ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

O- LEVEL PHYSICS
SYLLABUS

FORMS 3 - 4

2015 - 2022

Curriculum Development and Technical Services

P.O. Box MP 133
Mount Pleasant
Harare
© All Rights Reserved
2015
O Level Physics Syllabus Forms 3 - 4

ACKNOWLEDGEMENTS
The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued
contribution in the production of this syllabus:

• Panellists for ‘O’ level Physics syllabus.

• Zimbabwe School Examinations Council (ZIMSEC).
• Government departments.
• Ministry of Higher and Tertiary Education, Science and Technology Development.
• United Nations Children’s Fund (UNICEF).
• United Nations Educational Scientific and Cultural Organisation (UNESCO).

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O Level Physics Syllabus Forms 3 - 4

CONTENTS
ACKNOWLEDGEMENTS................................................................................................................ i

CONTENTS...................................................................................................................................... ii

1.0 PREAMBLE............................................................................................................................... 1

2.0 PRESENTATION OF THE SYLLABUS..................................................................................... 1

3.0 AIMS........................................................................................................................................... 1

4.0 OBJECTIVES ............................................................................................................................ 2

5.0 METHODOLOGY AND TIME ALLOCATION............................................................................. 2

6.0 SCOPE AND SEQUENCE CHART........................................................................................... 3

FORM 3............................................................................................................................................ 8

FORM 4...........................................................................................................................................22

9.0 ASSESSMENT..........................................................................................................................35

GLOSSARY OF TERMS.................................................................................................................39

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O Level Physics Syllabus Forms 3 - 4

1.0 PREAMBLE 1.5 Cross- Cutting Themes

This phase will develop an appreciation of:

1.1 Introduction
• Inclusivity
• Environmental issues
This syllabus is designed to put greater emphasis on • Indigenous knowledge system
the understanding and application of physical concepts • Financial literacy
and principles. It make learners identify, investigate and • Enterprise Education
solve problems in a sustainable manner. This two - year • Gender
learning phase will see learners being assessed through • HIV and Life skills
continuous assessment and national examination. The • Child Protection.
‘O’ level Physics syllabus is designed to inclusively cater • Team work
for all categories of learners. • Food security
• Safety health issues
1.2 Rationale • Disaster risk management

Modern day economies, Zimbabwe included, are driven

by technology and Physics concepts form part of the 2.0 PRESENTATION OF THE
basis. The study of Physics enables learners to be SYLLABUS
creative and innovative in industry and society can
promote the application of physics in industrial processes
The Ordinary Level Physics syllabus is a single docu-
for value addition is well known. The learning of Physics
ment covering Forms 3 - 4. It contains the Preamble,
concepts promotes value creation, addition and
Aims, Syllabus Objectives, Syllabus Topics, Methodology
beneficiation of natural resources and harness available
and Time Allocation, Scope and Sequence, Competency
opportunities for entrepreneurship.
Matrix and Assessment. The Scope and Sequence chart
shows the progression of topics from Forms 3 - 4, while
1.3 Summary of Content
the syllabus matrix gives details of the content to be
covered.
‘O’ level Physics syllabus will cover theory and practical
activities in the following areas:
Newtonian Mechanics, Dynamics, Waves, Electricity
3.0 AIMS
and Electromagnetism, Thermal Physics and Modern
Physics. The aims are to:

1.4 Assumptions 3.1 create opportunities for learners to acquire

research, experimental and practical skills and
It is assumed that: attitudes in Physics.
3.2 enable learners to acquire basic principles of
• the learner has successfully completed Form 1 Physics for application in life and as a basis for
and 2 Science syllabus. further studies in Physics and related disci-
• Science clubs are existing and operational in plines.
schools. 3.3 recognise the usefulness and limitations of the
• use of ICT for research and presentation is known scientific method in the study of Physics.
by learners. 3.4 inculcate in learners the desire to apply Phys-
• use of measuring instruments such as rulers, ics for the benefit of society as guided by the
balances, second-hand clocks, voltmeters, principles of Unhu/Ubuntu and recognising the
ammeters and thermometers is known by learners. detrimental effects of misapplication of Phys-
• safety measures are available and observed. ics.
3.5 inculcate in learners the appreciation of the
usefulness of ICT in the study and application
of Physics.

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O Level Physics Syllabus Forms 3 - 4

3.6 develop, in learners the appreciation of the • Problem solving based learning
use of Physics in value creation, addition and • Individual and group work
beneficiation in mining and other industries. • Educational tours

• Project based learning

3.7 inculcate in learners the regard for safety and • Design based learning
protection of the environment in the study of • Learning by discovery
Physics. • E-learning such as simulation
3.8 develop in learners an appreciation of gender, • Resource person(s)
HIV and AIDS issues.
N.B. Ortho-didactic principles, such as visual tactile,
4.0 OBJECTIVES simulation and self-activity, will be applied when need
arises to cater for diverse needs of learners.
Safety precautions must always be observed.
Learners should be able to:

4.1 follow instructions in practical work in order to Time Allocation

manipulate record observations and analyse
data to confirm or establish relationships A minimum of 8 periods of 35 minutes each in a week
4.2 demonstrate knowledge about physical should be allocated as double periods for adequate cov-
phenomena, facts, laws, definitions and con- erage of the syllabus
cepts of Physics.
4.3 measure and express physical quantities in SI
units to a given level of accuracy and preci- 6.0 TOPICS
sion.
4.4 solve problems using calculations
1. Measurement and Physical Quantities
4.5 generate and transform information in
2. Kinematics
Physics, from one form to another for presen-
3. Forces
tation, interpretation and problem solving.
4. Machines
4.6 design a practical solution through a Physics
5. Mechanical Structures
project to solve a real life problem
6. Work, Energy and Power
4.7 use ICT to simulate Physics phenomena,
7. Thermal Physics
present and analyse Physics data
8. Internal Combustion Engines
4.8 apply safety measures in all practical work
9. Waves
4.9 explain and apply procedures in Physics to
10. Optics
protect the environment
11. Electricity
12. Magnetism
5.0 METHODOLOGY AND TIME 13. Electromagnetism
ALLOCATION 14. Electronics
15. Atomic and Nuclear Physics

Suggested Methods

It is envisaged that teaching and learning programmes

based on this Physics syllabus could feature a wide
variety of learning experiences designed to promote
acquisition of scientific expertise and understanding, and
to develop values and attitudes relevant to science and
life. Teachers are encouraged to use a combination of
appropriate strategies to effectively and equitably engage
and challenge their learners through:

• Planned experiments

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 6.0 SCOPE AND SEQUENCE CHART

O Level Physics Syllabus Forms 3 - 4

6.0 SCOPE AND SEQUENCE CHART

TOPIC FORM 3 FORM 4

1.0 MEASUREMENT AND PHYSICAL  Measurement of physical quantities.  Definition of voltage, resistance and current
QUANTITIES  Derived quantities  Experiments to measure voltage, current and
 Use of S.I. units determine resistance for ohmic conductors
1.1 Measurements

1.2 Scalars and vectors  Definitions and examples

 Resultant of coplanar vectors using graphical
method
 Applications

2.0 KINEMATICS  Definitions of terms

 Equations of linear motion and application
2.1 Speed, velocity, distance, displacement
and acceleration
2.2 Graphs of motion  Drawing and interpretation of graphs
3

2.3 Motion under gravity  Definition of free fall

 Calculations and applications

3.0 FORCES  Types of forces  Application of forces on beams, trusses and

3.1 Effect of force on materials  Interpretation of force extension-graphs mechanical large structures

3.2 Effect of force on motion  Definitions of weight, momentum and inertia

 State and apply Newton’s laws of motion
 Circular motion
3.3. Friction and circular motion  Effects of friction
 Methods of friction
 Centripetal acceleration and force
3.4 Turning effects of a force  Moments of a force
 Turning effect of a force
 Principles of moments

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 O Level Physics Syllabus Forms 3 - 4
 Application of moments

3.5 Centre of mass/centre of gravity  Definitions of terms

 Determination of centre of mas
 Stability

3.6 Pressure  Definition

 Calculations
 Pressure in fluids and applications
4.0 MACHINES  Definition
 Experiments involving inclined planes, levers and
pulleys

4.1. Simple machines  Definitions

 Experiments involving:
- inclined plane
- levers
- pulleys
- calculation of velocity ratio. Mechanical
advantage and efficiency.

5.0. MECHANICAL STRUCTURES

4

5.1 Mechanical structures  Beams, trusses, joining materials and large

structures

6.0 WORK, ENERGY AND POWER

6.1 Work  Definition

 Calculation of work done

6.2 Energy  Definition

 Types and sources of energy
 Energy conversion
 Law of conservation and conversion of energy
 Calculations involving energy

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 O Level Physics Syllabus Forms 3 - 4
6.3 Power  Definition .
 Calculations involving power

7.0 THERMAL PHYSICS  Definition of matter

7.1 Kinetic theory of matter  States of matter and their physical properties
7.2 Thermal properties  Simple experiments to demonstrate thermal  Calculation of heat capacity and latent heat
properties  Measurement of temperature
7.3 Heat transfer  Modes and mechanisms of heat transfer and their
applications
 Experiments on modes of heat transfer

8.0 INTERNAL COMBUSTION ENGINES  Describe the operations of a four stroke engine
 Explain the role of the carburettor
 State the advantage of multiple cylinders in an engine
 Compare the operations of a diesel and petrol engine
9.0 WAVES  Definition and classification of waves
9.1 Types of waves

9.2 Wave properties  Experiments to demonstrate wave properties and

characteristics
9.3 Sound
5

 Production and sound waves

 Experiments to determine speed of sound
9.4 Electromagnetic waves  Electromagnetic spectrum
 Application of electromagnetic waves

10.0 OPTICS  Application of waves: light

 Laws of reflection
 Experiments using plane mirror
 Ray diagrams
 Laws of refraction
 Experiments to demonstrate refraction
 Snell’s law and application
Experiments on dispersion of light
11.0 ELECTRICITY

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 O Level Physics Syllabus Forms 3 - 4
11.1 Electrostatics  Charging
 Interaction between charges
 Field lines
 Application of electrostatics
 Safety and hazards
11.2 Primary and secondary cells  Definition of terms
 Power sources
 Measurement of electrical entities
 Ohm’s law and resistance
 Safety

11.3 Current electricity  Definition of terms

11.4 Electric circuits  Electric components

 Constructing simple circuits

11.5 Electricity in the home  Wiring of three pin plugs

 Use of two pin plugs
 Safety precautions

12.0 MAGNETISM
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12.1 Magnetic properties  Properties and interaction

12.2 Application

13.0 ELECTROMAGNETISM

13.1 Magnetic effects of an electric current  Field patterns

 Hand rules

13.2 Force on current carrying conductor in  Factors

magnetic field  Hand rules
 applications

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 O Level Physics Syllabus Forms 3 - 4
13.3 Electromagnetic induction  generator principle
 Lenz’s law
 Applications
13.4 Transformers  Transformer principle
 Efficiency
 AC transmission and power loses
14.0 ELECTRONICS
14.1Electronic components  Carbon resistors and colour coding
 Reed switch
14.2 Logic gates  Circuit symbols
 Construction of truth tables

15.0 ATOMIC AND NUCLEAR PHYSICS

15.1. Atomic model  Description of an atomic model

 Isotopes
15.2 Radioactivity  Definition
 Types of radioactive emission and their
characteristics
 Use storage handling and impact of radioactive
7

emission

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O Level Physics Syllabus Forms 3 - 4

8.0 COMPETENCY MATRIX

TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

Learners should be able to: attitudes and knowledge) ACTIVITIES AND NOTES RESOURCES

1.0 MEASUREMENTS AND

PHYSICAL QUANTITIES
1.1 Measurements • measure physical quantities; • Length, area, volume, • Experiments on measur- • A ruler, Vernier callipers,
read an instrument scale mass, time, temperature. ing length, time, mass. thermometer, balance
to the nearest fraction of a • Determining area and stop-watch, micro meter
division • Liquids, regular, irregular volume. screw gauge, measuring
• determine density of regular objects. • Determining density cylinder, force meter
and irregular objects experimentally for liquids,
regular and irregular ob-
• express quantities in terms • S.I. units. jects.
of S.I. units; • Relating density to flota-
8

• Derive other units from base • Newton, joule watt, volt and tion and sinking.
units others. • Deriving units from base
units.
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O Level Physics Syllabus Forms 3 - 4

TOPIC OBJECTIVES UNIT CONTENT(Skills, SUGGESTED LEARNING SUGGESTED
Learners should be able to: attitudes and knowledge) ACTIVITIES AND NOTES RESOURCES

2.0 KINEMATICS
 Displacement, speed,  Ticker tape timer and tape
2.1 Speed, Velocity and  define displacement, velocity and acceleration.  Using of ticker tape  Electronic speed detector
Acceleration speed, velocity and timer experiment or any
acceleration other method.

2.2 Graphs of motion  plot, draw and interpret  Distance time graph  Determining distance
graphs of motion  Determining velocity using travelled using speed
distance time graph. time graphs of graph.
 Speed time graph.
 Slope of graphs.  Determining
acceleration, speed and
 Area under graph:
distance from graphs.
distance.
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2.3 Motion under gravity  define free-fall;  Free-fall.  Experimenting on free

fall.
 determine acceleration of  Terminal velocity.
free fall  Describing qualitatively
 the motion of bodies
falling in a uniform
gravitational field.

 Solving problems.

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 FORM 3

O Level Physics Syllabus Forms 3 - 4

TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED LEARNING SUGGESTED RESOURCES
Learners should be able to: attitudes and knowledge) AND NOTES

3.0 FORCES  Foam rubber, springs,

3.1 Effects of force on shape  explain the effects of a  Deformation of solids.  Experiments modelling putty, plasticine
and size of materials force on size demonstrating Hooke’s elastic bands, masses and
and shape of material mass hangers
 Tension and Law.
 plot, draw and interpret compression.  Computers.
 Determining spring
extension load graphs
constant.
 explain Hooke’s Law
 Simulating spring- mass
 calculate spring constant  Hooke’s Law and Spring systems.
constant.
3.2 Effect of force on  define weight, momentum  Weight, momentum, Limited to linear  Trolleys, inertia car force
motion and inertia inertia; motion. (Conservation meters, masses,
 calculate momentum p = mv of momentum is not computers, air tracks,
 explain each of Newton’s F = ma. polished surfaces
10

required).
three laws of motion  Experimenting on forces
 use relation between force,  Computer simulations
changing state of
mass and acceleration
motion

3.3 Friction and circular  explain the effect of friction  Friction  Experiments  Trolleys, masses,
motion on the motion of a body  Methods of reducing demonstrating friction. computers, air tracks,
 describe the ways in which friction. (No reference to static polished surfaces, rough
force may change the and dynamic co-efficient surfaces, oil/grease
motion of a body  Centripetal force. of friction). surfaces
 describe qualitatively  Stating advantages and  Inextensible strings,
motion in a curved path due  Centripetal acceleration. disadvantages of bobs/plumb-line
to a perpendicular force friction.
 Experimenting on
circular motion.

3.4 Turning effect of a force  define moment of a force  Moments.  Illustrating using  Doors, levers,
 describe the moment of a  principle of moments. everyday examples. wheelbarrows, crowbar,
force in terms of its turning strings, masses,

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O Level Physics Syllabus Forms 3 - 4

TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED LEARNING SUGGESTED RESOURCES
Learners should be able to: attitudes and knowledge) AND NOTES

3.4 Turning effect of a force effect and give everyday exam- • Calculation involving mo- supporters, stands, bars,
ples ments. retort stands, beams
• perform an experiment to
verify the principle of mo-
ments
• make calculations involving
the principle of moments

3.5 Centre of mass • define centre of mass • Centre of mass. • Experiments determining • Irregular laminas, plumb
• define centre of gravity • Centre of gravity. position of centre of mass line / bob + string, support
of regular and irregular stands.
• determine the centre of mass • Regular and irregular lamina and other objects.
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of a plane lamina lamina . • Experiments demonstrat-

ing stable, unstable and
• describe qualitatively the • Stable, unstable and neu- neutral equilibria. • Cones, cubes, chairs,
effect of the position of the tral equilibria. ICT tools
centre of mass on the stabili-
ty of objects

3.6 Pressure • define pressure • definition of pressure. • Experiments demon- • Cuboids, regular blocks of
• calculate pressure • P = F/A. strating pressure due to wood, balances, metre rule,
different surface areas ICT tools
• Calculating pressure of
solid objects using appro-
priate units.
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O Level Physics Syllabus Forms 3 - 4

TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED LEARNING SUGGESTED RESOURSES
Learners should be able to: attitudes and ACTIVITIES AND NOTES
knowledge)
 calculate pressure in fluids  Pressure in fluids  Experiments  Manometer and liquid
 describe effect of depth P=ρgh. demonstrating variation containers
on pressure of pressure with depth  Magdebug hemispheres
 describe atmospheric  Drinking straws
pressure  Atmospheric pressure.  Demonstrating  Rubber suckers
atmospheric pressure  Pressure cooker
 Pressure cooker.
 use bar patterns to predict  Weather patterns.
type of weather including  Analysing simple
wind strength and barometer weather charts
direction
 describe the construction  Calculating the
and use of a barometer manometer
 describe the construction  Applications and
and use of a simple hazards.
 Describing hydraulic
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manometer
 Manometer. systems
 Describing water
reticulation

4.0 Machines (Classification of levers is

4.1 Simple machines  describe the use and  Levers, single string not required).
applications of machines pulley systems (at  Pulleys, inclined plane,
 calculate mechanical most 6 pulleys), Calculations limited to levers, force metre,
advantage, velocity ratio inclined plane: levers, pulley systems metre rule, loads and
and efficiency MA = Load / Effort; VR =  Experiments measuring masses
Distance moved by the efficiency
effort force/distance
 explain energy losses in
moved by the load.
machines.
Efficiency = MA/VR x
 describe methods of 100.
improving efficiency  Friction and mass of
the machine.

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O Level Physics Syllabus Forms 3 - 4

TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED LEARNING SUGGESTED RESOURCES
Learners should be able to: attitudes and knowledge) AND NOTES

4.1 Simple machines • Lubrication and mass

reduction.
• Ball bearings.
• Smooth surfaces.

5.0 MECHANICAL STRUC-

TURES
5.1 Beams • define a beam • Beams. • Using supported bar • Beams, supports, loads,
• describe a beam by its cross • Types of beams. which bears a load. • ICT tools
sectional area • Naming T, L, I, Z, O and
• Qualitative relation H shaped beams, solid • Beams of different area sec-
• compare the strength of between strength, and hollow box and cylin- tions; T, L, I, W etc. beams,
beams cross-sectional shape and drical beams. wooden splits
depth. • Carrying out practical • Different types of beams
13

work on beams using

• explain the effects of push • Compression, tension, similar quantities (mass • Metre rules, supports, loads
and pull forces shear and buckle. per unit length) of materi- • Foam rubber, elastic bands,
al but different beams glass rods, load/stress
• explain how stress is distrib- • Compression, tension and • Experiments demon- • Hollow stems, green twigs,
uted in a loaded beam natural zones. Internal strating crushing, com- foam rubber
stress, areas of strength pressing, buckling and • ICT tools
and weakness. bending, stretching and • Plasticine
snapping • Stik stuff

5.2 Trusses • construct trusses • Trusses. • Defining a truss. • Beams, pins, nails, loads,
• explain the use of triangles in Stability. • Comparing weight of retort stands, pivot, metre
a truss structures. rule.
• explain the advantages of • Economy, strength and • Experiments illustrating • Trusses on buildings.
trusses over beams strength/mass ratio. strength/mass ratio of a • Laboratory models of truss-
beam and truss. es using wooden splints.
• ICT tools.
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O Level Physics Syllabus Forms 3 - 4

TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED LEARNING SUGGESTED RESOURCES
Learners should be able to: attitudes and knowledge) AND NOTES

5.2 Trusses • explain how a load can be • Compressive and tensile • Experiments determining
distributed throughout a truss; forces. which members are under
tension and which are
• identify struts and ties in a • Transmission of forces by under compression.
truss; connecting members.
• explain the design of a roof • Distribution of load • Constructing models
truss;
5.3 Joining materials • describe methods of joining • Joining mechanisms; • Making and testing • Wooden, metallic and plastic
materials; - Pinning: strengths of joints. materials
- Surface contact: • Gluing with or without • Beams, screws, nails bolts
• compare the strength of joints • Size of contact area, num- dowels and tongue; and rivets;
ber and position of pins. • Soldering, brazing and • Glue
welding; Plastics – weld- • Joints
14

ing and gluing.

5.4 Large structures • identify materials used in • Wood, metal, reinforced • Naming materials used in • Metals beams, wooden
large structures concrete and stones. large structures. beams, cement, concrete,
• compare properties of con- • Compressive and tensile • Comparing properties of reinforce concrete beams,
struction materials strength, mass and dura- construction of materials. quarry stones, gravel, sand
• explain the design and mate- bility. • Comparing durability in • ICT tools
rials used in different types of • Pier bridge, beam bridge, relation to decay, corro- • Wooden splints, sand,
bridges arch bridge and Suspen- sion and rusting. stones, gravel, clay soil
• explain the use of arches in sion bridge. • Constructing and loading
construction of large struc- of models.
tures • Earth and concrete; • (No knowledge of materi-
• explain composition and straight and arch dams al cost is required but an
shape of dam walls appreciation of both dura-
bility and cost as factors
in determining choice).
• Identifying materials
which make dam walls
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O Level Physics Syllabus Forms 3 - 4

TOPIC OBJECTIVES UNIT CONTENT Skills, SUGGESTED LEARNING SUGGESTED
Learners should be able to: attitudes and knowledge) ACTIVITIES AND NOTES RESOURCES
6.0 WORK, ENERGY
AND POWER
6.1 Work  define work done  Work done;  Experiments illustrating  Force metres, wooden
work done Work = Force block, metre rule, stop
x distance watch, pulleys, and
 calculate work done inclined planes.

6.2 Energy  define energy  Energy Sources  Describing forms of  Wooden blocks
 describe forms and  Law of conservation of energy such as chemical,  Batteries, cells,
sources of energy energy HEP, sun, nuclear, geo- chemicals, metals
 relate energy conversions  Energy conversions thermal, wind and tides. Generator/turbines
and work done (renewable and non-
 Calculations involving
energy and work renewable sources)
 Solar cells/panels, solar
 Safe disposal of batteries  Naming sources of heat, chargers, solar water
and accumulators light, sound, electrical, heater systems
kinetic gravitational and
potential energy.
15

 Academic trips to hot

 Giving relationship springs e.g.
between energy and Chimanimani hot springs
work.
 Calculating problems on
 Computer simulations
energy.
 Safe disposing of
batteries and
accumulators

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O Level Physics Syllabus Forms 3 - 4

TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED LEARNING SUGGESTED RESOURCES
Learners should be able to: attitudes and knowledge) AND NOTES

6.3 Power • define power • Carrying out e exper- • Electric motor, meter rule,
• relate power to rate of ener- iments to determine stop watch, load, string,
gy transferred power. block of wood, Force meter.
• perform calculations involving
=Fv
power

7.0 THERMAL PHYSICS

7.1 The kinetic theory of • the effect of a change de- • Solids, liquids and gases. • Carrying out practical • Kinetic theory model kit.
matter scribe states of matter in activities to demonstrate • Brownian motion model kit
terms of kinetic theory change of state including • Solids, l iquids and gases
• explain the physical proper- • Brownian motion. Sublimation. • Sources of heat
ties of matter
16

• describe qualitatively the • Charles’s law. • Carrying out experiments • Chalk/dust.

thermal expansion of solids, to illustrate the proper- • 2 large syringes commu-
liquids and gases ties. nicated by rubber tubing,
• Boyle’s law. warm water, thermometer,
• explain the relative order of • Melting boiling and evap- manometer.
magnitude of expansions of orating. • Ice water in a beaker, source
solids, liquids and gases • Equation of state. • Diffusion – mixing due to of heat, thermometer.
• identify and explain some P1V1/T1=P2V2/T2 molecular motion. • Perfume, bromine, smoke.
of the everyday applications • Experiments on Charles’s
and and Boyle’s law.
consequences of • Charles’ law apparatus.
• thermal expansion • Boyle’s law apparatus
• describe qualitatively of tem-
perature on the volume of a
gas at constant pressure
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O Level Physics Syllabus Forms 3 - 4

TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED LEARNING SUGGESTED RESOURCES
Learners should be able attitudes and knowledge) ACTIVITIES AND NOTES
to:
7.2 Thermal Properties  compare qualitatively  Thermal expansion and  Carrying experiments to  Ball and ring experiment,
order of magnitude of contraction. compare expansion and gouge and bar, empty
expansion of solids  Thermostats, contraction in solids, flask fitted with a rubber
liquids and gases thermometers, bridges, stopper with a glass
liquids and gases.
 explain applications and railway lines and tubing, warm water, cold
consequences of electrical cables, etc. cloth.
thermal expansion  Carrying out experiments  Flask filled with water
with different fitted with a rubber
and contraction
thermometers. stopper with a glass
 describe how a physical  Measurement of
property which varies temperature, fixed points tubing and warm water
with temperature may be liquid in glass and ice water in a bowl.
used for measurement thermometer (laboratory  Thermostats,
of temperature and clinical), thermometers, bimetallic
 state such properties thermocouple strips.
thermometer,
advantages and
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disadvantages of each
type of thermometer.

 state the need for and  Melting and boiling.  Carrying out experiments  Calorimeter, elements,
identify fixed points on expansion and solids, water,
 describe sensitivity contraction of matter. thermometers, balance
range and linearity  Determining melting point  Flat bottomed flasks,
 describe different types and boiling point tongs
 Latent heat.
of experimentally and
thermometers graphically. Consider
both heating and cooling
 define and describe
curves.
melting and boiling in
terms of energy transfer  Carry out experiments on
without change of  Impurities and pressure. the influence of
temperature atmospheric pressure
and impurities on melting
 describe the effect of
points and boiling points
impurities and pressure
to be discussed in terms
on melting points and

19
 FORM 3

O Level Physics Syllabus Forms 3 - 4

TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED LEARNING SUGGESTED RESOURCES
Learners should be able attitudes and knowledge) ACTIVITIES AND NOTES
to:
boiling points of of kinetic theory
substances demonstrate.

 determine the specific  Definition of heat  Determining specific heat  Calorimeter, heating
heat capacity capacity and specific capacity by experiments. elements, solids, water,
of a liquid and a solid heat capacity(c). thermometers, balance,
 calculate the heat ∆Q=mc(ϑf−ϑi) = IVt.  Carrying out calculations clock, voltmeter,
transfer from on specific heat capacity. ammeter, connecting
experimental data leads, power, funnel, ice
 Heat supplied = heat  Explaining differences in
gained heat capacities.
 explain why different Qloss = Qgained  Determining specific
materials have different = Qsupplied. latent heat
heat capacities experimentally.
 Explanation based on
18

 define specific latent particles.  Calculating specific latent

heat heat.
 Fusion, vaporization
(Assumption: No heat is
Heat supplied =
 calculate specific latent lost or gained to
heat gained. surrounding).
heat
∆Q= ml.

7.3 Heat Transfer  identify good and bad  Metals, non-metals and  Carrying out experiments  Lesley cube/wax
conductors of heat liquids. to distinguish. between Conductor meter
 give a molecular account good and bad conductors  Beaker with water + a
of heat transfer in solids  Conduction. of heat. colorant i.e. potassium
 relate convection to  Carrying out experiments permanganate.
density changes in to demonstrate
liquids and gases conduction and  Convection chamber
 Convection. convection.
 Experiments to
demonstrate convection.

20
 FORM 3

O Level Physics Syllabus Forms 3 - 4

TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED LEARNING SUGGESTED RESOURCES
Learners should be able attitudes and knowledge) ACTIVITIES AND NOTES
to:

 describe experiments to  Radiation.  Carrying out  Reflectors, vacuum flask

distinguish between  Good and bad experiments with dull and different surfaces.
good and bad emitters/absorber. and bright surfaces.
emitters/absorbers of  Parabolic dish, solar water
infra-red radiation  Carrying out heater.
 Solar cooker and
 deduce that good vacuum flask, etc. experiments with
absorbers are also good parabolic reflectors.  Wax
emitters
 explain applications of  Carrying out  Thermometer
conduction, convection  Solar water heater.
Experiments to
and radiation  Sea breezes.
demonstrate solar water  Heater
 describe the function  Air vents.
heating.
and design of a solar  Air conditioner
water heater
19

8.0 INTERNAL COMBUSTION

ENGINES

8.1 Four stroke engine  describe the operations  Explaining importance of  Engine models,
 Compression, power,
of a four stroke engine; exhaust and inlet a clean fuel supply,  Computer models,
 explain the role of the strokes. effects of limitation of air carburettor
carburettor  Fuel and air supply. supply (choke control,
blocked filters) and fuel
 Even firing and power supply (worn out jets).
distribution.
 state the advantage of  Using a model to
 Ignition methods, demonstrate strokes.
multiple cylinders in an relevant efficiency and
engine  Explaining e fficiency as
carbon monoxide (soot)
 compare the operations measured by fuel
production.
of a diesel and petrol economy (kilometres per
engine litre).
 Size of parts.

21
 FORM 3

O Level Physics Syllabus Forms 3 - 4

TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED LEARNING SUGGESTED RESOURCES
Learners should be able to: attitudes and knowledge) ACTIVITIES AND NOTES

8. 1 Social and economic  identify renewable and  Renewable and non-  Identifying renewable  Wood, charcoal, coal,
considerations of using non-renewable resources; renewable fuels. and non-renewable petroleum, bio gas,
fuels  fuels  Deforestation, effects of resources. ethanol
 describe the social and the by-products, pollution.
economic implication of  fuels Candles
 Safe handling of fuels.
using fuels;

9.0 WAVES
9.1 Mechanical wave  describe wave motion  Transverse and  Demonstrating reflection  Springs/slinky, ropes
properties longitudinal waves. and refraction of wave ropes, ripple tanks
 Amplitude, wavelength, fronts practically.
 describe characteristics of
a wave frequency and period  Calculating the period,
T= 1/f, V =fλ velocity ,frequency and
 calculate velocity,
wavelength of waves
20

frequency and wavelength

 Media for mechanical  Carrying experiments to
demonstrate waves.
 describe propagation of waves.
waves in terms of wave  Reflection and refraction
fronts and rays. wave fronts and rays

9.2 Sound • describe how sound is pro- • Vibrations • Carrying experiments on • Fixed ruler/hacksaw blade
duced sound production • Tuning forks and simple
• describe the longitudinal • Compressions and rarefac- • Carrying out experiments musical instruments
nature of sound waves tions. involving transmission in • ICT tools
different media. • vacuum pump and electric
• state the approximate range bell watch
of audible frequency • Transmission of sound in • Determining speed of
different media sound practically.

22
 FORM 3

O Level Physics Syllabus Forms 3 - 4

TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED LEARNING SUGGESTED RESOURCES
Learners should be able to: attitudes and knowledge) ACTIVITIES AND NOTES

9.2 Sound • explain the need of a me- • Speed of sound. • Carrying out experiments • starter gun/wooden block
dium in the transmission of on pitch, loudness and wall shallow well
sound waves • Pitch, loudness and quality. quality (No treatment of
• describe experiments to de- • Reflection of sound. overtones.) • C.R.O, microphone, signal
termine the speed of sound • Applications of echoes. generator
in air; • Fishing industries
• relate pitch, loudness and
quality of sound waves to • Depth determination • Carrying out simple exper-
amplitude and frequency iments to demonstrate
• describe echoes and appli- echoes
cation

9.3 Electromagnetic • identify the regions of the • Electromagnetic spectrum • No recall of actual wave- • Mirror, ICT tools, Oily sur-
21

waves electromagnetic spectrum( lengths or frequencies is faces with light,Laptop or TV

order of wavelength or fre- • Wavelength, frequency, required screens with DVD with light
quency) speed • Discussing differences • UV and infrared sources ,
• state the differences and and transmission and similarities between filters, computer
similarities between electromagnetic waves.
electromagnetic waves;
• Uses of the different com- • Discussing applications of
• state the uses of the dif- ponents electromagnetic waves in
ferent components of the communication cooking,
electromagnetic spectrum medical field remote sens-
ing
 FORM 4

O Level Physics Syllabus Forms 3 - 4

8.0 COMPETENCY MATRIX FORM 4

TOPIC OBJECTIVES UNIT CONTENT(Skills, SUGGESTED LEARNING SUGGESTED

Learners should be able to: attitudes and knowledge) ACTIVITIES AND NOTES RESOURCES

10.0 OPTICS

10.1 Reflection of light  describe an experiment to  Laws of reflection,  Carrying out  Optic kit
illustrate experiments on  ICT tools
the laws of reflection
reflection
 use the law: I = r, in  Formation of images by  Carrying out
reflection; plane mirrors. experiment to find the
 describe the position and image of an object
characteristics of an  Ray diagrams
22

optical image
formed by plane
mirror
 perform simple  Constructing images
constructions, formed by plane mirror
measurements and
calculations;

25
 FORM 4

O Level Physics Syllabus Forms 3 - 4

TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED LEARNING SUGGESTED RESOURCES
Learners should be able to: attitudes and knowledge) CTIVITIES AND NOTES

10.2 Refraction of light  state laws of refraction;  Optically dense and  Carrying out  Optic kit
optically less dense experiments to  ICT tools
media investigate
refraction.
 describe refraction using 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠  Drawing ray diagrams to
= 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐  Binoculars ,microscope
ray diagrams; 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 illustrate various and periscope
situations of refraction
 describe refraction of light
through transparent blocks  Refraction at plane  Experiments to
and liquids; surfaces demonstrate apparent
depth
 define refractive index;
 define critical angle;  Apparent depth
 Experiments to
determine refractive
 describe total internal  Ray diagrams index.
23

reflection;
 describe applications of  Total internal reflection  Experiments to
total internal reflection. and critical angle. demonstrate total
 Fibre optics internal reflection.
 Glass prisms instruments  Demonstrating
 Mirage application of total
TOPIC OBJECTIVES UNIT CONTENT
Straight object(Skills,
in water SUGGESTED LEARNING
internal reflection in fibre SUGGESTED RESOURCES
Learners should be able to: attitudes and knowledge) ACTIVITIES
optics; AND NOTES
10.3 Lenses  describe the action of a  Converging and diverging  Carrying out  Optic kit, camera
converging lens and lenses, focal point experiments to show
diverging lens on a beam of convergence and
light; divergence
 draw ray diagrams to  Nature and position of  Carrying out
illustrate the formation of images experiments on
real and virtual images formation of real and
virtual images by
converging lens.
 (No treatment of images
formed by diverging
lenses is required)
26
 FORM 4

O Level Physics Syllabus Forms 3 - 4

TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED LEARNING SUGGESTED RESOURCES
Learners should be able to: attitudes and knowledge) ACTIVITIES AND NOTES
 Explain how to measure  Focal length  Carrying out Optical kit
the focal length of a demonstrations. Metre rule
converging lens
 describe magnification of a  Magnification  (No calculations
converging lens required)
Camera and projector
 describe the use of a 𝑚𝑚 =
𝑣𝑣
= ℎ𝑖𝑖/ℎ𝑜𝑜  Experiments to measure
single lens as a 𝑢𝑢 the focal length of a
magnifying glass converging lens. ICT tools
 describe the use of a
single lens to form a real  Image characteristics.
image

 explain the use of lenses

in the correction of short  Demonstrating the
and long sight  Short and long sights. action of a magnifying
24

glass.

10.4 Dispersion of light  define dispersion of light  Visible spectrum.  Carrying out Optic kit and glass prism
 describe the dispersion of experiments on ICT tools
light dispersion of light using
a glass prism. Order of
colours to be specified.
11.0 ELECTRICITY • describe experiments • The electron, and positive • Carrying out experiments • Van de Graaf generator,
11.1 Electrostatics to show electrostatic charges. to show electrostatic gold leaf electroscope,
charging • Unit of charges. charging. Perspex, ebonite, cellulose
• The Coulomb. • Rods/plates, cotton, fur,
• describe forces between • Like and unlike Carrying experiments to glass rods
charges of static electricity • Charges. demonstrate attraction • Polythene
• describe an electric field • Force and electric charges. repulsion of charges.

28
 FORM 4

O Level Physics Syllabus Forms 3 - 4

TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED LEARNING SUGGESTED RESOURCES
Learners should be able to: attitudes and knowledge) ACTIVITIES AND NOTES

• state and describe the • Field lines and field pat- • Qualitative treatment only
direction of field lines and terns
simple field patterns; • Drawing diagram to show
field -patterns.
• distinguish between electric • Conductors and insulators
conductors and insulators;

• explain separation of • Induced charge in conduc- • Demonstrating inductive

charge by induction; tors charging using electro-
scopes.
• describe natural phenome- • Discussing lightning,
na of static electricity • Lightning conductors safety precautions Appli- • Gold leaf electroscope
25

cations and hazards

• Formation, dangers, • Lightning conductors/
earthing, shielding. shields
• Constructing a lightning • ICT tools
conductor

11.2 Primary and secondary • use the concept that the • e.m.f of a cell/battery. • Sources of e.m.f. • Power supplies, cells,
cells e.m.f is measured by ener- • List sources of e.m.f. batteries, accumulators,
Electromotive force gy dissipated by a source • units of e.m.f. • Explaining the terms voltmeter,(photo voltaic
in driving a charge round a e.m.f. and calculating cells)
complete circuit current. I = Q/t.
• show an understanding that
the volt is given by J/C
 FORM 4

O Level Physics Syllabus Forms 3 - 4

TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED LEARNING SUGGESTED
Learners should be able to: attitudes and knowledge) ACTIVITIES AND NOTES RESOURCES

11.3 Current electricity explain the flow of current in • Electric charge flow. •
Ampere, the volt, milliam- • Ammeter, voltmeter,
a circuit • Ammeter, ampere. pere range. multimeters
use the equation I=Q/t • Conventional direction of • Using a voltmeter to mea- • Carbon Resistors
measure current and volt- current. sure p.d. Ammeter, voltmeters,
age • Different ranges of voltage • Using an ammeter to mea- multimeters,
define potential differences and current. sure current. power sources, leads,
• use the concept that the Voltage in a series circuit.• Carrying out experiments switches.
sum of the potential differ- VT=V1+V2+------- using voltmeter in a series
ences in a series circuit is circuit.
the same as the potential Law of conservation of • Carrying out experiments to
difference across the whole energy verify Ohm’s Law and cal- • Colour code chart
circuit culations involving Ohm’s
• state and apply Ohm’s law law.
Resistance • Carrying put experiments to
26

• describe an experiment to R=V/I determine resistance.

determine resistance using Experimental determination • Carrying out simple exper-
a voltmeter and an ammeter of resistance. iments to investigate the
limitations. • Different swg wires of
• state the limitations of • Sketching and interpret- e.g. Constantine, ni-
Ohm’s law ing the V/I characteristics chrome, copper, mi-
Thickness and length of a graphs. crometre screw gauge,
• sketch and interpret the conductors. • Variations of resistance of metre rule
V/I characteristics graphs conductor with temperature
for metallic (ohmic) and Temperature (e.g. in a bulb), tension or if
non-ohmic conductors placed in a strong magnetic
field.
• Use the relationship be- • Carrying out experiments
tween the resistance, length R=ρl/A to investigate the relation-
and cross-sectional area of ships.
a wire
 FORM 4

O Level Physics Syllabus Forms 3 - 4

TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED LEARNING SUGGESTED RESOURCES
attitudes and knowledge) ACTIVITES AND NOTES
Learners should be able to
11.4 Electric circuits  set up simple electric  simple circuits.  Mounting circuits and  Cells, switches, resistors
circuits measuring current variable resistors, bulbs,
through resistors in ammeters, voltmeters
parallel. and fuses, connecting
 draw and interpret circuit  draw and interpret circuit
 Carrying out practical leads.
diagrams diagrams.
activities on electric  Circuit boards, fuses,
circuits. switches, computer
 use the fact that the  I=I1+I2+I3.
current from the source
is the sum of currents in  Drawing and interpreting
the separate branches of  R=R1+R2+R3. circuit diagrams.
a parallel circuit

 calculate resistance in
simple circuits  Series and parallel
resistors.  Calculating resistance for
27

series and parallel

1 1 1 resistors.
= + +−−
𝑅𝑅 𝑅𝑅1 𝑅𝑅2
11.5 Electricity in the home • describe uses of electricity • Heating, lighting and mo- • Discussing and listing uses • Three-pin plug, two-pin
in the home tors, lamps in parallel. of electricity in the home. plug, fuses, breakers,
• Reading of electricity me- heating elements, iron, fan,
• calculate electrical power, • The kilowatt-hour ters and costing. electric meters, motors,
energy and the cost of P=VI E=Vlt . • Discussing damaged insu- ICT tools
electricity lation, overheating cables
• Hazards. and damp conditions.
• describe electrical haz- • Safety precautions.
ards and safety precau-
tions
• describe the wiring of a
three-pin plug

33
 FORM 4

O Level Physics Syllabus Forms 3 - 4

TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED LEARNING SUGGESTED RESOURCES
Learners should be able to attitudes and knowledge) ACTIVITES AND NOTES

11.5 Electricity in the home • explain the use of fuses, • Live, neutral and earth. • Experiments demonstrat- • Fuses, switches on live
fuse ratings and switches • Double insulation of appli- ing electrical hazards wire
ance. must NOT be done.
• Wiring of a plug. • Insulated cables, electricity
• Examining appliances meters
with double insulation
• Demonstrating the op-
eration of a fuse and a
switch.
• Explaining why fuses
and switches are always
on live wire.
28

12.0 MAGNETISM
12.1 Magnetic properties • state the properties of • Polarity. • Carrying out experiments • Magnets, pocket compass,
magnets • Attraction and repulsion. to investigate properties cell, solenoid/coils, different
• describe magnetic field • Magnetic field lines. of magnets. materials both magnetic
lines around magnets • Pattern and direction. • Carrying out experiments and non-magnetic, iron fil-
• explain induced magne- • Induction. to demonstrate induced ings, paper, heat, hammer.
tism; • Single and double stroking, magnetism.
• describe methods of mag- using a solenoid • Carrying out experiments
netisation; • Demagnetisation by ham- to demonstrate magneti-
• describe methods of mering, heating and electri- sation.
demagnetisation; cal methods.
• Relative ease of magneti-
sation and demagnetization
temporary and permanent
magnets
 FORM 4

O Level Physics Syllabus Forms 3 - 4

TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED LEARNING SUGGESTED RESOURCES
Learners should be able to: attitudes and knowledge) ACTIVITIES AND NOTES

• distinguish between mag- temporary and permanent • Magnetising and demag- • Iron and steel rods/cores
netic and magnets netising pieces of iron and
• non-magnetic materials steel.
• distinguish between the
magnetic properties of iron
and steel

12.2 Application of • describe uses of temporary • Temporary magnets and • Discussing uses of tempo- • Video and audio tapes, com-
magnetism magnets their uses. rary magnets. puter
• describe uses and applica- • Permanent magnets and • Discussing uses of perma- discs, electric bell,
tion of permanent magnets their uses. nent magnets • Electric motors, loudspeak-
ers, generators, telephone
receivers
29

13.0 ELECTROMAGNETISM
13.1 Magnetic effect of an • describe an experiment to •Magnetic field patterns. • Demonstrating field around • Long straight conductor, so-
electric current demonstrate that a cur- current lenoids, switch, leads, pocket
rent-carrying conductor has • Magnetic field patterns • Carrying conductor using /plotting campus, (cell), DC
a magnetic field around it of solenoid. iron fillings and plotting source, ICT tools
• describe an experiment to compass.
plot magnetic field patterns
due to a current-carrying • Direction of magnetic • Plotting magnetic field lines
solenoid field. due to a solenoid.
• predict the direction of
magnetic field of straight
conductor and of a sole- • Right hand grip rule. • Predicting direction of field
noid lines.
 FORM 4

O Level Physics Syllabus Forms 3 - 4

TOPIC OBJECTIVES UNIT CONTENT (Skills, atti- SUGGESTED LEARNING SUGGESTED RESOURCES
Learners should be able to: tudes and knowledge) ACTIVITIES AND NOTES

13.2 Force on • describe an experiment to show • Fleming’s left hand rule. • Experiments on field • Two Long straight conduc-
current carrying that a current-carrying conductor patterns between parallel tors, switch, leads, pocket /
conductor in a magnetic field experiences a • Force between parallel cur- currents. plotting campus, cell.
magnetic in a
force rents, field patterns.
magnetic field
• describe the field patterns be- • Factors affecting magnitude of • Demonstrating the effect
tween parallel currents and relate force. of a magnetic field on a • Electric bell, relay, reed
these to the forces which exist current carrying conductor. switch, microphone, speak-
between the currents er etc.
• predict the direction of motion of • Action of an electric bell and • Experiments to show rela- • DC motor model, insulated
a current-carrying conductor in a a simple relay Electrical to tionship between direction wire, block of wood, leads
magnetic mechanical energy. of current, field and motion
• describe the application of the Constructing a simple d.c.
magnetic effect of a current motor
30

• describe the operation of a d.c. • Field, current and motion,

motor turning effect commutator

13.3 • describe an experiment which • The generator principle. • Carrying out experiments • Coils with different number
Electromagnetic shows that a changing magnetic to show generator princi- of turns and cross sectional
induction field can induce an e.m.f. in a ple. area of coils, solenoids, bar
circuit or conductor magnets, galvanometer,
• state the factors affecting the • Strength of magnet, relative CRO.
magnitude of induced e.m.f. motion, number of turns, area • Carrying out experiments • ICT tools
• use the fact that direction of of coil. to investigate factors which
an induced e.m.f opposes the • Lenz’s law. affect e.m.f.
change producing it

• Carrying out experiment to

show Lenz’s law.
 FORM 4

O Level Physics Syllabus Forms 3 - 4

TOPIC OBJECTIVES UNIT CONTENT (Skills, atti- SUGGESTED LEARNING SUGGESTED RESOURCES
Learners should be able to: tudes and knowledge) ACTIVITIES AND NOTES

• predict the direction of induced • Fleming’s right hand rule. • Using Flemming’s right
current in a conductor hand rule to make predic-
tions.
• describe the operation of an a.c. • mechanical to electrical ener-
and d.c. generators gy. • Identifying slip rings, com-
• differences between a.c.and mutator, brush, coil and
d.c. magnets.

• Sketching velocity time

graphs.

• Discussing the factors

affecting output voltage.
31

• Comparing a.c. and d.c.

generators.

13.4 Transformers • describe the structure and • Primary and secondary coils, • Demonstrating the opera- • Coils with multiple tapings,
principle of operation of a basic laminated core, voltage. tion of a simple transformer. iron cores, voltmeters,
iron-cored transformer • Transformer efficiency, cooling • Solving problems using the multi-metres, C.R.O, ac
• use transformer equations and eddy currents. transformer equation sources, Hall probe
• Magnetic flax heating. • Discussing efficiency (ener-
• describe the use of transformer • Joule heating. gy loss).
in high-voltage transmission
• discuss the energy loss in cables Vp /Ns=Np/Ns and VpIp=VsIs
• give advantages of high voltage • Discussing the advantages • ICT tools
transmission • Current and potential differ- of high-voltage transmis-
ence in step-up and step-down sion.
transformers
 FORM 4

O Level Physics Syllabus Forms 3 - 4

TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED LEARNING SUGGESTED RESOURCES
Learners should be able to: attitudes and knowledge) ACTIVITIES AND NOTES
14.0 ELECTRONICS • explain that a hot filament • Emission of electrons • Demonstrating thermionic • CRT, tubes and kits, comput-
14.1Thermionic emits electrons from hot metals. emission. er, magnetic field source
emission • describe how these elec- • Discussing acceleration • ICT tools
trons can be directed into • Acceleration and collima- and collimation of elec-
an electron beam describe tion of electrons. trons.
the effect of a magnetic or • Reflecting of electron NOTE : Direction of deflection
electric field on an electron beam. of electron beam.
beam • Relating to TV tubes and
CRO.
14.2 Diodes • describe the function of • Function of diodes • Carrying out experiments • LED cells, diodes, circuit
diodes • Switch and rectification to demonstrate the func- boards, electronic kits
• Circuit symbol/ LEDs tion of a diode.
14.3 Rectification • define rectification • Conversion of a.c. to d.c. • Carrying out experiments • Electronic kit, diodes, AC
32

• explain half and full wave • Use of diodes, voltage – on rectification and source, capacitor, CRO
rectification time graphs. smoothening. • Power supplies
• Voltag time graphs

14.4 Electronic • describe the behaviour of • Colour and coding. • Reading colour codes and • Coded carbon resistors of
Components resistor tolerance. various ratings and ranges
• use a given colour code • Measuring resistance • Potential dividers/rheostat,
for resistance values thermostats/thermistor
• choose components with
suitable power ratings
• describe the action of a
variable potential divider
• describe the action of ther- Potentiometer use as input • Carrying out experiments • capacitors, bulbs, reed
mostats and light depen- transducers with resistors capacitors, switches, strain-gauge, po-
dent resistors Energy store thermistors, LED, potenti- tentiometers, buzzers
• describe the action of a • Time delay circuits ometer
capacitor
• explain the use of reed
switches in circuits
 FORM 4

O Level Physics Syllabus Forms 3 - 4

TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED LEARNING SUGGESTED RESOURCES
Learners should be able to: attitudes and knowledge) ACTIVITIES AND NOTES
14.5 Logic Gates • describe logic gates • Logic gates: OR, AND, • Constructing Truth Tables. • Electronic kits, logic gate
NOT, NAND and NOR tutor, computer
Truth Tables • (2 input gate)
• Combination of logic
of not more than three
inputs.

15.0 ATOMIC AND

NUCLEAR PHYSICS
15.1 Rutherford’s Atomic • describe the structure of • Nucleus and electrons. • Drawing diagrams of the • Computer, atomic models
Model an atom in terms of nucle- • Composition of nucleus. atomic structure. • ICT tools
us and electrons • Periodic table
• Proton number Z and • Calculating proton and
• explain proton and nucle- nucleon number A. nucleon numbers.
on numbers • A=Zn • Giving examples of iso-
33

• explain isotopes • Nuclide notation AZX. topes

• Isotopes.

15.2 Radioactivity • describe radioactivity • Radioactivity. • Describing detection of • Computer, radiation detec-
radiation. tors
Carrying out experiments
• state types of radioactive • Stability of nuclei, and of chances of radio-active • ICT tools, simulation soft-
emission particles and rays, detec- decay. ware
tion . • Discussing nature and
• describe the nature and properties of radiation. • Dice. Coins
properties of radiation • Nature of radiation
• Discussing ionising ef-
fects, penetrating power
and deflection by magnet-
ic and
 FORM 4

O Level Physics Syllabus Forms 3 - 4

TOPIC OBJECTIVES UNIT CONTENT (Skills, SUGGESTED LEARNING SUGGESTED RESOURCES
Learners should be able to: attitudes and knowledge) ACTIVITIES AND NOTES
• describe the mechanism of • Nuclear decay; decay electric fields.
radio-active decay radiation. • Plotting decay cares.
• Decay curve. • Carrying out calculations
on half life.
• explain the meaning of
half-life • Half-life. • Calculating nucleon and
proton numbers of bal-
• distinguish between fusion Fusion and fission, nuclear anced equations.
and fission reactions.
• Drawing and interpreting • C.T scans.
• describe the uses of radio- i) carbon – 14 dating decay curves. • ICT tools
active isotopes ii) Biochemical tracers
iii) Radiotherapy. • Writing nuclear equations.
34

• Discussing uses of radio-

active materials.

• Conducting educational
tours.
15.2 Radioactivity • Describe how radioactive • Detection of leaks in pipes • Use of photographic film • Photographic films, comput-
materials are handled, • Determination of badges for exposure de- ers
used and stored in a safe thickness of materials tection.
way. • Power generation
• Sterilisation
• Use, storage, handling

• Soil, water, air, plant and

• describe the effects of ra- animal life • The impact of radioactive
dioactive emission on the • Safe disposal of radio-ac- emission on the environ-
environment tive waste ment
O Level Physics Syllabus Forms 3 - 4

9.0 ASSESSMENT

9.1 ASSESSMENT OBJECTIVES

The scheme of assessment is grounded in the principle of inclusivity and equalisation of opportunities hence does not
condone direct or indirect discrimination of learners.

Modifications of arrangements to accommodate candidates with special needs must be put in place in both continuous
and summative assessments. These modifications must neither give these candidates an undue advantage over
others nor compromise the standards being assessed.

NB: For further details for arrangements, accommodations and modifications refer to the assessment procedure
booklet.
The three assessment objectives in ‘O’ Level Physics are:

1: Knowledge with understanding

2: Handling information and problem solving
3: Experimental skills and investigations

1: Knowledge with understanding

Candidates should be able to demonstrate knowledge and understanding of:

• scientific phenomena, facts, laws, definitions, concepts, theories

• scientific vocabulary, terminology, conventions (including symbols, quantities and units)
• scientific instruments and apparatus, including techniques of operation and aspects of safety
• scientific quantities and their determination
• scientific and technological applications with their social, economic and environmental implications.

2: Handling information, problem solving, synthesis, analysis and evaluation

In words or using other written forms of presentation (e.g. symbolic, graphical and numerical), candidates should be
able to:

• locate, select, organise and present information from a variety of sources

• translate information from one form to another
• manipulate numerical and other data
• use information to identify patterns, report trends and draw inferences
• present reasoned explanations of phenomena, patterns and relationships
• make predictions and hypotheses
• solve problems, including some of a quantitative nature.

3: Experimental skills and investigations

Candidates should be able to:

• know how to use techniques, apparatus, and materials (including following a sequence of instructions, where
appropriate)
• make and record observations and measurements
• interpret and evaluate experimental observations and data
• plan investigations, evaluate methods and suggest possible improvements (including the selection of techniques,
apparatus and materials).

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O Level Physics Syllabus Forms 3 - 4

9.2 SCHEME OF ASSESSMENT

The assessment scheme for Physics comprises of

a) Continuous assessment, and
b) Summative assessment.

The final grade in Physics is 20% continuous assessment and 80% summative assessment.
The assessment shall be administered as follows:

Paper 1: Multiple choice questions

Paper 2: Structured theory questions
Paper 3: Practical Test
Paper 4: Continuous Assessment
Learners are required to enter for all the 4 papers

Paper Tye of Paper Duartion Marks Paper Weighting

1 Multiple choice 1 hr 40 19
2 Theory 2 hrs 15 min 100 48
3 Practical Test 2 hrs 30 14

4 Continuous Assessment ....... 40 19

Paper 1: Theory : the paper consists of 40 compulsory multiple choice items of the direct choice type.
Each question shall have 4 response items.

Paper 2: Theory. The paper has 2 sections.

Section A will carry 40 marks and will consists of a number of compulsory structured questions of variable mark value.
Section B carries 60 marks and will consist of 4 structured questions .Each question will carry 20 marks. Candidates
will be required to answer any 3 questions.

Paper 3: Practical Test

This paper will consist of 2 compulsory questions each carrying 20 marks

Paper 4: Continuous Assessment

This paper will consist of standardised tests in Practical, Theory and a Project during the 5 terms.

9,3 SPECIFICATION GRID

SKILL Paper 1 Paper 2 Paper 3 Paper 4

1.0 KNOWLEDGE AND 15% 15% 15%
UNDERSTANDING
2.1 COMPREHENSION, 40% 50% 40%
PROBLEM SOLVING
2.2 ANALYSIS, SYNTHESIS 45% 45% 45%
AND EVALUATION

3.0 PRACTICAL 100%

TOTAL 100% 100% 100% 100%

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O Level Physics Syllabus Forms 3 - 4

APPENDIX
APPENDIX
SUMMARY OF KEY QUANTITIES, SYMBOLS AND UNITS
SUMMARY OF KEY QUANTITIES, SYMBOLS AND UNITS
Learners should be
be able to state the symbols
symbols for
for the
the following
following physical
physical quantities
quantities and,
and, where
where indicated,
indicated, state
state the
the units
units in which they are
Learners should be able to define those items indicated by an asterisk (*).
in which they are measured. Learners should be able to define those items indicated by an asterisk (*).
Quantity Symbol Unit
Quantity Symbol Unit

QUANTITY SYMBOL UNIT

Length L,h Km.m,cm,mm

Area A M2,cm2

Volume V M3,cm3

Weight W N

Mass M Tones, Kg, g, mg

Time T h, mini,

Period T S

Density p Kg/m3, g/m3

Speed U,v Km/h, m/s,cm/s

Acceleration A m/s2

Force F N

Acceleration of free fall g m/s2, N/kg

Moment of a force M N/m

Energy
Work done E E
W, JJ, kWh
4
Power P W

Pressure P Pa, n/m2, mmHg

Temperature Θ, T ᶿC, K

Heat capacity C J/⁰C, J/k

Specific heat capacity C J/(g⁰), J/(gk)

Latent heat L J

Specific latent heat l J/kg, j/g

Frequency F Hz

Wave length λ m,cm

Angle of incidents I Degree(⁰)

Angle of reflection, refraction r 37 Degree(⁰)

Critical angle c Degree(⁰)

 Latent heat L J

Specific latent heat l J/kg, j/g

O LevelFrequency
Physics Syllabus Forms 3 - 4 F Hz

Wave length λ m,cm

Angle of incidents I Degree(⁰)

Angle of reflection, refraction r Degree(⁰)

Critical angle c Degree(⁰)

Potential difference/voltage V V,mV

Current I A,mA

Charge Q Q/C,As

e.m.f. E V

Resistance R Ω

MATHEMATICAL REQUIREMENTS
1
Arithmetic
Learners should be able to:
(a) recognise and use expressions in decimal and standard form (scientific) notation
(b) use appropriate calculating aids (electronic calculator or tables) for addition, subtraction,
multiplication and division. Find arithmetic means, powers (including reciprocals and square roots),
sines, cosines and tangents (and the inverse functions)
(c) take account of accuracy in numerical work and handle calculations so that significant figures are
neither lost unnecessarily nor carried beyond what is justified, rounding answers correctly when
necessary
(d) make approximations and estimates to obtain reasonable answers

Algebra
Learners should be able to:
(a) change the subject of an equation
(b) solve simple algebraic equations, including linear simultaneous equations
(c) use direct and inverse proportion
(d) substitute physical quantities into physical equations using consistent units
(e) formulate simple algebraic equations as mathematical models of physical situations and to represent information
given in words

Geometry and trigonometry

Learners should be able to:
(a) understand the meaning of angle, curve, circle, radius, diameter, square, parallelogram, rectangle
and diagonal
(b) calculate areas of right-angled triangles and circles, areas and volumes of rectangular blocks,
volumes of cylinders
(c) use the angle sum of a right angle and adjacent angles on a straight line
(d) use sines, cosines and tangents
(e) use usual mathematical instruments (rules, compasses, protractor, set square)
(f) recognise and use points of the compass (N, S, E, W)

Graphs
Learners should be able to:
(a) translate information between graphical, numerical, algebraic and verbal forms

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O Level Physics Syllabus Forms 3 - 4

(b) select appropriate variables and scales for graph plotting

(c) for linear graphs, determine the slope and state the intercept and intersection
(d) choose, by inspection, a straight line which will serve as the best straight line through a set of data
points presented graphically
(e) recall standard linear form y = mx + c and rearrange relationships into linear form where appropriate
(f) understand, draw and use the slope of a tangent to a curve as a means to obtain the gradient

GLOSSARY OF TERMS
It is hoped that the glossary will prove helpful to learners as a guide, although it is not exhaustive. The glossary has
been deliberately kept brief not only with respect to the number of terms included but also to the descriptions of their
meanings. Learners should appreciate that the meaning of a term must depend in part on its context. They should
also note that the number of marks allocated for any part of a question is a guide to the depth of treatment required for
the answer.

1. Define (the term(s) ...) is intended literally. Only a formal statement or equivalent paraphrase, such as the defining
equation with symbols identified, being required.

2. Explain/What is meant by ... normally implies that a definition should be given, together with some relevant
comment on the significance or context of the term(s) concerned, especially where two or more terms are included in
the question. The amount of supplementary comment intended should be interpreted in the light of the indicated mark
value.

3. State implies a concise answer with little or no supporting argument, e.g. a numerical answer that can be obtained
‘by inspection’.

4. List requires a number of points with no elaboration. Where a given number of points is specified, this should not be
exceeded.

5. Describe requires learners to state in words (using diagrams where appropriate) the main points of the topic. It is
often used with reference either to particular phenomena or to particular experiments. In the former instance, the term
usually implies that the answer should include reference to (visual) observations associated with the phenomena. The
amount of description intended should be interpreted in the light of the indicated mark value.

6. Discuss requires learners to give a critical account of the points involved in the topic.

7. Predict or deduce implies that candidates are not expected to produce the required answer by recall but by making
a logical connection between other pieces of information. Such information may be wholly given in the question or
may depend on answers extracted in an earlier part of the question.

8. Suggest is used in two main contexts. It may either imply that there is no unique answer or that learners are expect-
ed to apply their general knowledge to a ‘novel’ situation, one that formally may not be ‘in the syllabus’.

9. Calculate is used when a numerical answer is required. In general, working should be shown.

10. Measure implies that the quantity concerned can be directly obtained from a suitable measuring instrument, e.g.
length, using a rule, or angle, using a protractor.

11. Determine often implies that the quantity concerned cannot be measured directly but is obtained by calculation,
substituting measured or known values of other quantities into a standard formula.

12. Show is used when an algebraic deduction has to be made to prove a given equation. It is important that the terms

39
O Level Physics Syllabus Forms 3 - 4

being used by learners are stated explicitly.

13. Estimate implies a reasoned order of magnitude statement or calculation of the quantity concerned. Learners
should make such simplifying assumptions as may be necessary about points of principle and about the values of
quantities not otherwise included in the question.

14. Sketch, when applied to graph work, implies that the shape and/or position of the curve need only be qualitatively
correct. However, learners should be aware that, depending on the context, some quantitative aspects may be looked
for, e.g. passing through the origin, having an intercept, asymptote or discontinuity at a particular value. On a sketch
graph it is essential that candidates clearly indicate what is being plotted on each axis.
Sketch, when applied to diagrams, implies that a simple, freehand drawing is acceptable:
nevertheless, care should be taken over proportions and the clear exposition of important details

.
SPECIAL NOTE • d.c. power supply – variable to 12 V
• metre rule
Nomenclature • converging lens with a focal length f = 15 cm
The proposals in ‘Signs, Symbols and Systematics • low voltage filament bulbs in holders
(The Association for Science Education Companion to • a supply of masses and holders
16–19 Science, 2000)’ will generally be adopted. • newton meter/force meter
Units, significant figures • plastic or polystyrene cup
Learners should be aware that misuse of units and/or • modelling clay (Plasticine)
significant figures, i.e. failure to quote units • various resistors, including a variable resistor
where necessary, the inclusion of units in quantities (rheostat)
defined as ratios or quoting answers to an • switch
inappropriate number of significant figures, is liable to • thermometer, –10 °C to +110 °C at 1 °C gradua-
be penalised. tions
Calculators • wooden board
An approved calculator may be used in all papers. • glass or perspex block, rectangular and semi-cir-
Geometrical Instruments cular
Learners should have geometrical instruments with • measuring cylinder, 25 cm3, 100 cm3
them for Paper 1 and Paper 2. • beaker, 250 cm3
Apparatus list • springs
This list below details the apparatus expected to be • stopwatch
generally available for examination purposes. The • ray box.
list is not exhaustive: in particular, items that are
commonly regarded as standard equipment in a
physics laboratory are not included. The apparatus
listed should be available for each candidate:
• ammeter FSD 1 A or 1.5 A
• voltmeter FSD 1 V, 5 V
• cells and holders to enable several cells to be joined
• connecting leads and crocodile clips

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