CBE · Senior School
Grade 10 Physics Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Physics scheme of work for Grade 10 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 10
- Subject
- Physics
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 10 Physics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
MECHANICS AND THERMAL PHYSICS
Introduction to Physics · Introduction to Physics - Branches of Physics as a field of study (mechanics, electricity & magnetism, thermodynamics, geometrical optics, waves, electronics, modern physics, astronomy) · Introduction to Physics - Importance of physics in day-to-day life · Introduction to Physics - Relationship of Physics to other fields of study · Introduction to Physics - Possible career opportunities beyond senior school. · Pressure · Pressure - Factors affecting pressure in liquids. · Pressure - Application of equation P = g h to determine pressure in fluids. · Pressure - Transmission of pressure in fluids. · Pressure - Applications of pressure in fluids: (drinking straw, syringe, syphon, hydraulic machines and bicycle pump). · Pressure - Mechanisms of water pumping. · Mechanical Properties of Materials · Mechanical Properties of Materials - Law of elasticity (Hooke’s Law · Mechanical Properties of Materials - Stress, strain and modulus of elasticity. · Mechanical Properties of Materials - Industrial applications of the properties of materials. · Temperature and Thermal Expansion · Temperature and Thermal Expansion - Thermal expansion (Linear expansively, Unusual expansion of water) · Temperature and Thermal Expansion - Applications of thermal expansion · Temperature and Thermal Expansion - Measurement of temperature (liquid expansion devices, bimetallic devices, thermocouples, resistive temperature devices (RTDs, thermistors), infrared radiators, molecular · Temperature and Thermal Expansion - change-of-state and silicon diodes) · Moments and equilibrium
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | MECHANICS AND THERMAL PHYSICS | Introduction to Physics | By the end of the lesson, the learner should be able to: explain Physics as a body of knowledge in science. | The learner is guided to: work with others to search for the meaning of Physics as a branch of science. | How is Physics relevant in day to day life? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | MECHANICS AND THERMAL PHYSICS | Introduction to Physics - Branches of Physics as a field of study (mechanics, electricity & magnetism, thermodynamics, geometrical optics, waves, electronics, modern physics, astronomy) | By the end of the lesson, the learner should be able to: describe the branches of Physics as a field of study. | The learner is guided to: discuss with peers the main branches of Physics. | How is Physics relevant in day to day life? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | MECHANICS AND THERMAL PHYSICS | Introduction to Physics - Importance of physics in day-to-day life | By the end of the lesson, the learner should be able to: outline the importance of physics in day-to-day life. | The learner is guided to: discuss with peers the importance of Physics in day-to-day life and share the findings with the class. | How is Physics relevant in day to day life? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | MECHANICS AND THERMAL PHYSICS | Introduction to Physics - Relationship of Physics to other fields of study | By the end of the lesson, the learner should be able to: relate Physics to other fields of study. | The learner is guided to: discuss with peers the relationship of Physics with other fields of study. | How is Physics relevant in day to day life? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | MECHANICS AND THERMAL PHYSICS | Introduction to Physics - Possible career opportunities beyond senior school. | By the end of the lesson, the learner should be able to: identify possible career opportunities in the field of Physics. | The learner is guided to: engage resource person(s) or use print or non-print media to search for information on career opportunities in the field of Physics. | How is Physics relevant in day to day life? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | MECHANICS AND THERMAL PHYSICS | Introduction to Physics | By the end of the lesson, the learner should be able to: appreciate the importance of Physics in day-to-day life. | The learner is guided to: design, produce and present career charts highlighting areas related to Physics. | How is Physics relevant in day to day life? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | MECHANICS AND THERMAL PHYSICS | Introduction to Physics | By the end of the lesson, the learner should be able to: explain Physics as a body of knowledge in science. | The learner is guided to: work with others to search for the meaning of Physics as a branch of science. | How is Physics relevant in day to day life? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | MECHANICS AND THERMAL PHYSICS | Introduction to Physics | By the end of the lesson, the learner should be able to: describe the branches of Physics as a field of study. | The learner is guided to: discuss with peers the main branches of Physics. | How is Physics relevant in day to day life? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | MECHANICS AND THERMAL PHYSICS | Introduction to Physics | By the end of the lesson, the learner should be able to: outline the importance of physics in day-to-day life. | The learner is guided to: discuss with peers the importance of Physics in day-to-day life and share the findings with the class. | How is Physics relevant in day to day life? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | MECHANICS AND THERMAL PHYSICS | Introduction to Physics | By the end of the lesson, the learner should be able to: relate Physics to other fields of study. | The learner is guided to: discuss with peers the relationship of Physics with other fields of study. | How is Physics relevant in day to day life? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | MECHANICS AND THERMAL PHYSICS | Introduction to Physics | By the end of the lesson, the learner should be able to: identify possible career opportunities in the field of Physics. | The learner is guided to: engage resource person(s) or use print or non-print media to search for information on career opportunities in the field of Physics. | How is Physics relevant in day to day life? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | MECHANICS AND THERMAL PHYSICS | Introduction to Physics | By the end of the lesson, the learner should be able to: appreciate the importance of Physics in day-to-day life. | The learner is guided to: design, produce and present career charts highlighting areas related to Physics. | How is Physics relevant in day to day life? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | MECHANICS AND THERMAL PHYSICS | Introduction to Physics | By the end of the lesson, the learner should be able to: explain Physics as a body of knowledge in science. | The learner is guided to: work with others to search for the meaning of Physics as a branch of science. | How is Physics relevant in day to day life? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | MECHANICS AND THERMAL PHYSICS | Introduction to Physics | By the end of the lesson, the learner should be able to: describe the branches of Physics as a field of study. | The learner is guided to: discuss with peers the main branches of Physics. | How is Physics relevant in day to day life? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | MECHANICS AND THERMAL PHYSICS | Pressure | By the end of the lesson, the learner should be able to: describe atmospheric pressure as used in physics. | The learner is guided to: discuss with peers the meaning of atmospheric pressure. | How does density of fluid, acceleration due to gravity and depth below the free surface affect pressure in fluid? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | MECHANICS AND THERMAL PHYSICS | Pressure - Factors affecting pressure in liquids. | By the end of the lesson, the learner should be able to: demonstrate the existence of atmospheric pressure in nature. | The learner is guided to: carry out activities to demonstrate the existence of atmospheric pressure in nature. | How does density of fluid, acceleration due to gravity and depth below the free surface affect pressure in fluid? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | MECHANICS AND THERMAL PHYSICS | Pressure - Application of equation P = g h to determine pressure in fluids. | By the end of the lesson, the learner should be able to: investigate factors affecting pressure in fluids. | The learner is guided to: carry out activities to investigate and demonstrate factors affecting pressure in fluids. | How does density of fluid, acceleration due to gravity and depth below the free surface affect pressure in fluid? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | MECHANICS AND THERMAL PHYSICS | Pressure - Transmission of pressure in fluids. | By the end of the lesson, the learner should be able to: apply the equation P = g h to determine pressure in fluids. | The learner is guided to: carry out experiments to derive and use the equation P = g h to determine pressure in fluid. | How does density of fluid, acceleration due to gravity and depth below the free surface affect pressure in fluid? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | MECHANICS AND THERMAL PHYSICS | Pressure - Applications of pressure in fluids: (drinking straw, syringe, syphon, hydraulic machines and bicycle pump). | By the end of the lesson, the learner should be able to: demonstrate transmission of pressure in fluids. | The learner is guided to: discuss with peers the transmission of pressure in fluid. | How does density of fluid, acceleration due to gravity and depth below the free surface affect pressure in fluid? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | MECHANICS AND THERMAL PHYSICS | Pressure - Mechanisms of water pumping. | By the end of the lesson, the learner should be able to: appreciate the applications of atmospheric pressure and transmission of pressure in fluids in day-to-day life. | The learner is guided to: carry out activities to demonstrate the principle of transmission of pressure in fluids and relate with the fluid pressure formula. | How does density of fluid, acceleration due to gravity and depth below the free surface affect pressure in fluid? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | MECHANICS AND THERMAL PHYSICS | Pressure | By the end of the lesson, the learner should be able to: describe atmospheric pressure as used in physics. | The learner is guided to: discuss with peers the applications of atmospheric pressure and transmission of pressure in fluids in day-to-day life. | How does density of fluid, acceleration due to gravity and depth below the free surface affect pressure in fluid? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | MECHANICS AND THERMAL PHYSICS | Pressure | By the end of the lesson, the learner should be able to: demonstrate the existence of atmospheric pressure in nature. | The learner is guided to: use print or non-print media to search for more information on the applications of atmospheric pressure and transmission of pressure in fluids in day-to-day life. | How does density of fluid, acceleration due to gravity and depth below the free surface affect pressure in fluid? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | MECHANICS AND THERMAL PHYSICS | Pressure | By the end of the lesson, the learner should be able to: investigate factors affecting pressure in fluids. | The learner is guided to: discuss with peers the meaning of atmospheric pressure. | How does density of fluid, acceleration due to gravity and depth below the free surface affect pressure in fluid? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | MECHANICS AND THERMAL PHYSICS | Pressure | By the end of the lesson, the learner should be able to: apply the equation P = g h to determine pressure in fluids. | The learner is guided to: carry out activities to demonstrate the existence of atmospheric pressure in nature. | How does density of fluid, acceleration due to gravity and depth below the free surface affect pressure in fluid? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | MECHANICS AND THERMAL PHYSICS | Pressure | By the end of the lesson, the learner should be able to: demonstrate transmission of pressure in fluids. | The learner is guided to: carry out activities to investigate and demonstrate factors affecting pressure in fluids. | How does density of fluid, acceleration due to gravity and depth below the free surface affect pressure in fluid? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 10 Physics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
MECHANICS AND THERMAL PHYSICS
Moments and equilibrium · Moments and equilibrium - Principle of moments · Moments and equilibrium - Moment, Moment of a force. · Moments and equilibrium - Principle of moment · Moments and equilibrium - Moment about one point · Moments and equilibrium - Torque and Couple · Moments and equilibrium - Moment about two points of support · Moments and equilibrium - Resolution of forces · Moments and equilibrium - Applications of moments. · Energy, Work, Power and Machines · Energy, Work, Power and Machines - Work and power · Energy, Work, Power and Machines - Machines (Levers, inclined plane, pulleys, wheel and axle, gears, hydraulic lift, pulley belt, the screw · Energy, Work, Power and Machines - Applications of Machines; include also Treadmill, elevators, escalators, excavator
WAVES AND OPTICS
Properties of Waves · Radioactivity and Stability of Isotopes · Radioactivity and Stability of Isotopes - Radioactive decay · Radioactivity and Stability of Isotopes - Types and properties of radiations · Radioactivity and Stability of Isotopes - Safety precautions · Radioactivity and Stability of Isotopes - Detection of radiations · Radioactivity and Stability of Isotopes - Half-life and its significance · Radioactivity and Stability of Isotopes - Nuclear fission, nuclear fusion and significance. · Radioactivity and Stability of Isotopes - Chain reaction and nuclear equations. · Radioactivity and Stability of Isotopes - Medical and industrial applications of radioactivity. 3. 1 Electrostatics (10 Lessons) · Radioactivity and Stability of Isotopes - Electric field patterns · Radioactivity and Stability of Isotopes - Force between charges · Radioactivity and Stability of Isotopes - Charge distribution on conductors · Radioactivity and Stability of Isotopes - Applications of electrostatics
ELECTRICITY AND MAGNETISM
Current Electricity
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | MECHANICS AND THERMAL PHYSICS | Moments and equilibrium | By the end of the lesson, the learner should be able to: determine the center of gravity of regular and irregular objects. | The learner is guided to: design and carry out activities to determine the position of centre of gravity of regular and irregular objects. | How does the stability of bodies affect the designs of their structures? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | MECHANICS AND THERMAL PHYSICS | Moments and equilibrium - Principle of moments | By the end of the lesson, the learner should be able to: identify the states of equilibrium in bodies. | The learner is guided to: Carry out activities to demonstrate the stability, instability and neutral states of equilibrium of objects. | How does the stability of bodies affect the designs of their structures? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | MECHANICS AND THERMAL PHYSICS | Moments and equilibrium - Moment, Moment of a force. | By the end of the lesson, the learner should be able to: determine moment of force about a point. | The learner is guided to: discuss the meaning of moments of a force. | How does the stability of bodies affect the designs of their structures? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | MECHANICS AND THERMAL PHYSICS | Moments and equilibrium - Principle of moment | By the end of the lesson, the learner should be able to: verify the principle of moments in turning of objects. | The learner is guided to: carry out activities to demonstrate the turning effect of forces about point. | How does the stability of bodies affect the designs of their structures? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | MECHANICS AND THERMAL PHYSICS | Moments and equilibrium - Moment about one point | By the end of the lesson, the learner should be able to: describe torque and couple in turning objects. | The learner is guided to: carry out activities to demonstrate moment about two points of support. | How does the stability of bodies affect the designs of their structures? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | MECHANICS AND THERMAL PHYSICS | Moments and equilibrium - Torque and Couple | By the end of the lesson, the learner should be able to: appreciate the applications of moments and stability in day to day life. | The learner is guided to: Carry out activities to demonstrate and determine resolution of forces. | How does the stability of bodies affect the designs of their structures? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | MECHANICS AND THERMAL PHYSICS | Moments and equilibrium - Moment about two points of support | By the end of the lesson, the learner should be able to: determine the center of gravity of regular and irregular objects. | The learner is guided to: carry out activities to demonstrate torque and couple. | How does the stability of bodies affect the designs of their structures? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | MECHANICS AND THERMAL PHYSICS | Moments and equilibrium - Resolution of forces | By the end of the lesson, the learner should be able to: identify the states of equilibrium in bodies. | The learner is guided to: use mathematical relationships to determine centre of gravity and moments. | How does the stability of bodies affect the designs of their structures? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | MECHANICS AND THERMAL PHYSICS | Moments and equilibrium - Applications of moments. | By the end of the lesson, the learner should be able to: determine moment of force about a point. | The learner is guided to: carry out activities to investigate the factors that affect stability of objects. | How does the stability of bodies affect the designs of their structures? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | MECHANICS AND THERMAL PHYSICS | Moments and equilibrium | By the end of the lesson, the learner should be able to: verify the principle of moments in turning of objects. | The learner is guided to: use print or non-print media to search for the applications of torque, couples and stability of bodies. | How does the stability of bodies affect the designs of their structures? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | MECHANICS AND THERMAL PHYSICS | Moments and equilibrium | By the end of the lesson, the learner should be able to: describe torque and couple in turning objects. | The learner is guided to: design and carry out activities to determine the position of centre of gravity of regular and irregular objects. | How does the stability of bodies affect the designs of their structures? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | MECHANICS AND THERMAL PHYSICS | Moments and equilibrium | By the end of the lesson, the learner should be able to: appreciate the applications of moments and stability in day to day life. | The learner is guided to: Carry out activities to demonstrate the stability, instability and neutral states of equilibrium of objects. | How does the stability of bodies affect the designs of their structures? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | MECHANICS AND THERMAL PHYSICS | Moments and equilibrium | By the end of the lesson, the learner should be able to: determine the center of gravity of regular and irregular objects. | The learner is guided to: discuss the meaning of moments of a force. | How does the stability of bodies affect the designs of their structures? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | MECHANICS AND THERMAL PHYSICS | Energy, Work, Power and Machines | By the end of the lesson, the learner should be able to: explain the meaning of energy, work and power in relation to machines. | The learner is guided to: discuss with peers and explain the meaning of the terms (energy, work, power and machines) as used in physics. | How do machines make work easier? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | MECHANICS AND THERMAL PHYSICS | Energy, Work, Power and Machines - Work and power | By the end of the lesson, the learner should be able to: demonstrate the transformation of mechanical energy using simple apparatus. | The learner is guided to: carry out activities to demonstrate the concepts of energy, work, power and machines. | How do machines make work easier? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | MECHANICS AND THERMAL PHYSICS | Energy, Work, Power and Machines - Machines (Levers, inclined plane, pulleys, wheel and axle, gears, hydraulic lift, pulley belt, the screw | By the end of the lesson, the learner should be able to: describe applications of simple machines in making work easier. | The learner is guided to: perform experiments to demonstrate mechanical energy transformations and forms of potential energy (potential energy to kinetic energy and back, gravitational potential energy and elastic potential energy). | How do machines make work easier? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | MECHANICS AND THERMAL PHYSICS | Energy, Work, Power and Machines - Applications of Machines; include also Treadmill, elevators, escalators, excavator | By the end of the lesson, the learner should be able to: appreciate the applications of machines in day-to-day life. | The learner is guided to: discuss in groups, mechanical energy transformations and forms of potential energy (potential energy to kinetic energy and back, gravitational potential energy and elastic potential energy). | How do machines make work easier? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | MECHANICS AND THERMAL PHYSICS | Energy, Work, Power and Machines | By the end of the lesson, the learner should be able to: explain the meaning of energy, work and power in relation to machines. | The learner is guided to: apply mathematical relationships to deduce numerical tasks involving kinetic energy, potential energy, work, power, mechanical advantage, velocity ratio and efficiency of simple machin. | How do machines make work easier? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | MECHANICS AND THERMAL PHYSICS | Energy, Work, Power and Machines | By the end of the lesson, the learner should be able to: demonstrate the transformation of mechanical energy using simple apparatus. | The learner is guided to: demonstrate the law of conservation of mechanical energy (using a swinging pendulum, ball thrown upwards, a catapult, bow & arrow). | How do machines make work easier? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | MECHANICS AND THERMAL PHYSICS | Energy, Work, Power and Machines | By the end of the lesson, the learner should be able to: describe applications of simple machines in making work easier. | The learner is guided to: use print or non-print media to search for information on the transformations of mechanical energy and applications of various simple machines in day-to-day life (Levers, inclined plane, pulleys, wheel and axle, gears, hydraulic lift, pulley belt, screw). | How do machines make work easier? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | MECHANICS AND THERMAL PHYSICS | Energy, Work, Power and Machines | By the end of the lesson, the learner should be able to: appreciate the applications of machines in day-to-day life. | The learner is guided to: use print or non-print media to search for information on the use of simple machines in the construction of treadmills, elevators, escalators among others. | How do machines make work easier? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | MECHANICS AND THERMAL PHYSICS | Energy, Work, Power and Machines | By the end of the lesson, the learner should be able to: explain the meaning of energy, work and power in relation to machines. | The learner is guided to: work with others and use locally available materials to construct various simple machines. | How do machines make work easier? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | MECHANICS AND THERMAL PHYSICS | Energy, Work, Power and Machines | By the end of the lesson, the learner should be able to: demonstrate the transformation of mechanical energy using simple apparatus. | The learner is guided to: discuss with peers and explain the meaning of the terms (energy, work, power and machines) as used in physics. | How do machines make work easier? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | WAVES AND OPTICS | Properties of Waves | By the end of the lesson, the learner should be able to: Explain the wave. | The learner is guided to: discuss the meaning of wave properties and their applications in day to day. | How do you relate waves to the basic properties of | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | WAVES AND OPTICS | Properties of Waves | By the end of the lesson, the learner should be able to: Explain the wave. | The learner is guided to: discuss the meaning of wave properties and their applications in day to day. | How do you relate waves to the basic properties of | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 10 Physics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
ELECTRICITY AND MAGNETISM
Current Electricity · Current Electricity - Investigate the relationship between current, voltage and resistance for various materials · Current Electricity - Determine resistance by resistor colour codes · Current Electricity - Laws of current and voltage in a circuit · Current Electricity - Resistors and Resistor networks · Current Electricity - Applications of resistors · Current Electricity - Electrical heating and applications · Introduction to electronics · Introduction to electronics - Insulators · Introduction to electronics - Conductors · Introduction to electronics - Semiconductors · Introduction to electronics - Intrinsic and extrinsic semiconductors · Introduction to electronics - Superconductors
Environmental and Space Physics
Greenhouse Effect and Climate Change · Greenhouse Effect and Climate Change - Role of the ozone layer · Greenhouse Effect and Climate Change - Global warming · Greenhouse Effect and Climate Change - Climate change · Introduction to Space Physics · Introduction to Space Physics - Evolution of astrophysics · Introduction to Space Physics - Classification of bodies in the universe · Introduction to Space Physics - Telescopy · Introduction to Space Physics - planetary motion · Introduction to Space Physics - History of space exploration. · Introduction to Space Physics - Careers in Space Flight.
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | ELECTRICITY AND MAGNETISM | Current Electricity | By the end of the lesson, the learner should be able to: explain the terminologies used in current electricity. | The learner is guided to: discuss the meaning of current, potential difference, electromotive force and internal resistance as used in current electricity. | How is current electricity applicable in our day to day life?; Why are resistors used in electrical circuits? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | ELECTRICITY AND MAGNETISM | Current Electricity - Investigate the relationship between current, voltage and resistance for various materials | By the end of the lesson, the learner should be able to: verify the relationships:. | The learner is guided to: perform an experiment to investigate the relationship between potential difference and current through a conductor and draw the requisite graphs to verify Ohm's law. | How is current electricity applicable in our day to day life?; Why are resistors used in electrical circuits? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | ELECTRICITY AND MAGNETISM | Current Electricity - Determine resistance by resistor colour codes | By the end of the lesson, the learner should be able to: V=IR, E=I(R+r) as used in current electricity. | The learner is guided to: perform an experiment to investigate the relationship between e.m.f., potential difference, current, resistance through a conductor and internal resistance of a cell draw the requisite graphs. | How is current electricity applicable in our day to day life?; Why are resistors used in electrical circuits? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | ELECTRICITY AND MAGNETISM | Current Electricity - Laws of current and voltage in a circuit | By the end of the lesson, the learner should be able to: determine the resistance and resistivity of various conductors using different methods. | The learner is guided to: derive the mathematical relationship between emf, potential difference, electric current, resistance, internal resistance and use it to solve numerical tasks. | How is current electricity applicable in our day to day life?; Why are resistors used in electrical circuits? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | ELECTRICITY AND MAGNETISM | Current Electricity - Resistors and Resistor networks | By the end of the lesson, the learner should be able to: determine effective resistance of various resistor networks. | The learner is guided to: carry out an experiment to classify the types of resistors as either ohmic or non ohmic. | How is current electricity applicable in our day to day life?; Why are resistors used in electrical circuits? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | ELECTRICITY AND MAGNETISM | Current Electricity - Applications of resistors | By the end of the lesson, the learner should be able to: determine the relationship of potential difference and current to power, as used in heating effect of an electric current. | The learner is guided to: perform experiments with peers to investigate the factors affecting resistance of ohmic resistors (temperature,length, cross-section area and type). | How is current electricity applicable in our day to day life?; Why are resistors used in electrical circuits? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | ELECTRICITY AND MAGNETISM | Current Electricity - Electrical heating and applications | By the end of the lesson, the learner should be able to: appreciate the applications of current electricity in day to day life. | The learner is guided to: perform experiments to determine resistance using various methods (resistor colour codes, ammeter-voltmeter method, wheatstone bridge and the metre bridge,resistor networks). | How is current electricity applicable in our day to day life?; Why are resistors used in electrical circuits? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | ELECTRICITY AND MAGNETISM | Current Electricity | By the end of the lesson, the learner should be able to: explain the terminologies used in current electricity. | The learner is guided to: carry out experiments to determine the relationship of potential difference and current to power (P=VI). | How is current electricity applicable in our day to day life?; Why are resistors used in electrical circuits? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | ELECTRICITY AND MAGNETISM | Current Electricity | By the end of the lesson, the learner should be able to: verify the relationships:. | The learner is guided to: discuss in groups the applications of heating effect of electric current (potential difference, current, resistance, time) and classify them as either ohmic or non ohmic. | How is current electricity applicable in our day to day life?; Why are resistors used in electrical circuits? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | ELECTRICITY AND MAGNETISM | Current Electricity | By the end of the lesson, the learner should be able to: V=IR, E=I(R+r) as used in current electricity. | The learner is guided to: search for information pertaining to the importance of resistors in day-to-day life from available sources and resources. | How is current electricity applicable in our day to day life?; Why are resistors used in electrical circuits? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | ELECTRICITY AND MAGNETISM | Current Electricity | By the end of the lesson, the learner should be able to: determine the resistance and resistivity of various conductors using different methods. | The learner is guided to: discuss the meaning of current, potential difference, electromotive force and internal resistance as used in current electricity. | How is current electricity applicable in our day to day life?; Why are resistors used in electrical circuits? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | ELECTRICITY AND MAGNETISM | Current Electricity | By the end of the lesson, the learner should be able to: determine effective resistance of various resistor networks. | The learner is guided to: perform an experiment to investigate the relationship between potential difference and current through a conductor and draw the requisite graphs to verify Ohm's law. | How is current electricity applicable in our day to day life?; Why are resistors used in electrical circuits? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | ELECTRICITY AND MAGNETISM | Current Electricity | By the end of the lesson, the learner should be able to: determine the relationship of potential difference and current to power, as used in heating effect of an electric current. | The learner is guided to: perform an experiment to investigate the relationship between e.m.f., potential difference, current, resistance through a conductor and internal resistance of a cell draw the requisite graphs. | How is current electricity applicable in our day to day life?; Why are resistors used in electrical circuits? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | ELECTRICITY AND MAGNETISM | Current Electricity | By the end of the lesson, the learner should be able to: appreciate the applications of current electricity in day to day life. | The learner is guided to: derive the mathematical relationship between emf, potential difference, electric current, resistance, internal resistance and use it to solve numerical tasks. | How is current electricity applicable in our day to day life?; Why are resistors used in electrical circuits? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | ELECTRICITY AND MAGNETISM | Current Electricity | By the end of the lesson, the learner should be able to: explain the terminologies used in current electricity. | The learner is guided to: carry out an experiment to classify the types of resistors as either ohmic or non ohmic. | How is current electricity applicable in our day to day life?; Why are resistors used in electrical circuits? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | ELECTRICITY AND MAGNETISM | Introduction to electronics | By the end of the lesson, the learner should be able to: explain the meaning of insulator, conductor, semiconductor, and superconductor. | The learner is guided to: discuss with peers the meaning of insulator, conductor, semiconductor, and superconductors. | How does temperature affect the resistance of conductors and semiconductor s?; What is the significance of semiconductor s in day-to-day life? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | ELECTRICITY AND MAGNETISM | Introduction to electronics - Insulators | By the end of the lesson, the learner should be able to: distinguish between insulators, conductors, semiconductors and superconductors. | The learner is guided to: perform an experiment to investigate the electrical behavior of conductors, semiconductors, and insulators with varying temperatures. | How does temperature affect the resistance of conductors and semiconductor s?; What is the significance of semiconductor s in day-to-day life? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | ELECTRICITY AND MAGNETISM | Introduction to electronics - Conductors | By the end of the lesson, the learner should be able to: investigate the electrical behavior of conductors, semiconductors and insulators with varying temperatures. | The learner is guided to: use diagrams to distinguish between conductors, semiconductors and insulators using energy band theory. | How does temperature affect the resistance of conductors and semiconductor s?; What is the significance of semiconductor s in day-to-day life? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | ELECTRICITY AND MAGNETISM | Introduction to electronics - Semiconductors | By the end of the lesson, the learner should be able to: explain intrinsic and extrinsic semiconductors as used in physics. | The learner is guided to: discuss the meaning of intrinsic and extrinsic semiconductors. | How does temperature affect the resistance of conductors and semiconductor s?; What is the significance of semiconductor s in day-to-day life? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | ELECTRICITY AND MAGNETISM | Introduction to electronics - Intrinsic and extrinsic semiconductors | By the end of the lesson, the learner should be able to: explain the formation of n-type and p-type semiconductors from intrinsic semiconductors. | The learner is guided to: use print and non print devices to search for information on the formation of p-type and n-type semiconductors. | How does temperature affect the resistance of conductors and semiconductor s?; What is the significance of semiconductor s in day-to-day life? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | ELECTRICITY AND MAGNETISM | Introduction to electronics - Superconductors | By the end of the lesson, the learner should be able to: describe the applications of conductors, semiconductors, insulators and superconductors in day-to-day life. | The learner is guided to: discuss with peers the applications of conductors, semiconductors, insulators and superconductors in day-to-day life. | How does temperature affect the resistance of conductors and semiconductor s?; What is the significance of semiconductor s in day-to-day life? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | ELECTRICITY AND MAGNETISM | Introduction to electronics | By the end of the lesson, the learner should be able to: appreciate the applications of conductors, semiconductors, insulators and superconductors in day-to-day life. | The learner is guided to: search for information on applications of conductors, semiconductors, insulators and superconductors from relevant sources and resources. | How does temperature affect the resistance of conductors and semiconductor s?; What is the significance of semiconductor s in day-to-day life? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | ELECTRICITY AND MAGNETISM | Introduction to electronics | By the end of the lesson, the learner should be able to: explain the meaning of insulator, conductor, semiconductor, and superconductor. | The learner is guided to: discuss with peers the meaning of insulator, conductor, semiconductor, and superconductors. | How does temperature affect the resistance of conductors and semiconductor s?; What is the significance of semiconductor s in day-to-day life? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | ELECTRICITY AND MAGNETISM | Introduction to electronics | By the end of the lesson, the learner should be able to: distinguish between insulators, conductors, semiconductors and superconductors. | The learner is guided to: perform an experiment to investigate the electrical behavior of conductors, semiconductors, and insulators with varying temperatures. | How does temperature affect the resistance of conductors and semiconductor s?; What is the significance of semiconductor s in day-to-day life? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | ELECTRICITY AND MAGNETISM | Introduction to electronics | By the end of the lesson, the learner should be able to: investigate the electrical behavior of conductors, semiconductors and insulators with varying temperatures. | The learner is guided to: use diagrams to distinguish between conductors, semiconductors and insulators using energy band theory. | How does temperature affect the resistance of conductors and semiconductor s?; What is the significance of semiconductor s in day-to-day life? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
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