Grade 10 Physics Term 2 Scheme of Work
Physics • Grade 10
KES 100.00 — Full Scheme of Work
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📘 Preview: Week 1 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Waves and Optics | 2.1 Properties of Waves | By the end of the lesson, the learner should be able to: a) explain the wave properties in real-life situations; b) describe rectilinear propagation, reflection, refraction; c) appreciate wave behavior in communication and nature. |
The learners will be guided to: i) use ripple tanks to model properties; ii) sketch wavefronts; iii) discuss applications in radio and light (Core competency: Visualization; PCI: Noise pollution awareness). |
How do waves travel in straight lines? | Slinkies, ripple tanks, laser pointers | Wavefront sketch assessed using a visualization and noise awareness rubric | — |
| 1 | 2 | Waves and Optics | 2.1 Properties of Waves | By the end of the lesson, the learner should be able to: a) demonstrate the properties of waves in nature; b) show diffraction and interference using water waves; c) appreciate wave superposition in noise-canceling tech. |
The learners will be guided to: i) set up ripple tank with two dippers; ii) predict interference pattern; iii) record hypotheses (Core competency: Inquiry; PCI: Socio-economic and environmental education). |
How do waves bend around corners? | Ripple tanks, barriers | Prediction sheet assessed using an inquiry and environmental awareness checklist | — |
| 1 | 3 | Waves and Optics | 2.1 Properties of Waves | By the end of the lesson, the learner should be able to: a) demonstrate the properties of waves in nature; b) show diffraction and interference using water waves; c) appreciate wave superposition in noise-canceling tech. |
The learners will be guided to: i) observe and draw interference patterns; ii) discuss real-life examples (e.g., concert sound); iii) relate to noise-canceling headphones (Core competency: Inquiry; PCI: Socio-economic and environmental education). |
What causes quiet zones in a concert hall? | Ripple tanks, tuning forks | Pattern sketch assessed using an inquiry and application rubric | — |
| 1 | 4 | Waves and Optics | 2.1 Properties of Waves | By the end of the lesson, the learner should be able to: a) demonstrate the formation and properties of stationary waves in nature; b) identify nodes and antinodes in vibrating strings; c) appreciate applications in musical instruments. |
The learners will be guided to: i) use vibrating strings or resonance tubes; ii) locate nodes/antinodes; iii) relate to guitar strings (Core competency: Creativity; PCI: Cultural music). |
Why do only certain notes resonate in a flute? | Strings, resonance tubes, signal generator | Observation and labeling assessed using a creativity and cultural music rubric | — |
| 1 | 5 | Waves and Optics | 2.1 Properties of Waves | By the end of the lesson, the learner should be able to: a) describe Doppler effect and its applications in day-to-day life; b) simulate using sound from moving sources; c) appreciate applications in radar and astronomy. |
The learners will be guided to: i) watch ambulance siren video; ii) discuss frequency change; iii) research police radar (Core competency: Scientific literacy; PCI: Space technology). |
Where is Doppler Effect applied in real-life situations? | Videos, simulation apps | Explanation and application list assessed using a scientific literacy rubric | — |
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