CBE · Senior School
Grade 11 Physics Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Physics scheme of work for Grade 11 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 11
- Subject
- Physics
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 11 Physics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
MECHANICS AND THERMAL PHYSICS
Fluid Flow · Fluid Flow - Bernoulli's principle and its applications. · Fluid Flow - Equation of continuity. · Fluid Flow - Bernoulli’s effect and its applications. · Linear Motion · Linear Motion - Motion-time graphs (distance – time, displacement - time, speed - time, velocity – time graphs for bodies that are stationary, bodies moving with uniform speed/velocity and bodies with variable speed/velocity). · Linear Motion - Equations of uniformly accelerated motion. · Projectile Motion · Projectile Motion - (Vertical and horizontal projection). · Projectile Motion - Trajectory motion. · Projectile Motion - Acceleration due to gravity. · Dimensional analysis · Heat Transmission · Heat Transmission - Modes of heat transmission (conduction, radiation, and convection). · Heat Transmission - Applications of heat transmission.
| 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 | Fluid Flow | By the end of the lesson, the learner should be able to: explain fluid flow as used in mechanics. | The learner is guided to: discuss with peers the meaning and types of fluid flow. | Why do birds and fish have a streamline shape? | 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 | Fluid Flow - Bernoulli's principle and its applications. | By the end of the lesson, the learner should be able to: describe types of fluid flow as used in mechanics. | The learner is guided to: carry out activities to demonstrate types of fluid flow. | Why do birds and fish have a streamline shape? | 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 | Fluid Flow - Equation of continuity. | By the end of the lesson, the learner should be able to: verify Bernoulli’s principle as used in fluid flow. | The learner is guided to: use locally available materials to carry out activities to verify Bernoulli’s Principle. | Why do birds and fish have a streamline shape? | 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 | Fluid Flow - Bernoulli’s effect and its applications. | By the end of the lesson, the learner should be able to: derive equation of continuity in fluid flow. | The learner is guided to: discuss with peers the stability of a vehicle in motion and safety around it in relation to Bernoulli's Principle (Risk Awareness and Management on road users; risky road behaviors such as speeding). | Why do birds and fish have a streamline shape? | 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 | Fluid Flow | By the end of the lesson, the learner should be able to: describe the applications of Bernoulli’s principle in real life situation. | The learner is guided to: work with peers to derive equation of continuity as used in fluid flow. | Why do birds and fish have a streamline shape? | 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 | Fluid Flow | By the end of the lesson, the learner should be able to: appreciate the applications of Bernoulli’s principle in day-to-day life. | The learner is guided to: use print or non-print resources to search for information on verification of Bernoulli’s Principle and the derivation of equation of continuity in fluid flow. | Why do birds and fish have a streamline shape? | 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 | Fluid Flow | By the end of the lesson, the learner should be able to: explain fluid flow as used in mechanics. | The learner is guided to: discuss with peers the applications of Bernoulli’s principle in real life situation. | Why do birds and fish have a streamline shape? | 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 | Fluid Flow | By the end of the lesson, the learner should be able to: describe types of fluid flow as used in mechanics. | The learner is guided to: use print or non-print resources to search for more information on applications of Bernoulli’s principle in real life situations. | Why do birds and fish have a streamline shape? | 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 | Fluid Flow | By the end of the lesson, the learner should be able to: verify Bernoulli’s principle as used in fluid flow. | The learner is guided to: discuss with peers the meaning and types of fluid flow. | Why do birds and fish have a streamline shape? | 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 | Fluid Flow | By the end of the lesson, the learner should be able to: derive equation of continuity in fluid flow. | The learner is guided to: carry out activities to demonstrate types of fluid flow. | Why do birds and fish have a streamline shape? | 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 | Fluid Flow | By the end of the lesson, the learner should be able to: describe the applications of Bernoulli’s principle in real life situation. | The learner is guided to: use locally available materials to carry out activities to verify Bernoulli’s Principle. | Why do birds and fish have a streamline shape? | 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 | Fluid Flow | By the end of the lesson, the learner should be able to: appreciate the applications of Bernoulli’s principle in day-to-day life. | The learner is guided to: discuss with peers the stability of a vehicle in motion and safety around it in relation to Bernoulli's Principle (Risk Awareness and Management on road users; risky road behaviors such as speeding). | Why do birds and fish have a streamline shape? | 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 | Fluid Flow | By the end of the lesson, the learner should be able to: explain fluid flow as used in mechanics. | The learner is guided to: work with peers to derive equation of continuity as used in fluid flow. | Why do birds and fish have a streamline shape? | 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 | Fluid Flow | By the end of the lesson, the learner should be able to: describe types of fluid flow as used in mechanics. | The learner is guided to: use print or non-print resources to search for information on verification of Bernoulli’s Principle and the derivation of equation of continuity in fluid flow. | Why do birds and fish have a streamline shape? | 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 | Linear Motion | By the end of the lesson, the learner should be able to: explain the terminologies used in linear motion. | The learner is guided to: discuss with peers the terminologies used in linear motion. | Why is it important to observe road speed limits?; How can equations of uniformly accelerated motion be applied 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 | 1 | MECHANICS AND THERMAL PHYSICS | Linear Motion - Motion-time graphs (distance – time, displacement - time, speed - time, velocity – time graphs for bodies that are stationary, bodies moving with uniform speed/velocity and bodies with variable speed/velocity). | By the end of the lesson, the learner should be able to: determine speed and acceleration of moving object. | The learner is guided to: use print or non-print resources to search for the meaning the terminologies used in linear motion. | Why is it important to observe road speed limits?; How can equations of uniformly accelerated motion be applied 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 | MECHANICS AND THERMAL PHYSICS | Linear Motion - Equations of uniformly accelerated motion. | By the end of the lesson, the learner should be able to: plot motion time graphs in linear motion. | The learner is guided to: perform experiments with peers to determine speed and acceleration of a moving object. | Why is it important to observe road speed limits?; How can equations of uniformly accelerated motion be applied 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 | MECHANICS AND THERMAL PHYSICS | Linear Motion | By the end of the lesson, the learner should be able to: apply equations of uniformly accelerated motion to solve numerical tasks in linear motion. | The learner is guided to: discuss with peers the need to observe road speed limits for safety of road users. | Why is it important to observe road speed limits?; How can equations of uniformly accelerated motion be applied 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 | MECHANICS AND THERMAL PHYSICS | Linear Motion | By the end of the lesson, the learner should be able to: describe the applications of linear motion in real life situations. | The learner is guided to: carry out activities leading to plotting and analyzing motion time graphs. | Why is it important to observe road speed limits?; How can equations of uniformly accelerated motion be applied 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 | MECHANICS AND THERMAL PHYSICS | Linear Motion | By the end of the lesson, the learner should be able to: appreciate the applications of linear motion in day-to-day life. | The learner is guided to: use relevant quantities to derive equations of uniformly accelerated motion:. | Why is it important to observe road speed limits?; How can equations of uniformly accelerated motion be applied 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 | MECHANICS AND THERMAL PHYSICS | Linear Motion | By the end of the lesson, the learner should be able to: explain the terminologies used in linear motion. | The learner is guided to: use equations of uniformly accelerated motion to solve problems related to linear motion in day -to -day life of uniformly accelerated motion (shortest distance, braking force and overtaking speed). | Why is it important to observe road speed limits?; How can equations of uniformly accelerated motion be applied 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 | MECHANICS AND THERMAL PHYSICS | Linear Motion | By the end of the lesson, the learner should be able to: determine speed and acceleration of moving object. | The learner is guided to: use print or digital resources to search for information on motion time graphs, derivation and application of equations of uniformly accelerated motion in linear motion. | Why is it important to observe road speed limits?; How can equations of uniformly accelerated motion be applied 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 | MECHANICS AND THERMAL PHYSICS | Linear Motion | By the end of the lesson, the learner should be able to: plot motion time graphs in linear motion. | The learner is guided to: determine acceleration due to gravity using equations of linear motion. | Why is it important to observe road speed limits?; How can equations of uniformly accelerated motion be applied 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 | MECHANICS AND THERMAL PHYSICS | Linear Motion | By the end of the lesson, the learner should be able to: apply equations of uniformly accelerated motion to solve numerical tasks in linear motion. | The learner is guided to: discuss with peers applications of linear motion in real life situations. | Why is it important to observe road speed limits?; How can equations of uniformly accelerated motion be applied 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 | MECHANICS AND THERMAL PHYSICS | Linear Motion | By the end of the lesson, the learner should be able to: describe the applications of linear motion in real life situations. | The learner is guided to: discuss with peers the terminologies used in linear motion. | Why is it important to observe road speed limits?; How can equations of uniformly accelerated motion be applied 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 |
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 11 Physics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
MECHANICS AND THERMAL PHYSICS
Heat Transmission · Heat Transmission - Modes of heat transmission (conduction, radiation, and convection). · Heat Transmission - Applications of heat transmission.
WAVES AND OPTICS
Refraction of light · Refraction of light - Determination of refractive indices of materials. · Refraction of light - Dispersion of white light. · Refraction of light - Light filtration. · Refraction of light - Total internal · Electromagnetic waves · Electromagnetic waves - Hazards of E.M radiation and safety. · Thermionic emission and its applications · Thermionic emission and its applications - CRO and its applications. · Thermionic emission and its applications - Production and properties of X-rays. · Thermionic emission and its applications - Applications of X- rays. · Thermionic emission and its applications - Safety precautions.
ELECTRICITY AND MAGNETISM
Capacitors · Capacitors - Force between charges. · Capacitors - Capacitors and capacitor networks (capacitor types, charge and discharge, capacitance). · Capacitors - Applications of capacitors.
| 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 | Heat Transmission | By the end of the lesson, the learner should be able to: explain heat as used in thermal physics. | The learner is guided to: discuss with peers the meaning of heat as used in thermal physics. | How is heat transmitted in solid, liquid, and gas?; How does a vacuum flask maintain the temperature of a liquid? | 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 | Heat Transmission - Modes of heat transmission (conduction, radiation, and convection). | By the end of the lesson, the learner should be able to: describe modes of heat transmission in matter. | The learner is guided to: carry out activities to demonstrate the modes of heat transmission in matter. | How is heat transmitted in solid, liquid, and gas?; How does a vacuum flask maintain the temperature of a liquid? | 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 | Heat Transmission - Applications of heat transmission. | By the end of the lesson, the learner should be able to: demonstrate modes of heat transmission in matter. | The learner is guided to: discuss with peers the applications of various modes of heat transmission in real-life experience. | How is heat transmitted in solid, liquid, and gas?; How does a vacuum flask maintain the temperature of a liquid? | 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 | Heat Transmission | By the end of the lesson, the learner should be able to: describe applications of various modes of heat transmission in day-to-day life. | The learner is guided to: use print or non-print resources to search for more information on the applications of heat transmission in real life experience. | How is heat transmitted in solid, liquid, and gas?; How does a vacuum flask maintain the temperature of a liquid? | 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 | Heat Transmission | By the end of the lesson, the learner should be able to: appreciate the applications of various modes of heat transmission in day-to-day life. | The learner is guided to: discuss with peers the meaning of heat as used in thermal physics. | How is heat transmitted in solid, liquid, and gas?; How does a vacuum flask maintain the temperature of a liquid? | 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 | Heat Transmission | By the end of the lesson, the learner should be able to: explain heat as used in thermal physics. | The learner is guided to: carry out activities to demonstrate the modes of heat transmission in matter. | How is heat transmitted in solid, liquid, and gas?; How does a vacuum flask maintain the temperature of a liquid? | 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 | Heat Transmission | By the end of the lesson, the learner should be able to: describe modes of heat transmission in matter. | The learner is guided to: discuss with peers the applications of various modes of heat transmission in real-life experience. | How is heat transmitted in solid, liquid, and gas?; How does a vacuum flask maintain the temperature of a liquid? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | WAVES AND OPTICS | Refraction of light | By the end of the lesson, the learner should be able to: explain refraction of light as used in waves. | The learner is guided to: discuss with peers the meaning of refraction of light. | How is knowledge of refraction of light important in day-to-day life?; How is the rainbow formed? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | WAVES AND OPTICS | Refraction of light - Determination of refractive indices of materials. | By the end of the lesson, the learner should be able to: verify the laws of refraction of light as used in light waves. | The learner is guided to: perform experimental activities to verify refraction of light using locally available materials. | How is knowledge of refraction of light important in day-to-day life?; How is the rainbow formed? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | WAVES AND OPTICS | Refraction of light - Dispersion of white light. | By the end of the lesson, the learner should be able to: determine refractive index of a material from the law of refraction. | The learner is guided to: carry out experimental activities to determine refractive indices of materials using locally available materials. | How is knowledge of refraction of light important in day-to-day life?; How is the rainbow formed? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | WAVES AND OPTICS | Refraction of light - Light filtration. | By the end of the lesson, the learner should be able to: describe dispersion and filtration of white light. | The learner is guided to: derive the mathematical formulae of refractive index. | How is knowledge of refraction of light important in day-to-day life?; How is the rainbow formed? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | WAVES AND OPTICS | Refraction of light - Total internal | By the end of the lesson, the learner should be able to: explain refraction of light as used in waves. | The learner is guided to: discuss with peers the meaning of refraction of light. | How is knowledge of refraction of light important in day-to-day life?; How is the rainbow formed? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | WAVES AND OPTICS | Refraction of light | By the end of the lesson, the learner should be able to: verify the laws of refraction of light as used in light waves. | The learner is guided to: perform experimental activities to verify refraction of light using locally available materials. | How is knowledge of refraction of light important in day-to-day life?; How is the rainbow formed? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | WAVES AND OPTICS | Refraction of light | By the end of the lesson, the learner should be able to: determine refractive index of a material from the law of refraction. | The learner is guided to: carry out experimental activities to determine refractive indices of materials using locally available materials. | How is knowledge of refraction of light important in day-to-day life?; How is the rainbow formed? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | WAVES AND OPTICS | Refraction of light | By the end of the lesson, the learner should be able to: describe dispersion and filtration of white light. | The learner is guided to: derive the mathematical formulae of refractive index. | How is knowledge of refraction of light important in day-to-day life?; How is the rainbow formed? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | WAVES AND OPTICS | Refraction of light | By the end of the lesson, the learner should be able to: explain refraction of light as used in waves. | The learner is guided to: discuss with peers the meaning of refraction of light. | How is knowledge of refraction of light important in day-to-day life?; How is the rainbow formed? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | WAVES AND OPTICS | Refraction of light | By the end of the lesson, the learner should be able to: verify the laws of refraction of light as used in light waves. | The learner is guided to: perform experimental activities to verify refraction of light using locally available materials. | How is knowledge of refraction of light important in day-to-day life?; How is the rainbow formed? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | WAVES AND OPTICS | Electromagnetic waves | By the end of the lesson, the learner should be able to: explain production and detection of electromagnetic waves. | The learner is guided to: discuss with others the production and detection of electromagnetic waves. | How is electromagnetic wave important 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 | WAVES AND OPTICS | Electromagnetic waves - Hazards of E.M radiation and safety. | By the end of the lesson, the learner should be able to: arrange electromagnetic spectrum in order of increasing frequencies. | The learner is guided to: arrange electromagnetic spectrum in order of increasing frequencies. | How is electromagnetic wave important 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 | WAVES AND OPTICS | Electromagnetic waves | By the end of the lesson, the learner should be able to: describe the properties of electromagnetic waves. | The learner is guided to: describe the properties of electromagnetic waves. | How is electromagnetic wave important 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 | WAVES AND OPTICS | Electromagnetic waves | By the end of the lesson, the learner should be able to: describe the hazards of electromagnetic waves. | The learner is guided to: determine the energy of the electromagnetic waves using mathematical formula. | How is electromagnetic wave important 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 | WAVES AND OPTICS | Electromagnetic waves | By the end of the lesson, the learner should be able to: describe the applications of electromagnetic waves in real life situation. | The learner is guided to: discuss with peers the hazards of electromagnetic radiations. | How is electromagnetic wave important 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 | WAVES AND OPTICS | Electromagnetic waves | By the end of the lesson, the learner should be able to: appreciate the applications of electromagnetic waves in day-to-day life. | The learner is guided to: discuss with peers the applications of electromagnetic waves in nature (Radio waves, Microwaves, Infrared radiation, Visible light, Ultraviolet radiation, X-rays and Gamma rays). | How is electromagnetic wave important 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 | WAVES AND OPTICS | Electromagnetic waves | By the end of the lesson, the learner should be able to: explain production and detection of electromagnetic waves. | The learner is guided to: discuss with others the production and detection of electromagnetic waves. | How is electromagnetic wave important 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 | WAVES AND OPTICS | Electromagnetic waves | By the end of the lesson, the learner should be able to: arrange electromagnetic spectrum in order of increasing frequencies. | The learner is guided to: arrange electromagnetic spectrum in order of increasing frequencies. | How is electromagnetic wave important 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 |
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 11 Physics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
ELECTRICITY AND MAGNETISM
Capacitors · Capacitors - Force between charges. · Capacitors - Capacitors and capacitor networks (capacitor types, charge and discharge, capacitance). · Capacitors - Applications of capacitors. · Magnetic effect of electric current · Magnetic effect of electric current - Magnetic field due to a current. · Magnetic effect of electric current - Electromagnets. · Magnetic effect of electric current - Motor effect. · Magnetic effect of electric current - Applications of magnetic effect of electric current. · Diodes · Diodes - P-N Junction characteristics · Diodes - Types of diodes and their uses. · Diodes - Wind patterns (polar easterlies, westerlies, horse latitudes, trade winds and the doldrums). · Diodes - Forces acting on air masses (Pressure gradient force, Coriolis force, Turbulent drag). · Diodes - Cyclones and anticyclones.
ENVIRONMENTAL AND SPACE PHYSICS
Introduction to Rocket Science · Introduction to Rocket Science - Main parts of a rocket. · Introduction to Rocket Science - The forces involved in space flight as used in science.
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | ELECTRICITY AND MAGNETISM | Capacitors | By the end of the lesson, the learner should be able to: explain terminologies associated with static charges; determine the amount of force between charges. | The learner is guided to: search for meaning of terminologies associated with static charges using print or non-print resources (electric field, electric field patterns, capacitors and capacitance); draw electric field patterns between charged particles. | What is the significance of capacitors in electrical appliances? | 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 | Capacitors - Force between charges. | By the end of the lesson, the learner should be able to: describe types of capacitors with their respective applications. | The learner is guided to: apply Coulomb's law to determine the magnitude of force between charged particles; discuss with peers types of capacitors with their respective applications. | What is the significance of capacitors in electrical appliances? | 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 | Capacitors - Capacitors and capacitor networks (capacitor types, charge and discharge, capacitance). | By the end of the lesson, the learner should be able to: illustrate charging and discharging of a capacitor. | The learner is guided to: perform experiments to illustrate charging and discharging a capacitor using graphs in determination of energy stored in a capacitor. | What is the significance of capacitors in electrical appliances? | 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 | Capacitors - Applications of capacitors. | By the end of the lesson, the learner should be able to: determine capacitance of a capacitor and effective capacitance; appreciate the application of capacitors. | The learner is guided to: search from print or non-print resources the mathematical formulae used to determine capacitance and effective capacitance (factors affecting capacitance, capacitor networks); use print or non-print resources to search and discuss with peers the applications of capacitors in real life situations. | What is the significance of capacitors in electrical appliances? | 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 | Magnetic effect of electric current | By the end of the lesson, the learner should be able to: explain magnetization and demagnetization using domain theory of magnetism. | The learner is guided to: perform experiments to demonstrate magnetization and demagnetization. | How does a motor work? | 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 | Magnetic effect of electric current - Magnetic field due to a current. | By the end of the lesson, the learner should be able to: investigate the magnetic effect of a current flowing through a conductor. | The learner is guided to: search using print or non-print resources to explain magnetization and demagnetization using domain theory of magnetism. | How does a motor work? | 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 | Magnetic effect of electric current - Electromagnets. | By the end of the lesson, the learner should be able to: describe the working of an electromagnet. | The learner is guided to: perform experiments to investigate the magnetic effect of a current flowing through a conductor. | How does a motor work? | 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 | Magnetic effect of electric current - Motor effect. | By the end of the lesson, the learner should be able to: describe the direction of force produced on a current carrying conductor in a magnetic field. | The learner is guided to: construct a working electromagnet using locally available materials. | How does a motor work? | 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 | Magnetic effect of electric current - Applications of magnetic effect of electric current. | By the end of the lesson, the learner should be able to: explain applications of magnetic effect of an electric current in day-to-day life. | The learner is guided to: visit a nearby garage, observe the working of electromagnetic alternator and discuss the role it plays in functioning as a motor of a vehicle in line with safety of road users. | How does a motor work? | 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 | Magnetic effect of electric current | By the end of the lesson, the learner should be able to: appreciate the applications of magnetic effect of electric current in day-to-day life. | The learner is guided to: discuss with peers the factors affecting strength of an electromagnet. | How does a motor work? | 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 | Magnetic effect of electric current | By the end of the lesson, the learner should be able to: explain magnetization and demagnetization using domain theory of magnetism. | The learner is guided to: carry out activities to describe the force produced on a current-carrying conductor within a magnetic field. | How does a motor work? | 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 | Magnetic effect of electric current | By the end of the lesson, the learner should be able to: investigate the magnetic effect of a current flowing through a conductor. | The learner is guided to: search using print and non-print resources the applications of a magnetic effect of electric current ( electric bell, electric motor, magnetic relay, microphone, telephone receiver, loud speaker, moving coil meters, circuit breakers among others). | How does a motor work? | 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 | Magnetic effect of electric current | By the end of the lesson, the learner should be able to: describe the working of an electromagnet. | The learner is guided to: perform experiments to demonstrate magnetization and demagnetization. | How does a motor work? | 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 | Magnetic effect of electric current | By the end of the lesson, the learner should be able to: describe the direction of force produced on a current carrying conductor in a magnetic field. | The learner is guided to: search using print or non-print resources to explain magnetization and demagnetization using domain theory of magnetism. | How does a motor work? | 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 | Magnetic effect of electric current | By the end of the lesson, the learner should be able to: explain applications of magnetic effect of an electric current in day-to-day life. | The learner is guided to: perform experiments to investigate the magnetic effect of a current flowing through a conductor. | How does a motor work? | 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 | Magnetic effect of electric current | By the end of the lesson, the learner should be able to: appreciate the applications of magnetic effect of electric current in day-to-day life. | The learner is guided to: construct a working electromagnet using locally available materials. | How does a motor work? | 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 | Magnetic effect of electric current | By the end of the lesson, the learner should be able to: explain magnetization and demagnetization using domain theory of magnetism. | The learner is guided to: visit a nearby garage, observe the working of electromagnetic alternator and discuss the role it plays in functioning as a motor of a vehicle in line with safety of road users. | How does a motor work? | 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 | Diodes | By the end of the lesson, the learner should be able to: explain the formation and biasing process of a p-n junction diode. | The learner is guided to: discuss with peers the formation of a p-n junction diode. | How have p-n junction diodes promoted the development of electronics? formed?; How is wind formation applied in real-life situations? | 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 | Diodes - P-N Junction characteristics | By the end of the lesson, the learner should be able to: describe the characteristics of a p-n junction diode. | The learner is guided to: perform an experiment to illustrate the biasing of a p-n junction. | How have p-n junction diodes promoted the development of electronics? formed?; How is wind formation applied in real-life situations? | 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 | Diodes - Types of diodes and their uses. | By the end of the lesson, the learner should be able to: explain the applications of p-n junction diodes in day-to-day life. | The learner is guided to: design and perform an experiment to show the current-voltage (I-V) characteristics of a p-n junction diode for forward and reverse biased modes. | How have p-n junction diodes promoted the development of electronics? formed?; How is wind formation applied in real-life situations? | 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 | Diodes - Wind patterns (polar easterlies, westerlies, horse latitudes, trade winds and the doldrums). | By the end of the lesson, the learner should be able to: identify types of diodes used in electronics. | The learner is guided to: work with peers in creation of a model to describe application of p-n junction diode in rectification process using locally available resources (half-wave rectification and full-wave rectification). | How have p-n junction diodes promoted the development of electronics? formed?; How is wind formation applied in real-life situations? | 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 | Diodes - Forces acting on air masses (Pressure gradient force, Coriolis force, Turbulent drag). | By the end of the lesson, the learner should be able to: describe application of p-n junction diode in rectification. | The learner is guided to: use print and non-print resources to search for information on different types of diodes and their applications in day-to-day life. | How have p-n junction diodes promoted the development of electronics? formed?; How is wind formation applied in real-life situations? | 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 | Diodes - Cyclones and anticyclones. | By the end of the lesson, the learner should be able to: appreciate the application of diodes in daily lives. strand the learner should be able to:. | The learner is guided to: use print or non-print resources to search for information on the types of wind patterns. | How have p-n junction diodes promoted the development of electronics? formed?; How is wind formation applied in real-life situations? | 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 | Diodes | By the end of the lesson, the learner should be able to: describe the types of wind patterns in the atmosphere. | The learner is guided to: discuss with peers the types of wind patterns in atmosphere. | How have p-n junction diodes promoted the development of electronics? formed?; How is wind formation applied in real-life situations? | 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 | Diodes | By the end of the lesson, the learner should be able to: describe forces acting on air masses in the atmosphere. | The learner is guided to: use print or non-print media to search for information on the forces acting on air masses in the atmosphere. | How have p-n junction diodes promoted the development of electronics? formed?; How is wind formation applied in real-life situations? | Laboratory apparatus, measuring instruments, charts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
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