Category Archives: Latest Education News

A category dedicated to all education news in Kenya and other countries across the world. This is your one stop location for all news related to the education sector.

Latest list of all Universities in kenya – KUCCPS List

Here is a list of all public and private universities accredited by KUCCPS in Kenya:

KEY NAME CATEGORY S. TYPE
AIU AFRICA INTERNATIONAL UNIVERSITY University Private
ANU AFRICA NAZARENE UNIVERSITY University Private
AUC ALUPE UNIVERSITY COLLEGE University Public
AMIU AMREF INTERNATIONAL UNIVERSITY University Private
BUC BOMET UNIVERSITY COLLEGE University Public
CUEA CATHOLIC UNIVERSITY OF EAST AFRICA University Private
CU CHUKA UNIVERSITY University Public
COPUK CO-OPERATIVE UNIVERSITY OF KENYA University Public
DAYSTAR DAYSTAR UNIVERSITY University Private
DKUT DEDAN KIMATHI UNIVERSITY OF TECHNOLOGY University Public
EU EGERTON UNIVERSITY University Public
GU GARISSA UNIVERSITY University Public
GLUK GREAT LAKES UNIVERSITY OF KISUMU University Private
GRETSA GRETSA UNIVERSITY University Private
ILU INTERNATIONAL LEADERSHIP UNIVERSITY University Private
JOOUST JARAMOGI OGINGA ODINGA UNIVERSITY OF SCIENCE AND TECHNOLOGY University Public
JKUAT JOMO KENYATTA UNIVERSITY OF AGRICULTURE AND TECHNOLOGY University Public
KABU KABARAK UNIVERSITY University Private
KAFUCO KAIMOSI FRIENDS UNIVERSITY COLLEGE University Public
KARU KARATINA UNIVERSITY University Public
KCA KCA UNIVERSITY University Private
KAGEU KENYA ASSEMBLIES OF GOD EAST UNIVERSITY University Private
KHEU KENYA HIGHLANDS EVANGELICAL UNIVERSITY University Private
KEMU KENYA METHODIST UNIVERSITY University Private
KU KENYATTA UNIVERSITY University Public
MNUC KENYATTA UNIVERSITY – MAMA NGINA UNIVERSITY COLLEGE University Public
KBBU KIBABII UNIVERSITY University Public
KYU KIRINYAGA UNIVERSITY University Public
KWUST KIRIRI WOMENS UNIVERSITY OF SCIENCE AND TECHNOLOGY University Private
KSU KISII UNIVERSITY University Public
KSUC KOITALEEL SAMOEI UNIVERSITY COLLEGE University Public
LU LAIKIPIA UNIVERSITY University Public
LUKENYA LUKENYA UNIVERSITY University Private
MMARAU MAASAI MARA UNIVERSITY University Public
MCKU MACHAKOS UNIVERSITY University Public
MUA MANAGEMENT UNIVERSITY OF AFRICA University Private
MARIST MARIST INTERNATIONAL UNIVERSITY COLLEGE University Private
MSU MASENO UNIVERSITY University Public
MMUST MASINDE MULIRO UNIVERSITY OF SCIENCE & TECHNOLOGY University Public
MUST MERU UNIVERSITY OF SCIENCE AND TECHNOLOGY University Public
MU MOI UNIVERSITY University Public
MKU MOUNT KENYA UNIVERSITY University Private
MMU MULTIMEDIA UNIVERSITY OF KENYA University Public
MUT MURANGA UNIVERSITY OF TECHNOLOGY University Public
PAC PAN AFRICA CHRISTIAN UNIVERSITY University Private
PIU PIONEER INTERNATIONAL UNIVERSITY University Private
PUEA PRESBYTERIAN UNIVERSITY OF EAST AFRICA University Private
PU PWANI UNIVERSITY University Public
RIU RAF INTERNATIONAL UNIVERSITY University Private
RU RIARA UNIVERSITY University Private
RNU RONGO UNIVERSITY University Public
SCU SCOTT CHRISTIAN UNIVERSITY University Private
SEKU SOUTH EASTERN KENYA UNIVERSITY University Public
SPU ST PAULS UNIVERSITY University Private
TTU TAITA TAVETA UNIVERSITY University Public
TUC TANGAZA UNIVERSITY COLLEGE University Private
TUK TECHNICAL UNIVERSITY OF KENYA University Public
TUM TECHNICAL UNIVERSITY OF MOMBASA University Public
THRKUC THARAKA UNIVERSITY COLLEGE University Public
TEAU THE EAST AFRICAN UNIVERSITY University Private
TMUC TOM MBOYA UNIVERSITY COLLEGE University Public
TRUC TURKANA UNIVERSITY COLLEGE University Public
UMMA UMMA UNIVERSITY University Private
BARA UNIVERSITY OF EASTERN AFRICA, BARATON University Private
UOE UNIVERSITY OF ELDORET University Public
UOEM UNIVERSITY OF EMBU University Public
UOK UNIVERSITY OF KABIANGA University Public
UON UNIVERSITY OF NAIROBI University Public
UZIMA UZIMA UNIVERSITY University Private
ZETECH ZETECH UNIVERSITY University Private

2020 KCSE, KCPE examinations to come early: Education Ministry revises 2020 term dates

The Ministry of Education has revised the term dates for the 2020 academic year. In a circular dated 12th February, 2020 , and written by the Principal Secretary, Dr. Belio R. Kipsang, term dates for Pre-Primary, Primary, secondary schools and Teacher Training Colleges have been altered. In the revised term dates, candidates will sit for their examinations earlier than had already programmed. Schools will now, also, close early in term three to pave way for execution of the national examinations.

“Following stakeholders’ consultation on the above subject (2020 term dates), it has been found necessary to revise the term dates for the calendar year 2020 for schools and colleges,” reads the Circular sent to all Regional Directors of Education.

Just like it was in 2019, there will be no half term break in third term of 2020.

NEW DATES

In the latest directive, the closing date for all primary schools in term three has been moved from October 30, 2020 to 23rd October, 2020. Also changed is the Kenya Certificate of Primary Education, KCPE, examination period that has now been slated for October 26 to October 29, 2020.

For Secondary schools, the closing date in term three has been moved from October 30, 2020 to 23rd October, 2020. Just like the KCPE examination, the Kenya Certificate of Secondary Education (KCSE) examination period has been altered to between November 2 and November 25, 2020.

College students have been added an extra one day holiday in term one as their closing date has been moved backwards to 09/04/2020 from the initial closing date of 10/04/2020.

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

Here are links to the most important news portals:

Here are the revised 2020 term dates for schools

Pre-Primary and Primary schools 2020 Term dates
Activity Opening Date Closing Date No of Weeks
Term 1 6/1/2020 10/4/2020 14
Half Term 17/2/2020 21/2/2020
Term 2 4/5/2020 7/8/2020 14
Half Term 15/6/2020 19/6/2020
Term 3 31/8/2020 23/10/2020 9
KCPE Exam 26/10/2020 29/10/2020 1
Total Weeks 38
Secondary Schools revised 2020 Term Dates
Activity Opening Date Closing Date No of Weeks
Term 1 6/1/2020 10/4/2020 14
Half Term 17/2/2020 21/2/2020
Term 2 4/5/2020 7/8/2020 14
Half Term 15/6/2020 19/6/2020
Term 3 31/8/2020 23/10/2020 10
KCSE Exam 02/11/2020 25/11/2020 3
Total Weeks 41
2020 Academic Year Term dates for Teacher Training Colleges
Activity Opening Date Closing Date No of Weeks
Term 1 7/1/2020 09/4/2020 14
Term 2 4/5/2020 7/8/2020 14
Term 3 1/9/2020 13/11/2020 11
Total Weeks _ _ 39

BEST LINKS TO TSC SERVICES & DOCUMENTS; ONLINE

 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.

Thanks for reading this article. Once again, remember to subscribe for timely news feeds. Thanks.

Also read:

SPONSORED LINKS; YOUR GUIDE TO HIGHER EDUCATION

For a complete guide to all universities and Colleges in the country (including their courses, requirements, contacts, portals, fees, admission lists and letters) visit the following, sponsored link:

SPONSORED IMPORTANT LINKS:

CBC Grade 7 Pre Technical Schemes of Work Free Editable Word, PDF Downloads

CBC Grade 7 Pre Technical Schemes of Work Free Editable Word, PDF Downloads

 GRADE 7 KLB  TOP SCHOLAR PRE- TECHNICAL  SCHEMES OF WORK TERM 3

SCHOOL…………………………… TEACHER’S NAME………………………………………. TERM 3 YEAR 

WEEK LESSON STRAND SUB-STRAND SPECIFIC LEARNING OUTCOMES ·     LEARNING EXPERIENCES KEY INQUIRY QUESTIONS LEARNING RESOURCES ASSESSMENT METHODS REFLECTION
1 1 Drawing. Geometrical Construction. By the end of the lesson, the learner should be able to;

(a). Identify different career fields where the knowledge of geometrical construction could be applied in the locality.

(b). Discuss the different career fields where knowledge of geometrical construction could be applied in the locality.

(c). Construct objects found at school, at home and in the community using geometric construction knowledge.

(d). Appreciate the career fields that regularly use geometry.

·     In groups, pairs, individually, learners are guided to:

·     identify the different career fields where knowledge of geometrical construction could be applied in the community.

·     Search and discuss the different career fields where knowledge of geometrical construction could be applied in the locality.

·     apply geometry in different career fields

·     Visit a workplace to learn about the people they employ to use geometrical construction skills.

Where can geometrical construction be applied? Top Scholar Pre-Technical pg 152-153.

Digital devices

Charts.

Realia

Observation schedule.

Written test

Assessment rubric.

Oral questions.

 
  2 Drawing. Geometrical Construction – Importance of Geometrical Construction. By the end of the lesson, the learner should be able to:

(a).State the importance of geometrical construction in everyday life.

(b). Discuss the importance of geometrical construction in everyday life.

(c). Summarize and present points on the importance of geometrical construction in everyday life.

(d). Appreciate the importance of geometrical construction in everyday life.

·     In groups,pairs,learners are guided to:

·     brainstorm the importance of geometrical construction in everyday life.

·     discuss the importance of geometrical construction in everyday life.

·     Summarize and present points on the importance of geometrical construction in everyday life.

·     Use digital devices to search the internet for the importance of geometrical construction in everyday life.

How is geometrical construction important in our everyday life? Top Scholar Pre-Technical Studies pg 153-154.

Digital devices.

Oral questions.

Written test.

Assessment rubric.

 
  3 Drawing. Project Activity 3-Task 3.1. By the end of the lesson, the learner should be able to:

(a). Suggest the materials for making an item designed in project activity 2.

·     In groups,learners are guided to:

·     use visual aids to observe and pick out the materials used to make the item designed in project activity 2.

·     discuss the materials that can be used to make the item.

·     state and discuss the advantages and disadvantages of each material.

·     identify the most suitable material to use.

Which materials are suitable for making items to solve the problems in your community? Top-Scholar Pre-Technical Studies pg 154-155.

Digital devices.

Photos.

Observation.

Checklists.

Oral questions.

 
  4 Drawing. Project Activity 3-Task 3.2. By the end of the lesson, the learner should be able to;

(a). Gather the materials for making the item designed in project activity 2.

·     In groups,learners are guided to;

·     refer to the materials identified in Task 3.1.

·     find and collect the materials chosen in the school or community.

Which materials are suitable for making item to solve the identified problem in the community?

How do you collect the materials?

 

Top Scholar Pre-Technical Studies pg 155.

Environment.

Observation.

Checklists.

 
  5 Drawing. Project Activity 3- Task 3.3. By the end of the lesson, the learner should be able to;

(a). Store the prepared materials for making the item designed in project activity 2.

·     In groups,learners are guided to;

·     discuss how to keep the materials safe, secure and not damaged.

·     keep/store the  materials collected safely.

How do you keep the collected materials safe,secure and not damaged? Top Scholar Pre-Technical Studies pg 155.

Collected materials.

Digital devices.

Oral questions.

Observation.

 
2 1 Energy Resources. Sources of Energy. By the end of the lesson, the learner should be able to:

(a). Identify the sources of energy within the locality.

(b). Discuss the sources of energy in the locality

(c). Use digital devices to explore other sources of energy.

(d).Make charts & flashcards showing the sources of energy.

(e).. Appreciate the different sources of energy used in the locality.

·     In groups,pairs ,learners are guided to:

·     discuss the concept of energy.

·     observe pictures in learner’s book and identify the sources of energy within the locality.

·     Search the internet on videos of sources of energy.

·     discuss the different sources of energy.

 

What is energy?

Where does energy come from?

Top Scholar Pre-Technical Studies pg 156-157.

Digital devices.

Pictures.

Realia.

Oral questions.

Written tests.

Checklists.

Assessment rubric.

 
  2 Energy Sources. Sources of Energy -Renewable and Non-renewable sources of energy. By the end of the lesson, the learner should be able to:

(a). Define and differentiate between renewable and non-renewable sources of energy.

(b). Identify and discuss the sources of energy as either renewable or non-renewable from pictures.

(c).Make flashcards showing the renewable and non-renewable sources of energy in the locality.

(d).Classify the sources of energy in the locality as either renewable or non-renewable.

(e). Appreciate the renewable and non-renewable sources of energy used in the locality.

·     In groups,pairs, learners are guided to;

·     use dictionaries or digital devices to search the meaning of renewable and non-renewable sources of i.

·     Identify the sources of energy in pictures that are non-renewable and renewable.

·     Search the internet for examples of renewable and non-renewable sources of energy.

·     Make flashcards showing the renewable and non-renewable sources of energy.

·     use the flashcards to group various sources of energy as renewable and non-renewable.

What is the difference between renewable and non-renewable sources of energy?

What is renewable and non-renewable source of energy?

Top Scholar Pre-Technical Studies pg 158-159.

Pictures.

Flashcards.

Digital devices.

Assessment rubric.

Written test.

Checklists.

Oral questions.

 
  3 Energy Resources. Sources of Energy -Advantages and disadvantages of sources of energy. By the end of the lesson, the learner should be able to:

(a). Identify the advantages and disadvantages of renewable sources of energy.

(b). Discuss the advantages and disadvantages of renewable sources of energy.

(c). Search the internet for advantages and disadvantages of renewable sources of energy.

(d). Summarize the advantages and disadvantages of renewable sources of energy on charts/exercise books.

(e). Acknowledge the advantages and disadvantages of renewable sources of energy.

·     In groups,learners are guided to:

·     identify and discuss the advantages and disadvantages of renewable sources of energy in the locality.

·     Search the internet for more points on advantages and disadvantages of renewable sources of energy.

·     Summarize the advantages and disadvantages of renewable sources of energy on charts/exercise books.

What are the advantages of renewable sources of energy?

What are the disadvantages of renewable sources of energy?

Top Scholar Pre-Technical Studies pg 160-161.

Pictures.

Digital devices.

Charts.

Assessment rubrics.

Written tests.

Checklists.

Oral questions.

 
  4 Energy Resources. Sources of Energy – Advantages and disadvantages of sources of energy. By the end of the lesson, the learner should be able to:

(a). Identify the advantages and disadvantages of non-renewable sources of energy.

(b). Discuss the advantages and disadvantages of non-renewable sources of energy.

(c). Summarize the advantages and disadvantages of non-renewable sources of energy on charts & exercise books.

(d). Acknowledge the advantages and disadvantages of non-renewable sources of energy.

·     In groups,learners are guided to:

·     identify and discuss the advantages and disadvantages of non-renewable sources of energy.

·     Summarize the advantages and disadvantages of non-renewable sources of energy on charts.

·     Use digital devices to search for other advantages and disadvantages of non-renewable sources of energy.

What are the advantages of non-renewable sources of energy?

What are the disadvantages of non-renewable sources of energy?

Top Scholar Pre-Technical Studies pg 161.

Charts.

Digital devices.

Pictures.

Assessment rubrics.

Checklists.

Written tests.

Oral questions.

 
  5 Energy Resources. Sources of Energy – Careers related to sources of energy. By the end of the lesson, the learner should be able to:

(a). Identify the different careers which are related to energy in the locality.

(b). Discuss the roles of different careers related to energy in the locality.

(c). Make flashcards showing the different careers related to energy.

(d). Appreciate the different careers related to energy in the locality.

·     In groups,pairs,learners are guided to:

·     Study the pictures in learner’s book and identify the different careers related to energy in the locality..

·     discuss the careers related to energy.

·     Search the internet for more careers related to energy in the community.

·     Make flashcards showing the different careers related to energy.

Which careers are related to energy in the locality? Top Scholar Pre-Technical Studies pg 162-163.

Pictures.

Flashcards.

Digital devices.

Assessment rubric.

Checklists.

Written tests.

Oral questions.

 
3 1 Energy Resources. Sources of Energy -Importance of Energy. By the end of the lesson, the learner should be able to:

(a). State the importance of Energy in our lives.

(b). Discuss the importance of energy in our lives.

(c). Search the internet for more points on importance of energy in our lives.

(d). Appreciate the importance of energy in our lives.

 

·     In groups,learners are guided to:

·     Study the pictures in learner’s book and identify the activities in the pictures.

·     state the importance of energy in our lives.

·     discuss the importance of energy in our lives.

·     Use digital devices to search for more points on the importance of energy in our lives.

Why is energy important to our daily lives? Top Scholar Pre-Technical Studies pg 164-165.

Digital Devices.

Pictures.

Assessment rubrics.

Written tests.

Oral questions.

 
  2 Energy Resources. Uses of Energy-Forms of Energy. By the end of the lesson, the learner should be able to:

(a). Identify the different forms of energy in the locality.

(b). Discuss the different forms of energy in the locality.

(c).Draw charts showing the forms of energy in the locality.

(d). Appreciate the different forms of energy in the locality.

·     In groups,learners are guided to;

·     study the pictures in learner’s book and identify the different forms of energy.

·     discuss the different forms of energy in the locality.

·     Search the internet for more information on the forms of energy.

·     Draw charts showing the forms of energy in the locality and display them.

What are different forms of energy in the locality? Top Scholar Pre-Technical Studies pg 165-167.

Pictures.

Digital devices.

Assessment rubric.

Oral questions.

Written tests.

Checklists.

 
  3 Energy Resources. Uses of Energy – Kinetic and Potential Energy. By the end of the lesson, the learner should be able to:

(a).Define and differentiate between kinetic and potential energy.

(b).Classify the different forms of energy into either kinetic or potential energy.

(c). Search the internet for videos about kinetic and potential energy.

(d). Appreciate the kinetic and potential energy.

·     In groups,learners are guided to:

·     Search the meaning of kinetic and potential energy from the internet or dictionary.

·     differentiate between kinetic and potential energy.

·     study pictures in learners book and classify the different forms of energy into either kinetic or potential energy.

·     search the internet for videos about kinetic and potential energy.

What is the difference between kinetic and potential energy? Top Scholar Pre-Technical pg 168-170.

Pictures.

Digital devices.

Written tests.

Oral questions.

Assessment rubric.

 
  4     By the end of the lesson, the learner should be able to: ·        
  5 Energy Resources. Uses of Energy. By the end of the lesson, the learner should be able to:

(a). Identify the uses of different forms of energy in the locality.

(b). Discuss the uses of different forms of energy in the locality.

(c). Make charts showing the uses of the different forms of energy in different sectors.

(d). Appreciate the uses of the different forms of energy in the locality.

·     In groups,learners are guided to;

·     identify and discuss the uses of different forms of energy within the locality.

·     Use digital devices to explore the different uses of energy.

·     walk around the locality to observe and record the different energy uses.

What ways can energy be useful to our lives? Top Scholar Pre-Technical Studies pg 171-172.

Pictures.

Digital devices.

Charts.

Assessment rubrics.

Written tests.

Oral questions.

Checklists.

 
4 1 Energy Resources. Uses of Energy- Careers that require the use of energy. By the end of the lesson, the learner should be able to:

(a). Identify the careers that require the use of energy within the locality.

(b). Discuss the careers that require the use of energy within the locality.

(c).Make flashcards to show the different careers related to use of energy.

(d). Recognize the different types of careers which require the use of energy within the locality.

·     In groups,learners are guided to;

·     study the pictures in learner’s book and identify the different types of careers that require the use of energy within the locality.

·     discuss the different types of careers that require the use of energy within the locality.

·     make flashcards showing the different types of careers that require use of energy.

Which types of careers require the use of energy within the locality? Top Scholar Pre-Technical Studies pg 173-174.

Pictures.

Flashcards.

Assessment rubrics.

Written tests.

Oral questions.

Checklists.

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

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

(a). State the roles of energy in the day to day life.

(b). Discuss the roles of energy in the day to day life.

(c). Search the internet for other roles of energy.

(d). Appreciate the role of energy in the day to day life.

·     In groups,learners are guided to;

·     study the pictures in learner’s book and identify the different types of careers that require the use of energy within the locality.

·     discuss the different types of careers that require the use of energy within the locality.

·     make flashcards showing the different types of careers that require use of energy.

What ways can energy be useful to our lives?

Which types of careers require the use of energy within the locality?

Top Scholar Pre-Technical Studies pg 173-174.

Pictures.

Flashcards.

.

Assessment rubrics.

Written tests.

Oral questions.

Checklists

 
  3 Energy Resources. Uses of Energy-The role of energy. By the end of the lesson, the learner should be able to:

(a). State the roles of energy in the day to day life.

(b). Discuss the roles of energy in the day to day life.

(c). Search the internet for other roles of energy.

(d). Appreciate the role of energy in the day to day life.

·     In groups,learners are guided to;

·     state the role of energy in our day to day life.

·     discuss the role of energy in our day to day life.

·     summarize their points and present in class.

·     use digital devices to search for other roles of energy.

How does energy affect our daily life?

How does energy help us in carrying out tasks at home?

Top Scholar Pre-Technical Studies pg 175.

Digital devices.

Pictures.

Oral questions.

Written tests.

 
  4 Energy Resources. Self-Assessment By the end of the lesson, the learner should be able to:

(a). Attempt questions on the sub-strand :Sources of Energy.

·     Individually, learner is guided to:

·     answer the questions on the sub-strand.

  Top-Scholar Learner’s Book pg 156-164.

Assessment books.

Written tests.

Checklists.

Assessment rubrics.

 
  5 Energy Resources. Project Activity 4-Making the items. By the end of the lesson, the learner should be able to:

(a). Identify the safety precautions to observe when working with tools to make the item designed in project activity 2.

(b). Discuss the safety precautions to observe when handling the materials and tools making the item.

(c).Make charts showing the safety precautions to adhere to when working tools to make item designed in project activity 2.

·     In groups, learners are guided to:

·     Familiarize with the safety rules and precautions in the workplaces.

·     Discuss the safety precautions to observe when handling the materials and tools making the item.

·     Make charts showing the safety precautions to adhere to when working.

Why is it important to observe safety precautions when working? Top Scholar Pre-Technical Studies pg 176.

Charts.

Practical work.

Observation.

 
5 1 Energy Resources. Project Activity 4: Making the item. By the end of the lesson, the learner should be able to:

(a). Identify the tools you will need to prepare the materials collected in project activity 3.

(b). Discuss the tools you will need to prepare the materials collected in project activity 3.

(c).Use appropriate tools to prepare the materials collected in project activity 3.

·     In groups, learners are guided to;

·     select and use appropriate tools to prepare the materials collected in project activity 3.

·     Assemble the required tools.

 

 

  Top Scholar Pre-Technical Studies pg 176. Practical work.

Observation.

 
  2 Energy Resources. Project Activity 4: Making the item. By the end of the lesson, the learner should be able to:

(a).Use appropriate tools to make the item designed in project activity 2.

·     In groups, learners are guided to:

·     Outline and discuss the steps to follow when assembling the prepared pieces of materials to the item.

·     Summarize the procedure.

·     follow the procedure to make the item by joining the prepared pieces of material.

Which procedure will you use to assemble the prepared pieces of materials to make the item? Top Scholar Pre-Technical Studies pg 177.

Materials.

Practical Work.  
  3 Energy Resources. Project Activity 4: Making the item. By the end of the lesson, the learner should be able to:

(a). Display the item made for others to see and appreciate.

·     In groups,learners are guided to;

·     display the item made for others to see and appreciate.

  Item made.

Top Scholar Pre-Technical pg 177.

observation.

Checklists.

 
  4 Energy Resources. Project Activity 4. By the end of the lesson, the learner should be able to:

(a). Take pictures of the item made and print the pictures.

·     In groups,learners are guided to;

·     Use digital devices to take pictures of the item made and print them.

  Digital devices.

Item made

Practical Work.

 

 
  5 Energy Resources. Project Activity 4. By the end of the lesson, the learner should be able to:

(a).Draw pictures of the item made.

·     Individually,learner to;

·     draw the pictures of the item made by classmates.

  Pencils and papers.

Item made.

Practical work.

Observation.

 
6-8 ·     Complection of Projects and Creation of Portfolios.

·     Community Service Learning Class Activity.

9 ASSESSMENT

 

 

Form One To Four Free Exams Downloads Plus Marking Schemes – Updated

Form One To Four Free Exams Downloads Plus Marking Schemes

End of Term 1  BIOLOGY Paper 1 Question Paper.pdf
End of Term 1  BIOLOGY Question Paper-1.pdf
End of Term 1 BIOLOGY Question Paper.pdf
End of Term 1 FORM 3 BIOLOGY Question Paper.pdf
end term 1 GURUS EXAM,SEPTEMBER 2021 – FORM 2 .pdf
ENG F1 MS.pdf
ENGLISH-PP2-MS.pdf
F1 END OF TERM ONE EXAMS.pdf
F1 END TERM 1 AGRIC.pdf
F1 END TERM 1 BIO.pdf
F1 END TERM 1 BUS.pdf
F1 END TERM 1 CHEM.pdf
F1 END TERM 1 CRE.pdf
F1 END TERM 1 ENG.pdf
F1 END TERM 1 EXAMS 2021.pdf
F1 END TERM 1 EXAMS(set1).pdf
F1 END TERM 1 EXAMS(set2).pdf
F1 END TERM 1 GEO.pdf
F1 END TERM 1 HIST.pdf
F1 END TERM 1 KISW.pdf
F1 END TERM 1 MATHS.pdf
F1 END TERM 1 PHY.pdf
F1 END-T1 S1 EXAMS 0706 851 439.pdf
F1 END-T1 S2 EXAMS 0706 851 439.pdf
F2 END OF TERM 1 EXAMS.pdf
F2 END TERM 1 AGRIC.pdf
F2 END TERM 1 BIO.pdf
F2 END TERM 1 BUS.pdf
F2 END TERM 1 CHEM.pdf
F2 END TERM 1 CRE.pdf
F2 END TERM 1 ENG.pdf
F2 END TERM 1 EXAMS .pdf
F2 END TERM 1 EXAMS(Set2).pdf
F2 END TERM 1 GEO.pdf
F2 END TERM 1 HIST.pdf
F2 END TERM 1 KIS.pdf
F2 END TERM 1 MATHS.pdf
F2 END-T1 S1 EXAMS 0706 851 439.pdf
F2 END-T1 S2 EXAMS 0706 851 439.pdf
F2 OPENER TERM 1 EXAM(set 2).pdf
F2 TERM 1 OPENER EXAM.pdf
F3 COMBINED TERM 1 ENTRY EXAMS.pdf
F3 END TERM 1 AGRIC.pdf
F3 END TERM 1 BIO (1).pdf
F3 END TERM 1 BUS.pdf
F3 END TERM 1 CHEM.pdf
F3 END TERM 1 CRE.pdf
F3 END TERM 1 ENG.pdf
F3 END TERM 1 EXAMS-1.pdf
F3 END TERM 1 EXAMS.pdf

2022 FEASSSA Games updated fixtures

FEASSSA Games 2022

@Arusha, Tanzania

⚽Soccer Fixtures

Monday September 19th, 2022

⚽Soccer Boys (Secondary Schools)

🖊️ES Gasiza (Rw) vs Kibuli SS (Ug) : TGT 1 @1.30pm
🖊️ Highway Secondary (Ke) vs St. Andrews (Ug): TGT 2 @ 1.30pm
🖊️Katoro SS (Tz) vs St. Mary’s Kitende (Ug): TGT 1 @3.00pm
🖊️ Ebwali (Ke) vs Trust St Patrick’s (Tz): TGT 2 @3.00pm

⚽Soccer Girls (Secondary Schools)

🖊️Sacred Heart Gulu (Ug) vs IP Mukarange (Rw): TGT 1 @9.00am
🖊️ Alliance (Tz) vs Kawempe Muslim (Ug): TGT 2 @9.00am

#FEASSSA2022

#FEASSSA2022

Dr. Nancy Macharia to finally leave TSC in March 2025; New CEO to be appointed in July

Dr. Nancy Njeri Macharia, the long-serving Chief Executive Officer of the Teachers Service Commission (TSC), will be retiring in March 2025, marking the end of her decade-long tenure. This has been announced by the Commission.

The long serving TSC Boss will proceed on compulsory leave in March, 2025.  A new TSC Boss will then be appointed in July, 2025.

Dr. Macharia, who took office in June 2015 and was reappointed in 2020, shared the news of her exit during her address at the annual general meeting of the Kenya National Union of Teachers (KNUT) in Mombasa in December.

Dr. Nancy Macharia, the outgoing CEO of the Teachers Service Commission (TSC), leaves behind a remarkable legacy that will be remembered for years to come. Serving two consecutive five-year terms, she has steered the organization through transformative changes, helping to shape the future of Kenya’s education system.

Under her leadership, TSC has evolved from a body characterized by strikes and unrest into a more orderly, streamlined, and efficient organization. As Dr. Nancy Macharia prepares to retire this year, it is fitting to reflect on her significant contributions and the indelible mark she leaves on the teaching profession in Kenya.

When Dr. Nancy Macharia assumed office as CEO in 2015, she inherited an institution mired in frequent disruptions, mainly due to strikes over salary disputes. Teachers were often engaged in long, drawn-out battles with the government over pay, working conditions, and promotions.

The frequent industrial actions not only caused anxiety within the teaching fraternity but also disrupted learning across the country, putting millions of students at a disadvantage. Under Macharia’s leadership, however, these strikes have become a thing of the past.

Her ability to navigate delicate negotiations, coupled with a strong commitment to the welfare of teachers, enabled her to find lasting solutions to some of the most intractable challenges.

 Her leadership style has been marked by a combination of firmness and compassion. While she took decisive steps to enforce discipline and accountability within the teaching profession, she also worked tirelessly to advocate for better working conditions for teachers. Macharia recognized the importance of striking a balance between the needs of the government and those of teachers, understanding that a satisfied workforce would lead to improved educational outcomes. Through her efforts, the TSC was able to successfully negotiate salary increases for teachers, ensuring their welfare without having to resort to disruptive industrial action.

One of Dr. Nancy Macharia’s most significant contributions was the introduction of a framework aimed at improving teacher professionalism and performance. She spearheaded the Continuous Professional Development (CPD) program, which ensures that teachers are continually improving their skills and staying updated with the latest pedagogical techniques. This initiative has been pivotal in transforming the teaching profession from one of static knowledge delivery to one that emphasizes lifelong learning.

 Her tenure also saw the development and enforcement of teacher appraisal systems. These systems were designed to ensure that educators are not only accountable but also rewarded for their performance. By introducing a performance-based system, Macharia underscored the importance of merit and hard work, contributing to the professional growth of teachers across the country.

In addition, under her leadership, the TSC worked to streamline teacher recruitment, making the process more transparent and merit-based. This effort not only ensured that the best candidates were hired but also helped reduce nepotism and favoritism that had previously marred the recruitment process. Teachers felt more valued, knowing that their contributions were being recognized, and they were being hired based on merit rather than connections.

Perhaps the most notable achievement of Dr. Nancy Macharia’s tenure is the restoration of order and stability within the teaching profession. By tackling the root causes of dissatisfaction, she eliminated the need for frequent strikes, ensuring a more stable learning environment for students. The impact of this stability cannot be overstated; it has allowed for more consistent learning, which in turn has improved academic outcomes for students nationwide.

Moreover, the peaceful relations between the TSC and teachers’ unions, especially the Kenya National Union of Teachers (KNUT), are a testament to Macharia’s diplomacy. Her negotiation skills helped to calm tensions, allowing for dialogue and collaboration rather than confrontation. By fostering a more amicable relationship between teachers and the TSC, she laid the groundwork for a more cohesive educational system.

Under Dr. Nancy Macharia’s leadership, TSC embraced modernization and the use of technology in the management of teachers. The introduction of digital systems for teacher registration, promotion, and transfers has made the Commission more efficient. Dr. Nancy Macharia’s vision of a tech-driven TSC has helped reduce bureaucratic delays, ensuring that teachers’ issues are addressed promptly.

Additionally, Dr. Nancy Macharia was a strong proponent of using data to drive decision-making. By leveraging data on teacher performance, student outcomes, and school needs, she ensured that TSC’s policies were grounded in evidence, thus making them more effective. This data-driven approach was particularly useful during the COVID-19 pandemic, when the TSC had to quickly adapt to new realities, including remote learning and teacher deployment.

 As Dr. Nancy Macharia prepares to retire, it is clear that her legacy will continue to shape the TSC and the teaching profession in Kenya for many years to come. She has been a trailblazer, transforming TSC into a more dynamic, efficient, and responsive institution. Her focus on professionalism, teacher welfare, and accountability has raised the standards of teaching in the country, benefiting both teachers and students alike.

Macharia’s leadership has been marked by a deep sense of duty to the teaching profession. Her ability to navigate the complex challenges facing TSC, while maintaining a commitment to fairness and integrity, has earned her widespread respect. Teachers, parents, and students alike owe a great deal to her for the stability and progress she has fostered in the education sector.

As she steps down, Macharia leaves behind a legacy of visionary leadership, one that will inspire future leaders at the TSC to continue pushing for reforms that benefit teachers and students. Her contribution to the Kenyan education system will not soon be forgotten, and her name will forever be associated with the positive transformations she championed at the Teachers Service Commission.

Dr. Nancy Macharia’s decade at the helm of TSC has been marked by progress, stability, and a commitment to the welfare of teachers and students. She has shown that leadership, when anchored in a clear vision and executed with integrity, can bring about lasting change. As she embarks on her retirement, the education sector will continue to build on the solid foundation she has laid, ensuring that her legacy endures for generations to come.

How to replace lost KCSE, KCPE certificate (Easy procedure)

The Kenya National Examinations Council [KNEC] started implementing policy in replacement of certificates for the affected candidates who sat for KNEC examinations from year 1981 on 2nd March 2009.

It should be noted that Replacement for certificate is issued once only.

The following are the procedures of replacing your lost/damaged KCPE/ KCSE certificates.

Apply In-Person

Applicants are required to fill the KNEC Certificate Replacement Form when requesting for certificate replacement

The form can be obtained from the KNEC Archives and Records Offices or downloaded from KNEC website: KNEC Online.

Carefully fill in the details required and attach the relevant documents to accompany the form

The following documents should be presented together with the application

Copy of the certificate [s] or result slips[s]. Mandatory

Letter of recommendation from head teacher of the school attended or from CEO( County Education Officer)/SCEO ( Sub-County Education Officer) for private candidates or for those their schools have been closed down addressed to KNEC; [Original Mandatory]

Sworn legal affidavit on identity of applicant; [Original Mandatory]

Letter of recommendation from employer to KNEC; [Original Mandatory]

Police Abstract indicating of loss of certificate; Report should be done at the point of loss. [Original mandatory]

Copy of Identification Card [ID]/Passport or Birth Certificate for those under 18 years. The name on Birth Certificate/ID Must tally with those used during Examination.

Those who have changed their names legally must attach the legal documents they used to change their name. E.g. marriage certificate for women or the copy of Gazette the changed name appears. [Mandatory].

Application with differing Examination details will not be processed.

KNEC bank deposit slip; Original Mandatory

The fees required for Replacement Certificate is KE 5,000/= +% VAT KE 200/- a total of 5,200 per certificate.

The fees should be paid at KNEC collection accounts in any branch of the following banks:

  • Equity Bank
  • Co-operative Bank of Kenya
  • National Bank of Kenya
  • Kenya Commercial Bank. [KNEC deposit bank slips are available in these banks]

The duly filled submitted form should be submitted to the;

Council Secretary/Chief Executive
Kenya National Examinations Council
P.O Box 73598 – 00200,
City Square,
Nairobi.

The certificates are usually ready for collection after duration of ten working days from the KNEC offices.

See also; How to replace a lost KNEC Certificate; Procedure for KCSE, KCPE certificate replacement

HOW TO REAPPLY FOR LOST KCSE AND KCPE CERTIFICATES.

You will be required to have a copy of the lost certificate or result slip. You will also be required to have a letter of recommendation from head teacher of the school you attended or from County or Sub County Education Officer.

You must also have a sworn legal affidavit on identity of the applicant, a letter of application from the employer to KNEC, police abstract indicating loss of a certificate and must be done at the point of loss of the document.

The applicant will also be required to have a copy of your ID or passport or birth certificate for those under 18 years. The names in the documents must tally with those used in the certificate. Then finally you will be required to have a KNEC Bank Deposit Slip.

You will be required to pay a mandatory processing fee of Ksh.5000 plus a 14% VAT of Ksh.200 totaling to Ksh.5200. The money is paid at KNEC collection accounts in any branch of Equity Bank, Co-operative Bank of Kenya, National Bank of Kenya or Kenya Commercial Bank using a KNEC deposit bank slip available in these banks.

The client will then be required to fill the lost certificate application form. The form can be obtained from that KNEC Archive and Record Office or downloaded from KNEC website. After filling the form, the applicant will be required to submit it to KNEC through postal officer or other carrier service providers such as G4S.

The certificates are normally ready for collection for collection after a period of sixty (60) working days from KNEC officers. It is important to remember that KNEC will only give a confirmation slip and not an original certificate again.

Government Finally Releases Sh. 23 Billion Capitation Funds For Schools

The government has released Sh. 23 billion capitation to public secondary schools ending the prolonged financial crisis which threatened to disrupt operations at the institutions.

Education Cabinet Secretary (CS) Ezekiel Machogu said the funds will be deposited in the schools’ accounts before the end of the week.

This comes as a relief to secondary school heads across the country who have been up in arms over the delay. Thus Machogu said the release of the funds signified the government’s commitment to the education sector and refuted claims that the allocations had been slashed.

The capitation for Secondary schools, he said remained Sh. 22, 240 per student adding that the government remained committed to releasing the funds to ensure success of education Programmes in the country.

“We have not reduced the capitation. This is a constitutional matter and it is in the interest of the government that this allocation is not reduced,” he said.

Speaking at Henry Kosgey Kibukwo Secondary School in Tinderet Sub-County, Machogu asked secondary school heads to ensure prudent expenditure of the funds.

The government, he added, has made great strides in improving the quality of education in the country. Furthermore, he pointed out the employment of 56,750 teachers last year which he said has greatly addressed under-staffing issues across the country.

This financial year, he said more funds have been set aside to employ an additional 20, 000 teachers to bridge existing gaps.

His Ministry, he said, was on course on the implementation of the Competency Based Curriculum (CBC) with the bulk of challenges that faced its rollout addressed.

The government, he said, has set aside Sh. 3.39 billion and an additional Sh. 9 billion from the World Bank (WB) to construct classrooms for grade 9.

Through the initiative, he said, the government targets to construct 15, 040 classrooms by the year 2025.

“This will address all the infrastructural gaps we have now and ensure that as our learners proceed to grade 9 they have enough classrooms,” he said.

The CS who was flanked by Tinderet MP Julius Melly, Emgwen MP Josses Lelmengit, and Tinderet Deputy County Commissioner Esther Oyugi among other leaders said his Ministry will support Henry Kosgey Kibukwo Secondary School with Sh. 10 million to build more classrooms.

The school plans to construct a state of the art tuition block which once completed will have 10 classrooms, a computer laboratory, a library and administration office.

On his part, Tinderet MP Julious Melly lauded the government for releasing the capitation funds saying it will go a long way in facilitating the smooth running of education programmes in secondary schools.

He urged the Ministry on Education to strive to release the funds on time to ensure that learning goes on uninterrupted.

“I am in government and I understand the challenges we have in generating revenue but let us strive to send this money in good time to facilitate smooth running of schools,” he said.

FORM 2 GEOGRAPHY NOTES UPDATED

FORM 2 GEOGRAPHY

INTERNAL LAND FORMING/ENDOGENETIC PROCESSES

Processes operating in the interior of the earth resulting in the formation of natural physical features or landforms.

They are caused by earth movements.

Examples of these processes are folding, faulting and Vulcanicity.

Formation of land forms by internal land forming processes is determined by:

  • Nature and age of earth materials
  • Type of movement involved
  • Intensity and scale of movement involved

Crustal Earth Movements

Displacement of the earth’s crustal rocks.

They are brought about by tectonic forces which originate and operate in the interior of the earth e.g. tensional forces (which operate along horizontal plane moving away from each other), compressional forces (which operate along horizontal plane moving towards each other), shear forces (which move past each other with unequal strength) and gravitational forces (which attracts things to the earths centre).

Earth movements are of 2 types:

  1. Horizontal/lateral/orogenic movements
  2. Vertical/epeirogenic movements

Horizontal Earth Movements

-Movements which act along a horizontal plane within crustal rocks.

They are caused by tensional and compressional and shear forces.

Effects

They cause:

  • Strain and stretching of crustal rocks due to stretching caused by tensional forces which cause formation of cracks or faults.
  • Squeezing and shortening of crustal by compressional forces rocks which cause them which also cause formation of faults.
  • Crustal rocks to shear by slipping past each other or by dividing into layers which is caused by shear forces.

Results of Horizontal Earth Movements

results in the formation of the following features:

  • Faults
  1. Rift valleys
  2. fold mountains
  3. Escarpments
  4. Basins
  5. Tilt blocks
  6. Block mountains

 

 

 

Vertical Earth Movements

-Movements which occur along the earth’s radius or towards the earth’s surface or towards its centre.

 

Effects

Causes:

  • Subsiding/sinking/downwarping or pulling of crustal rocks downwards.
  • Uplifting/upwarping or pushing of crustal rocks upwards
  • Tilting of crustal rocks or shearing in vertical direction due to grater uplift on one side.

Results of Vertical Earth Movements

  1. Raised cliffs
  2. Tilt blocks
  3. Rift valleys
  4. Fault scarps/escarpments
  5. Plateaus
  6. basins

 

Causes of Earth Movements

  • Magma movement within the earths crust.
  • Gravitational force
  • Convectional currents in the mantle
  • Isostatic adjustment

Magma Movement within the Earths Crust

  • When magma moves with force pushing crustal rocks horizontally or vertically.
  • When magma moves from reservoir and leaves empty spaces onto which crustal rocks are pulled inwards.

Gravitational Force

 

-When the attractive force of the earth pulls crustal rocks into empty spaces left after magma escaping from the reservoir.

Convectional Currents within Mantle

-When convectional currents in magma in mantle drug crustal rocks by friction.

Horizontal movement of currents cause horizontal movements while vertical cause vertical movements.

 

Isostatic Adjustment

-Rising of continental masses to restore the upset state of balance between sial and sima layers.

-Isostacy is the state of balance between sial and sima layers.

It can be disturbed by erosion on continents and melting of continental ice sheets.

The reduced weight causes continental masses to rise.

( skip 8 lines for diagaram klb bk 2 pg2 )fig 1.3

Theories Explaining the Earths Movements

A theory is reasoned ideas intended to explain facts or ideas.

There are 2 theories which explain the earth’s movements namely the Continental Drift Theory and the Plate tectonics theory.

i)Theory of Continental Drift

Its proponent was A. Wegener.

It explains the origin of 6 continents.

It states:

  • The earth was a single sialic land mass called Pangaea surrounded by a huge ocean called Panthalasa whose floor was a mass of sima.
  • Pangaea broke into two parts called Laurasia (N. Hemisphere) which lay around equator and Gondwanaland (S. Hemisphere) which lay around south pole which were separated by a narrow ocean called Tethys (the present Mediterranean Sea).
  • Laurasia broke into Laurentian Shield and Fennoscandia (Europe, Asia and N. America) and moved northwards to their present positions.
  • Gondwanaland broke into Africa, Australia, S. America and Antarctica and India subcontinent.
  • Africa and India drifted northwards.

Evidences Supporting the Theory

  1. Fitting of western coast of Africa and S. America into a jigsaw.
  2. Discovery of coal 40◦N and 55◦N which was formed by burying of tropical vegetation.
  3. Considerable displacement of rocks along some faults e.g. along the Great Glen Fault of Scotland.
  4. Cape and Buenos Aires folds resemble one another by having east west trend.
  5. Red sea shores show evidence of having undergone lateral displacement an indication that it was formed by movement of the earth’s crust.
  6. Evidence of ancient Glaciation to the south of equator in Africa in Madagascar and India where there is presence of ancient glacial deposits suggesting these areas were once around south pole.

ii)Plate Tectonics Theory

It states that:

  • The earths crust is made of blocks called plates.

7 Large Ones

  1. Eurasian plate
  2. Australian plate
  3. Africa plate
  4. Antarctic plate
  5. American plate
  6. American plate
  7. Pacific plate

Smaller Ones

  1. Indian
  2. Arabian
  3. Caribbean
  4. Cocos
  5. Somali plates
  6. Juan de Fuca
  7. Nazca
  8. Philippine
  9. Scotia
  • These plates are two types : tectonic plates:
    1. Oceanic plates which form major areas of the ocean floor including coastal lowland.
    2. Continental plates which form the bulk of the continental land mass.
  • The plates float on molten mantle layer called
  • The plates move relative to each other due to convectional currents in the mantle.
  • They move away from each other forming extension or constructive boundary called so because magma fills the space between.
  • They move towards each other forming compressional or destructive boundary called so because materials between are crushed. The movements of those two types of plates have the following effects:
  1. When two oceanic plates meet
  • There is subduction and the ocean floor is pulled inwards forming a trench e.g. Java Trench .Subduction is the passing of edge of one plate beneath the edge of another.
  • Sediments on the sea floor in the region of subduction are compressed to form Fold Mountains.
    1. When an oceanic plate meets a continental plate the edge of the oceanic plate slides beneath the continental plate in a movement called subduction.
  • Sediments on the sea floor in the region of subduction are compressed to form Fold Mountains.
  • Fold Mountains are also formed at the edge of the continent when the sial layer is compressed.
  • The edge of the oceanic plate bends into the mantle forming a trench.
    1. When two continental plates collide the sial layer is folded into mountains.

 

  • They move past each other forming transform or conservative boundary called so because there is neither construction nor destruction which occurs where the plates are separated by a major fault.

Significance of Plate Movements

  1. Are sources of earthquakes and Vulcanicity.
  2. Causes formation of land forms such as Fold Mountains and ocean trenches.
  3. Spectacular landscapes formed are a tourist attraction.
  4. Eruption of magma can result in formation of valuable minerals.

 

FOLDING

-Process in which crustal rocks are distorted by compressional forces by being caused to bend upwards and downwards.

It occurs on fairly young sedimentary rocks.

Parts of a Fold

  • Anticlines (upfolds)-parts of the earths surface which bend upwards when folding occurs.
  • Synclines (down folds)-Parts of the earths surface which bend downwards when folding occurs.
  • Crest-upper most part of Anticline.
  • Trough-lowest part of a syncline
  • Limp-rock layers sloping on both sides of a fold
  • Axis-imaginary line drawn vertically through the centre of the anticline.

Types of Folds

1.Simple Symmetrical Folds

-Which are symmetrical about the anticline.

-Formed by 2 compressional forces of equal magnitude.

2.Asymmetrical Folds

Which are asymmetrical about the anticlines axis or in which one limp is steeper than the other.

-Formed by two compressional forces of unequal magnitude in which one is stronger than the other.

3.Over Folds

-In which anticline of one fold is pushed over the limp of the other.

4.Isoclinal Folds

-Which are packed closely together and with limps almost parallel to each other.

-Vertical Isoclinal folds are formed by compressional forces of equal magnitude while inclined Isoclinal folds are formed by forces of unequal magnitude.

5.Recumbent Folds

-Which lie in a horizontal manner.

-Formed by two compressional forces one of which is very strong.

6.Nappe/Overthrust Fold

– In which one limp is pushed over the other limp.

-The forces are very strong and they cause a fracture/fault to develop.

7Anticlinorium and Synclinorium Complex

-Folds characterised by minor upfolds and minor downfolds.

  • Land is first subjected to weak compressional forces resulting into minor folds.
  • Later the land is subjected to much greater compressional forces resulting into new upfolds with minor folds (Anticlinorium) and new down folds with minor folds (Synclinorium).

Resultant Features Due To Folding

1.Fold Mountains and Their Distribution

-Worlds highest and most impressive mountains and the most conspicuous feature of folding.

 

  • Himalayas-Asia
  • Everest-Nepal-Tibet border-highest point.
  • Andes-Peru in S. America
  • Alps-South Central Europe
  • Rockies-W.N. America
  • Atlas-N.W. Africa.
  • Appalachian-E.N. America

 

 

 

 

Theories of Origin of Fold Mountains

1.Contraction Theory

During the earth’s formation surface rocks cooled faster and wrinkled to form Fold Mountains.

2.Convectional Currents Theory

  • Horizontal convectional currents in the mantle exerted frictional pull on crustal rocks.
  • Continental crusts were pulled towards each other.
  • Sediments between them were squeezed into folds.

3.Continental Drift Theory

  • During break of Gondwanaland India drifted northwards and collided with Eurasia.
  • Sediments between were squeezed to form fold mountains e.g. Himalayas and Everest.

4.Plate Tectonics Theory

  • When an oceanic plate meets another or it meets a continental plate the sediments under the sea are compressed to form Fold Mountains.
  • When two continental plates meet the sial layer is compressed to form fold mountains

-E.g. Alps was formed when Africa plate pushed against the rigid European plate.

 

 

 

2.Escarpments

-A relatively continuous line of steep slopes facing the same direction.

Formed one compressional force causes folding resulting in one steep limp of the anticline which forms the escarpment.

3.Depressions

Formed when not very strong forces cause folding causing some parts of the earths surface to form synclines forming basins.

4.Ridges and Valleys

When folding occurs anticlines form uplands/ridges/hills while synclines form valleys.

5.Rolling Plains

Plains which appear to rise and roll.

-Formed when plains are acted upon by weak compressional forces resulting into gently sloping anticlines and very wide synclines.

 

 

6.Inter-montane Plateaus

-A high fairly level land between mountains.

-Formed when rocks at the edges of a region become intensely folded and the middle parts resist folding resulting into mountains which enclose a high fairly level land.

7.Inter-montane basins

-Formed when some parts of inter-montane plateau sink more to form basins.

Significance of Folding

To Human Activities/Economic significance

Positive/advantages

  1. Fold Mountains are a tourist attraction which brings foreign exchange.
  2. Fold Mountains are water catchment areas and sources of rivers.
  3. Some fold mountains have valuable mineral deposits such as coal and petroleum.
  4. Fold Mountains act as protective barriers during war.
  5. Some fold mountains on the path of rain bearing rainfall influence rainfall causing the windward slopes to receive heavier rainfall.
  6. Folding can lead to formation of valuable minerals due to metamorphism.
  7. Folding brings valuable minerals to the surface making them easily available.

Negative/disadvantages

  1. Fold Mountains on the path of rain winds cause the leeward slopes to receive less rainfall.
  2. Fold Mountains discourage settlement due to cold temperatures and rugged terrain
  • Folding can lead to burying of minerals.
  • Fold Mountains are a barrier to road and railway where there are no passes and where there are passes they may be covered by snow. Orographic fog hinders pilot’s visibility.

To Physical Environment

  1. Folding can result in submerged coastal zones which are used as harbours.
  2. Can lead to metamorphism of rocks changing their original state and making them more resistant to erosion.
  3. Depressions formed by folding turn into wet land important for water purification.
  4. Folding leads to faulting and magma may escape through faults leading to Vulcanicity and earth quakes.

FAULTING

Faulting is the cracking/fracturing of the brittle crustal rocks due to tectonic forces.

Faults are fractures or cracks that develop in the crust.

  • When tensional forces cause crustal rocks to stretch and fracture at the region of maximum tension.
  • When compressional causes squeezing of crustal rocks to fracture at the areas where they are intensely squeezed.
  • When vertical movements exert pressure on rocks leading to fracturing.
  • When shear forces cause crustal rocks to tear.

Parts of a Fault

  1. Upthrow-part of the land displaced upwards.
  2. Down-throw-part of the land displaced downwards.
  3. Throw-vertical displacement.
  4. Heave-horizontal displacement
  5. Hade-inclination of fault to vertical plane
  6. Fault line-fault path
  7. Fault plane-separation of land created by the fault

Types of Faults

Normal Faults

Type formed by tensional forces in which one block slides downwards in relation to the other.

  • Rocks are subjected to tensional forces
  • A normal fault develops
  • One block slides downwards.

Reverse Fault

Type formed by compressional forces in which one block of land is pushed upwards in relation to the other.

  • Rocks are subjected to compressional forces.
  • A reverse fault develops.
  • One block is pushed over the other.

 

Shear/Tear Fault

Type formed by shear forces in which adjacent blocks of land slide past one another. If a shear fault occurs between continents it’s called a Transform fault e.g. San Andrean fault of California and great glen fault of Scotland.

 

 

Thrust Faults

Type formed when very strong compressional forces cause almost horizontal faults to develop and one block of land is pushed over the other.

Anticlinal fault

Type formed when anticlines are compressed further and cracks form on the crest.

Features Resulting From Faulting

Fault Scarp/Escarpment

Steep line of slopes formed by vertical movement of earth along a fault e.g. Mau, Nguruman, Nyandarua and Nandi.

-Are exposed parts of a fault plane.

It may be formed due to normal faulting or reverse faulting when overhanging blocks are eroded.

Fault Steps

-Land resembling the staircase or steps of a house with a series of fault scarps at different levels.

  • Parallel vertical faults develop.
  • Land between the faults is unequally displaced downwards.
  • A series of fault scarps at different levels is formed.

-E.g. Keiyo escarpment and at Kijabe.

Fault Blocks/Block/Horst Mountains

 

Blocks of land raised above the surrounding land.

  • Where tectonic forces cause faulting and land on one side of the fault get raised or sink along the fault planes.

Examples of fault blocks are Aberdare/Nyandarua ranges, Mau escarpment and Nandi Hills.

2.

  • Where Blocks of land bordered by normal faults which are almost parallel to each other sink leaving the middle block standing.

Examples of horsts are Ruwenzori of W. Uganda and Usambara and Pare mountains of Tanzania.

Tilt Blocks

-Fault blocks which are inclined on one side.

  • Occurs when the fault block, horst or fault steps have greater uplift on one side and as a result they are not flat at the top but tilted. The resultant features are tilted fault blocks, tilted horst and tilt fault steps which form ridges and fault guided valleys.

 

 

 

Rift Valley

-Along narrow trough with steep escarpments on both sides.

Theories of Formation

Tensional Theory

  • Rocks are subjected to tensional forces.
  • Normal faults which are almost parallel develop.
  • One block slides downwards forming the rift valley.

Compressional Theory

  • Rocks are subjected to compressional forces.
  • Reverse fault which are almost parallel develop.
  • The side blocks are pushed over the middle block.
  • Overhanging blocks are worn out by denudation to form escarpments

Anticlinal Theory

Suggests the rift valley was formed by Anticlinal arching.

  • Upward forces pushed sedimentary rock strata upwards.
  • The rock layers bent into a big arch.
  • A gaping/huge crack developed at the crest of the arch due to tension forming the rift valley.

The Great Rift Valley/The Great E.A Rift Valley

The world’s biggest rift valley.

It starts in Syria and ends in Mozambique.

It’s divided into 4 parts.

  1. Ethiopian Rift system-starts from Afar in Ethiopia to the Kenyan border around L. Stephanie.
  2. Gregory Rift system-Starts from the northern border of Kenya with Ethiopia to Tanzania. It has a small N.E-S.W branches:
    • Kano Rift valley in Kenya
    • Eyasi Rift Valley in Tanzania
  3. Western Rift valley-Starts at Sudan border to south of L. Rukwa. Features which are here are Ruwenzori Mountain and Lakes Albert, Edward, Kivu, Tanganyika and Rukwa.
  4. Malawi Rift valley-a continuation of Gregory Rift system to Zambezi River in Mozambique. It has a small N.E-S.W branch called Luangwa valley.

The Gregory Rift Valley

-Named after a geologist called Gregory J.W who carried out extensive studies in this area.

It’s where the Rift Valley features are more pronounced.

Features associated with it

  • Fault blocksAberdare range, Mau, Nandi and Cherangani hills.
  • Step faults-Kijabe and Tambach
  • Tilt blocks-Aberdare range uplifted and tilted eastwards and Mau escarpment uplifted and tilted westwards.
  • Lava flows and volcanic cones e.g. Menengai and Ngorongoro crater.
  • Rift Valley lakes formed when unequal sinking created faults which were later filled with water. The lakes are deep and elongated. Examples are Lakes Naivasha, Nakuru, Elementaita, Baringo, Bogoria, Ol Bolossat and Turkana. Most of the lakes are salty with exception of L. Naivasha which has fresh water.

Why Most Rift Valley Lakes Are Salty

  • Lack of outlets to drain away salts contained in them.
  • Lack of enough water to dilute salinity due to little rainfall and lack of rivers flowing in them.
  • High rates of evaporation causing increased accumulation of salts.
  • Lake’s water being in contact with rocks with mineral salts which it directly dissolves.
  • Washing into the lake of mineral rich soils by surface runoff.

 

 

Why L. Naivasha Has Fresh Water

  • It has underground drainage to the Indian Ocean.
  • There is inflow of fresh water from rivers and rain.
  • The latest volcanic eruption covered the bed rock with lava.

Major Faulted Areas of the World

  • The Great Rift Valley from Syria to Mozambique.
  • Northern England and the Great Glen Fault of Scotland.
  • The Central Massif of Europe.
  • The middle Rhine Rift Valley region.

Significance of Faulting

To Human Activities

  1. Rift valley lakes are important for fishing, irrigation and domestic use.
  2. The Rift Valley and associated features are a tourist attraction which earns foreign exchange.
  3. Hot springs and geysers formed during faulting can be harnessed for geothermal power.
  4. Block Mountains are water catchment areas and sources of rivers due to the heavy rainfall they receive on the windward side.
  5. Faulting results in the exposure of minerals such as diatomite in Gilgil and Fluorspar in Kerio Valley.
  6. Fault scarps may expose underground water resulting in the formation of scarp springs.
  7. Unequal subsidence caused by faulting may cause formation of depressions which may form lakes which useful for fishing, transport and mining e.g. L. Naivasha.

Negative

  1. Faulting disrupts transport and communication by disjointing land.
  2. Faulting may lead to loss of life and property by causing land to sink.
  3. Faulting may cause a river to disappear or change its course and flow along the fault line.
  4. Steep scarp slopes formed by faulting are prone to soil erosion.
  5. Faulting has given rise to semi-desert conditions in some areas when Block Mountains on the path of rain winds cause leeward sides to receive little rainfall

VULCANICITY

Vulcan city Process in which solid, liquid or gaseous materials are forced out of the interior of the earth into the earth’s crust or onto the earth’s surface. These materials are magma, lava, gases, dust, ash and cinder. Volcanicity refers to the process where igneous materials reach the surface of the earth. It is also refers to us volcanic eruption

Causes of Vulcanicity

  • Magma under high temperature and pressure moving through lines of weakness or faults.
  • When tectonic plates move away from each other and boundaries give way to magma.
  • Underground water coming into contact with hot materials hence changing into gaseous form.

TYPES OF VULCANICITY:

Intrusive Vulcan city (volcanic): in which materials intrude crustal rocks and don’t reach the earth’s surface. Magma is the molten material while it’s underground.

Extrusive Vulcan city (plutonic): in which materials reach the earth’s surface. Lava is the molten material after it reaches the surface.

There are two types of lava and magma, acidic and basic. Acidic lava is viscous and solidifies quickly and doesn’t spread far but accumulates around the vent. Basic lava is more fluid or less viscous and takes longer before cooling and spreads for great distances before doing so. Other materials emitted are gases, ashes, dust and cinder. The solid materials are called pyroclasts. Materials come out through a hole/vent (vent eruption) or crack/fissure (fissure eruption).

Features Resulting From Vulcanicity

-Divided into intrusive and extrusive features or landforms.

Intrusive/Plutonic Features

-Features formed by intrusive Vulcanicity when materials intrude the earth’s crust.

Sill

An igneous intrusion which lies along a bending plane of rock strata.

-Formed when magma forces its way between rock layers then cools and solidifies.

-It forms ridge like escarpments when exposed by erosion e.g. Fouta Djalon highland of Guinea and 3 sisters of S. Africa.

Dyke

-A wall-like igneous intrusion which lies across the bedding plane of rock strata.

-Formed when magma intrudes cracks or faults cutting across bedding planes of rocks then cools and solidifies.

-Can be vertical or inclined.

When exposed it forms ridges e.g. Kaap Valley in Transvaal S. Africa and Jos Plateau in Nigeria.

Laccolith

-A mushroom-shaped igneous intrusion lying between bending planes of a country rock.

-Formed when viscous magma pushes its way through a vent and accumulates around the vent before reaching the earth’s surface pushing the overlying rock into a dome shape.

-Its so high that land is turned into mountains e.g. El Koub Hill in Algeria, Henry Mountains in Utah U.S.A and Fonjay Massif in Madagascar.

Batholiths

-Largest igneous intrusion formed underground formed when very hot magma intrudes bedding planes of rocks and replaces or metamorphoses it e.g. Chaila Massif in Gabon, Ikhonga-Murwe in Kakamega and the largest is in British Columbia.

Lopolith

-a large saucer shaped igneous intrusion formed when viscous magma intrudes into bedding planes of a country rock. They form shallow depressions on the earths surface of the earth e.g. Bushveld complex in S. Africa and Duluth Gabbro mass in U.S.A.

Phacolith

A lens shaped igneous intrusion which forms in the crest or trough of an   anticline e.g. Corndon Hill in England.

Extrusive/Volcanic Features

-Formed when magma reaches the earth’s surface through vents or fissures.

Volcanoes

A volcano is a cone shaped hill formed when volcanic materials flow out and accumulate around a vent. Volcanoes are classified into three groups:

  1. Active volcano- which is known to have erupted in recent times e.g. OL donyo Lengai in Tanzania and Mt. Cameroon, and Mauna Loa in Hawaii.
  2. Dormant volcano-not known to have erupted in the recent past but show signs of volcanic activity such as presence of hot springs, geysers and fumaroles e.g. Mt. Kilimanjaro, Longonot and Menengai.
  3. Extinct volcano-which has not shown signs of possible future eruptions e.g. Mountains Kenya and Elgon.

 

Types of Volcanoes

Acidic Lava Domes

A steep dome shaped volcanic hill made of acidic lava.

  • Viscous lava flows out through a vent.
  • It accumulates around the vent because it’s viscous.
  • Eruptions occur later and lava flows out covering the layers below.
  • A steep sided dome shaped mound of volcano is formed e.g. Itasy Massif of Madagascar, Mt. Kenya and Kilimanjaro.

Characteristics

  • Its dome-shaped
  • Has steep slopes
  • Made of acidic lava
  • Has lava layers
  • Has steep slopes
  • Has a narrow base

 

 

 

 

 

 

Basic Lava Domes/Shield Volcanoes

A low lying volcanic hill made of basic lava.

  • Basic magma flows out to the surface through a vent.
  • The lava flows far before solidifying because its fluid.
  • Eruptions occur later and lava spreads over the old lava.
  • A shield shaped mound of volcano is formed e.g. Canary Islands, Cape Verde and Sao Tome which are volcanic Islands in the Indian Ocean.

Characteristics

  • Dome/shield shaped
  • Has gentle slopes
  • Made of basic lava
  • Has lava layers
  • Has a broad base

Ash and Cinder Cones

A volcano built from ash and cinder or small fragments of lava.

  • Violent vent eruption occurs.
  • Ash and pyroclasts are emitted and thrown high.
  • Some materials fall and settle around the vent forming a hill.
  • Light materials are blown by wind to the leeward side e.g. Chyulu Hills, Teleki and Likaiyu near L. Turkana.

Characteristics

  • Made of pyroclasts
  • Asymmetrical about the axis
  • Cone shaped
  • Has smooth slopes
  • Has steep windward slope and gentle leeward slope

Composite /Complex/Stratified Volcanoes

A volcano made of alternating layers of lava and pyroclasts and conelets.

  • The first eruption throws out pyroclasts.
  • Then viscous lava flows out and solidifies on them.
  • Eruption occurs later blowing the rocks sealing the vent.
  • The pieces of rock settle on earlier solidified lava.
  • Another mass of lava flows out and spreads over pyroclasts and solidifies.
  • The process is repeated causing the volcano to build upwards
  • The conelets are formed when magma is unable to overcome the plug and finds its way through weak lines at the sides and then pyroclasts and lava accumulate around the side vent e.g. Mountains Kenya, Longonot, Elgon and Kilimanjaro.

Characteristics

  • Cone shaped
  • Stratified (made of alternating layers of lava and pyroclasts.
  • It has conelets (parasitic cones).
  • It has steep slopes.
  • Made of acidic lava

 

Plug Dome/volcano/Spine

-A column of very viscous lava which sticks above the ground.

  • A column of very viscous magma flows out of the ground.
  • It cools and hardens rapidly as it rises vertically.
  • Pieces of rock break from the plug and accumulate on the sides e.g. Mont Pelee in West Indies, Hyrax and Fischer’s Tower at Hells gate in Naivasha and Devils Tower in U.S.A.

Characteristics

  • Made of very viscous lava.
  • It is dome shaped like a mushroom germinating out of the ground.
  • Has debris on its sides.
  • Has very steep sides
  • Cylindrical in shape
  • Disintegrates fast due to rocks undergoing rapid cooling.

Volcanic Plug

-Stump of rock formed when magma which solidified inside a vent (plug) is exposed by denudation.

  • A volcano is first formed.
  • Lava on the sides of the volcano is eroded fast due to cooling fast.
  • The lava in the vent which is hard due to slow cooling is exposed forming a stump of rock e.g. Peaks of Mt. Kenya, Rangwa Hill and Tororo Rock.

Characteristics

  • It resembles a stump of a tree.
  • Its dome shaped.
  • Very steep at the top and less steep at the bottom
  • Made of hard/resistant rock

 

 

 

Lava Plains and Plateaus

Lava plain: fairly level lowland below 500m above sea level covered by thin lava layers.

Lava plateau: fairly level highland/upland above 500m above sea level covered by thick layers.

-Formed by fissure eruption.

  • Magma of low viscosity comes out of the ground through a fissure.
  • It flows for a long distance before cooling and solidifying filling depressions and valleys forming a plain.
  • Eruption occurs later and lava flows out through lines of weakness on crustal rock and solidified lava.
  • The new lava spreads on top of the old lava forming a new layer.
  • The process is repeated and a plateau is formed e.g. Mwea, Nandi and Laikipia Plains and Yatta and Uasin Gishu Plateaus.

Craters

A funnel shaped depression found on top of a volcano.

Modes of Formation

Cooling and Contraction of Magma

  • Eruption occurs and a volcano is formed.
  • Magma in the vent cools and contracts.
  • It withdraws into the vent leaving a depression at the vents mouth e.g. Ngorongoro and Menengai craters.
  • Rain water or water from melting snow may collect into craters to form crater lakes e.g. L. Paradise on Mt. Marsabit, L. Magadi on Ngorongoro Crater and L. Chala on Kenyan Tanzanian border.

Explosion

  • Gases underground expand due to heat from magma.
  • They force their way out through a weak line in the crustal rocks.
  • An explosion occurs leaving a hole in the ground called a ring craterg. Ghama and Dobot craters in Tanzania and Hora craters in Ethiopia.
  • Water from underground or rivers may accumulate into ring craters to form lakes called maarsg. Lakes Katwe and Nyungu in Uganda.

 

Falling of a Meteorite

  • A meteorite falls on the earth’s surface.
  • It sinks into the rocks leaving a depression.
  • Water may collect into the depression forming a lake e.g. L. Bosumtwi in Ghana.

Calderas/Basal Wreck

A very large basin-shaped depression on the summit of a volcano.

Modes of Formation

Violent Explosion

  • Gases and water heated by magma expand.
  • They force their way through a vent.
  • The rocks at the top of the volcano are blown off forming a large depression e.g. Nyirarongo Caldera in DRC and Sabiro Caldera in Uganda.

Block Subsidence/Cauldron

  • Eruption occurs to form a volcano.
  • An empty space (cauldron) is left in the magma reservoir in the mantle.
  • The rocks forming the middle of volcano are pulled inwards by gravity.
  • The middle of the volcano collapses forming a large depression at the top e.g. Menengai Caldera near Nakuru and Ngorongoro caldera which is the largest in E. Africa and 6th largest in the world.
  • Water from rain or underground may fill calderas to form lakes e.g. L. Magadi in the Ngorongoro caldera and L. Ngozi in Tanzania.

Outward Collapsing

  • Ash and pyroclasts volcano grows high.
  • Materials on top exert pressure on those below.
  • Materials at the base begin to spread outwards.
  • The top of volcano collapses inwards forming a collapse caldera e.g. Napak Caldera in Uganda.

A vent in a volcano which emits gases.

 

 

Fumaroles

The gases come from chemical reactions in crustal rocks when heated by magma or when minerals in rocks come into contact with hot air and steam underground.

They are of two types:

Mofette: fumarole which emits carbon dioxide.

Solfatara: fumarole which emits gases with sulphurous compounds.

Hot Springs and Geysers

Hot spring is a place where hot water is emitted from the ground quietly e.g. at the shores of Lakes Magadi and Bogoria.

A geyser is a jet of water and steam which are violently ejected from the ground e.g. at Olkaria and western shores of L. Bogoria.

How They Are Formed

  • Percolating water is heated by hot rocks or magma.
  • Some collect into chambers called sumps where it develops pressure causing it to be superheated super heated.
  • The pressure forces the steam outwards towards the earths surface through holes and cracks in rocks.
  • The steam comes out of the ground which reduces pressure in sumps causing the water to expand/boil and come to the surface.
  • The steam comes out with a whistling sound accompanied by water forming a geyser.
  • The escaping steam heats ground water in surrounding rock.
  • The heated water may find its way to the surface where it quietly comes out of the ground forming a hot spring.

Differences

Hot spring Geyser
-Water comes out quietly.

 

-only water comes out.

-water may just be warm.

-Water and steam come out violently.

-water is accompanied by steam.

-water is very hot.

Pools of Boiling Water

Small area of still water which appears to be boiling.

  • Actual heating of pool water by gases and steam causing the water to boil.
  • Gases and steam coming out below the pool of water causing the pool to bubble and appear as if it’s boiling.

World Distribution of Volcanoes

  • Regions of faulting e.g. the Great Rift Valley of E. Africa.
  • Mid-Atlantic ocean ridge.
  • The western coast of America.
  • Zones of recent mountain building e.g. fold mountains of S.E Asia.

Significance of Vulcanicity

Positive

  • Volcanic rocks weather to form fertile agriculturally productive soils e.g. basalt.
  • Geysers are sources of geothermal electricity e.g. at Olkaria.
  • Hot springs water is pumped into houses for heating during winter e.g. Iceland.
  • Volcanic features are a tourist attraction e.g. hot springs, geysers and snow capped Mt. Kenya.
  • Igneous rocks e.g. phonolites are crushed to make ballast for building roads, bridges, etc.
  • Crater lakes are a source of fish e.g. L. Katwe in Uganda, sources of minerals e.g. L. Magadi and sources of water for domestic use.
  • Volcanic mountains are catchment areas, sources of rivers and habitats for wildlife.
  • Pumice a volcanic rock is used as a scrubbing stone.
  • Vulcanicity is useful for production of gases e.g. carbon dioxide used in soft drinks manufacture.

Negative

  • Volcanic eruptions cause of life and destruction of property e.g. sulphur dioxide, ash, cinder and lava may bury houses and farm land.
  • Volcanic mountains are barrier to transport and communication.
  • Volcanic mountains on the path of rain winds cause leeward slopes to receive little rainfall by preventing rain bearing winds from reaching there.
  • Volcanic eruptions cause environmental pollution from dust, ash and sulphur dioxide.

EARTH QUAKES

-Sudden and rapid movement of the earths crust.

-areas prone to them are called seismic zones and those not prone are called aseismic zones.

It’s caused by shock waves.

There are 3 types of earthquake waves namely:

  1. Primary waves-which travel fastest and cause the rock particles to vibrate in a push and pull manner and can pass through gases, liquids and solids.
  2. Secondary waves-which cause rock particles to vibrate at right angles to the direction of wave movement.
  3. Surface longitudinal waves-which cause surface rocks to shake sometimes causing buildings to collapse.
    1. Rayleigh waves-Which cause surface rocks to move in elliptical orbits.
    2. Love waves-which cause rock particles to move in a horizontal manner at right angle to the direction of wave.

Earth quake originates from a point known as seismic focus/origin.

The part of the earth vertically above the seismic focus and where the shock waves are first experienced is called epicentre.

Causes of Earthquakes

Natural Causes

  • Tectonic movements e.g. movement of tectonic plates. They cause tectonic earthquakes.

Vulcanicity when magma movement displaces rocks suddenly shaking and shuttering them.

  • Gravitative force when crustal rocks collapse into cauldron due to gravity.
  • Energy release in the mantle when radioactivity takes place in mantle releasing explosive energy which sends shock waves outwards.
  • Isostatic adjustment when the continental masses rise to restore the upset state of balance between sial and sima layers.

Human Causes

  • Exploding nuclear bombs underground which causes shock waves which spread outwards and are felt in the
  • Explosion of explosives used in mining and quarrying which cause vibrations to be felt in the neighbourhood.
  • When large reservoirs are constructed and the heavy weight of water reactivate dormant faults causing tremors.

Measurement of Earthquakes

Seismograph is a pendulum based instrument used to measure earthquakes.

It records seismic impulses on a graph-like record called seismogram mounted on it.

Earthquakes are measured by their intensity and magnitude.

Intensity

-Measure of how strong/hard the quake shakes the ground.

It’s seen from the effects the earthquake has on people, buildings and other structures.

It’s measured on the Mercalli Scale which uses a scale running from Roman i-xiii e.g.

  • I- description -imperceptible
  • V-rather strong-sleepers are awakened and there is swinging of objects.
  • VIII-destructive-gaping cracks in walls some brought down.
  • XII- major catastrophe-every building destroyed.

 

 

Magnitude

-Measure of amount of energy given off by an earthquake.

It’s measured on Ritcher Scale which ranges from 0-8.9.

Intensity values depend on how far a place is from epicentre.

The higher the scale the more severe the earthquake is.

  • Intensity I-magnitude 2
  • Intensity VIII-magnitude 6
  • Intensity XII-magnitude 8.5.

World Distribution of Earthquakes

  • Within the zones of major faulting e.g. Rift Valley.
  • In areas of Vulcanicity e.g. Oldonyo Lengai in Tanzania.
  • Along boundaries of tectonic plates e.g. Japan, Philippines, East Indies and west coast of north and South America.

Effects of Earthquakes

  • Can cause loss of life and property when buildings collapse burying people.
  • Disrupt transport and communication by vertically and laterally displacing land which disconnects pipelines, electricity lines, roads and railways.
  • Causes landslides which also cause loss of life and property and disrupts communication.
  • Causes raising and lowering of the sea floor and the coastal regions.
  • Cause huge sea waves called Tsunami which may flood the neighbouring coastal areas.
  • Trigger folding, Vulcanicity and fires.
  • Give off a lot of explosive energy more than an atomic bomb.
  • Cause fear and panic.
  • Hinder settlement as it is restricted to aseismic areas.
  • Cause violent motions of the earth’s surface.

 

 

 

 

 

 

 

                               MAP WORK

Map – representation of the whole or part of the earth’s surface drawn to scale.

  • Shows outline of objects on the ground
  • Drawn as if the drawer was above the ground
  • It shows details
  • Most of the features are indicated by symbols.

Picture: image of a real object.

  • Gives details in their visible shapes and sizes
  • Can be inform of free hand, drawing, painting or a photograph
  • Not drawn to scale

Plan: outline of something drawn to scale.

  • Also drawn as if a person was directly above the ground
  • It represents a very small place
  • The scale is large to show details e.g. house plan
  • Gives specific information

Types of Maps

Classified according to the purpose for which each map is drawn.

Topographical Maps: This shows selected natural physical features on a small portion of a country.

Atlas maps: this is a collection of maps in one volume.

Sketch maps: maps which are roughly drawn. A good sketch map should have the following characteristics:

  1. neat and clear
  2. title
  3. frame
  4. key
  5. compass direction

Uses of Maps

  1. Sketch maps are used to summarise information for easy reference.
  2. Used for locating other countries.
  3. Used for comparing sizes of countries.
  4. For locating climatic regions of different parts of the world.
  5. Give information on distribution of geographical phenomena e.g. vegetation on the earth’s surface.
  6. Help travellers to find their way.
  7. Used to calculate distance of a certain place.
  8. Used to locate physical features like landforms.

Marginal Information

Information contained in the area surrounding the map.

  1. Map name e.g. Yimbo.
  2. Sheet title e.g. East Africa 1:50000 (Kenya).
  3. grid system numbers
  4. latitudes and longitudes
  5. Compass direction with grid, true and magnetic north.
  6. scales
  7. key
  8. publisher and copyright
  9. Map identification
    • Map series
    • Sheet number or sheet index

Map Scales

A scale is a ratio of a distance on a map to a corresponding distance on the ground.

Types of Scales

Statement scale –expressed in words e.g. 1cm represents 1km, 1cm to 1km.

Representative Fraction (RF)-expressed as a fraction or ratio e.g. 1/200,000 or 1:200,000.

Linear scale-shown by a line which is subdivided into smaller units.

Conversion of Scales

Statement scale into RF

1cm rep 1km to RF

Multiply the number of kilometres by 100,000 (1km=100,000cm) i.e. 1×100000=100,000.

Statement scale is 1/100,000 or 1:100,000.

2cm rep 1km

Divide both sides by two to get 1cm rep ½ kilometres.

Multiply ½ by 100,000 to get 50,000.

RF is 1/50,000 or 1:50,000.

RF to Statement Scale

Divide the denominator by 100,000.

Write the scale in statement form.

Linear Scale to Statement Scale

  • Measure a unit distance off a linear scale e.g.
  • The distance is 4-3=1km which is represented by 2cm.
  • Use the methods in (1) and (2) above.
  1. Given that the ground distance is 200km while the distance on map is 20cm calculate the scale.

Sizes of Scales

  1. Small scales- show a large area of land on a small size of paper. They show limited details e.g. 1:250,000, 1:500,000, 1:1,000,000.
  2. Medium scales- used to represent a relatively smaller area on a given size of paper e.g. 1:50,000, 1:100,000, 1:125,000.
  3. Large scales-used to represent a small area of land on a given piece of paper. They show a lot of details e.g. 1:2,500, 1:10,000, 1:25000

Arranging Scales in Order

Ascending Order-smallest to largest

Descending Order-largest to smallest

(1)1/500,000

(3)1:25,000

(4)1/10,000

(2)1cm rep 500m

Uses of Scales

  1. Estimating distances on maps
  2. Measuring distances accurately-use dividers and ruler, piece of string or thread for curved distances or straight edge of paper.

E.g. calculate actual distance of a line 8.5cm long on a map using the following scales.

(i) 2cm rep 1km

(ii) 1:100,000

  1. Calculation of areas-no. of full grid squares+ number of ½grid squares/2 or use of rectangles (l×b) or triangles (½ b×h).

Direction

-Course upon which something is pointing to.

Methods of Showing Direction

Traditional Methods

  1. Use of Stars

-E.g. use of groups of stars called plough to find northern direction by locating the pole star and use of Southern Cross by using the brightest star which is over South Pole to find northern direction.

  1. Use of Shadows

-E.g. morning, shadow of flag pole cast to your left you are facing north, etc.

  1. Land Marks

-Using conspicuous features such as hills, buildings even roads to get direction.

Modern Methods

  1. Land Marks
  2. Compass Direction.

-Use of magnetic compass which has a needle which always points north.

It has 16 cardinal points and 4 are basic.

Bearing

Expression of direction in degrees of an angle.

It’s measured from north in a clockwise direction.

Calculation of Bearing

Draw N-S line through observation point.

Join the two points. If it’s a feature the line should end at the centre of that feature.

Using a protractor measure the angle between the N-S line and the line joining the 2 points in a clockwise direction.

Bearing is expressed in degrees, minutes and seconds. 1◦=60’(min), 1 min=60” (sec)

The degrees are always expressed in 3 figures e.g. 030◦

Types of Norths

  1. True North

-Position on the globe where all longitudes meet or the direction of N. Pole.

  1. Grid North

-Point where Eastings meet at the N. Pole.

  1. Magnetic North

-Point which the magnetic needle rests when left to swing freely.

Types of Bearing

  1. Grid Bearing

-Bearing calculated from Grid North.

  • Join the two points on the topographical map using a line.
  • Measure the angle where the Eastings intersect the line joining the two points e.g. 030◦.
  1. True Bearing

Bearing calculated from True North. Its calculated when the type of bearing isn’t specified.

-E.g. from our compass diagram true bearing will be 30◦-1’=29◦59’

  1. Magnetic Bearing

-Bearing calculated from Magnetic North.

Position of Magnetic North changes slightly every year.

Steps

  • Years which have elapsed × Annual change. (No need if annual change is negligible). E.g. from our compass diagram annual change =(2009-1991)×4.8’=18×4.8’’=86.4’’=1◦26.4’
  • Add to the angle between the grid and magnetic bearing 1.e. 1◦26.4’+2◦30’=3◦56.4’
  • Add to the Grid bearing (if change is towards E) or Subtract (if change is towards W). 30◦ +3◦ 56.4’=334’

Location of Places

Showing of position of a place or feature on a topographical map.

Methods

Use of Place Names

-Locating a feature by using the name of the place it’s at e.g. a river in Kisumu, Nakuru, etc or if it isn’t at a named place locate by the nearest name place e.g. a meander near Garissa town.

Use of Direction, Bearing and Distance

This is from a stated position e.g. Locate Nakuru from Nairobi.

Nakuru is 157km N.W of Nairobi.

Latitudes and Longitudes

The main longitudes are I.D.L and Greenwich /Prime Meridian.

The main lines of latitudes:

  • The equator/Great Circle (0◦) which is the longest.
  • Tropic of Cancer (23½◦N) of equator.
  • Tropic of Capricorn (23½◦) south of equator.
  • The Arctic Circle (66½◦N).
  • Antarctic Circle (66 ½ ◦ S).

They are marked at the margins. Latitude is stated first (N or S) and longitude later (E or W) e.g. X◦N Y◦E

  • Identify a place.
  • Identify the nearest numbered latitude and longitude.
  • Estimate to the nearest 1◦.

Grid Reference

Grid lines: network of lines on topographical maps.

-Numbered in small and large numbers and the large ones are used.

Eastings: N-S grid lines called so because they are numbered eastwards.

Northings: W-E grid lines called so because they are numbered northwards.

Grid reference is given in 4 figures or six figures. In 4 figure the nearest grid line is stated while the 6 figure is estimated in fractions by dividing the space between grid line into 10 equal parts.

Easting is stated first followed by northing.

In the example below the 4 figure grid references are:

  • A-6856
  • B-6856
  • C-6857

6 figure grid references are:

  • A-675555
  • B-680560
  • C-682568

Methods of Representing Relief on Topographical maps

Relief is the nature of landscape e.g. plain, plateau, valleys, hills, etc.

Spot Heights

-Points on map whose positions and heights have been determined by surveyors. They are shown by a dot and a figure e.g. (.1827).

  • Advantage-show actual heights
  • Disadvantage-can’t be used to identify landforms.

Trigonometrical Stations/Points

-Carefully chosen points carefully chosen and their altitude determined which —Are used as a basis for surveying an area.

They are marked on the ground by concrete pillar or slab.

They are indicated on topographical maps by:

 

 

Isohypes/Contours and Form Lines

A contour is a line on a map joining all points of the same height above sea level. They are browner in colour and have heights written on them.

Form lines are lines drawn on a map joining places of approximately the same height above sea level. They are less brown than contours and not all have values written on them.

Both contours and form lines are referred to as contours.

Contour/Vertical interval is the difference in height between any two successive contours.

Advantages of contours:

  • They show actual heights.
  • Can be used to identify land forms.

Pictorials

-Showing relief by drawing landforms at approximate positions where they are found e.g. mountains, hills, valleys, etc.

Disadvantages:

  • They obscure details behind them.
  • Don’t give height above sea level.
  • Limited variety of landforms can be accommodated.

Hachures

-Short lines drawn to represent direction of slope.

  • On steep land they are thick and close together.
  • On gentle slopes they are thin and wide apart.

Their disadvantage is that they can’t be drawn on flat land.

Hill Shading

-Showing relief by shading to show shadows where by steepest slopes  which are list lit have darker shade while hill tops, surfaces of plateaus and plains and valley bottoms are well lit have lighter shade.

 

 

Layer Tinting

-Colouring or shading land within a certain range of altitude or using a single colour with varying tones where the colour gets darker with increasing altitude.

PHOTOGRAPH WORK

A photograph is an image of an object, person or scene recorded by a camera on a light sensitive film or paper.

Types of Photographs

  1. Ground Photographs

-Taken from the ground. They are of 2 types:

Ground Horizontals- taken with the camera at the same level as the object. They are of 2 types.

Ground close ups/particular view photographs-taken from the ground with a camera focused on one particular object.

Ground General View Photographs-taken from the ground with camera focused on general scenery.

Ground Obliques-taken from the ground with a camera slanting/held at an angle.

 

 

  1. Aerial Photographs

Taken from the air e.g. from aircrafts, balloons or satellites. They are of 2 types:

Aerial Obliques-taken from the air with camera tilted towards the ground.

Vertical Aerial Photographs-taken from the air with the camera directly above the object or scenery.

Parts of a Photograph

Left back ground Centre background Right background
Left middle ground Centre middle ground Left middle ground
Left foreground Centre foreground Right foreground

Uses of Photographs

Used in learning geography because they bring unfamiliar features in the classroom enabling the students to understand them better.

Photographs showing vegetation and human activities can be used to deduce the climate of an area.

Aerial photographs show vital information on land use.

Photographs showing land forming processes help us to understand those processes.

 

 

 

Limitations in the Use of Photographs

Coloured photographs are generally expensive to produce.

Black and white photographs don’t show the real colours of objects or scenery e.g. it’s difficult to distinguish ripe coffee berries from green ones.

Some aerial photographs have objects which are far away and hence unclear which may lead to the wrong interpretation.

Vertical aerial photographs are difficult to interpret without special instruments like stereoscopes.

Photographs are difficult to interpret if they are brulled because it’s difficult to distinguish objects which look similar e.g. wheat and barley.

Interpretation of Photographs

-Means to explain the meaning of the objects or features on a photograph. It involves the following:

Determining the Title

Photographs show human activities, physical features, natural catastrophes etc e.g. nomadic pastoralism, drought, flooding, etc. when determining the title  examine the photograph carefully and apply the knowledge you have learnt in geography.

Estimating Time

-In the tropics the shadows are short at noon and longest in the morning and afternoon.

If the camera is facing south and the shadow is cast to the right it’s in the morning and if cast to the left it’s in the afternoon.

Estimating Season

Dry season

Bright clear skies

Dry vegetation

harvesting

Light clothes e.g. shirts and T-shirts since temperature is high (also an indication of high temperature.

Rainy season

Rain clouds

Luxuriant vegetation

Young crops

Flowering plants

Weeding

Heavy clothing e.g. pullovers or jackets since temps are low (also an indication of cool season).

Determining Compass Direction

It it’s in the morning and the shadow of flag pole is cast to the left the photographer is facing north and if cast to the right he was facing south.

It it’s in the morning and the shadow is facing towards you the photographer was facing east and it taken in the afternoon and the shadow is facing towards you the photographer was facing west.

Interpretation of Physical Features on Photographs

Relief

Flat land

  • Rice crop
  • Irrigation
  • Combine harvesters
  • Swamps
  • Meanders
  • Oxbow lakes
  • Inselbergs (isolated hills)

Hilly/Mountainous landscape/Highland Area

Steep slopes

Terraced landscape

Tea, wheat crops which grow at high altitude

rapids

Water falls

Interlocking spurs

Drainage

Youthful Stage

Rapids

Waterfalls

Interlocking spurs

Middle Stage

meanders

oxbow lakes

Lower Stage

  • deltas
  • distributaries
  • meanders and oxbow lakes
  • flood plain

Vegetation

Natural

  • Indigenous species
  • Dense undergrowth
  • Trees grow haphazardly
  • Different species of trees
  • Not of the same height

Planted

  • Exotic species
  • In rows
  • Little undergrowth
  • Same species
  • Same heights

Tropical Rain Forests

  • Trees
  • Broad leaves
  • Umbrella shaped

Marshes

  • swamps

Savannah Grassland

  • Grass and short trees (woodland).

Desert Vegetation

  • Thorny leaves
  • Baobab and acacia
  • Scrub-land covered with shrubs and underdeveloped trees (shrubs).

 

 

Climate

High Temperatures and low rainfall

  • Sugar cane
  • Grass
  • Sisal
  • Scrub and bush land vegetation
  • Dense forests
  • Light clothes

Cool Temperature and High rainfall (Sufficient, Reliable and well distributed)

  • Tea
  • Coffee
  • Wheat
  • Dairy farming

Soils

Acidic and Volcanic Soils

  • Coffee
  • Tea

Clay Soils

  • Rice

Black Cotton Soils

  • Cotton
  • Rice

Loamy Soil

  • Horticultural crops

Human Activities and evidence

Settlement

-Group of dwellings where people live.

Rural Settlements

  • Semi permanent houses
  • Farming or fishing activity
  • Uneven distribution of settlements
  • Presence of villages

Urban Settlements

  • Permanent buildings
  • Storied buildings
  • Heavy traffic presence
  • Regular street patterns

Agriculture/Farming

Subsistence Farming

  • Temporary and permanent houses
  • Small pieces of land
  • Mixed cropping
  • Simple implements
  • Local and exotic breeds of livestock

Crop farming

  • Crops
  • People preparing land or weeding or Harvesting

Commercial Crop Farming

  • cash crops
  • machinery
  • feeder routes
  • processing factories

Plantation Farming

  • Single crop on extensive piece of land e.g. tea, coffee, etc.
  • Many labourers
  • Nucleated settlement within farms

Livestock Rearing

Nomadic Pastoralism

  • Cattle grazing in a grassland or semi-arid region

Daily Farming

  • Zero grazing
  • Cattle with big udders

Ranching

  • Paddocks
  • Wind mills

Mining

  • Quarry
  • Large open pits
  • Large excavators
  • Lorries carrying loads of rocks

Industrial Manufacturing

  • Buildings with large chimneys
  • People engaged in a processing activity such as Jua kali artisans.

Lumbering

  • People cutting trees using power saws
  • People loading timber into lorries
  • Logs pilled near a saw mill
  • Forests with stumps
  • Logs floating on a river

Transport

Motor transport

  • Vehicles on roads

Railway Transport

  • Railway line
  • Trains

Air Transport

  • Flat tarmacked piece of land
  • Aircraft

Water Transport

  • Boats
  • Ships
  • Ferries

Communication

  • Telephone lines
  • Telephone booths
  • Post office
  • Satellite masts
  • V and radio stations

Sketching Diagrams from Photographs

  • Draw a rectangle the same size as the photograph.
  • Divide it into squares using faint lines.
  • Subdivide the photograph into 9 sections.
  • Insert the features in their exact positions using simple lines being guided by the squares.
  • Label the important features e.g. vegetation, land use, prominent buildings, transport, and communication.
  • Give the sketch a suitable title.

 

STATISTCAL METHODS

Graphs

-2 dimensional drawings which show relationships between 2 types of data representing two items also called variables. These are dependent variable which is affected by the other e.g. temperature (on y axis) and independent variable whose change is not affected by the other e.g. altitude (on x axis).

Steps

  • Draw x and y axis.
  • Choose suitable scale to accommodate the highest and lowest value.
  • Plot the values accurately using faint dots.
  • Join the dots using curved line. If it’s a bar graph the dots should be at the middle of the top line. Years should also be at the middle. You should have also decided on the width of the bars.
  • In data without continuity e.g. crop production there should be gaps between bars and for one with continuity e.g. rainfall bars should not have gaps.
  • Draw vertical lines on either side of the dot then draw horizontal line to join them with the dot.
  • Shade uniformly if they are representing only one type of data and differently if representing one type of data.
  • In combined line and bar graph temperature figures are plotted on the right hand side of y-axis while rainfall on the left
  • Don’t start exactly at zero.
  • Include temperature and rainfall scales.
  • Start where the longest bar ends.

What a Well Drawn Graph Should Have

  • Title
  • Scale/scales
  • Labelled and marked x and y axis starting at zero.
  • Key if required e.g. in comparative bar graph.
  • Accurately plotted and lines, curves or bars properly drawn.

Simple Line graph

Advantages

  • Easy to construct
  • Easy to interpret
  • Easy to read/estimate exact values.
  • Shows trend or movement overtime.

Disadvantages

  • Doesn’t give a clear impression on the quantity of data.
  • May give false impression on the quantity especially when there was no production.
  • Poor choice of vertical scale may exaggerate fluctuations in values.
  • Difficult to find exact values by interpolation.

Simple Bar Graph/histogram

Advantages

  • Easy to construct.
  • Easy to interpret.
  • Easy to read.
  • Gives a clear visual impression on the quantity of data.

Disadvantages

  • Poor choice of vertical scale may cause exaggeration of bars.
  • Doesn’t show continuity/ variation of data overtime.
  • Unsuitable technique when values exist in continuity.
  • Not possible to obtain intermediate values from the graph.

Combined Line and bar Graph

Advantages

Easy to construct.

Easy to read.

It shows relationship between two sets of data.

Disadvantages

  • Difficult to choose suitable scale when values of variables differ by great magnitude.
  • Considerable variation of data represented by the line may cause the line the bars thus obscuring the relationship.
  • Doesn’t show relationship between the same sets of data of more than one place.

Temperature and Rainfall for Thika

Month J F M A M J J A S O N D
Temp(◦c) 24 24 23 22 19 17 17 18 19 20 22 23
Rainfall(mm) 109 122 130 76 52 34 28 38 70 108 121 120

Analysis and Interpretation

  • The month with heaviest rainfall is May.
  • The month with lowest rainfall is July.
  • The hottest month was January and February.
  • The months with lowest temperature were June and July.

Crop Production in Kenya in the Years 2001 and 2002

 

 

 

 

crop Amount in metric tonnes
  2001 2002
Tea 300,000 500,000
Coffee 120,000 80,000
wheat 120,000 150,000
Maize 250,000 400,000

 

Value of export Crops from Kenya (ksh million)

Crop 1997 1998 1999 2000 2001
Tea 24126 32971 33065 35150 34485
Coffee 16856 12817 12029 11707 7460
Horticulture 13752 14938 17641 21216 19846

If the data has large figures e.g. 195262 plot in 1000s=195, 184,988=185.

You can draw comparative/group/multiple line and bar graphs from the data.

Comparative/Group/Multiple Line Graph

Advantages

  • Simple to construct
  • Suitable when comparing trends or movements
  • Comparison of items is easy because the graphs are drawn using common axis
  • Its easy to read exact values from each graph

Disadvantages

  • Number of items which can be represented are limited
  • Crossing of lines may make interpretation and comparison difficult and confusing.
  • Total amount of variable cant be established at a glance.

Comparative Bar Graph

Advantages

  • Easy to construct
  • Easy to read and interpret
  • Easy to compare similar components within different bars.
  • Gives a good impression of totality.
  • Individual contribution made by each component is clearly seen.
  • Differences in quantity of components are clearly seen.

Disadvantages

  • Doesn’t show trend of components over time.
  • Not easy to compare components where bars are many
  • Not suitable for many components.

 

Divided Bars or Rectangles

Production of Sugarcane in 1000 tonnes of 5 major factories in Kenya

Factory Production(ooo tonnes) Length in cm
Sony 50 0.5
Nzoia 100 1
Chemilil 200 2
Muhoroni 250 2.5
Mumias 400 4
Total 1000 10

Reported Visitor Arrivals by Continent for the Year 2000

Continent No. of visitors Length of strip (cm)
Africa 153904 1.5
America 77271 0.8
Asia 58784 0.6
Europe 663906 6.6
Other 82672 0.8
Total   10.3

Look for a convenient scale say 1cm rep 100000 visitors

  • Draw a divided rectangle 10 cm long to represent the data.
  • Show your calculations.

-It should have the following:

  • Title
  • Different shades
  • Key
  • Width of 2cm

Analysis and Interpretation

-To get the meaning of

  • Factory leading in sugar production is Mumias.
  • The 2nd leading is Muhoroni.
  • Factory with the lowest production of sugar is Sony.
  • Calculation of %s.

Advantages

  • Easy to construct
  • Easy to compare components because they are arranged in ascending or descending order.
  • Takes less space than when the data is presented using graphs.
  • Each component proportion to the total can easily be seen at a glance.

Disadvantages

  • Can’t be used for a large data.
  • Only one unit of measurement can be used.
  • Difficult to asses values of individual component
  • The visual impression isn’t as good as pie charts.

Exercise

Temperature and Rainfall for Kisumu

Month J F M A M J J A S O N D
Temp(◦c) 19 20 20 18 20 19 19 18 18 18 18 18
Rainfall(mm) 18 38 66 127 114 84 112 104 69 56 38 31
  • Draw a bar graph to represent rainfall figures.
  • Calculate the mean monthly temperature for the place.
  • Calculate the mean annual temperature range.
  • calculate the annual rainfall totals.

2.

Temp/Day Mon Tue Wed Thurs Fri Sat Sun
Max ◦c 28 27 28 26 29 29 26
Min ◦c 18 18 20 16 22 21 19
  • Calculate the diurnal/daily temperature range for Tuesday.
  • Calculate the mean daily temperature for Sunday.
    1. Suppose at 40 ◦c air can hold 60g/m3 of water vapour and the maximum vapour it can hold is 70g/m3. Calculate the relative humidity.
    2. (a) Calculate the time at Lamu 70◦E when time at GWM is noon.

(b) Calculate the longitude of Watamu whose time is 6pm when time at GWM is 9am.

  1. Students from a certain school obtained the following marks in their end of term geography examination.

74, 52, 48, 60, 48, 32, 80, 67 and 85.

Calculate the following:

  • Median
  • Mode
  • Mean
  • State their advantages and disadvantages.
    1. (a) Calculate the scale given that the ground distance is 200km while the distance on the map is 20cm.

(b) A student measured the length of a road on a map from point A to B and found it to be 3.6 cm. Use a scale of 1:50000 calculate the actual/ground distance in km.

  1. Students intend to carry out field study of a forest around their school.
  • State two ways in which they’d prepare themselves.
  • State 2 objectives they’d have formulated for their study.
  • List two problems they’d have encountered in the field.
  • State two follow up activities they would have after the field study.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CLIMATE

-Average weather conditions of a given place over a long period of time usually 30-35 years.

Factors Influencing Climate

Latitude

  • It influences temperature whereby low latitudes have high temperature and high latitudes have low temperature due to the angle at which the sun rays strike the earth and the distance travelled by the suns rays.
  • It also influences rainfall whereby places in the equator receive rainfall in two seasons when the sun is overhead there while northern and southern tropical areas receive rainfall when the position of the sun is overhead in those areas.

Inter-Tropical Convergence Zone

It’s a low pressure belt around equator where trade winds converge.

It influences rainfall in the following ways:

  • Places further from equator experience one rainy season when the sun is overhead and a long dry season when the sun is in the S. hemisphere.
  • Regions near equator have 2 seasons of heavy rainfall because they experience passage of ITCZ twice.

Altitude

  • It influences temperature whereby at low altitude temperature is high while at high altitude its lower due to the thickness of atmosphere determining the number of particles to store heat and distance from space where terrestrial radiation is lost.
  • It also influences rainfall whereby mountains on the path of rain winds receive Orographic rainfall and the windward slopes receive heavier rainfall than leeward slopes.

Distance from the Sea

  • It influences temperature whereby places in temperate regions near the sea experience low temperature during summer onshore winds blowing over cold ocean water and taking the cooling influence on adjacent land because the water is heated at a slower rate than land.
  • Places near the sea also experience higher temperatures during the winter or cool season due to sea breezes carrying warmer air to the land because water loses heat at a slower rate than land.
  • Temperatures in the interior of continents tend to be high in summer and very low in winter due to lack of marine influence.
  • It also influences rainfall whereby coastal regions receive a lot of rain when the winds are onshore and the continental interiors receive less rain mainly in summer because onshore winds will have dropped most of moisture along the way.

Ocean Currents

  • It influences temperature whereby coasts which are washed by warm ocean currents are warmer while those washed by cold ocean currents are cooler due to the onshore winds being either warmed or cooled and then taking the warmth or coolness to the land.
  • It influences rainfall whereby coasts washed by warm ocean currents experience heavy rainfall when moist onshore winds are warmed by the current and made to hold on to moisture which they release on reaching the land.
  • The coasts washed by cold ocean currents on the other hand experience low rainfall as a result of moist winds being cooled and moisture in them condensed resulting in rain falling over the ocean thereby bringing little or no rain to the coastal areas. This is the cause of western margin deserts e.g. Kalahari and Namib deserts.

Aspect

-Direction of slope in relation to sunlight and the rain bearing winds. Its effect on temperature is more pronounced in the northern and southern hemisphere.

  • In the N and S hemispheres the slopes facing sun are warmer while those facing away are cooler.
  • The slopes in the direction of rain winds i.e. the windward slopes receive heavier relief rainfall than the leeward side.

Winds and Air Masses

Wind blowing from a warm region warms the region its passing over and if blowing from a cool region cools the region it’s passing over since wind is a medium of transfer of heat.

  • Sea breezes take cooling influence on land during hot afternoons.
  • Katabatic winds cause low night temperatures on valleys and foot of mountains.
  • Fohn and Chinook which are descending dry winds take dryness to the leeward sides of Alps and Rockies.

Winds influence rainfall in the following ways:

  • Anabatic winds cause afternoon showers on mountainous regions.
  • Moisture laden winds cause heavy rainfall.
  • Persistent dry winds cause desert like conditions in the area they pass over e.g. Harmattan winds from Sahara which blow over W. Africa.
  • Regions around large water bodies experience high rainfall because of the effect of land breezes.

Configuration of Coastline

Coastal regions across the path of moisture laden winds receive higher rainfall because winds deposit moisture on land e.g. Mombasa while those lying parallel to the path of those winds receive less rainfall because moisture is deposited on the sea e.g. Lamu.

Forests

Forested areas experience a micro climate whereby:

  • Temperature is lower due to shades of trees reducing solar insolation reaching the ground.
  • Rainfall is heavier due to high rate of evapotranspiration and friction between trees and rain bearing winds.

Human Activities

  • Man has caused deforestation in the process of creating room for settlement and agriculture which has caused drop in rainfall amounts leading to semi-arid conditions.
  • Man has constructed dams across rivers and done afforestation which has caused semi-arid regions to become wetland.
  • Gases especially co2 emitted from burning fossil fuels and chlorofluorocarbons layer cause global warming through the green house effect and destruction of ozone layer respectively.

The Climatic Regions of Kenya

Modified Equatorial Climate

-Experienced along the coast and along the coast from Somali-Tanzanian border and L. Victoria basin regions around the lake.

Along the Coast

Characteristics

  • High temperatures throughout the year mean annual about 27◦c.
  • Small mean annual range of temperature about 4◦c.
  • Hottest months are December and January.
  • Experiences rainfall throughout the year/ no real dry season.
  • Double maxima rainfall regime (2 rain seasons) in May and October.
  • High humidity due to high temperature causing high rates of evaporation and nearness to the sea.
  1. Victoria Basin

Characteristics

  • Temperature is lower than the truly equatorial climate due to modifying influence of the lake (mean annual range between 22-26◦c).
  • There are no real dry months.
  • Heavy rainfall ranging from 1000-600mm.
  • Double maxima rainfall regime.
  • Receives convectional type of rainfall which falls mainly in the afternoons.
  • High relative humidity due to high temperature and nearness to the lake which is a source of moisture.

Modified Tropical Climate

-Experienced in central highlands E and W of R. Valley.

Characteristics

  • Mean annual temperatures averages between 17-24◦c.
  • Lower warmer slopes and cooler higher slopes due to modification by altitude.
  • Receives rainfall throughout the year (1000-2000mm).
  • Receives Orographic rainfall caused by S.E Trade Winds.
  • Double maxima rainfall regime in eastern highlands and single maximum in the W. highlands.
  • Humidity is moderate.

Tropical Continental/desert Climate

-Experienced in about ½ of Kenya in most of N, N.E, most of E and S Kenya.

Characteristics

  • High temperatures throughout the year with mean between22 and 27◦c.
  • Generally dry with less than 500mm of unreliable rainfall.
  • Large diurnal range of temperature.
  • The skies are generally clear.
  • Low humidity.
  • Temperature has been modified by relief in some areas e.g. Voi-25◦c and Garissa -28.5◦c.

Tropical Climate

-Experienced in Narok, S. Taita and Kwale region.

Characteristics

  • High temperatures (mean annual temp-16.5◦c).
  • Temperature is modified by relief in some areas e.g. Loita, Taita and Narok which has made the place suitable for human habitation.
  • Generally low rainfall amounts.
  • Rain falls in one season.
  • A long dry season lasting up to 6 months.

Tropical Northern Climate

-experienced in a small area in the N. W part of Kenya bordering Uganda.

Characteristics

  • High average temperatures.
  • Temperatures are modified in some places by altitude.
  • Low mean annual rainfall of about 850mm.
  • Rain falls mainly in June and September.
  • Experiences a long dry season of up to 6 months.

Desert Climate

-Experienced in central northern Kenya where there are pure deserts such as Chalbi, Karoli and Kaisut deserts.

Characteristics

  • Temperatures are very high throughout the year averaging 30◦c due to cloudless skies.
  • Very low rainfall of less than 250mm per year.
  • Characterised by diverging or descending winds which don’t bring any rain.
  • Night temperatures are extremely low.
  • Humidity is low.
  • Sandstorms are common occurrences.

World Climatic Regions

Classifications

  1. Hot climates
  2. Warm climates
  3. Cool climates
  4. very cold climates
  5. Mountain climates
  6. micro/local climates

Hot/Tropical Climates

-Experienced within the tropical latitudes.

-Subdivided into:

  • Equatorial climate
  • Tropical monsoon climate
  • Savannah climate/Sudan type
  • Tropical desert climate
  • Tropical marine climate

Equatorial climate

-Experienced in the following areas:

  • Amazon basin in S. America.
  • Along west coast of Africa from guinea to Cote d’ Ivoire.
  • Southern part of Nigeria through Cameroon, Gabon, Central African Republic, Congo to Zaire.
  • E Asia in Malaysia, Indonesia and a stretch between Burma and Vietnam.

Characteristics

  • High temperatures throughout the year (between 24-27◦c).
  • Temperature neither rises nor drops too low due to thick cloud cover all year round.
  • Heavy rainfall throughout the year (mean annual of about 2000mm).
  • Double maxima rainfall regime.
  • Experiences convectional rainfall in low lands and relief rainfall in areas of high relief.
  • High relative humidity of over 80% due to convergence of moist air masses and high evapotranspiration rates.
  • Low pressure all year round.
  • There are no seasons.

Tropical Monsoon Climate

It’s found in the following areas:

  • E Asia in parts of Pakistan, India, Bangladesh, S. china and Philippines.
  • Along the northern coastal region of Australia.

Characteristics

  • High mean annual temperatures of about 28◦c.
  • Seasonal reversal of winds.
  • Heavy rainfall when monsoon winds are onshore (600-1300mm) climate.
  • Rain falls in a few months and the rest of the year is dry due to influence of latitude.
  • Low pressure in summer when winds blow onshore.
  • High pressure in summer when winds blow offshore.
  • Cloudy skies in summer and clear skies in winter.

Tropical Marine Climate

It’s found on windward slopes of islands and coastal areas on the east of continents under the influence of S.E Trade Winds in the following areas:

  • America in S. Mexico through Guatemala, Nikaragua and Panama.
  • coast of S. America.
  • Caribbean islands of Cuba, Haiti and Jamaica.
  • Coastlands of E. Africa from Kenya, Tanzania through Mozambique and E. Malagasy.

 

Characteristics

  • Summer temperatures are very high approximately 30◦c.
  • High rainfall totals in summer when winds are onshore (1000-2000mm).
  • Orographic and convectional rainfall in summer.
  • Dry winters due to winds being offshore.
  • High humidity due to coastal location.
  • Experiences tropical cyclones towards end of hot season.
  • Winters are cool (about 21◦c).

Tropical Continental/Savanna/ Sudan type

The largest natural climatic region in Africa.

It’s found in the following areas:

  • In Africa it extends from Senegal through E. Africa to the northern part of s. Africa.
  • Western Madagascar.
  • A broad belt in N. Australia.
  • W and S.E of Amazon Basin called Llanos and Campos.

Characteristics

  • Higher temperatures of up to 32◦in hot season.
  • Large diurnal range of temperature in dry season.
  • Convectional rainfall in summer averaging 765mm annually.
  • High humidity during the hot wet season.
  • Low humidity in cooler drier months.
  • Prevailing winds are mainly trade winds.

Types of deserts

  • Erg – Sandy deserts with large amounts of deposited sand.
  • Hamada – Rocky deserts made of bare surfaces.
  • Reg – Rocky deserts covered with angular pebbles, gravels and boulders.
  • Hot continental interior deserts found on the interior of continents on the leeward sides of high mountains e.g. Sahara and Arabian Desert.
  • Coastal deserts of western margins characterised by offshore trade winds and cold ocean currents e.g. Atacama of S. America, Namib in Namibia and Arizona in U.S.A.
  • Mid latitude deserts of continental interiors with high summer and low winter like Gobi in C. Asia.

Ice and snow deserts of polar lands like Greenland and Antarctica desert. Tropical Desert Climate

-Found on the western coasts of continents washed by cold ocean currents.

They are the following:

  • Arabian Desert of the middle East
  • Sahara, Kalahari and Namib deserts in Africa.
  • Atacama Desert in S. America.

Mohave and Colorado deserts of U.S.A. and Mexican deserts in N and C America.

  • Jordan, Syria, Iran, Iraq, Saudi Arabia, Israel and Afghanistan.
  • The great Australian desert in the greater western part of the continent.

Characteristics

                             Characteristics

  • High temperatures during the day and very low temperatures during the night due to high terrestrial radiation.
  • Large diurnal range of temperature.
  • Clear/ cloudless skies.
  • Receives less than 250mm of rainfall annually.
  • Rainfall is localised, short and torrential and accompanied by storms which cause flash floods.
  • Rain falls for a short period and the rest of the year or even several years are dry.
  • High wind velocity due to little frictional force.
  • Some areas experience temperatures below zero in winter with ice forming on the oasis.
  • Humidity is low and evaporation rate is high.
  • Sand storms are very common i.e. sand being blown through the air by the wind.

Warm Climates

They border tropical climates and they experience moderate temperatures lower than of tropical climates.

They are situated in the zone of divergence of trade winds and westeries (subtropical high pressure belt).

Subdivided into:

  1. Warm temperate Western margin/Mediterranean Climate.
  2. Warm Temperate Interior/continental Climate.
  3. Warm temperate Eastern marginal Climate.
  4. Warm temperate Deserts.

Warm Temperate Western Margin

-Also known as Mediterranean Climate.

-Found on the western margin or sides of continents in the following areas.

  • Southern Europe and N. Africa in the lands bordering Mediterranean Sea.
  • W tip of Africa around Cape Town.
  • Central Chile in S America.
  • W and S Australia.

Characteristics

  • Hot summers with temperatures of about 21◦c.
  • Mild winters with temperatures of about 10◦c.
  • Characterised by hot and cold local winds called Mistral and Sirocco.
  • There is high sunshine duration and intensity in summer.
  • Experiences cyclonic rainfall in winter when westeries are onshore.
  • Rainfall decreases inland.
  • Summers are dry due to trade winds blowing offshore.
  • There are distinct seasons i.e. summer, autumn, winter and spring.

Warm temperate Interior Climate

-Also called Steppe Type.

It’s found in the interior of continents in the following areas (grasslands):

  • Steppe Land of U.S.S.R.
  • Veldt of S Africa.
  • Prairie lands of Canada and U.S.A.
  • Pampas lands of Argentina.
  • Downs of Australia.

Characteristics

  • Warm short temperatures between 18-21◦c.
  • Long winters with extremely low temperatures due to continentality which can fall up to -20◦c.
  • Precipitation is received all the year round.
  • Most rainfall is received in summer and snow precipitation in winter.
  • Rainfall is moderate with annual mean of 500mm.
  • Summer rainfall is caused by convection and depressions.
  • There is high humidity in summer.

Warm temperate Eastern Margin climate

-Also known as China Type.

It’s experienced on the eastern margins of continents in the following areas.

  • E China and S. Japan.
  • E Australia.
  • S and S.E states of U.S.A.
  • America in S. Brazil, Uruguay, E. Paraguay and coast of Argentina.

Characteristics

  • Hot summers with a mean annual of about 26◦c.
  • Mild to cool winters due to marine influence and local winds (4-13◦c).
  • Receives rainfall throughout the year (about 1000mm).experiences hurricanes and typhoons.
  • Convectional rainfall is common in summer.
  • Rainfall is moderate between 760 and1500mm.

Warm Temperate Deserts

-Also known as Mid-Latitude Desert climate.

It’s experienced in the following areas:

  1. Nevada and Utah states of U.S.A.
  2. Pentagonia in S. America.
  3. Gobi Desert extensive desert area of southern Mongolia and northern China and the largest desert in Asia.
  4. Turkey, Turkmenistan, Uzbekistan and Kazakhstan.

Characteristics

  • High summer temperatures (27-37◦c).
  • Cold winters as low as -7◦c.
  • Very large diurnal and annual ranges of temperature.
  • Low and unreliable rainfall due to great distance from the sea about 250 mm annually.
  • Most rainfall falls in late winter or early spring.

Cool Climates

They differ from warm climates by having definite seasonal variations in temperature.

Subdivided into:

  1. Cool Temperate Western Margin
  2. Cool Temperate Continental Interior
  3. Cool Temperate Eastern Margin

Cool Temperate Western Margin Climate

Also known as British Type.

It’s under coastal influence.

-Found in the following areas:

  • British Isles (Island)
  • Central and N.W Europe
  • W U.S.A. and British Columbia in Canada.
  • Chile
  • Tasmania in Australia

Characteristics

  • Warm summers (13-15◦c).
  • Cool winters (2-7◦c).
  • Small temperature range.
  • Well distributed rainfall throughout the year (760-2000mm).
  • Cyclonic rainfall in the coastal lands and relief rainfall in mountainous areas.
  • High humidity in winters.
  • Long summer days with irregular thunderstorms.
  • Convergence of sub-tropical and polar air masses.
  • Onshore westerly winds are dominant.

Cool Temperate Continental Interior Climate

-Also called Siberian type.

-Found in the following areas:

  • Alaska and most of Canada
  • Eurasia covering Sweden, Finland, Poland, Germany, across former U.S.S.R. up to Kamchatka Peninsular in the east.

Characteristics

  • Warm summers with temperatures of about 18◦c.
  • Generally short summers.
  • Extremely cold winter temperatures which go below 20◦c.
  • Long winters with long nights.
  • Precipitation is mainly in form of snow during winter (annual precipitation 400-500mm).
  • Convectional rainfall in summer is accompanied by thunderstorms.

Cool Temperate Western Margin Climate

It’s also known as Laurentian Type.

Areas:

  • U.S.A. and S Canada.
  • Argentina.
  • N & S Korea, N. China, C and N Japan and E. Siberia.

Characteristics

Long warm summers with temperatures of about 18◦c.

Cold winters (-40-0◦c).

Precipitation all year round (600-1000mm).

Snow precipitation in winter.

High humidity in summer.

Cold Climates

-Also known as Polar Desert Climates or Arctic and Antarctic Climates.

-Found beyond Arctic Circle i.e. 66 ½◦N and S of equator.

-Classified into Tundra and Polar Climates.

Tundra Climate

Areas:

  • Coast of N. America bordering Arctic Ocean.
  • N part of America from Alaska through Canada to Greenland.
  • From N coast of Scandinavia to the N.E of Russia.
  • Baffin Island.

Characteristics

  • Short cool summers with average temperatures of about 10◦c.
  • Long cold winters (-29 – -40◦c).
  • Continuous days in winter and summer for several days.
  • Low annual precipitation of about 250mm.
  • Precipitation in form of rain and snow in winter.

Polar Climate

-experienced at the poles in the interior of Iceland, Green land and Antarctica.

Characteristics

Temperature is permanently below freezing point.

There is permanent snow cover and ice on the ground (permafrost).

Snow storms (blizzards) are common.

  • Continuous winter nights and summer days with exception of equinox when sun rises above horizon.

Mountain Climates

-Experienced on high mountain ranges of the world.

 

Areas:

  1. Kenya (5199)
  2. Ruwenzori (5109)
  3. Kilimanjaro (5895)
  4. Everest (8848)
  5. Atlas mountains in Africa
  6. Rockies of N. America
  7. Alps of Europe
  8. Himalayas in Asia

Characteristics

  • Temperature decreases with increasing altitude.
  • Temperature ranges from cool to cold.
  • Experiences Orographic rainfall.
  • Rainfall increases with altitude up to 3000mm and starts to decrease because air is cold and hence has poor capacity to hold moisture.
  • Windward slopes are wetter than leeward slopes.
  • Atmospheric pressure decreases with increasing altitude.
  • Local winds are common and blow up the slope during the day and down slope at night.
  • In temperate regions slopes facing the equator are warmer than those facing the poles.
  • Atlas mountains in Africa
  • Rockies of N. America
  • Alps of Europe
  • Himalayas in Asia

Local/Micro Climates

Climate experienced within a small area which is slightly different compared to the general climate of the area.

It occurs on the immediate surroundings and within some phenomenon on the earth’s surface.

Micro-climates can be found in the following areas:

  • Within and around a forest
  • Experience low temperatures due to trees preventing solar insolation from reaching the ground.
  • Experiences high rainfall due to high rates of evapotranspiration.
  • Urban areas
  • Higher temperatures due to green house effect (situation where atmospheric gases absorb heat that is given off by the earth (terrestrial radiation) before its sent back to space causing the temperature of the lower atmosphere to increase.
  • Around man made lakes
  • Experience high convectional rainfall due to high moisture content.
  • Around natural lakes experiences land breezes which cause early morning showers and sea breezes which lower temperatures during the hot season.

Aridity and Desertification

Aridity-state of land being deficient of moisture leading to little or no vegetation.

Desertification-process in which desert like conditions slowly and steadily encroach on formerly productive agricultural land.

Causes of Aridity and Desertification

  1. Low and unreliable rainfall below 250mm per annum causing little or no vegetation and absence of animal and biological life causing soil forming processes to be incomplete.
  2. High temperatures which cause high rates of evaporation which exceed evaporation or low temperatures which reduces air capacity to hold moisture causing a place to receive little or no rain..
  3. Where a place is washed by ocean currents causing moist onshore winds to cool and then drop moisture over the sea and reach the land as dry winds e.g. Kalahari when onshore westeries cross the cold Benguela Current.
  4. Where relief barriers such as hills or mountains cause some areas to lie on the rain shadow hence rain winds drop most of their moisture on the windward side and they drop on the leeward side, are warmed and hold onto moisture causing dry conditions e.g. Kalahari and Namib on the rain shadow of Drakensberg mountains.
  5. Location of some places very far from the sea causing them to be far removed from wet onshore winds e.g. Gobi Desert.
  6. Where hot dry winds blow over a region causing drying effect on land e.g. Harmattan over West Africa.
  7. Where cool air descends causing no rain because cool air has to rise before condensation takes place.

Human Activities

  1. When people clear forests which causes runoff to exceed infiltration which interferes with the water cycle.
  2. Keeping large number of animals which exceed the carrying capacity of land they eat vegetation leaving the land bear exposing the land to soil erosion.
  3. Poor agricultural practices such as overcultivation, monoculture and slashing and burning which lead to soil erosion.
  • Industrialisation which releases green house gases such as co2 to the atmosphere which absorb more heat making the earths temperature to rise.
  1. Reclamation of water logged areas which lowers the water table causing arid conditions to set in plants when plants can’t access ground water.
  • Poor irrigation methods when evaporation takes place and salt from below are brought to the surface and are deposited on the top soil making the soil salty and hence unable to support plants.

Effects of Aridity and Desertification

  1. Infertile soils which support little or no vegetation.
  2. Low agricultural production due to insufficient rainfall leading to famine.
  3. Shortage of water for domestic and industrial use which may also lead to shutting down of my sons.
  4. Migration of people from areas affected by aridity and desertification leading to population pressure and eventually conflicts.
  5. Destruction of vegetation which exposes land to soil erosion.
  6. Can lead to extinction of some plants and animal species causing loss of biodiversity.

Solutions to Aridity and Desertification

  1. Afforestation and reafforestation because trees protect soil from erosion, increase run off and release moisture to the atmosphere leading to increased rainfall.
  2. Adopting soil conservation measures such as terracing, contour ploughing, planting cover crops etc.
  3. Rearing a number of animals which is proportional to the carrying capacity of land.
  4. Irrigating dry lands.
  5. Introduction of energy saving stoves to reduce demand for wood fuel which will reduce deforestation.
  6. Use of alternative sources of energy which don’t pollute the environment e.g. solar and water.
  7. Introducing drought resistant crops in the arid areas.
  8. Controlling industrialisation by setting laws governing pollution.

Climate Change

-Establishment of a new climatic state.

-Continuous changes in climatic states such as temperature and precipitation over time.

Causes of Climate Change

Natural Causes

  1. Variations in the Earths Orbital Characteristics

-Changing or earths orbital characteristics within 1000 years from elliptical (aphelion) to nearly circular (perihelion) when the earth is nearest to the sun and  receives maximum solar energy and back to elliptical when the earth is farthest from the sun and receives least solar energy.

  1. Variation in the Atmospheric Carbon Dioxide

-When natural rise in temperature cause carbon dioxide held up in cold ocean waters to be released to the atmosphere after oceans warmed.

  1. Volcanic Eruptions
    • When large quantities of volcanic ash and dust thrown out of the ground block some of the solar insolation from reaching the earths surface causing temperatures on the earths surface to drop for a short period.
    • When sulphur dioxide given off during volcanic eruptions reacts with water vapour forming a bright layer within stratosphere reducing the amount of solar radiation reaching the surface by reflecting some of it back which also lowers temperatures on the surface.
  2. Variation in Solar Output

changes in the amount of solar energy given off by the sun whereby at times its less causing drop of temperature on the earths surface and at others its gives off more causing rise in temperature on the surface.

Human Causes

  1. Burning of fossil fuels in industries, transportation, electricity generation etc. which contributes 65% of additional co2 in the atmosphere which is the main green house gas.
  2. Burning of vegetation e.g. in shifting cultivation and forest fires which also adds co2 in the atmosphere.
  3. Clearing large tracts of forests foe agriculture, settlement etc. which reduces the main deposal system for co2 from the atmosphere by photosynthesis.
  4. industrial developments which add gases like methane, nitrous oxide and those containing chlorine and chlorofluorocarbons which damages ozone layer which filters a greater percentage of ultra violet radiation given off by the sun which causes the average temperatures on the earth to rise.

Consequences of Climate Change

  1. Global warming due to green house effect by gases added in to the atmosphere and destruction of ozone layer.
  2. Increased rainfall as a result of high temperatures causing high rates of evaporation causing wet areas to become wetter and dry areas to become drier.
  3. Effect on agriculture by causing crop growing areas to shift to cooler altitudes and latitudes e.g. wheat growing areas of Canada shifting to the poles and causing dropping or failure of crop yields in area where temperatures have increased.
  4. Water shortage when climate becomes drier causing less water to infiltrate underground and hence less water to feed rivers.
  5. Submergence of coastal areas causing flooding when Antarctic and Arctic glaciers melt and water is added to the oceans.
  6. Heat waves due to increased temperature which leads to death of people.
  7. Receding and disappearance of ice caps on mountains e.g. Mt. Ruwenzori.
  8. Abnormal growth of plants due to increased amounts of co2 causing increased rate of photosynthesis which may lead to increased yields of major crops, poor soils due to soils having to sustain high rates of plant growth.
  9. increased levels of ultra violet radiation which causes human diseases such as skin cancer, lowering crop production by slowing photosynthesis and germination, lowering fish population by damaging plankton which fish eats and degradation of paint and plastics.

Solution to Climate Change

  • Afforestation and reafforestation.
  • Use of energy saving stoves to reduce the rate of deforestation.
  • Use of alternative sources of energy which are environmentally friendly e.g. solar and water instead of fossil fuels.
  • Proper maintenance of vehicle to reduce emissions from their exhausts.
  • Use of public transport to reduce the amount of fossil fuel used and hence the amount of co2 added into the atmosphere

 

VEGETATION

-Plant cover on the earths surface.

Types of Vegetation

  1. Natural Vegetation

-Which grows by natural means of seed dispersal without interference and modification by man.

  1. Semi- Natural/Derived Vegetation

-Natural vegetation which is in the process of recovering from interference by man.

  1. Planted/Cultivated Vegetation

-Vegetation planted by people e.g. forests of exotic trees, trees in Agroforestry and plants used as hedges e.g. cypress.

Factors Influencing Types and Distribution of Vegetation

Topographical Factors

  1. Altitude
  • Coniferous trees are found at high altitudes because they are adapted to cool conditions.
  • There is no vegetation on mountain tops because there are very low temperatures which inhibit plant growth.
  1. Terrain
  • Gentle slopes which have deep and well drained soils are best suited for plant growth than steep slopes which have thin soils due to severe erosion and less soil water to sustain plant growth due to high runoff.
  • Flat areas have poor drainage hence are swampy and can only support swamp plants.
  1. Aspect

There are a wide range of plants on the slope facing the sun and in the direction of rain bearing winds as they are warm and wetter. Grass lands are dominant on the leeward side because they are drier.

  1. Drainage

There is a large variety of plants on well drained soils while water logged soils have swamp plants such as reeds and papyrus.

Climatic Factors

  1. Temperature
  • Plants in warm areas are large in number and grow faster e.g. in the tropical lands. Also there are deciduous trees which shed leaves to reduce the rate of transpiration.
  • In areas with low temperatures there is slow growth of plants and coniferous forests are found there.
  1. Precipitation
  • There are a large number of plants in areas with high precipitation and these areas are dominated by forests which are broad leaved to increase the rate of transpiration.
  • Areas with moderate rainfall are dominated by grasslands and those with little rainfall have scanty vegetation of scrub and desert types.
  1. Sunlight
  • There is large number of plants in areas experiencing long sunshine duration.
  • There is little undergrowth in tropical rain forests because the canopy prevents sunlight from reaching the ground.
  1. Wind
  • There is heavy rainfall in areas where warm moist blow to and hence a large number of plants which may be broad leaved to increase the surface area for transpiration.

Edaphic/Soil Factors

  • Fertile soils have a larger number of plants while infertile soils have scanty vegetation.
  • Soil pollution e.g. oil spillage cause drying up of plants.
  • Deep soils have deep rooted plants such as trees while shallow rooted soils have shallow rooted plants such as grasses and shrubs.

 

 

Biotic/Biological Factors

  1. Living Organisms
  • Bacteria, earth warms and burrowing animals improve soil fertility resulting into more vegetation growth.
  • Insect and birds pollinate plants enhancing their propagation.
  • Bacteria and insects cause plant diseases of plants resulting in death of some e.g. aphids which affected cypress in late 80s.
  • Large herds of wild animals can destroy vegetation through overgrazing and can turn grasslands into deserts.
  1. Human Activities
  • Clearing of natural vegetation for settlement, agriculture etc. can lead to desertification.
  • Bush fires such as burning grasslands for the grass to sprout can cause extinction of some plant species.
  • Overstocking can lead to overgrazing turning grasslands into deserts.
  • Rehabilitation of deforested areas can stop the spread of deserts.

Vegetation in Kenya

  1. Forests

The area under forest is less than 7%.

The bulk is found in Central Highlands

  • Plateau Forests

It used to cover extensive areas around L. Victoria but today there are few patches around the lake in Maragoli, Kakamega, Kaimosi, Malava, Turbo and Tinderet forests.

They are tropical rain forests with tall trees standing among shorter trees intertwined with creepers.

  • Lowland Forests

-Found along the Kenyan coast.

The main types are:

  • Mangrove forests which grow in shallow waters and
  • Tropical rain forests in Shimba hills in Kwale District and Arabuko Sokoke in Kilifi.

 

  • Highland/Mountain Forests

-Found on the slopes of Mt. Kenya, Aberdare forests, Iveti, Mbooni, Kilala and Marsabit forests.

Indigenous hardwoods are olive, Meru oak, mvule, Elgon teak and camphor while indigenous softwoods are podocarpus and African pencil cedar and bamboo.

They have been planted with exotic hard wood trees e.g. eucalyptus and silver oak and exotic softwoods such as pines, cypress, fir and wattle.

  1. Savanna

-Most widespread vegetation covering about 65% of the total area.

  • Wooded/Tree Grassland

-Found along the coastal strip and on the plateau bordering highlands east of rift Valley.

-Consists of grass of 1m mixed with thorny acacias.

Where rain decreases trees become fewer and shorter and the grassland becomes more open.

There are many large trees along water courses due to abundant moisture (riverine or gallerie forests).

The trees shed leaves during the dry season to reduce the loss of water by transpiration.

(b) Bushland and Thicket

Covers about 48% of savannah.

-Found between coastal land and Machakos and extends into Kitui, Mwingi, Garissa, Wajir and Mandera districts.

-Consists of a mixture of thorny acacias and shorter thorny shrubs between forming thorn bush with gaps between bushes which are bare or covered by scattered varieties of grasses.

Plants are adapted by:

  • Having thin leaves and hard cuticle to reduce transpiration rate.
  • Baobab has large trunk to store water for use during long dry period.
  • Shedding of leaves to conserve water.

(c) Highland Grassland

Found on the undulating slopes of grasslands.

-Grasses are such as red oat, wire, Manyatta and Kikuyu grass where forests have been cleared.

-Clover grows along kikuyu grass where rainfall is over 1000mm.

  1. Semi-Desert and Desert Vegetation

-Covers about 21% of Kenya.

It’s found on the parts of N.E and N Kenya including Marsabit and Turkana districts.

It receives insufficient rainfall of less than 380mm annually.

It has mainly scrub type of vegetation (covered with underdeveloped trees or shrubs). A shrub is a plant lower than a tree with a small woody stem branching near the ground.

The shrubs are up to 1m and grasses are up to 3m and in between there is bare ground.

Tree species are acacia and comiphora.

Real deserts hardly have any vegetation.

Adaptations plants (Xerophytes)

  • Some have thick leaves to store water.
  • Long tap roots to access water from rocks below.
  • Needle like leaves to conserve water.
  • Shedding of leaves to conserve water (deciduous).
  1. Heath and Moorland

-Vegetation found towards the mountain tops.

  • At lower altitudes there is groundsel, lobelia and heather.
  • Where there is poor drainage there is mountain swamp vegetation referred to as bogs.
  • At high altitudes there is tussock grasses, flowering plants and alchemilla shrubs. This vegetation is adapted to cold windy conditions towards the summit.
  1. Swamp Vegetation

-Vegetation found in areas with flat relief in wet areas along river courses and areas experiencing periodic flooding e.g. along the course of R. Tana, Lorian swamp in Isiolo, Wajir and Garissa and the mangrove belt along he coast.

Vegetation found there are marshes, grasses with smooth surfaces and long blades and papyrus which is dominant.

Vegetation Zones of the World

  1. Forests

A forest is a continuous growth of trees and undergrowths covering large tracts of land.

  1. Tropical Rain Forests

-Known as Selvas in S. America.

It’s found in the following areas:

  1. Congo Basin
  2. Amazon Basin
  3. Western sides of India, Burma and Vietnam.
  4. Coastal land of Queensland Australia.

Characteristics

  • Closely set trees with three distinct canopies.
  • There is less undergrowth on the forest floor due to light being obstructed by canopies.
  • Trees take long time to grow.
  • Trees have large trunks with buttress roots (radiating wall like roots).
  • Trees have broad leaves to increase the surface area for efficient transpiration due to high precipitation.
  • There is varied number of plants species over a small portion.
  • Trees are tall, have smooth stems and straight trunks.
  • Some trees are evergreen shedding a few leaves at a time while others shed leaves and are left bare.
  • Some trees are very heavy and don’t float on water.
  • Trees take very long time to mature between 70-100years.

Types of trees present are mahogany, ebony, ironwood, rose wood, camphor and Sapele.

Tree creepets and parasites are found around tall main trees.

Uses of tropical rain Forests

  • Trees are valuable sources of timber for furniture, building and construction.
  • Oil palms are for production of palm oil.
  • Cacao crops for production of cocoa beans used to make cocoa used to make chocolates and beverages.
  • Chicle from the bark of Zabote tree is used to make chewing gum.
  • Ivory nuts are used for making buttons.
  • Fibres from torquilla palm are used for making hats, mats, baskets and thatching materials.
  • Cinchona tree’s bark contains quinine used in malarial treatment.
  1. Mangrove Forests

-Found in low lying muddy coasts of tropical seas with shallow salty waters.

Areas

  1. Along the east coast of Africa.
  2. Near the estuary of Amazon River in S. America.

Characteristics

  • Dominated by mangrove trees and 30 other species of trees.
  • Mangrove trees have special roots which are partly aerial to aid breathing. Some grow horizontally and then vertically downwards into mud while some grow horizontally in mud and bend upwards to aid breathing and others have net work of roots resembling stilts.

Uses of mangrove Forests

  1. Mangrove trees provide tannin used for tanning leather.
  2. Mangrove poles are used for building and construction because they are very strong.
  3. Mangrove trees are also used for firewood.
  4. Mangrove forests are habitats for marine life used for tourist attraction.

 

  1. Tropical Monsoon Forests

Location

  1. W and S coast of Mexico
  2. parts of India, Bangladesh, Burma, Vietnam and Indonesia
  3. Monsoon lands of Australia

Characteristics

  • Most trees shed leaves during dry season and grow during hot wet season.
  • Smaller number of tree species than tropical rain forests.
  • Tall species of trees rising up to 30m.
  • Trees don’t grow together.
  • Trees have more branches because of light penetrating at lower levels.
  • Denser undergrowth than tropical rain forests.
  • Particular species of trees dominate an area (pure/definite stands) e.g.

-Leak in Burma

-Sal in India

-Eucalyptus in Queensland Australia

-Bamboo in S.E Asia

  • Dominant tree species are leak, bamboo, acacia, camphor, ebony, Sapele and Pyinkaido.

Uses of tropical Monsoon Forests

  • Teak in Burma and Thailand is used for building houses and boats because it’s hard and resistant to termites.
  • Bamboo and rattan creeper are used for making furniture, baskets and weaving.
  • Young tender shoots of bamboo are consumed as vegetables.
  1. Mediterranean Forests

Areas

  1. Europe and N. Africa areas bordering Mediterranean Sea.
  2. Around Cape Town on S.W end of Africa.
  3. Central coast of California.
  4. Around Perth in S.W Australia.

Characteristics

  • Forests are open woodlands.
  • Many trees are deciduous.
  • Some trees are evergreen e.g. oak
  • There is woody scrub vegetation in areas which are dry and with poor soils which is called marquis in France, Chaparral in California and Machia in Italy.
  • Many plants are sweet smelling (aromatic) e.g. rosemary, lavender, oleander, broom and myrtle.
  • Many trees are xerophytes e.g.
    • Trees have long tap roots to reach the water deep below during long dry spells.
    • Waxy leaves to reduce transpiration
    • Storing water in their thick leaves or stems
    • Small spiny leaves
  • Types of trees are olive, sweet chestnut, beech, cedar, cypress, sequoia, eucalyptus

Uses

  • Cork oak is used to make corks for bottling wine.
  • Olive tree fruits are used for cooking and extraction of olive oil.
  • Timber from sweet chest nut, beech, cedar, cypress and pine is used for building houses and making furniture.
  • Shrubs and grasses are used as pasture for goats.
  1. Temperate Evergreen Forests

-Found in areas experiencing warm temperate eastern margin or China Climate.

Areas

  1. Along Natal coast in S. Africa
  2. china and S. Japan
  3. E Australia
  4. E and S. states of U.S.A.

Characteristics

  • Evergreen because of abundant rainfall throughout the year.
  • Most trees have broad leaves to increase the surface are for efficient transpiration.
  • Many evergreen trees are hardwoods.

Uses

  • Hard woods such as oak and iron wood are used for furniture and building materials.
  • Soft woods such as cypress and pines are used for furniture.
  • Wattle trunks are used in the coal mines of natal.
  • Bamboo is used for making furniture and building in China and Japan.
  • Walnuts provide nuts used for making chocolate.
  • Ivory nuts are used for making buttons.
  • Young shoots of bamboo are eaten as vegetables in china and Japan.

 

 

  1. Temperate Deciduous Forests

-Found in areas experiencing cool temperate western marginal climate.

Location

  1. and W. Europe.
  2. Most of E. states of U.S.A.
  3. Chile in S. America.

Characteristics

  • Trees are deciduous and shed leaves in autumn and become green in summer.
  • Individual species of trees are scattered and their density per unit area is small.
  • Trees are smaller in size.
  • Trees are broad leaved.
  • Most of the trees are hardwoods
  • There is rich undergrowth because of being fairly open.
  • Trees grow in pure stands in some regions and at others they are mixed.
  • Trees are easier to exploit than tropical hardwoods.

Uses

  • Hardwoods such as oak and birch are used for timber, wood fuel and charcoal.
  • Chestnut and walnut nuts are edible.
  • Oak tree fruits are used for feeding pigs.
  • Tung tree yields oil for making paint and furnish.
  • Maple sap is used for making maple syrup.

Trees include eucalyptus (blue gum), olive, birch, walnut, elm and ash.

Coniferous Forests

It’s dominant in cool climates. It’s known as Taiga and Boreal in Russia.

Location

  1. coast of Canada.
  2. Scandinavia across Russia to the Pacific coast.

Characteristics/of soft woods in Canada

  • Their seeds are cone shaped.
  • Most trees are softwoods and are light in weight.
  • Trees mature faster than hardwoods of tropical regions.
  • Trees have big proportion of stem compared to leaves.
  • Most tree species are evergreen with few shedding leaves e.g. larch and fir.
  • Tree species occur in big pure stands.
  • Very little undergrowth due to acidic humus from leaf fall.
  • Trees have straight trunks.
  • Trees mature after a long period of time (50-70 years) due to the cold conditions especially in winter.

Species of trees found here are pines, Fir, spruce, larch and Hemlock.

Adaptations

  • Needle-like leaves to reduce transpiration.
  • Leaves with tough waxy skin to protect them from winter cold.
  • Tree crowns are cone shaped and flexible crowns to allow snow to slide off to prevent it from accumulating on the branches.
  • Trees are evergreen to have maximum utilisation of sunlight during the short summers.
  • Flexible tree trunks to allow swaying so as to allow swaying so as not to break during strong winter winds.
  • Widely spread root system for maximum utilisation of moisture from top soil because sub soil is permanently frozen.

Used

Soft woods such as spruce, fir, pine and larch are used for construction, wood pulp used in paper manufacture.

  1. Mixed Forests

-Found at the zone of transition between temperate deciduous and coniferous forests.

Location

  1. Saskatchewan and Alberta provinces of Canada
  2. Scottish regions in Europe
  3. low lying Mediterranean regions

Characteristics

A mixture of broadleaved deciduous and coniferous trees.

Uses

Cedar and hazel are used for fencing posts.

Grazing activities are carried out where forests are open.

Softwoods such as spruce, fir and pine are used to make wood pulp used for paper manufacture.

Hardwoods such as oak and birch are valuable sources of timber, wood fuel and charcoal.

Maple tree syrup is used for making maple syrup.

  1. Grasslands

-Found in climatic regions where a seasonal pattern occurs with a prolonged drought of about 5-7 months.

Tropical Grasslands/ Savanna

-Found in areas experiencing tropical continental climate.

Areas

  1. N and S of Congo Basin.
  2. Between Sahel and equatorial forests in E. Africa plateau.
  3. E of Australian Desert.
  4. Brazilian highlands

It’s divided into:

  • Open grasslands where grass is dominant and
  • Woodlands in areas which receive more rainfall.

Characteristics

  • Grasslands with widely spaced trees such as acacias.
  • Grasses die in dry season and sprout quickly when it rains.
  • Grasses are tall (up to 3m with stiff blades and elephant grass is tallest reaching up to 4m.
  • Trees are of medium size up to 13m
  • Tree crowns are umbrella shaped to provide shade around roots to reduce evaporation.
  • Most trees are deciduous and shed leaves during dry season.
  • Trees have small leaves and thick barks to reduce transpiration.
  • Trees have long tap roots to reach the water deep below during long dry spells.

Uses

  • Grass is for grazing and commercial ranching though it’s of low nutritional value due to lack of phosphorous.
  • Cereals e.g. wheat farming because the soil is rich in humus resulting from the grass cover.
  • Vegetation acts as soil cover to reduce soil erosion.
  • Homes of wild animals which attract tourists e.g. E. and C. African savannas.
  • Trees are habitats for bees which provide honey.
  • Some shrubs and herbs are used for medicine.
  • Trees such as acacia provide fuel wood and charcoal.

Temperate Grasslands

-Found in continental interiors of temperate grasslands where rainfall isn’t sufficient to sustain forests.

Location

The Prairies

Areas

-Canadian provinces of Alberta, Saskatchewan, Manitoba and neighbouring states of U.S.A.

Characteristics

Continuous tuft grass

Grasses are nutritious.

Grass is short

Grass is interspersed with bulbons and leguminous plants.

Grass is mixed in some areas with species such as stipa, buffalo and gamma grasses.

Tall grasses in areas with rainfall of over 500mm.

The Steppes

-Found in Eurasia- temperate interiors of Europe and Asia.

Characteristics

True Steppes-rich carpet of grass and some flowering plants.

Desert steppes-Coarse grass growing in tufts

-Grass doesn’t form a continuous cove on the ground.

-Short grass which grows very close to the ground.

The Pampas

-Found in Argentina.

Characteristics

Feather-like grass

Grass forms individual tussocks with patches of bare soil.

Forests are present in some areas due to increased moisture.

Xerophytic or drought resistant plants are present in some areas.

The Veldt

-Found in S. Africa.

Characteristics

  • Grasses are extensively spread.
  • There is little or no mixture of trees or shrubs.
  • There is a uniform cover of grass on high plateaus.

The Downs

-Found in Australia and New Zealand.

Characteristics

  • Tall grass mixed with trees.
  • Semi desert areas have patches of dominant grass.
  • Mixture of temperate and tropical grass species.
  • Grass is nutritious and nutritious for livestock.
  • Natural grasses of Argentina have been replaced by Alfalfa and in New Zealand British meadow grasses now dominate.

Uses of Temperate Grasslands

  • For grain cultivation e.g. wheat which requires as low as 325mm of rainfall.
  • For cultivation of other crops e.g. oil seeds, Soya beans, vegetables and millet and sorghum widely grown in the Veldt.
  • For livestock farming e.g. cattle, sheep, goats and horses. There are scientifically managed ranches called Estancias in Argentina.

Desert Vegetation

Tropical Desert Vegetation

-Found in tropical deserts.

Characteristics

  • Vegetation is present except in bare rock and sand covered areas.
  • There are more plants on oasis e.g. date palms and a variety of shrubs.
  • Some plants are succulent to have high water storage capacity.
  • Some have spines to protect them from animals.
  • Some have thorn-like leaves to reduce rate of transpiration.
  • Some have long roots to enable them to tap water from deeper parts of rocks.
  • Some shed leaves during dry season and grow new leaves during wet periods to reduce water loss.
  • Some are salt tolerant (halophytic) by having many water storing cells to counter soil salinity or alkalinity.

Temperate and Arctic Desert Vegetation

Found in warm temperate deserts and arctic climates.

Characteristics

  • Grasses and woody plants.
  • Woody plants which are Xerophytic and halophytic.
  • Shrubs have shallow roots due to permafrost.
  • Plants flower and produce fruits within short wet season.
  • There is scarce vegetation in Tundra.
  • Plants present in arctic deserts are such as lichens, mosses and flowering plants such as anemones and marsh marigold.

Uses of Desert Vegetation

  • Bilberries in temperate deserts bear edible fruits.
  • Small trees are source of fuel foe Eskimos who live in arctic region.
  • Vegetation in tropical deserts is important in arresting sand dunes to prevent them from burying oasis and settlements.
  • In tropical deserts fringes vegetation is valuable food for animals.
  • Date palm is cultivated for its fruit.

Mountain Vegetation

Vegetation found towards the top of the mountain.

Uses of Mountain Vegetation

  • Grasslands are used for grazing.
  • Alpine meadows in temperate regions provide summer grazing pastures.
  • Mountain forests provide timber, building materials, fuel wood and charcoal.
  • Mountain forests are habitats for wild animals e.g. elephants.
  • Mountain vegetation makes mountains to be water catchment areas.
  • Mountain forests help to purify air by absorbing carbon dioxide and providing oxygen.
  • Mountain vegetation is used for research.

 

Significance of Vegetation

  • Forests add beauty to country’s landscape.
  • Vegetation protects soil from erosion by wind and rainwater.
  • Vegetation partly decays forming humus making the soil fertile.
  • Some plants roots, barks and leaves are used for medicine.
  • Forests modify the climate of the surrounding area by increasing rainfall and reducing temperatures.
  • Some plants such as bamboo shoots and wild fruits are consumed as food.
  • Some fibrous plants such as sisal and jute are used for making ropes, sacks, mats, etc.
  • Latex from rubber tree is used for manufacture of rubber used in tire manufacture.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FORESTRY

Forestry is the science of developing and managing forests including cultivating them.

Type of Forests

  1. Natural forests-which grow by natural means of seed dispersal.
  2. Semi-natural/derived/cultivated forests-which is in the process of recovering from interference by man.
  3. Planted/cultivated forests-which have been planted by man.
  4. Indigenous forests-which are native to a region or which have grown in a region from the beginning.
  5. Exotic forests-which have trees which have been introduced to a place from other countries.
  6. Other types have been discussed in the chapter of vegetation.

Factors Influencing Types and Distribution of Forests

Temperature

  • High temperature causes fast growth of trees while low temperature causes slow growth.
  • Rain forests are found at low altitudes which are warmer while coniferous forests are found at high altitudes which are cooler.

Aspect

  • Dense forests are found on windward slopes of mountains because they are wetter than leeward slopes and they start at a lower level than on the leeward slopes.
  • In temperate region slopes facing equator have dense forests because they are warmer while those facing the poles have coniferous forests which are adapted to low temperatures.

Precipitation

  • There are dense forest where there is heavy precipitation while there is less forest cover consisting of stunted trees in areas with little precipitation.
  • Coniferous forest have cone-shaped crowns to allow snow to slide off so as not to accumulate on the branches and cause them to break off.

Soil

  • Deep soils support huge tropical trees while shallow soils support coniferous trees which have shallow and wide spread root system to be able to maximally utilise water on the top soil since the sub soil is permanently frozen.
  • Poor or infertile soils have stunted trees.

Human Activities

  • Deforestation and shifting cultivation- man has cleared forests to create room for agriculture settlement etc. which has reduced forest cover on the earth’s surface.
  • Afforestation and Agroforestry-man has planted trees in areas where they never existed establishing forests there.
  • Reafforestation-man has replanted forests which he has cleared with indigenous and exotic trees causing natural forests to become semi-natural/secondary or derived forests.

Importance of Forests to Kenya

  1. Forests are water catchment areas which supports agriculture and H.E.P. generation.
  2. Forests provide us with wood fuel e.g. firewood, charcoal and saw dust.
  3. Forests prevent soil erosion by their roots binding the soil together, reducing run off thereby reducing incidents of flooding and dam siltation.
  4. Forests are habitats of wild animals which are a tourist attraction which brings foreign exchange used to import goods and services and fund development projects.
  5. Forests are a disposal system for carbon dioxide which they use in photosynthesis and release oxygen thereby purifying air and reducing global warming.
  6. Forests increase soil fertility when leaves fall and rot forming humus.
  7. Forests regulate the climate of an area by creating a micro climate causing heavy and frequent rain by evapotranspiration and lowering temperatures.
  8. Forests are a source of timber for construction and furniture making.
  9. Forests beautify the environment by flora (plants) and fauna (animals).
  • Some forest’s trees are a source of medicine.
  • Presence of forests has led to the development of infrastructure as roads have been constructed to make forests accessible.
  • Forests provide employment to people e.g. forest guards, forest officers, lumberjacks, carpenters and timber merchants.

Importance of Forest Products

  1. Forests are a source of food e.g. fruits, honey, mushrooms and bamboo tender leaves which are used for vegetables.
  2. Forests provide wood used for manufacture of paper, soft boards, ply wood etc.
  3. Animals in forests are hunted for food, skins and horns.
  4. Leaves of trees and forest undergrowth are used as livestock fodder.
  5. Forests provide wood which is used in cottage industries for making carvings and wooden utensils which are sold locally and exported.
  6. Forest flora and fauna are a rich reservoir for research.

Problems Facing Forestry in Kenya

  1. Encroachment by people by clearing them to create room for agriculture and settlement, grazing etc. which puts some plants and animal species in danger of extinction.
  2. Destruction especially of young trees by herbivorous wild animals such as elephants due to rapid increase in the population.
  3. Destruction of huge tracts of forests by fires caused by poachers, honey harvesters etc. especially during the dry season.
  4. Pests and diseases outbreak which can result in destruction of large tracts of land with valuable tree species e.g. there was an outbreak of aphids in 1980s which destroyed cypress.
  5. Overexploitation whereby the trees are harvested at a higher rate than which they are being replaced naturally and also harvesting of immature trees.
  6. Excision of forests e.g. by converting some parts of forests into private land, government land like Nyayo Tea Zones and public utilities like Agricultural Show Grounds which has resulted into reduction of the area under forests.
  7. Poor management of forests e.g. clear cutting which may lead to harvesting of immature trees in future, government officials carrying out illegal logging and government in the past having not been strict in forest conservation of forests which led to destruction of large areas of forests.

Management and Conservation of Forests

Conservation of forests is protection of forests against interference and destruction by man while forest conservation is effective planning and control of forests and forest resources.

Conservation Measures

  1. Creation of forest reserves to protect indigenous forests from extinction e.g. Mt. Kenya forest, Shimba Hills and Arabuko Sokoke.
  2. Setting of forest guard posts in the forests to protect forests against illegal logging (tree felling).
  3. Setting Nyayo Tea Zones to act as protective belts to prevent people from trespassing into the forests. They are also a source of employment and foreign exchange.
  4. Afforestation and reafforestation.
  5. Agroforestry (intercropping of various crops with trees) which:
    • Supplies wood resources
    • Provides animal fodder
    • Provide food e.g. fruits e.g. mangoes and avocadoes for good health and nutrition
    • Acts as wind breakers and
    • Shade for crops.

Management Measures

  1. Research to determine which tree species are suitable for which area and how to combat pests and diseases outbreak.
  2. Carrying out public campaigns through mass media on the importance of forests.
  3. Use of alternative sources of energy e.g. sun, wind, biogas and water to reduce the rate of tree felling.
  4. Use of energy saving stoves to reduce the rate of overexploitation of wood fuel.
  5. Improvement on cutting practices by selective falling of trees and replanting more trees than those cut.
  6. Control of pests and diseases which affect trees.

Importance of Forest Management and Conservation

  1. Are a source of utility products e.g. firewood for fuel and food from fruits and nuts.
  2. For ecological reasons in that they help in the following ways:
    • To preserve flora and fauna
    • It’s a water catchment area
    • Moderating the flow of water reducing soil erosion and floods which also prevents siltation of dams.
  3. For posterity i.e. so that the future generation will have forest resources available for their use.
  4. Industrial reasons because forest products are used as raw materials in the industries such as furniture, paper making, etc.
  5. Forests are important for scientific research such as on herbal medicine and genetic mapping of the species of plants and animals which haven’t been identified.

Softwood Forests in Kenya and Canada

Factors Favouring the Development of Softwood Forests

Kenya

  1. Cool climate of Kenya highlands which enables coniferous forests to thrive e.g. Mt. Kenya and Aberdares.
  2. Heavy rainfall received in Kenya highlands and low evaporation rates which supports forest growth.
  3. Ruggedness and steepness of some parts of Kenya highlands making them unsuitable for settlement thereby leaving forests to thrive.
  4. High demand for timber and wood products locally and outside the country which encourages tree farming.

Canada

  1. Cool and cold climate which favours growth of coniferous forests.
  2. Very low average temperatures in the interior which favours the growth of coniferous forests.
  3. Ruggedness and steepness such as of British Columbia which discourages agriculture and settlement leaving forests to thrive.
  4. Very low population density leaving a lot of land available for forests.
  5. Heavy rainfall on the windward slopes of mountain ranges of British Columbia and low evaporation in the east giving sufficient moisture to sustain forests.

Mode of Exploitation

Kenya

  • Workers are transported daily to logging sites in Kenya while in Canada settlement is set for workers within forests.
  • Power saws are used in both countries to fell trees but axes are used to a limited extent in Kenya.
  • In Kenya transportation of logs is by tractors and lorries while in Canada rivers are widely used to transport logs by floating.
  • In both countries logging is systematic and it is done in blocks.

Factors Favouring Exploitation of Softwoods

Kenya

  1. Doesn’t experience winter so logging can go on throughout the year.
  2. Soft wood forests in Kenya are easier to exploit because trees are planted in rows unlike in Kenya where they are natural and trees grow haphazardly.
  3. In Kenya forests are accessible throughout the year unlike in Canada where forests in the north are inaccessible during severe winter and ruggedness.
  4. In Kenya logging can go on throughout the year because there is no winter.
  5. Availability of water from R. Nzoia for pulp and paper manufacture at Webuye.
  6. Ready market due to high demand for wood products locally and outside in COMESA.

Canada

  1. Mild winters in British Columbia which makes it possible to transport logs throughout the year.
  2. Availability of water from many rivers providing plenty of water for paper and pulp manufacture.
  3. Cheap H.E.P. for factories from many rivers in Canada.
  4. Cheap and efficient land and water transport system easing transport of logs to factories and to markets.
  5. Coastal location of major producing areas making exportation of timber to U.S.A. and Japan easy.
  6. High demand for forest products in the neighbouring U.S.A. and locally due to high purchasing power.
  7. Existence of natural coniferous forests in pure stands (one tree species covering a large area) making exploitation easy.
  8. Absence of undergrowth which makes exploitation easy (due to dead leaves resulting in acidic humus.

Planted soft Woods in Kenya

  • Planted in clear rows.
  • Clear cutting
  • Mature at the same time.

Products

In Kenya and Canada products are poles sawn timber, pulp, paper, block board, ply wood, clip board etc.

Economic Significance of Softwood Forests in both Countries

  1. Provides employment to people e.g. lumberjacks, tree farmers and in timber related industries.
  2. Has led to development of timber/wood related industries e.g. furniture, paper manufacture etc.
  3. A foreign exchange earner when in Canada timber is exported to U.S.A. and when products in Kenya are exported to COMESA.
  4. Saving some foreign exchange when the country produce wood products to cater for their needs on which they’d otherwise spend foreign exchange.
  5. Infrastructural development when roads are constructed to ease transportation of logs to industries and products to markets.
  6. Provide income to tree farmers.

Problems in Kenya and Canada

  1. Forest fires which destroy large tracts of land where in Canada the greatest number of fires are caused by lighting while in Kenya they are caused by illegal loggers, poachers, etc.
  2. Pests and diseases e.g. aphids which destroyed cypress in 1980s.
  3. Overexploitation leading to soil erosion as trees takes long time to mature and provide sufficient cover to the soil after planting.
  4. Canada’s trees take long time to mature (50-60 years due to severe winters which slow their growth. In Kenya they take 12-35 years.
  5. In Canada there is problem of inaccessibility of forests in the northern part in winter and due to rugged terrain while in Kenya they are planted and easily accessible.

Comparison of softwood forests in Kenya and Canada

Similarities

  • Soft wood forests in both countries experience the problems of pests and diseases, fires, soil erosion and overexploitation.
  • Softwood forest products are similar e.g. sawn timber, wood pulp, paper, poles, etc.
  • Softwood forests in both countries grow in places with heavy rainfall, cool temperatures, heavy rainfall and rugged terrain.
  • Forest products earn foreign exchange in both countries.
  • Tree species are similar e.g. there is pine in both countries.

Differences

  • Species of trees differ e.g. in Kenya there is Kenya cedar and podo while in Canada there is Douglas fir and white pine.
  • Canada’s soft woods are mainly natural while Kenya’s are mostly planted.
  • Kenya’s softwood forests are found in highlands while Canada’s are found in lowlands due to cool temperatures.
  • Canada’s softwood forests cover large tracts of land than Kenya’s.
  • In Kenya softwood forests are propagated by afforestation while in Canada it’s by leaving some trees uncut so that they produce seeds to be dispersed naturally.
  • Canada’s softwood forests take longer to mature than Kenya’s due to severe winter temperatures.
  • Kenya’s softwood forests are planted in rows and easily exploitable unlike Canada’s which grow naturally and haphazardly.

TSC Services: How to get them, Cost and Time To wait

TSC Services: How to get them, Cost and Time To wait

Here is a list of all TSC Services, How to get them and costs:

S/N SERVICE (S) RENDERED OBLIGATION (S)/ REQUIREMENTS COST TIME FRAME
1. Service upon visit to TSC office Make enquiry Free 10 minutes
2. Response to correspondence Submit written enquiry Free within 14 days.
3. Registration           of Teachers Submit duly filled online application Ksh. 1000 Within 21 days
4. Teacher Recruitment Submit application against Advertised posts Free Acknowledgement within 14 days.

Interview results to be communicated within 7 days

5. Transfer of teachers Submit duly filled application form Free Acknowledgement within 14 days and communicate decision in 90 days.
6. Assignment of teachers  
i. Posting after recruitment Fill employment form Free Posting letter to be dispatched within 30 days
ii. Posting after leave Submit application 30 days before expiry of leave Free Within 7 days

 

 

S/N SERVICE (S) RENDERED OBLIGATION (S)/ REQUIREMENTS COST TIME FRAME
  iii. Appointment to administrative position Apply for advertised posts Free Acknowledge within 14 days and appoint successful candidate Within 30 days
7. Promotions
Competitive promotions Submit applications against advertised posts Free Within 70 days
Common cadre promotion Submit application 30days before due date Free 30 days
8. Discipline cases
i. Determination Submit defense statement within 21 days after interdiction Free Determine the case within 3 months after registration
ii. Review Submit application within 90 days from the date of the letter communicating decision Ksh. 2000 Within 3 months
9. Payment of salaries and uploading of pay slips Perform assigned duty Free By last day of the month

 

 

S/N SERVICE (S) RENDERED OBLIGATION (S)/ REQUIREMENTS COST TIME FRAME
10. Processing of benefits on exit from service

i.    compulsory retirement

Submit application on prescribed forms and attach specified documents at County/ Sub County offices   Within 1 month
ii.    voluntary early retirement,
iii.     resignation on marriage grounds
iv.    retirement on medical grounds
v.    Death gratuity
11. Complaint    Handling and Resolution Written complaint Free Within 7 days

 

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Word Processing Free Computer Studies Notes

WORD PROCESSING.

 

Word processing is the art of text manipulation.  It involves creating & producing professional looking documents such as letters, memos, reports, etc.

 

Definition of a Word Processor.

 

 

  • A Word Processor is a computer program that enables a person to create, save, retrieve, edit, format, and print text based documents.

 

Initially, the term Word processor was used to refer a computer system with a special piece of software used for the production of documents.

 

Purpose of Word Processing.

 

A Word processor is a tool that can be used to prepare & produce documents.  It can be used in:

 

  • Writing Letters (i.e., Business & general mail).
  • Writing Memos.
  • Writing Books.
  • Writing Articles, Research letters such as Reports/thesis and Term papers.
  • Writing Essays and Projects.
  • Writing Curriculum vitae and Resumes.
  • Writing weekly Newsletters on sports, entertainment, etc.
  • Writing Lease agreements and other legal documents.

 

Common Features (Characteristics) of a Word processor.

 

A Word processor performs the same function as a typewriter, but offers very many useful features / facilities, which can be used to make your work more efficient and attractive.

 

A Word processor can be used to produce quality-finished documents of high standards compared to a typewriter.

 

The following are some of the facilities provided by all Word processors:

 

  • They allow the user to create a file, save it, and retrieve (recover/open) it when required for reuse, printing, editing or formatting.
  • Has Text- editing features, such as: –
  • Copy & Paste, which allows a marked block of text to be moved to another part of the document.

 

  • Find, which allows the user to search for words or phrases within the document.

 

  • Search & Replace, which allows replacement of every occurrence of a certain combination of characters with another set of characters.

 

  • Undo, which allows actions that have been performed to be reversed, such that if some text was accidentally deleted, then the action can be undone.

 

  • Contains Text and Page formatting features such as: –
  • Justification of text, which could be Left, Right, Centre, or Full.
  • Indents and use of Tabs for text alignment.
  • Page Numbering.
  • Insert of page Headers and Footers.

 

 

  • Has different Fonts (lettering/typescripts), Character sizes & Styles such as Bold, Italic, Underline, etc.
  • Enables Printing of documents: single or multiple copies, full or part of a document.

 

  • Enables creation of Tables, which can be used to perform certain calculations & sorting on a given text.

 

  • Has an inbuilt dictionary.
  • Contains Tools such as Spelling and grammar checkers, Bookmarks & Thesaurus (which provides alternative words – synonyms).

 

  • Typing errors can be corrected and the text modified before printing the final version.

 

  • Enables the use of document templates, which can be used to quickly create the most frequently used documents once the format has been set.

 

  • Allows Mail merging, which makes it possible to combine several letters.

 

This is very useful when similar letters has to be sent to several people.  The names and addresses of each person can be merged with one single standard document and printed out.

 

  • Enables creation of Newspaper layouts, which can be used for manipulation of Column text.

 

  • Has the ability to add graphics within documents.

 

  • Allows creation of Footnotes and Endnotes.

 

  • Provides file protection using Passwords.

 

  • Contain Macros, which can be used to automate the most frequent & repetitive tasks.
  • Have the ability to create and import tables, text and graphics from other programs.

 

  • All Word processors have similar document windows with the following features:

 

  • They are designed to look like a piece of paper with a few electronic improvements.
  • The screen is blank before typing of text.
  • There is a Cursor, which blinks at the position where you can begin entering text.
  • There is a Status bar that provides the user with information about current status such as saving operation, the name of the file in use, the current page, and column cursor position.
  • Word wrap: A facility/feature that automatically moves a word or cursor to the beginning of the next line if there is insufficient room at the end of the current line.
  • Scrolling: This is the vertical movement of text document on the screen, either using the Up or Down arrow keys, Page Up or Page Down keys, or using the Mouse in Windows based word processors.
  • Help: Contains instructions, tips, pointers, explanations and guidance on how to use an application.
  • Editing modes: Word processors have two editing modes; Insert mode and Type over mode.

 

In Insert mode, every character typed between words, lines or characters is placed at the cursor position.  This pushes all the text in front of the cursor away without deleting it.

 

In Type over mode, every character typed deletes what was there before and replaces it with new text at the cursor position.

 

Common examples of Word processors: –

 

* Microsoft Word.                              * WordStar.

* Corel WordPerfect.                         * Wang writer.

* Lotus WordPro.                               * WordWrite.

 

Advantages of Word processors.

 

Word processors have almost replaced typewriters and other writing tools as the means of creating documents.  This is because; a word processor has a number of advantages that include:

 

  • A document can be stored in the computer for future reference in computer files. The files do not occupy physical space like the one on paper; hence, this creates a paperless document processing environment.
  • Typing using a word processor is easier & more efficient because some actions are automated.

 

Examples;

 

  • Word wrap feature automatically takes the cursor to the beginning of the next line once you reach the end of the current line.
  • Automatic insertion of a new page after reaching the end of the current page.
  • Most word processors have special editing tools such as Spelling and grammar checkers that help the user to easily correct grammar and spelling mistakes. Thesaurus helps to find a word with similar meanings.
  • Most word processors have Insert and Type over Therefore, one can easily insert or replace a word or a phrase without affecting the structure and neatness of the document.
  • Word processors have superior document formatting features such as underlining, boldfacing, italicization, applying different colours, etc.

 

Formatting refers to the art of making the document more attractive and appealing to the eye.

 

  • A Word processor enables one to produce many copies of a document through printing; whereas, a typewriter may require retying of the entire document when we want many copies.
  • Word processor has Cut, Copy and Paste commands that enable the user to incorporate other text without having to retype it.
  • Provides secrecy in writing documents through Passwords.
  • Allow simple arithmetic operations such as additions, multiplications, etc.
  • Allows Mail merging (combining of several documents).

 

Disadvantages of Word processors.

 

  • They are Expensive.
  • The use of Word processors creates unemployment.
  • The use of the Word processors is limited only to those areas with power supply.
  • There is need of a literate person to operate it.

 

Factors to consider when choosing a Word processor.

 

The choice of a word processor depend on:

 

  1. The type of operating system.

E.g., most microcomputers are currently running on Windows based operating systems.  This means that you should consider acquiring a Word processor based on graphical user interface.

  1. Its user-friendliness (ease to use).
  2. Its formatting and editing features. They should be good and in variety.

 

Review Questions 1.1

 

  1. (a). What is Word processing?

(b). Give THREE examples of Word processors used at present.

  1. State the purpose of word processing.
  2. Identify any FOUR advantages and TWO disadvantages of using a Word processor to prepare documents compared to manual Typewriter.
  3. (a). What is document formatting?

(b). List TWO editing features and THREE formatting features of a good Word processor.

  1. Explain the difference between Type over and Insert mode in word processing.
  2. What is word wrap?

 

Review Questions 1.2

 

 

  1. (a). What is a Word Processor?

(b). Name two common Word processors used in the market today.

(c). Name any THREE advantages of a Word processor.

  1. Briefly describe FIVE features of Word processors.
  2. What constraints do early Word processors have?

 

Review Questions 1.3

 

 

  1. Name any THREE characteristics of a Word processor.

Strict Course requirements on KUCCPS lock out many KCSE students from ‘preferred’ courses.

Many students who sat for the Kenya Certificate of Secondary Education, KCSE, exams last year are crying foul after stringent requirements locked them out of preferred courses. The students who are currently making their courses choice via the Kenya Universities and Colleges Central Placement Service, KUCCPS, are unable to select given courses due to ‘high’ cluster and subject requirements. Students wishing to enroll for teaching courses have been met with a rude shock as the bar has been raised. For example, to enroll for a degree in Bachelor of Education Science one is expected to have scored a minimum of a C (plain) in both English and Mathematics at the KCSE exams. This is on top of the cluster requirements set by various universities. For this degree Kenyatta University has set the highest cluster at 34.996, while Baraton university has the lowest cluster requirement of 23.001. One must have also garnered a minimum of a C+ (plus) for both the mean grade and the teaching subjects.

Things are not any better for students wishing to enroll for a degree in Bachelor of Education Arts as they are expected to have scored a C (plain) in English and a D+ (plus) in Mathematics. For this course, Kenyatta University has set the highest cluster of 30.251, while the University of Eldoret has the lowest cluster requirement of 24.11.

POOR PERFORMANCE IN BIOLOGY THE BANE OF MANY STUDENTS.

The general low performance in Biology at KCSE by many students has come back to haunt them big time. Students who failed to clinch a C+ (plus) in Biology are most hit as they can not enroll for a medicine/ health related degree course. For instance, a student with intentions of enrolling for a degree in Nursing must have a C+ (plus) in Biology, Chemistry, Maths or Physics and English or Kiswahili. The highest cluster for this course has been set at 39.905 and the lowest cluster at 28.044.

These are the other degree courses’ Minimum subject requirements:

  • Law: B (plain) in English or Kiswahili
  • Bachelor of Education (Special needs Education): C (plain) in English/ Kiswahili, C+ in Biology and a C+ (plus) in either Mathematics, Physics, Chemistry or Geography.

Students applying for the Courses are expected to pay Kshs. 1,500; if applying for the first time. The money is paid to the KUCCPS pay bill number that will be provided during the application process at https://students.kuccps.net/login/. The students have up to the the 23rd of February, 2019 to select or revise their courses.

RELATED CONTENT:

Free Schemes of Work For Secondary School Form 1, 2, 3 and 4 Free (All Topics, Subjects Well Arranged)

Free Schemes of Work For Secondary School Form 1, 2, 3 and 4 Free (All Topics, Subjects Well Arranged)

Geography Form I – IV.doc
CRE Form I – IV.doc
History Form I – IV.doc

Kiswahili Form I – III.doc
English Form I – IV.doc
Kiswahili Form IV.doc

Mathematics Form I – IV.docx

Physics Form I – IV.docx
BIOLOGY.doc
Biology Form I – IV.doc
Chemistry Form I – IV.docx

Computer Form I – IV.docx
Business Education Form I – IV.docx
Agriculture Form I – IV.docx

Music Form I – IV.doc
Home Science Form I – IV.doc

How to Confirm KCSE, KCPE, KPSEA registration Online

How to confirm you registered for KCSE

To verify, parents and school adminstrators are required to send an SMS to 20076 with the candidate’s index number.

“Headteachers, parents, and candidates can now confirm the registration details for KPSEA, KCPE and KCSE examinations by sending an SMS to 20076. Use this format; (Exam)(Index Number), for example; KCPE36611030002, and send to 20076. You will receive a confirmation message,” Knec says.

Registration of Candidates

Registration of candidates for the KNEC examinations is based on the Regulations and Syllabuses for specific examination which give the guidelines and procedures required for the registration of candidates.
After all the information for the candidates has been keyed online, heads of institutions/schools MUST re-check the online report thoroughly to ensure that it is accurate. The head institution must then download the list of candidates, sign and stamp on the space provided and indicate all other details required in the nominal roll after verification.
The Ministry of Education will remit examination fees for all KCPE and KCSE candidates for both private and public schools. However the following candidates will be required to pay examination fees:-

    • KCPE and KCSE private candidates
    • Candidate in prisons
    • Teacher Education candidates
    • Business and Technical examinations candidates

The Registration of the mentioned KNEC examinations is done online.

Registration Of Candidates with Special Needs

The Kenya National Examinations Council has categorized the candidates with special needs as follows:-

      • Visually impaired – low vision and blind candidates
      • Hearing impaired candidates
      • Physically challenged candidates
      • Mentally Challenged candidates

Information on the above candidates giving details of index number, subjects and degree of impairment must be captured during registration.Depending on the degree of impairment, the Council will facilitate the candidates appropriately upon receipt of supporting evidence from competent medical authority.

For Candidate Registration visit click the button below:

All Examination fees must be paid through any of the following banks:-

  1. Co-operative Bank.
  2. National Bank of Kenya.
  3. Equity Bank.
  4. Kenya Commercial Bank.

A candidate is considered duly registered after fulfilling the following:

  1. Candidate’s details are successfully uploaded onto the registration platform for the specific examination.
  2. The subjects are duly selected as per subject cluster as stipulated in the regulations governing the specific examination.
  3. Payment of fees where applicable (examination fees is not refundable or transferable to another candidate nor to another year)
  4. Submission of all the candidates’ registration materials to KNEC

Registration Process and Details

Every year, before the KCSE registration deadline, the Kenya National Examinations Council (KNEC) releases its guidelines that inform what they require from every institution during the registration process.

Therefore, any student that is interested in the regular registration procedure must provide the following information:

  • Digital passport photographs
  • Copy of birth certificates (verifying date of birth)
  • Candidate’s index number
  • Candidate’s full name
  • Subject choices

To register candidates proceed as follows:

  1. Visit the official KNEC registration portal using knec-portal.ac.ke.
  2. On the secondary schools (KCSE) section, click on candidate registration.
  3. Enter KNEC portal username and password, including username (school KNEC code) and password, and click log in to access the portal. It is important to note that only the headmaster or authorised person is allowed to capture the candidate’s details and upload all photographs on the portal.
  4. Under the Register Candidates tab, click on the box indicated Select to open another menu. Once open, select Enter New Candidate (s) and click on Continue.
  5. In the new window that open after clicking continue, provide the candidate’s previous examination details.
  6. You can choose either KCPE or Qualifying.
  7. Also, enter the candidate’s index number as utilised in their earlier examination and year.
  8. Once done, click on find. The action will search for the candidate’s information, and once discovered, will display their name, gender, and year of birth.
  9. You can now complete the candidate’s registration by providing their index number (the last three digits only), entry code, status (citizen or non-citizen), birth certificate number, disability status, passport photo (300 x 300) and choose all the relevant subjects the candidate is taking.
  10. Click on Post to upload the details to the KNEC database.
  11. If the upload is successful, you will get a confirmation message.
  12. Repeat this procedure for all the registration of normal candidates in your school/ Exam centre.

KCSE 2020/2021 Grading System Per Subject

KCSE 2020/2021 Grading System- The Kenya National Examinations Council, KNEC, grades students per performance in subjects attempted during the Kenya Certificate of Secondary Education (KCSE) exams. This grading is dynamic as it is dependent on the performance of candidates in a particular year. 

The Kenya Certificate of Secondary Education (KCSE) is offered to learners who have completed the secondary education cycle of four years.

KCSE SUBJECT CODES

Each subject offered by Knec has its own code. Check the table below before we take you through the grading process;

S/N Subject Name Subject Code
1 English 101
2 Kiswahili 102
3 Mathematics 121
4 Mathematics, Alternative B 122
5 Biology 231
6 Physics 232
7 Chemistry- 233
8 Biology for the Blind 236
9 General Science 237
10 History 311
11 Geography 312
12 CRE 313
13 IRE 314
14 HRE 315
15 Home Science 441
16 Art and Design 442
17 Agriculture 443
18 Wood Work 444
19 Metal Work 445
20 Building Construction 446
21 Power Mechanics 447
22 Electricity 448
23 Drawing and Design 449
24 Aviation Technology 450
25 Computer Studies 451
26 French 501
27 German 502
28 Arabic 503
29 Sign Language 504
30 Music 511
31 Business Studies 565

 

These subjects are grouped into five (5) as depicted in the image below;

Knec Subject Choices for KCSE candidates

See also; How to download KCSE results for the whole school.

KCSE GRADING.

For you to be graded, you must take a minimum of seven (7) subjects. Out of these, English, Kiswahili and Mathematics are compulsory. You must further take a minimum of two sciences and one Humanity. The seventh subject can as well be chosen from the remaining categories i.e Applied, Humanities, Sciences etc.

In a nutshell, a Candidate must enter for at least 7 subjects which must include:

  • From Group I – All the three subjects of Code Numbers 101, 102 and either121 (option “A” )or 122 (option “B”)
  • From Group II – At least two subjects of Code Numbers 231, 232 , 233,236( Blind candidates) or 237 for option “B”
  • From Group III – At least one subject code of 311,312 or any one among 313/314/315
    Note: Only one of the Religious subjects 313, 314 , 315 and one Mathematics option is to be taken. One other subject selected from the remaining subjects in Group II ,III and IV (Code Numbers 441,442,443,444,445,446,447,448,449,450 and 451) or V(Code Numbers 501,502,503,504,511 and 565)
  • Candidates can sit for 9 subjects and the extra 1 or 2 subjects can be selected from the remaining subjects of groups II, III, IV and V.

Again, it is advisable that you undertake 8 or 9 subjects as opposed to 7. This gives you more grading options. The grade you get is dependent on scores in your subjects. To get your mean score, the Council totals the points that you get per subject.

The highest grade you can get is an A(plain) which carries a point load of 12. Conversely, the lowest grade is an E (that has one point only); See more details on the table below.

Points Grade
12 A (plain)
11 A- (Minus)
10 B+ (plus)
9 B (plain)
8 B- (minus)
7 C+ (plus)
6 C (plain)
5 C- (minus)
4 D+ (plus)
3 D (plain)
2 D-(minus)
1 E

Mean Grade Award Descriptions

  • Mean grade will be X, if a candidate is absent in all subjects
  • Mean grade will be Y, if one or more subjects are cancelled.
  • Mean grade will be U, if the entry requirements for the KCSE examination are not met
  • Mean grade will be CRNM, if the course requirements for the Teacher education, Business and Technical examinations are not met
  • Mean grade will be P, if results are pended
  • Mean grade will be W, if the examination results are withheld;

KNEC KCSE Grading Scale – Per Subject 2021-2022 

It is important to note that each subject has its own grading system as shown below;

KCSE GRADING SCALE FOR ENGLISH

Points 101; ENGLISH
12 80 – 100 A
11 75 – 79 A-
10 70 – 74 B+
9 65- 69 B
8 60 – 64 B-
7 55 – 59 C+
6 50 – 54 C
5 45 – 49 C-
4 40 – 44 D+
3 35 -39 D
2 30 -34 D-
1 0 -29 E

 

KCSE GRADING SCALE FOR KISWAHILI

POINTS 102; KISWAHILI
12 78 – 100 A
11 73 – 77 A-
10 68 – 72 B+
9 63 – 67 B
8 58 – 62 B-
7 53 – 57 C+
6 48 – 52 C
5 43 – 47 C-
4 38 – 42 D+
3 33 – 37 D
2 28 – 32 D-
1 0 – 27 E

 

KCSE GRADING SCALE FOR MATHEMATICS

POINTS 121; MATHEMATICS
12 70 – 100 A
11 65 – 69 A-
10 60 – 64 B+
9 55 – 59 B
8 49 – 54 B-
7 43 – 48 C+
6 37 – 42 C
5 31 – 36 C-
4 25 – 30 D+
3 19  – 24 D
2 12 – 18 D-
1 0 -11 E

 

KCSE GRADING SCALE FOR BIOLOGY

POINTS 231; BIOLOGY
12 80 – 100 A
11 75 -79 A-
10 70 – 74 B+
9 65- 69 B
8 60 – 64 B-
7 55 – 59 C+
6 50 – 54 C
5 45 – 49 C-
4 40 – 44 D+
3 35-39 D
2 30-34 D-
1 0 -29 E

 

KCSE GRADING SCALE FOR PHYSICS

POINTS 232; PHYSICS
12 60 – 100 A
11 55 – 59 A-
10 50 – 54 B+
9 45 – 49 B
8 40 – 44 B-
7 35 – 39 C+
6 30 – 34 C
5 25 – 29 C-
4 20 – 24 D+
 3 15 – 19 D
2 10 – 14 D-
1 0 – 9 E

 

KCSE GRADING SCALE FOR CHEMISTRY

POINTS 233; CHEMISTRY
12 65 – 100 A
11 60 – 64 A-
10 55 – 59 B+
9 50 – 54 B
8 45 – 49 B-
7 40 – 44 C+
6 35 – 39 C
5 30 – 34 C-
4 25 – 29 D+
3 20 – 24 D
2 15 – 19 D-
1 0 – 14 E

 

KCSE GRADING SCALE FOR HISTORY & GOVERNMENT

POINTS 311- HISTORY
12 80 – 100 A
11 75 – 79 A-
10 70 – 74 B+
9 65 – 69 B
8 60 – 64 B-
7 55 – 59 C+
6 50 – 54 C
5 45 – 49 C-
4 40 – 44 D+
3 35 – 39 D
2 30 – 34 D-
1 0 -29 E

 

KCSE GRADING SCALE FOR GEOGRAPHY

POINTS 312- GEOGRAPHY
12 66 – 100 A
11 61 – 65 A-
10 56 – 60 B+
 9 51 – 55 B
8 46 – 50 B-
7 41 – 45 C+
6 36 – 40 C
5 31 – 35 C-
4 26 – 30 D+
3 21 – 25 D
2 16 – 20 D-
1 0 – 15 E

KCSE GRADING SCALE FOR CHRISTIAN RELIGIOUS EDUCATION (CRE)

POINTS 313- CRE
12 90 – 100 A
11 85 – 89 A-
10 80 – 84 B+
 9 75 – 79 B
8 70 – 74 B-
7 65 – 69 C+
6 60 – 64 C
5 55 – 59 C-
4 50 – 54 D+
3 45 – 49 D
2 40 – 44 D-
1 0 – 39 E

 

KCSE GRADING SCALE FOR AGRICULTURE

POINTS 443- AGRICULTURE
12 88 – 100 A
11 83 – 87 A-
10 78 – 82 B+
9 73 – 77 B
8 68 – 72 B-
7 63 – 67 C+
6 58 – 62 C
5 53 – 57 C-
4 48 – 52 D+
3 43 – 47 D
2 38 – 42 D-
1 0 – 37 E

 

Best Kuccps guide to university, TVET, KMTC and TTC applications online

INTER-INSTITUTIONAL TRANSFER APPLICATION

FREQUENTLY ASKED QUESTIONS

1.   How can I apply for inter-institutional transfer?

Applications must be submitted online through the Student’s Portal (students.kuccps.net).

2.   What happens after I have submitted the application?

  1. The university/college that you seek to transfer to will receive your application online and endorse it through its institutional portal.
  2. Once your application has been endorsed by your desired institution, the releasing institution (your current university/college) will receive it and release you through the institution’s
  3. The endorsed application will move to KUCCPS for approval, after which a transfer letter will be generated in the applicant’s portal for downloading.

3.   What should I do after downloading the inter-institutional transfer letter from the Student’s Portal?

Present it to the university/college that you have been transferred to for the institution to issue you with an admission letter and joining instructions.

4.   I have typed the reason for transfer but the next step does not come up. What might be the problem?

You need to attach a document supporting your reason for transfer. Also, type a brief explanation why you are seeking to change institutions, in the provided space. The explanation should be not less than 300 characters and not more than 600 characters.

(Tip: Type out the explanation in a Word document as you monitor the characters. Once the right length is achieved, copy and paste it in the provided space.)

5.   I have selected the reason for transfer and I am required to attach a supporting document. What I am supposed to attach?

Attach a document that supports the reason that you have provided. For example, if you have cited medical reasons, you may attach a letter from a recognised health facility/medical professional.

6.   Am I allowed to change both the course and the institution?

It is possible to change both the course and institution provided you meet the course subject requirements and cut-off points.

7.   I only wish to change the course and not the university/college. What is the process?

You can change the course through an inter-faculty transfer, which is handled by the university/ college. The institution’s academic registrar will guide you.

8.   I deferred my studies and now wish to move to another institution. Are previous years’ candidates allowed to transfer?

The current online transfer application is only for those who sat the 2021 KCSE examination and were placed in universities and colleges.

9.   After my transfer is approved, when will I be reporting to the new institution and how will I get the admission letter?

The institution that you have transferred to is responsible for issuing the admission letter and other joining instructions.

10.What should I do if the institution I am seeking to transfer to fails to endorse my transfer?

You application will revert back to you immediately the institution denies endorsement. Similarly, if the institution fails to act after 7 days, it will revert back to you to enable you initiate a fresh application

11.  Will my transfer be approved if the receiving institution endorses it but the receiving (releasing) institution declines?

Your application will move to KUCCPS for further direction or administrative action.

12.  How much does one pay for an inter-institution transfer?

The inter-institution transfer processing charges is Ksh.1,000.

13.  How long does it take for the inter-institution transfer to be concluded?

It takes 14 days upon receipt of your fully endorsed application.

14.  How many times can one request for an inter-institution transfer?

Inter-institution transfer is allowed only once.

15.  Can I transfer from a diploma to degree programme?

You can transfer to a degree course if you attained a mean grade of C+ and above and you meet the specific requirements of the degree programme.

For enquiries, Call: 020 5137400 or Email: info@kuccps.ac.ke

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Kuccps Diploma Programmes (Course codes, requirements and institutions)
Kuccps cut off points for all courses
Kuccps cutoff points 2024
KUCCPS opens portal for first application, revision of courses for KCSE 2023 candidates
Kuccps opens student portal for University and College placement applications/ revision of courses 2024
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Kuccps latest news 2024 (How to apply for Courses, Revise, Check placement results, Apply for inter institution transfer and Download admission letter)
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Kuccps portal login (Login to select courses, check placement results and apply for transfer)
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The Kuccps student portal login 2024
How to apply for Kuccps placement 2024 (Simplified guide)
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Kuccps student portal login and guide
Kuccps diploma courses guide; Requirements and cut-off points
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How to download 2024 KUCCPS Student’s Admission letter to all universities; 2024 KUCCPS Admission list pdf download
How to check Kuccps placement for KCSE 2023 candidates (Simplified procedure)
2024 KUCCPS Admission letters for all universities and colleges
KUCCPS- Inter-Institution Transfer Application for the 2024 Placement Cycle Inter-Institution Transfer Application for the 2024 Placement Cycle.
New- 2024 KUCCPS inter-institution transfer guidelines and procedure.
KUCCPS – Inter Universities transfer portal to be opened; Procedure for inter-university transfer
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How to apply for Teacher Training College (TTC) placement & Courses

Do you want to become a teacher in Kenya and looking for the best Teacher Training College, TTC, to join? Worry no more. 

Discover the top Teacher Training Colleges in Kenya for TTC placement & courses. Find your path to becoming a teacher in Kenya with ease.

According to Kuccps, the interested applicants can study Diploma in Primary Teacher Education (DPTE) as well as  Diploma in Early Childhood Teacher Education (DECTE) .

Currently, the kuccps applications portal is open for making applications until 4th April 2024.

As per to kuccps, interested candidates who sat for KCSE exams from 2020 to 2023 can to apply online for placement consideration.

The new placement guidelines indicate that  students seeking to study for a diploma in education require C plain or C- in the Kenya Certificate of Secondary Education (KCSE) .

On the other hand, those seeking to enroll for certificate course in education (previously known as P1 certificate) will need C plan.

Grade for entry for both DPTE and DECTE has been revised with now  a mean grade of C (plain) being  required for application .

Applicants are required to pay ksh 1,500 to Kuccps through e-Citizen program

Previously,  candidates who wished to join TTC  required to have met minimum of C plain in KCSE together with some subject clusters , a condition that has since now been removed.

Kuccps has highlighted  a list of  35 TTC that will admit students for teaching course .

These institutions include;

ABERDARE TEACHERS TRAINING COLLEGE (TTC)

ASUMBI TEACHERS TRAINING COLLEGE (TTC)

BISHOP MAHON TEACHERS TRAINING COLLEGE TTC

BONDO TEACHERS TRAINING COLLEGE TTC

 MACHAKOS TEACHERS TRAINING COLLEGE TTC

MANDERA TEACHERS TRAINING COLLEGE TTC

MERU TEACHERS TRAINING COLLEGE TTC

MIGORI TEACHERS TRAINING COLLEGE TTC

MOI TEACHERS COLLEGE BARINGO TTC

MOSORIOT TEACHERS TRAINING  COLLEGE TTC

MURANG’A TEACHERS TRAINING COLLEGE TTC

NAROK TEACHERS TRAINING COLLEGE TTC

SEME TEACHERS COLLEGE TTC

SHANZU TEACHERS TRAINING COLLEGE TTC

ST. AUSTINE TEACHERS TRAINING COLLEGE EREGI TTC

 ST. JOHN’S TEACHERS TRAINING COLLEGE Kilimanjaro TTC

ST. MARKS TEACHERS TRAINING COLLEGE KlGARI TTC

TAMBACH  TEACHERS TRAINING COLLEGE TTC

THOGOTO TEACHERS TRAINING COLLEGE TTC

UGENYA TEACHERS COLLEGE TTC

BORABU TEACHERS TRAINING COLLEGE TTC

BUNYORE TEACHERS TRAINING COLLEGE TTC

CHESTA TEACHERS TRAINING COLLEGE TTC

EGOJI TEACHERS TRAINING COLLEGE TTC

GALANA TEACHERS TRAINING COLLEGE TTC

GARISSA TEACHERS TRAINING COLLEGE TTC

KAGUMO TEACHERS TRAINING COLLEGE TTC

KAIMOSI TEACHERS TRAINING COLLEGE TTC

KAMWENJA TEACHERS TRAINING COLLEGE TTC

KENYENYA TEACHERS TRAINING COLLEGE TTC

 KERICHO TEACHERS COLLEGE TTC

KIBABII DIPLOMA TEACHERS TRAINING COLLEGE TTC

KITUI TEACHERS TRAINING COLLEGE TTC

KWALE TEACHERS TRAINING COLLEGE TTC

LUGARI DIPLOMA TEACHERS TRAINING COLLEGE TTC

Mathaithi Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}

Mathaithi Secondary School is a public Mixed, (Boys’ and Girls’) Sub-County Level Day School. The Senior School (Secondary School) is physically located at Mathira East Subcounty in Nyeri County of the Central Region, Kenya. Placement in the school is done by the Ministry of Education of the Republic of Kenya. To be placed to join this school, a grade 9 learner has to select the school online and placement is done based on the available grade 10 vacancies.  We have also provided the School’s Official Phone Number Contact. Reach the Principal directly on: 0716775240

Continue reading: New list of all National Schools in Central Region {CBE Senior Schools}

This well researched article provides the latest and accurate on the school’s School Physical Location, Postal Address, Mobile Number, Telephone Number, Email Address and School Website. Also available is the school’s Category, type, level, accomodation type, Knec Code and Performance at KNEC EXAMS.

Key Details about the school.

Country where found: Kenya.

Region: Central.

County: Nyeri County.

Subcounty: Mathira East Subcounty.

School Type/ Ownership: A Public School.

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

Category: Regular School

School’s Official Name: Mathaithi Secondary School

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

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

Accomodation Type: Day  School.

Knec Code:  08217219

School’s Official Phone Number:  0716775240

Official Email Address for the School: wamwangix@gmail.com

Postal Address:

Total Number of Subjects Combinations Offered at the School: 9 Subjects’ Combinations in various Pathways.

Important Links with Schools’ details:

Fees paid at Mathaithi Secondary School

Fees paid at the school is determined by the Ministry of Education and is uniform for all Senior Schools; countrywide. National Senior schools have the highest fees set; followed by Extra-County, County and Sub-County schools in that order.

Mathaithi Secondary School Profile & Information

Complete overview of academic programs and school details

MATHAITHI DAY SECONDARY SCHOL

LocationNYERI
SexMIXED
CategoryREGULAR
ClusterC4

2

STEM

7

Social Sciences

9

Total Combinations

Subject Combinations Offered at Mathaithi Secondary School

View all available subject combinations at this school

SOCIAL SCIENCES

7
HUMANITIES & BUSINESS STUDIESCode: SS2019
Christian Religious Education,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2061
Business Studies,Geography,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2004
Geography,History & Citizenship,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2069
Christian Religious Education,Fasihi ya Kiswahili,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2018
Fasihi ya Kiswahili,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2035
Christian Religious Education,Fasihi ya Kiswahili,Geography
3 SubjectsSOCIAL SCIENCES
LANGUAGES & LITERATURECode: SS1080
Business Studies,Fasihi ya Kiswahili,Literature in English
3 SubjectsSOCIAL SCIENCES

STEM

2
APPLIED SCIENCESCode: ST2075
Agriculture,Geography,Physics
3 SubjectsSTEM
PURE SCIENCESCode: ST1042
Agriculture,Biology,Chemistry
3 SubjectsSTEM

How to get the School’s Knec Results.

To check the school’s Knec results, visit Knec Portal and search for the school by its name.

📍 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.

Continue reading:

How to Contact the Ministry of Education, MoE- Kenya..

Contact the Ministry by using the following details;

1. State Department of Early Learning and Basic Education:

  • Postal Address: P.O Box 36260-00200 Nairobi, Kenya
  • Physical Address: Jogoo House B, Taifa Road
  • Telephone Number: +254-020-3318581
  • Email: psbasic@education.go.ke

2. MINISTRY OF EDUCATION’s HEAD OFFICE.

  • Physical Location: Jogoo House “B” Taifa Road
  • Postal Address: P.O. Box 300400-00100 Nairobi.
  • Email: info@education.go.ke
  • Phone : +254(0) 3318581

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.

TSC List of Approved TSC Teaching Subject Combinations for Secondary Schools

Science Combinations

  • Chemistry & Biology
  • Chemistry & Physics
  • Agriculture & Geography
  • Biology & Geography
  • Home Science & Biology
  • Physics & Computer
  • Agriculture & Biology
  • Agriculture & Chemistry

Language Combinations

  • English & Literature
  • Kiswahili & CRE (Christian Religious Education)
  • Kiswahili & History
  • Kiswahili & Geography
  • German & Geography
  • German & CRE
  • Kiswahili & IRE (Islamic Religious Education)
  • Kiswahili & Home Science
  • Kiswahili & P.E. (Physical Education)
  • French & Geography
  • French & Business Studies
  • French & CRE
  • French & History
  • Arabic & IRE
  • German & History

Mathematics Combinations

  • Mathematics & Business Studies
  • Mathematics & Geography
  • Mathematics & Computer
  • Mathematics & Chemistry
  • Mathematics & Biology
  • Mathematics & Physics

Humanities Combinations

  • Geography & CRE
  • History & CRE
  • Geography & History
  • Geography & IRE
  • History & IRE
  • History & P.E.
  • Geography & P.E.
  • Geography & Business Studies
  • Home Science & History
  • Home Science & CRE
  • SNE & P.E.
  • Music & P.E.

Technical Combinations

  • Metal Work & Mathematics
  • Metal Work & Physics
  • Woodwork & Mathematics
  • Woodwork & Physics
  • Electricity & Mathematics
  • Electricity & Physics
  • Fine Arts & History (Fine)
  • Art & Geography
  • Art & Design & History
  • Art & Design & Geography
  • Kiswahili & Home Science
  • Kiswahili & P.E.

SELECTION OF PATHWAYS AND SENIOR SCHOOLS

• Determination of pathways per senior school
• Determination of vacancies for boarding and day schooling in senior schools
• Selection of pathways, subjects’ combination and schools by grade 9 learners Selection based on pathway

The learner will select 12 schools for their chosen pathway as follows.
– Four 4 schools in first choice track and subject combination
– Four (4) schools in second choice subject combination
– Four (4) schools in third choice subject combination (Total 12 schools) Selection based on accommodation

Out of the 12 schools selected based on pathway;

  • 9 will be boarding schools; 3 from the learners’ home county, 6 from outside their home county/county of residence.
  • Three (3) day schools in their home sub county/sub county of residence. (Total 12 schools)
    Pre selection – A school that does not allow open placement can apply to be pre-select if it meets the criteria defined by the Ministry of Education.

How Placement of learners to Senior Schools (SS) at Grade 10 will be done

It will be based on:

  • Top 6 learners per gender in each STEM track per sub-county will be placed for Boarding in  schools of choice
  • Top 3 learners per gender in each Social Science track per sub-county will be placed for Boarding in schools of choice
  • Top 2 learners per gender in each Arts and Sports Science track per sub-county be placed to Boarding schools of their choice
  • Placement of Candidates with Achievement Level of averaging 7 and 8 per track to boarding schools of their choice

Admission and replacement process

  • Placement results will show where learners have been placed
  • Admission letters/joining instructions shall be accessed online using the learner’s assessment Number.
  • All schools, both public and private shall admit Grade 10 through KEMIS
  • Leaners will be entered to the KEMIS System only after reporting physically to the school.
  •  Daily online reporting shall be monitored through KEMIS

Replacements

  •  Schools with vacancies will declare through their respective county directors of education
  •  Learners who wish to change schools will make requests through the heads of junior schools at least 2 weeks before the official grade 10 reporting date
  • Priority shall be given to those who had earlier selected the schools they are requesting for  Approvals by MoE shall be based on senior schools’ documented capacity
  • Upon a request’s approval, the joining instructions shall be accessed online; at no time shall a school issue printed letters for replacement cases
  • Replacement will be done once and shall be irreversible

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

ALL NATIONAL SCHOOLS IN KENYA

New list of all National Schools in North-Eastern Region {CBE Senior Schools}

New list of all National Schools in Nairobi Region {CBE Senior Schools}

List of National Schools Offering Biology, Building & Construction and Chemistry CBE Subjects

Nkubu High School: National School’s Full Details

Meru School : National School’s Full Details

New list of all National Schools in Eastern Region {CBE Senior Schools}

New list of all National Schools in Central Region {CBE Senior Schools}

Kaaga Girls High School : National School’s Full Details

St. Mary’s Girls High School Igoji : National School’s Full Details

Moyale Boys Secondary School : National School’s Full Details

Moi Girls High School Marsabit: National School’s Full Details

New list of all National Schools in Rift-valley Region {CBE Senior Schools}

New list of all National Schools in Nyanza Region {CBE Senior Schools}

Moi Girls’ Secondary School-Mandera: National School’s Full Details

New list of all National Schools in Coast Region {CBE Senior Schools}

Mandera Secondary School : National School’s Full Details

Matiliku Secondary School : National School’s Full Details

Mukaa Boys’ High School: National School’s Full Details

New List of All National Schools Per Region {For all 8 Regions}

New list of all National Schools in Western Region {CBE Senior Schools}

Number of KCSE candidates in all Boys’ National schools; School KNEC code, name, category, type and cluster

List of all the Boys’ national schools in Kenya; New list, their contacts, enrollment plus locations

New List of all Boys’ National Schools under CBC, CBE Curriculum

Mama Ngina Girls High School, the only girls’ national school in Mombasa County, relocated to ultra modern facilities

Chewoyet National School; full details, KCSE  Analysis, Contacts, Location, Admissions, History, Fees, Portal Login, Website, KNEC Code

New List of all Girls’ National Schools under CBC, CBE Curriculum

New List of all National Schools under CBC, CBE Curriculum

List of all National Schools in Kenya; Location, Knec Code and Type

New List of all Mixed National Schools under CBC, CBE Curriculum

ALL EXTRA COUNTY SCHOOLS IN KENYA

List of best performing, top, extra county schools in Nakuru County

Extra County Secondary Schools in Garissa County; School KNEC Code, Type, Cluster, and Category

Extra County Secondary Schools in Narok County; School KNEC Code, Type, Cluster, and Category

List of all Best Extra County High Schools in Kenya- Knec Code, Category, Cluster

Best and top extra county secondary schools in Nyeri county

Extra County Secondary Schools in Laikipia County; School KNEC Code, Type, Cluster, and Category

Best, top, Extra County Schools in Kirinyaga County

List of best performing Extra County schools in Machakos County

Nyeri County Best National, Extra County Secondary Schools

List of best Extra County secondary schools in Elgeyo Marakwet County

How to know 2024 form one admission results and download 2024 Extra County School admission letters, online: Education News

List of all Best Girls’ Extra County High Schools in Kenya- Knec Code, Category, Cluster

List of all Boys Extra County Schools in Kenya; Location, Knec Code and Type

ALL SENIOR SCHOOLS IN KENYA.

Kihuru-ini Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Del Monte Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

St. Teresa’s Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

Mugumo Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

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

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

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

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

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

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

St Benedict Ithanga Township Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Ithanga High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

Matunda Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

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

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

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

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

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

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

Kigumo Bendera High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

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

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

St Francis Mukuyuini Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

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

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

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

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

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

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

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

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

Thamara Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Rarakwa Girls High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

St John The Baptist Kirie Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Gatumbi Baptist Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

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

Kigumo Girls High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

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

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

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

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

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

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

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

Bishop Gatimu Kinyona Girls Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kiaguthu Boys School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kianderi Girls High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

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

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

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

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

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

Dr. Gitau Matharite Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

Kiumba Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

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

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

Koimbi Boys High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

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

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

Dr. Kiano Girls Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

Kahuhia Mixed High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

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

Weithaga Mixed High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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

Kirogo Boy’s High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kaganda High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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  • Educationnewshub3@gmail.com.
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Education CS Prof Magoha’s shocker for private schools’ parents

Education cabinet secretary Prof. George Magoha has put the record straight concerning school fees payments. The CS was responding to concerns over plea by parents with kids in public schools to reduce school fees once schools reopen. There have also been complains by parents in private schools after they were asked to pay full fees.

While appearing before the Parliamentary Committee on education, the CS said there is no need for parents with kids in public schools.

‘The government pays fees for Tuition and Examination for all Pupils and Students in Primary and Secondary schools, so there is nothing to waive,” the CS said.

Related news
Fees for private schools.

A request by the members of parliament for the ministry to extend free education fee waiver to private school was turned down by the CS.

“It is very difficult that the government still has to extend the money from the exchequer for tuition to private schools too, despite the parents’ choice to leave the free government schools for the private schools. we may need to reconsider this,” Magoha clarified.

Parents with children in an international private school in Nairobi are seeking the court’s intervention over what they term as exorbitant fee demands by private schools. It is Brookhouse school that has majorly faced the wrath of parents who saythey are being forced to meet the full cost of electricity, food, internet, printing assignments, teaching, and supervising children during the current closure as result of the covid-19 pandemic.

BrookHouse international School; one of the leading private school in the country.

The private schools have been running online tuition for learners and asking parents to meet the fee costs. But Education CS George Magoha restates that schools will remain closed till June 4 and that the Government will review the situation before advising the public of the next step regarding the start of second term.

School fees for public schools. Read details here:

School fee charged by Brookhouse school ranges between Sh150,000 and Sh1.5 million per term depending on the class of the learner.

“It is in order for private schools to negotiate with parents the percentage of fees to be paid, so that learning continues and the schools are still functional,” added the CS.

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Holders Kanyawanga, Sega, Barchando and Ambira off to a flying start as Nyanza region term one games get underway at Homa Bay.

Nyanza Region Basketball boys’ defending champions, Ambira, kicked off their title defence by recording a 100 percent win in their opening two clashes today. Ambira defeated Kisii’s Nyanchwa 65- 59 in a hotly contested group A clash played at Homa Bay High school. It is Nyanchwa who led in the first quarter 19-12 only for them to fall in the second quarter by a 20-11 margin. Nyanchwa picked up from where they had left in the first quarter by recording a 15-14 lead in the third quarter. But, Ambira had other plans as they picked 19 points against Nyanchwa’s 14 in the fourth quarter to walk away with the bragging rights.

In the day’s other basketball boys’ matches show stoppers, hosts Agoro Sare (last year’s finalists) were on fire humbling Nyamira’s Nyambaria 90-22 before seeing off Maranda 72-42.

In the girls’ category, holders Barchando collected maximum points recording back to back wins against newbies Tuk Jowi and regulars Asumbi.

Other title holders who recorded impressive wins in their opening clashes were: Kanyawanga boys (Hand ball), Sega (Girls’ Handball), Sinyolo (Girls’ hockey) and Kisumu Day (Boys’ Hockey).

The games enter day two tomorrow; Tuesday 18th March, 2019, with the remaining preliminary matches and knock outs. Finals will be played on Wednesday with winners booking tickets to the National games to be staged in Mombasa county from 6th April, 2019.

COLLATED DAY 1 RESULTS.

HOCKEY

GIRLS

🏑Kisumu Girls 03 vs 01 Kereri
🏑 Nyamira Girls 06 vs 01 St. Lucy’s Raruowa
🏑 Sinyolo 03 vs 00 Amb. Pamela Mboya
🏑 Kisumu Girls 02 vs 01 St. Lucy’s Raruowa
🏑 Nyamira Girls 03 vs 00 Kereri

BOYS
🏑 Maseno 02 vs 00 Kisii
🏑 Pe-Hill 00 vs 01 Homa Bay
🏑 Kisumu Day 01 vs 00 Agoro Sare
🏑 Maseno 00 vs 00 Homa Bay
🏑 Pe- Hill 00 vs 01 Kisii School

BASKETBALL

BOYS
🏀 Ambira Boys 65 vs 59 Nyanchwa
🏀Maseno 68 vs 34 Oriwo
🏀 Maranda 51 vs 38 Kanyawanga
🏀 Nyambaria 22 vs 90 Agoro Sare.
🏀 Ambira 69 vs 38 Oriwo
🏀 Maseno 64 vs 38 Nyanchwa
🏀 Maranda 42 vs 72 Agoro Sare
🏀 Nyambaria 28 vs 47 Kanyawanga

GIRLS
🏀 Ng’iya 41 vs 39 Itierio
🏀 Koru 12 vs 31 Ototo
🏀 Barchando 45 vs 30 Tuk Jowi
🏀 Sironga 20 vs 29 Asumbi
🏀 Ng’iya vs Ototo
🏀 Koru 19 vs 29 Itierio
🏀 Barchando 28 vs 10 Asumbi
🏀 Sironga 07 vs 16 Tuk Jowi

HANDBALL

BOYS
🤾‍♂ Kanyawanga 38 vs 14 Riomego SDA
🤾‍♂ Tabaka 26 vs 27 Agoro Sare
🤾‍♂ Lwanda Magwar 32 vs 25 Thurgem
🤾‍♂ Barding 26 vs 28 Mbita
🤾‍♂ Kanyawanga vs Agoro Sare
🤾‍♂ Tabaka 29 vs 19 Riomego SDA
🤾‍♂ Lwanda Magwar 12 vs 32 Mbita
🤾‍♂ Barding 40 vs 26 Thurgem

GIRLS
🤾‍♂ Sega 33 vs 15 Masosa
🤾‍♂ Kegati 13 vs 24 Miranga
🤾‍♂ Rachar 21 vs 17 Ratta
🤾‍♂ Sagegi 10 vs 32 Msare
🤾‍♂ Sega 29 vs 19 Miranga
🤾‍ Kegati 15 vs 19 Masosa
🤾‍♂ Rachar 10 vs 33 Msare
🤾‍♂ Sagegi 14 vs 20 Ratta

RUGBY 15’s

Morning fixtures
🏈 St. Mary’s Yala 17 vs 00 St. Joseph Rapogi
🏈 Cardinal Otunga 08 vs 12 Oriwo Boys
🏈 Ambira 51 vs 00 Nyansiongo
🏈 Maseno 07 vs 00 Homa Bay High
🏈 St. Mary’s Yala 10 vs 00 Oriwo
🏈 Cardinal Otunga 17 vs 00 St. Joseph Rapogi
🏈 Ambira 08 vs 03 Homa Bay High.
🏈 Maseno 64 vs 00 Nyansiongo Boys

🏉RUGBY 7’s🏉

🏉 Nyabondo 34 vs 05 Rapogi
🏉 Chianda 36 vs 00 Taranganya
🏉 Agoro Sare 39 vs 00 Nyagokiani
🏉 Kisii School 00 vs 24 Maseno
🏉 Nduru 38 vs 00 Rapogi
🏉 Gesure 07 vs 00 Taranganya
🏉 Mbita 29 vs 05 Nyagokiani
🏉 Sawagongo 07 vs 14 Maseno
🏉 Nyabondo 10 vs 19 Nduru
🏉 Chianda 28 vs 12 Gesure.
🏉 Agoro Sare 22 vs 00 Mbita
🏉 Kisii School 10 vs 07 Sawagongo.

Chuka University – KUCCPS Students Admission Letters and Lists Portal

Chuka University – KUCCPS Students Admission Letters and Lists Portal

Have you been placed at Chuka University by Kuccps? Well, download your Kuccps admission letter and see all the requirements; including your fees and reporting dates.

Download your letter here.

Step by Step Login Guide

Step 1: Login with your KCSE index number and year. For Example,0123456789/KCSE Year and login.

Step 2: Once logged in, input in your bio details, make sure all mandatory fields with asterisk(*) are filled. Next,upload your photo and click next.

Step 3: Fill in your contact and postal address details. Make sure the phone number is 10 digits and click next.

Step 4: Select your preferred Club and click submit.

Step 5: You will be prompted to accept with a pop-up message. Click OK

Step 6: Download the admission letter and the additional attachments. Fill in all the attachments and present them during reporting.

Continue reading:

Your Complete guide to Higher Education Courses:

Aic Kang’itit Girls School’s KCSE Results, KNEC Code, Admissions, Location, Contacts, Fees, Students’ Uniform, History, Directions and KCSE Overall School Grade Count Summary

AIC Kang’itit Girls Secondary School is a girls’ only boarding secondary school located in Turkana South Constituency in Turkana County; within the Nairobi Region of Kenya. Get to know the school’s KCSE Results, KNEC Code, contacts, Admissions, physical location, directions, history, Form one selection criteria, School Fees and Uniforms. Also find 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;

AIC KANG’ITIT GIRLS SECONDARY SCHOOL’S KCSE RESULTS

Individual candidates can check their KCSE results by sending an SMS with their full index number (11digits) followed by the word KCSE. The SMS can be sent from any subscriber’s line (Safaricom, Airtel or any other) to 20076. For example, send the SMS in the format 23467847002KCSE to 20076. There should be no space left between the index number and the word KCSE.

One can also download the whole school’s KCSE results by Visiting the Official KNEC exams portal; https://www.knec-portal.ac.ke/.  This one requires the school’s log in credentials.

Finally, candidates can visit the school for their results. This is usually a day after the results have been released. It is important that you check your result slip to ensure there are no errors on it. Be keen to see that details such as your name, index number and sex are accurate. In case of any discrepancy, please notify your principal or KNEC immediately for correction.

AIC KANG’ITIT GIRLS SECONDARY SCHOOL’S KCSE PERFORMANCE ANALYSIS/ GRADES COUNT

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 posted good results to rank among the best schools in the County. This is how and where you can receive the KCSE results.


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AIC KANG’ITIT GIRLS SECONDARY SCHOOL’S BASIC INFO & CONTACTS AT A GLANCE

In need of more information about the school? Worry not. Use any of the contacts below for inquiries and/ or clarifications. Here is a collation of the school’s basic details:

  • SCHOOL’S NAME: AIC Kang’itit Girls Secondary School
  • SCHOOL’S TYPE: Girls’ only boarding school
  • SCHOOL’S CATEGORY: Extra County school.
  • SCHOOL’S LEVEL: Secondary
  • SCHOOL’S KNEC CODE: 21548101
  • SCHOOL’S OWNERSHIP STATUS: Public/ Government owned
  • SCHOOL’S PHONE CONTACT:
  • SCHOOL’S POSTAL ADDRESS:
  • SCHOOL’S EMAIL ADDRESS:
  • SCHOOL’S WEBSITE:

AIC KANG’ITIT GIRLS SECONDARY 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:


AIC KANG’ITIT GIRLS SECONDARY SCHOOL’S VISION
AIC KANG’ITIT GIRLS SECONDARY SCHOOL’S MISSION
AIC KANG’ITIT GIRLS SECONDARY SCHOOL’S MOTTO
AIC KANG’ITIT GIRLS SECONDARY 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.

You have been selected to join form one at high school? Well. Congratulations. In case you need to see your admission letter, then click on this link to download it; Official Form one admission letter download portal.


Also read;
BEST LINKS TO TSC SERVICES & DOCUMENTS; ONLINE

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


AIC KANG’ITIT GIRLS SECONDARY SCHOOL’S PHOTO GALLERY

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

AIC KANG’ITIT GIRLS SECONDARY SCHOOL

AIC KANG’ITIT GIRLS SECONDARY SCHOOL

AIC KANG’ITIT GIRLS SECONDARY SCHOOL

AIC KANG’ITIT GIRLS SECONDARY SCHOOL

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Also read:

SPONSORED LINKS; YOUR GUIDE TO HIGHER EDUCATION

For a complete guide to all universities and Colleges in the country (including their courses, requirements, contacts, portals, fees, admission lists and letters) visit the following, sponsored link:

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Amref International University Kuccps Courses List, Requirements, Cluster Cutoff Points and Fees

Amref International University Kuccps Courses List, Requirements, Cluster Cutoff Points and Fees

AMREF INTERNATIONAL UNIVERSITY

PROGRAMMES ON OFFER FOR 2024/2025 CYCLE

# PROGRAMME CODE PROGRAMME NAME INSTITUTION TYPE YEAR 1 – PROGRAMME COST 2024 CUTOFF 2021 CUTOFF
1 4275423 BACHELOR OF SCIENCE IN COMMUNITY HEALTH PRACTICE KSH 163,400 17.043 17.459
2 4275465 BACHELOR OF SCIENCE (PHYSIOTHERAPY) KSH 220,000 31.865 34.570
3 4275631 BACHELOR OF SCIENCE IN MIDWIFERY WITH REPRODUCTIVE HEALTH KSH 308,000 24.886
4 4275657 BACHELOR OF SCIENCE IN HEALTH SYSTEMS MANAGEMENT AND DEVELOPMENT KSH 163,400 17.043 17.459
5 4275681 BACHELOR OF SCIENCE IN HEALTH RECORDS AND INFORMATION MANAGEMENT KSH 163,400
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Nyabondo high School 2021/2022 KCSE Results Analysis, Grade Count

Nyabondo high School 2021/2022 KCSE Results Analysis, Grade Count

The School recorded an impressive result in the 2021 KCSE exams. Below is the full analysis of the school’s KCSE 2021/2022 performance.

Get to see the school’s mean grade, grade count analysis and number of students who qualified for university degree courses.

HERE IS THE SCHOOL’S 2021/2022 KCSE RESULTS ANALYSIS IN FULL

GRADE ENTRY A A- B+ B B- C+ C C- D+ D D- E X Y U P W 2,021 2,020 Dev
2021/20
NO OF CANDIDATES 278 0 3 30 52 57 66 40 21 8 0 1 0 0 0 0 0 0 7.547 7.383 0.16
SCHOOL MEAN GRADE B                               . .      
UNIVERSITY DIRECT ENTRY 208                               . .      
TOTAL CANDIDATES 278                               . .      
% DIRECT ENTRY 74.82014                               . .      

ENGLISH POETRY NOTES, QUESTIONS & ANSWERS

ATTITUDE
 Attitudereferstothenatureofthoughts,viewsandfeelingsofthepersonaandalso
thatofthepoet
 Attitudeestablishestherelationshipbetweenthespeakerandtheobjectaddressed.
 Attimesattitudemayvaryfrom onestanzatoanothersuchthatapoem mayhavea
mixedattitude.Wearenotconcernedwithourthoughtsandfeelingsbutratherthoseof
thespeaker.
Somewordsmaybeusedtodescribeattitude:-
e.g
Scornful Angry Tenacity Loving
Disapproving Disgusted Thrift
Hostile Dissatisfied E.T.C Pessimistic
Contemptuous Contempt Decisive
Condescending Hatred Sarcastic
OfDislike Sympathy Trusting
Critical Indifferent Tolerant
Despising Modest Sincere
OfSympathy Optimistic Friendly
Patronizing Courteous Generous
Weinferattitudefrom themannerofexpression(word-choice)andthespeaker’stone
ofvoice.
Attitude is the point of view of an artist/poet concerning a particular
subject/object/societye.t.cpointofview.
TONE
 Tonereferstothequalityofvoicebehindthespeakingvoice.
 Apoem containsavoiceandlikeanyvoiceitcanprojectacertaintonethatgivesthe
listener(orreader)certainmessages.
 Toneisthevoicewithwhichapoetsayswhathesays,weobservehowhesaysitcoz
howsomethingissaidaffectsthemeaningofwhatissaid
Tonemaybesad
Ironic
Bitter ToneofLamentation
Happy Derisive
Sarcastic Contemptuous
Cold Condemnatory
Cynical Accusatory
Troubled Scornful E.T.C
Uncertain Grateful
Eager Bragging
Gleeful Resigned
Protesting
 Toneisdeterminedbythecontextinwhichwordsarespokene.gchoiceofwords,
imagery,rhythm,soundeffectse.t.c
MOOD
 Moodisthestateofmindofthespeakerinapoem.
 Stateofmindmeaning–thenatureoffeelingsthatareevidentinthepersonaashe
expresseshimselfinthepoem.
 Moodalsoreferstotheatmospheresurroundingapoem.
 n/b.Themoodofapoem isdeterminedbythetoneandviceversa.
 Toneandmoodhaveareciprocalrelationcozthemooddeterminesthetoneandinturn
tonereflectsthemood,forourtoneofvoicereflectsourstateofmind.
 Themoodofapoem maybe:-
Sad
Amused Disappointed Angry
Annoyed Bitter
Anxious Nostaigic
Bewildered Melancholic(PensiveSadness)
Blissful Quiet
Bouncy Resigned
Calm Humorous
Cheerful LightHearted
Complacent Relaxed
Crappy Desperate
Depressed SolemnE.T.C
 Quiteoftenwedescribemoodandtoneusingsimilaradjectives.
 Itisthetonalityofwords,images,descriptionofactionsandsettingofthepoem,which
createtheatmosphereandmoodinthepoem.
STRUCTURE
 Thisisthewaythepoetchooseshiswords,thewayheorganizesthem andthewayhe
instructshislinese.g.longelaboratesentencesorveryshortsentencesoramixtureof
longandshortsentences.
 Inpoetrywehaveexternalandinternalstructure.
a)ExternalStructure
 Referstotheactualvisibleshapeofapoem
 Inconventionalpoetry,thepoem hasasteadyregularrhythm andarhymescheme.
 Inmostcontemporary“freeverse”thepoetshapeshispoemsingroupsoflines
arrangingthem inwhatheconsidersbestorderforconveyinghismessage.(free
versemeans–notrestrained/restricted)
b)InternalStructure
 Thisistheorderlydevelopmentofapoem.
 Byexaminingcarefullythedevelopmentofapoem,weareabletoidentifythefact,
feelingsandideaswhichthepoetwishestocommunicatetous.
 Themainfeelingorideaiscalledatheme
 Instructure,therefore,welookatcontentandform
CONTENT
 Thisreferstowhatthepoem isabout
 Weconsider:-
a)SubjectMatter
 Thetopicofthepoem,whatitisaboutourratherthefactualreality
b)Theme
 Themainrealization,feelingorthoughtwhichthepoetwantsustogetform the
poem.i.ethepointwhichthepoem makesaboutthefactualreality.
LANGUAGEANDSTYLE
 Stylereferstothemedium thiswhichamessageispassedtothereader.
 In poetry,the poets employdifferentstylistic devices thatmake a poem more
interesting,memorable,musicalandenjoyabletoreadforexampleImagery,Irony,
Symbolism, Repetition, Allusion, Personification, Rhetorical Questions,
Contrast/Juxtaposition,Hyperbole,Oxymoxon,Litotes,Euphemism E.T.C
Soundpatternsinclude;-
Rhyme
Alliteration
Externalorganization
(Visual)
Stanzas
Lines
Punctuations
Rhythm
Rhyme
Alliteration
Consonance
Repetition/refrain
Onomatopoeiae.t.c
Internalorganization
(Audible)
Structure
Consonance
Onomatopoeia/ideophones
Assonance
RHYME
 Thisistherepetitionofsimilarsoundsbetweenwordsorsyllableswhichcomesatthe
endofthelines.
 Nb//itssoundnotspellingthatdeterminesrhyme.
e.gBOYHOODDREAMS
Theyhavethoughtasyoungmenthinka
Oflove,fameandgloryb
Theyhavefoundasoldmenfindc
Lifetalesstaleandhoaryb
Theyhadhopedandchildrenhoped
Topicklife’spleasantgainse
Andnowtheywalkwithbowed,headsf
Likedrenchedmenfrom therainse
Examplesofrhymingwords/syllablesare
Glory/hoary
Gains/rains
 Whenthereisapatterntotherhymes,thenwecallitarhyme-scheme.
 Arhyme–schemeisapatternofendrhymesinapoem expressedbylabelingeach
soundwithaletterofthealphabet.
 Lineswiththesameendrhymearegiventhesameletter.
 Thefirstrhymesoundisgivenletter“a”thesecondletter‘b’andsoon.
 Theabovepoem ‘BoyhoodDreams’thereforehasthefollowingrhymeschemeabcb,
defe
WHENLOVELYWOMANSTOPSTOFOLLY
Whenalovelywomanstoopstofollya
Andfindstoolatethatmenbetrayb
Whatcharm cansoothehermelancholya
Whatartcanwashherguiltyawayb
Theonlyartherguiltytocoverc
Tohidehershamefrom everyeye,d
Togiverepentancetoherlover,c
Andwithhisbosom istodied
Rhyme–scheme–abab,cdcd
 Suchapatternofrhymescheme(abab,cdcd)isdescribedasaregularrhymescheme.
Thisisbecauseitfollowsasystematicpattern.Howevertherearecaseswhere
repetitionofsoundsattheenddoesnotfollowanysystematicpattern.Insuchacase,it
isdescribedasanirregularrhyme-scheme.
ForExample
i. TRAINJOURNEY
Alongthemilesofsteela
Thatspanmylandb
Threadbarechildrenstandb
Kneesostrich–bulbousontheirreadylegsC
Theiremptyhungryhandsb
Liftedasinprayerd
Rhymeschemeabbcbd(irregularrhyme-scheme)
ii. SweetestLoveIDoNotGoa
Forwearinessoftheeb
Norinthehopethewordcanshowa
Afitterloveformeb
ButsincethatIc
Mustdiesatlast,itsbestd
Tousemyselfinjestd
Thisbyfeigneddeathstodiec
Rhyme–scheme(abab,cddc)
Nb//theabovepoem atfirsttherhymefollowsaparticularpattern(abab)then
becomesirregular(cddc)
ALLITERATION
 Thisistherepetitionofidenticalconsonantsoundatthebeginningofwordsinalineof
poetry.
i. Whenweedsinwheels,shootlongandlovely
ii. Stareforthesakeofthesoulsofthestainbirdssailing.
iii. Yes!Menmustmanoeuvre.Monarchsalso
iv. Privatepolicyisapublicprofit
v. Dignitystillshallbedressedwithdecorum
RHYTHM OFTHEPESTLE
Listenolisten
Listentothepalpablerhythm
Oftheperiodicpestle
Plunginginproudperfection
Intothecardialcavity
Ofmaternalmortal
CONSONANCE
 Thisistherepetitionofconsonantsoundinthemiddleorattheendofwords
HUFFERANDCUFFER
Hufferagiantungainlyandgruff
Encounteredagiantcalledcuffer
Saidthecuffertohuffer,I’m roughandim tough
Saidhuffertocuffer,I’m tougher
Theyshoutedsuchinsultsasboobandbuffoon
Andoverblownblowhardandblimp
Andblusteringblubberandbloatedballoon
Andshatterbrain,shortyandshrimp
Thenhufferandcufferexchangedmightyblows
Theybastedandbatteredandbelted
Theychoppedtheneckandtheyboopedinthenose
Andtheypoundedandpummeledandpelted
Theypinchedandtheypunchedandtheysmacked
Andtheywhacked
Andtheyrockedandsockedandtheysmashed
Andtherappedandtheyslappedandtheythrottledandthwacked
Andtheythumpedandtheybumpedandtheybashed
Theycudgeledeachotherontopofthehead
Withswipesoftheawfullestsort
Andnowtheywerenolongergiants,instead
Theybothareextremelyshort
ByJackPrelursky.
Rough–tough(endwithsimilarsound)
Chopped–booped
Rappedslapped
Thumpedbumped
Rockedsocked
ASSONANCE
 Thisistherepetitionofsimilar–soundingvowelsoundsinalineofpoetry
 Sharksbreathingthesea
 Sharpergarter
 Cracktheglass
 Thickpink
 Takethefakepaintaway
 TheraininSpainstaysmainlyintheplain.
THEVERDICT
Hetookagoodlook
Atthenuisancetooth
Andinaweexclaimed
Tisthefoodandthemood
Toblameforthemaim
Largeboomedhistoolsonthemouth
Andoffcamethetoothwithitsroots
ByNjokiGitumbi
Took,goodlook
Foodmood
Blamemaim
ONOMATOPOEIAANDIDEOPHONES
 Onomatopoeiaisthenamegiventotheeffectofsoundofwordimitatingormiming
soundsoftheobject(i.e.theydescribethesoundmadeduringanaction)
i. Mowingofacow
ii. Sprashofwater
iii. Buzzingofabee
iv. Whistlingofthewind
v. Rattlingoftheroof
vi. Gallopingofahorse
vii. Screechingofavehicle
viii. Hissingofasnake
ix. Rumblingofthunder
x. Fallingwithathud
IDEOPHONES
 Theseareactualsoundsproducedduringanaction.Theygivetheactualsoundinan
attempttocreateabetterimpressioninthereadersmind.
E.G
i.TheDuckQuackedKwak!Kwak!
ii.Pu!TheManFellWithAThud
Shhh!ThePrefectHushedTheNoisemakers
Thevehiclesrammedintoeachotherbuum!
Nb//Ideophonesmaybeusedinconjunctionwithonomatopoeiawordsinordertogive
abetterimpressionofthesound
FORLACKOFCHOICE
Bum!Bum!Bum!
Themusicboomstoattract
Theyoungones–thelouderthebetter
Pi….piii!Pi….piii!Pi….piii!
Thematatuhoots
Asitbeckonspassengers
Idon’tliketheloudmusic
ButI’m lateIgetin
Thematatuissoonfull
Themakangebangsthedoorshut
Thematatuzoomstodestination
Idon’tlikethemanseatednexttome
He’sallfilthyandhisfeetsmelly.
Ngrrh!Mgrrh!Mgr…..h!
Hesnoresalreadyinhappyland
Mouthhangsopen.
Salivaquietlystealsout
Bum!Bum1Bum!
Themusicgetslouder
Idon’tlikethismatatu
ButIdon’thavemyown
ByNyamburaNjuguna
 Identifytheideophoensandonomatopoeiawordsused.
REPETITION
 Repetitionisderivedfrom theword‘repeat’whichmeanstodosomethingmorethan
one
 Inpoetry,words,lines,phrasesandstanzasmayberepeated.
 Repetitionisusedto
(i)Createrhythm orrhythm pattern
(ii)Placeemphasisonanideaorhighlightanitem thatfeelsimportantinapoem
Musicalityandmemorabilityisstressed.
E.GASKMENOMORE
Askmenomore,wherelovebestows
WhenJuneispast,thefadingrose
Forinyourbeautiesorientdeep
Theseflowersareintheirclausesasleep
Askmenomore,whetherdostray
Thegoldenatomsoftheday!
Forinpurelovehiddendidprepare
Thosepoulderstoenrichyourhair
Askmenomore,whitherclothhaste
Thenightingale,whenMayispast
Forinyoursweetdrivingthroat
Shewhitersandkeepwarnhernote
Askmenomore,wherethosestarslight
Thatdownstairsfallindeadonnight
Forinyoureyes,theysitandthere,
Fixed,becomeastheirsphere
Askmenomore,ifeastorwest,
Thephoenixbuildsherspicynest
Foruntoyouatlastsheflies
Andinyourfragrantbosom dies.
FIGURESOFSPEECH
 Poetsusefiguresofspeechtocreatementalimageshenceanystylethatapoet
mayusethisendqualifiestobea‘figureofspeech’
 Poetsusefiguresofspeechtocreatementalimageshenceanystylethatapoet
mayusethisendqualifiestobea“figureofspeech”
 Figuresofspeechareexpressionsthatdeviatefrom theusualapplicationofwords
e.gMentallydevangedpeoplearereferredtoas’mixed-up’m,mentallyuprightas
‘levelheaded’otherwordsusede.g.plainasday,heavyaslead,blood-redinthisthe
poetswanttothrow ideashelpingthereadertounderstandthepoem (creates
mentalpictures0
 Themostcommonfiguresofspeechare:-
1)Simile
Thisisastylewhereonethingiscomparedtoanotherusingwordsofexpressing
likenesssuchas‘like’Or‘as’
E.gherpresencewaslikearayofsunshineinadarkenedroom”
a)Quickaslightening
b)Deafasatrade–man’sdummy
c)Hechargedatm elikealonebuffalo
d)Johnbehaveslikeapig
e)Johnisasdirtyasapig
ThismeansthatthecharacterofJohnisdescribedorlikenedtothedirtinessofapig
MyheartbyChristianrosseli
Myheartislikeasingingbird
Whosenestisinawateredshort
Myheartislikeanapple-tree
Whoseboughsarebentwiththicknessfruit
Myheartislikearainbowshell
Thatpaddlesinahalcyonsea
Myheartisgladderthanallthese
Becausemylovehascometome.
METAPHOR
 Inmetaphor,thisisusingorgivingadirectattributetoanobject
 Metaphortransfersaqualitypossessedbyonethingtoanotherandequatesthem
asiftheyareoneandthesamething.
E.g.awomanmaydescribeherhusband’squietly
“amonsterofaman”
‘mylifehasbeenafamine’
Thistaskisarealmountain
Johnisapig
Maryisanangel
Iloveyoumygentleone
Iloveyoumygentleone
Whichyoudrankontheweddingday;
Myloveisthebutterweweresmearedwith
Tosellfidelityintoourhearts
Youarethecattle-birdsegg
Fourthosewhosawyouarewealthy,
Youarethepapyrusseedofthelake
Whichtheypulloutwithbothhands
AndIsingforyouwithtears
Becauseyoupossessmyheart,
Iloveyoumygentleone
ByRalphBitamazire
 Thisisagoodexampleofalovepoem.Thisisamanrecitingorsingingtohiswife.
Thepoem issetinAfrica.IntheAfricansociety,it’sthemanwhoapproachesand
winsawoman.Theloveofthemanforthewomaniscomparedfreshasthemilkin
therubindimeaningthattheman’sloveispure.
 MyloveisthebutterweweresmearedwithButterisnutritiouspartofthemilk.This
showsthatsheissoprecioustohim.
PERSONIFICATION
 Thisiswherenon-humanorlifelessobjectsaregivenhumanattributes
e.g.
i.Thewindwhistledthroughtheleaves
ii.Thelittledoglaughedtoseesuchfun
iii.Thedishranawaywiththespoon
iv.Thetreesbenttoletthewindpass
v.Hisvoiceprovokedthesilentdust
vi.Pregnantcloudse.t.c
 Itshumanbeingswhowhistle,orlaugh.Dogsbarkanddishesarelifelessandso
cannotrunpregnancyisassociatedwithhumans&animals
ImetathiefbyAustinbukenya,
Onthebeach,onthecoast
Undertherale,whisperingcoconuttowers
Beforethegrowlingfoamingwaves,
ImetathiefwhoguesedIhad.
Aninnocentheartforhertosteal.
Shetookmyheartandletmeunder
Theintimatecashewboughswhichshaded
Thedownygrassandpeepingweeds
Shejumpedandpluckedthenutsformetosuck
Shesangandlaughedapressed
Igazed,herhairwaslikethemooolofamountainsheep
Hereyes,apairofbrown,blackbeadsfloatinginmilk
Juicyandroundasplantationshoots
Herlegs,armsandneck
Anwinegourds,herpillowybreasts
Herthroatutteredfreshbananajuice,
Matching,herface,smoothbananaandripe.
Itouched,butlongbeforeIeventasted
Myhearthadflowedfrom meintoherbreast
Andthenshewenthighandsouth
Andleftmycarcassroastinginthefireshehadlit
E.GofPersonification
 Idlewhisperingcoconuttowers
 Glowlingfoamingwaves
 Peepingweeds.
HYPERBOLE
 Thisreferstoobviousexaggerationusedtoachievecertaineffect
 Itisusedtohighlightandemphasizethepointinquestion
E.gHewassohungrythathecouldeatawholecow
HavingbeentherewhenJesuswasborn
Wellthinkingofsame
Whenithinkofmybeloved,fooddropsfrom mymouth
Hervoiceuttersfreshbananajuice
Lookatthepoem ‘imetathief’byaustinbukenya
LapobobyCliffLubwa
LAPOBO
Tallbutnottootall
Shortbutnottooshort
Sheisofmedium size
LAPOBO
Herteetharenotasash
Northecolourofmaizeflour
Herteethallwhiteasfreshmilk
Thewhitenessofherteeth
WhenIthinkofher
Makesfooddropfrom myhand
LAPOBO
Blackbutnottooblack
Brownbutnottoobrown
Herskincolourisjustbetweenblackandbrown
LAPOBO
Herheelshavenocracks
Herpalmsaresmoothandtendertotouch
Hereyes.Ho!Theycandestroyanybody.
 Intheabovepoem,thedescriptionoflapoboistoogoodtobetrue.
 Sheisangelicorextraordinarybeautiful
 Anotherelementofhyperbole/exaggerationisseenwherethepersonasaysthatthe
thoughtofLapobo’swhiteteeth,makesfooddropfrom hishand.Itmaynotbe
necessarythatfoodcandropfrom thehand.WhatheistellingusisthatLapobo
makeshim tobeabsent-mindedshowingorbringsouttheinfatuation.
 ‘Hereyes,Ho!’Theycandestroyanybody.
 Thereisasayingthatsays,“Thebeautyisintheeyesofthebeholder”noteveryone
willlikehereyes.Toothers,Lapobocouldbedismissedasugly.
 But,thepersona’spointisclear,tohim,sheisbeautifulandcapableofbewitching
anyman.Thisisbecauseheiscaptivatedbyherthusgeneralizeshisfeelings.
SYMBOLISM
 Asymbolissomethingthatstandsforanother.
 Hence,symbolism meansusingonethingtorepresentanother.
 Tounderstandsymbolism inpoetry,onehastotaketimetounderstandthepoem.
Sometimesadeep analysisisrequired to unearththesymbolism beforethe
messageisunderstood.
e.g)Theyranoutofmud
thereisalittlehut
builtacrossfrom here
theyhavemuddedtwowalls
andthereststandsunmade
fortheyranoutofmud.
Thereisadeepgully
Runningalongtheroad
Theyhavefilledithalfway
Andtherestisstillgaping…
Fortheyranoutofmud.
Thereisapotbythealtar
Thattheybegantomould,
Theyfinishedthebase
Buttheneckremainsundone…..
Fortheyranoutofmud.
Mud!Mud!Mud!
Whocanfindmud!
Maybeifitweregold
Someonewould.
 Intheabovepoem,‘Mud’isusedsymbolicallytorepresentopportunitiespeoplefallto
seizeandresourcestheyfailtotap.
 Humanbeingshavebecomesousedtobuyingeverythingreadymadethattheyhave
ceasedtobecreativeandhaverefusedtolearntheskillsofthecraftsman.There’s
plentyofmudabout,ifonlypeoplewouldgooutandfetchit.
 Perhapsmudwouldalsorefertoself-help.Ineachcase,peoplehavesatbackwaiting
forsomeonetofinishthejobforthem insteadofperseveringanddoingitthemselves.
 Inthe4thstanza,goldisusedtorepresentalltheconsumergoods’peoplecraveforin
themodernworld.Theyforgetthatsomebodymustlabourtoproducethesethingsand
theythemselvescanonlyobtainthem bystriving.
e.g2:ThecrackbySheikhElMiskery
Cracktheglass
Andthecrack
Willalwaysremain
Thehumanheart
Hasthesamevein
It’sjustasdelicate
Tothestrain
Onceitishurt
Itistoohard
Tofadethestrain
Thoughpartscan
Fixtogether
You’vejusttotouchthewound
Tomakeitdrainagain
 Theglassisbeingcomparedtoahumanheart.Justlikeyoucannoteraseacrackon
aglass,socanyounotfadethecrack/strainonhumanheart.Youcanverywellfix
partsofabrokenhearttogetherbutonceyoutouchtherepairedglassitwillcrumble
down.Thisisthesamewiththehumanheart.Youonlyneedtodosomethingsmall
tohim/hertomakethem hurtagain.
IRONY
 Thisoccurswhenideas,wordsorsituationsarecontrarytowhatwewouldexpect
thusadifferencebetweenthesurfaceandrealmeaning.
 Therearetwotypesofironycommonlyused.
a)Verbalirony
b)Situationalirony.
VerbalIrony
 Thisreferstoonethingbeingsaidwhentheoppositeisimplied.Thisisalso
referredtoassarcasm.
 Thetoneofvoiceiswhatdetermineswhetherthepersonissincereornot.(If
sarcasm isnotdetected,thenmisinterpretationmayoccur)
 Theintentionofverbalironyistoridicule,hurtorshowdispleasureandangerof
thespeaker.
 Helpsrevealtheattitudeofthespeaker.
SituationalIrony.
 Thisoccurswhenasituationisquitedifferentfrom whatwasexpected(oppositeof
whatwewouldexpect)
 (Forinstance,ateacherinarelationshipwithhisstudent,Fatherrapinghischild,a
policemanarrestedforbreakingthelaw.)Allthisdeviatefrom thenorm becausewe
expecttheteachertomouldthestudentintobeingarespectableperson.Thefather
protectingthechildandthepolicemanenforcingthelaw.
E.G.BUILDINGTHENATION
TodayIdidmyshare
Inbuildingthenation
Idrovethepermanentsecretary
Toanimportanturgentfunction
Infacttoaluncheonatthevice
Themenureflecteditsimportance
Coldbellbeerwithsmalltalk
Thenfriedchickenwithniceties
Winetofillthehollownessofthelaughs
Ice-cream tocoverthem stereotypejokes.
CoffeetokeepthePsawakeonreturnjourney.
Idrovethepermanentsecretaryback
Heyawnedmanytimesinthebackofthecar
Thentokeepawake,suddenlyasked
Didyouhaveanylunchfriend?
Andsecretarysmilingathisbelatedconcern
ThatIhadnot,butwasslimming!
Uponwhichhesoundwithseriousness
Thatamusedmorethanannoyedme
Mwananchi,Itoohadnone!
Iattendedthemattersofstate
Highlydelicatediplomaticdutiesyouknow
Andfrienditgoesagainstmygrain
Causesmystomachulcersandwind
Andhecontinued,yawningagain
Thepainswesufferinbuildingthenation!
SothePShadulcerstoo!
MyulcerIthinkareequallypainful
Onlytheyarecausedbyhunger
Notsumptuouslunches!
So,twonationbuilders
Arrivedhomethisevening
Withterriblestomachpains
Theresultsofbuildingthenation
Differentways
ByHenryBarlow.
 Intheabovepoem,weexpecttoseethePSindoingalotofconstructivework.We
expecttoseehim attendthedelicatemattersofstate.Instead,hedoestheopposite
-hegoestopartyandhaveagoodtime.Heeatsheavilyandkeepsonyawningatthe
backofthevehicle.
 Thedriver,ontheotherhanddrovethePStoafunctionandspentthewholetime
sittinginthecar.Attheendweconcludethatthetwodidnotinanywaycontribute
tobuildingthenation.
SATIRE
 Thisisafigurativelanguageusedtoexposetheweaknessincharacterofaperson
through mockery orridicule (weakness in characterlike foolishness,greed,
selfishness,corruption).Apersonisridiculedusingirony,exaggeration,contrastetc.
NB//Theweaknessisrevealedtothepublicinanattempttocorrectthem.
 Inthepoem ‘BuildingtheNation’theweaknessoftheleaderisexposedsincewe
seethePSindulginghimselfinleisureinsteadofworking.Theimportanturgent
functionisindeedaparty.
 Satireconsistsofusinglighthearted,playfullanguagetocriticizeverybigfollies
(evils)andtherebypresentingthehumancharactersinvolvedaslaughableand
ridiculous.
SARCASM
 Thisisadeviceinwhichabitterorare-woundingremarkisoftenironicallyworded
(remainsimplytheveryoppositeofwhattheyappeartomean).
ThewomanImarriedbyEdwinWaiyaki
ThewomanImarried
Isanout-rightbone-shaker
Fourafulldecade
Shehadbangedatypewriter
Andnowinsubstitution
Bangsthecrockery
Untilmyhousesoundslikeafactory.
Thenoisekeephersane
Theysay.
Thetoneoftheabovepoem issarcastic/satiricalwhentheysaythenoisekeepsher
sane.
THEWIND
Isawyouthekitesonhigh
Andblowthebirdsaboutthesky
AndallaroundIheardyoupass.
Likeladiesacrossthegrass
Owind,ablowingalldaylong
Owind,thatsingssoloudasong!
Isawthedifferentthingsyoudid
Butalwaysyouyourselfhid
Ifeltyoupush
Icouldnotseeyouyourselfatall.
Owind,ablowingalldaylong
Owind,thatsingssoloudasong!
Ohyouthatissostrongandcold
Oblower,areyouyoungorold?
Areyouabeastoffieldortree?
Orjustastrongerchildthanme?
Owind,ablowingalldaylong
Owindthussingssoloudasong!
a)Whatistherhyme-scheme?
Aabbccddeeccffggffcc
b)Thespeakerachildastrongerchildthan
DIRECTADDRESS
 Thisiswherethepersonaswitchesfrom narratingandinsteadtellshisthoughtsin
‘directaddress’
 Insomecases,directaddressisdenotedbytheopeningandclosingquotation
marks.
 However,in othercircumstances,whatstrikes us is the change in voice or
perspective
THEWASHERWOMAN’SPRAYER
(Tomymother–in-law)
Lookatherhands
Raw,knobbyandcalloused
Lookatherface
Likeabeanskinsoakedinbrine
Forcountlessyearsshehastoiled
Towashhermastersclothes
SoiledbyaLord’sluxuries
Infrost-freckledmornings,
Insun-scorchedafternoons
Soiledhasdrudgedmummeries
Onedayshefellandfainted
Withweariness
Hermouthafoamingspout
Gushingagibberish.
‘GoodLord!DearLord!’sheshouted
“Whyam Isotormented?”
TellmeLord.TellmeOLord”
“Mychild!DearChild”Sheheard
“sufferforthosewholiveingildedsin”
Toelforthosewhoswim inabowlofpinkgin”
“ThankyouLord!”ThankyouLord
NeveragainwillIask
WhymustIcarrythistask
 Thesubjectinthepoem aboveislikelytobeaslaveorservantbecausesherefers
employeras‘master’
 Thepoem changesfrom narrationtodirectaddresswhichpowerfullycapturesthe
woman’spain,desperationandfrustration.
 Directaddressallowsustosharedirectlyinhertribulationse.g‘GoodLord!DearLord!’
Why am I so
tormented?
ShecriestoGodaboutherfateandGodanswerers
“MyChild!”DearChild”
Sufferforthosewholiveingidedskin.
APOSTROPHE
 Apostropheiswherewedirectlyaddressanon-livingthingwhichcannotrespondasif
itwereaperson.
 E.gapoem mayaddressdeathasifdeathwerelistening.Alsootherphenomenalike
mountains,riverse.t.c
 Insuchcases,feelingsofadmiration,pityorsorrowmaybeexpressed.
PRAYERTOTHEYOUNGMOON
Youngmoon
Hailyoungmoon
Hail,hail
Youngmoon
Tellmeofsomething
Hail,hail!
Whenthesunrises
Thoumustspeaktome,
ThatImayeatsomething
Thoumustspeaktomeaboutalittlething
ThatImayeat
Hail,hail
Youngmoon!
 Themoonisaddressedasifitwereahumanbeinge.g“tellmeofsomething”
 Thepersonaurgesthemoontospeaktohim
DAYBREAK
Odawn
Wheredoyouhindyourpaintsatnight
Thatcoolbreath,thatscent.
Withwhichyousweetentheearlyair?
Odawn
Whatlanguagedoyouuse
Toinstructthebirdstosing
Theirearlysongs
Andinsectstosound
Therhythm ofanAfricanheartbeat?
Odawn
Wheredoyoufindthegoodwill
Tospeedtheearlytrafficonitsway,
Rousethecolddrunkard
Andsendyouraskarisandbarkingdogs
Tochasethievestotheirdens?
Odawn
Whosecoldbreathmakesyoungboysandgims
Gladofawarm sheet,
Enflamesthedreamsofunmarriedones,
Andbringfamiliarnoises.
Togladdentheheartsofthemarried.
 Dawnisaddressedasifitwereapersonwhocanresponde.g.“O dawnwhat
languagedoyouuse…….”
 Apostropheintheabovepoem helpsustodiscussdawnmoreintimatelyandbringto
tore,moreforcefullytheeffectofdawnonpeople’slivese.g.whenitsdaybreak,the
drunkardisforcedtogetup;“Rousethecolddrunkard”
 Thechildrenareaffectedbythecoldandlongforthewarm blankets.
 Thebreakofdawntriggersactivities;thelawenforces‘askaris’areabletocarryout
theirduties.
 Thepersona,thowtheapostrophe,isabletoshowhisappreciationfordawn“where
doyouhideyourpaintsatnight”
WEDDINGEVE
ShouldI
OrshouldInot
Taketheoathtolove
Forever
ThispersonIknowlittleabout?
Doessheloveme
Ormycar
Ormyfuture
WhichIknowlittleabout?
Willshecontinuetoloveme
Whenthefutureshesawinme
Crumblesandfadesintonothing
Leavingthenakedme
Tolovewithouthope?
Willthatsmileshewears
Lastthroughthehazardstocome
Whenfatestrikes
Acrossthedreamsoftomorrow?
Orwillshe,
Likethecleverpassengerina
Faultyplane
Andjumpouttosaveherlife
Leavingmetocrashintotheunknown?
WhatmagiccanIuse
Toseewhatliesbeneath
Herangerfaceandwellknithair?
Toseeherhopesanddreams
BeforeItaketheoath
Toloveforever?
Wearebothwisechessplayers
Shemakesamove
Andwetrapeachotherinour
Secretdreams
Hopingtowinagainsteachother,
ByEverretStanda
.
1)Whoisthepersonainthepoem?
Agroom /manwhoisabouttomarry.
Illust-
2)Whendoyouthinkthispoem waswritten?
Ontheeveoftheweddingday.
Illust–
3)Whoisthepersonatalkingto/
Heisinaconversationwithhimself
4)Whyisthepersonareluctanttotaketheoathtoloveforever?Becauseheknowslittle
aboutthepersonheisabouttomarry.
5)Whyisthepersonaapprehensiveofthesmileshewears?Becausehedoesn’tknow
whetheritwilllastthroughdifficulttimes.
6)Whatistheeffectof
i)Thesimilelikethecleverpassengerinafaultyplane?
Acleverpassengerinafaultyisalwayspreparedwithalifejackettoescapeshouldthe
planefinallycollapse.
 Thepoetusessimiletoreinforcehismessageofapprehension.
 Hewonderswhethershewillonlybewithhim aslongasthingsaregoingwell.As
soonasthingsgoawry,likeacleverpassenger,shewillwearherlifejacketand
escape.
ii) Thesymbol–wisechessplayers
 Usedtoshowthatthetwoarenotcompletelyhonestwitheachother
 Achessplayerwillnotrevealthenextmovetotheopponent.
 It’sacloselyguardedsecrettohelpwinthegame.
7)Whatistheeffectofrhetoricalquestionsinthepoem?
Theydonotnecessarilyrequireimmediateanswersbutrathertheyallowthereaderto
reflectontheissueraisedinthepoem,thatis,theuncertaintyofmarriage.
8)Summarizethethemeofthepoem inonesentence.
Thepoem expressesfearsaboutmarriageandtheuncertaintywithwhichamananda
woman.
9)Whatistheattitudeofthepersonatowardsmarriage?
Acriticaltone.
MYFATHERBEGANASAGOD
Myfatherbeganasagod
Fullofheroictales
Ofdayswhenhewasyoung
Hislawswereasimmutable
Asifbroughtdownfrom Sinai
Whichindeedhethoughttheywere
Hefearlesslyliftedmetoheaven
Byamereswingtohisshoulder
Andmademeagodling
Byseatingmeastride
Ourmitchcow’sbackandtoo
Uponthegreatwhitegobbler
Ofwhichotherswentinconstantfear.
Strangethenhowheshrankandshrank
Untilbymytimeofadolescence
Hehadbecomeafoolishsmalloldman
Withsillyandoutmodedviews
Oflifeandofmorality.
Strangerstill
ThatasIbecameolder
Hisfaultsandhisintolerances
Scattedawayintothepast
Revealingvirtues
Suchashonesty,generosity,integrity.
Strangestofall
Howthedeeperherecedesintothegrave
ThemoreIseemyself
Asjustonemoreofallthelittlemen
Whocreepthroughlife?
Noknee-hightothislong-deadgod.
1.Whatisthepoem about?
 Aboutachildwhohasalotofrespectforthefatherasachild,butashegrows
up,hebeginsdoubtinganddespisinghisfatherespeciallywhenhereaches
adolescencestage
 Duringthistime,hefeelsheknowsmorethanhisfatherhowever,whenhe’s
older,herealizeshisfatherwasrightandthevirtuesheadvocatedoughttobe
followed.
2.Whatdoyouthinkisthepurposeofthepoetinwritingthispoem?
 Istoeducatebothchildrenandparents
 Thechildrenshouldunderstandthatwhatevervirtuestheirparentsinciteinthem
arefortheirowngood.
 Theparentsontheotherhandshouldnotbeshockedwhentheirchildrenwho
trustedandsawthem assuperiorwhentheywereyoungsuddenlychangeand
feeltheyareuselessandinferior.Thisisjustastageofgrowingwhichconfuses
them butafterawhiletheycomebacktotheirsenses.
3.Commentonthesuitabilityofthetitleofthepoem.
 Thetitleissuitable,whenthechildisyoung,heseeshisfatherasagod-amighty
superiorperson.
 Thenastimegoeson,heisnolongeragodtohim butafoolisholdman.
4.Whatistheattitudeofthepersonatowardshisfather?
 Theattitudekeepschanging
 Whenhe’syoungheregardshisfatherhighly,heseeshisfatherasimportantand
superior.
 However,ashegrowsandreachesadolescentstage,hebeginstodespisehis
father.Heseeshisfatherasanoldfashionedpersonwhohasnothinggoodto
offer.
 Thisattitudechangeswhenhematures.Heseeshisfatherasavirtuousand
remembersallthathetoldhim,.Heregardshisfatherassuperioroncemore.
5.Whydoyouthinkthepersonafeelsthathisfatherhasshrunk?
 Whenhegrowstallerandcannolongerbecarriedshoulderhigh.Hisfather,who
isnolongergrowingappearstobeshrinkinginstead.
6.Identifyandexplainanythreestylisticdevicesusedinthepoem.
i.Symbolism
‘god’usedtosymbolizeperfection,superityandmighty.
ii. Simile-asimmutableasifbroughtfrom Sinai
 Thisdemonstratesthefinalityoftheimportanceofthelawsthathisfathergave.
 Toshowtheimportance,thelawsarecomparedtotheonesgiventoMosesby
God.
iii. Hyperbole–‘Hefearlesslyliftedmetoheaven’
 Isusedtobringoutthepictureoftheheightatwhichthepersonwaslifted–very
high,heavenexaggeratesthisheight.
iv. Repetitione.gshrank–shrinkingseenasacontinuingprocess.
 ‘strange’initsvariousdegrees(e.gStrange,strangerandsragest).Emphasizes
onthechangingviewsandattitudeofthepersona.Whenhebecomesana
adolescent,hisviewstowardshisfatherchanges(strange)consideringhehas
alwaysviewedhisfatherasveryimportant.Afterhisfathersdeathhediscovers
heisnobetter,thanhisfatherandalltheotherpeople(strangest).
v. Metaphor
 Mademeagodling
 Thisisusedtobringouthow importantthepersonafeltwhenhisfatherlifted
him up.
 Isjustonemoreofthelittlemen.
 Thelittlemenisusedmetaphoricallytobringoutchangesinthepersonas
attitude.Henolongerfeelssuperiorbutheisjustlikeeverybodyelse.Hedoes
notconsiderhimselfimportantanymore.
 Whocreepthroughlife
 Thisshowsthathumanbeingslackconfidenceandareunsureofwhattheydo.
 Noknee=-high
 Thismetaphorisusedtobringouttheimagethepersonanowhasofhimself.H
eisnobetterthanhisfatherhehadearlierdespised.
7.Whatdothefollowinggroupsofpeoplelearnfrom thepoem?
a)Parents b)Children
 Bothparentsandchildrenshouldbetoleranttooneanother.
8.Explainthemeaningofthefollowingwords
 Immutable–unabletobechanged
 Milchcow-cow’smilk
 Outmoded–oldfashionednolongermodern,usefulornecessary.
 Seated–disappeared.
9.Innotmorethan25words,summarizethechangingviewsofthepersona.
a.Heseeshisfatheras
 Impandsuperior
 Fullofheroictales
 Havinglawsthatarefinal
 Abletolifthim
 Verybrave.
b.Beginstodespisehisfatherashebecomesanadolescent.
 Heseeshim asfoolish
 Hisviewsappearoldfashioned,especiallytheonestouchingonlife
c.Hevalueswhathisfatherdidforhim ashebecomesolder.
 Virtuesarerevealed
 Seeshimselfjustashesawhisfather.
THESMILINGORPHAN
Andwhenshepassedaway,
Theycame,
Kinsmencame,
Friendscame,
Everybodycametomournher
Hospitalizedforfivemonths
Thewardwasherwould
Fellowpatientshercompatriots
Themeagerhospitalsupply–herdiet
Whenshewasdying
Hersonwasonofficialduty
Thestatedemandedhisservices
Heronlydaughter,undeducated,
Satbyher,
Crying,praying,waitingforananswer
From Godfarabove
Wishing,shespokethelanguage
Figuresinwhite–coatsdounderstand
Theymatched,hefiguresdid,
Siff,numbanddeaf,tocriesandwishes
Ofherdyingmother.
Asshewasdying
Friendsandkinsmentalkedofher
Howgood,howhelpful;averypracticalwoman.
Nonereachedher;theyweretoobusy,therewasnomoney,
Whowouldlookaftertheirhomes?
Wasitsocrucialtheirpresence?
Butwhenshepassedaway,theycame,
Kinsmencame,friendshiredcarstocome,
Neighboursgatheredtomournher,
Theyoughttobethereforthefuneral,
Sotheyswore
Themournersshriekedoutcries
Astheyarrivedinthebusycompoundofthedead
Memoriesoflovedonesnomore
Stimulatedtearsofmany.
Theycrieddutifultearsforthedeceased
Nowstretchingtheirhandsallovertohelp
Thedaughterlookedatthem
Withdryeyes,quiet,blank
Themournerspinchedeachother
Shockedbythestone–heartedness
Oftheorphan
Shesat;watchingthetearssoaktheirgarments
Orinthesoilaroundthem;wasted.
Thatnight,shewenttoherlove,
Inthefreshlymadeemergencygrasshut,
Andletloosealltiesoftheconventionaldressshewore
Submittingtothegreatpower,shewhispered.
Now…..
YouandImustknownow…..
Tomorrowyoumightneverunderstand
Unabletolickmytears……
Andtherewaslight
Inthedarknessofthehut
Whileoutside
Themournerscried
Louderthantheorphan
ByGraceBirabweIsharaza
1.Whoisthepersonainthepoem?
 Observer–tellsthestoryofthedeceased,thesmilingorphanandthemourners.
2.Whatisthepoem about?
 Thepoem isaboutawomanwhowassickandhospitalizedforfivemonthsand
wasnevervisitedbyherrelativeswhoclaimedtheywerebusy.Later,thewoman
diesandironicallytherelativescometotheirfuneralinlargenumbersvowing
thattheycannotmisstheburial.Duringthefuneral,heronlydaughter(Whohad
stayedwithherinhospital)seemsunmovedandtherelativesstartbackbitingher
sayingshe’shard-hearted.
3.Commentontheeffectivenessofthelittleofthepoem.

Veryeffectiveinrelationtowhathasbeendescribedinthepoem.Ithasbeen
usedinthereferencetotheilliterategirl/daughter.Whohadstayedinhospital
withthemotherforfivemonthsbutnowisperceivedasnotbeinginmourning
theothermourners.Thismakeshersmileattheirhypocrisy.Sheisanorphan
nowthathermotherisdead.
4.Identifyonecharactertrailoftheorphan
Loving /caring – satbyhermother’ssidethroughoutthefivemonthsshewas
hospitalized
Responsible–shetakescareofhersickmotherwhenotherpeople/relativesandeven
herbrothergaveexcusesofunavailability.
5.Identifyandillustratetwostylisticdevicesusedinthispoem.
Repetition…..theycame….came
 Toillustratethefactthatthemournersarrivedforthefuneralinlargenumbers.
Rhetoricquestions–whowouldlookaftertheirhomes/
 Wasitsocrucialtheirpresence?
 Revealstheattitudeofthemournersatthebeginning,thattheywerenot
bothered.
Hyperbole…..Thetearssoaktheirgarments’
 Enhancesthesatirethatthemournerscrymuchandweknowthattheirgriefisn’t
genuine.
Ellipsis’Now….,tears….’
 Enhancessuspense,allowsimaginationandrevealsfeelingsoftheorphan,the
strainsshe’sbeenundere.t.c
6.Describethemoodofthepoem.
Sad/melancholic/somber/sorrowful
 Thepoem capturesthelossofalovedone.Theorphanismourninghermother.
ShesatbyhermothercryingandprayingtoGodperhapstosavehermotherbut
themotherdies.
7.Explainthefollowinglinesasusedinthepoem
i.Theycrieddutifultearsforthedeceased
Theirtearswerenotgenuine/theywerehypocritical
ii.Andtherewaslightinthedarknessofthehut.
She feltrelieved – she had unburdened hergrief(with herlover,there’s no
condemnation)
Adarkdrought
Ithought
Isawthemoonshine
Thawingtheomenofournight
Butitwasadeaddream
Astillbornhope
Whoseghostwouldnotcease
Tohauntourendlesssleep
Ithought
Iheardthecockcrowing
Wakingthesleepingfrom death
Butitwasthenightchild
Cryingforamothersmilk
Anightchildcryingtheneed
Ofallourhearts
Ithought
Isawthecloudsgather
Foretellingthepassingofdrought
Butitwastheslowcircle.
Ofhungryvultures
Waitingtounfleshus
Cycling,waitingincoldpatience
Ithought
Ifeltthesprayofrain
ThatIheardthetriumphofthunder
Butitwasthesplatteringofblood
Andthedarkthreat.
Oftheconquerorstriumph
Ifearit’salongnight,yetalongdrought.
a.Identifyandexplainthethreeimagesofthehopebroughtoutinthepoem.
i.Moonshine–whenmoonshinesatnight.Darknessdisappears
– Thissignifiesthedisappearance/meltingawayofthebadomenassociatedwith
darkness.
ISHALLRETURN
Ishallreturn,Ishallreturnagain
Tolaughandloveandwatchwithwondereyes
Atgoldennoontheforestfiresburn
Waftingtheirblueblacksmoketosapphireskies
Ishallreturntoloiterbythestreams
Thatbathethebrownbladesofbendinggrasses
Andrealizeoncemoremythousanddreams
Ofwatersrushing,downthemountainpasses.
Ishallreturntohearthefiddleandthelife
Ofvillagedances,deardelicioustunes
Thatstirthehiddendepthsofnativelife
Straymelodiesofthedim –rememberedtunes
Ishallreturn,Ishallreturnagain
Toeasemymindoflong,longyearsofpain.
a.Explainbrieflywhatthepoem isabout
– Aboutaman/woman/personwhoisinexile/awayfrom home
– He/sheismissingvariousaspectsoflifeathomeandstronglywishestoreturn/
gobacktohis/herhome.
b.Innoteform,identifyfourthingswhichthepersonaislongingtoreturnto
– Forestfires
– Streams
– Villagemusic(fiddleandfife/villagedances)
– Toeasehismind.
c.Withillustrationsfrom thepoem,identifythreestylisticdevicesusedinthepoem.
i. Alliteration–watchwithwonder–givesrhythm
ii. Repetition–Ishallreturn–givesrhythm
d.Whatisthetoneofthepoem?Illustrateyouranswer
Nostalgic/sentimental/longing
e.Whatkindofeventisthepersonaliving?Explainyouranswers
– Acoldeventdevoidofsunshine,riversandwithlittletimeforrelaxationand
socialization.Thesearetheaspectsoflifeshe/heismissing
f. Whatspecificnameisgiventopoemswithonestanzaandfourteenlinesastheone
abovesonnet
g.Whatisthenamegiventothelasttwolinesendinginsimilarsound?Couplet.
WESTERNCIVILIZATION
Sheetsoftinnailedtoposts
Drivenintheground
Makeupthehouse
Someragscompete
Theintimatelandscape
Thesunslantingthroughthecracks
Welcomestheowner
Aftertwelvehoursofslave
Labour
Breakingrock
Shiftingrock
Fairweather
Wetweather
Breakingrock
Shiftingrock
Oldagecomesearly
Amatondarknights
Isenoughwhenhedies
Gratefully
Ofhunger
ByAugustineneto.
1.Explaintwothemesdiscussedinthepoem.
Exploitation-manworksallhislife–e.g.“Breakingrock.Shiftingrockyetallcanshow
foritistinnedhouse,earlydeathanddiesofhunger
Desperation/AbjectPoverty–somepartsofthehousearecompletedwithrags.He
diesofhunger.
2.Commentontheeffectofrepetitioninthispoem.
Emphasizesonthethemeofsuffering/slavery
e.g. Breakingrock
Shiftingrock
Effect– createsrhythm
Assistsinmemorability
Createsmusicality
3.Explainthemeaningofthefollowinglines
i.oldagecomesearly
Thepersonhassufferedsomuchthatheagesfaster
ii.Whenhediesgracefullyofhunger
Thisisironicthatitshowsdeathasarelieffortheproblemshehasbeengoingthrough
areover.
4.Enumeratethedemeritsofthekindofworkthe‘he’ofthepoem does
“He”isoverworked
Hecan’taffordadecenthouse
Suffershunger
Agesquickly
Diesearly
5.Whatisthepersona’sattitudetowardsthe‘he’ofthepoem?
– Thepersonahasasympathetic/piteousattitude
– Seesthemansufferingfroexample,thelivingconditions,hungertheworkthat
makeshim agefaster,-oldagecomesearly’’
6.Discusstheironyinthepoem
Thetitleisirony/satirical
– Westerncivilizationisexpectedtobringpositivedevelopmentbutithasbrought
miseryandslavery.
– Civilizedsocietyshouldhavenoslavery=hoursofslavelabour’