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Form 1 Updated Latest Schemes of Work For English

Latest, Updated form 4 English Schemes of Work

ENGLISH SCHEMES OF WORK FORM ONE

TERM ONE 

WEEK LESSON TOPIC SUB-TOPIC OBJECTIVES LEARNING ACTIVITIES LEARNING RESOURCES REFERENCES REMARKS
1 1-3 REPORTING, ADMISSION AND ORIENTATION
  4/5 GRAMMAR Common and proper Nouns By the end of the lesson, the learner should be able to:

· Distinguish between common and proper nouns

· Use common and proper nouns correctly.

· Discussing

 

· Writing sentences

· Dictionary · Secondary English Book 1 students book Page6-7

· Teachers guide page 7

 
  6 WRITING Handwriting By the end of the lesson, the learner should be able to:

· Appreciate the importance of writing neatly

· Write neatly and legibly

·

· Writing

· discussion

Chalkboard

Sample of good handwriting

· Secondary English Book 1 students book Page 7-9

· Teachers guide page 8-9

 
2 1 LISTENING AND SPEAKING Pronunciation of /l/ and  /r/ sounds By the end of the lesson, the learner should be able to:

· Listen and talk about possible causes of accidents in the country and how they can be prevented

· Pronounce the sounds /l/ and  /r/ correctly

· Pictures on accident scenes

· Newspaper reports on accidents

chalkboard · Secondary English Book 1 students book Page 10-11

· Teachers guide page 10-11

 
  2 STUDY SKILLS Silent reading skills 2 By the end of the lesson, the learner should be able to:

· Appreciate the need to develop good silent reading skills

· Read silently without moving the head or pointing at words

 

· Reading silently · chalkboard · Secondary English Book 1 students book Page 11-12

· Teachers guide page12

 
  3 READING Comprehension

The Sick Man

By the end of the lesson, the learner should be able to:

· Read the passage and answer questions on the passage correctly.

· Appreciate the need to shun corruption.

· Infer meaning of the new words used

· Reading comprehension

·

Chalkboard

Anti-corruption posters

· Secondary English Book 1 students book Page 12

· Teachers guide page 13-14

· A good English dictionary

 
  4/5 GRAMMAR Concrete and Abstract Nouns By the end of the lesson, the learner should be able to:

· Recognize abstract nouns

· Recognize concrete nouns

· Form abstract nouns from other word classes.

· Use concrete and abstract nouns in sentences correctly.

· Discussing

 

· Writing sentences

· Dictionary · Secondary English Book 1 students book Page 14-15

· Teachers guide page 15

 
  6 WRITING Commonly Misspelt Words By the end of the lesson, the learner should be able to:

· Identify the commonly misspelt words.

· Learn to spell the commonly misspelt words correctly.

· Write neatly and legibly

 

· Writing

· discussion

Chalkboard

Sample

· Secondary English Book 1 students book Page 16

· Teachers guide page 17

 
3 1 LISTENING AND SPEAKING Pronunciation of /i/ and /I:/ sounds By the end of the lesson, the learner should be able to:

· Identify and define ogre stories

· Appreciate the lessons we get from ogre stories

· Pronounce the vowel sounds /i/ and /I:/ correctly.

· Speaking chalkboard · Secondary English Book 1 students book Page 17-19

· Teachers guide page 19

 
  2 STUDY SKILLS Reading Aloud 1 By the end of the lesson, the learner should be able to:

· Appreciate the need of developing good oral reading skills.

· Explain the importance of understanding what they read aloud.

 

· Reading · chalkboard · Secondary English Book 1 students book Page 19-20

· Teachers guide page 20

· A good English Dictionary

 
  3 READING Comprehension

Mlafi and Ndele

By the end of the lesson, the learner should be able to:

· Read and answer questions on the passage correctly.

· Appreciate the need to show gratitude.

· Infer meaning of the new words used

· Reading comprehension

·

· Pre-reading activities · Secondary English Book 1 students book Page 21-23

· Teachers guide page 22-23

· A good English dictionary

 
  4/5 GRAMMAR Count and Non-count Nouns By the end of the lesson, the learner should be able to:

· Distinguish between count and non-count nouns.

· Master spelling rules for count nouns.

· Use count and non-count nouns correctly.

· Discussing

 

· Writing sentences

· Dictionary · Secondary English Book 1 students book Page 23-25

· Teachers guide page 24-25

 
  6 WRITING Writing Narratives By the end of the lesson, the learner should be able to:

· Discuss the features of narrative writing.

· Write a narrative.

· Use vocabulary and sentence structures correctly.

· Write neatly and legibly

· Writing

· discussion

Chalkboard

Sample

· Secondary English Book 1 students book Page 25-26

· Teachers guide page  26

 
4 1 LISTENING AND SPEAKING Pronunciation of vowel sounds  /u/ and /u:/ , // and // By the end of the lesson, the learner should be able to:

· Listen and talk about their future careers using correct English

· Pronounce the sounds given correctly.

· reading chalkboard · Secondary English Book 1 students book Page 27

· Teachers guide page 27

 
  2 STUDY SKILLS Reading Aloud 2 By the end of the lesson, the learner should be able to:

· Use their voices to emphasize important ideas during oral reading.

· Reading audibly to an audience.

· Vary the tone of voice.

 

· Reading · Chalkboard · Secondary English Book 1 students book Page 28-29

· Teachers guide page 27

 
  3 READING Comprehension

Relating with Parents

By the end of the lesson, the learner should be able to:

· Read and answer questions on the passage correctly.

· Appreciate the need to relate well with parents and guardians.

· Infer meaning of the new words used

· Reading comprehension

·

· Pre-reading activities · Secondary English Book 1 students book Page 29-31

· Teachers guide page 29-30

· A good English dictionary

 
  4/5 GRAMMAR Articles By the end of the lesson, the learner should be able to:

· Use the definite and indefinite articles correctly.

· Discussing

 

· Writing sentences

· Dictionary · Secondary English Book 1 students book Page 31-33

· Teachers guide page 30-31

 
  6 WRITING Use of a comma By the end of the lesson, the learner should be able to:

· Use commas correctly in writing.

· Writing a composition that is free of grammatical and punctuation errors.

· Write neatly and legibly

· Writing

· discussion

Chalkboard

Sample

· Excelling in English Book 1 students book Page 33-35

· Teachers guide page 31-32

 
5 1 LISTENING AND SPEAKING Riddles By the end of the lesson, the learner should be able to:

· Define a riddle

· Describe what happens in a riddling session.

· Participate in riddling session

· Explain the functions of riddles.

· Speaking chalkboard · Secondary English Book 1 students book Page 36-38

· Teachers guide page 33

· Oral literature by OkumbaMiruka

 
  2 STUDY SKILLS Speed Reading By the end of the lesson, the learnershould be able to:

· Appreciate the need to vary reading rate depending on purpose for reading.

· Read in word groups instead of individual words.

 

· Reading · Chalkboard · Secondary English Book 1 students book Page 38-41

· Teachers guide page 34-35

 
  3 READING Comprehension

What about this Child?

By the end of the lesson, the learner should be able to:

· Read and answer questions on the passage correctly.

· Appreciate and shun the evils of child labour

· Recognize children’s rights.

· Infer meaning of the new words used

· Reading comprehension

·

· Pre-reading activities · Secondary English Book 1 students book Page 41-42

· Teachers guide page 36-37

· A good English dictionary

 
  4/5 GRAMMAR Pronouns By the end of the lesson, the learner should be able to:

· Distinguish among personal, possessive and reflexive pronouns correctly.

· Use personal, possessive and reflexive pronouns correctly.

·

· Discussing

 

· Writing sentences

· Dictionary · Secondary English Book 1 students book Page 43-44

· Teachers guide page 37-39

 
  6 WRITING Final Punctuation marks By the end of the lesson, the learner should be able to:

· Use final punctuation marks correctly.

· Use vocabulary and sentence structures appropriately in writing.

· Write neatly and legibly

· Writing

· discussion

Chalkboard

Sample

· Secondary English Book 1 students book Page 44-45

· Teachers guide page 39-40

 
6 1 LISTENING AND SPEAKING Commonly Confused Words By the end of the lesson, the learner should be able to:

· Pronounce correctly words with similar pronunciations but different spellings.

· Reading Chalkboard · Secondary English Book 1 students book Page 41-47

· Teachers guide page 41

 
  2 STUDY SKILLS Using a Library By the end of the lesson, the learner should be able to:

· Explain why people visit a library

· Explain how reading materials are organized in a library.

· Display appropriate behavior in a library.

 

· Discussion · Library

· Chalkboard

· Catalogued books

· Secondary English Book 1 students book Page 47-48

· Teachers guide page 42

 
  3 READING Comprehension

Alfred Nobel-A Man of Contrasts

By the end of the lesson, the learner should be able to:

· Read and answer questions on the passage correctly.

· Appreciate the need to change the world for the better.

· Infer meaning of the new words used

· Reading comprehension

·

· Pre-reading activities · Secondary English Book 1 students book Page 49-50

· Teachers guide page 44

· A good English dictionary

 
  4/5 GRAMMAR Verbs By the end of the lesson, the learner should be able to:

· Learn and use verbs correctly.

· Distinguish between action and stative verbs.

· Use the present simple tense correctly.

· Discussing

 

· Writing sentences

· Dictionary · Secondary English Book 1 students book Page 50-54

· Teachers guide page 45

 
  6 WRITING Building Sentence Skills By the end of the lesson, the learner should be able to:

· Recognize various types of sentence construction errors

· Write properly constructed sentences.

 

· Writing

· discussion

Chalkboard

 

· Secondary English Book 1 students book Page54-55

· Teachers guide page 47-48

 
7 1 LISTENING AND SPEAKING Problematic Sounds By the end of the lesson, the learner should be able to:

· Pronounce the sounds /l/, /r/, /t/ and /d/ correctly.

· Identify other sounds they find problematic.

· Reading chalkboard · Secondary English Book 1 students book Page 56-57

· Teachers guide page 49

 
  2 STUDY SKILLS Using a Dictionary   By the end of the lesson, the learner should be able to:

· Familiarize themselves with the alphabetic order of words in a dictionary.

· Look up words easily in a dictionary

· Use a dictionary effectively.

 

· Discussion · English dictionary

· Chalkboard

· Secondary English Book 1 students book Page 57-58

· Teachers guide page 50

 
  3 READING Comprehension

Gender Violence and HIV/Aids

By the end of the lesson, the learner should be able to:

· Read and answer questions on the passage correctly.

· Explain the connection between gender violence and the spread of HIV.

· Appreciate the need to shun detrimental socialization.

· Infer meaning of the new words used

· Reading comprehension

·

· Chalkboard · Secondary English Book 1 students book Page 58-59

· Teachers guide page 51

· A good English dictionary

 
  4-6 HALF TERM BREAK
8 1 LISTENING AND SPEAKING Debate By the end of the lesson, the learner should be able to:

· Appreciate the importance of having debating skills.

· Acquire debating skills.

· Participate in debates.

· Discussion Chalkboard · Secondary English Book 1 students book Page 66-67

· Teachers guide page 57-58

 
  2 STUDY SKILLS Using the dictionary 2 By the end of the lesson, the learner should be able to:

· Describe the various types of information found in a dictionary.

· Use the dictionary effectively.

 

· Reading · English dictionary

· chalkboard

· Secondary English Book 1 students book Page 67-68

· Teachers guide page 58-59

 
  3 READING Comprehension

The Worrying Drug Problem in Kenya

By the end of the lesson, the learner should be able to:

· Read the passage silently

· Answer questions on the passage correctly.

· Appreciate the dangers of drug abuse.

· Infer meaning of the new words used

· Reading comprehension

·

· Chalkboard

· Magazine cuttings on drug abuse

· Secondary English Book 1 students book Page 68-70

· Teachers guide page 59-61

· A good English dictionary

 
  4/5 GRAMMAR The Continuous Aspect   By the end of the lesson, the learner should be able to:

· Master spelling rules of present and past participle verbs.

· Use the continuous and the perfect aspects correctly.

· Discussing

 

· Writing sentences

· Dictionary · Secondary English Book 1 students book Page70-73

· Teachers guide page 61-62

 
  6 WRITING Informal letters By the end of the lesson, the learner should be able to:

· Identify the different parts of an informal letter.

· Write informal letters correctly.

· Write neatly and legibly

· Use vocabulary and sentence structures correctly.

· Writing

· discussion

Chalkboard

Sample informal letters

· Secondary English Book 1 students book Page 73-75

· Teachers guide page 63-64

 
9 1 LISTENING AND SPEAKING Intonation By the end of the lesson, the learner should be able to:

· Listen and talk about trickster narratives

· Use intonation appropriately

· Reading Chalkboard · Secondary English Book 1 students book Page 76-78

· Teachers guide page 64

 
  2 STUDY SKILLS Studying poetry 1 By the end of the lesson, the learner should be able to:

· Recognize a poem when they see one.

· Appreciate the experience of a poem.

· Describe the identity of the persona in a poem.

 

· Reciting · Chalkboard · Secondary English Book 1 students book Page 78-80

· Teachers guide page 65-66

 
  3 READING Comprehension

Disability is not Inability

By the end of the lesson, the learner should be able to:

· Read and answer questions on the passage correctly.

· Appreciate that disability is not inability.

· Infer meaning of the new words used

· Reading comprehension

·

· Pre-reading activities · Secondary English Book 1 students book Page 80-82

· Teachers guide page 66-67

· A good English dictionary

 
  4/5 GRAMMAR Adjectives By the end of the lesson, the learner should be able to:

· Identify adjectives

· Use adjectives correctly.

· Discussing

 

· Writing sentences

· Dictionary · Secondary English Book 1 students book Page 82-84

· Teachers guide page 68-69

 
  6 WRITING Poems By the end of the lesson, the learner should be able to:

· Learn the features of poetry.

· Write simple poems.

· Write neatly and legibly

 

· Writing

· discussion

Chalkboard

Sample poems

· Secondary English Book 1 students book Page 84-87

· Teachers guide page 70-71

 
10 1 LISTENING AND SPEAKING Dialogue on drug abuse By the end of the lesson, the learner should be able to:

· Read the dialogue interpretively

· Answer oral comprehension questions correctly.

· Appreciate the harmful effects of drug abuse.

· Discussion Chalkboard

Pictures related to drugs

· Secondary English Book 1 students book Page 88

· Teachers guide page 72

 
  2 STUDY SKILLS Studying poetry 2 By the end of the lesson, the learnershould be able to:

· Appreciate further the nature of a poem.

· Describe the form of a poem.

· Identify and describe the theme of a poem.

 

· Recitation · Chalkboard

· Sample poems

· Secondary English Book 1 students book Page 89-90

· Teachers guide page 73-74

· Demystifying poetry

 
  3 READING Comprehension

Bad habits

By the end of the lesson, the learner should be able to:

· Read and answer questions on the passage correctly.

· Appreciate that smoking and drinking is injurious to heath.

· Infer meaning of the new words used

· Reading comprehension

·

· Pre-reading activities · Secondary English Book 1 students book Page 91-92

· Teachers guide page 74-76

· A good English dictionary

 
  4/5 GRAMMAR Gradable and non-gradable Adjectives By the end of the lesson, the learner should be able to:

· Mark gradability in adjectives in various ways

· Distinguish between gradable and non-gradable adjectives.

· Discussing

 

· Writing sentences

· Dictionary · Secondary English Book 1 students book Page 92-95

· Teachers guide page 76-77

 
  6 WRITING Describing a person By the end of the lesson, the learner should be able to:

· Discuss the features of a good description

· Write a description of someone.

· Write neatly and legibly

 

· Writing

· discussion

Chalkboard

Sample

· Secondary English Book 1 students book Page 95-97

· Teachers guide page 78-80

 
11 1 LISTENING AND SPEAKING Pronunciation of /tf/ , /k/ and /f/ By the end of the lesson, the learner should be able to:

· Pronounce the sounds /tf/, /k/, and /f/ correctly.

· Identify other sounds they find problematic.

· Reading

 

chalkboard · Secondary English Book 1 students book Page 99-100

· Teachers guide

 

 
  2 STUDY SKILLS Taking Notes By the end of the lesson, the learner should be able to:

· Take notes from a sample news bulletin read by the teacher

· Write the notes neatly

 

· Writing · Chalkboard · Secondary English Book 1 students book Page 100

· Teachers guide

 
  3 READING Comprehension

Saito

By the end of the lesson, the learner should be able to:

· Appreciate that different students come from different backgrounds and face different problems

· Answer questions on the passage correctly.

· Infer meaning of the new words used correctly

· Reading comprehension

·

· Pre-reading activities · Secondary English Book 1 students book Page 101-102

· Teachers guide

· A good English dictionary

 
  4/5 GRAMMAR Adverbs By the end of the lesson, the learner should be able to:

· Identify the various types of adverbs

· Use adverbs correctly in sentences.

· Discussing

 

· Writing sentences

· Dictionary · Secondary English Book 1 students book Page 102-104

· Teachers guide

 
  6 WRITING Describing a Creature, Object or Place By the end of the lesson, the learner should be able to:

· Discuss the features of a good description

· Write a description of a creature, object or place.

· Write neatly and legibly

 

· Writing

· discussion

Chalkboard

Sample of a good description

· Secondary English Book 1 students book Page 105

· Teachers guide

 
12 1 LISTENING AND SPEAKING Dictation By the end of the lesson, the learner should be able to:

· Write down the passage read out by the teacher correctly

· Explain what one needs in order to write a good dictation

· Listening

· Writing

chalkboard · Secondary English Book 1 students book Page 106

· Teachers guide

 
  2 STUDY SKILLS Studying a play By the end of the lesson, the learner should be able to:

· Study a play accurately

· Identify the characters, conflict, inciting action, the root action in a given play

 

· Reading silently

· Discussion

· Explanation

· Chalkboard

· Samples of plays

· Secondary English Book 1 students book Page 106-107

· Teachers guide

 
  3 READING Comprehension

The Sweet Victory

By the end of the lesson, the learner should be able to:

· Read the passage and answer questions on the passage correctly.

· Appreciate the need to develop one’s talents

· Infer meaning of the new words used

· Reading comprehension

·

· Chalkboard

· Certificates of merit

· Secondary English Book 1 students book Page 107-109

· Teachers guide

· A good English dictionary

 
  4/5 GRAMMAR Prepositions By the end of the lesson, the learner should be able to:

· Recognize prepositions

· Prepositions in sentences correctly.

· Discussing

 

· Writing sentences

· Dictionary · Secondary English Book 1 students book Page 110-112

· Teachers guide

 
  6 WRITING The Structure of Paragraphs By the end of the lesson, the learner should be able to:

· Rearrange sentences provided haphazardly into a cohesive paragraph

· Identify the topic sentence, supporting sentences and the clincher sentence in a given paragraph

 

· Writing

· Discussion

· Explanation

Chalkboard

Sample

· Secondary English Book 1 students book Page 112-113

· Teachers guide

 
9 1 LISTENING AND SPEAKING Words with Similar Spelling but Different Meaning By the end of the lesson, the learner should be able to:

· Pronounce words with similar spelling but different meaning correctly

· Write a list of words that have similar spelling but different meaning

· Reading

· Writing

 

Chalkboard · Secondary English Book 1 students book Page 139

· Teachers guide

 
  2 STUDY SKILLS LITERARY language By the end of the lesson, the learner should be able to:

· Define literary language

· Identify literary language used in the given sentences

 

· Discussion

· writing

· Library novels

· Chalkboard

 

· Secondary English Book 1 students book Page 140

· Teachers guide

 
  3 READING Comprehension

A Good Leader

By the end of the lesson, the learner should be able to:

· Read and answer questions on the passage correctly.

· Appreciate the need to be a good leader.

· Infer meaning of the new words used

· Reading comprehension

·

· Pre-reading activities · Secondary English Book 1 students book Page 141-142

· Teachers guide

· A good English dictionary

 
  4/5 GRAMMAR Direct and Indirect speech By the end of the lesson, the learner should be able to:

· Differentiate between direct and indirect speech

· Use direct and indirect speech correctly in sentences

 

· Discussing

 

· Writing sentences

· Dictionary · Secondary English Book 1 students book Page 50-54

· Teachers guide page 45

 
  6 WRITING Packing List By the end of the lesson, the learner should be able to:

· Define a packing list

· Write a good packing list

 

· Writing

· discussion

Chalkboard

 

· Secondary English Book 1 students book Page 145-147

· Teachers guide

 
10 1 LISTENING AND SPEAKING Reading aloud By the end of the lesson, the learner should be able to:

· Read the given passage aloud

· Project the voice well, pronounce words correctly and observe punctuation correctly

· Answer questions from the passage correctly

· Reading

· Pronunciation

· Answering questions

chalkboard · Secondary English Book 1 students book Page 148-150

· Teachers guide

 
  2 STUDY SKILLS Literary Language II By the end of the lesson, the learner should be able to:

· Define literary language

· Identify literary language used in the given sentences

·

 

· Discussion

· Writing

· English dictionary

· Chalkboard

· Secondary English Book 1 students book Page 150-151

· Teachers guide

 
  3 READING Kisingu’s Mangoes By the end of the lesson, the learner should be able to:

· Read and answer questions on the passage correctly.

· Appreciate the need to shun detrimental socialization.

· Infer meaning of the new words used

· Reading comprehension

·

· Chalkboard · Secondary English Book 1 students book Page 151-154

· Teachers guide

· A good English dictionary

 
  4/5 GRAMMAR Types of Sentences

Interrogative sentences

By the end of the lesson, the learner should be able to:

· Distinguish between different types of sentences.

· Form interrogative sentences.

· Use interrogative sentences correctly.

· Discussing

 

· Writing sentences

· Dictionary · Secondary English Book 1 students book Page 154-155

· Teachers guide page52-54

 
  6 WRITING inventory By the end of the lesson, the learner should be able to:

· Appreciate the need of keeping an inventory.

· Make entries in an inventory.

· Write a good inventory.

· Write neatly and legibly

 

· Writing

· discussion

Chalkboard

Sample

· Secondary English Book 1 students book Page 158

· Teachers guide

 
11 1 LISTENING AND SPEAKING Debate on Corruption By the end of the lesson, the learner should be able to:

· Appreciate the importance of having debating skills.

· Acquire debating skills.

· Participate in debates.

· Discussion Chalkboard · Secondary English Book 1 students book Page 159

· Teachers guide

 
  2 STUDY SKILLS Private Reading/Studying By the end of the lesson, the learner should be able to:

· Discuss the problems they face when reading or studying on their own

· Identify good reading/studying habits

· Draw a private study timetable

 

· Reading

· Discussion

· Writing

· English dictionary

· chalkboard

· Secondary English Book 1 students book Page 159-160

· Teachers guide

 
  3 READING The Temptation By the end of the lesson, the learner should be able to:

· Read the passage silently

· Answer questions on the passage correctly.

· Appreciate the dangers of corruption.

· Infer meaning of the new words used

· Reading comprehension

·

· Chalkboard

· Magazine cuttings on drug abuse

· Secondary English Book 1 students book Page 160-163

· Teachers guide

· A good English dictionary

 
  4/5 GRAMMAR Types of sentences

Imperative sentences

By the end of the lesson, the learner should be able to:

· Distinguish between different types of sentences.

· Form imperative sentences.

· Use imperative sentences correctly.

· Discussing

 

· Writing sentences

· Dictionary · Secondary English Book 1 students book Page 156

· Teachers guide

 
  6 WRITING Writing public notices By the end of the lesson, the learner should be able to:

· Identify the different parts of a public notice.

· Write a public notice correctly.

· Write neatly and legibly

· Use vocabulary and sentence structures correctly.

· Writing

· discussion

Chalkboard

Sample of public notices

· Secondary English Book 1 students book Page 165-166

· Teachers guide

 
12 1 LISTENING AND SPEAKING REVISION Intonation By the end of the lesson, the learner should be able to:

· Listen and talk about trickster narratives

· Use intonation appropriately

· Reading Chalkboard · Secondary English Book 1 students book Page 76-78

· Teachers guide page 64

 
  2 STUDY SKILLS REVISION

Studying poetry 1

By the end of the lesson, the learner should be able to:

· Recognize a poem when they see one.

· Appreciate the experience of a poem.

· Describe the identity of the persona in a poem.

 

· Reciting · Chalkboard · Secondary English Book 1 students book Page 78-80

· Teachers guide page 65-66

 
  3 WRITING REVISION

Poems

By the end of the lesson, the learner should be able to:

· Learn the features of poetry.

· Write simple poems.

· Write neatly and legibly

 

· Writing

· discussion

Chalkboard

Sample poems

· Secondary English Book 1 students book Page 84-87

· Teachers guide page 70-71

 
  4 LISTENING AND SPEAKING REVISION

Dialogue on drug abuse

By the end of the lesson, the learner should be able to:

· Read the dialogue interpretively

· Answer oral comprehension questions correctly.

· Appreciate the harmful effects of drug abuse.

· Discussion Chalkboard

Pictures related to drugs

· Secondary English Book 1 students book Page 88

· Teachers guide page 72

 
  5 STUDY SKILLS REVISION

Studying poetry 2

By the end of the lesson, the learnershould be able to:

· Appreciate further the nature of a poem.

· Describe the form of a poem.

· Identify and describe the theme of a poem.

 

· Recitation · Chalkboard

· Sample poems

· Secondary English Book 1 students book Page 89-90

· Teachers guide page 73-74

· Demystifying poetry

 
  6 GRAMMAR REVISION

Gradable and non-gradable Adjectives

By the end of the lesson, the learner should be able to:

· DISTINGUISH BETWEEN Gradable and non-gradable adjectives

· Use them correctly in sentences

 

· Discussing

 

· Writing sentences

· Dictionary · Secondary English Book 1 students book Page 92-95

· Teachers guide page 76-77

 
13 END TERM ONE EXAMS, MARKING AND CLOSING

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The Co-Operative University List of all Courses & Requirements (Latest, Updated)

THE CO-OPERATIVE UNIVERSITY

  1. Bachelor of Co-operative Business
  2. Bachelor of Commerce
  3. Bachelor of Science in Disaster Risk Management and Sustainable Development
  4. Bachelor of Co-operative and Community Development
  5. Bachelor of Science in Entrepreneurship
  6. Bachelor of Science in Finance
  7. Master of Business Administration
  8. Master of Community Development
  9. Master of Co-operative Management

TSC latest news today

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Kiboi Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kiboi Secondary School is a public Mixed, (Boys’ and Girls’) Sub-County Level Day  School that is located at Kahuro Subcounty in Murang’a County of the Central Region, Kenya. The School’s Official Phone Number Contact is: 0711447716 

Key Details about the school.

Country where found: Kenya.

Region: Central.

County: Murang’a.

Subcounty: Kahuro.

School Type/ Ownership: A Public School.

Nature os School/ CBE Level: Senior School (SS).

Category: Regular School

School’s Official Name: Kiboi Secondary School

Sex: Mixed, (Boys’ and Girls’)  School.

School Cluster/ Level: Sub-County School whose Classification is C4.

Accomodation Type: Day  School.

Knec Code:  10238132

School’s Official Phone Number:  0711447716 ;

Email Address. Kiboisec @ gmail.com 

Total Number of Subjects Combinations Offered at the School: 10

Subject Combinations Offered at Kiboi Secondary School

View all available subject combinations at this school

SOCIAL SCIENCES

4
HUMANITIES & BUSINESS STUDIESCode: SS2019
Christian Religious Education,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2109
Business Studies,Christian Religious Education,Fasihi ya Kiswahili
3 SubjectsSOCIAL SCIENCES
LANGUAGES & LITERATURECode: SS1080
Business Studies,Fasihi ya Kiswahili,Literature in English
3 SubjectsSOCIAL SCIENCES
LANGUAGES & LITERATURECode: SS1081
Fasihi ya Kiswahili,History & Citizenship,Literature in English
3 SubjectsSOCIAL SCIENCES

STEM

5
APPLIED SCIENCESCode: ST2075
Agriculture,Geography,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2063
Agriculture,Computer Studies,Home Science
3 SubjectsSTEM
PURE SCIENCESCode: ST1045
Biology,Business Studies,Chemistry
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2071
Agriculture,Biology,Geography
3 SubjectsSTEM
PURE SCIENCESCode: ST1020
Advanced Mathematics,Chemistry,Physics
3 SubjectsSTEM

ARTS & SPORTS SCIENCE

1
SPORTSCode: AS2018
Computer Studies,General Science,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE

📍 How to get more Information about the School

For more information about admission requirements, facilities, and application procedures, contact the school directly. Use the official phone number indicated above to get information about the school’s fees, uniform, meals and performance.

How to Select Grade 10 Subjects and schools

To select Grade 10 schools and subjects under the Competency-Based Curriculum (CBC) in Kenya, Grade 9 learners should first choose a career pathway (STEM, Social Sciences, or Arts & Sports Science). Then, they’ll select three subject combinations within that pathway and finally, choose four schools for each combination, totaling 12 schools. To select preferred Grade 10 Schools and Subject Combinations, use the Ministry of Education portal selection.education.go.ke.

1. How you can Choose a Career Pathway:

  • Identify your interests and potential career aspirations.
  • Select one of the three pathways: STEM, Social Sciences, or Arts & Sports Science.
  • Confirm your choice to proceed with the pathway.

2. Select Subject Combinations:

  • The portal will provide you with a list of subject combinations available within your chosen pathway.
  • Choose three subject combinations that align with your interests and strengths.

3. Select Preferred Senior Schools:

  • For each subject combination, select four schools from the available clusters.
  • This ensures a diverse range of options and equal representation from different categories of schools.
  • A total of 12 schools will be selected: 4 for the first subject combination, 4 for the second, and 4 for the third.

LIST OF ALL SENIOR SCHOOLS PER COUNTY.

Senior School Subjects and Pathways selection Form.
Senior School Subjects and Pathways selection Form.

Senior School Selection Form educationnewshub.co.ke

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Nyabururu Girls High School; KCSE Results Analysis, Contacts, Location, Admissions, History, Fees, Portal Login, Website, KNEC Code

Nyabururu Girls High school is among the best schools in Kenya. It is located in Kisii County of the Nyanza Region in Kenya. This article provides complete information about this school. Get to know the school’s physical location, directions, contacts, history, Form one selection criteria and analysis of its performance in the Kenya Certificate of Secondary Education, KCSE, exams. Get to see a beautiful collation of images from the school’s scenery; including structures, signage, students, teachers and many more.

 For all details about other schools in Kenya, please visit the link below;

SCHOOL’S PHYSICAL LOCATION

Nyabururu Girls’ High School is a national girls boarding school located in the Kitutu Chache constituency in Township location in Kisii County.

SCHOOL’S INFO AT A GLANCE

  • SCHOOL’S NAME: Nyabururu Girls High School
  • SCHOOL’S TYPE: Girls only boarding school
  • SCHOOL’S CATEGORY: National
  • SCHOOL’S LEVEL: Secondary
  • SCHOOL’S LOCATION: located in the Kitutu Chache constituency in Township location in Kisii County.
  • SCHOOL’S KNEC CODE: 38600003
  • SCHOOL’S OWNERSHIP STATUS: Public
  • SCHOOL’S PHONE CONTACT: 0739-388945
  • SCHOOL’S POSTAL ADDRESS:  P.O. Box 533, Kisii 40200
  • SCHOOL’S EMAIL ADDRESS: nyabururugirlsnationalschool@ yahoo.com
  • SCHOOL’S WEBSITE:

SCHOOL’S BRIEF HISTORY

FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;

Here are links to the most important news portals:

SCHOOL’S VISION

SCHOOL’S MISSION

SCHOOL’S MOTTO

SCHOOL’S CONTACTS

In need of more information about the school? Worry not. Use any of the contacts below for inquiries and/ or clarifications:

  • Postal Address:  P.O. Box 533, Kisii 40200
  • Email Contact: nyabururugirlsnationalschool@ yahoo.com
  • Phone Contact: 0739-388945

SCHOOL’S FORM ONE SELECTION CRITERIA & ADMISSIONS

Being a public school, form one admissions are done by the Ministry of Education. Vacancies are available on competitive basis. Those seeking admissions can though directly contact the school or pay a visit for further guidelines.

SCHOOL’S KCSE PERFORMANCE ANALYSIS

The school has maintained a good run in performance at the Kenya National Examinations Council, KNEC, exams. In the 2019 Kenya Certificate of Secondary Education, KCSE, exams the school featured in the list of top 200 schools nationally. This is after recording a mean score of 7.5 (B- minus).

Nyabururu Girls High school recorded impressive results in the 2019 Kenya Certificate of Secondary Education, KCSE, examination. The school which had a total candidature of 501 students achieved a mean of 7.514 up from the 5.784 mean score of 2018. This represented a deviation of +1.730.

The school had 346 students who scored the university direct entry grade of C+ (plus) and above. This represented a 69% pass rate.

One candidate scored a straight A. 24 candidates had A-(minus), while 54 scored B+(plus).

Here is the school’s 2019 KCSE Result Analysis;

MEAN GRADE NUMBER OF CANDIDATES
A 1
A- 24
B+ 54
B 82
B- 93
C+ 92
C 79
C- 43
D+ 30
D 2
D- 0
E 0
x 1
TOTAL 501

 

In the 2017 KCSE results, where only 142 students scored straight As nationally, 250 candidates from this school had qualified to join universities and few would join middle level colleges. 266 candidates sat for the examination and one scored A plain, 30 A -, 44 B+, 61 B, 66 B-, 49 C+ and 7 got C. The school attained a mean score of 8.7 up from 8.3 in 2016. The school got a mean score of 6.2 in 2018, an improvement from 5.2 in 2017.

Also read;

 For all details about other schools in Kenya, please visit the link below;

SCHOOL’S PHOTO GALLERY

Planning to pay the school a visit? Below are some of the lovely scenes you will experience.

Nyabururu Girls High School

Also read:

BACHELOR OF COMMUNICATION AND MULTIMEDIA JOURNALISM KUCCPS CUT OFF POINTS, REQUIREMENTS 2022-2023

BACHELOR OF COMMUNICATION AND MULTIMEDIA JOURNALISM KUCCPS CUT OFF POINTS, REQUIREMENTS 2022-2023

BACHELOR OF COMMUNICATION AND MULTIMEDIA JOURNALISM
# PROG CODE INSTITUTION NAME PROGRAMME NAME 2022/2023 CUTOFF 2019/2021 CUTOFF 2018 CUTOFF 2017 CUTOFF 2016 CUTOFF 2015 CUTOFF
1 1060183 RIARA UNIVERSITY BACHELOR OF COMMUNICATION AND MULTIMEDIA JOURNALISM 32.777 32.845 33.444 31.341 31.185 23
2 1073182 RONGO UNIVERSITY BACHELOR OF SCIENCE (COMMUNICATION & JOURNALISM) 27.735 25.928 24.543 26.842 31.812
3 1077182 KENYA METHODIST UNIVERSITY BACHELOR OF SCIENCE (COMMUNICATION AND JOURNALISM) 29.352 28.541 27.045 24.61
4 1165182 MAASAI MARA UNIVERSITY BACHELOR OF COMMUNICATION & JOURNALISM 29.448 28.808 27.705 25.792 30.067 34.312
5 1240182 MERU UNIVERSITY OF SCIENCE AND TECHNOLOGY BACHELOR OF COMMUNICATION & JOURNALISM 29.547 26.369
6 1253182 MOI UNIVERSITY BACHELOR OF SCIENCE (COMMUNICATION AND JOURNALISM) 30.884 29.588 34.4 39.119

METALS FORM 4 CHEMISTRY NOTES FREE

METALS

Objectives

By the end of this topic the learner should be able to:

(a)  Name the chief ores of certain metals.

(b)  Describe and explain the general methods used in the extraction of metals from their ores.

(c)  Select and describe suitable methods of extraction of certain metals from their ores.

(d)  Describe and explain physical and chemical properties of some metals.

(e)  State and explain various uses of these metals and their alloys.

(f)  Describe the effects of the industrial production processes of metals on the environment.

METALS

Some metals occur naturally in a free uncombined state while others are found combined with other elements. Compounds in which metals can be extracted are called ores.

Chief Ores of Metals

An ore from which a metal can be obtained on a commercial scale is referred to as the chief ore.

The table below gives the chief ores of some common metals.

Metal Ores of the metal Formula of ores
Sodium Sodium chloride NaCl
  Rock salt*  
Aluminium Bauxite* Al2O3. 2H2O
  Mica K2Al2.Si6O6
  Corundum Al2O3
Zinc Zinc blende* ZnS
  Calamine* ZnCO3
  Zinc oxide ZnO
Iron Haematite* Fe2O3
  Magnetite Fe3O4
  Siderite FeCO3
  Pyrite FeS2
Copper Copper pyrites* CuFeS2
  Malachite CuCO3Cu(OH)2
  Cuprite Cu2O
  Azurite Cu3(OH)2(CO3)2
Lead Galena* PbS
  Cerussite PbCO3
  Anglesite PbSO4

* Chief ore

Before any extraction process is carried out, qualitative and quantitative analysis is done to determine the metal present and the quantity of the metal in the ore.

 

General Methods of Extraction

Extraction of metals involves several stages. The stages involved include:

(a)  Mining the metal ores from the earth’s crust.

(b)  Concentrating the ores to remove most of the impurities. The process of concentrating an ore          may include:

(i)   Removing any magnetic materials with a magnet.

(ii)  Dissolving the mineral in a suitable solvent.

(iii) Washing with water to remove earthy matter.

(iv) Froth flotation. The ore is ground into a fine powder. It is then mixed with water containing special oils such as pine oil as frothing agents.A froth rich in minerals is formed at the top while the impurities sink to the bottom. The froth is skimmed and dried. Copper pyrites, zinc blende and galena one concentrated this way.

(c)  Roasting the ore to obtain metal oxides.

(d)  Reducing the oxide using suitable reducing agents to obtain the desired metals.

(e)  In case of more reactive metals, electrolytic extraction is applied.

The method of extraction of a metal depends on the metal’s reactivity. The most reactive metals such as sodium are obtained by electrolysis. The less reactive metals such as iron are extracted by reduction of their oxides using suitable reducing agents.

This can be summarized in the table below.

Metal Main ore Main constituent compound in ore Methods of extraction
Sodium Rock salt Sodium chloride, NaCl Electrolysis of molten sodium chloride.
Aluminium Bauxite Hydrated aluminium oxide, Al2O3.2H2O Electrolysis of aluminium oxide in molten cryolite.
Zinc Zinc blende Zinc sulphide, ZnS Roasting in air followed by reduction of zinc oxide by carbon
Iron Haematite Iron (III) oxide, Fe2O3 Reduction of iron (III) oxide by carbon (II) oxide.
Copper Copper pyrites Copper (II) sulphide, CuFeS2 Heating copper sulphide in regulated amounts of air to form copper (II) oxide,

Reduction of copper (II) oxide by the copper sulphide.

Malachite Basic copper (II) carbonate, CuCO3.Cu(OH)3 Heating in air followed by reduction by carbon.

 

Sodium

Occurrence

Sodium occurs as dissolved chloride in sea water and salt lakes. It also occurs as a double salt, NaHCO3.Na2CO3.2H2O (trona) in salty lakes in the Rift valley such as Lake Magadi. Sodium also occurs as rock salt (solid sodium chloride) at various places and as saltpetre (solid sodium nitrate).

Saltpetre is mainly found in Chile, hence its common name, Chile saltpetre. The chief ore from which sodium is extracted is rock salt.

Extraction

Sodium metal is extracted by the Down’s process where molten sodium chloride is electrolysed.

  • The Down’s cell consists of an iron shell lined with heat bricks on the outside to maintain the high temperature so that the electrolyte does not crystallise.

At the centre of the cell is a carbon anode surrounded by a steel cathode.

  • Calcium chloride is added to the sodium chloride to lower the melting point of sodium chloride from about 800°C to 600°C. This is economical because it saves on electricity used in heating.

During electrolysis, sodium metal forms at the cathode whereas chlorine gas forms at the anode.

At the Anode At the cathode
2Cl(aq)  Cl2(g) + 2e 2Na+(aq) + 2e 2Na(l)
  • A steel diaphragm is suspended between the electrodes to prevent sodium and chlorine from recombining.

Molten sodium is less dense than molten sodium chloride, hence it rises to the top of the cathode from where it is periodically removed. However, chlorine is not allowed into the atmosphere because it is a poisonous gas and hazardous to the environment.

Liquid calcium metal may also be produced at the cathode. However, calcium liquid does not mix with sodium liquid as it is much denser. In addition, calcium has a higher melting point compared to sodium. During cooling, calcium crystallises first leaving liquid sodium which is trapped.

Uses of Sodium

  1. Manufacture of sodium compounds such as sodium cyanide (NaCN) and sodium peroxide (Na2O2). Sodium cyanide is used in the extraction of gold.
  2. An alloy of sodium with lead is used in the manufacture of tetraethyl lead (Pb(C2H5)2 used as an anti-knock additive in petrol. This has been discontinued as use of leaded fuel has been phased out.
  3. Making an alloy of sodium and potassium which is used as a coolant in nuclear reactors because the alloy is a liquid over a wide range of temperatures.
  4. Sodium vapour is used in street lamps which give yellow orange light.
  5. Sodium is used as a reducing agent in some reactions such as reduction of titanium(IV) chloride to form titanium metal.
  6. Sodium hydroxide, a compound of sodium, is used in the manufacture of detergents, paper glass and artificial silk.

 

 

Aluminium

 

Occurrence

Chief ore is bauxite (Al2O3.2H2O) found in France, South America, Jamaica and Ghana.

Bauxite ore has impurities of iron(III) oxide and silica (SiO2). Other ores are mica(K2Al2Si6O6) and corundum (Al2O3).

Extraction

Aluminum is extracted by the electrolytic method because it is a reactive metal.

The ore is concentrated before it is electrolysed.

Bauxite is ground into a fine powder and then dissolved in hot concentrated sodium hydroxide under pressure.

The amphoteric aluminium oxide and acidic silicon (IV) oxide dissolve in the base while iron(III) oxide which is insoluble in the base is filtered out as red mud.

Al2O3(s) + 2OH(aq) + 3H2O(s)  2[Al(OH)4](aq)

SiO2(s) + 2OH(aq)  SiO32–(aq) + H2O(g)

Carbon(IV) oxide gas is bubbled through the filtrate to precipitate the aluminium hydroxide.

2[Al(OH)4] (aq) + CO2(g)  2Al(OH)3(s) + CO32–(aq) + H2O(l)

Alternatively, aluminium hydroxide may be precipitated by seeding process using pure aluminium hydroxide crystals

The Aluminium hydroxide is then heated to obtain aluminium oxide, (Al2O3).

2Al(OH)3(s)  Al2O3(s) + 3H2O(l)

The Aluminium oxide is dissolved in molten cryolite (Na3,AlF6) to lower its melting point from 2015°C to around 800°C to save on the amount of heat needed to melt it.

The molten mixture is then electrolysed in a steel tank lined with graphite which acts as the cathode. Graphite rods dipping into the electrolyte act as the anode.

During electrolysis, aluminium is deposited at the cathode and oxygen is liberated at the anode.

 

 

At the anode At the cathode
6O2– 6O(g) +12e 4Al3+(l) + 12e-  4Al(s)
6O(g)  3O2(g)  

At the high temperature of about 800°C, the oxygen evolved reacts with the carbon electrode to form carbon(IV) oxide. This corrodes the carbon anode which should be replaced from time to time.

Uses of Aluminium

  1. An alloy of aluminum and magnesium is used in making parts of aeroplanes, railway trucks, trains, buses, tankers, furniture and cars because of its low density. Aluminium can easily be stretched due to its low tensile strength;therefore, its alloys such as duralumin are used as they are light, hard and strong. Duralumin is used in the construction of aircraft and car window frames.
  2. For cooking vessels such as sufurias, because it is a good conductor of heat. It is NOTeasily corroded by cooking liquids because of the unreative coating of aluminium oxide.
  3. For making overhead cables, because it is light and is a good conductor of electricity.
  4. As a reducing agent in the thermite process in the extraction of some elements such as chromium, iron, cobalt, manganese and titanium.

Cr2O3(s) +2Al(s)  2Cr(s) + Al2O3(s)

  1. Corundum (emery) is a natural oxide of aluminium which is useful as an abrasive.

 

Iron

 

Occurrence

Iron is the second most abundant metal after aluminium. The chief ore is haematite (Fe2O3). The other ores are Magnetite (Fe3O4) and siderite (FeCO3).

The ores of iron contain silica (SiO2) and aluminium oxide as impurities.

Extraction

Iron is usually extracted from its oxides or siderite. When extracting iron from siderite, the ore is first roasted in air to convert it toiron(II) oxide which is the stable oxide of iron.

The siderite (carbonate) is first decomposed by heat to form iron(II) oxide and carbon(IV) oxide.

FeCO3(s) FeO(s) +CO2(g)

Iron(II) oxide is then oxidised by oxygen in the atmosphere to form iron(III) oxide. (haematite).

4FeO(s) + O2(s)  2Fe2O3(g)

Iron(III) oxide is also mined as the ore. The iron(III) oxide obtained by either method is ground into a powder then mixed with limestone and coke then fed into a furnace from the top.

The mixture is heated by blasts of hot air at temperatures of between 800°C – 1000°C from the bottom of the furnace.

The blast furnace is about 30 m high. It is made of steel and the inner side is lined with bricks made from magnesium oxide which conserve heat energy in order to maintain the optimum temperature needed for the reduction of iron(III) oxide.

 

In the blast furnace three important reactions take place.

  1. At the bottom of the furnace, coke (carbon) is oxidised to carbon(IV) oxide. The reaction raises the temperature of the furnace to 1600 °C since it is exothermic.

C(s) + O2(g)  CO2(g) ∆Hθ = – 393 kJ mol-1

  1. In the middle part of the furnace, carbon (IV) oxide is reduced by coke to carbon(II) oxide and the temperature drops to about 1000°C since the reaction is endothermic.

CO2(g) + C(s)  2CO(g) ∆Hθ = –283 kJ mol-1

  1. At the upper part of the furnace where the temperature has fallen to about 700 °C, iron(III) oxide is reduced to iron metal. Both carbon and carbon(II) oxide act as reducing agents.

2Fe2O3(s) + 3C(s)  4Fe(l) + 3CO2(g)

Fe2O3(s) + 3CO(g)  2Fe(s) + 3CO2(g)

Carbon(II) oxide is the main reducing agent because of the large surface that is in contact with the iron(III) oxide.

The iron produced falls to the lower part of the furnace where the temperatures are high enough to keep it molten. The carbon(IV) oxide produced is recycled.

The limestone fed into the furnace alongside coke and iron(II) oxide is decomposed by heat in the furnace to form calcium oxide and carbon(IV) oxide.

CaCO3(s) CaO(s) + CO2(g)

Calcium oxide being basic reacts with acidic and amphoteric oxide in the furnace to form slag.

CaO(s) + SiO2(s)  CaSiO3(l)

CaO(s) + Al2O3(s)  CaAl2O4(l)

The slag formed is tapped off at a higher level of the furnace because of its lower density.

The iron obtained from the blast furnace is 90–95% pure and it is called “pig Iron”. The main impurities in pig iron are carbon, silicon, manganese, sulphur and phosphorus, depending on the composition of the original ore.

These impurities considerably affect the properties of iron by making it less hard and brittle as well as lowering the melting point of the iron.

 

 

 

 

Uses of Iron

Cast Iron (Pig Iron)

This is the name given to the iron after it has been produced in the blast furnace. It contains about 3–5% carbon 1% silicon and 2% phosphorus. Although this type of iron has the disadvantages of being very brittle, it is extremely hard and is used in making furnaces, gates drainage pipes, engine blocks, iron boxes, etc. An important use of cast iron is the manufacture of wrought iron and steel railings for balconies.

Wrought Iron

Contains about 0.1% carbon. It is malleable and thus can be easily forged (moulded) and welded. It is used to make iron nails, iron sheets, horse shoes and agricultural implements, wrought iron is becoming less important due to increased use of mild steel.

Steel

The name is given to many different alloys whose main component is iron. The other substances may be carbon, vanadium, manganese, tungsten, nickel and chromium. Mild steel contains about 0.3% carbon. Special steel contains a small percentage of carbon together with other substances.

Mild steel is used to make nails, car bodies, railway lines, ship bodies, gliders, rods for reinforced concrete, pipes. Mild steel contains 99.75% iron and 0.75% carbon. It is easily worked on.

Stainless steel

Stainless steel contains 74% iron, 18% chromium and 8% nickel. Stainless steel containing 10–12% chromium and some nickel is used to make cutlery, sinks and vats. Steel containing 5–18% tungsten is used for making high speed cutting and drilling tools because it is tough and hard.

Cobalt Steel

This contains about 97.5% iron and 2.5% cobalt. It is tough and hard. It is highly magnetic and so it is used to make electromagnets.

 

Zinc

 

Occurrence

It occurs in many parts of the world as calamine (zinc carbonate), zinc blende (zinc sulphide).  Zinc blende is often found mixed with galena (PbS). The chief ores of zinc are calamine and zinc blende.

Extraction

The ore is concentrated by froth floatation. The concentrated ore is then roasted to form the metal oxide.

In the case of calamine, carbonate decomposes to zinc oxide and carbon(IV) oxide.

ZnCO3(s) ZnO(s) +CO2(g)

In the case of zinc blende, two reactions occur:

(i)   Zinc sulphide is roasted in air to produce zinc oxide and sulphur(IV) oxide gas.

2ZnS(s) + 3O2(g)  2ZnO(s) +2SO2(g)

(ii)  The impurity, lead(II) sulphide in the ore produces lead(II) oxide and sulphur(IV) oxide.

2PbS(s) + 3O2(g)  2PbO(s) + 2SO2(g)

Zinc metal may be obtained from the oxide either by reduction using carbon or carbon monoxide or it may be converted to zinc sulphate and electrolysed.

 

 

(a)  Reduction using carbon and carbon(II) oxide

Zinc oxide from the roaster is mixed with coke and limestone and heated in a blast furnace where it is reduced to zinc.

ZnO(s) + C(s)  Zn(g) +CO(g)

ZnO(s) + CO(g)  Zn(g) +CO2(g)

The limestone decomposes into calcium oxide and carbon(IV) oxide.

The carbon(IV) oxide is reduced by coke to carbon(II) oxide.

CO2(g) + C(s)  2CO(g)

The carbon(II) oxide and the coke are the reducing agents.

Zinc has a boiling point of 913°C. At the furnace temperatures which are maintained above 1,000°C, zinc exists in vapour form. The zinc vapour leaves at the top of the furnace with the hot gases.

It is cooled very rapidly to 600°C by mixing it with a spray of molten lead. The lead spray condenses the zinc and prevents it from being re-oxidised.

At this temperature liquid zinc separates and settles above the molten lead since it is less dense and is run off.

The zinc can be purified by distillation. The lead produced during the extraction is a liquid at the furnace temperatures and it trickles to the bottom of the furnace from where it is taped off. Calcium oxide combines with silica and is removed as slag.

 

(b)  Electrolytic Extraction of Zinc

The zinc oxide obtained from the roaster is converted to zinc sulphate.

ZnO(s) + H2SO4(aq)  ZnSO4(aq) + H2O(l)

Any lead oxide present reacts with the acid to form lead(II) sulphate which is insoluble and is therefore precipitated.

PbO(s) + H2O4(aq)  PbSO4(s) + H2O(l)

The zinc sulphate is then dissolved in water and the solution electrolysed. The cathode is made of lead containing 1% silver and the anode is made of aluminium sheets. The electrode reactions are:

Cathode

Zinc ions are discharged.

2Zn2+(aq) + 4e Zn(s)

If graphite electrode were used, hydrogen gas would have been evolved instead. Zinc is stripped off the cathode regularly. The metal is about 99.5% pure.

Anode

Hydroxide ions are discharged in preference to sulphate ions.

4OH(aq)  2H2O(l) +O2(g) + 4e

Over 80% of zinc is extracted by the electrolytic methods.

Flow-chart to summarise the extraction of zinc

 

Uses of Zinc

  1. Zinc is used to galvanise iron to prevent it from rusting.
  2. To make brass, an alloy of copper and zinc.
  3. Making of outer casing in dry batteries.

 

Lead

Its chief ore is galena(PbS). Other ores of less industrial importance are cerussite (PbCO3) and anglesite (PbSO4).

Extraction

The ore is first ground into a fine powder and then concentrated through froth floatation. The concentrated ore is then roasted in air to obtain lead(II) oxide and sulphur(IV) oxide.

2PbS(s) + 3O2(g)  2PbO(s) +2SO2(g)

The lead(II) oxide from the roaster is mixed with coke and calcium carbonate (limestone). The mixture is then heated in a blast furnace.

The lead(II) oxide is reduced by the coke to lead.

2PbO(s) +C(s)  Pb(s) +CO2(g)

Iron is added to the blast furnace to reduce any remaining lead sulphide to lead.

Fe(s) + PbS(s) FeS(l) + Pb(s)

Calcium oxide combine with silica to form calcium silicate.

CaO(s) + SiO2(s)  CaSiO3(l)

Theiron(II) sulphide and calcium silicate form slag which is tapped off separately from the lead. The lead produced by the method is not pure.

Pure lead is obtained by blowing a blast of air through the molten impure lead. Oxygen in the air oxidises the impurities into compounds which are less dense than lead. These compounds float on the molten lead and are skimmed off.

 

 

 

 

 

 

More pure lead can be obtained by electrolysis.Thecathode is made of a pure strip of lead while the impure lead is made the anode. At the cathode, lead is deposited while at the anode lead dissolves.

 

 

At the cathode: Pb2+(aq) + 2e Pb(s)

At the anode: Pb(s)  Pb2+(aq) + 2e

 

Uses of Lead

  1. Manufacture of storage batteries (lead acid accumulators) .
  2. It is used in ammunition (shot and bullets) and as a constituentof solder, type metal, bearing alloys, fusible alloys, and pewter.
  3. In heavy and industrial machinery, sheets and other parts made from lead compoundsmay be used to dampen noise and vibration.
  4. Lead PipesLead pipes due to its corrosion resistant properties are used for carriage of corrosive chemicals at chemical plants.
  5. Lead Sheet is used in the building industry for flashings or weathering to prevent water penetration & for roofing and cladding. By virtue of its resistance to chemical corrosion, Lead Sheet also finds use for the lining of chemical treatment baths, acid plants and storage vessels.
  6. Because lead effectively absorbs electromagnetic radiationof short wavelengths, it is used as a protective shielding around nuclear reactors, particle accelerators, X-ray equipment, and containers used for transporting and storing radioactive materials.

 

Copper

Occurrence

Copper ores include, pyrites (CuFeS2), cuprite (Cu2O2), chalcocite (Cu2S) and malachite (CuCO3.Cu(OH)2. It also occurs in uncombined state in various parts of the world such as Canada, USA, Zambia, Tanzania and the Democratic Republic of Congo (DRC).

Impurities in copper ores may include traces of gold and silver.

The chief ore of copper is copper pyrites.

 

Extraction

Copper is mostly extracted from copper pyrites. The ore is first crushed into a fine powder and concentrated by froth flotation. The concentrated ore is then roasted in a limited supply of air to obtain copper(I) sulphide and iron(II) oxide

2CuFeS2(s) + 4O2(g)  Cu2S(s) + 2FeO(s) + 3SO2(g)

Silica (SiO2) is then added and the mixture is heated in the absence of air. The silica reacts with iron(II) oxide to form iron(II) silicate which separates out as a slag leaving behind the copper(I) sulphide.

FeO(l) + SiO2(l)  FeSiO3(l)

The copper(I) sulphide is then heated in a regulated supply of air where some of it is converted to copper(I) oxide.

2Cu2S(l)) + 3O2(g)  2Cu2O(l) + 2SO2(g)

The copper(I) oxide then reacts with the remaining copper(I) sulphide to form copper metal and sulphur(VI) oxide.

Cu2 S(l) + 2Cu2O(l)  6Cu(l) + SO2(g)

The sulphur(IV) oxide produced in the process is either fed into adjacent sulphuric(IV) acid plant or scrubbed using calcium hydroxide.

SO2(g) + Ca(OH)2(aq)  CaSO3(s) + H2O(l)

The copper obtained in this process is about 97.5% pure. This is called blister copper.

It is refined by electrolysis to obtain 99.8% pure copper. During the refining, stripes of pure copper are used as the cathode whereas the anode is made of the impure copper. Copper(II) sulphate solution is used as the electrolyte.

 

 

During electrolysis, the impure copper anode goes into solution as copper ions while copper metal is deposited on the pure copper cathodes.

At the anode: Cu(s)  Cu 2+(aq) + 2e

At the cathode Cu2+ (aq) + 2e–  Cu(s)

Traces of gold and silver collect as a sludge at the bottom of the electrolytic cell.

Where copper carbonate is the chief ore, it is roasted first to obtain copper(II) oxide.

CuCO3 (s) CuO(s) +CO2(g)

The copper(II) oxide is then reduced to copper metal using coke and carbon(II) oxide as reducing agents.

2CuO(s) + C(s)  Cu(s) + CO2(g)

CuO(s) + CO(g)  Cu(s) + CO2(g)

 

Uses of Copper

  1. Making electrical wires and contacts in switches, plugs and sockets because copper is a good conductor of electricity. Pure copper is necessary for this use because impurities increase electrical resistance.
  2. Making soldering instruments due to its high thermal conductivity.
  3. Making alloys such as brass (Cu and Zn), bronze (Cu and Sn), German silver (Cu, Zn and Ni), etc.
  4. Making coins and ornaments.

 

 

 

Properties of Some Metals

 

Physical Properties of Metals

Physical properties of metals depend on the size of the atoms, their electron arrangement and the crystal lattice.

  • Metals generally have high melting and boiling points due to strong metallic bonds.
  • They are good conductors of both heat and electricity due to the presence of delocalised valence electrons in the metallic lattice. The number of delocalised electrons and their ease of movement within the lattice account for the difference in electrical conductivity.
Metal Melting point (°C) Boiling point (°C) Thermal& Electrical conductivity Density (gcm-3) Malleability Ductility
Sodium 97.8 890 Good 0.97
Aluminium 660 2 470 Very good 2.70 Malleable Ductile
Zinc 1 535 3 000 Good 2.86 Malleable Ductile
Iron 420 907 Good 2.14 Malleable Ductile
Copper 1083 2 395 Very good 8.90 Malleable Ductile
  • The metals generally have high densit Differences in density in metals are mainly due to different atomic masses, packing of the atoms in the metallic lattice and the size of the atoms.
  • Metals can be pressed into sheets and also drawn into wires. These properties are referred to as malleability and ductility

 

Chemical Properties of Metals

 

Reactions with air

Freshly cut or polished surfaces of metals have a shiny appearance. Sodium rapidly tarnishes in dry air forming sodium oxide.

4Na(s) + O2(g)  2Na2O(s)

In moist air, both sodium metal and sodium oxide react with water vapour to form sodium hydroxide.

2Na(s) + 2H2O(l)  2NaOH(aq) + H2(g)

Na2O(s) + 2H2O(l)  2NaOH(aq)

The resulting alkali absorbs acidic carbon(IV) oxide in the air to form sodium carbonate.

2NaOH(aq) + CO2 (g)  Na2CO3 (aq) + H2O(l)

When heated in air sodium readily burn with a yellow flame to form mainly sodium peroxide.

2Na(s) + O2(g)  Na2O2(s)

Polished aluminium is immediately coated by aluminium oxide. If heated to 800 °C, aluminium burns to form aluminium oxide and aluminium nitride.

4Al(s) +3O2(g)  2Al2O3(s)

2Al(s) + N2(g)  2AlN(s)

Zinc tarnishes very slowly in air due to the formation of zinc oxide. When heated, zinc burns to form zinc oxide

2Zn(s) + O2(g)  2ZnO(s)

Iron rusts in the presence of moist air to form hydrated iron(III) oxide, Fe2O3.H2O(s).

3Fe(s) + 2H2O(l) + 3O2(g)  2Fe2O3.H2O(s)

When heated, iron reacts with oxygen to form tri-iron tetraoxide, Fe3O4.

3Fe(s) + 2O2(g)  Fe3O4(s)

Copper forms a black coating of copper(II) oxide when heated in air. Finely divided copper burns with a blue flame to form copper(II) oxide.

 

Reactions with cold water and steam

 

Sodium reacts vigorously with cold water liberating hydrogen gas.The resulting solution is alkaline(basic). The alkaline solution is sodium hydroxide.

2Na(s) + 2H2O(l)  2NaOH + H2 (g)

Aluminium, zinc and iron do not readily react with cold water.

Aluminium does not react with cold water because of a thin layer of aluminium oxide on its surface. If the thin layer of aluminium oxide is removed, aluminium reacts with cold water very slowly liberating hydrogen gas.

Copper does not react with cold water.

Aluminium, zinc and iron react with steam liberating hydrogen gas and forming metals oxides.

2Al(s) + 3H2O(g)  Al2O3(s) + 3H2(g)

Zn(s) + H2O(g) ZnO(s) + H2(g)

3Fe(s) + 4H2O(g)  Fe3O4(s) + 4H2(g)

Copper does not react with steam at all.

Among the metals discussed, sodium is the most reactive while copper is the least reactive.

 

Sodium                                   Most reactive

Aluminium

Zinc                                         Decreasing order of reactivity

Iron

Copper                                  Least Reactive

 

The position of aluminium is not easy to determine in this experiment because its reaction with cold water and steam are impaired due to the presence of an oxide coating.

During the reaction between the metal and water, the reactive metals displace hydrogen to form the hydroxides of the metals.

Copper does not react with water because it is low in the reactivity series.

If hydrogen is put together with metals in order of reactivity, its position would be higher than that of copper.

Sodium                                   Most reactive

Aluminium

Zinc                                         Decreasing order of reactivity

Iron

Hydrogen

Copper                                  Least Reactive

 

Reaction with chlorine

 

Hot sodium metal reacts with chlorine to form white fumes of sodium chloride.

2Na(s) + Cl2(g)  2NaCl(s)

Hot copper glows red in chlorine gas forming brown copper(II) chloride which turns green in the presence of moisture.

Hot zinc reacts with chlorine gas to form white zinc chloride.

Zn(s) + Cl2(g)  ZnCl2(s)

Hot iron glows red in chlorine gas. This is because the reaction is exothermic. During the reaction brown fumes are observed. The fumes solidify on the cooler parts of the tube to form black crystals of iron(III) chloride.

Fe(s) + 3Cl2(g)  2FeCl3(s)

Hot aluminium burns in chlorine to form a white solid which sublimes and condenses on the cooler parts of the apparatus.

2Al(s) + 3Cl2(g)  2AlCl3(s)

Both iron(III) chloride and aluminium chloride are observed to fume when exposed in damp air. This is because both chlorides are readily hydrolysed by water vapour to produce hydrogen chloride gas.

FeCl3(s) + 3H2O(l) Fe(OH)3(s) + 3HCl(g)

AlCl3(s) +3H2O(l) Al(OH)3(s) + 3HCl(g)

 

Reactions with acids

 

Polished aluminium reacts very slowly with dilute hydrochloric acid to liberate hydrogen gas and form aluminium chloride.

2Al(s) + 6HCl(aq)  2AlCl3(aq) + 3H2(g)

There is no apparent reaction between aluminium and dilute sulphuric(VI) acid.

There is also no apparent reaction between aluminium and nitric(V) acid at any concentration. This is because nitric(V) acid is a strong oxidising agent. A thin layer of aluminium oxide forms on the metal surface immediately it comes into contact with the acid.

 

Aluminium reduces hot concentrated sulphuric(VI) acid to sulphur(IV) oxide and is itself oxidized to aluminium sulphate.

2Al(s) + 6H2SO4(l)  Al2(SO4)3(aq) + 6H2O(l) + 3SO2(g)

Iron reacts with both dilute hydrochloric acid or sulphuric (VI) acid to liberate hydrogen gas.

Fe(s) + 2HCl(aq)  FeCl2(aq) + H2(g)

Fe(s) + H2SO4(aq)  FeSO4(aq) + H2(g)

Iron reduces hot concentrated sulphuric(VI) acid to sulphur(IV) oxide and is itself oxidised to iron(II) sulphate.

2Fe(s) + 6H2SO4(s)  Fe2(SO4)3 + 6H2O(l) + 3SO2(g)

Dilute nitric(V) acid reacts with iron to form a mixture of nitrogen(I) oxide and nitrogen(II) oxide.

There is no apparent reaction between iron and concentrated nitric(V) acid. The concentrated acid oxidises iron and forms a thin layer of impervious tri-iron tetraoxide, Fe3O4, which prevents further reaction.

 

Zinc reacts with both dilute hydrochloric acid and sulphuric(VI) acid to liberate hydrogen gas.

Zn(s) + 2HCl(aq)  ZnCl2(aq) + H2(g)

Zn(s) + H2SO4(aq)  ZnSO4(aq) + H2(g)

Zinc reduces concentrated sulphuric(VI) acid to sulphur(IV) oxide gas and is itself oxidised to zinc sulphate.

Zn(s) + 2H2SO4(l)  ZnSO4(aq) + 2H2O(l) + SO2(g)

Zinc reacts with 50% concentrated nitric(V) acid to liberate nitrogen (II) oxide gas.

3Zn(s) + 8HNO3(aq)  3Zn(NO3)2(aq) + 4H2O(l) + 2NO(g)

Copper does not react with dilute hydrochloric acid, dilute sulphuric(VI) acid or very dilute (less than 50%) nitric(V) acid. It however reacts with nitric(V) acid at 50% concentration to liberate nitrogen(II) oxide.

3Cu(s) + 8HNO3(aq) Cu(NO3)2(aq) + 4H2O(l) + 2NO(g)

With concentrated nitric(V) acid and sulphuric(VI) acid, nitrogen(IV) oxide and sulphur(IV) oxides are produced respectively.

Cu(s) + 4HNO3(l) Cu(NO3)2(aq) + 2H2O(l) + 2NO2(g)

Cu(s) + 2H2SO4(l)  CuSO4(aq) + 2H2O(l) + 2SO2(g)

 

Effects of Extraction of Metals on the Environment

Extraction of metals leads to land pollution, air pollution and water pollution.

Mining of the ores from the ground may lead to gaping holes being left in the ground if not refilled with earth. If undesired earthy material accompanying the ores are carelessly disposed of, it may lead to serious land pollution.

Roasting of the ores, reduction of the oxide and electrolysis of chlorides leads to evolution of gaseous by-products such as sulphur(IV) oxides, carbon(IV) oxide gas and chlorine gas. These gaseous products could lead to air pollution if allowed to escape into the atmosphere This could lead to acid rain effects.

The gaseous by-products such as chlorine gas and sulphur(IV) oxide gas are fed into hydrochloric acid and sulphuric(VI) acid plants respectively.

Solid by-products such as slag could lead to land pollution if not disposed off safely. Conversely, solid by products can be disposed off carefully by either burning them or making other uses of them. For example, slag may be used in carpeting roads.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Review Exercises

 

  1. 2006 Q 21
  • Explain why the metals magnesium and aluminium are good conductors of electricity.                   (1 mark)
  • Other than cost, give two reasons why aluminium is used for making electric cables while magnesium is not                               (2 marks)

 

  1. 2006 Q 6 P2

The extraction of iron from its ores takes place in the blast furnace. Study it and answer the questions that follow.

  • Name:
  • One of the substances in the slag; (1 mark)
  • Another iron ore material used in the blast furnace; (1 mark)
  • One gas which is recycled. (1 mark)

 

  • Describe the process which leads to the formation of iron in the blast furnace.                   (3 marks)
  • State the purpose of limestone in the blast furnace. (2 marks)

 

  • Give a reason why the melting point of the iron obtained from the blast furnace is 1200 °C while that of pure iron is 1535 °C       (1 mark)
  • State two uses of steel (2 marks)

 

  1. 2007 Q 19 P1

The flow chart below shows steps used in the extraction of zinc from one of its ores.

  • Name the process that is used in step 2 to concentrate the ore. (1 mark)
  • Write an equation for the reaction which takes place in step 3.       (1 mark)
  • Name one use of zinc other than galvanizing.       (1 mark)
  1. 2007 Q 3 P2

The flow chart below shows a sequence of chemical reactions starting with copper study it and answer the questions that follow.

  • (a) In step 1, excess 3M nitric acid was added to 0.5g of copper powder.
  • State two observations which were made when the reaction was in progress                                     (2marks)
  • Explain why dilute hydrochloric acid cannot be used in step 1             (1mark)
  • Write the equation for the reaction that took place in step 1 (1mark)
  1. Calculate the volume of 3M nitric that was needed to react completely with 0.5g of copper powder. (Cu = 63.5)                                         (3 marks)

 

  • Give the names of the types of reactions that took place in steps 4 and 5. (1 mark)

 

  • Apart from the good conductivity of electricity, state two other properties that make it possible for copper to be extensively used in the electrical industry. (2marks)

 

  1. 2008 Q 28 P1

During the extraction of aluminium from its ores; the ore is first purified to obtain alumina.

 

  • Name
  • Substance C1 (1 mark)
  • Process D1 (1 mark)
    • Give two reasons why aluminium is used extensively in the making of cooking pans. (1 mark)

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. 2009 Q 7 P2

Iron is obtained from hematite using a blast furnace shown in figure 5 below.

 

  • Four raw materials are required for the production of iron. Three of these are iron oxide, hot air and limestone. Give the name of the fourth raw material. (1 mark)

 

  • Write an equation for the reaction in which carbon (IV) oxide is converted into carbon (II) oxide.                   (1 mark)

 

  • Explain why the temperature in the region marked Y is higher than of the incoming hot air.                               (2 marks)

 

  • State one physical property of molten slag other than density that allows it to be separated from molten iron as shown in the figure 5.       (1 mark)

 

  • One of the components of the waste gases is Nitrogen (IV) oxide. Describe the adverse effect it has on the environment.       (2 marks)

 

  • Iron from the blast furnace contains about 5% carbon

(i) Describe how the carbon content is reduced                                     (2 marks)

(ii) Why is it necessary to reduce the carbon content?                          (1 mark)

 

 

  1. 2010 Q 6 P2

The melting and boiling points of zinc are 419 °C and 907 °C respectively.

One of the ores of zinc is zinc blende. To extract zinc, the ore is first roasted in air before feeding it into a furnace.

 

  • (i) Write the formula of the main zinc compound in zinc blende. (1 mark)

(ii)  Explain using an equation why it is necessary to roast the ore in air before introducing it into the furnace.                                                                              (2 marks)

 

 

  • The diagram below shows a simplified furnace used in the extraction of zinc. Study it and answer the questions that follows:
  • Name two other substances that are also introduced into the furnace together with roasted ore.               (1 mark)
  • The main reducing agent in the furnace is carbon (II) oxide. Write two equations showing how it is formed.               (2 marks)
  • In which physical state is zinc at point Y in the furnace? Give a reason. (1 mark)
  • Suggest a value for the temperature at point X in the furnace. Give a reason. (1 mark)
  • State and explain one environmental effect that may arise from the extraction of zinc from zinc blende               (2 marks)
  • Give two industrial uses of zinc. (1 mark)

 

 

  1. 2011 Q 27 P1

The flow chart below shows some processes involved in the industrial extraction of zinc metal.

  • Name one ore from which zinc is extracted. (1 mark)
  • Write the equation of the reaction taking place in unit II. (1 mark)
  • Name two uses of zinc metal. (1 mark)
  1. 2012 Q22 P1

Aluminium is both malleable and ductile.

(a)       What is meant by?

(i)         Malleable:                                                                                          (1 mark)

(ii)        Ductile                                                                                                            (1 mark)

(b)       Stateone use of aluminium based on:

(i)         malleability                                                                                        (½ mark)

(ii)        ductility                                                                                              (½ mark)

 

  1. 2013 Q22 P1

(a)         Name two ores from which copper is extracted.                                    (1 mark)

(b)         During extraction of copper metal, the ore is subjected to froth flotation. Give a reason why this process is necessary.                                                   (1 mark)

(c)         Name one alloy of copper and state its use.                                              (1 mark)

 

  1. 2014 Q10 P1

One of the ores of copper has formula, CuFeS2.

(a)         Describe how iron in the ore is removed during concentration of copper metal.                                                                                                                                       (1 mark)

(b)         State two environmental problems associated with extraction of copper metal.                                                                                                                                       (2 marks)

  1. 2014 Q6 P2, 2016 P2 Q12.

The diagram below represents a set-up of an electrolytic cell that can be used in the production of aluminium

(a)          One the diagram, label the anode.                                                                       (1 mark)

(b)          Write the equation for the reaction at the anode.                                              (1 mark)

 

(c)          Give a reason why the electrolytic process is not carried out below 950 °C.(1 mark)

 

(d)          Give a reason why the production of aluminium is not carried out using reduction                   process.                                                                                                          (1 mark)

(e)          Give two reasons why only the aluminium ions are discharged.                       (2 marks)

 

(f)           State two properties of duralumin that makes it suitable for use in aircraft industry.                                                                                                                                              (1 mark)

(g)          Name two environmental effects caused by extraction of aluminium.            (2 marks)

 

  1. 2015 Q2 P1

(a)         Name the raw material from which sodium is extracted.                         (1 mark)

(b)         Give a reason why sodium is extracted using electrolysis.                       (1 mark)

(c)         Give two uses of sodium metal.                                                                 (1 mark)

 

  1. 2015 Q16 P1

The flow chart below shows various reactions of aluminium metal. Study it and answer the questions that follow.

(a)       (i)         Other than water, name another reagent that could be R.                   (1 mark)

(ii)        Write the formula of reagent Q.                                                     (1 mark)

(b)       Write an equation or the reaction in step 5.                                                         (1 mark)

 

  1. 2017 P1 Q27.

(a)       Name two ores in which sodium occurs.                                                  (1 mark)

(b)       During extraction of sodium using the down’s process, calcium chloride is added                                 to the ore. Give a reason for the addition of calcium chloride.                     (1 mark)

(c)       State two uses of sodium.                                                                            (1 mark)

 

 

  1. 2017 P2 Q6.

The following steps were used to analyse a metal ore.

  • An ore of a metal was roasted in a stream of oxygen. A gas with a pungent smell was formed which turned acidified potassium dichromate (VI) green.
  • The residue left after roasting was dissolved in hot dilute nitric(V) acid. Crystals were obtained from the solution.
  • Some crystals were dried and heated. A brown acidic gas and a colourless gas were evolved and a yellow solid remained.
  • The solid was yellow when cold.
  • The yellow solid was heated with powered charcoal. Shiny beads were formed.

 

(a)         Name the:

(i)         Gas formed when the ore was roasted in air;                               (1 mark)

(ii)        Gases evolved when crystals in step (iii) were heated;              (2 marks)

(iii)       Yellow solid formed in step (iii);                                                       (1 mark)

(iv)      Shiny beads in step (iv).                                                                   (1 mark)

 

(b)          The yellow solid from procedure (iii) was separated, dried, melted and the melt                                  electrolysed using graphite electrodes.

(i)         Describe the observations made at each electrode.                 (2 marks)

(ii)        Write the equation for the reaction that took place at the anode.             (1 mark)

 

(c)        Some crystals formed in step (ii) were dissolved in water, and a portion of it reacted with potassium iodide solution. A yellow precipitate was formed. Write an ionic equation for this reaction.                                                                           (1 mark)

 

(d)        To another portion of the solution from (f), sodium hydroxide solution was added drop by drop until there was no further change. Describe the observation made.                                                                                                                               (1 mark)

(e)          To a further portion of the solution from (f), a piece of zinc foil was added.

(i)         Name the type of reaction taking place.                                         (1 mark)

(ii)        Write an ionic equation for the above reaction.                             (1 mark)

 

  1. 2018 P1 Q 20.

(a)         Zinc reacts with hydrochloric acid according to the following equation.

Zn(s) + 2HCl (aq) ZnCl2(aq) + H2(g)

Identify the reducing agent. Give a reason for the answer.                              (2 marks)

 

(b)         Iron sheets are dipped in molten zinc to prevent rusting. Name this process.                                                                                                                                                          (1 mark)

 

  1. 2018 P1 Q24.

(a)          Name two ores of iron.                                                                                (1 mark)

(b)          Describe how the amount of iron in a sample of iron(III) oxide can be determined.                                                                                                                                      (2 marks)

 

  1. 2019 P1 Q3.

The flow chart in Figure 1 represents some stages in the extraction of copper metal. Study it and answer the questions that follow.

(a)         Identify:

(i)         The copper ore;                                                                                (1 mark)

(ii)        Process B;                                                                                           (½ mark)

(iii)       Solid C.                                                                                               (½ mark)

(b)         Write an equation for the reaction that forms the slag.                          (1 mark)

 

  1. 2019 P2 Q2.

(a)          Zinc occurs mainly as zinc blende. Name one other ore from which zinc can be                                   extracted.                                                                                                      (1 mark)

(b)          The flow chart in Figure 2 shows the various stages in the extraction of zinc metal. Study it and answer the questions that follow.

  • Write an equation for the reaction which occurs in the roasting chamber.                            (1 mark)
  • Describe the process that takes place in the blast furnace.    (3 marks)
  • Explain why molten lead is added to the condenser.    (1 mark)
  • State two uses of zinc.                (1 mark)
  • Give one reason why the extraction of zinc causes pollution to the environment. (1 mark)

 

(b)       Explain the observations made when zinc metal is added to hot sodium hydroxide.                                                                                                                                          (2 marks)

We have come up with plans on the 2020 KCSE, KCPE exams- CS Magoha

Kibabii University’s KUCCPS admission letters, pdf Lists Portal login

Kibabii University’s KUCCPS admissioon letter is a very important document for all students. KUCCPS admission letters are official documents indicating provisional admission to university studies for a particular degree program. The University’s KUCCPS admission letters confirm that a student has been accepted into the university. To get these letters, students usually go to the KUCCPS website or the website of the university ‘s online Portal. They need to enter their KCSE index number and the year they took the KCSE exam. After that, they can download their admission letter and other important documents.

Visit the Kuccps News Portal for all the information on Kuccps, Institutions, Courses ans placement.

Quick download link for the Kibabii University’s Admission Letter

To quickly download your admission letter to the university for this year, visit: The Kibabii University’s Kuccps Letters and pdf Lists Download Portal Login.

THE  UNIVERSITY’s  ADMISSION LETTER DETAILS

The University’S admission letter is an important document that enables you, as a prospective student, to prepare well before joining the institution. Among other functions, the letter enables you to apply for Higher Education Funding (HEF) through the Higher Education Loans Board (HELB), other Bursaries. It also provides a list of items that a Student must obtain before reporting to the university.

Contents of the University’s admission letter include:

  • Your University’s Admission Number
  • Your Full Name
  • Your Postal Address and other contact details
  • The Course you have been selected to pursue.
  • Reporting dates
  • What to carry during admission; Original and Copies of your academic certificates, national identity card/ passport, NHIF/ SHA Card, Coloured Passports and Duly filled registration forms accessible at the university’s website.
  • Fees payable and payment details

Other documents that can be downloaded alongside the University’s admission letter are:

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  • Student’s Regulations Declaration
  • Accommodation Declaration
  • Medical Form
  • Emergency operation consent
  • Student Data sheet
  • Application for Hostel Form
  • Student Personal Details Form
  • University Rules and regulations
  • Fee programme structure

All Universities’ Portals For KUCCPS Letters Downloads.

How To Download KUCCPS Admission Letter 2025/2026

Guide to KUCCPS Admission Letters: How to Obtain Your Placement Letters

How to download KUCCPS Admission letter to Pan Africa Christian University; KUCCPS

How to download  KUCCPS Admission letter to Koitalel Samoei University College (KSUC); 

How to download Multimedia University of Kenya Kuccps admission letters

How to download  KUCCPS Admission letter to Kirinyaga University (KYU); 

How to download KUCCPS Admission letter to Lukenya University; KUCCPS Admission list pdf

How to download  Kuccps Admission letter to the Co-operative University of Kenya (COPUK)

How to download KUCCPS Admission letter to Meru University

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Complete Details on all the Universities

Kuccps Cluster Cutoff Points for all Courses.

Bachelor of Geo-Informatics Kuccps Cluster Cutoff, Minimum & Subjects Requirements

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KCSE 2022, 2023 Top 100 Schools in Makueni County; Official & Final List

KCSE 2022-2023 Ranking of Best 100 Schools in Makueni County (Ultimate List)

Position Nationally Name of School Region County Mean Score Mean Grade
56 Mt Carmel girls Eastern Makueni 9.2353 B{plain}
81 Mbooni Girls Eastern Makueni 8.911 B{plain}
118 MAKUENI BOYS Eastern Makueni 8.399 B-{minus)
165 Precious Blood Kilungu Eastern Makueni 7.92 B-{minus)
167 KYANG’ONDU SECONDARY Eastern Makueni 7.905 B-{minus)
198 St. Josephs Kibwezi Eastern Makueni 7.488 C+{plus}
223 Mwaani Girls Eastern Makueni 7.209 C+{plus}
231 Kavingoni Secondary Eastern Makueni 7.181 C+{plus}
232 Kisau Girls Eastern Makueni 7.165 C+{plus}
237 Makueni Girls Eastern Makueni 7.102 C+{plus}
241 Kaumoni Boys Eastern Makueni 7.065 C+{plus}
244 THE KITONDO SCHOOL Eastern Makueni 7.04 C+{plus}
245 Kitondo school Eastern Makueni 7.04 C+{plus}
260 MBOONI BOYS HIGH Eastern Makueni 6.5 C+{plus}
289 Ngoto Secondary Eastern Makueni 5.8 C (plain)
298 Mulala Girls Eastern Makueni 5.6 C (plain)

FORM 1-4 COMPUTER STUDIES NOTES FREE

INTRODUCTION TO NETWORKING AND DATA COMMUNICATION

Chapter outline 

1.1 Introduction

1.2 Definition of terms used in networking

1.3 Types of computer networks

1.4 Purpose and limitations of networking

1.5 Elements of networking

1.6 Network topologies

1.7 Network security

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Definition of terms used in networking.

A computer network can be defined as a collection of computers linked together using transmission media for the purpose of communication and resource sharing. The term transmission media refers to any physical or non-physical link between two or more computers and in which a signal can be made to flow from source to destination. Some of the shared resources include programs, printers,storage devices, communication links etc.

Data communication

Data communication refers to the process of transmitting data signal from one point to another through the network. If all aspects related to data communication are taken into consideration, computer networking is the most recent, efficient and reliable means of transmitting data.

Terms used in data communication

Some of the terms used in data communication include: data signal, signal modulation and demodulation, multiplexing, bandwidth, base band, broadband transmission and attenuation.

Data signal: A data signal is a voltage level in the circuit which represents the flow of data. In data communication, data signals can either be analog or digital in nature. Analog data is made up of continuous varying waveform while digital data is made up of a non-continuous discrete waveform.

Signal modulation and demodulation: This is the process of converting data signals to a form that is suitable or transmission over a transmission medium. For example, a modem converts a digital signal to analog by superimposing it on an analog carrier signal which can be transmitted over analog telephone lines. This process is called modulation. A modem at the receiving end converts the analog signal into digital form, a process known as demodulation.

Multiplexing: Multiplexing is the process of sending multiple data signals over the same medium e.g. a wire conductor can be made to carry several data signals either simultaneously or at different times. Demultiplexing is the process of separating the multiplexed signals at the receiving end. Imagine a situation where one hundred computers in town A want to communicate with others of equal number in town B. If multiplexing is not used, each of the computers in town A will need a direct cable linking it to its partner in town B! However, with multiplexing, the computers can be made to share a single cable laid between the two towns hence save cost. The different frequencies create what is called different logical channels in the medium.    .

Bandwidth: A bandwidth is the maximum amount of data that a transmission medium can carry at anyone time. For example, a certain cable may have a bandwidth of 100 Mbps (Mega bits per second).

Baseband signal: Baseband signal is a digital signal that is generated and applied to the transmission medium directly without modulation. The signal takes the form of voltages of different magnitudes applied to the medium. The baseband signal utilises the full capacity of the transmission medium, hence at anyone time; only one signal can be sent. However, multiple signals can be sent at different times if they are multiplexed.

Broadband transmission: In broadband transmission, an analog signal is sent over the transmission medium using a particular frequency. This means that several data signals can simultaneously be sent through the same medium but at different frequencies. Frequency bands between these data signals prevent them from overlapping.

Attenuation: This is the decrease in magnitude and energy as a signal progressively moves along a transmission medium. If the signal is not boosted, it will totally be .lost along the way and may never reach the destination. Attenuation or signal loss is usually corrected by placing signal amplifiers also called repeater stations along the medium at appropriate distances in order to receive the weak signal, clean it, amplify it then retransmit it.

Modes of data communication

There are three modes of data communication namely: simplex, half

Duplex and full duplex.

Simplex transmission refers to communication in only one direction. An example of simplex communication is the normal radio or television broadcast. The listener or viewer cannot communicate back through the radio or television receiver back to the broadcaster.

Half duplex refers to communication in both directions but one direction at a time. A sender must send the data before the recipient can reply. For example, if two police officers are communicating using a ‘walkie talkie’ radio, one has to say “over” to mark the end of every statement in order for the other to respond.

Full duplex communication occurs in both directions simultaneously. An example of full duplex communication can be found in computers that are sending and receiving data on a network.

Types of computer networks

Computer networks can be classified using several aspects but the most common classification is according to size. Currently, there are several types of networks but the three most common are:

  1. Local area network (LAN)
  2. Metropolitan area network (MAN)
  3. Wide area network (WAN)

Local area network (LAN)

Local area network is a computer network that spans a relatively small geographical area like in one building or a school. One local area network can be connected to other local area network over any distance via data transmission lines or wireless media.

Most local area networks connect personal computers and server computers on a small network. A server computer is a computer dedicated to servicing requests for resources from other computers (workstations) on a network. Most local area networks are configured such that each workstation has its own central processing unit with which it executes programs, but it is also able to access data and devices anywhere on the local area network. Local area networks enable many users- to share expensive devices, such as laser printers, as well as data. Users can also use the local area network to communicate with each other, by sending messages or engaging in chat sessions.

Local area networks are capable of transmitting data at very fast rates, much faster than data transmitted over telephone lines.                                                    .

 

Metropolitan area networks (MAN)

A metropolitan area network is a network that covers a metropolitan area like a town or city. The metropolitan area network size typically covers a radius of between 5 to 50 km. The metropolitan area network infrastructure may be owned by a single company that has offices across a metropolitan area or by a service provider who provides network services to subscribers in the area. In essence, a metropolitan area network is made up of many local area networks in a metropolitan area.

 

Wide area networks (WAN)

A wide area net work is larger than a metropolitan area network and covers a large geographical area such as a country, a continent or the whole world. It consists of many local area networks and metropolitan area networks connected together to form one large network such as the Internet.

Purpose and limitations of networking

Purpose of networking

Some of the reasons for setting up computer networks include: resource sharing, remote communication, distributed processing facilities, cost effectiveness and reliability.

Resource sharing

A resource in the network environment means data/information, files, printers, modems, communication links, storage devices, fax machines, application programs and any other component that can’ be attached to the network for access by users.

 

Take for example an office setup where a number of users in a small business require access to. Common information. As long as all the computers are connected, they can share their files, exchange mail, send,

Faxes, schedule meetings and print documents from any point on the network. Users do not need to transfer files via removable storage but would send the work to a network printer. This centralised access to data and information leads to less waste of time and hence greater productivity.

 

Imagine the benefits of a user being able to directly fax a document from the softcopy in his/her word processor, rather than having to print it out, and then feed it into the fax machine.

 

In most network arrangements, the shared resources may be attached to a network server. The other computers on the network that send requests to the server are referred to as clients or workstations. Network servers run a special program called the server software which controls computers on the network and listens to client requests to service them over the network. For example, a print server will give permission for a particular client to print documents on the network printer. Figure 1.2 shows a simple diagram representing a computer network that is controlled by a server.

 

Remote communications

In the present computing environment, computer engineers are faced with two basic problems.

  1. Roaming of officers who by virtue of their work keep on covering long distances away from the workplace.
  2. Access to the organization’s information resources so that they can have up-to-date data or at least update the information servers with the status quo in the field.

Initially, the problem of roaming was addressed by the development of portable computers like laptops. But problem of access to the network’s information server remained! However, both problems have been addressed by remote communication. Remote communication refers to the transmission of data signals between two communication devices located at different geographical locations. A computer that tries to access resources from another computer on the network is called a remote client while the computer being accessed is called a remote host. Remote communication has been made possible by use of wireless transmission media such as radio waves, microwave and satellite as will be discussed in details later.

 

It is through remote communications that people can be able to share ideas and pass messages over the Internet.

Therefore, remote communications give a lot of freedom to the network users which translates to more productivity. Imagine continuing to work from home just as if you were in your office.

 

Distributed processing facilities

Distributed processing refers to the act of running the same programs or databases on different computers which are on the same network. However, users will not know that the processing is distributed but will think that everything is taking place on computer. The output can then be transmitted to another computer or the central computer on an organisations network. Before the advent of distributed processing, many organisations had centralised systems of management. This meant that all the data and information were sent from the dumb terminal (workstation with no processing power) for processing and storage in a central computer. It therefore followed that processing of data, release of information and decision making was centralised too.

However, with distributed processing, files reside on the user’s computer rather than on a central computer. Branch offices in a large organization have their own servers that store data, information and other resources required for their daily operations. These servers would then periodically update the central computer.

This model of data processing has a number of advantages. These include:

  1. The failure of the central computer does not affect the operations of the other terminals.
  2. Processing load is shared equally hence no time wastage.

 

Cost effectiveness

Networks are cost effective in the organization. Although the initial purchase and lying down of network components may be expensive, the savings experienced and the value added to service delivery make them a ready choice for enterprising managers.

One good thing about a network is that it greatly increases the efficient use of scarce resources. Imagine a large organization that has stand alone computers only. In such a case, the management has to buy a printer for each computer. However, with a network, only one printer is sufficient. The same applies to other resources like fax machines, optical drives, files and applications.

It should also be noted that computer networks have enhanced daily communication by providing a paperless communication environment. Users can send electronic messages and mail to each other instead of having to bear the cost of stamp duty or delivery charges. On the same note, company executives may not need to travel across continents to hold meetings. They can hold electronic video conferences instead and save the fare.

 

Reliability

A computer network is reliable in two ways especially when communicating or accessing information:

  1. Data can be transferred with minimum error from source to destination.
  2. In case one computer breaks down, a user can still access data and information from the other computers using another computer on the network.

 

Limitations of networking

Although networking has many advantages it also offers many challenges that are associated with implementation and human factors. Some of the limitations and disadvantages of networking include security issues, high initial installation cost, moral and cultural effects, spread of terrorism and drug trafficking and over reliance on networks among others.

 

Security issues

Data and information held on a network is prone to more illegal access threats than if the computer was not on the network. For example, a stand alone computer may be accessed by only a few people at home or in the office environment. However, once the computer is connected to the network, especially the Internet, many people can access it not only physically but also virtually over the network. Apart from this, when information is sent over the network from source to destination, it can be tapped or listened to by unauthorized parties.

Organisations find it very challenging to guard information systems from constant threats of illegal access. One of the common methods of data protection in a networked environment is encryption. This is the scrambling of information into a complex unintelligible form. Encrypted data cannot be understood by people who illegally access it unless they have the decryption key.

 

High initial cost

The initial cost of buying network hardware and software is very high. In fact, most institutions that have not set up their networks more often than not quote prohibitive cost as a limiting factor.

 

Moral and cultural effects

Large networks like the Internet have chat rooms and messaging services that may enable underage children to meet peers and adults on the net some of whom may have bad intentions. Access to pornographic and other negative material has also made the fight against social problems such as HIV/AIDS, bad sexual behaviour, drugs and substance abuse more complicated.

 

Spread of terrorism and drug trafficking

The Internet provides a rich recruitment ground for all types of illegal activities such as terrorism and drug trafficking. The easy flow of information from one place to another keeps even those who are on the wrong side of the law communicating easily. Terrorists and drug traffickers use information networks for their business communications. However, many countries have come up with methods of policing the Internet to try and break such syndicates.

 

Over-reliance on networks

Modem organisations have phased out most manual operations this means that all business processes and the society depend on computer networks. The disadvantage of this over reliance is that if by any chance the network fails or goes down, then many systems in the society can be brought to a halt! For instance, imagine the chaos if mobile phone services were to be abruptly brought to a halt. However, proper systems and network planning should be made to avoid such occurrences.

 

Elements of networking

A computer network is made up of several standard elements (components) which can be classified into three major categories namely:

  1. Data communication media.
  2. Communication devices.
  3. Networking software.

 

 

 

 

Data communication media

A data communication medium is a pathway used for carrying data and information from one point to another. The communication medium will more often than not dictate the type of signal that will be used to transmit a message. In essence, data communication media can be divided into two:

  1. Communication using cable (bounded media)
  2. Wireless communication (unbounded media)

 

Communication using cables (bounded media)

Data signals are transmitted from the source to the destination through a restricted pathway such as through a cable. For example, if the cable is a copper conductor, the data signal which may be in form of an electrical signal is propagated through the cable from the source to the destination. Any radiation from the guided medium is regarded as signal loss.

There are several types of bounded transmission media but the most common ones are:

  1. Two wire open lines cables.
  2. Twisted pair cables.
  3. Coaxial cables.
  4. Fiber optic cables.

 

1.Two wire open lines cables

They are made up of two parallel copper wires separated by a plastic insulator

They are used in telecommunication network to transmit voice signal e.g. the line running from a subscriber’s house to the nearest telephone post.

Although the plastic insulator is meant to reduce inter-line interference called crosstalk their linear nature allows an electromagnetic field to build around them during heavy data transmission which may cause interference to the signal. The wires also capture environmental frequencies e.g. radio waves hence causing noise in the transmission channel. In data communications, the word noise refers to random unwanted signals picked up by the channel.

 

2.Twisted pair cables

A twisted pair cable is made up of two solid copper wire strands wound around each other in a double helix manner the winding of the wires is meant to reduce the development of an electromagnetic field around the two wires as they transmit data. These cables are mostly used to transmit both voice and data signals. The two common types of twisted pair cables are the unshielded twisted pair (UTP) and shielded twisted pair (STP)

Unshielded twisted pair (UTP) cables do not have a shield that prevents electromagnetic interference (EMI) also called “electric noise” from the environment. The cable is therefore susceptible to noise and signal interference. Noise may come from lightening sparks, radio signal and even the radiations from spark plugs in motor vehicles. Unshielded twisted pair is therefore not suitable for environments that are electrically “noisy”.

Shielded twisted pair (STP) is similar to unshielded twisted pair except that a braided shield is wrapped around the wires to shield or protect them from noise.

 

Twisted pair cables are categorised into five groups according to the type of data transmitted and maximum rate of transmission, as shown below.

 

Table 1.1

 

  Suitable for Speed (max. limit)
Category Transmitting  
1 Voice Less than 1Mbps
2 Data 1 Mbps
3 Data 16 Mbps
4 Data 20 Mbps
5 Data 100 Mbps

 

  1. Mbps means Megabits per second.
  2. Today’s networks are approaching speeds of Gigabits per second.

Most organisations today use category 5 twisted pair cables to set up their local area networks. Although twisted pair cables can support high data rates (bandwidth) of up to 100 Mbps, they suffer from attenuation. For every cable length of 90 m, a device for restoring the signal called a repeateris needed to amplify the signal.

The advantages of twisted pair cabling include:

  1. Telephone systems use UTP which is present in most buildings. This means that it is easier to set up network media because connection is readily available.
  2. Installation equipment is cheap and readily available.
  3. It is cheap because of mass production for telephone use.

The disadvantages of twisted pair cabling include:

  1. It suffers high attenuation.
  2. It is sensitive to electromagnetic interference and eavesdropping.
  3. It has low data transmission rates as compared to other cables.

 

Coaxial cables

A coaxial cable resembles the cable that is used to connect television antenna to a television set. This cable has a central copper core which may be of solid or stranded wires surrounded by a dielectric material (insulator). The dielectric material is then surrounded by a hollow mesh conductor which is covered by a shield making the cable more resistant to electromagnetic interference than the twisted pair cable.

The braid (or mesh conductor) is made of copper or aluminium and serves as the ground for the carrier wire. Together with the insulation and any foil shield, the braid shield protects the carrier wire from radio frequency interference (RFI) and electromagnetic interference (EMI). However, although the cable has better protection against electrical interference than the twisted pair cables, it has a moderate protection against magnetic interference. The diameter of the centre core or conductor determines the attenuation rate. The thinner the core, the higher the attenuation rate. Data is carried on the cable using direct current (dc).

Coaxial cables have bandwidths of up to 1 Gbps (Gigabits per second). Hence, they are installed in a network to form the network backbone (a link that connects two or more separate local area networks). A good example where this cables are used is connecting different networks between buildings and routing trunk calls in telecommunication companies. There are two types of coaxial cables:

  1. Thin coaxial cable (Thinnet). It has one dielectric insulator
  2. Thick coaxial cable (Thicknet). It has two dielectric insulators around the core and is thicker than the thinnet

The advantages of coaxial cables include:

  1. They are very stable even under high loads.
  2. They have a large bandwidth (up to I Gbps) compared to twisted pair.
  3. They can carry voice, data and video signal simultaneously.
  4. They are more resistant to radio and electromagnetic interference than twisted pair cables.

The disadvantages of coaxial cables include:

  1. Thick coaxial cable is hard to work with.
  2. Coaxial cables are relatively expensive to buy and to install as compared to twisted pair.

Fiber optic cables

This is one of the latest types of bounded transmission media to be developed. Instead of carrying or transmitting data signals using electronic signals, the fiber optic cable utilises light to transmit data from one point to another on the network. The electrical signals from the source are converted to light signals, and then propagated along the fiber optic cable. To convert an electric signal to light, you need a Light Emitting Diode (LED) at the transmitter. At the receiving end, a photosensitive device can be used to convert the light signals back to electric signals that can be processed by the computer.

 

The fiber optic cable is made up of the core, cladding, buffer, strength members and the jacket. .

The core: The core is the central part of the cable and is made of a hollow transparent plastic or glass.

Cladding: This is a single protective layer surrounding the core. It has some light bending characteristics in that, when the light tries to travel from the core to the cladding, it is redirected back to the core. This is why even if a fiber optic cable is bent into coils and a light signal is inserted at one end it will still be seen coming out from the other end.

Buffer: The buffer surrounds the cladding and its main function is to strengthen the cable.

The jacket: It is the outer covering of the cable.

Fiber optic cables are of two types namely:

  1. Single mode fiber.
  2. Multimode fiber.

The single mode fiber cable has a very narrow centre core the light in the cable can therefore take only one path through it. Because of this, it has a very low attenuation rate and is preferred for long distance transmission. It has a bandwidth of 50 Gbps which is higher than that of the twisted pair’s 100 Mbps. Single mode fiber is very expensive and requires very careful handling during installation.

A multimode fiber has a thicker core than the single mode it allows several light rays to be fed in the cable at an angle. Because of multiple light signals navigating the cable at the same time, distortion of the signal is possible. Multimode cables have a high attenuation rate and are usually used for shorter distances than single mode.

The light signal travels through the core, through a process referred to as total internal reflection. The process that causes total internal reflection is called refraction. Refraction is the bending of light when it crosses the boundary of two mediums that have different density. When light signal is inserted into the cable, it tries to cross from the core to the cladding. The light is bent back into the core hence propagates along the length of the cable

The advantages of fiber optic cabling include:

  1. It is immune to electromagnetic interference and eavesdropping.
  2. It is fast and supports high bandwidth.
  3. Large distance can be covered because it has low attenuation.
  4. Can be used in hazardous places (highly flammable) because they do not generate electrical signal.
  5. It is smaller and lighter than copper cable hence ideal for space limited situations.

The disadvantages of fiber optic cabling include:

  1. Connectivity devices and the media are expensive.
  2. Installation is difficult because the cable must be carefully handled.
  3. It is relatively complex to configure.
  4. A broken cable is difficult and expensive to repair.

Wireless communication (unbounded media)

Wireless or unbounded media, is a type of media that is used to transmit data from one point to another without using physical connections. In this case transmitting antenna and receiver aerial facilitate the communication. Examples of wireless transmission media include microwaves, radio waves, and infrared transmission all use different frequencies of the electromagnetic spectrum. All these waves travel at the speed of light.

Microwave transmission

Microwave frequencies range from about 3GHz to 40GHz on the electromagnetic spectrum. Due to their small wavelength, they easily release their energy in water as heat hence they are also used in making microwave ovens used as domestic kitchen appliances. However, in networking, microwaves are very suitable for point to point transmissions. This means that a signal is directed through a focused beam from transmitter to the receiver station.

Satellite communication

A satellite is a microwave relay station. The microwave earth stations have parabolic dishes with an antenna fixed on them in order to focus a narrow beam towards the satellite in space. A satellite transmission system has three main components:

  1. Transmitter earth station that would set up an uplink to the satellite in order to transmit data. The uplink will have a unique frequency.
  2. A satellite that is somewhere in an orbit that receives, amplifies and retransmits the signal to a receiving earth station via a downlink frequency that is different from that of the uplink so as to avoid interference with the uplink signal.
  3. Receiving earth station that would receive the sent signal on the other side of the globe.

A communication satellite is usually launched into space about 36 000 km above the earth in such a manner that its speed will be relatively equal to the rotation speed of the earth. An observer on earth will therefore, see as if the satellite is stationary in space. These types of satellites are called geostationary satellites. They are convenient because the need to keep on moving the parabolic dish in a bid to track the line of sight is eliminated. A geostationary satellite offers a large constant line of sight to earth stations. The area on earth where the line of sight can easily be located is called the satellites footprint. The satellite transmits the signal to many recipient earth stations to form a point to multipoint transmission. In multipoint transmission the transmitted signal spreads out in all directions forming a cell of access radius.

The new trends in microwave transmission have seen the use of very small aperture terminal (VSAT) technology. This very small aperture terminal refers to a very small satellite dish used both in data, radio and TV communication. Many businesses are adopting this new technology because it enables direct access to satellite communication instead of having to go through the state owned or licensed satellite gateways.

The satellite produces strong signals that can be received by a satellite dish antenna of only about 2 metres in diameter. The signals are decoded using a decoder that is plugged directly to a television set or a computer.

Radio communication

Radio waves travel just like surface water waves, i.e. they are omnidirectional. This means that they start from a central point and spread outwards in all directions. As they travel outwards, their energy spreads outwards over the covered area. The waves are radiated into the atmosphere by a radio frequency antenna at constant velocity. Radio waves are not visible to the human eye. Radio waves are used in radio and television broadcasts. Data can also be transmitted over radio waves communication channels. For example, instead of laying telephone cables between two towns that are geographically separated, radiowave transmission can be used to connect the two towns. Radio waves can be of high frequency, very high frequency or ultra-high frequency.

The high frequency (HF) radio waves signal is propagated by directing it to the ionosphere of the earth. The ionosphere will reflect it back to the earth’s surface and the receiver will pick the signal. Before the advent of satellite communication, high frequency radio was the only way of communication beyond the horizon such as communicating to a ship that is on the high seas or communication between continents. The biggest challenge of high frequency communication is the danger of signal interception by unauthorised parties.

Very high frequency (VHF) radio waves are transmitted along the earth’s surface. Due to the curvature of the earth, the signal will most likely attenuate at the horizon. This means that repeater stations have to be placed strategically to maintain a line of sight in order to receive, amplify and propagate the signal from one area to another. This technology is popular for the hand held radio devices like “walkie-talkie” radios. The range of very high frequency is limited but it is preferred to high frequency where no major obstructions are encountered on the landscape. This is because with very high frequency, it is possible to make the wave to follow a narrower and more direct path to the receiver. To overcome the obstructions on the earth surface like mountains and buildings, repeater stations are built on raised areas.

 

Ultra high frequency (UHF) radio waves are like very high frequency when it comes to the line of sight principle. This means that there should be no barrier between the sending and the receiving aerial. However, they require smaller aerials. Notice that the television aerial for very high frequency is bigger than the one for ultra high frequency radio waves. This is because; ultra high frequency radio waves can be made to follow an even narrower and direct path to the receiver than very high frequency radio waves. Therefore ultra high frequency is popular for horizon limited broadcasts.

One of the latest radio transmission technologies is called Bluetooth technology. Bluetooth is a worldwide and short-range radio technology that enables people to use hand held communication devices such as cell phones and personal digital assistants to access the Internet. The main idea behind Bluetooth communication is to try and define one standard that will allow all personal communication devices regardless of their differences or size to be able to communicate with each other and through wireless technology. The main component in Bluetooth is a small low power two-way radio transceiver, small enough to be inserted in small devices. A network of bluetooth-enabled devices is called a wireless personal area network (WPAN) or piconet. This is because bluetooth networks are best suited for personal or hand held devices. This has made radio transmission to become very popular in mobile communication and Internet connectivity.

Infrared transmission

Infrared waves fall just below the visible light on the electromagnetic spectrum. Just like the radio waves, infrared waves are not visible to the human eye. Communication through this medium is achieved by having infrared transmitters and receivers (transceivers). Transceivers of infrared signals must be within a line of sight in the same room. This is because unlike radio signals, infrared signals cannot penetrate obstacles like walls. However, the signal can be reflected off surfaces like walls and ceiling until they reach their destination.

 

An example of an infrared device is the infrared transceiver on most mobile phones. Once activated, two people in the same room can send messages to each other using infrared technology on their mobiles without going through the mobile service provider hence avoid being charged.

In computer networking environment, the technology can be used to connect devices in the same room to each other without need for cables e.g. a computer to a printer. The computers infrared transceiver must maintain a line of sight with the one for the printer.

 

Advantages and disadvantages of wireless communications

Wireless communication offers numerous advantages that justify the cost of laying down the network. Some of the advantages are:

  1. Wireless medium is flexible in operation as compared to bounded media i.e. devices can be moved around without losing access to the network.
  2. Wireless networks can span large geographical areas easily.
  3. Wireless communication can take place via satellite even in very remote areas that do not have high cost physical infrastructure like telephone lines.

Some of the disadvantages of wireless communications include:

  1. It is relatively difficult to establish or configure.
  2. The initial cost is very high.

 

Communication devices

Computers and transmission media require communication devices for the network to be fully operational. These devices are more or less used as interfaces or junctions between the terminal devices. Terminal equipments are devices at both ends of the communication link such as a computer. Some examples of data communication devices include network interface cards (NIC), modems and codec’s, hubs, bridges, repeaters, routers, gateways, switches and access points.

Network interface cards (NIC)

Network interface cards (NIC) create a physical link between the computer and the transmission media. A network interface card is plugged into an empty expansion slot on the motherboard. However, most computer motherboards today come ready with an onboard network interface controller. The network interface cards have ports at the back in which the terminated end of a network cable can be plugged.

Modems and codecs

A modem is an important device in the world of communication. It converts a signal from digital to analog form for the purpose of transmission over the analog media, while a codec converts an analog signal to digital form for transmission via a digital medium. A modem can be external, an add-on card or built on the motherboard.

Hubs

A hub also called a concentrator is a component that connects computers on a network and is able to relay signals from one computer to another on the same network. A hub will usually connect networks that have a common architecture i.e. one that has the same set of communication software usually called protocols. Protocols are a set of rules that govern the communication between devices on a network. A hub transmits signals by broadcasting them to all the computers on the network. After the signal is broadcasted, the computer whose address is on the message picks the message from the network that is part of the broadcast domain. Some hubs called intelligent hubs are able to monitor the way computers are communicating on the network and keep the information in a small database of their own called a management information base (MIB). The network server can then use this information to fine-tune the network. Intelligent hubs can be able to manage a network by isolating computers that are not functioning properly. Several hubs can be connected together one after another to expand a network. However, this increases the broadcast range which may lead to broadcast storms on the network. The term broadcast storm refers to a condition where a network is overwhelmed with message broadcasts due to malfunctioning of network interface cards or hub related problems.

Bridges

This is a network device that selectively determines the appropriate network segment for which a message is meant for delivery through address filtering. Hence a bridge can divide a busy network into segments to reduce network traffic. The purpose of using a bridge therefore is to:

  1. Extend the length and number of stations that a segment can support.
  2. Reduce overall traffic flow by allowing broadcasts only in the destination segment of the network.

 

A bridge makes sure that packets that are not meant for a particular segment are not broadcast in that segment.

Repeaters

A repeater receives a signal from one segment of a network, cleans it to remove any distortion, boosts it and then sends it to another segment. Repeaters are the simplest way to expand a network because they broadcast the same message to other network segments. However, this is advisable due to broadcast storms that can develop. The repeater enables the network to eliminate attenuation problems.

 

Routers

The router interconnects different networks and directs the transfer of data packets from source to destination. Routing depends on network addresses. Each network has a unique identifier or address called the network address. Network addressing is enabled because of the use of a special internetworking protocol called the Internet Protocol (IP). Hence, the network address is usually called the IP address. All the computers on the same network have the same network address but different host numbers. The router receives a packet from another router on the internet work and checks the destinations network address. If the address is the same as the one on which the router is, it passes the data packet to the destination host by reading the host address otherwise the packet will be routed to the next network address. Some modem routing devices combine the functionality of a bridge and   router. Such a device is called a brouter.

Gateways

A gateway is any device that can be configured to provide access to wide area networks or Internet. One such device is the router. Because of this reason most people confuse a gateway and a router. However a gateway may not be necessarily a router, it may be a computer configured to provide access the Internet. Figure 1.21 shows a logical diagram of a local area network connected to a wide area network via gateways.

Switches

A switch, unlike a hub forwards a packet directly to the address node without broadcasting. A node refers to data terminal equipment such as a workstation or computer on the network. The switch does this by connecting two nodes point to point as if they were linked by a direct cable between them. This reduces the broadcast problems on the networks. It is important to note that some hubs also incorporate the switching mechanisms. Such a hub is referred to as a switching hub.

Typically, switches are more expensive than hubs. This means that one switch may be used as a bridge to connect several hubs in order to reduce collision problems caused by broadcasts.

Wireless communication devices

For a long time, networks have been implemented using tangible transmission media like cables. However, as the cost of wireless technology goes down and the quality of service increases, it is becoming cost effective for companies and individuals to extend the capability of wired networks by integrating wireless segments into their communications. Some of the most common devices used in wireless communication include access points and the antenna.

Access points (AP)

The access point is one of the most common wireless network components  As its name suggests, it is an entry point into a bounded network for people who have wireless devices such as personal digital assistants (PDA’s), laptops and computers with wireless links.

Wireless antennae

The access point needs to have antennas in order to detect signals in the surrounding. The waves may be radio waves, microwave or infrared waves in nature. In most cases, access points will have two antennas so that the one that receives the best signal at any particular time can be used.

 

Personal computer memory card international association (PCMCIA) cards

A personal computer memory card international association is an add-on card inserted into a device such as personal digital assistants or a laptop in order to enable wireless communication between the devices and a wired network server.

Network software

Computer networks have evolved from the simple linking of computers on a common transmission media to highly managed and optimised data and information transfer systems. This means that apart from data communications, the focus is now squarely on how best to utilise network resources. The issues of network security inter operatability and reliability have taken centre stage. Any network manager will be faced with the question of network load balancing and adopting best routing procedures.

 

All these tasks would be impossible if network software was not available. These software can be classified into two main groups namely:

  1. Network operating systems.
  2. Network protocols.

 

Network operating systems

These are operating systems specifically designed to optimise the networked computers ability to respond to service requests. Servers run on a network operating system. In addition to the functions of a normal operating system, this software performs the following network related functions:

  1. Provides access to network resources e.g. printers and folders.
  2. Enables nodes on the network to communicate with each other more efficiently.
  3. Supports interprocess communication i.e. enables the various processes on the network to communicate with one another.
  4. Respond to requests from application programs running on the network.
  5. Supporting network services like network card drivers and protocols.
  6. Implementing network security features.

In most cases, network operating systems are designed as multi-user operating systems that run the network server program. Once installed on the right hardware platform and configured as a server, the operating system will provide network management tools to network administrators. The administrator can use the tools to do the following:

  1. Secure the network against unauthorised access.
  2. Track network usage and keep a log of all the people who have used the network.
  3. Ensure inter-operatability between various systems on the network.
  4. Performance monitoring to ensure maximum throughput on the network.

Examples of network operating systems are Windows NT/2000/2003, UNIX, Linux and Novell Netware.

 

NB: Internetworking devices like routers also have operating systems of their own and hence they can be managed and configured for optimum performance. Note that routers are special purpose computers.

 

Protocols

Protocols are set rules and procedures that govern communication between two different devices or people. For example, a diplomat from a foreign country must adhere to the set of rules and procedures of communication when representing his country in the host country.

In computer networking, protocols are the rules and technical procedures that govern communication between different computers.

 

How protocols work

The data transmission process over the network has to be broken down into discrete systematic steps. At each step, a certain action takes place. Each step has its own rules and procedures as defined by the network protocols. The work of these protocols must be co-ordinated so that there are no conflicts or incomplete operations. This co-ordination is achieved through protocol layering. Network protocols are designed after the open systems interconnection (OSI) model. The open systems interconnection model is not a protocol as such but is meant to help designers to come up with high quality layered protocols. It has seven layers, each performing distinct functions as shown in Table 1.2.

 

Table 1.2

 

  Layer Function
7. Application layer User applications run here and generate requests for data transmission or open received

Information.

6. Presentation layer Adds formatting, display and encryption

Information to the data being sent.

5. Session layer Sets up data transmission sessions between two

Communicating devices.

4. Transport layer Manages data transfer over the network to ensure

Reliability.

3. Network layer Address information is added to the data packet

And routed to destination.

2. Data link layer Adds error checking information and prepares

Data for going onto the physical connection.

1. Physical layer The data packets are finally transmitted via the

network card through the transmission media in

form of bits

 

Application protocols work at the highest layer of the OSI model. They provide services to application programs. An example of an application program is an e-mail editor program that enables composing or reading of e-mail messages. Examples of protocols at the application layer include:

  1. Simple mail transfer protocol (SMTP) – An Internet protocol for transferring e-mails.
  2. File transfer protocol (FTP) – An Internet protocol for file transfer.
  3. Apple talk and apple share – Apple computers networking protocol suit.

 

Transport protocols ensure that data is passed between computers more reliably. Some examples include:

  1. Transmission control protocol (TCP): This is responsible for delivery of sequenced data over the network.
  2. Sequential packet exchange (SPX): This part of the Novell’s internet work packet exchange/sequential packet exchange (IPX/SPX) for sequenced data.
  3. NetBEUI: A local area network protocol for Microsoft and 1MB networks that establishes communication sessions between computers.
  4. Apple transaction protocol (ATP): Apple computer’s communication session and data transport protocol.

Network protocols provide link services. They handle addressing and routing information, error checking and retransmission of requests. Some examples of network layer protocols include:

  1. Internet protocol (IP): It does packet forwarding and routing.
  2. Internetwork packets exchange: Netware’s protocol for packet forwarding and routing.

 

Network topologies

The term network topology refers to the way in which computers and other devices have been arranged or how data is passed from one computer to another in the network. Therefore network topology can be viewed in two ways namely logical and physical topology.

 

Logical topology

Logical topology also called signal topology deals with the way data passes from one device to the next on the network. Examples of logical topologies are Ethernet and token ring. This means that two networks with different physical layout may have the same logical topology.

 

Ethernet topology

In Ethernet topology, all computers listen to the network media and can only send data when none of the others is sending.

 

Token ring topology

In token ring topology, a special package for data called a token goes around the network and only the computer whose address is on the data held in the token will take up the token to read the data then release the token. The token can then be captured by another computer which needs to transmit data.

 

Physical topology

Physical topology refers to the physical layout or arrangement of components on the network. Examples of physical topologies include star, bus, ring, mesh and tree/hierarchical topology.

 

Star topology

In star topology, all devices are connected to a central hub. Nodes communicate across the network by passing data through the hub. When the hub receives data from a transmitting computer, it broadcasts the message to all the other nodes on the network. Until recently, the star topology was found mostly in minicomputer and mainframe environments. The topology consists typically of a system of terminals or personal computers, each connected to a central server.

The advantages of star topology include:

  1. It allows centralisation of key networking resources like concentrators and servers.
  2. It gives the network administrator a focal point for network management. When something goes wrong with the network, the administrator can troubleshoot it from one place, usually a wiring closet, but possibly from a remote management terminal.
  3. Star networks are easy to configure.

 

The disadvantages of star topology include:

  1. The star-based network is costly because it requires one complete cable per computer. Each workstation is connected to the central concentrator by its own dedicated line. In some star-based network technologies this line is coaxial cable that runs from an active hub to a workstation.
  2. If the central hub fails, the entire network will be down.
  3. Installing is time consuming because each node forms a segment of its own.

 

Bus topology

All devices are connected to a central cable called the bus or backbone as shown in Figure 1.26. The sharing of the transmission media (or bus) has several problems. Most importantly, it means that the cable can carry only one message at a time and each workstation on the network must be capable of knowing when it can and cannot transmit using this shared medium.

 

A terminator is attached to each end of the cable to avoid signals from bouncing back and forth on the cable causing signal distortion. As the data passes along the cable, each station checks whether the data is addressed to it. If the address matches the machines address, it receives the data otherwise it rejects it. The network addresses of computers on a network are called the medium access control (MAC) address.

 

The advantages of the bus topology are:

  1. It is easy to install.
  2. It is less costly. Does not require a complete cable length per computer.

The disadvantages of bus topology are:

  1. A cable break in any section brings down the whole networks.
  2. Troubleshooting a cable fault is difficult because the fault could be anywhere on the cable.
  3. The bus topology limits the number of computers that can be connected to the cable because each computer is listening to the cable in order to transmit. This means that an increase in the number of computers results in an increased collision as machines compete for transmission.

Ring topology

In a ring topology, all devices are connected to one another in the shape of a closed loop each station is responsible for regenerating and retransmitting signals around the network to its neighbour. A token is used to exchange data from one station to another. A token can be viewed as an envelop or a bag where data is placed for transmission and carried around the network.

The advantages of ring topology are:

  1. They use a short length cable.
  2. Ring topology is simple to install.

The disadvantages of ring topology are:

  1. Modification may be difficult because adding or removing a device can disrupt the entire network.
  2. Troubleshooting can be difficult.
  3. One device or media breakdown may affect the entire network.

However, this is not the case with IBM token ring where a device called Multi Station Access Unit (MSA U) is used for station bypass in the event a station fails.

 

Mesh topology

This is the most common type of topology used in wide area network where there are many paths between different locations. Devices are connected with many redundant interconnections between the nodes. In a true mesh topology every node has a connection to every other node in the network. This is a hybrid topology. Groups of star-configured networks are connected to a linear bus backbone

 

Practical exercise

 

Setting up a peer-to-peer local area network

This practical activity is a step by step guide on how to set up a simple local area network. The following are some of the requirements you need.

 

Hardware requirements

  1. A computer running on any version of Microsoft Windows especially Windows 9x / 2000 / ME / Windows XP.
  2. Network Interface card. Some computers may have it already installed onboard so that you do not have to purchase one.
  3. A hub or a switch.
  4. Transmission media preferably unshielded twisted pair category 5. 5. RJ45 connectors.

 

Tools

  1. Crimping tool
  2. Cable tester
  3. Screw drivers.

Installing a network card

The network interface card acts as the physical interface or connection between the computer and a properly terminated transmission cable. As mentioned earlier, some motherboards come with on-board network interface cards hence you may not need to plug in a separate add-on card.

To physically install an add-on card:

  1. Disconnect the computer from the power source.
  2. Open the system unit and identify an empty expansion slot on the motherboard.
  3. Insert the card and screw it into place. Some little force may be needed to push the card into place squarely. Make sure that all the conductor points of the card sink into the expansion slot. Avoid touching the golden conductor points and chips on the card with your bare hands.

NB: Some cards are slotted into Industry Standard Architecture (ISA) slots while others are designed for Peripheral Components Interconnect (PCI) slots. Make sure you install in the right slot and then screw into place.

  1. Replace the casing then connect the computer to the power supply and boot it up. If you are using Microsoft Windows 9x and above, the computer will detect the new hardware because of the plug and play feature found in the operating system. It may install the protocols and device software needed for the proper operation of the network interface card automatically! If there is a problem of the card being detected, you may have to configure the card manually using software on a disk that comes with the card.

 

Installing the drivers manually

  1. Click tart, Settings then, ControlPane1. In the Control Panel window double click the Network /Network Connections icon. A dialog box will be displayed. (In some Windows versions you may have to double click the Network and Dial-up Connections icon found in the control panel then double-click the local area connection icon.)
  2. Click the configure button.
  3. Click adapter/drivers and then click ADD. Follow the on screen instructions.

 

Adding protocols

  1. Make sure the Network dialog box is open.
  2. Click ADD then protocol
  3. Click Microsoft, select TCP/IP and NetBEUI from the protocol list then ok
  4. Click Apply

 

Identifying your computer in a workgroup

A workgroup is a collection of computers that are on the same network. To specify your computer and the name of the workgroup:

  1. If you are using Windows 9x, click the identification tab from the Network dialog box. If you are using Windows Me, 2000 or XP. Identification (Computer Name) tab is located in system properties dialog box. Right click My computer, click Properties then click the computer name tab.
  2. Type your computer name and the workgroup name. The computer name you give must be unique.

 

Configuring transport control protocol/internet protocol (TCP/IP)

In order to communicate with other computers, you need to install and configure a protocol. In our case let us use TCP/IP. To configure TCP/IP,

  1. Select the TCP/IP Ethernet adapter from the list titled The following network components are installed/ This connection uses the following items.
  2. Click the properties button then the Specify the IP address option,
  3. Type in the IP address box an address such as 192.168.00.001. Each computer should have a unique IP address. Figure 1.32 shows a TCPI IP properties dialog box in Microsoft Windows XP.
  4. Specify the subnet mask. Subnet masks are values that allow the router to distinguish the network ID from host ID portions of the IP address. If the IP address is examined by the subnet mask and found to be identical, the message is destined to a host on the same network otherwise it is routed to another network. Typically, subnet masks use the format 255 .x.x.x. In our case let us use a subnet mask such as 255.255.255.0.
  5. Click APPLY then Ok The computer will prompt you to restart in order for the changes to be effected.
  6. Restart the computer

 

Media preparation and connection

In this practical, we are going to use twisted pair cabling technique because it has become almost the default method. This type of media uses a connector known as RJ45 to terminate the cable. RJ45 is attached to a UTP cable using crimping tool. To attach an RJ45 connector to a UTP cable, proceed as follows:

  1. Cut a piece of cable of suitable length approximately 3 metres.
  2. Strip off approximately a dimension centimeter of the cable sheath on both ends to expose the inner pairs.
  3. Untwist the pairs.
  4. Using the wiring diagram, place the wires in the correct order and trim the edges to make them even.

Key

  1. Green striped 2. Green
  2. Orange striped 4. Blue
  3. Blue striped 6. Orange
  4. Brown striped 8. Brown

 

  1. Insert the wires into the RJ45 connector; plug it in their correct order and then push it into the crimping tool.
  2. Squeeze the handles of the tool to make sure the wires are pierced and held tightly in the connector.
  3. Repeat steps 5 and 6 at the other end of the cable. Your cable should now be terminated on both ends
  4. You can then test the media for continuity and correct termination using the cable tester.

 

Connecting the computers to the hub/switch

It is now time to connect the computers together through the hub. To connect the computers:

  1. Connect one end of the cable to the RJ45 port of the network card and the other end to one port in the hub. If the hub is powered, a LED will indicate the connection. Repeat all this process for all other computers that you wish to connect on the network.
  2. To see if the networking is successful, right click the Network Neighborhood/ My Network Places on the desktop. If all the connected computers in the same workgroup can “see” one another then you have succeeded setting up a peer-to-peer network.
  3. if not, you may decide to test the connection using the PING command. For example if you have two computers with the IP addresses 192.168.001.001 and 192.168.001. 028. To test the connection between the two, proceed as follows:

(a) From the START, menu of the computer with IP address

192.168.001. 001, choose the RUN menu and type the command

PING 192.168.001. 028.

(b) Click, 0K.A connection failure will be displayed on the screen

Sharing network resources

If you have successfully installed the network, you can then start enjoying the benefits of networking by enabling resource sharing. For example if you are using Windows XP, you can share resources by enabling sharing and security as follows:

  1. Open Windows Explorer.
  2. From the explorer window, right click the drive folder or file you wish to share with others on the network then select sharing and security.
  3. Click the Sharing tab then enable “share this folder“.
  4. Type in the share name and set other options as required.
  5. Click 0.K.

Network security

Network security is like the security measures we implement in our homes. You do the best you can to protect yourself from intruders. Likewise in networking you should try to protect your data and information from intruders. In networking there are several ways of enforcing security one of them is share level and the other is the user level security.

 

Share level security

Share level security is a sample network security used in peer to peer networks. The user can decide which resources to give for sharing. Most desktop operating system such as Window 9X provide such kind of security.

 

User-level security

User level security model is used on server based networks. A network administrator assigns accounts to users. This means that each user is provided with a unique name and password which he or she can use to access network resources. For more on user level security, read documentations on operating system such as Microsoft Windows NT 4.0/2000/2003, UNIX, Novell Netware, Linux Fedora etc.

 

APPLICATION AREAS OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

 

Chapter outline

 

2.1 Introduction

2.2 Application areas of information and communication technology

2.3 Field work report

 

Introduction

Computers play an important role in every aspect of our society today. Hardly does a day pass without one coming across a computer system that is used in offering services that were initially done manually.

In this chapter, we shall look at how computers have been applied in the contemporary society to add value to the information systems of various organizations. An information system is a collection of specific human and machine efforts required to support the decision making process, data processing, information output and presentation.

 

Application areas of information and communication technology

Information and communication technology (lCT) has been applied in various areas such as in the development of financial systems, retail systems, reservation systems, educational systems, communication systems, industrial systems, scientific and research systems, library systems, entertainment systems, transportation systems, home use, office expert systems, marketing, virtual reality systems and law enforcement systems.

 

Financial systems

Financial systems enable organisations to manage their finances. They include:

  1. Payroll systems.
  2. Accounting systems.
  3. Banking systems.

 

Payroll systems

The primary purpose of this system is to process the accurate information of employees including gross pay, deductions and the net pay. Because money spent on human resource is one of the largest operating expenses of a business, a payroll system is also designed to produce several analysis reports e.g. a breakdown of payroll expenses against production/income of the company.

 

Accounting systems

Accounting systems are popular in business management. There are six key business accounting activities/subsystems:

  1. Customer order entry and billing
  2. Inventory management
  3. General ledger accounting
  4. Accounts receivable
  5. Accounts payable

 

Customer orders entry and billing

Customer orders entry and billing subsystem records incoming customer orders, authorises delivery of items or services ordered and produces invoices for customers who do not pay in advance or on cash basis.

 

Inventory management

Inventory management is used to keep track of the items in stock and help the management determine which items to reorder. This helps the management to have enough stock at all times to meet the needs of the customers.

 

General ledger accounting

General ledger accounting is used to keep track of how much a business makes and its worthiness by summarising the financial transactions. It produces reports on income, sources of income, expenses, and the net profit or loss earned. A summary report of these transactions is called a balance sheet and is usually generated at the end of an accounting period.

 

Accounts receivable

Accounts receivable system keeps track or records of the amount owed by each customer. This helps the management to make a follow-up by billing the customers for overdue payments.

 

Accounts payable

Accounts payable system keeps track of the amount the business owes others e.g. suppliers, tax organisations, transport e.t.c. Hence, it helps the management to produce cheques for payment of these amounts.

 

Banking systems

The banking industry was one of the earliest consumers of information and communication technology. The computerised banking services include:

  1. Processing customer transactions.
  2. Cheque clearing and processing.
  3. Electronic funds transfer.

Processing customer transactions

Computers are used in banks to carry out financial transactions such as recording deposits, withdrawals and calculating interests on savings and loans. Such systems also generate reports on the current status of accounts. In most banks, these transactions are entered via terminals, which are connected, to a central computer for centralised processing. The tellers have revolutionised banking activity by offering 24 hour service to customers and more flexibility in cash deposits and withdrawals.

 

Cheque clearing and processing

Computerised cheques clearing and processing is made possible due to the special characters on cheques printed using ink containing magnetic particles. The characters identify the bank in which the cheque is drawn, the customer account number, the cheque number and the amount of the cheque. Using a magnetic ink character reader, these details are automatically entered into a computer for cheque processing. Manual processing used to take lots of time but with computer systems, millions of cheques are processed every day hence improving efficiency in service delivery to customers.

 

Electronic funds transfer (EFT)

Electronic Funds Transfer (EFT) is the movement of money using information and communication technology. When a cash dispenser is used, the amount withdrawn by a customer is deducted from his/her account. Another example is when paying for goods and services using a credit card. Payment is transferred electronically from the customers account to the recipients account.

 

Retail systems

Computers are becoming more and more popular in retail stores such as supermarkets, distributor outlets etc. Computers are used in such stores for:

  1. Stock control
  2. Transactions handling at the electronic point of sale terminals (EPOS)

 

Stock control

A computerised stock control system enables a user to manage his/her stock more efficiently. This system is used to track what is in stock and what needs reordering so as to reduce the risk of under stocking or overstocking. Overstocking ties up valuable space and capital that could have been used for other valuable items. On the other hand under stocking causes customer dissatisfaction.

 

Transactions handling at the electronic point of sale terminals

An electronic point- of -sale (EPOS) is a computer terminal used in retail stores to input and output data at the point where sales are transacted e.g. at the supermarket checkout counter. An EPOS terminal has all facilities of a normal cash register, but with additional direct data capture devices, e.g. bar code reader, card reader, a monitor and a receipt printer. In such retail stores, goods are identified by means of bar codes. For each item, a record is stored in secondary storage medium containing: the item number, item name or description, quantity in stock and the price.

Transactions at the point of sale terminal may involve the following steps:

  1. The bar code reader (wand) is passed over the items bar code. The bar code is automatically converted to the item number, e.g. 2160, which is read to the computer.
  2. Using this number, the computer searches for the item with a corresponding number in the products database.
  3. Once the record is found, its description and price lookup file is used for processing the sale.

The advantages of electronic point of sales terminal systems are:

  1. Correct prices are used at the checkout counter.
  2. Faster since the attendant does not have to enter details manually.

 

Reservation systems

Reservation systems are distributed networked systems that are used mainly to make bookings in areas such as airlines, hotels, car-rental, theatres etc. Bookings are made from a remote terminal connected to a centralised computer database. To access the database, a customer makes enquiries via the remote terminal connected to the central computer.

For example to make airline booking enquiries such as finding out the seats reservation a customer uses a remote terminal in the nearest booking office. The response is immediately available to the customer within a few seconds.

Such a computerised reservation system is referred to as online enquiry since an individual directly requests for information through a terminal from a central computer and receives an immediate response.

Educational systems

Initially most educational institutions used computers for administrative tasks such as compiling examinational reports, writing memos and accounting purposes. Computers are playing an increasingly important role in educational institutions in the following ways:

  1. Computer aided instruction (CAI)
  2. Computer aided learning (CAL)
  3. Electronic learning (e-Learning)
  4. Computer based simulation

 

Computer aided instruction (CAI)                                                             

Computer aided instruction refers to the use of a computer to learn, drill and practice particular educational principles. For example when learning a new concept in foreign language such as Japanese, the learner is presented with the explanation of the concept. The computer then presents questions from which the learner is to select the correct answer.

Some CAI programs present learning content in form of educational games, which makes learning more fun especially for young children. A good example is a typing tutor program. Figure 2.3 below is an onscreen illustration of a sample typing tutor program that teaches a person to learn typing skills.

 

Computer aided learning (CAL)

Another educational technique that uses computers is computer aided learning. Unlike computer aided instruction, which is meant to drill the learner, computer aided learning present’s educational materials the way a teacher does in a classroom. For example, the program may pose a question and depending on the learner’s performance, it may present new content or revisit the topic.

In order to make learning effective, most computer aided learning programs have clear graphical presentations such as video clips and voice for demonstrating or explaining difficult concepts.

Electronic learning (e-Learning)

In e-Learning, lessons and lectures are presented from a central site and the presentation is transmitted to remote conference terminals or displayed on TV screens. The learner can also access learning material on the internet, sit for online examinations and receive results the same way. Learners therefore do not need to go physically to a college.

Computer based simulation

Computer based simulation refers to the science of representing the behavior of a real-life situation by using computerised models. Simulation has become very popular in learning and training institutions. For example, in distant or e-Learning, where a learner is not in physical contact with a trainer, simulation software can be used to provide the learner with clear illustrations about a certain concept or skill.

Simulation programs are mostly used in educational areas where practical skills have to be learnt like training drivers, pilots, engineers etc. have to be instructed using a virtual environment.

 

Communication systems

Communication refers to the distribution of information or data from one person or location to another. Effective and efficient data communication is achieved by use of high-speed electronic devices such as computers, cell-phones, radios and television. This integration of computerised electronic devices and telecommunication infrastructure for the purpose of communication is referred to as information and communication technology (lCT). Therefore ICT not only refers to computers but also all other devices that are used for effective and efficient communication. Examples of communication systems are:

  1. Facsmile (Fax).
  2. Radio.
  3. Television set.
  4. Video conferencing.
  5. Telecommuting.
  6. Internet.

Facsmile (Fax)

A facsmile machine, in short a fax, is a telecommunication device used to send documents via telephone lines. A document is placed in the machine, scanned and converted into analog form then transmitted over the telephone line. The receiving fax machine converts the analog data into the original softcopy and prints a hardcopy.

To send fax over the Internet, a special modem, called a fax modem is attached to the sending and receiving computers. This eliminates the need for a stand alone fax machine.

 

Radio communication

Computers can be used in radio broadcasting stations to do the following:

  1. Record and manage radio programmes meant for broadcasting.
  2. Manage the radio transmission and track performance. Most transmissions equipment are computerized for easy troubleshooting and operation.
  3. Automate the running of the selected programmes.
  4. Create slides, simulated objects and sound effects when preparing electronic and printed media advertisements.
  5. Download information from Internet that can be used in preparing programmes such as international news.

Television sets

Television sets (TV) have become increasingly important in information and communication technology because they are much more available at homes and many places than computers. Data or information is transmitted via a TV channel the same way the channel is used to broadcast conversional TV programs. The most common types of data transmitted via TV include: teletext (ceefax) and videotex (view data).

 

Teletext

Teletext refers to a computerised service whereby news and other information are provided on television screens to subscribers. A TV is configured using a special add-on card or adapter. The subscriber can browse for information using a remote controlled device. However teletext is a one way communication (simplex) which means that the subscriber cannot communicate back to the service provider.

 

Videotex (view data)

Unlike teletext, videotex also known as view data is a two way communication service half duplex over a telephone line or cable television channel. A subscriber can interact with the service provider database and the information is displayed on a home TV screen. View data is used in reservation bookings, ordering for goods and services as well as sending electronic mails.

 

Video conferencing

Video conferencing refers to the use of computers, a digital video camera, audio capturing equipment and communication networks to enable people in different locations to see and talk to one another.

Each participant’s computer is attached with a video camera (camcorder), speakers and a microphone. With such devices and appropriate communication software, a person can participate in a virtual conference room. In such a room, all participants can see each other on the computer screen as if they were seated in a real conference room.

 

Video conferencing communication is popular in TV broadcasting stations where a field reporter interacts with newscasters. It is also popular in organisations where top managers in different geographical locations hold meeting via the Internet or the organistions intranet.

Telecommuting

Telecommuting is a term used to refer to a situation where an employee works usually at home using a computer connected to the workplace network. Telecommuting takes advantage of the growing communication networks to reduce unnecessary travel to the place of work. This in turn translates to reduced travel expenses and less stress due to commuting inconveniences such as traffic jams.

The Internet

The Internet has become one of the most popular means of information transfer and efficient communication. Some of the services available on the Internet are:

  1. World wide web (www).
  2. Electronic mail (e-mail).

 

World wide web (www)

World wide web refers to a collection of web pages, which may be made up of text, images, animations, sounds and video held on web servers. One can access the information using a computer or any other communication device such as a mobile phone. However, for a mobile phone to be used to access the Internet, it must have the wireless application protocol (WAP). A computer connected to the Internet or a WAP-enabled mobile phone allows the user to access a wide range of information such as news, entertainment, banking, reservations, business news, e-mails among others.

 

E-mail

This is a very fast and efficient means of sending and receiving messages, data, files or graphics. Once you subscribe for Internet services through a service provider, you can send or receive e-mails to or from anyone connected to the Internet using a computer or a WAP-enabled cellular phone.

 

Industrial system

The application of computer technology in industrial or manufacturing processes has become one of the most effective methods of automated production. This has resulted in tremendous improvement in productivity.

 

Industrial plants such as motor vehicle manufacturers, chemical plants, refineries and mining plants use computer systems in a number of ways. Some include:

  1. Computer aided design and manufacturing.
  2. Simulation.
  3. Process control.

 

Computer aided design/computer aided manufacturing

Computer aided design Computer aided manufacturing (CAD/CAM) is an integrated system that allows products that have been designed using design application Software, to be transmitted into an automated manufacturing system for the product to be manufactured as per the computer model. For example design of motor vehicle brake pads involves designing the model using computer aided design software then feeding it to an automated machine which engineers the required shape and dimensions as per the specifications. One application of computer aided manufacturing is the use of robots to carry out assembly line operations. A robot is a computer controlled device that emulates a human being in carrying out operations that would otherwise be hazardous, repetitive and boring to a human being. Such operations may include welding, lifting heavy objects; spray painting of vehicle bodies, removing red-hot materials from furnaces etc.

Industrial simulation

Simulation allows some activities that would otherwise be expensive and dangerous in real life situation to be put under test. For example, a car or plane crash test simulation is the use of a virtual model on the computer screen that attempts to represent the real situation or object. This enables the manufacturers identify the weaknesses of the real situation or object hence put the correct reinforcement to their designs. E.g. motor vehicle seat belts can be tested for their effectiveness in case of a car crash using a computer model. The general name of using computer models in such circumstances is known as non­ destructive testing (NDT).

 

Process control

Computerised process control refers to the use of a computer system to control an ongoing physical process especially in manufacturing. Such process controls may include regulating temperature, pressure, fluid flow etc. Computerised process control is mostly used in petroleum refineries, chemical plants and other manufacturing companies to manage machine intensive processes.

 

Scientific and research systems

Computers have a wide variety of applications in science, research and technology. Some of which are:

  1. Weather forecasting.
  2. Medical research.
  3. Military and space exploration science.

Weather forecasting

Modern weather forecasting techniques have been automated using computerised systems; hence weather predictions are more accurate and reliable. Due to the large volume of data collected from rainfall, air pressure, humidity, temperature, wind speed and cloud cover, computers help in analysing, processing and predicting weather patterns using such data.

Another application of computers in weather forecasting is the use of geographical information system (GIS) and the geographical positioning system (GPS). This system represents geographical data in graphical form by positioning and superimposing it on the world map. Geographical information system is used to represent data on weather patterns in a clearer and coherent manner on a world map. Similarly, the path of storms can be accurately tracked and predicted. Such information is very important for the aviation industry and many other sectors of the economy.

 

Medical research

In health sciences, health professionals use computer technology for diagnosis, keeping patients’ records, inventory control etc. Computers are now being used to control devices that help to care for the handicapped such as the deaf, blind, bed ridden etc. In some health institutions, a more specialised computer system referred to as an expert system may be in use. An expert system is an interactive system that generates conclusions from captured data by comparing it with a set of rules held in a database called a knowledge base. The system emulates the reasoning of a human expert in a narrow field of specialisation. Expert systems have been developed to help medical professionals diagnose illnesses more accurately in the absence of human experts.

 

Military and space exploration science

The dynamic growth in military, space science and exploration would not be a reality today were it not for computer technology. Space exploration and military research bodies such as America’s national aeronautics and space administration (NASA) make extensive use of computer systems, for research, design, development and control of unmanned spaceships, aeroplanes and missiles.

 

Library systems

Libraries use computerised systems for a number of tasks. Examples are:

  1. Lending system
  2. Inventory control system.
  3. Cataloguing system.

 

Lending system

The library lending system manages the issuance and return of borrowed reading materials. Books, magazines, journals, reports etc. are given unique identification numbers or codes. Once a member borrows a book, his/her details are recorded. When the book is returned the borrower’s record is updated to reflect the new status.

 

Inventory control

This involves use of computers to manage stock, which includes checking for books currently in the shelves and those on high demand for the purpose of adding more. Similarly, books that have become obsolete can be retired to the archives.

 

Cataloguing

A catalogue is a collection of cards with information about each book or reference materials found in the library. These cards may be kept in a drawer sorted in alphabetic order either by title or author name. To enhance service delivery and efficiency, computerised cataloguing has replaced the manual cards catalogue. This electronic catalogue is updated constantly when new reference materials are acquired.

 

Entertainment systems

The advancement in multimedia technology has produced computers that can be used in recreational and entertainment. Some application areas of computers in recreation and entertainment include:

  1. Games
  2. Music and video

 

Games

Games have come a long way from the simple solitaire to modem simulated 3D games. Digital video disks (DVDs) and three-dimensional (3D) multimedia games are now possible on personal computers. There are computer games that simulate sports such as driving, war combat etc. such games gives the player maximum pleasure in a virtual environment on the screen.

 

Although some games can be played using other accessories e.g. on the TV screen using a game console, such games have been developed using computers.

 

Music and video

Video compact discs (VCD) and digital video discs (DVD) have become a common feature in the entertainment industry.

 

In music industry, computers are used in recording, synthesizing, editing and adding special effects to music.

In video industry, computers are used to produce highly simulated and animated movies, generate scenes and actors. Some movies use a lot of computer generated images that make the movie interesting.

 

Transportation systems

Computers play an increasingly important role in transportation industry in areas such as:

  1. Automobile traffic control
  2. Air traffic control

 

Automobile traffic control

In busy towns where there are round about and road junctions, you will mostly find traffic control lights. These lights control both human and motor vehicle traffic using the three lighting system i.e. green, red and amber. These lights are either controlled using a small clock switch or a computer system. The clock switches the lights at regular intervals. However, some clock controllers are intelligent enough to vary the frequency of light change according to traffic direction and volume during rush hours. Computerised traffic light systems have sensor pads laid underneath the road which detect the pattern of the traffic flow. The collected data is sent to a computer system which detects and analyses the traffic flow and builds up a simulated image of the actual scene. Control signals can then be output to the traffic lights or motorists through their receiver devices to vary  the light timings or redirect traffic to less busy roads.

 

Air traffic control

Computers are used to monitor air traffic movement, take off and landing of crafts. This has helped minimise human control errors and mistakes I that could result from human controlled systems. The computer technology used to direct aircrafts to follow the shortest path between two locations is known as geographical positioning system (GPS).

 

Shipping control

Computers are widely used to control and guide the paths taken by spaceships and water vessels as they travel to distant lands. The geographical positioning system is also used in shipping control.

Home use

Because microcomputers are nowadays affordable, most people are using computers at home for preparing domestic budgets, entertainment, research and teaching children on educational concepts.

 

Office expert systems

This is an information system usually developed and installed in the office of a human expert or knowledge worker. A knowledge worker is a person in any field who is formally trained to apply a specific set of knowledge in his work. Such as a system is capable of simulating the decision making process and intelligent problem solution just like a human expert. It also has a set of rules that help it to make conclusions when some parameters are entered.

Marketing

Without proper marketing, a business cannot survive in a competitive environment; hence computers are being used in a number of ways to enhance marketing. These include:

  1. Electronic commerce or e-business
  2. Electronic presentations
  3. Advertising

 

Electronic commerce/e-business

E-commerce is a new way of doing business where the transactions are carried out electronically without physical interaction between the seller and buyer. For example a customer may decide to buy an item through the Internet by visiting the supplier’s web site, selecting the item and placing it in a virtual shopping tray. The website tracks the whole session as the customer chooses various items and calculates the total bill. Payment is then made through a cheque, credit card or through electronic funds transfer. Once the payment is made, the item is shipped to the customer.

This method of trade has enabled people to do business without much movement hence saving money and time.

 

Electronic presentation

Using computers, marketing agents can create exciting presentations concerning the products of a business and present them to the audience using presentation software. Electronic presentation adds value to traditional marketing techniques because they are attractive.

 

Advertising

Using simulation, presentation and animation software, it is possible to design catchy advert materials and video clips. Such materials can then be displayed on billboards, broadcasted over a television or placed on the Internet.

 

Virtual or artificial reality

The term virtual reality (VR) or artificial reality refers to a condition in which a person becomes psychologically immersed in an artificial environment generated by a computer system. Other terms used instead of virtual reality are cyberspace, virtual worlds and virtual environment. To achieve this effect, the following interactive sensory equipment are used:

  1. Head mounted display/headgear
  2. Gloves
  3. Body suit
  4. Virtual reality software

 

Head mounted display (HMD)/headgear

A headgear is made up of two tiny display screens and sound systems that channel images and sound from the source to the eyes and ears thus presenting a stereo three dimensional sound effect in the virtual world. The wearer of the headgear is able to look around in the virtual environment.

A boom is an alternative to the often-uncomfortable head gear. Screen, optical and sound systems are housed in a box. The user looks into the box through the two screens to see the virtual world.

Gloves

Gloves worn on the hands allow the user to navigate through the virtual world and interact with virtual objects. The gloves have sensors that collect data about the movement of the hands and relay the data into the system. They give the wearer a sense of touch in the virtual world.

Body suit

A body suit, worn during virtual reality session is made up of conductor wires wound in a rubber suit. The wires sense the body movement and relay the data into the virtual reality system which in turn adjusts the position of the user in the virtual reality world.

 

Virtual reality software

Virtual reality software such as body electric gives the wearer of the sensory devices an interactive virtual sensory experience that makes him/her feel as if he/she is in a real  world. The software is responsible for simulation of all the aspects of the virtual reality world.

 

Application of virtual reality

Virtual reality is used to represent any three dimensional object or ideas that are either real or abstract.

 

Real objects include buildings, landscapes, underwater shipwrecks, spacecrafts, human anatomy, sculptures, crime scene reconstruction, solar system etc. For example, a house can be simulated before the actual building is physically set up. A client can be allowed to virtually move through the house, pull drawers and touch objects all in a computer generated environment

Other applications of virtual reality include entertainment, training in areas such as medicine, military, equipment operations, education, design evaluation, prototyping, simulation and assembly of sequences, assistance to the handicapped etc.

 

Law enforcement systems

Today, crime has become very sophisticated hence very difficult to deal with. Since immediate and accurate information is very crucial in crime detection, biometric analysis using computers is becoming a preferred tool in this area. Biometric analysis refers to the study, measurement and analysis of human biological characteristics. Biometric devices attached to a computer are used to identify people by recognising one or more specific attributes such as fingerprints, voice, lips, facial features like iris colour etc. Some of the devices that can be used here are video cameras and biometric scanners.

 

Field work report

Visit one of the information and communication technology (ICT) application areas discussed in this chapter and write a detailed report of about five pages on the use of computers in the area. The report should include the following:

  1. Title page
  2. Table of contents
  3. Introduction
  4. A detailed description of information and communication technology implementation in the area of field work study
  5. Conclusion

 

IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) ON SOCI ETY

 

Chapter outline

 

3.1 Introduction

3.2 Issues resulting from the use of information and communication technology

3.3 Evolution of computer systems

 

Introduction

This era of information and communication technology (ICT) continues to influence our lifestyle both positively and negatively. This chapter seeks to explain some of the issues that result from the use of ICT in the society.

 

Issues resulting from the use of ICT

The use of ICT offers a different set of opportunities and challenges in our society. Some of the effects of ICT in our society are:

  1. Effects on employment.
  2. Effects on automated production.
  3. Issues of workers’ health.
  4. Cultural effects.
  5. Breakthroughs in ICT.

 

Effects on employment

The introductions of computers in the workplace have resulted in creation of new jobs, replacement of computer illiterate workers and displacement of jobs that were formerly manual.

 

Job creation

ICT has introduced new employment opportunities that never existed before. The use of computers in financial institutions, reservation systems, educational institutions, communications etc. has created new job titles such as computer operators, programmers, network administrators, information technology or infof?1ation science managers, database administrators, software developers, system analysts etc.

 

Job replacement

Since the introduction of ICT in workplaces, some clerical and repetitive tasks that required a large number of employees have been made redundant. Computer illiterate people have been replaced with those who have the desired computer skills. The question in the mind of workers and managers is whether computers will in future take over all the work currently being done manually by human workers.

 

Displacement

Unlike in replacement where an employee may lose the job, in displacement an employee is moved to another place or department where computer skills are not required. For example, a clerk may end up being an office messenger if computers are introduced at the workplace and such a person is not willing to acquire new skills of using the computerised system.

 

However, to avoid losing competent employees, most employers organise in-service training for their employees on regular basis in order to help them keep up with the rapid changes in ICT.

 

Automated production

A number of manufacturing industries such as vehicle assembly plants, oil refineries and food processing companies are using computers to automate their processes with an aim of increasing production. Computer controlled robots and assembly lines are a common feature in manufacturing industries.

The advantages of using automated production are:

  1. Increased efficiency due to the balancing of workload and production capacity.
  2. Improved customer service. Adequate and high quality goods are produced in time.
  3. Efficient utilisation of resources such as raw materials, personnel and equipment hence less operating expenses are incurred.

However, automated production has its disadvantages too. These are:

  1. High initial cost of setting up 1an automated system. For example, the cost of buying one industrial robot is high compared to employing human resource.
  2. Automated production may lead to unemployment in some areas that are labour intensive. For example, what would have been done by thirty people may be done by one person using a machine.

 

Issues of workers’ health

The use of information and communication technology (ICT) and computers has some effect on our health. Some of the negative effects of ICT on our health include repetitive strain injuries, eye strain and headaches, electromagnetic emissions and environmental issues.

 

Repetitive strain injuries (RSI)

These are injuries resulting from wrist, hand, arm and muscle strain, tendonitis and neck strains due to forced repetitive movement e.g. when entering data using the keyboard. The cure for repetitive strain injuries is resting, sitting in a relaxed position and changing typing techniques.

 

Eye strain and headaches

Since computer users have their eyes at cross range with the monitor, there is danger of developing what is called computer vision syndrome (CYS). The syndrome is characterised by eye strain, headaches, double vision and other problems caused by the improper use of the monitors. The solution to this problem is to use monitors with good resolution and fitted with an antiglare screen that filters excess light. A computer user at all times must adjust the brightness of the screen to the intensity that is comfortable to the eyes.

 

Electromagnetic emissions

Electromagnetic field emissions are waves of electrical and magnetic energy that are emitted by current carrying conductors. Computer users are advised to use low emission devices in order to avoid exposing themselves to excess emissions.

 

Environment issues

Some of the environmental effects of information and communication technology include energy consumption and radiation, pollution, paper consumption and disposal.

 

Energy consumption and radiation

Initially computers consumed a lot of energy thereby generating a lot of heat and emitting electromagnetic radiations. However in recent years, the Environmental Protection agency (EPA) launched energy star policy to encourage minimal use of power by electronic devices. Electronic devices have to be energy star compliant to be recognised under this policy. You can tell whether your computer complies to EPA if it displays the star during boot up

 

Environmental pollution

Information technology has also contributed to environmental pollution. For example, huge garbage dumps of dead computer parts, printers, ink toner cartridges, monitors and other computer accessories are disposed in landfills hence causing environmental pollution. There has been concern on the disposal of Nickel Cadmium laptop batteries that contain toxic cadmium which when buried in a landfill can leak into underground water tables and catchments areas.

 

Cultural effects

The rapid growth of information technology does not only provide us with different ways of working, playing and thinking but also presents challenges to our moral and cultural values. It is the moral standards that help in guiding human behavior. Information and communication technology has changed the way we talk, affected our privacy, human rights and integrity. For example Internet users are exposed to a form of communication called flaming. Flaming is writing on-line messages that use derogatory, obscene or of dirty language. Also through the Internet, one can view pornographic materials that affect moral values negatively. These free flows of immoral information have negatively influenced the behaviour of both the young and old in the society.

Computer related crimes such as hacking, eavesdropping, piracy are on the increase. This has been accelerated by the free for all Internets. Therefore, a lot has to be done to improve on privacy and security of information.

To some extent, people with eroded integrity have used computers as a tool to accomplish their vices. Take for example where a person would use a computer to forge certificates, passport and other documents. This means that the person is cheating and therefore his/her moral integrity has been compromised.

However, ICT has its advantages too especially where it has been used as a campaign platform against diseases like AIDS and drug abuse.

 

Breakthroughs in information and communication technology

As explained in the previous chapter, there has been a lot of breakthroughs in the fields of health care, education, communication, research, commerce, art and design, entertainment, transport since the inception of ICT . These breakthroughs have greatly changed our lifestyles such that it is hard to imagine how life would be today if information and communication technology is to be withdrawn.

 

Evolution of computer systems

The rapid evolution of computers and information technology has a lot of promise. It has always been fashionable for scholars and technologists to look out into the future and to try and predict the events of tomorrow. Future trends in information and communication technology will be characterised by:

  1. Rapid evolution in computer hardware and software.
  2. Artificial intelligence.
  3. Expanded information superhighway.

 

Rapid evolution in computer hardware and software

Since the introduction of computers in the business world in the 1950s, a lot of technological improvements have been made both in hardware and software. The silicon revolution has seen rapid increase in microprocessor speeds and capabilities due to advanced research in the semi-conductor industry. Future trends will see reduction in size and cost of components but increase in capability. The capacity of computer memory is becoming larger and larger with reduced physical size and cost. Microprocessors of a thumb’s size can now execute instructions in a trillionth of a second hence leading to emergence of smaller but smart devices.

Artificial intelligence (AI)

Artificial intelligence can be defined as a branch of computer science that is concerned with the development of machines that emulate human­like qualities such as learning, reasoning, communicating, seeing and hearing. The idea of artificial intelligence developed from a need to develop computer programs that would even challenge human beings in playing games such as chess and scrabble! Computer scientists and engineers are still working hard and carrying out intensive research with the aim of coming up with smarter computers which can almost simulate human thinking and learning, instead of relying on static programmed instructions.

However artificial intelligence is still in its infancy stage and scientists are still working hard to make it a reality in the near future.

There are four main application areas of artificial intelligence namely:

  1. Expert systems.
  2. Natural language processing.
  3. Artificial neural networks.
  4. Robotics/perception systems.

Expert systems

This is software designed to make a computer operate at the level of a human expert in a specific narrow area of specialisation. Such software simulates the reasoning process of experts in certain well defined areas such as medical diagnosis, financial forecasting etc. An expert system consists of three components namely:

Knowledge base: This is the expert system’s database of knowledge about a particular subject. It contains relevant facts, beliefs, assumptions and procedures for solving a particular problem.

Inference engine: This is the software that controls the search for knowledge in the knowledge base and produces conclusions. It takes the problem posed by the user and seeks to analyse it in order to arrive at a conclusion.

User interface: This is the display screen that enables the user interact with the system.

An example of an expert system is MYCIN developed at Stanford University, USA. MYCIN is used in diagnosis of blood and meningitis infections. Another application area of expert systems is in predicting mineral deposits in a particular geographical area by analysing composition of soil samples.

Natural language processing

Natural languages are ordinary human languages such as Kiswahili, English, French etc. The problem of natural languages is that they are ambiguous and may be interpreted differently by different people. For example the word ‘sack’ has two meanings i.e. “a type of bag” and “the act of dismissing a worker from gainful employment”. Computer languages on the other hand are clearly defined.

 

Natural language processing is aimed at coming up with programming languages that would make computers recognise and understand natural languages, whether spoken or written. Currently there are voice recognition input devices and voice synthesisers are available but are limited to just a few vocabularies. However, before using them, the computer program must be trained to recognise the voice and the pronunciation of words by the user.

Artificial neural networks

The artificial neural network is the use of electronic devices and software to emulate the neurological structure of the human brain. The idea is to try and emulate the cognitive learning process of the human brain and how it recognises patterns. The human brain works by receiving signals from special sensory cells called neurons. When the neurons receive information, they either excite the cell to send a signal to the brain or not. Artificial neurodes in artificial networks work in similar manner by perceiving environmental stimuli and hence deciding whether to pass it on to the system or not.

The essential attributes of artificial neural networks are:

  1. The neurodes can be trained to distinguish between what constitutes a signal and what does not.
  2. They are capable of recognising patterns in large amount of data that are too complex for the human brain. From these patterns, they can make predictions and point out anomalies. For example, in banking the pattern of credit card usage can be tracked over time to try and generalise spending patterns of individual card owners. In case of loss or theft, the bank can notice the change of spending pattern and conclude that the card is in the wrong hands, hence take appropriate security measures even before loss of the card is reported.

Robotics

A robot is a computer controlled device that emulates a human being in carrying out tasks that would otherwise be dangerous and difficult. Although robots are being used in workplaces research is going on in order to come up with robots that will incorporate perception systems.

Perception systems are sensing devices that emulate the five common senses of a human being i.e. sight, hearing, touch, smell and taste. Such devices would operate under the control of a microprocessor. This development will give robots artificial senses. Such artificial senses include feeling the shape of an object, listening to ultrasound; detecting smell of a leaking gas or chemicals tasting food is quality and seeing using two miniature video cameras

Expanded information superhighway

Expanded information superhighway involves the integration of cabled and wireless technologies for the purpose of data and information transmission. In line with advancement in the other areas of information and communication technology, there is vast increase in throughput of various transmission media like fiber optic and wireless technologies. Scientists have demonstrated a fiber optic cable whose diameter is the size of a single strand of hair which is capable of carrying a trillion bit per second

Internet is growing tremendously causing what is generally referred to as a growth of the information superhighway to digital explosion or hurricane.

 

CAREER OPPORTUNITIES IN INFORMATION AND COMMUNICATION TECHNOLOGY

 

Chapter outline

 

4.1 Introduction

4.2 Description of career opportunities in information and communication technology

4.3 Further educational opportunities in information and communication technology

 

Introduction

 

The era of computers and automated information and communication technology has brought both blessings and disappointments in the workplace. Some people have acquired very well paying jobs while others have lost theirs. For example an ordinary typist has been replaced by one who can create documents using a computer. Many new jobs have been created in areas like banking, manufacturing, educational institutions, communication and other service industries.

 

Description of career opportunities in the field of ICT

Information and communication technology (ICT) has created new job titles such as computer operators, computer technicians, system analysts, computer programmers, software engineers, computer engineers, information systems manager, data base administrator, computer trainer, website administrators, computer graphics designers and network administrators. This section explains some responsibilities of these professionals who are generally called information technology workers.

 

Computer operator

Some of the responsibilities of a computer operator include:

  1. Entering data into the computer for processing.
  2. Keeping up-to-date records (log files) of all information processing activities.

 

Computer technician

Given that computers require regular maintenance, upgrading as well as emergency repairs, demand for computer technicians continues to grow as more and more people computerise their workplaces and homes.

Some of the responsibilities of a computer technician are:

  1. Troubleshooting computer hardware and software related problems.
  2. Assembling and upgrading computers and their components.
  3. Ensuring that all computer related accessories such as printers, modems, storage media and devices are in good working condition.
  4. In developed countries, technicians help hardware engineers in designing and creating some computer components such as storage devices, motherboards etc.

System analyst

This is a person who is responsible for analysing a company’s needs or problems then designs and develops a computer based information system. A good system analyst is one who has at least the following attributes:

  1. Good problem solving skills and creativity i.e. must have wide experience in solving problems.
  2. Good communication skills: The analyst must be able to communicate clearly and precisely both in writing and in speech. He/she must be able to talk to different groups of people e.g. managers, operators, attendant and general public.
  3. Must have business knowledge: The analyst must clearly understand the environment for which the system is being developed.
  4. Technical knowledge: A system analyst must be well trained in relevant areas of computer science such as hardware, software and programming knowledge.

Some of the responsibilities of a system analyst include:

(a) Reviewing the current manual or redundant information system and making recommendations on how to replace it with a more efficient one.

(b) Working with programmers to construct and test the system.

(c) Coordinating training for users of the new system.

 

Computer programmer

Large organisations such as insurance companies, banks, manufacturing firms and government agencies hire programmers to work together with system analysts in order to:

  1. Write in-house application programs or system programs.
  2. Customise commercial application packages to suite the organisations needs.
  3. Test, debug, install and maintain programs developed or customised for the organization.

Software engineer

A software engineer is one who is skilled in software development and technical operation of computer hardware. Some of the responsibilities of the software engineers are:

  1. Developing system and application software.
  2. Developing user and technical documentations for the new software.
  3. Maintaining and updating the software to meet day-to-day requirements while overcoming challenges.

 

Computer engineer

Computer and electronic engineers are coming up with new and more efficient technologies in information and communication technology almost daily. Since computers are electronic devices, hardware designers must be good in electronic engineering in order to be able to:

  1. Design and develop computer components such as storage devices, motherboards and other electronic components.
  2. Determine the electrical power requirement of each computer component:
  3. Re-engineer computer components to enhance its functionality and efficiency.
  4. Design and develop engineering and manufacturing computer controlled devices such as robots.

 

Information system manager

The information system manager controls, plans, staffs, schedules and monitors all the activities of the ICT department in the organization. Using computerised management information system (MIS), the manager can test the impact that an alternative course of action might have on the business.

Other responsibilities of an information system manager include:

  1. making sure that all tasks in the IT department are done correctly and on time in order to support business planning, control and decision making processes.
  2. Preparing budgets for the department.
  3. Keeping the department inventory records up-to-date.
  4. Managing the human resource within the department.

Database administrator (DBA)

The major purpose of computerising organisations or institutions is to store data in an organised way for easy access, retrieval and update. The organization requires a person who should be responsible for updating records in an information system database. For this reason, a database administrator is responsible for:

  1. Designing and developing database applications for the organization.
  2. Setting up security measures needed to control access to data and information.
  3. Keeping the database up-to-date by adding new records, modifying or deleting unnecessary records.

Computer trainer

Due to the dynamic nature of computers and information technology, there is a high demand for qualified ICT trainers. Some of the responsibilities of an ICT trainer are:

  1. Training people on how to use a computer and various application programs.
  2. Developing training reference materials.
  3. Guide learners on how to acquire knowledge through carrying out research.
  4. Advising the learners on the best career opportunities in the broad field of ICT.
  5. Preparing learners for ICT examinations.

 

Web administrator/webmaster

Internet is one of the areas of information and communication technology that has drawn the interest of most people. Thus people are able to exchange messages, search for information and do business through the Internet.

Business organisations, educational institutions and individuals put information on the Internet by developing websites. Most organisations hire the services of a web developer who is given the role of the company’s web administrator also referred to as a webmaster. A web administrator is responsible for:

  1. Developing and testing websites.
  2. Maintaining, updating and modifying information on the web site to meet new demands by the users.
  3. Monitoring the access and use of internet connection by enforcing security measures.
  4. Downloading information needed by an organization or institution from Internet websites.

Computer graphics designers and typesetters

In publishing skilled graphics designers and typesetters are required in order to design graphical objects and professional publications. Such people may get employed in publishing houses to typeset books, newspapers and magazines.

Self-employment

Self employment can be achieved by using computers or other ICT devices such as mobile phones to start bureau services, Internet services, consultancy services and computer hardware and software vendor business.

Network administrator

A network administrator is a specialist whose responsibilities are to:

  1. Set-up a computer network.
  2. Maintain and enforce security measures on the network.
  3. Monitor the use of network resources.
  4. Maintain and troubleshoot network related problems.

Computer sales representatives

Computer sales representative should have good knowledge in information and communication technology. This would helps them to analyse customer needs and advice them accordingly. A good computer salesman needs to be self confident, persuasive and proficient in business communication.

Further educational opportunities in ICT

Most computer related educational opportunities offered at post-secondary level are relatively new and dynamic in nature compared to other disciplines. It is therefore difficult for most institutions that offer ICT courses to update their ICT curricula in order to accommodate these rapid changes. These changes also make it difficult for aspiring ICT professionals to identify the best career opportunities and training institutions. ICT courses are offered in the following tertiary institutions:

  1. Universities
  2. Polytechnics
  3. Colleges

 

Universities

A university is considered as the highest institution in formal education. In most countries, universities are categorised into two major groups’ namely public and private universities.

Public universities

Public universities are established by the state through the award of a charter and are run by a state appointed management team. However, current trends in educational management point to the fact that even state universities should be allowed to operate in an autonomous manner. Admission to such a university is controlled by either the state or a recognised body. However, most universities in developed countries do their own independent admissions.

 

Private universities

Private universities are self-sponsored institutions set up by individuals, churches or any other organization. Such universities are privately run and students’ enrolment depends on whether the student is capable of sponsoring himself/herself. However, for these universities to operate they must be registered or accredited by the commission of higher education or any other quality assurance body that is recognised worldwide. Accreditation leads to public acceptance and confirmation evidenced by the grant of charters by the state or accrediting bodies.

Universities are authorised to offer approved diploma, undergraduate and postgraduate programmes. Some of the ICT related degree programs offered at university level courses include Bachelor of Science in computer science, Bachelor of Information Technology/Systems, Bachelor of Science in Computer Engineering etc.

 

Research institutions

Although for a long time universities have been considered as centers for research and excellence, other specialised research institutions that concentrate on narrow fields of study such as computer or ICT technology, agriculture and space science exist. There is a lot of research being undertaken in the field of computing such as artificial intelligence. It is possible to enroll in such institutions as a research trainee.

Polytechnics

These are institutions of higher learning that mostly offer diploma and certificate courses’ in technical fields such as ICT, mechanics, food production etc. A polytechnic may also be accredited by a university or the state to offer degree programmes.

Some of the ICT courses offered at polytechnic level are diploma and certificate in computer studies, computer repair and assembly, computer operator, management information system etc.

Colleges

Just like the polytechnics, middle level colleges offer diploma, certificate and craft courses in many disciplines such as technical, ICT, teacher training, business management etc.

Most public and private colleges are now offering ICT related courses both at certificate and diploma level.

The most important consideration to make before you join a college to pursue an ICT course is:

  1. Whether it offers ICT courses recognised both locally and internationally.
  2. The cost of training with such an institution.

 

DEVELOPING A PROJECT USING MICROSOFT ACCESS DATABASE

Chapter outline

5.1 Introduction

5.2 Preamble

5.3 Identification and definition of the problem

5.4 Fact-finding

5.5 System design phase

5.6 Constructing Bukuma information system

  1. 7 Database security and startup options

5.8 Testing and implementing the system

5.9 Sample user manual

5.10 Project appendix

5.11 Bibliography

5.1

Introduction

In this chapter, we undertake a case study entitled Bukuma information system. The objective of this case study is to help the student apply the system development techniques learnt in Form 3. We shall address each step that is required in developing a working information system.

5.2 . Preamble

Due to your expertise and experience in system development, you have been hired to be the head of Information Technology (IT) at Bukuma Limited, a company that runs a supermarket. Your first task is to develop a computer based information system that would ensure that:

  1. Stock control and monitoring is efficient and effective.
  2. Customers’ orders are processed accurately within the shortest time possible and invoices sent in time.
  3. Purchase orders are processed accurately in time t~ avoid delays in items delivery.
  4. Data entry screens or forms are easy to use hence eliminating data entry errors.
  5. On-demand reports by the management are generated within the shortest time possible. 6. Communication between the branches is efficient.
  6. Company data and information is secure from unauthorised users and only certain company employees can access certain reports.
  7. The overall operating cost is reduced by at least 40%.

By the end of this case study, we shall have demonstrated how to:

  1. Carry out the initial study.
  2. Carry out fact finding.
  3. Define system hardware and software requirements.
  4. Design a system using system and program flowcharts.
  5. Construct a system that would allow:

(a) Inputting of data through forms.

(b) Updating, modification, deletion of existing data.

(c) Carrying out of input validation and integrity checks.

(d) Search or filter specific records, query and retrieve specific records.

(e) Generate various transaction reports.

(f) Set up database security, menus and other startup options.

  1. A sample user manual has been provided to help the student identify some components of a good user manual.

Identification and definition of the problem

The problem at hand is to develop a computer based transaction processing system (TPS) that would capture and process data about business transactions. The system should also do data maintenance i.e.

provide for ability to update stored data. Some features of this system include:

  1. Input data collected from transactions products, orders etc.
  2. Output in the form of invoices, pay vouchers etc.
  3. The system is also supposed to produce a variety of reports that are to be used for managerial purposes. Such reports include inventory levels, sales reports, payroll, expenses etc.

Reports produced by the system can be classified according to purpose. These are:

  1. Summary reports – Shows totals and trends such as total sales by category.
  2. Track stock levels and automatically alert the purchases department when restocking is necessary.
  3. Produce monthly product sales and purchases reports.

In a nutshell, the following project charter outlines the objectives, preliminary investigation report and other pertinent issues that will be considered before embarking on system development:

 

Project charter for Bukuma information system

BUKUMA DISTRIBUTORS LTD.

             lndustrial area, Funzi Road Box 30307, NairobiKenya

Phone: 257- 020655147 Fax: 02065551418

Computerised transaction

Processing and stock control system

Project name: Bukuma computerised information system

Team leader: Jane Okindia, System analyst

Project objectives

The project development team will develop new computerised information system tl1at will support the operations of the company in order to realise the strategic vision for Bukuma products sales and delivery of customer services. It’s anticipated that the new system will provide highly integrated processes and. services that will not only reach out directly to customers and suppliers but also increase internal operational efficiency.

Therefore, improvement to the current system can result in a number of benefits. These include:

  1. Improving corporate profits by 10% through reduction of bouncing orders.
  2. Ensuring improved customer services by efficiently managing stock levels.
  3. Improved employee’s morale due to better processing and operations management.
  4. Improved internal decision support so that decisions are more reliable and made on time.
  5. Support the competitive strategy of the business.

Preliminary investigation

preliminary investigation and feasibility study of the current manual system and the proposed was done through:

  1. Studying the organisational chart.

 

  1. Quantifying work output against performance criteria.
  2. Observing the behaviour of the employees.
  3. Listening to external feedback from vendors, customers and suppliers.

By going through the investigative process, the team discovered the following problems with the current manual system.

  1. The constantly changing products presented to the market have created numerous internal inefficiencies and customer service problems.
  2. Increased customer base and sales through aggressive advertising may overload the current system’s ability to process transactions.
  3. Unpaid orders have increased from 4%, only two years ago, to 12%. The current credit management system has to be improved.
  4. Suppliers who have failed to deliver as per contracts have increased by 17% due to poor procurement procedures.
  5. Competition from other companies threatens the survival of the company unless there is a change in management strategies.
  6. Many orders are bouncing due to poor stock control. The orders that bounce are not given priority when new stock arrives.
  7. The management is not exploiting the Internet as a marketing and service delivery channel.

Scope of the system

The proposed computerised system will support the following internal business functions:

  1. Sales and customer order transaction processing.
  2. Inventory control and procurement processing.

Team vision

The strategic information management team has come up with the following recommendations for the new system.

  1. Adoption of automated data capture technology and methods e.g. using bar-coding as a means of capturing product stock records and sales, which is an automatic identification system currently being implemented in many modem business organisations.
  2. Triple the order processing capacity of the unit by the end of fiscal year.
  3. Reduce order response time by 50% by the end of fiscal year.
  4. Rethink any underlying business processes, procedures and policies that have any visible impact on member satisfaction and complaints.
  5. Provide improved marketing and promotion programs.
  6. Provide improved follow-up mechanisms for orders and backorders.

Feasibility of the proposed system

The feasibility analysis of the proposed system centered on the following:

Feasibility report

  1. Schedule: The system would take 9 months to develop.
  2. The technology required to develop the new system is readily available in the market.

.

  1. The system users are happy with the proposal to develop the new system.

Cost benefit analysis

(a) Costs: The entire development and operational costs can be estimated as follows:

(i) Development – Kshs 20 000 000

(ii) Monthly operational costs – Kshs 1 000000

(iii) Total lifetime of the new system – 5 years

Total lifetime costs = 20 000 000 + (12 x 1 000 000) x 5

= Kshs 80 000 000

(b) Benefits:

(i) Profit from increased sales per month – Kshs 100 000 000 (ii) Savings from introduction of paperless mail

Kshs 1 000 000

(iii) Savings from reduced travelling costs – Kshs 20000000

Total monthly benefits.                                   Kshs 121 000000

Total lifetime benefits = Kshs (121 000000 x 12 x 5) = Kshs 7 260 000 000

Conclusion

The development of the new system is cost effective and beneficial to the company because lifetime benefits greatly outweigh the costs.

 

Team resolutions

In order to develop the system within the shortest time possible, the team made the following resolutions:

  1. The team will hold weekly status meetings, chaired by the project manager (system analyst). All project status meetings minutes and reports will be shared with management and all IT directors.
  2. Team members will be communicating through e-mails, dialogue and written memos to keep in touch on project development.

Conclusion

This report is intended to help the management to make decisions about undertaking the project.

Although the system seems expensive it will contribute positively towards corporate objectives when implemented in the future. Its benefits will outdo the costs by billions of shillings throughout its operational lifetime.

Thanks.

Jane Okindia System analyst.

 

Fact finding

The management has responded and given the system development team an okay to start developing the information system. The next task now is

to discover user requirements of the new system through collection of facts. The members have been given the responsibility to carry out a detailed fact finding activity through the following:

  1. Documentations study.
  2. Interviews.
  3. Observation.
  4. Questionnaires.

Documentions study

A number of manual documents were analysed. These include products catalogue, invoices, purchase orders, sales reports etc.

Interviews

Various interviews were conducted which involved the management, employees in the company, customers and suppliers. For each of the interviewee an interview guide was used. Figure 5.1 shows a sample interview guide used with one of the staff at Bukuma distributors.

Interviewee.name.’ Interviewer
Date:.      
Time: .  
       
Subject.;    
     
Time Interviewer Interviewee
Allocated Question or Objective Response
I to 2 min. Objective

Open the interview:

-introduce ourselves

.. Thank Mr.&&&for his valuable time

State the purpose of the interview- to obtain an existing

credit..checking.policies.

 
   
   
   
   
   
5min Question. I

What conditions determine whether a customer’s order is approved for delivery?

Follow-up

 
   
   
   
5inin Question 2

What are the possible actions that might be taken once

These conditions have been evaluated?

Follow-up’

 
   
   
   
3 min Question3

How are customers notified when stock is unavailable

for their order?

Follow-1.Ip

 
   
   
   
Lmin Question 4

After a new order is received, approximately how long

Does it take to process it and put the order under shipment?

 
   
   
   
 

lmin

Question5    
  Who are the individuals that perform the credit checks? Follow-up  
       
1 -3min Question 6    
  May 1 please have permission to interview all the people  
  who carry out credit checking?  
  Follow-up    
  If so When would be the best time to meet with each of them?  
       
1 min Objective    
  Conclude. The interview:    
  Thank Mr. &&& for his cooperation and assure him that  
  He will be receiving. a copy of what transpired during the  
  interview.    
21 min Time allotted for base questions and objectives  
.9min Time allotted for. follow-up questions and redirection  
30min Total time allocated for interview

(2.00 p.m,to 3:00 p,m)

 

Fig,5.1: Sample interview guideline

 

Questionnaires

In our preliminary investigation of the business operations we decided to prepare some que.stionnaires that would help us seek some classified information without the respondent feeling threatened. Below is an extract of one of the questionnaires used.

 

BUKUMA DISTRIBUTORS INFORMATION SYSTEM

 

Date………. ,…….

 

.Introduction: The IT department is in the process of developing a new information system. Please, take a few minutes to fill in this questionnaire and return it to the IT office before date………..

.

Q I. How often do customer orders bounce due to lack of enough stock?

0 Very often 0 Often 0 Not often 0 Not at all

Q2. After receiving an order, how long does it take to process it from reception to date of shipping?

0 .1 hour () Several hours  () One day () Many days

 

Fact finding summary and recommendation report

As opposed to the preliminary investigation report which dwells on problems of the existing system from the general point of view, this report gives a more detailed analysis of the system and proposals for improving or overhauling it altogether. The following is a layout outline of the report.

 

Detailed system analysis report for Bukuma distributors

                              Current system: Manual system

                        Proposed system: Computerised model

  1. Executive summary (about 2 pages)

(a) Recommendations

(b) Summary of problems opportunities and alternatives

(c) Brief statement of objectives

  1. Background (about 2 pages)

(a) Details of all the fact finding methods used e.g. interviews.

(b) Description analytical techniques used.

  1. The current system (about 5 pages)

Models of the current system in terms of:

(a) Data entry techniques e.g. form.

(b) Files and data storage methods and media.

(c) Informatiol1processsingandmethods used.

  1. Analysis Of the current system communication (about 5.10 pages)

(a) Performance, problems, causes and opportunities.

(b) Economic Problems, causes and opportunities

(c) Security and control problems, causes and opportunities

(d) Efficiency and service problems, causes and opportunities

  1. Detailed recommendations (about 5-10 pages)

(a) Reason for the current system improvement.

(b) Limiting problems (recommendations).

(c) Proposed implementation plan for the new system:

(i) Scope and refinement.

(ii) Master plan.

(iii) Plan for the design phase.

  1. Appendixes

(a) System models.

(b) Other appropriate documents.

 

System design phase

This is the most crucial system development phase. The design phase has been broken into two:

  1. Preliminary design
  2. Detailed design

Preliminary design

Preliminary design describes the functional capabilities of the proposed information system. There are many tools that can be used at this stage. However, the system flowchart tool was selected to design the system.

System flowchart

The system flowchart shows an overview of the functionality of Computerised system. Considering Bukuma distributors, the proper system required should achieve the following:

  1. Process customer orders which may be in form of electronic messaging, post or personal visit.
  2. Maintain the stock levels by automatically alerting the management when .the items go below the reorder level.
  3. Produce various transaction documents like dispatch notes pay vouchers, various expenses and sales reports and invoices.

Figure 5.2 shows a system flowchart of the proposed system.

Detailed design

Once the general functionality of the system has been designed it is now possible to design detailed designs for various system functionalities. These include:

  1. Output design.
  2. Input design.
  3. Files and data stores design.
  4. Hardware and software requirements.

Output design

This design of both screen and printed output. The output requirements for Bukuma distributors system include: Picking lists, invoices, payment vouchers, inventories, sales reports. However in this design we shall only consider invoices, payment vouchers and sales reports.

Invoices

The sample invoice below is one of the reports that the system is expected to produce after delivery of goods to a customer. Notice that it is designed carefully to display all details necessary to seal a transaction.

BUKUMADISTRIBUTORS LTD.

Industrial area, Funzi Road Box 30307, Nairobi Kenya

                                    Phone:257-020655147 Fax: 02065551418

Invoice

Bill To:

Company name…………….                             Contact name ­…………….

Destination city………………..                        Postal code Sent via………………

Date due…………………                                 Country……………….

Order number Customer name Order date Required date Date shipped
         
Product name Quantity Unit price Discount Amount  
           
    Subtotal      
    Freight cost      
    Total      

 

Payment voucher

This is almost similar to an invoice only that it is used to authorise payments to the suppliers.

BUKUMA DISTRIBUTORS Industrial area, Funzi Road Box 30307, Nairobi Kenya

                        Phone: 257-020655147 Fax: 02065551418

Voucher

Payment To:

Supplier name———-       ­Contact title————­

Postal address—–­                   Region———-­

City————­                         Country——-­

Sent via——–­

Purchase ID Supplier name Date ordered Date required Date received
         
Product ID Quality delivered Purchase price Purchase discount Amount  
           
    Subtotal      
    Freight cost      
    Total      

Sales report

Sales report gives a summary of sales made with a period of time such as weekly, monthly or annually. Below is a sample sales report design.

 

BUKUMA DISTRIBUTORS

Product sales for the year ­Category name

Order ID Customer name Product Amount
       
    Total sales  

 

All other output reports were designed as per system requirements collected during the fact finding stage.

Input design

The quality of system input determines the quality of output. Well designed forms or screens should be effective, easy to use, attractive and consistent. The forms for data entry for Bukuma system should be clearly captioned and easy to use. Some examples of data entry forms

needed for this system are invoice processing form, products entry form, : customer entry form etc. Likewise all other entry forms should be appropriately designed according to the requirements collected.

Inventory and products entry form

Categories entry form is a compound form that should allow the user to enter or view both category and products in that category. This means that the products details should be a sub form in the categories main form. Below is the lay out of the categories and products entry sub form.

Category Details

Category ID ……………….

Category Name ……………..

Description…………………..

Products details subform

Product ID Product name Quantity per unit Price Unit in stock
         
         

Customer entry form

This is intended to be a columnar form with the following controls:

Customer ID                 Phone

Company Name            Region

Contact Name               City

Contact Title                 Country

Address

Since the fields for the customers are too many for one columnar form, they can be grouped into company information and personal information. The two categories will be implemented using a tab control form.

Company info tab                   Personal info tab

Employee ID                          Address

Last Name                              City

First Name                             Country

Title                                        Date of Birth

Hire Date                                Telephone

Invoice processing entry form

This form is intended to be a compound form used to enter customer details in the main form and the items purchased in the products sub form.

Bill To:

 Customer ID …………………

Order number…………………

Contact name………………..

Title …………………

Country………………

Destination name

Date ordered

Date required

Date dispatched

Freight cost

Product name Unit price Quantity shipped Discount Amount
         
         

Pay voucher processing entry form

Like the invoice processing entry form, pay voucher processing is also intended to be a compound form that allows the user to enter supplier’s details in the main form and the items delivered in the products sub form.

The controls in the supplier’s main form are:

Company Name                      Purchase Number

Contact Title                          Freight charges

Phone                                      Date Ordered

Country                                   Date Received

 

Products supplied sub form

Product name Unit price Quantity received Discount Amount
         
         

Suppliers entry form            .

Supplier’s details entry form may be a two tab form with company and contact information tabs.

 

Company Info tab 

Supplier 1D

Company Name

Contact Name

Contact Title

Contact tab

Address City

Region Postal Code

Country Phone Fax

 

Transporter entry form

Entry form for companies offering transport services to Bukuma may have the following controls:

Vehicle Number

Company Name

Postal Address

Phone

Files and data stores design

After designing the input and output, the last detailed design step is that of files or data store. The files and data store are considered the heart of any information system.

There are two methods of data storage in a computer namely flat files and databases.

Flat files

In flat files, records are stored in separate files each with particular details. The use of such separate files means that the same data is often stored in more than one place as illustrated by the tables below.

File A

Product Number Product Name Quantity Price
       

File B

Product Number Product Name Supplier ID Supplier Name
       

Database systems

A database is a centrally controlled store of data. It allows different users who share the database to have access to different data. This method of storage eliminates the validation problems of the flat file system.

In Bukuma Distributors Information System, the database approach is used. This will ensure that the following objectives are achieved:

  1. Sharing of data among the users of the system.
  2. Maintaining accurate and consistent data.
  3. Availability of data required for current and future applications.
  4. Giving users easy access to data.

Designing tables /tiles structures

The following points are considered before designing a file or a table structure:

  1. The types of files to be constructed – is the file a master, transaction or report file?
  2. Data access method in the file i.e. is it random, sequential or indexed­ sequential. .
  3. The size of the files hence the storage media to be used.

Data structures allow the system analyst to produce a view of the elements that make up the data structure. In our system, the basic data structure that will be used to store data elements of the various entities is the record.

The initial data structure design that shows only “what” the records will contain e.g. Name, Address etc. is called the logical design. This design would then eventually be converted to the physical design which specifies how the various data elements in the record will be implemented such as

 

Product Name as string, Product _Number as integer etc.

Below is the logical view of some of the file structures that will be designed for the Bukuma information system.

Table/file structure                                           Elements

Inventory                                           – Inventory number

– Inventory name

– Description                                

Products                                            – Product number      -Unit price

-Product name          – Purchase price

– Quantity/unit          – Quantity in stock

Customers                                         -Customer number   – Address

-Company name         – City

-Contact name            – Country

-Contact title

 

Supplier                                          –Supplier number – Contact title

-Company name      – Physical address

-Contact name

 

Purchase orders                             – Purchase number

– Product purchased

– Quantity purchased

Sales orders                                   -Order number     – Product ordered

-Customer name     – Unit price

-Order date             – Quantity

– Required date      – Discount

Transporter                                     -Transporter number -Physical address

-Company name            – Postal address

– Address                      -Phone

NB: The bolded attributes will be considered as the primary keys in the database. ‘

 

Entity relationship diagram (E-R diagram)

Some of the entities that may be used in constructing Bukuma distributor’s information database are categories, products, customers, employees, orders suppliers, transporters and purchase orders. The first step is to construct the entity relationship diagram. Figure 5.3. below shows an example of E-R diagram for customers and the products ordered.

Customer Places

 

Order Contains.

 

Product
                                                           1             Many                   1      Many

Fig. 5.3: Entity relationship diagram

Interpretation

One customer may place several orders but each individual order can be placed by only one customer (one-to-many relationship). Each order placed by customers may contain many products. However, many products can be contained in one order.

. Hardware and software requirements

After studying the detailed system design specifications and recommendations, the management of Bukuma decided to settle for a computer based system. This means that the development team must start looking for all the required hardware and software resources.

Hardware and software specialists in the team have already visited various suppliers in major towns and brought quotations and price lists for most

Table 5.1

  Hardware facility Example Estimated cost (Ksh)
1 Computer IBM desktop

Computer

Documents

collected from

various suppliers’

Quotations.

2 Storage media Optical disks,

magnetic disks

3 POS terminal

equipments

Wand reader,

magnetic card

reader, bar code

printer etc.

4 Printers Laser printer,

Matrix printer

5 Scanner  
6 Others  

of the required resources. Table 5.1 below gives a sample summary of the hardware requirements recommendations for Bukuma Distributors information system.

Table 5.2 below gives a summary of the software requirements for Bukuma distributor’s information system.

Table 5.2

  Software Example initial cost
I GUI based MS- Windows 9x, 2000,  
  Operating System XP; Mac OS9, X etc.  
2 Application MS-Office Suite, Lotus Documents
  programs Suite, Corel Word collected from
    perfect Suite various suppliers’
3 Antivirus software Norton, MacAfee, AVG. Quotations.

Constructing Bukuma information system

Since relational databases store data in a series of two-dimensional tables, the first step in designing the information base is to design tables that are related to each other via primary and foreign keys. Throughout this section the following shorthand’s will be encountered:

  1. PK – Primary key
  2. FK- Foreign key

Customer           Customer ID (PK),  Customer name……….

Sales order         Sales ID (PK), Customer ID (FK), ……

Product              Product ID (PK), Sales ID (FK), Inventory ID CFK) ……

Purchase order   purchase ID (PK), Inventory ID (FK), Supplier ID (FK)…….

Supplier             Supplier ID (PK), Supplier name . . . . . .

Transporter       Transporter ID (PK), Supplier ID(FK) ……

Inventory          Inventory ID……….

 

These entities can be implemented in an entity relationship

Setting up integrity constraints

After setting up the database based on the entity relationship diagram, some integrity constraints need to be set in the database to enhance accuracy. Examples of constrains are lookup fields and data integrity constraints.

Creating a lookup field

A lookup field displays a list of acceptable values that may be entered into a field. This avoids the problem of wrong data entry in a field. It is recommended that all foreign keys be lookup fields.

To create a lookup field:

  1. Display the table in design view.
  2. Select lookup wizard in the data type column of the desired fields. 3. Complete the prompts in the lookup wizard.

Figure 5.5 below shows how to set up a lookup for the category field in the Product table.

 

 

 

 

When the table is displayed in data entry mode (datasheet fonn), you simply select from the list as shown in Figure 5.6 below.

 

 

Data integrity constraints

Data integrity constraints are rules that govern entering, changing and deletion of data and records in a database. There are several types of integrity constraints. Some of them are:

  1. Entity integrity constraint.
  2. Referential integrity.
  3. Domain integrity.

Entity integrity

These are the rules that govern the composition of a primary key. A primary key cannot contain a null value, it must be unique. Null values are empty spaces in a field that have no data. Figure 5.7 below shows that the Customer ID field (which is the primary key) does not allow duplicates.

 

 

 

 

Referential integrity

Referential integrity governs the nature of records in a one-to-many relationships between tables in the database. All foreign keys in the child table must have a matching record in the parent table. Referential integrity is implemented in the following ways:

  1. Restricted database- The system deletes or updates a parent record if there are no matching child records. A parent record is the one that has the primary key of the relationship while a child record is the one that has the foreign key of the relationship in the second table.
  2. Cascaded database- Cascaded database will delete or update all matching child records when the parent record is deleted or updated. The cascade approach is better when changing records. For example if the customer ID changes, all foreign keys in the child records are updated as well. Figure 5.8 shows how to set up referential integrity between customer and orders table in Bukuma database.

 

 

 

 

Fig. 5.8: Setting referential integrity

 

Domain integrity

In databases, the term domain is used to refer to the acceptable range of values an attribute can have. This ensures that no field takes on a value outside the range of valid values. For example in the Purchase Orders table, the date of items received is always less than or equal to the current date <=Now() as shown in the validation rule property box in Figure 5.9. Now() is a function that returns the current date.

Fig. 5.9: Setting domain values

 

Constructing data entry and user-interface forms

The main purpose of creating forms is to reduce data entry errors. The volume of data to be entered should be minimised and validation and integrity checks such as data type, domain and referential integrity are enforced.

This section examines creating graphical user interface (GDI) forms in Microsoft Access using the appropriate controls, macros and Visual Basic for Applications (VBA) code. Notice the code that is associated with each form and the objects on the form. In Microsoft Access most of these codes are generated by the wizard associated to each during the design. However, in some cases, general subroutines have to be written by the programmer. For the purpose of clarity, these forms are grouped into two main categories namely primary and advanced forms:

Primary forms

These are the forms primarily used to enter data into underlying tables. They include customers, categories, employees, products, suppliers, transport and employees details forms.

Advanced forms

These are more complex forms that are based on underlying queries and unbound controls. The forms provide the user with easy access to and manipulation of data in the underlying tables and other database objects.

Creating the primary forms

The main factors to be considered in creating primary forms are:

  1. The general form properties e.g. record source that is, the underlying table.
  2. Control properties for each of the objects.
  3. Command buttons and their underlying event procedures and codes.

 

Customers form

It was designed as a columnar form as shown in Figure 5.10.

 

 

 

 

Fig. 5.10: Customers form

The form draws its data from the customers table. Apart from bound controls, the form has command buttons Add Customers, Search Close, and Delete. These buttons are brought to life by their underlying event procedures. The codes are generated using the command button wizard that automatically starts when you draw a command button on the form. Below are the code listings for each command button’s event procedure.

 

Option Compare Database

 

Private Sub CloseCustomers Click()

On Error Go To Err Close Customers Click

    DoCmd. Close

Exit  CloseCustomers Click:

Exit Sub

Err Close Customers Click:

­

MsgBox Err.Description

Resume Exit CloseCustomers Click

­

End Sub

Private Sub deleterecord Click()

On Error Go To Err deleterecord Click

– ­

DoCmd.DoMenultem acFormBar, acEditMenu, 8,, acMenu Ver70

DoCmd.DoMenultem acFormBar, acEditMenu, 6,, acMenuVer70

Exit deleterecord Click:

­

    Exit Sub

Err deleterecord Click:

­

    MsgBox Err.Description

 

 

Resume Exit deleterecord Click

­

                        End Sub

Private Sub addcustomer Click()

On Error Go To Err addcustomer Click

­

    DoCmd.GoToRecord” acNewRec

Exit addcustomer Click:

­

    Exit Sub

Err addcustomer Click:

­

MsgBox Err.Description

Resume Exit addcustomer Click

End Sub

Private Sub SearchRecord ClickO

On Error GoTo Err SearchRecord Click

­

Screen.PreviousControl.SetFocus

DoCmd.DoMenultem acFormBar, acEditMenu, 10,, acMenu Ver70

Exit SearchRecord Click:

­

    Exit Sub

Err SearchRecord Click:

­

MsgBox Err.Description

Resume Exit SearchRecord Click

­

    End Sub

Categories form

The categories table has many products. Hence, the fonn has the products list subfonn which shows the items in each category as shown in Figure 5.11.

 

 

 

 

Fig. 5.11: Inventories form

The main form is a columnar form. It is populated with data from the categories table. It has command buttons New Category, Search, close and Delete. In this case, the categories are the same as the inventory ID.

The subform is a data sheet form embedded in the categories form. It gets its data from the products table.

Products form

This is a single columnar form as shown in Figure 5.12.

 

 

 

 

 

Fig. 5.12: Products form

The text box controls are populated with data from the products table. Suppliers and Category are lookup controls that source data from Supplier and Categories tables respectively. To operate the form, four command buttons used i.e. New Record, Close and Delete.

Suppliers form

The suppliers form is designed using the tab tool from the toolbox. Figure 5.13 shows an illustration of the form.

 

 

 

Fig. 5.13: Suppliers form

The form is populated with data from the suppliers table. However, apart from the already discussed form operation buttons for adding a new record, closing a form, searching and deleting records, there is an Open Products Form button, brought to life by the OpenF orm wizard. The OpenForm event procedure code is as listed below:

Private Sub OpenProducts Click() 

On Error Go To Err OpenProducts _Click

Dim stDocName As String

Dim stLinkCriteria As String

stDocName = “Products”

DoCmd.OpenForm stDocName,,, stLinkCriteria

Exit OpenProducts _Click:

    Exit Sub

    ErrOpenProducts _Click:

    MsgBox Err.Description

    Resume Exit OpenProducts _Click

End Sub

Transporter form

This is a single columnar form as shown in Figure 5.14.

 

 

 

Fig. 5.14: Transporters form

The form is populated with data from the transporter table. The four command buttons are Add New, Delete and Close.

Creating advanced forms

As stated earlier, these are the forms which draw data from underlying queries. This section not only analyses the form properties but also gives illustrations of the underlying queries in design view and any event procedure used to automate the forms and controls. The advanced forms are further classified into groups namely:

  1. Data entry and manipulation forms.
  2. User interface forms.

Forms for data entry and manipulation

These are the forms used for entering and manipulating data in the underlying query. These forms include the customers invoice and suppliers’ pay voucher.

Customers invoice data entry form

This is a compound form that has the purchase orders subform contained within it as shown in Figure 5.15.

 

 

 

 

Fig. 5.15: Customer invoice form

The main form is a columnar form whose record source is Customer Bills query made from two tables, Customers and Orders as shown in Figure 5.16.

 

 

 

 

Fig. 5.16: Customer bills query

The customer details are automatically filled by selection from the lookup combo box of the customer control.

The sub form gets its data from the order amount query. The order amount query is designed using two tables, products and order details as shown in Figure 5.17.

Note that the query has a calculated field i.e. Amount that calculates the amount for each product ordered based on the UnitPrice, Quality and

 

 

Fig. 5.17: Order amount query

Discount. The expression for this field is:

Amount: ccur([order details). [unit price]*[Quantity]* (1-[Discount]/ 100)* 100

The subform has an event procedure for trapping data entry errors. This is tied to the on error event of the form properties. Since the user may forget to select a customer before entering products details in the main form section, the on error event procedure ensures that a customer is first selected before entering order details. A listing of on error event procedure is shown below.

Private Sub Form_Error(DataErr As Integer, Response As Integer)

, Errors can occur if the user has not selected a customer for

, this order on the main form. If there is an error and Orders!BillTo is Null

, inform the user and cancel the entry made in the subform.

If DataErr > 0 Then

If IsNull(Me.Parent!CustomerID) Then

MsgBox “Select a Customer to bill to before entering order details info.

RunCommand acCmdUndo

Me.Parent!CustomerID.SetFocus

        Response = acDataErrContinue

     Else

     Response = acDataErrDisplay

 End If

End If

End Sub

The ProductID in the subform is a lookup control that enables the user to select an item from the dropdown list. This control also has an event procedure used to automatically fill the UnitPrice control from the products table once an item is selected. This minimises errors that may result from erroneous unit price entry. The code listing for the UnitPrice lookup event procedure as shown below.

Private Sub ProductID AfterUpdate()

On Error GoTo Err _ProductID AfterUpdate

  Dim strFilter As String

, Evaluate filter before it’s passed to DLookup function.

  strFilter = “ProductID = “& Me!ProductID

, Look up product’s unit price and assign it to UnitPrice control.

  Me!UnitPrice = DLookup(“UnitPrice”, “Products”, strFilter)

Exit _ProductID AfterUpdate:

  Exit Sub

  Err _ProductID AfterUpdate:

  MsgBox Err.Description

  Resume Exit _ProductID AfterUpdate

End Sub

Command buttons that have been used include Print Preview invoices, Print and Close. Their underlying event procedures are similar to those generated in the other forms discussed earlier.

Suppliers voucher details entry form

This is almost similar in functionality to the customers’ invoices entry form but it is intended to process payment vouchers for goods supplied to Bukuma. Figure 5.18 shows the voucher processing form.

 

 

 

 

 

Fig. 5.18: Payment voucher

The main form is a columnar form that derives its data from Suppliers Delivery Note query. This is created from two tables, Suppliers and PurchaseOrders tables. The supplier details are automatically filled by selecting the supplier name from the lookup combo box of the Supplier control. Figure 5.19 shows the source query in design view.

 

 

 

 

 

Fig. 5.19: Suppliers delivery note query

The subform draws its records from an underlying query, Products Purchased shown in Figure 5.20.

 

 

 

Fig. 5.20: Purchase query

The Total Puchase is a calculated control with the expression:

Total Purchase: Ccur[purchase Details].[Purchase

Price]*{QuantityOrder]* ([Purchase Discountj)/l 00) * 100

Just like in the customers’ products ordered sub form, the product ID in the products purchased subform is a lookup control from which the user selects the product name. Once a product/item is selected, the Purchase Price is automatically filled with the purchase price from the products table using the lookup event procedure shown below:

Private Sub ProductID AfterUpdate()

On Error Go To Err _ProductID _After Update

  Dim strFi/ter As String

, Evaluate filter before it’s passed to DLookup function.

  strFi/ter = “ProductID = “& Me!ProductID

, Look up product’s purchase price and assign it to PurchasePrice control.

Me!PurchasePrice = DLookup(“PurchasePrice”, “Products”, strFilter)

Exit _ProductID AfterUpdate:

  Exit Sub

  Err _ProductID _AfterUpdate:

  MsgBox Err.Description

  Resume Exit _ProductID AfterUpdate

End Sub

Data validation and integrity checks have been enforced so that the pay voucher cannot be processed for a null or a non-existent supplier. This is achieved using the on error event shown in the listing below.

Private Sub Form Error(DataErr As Integer, Response As Integer)

, Errors can occur if the user has not selected a supplier for

, this order on the main form. If there is an error and PurchaseOrders!PaylTo is

Null , inform the user and cancel the entry made in the subform.

   If DataErr > 0 Then

   If IsNull(Me.Parent!SupplierID) Then

   MsgBox “Select a supplier to process the voucher for before entering pay details.”

RunCommand acCmdUndo

Me.Parent!SupplierID.SetFocus

Response = acDataErrContinue

Else

Response = acDataErrDisplay

EndIf

EndIf

End Sub

The command buttons used to control the form are New Voucher, Print Voucher, and Close.

User-interface forms

These are forms that enable the user to access, manipulate, display and print other forms and reports. Two such forms used in Bukuma System are sales report dialog and the main switchboard.

Sales report dialog form

As shown in Figure 5.21 this form is mainly designed using unbound controls such as radio buttons, a text box and command buttons.

The three groups of controls are tied together using the code listing shown below.

 

 

Fig. 5.21 : Select report

Option Compare Database’ Use database order for string comparisons.

Option Explicit’ Requires variables to be declared before they are used.

Sub PrintReports(PrintMode As Integer)

On Error GoTo Err-Preview-Click

, This procedure used in Preview_Click and Print_Click Sub procedures.

, Preview or print report selected in the ReportToPrint option group.

, Then close the Print Sales Reports Dialog form.

   Dim strWhereCategory As String

   strWhereCategory = “CategoryName = Forms![Sales ReportsDialog]! SelectCategory”

   Select Case Me!ReportToPrint

   Case 1

   DoCmd.OpenReport “Products stock level”, PrintMode

   Case 2

   DoCmd.OpenReport “Summary sales by date”, PrintMode

   Case 3

   DoCmd.OpenReport “Sales by category summary”, PrintMode

   Case 4

   IfIsNull(Forms![Sales Reports Dialog]!SelectCategory) Then

   DoCmd.OpenReport “Sales by Category”, PrintMode

   Else

   DoCmd.OpenReport “Sales by Category”, Print Mode, ,strWhereCategory

   End If

End Select

DoCmd.Close acForm, “Sales Reports Dialog”

Exit_Preview _Click:

Exit Sub

 

Err_Preview _Click:

Resume Exit_Preview _Click End Sub Private Sub Cancel- Click() , This code created by Command Button Wizard.

On Error Go To Err Cancel Click

 

, Close form.

   DoCmd. Close

Exit Cancel Click:

­

   Exit Sub

   Err Cancel Click:

­

   MsgBox Err.Description

   Resume Exit Cancel_Click

End Sub

Private Sub Preview Click()

, Preview selected report. This procedure uses the PrintReports

, Sub procedure defined in (General) section of this module.

PrintReports acPreview

End Sub

Private Sub Print Click()

, Print selected report. This procedure uses the PrintReports

, Sub procedure defined in (General) section of this module.

PrintReports acNormal

End Sub

Private Sub ReportToPrint AfterUpdate()

, Enable SelectCategory combo box if user selected Sales by Category

, report.

Const conSalesByCategory = 4

If MefReportToPrint. Value = conSalesByCategory Then

MefSelectCategory.Enabled = True

Else

MefSelectCategory.Enabled = False

 End If

End Sub

Main form (Switchboard)

The main form also referred to as the switchboard is the user-interface or main menu that is loaded when an application is started. The form mainly contains command buttons that enables the user to select the task to work on. Figure 5.22 shows the main form in design view used in Bukuma information system.

 

 

 

 

Fig. 5.22: Switchboard in design view

Creating reports

Reports present information to system users. These are the most visible components of a working system.

This section focuses on some of the reports expected from Bukuma information system. The main features to be highlighted in creation of reports are:

  1. General report properties and data source.
  2. Control properties, grouping and event procedures.
  3. The report in design view.
  4. Layout of report needed.

Sales by category

This is a comprehensive report that gives sales details for each product in each category group shown in Figure 5.23.

 

 

 

Fig. 5.23: A sample sales report

The report draws its data from products sales query. Figure 5.24 shows the query in design view.

 

 

 

Fig. 5.24: Product sales query in design view

The report has calculated controls for a number of items sold and total sales in each category whose expressions are:

Record count:

= Summary for” & ” “ & [CategoryName] & ” (” & Count(*) & ” ” & IIf(Count(*)= 1, “detail record”, “detail records”) & ”)”

Total sales: Sum([ Amount])

Sales by category summary

This is a compound report that has a chart subreport in it. The report gives summary total sales for each category both in tabular and graphical form as shown in Figure 5.25.

 

 

 

Fig. 5.25: Chart summarising sales by category

The graph shows that the most selling category is beverages followed by soaps. This report is meant for the management to decide which category of products sells more than the other.

The main report is populated with data from a select query, category sales summary shown in Figure 5.26.

 

 

 

 

 

Fig. 5.26: Category sales query design

Summary sales by date

On opening this report, the user is prompted to enter the beginning and ending date. Once the valid dates are entered, the sales for the duration are displayed as shown in Figure

 

 

 

 

Fig. 5.27: Yearly sales report

The record source for the report is the products by years query. The query has a compound criteria expression in the freight date field. The expression is:

Is Not Null And Between [Beginning Date] And [Ending Date]

Purchases by category summary

Just like the Sales summary, this is also a compound report that has a pie chart subreport in it. This report gives a summary of money spent on purchases.

The main report is populated with data from a select query, products purchased shown in design view in Figure 5.28.

 

 

 

Fig. 5.28: Purchases query

Products stock level

The stock report is meant to help the management make orders in good time. Figure 5.29 shows the items currently in stock and indicates those that need to be reordered.

 

Fig. 5.29: Stock report

The report draws its data from product sales query. The report is grouped by category and the stock balance is obtained using a calculated control:

= ([units in stock] (sum([Quantity])))

While the reorder remark Yes or No is obtained using an if function:

= Ilf(([UnitslnStock]-(Sum([ quantity])))<[ReorderLevel], “Yes”, “No”)

 

Invoice to customers

This is a report sent to the customer showing detailed description of what is to be paid for, the total payment and the due date. Figure 5.30 shows a sample invoice to one of the customer’s ofBukuma Distributors.

 

 

 

 

 

 

 

 

Fig. 5.30: Invoice sample report

The report draws its data from invoice to customers query. Figure 5.31 shows the source query in design view.

 

 

 

 

 

 

Fig. 5.31: Invoice query design

Calculated controls have also been used, these are as shown below:

 

Subtotal: = Sum([amount])

Total:= sum([amount])+ [freight]

Payment voucher

This is similar in design to the invoice, only that it is meant for the processing of payments for the suppliers of Bukuma Distributors. Figure 5.32 shows a sample pay voucher report to one of the suppliers.

 

 

 

Fig. 5.32: Pay voucher report

The report draws its data from the products purchased voucher query. It also has an unbound image of the company logo inserted using the image tool, from the toolbox. Calculated controls have also been used as follows:

Subtotal: = Sum([Total Purchase])

Total:            = sum([Total Purchase])+ [freightCost]

Products catalogue

This is a document available to the customers and other interested persons who may want to know the items sold and the unit price of each. Figure

5.33 shows a page of a catalogue generated from Bukuma’s information system.

 

 

Fig. 5.33: Products catalog

The report draws data from the products table.

NB: There are other reports that may be created in a real business environment but only a few have been considered. It is the responsibility of the learner to visit a computerised business organisation to learn more about the variety of reports used.

 

Database security and startup options

To protect the information system from unauthorised access, Microsoft Access database management software, provides a number of options. These includes:

  1. Password protection.
  2. User and group permissions.
  3. User-level security.
  4. Data encryption.

To set up any of these security options, click the Tools menu, point to security and then select the type of security you want to setup.

Password protection

This is the simplest security set-up that can be implemented using any Microsoft Windows operating system. A password to open or edit the database file is set for any user who wishes to do this action.

User and group permissions

Some operating systems like Windows New Technology (NT) lets an administrator assign permission to users on database objects such as queries, forms and reports. These permissions include opening and running the object, modifying etc.

The user and group accounts dialog box is used to assign accounts to the database users. However, this can only be done by a user who is a member of the Administrators group.

User-level security

This feature is used to assign permissions to users in order to limit user access to certain database objects. For example, the order entry clerk may not have access to payroll information. Figure 5.34 shows the log on dialog box used to log into Bukuma information system.

 

 

 

Fig. 5.34: Loging into an application

For more on setting up User Groups, Accounts and Permissions, read the online help of the Windows NT based operating systems.

Data encryption

If the database is to be used in a network or sent electronically, encryption secures the data from unauthorised access. Only the intended receipient can use the decryption key to read the message.   .

Start up options

The last step in developing a customised application is to specify the startup options. Figure 5.35 shows the startup settings for Bukuma information system.

 

 

 

 

 

Fig. 5.35: Setting up start up options

 

Testing and implementing the system

Testing

Individual system modules were tested using test data and found to work accurately and properly. Sample test data and error messages that were encountered due to invalid data entry are given in the appendix of this project report.

Implementation

This is the final stage in system development which involves putting the new system into use. The tasks during the implementation stage are:

  1. System management – This involves installation, resource and staff allocation.
  2. Staff training – This is done without interfering with the business operations.
  3. Security control and contingency planning incase the system breaks down
  4. Changing over from the old system to the new system using the most appropriate method.

Once the system has been installed and is running, the programming team must ensure that it is working as expected through a follow up evaluation. The evaluation report for Bukuma information system shows that apart from a few minor issues concerning the screen forms, the following issues have been addressed:

  1. Out of stock problems have been addressed satisfactorily.
  2. Stock transfer between warehouses is running smoothly.
  3. Store managers, accounts clerks and order processing managers feel that they are in full control of the system.

The programming team has promised to address the minor emergent problems encountered during the system maintenance phase.

 

Recommendation and conclusion

The new system received recommendation from all sectors of the organisation after the first month of operation.

Sample user manual

Below is a sample of user manual aimed at helping the users ofBukuma information system.

Introduction

Bukuma information system is a computerised information system that enables users to process business transactions more efficiently and accurately.

With this system, you can prepare most of the documents that take a lot of time to prepare manually such as invoices, pay vouchers, sales reports, profit and loss accounts and many others.

Loading the system To load the program:

  1. Click the Start button, point to programs then click Bukuma System. A logon dialog box shown in Figure 5.36 is displayed.

 

 

Fig. 5.36: Logon dialog box

  1. Enter your user name and password and click OK. The system main menu such as the one shown in Figure 5.37 below appears.

 

 

 

Fig. 5.37: Main menu ,

Menu descriptions

Within the main menu are submenus that help the user to choose on the specific task to process. These submenus are grouped into two:

  1. Details processing submenus.
  2. Viewing transaction reports.

You activate a submenu by clicking on its button. Figure 5.38 shows the customers submenu.

 

 

 

 

 

Fig. 5.38: Customers submenu

Description of submenu items

Customer’s submenu

Once you click the customer’s button, you will get the following items:

  1. Customer entry and editing form.
  2. Customer orders and invoice processing.
  3. Preview and print invoices.
  4. Preview and print a list Bukuma customers.

Categories and Products

Clicking this button displays categories submenu with the following options:

  1. Entering and editing and categories and products details.
  2. Preview products per category and invoices to customers.

Suppliers

This buttons displays the supplier’s submenu with the options

  1. Entering new editing the supplier details and products supplied.
  2. Processing purchase details for items below reorder level.
  3. Preview and print supplier’s payments.
  4. Preview and print a list of Bukuma suppliers.

 

Viewing transaction reports submenus

In this category, you activate a submenu by clicking on its button.

Sales reports

Clicking this button displays the sales dialog box from which you can select the report to preview or print.

Purchase reports

Click this button to preview purchases made for each purchase order.

Preview catalogue

This option is available to any authorised user who wants to preview or print the list of products available for sale to any interested client.

Exiting from the program

To exit the program, simply click the Exit button located at the bottom of the main menu.

Troubleshooting data entry related errors

Invalid and erroneous data entry results to error messages being prompted on the screen. Some of the error messages that you may encounter are:

Error message: The changes you requested to the table were not successful because they would create duplicate values in the index, primary key or relationship.

Description: You are trying to enter the same item twice.

Solution: Avoid double entry.

Error message: The field OrderDetails.ProductID cannot contain a null

value because the required property in the field is set to true. Description:You are trying to proceed to another record or field yet you have not selected the product name of the record in focus.

Solution: Select the product before proceeding to the next record. Error message: The value you entered isn’t valid for this field. Description: You are trying to enter an invalid data type in the field. For example, you are entering text in a numeric field or an invalid date such as 46/34/2005

Solution: Enter the correct data type.

Error message: Select a customer to bill to before entering order details info.

Description: You are trying to enter order details before selecting a customer.

Solution: Select or enter the customer before entering order or invoice details.

Incase you may experience other data entry related problems, please consult the system administrator.

Project appendix

Below is a sample appendix of the project report.

Test data used in Bukumu information system

Although a variety of test data was used to test each operation of our system, we have given only two test data tables to emphasize the need to provide test data in system development. In real situation, you are expected to provide as many test data as possible to prove the functionality of your system.

Inventory table

Table 5.3

Inventory Inventory Name Description
1 Beverages Soda
3 Washing Powders For Washing
4 Maize Flour For Ugali
5 Daily Products Milk, butte r, etc.

Order details query results

Table 5.4

 

Bibliography

Below is a sample bibliography of the project report.

The bibliography shows a list of books and reference materials used in

developing Bukuma information system.

  1. Sarah E.H, Glen J. c.: Microsoft Access 2000 Complete Edition, McGraw-Hill, 2000.
  2. Kendal E.K, Kendal J.E: System Analysis and Design, 5th Ed, Prentice-Hall (Now Pearson Education inc), 2002.
  3. Taylor G.: GCSE Computer Studies, Macmillan Press Limited, 1991.
  4. Jeffrey L. W etel: System Analysis and Design Methods, McGraw Hill, 2000
  5. Williams BK: Using Information Technology: A practical introduction to computers and communications, IRWIN, 1995,
  6. Saleemi N.A.: Systems Theory and Management Information systems, N.A. Saleemi Publishers, 1997 & 2000,
  7. Gareth W: Student Handbook. ICT, Pearsons Publishing, 2000.
  8. Microsoft Access 2000: Northwind sample database, 1999.

DEVELOPING A PROJECT USING VISUAL BASIC PROGRAMMING LANGUAGE

Chapter outline

6.1 Introduction

6.2 Preamble

6.3 Problem recognition and definition

6.4 Developing algorithms

6.5 Developing the system in Visual Basic

Introduction

In this chapter, we shall undertake a case study entitled A school canteen management system. The objective of this case study is to help the students to apply the programming techniques learnt in Form 3

Preamble

A school canteen operator sells confectionaries and toiletries to the students. The canteen operator requests you to develop a canteen management system that will accomplish the following:

  1. Allow storage of stock records in a file.
  2. Enable searching of a file to retrieve a particular record for editing and adding new stock.
  3. Process sales transactions and calculate the total bill and change due to a customer.
  4. Generate daily sales report showing all the items sold for a particular day.

Problem recognition and definition

A careful analysis of the above scenario reveals that the system will need the following tasks:

  1. Entering stock records and storing them in a file.
  2. Searching for the stock file to retrieve records.
  3. Processing of daily transactions.
  4. Recording of any sale transactions in a transaction file.
  5. Generating sales reports for a specified date.

 

Developing algorithms

Before coding, the programmer needs to develop algorithms for each task. These algorithms will enable the programmer to develop the code for each of the processes.

Algorithm for entering new stock records

The new stock module should enable the user of the system to continually enter new stock records in the file until he/she is through with the process. Therefore, the computer should request the user to key in records until the last item is entered. The following pseudocode extract can be used to represent the algorithm:

Output “Enter a new item?” Enter “yes” or “no”

Input reply

While Reply <> No

Output “Enter stock item details”

Write to stock file

Output “Are you through with entering the records Yes/No”

       Input Reply

loop

End While

Algorithm for searching for a record

This process will enable the user to access the records in a stock file and retrieve a particular record. The record search can be done as per the identification number of each record i.e. record ID. The search algorithm can be represented as follows:

Begin

Enter the code of the record

Open stock file for reading

While Not end of file Begin

       If code entered = record itemcode Then

       Output record details

       Else

       Output ‘Record not found’

 

End if loop End while Close file End

Algorithm for processing sales

Sales processing requires that the stock file be opened in order to read details of the items bought. The sales module then calculates the amount of the sale and the change owed to the customer. The module should also update the quantity of the items in stock. The following algorithm will be used:

Begin

Retrieve item from stock file by record ID

 Specify quantity to be sold

Compute bill and customer change

Save transaction in sales file

END

Saving a sales transaction

After selling an item, the sales details must be stored in the system for future reference. In our case, the current transaction has to be stored in a file which we shall refer to as a sales file.

Constructing the system in Visual Basic

Open Visual Basic and create a new project called Canteen.vbp. Create five forms in the project window i.e. Form1, Form2….Form5. To create a form, simply Click Project then Add Form command. Save the forms with the following names:

Form Name

Form I UserInterface
Form2 AddNewStock
Form3 SellItem
Form4 SearchItem
Form5 SalesReport

 

Remember while saving that all Visual Basic forms have the extension .frm. After saving, change the Name property for each form in the properties window to start withfrm e.g. frmCanteenManagementSystem for Form 1. Change the captions for each form as you proceed through the project. At the end of this activity, the forms in your project should look as shown in Figure 6.1 in the Project Explorer window.

NB: Simply click the Project explorer icon to view this window. Alternatively, click View project Explorer on the menu.

It is now time to start placing objects on the forms and entering the code associated to each of the objects.

Creating the user-interface form

  1. Double click UserInterface.frm in the project explorer window and design it as shown in Figure 6.2.

NB: Change both the Name and caption properties of the command buttons as shown below:

 

Control Property Setting
Command 1 Name

Caption

cmdAddNewStock

Add New Stock Record

Command 2 Name

Caption

cmdSellItem

Sell Item

Command 3 Name

Caption

cmdGenerateReport

Generate Sales Report

Command 4 Name cmdEnd
  Caption End Program
  1. The File menu on the form has only one command namely: Exit used to close the program when clicked.

To add this menu clicks the Menu Editor icon on the toolbar. Alternatively click, Tools then select: Menu Editor Command. Create the menu as shown in Figure 6.3 of the menu editor window:

  1. To place the command buttons on the form, simply double click their icons on the toolbar.

Since this is the first form that the user will see when the project is run, the various controls are meant to help the user access other forms in the project.

 

Adding code the “Canteen management system” form

This is the main form that has commands that enable the user to access other forms.

  1. Click the File menu then command Exit. Notice that the code window for the Exit command opens on the screen. Type the word “End” in the body of the event procedure as shown below:

Private Sub mnuExit click()

End

End Sub

This means that when the Exit command is clicked, the program will stop executing. Save and close this code window.

  1. Double click the “Add New Stock Record” button and add the code below in the body of the event procedure as shown:

Private Sub cmdAddNewStock- Click()

Load frmAddNewStock

frmAddNewStock Show

End Sub

 

This code loads frmAddNewStock form and display it on the screen when the user clicks Add New Stock record command button.

  1. Double click the “Sell Item” button and add the following code in the body of the event procedure as shown:

Private Sub cmdSellltem Click()

Load frmSellltem

frmSellltem.Show

End Sub

  1. Double click the “Generate Sales Report” button and add the following code in the body of the event procedure as shown:

Private Sub cmdGenerateReport Click()

Load frmDailySaleReport

frmDailySalesReport.Show

End Sub

  1. Double click the “End Program” button and add the following code in the body of the event procedure as shown:

Private Sub cmdEnd Click()

End

End Sub

Designing and adding code to the” Add New Stock to File” form

Design your AddNewStock form to look like Figure 6.4 below:

 

  1. Double click the “Click Here to Add New Stock Item” button and add the following code in the code window that appears. Ignore the line numbers.

1 Private Type Item

2          ID As Integer

3          ItemName As String * 20

4          Q As Integer

5          CostPrice As Integer

6          SellPrice As Integer

7 End Type

8 Private Sub cmdAddStock- ClickO

9 Dim ItemRecord As Item

10 Dim Old File As String

11 Dim Count As Integer

12 Dim Number As Integer, Reply As String

13 ‘CommonDialog 1. CancelError = True

14 ‘CommonDialog1.Filter = ”Data file (*.dat)l*.dat”

15 ‘CommonDialog 1.ShowOpen

16 ‘Old File = CommonDialog1.FileName

17 Open “c:\Program FilesIMicrosoft Visual

Studio I VB98 \ Old File. dat” For Random As #1 Len = Len (ItemRecord)

18 Reply = “No”

19 Do While Reply <> “Yes”

      20 ItemRecord.ID = InputBox(“Enter Record ID If”,“ItemRecord.ID ”)

      21 ItemRecord.ItemName = InputBox(“Enter Record Name”,”ItemRecord.Name ”)

      22 ItemRecord.Q = InputBox(“Enter Quantity”,”ItemRecord. Q”)

    23 ItemRecord.CostPrice = InputBox(“Enter the Cost Price”,”ItemRecord. CostPrice”)

   24ItemRecord.SellPrice = InputBox(“Enter the Selling Price”,”ItemRecord.SellPrice ”)

   25 Put # 1, , ItemRecord

   26 Reply = InputBox(“Are you through with record entry? Yes/ No”, “Reply”)

27 Loop

28 Close #1

29 EndSub

 

Explanations

Line 1: Declares a user defined data type called Item. The data type is a record.

Lines 2 – 6: Declares the fields in the record.

Line 7: Ends the type declaration.

Line 8: Declares an event procedure or subroutine which is executed on clicking a button called AddNewStockltem. You double click this button in order to get the code window.

Lines 9 – 12: Variable declarations.

Lines 13 -16: Notice that they are commented off, hence the computer will not execute them. However, if they are not commented, they would display the Open dialog box when the button is clicked

Line 17: It opens a file called OldFile.dat stored on the disk. This is the file in which all stock records are kept. Notice that the full path to the file has to be specified. This eliminates the need for an Open dialog box. The whole statement should be on the same line.

Lines 18 – 19: It sets a looping condition that will stop only when the variable Reply has a value of “Yes”. Each numbered statement should be on the same line.

Lines 20 – 24: Displays an input box on the screen which requests the user to input the various data elements of the record such as the ID, Name etc. Note the syntax of display a standard input box.

Line 25: It outputs a record to the file. The blank (, ,) ensures that the next record is written after the last Put operation. However if you want the record to be written to a particular position in the file, then you can specify e.g. Put # 1 ,1, ItemRecord, which means write the record at position 1 in the file.

Line 27: It encloses all the code that will be repeatedly executed in the loop.

Line 28: Closes the file after writing to it.

Line 29: Ends the event procedure.

  1. Double click the “Click Here to Update Existing Record” button and add the following code:

Private Sub cmdUpdateRecord Click()

 Load frm UpdateRecordDetails

frm UpdateRecordDetails, Show

End Sub

Save the code and exit from the code window.

Designing and adding code to sell Item form

In the Project Explorer window, double click frmSellItem and design it as shown in Figure 6.5. Remember that this form is loaded by

 

 

 

Fig. 6.5: Sell item

clicking the “Sell Item” command button that you created in the user-interface form.

  1. Design’ a menu bar on the form with the following commands:

(a) File

.. .. Open

…..Exit

(b) Transaction

….Save Transaction

Enter the following code in the mnuOpen code window:

Private Type Item

ItemID As Integer

ItemName As String * 20

Q As Integer

 

CostPrice As Integer

SellPrice As Integer

End Type

Private Sub mnuOpen Cliek()

Dim ItemReeord As Item, Quantity As String, Last As Integer

Dim Target As Integer, Current As Integer, First As Integer

CommonDialog 1. CaneelError = True

CommonDialog1.Filter = “Datafile (*.dat)/*.dat”

CommonDialog 1.ShowOpen

Old File = CommonDialog 1.FileName

Open “c: \Program Files \Microsoft Visual Studio \ VB98 \ Old File. dat”

For Random As #1 Len = Len(ItemRecord)

First = 1

Target = InputBox(“Please Enter ItemID of Item to be sold”, “Target”

Quantity = InputBox(“How many units are you selling”, “Quantity”)

Last = LOF(1)/ Len (ItemRecord)

Do While First < = Last

Get #1, First, ItemRecord

Current = ItemRecord.ItemID

If (Current = Target) Then

txtItemID. Text = ItemRecord.ItemID

txtItemName. Text = ItemRecord.ItemName

txtUnitPrice. Text = ItemRecord.SellPriee

txtQuantitySold. Text = Quantity

txtQuantityInStoek. Text = ItemRecord. Q – Quantity

       ItemRecord. Q = Int(txtQuantityInStoek.Text)

End If

First = First + 1

Loop

Close #1

End Sub

Explanation

This code enables the user to open a file on the disk called OldFile.dat by selecting it in the open dialog box. The use can then select a particular record from the file by entering its identification number (ID).

To sell another item after the first, you need to search for it in the file again. You can add the “Sell Next” button on the form having the same code as the one for the mnuOpen command.

Add the following code to the mnuSave _Transaction command that enables the user to save the details in the transaction file called SaleFile.dat

Private Type ItemSold

ItemID As Integer ItemName As String * 20 QSold As Integer

Sell Price As Integer DateSold As String * 9 Sale Value As Integer

End Type

Private Sub mnuSave Transaction Click()

Dim Sale As ItemSold

Dim First As Integer, Last As Integer

Open “c:\Program FilesIMicrosoft Visual

Studio \VB98 \SalesFile. dat” For Random As #2 Len = Len(Sale)

Last = LOF(2) / Len (Sale)

RecordNumber = Last + 1

Sale.ItemID = Int(txtItemID. Text)

Sale.ItemName = txtItemName. Text

Sale. QSold = Int(txtQuantitySold. Text)

Sale.SellPrice = Int(txtUnitPrice. Text)

Sale.DateSold = txtTodaysDate. Text

Sale. Sale Value = Val(txtBill. Text)

Put #2, RecordNumber, Sale

   Close #2

End Sub

Double click the compute totals button and then add the code listing below in its event procedure.

Private Sub cmdComputeTotals Click()

Dim Cashgiven As Integer, ItemRecord As Item

txtBill. Text = txtQuantitySold * txtUnitPrice. Text

Cashgiven = InputBox(“How much money has the customer given”, “Cashgiven”)

IblChange. Caption = Cashgiven txtBill. Text

Open “c: \Program FilesIMicrosoft Visual­

Studio\VB98\0IdFile.dat”

For Random As #1 Len = Len(ItemRecord)

ItemRecord.Q = Int(txtQuantityInStock.Text)

Close #1

End Sub

Finally double click the “Cancel” button and then add the code listing below in its click event procedure

Private Sub cmdCancel- Click()

Unload frmSellItem

End Sub

Designing and adding code to controls on Search Item form

This form lets the user add or edit the fields of an existing record in the stock file. For example, when you buy some more items, you enter the item quantity in the quantity control. Design the form as shown in Figure 6.6.

 

 

 

Fig. 6.6: Edit records form

Double click the button labelled “Search” and add the following code to it:

Private Type Item

ItemID As Integer ItemName As String * 20

 Q As Integer

CostPrice As Integer

 SellPrice As Integer

End Type

Private Sub cmdSearch Click()

Dim ItemRecord As Item

Dim Target As Integer, Current As Integer

Dim RecordNumber As Integer, Stock Value As String

Open “c: \Program Files\Microsoft Visual Studio \VB98\OldFile. dat”

For Random As #1 Len = Len(ItemRecord)

First = 1

Target = Int(txtRecordId.Text)

Last = LOF(1) / Len (ItemRecord)

Do While First < = Last

Get #1, First, ItemRecord

Current = ItemRecord.1temID

If (Current = Target) Then

Label3.Caption = “Search successful: Now edit details and Click Save”

txtName. Text = ItemRecord.1temName

txtQuantity. Text = ItemRecord.Q

txtCostPrice. Text = ItemRecord.Cost Price

txtSellingPrice. Text = ItemRecord.SellPrice

Stock Value = txtCostPrice. Text * txtQuantity.Text

IblStockValue. Caption = Stock Value ‘display total value of item in stock”

End if

First=First+1

Loop

Close #1

End Sub

 

Explanation

The code searches for a record whose ID is typed in the Record ID text box. After editing the retrieved record, the changes can be saved by clicking the “Save” button. Below is the code for save button:

Private Sub cmdSave Click()

Dim ItemRecord As Item, Stock Value As String

Open “c: \Program FilesIMicrosoft Visual Studio \ VB98\OldFile.dat”

For Random As #1 Len = Len(ltemRecord)

Target = Int(txtRecordID.Text)

First = 1 ‘first record in file is at position 1

Last = LOF(1) / Len (ItemRecord) ‘length of file equals record length

Do While First <= Last

Get #1, First, ItemRecord ‘get the record that was edited

Current = ItemRecord.ID

If (Target = Current) Then ‘search whole file for correct record

ItemRecord.ID = Int(txtRecordID. Text)

 ItemRecord.ItemName = txtName. Text

ItemRecord. Q = Int(txtQuantity. Text)

ItemRecord. Cost Price = Int(txtCostPrice. Text) ‘save fields as record

ItemRecord.SellPrice = Int(txtSellingPrice. Text)

Put #1, First, ItemRecord

Stock Value = txtCostPrice. Text * txtQuantity. Text

             IblStockValue. Caption = Stock Value

End If

       First = First + 1

Loop

Close #1

End Sub

Explanation

The code takes the contents in the text boxes of the form and saves them as a record in the file. Code for the cancel button is

Private Sub cmdCancel- Click()

Unload frmUpdateRecordDetails

End Sub

Designing and adding code to controls on Sales Report form

This form is used for displaying the daily transactions when the user specifies a particular date in the fomart mm/dd/yyyy. Design the report interface as shown in Figure 6.7.

 

Code for the sale report

.Double click the “show report” button and add the following code that will search for all the items sold on a particular day and display them on the form:

Private Type ItemSold

ItemID As Integer

ItemName As String * 20 QSold As Integer SellPrice As Integer DateSold As String * 9

        Sale Value As Integer

End Type

Private Sub cmdShowReport_Click(),

Dim Sale As ItemSold, Daysale As Integer

Open “c:\Program File&\Microsoft Visual

 Studio\VB98\SalesFile.dat” For Random As #2 Len = Len(Sale)

First = 1

DaySale = 0

Last = LOF(2) / Len (Sale)

Target = txt Target Date. Text

Print “”

 

Do While First <= Last

Get #2, First, Sale

Current = Sale.DateSold

If (Current = Target) Then

DaySale = DaySale + Sale. Sale Value

Print “”

Print Sale.ItemID, Sale.ItemName, Sale. QSold, Sale.SellPrice* Sale. QSold

End If

First = First + 1

Loop

Print “”

Print “Total sales/or”, Target, “Are: Ksh, DaySale” Close #2

End Sub

Running the project

To run the project click the Start button on the toolbar. Alternatively, click the Run then Start command on the menu. The user-interface screen comes on the screen as shown in Figure 6.8.

 

 

 

Before doing anything else, we need to create two files on drive C and enter all the records for the stock available. This program accesses the files in a folder called VB98 through the path:

c: \Program Files \Microsoft Visual Studio \ VB98

Open Microsoft Windows Notepad and save two blank files in the folder

VB98 having the names: OldFile.dat and SalesFile.dat

  1. Click the “Add New StockRecord” button and add the following records to the file that will hold all stock. This should be the OldFile.dat that you created on drive C. Enter the following records:

ID        Name          Quantity     Cost Price Selling Price

100      Bread          120             25               30

200      Milk           50               20               40

300      Jelly            200              40               50

400      Cake           300             15               30

500      Biscuit        1000           10               20

Figures 6.9 (a) to (f) shows sample input boxes for an item for sale. After entering all the records, type Yes in the input box (f) to stop this process.

 

 

 

 

Opening the stock file to sell an item

Click the “sellitem”command to display the form in Figure 6.10.

 

 

 

Fig. 6.10: Click File – Open.

Click the open command. Open dialog box of figure 6.11 appears.

Locate for the file OldFile.dat and open it. Notice that you have to provide a record number so that when the file opens, the record requested for is displayed on the form. Click the compute totals button. You will be prompted to state how much money the customer gives. This will compute the change due to the customer. Figure 6.12 shows a form with the amount payable and change due to the customer. The units in stock for the item sold also are updated automatically.

Save the transaction by clicking the “transaction” menu, then Save transaction command. To sell another Item, click the “Sell Next” button

 

Viewing a sales report

Click the “generate Report” button. The Daily Sales Report appears. Enter the date of the transactions you want to view then click the show report button. All items sold on the particular date will be displayed as shown in Fig 6.13 below.

Thika High School KCSE 2020-2021 results analysis, grade count and results for all candidates

Thika High SCHOOL KCSE 2020/2021 RESULTS ANALYSIS (SCHOOL MEAN, INDIVIDUAL CANDIDATES’ RESULTS AND MEAN GRADE SUMMARY)-  Thika High School is a top performing high school located in Kiambu County, Kenya. Here is the KCSE 2020 results analysis for the school.

Thika High school has always maintained a good run in the KCSE examinations over the years. For instance, in the 2019 Kenya Certificate of Secondary Education (KCSE) examination results the school emerged among the top 100 schools in the whole country.

You may also like;

Thika High school managed a mean score of 7.74 in the 2019 KCSE examinations.. Read more details here; KCSE 2019 list of top 200 schools nationally; Full list.

You may also likeKCSE 2019 national results and ranking per subject- Physics

Thika High SCHOOL’S KCSE 2020 RESULTS ANALYSIS AND MEAN GRADE SUMMARY

We have analysed results for Thika High school in the KCSE 2020 examinations. KCSE 2020 whole schools’ results have now been uploaded and are available online. Get the school’s KCSE 2020/2021 results and for all other schools in the country plus candidates in the official Knec KCSE results portal, here; KCSE 2020-2021 OFFICIAL RESULTS PORTAL.

KCSE 2020 RESULTS PORTALS

The 2021 KCSE results portal.

KCSE 2020 RESULTS PER SCHOOL

KCSE 2020 TOP 100 SCHOOLS

KCSE 2020 BEST SCHOOLS PER COUNTY

KCSE 2020 TOP 100 BOYS

KCSE 2020 TOP 100 GIRLS

KCSE 2020 RESULTS VIA SMS

KCSE 2020 RESULTS FOR THE WHOLE SCHOOL

We have more KCSE 2020-2021 articles for you here;

KCSE 2020-2021 Top 100 Schools nationally

KCSE 2020-2021 Top 100 schools per county

QUICK KNEC LINKS

KCSE/KCPE ONLINE RESULTS PORTAL

KCSE PORTAL

THE KNEC KCSE PORTAL

KNEC PORTAL LOGIN.

THE KNEC CBA PORTAL

KNEC SCHOOL EXAMS PORTAL

KNEC PORTAL FOR KCPE RESULTS

THE KCPE KNEC PORTAL FOR PRIMARY SCHOOLS.

KNEC EXAMINERS PORTAL

THE KNEC CONTRACTED PROFESSIONALS PORTAL

THE KNEC CBA PORTAL

KNEC EXAMINERS LOGIN PORTAL

KNEC PORTALS

THE KNEC LCBE PORTAL

THE OFFICIAL KNEC WEBSITE

Submit your views on CBC curriculum reforms- Education Ministry tells Kenyans

The Cabinet Secretary for Education through a Gazette Notice No 5328 of 21- June, 2019 constituted A Taskforce on Enhancing Access, Relevance, Transition, Equity and Quality for Effective Curriculum Reforms Implementation.

In compliance with the requirements of Article 10 (2) of the Kenya Constitution on public participation and the requirements of Article 4 D) of the Basic Education Act, 2013, the Taskforce is currently receiving views from stakeholders to inform the implementation of the Competency Based Curriculum (CBC).

The Taskforce is therefore requesting for submission of memoranda from individuals, public and private institutions, and all interested parties. The memoranda should address the following areas:

1). Strategies for implementation of Senior Secondary Pathways:
2). Conceptualization of competency based pre-service teacher education, Design and implementation of Values-Based Education, Community Service Learning and Parental Empowerment and Engagement programmes;
3). Transition from Basic to Tertiary education and training, and;
4). Any other issues that the Taskforce needs to consider for effective curriculum reforms implementation,

The memoranda should also take into consideration Special Needs Education (the gifted and talented, learners with disabilities, the vulnerable and learners with learning disabilities).

The memoranda should be sent to the Chairperson Taskforce on Curriculum Reforms Implementation, Kenya Institute of Curriculum Development; PO Box 30231-00100 Nairobi on emailed to; cbctaskforce a kicd.ac.ke or hand delivered to KICD main reception by Friday, 4th October, 2019.

Also read;

Best Grade 7 & 8 Junior Secondary Schools Per County (Machakos)

Best Grade 7 & 8 Junior Secondary Schools Per County (Machakos)

Here is a list of all the best Private schools approved to offer junior secondary school education in the County:

Name of School County Sub County school type Category Number of classes Class Capacity Total Capacity
GOODRICH SCHOOLS MACHAKOS Mavoko PRIMARY DAY SCHOOL MIXED 20 30 260
VIRAJ INTERNATIONAL ACADEMY MACHAKOS ATHI-RIVER SECONDARY BOTH DAY A MIXED 96 40 4400
Mutungoni academy MACHAKOS Athi river SECONDARY BOTH DAY A MIXED 3 60 180
Bridgan girls high MACHAKOS Athi river SECONDARY BOARDING GIRLS 3 135 600
Koma ranch high school MACHAKOS Matungulu SECONDARY BOTH DAY A BOYS 2 80 360
NorthGate School Komahill MACHAKOS Matungulu SECONDARY BOTH DAY A MIXED 12 40 300
AIC MATHEINI MACHAKOS MATUNGULU PRIMARY BOTH DAY A MIXED 2 35 70
A. B. C KATHIANI ACADEMY MACHAKOS KATHIANI PRIMARY BOTH DAY A MIXED 3 40 120
TUMAINI INTERNATIONAL GIRLS HIGH SCHOOL- MACHAKOS MWALA SECONDARY BOARDING GIRLS 9 40 500
PREMESE JUNIOR SECONDARY SCHOOL MACHAKOS Machakos PRIMARY BOTH DAY A MIXED 3 45 135
Kangundo Junior Academy MACHAKOS Matungulu PRIMARY BOTH DAY A MIXED 6 40 240
Masii mwangaza school MACHAKOS Mwala SECONDARY BOARDING GIRLS 6 40 300
ST CLARENCE EDUCATIONAL CENTRE MACHAKOS MATUNGULU PRIMARY BOTH DAY A MIXED 11 40 440
ST CATHERINE GIRL’S HIGH SCHOOL – MACHAK MACHAKOS KATHIANI SECONDARY BOARDING GIRLS 2 30 60
JONAZARIA ACADEMY MACHAKOS KATHIANI PRIMARY BOTH DAY A BOYS 2 30 60
KATHAAYONI ACADEMH MACHAKOS MACHAKOS PRIMARY DAY SCHOOL MIXED 3 150 320
JEWEL HOUSE SCHOOL MACHAKOS ATHI RIVER PRIMARY DAY SCHOOL MIXED 2 40 80
SOFIA ACADEMY MACHAKOS YATTA PRIMARY DAY SCHOOL MIXED 12 35 340
ST.STEVENS SCHOOLS MACHAKOS ATHIRIVER SECONDARY BOTH DAY A MIXED 8 50 400
ST.STEVENS  SECONDARY SCHOOL MACHAKOS ATHIRIVER SECONDARY BOARDING MIXED 7 50 350
UPWAYS ACADEMY MACHAKOS MATUNGULU PRIMARY DAY SCHOOL MIXED 13 35 455
EARLYBIRD JUNIOR HIGH SCHOOL MACHAKOS MACHAKOS PRIMARY BOTH DAY A MIXED 20 30 600
Edustep Kyua Academy MACHAKOS YATTA PRIMARY BOTH DAY A MIXED 3 45 135
GOODRICH INTERNATIONAL SCHOOLS MACHAKOS MAVOKO PRIMARY DAY SCHOOL MIXED 20 30 251
Kitengela International school KISC MACHAKOS Athiriver PRIMARY DAY SCHOOL MIXED 37 35 900
Machakos Academy Girls High School MACHAKOS Machakos SECONDARY BOTH DAY A MIXED 6 40 240
konza technocity girls school MACHAKOS Kalama SECONDARY BOARDING GIRLS 17 40 400
Premese Greenhill Junior Secondary School MACHAKOS Machakos PRIMARY BOTH DAY A MIXED 5 40 200
Kanaani Fountain Academy MACHAKOS Yatta PRIMARY DAY SCHOOL MIXED 11 30 320
ST. Joseph The Artisan Acadamy MACHAKOS Mavoko PRIMARY DAY SCHOOL MIXED 3 60 300
Silver oak educational complex MACHAKOS Athi River PRIMARY DAY SCHOOL MIXED 13 35 170
SCHOOL OF Angels MIXED BOARDING-Sofia MACHAKOS YATTA SECONDARY BOARDING MIXED 2 45 180
KING DAVID SCHOOL MACHAKOS MAVOKO PRIMARY DAY SCHOOL MIXED 3 150 700
SYOKIMAU BLESSED ASSURANCE ACADEMY MACHAKOS ATHI RIVER SECONDARY BOTH DAY A MIXED 2 35 70
ALIM JUNIOUR AND SENIOR SCHOOL MACHAKOS MACHAKOS SECONDARY BOARDING BOYS 4 40 400
Malia Education Centre mua MACHAKOS Athi river PRIMARY BOTH DAY A MIXED 13 40 400
ST BAKHITA SCHOOL ATHRIVER MACHAKOS ATHI RIVER PRIMARY DAY SCHOOL MIXED 7 40 450
Leaders Academy MACHAKOS Athi river PRIMARY BOTH DAY A MIXED 6 35 210
EASTPARK ACADEMY MACHAKOS ATHIRIVER PRIMARY BOTH DAY A MIXED 16 30 500
FIRST BAPTIST ACADEMY MACHAKOS ATHIRIVER PRIMARY DAY SCHOOL MIXED 12 35 310
St Francis of Assisi Academy MACHAKOS Athi River PRIMARY DAY SCHOOL MIXED 17 30 440
Mount Carmel academy MACHAKOS Masinga PRIMARY BOTH DAY A MIXED 3 50 150
St Francis of Assisi academy MACHAKOS Athi River PRIMARY DAY SCHOOL MIXED 15 10 350
Star Sheikh Academy MACHAKOS Athi River PRIMARY BOTH DAY A MIXED 26 35 350
Stàr sheikh academy MACHAKOS Athiriver SECONDARY BOTH DAY A GIRLS 3 40 240
Caring Hearts High school MACHAKOS Matungulu SECONDARY BOARDING GIRLS 14 40 248
ST.VALENTINE GIRLS HIGH SCHOOL MACHAKOS MACHAKOS SECONDARY BOTH DAY A GIRLS 12 40 480
Mother Theresa Fantoni Primary School MACHAKOS Athiriver PRIMARY DAY SCHOOL MIXED 19 40 760
Valley view school Athi River MACHAKOS Mavoko PRIMARY DAY SCHOOL MIXED 12 30 200
Mustard seed Educational Center-koma MACHAKOS Matungulu PRIMARY BOTH DAY A MIXED 5 40 120
Royal Blossom Educational Centre MACHAKOS Athi River PRIMARY DAY SCHOOL MIXED 14 30 500
DARE EDUCATIONAL CENTRE MACHAKOS MATUNGULU PRIMARY DAY SCHOOL MIXED 11 30 250
Jay academy-kikawa MACHAKOS Masinga PRIMARY BOTH DAY A MIXED 9 40 360
TALA SATELLITE SECONDARY SCHOOL MACHAKOS MATUNGULU SECONDARY BOTH DAY A MIXED 1 50 210
MASII MWANGAZA SCHOOL MACHAKOS MWALA SECONDARY BOARDING GIRLS 6 40 300
TOTAL 592 2465 21664

Baringo Boys High Senior School: Full details, location, CBE Subjects Offered

Baringo Boys High Senior School: Full details, location, CBE Subjects Offered

BARINGO BOYS SENIOR SCHOOL LOCATION.

Baringo High School’s Physical Location. This Boarding Boys Boarding Boys school is located in Koibatek Sub-County, in Baringo County.

The school is a national school classified as C1. Get a list of all the New List of all National Schools under CBC, CBE/ CBET Curriculum.

BARINGO BOYS SENIOR SCHOOL DETAILS SUMMARY

SCHOOL NAME-BARINGO BOYS HIGH SCHOOL

CLUSTER-C1

TYPE-PUBLIC

(Regular/  SNE/-REGULAR

DISABILITY TYPE-NONE

ACCOMODATION TYPE-BOARDING

GENDER-BOYS

REGION-RIFT VALLEY

COUNTY-BARINGO

SUB COUNTY-KOIBATEK

UIC-HLWY

KNEC-33500018

School Capacity: The National School can accomodate over 1,200 Students.

N/B: Explanation on the acronyms used:

  • Cluster which is the School’s Category. C1 is for National Schools.
  • UIC stands for Unique Institutional Code (UIC)/NEMIS Code
  • KNEC stands for the Kenya National Examinations Council (KNEC) Code that can be used to check the school’s results online.

HOW TO JOIN GRADE 10 AT SENIOR SCHOOL

Joining Grade 10 at the school is straight forward. Placement at the school is done by the Ministry of Education. Simply apply for consideration for placement by using this link: Grade 10 Selection System.

LIST OF ALL SUBJECTS AND PATHWAYS OFFERED AT BARINGO BOYS SENIOR SCHOOL

The Senior school, being a National School, will offer all the three pathways, listed below, for grade 10-12 students:

  • STEM PATHWAY, THAT IS DIVED INTO: PURE SCIENCES, APPLIED SCIENCES and TECHNICAL STUDIES
  • SOCIAL SCIENCES PATHWAY, THAT IS DIVED INTO: LANGUAGES & LITERATURE and HUMANITIES & BUSINESS STUDIES
  • ARTS & SPORTS SCIENCE PATHWAY, THAT IS DIVED INTO:  ARTS and SPORTS

Get a full list of all the latest Grade 10 Subjects at the Senior School under CBE Curriculum:

ARTS & SPORTS PATHWAY SUBJECTS

S/No// PATHWAY// TRACK// SUBJECTS

1.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, Arabic

2.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, Biology

3.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, Business Studies

4.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, Computer Studies

5.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, CRE/IRE/HRE

6.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, Fasihi ya Kiswahili

7.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, French

8.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, General Science

9.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, Geography

10.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, German

11.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, History & Citizenship

12.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, Literature in English

13.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, Mandarin

14.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, Advanced Mathematics

15.ARTS & SPORTS.ARTS.Fine Arts, Theatre & Film, Sports & Recreation

16.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, Arabic

17.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, Biology

18.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, Business Studies

19.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, Computer Studies

20.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, CRE/IRE/HRE

21.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, Fasihi ya Kiswahili

22.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, French

23.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, General Science

24.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, Geography

25.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, German

26.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, History & Citizenship

27.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, Literature in English,

28.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, Mandarin

29.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, Advanced Mathematics

30.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, Sports & Recreation

31.ARTS & SPORTS.ARTS.Music & Dance, Fine Arts, Theatre & Film

32.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, Arabic

33.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, Biology

34.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, Business Studies

35.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, Computer Studies

36.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, CRE/IRE/HRE

37.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, Fasihi ya Kiswahili

38.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, French

39.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, General Science

40.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, Geography

41.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, German

42.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, History & Citizenship

43.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, Literature in English

44.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, Mandarin

45.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, Advanced Mathematics

46.ARTS & SPORTS.ARTS.Theatre & Film, Music & Dance, Sports & Recreation

47.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, Biology, Arabic

48.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, Biology, Business Studies

49.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, Biology, Computer Studies

50.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, Biology, CRE/IRE/HRE

51.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, Biology, Fasihi ya Kiswahili

52.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, Biology, French

53.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, Biology, Geography

54.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, Biology, German

55.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, Biology, History & Citizenship

56.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, Biology, Literature in English

57.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, Biology, Mandarin

58.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, Biology, Advanced Mathematics

59.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, Biology, Media Technology

60.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, General Science, Arabic

61.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, General Science, Business Studies

62.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, General Science, Computer Studies

63.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, General Science, CRE/IRE/HRE

64.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, General Science, Fasihi ya Kiswahili

65.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, General Science, French

66.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, General Science, Geography

67.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, General Science, German

68.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, General Science, History & Citizenship

69.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, General Science, Literature in English

70.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, General Science, Mandarin

71.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, General Science, Advanced Mathematics

72.ARTS & SPORTS.SPORTS & RECREATION.Sports & Recreation, General Science, Media Technology

73.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Business Studies, History & Citizenship, Arabic

74.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Business Studies, History & Citizenship, Computer Studies

SOCIAL SCIENCES PATHWAY

S/No// PATHWAY// TRACK// SUBJECTS

75.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Business Studies, History & Citizenship, CRE/IRE/HRE

76.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Business Studies, History & Citizenship, Fasihi ya Kiswahili

77.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Business Studies, History & Citizenship, French

78.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Business Studies, History & Citizenship, General Science

79.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Business Studies, History & Citizenship, Geography

80.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Business Studies, History & Citizenship, German

81.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Business Studies, History & Citizenship, Literature in English

82.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Business Studies, History & Citizenship, Mandarin

83.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Business Studies, History & Citizenship, Advanced Mathematics

84.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Business Studies, Arabic

85.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Business Studies, Computer Studies

86.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Business Studies, Fasihi ya Kiswahili

87.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Business Studies, French

88.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Business Studies, General Science

89.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Business Studies, Geography

90.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Business Studies, German

91.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Business Studies, History & Citizenship

92.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Business Studies, Literature in English

93.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Business Studies, Mandarin

94.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Business Studies, Advanced Mathematics

95.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Geography, Arabic

96.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Geography, Computer Studies

97.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Geography, Fasihi ya Kiswahili

98.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Geography, French

99.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Geography, General Science

100.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Geography, German

101.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Geography, Literature in English

102.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Geography, Mandarin

103.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, Geography, Advanced Mathematics

104.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, History & Citizenship, Arabic

105.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, History & Citizenship, Computer Studies

106.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, History & Citizenship, Fasihi ya Kiswahili

107.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, History & Citizenship, French

108.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, History & Citizenship, General Science

109.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, History & Citizenship, Geography

110.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, History & Citizenship, German

111.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, History & Citizenship, Literature in English

112.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, History & Citizenship, Mandarin

113.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.CRE/IRE/HRE, History & Citizenship, Advanced Mathematics

114.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Geography, Business Studies, Arabic

115.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Geography, Business Studies, Computer Studies

116.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Geography, Business Studies, Fasihi ya Kiswahili

117.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Geography, Business Studies, French

118.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Geography, Business Studies, General Science

119.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Geography, Business Studies, German

120.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Geography, Business Studies, Indigenous Language

121.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Geography, Business Studies, Literature in English

122.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Geography, Business Studies, Mandarin

123.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Geography, Business Studies, Advanced Mathematics

124.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.Geography, Business Studies, Sign Language

125.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.History & Citizenship, Geography, Arabic

126.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.History & Citizenship, Geography, Business Studies

127.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.History & Citizenship, Geography, Computer Studies

128.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.History & Citizenship, Geography, CRE/IRE/HRE

129.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.History & Citizenship, Geography, Fasihi ya Kiswahili

130.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.History & Citizenship, Geography, French

131.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.History & Citizenship, Geography, General Science

132.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.History & Citizenship, Geography, German

133.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.History & Citizenship, Geography, Literature in English

134.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.History & Citizenship, Geography, Mandarin

135.SOCIAL SCIENCES.HUMANTIES & BUSINESS STUDIES.History & Citizenship, Geography, Advanced Mathematics

136.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Arabic, French, Business Studies

137.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Arabic, French, Computer Studies

138.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Arabic, French, CRE/IRE/HRE

139.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Arabic, French, General Science

140.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Arabic, French, Geography

141.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Arabic, French, History & Citizenship

142.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Arabic, French, Mandarin

143.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Arabic, French, Advanced Mathematics

144.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Fasihi ya Kiswahili, Sign Language, Arabic

145.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Fasihi ya Kiswahili, Sign Language, Business Studies

146.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Fasihi ya Kiswahili, Sign Language, Chinese

147.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Fasihi ya Kiswahili, Sign Language, Computer Studies

148.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Fasihi ya Kiswahili, Sign Language, CRE/IRE/HRE

149.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Fasihi ya Kiswahili, Sign Language, French

150.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Fasihi ya Kiswahili, Sign Language, General Science

151.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Fasihi ya Kiswahili, Sign Language, Geography

152.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Fasihi ya Kiswahili, Sign Language, History & Citizenship

153.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Fasihi ya Kiswahili, Sign Language, Advanced Mathematics

154.SOCIAL SCIENCES.LANGUAGES & LITERATURE.French, German, Business Studies

155.SOCIAL SCIENCES.LANGUAGES & LITERATURE.French, German, Computer Studies

156.SOCIAL SCIENCES.LANGUAGES & LITERATURE.French, German, CRE/IRE/HRE

157.SOCIAL SCIENCES.LANGUAGES & LITERATURE.French, German, General Science

158.SOCIAL SCIENCES.LANGUAGES & LITERATURE.French, German, Geography

159.SOCIAL SCIENCES.LANGUAGES & LITERATURE.French, German, History & Citizenship

160.SOCIAL SCIENCES.LANGUAGES & LITERATURE.French, German, Advanced Mathematics

161.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Fasihi ya Kiswahili, Arabic

162.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Fasihi ya Kiswahili, Business Studies

163.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Fasihi ya Kiswahili, Computer Studies

164.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Fasihi ya Kiswahili, CRE/IRE/HRE

165.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Fasihi ya Kiswahili, French

166.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Fasihi ya Kiswahili, General Science

167.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Fasihi ya Kiswahili, Geography

168.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Fasihi ya Kiswahili, German

169.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Fasihi ya Kiswahili, History & Citizenship

170.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Fasihi ya Kiswahili, Mandarin

171.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Fasihi ya Kiswahili, Advanced Mathematics

172.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Fasihi ya Kiswahili, Sign Language

173.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Literature in English, Arabic

174.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Literature in English, Business Studies

175.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Literature in English, Computer Studies

176.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Literature in English, CRE/IRE/HRE

177.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Literature in English, Fasihi ya Kiswahili

178.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Literature in English, French

179.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Literature in English, General Science

180.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Literature in English, Geography

181.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Literature in English, German

182.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Literature in English, History & Citizenship

183.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Literature in English, Mandarin

184.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Literature in English, Advanced Mathematics

185.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Indigenous Language, Literature in English, Sign Language

186.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Literature in English, Fasihi ya Kiswahili, Arabic

187.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Literature in English, Fasihi ya Kiswahili, Business Studies

188.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Literature in English, Fasihi ya Kiswahili, Computer Studies

189.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Literature in English, Fasihi ya Kiswahili, French

190.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Literature in English, Fasihi ya Kiswahili, Geography

191.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Literature in English, Fasihi ya Kiswahili, History & Citizenship

192.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Literature in English, Fasihi ya Kiswahili, Mandarin

193.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Literature in English, Fasihi ya Kiswahili, Sign Language

194.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Mandarin, French, Business Studies

195.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Mandarin, French, Computer Studies

196.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Mandarin, French, CRE/IRE/HRE

197.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Mandarin, French, General Science

198.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Mandarin, French, Geography

199.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Mandarin, French, History & Citizenship

200.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Mandarin, French, Mathematics

201.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Sign Language, Arabic, Business Studies

202.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Sign Language, Arabic, Computer Studies

203.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Sign Language, Arabic, CRE/IRE/HRE

204.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Sign Language, Arabic, French

205.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Sign Language, Arabic, General Science

206.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Sign Language, Arabic, Geography

207.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Sign Language, Arabic, History & Citizenship

208.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Sign Language, Arabic, Mandarin

209.SOCIAL SCIENCES.LANGUAGES & LITERATURE.Sign Language, Arabic, Advanced Mathematics

STEM PATHWAY SUBJECTS

S/No// PATHWAY// TRACK// SUBJECTS

210.STEM.APPLIED SCIENCES.Agriculture, Business studies, Aviation

211.STEM.APPLIED SCIENCES.Agriculture, Business studies, Biology

212.STEM.APPLIED SCIENCES.Agriculture, Business studies, Building Construction

213.STEM.APPLIED SCIENCES.Agriculture, Business studies, Chemistry

214.STEM.APPLIED SCIENCES.Agriculture, Business studies, Computer Studies

215.STEM.APPLIED SCIENCES.Agriculture, Business studies, Electricity

216.STEM.APPLIED SCIENCES.Agriculture, Business studies, General Science

217.STEM.APPLIED SCIENCES.Agriculture, Business studies, Geography

218.STEM.APPLIED SCIENCES.Agriculture, Business studies, Marine and fisheries

219.STEM.APPLIED SCIENCES.Agriculture, Business studies, Advanced Mathematics

220.STEM.APPLIED SCIENCES.Agriculture, Business studies, Metal work

221.STEM.APPLIED SCIENCES.Agriculture, Business studies, Physics

222.STEM.APPLIED SCIENCES.Agriculture, Business studies, Power Mechanics

223.STEM.APPLIED SCIENCES.Agriculture, Business studies, Woodwork

224.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Aviation

225.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Biology

226.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Building Construction

227.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Business Studies

228.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Chemistry

229.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Electricity

230.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, General Science

231.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Geography

232.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Home Science

233.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Marine & Fisheries

234.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Advanced Mathematics

235.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Metal Work

236.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Physics

237.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Power Mechanics

238.STEM.APPLIED SCIENCES.Agriculture, Computer Studies, Wood work

239.STEM.APPLIED SCIENCES.Agriculture, Geography, Aviation

240.STEM.APPLIED SCIENCES.Agriculture, Geography, Biology

241.STEM.APPLIED SCIENCES.Agriculture, Geography, Building Construction

242.STEM.APPLIED SCIENCES.Agriculture, Geography, Computer Science

243.STEM.APPLIED SCIENCES.Agriculture, Geography, Electricity

244.STEM.APPLIED SCIENCES.Agriculture, Geography, General Science

245.STEM.APPLIED SCIENCES.Agriculture, Geography, Marine & Fisheries

246.STEM.APPLIED SCIENCES.Agriculture, Geography, Advanced Mathematics

247.STEM.APPLIED SCIENCES.Agriculture, Geography, Metal Work

248.STEM.APPLIED SCIENCES.Agriculture, Geography, Physics

249.STEM.APPLIED SCIENCES.Agriculture, Geography, Power Mechanics

250.STEM.APPLIED SCIENCES.Agriculture, Geography, Wood work

251.STEM.APPLIED SCIENCES.Agriculture, Home Science, Aviation

252.STEM.APPLIED SCIENCES.Agriculture, Home Science, Biology

253.STEM.APPLIED SCIENCES.Agriculture, Home Science, Building Construction

254.STEM.APPLIED SCIENCES.Agriculture, Home Science, Business Studies

255.STEM.APPLIED SCIENCES.Agriculture, Home Science, Chemistry

256.STEM.APPLIED SCIENCES.Agriculture, Home Science, Electricity

257.STEM.APPLIED SCIENCES.Agriculture, Home Science, General Science

258.STEM.APPLIED SCIENCES.Agriculture, Home Science, Geography

259.STEM.APPLIED SCIENCES.Agriculture, Home Science, Marine & Fisheries

260.STEM.APPLIED SCIENCES.Agriculture, Home Science, Advanced Mathematics

261.STEM.APPLIED SCIENCES.Agriculture, Home Science, Metal Work

262.STEM.APPLIED SCIENCES.Agriculture, Home Science, Physics

263.STEM.APPLIED SCIENCES.Agriculture, Home Science, Power Mechanics

264.STEM.APPLIED SCIENCES.Agriculture, Home Science, Woodwork

277.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Aviation

281.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Biology

282.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Building Construction

283.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Chemistry

284.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Electricity

278.STEM.APPLIED SCIENCES.Computer Studies, Business studies, General Science

285.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Geography

279.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Marine & Fisheries

286.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Advanced Mathematics

287.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Metal Work

280.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Physics

288.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Power Mechanics

289.STEM.APPLIED SCIENCES.Computer Studies, Business studies, Wood Work

265.STEM.APPLIED SCIENCES.Computer Studies, Geography, Aviation

266.STEM.APPLIED SCIENCES.Computer Studies, Geography, Biology

267.STEM.APPLIED SCIENCES.Computer Studies, Geography, Building Construction

268.STEM.APPLIED SCIENCES.Computer Studies, Geography, Chemistry

269.STEM.APPLIED SCIENCES.Computer Studies, Geography, Electricity

270.STEM.APPLIED SCIENCES.Computer Studies, Geography, General Science

271.STEM.APPLIED SCIENCES.Computer Studies, Geography, Marine & Fisheries

272.STEM.APPLIED SCIENCES.Computer Studies, Geography, Advanced Mathematics

273.STEM.APPLIED SCIENCES.Computer Studies, Geography, Metal Work

274.STEM.APPLIED SCIENCES.Computer Studies, Geography, Physics

275.STEM.APPLIED SCIENCES.Computer Studies, Geography, Power Mechanics B

276.STEM.APPLIED SCIENCES.Computer Studies, Geography, Wood work

290.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Aviation

291.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Biology

292.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Building Construction

293.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Business Studies

294.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Chemistry

295.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Electricity

296.STEM.APPLIED SCIENCES.Computer Studies, Home Science, General Science

297.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Geography

298.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Marine & Fisheries

299.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Advanced Mathematics

300.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Metal Work

301.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Physics

302.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Power Mechanics

303.STEM.APPLIED SCIENCES.Computer Studies, Home Science, Wood Work

304.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Agriculture

305.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Aviation

306.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Building Construction

307.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Business Studies

308.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Chemistry,

309.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Computer Studies

310.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Electricity

311.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Geography

312.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Home Science

313.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Marine & Fisheries

314.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Metal Work

315.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Physics

316.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Power Mechanics

317.STEM.PURE SCIENCES.Advanced Mathematics, Biology, Woodwork

318.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Agriculture

319.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Aviation

320.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Building Construction

321.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Business Studies

322.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Computer Studies

323.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Electricity

324.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Geography

325.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Home Science

326.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Marine & Fisheries

327.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Metal Work

328.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Physics

329.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Power Mechanics

330.STEM.PURE SCIENCES.Advanced Mathematics, Chemistry, Wood Work

331.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Agriculture

332.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Aviation

333.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Building Construction

334.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Business Studies

335.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Computer Studies

336.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Electricity

337.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Geography

338.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Home Science

339.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Metal Work

340.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Power Mechanics

341.STEM.PURE SCIENCES.Advanced Mathematics, General Science, Wood Work

342.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Agriculture

343.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Aviation

344.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Building & Construction

345.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Business Studies

346.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Computer Studies

347.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Electricity

348.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Geography

349.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Home Science

350.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Marine & Fisheries

351.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Metal Work

352.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Power Mechanics

353.STEM.PURE SCIENCES.Advanced Mathematics, Physics, Woodwork

354.STEM.PURE SCIENCES.Biology, Chemistry, Agriculture

355.STEM.PURE SCIENCES.Biology, Chemistry, Aviation

356.STEM.PURE SCIENCES.Biology, Chemistry, Building Construction

357.STEM.PURE SCIENCES.Biology, Chemistry, Business Studies

358.STEM.PURE SCIENCES.Biology, Chemistry, Computer Studies

359.STEM.PURE SCIENCES.Biology, Chemistry, Electricity

360.STEM.PURE SCIENCES.Biology, Chemistry, Geography

361.STEM.PURE SCIENCES.Biology, Chemistry, Home Science

362.STEM.PURE SCIENCES.Biology, Chemistry, Metal Work

363.STEM.PURE SCIENCES.Biology, Chemistry, Power Mechanics

364.STEM.PURE SCIENCES.Biology, Chemistry, Wood Work

365.STEM.PURE SCIENCES.Biology, Physics, Agriculture

366.STEM.PURE SCIENCES.Biology, Physics, Aviation

367.STEM.PURE SCIENCES.Biology, Physics, Building Construction

368.STEM.PURE SCIENCES.Biology, Physics, Business Studies

369.STEM.PURE SCIENCES.Biology, Physics, Computer Studies

370.STEM.PURE SCIENCES.Biology, Physics, Electricity

371.STEM.PURE SCIENCES.Biology, Physics, Geography

372.STEM.PURE SCIENCES.Biology, Physics, Home Science

373.STEM.PURE SCIENCES.Biology, Physics, Metal Work

374.STEM.PURE SCIENCES.Biology, Physics, Power Mechanics

375.STEM.PURE SCIENCES.Biology, Physics, Wood Work

376.STEM.PURE SCIENCES.Chemistry, Physics, Agriculture

377.STEM.PURE SCIENCES.Chemistry, Physics, Aviation

378.STEM.PURE SCIENCES.Chemistry, Physics, Building Construction

379.STEM.PURE SCIENCES.Chemistry, Physics, Business Studies

380.STEM.PURE SCIENCES.Chemistry, Physics, Computer Studies

381.STEM.PURE SCIENCES.Chemistry, Physics, Electricity

382.STEM.PURE SCIENCES.Chemistry, Physics, Geography

383.STEM.PURE SCIENCES.Chemistry, Physics, Home Science

384.STEM.PURE SCIENCES.Chemistry, Physics, Metal Work

385.STEM.PURE SCIENCES.Chemistry, Physics, Power Mechanics

386.STEM.PURE SCIENCES.Chemistry, Physics, Wood Work

387.STEM.TECHNICAL STUDIES.Aviation, Business Studies, Biology

388.STEM.TECHNICAL STUDIES.Aviation, Business Studies, Chemistry

389.STEM.TECHNICAL STUDIES.Aviation, Business Studies, Computer Studies

390.STEM.TECHNICAL STUDIES.Aviation, Business Studies, General Science

391.STEM.TECHNICAL STUDIES.Aviation, Business Studies, Geography

392.STEM.TECHNICAL STUDIES.Aviation, Business Studies, Home Science

393.STEM.TECHNICAL STUDIES.Aviation, Business Studies, Marine & Fisheries

394.STEM.TECHNICAL STUDIES.Aviation, Business Studies, Advanced Mathematics

395.STEM.TECHNICAL STUDIES.Aviation, Business Studies, Media Technology

396.STEM.TECHNICAL STUDIES.Aviation, Business Studies, Physics

397.STEM.TECHNICAL STUDIES.Aviation, General Science, Agriculture

398.STEM.TECHNICAL STUDIES.Aviation, General Science, Business Studies

399.STEM.TECHNICAL STUDIES.Aviation, General Science, Computer Studies

400.STEM.TECHNICAL STUDIES.Aviation, General Science, Home Science

401.STEM.TECHNICAL STUDIES.Aviation, General Science, Marine & Fisheries

402.STEM.TECHNICAL STUDIES.Aviation, General Science, Advanced Mathematics

403.STEM.TECHNICAL STUDIES.Aviation, General Science, Media Technology

404.STEM.TECHNICAL STUDIES.Aviation, General Science, Power Mechanics

405.STEM.TECHNICAL STUDIES.Aviation, Geography, Biology

406.STEM.TECHNICAL STUDIES.Aviation, Geography, Business Studies

407.STEM.TECHNICAL STUDIES.Aviation, Geography, Chemistry

408.STEM.TECHNICAL STUDIES.Aviation, Geography, Computer Studies

409.STEM.TECHNICAL STUDIES.Aviation, Geography, General Science

410.STEM.TECHNICAL STUDIES.Aviation, Geography, Home Science

411.STEM.TECHNICAL STUDIES.Aviation, Geography, Marine & Fisheries

412.STEM.TECHNICAL STUDIES.Aviation, Geography, Advanced Mathematics

413.STEM.TECHNICAL STUDIES.Aviation, Geography, Media Technology

414.STEM.TECHNICAL STUDIES.Aviation, Geography, Physics

415.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, Biology

416.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, Chemistry

417.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, Computer Studies

418.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, General Science

419.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, Geography

420.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, Home Science

421.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, Marine & Fisheries

422.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, Advanced Mathematics

423.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, Media Technology

424.STEM.TECHNICAL STUDIES.Building Construction, Business Studies, Physics

425.STEM.TECHNICAL STUDIES.Building Construction, General Science, Computer Studies

426.STEM.TECHNICAL STUDIES.Building Construction, General Science, Geography

427.STEM.TECHNICAL STUDIES.Building Construction, General Science, Home Science

428.STEM.TECHNICAL STUDIES.Building Construction, General Science, Marine & Fisheries

429.STEM.TECHNICAL STUDIES.Building Construction, General Science, Advanced Mathematics

430.STEM.TECHNICAL STUDIES.Building Construction, General Science, Media Technology

431.STEM.TECHNICAL STUDIES.Building Construction, Geography, Biology

432.STEM.TECHNICAL STUDIES.Building Construction, Geography, Chemistry

433.STEM.TECHNICAL STUDIES.Building Construction, Geography, Computer Studies

434.STEM.TECHNICAL STUDIES.Building Construction, Geography, Home Science

435.STEM.TECHNICAL STUDIES.Building Construction, Geography, Marine & Fisheries

436.STEM.TECHNICAL STUDIES.Building Construction, Geography, Advanced Mathematics

437.STEM.TECHNICAL STUDIES.Building Construction, Geography, Media Technology

438.STEM.TECHNICAL STUDIES.Building Construction, Geography, Physics

439.STEM.TECHNICAL STUDIES.Electricity, Business Studies, Biology

440.STEM.TECHNICAL STUDIES.Electricity, Business Studies, Chemistry

441.STEM.TECHNICAL STUDIES.Electricity, Business Studies, Computer Studies

442.STEM.TECHNICAL STUDIES.Electricity, Business Studies, Geography

443.STEM.TECHNICAL STUDIES.Electricity, Business Studies, Home Science

444.STEM.TECHNICAL STUDIES.Electricity, Business Studies, Marine & Fisheries

445.STEM.TECHNICAL STUDIES.Electricity, Business Studies, Advanced Mathematics

446.STEM.TECHNICAL STUDIES.Electricity, Business Studies, Media Technology

447.STEM.TECHNICAL STUDIES.Electricity, Business Studies, Physics

448.STEM.TECHNICAL STUDIES.Electricity, General Science, Computer Studies

449.STEM.TECHNICAL STUDIES.Electricity, General Science, Home Science

450.STEM.TECHNICAL STUDIES.Electricity, General Science, Marine & Fisheries

451.STEM.TECHNICAL STUDIES.Electricity, General Science, Advanced Mathematics

452.STEM.TECHNICAL STUDIES.Electricity, General Science, Media Technology

453.STEM.TECHNICAL STUDIES.Electricity, Geography, Biology

454.STEM.TECHNICAL STUDIES.Electricity, Geography, Chemistry

455.STEM.TECHNICAL STUDIES.Electricity, Geography, Computer Studies

456.STEM.TECHNICAL STUDIES.Electricity, Geography, Home Science

457.STEM.TECHNICAL STUDIES.Electricity, Geography, Marine & Fisheries

458.STEM.TECHNICAL STUDIES.Electricity, Geography, Advanced Mathematics

459.STEM.TECHNICAL STUDIES.Electricity, Geography, Media Technology

460.STEM.TECHNICAL STUDIES.Electricity, Geography, Physics

461.STEM.TECHNICAL STUDIES.Marine & Fisheries, Business Studies, Biology

462.STEM.TECHNICAL STUDIES.Marine & Fisheries, Business Studies, Chemistry

463.STEM.TECHNICAL STUDIES.Marine & Fisheries, Business Studies, Computer Studies

464.STEM.TECHNICAL STUDIES.Marine & Fisheries, Business Studies, General Science

465.STEM.TECHNICAL STUDIES.Marine & Fisheries, Business Studies, Geography

466.STEM.TECHNICAL STUDIES.Marine & Fisheries, Business Studies, Home Science

467.STEM.TECHNICAL STUDIES.Marine & Fisheries, Business Studies, Advanced Mathematics

468.STEM.TECHNICAL STUDIES.Marine & Fisheries, Business Studies, Media Technology

469.STEM.TECHNICAL STUDIES.Marine & Fisheries, Business Studies, Physics

470.STEM.TECHNICAL STUDIES.Marine & Fisheries, General Science, Computer Studies

471.STEM.TECHNICAL STUDIES.Marine & Fisheries, General Science, Home Science

472.STEM.TECHNICAL STUDIES.Marine & Fisheries, General Science, Advanced Mathematics

473.STEM.TECHNICAL STUDIES.Marine & Fisheries, General Science, Media Technology

474.STEM.TECHNICAL STUDIES.Marine & Fisheries, Geography, Biology

475.STEM.TECHNICAL STUDIES.Marine & Fisheries, Geography, Chemistry

476.STEM.TECHNICAL STUDIES.Marine & Fisheries, Geography, Computer Studies

477.STEM.TECHNICAL STUDIES.Marine & Fisheries, Geography, Home Science

478.STEM.TECHNICAL STUDIES.Marine & Fisheries, Geography, Advanced Mathematics

479.STEM.TECHNICAL STUDIES.Marine & Fisheries, Geography, Media Technology

480.STEM.TECHNICAL STUDIES.Marine & Fisheries, Geography, Physics

481.STEM.TECHNICAL STUDIES.Media Technology, Business Studies, Biology

482.STEM.TECHNICAL STUDIES.Media Technology, Business Studies, Chemistry

483.STEM.TECHNICAL STUDIES.Media Technology, Business Studies, Computer Studies

484.STEM.TECHNICAL STUDIES.Media Technology, Business Studies, Geography

485.STEM.TECHNICAL STUDIES.Media Technology, Business Studies, Home Science

486.STEM.TECHNICAL STUDIES.Media Technology, Business Studies, Marine & Fisheries

487.STEM.TECHNICAL STUDIES.Media Technology, Business Studies, Advanced Mathematics

488.STEM.TECHNICAL STUDIES.Media Technology, Business Studies, Physics

489.STEM.TECHNICAL STUDIES.Media Technology, General Science, Computer Studies

490.STEM.TECHNICAL STUDIES.Media Technology, General Science, Home Science

491.STEM.TECHNICAL STUDIES.Media Technology, General Science, Marine & Fisheries

492.STEM.TECHNICAL STUDIES.Media Technology, General Science, Advanced Mathematics

493.STEM.TECHNICAL STUDIES.Media Technology, Geography, Biology

494.STEM.TECHNICAL STUDIES.Media Technology, Geography, Chemistry

495.STEM.TECHNICAL STUDIES.Media Technology, Geography, Computer Studies

496.STEM.TECHNICAL STUDIES.Media Technology, Geography, Home Science

497.STEM.TECHNICAL STUDIES.Media Technology, Geography, Marine & Fisheries

498.STEM.TECHNICAL STUDIES.Media Technology, Geography, Advanced Mathematics

499.STEM.TECHNICAL STUDIES.Media Technology, Geography, Physics

500.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Aviation

501.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Biology

502.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Chemistry

503.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Computer Studies

504.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, General Science

505.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Geography

506.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Home Science

507.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Marine & Fisheries

508.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Advanced Mathematics

509.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Media Technology

510.STEM.TECHNICAL STUDIES.Metal Work, Business Studies, Physics

511.STEM.TECHNICAL STUDIES.Metal Work, General Science, Computer Studies

512.STEM.TECHNICAL STUDIES.Metal Work, General Science, Home Science

513.STEM.TECHNICAL STUDIES.Metal Work, General Science, Marine & Fisheries

514.STEM.TECHNICAL STUDIES.Metal Work, General Science, Advanced Mathematics

515.STEM.TECHNICAL STUDIES.Metal Work, General Science, Media Technology

516.STEM.TECHNICAL STUDIES.Metal Work, Geography, Biology

517.STEM.TECHNICAL STUDIES.Metal Work, Geography, Chemistry

518.STEM.TECHNICAL STUDIES.Metal Work, Geography, Computer Studies

519.STEM.TECHNICAL STUDIES.Metal Work, Geography, General Science

520.STEM.TECHNICAL STUDIES.Metal Work, Geography, Home Science

521.STEM.TECHNICAL STUDIES.Metal Work, Geography, Marine & Fisheries

522.STEM.TECHNICAL STUDIES.Metal Work, Geography, Advanced Mathematics

523.STEM.TECHNICAL STUDIES.Metal Work, Geography, Media Technology

524.STEM.TECHNICAL STUDIES.Metal Work, Geography, Physics

525.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, Biology

526.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, Chemistry

527.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, Computer Studies

528.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, General Science

529.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, Geography

530.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, Home Science

531.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, Marine & Fisheries

532.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, Advanced Mathematics

533.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, Media Technology

534.STEM.TECHNICAL STUDIES.Power Mechanics, Business Studies, Physics

535.STEM.TECHNICAL STUDIES.Power Mechanics, General Science, Computer Studies

536.STEM.TECHNICAL STUDIES.Power Mechanics, General Science, Home Science

537.STEM.TECHNICAL STUDIES.Power Mechanics, General Science, Marine & Fisheries

538.STEM.TECHNICAL STUDIES.Power Mechanics, General Science, Advanced Mathematics

539.STEM.TECHNICAL STUDIES.Power Mechanics, General Science, Media Technology

540.STEM.TECHNICAL STUDIES.Power Mechanics, Geography, Biology

541.STEM.TECHNICAL STUDIES.Power Mechanics, Geography, Chemistry

542.STEM.TECHNICAL STUDIES.Power Mechanics, Geography, Computer Studies

543.STEM.TECHNICAL STUDIES.Power Mechanics, Geography, Home Science

544.STEM.TECHNICAL STUDIES.Power Mechanics, Geography, Marine & Fisheries

545.STEM.TECHNICAL STUDIES.Power Mechanics, Geography, Advanced Mathematics

546.STEM.TECHNICAL STUDIES.Power Mechanics, Geography, Media Technology

547.STEM.TECHNICAL STUDIES.Power Mechanics, Geography, Physics

548.STEM.TECHNICAL STUDIES.Wood Work, Business Studies, Biology

549.STEM.TECHNICAL STUDIES.Wood Work, Business Studies, Chemistry

550.STEM.TECHNICAL STUDIES.Wood Work, Business Studies, Computer Studies

551.STEM.TECHNICAL STUDIES.Wood Work, Business Studies, General Science

552.STEM.TECHNICAL STUDIES.Wood Work, Business Studies, Geography

553.STEM.TECHNICAL STUDIES.Wood Work, Business Studies, Home Science

554.STEM.TECHNICAL STUDIES.Wood Work, Business Studies, Marine & Fisheries

555.STEM.TECHNICAL STUDIES.Wood Work, Business Studies, Advanced Mathematics

556.STEM.TECHNICAL STUDIES.Wood Work, Business Studies, Physics

557.STEM.TECHNICAL STUDIES.Wood Work, General Science, Computer Studies

558.STEM.TECHNICAL STUDIES.Wood Work, General Science, Geography

559.STEM.TECHNICAL STUDIES.Wood Work, General Science, Home Science

560.STEM.TECHNICAL STUDIES.Wood Work, General Science, Marine & Fisheries

561.STEM.TECHNICAL STUDIES.Wood Work, General Science, Advanced Mathematics

562.STEM.TECHNICAL STUDIES.Wood Work, General Science, Media Technology

563.STEM.TECHNICAL STUDIES.Wood Work, Geography, Biology

564.STEM.TECHNICAL STUDIES.Wood Work, Geography, Chemistry

565.STEM.TECHNICAL STUDIES.Wood Work, Geography, Computer Studies

566.STEM.TECHNICAL STUDIES.Wood Work, Geography, General Science

567.STEM.TECHNICAL STUDIES.Wood Work, Geography, Home Science

568.STEM.TECHNICAL STUDIES.Wood Work, Geography, Marine & Fisheries

569.STEM.TECHNICAL STUDIES.Wood Work, Geography, Advanced Mathematics

570.STEM.TECHNICAL STUDIES.Wood Work, Geography, Media Technology

571.STEM.TECHNICAL STUDIES.Wood Work, Geography, Physics

Baringo Boys High Senior School: Full details, location, CBE Subjects Offered

CRE Form One Good Notes, Revision Questions and Answers {All Topics Covered}

CHRISTIAN RELIGIOUS EDUCATION I

PART I

 

  1. Identify five occasions in which Abraham’s faith in God was demonstrated.       (5mks)
  2. Give secular reasons for the coming of missionaries to Africa.                                       (5mks)
  3. State five roles played by Africans in spreading Christianity in East Africa.       (5mks)
  4. Identify five contributions of the church in the society today.       (5mks)
  5. List down five taboos and regulations that were observed by an expectant mother in African traditional society.       (5mks)
  6. Give five ways in which the covenant foretold by Jeremiah is different from Sinai’s covenant. (5mks)
  7. State five ways in which the living benefited from the living dead.       (5mks)
  8. Identify five ways in which names were given to children in African traditional society.       (5mks)
  9. Give five contributions of Krapf in establishing Christianity.       (5mks)
  10. Outline five teachings of Jesus about God’s Kingdom. (5mks)
  11. Identify five social conditions condemned by Amos. (5mks)
  12. State five teachings of Paul to the Corinthians on the issue of marriage. (5mks)
  13. State five reasons why David is important. (5mks)
  14. Identify five effects of the process of colonisation on missionary work in Kenya. (5mks)
  15. Outline five causes of childlessness in the society. (5mks)
  16. State five motives that drive people to misuse drugs. (5mks)
  17. Identify five problems of leisure in Kenya today. (5mks)
  18. Outline five occasions when Jesus prayed. (5mks)
  19. Identify five effects of Bible translation.       (5mks)
  20. State five reasons why Christians accept suffering as part of discipleship in this world. (5mks)

 

CHRISTIAN RELIGIOUS EDUCATION  1

PART II

 

  1. a) Explain the Biblical origin of sin and it’s consequences in Genesis chapter 3.           (14mks)
  2. b) Outline the traditional African understanding about evil.                                                     (5mks)
  3. c) What are the great evils that face mankind today?                                                   (6mks)
  4. a) What are the Christian teaching about work both in the Old and New testament                  (8mks)
  5. b) Why was work seen as very important in the traditional African society.                              (7mks)
  6. c) i) List any six causes of unemployment in Kenya today.                                                      (6mks)
  7. ii) Give the solutions to the problems mentioned above.       (4mks)
  8. a) Why is divorce common in East Africa today.                                                          (10mks)
  9. b) Why was divorce not common in Africa traditional community.                                          (8mks)
  10. c) Identify some of the remedies to be applied to slow the high rate of divorce nowadays.      (10mks)
  11. a) Give a comparison between the call of Samuel with that of Moses.                          (12mks)
  12. b) State reasons that made the Israelites to demand for a king.                                     (5mks)
  13. c) Give ways in which leaders of nations misuse their positions today.                         (8mks)
  14. a) Relate the miracle of the healing of the man born blind.                                                      (12mks)
  15. b) What lessons do Christians learn from this miracle.                                                       (10mks)
  16. c) List three other miracles of Jesus.                                                                                    (3mks)

 

CHRISTIAN RELIGIOUS EDUCATION 1

PART I

MARKING SCHEME

 

  1. Abraham’s faith in God was demonstrated in the following ways:

–     His readiness to begin God’s plan of salvation when called though he had not seen that  God .

–     His readiness to leave his ancestral land for a new land.

–     His readiness to offer Isaac as a sacrifice yet he was the only son.

–     His faith on the birth of Isaac yet they were aging.

–     Offered sacrifices to God when he reached Canaan.

–     His readiness to offer sacrifices as commanded.

 

  1. Secular reason for the coming of the missionaries:

–     To civilize Africans.

–     To stop slave trade.

–     To explore new lands.

–     For adventure i.e find out what was happening outside.

–     To establish legitimate trade.

–     To rehabilitate freed slaves.

 

  1. Role played by Africans in spreading Christianity in East Africa:

–     Taught the missionaries their vernacular language.

–     Preached to their fellow Africans.

–     Acted as guides & porters.

–     Provided material support to the missionaries.

–     Provided land for building of schools, hospitals & mission churches e.g chief Kaneni of Muranga.

–     Became catechists who denounced African customs.

 

  1. Contributions of the church in the society today.

–     Helping refugees.

–     Provision of food in the famine striken areas.

–     Establishing homes for the destitute, the disabled and the aged (Thogoto).

–     Provision of medical in various parts of Kenya.

–     Providing security to clash victims.

–     Providing education through their mission schools.

–     Evangelising so as to enhance virtues in the society.

 

  1. Taboos & regulations that were observed by an expectant mother in the African traditional society:

–     Abstain from sexual intercourse till after birth.

–     Forbidden to eat certain foods & and encouraged to eat others.

–     Returns to the home of her parents when the time of giving birth draws near.

–     Not allowed to do heavy work and handle certain tools like metals.

–     Not allowed to speak to her husband directly.

–     May carry protective charms.

–     Prayers for the mother and child are made to God.

 

  1. Ways in which the covenant foretold by Jeremiah is different from Sinai’s covenant.

–     Jeremiah’s covenant emphasized on forgiveness of sins unlike Sinaitic covenant .

–     Jeremiah’s covenant emphasized individual / personal responsibility.

–     The laws to be followed would be written in peoples hearts unlike Sinaitic covenant which was written on stone -tablets.

–     Jeremiah’s covenant would be permanent and would be fulfilled unlike the Sinai covenant which had repeatedly failed.

–     In the new covenant there will be personal knowledge of God, while in the Sinaitic, there would be need for a -mediator.

–     In the new covenant there would be spontaneous forgiveness of sins, whereas in the old covenant sins were called -forward to the next generation.

 

  1. Ways in which the living benefited from the living dead:

–   Communicate the wishes of the relatives to ancestors.

–   Welcome the dying into the spiritual world.

–    Pass the request of the living to god.

–   Help to sustain community standards / values.

–   Help in controlling the behaviour of the living.

–   Bless the living.

–   Avert the consequences of curses from anywhere.

–  Help them recover lost property.

 

  1. Ways in which names were given to children in African traditional society:

–     Given according to the prevailing circumstances at the time of the birth.

–     Given ancestral names in honour of the dead.

–     Named after elder members of the community.

–     Given according to the experience of the parents.

–     Given during adolescence to describe observed characteristics of the young man or woman    .

–     Name would be fixed before the child is born.

–     Name given according to the season of births.

 

  1. Contribution of Krapf in establishing Christianity:

–     Wrote the first Kiswahili dictionary i.e participated in Bible translation.

–     Translated St Luke’s Gospel into Taita language.

–     Translated the New Testament in to Kiswahili.

–     Assisted in setting up mission stations in Ribe, and part of Ukambani.

–     Converted various people e.g Akamba & established churches that were used in worship.

 

  1. Teachings of Jesus about God’s kingdom:

–     The kingdom of God meant the rule of God.

–     Had already come for Jesus had obeyed the will of God.

–     It was present in the worlds & words of Jesus.

–     The kingdom will not be joyful event for everyone in future.

–     Kingdom belongs to the humble, poor e.t.c.

–     The rich cannot buy their way.

–     The kingdom goes on growing and spreading quietly e.t.c

.

  1. Social conditions condemned by Amos:

–     Oppression and exploitation of the poor by the rich.

–     Social injustice & luxury.

–     Disorder & unfair practices like harshness.

–     Wealth derived from slave labour.

–     Exorbitant rents.

 

  1. Teachings of paul to the Corinthians on the issue of marriage:

–     Paul advised the Corinthians to copy his example of remaining celibate if they wished to serve God better.

–     Paul advised those who’d lost their partners to remain so as to avoid being immoral.

–     Warned that marriage was permanent and therefore those who married would not separate.

–     Paul advised those who separated for neighbours reasons not to remarry.

–     He warned Xtians not to marry non-Christians.

 

  1. Reasons why David is important:

–     Was chosen by God.

–     Was filled with the spirit from the time he was anointed.

–     Had outstanding leadership qualities.

–     Knew and obeyed God.

–     Was acclaimed & publicly anointed king by the whole nation.

–     Captured Jerusalem from the Jebusites & made it the capital.

–     United the people.

–     Established a most powerful state.

–     Encouraged trade with other nations e.g Tyre.

–     Brilliant military commander.

 

  1. Effects of the process of colonization on missionary work in Kenya:

–     Establishment of British authority in the interior resulted in law & order.

–     Colonial administration encouraged some missionaries to work in the country.

–     The building of the Kenya – Uganda railway enabled the missionaries to move to the interior

–     Land given to the British was given to the missionaries to build mission stations.

–     Colonial government gave financial aid to the missionaries.

–     Freedom of worship was granted by the British government led to rivalry amongst churches.

–     Missionaries were not accepted where the colonial administration used punitive expeditions.

–     African teachers in missionary schools left to join the army due to reasonable salaries in the forces.

 

  1. Causes of childlessness in the society:

–     Infertility of one partner or both.

–    Accidents for example, war & natural disasters.

–     Use or misuse of certain drugs.

–    Abortion.

–     Biological, psychological & health problems.

 

  1. Motives that drive people to misuse drugs:

–     To escape frustration

–     Influence from the others

–     Curiosity

–     Commercial advertisements

–     Idleness

–     Search of identity (show – off)

–      Prevention or cure of diseases.

 

  1. Problems of leisure in kenya today:

–     Drug-Taking

–    Theft

–     Fighting

–    Rape

–    Gossip

–    Reading Or Watching Pornographic Materials

–     Drinking Alcohol & smoking.

 

  1. Occasions when Jesus prayed:

–     After baptism at river Jordan.

–     Prayed alone away from the crowd.

–     During the feeding of the five thousand.

–     Before asking his disciples what people said about him.

–     Just before the transfiguration.

–    After the return of the 72 disciples.

–     When he taught his disciples how to pray.

–    During the last supper.

–     At the garden of Gethesemane just before his arrest

–     Prayed to his father when he was on the cross.

 

  1. Effects of bible translation in Kenya:

–     More Africans became Xtians.

–     Missionaries were able to easily evangelise the local people.

–     African Xtians were able to have a clear understanding of the Holy scriptures.

–     Led to the formation of schools where the African Xtians could be taught.

–     African Xtians re-discovered their own cultural identity.

 

  1. Reasons why Christians accept suffering as part of discipleship in this world:

–     Suffering is a necessary part of a Xtian’s life.

–     It brings eternal life.

–     Suffering brings salvation / redemption.

–     A sign of true commitment to Jesus.

–     Christ suffered – they emulate Him as their model

–     Enables one to carry out the cross of Christ on account of the gospel

–     Trains a Xtian in endurance

–     A manifestation of God’s glory

–     A preparation for eternal glory.

 

CHRISTIAN RELIGIOUS EDUCATION I

PART II

MARKING SCHEME

 

1(a)      i) Biblical origin of sin:

– Sin is understood to mean rebellion against God.

– Sin originated with the devil or Satan in heaven.

– The serpent came to the woman & told her to eat fruits of the tree that God had forbidden – –   –   – —

Adam & Eve to eat.

 

  1. ii) Consequences of Sin:

– The whole Adamic race became alienated from God.

– Man changed and became prone to sin.

– The sentence of death was passed upon all men.

– The ground was cursed on account of man.

– Childbirth and work became associated with hardship.

– Sin entered into the world.

– Man began to take life of fellow men.

– The life span of man was reduced.

– The language of mankind was confused after the flood.

 

(b)  Traditional African understanding of evil:

–     Most African communities believe that god did not create evil nor is the temptation to do evil.

–     Some African communities attribute the origin of evil to spiritual beings that is evil spirits.

–     Others believe that evil is caused by bad magicians.

–     If someone broke an established community taboo, he would suffer some form of evil like sickness or bareness.

–     Dead ancestors, if offended by the living were also believed to cause / send evil to the offender.

–     Some African communities have myths which show that God created the would with a possibility of evil.

 

(c)  What are the great evils that face mankind today:

–     Poverty

–    Ignorance / illiteracy

–     Diseases e.g A.I.Ds

–    Corruption / bribery

–     Wars & fighting’s

–    Natural calamities (floods, – El-nino, famines).

 

 

  1. (a) Christian teaching about work both in the old and New Testament:

–     God’s creation is talked of as work.

–     Man was to work in order to subdue the earth.

–     God himself worked in the creation story so man should work.

–     In the commandments both work and rest are shown as part of God’s plan for mankind.

–     Work is good & can be fulfilling & enjoyable – proverbs, laziness is condemned.

–     Although work is good man should not be overworked & exploited.

–     Jesus was a worker (carpenter).

–     Jesus gave his examples from the world of work e.g sower, shepherd, fishermen, tax collectors e.t.c.

–     Paul used to work (tent maker) .

–     He who does not work should not eat.

 

(b) Work was seen as very important in the traditional African society.

–     Work is the basis of wealth.

–     Work was obligatory.

–     Division of labour – age, sex & status.

–     Kept people physically fit.

–     One feels proud due to achievement through work.

–     Work as a means of basic needs.

–     Brought people to share talks and media of instruction.

 

(c) i)     Causes of unemployment in Kenya today:

–     High population.                                                                 –

–     Inappropriate education system rapid growth in labour force.

–     Industrial seasonality.

–     Job selectivity.

–     Skill imbalance.

–     Unappropriate technology.

–     Shortage of foreign exchange.

–     Unfavourable terms of trade.

 

  1. ii) Solutions to the problems mentioned above:

–     Mobilisation of national resources

–     Discouragement from white collar jobs

–     Technical education

–     N.Y.S

–     Informal sector – Jua Kali

–    8-4-4

 

3    (a) Why divorce is common in East Africa today:

–     Unfaithfulness

–    Long separation – job opportunities

–     Drunkenness

–    Cruelity

–     Feminist liberation

–    Random choice of partners

–     No room for polygamy

–    One who earns can manage without a husband

–     Lack of parental consultation

–    Couple break marriage due to hearsay

–     Individual affairs

–    No go-between hence reconciliation after disagreement

 

 

–     Permissiveness

–    If  dowry is not fully paid.

 

(b)  Why was divorce not common in African traditional community:

–     Dowry acted as cement

–     Divorce not allowed – marriage was permanent

–     Was a communal affair

–     Both parents consulted

–     Women substituted for second marriage

–    Women were subordinate

–     Took place at a mature age

–      Unfaithfulness was not there and if, then one was given severe punishment.

–     Always a go-between in all marriages.

 

(c)  Possible solutions to the above problems:

–     Partners to pray.

–     Forgive each other as Jesus advocated for love and forgiveness.

–     Marriage counsellors.

–     Monogamy should be upheld to avoid divorce that occurred because of polygamous marriages.

–     Should avoid immorality.

–     Couples to adhere to their oaths.

–     Couples to stay together.

 

  1. (a) Compare the call of Samuel with that of Moses:

–     Both were called by their names by God.

–     Both were called to serve God.

–     Both were called to be leaders of their people.

–     Both were to be prophets to the Israelites.

–     Both were called to be settling disputes among individuals or groups.

–     Both were away from their home by the time they were called.

–     They were to lead people in worship & prayer.

–     Moses was sent to Egypt while Samuel was sent to Eli by God.

–     Moses was herding animals while Samuel was ministering unto the Lord.

–     Moses received the call in the wilderness while Samuel received the call at Shiloh staying with priest Eli.

–     God appeared to Moses in a vision of burning bush but to Samuel in a dream.

–     Samuel was young & unmarried but Moses was mature & married.

 

(b)  Israelites demanded for a king because:

–     Samuel’s sons had failed as leaders due to their being corrupt.

–     Israelites wanted to be equal to other nations.

–     Wanted a king to lead them to war against philistines.

–     Wanted a stable hereditary leadership.

–     Needed a human leader with national authority.

–     Wanted a political government for law & order.

 

(c)  Ways in which leaders of nations misuse their positions today:

–     Taxing citizens heavily.

–     Practicing tribalism.

–     Grabbing fertile pieces of land from their subjects.

–     Harassing religious leaders.

–     Murdering their political opponents.

–     Suppressing weaker nations.

–     Imposing his religion (Islam) to all citizens.

–     Detaining people without trial.

–     Misusing public funds.

 

5    (a)  Relate the story of the man born blind:

–     Jesus saw a man blind from birth.

–     His disciples asked him “Rabbi” who sinned, this man or his parents, that he was born blind.

–     It was not that this man sinned or his parents, but that the work of God might be made manifested in him.

–     He must work of him who sent me, while it is day, night comes when no one can work.

–     Jesus said, I am the light of the world.

–     Jesus spat on the ground and made clay of the spittle & anointed the man’s eyes with the clay.

–     Told him to go & wash in the pool of Siloam .

–     He went & washed & came back seeing.

–     People doubted his identity.

–     He confessed he was the one (blind man).

–     He was asked how his eyes were opened.

–     He answered, the man called Jesus made clay & anointed my eyes & said to me “Go to Siloam & wash, so I went & washed & received my sight.

–     The pharisees said “This man is not from God, for he does not keep the sabbath”

–     He was again asked to testify about the man who healed – He said, he is a prophet

–     The parents were also asked if he was their son.

 

(b)  Lessons Christians can learn from this miracle:

–     The suffering of man gives Jesus an opportunity of showing the glory & the power of God on earth.

–     By working on the Sabbath day Jesus meant to show us that there is no limit of day or time for doing god’s work.

–     The use of spittle shows us that Jesus was keeping conformity with the curative methods & customs of the Jews of his time.

–     Obedience to god’s will brings us remarks.

–     The account of this healing also show us the gradual development of faith in the disciple of Jesus

–     Jesus affirms that those who might reject his healing are spiritually blind.

 

(c)  Give three other miracles performed by Jesus:

–     Jesus cast out the spirits of the unclean demon at Carpenaum          –  Feeding of five thousand

–     Raising of Jairus daughter                                       –  Transfiguration

–     Jesus calms a storm                                                –  Healing of a paralysed man

–     Raising a window’s son at nain                               –  Healing of centurion’s servant

–     Unexpected catch of fish                                         –  Healing of ten lepers

–     Healing a man full of leprosy                                  –  Heals a man possessed by demons

–     A child seized by convulsing demon                                    –  Jesus, son of a virgin without a father.

 

CHRISTIAN  RELIGIOUS EDU.  II

PART 1

 

  1. Give five reasons why it was difficult for the apostles to believe that Jesus arose from death.       5mks
  2. Give five reasons why Christians should forgive       5mks
  3. Write down five occasions when Jesus prayed.             5mks
  4. Write down five qualities of God found in the Lords Prayer.             5mks
  5. Write down five reasons why Christians should accept suffering as part of discipleship.      5mks
  6. Write down five priviledges of a young initiated African man. 5mks
  7. Give five reasons why burial rites are important.             5mks
  8. Write down five reasons why children were important among the Africans.             5mks
  9. Give five reasons for decline of female initiation.       5mks
  10. Mention five factors which make (made) Africans to feel at home in independent churches. 5mks
  11. Suggest five ways in which a Christian might test whether a person claiming to be Gods Prophet is

telling the truth.                                                                                                           5mks

  1. Write down five reasons why unemployment was rare in Traditional African Society
  2. Write down five reasons why Christians are opposed to child labour. 5mks
  3. Identify five causes of death in traditional African Society. 5mks
  4. List down five teachings about Jesus from Peters speech on the day of Pentecost. 5mks
  5. State five effects of the conversation of Paul on the early church. 5mks
  6. Give five qualities of the servant of Yahweh according to prophet Isaiah. 5mks
  7. Give five duties of ordained people in the church. 5mks
  8. Write down five motives that drive people to misuse drugs. 5mks
  9. List down five reasons why people get married. 5mks

 

CHRISTIAN RELIGIOUS EDUCATION  II

PART 1

MARKING SCHEME.

 

  1. – It was an extra – ordinary event, outside their experience

–  The story of resurrection was fore told by women, the disciples being Jews thought  that it was idle  tale

from women

–  The disciples lacked faith and understanding,  they had not understood, Jesus when he told them about

his resurrection.

–  Their concept of a messiah was not a suffering Messiah, but a victorious one.

–  Jesus helplessness during the arrest and crucifixion ruled out any possibility of resurrection.

–  Conflicting stories confused them.  Some were saying that Jesus arose, others said that the apostles  stole

the body

–   Events leading to his death, denial by Peter, betrayal by Judas made the disciples to question his

messiahship.

–  Things happened so fast, death, burial, resurrection, too much for human mind to  comprehend.

–  The disciples had witnessed the death and the burial of Jesus hence convinced that he  was dead /   gone

completely                                                                                                                                5mks

 

  1. – We are forgiven by God, hence we should forgive

–     So as to receive a reward from the father

–     Others do forgive us

–     God is perfect and Christians should be like him and that is why Christians should forgive.

5mks

3.-  During the temptations.

–     During transfigurations

–     During the feeding of the 5 thousand

–     During the pass over (prayer on the Mt. Of Olives garden of Gethsemene)

–     On the cross                                                                                                             5mks

 

  1. – God is loving, caring and good

–      God is transcendent ie beyond human beings (who is in heaven)

–      God is holy and worthy of worship (hallowed be thy name)

–      God is eminent (near)

–      Giver and provider ( give us our daily bread)

–      God is protective (protects us from devil)

–      God is forgiving, merciful and compassionate (forgive us our sins.)

–      God delivers and deliberates (deliver us from evil)

–      God is glorious (for thine is the glory)

–      God is powerful (for thine is the power)

–      God is eternal (everlasting)                                                                                    5mks

 

 

–     True commitment involves suffering , Lk 9:57 – 62 suffering brings salvation and redemption’s).

–     Choosing eternal life involves suffering Mt 8:34 – 38 (leads one to heaven)

–     Christ suffered hence Christians should suffer to emulate his mode of life

–     It strengthens faith and develops endurance.

–     Endurance manifests the glory of God

–       Following Christ means self – denial and carrying the cross                                   5mks

 

  1. – Could marry

–      Could inherit

–      Could be told the secrets of the community

–     Could join adults

–     Could become a worrior                                                                              5mks

 

  1. – Give people a chance to release their grief and suitable rituals

–      Enabled people to appease the ancestors

–      Enables people to normalize life (life has to go on)

–      Enabled people to bid farewell to the departed.

–      United people (both the living and the dead)                                                          5mks

 

8.-    Inheritance

–     Provision of labour

–     Accumulation of wealth

–     Enhancing ones social status

–     Helping parents at old age

–     Carry on with the lineage

–     Sign of protection / security                                                                                      5mks

 

  1. – Western culture

–     Christianity condemns it

–     Medical reasons

–     Modern education

–     Modern ways of life                                                                                                5mks

 

  1. – Africans are allowed to carry on some of their cultural practices e.g circumcision / polygamy

–     Africans use their language

–     Africans have an opportunity to become leaders

–     Africans use local tunes and instruments

–     Africans generate finance locally

–     Africans are led by fellow Africans.                                                                         5mks

 

  1. – He must be holy

–     Must be willing to take risks and self – sacrifices

–     He must speak with authority

–     Must be righteous

–     His prophecies must be fulfilled

–     Must be fearless                                                                                                      5mks

 

12.-      There were no white collar jobs

–     No paid jobs

–     All aspects of life were integrated

–     There was division of labour

 

 

 

–     People accepted and appreciated any kind of work

–     There was no need for training or professional skills/ no specializations

–     No corruption / evils that can cause unemployment.                                                5mks

 

13.-  Children are gifts from God

–  Children should not be exploited

–  Should be loved and taken care of

–  Children are not objects, they are in a state of development physically, socially, mentally and   morally.

–  A child made to labour at the expense of his freedom to a better training employment will hate whoever caused this inconvenience when he grows up

–  Children should be considered as human beings who are supposed to enjoy same rights and   priviledges.                                                                                                                                           5mks.

 

  1. – Sorcery / witchcraft

–  Insulting deity

–  Curse

–  Natural causes / old age

–  Capital punishment.                                                                                                     5mks.

 

–     Jesus was Lord

–     Jesus was the son of God

–     Jesus was Christ

–     Jesus was from Nazareth

–     Jesus  had divine/ human nature

–     Jesus was sent by God to work miracles

–     Jesus conquered death

–     Jesus ascended into heaven

–     Holy spirit is a gift from Jesus

–     God had made Jesus both Lord and Christ

–     Jesus is a descendant of David

–     Jesus death and resurrection was a fulfilment of prophecy.

–     Jesus was exalted and seated at the right hand of God.                                             5mks

 

16.

–     Good news spread to the gentile world.

–     Persecution of Christians decreased /  hence increase in Christians

–     Paul wrote letters of advice and encouragement to Christians

–     Helped to set up structure of the church

–     Spelt out the relationship between the church and the state

–     Set a model for other Christians

–     Defended the gospel against attacks

–     Expanded new faith

–     Interpreted Christian doctrines

–     He became an apostle hence spread the good news                                       5mks

 

17.

–     Chosen one of God / anointed / Messiah

–     Will be a good shepherd

–     Pleasing to God

–     Gods spirit is in him

–     Man of justice

–     Patient, tolerant, endurance

–     Humility/ non violent / weaker / gentle

–     Courageous

–     Righteous

–     Liberator from oppression

–     Knowledgeable, ready to learn, teacher

–     God is glorified in him/ reflects Gods glory                                                  5mks

 

18.

–     Organize church services

–     Incharge of offering sacrament

–     Run church affairs

–     Organize finances in the church

–           Settle disputes among Christians and solve any problems that would arise

–     Officiate in matters of marriage baptism and burial.                                                 5mks.

 

19.

–     Escape frustration

–     Influence from others / peer pressure

–     Curiosity

–     Commercial advertisements

–     Idleness

–     Search for identity – showing off / a feeling of self importance.

–     Prevention / cure of diseases.                                                                                   5mks

 

20.

–     For procreation

–     Strengthening social relationship

–     Get permission for legitimate use of sex

–     In obedience to gods command and ancestors

–     To avoid temptation of prostitution

–     Acquire status in the society.                                                                                  5mks

 

CHRISTIAN RELIGIOUS EDUCATION II

PART II

 

  1. a. Why did the Israelites demand for a king                                                                    10mks
  2. Why was Samuel against the idea of a king 10mks
  3. What was the significance of the fact that the youngest son of Jesse’s eight sons was chosen to

become a king                                                                                                              5mks

 

  1. a. Mention various factors which caused disunity in the early church and what  possible solutions were

offered by Paul.                                                                                                            15mks

  1. What causes disunity in the church in Kenya today and what are the solutions to these.            10mks.
  2. a. Discuss the cause of high incidences of divorce in our modern society.                             15mks
  3. What problems are encountered by victims of divorce or separation 10mks
  4. a. Outline the meaning and significance of initiation rites                                             15mks
  5. Why are Christians baptised?             10mks
  6. a. Both Jeremiah and Ezekiel had message of hope to the exiles.  Narrate specific the message of

hope given by Jeremiah and Ezekiel to the exiles                                                                 15mks

  1. What do you consider to be good qualities of a religious leader eg. Pastor                  10mks
  2. a. What is the biblical teaching on alcohol.
  3. Give different reasons as to why people take alcohol.

 

 

 

 

CHRISTIAN RELIGIOUS EDUCATION II

PART II

MARKING SCHEME.

 

1.a.   To be like the other nations surrounding them

–  Wanted a viable king instead of their unseen king.

–   Needed an army leader to inspire his people to rebel against their oppressors who had become more powerful and technologically more advanced than them.

–   Needed a king to lead them to war.

–      Samuel had grown old and his sons whom he had appointed to be judges for Israel did not walk his

ways / they had become corrupt and accepted bribes and prevented justice.

 

  1. – They had rejected Yahweh as their king

–  The King will take their sons and make themselves with his chariots / make them run infront of his

chariots

–   Will take their daughters to be performers and cooks and bakers

–   Will take the best of your fields and vineyards and give them to his attendants.

–   Take a 1/10 of their grains and vintage and give them to his attendants

–   Will take their maidservants and menservants and best of their cattle for his own

–   Will become his slaves.

 

Significance.

  1. Man looks at the outward appearance but God looks at the Inward appearance and that is why he

choose the youngest.

 

  1. a.
  2. Distribution of food: Greek speaking Jews (Hellemst)  complained that during

distribution of food their widows were being discriminated because they were not pure Jews.

   Solution:   Paul appointed seven deacons to be responsible for the distribution of food so that

everybody was cartered for.

 

  1. Leadership: Some claimed to be followers of Apollos who was a theologian, others followers

of Peter, others followed Paul because he was the founder of the church at Corrinth.

Paul was unhappy with these divisions and he adviced them to be united since the church is led by the power of the holy spirit.  It was not the cleverness of the preacher that mattered, but all preached  about Jesus who suffered and had been crucified. The personalities they rallied behind were messengers of God.  Christ died for everybody.  The should avoid dividing Christ into groups.

 

iii.   Idolatry:   Some Christians were eating meat offered to idols.  These were the ones who had strong

faith and knew idols were powerless such actions misled others who were weak in faith.  Paul that

enlightened Christians were free to buy and eat meat offered to idols but for the sake of weak

Christians they were to refrain from the practice lest they led the weak ones astray.

–    He advised Christians to keep away from idol worship so as to avoid being joined to the actual  idol.

 

iv  Spiritual gifts:  Some Christians thought speaking in tongues was great gift and started boasting about

it, this made other believers with other gifts to dry and  prove there was the best and this created

disunity among the Christians.

 

Solution:  Paul discouraged them from boasting and reminded them that all thesegifts  come from God and were to be used for strengthening the church and the common good of believers.  He urged them to aspire for the greatest gift of all which is love.

 

  1. Lords Supper:

Christians in corinth grouped themselves according to their status in society hence an abuse to the Lords supper.

–  The rich ate plenty of food and got drunk while the poor watched.  This made the Lords supper

loose its meaning and were concentrating more on social status.

–  Purpose of Lords supper was for all to come together as believers to share the Lords supper.

– It reminded them of great love Jesus had for them by dying on the cross.

       Solution:  They were to approach Lords supper with honour and respect in order to  avoid Gods

judgement.

  1. Resurrection of the body: Some believed in resurrection of the body while others doubted it and it

created different feelings among them.

–     Paul confirmed the resurrection of the body as proved by the fact that Jesus  rose from the dead  and

appeared to his disciples.

 

2b.   Causes of disunity in the church today.

  1. Leadership: Those who are power thirst want the top seats in the churchfor  recognition purposes   but not delivering the message.

Solution:    All should have a call to be leaders in the church and should not aspire to show off.

Need purity of their hearts.

  1. Misuse of church funds: this can lead to disunity in church.

       Solution:    Church funds should be accounted for and tabled so that all believers could know

how their funds were used.

iii.  Backbiting:  Some leaders backbite others thinking that they are better preachers and have many followers.

       Solution:   What matters is your faith in Christian but not fame.  Since all are preaching the same

message.

  1. Education: Those more educated than the others, tend to undermine those with lower education.  What matters is the message, no matter what tactics are used, hence the truth must be preached without misleading.    When pastors demand too much money from the congregation the freedom to offer what they want without dictating.

      Solution:  Should give the congregation the freedom to offer what they want without dictating.

  1. Incitement caused by other churches towards another about their undertakings.

      Solution:   Each church to set their own priorities and not compete with other churches.

  1. Social status –  high class and low class those rich associating with the rich in the church and  the poor with the poor hence no unity.

      Solution:  all are equal and should mix freely since they are all in the church for one                  purpose.

vii.  Political influence.

3 a.Causes of high incidences of divorce in our modern society.

–     Adultery and unfaithfulness / Extra marital affairs

–     Childlessness / impotence / infertility

–     Difficult and handicapped children

–     Separation due to work/ careers, may lead others to divorce their wives

–     Poor communication

–     Finances:  If there is no proper budgeting or open discussion about finances this can lead to

divorce.

–     Level of education when one has higher education than the others, defending on how they handle

it may lead to inferiority / superiority complex hence divorce.

–     Cultural differences.

–     Impotence.

–     Diseases eg. STDs

–     Domestic violence

–     Religious differences.

1 mark for mention

2 mark for elaboration (10mks)

 

  1. b.

–     Become social misfits in the society

–     Sexual un-fulfilment

–     Psychological torture which can lead one to committing suicide

–     Financial problems especially if one was not working and was relying on the other one.

–     Jealousy – when you see other couples together

–     Children lack both parental love

–     Bitterness towards the other party can lead one party to kill the other.

–     Children might seek other sources of love

–     Lack of trust – you wouldn’t trust anyone again

–     Promotes homosexuality / lesbianism

–     Psychological stress leading to insanity / suicide

–     Promotes diseases eg. multiple personality disorder.

–     Makes children hate one parent or be against them because of influence from other parents

–     Deterioration in physical health.

  1. a.

–     Initiation introduced the youth virtually to the life in the community.

–     Initiate became a member of a specific age group

–     The initiate was allowed to participate in various responsible roles in society

–     Initiation ceremony allowed communion with ancestors to take place

–     The rites enabled the society to select future age-group leaders

–     The rites acquainted the initiates with the rules and regulations regarding the  social relationships

between men and women.

–     After initiation, the parents of the initiates were promoted to higher social status in society.

–     During and immediately after initiation, the initiates were temporary separated from other people

and they lived either in fields forest or in other specially prepared houses away from their homes.

–    Initiates went through a period of withdrawal from society, during which they received secret

instructions before they were allowed to rejoin their relatives

–   It appears the initiates experienced the process of dying and being reborn.

–   Integration into their families meant that they were new members with new personality traits

–   They cast off their childhood and become adults, in some societies they acquired new names.

–   Introduction to adult life meant the initiates were allowed to share in privileges and duties of the

society. Ie  Allowed to marry and acquire property.

–   Initiation prepared the youth in matters of sexual life, procreation and other domestic roles

–   Initiation rites were educative.  They marked the beginning of acquiring society, wisdom which is

hidden from the youth.

–   Initiates learn to endure pain and hardships live with one another, obey their seniors.

  1. a.

–   Accept their present state which resulted from their disobedience, but God would need them

–   Make new life for themselves in babylon by building houses, settling down, planting gardens,

marrying and having children Jer: 29: 4 – 6.

–   Not to allow themselves to be destroyed or rebel against city and its inhabitants

–     Encouraged to work for  the good of the rulers and people in babylon and pray for their prosperity

so that they may also prosper Jer. 29:7.

–   Not to listen or be influenced by false prophets or future tellers.

–   That God would gather His people and bring them back to their land.

–   The remnant will be restored and live in prosperity and peace.

–   During their return God would guide them as a father or as a shepherd guides his children or flock

–   Descendant of king David would be enthroned as king and would rule them with justice forever

(Jer. 23: 5 – 6; Ez. 34: 23 – 24)

–   Jerusalem would be rebuilt and would be a source of Joy and pride (Jer 30: 18 – 22)

–   Jeremiah bought a piece of land in Jerusalem to signify that exiles would return to Jerusalem and be

able to buy fields there (Jer: 32:36 – 44).

–   Ezekiels call to repentance was because God does not take pleasure in the suffering of a sinner

(Ez 18:23)

5b. –   Must speak the truth regardless the consequences

–     Be ready to suffer for the truth.

–     Set a good example to the people he is handling / others

–     Must have a call from God

–     Should not expect praises from people

–     Must not be money conscious

–     Must deliver the message (true) to the people as directed by God

–     Should think of others before himself / herself spirit (love, joy, peace)

–     Should not be an hypocrite.

  1. a. – Alcoholism brings poverty prov 23:20

–   Alcoholics suffer depression and they are miserable prov. 23: 29-30.

–   Alcoholics cause trouble because they engage in violence, suffer from illusions and hallucinations

–   Wine makes a person incapable of thinking clearly (hos 4:11)

–   Isaiah condemns people who spent their time drinking ( is. 5:11 – 12)

–   Wine leads people astray (prov 20:11)

–   Wine is a gift from God (Deutro. 7: 13)

–   Paul speaks against drunkenness (Eph 5: 18) Romans 13:13: 1cor 5:11)

–   Wine like all Gods creation is a gift from God and is good but it becomes bad if misused.

6.b

–   Escape frustration / release tension

–   Influence from others

–   Curiosity (to know the effects it has

–   Due to advertisement / influence from advertisement

–   Idleness

–   To show off / prestige

–   For pleasure

–   Better digestion especially wine

–   For social status.

 

 

CHRISTIAN RELIGIOUS EDUCATION III

PART I

 

  1. State the five social and religious evils condemned by Jeremiah at the Temple Gate of Jerusalem.                                                                                                                                           (5 mks)
  2. State five religious conditions that existed in Israel before King Josiah carried out the
    religious reforms.                                                                                                   (5 mks)
  3. What are the causes of unfaithfulness among married couples today? (5 mks)
  4. Mention five practices by Christians carried over from Judaism. (5 mks)
  5. What were the causes of death in African Traditional Societies? (5 mks)
  6. How was law and order maintained in African Traditional Societies? (5 mks)
  7. How can a Christian show responsibility to others in the community? (5 mks)
  8. What was the significance of dowry in Traditional African Society? (5 mks)
  9. What qualities made Peter to be a successful leader of the first apostolic church?  (5 mks)
  10. What do you think were the terms of Saul’s conversion? (5 mks)
  11. What are the causes of evils as found in Genesis 3 – 11? (5 mks)
  12. State five teachings of Jesus on forgiveness. (5 mks)
  13. Why are Jesus’ miracles regarded as His saving works? (5 mks)
  14. What factors helped to maintain Harmony and mutual responsibility in African traditional
    communities? (5 mks)
  15. What can Christians learn from the feeding of the five thousand people? (5 mks)
  16. What features of worship were observable in the early Christian community? (5 mks)
  17. How has Christianity helped in transforming the African Society? (5 mks)
  18. Give five examples of independent churches in Kenya. (5 mks)
  19. Why do you think it was mandatory for everyone to marry in traditional African communities? (5 mks)
  20. List five evils committed by King Ahab according to Prophet Elijah. (5 mks)

 

CHRISTIAN RELIGIOUS EDUCATION III

PART II

 

  1. (a) Explain the origin of sin and its consequences as found in Genesis chapters 1-11.           (13 mks)

(b)  What was Jeremiah’s understanding of suffering?                                              (7 mks)

(c)  What is the Christian understanding of suffering today?                                                (5 mks)

  1. (a) Explain the New Testament’s understanding of the death of Jesus Christ.                       (10 mks)

(b)  How was death understood in African Traditional community?                          (8 mks)

  • Compare and contrast the destiny of the soul in African Traditional Religion and Christianity?             (7 mks)
  1. (a) Why do you think there should be co-operation between the church and the state?

(8 mks)

(b)  Explain the areas of ecumenical co-operation among churches in Kenya today?

(9 mks)

(c)  Explain the effects of translating the Bible into local African languages.            (8 mks)

  1. (a) What was the significance of Abraham’s call for him and his descendants?         (8 mks)

(b)  What is the relevance of God’s promises to Christians today?                             (8 mks)

  • What lessons can Christians learn from Abraham’s faith? (9 mks)
  1. (a) How has modern Technology and Economy changed the Traditional African attitude to work?                                                                                                                                             (9 mks)

(b)  Explain in detail why a Christian should work.                                                  (8 mks)

(c)  What are the effects of alcoholism on career?                                                    (8 mks)

 

 

CHRISTIAN RELIGIOUS EDUCATION  III

MARKING SCHEME  I

 

  1. Five social and religious evils condemned by Jeremiah at Temple gate:

(i)   Stealing.

(ii) Murder.

(iii) Following other gods.

(iv) Committing adultery.

(v) Perjury – cheating especially in Law Courts.

(vi) Burning incense to Baal.

(vii)Oppression of the alien, fatherless and widow.                           (5 x 1 marks)

  1. Five religious conditions that existed in Israel before King Josiah carried out the religious reforms:
  • Temple prostitution.
  • There were many high places for worship of Baal and Asherah.
  • There was practice of human sacrifice which was done to idols.
  • Idol worship was even carried out in Jerusalem Temple.
  • The covenant way of life was abandoned.
  • There were many wizards who were consulted by the people. (5×1 marks)
  1. Causes of unfaithfulness among married couples today:
  • Unfulfilled sexual desires.
  • Need for revenge. A man may have extra marital sex because the wife has it or the other way

round.

  • Craving sexual adventure.
  • Bad Company/ influence.
  • Temptations due to long periods of separation.
  • Drunkenness especially in the man.
  • When a woman is not supported financially she may turn to prostitution to earn money.
  • If a woman denies a man his conjugal rights he may turn to other women.

(Any 5×1 = 5 marks)

  1. Five practices done by Christians which are carried over for Judaism:
  • Use of Psalms in worship.
  • Reading of Old Testament scriptures.
  • Communal prayers.
  • Giving of offerings to God.
  • Attending church services
  • Dedication of children to God.
  • Worship is conducted by Priests/Pastors.

(Any 5×1 = 5 marks)

  1. Causes of death in African Traditional societies:
  • Divine will.
  • Insulting or dishonoring God.
  • Breaking a binding oath.
  • Breaking a taboo. (Any 5×1 = 5 marks)
  1. How Law and Order was maintained in Traditional African societies:
  • Through oathing.
  • Through making covenants.
  • Through supervision by clan elders or Chiefs, Priests.
  • Through punishment of wrong doers (e.g. fines, caning, curses, ex-communication).
  • Through keeping customary beliefs and regulations.

(Any 5×1 = 5 marks)

  1. How a Christian can show responsibility in the community:
  • Visiting and praying for the sick.
  • Caring for the needy.
  • Sharing in the problems of others.
  • Helping the needy in the society.
  • Evangelizing to the non-Christians. (5×1 = 5 marks)
  1. Significance of dowry in African Traditional society:
  • It acted as marriage seal.
  • It was a show of appreciation by the boy’s family to the girl’s family.
  • It was a compensation to the loss of the girl.
  • It acted as constant reminder that the girl was not cheap.
  • Dowry served as a sign of the girl’s presence in her home.

(5×1  = 5 marks)

  1. Qualities that made Peter to be a successful leader of the first apostolic church.
  • He was a good orator.
  • Peter had great courage – he spoke without fear even when he was sure he would face a persecution.
  • He was full of Holy Spirit that enabled him to speak as he did on the Pentecost day.
  • He performed miracles e.g. healed a cripple and raised Dorcas.
  • He would make right judgements under influence of Holy Spirit e.g. judged Ananias and Saphira.
  • Peter was ready to die for his faith – He accepted death by crucifixion.

(vii) He was a man of great faith.                                                          (Any 5×1 = 5 marks)

  1. The terms for Saul’s conversion:
  • He was to preach to Kings and other men of high social status.
  • Saul was to be a messenger to the gentiles.
  • He was to be a chosen instrument set aside by the Lord himself.
  • Saul was to be made an example of Jesus Christ’s suffering for Christ’s sake.
  • Saul was to be a messenger to gentiles but also to Jews because he was a good Pharisee.                                                                                                 (5×1 = 5 marks)
  1. Causes of evil as found in Genesis 3-11:
  • Desire for worldly glory.
  • Temptation by Satan.
  • Disobedience to God.
  • Human weakness.

(vii) Jealousy.                                                                                       (Any 5×1 = 5 marks)

  1. Jesus’ teaching on forgiveness:
  • We should forgive everybody even our enemies.
  • It is never too late to ask.
  • One should seek for God’s
  • God forgives those who repent.
  • Forgiveness should be unlimited.
  • God forgives those who forgive others.

(Any 5×1 = 5 marks)

  1. Why the miracles of Jesus are regarded as his saving works:
  • The miracles show that Jesus is the Messiah who has come to set mankind free from sin.
  • Driving out of demons shows liberation of people from the power of Satan
  • The miracles of Jesus manifested God’s saving power.
  • Miracles of Jesus manifested god’s saving power.
  • Raising people from the dead shows that Jesus has conquered pain and death.                                                 (5×1 = 5 marks)
  1. Factors that helped to maintain harmony and mutual responsibility in African traditional communities:
  • Observance of moral values or taboos and customs.
  • Belief in common ancestry.
  • Common ownership of land.
  • Common religious beliefs.
  • Communal work.

(vii)Concern for others shown through sharing.

(viii)Respecting the rights of others as defined by rules and regulations.

(Any 5×1 = 5 marks)

  1. What Christians can learn from the feeding of the five thousand:
  • Should seek the imperishable food the word of God.
  • Should be able to share what they have with others.
  • Recall the Old Testament prophecies about the Messianic Banquet.
  • Jesus is the bread of life.
  • Not to be anxious about material and physical needs.
  • Should show concern for the needs of others.
  • Jesus has power over nature. (Any 5×1 = 5 marks)
  1. Features of worship observable in the early Christian community:
  • They attended Temple worship.
  • There was the anointing with oil.
  • They had special hours for prayers.
  • They had fellowship in their private houses.
  • Baptism was a must for those who were to join the new people of God.
  • They underwent the Apostles’ instructions. (Any 5×1 = 5 marks)

 

 

 

  1. How Christianity has helped in transforming the African society:
  • The church offers recreational facilities.
  • Reduced fear of witchcraft, sorcery and magic.
  • Helped in dropping rituals which were a threat to health.
  • Formal education brought by Christian missionaries has changed African lifestyles.
  • Polygamy is dying out giving room to Christian monogamy.
  • Formal education replaced informal education.
  • Traditional beliefs have been replaced by Christian beliefs. (Any 5×1 = 5 marks)
  1. Examples of Independent Churches in Kenya:
  • Church of the Holy Spirit (Dini ya Roho).
  • African Independent Pentecost Church.
  • African Greek Orthodox Church.
  • Legio Maria of Africa.
  • Pentecostal Assemblies of God.
  • African Brotherhood. (Any 5×1 = 5 marks)
  1. Why it was mandatory for everyone to marry in Traditional African Communities:
  • To continue family and clan through procreation.
  • To prove one’s fertility.
  • So as to be remembered after death through naming by their children.
  • To have many relatives and friends because African marriages joined families.
  • To earn respect as unmarried people were never respected in African traditional societies. (5×1 = 5 marks)
  1. Evils committed by King Ahab according to Prophet Elijah:
  • Worshipped Baal and Asherah.
  • Built temples for Baal and Asherah.
  • Married Jezebel who was not an Israelite contrary to Old Testament teachings.
  • Killing Naboth and his family;
  • Taking Naboth’s vineyard. (5×1 = 5 marks)

 

CHRISTIAN RELIGIOUS EDUCATION III

PART II

MARKING SCHEME

 

  1. (a) The Origin of Sin:
  • Man was created good and innocent.
  • His relationship with the Creator was perfect.
  • He was endowed with the will to choose between good and evil.
  • The man and woman were tempted by the serpent/Satan to eat the forbidden tree/tempted to eat the fruit of the tree of knowledge.
  • Both rebelled against God/Creator, willfully disobeyed God.
  • Man sinned when he desired to be like the Creator which was not the intention of God.
  • It was because of his pride and desertion of God’s love and guidance that he violated the will of the Creator. (Any 4×1 = 4 marks)

(II)

The consequences of sin:

(i)   Adam and Eve were expelled from the Garden of Paradise/Aden where they lived under God’s great

care.

(ii)  Man no longer could communicate with his Creator, for the communication was broken.

(iii) Man and woman became ashamed of their nakedness or a feeling of guilt resulted.

(iii) Sex, which was blessed by God, became a shameful act.

(iv) Life became a matter of struggle for man now has to eat from his sweat or toil to survive.

(v)  Work became  an unpleasant engagement.

(vi) Man was to populate the world with his offspring. However child bearing became a fearful and painful

experience.

(vii)The woman became subordinate to man because she has to do his will.

(viii) Man was to struggle against hostile nature full of thorns/hardship.

(ix) Sin spread all over the world (Gen. 4-11).

(x)  Man struggled to reach the Creator with no success.

(xi) Death resulted.                                                       (Any 9×1 = 9 marks)

 

(b)  Jeremiah’s understanding of suffering:

  • The theme of suffering starts with Jeremiah’s call whose mission was to deliver an unpleasant message to the people.
  • Judah suffers because of her failure to live to the ideas of the covenant way of life or their rejection of Yahweh’s love for them.
  • The home of David had to suffer because of the unfaithfulness of her custodians or rulers who did not portray the character of their forefather David.
  • His life is a good example of an innocent person suffering because of the evils of his society. He suffered greatly even to the point of accusing God of betraying him.
  • The massive defeat of Judah by foreigners which was God’s judgement was aimed at warning the people of their religious and moral failures.
  • Jeremiah experienced a terrible conflict in himself almost wanting to give up his prophetic mission.

(vii) God shared his agony of suffering when his people rejected Him and persue evils.

(viii) The innocent could suffer not because of punishment from God as the Israelites believed but due to   existence of evil.

(ix) After the suffering, those who accept it in the right spirit, a great era of great joy will replace it.   Judgement and suffering of God’s people keep a ray of hope.

(Any 7×1 = 7 marks)

  • Christian understanding of suffering:
  • Jesus gave a good example of suffering and he taught his disciples suffering was part of their being followers of Christ. True followers are those who accept suffering.
  • Innocent suffering is part of the redemptive purpose of God.
  • Peter says that it is through suffering that the faith of the believer is strengthened.
  • Those who are not discouraged and endure suffering, will be made perfect.
  • It is through trials and temptations that man seeks God’s guidance and protection. It makes Christians rely on the divine love of God.
  • They are assured that the end of suffering and evil is promised in the final victory of God.

(vii) It is in this suffering that Christians share in the glory of God  through Jesus Christ.

(viii) When Christians suffer, they witness  to Christ in the world.

(ix) Suffering can be as a result of social, political, moral and economic situations surrounding the Christian community.

  1. (a) The New Testament understanding of the death of Christ.:
  • The death/the cross is the means by which the Kingdom of God is established.
  • In the gospels, Jesus spoke with his disciples about his coming death which was doing the will of God.
  • In John’s gospel, the death is the ‘hour’ when the son glorifies the father and the father glorifies the son.
  • The blood shed on the cross is the blood that seals the New covenant.
  • The death is a sacrifice that atones man’s sin/the pascal lamb which liberates man from the bondage of sin.
  • Since God’s loved the world, he gave his only beloved son whose death is the sign of God’s love for sacrifice of Christ.
  • It is the meeting point between the divine and the human – Jesus sealed the gap that separated

man with God – direct communication between man and God (e.g. the cutting of the temple

curtain).

(viii) The Roman soldier at the time of Jesus’ death confessed that Jesus was            surely the son of God.

(ix) The death symbolized the day of God’s judgement and the beginning of a new age (e.g. the criminals crucified with Jesus and the dark that covered the whole world at the time of his death).

(x)  Jesus is both the suffering servant Messiah and a universal Messiah.

  • His death broke the hard hearts of men – the crowd that jeered at him was moved when Jesus died.
  • It symbolized the victory of good over evil.
  • The death was the source of boldness during the apostolic preaching since they believed that they

had already been saved and incorporated in the risen Lord.   (Any 10×1 = 10 marks)

  • Death in African Traditional Community:
  • Death was one of the stages of life/a link between the physical and the spirit world.
  • Death normally was not associated with natural happening but always has a religious or mystical explanation.
  • It was not a very welcomed occurrence and especially when one died while young, it was feared.
  • It could be a punishment from the spirits or God for misbehavior in society.
  • Could be a warning or activities of an evil spirit.
  • The Africans believed that the spirit left a person when he died to join the spirit of those who had died before.
  • The dead still continued to link with the living.
  • The death of an old person was taken as being called by God to join the spirit world.
  • Death brought sadness to the bereaved and neighbours.
  • It was a phenomena after which people had to be purified to ward off more deaths.
  • The Destiny of the soul in African Traditional Religion and Christianity:
  • Both believe that at death the soul separates with the body.
  • Both African Traditional Religion and Christianity believe that there is transformation and change in state.
  • In Christianity the soul goes to purgatory(Roman Catholicism) to wait for final judgement whereas in ATR it joins the spirit world.
  • While Christians talk of final resurrection, this concept is lacking in African belief systems.
  • In African Traditional societies the soul goes in the sky or underground, for Christians it goes to heaven.
  • The living dead exercise powers over the physically living while such concept is not in
  • Both traditions believe that the fate of the soul is determined by the life led by the individual when he was alive.
  • In traditional African beliefs the spirits of the dead were feared, a belief that does not exist among Christians.
  • African communities poured libation to appease the departed, a practice that is not encouraged by Christians.
  • After a certain period of time, the spirits of the dead fade away in the world but in Christianity the soul awaits the final judgement.
  • The ancestral spirits acted as messengers between the living and the spirit world whereas in Christianity the communication is by the Holy Spirit.
  • In both traditions the spirits of the dead are nearer to God than those physically living. (Any 7×1 = 7 marks)
  1. (a) Why there should be co-operation between the church and the state:
  • The state and the church belong to one Nation hence they have similar goals – National goals.
  • Both the state and the church meet at fund raisings for the church as well as in state ceremonies i.e. politicians attend church functions and Christians attend state functions.
  • The state provides security for all people including Christians e.g. police are called upon to maintain order when we have functions in the church , while the church takes care of spiritual needs of the people.
  • Today some Government officials hold important positions in the church while also some Christians hold important positions in the Government
  • The church and the state co-operate in condemning immoral and criminal activities in the society.
  • Both must co-operate because they serve the same community.
  • Christianity teaches that all Authority comes from God and all Christians must obey state laws.
  • Both church and state co-operate in the provision of health, education and other social needs of the community. (8×1 = 8 marks)
  • Areas of ecumenical co-operation among churches in Kenya today:
  • Different churches are involved in provision of medical services throughout Kenya.
  • Today we have some Theological colleges training church ministers from different churches e.g. Pan African Christian College, which trains pastors from all Protestant churches.
  • Nearly all churches lead religious programmes on Sundays on the Kenya Broadcasting Corporation (KBC).
  • The Bible Society of Kenya is made up of many churches and its main function is translation of the Bible into local languages.
  • Different churches join hands in Harambee functions to build churches and schools.
  • Many churches come together and give food relief in areas that are seriously hit by famine like North Eastern Kenya.
  • Today different churches hold joint prayers in schools.

(viii) Today the church helps the government in preparation of C.R.E. curriculum,

syllabuses and text books.

  • Inter-church marriage is a major area of co-operation among churches in Kenya. (9×1 = 9 mks)

      (c)  Effects of translating the Bible into local African languages:

  • It is possible for Africans to participate actively in preaching the gospel.
  • The Bible became a learning resource.
  • As a result of translation of the Bible into local languages many people can read the Bible in their own vernacular.
  • It promoted revival movements.
  • It became the first book to be written in African languages.
  • Translation of the Bible into African languages led to the development of some African languages.
  • It encouraged people to learn how to read and write so that they could read the Bible for themselves.
  • It led to the development of the spirits of ecumenism as many churches came together in the translation of the Bible in African languages.
  • Translation of the Bible in African languages contributed to the development of African Theology. (8×1 = 8 marks)

 

  1. (a) The significance of Abraham’s call for him and his descendants:
  • They are expected to emulate Abraham’s example (Heb. 8:9-19)
  • God’s promise was not a personal reward to Abraham. It was part of a grand plan through which all mankind would benefit. (Gen. 12:3). He is the ancestor of Jesus who brought salvation to all men (Acts , Gal. 3:16, 29).
  • The willingness of Abraham to leave his motherland and go to a strange land signified an act of faith.
  • To Abraham’s unquestionable act of faith, the chosen people (Abraham’s descendants) owe their existence and destiny.
  • Abraham ‘s descendants must note that physical descent from Abraham it not enough to guarantee them God’s blessing. (Mt. 3:9). (Any 4×2 = 8 marks)
  • Relevance of God’s promises to Christians today:
  • Abraham was promised that his descendants will be delivered from physical oppression while Christians are promised deliverance from spiritual oppression.
  • While to Abraham circumcision was a physical sign of inner faith, baptism is the physical sign of inner faith.
  • Just as Abraham was promised protection by God, so also are Christians assured of God’s protection.
  • While Abraham was promised the land of Canaan, the Christians are promised eternal life/kingdom of God.
  • Abraham was promised fame/greatness. The Christian leaders (some of them) are great.
  • While Abraham was promised a heir, the Christians are expected to be heirs of the kingdom of God.
  • Christians are beneficiaries of Abraham’s promise that all mankind will receive God’s blessing.
  • As Abraham was promised that his descendants will be many in number Christians too expect to be many in number. (Any 8×1 = 8 marks)
  • Lessons that Christians can learn from Abraham’s faith:
  • They should be ready to accept God’s call as Abraham did.
  • They should be prepared to inherit.
  • They should be ready to accept they will always have God’s protection as Abraham believed.
  • They should accept to be sent anywhere as Abraham did when he was to move from the known land to unknown land.
  • They should be confident/trust in all God’s promises.
  • As Abraham was essentially chosen by God because of his faith, so also are Christians chosen.
  • They should have trust that God will always answer their prayers/their requests.
  • They should have faith that God is not ready to destroy life but rather save it as he did to Isaac.
  • They should be ready to sacrifice anything that God requires from them as Abraham was ready even to offer his son as a sacrifice.
  • They accept that they will be great in serving God just as Abraham accepted to become great.
  1. (a)   How modern technology and economy changed the Traditional African Attitude to work:
  • Today there is change of roles. Duties which were done by man only are being done by women and also duties which were done by women only are also being done by men.
  • One’s talents are not fully utilized because of job specialization.
  • Today some people have machines to work for them as opposed to the idea that everyone was a worker in Traditional African societies.
  • In modern society some people do not want to work but they want to earn a living through begging, stealing and playing games like gambling.
  • Today people view work in terms of career, which one gets into after work as part and parcel of entire life process. That is work begun at youthful stage upto old age till one was too old to work.
  • In traditional African communities, age, sex and inheritance determined the work one did but today the choice of the occupation one does is determined by the education he has received.
  • In traditional African communities there was co-operation in work, but in modern society there is steep competition that may lead to rivalry.
  • Today some people are doing unacceptable jobs like prostitution just to earn a living.
  • In modern society work is meant to benefit an individual whilst in traditional African communities work benefited the entire community.
  • Unemployment was unheard of in traditional African communities because everyone was employed but today it is a common problem.
  • Today job inheritance is rare but in traditional African communities many jobs were inherited from parents e.g. blacksmith, craftsmanship.

(8×1 = 8 marks)

  • Why Christians should work:
  • To Christian work is a way of furthering the creation activity of God.
  • Christian work because Paul said that those who do not work should not eat.
  • Through work Christians avoid parasitic life.
  • Through work Christians avoid idleness, which lead to sin.
  • Christians work to protect or care for God’s creation.
  • Through work a Christian can serve his community.
  • In work a Christian provides for life’s
  • Christians who work can share their incomes with the less fortunate members of the community.
  • It is necessary for a Christian to work because God blesses the hardworking. See Psalms 128;1.
  • Christians work because God instituted work during creation. God commanded human beings that they must work. (8×1=8 marks)

 

  • Effects of alcoholism on career:
  • Alcoholism affects one’s efficiency at work. Infact it reduces performance significantly.
  • Alcoholism can easily lead one to embezzle public funds, which are entrusted to him.
  • Alcoholics may have great risks in their career especially drivers, who cause accidents when they drive under the influence of alcohol.
  • A lot of money is spent on drinking at the expense of the basic necessities like food, shelter, and clothing.
  • Drunkards may collide with fellow workmates hence affecting one’s career.
  • Alcoholism affects the health of a person rendering one ineffective at work.
  • Alcoholism may lead to break-up of one’s family and this adversely affects one’s performance at work.
  • Alcoholism may make one to absent himself from work..

(8×1 = 8 marks)

 

CHRISTIAN RELIGIOUS EDU. IV

PART 1

 

  1. Give FIVE occasions when Jesus prayed           (5mks)
  2. Give teachings Christians can learn from the parable of the good Samaritan           (5mks)
  3. State FIVE methods used by missionaries to improve the living standards of the Africans. (5mks)
  4. State any FIVE moral obligations of the state to her citizens           (5mks)
  5. List FIVE occasions when Jesus appeared to his disciples after resurrection           (5mks)
  6. Outline any FIVE modern idols that threaten the worship of God in Kenya today.           (5mks)
  7. Outline any FIVE factors promoting prostitution in Kenya today.           (5mks)
  8. State FIVE gifts of the holy spirit           (5mks)
  9. Outline any FIVE social injustices, which were condemned by prophet Isaiah.           5mks)
  10. What FIVE factors united African traditional community           (5mks)
  11. Identify FIVE rights of an employer           (5mks)
  12. State FIVE ways in which the church continues with the mission of Jesus.           (5mks)
  13. Outline any FIVE evidences that Jesus arose from the dead.           (5mks)
  14. State FIVE lessons that Christians learn from the repentant THIEF during the crucifixion of Jesus.           (5mks)
  15. State FIVE effects of the conversion of Paul on the early Church.
  16. Mention FIVE problems Christian churches face in Ecumenical co-operation.           (5mks)
  17. Mention FIVE Christian alternatives to marriage.           (5mks)
  18. List FIVE characteristics of independent churches           (5mks)
  19. Mention FIVE ways through which people misuse wealth.           (5mks)
  20. With reference to Gen. 3:11, state FIVE causes of evil           (5mks)

 

 

CHRISTIAN  RELIGIOUS EDU. IV

PART 1

MARKING SCHEME

 

  1. Five occasions when Jesus prayed.
  • After his baptism in the wilderness.
  • At a table in Emmaus after resurrection.
  • Before choosing the twelve apostles
  • When he taught his disciples how to pray
  • Before/during the transfiguration
  • On the cross
  • Before feeding the 5,000 and 4,000 men.
  • During the last supper.
  • In the garden of Gethseman

Any 5 pts 1×5=5mks

 

  1. Teaching Christians can learn from the parable of the good Samaritan
  • Concern for others
  • Readiness to help one in need
  • Eternal life is for those considered unworthy
  • Faith without deed is dead
  • Ceremonial laws do not put us right before God
  • They should not have a holier than the attitude
  • They should not discriminate. Any 5 pts 5×1=kmks

 

  1. Methods used by missionaries to improve African living standards.
  • Educating the Africans
  • Introduction of cash crops
  • Opening up of hospitals to improve their health
  • Teaching them hygiene
  • Studying legitimate trades
  • Vocational training
  • Introducing western culture e.g

Any 5 points 1mk each = (5)

  1. Moral obligations of the state to her citizens. (5)
  • Protect the citizens from eternal aggression
  • Maintain and uphold bill of rights.
  • Provision of essential services
  • Developing economic policies e.g. creation of employment.
  • Upholding justice.
  • Maintaining law and order/stability.

–    Provision of fair tax system.

Any five 5×1 =5

 

  1. Occasions when Jesus appeared to his disciples after Resurrection. (5)
  • To Peter
  • Disciples on the way to Emmaus
  • Disciples in a closed room
  • Disciples fishing
  • To Thomas Any other relevant point 5×1=5

 

  1. Modern idols threatening worship to God.
  • Wealth –  Power politics – State personalities
  • Fame –  Beauty/Glamour  – Sex
  • Sports –  Education/Career/Profession           Any other relevant point 5×1=5

 

  1. Factors promoting prostitution in Kenya. (5)
  • Unfulfilled sexual desires
  • Uncontrollable sexual craving
  • Economic difficulties
  • Sugar daddies/mummies
  • Rural/ urban migration
  • Divorce
  • Poor upbringing
  • Peer influence
  • Pornography/films

Any five pts 5×1=5

 

  1. Gifts of the holy spirit (5)

–   Miracles                           – Tongues

–   Healing                             –  Decrement of spirits

  • Faith
  • Word of wisdom’s –   Interpretations of tongues
  • Prophecy
  • Word o knowledge

Any 5 points 5×1 =5

 

  1. Social injustice condemned by Isaiah (5)
  • Oppression of the wisdom and orphans
  • Greed that led to exploitation of the week
  • Practices of library
  • Cursing those who can no longer distinguish good from evil

 

  1. Factors uniting African traditional communities (5)

–       Sharing            – Communal work

–        Marriage          –  Virtues

–       Children            – Religious beliefs and practices.

–       Roles

–       Observation of social norms.        Any 5pts 5x = 5

 

  1. Rights of an employer. (5)
  • Obtaining business without undue interference from the government
  • A right to enjoy the fruits of their business
  • Getting a fair days work from their employees
  • Forming associations of their own choice
  • Protection from unfair competition
  • Fair taxation
  • Repatriation of their profits abroad Any other relevant point 5×1=5

 

  1. Ways in which the church continue with the mission of Jesus
  • Through medical work/ establishment of hospitals.
  • Participation in Education in order to contribute to the welfare of people
  • Providing pastoral care
  • Administration of sacraments
  • Worship/praying for the sick
  • Provisions of employment opportunities in their institutions.
  • Involvement in social/communal work
  • Involvement in agriculture/technical/industrial work to improve the standard of living of the people.
  • Living exemplary life for others to emulate.

   Any other relevant point 5×1=5

 

  1. Evidences that Jesus arose from the dead.
  • The angel told the woman that Jesus had risen
  • Jesus appeared to Mary Magdalene
  • The woman who visited the tomb found it empty
  • His appearance to the disciples at Jerusalem
  • Jesus appeared to the two disciples of Emmaus.
  • Jesus shared a meal with his disciples after resurrection in Jerusalem.
  • Thomas felt the scars of Jesus hand.
  • The disciples witnessed Jesus ascend to heaven after his death

     Any five points 5×1=5

 

  1. Lessons learned from the testimony of the repentant thief. (5)
  • It is important to correct erring brother .sister the way the repentant thief did
  • Recognition of ones sinful condition so as to repent.
  • Jesus had no sin/did not deserve death
  • Jesus had power to overcome death /would resurrect.
  • Jesus is the Messiah /Lord.
  • Jesus is the savoir of mankind.
  • Jesus would establish Gods kingdom for the saved.

–  Jesus is merciful to the repentant sinners.                               Any 5 pts 5×1=5

 

  1. Effects to the convertion of Paul on the early church. (5)
  • Establishment of Jerusalem council
  • The first apostolic council
  • Establishment of churches in the gentile world e.g corrinth. Gallatia
  • Solving the nagging problems in Corinth eg marriage, Lords supper, food offered to idols
  • Writing the epistles of exhortation/ encouragement to the established churches eg. Rome, Titus.
  • Led to the spread of the gospel in the gentile world/ tribulations to his ministry eg imprisonment,

confinement.

Any 5 pts 5×1=5

 

  1. Problems of ecumenism (5)
  • Some churches have withdrawn their cooperation.
  • Some churches fear loosing their identity
  • Theological differences/interpretation of the Bible /day of worship
  • African Christians have strong denominational loyalties
  • Accusation of fellow church ministers before high authorities
  • Failure to involve Africans in formation of church unity
  • Controversy over female circumcision
  • Inferiority complex due to semi –education/illiterate leaders.
  • Religious prejudice/filling of superiority by some churches.
  • Racialism /tribalism
  • Culture differences/language differences.

Any 5×1=5

  1. Christian alternatives to marriage.
  • Consideration of oneself as eunach for the kingdom of God

–                                                        Remaining unmarried to serve God.

–  The claim by some Christian to have received a call to lead a celibate life.

–  The claim by some Christians to have married Jesus and thus not accepting  matrimonial relationships.

–  Some church leaders are required not to marry eg Catholic Priest, bishop pope.

–  Some Christian choose to devote all their time in serving the community and so don’t marry eg

catholic nuns.

Any 5×1=5

 

  1. Characteristics of independence churches

– African leadership/controlled by Africans

– Member  were mostly local people

– More allowances are given for the integration of African traditions into the church.

– Emphasis in on spiritual experience

– They all confess Christ as saviour and lord.

– They are Christian churches

– They use local language in their worship

– Emphasis is on church as community closer communities.

Any 5×1=5

 

  1. Five ways through which people misuse wealth

– By over indulging in alcohol / drugs

– By indulging in immoral practices some of prostitution, sex tourism, extra marital sex.

– Use of wealth in gambling which might lead to loss of it.

– By buying luxuries e.g expensive clothes, cars which are not necessary

– Using wealth to frustrate – exploit others

– Using wealth to bribe to get out of problems

– Using wealth to buy positions, power status, votes or get employment.

– Use wealth to show off.

                                                                                                            Any other relevant 5×1=5

 

  1. Causes of evil (Gen . 3-11.)

– Disobedience to the will of God (Adam and Eve)

– Temptation by satan (Adam and Eve yield)

– Desire for worldly glory (the tower of Babel) or pride.

– Human weakness/ violence / drunkenness

– Jealousy /rivalry (as in the case of Cain and Abel)

– Anger (Cain)

– Lack of self control/lust

Any 5 pts 5×1=5

 

CHRISTIAN RELIGIOUS EDUCATION IV

PART II

 

  1. a) Discuss the teaching of Jesus on the role of the holy spirit. (9mks)
  2. b) Explain how the power of the Holy Spirit is seen at work in the independent churche in         (16 mks)
  3.   a) Describe the call of  Abraham.                                                                                                  (9mks)
  4. b) What was the significance of this call in relation to his future life and that of his                                                                                                                                                                                                                                                 (12 mks)
  5. c) What does circumcision mean to the descendants of Abraham. (5 mks)
  6. a) Describe the activities which took place on the day of  Pentecost.                         (12mks)
  7. b) Explain the teachings of Jesus on the coast of discipleship.    (8 mks)
  8. c) Outline the significance of suffering to a Christian today.       (5 mks)
  9. a) Explain the factors that have affected the traditional African responsibilities to God, spirits and

ancestors.                                                                                                                 (14 mks)

  1. b) What problems do contemporary parents encounter in guiding and counseling their Children,.

(11 mks)

  1. a) Why were Josiah`s reforms necessary during the time of the prophet Jeremiah . 8 mks)
  2. b) How were the reforms carried out. (12mks)
  3. c) What were the results of the reforms           (5 mks)
  4. a) Show how a persons work may be another persons leisure activity.      (10 mks)
  5. b) Explain ways in which an employer can motivate his employees.       (7 mks)
  6. c) Why is it important for a worker to be allowed to have a rest. (8 mks)

 

 

 

 

 

 

CHRISTIAN RELIGIOUS EDU. IV

PART II

MARKING SCHEME.

 

Q1. The teaching of Jesus on the role of the holy spirit.

  • The Holy Spirit will take the place of Jesus after physical departure.
  • The role of the Holy Spirit was to represent and glorify Christ in the church. i.e to encourage build, edify etc.
  • The holy spirit reveals truth about God .
  • To be helper who stays forever
  • To make the world aware of its sins and the judgement of sin.
  • To continue to guide and teach the disciples about God .
  • To continue with the work of Jesus witnesses
  • To speak on behalf of God the Father i.e.the messenger of God.
  • To make the world aware of the righteousness of Christ.
  • To make the world aware of the overthrow of the devil.
  • To work as wise counselor.

Any 9 points @1mk= 9mks

 

  1. How the power of the holy spirit works in independent churches.

–     Their evangelists are inspired by the Holy Spirit to preach.

–     Their evangelists preach with power, courage  and boldness.

  • The Holy Spirit leads them to predict /prophecy) certain future events.
  • They cast out demons by the power of the holy spirit / in Jesus name
  • It leads members to publicly repent their sins/ask for forgiveness
  • It guides them to make right decisions.
  • They are led to speak in tongues
  • Leads them to dedicate themselves to Gods work e.g evangelism.
  • The Holy Spirit helps them to overcome temptations.
  • It gives them love, joy/happiness/mutual understanding.
  • It helps them pray for the sick/heal the sick /perform miracles.
  • It assists them in interpreting the tongues.

Any 8 ponits @ 2mks = 16 mks

 

Q 2. a) The call of Abraham.

  • It was through a dream / vision/an inner voice
  • God told him to leave his home/familiar land/haran to unknown land/Canaan.
  • He obeyed /trusted God
  • He was 75 years /an old man
  • On the way he set up two alters at Shechem and Bethel

                        Any 4 pts 2@ = 8mks

 

  1. The significance of Abraham`s call
  • Abraham would be the founder /father of a great nation.
  • Abraham would be blessed
  • Abraham would be a blessing to others
  • Abraham’s name would be great
  • His descendants would be given a land of Canaan
  • His own son by Sara would inherit his property
  • Their names were changed to Abraham and Sara from Abram and Sarai
  • Circumcision was to serve as a sign of covenant between God and Abraham.

Any  6 pts 2mks @ = 12mks

 

 

  1. Meaning of circumcision to Abraham’s descendants.
  • A sign of covenant with God
  • A bound of relationship as the people of God
  • The initiates are joined to God
  • The initiates are joined to ancestors (Abraham’s)
  • A mark to identify Abraham’s people.
  • It was compulsory. Any 5pts @ 1mk = 1×5 = 5mks.

Q.3 a) Activities which took place on the day of the Pentecost .

  • The disciples gathered together in Jerusalem.
  • They prayed
  • A sound came from heaven and filled the room like a rush of a mighty wind
  • Tongues like of fire appeared and touched them
  • They were filled with the power of the holy spirit
  • They (the disciples) talked in foreign languages / tongues,.
  • The on lookers were amazed
  • Those who observed them said they were drunk
  • Peter stood and explained the case of the disciples as being the work of the holy spirit
  • Peter told the Jews around that the lord they rejected and crucified had filled them.
  • People asked Peter what to do
  • Peter told the people to repent and be baptised
  • On that day 3000 people joined the Christian church

                     Any 12 pts @ 1mk = 12mks.

 

  1. b) Teaching of Jesus on the cost of discipleship.
  • One must self deny himself/take up the cross and follow Christ/accept suffering

(Mark 8: 34-38)

  • One must be totally committed to Christ /his work/preaching/teaching the word of God / No turning back (Luke 9: 57 – 62)
  • One must cost to persevere (Luke 14 :25-33)
  • One must renounce all that one has in order to follow Christ and be a disciple  (LK 18:18-30)
  • One must deny all in order to follow Christ e.g hate brothers/ Mothers/ Sister/ Wife for Christ’s                                                                         Any 4 pts  2 mks = 8mks.
  1. c) Significance of suffering to a Christian today.
  • To emulate Christ’s sufferings
  • It leads to eternal life
  • It brings redemption
  • It trains one to endure / prepare for hard times/ persecutions
  • It is a sign of true commitment Christ / God creator
  • It manifests Gods  glory
  • It acts as a test of ones faith
  • It act as a test of ones faith
  • It strengthens a Christians faith.

Any 5 pts 1mk @ = 5mks

 

Q4. Factors that have affected the traditional African responsibilities to God, Spirits and ancestors.

  • Money economy i.e success depends on money / wealth
  • Science and technology ie relying on interpretation of catastrophes and epidemics etc
  • Witchcraft
  • Worship of power
  • Christianity and its teachings
  • Western cultures
  • Western education
  • Fame /heroship
  • Competition among people in all fields i.e business.

                                                                               Any 7 pts @ 2mks = 14mks.

 

  1. b) Problems contemporary parents encounter in guiding and counseling their children
  • Influence of modern education
  • Different religions / religious denominations and traditions.
  • Lack of forums for parents and their children for teaching traditional values.
  • The school systems
  • Pluralism exposure to other cultures/ lifestyles
  • Differences in traditional and Christian teachings.
  • Ignorance of some parents differences of beliefs/ traditions of educators.
  • Intermarriages
  • Freedom of worship in the country
  • Influence of mass media
  • Money economy and salaried employment
  • Urbanization
  • Changing roles in leadership patterns
  • Communication barriers between the youth and parents.

Any 11 pts @ 1mk = 11mks.

 

Q5.  Why Josiah`s reforms were necessary.

  • They were aimed at bringing Israelites back to the worship of Yahweh.
  • The found scroll by the high priest had laws of God which had been forgotten
  • King Josiah in examining the scroll discovered that Mosaic law /the covenant way of life long forgotten were very important to the people of Israel.
  • The teaching in the scroll was new to the king made him troubled and he had to improve the situation.
  • God was bringing back his people to the covenant way of life.

                                                                  Any 4 pts @ 2mks = 8mks

 

  1. How the reforms were carried out.
  • He searched for a prophet for guidance
  • Josiah commanded all the people of Jerusalem to come to the Temple
  • Prophetess had prophesied doom for those who had turned away from the covenant way of life/ Gods mercy for the repentant
  • Josiah read to the people all the words of the book of the covenant.
  • He performed a ceremony of the renewal of the covenant on behalf of the people.
  • The people and the king pledged themselves publicly to walk after the Lord/ keep God`s commandments
  • The king ordered for the cleansing of the temple/ Jerusalem/ all places
  • The king destroyed all high places Canaanite gods/idols were worshiped.
  • He burnt all objects for the worship of baals /Ashesah
  • He executed the pagan priests
  • He drove wizard /evil doors out of Jerusalem into hiding
  • He pulled down places where Temple prostitution was carried out.

Any 6 pts @ 2mks = 12mks.

 

  1. The results of the reforms
  • The reforms did not change the heart of the people
  • The people did not understand the words of the reforms/laws
  • However, they stopped worship of caanite gods in public
  • The old evils of Israel were immediately revived
  • There had been no return to the covenant way of life

Any 5pts @ 1mk = 5mks

 Q6. a) How a persons work is another s leisure activity

  • Playing a game like football
  • Reading a novel/magazines compared to reading for examinations.
  • Fishing / shamba work
  • Eating / drinking to satisfy hunger/ thirst and going for dinner/ wedding parties
  • Sleeping as a body function and sleeping after lunch

Any 5 pts @ 2mks = 10mks

 

  1. Ways in which an employer can motivate his employees
  • By incorporating them as partners in business/ allowing them to buy shares.
  • Sharing profits with them
  • Appreciating their work
  • By setting good example / being respectful/hardworking/punctuate
  • Practice of charity /good will
  • By paying terminal benefits
  • Allow employees leave/ rest with their families
  • Allow them time for entertainment’s/ leisure /worship etc
  • Treating the employed humanly

Any 7 pts @ 1mk = 7mks

 

  1. Reasons why it is important for a worker to be allowed to have a rest.
  • To worship/ fellowship/ counseling /preaching.
  • For family union
  • To socialise with others in activities such as harambees.
  • For cultural development eg dances
  • For personal development e.g reading /farming.
  • For hobby activities
  • To attend celebrations e.g. Moi Day
  • To travel
  • To regain lost energy
  • To explore nature appreciate Gods work
  • To improve on ones talents
  • To allow one to meditate over ones problems/short comings

                                                              Any 6 pts @ 1mk = 8mks

 

CHRISTIAN RELIGIOUS EDU. V

PART I

 

  1. Give five advantages of polygamous marriages in Traditional African Society.                                                                                                                               (5mks)
  2. State five revelations of the angel about Jesus during his birth annunciation. (5mks)
  3. State five factors that lead people to sin today.              (5mks)
  4. State five occasions when God protected and guided Moses before and during the exodus.  (5mks)
  5. State five reasons why Jesus used parables in this teachings.                                                                                                                               (5mks)
  6. State five advantages of translating of the Bible into African languages       (5mks)
  7. Identify five rights of an employee.                                                                                                                               (5mks)
  8. State five ways through which a Christian can use wealth to serve God.                                                                                                                               (5mks)
  9. State five significance of Jesus resurrection to Christians                                                                                                                               (5mks)
  10. State five roles of a citizen to the state.                                                                                                                               (5mks)
  11. State five importance of suffering to a Christian today.                                                                                                                               (5mks)
  12. Mention five costs of discipleship.
  13. List five importance of circumcision in African traditional society.                                                                                                                               (5mks)
  14. State five problems which face those who are self employed in Kenya today.                                                                                                                               (5mks)
  15. State five consequences of separation in a family.                                                                                                                               (5mks)
  16. Give five symbols used to express unity of believers in the New Testament.                                                                                                                               (5mks)
  17. Name five forms of modern leisure.                                                                                                                               (5mks)
  18. Give five obstacles to complete church unity in Kenya.                                                                                                                               (5mks)
  19. Give five factors which a Christian seeking a vocation will consider.                                                                                                                               (5mks)
  20. State five reasons why some people in the society abstain from marriage.                                                                                                                               (5mks)

 

CHRISTIAN RELIGIOUS EDU. V

PART I

MARKING SCHEME

 

  1. Advantages of polygamous marriages in T.A.S.
    – Many children were considered as wealth.
    – Polygamy was a show of wealth.
    – Many children provided abundant labour
    – It acted as a marriage security to a husband e.g death of one of the women.
    – It guaranteed family existence and continuity.
    – Children acted as a source of security to the family.                                              (5marks)
  2. The angels revelation about Jesus during his birth annunciation:
    – That Jesus will be great.
    –     Jesus will be called the son of the most high God.
    –     God will make Jesus a king as his ancestor David.
    –     The kingdom of Jesse will never end.
    –     His name was given as Jesus.                                                                            (5mks)
  3. Factors which lead people to sin
    – Power struggle
    –     Greed/Materialism
    –     Jealousy
    –     Egoism
    –     Lack of morals and character formation.
    –     Insecurity
    –     Extreme poverty                                                                                               (5mks)
  4. Occasions when God guided and protected Moses.
    – God guided Moses to elect his successor
    –     When Moses was leading the Israelites in the desert. (Desert enemies )
    –     When being given the ten commandments to help him guide his people.
    –     During the crossing of the Red Sea.
    –     When he performed miracles
    –     The rescue of Moses by pharaohs daughter
    –     When Moses grew up in the Egyptian palace, he escaped death after killing the Egyptian.
  5. Reasons why Jesus used parables
    –  To create interest and to hold the attention of his listeners.
    –     To avoid arousing the anger of his enemies
    –     In order to render his listeners less capable of resisting the known truth.
    –     To separate the true seekers of the kingdom of God from those who were not.
    –     To raise the minds of his listeners to heavenly things from a consideration of ordinary

experiences of life.
–     To present abstract and spiritual ideals in a simple way to help his heavens retain them.

  1. Advantages of the translation of the Bible into African Languages.
    – Better appreciation of the African culture which reduced suspicion.
    –     Led to participation of Africans in church leadership.
    –     More Africans showed interest in Education
    –     More printing presses were established
    –     Christianity spread faster and more Africans were able to read and write.
    –     Led to greater understanding between the missionaries and Africans.                 (5mks)
  2. Identify five rights of an employee
    – Entitled to a good working conditions
    –     A fair salary and reasonable workload
    –     rested and time off.
    –     Safety in his or her place of work and protection.
    –     Entitled to promotion in a fair way.
    –     To be respected as a human being.
    –     Furthering his training and developing of productive skills
    –     Protecting his labour interests.
  3. Ways in which wealth can be used to serve God.
    – Contributing to the poor and the less privileged in society.
    – Donating church
    – Building homes for the destitute.
    – Sponsoring church activities
    – Contributing to charitable organisations, relief. (any other relevant point.)
  4. Significance of Jesus resurrection to Christians.
    – It is the basis/foundation of Christianity
    –  Because Jesus resurrected we shall resurrect.
    –  There is life after death
    –  The resurrection of Christ conquers death
    –  It give us hope of re-union with our lost loved ones.
    (  Any other relevant point.)
  5. Roles of citizens to the state.
    – Abide by the state law’s (be law abiding)
    –   Defend the state when called upon.
    –   Reporting law breakers to the authority
    –   Participating in electoral process
    –  Taking children to school
    –   To engage in gainful activities that are beneficial to the state e.g Teaching, Treating,
    Any other relevant point.
  6. Importance of suffering to a Christian.
    – It strengthens a Christians faith
    –  To emulate Christ’s sufferings
    –   It leads to eternal life
    –   It brings redemption
    –   It trains ones to endure/prepares one for hard times.
    –   It is a sign of true commitment to God/Christ
    –   It acts as a test of one’s faith.
  7. Costs of discipleship.
    – Denying oneself/sacrificing for others
    –  Total commitment to Christ/work
    –   Perseverance
    –   Renouncing of all that one has in order to follow Christ to be a disciple.
    –   Denying and forsaking earthly materials e.g brothers, mothers.
    Any other relevant.

 

  1. Importance of circumcision in A.T.S
    – A sign of identity with a community
    –   A rite of passage
    –   It unites the initiates or age groups
    –   Gave one a right to own property e.g land
    –   It entitled one societies secrets.

 

 

  1. Problems of self-employment.
    – Financial constraints
    –   Inability to identify proper market for goods produced.
    –   Lack of managerial skills
    –   Fearless competition from similar firms
    –   Extended family commitments
    –   Theft and fine risks
    –   High income tax charges
     Any other relevant point
  2. Consequences of separation in the family.

–   It robs the couple the opportunity to live together, develop closeness, etc and builds a  meaningful

relationship.
–    Marriage ceases to serve the purpose
–    It was intended for companionship and partnership
–    It stretches man’s resources
–    It can also cause sexual strain and unfaithfulness which may lead to  concubinage.
–    Physical strain eg house work duties for man and woman forced to do duties of a  man.
–    Separating damages children who need to grow up seeing both parents.

 

  1. Symbols used to express unity of believer in the New Testament.
    – The people of God
    –     The body of Christ
    –     The vine and the branches
    –     The church/assembly of God
    –     The bride.
  2. Forms of modern leisure.
    – Worship on Sunday for normal Christians
    –     Drinking
    –     Going to films, theatre videos, dances
    –     Playing music and games
    –     Reading for leisure – story book, magazines
    –     Arts, painting, knitting, curving, weaving
    –     Touring, travelling and visiting places

 

  1. Obstacles to complete church unity in Kenya.
    – Discrimination eg tribalism/racism
    –     Leadership differences ; greed for power
    –     Competition among denomination
    –     Interference from outside the church e.g politics being brought to the churches by politicians.

 

  1. Factors to be considered by a Christian when seeking a vocation.
    – Ability and talent
    –     Attraction to certain kinds of work
    –     The available opportunity
    –     The need of the churches and the society
    –     Incompatibility with his/her Christian faith.

 

  1. Reasons why some people in the society abstain from marriage.
    – Discouragement from failing families in the community.
    –     Religious reasons ; set aside to work for God; nuns, priests.
    –     Some careers do not allow people to marry eg. military women corps, etc
    –     Infertility
    –     Due to burdens/responsibilities at home.
    –     Early pregnancies among young girls can lead to single parenthood.

CHRISTIAN RELIGIOUS EDU. V

PART II

 

  1. (a) Explain the teachings of prophets Hosea and Isaiah on idolatry.                                       (10mks)
    (b) Identify and explain any five forms of idolatry that threatens Christianity today.                (15mks)
  2. (a) Discuss the contribution of the catechists in the expansion of Christianity in Kenya.        (10mks)
    (b)   Why were the catechists successful in their work.                                                      (10mks)
    (c)    Show how the missionaries and the government have improved education in Kenya.           (5mks)
  3. (a) How does baptism qualify to be a covenant.                                                               (4mks)
    (b)   Describe the teaching of prophet Jeremiah on the new covenant.                               (9mks)
    (c)    How was the new covenant foreseen by Jeremiah, different from the Sinaic Covenant.        (12mks)
  4. State the circumstances that allowed:-
    (a) Divorce in African Traditional Society.                                                                      (12mks)
    (b)   What are the consequences of divorce in modern society.                                           (8mks)
    (c)    What five problems hinder family planning practices in Kenya.                                  (5mks)
  5. (a) What lessons can a Christian learn from the feeding of the five thousand.                  (9mks)
    (b)   With reference to four incidences in the life and works of Jesus, show how Jesus tried to  change

the traditional Jewish attitudes towards the poor and the despised.                                   (8mks)

(c)   Show the importance of Jesus’s miracles with reference to his personality and ministry.               (8mks)

  1. (a) Explain five purposes of law in society.                                                                     (5mks)
    (b)   Explain how law and order is maintained in Kenya today.                                          (14mks)
    (c)    What are the forms of punishment in Kenya today.                                                   (6mks)

 

 

CHRISTIAN RELIGIOUS EDUCATION V

PART II

MARKING SCHEME

 

  1. Teaching of prophets Hosea and Isaiah on Idolatry.
    HOSEA
    – Hosea condemned idolatry comparing it to prostitution/harlotry.
    –    He accused the Israelites for assuming that their prosperity had come from the  worship of Baals.

(Hosea 2:2-13)
–    Hosea’s broken relationship symbolised God’s relationship with unfaithful Israel in Idolatry.

(Hosea 1 –2)
–     Hosea emphasised that the covenant law forbade yet Israel had assumed/ignored the prohibitions.
–    Hosea condemned Baal worship in bull/calf forms and pronounced judgement, punishment on idol

worshippers.
–     Hosea prophesised that just as Gomer was to wait to resume her marriage relationship with her

husband, Israel must be punished before she is restored to favour.                                                          (any 5 x 1 = 10mks)


(b)  ISAIAH
–    He held that idols are not gods, but were works of human hands, thus powerless.
–    He challenged the nations to prove that their gods had been able to announce plan in history and

carry it through.
–    Isaiah ridicules idol worshippers by making fun of the idol making industry.
–     Isaiah proved that idols are powerless to save people.
–    By contrast Isaiah emphasised that there is one God alone creator of all things (Isaiah 43:10)                                                                     (Any 5 x 1 = 5mks)

 

 

 

(b) Modern forms of idolatry that threaten Christianity today.
–    Desire for power
–    Status
–    Desire for material things
–    Love for money
–    Love of pleasure/sex
                              ( For identification 5 x 1 = 5mks

            (for explanation  =5 x 1 = 10mks)

 

  1. Contribution of the Catechists in the expansion of Christianity.
    – Preaching in open air places
    –    Had to visit houses
    –    Taught Catechism
    –    Travelled long distances to preach
    –    Helped in church services
    –    Administered sacraments
    –    Acted as intermediaries between missionaries and the people.
    –    Converted relatives to Christianity.
    –    They acted as God fathers/mothers.
    –    Administered Christian rituals.
    –    Played role models for Christian lives.
    –    Helped translate the Bible/helped missionaries in translating what was preached to  the

congregation.
–    Taught formal education to the people.
(Any 10 x 1 = 10mks)

(b) Reasons why Catechists succeeded.
– They had the initiative to lead others
– They used the African language, own language as a medium of expression
– They were well equipped with the knowledge/message
– They understood the Bible better than the other local people in their areas.
– They were aware of local customs of the people /found it easier to preach/move.
– They were strong and steadfast in their faith.
(Any 5 x 2 = 10mks)

(c) Ways in which the missionaries and government have improved Education in Kenya.
– Supervision of schools/Education
– Training of teachers
– Provincial personnel to Education trustees
– Give grants to schools/aid schools
– Setting up Education commission/review the role of education in the country.
– Setting standards e.g. uniform
– Raising the level of education by building institutes of higher learning.
– Missionaries started technical training.
(any5 x 1 = 5mks)

  1. (a) How baptism qualify to be a covenant.
    – Promises are made during baptism
    – There are witnesses e.g. sponsors/congregation/clergy.
    – The ritual of pouring water/immersion/sprinkling
    – There are signs e.g. baptismal certificate/lit candles/wrapping in white garment/new name is given                                                                                  (any 4 x 1 = 4mks)

(b)  Teachings of prophet Jeremiah on the new covenant.
–    The new covenant fulfilled the original play/intention of Sinaic covenant.
Gods law would be written in peoples hearts not on stones.
–    Everyone would know God in his own personal knowledge/experience.
–    It would involve all mankind(universal) covenant.
–    It would include spontaneous forgiveness of sin.
–     There will be individual responsibility and retribution.
–    The new covenant would be through the promised messiah.
–    The new covenant would be sealed by the blood of Jesus.
_    A marriage relationship between God and Israel.
(Any 9 @1mk= 9mks)

 

(c)  How the new covenant differs from the Sinaic covenant.
      New                                                                             Old
–    Meant for new Israel

–     Meant for old Israel
–    Given through Jesus                                                     – Given through Moses
–    Everlasting                                                                   – Was broken
–    Written in hearts                                                          – Written on stones
–    Individually punished                                                   – Communal/collective punishment
–    Sealed by the blood of Jesus

  • Sealed by the blood of sacrificial animal
    (Any 4 well compared points 3mks = 12mks)

 

  1. (a) Circumstances that allowed divorce in ATS.
    – A case of a witch/wizard in one partner.
    – Extreme cases of selfishness/cruelty/greed.
    – Failure to pay/complete dowry.
    – A case of a thief in a family of non- Thieves
    – Habitual adultery/unfaithfulness.
    – Incase of blood relationship.
    – Where a girl had broken virginity.
    – Deliberate/repeated acts of disrespect to the in-laws.

( 6 x 2 = 12mks)

 

(b)  Consequences of divorce in modern society.
– Mental suffering to the couple/parents/children
– Hatred between the family to family/couple/children.
– Divorcees are exposed to the greater sexual temptation leading to prostitution
– Feelings of insecurity
– Poverty/economic constraints.
– Poor upbringing of children                                                          (Any 4 x 2 = 8mks)

 

(c) Five problems that hinder family planning practices in Kenya.
– Disagreement as the number of children a family should have.
– Those on contraceptives might resort to extra – marital relations.
– Fear of side effects that go with contraceptive.
– Poverty and ignorance of family planning methods.
– Traditional beliefs e.g. taboos against taking medicine
– Partners disagree on the methods to adopt for family planning.
(Any 5 x 1 = 5mks)

  1. (a) Lessons Christians learn from the feeding of the 5000.
    – Recall of the Old Testament prophecies about the Messianic Banquet.
    –    The Messianic age had dawned/the Messiah has come/ is among them.
    –    Not to be anxious about material and physical needs.
    –    God cares for man physically, mentally and spiritually.
    –     Christians should show concern for the needs of others
    –    Jesus has power over nature
    –    Jesus is the bread of life
    –    Man should be willing to share what he has with others.
    –    Christians should seek the imperishable food i.e. the word of God.
    –    With prayer everything is possible                                 (Any 9 x 1 = 9mks)


(b)        Four incidences in the life and work of Jesus in which he tried to change traditional

Jewish attitudes towards the poor and the despised.
–     Associating with the poor and the despised e.g calling the fishermen and tax collectors to be his

apostles.
–    He commended the widows contribution in the Temple
–    He ate with sinners e.g. Zachaus, Simon the Pharisee, Sinful woman, and ate in Levi’s house.
–    He associated with the Gentiles
–    Use of parables in favour of the poor and despised e.g. the good Samaritan.
–    He touched and healed the lepers, blind, etc.
–  Giving women prominent positions e.g. Mary and Martha.
(Any 6 x 1 = 6mks)

(c)        Importance of Jesus miracles
– His miracles revealed his divine power over diseases and nature
–   Miracles showed Jesus love/compassion/pity
–   They depicted Jesus as caring shepherd
–  They revealed Jesus understanding of human weakness.
–  They proved Jesus was the son of God.
–   They manifested that the kingdom of God was present in Jesus
–   They showed that Jesus had power over evil work e.g cure of the demoniac.
(Any 5 x 2 = 10mks)

  1. (a) Purposes of law in Society.
    – Meant to direct/guide human behaviour
    – Regulate people’s regulations/limits for those in power
    –     Meant to maintain order and harmony in society.
    –     Law protects individuals property/lives
    –     Assist persons to have right attitudes towards God/fellowman i.e Ten commandments.
    (Any  other relevant point 5 x 1 = 5mks)

 

     (b)   How  Law and order is maintained in Kenya.
–      Courts administer justice to protect the offended.
–      Fear of God (supreme) makes people orderly
–      Customary/Islamic laws govern issues related to marriages/Land inheritance, etc.
–      The youth are instructed on the social norms.
–      Offenders are punished to teach them respect for the law.
–      People today still fear curses/wrath of ancestors.
–      Rites of passages/kinship system is still upheld hence regulate human behaviour.
–      Oaths are still administered to unveil prove unknown truth to maintain justice.
(Any other relevant point 7 x 2 = 14mks)
(c)   Forms of punishment.
–      Fines
–      Punishment e.g exile
–      Mob Justice/beatings
–      Detention
–      Imprisonment
–      Canning/strokes                                                            (Any 6 x 1 = 6mks)

 

 

CHRISTIAN RELIGIOUS EDUCATION VI

PART I

 

  1. Give five characteristics which are important in making a covenant.      5mks
  2. Give five reasons why Hebrews left Egypt      5mks
  3. List five aims of Evangelical revival      5mks
  4. State any five reasons why Mutesa persecuted Christians      5mks
  5. Outline any five factors which led to the rise of independent churches      5mks
  6. State five major divisions of the Old Testament Books      5mks
  7. State five attributes of God as shown in the traditional African community      5mks
  8. What lessons can Christians learn from the parable of the Good Samaritan      5mks
  9. Mention five characteristics of God in the prophecy of Micah      5mks
  10. Mention five causes of death in African Traditional society      5mks
  11. Mention five things Christians can learn from God from the call of prophet Isaiah      5mks
  12. State five areas of conflict between the youth and the church      5mks
  13. Mention any five common ideas in African creation myths      5mks
  14. Mention any five causes of disunity in the church today      5mks
  15. Outline five ways through which Jesus showed responsibility for others      5mks

 

CHRISTIAN RELIGIOUS EDUCATION VI

PART II

 

  1. a) Outline the meaning of the visions of prophet Amos in relation to his message to the people of

Israel.                                                                                                                     10mks

  1. b) Explain why prophet Jeremiah is regarded as a suffering prophet                              5mks
  2. c)  Show how John the Baptist served as a link between the Old Testament and the New Testament.

5mks

  1. d) Identify the titles used by prophet Isaiah to describe the Messiah                               5mks
  2. a) Explain five sources of conflict in the Corinthian church                                           10mks
  3. b) What was Paul’s suggestion towards solving the Corinthian conflicts in the church               15mks
  4. a) Describe how God punished people in the Traditional African community      5mks
  5. b) What were the reasons for those punishments                                                          5mks
  6. c) What are the causes of war today                                                                              7mks
  7. d) How can a Christian leader prevent war today                                                           8mks
  8. a) What type of people were prophets sent to in Israel                                                   5mks
  9. b) What sins had they committed                                                                                 2mks
  10. c) Explain the similarities between the Jewish and traditional African prophets              8mks
  11. a) Explain the holy spirit’s contribution in the growth of Christianity during the apostolic age 7mks
  12. b) What part did the Africans play in the growth of the church in Kenya                        8mks
  13. c) In what ways does the church continue God’s saving work today                               10mks

 

CHRISTIAN RELIGIOUS EDUCATION VI

PART I

MARKING SCHEME.

 

1.Characteristics in making a covenant.

  • Promise / responsibilities / obligations
  • Ritual / ceremony
  • Signs / symbols
  • Shedding of blood from animals/ self
  • Exchange of property (any other relevant point.  any 5pts x 1 = 5mks)

 

 

 

  1. Reasons why Hebrews left Egypt.
  • The new pharaoh did not know the good deeds of Joseph
  • The Hebrews grew powerful/ influential / threatened Egyptians
  • Increased number of Hebrews posed a threat to Egypt
  • Egyptian subjected Hebrews to forced labour / enslaved them/ killed their baby boys
  • Increased oppression of the Hebrews by the Egyptians
  • God heard Hebrew prayers / cry for help
  • God sent Moses to rescue them from bondage
  • God had promised it to Abraham their ancestor

Any 5pts x 1 = 5mks

 

  1. Five aims of evangelical revival
  • Spreading the gospel / word of God / the Kingdom of God
  • Spiritual renewal of the Christians church
  • Concern for abolition of slavery / help stop slavery
  • To spread western culture
  • Concern for the suffering poor / poverty.

Any 5pts x 1 = 5mks

 

  1. Five reasons why Mutesa persecuted Christians.
  • Suspicion of Europeans / their followers
  • Problems with pages/ insubordination / refusal to obey him
  • Influence of traditionalists in his court
  • Fear of foreign interference
  • Misadvise by different religious leaders
  • Christians refused to comply with his demand
  • Christians critiscised his evil ways
  • Christianity increased popularity threatened him

Any 5pts x 1 = 5mks

 

  1. Factors that led to the rise of independent churches.
  • Need to incorporate African beliefs and practices
  • The Africans rebelled against the missionary feelings that Africans were children who needed guidance.
  • Desire for church leadership
  • African dissatisfaction with use of funds collected for the church
  • Disagreement over use and interpretation of the Bible
  • Some of the churches had political motivation

       Any 5pts x 1 = 5mks

 

  1. Five major divisions of the Old Testament books
  • Law Books
  • Lamentations
  • Songs and Hymns
  • Historical books
  • Prophecy and Prophets

Any 5pts x 1 = 5mks

 

  1. Five Bible versions used in Kenya today.
  • New English version
  • American version
  • Revised standard version
  • King James version
  • International English version.

 

  1. Five characteristics of God in the prophecy of Micah.
  • God of judgement
  • God is righteous
  • God is just
  • God is faithful
  • God is loving
  • God is forgiving. Any 5 x 1 = 5mks

 

  1. Causes of death in African traditional society.
  • Neglect of a person by relatives
  • Curse
  • Poisoned food
  • Breach of taboos
  • Neglect of ancestors
  • Disrespect of elders and parent customs / neglect of communal responsibilities.
  • Lack of reverence of God
  • Failure to respect communal shrines
  • Witchcraft / sorcery / magic
  • Old age. Any 5 x 1 = 5mks

 

  1. What Christians learn from the call of prophet Isaiah.
  • That God is powerful / able God
  • That God is holy / require holiness
  • God is just
  • God is considerate / concerned / merciful / loving
  • God is divine / pure
  • God condemns pride / social injustices / oppression/ corruption from religious leaders
  • That mans life depends on God

Any 5 x 1 = 5mks

 

  1. Areas of conflict between the youth and the church
  • Modern education gives the youth values which conflict with those of the church e.g man and universe
  • Different interpretations of the use of leisure e.g dancing, watching movies
  • The churches pre-occupation with the other worldliness at the expense of youths immediate needs
  • The youth is quick in accepting new ideas
  • Questioning of the church’s authority by the youth

Any other relevant point.any 5 x 1 = 5mks

 

  1. Common ideas in African creation myths.
  • God is the creator of the universe
  • God is the creator of man
  • Man was created in order to complete God’s plan
  • Man was created with a mate
  • The creation of man came after most things had been made
  • Creation did not stop completely in the distant past but continues.

Any other relevant point                         5 x 2 = 5mks

 

  1. Causes of disunity in the church today.
  • Moral degeneration within the church
  • Lack of charity among Christians
  • Love of money and dishonest use of church collections / greed / unfaithfulness.

 

 

Grade 9 Latest Term 1 CBC Schemes of Work

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Primary schools in Kwale County; School name, Sub County location, number of Learners

Primary schools in Kenya are the entry level for all learners seeking education. The Primary schools in Kenya are either public or private; which are mixed, boys’ or girls’ schools. The schools are at the same time established as Boarding or Day schools. Day schools offer access to education for learners from the immediate surrounding while Boarding schools, on the other hand, admit learners from within and outside the immediate surroundings. For Public schools, the Government provides universal free basic education to the learners.

Also read:

Here is the full list of Primary schools in Kwale County

CountySub CountyPrimary School’s Name
KwaleKINANGOAMANI
KwaleKINANGOBAHAKWENU
KwaleKINANGOBANGA
KwaleKINANGOBISHOP KALU
KwaleKINANGOBOFU
KwaleKINANGOBOMANI
KwaleKINANGOBONJE
KwaleKINANGOBOYANI CENTRAL
KwaleKINANGOBUMANI
KwaleKINANGOBUMBURI
KwaleKINANGOBUSHO
KwaleKINANGOCAFGEM
KwaleKINANGOCHANZOU
KwaleKINANGOCHENGONI
KwaleKINANGOChidzipha
KwaleKINANGOCHIFUSINI
KwaleKINANGOCHIGOMBERO
KwaleKINANGOCHIGUTU
KwaleKINANGOCHIKOMANI
KwaleKINANGOCHIKWAKWANI
KwaleKINANGOCHIRIMA CHA UHA
KwaleKINANGOCHIZINI
KwaleKINANGODUMBULE
KwaleKINANGODZENDERENI
KwaleKINANGODZIMANYA
KwaleKINANGODZISUHUNI
KwaleKINANGODZIVANI
KwaleKINANGODZOMBO
KwaleKINANGODZOYAHEWE ECDE CENTRE
KwaleKINANGOEGU
KwaleKINANGOFULEYE
KwaleKINANGOFULUGANI
KwaleKINANGOGANDINI C
KwaleKINANGOGandini South
KwaleKINANGOGANDINI SOUTH
KwaleKINANGOGANGANI
KwaleKINANGOGONA
KwaleKINANGOGORA
KwaleKINANGOGOZANI PRIMARY
KwaleKINANGOGULANZE
KwaleKINANGOGURO
KwaleKINANGOGWADU
KwaleKINANGOGWASHENI
KwaleKINANGOJAFFERY PRIMARY SCHOOL
KwaleKINANGOJITEGEMEE PRIMARY
KwaleKINANGOJULANI
KwaleKINANGOKabete
KwaleKINANGOKAFUDUNI
KwaleKINANGOKALUWENI
KwaleKINANGOKANJAOCHA
KwaleKINANGOKAPHINGO
KwaleKINANGOKARYAKA
KwaleKINANGOKASAGENI
KwaleKINANGOKazamoyo
KwaleKINANGOKIBANDAONGO
KwaleKINANGOKIDERI
KwaleKINANGOKIDZAYA PRIMARY
KwaleKINANGOKIFYONZO
KwaleKINANGOKILIBASI
KwaleKINANGOKINAGONI
KwaleKINANGOKINANGO
KwaleKINANGOKINANGO FOR THE DEAF
KwaleKINANGOKISIMANI
KwaleKINANGOKITUONI
KwaleKINANGOKITUU
KwaleKINANGOKUMBULU
KwaleKINANGOKWA KADOGO
KwaleKINANGOLUTSANGANI
KwaleKINANGOLUTSANGANI NORTH
KwaleKINANGOMABAMANI
KwaleKINANGOMABANDA
KwaleKINANGOMABESHENI PRIMARY
KwaleKINANGOMAENDELEO
KwaleKINANGOMAFUFUNI
KwaleKINANGOMAGALE
KwaleKINANGOMAGODZONI
KwaleKINANGOMAIYINI
KwaleKINANGOMAJENGO
KwaleKINANGOMAJI YA CHUMVI
KwaleKINANGOMAKAMINI
KwaleKINANGOMAKULUNI
KwaleKINANGOMALUNGONI
KwaleKINANGOMAPHANGA
KwaleKINANGOMARIAKANI
KwaleKINANGOMATUMBI
KwaleKINANGOMAVIRIVIRINI
KwaleKINANGOMAWEU
KwaleKINANGOMAZERAS
KwaleKINANGOMAZOLA
KwaleKINANGOMBANDI
KwaleKINANGOMBILINI
KwaleKINANGOMBITA
KwaleKINANGOMBULUNI PRIMARY
KwaleKINANGOMBWALENI
KwaleKINANGOMDOMO
KwaleKINANGOMELIKUBWA
KwaleKINANGOMGALANI
KwaleKINANGOMGANDINI
KwaleKINANGOMIGUNENI
KwaleKINANGOMIYANI
KwaleKINANGOMKANGOMBE
KwaleKINANGOMKANYENI
KwaleKINANGOMKILO
KwaleKINANGOMKULUNGOMBE
KwaleKINANGOMNYENZENI
KwaleKINANGOMOYENI
KwaleKINANGOMPIRANI
KwaleKINANGOMTAA
KwaleKINANGOMTULU
KwaleKINANGOMuki Precious
KwaleKINANGOMULUNGUNI
KwaleKINANGOMUUNGANO
KwaleKINANGOMWABILA
KwaleKINANGOMWACHANDA
KwaleKINANGOMWACHE
KwaleKINANGOMWAKIJEMBE
KwaleKINANGOMWALUGANJE
KwaleKINANGOMWALUKOMBE
KwaleKINANGOMWALUKOMBE PRIMARY
KwaleKINANGOMWALUVUNO
KwaleKINANGOMWAMBANI
KwaleKINANGOMWAMDUDU
KwaleKINANGOMWANDA
KwaleKINANGOMWANDIMU
KwaleKINANGOMWANDONI
KwaleKINANGOMWANGANI
KwaleKINANGOMwangaza
KwaleKINANGOMWANGEA
KwaleKINANGOMWANGOLOTO
KwaleKINANGOMWANGONI
KwaleKINANGOMWAROVESA
KwaleKINANGOMWASHANGA
KwaleKINANGOMWEMBENI
KwaleKINANGONDAUNI
KwaleKINANGONDAVAYA
KwaleKINANGONDOHIVYO
KwaleKINANGONDOHIVYO SPECIAL
KwaleKINANGONGAURO
KwaleKINANGONGONZINI
KwaleKINANGONGONZINI NORTH
KwaleKINANGONGONZINI PRIMARY
KwaleKINANGONUNGUNI
KwaleKINANGONuru Primary
KwaleKINANGONYANGO
KwaleKINANGONYARI
KwaleKINANGONZOVUNI
KwaleKINANGOPEMBA
KwaleKINANGOROROGI
KwaleKINANGOSAGALATO PRIMARY
KwaleKINANGOSAMBURU
KwaleKINANGOSEGA
KwaleKINANGOSEMBE
KwaleKINANGOSHAURI MOYO
KwaleKINANGOSILALONI
KwaleKINANGOST JOSEPHS
KwaleKINANGOST LUKES
KwaleKINANGOTARU
KwaleKINANGOTATA
KwaleKINANGOTSUNZA
KwaleKINANGOTUMAINI
KwaleKINANGOVIGURUNGANI
KwaleKINANGOVIKOLANI
KwaleKINANGOVINYUNDUNI
KwaleKINANGOVITSAKAVIRI
KwaleKINANGOVYOGATO
KwaleKINANGOYAPHA
KwaleKWALEBAHAKANDA
KwaleKWALEBILASHAKA
KwaleKWALEBOWA
KwaleKWALEBOYANI
KwaleKWALEBOYANI WEST
KwaleKWALEBURANI
KwaleKWALECHAI
KwaleKWALECHANYIRO
KwaleKWALECHIDZUMU
KwaleKWALECHIRIMANI
KwaleKWALECHITSANZE
KwaleKWALECHONGOLO
KwaleKWALEDARAJA PRIMARY SCHOOL
KwaleKWALEDENYENYE
KwaleKWALEDERI PRIMARY
KwaleKWALEDIMA
KwaleKWALEGANZE
KwaleKWALEGOLINI
KwaleKWALEGOPHA
KwaleKWALEJORORI
KwaleKWALEKAJIWENI
KwaleKWALEKIBUYUNI
KwaleKWALEKICHAKA SIMBA
KwaleKWALEKIDONGO
KwaleKWALEKILINDINI
KwaleKWALEKINARINI
KwaleKWALEKIPAMBANI
KwaleKWALEKIRUDI
KwaleKWALEKITEJE
KwaleKWALEKIZIBE
KwaleKWALEKIZIMBANI
KwaleKWALEKOMBANI
KwaleKWALEKWALE
KwaleKWALEKWALE FOR MENTLLY HANDICAPPED
KwaleKWALEKWALE FOR THE DEAF
KwaleKWALELUKORE
KwaleKWALELUNGUMA
KwaleKWALELWARA
KwaleKWALEMadibwani
KwaleKWALEMAGOMBANI
KwaleKWALEMAGWASHENI
KwaleKWALEMAJIMBO UFANISI ACADEMY
KwaleKWALEMAKOBE
KwaleKWALEMANGAWANI
KwaleKWALEMAPONDA
KwaleKWALEMATUGA primary
KwaleKWALEMBEGANI
KwaleKWALEMBUGUNI
KwaleKWALEMBWEKA
KwaleKWALEMIAMBA
KwaleKWALEMIATSANI
KwaleKWALEMIRIHINI
KwaleKWALEMKANDA
KwaleKWALEMKOKONI
KwaleKWALEMKUMBI
KwaleKWALEMKUNDI
KwaleKWALEMLAFYENI
KwaleKWALEMNYALATSONI
KwaleKWALEMSULWA
KwaleKWALEMTEZA
KwaleKWALEMTSAMVIANI
KwaleKWALEMTSANGATAMU
KwaleKWALEMUUNGANO
KwaleKWALEMWACHEMA
KwaleKWALEMWACHOME PRIMARY
KwaleKWALEMWADINDA
KwaleKWALEMWAGODZO
KwaleKWALEMWALIGULU
KwaleKWALEMWALUVANGA
KwaleKWALEMWAMBARA
KwaleKWALEMWAMGUNGA
KwaleKWALEMWAMIVI
KwaleKWALEMWAMTOBO
KwaleKWALEMWANZWANI
KwaleKWALEMWAPALA
KwaleKWALEMWELE
KwaleKWALEMZINJI
KwaleKWALENGOMBENI
KwaleKWALENIMUYUMBA
KwaleKWALENINGAWA
KwaleKWALENKONGANI
KwaleKWALEnoloni
KwaleKWALENZORA
KwaleKWALESABRINA
KwaleKWALESHIMBA HILLS
KwaleKWALESIMANYA
KwaleKWALESTEPHEN KANJA
KwaleKWALETHE KIBARANI
KwaleKWALETIRIBE
KwaleKWALETIWI
KwaleKWALEVINUNI
KwaleKWALEVORONI
KwaleKWALEVUGA
KwaleKWALEVYONGWANI
KwaleKWALEWAA
KwaleKWALEYEJE
KwaleKWALEZIBANI
KwaleKWALEZIWANI
KwaleLUNGA LUNGABWITI
KwaleLUNGA LUNGACHINDI
KwaleLUNGA LUNGACHIROMO
KwaleLUNGA LUNGACHITSUKWA
KwaleLUNGA LUNGAGANDA
KwaleLUNGA LUNGAGLORY ACADEMY
KwaleLUNGA LUNGAJEGO
KwaleLUNGA LUNGAKIKONDE
KwaleLUNGA LUNGAKIWEGU
KwaleLUNGA LUNGALWAYONI
KwaleLUNGA LUNGAMafunguni
KwaleLUNGA LUNGAMAHURUNI
KwaleLUNGA LUNGAMAKWENYENI
KwaleLUNGA LUNGAMSHIU
KwaleLUNGA LUNGAMWALEWA
KwaleLUNGA LUNGAMWAUGA
KwaleLUNGA LUNGAMWAZARO
KwaleLUNGA LUNGAMZIZIMA
KwaleLUNGA LUNGANIKAPHU PRIMARY
KwaleLUNGA LUNGASHIMONI
KwaleLUNGA LUNGAST MARKS PANGANI
KwaleLUNGA LUNGATENZA
KwaleLUNGA LUNGATSWAKA
KwaleLUNGA LUNGAVANGA
KwaleLUNGA LUNGAVICTORIOUS ACADEMY
KwaleLUNGA LUNGAVISION OF HOPE
KwaleLUNGA LUNGAVWIVWINI
KwaleLUNGA LUNGAWASINI ISLAND
KwaleMSAMBWENIANTORITA PRIMARY
KwaleMSAMBWENIBETTER FOCUS EDUCATION CENTRE
KwaleMSAMBWENIBIDINIMOLE
KwaleMSAMBWENIBODO
KwaleMSAMBWENIBONGWE
KwaleMSAMBWENIBUMBUNI
KwaleMSAMBWENICHIDZIWENI
KwaleMSAMBWENICHIGOMBERO
KwaleMSAMBWENIDUNCAN NDEGWA
KwaleMSAMBWENIDZOMBO
KwaleMSAMBWENIDZUHORAMAWE PRIMARY
KwaleMSAMBWENIESHU
KwaleMSAMBWENIFAHAMUNI
KwaleMSAMBWENIFIHONI CATHOLIC  PRIMARY
KwaleMSAMBWENIFUNZI
KwaleMSAMBWENIGALU
KwaleMSAMBWENIGANJA LA SIMBA
KwaleMSAMBWENIGAZI
KwaleMSAMBWENIGODO
KwaleMSAMBWENIGUGU
KwaleMSAMBWENIHERMANN SCHOOL
KwaleMSAMBWENIJOMO KENYATTA
KwaleMSAMBWENIKALALANI
KwaleMSAMBWENIKANANA GENESIS
KwaleMSAMBWENIKASEMENI
KwaleMSAMBWENIKICHAKAMKWAJU
KwaleMSAMBWENIKIDIMU
KwaleMSAMBWENIKIDUMAYA
KwaleMSAMBWENIKIDZUMBAN
KwaleMSAMBWENIKIKONENI
KwaleMSAMBWENIKILIMANGODO
KwaleMSAMBWENIKILOLE
KwaleMSAMBWENIKILULU
KwaleMSAMBWENIKINGWEDE
KwaleMSAMBWENIKINONDO
KwaleMSAMBWENIKINYUNGUNI
KwaleMSAMBWENIKIRANZE
KwaleMSAMBWENIKIRUKU
KwaleMSAMBWENIKITUNGURE
KwaleMSAMBWENIKWAHUNGE PRIMARY
KwaleMSAMBWENILOLAGAKO PRIMARY
KwaleMSAMBWENILUNGALUNGA
KwaleMSAMBWENIMABAFWENI
KwaleMSAMBWENIMABAMBARANI
KwaleMSAMBWENIMABAYANI
KwaleMSAMBWENIMABOKONI
KwaleMSAMBWENIMADAGO
KwaleMSAMBWENIMAFISINI
KwaleMSAMBWENIMAGAONI
KwaleMSAMBWENIMAGODI
KwaleMSAMBWENIMAGOMBANI
KwaleMSAMBWENIMAGUTU
KwaleMSAMBWENIMAJI-MOTO PRIMARY
KwaleMSAMBWENIMAJORENI
KwaleMSAMBWENIMAKONGENI
KwaleMSAMBWENIMALALANI
KwaleMSAMBWENIMALEDI
KwaleMSAMBWENIMAMBA
KwaleMSAMBWENIMAMBANI PRIMARY
KwaleMSAMBWENIMANDA
KwaleMSAMBWENIMany Fishes Academy
KwaleMSAMBWENIMAPHOMBE
KwaleMSAMBWENIMARENJE
KwaleMSAMBWENIMARINGONI
KwaleMSAMBWENIMARO PRIMARY
KwaleMSAMBWENIMASIMBANI
KwaleMSAMBWENIMATOPE
KwaleMSAMBWENIMATOPE ECD
KwaleMSAMBWENIMATORONI
KwaleMSAMBWENIMBUWANI
KwaleMSAMBWENIMchinjirini
KwaleMSAMBWENIMDUMU PRIMARY
KwaleMSAMBWENIMENZAMWENYE
KwaleMSAMBWENIMGOMBEZI
KwaleMSAMBWENIMGOME
KwaleMSAMBWENIMIKAMENI
KwaleMSAMBWENIMILALANI
KwaleMSAMBWENIMITUNGUNI
KwaleMSAMBWENIMIVUMONI
KwaleMSAMBWENIMKUDURU
KwaleMSAMBWENIMKWAKWANI
KwaleMSAMBWENIMKWAMBANI
KwaleMSAMBWENIMKWIRO
KwaleMSAMBWENIMLUNGUNIPA
KwaleMSAMBWENIMPAKANI PRIMARY SCHOOL
KwaleMSAMBWENIMRIMA
KwaleMSAMBWENIMSAMBWENI
KwaleMSAMBWENIMTEZA SOUTH
KwaleMSAMBWENIMTIMBWANI
KwaleMSAMBWENIMTUMWA
KwaleMSAMBWENIMTUNE PRIMARY
KwaleMSAMBWENIMUHAKA
KwaleMSAMBWENIMUHAKA ISLAMIC CENTRE
KwaleMSAMBWENIMUNJE
KwaleMSAMBWENIMUTSUNGA
KwaleMSAMBWENIMVINDENI
KwaleMSAMBWENIMWABOVO
KwaleMSAMBWENIMWABUNGO
KwaleMSAMBWENIMWACHANDE
KwaleMSAMBWENIMWAKALANGA
KwaleMSAMBWENIMWAKIGWENA
KwaleMSAMBWENIMWALOYA PRIMARY
KwaleMSAMBWENIMWAMAMBI
KwaleMSAMBWENIMWAMANGA
KwaleMSAMBWENIMWAMBALAZI
KwaleMSAMBWENIMWAMOSE
KwaleMSAMBWENIMWAMTSEFU
KwaleMSAMBWENIMWANANYAMALA
KwaleMSAMBWENIMWANDEO
KwaleMSAMBWENIMWANGUDA
KwaleMSAMBWENIMWANGULU
KwaleMSAMBWENIMWANGWEI
KwaleMSAMBWENIMWANJAMBA
KwaleMSAMBWENIMWARONI
KwaleMSAMBWENIMWENA
KwaleMSAMBWENIMWERENI
KwaleMSAMBWENINASERIAN
KwaleMSAMBWENINGANJA PRIMARY
KwaleMSAMBWENINGATHINI
KwaleMSAMBWENINGULUKU
KwaleMSAMBWENINN’GORI PRIMARY
KwaleMSAMBWENINYARINI PRIMARY
KwaleMSAMBWENIPERANI
KwaleMSAMBWENIPONGWE – FEEDER PRIMARY
KwaleMSAMBWENIRAMISI
KwaleMSAMBWENIROPHEROPHENI
KwaleMSAMBWENISHAMU
KwaleMSAMBWENISHIRAZI
KwaleMSAMBWENITobias Capeview Academy
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More articles on Education matters;

Njiiri School | Complete details, location, CBE Subjects Offered, UIC, Knec Code, Contacts

Njiiri School: The School is situated in Kigumo Sub-County of Murang’a County, then known as ‘Fort Hall District’ in the Central Region of Kenya.

Get complete information about Njiiri School’s, physical location, photos, postal Address, phone contact, Knec results analysis, uniform, logo, email Address, Knec Results, Fees, CBE Pathways and Subjects, here. Also find details on the school’s enrolment and admission requirements/ procedure.

More information about Njiiri School is available, such as: School’s Official Name, School’s Cluster, School’s Type, School’s Nature (Regular/  Sne), School’s Disability Type, School’s Accommodation and Type (Boarding or Day school).

That is not all. Find more details about the school, including: School’s Gender (Boys’ Girls’ Or Mixed), Region Where School Is Located, County  Where School Is Located, Sub County  Where School Is Located, School’s Unique Institutional Code (UIC) and  School’s Knec Code.

 Njiiri National Senior School Location.

Njiiri School’s Physical location: This  National Boys’ school is located in Kigumo Sub-County, in Muranga County. The school has an enrollment of over 1924.

The school is a national school classified as C1. Get a list of all the New List of all National Schools under CBC, CBE/ CBET Curriculum.

 Njiiri National Senior School’s Contacts.

Principal’s Phone Number: 0799 888880

School’s Facebook Page: Click here to join the School’s Facebook Community.

 Njiiri National Senior School Details Summary

SCHOOL NAME:  –NJIIRI SCHOOL

SCHOOL’S CLUSTER:  –C1

SCHOOL’S TYPE:  –PUBLIC

SCHOOL’S NATURE (Regular/  SNE):  –REGULAR

SCHOOL’S DISABILITY TYPE:  –NONE

SCHOOL’S ACCOMODATION TYPE:  –BOARDING

SCHOOL’S GENDER (BOYS’ GIRLS’ OR MIXED):  –BOYS

REGION WHERE SCHOOL IS LOCATED:  –CENTRAL

COUNTY  WHERE SCHOOL IS LOCATED: –MURANG’A

SUB COUNTY  WHERE SCHOOL IS LOCATED: –KIGUMO

SCHOOL’S UNIQUE INSTITUTIONAL CODE (UIC):  –D2QA

SCHOOL’S KNEC CODE: –10227301

Njiiri School’s Capacity/ Enrolment/ Students’ Population: The National School can accomodate over 1924 Students.

N/B: Explanation on the acronyms used:

  • Cluster which is the School’s Category. C1 is for National Schools.
  • UIC stands for Unique Institutional Code (UIC)/NEMIS Code
  • KNEC stands for the Kenya National Examinations Council (KNEC) Code that can be used to check the school’s results online.

How To Join Grade 10 At Njiiri National Senior School

Joining Grade 10 at the school is straight forward. Placement at the school is done by the Ministry of Education. Simply apply for consideration for placement by using this link: Grade 10 Selection System.

More details on Grade 10 Selection can be found at: How to select Grade 10 Senior Schools online at https://selection.education.go.ke/

 Njiiri National Senior School’s Clubs And Societies

A student can join one or more of the following clubs and societies that are found at the school:

  • Science Club: For Exploring innovation and scientific research.
  • Debating Club: For Fostering critical thinking and public speaking skills.
  • Music Club: For Enhancing creativity through music and performances.
  • Drama Club: The Drama Students and their patron Madam Electrine Bhuong recieving Trophy from Mr. Kitsao.
  • IT Club: For Designing Websites and Mobile app developements.
  • Red Cross Club: For Fostering Red cross Activities
  • Peace Club: For Fostering various Activities
  • Wildlife Club: For Promoting conservation and environmental awareness.
  • Scouting Club: For Building discipline and teamwork through scouting activities.

List Of All Subjects And Pathways Offered At Njiiri National Senior School

The Senior school, being a National School, will offer all the three pathways, listed below, for grade 10-12 students:

  • STEM PATHWAY, THAT IS DIVED INTO: PURE SCIENCES, APPLIED SCIENCES and TECHNICAL STUDIES
  • SOCIAL SCIENCES PATHWAY, THAT IS DIVED INTO: LANGUAGES & LITERATURE and HUMANITIES & BUSINESS STUDIES
  • ARTS & SPORTS SCIENCE PATHWAY, THAT IS DIVED INTO:  ARTS and SPORTS

Get a full list of all the latest Grade 10 Subjects at the Senior School under CBE Curriculum here: Senior Secondary (Grade 10-12) New CBC Learning Areas/ Subjects

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List of all Senior Schools in Nairobi County

List of all Senior Schools in Murang’a County

List of all Senior Schools in Mombasa County

List of all Senior Schools in Migori County

List of all Senior Schools in Meru County

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List of all Senior Schools in Mandera County

List of all Senior Schools in Makueni County

List of all Senior Schools in Machakos County

List of all Senior Schools in Lamu County

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List of all Senior Schools in Kisumu County

List of all Senior Schools in Kisii County

List of all Senior Schools in Kirinyaga County

List of all Senior Schools in Kilifi County

List of all Senior Schools in Kiambu County

List of all Senior Schools in Kericho County

List of all Senior Schools in Kakamega County

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List of all Senior Schools in Homa Bay County

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Njiiri School | Complete details, location, CBE Subjects Offered, UIC, Knec Code, Contacts

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TSC promotions interview merit lists per County 2021 (Narok)

The Teachers Service Commission, TSC, has released a list of teachers shortlisted for the 2021 promotions per County. A total of 32,431 teachers applied and were shortlisted for the recently advertised TSC promotion vacancies.

In Narok County a total of 445 candidates have been shortlisted. Check your name and interview dates in the list below;

[embeddoc url=”https://educationnewshub.co.ke/wp-content/uploads/2021/02/Copy-of-master-NAROK-list.pdf”]

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