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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 1-5 |
Thin Lenses
|
Types of Lenses and Effects on Light
|
By the end of the
lesson, the learner
should be able to:
Define a lens and distinguish between convex and concave lenses; Describe the effect of lenses on parallel rays of light; Explain convergence and divergence of light rays; Identify practical examples of different lens types |
Q/A on refraction concepts; Experiment 1.1 - investigating effects of lenses on parallel rays using sunlight and ray box; Demonstration of convergence and divergence; Group identification of lens types in everyday objects; Drawing and analysis of ray diagrams
|
Ray box; Various convex and concave lenses; White screen; Plane mirror; Card with parallel slits; Sunlight or strong lamp
|
KLB Secondary Physics Form 4, Pages 1-6
|
|
| 1 |
REPORTING |
|||||||
| 2 | 1 |
Thin Lenses
|
Definition of Terms and Ray Diagrams
|
By the end of the
lesson, the learner
should be able to:
Define centre of curvature, principal axis, optical centre, principal focus and focal length; Distinguish between real and virtual focus; State and apply the three important rays for lens diagrams; Construct basic ray diagrams for lenses |
Q/A review of lens effects; Guided discovery of lens terminology using practical demonstrations; Step-by-step construction of ray diagrams using the three important rays; Practice drawing ray paths for parallel rays, rays through focus, and rays through optical centre; Group work on ray diagram construction
|
Various lenses; Rulers; Graph paper; Ray boxes; Charts showing lens terminology; Drawing materials; Laser pointers (if available)
|
KLB Secondary Physics Form 4, Pages 3-8
|
|
| 2 | 2 |
Thin Lenses
|
Image Formation by Converging Lenses
|
By the end of the
lesson, the learner
should be able to:
Locate images for different object positions using ray diagrams; Describe image characteristics (real/virtual, erect/inverted, magnified/diminished); Explain applications in telescope, camera, projector and magnifying glass; Understand relationship between object position and image properties |
Review of ray construction rules; Systematic ray diagram construction for objects at infinity, beyond 2F, at 2F, between F and 2F, at F, and between F and lens; Analysis of image characteristics for each position; Discussion of practical applications; Demonstration using lens, object and screen
|
Converging lenses; Objects; White screen; Metre rule; Candle; Graph paper; Charts showing applications; Camera (if available)
|
KLB Secondary Physics Form 4, Pages 8-12
|
|
| 2 | 3 |
Thin Lenses
|
Image Formation by Diverging Lenses and Linear Magnification
The Lens Formula |
By the end of the
lesson, the learner
should be able to:
Construct ray diagrams for diverging lenses; Explain why diverging lenses always form virtual, erect, diminished images; Define linear magnification and derive its formula; Calculate magnification using height and distance ratios; Solve Examples 1, 2, and 3 from textbook |
Q/A on converging lens images; Ray diagram construction for diverging lenses; Mathematical derivation of magnification formulae; Step-by-step solution of textbook examples; Scale drawing practice; Group problem-solving on magnification calculations
|
Diverging lenses; Graph paper; Rulers; Calculators; Examples from textbook; Objects of known heights; Measuring equipment
Mathematical instruments; Charts showing derivation; Calculators; Worked examples; Sign convention chart; Practice worksheets |
KLB Secondary Physics Form 4, Pages 11-14
|
|
| 2 | 4 |
Thin Lenses
|
Determination of Focal Length I
|
By the end of the
lesson, the learner
should be able to:
Estimate focal length using distant objects (Experiment 1.2); Determine focal length using plane mirror method (Experiment 1.3); Explain the principle behind each method; Measure focal length accurately and identify sources of error |
Q/A on focal length concept; Practical performance of Experiment 1.2 - distant object method; Demonstration and practice of Experiment 1.3 - plane mirror method (both no-parallax and illuminated object methods); Recording and analysis of results; Discussion of accuracy and error sources
|
Converging lenses; Lens holders; Metre rule; White screen; Distant objects; Plane mirror; Pins; Cork; Glass rod; Light source; Cardboard with cross-wires
|
KLB Secondary Physics Form 4, Pages 16-19
|
|
| 2 | 5 |
Thin Lenses
|
Determination of Focal Length II
Power of Lens and Simple Microscope |
By the end of the
lesson, the learner
should be able to:
Determine focal length using lens formula method (Experiment 1.4); Plot and analyze 1/u vs 1/v graphs; Determine focal length from displacement method (Experiment 1.5); Solve Examples 8, 9, and 10 involving graphical methods |
Review of previous focal length methods; Setup and performance of Experiment 1.4; Data collection and graph plotting; Analysis of Examples 8-10; Introduction to displacement method and conjugate points; Practical work with different graphical approaches
|
Experimental setup materials; Graph paper; Calculators; Data tables; Examples 8-10 from textbook; Materials for displacement method
Various lenses of different focal lengths; Magnifying glasses; Small objects; Calculators; Power calculation charts; Small print materials; Biological specimens |
KLB Secondary Physics Form 4, Pages 19-25
|
|
| 3 | 1 |
Thin Lenses
|
Compound Microscope
|
By the end of the
lesson, the learner
should be able to:
Describe structure and working of compound microscope; Explain functions of objective lens and eyepiece; Calculate total magnification; Solve Example 11 involving lens separation; Understand normal adjustment of compound microscope |
Review of simple microscope; Introduction to compound microscope structure; Ray tracing through objective and eyepiece; Mathematical analysis of total magnification; Step-by-step solution of Example 11; Practical demonstration with microscope parts
|
Compound microscope; Charts showing microscope structure; Lenses representing objective and eyepiece; Calculators; Example 11 from textbook; Ray tracing materials
|
KLB Secondary Physics Form 4, Pages 28-30
|
|
| 3 | 2 |
Thin Lenses
|
The Human Eye
|
By the end of the
lesson, the learner
should be able to:
Describe structure of human eye and functions of each part; Explain accommodation process and role of ciliary muscles; Define near point and far point; Understand how eye focuses at different distances; Compare eye structure with camera |
Introduction to human eye as natural optical instrument; Detailed study of eye structure using charts/models; Demonstration of accommodation using flexible lens model; Practical measurement of near and far points; Comparison table of eye vs camera similarities and differences
|
Charts/models of human eye; Torch for demonstrations; Eye model with flexible lens; Objects at various distances; Measuring equipment; Camera comparison charts
|
KLB Secondary Physics Form 4, Pages 30-32
|
|
| 3 | 3 |
Thin Lenses
|
The Human Eye
|
By the end of the
lesson, the learner
should be able to:
Describe structure of human eye and functions of each part; Explain accommodation process and role of ciliary muscles; Define near point and far point; Understand how eye focuses at different distances; Compare eye structure with camera |
Introduction to human eye as natural optical instrument; Detailed study of eye structure using charts/models; Demonstration of accommodation using flexible lens model; Practical measurement of near and far points; Comparison table of eye vs camera similarities and differences
|
Charts/models of human eye; Torch for demonstrations; Eye model with flexible lens; Objects at various distances; Measuring equipment; Camera comparison charts
|
KLB Secondary Physics Form 4, Pages 30-32
|
|
| 3 | 4 |
Thin Lenses
|
Defects of Vision
|
By the end of the
lesson, the learner
should be able to:
Describe short sight (myopia) and its causes; Explain correction of myopia using diverging lenses; Describe long sight (hypermetropia) and its causes; Explain correction of hypermetropia using converging lenses; Draw ray diagrams showing defects and their corrections |
Q/A on normal vision and accommodation; Analysis of myopia - causes, effects, and correction; Ray diagrams for uncorrected and corrected myopia; Study of hypermetropia - causes, effects, and correction; Ray diagrams for uncorrected and corrected hypermetropia; Demonstration using appropriate lenses
|
Charts showing vision defects; Converging and diverging lenses; Eye models; Spectacles with different lenses; Vision test materials; Ray diagram materials
|
KLB Secondary Physics Form 4, Pages 32-33
|
|
| 3 | 5 |
Thin Lenses
|
The Camera and Applications Review
|
By the end of the
lesson, the learner
should be able to:
Describe camera structure and working principles; Explain functions of camera lens, shutter, aperture, and film; Compare camera with human eye highlighting similarities and differences; Review all applications of lenses in optical instruments |
Review of optical instruments studied; Analysis of camera components and their functions; Detailed comparison of camera and eye; Discussion of focusing mechanisms; Comprehensive review of lens applications in telescope, microscope, camera, spectacles, and magnifying glass
|
Camera (if available); Charts showing camera structure; Comparison tables; Review charts of all applications; Summary materials; Demonstration equipment
|
KLB Secondary Physics Form 4, Pages 33-35
|
|
| 4 | 1 |
Electromagnetic Induction
|
Introduction and Historical Background
|
By the end of the
lesson, the learner
should be able to:
Define electromagnetic induction and its significance; Explain Faraday's discovery and its impact on modern technology; Understand the relationship between magnetism and electricity; Identify examples of electromagnetic induction in daily life; Appreciate the importance of relative motion in electromagnetic phenomena |
Q/A on magnetic fields and electric current relationships from previous studies; Introduction to Michael Faraday's discovery and its historical significance; Discussion of electromagnetic induction examples in daily life (generators, transformers, motors); Overview of chapter content and learning objectives; Introduction to practical applications in power generation and electronics
|
Charts showing Faraday's experiments; Pictures of power stations; Transformers; Generators; Historical timeline of electromagnetic discoveries; Real-world applications display
|
KLB Secondary Physics Form 4, Pages 86
|
|
| 4 | 2 |
Electromagnetic Induction
|
Introduction and Historical Background
|
By the end of the
lesson, the learner
should be able to:
Define electromagnetic induction and its significance; Explain Faraday's discovery and its impact on modern technology; Understand the relationship between magnetism and electricity; Identify examples of electromagnetic induction in daily life; Appreciate the importance of relative motion in electromagnetic phenomena |
Q/A on magnetic fields and electric current relationships from previous studies; Introduction to Michael Faraday's discovery and its historical significance; Discussion of electromagnetic induction examples in daily life (generators, transformers, motors); Overview of chapter content and learning objectives; Introduction to practical applications in power generation and electronics
|
Charts showing Faraday's experiments; Pictures of power stations; Transformers; Generators; Historical timeline of electromagnetic discoveries; Real-world applications display
|
KLB Secondary Physics Form 4, Pages 86
|
|
| 4 | 3 |
Electromagnetic Induction
|
Conditions for Electromagnetic Induction - Straight Conductor
|
By the end of the
lesson, the learner
should be able to:
Perform Experiment 5.1 using straight conductor; Identify conditions necessary for inducing e.m.f. in a straight conductor; Observe effects of different types of motion on induced current; Understand the importance of relative motion between conductor and magnetic field; Analyze galvanometer deflections |
Performance of Experiment 5.1 using straight conductor AB in U-shaped magnet; Systematic investigation of conductor movement (vertical up/down, parallel to field, stationary, different angles); Observation and recording of galvanometer deflections; Analysis of current direction changes with motion reversal; Discussion of relative motion importance and field cutting concept
|
Thick electric conductor; U-shaped magnet; Galvanometer; Connecting wires; Clamp and stand setup; Data recording sheets
|
KLB Secondary Physics Form 4, Pages 86-87
|
|
| 4 | 4 |
Electromagnetic Induction
|
Conditions for Electromagnetic Induction - Coils
|
By the end of the
lesson, the learner
should be able to:
Perform Experiment 5.1 using coils; Compare induction effects in straight conductors vs coils; Observe effects of magnet movement into and out of coils; Understand flux linkage concept; Analyze why coils are more effective than single conductors |
Continuation of Experiment 5.1 using coil instead of straight conductor; Investigation of magnet movement into coil, out of coil, and stationary positions; Comparison of deflection magnitudes between straight conductor and coil setups; Analysis of why coils produce larger induced e.m.f.; Discussion of magnetic flux and flux linkage concepts
|
Coils of different sizes; Magnets of various strengths; Galvanometer; Connecting wires; Comparison data sheets
|
KLB Secondary Physics Form 4, Pages 87-88
|
|
| 4 | 5 |
Electromagnetic Induction
|
Factors Affecting Induced E.M.F. - Rate of Change
|
By the end of the
lesson, the learner
should be able to:
Perform Experiment 5.2 investigating rate of change effects; Understand relationship between speed of motion and induced e.m.f.; Collect and analyze data on rate of flux change; Establish that faster changes produce larger e.m.f.; Apply findings to practical situations |
Performance of Experiment 5.2 investigating relationship between rate of change of magnetic flux and induced e.m.f.; Systematic variation of magnet withdrawal speeds (very fast, moderate, very slow); Recording and comparison of galvanometer deflections; Data analysis and conclusion drawing; Discussion of practical implications in generators and other applications
|
Coil of at least 50 turns; Sensitive galvanometer; Magnet; Stopwatch; Data collection tables; Graph paper for analysis
|
KLB Secondary Physics Form 4, Pages 88-89
|
|
| 5 | 1 |
Electromagnetic Induction
|
Factors Affecting Induced E.M.F. - Magnetic Field Strength
|
By the end of the
lesson, the learner
should be able to:
Perform Experiment 5.3 investigating magnetic field strength effects; Understand relationship between field strength and induced e.m.f.; Control variables in electromagnetic experiments; Use electromagnets to vary field strength; Apply experimental findings to solve problems |
Performance of Experiment 5.3 investigating relationship between magnetic field strength and induced e.m.f.; Setup of electromagnet with variable current control; Investigation of wire PQ movement in different field strengths; Recording galvanometer deflections for different electromagnet currents; Analysis of results and relationship establishment
|
U-shaped electromagnet; Variable resistor; Wire PQ; Galvanometer; Ammeter; Connecting wires; Power supply; Data recording materials
|
KLB Secondary Physics Form 4, Pages 89
|
|
| 5 | 2 |
Electromagnetic Induction
|
Factors Affecting Induced E.M.F. - Magnetic Field Strength
|
By the end of the
lesson, the learner
should be able to:
Perform Experiment 5.3 investigating magnetic field strength effects; Understand relationship between field strength and induced e.m.f.; Control variables in electromagnetic experiments; Use electromagnets to vary field strength; Apply experimental findings to solve problems |
Performance of Experiment 5.3 investigating relationship between magnetic field strength and induced e.m.f.; Setup of electromagnet with variable current control; Investigation of wire PQ movement in different field strengths; Recording galvanometer deflections for different electromagnet currents; Analysis of results and relationship establishment
|
U-shaped electromagnet; Variable resistor; Wire PQ; Galvanometer; Ammeter; Connecting wires; Power supply; Data recording materials
|
KLB Secondary Physics Form 4, Pages 89
|
|
| 5 | 3 |
Electromagnetic Induction
|
Factors Affecting Induced E.M.F. - Number of Turns
|
By the end of the
lesson, the learner
should be able to:
Perform Experiment 5.4 investigating effect of coil turns; Understand relationship between number of turns and induced e.m.f.; Construct coils with different numbers of turns; Analyze why more turns produce larger e.m.f.; State Faraday's law of electromagnetic induction |
Performance of Experiment 5.4 investigating relationship between number of turns and induced e.m.f.; Construction of solenoids with 60, 50, 40, 30, and 20 turns; Systematic testing with same magnet withdrawal speed; Recording and analysis of galvanometer readings; Mathematical relationship establishment; Statement of Faraday's law based on experimental evidence
|
Insulated copper wire; Sensitive galvanometer; Magnet; Connecting wires; Wire cutting and measuring tools; Data analysis sheets
|
KLB Secondary Physics Form 4, Pages 89-90
|
|
| 5 | 4 |
Electromagnetic Induction
|
Lenz's Law and Direction of Induced Current
|
By the end of the
lesson, the learner
should be able to:
Perform Experiment 5.5 determining direction of induced current; State Lenz's law and explain its significance; Understand energy conservation in electromagnetic induction; Predict current direction using Lenz's law; Relate Lenz's law to conservation of energy principle |
Performance of Experiment 5.5(a) establishing galvanometer deflection direction; Performance of Experiment 5.5(b) investigating induced current direction with magnet movement; Analysis of current directions and magnetic pole formation; Statement and explanation of Lenz's law; Discussion of energy conservation and opposition principle; Practice in predicting current directions
|
Variable resistor; Sensitive center-zero galvanometer; Connecting wires; Coil; Magnet; Switch; Battery; Direction analysis charts
|
KLB Secondary Physics Form 4, Pages 90-93
|
|
| 5 | 5 |
Electromagnetic Induction
|
Lenz's Law and Direction of Induced Current
|
By the end of the
lesson, the learner
should be able to:
Perform Experiment 5.5 determining direction of induced current; State Lenz's law and explain its significance; Understand energy conservation in electromagnetic induction; Predict current direction using Lenz's law; Relate Lenz's law to conservation of energy principle |
Performance of Experiment 5.5(a) establishing galvanometer deflection direction; Performance of Experiment 5.5(b) investigating induced current direction with magnet movement; Analysis of current directions and magnetic pole formation; Statement and explanation of Lenz's law; Discussion of energy conservation and opposition principle; Practice in predicting current directions
|
Variable resistor; Sensitive center-zero galvanometer; Connecting wires; Coil; Magnet; Switch; Battery; Direction analysis charts
|
KLB Secondary Physics Form 4, Pages 90-93
|
|
| 6 | 1 |
Electromagnetic Induction
|
Fleming's Right-Hand Rule
|
By the end of the
lesson, the learner
should be able to:
Perform Experiment 5.6 with straight conductors; State Fleming's right-hand rule (dynamo rule); Apply the rule to determine direction of induced current; Understand relationship between motion, field, and current directions; Solve Example 1 involving square loop movement |
Performance of Experiment 5.6 determining induced current direction in straight conductor; Introduction and demonstration of Fleming's right-hand rule; Practice applying the rule to various conductor movements; Step-by-step solution of Example 1 (square loop in magnetic field); Analysis of current directions in different parts of the loop; Verification of Fleming's rule consistency with Lenz's law
|
U-shaped magnet; Thick wire AB; Marked center-zero galvanometer; Hand models for rule demonstration; Example 1 setup materials; Direction analysis worksheets
|
KLB Secondary Physics Form 4, Pages 93-97
|
|
| 6 | 2 |
Electromagnetic Induction
|
Applications of Induction Laws
|
By the end of the
lesson, the learner
should be able to:
Solve Examples 2 and 3 involving current direction; Apply Lenz's law to predict current directions in circuits; Understand induced current effects in neighboring circuits; Analyze changing magnetic fields and their effects; Use both Fleming's rule and Lenz's law in problem solving |
Q/A review of Fleming's rule and Lenz's law; Step-by-step solution of Example 2 (current in conductor AB affecting nearby loop); Detailed analysis of Example 3 (magnet movement and coil current direction); Practice problems involving current direction prediction; Group work on applying both laws to various scenarios; Discussion of consistency between different methods
|
Examples 2 and 3 setup materials; Problem-solving worksheets; Charts showing current direction analysis; Group work materials; Calculators
|
KLB Secondary Physics Form 4, Pages 94-97
|
|
| 6 | 3 |
Electromagnetic Induction
|
Applications of Induction Laws
|
By the end of the
lesson, the learner
should be able to:
Solve Examples 2 and 3 involving current direction; Apply Lenz's law to predict current directions in circuits; Understand induced current effects in neighboring circuits; Analyze changing magnetic fields and their effects; Use both Fleming's rule and Lenz's law in problem solving |
Q/A review of Fleming's rule and Lenz's law; Step-by-step solution of Example 2 (current in conductor AB affecting nearby loop); Detailed analysis of Example 3 (magnet movement and coil current direction); Practice problems involving current direction prediction; Group work on applying both laws to various scenarios; Discussion of consistency between different methods
|
Examples 2 and 3 setup materials; Problem-solving worksheets; Charts showing current direction analysis; Group work materials; Calculators
|
KLB Secondary Physics Form 4, Pages 94-97
|
|
| 6 | 4 |
Electromagnetic Induction
|
Mutual Induction
|
By the end of the
lesson, the learner
should be able to:
Define mutual induction and demonstrate its occurrence; Perform Experiment 5.7 showing mutual induction between coils; Explain factors affecting mutual induction; Understand primary and secondary coil relationships; Discuss enhancement methods using iron cores |
Q/A on electromagnetic induction principles; Introduction to mutual induction concept and definition; Performance of Experiment 5.7 demonstrating mutual induction between primary and secondary coils; Investigation of switching effects, current changes, and A.C. source effects; Analysis of mutual induction enhancement using soft iron rod and ring; Discussion of applications in transformers
|
Two coils P and S; Galvanometer; Battery; A.C. power source; Switch; Rheostat; Connecting wires; Soft iron rod; Soft iron ring; Enhancement demonstration materials
|
KLB Secondary Physics Form 4, Pages 97-100
|
|
| 6 | 5 |
Electromagnetic Induction
|
Transformers - Basic Principles
|
By the end of the
lesson, the learner
should be able to:
Describe transformer structure and components; Explain working principle based on mutual induction; Perform Experiment 5.10 investigating secondary e.m.f. variation; Understand primary and secondary coil functions; Distinguish between step-up and step-down transformers |
Review of mutual induction through Q/A; Introduction to transformer structure (primary coil, secondary coil, iron core); Performance of Experiment 5.10 - variation of secondary e.m.f. with number of turns; Observation of bulb brightness changes with turn variations; Analysis of step-up vs step-down transformer characteristics; Introduction to transformer symbols and representations
|
Long insulated copper wire; Soft iron rod; Low frequency A.C. source; A.C. voltmeter; Switch; Bulb; Transformer construction materials; Symbol charts
|
KLB Secondary Physics Form 4, Pages 100-102
|
|
| 7 | 1 |
Electromagnetic Induction
|
Transformer Equations and Calculations
|
By the end of the
lesson, the learner
should be able to:
Derive transformer turns rule equation; Apply transformer equations for voltage and current relationships; Calculate transformer efficiency; Solve Examples 4 and 5 involving transformer problems; Understand ideal vs practical transformer differences |
Q/A on transformer working principles; Mathematical derivation of turns rule (Vp/Vs = Np/Ns); Development of current relationship (IpVp = IsVs for ideal transformer); Introduction to efficiency calculations; Step-by-step solution of Examples 4 and 5; Discussion of ideal transformer assumptions vs practical limitations
|
Calculators; Examples 4 and 5 materials; Mathematical derivation charts; Efficiency calculation worksheets; Transformer specification data
|
KLB Secondary Physics Form 4, Pages 102-105
|
|
| 7 | 2 |
Electromagnetic Induction
|
Transformer Equations and Calculations
|
By the end of the
lesson, the learner
should be able to:
Derive transformer turns rule equation; Apply transformer equations for voltage and current relationships; Calculate transformer efficiency; Solve Examples 4 and 5 involving transformer problems; Understand ideal vs practical transformer differences |
Q/A on transformer working principles; Mathematical derivation of turns rule (Vp/Vs = Np/Ns); Development of current relationship (IpVp = IsVs for ideal transformer); Introduction to efficiency calculations; Step-by-step solution of Examples 4 and 5; Discussion of ideal transformer assumptions vs practical limitations
|
Calculators; Examples 4 and 5 materials; Mathematical derivation charts; Efficiency calculation worksheets; Transformer specification data
|
KLB Secondary Physics Form 4, Pages 102-105
|
|
| 7 | 3 |
Electromagnetic Induction
|
Transformer Energy Losses and Example 6
|
By the end of the
lesson, the learner
should be able to:
Identify four main energy losses in transformers; Explain methods to minimize each type of energy loss; Understand lamination and its purpose; Solve Example 6 involving power transmission system; Calculate efficiency and power losses in practical systems |
Review of ideal transformer equations; Analysis of energy losses (flux leakage, copper losses, eddy currents, hysteresis loss); Study of loss minimization techniques including core lamination; Discussion of practical transformer efficiency; Step-by-step solution of Example 6 (complex power transmission system); Analysis of step-up and step-down transformer roles
|
Charts showing energy losses; Laminated core samples; Example 6 complex setup; Power transmission diagrams; Efficiency calculation materials; Loss minimization demonstration aids
|
KLB Secondary Physics Form 4, Pages 105-108
|
|
| 7 | 4 |
Electromagnetic Induction
|
Applications - Generators, Microphones, and Induction Coils
|
By the end of the
lesson, the learner
should be able to:
Explain structure and working of A.C. and D.C. generators; Describe moving-coil microphone operation; Understand induction coil structure and applications; Compare slip rings with split ring commutators; Analyze generator output waveforms and applications |
Review of electromagnetic induction in rotating systems; Detailed study of A.C. generator structure and sinusoidal output; Analysis of D.C. generator with split ring commutator; Explanation of moving-coil microphone components and sound conversion; Description of induction coil operation and high voltage generation; Discussion of applications in car ignition systems
|
A.C. generator model; D.C. generator model; Moving-coil microphone demonstration; Induction coil setup; Output waveform charts; Slip ring and commutator comparisons; Bicycle dynamo
|
KLB Secondary Physics Form 4, Pages 108-112
|
|
| 7 | 5 |
Mains Electricity
|
Sources of Mains Electricity
|
By the end of the
lesson, the learner
should be able to:
State the main sources of mains electricity Explain how different sources generate electrical energy Compare advantages and disadvantages of different power sources Describe the environmental impact of various power sources |
Prior knowledge review on electrical energy
Discussion on local power sources in Kenya Field trip planning to nearby power station Group presentations on different power sources Q&A session on power generation methods |
Pictures of power stations
Charts showing different energy sources Videos of power generation Maps of Kenya's power grid Sample coal, biomass materials |
KLB Secondary Physics Form 4, Pages 117
|
|
| 8 |
HALF TERM |
|||||||
| 9 | 1 |
Mains Electricity
|
The Grid System and Power Transmission
High Voltage Transmission and Power Losses |
By the end of the
lesson, the learner
should be able to:
Define the national grid system Explain the need for interconnected power stations Describe high voltage transmission State the voltage levels in power transmission |
Q&A on previous lesson
Drawing and labeling the grid system Discussion on power transmission in Kenya Explaining voltage step-up process Problem-solving on power transmission |
Chart of national grid system
Transmission line models Maps showing power lines Transformer models Voltage measurement devices Calculators Worked example sheets Pictures of transmission towers Safety warning signs Formula charts |
KLB Secondary Physics Form 4, Pages 117-118
|
|
| 9 | 2 |
Mains Electricity
|
Domestic Wiring System
|
By the end of the
lesson, the learner
should be able to:
Describe the domestic wiring system Identify components of consumer fuse box Explain the function of live, neutral and earth wires Draw simple domestic wiring circuits |
Q&A on transmission systems
Examination of house wiring components Drawing domestic wiring diagrams Identification of electrical safety features Practical observation of electrical installations |
House wiring components
Fuse box model Different types of fuses Electrical cables (samples) Circuit diagrams Multimeter |
KLB Secondary Physics Form 4, Pages 121-124
|
|
| 9 | 3 |
Mains Electricity
|
Fuses, Circuit Breakers and Safety Devices
|
By the end of the
lesson, the learner
should be able to:
Explain the function of fuses in electrical circuits Compare fuses and circuit breakers Select appropriate fuse ratings for different appliances Describe safety measures in electrical installations |
Review of domestic wiring components
Examination of different fuse types Calculation of appropriate fuse ratings Demonstration of circuit breaker operation Discussion on electrical safety |
Various fuses (2A, 5A, 13A)
Circuit breakers Fuse wire samples Electrical appliances Calculators Safety equipment samples |
KLB Secondary Physics Form 4, Pages 122-123
|
|
| 9 | 4 |
Mains Electricity
|
Ring Mains Circuit and Three-Pin Plugs
Electrical Energy Consumption and Costing |
By the end of the
lesson, the learner
should be able to:
Describe the ring mains circuit Explain advantages of ring mains system Wire a three-pin plug correctly Identify wire color coding in electrical systems |
Q&A on fuses and safety devices
Drawing ring mains circuit diagrams Practical wiring of three-pin plugs Color coding identification exercise Safety demonstration with earthing |
Three-pin plugs
Electrical cables Wire strippers Screwdrivers Ring mains circuit model Color-coded wires Calculators Sample electricity bills Electrical appliances with ratings Stop watches Energy meter model Formula charts |
KLB Secondary Physics Form 4, Pages 124-125
|
|
| 9 | 5 |
Mains Electricity
|
Problem Solving and Applications
|
By the end of the
lesson, the learner
should be able to:
Solve complex problems on power transmission Calculate energy consumption for multiple appliances Analyze electricity costs and savings Apply knowledge to real-life situations |
Review of all chapter concepts
Problem-solving sessions Group work on complex calculations Discussion on energy conservation Preparation for assessment |
Calculators
Problem sheets Past examination questions Real electricity bills Energy conservation charts |
KLB Secondary Physics Form 4, Pages 117-128
|
|
| 10 | 1 |
Electronics
|
Introduction to Electronics and Energy Band Theory
Conductors, Semiconductors, and Insulators |
By the end of the
lesson, the learner
should be able to:
Define electronics and its importance in modern technology Explain energy levels in atoms and band formation Distinguish between valence and conduction bands Define forbidden energy gap |
Q&A on atomic structure and electron energy levels
Discussion on electronic devices in daily life Explanation of energy level splitting in crystals Drawing energy band diagrams Introduction to valence and conduction band concepts |
Electronic devices samples
Energy level diagrams Band theory charts Atomic structure models Crystal lattice illustrations Energy band comparison charts Material samples (metals, semiconductors, insulators) Energy band diagrams for each type Conductivity measurement setup Temperature effect illustrations Comparison charts Multimeter for resistance testing |
KLB Secondary Physics Form 4, Pages 187-188
|
|
| 10 | 2 |
Electronics
|
Intrinsic Semiconductors and Crystal Structure
|
By the end of the
lesson, the learner
should be able to:
Define intrinsic semiconductors Describe silicon and germanium crystal structures Explain covalent bonding in semiconductor crystals Analyze electron-hole pair formation |
Q&A on material classification
Examination of silicon crystal structure Drawing covalent bonding diagrams Explanation of electron-hole pair creation Analysis of temperature effects on intrinsic semiconductors |
Silicon crystal models
Covalent bonding diagrams Semiconductor samples Crystal lattice structures Electron-hole illustrations Temperature demonstration materials |
KLB Secondary Physics Form 4, Pages 189-190
|
|
| 10 | 3 |
Electronics
|
Doping Process and Extrinsic Semiconductors
n-type Semiconductors |
By the end of the
lesson, the learner
should be able to:
Define doping and its purpose Explain the doping process in semiconductors Compare intrinsic and extrinsic semiconductors Identify donor and acceptor atoms |
Review of intrinsic semiconductor properties
Explanation of doping concept and necessity Description of impurity addition process Comparison of conductivity before and after doping Introduction to donor and acceptor terminology |
Doping process diagrams
Pure vs doped semiconductor samples Impurity atom models Conductivity comparison charts Doping concentration illustrations Electronic structure diagrams n-type semiconductor models Pentavalent atom diagrams Charge carrier illustrations Donor atom examples (phosphorus, arsenic) Majority/minority carrier charts Crystal structure with impurities |
KLB Secondary Physics Form 4, Pages 189-190
|
|
| 10 | 4 |
Electronics
|
p-type Semiconductors
|
By the end of the
lesson, the learner
should be able to:
Describe formation of p-type semiconductors Identify trivalent acceptor atoms Explain holes as majority charge carriers Compare n-type and p-type semiconductors |
Review of n-type semiconductor characteristics
Explanation of trivalent atom doping Drawing p-type semiconductor structure Analysis of holes as positive charge carriers Comparison table of n-type vs p-type properties |
p-type semiconductor models
Trivalent atom diagrams Hole formation illustrations Acceptor atom examples (boron, gallium) Comparison charts Crystal structure with acceptor atoms |
KLB Secondary Physics Form 4, Pages 190-192
|
|
| 10 | 5 |
Electronics
|
Fixed Ions and Charge Carrier Movement
The p-n Junction Formation |
By the end of the
lesson, the learner
should be able to:
Explain formation of fixed ions in doped semiconductors Distinguish between mobile and fixed charges Analyze charge carrier movement in electric fields Describe thermal generation of minority carriers |
Q&A on p-type semiconductor formation
Explanation of fixed ion creation Analysis of charge mobility differences Description of thermal excitation effects Discussion on minority carrier generation |
Fixed ion diagrams
Charge mobility illustrations Thermal excitation models Electric field effect demonstrations Carrier movement animations Temperature effect charts p-n junction models Diffusion process diagrams Depletion layer illustrations Potential barrier graphs Junction formation animations Electric field diagrams |
KLB Secondary Physics Form 4, Pages 191-192
|
|
| 11 | 1 |
Electronics
|
Biasing the p-n Junction
|
By the end of the
lesson, the learner
should be able to:
Define forward and reverse biasing Explain current flow in forward bias Analyze high resistance in reverse bias Describe potential barrier changes with biasing |
Q&A on p-n junction formation
Demonstration of forward biasing setup Explanation of reverse biasing configuration Analysis of current flow differences Description of barrier height changes |
Biasing circuit diagrams
Forward bias demonstration setup Reverse bias configuration Current flow illustrations Barrier potential graphs Bias voltage sources |
KLB Secondary Physics Form 4, Pages 193-194
|
|
| 11 | 2 |
Electronics
|
Semiconductor Diode Characteristics
|
By the end of the
lesson, the learner
should be able to:
Describe diode structure and symbol Plot I-V characteristics of a diode Explain cut-in voltage and breakdown voltage Analyze non-ohmic behavior of diodes |
Review of p-n junction biasing
Introduction to diode as electronic component Experimental plotting of diode characteristics Analysis of forward and reverse characteristics Discussion on breakdown phenomena |
Actual diodes (various types)
Diode characteristic curve graphs Voltmeter and ammeter Variable voltage source Circuit breadboard Graph plotting materials |
KLB Secondary Physics Form 4, Pages 194-197
|
|
| 11 | 3 |
Electronics
|
Diode Circuit Analysis and Problem Solving
|
By the end of the
lesson, the learner
should be able to:
Solve circuits containing ideal diodes Analyze diode states (conducting/non-conducting) Calculate current and voltage in diode circuits Apply diode characteristics to practical problems |
Q&A on diode characteristics
Analysis of simple diode circuits Problem-solving with ideal diode assumption Determination of diode states in circuits Practice with circuit calculations |
Circuit analysis worksheets
Diode circuit examples Calculators Circuit simulation software Problem-solving guides Worked example sheets |
KLB Secondary Physics Form 4, Pages 196-197
|
|
| 11 | 4 |
Electronics
|
Diode Circuit Analysis and Problem Solving
|
By the end of the
lesson, the learner
should be able to:
Solve circuits containing ideal diodes Analyze diode states (conducting/non-conducting) Calculate current and voltage in diode circuits Apply diode characteristics to practical problems |
Q&A on diode characteristics
Analysis of simple diode circuits Problem-solving with ideal diode assumption Determination of diode states in circuits Practice with circuit calculations |
Circuit analysis worksheets
Diode circuit examples Calculators Circuit simulation software Problem-solving guides Worked example sheets |
KLB Secondary Physics Form 4, Pages 196-197
|
|
| 11 | 5 |
Electronics
|
Rectification - Half-wave and Full-wave
|
By the end of the
lesson, the learner
should be able to:
Define rectification and its purpose Explain half-wave rectification process Describe full-wave rectification methods Compare different rectifier circuits |
Review of diode circuit analysis
Introduction to AC to DC conversion need Demonstration of half-wave rectifier operation Explanation of full-wave rectifier circuits Analysis of bridge rectifier advantages |
Rectifier circuit diagrams
AC signal generator Oscilloscope for waveform display Transformer (center-tapped) Bridge rectifier circuit Load resistors |
KLB Secondary Physics Form 4, Pages 198-200
|
|
| 12-13 |
END TERM 1 EXAMS AND CLOSING |
|||||||
| 14 | 1 |
Electronics
|
Smoothing Circuits and Applications Review
|
By the end of the
lesson, the learner
should be able to:
Explain capacitor smoothing in rectifiers Analyze ripple reduction techniques Evaluate rectifier efficiency and applications Apply electronics principles to solve complex problems |
Q&A on rectification processes
Demonstration of capacitor smoothing effect Analysis of ripple factor and efficiency Discussion on practical rectifier applications Comprehensive problem-solving session |
Smoothing capacitors
Ripple waveform displays Efficiency calculation sheets Power supply applications Comprehensive problem sets Assessment materials |
KLB Secondary Physics Form 4, Pages 200-201
|
|
| 14 | 2 |
REVISION
Physics Paper 1 Revision |
Section A: Short Answer Questions
|
By the end of the
lesson, the learner
should be able to:
– attempt compulsory short-answer questions – explain physical principles clearly and concisely – apply correct working for simple numerical problems |
Students attempt selected Section A questions individually Peer-marking and teacher correction through class discussion
|
Past Physics Paper 1 exams, Marking Schemes
Calculators |
KLB Physics Bk 1–4, Question papers
|
|
| 14 | 3 |
Physics Paper 1 Revision
|
Section B: Structured Questions
|
By the end of the
lesson, the learner
should be able to:
– develop detailed structured responses – apply knowledge from various Physics topics to solve structured questions – organize answers systematically for maximum marks |
Group brainstorming on structured questions Teacher guides discussion and shows marking scheme approach
|
Past Paper 1 exams, Marking Schemes
Calculators |
KLB Physics Bk 1–4
Question papers |
|
| 14 | 4 |
Physics Paper 1 Revision
Physics paper 2 Revision |
Section B: Structured Questions Integrated Revision
Section A: Short Answer Questions |
By the end of the
lesson, the learner
should be able to:
– attempt extended problem solving under timed conditions – integrate knowledge from different Physics topics into answers – review performance using marking schemes and teacher feedback |
Students attempt a timed set of Paper 1 structured questions Class correction and teacher feedback session
|
Past Papers, Stopwatches, Chalkboard
Calculators Past Physics paper 2 exams, Marking Schemes |
KLB Physics Bk 1–4, Question papers
|
|
| 14 | 5 |
Physics paper 2 Revision
|
Section B: Structured Questions
|
By the end of the
lesson, the learner
should be able to:
– develop detailed structured responses – apply knowledge from various Physics topics to solve structured questions – organize answers systematically for maximum marks |
Group brainstorming on structured questions Teacher guides discussion and shows marking scheme approach
|
Past paper 2 exams, Marking Schemes
Calculators |
KLB Physics Bk 1–4
Question papers |
|
| 15 | 1 |
Physics paper 2 Revision
Physics Paper 3 Revision |
Section B: Structured Questions Integrated Revision
Practical-Experiments |
By the end of the
lesson, the learner
should be able to:
– attempt extended problem solving under timed conditions – integrate knowledge from different Physics topics into answers – review performance using marking schemes and teacher feedback |
Students attempt a timed set of paper 2 structured questions Class correction and teacher feedback session
|
Past Papers, Stopwatches, Chalkboard
Calculators Apparatus Graph papers |
KLB Physics Bk 1–4, Question papers
|
|
| 15 | 2 |
Physics Paper 1 Revision
|
Section A: Short Answer Questions
|
By the end of the
lesson, the learner
should be able to:
– attempt compulsory short-answer questions – explain physical principles clearly and concisely – apply correct working for simple numerical problems |
Students attempt selected Section A questions individually Peer-marking and teacher correction through class discussion
|
Past Physics Paper 1 exams, Marking Schemes
Calculators |
KLB Physics Bk 1–4, Question papers
|
|
| 15 | 3 |
Physics Paper 1 Revision
|
Section B: Structured Questions
Section B: Structured Questions Integrated Revision |
By the end of the
lesson, the learner
should be able to:
– develop detailed structured responses – apply knowledge from various Physics topics to solve structured questions – organize answers systematically for maximum marks |
Group brainstorming on structured questions Teacher guides discussion and shows marking scheme approach
|
Past Paper 1 exams, Marking Schemes
Calculators Past Papers, Stopwatches, Chalkboard Calculators |
KLB Physics Bk 1–4
Question papers |
|
| 15 | 4 |
Physics paper 2 Revision
|
Section A: Short Answer Questions
|
By the end of the
lesson, the learner
should be able to:
– attempt compulsory short-answer questions – explain physical principles clearly and concisely – apply correct working for simple numerical problems |
Students attempt selected Section A questions individually Peer-marking and teacher correction through class discussion
|
Past Physics paper 2 exams, Marking Schemes
Calculators |
KLB Physics Bk 1–4, Question papers
|
|
| 15 | 5 |
Physics paper 2 Revision
|
Section B: Structured Questions
Section B: Structured Questions Integrated Revision |
By the end of the
lesson, the learner
should be able to:
– develop detailed structured responses – apply knowledge from various Physics topics to solve structured questions – organize answers systematically for maximum marks |
Group brainstorming on structured questions Teacher guides discussion and shows marking scheme approach
|
Past paper 2 exams, Marking Schemes
Calculators Past Papers, Stopwatches, Chalkboard |
KLB Physics Bk 1–4
Question papers |
|
| 16 | 1 |
Physics Paper 3 Revision
|
Practical-Experiments
|
By the end of the
lesson, the learner
should be able to:
– set up apparatus correctly and safely – take accurate measurements and record observations – answer practical questions correctly |
Students carry out the experiments
Teacher demonstrates correct recording and graph plotting Class discussion on common errors |
Apparatus Graph papers
Calculators |
KCSE Past Paper 3, KLB Physics Bk 1–4
Question papers |
|
| 16 | 2 |
Physics Paper 1 Revision
|
Section A: Short Answer Questions
Section B: Structured Questions |
By the end of the
lesson, the learner
should be able to:
– attempt compulsory short-answer questions – explain physical principles clearly and concisely – apply correct working for simple numerical problems |
Students attempt selected Section A questions individually Peer-marking and teacher correction through class discussion
|
Past Physics Paper 1 exams, Marking Schemes
Calculators Past Paper 1 exams, Marking Schemes Calculators |
KLB Physics Bk 1–4, Question papers
|
|
| 16 | 3 |
Physics Paper 1 Revision
|
Section B: Structured Questions Integrated Revision
|
By the end of the
lesson, the learner
should be able to:
– attempt extended problem solving under timed conditions – integrate knowledge from different Physics topics into answers – review performance using marking schemes and teacher feedback |
Students attempt a timed set of Paper 1 structured questions Class correction and teacher feedback session
|
Past Papers, Stopwatches, Chalkboard
Calculators |
KLB Physics Bk 1–4, Question papers
|
|
| 16 | 4 |
Physics paper 2 Revision
|
Section A: Short Answer Questions
Section B: Structured Questions |
By the end of the
lesson, the learner
should be able to:
– attempt compulsory short-answer questions – explain physical principles clearly and concisely – apply correct working for simple numerical problems |
Students attempt selected Section A questions individually Peer-marking and teacher correction through class discussion
|
Past Physics paper 2 exams, Marking Schemes
Calculators Past paper 2 exams, Marking Schemes |
KLB Physics Bk 1–4, Question papers
|
|
| 16 | 5 |
Physics paper 2 Revision
|
Section B: Structured Questions Integrated Revision
|
By the end of the
lesson, the learner
should be able to:
– attempt extended problem solving under timed conditions – integrate knowledge from different Physics topics into answers – review performance using marking schemes and teacher feedback |
Students attempt a timed set of paper 2 structured questions Class correction and teacher feedback session
|
Past Papers, Stopwatches, Chalkboard
Calculators |
KLB Physics Bk 1–4, Question papers
|
|
| 17 | 1 |
Physics Paper 3 Revision
|
Practical-Experiments
|
By the end of the
lesson, the learner
should be able to:
– set up apparatus correctly and safely – take accurate measurements and record observations – answer practical questions correctly |
Students carry out the experiments
Teacher demonstrates correct recording and graph plotting Class discussion on common errors |
Apparatus Graph papers
Calculators |
KCSE Past Paper 3, KLB Physics Bk 1–4
Question papers |
|
| 17 | 2 |
Physics Paper 1 Revision
|
Section A: Short Answer Questions
Section B: Structured Questions |
By the end of the
lesson, the learner
should be able to:
– attempt compulsory short-answer questions – explain physical principles clearly and concisely – apply correct working for simple numerical problems |
Students attempt selected Section A questions individually Peer-marking and teacher correction through class discussion
|
Past Physics Paper 1 exams, Marking Schemes
Calculators Past Paper 1 exams, Marking Schemes Calculators |
KLB Physics Bk 1–4, Question papers
|
|
| 17 | 3 |
Physics Paper 1 Revision
|
Section B: Structured Questions Integrated Revision
|
By the end of the
lesson, the learner
should be able to:
– attempt extended problem solving under timed conditions – integrate knowledge from different Physics topics into answers – review performance using marking schemes and teacher feedback |
Students attempt a timed set of Paper 1 structured questions Class correction and teacher feedback session
|
Past Papers, Stopwatches, Chalkboard
Calculators |
KLB Physics Bk 1–4, Question papers
|
|
| 17 | 4 |
Physics paper 2 Revision
|
Section A: Short Answer Questions
Section B: Structured Questions |
By the end of the
lesson, the learner
should be able to:
– attempt compulsory short-answer questions – explain physical principles clearly and concisely – apply correct working for simple numerical problems |
Students attempt selected Section A questions individually Peer-marking and teacher correction through class discussion
|
Past Physics paper 2 exams, Marking Schemes
Calculators Past paper 2 exams, Marking Schemes |
KLB Physics Bk 1–4, Question papers
|
|
| 17 | 5 |
Physics paper 2 Revision
|
Section B: Structured Questions Integrated Revision
|
By the end of the
lesson, the learner
should be able to:
– attempt extended problem solving under timed conditions – integrate knowledge from different Physics topics into answers – review performance using marking schemes and teacher feedback |
Students attempt a timed set of paper 2 structured questions Class correction and teacher feedback session
|
Past Papers, Stopwatches, Chalkboard
Calculators |
KLB Physics Bk 1–4, Question papers
|
|
| 18 | 1 |
Physics Paper 3 Revision
Physics Paper 1 Revision |
Practical-Experiments
Section A: Short Answer Questions |
By the end of the
lesson, the learner
should be able to:
– set up apparatus correctly and safely – take accurate measurements and record observations – answer practical questions correctly |
Students carry out the experiments
Teacher demonstrates correct recording and graph plotting Class discussion on common errors |
Apparatus Graph papers
Calculators Past Physics Paper 1 exams, Marking Schemes |
KCSE Past Paper 3, KLB Physics Bk 1–4
Question papers |
|
| 18 | 2 |
Physics Paper 1 Revision
|
Section B: Structured Questions
|
By the end of the
lesson, the learner
should be able to:
– develop detailed structured responses – apply knowledge from various Physics topics to solve structured questions – organize answers systematically for maximum marks |
Group brainstorming on structured questions Teacher guides discussion and shows marking scheme approach
|
Past Paper 1 exams, Marking Schemes
Calculators |
KLB Physics Bk 1–4
Question papers |
|
| 18 | 3 |
Physics Paper 1 Revision
Physics paper 2 Revision |
Section B: Structured Questions Integrated Revision
Section A: Short Answer Questions |
By the end of the
lesson, the learner
should be able to:
– attempt extended problem solving under timed conditions – integrate knowledge from different Physics topics into answers – review performance using marking schemes and teacher feedback |
Students attempt a timed set of Paper 1 structured questions Class correction and teacher feedback session
|
Past Papers, Stopwatches, Chalkboard
Calculators Past Physics paper 2 exams, Marking Schemes |
KLB Physics Bk 1–4, Question papers
|
|
| 18 | 4 |
Physics paper 2 Revision
|
Section B: Structured Questions
|
By the end of the
lesson, the learner
should be able to:
– develop detailed structured responses – apply knowledge from various Physics topics to solve structured questions – organize answers systematically for maximum marks |
Group brainstorming on structured questions Teacher guides discussion and shows marking scheme approach
|
Past paper 2 exams, Marking Schemes
Calculators |
KLB Physics Bk 1–4
Question papers |
|
| 18 | 5 |
Physics paper 2 Revision
Physics Paper 3 Revision |
Section B: Structured Questions Integrated Revision
Practical-Experiments |
By the end of the
lesson, the learner
should be able to:
– attempt extended problem solving under timed conditions – integrate knowledge from different Physics topics into answers – review performance using marking schemes and teacher feedback |
Students attempt a timed set of paper 2 structured questions Class correction and teacher feedback session
|
Past Papers, Stopwatches, Chalkboard
Calculators Apparatus Graph papers |
KLB Physics Bk 1–4, Question papers
|
|
| 19 | 1 |
Physics Paper 1 Revision
|
Section A: Short Answer Questions
|
By the end of the
lesson, the learner
should be able to:
– attempt compulsory short-answer questions – explain physical principles clearly and concisely – apply correct working for simple numerical problems |
Students attempt selected Section A questions individually Peer-marking and teacher correction through class discussion
|
Past Physics Paper 1 exams, Marking Schemes
Calculators |
KLB Physics Bk 1–4, Question papers
|
|
| 19 | 2 |
Physics Paper 1 Revision
|
Section B: Structured Questions
Section B: Structured Questions Integrated Revision |
By the end of the
lesson, the learner
should be able to:
– develop detailed structured responses – apply knowledge from various Physics topics to solve structured questions – organize answers systematically for maximum marks |
Group brainstorming on structured questions Teacher guides discussion and shows marking scheme approach
|
Past Paper 1 exams, Marking Schemes
Calculators Past Papers, Stopwatches, Chalkboard Calculators |
KLB Physics Bk 1–4
Question papers |
|
| 19 | 3 |
Physics paper 2 Revision
|
Section A: Short Answer Questions
|
By the end of the
lesson, the learner
should be able to:
– attempt compulsory short-answer questions – explain physical principles clearly and concisely – apply correct working for simple numerical problems |
Students attempt selected Section A questions individually Peer-marking and teacher correction through class discussion
|
Past Physics paper 2 exams, Marking Schemes
Calculators |
KLB Physics Bk 1–4, Question papers
|
|
| 19 | 4 |
Physics paper 2 Revision
|
Section B: Structured Questions
|
By the end of the
lesson, the learner
should be able to:
– develop detailed structured responses – apply knowledge from various Physics topics to solve structured questions – organize answers systematically for maximum marks |
Group brainstorming on structured questions Teacher guides discussion and shows marking scheme approach
|
Past paper 2 exams, Marking Schemes
Calculators |
KLB Physics Bk 1–4
Question papers |
|
| 19 | 5 |
Physics paper 2 Revision
Physics Paper 3 Revision |
Section B: Structured Questions Integrated Revision
Practical-Experiments |
By the end of the
lesson, the learner
should be able to:
– attempt extended problem solving under timed conditions – integrate knowledge from different Physics topics into answers – review performance using marking schemes and teacher feedback |
Students attempt a timed set of paper 2 structured questions Class correction and teacher feedback session
|
Past Papers, Stopwatches, Chalkboard
Calculators Apparatus Graph papers |
KLB Physics Bk 1–4, Question papers
|
|
| 20 | 1 |
Physics Paper 1 Revision
|
Section A: Short Answer Questions
|
By the end of the
lesson, the learner
should be able to:
– attempt compulsory short-answer questions – explain physical principles clearly and concisely – apply correct working for simple numerical problems |
Students attempt selected Section A questions individually Peer-marking and teacher correction through class discussion
|
Past Physics Paper 1 exams, Marking Schemes
Calculators |
KLB Physics Bk 1–4, Question papers
|
|
| 20 | 2 |
Physics Paper 1 Revision
|
Section B: Structured Questions
Section B: Structured Questions Integrated Revision |
By the end of the
lesson, the learner
should be able to:
– develop detailed structured responses – apply knowledge from various Physics topics to solve structured questions – organize answers systematically for maximum marks |
Group brainstorming on structured questions Teacher guides discussion and shows marking scheme approach
|
Past Paper 1 exams, Marking Schemes
Calculators Past Papers, Stopwatches, Chalkboard Calculators |
KLB Physics Bk 1–4
Question papers |
|
| 20 | 3 |
Physics paper 2 Revision
|
Section A: Short Answer Questions
|
By the end of the
lesson, the learner
should be able to:
– attempt compulsory short-answer questions – explain physical principles clearly and concisely – apply correct working for simple numerical problems |
Students attempt selected Section A questions individually Peer-marking and teacher correction through class discussion
|
Past Physics paper 2 exams, Marking Schemes
Calculators |
KLB Physics Bk 1–4, Question papers
|
|
| 20 | 4 |
Physics paper 2 Revision
|
Section B: Structured Questions
Section B: Structured Questions Integrated Revision |
By the end of the
lesson, the learner
should be able to:
– develop detailed structured responses – apply knowledge from various Physics topics to solve structured questions – organize answers systematically for maximum marks |
Group brainstorming on structured questions Teacher guides discussion and shows marking scheme approach
|
Past paper 2 exams, Marking Schemes
Calculators Past Papers, Stopwatches, Chalkboard |
KLB Physics Bk 1–4
Question papers |
|
| 20 | 5 |
Physics Paper 3 Revision
|
Practical-Experiments
|
By the end of the
lesson, the learner
should be able to:
– set up apparatus correctly and safely – take accurate measurements and record observations – answer practical questions correctly |
Students carry out the experiments
Teacher demonstrates correct recording and graph plotting Class discussion on common errors |
Apparatus Graph papers
Calculators |
KCSE Past Paper 3, KLB Physics Bk 1–4
Question papers |
|
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