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IntroductionCreativity andinnovationᇢᇢ Responding creatively to different challengesencountered in life.ᇢᇢ Use imagination beyond knowledge provided togenerate new ideas to enrich learning.ᇢᇢ Take the initiative to explore challenges and ideasin order to construct new concepts.ᇢᇢ Generate original ideas and apply them in learningsituations.ᇢᇢ Demonstrate resilience when faced with learningchallenges.Research andproblem solvingᇢᇢ Be resourceful in finding answers to questions andsolutions to problems.ᇢᇢ Produce new knowledge based on research ofexisting information and concepts and soundjudgment in developing viable solutions.ᇢᇢ Explain phenomena based on findings frominformation gathered or provided.Communicationᇢᇢ Communicating and conveying confidently andeffectively information and ideas, through speakingand writing and other forms of communication,using correct language structures and relevantvocabulary in a range of social and culturalcontexts.ᇢᇢ Comprehending language through listening andreading.ᇢᇢ Using oral and written language to discuss, argueand debate a variety of themes in a logical andappealing manner.ᇢᇢ Communicate clearly and confidently using arange of linguistic, symbolic, representational andphysical expression.ᇢᇢ Developing and communicating formal messagesand speech appropriate to the target recipient oraudience.xi

Physics For Rwanda Teacher’s Guide Book TwoCooperation,interpersonalmanagement, lifeskillsᇢᇢ Co-operating with others as a team in whatever taskassigned.ᇢᇢ Adapting to different situations including the worldof work.ᇢᇢ Demonstrating a sense of personal and socialresponsibility and making ethical decisions andjudgments.ᇢᇢ Respect others’ rights, views and feelings.ᇢᇢ Having positive ethical and moral attitudes withsocially acceptable behaviour.ᇢᇢ Perform practical activities related to environmentalconservation and protection.ᇢᇢ Advocating for personal, family and communityhealth, hygiene and nutrition.ᇢᇢ Developing motor skills to perform a variety ofphysical activities for fitness, health, leisure andsocial interaction.Lifelong learningᇢᇢ Taking the initiative to update knowledge and skillswith minimum external support.ᇢᇢ Coping with the evolution of knowledge andtechnology advances for personal fulfilment.ᇢᇢ Seeking out acquaintances more knowledgeablein areas that need personal improvement anddevelopment.ᇢᇢ Exploiting all opportunities available to improve onknowledge and skills.Table 1.1: Generic competence descriptorsBasic competencesThese are keys and essential competences highlighted in national policy documents.Their descriptors give an orientation about priority subjects to be taught, and thekind of learner envisaged at the end of every cycle, these are: Literacy, numeracy,xii

IntroductionICT, Citizenship and national identity, entrepreneurship and business development,science and technology.The table below provides basic competences and their descriptors:Basic competencesDescriptors: What learners are able to demonstrateduring the learning processLiteracyᇢᇢ Reading a variety of texts accurately and fast.ᇢᇢ Expressing ideas, messages and events throughwriting legible texts in good hand-writing withcorrectly spelt words.ᇢᇢ Communicating ideas effectively through speakingusing correct phonetics of words.ᇢᇢ Listening carefully for understanding and seekingclarification when necessary.Numeracyᇢᇢ Computing accurately using the four mathematicaloperations.ᇢᇢ Manipulating numbers, mathematical symbols,quantities, shapes and figures to accomplish a taskinvolving calculations, measurements and estimations.ᇢᇢ Use numerical patterns and relations to solveproblems related to everyday activities likecommercial context and financial management.ᇢᇢ Interpreting basic statistical data using tables,diagrams, charts and graphs.ICT and digitalcompetencesᇢᇢ Locating, extracting, recording and interpretinginformation from various sources.ᇢᇢ Assessing, retrieving and exchanging information viainternet or cell phones.ᇢᇢ Using cell phones and internet for leisure and formoney transactions.ᇢᇢ Using computer keyboard and mouse to write andstore information.ᇢᇢ Using information and communication technologiesto enhance learning.xiii

Physics For Rwanda Teacher’s Guide Book TwoCitizenship andnational identityᇢᇢ Relating the impact of historical events on past andpresent national and cultural identity.ᇢᇢ Understanding the historical and cultural roots ofRwandan society and how the local super structurefunctions in relation to the global environment.ᇢᇢ Demonstrating respect for cultural identities andexpressing the role of the national language in socialand cultural context.ᇢᇢ Advocating for the historical, cultural andgeographical heritage of the nation within the globaldimensions.ᇢᇢ Showing national awareness, a strong sense ofbelonging and patriotism.ᇢᇢ Advocating for a harmonious and cohesive societyand working with people from diverse culturalbackgrounds.Entrepreneurshipand businessdevelopmentᇢᇢ Applying entrepreneurial attitudes and approaches tochallenges and opportunities in school and in life.ᇢᇢ Understanding obligations of parties involved inemployment.ᇢᇢ Planning and managing micro projects and small andmedium enterprises.ᇢᇢ Creation of employment and keeping proper books ofaccounts.ᇢᇢ Taking risks in business ventures and in otherinitiatives.ᇢᇢ Evaluating resources needed for a business.Science andtechnologyᇢᇢ Applying science and technology skills to solvepractical problems encountered in everyday lifeincluding efficient and effective performance of agiven task.ᇢᇢ Develop a sense of curiosity, inquisitiveness andresearch to explain theories, hypotheses and naturalphenomena.ᇢᇢ Reasoning deductively and inductively in a logicalmanner.ᇢᇢ Using and experimenting with a range of objectsand tools of science and technology and drawingappropriate conclusions.Table1.2: Basic competence descriptorsxiv

IntroductionCharacteristics of competence-based curriculumCompetence-based approachThis is an approach where teaching and learning is based on discrete skills ratherthan dwelling on only knowledge or cognitive domain of learning. Learners workon competences through units with specific learning outcomes broken down intoknowledge, skills and attitude. The learner is evaluated against a set of standards toachieve before moving on. The learning activities are learner centered rather than thetraditional didactic approach.InclusiveThe curriculum ensures that every individual is valued and there are high expectationsof every learner. Learning is organised so that all learners thrive, including girls,learners with disabilities, learners with special educational needs and regardless oftheir background.Interconnected and crosscutting issuesThe competence-based curriculum reflects the significance of connections betweendifferent subject areas, integrating them across years and cycles where applicable.Crosscutting issues are integrated across learning areas appropriately. They are allimportant for learners to learn about, but they are not confined to one subject. Crosscutting issues are not stand alone subjects. They are issues which cut across theentyre curriculum.There are eight (8) crosscutting issues:1.Peace and values education2.Genocide studies3.Gender education4.Inclusive education5.Comprehensive sexuality education6.Financial education7.Environment and sustainability8.Standardisation culturexv

Physics For Rwanda Teacher’s Guide Book TwoFlexibleThis caters for learner’s individual needs and talents and ensure provision of aholistic education that include knowledge, skills, attitude and values and facilitateshorizontal and vertical mobility within and across different education systems.This curriculum allows interactive teaching and learning involving all categories oflearners to provide opportunities to nurture them.Transparent and accountableSchools, learners and communities must communicate openly and honestly aboutthe curriculum and learning in the school, to ensure successful teaching and learning.Parents and teachers and senior management staff in schools must be engagedtogether in supporting teaching and learning and holding each accountable for theircontributions. School management must be open to stakeholders and policy makersto support efficient administration and effective teaching.In competence based curriculum, learners will now get the opportunity to apply whatthey have learned in real life situations and to make a difference in their own lifewith the help of the teacher whose role is central to the success of the curriculumdelivery.This teacher’s guide gives practical ideas about ways of implementing the Physicssyllabus: suggestions about what to teach, strategies for facilitating learning andteaching, how to assess and suggested assessment tasks.A variety of suggested learning and teaching activities provides teachers withideas to motivate learners to learn, and make learning relevant, interesting andenjoyable. Teachers should relate learning Physics to real issues and the localenvironment. Teaching using meaningful contexts and making sure that learnersparticipate in appropriate practical activities, assisting learners to gain knowledgeand understanding, and demonstrate skills in Physics.Teachers are encouraged to integrate Physics activities with other subjects, whereappropriate, so that learners can see the interrelationships between subjects and thatthe course they are studying provides a holistic education and a pathway for thefuture.xvi

Introduction2 Teaching Methods2.1Teacher centered method (Traditional teachingmethod)Teachers are not required to teach the way they were taught. They must embracethe new approaches with the aim of developing competences in the learners. Thisrequires them to shift from teacher-centered to learner-centered methods.The teacher centered method is characterised by the teacher’s central position. She/he/she is the controller of the learning environment, has the power and responsibilityand he plays the role of instructor and decision maker (in regards to curriculumcontent and specific outcomes).Characteristics of the teacher centered method:ᇢᇢ It is the teacher that causes learning to occur.ᇢᇢ By this method, knowledge is imposed on the learner without considering herhis psychological level, interests and tendencies.ᇢᇢ It is the school where the teacher talks and learners listen passively.The traditional teaching method is accused of the following:ᇢᇢ The teacher talks too much and neglects the learner.ᇢᇢ The learner is passive and does not participate actively in the teaching/learningprocess.ᇢᇢ It doesn’t allow learners to share their knowledge and experience.ᇢᇢ It is boring.ᇢᇢ It doesn’t allow learners to achieve major psychomotor or cognitive objectives.2.2Learner centered method (Active methods)Educators commonly use three phrases (Learner-centered/learning-centeredteaching or learner-centered learning) with this approach. Learner- centeredteaching places the emphasis on the person who is doing the learning (Weimer,2002). Learning-centered teaching focuses on the process of learning.xvii

Physics For Rwanda Teacher’s Guide Book TwoCharacteristics of the learner centered method:ᇢᇢ The learner centered method is that type which lays emphasis on the learner asthe center of all activities in the learning process.ᇢᇢ The learner is actively involved and sequencing of the learning experiences isbased on the principle of experience and activity.ᇢᇢ According to the early educators like John Dewey, Rousseau, Montessori, JohnDewey, Carapared, . a child is free to exercise his freedom.ᇢᇢ The school therefore considers the needs of individual learners, interests,background etc.Should or can all course be learner-centered? Being a learner-centered instructorshould be your goal, but it is not necessary or practical to be learner-centered onevery component. Instructors should not expect their courses ever to be at the higheststandard in all categories with every component.Distinctions between learner-centered method and teacher-centeredmethodTeacher- centered methodLearner-centered methodLearners are often passive (No role inplanning learning; apart from sitting

Physics is one of the natural science subjects and contributes significantly to global socioeconomic transformation through its discoveries. These have led to development of new technologies in all fields of production and are beneficial to mankind. Applications of Ph