¢ SECTION A-MECHANICS ‘Mechanics is the branch of physics which deals with the study of motion. This section introduces the scientific method, physical measurements, significant figures and units, which transcends the entire syllabus. GENERAL OBJECTIVES ‘On completion of this Section, students should: 1. understand the importance of measurement and graphical representation of data; 2. appreciate the difference between scalar and vector quantities; 3. be familiar with the various effects of forces; 4. appreciate the universal applicability of the laws of dynamics and the conservation of momentum; 5. understand the significance of the concept of energy; 6 be aware of the application of hydrostatics in everyday life. ‘SPECIFIC OBJECTIVES CONTENT/ SUGGESTED ‘SKILLS AND EXPLANATORY PRACTICAL INTER- NOTES ACTIVITIES RELATIONSHIP 1. SCIENTIFIC METHOD Students should be able to: Galileo 1 discuss how the Relate the scientific methodology method tothe employed by Golileo methodology contributed 0 the — employed by Galileo. development of Physics; Simple Pendulum 12 investigate the -—~Restrict__ factors to. Take readings of the Skill: MM; ORR; factors which length of string, mass period for the variation —_ Al; PO. might affect the of bob, angle of ofthe different factors. period of a simple displacement. pendulum; 13 use graphs of Use © or x to denote Allow students to plot T Mathematics- experimental data plotted paints. vs and Pvs Functions, from simple Relations and pendulum; Grophs Skil: ORR ‘* loc 22/G/SYL 13 10 Scanned with CamScanner‘SECTION A - MECHANICS (cont'd) SPECIFIC OBJECTIVES Students should be able to: 14 — drawaline of best fit’for a set of plotted values; 15 determine the grodient of the straight line graph; MEASUREMENT 1.6 express the result of a measurement or cakulation to an appropriate number of significant figures; 1.7 discuss possible types and sources of error in any measurement; 18 use avariety of instruments to measure different quantities; 1.9 assessthe suitability of instruments on the basis of sensitivity, accuracy and range; * lexcazesvu 13 CONTENT/ EXPLANATORY NoTEs Reasons why ‘best fit’ line is the ‘best’ overage of the data, Use a triangle that covers at least half of the ‘best fit’ line. Include the derivation of the unit of the grodient. Refer to SOA 1.5. Include those made with digital instruments, and ways of reducing such errors. ‘Measurements should include length ~ rulers, vernier calipers, micrometer screw gouge; units. ‘Mass - balances; units. Time ~clocks, stop clocks or watches; units. Volume ~ measuring oplinder; units Similar — instruments should be compared in the discussion. u SUGGESTED PRACTICAL ACTIVITIES Use gradient to determine g. Comparison of readings for the same quontity ‘SKILLS AND INTER- RELATIONSHIP Skill: Al Mathematics ~ Functions, Relations and Grophs. Mathematics. Skil: MM, Skill: MM, Scanned with CamScannerSECTION A - MECHANICS (cont'd) ‘SPECIFIC OBJECTIVES CONTENT/ SUGGESTED ‘SKILLS AND EXPLANATORY PRACTICAL inreR- NOTES ACTIVITIES RELATIONSHIP: Students shout be abet 1.10 opoly the formula for Deduce unt Determine the density:p = ™. density of regular and regular solids and atau 2 vectors 21 distinguish between Everyday examples for Seniors ond vectors eachtype. for and give examples of example, movement och ofa huricaneas vector Mass of objects as seater 22 we scole chagrams to Obkque vectors Mathematics find the resultant of included. vectors (wo vectors; 23° cokulote the Limit cokulations to Mathematics resultant of vectors four ores vectors, Trigonometry which are parailel, ontiparalld end sks: MMA perpendicular, 24 explain that asingle Everyday examples of Using single puleys Mathematics vectors motion and force, for andmasses ogainsta—_ Vectors equivalent totwo example, velocity of gd boord. other vectors atright boll thrown trough nates the ot 3 stanics Forces, F —_ 21 explain the effects of | Aforceconcausea ‘Use _plostcene and Blology forces chongein the sice, marbles to demenstrate Movement shape or motion ofa effect of forces Chemistry body Bonding. sis: MMA « lexcezersneas 2 Scanned with CamScannerSECTION A ~ MECHANICS (cont'd) ‘SPECIFIC OBJECTIVES Students should be able to: 32 identify types of forces; 3.3 determine the weight of objects; 3.4 show how derived quantities and their related units are produced: 35 recall the special names given to the units for some derived quontities; 36 express derived units using the index notation; 37 identify situations in which the application of 0 force will result in aturning effect; ++ boxe 2ayo/svu.a3 CONTENT/ EXPLANATORY NOTES Situations in which electric, mognetic, nucleor or grovitational forces act. Weight = mass grovitational field strength: W = mg Onearth, g Note that Nig = ms” ‘Note how unit p may bbe derived by multiplying and dividing fundamental quantities ond their units; From the definition of the quantity, for example: No wkgms? kgms? = N. situations that are relevant to everyday life, for example, ‘opening a door, sitting ona ‘seesaw’, using a sponner. 13 SUGGESTED PRACTICAL ACTIVITIES. Use magnets, falling objects. Static electricity Measure moss and weight for different objects. Plot a graph of weight vs mass. Determine the gradient. Conversion of units for given quantities into base units. SKILLS AND INTER. RELATIONSHIP Chemistry ~ Nuclear force. ‘Skills: ORR, MM, Skills Al. MM; ORR; Mathematics- Algebra. Biology - All measurements Chemistry - All measurements Mathematics- measurement. Scanned with CamScannerSECTION A - MECHANICS (cont'd) SPECIFIC OBJECTIVES Students should be able to: 3.8 define the moment of a force, T; 3.9 apply the principle of ‘moments; 3.10 explain the action of common tools and devices as levers; 3.11 determine the location of the centre of gravity of a body; 3.12 relate the stability of dn object to the position of its centre of gravity and its weight; 3.13 investigate the relationship between extension and force, lox aayeysvuna3 CONTENT/ EXPLANATORY NOTES ‘Moment units of Ne. Note that Nm is not equivalent to a Joule, Refer t0 SOA3.4 - 3.6. Oblique forces ore excluded, Use of measuring instruments to indicate the ‘mognitude of the forces in equilibrium. Identification of load, effort and fulcrum for each device and tool inuse. Centre of gravity of a variety of regular and irregular shoped Solids, including lamina. The orientation of an ‘object can change the position or height of its centre of gravity ‘nd affect its stability Interpretation of simple force-extension ‘graphs. Identification of regions of proportionality for springs 1“ SUGGESTED SKILLS AND PRACTICAL INTER. ACTIVITIES, RELATIONSHIP Perform simple Skills: MM; ORR; AL experiments to investigate the turning effects of forces on bodies in equilibrium. Observe situations in which forces are in equilibrium (varied to ive different equilibrium situations), Hammers or spanners of Biology: different lengths, bottle Movement in openers, crowbors. limbs Find the centre of Skill: MM. gravity for the given objects. Plumbline for lamina. Compare the stability of — Biology-Structure the same regular solid. of the human for example, cylinder, body. ‘metre rule, cuboid in different positions, for example, horizontal, vertical, ncined. Perform experiments to Chemistry: determine the Properties of relationship between materials applied force and the Mathematics resulting extensions, for Proportionaliy. springs and elastic bands, Skills: MM; ORR; Al; PO. Scanned with CamScannerSECTION A ~ MECHANICS (cont'd) SPECIFIC OBJECTIVES Students should be able to: 3.14 solve problems using Hooke’s low. 41 define the terms, distonce, displacement, speed, velocity, acceleration; 42 apply, displacement- time and velocity- time graphs: Aristotle 43 discuss Aristotle's ‘arguments in support of his "low of ‘motion’, that is, v x Fy ‘Newton's Laws 44 stote Newton's three Jaws of motion; 45, use Newton's laws to ‘explain dynamic systems; 46 — definelineor ‘momentum; 47 define inear momentum describe situations that demonstrate the aw of conservation of linear momentum; «loc ayers ia CONTENT/ EXPLANATORY NOTES Problems involving springs and elastic bands only, DYNAMICS; MOTION IN A STRAIGHT UNE Distance and displacement, sor x; speed and velocity, ; ‘occeleration, a Finding the gradient Jor straight ines only. Aristotle's law was eventually discredited. Have students identify applicable laws ofter viewing examples, Examples rockets, garden sprinklers, trompolines, Units of kg ms ' = Ns, 5 SUGGESTED PRACTICAL ACTIVITIES Trolleys on inclined plane, Ticker tape timer, cor racing Push trolley on a flat surface, ‘Marbles ina groove. Collisions of Billiard balls SKILLS AND INTER- RELATIONSHIP ‘Mathematics ~ Algebra/ ‘Computation. ‘Skis: MMAI;PD. ‘Mathematics ~ Functions, Relations and Grophs. ‘Skis: ORR; AL Skill: Al Scanned with CamScannerSECTION A ~ MECHANICS (cont'd) SPECIFIC OBJECTIVES Students should be able to: 48 5, apply the law of conservation of linear momentum. ENERGY Forms of Energy 5a 52 53 54 55 define energy; identify the various forms of energy; describe the energy transformation(s) in a given situation; apply the relationship: work = force x displacement; discuss the use of energy from alternative sources, {and its importance to the Coribbean; ICXC 22/6/SYLL 13, CONTENT/ EXPLANATORY NOTES Oblique colisions are excluded. Unit: Joule. Gravitational, elastic, chemicol, electrical, ‘magnetic, electro- ‘magnetic, thermal, nuclear, kinetic, sound. Transformations should be limited to one-step or two- step only, Note that thermal energy is always product and by-product of every transformation. Examples of the conversion of electrical energy to other forms and vice versa. Unit: Joule. Emphasis on examples relevant to the Caribbean, toinclude hydroelectricity, geothermal energy, tidal energy waves, solar energy, wind energy, ‘nuclear energy. More efficient and economical use of energy. 16 SUGGESTED PRACTICAL ACTIVITIES, Collisions between objects of different sites or velocity. Observe and list the energy transformations for the particular situation, for example, radio playing music, vehicles coming to rest, cooking food in ‘microwave oven. Project on alternative energy sources, ‘SKILLS AND INTER- RELATIONSHIP Biology - Food web, Photosynthesis, Respiration. Chemistry-Burning ofhydrocarbons. Mathematics- Algetra/ ‘computation. Biology-Food web. Chemistry-Burning of hydrocarbons, Scanned with CamScanner‘SECTION A ~ MECHANICS (cont’d) ‘SPECIFIC OBJECTIVES Students should be able to: Potential Energy. Ep 5.6 define potential energy; 5.7 calculate the change in gravitational potential energy using: AE, = mg Ah: Energy. 5.8 define kinetic energy: 59 calculate kinetic energies using the 5.11 define power and apply definition; + loc2zersv 13 CONTENT/ EXPLANATORY NOTES Examples of this form of energy, for example, bottery, stretched spring or elastic band, object on shel. Definition, Give everyday examples. Use different energy forms in these problems. Conversion of PE. to K.E. ona moving swing. pendulum, kicking a football, Unit: wate £ App: P == Refer to SO 03.3, 7 SUGGESTED PRACTICAL ACTIVITIES SKILLS AND INTER RELATIONSHIP Skill: Al Mathematics- Algebra/ ‘Computation Skill: AL Mathematics- Algebra/ Computation Skill: Al Perform activities to Skills: MIM; ORR; find the power in A situations for which the energies and time intervals involved can be measured or calculated Scanned with CamScannerSECTION A — MECHANICS (cont’d) ‘SPECIFIC OBJECTIVES Students should be able to: 5.12 explain the term efficiency; 5.13 calculate efficiency in given situations. 6 HYDROSTATICS 61 define pressure ‘ond apply definition; 62 relate the pressure at 0 point in a fluid to its depth and the density; 63 opply Archimedes’ CONTENT/ EXPLANATORY NOTES The factors which affect its value. Efficiency = output value x 100% input value. we Apply: = Refer to SO A3.5, Apply: Ap = pgAh (for uid pressure); (Pascal) Po = Nm”. AAllpoins on the some horizontal level in a fluid atrest, have the some pressure. Relevant examples principle topredict include rafts, boats, whether a body balloons, and wouldfeatorsink submarines. in agiven fluid Suggested Teaching and Learning Activities SUGGESTED PRACTICAL ACTIVITIES, Pressure extended standing on one foot. Demonstrate using a can with holes at same and at different levels, to ilustrate the principle. Perform activities to check predictions SKILLS AND INTER- RELATIONSHIP. ‘Mathematics Computation. Shall: Al Mothemotics- Algebra/ Computation Stal: MM; ORR; AL Mathematics- Algebro/ Computation Skil: MM. Biology - Dispersal of seeds. ‘Skills: MIM; ORR; Al; PD. To facilitate students’ attainment of the objectives of this Section, teachers are advised to engage students in the teaching and learning activities below. These activities ore designed to promote inquiry-based learning and cater to students with various learning styles. ai Galileo: Galileo has been colled the "father of modern observational Astronomy’, the "father of Modern Physics", ond the "fother of science”. different contributions were to Science to earn him all these titles loc 2/6/13 8 Do group reseorch projects on what his Scanned with CamScanner@ SECTION B - THERMAL PHYSICS AND KINETIC THEORY Thermal physics is the study of heat, temperature and heat transfer. It can be explained in terms of kinetic theory at the microscopic level. It helps us to capture the different phases of matter. GENERAL OBJECTIVES On completion of this Section, students should: 1, __be familiar with the development of the theory of heat; 2 relate macroscopic phenomena to the kinetic theory of matter; 3. have a conceptual understanding of thermal quantities and the relationship between them; 4. understand the various modes of thermal energy transfer. SPECIFIC OBJECTIVES: CONTENT/ SUGGESTED SKILLS AND EXPLANATORY PRACTICAL INTER- NOTES ACTIVITIES RELATIONSHIP Students should be able to 1. NATURE OF HEAT 1.1 differentiote between the caloric and kinetic theories of heat as they existed in the eighteenth century; 1.2 discuss the role of Joule’s experiments in establishing the principle of conservation of energy. Rumford’s cannon. boring experiments as evidence against the coloric theory. Discussion. 2. MACROSCOPIC PROPERTIES AND PHENOMENA ———_.A A 21 relate temperature to the direction of net thermal energy tronsfer; 2.2 identify physical properties which vary with temperature and may be used os the bosis for measuring temperature, *loczeersru 1s Temperature T, units. Perform activities to ‘observe change in length of liquid column with temperature. Skills: MIM; ORR, a Scanned with CamScannerSECTION 8 - THERMAL PHYSICS AND KINETIC THEORY (cont'd) SPECIFIC OBJECTIVES Students should be able to: 23° relate the use of a thermometer to its design; 24 define the fixed points on the Cekius scale; 25 relate the temperature of a body to the kinetic eneroy of ‘molecules; Phases of Matter 2.6 — distinguish among solids, liquids ond gases; 2.7 use the Kinetic theory to explain the dfferent ‘macroscopic properties of solids, liquids and gases; Expansion 2.8 — explain observations of the effects of thermal expansion; « bexe 2ayeysvua3 CONTENT/ EXPLANATORY NOTES Highlight —_ design features which moke a thermometer suitable Jor its particular task. ‘Note temperature ranges for each. Lower and upper fixed points, Note the differences with respect to inter- ‘molecular forces, ‘motion of molecules, shape and volume of matter. Telephone lines. Application of thermal expansion, for example, opening jars, corbonated beverages, creaking roofs. 2 SUGGESTED PRACTICAL ACTIVITIES. Draw and explain design of: (a) laboratory; thermometer; (b) clinical thermometer (c) thermocouple. Pesform simple experiments to illustrate the existence of inter- ‘molecular forces, for example, compression of a syringe containing o Iiquid. Demonstrations which dlustrate expansion of solids, liquids, for example, ball and ring, bar breaking, bimetallic strip. SKILLS AND INTER- RELATIONSHIP Chemistry and Biology — Thermometer. Chemistry States of Chemistry Diffusion, osmosis, particulate nature of matter. Biology - Diffusion, Chemistry - Properties of materials. ‘Skil: ORR. Scanned with CamScannerSECTION 6 - THERMAL PHYSICS AND KINETIC THEORY (cont'd) SPECIFIC OBJECTIVES Students should be able to: 29 relate graphs of bressure or volume ‘against temperature to the establishment of the Kevin temperature scale; 2.10 use the relationship between Kehin ond Celsius scale. Wk = O/C +273; 211 apply the lows; gas 2.12 give quolitative explanations of the (905 laws in terms of ‘the Kinetic theory. CONTENT/ SUGGESTED EXPLANATORY PRACTICAL NoTES ACTIVITIES Experiments to investigate the relationships among pressure, volume and temperature of a gas (a) Boyle’s taw— PV= constant; (b) Charles’ Law ~ constant; (€) Pressure Law ~ Virtual labs Use of trapped gas in sealed syringe; sealed U-tube. : Fe constant; (d) Genera! Gas Law - = constant. Explain gos pressure in terms of molecular ‘motion, 3. THERMAL MEASUREMENTS ‘Specific Heat Capacity, ¢ 3.1 distinguish between specific heat capacity, “© ond heat copacity c 3.2 apply the relationship JCxC 22/6/SYLL 13 ‘Note that specific heat capacity and heat capacity are related by the formula c= mc 23 SKILLS AND INTER. RELATIONSHIP Chemistry ~ Gas Lows. Skills: MM; ORR; AL Chemistry, Mathematics: Algebro/ Computation Skil: Al; ORR. Chemistry — Properties of ‘materials. Mathematics: Algebro/ Computation Skill: Al Scanned with CamScannerSECTION B - THERMAL PHYSICS AND KINETIC THEORY (cont'd) SPECIFIC OBJECTIVES Students should be able to: 3.3. determine the specific heat capacity of ‘metals and liquids ‘Specific Latent Heat, 3.4 demonstrate that temperature remains ‘constant during phase change; 35 apply the relationship £,,= m1; 3.6 determine the specific latent heat of vaporization |, ‘and fusion, |, of water; 3.7 distinguish between ‘evoporation and boiling. boxe 2areysruas CONTENT/ SUGGESTED EXPLANATORY PRACTICAL NOTES ACTIVITIES. Use electrical method Perform activities to ‘ond method of ‘measure specific heat mixtures. capacity. Perform cooling curve demonstration, for ‘example, candle wax. Perform activity to determine the specific latent heat of fusion of ice, using method of mixtures with 0 Container of negligible ‘heat capacity. Unit: kg"! Perform activity to. Use an electrical determine specific latent ‘method. heat of fusion. Use the Kinetic theory to explain evaporation ‘ond boiling. Give exomples of pplication of cooling effect of evaporation - ‘ir conditioners, corthenwore vessels, refrigerators, perspiration mw SKILLS AND INTER: RELATIONSHIP Skills; MM; ORR; Al PD. Chemistry - Melting point of metais and non-metal, separation in mixtures, properties of materials. Skill: ORR. Mathematics- Algebra/ Computation Skils: MM; ORR; Al PD, Skills: MIM; ORR; AL Biology ~ Homeostasis Scanned with CamScannerSECTION 8 - THERMAL PHYSICS AND KINETIC THEORY (cont'd) SPECIFIC OBJECTIVES CONTENT/ SUGGESTED ‘SKILLS AND EXPLANATORY PRACTICAL INTER- NOTES ACTIVITIES RELATIONSHIP Students should be able to: 4, TRANSFER OF THERMAL ENERGY 4.1 explain the transfer of Relate the foct that air Perform activity to ‘Skills: MIN; ORR. thermalenergy by is avery poor ‘compare qualitatively conduction; conductor to the the thermal insulation properties conductivities of ofcertain materials, different solids. ‘for example, ‘expanded polystyrene, hollow blocks. Refer to SO 82.6. 4.2 explain the transfer of Relate convection to. Perform thermalenergy by common phenomena, demonstrations to convection; for example, land and show convection in sea breezes, fluids. 4.3 explain the transfer of Recall that radiant Perform Chemistry-Use thermalenergy by energy ls. demonstration to show of solar energy. radiation; electromagnetic that radiant energy (infra-red). does not need a medium for transmission. 4.4 conductexperiments Factors limited to: Perform experiments Skills: ORR; MM; to investigate the (a) texture of to investigate such, Al; PO. factors on which surface (rough, factors. absorption and smooth); ‘emission of radiation (b)_ nature of surface depend; (shiny, dul); (c)__ colour of surface (black, white); (a) area of surface. 45, recall that good Relate the absorbers are good phenomenon of emitters; fadation to common practices, loc 22/6/sn033 2s Scanned with CamScanner‘SECTION B - THERMAL PHYSICS AND KINETIC THEORY (cont'd) SPECIFIC OBJECTIVES Students should be able to: 46 relate the principles of thermal energy transfer to the design of devices. CONTENT/ SUGGESTED SKILLS AND EXPLANATORY PRACTICAL INTER- NOTES ACTIVITIES. RELATIONSHIP Conduction, convection, radiation Vacuum flask and solar water heater: Explanation of the glass house (green house) effect, including role of ‘atmospheric CO, Global Warming. Suggested Teaching end Leorning Activities To facilitate students’ attainment students in the teaching and learning activities below. These acti earning and cater to students with various learning styles inquiry-based 1. Expansion and contraction: disaster occurred in 2003, killing ol init 2. Heat: Moke a list of applications of infrared imaging. Some example of the objectives of this Section, teachers are advised to engage ivities are designed to promote Do a short research paper on why the Columbia space shuttle | persons on board. Highlight the role of thermodynamics 's con be found from the US Geological survey website at nito://www.usas.cov/science/, 3, Heat sensors: What animals use infrare‘ could see in infrared, do a sketch goggles. 4 Heat transfer: ploced in rooms. In the Caribbean islands, note where air cor In cold countries where will heaters It it_zoo/lessons/bi snd htm) .d vision and how does it help them? Imagine you ‘of what the classroom would look like through infrared snditioning units are typically bbe located in a room? Explain the choices from principles of Physics 5. Temperature: Ploy the online ¢ different scales. htto://funphysics.jpl.nasa.gov/adventures 1e temperature of zero 6 Temperature: Th phenomena happen as you highlighting the phenomena or + bexc 24/6/svu 13 tucatonal game inidentifing the range of temperatures in smerature-gome htm Kelvin cannot be attained but very interesting get closer and closer to that temperature. Design 0 poster snd its use in modern technology. 26 Og Scanned with CamScanner*@ SECTION C- WAVES AND OPTICS Wove theory represents the branch of Physics that deals with wave processes. It is significant to the understanding of sound phenomena. Light, which is electromagnetic in origin, is fundomental to the understanding of optics. GENERAL OBJECTIVES (On completion of this Section, students should: 1. appreciate that wave motion is a means of transferring energy and that there are certain features common to all waves; 2. understand the way in which sound waves are produced and propagated; 3. __ understand the properties of the electromagnetic spectrum; 4, be familiar with the historical development of the theory of light; 5. appreciate how a ray treatment facilitates the understanding of reflection and refraction of light waves, SPECIFIC OBJECTIVES CONTENT/ SUGGESTED SKILLS AND EXPLANATORY PRACTICAL INTER NoTES ACTIVITIES RELATIONSHIP Students should be able to: 1, WAVEMOTION Types of Waves 11 differentiate Pulses, progressive Production of waves Skill: ORR between types of waves, transverse and using springs and in waves; longitudinal waves ripple tanks. Draw diagrams of: (a) transverse waves in ripple tank and slinky spring: (b) longitudinal wave ina slinky spring. Virtual simulations « Texe 22veysnu 13 28 Scanned with CamScannerSECTION C ~ WAVES AND OPTICS (cont'd) SPECIFIC OBJECTIVES Students should be able to: Wave Parameters 1.2 apply speed, frequency, wavelength, period and amplitude; 1.3 represent transverse and longitudinal displacement: position and displacement-time graphs. SOUND _» se Production and Propagation 21 describe how sound is produced and propagatedin a medium; 22 relate the terms ‘pitch’ and ‘loudness’ to wave parameters; Speed of Sound 23 —GPRIV The speed of sound to proctical situations; «bee aye/sru a3 CONTENT/ EXPLANATORY NOTES Usev = f A Refer to $0 02.7. Note: a progressive wove vories in both time and space simultaneously. To represent it on paper, either time or position must beheld constant. Refer to $0 02.6. Sound is transmitted ‘08 a longitudinal wave ‘ond is produced by vibrating systems. Pitch - frequency Loudness -ompltude. Recall the range of frequencies detectable by the normal human ear; Thunder and lighting ‘ond the proximity of the strike 29 SUGGESTED SKILLS AND PRACTICAL, INTER- ACTIVITIES, RELATIONSHIP Timing echoes. Mathematics Algebro/ Computation, Skils: PO; MIM Extroct information Mathematics ‘bout wave parameters Trigonometric from graphs functions. representing waves. Skills: ORR; A Cup ana string Biology - Hearing. telephone. Different sounds produced by vibrating systems For example, stretch rubber bands, Playing drums and steel pan. Tuning forks, Using bottles with water ot different heights. Estimate the speed of Skills: MM, sound in air using (ORR, Al; PO. echoes. Scanned with CamScannerSECTION C - WAVES AND OPTICS (cont'd) ‘SPECIFIC OBJECTIVES CONTENT/ SUGGESTED SKILLS AND EXPLANATORY PRACTICAL INTER- NOTES ACTIVITIES RELATIONSHIP Students should be able to: 24 citeevidence that Reflect ~ echoes sound waves reflect, Refract ~ sound refroct, diffract and travelling from air to interfere; water Diffroct - hearing sound around comers/barriers Interfere - sound systems. 25 describe the use of Definition of Biology- Reproduction. ultrasound. ultrasound; pre-natol ‘and materials testing. 3. ELECTROMAGNETIC WAVES 3.1 stote the properties For example, travels of em. waves; same speed, are transverse ond propagates in a vacuum, 32 — differentiate Radio, infrared, visible, Research project. between types of ultraviolet, x-rays, ¥- em. waves in terms rays. Discuss the oftheir wavelengths; spectrum, 33 identify 0 source and Biology - Medical use of each type of applications of em. wave, Y-rays and x: rays. 4, UGHT WAVES ae Wave Particle Duality 4.1 compare the rival_—_Theories of Huygens, theories of light held Newton, Young, by scientists; Einstein, Recall that in the twentieth century experiments have provided evidence thot light has both a particle ‘and a wave nature. Knowledge of the photo-electric effect ‘not required. Photo sensors, digital comers * Loxe2aevsru 13 30 Scanned with CamScannerSECTION C - WAVES AND OPTICS (cont'd) SPECIFIC OBJECTIVES Students should be able to: 42 conduct @ Young's double sit experiment to show that light is a wave; ‘Rays of Light 43 explainwhy the diffraction of ight is not normally observed: 44 apply the principle thot light travels in straight lines; em 45 applythe lows of reflection; 46 describe the formation of images in a plane mirror; ate 47 give examples of ‘observations which indicate that ight can be refracted; « bexc 22/6 /svut 13 CONTENT/ EXPLANATORY NoTes Diffraction and interference. Wavelength comparable to the width of sit Use straight lines to ‘represent beams. Shadows, eclipses, pin hole comero. Object and image distances are equal The image is virtual and the object size is equal to the image sue. Appearance of water ‘on the road, apparent depth of swimming pool, Refraction ‘occurs as a result of the change of speed of light. u SUGGESTED PRACTICAL ACTIVITIES, ‘Young's experiment looking at a straight filament lamp through a double slit, Ripple tank. Use ripple tank: Observe diffraction with gops of different widths Demonstrate that light travels in straight lines. Construct a pin hole Perform experiments to show the angle of incidence and the angle of reflection ore equal. Locate virtual image using: (a) ray plotting: (b) no parallax method. Construct diagrams to show the formation of virtual images. Activities to illustrate refraction of light, for ‘example, pencil in water. ‘SKILLS AND INTER- RELATIONSHIP Skill: Mn, Skills: MM; ORR. Mothematics- Transformations Skills: MN; ORR; PD. Skills: MM; ORR. Scanned with CamScanner‘SECTION C - WAVES AND OPTICS (cont’d) ‘SPECIFIC OBJECTIVES Students should be able to: 48 describe the refraction of light rays; 49 describe how a prism may be used to produce a spectrum; 4.10 opply Snell's Law; CONTENT/ EXPLANATORY NOTES Recall that the passage of a ray of ght through a rectangular block may results in lateral displacement of that ray. Use @ source of white light. Newton's experment with prisms. Definition of refroctive index. \ cote Are anda ta ton, 4.11 explain ‘critical angle’ and ‘total internal reflection’; 4.12 relate critical angles tototal internal reflection; 4.13 draw diagrams ilustrating applications of total internal reflection, v@ Vexc 22/c/svut 13 Definition of total internal reflection. Periscope, fibre optic cable, endoscopes. 2 SUGGESTED PRACTICAL ACTIVITIES, Passage of light rays through: (a) rectangular biocks; (b) triangular prisms. Draw diagrams. Demonstrate a) dispersion using a triangular prism. (b) rainbow. Perform an experiment to test, Snell's Law. ‘Measure critical angle in glass or other transparent material. Use diagrams to ilustrate, ‘SKILLS AND INTER- RELATIONSHIP Skill: MM. Skill: MN. Mathematics- Trigonometry. ‘Skills: MIM; ORR; Al. ‘Skills: (MIM; ORR. Mathematics- Trigonometry. Skill: Al Scanned with CamScannerSECTION C - WAVES AND OPTICS (cont’d) SPECIFIC OBJECTIVES Students should be able to: 5. LENSES Action of Lenses 5.1 illustrate the effect of converging and diverging lenses on a beam of parallel rays 5.2 define the terms: (a) principal axis; (0) principal focus; (2) focal length; (4) focal plane; (e) magnification; Image Formation 53 differentiate between real and virtual images; 5.4 apply the equations {for magnification; 5.5 determine the focal length of a converging lens. CXC 22/6/S¥LL 13 CONTENT/ EXPLANATORY NoTES Use ray boxes or virtual simulation. Magnification += image size object size = image distance [v) object distance (). Use lens formula and ‘scale diagram: i 33 SUGGESTED PRACTICAL ACTIVITIES Investigate the properties of converging and verging lenses on a beam of parallel rays. Perform experiments to locate real and virtual images and draw diagrams. Perform experiments to measure focal length of converging lens. SKILLS AND INTER- RELATIONSHIP Biology ~ Eye. Skills: MM; ORR. Skills: MM; ORR. Biology ~ Drawing. Mathematics - Transformations, Skill: Al. Mathematics Functions and Relations; Algebra/ Computation. Skills: “MM; ORR; Al; Po. Scanned with CamScanner@ SECTION D- ELECTRICITY AND MAGNETISM In this section, Electricity and Magnetism, we explore electrical, magnetic and electromagnetic principles and phenomena. The importance of electronics in modern society is also introduced, GENERAL OBJECTIVES (On completion of this Section, students should: 1, understand electrostatic phenomena; 2. understand the ways in which electricity is conducted; 3. understand electrical quantities and the relations between them, 4, have a working knowledge of electrical circuits and components; 5. be aware of the applications of electronics in technology, 6 understand the simple phenomena associated with magnets, 7. have o working knowledge of electromagnetic phenomena. SPECIFIC OBJECTIVES CONTENT/ SUGGESTED SKILLS AND EXPLANATORY PRACTICAL INTER NOTES ACTIVITIES, RELATIONSHIP Students should be able to: 1. ELECTROSTAT! "Electric Charge, @ 1.1 explain the charging Explain in terms of — Demonstrate ‘charging of objects: properties of electrons by friction’. which are relatively free to move; charging of glass, perspex or polythene by rubbing with a dry cloth and expiain in terms of electron transfer by friction 1.2 describe the forces Theforces between Perform simple Skills: MM; ORR. thot electric charges chargesas.a ‘activities to show that exert on each other; fundamental property like charges repel and of electric charges. unlike chorges attract. 1.3 explain charging by How a charged object Perform simple induction; can ottract objects experiment. having zero net charge. Texe2aersru 1s 3 Scanned with CamScannerSECTION D- ELECTRICITY AND MAGNETISM (cont'd) SPECIFIC OBJECTIVES CONTENT/ SUGGESTED SKILLS AND EXPLANATORY PRACTICAL INTER- NOTES ACTIVITIES RELATIONSHIP Students should be able to: Electric Fields 14 define on electric Draw the electric felds field; eround and between point charges, and between charged porailel plates; Refer to other force fields such as gravitational ond magnetic Refer to 50 A3.2; 06.7. 1.5 describe one hazard Electrostatic painting; and one useful Lightning strikes, dust application of static extraction, charge photocopying, static build up on vehicies The effects of a local charged ionised atmosphere. 2. CURRENT ELECTRICITY 21 distinguish between Definitions, properties Use alow voltage test Chemistry - conductors and and classification. circuit with lamp Electrons; insulators indicator to test properties of different materials ‘metals and non metas Skills: MIM; ORR. 22 state that an electric In. other conducting Chemistry current in a metol media an _ electric Electrons; consists of a flow of current may consist of properties of electrons; the movement of both ‘metals and non. negative and positive metas. charge carriers For example, the use of silicon and germanium, in semi conductors and electrolytes in batteries « lexcazveisnuea3 6 Scanned with CamScannerSECTION D - ELE! SPECIFIC OBJECTIVES Students should be able to: 23. differentiate between electron flow and conventional current; 24 state the unit of electrical current; 25 apply the relationship Q Zé differentiate between direct and alternating currents; 2.7 analyse current-time or voltage-time graphs. 3. ELECTRICAL QUANTITIES Power, Pand Energy, E 3.1 cite examples of the conversion of electrical energy to other forms and vice « bexcazveysvu 13 TRICITY AND MAGNETISM (cont’d) CONTENT/ SUGGESTED EXPLANATORY PRACTICAL NOTES ACTIVITIES The convention behind current flow. Ampere. A The unit of charge, the coulomb, can be obtained from this equation. Thus, 1 coulomb = 1 amp- second. Draw current time or voltage time graphs to represent direct and alternating current simulations. Recognise that current reverses direction of flow in ac. systems. Use f= 1/7. Deduce the period and frequency of ‘alternating currents or voltages. Refer to SOC1.2. Demonstrate energy conversions in the laboratory, Refer to SOAS.3. 37 SKILLS AND INTER- RELATIONSHIP Chemistry-Electro- Chemistry, Mathematics- Aigebra/ Computation. Skull: Al. Mathematics. Functions and Graphs. Mathematics Algebra/ ‘Computation. Skill: AL Scanned with CamScannerSECTION D - ELECTRICITY AND MAGNETISM (cont'd) ‘SPECIFIC OBJECTIVES Students should be able to 32 apply the relationship ve e/Q 33 opply the relationship Psi 34 discuss the importance of conserving electrical energy and the means of doing so. 4. aaRCUTT AND CONTENT/ EXPLANATORY NOTES Definition of terms and their units. Compare consistency of units for P=IV and PEt. Refer to SOAS.11. Limited reserves. of fossil fuel hence the eed to conserve. Fluorescent, LED rather than incandescent lamps Solar rather than electrical or gas water heaters High efficiency refrigeration and air condition units. ——_COMPONENTS Gircuit Diagrams 4.1 use symbols to construct circuit diagrams; 42 differentiate between series and parallel circuits; + bexcazye/sneas Refer tolist of Graphical Symbols. Consider series, parallel and series: parolle! combinations ‘and polarity of devices. Simple series circuits with diode, resistor and instruments SUGGESTED PRACTICAL ACTIVITIES Set up a simple circuit given a circuit diagram paying due regard to the polarity and suitability of ‘components. SKILLS AND INTER: RELATIONSHIP Mathematics- Algebro/ Computation Skil: AL, Mathematics - Algebro/ Computation, Chemistry Burning of hydrocarbons. Biology-Ecology. Skill: AL Skill: MM, Scanned with CamScanner‘SECTION D - ELECTRICITY AND MAGNETISM (cont'd) ‘SPECIFIC OBJECTIVES Students should be able to: Cells 43° explain the functions of the various parts of azinc-carbon cell; 4.4 distinguish between primary and secondary cells; 45 drawe circuit diagram to show how a secondary cell can be recharged; 1-V Relationships 4.6 investigate the relationship between current and potential difference; « bexc 2zeysvuia CONTENT/ EXPLANATORY NOTES The parts of the cell ‘and their functions Mention the fact that there are other types of primary cells, Comparison of characteristics such as: {a)_ terminal voltage; (b) maximum current; (c) internal resistance; (a) portability; (e)_rechargeability. Note polarity and charging voltage. (0) Metallic conductors at constont temperature, () Filament lamps. (<) Semiconductor diodes. (d) Solutions of ‘copper sulphate in water using copper electrodes. Refer to SOAL4. 39 SUGGESTED PRACTICAL ACTIVITIES: Draw a diagram, Perform these experiments. Draw I~ V graphs from the result of such experiments and draw appropriate conclusions from the graphs obtained. SKILLS AND INTER- RELATIONSHIP Chemistry - Electro-chemistry. Chemistry: Properties of matter. Mathematics- Functions, Relations and Graphs. Skills: Al; PO. Mm; ORR; Scanned with CamScannerSECTION D - ELECTRICITY AND MAGNETISM (cont'd) SPECIFIC OBJECTIVES CONTENT/ ‘SUGGESTED SKILLS AND EXPLANATORY PRACTICAL INTER- Notes ACTIVITIES RELATIONSHIP Students should be able to: =, 4.7 explainthe concept —_Point out the fact that of resistance; resistance varies with the current in some cases. 4.8 applythe ‘Ohm's Law. Determine resistance Mathematics relationship Refer to SO D4.6, using the formula Algebra/ v v Computation. R=X; Aa~ ' 1 Skill: Al 49 explain why it is necessary for an ammeter to have a very low resistance; 4.10 explain why itis necessary for a voltmeter to have a very high resistance; 4.11 solve problems Use the formulae: Mathematics- involving seriesand = -R, = Ry + Rp + Ry Algebra/ porallelresistance; for resistors. in Computation. series; and aaaga Skill: AL, Om for resistors. in parallel; * Texc22/e/sru 13 40 Scanned with CamScannerSECTION D - ELECTRICITY AND MAGNETISM (cont'd) SPECIFIC OBJECTIVES Students should be able to 4.12 solve problems involving series, parallel and series Parallel circuits; Electricity in the Home 4.13 discuss the reasons for using parallel connections of domestic appliances; 4.14 explain the purpose of a fuse or circuit breaker and the earth wire; 41S select a fuse or circuit breaker of suitable current rating for a given appliance; 4.16 state the adverse effects of connecting, electrical appliances to incorrect or fluctuating voltage supplies. « bexc2ae/sm13 CONTENT/ EXPLANATORY Notes Properties of current and potential difference (p.d.) in series and parallel circuits Highlight safety issues. Include fuse in live wire, a SUGGESTED PRACTICAL ACTIVITIES Set up a series circuit and measure current at various points. Set up a parallel circuit ‘nd measure current in the branches and on entry and exit. Set up a series circuit ‘and measure p.d. ‘across components. Set up a parallel circuit ‘and measure p.d. across components. SKILLS AND INTER. RELATIONSHIP Mathematics. Skills; MM; ORR; Al: PD. Scanned with CamScannerSECTION D - ELECTRICITY AND MAGNETISM (cont'd) ‘SPECIFIC OBJECTIVES Students should be able to: 5. ELECTRONICS Students should be able to: 5.1 describe how a semi conductor dioxide can be used in half wave rectification; 52 differentiate between direct current from batteries and rectified alternating current by @ consideration of the V—tgraphs for both cases; Logic Gates recoll the symbols for AND, OR, NOT, NAND, NOR logic gates: 53 state the function of each gate with the aid of truth tables; 54 5.5 analyze circuits involving the combinations of not more thon three logic gates; discuss the impact of electronic and technological advances on society. 56 exe 22/G/SYUL 13 CONTENT/ SUGGESTED SKILLS AND EXPLANATORY PRACTICAL INTER- NOTES ACTIVITIES: RELATIONSHIP Sketch V-t graphs ‘Mathematics to compare Functions, variation of voltage Relations and with time before or Grophs ofter rectification. Limited to two-input logic gates, Refer to SO 01.3 for similarity to electrical charges. Example: simple olarm circuits 2 | Scanned with CamScannerSECTION D - ELECTRICITY AND MAGNETISM (cont'd) SPECIFIC OBJECTIVES CONTENT/ SUGGESTED EXPLANATORY PRACTICAL NOTES ACTIVITIES Students should be able to: 6. MAGNETISM Permanent Magnets 6.1 differentiate between ‘magnetic and ‘non-magnetic materials; 6.2 explainhowamagnet Refer to SO 01.3 for can attract an similarity to electrical unmagnetised object; charges. 6.3 distinguish between Permanent magnets. materials used to steel and magnadur. ‘make "permanent" Temporary magnets: and "temporary" iron and mumetal. ‘magnets; 6.4 identify the poles ofa Alignment withthe —Perform an activity to magnetic dipole; earth's magnetic identify the poles of a field ‘magnetic dipole. mete 6.5 investigate theforces —_—Theeffect of the Use two strong between magnetic polarity and ‘magnets to poles; separation of magnets investigate forces on the magnitude of between likeand the force between unlike poles. them 6.6 define a magnetic field; A magnetic field line indicates the direction of the magnetic force acting on an N-pole; ve boxe 2ze/snu 13 43 SKILLS AND INTER- RELATIONSHIP Skill: MM. Scanned with CamScannerSECTION D - ELECTRICITY AND MAGNETISM (cont'd) SPECIFIC OBJECTIVES Students should be able to: 6.7 map magnetic fields ELE 7. conduct simple experiments to investigate the magnetic field pattern around current-carrying conductors 7.2 apply suitable rules which relate the direction of current flow to the direction of the magnetic field; 7.3. describe a commercial application of an electromagnet, | Heston 7.4 conduct an experiment which demonstrates the existence of a force on a current-carrying conductor placed in a magnetic field «loc 2aersni3 CONTENT/ EXPLANATORY NOTES Familiarity with iron filings and plotting compass methods (0) around a single strong magnet (b) around and between two strong magnets Oriented parallel and anti-parallel and. pole to pole with each other Straight conductors, flat coils, solenoids. ight hand grip rule, right hand screw rule. Example: Starter Motor. Magnetic Relay, aa SUGGESTED SKILLS AND PRACTICAL INTER- ACTIVITIES RELATIONSHIP Map the magnetic field Skill: MM, using iron filings and plotting compass Map the fields for the Skills: MM; ORR. given conductor. Sketch the magnetic flux patterns. Construct a simple Skils: MM. electromagnet. Demonstrate the force ‘on the current carrying conductor in a magnetic field. Scanned with CamScannerSECTION D - ELECTRICITY AND MAGNETISM (cont'd) SPECIFIC OBJECTIVES Students should be able to: 7.5. sketch the resultant ‘magnetic flux pattern when a current carrying wire is placed perpendicular to a Uniform magnetic field; 7.6 apply Fleming's teft- hand (motor) rule; 7.7 identify the factors that affect the force ona current-carrying conductor in a magnetic field; i) mt Induced emf. 7.9 describe simple activities which demonstrate an induced emt; 7.10 conduct simple experiments to show the magnitude of the Induced ems; Texe 2a/e/svut 13 CONTENT/ SUGGESTED EXPLANATORY PRACTICAL NOTES ACTIVITIES: Predict what wil happen when current flow perpendicular to ‘uniform magnetic field. Refer to SO E35. Strength of the field ‘and on the magnitude of the current. Draw a diagram of 2 simple OC. electric ‘motor. Appliances such 5 fans, mixers. Coil and magnets; two Perform activities coils demonstrating induced ems Effect of therate of _ Perform experiments to change of magnetic investigate the factors. flux experienced by which affect the ‘the conductor. ‘magnitude of the induced em. 45 SKILLS AND INTER- RELATIONSHIP. Skill: ORR. Skill: MM. Skills: MM; ORR; ‘AN; PO. Scanned with CamScanner‘SECTION D - ELECTRICITY AND MAGNETISM (cont’d) CONTENT/ EXPLANATORY NOTES ‘SPECIFIC OBJECTIVES: ‘Students should be able to: 7.11 predict the direction of induced current given the direction of motion of the conductor and that of the magnetic field 7.12. explain the action of the AC. generator; Transformers 7.13 explain the principle of ‘operation of a transformer; Diagram of a simple transformer. 7.14 state the advantages of using 0.¢. for transferring electrical energy: 7.15 apply the idea! transformer formule Pass = Pro Ve Ne Vy NN Transformer formulae to solve problems = Nh ¢ boxc2zersru 13 4 SUGGESTED ‘SKILLS AND PRACTICAL INTER- ACTIVITIES RELATIONSHIP Sketch graphs to Mathematics — represent the output Graphs and froma simple AC Trigonometric. generator. functions. ‘Skill: ORR. Construct a simple ‘kil: MM. transformer. Perform activities to Mathematics: show that foran ideal Algebra/ transformer Computation Scanned with CamScanner@ SECTION £- THE PHYSICS OF THE ATOM This is the branch of physics that studies the structure of the atorn and the interaction of the sub-atomic articles of matter and electromagnetic fields. Students will appreciate how energy can be released from inside the atom and become aware of its impact on society and the environment. GENERAL OBJECTIVES (On completion of this Section, students should: 1. appreciate the development of atomic theory and the concept of the nucleus, 2. understand how the elements differ in atomic structure; 3. be fomiliar with the phenomenon of radioactivity and the sofety measures when dealing with radioactive substances; 4, know that @ change in the nuclear mass is associoted with the release of energy, 5. appreciate the importance of nuclear energy on society and the environment. SPECIFIC OBJECTIVES CONTENT/ SUGGESTED SKILLS AND EXPLANATORY PRACTICAL INTER- NOTES Activities RELATIONSHIP Students should be able to: 1, MODELS OF THE ATOM 1.1 describe the work include Thomson, Chemistry - Atoms done in establishing Rutherford, Bohr, and the Periodic the modern view of Chadwick. table. the atom; 1.2 describe the Geiger- Establish the nuclear Chemistry Marsden experiment. structure of the atom. Structure of the Consider that the atom, ‘nucleus contains protons and neutrons of approximately equal mass 2. STRUCTURE OF THE 21 sketch the include the chemistry structure of simple disteibution of charge structure of the atoms atom, metalic bonding «boxe 22yeysvue 13 as Scanned with CamScannerSECTION £ - THE PHYSICS OF THE ATOM (cont'd) SPECIFIC OBJECTIVES Students should be able to: 2.2 compare the mass and charge of the electron with the mass and charge of the proton; 2.3. explain why an atom is normally neutral and stable; 2.4 apply the relationship ArZeN, 2.5 explain what is meant by the term "isotope"; 2.6 relate the shell model of the atom to the periodic table _3,__ RADIOACTIVITY _ — ) 3.1. describe Marie Curie’s ‘work in the field of radioactivity; 3.2 state the noture of the three types of radioactive emissions; 3.3, describe experiments to ‘compare the ranges of a, B, and y emission; 3.4 describe the appearance of the tracks of radioactive emissions in a cloud chamber; ve boxe azyeysnias CONTENT/ EXPLANATORY NOTES ‘SUGGESTED PRACTICAL ACTIVITIES Mention could be made of the absolute values in kg and C. Use of standard notation for representing 2 nuclide, 4X for example iC Any element in the periodic table has one ‘more proton than an element before it. Research biography. Relationship between Video simulation. radioactivity and nuclear instability. The details of the operation of the cloud chamber are not required. SKILLS AND INTER- RELATIONSHIP Chemistry. Structure of the atom. Chemistry - ‘Atomic number and atomic mass. Chemistry- tsotopes Chemistry- Periodic table. Chemistry ‘Marie Curie Scanned with CamScannerSECTION E - THE PHYSICS OF THE ATOM (cont'd) ‘SPECIFIC OBJECTIVES: Students should be able to: 35 predict the effects of ‘magnetic and electric fields on the motion of a and i particles and y rays; 36 interpret nucieor reactions in the standard form; 3.7 conduct an activity to demonstrate the random nature of radioactive decay; 38 recall thatthe decay process is independent of the conditions external to the nucleus; —nn 3.9 use graphs of random decay to show that ‘such processes have constant haif-lives; 3.10 solve problems invotving half-ife: Radioisotopes 3.11 discuss the useful applications of radio- isotopes; 6 bexe2ajeysnu 13 CONTENT/ EXPLANATORY NOTES Refer to $.0.07.7. 2 21, 26 5 gah? “geR + SHe Teo Ine te Activity from which o radioactive decay curve ‘can be obtained. Definition of the term “halfife", T, Use ‘more than one set of values from graph for comparison, Tracers. Medical ond industrial applications, Carbon dating. 51 SUGGESTED PRACTICAL ACTIVITIES Perform analogue demonstrations to illustrate random processes, for exomple, throwing of dice, tossing of coins. Plot graphs of demonstrations performed in $0 3.7, SKILLS AND INTER- RELATIONSHIP Chemistry. Balancing equations. ‘Skills: MM; ORR: AL Mothematics- Functions, Relations and Graphs. Skills: Al; ORR. Mathematics. Algebra/ ‘Computation. Chemistry Isotopes. Scanned with CamScannerSECTION E- THE PHYSICS OF THE ATOM (cont'd) ‘SPECIFIC OBJECTIVES CONTENT/ SUGGESTED SKILLS AND. EXPLANATORY PRACTICAL INTER NOTES ACTIVITIES RELATIONSHIP Students should be able to ‘Nuclear Eneroy 3.12 relate the release of Application of Mathematics: energy ina nuclear —_ Einstein's equation: Algebra/ reaction toochange AE» Ame’ Computation inmass; Include fission and fusion. Skill: Al 3.13 citearguments for Cost of environmental Biology-Ecology. and against the impact; disposal; utilisation of nuclear safety, energy. ‘Suagested Teaching and Learning Activities To facilitate students’ attainment of the objectives of this Section, teachers are advised to engage students in the teaching and learning activities below. These activities are designed to promote inquiry-based learning ond coter to students with various learning styles, 1. Fusion and fission: Write a play of the story of “Cold Fusion” and its discovery. At the end of the ploy, explain how energy from fusion can only occur naturally in the sun. nttps//w3 gre ac uk/“bi6/talessi/tie22,htm! 2. Nuclear Radiation: Organise a class debate for and against the establishment of a nuclear reactor in the Caribbean, bnttp://news discovery com/tech/top-five-nuclear-disasters html bnttpi//www. bene fitsofnuclearpower.coms 3. Cosmic radiation: Write a short science fiction story of an Astronomer travelling to Mars and the risks he or she is exposed to. bnttp://spaceinfo.com.au/2011/05/07/space-travel-could-kil- yous 4, Nuclear radiation: Design a poster showing the uses of radiation in medicine. http://health.howstuffworks.com/medicine/modern/nuclear-medicing. htm 5, Marie Curie: Design a poster highlighting the accomplishments of Marie Curie particularly as ‘@ woman in a male dominated field. http://nobelprize.ors/nobel_prizes/physics/laureates/1903/marie-curie-bio.htm! 6. Science in research: Conduct research to ascertain if there are any scientists in the region working on nuclear energy. What are the challenges and opportunities for it in the region? *boczaesnis 3 Scanned with CamScanner