Fanos is an educational platform delivering STEEP program lessons aimed at empowering Ethiopian adolescent girls with digital learning, STEM education, and preparation for national high school entrance exams. Supported by Global Affairs Canada and The Barrett Family Foundation.


#Physics
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About the Course
The Grade 11 Physics course is meticulously designed to provide students with a comprehensive understanding of fundamental physical principles and their applications. Structured into seven cohesive units, the curriculum begins with an exploration of physics' role in human society, emphasizing its significance in technological advancements, environmental solutions, and societal development. Subsequent units delve into the intricacies of vectors, kinematics, dynamics, thermodynamics, electromagnetism, and nuclear physics. Each unit is crafted to build upon the previous, ensuring a progressive deepening of knowledge and skills.
The course places a strong emphasis on both theoretical concepts and practical applications. Students engage in problem-solving exercises, and real-world case studies to reinforce their understanding and foster critical thinking. By integrating scientific inquiry with hands-on activities, the curriculum aims to develop students' abilities to analyze complex systems, interpret data, and apply physics principles to everyday phenomena. Furthermore, the course aligns with the Ethiopian Ministry of Education's standards, preparing students for advanced studies in physics and related disciplines.
In addition to academic rigor, the curriculum encourages students to appreciate the ethical and societal implications of physics. Discussions on the impact of technological innovations, environmental considerations, and the responsible use of scientific knowledge are interwoven throughout the course. By the end of the academic year, students are expected to have a solid foundation in physics, equipped with the skills and insights necessary to contribute thoughtfully to scientific and societal advancements.
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