf
FORM 2 MAT TRIALS 2023.pdf
FORM 2 PHY TRIALS 2023.pdf

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ENGLISH PP3 FORM 4 JOINT EXAM WITH ANSWERS FREE

October 5, 2025 Hillary Kangwana Leave a comment

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

Answer three questions only on the answer sheets provided
question one and two are compulsory
In question three, choose only one of the optional texts which you have prepared on.
Each of your essays must not exceed 450 words
Your answers must be written in English
Where the candidate presents work on more than one optional texts, only the first one to.

IMAGINATIVE COMPOSITION (COMPULSORY) (20 MARKS)
Write a composition ending with the words:

From that day, I learnt never to trust anybody.

Write a story to illustrate the saying

Pride comes before a fall.

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.

OPTIONAL SET TEXTS (20 MARKS)

EITHER

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,’

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.

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

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

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KCSE Form 4 Best Revision Exams with Confidentials, Practicals and Answers

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KCSE Form 4 Best Revision Exams with Confidentials, Practicals and Answers

BUSINESS STUDIES
AGRICULTURE
BIOLOGY
CHEMISTRY
COMPUTER SAMIA
CRE
ENGLISH
FRENCH
GEOGRAPHY
HISTORY
HOME SCIENCE
KISWAHILI
MATHEMATICS
MUSIC
PHYSICS

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2023 Class 8 KCPE Merit Exams Free

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2023 Class 8 KCPE Merit Exams Free

Merit 004 2023 English.pdf
English 8 cld.pdf
Kiswahili 8 cld.pdf
Maths 8 cld.pdf
Merit 004 2023 Kiswahili.pdf
Merit 004 2023 Maths.pdf
Merit 004 2023 Science.pdf
Ssre 8.pdf

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Free agriculture schemes of work Form Three, Term 1-3

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Get free Form Three Agriculture schemes of work for term 1, 2 and 3.

Download a pdf and editable copy of the schemes of work here;

AGRICULTURE SCHEMES OF WORK FORM ONE TO FOUR

Free updated schemes of work for all subjects (Secondary)

Schemes of work for all subjects, free updated downloads

FORM 3 AGRICULTURE SCHEMES OF WORK TERM 1-3

		SCHEME OF WORK FORM THREE AGRICULTURE TERM ONE 2021
WK NO	L/ NO	TOPIC / SUBTOPIC	LESSON / SPECIFIC OBJECTIVES	TEACHING / LEARNING ACTIVITIES	MATERIALS / RESOURCES	REF.	REM.
1	1	LIVESTOCK PRODUCTION I Reproduction	By the end of the lesson, the learner should be able to: Define terms related to reproduction.	Exposition of new terms such as hatcheries, broodiness, and incubation. Discussion.		KLB BK III Pg 1
	2	Male reproductive system.	Identify parts of the reproductive system of a bull.	Drawing and labeling of reproductive system of a bull. Brief discussion.	Chart –reproductive system of a bull.	KLB BK III Pgs 2-3
	3	Female reproductive	Identify parts of the reproductive system of a cow.	Drawing and labeling of reproductive system of a cow. Brief discussion.	Chart –reproductive system of a cow.	KLB BK III Pgs 4-5
	4	Pregnancy, parturition and birth.	Define gestation period. Identify signs of parturition. Identify proper presentation at birth.	Probing questions; Discussion; Exposition.		KLB BK III Pgs 5-6
2	1	Reproductive system in poultry.	Identify parts of the reproductive system of a hen. State functions of parts of reproductive system of a hen.	Drawing and labeling of reproductive system of a hen. Brief discussion.	Chart –reproductive system of a hen.	KLB BK III Pgs 6-8
	2	Breeding stock.	State factors considered when selecting a breeding stock.	Probing questions; Discussion; Exposition.		KLB BK III Pgs 9-10
		Methods of selecting breeding stock.	Identify methods of selecting breeding stock.	Exposition; Brief discussion.		KLB BK III Pgs 11-12
		Breeding.	Give reasons for breeding. Define terms related to breeding.	Probing questions; Exposition of new concepts.		KLB BK III Pgs 12-16
	3	Breeding systems Inbreeding.	Give reasons for inbreeding. State advantages and disadvantages of inbreeding.	Probing questions; Exposition of new concepts.		KLB BK III Pgs 17-18
		Outbreeding.	Give reasons for outbreeding. State advantages and disadvantages of outbreeding.	Exposition of new concepts; Discussion.		KLB BK III Pgs 18-19
	4	Signs of heat in livestock.	Identify signs of heat in cattle, pigs and rabbits.	Brain storming; Brief discussion.		KLB BK III Pgs 19-20
		Natural mating and artificial insemination.	State advantages and disadvantages of natural mating. State advantages and disadvantages of artificial insemination.	Discussion with questioning.	Chart – artificial vagina.	KLB BK III Pgs 20-23
3	1	Embryo transplant.	State advantages and disadvantages of embryo transplant as a method of service.	Exposition; Brief discussion.		KLB BK III Pgs 23-24
3		Parturition.	Identify signs of parturition in cows, sows and does.	Brain storming; Brief discussion. Written exercise.		KLB BK III Pgs 24-25
	2	LIVESTOCK REARING PRACTICES Routine livestock rearing practices. Feeding.	Define flushing and steaming up. Give reasons for flushing and steaming up.	Exposition of new concepts; Discussion.		KLB BK III Pgs 27-28
		Creep feeding.	Describe creep feeding of piglets, lambs, kids and kindlings.	Exposition of new concepts; Probing questions; Discussion.		KLB BK III Pgs 29-31
	3	Vaccination.	State properties of good vaccines. Give examples of common vaccines.	Exposition of new concepts; Discussion.		KLB BK III Pgs 32-33
		Deworming & docking.	Explain reasons for deworming & docking.	Brain storming; Brief discussion.	Sample dewormers.	KLB BK III Pgs 33,36
	4	Hoof trimming.	Give reasons for hoof trimming. Identify tools used in hoof trimming.	Brain storming; Brief discussion.	Tools used in hoof trimming.	KLB BK III Pgs 36-38
		Dusting, dipping and spraying.	Give reasons for dusting, dipping and spraying.	Brief discussion with questioning.		KLB BK III Pgs 38-40
4	1	Breeding-related practices.	Identify practices related to breeding.	Exposition of new concepts; Discussion.		KLB BK III Pgs 40-41
	2	Identification of livestock.	Give reasons for identifying animals. Outline various methods of identification.	Brain storming; Brief discussion.	Ear notching patterns.	KLB BK III Pgs 41-44
	3	Debeaking and tooth clipping.	Give reasons for debeaking and tooth clipping.	Q/A and brief discussion; Practical activities.	Debeaking and tooth clipping tools.	KLB BK III Pg 45
	4	Culling.	Give reasons for culling animals. Cite basis of culling animals.	Brain storming; Brief discussion.		KLB BK III Pgs 45-46
5	MID TERM BREAK
6	1	Dehorning.	Identify methods of dehorning. Identify tools used for dehorning.	Q/A and brief discussion; Practical activities.	Dehorning tools.	KLB BK III Pgs 47-48
		Castration & caponisation.	Give reasons for castrating animals. Outline methods of castration / caponisation.	Brain storming; Brief discussion; Practical activities.	Tools used in castration.	KLB BK III Pgs 49-52
	2	Management during parturition.	Outline management practices during parturition in cattle, sheep, goats, pigs and rabbits. Identify signs of farrowing.	Brain storming; Exposition; Detailed discussion.		KLB BK III Pgs 52-56
	3	BEE KEEPING Importance of bee keeping. Bee colony.	Outline importance of bee keeping. Identify members of a bee colony.	Brain storming; Detailed discussion.		KLB BK III Pgs 56-59
		Life cycle of a bee. Siting an apiary.	Describe the life cycle of a bee State factors considered when siting an apiary.	Exposition, Probing questions, Brief discussion.		KLB BK III Pgs 59-60
	4	Types of hives & stocking a hive.	Identify types of hives. Outline methods used to stock a hive.	Brief discussion with questioning.	K.T.B.H.	KLB BK III Pgs 60-65
7	1	Bee management.	Give reasons for feeding bees. Identify pests and diseases and their control.	Brief discussion with questioning.		KLB BK III Pgs 66-68
	2	Swarming of bees.	Cite reasons for swarming of bees. Identify proper practices for handling bees.	Brain storming; Discussion.	Protective gear.	KLB BK III Pgs 68-69
	3,4	Honey harvesting. Honey processing.	Describe honey harvesting process. Identify equipment for honey harvesting. Outline methods of honey extraction.	Brief discussion; Teacher demonstration-extracting honey	Equipment for honey harvesting, & extraction..	KLB BK III Pgs 70-72
8	1	FISH FARMING Importance of fish. Requirements for fish farming.	Outline importance of fish keeping. Identify requirements for fish farming.	Brain storming; Discussion.	Fish pond.	KLB BK III Pgs 72-73
	2,3	Stocking, feeding, cropping and harvesting.	Outline practices for stocking, feeding, cropping and harvesting of fish.	Brief discussion with probing questions.	Fish pond.	KLB BK III Pgs 77-80
	4	FARM STRUCTURES Planning and siting farm structures.	Explain factors considered when planning and siting farm structures.	Brain storming; Discussion.		KLB BK III Pgs 83-84
9	1,2	Types of construction materials.	Identify types of materials for construction.	Brain storming; Discussion.		KLB BK III Pgs 84-88
	3	Farm buildings.	State purpose of farm buildings. Identify parts of a farm building.	Q/A; Brief discussion.		KLB BK III Pgs 89-93
	4	Livestock structures.	Give examples of farm livestock structures. Identify parts of a cattle plunge dip/ spray race /milking shed.	Brain storming; Drawing diagrams; Discussion.	Chart – Parts of plunge dip/ spray race /milking shed.	KLB BK III Pgs 94-99
10		END OF TERM ONE EXAMS
		SCHEME OF WORK FORM THREE AGRICULTURE TERM TWO 2021
WK NO	L/ NO	TOPIC / SUBTOPIC	LESSON / SPECIFIC OBJECTIVES	TEACHING / LEARNING ACTIVITIES	MATERIALS / RESOURCES	REF.	REM.
1	1	Livestock structures. Zero grazing unit and calf pen.	Identify structural requirements for zero grazing unit and calf pen.	Brain storming; Drawing diagrams; Discussion.	Zero grazing unit and calf pen.	KLB BK III Pgs 104-5
	2	Poultry house, piggery unit & rabbit hutch.	Identify structural requirements for poultry house & a piggery unit.	Brain storming; Drawing diagrams; Discussion.	Poultry house & a piggery unit.	KLB BK III Pgs 106-110
	3	Fences.	State advantages of a live fence over a wire fence. Identify types of wire fences.	Brain storming; Discussion.	Chart – Parts of wire fence	KLB BK III Pgs 124-130
	4	Seedbeds, nursery structures, seed boxes & vegetative propagation units.	Outline requirements for seedbeds, nursery structures, seed boxes & vegetative propagation units	Brain storming; Drawing diagrams; Discussion.	Seedbeds, nursery structures, seed boxes & vegetative propagation units	KLB BK III Pgs 130-138
2	1	AGRICULTURAL ECONOMICS II Meaning of land tenure. Communal land tenure.	Define the term land tenure. State advantages and disadvantages of communal land tenure.	Exposition of new concepts; Discussion.		KLB BK III Pgs 140-2
2	2	Individual land tenure	State advantages and disadvantages of individual owner operator, landlordism & tenancy.	Exposition of new concepts; Probing questions; Discussion.		KLB BK III Pgs 142-4
2	3	Land fragmentation.	Outline factors related to land fragmentation. Highlight effects related to land fragmentation.	Exposition of new concepts; Probing questions; Discussion.		KLB BK III Pgs 144-7
2	4	Land reforms.	Discuss land consolidation, tenure reforms, adjudication and registration.	Exposition of new concepts; Probing questions; Discussion.		KLB BK III Pgs 147-152
3	1	Development of settlement schemes in Kenya.	Identify some settlement schemes in Kenya. Outline requirements for settlement schemes to thrive in Kenya.	Exposition of new concepts; Brief discussion.		KLB BK III Pgs 152-7
	2	SOIL AND WATER CONSERVATION Soil erosion.	Outline factors influencing soil erosion. Identify types of soil erosion.	Brain storming; Brief discussion.		KLB BK III Pgs 158-167
	3	Effects of soil erosion & control measure.	Highlight effects of soil erosion & measures of control.	Brain storming; Brief discussion.		KLB BK III Pgs 167-8
	4	Mass wasting (solifluction)	Identify types of mass wasting. State effects of mass wasting.	Brain storming; Brief discussion.		KLB BK III Pgs 168-172
4	1	Methods of soil and water conservation.	Outline methods of soil and water conservation.	Brain storming; Drawing diagrams; Brief discussion.		KLB BK III Pgs 178-183
		Types of terraces.	Identify types of terraces.	Observing terraces; Drawing diagrams; brief discussion.	Terraces.	KLB BK III Pgs 183-8
	2	Harvesting water.	Outline methods of harvesting water.	Brain storming; Brief discussion.		KLB BK III Pgs 188-190
	3	WEEDS AND WEED CONTROL Identification of common weeds.	Define a weed. Identify common weeds.	Drawing Illustrative diagrams; Weed mounting;	Common weeds.	KLB BK III Pgs 192-199
		Effects of weeds.	Highlight harmful effects of weeds. Highlight benefits of weeds.	Brain storming; Brief discussion.	Useful and harmful weeds.	KLB BK III Pgs 200-2
	4	Chemical weed control.	Outline ways in which chemicals affect crops. Classify herbicides.	Expository and descriptive approaches.	Common herbicides.	KLB BK III Pgs 203-4
		Selectivity and effectiveness of herbicides.	Outline factors affecting selectivity and effectiveness of herbicides.	Expository and descriptive approaches.		KLB BK III Pgs 205-6
		Herbicides and the environment.	Highlight precautions observed when handling herbicides. Discuss effects of herbicides on the environment.	Brain storming; Brief discussion.		KLB BK III Pgs 208-9
5	1	Mechanical weed control.	State advantages of tillage as a method of weed eradication.	Brain storming; Brief discussion.		KLB BK III Pgs 209-210
	2	Cultural biological & legislative methods of weed control.	Identify some cultural and biological ways of controlling weeds. Define legislative method of weed control.	Q/A & brief discussion.		KLB BK III Pgs 210-1
	3,4	C.A.T

6	1	CROP PESTS AND DISEASES Effects of crop pests. Classification of pests.	State harmful effects of crop pests. Outline criteria for classifying pests.	Brain storming; Exposition of new concepts.		KLB BK III Pgs 213-4
	2	Field insect pests.	Identify common field insect pests.	Examining some insect pests. Identifying parts of crops attacked.	Common field insect pests, Infested crops.	KLB BK III Pgs 214-8
	3	Piercing and sucking pests.	Identify common piercing and sucking pests.	Examining some piercing and sucking pests. Identifying parts of crops attacked.	Common Piercing and sucking pests. Infested crops.	KLB BK III Pgs 218-221
	4	Other field pests.	Describe harmful effects caused by nematodes, mites, rodents and birds.	Brain storming; Brief discussion.		KLB BK III Pgs 221-3
7	1	Storage pests.	Identify common storage pests.	Examining storage pests. Identifying parts of crops attacked.	Storage pests, infested cereals.	KLB BK III Pgs 224-6
	2	Crop pest control.	Outline methods for controlling pests.	Brain storming; Brief discussion.		KLB BK III Pgs 226-30
	3	Pesticides.	Outline criteria for classifying pesticides. Highlight factors affecting effectiveness of a pesticide. State advantages of using pesticides.	Exposition, detailed discussion.		KLB BK III Pgs 230-2
	4	Biological pest control. Effects of diseases.	State advantages of using biological pest control. Identify effects of crop diseases.	Brain storming; Exposition; Brief discussion.	Crop parts infected with diseases.	KLB BK III Pgs 233-4
8	1	Fungal diseases.	Highlight harmful effects of diseases. Identify some fungal diseases.	Expository and descriptive approaches.	Crops affected by fungal diseases.	KLB BK III Pgs 234-7
	2	Viral diseases.	Identify some viral diseases.	Expository and descriptive approaches.	Crops affected by viral diseases.	KLB BK III Pg 237
	3 4	Bacterial diseases. Nutritional disorders.	Identify some bacterial diseases. Identify nutritional disorders of crops.	Expository and descriptive approaches. Q/A to review nutritional disorders of crops.	Crops affected by bacterial diseases.	KLB BK III Pg 238-9
9	1	Control of crop diseases.	Highlight methods of controlling crop diseases.	Brain storming; Brief discussion, Answer review questions.		KLB BK III Pg 239-240
	2 3	CROP PRODUCTION VI FIELD PRACTICES II MAIZE Ecological requirements. Describe land preparation	By the end of the lesson, the learner should be able to: Outline the ecological requirements of maize. Identify some varieties of maize. Describe land preparation for maize establishment.	Brain storming; Probing questions; Brief discussion.	School farm.	KLB BK III Pg 242-5
	4	Field operations.	Describe field operations on a maize stand.	Q/A on spacing of crops and fertilizer application; Brief discussion.	School farm.	KLB BK III Pg 245-6
10	1	Pest control & Disease control.	Identify field and storage pests that attack maize. Identify diseases that attack maize	Brain storming; Probing questions; Brief discussion.	Infested maize.	KLB BK III Pg 246-9
10	2	Harvesting, storage and marketing of maize.	Describe harvesting, storage and marketing of maize.	Brief discussion with oral questioning.		KLB BK III Pg 249-250

3

FINGER MILLET

Ecological requirements and preparation for planting materials.

Outline the ecological requirements of finger millet.

Identify some varieties of finger millet.

Discussion;

Probing questions.

Finger millet.

KLB BK III

Pg 250-2

4

Field operations, pest and disease control.

Discuss field operations, pest and disease control.

Examine millet attacked by pests / diseases.

Discussion.

Millet attacked by pests / diseases.

KLB BK III

Pg 254-5

11

END OF TERM TWO EXAMS

		SCHEME OF WORK FORM THREE AGRICULTURE TERM THREE 2021
WK NO	L/ NO	TOPIC / SUBTOPIC	LESSON / SPECIFIC OBJECTIVES	TEACHING / LEARNING ACTIVITIES	MATERIALS / RESOURCES	REF.	REM.
1	1	SORGHUM Ecological requirements and preparation for planting materials.	Outline the ecological requirements of sorghum. Identify some varieties of finger millet. Describe selection and preparation of planting materials.	Discussion; Exposition; Probing questions.	Finger millet.	KLB BK III Pg 250-2
1		Field operations, pest and disease control.	Discuss field operations, pest and disease control.	Examine sorghum attacked by pests / diseases. Discussion.	Sorghum attacked by pests / diseases.	KLB BK III Pg 255-9
	2	BEANS Ecological requirements and preparation for planting materials.	Outline the ecological requirements for beans. Identify some varieties of beans.	Exposition and probing questions.		KLB BK III Pg 260-1
		Field operations, pest and disease control & harvesting of beans.	Discuss field operations, pest and disease control.	Examine beans attacked by pests / diseases. Brain storming; Discussion.	Bean plants attacked by pests / diseases.	KLB BK III Pg 261-3
	3	RICE Ecological requirements and preparation for planting materials.	Outline the ecological requirements for beans. Identify some varieties of rice.	Exposition and probing questions.		KLB BK III Pg 260-1
		Field operations, pest and disease control & harvesting of rice.	Discuss field operations, pest and disease control.	Brain storming; Discussion.	Bean plants attacked by pests / diseases.	KLB BK III Pg 261-3
2	1	Harvesting pyrethrum.	Describe harvesting of pyrethrum.	Exposition and probing questions.	Pyrethrum shrubs	.KLB BK III Pg 265
	2	Harvesting sugarcane.	Describe harvesting of sugarcane.	Exposition and probing questions.	Pyrethrum shrubs	.KLB BK III Pg 265
	3	Harvesting coffee and tea.	Describe harvesting of coffee and tea.	Brain storming; Exposition and probing questions.	Pyrethrum shrubs	.KLB BK III Pg 265-8
	4	FORAGE CROPS Pasture classification.	Outline criteria for classifying pastures.	Exposition and probing questions.	Common types of grass.	KLB BK III Pg 269-271
3	1	Pasture establishment.	Outline methods of sowing pasture crop. Describe field practices for pasture establishment.	Brain storming, Discussion.		KLB BK III Pg 272-4
	2	Weed control and top dressing.	Cite reasons for weed control. Cite reasons for topdressing.	Brain storming, Discussion.		KLB BK III Pg 274-6
	3	Pasture utilization.	State effects of early / late defoliation.	Probing questions; Exposition; Discussion.		KLB BK III Pg 277-8
	4	Rotational grazing systems.	State advantages of rotational grazing systems.	Brain storming, discussion on paddocking, strip grazing, tethering.		KLB BK III Pg 280-2
4	CAT AND MID TERM BREAK
5	1	Zero grazing / stall feeding.	State advantages of zero grazing / stall feeding.	Brain storming; Discussion		KLB BK III Pg 283
5	2	Napier grass.	Outline the ecological requirements for napier grass. Describe establishment of napier grass.	Expository and descriptive approaches.	Napier grass strands.	KLB BK III Pg 283-7
		Guatemala.	Outline the ecological requirements for Guatemala. Describe establishment of Guatemala.	Brain storming; Discussion	Guatemala strands.	KLB BK III Pg 287-292
	3	Kenya white clover.	Outline the ecological requirements for *Kenya* *white clover.* Describe establishment of *Kenya* *white clover.*.	Brain storming; Discussion	*Kenya* *white clover* strands.	KLB BK III Pg 295
	4	Lucerne & desmodium.	Outline the ecological requirements for Lucerne / desmodium. Describe establishment of Lucerne / desmodium.	Q/A & brief discussion; Exposition.	Lucerne strands.	KLB BK III Pg
6	1	FORAGE CONSERVATION	Cite reasons for conserving forge. Outline methods of conserving forage.	Discussion on hay / silage making and silos.		KLB BK III Pg 299-302
6
		Principles of conservation.	Discuss the principles of conservation of forage. State characteristics of quality silage.	Brief discussion with exposition of new concepts.		KLB BK III Pg 304-5
	2	Silage requirements in dry matter.	Calculate silage requirements in dry matter.	Exposition, calculations.	Calculators.	KLB BK III Pg 305-6
	3, 4	LIVESTOCK HEALTH III Observable conditions of livestock. & Disease predisposing factors.	Identify conditions that help in observing disease symptoms. Identify some disease predisposing factors	Brain storming, Q/A to review disease and health. Discussion.		KLB BK III Pg 308-9
7	1,2	Terms related to livestock diseases.	Define the terms incubation period, mortality, natural and artificial immunity.	Probing questions; Brief discussion.		KLB BK III Pg 309-310
7	3,4	Protozoan diseases.	Give examples of protozoan diseases. Identify symptoms of specific diseases. Cite control measures.	Discussion on ECF, anaplsmolysis, nagana, coccidiosis.		KLB BK III Pg 311-2
8	1,2	Bacterial diseases.	Give examples of bacterial diseases. Identify symptoms of specific diseases. Cite control measures. Identify animals affected by bacterial diseases.	Discussion on mastitis. Foot rot, contagious abortion, black quarter, scours, anthrax, pneumonia.		KLB BK III Pg 314-325
8	3,4	Viral diseases.	Give examples of viral diseases. Identify symptoms of specific diseases. Cite control measures. Identify animals affected by viral diseases.	Discussion on rinderpest, Newcastle, gumboro, foot and mouth disease, fowl pox.		KLB BK III Pg 325-330
9	1	Nutritional disorders. -Milk fever.	Cite symptoms of milk fever. Explain control and treatment of milk fever.	Brain storming; Brief discussion.		KLB BK III Pg 330-2
	2	– Bloat.	Cite symptoms of milk fever. Explain control and treatment of milk fever.	Brain storming; Brief discussion.		KLB BK III Pg 332-3
	3,4	*REVIEW QUESTIONS*
10	END OF YEAR EXAMS

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Form 2 Exam Full Papers & Marking Schemes

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Form 2 Exam Papers & Marking Schemes – Boost Your Preparation

Been wondering where to get well set form 2 exams? Wonder no more. Download free comprehensive Form 2 exam papers and marking schemes here. Enhance your preparation with trusted resources.

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FORM 4 BIOLOGY PP3 EXAMS (QUESTIONS, CONFIDENTIAL & ANSWERS) IN PDF

October 5, 2025 Hillary Kangwana Leave a comment

231/3

BIOLOGY

PAPER 3

KASSU

TIME: 2 HOURS

Kenya Certificate of Secondary Education (K.C.S.E.)

REQUIREMENTS FOR EACH CANDIDATE

Solution P- starch
Solution Q- egg white
Solution Z- water
Solution R- Diastase
Benedict’s solution
Iodine solution
Visking tubing – 8cm
Thread
100ml beaker
5 test tubes
5 labels

D1-Blackjack
D2-Sonchus
D3-Jacaranda
D4-Mango

Name………………………………………………… Adm no. ……………Class…….

School …………………………………………………

231/3

BIOLOGY

PAPER 3 (PRACTICAL)

Time: 1 ¾ HOURS

KASSU JET EXAMINATION –

231/3

BIOLOGY PAPER 3 (PRACTICAL)

Time: 1 ¾ HOURS

INSTRUCTIONS TO CANDIDATES

Answer ALL the questions.
You are required to spend the first 15 minutes of 1 ¾ hours allowed for this paper reading the whole paper carefully before commencing your work.
Answers must be written in the spaces provided in the question paper.
Additional pages must not be inserted.

FOR EXAMINERS USE ONLY

Question	Maximum score	Candidate’s score
1	12
2	14
3	14
Total Score	40 *Marks*

This paper consists of 5 printed pages.Candidates should check the question paper to ensure that all pages are printed as indicatedand no questions are missing

You are provided with the photomicrograph of an onion outer epidermis as seen under light microscope
a) On the photograph, name parts labelled A, C, and D (3mark) A ……………………………………………………………

C ……………………………………………………………

D ……………………………………………………………

Explain how the part labelled B is adapted to its function (2marks)

………………………………………………………………………………………………………………………………………………………………………………………………

Calculate the actual size of the cell marked K, give your answer in micrometres

(2marks)

The differences between the cells in the photograph and those obtained from an animal epithelial cells (3marks)

Onion epidermal cells	Animal epithelial cells

State the process that make the structures in the cell above appear more distinct

(1mark)

………………………………………………………………………………………..

In microscopic procedure in 1 (d) above name what was used to achieve the process

(1mark)

……………………………………………………………………………………………

The photographs below represent specimen labeled A, B, C and D

SPECIMEN A	SPECIMEN B

SPECIMEN C	SPECIMEN D

Name the type of placentation shown in specimen A and B (2marks)

A…………………………………………………………………………………

B…………………………………………………………..………………….…

Identify the type of sections from which specimen C and D was obtained?

(2 marks)

C…………………………………………………………………………………

D…………………………………………………………..………………….…

Classify the above specimen labeled D (1mark)

………………………………………………………………………………

You are provided with specimen labeled D1, D2, D3 and D4. Examine them

Draw and label specimen labeled D2 (3marks)

Giving a reason and state the agent of dispersal of the specimen (6marks)

Specimen	Agent of dispersal	Reason
D1
D3
D4

You are provided with the following. Solution P, Q and Z.

(i) Put 2 cm³ of solution P into two test tubes labeled A and B. Add iodine solution drops into test tube A. Observe and record. (1 mark)

…………………………………………………………………………………………..

(ii)To test tube B, add an equal amount of Benedict’s solution. Heat to boil. Record your observation. (1 mark)

…………………………………………………………………………………………..

(iii) From the results in (a) (i) and (ii), identify solution P. (1 mark)

…………………………………………………………………………………………..

(iv). Put 2cm³ of solution Z into a clean test tube labelled C. Add equal volume of Benedict’s solution. Heat to boil. (1 mark)

……………………………………………………………………………………..……

(v) Open the visking tubing provided, Pour solution P into the visking tubing and add 1cm³ of the solution R. Tie the visking tubing and ensure there is no leakage. Pour solution Z into a clean beaker till it is half full. Immerse visking tube in the solution Z in the beaker. Allow it to stand for 30 minutes. After 30 minutes, take 2cm³of solution Z from the beaker into a clean test tube labelled D. Add equal amount of Benedict’s solution. Heat to boil. Record your observation. (1 mark)

…………………………………………………………………………………………..

(vi)Account for the observation made in (v) above. (3 marks)

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

i) Pour 2 cm³ of solution Q into a clean test tube. Observe and record the color of solution (1 mark)

…………………………………………………………………………………………

ii) Add 1 cm³ of sodium hydroxide into test tube containing solution Q. Record your observation. (1 mark)

……………………………………………………………..……………………………

iii) Explain the results observed in (b)(ii) above. (2 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….…………….

iv). what is the identity of solution R? (1 mark)

……………………………………………………………..……………………………v) State one factor that can affect the process demonstrated in 3a (v) above (1 mark)

……………………………………………………………..……………………………

KASSU BIOLOGY PAPER 3 MARKING SCHEME

1.You are provided with the photomicrograph of an onion outer epidermis as seen under light microscope

a) On the photograph, name parts labelled A, C, and D (3marks)

A chloroplast ;

C cell membrane ;

D cytoplasm ;

Explain how the part labelled Bisadapted to itsfunction (2marks)

Cellwallcontain the polysaccharide cellulose; thatgivemechanical support

Calculate the actual size of the cellmarked K, giveyouranswer in micrometres

(2marks)

Mg = image size

Actual size

1500= 4.4×10,000 ;

Actual size

=44000

1500

=29.3um ; units

The differencesbetween the cells in the photograph and thoseobtainedfrom an animal epithelialcells (3marks)

Onionepidermalcells	Animal epithelialcells
Cellwallpresent	Cellwall absent ;
Chloroplastpresent	Chloroplast absent ;
Nucleus locatedat the periphery	Centralised nucleus ;

State the processthatmake the structures in the cellaboveappear more distinct (1mark)

Staining ;

In microscopicprocedurein 1 (e) abovenamewhatwasused to achieve the process(1mark)

Iodinestain,;methyleneblue ;eosinacceptany one

The photographs below represent specimen labeled A, B, C and D

SPECIMEN A	SPECIMEN B

SPECIMEN C	SPECIMEN D

Name the type of placentation shown in specimen A and B (2 marks)

A Axile;

B free central;

Identify the type of sections from which specimen C and D was obtained?

(2 marks)

Ccross section/transverse section;

Longitudinal section;

Classify the above specimen labeled D (1mark)

Succulent;

You are provided with specimen labeled D1, D2, D3 and D4. Examine them

Draw and label specimen labeled D2 (3marks)

Giving a reason and state the agent of dispersal of the specimen (6marks)

Specimen	Agent of dispersal	Reason
D1	*Animal ;*	*Have hook-like structures which stick on fur/clothes of passing animals;*
D3	*Wind;*	*Has wing like structures to increase surface area for it to be carried by wind;*
D4	*Animal ;*	*Brightly coloured, succulent to attract animals that feed on it;*

You are provided with the following. Solution P, Q and Z.

(i) Put 2 cm3 of solution P into two test tubes labeled A and B. Add iodine solution drops into test tube A. Observe and record. (1 mark)

Blue-black colour observed;

(ii)To test tube B, add an equal amount of Benedict’s solution. Heat to boil. Record your observation. (1 mark)

Blue-black of Benedict’s solution persist;

(iii) From the results in (a) (i) and (ii), Identify solution P. (1 mark)

Starch solution;

(iv) put 2cm3 of solution Z into a clean test tube labelled C. Add equal volume of Benedicts solution. Heat to boil. (1 mark)

Blue colour of Benedict’s solution persist;

(v) Open the visking tubing provided. Pour solution P into the visking tubing and add 1cm3 of the solution R. Tie the visking tubing and ensure there is no leakage. Pour solution Z into a clean beaker till it is half full. Immerse visking tube in the solution Z in the beaker. Allow it to stand for 30 minutes. After 30 minutes, take 2cm3 of solution Z from the beaker into a clean test tube labelled D. Add equal amount of Benedict’s solution. Heat to boil. Record your observation. (1 mark)

Colour changes from Blue-green- yellow- orange;

(vi)Account for the observation made in (v) above. (3 marks)

Starch is hydrolysed into maltose by enzyme diastase; maltose molecules are small enough to diffuse through the small pores of the visking tubing; maltose reacted with Benedict’s solution producing an orange colour;

(i)Pour 2 cm3 of solution Q into a clean test tube. Observe and record the color of solution Q. (1 mark)

White/turbid/ cloudy;

(ii)Add 1 cm3 of sodium hydroxide into test tube containing solution Q. Record your observation. (1 mark)

Solution Q clears/ white colour fades off;

(iii)Explain the results observed in (b)(ii) above. (2 marks)

` Sodium Hydroxide breaks down the protein molecules into peptides; peptides form a clear solution;

iv). what is the identity of solution R? (1 mark)

Enzyme/diastase

v) State one factor that can affect the process demonstrated in 3a (v) above (1 mark)

Increase in temperature

Teachers' Resources

Free Set book notes, guides, English Literature notes, Poetry notes and Many More: A Doll’s House, Blossoms, The Pearl…

October 5, 2025 Hillary Kangwana Leave a comment

Literature forms an integral part of the English language subject that is offered in the current education system. Students preparing for the kenya Certificate of Secondary Education, KCSE, examinations require a number of guides for the various set books and poetry notes.

FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;

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STUDY RESOURCES FOR INHERITANCE

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Free Biology schemes of work Form Four, Term 1-3

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Get free Form Four Biology schemes of work for term 1, 2 and 3.

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Free updated schemes of work for all subjects (Secondary)

Schemes of work for all subjects, free updated downloads

FORM 4 BIOLOGY SCHEMES OF WORK TERM 1-3

SCHEMES OF WORK BIOLOGY FORM FOUR TERM ONE YEAR 2021-2026
W NO	L/ NO		TOPIC/ SUBTOPIC	LESSON / SPECIFIC OBJECTIVES	TEACHING / LEARNING ACTIVITIES	MATERIALS / RESOURCES	REF.	REMARKS
1	1		GENETICS The concept of variation.	By the end of the lesson, the learner should be able to: Define Genetics. Define variation.	Exposition of new concepts. Probing questions on some variations in human beings. Observe some variations in human beings such as tongue rolling, finger prints, students heights, etc. Discussion on the concept of variation.	Ink pad, hand lenses, white paper.	KLB BK IV. PP 1-2.
	2-3		Discontinuous variation.	Define discontinuous variation.	Observe some discontinuous variations in human beings such as tongue rolling, sex, blood groups, etc. Discussion on the concept of discontinuous variation.		KLB BK IV. P 3.
	4,5		Continuous variation.	Define continuous variation. Give examples of characteristics that show continuous variation.	Class activity ; students measure and record their heights; Plotting of frequency-height graph; Analyzing the graph; Discussion with probing questions.	Metre rules/ tape measure, Graph papers	KLB BK IV. PP 3-4
2	1-2		Causes of variation.	Discuss causes of variation.	Exposition of new concepts. Discussion with probing questions.		KLB BK IV. P 4
2	3-4		The chromosome.	Describe the structure of chromosomes.	Exposition of new concepts. Probing questions. Discussion.		KLB BK IV. PP 4-5.
2	5		Chromosomal behaviour during mitosis.	Describe chromosomal behaviour during mitosis.	Exposition; Teacher demonstrations; Drawing diagrams; Detailed discussion.	Scissors, Manilla papers, thread, cellotape.	KLB BK IV. PP 5-6
3	1-2		Chromosomal behaviour during meiosis.	Describe chromosomal behaviour during meiosis.	Exposition; Teacher demonstrations; Drawing diagrams; Detailed discussion.	Scissors, Manilla papers, threads, cellotape.	KLB BK IV. PP 6-7
	3-4		Genes and DNA.	Describe the structure of genes and DNA. Identify the role of DNA.	Expository approach.	Chart- the double helix DNA.	KLB BK IV. PP 7-8
	5		DNA replication.	Describe DNA replication. Explain the role of DNA in protein synthesis.	Exposition; Drawing mRNA strands.		KLB BK IV. PP 9-10
4	1		First law of heredity.	Describe Mendels experiments. State Mendels first law.	Exposition with explanations.		KLB BK IV. PP 11-12
	2-3		Monohybrid inheritance.	Define monohybrid inheritance. Differentiate between genotype and phenotype. Draw diagrams to show genetic crosses.	Q/A to review Mendels first law. Drawing diagrams to show genetic crosses. Discussion with probing questions.		KLB BK IV. PP 12-14
	4-5		Genetic crosses using a punnet square.	Show fusion of gametes using a punnet square.	Completing a punnet square; Brief discussion.		KLB BK IV. PP 14-15
5	1-2		Ratios of phenotypes and genotypes.	Explain the concept of probability in inheritance of characteristics.	Q/A to review phenotypes and genotypes. Simple experiments on probability. Discussion.	Beans of two different colours, beakers.	KLB BK IV. PP 15-17
	3-4		Incomplete dominance.	Cite examples of incomplete dominance. Illustrate incomplete dominance with diagrams.	Exposition; Discussion; Drawing diagrams.		KLB BK IV. PP 19-20.
	5		Inheritance of ABO blood groups.	Identify the four blood groups and their genotypes. Illustrate inheritance of blood groups with diagrams.	Exposition; Discussion; Drawing diagrams; Supervised practice on inheritance of blood groups.		KLB BK IV. PP 20-21
6	1		Inheritance of ABO blood groups.	Illustrate inheritance of blood groups with diagrams.	Exposition; Discussion; Drawing diagrams; Supervised practice on inheritance of blood groups.		KLB BK IV. PP 20-21
	2		Inheritance of Rhesus factor.	Describe inheritance of Rhesus factor.	Exposition; Discussion.		KLB BK IV. PP 21-22
	3-4		Determining unknown genotypes.	Determine unknown genotypes using test crosses and selfing crosses.	Exposition; Probing questions; Drawing illustrative diagrams; Discussion.		KLB BK IV. PP 22-23
	5		Sex determination in man.	Describe sex determination in man.	Exposition; Drawing illustrative diagrams; Discussion.		KLB BK IV. PP 23-24
7	1-2		Sex-linked genes and traits.	Identify sex-linked traits in man. Illustrate inheritance of sex-linked traits with diagrams.	Probing questions; Drawing illustrative diagrams; Discussion.		KLB BK IV. PP 24-27
	3-4		Non-disjunction.	Explain effects of non-disjunction as a chromosomal abnormality.	Exposition of new concepts; Discussion.		KLB BK IV. PP 30-33
	5-1		TEST & MID TERM BREAK
8	5-1		TEST & MID TERM BREAK
	2-3		Gene mutation.	Differentiate between chromosomal and gene mutation. Identify types of gene mutation.	Q/A to review types of chromosomal mutation; Using sequence models to show chromosomal mutations. Discussion.	Models to show Chromosomal mutations.	KLB BK IV. PP 33-35
	4-5		Disorders due to gene mutations.	Explain some disorders due to gene mutations. Illustrate genetic disorders with diagrams.	Discussion on albinism, sickle-cell anaemia, haemophilia, colour blindness. Drawing illustrative diagrams.		KLB BK IV. PP 35-38
9	1-2		Disorders due to gene mutations.	Illustrate genetic disorders with diagrams.	Discussion on albinism, sickle-cell anaemia, haemophilia, colour blindness. Drawing illustrative diagrams.		KLB BK IV. PP 35-38
	3-4		Applications of genetics.	Identify areas of practical application of genetics.	Probing questions; Open discussion; Topic review.		KLB BK IV. PP 39-45
	5		EVOLUTION Meaning of evolution. Theories of origin of life.	Define evolution. Explain the theories of life.	Brain storming; Probing questions; Q/A on creation theory; Exposition of chemical theory.		KLB BK IV. PP 49-51
10	1-2		Evidence for organic evolution.	Cite evidence for organic evolution.	Brain storming; Probing questions; Exposition; Discussion.		KLB BK IV. PP 51-59
	3-4		Comparative anatomy and homologous structures.	Define divergent evolution. Give examples of homologous structures.	Examine forelimbs of vertebrates; Discuss adaptations and use of the limbs.	Forelimbs of vertebrates.	KLB BK IV. PP 59-63
	5		Comparative anatomy and homologous structures. (contd)	Define divergent evolution. Give examples of homologous structures.	Examine forelimbs of vertebrates; Discuss adaptations and use of the limbs.	Forelimbs of vertebrates.	KLB BK IV. PP 59-63
11	1		Convergent evolution and analogous structures.	Define convergent evolution. Give examples of analogous structures. Give examples of vestigial structures.	Examine wings of insects; wings of birds / bat. Discuss observations.	Wings of insects, wings of birds / bat.	KLB BK IV. PP 63-64
	2-3		Convergent evolution and analogous structures.(contd)	Define convergent evolution. Give examples of analogous structures. Give examples of vestigial structures.	Examine wings of insects; wings of birds / bat. Discuss observations.	Wings of insects, wings of birds / bat.	KLB BK IV. PP 63-64
	4		Larmacks theory of evolution.	Explain Larmacks theory of evolution.	Expositions and explanations.		KLB BK IV. P 67
	5		Darwins theory of natural selection.	Explain Darwins theory of natural selection. Cite examples of natural selection in action.	Expositions and explanations; Probing questions; Topic review.		KLB BK IV. PP 67-72
1213			END OF TERM ONE EXAMS
SCHEME OF WORK BIOLOGY FORM FOUR TERM TWO YEAR 2020
W NO	L/ NO		TOPIC/ SUBTOPIC	LESSON / SPECIFIC OBJECTIVES	TEACHING / LEARNING ACTIVITIES	MATERIALS / RESOURCES	REF.	REMARKS
1	1-2		RECEPTION, RESPONSE & CO-ORDINATION Meaning of stimulus, response and irritability. Tactic responses.	Define of stimulus, response and irritability. Explain the need for sensitivity and response. Identify types of tactics responses.	Brain storming; Exposition; Group experiments-chemotaxis in termites; Discussion.	Brad crumbs, termites, dry sand, moth balls.	KLB BK IV. PP 73-74
	3-4		Tropism and types of tropism.	Identify types of tropism. State differences between tropisms and taxes.	Examine previous plant set ups on response to light, gravity; Probing questions and discussion.	Seedlings, klinostat, corked beaker.	KLB BK IV. PP 74-78
	5		Nastic responses.	Identify types of nastic responses	Q/A and discussion.		KLB BK IV. PP 78-80
2	1-3		Role of auxins in tropisms.	Explain the role of auxins in tropisms.	Examine previous plant set ups on response to light, gravity; contact; Probing questions and discussion.		KLB BK IV. PP 80-83
2	4-5		Response and Co-ordination in animals. The nervous system.	State components of the nervous system. Describe the structure of nerve cells.	Descriptive and expository approaches.	Illustrative diagrams.	KLB BK IV. PP 84-85
3	1		Types of neurons. The brain.	Identify types of neurons. Describe structure of the human brain.	Descriptive and expository approaches.	Illustrative diagrams.	KLB BK IV. PP 85-88
	2		Reflex actions.	Differentiate between simple and conditioned reflex actions.	Illustrate a simple reflex arc. Probing questions on differences between simple and conditioned reflex actions.	Illustrative diagrams.	KLB BK IV. PP 88-90
	3,4		Transmission of a nerve impulse.	Describe the transmission of a nerve impulse.	Descriptive and expository approaches.	Illustrative diagrams.	KLB BK IV. PP 90-93
	5		The endocrine system.	Identify components of endocrine system. Compare endocrine system. With nervous system.	Discussion; tabulate the differences.	Illustrative diagrams.	KLB BK IV. PP 93-6
4	1-2	The mammalian eye.		Identify major parts of the human eye. Explain image formation and interpretation in the eye.	Brain storming; Discussion with probing questions.	Chart- the human eye.	KLB BK IV. PP 93-100
	3-4	Accommodation of the eye.		Explain the role of ciliary muscles in accommodation of the eye.	Discussion with probing questions, Drawing illustrative diagrams.	Chart- focusing far and near points.	KLB BK IV. PP 100-1
	5	Defects of vision and their correction.		Identify defects of vision. Explain correction of vision defects.	Detailed discussion with probing questions; Drawing illustrative diagrams.	Illustrative diagrams.	KLB BK IV. PP 101-4
5	1	Defects of vision and their correction.		Identify defects of vision. Explain correction of vision defects.	Detailed discussion with probing questions; Drawing illustrative diagrams.	Illustrative diagrams.	KLB BK IV. PP 101-4
	2		The human ear.	Identify major parts of the human ear.	Descriptive and expository approaches. Drawn diagrams.	Illustrative diagrams.	KLB BK IV. PP 104-5
	3		Hearing.	Explain how the ear perceives sound.	Descriptive and expository approaches.		KLB BK IV. P 106
	4		Body balance and posture.	Explain how the ear maintains body balance and posture.	Descriptive and expository approaches.		KLB BK IV. PP 107-8
	5		Defects of the ear.	Identify some defects of the ear.	Descriptive and expository approaches.		KLB BK IV. P 108
6	1		SUPPORT & MOVEMENT IN PLANTS AND ANIMALS Importance of support and movement in plants.	Explain the importance of support and movement in plants.	Brain storming; Probing questions; Discussion.		KLB BK IV. PP 111-2
6	2		Arrangement of tissues in a monocotyledonous stem.	Draw and label a transverse section of a monocotyledonous stem.	Examine transverse section of a monocotyledonous stem.	Monocotyledo-nous stem, eg. tradescantia, microscope, Razors.	KLB BK IV. PP111-2.
6	3,4		Arrangement of tissues in a dicotyledonous stem.	Draw and label a transverse section of a dicotyledonous stem. Draw and label a transverse section of herbaceous and woody stems.	Examine transverse section of a dicotyledonous stem, herbaceous and woody stems.	Herbaceous stem, microscope, slides, Razors.	KLB BK IV. PP 111-5
6	5		Stem tissues.	Identify some stem tissues. Explain the role of stem tissues.	Drawing and labeling diagrams; Discussion.	Illustrative diagrams.	KLB BK IV. PP 113-5
7	1		Wilting in plants.	Compare the rate of wilting of herbaceous and woody stems. Account for difference in rate of water loss.	Uproot herbaceous and woody plants; Observe tem for about 30 min; Brief discussion.		KLB BK IV. P 116
	2-3		The exoskeleton.	Describe the structure of the exoskeleton.	Examine movement of a live arthropod; Observe muscles of the hind limb of a grasshopper; Relate the observations to the function of the exoskeleton.	A live arthropod, E.g. grasshopper, millipede.	KLB BK IV. PP 116-7
	4-5		The endoskeleton.	Describe the structure of the endoskeleton.	Observe skeleton of a vertebrate; Compare it with an exoskeleton. Discuss the contrasting features.	The human skeleton.	KLB BK IV. PP 117-8
	5		TEST
8	1		Locomotory features of a finned fish.	Identify the locomotory features of a finned fish.	Observe external features of a tilapia. Drawing and labeling; Discussion.	A freshly killed tilapi
	2-3		Locomotion in a finned fish.	Explain how locomotion occurs in a finned fish. Explain how a fish is adapted to locomotion in its habitat.	Review external features of a tilapia. Detailed discussion.	A freshly killed tilapia.	KLB BK IV. PP 117-8
	4		Tail power of a fish.	Calculate the tail power of a fish.	Measure length of tail, length of a tilapia fish. Calculations. Discussion on significance of tail power in locomotion.	A freshly killed tilapia.	KLB BK IV. PP 118-9
	5		Support and movement in mammals. The skull and rib cage.	Describe the structure of the skull and rib cage.	Observe the human skull and rib cage of a rat / rabbit. Detailed discussion.	Human skull, rib cage of rat / rabbit.	KLB BK IV. PP 119-120
9	1-2		The vertebral column. Cervical and thoracic vertebrae.	Describe the features of the vertebral column. Identify types of vertebrae. Explain adaptations of cervical and thoracic vertebrae to their functions.	Examine cervical and thoracic vertebrae.	Cervical and thoracic vertebrae.	KLB BK IV. PP 121-2
9	3-4		Thoracic and lumbar vertebrae.	Explain adaptations of Thoracic and lumbar vertebrae to their functions.	Examine thoracic and lumbar vertebrae. Draw labeled diagrams; Brief discussion.	Thoracic and lumbar vertebrae.	KLB BK IV. PP 122-3
9	5		The sacral and caudal vertebrae.	Describe the features of the sacral and caudal vertebrae. Explain adaptations of sacral and caudal vertebrae to their functions.	Examine sacral and caudal vertebrae. Draw labeled diagrams; Brief discussion.	Sacral and caudal vertebrae.	KLB BK IV. P 124
10	1-2		The appendicular skeleton.	Describe the features of the appendicular skeleton.	Examine the appendicular skeleton of a rabbit /sheep. Brief discussion..	Appendicular skeleton of a rabbit /sheep.	KLB BK IV. PP 124-5
	3,4		Fore limb.	Identify bones of the fore limb.	Examine bones if the fore limb; Drawing labeled diagrams; Discussion.	Bones of the fore limb.	KLB BK IV. PP 126-7
	5		Hind limb.	Identify bones of the hind limb.	Examine bones if the hind limb; Drawing labeled diagrams; Discussion.	Bones of the hind limb.	KLB BK IV. P 127
11-13			END OF TERM EXAMS – TRIAL EXAM

SCHEME OF WORK BIOLOGY FORM FOUR TERM THREE YEAR 2020
W NO	L/ NO	TOPIC/ SUBTOPIC	LESSON / SPECIFIC OBJECTIVES		TEACHING / LEARNING ACTIVITIES	MATERIALS / RESOURCES	REF.	REMARKS
1	1	Movable joints.	Identify features of movable joints.		Examine the synovial joint. Brief discussion.	Synovial joint model.	KLB BK IV. P 127
	2	Ball and socket joint.	Identify features of ball and socket joint.		Examine the synovial joint. Discuss observations.	Synovial joint model.	KLB BK IV. P 128
	3, 4	The hinge joint. Movement of a joint.	Identify features of hinge joint. Describe movement of a joint.		Examine a hinge joint. Observe movement of the fore arm; Discussion.	Illustrative diagrams.	KLB BK IV. PP 128-9
	5	PRACTICAL TEST
2	1	Skeletal muscles.		Describe features of skeletal muscles.	Examine diagrams of skeletal muscles; Brief discussion.	Illustrative diagrams.	KLB BK IV. PP 129-30
	2-3	Smooth or visceral muscles.		Describe features of smooth muscles.	Examine diagrams of smooth muscles; Brief discussion.	Illustrative diagrams.	KLB BK IV. PP 129-30
	4-5	Cardiac muscles.		Describe features of smooth muscles.	Examine diagrams of smooth muscles; Brief discussion; Topic review.	Illustrative diagrams.	KLB BK IV. PP 130-1
		REVISION FOR K.C.S.E. EXAMINATION
		K.C.S.E EXAMINATION