CANDIDATES’ WEAKNESSES AND SUGGESTED REMEDIES

 

 

Most of the candidates were unable to:

relate the principle of latent heat of vaporisation to the preservation of tomatoes in most jute bag;

effectively handle scale drawing  problems;

differentiate between loudness and intensity of sound;

explain why ships are usually refilled with sand and water after they are emptied of their cargo;

draw the correct symbol for OR gate;

state the reason why the horizontal component of the velocity of a projectile remains the same at every point of its flight;

explain the significance of de-Broglie was equation;

handle correctly arithmetic processes involving standard notation and conversion of units such as mm to m, cm2 to m3 and cm3 to m3;

explain the term ‘doping’ in a semiconductor.

 

It was suggested that to remedy these weaknesses:

Teachers should pay more attention to arithmetic processes.

Teachers should demand for explanations to enable candidates apply fundamental principles of Physics.

Teachers should insist on correct definitions during evaluations of candidates.

Qualified and experienced physics teachers should be engaged in teaching Physics.

Teachers should attend coordination meetings to improve their method of teaching.

Teachers should endeavour to cover the syllabus.

Teachers should not only state principles and laws but also emphasize the applications of the principles to everyday activities.

Schools to engage qualified Physics teachers

Candidates to develop reading habits and channel their energy to studying.