py

Republic of Zambia

MINISTRY OF EDUCATION

Co
PHYSICS SYLLABUS
ORDINARY SECONDARY EDUCATION

e d
lis [FORM 1-4]
na
Fi

PRODUCED BY THE CURRICULUM DEVELOPMENT CENTRE

P.O. BOX 50092
LUSAKA

2024
1
 py
………………………………….

Co
PHYSICS SYLLABUS
ORDINARY SECONDARY EDUCATION

d
[FORM 1 – 4]

e
lis
na
Fi

2
© Curriculum Development Centre, 2024.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or
by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright
owner.

py
Co
e d
lis
na
Fi

3
 Vision
Quality, life- long education for all which is accessible, inclusive and relevant to individual, national and global needs which
aligns with the 8 NDP and SDG 4.

py
Co
e d
lis
na
Fi

4
Preface
The Physics syllabus for Forms 1 to 4 is designed to equip learners with a comprehensive understanding of Physics concepts,
fostering a deep appreciation for the role of Physics in everyday life and its applications in various fields. This syllabus aims
to develop a solid foundation in Physics and cultivate critical thinking, analytical skills, and problem-solving strategies.
Subsequently, apply Physics concepts to real-world problems and emerging technologies through the engagement of
learners in hands-on, hearts-on and minds-on practical activities and simulations to reinforce theoretical understanding.

py
This Physics syllabus for Forms 1 to 4 intends to create a stimulating and supportive learning environment where learners
can develop a profound understanding of Physics. By fostering curiosity, critical thinking, and practical skills, the syllabus

Co
prepares learners for further education and careers in Science and Technology, thereby contributing to their overall
intellectual and personal growth.
It is hoped that the Physics syllabus will inspire learners to explore the fascinating world of Physics and appreciate its

d
significance in shaping the future.

e
lis
na
Joel Kamoko, (Mr.)
Permanent Secretary- Educational Services
MINISTRY OF EDUCATION
Fi

5
Acknowledgement

This syllabus is designed to provide the scope and sequence of topics for Physics considered necessary to be offered at

py
secondary School level. This is with a view to provide guidance to the teaching and learning of this unique, but yet exiting
blend of concepts from Physics for teachers and other experts in the field to appropriately offer relevant lessons at

Co
secondary ordinary level.
Many thanks go to individuals, institutions and organizations that provided the technical input to the successful development
of this syllabus. These include; teachers, lecturers from colleges, public universities in Zambia. Sincere gratitude also goes to
the Directorate of Secondary Education and National Science Centre in the Ministry of Education for their support and

d
collaboration during the consultation period.

e
lis
Last but not the least, the commitment and hard work of all the staff at the Curriculum Development Centre in ensuring that
this syllabus comes to reality is recognised.
na
Fi

Charles Ndakala, (Dr.)

Director – Curriculum Development
MINISTRY OF EDUCATION

6
Contents

Preface 5
Acknowledgements 6
Introduction 8
Structure of the Syllabus 9

py
Teaching Methodology 9
Assessment 10

Co
Key Competences 11
FORM 1 12
FORM 2 20
FORM 3 28

d
FORM 4 36

e
lis
na
Fi

7
Introduction
The O-level physics syllabus covers the introductory part of the fundamental principles and concepts of physics. This syllabus
aims to develop an understanding of the natural world, fostering critical thinking, problem-solving, and analytical skills. It
provides a solid foundation for further studies in physics and related fields. This syllabus is committed to providing an
enriching and supportive educational environment where learners can develop a lifelong interest in physics. By promoting
inquiry, curiosity, and a passion for science, the syllabus aims to prepare learners not only for academic success but also for
their future roles as informed and responsible citizens in a scientifically advanced society.

py
It is expected that this physics syllabus, once implemented successfully, will inspire and empower learners to achieve their full
potential, equipping them with the knowledge and skills necessary to navigate and contribute to the world around them. This

Co
syllabus is designed to ensure learners develop a deep understanding of physics principles while also acquiring the practical
skills and competencies needed for further education and careers in science. This O-level syllabus incorporates an
interdisciplinary approach that integrates physics with science, technology, engineering, and mathematics to develop

d
innovative solutions and critical thinking. The STEM part of physics refers to the Scientific, Technological, Engineering, and
Mathematical aspects of Physics. This is composed of:

e
lis
Scientific: Understanding the natural world through observation, experimentation, and evidence-based reasoning.
 Observing and measuring physical phenomena
na
 Formulating hypotheses and theories
 Testing and validating models through experimentation
 Analysing and interpreting data
Fi

Technological: Applying physics principles to develop innovative solutions, tools, and technologies.
 Applying physics principles to develop innovative solutions
 Designing and building instruments, devices, and systems
 Using computational tools and simulations
 Developing new materials and technologies

Engineering: Designing, optimising, and troubleshooting systems, structures, and processes using physics-based models and
8
simulations.
 Designing, optimising, and troubleshooting systems
 Applying physics-based models and simulations
 Developing and testing prototypes
 Ensuring safety, efficiency, and effectiveness

Mathematical: Use mathematical contexts to describe, analyse, and predict physical phenomena, from classical mechanics to
quantum mechanics.

py
 Developing and applying mathematical contexts
 Describing and analysing physical systems using equations
 Modeling and simulating complex phenomena

Co
 Interpreting and predicting results

These STEM aspects of Physics drive innovation, from medical imaging to space exploration, and continue to shape our
understanding of the world around us.

e d
Structure of the Syllabus
lis
The syllabus is organised into four levels, corresponding to Forms 1 to 4, with each level building upon the knowledge and
skills acquired in the previous year. The content is divided into topics, each focusing on specific concepts of Physics.
na
 Form 1: Introduction to physics, General physics, Elementary astronomy, Geophysics, Mechanics I
 Form 2: Mechanics II, Thermal Physics, wave motion, sound
Fi

 Form 3: Light, Static Electricity, Current Electricity, Magnetism, Electromagnetism, Electromagnetic induction
 Form 4: Basic Electronics, Electronic communication systems, Atomic Physics, Renewable energy

Teaching Methodology
The effective teaching methodologies in STEM physics include:
 Conducting experiments: demonstrate key principles and encourage curiosity among learners.

9
  Collaborative learning: Pair learners to work together, promoting peer-to-peer teaching, discussion, and problem-
solving.
 Conceptual learning: Connect chemical concepts to everyday life, industry, or current events, making learning relevant
and meaningful.
 Differentiated instructions: Tailor teaching to meet diverse learning styles, abilities, and interests of different learners.
 Feedback and Reflection: Encourage learners to reflect on their learning, providing constructive feedback to guide
improvement.
 Inquiry-based learning: encourage learners to explore, investigate, and discover physics concepts through hands-on
experiments and activities.

py
 Integration of Technology: Use digital tools, simulations, and visualisations to enhance engagement, understanding,
and analysis.
 Problem-based learning: Present real-world problems or case studies, requiring students to apply physics principles to
develop solutions.

Co
 Project-based learning: Assign open-ended projects, allowing students to design, conduct, and present research or
applications of physics concepts.

By implementing these methodologies, a teacher can create an engaging, inclusive, and effective STEM physics learning
environment.

d
Time Allocation

e
lis
The standard minimum learner-teacher contact time for Physics at Secondary School Level is 4 hours per week, translating
into Six (6) periods. The duration for a single period is 40 minutes. The contact time at Secondary School Level is planned in
such a way as to give ample time for practical activities.
na

Assessment
Fi

This assessment shall include a variety of methods to evaluate the competences of learners in terms of knowledge, skills,
and general understanding of scientific concepts. The assessment will involve both formative and summative. Summative
assessment will be used to evaluate learners’ learning at the end of the O level Physics course to measure their
achievements against specific competences through Final Examinations. In order to help teachers and learners identify areas
where learners need more support or revision, formative assessment will be used to track learner progress and knowledge
throughout the teaching and learning process.

However, assessments shall follow the following pattern:

10
  School Based Assessment (SBA) shall comprise of assignments, projects, practical work, research and end of term
tests during the period of study and as guided by the Examinations Council of Zambia (ECZ). This shall carry 30% of
the total marks.
 Summative assessment shall carry 70% of the total marks.
The Examinations Council of Zambia (ECZ) shall prepare detailed procedures or guidelines on how SBA will be conducted by
the teachers and the management of the assessment results. The standardised national examination shall be administered
at the end of Form 4 by the Examination Council of Zambia.

py
Co
Key Competences
In physics the following key competences are the fundamental abilities and qualities that will enable individual leaners to:
 Manage their own learning and knowledge.
 Interact with others and solve problems.

d
 Contribute to society and the economy.
 Adapt to change and navigate through emerging issues in the environment.

e
KEY COMPETENCE
Analytical Thinking
lis DESCRIPTOR
To analyse and interpret data, making evidence-based conclusions.
na
Collaboration To work together, promoting peer-to-peer teaching, discussion, and problem-solving.
Communication To communicate scientific information effectively, both orally and in writing.
Creativity and innovation To create new ideas and products by applying processes and introducing new techniques that
Fi

can add value.

Critical Thinking To enhance learners’ ability to think critically and solve problems through logical reasoning
based on conclusions.
Digital literacy Using a broad range of Information and Communication Technologies such as a cell phone,
computer, calculator in specific contexts.
Environmental Sustainability To apply physical principles to understand and mitigate the environmental impact of human
activities.
Problem Solving To use scientific knowledge, critical thinking, and analytical skills to develop a robust problem
11
KEY COMPETENCE DESCRIPTOR
-solving mindset, enabling learners to tackle complex challenges and drive innovation in
various fields.

py
Co
e d
lis
na
Fi

12
 Fi [
na
lis

13
e d
Co
FORM 1

py
]
TOPIC SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED STANDA
1.1 INTRODUCTION TO 1.1.1 Safety Rules (Laboratory [Link] Practise laboratory  Practising  Safety laborato
PHYSICS Safety) safety rules. laboratory safety rules practised
protocols (e.g. correctly
using safety
protocol simulation
or role play, solving
laboratory safety
related puzzles to

py
escape within
certain time
limits…)

Co
 Identifying potential
hazards and taking
necessary
precautions (e.g.
using scavenger

d
hunt)
 Using personal

e
protective
lis 
equipment (PPE)
Creating posters to
communicate
na
safety information
 Demonstrating
emergency
response skills
Fi

 Administering first
aid
1.1.2 Waste Management [Link] Practise waste  Identifying waste  Principles of
management principles. materials in the waste
Physics laboratory management
 Classifying waste practised
materials according correctly.
to physical state,
14
TOPIC SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED STANDA
properties, source
and material type
1.1.3 Apparatus in Physics [Link] Use apparatus in Physics.  Identifying  Apparatus in
apparatus in Physics used
Physics correctly
 Using apparatus in
Physics
 Improvising

py
apparatus in
Physics
[Link] Improvise apparatus in  Improvising  Apparatus in

Co
physics apparatus in physics
Physics improvised
1.1.4 Fundamental Concepts [Link] Demonstrate curiosity and  Recognising what  A system that
of Physics inquiry when exploring physics is and its demonstrates a
fundamental concepts of fundamental understanding
physics. concepts such as the fundament

d
motion, forces, concepts of

e
energy, momentum, Physics create
work and efficiency,
lis waves and
vibrations, and
electricity and
na
magnetism...
 Classifying
branches of
Physics such as
Fi

mechanics,
thermodynamics,
electricity and
magnetism, atomic
physics, electronics,
geophysics…
 Exploring the
scientific methods
15
TOPIC SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED STANDA
of learning Physics
such as
observation,
experimentation,
data analysis,
interpretation,
scientific reporting
and presentation

py
1.1.5 Applications of Physics [Link] Apply concepts of physics  Identifying  Apply concepts
in everyday life to real-world contexts. applications of physics to real-
Physics in everyday world contexts
life e.g. in

Co
engineering,
medicine,
agriculture
 Demonstrating the
application of

d
Physics in everyday
life e.g. measuring

e
mass, charging the

1.2GENERAL PHYSICS
lis
1.2.1 Basic Principles of
Scientific investigations
[Link] Apply principles of
scientific investigations.

phone…
Designing
experiment
an 
that
Basic principle
scientific
na
involves basic investigation
scientific principles applied
(Observation, appropriately
Measurement, Data
Fi

analysis, Report
writing,
Experimentation,
Objectivity,
Curiosity…)
 Writing scientific
reports to
disseminate

16
TOPIC SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED STANDA
scientific ideas
1.2.2 Physical Quantities [Link] Classify physical  Identifying basic  Physical
quantities as basic and quantities and their quantities
derived units (including SI classified as ba
units) and derived
 Discussing derived correctly
quantities and their
units (including SI

py
units).
 Applying prefixes,
multiples,

Co
submultiples on
basic and derived
units
 Using scientific
notations

d
 Using significant
figures in numerical

e
problems
lis  Converting basic
and derived units
(converting from
na
higher unit to lower
or vice versa)
1.2.3 Precision and Accuracy [Link] Demonstrate  Measuring length  Precision and
precision and accuracy in with precision and accuracy in
Fi

measurements. accuracy using measurements

appropriate demonstrated
instruments such correctly
as metre rule,
calipers and
micrometer screw
gauge
 Determining the
17
TOPIC SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED STANDA
area with precision
and accuracy using
appropriate
apparatus and
instruments
 Measuring volume
of liquids, regular
and irregular solids

py
with precision and
accuracy using
appropriate

Co
instruments
 Measuring mass of
gases, liquids and
solids with
precision and

d
accuracy using

e
appropriate
instruments
lis  Determining density
of gases, liquids
and solids with
na
precision and
accuracy using
appropriate
Fi

instruments
 Measuring time
with precision and
accuracy using stop
watches, simple
pendulum …..
 Experimenting on
the factors that
18
TOPIC SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED STANDA
affect the period of
the simple
pendulum
 Measuring weight
with precision and
accuracy using a
spring balance
 Carrying out

py
experiments on
measurements to
demonstrate

Co
Precision errors
(random,
instrumental,
methodical) and
accuracy errors

d
(systematic, gross,
instrumental and

e
relative)
1.2.4 Equilibrium [Link] Apply equilibrium  Locating the center  Equilibrium
lis concepts to design systems
to solve real world problems. 
of mass
Designing systems
concepts in da
life applied
in equilibrium to correctly
na
demonstrate stable,
unstable and
neutral equilibrium
Fi

 Analysing
equilibrium in real
world situations e.g.
structures such us
bridges, cars,
furniture …
1.3ELEMENTARY 1.3.1 The Universe [Link] Construct  Creating a scale  Astronomical
ASTRONOMY astronomical models to model or diagram models to
19
TOPIC SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED STANDA
demonstrate conceptual of planets and their demonstrate
understanding of elementary relative sizes and conceptual
astronomy. positions understanding
 Simulating elementary
astronomical astronomy
events like eclipse constructed
or planetary motion
using computer

py
software
 Simulating space
exploration using

Co
virtual reality
 Using astronomical
tools such as
binoculars,
telescopes, drones,

d
spectroscope, and
satellites… to view

e
the solar system,

1.4GEOPHYSICS
lis
1.4.1 Structure and [Link] Construct a model to 
planets or celestial
bodies
Exploring the  A model to
na
Composition of the demonstrate an structure and demonstrate a
Earth understanding of Earth's composition of the understanding
structure and composition. earth to layered Earth's structu
Fi

structure, density and compositi

and gravity seismic constructed
waves, thermal
gradient, magnetic
fields, temperature
gradient and
radiative transfer
 Collecting and

20
TOPIC SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED STANDA
analyzing rock
samples to
understand the
earths’ composition
 Construct a scale
model of the earth’s
layers including the
crust, mantle, outer

py
and inner core
1.4.2 Structure and [Link] Create a model of the  Analysing the  A model to
Composition of the structure and composition of structure and demonstrate a

Co
Earth’s Atmosphere the earth’s atmosphere. composition of the understanding
earth’s atmosphere the structure a
in relation to composition of
humidity and phase the earth’s
atmosphere
transition thermal
created

d
gradient,
temperature and

e
altitude gradient,
lis 
and radiative
transfer
Creating a scale
na
model of the
atmospheric layers
including the
troposphere,
Fi

stratosphere,
mesosphere,
thermosphere and
exosphere
1.5 MECHANICS 1 1.5.1 Scalar and Vector [Link] Apply the concepts of  Distinguishing  Concepts of
Quantities scalar and vector quantities scalar from vector scalar and vect
in everyday life. quantities quantities in da
 Analysing scalar life applied
21
TOPIC SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED STANDA
from vector correctly
quantities
 Constructing vector
diagrams
representing
physical quantities
and relationships
 Determining

py
resultant vectors
using mathematical
operation such as

Co
addition,
subtraction,
Pythagoras and
Parallelogram rule:
(

d
,

e
and

lis )
 Applying graphical
methods to determine
na
resultant vectors in
everyday life
1.5.2 Linear Motion [Link] Apply concepts of  Distinguish the  Concepts of lin
Fi

linear motion in real life terms used in motion applied

situations. mechanics such as real life situatio
distance,
accordingly
displacement,
speed, velocity, and
acceleration
 Determining
distance,
displacement, time,
22
TOPIC SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED STANDA
speed, velocity and
acceleration of
moving objects
using tools like
rulers, sensors,
ticker tape and
stopwatches
 Deriving the basic

py
equations of
uniformly
accelerated motion;

Co
d
 Using the

e
equations of
uniformly
lis accelerated motion
to solve numerical
problems
na
 Plotting linear
motion graphs
(distance-time,
Fi

velocity-time,
acceleration-time)
 Calculating thinking
distance, breaking
distance, and reaction
time on different real-
life scenarios
[Link] Apply concepts of  Experimenting the  Concepts of
falling bodies in real life motion of falling falling bodies in
23
TOPIC SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED STANDA
situations. bodies in a uniform real life situatio
gravitational field applied
with and without air
resistance
(qualitatively
including terminal
velocity)
 Determining the

py
numerical value of g
experimentally
 Solving problems

Co
on free fall using
equations:

e d
1.5.3 Forces [Link] Apply force-body  Investigating the  Force-body
interaction concepts to make interaction
lis predictions on the shape,
size, motion and direction of
effect of a force on
a body such as;
shape and size,
concepts appli
to make
the body. predictions on
na
motion, and
direction shape, size,
motion and
 Describing the
direction of the
Fi

inertia law body correctly

 Describing the
relationship
between force and
acceleration
 Demonstrating the
effect of friction on
the motion of a

24
TOPIC SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED STANDA
body
 Demonstrating the
relationship
between mass and
acceleration
 Solving problems
involving force
(F= ma)

py
 Verifying Hooke’s law
using an experiment
F  e 

Co
1.5.4 Circular Motion [Link] Apply circular motion  Describing motion  Circular motion
concepts to solve problems in a circular path concepts appli
and make predictions. due to centripetal to solve proble
force and make
 Showing that predictions

d
correctly

e
lis Is derived from
F=mac where ac=
centripetal
na
acceleration
Fi

 Solving problems
involving circular
motion (centripetal
and centrifugal
force)
 Demonstrating how
circular motion is
applied in real life
25
TOPIC SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED STANDA
situations such as
satellite orbits,
banked roads….
1.5.5 Moment of a Force [Link] Create a tool that  Demonstrating the  A tool that app
applies moment of a force in concept of moment moment of a fo
solving problems in everyday of a force using a in solving
life. lever problems in
 Exploring how everyday life

py
created
forces and distance
accordingly
affect moment of
force

Co
 Solving real life
problems involving
moment of a force.
 Designing tools that

d
apply moment of a
force (e.g., a lever, …)

e
1.5.6 Equilibrium [Link] Apply equilibrium  Locating the center  Equilibrium
concepts to design systems of mass concept to des
lis to solve real world problems.  Applying principle
of moments as a
systems to solv
real world
condition for problems in da
na
life applied
equilibrium (for a
correctly
system to be in
equilibrium the sum
Fi

of the clockwise
moments about a
point is equal to the
sum of the
anticlockwise
moment about the
same point
 Designing systems
26
TOPIC SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED STANDA
in equilibrium to
demonstrate stable,
unstable and
neutral equilibrium
 Analysing equilibrium
in real world
situations such as
structures such us

py
bridges, cars,
furniture …

Co
de
lis
na
Fi

27
 py
Co
[ FORM 2 ]
e d
lis
na
Fi

TOPIC SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED

STANDARD
2.1MECHANICS 2 2.1.1 Work, Energy, [Link] Create a system  Developing a system that maximises  A system that

28
 TOPIC SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED
STANDARD
1 and Power that applies work, the mechanical energy such as a applies work,
energy, and power simple pendulum, inclined plane, and energy, and
concepts. water tank power
 Determining the work done on an concepts
object by a force created
 Investigating the relationship accordingly
between force and displacement

py
through experimenting

Co
Conducting experiments to measure
and calculate mechanical energy
(kinetic and potential) in different
systems

e d
 Demonstrating the law of
lis 
conservation of energy in mechanical
energy
Exploring how machines can change
na
the amount of mechanical energy
required to perform a task, such as
cranes

Fi

Calculating the efficiency of energy

conversion using the appropriate
formula

 Solving mathematical problems

involving power developed by
mechanical energy systems

29
TOPIC SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED
STANDARD
 Calculating the efficiency of power
using the appropriate formula

2.1.2 Linear [Link] Apply the principle  Exploring linear momentum in real  The principle
Momentum of linear world scenarios such as sport, of linear
momentum in transportation, car accidents momentum in

py
everyday life analyses, safety features built in cars everyday life
and engineering applied
 Exploring the concept of momentum correctly

Co
 Solving numerical problems involving
linear momentum

 Demonstrating the law of

conservation of momentum (elastic

d
and inelastic collision)

e
 Demonstrate an understanding the

2.1.3 Simple
lis [Link] Build simple 
effects and consequences of
excessive speeding
Building simple machines to solve  Simple
na
Machine machines to solve real life problems machines built
real life problems.  Demonstrating the application of the to solve real
various types of simple machines life problems
accordingly
Fi

(lever, pulley, inclined plane/wedge,

screw, wheel and axle, and gears)
 Determining Mechanical Advantage
(MA), and Velocity Ratio (VR) of a
simple machine;

30
  Deriving the formula for efficiency of
a simple machine as

.
2.1.4 Pressure [Link] Create a model  Creating a model that uses the  A model that
that uses principle of pressure (hydraulic uses principles
principles of press/brake and car jack, simple of pressure to

py
pressure to solve solve real-life
manometer, a mercury barometer...)
real-life problems problems
 Measuring pressure using pressure
created

Co
sensors (manometer, barometer and
other appropriate instruments)
 Determining pressure using the
relationship between force and area.

d
 Deriving the equation for pressure in

e
fluids (Pascal’s Law); p  hg
lis  Calculating pressure in liquids and
gas

na
Exploring factors affecting pressure
in liquids such as density (ρ), height
(h) and gravity (g)
 Conducting an experiment to
Fi

demonstrate principles of up thrust

and floatation (Archimedes principle)
 Conducting an experiment to
demonstrate principles of up thrust
and floatation (Archimedes principle)

31
TOPIC SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED
STANDARD
2.2 THERMAL 2.2.1 Simple Kinetic [Link] Analyse the impact  Exploring the molecular model of  The impact of
PHYSICS Theory of of simple kinetic matter simple kinetic
Matter Theory of matter  Demonstrating kinetic theory of theory of
on technological matter such as Brownian motion, matter on
innovations. technological
diffusion, evaporation, cooling effect
of evaporation innovation
 Developing an innovation on simple analysed

py
kinetic theory of matter to solve a
real-world problem e.g. gas leak
detector, thermal insulators,

Co
refrigeration system,
2.2.2 Measurement [Link] Measure  Measuring temperature using  Temperature
of temperature using appropriate instruments measured
Temperature appropriate  Interpreting temperature data from using
instruments. various sources (e.g. experiments...) appropriate

d
 Recognising various types of instruments

e
thermometers: (liquid in glass,
thermocouple, thermo scanners
lis 
(infrared scanners)
Determining the boiling and melting
points of different substances
na
 Experimenting on the effects of
pressure and impurities on the
boiling and melting points of
substances
Fi

 Calibrating unmarked thermometer

 Experimenting on the physical
properties that change with
temperature such as volume, density,
electrical resistance, gas pressure
 Experimenting on suitability of
alcohol and mercury for use in liquid-
in-glass thermometers
32
  Exploring the relationship between
Celsius and kelvin scales
2.2.3 Expansion of [Link] Demonstrate  Demonstrating thermal expansion of  Expansion of
Solids, Liquids expansion of solids, liquids (including anomalous solids, liquids
and Gases solids, liquids and expansion of water) and gases and gases
gases.  Demonstrating that various solids, demonstrated
liquids and gasses expand at correctly
different rates
 Determining the boiling and melting

py
points of different substances
 Experimenting on the effects of
pressure and impurities on the

Co
boiling and melting points of
substances
 Demonstrating the use of equations
on gas laws to solve numerical
problems (Boyle’s Law, Charles’ Law

d
and Gay Lussac’s and Ideal gas

e
equation

lis
na
Fi

2.2.4 The Internal [Link] Demonstrate how  Recognising different types of  The operations
Combustion various internal internal combustion engines in terms of various
Engine combustion of spark ignition, compression internal
engines types ignition, rotary….. combustion
operate (four
 Exploring the operation of the engine types
stroke engine).
internal combustion engine demonstrated
 Creating a model of an internal correctly
combustion engine
33
  Comparing efficiency of diesel and
petrol engine
 Exploring emerging engine
technologies such as hybrid,
homogeneous charge compression
ignition……
2.2.5 Heat Transfer [Link] Create a device  Applying heat transfer in everyday  A device that
that uses the life such as food warmers, flasks, uses the
concepts of heat textile industry, refrigerators, sea and concepts of

py
transfer. land breeze, heating elements, car heat transfer
radiators... created
 Demonstrating heat transfer by

Co
conduction, convection and radiation
 Exploring the relationship between
kinetic theory and heat transfer
 Demonstrating the use of bad and
good conductors of heat

d
 Distinguishing good from bad

e
absorbers/emitters of radiant energy
 Demonstrating greenhouse effects
2.2.6
of Heat
lis
Measurement [Link] Demonstrate the
ability to solve
 Solving practical and numerical
problems involving measurement of
 The ability to
solve practical
practical and
na
heat in everyday life and numerical
numerical  Exploring the differences between problems
problems involving involving
temperature and heat energy.
measurement of
 Measuring heat capacity measurement
Fi

heat in everyday
) and specific heat capacity of heat
life.
demonstrated
( of solids and liquids in everyday life
 Determining the latent heat of fusion
and latent heat of
vaporization of
substances
34
TOPIC SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED
STANDARD
2.3 WAVE 2.3.1 Longitudinal [Link] Create a device  Creating a device that generates  A device that
MOTION and that generates waves to demonstrate longitudinal generates
Transverse waves. and transverse waves waves created
Waves
 Distinguishing between longitudinal
and transverse waves
 Describing the terms associated with

py
waves (amplitude (A), wavelength,
period (T), frequency (f), wave front...
 Solving numerical problems involving

Co
wave motion
2.3.2 Electromagnet [Link] Interpret  Illustrating an electromagnetic  Information
ic Spectrum information related spectrum with all types of related to
to electromagnetic electromagnetic waves electromagneti
waves.  Exploring properties of c waves

d
electromagnetic waves interpreted
 correctly

e
Exploring the sources, and uses of
electromagnetic waves
lis  Recognising the methods of
detection of each of the components
of the electromagnetic spectrum
na
 Exploring the harmful effects of each
of the electromagnetic waves
 Practising safety precautions against
Fi

harmful effects of each of the

electromagnetic waves
2.4SOUND 2.4.1 Properties and [Link] Create simple  Experimenting on the transmission  Simple devices
Application of devices to of sound in solids, liquids and to demonstrate
Sound demonstrate gasses. fundamental
fundamental properties of
properties of  Identifying vibrating parts in the
production of sound by various sound and its
sound.
application
35
TOPIC SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED
STANDARD
sources such as guitar, tuning fork, created
piano, whistle, drums, ruler ...
 Measuring sound using different
instruments such as oscilloscope,
sound level meter
 Demonstrating rarefaction and
compression in sound waves using

py
slinky spring
 Conducting experiments to
determine the speed of sound in air

Co
using methods such as direct, echo,
computer based
 Discussing properties of sound such
as frequency, wavelength, period,

d
speed, amplitude, timbre, pitch,
loudness intensity, reflection,

e
refraction, interference, diffraction
 Simulating the following properties
lis of sound using software (timbre,
pitch, intensity, reflection, refraction,
na
interference, diffraction)
 Explaining factors that influence
quality of sound such as overtones
and wave form of a note.
Fi

 Categorising types of sound based

on
(a) Frequency
(b) Source
(c) Medium of transmission
(d) Perception
(e) Physical properties
(f) Directionality
36
TOPIC SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED
STANDARD
 Discussing application of sound such
as;
(a) Music and entertainment
(b) Communication
(c) Ultrasound technology
(d) Infrasonic
(e) Sonar technology for navigation

py
(f) Industrial application
(g) Non-destructive testing
(h) Sound proofing

Co
(i) Acoustic design
(j) Environmental monitoring
(k) Medical therapy
(l) Aerospace
(m) Geological exploration

d
(n) Underwater exploration

e
(o) Researching the health and
environmental impact of sound
lis pollution and intervention
measure.
na
Fi

37
 Fi
na
lis

38
e d
Co
[ FORM 3 ]
py
 py
SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED ST
GHT 3.1.1 Rectilinear [Link] Create a device that applies  Creating a pinhole camera to  A device
Propagation of Light the concept of rectilinear show how light travels in a applies th

Co
propagation of light. straight line of rectilin
propagati
 Demonstrating rectilinear
propagation of light using a
source of light (e.g. laser,
mirrors, screen) to trace the path

d
of light rays
 Analyzing shadows (eclipses)

e
using various light sources and
lis 
objects
Exploring the behavior of
rectilinear propagation of light
na
using software or applications
 Researching on real world
application of rectilinear
Fi

propagation of light such as

optical instrument, medical
imaging and laser surgery
3.1.2 Reflection of Light [Link] Create an optical  Designing and building a  An optica
instrument using the periscope using mirrors and instrumen
concept of reflection of tubes uses the c
light. of reflecti
 Creating a kaleidoscope to
created a
demonstrate reflection
39
SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED ST
symmetry
 Creating a mirror maze to
explore reflection and optical
illusion
 Exploring images of plane,
concave, and convex mirrors,
and other reflecting surfaces
(regular and irregular)

py
 Carrying out experiments to
verify the laws of reflection
 Utilising simulation or

Co
applications to model reflection
to adjust angles and observe
changes
 Solving problems involving

d
reflection, including mirror
arrangement and image

e
formation:
 Using formula:
lis (a) Law of reflection
na
(b) Mirror equation
1 1 1
 
f v u
Fi

(c) Magnification equation

v
M 
u
(d) Number of images when
two mirrors are at an
angle.

40
SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED ST
 3600

 n  1
  
3.1.3 Refraction of Light [Link] Create an optical  Creating optical illusions such as  Problems
instrument using the mirage and apparent depth using total inter
concept of refraction of refraction reflection
light.  Carrying out an experiment to critical an
verify the laws of refraction solved co

py
(Snell’s law) using glass block,
optical pins or laser beam, water
and air.

Co
 Investigating dispersion and
refraction using a prism
 Demonstrating critical angle and

d
total internal reflection using
prisms and glass blocks

e
 Solving numerical problems on
lis critical angle formula ,
sin C 
1

. n
na
 Exploring how the concept of
refraction is applied in
telescopes, optical fibre,
Fi

cameras, microscopes,
endoscope ...
3.1.4 Lenses [Link] Improvise a system of  Improvising a system of thin  A system
lenses that can be used to lenses such as telescope and that can b
solve problems in real life microscope and test its solve prob
situations. performance real life si
 Investigating the action of improvise
converging and diverging thin
41
 SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED ST
lenses
 Exploring thin lenses and light
sources to create ray diagrams,
demonstrating image formation.
 Applying the lens equation to
calculate focal length, image
distance, object distance and
power of the lens. Formula

py
,
 Exploring how lenses create real
and virtual images, and

Co
calculating magnification using
the formula
v
M 
u

d
 Exploring computer simulations
on thin lenses

e
 Researching on thin lenses and
applications in everyday life such
lis as in correcting defects in vision,
LCD, cameras …
TATIC ELECTRICITY 3.2.1 Introduction to Static [Link] Design experiments to  Carrying out experiments with  Experime
na
Electricity investigate static suitable materials (Perspex, investigat
electricity everyday life. polythene...) to verify the law of electricity
static electricity life design
Fi

 Generating static electricity by correcctly

rubbing (friction,
triboelectrification), induction
and conduction (contact)
 Investigating how heat causes
static electricity using a heat gun
or a lamp
 Investigating how humidity
causes static electricity
42
 SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED ST
 Demonstrating how an object
can be charged or discharged by
induction.
 Discussing how lightening is
formed
 Testing how different materials
conduct or insulate static
electricity

py
 Creating a patterns of static
electric field lines around a
charged object

Co
 Exploring how distance affects
the strength of electrostatic
force
 Demonstrating how contact and
separation of materials can
transfer electrons and create

d
static electricity

e
 Researching on real world
application of charging and
lis 
discharging methods
Simulating charging and
discharging methods using
na
software or application
[Link] Design a lightning arrester  Designing a lightening arrester  A lightnin
 Simulating the danger of static designed
Fi

electricity
 Discussing the importance of
grounding and earthling
 Proposing safety procedures for
working with electrostatic
charge.
 Analysing real world cases of
electrostatic accidents
URRENT ELECTRICITY 3.3.1 Electric Charge, [Link] Construct a simple electric  Constructing a simple electric  A simple e
43
SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED ST
Current and Potential circuit. circuit and use it to explain circuit con
Difference electric charge, current, and
potential difference
 Distinguishing between direction
of flow of electrons and
conventional current
 Measuring voltage (V), and
current (I) in series and parallel

py
electric circuits
 Calculating effective resistance
(R) in series
(

Co
and parallel
( )
electric circuits.
 Investigating factors that affect

d
resistance of a wire such as
(temperature (T), cross section

e
of area (A), length (l) and type of
lis 
material
Calculating resistivity ( )
na
3.3.2 Electric Cells [Link] Develop a sustainable  Developing a sustainable energy  Sustainab
energy solution solution solution(s
Fi

 Exploring the structure of electric developed

cells according
 Exploring electric cells as a
fundamental component of
energy storage systems
 Demonstrating charging and
discharging of accumulators
(batteries, capacitors…)
 Investigating internal resistance
44
SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED ST
(r) of a cell

 Exploring environmental
implications that electric cells
bring about such as battery
disposal and energy consumption
3.3.3 Ohm’s Law [Link] Construct an electrical  Creating an electrical circuit  An electri
circuit system where the system where the concept of system w

py
concept of ohms’ law is ohms’ law is applied Verifying concept o
applied. Ohm’s law using Ohmic and non- law is app
Ohmic conductors. construct

Co
 Investigating the relationship
between voltage and current.
 Solving numerical problems
involving Ohm's Law
( )

d
3.3.4 Electric Energy and [Link] Construct electrical energy  Constructing electrical energy  Electrical
Power. efficient systems efficient systems (inductor efficient s

e
stove…) construct
 Calculating power and according
lis 
energy consumption
Costing electrical energy in
na
kilowatt-hour (kWh)
3.3.5 Electric Safety [Link] Develop a domestic  Developing a domestic electric  A domest
electric circuit, considering circuit, considering safety and circuit, co
safety and efficiency efficiency safety and
Fi

 Demonstrating uses of fuse and efficiency

circuit breakers to automatically developed
interrupt the circuit in case of
over current or short circuit
 Insulating to prevent accidental
contact with live wires or
components
 Exploring the importance of
45
 SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED ST
earthing metal cases and double
insulation
 Demonstrating how surge
protectors protect electrical
devices against voltage surges
and sparks
 Demonstrating adherence to set
safety guidelines and regulations

py
on electrical appliances
AGNETISM 3.4.1 Phenomenon of [Link] Design an innovation that  Designing an innovation that  An innova
Magnetism applies the phenomenon demonstrates the use of applies th
of magnetism. magnets phenome

Co
 Demonstrating the properties of magnetis
magnets designed
 Exploring the domain theory
 Demonstrating induced
magnetism in steel and iron

d
 Carrying out experiments with

e
suitable materials to plot
magnetic field lines
lis  Creating permanent and
temporary magnets by stroking
(touching) and using electricity
na
 Demagnetising a magnet using
electrical, heating or mechanical
method
Fi

 Demonstrating the use of

magnetic keepers and magnetic
screening
CTROMAGNETISM 3.5.1 Magnetic effect of [Link] Design innovative  Demonstrating the magnetic  A system
Electric- Current solutions involving the field patterns of electric currents the applic
magnetic effect of electric including the direction using the current-ca
right-hand grip rule, Corkscrew conducto
rule …
 Creating a system that uses the
46
 SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED ST
magnetic effect of an electric
current (e.g. electric bell, relay
switches …)
 Demonstrating the behaviour of
an electric current in a magnetic
field (apply Fleming’s left-hand
rule)
 Demonstrating the nature of

py
forces between parallel currents
 Investigating the effects of
magnetic fields on human health
and environment

Co
 Designing innovative solutions to
real-world problems involving the
magnetic effect of electric that
uses the application of current-

d
carrying conductor placed in the
magnetic field (e.g. DC motor,

e
galvanometers, ammeters …)
ECTROMAGNETIC
DUCTION
lis
3.6.1 Introduction to
Electromagnetic
Induction
[Link] Creating a system that
applies Faraday’s law of
electromagnetic induction.
 Demonstrating Faraday’s law of
electromagnetic induction
 Demonstrating factors that
 A system
applies Fa
law of
na
affect the magnitude of induced electroma
current induction
 Demonstrating the direction of the
induced current using Lenz’s and
Fi

Fleming’s right hand rules

3.6.2 The Simple AC and DC [Link] Create simple AC and DC  Creating a simple generator  Simple AC
generators generators using a magnet, coil. generator
 Researching on how Electric
Vehicles (EVs) apply
electromagnetic induction.
 Exploring the benefits of EVs
compared to traditional fossil
47
SUBTOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED ST
fuel propelled vehicles
 Researching on the efficiency of
EVs compared to traditional fossil
fuel propelled vehicles
3.6.3 Transformers [Link] Build a simple and  Building a simple and efficient  A simple
efficient iron core iron core transformer efficient i
transformer  Demonstrating mutual induction transform
 Demonstrating the operation of

py
an iron core transformer
 Solving problems involving
transformers

Co
VPIP =VSIS
(for ideal transformer)
 Calculating the efficiency of a

d
transformer

e
 Demonstrating the effects of
lis improper management of
transformers
3.6.4 Electric Generation [Link] Design transmission lines  Designing transmission lines  Transmis
na
and Transmission considering factors such considering factors such as considerin
as voltage current and voltage current and distance such as v
distance  Exploring the structure and current an
Fi

function of transmission lines distance d

 Investigating on different types
of transmission lines
transmission systems and
technologies (overhead,
underground, submarine…)

48
 py
[ FORM 4 ]

Co
e d
lis
na
Fi

TOPIC SUBTOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED

COMPETENCES STANDARD
4.1BASIC ELECTRONICS 4.1.1 Introduction to [Link] Constru  Constructing a system that  A system that
Basic ct a system applies the concept of applies the
Electronics that applies the thermionic emission in its concept of
concept of operations thermionic
 Demonstrating thermionic emission in its
thermionic
emission operations
emission in its constructed
 Investigating properties of
49
TOPIC SUBTOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED
COMPETENCES STANDARD
operations cathodes rays
 Distinguishing between
direction of flow of electrons
and conventional current
 Exploring the application of
electron beams in cathode
ray tubes, x-ray machines…

py
 Describing the basic
structure and action of the
cathode ray oscilloscope

Co
(CRO)
 Solving numerical problems
on CRO (voltage, period and
frequency).
4.1.2 Circuit [Link] Build an  Building an electronic  Electronic circuit
Components electronic circuits such as robot built accordingly

d
circuit. system (traffic control

e
lights… )
 Identifying circuit
lis components such as
resistors, capacitors,
thermistors, diodes,
na
transistors, reed switches,
relay switches, inductor,
integrated circuits...
 Determining resistor values
Fi

using standard colour codes

 Demonstrating the action
and application of a variable
potential divider
 Demonstrating the process
of rectification (forward and
reverse bias of a diode)
 Demonstrating the action of
50
TOPIC SUBTOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED
COMPETENCES STANDARD
electronic switching: Light
sensitive switch such as
light dependant resistor,
temperature sensitive
switch….
 Investigating the charging
and discharging of
capacitors and their roles in

py
electronic equipment
4.1.3 Digital [Link] Create an  Creating an electronic  An electronic
Electronic electronic system using breadboards, system created

Co
System system. printed circuits boards accordingly
(PCBs) or any other suitable
materials
 Making circuits to
demonstrate the operation

d
of the logic gates.
 Demonstrating the action of

e
a bipolar transistor
lis  Discussing types of logic
gates (AND, OR, NOT, NOR,
and NAND)
na
 Deriving truth tables of logic
gates
 Describing the use of
bistable and astable circuits
Fi

4.1.4 Electronic [Link] Practise  Developing an electronic  Sustainable ways

Waste sustainable waste (e-waste) of electronic
Management ways of management program waste
electronic (prevention/elimination, management
waste reuse, recycle, recovery, practised
management. reduce, and disposal)
 Investigating effects of
electronic waste in our
51
TOPIC SUBTOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED
COMPETENCES STANDARD
environment
 Investigating the current
electronic waste
management practises
4.2COMMUNICATION 4.2.1 Communicatio [Link] Build a  Building a communication  A
SYSTEM n System communication system using a transmitter, communication
system using a receiver and channel system using a

py
transmitter,  Explaining the basic transmitter,
principles of communication
receiver and receiver and
systems (analogue and
channel. digital, optical, wireless…) channel built

Co
 Analysing stages in accordingly
communication (message
(signal), encoding, channel
selection, message
transmission and noise

d
mitigation, decoding,
feedback to the sender).

e
 Investigating signal
lis propagation techniques
(amplification, modulation
and demodulation, error
na
correction, diversity,
repeater…)
 Demonstrating factors that
affect signal propagation
Fi

(distance, frequency,
medium, noise interference,
attenuation)
 Investigating the use of
communication systems in
the real-world such as
weather monitoring, medical
imaging, earthquake
52
TOPIC SUBTOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED
COMPETENCES STANDARD
monitoring, tsunami warning
systems, data lodging,
telecommunication
transmission, media…
4.3 ATOMIC PHYSICS 4.3.1 Nuclear Atom [Link] Create a  Creating a model of nuclear  A model of a
model of a atom nuclear atom
nuclear atom  Exploring the basic structure created

py
of an atom including a accordingly
nucleus composed of
protons and neutrons,

Co
surrounded by electrons in
orbit
 Recognising the concepts of
atomic number, mass
number, and how these
relate to the identity of

d
elements

e
 Demonstrating the strong
forces that hold protons and
lis 
neutrons together in the
nucleus
Exploring the role of
na
electrostatic force and how
it acts between protons in
the nucleus, leading to
Fi

potential instability in certain

nuclei.
4.3.2 Radioactivity [Link] Demons  Simulating radioactive decay  The theoretical
trate the by using computer software understanding of
theoretical  Simulating nuclear fusion the nature,
understandin and fission by using characteristics,
g of the computer software detection and
nature, application of
 Exploring the nature of
characteristic radiations
radioactivity
53
TOPIC SUBTOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED
COMPETENCES STANDARD
s, detection  Discussing characteristics demonstrated
and of the three types of
application of radiation
radiations.  Detecting radiations using
instruments such as Geiger
Muller Counter, Scintillation
Counter and Ionisation

py
Chamber
 Explaining the origin and
effects of background
radiation.

Co
 Explaining radioactive decay
(alpha, beta and gamma)
 Solving numerical problems
on radioactivity using the
equations

e d
lis
 Determining half-life of
na
radioactive materials
(numerically and graphically)
[Link] Explore  Discussing the applications  Applications of
Fi

the of radioactive substances radioactive

applications  Researching on precautions substances
of radioactive to take when handling explored
substances. radioactive substances
 Discussing the effects of
radioactive substances on
health and the environment
 Investigating nuclear waste
management practices
54
TOPIC SUBTOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED
COMPETENCES STANDARD
which safeguard the
environment from
radioactive contamination
such as Zambia
Environmental Management
Agency (ZEMA) regulations,
Radiation Protection
Authority (RPA) regulations,

py
International Atomic Energy
Agency (IAEA) regulations,
testing the local

Co
environment regularly,
conduction of environmental
impact assessment…
[Link] Design  Designing innovative  Innovative
innovative solutions for effective solutions for

d
solutions for nuclear waste management effective nuclear
effective such as (Collaboration and waste

e
nuclear waste knowledge sharing, waste to management
energy conversion designed
lis management.
technology, recycling
nuclear waste…)
accordingly

4.4 RENEWABLE 4.2.1 Renewable [Link] Build  Building renewable energy  Renewable
na
Energy renewable systems using locally energy systems
ENERGY SYSTEM
Systems energy available materials such as: built using locally
systems using (a) Wind energy system available
Fi

locally available (b) Solar energy system materials

materials (c) Hydro power system accordingly
(d) Biomass energy system
 Identifying renewable energy
systems
 Researching on renewable
energy systems, geothermal
energy system…

55
TOPIC SUBTOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED
COMPETENCES STANDARD
 Applying knowledge of
renewable energy systems
to improve energy efficiency
in buildings and industries
 Exploring the contributions
of renewable systems to
sustainable development

py
 Proposing climate change
mitigation strategies on
renewable energy systems
that can help reduce

Co
greenhouse gas emissions

e d
lis
na
Fi

56
 Appendix: DETAILED SPECIFICATIONS -Apparatus/Equipment

Physics Laboratory
ITEM DESCRIPTION SPECIFICATION
1 SPRING BALANCES Flat aluminium or brass scale, regular metal body, suspension ring at top and hook at bottom for load. Spring
balance of various capability as follows:
1 Newton
2 Newton

py
5Newton

2 FORCE BOARD AND Board Forces Kit- Two Pulleys Running on Ball Bearings Mounted on Clamps to fit Force Board. Twenty 10 Gram
ACCESSORIES Pieces, Three Hooks, Reel of Cotton and Three Ten Newton Spring Balances.

Co
3 ELASTIC MATERIALS KIT Spiral springs 300mm long, 5mm diameter (pack of 3) (Low elastic limit)
4 BAROMETER TUBE Glass of 900mm length thick walled, closed at one end
5 HARES APPARATUS Three limbed glass tube 600mm long and 10mm outer diameter on graduated stand, complete with rubber tube
and punch- dip

U- Tube Manometer Glass U- tube, on graduated stand, tube 600mm long and 10mm outside diameter

d
6 LINEAR EXPANSION Pullinger’s type: Consisting of a half metre brass tube with inlet and outlet for steam and hole thermometer,
APPARATUS supported in wooden frame with 3 rods of brass, copper and steel

e
Ring and Ball: Brass with wooden handle and chain, 18mm diameter ball and 25mm diameter ring

7
Ring and Ball
CHARLES; LAW APPARATUS
lis
Mounted on Metal Base, Scale Graduated in mm, Glass Air Reservoir, Vertical Clamping Rod Mercury Levelling Tube
with Open End, with Thermometer Bulb and Other Accessories(Tall form beaker included)
na
8 CONDUCTIVITY (KIT) - 5 Rods of different metals on metal ring with wooden handle
- Consists of 8 rods ; brass, aluminuim, glass of 250 x 3mm and 8 each of copper, brass and iron 250 x 1.5mm,
contained in box
9 RADIATION KIT Kit contains radiant heat source, copper 200mm with iron handle; glass plates 230x 230 x3mm, asbestos square
Fi

10 SOLAR ENERGY KIT A solar cell is held in a clamp on a base. The clamp is adjustable so that solar cell panel can be held at right angle
to the rays of the sun (4082)
11 MIRRORS: PLA IN Back silvered and spray painted
Size 70x 30 x3mm
CONCAVE 50mm Diameter

CONVEX 50mm Diameter

ITEM DESCRIPTION SPECIFICATION

12 LENSES: CONCAVE Clear glass double convex, double concave, convex, concave (setoff 6 lenses 38mm, 60mm diameter

57
 Physics Laboratory
50/CONVEX 50
13 CONVEX LENSE Optically true clear of 100mm and 150mm focal lengths
14 OPTICAL SETS Each set to have the following:
- Light ray box of rectangular 175 mm length, 90mm wide, 55mm light with bulb to work on 12 volts battery

ACCESSORIES
5 Perspex Blocks of true optical glass
- 1 rectangular 115mm x 65mm x 18mm
- Perspex Blocks of true optical glass

py
- 1 Semi- circular of 90mm Diameter x 18mm thickness
- 1 prism 90o of 45o of 75mm hypotenuse, 18mm thick
- 1 prism 60o of 60 mm side, 18mm thick
- 1 prism 90o x60o of 75mm hypotenuse, 18mm thick

Co
- 3 cylindrical lenses
- 1 double concave 150mm size 40 x 42mm
- 1 double concave x75mm size 40 x42mm
3 Mirrors
- 1 plane mirror
- 1 semi- circular mirror

d
- 1 mirror 30mm x 75mm
2 Slit Plates

e
- 1 Plate with 3 narrow slits on one end and 1 narrow slit on the other end
- 1 plate with 4 narrow slits and 1 slit

15 SONOMETER (STANDARD)
lis
8 Colour filters mounted to fit ray box
3 primary and 5 secondary colours
Six colour cards (3 primary and 3 secondary colours spare bulb 12 volts power supply
Fitted with wires, 2 bridges, box wood scale, on hollow wood sounding box 1020x 115 x 60mm with tightening keys and
na
pulley for hanging weights
16 TUNING FORKS CERG: Each has a set of 4 forks Nickel plated or blue steel with screwed shanks, frequency( 256h2, 120mm long) D288,
E320,C512
17 MAGNETS HORSE SHOE 750MM length, powerful, N and S poles clearly indicated 60mm across limbs with keepers
Fi

18 BAR MAGNETS Powerful Alnico size with keepers 150mm length

19 MALVERN CURRENT BALANCE Curved rectangular copper wire frame Size 300x100mm wooden boards of 220 x 150mm Plastic index fixed on board
KIT of size 70x220mm
20 ELECTRIC BELLS Large demonstration model, open type on wooden stand
21 DYNAMO Model AC/DC on wood or synthetic base with selector switch for A,C, or d,c output
22 RHEOSTAT Sliding Type, %A 10. 7Ohms
23 POTENTIOMETER 2 Meter Model- For measuring an unknown potential difference more accurately than with a voltmeter. Mounted on
Hardwood Base with graduated Metre Rule and Three Terminals, Supplied with jockey and Lead

58
 Physics Laboratory
ITEM DESCRIPTION SPECIFICATION

24 RESISTANCE UNITS To demonstrate resistance varies with material, length and cross –section area A set of five wire each mounted on a
ASSORTED synthetic resign bonded paper of 65 mm long x 11mm diameter and connected to a pair of 4mm sockets. The units are:
Nickel- chromium 200mm length x 0.45 diameter
Nickel –chromium 400mm length x 0.45 diameter
Nickel- chromium 600mm length x 0.45 diameter

py
Copper-200mm length x 0.45 diameter
25 OSCILLOSCOPE Single Channel DC to 5Mhz with Marker System
OSCILLOSCOPE Dual Channel DC to 20 Mhz as per page 61
26 RADIOACTIVE SET Radioactive- Active Source set of 3

Co
27 RESISTANCE WIRE Resistance wire – Assorted in Rolls including copper, fusewire constantan rolls of 60m nichrone, managnin, eureka
(250g)
28 AMMETERS; ASSORTED 0- 10A DC, 0-5A DC and to 1ADC Assorted 40/40/40
29 VOLTMETER 0-15V (50), 0-15V 100 Moving coil 0-5v= (50) 0-15V = (100)
30 LOW VOLTAGE POWER Power Supply 12 Volt AC/DC to operate on 220-240V
SUPPLY

d
31 ALUMINIUM BLOCK Size 100.100 x 200mm solid block, cylindrical with central hole for heater and small hole for thermometer
32 VERNIER CALIPERS (i) All Steel construction

e
(ii) Heavy, chrome plated vernier reading 0.1mm
33 BIMETALLIC STRIPS Bimetallic strip of iron and copper with wooden handle
34

35
CATHODE RAY TUBES AND
ACCESSORIES
CIRCUIT BOARDS
lis
Cathode Ray, Tubes and Base with Accessories (horizontal tube fitted with fluorescent painted aluminium plate,
cathode side bent at right angles with slit)
Worcester
na
Complete with all fittings: connectors, lamps lamp holders
Leads,4mm plugs, crocodile clips, wire/connections wire, cells
36 NEWTONS COLOUR DISCS 200mm diameter discs mounted on stand with large turning wheel with handle and belt
37 DENSITY BOTTLES: 25ML Unadjusted, capillary stoppers, neck grounded glass, flat bottom round flask type, soda glass capacity 25ml
Fi

38 DENSITY BOTTLES: 25ML Density bottles with thermometer. Soda glass flat bottom round flask type, soda glass neck grounded glass capped,
side arm with thermometer 15 to 35o of 0.5o C divisions capacity 50ml

Physics Laboratory
ITEM DESCRIPTION SPECIFICATION
59
 Physics Laboratory
39 DOMESTIC HEATING MODEL Model showing how house can be heated with central heating system
40 ELECTRODES COPPER 125 x 50 x 2mm plates with 4mm socket (some black some red) terminals supplied with heavy cylindrical glass jars
with grounded edges of height 150mm and diameter 100mm

Copper rod, 100mm length, 5mm diameter in glass tube with 4mm socket terminals
41 ELECTRODES CARBON Carbon plates 125 x 38 x 38 x 10mm with 4mm socket terminals Carbon rod, 100mm length x 5mm (Metal Mounted
Electrodes)
42 ELECTRODES PLATINUM Platinum foil, width 26mm, thickness 0.05mm Platinum wire, 26mm length, 0.5mm diameter in glass

py
43 CALORIMETER COPPER Consisting a plated pun copper blocks, top has hole for thermometer, with terminals, outer vessels and insulating case
80mm
44 CLAMPS: RETORT (i) Clamps: Retort
Universals Type with cork lined clamping jaws

Co
Aluminium alloys, cork-lined jaws, clamping bolt.
Jaw capacity 98mm overall length clamps
(ii) Clamps:
Die- cast aluminium alloy, three prong clamp,
replaceable rubber sleeves fitted to jaws, with
thumberscrew. Jaw capacity 100mm, length of rod

d
116mm
(iii) Clamps:

e
Die-cast aluminuim alloy, four prongs, plated steel rod. Cork-lined jaws, plated thumberscrew. Jaw capacity 65mm.
Length of rod 132mm
lis
(iv) Clamps ‘G’
Aluminuim alloy, fast screw tightening and loosening. Jaw width of 75mm
(i) Rings: cast iron, with boss, painted hammerstone. Plated thumb screw fitted to boss. Distance between centre of
ring and supporting rod is about 120mm. Rings of various sizes 45mm, 75mm 100mm
na
Fi

Physics Laboratory
ITEM DESCRIPTION SPECIFICATION

45 CLAMPS: BOSES (i) Clamp Bosses

Universal boss: Aluminium alloy, one half is provided with slots and a clamping plate to hold rods from 6mm to
10mm diameter. The other half is open ended to grip rods up to 16mm diameter, plated screws
(ii) Boss Head:
Die-cast aluminium alloy, plated steel thumbscrews. For rods up to 16mm diameter
(iii) Retort Stands: with heavy tripod feet, and up-right of 13 mm diameter. The spread of tripod base increases
with the length of rods. Height 450mm 900mm

60
 Physics Laboratory
(iv) Retort Stand Rods
(v) Chrome plated mild steel rods of varying lengths 500mm up to 1000mm
46 GALVANOMETERS 35-0-35m V Resistance of 10 Ohm, 200uA/Division with Colour coded 4mm socked Terminals
47 LAMP HOLDERS: FLAT Screw in type, For use with flashing Bulbs supplied with screw threaded lamp 3.8V
48 FLOW METERS (ELECTRONIC Counter which records revolutions of a study impelled unit mounted on the rod, 1m long. A simple calibration chart to
FLOW RATES OF STREAMS convert revolutions per unit into metres per second.
AND RIVERS) Complete with battery the whole unit should be fitted into a compact carrying case with full instructions.
Kit comprises a series of precision bore borosilicate glass metering tubes, anodized aluminuim and stainless steel
floats, stainless end nozzled for 5 to 13 mm bore flexible tubing, mounting frame and stand for vertical mounting overrall

py
height of tubes mounted on a stand is 216 mm. It should have 100mm scale.

Kit should include five metering tubes, nine floats, three fine control valves, mounting frame and stand. Calibration

Co
charts and carrying case should be supplied.
Flow ranges 5ml/ min to 100 ltrs/ min for air
Flow ranges 10ml/min to 4.4 ltrs /min for water
FLOW METER LABKIT FOR
GASES AND LIQUIDS

e d
49 STOP WATCHES Large LCD Display with Count Down Timer Function
50

51
THERMOMETERS (-100 C- 1100
C)
BAROMETER ANEROID
lis
Engraved stem, mecury –in –glass, white back, length 300mm. diameter 7mm, immersion 76mm. Rubber ring Range: -
10o C to 110o C with divisions at 1 o C
Wall-mounted instrument in metal frame of 100mm diameter of + 1h Pa of mercury over the normal range of 960 to
1060hPa
na

Physics Laboratory
Fi

ITEM DESCRIPTION SPECIFICATION

52 BAROMETER FORTIN Barometer fortin with thermometer 10 o C of 1o divisions

53 RIPPLE TANK Perspex Base, Plastic Surroundings to Absorb wave Reflection from sides, c/w lamp support and lamp, concave,
convex and Rectangular Prisms and Metal Barriers. TO come with Electric Wave Generator with Rheostat Hand
Stroboscope
54 LAB CLOCKS Laboratory, Countdown and Count up, Digital reading Counts up and down from 1 second to 23 Hours and 59 Minutes
and 59 second
55 STROBOSCOPES Hand Held Mounted on Wooden Handle 12 Slots 50mm long x 4mm wide and Finger Hole for Rotation
61
 Physics Laboratory
56 STEPDOWN TRASFORMER Rectangular steel metal case with output meter, carrying handle, mains switch, fuse mains cable and 13A socket outlet
220v-2v Input 220volts AC output 2 volts
57 TICKER TAPE TIMERS D.C, spring steel vibrator which marks dots on tape with help of stylus and carbon paper disc., on metal on metal or
wood base with solenoid and terminals. Accessories to include: 1 roll ticker tape 9.5 mm wide, approximately 30m roll,
12 carbon discs, ticker tape pulley, metal pulley on support rod, ticker tape clamp –metal clamp with swivel pad, screw
and support rod and transformer for timer
58 STEAM ENGINE (STEAM Steam Engine Unit: to use solid fuel tablets, safety valve, drain cock/overflow plug, whistle and flywheel with 25mm
ENGINE UNIT) diameter pulley. Complete with fuel burner, supply of fuel tablets, spring driving belt and instructions. Extra supply of

py
fuel tablets needed.
“Hargosons” for actual use, all metal model on boars, all parts visible through a glass plate front, uses a cycle pump to
work fly wheel.
(Steam Engine Model)

Co
59 RADIATION PROTECTIVE WEAR (i) Shield made of 9.5 mm thick acrylic. Transparent and free standing Angled top to allow viewing behind
(APRONS) shield, 305mm deep base as flat work surface

d
REFERENCES

e
lis
Ministry of Education, Curriculum Development Centre, Physics Syllabus (2013), Lusaka, Zambia.

Ministry of Education, Curriculum Development Centre, Environmental Health and Pollution Management Education
na
Framework (2023)., Lusaka: Zambia

Ministry of Finance and National Development, (2022). Eighth National Development Plan, Republic of Zambia
Fi

Ministry of Education, Zambia Education Curriculum Framework (2023), Lusaka, Zambia.

62