The KofaStudy SS1 Physics First Term Scheme of Work is developed in line with the NERDC curriculum and organised to provide students with a clear and progressive introduction to Physics.
The scheme covers measurement, motion, work, energy, power and heat, while incorporating supporting concepts and practical activities that strengthen students’ understanding of the curriculum.
The table below is the SS1 Physics Scheme of Work for First Term
SS1 Physics First Term โ Lesson Summary
| Lesson | Topics Covered |
|---|---|
| 1. Introduction to Physics and Physical Measurement | * Meaning and Definition of Physics * Importance of Physics in Everyday Life * Branches of Physics * Careers in Physics * Meaning of Measurement * Physical Quantities and Units * Standard Units * Common Measuring Instruments |
| 2. Fundamental and Derived Quantities and Units | * Fundamental Quantities * Fundamental Units * Derived Quantities * Derived Units * SI Units * Very Large and Very Small Numbers * Standard Form (Scientific Notation) * SI Prefixes and Their Symbols * Units Used in Industry * Measurement of Mass and Weight * Measurement of Length * Metre Rule, Vernier Calliper and Micrometer Screw Gauge * Dimensions of Physical Quantities |
| 3. Position, Distance, Displacement and Time | * Position and Reference Points * Measurement of Distance * Distance * Displacement * Difference Between Distance and Displacement * Direction and Displacement * Concept of Time * Ways of Measuring Time * Measurement of Time Intervals |
| 4. Motion | * Meaning of Motion * Motion and Reference Points * Types of Motion * Random Motion * Translational Motion * Rotational Motion * Oscillatory Motion * Relative Motion * Causes and Effects of Motion * Introduction to Force and Friction * Simple Circular Motion |
| 5. Speed, Velocity and Acceleration | * Speed * Uniform and Non-uniform Speed * Velocity * Difference Between Speed and Velocity * Introduction to Scalar and Vector Quantities * Distance and Displacement as Scalar and Vector Quantities * Speed and Velocity as Scalar and Vector Quantities * Acceleration * Simple Calculations Involving Speed, Velocity and Acceleration |
| 6. Rectilinear Acceleration and Motion Graphs | * Rectilinear Motion * Uniform and Non-uniform Acceleration * Distance-Time Graphs * Displacement-Time Graphs * Velocity-Time Graphs * Interpretation of Motion Graphs * Gradient of Motion Graphs * Distance from a Velocity-Time Graph * Analysis of Rectilinear Motion |
| 7. Forces and Causes of Motion | * Force * Contact Forces * Force Fields * Friction * Advantages and Disadvantages of Friction * Reduction of Friction * Circular Motion * Angular Speed and Angular Velocity |
| 8. Work, Energy and Power | * Work * Work Done by a Force * Work Done in a Force Field * Energy * Forms of Energy * Mechanical Energy * Potential and Kinetic Energy * Interchangeability of Work and Energy * Power * Calculations of Work, Energy and Power * Energy Transformation * Conservation of Mechanical Energy * Renewable and Non-renewable Energy |
| 9. Heat Energy | * Heat and Temperature * Kinetic Molecular Theory * States of Matter * Effects of Heat on Matter * Change of State * Vaporisation * Thermal Expansivity * Heat Transfer * Conduction * Convection * Radiation |
| 10. Thermal Expansion | * Thermal Expansion of Solids * Linear Expansion * Linear Expansivity * Area Expansion and Area Expansivity * Cubic Expansion and Cubic Expansivity * Relationship Between Linear, Area and Cubic Expansivity * Problems on Thermal Expansion * Applications of Thermal Expansion |
Week 1 โ Introduction to Physics and Physical Measurement
Topics Covered
- Meaning and definition of Physics
- Importance of Physics in everyday life
- Branches of Physics
- Careers related to Physics
- Meaning of measurement
- Physical quantities and units
- Importance of standard units
- Common measuring instruments
Performance Objectives
By the end of the lesson, students should be able to:
- define Physics
- explain the importance of Physics in everyday life
- identify major branches of Physics
- identify careers in which Physics is important
- explain the meaning of measurement
- identify common physical quantities and their units
- explain why standard units of measurement are necessary
- identify appropriate instruments for measuring common physical quantities
Teacher Activities
The teacher should:
- introduce Physics using familiar phenomena and objects from the students’ environment
- guide students to identify applications of Physics in transportation, communication, medicine, construction and technology
- discuss major branches of Physics and related careers
- introduce the concept of measurement
- display common measuring instruments and discuss their uses
- guide students in identifying quantities that can be measured
Student Activities
Students should:
- identify examples of Physics in everyday activities
- discuss occupations that require knowledge of Physics
- identify measurable quantities in the classroom
- observe and handle available measuring instruments
- match measuring instruments with the quantities they measure
- give examples of commonly used units
Teaching & Learning Resources
- metre rule
- measuring tape
- stopwatch or clock
- spring balance
- beam balance
- measuring cylinder
- thermometer
- charts showing applications and branches of Physics
Evaluation Guide
Students should be able to:
- define Physics
- state applications of Physics in everyday life
- name major branches of Physics
- identify Physics-related careers
- explain measurement
- identify suitable instruments for measuring length, mass, time and temperature
Week 2 โ Fundamental and Derived Quantities and Units
Topics Covered
- Physical quantities
- Fundamental quantities
- Fundamental units
- Derived quantities
- Derived units
- SI units
- Very large and very small numbers
- Powers of ten
- Standard form (scientific notation)
- SI prefixes and their symbols
- Conversion between prefixed and base units
- Units used in industry
- Conversion of selected industrial units to SI units
- Measurement of mass and weight
- Measurement of length
- Metre rule
- Vernier calliper
- Micrometer screw gauge
- Dimensions of physical quantities
Performance Objectives
By the end of the lesson, students should be able to:
- distinguish between fundamental and derived quantities
- state the appropriate SI units of common physical quantities
- distinguish between fundamental and derived units
- derive the units of simple derived quantities
- express very large and very small quantities using standard form
- convert numbers between ordinary form and standard form
- identify common SI prefixes and their symbols
- interpret prefixes such as kilo, mega, centi, milli, micro and nano
- convert simple measurements between prefixed units and their corresponding base units
- identify selected units commonly used in industry and relate them to appropriate SI units
- explain the importance of standard units in science, technology and industry
- use appropriate instruments to measure length and mass
- take readings from a metre rule, Vernier calliper and micrometer screw gauge
- state the dimensions of simple physical quantities
Teacher Activities
The teacher should:
- discuss physical quantities and the need for standard units of measurement
- guide students in distinguishing fundamental quantities and units from derived quantities and units
- demonstrate how derived units are obtained from fundamental units
- introduce powers of ten as a convenient way of representing very large and very small quantities
- demonstrate how numbers are converted between ordinary form and standard form
- introduce common SI prefixes, their symbols and corresponding powers of ten
- guide students through simple conversions involving prefixed units
- discuss examples of units encountered in industry and relate selected industrial units to SI units
- explain the importance of standardisation of measurement in science, commerce and industry
- demonstrate the measurement of mass, weight and length using appropriate instruments
- demonstrate the correct use and reading of the metre rule, Vernier calliper and micrometer screw gauge
- introduce dimensional representation using simple physical quantities
Student Activities
Students should:
- classify examples of physical quantities as fundamental or derived
- match physical quantities with their appropriate SI units
- derive units for simple quantities such as area, volume and speed
- express given large and small numbers in standard form
- convert numbers from standard form to ordinary form and vice versa
- identify common SI prefixes and state their symbols and values
- practise converting measurements such as kilometres to metres, centimetres to metres and millimetres to metres
- identify examples of units used in different industries
- convert selected industrial units to corresponding SI units where appropriate
- discuss why common standards of measurement are important
- measure the length and breadth of classroom objects
- practise taking readings using available measuring instruments
- express simple physical quantities in terms of their dimensions
Teaching & Learning Resources
- metre rule
- measuring tape
- spring balance
- beam or chemical balance
- Vernier calliper
- micrometer screw gauge
- assorted classroom objects
- charts showing fundamental and derived quantities and their units
- SI-prefix chart
- cards or charts showing powers of ten and standard form
- examples or illustrations of measurements and units used in industry
Evaluation Guide
Students should be able to:
- distinguish fundamental from derived quantities
- distinguish fundamental from derived units
- state the appropriate SI units of common physical quantities
- derive units for quantities such as area, volume and speed
- express large and small numbers correctly in standard form
- convert between standard form and ordinary form
- state the meanings and symbols of common SI prefixes
- perform simple conversions involving SI prefixes
- identify selected units used in industry and relate them to SI units
- explain why standard units are important in science and industry
- take readings correctly from common measuring instruments
- state the dimensions of simple physical quantities
Week 3 โ Position, Distance, Displacement and Time
Topics Covered
- Concept of position
- Reference points
- Measurement of distance
- Distance
- Displacement
- Difference between distance and displacement
- Direction and displacement
- Concept of time
- Ways of measuring time
- Measurement of time intervals
Performance Objectives
By the end of the lesson, students should be able to:
- describe the position of an object relative to a reference point
- measure distance using appropriate instruments
- distinguish between distance and displacement
- recognise the importance of direction when describing displacement
- explain the concept of time
- identify different ways of measuring time
- measure simple time intervals correctly
Teacher Activities
The teacher should:
- demonstrate how position is described relative to a reference point
- use a metre rule or measuring tape to demonstrate measurement of distance
- guide students through examples that distinguish distance from displacement
- demonstrate how direction affects displacement
- discuss the concept and measurement of time
- demonstrate the use of different instruments for measuring time
- use repetitive events to illustrate measurement of time intervals
Student Activities
Students should:
- describe the positions of objects relative to chosen reference points
- use a metre rule or measuring tape to measure distances
- trace simple paths and compare distance travelled with displacement
- practise using a stopwatch, clock or other timing device
- measure the duration of simple classroom activities
Teaching & Learning Resources
- metre rule
- measuring tape
- string
- pair of compasses
- stopwatch
- clock
- pendulum
- ticker timer where available
Evaluation Guide
Students should be able to:
- describe position relative to a reference point
- measure distance
- distinguish between distance and displacement
- explain the concept of time
- identify and correctly use instruments for measuring time
Week 4 โ Motion
Topics Covered
- Meaning of motion
- Motion and reference points
- Types of motion
- Random motion
- Translational motion
- Rotational motion
- Oscillatory motion
- Relative motion
- Causes and effects of motion
- Force
- Friction
- Reduction of friction
- Introduction to circular motion
Performance Objectives
By the end of the lesson, students should be able to:
- define motion
- identify a body as being at rest or in motion relative to a reference point
- identify and classify different types of motion
- give examples of different types of motion from their environment
- explain relative motion
- identify force as a cause of change in motion
- describe the effect of friction on motion
- explain simple methods of reducing friction
- describe simple circular motion
Teacher Activities
The teacher should:
- sketch and demonstrate different patterns of motion
- use familiar objects to demonstrate translational, rotational and oscillatory motion
- use a trolley or toy car to demonstrate motion
- demonstrate the effects of pushing and pulling forces
- use a moving object to demonstrate the effect of friction
- discuss methods of reducing friction
- guide students in identifying examples of relative and circular motion
Student Activities
Students should:
- observe and classify different types of motion
- identify examples of motion in their environment
- demonstrate translational, rotational and oscillatory motion
- pull or push objects and observe the resulting motion
- observe friction between moving surfaces
- identify bodies as being at rest or in motion relative to chosen reference points
Teaching & Learning Resources
- trolley or toy car
- simple pendulum
- loaded spiral spring
- rotating fan
- ruler or beam
- balls
- charts illustrating types of motion
Evaluation Guide
Students should be able to:
- define motion
- classify different types of motion
- give examples of each type
- explain relative motion
- identify forces that can cause or alter motion
- explain the effect of friction on moving bodies
Week 5 โ Speed, Velocity and Acceleration
Topics Covered
- Concept of speed
- Calculation of speed
- Uniform and non-uniform speed
- Concept of velocity
- Difference between speed and velocity
- Introduction to scalar and vector quantities
- Distance as a scalar quantity
- Displacement as a vector quantity
- Speed as a scalar quantity
- Velocity as a vector quantity
- Concept of acceleration
- Calculation of acceleration
Performance Objectives
By the end of the lesson, students should be able to:
- define speed
- calculate speed from distance and time
- distinguish between uniform and non-uniform speed
- define velocity
- distinguish between speed and velocity
- distinguish at an introductory level between scalar and vector quantities
- classify distance, displacement, speed and velocity appropriately
- explain acceleration
- calculate simple acceleration problems
Teacher Activities
The teacher should:
- demonstrate motion over a measured distance
- guide students in calculating speed from measured distance and time
- explain the distinction between speed and velocity using direction
- introduce scalar and vector quantities only to the extent required to explain distance, displacement, speed and velocity
- demonstrate changing velocity using familiar examples
- guide students through simple calculations involving speed, velocity and acceleration
Student Activities
Students should:
- measure distance and time for a moving object
- calculate its average speed
- compare motion at different speeds
- identify the role of direction in describing velocity
- classify distance and speed as scalars and displacement and velocity as vectors
- solve simple numerical problems involving speed, velocity and acceleration
Teaching & Learning Resources
- trolley or toy car
- metre rule
- measuring tape
- stopwatch
- ticker timer where available
- charts and motion diagrams
Evaluation Guide
Students should be able to:
- calculate speed
- distinguish between speed and velocity
- explain the basic difference between scalar and vector quantities
- classify distance, displacement, speed and velocity
- define and calculate acceleration
Week 6 โ Rectilinear Acceleration and Motion Graphs
Topics Covered
- Rectilinear motion
- Uniform acceleration
- Non-uniform acceleration
- Distance-time graphs
- Displacement-time graphs
- Velocity-time graphs
- Interpretation of motion graphs
- Gradient of motion graphs
- Distance travelled from a velocity-time graph
- Analysis of rectilinear motion
Performance Objectives
By the end of the lesson, students should be able to:
- explain rectilinear motion
- distinguish between uniform and non-uniform acceleration
- construct simple motion graphs
- interpret distance-time and displacement-time graphs
- interpret velocity-time graphs
- relate the gradient of appropriate graphs to physical quantities
- determine distance travelled from the area under a velocity-time graph
- analyse simple rectilinear motion from graphical information
Teacher Activities
The teacher should:
- demonstrate motion along a straight path
- guide students in collecting distance and time measurements
- plot simple motion graphs from experimental or supplied data
- explain the meaning of gradients on motion graphs
- demonstrate how different sections of a velocity-time graph represent different kinds of motion
- guide students in determining distance from the area under a velocity-time graph
Student Activities
Students should:
- observe motion along a straight line
- collect distance and time data
- construct tables of results
- plot distance-time and velocity-time graphs
- calculate gradients
- interpret sections of motion graphs
- solve simple graphical problems involving rectilinear motion
Teaching & Learning Resources
- trolley
- inclined plane
- metre rule
- stopwatch
- ticker timer
- graph sheets
- prepared motion graphs
Evaluation Guide
Students should be able to:
- distinguish uniform from non-uniform acceleration
- construct and interpret simple motion graphs
- determine relevant quantities from graph gradients
- determine distance from a velocity-time graph
- analyse simple rectilinear motion
Week 7 โ Forces and Causes of Motion
Topics Covered
- Concept of force
- Contact forces
- Force fields
- Friction
- Advantages of friction
- Disadvantages of friction
- Methods of reducing friction
- Circular motion
- Angular speed
- Angular velocity
Performance Objectives
By the end of the lesson, students should be able to:
- explain the concept of force
- distinguish between contact forces and forces acting through fields
- explain friction
- state advantages and disadvantages of friction
- describe methods of reducing friction
- explain the basic idea of circular motion
- describe angular speed
- relate force to changes in the motion of a body
Teacher Activities
The teacher should:
- demonstrate forces using pushing, pulling and interacting objects
- distinguish contact forces from forces that act through fields
- demonstrate friction using surfaces of different textures
- discuss useful and undesirable effects of friction
- demonstrate methods of reducing friction
- demonstrate circular motion using safe familiar examples
- introduce angular speed using a rotating object
Student Activities
Students should:
- identify examples of forces in their environment
- classify examples as contact or field forces
- investigate friction between different surfaces
- identify situations where friction is useful or undesirable
- demonstrate methods of reducing friction
- observe rotating objects and describe their motion
Teaching & Learning Resources
- trolley or toy car
- blocks with different surfaces
- spring balance
- ball
- string
- rotating wheel or fan
- charts showing different forces
Evaluation Guide
Students should be able to:
- define force
- distinguish between contact and field forces
- explain friction
- state advantages and disadvantages of friction
- describe methods of reducing friction
- explain basic circular motion
Week 8 โ Work, Energy and Power
Topics Covered
- Concept of work
- Conditions for work to be done
- Work done by a force
- Work done in a force field
- Concept of energy
- Forms of energy
- Mechanical energy
- Potential energy
- Kinetic energy
- Interchangeability of work and energy
- Concept of power
- Calculation of work, energy and power
- Mechanical energy transformation
- Law of conservation of mechanical energy
- Renewable and non-renewable energy sources
Performance Objectives
By the end of the lesson, students should be able to:
- define work, energy and power
- state the conditions necessary for mechanical work to be done
- calculate work done by a force
- explain work done in a force field
- identify different forms of energy
- distinguish between potential and kinetic energy
- calculate simple potential and kinetic energy problems
- calculate power
- explain the transformation of energy from one form to another
- state and apply the law of conservation of mechanical energy
- distinguish between renewable and non-renewable energy sources
Teacher Activities
The teacher should:
- use familiar examples to demonstrate the concepts of work, energy and power
- demonstrate work done when a force moves an object through a distance
- demonstrate work done against gravity by lifting an object
- use falling and raised objects to illustrate potential and kinetic energy
- guide students through simple calculations of work, energy and power
- use charts or demonstrations to illustrate energy transformations
- discuss the conservation of mechanical energy
- compare renewable and non-renewable sources of energy
Student Activities
Students should:
- identify situations in which mechanical work is or is not being done
- calculate work done by an applied force
- lift and release objects to observe potential and kinetic energy
- identify forms of energy in everyday situations
- solve numerical problems involving work, energy and power
- construct examples of energy transformation chains
- identify renewable and non-renewable energy sources
Teaching & Learning Resources
- metre rule
- spring balance
- masses
- pendulum
- inclined plane
- staircase
- charts showing energy transformations
- simple renewable-energy models where available
Evaluation Guide
Students should be able to:
- explain work, energy and power
- calculate work, energy and power
- distinguish potential from kinetic energy
- identify energy transformations
- apply the principle of conservation of mechanical energy to simple situations
Week 9 โ Heat Energy
Topics Covered
- Heat and temperature
- Concept of temperature
- Kinetic molecular theory
- States of matter
- Effects of heat on matter
- Change of state
- Expansion
- Vaporisation
- Thermal expansivity
- Transfer of heat
- Conduction
- Convection
- Radiation
Performance Objectives
By the end of the lesson, students should be able to:
- explain the concept of temperature
- relate temperature to the kinetic molecular theory
- describe the behaviour of particles in solids, liquids and gases
- explain the effects of heat on matter
- explain change of state
- explain vaporisation
- explain thermal expansion
- distinguish between conduction, convection and radiation
- identify examples of the three modes of heat transfer
Teacher Activities
The teacher should:
- use the kinetic molecular theory to explain changes in temperature
- demonstrate expansion caused by heating
- demonstrate change of state where appropriate
- guide students in observing vaporisation
- demonstrate conduction using suitable solid conductors
- demonstrate convection using water
- demonstrate or discuss radiation using an appropriate heat source
- relate each method of heat transfer to everyday situations
Student Activities
Students should:
- observe changes produced when substances are heated
- use particle models to explain solids, liquids and gases
- distinguish between the three modes of heat transfer
- conduct simple experiments involving expansion
- observe convection in water
- identify good and poor conductors of heat
- give everyday examples of conduction, convection and radiation
Teaching & Learning Resources
- thermometer
- ball-and-ring apparatus
- metal rods
- beaker
- water
- heat source
- potassium permanganate crystals where appropriate
- charts or particle models
Evaluation Guide
Students should be able to:
- explain temperature
- describe the effect of heat on matter
- explain expansion and change of state
- distinguish between conduction, convection and radiation
- apply their knowledge of heat transfer to everyday examples
Week 10 โ Thermal Expansion
Topics Covered
- Meaning of thermal expansion
- Expansion of solids
- Linear expansion
- Linear expansivity
- Area expansion
- Area expansivity
- Cubic expansion
- Cubic expansivity
- Relationship between linear, area and cubic expansivity
- Calculation of thermal expansion
- Applications of expansion
- Advantages and disadvantages of thermal expansion
Performance Objectives
By the end of the lesson, students should be able to:
- explain thermal expansion using the kinetic molecular theory
- explain linear, area and volume expansion
- define linear, area and cubic expansivity
- solve simple problems involving thermal expansion
- state the relationships between the different coefficients of expansivity
- describe practical applications of thermal expansion
- identify situations in which thermal expansion must be allowed for
Teacher Activities
The teacher should:
- demonstrate expansion using a ball-and-ring apparatus or other suitable equipment
- use the kinetic molecular theory to explain why solids expand when heated
- demonstrate or illustrate linear expansion
- introduce area and volume expansion from the concept of linear expansion
- guide students through calculations involving expansivity
- discuss practical applications such as expansion joints, railway lines and bimetallic strips
- discuss situations in which uncontrolled expansion may cause damage
Student Activities
Students should:
- observe demonstrations of thermal expansion
- explain observations using particle behaviour
- distinguish between linear, area and cubic expansion
- solve simple numerical problems involving expansivity
- identify examples of thermal expansion in their environment
- investigate why gaps or expansion joints are provided in structures
Teaching & Learning Resources
- ball-and-ring apparatus
- metal rods
- heat source
- metre rule
- bimetallic strip
- charts showing expansion joints
- illustrations of railway tracks, bridges and overhead cables
Evaluation Guide
Students should be able to:
- explain thermal expansion
- distinguish between linear, area and cubic expansivity
- solve simple problems involving expansion
- explain common applications of thermal expansion
- identify problems caused by expansion and how they are controlled
Very interested