SUBJECT: CHEMISTRY

 
                                         
WEEK
                              TOPIC
 1. Chemistry, an introduction:  the scientific method,
chemistry as a science, why study chemistry.

 2. Identification and uses of laboratory equipments.(Practical)

3 & 4. Nature of Matter and Separation Techniques: Physical

and chemical changes, Elements, Compounds and Mixtures, Types of Separation
Techniques.
 5 & 6. Particulate nature of matter: Atoms, Moles, Formulae, Atomic structure, Isotopy,
Equations, Percentage by mass, Empirical and molecular formulae.

 7. Laws of chemical combination. And symbols, formula and equation

 8 & 9. The four quantum numbers: Rules and principles of filling

 in shells, Arrangement of electrons in an atom.

10 Chemical combination: Electrovalent combination,

&11.
Covalent combination, Hydrogen bonding, Metallic bonding and Van Der Waals forces.

12 Revision and Examination                                                                             

&13.
SUBJECT:  PHYSICS  SS1                        

WEEK TOPIC          
 
 
 

ONE Fundamental quantities and units, derived quantities and units

TWO Dimensions of physical quantities.

THREE Position, distance and displacement. Concept of direction, distinction between

distance and displacement

FOUR Motion: types of motion, relative motion. Cause of motion

FIVE Force: types of forces; contact force and force field

SIX Friction: Laws of friction, applications of friction, reducing friction

SEVEN Simple idea of circular motion

EIGHT Concepts of speed and velocity, distance time graph

NINE Concept of acceleration; uniform and non uniform acceleration. Velocity – Time
graph
TEN Analysis of rectilinear motion. Equations of motion with constant acceleration

ELEVEN Revision and Examination

 
 
MATHEMATICS                 
 
WE TOPIC / IGCSE EXTENDED TOPICS ACTIVITIES
EK CONTENTS
    1 NUMBER NUMBER Teacher:
BASES (I)
Identify and use natural numbers, integers (positive, i. Guides
i. Decimal base negative and zero), prime numbers, square numbers, students to
(Base 10) and common factors and common multiples, rational and realize other
other bases e.g. irrational numbers (e.g. π, 2 ), real numbers. bases other
base 2(binary) than binary
Includes expressing numbers as a product of prime
 base 7 (days of factors. (base 2)
the week) etc. and denary
Finding the Lowest Common Multiple (LCM) and (base 10)
ii. Conversion Highest Common Factor (HCF) of two or more
from Base 10 to numbers. ii. Guides
other bases, students to
conversion from convert the
other bases to following:
base 10. one base to
the other,
are
numbers
with decimal
fraction to
base 10.
Students:
Mention
other base
such as 4,
base
5(quandary)
, base
8(octal)
base 16
(Hexadecim
al).
Convert
decimal
fractions to
base 10 and
one base to
another
base.
Instruction
al
Resources:
Charts
showing the
conversion
from one
base
(except
base 2) to
another
base.
 
    2 NUMBER NUMBER(II) Teacher:
BASES (II)
Calculate squares, square roots, cubes and cube roots Guides
i. Problem of numbers. students to
solving, addition, perform
Use directed numbers in practical situations. E.g.
subtraction, mathematic
 multiplication and temperature changes, flood levels. al
division of operations
Use the language and notation of simple vulgar and
number in the of: addition,
decimal fractions and percentages in appropriate
various bases. subtraction,
contexts.
multiplicatio
ii. Conversion of Recognise equivalence and convert between these
n and
decimal fraction forms. division.
in one base to
base 10. Includes the conversion of recurring decimals to Students:
fractions.
iii. Apply number Perform the
base system to Use the four rules for calculations with whole mathematic
computer numbers, decimals and vulgar (and mixed) fractions, al
programming. including correct ordering of operations and use of operations.
brackets.
Instruction
al
Resources:
As in week
one above.
 
 
    3 MODULAR   Teacher:
ARITHMETIC
Guides
i. Revision of students to
addition, division, revise the
multiplication and mathematic
subtraction of al
integers. operations
of integers
ii. Concept of
modular -to define
arithmetic modular
arithmetic
iii. Addition,
and uses
subtraction and
activities to
multiplication
develop the
operations in
concept.
modular
arithmetic. - To add,
subtract,
iv. Application to
divide and
real life
multiply in
situations.
modular
arithmetic.
- To
appreciate
its
application
to shift duty,
menstrual
chart, name
of market
days.
 Students:
-Define
modular
arithmetic
-Perform
the
mathematic
al
operations
in modular
arithmetic
-Appreciate
the concept
of modular
arithmetic
and apply in
daily life.
Instruction
al
Resources:
Modular
arithmetic
charts,
samples of
shift duty
chart,
menstrual
chart.
 
     4 INDICES INDICES Teacher:
i.  Laws of Understand the meaning and rules of indices. Use the Guides
indices and their standard form A × 10n where n is a positive or negative students to
applications e.g. integer, and 1  A  10. E.g.   represent
numbers in
a.  a  x a  = a
x y x+y
                              Evaluate indices and
b.  ax/ay = ax-y Work out 2–3 × 24                                         Convert numbers into and gives
out of standard form. examples.
c.  (ax)y = axy Calculate with values in standard form.
Explains
ii. Application of laws of
indices, simple                                 indices with
indicial/exponenti examples,
al equations. drill
students on
  problem
solving.
Students:
-Study the
 
laws of
indices and
 solve
related
problems.
-Study the
steps in
indicial
equation
and solve
exercises.
 
     5 STANDARD   Teacher:
FORM (AX10n)
Guides
i. Writing students to
numbers in index convert
form numbers to
standard
ii. Adding two
form with
numbers and
emphasis
writing the
on the
results in
values of ‘A’
standard form.
and ‘n’.
iii. Subtracting
Students:
one number from
the other in -Convert
standard form. numbers to
standard
iv.  Multiplying
form
numbers in
standard form -Convert
long hand to
v. Dividing
short hand
numbers in
notation.
standard form
(i.e.
including square
ordinary
root of such
form to
numbers.
standard
form and
standard
form to
ordinary
form)
Instruction
al
Resources:
Charts of
standard
form and
indices.
 
 
      LOGARITHMS   Teacher:
6 (I)
Guides
i.  Deducing students to
logarithm from learn
indices and logarithm as
standard form inverse of
i.e. if y=10x, then indices with
x=logy10 examples.
ii. Definition of -Define
logarithm e.g. logarithm
and find the
log101000=3
various
iii. Graph of values of
y=10x using expressions
x=0.1, 0.2, like logaN
………..
-plot the
graph of
y=10x and
read the
required
values.
-to find
logarithm of
a number
(characterist
ics,
mantissa,
differences
and locate
decimal
points) and
the
antilogarith
m.
Students:
Deduce the
relationship
between
indices and
logarithms.
Define
logarithm
and find the
various
values of
expressions
like logaN
numbers
plot the
graph of
y=10x.
 Find the
logarithm
and
antilogarith
m of
numbers
greater than
1.
Instruction
al
Resources:
Indices/
logarithms
chart,
definition
chart of
logarithm,
graph board
with graph
of y=10x,
graph book
etc.
 
     7 LOGARITHM (II)   Teacher:
Calculations Guides
involving students to
multiplication and read
division. logarithm
and
antilogarith
m table in
calculation
involving
multiplicatio
n and
division.
Students:
Read the
tables and
solve
problems
involving
multiplicatio
n and
division.
Instruction
al
Resources:
Logarithm
table chart
 and
Antilogarith
m table
chart made
of flex
banner
logarithm
table
booklet.
 
     8 LOGARITHM   Teacher:
(III)
-Guides
i. Calculations students to
involving power read
and roots using logarithm
the logarithm and
tables. antilogarith
m tables in
ii. Solving
calculations
practical
involving
problems using
powers and
logarithm tables
roots.
relating to capital
market. -Explain
meaning of
iii.  Explain the
capital
concept of
market.
capital market
operation -Solve
related
iv. Use logarithm
problems
tables in
and other
multiplying the
real life
large numbers
problems.
involved in
capital market Students:
operation.
Read the
tables and
solve
problems
involving
multiplicatio
n and
division,
and solve
problems
related to
real life
problems.
Instruction
al
Resources:
Logarithm
 tables chart,
logarithm
table
booklet etc.
 
     9 DEFINITION OF INTRODUCTION TO SETS Teacher:
SETS
Use language, notation and Venn diagrams to Guides
i.  Set notation – describe sets and represent relationships between students to:
listing or roster sets.                                                Definition of
-define set
method, rule sets                                e.g. A = {x: x is a natural
method, set number}       B= {(x,y): y = mx + c}                       C= -define
builder notation {x: a < x < b}                               D= {a, b, c, types of
…}                                 sets
ii. Types of sets:
Notation                                    Number of elements in
e.g. universal -write down
set A      n(A)    “. . . is an element of . . . “             
set, empty set, set
finite set and “. . . is not an element of . . . “        Complement of a
notations
infinite set, set                  A The empty
subset, disjoint set                             Universal -use the
set, power set set                                   A is a subset of objects in
etc. B                    A  B A is a proper subset of B        the
A  B  A is not a subset of B             A  B A is not a classroom,
proper subset of B  A  A Union of A and around the
B                    A  B Intersection of A and B           school and
within home
A  B  
to illustrate
sets.
 
Students:
  Define set,
use set
notations
 
Identify
  types of
sets.
 
Instruction
al
Resources:
Objects in
the
classroom,
sets of
students,
set of
chairs,
mathematic
al sets,
other
instrument
etc.
 
   10 SET   Teacher:
OPERATIONS
Guides
i. Union of sets students to
and intersection explain and
of sets carry out set
complement of operations:
sets.
-explains
ii. Venn diagram Venn
diagram,
iii.  Venn diagram
draws,
and application
interprets
up to 3 set,
and uses
problems
diagram.
-applies
Venn
diagram to
real life
problems.
Students:
Carry out
set
operations,
draw,
interpret
and use
Venn
diagrams.
Instruction
al
Resources:
As in week
nine above.
 
   11 SIMPLE ALGEBRA – LINEAR EQUATIONS Teacher:
EQUATIONS Use letters to express generalised numbers and express Guides
i.  Change of basic arithmetic processes algebraically. students in
subject of Substitute numbers for words and letters in the process
formulae complicated formulae. involved in
Construct and transform complicated formulae and changing
ii. Formula
equations. the subject
involving
in a formula
brackets, roots e.g. transform formulae where the subject appears and carries
and powers. twice. out
iii. Subject of Manipulate directed numbers. substitution.
formula and Use brackets and extract common factors. Expand Students:
substitution. products of algebraic expressions. Factorise where
possible expressions of the Follow the
form:                                             ax + bx + kay + kby    process
                      a2x2 – b2y2                                                                        a2 + involved in
changing
 2ab + b2                                           ax2 + bx + c               subject in a
                    Manipulate algebraic fractions.                  formula and
Factorise and simplify rational expressions. substitute in
the formula.
Instruction
al
Resources:
Charts
displaying
processes
involved in
change of
subject in a
formula.
Charts
displaying
the various
types.
 
   12 SIMPLE ALGEBRA – LINEAR EQUATIONS Teacher:
EQUATION AND Solve simple linear equations in one unknown.
Revises
VARIATIONS Solve simultaneous linear equations in two unknowns. solution of
i.  Revision of   simultaneou
simultaneous s equations
linear equation in in two
two (2) unknown unknowns.
ii. Types and Treats each
application of type of
variations. variation
with
 
examples
  and solve
problems in
variation.
Students:
Solve
problems
involving all
types of
variations.
Instruction
al
Resource
s:
As in week
11 above.
   13 Revision/    
 Examinations 
   14 Examinations