FIRST-STEP COMPETENCE BASED

New Lower Secondary Curriculum

PRACTICAL BOOK
(Guide & Workbook)

This book entails;

 Approach to experimental set items
 Making a good physics experimental report.
 Data presentation and analysis
 Sample questions with worked solutions
 Varieties of questions with workspace for learners.
By
Ocaka Godfrey
+256777207273
+256783673273
+256752226473
godfreyocaka520@gmail.com
All right reserved. No part of this book should be reproduced in whole or part in any means,
mechanical, electrical, recording, photocopying or otherwise without prior permission of the
author.

©2024
 FIRST-STEP COMPETENCE BASED

PHYSICS PRACTICAL BOOK

(Guide & Workbook)
NAME:
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SCHOOL:
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CLASS/STREAM:
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YEAR:
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 CONTENT
PREFACE………………………………………………………………………………………………………….III
ACKNOWLEDGEMENT…………………………………………………………………………………………IV
1.0 INTRODUCTION……………………………………………………………………………………………1
2.0 PHYSICS SCENARIO BASED EXPERIMENTS……………………………………………………..1
3.0 SCIENTIFIC INVESTIGATION………………………………………………………………………….1
4.0 PRESENTATION OF SCIENTIFIC INVESTIGATION REPORT…………………………………2
4.1 AIM……………………………………………………………………………………………………………..2
4.2 HYPOTHESIS…………………………………………………………………………………………………..2
4.3 VARIABLES…………………………………………………………………………………………………….2
4.3.1 Independent variables………………………………………………………………………………….2
4.3.2 Dependent variables……………………………………………………………………………………3
4.3.3 Controlled/Fixed variables……………………………………………………………………………3
4.4 LIST OF APPARATUS………………………………………………………………………………………….3
4.5 PROCEDURES………………………………………………………………………………………………..3
4.6 PRESENTATION OF DATA……………………………………………………………………………………3
4.7 DATA ANALYSIS AND INTERPRETATION……………………………………………………………………3
4.8 POSSIBLE SOURCES OF ERRORS………………………………………………………………………….3
4.9 PRECAUTIONARY MEASURES……………………………………………………………………………….4
4.10 ADVICE…………………………………………………………………………………………………….4
5.0 PHYSICAL QUANTITIES, SYMBOLS AND UNITS……………………………………………..4
5.1 FUNDAMENTAL QUANTITIES……………………………………………………………………………….4
5.2 DERIVED QUANTITIES………………………………………………………………………………………4
6.0 COMMON MEASUREMENT INSTRUMENTS USED IN PHYSICS EXPERIMENTS…….5
6.1 MEASUREMENT OF MASS AND WEIGHT………………………………………………………………….6
6.2 MEASUREMENT OF LENGTH……………………………………………………………………………….6
6.3 MEASUREMENT OF TIME…………………………………………………………………………………..8
6.4 MEASUREMENT OF ELECTRIC CURRENT AND VOLTAGE………………………………………………..9
6.5 MEASUREMENT OF ANGLES……………………………………………………………………………..10
7.0 DATA PRESENTATION……………………………………………………………………………..10
7.1 RECORDING EXPERIMENTAL RESULTS………………………………………………………...10
7.2 THE MAIN TABLE OF RESULTS………………………………………………………………………….11
8.0 MANIPULATION OF DATA IN THE TABLE OF RESULTS……………….....................11
9.0 DATA ANALYSIS AND INTERPRETATION……………………………………………………14
9.1 GRAPH WORK………………………………………………………………………………………….14
LEARNER’S ACTIVITIES……………………………………………………………………………….18
SAMPLE QUESTIONS WITH SOLUTIONS………………………………………………………….21
MECHANICS SCENARIO BASED EXPERIMENTS………………………………………………..30
LIGHT SCENARIO BASED EXPERIMENTS………………………………………………………..45
ELECTRICITY SCENARIO BASED EXPERIMENTS……………………………………………..58
 PREFACE

With the growing societal problems that require scientific approach in solving, there is need of
educating learners who have ideas of using scientific knowledge and understanding to solve it.
This has been deemed to by setting experimental science in order to apply the conceptual
knowledge and understanding of leaners to solve the problems. Therefore, learners are to be
assessed whether they can apply the knowledge and understandings they learnt in theory in a
practical manna. This book has been designed to prepare learners and teachers on proper ways of
handling competence based scientific investigation to solve the rising societal need.
One of the standout features of this book is its comprehensive guidance on conducting physics
practical experiments and composing detailed reports in line with new lower secondary curriculum
and UNEB. By demystifying the intricacies of experimental procedures and report writing, it
empowers learners to navigate the practical aspects of physics with ease and precision. Through
hands-on exploration and meticulous documentation, learners are equipped to deepen their
understanding of scientific inquiry.
The book contains well developed, researched and formulated competence based experiments
which is very simple for learners to understand. The scenarios are developed from real life
problems/challenges we face, which make this book not just a tool for preparation of end of cycle
assessment, but a tool for developing learners who can apply science in practical environment.
It also helps learners in interpretation of scenarios and formulation of good physics practical report.
This equip learners with skills of handling physics apparatus, presentation of data, manipulation
of data and analysis.
 ACKNOWLEDGEMENT

I would like to express my deepest gratitude to the Almighty God for granting me the strength
and guidance throughout the journey of creating this "Physics Practical guide and workbook."
Your divine blessings have been instrumental in every step of this endeavour.
I extend my heartfelt appreciation to Mr. Mawa Patrick, the Principal of St. Andrew's College –
Moyo for the unwavering support and encouragement provided during the development of this
book. Your leadership and vision have been a constant source of inspiration.
I am thankful to Mr. Buga Biajo, a senior physics teacher and facilitator in Physics Paper 2 & 3,
for his meticulous review and approval of the book.
A special thank you to Mr Ochela Simon Peter, the Head of Physics and Science Department St.
Andrew’s College-Moyo, for your invaluable insights, feedback, and guidance that have
enhanced the quality of this workbook. Your expertise and mentorship have been truly
invaluable.
I am grateful to my dedicated colleagues in the Physics Department, Mr. Viga Rolex and Mr.
Ocan George for their collaboration, support, and camaraderie. Your contributions have enriched
this work and made it a success.
I would like to acknowledge the entire staff of St. Andrew's College - Moyo for creating a
conducive environment that nurtures learning and growth. Your dedication to education is truly
commendable.
To my beloved wife, thank you for your unwavering love, understanding, and patience
throughout this journey. Your support has been my rock, and I am deeply grateful for everything.
A heartfelt thank you goes out to my parents for instilling in me a love for learning and the pursuit
of knowledge. Your encouragement and belief in me have been the driving force behind this
accomplishment.
I am grateful to all my friends for their constant support, encouragement, and belief in my
abilities. Your friendship has been a source of strength and inspiration.
Lastly, to everyone who has played a part, big or small, in the creation of this book, I offer my
sincere appreciation. Your contributions have not gone unnoticed, and I am truly grateful for
your support.
Thank you all for being a part of this journey and for making this book a reality.
With heartfelt thanks.
1.0 INTRODUCTION

Physics practical is designed to assess on the learners’ knowledge and understanding of

the theoretical concepts. The lower competence based curriculum assess whether learners
can analyse, explain and apply the knowledge in practical manner. Scientific investigation
is therefore used to assess the learners on their understanding of the theoretical concepts.
In this book we shall look at how learners can connect what they learned in theory to
answer societal problems. The societal problems are designed in scenario based to allow
learners to think and generate their own procedures, present data, carry out data analysis
and conclusion on a given set item.
The book also give pre-requisite overview of the common apparatus used in carrying out
scientific investigations. Sample questions and their solutions are also presented in this
book to help learners in guiding them on how to deal with scenario based experiments.
This also will help teachers in facilitating the practical sessions to achieve the desired
outcome.
The scenarios are well presented with a support illustration that make it easier for learners
to generate their own ideas on how to answer the items. Learners are advised to report back
to their teachers in case they face challenges with the illustration or use of apparatus as
precautions should be highly adhered to when handling some apparatus.
Note: The set items contain list of suggested apparatus to help facilitators in setting items
for their learners. The hints stated below every experiments acts as a guide for learners in
carrying out experiments as they prepare for summative assessment by UNEB but teachers
should note that UNEB may not indicate those hints.

2.0 PHYSICS SCENARIO BASED EXPERIMENTS

According to Lower Secondary Competence Based Curriculum, physics paper two is

designed with set items in scenario based. The experimental questions give room to
learners to think, analyse and carryout scientific investigation using their own procedures
to arrive at the solution.
The scenario based experimental questions comprise of the following attributes;
 The question is generated from real life problems/challenges that require solution.
 It consists of the set value to enable learner arrive to it. It can be quantitative or
qualitative
 Hint in term of illustration is presented to give learners a mirror of how the question
is to be approached, however this is not to restrict learners since there could be different
set ups for the same item.
3.0 SCIENTIFIC INVESTIGATION

A scientific investigation is a process of finding the answer to a question using various

methods. An investigation usually begins with observation then development of an
experiment to test hypothesis, collection and analysis of data.
There are various methods of carrying out scientific investigation, but here we shall only
use experimental method which involves developing hypothesis to determine the
relationship between independent and dependent variable.
While carrying out scientific investigation, a learner should take into consideration of the
following;
 Observation; this helps a learner to understand the context of problem and think of
what should be done to solve it.
 Ask question of what, how and why to narrow the focus of experiment.
 Create hypothesis to predict the end product of the experiment.
 Conduct experiment; involves collection and presentation of data.
 Analyse the results, a student can accept or deny the hypothesis in accordance to
result.
 Conclusion can then be made.

4.0 PRESENTATION OF SCIENTIFIC INVESTIGATION REPORT

After carrying out a scientific investigation, there is a need to present the report of what
transpired from the word go to the conclusion of the experiments. Below are what to be
considered in presentation of scientific investigation report;
(i) Aim
(ii) Hypothesis
(iii) Variables
 Independent
 Dependent
 Controlled
(iv) List of apparatus
(v) Procedures
(vi) Presentation of data
(vii) Data analysis and interpretation
(viii) Possible sources of errors
(ix) Precautionary measures to be taken
(x) Advice if any
 PART I

MECHANICS SCENARIO BASED EXPERIMENTS

ITEM 9:
A group of medical students in a certain University are carrying out a project in developing
a new surgical instrument with a spring-loaded mechanism. In their such for experimental
springs to be used, they were told by their supervisor to consider the force constant of any
spring they would like to use. He also suggested a spring with a small force constant of
about 20Nm-1, but the medical students have challenges with determining the force
constant of springs.
Task
Assuming you were approached by one of the students, carryout a scientific investigation
to determine the whether the spring provided is suitable for use.
Hint

Spring

Retort stand
Vertical
𝑚
Oscillation

Table

 Other experimental set ups may be used.

 From the concept of oscillation of a spring of force constant, 𝑘, the period of
4𝜋 2
oscillation is related to a force constant by this expression, 𝑇 2 = ( ) 𝑚.
𝑘

Suggested apparatus:
A retort stand with a clamp, spring, one 50g mass, three 100g masses and stop watch/stop
clock
 PART II

LIGHT SCENARIO BASED EXPERIMENTS

ITEM 18:
A security company is designing a new surveillance system for a museum. They want to
use plane mirrors to reflect images of valuable artifacts to a monitoring room, but need to
ensure that the mirrors are positioned correctly to provide a clear and undistorted view.
The security company currently uses a trial-and-error approach to position the mirrors,
resulting in poor image quality and reduced effectiveness of the surveillance system. By
verifying the laws of reflection and understanding how the angle of incidence affects the
angle of reflection, the company can optimize the mirror placement and improve the
overall performance of the system.
Task
Carry out a scientific investigation to find out the optimal placement of mirrors in the
surveillance system to achieve a clear and undistorted view of the artifacts.
Hint

Plane mirror
W Z
N
P1 P3
𝑥

P4
P2 M

B
A

 Other experimental set ups may be used.

 From the theory, any object placed in front of a plane mirror, is at the same distance
as its image from the mirror.

Suggested apparatus:
1 pane mirror, 5 optical pins, 4 tracing pins, 1 white plain sheet of paper, mathematical set
 PART III

ELECTRICITY SCENARIO BASED EXPERIMENTS

ITEM 36:
In electrical power installation and wiring, one must consider the cross-
sectional area of a given wire to avoid over heating of wires due to high
resistance. Your father intends to install electricity at home to power
security bulbs due to increased cases of thefts and burglaries. He
contacted an electrician on what type of wire he should buy, he was told
to buy wires of resistivity 1.72 × 10−8 Ω𝑚 and cross-sectional area 2.04 ×
10−7 𝑚2 since the wire will only be connected to security bulbs. Your father
became confused how sure will he buy wires of that specification. He then
called you to help him in verifying the wires he bought for electrical wiring.
Task
Using your knowledge of physics, carryout scientific investigation to
determine whether the wires bought by your father is of the right
specification as instructed by the electrician.
Hint

A dry cell Switch, K

A
sellotape

𝑙
V
Constantan wire

 Other experimental set ups may be used.

 From the theory, resistance of a wire is related to its resistivity, length and
𝑙
cross-sectional area by equation 𝑅 = 𝜌 𝐴 where R is resistance, 𝜌 is the resistivity, 𝑙 is the

length and A is the cross-sectional area of the wire.

𝑉
From Ohm’s law, 𝑅 = 𝐼

Suggested apparatus:
A metre rule, ammeter (0-1A), voltmeter (0-3V), 2 crocodile clips, Constantine wire (SWG
28), connecting wires, a dry cell (emf 1.5V) in a holder, switch and 2 pieces of sellotape.
 FOR FULL COPY CONTACT THE AUTHOR ON:
0777207273/0752226473
Email: godfreyocaka520@gmail.com
Price: 20,000/-@copy
Note: The suggested list of apparatus indicated on every set item is meant to
help the teachers/facilitators in setting up experiments for their learners.
However, facilitators may add or replace some of the apparatus according to
what is available in their laboratory.
For any information/feedback, feel free to contact the author in order to better
this book.