Applied Electricity Syllabus

MIN IST RY OF E D U CATION
Republic of Ghana
TEACHING SYLLABUS FOR APPLIED ELECTRICITY

(SENIOR HIGH SCHOOL 1 - 3)
Enquiries and comments on this syllabus should be addressed to:
The Director
Curriculum Research and Development Division (CRDD)
P. O. Box 2739
Accra, Ghana
Tel: 0302-683668
0302-683651
September, 2010
i
RATIONALE FOR TEACHING APPLIED ELECTRICITY
To meet the industrial and environmental demands posed by rapid technological advances in the country and in the world at large, it is important to create a large corps of
students with interest in Applied Electricity since they will become the engineers and technicians who will form one of the main pillars of the industrial transformation of the
country.
This body of students need to be educated and given practical training in the application of electrical and electronic engineering principles to the maintenance of equipment
and the creation of innovative solutions to electrical and electronic problems facing the country now and in the future.
Applied Electricity provides students with broad understanding of the technology of the manufacture, installation, maintenance and repairs of domestic and industrial
equipment using electrical and test apparatus correctly and safely. It is expected that more students will enrol in this course to enable the country to develop the envisaged
large corps of electrical and electronic engineers for the country’s growing industries.
The course offers enough knowledge and skills for students who would want to get into Electrical/Electronics vocations after completing Senior High School. The course also
offers valuable foundation for higher professional studies at the tertiary level of education.
GENERAL AIMS
This syllabus is designed to help students to:
a. acquire knowledge and understanding of the basic concepts and principles of electricity.
b. acquire skills in maintenance and repair of electrical and electronic equipment and installations
c. apply practical skills in the judicious use of tools, equipment and materials.
d. acquire problem solving skills through use of design process.
e. observe safe working procedures and safety precautions.
f. apply moral principles in work situations in the field of Applied Electricity.
SCOPE OF CONTENT
The course provides adequate knowledge and skills for students to get into Electrical/Electronics vocations after completing Senior High School. The foundation provided in
this course is also enough for advanced studies in tertiary institutions.The course covers the following topics:
1. Health, Safety and Protection

2. Introduction to Electricity
3. Direct Current Circuit Theory
4. Electric Field
5. Magnetic Field
6. Electromagnetism
ii
7. Measurement and Instruments
8. Emission of Electrons and Thermionic Devices
9. Alternating Current Circuit Theory
10. Transformers
11. Semi-conductor Devices
12. Power Supply
13. Bipolar/Unipolar Transistor and Other Semi-conductor Devices
14. Amplifier
15. Electrical Energy Supply
16. Digital Electronics
17. Communication
18. Alternating Current Machines
19. Direct Current Machines
20. Electrical Wiring
PRE-REQUISITE SKILLS AND ALLIED SUBJECTS
Students offering Applied Electricity must be proficient in English, Mathematics and particularly in Physics.
ORGANIZATION OF THE SYLLABUS
The syllabus has been structured to cover three years of the Senior High School Programme, SHS 1 - 3. Each year's work consists of a number of sections with each section comprising
a number of units. The syllabus contents and sequence are presented in the next two pages.
iii
STRUCTURE AND ORGANISATION OF THE SYLLABUS
SHS 1 SHS 2 SHS 3

APPLIED ELECTRICITY APPLIED ELECTRICITY APPLIED ELECTRICITY
SECTION 1: HEALTH, SAFETY AND SECTION 1: ALTERNATING CURRENT CIRCUIT SECTION 1: DIGITAL ELECTRONICS(Pg. 31)
PROTECTION (Pg. 1) THEORY (Pg. 12)
Unit 1 Binary numbers
Unit 1 Protective devices Unit 1 Generators Unit 2 Logic gates
Unit 2 General safety Unit 2 R.L.C. Circuit
Unit 3 Fire safety Unit 3 Power in A.C. Circuits SECTION 2: COMMUNICATION (Pg. 33)
Unit 4 Star/Delta Connections
Unit 1 Electromagnetic waves
SECTION 2: INTRODUCTION TO ELECTRICITY
Unit 2 Modulation
(Pg. 2) SECTION 2: TRANSFORMERS (Pg. 15)
Unit 1 Construction of Transformers
Unit 1 Electronics and Electricity SECTION 3: ELECTRICAL ENERGY SUPPLY
Unit 2 Principles of operation of transformers
Unit 2 Nature of Electricity (Pg. 34)
Unit 3 Losses and temperature rise in transformers
Unit 4 Efficiency of transformers
SECTION 3: DIRECT CURRENT CIRCUIT THEORY Unit 1 Generating Station
Unit 5 Cooling of transformers
(Pg. 4)
Unit 6 Voltage Regulation
SECTION 4: ALTERNATING CURRENT
Unit 1 Resistors
MACHINES (Pg. 35)
Unit 2 Insulators and Conductors SECTION 3: SEMICONDUCTOR DIODES (Pg.18)
Unit 3 Resistivity of a conductor
Unit 1 Semiconductor Theory Unit 1 Alternators
Unit 4 Power and Energy
Unit 2 Diodes Unit 2 A.C. Motors
SECTION 4: MAGNETIC FIELD (Pg.7)
SECTION 4: POWER SUPPLY (Pg.20) SECTION 5: DIRECT CURRENT MACHINES
Unit 1 Fundamentals of magnetism (Pg. 37)
Unit 1 Power supply unit
Unit 2 B/H curve and Hysteresis loop
Unit 2 Rectification
Unit 1 D.C. Generators
Unit 3 Voltage regulation and Stabilization
SECTION 5: ELECTRIC FIELD (Pg. 8) Unit 2 D.C. Motors
Unit 4 Inverter
Unit 1 Concept of electric field
SECTION 6: ELECTRICAL WIRING (Pg. 39)
Unit 2 Capacitors SECTION 5: BIPOLAR/ UNIPOLAR TRANSISTOR AND
OTHER SEMICONDUCTOR DEVICES (Pg. 22) Unit 1 Wiring
SECTION 6: ELECTROMAGNETISM (Pg. 10) Unit 2 Protection
Unit 1 Bipolar Transistor Unit 3 Earthling
Unit 1 Electromagnetic field
Unit 2 Unipolar Transistor
Unit 2 Induced emf
Unit 3 Other semiconductor devices
Unit 3 Self and Mutual Induction
Unit 4 Integrated circuits
SECTION 6: AMPLIFIERS (Pg. 25)

Unit 1 Voltage Amplifiers
Unit 2 Power Amplifiers
Unit 3 Operational Amplifiers
iv
SHS 1 SHS 2 SHS 3
APPLIED ELECTRICITY APPLIED ELECTRICITY APPLIED ELECTRICITY
SECTION 7: MEASUREMENTS AND INSTRUMENTS (Pg. 27)
Unit 1 Moving coil instrument

Unit 2 Moving iron instrument
Unit 3 Digital Multimeter
Unit 4 Cathode Ray Oscilloscope
SECTION 8: EMISSION OF ELECTRONS AND THERMIONIC

DEVICES (Pg. 29)
Unit 1 Electron emission

Unit 2 Thermionic Devices
Unit 3 Cathode Ray-Tube (CRT)
TIME ALLOCATION
Time allocation for APPLIED ELECTRICITY is as follows (each period is 40 minutes).
Year No. of periods per week No. of teaching weeks/year Total periods in a year Total hours in a year
1 6 36 216 144
2 6 36 216 144
3 6 24 144 96
Total 18 96 576 384
v
SUGGESTIONS FOR TEACHING THE SYLLABUS
Practical activity is strongly emphasized in order that students would be able to see, handle and use the materials, processes and equipment used in the electrical/electronic
industry. Most of the teaching should take place in an adequately equipped workshop or laboratory, and should take the form of practical and experimental work requiring
active student participation rather than passive observation.
Materials, Equipment and Recommended Books: Lists of materials and equipment for teaching electricity are provided at the end of the syllabus. Also provided is a list of
reference books.
General objectives
General Objectives have been listed at the beginning of each section of the syllabus. The general objectives specify the skills and behaviours the student should acquire after
learning the units of a section. Read the general objectives very carefully before you start teaching the section. After teaching all the units of the section, go back and read
the general objectives again to be sure you have covered the objectives adequately in the course of your teaching.
Sections and Units
The syllabus has been planned on the basis of section and units. Each year’s work has been divided into sections. A section consists of a fairy homogeneous body of
knowledge within the subject. Within each section are Units. A unit consists of a more related body of knowledge and skills. The teacher is expected to consider the total
number of sections and associated number of units prescribed for the year and plan the lessons for each term such that the work in all the Sections and Units for each
particular class will be adequately completed by the end of the school year. Each section of the syllabus is structured in five columns. They are as follows:
Units
Specific Objectives
Content
Teaching and Learning Activities
Evaluation
A description of the contents of each column is as follows:
COLUMN 1 - UNITS
The Units in Column 1 are divisions of the major topics of the section. You are expected to follow the unit topics according to the linear order in which they have been
presented. However, if you find out at some point that teaching and learning in your class will be more effective if you branched to another unit before coming back to the unit
in the sequence, you are encouraged to do so.
COLUMN 2 - SPECIFIC OBJECTIVES
Column 2 shows the specific objectives for each Unit. The specific objectives begin with numbers such as 1.3.5 or 2.2.1. These numbers are referred to as “Syllabus
nd rd
Reference Numbers.” The first digit in the syllabus reference number refers to the section; the 2 digit refers to the unit, while the 3 digit refers to the rank order of the
specific objective. For instance, 1.3.5 means: Section 1 (of the appropriate year’s syllabus). Unit 3 (of Section 1) and Specific Objective 5 of Unit 3 of Section 1.
vi
COLUMN 3 - THE CONTENT
rd
The 3 column of the syllabus presents a selected body of information that you will need to use in teaching the particular Unit. In some cases, the content presented is quite
exhaustive; in others, the content is skeletal for you to add more details.
COLUMN 4 - TEACHING AND LEARNING ACTIVITIES (T/LA)
Teaching and Learning Activities that will ensure maximum student participation in the lessons are presented in Column 4. Avoid rote learning and drill-oriented methods and
rather emphasize participatory teaching and learning in your lessons. Emphasize the cognitive, affective and psychomotor domains of knowledge in your instructional system
wherever appropriate. You are encouraged to re-order the suggested teaching and learning activities and also add to them where necessary in order to achieve optimum
student learning.
COLUMN 5 - EVALUATION
Suggestions and exercises for evaluating the lessons of each unit are indicated in Column 5. Evaluation exercises can be in the form of oral questions, quizzes, assignments,
homework, project work, etc. Ask questions and set tasks and assignments, etc. that will challenge students to apply their knowledge to issues and problems as we have
already said above and that will engage them in developing solutions and developing positive attitudes towards the subject.
PROFILE DIMENSIONS
Profile dimensions describe the underlying behaviours or abilities students are expected to acquire as a result of having gone through a period of instruction. Each of the
specific objectives in this syllabus contains an action verb that specifies the type of learning or skill that the student should acquire by the end of the instructional period. A
specific objective as follows: The student will be able to describe …etc. contains an action verb "describe" that indicates what the student will be able to do after teaching and
learning have taken place. Being able to "describe" something after the instruction has been completed means that the student has acquired "knowledge". Being able to
explain, summarise, give examples, etc. means that the student has understood the lesson taught. Similarly, being able to develop, plan, construct etc, means that the
student has learnt to create, innovate or synthesize knowledge. Each of the action verbs in the specific objectives of the syllabus describes the behaviour the student will be
able to demonstrate after the instruction. "Knowledge", "Application", etc. are dimensions that should be the prime focus of teaching, learning and assessment in schools.
Applied Electricity is a practical subject and the learning required is best achieved by practical application of skills learnt. The profile dimensions required in this subject and
their respective weights are as follows:
Knowledge and Understanding 20%

Application of Knowledge 30%
Attitudes and Practical Skills 50%
The weights show the relative emphasis that the teacher should give in the teaching, learning and testing processes. Combining the three dimensions in the teaching and
learning process will ensure that Applied Electricity is taught and studied not only at the cognitive level, but will also lead to the acquisition of practical skills in the subject.
The explanation of the key words involved in each of the profile dimensions is as follows:
vii
Knowledge and Understanding (KU)
Knowledge The ability to:

remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is simply the ability to remember or recall
material already learned and constitutes the lowest level of learning.
Understanding The ability to:

explain, summarize, translate, rewrite, paraphrase, give examples, generalize, estimate or predict consequences based upon a trend. Understanding is
generally the ability to grasp the meaning of some material that may be verbal, pictorial, or symbolic.
Application of Knowledge (AK)
Ability to use knowledge or apply knowledge, as implied in this syllabus, has a number of learning/behaviour levels. These levels include application, analysis, innovation or
creativity, and evaluation. These may be considered and taught separately, paying attention to reflect each of them equally in your teaching. The dimension "Use of
Knowledge" is a summary dimension for all four learning levels. Details of each of the four sub-levels are as follows:
Application The ability to:

apply rules, methods, principles, theories, etc. to concrete situations that are new and unfamiliar. It also involves the ability to produce, solve, operate,
demonstrate, discover etc.
Analysis The ability to:

break down materials into their component parts; to differentiate, compare, distinguish, outline, separate, identify significant points etc,
recognize unstated assumptions and logical facilities, recognize inferences from facts etc.
Innovation/Creativity The ability to synthesize or put parts together to form a new whole. It involves the ability to combine, compile, compose, devise, suggest a new idea
or possible ways, plan, revise, design, organize, create, and generate new solutions. The ability to create or innovate is the highest form of learning.
The world becomes more comfortable because some people, based on their learning, produce new ideas and new ways, design and create new
things.
Evaluation The ability to:

appraise, compare features of different things and make comments or judgments, contrast, criticize, justify, support, discuss, conclude, make
recommendations etc. Evaluation refers to the ability to judge the worth or value of some materials, ideas etc., based on some criteria. Evaluation is a
constant decision making activity. We generally compare, appraise and select throughout the day. Every decision we make involves evaluation.
Evaluation is a high level ability just as application, analysis and innovation or creativity since it goes beyond simple knowledge acquisition and
understanding.
viii
Practical Skills (PS)
Practical skills involve pre-imaging to solve practical problems, demonstration of manipulative skills, using tools/equipment and materials to carry out practical operations.
The teaching and assessment of practical skills should involve projects and creative practical tasks.
“Practical Skills” is given 50 per cent of the teaching, learning and testing time to emphasize the point that Applied Electricity involves acquisition of practical skills at the SHS
level. The remaining 50 per cent can be allocated to the theoretical aspect involving acquisition of knowledge and understanding.
Skills required for effective practical work are the following:

1. Handling Tools/Equipment/Materials
2. Observation
3. Perception
4. Creativity
5. Communication
Tools/Equipment/Material Handling: Students should be able to handle and use tools/equipment/materials properly for practical work to acquire the needed manipulative
skills.
Observation: The student should be able to use his/her senses to make accurate observation of skills and techniques during demonstrations. The student in this case should
be able to imitate the techniques he/she has observed for performing other tasks.
Perception: The student should be able to respond to his/her environment using all the senses i.e. seeing, hearing, smelling, touching and tasting. The student should
be encouraged to apply these senses to every project he/she undertakes.
Originality/Creativity: Students should be encouraged to be creative or original and be able to use new methods in carrying out projects. Encourage them to be original in
the creation of solutions in Applied Electricity and not copy existing work. You can help them to be creative and original by encouraging any little creative effort, technique
and product they may develop.
Communication: Students should be guided to develop effective oral and written communication skills necessary for group work, reporting and appreciation etc.
The action verbs provided under the various profile dimensions should help you to structure your teaching such as to achieve the set objectives. Select from the action
verbs provided for your teaching, in evaluating learning before, during and after the instruction.
FORM OF ASSESSMENT
It is important that both instruction and assessment be based on the profile dimensions of the subject. In developing assessment procedures, select specific objectives in
such a way that you will be able to assess a representative sample of the syllabus objectives. Each specific objective in the syllabus is considered a criterion to be achieved
by the students. When you develop a test that consists of items based on a representative sample of the specific objectives taught, the test is referred to as a “Criterion-
ix
Referenced Test.” In many cases, a teacher cannot test all the objectives taught in a term or in a year, The assessment procedure used i.e. class tests, homework, projects
and examinations must be developed in such a way that it will consist of a sample of the important objectives taught over a period. The example on the next page shows the
recommended examination structure for Applied Electricity.
END OF TERM EXAMINATION

The chart on the next page shows the mode of assessment and weighting to be followed by teachers at the end of every term. T here will be two papers in the examination:
PAPER 1 (Theory) and PAPER 2 (Practical).
Section A of Paper 1 is an objective type (section) testing knowledge and understanding of Applied Electricity. Section B consists of structured questions testing application of
knowledge. Paper 2 test practical skills in Applied Electricity.
END OF TERM EXAMINATION CHART

PAPER 1 (THEORY)
DIMENSION A (MC) B (Structured Quest.) PAPER 2 TOTAL MARKS % WEIGHTING
(PRACTICALS)
Knowledge and Understanding 50 - - 50 20
Application of Knowledge - 50 - 50 30
Attitudes and Practical Skills - - 100 100 50
Total Marks 50 50 100 200
% Contribution of Exams Papers 40 60 100 - 100
The structure of the examination in the chart follows the structure in the WAEC examination presented as follows:
PAPER 1 (THEORY): This consists of two (2) Sections A and B.
SECTION A - Consists of fifty (50) multiple choice/objective questions from the syllabus to be answered in one (1) hour for fifty (50) marks.
SECTION B - Consists of ten (10) short answer questions drawn from the syllabus. Candidates will be required to respond to
five (5) questions in one (1) hour for a total of fifty (50) marks.
PAPER 2 (PRACTICALS): This consists of two practical experiments to be carried out in three (3) hours for a total of 100 marks.
x
GUIDELINES FOR SCHOOL-BASED ASSESSMENT (SBA)
A new School Based Assessment system (SBA) will be introduced into the school system in 2011. The new SBA system is designed to provide schools with an internal
assessment system that will help schools to achieve the following purposes:
o Standardize the practice of internal school-based assessment in all Senior High Schools in the country
o Provide reduced assessment tasks for subjects studied at SHS
o Provide teachers with guidelines for constructing assessment items/questions and other assessment tasks
o Introduce standards of achievement in each subject and in each SHS class
o Provide guidance in marking and grading of test items/questions and other assessment tasks
o Introduce a system of moderation that will ensure accuracy and reliability of teachers’ marks
o Provide teachers with advice on how to conduct remedial instruction on difficult areas of the syllabus to improve class performance.
The arrangement for SBA may be grouped in categories as follows. Folio Preparation, Project designed to include folio preparation, Mid-Term test, Group Exercise and End
of Term Examination.
Folio Preparation: Folio preparation may include the following:
i. Specific Design
ii. Investigative study and field visit reports.
Project: This will consist of a selected topic to be carried out by groups of students for a year. Segments of the project will be carried out each term toward the final project
completion at the end of the year,
The projects may include the following:

i) farm work
ii) experiment
iii) investigative study (including case study)
A report must be written for each project undertaken.
2. Mid-Term Test: The mid-term test following a prescribed format will form part of the SBA
3. Group Exercise: This will consist of written assignments or practical work on a topic(s) considered important or complicated in the term’s syllabus
4. End-of-Tem Examination: The end-of-term test is a summative assessment system and should consist of the knowledge and skills students have acquired in the
term. The end-of-term test for Term 3 for example, should be composed of items/questions based on the specific objectives studied over the three terms, using a
different weighting system such as to reflect the importance of the work done in each term in appropriate proportions. For example, a teacher may build an End-of-
Term 3 test in such a way that it would consist of the 20% of the objectives studied in Term 1, 20% of objectives studied in Term 2 and 60% of the objectives studied
in Term 3.
xi
GRADING PROCEDURE
To improve assessment and grading and also introduce uniformity in schools, it is recommended that schools adopt the following WASSCE grade structure for assigning
grades on students’ test results. The WASSCE structure is as follows:
Grade A1: 80 - 100% - Excellent

Grade B2: 70 - 79% - Very Good
Grade B3: 60 - 69% - Good
Grade C4: 55 - 59% - Credit
Grade D7: 40 - 44% - Pass
Grade D8: 35 - 39% - Pass
Grade F9: 34% and below - Fail
In assigning grades to students’ test results, you are encouraged to apply the above grade boundaries and the descriptors which indicate the meaning of each grade. The
grade boundaries i.e., 60-69%, 50-54% etc., are the grade cut-off scores. For instance, the grade cut-off score for B2 grade is 70-79% in the example. When you adopt a
fixed cut-off score grading system as in this example, you are using the criterion-referenced grading system. By this system a student must make a specified score to be
awarded the requisite grade. This system of grading challenges students to study harder to earn better grades. It is hence a very useful system for grading achievement
tests.
Always remember to develop and use a marking scheme for marking your class examination scripts. A marking scheme consists of the points for the best answer you expect
for each question, and the marks allocated for each point raised by the student as well as the total marks for the question. For instance, if a question carries 20 marks and
you expect 6 points in the best answer, you could allocate 3 marks or part of it (depending upon the quality of the points raised by the student) to each point , hence totalling
18 marks, and then give the remaining 2 marks or part of it for organisation of answer. For objective test papers you may develop an answer key to speed up the marking.
xii
SENIOR HIGH SCHOOL - YEAR 1
SECTION 1
HEALTH, SAFETY AND PROTECTION
General Objectives: The student will:
1. recognize potential health and safety hazards in handling of materials and equipment in the workshop.
2. apply safety and judicious methods in the use of tools and materials in the workshop.
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION
UNIT 1 The student will be able to: Students to:
ELECTRICAL 1.1.1 identify various types of Electrical Protective devices: Using samples of protective devices, assist identify protective devices
PROTECTIVE electrical protective devices. students to discuss type of protection offered and select appropriate device
DEVICES Rewirable fuse by each device for specific application
Cartridge fuse
Miniature circuit breaker
complete earthing
1.1.2 perform earthing installation Earthing of premises demonstrate earthing installation
installations
demonstrate earthing methods in electrical
installation work and how earthing
UNIT 2 accomplishes effective protection.
state safety regulations and
GENERAL 1.2.1 outline safe working procedures Electrical safety regulations. Group students to discuss safe working
apply relevant regulations to
SAFETY and safety regulations and Application of electrical safety procedures
work situation.
apply relevant statutory regulations.
regulations in a given work Students to practice compliance to electrical
situation. safety regulations in given work situations.
1.2.2 practice general safety

UNIT 3
list the type of extinguishers
FIRE SAFETY 1.3.1 explain and match fire Fire extinguishers. Group students to discuss various fire
and match them to their
extinguishers to their appropriate extinguishers and match them to their
appropriate uses.
uses. - Foam appropriate uses.
- Dry powder
- Sand
- Water
- Wet blanket
1
SECTION 2
INTRODUCTION TO ELECTRICITY
1. understand the basic concepts of electricity and electronics .

2. be aware of the key differences between the two sciences.
3. understand the nature of electricity and electronics
UNIT 1 The student will be able to: Class Exercise:
ELECTRONICS 2.1.1 distinguish between Electronics and Electricity. Group students to discuss the differences students to explain electronics
AND ELECTRICITY Electricity and Differences and Similarities and similarities between electronics and and electricity
Electronics electricity.
Assignment:
2.1.2 outline the key Electronics – is the study of precisely Group students to brainstorm to come out students to look out from other
differences and controlling the flow of electrons. with the concepts under the content. sources for more differences
similarities between Electricity – is the flow of electrons and similarities between
electronics and through a pathway that conducts Follow this up with a class discussion to electronics and electricity.
electricity electricity. clarify the meanings.
Electrical power controls voltage levels Group students to discuss the differences sescribe how static electricity
and the flow of electrons. and similarities between electronics and is produced.
electricity.
Electrical current controls the flow of
electrons.
UNIT 2
Discuss how static current and current are explain how current electricity
NATURE OF 2.2.1 explain the nature of Nature of Electricity: produced with students is produced
ELECTRICITY electricity
- Production of Static Electricity Illustrate how current electricity is produced
- Production of Current Electricity
2
UNIT 2 (CONT’D.) The student will be able to:
NATURE OF 2.2.2 distinguish between Conductor, Insulator and Semi Stress to students that electronics and
ELECTRICITY conductors, insulators and conductor. electricity are not the same.
semi conductors using
energy level diagrams
3
SECTION 3
DIRECT CURRENT CIRCUIT THEORY
1. apply ohm’s law in solving problems.

2. apply Kirchhoff’s laws in solving problems.
3. be aware of types of resistors used in circuits.

Type of resistors
RESISTORS 3.1.1 describe types of resistors - Carbon Using types of resistors, assist student to connect resistors in series and
and their properties - Wire wound discuss resistors and their properties; in parallel and carry out
- Variable calculations
3.1..2 select any nominal value of Resistor colour code. Group students to discuss how to use colour
resistor using colour codes. code chart to determine value of resistor.
3.1.3 connect resistors in series Combining resistors in series and Group students to discuss ways for connecting differentiate between various
and in parallel. parallel circuit. resistors in series and parallel circuits. sizes of resistor.
Show various sizes of resistors and assist construct simple circuit and
students to determine their power rating solve simple problems through
application of Ohm’s law.
3.1.4 determine power rating of a Power rating of resistors. Group students to discuss Ohm’s law and show
resistor. how to use it to find out current, voltage and
resistance through measurements, calculations
and drawing of graphs.
3.1.5 explain Ohm’s law and apply Ohm’s law calculations: Assist students to analyze simple circuits using
it in a simple circuit to V=IR Kirchhoff’s laws.
determine current, voltage
and resistance.
3.1.6 explain Kirchhoff’s laws and Kirchhoff’s laws: Students to solve simple problems using apply Kirchhoff’s laws in
apply them in simple - Voltage law Kirchhoff’s laws analyzing simple electrical
electrical/electronic circuits. - Current law circuits and in calculations.
4

(CONT’D)
3.1.7 apply Kirchhoff’s laws in Application of Kirchhoff’s laws Guide students to perform the following activities: calculate voltage, current
RESISTORS circuits comprising two loops in a two loop network
i. Kirchhof’s Law experiment in a two loop network.
ii. Calculate voltage and current in two loop network.
UNIT 2
INSULATORS 3.2.1 identify various conductors Properties of conductors and show types of conductors and insulators to students explain the properties of
AND and insulators, and describe Insulators and assist them to discuss their properties and uses. conductors and insulators.
CONDUCTORS their properties and uses
- copper Assist students to discuss how particular conductors
- aluminium and insulators may be used for specific jobs, given
- wool their properties.
- rubber
- pvc
- wood
- mica
- asbestors
UNIT 3
Resistivity: Group students to discuss the nature of resistivity of a state the formula for
RESISTIVITY 3.3.1 describe the nature of
conductor. resistivity.
OF A resistivity of a conductor.
The formula R=Ρl
CONDUCTOR A
Assist students to calculate the resistance and length calculate the length and
3.3.2 solve problems involving Calculation of resistivity.
of conductors; measure resistance; measure resistance of a conductor.
resistivity. diameter of cross-section, calculate cross-sectional
area.
3.3.3 examine temperature Temperature coefficient of Group students to brainstorm to come out with the explain the characteristics
coefficient of resistance and resistance and applications meaning of temperature coefficient of resistance of temperature coefficient
show its applications and show its significance in electrical appliances of resistance and solve
simple problems.
5
POWER AND 3.4.1 distinguish between power Power and Energy. Group students to discuss the differences define power and energy.
ENERGY and energy in d.c. circuits. between power and energy in d.c. applications.
3.4.2 solve problems involving Calculations of power and energy. Assist students to solve problems involving power calculate for power and
power and energy. and energy. energy.
6
SECTION 4
MAGNETIC FIELD
1. Apply the principles of magnetisation and demagnetisation.
FUNDA- 4.1.1 identify types of magnet Types of magnet: Display types of magnet and help students to state four applications each of
MENTALS OF and describe their discuss their differences and applications. permanent magnet and
MAGNETISM applications. - permanent magnet electromagnet.
- electromagnet
4.1.2 identify materials that Magnetic Properties of materials: flux, Group students to discuss the following: describe magnetic properties of
have magnetic properties flux density, permeability, magnetomotive various materials
and explain their usage in force, (mmf), magnetizing force and - concept of magnetic properties
applied electricity. reluctance. - importance of each property and
applications in industrial measurement
and instrumentation.
4.1.3 solve problems involving Calculations involving magnetic circuits. Students to solve problems involving magnetic calculate the magnetic properties
simple magnetic circuit. 0 = BA, H = IN circuit. for flux, mmf, flux density and
L solve simple problems.
4.1.4 describe magnetization Magnetization and demagnetization of Demonstrate the processes of magnetizing describe the process of
and demagnetization of magnetic material. and demagnetizing magnetic materials magnetising and demagnetising a
a magnetic material magnetic material.
Group students to discuss the concept of
magnetic domains.
UNIT 2
B/H CURVE 4.2.1 draw and explain the B/H B/H curve and hysterises loop Assist students to draw and discuss the B/H draw and use the B/H curve and
AND curve and the hysterises curve and hysterises loop. hysterises loop to select suitable
HYSTERESIS loop. magnetic materials for relevant
LOOP applications.
7
SECTION 5
ELECTRIC FIELD
1. become aware of the concepts of electric field and magnetic field and their relationship
2. develop knowledge on applications and calculations on capacitors
CONCEPT OF 5.1.1 state the importance of Importance of electric field Group students to discuss the importance of electric field
ELECTRIC electric field
FIELD
5.1.2 explain electric field Electric field and properties: Group students to brainstorm to come out with the explain electric field.
and its properties. meaning of electric field.
Electric flux, electric flux density,
electric field strength, permittivity and Group students to discuss the properties of electric field explain electric field
dielectric constant. the relationship between the magnetic and electric properties correctly.
properties of materials
UNIT 2
5.2.1 explain types of Types of capacitor: Show types of capacitors to observe state type of capacitors.
CAPACITORS capacitor.
- air
- paper
- mica
- ceramic
- polyester
- electrolytic
5.2.2 explain the capacitance Capacitance and dielectric Group students to discuss the capacitance of a capacitor. explain the capacitance of
of a capacitor a capacitor.
. - Discuss the properties of dielectric
- Discuss how the dielectric gives effect to the
action of the capacitor
8

(CONT’D)
5.2.3 state the relationship Charge on capacitor. Relationship Group students to discuss the relationship explain the relationship between
CAPACITORS between charge and between charge and applied voltage of a between charge and applied voltage of a charge and applied voltage of a
applied voltage of capacitor capacitor. capacitor.
a capacitor.
Q = CV (Culomb) - discuss the emergence of time when state the rating of a capacitor.
C = Q (Farad) charges accumulate in or discharge
V from a capacitor
V = Q (Volts)
C - discuss to bring out the notion of
time constant
5.2.4 relate the voltage rating Application and voltage rating of Group students to discuss the importance explain the importance of voltage
of a capacitor to its capacitors. of voltage rating in all applications of ratings of capacitors in all
application capacitors. applications.
5.2.5 solve problems involving Series and Parallel Connection. Assist students to solve problems involving solve problems involving
capacitors in series and CT = C, + C2 +--- + Cn capacitors in series and in parallel. capacitors in series and in
in parallel. 1 1 1 1 parallel.
CT = C1 + C2 + --- + Cn
5.2.6 calculate the energy Energy stored in a capacitor Guide students to calculate energy stored calculate energy stored in a
2
stored in capacitors. E = ½ cv Joule. in a capacitor. capacitor.
9
SECTION 6
ELECTROMAGNETISM
1. acquire knowledge of the concept of electromagnetism.

2. use the principle of electromagnetic induction correctly.
3. solve problems involving electromagnetism
ELECTRO- 6.1.1 draw the magnetic field Magnetic field around current carrying Guide students to demonstrate the existence of draw the magnetic field
MAGNETIC around a current carrying conductor and solenoid: Fleming’s magnetic field around a current carrying conductor around a current carrying
FIELD conductor and a solenoid Right Hand Rule and solve problems. conductor.
when the direction of current
is known Discuss Fleming’s Right Hand Rule
6.1.2 determine a force on a Force on current carrying conductor Guide students to calculate the force on a current explain the force on a current
current carrying conductor in F = B L І sinØ Newtons carrying conductor in a magnetic field. carrying conductor in a
a magnetic field. magnetic field and perform
Note: Emphasize the effects of combined fields simple calculations to solve
on current carrying conductor problems.
UNIT 2
Through discussions, assist students to examine apply Lenz’s law and
INDUCED 6.2.1 explain Lenz’s law and Laws of magnetism. how the Lenz’s law and Flemings right Hand Rule Flemings Hand Rule
EMF Flemings Right Hand Rule -Lenz’ law and Flemings’ Right Hand can be used in applications. correctly.
and their applications in Rule
Applied Electricity. Students to carry out simple calculations on solve simple problems using
Lenz’s law applications Lenz’s law.
6.2.2 determine the induced e.m.f. Calculation of induced e.m.f. Group students to discuss the effects due to the solve problems of induced
in a conductor cutting a e = Blv volts. relative movement between conductor and e.m.f. in a conductor cutting a
magnetic field. magnetic field. magnetic field.
Brainstorm to come out with areas of application

of induced e.m.f.
10
SELF AND 6.3.1 distinguish between self Differences and calculations on self Through discussion, help students to distinguish
MUTUAL and mutual induction and and mutual induction. between self and mutual induction.
INDUCTION solve problems involving Self induction values a single (Oi).
self and mutual induction. Mutual induction involves double coil. Assist students to solve problems involving self and solve problems involving self
mutual induction. and mutual induction.
6.3.2 describe the applications of Application of electromagnetism: Group students to discuss some of the applications explain the applications of
electromagnetism. of electromagnetism. electromagnetism in the
- moving coil instrument devices listed in content
- electric bell
- solenoid
- loud speaker
- buzzer
- transformer
6.3.3 calculate the energy Energy stored in a coil Group students to discuss how energy is stored in a calculate the energy stored in
stored in a coil. 2
E = ½ L І joules. coil a coil.
Students to calculate the energy stored in a coil.
6.3.4 design, construct and Guide students to design, construct and install a Project work
Simple bell circuit and security alarm
install a simple bell circuit system. simple door bell circuit and security alarm system. Trouble shoot a simple door
and security alarm system. bell circuit and security
Note: system.
Emphasize the importance of defining operating
conditions for each system
11
SECTION 1
ALTERNATING CURRENT CIRCUIT THEORY
Genera0l Objectives: The student will:
1. develop knowledge and skills for solving problems connected with alternating current generation.
2. develop knowledge and skills for solving problems connected with single phase and 3-phase circuits
3. be aware of the effect of frequency on components in a circuit.
GENERATORS 1.1.1 identify parts of a.c. Parts of an a.c. generator: using a real generator, show parts of a list parts of a generator and
generator. - stator generator to students and discuss their explain their functions
- rotor functions with them
1.1.2 explain the principles of Principle of operation of a generator. group students to discuss the principles of explain the principle of
operation of a generator. operations of a generator. operation of generator.
UNIT 2
RLC CIRCUIT 1.2.1 identify and explain the A.C. Quantities: group students to discuss the various a.c. explain a.c. quantities and
various a.c. quantities. RMS Value, Peak Value, Average quantities solve problems involving them
value, Waveform factor, Cycle, Period
and Frequency.
identify the conditions at which
1.2.2 solve problems involving Solution of problems involving RL group students to discuss the conditions at
resonance occurs.
RL series circuit. circuit. which resonance occurs.
Xc = XL
solve problems involving RL
1.2.3 explain the conditions at Conditions for occurrence of solve problems involving RL series circuit.
series circuit.
which resonance occurs. resonance circuit.
draw a phasor diagram for RL

1.2.4 draw phasor diagram for Phasor diagram for RL circuit. illustrate the phasor diagram for RL series
series circuit.
RL Series circuit. circuit.
12
UNIT 2 (CONT’D) The student will be able to: Students to:
RLC CIRCUIT 1.2.5 solve problems involving Solution of problems involving RC solve problems involving RC series circuit. solve problems involving RC
RC series circuit circuit. series circuit.
1.2.6 draw phasor diagram for Phasor diagram RC circuit. help students to draw a phasor diagram for RC draw a phasor diagram for RC
RC series circuit. series circuit. in series circuit.
1.2.7 explain the characteristics Characteristics and solution group students to discuss the characteristics of solve problems involving RLC
of RLC circuit and solve problems involving RLC series RLC circuit and solve problems involving RLC series circuit.
problems involving RLC circuit. series circuit.
series circuit.
1.2.8 draw phasor diagram for Phasor diagram for RLC series illustrate the drawings of phasor diagram and draw a phasor diagram for
RLC series circuit. circuit. draw a phasor diagram for RLC series circuit. RLC series circuit.
1.2.9 draw phasor diagram of a Phasor diagram of a series assist students to draw a phasor diagram of a draw phasor diagram of a
series resonance circuit. resonance. series resonance circuit. series resonance.
UNIT 3
POWER IN A.C. 1.3.1 explain power factor and Definition of power factor and group students to discuss power factor and the describe the effects of low
CIRCUIT state the effect of low power effect of low power factor. effects of low power factor. power factor
factor.
1.3.2 determine power in single Power in single phase circuit. assist students to determine power in single calculate power in single
phase circuit. phase circuit and calculate power in single phase circuit.
phase circuit.
P = IV Cosø
1.3.3 determine power in Power in 3-phase circuit. assist students to determine power in 3- calculate the power in 3 phase
3-phase circuit. phase circuit and calculate power in circuit.
3-phase circuit.
P = 3 VI Cos ø
1.3.4 determine the power factor Determination of power factor of a assist students to perform experiment to perform experiment to
of a circuit. circuit. determine power factor of a fluorescent lamp determine the power factor of
circuit. a fluorescent lamp circuit.
13
UNIT 3 (CONT’D) The student will be able to: Students to:
POWER IN A.C. 1.3.5 determine power factor in Power factor in single and 3-phase Assist students to determine the power calculate the power factor of a
CIRCUIT single and 3-phase circuits. circuits factor in single-phase and 3-phase circuit. single phase circuit.
1.3.6 solve problems involving Active, Apparent, and Reactive Power. Assist students to solve problems involving solve problems involving active,
Active, Apparent and active, apparent and active power. apparent and active power.
Reactive Power.
UNIT 4
STAR DELTA 1.4.1 analyze the relationship Relationship of star delta connections: Assist students to analyze the relationship analyze the relationship between
CONNECTIONS between star delta Line voltage and phase voltage, Line between line voltage and phase voltage, line voltage and phase voltage.
connections. current and Phase current in star-delta line current and phase current in star delta
connections. connections.
1.4.2 connect star and delta Measurement of line and phase Demonstrate how to set up a facility to connect star and delta system of
system of 3-phase and voltages and line and phase currents. connect star and delta system of 3-phase 3-phase and measure line and
measure line and phase and measure line and phase voltages and phase voltages and line and
voltages and line and line and phase currents of 3-phase system. phase currents of 3-phase
phase currents. system.
1.4.3 solve problems involving - Line voltage Assist students to: solve problems involving line
line voltage and phase - Phase voltage current and phase current.
voltage, line current and - Line current i. take measurements
phase current. - Phase current ii. collect data, analyze and draw
conclusions
Assist students to solve problems involving

line voltage, phase voltage, line current and
phase current.
14
SECTION 2
TRANSFORMERS
1. be aware of the principles of operation of a transformer.

2. be aware of the effects of losses in a transformer.
3. recognize the importance of cooling a transformer.
4. solve problems connected with voltage regulation
CONSTRUCTION 2.1.1 identify types of Types of Transformer Construction: Using charts, show types of transformer to State types of a transformer
OF transformers and students and discuss various transformer construction.
TRANSFORMERS describe their - Shell type constructions with them.
construction - Core type
2.1.2 construct simple Construction of simple transformers Help students to construct simple Project:
transformers transformers
Design and construct simple
UNIT 2 transformers
PRINCIPLES OF 2.2.1 explain the principles of Operation of a transformer. Group students to discuss the principles of explain the principle of
OPERATION OF A operation of a operation of a transformer. operation of a transformer.
TRANSFORMER transformer.
2.2.2 solve problems Transformation ratio. Assist students to solve problems involving Solve problems involving
involving Vp = Np = Is transformation ratio. transformation ratio.
transformation ratio. Vs NS Ip
UNIT 3
LOSSES AND 2.3.1 identity the losses in a Transformer losses Group students to discuss the losses in a explain the losses in a
TEMPERATURE transformer. - Copper transformer. transformer.
RISE IN - iron
TRANSFORMERS
15
UNIT 3 The student will be able to: Students to

(CONT’D.)
2.3.2 describe the effects of Effect of losses in a transformer. Group students to discuss the effects of losses describe the effect of losses in
LOSSES AND losses in a Out put of transformer is affected by the in a transformer. a transformer.
TEMPERATURE transformer. losses.
RISE IN
TRANSFORMERS 2.3.3 determine losses in a Determination of losses in a Group students to perform an experiment to determine the losses in a
transformer. transformer. determine losses in a transformer. transformer.
2.3.4 demonstrate the Methods of minimising losses in a Demonstrate the methods of minimising losses explain the method of
methods of minimising transformer e.g. limitation of the core. in a transformer. minimising losses in a
losses in a transformer. transformer.
UNIT 4
EFFICIENCY OF 2.4.1 determine losses in a Losses and efficiency of transformer. Guide students to perform experiment to perform open and short circuit
TRANSFORMER transformer and explain determine losses of transformer: test on a transformer.
its effect on efficiency.
- Open circuit test calculate efficiency of the
- Short circuit test transformer. Students to:
UNIT 5
COOLING OF 2.5.1 identify and demonstrate Methods of cooling power transformer: Group students to discuss methods of cooling list methods of cooling power
TRANSFORMERS various methods of a power transformer and demonstrate each transformer and explain the
cooling power - air cooling method. most economical method of
transformer. - oil cooling cooling a power transformer.
- air and oil circulation method of
cooling
2.5.2 explain the importance Need for cooling. Group students to discuss the importance of State the need for cooling a
of cooling a for cooling a power transformer. power transformer.
transformer.
UNIT 6
VOLTAGE 2.6.1 explain voltage Voltage regulation. Group students to discuss voltage regulation. explain voltage regulation.
REGULATION regulation.
2.6.2 explain the effects of Effects of load on voltage regulation Discuss the effects of load on voltage explain the effect of load on
load on voltage regulation of a transformer with students voltage regulation
regulation of a
transformer
16
The student will be able to:
2.6.3 determine voltage Determination of voltage regulation. Group students to perform experiment to Solve problems on voltage
regulation. determine voltage regulation of a transformer. regulation of a transformer.
2.6.4 calculate voltage Calculation of transformer regulation. Assist students to calculate transformer Solve problems on voltage
regulation of a V no load – V full load regulation. regulation
transformer. VR
V no load
17
SECTION 3
SEMICONDUCTOR DIODES
1. acquire knowledge of the principles of semiconductor devices.

2. recognize the difference between n-type and p-type materials.
3. develop knowledge and skills in using the diode
SEMI 3.1.1 describe the electrical Properties of semiconductor materials; Display semi-conductors and assist students to: describe the properties of
CONDUCTOR properties of semiconductor energy levels and conductivity; semi conductor
THEORY materials in terms of the Periodic Table - discuss types of semiconductor materials materials.
Periodic Table Co - discuss the electrical properties of semi -conductor
materials.
- discuss electron bands and number of electrons in
outermost shells; the significance of the Periodic Table
3.1.2 differentiate between n-type Differences between n-type and p-type Discuss the difference between n-type and p-type materials explain the difference
and p-type semi conductor semi conductor materials with students. between n-type and p-
materials and their formation type materials.
UNIT 2
DIODE 3.2.1 explain the difference Difference between Forward and Group students to discuss the difference and forward reverse explain the difference
between forward and reverse Reverse Biasing. biases. between forward and
biasing with reference to P.N. reverse biasing of P.N.
diode. junction diode.
3.2.2 draw a symbol of a P.N - Circuit symbol Discuss doping; formation of N-type and P-type materials; draw symbol for P.N.
Junction diode and explain - P.N. junction diode donor and acceptor atoms junction diode and
formation of p-n junction diode - Barrier potential interpret.
- Forward and reverse bias of Guide students to draw a P.N junction diode and interpret the
- p-n junction; drawing.
p
n
18

(CONT’D.)
3.2.3 draw the v/I characteristics Characteristics of P.N diode. Assist students to draw the V/I characteristics of a P.N Diode connect P.N diode in a
DIODE of a P.N. Diode circuit and determine the V/I
characteristics of the diode.
3.2.4 apply applications of Application of P.N junction diode e.g. Assist students to perform experiment to determine the V/I state the applications of a
P.N. diode Power Supply. characteristics of a diode; set up suitable circuit, take diode.
measurements, analyse and draw conclusions.
Assist students to apply the diodes.
19
SECTION 4
POWER SUPPLY
1. develop knowledge and skill in using the principle of power supply unit.
2. draw and interpret block, circuit and layout diagrams.
3. develop knowledge and skills in the operation of rectification and regulation.
POWER 4.1.1 identify voltage sources Power supply units: Using illustrations guide students to discuss identify various voltage levels
SUPPLY UNIT available for use as d.c. - Dry cell various power supply sources, their voltage of d.c sources.
power source - Solar cell levels and suitability as d.c. power supply
- Cadium cell sources.
- Accumulator
4.1.2 identify and describe the Function of blocks of power supply Discuss the functions of each block in the power describe the function of each
function of each block in unit. supply unit with students. block in the power supply unit
a power supply unit.
4.1.3 draw a block diagram of Block diagram of d.c. power supply. Assist students to draw a block diagram of a d.c draw block diagram of d.c.
a.c to d.c power supply power supply. power supply and interpret the
converter drawing.
UNIT 2
RECTIFICATION 4.2.1 connect half and full wave Types of rectification Assist students to discuss and connect half and connect various types of
rectifier circuits. - full wave bridge full wave rectifier circuit. rectifier circuit and measure
- full wave centre tapped the output voltage.
- half wave
20
VOLTAGE 4.3.1 draw, label and construct Voltage regulator Guide students to draw and lable a simple voltage connect a simple regulator circuit.
REGULATION AND a simple regulator circuit. regulator circuit.
STABILIZATION
Assist students to connect the circuit. measure the voltage at various
points.
21
SECTION 5
BIPOLAR, UNIPOLAR TRANSISTOR AND OTHER SEMICONDUCTORS DEVICES
1. develop knowledge in the general concept of transistors.

2. recognise the difference between Bipolar and Unipolar transistors.
3. develop knowledge and skills in the modes of connection of transistor and other semiconductor devices.
4. develop knowledge in simple integrated circuits.
TRANSISTOR 5.1.1 explain the principles of Discuss the principles of operation of each of explain the operation of all three
(BIPOLAR) operation of the three Principle of operation of the three the three configurations of bipolar transistor. configurations the transistor.
configuration of bipolar configuration of bipolar transistor
transistor.
5.1.2 explain the biasing of Two P.N junction devices (NPN and Group students to discuss the biasing of NPN explain biasing of NPN and PNP
NPN and PNP PNP). and PNP transistor; -the formation of the bi- transistors and select suitable
transistors. polar transistor; and explain quiescent point. quiescent point.
5.1.3 draw the configurations Configuration of a bipolar transistor; Assist students to draw the three configurations draw the three configuration of a
of a bipolar transistor. CC, CB, CE of a bipolar transistor CC, CB and CE bipolar transistor and conduct
analysis
5.1.4 connect the Mode of connection of the three Demonstrate methods of connecting
configurations of a configurations of a transistor. configurations of a transistor circuit.
transistor.
5.1.5 sketch the characteristic Characteristics of NPN transistor. Using illustrations assist students to sketch the sketch the characteristic curves of
curves of bipolar characteristic curves of bipolar transistor. bipolar transistor and analyze
transistor. them.
22
UNIT 2 Students to:

UNIPOLAR
TRANSISTOR 5.2.1 identify the symbol of P channel and N channel of Field Assist students to draw circuit symbols of JFET, draw circuit symbol of JFET
JFET Effect transistor (JFET). P channel and N channel devices; and explain the operation of
JFET; provide correct
5.2.2 explain the principles Principles of operation of N channel Discuss the difference between the JFET and explanations about the JFET
of its operation JFET Bi-polar Junction Transistor. and Bi-polar characteristics;
Discuss the principles of operation of JFET.
5.2.3 draw the symbol for Drawing of JFET Help students to draw the symbol for JFET. draw the symbols of semi-
JFET conductor devices
UNIT 3
draw the symbols for
Using illustrations, show symbols of
OTHER SEMI 5.3.1 identify symbols for Semi conductor devices semiconductor devices
semiconductor devices listed in content.
CONDUCTOR semiconductor devices
DEVICES and the various devices - diac
on an electronic circuit. - triac
- silicon controlled Rectifier(SCR)
- LED
- Zener diode
explain the principle of
5.3.2 explain principles of Group students to discuss the principles of operation of photo transistor.
Principle of operation of photo
operation of photo operations of photo transistor.
transistor
transistor
5.3.3 outline the applications Application of listed semi conductor Assist students to discuss the properties and state applications of
and principles of devices. applications of the semiconductor devices listed semiconductor devices listed
semiconductor devices. in content.
- diac
- triac
- silicon controlled Rectifier
- (SCR)
- LED
- Zener diode
23
(CONT’D.) 5.3.4 state the application of Application of photo transistors e.g. Group students to discuss applications of students in groups to select a
OTHER SEMI photo transistor and Burglar alam circuit. photo transistor; design and construct a different circuit from the
CONDUCTOR burglar alarm circuit using photo transistors. classroom, state the
DEVICES 5.3.5 design and construct a Designing and construction of a application of photo
burglar alarm using photo burglar alarm transistor, design and
transistor. construct the circuit using
photo transistors.
UNIT 4
INTERGRATED 5.4.1 identify simple integrated Identification of integrated circuits. Using charts assist students to identify simple identify simple integrated
CIRCUITS circuits. integrated circuit; circuit.
Discuss the dual-in-line logic gates
5.4.2 describe the fabrication of a Formation of Simple Integrated

simple integrated circuit. circuit. Discuss the fabrication of a simple
integrated circuit with students.
24
SECTION 6
AMPLIFIERS
1. develop knowledge in the general concept of Amplifiers.

2. apply the skills of using electrical and electronics active component as amplifiers.
3. develop knowledge in the methods of biasing amplifiers.
VOLTAGE 6.1.1 state advantages of Negative feedback. Group students to discuss the advantages of negative feedback. calculate the gain of an amplifier and
AMPLIFIERS negative feedback. solve related problems.
6.1.2 demonstrate Biasing of amplifiers. Demonstrate methods of biasing.

methods of biasing.
6.1.3 draw the output Output characteristics of Assist students to draw the output characteristics together with the draw the output characteristics of a
characteristics of common emitter transistor D.C. load line, take measurements, collect data, tabulate data, common emitter transistor with a D.C.
common emitter draw d.c. load line on the output characteristics, draw graph and load line and solve simple problems
transistor. interpret graphs. on biasing and d.c. load line.
6.1.4 draw a single stage Single stage common Assist students to draw a single stage common emitter amplifier draw single stage common emitter
common emitter emitter amplifier. and interpret the drawing. amplifier, label the components and
amplifier. perform simple calculations on the
C.E. amplifier
6.1.5 calculate the gain of Gain of an amplifier. Discuss the effects of negative feedback on the gain of an amplifier state advantages and disadvantages
an amplifier. of negative feedback.
Students to calculate the gain of an amplifier
6.1.6 sketch the gain Gain frequency response of Assist students to sketch the gain frequency response of common collect data for building frequency
frequency response. common emitter amplifier emitter amplifier and interpret. response curve
Students to collect data for drawing the frequency response curve. sketch the gain frequency response.
25
POWER 6.2.1 examine the Applications of amplifier Show an amplifier to students to examine the applications apply an amplifier correctly and
AMPLIFIERS applications of solve problems through calculations.
an amplifier.
6.2.2 describe how Temperature stability of quiescent Assist students to: explain why and how biasing and
temperature stability point. i. discuss temperature stability of transistor quiescent point; temperature stability may be
of the quiescent achieved.
point is established ii. examine why an emitter resistor provides temperature
stability
Assist students to calculate power gain. calculate power gain.

6.2.3 calculate power gain Calculation of power gain.
and solve related
problems.
Assist students to calculate the efficiency of an amplifier. calculate efficiency of an amplifier.
6.2.4 calculate the Calculation of efficiency of an
efficiency of the amplifier.
amplifier.
UNIT 3 .
OPERA- 6.3.1 describe the main Properties and construction of an Discuss the main properties of operational amplifier. identify the main properties of
TIONAL properties of ideal operational amplifier. operational amplifier.
AMPLIFIERS operational
amplifier and
construct an
amplifier
6.3.2 draw inverting and Inverting and non inverting Assist students to draw inverting and non-inverting draw inverting and non-inverting
non inverting operational amplifier. operational amplifier. operational amplifiers and perform
operational amplifier simple calculations on both inverting
and establish Discuss the concept of “virtual ground”. and non-inverting op-amps.
voltage gain for each
configuration.
26
SECTION 7
MEASUREMENTS AND INSTRUMENTS
1. understand and apply the principle of operation of measuring instruments.

2. appreciate the conversion of galvanometer to Ammeter and Voltmeter.
3. acquire skills in the use of measuring instruments.
4. develop skills in the use and care for the digital multimeter for measurement of quantities.
5. develop knowledge and skills in using the CRO for measuring waveform and voltage.
MOVING COIL 7.1.1 explain the operation of Operation of Moving Coil Instrument. Group students to discuss the principles of explain the operation of moving coil
INSTRUMENT moving coil instrument. the operation of moving coil instrument. instrument.
7.1.2 describe the construction Construction of a Moving Coil Group students to discuss the construction of describe the construction of moving
of a moving coil Instrument. moving coil instrument. coil instrument correctly.
instrument.
7.1.3 describe the use of Measurement of Resistance: Discuss how to use the galvanometer in a set up and describe the four armed
galvanometer to Wheatstone Bridge network to measure bridge to measure resistance, and
measure resistance. Construction of a Moving Iron resistance, and show how to determine perform simple calculations
Instrument. balance condition. involving balance conditions.
7.1.4 outline the advantages Advantages and Disadvantages of Discuss advantages and disadvantages of a state advantages and
and disadvantages Moving Coil Instrument. moving coil instrument with students. disadvantages of moving coil
of moving coil instrument.
instrument
.
7.1.5 convert a moving coil Conversion of Moving Coil Demonstrate how to convert a moving coil convert a moving coil galvanometer
galvanometer to an Galvanometer Shunts and Multipliers. galvanometer into an ammeter or a voltmeter to an ammeter and voltmeter using
ammeter, or voltmeter. using shunts and multipliers. multipliers and shunts.
7.1.6 solve problems involving Determine Value of Shunts and Illustrate how to solve problems involving solve problems involving shunts
shunts and multipliers. Multipliers. shunts and multipliers and multipliers correctly.
27
MOVING IRON 7.2.1 explain the operations of Advantages and Disadvantages of Discuss the operation of moving iron describe the construction and
INSTRUMENTS moving iron instrument. Moving Iron Instrument. instrument with the students.. operation of moving iron
instrument.
7.2.2 state the advantages and Measurement of Quantities: Discuss the advantages and disadvantages list advantages and disadvantages
disadvantages of moving - Voltage of moving iron instrument with the students. of moving iron instrument.
iron instrument. - Current
- Resistance
- Components
7.2.3 describe the construction Operation of Moving Iron Instrument. Discuss how to construct the moving coil describe a moving iron instrument.
of a moving iron instrument with the students.
instrument.
UNIT 3
use digital multimeter to measure
DIGITAL MULTI- 7.3.1 use multimeter to Cathode Ray Oscilloscope. Demonstrate the use and care of digital
electrical quantities.
METER measure electrical multimeter and help students to practice
quantities.
UNIT 4
CATHODE RAY 7.4.1 explain the function of the Measurement of Voltage Quantities Discuss the functions of the controls on
OSCILLO- controls on CRO. using CRO. CRO.
SCOPE (CRO)
Group students to brainstorm to bring out describe application of cathode ray
7.4.2 describe the application Functions of Controls of CRO the various applications of cathode ray oscilloscope correctly.
of cathode ray oscilloscope in measurement.
oscilloscope.
Assist students to draw block diagram of draw the block diagram of cathode
7.4.3 draw a block diagram of Application of CRO. cathode ray oscilloscope and explain the ray oscilloscope and explain the
cathode ray oscilloscope function of the blocks. function of the blocks.
(CRO) and explain the
function of the blocks.
7.4.4 use CRO to observe Observing electrical quantity on the Demonstrate how to calibrate and use
waveform and measure scope. CRO to measure voltage and observe
voltage wave forms.
28
SECTION 8
EMISSION OF ELECTRONS AND THERMIONIC DEVICES
1. develop knowledge on the general concept of emitting electrons
2. recognise the importance of emission of electrons.
3. be aware of the principles underlying the operation of thermionic devices.
ELECTRON 8.1.1 demonstrate methods of Methods of emitting electrons: demonstrate methods of emitting electrons as students to explain methods of
EMISSION emitting electrons and listed in content. emitting electrons listed in content
state their applications - Thermionic emission and their applications.
. - Secondary emission Note:
- Field emission The discussion should bring out applications
- Photo emission of each method
UNIT 2
Function of electrodes in thermionic group students to discuss and state the state the function of the electrodes
THERMIONI 8.2.1 state the function of
devices: function and properties of the electrodes in thermionic devices and describe
C DEVICES electrodes in thermionic
their properties.
devices.
- diode
- triode assist students to draw the circuit symbols of draw the thermionic symbols
- tetrode the thermionic devices. devices
- pentode
derive triode parameters.
8.2.2 draw circuit symbols of a Drawing circuit symbols of thermoionic assist students to derive the triode
Identify the electrodes in the
thermoionic devices devices parameters.
cathode ray tube and explain the
function of each one.
8.2.3 derive the triode Triode parameters: group students to discuss applications of
parameters. thermionic devices listed in content of 8.2.1
- transconductors
- amplification factor
- anode slope resistance.
29

UNIT 3
Group students to discuss the functions of
CATHODE 8.3.1 explain the function of the Function of electrodes in CRT. each of the electrodes in Cathode Ray Tube.
RAY TUBE electrodes in CRT
8.3.2 apply the CRT Application of thermionic devices. demonstrate the application of thermionic
devices
30
SECTION 1
DIGITAL ELECTRONICS
1. understand and apply binary numbers and their various conversions with other number systems.
2. develop knowledge and apply the functions of the logic
3 acquire knowledge in the principles and operations of combinational logic gates.
4. understand the function of logic gates and relationship with Boolean expressions.
UNIT 1 The students will be able to: Students to:
BINARY 1.1.1 convert decimal number to Conversion of Decimal Numbers to Binary Assist students to perform basic calculations convert correctly, decimal to
NUMBERS binary number and vice Numbers using Basic Calculations. on base 2 and 10. binary and vice versa.
versa.
UNIT 2
Illustrate and discuss the Truth Table write Boolean expression from a
LOGIC 1.2.1 explain each function and Truth Table. truth table.
GATES draw the Truth table for Illustrate to show how to write a Boolean
each Boolean expression Boolean Expression expression from a truth table.
from a truth table and combination of gates can be arranged to
implement. implement the function.
1.2.2 draw general symbol for General Symbols AND, OR, NOT, NAND, Illustrate how to convert decimal numbers explain correctly the conversions
AND, OR, NOT, NAND, NOR Gates. to binary numbers and vice versa, and into BCD, Hex, and vice versa in
NOR Gates perform basic calculations including applications.
Addition, Subtraction, and Fractions
Using illustrations, assist students to discuss draw general symbols for AND,
how to draw logic symbols for AND, OR, OR, NOT Gates and explain the
NOT, NAND, NOR Gates function of each gate correctly.
31
UNIT 2 The students will be able to: Students to:

(CONT’D.)
Demonstrate to show how to implement produce timing diagrams
LOGIC 1.2. 3 draw the timing diagram Timing Diagram. exclusive OR gate and draw the truth table. correctly, derive from the truth
GATES for the AND, OR, and table for AND, OR and NOT
NOT gates Demonstrate how to connect switches to gates.
simulate logic gates: AND, OR, NOT
functions correctly implement exclusive
OR gate.
1.2. 4 implement logic gate Series Connection (AND) Gate Parallel Demonstrate how to produce a timing connect switches to simulate
function use. Connection (OR) Gate. Inverter (NOT) Gate. diagram from the truth tables, using dynamic AND, OR, NOT logic gate
input waveforms. functions.
32
SECTION 2
COMMUNICATION
1. develop knowledge in the concept of communication.

2. acquire knowledge in the principle of modulation and waveforms.
ELECTRO- 2.1.1 state the relationship between Characteristics of radio wave. Group students to discuss the idea of radio as state the relationship between
MAGNETIC velocity, frequency and wave electromagnetic waves. velocity, frequency and
WAVES length. wavelength.
Discuss to bring out the relationship between
velocity, frequency and wavelength with students.
UNIT 2
MODULATION 2.2.1 identify the advantages of FM Advantages of FM and AM. Group students to discuss the advantages of FM explain the advantages of FM
over AM. over AM. over AM.
2.2.2 sketch the waveforms and Amplitude Modulation. Illustrate with sketches the main effects of sketch and explain amplitude
explain amplitude modulation. amplitude modulation modulation.
2.2.3 sketch waveforms and Frequency modulation Illustrate the characteristic wave form of an sketch waveforms and explain
explain frequency modulation. amplitude modulation frequency modulation.
Discuss the frequency modulation with students
33
SECTION 3
ELECTRICAL ENERGY SUPPLY
1. acquire knowledge on the concept of power generation.

2. develop awareness of layout of substations and items installed in substations.
3. develop awareness of the difference between transmitting and distributing at High Voltage and Low Voltage of Electrical Power.
GENERATING
STATION 3.1.1 identify the parts of a Parts of a generator: Through discussion, explain the principles Class Quiz:
generator. of operation of a generator.
- Poles
list parts of a generator.
- Armature
Students to visit industries to acquaint
themselves with generation transmission write group report and discuss
distribution and utilization of electrical in class after visit
energy e.g. E.C.G. (Local)
3.1.2 explain the various Methods of generating electrical Discuss the various method of generating Class exercise:
methods of generating power: electrical Power.
electrical power. explain methods of generating
- Diesel engine Power.
- Steam engine
- Hydro electric
- Nuclear
- Gas Turbine
- Solar
- Wind turbine
Principle of operation of a Through discussions list the parts of a explain the principles of a
3.1.3 explain the principle of generator.
generator. generator.
operation of a generator.
34
SECTION 4
ALTERNATING CURRENT MACHINES
1. acquire knowledge on A.C. machines.
ALTERNATORS 4.1.1 identify the parts of an Parts of Alternator: Demonstrate how to dismantle an alternator identify parts of an alternator.
alternator. and show parts to students.
- rotor/armature
- slip rings
- brushgear
- exciter
- stator
Show parts of alternators to students identify types of alternator.

4.1.2 identify types of Types of Alternator:
Alternator.
- stationary field revolving armature
- revolving armature stationary field.
4.1.3 explain the principles of Principles of operations of an Discuss the principles of operation of an state factors which affect the
operation of an Alternator. alternator output voltage of an alternator.
Alternator.
4.1.4 explain the relationship Relationship of speed, number of Guide students to establish the relationship calculate frequency of the
between speed, number poles and frequency. between speed, number of poles and NP
alternator from f = 60
of poles and frequency. Np
frequency. f = 60
35
AC MOTORS 4.2.1. identify types of three- Types of 3-phase and single phase Show parts of a.c. motors to students identify various types of a.c.
phase and single motors motor.
phase motors.
- squirrel cage induction motor
- slip ring induction motor
- capacitor start induction motor
- series motor
4.2.2 identify the parts of a.c. a.c motor: Show parts of a.c. motors to students identify the parts of a.c. motor.
motor.
- stator
- rotor
4.2.3 explain the principles of Operation of a.c. motors Discuss the principles of operations of a 3-phase explain the principle of
Operation of an a.c. and single-phase induction motors. operation of a 3-phase
motor. - 3-phase induction motor induction motor.
- single phase induction motor
4.2.4 describe application of Guide students to discuss the applications of the describe application of various
Application of a.c. motors.
AC. motors. various types of a.c. motor. type of a.c. motors.
4.2.5 describe and explain Motor starters: Group students to discuss methods of starting 3- explain the method of starting
methods of starting 3- phase motors. squirrel cage induction motor
phase motors. - direct-on-line starter using star delta starter.
- star delta starter
- auto transformer starter Organize Industrial visits write group report and discuss
in class after visit
36
SECTION 5
DIRECT CURRENT MACHINES
1. acquire knowledge on d.c. generators and motors.

2. be aware of the relationship between d.c. generators and motors.
D.C. 5.1.1 identify and list the parts of Parts of d.c. generators. Show parts of d.c. generators to students examine parts of a d.c.
GENERATORS d.c. generators. generator.
Operation of d.c. generators.
5.1.2 explain the principle of Methods of connecting field windings. Group students to discuss the principles of draw and explain the principle
operation of d.c. generators operation of d.c. generators and method of of operation of a shunt
and methods of connecting connecting field winding. generator.
field windings.
UNIT 2
D.C. MOTORS 5.2.1 identify type of d.c. motors. Type of d.c. motors Show types of d.c. motors to students to identify types of a d.c. motor.
- shunt
- compound
- series
5.2.2 explain the principles of Operation of d.c. motors. Group students to discuss the principles of explain the effect of BACK
operation of d.c. motor and operation of d.c. motors and state methods EMF in a d.c. motor
state methods of starting. of starting. (Eb = V – ІaRa).
5.2.3 explain the applications for Application of d.c. motors. Group students to discuss the application explain application of d.c.
d.c. motors. of d.c. motors. motors.
37

(CONT’D.)
5.2.4 dismantle and describe the Construction of d.c. motors Assist students to dismantle d.c. motor and identify and list parts of a d.c.
D.C. MOTORS construction of motors discuss its construction and re-assemble it. motor.
5.2.5 demonstrate how the speed Variation of speed of d.c. motor. Demonstrate how the speed of d.c. motor is explain the speed control of
of d.c motors is varied. varied (Field controlled and armature controlled). d.c. motors.
38
SECTION 6
ELECTRICAL WIRING
1. acquire skills in electrical wiring.

2. appreciate the importance of IEE/Ghana Code wiring regulations.
WIRING 6.1.1 identify types of Cables and Accessories: Show various cables and accessories to list cables and accessories
cables and accessories. students and assist them to identify. used for wiring.
- p.v.c. insulated
- p.v.c insulated and sheathed Discuss the applications of cables and
- amoured cable accessories
- paper insulated cable
- socket outlet
- one way switch
- two way switch
- intermediate switch
- plugs
- consumer control unit
- cooker control unit
- water heater switch
- flexible cord
6.1.2 identify size of cables Current carrying capacity of cables. Show cables to students and assist them to select current rating of cables
2 2
and their current discuss current rating of various size of cables (1.5mm – 16mm ) and correct
ratings. Size of cable Surface Conduit 2 2
(1.5mm – 16mm ) and how to use data tables cable sizes from data sheets
2
and sheets and tables.
Mm Amps Amps
1.5 16 13
2.5 23 18
4 30 24
6 38 31
10 51 42
16 68 56
39

(CONT’D.)
6.1.3 wire lighting circuit Wiring of lighting and socket Show how to wire lighting and socket outlets and connect plugs wire two lamps controlled by
WIRING and socket outlets outlets and connection of plugs. for students to practice: two-way and intermediate
(ring and radial switches.
circuits) and connect - wire one way, two way and intermediate switches controlling
plugs. lamps. wire socket outlets in ring and
- wire socket outlets in ring and radial. radial.
- connect 3-pin plug to 3-core flexible cable.
6.1.4 carry out the conduit, Conduit, surface and trunking Demonstrate ways of carrying out conduit, surface and trunking connect 3-pin plugs using
surface and trunking installation. installation for students to practise. correct colour code.
nstallation.
UNIT 2
PRO- 6.2.1 explain the function Protective devices: Discuss the need and function of fuses and circuit breakers in select suitable protective
TECTION of protective devices an installation with students. device for an installation.
- fuses
- circuit breakers
6.2.2 select suitable size of Protective devices. Assist students to select suitable protective devices for a carry out conduit installation.
protective device for particular installation.
an installation.
6.2.3 arrange protective Discrimination of protective Group students to discuss how to arrange protective devices in explain the need for fuses and
devices in an devices. an installation to provide discrimination. circuit breakers in a circuit.
installation to provide
discrimination. arrange protective devices to
UNIT 3 provide discrimination.
EARTHING 6.3.1 explain earth loop Earth loop impedance. Group students to discuss the effects of high and low earth loop explain the effect of earth loop
Impedance of an impedance of an installation on the electrical protection impedance.
installation.
6.3.2 explain the reason for Reasons of earthing. Group students to discuss reasons for earthing state the reason for earthing.
earthing.
6.3.3 demonstrate method Earthing. Demonstrate methods of ear thing for students to practise describe a method of earthing.
of earthing.
40
EQUIPMENT AND TOOLS LIST FOR APPLIED ELECTRICITY
A.
NO. MEASURING INSTRUMENTS
1 Digital Multimeter
2 Analogue Multimeter
3 Digital Insulation Resistance Tester (Megger)
4 Digital Clamp-on-meter
5 Capacitance meter (tester)
6 Inductance meter (tester)
7 Dual trace oscilloscope
8 Catholde Ray Tube Restorer
9 Transistor tester or semiconductor tester
10 IC test clip
11 Ammeter
12 Voltmeter
13 Analogue Insulation Resistance Tester (Megger)
14 Wattmeter
NO. EQUIPMENT/COMPONENTS NO. EQUIPMENT/COMPONENTS

1 Audio signal Generators or Functional Generators 21 Rewireable fuses
2 RF Modulated Signal Generator 22 Cartridge fuse
3 Audio Signal Tracer 23 One-way switch
4 Patten Generator (Colour) 24 Two-way switches
5 Voltage Stabilizers (UPS) 25 Intermediate switch
6 Universal PLC interface 26 4-Way splitter Unit
7 Microprocessor training kit 27 Double Wound Transformer
8 Degausing coil 28 Auto transformer
9 Power Supply Unit (Variac Variable DC Power Supply Unit (0-50V) 29 Wire wound resistor (Assorted Values)
10 Signal Injector Probe 30 Resistor (Assorted Values)
11 Logic probes 31 Capacitors (Assorted Values)
12 Digital electronics Training Kit or System 32 Inductors (Assorted Values)
13 VDD Player 33 Earth leakage circuit breaker
14 VCD Player 34 Single Phase Transformer
15 PA System Set 35 Three Phase Transformer (core and shell types)
16 Satellite Dish and Decoder Unit 36 Fluorescent fitting (complete)
17 Radio Receiver (AM/FM) 37 Electric iron
18 TV Receiver Black and White/Colour 38 Electric fan
19 Rheostat 39 Single phase motors (various types)
20 Circuit breaker 40 Three phase induction motor
41 Energy Saving Bulb
41
C
NO. CONSUMABLES
1 Electronic components (Active)
2 2
2 PVC insulated cables 1.5mm – 16mm
3 Flexible cable
4 15A socket outlet
5 13A socket outlet
6 Ceiling Rose
7 Battern Fitting Lamp Holder
8 Ceiling Lamp Holder
9 Filament lamp
10 P.V.C conduit
11 Plastic Trunking
NO. TOOLS
1 Set of screw drivers (star)

2 Set of screw drivers (flat)
3 Pair of pliers
4 Pair of side cutters
5 Set of spanners
6 P.C board (Vero Board)
7 Knife
8 Long Nose Pliers
9 Quick Test Board
42
REFERENCE BOOKS FOR APPLIED ELECTRICITY
1. Experiments in Amplifiers, filters, oscillators and generators by MORRIS TISCHLER

Publisher M.C. Graw-Hill Book Company
2. Experiments in Telecommunications by MORRIS TISCHLER

3. Feedback and control systems, Latest Edition by J.J. Williams

Publisher M.C. Graw-Hill Inc.
4. Electricity and Electronics Fundamentals by Paul B. Zbar

5. Colour and mom TV course volumes I, II and III by Borhlham

Publishers Dickson Publishers
6. Electronics Servicing Volumes I, II and III by Bohlham
7. Radio Servicing Volumes I, II and III by Bohlham
8. Practical Digital Electronics by Hewlett Pachard
9. Basic Television Theory and Servicing by Paul B. Zbar and Peter W. Orne
10. Digital Electronics by Taknein
11. Success in Electronics by Tom Duncan
12. Advance Electrical Installation by C. Shelton
13. Modern Electrical Installation by Brian Scadan
14. Electrical Technology by Edward Huges
15. Electrical Installation Work Vol. 1, 2 and 3 by Michael Niedle
16. Electrical Installation Principles and Practice (MOTIVATE)
17. IEE Wiring Regulation latest edition
18. Electrical Installation Technology Theory and Regulations by Mauris Lewis
19. Modern Wiring Practice by W.E. Stewards
20. Electrical Installation Workshop Technology by F.G Thompson

21. Electrical Installation Practice Vol. 1, 2 and 3 by H.A. Miller
43

Applied Electricity Syllabus

Uploaded by

Copyright:

Available Formats

Applied Electricity Syllabus

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Applied Electricity Syllabus

Uploaded by

Copyright:

Available Formats

MIN IST RY OF E D U CATION

TEACHING SYLLABUS FOR APPLIED ELECTRICITY

Enquiries and comments on this syllabus should be addressed to:

This syllabus is designed to help students to:

1. Health, Safety and Protection

PRE-REQUISITE SKILLS AND ALLIED SUBJECTS

ORGANIZATION OF THE SYLLABUS

SHS 1 SHS 2 SHS 3

SECTION 6: AMPLIFIERS (Pg. 25)

SECTION 7: MEASUREMENTS AND INSTRUMENTS (Pg. 27)

Unit 1 Moving coil instrument

SECTION 8: EMISSION OF ELECTRONS AND THERMIONIC

Unit 1 Electron emission

Time allocation for APPLIED ELECTRICITY is as follows (each period is 40 minutes).

Total 18 96 576 384

Sections and Units

A description of the contents of each column is as follows:

COLUMN 2 - SPECIFIC OBJECTIVES

COLUMN 4 - TEACHING AND LEARNING ACTIVITIES (T/LA)

Knowledge and Understanding 20%

Knowledge The ability to:

Understanding The ability to:

Application of Knowledge (AK)

Application The ability to:

Analysis The ability to:

Evaluation The ability to:

Skills required for effective practical work are the following:

END OF TERM EXAMINATION

END OF TERM EXAMINATION CHART

Knowledge and Understanding 50 - - 50 20

Attitudes and Practical Skills - - 100 100 50

Total Marks 50 50 100 200

% Contribution of Exams Papers 40 60 100 - 100

PAPER 1 (THEORY): This consists of two (2) Sections A and B.

Folio Preparation: Folio preparation may include the following:

The projects may include the following:

A report must be written for each project undertaken.

Grade A1: 80 - 100% - Excellent

UNIT 1 The student will be able to: Students to:

1.2.2 practice general safety

General Objectives: The student will:

1. understand the basic concepts of electricity and electronics .

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The student will be able to: Class Exercise:

UNIT 2 (CONT’D.) The student will be able to:

1. apply ohm’s law in solving problems.

UNIT 1 The student will be able to: Students to:

UNIT 1 The student will be able to: Students to:

UNIT 4 The student will be able to: Students to:

1. Apply the principles of magnetisation and demagnetisation.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The student will be able to: Students to:

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The student will be able to: Students to:

UNIT 2 The student will be able to: Students to:

1. acquire knowledge of the concept of electromagnetism.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The student will be able to: Students to:

Brainstorm to come out with areas of application