PHYSICSTEACHER’S GUIDEFOR RWANDA SECONDARY SCHOOLSS5
CONTENTSIntroduction. ii - liv1. Wave and Practical Nature of Light. 1-221.1 Unit description. 11.2 Lesson development . 41.3 Main contents and concepts to emphasise. 141.4 Solution to Activities and Exercises. 162. Simple Harmonic Motion. 23-471.1 Unit description. 231.2 Lesson development . 261.3 Main contents and concepts to emphasise. 331.4 Solution to Activities and Exercises. 353. Forced Oscillations and Resonance of a System. 48-611.1 Unit description. 481.2 Lesson development . 511.3 Main contents and concepts to emphasise. 604. Propagation of Mechanical Waves. 62-771.1 Unit description. 621.2 Lesson development . 651.3 Main contents and concepts to emphasise. 741.4 Solution to Activities and Exercises. 755. Complex Electrical Circuit. 78-95ii
1.1 Unit description. 781.2 Lesson development . 801.3 Main contents and concepts to emphasise. 911.4 Solution to Activities and Exercises. 926. Fossil and Non-fossil Fuel and Power Production. 96-1111.1 Unit description. 961.2 Lesson development . 991.3 Main contents and concepts to emphasise. 1107. Electric field potential and gravitational potential. 112-1271.1 Unit description. 1221.2 Lesson development . 1151.3 Main contents and concepts to emphasise. 1241.4 Solution to Activities and Exercises. 1278. Motion in Orbits. 128-1451.1 Unit description. 1281.2 Lesson development . 1311.3 Main contents and concepts to emphasise. 1401.4 Solution to Activities and Exercises. 1439. Atomic models and photoelectric effect. 146-1651.1 Unit description. 1461.2 Lesson development . 1491.3 Main contents and concepts to emphasise. 1581.4 Solution to Activities and Exercises. 161iii
10. Analog and Digital Signals. 166-1831.1 Unit description. 1661.2 Lesson development . 1691.3 Main contents and concepts to emphasise. 1791.4 Solution to Activities and Exercises. 18211. Mobile phone and radio communication. 184-1961.1 Unit description. 1841.2 Lesson development . 1681.3 Main contents and concepts to emphasise. 19512. Relativity concepts and postulates of special relativity. 197-2101.1 Unit description. 1971.2 Lesson development . 2001.3 Main contents and concepts to emphasise. 2081.4 Solution to Activities and Exercises. 20913. Interference of Light Waves. 211-2251.1 Unit description. 2111.2 Lesson development . 2141.3 Main contents and concepts to emphasise. 22214. Stellar Distance and Radiation. 226-2401.1 Unit description. 2261.2 Lesson development . 2281.3 Main contents and concepts to emphasise. 2381.4 Answers to end of unit questions. 239iv
IntroductionPHYSICS AND SOCIETYThe purpose of this teacher guide is to help teachers to implement thePhysics syllabus of senior five according to unit planning, lesson planningand lesson delivery to develop the learners’ competences and skills. It isdesigned to stimulate teachers to create meaningful teaching programs andlessons by enabling them to choose relevant and purposeful activities andteaching activities. It will encourage teachers to research and look for newand challenging ways of fecilitating students’ learning in Physics.The teacher guide supports the syllabus. The syllabus states the key unitcompetences to develop, links to other subjects, assessment criteria, learning outcomes for the subject and units, and outlines the content and skillsthat students will learn.Rationale of teaching and learning physicsPHYSICS AND SOCIETYPhysics is one of the natural science subjects and contributes significantlyto global socioeconomic transformation through its discoveries. These haveled to development of new technologies in all fields of production and arebeneficial to mankind. Applications of Physics knowledge is evident inindustries, engineering, transportation (automobiles, trains, flights etc),medicine and Information and Communication Technology (ICT).Physics significantly contributes to the advancement of new technologiesthat arise from theoretical breakthroughs. For example, advances andunderstanding of electromagnetism or nuclear physics has led to thedevelopment of new products which have dramatically transformed themodern society. Some of the discoveries based on Physics knowledgeinclude televisions, computers, electrical appliances, nuclear weapons,advancements in thermodynamics and mechanics which have led to massindustrialization.Physics is the key to the Rwandan education ambition of developing aknowledge-based society since it promotes science and technology whichare necessary for learners to be competent both at regional and global jobv
markets. This new curriculum will address gaps in the current RwandaEducation system which lacks of appropriate skills and attitudes providedby the current education system.PHYSICS AND LEARNERSPhysics is a worthwhile subject because it prepares students for the realworld of work by providing career pathways in mechanical and constructionengineering, information and communication technology and other relatedfields. Physics provides skills that guide the construction of theories andlaws that help to explain natural phenomena and enable management ofenvironment.It also provides answers to problems modern society by empoweringstudents, make them to be creative and innovative, leading to independentapproaches of solving daily life problems. Through physics, students explorethe laws and rules that govern all the natural phenomena associated withthe subject observed in the universe.Methods, Strategies, Attitudes and TechniquesThis section addresses the methods, strategies, attitudes and techniquesrecommended in the program. While they are different from the concepts,these elements are important in the development of competencies.METHODSMethods require special attention. They should not be applied in isolation,but in learning and evaluation situations in which several of them arecombined. The ability to apply a combination of different methods is anindicator of proficiency.Five methods are presented here: modeling, observation, analysis,experimentation and the empirical methods.MODELINGModeling consists in constructing a representation of an abstract situation,one that is difficult to observe or impossible to see. This representationcan be a text, a drawing, a mathematical formula, a chemical equation,a software program or a scale model. Over time, the model becomes morerefined and complex. It may be valid only for a certain amount of time andin a specific context and in many cases, it can be modified or rejected. Itvi
is also important to consider the context in which it was created. A modelmust help learners understand a given reality, explain certain properties ofthat reality and predict new observable phenomena.OBSERVATION METHODThe observation method is an active process intended to help the observer/learner interpret facts on the basis of his or her predetermined criteria andgenerally accepted criteria within a given field. In light of the informationcollected, learners gain a new understanding of the facts, which isinextricably linked to the context in which the observations were made.In his or her interpretation and organization of information, the learnerreinterprets the physical world on the basis of his or her assumptions andthe conceptual schemes that are an integral part of what he or she bringsto the observation process. All observations involve a theoretical modelestablished by the observer.ANALYSISThe elements that determine or make up a phenomenon, an object or asystem, as well as the interactions between these elements, can be identifiedthrough analysis. Analysis also leads to the identification of structuraland functional components, which can in turn be analyzed, and to thedetermination of their hierarchical or interdependent connections. In somecases, this method involves using a broader understanding of a system todetermine the function of its parts and the relationships between them,thereby making it possible to highlight the dynamics of a complex systemand examine its behaviour over time. This aspect of the analytical methodis particularly useful in studying phenomena and applications.EXPERIMENTAL METHODThe experimental method begins with the formulation of preliminaryexplanations. Then learners can begin looking for an answer and definingthe framework of the experiment. It then becomes necessary to developan experimental procedure in order to identify a certain number ofvariables to be manipulated. The aim of the procedure is to identify andcompare observable or quantifiable elements and check them against theinitial hypotheses. Moving back and forth between the different stagesof the experimental method raises new questions and allows students tovii
formulate new hypotheses, adjust the experimental procedure and take thelimitations of the experiment into account.EMPIRICAL METHODThe empirical method involves field research without any manipulation ofvariables. Its spontaneity does not detract from the methodology involved(for example, a sample survey is an empirical approach that leaves nothingto chance). Often based on intuitive models, this method sometimes providesa way of exploring and representing the elements of a problem. Often, it canlead to a number of preliminary ideas, hypotheses and theories, as well asnew techniques and possible avenues for other research projects.Source: Québec Education Program - PhysicsThe role of the teacherTeachers play a fundamental role in helping their students developcompetencies. The support they provide must relate to the three aspectsof every competency: the mobilization of resources in a specific context, theavailability of resources and the ability to reflect on the process involved.Teachers must offer learning and evaluation situations that promote thedevelopment of the target competencies, support the students’ learningprogress and evaluate their level of competency development.The role of learnersAlthough the teacher sets the pedagogical framework, it is important for thestudents to be fully engaged in the learning process. Only they can makethe necessary connections between their previous knowledge and the newconcepts they must assimilate, and they must also adapt their knowledgeto the concepts to be learned, and vice versa.It is important for students to use appropriate techniques when handlingequipment and substances. If they use verification or control instruments,they must take into account possible errors in their measurements, whethercaused by the instrument, the user or the environment. They must recordtheir measurements using an appropriate number of significant figures andanalyze their results based on a certain margin of error. At all times, theymust comply with safety standards and handle equipment and substanceswith care. When in doubt, they must ask the teacher or laboratoryviii
technician to ensure that they are working safely and using the equipmentand substances correctly.Learning OutcomesExpected outcomes are summarized in table I.Table I: Learning outcomesLearningVery highVery nsiveDemonstratessoundknowledge1. Demonstrateunderstanding offundamental physicsprinciplesand modelsknowledgeand understands awide rangeof physicsprinciplesand models2. ApplyHighlyscientificcreativeinquiry and and innoreasoningvative inskills toconductingfind soluinvestigations totions usingproblemsscientificmethodologies to findsolutions toproblems3. Communicatescientificdata andinformationHighly efficient andinnovativein tration ofknowledgeof physicsprinciplesand modelsand understandingof physicsprinciplesand modelsSoundinquiry andreasoningskills inconductinginvestigations usingscientificmethodologies infindingsolutions toproblemsVery goodin communicatingscientificdata andAdequateinquiry andreasoningskills withfair idea ofusing scientific methodologiesin findingsolutions toproblemsAdequatecompetencyin itedknowledgeof physicsprinciplesand modelsHas failedto demonstrateunderstanding offundamental physicsprinciplesand modelsDemonstrates limited inquiryand reasoning skillsin problemsolvingusing scientific methodologiesHas failedto demonstratescientificinquiry andreasoningskills insolvingproblemsusing scientific methodologiesLimitedcompetencyin communicatinginformation informationixBelowminimumHas failedtoachievecompetencyin
from investigationsand laboratory workin differentwaysinformationand scientific datafrom investigationsand laboratory workinformationfrom investigationsand laboratory work4. AnalyseandExcellentanalysisinterpretdata andand interpretationVery goodin analysing andinformation of data andand scientific datafrominvestigations andlaboratoryworkand scientific datafrom investigationsand laboratory ta- ability inanalysingtionand interof data andpretinginformationdata andinterpreting datainformation and informationcommunicatinginformationand scientific datafrom investigationsand laboratory workHas failedto demonstrateability toanalyse andinterpretdata andinformationinformation5. Analyseand evaluate developments isionsbasedbased onphysicsfrom theon excellent on soundanalysisanalysisanalysisandpast andpresent andits impacton peopleand theenvironment; anduse theinformationto supportand makeinformedandevaluationofdevelopments indecisionsadequateand evalua- evaluationtion ofofdevelopdevelopments inmentsphysics and in physicsphysics and theirandtheirimpact ontheir imsocietyimpact onpact onsocietysocietydecisionsxMakes deci- Makes decisionssionsbased onlimitedbased ofdevelopments indevelopments inphysics and physics andtheirtheir impact onsocietyimpact onsociety
6. RelaterelevantDisplaysexcellenttraditionalability dge, beliefconcepts ofphysics.knowledge,beliefs,and skillsto principles andconcepts ofphysicsCan effectively perceive relateknowledge,belieftraditionaland skillstobelief andskills toprinciplesprinciplesandknowledge,concepts ofand conceptsphysicsof physicsShows limited abilityin perceiving andIs not ableto dge,beliefknowledge,correlatebelief andskills toprinciplesandand skillstoconcepts ofconcepts ofphysicsphysicsprinciplesandSource: physics upper secondary education teacher guide, Department ofEducation, Papua New Guinea. ISBN 978-9980-9925-4-3Knowledge and UnderstandingWhen preparing and teaching physics, the teacher should think andpinpoint some requirements to meet some expected outcomes. Students areexpected to: understand phenomena, facts and patterns, principles, concepts, laws,theories and models in physics; learn vocabulary, terminology and conventions in physics; acquire knowledge of techniques and skills specific to the study ofphysics; group and organise physical knowledge and understanding, and applythem to familiar and unfamiliar situations; and develop an understanding of technological applications of physics andof their social implications.Skills and ProcessesPhysics teachers must strive to provide opportunities for students to developlife skills. Student activities are designed to address the content knowledgethat general science strands usually ignore. There are many skills studentsdevelop through interactive science. So students are expected to: develop scientific thinking and problem-solving skills;xi
acquire an analytical mind to critically evaluate physics-relatedissues; communicate scientific ideas and values in meaningful and creativeways with appropriate use of diagrams, symbols, formulae, equationsand conventions, as well as verbal means; acquire practical skills such as how to manipulate apparatus andequipment, carry out given procedures, analyse and present data,draw conclusions and evaluate experimental procedures; make careful observations, ask relevant questions, identify problemsand formulate hypotheses for investigation; plan and conduct scientific investigations individually or collaborativelywith appropriate instruments and methods, collect quantitativeand qualitative data with accuracy, anal
PHYSICS AND SOCIETY The purpose of this teacher guide is to help teachers to implement the Physics syllabus of senior five according to unit planning, lesson planning and lesson delivery to develop the learners’ competences and skills. I
Publication August 7th, 2014: MSc Thesis: Tyre pressure and Axle load surveys of Heavy vehicles and the implications in Northern Corridor, RWANDA. Page 2 of 8 Curriculum Vitae of Jean Bosco NIZEYIMANA Post Graduate Courses Education Institution Post graduate courses Date University of Rwanda University of Rwanda University of Rwanda University of Rwanda University of Rwanda University of .
Rwanda Standards Board P.O Box 7099 Kigali-Rwanda KK 15 Rd, 49 Tel. 250 788303492 . University of Rwanda/College of Education (UR/CE) Rwanda Standards Board (RSB) - Secretariat . . Ultrasound gel or a coupling agent utilizes a basic physics principle where sound waves tend to carry very well through an aqueous or watery medium. When .
Rwanda, including Ministry of Health, Rwanda Biomedical Centre (), Medical Procurement RBC and Production Division (MPPD), Rwanda Food & rug Administration, Rwanda Information D Society Authority (RISA) and National Institute of Statistics Rwanda (NISR). The team visited MPPD’s warehouse, a
Physics 20 General College Physics (PHYS 104). Camosun College Physics 20 General Elementary Physics (PHYS 20). Medicine Hat College Physics 20 Physics (ASP 114). NAIT Physics 20 Radiology (Z-HO9 A408). Red River College Physics 20 Physics (PHYS 184). Saskatchewan Polytechnic (SIAST) Physics 20 Physics (PHYS 184). Physics (PHYS 182).
information, Physics facts and data derived from Rwanda sources in the problems provided in the book. Unit 4 provides a lot of such information. Entrepreneurship and business development This competency will be acquired by S3 Physics students as they do activities and interact with informati
The vision for Rwanda is to have the entire population in Rwanda protected from premature morbidity and mortality related to NCDs. The target is to decrease mortality of under 40’s of 80% by 2020 and save around 8,300 lives per year. In order to reach our target Rwanda should aim at the
Rwanda – Government Fiscal Year July 1 to June 30 Currency Equivalents (Exchange rate as of June 18, 2018 Currency unit Rwanda Franc (RWF) US 1.00 RWF 905.4 Acronyms ABTs Alternative building technologies AGI Adolescent Girls Initiative BNR National Bank of Rwanda
RDF Rwanda Defence Force, the national army of Rwanda. RDRC Rwanda Demobilization and Reintegration Commission. A government body