CBE · Senior School
Grade 12 Physics Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Physics scheme of work for Grade 12 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 12
- Subject
- Physics
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 12 Physics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
MECHANICS AND THERMAL PHYSICS
Dynamics · Dynamics - Conservation of linear momentum: elastic and inelastic (include perfectly inelastic collisions) collisions, recoil velocity and impulse. · Dynamics - Frictional forces: Static and dynamic friction. · Dynamics - Motion of bodies falling through fluids-cohesive, adhesive, surface tension and viscous drag. · Circular motion · Circular motion - Oscillatory motion. · Circular motion - Centripetal force (Horizontal and vertical motion). · Circular motion - Applications of circular motion (bicycle or motorcycle wheel, Water-filled Containers, banked tracks, centrifuge, play merry -go - round, satellites and speed governor). · Floating and Sinking · Floating and Sinking - Archimedes’ Principle. · Floating and Sinking - Law of flotation. · Floating and Sinking - Applications of Archimedes’ principle and law of flotation. · Quantity of Heat · Quantity of Heat - Specific heat capacity · Quantity of Heat - Applications of specific heat capacity · Quantity of Heat - Latent heat · Quantity of Heat - Specific latent heat · Quantity of Heat - Factors affecting boiling and melting points of different substances
| 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 | Dynamics | By the end of the lesson, the learner should be able to: explain meaning of the term dynamics as used in physics. | The learner is guided to: brainstorm on the meaning of the term dynamics as used in physics. | How do different types and magnitudes of force influence the speed and direction of an object’s motion? | 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 | Dynamics - Conservation of linear momentum: elastic and inelastic (include perfectly inelastic collisions) collisions, recoil velocity and impulse. | By the end of the lesson, the learner should be able to: demonstrate the Newton’s laws of motion in nature. | The learner is guided to: deliberate on the concept of Law of Inertia, Rate of change in momentum, Action and reaction force and their effects on human life. | How do different types and magnitudes of force influence the speed and direction of an object’s motion? | 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 | Dynamics - Frictional forces: Static and dynamic friction. | By the end of the lesson, the learner should be able to: prove the principle of conservation of linear momentum in nature. | The learner is guided to: perform activities to demonstrate the Newton’s laws of motion (Law of Inertia, Rate of change in momentum, Action and Reaction force). | How do different types and magnitudes of force influence the speed and direction of an object’s motion? | 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 | Dynamics - Motion of bodies falling through fluids-cohesive, adhesive, surface tension and viscous drag. | By the end of the lesson, the learner should be able to: demonstrate static and dynamic friction using smooth and rough surfaces. | The learner is guided to: use print or non-print resources to search for more information on Newton’s laws of motion (Law of Inertia, Rate of change in Momentum, Action and reaction force) and their applications. | How do different types and magnitudes of force influence the speed and direction of an object’s motion? | 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 | Dynamics | By the end of the lesson, the learner should be able to: investigate the effects of viscous drag on an object falling in fluids. | The learner is guided to: discuss with peers the principle of conservation of linear momentum as used in physics. | How do different types and magnitudes of force influence the speed and direction of an object’s motion? | 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 | Dynamics | By the end of the lesson, the learner should be able to: appreciate the applications of Newton’s laws of motion in day-to-day life. | The learner is guided to: carry out activities to show conservation of linear momentum in one-dimensional systems (include solving tasks involving elastic and inelastic collisions considering perfectly inelastic collisions, recoil and impulse). | How do different types and magnitudes of force influence the speed and direction of an object’s motion? | 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 | Dynamics | By the end of the lesson, the learner should be able to: explain meaning of the term dynamics as used in physics. | The learner is guided to: use print or non-print media to observe more illustrations demonstrating conservation of linear momentum in one-dimensional systems. | How do different types and magnitudes of force influence the speed and direction of an object’s motion? | 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 | Dynamics | By the end of the lesson, the learner should be able to: demonstrate the Newton’s laws of motion in nature. | The learner is guided to: debate on the meaning of the terms; adhesive force, cohesive force and surface tension as used in physics. | How do different types and magnitudes of force influence the speed and direction of an object’s motion? | 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 | Dynamics | By the end of the lesson, the learner should be able to: prove the principle of conservation of linear momentum in nature. | The learner is guided to: perform activities to demonstrate existence of adhesive force, cohesive force and surface tension in nature. | How do different types and magnitudes of force influence the speed and direction of an object’s motion? | 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 | Dynamics | By the end of the lesson, the learner should be able to: demonstrate static and dynamic friction using smooth and rough surfaces. | The learner is guided to: discuss with peers the meaning of viscous drag as used in dynamics. | How do different types and magnitudes of force influence the speed and direction of an object’s motion? | 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 | Dynamics | By the end of the lesson, the learner should be able to: investigate the effects of viscous drag on an object falling in fluids. | The learner is guided to: carry out activities to investigate the effects of viscous drag on an object falling in fluids. | How do different types and magnitudes of force influence the speed and direction of an object’s motion? | 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 | Dynamics | By the end of the lesson, the learner should be able to: appreciate the applications of Newton’s laws of motion in day-to-day life. | The learner is guided to: perform activities to compare the characteristics of static and dynamic friction using rough and smooth surfaces. | How do different types and magnitudes of force influence the speed and direction of an object’s motion? | 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 | Dynamics | By the end of the lesson, the learner should be able to: explain meaning of the term dynamics as used in physics. | The learner is guided to: use digital or print media to observe more comparisons on characteristics of static and dynamic friction. | How do different types and magnitudes of force influence the speed and direction of an object’s motion? | 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 | Dynamics | By the end of the lesson, the learner should be able to: demonstrate the Newton’s laws of motion in nature. | The learner is guided to: discuss with peers the applications of Newton’s laws of motion, static friction and dynamic friction in real life experience. | How do different types and magnitudes of force influence the speed and direction of an object’s motion? | 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 | Dynamics | By the end of the lesson, the learner should be able to: prove the principle of conservation of linear momentum in nature. | The learner is guided to: brainstorm on the meaning of the term dynamics as used in physics. | How do different types and magnitudes of force influence the speed and direction of an object’s motion? | 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 | Dynamics | By the end of the lesson, the learner should be able to: demonstrate static and dynamic friction using smooth and rough surfaces. | The learner is guided to: deliberate on the concept of Law of Inertia, Rate of change in momentum, Action and reaction force and their effects on human life. | How do different types and magnitudes of force influence the speed and direction of an object’s motion? | 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 | Dynamics | By the end of the lesson, the learner should be able to: investigate the effects of viscous drag on an object falling in fluids. | The learner is guided to: perform activities to demonstrate the Newton’s laws of motion (Law of Inertia, Rate of change in momentum, Action and Reaction force). | How do different types and magnitudes of force influence the speed and direction of an object’s motion? | 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 | Circular motion | By the end of the lesson, the learner should be able to: explain the meaning of circular motion as used in physics. | The learner is guided to: brainstorm on the meaning of the terms circular motion, oscillatory motion, radian, angular displacement, angular velocity and angular acceleration (consider the formulae). | What forces are responsible for keeping an object in circular motion and how do they interact? | 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 | Circular motion - Oscillatory motion. | By the end of the lesson, the learner should be able to: demonstrate centripetal force acting on an object. | The learner is guided to: carry out activities to determine the radian, angular displacement, angular velocity and angular acceleration of a moving object using locally available materials. | What forces are responsible for keeping an object in circular motion and how do they interact? | 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 | Circular motion - Centripetal force (Horizontal and vertical motion). | By the end of the lesson, the learner should be able to: relate oscillatory motion to its terminologies. | The learner is guided to: perform activities to demonstrate centripetal force (Horizontal and vertical motion) acting on various objects using locally available materials. | What forces are responsible for keeping an object in circular motion and how do they interact? | 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 | Circular motion - Applications of circular motion (bicycle or motorcycle wheel, Water-filled Containers, banked tracks, centrifuge, play merry -go - round, satellites and speed governor). | By the end of the lesson, the learner should be able to: describe the applications of circular motion in nature. | The learner is guided to: discuss with peers the meaning of the terms: restoring force, equilibrium position, displacement, amplitude, frequency, period, Simple Harmonic Motion (SHM), energy in oscillatory motion, damping and phase. | What forces are responsible for keeping an object in circular motion and how do they interact? | 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 | Circular motion | By the end of the lesson, the learner should be able to: appreciate the applications of circular motion in day-to-day life. | The learner is guided to: debate with peers on the applications of circular motion in nature and outline strategies for managing risks related (observing to circular critical motion speed while negotiating corners on roads, banking of road, merry go round among others). | What forces are responsible for keeping an object in circular motion and how do they interact? | 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 | Circular motion | By the end of the lesson, the learner should be able to: explain the meaning of circular motion as used in physics. | The learner is guided to: use formulae to determine centripetal force, centripetal acceleration, angular velocity, period and frequency of a body in a circular motion. | What forces are responsible for keeping an object in circular motion and how do they interact? | 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 | Circular motion | By the end of the lesson, the learner should be able to: demonstrate centripetal force acting on an object. | The learner is guided to: use digital media to observe objects moving in a circular motion and oscillatory motion. | What forces are responsible for keeping an object in circular motion and how do they interact? | 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 | Circular motion | By the end of the lesson, the learner should be able to: relate oscillatory motion to its terminologies. | The learner is guided to: have a nature walk to observe and identify applications of circular motion in the locality. | What forces are responsible for keeping an object in circular motion and how do they interact? | 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 12 Physics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
MECHANICS AND THERMAL PHYSICS
Quantity of Heat · Quantity of Heat - Specific heat capacity · Quantity of Heat - Applications of specific heat capacity · Quantity of Heat - Latent heat · Quantity of Heat - Specific latent heat · Quantity of Heat - Factors affecting boiling and melting points of different substances · Quantity of Heat - Applications of latent heat.
WAVES AND OPTICS
Thin lenses · Thin lenses - Terminologies used in lenses. · Thin lenses - Image formation by thin lenses. · Thin lenses - Determination of focal length of lenses. · Thin lenses - Applications of thin lenses (simple microscope, human eye, compound microscope and the camera). · Photoelectric effect · Photoelectric effect - Factors affecting photoelectric emission. · Photoelectric effect - The dual nature of light. · Photoelectric effect - Applications of photoelectric effect.
ELECTRICITY AND MAGNETISM
Electromagnetic induction · Electromagnetic induction - Laws of electromagnetic induction. · Electromagnetic induction - Self-induction. · Electromagnetic induction - Mutual induction. · Electromagnetic induction - Applications of electromagnetic induction (transformers, moving coil microphone, ignition coil, a.c & d.c generators and induction coil). · Electromagnetic induction - Root mean Square (r.m.s) values.
| 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 | Quantity of Heat | By the end of the lesson, the learner should be able to: explain the terminologies used quantity of heat. | The learner is guided to: discuss with peers the meaning of terms associated with quantity of heat (heat capacity, specific heat capacity, latent heat and specific latent heat). | How does the specific heat capacity of different materials influence the choice of a material for making a cooking pot?; What are the main methods of heat transfer and how do they occur in real life situations? | 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 | Quantity of Heat - Specific heat capacity | By the end of the lesson, the learner should be able to: determine the specific heat capacity of various substances. | The learner is guided to: carry out activities to determine the heat capacity, specific heat capacity, latent heat and specific latent heat of various substances using a calorimeter. | How does the specific heat capacity of different materials influence the choice of a material for making a cooking pot?; What are the main methods of heat transfer and how do they occur in real life situations? | 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 | Quantity of Heat - Applications of specific heat capacity | By the end of the lesson, the learner should be able to: obtain the specific latent heat of various substances. | The learner is guided to: derive and use the formulae C=Q/∆T, , to determine the heat capacity, specific heat capacity, latent heat and specific latent heat. | How does the specific heat capacity of different materials influence the choice of a material for making a cooking pot?; What are the main methods of heat transfer and how do they occur in real life situations? | 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 | Quantity of Heat - Latent heat | By the end of the lesson, the learner should be able to: demonstrate factors affecting boiling points and melting points of different substances. | The learner is guided to: carry out activities to analyse and compare specific heat capacity of different metals and liquids. | How does the specific heat capacity of different materials influence the choice of a material for making a cooking pot?; What are the main methods of heat transfer and how do they occur in real life situations? | 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 | Quantity of Heat - Specific latent heat | By the end of the lesson, the learner should be able to: describe applications of boiling points and melting points in nature. | The learner is guided to: use print and non-print resources to search for more information on how to determine heat capacity, specific heat capacity, latent heat and specific latent heat of different substances. | How does the specific heat capacity of different materials influence the choice of a material for making a cooking pot?; What are the main methods of heat transfer and how do they occur in real life situations? | 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 | Quantity of Heat - Factors affecting boiling and melting points of different substances | By the end of the lesson, the learner should be able to: appreciate the applications of latent heat in day-to-day life. | The learner is guided to: perform activities to demonstrate factors affecting boiling and melting points of different substances. | How does the specific heat capacity of different materials influence the choice of a material for making a cooking pot?; What are the main methods of heat transfer and how do they occur in real life situations? | 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 | Quantity of Heat - Applications of latent heat. | By the end of the lesson, the learner should be able to: explain the terminologies used quantity of heat. | The learner is guided to: deliberate on the applications of boiling and melting points of different substances in day-to-day life. | How does the specific heat capacity of different materials influence the choice of a material for making a cooking pot?; What are the main methods of heat transfer and how do they occur in real life situations? | 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 | Quantity of Heat | By the end of the lesson, the learner should be able to: determine the specific heat capacity of various substances. | The learner is guided to: use print or non-print resources to search for more information on the applications of boiling and melting points of different substances. | How does the specific heat capacity of different materials influence the choice of a material for making a cooking pot?; What are the main methods of heat transfer and how do they occur in real life situations? | 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 | Quantity of Heat | By the end of the lesson, the learner should be able to: obtain the specific latent heat of various substances. | The learner is guided to: discuss with peers the meaning of terms associated with quantity of heat (heat capacity, specific heat capacity, latent heat and specific latent heat). | How does the specific heat capacity of different materials influence the choice of a material for making a cooking pot?; What are the main methods of heat transfer and how do they occur in real life situations? | 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 | Quantity of Heat | By the end of the lesson, the learner should be able to: demonstrate factors affecting boiling points and melting points of different substances. | The learner is guided to: carry out activities to determine the heat capacity, specific heat capacity, latent heat and specific latent heat of various substances using a calorimeter. | How does the specific heat capacity of different materials influence the choice of a material for making a cooking pot?; What are the main methods of heat transfer and how do they occur in real life situations? | 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 | Quantity of Heat | By the end of the lesson, the learner should be able to: describe applications of boiling points and melting points in nature. | The learner is guided to: derive and use the formulae C=Q/∆T, , to determine the heat capacity, specific heat capacity, latent heat and specific latent heat. | How does the specific heat capacity of different materials influence the choice of a material for making a cooking pot?; What are the main methods of heat transfer and how do they occur in real life situations? | 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 | Thin lenses | By the end of the lesson, the learner should be able to: describe converging and diverging lens as used in thin lenses. | The learner is guided to: use print or non-print resources to search for meaning of terminologies used in thin lenses (converging lens, diverging lens, centre of curvature, radius of curvature, principal axis, optical centre, principal focus, focal length, focal plane, paraxial and marginal rays). | What are the differences in image formation between converging (convex) and diverging (concave) thin lenses? | 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 | Thin lenses - Terminologies used in lenses. | By the end of the lesson, the learner should be able to: demonstrate image formation by thin lenses. | The learner is guided to: discuss with peers the meaning of converging and diverging lenses and other terminologies used in thin lenses. | What are the differences in image formation between converging (convex) and diverging (concave) thin lenses? | 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 | Thin lenses - Image formation by thin lenses. | By the end of the lesson, the learner should be able to: determine focal length of thin lenses. | The learner is guided to: perform activities to demonstrate image formation by thin lenses. | What are the differences in image formation between converging (convex) and diverging (concave) thin lenses? | 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 | Thin lenses - Determination of focal length of lenses. | By the end of the lesson, the learner should be able to: describe the applications of thin lenses. | The learner is guided to: carry out activities to locate images formed by thin lenses using ray diagram construction methods. | What are the differences in image formation between converging (convex) and diverging (concave) thin lenses? | 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 | Thin lenses - Applications of thin lenses (simple microscope, human eye, compound microscope and the camera). | By the end of the lesson, the learner should be able to: appreciate the applications of thin lenses in day-to-day life. | The learner is guided to: debate with peers on the characteristics of images formed by thin lenses. | What are the differences in image formation between converging (convex) and diverging (concave) thin lenses? | 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 | Thin lenses | By the end of the lesson, the learner should be able to: describe converging and diverging lens as used in thin lenses. | The learner is guided to: carry out activities to determine focal length of a converging lens. | What are the differences in image formation between converging (convex) and diverging (concave) thin lenses? | 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 | Thin lenses | By the end of the lesson, the learner should be able to: demonstrate image formation by thin lenses. | The learner is guided to: use the lens formula to determine focal length, image distance, object distance and magnification. | What are the differences in image formation between converging (convex) and diverging (concave) thin lenses? | 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 | Thin lenses | By the end of the lesson, the learner should be able to: determine focal length of thin lenses. | The learner is guided to: use print or non-print resources to search for information on applications of thin lenses; human eye (formation of images, it’s defects and how they are corrected), simple microscope, compound microscope and the camera in day-to-day life. | What are the differences in image formation between converging (convex) and diverging (concave) thin lenses? | 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 | Thin lenses | By the end of the lesson, the learner should be able to: describe the applications of thin lenses. | The learner is guided to: use digital media to observe simulations of the human eye related to thin lenses. | What are the differences in image formation between converging (convex) and diverging (concave) thin lenses? | 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 | Thin lenses | By the end of the lesson, the learner should be able to: appreciate the applications of thin lenses in day-to-day life. | The learner is guided to: use print or non-print resources to search for meaning of terminologies used in thin lenses (converging lens, diverging lens, centre of curvature, radius of curvature, principal axis, optical centre, principal focus, focal length, focal plane, paraxial and marginal rays). | What are the differences in image formation between converging (convex) and diverging (concave) thin lenses? | 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 | Thin lenses | By the end of the lesson, the learner should be able to: describe converging and diverging lens as used in thin lenses. | The learner is guided to: discuss with peers the meaning of converging and diverging lenses and other terminologies used in thin lenses. | What are the differences in image formation between converging (convex) and diverging (concave) thin lenses? | 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 | Thin lenses | By the end of the lesson, the learner should be able to: demonstrate image formation by thin lenses. | The learner is guided to: perform activities to demonstrate image formation by thin lenses. | What are the differences in image formation between converging (convex) and diverging (concave) thin lenses? | 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 | Thin lenses | By the end of the lesson, the learner should be able to: determine focal length of thin lenses. | The learner is guided to: carry out activities to locate images formed by thin lenses using ray diagram construction methods. | What are the differences in image formation between converging (convex) and diverging (concave) thin lenses? | 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 | Thin lenses | By the end of the lesson, the learner should be able to: describe the applications of thin lenses. | The learner is guided to: debate with peers on the characteristics of images formed by thin lenses. | What are the differences in image formation between converging (convex) and diverging (concave) thin lenses? | 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 12 Physics scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
ELECTRICITY AND MAGNETISM
Electromagnetic induction · Electromagnetic induction - Laws of electromagnetic induction. · Electromagnetic induction - Self-induction. · Electromagnetic induction - Mutual induction. · Electromagnetic induction - Applications of electromagnetic induction (transformers, moving coil microphone, ignition coil, a.c & d.c generators and induction coil). · Electromagnetic induction - Root mean Square (r.m.s) values. · Mains electricity · Mains electricity - Domestic wiring system (domestic wiring model). · Mains electricity - Costing of electricity. · Transistors · Transistors - Bipolar Junction Transistors (BJTs) (NPN and PNP transistors). · Transistors - Phototransistors. · Transistors - Transistor characteristics. · Transistors - Applications of transistors.
ENVIRONMENTAL AND SPACE PHYSICS.
Introduction to Satellites · Introduction to Satellites - Satellite imagery. · Introduction to Satellites - Main types of satellites. · Introduction to Satellites - basic principles of satellite orbits. · Introduction to Satellites - Applications of satellite images.
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | ELECTRICITY AND MAGNETISM | Electromagnetic induction | By the end of the lesson, the learner should be able to: explain electromagnetic induction as used in Physics. | The learner is guided to: use digital resources to observe simulations on electromagnetic induction in nature; discuss with peers the meaning of electric field, magnetic field, magnetic flux and electromagnetic induction. | How does electromagnetic induction contribute to the generation and distribution of electricity in modern infrastructure? | 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 | Electromagnetic induction - Laws of electromagnetic induction. | By the end of the lesson, the learner should be able to: verify the laws of electromagnetic induction as used in physics. | The learner is guided to: carry out activities to demonstrate electromagnetic induction within magnetic and electric fields; perform experiments on electromagnetic induction to prove its laws (Faraday's laws and Lenz’s Law). | How does electromagnetic induction contribute to the generation and distribution of electricity in modern infrastructure? | 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 | Electromagnetic induction - Self-induction. | By the end of the lesson, the learner should be able to: demonstrate self-induction and mutual induction in a conductor carrying current. | The learner is guided to: watch simulations on the verifications of laws of electromagnetic induction; perform activities to demonstrate self-induction in a conductor carrying current. | How does electromagnetic induction contribute to the generation and distribution of electricity in modern infrastructure? | 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 | Electromagnetic induction - Mutual induction. | By the end of the lesson, the learner should be able to: investigate factors affecting magnitude and direction of the induced e.m.f. | The learner is guided to: carry out experiments to investigate mutual induction; use digital resources to search and watch simulations illustrating mutual induction; carry out activities to explore the factors affecting magnitude and direction of the induced e.m.f. | How does electromagnetic induction contribute to the generation and distribution of electricity in modern infrastructure? | 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 | Electromagnetic induction - Applications of electromagnetic induction (transformers, moving coil microphone, ignition coil, a.c & d.c generators and induction coil). | By the end of the lesson, the learner should be able to: apply r.m.s formula to determine values of current and voltage in a transformer. | The learner is guided to: use digital resources to search for simulations demonstrating factors affecting magnitude and direction of the induced e.m.f; debate with peers on the applications of electromagnetic induction in nature. | How does electromagnetic induction contribute to the generation and distribution of electricity in modern infrastructure? | 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 | Electromagnetic induction - Root mean Square (r.m.s) values. | By the end of the lesson, the learner should be able to: describe applications of electromagnetic induction in real-life situations. | The learner is guided to: use appropriate formulae to solve numerical tasks involving transformers (Turns Ratio and ); use r.m.s formulae , to determine values of current and voltage in a transformer. | How does electromagnetic induction contribute to the generation and distribution of electricity in modern infrastructure? | 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 | Electromagnetic induction | By the end of the lesson, the learner should be able to: appreciate the applications of electromagnetic induction in day-to-day life. | The learner is guided to: discuss with peers the working of both d.c and a.c generators, a transformer, moving coil microphone and ignition coil; watch simulations illustrating the working of both d.c and a.c generators, a transformer, moving coil microphone and ignition coil. Project Work with peers to construct a transformer using locally available materials. | How does electromagnetic induction contribute to the generation and distribution of electricity in modern infrastructure? | 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 | Mains electricity | By the end of the lesson, the learner should be able to: describe the transmission of electric power from the source to consumers. | The learner is guided to: reflect on sources of mains electricity in nature. | How is the efficiency and safety of electricity transmission from the source to the consumer maintained over long distances?; How is costing of electricity done? | 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 | Mains electricity - Domestic wiring system (domestic wiring model). | By the end of the lesson, the learner should be able to: explain domestic wiring system in mains electricity. | The learner is guided to: use digital media to watch simulations demonstrating generation of electricity by different sources. | How is the efficiency and safety of electricity transmission from the source to the consumer maintained over long distances?; How is costing of electricity done? | 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 | Mains electricity - Costing of electricity. | By the end of the lesson, the learner should be able to: construct a model of domestic wiring system. | The learner is guided to: use print and non-print resources to search for information on transmission of electric power from the source to consumers. | How is the efficiency and safety of electricity transmission from the source to the consumer maintained over long distances?; How is costing of electricity done? | 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 | Mains electricity | By the end of the lesson, the learner should be able to: define the Kilowatt hour as a measure of electric power. | The learner is guided to: discuss with peers transmission of electric power from the source to consumers. | How is the efficiency and safety of electricity transmission from the source to the consumer maintained over long distances?; How is costing of electricity done? | 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 | Mains electricity | By the end of the lesson, the learner should be able to: determine the cost of electrical energy consumed. | The learner is guided to: use print and non-print resources to search for information on power transmission, power frequency, power losses, Kilowatt hour and voltage ranges across different countries. | How is the efficiency and safety of electricity transmission from the source to the consumer maintained over long distances?; How is costing of electricity done? | 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 | Mains electricity | By the end of the lesson, the learner should be able to: appreciate the transmission and conservation of electricity in day-to-day life. | The learner is guided to: use print and non-print resources to search for information about process involved in domestic wiring system. | How is the efficiency and safety of electricity transmission from the source to the consumer maintained over long distances?; How is costing of electricity done? | 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 | Mains electricity | By the end of the lesson, the learner should be able to: describe the transmission of electric power from the source to consumers. | The learner is guided to: deliberate with peers on the components and process involved in domestic wiring system. | How is the efficiency and safety of electricity transmission from the source to the consumer maintained over long distances?; How is costing of electricity done? | 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 | Mains electricity | By the end of the lesson, the learner should be able to: explain domestic wiring system in mains electricity. | The learner is guided to: use the formula to calculate electrical power consumption for costing. | How is the efficiency and safety of electricity transmission from the source to the consumer maintained over long distances?; How is costing of electricity done? | 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 | Mains electricity | By the end of the lesson, the learner should be able to: construct a model of domestic wiring system. | The learner is guided to: discuss with peers the importance of conserving electricity during transmission and consumption. Project Work with peers to design and develop a model of domestic wiring system using locally available materials. | How is the efficiency and safety of electricity transmission from the source to the consumer maintained over long distances?; How is costing of electricity done? | 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 | Mains electricity | By the end of the lesson, the learner should be able to: define the Kilowatt hour as a measure of electric power. | The learner is guided to: reflect on sources of mains electricity in nature. | How is the efficiency and safety of electricity transmission from the source to the consumer maintained over long distances?; How is costing of electricity done? | 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 | Mains electricity | By the end of the lesson, the learner should be able to: determine the cost of electrical energy consumed. | The learner is guided to: use digital media to watch simulations demonstrating generation of electricity by different sources. | How is the efficiency and safety of electricity transmission from the source to the consumer maintained over long distances?; How is costing of electricity done? | 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 | Mains electricity | By the end of the lesson, the learner should be able to: appreciate the transmission and conservation of electricity in day-to-day life. | The learner is guided to: use print and non-print resources to search for information on transmission of electric power from the source to consumers. | How is the efficiency and safety of electricity transmission from the source to the consumer maintained over long distances?; How is costing of electricity done? | 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 | Mains electricity | By the end of the lesson, the learner should be able to: describe the transmission of electric power from the source to consumers. | The learner is guided to: discuss with peers transmission of electric power from the source to consumers. | How is the efficiency and safety of electricity transmission from the source to the consumer maintained over long distances?; How is costing of electricity done? | 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 | Mains electricity | By the end of the lesson, the learner should be able to: explain domestic wiring system in mains electricity. | The learner is guided to: use print and non-print resources to search for information on power transmission, power frequency, power losses, Kilowatt hour and voltage ranges across different countries. | How is the efficiency and safety of electricity transmission from the source to the consumer maintained over long distances?; How is costing of electricity done? | 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 | Mains electricity | By the end of the lesson, the learner should be able to: construct a model of domestic wiring system. | The learner is guided to: use print and non-print resources to search for information about process involved in domestic wiring system. | How is the efficiency and safety of electricity transmission from the source to the consumer maintained over long distances?; How is costing of electricity done? | 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 | Mains electricity | By the end of the lesson, the learner should be able to: define the Kilowatt hour as a measure of electric power. | The learner is guided to: deliberate with peers on the components and process involved in domestic wiring system. | How is the efficiency and safety of electricity transmission from the source to the consumer maintained over long distances?; How is costing of electricity done? | 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 | Mains electricity | By the end of the lesson, the learner should be able to: determine the cost of electrical energy consumed. | The learner is guided to: use the formula to calculate electrical power consumption for costing. | How is the efficiency and safety of electricity transmission from the source to the consumer maintained over long distances?; How is costing of electricity done? | 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 | Transistors | By the end of the lesson, the learner should be able to: describe types of transistors used in electronics. | The learner is guided to: use print and non-print resources to search for different types of transistors used in electronics. | How do transistors contribute to the functionality of modern technologies? | 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 3
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