Grade 10 Physics Term 2 Scheme of Work
Physics • Grade 10
KES 100.00 — Full Scheme of Work
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📘 Preview: Week 12 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 12 | 1 | Waves and Optics | 2.1 Properties of Waves | By the end of the lesson, the learner should be able to: a) explain resonance in air columns; b) find resonant lengths in tubes; c) appreciate musical instrument tuning. |
The learners will be guided to: i) use resonance tubes with tuning forks; ii) measure resonant lengths; iii) relate to wind instruments (Core competency: Acoustic physics; PCI: Cultural music). |
Why do some notes sound louder in a tube? | Resonance tubes, tuning forks | Measurement and explanation assessed using an acoustic physics and cultural music rubric | — |
| 12 | 2 | Waves and Optics | 2.2 Radioactivity and Stability of Isotopes | By the end of the lesson, the learner should be able to: a) debate the pros and cons of nuclear energy; b) research Chernobyl, Fukushima, and modern reactors; c) appreciate informed citizenship. |
The learners will be guided to: i) prepare debate teams; ii) use evidence from research; iii) reflect on energy policy (Core competency: Ethical reasoning; PCI: Peace education). |
Should our country invest in nuclear power? | Articles, debate cards | Debate performance assessed using an ethical reasoning and peace education rubric | — |
| 12 | 3 | Electricity and Magnetism | 3.1 Electrostatics | By the end of the lesson, the learner should be able to: a) model charge separation in thunderclouds; b) explain lightning formation; c) appreciate lightning protection systems. |
The learners will be guided to: i) simulate with Van de Graaff; ii) discuss earthing; iii) audit school lightning protection (Core competency: Risk assessment; PCI: School safety). |
How do lightning rods protect buildings? | Van de Graaff (or video), diagrams | Model and safety plan assessed using a risk assessment and school safety rubric | — |
| 12 | 4 | Electricity and Magnetism | 3.2 Current Electricity | By the end of the lesson, the learner should be able to: a) build a simple Wheatstone bridge to measure unknown resistance; b) balance the bridge; c) appreciate precision measurement. |
The learners will be guided to: i) set up Wheatstone bridge; ii) find unknown resistance; iii) discuss historical use (Core competency: Practical inquiry; PCI: Measurement ethics). |
How did scientists measure resistance before digital meters? | Resistors, galvanometer | Bridge functionality assessed using a practical inquiry and measurement ethics rubric | — |
| 12 | 5 | Electricity and Magnetism | 3.2 Current Electricity | By the end of the lesson, the learner should be able to: a) create a portfolio entry on Ohm’s Law experiments; b) include data, graphs, and reflections; c) appreciate growth in practical skills. |
The learners will be guided to: i) compile lab reports; ii) write reflections on errors; iii) set improvement goals (Core competency: Self-efficacy; PCI: Academic honesty). |
How have your circuit skills improved? | Lab notebooks, portfolios | Portfolio entry assessed using a self-efficacy and academic honesty rubric | — |
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