| Competence | Objective | Month | Week | Main Topic | Sub Topic | Periods | Teaching Activities | Learning Activities | Learning Aids | Assessment | References | Remarks |
| The student should have ability to: identify types of waves in nature | The student should be able to: a) explain the concept of a wave; b) explain the terms wave long frequency and velocity of a wave; and c) identify types of waves. | January | Week 3 | WAVES | Introduction to waves | 4 | i) To guide
students to brainstorm
the concept of waves ii) To lead students to demonstrate iii) Through questions and answer technique assist students to explain the terms wavelength ( / ), frequency (l) and velocity (v) of a wave. iv) To guide students to identify types of waves. | i) Students groups to
discuss e concept of
waves. ii) Students to explain the waveleng frequency and velocity of a wave. iii) Students in groups to identify mechanical and electro magnetic waves | o Slinky spring * Rope, ripple * Vibrator * Ting fork c Chart showing graph of displacement against time *cathode rays oscilloscope | Is the stud able to
explain e concept of a
wave? Can the student explain the terms wavelength frequency and velocity of a wave? Can student identify types of wave? | Physics For Secondary Schools, Students Book Form Four. By T.I.E | Remarks Written here |
| The student should have ability to: apply waves in daily life | The student should be able to: a) explain the term refraction, reflection, diffraction and interference of a wave b) mention the applications of refraction, reflection, diffraction and interference of a wave in daily life c) demonstrate the behaviour of waves | January | Week 4 | WAVES | behaviour of waves | 4 | i) guide the students to explain the behaviour of gases such as refraction, reflection, diffraction, and interference of a wave | i) students to explain refraction, reflection, diffraction, and interference of a wave | ripple tank,rectangular prism,two metal rods, vibrator, two speakers and a radio,TV, mobile phone | is the student able to explain refraction, reflection, diffraction, and interference of a wave? | Physics For Secondary Schools, Students Book Form Four. By T.I.E | Remarks Written here |
| The student should have ability to: describe the propagation of a wave | The student should be able to: a ) Describe the propagation of mechanical waves. b) explain the propagation of electomagnetic waves c) determine the relation between frequency, speed and wavelength of a wave and determine the refractive index of a medium | February | Week 2 | WAVES | propagation of waves | 4 | i) To use question
and answer technique to assist students to discuss propagation of mechanical waves. | i) Students groups to
descrbe the propagation
of mechanical waves ii)students to determine the relationship between frequency, speed and wavelength | c SIy spring * Tling fork * Ripple *Rope Chart showing electromagnetic spectrum chart showing the relationship between frequency, speed and wavelength. | Is e student able to
describe propagation
of mechanical waves? Is the student able to explain the propagation of electromagnetic waves? Is the student able to determine the relation between frequency, speed and wavelength of a wave? | Physics For Secondary Schools, Students Book Form Four. By T.I.E | Remarks Written here |
| The student should have ability to: explain the mechanism of hearing | the student should be able to: a) identify the sources of sound waves b) explain the concept of audability of sound | February | Week 4 | WAVES | sound waves | 4 | i) guide the students to identify sources of sound waves ii) help the students to explain the concept of hearing iii) assist the students to describe the perception of hearing | i) students to identify sources of sound waves ii) students to explain the concept of audability range | drum, guitar, model of human hear,table with audability range, tall wall , hall, microphone | is the student able to: i) identify sources of sound waves | Physics For Secondary Schools, Students Book Form Four. By T.I.E | Remarks Written here |
| The student should have ability to: Construct simple musical instrument | The student should be able to: a) explain concept of a musical sound; | March | Week 2 | WAVES | musical sounds | 4 | i) To guide
students to explain the
concept of musical
sound ii) To lead students to the identify factors affecting loudness pitch and quality of musical sound. iii) organize students visit for students to identify different types of musical instruments iv) lead the students to explain the terms nodes, antinodes, and stationery waves v) guide the student to determine the factors that affect the frequency of a note vi)To lead students to dlstinguish between fundamental note and overtones. | i) Students to give meaning
of music and noise ii) Student to identify factors affecting loudness, pitch and frequency of musical sound iii) students to explain the terms nodes, antinodes, and stationery waves iv) students to dlstinguish between fundamental note and overtones. | ' Sonometer ' T for * Violin * Flute * Drum * guitar * Microphone * Cathode rays oscilloscope pipe musical instruments, string musical instruments, electronic musical instruments, helical string, marker pens, white sheet, | Is e student able to
explain e concept of
musical sound? Is the student able to identify factors affecting loudness, pitch and quality of musical sound? is the student able to identify different musical instruments? is the student able to explain the terms used in stationery waves? can the student determine the frequency of a note? Is the student able to differentiate between the fundamental notes and overtones? Is the student able to explain the concept of resonance as applied to sound? Is e student able to construct a simple musical instr | Physics For Secondary Schools, Students Book Form Four. By T.I.E | Remarks Written here |