Welcome to the Single National Curriculum (SNC) Feedback Portal.

Here you will find a DRAFT version of updates to the curriculum for ECCE to Grade 12. Please give your feedback on all material shared.

After feedback is incorporated, SNC for Grades 6-8 will be notified for implementation in the Academic Year starting in 2022. First round of feedback for these grades is due on December 20, 2021.

An updated curriculum for ECCE to Grade 5 and for Grades 9-12 will be notified later, for implementation in the Academic Year starting 2023.



Physics-9th

DOMAIN A: Mechanics (Vectors and Motion)

Standard :

Student Learning Outcomes: [SLO 1Students will be able to independently recognize the scalar and vector quantities and graphically represent vectors.


Knowledge:

Students will ...

Define Scalar quantities and Vector quantities



Students will know...



Skills:

Students will be able to...


differentiate with examples between scalar and vector quantities.


represent vector quantities by drawing.


state head to tail rule of vector addition of forces/vectors.


determine the magnitude and direction of a vector from its perpendicular

components.


Determine, by calculation or graphically, the resultant of two vectors at right angles

Assessments


Formative Assessments


Summative Assessments


Learning Activities


DOMAIN A: Mechanics (Vectors and Motion)

Standard :

Student Learning Outcomes: Students will be able to independently differentiate between rest and motion and explain different types of motion also describe the terms associated with motion and utilize these terms to solve real life problems linked with the motion of objects.


Knowledge:

Students will ...

describe using examples how objects can be at rest and in motion simultaneously.


define the term speed, velocity and acceleration.


Understand deceleration as a negative acceleration


Recognise motion for which the acceleration is

not constant

Describe qualitatively the motion of bodiesfalling in a uniform gravitational field with andwithout air resistance (including reference toterminal velocity)


State that the acceleration of free fall for a body near to the Earth is constant


Students will know...



Skills:

Students will be able to...


identify different types of motion i.e; translatory, (linear, random, and circular);

rotatory and vibratory motions and distinguish among them.


differentiate with examples between distance and displacement, speed and velocity.


Distinguish between speed and velocity

calculate average speed from total distance/total time


calculate acceleration using

change of velocity/time taken



Assessments


Formative Assessments


Summative Assessments


Learning Activities







DOMAIN A: Mechanics (Vectors and Motion)

Standard :

Student Learning Outcomes: Students will be able to independently plot graphs with an appropriate scale and interpret the significance of slopes, intercepts and areas in certain graphs.


Knowledge:

Students will ...

Recognise from the shape of a speed–time graph

when a body is

–– at rest

–– moving with constant speed

–– moving with changing speed


Students will know...



Skills:

Students will be able to...


Plot and interpret a speed–time graph or a

distance–time graph


Calculate speed from the gradient of a

distance–time graph


Calculate acceleration from the gradient of a

speed–time graph


Calculate the area under a speed–time graph to work out the distance travelled for motion with constant acceleration


Demonstrate understanding that acceleration

and deceleration are related to changing speed including qualitative analysis of the gradient of a speed–time graph


Derive equations of motion for a body moving with a uniform acceleration in a straight

line using graph.


Solve problems related to uniformly accelerated motion using appropriate equations.


Solve problems related to freely falling bodies using 10 ms-2 as the acceleration due

to gravity.


Use of mathematical slopes (ramps) of graphs or straight lines in real life

applications.


Interpret graph from newspaper, magazine regarding cricket and weather etc.

Assessments


Formative Assessments


Summative Assessments


Learning Activities





DOMAIN A: Mechanics (Mass, Weight and Density)

Standard :

Student Learning Outcomes: Students will be able to independently define mass and describe how mass is effected by an external force.


Knowledge:

Students will ...


State that mass is a measure of the quantity of matter in an object at rest relative to the observer


State that the mass of an object resists changes from its state of rest or motion (inertia)


Students will know...



Skills:

Students will be able to...


Demonstrate an understanding that mass is a

property that ‘resists change in motion

Assessments


Formative Assessments


Summative Assessments


Learning Activities





DOMAIN A: Mechanics (Mass, Weight and Density)

Standard :

Student Learning Outcomes: Student will be able to independently recognize mass and weight as two different entities and can measure these quantities using appropriate instruments or devices.

Knowledge:

Students will ...

State that weight is a gravitational force

Describe, and use the concept of, weight as the effect of a gravitational field on a mass



Students will know...


Know that weights, and therefore masses, may be compared using a beam balance or equal-arm balance


Describe how to determine mass using an electronic balance


Describe how to measure weight using a force meter


Define gravitational field strength as force per unit mass; understand and use the equation = weight/mass and know that this is equivalent to the acceleration of free fall


State that a gravitational field is a region in which a mass experiences a force due to gravitational attraction

Skills:

Students will be able to...


Distinguish between mass and weight


Demonstrate understanding that weights (and hence masses) may be compared using a balance


use the equation W = mg to solve problems


State that a gravitational field is a region in which a mass experiences a force due to gravitational attraction

Assessments


Formative Assessments


Summative Assessments


Learning Activities












DOMAIN A: Mechanics (Mass, Weight and Density)

Standard :

Student Learning Outcomes: Students will be able to independently define the concept of density and use the formula of density to find volume and density of solids and liquids using the formula of density.

Knowledge:

Students will ...

Define density as mass per unit volume; recall and use the equation ρ = mV to solve problems


Describe an experiment to determine the density of a liquid and of a regularly-shaped solid and make the necessary calculation


Describe the determination of the density of

an irregularly-shaped solid by the method of

displacement


Students will know...



Skills:

Students will be able to...


Predict whether an object will float based on

density data


Assessments


Formative Assessments


Summative Assessments


Learning Activities



DOMAIN A: Mechanics (Forces)

Standard :

Student Learning Outcomes: Students will be able to independently determine whether forces are balanced or unbalanced and identify the effects of these forces on motion.


Knowledge:

Students will ...

Recognise that a force may produce a change in size and shape of a body


Know that Newtons third law describes pairs of forces of the same type acting on different objects



Skills:

Students will be able to...


Identify and use different types of force, including weight (gravitational force), friction, drag, air resistance,

tension (elastic force), electrostatic force, magnetic force, thrust (driving force) and contact force


Identify forces acting on an object and draw free-body diagram(s) representing the forces


State Newtons first law as ‘an object either remains at rest or continues to move in a straight line at constant speed unless acted on by a resultant force


State that a force may change the velocity of an object by changing its direction of motion or its speed



Determine the resultant of two or more forces acting along the same straight line


Recall and use the equation

resultant force = mass × acceleration

F = ma


State Newtons third law as ‘when object A exerts a force on object B, then object B exerts an equal and opposite force on object A


Assessments


Formative Assessments


Summative Assessments


Learning Activities




DOMAIN A: Mechanics (Forces-Friction)

Standard :

Student Learning Outcomes: Students will be able to independently describe friction and its effect on the motion of different objects from microscopic to macroscopic level.


Knowledge:

Students will ...


Describe friction as a force that may impede motion and produce heating

2 Understand the motion of objects acted on by a constant weight or driving force, with and without drag (including air resistance or resistance in a liquid)

3 Explain how an object reaches terminal velocity

4 Define the thinking distance, braking distance and stopping distance of a moving vehicle

5 Explain the factors that affect thinking and braking distance including speed, tiredness, alcohol, drugs, load, tyre surface and road conditions

Skills:

Students will be able to...



Assessments


Formative Assessments


Summative Assessments


Learning Activities




DOMAIN A: Mechanics (Forces-Momentum)

Standard :

Student Learning Outcomes: Students will be able to independently describe momentum and impulse and apply law of conservation of momentum to solve real life problems.

Knowledge:

Students will ...


Define momentum as mass × velocity; recall and use the equation

p = mv


Define impulse as force × time for which force acts; use the equation

impulse = FΔt = Δ(mv)


Define resultant force as the change in momentum per unit time; recall and use the equation

resultant force = change in momentum

time taken

F =Δp/Δt

Skills:

Students will be able to...


Apply the principle of the conservation of momentum to solve simple problems in one dimension


Assessments


Formative Assessments


Summative Assessments


Learning Activities





DOMAIN A: Mechanics (Forces-Circular Motion)

Standard :

Student Learning Outcomes: Students will be able to independently describe qualitatively motion in a circular path due to a constant perpendicular force, including electrostatic forces on an electron in an atom, gravitational forces on a satellite and discuss how ideas of circular motion are related to the motion of planets in the solar system.

Knowledge:

Students will ...


Describe, qualitatively, motion in a circular path due to a force perpendicular to the motion as:

(a) speed increases if force increases, with mass and radius constant

(b) radius decreases if force increases, with mass and speed constant

(c) an increased mass requires an increased force to keep speed and radius constant

Skills:

Students will be able to...



Assessments


Formative Assessments


Summative Assessments


Learning Activities









DOMAIN A: Mechanics (Forces-Deformation)

Standard :

Student Learning OutcomesStudents will be able to independently describe elasticity and its effects and will also interpret it graphically and they will also calculate extensions in elastic solids.

Knowledge:

Students will ...

Know that forces may produce a change in size and shape of an object


Define the spring constant as force per unit extension; recall and use the equation

spring constant = force/extension

k = F/x


Define and use the term ‘limit of proportionality for a load–extension graph and identify this point on the

graph (an understanding of the elastic limit is not required)



Students will know...



Skills:

Students will be able to...


Sketch, plot and interpret load–extension graphs for an elastic solid and describe the associated experimental procedures


Assessments


Formative Assessments


Summative Assessments


Learning Activities


DOMAIN A: Mechanics (Turning Effect of forces)

Standard :

Student Learning OutcomesStudent will be able to independently state and verify principle of moments and apply it to solve real life problems

Knowledge:

Students will ...

Describe the moment of a force as a measure of its turning effect and give everyday examples


Define the moment of a force as moment = force × perpendicular distance from the pivot; use the equation


3 State and use the principle of moments for an object in equilibrium

4 Describe an experiment to verify the principle of moments


Students will know...



Skills:

Students will be able to...



Assessments


Formative Assessments


Summative Assessments


Learning Activities





Physics-10th

DOMAIND: Oscillations and Waves(General Properties of Waves)

Standard :

Student Learning OutcomesStudents will be able to independently describe wave and terms associated with it and apply formula of wave motion to solve real life problems.

Knowledge:

Students will ...


Know that waves transfer energy without transferring matter

2 Describe what is meant by wave motion as illustrated by vibrations in ropes and springs and by experiments

using water waves

3 Describe the features of a wave in terms of wavefront, wavelength, frequency, crest (peak), trough,

amplitude and wave speed

4 Define the terms:

(a) frequency as the number of wavelengths that pass a point per unit time

(b) wavelength as the distance between two consecutive, identical points such as two consecutive crests

(c) amplitude as the maximum distance from the mean position

Students will know...



Skills:

Students will be able to...


Apply the equation v=fλ to solve real life problems

Assessments


Formative Assessments


Summative Assessments


Learning Activities





Physics-10th

DOMAIN D: Oscillations and Waves (General Properties of Waves)

Standard :

Student Learning OutcomesStudents will be able to independently describe transverse and longitudinal waves in such a way as to illustrate the differences between them.

Knowledge:

Students will ...


Know that for a transverse wave, the direction of vibration is at right angles to the direction of the energy transfer, and give examples such as electromagnetic radiation, waves on the surface of water, and seismic S-waves (secondary)


Know that for a longitudinal wave, the direction of vibration is parallel to the direction of the energy transfer, and give examples such as sound waves and seismic P-waves (primary)


Skills:

Students will be able to...


Distinguish between transverse and longitudinal waves and give suitable examples

Assessments


Formative Assessments


Summative Assessments


Learning Activities





DOMAIN D: Oscillations and Waves (General Properties of Waves)

Standard :

Student Learning OutcomesStudents will be able to independently describe wave motions and types motion as illustrated by vibrations in ropes and springs and by experiments using a ripple tank.

Knowledge:

Students will ...


Describe what is meant by wave motion as

illustrated by vibration in ropes and springs and by experiments using water waves


Understand the use of ripple tank to display wave motion

Skills:

Students will be able to...


Demonstrate wave motion by using ripple tank and rope or slinky.

Assessments


Formative Assessments


Summative Assessments


Learning Activities





DOMAIN D: Oscillations and Waves (General Properties of Waves)

Standard :

Student Learning OutcomesStudents will be able to independently describe how waves can undergo refraction, reflection, diffraction and interference.

Knowledge:

Students will ...


Describe how waves can undergo:

(a) reflection at a plane surface

(b) refraction due to a change of speed

(c) diffraction through a gap

(d) interference when two waves meet



Describe how wavelength and gap size affects diffraction through a gap


Describe the use of a ripple tank to show:

(a) reflection at a plane surface

(b) refraction due to a change in speed caused by a change in depth

(c) diffraction due to a gap

(d) diffraction due to an edge


Describe how wavelength affects diffraction at an edge

Skills:

Students will be able to...



Assessments


Formative Assessments


Summative Assessments


Learning Activities