Category Archives: Teachers’ Resources

Free Computer Studies Notes, Exams, Schemes of Work, Lesson Plans: Form 1 to 4

Free Computer Studies Notes, Exams, Schemes of Work, Lesson Plans: Form 1 to 4

COMPUTER STUDIES SCHEMES FOR ALL FORMS

COMPUTER FORM 1 SCHEMES OF WORK – TERM 1 WEEK LESSON TOPIC SUB-TOPIC LEARNING OBJECTIVES TEACHING/LEARNING ACTIVITIES TEACHING/LEARNING RESOURCES REFERENCES REMARKS   1                 1     DEFINITION OF A COMPUTER   By the end of the lesson, the learner should be able to ·        …

Latest Computer Studies Form one to four notes, exams, schemes of work lesson plans,…

Latest Computer Studies Form one to four notes, exams, schemes of work lesson plans, revision materials free COMPUTER STUDIES NOTES FORM 1-4 Teachers’ Resources Media Team @Educationnewshub.co.ke –  4 COMPUTER…

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COMPUTER STUDIES FORM 2 NOTES, ALL TOPICS

WORD PROCESSORS Chapter outline Definition of word processor. Purpose of word processing. Using a word processing package (Microsoft word). 1.4 Editing and formatting a document.  1.5 Creating…

COMPUTER STUDIES FORM 1 COMPREHENSIVE NOTES

CHAPTER 1 INTRODUCTION TO COMPUTERS This chapter introduces the student to what a computer is, classifies computers into different categories, compares the different classes of computers…

Computer Studies Notes Form 1, 2, 4 and 4- Free Download

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COMPUTER STUDIES FORM 4 NOTES, ALL TOPICS

INTRODUCTION TO NETWORKING AND DATA COMMUNICATION Chapter outline  1.1 Introduction 1.2 Definition of terms used in networking 1.3 Types of computer networks 1.4 Purpose and limitations of networking…

COMPUTER STUDIES FORM 4 SCHEMES OF WORK TERM 1-3

WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS 1 Reporting from home and settling for the first term   2   1       Definition of networking terms   By the end of the lesson, the learner should…

Computer Studies Notes, Exams, Schemes F1 to F4

Get free updated Secondary school Computer Studies Notes, Exams and Schemes for F1 to F4 here. These resources are available free of charge. Download…

COMPUTER STUDIES FORM 4 REVISION NOTES

INTRODUCTION TO NETWORKING AND DATA COMMUNICATION INTRODUCTION A computer network forms whenever 2 or more computers are interconnected together with other related accessories to work together. Non…

COMPUTER STUDIES LESSON PLANS FORM 3

TEACHERS NAME…………………………………………………………….TSC NO…………………………… SCHOOL/ INSTITUTION…………………………………………………………………………………………… FORM: ONE SUBJECT: COMPUTER STUDIES              TOPIC: INTRODUCTION TO COMPUTER STUDIES SUB TOPIC: DEFINITION OF A COMPUTER WEEK: 2                                                                                             …

Free Computer Studies notes, revision questions, KCSE past Papers, Exams, Marking Schemes, Topical revision…

Computer Studies is an Applied & Technical Subject that is examined by the Kenya National Examinations Council, Knec. The subject is elective for students…

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KENYA CERTIFICATE OF SECONDARY EDUCATION 451/1 COMPUTER STUDIES PAPER 1 (THEORY QUESTIONS) FORM ONE – INTRODUCTION TO COMPUTERS Explain the following terms as used in computer science: …

COMPUTER STUDIES NOTES FORM 1-4 (BEST NOTES)

FORM ONE NOTES INTRODUCTION TO COMPUTERS Chapter outline 1.1 Introduction. 1.2 Parts of a computer. 1.3 Classification of computers. 1.4 Development of computers. 1.5 Areas where computers are used….

COMPUTER STUDIES FORM 2 COMPREHENSIVE NOTES

CHAPTER 1 WORD PROCESSORS This chapter introduces the student to what Word Processors are, and how they are used. Definition of a Word Processor Purpose of…

TSC Junior Secondary Advertised Slots in all Counties- Computer Studies Subject Combinations

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COMPUTER STUDIES FORM 3 SCHEMES OF WORK TERM 1-3

WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS 1 1 Data Representation in a computer DEFINITION & INTRODUCTION     By the end of the lesson, the learner should be able to ·        Define data ·       …

Computer Studies Free Notes, Exams And Marking Schemes

Computer Studies Free Notes, Exams And Marking Schemes 451 PPR2.docx COMP P1 MS.docx COMP P1 QNS.docx COMP P2 MS.docx COMP P2 QNS.docx COMP PP1 QN (Autosaved).docx COMP PP1…

COMPUTER STUDIES NOTES FORM 1-4

COMPUTER STUDIES NOTES TABLE OF CONTENTS FORM ONE INTRODUCTION TO COMPUTERS COMPUTER SYSTEMS PORTS OPERATING SYSTEMS (COMPUTER SOFTWARE) DISK MANAGEMENT   FORM TWO WORD PROCESSING Definition Main types of Word Processors…

COMPUTER STUDIES FORM 2 SCHEMES OF WORK TERM 1-3

APPLICATION PACKAGES (WORD PROCESSORS) WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS 1   Reporting from home and settling for first term work   2   1     DEFINITION OF WORD PROCESSOR   By the end of the lesson,…

COMPUTER STUDIES NOTES (COMPLETE FOR ALL FORMS 1-4)

COMPUTER STUDIES NOTES FORM 1-4 INTRODUCTION TO COMPUTERS Definition of a Computer It is an electronic device that transforms data to information. Data: Raw facts. Information: Processed data. The…

COMPUTER STUDIES TOPICAL NOTES, QUESTIONS & ANSWERS

 FORM ONE NOTES INTRODUCTION TO COMPUTERS Chapter outline 1.1 Introduction. 1.2 Parts of a computer. 1.3 Classification of computers. 1.4 Development of computers. 1.5 Areas where computers are used….

COMPUTER STUDIES PAPER ONE KCSE REVISION MOCKS

COMPUTER STUDIES PAPER ONE Identify programming language used in the following generations:-                                      (i) First generations (ii) Second generation Give importance of having…

Computer Studies Schemes of work term 1-3, Form 1-4

Get free Computer Studies Schemes of work, below. Download a pdf and editable copy of the schemes of work here; Free updated schemes of work for all…

Latest Computer Studies Form 1, 2, 3 and 4 Exams and Marking Schemes Free…

Latest Computer Studies Form 1, 2, 3 and 4 Exams and Marking Schemes Free Downloads Latest Exams Set Series Latest Computer Studies Form 1 Exams and…

Computer Studies free lesson plans for all topics (Form one to four)

Here are all the secondary school lesson plans for all topics. You can also download the editable and pdf lesson plans below. FREE LESSON PLANS…

COMPUTER STUDIES NOTES FORM 1-4 BOOKLET

INTRODUCTION TO MICROCOMPUTERS Section I Objectives In this section you will learn: The Rise and Development of Computers Computer Generations Characteristics of Computers Various Areas of Computer…

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COMPUTER STUDIES FORM 1 NOTES INTRODUCTION TO MICROCOMPUTERS Section I: Objectives In this section you will learn: The Rise and Development of Computers Computer Generations Characteristics of…

KCSE 2021 Computer Studies 451/3 Projects, KNEC Instructions To Candidates and Marking Schemes

The Kenya National Examinations Council, Knec, has released the 2021 Kenya Certificate of Secondary Education (KCSE) instructions and marking schemes for Computer Studies 451/3 Project. According…

COMPUTER STUDIES FORM 3 NOTES, ALL TOPICS

DATA REPRESENTATION IN A COMPUTER Chapter outline 1.1 Introduction 1.2 Concepts of data representation in digital computers 1.3 Bits, bytes, nibble and word 1.4 Types of data representation 1.5…

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COMPUTER STUDIES FORM 1 NOTES INTRODUCTION TO MICROCOMPUTERS Section I Objectives In this section you will learn: The Rise and Development of Computers Computer Generations Characteristics of Computers …

COMPUTER STUDIES COMPREHENSIVE REVISION QUESTIONS & ANSWERS PER TOPIC

INTRODUCTION TO COMPUTERS (a) Clearly define a computer A computer is an electronic device that operates (works) under the control of programs stored in…

Computer Studies Free Notes Form 1 to 4 – Latest

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COMPUTER FORM 3 SCHEMES OF WORK – TERM 1 TO 3

WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS 1 1 Data Representation in a computer DEFINITION & INTRODUCTION     By the end of the lesson, the learner should be able to ·        Define data ·       …

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BUSINESS STUDIES NOTES FORM FOUR SOURCE DOCUMENTS AND BOOKS OF ORIGINAL ENTRY These are documents containing the information that makes basis of making entries in the…

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Business studies notes for form one to four. Read through the notes that cover all the topics tested at the Kenya Certificate of Secondary…

BUSINESS STUDIES NOTES FORM ONE

BUSINESS STUDIES NOTES FORM ONE CHAPTER ONE INTRODUCTION TO BUSINESS STUDIES Definition of terms used in business studies Business – refers to any activity that is carried out…

BUSINESS STUDIES FORM 4 NOTES

SOURCE DOCUMENTS AND BOOKS OF ORIGINAL ENTRY These are documents containing the information that makes basis of making entries in the books of accounts. They…

BUSINESS STUDIES FORM ONE TO FOUR COMPLETE NOTES

BUSINESS STUDIES FORM ONE NOTES. INTRODUCTION TO BUSINESS STUDIES Objectives: By the end of the topic, the learner should be able to: Explain the meaning of…

COMPUTER FORM 4 SCHEMES OF WORK – TERM 1 TO 3

WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS 1 Reporting from home and settling for the first term   2   1       Definition of networking terms   By the end of the lesson, the learner should…

Business Studies free lesson plans for all topics (Form one to four)

Here are all the Business Studies secondary school lesson plans for all topics. You can also download the editable and pdf lesson plans below. FREE…

BACHELOR OF SCIENCE IN APPLIED COMPUTER SCIENCE KUCCPS CUT OFF POINTS, REQUIREMENTS 2022-2023

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COMPUTER FORM 1-4 SCHEMES OF WORK TERM 1 TO 3

COMPUTER FORM 1 SCHEMES OF WORK – TERM 1 WEEK LESSON TOPIC SUB-TOPIC LEARNING OBJECTIVES TEACHING/LEARNING ACTIVITIES TEACHING/LEARNING RESOURCES REFERENCES REMARKS   1                 1     DEFINITION OF A COMPUTER   By the end of the lesson, the learner should be able to ·       …

BUSINESS STUDIES FORM 3 NOTES

TOPIC: SOURCE DOCUMENTS AND BOOKS OF ORIGINAL ENTRY These are documents containing the information that makes basis of making entries in the books of accounts….

BUSINESS STUDIES SCHEMES OF WORK FORM 4

BUSINESS STUDIES, F4, T1 REFERENCES: Longman Explore Book , Inventor KLB Book, Certificate Business Studies Book, KLB Top Mark Series Business Studies WK LSN TOPIC SUB-TOPIC OBJECTIVES L/ACTIVITIES L/T AIDS REFERENCE REMARKS 1   REPORTING AND REVISION     2   1   Source…

BUSINESS STUDIES FORM ONE NOTES

TOPIC 1: FORMS OF BUSINESS UNITS TOPIC OBJECTIVES BUSINESS UNITS A business unit is an organization formed by one or more people with a view of engaging…

Teachers to get Sh500,000 For Further Studies- See Terms, Programs and Application Process

The government considers the improvement of its human resources as a top priority and a crucial plan for achieving national growth. A internationally competitive…

KCSE 2021 COMPUTER PROJECT- KNEC GIVES NEW SCORING GUIDE

  
The Kenya National Examinations Council (KNEC) has released new instructions on how to assess and upload the KCSE project marks. In the new marking…

BUSINESS STUDIES NOTES FORM 1, 2, 3 AND 4 FREE

TOPIC 1: FORMS OF BUSINESS UNITS TOPIC OBJECTIVES BUSINESS UNITS A business unit is an organization formed by one or more people with a view of engaging…

COMPUTER SCHEMES OF WORK FORM 1-4 (EDITABLE)

COMPUTER FORM 1 SCHEMES OF WORK – TERM 1 WEEK LESSON TOPIC SUB-TOPIC LEARNING OBJECTIVES TEACHING/LEARNING ACTIVITIES TEACHING/LEARNING RESOURCES REFERENCES REMARKS   1                 1     DEFINITION OF A COMPUTER   By the end of the lesson, the learner should be able to ·       …

ELEMENTARY PROGRAMMING PRINCIPLES COMPUTER NOTES

ELEMENTARY PROGRAMMING PRINCIPLES Definition of terms Computer Program: A computer program is a set of coded instructions given to the computer, and represents a logical solution to…

BUSINESS STUDIES FORM ONE NOTES FREE

BUSINESS STUDIES FORM ONE NOTES  INTRODUCTION TO BUSINESS STUDIES  Objectives: By the end of the topic, the learner should be able to: Explain the meaning of…

BUSINESS STUDIES FORM ONE TO FOUR NOTES BOOKLET

BUSINESS STUDIES FORM ONE NOTES INTRODUCTION TO BUSINESS STUDIES Objectives: By the end of the topic, the learner should be able to: Explain the meaning of…

BUSINESS STUDIES TEACHER’S NOTES

BUSINESS STUDIES FORM ONE NOTES   INTRODUCTION TO BUSINESS STUDIES Objectives: By the end of the topic, the learner should be able to: Explain the meaning of…

Business Studies Schemes of work term 1-3 Form 4

BUSINESS STUDIES SCHEMES OF WORK FORM FOUR TERM 1 REFERENCES: Longman Explore Book Inventor KLB Book Certificate Business Studies Book KLB Top Mark Series Business Studies Download a…

BUSINESS STUDIES TEACHER’S NOTES

BUSINESS STUDIES FORM ONE NOTES INTRODUCTION TO BUSINESS STUDIES Objectives: By the end of the topic, the learner should be able to: Explain the meaning of…

BUSINESS STUDIES SCHEMES OF WORK FORM 1-4 (EDITABLE)

BUSINESS STUDIES, F4, T1 REFERENCES: Longman Explore Book , Inventor KLB Book, Certificate Business Studies Book, KLB Top Mark Series Business Studies WK LSN TOPIC SUB-TOPIC OBJECTIVES L/ACTIVITIES L/T AIDS REFERENCE REMARKS 1   REPORTING AND REVISION     2   1   Source…

Diploma in Health Records and Information Technology at KMTC (Requirements, How to apply and…

Diploma in Health Records and Information Technology is a course offered the Kenya Medical Training College (KMTC). This course takes three years. Entry Requirements for…

Free Kiswahili Notes, Exams, Schemes of Work, Lesson Plans: Form 1 to 4

Free Kiswahili Notes, Exams, Schemes of Work, Lesson Plans: Form 1 to 4 Bembea Ya Maisha Mwongozo Free Kiswahili Notes For Secondary Schools Free Downloads Teachers’…

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KUCCPS releases Degree Programmes Cutoff points and choices for 2022/2023 university admissions: Details on…

The Kenya Universities and Colleges Central Placement Service, KUCCPS, has released new cutoff points to be used in admitting students to universities and Colleges…

Mang’u High School KCSE Revision, Prediction Exams With Answers

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Free Geography Notes, Exams, Schemes of Work, Lesson Plans: Form 1 to 4

Free Geography Notes, Exams, Schemes of Work, Lesson Plans: Form 1 to 4 Free Geography Notes, Exams, Schemes of Work, Lesson Plans: Form 1 to…

Free Geography Notes, Exams, Schemes of Work, Lesson Plans: Form 1 to 4

Free Geography Notes, Exams, Schemes of Work, Lesson Plans: Form 1 to 4 SCHEMES OF WORK FORM FOUR GEOGRAPHY TERM 1-3 Teachers’ Resources Media Team @Educationnewshub.co.ke  SCHEME OF…

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Achievers Form One Exams Plus Marking Schemes in all subjects

CHEM F1 MS.docx
AGR F1 MS.docx
AGR F1 QN.docx
BIO MS.docx
BIO Q.docx
BST F1 MS.docx
BST F1 QNS.docx
CHEM F1 QN.docx
COMP MS.docx
COMP QN.docx
CRE F1 MS.docx
CRE F1 QS.docx
ENG MS.docx
ENGLISH F1.docx
F1 HIST QN.docx
GEO F1 MS.docx
GEO F1 Q.docx
HIST F1 MS.docx
KIS F1 MS.docx
KIS F1 QSN.docx
MATHS F1 MS.docx
MATHS F1 QN.docx
PHY F1 MS.docx
PHY F1.docx

GEO F1 MS.docx
AGR F1 MS.docx
AGR F1 QN.docx
BIO MS.docx
BIO Q.docx
BST F1 MS.docx
BST F1 QNS.docx
CHEM F1 MS.docx
CHEM F1 QN.docx
COMP MS.docx
COMP QN.docx
CRE F1 MS.docx
CRE F1 QS.docx
ENG MS.docx
ENGLISH F1.docx
F1 HIST QN.docx
GEO F1 Q.docx
HIST F1 MS.docx
KIS F1 MS.docx
KIS F1 QSN.docx
MATHS F1 MS.docx
MATHS F1 QN.docx
PHY F1 MS.docx
PHY F1.docx

CBC Grade 7 Social Studies Schemes of Work Free Editable Word, PDF Downloads

CBC Grade 7 Social Studies Schemes of Work Free Editable Word, PDF Downloads

GRADE 7 SOCIAL STUDIES SCHEME OF WORKTERM 3

TEACHERS NAME……………………………………..SCHOOL……………………………….TERM  THREE                YEAR   

Week Lesson Strand Sub-strand Specific-Learning outcomes Learning Experience Key Inquiry Question(S) Learning

Resources         

Assessment Methods Reflection
1 1 Sustainable Use of Resources in Society Sustainable Use of Resources in Society By the end of the lesson, the learner should be able to:

 

a)     Explain the meaning of sustainable use of resources.

b)     Demonstrate sustainable ways of using resources available in their community.

c)      Appreciate the resources available in their community.

Learners are guided to explain the meaning of sustainable use of resources.

 

In groups or in pairs, learners to demonstrate sustainable ways of using resources available in their community.

What are resources?

 

 

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 156-157

 

Pictures

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
  2 Sustainable Use of Resources in Society Applying Sustainable use of resources available in the community By the end of the lesson, the learner should be able to:

 

a)     Identify a resource that can be sustainably used in their community.

b)     Discuss the uses of the resource identified.

c)      Design sustainable ways of using the resource identified in the community.

d)     Engage in activities that ensure sustainable use of the resource.

Learners to identify a resource that can be sustainably used in their community.

 

In groups, learners to discuss the uses of the resource identified.

 

In groups, learners are guided to design sustainable ways of using the resource identified in the community

Which type of resources are found in your community?

 

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 158-159

 

Photographs

Pictures

Video clips

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
  3 Sustainable Use of Resources in Society Appreciating sustainable use of resources for sustenance of life By the end of the lesson, the learner should be able to:

 

a)     Identify ways of appreciating sustainable use of resources for sustenance of life.

b)     Design posters with communication messages on sustainable use of resources for sustenance of life.

c)      Appreciate sustainable use of resources for sustenance of life.

 

Learners are guided to identify ways of appreciating sustainable use of resources for sustenance of life.

 

In groups, learners are guided to design posters with communication messages on sustainable use of resources for sustenance of life

How will you appreciate sustainable use of resources for sustenance of life? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 160-161

 

Pictures

Video clips

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
2 1 Political development and Governance Political development in Africa up to 1900 By the end of the lesson, the learner should be able to:

 

a)     Describe the political setup of Ogiek community up to 1900

b)     Discuss the role of the Ogiek political setup.

c)      Draw the governance structure of the Ogiek.

d)     Appreciate the Ogiek community.

Learners are guided to describe the political setup of Ogiek community up to 1900

 

In groups, learners to discuss the role of the Ogiek political setup.

 

Learners are guided to draw the governance structure of the Ogiek

Where did the Ogiek community lived? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 162-164

 

Atlas

Photographs

Pictures

Video clips

Maps

Charts

Computing devices

 

Oral questions Oral Report Observation

 

 
  2 Political development and Governance Political Organization of the Zulu By the end of the lesson, the learner should be able to:

 

a)     Describe the political setup of Zulu community up to 1900

b)     Discuss the role of the Zulu political setup.

c)      Draw the governance structure of the Zulu.

d)     Appreciate the Zulu community.

Learners are guided to describe the political setup of Zulu community up to 1900

 

In groups, learners to discuss the role of the Zulu political setup.

 

Learners are guided to draw the governance structure of the Zulu

Where did the Zulu community lived? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 164-166

 

Atlas

Photographs

Pictures

Maps

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
  3 Political development and Governance Political Organization of the Asante By the end of the lesson, the learner should be able to:

 

a)     Describe the political setup of Asante community up to 1900

b)     Discuss the role of the Asante political setup.

c)      Draw the governance structure of the Asante.

d)     Appreciate the Asante community.

Learners are guided to describe the political setup of Asante community up to 1900

 

In groups, learners to discuss the role of the Asante political setup.

 

Learners are guided to draw the governance structure of the Asante

Where did the Asante community lived? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 166-167

 

Atlas

Photographs

Pictures

Video clips

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
3 1 Political development and Governance The concepts “Scramble for and Partition” of Africa By the end of the lesson, the learner should be able to:

 

a)     Define the concept of scramble and partition of Africa.

b)     Discuss the various European groups that came to Africa.

c)      Name the European explorers who came to Kenya.

d)     Have a desire to learn more about explorers.

Learners to define the concept of scramble and partition of Africa.

 

In groups, learners to discuss the various European groups that came to Africa.

 

Learners are guided to name the European explorers who came to Kenya

What is the meaning of scramble?

 

What is the meaning of partition?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 168-170

 

Atlas

Pictures

Video clips

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
  2 Political development and Governance European Traders By the end of the lesson, the learner should be able to:

 

a)     Name various traders that came to Africa up to 1900.

b)     Identify the factors that led to the presence of Europeans in Africa.

c)      Discuss the role of various traders that came to Africa.

d)     Have a desire to learn more about European Traders.

 

Learners are guided to name various traders that came to Africa up to 1900

 

Learners to identify the factors that led to the presence of Europeans in Africa.

 

In groups, learners are guided to discuss the role of various traders that came to Africa

Which factors led to the presence of Europeans in Africa? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 170-171

 

Photographs

Pictures

Video clips

Maps

Computing devices

 

Oral questions Oral Report Observation

 

 
  3 Political development and Governance Matching the Countries in Africa with their Colonial Masters By the end of the lesson, the learner should be able to:

 

a)     Identify the countries of Africa and their colonial masters from the map.

b)     Match the colonial masters with the countries they colonized in Africa.

c)      Enjoy using the map of Africa.

Learners are guided to identify the countries of Africa and their colonial masters from the map.

 

Learners are guided to match the colonial masters with the countries they colonized in Africa

Who were colonial masters of Kenya? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 172

 

Atlas

Photographs

Pictures

Video clips

Maps

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
4 1 Political development and Governance Terms of the Berlin Conference of 1884-1885 on the Partition of Africa By the end of the lesson, the learner should be able to:

 

a)     Identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque.

b)     Discuss the terms of the Berlin Conference.

c)      Create posters on the terms of the Berlin Conference of 1884-1885

d)     Acknowledged the Political Organisation of Selected Communities in Africa.

 

Learners to identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque.

 

In groups, learners to discuss the terms of the Berlin Conference.

 

In groups, learners to create posters on the terms of the Berlin Conference of 1884-1885

 

What are the terms of the Berlin Conference of 1884-1885 on partition of Africa? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 173-175

 

Atlas

Photographs

Pictures

Maps

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

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

 

a)     Define the term constitution.

b)     Identify the importance of the constitution of Kenya.

c)      Compose a song on any eight national values enshrined in the Constitution of Kenya.

d)     Appreciate the importance of the constitution of Kenya.

 

 

Learners to define the term constitution.

 

Learners to identify the importance of the constitution of Kenya.

 

In groups, learners to compose a song on any eight national values enshrined in the Constitution of Kenya.

 

What is a constitution?

 

What is the importance of Constitution of Kenya?

 

 

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 176-178

 

Atlas

Photographs

Pictures

Maps

Charts

Computing devices

 

Oral questions Oral Report Observation

 

 
  3 The Constitution of Kenya Ways of Upholding and Protecting the Constitution of Kenya for Social Cohesion By the end of the lesson, the learner should be able to:

 

a)     Search for ways of upholding and protecting the Constitution of Kenya.

b)     Discuss the importance of upholding and protecting the constitution.

c)      Uphold and protect the constitution of Kenya.

Learners to search for ways of upholding and protecting the Constitution of Kenya.

 

In groups, learners to discuss the importance of upholding and protecting the constitution.

Why do you think it’s important for Kenyans to uphold and protect the constitution? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 179-181

 

Atlas

Photographs

Pictures

Video clips

Maps

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
5 1 Democracy Types of Democracy practiced in Africa By the end of the lesson, the learner should be able to:

 

a)     Define democracy.

b)     Identify types of democracy.

c)     Role play different types of democracy.

d)     Appreciate the use of democracy.

Learners to define democracy.

 

Learners are guided to identify types of democracy.

 

In groups, learners are guided to role play different types of democracy.

 

What is democracy? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 182-184

 

Photographs

Pictures

Video clips

Computing devices

 

Oral questions Oral Report Observation

 

 
  2 Democracy Importance of Democracy in Society By the end of the lesson, the learner should be able to:

 

a)     State the importance of democracy in society.

b)     Discuss the role of citizens in democratic representation.

c)     Draw the picture in learner’s book 7

d)     Appreciate the importance of democracy in society.

 

Learners to state the importance of democracy in society.

 

In groups, learners to discuss the role of citizens in democratic representation.

 

Learners to draw the picture in learner’s book 7 pg. 186

 

How can we ensure that democracy is practiced in our society?

 

What are democratic values?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 185-187

 

Photographs

Pictures

Maps

Charts

Computing devices

 

Oral questions Oral Report Observation

 

 
  3 Democracy Characteristics of Various Types of Democracy in Governance By the end of the lesson, the learner should be able to:

 

a)     Identify the characteristics of Various Types of Democracy in Governance.

b)     Recite the poem in learner’s book 7

c)     Apply democratic values in interactions with others in the community.

d)     Promote democratic values in the community.

 

Learners to identify the characteristics of Various Types of Democracy in Governance.

 

Learners to recite the poem in learner’s book 7 pg. 189

 

Why should we Practise democracy? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 187-190

 

Pictures

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
6 1 Human Rights Evolution of Human Rights as practiced in society By the end of the lesson, the learner should be able to:

 

a)     Define Human rights.

b)     Identify the characteristics of Human Rights in society.

c)     Classify human rights as stipulated in the Human Rights as Stipulated in the human rights instruments.

d)     Appreciate the evolution of human rights.

 

Learners to define human rights.

 

Learners to identify the characteristics of Human Rights in society.

 

Learners are guided to classify human rights as stipulated in the Human Rights as Stipulated in the human rights instruments

What are human rights?

 

Why is it important to know our rights?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 191-196

 

Pictures

Maps

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
  2 Human Rights The concept of Equity and Non-Discrimination in Fostering Solidarity By the end of the lesson, the learner should be able to:

 

a)     Brainstorm on how equity and non-discrimination foster solidarity in the society.

b)     Explain how to promote equity and non-discrimination in society.

c)     Respect, adhere to and promote of human rights for sanctity of life.

 

Learners to brainstorm on how equity and non-discrimination foster solidarity in the society.

 

Learners to explain how to promote equity and non-discrimination in society.

 

How can we promote equity and non-  discrimination in society? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 196-199

 

Pictures

Computing devices

 

Oral questions Oral Report Observation

 

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

 

a)     Define diaspora.

b)     Indicate on the map they have drawn countries inhabited by African diasporas by mid 1960s

c)     Examine the role of diasporas in the political development in Africa.

d)     Acknowledged African diasporas for promotion of African Unity in society today.

 

Learners to define diaspora.

 

Learners are guided to indicate on the map they have drawn countries inhabited by African diasporas by mid 1960s

 

Learners are guided to examine the role of diasporas in the political development in Africa.

 

What is the role of industrial revolution in Europe in the development of African diasporas?

 

How can we promote African unity in the society today?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 200-204

 

Video clips

Charts

Computing devices

 

Oral questions Oral Report Observation

 

 
7 1 Global Citizenship Global Citizenship By the end of the lesson, the learner should be able to:

 

a)     Define global interconnectedness and interdependence.

b)     Identify positive and negative effects of globalization at local and national levels.

c)     Discuss the qualities of a global citizen.

d)     Appreciate the qualities of a global citizen.

 

Learners to define global interconnectedness and interdependence.

 

Learners to identify positive and negative effects of globalization at local and national levels.

 

In groups, learners to discuss the qualities of a global citizen.

What is global interconnectedness?

 

What is interdependence?

 

What are the qualities of a global citizen in the modern society?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 205-208

 

Pictures

Video clips

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
  2 Global Citizenship Contribution to the Wellbeing of the international community By the end of the lesson, the learner should be able to:

 

a)     Explain what they understand by the term ‘common humanity’

b)     Identify how they can develop a sense of belonging to a common humanity for harmonious living.

c)     Develop a sense of belonging to a common humanity for harmonious living.

 

Learners to explain what they understand by the term ‘common humanity’

 

Learners to identify how they can develop a sense of belonging to a common humanity for harmonious living

Which are the common concerns in the world today? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 209-211

 

Pictures

Maps

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
  3 Global Governance Organisation of African Unity (OAU) By the end of the lesson, the learner should be able to:

 

a)     Identify the founding member countries of OAU.

b)     Discuss the achievements of OAU.

c)     State the challenges affected by OAU

d)     Draw the organizational structure of the OAU.

e)     Appreciate the importance of OAU.

 

Learners to identify the founding member countries of OAU.

 

In groups, learners to discuss the achievements of OAU.

 

Learners to state the challenges affected by OAU

 

Learners are guided to draw the organizational structure of the OAU

Why was the OAU formed? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 213-217

 

Photographs

Pictures

Video clips

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
8 1 Global Governance African Union (AU) By the end of the lesson, the learner should be able to:

 

a)     Describe the formation of African Union (AU)

b)     Discuss the achievements of AU.

c)     State the challenges affected by AU

d)     Sing the African Union Anthem.

e)     Appreciate the importance of AU

 

Learners to describe the formation of African Union (AU)

 

In groups, learners to discuss the achievements of AU.

 

Learners to state the challenges affected by AU

the challenges affected by AU

 

Learners are guided to sing the African Union Anthem.

 

What are the achievements of African Union (AU)?

 

 

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 217-220

 

Photographs

Pictures

Video clips

Computing devices

 

Oral questions Oral Report Observation

 

 
  2 Global Governance Member countries of the African Union By the end of the lesson, the learner should be able to:

 

a)     Identify the AU member states from an atlas.

b)     Draw a map of Africa showing member countries of African Union (AU)

c)     Appreciate the importance of AU

Learners are guided to identify the AU member states from an atlas.

 

Learners are guided to draw a map of Africa showing member countries of African Union (AU)

 

How should leadership and integrity be promoted in the society today? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 221-223

 

Photographs

Pictures

Video clips

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
  3 Global Governance Organizational structures of the African Union By the end of the lesson, the learner should be able to:

 

a)     Identify various organs that run the AU.

b)     Identify the factors which can promote continental interconnectedness and interdependence.

c)     Draw the organizational structure of African Union (AU)

d)     Appreciate the importance of AU

Learners to identify various organs that run the AU.

 

Learners are guided to identify the factors which can promote continental interconnectedness and interdependence.

 

Learners are guided to draw the organizational structure of African Union (AU)

How can we promote continental interconnectedness and interdependence in Africa? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 223-226

 

Atlas

Photographs

Pictures

Video clips

Maps

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
9       ASSESSMENT          

 

2023 SCHEME OF WORK

SOCIAL STUDIES

GRADE SEVEN

TERM 3

SCHOOL GRADE LEARNING AREA TERM YEAR
  GRADE 7 SOCIAL STUDIES 3 2023

 

Week Lesson Strand Sub-strand Specific-Learning outcomes Learning Experience Key Inquiry Question(S) Learning

Resources         

Assessment Methods Reflection
1 1 Sustainable Use of Resources in Society Sustainable Use of Resources in Society By the end of the lesson, the learner should be able to:

 

d)     Explain the meaning of sustainable use of resources.

e)      Demonstrate sustainable ways of using resources available in their community.

f)      Appreciate the resources available in their community.

 

Learners are guided to explain the meaning of sustainable use of resources.

 

In groups or in pairs, learners to demonstrate sustainable ways of using resources available in their community.

What are resources?

 

 

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 156-157

 

Pictures

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
  2 Sustainable Use of Resources in Society Applying Sustainable use of resources available in the community By the end of the lesson, the learner should be able to:

 

e)      Identify a resource that can be sustainably used in their community.

f)      Discuss the uses of the resource identified.

g)     Design sustainable ways of using the resource identified in the community.

h)     Engage in activities that ensure sustainable use of the resource.

 

Learners to identify a resource that can be sustainably used in their community.

 

In groups, learners to discuss the uses of the resource identified.

 

In groups, learners are guided to design sustainable ways of using the resource identified in the community

Which type of resources are found in your community?

 

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 158-159

 

Photographs

Pictures

Video clips

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
  3 Sustainable Use of Resources in Society Appreciating sustainable use of resources for sustenance of life By the end of the lesson, the learner should be able to:

 

d)     Identify ways of appreciating sustainable use of resources for sustenance of life.

e)      Design posters with communication messages on sustainable use of resources for sustenance of life.

f)      Appreciate sustainable use of resources for sustenance of life.

 

Learners are guided to identify ways of appreciating sustainable use of resources for sustenance of life.

 

In groups, learners are guided to design posters with communication messages on sustainable use of resources for sustenance of life

How will you appreciate sustainable use of resources for sustenance of life? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 160-161

 

Pictures

Video clips

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
2 1 Political development and Governance Political development in Africa up to 1900 By the end of the lesson, the learner should be able to:

 

e)      Describe the political setup of Ogiek community up to 1900

f)      Discuss the role of the Ogiek political setup.

g)     Draw the governance structure of the Ogiek.

h)     Appreciate the Ogiek community.

Learners are guided to describe the political setup of Ogiek community up to 1900

 

In groups, learners to discuss the role of the Ogiek political setup.

 

Learners are guided to draw the governance structure of the Ogiek

Where did the Ogiek community lived? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 162-164

 

Atlas

Photographs

Pictures

Video clips

Maps

Charts

Computing devices

 

Oral questions Oral Report Observation

 

 
  2 Political development and Governance Political Organization of the Zulu By the end of the lesson, the learner should be able to:

 

e)      Describe the political setup of Zulu community up to 1900

f)      Discuss the role of the Zulu political setup.

g)     Draw the governance structure of the Zulu.

h)     Appreciate the Zulu community.

Learners are guided to describe the political setup of Zulu community up to 1900

 

In groups, learners to discuss the role of the Zulu political setup.

 

Learners are guided to draw the governance structure of the Zulu

Where did the Zulu community lived? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 164-166

 

Atlas

Photographs

Pictures

Maps

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
  3 Political development and Governance Political Organization of the Asante By the end of the lesson, the learner should be able to:

 

e)      Describe the political setup of Asante community up to 1900

f)      Discuss the role of the Asante political setup.

g)     Draw the governance structure of the Asante.

h)     Appreciate the Asante community.

Learners are guided to describe the political setup of Asante community up to 1900

 

In groups, learners to discuss the role of the Asante political setup.

 

Learners are guided to draw the governance structure of the Asante

Where did the Asante community lived? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 166-167

 

Atlas

Photographs

Pictures

Video clips

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
3 1 Political development and Governance The concepts “Scramble for and Partition” of Africa By the end of the lesson, the learner should be able to:

 

e)      Define the concept of scramble and partition of Africa.

f)      Discuss the various European groups that came to Africa.

g)     Name the European explorers who came to Kenya.

h)     Have a desire to learn more about explorers.

Learners to define the concept of scramble and partition of Africa.

 

In groups, learners to discuss the various European groups that came to Africa.

 

Learners are guided to name the European explorers who came to Kenya

What is the meaning of scramble?

 

What is the meaning of partition?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 168-170

 

Atlas

Pictures

Video clips

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
  2 Political development and Governance European Traders By the end of the lesson, the learner should be able to:

 

e)      Name various traders that came to Africa up to 1900.

f)      Identify the factors that led to the presence of Europeans in Africa.

g)     Discuss the role of various traders that came to Africa.

h)     Have a desire to learn more about European Traders.

 

Learners are guided to name various traders that came to Africa up to 1900

 

Learners to identify the factors that led to the presence of Europeans in Africa.

 

In groups, learners are guided to discuss the role of various traders that came to Africa

Which factors led to the presence of Europeans in Africa? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 170-171

 

Photographs

Pictures

Video clips

Maps

Computing devices

 

Oral questions Oral Report Observation

 

 
  3 Political development and Governance Matching the Countries in Africa with their Colonial Masters By the end of the lesson, the learner should be able to:

 

d)     Identify the countries of Africa and their colonial masters from the map.

e)      Match the colonial masters with the countries they colonized in Africa.

f)      Enjoy using the map of Africa.

Learners are guided to identify the countries of Africa and their colonial masters from the map.

 

Learners are guided to match the colonial masters with the countries they colonized in Africa

Who were colonial masters of Kenya? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 172

 

Atlas

Photographs

Pictures

Video clips

Maps

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
4 1 Political development and Governance Terms of the Berlin Conference of 1884-1885 on the Partition of Africa By the end of the lesson, the learner should be able to:

 

e)      Identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque.

f)      Discuss the terms of the Berlin Conference.

g)     Create posters on the terms of the Berlin Conference of 1884-1885

h)     Acknowledged the Political Organisation of Selected Communities in Africa.

 

Learners to identify the meaning and implication of the terms of the Berlin Conference of 1884-1885 on partition of Africa from the plaque.

 

In groups, learners to discuss the terms of the Berlin Conference.

 

In groups, learners to create posters on the terms of the Berlin Conference of 1884-1885

 

What are the terms of the Berlin Conference of 1884-1885 on partition of Africa? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 173-175

 

Atlas

Photographs

Pictures

Maps

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

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

 

e)      Define the term constitution.

f)      Identify the importance of the constitution of Kenya.

g)     Compose a song on any eight national values enshrined in the Constitution of Kenya.

h)     Appreciate the importance of the constitution of Kenya.

 

 

Learners to define the term constitution.

 

Learners to identify the importance of the constitution of Kenya.

 

In groups, learners to compose a song on any eight national values enshrined in the Constitution of Kenya.

 

What is a constitution?

 

What is the importance of Constitution of Kenya?

 

 

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 176-178

 

Atlas

Photographs

Pictures

Maps

Charts

Computing devices

 

Oral questions Oral Report Observation

 

 
  3 The Constitution of Kenya Ways of Upholding and Protecting the Constitution of Kenya for Social Cohesion By the end of the lesson, the learner should be able to:

 

d)     Search for ways of upholding and protecting the Constitution of Kenya.

e)      Discuss the importance of upholding and protecting the constitution.

f)      Uphold and protect the constitution of Kenya.

Learners to search for ways of upholding and protecting the Constitution of Kenya.

 

In groups, learners to discuss the importance of upholding and protecting the constitution.

Why do you think it’s important for Kenyans to uphold and protect the constitution? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 179-181

 

Atlas

Photographs

Pictures

Video clips

Maps

Charts

Realia

Computing devices

 

Oral questions Oral Report Observation

 

 
5 1 Democracy Types of Democracy practiced in Africa By the end of the lesson, the learner should be able to:

 

e)     Define democracy.

f)      Identify types of democracy.

g)     Role play different types of democracy.

h)     Appreciate the use of democracy.

Learners to define democracy.

 

Learners are guided to identify types of democracy.

 

In groups, learners are guided to role play different types of democracy.

 

What is democracy? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 182-184

 

Photographs

Pictures

Video clips

Computing devices

 

Oral questions Oral Report Observation

 

 
  2 Democracy Importance of Democracy in Society By the end of the lesson, the learner should be able to:

 

e)     State the importance of democracy in society.

f)      Discuss the role of citizens in democratic representation.

g)     Draw the picture in learner’s book 7

h)     Appreciate the importance of democracy in society.

 

Learners to state the importance of democracy in society.

 

In groups, learners to discuss the role of citizens in democratic representation.

 

Learners to draw the picture in learner’s book 7 pg. 186

 

How can we ensure that democracy is practiced in our society?

 

What are democratic values?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 185-187

 

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Oral questions Oral Report Observation

 

 
  3 Democracy Characteristics of Various Types of Democracy in Governance By the end of the lesson, the learner should be able to:

 

e)     Identify the characteristics of Various Types of Democracy in Governance.

f)      Recite the poem in learner’s book 7

g)     Apply democratic values in interactions with others in the community.

h)     Promote democratic values in the community.

 

Learners to identify the characteristics of Various Types of Democracy in Governance.

 

Learners to recite the poem in learner’s book 7 pg. 189

 

Why should we Practise democracy? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 187-190

 

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Oral questions Oral Report Observation

 

 
6 1 Human Rights Evolution of Human Rights as practiced in society By the end of the lesson, the learner should be able to:

 

e)     Define Human rights.

f)      Identify the characteristics of Human Rights in society.

g)     Classify human rights as stipulated in the Human Rights as Stipulated in the human rights instruments.

h)     Appreciate the evolution of human rights.

 

Learners to define human rights.

 

Learners to identify the characteristics of Human Rights in society.

 

Learners are guided to classify human rights as stipulated in the Human Rights as Stipulated in the human rights instruments

What are human rights?

 

Why is it important to know our rights?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 191-196

 

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  2 Human Rights The concept of Equity and Non-Discrimination in Fostering Solidarity By the end of the lesson, the learner should be able to:

 

d)     Brainstorm on how equity and non-discrimination foster solidarity in the society.

e)     Explain how to promote equity and non-discrimination in society.

f)      Respect, adhere to and promote of human rights for sanctity of life.

 

Learners to brainstorm on how equity and non-discrimination foster solidarity in the society.

 

Learners to explain how to promote equity and non-discrimination in society.

 

How can we promote equity and non-  discrimination in society? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 196-199

 

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Oral questions Oral Report Observation

 

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

 

e)     Define diaspora.

f)      Indicate on the map they have drawn countries inhabited by African diasporas by mid 1960s

g)     Examine the role of diasporas in the political development in Africa.

h)     Acknowledged African diasporas for promotion of African Unity in society today.

 

Learners to define diaspora.

 

Learners are guided to indicate on the map they have drawn countries inhabited by African diasporas by mid 1960s

 

Learners are guided to examine the role of diasporas in the political development in Africa.

 

What is the role of industrial revolution in Europe in the development of African diasporas?

 

How can we promote African unity in the society today?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 200-204

 

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7 1 Global Citizenship Global Citizenship By the end of the lesson, the learner should be able to:

 

e)     Define global interconnectedness and interdependence.

f)      Identify positive and negative effects of globalization at local and national levels.

g)     Discuss the qualities of a global citizen.

h)     Appreciate the qualities of a global citizen.

 

Learners to define global interconnectedness and interdependence.

 

Learners to identify positive and negative effects of globalization at local and national levels.

 

In groups, learners to discuss the qualities of a global citizen.

What is global interconnectedness?

 

What is interdependence?

 

What are the qualities of a global citizen in the modern society?

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 205-208

 

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  2 Global Citizenship Contribution to the Wellbeing of the international community By the end of the lesson, the learner should be able to:

 

d)     Explain what they understand by the term ‘common humanity’

e)     Identify how they can develop a sense of belonging to a common humanity for harmonious living.

f)      Develop a sense of belonging to a common humanity for harmonious living.

 

Learners to explain what they understand by the term ‘common humanity’

 

Learners to identify how they can develop a sense of belonging to a common humanity for harmonious living

Which are the common concerns in the world today? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 209-211

 

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  3 Global Governance Organisation of African Unity (OAU) By the end of the lesson, the learner should be able to:

 

f)      Identify the founding member countries of OAU.

g)     Discuss the achievements of OAU.

h)     State the challenges affected by OAU

i)      Draw the organizational structure of the OAU.

j)      Appreciate the importance of OAU.

 

Learners to identify the founding member countries of OAU.

 

In groups, learners to discuss the achievements of OAU.

 

Learners to state the challenges affected by OAU

 

Learners are guided to draw the organizational structure of the OAU

Why was the OAU formed? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 213-217

 

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8 1 Global Governance African Union (AU) By the end of the lesson, the learner should be able to:

 

f)      Describe the formation of African Union (AU)

g)     Discuss the achievements of AU.

h)     State the challenges affected by AU

i)      Sing the African Union Anthem.

j)      Appreciate the importance of AU

 

Learners to describe the formation of African Union (AU)

 

In groups, learners to discuss the achievements of AU.

 

Learners to state the challenges affected by AU

the challenges affected by AU

 

Learners are guided to sing the African Union Anthem.

 

What are the achievements of African Union (AU)?

 

 

KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 217-220

 

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Oral questions Oral Report Observation

 

 
  2 Global Governance Member countries of the African Union By the end of the lesson, the learner should be able to:

 

d)     Identify the AU member states from an atlas.

e)     Draw a map of Africa showing member countries of African Union (AU)

f)      Appreciate the importance of AU

Learners are guided to identify the AU member states from an atlas.

 

Learners are guided to draw a map of Africa showing member countries of African Union (AU)

 

How should leadership and integrity be promoted in the society today? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 221-223

 

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  3 Global Governance Organizational structures of the African Union By the end of the lesson, the learner should be able to:

 

e)     Identify various organs that run the AU.

f)      Identify the factors which can promote continental interconnectedness and interdependence.

g)     Draw the organizational structure of African Union (AU)

h)     Appreciate the importance of AU

Learners to identify various organs that run the AU.

 

Learners are guided to identify the factors which can promote continental interconnectedness and interdependence.

 

Learners are guided to draw the organizational structure of African Union (AU)

How can we promote continental interconnectedness and interdependence in Africa? KLB: Top Scholar; Social Studies Learner’s Book Grade 7 pg. 223-226

 

Atlas

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Maps

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Realia

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Oral questions Oral Report Observation

 

 
9 ASSESSMENT

 

                                                                 

                                                                   

 

Form 3 Biology Latest Syllabus Free {Revised and Final}

FORM THREE BIOLOGY

By the end of form three work, the learner should be able to:

  • Classify common organisms into their main taxonomic units
  • Write scientific names of organisms correctly
  • List the kingdoms of organisms
  • Describe the general characteristics of Kingdom monera
  • Describe the general characteristics of Kingdom protoctista
  • Observe, draw and name parts of spirogyra, amoeba, paramecium and euglena
  • Describe the general characteristics of Kingdom fungi
  • List down all the members of kingdom fungi
  • Draw and name parts of bread mold (mucor), yeast and mushrooms
  • Describe the main characteristics of kingdom plantae
  • Describe the main characteristics of bryophyta
  • Identify examples of hyophyta
  • Observe draw and name parts of liverworts and moss plants
  • Identify examples of pleridophyta
  • Observe draw and name parts of fern plant
  • Identify examples of division spermatophyta
  • Identify major sub-division of spermatophyta
  • List main characteristics of angiospermae
  • Differentiate between angiospermae and gymnospermae
  • State the characteristics of angiospermapyta
  • Identify and state major characteristics of classes of angiospermapytaegdicotyledonae&monocotyledonoe
  • describe the general characteristics of kingdom animalia
  • describe the general characteristics of Phylum arthropoda
  • list down the classes of the Phylum arthropoda
  • describe the general characteristics of Class crustacean
  • describe the general characteristics of Class insect
  • describe the general characteristics of Class arachnida
  • list down the members of class arachnida and insect
  • Describe the general characteristics of Classeschilopoda and diplopoda
  • List down the members of class chilopoda and diplopoda
  • Describe the general characteristics of Phylum chordate
  • describe the general characteristics of Pisces and amphibian
  • describe the general characteristics of reptilian
  • describe the general characteristics of Class aves
  • Describe the general characteristics of Class Mammalia
  • Identify different types of members of Class Mammalia
  • Construct a simple dichotomous to identify given organisms
  • Use an already constructed dichotomous key to identify given organisms
  • Use an already constructed dichotomous key to identify given organisms
  • draw and label organisms correctly
  • Define the term ecology and identify terms used in ecology
  • Define the term ecology and identify terms used in ecology
  • Identify the types of ecosystems
  • State and explain how light determines distribution of organisms in an ecosystem
  • Identify and describe how temperature determines distribution of organisms in an ecosystem
  • Identify and describe how Rainfall and humidity determines distribution of organisms in an ecosystem
  • describe how Wind and atmospheric pressure determines distribution of organisms in an ecosystem
  • Write down correct answers to questions asked in the test
  • describe how salinity affects the distribution of organisms in aquatic ecosystems
  • describe how waves, currents and tides affects the distribution of organisms in aquatic ecosystem
  • Describe how Edaphic factors affects the distribution of organisms in an ecosystem
  • Measure certain factors in samples of different soils
  • Describe how Geological factors affect the distribution of organisms in an ecosystem
  • Describe how Abiotic factors affect the distribution of organisms in an ecosystem
  • Describe how competition affects the distribution of organisms in an ecosystem
  • Describe how Predation and Symbiosis affects the distribution of organisms in an ecosystem
  • Differentiate between Parasitism and saprophytism
  • Describe how Parasitism and saprophytism influence the distribution of organisms in an ecosystem e.g. Tick and cattle
  • Describe the interaction between organisms in an ecosystem
  • Describe the role of decomposers in Nitrogen cycle & carbon cycle
  • Define the terms food chain and food web
  • Construct food chains and food webs
  • Describe energy flow in a local ecosystem and Construct food chains and food webs
  • Define population
  • List down the characteristics of population
  • Explain the use of quadrants and transects as methods of Population estimation
  • Explain the capture –recapture method of population estimation
  • Use quadrant method to estimate population of named organisms within the compound
  • Describe total count, aerial count and aerial photography and other methods of population estimation
  • Relate to the adaptations of xerophytes to their habitats
  • Relate to the adaptations of mesophytes to their habitats
  • Relate to the adaptations of hydrophytes to their habitats
  • Observe, draw and label parts of named hydrophytes, mesophytes and xerophyte plants
  • Relate to the adaptations of halophytes to their habitats
  • Explain pollution and give examples of pollutants
  • Describe the various air pollutants
  • Discuss the effects of air pollution on the environment
  • Suggest methods of controlling air pollution
  • Describe various causes of Land/ soil pollution
  • Discuss the effects of Land/ soil pollution and human health in rural and urban centers
  • Suggest methods of controlling Land/ soil pollution
  • Describe the causes of Water pollution
  • Identify other causes of environmental pollution in rural and urban centers
  • Discuss the effects of water pollution on human health in rural and urban centers and other organisms
  • Suggest methods of controlling water pollution
  • Identify symptoms of cholera and typhoid fever
  • State methods of transmission
  • Suggest control measures
  • Identify the causes, symptoms and methods of transmission and control of malaria
  • Identify the causes, symptoms and methods of transmission of amoebic dysentery
  • Suggest control methods of amoebic dysentery
  • Identify the causes, symptoms and methods of transmission of ascariosis
  • Identify the causes, symptoms and methods of transmission and control of schistomiasis
  • Define reproduction and state its importance
  • Differentiate between asexual and sexual reproduction
  • Describe the appearance and location of chromosomes
  • Define mitosis
  • Describe chromosomicmovement during mitosis
  • Describe e the movement of chromosomes in mitosis
  • Identify stages of mitosis
  • Identify and describe stages of mitosis
  • State the significance of mitosis in reproduction
  • Define meiosis
  • State the stages of meiosis
  • Describe the chromosome movement during meiosis
  • Observe the stages of meiosis
  • Describe the movement of chromosomes during meiosis
  • State the significance of meiosis in reproduction
  • Differentiate between mitosis and meiosis
  • State and describe the importance of Binary fission
  • Observe spore formation in bread mould (mucor) and binary fission in paramecium
  • State and describing the importance of budding in reproduction
  • Observing drawing and budding cells of yeast
  • Describe the external structure of a typical flower
  • Describe the internal structure of a typical flower
  • Observe, describe and draw different types of pollen grains
  • Describe the structure of ovules
  • Describe other characteristics of flowers
  • Describe and compare adaptations of wind and insect pollinated flowers
  • Describe the features and mechanisms that hinder self-pollination and self-fertilization
  • Describe the process of fertilization in flowering plants
  • Describe and explain how embryo and seeds are formed in flowering plants
  • Describe how fruits are formed in flowering plants
  • Differentiate between a fruit and a seed
  • Describe and explain how different seeds and fruits are dispersed
  • Classifying various types of fruits and describe their placentation
  • Differentiate between internal and external fertilization
  • Describe external fertilization in amphibians
  • Relate the structure of mammalian male reproductive system to its functions
  • Relate the structure of mammalian male reproductive organ and spermatozoa to its function
  • Relate the structure of mammalian female reproductive system to its function
  • Relate the structure of mammalian ovum to its function
  • Describe internal fertilization in mammals
  • Describe the fertilization process
  • Describe implantation and the role of the placenta in mammals
  • Define gestation in mammals
  • Identify different gestation periods in different mammals
  • Describe birth and explain parental care
  • Describe the role of hormones in reproduction of humans
  • Describe the role of hormones in the menstrual cycle
  • Identify symptoms and explain the methods of transmission and prevention of gonorrhea and herpes simplex
  • Identify symptoms and explain the methods of transmission and prevention of syphilis and trichomoniasis
  • Identify symptoms and explain the methods of transmission and prevention of candidiasis and hepatitis
  • Identify the causes and modes of transmission of HIV/AIDS and prevention of HIV and AIDS
  • Identify effects of HIV/AIDS in human economy
  • Identify the symptoms of HIV/AIDS and stages of HIV and AIDS
  • Explain ways of preventing and controlling the spread of HIV/AIDS
  • Discuss the social effects of HIV/AIDS
  • Explain the advantages and disadvantages of sexual and asexual reproduction
  • Define the terms growth and development
  • Describe the sigmoid growth curve
  • Describe the phases of sigmoid curve
  • Describe the intermittent growth curve
  • Analyze data on growth rate
  • Draw growth curves
  • Define seed dormancy
  • Identify factors affecting viability and dormancy of seeds
  • Identify factors affecting seed dormancy
  • Define seed germination
  • Differentiate between types of seed germination
  • Identifying Conditions necessary for germination – oxygen
  • Investigate the necessity of water and warmth
  • Describe the region of growth in seedlings
  • Identify the regions of growth
  • Determine the regions of growth in seedlings
  • Measure the aspect of growth in a given seedling
  • Describe growth in plants I.e. Primary and secondary growths
  • investigate primary and secondary growth in a seedling
  • Explain the role of hormones in regulation of growth and development in plants
  • Explain Apical dominance in plants
  • Define metamorphosis
  • Distinguish between complete and incomplete metamorphosis
  • Describe complete metamorphosis in housefly and anopheles mosquito
  • Describe incomplete metamorphosis in a cockroach
  • Describe and explain the Role of growth hormones in metamorphosis in insects
  • Observe metamorphosis in some insects

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Classification II

General Principles of Classification

  • Classification is the science that puts organisms into distinct groups to make their study easy and systematic.
  • Modern scientific classification is based on structure and functions.
  • Organisms with similar anatomical and morphological characteristics are placed in one group while those with different structures are grouped separately.
  • Modern studies in genetics and cell biochemistry are used to give additional help in classifying organisms.
  • There are seven major taxonomic groups.
  • The kingdom is the largest group.
  • Others are phylum (division for plants) class, order, family, genus and species, the smallest.

Binomial Nomenclature

  • Living organisms are named using Latin or Latinised names.
  • Every organism has two names.
  • This double naming is called binomial nomenclature.
  • This system of naming was devised by Carolus Linnaeus in the 18th Century.
  • The first name is the generic name – the name of the genus.
  • The second name is the name of the species.
  • The generic name starts with a capital letter while that of the species starts with a small letter.
  • The names are written in italics or are underlined in manuscripts.

Examples:

Bean =Phaseolus vulgaris.

  • Phaseolus is the generic name,
  • vulgaris is specific name.

Dog =Canis familiaris.

  • Canis is the generic name
  • ,familiaris the specific name.

General Characteristics of Kingdoms

Organisms are classified into five kingdoms.

  • Monera,
  • Protoctista,
  • Fungi,
  • Plantae

 

 

Viruses do not fit neatly into any of the above kingdoms.

  • They are simple and not cellular.
  • They are metabolically inactive outside the host cell.
  • Most of them can be crystallised like chemical molecules.
  • Therefore they do not exhibit the characteristics of living organisms.

 

 

Characteristic Monera Protoctista Fungi Plantae Animalia
Cell type Prokaryotic Eucaryotic Eucaryotic Eucaryotic Eucaryotic
U nicellularl Unicellular Unicellular and Unicellular and Multicellular Multicellular
Multicellular   multicellular multicellular    
Mode of Autotrophic or Autotrophic or Heterotrophism Autotrophism Heterotrophic
Feeding heterotrophic by heterotrophic by by absorption   by ingestion
  absorption absorption or      
    phagocytosis      
Reproduction Asexual by Asexual binary Asexual fission Asexual by Sexual
  binary fission fission, Fragmentation, sporulation  
    fragmentation, sporulation and  
    Sporulation   fragmentation,  
        Sexual  

Examples of Organisms in Each Kingdom and Their Economic Importance

Kingdom Monera

General Characteristics

  • Unicellular and microscopic
  • Some single cells ,others colonial
  • Nuclear material not enclosed within nuclear membrane-prokaryotic
  • Have cell wall but not of cellulose.
  • Have few organelles which are not membrane bound
  • Mitochondria absent
  • Mostly heterotrophic, feeding saprotrophically or parasitically,some are autotrophic.
  • Reproduction mostly asexual through binary fission
  • Most of them are anaerobes but others are aerobes
  • Most move by flagella

 

  • Examples include  Escherichia coli, Vibrio cholerae and Clostridium tetani.
  • Spherical known as Cocci.
  • Rod shaped – e.g. Clostridium tetani
  • Spiral shaped  e.g. sprilla
  • Coma shaped- Vibrios -e.g., Vibrio cholerae.

 

Economic importance of bacteria Benefits to man include:

  • They are used in food processing e.g., Lactobacillus used in processing of cheese, yoghurt.
  • Involved in synthesis of vitamin Band K, in humans and breakdown of cellulose in herbivores.

Genetic Engineering

  • Bacteria are easily cultured and are being used for making antibiotics, aminoacids and enzymes e.g. amylase, and invertase e.g., Escherichia coli.

     Nutrient cycling:

  • Saprophytes
  • They are involved in decomposition of dead organic matter.
  • They are useful in the nitrogen cycle.
  • Nitrogen fixing and nitrifying bacteria.
  • They increase soil fertility.
  • Modem sewage works use bacteria in treatment of sewage.
  • Cleaning oil spills in oceans and lakes.

Harmful Effects

  • Bacteria cause disease:
  • To humans (e.g. Cholera).
  • To animals (e.g. Anthrax).
  • Bacteria cause food spoilage.
  • Others cause food poisoning e.g. Salmonella.
  • Denitrifying bacteria reduce soil fertility e.g., Pseudomonas denitrificans.

Kingdom Protoctista

Examples include ;

  • Algae such as spirogyra, Chlamydomonas, euglena, Sargassum
  • And protozoa such as amoeba, paramecium and Trypanosoma.

General Characteristics

  • They are said to be eukaryotic since their nucleus is bound by a membrane
  • Most are mobile, and use flagella, cilia and pseudopodia.
  • Some are sessile.
  • They reproduce mainly asexually, by binary fission, fragmentation and sporulation.
  • Some reproduce sexually by conjugation.
  • Some are heterotrophic e.g. paramecium.
  • Others are autotrophic e.g. spirogyra.

Economic importance of protoctista

  • Algae are the primary producers in aquatic food chains.
  • They release a lot of oxygen to the atmosphere.
  • Some cause human diseases like malaria and amoebic dysentry ,sleeping sickness
  • Some are source of food for humans e.g. sargassum is a source of iodine
  • Skeletons of diatoms used in paint making.

Spirogyra: They have spiral chloroplast.

  • They are green, thread-like filaments

Chlamydomonas:

  • This is a unicellular green algae and has a cup shaped chloroplast.
  • They move towards light using the flagella
  • Cilia assist the organism to move.
  • The shape is due to the presence of a thin flexible pellicle.

 

Kingdom Fungi

  • Multicellular fungi are made of thread-like structures called hyphae (singular hyphae) that form a mycelium.
  • .e.g.Saccharomyces cereviseae(bread yeast).
  • Others include Penicillium, Rhizopus, and edible mushroom

Economic Importance of Fungi

Beneficial Effects

 

  • Some fungi are used as food e.g. mushrooms.

 

  • Some are decomposers which enhance decay to improve soil fertility – recycling of nutrients e.g., toadstools.

 

  • Some are useful in brewing and bread making e.g., yeast. Yeast is used as food – a rich source of Vitamin B.

 

  • Some are useful in production of antibiotics e.g., Penicillium griseofulvin.
  • Used in sewage treatment e.g., Fusarium spp.

Harmful Effects

 

  • Some cause food poisoning by producing toxic compounds e.g. Aspergillus flavus which produces aflatoxins.

 

  • Some cause food spoilage, fabric and wood spoilage through decomposition.

 

  • Some cause diseases to humans e.g., athlete’s foot and ringworms.

 

  • Others cause diseases to plants e.g., potato blight (Irish potatoes) rust in tomatoes and smuts in cereals.

 

Kingdom Plantae

 

General Characteristics

  • They are multicellular and eukaryotic.

 

  • They are photosynthetic and have a pigment chlorophyll.

 

  • Their cells have cellulose cell walls.

 

  • They reproduce sexually, others asexually.
  • Kingdom Plantae has three major divisions:
  • Bryophyta,
  • Pteridophyta

Division Bryophyta

These include mosses and liverworts.

 

  • Plant body is not differentiated into root, stem and leaves.
  • They have simple structures which resemble leaves and stems.
  • They have rhizoids for absorbing water and anchoring the plant to substratum.
  • Life cycle consists of two morphologically different plants, the gametophyte and sporophyte.
  • The two alternate.

 

  • They show alternation of generations.
  • The gamete producing gametophyte is the persistent plant.
  • The sporophyte is attached to the gametophyte and is nutritionally dependent on it.
  • They lack vascular system.
  • Sexual reproduction is dependent on water.

 

 

 

Division Pteridophyta:

These include ferns and horsetails.

     General Characteristics

 

  • They have root and shoot system.
  • Leaves are compound known as fronds, they have a vascular system.

 

  • They show alternation of generations whereby the spore bearing sporophyte is the main plant.
  • Spores are borne in clusters on the underside of leaves making sari.

 

  • The gametophyte is an independent minute structure called prothallus which is short lived.
  • Sexual reproduction is dependent on water.

 

Division Spermatophyta

  • These are the seed bearing plants.

General Characteristics

 

  • Plant body is differentiated into root, stem and leaves.

 

  • Vascular tissue consists of xylem and phloem.

 

  • Sexual reproduction is independent of water.
  • Male gametophyte (pollen grain) germinates and grows to reach female gametophyte.
  • They are divided into two sub-divisions:
  • Gymnosperms

Gymnosperms

  • These are cone-bearing plants.
  • Naked seeds.
  • They are trees and shrubs.
  • Xylem consists of tracheids only.
  • Examples; pine, cypress and spruce.
  • They show xerophytic characteristics like having needle-like leaves.

 

Angiosperms

 

  • Seeds are enclosed within a fruit.
  • They comprise trees, shrubs and herbs.
  • Xylem consists of vessels of tracheids.

 

  • These are the most advanced plants.
  • Angiosperms has two classes;
  • Monocotyledonae

 

Comparison of Dicotyledonae and Monocotyledonae

 

Dicotyledonae Monocotyledonae    
• Embryo has two cotyledons. • Embryo has one cotyledon.  
• Leaves are broad and have network of veins. • Leaves are long with parallel veins (have leaf
  sheath)    
• T.S. of root has no pith. • T.S. of root has pith.   ,
• Have tap root system. • Have fibrous root system.  
• Cross section of stem reveals vascular bundles • Cross section of stem reveals vascular
arranged in a ring. bundles scattered all over.  
• Vascular cambium present and have secondary • Vascular cambium absent and do not have
growth. secondary growth.    
• Flower parts in four, five or multiples of these. • Flower parts in three or multiples of three.
Examples: herbs e.g. tomatoe; shrubs e.g. tea, Examples: grass, wheat, sugar-cane.
hibiscus, lantana.      

 

 

Economic Importance of Spermatophyta

 

  • They are a source of food for humans and other animals.

 

  • Source of fue1- wood fuel and charcoal.

 

  • Source of timber for building and for paper.

 

  • Ornamental plants.

 

  • Useful in textile industry.

 

Kingdom Animalia

 

  • Most animals move from place to place in search of food.

Major phyla are:

  • Platyhelminthes (Tapeworm).

 

  • Nematoda (Ascaris).

 

  • Annelida (Earthworm).

 

  • Mollusca (Snails).

 

 

  • Arthropoda
  • chordata

 

Phylum Arthropoda

Distinguishing Characteristics

 

  • They have jointed appendages, which are specialised for various functions.
  • Their body is covered by a hardened exoskeleton made of chitin.
  • It is shed at intervals to allow for growth.
  • They have jointed body parts.
  • Most are divided into head, thorax and abdomen.
  • Some have two body parts,

General Characteristics

  • Body is segmented.

 

  • They have bilateral symmetry.
  • Gaseous exchange is through tracheal system, book lungs or gills which opens to the outside through spiracles.
  • Aquatic forms use gills.

 

  • Reproduction is mainly sexual.

 

  • They have an open circulatory system.

 

Phylum Arthropoda divided into five classes;

  • Crustacea,
  • Arachnida,
  • Chilopoda,
  • Diplopoda
  • Insecta

This division is based on:

 

  • The number of limbs.

 

  • Presence and number of antennae.

 

  • Number of body parts.

Class Crustacea

 

  • Most of them are aquatic, a few are terrestrial found in moist places e.g., woodlouse.

 

Distinguishing Characteristics

 

  • Two body parts head and thorax are fused to form cephalothorax and an abdomen .

 

  • They have two pairs of antennae; one is small and branched, the other is long.
  • They have five or more parts of limbs.

 

  • Some of these are modified for other functions e.g., locomotion, feeding and defence.
  • Exoskeleton hardened with deposits of calcium carbonate i.e. carapace.

Other Characteristics

  • Mouthparts include a pair of mandibles and two pairs of maxillae.
  • Gaseous exchange is through gills.

 

  • They have a pair of compound eyes.
  • Most crustaceans are free-living but a few are parasitic e.g., barnacles.
  • Examples are cray-fish and crab.

 

Class Arachnida

 

  • Members are carnivorous and paralyse prey using poison produced from poison claws.

 

Distinguishing Characteristics

 

  • The body has two parts: cephalothorax and abdomen.
  • Cephalothorax is head fused to thorax.
  • A pair of chelicerae, on ventral side of cephalothorax.
  • They have four pairs of walking legs.

 

  • They have no antennae.
  • Instead they have a pair of short pedipalps which are sensitive to touch.
  • Most arachnids use book lungs for gaseous exchange.
  • Other characteristics include simple eyes.
  • Examples include garden spider, ticks, scorpions.

 

Class Chilopoda

 

 e.g. Centipede

 

Distinguishing Characteristics

  • The body has 2 body parts, a head and trunk.
  • The body is elongate, and has 15 or more segments.
  • Has a pair of legs on each segment.
  • The body is dorso-ventrally flattened.

 

 

Other characteristics include:

  • Head has a pair of antennae.
  • Gaseous exchange through tracheal system.
  • Are carnivorous.

Class Diplopoda e.g. Millipede

Distinguishing Characteristics

  • Has two parts: head, short thorax and a trunk .
  • Body elongate with 9-100 segments.
  • Has two pairs of legs on each segment.
  • They have a cylindrical body.
  • Gaseous exchange is by tracheal system.

     

Other characteristics:

  • Head has a pair of antennae.
  • Are herbivorous.

 

Class Insecta

Distinguishing Characteristics

  • Body is divided into three body parts head, thorax and abdomen.
  • They have three pairs of legs ..
  • Most insects have a pair or two of wings.

Other characteristics include:

  • A pair of antennae.
  • They breathe through spiracles, and gaseous exchange is through tracheal system.

  

 The class is divided into several orders based on:

  • Mouth parts- – type e.g. biting or piercing.
  • Position of mouthparts – ventral or anterior.
  • Wings – presence or absence; number of wing types, structure, texture.
  • Size of legs.

Order Orthoptera

  • Have biting and chewing mouthparts.
  • Hind legs longer than other legs e.g. fore wings, leathery and longer than hind legs .
  • g. locusts and grasshoppers .
  • Swarming – locusts are a menace to farmers and the environment as they destroy crops and vegetation.

Order Diptera

  • True flies e.g. houseflies, and mosquitoes have sucking and piercing mouthparts, 1 pair of wings.
  • The second pair is vestigial- acts as balancer.
  • Mouthparts are ventral.

 

  • These are disease vectors e.g., female anopheles mosquito transmits malaria.

 

Order Lepidoptera

  • Butterflies and moths have sucking mouthparts,
  • Two pairs of wings covered by scales.
  • This group is important to farmers in pollination.

 

Order Hymenoptera

  • Bees ,wasps, ants.
  • They have sucking mouthparts, two pairs of wings which are membranous.
  • Some are non-winged e.g. some ants.
  • Bees are important in pollination i.e. in production of honey.

Order Isoptera – Termites

  • They have biting mouthparts which are anterior.
  • Most are wingless,
  • Those with wings they are membranous and of the same size.
  • They are important in nutrient cycling as they feed on cellulose.

 

Order Coleoptera – Beetles

 

  • Have biting mouthparts,
  • Two pairs of wings,
  • Fore wing hardened enclosing membranous wings.

 

  • Destruction of stored grains and legumes (pulses)

 

 

 

Phylum Chordata

 

  • This name is derived from the term notochord.
  • This is a long flexible rod-like structure.
  • The more familiar chordates are known as vertebrates.
  • In vertebrates the notochord exists only in embryonic stages of development which in later stages is replaced by a vertebral column.

Main Characteristics of Vertebrates

 

  • Members of the phylum have a notochord in early stages of development.
  • They have visceral clefts – which are slits perforating the body wall at the pharynx.
  • In fish these slits become gills while in higher chordates these slits are only present in embryo.
  • They have a dorsal, hollow nerve cord.
  • It develops into a brain at the anterior and spinal cord at the posterior end.
  • The spinal cord is enclosed within the vertebral column.

 

  • They have segmented muscle blocks known as myotomes on either side of the body.
  • They possess a post-anal tail although rudimentary in some.
  • They have a closed circulatory system.
  • The heart is ventrally located.
  • They possess an internal skeleton.

 

 

   The main classes of phylum chordata are;

  • Pisces,
  • Amphibia,
  • Reptilia,
  • Aves
  • Mammalia.

Class Pisces

 

  • These are the fishes.
  • Some fish have a skeleton made of cartilage e.g. the shark.
  • Others like Tilapia have a bony skeleton.

     Distinguishing Characteristics

  • They are aquatic.
  • Movement is by means of fins.
  • They have a streamlined body.
  • They have a lateral line for sensitivity.
  • Their heart has two chambers, the auricle and ventricle – simple circulatory system.

  Other Characteristics

 

  • Their body temperature changes according to the temperature of the environment.
  • They are ectothermic (poikilothermic).
  • Body covered with scales.
  • They have gills for gaseous exchange.
  • Exhibit external fertilisation.

 

 

 

 

 

 

 

 

 

 

Class Amphibia

 

  • Larval forms are aquatic while adults are terrestrial.
  • Adults return to water for breeding e.g. frogs, toads, newts, salamanders.

Distinguishing Characteristics

  • Skin is soft and without scales.
  • They have four well developed limbs.

 

  • The hind limbs are longer and more muscular than forelimbs.
  • The limb can be used for walking, jumping and swimming
  • Gaseous exchange is through the skin, gills and lungs.
  • Middle ear is present.

Other Characteristics

 

  • They have a three-chambered heart with two atria and one ventricle.
  • Fertilisation is external.
  • They are ectothermic (poikilotherms).

 

Class Reptilia

 

 

  • Examples are snakes, crocodiles, lizards, chameleons, tortoises and turtles.

     Distinguishing Characteristics

 

  • The skin is dry and is covered by horny scales.

 

  • Fertilisation is internal.
  • Some species eggs contain a lot of yolk and have either leathery or calcareous shells.
  • They have a double circulatory system.
  • The heart has three chambers – two atria and a partly divided ventricle.
  • However crocodiles have a four chamber heart.

     

Other Characteristics

  • They are ectothermic (poikilothermic).
  • Have 2 pairs of limbs.
  • They use lungs for gaseous exchange.

 

Class Aves

 

 

  • These are birds.
  • They are terrestrial and arboreal and others are aquatic
  • g. flamingo, goose, ostrich, penguin, hawk, dove.

     Distinguishing Characteristics

 

  • Body is covered by feathers and legs with horny scales.

 

  • They have two pairs of limbs.
  • Fore limbs modified to form wings for flight.
  • Hind limbs are for walking or swimming.
  • The mouth is a protruding beak.
  • They have hollow bones.

 

  • They have double circulation with a four-chambered heart (2 atria, 2 ventricles).
  • They have lungs for gaseous exchange.
  • Lungs are connected to air sacs in bones.

 

  • Fertilisation is internal.
  • They lay eggs with calcareous brittle shell.
  • They have constant body temperatures hence are homoiotherms (endothermic ).

 

Class Mammalia

 

  • They are arboreal e.g. tree-squirrels,
  • Others terrestrial e.g. humans
  • Others are aquatic e.g. dolphins and whales.

    Distinguishing Characteristics

 

  • They have mammary glands hence name of the class.
  • Body is covered with fur or hair.
  • Their teeth are differentiated into four types (heterodont dentition).
  • They have external ear-pinna.
  • Most have sweat glands.

 

  • They have a diaphragm that separates the body cavity into thoracic and abdominal.

    Other Characteristics

  • Internal fertilisation – most give birth.

 

  • They have a double circulatory system with a four-chambered heart.
  • They are endothermic (homoiotherms) .

 

 Eg   Duck-billed Platypus (egg-laying mammal)

 

Eg.Kangaroo (pouched mammal)

 

  • The young are born immature and are nourished in a pouch with milk from mammary glands.

Placental Mammals

  • They give birth to fully developed young ones which are fed on milk from mammary glands.
  • Some are aquatic. e.g. dolphins, whale,
  • Others are flying e.g, bat;
  • Most are terrestrial e.g. rabbits, elephants, buffalo, giraffe, antelope, cow, human being.

 

 

Placental mammals are divided into various orders:

  • Rodentia: e.g. rats, mice – have one pair 9f upper incisors.
  • Insectivora: e.g. mole-they are like rodents:
  • Carnivora: e.g. dog; lion – flesh eaters, they have long pointed canines.
  • Cetacea: e.g. whales and dolphins ­Aquatic mammals. Forelimbs are flippers.
  • Chiroptera: e.g. bats – Forelimbs form wings.
  • Artiodactyla: e.g. antelopes, cattle – they are even toed with split hooves.
  • Perissodactyla: e.g. horse, donkey – they are odd toed with hooves.
  • Proboscidea: e.g. elephant – upper lip and nose elongated to form trunk.
  • Lagomorpha: e.g. rabbit, hare – mammals with upper and lower incisors. Have larger hind legs than forelegs.
  • Primata: e.g. gorilla, orang utang, chimpanzee, monkeys – some are arboreal, with hand and foot for grasping.
  • Human – Homo sapiens – upright gait, opposable thumb hence use of tools.

 

Construction and Use of Dichotomous Keys

  • Biological keys are sets of statements that act as clues leading to the identification of an organism.
  • By following the keys we can be able to place an organism in its group.
  • The most common key is the dichotomous key.
  • This is a biological tool for identification of unknown organisms.
  • The word dichotomous means branching into two.
  • A single characteristic is considered at a time.
  • Two contrasting statements are put forward to describe the characteristics in such a way as to separate the organisms.
  • This continues until all the organisms have been identified.

Rules Used to Construct a Dichotomous Key

  • Use morphological characteristics as far as possible e.g. type of leaf – simple or compound.
  • Select a single characteristic at a time and identify it by number. 1. Type of leaf. .
  • Use identical forms of words for two contrasting statements e.g.:
  1. Flowers scented.
  2. Flowers not scented.
  • Start with a major characteristic that divide the organisms into two large groups then proceed to lesser variations that would separate the organisms   further into smaller groups.
  • Use positive statements especially the first one.
  • Avoid generalizations e.g. short plants. Be specific in your description e.g.:
  1. plants above 1m tall.
  2. plants below 1m tall.

 

Some Common Features Used for Identification

In Plants

Leaves

  1. Type of leaf Leaf

(a) Compound leaves. (b) Type of venation.

 

  • Simple leaf

 

  • Trifoliate

 

  • Pinnate

 

  • Type ofleaf margin.
  • Type ofleaf arrangement on stem.
  • The colour of leaf.
  • The texture ofleaf; whether hairy or smooth.
  • Shape of the leaf e.g. palmate.

Stem

 

  • Type of stem – woody or herbaceous.
  • Shape of stem – cylindrical or rectangular.
  • Texture of stem smooth or spiny.

Infloresence

  • Are flowers terminal or lateral
  • For each flower:
  • Is the flower regular or irregular?

 

  • Number of floral parts for each whorl.

 

  • Are floral parts free or fused?

 

Roots

 

  • Type of root system- Taproot or fibrous?
  • Function of the root.

In Animals

 

Features used to identify animals:

  • Type of mouthparts.
  • Type of skeleton.
  • Presence or absence of antennae.
  • Body segmentation.
  • Body covering: scales, fur, hair or feathers.
  • Number of body parts.
  • Locomotory structures: legs, wings and fins.

 

  • Presence or absence of vertebral column.
  • Presence and type of eves.

 

Practical Activities

To examine Bryophyta

  • A mature moss plant is obtained.
  • The specimen is observed using a hand -lens.
  • A labelled drawing showing structures is made: rhizoids, set a capsule, gametophyte, sporophyte ..

To examine Pteridophyta

  • A mature fern plant is obtained.
  • It is observed using a hand lens.
  • Sori can be seen on the lower side of fronds.
  • A labelled drawing showing: frond, pinna, sorus, rhizome and adventitious roots.

To examine Spermatophyta

A mature twig of either cypress or pinus with cones is obtained.

  • Observation of Male and female is made using a hand-lens.
  • The naked seeds are noted.
  • The leaves show xerophytic characteristics e.g. they are rolled, or needle-like.

 

   A mature bean plant with pods is obtained,

  • Observation of the leaves, stem and roots is made.
  • Leaves are compound, broad arid have network of veins.
  • The Ieaf-has a leaf stalk.
  • They have a tap root system.
  • Floral parts are in five e.g. 5 petals.
  • A bean seed has two cotyledons.

   A mature maize plant is obtained.

  • Observation of the leaves, stems and roots is made.
  • Leaves are simple, narrow and long with parallel veins ..
  • The petiole is modified to form a leaf sheath.
  • They have a-fibrous root system.
  • Floral parts are in threes.
  • A maize gram has one cotyledon,

Examination of Arthropoda

  • Specimens of crayfish, millipede, centipede grasshopper and spider are obtained.
  • Where specimens are not available photographs are used.
  • External features of the specimens are observed.

     The differences in the following are noted:

  • Body parts.
  • Other appendages.
  •  Eyes.

 

Examination of Chordata

  • The following specimens are obtained:
  • Tilapia, frog, Lizard, bird and rabbit.
  • Using observable features each specimen is placed into its class.

Features used include:

  • Body covering.
  • Limbs.
  • Type of teeth.

END

 

 

 

 

 

 

 

ECOLOGY

Introduction

  • Ecology is the study of organisms and their environment.
  • All organisms show interdependence on one another.
  • Organisms are affected by their environment, and they in turn affect the environment.
  • Green plants manufacture food by photosynthesis which other organisms obtain directly or indirectly.
  • Growth of plants is mainly affected by environmental factors such as soil and climatic factors.
  • On the other hand, organisms modify the environment through various activities.
  • This interrelationship comprises the study of ecology.
  • The study of ecology is important in several fields of study such as agriculture and environmental studies.

Concepts and Terms Used in Ecology

  • Habitat:
  • This is the place or “home” that an organism lives or is found,
  • g., forest or grassland.
  • Niche:
  • A niche is the functional unit in the habitat.
  • It includes not only the specific place in which an organism lives but also how the organism functions.
  • To avoid or reduce competition, organisms are separated or segregated by their niches,
  • for example, different species of birds make their nest on one tree, some at tips of terminal branches, and others feed on leaves, some on flowers and yet others on fruits of the same tree, i.e., food niche.
  • Yet others feed on same food, e.g., worms in the same place but at different times – time niche.
  • Population:
  • The term population refers to the total number of individuals of a species living in a given area at a particular time.
  • Density is the number of individuals of a population found in a unit area, i.e.,
    • Dispersion:
  • This is the distribution of individuals in the available space.
  • Dispersion may be uniform as in maize plants in a plantation;
  • random as in cactus plants in the savannah ecosystem or clumped together as in human population in cities.
  • Community:
  • This is the term used to describe all the organisms living together in an area.
  • During the development of an ecosystem, the species composition of a community changes progressively through stages.
  • Finally a steady state is reached and this is described as the climax community.
  • This development of an ecosystem is termed succession.
  • Each stage in development of an ecosystem is a sere.
  • Succession is primary when it starts with bare ground, and secondary when it starts in a previously inhabited area e.g. after clearing a forest.
  • The Ecosystem:
  • The community and the abiotic or non-living environment together make up an ecosystem or ecological system.
  • In this system energy flow is clearly defined from producers to consumers and nutrient cycling takes place in paths that links all the organisms and the non-living environment.
  • Biomass:
  • This is the mass of all the organisms in a given area.
  • Ideally, it is the dry mass that should be compared.
  • Carrying capacity:
  • This is the maximum sustainable density in a given area e.g. the number of herbivores a given area can support without overgrazing.

 

Factors in an Ecosystem

  • Abiotic factors (environmental factors)

Temperature

  • Is the hotness or coldness of an area or habitat.
  • It directly affects the distribution and productivity (yield) of populations and communities.
  • Most organisms are found in areas where temperature is moderate.
  • However, certain plants and animals have adaptations that enable them to live in areas where temperatures are in the extremes such as the hot deserts and the cold polar regions.
  • Temperatures not only influence distribution of organisms but also determine the activities of animals.
  • High temperature usually accelerates the rates of photosynthesis, transpiration, evaporation and the decomposition and recycling of organic matter in the ecosystem.

 

Light –

  • Light is required by green plants for photosynthesis.
  • Light intensity, duration and quality affect organisms in one way or another.

Atmospheric Pressure

  • The force per unit area of atmospheric air that is exerted on organisms at different altitudes.
  • Growth of plants and activity of animals is affected by atmospheric pressure
  • g., rate of transpiration in plants and breathing in animals.

Salinity

  • This is the salt content of soil or water.
  • Animals and plants living in saline conditions have special adaptations.

Humidity

  • This describes the amount of moisture (water vapour) in the air.
  • Humidity affects the rate of transpiration in plants and evaporation in animals.

 

pH

  • Is the measure of acidity or alkalinity of soil solution or water.
    • pH is very important to organisms living in water and soil.
    • Most prefer a neutral pH.

 

Wind:

  • Is moving air currents and it influences the dispersion of certain plants by effecting the dispersal of spores, seeds and fruits.
  • Air currents also modify the temperature and humidity of the surroundings.

Topography:

  • These are surface features of a place.
  • The topographical factors considered include altitudes, gradient (slope), depressions and hills.
  • All these characteristics affect the distribution of organisms in an area
  • g., the leeward and windward sides of a hill.

 

Biotic factors:

  • These are the living components in an ecosystem,
  • competition
  • predation,
  • symbiosis,
  • parasitism,
  • human activities.

Inter-relationships Between Organisms

  • The relationships between organisms in a given ecosystem is primarily a feeding one.
  • Organisms in a particular habitat have different feeding levels referred to as trophic levels.
  • There are two main trophic levels:

Producers:

  • These organisms that occupy the first trophic level.
  • They manufacture their own food hence are autotrophic.

Consumers:

  • These are the organisms that feed on organic substances manufactured by green plants.

 

They occupy different trophic levels as follows:

  • Primary consumers:
  • These are herbivores and feed on green plants.
  • Secondary consumers:
  • These are carnivores and feed on flesh.
  • First order carnivores feed on herbivores while second order carnivores feed on other carnivores, i.e., tertiary consumers.
  • Omnivores:
  • These are animals that feed on both plant and animal material.
  • They can be primary, secondary or tertiary consumers.

 

Competition:

  • This describes the situation where two or more organisms in the same habitat require or depend on the same resources.
  • Organisms in an ecosystem compete for resources like food, space, light, water and mineral nutrients.
  • Competition takes place when the environmental resource is not adequate for all.

Intraspecific competition.

  • This is competition between organisms of the same species.
  • For example, maize plants in a field compete for water and nutrients among themselves.

 

Interspecific competition.

  • This refers to competition between organisms of different species, e.g., different species of predators can compete for water and prey among themselves.

Predation

  • It is a relationship whereby one animal (the predator) feeds on another (the prey).

Saprophytism

  • Saprophytism is the mode of nutrition common in certain species of fungi and bacteria.
  • Such organisms feed on dead organic material and release nutrients through the process of decomposition or decay.
  • Saprophytes produce enzymes, which digest the substrates externally.
  • The simpler substances are then absorbed.
  • Saprophytes help in reducing the accumulation of dead bodies of plants and animals.
  • Harmful saprophytes cause rapid decay of foods such as fruits, vegetables, milk and
  • Others damage buildings by causing wood rot.
  • Some fungi produce poisonous substances called aflatoxins.
  • These substances are associated with cereal crops which are stored under warm, moist conditions.
  • If the infected grain is eaten, it may cause serious illness, and death.

Parasitism

  • This is an association between members of different species.
  • The parasite lives on or in the body of another organism, the host.
  • The parasite derives benefits such as food and shelter from the host but the heist suffers harm as a result.

Symbiosis

  • This is an association in which organisms of different species derive mutual benefit from one another.
  • Some symbiotic associations are loose and the two partners gain very little from each other.
  • Other symbiotic associations are more intimate and the organisms show a high degree of interdependence.

Nitrogen cycle

  • Is the interdependence of organisms on one another and the physical environment as nitrogen is traced from and back into the atmosphere
  • Although nitrogen is abundant in the atmosphere, most organisms are not able to utilise it directly.
  • Some bacteria are capable of converting atmospheric nitrogen into forms which can be used by other living
  • These bacteria are referred to as nitrogen fIxing bacteria.
  • Symbiotic nitrogen fixing bacteria live in the root nodules of leguminous plants such as beans and peas.
  • Non-symbiotic nitrogen fixing bacteria live in the soil.
  • Nitrifying’ bacteria convert ammonia into nitrites and nitrates.
  • Denitrifying bacteria convert nitrates into atmospheric

 

Energy Flow in an Ecosystem

  • Most of the energy used in an ecosystem is derived from the sun.
  • Solar energy is trapped by photosynthetic plants.
  • It flows through different trophic levels .
  • At each level energy is lost as heat to space and also through respiration.
  • Besides animals lose energy through excretion and defecation.
  • The amount of energy passed on as food from one trophic level to another decreases progressively.
  • The energy in the organisms is recycled back to plants through the various nutrient or material cycles.

 

Food Chains

  • A food chain is a linear relationship between producers and consumers.
  • It represents the transfer of food energy from green plants through repeated stages of eating and being eaten.

Types of Food Chain

  • Grazing food chain – starts with green plants.
  • Detritus food chain – starts with dead organic material (debris or detritus).

Detritivores:

  • Detritivores feed on organic wastes and dead matter derived from the grazing food chain.
  • Many different types of organisms feed on detritus.
  • They include fungi, protozoa, insects, mites annelids and nematodes.

 

Examples of Food Chains

Green plants~ aphids ~ lady-bird beetle

Green plants ~antelope -lion

Algae ~Tilapia ~ kingfisher

Plant debris ~bacteria -eprotozoa ~ mosquito larva

Phytoplankron-eZooplankton ~ Tilapia

~ Nile perch ~ Human

 

Food Web

  • In a natural community, several food chains are interlinked to form a food web.
  • Several herbivores may feed on one plant .
  • Similarly, a given herbivore may feed on different plants and may in turn be eaten by different carnivores.

Decomposers

  • These are mainly bacteria and fungi.
  • These organisms feed on dead organic matter thereby causing decomposition and decay and releasing nutrients for plants.
  • They form a link between the biotic and the abiotic components.

 

Pyramid of Numbers

  • Refers to the number of organisms in each trophic level presented in a graphic form and a pyramid shape is obtained.
  • The length of each bar is drawn proportional to the number of organisms represented at that level.
  • This is because a herbivore feeds on many green plants.
  • One carnivore also feeds on many herbivores.

 

  • In a forest the shape of the pyramid is not perfect.
  • This is because very many small animals such as insects, rodents and birds feed on one tree.

 

Pyramid of Biomass

  • This is the mass of the producers and consumers at each trophic level drawn graphically.

 

Population Estimation Methods

  • It is important to find or estimate the sizes of the different populations in a habitat.
  • Direct counting or head count which involves the counting of every individual, is not always applicable for all organisms .
  • g., it is impossible to count directly the numbers of grasshoppers in an area.
  • Different sampling methods are thus used.
  • A sample acts as a representative of the whole population. .

 

 

 

Sampling Methods

Quadrat Method

  • A Quadrat is a square, made of woos metal/hard plastic.
  • It can also be established on the ground using pegs, rope/permanent coloured ink, using metre rule or measuring tape.
  • The size is usually one square metre (1M2), in grassland.
  • In wooded or forest habitat it is usually larger, and can reach upto 20 m2 depending on particular species under investigation.
  • The number of each species found within the quadrat is counted and recorded.
  • Total number of organisms is then calculated by, finding the average quadrats and multiplying it with the total area of the whole habitat.
  • The number of quadrats and their positions is determined by the type of vegetation studied.
  • In a grassland, the quadrat frame can be thrown at random.
  • In other habitats of forest, random numbers that determine the locus at which to establish a quadrat are used.

Line Transect

  • A line transect is a string or rope that is stretched along across the area in which all the plants that are touched are counted.
  •  It is tied on to a pole or tent peg.
  • It is particularly useful where there is change of populations traversing through grassland, to woodland to forest land.
  • This method can also be used in studying the changes in growth patterns in plants over a period of time.

 

Belt Transect

  • Two line transects are set parallel to each other to enclose a strip through the habitat to be studied.
  • The width is determined by the type of habitat, i.e., grass or forest and by the nature of investigation.
  • In grassland it can be 0.5 m or 1 m.
  • Sometimes it can be 20 metres or more especially when counting large herbivores.
  • The number of organisms within the belt is counted and recorded.

 

Capture-recapture method

  • This is used for animals such as fish, rodents, arthropods and birds.
  • The animals are caught, marked, counted and released.
  • For example, grasshoppers can be caught with a net and marked using permanent ink.
  • After sometime, the same area is sampled again, i.e., the grasshoppers are caught again.
  • The total number caught during the second catch is recorded.

  The number of marked ones is also recorded:

  • Let the number caught and marked be a.
  • The total number in the second catch be b.
  • The number of marked ones in the second catch be c.
  • The total number of grasshoppers in the area be T.

 

The total number T can be estimated using the following formula:

Total Number =

The following assumptions are made:

  • No migration, i.e., no movement in and out of the study area.
  • There is even distribution of the organisms in the study area.
  • There is random distribution of the organisms after the first capture.
  • No births or deaths during the activity.
  • After the estimation, the results can be used to show anyone of the following population characteristics:

Density:

  • Density is calculated by dividing the number of organisms by the size of the area studied.

Frequency:

  • Frequency is the number of times that a species occurs in the area being studied.

 

Percentage Cover:

  • This is the proportion of the area covered by a particular species.
  • For example, a given plant species may cover the whole. of a given area.
  • In this case the plant is said to have 100% cover.

 

Dominance:

  • This is the term used to describe a species that exerts the most effect on others.
  • The dominance may be in terms of high frequency or high density.

Adaptations of Plants to Various Habitats

  • Organisms have developed structural features that enable them to live successfully in their particular habitats.
  • Plants found beneath the canopies of trees are adapted to low light intensities by having broad leaves.

Xerophytes

  • These are plants that grow in dry habitats,
  • e., in deserts and semi-deserts.
  • They have adaptations to reduce the rate of transpiration in order to save on water consumption.
  • Others have water storage structures.

     

Adaptations include:

  • Reduction of leaf surface area by having needle-like leaves, rolling up of leaves and shedding of leaves during drought to reduce water loss or transpiration.
  • Thick cuticle; epidermis consisting of several layers of cells;
  • leaves covered with wax or resin to reduce evaporation.
  • Sunken stomata, creating spaces with humid still air to reduce water holes.
  • Few, small stomata, on lower epidermis to reduce water loss.
  • Stomata open at night (reversed stomatal rhythm) to reduce water loss .
  • Deep and extensive root systems for absorption of water.
  • Development of flattened shoots and succulent tissue for water storage e.g.

Mesophytes

 

  • These are the ordinary land plants which grow in well-watered habitats.
  • They have no special adaptations.
  • Stomata are found on both upper and lower leaf surfaces for efficient gaseous exchange and transpiration.
  • However, those found in constantly wet places e.g. tropical rain forests, have features that increase transpiration.
  • These plants are called hygrophytes.
  • The leaves are broad to increase surface areas for transpiration and thin to ensure short distance for carbon (IV) oxide to reach photosynthetic cells and for light penetration.
  • The stomata are raised above the epidermis to increase the rate of transpiration.
  • They have grandular hairs or byhathodes that expel water into the saturated atmosphere.
  • This phenomenon is called guttation.

Hydrophytes (Water plants)

 

  • Water plants are either submerged, emergent or floating.

      Submerged Plants

 

  • The leaves have an epidermis with very thin walls and a delicate cuticle.
  • They have no stomata.
  • Water is excreted from special glands and pores at the tips.
  • Other adaptations include the following:
  • Presence of large air spaces and canals (aerenchyma) for gaseous exchange and buoyancy.
  • Some plants have filamentous leaves In order to increase the surface area for absorption of light, gases and mineral salts.
  • Some plants are rootless, hence support provided by water.
  • Mineral salts and water absorbed by all plant surfaces.
  • In some plants, the stem and leaves are covered with a waxy substance to reduce absorption of water. e.g. Ceratophyllum and Elodea

 

    

 

Floating Plants

  • Their structure is similar to that of mesophytes.
  • The leaves are broad to increase the surface area for water loss.
  • They have more stomata on the upper surface than on the lower surface to increase rate of water loss.
  • Examples are Pistia (water lettuce), Salvinia and Nymphea.

Halophytes (Salt plants)

  • These are plants that grow in salt marshes and on coastlines.
  • They have root cells that concentrate salts and enable them to take in water by osmosis.
  • They have salt glands which excrete salts.
  • Fruits have large aerenchymatous tissues for air storage that makes them float.
  • Some have shiny leaves to reduce water loss.
  • The mangrove plants have roots that spread horizontally, and send some branches into the air.
  • These aerial roots are known as breathing roots or pneumatophores.
  • They have lenticel-Iike openings called pneumatothodes through which gaseous exchange takes place.

 

Pollution

Effect of Pollution on Human Beings and other Organisms

Pollution

  • This is the introduction of foreign material, poisonous compounds and excess nutrients or energy to the environment in harmful proportions.
  • Any such substance is called a pollutant.

Effects and Control of causes of Pollutants in Air, Water and Soil

  • Industrialisation and urbanisation are the main causes of pollution.
  • As human beings exploit natural resources the delicate balance in the biosphere gets disturbed.
  • The disturbance leads to the creation of conditions that are un-favourable to humans and other organisms.

Sources of Pollutants

  • Motor vehicles release carbon (II) oxide, sulphur (IV) oxide, and nitrogen oxides and hydrocarbons.
  • Agricultural chemicals, fertilisers and pesticides.
  • Factories, manufacturing and metal processing industries.
  • They release toxic substances and gases as well as synthetic compounds that are bio-­undegradable.
  • They release solid particles or droplets of poisonous substances e.g. arsenic, beryllium, lead and cadmium.
  • Radioactive waste: Leakages from nuclear power stations and testing sites release radioactive elements like strontium-90 which can eventually reach man through the food chain.
  • Domestic waste and sewage are released raw into water bodies.
  • Oil spills from accidents in the seas and leakage of oil tankers as well as from offshore drilling and storage and processing.

 

Water Pollution.

  • In most cases, chex,pical wastes from industries are discharged into water.
  • Toxic chemicals such as mercury compounds may be ingested by organisms.
  • Insecticides like DDT, and weed­killers eventually get into the water and contaminate it.
  • Oil and detergents also pollute water.
  • Excess nitrates and phosphates from sewage and fertilisers cause overgrowth of algae and bacteria in
  • This is called
  • As a result there is insufficient oxygen which causes the deaths of animals in the water.

Air pollution:

  • Smoke from industries and motor vehicles contains poisonous chemicals like carbon (II) oxide, carbon (IV) oxide, sulphur (IV) oxide and oxides of nitrogen.
  • When sulphur (IV) oxide and oxides of nitrogen dissolve in rain, they fall as acid rain.
  • Accumulation of carbon (IV) oxide in the atmosphere causes the infrared light to be confined within the atmosphere, the earth’s temperature rises.
  • This is called the greenhouse effect.
  • Carbon particles in smoke coat the leaves of plants and hinder gaseous exchange and photosynthesis.
  • The particles also form smog in the air.
  • Lead compounds are from vehicle exhaust pipes.
  • All these have negative effects on man and the environment.

Soil/Land pollution:

  • Plastics and other man-made materials are biologically non-degradable i.e they are not acted upon by micro-organisms.
  • Scrap metal and slag from mines also pollute land.
  • Failure to rehabilitate mines and quarries also pollute land.

Effects of Pollutants to Humans and other organisms

  • Chemical pollutants e.g. nitrogen oxides, fluorides, mercury and lead cause physiological and metabolic disorders to humans and domestic animals.
  • Some hydrocarbons as well as radioactive pollutants acts as mutagens (cause mutations) and carcinogens induce cancer.
  • Radioactive pollutants like strontium, caesium and lithium are absorbed into body surface and cause harm to bone marrow and the thyroid gland.
  • Communicable diseases like cholera are spread through water polluted with sewage.
  • Thermal pollution result in death of some fish due to decreased oxygen in the water.
  • Oil spills disrupt normal functioning of coastal ecosystems.
  • Birds that eat fish die due to inability to fly as feathers get covered by oil.
  • Molluscs and crustaceans on rocky shores also die.

Control of Air Pollution

  • Use of lead-free petrol and low sulphur diesel in vehicles.
  • Use of smokeless fuels e.g electricity or solar.
  • Filtration of waste gases to remove harmful gases.
  • Liquid dissolution of waste gases.
  • In Kenya, factories are subjected to thorough audits to ensure that they do not pollute the environment.
  • Factories should be erected far away from residential areas.
  • Reduce volume or intensity of sound.
  • Use of ear muffs.
  • Vehicle exhaust systems should be fitted with catalytic oxidisers.
  • Regular servicing of vehicles to ensure complete combustion of fuel.

Water Pollution

  • Treatment of sewage.
  • Treatment of industrial waste before discharge into water.
  • Use of controlled amounts of agrochemicals.
  • Organic farming and biological control.
  • Avoid spillage of oils and other chemicals into water.
  • Good water management.
  • Stiff penalties for oil spillage.
  • Use of Pseudomonas bacteria that naturally feed on oil and break it up.

Soil Pollution

  • Addition of lime to farms to counteract the effect of agrochemicals.
  • Recycling of solid waste.
  • Compacting and incineration of solid waste.
  • Use of biodegradable materials and chemicals.
  • Good soil management to avoid soil erosion.

Human Diseases

  • The term disease denotes any condition or disorder that disrupts the steady state of well being of the body.
  • Health is a state of physical, mental and emotional well being in the internal environment of the body.
  • Some of the causes of diseases are due to entry of pathogens and parasites.
  • Pathogens include bacteria, viruses, protozoa and fungi.
  • Parasites are organisms which live on or in the body of another organisms.
  • Vectors are animals that carry the pathogen from are person to another.
  • Most are ectoparasites that transmit the disease as they feed.

Bacterial Diseases

Cholera

  • Causative agent a bacterium Vibrio cholerae.
  • Transmission – It is spread through water and food contaminated by human faeces containing the bacteria.

  The bacteria produce a powerful toxin, enterotoxin, that causes inflammation of the   wall of the intestine leading to:

  • Severe diarrhoea that leads to excessive water loss from body.
  • Abdominal pain
  • Vomiting
  • Dehydration which may lead to death.

Prevention and Control

  • Adequate sanitation such as water purification sewage treatment and proper disposal of human faeces.
  • Public and personal hygiene e.g washing hands before meals and washing fruits and vegetables, boiling drinking water.

Vaccination

  • Carriers should be identified, isolated and treated during outbreaks.

Treatment

  • Use of appropriate antibiotics.
  • Correcting fluid loss by injecting fluids or by administration of oral rehydration solutions.

Typhoid

  • Causative agent.
  • The disease is caused by Salmonella typhi.
  • Transmission is through contaminated water and food.
  • It is also transmitted by certain ‘e.g foods, e.g. oysters, mussels and shell fish.

     Symptoms

  • Fever
  • Muscle pains
  • Headache
  • Spots on the trunk of the body
  • Diarrhoea
  • In severe cases mental confusion may result and death.

     Prevention

  • Boil drinking water.
  • Proper sewage treatnient.

 

  • Proper disposal of faeces, if not flushed use deep pit latrines.

 

  • Observe personal hygiene e.g. washing hands before meals.
  • Washing fruits and vegetables.

Treatment

  • Use of appropriate antibiotics.

 

Protozoa

Malaria

 

  • Malaria is caused by the protozoan plasmodium.
  • The most common species of plasmodium are falciparum, P. vivax, P. rnalariae and P. ovale with varying degree of severity.

      Transmission

  • Is by female anopheles mosquito as it gets a blood meal.

       Symptoms

 

  • Headache, sweating, shivering, high temperature (40-41 0C) chills and joint pains.
  • The abdomen becomes tender due to destruction of red blood cells by the parasites .

 

    Prevention

 

  • Destroy breeding grounds for mosquitoes by clearing bushes and draining stagnant water.

 

  • Kill mosquito larvae by spraying water surfaces with oil.
  • Use insecticides to kill adult mosquitoes

 

  • Sleeping under a mosquito net.

 

  • Take preventive drugs.

 

     Treatment

 

  • Use appropriate anti-malarial drugs.

 

 

Amoebic dysentry (Amoebiasis)

     Cause

 

  • This disease is caused by Entamoeba histolytica.
  • The parasites live in the intestinal tract but may occasionally spread to the liver.
  • Transmission – They are transmitted through contaminated water and food especially salads.  

Symptoms –

  • Abdominal pain, nausea and diarrhoea.
  • The parasites cause ulceration of the intestinal tract, which results in diarrhoea.

 

       Prevention and control

  • Proper disposal of human faeces.
  • Boiling water before drinking.
  • Personal hygiene e.g. washing hands before meals.
  • Washing vegetables and steaming particularly salads and fruits before eating.

 

         Treatment

  • Treatment of infected people with appropriate drugs.

 

Parasitic Diseases

 

Ascaris lumbricoides

 

  • Ascaris lumbricoides lives in the intestines of a man or pig, feeding on the digested food of the host.
  • The body of the worm is tapered at both ends.
  • The female is longer than the male.

        Mode of transmission

 

  • The host eats food contaminated with the eggs, the embryo worms hatch out in the intestine.
  • The embryo worms then bore into the blood vessels of the intestine.
  • They are carried in the bloodstream to the heart and then into the lungs.
  • As they travel through the bloodstream, they grow in size.
  • After sometime, the worms are coughed out from the air passages and into the oesophagus.
  • They are then swallowed, eventually finding their way into the intestines where they grow into mature worms.

       Effects of Ascaris lumbricoides on the host

  • The parasites feed on the host’s digested food.
  • This results in malnutrition especially in children.
  • If the worms are too many, they may block the intestine and interfere with digestion.
  • The worms sometimes wander along the alimentary canal and may pass through the nose or mouth.
  • In this way, they interfere with breathing and may cause serious illness.
  • The larvae may cause severe internal bleeding as they penetrate the wall of the intestine.

     

Adaptive Characteristics

  • The female lays as many as 25 million eggs.
  • This ensures the continuation of the species.
  • Eggs are covered by a protective cuticle that prevents them from dehydration.
  • The adult worms tolerate low oxygen concentration.
  • Have mouth parts for sucking food and other fluids in the intestines.
  • Has a thick cuticle or pellicle to protect it from digestive enzymes produced by the host.

         Control and Prevention

  • Personal hygiene e.g. washing hands before eating.
  • Proper disposal of faeces.
  • Washing of fruits and vegetables.

          Treatment

  • Deworm using appropriate drugs ­ant-helmintics.

 

Schistosoma

  • Schistosoma or bilharzia worm is a flat worm, parasitic on human beings and fresh water snails. (Biomphalaria and Bulinus.)
  •  The snail act as intermediate host.

 

Mode of Transmission

  • Schistosomiasis also known as a bilharsiasis is caused by several species of the genus schistosoma.
  • Schistosoma haematobium ­infects the urinary system mainly the bladder
  • S. japonicum and S. mansoni both infect the intestines.
  • Schistosoma haemotobium is common in East Africa where irrigation is practised and where slow moving fresh water streams harbour snails.
  • It is spread through contamination of water by faeces and urine from infected persons.
  • The embryo (miracidium) that hatch in water penetrates into snails of the species Biompharahia and Bulinus.
  •  Inside the snail’s body, the miracidium undergoes development and multiple fission to produce rediae.
  • The rediae are released into the water and develop to form cercariae which infect human through:
  • Drinking the water
  • Wading in water;
  • Bathing in snail-infested water.
  • The cercaria burrows through the skin and enters blood vessel.

 

   Effects on the host

  • Inflammation of tissues where egg lodge.
  • Ulceration where eggs calcify.
  • Egg block small arteries in lungs leading to less aeration of blood.
  • The body turns blue – a condition known as cyanosis.
  • If eggs lodge in heart or brain, lesions formed can lead to death.
  • Bleeding occurs as the worms burrow into blood vessels (faeces or urine has blood).
  • Pain and difficulty in passing out urine.
  • Nausea and vomiting.
  • When eggs lodge in liver ulceration results in liver cirrhosis.
  • Death eventually occurs.

   Adaptive Characteristics

  • The female has a thin body and fits into small blood vessels to lay eggs.
  • Eggs are able to burrow out of blood vessel into intestine lumen.
  • Many eggs are laid to ensure the survival of the parasite.
  • Large numbers of cercariae are released by snail.
  • The miracidia and cercariae larvae have glands that secrete lytic enzymes which soften the tissue to allow for penetration into host.
  • The male has a gynecophoric canal that carries the female to ensure that eggs are fertilised before being shed.
  • Has suckers for attachment.

    Prevention and Control

  • Drain all stagnant water
  • Boil drinking water.
  • Do not wade bare feet in water.
  • Wear long rubber boots and gloves (for those who work in rice fields).
  • Eliminate snails, by spraying with molluscides.
  • Reporting to doctor early when symptoms appear for early treatment.

 

 

 

Practical Activities

  • Ecology is best studied outdoors.
  • Students identify a habitat within or near the school compound, e.g. a flower bed.
  • The quadrat method is used.
  • Observation and recording of the various animals as well as their feeding habits is done.
  • Birds that feed on the plants or arthropods in the area studied are noted through observation of habitat at various times of the day.
  • Food chains are constructed e.g green plants ~ caterpillar ~ lizard and many others involving all organisms in the area.
  • The numbers of animals in 1 m2 is counted directly or estimated e.g small arthropods like black ants.
  • The number of plants is easily counted and recorded and ratio of consumers to producers calculated.
  • It will be noted that in terms of numbers where invertebrates are involved, there are very many consumers of one plant.
  • Several other quadrats are established and studied and averages calculated.

 

Adaptions to Habitat

      Hydrophytes

  • Specimen of hydrophytes e.g water lily is observed.
  • Students should note the poorly developed root systems and broad leaves.
  • Stomata distribution on leaf surface is studied through microscopy or by emersing a leaf in hot water and counting number of bubbles evolved.

     Mesophytes –

  • Ordinary plants e.g bean hibiscus and zebrina can be studied.
  • Size of leaves is noted and stomata distribution studied.

Xerophytes

  • Specimen include Euphorbia, cactus and sisal which are easily available.
  • The root system e.g in sisal is noted as shallow but extensive.
  • It will be noted that sisal has fleshy leaves and stem while cactus and Euphorbia have fleshy stem but leaves are reduced to small hair-like structures.

Comparison of Root nodules from fertile and poor soils

Root nodules

  • Are swellings on roots of leguminous plants.
  • Soil fertility determines number of root nodules per plant.
  • Bean plants are best used in this study.
  • One plot can be manured while the other is not.
  • Similar seeds are planted in the two plots.
  • The plants are uprooted when fully mature (vegetatively) i.e any time after flowering and before drying.
  • The number of nodules per plant is counted.
  • An average for each plot is calculated.
  • It is noted that the beans from fertile soil have more and large nodules than those grown in poor soils.

Estimation of Population using Sampling Methods

  • The number of organisms both producers and the various consumers is recorded in each area studied e.g. using a quadrat.
  • The total area of the habitat studied is measured.
  • The average number of organisms per quadrat (1 m2) is calculated after establishing as many quadrats as are necessary to cover the area adequately.
  • Total population of organisms is calculated from the area.
  • Abiotic environment is studied within the area sampled.
  • Air temperature soil surface temperature are taken and recorded.
  • This is best done at different times of day, i.e., morning afternoon and evening.
  • Any variations are noted.
  • pH of the soil is measured using pH distilled water to make a solution.
  • Litmus papers can be used to indicate if soil is acidic or alkaline, but pH paper or meter gives more precise pH values.
  • Humidity is measured using anhydrous blue cobalt chloride paper which gives a mere indication of level of humidity.
  • A windsock is used to give an indication of direction of wind.
  • As all the abiotic factors are recorded observations are made to find the relationships between behaviour of organism and the environmental factors for example:
  • The temperature affects the behaviour of animals.
  • The direction of wind will affect growth of plants.
  • The level of humidity determines the type, number and distribution of organisms in an area.

 

 

 

 

 

 

 

REPRODUCTION IN PLANTS AND ANIMALS

Introduction

  • The process by which mature individuals produce offspring is called reproduction.
  • Reproduction is a characteristic of all living organisms and prevents extinction of a species.
  • There are two types of reproduction: sexual and asexual reproduction.
  • Sexual reproduction involves the fusion of male and female gametes to form a zygote.
  • Asexual reproduction does not involve gametes.

Cell Division

  • Cell division starts with division of nucleus.
  • In the nucleus are a number of thread-like structures called chromosomes, which occur in pairs known as homologous chromosomes.
  • Each chromosome contains-genes that determine the characteristics of an organism.
  • The cells in each organism contains a specific number of chromosomes.

There are two types of cell division:

Mitosis

  • This takes place in all body cells of an organism to bring about increase in number of cells, resulting in growth and repair.
  • The number of chromosomes in daughter cells remain the same as that in the mother cell.

Meiosis –

  • This type of cell division takes place in reproductive organs (gonads) to produce gametes.
  • The number of chromosomes in the gamete is half that in the mother cell.

Mitosis

  • Mitosis is divided into four main stages.
  • Prophase, Metaphase, Anaphase and Telophase.
  • These stages of cell division occur in a smooth and continuous pattern.

 

Interphase

  • The term interphase is used to describe the state of the nucleus when the cell is just about to divide.
  • During this time the following take place:
  • Replication of genetic material so that daughter cells will have the same number of chromosomes as the parent cell.
  • Division of cell organelles such as mitochondria, ribosomes and centrioles.
  • Energy for cell division is synthesised and stored in form of Adenosine Triphosphate (ATP) to drive the cell through the entire process.
  • During. interphase, the following observations can be made:
  • Chromosomes are seen as long, thin, coiled thread-like structures.
  • Nuclear membrane and nucleolus are intact.

Prophase

  • The chromosomes shorten and thicken.
  • Each chromosome is seen to consist of a pair of chromatids joined at a point called centromere.
  • Centrioles (in animal cells) separate and move to opposite poles of the cell.
  • The centre of the nucleus is referred to as the equator.
  • Spindle fibres begin to form, and connect the centriole pairs to the opposite poles.
  • The nucleolus and nuclear membrane disintegrate and disappear.

Metaphase

  • Spindle fibres lengthen.
  • In animal cells they attach to the centrioles at both poles.
  • Each chromosome moves to the equatorial plane and is attached to the spindle fibres by the centromeres.
  • Chromatids begin to separate at the centromere.

 

Anaphase

  • Chromatids separate and migrate to the opposite poles due to the shortening of spindle fibres .
  • Chromatids becomes a chromosome.
  • In animal cell, the cell membrane starts to constrict.

 

Telophase

  • The cell divides into two.
  • In animal cells it occurs through cleavage of cell membrane.
  • In plants cells, it is due to deposition of cellulose along the equator of the cell.(Cell plate formation).
  • A nuclear membrane forms around each set of chromosome.
  • Chromosomes later become less distinct.

Significance of Mitosis

  • It brings about the growth of an organism:
  • It brings about asexual reproduction.
  • Ensures that the chromosome number is retained.
  • Ensures that the chromosomal constitution of the offspring is the same as the parents.

Meiosis

  • Meiosis involves two divisions of the parental cell resulting into four daughter cells.
  • The mother cell has the diploid number of chromosomes.
  • The four cells (gametes) have half the number of chromosomes (haploid) that the mother cell had.
  • In the first meiotic division there is a reduction in the chromosome number because homologous chromosomes and not chromatids separate.
  • Each division has four stages Prophase, Metaphase, Anaphase and Telophase.

 

Interphase

  • As in mitosis the cell prepares for division.
  • This involves replication of chromosomes, organelles and build up of energy to be used during the meiotic division.

First Meiotic division

Prophase I

  • Homologous chromosomes lie side by side in the process of synapsis forming pairs called bivalents.
  • Chromosomes shorten and thicken hence become more visible.
  • Chromosomes may become coiled around each other and the chromatids may remain in contact at points called chiasmata (singular chiasma).
  • Chromatids cross-over at the chiasmata exchanging chromatid portions. Important genetic changes usually result.

Metaphase I

  • Spindle fibres are fully formed and attached to the centromeres.
  • The bivalents move to the equator of the spindles.

Anaphase I

  • Homologous chromosomes separate and migrate to opposite poles.
  • This is brought about by shortening of spindle fibres hence pulling the chromosomes.
  • The number of chromosomes at each pole is half the number in the mother cell.

Telophase I

  • Cytoplasm divides to separate the two daughter cells.

Second Meiotic Division

  • Usually the two daughter cells go into a short resting stage (interphase)
  • but sometimes the chromosomes remain condensed and the daughter cells go straight into metaphase of second meiotic division.
  • The second meiotic division takes place just like mitosis.

Prophase II

  • Each chromosome is seen as a pair of chromatids.

Metaphase II

  • Spindle forms and are attached to the chromatids at the centromeres.
  • Chromatids move to the equator.

Anaphase II

  • Sister chromatids separate from each other
  • Then move to opposite poles, pulled by the shortening of the spindle fibres.

Telophase II

  • The spindle apparatus disappears.
  • The nucleolus reappears and nuclear membrane is formed around each set of chromatids.
  • The chromatids become chromosomes.
  • Cytoplasm divides and four daughter cells are formed.
  • Each has a haploid number of chromosomes.

Significance of Meiosis

  • Meiosis brings about formation of gametes that contain half the number of chromosomes as the parent cells.
  • It helps to restore the diploid chromosomal constitution in a species at fertilisation.
  • It brings about new gene combinations that lead to genetic variation in the offsprings.

Asexual Reproduction

  • Asexual reproduction is the formation of offspring from a single parent.
  • The offspring are identical to the parent.

   Types of asexual reproduction.

  • Binary fission in amoeba.
  • Spore formation in Rhizopus.
  • Budding in yeast.

Binary fission

  • This involves the division of the parent organism into two daughter cells.
  • The nucleus first divides into two and then the cytoplasm separates into two portions
  • Binary fission also occurs in bacteria, Paramecium, Trypanosoma and Euglena.

Spore formation in Rhizopus

  • Rhizopus is a saprophytic fungus which grows on various substrate such as bread, rotting fruits or other decaying organic matter.
  • The vegetative body is called mycelium which has many branched threads called hyphae.
  • Horizontal hyphae are called stolons.
  • Vertical hyphae are called sporangiophore.
  •  The tips of sporangiophore become swollen to form sporangia, the spore bearing structure.
  • Each sporangium contains many spores.
  • As it matures and ripens, it turns black in colour.
  • When fully mature the sporangium wall burst and release spores which are dispersed by wind or insects.
  • When spores land on moist substratum, they germinate and grow into a new Rhizopus and start another generation.

 

Spore formation in ferns

 

  • The fern plant is called a sporophyte.
  • On the lower side of the mature leaves are sari (Singular: sorus) which bear spores.

 

Budding in Yeast

 

  • Budding involves the formation of a protrusion called a bud from the body of the organism.
  • The bud separates from the parent cell, in yeast budding goes on so fast and the first bud starts to form another bud before the separation.
  • A short chain or mass of cells is formed.

 

Sexual Reproduction in Plants

  • In flowering plants, the flower is the reproductive organ which is a specialised shoot consisting of a modified stem and leaves.
  • The stem-like part is the pedicel and receptacle, while modified leaves form corolla and calyx.

 

Structure of a flower

  • A typical flower consists of the following parts:

 

Calyx –

  • made up of sepals.
  • They enclose and protect the flower when it is in a bud. Some flowers have an outer whorl made of sepal-like structures called epicalyx.

 

Corolla –

  • consists of petals. The petals are brightly coloured in insect – pollinated flowers.

 

Androecium

  • Is the male part of the flower. It consists of stamens.
  • Each stamen consists of a filament whose end has an anther.
  • Inside the anther are pollen sacs which contain pollen grains.

 

Gynoecium (pistil)

  • Is the female part of the flower.
  • It consists of one or more carpels.
  • Each carpel consists of an ovary, a sty le and a stigma.
  • The ovary contains ovules which become seeds after fertilisation.
  • A monocarpous pistil has one carpel e.g.  beans.
  • A polycarpous pistil has many carpels.
  • If the carpes are free, it is called apocarpous as in rose and Bryophyllum,
  • In carpels that are fused it is called syncarpous as in Hibiscus.
  • A complete flower has all the four floral parts.
  • A regular flower can be divided into two halves by any vertical section passing through the centre. e.g. morning glory.
  • Irregular flower can be divided into two halves in only one plane e.g. crotalaria.

 

Pollination

  • This is the transfer of pollen grains from the anther to the stigma.

Types of pollination

  • Self pollination is the transfer of pollen grains from the anther of one flower to the stigma of the same flower.
  • Cross-pollination is the transfer of pollen grains from the anther of one flower to the stigma of a different flower, of the same species.

 

Agents of pollination

 

  • Agents of pollination include wind, insects, birds and
  • Insect pollinators include bees, butterflies and mosquitoes.

 

Mechanisms that hinder self-pollination

  • Stamens ripen early and release their pollen grains before the stigma, mature. This is called protandry e.g. in sunflower.
  • The stigma matures earlier and dries before the anthers release the pollen grains.
  • This is called protogyny and is common in grasses.
  • Self sterility or incompatibility
  • Pollen grains are sterile to the stigma of the same flower, e.g. in maize flower.
  • Shorter stamens than pistils.

 

Fertilisation in Plants

  • The pollen grain contains the generative nucleus and a tube nucleus.
  • When the pollen grain lands on the stigma, it absorbs nutrient and germinates forming a pollen tube.
  • This pollen tube grows through the style pushing its way between the cells.
  • It gets nourishment from these cells.
  • The tube nucleus occupies the position at the tip of the growing pollen tube.
  • The generative nucleus follows behind the tube nucleus, and divides to form two male gamete nuclei.
  • The pollen tube enters the ovule through the micropyle.
  • When the pollen tube penetrates the ovule disintegrates and the pollen tube bursts open leaving a clear way for the male nuclei.
  • One male nucleus fuses with the egg cell nucleus to form a diploid zygote which develops into an embryo.
  • The other male gamete nucleus fuses with the polar nucleus to form a triploid nucleus which forms the primary endosperm.
  • This is called double fertilisation.

 

After fertilisation the following changes take place in a flower:

  • The integuments develops into seed coat (testa).
  • The zygote develops into an embryo.
  • The triploid nucleus develops into an endosperm.
  • The ovules become seeds.
  •  The ovary develops into a fruit.
  • The ovary wall develops into pericarp.
  • The style, dries up and falls off leaving a scar.
  • The corolla, calyx and stamens dry up and fall off.
  •  In some the calyx persists.

Fruit formation

 

  • Fruit development without fertilisation is called parthenocarpy
  • g. as in pineapples and bananas.
  • Such fruits do not have seeds.

 

Classification of fruits

 

  • False fruits develops from other parts such as calyx, corolla and receptacle,
  • e.g. apple and pineapple which develops from an inflorescence.
  • True fruits develop from the ovary, e.g. bean fruit (pod).
  • True fruits can be divided into fleshy or succulent fruits e.g. berries and drupes and dry fruits.
  • The dry ones can be divided into Dehiscent which split open to release seeds and indehiscent which do not open.

 

 

 

 

 

 

 

 

 

Types of fruits

Type of fruit Structure Example
Berry Fleshy-succulent Ovary fleshy, thin skinned juicy with many seeds Tomato, orange, Sodom apple
Drupe fleshy-succulent Outer layer fleshy, inner layer hard, endosing one or Mango, plum
  more seeds  
Pod Dehiscent (dry) Ovary wall thin, contains many seeds. Splits when ripe Bean, pea
Schizocarp Dehiscent The ripe fruit breaks up into small one seeded parts Castor oil
(dry)    
Caryopsil Dry Pericarp and seed coat are fused to form thin covering Maize grain
Cypsela Dry One seeded fruit. The calyx persists Bidens, Tridax
indehiscent    
Pome Outer fleshy layer develops from calyx and receptacle Pear, apple
Multiple fruit Formed from several flowers in a cluster Pineapple
Achene Ovary wall separated from seed Sunflower
    .—1

 

 

Placentation

  • This is the arrangement of the ovules in an ovary.

Marginal placentation:

  • The placenta appears as one ridge on the ovary wall e.g. bean.

Parietal placentation:

  • The placenta is on the ridges on ovary wall.
  • Ovules are in them e.g. pawpaw.

Axile placentation:

  • The placenta is in the centre.
  • Ovary is divided into a number of loculi. e.g. orange.

Basal placentation.

  • The placenta is formed at the base of the ovary e.g. sunflower.

Free Central placentation.

  • Placenta is in the centre of the ovary.
  • There are no loculi e.g. in primrose.

 

Methods of fruit and seed dispersal

Animal dispersal

  • Fleshy fruits are eaten by animals.
  • Animals are attracted to the fruits by the bright colour, scent or the fact that it is edible.
  • The seeds pass through the digestive tract undamaged and are passed out with faeces. E.g. tomatoes and guavas.
  • Such seeds have hard, resistant seed coats.
  • Others have fruits with hooks or spines that stick on animal fur or on clothes.
  • Later the seeds are brushed of or fall off on their own e.g. Bidens pilosa (Black jack).

 

Wind dispersal

  • Fruits and seeds are small and light in order to be carried by air currents.
  • A fruit that is a capsule e.g. tobacco split or has pores at the top e.g. Mexican poppy.
  • The capsule is attached to along stalk when swayed by wind the seeds are released and scattered.
  • Some seeds have hairy or feather-like structures which increase their surface area so that they can be blown off by the wind e.g. Sonchus.
  • Others have wing-like structures e.g. Jacaranda and Nandi Flame.
  • These extensions increase the surface area of fruits and seeds such that they are carried by the wind.

 

Water dispersal

  • Fruits like coconut have fibrous mescocarp which is spongy to trap air, the trapped air make the fruit light and buoyant to float on water.
  • Plants like water lily produce seeds whose seed coats trap air bubbles.
  • The air bubbles make the seeds float on water and are carried away.
  • The pericarp and seed coat are waterproof.

 

Self dispersal (explosive) Mechanism

  • This is seen in pods like bean and pea.
  • Pressure inside the pod forces it to open along lines of weakness throwing seeds away from parent plant.

Reproduction in Animals

  • Sexual reproduction involves the fusion of gametes.
  • In animals two individuals are involved, a male and a female.
  • Special organs known as gonads produce gametes.
  • In males testes produce sperms while in females ovaries produce ova.

 

  • The fusion of male gamete and female gamete to form a zygote is called fertilisation.

There are two types of fertilisation. External and internal.

 

External fertillsation

  • Example in amphibians takes place in water.
  • The male mounts the female and shed sperms on the eggs as they are laid.
  • Eggs are covered by slippery jelly-like substance which provides protection.
  • Many eggs are released to increase the chances of survival.

 

 

 

 Internal fertilisation

  • This occurs in reptiles, birds and mammals.
  • Fertilisation occurs within the body of the female.
  • Fewer eggs are produced because there are higher chances of fertilisation since sperms are released into the female body.

 

Reproduction in Humans

 

Structure of female reproduction system

 

The female reproduction system consist of the following:

Ovaries

  • Are two oval cream coloured structures found in lower abdomen below the kidneys.

Oviducts.

  • They produce the ova.
  • Are tubes which conduct the ova produced by the ovaries to the uterus.
  • Fertilisation occurs in the upper part of the oviduct.

 

Uterus

  • The uterus is a hollow muscular organ found in the lower abdomen.
  • The embryo develops inside the uterus.
  • The inner lining endometrium supplies nutrients to embryo.
  • The embryo is implanted into the inner uterine wall- the endometrium which nourishes the embryo.
  • The thick muscles of the uterus assist in parturition.

Cervix

  • Has a ring of muscles that separates the uterus from the vagina.
  • It forms the opening to the uterus

Vagina

  • Is a tube that opens to the outside and it acts as the copulatory and birth canal through the vulva.

Structure of male reproductive system

 

The male reproductive system consists of the following:

Testis:

  • Each testis is a mass of numerous coiled tubes called semniferous tubules.
  • Each is enclosed within a scrotal sac that suspends them between the thighs.
  • This ensures that sperms are maintained at a temperature lower than that of the main body.

Seminiferous tubules

  • The lining of seminiferous tubules consists of actively dividing cells which give rise to sperms.
  • Between the seminiferous tubules are interstitial cells which produce the male hormones called androgens e.g. testosterone.
  • The seminiferous tubules unite to form the epididymis, which is a coiled tube where sperms are stored temporarily .
  • Vas deferens (sperm duct) is the tube through which sperms are carried from testis to urethra.
  • Seminal vesicle produces an alkaline secretion which nourishes the spermatozoa.

 

Prostate gland

  • Produces an alkaline secretion to neutralise vaginal fluids.

Cowpers’ gland

  • Secretes an alkaline fluid.
  • All these fluids together with spermatozoa form semen.

Urethra

  • Is a long tube through which the semen is conducted during copulation.
  • It also removes urine from the bladder.

Penis

  • Is an intro-mittent organ which is inserted into the vagina during copulation .

 

Fertilisation in Animals

  • Fertilisation is preceded by copulation in which the erect penis is inserted into the vagina.
  • This leads to ejaculation of semen.
  •  The sperms swim through the female’s genital tract to the upper part of the oviduct.
  •  The  head of the sperm penetrates the egg after the  acrosome_ releases lytic enzymes t dissolve the egg membrane.
  • The tail is left  behind.
  •  Sperm nucleus fuses with that of the ovum and a zygote is formed.
  • A fertilisation membrane forms around the zygote which prevents other sperms from penetrating the zygote.

 

Implantation:

  • After fertilisation the zygote begins to divide mitoticaly as it moves towards the uterus.
  •  It becomes embedded in the wall of the uterus a process called implantation.
  • By this time the zygote is a hollow ball of cells called blastocyst or embryo.
  • In the uterus the embryo develops villi which project into uterus for nourishment later the villi and endometrium develop into placenta.

 

 

 

Embryonic membranes

  • Embryonic membranes develop around the embryo.
  • The outermost membrane is the chorion which forms the finger-like projections (chorionic villi) which supply nutrients to the embryo.
  • The amnion surrounds the embryo forming a fluid filled cavity within which the embryo lies.
  • Amniotic cavity is filled with amniotic fluid.
  • This fluid acts as a shock absorber and  protects the foetus against mechanical injury.
  • It also regutates  temperature.
  • The chorionic villi, allantois together with the endometrium from the placenta.
  • The embryo is attached to the placenta by a tube called umbilical cord which has umbilical vein and artery.
  • The maternal blood in the placenta flows in the spaces lacuna and surrounds capillaries from umbilical vein and artery.
  • The umbilical cord increase in length as the embryo develops.

 

Role of placenta

 

    Protection

  • Maternal blood and foetal blood do not mix.
  • This ensures that the pathogens and toxins from maternal blood do not reach the foetus.
  • The placenta allows maternal antibodies to pass into the foetus, providing the foetus with immunity.

     Nutrition

  • The placenta facilitates the transfer of nutrients from maternal blood to foetus.

     Excretion

  • Placenta facilitates the removal of nitrogenous wastes from the foetus’ blood to maternal blood.

      Gaseous exchange

  • Oxygen from the maternal blood diffuses into the foetal blood while carbon (IV) oxide from foetal blood diffuse into maternal blood.

      Production of hormones

  • Placenta produces progesterone and oestrogen.

Gestation period

  • The period between conception and birth is called gestation.
  • In humans gestation takes nine months (40 weeks).
  • The embryo differentiates into tissues and organs during this period.

Week 1 to 3:

  • Zygote divides to form blastocyst.
  •  Implantation takes place.
  • The three germ layers form endoderm, mesoderm and ectoderm.
  • Nervous system starts to form.

Week 4 to 7:

  • Development of circulating and digestive systems.
  • Further development of nervous system, formation of sensory organs,
  • All major internal organs are developed.
  • At week 5, heartbeat starts .

Week 8 to 24:

  • All organs well developed including sex organs.
  • Hair, finger and toe nails grow.
  • Foetus move and eyelids open.

Week 25- 30:

  • The fully developed foetus responds to touch and noises and moves vigorously.
  • The head turns and faces downwards ready for birth.

Week 31-40:

  • Foetus increases in size.
  • Birth occurs.

 Reproductive Hormones

Hormone Source Functions
Follicle Stimulating Pituitary gland Development of ovarian follicle; stimulates secretion
Hormone (FSH) of oestrogen by the ovary
    Causes ovulation; causes development of Graafian
Luteinising Hormone (LH) Pituitary gland follicle into the corpus luteurn; causes secretion of
    progesterone by the ovary
Prolactin Pituitary gland Initiates production and secretion of milk by the
mammary glands
Oxytocin Pituitary gland Causes contraction of the uterus during parturition
(birth)
Progesterone Corpus luteum in Causes contraction of wall of the uterus to thicken
the ovary after ovulation
    Causes changes in the uterine wall in preparation for
Oestrogen Ovary implantation; initiates development of secondary
    sexual characteristics
Androgens-Testosterone Interstitial cells of Stimulates the development of secondary sexual
testis characteristics
Interstitial Cell Stimulating Pituitary gland Stimulates the interstitial cells of testis to release
Hormone (lCSH) androgens
Human Chorionic   Stops the degeneration of the corpus luteum for
Gonadotrophin (HCG) Chorionic villi production of oestrogen and progesterone

Secondary Sexual Characteristics

Male

  • Testerone is the main androgen that stimulates the development of secondary sexual characteristics.
  • Broadening of the shoulders.
  • Deepening of the voice due to enlargement of larynx.
  • Hair at the pubic area, armpit and chin regions.
  • Penis and testis enlarge and produce sperms.
  • Body becomes more masculine.

Female

  • Enlargement of mammary glands.
  • Hair grows around pubic and armpit regions.
  • Widening of the hips.
  • Ovaries mature and start producing ova.
  • Menstruation starts.
  • Oestrogen triggers the onset of secondary sexual characteristics.

 

Sexually transmitted infections (STl)

 

Disease Causative agent Method of Symptoms Prevention/control
    transmission    
Gonorrhoea Bacterium -Sexual contact -Itching of urethra A void indiscriminate sex.
  Neiseeria – during birth for -yellowish discharge Treat both partners
  Gonorrhoea infants pain as males infected A void sharing
    -Sharing towels urinate, vaginal linen
      discharge. with odour  
      in females  
Syphilis Bacterium -Sexual contact Solitary painless Treat at primary infection
  Treponema – During birth for ulcer-on genital or stage
  Palladium infants. mucous -Rashes, -Avoid indiscriminate
    – Sharing towels muscles and papules sex. – A void sharing linen
    and linen on hands, feet lips,  
      genital areas  
Trichomoniasis Protozoan -Sexual contact Itching of urethra or A void sharing linen
  Trichomonas -contaminated vagina in females, -Avoid indiscriminate sex
  Vaginalis linen, underwear smelly, yellow -personal hygiene
    and toilet seats discharge  
Hepatitis Virus -Sexual contact Fever, nausea, -Avoid indiscriminate sex
  Hepatitis B -blood transfusion – jaundice, loss of -use disposable needles
    contaminated appetite, yellow and syringes
    needles and urine – strict personal hygiene
    syringes    
Candidiasis Fungus Candida -spread through ltching and burning -Avoid indiscriminate sex
  Albicans sexual contact sensation and white – Treat both partners
    – sharing linen and discharge from  
    towels genitals  
Herpes Virus -sexual contact Lesions on skin and – A void indiscriminate
(Simplex) Herpes Simplex kissing, mucous membranes sex and contaminated
    contaminated of buccal cavity needles and syringes.
    needles vagina or head of  
      penis  
HIV and Aids Virus -sexual contact -chronic diarrhoea -Avoid indiscriminate
  Human Immuno -blood transfusion -weight loss (more sex.
  Deficiency virus -contaminated than 10% body -Use screened blood
    instruments weight lost in a – No sharing of tooth
    -Through breast month) brushes, razors
    milk and body – constant, persistent – Use disposable needles
    fluids. -Through cough, skin  
    birth canal for infectious (herpes  
    infants zoster)  

 

 

Menstrual Cycle

  • This is characterized by discharge of blood and tissue debris (menses) from the uterus every 28 days.
  • This is due to the breakdown of the endometrium which occurs when the level of progesterone falls and the girl starts to menstruate.
  • The follicle stimulating hormone (FSH) causes the Graafian follicle to develop and also stimulate the ovary to release oestrogen.
  • Oestrogen hormone triggers the onset of secondary sexual characteristics.
  • Luteinising hormone (L.H) causes the mature ovum to be released from the Graafian follicle – a process called ovulation.
  • After ovulation progesterone hormone is produced.
  • After menstruation, the anterior lobe of the pituitary gland starts secreting the follicle stimulating hormone (FS.H) which causes the Graafian follicle to develop in the ovary.
  • It also stimulates the ovary tissues to secrete oestrogen.
  • Oestrogen brings about the repair and healing of the inner lining of the uterus (endometrium) which had been destroyed during menstruation.
  • Oestrogen level stimulates the pituitary gland to produce (Luteinising Hormone (L.H).
  • This hormone makes the mature Graafian follicle to release the ovum into the funnel of oviduct, a process called ovulation.
  • After releasing the ovum, the Graafian follicle changes into a yellow body called corpus luteum.
  • The luteinising hormone stimulates the corpus luteum to secrete a hormone called progesterone which stimulates the thickening and vascularisation of endometrium.
  • This prepares the uterine wall for implantation of the blastocyst.
  • If fertilisation takes place, the level of progesterone increases and thus inhibits FSH from stimulating the maturation of another Graafian follicle.
  • If fertilisation does not occur, the corpus luteum disintegrates and the level of progesterone goes down.
  • The endometrium, sloughs off and menstruation occurs.

 

Advantages of Reproduction Asexual

  • Good qualities from parents are retained in the offspring without variation.
  • New individuals produced asexually mature faster.
  • Process does not depend on external factors which may fail such as pollination.
  • New individuals obtain nourishment from parent and so are able to survive temporarily under unsuitable conditions.
  • No indiscriminate spreading of individuals which can result in wastage of offspring.
  • Takes a shorter time and leads to rapid colonization.

 

Disadvantages of asexual reproduction

  • New offspring may carry undesirable qualities from parents.
  • Offspring may be unable to withstand changing environmental conditions.
  • Faster maturity can cause overcrowding and stiff competition.
  • Reduced strength and vigour of successive generations.

 

Advantages of sexual reproduction

  • Leads to variations.
  • Variations which are desirable often show hybrid vigour.
  • High adaptability of individuals to changing environmental conditions.
  • Variations provide a basis for evolutionary changes.

Disadvantages of sexual reproduction

  • Fusion is difficult if two individuals are isolated.
  • Some variations may have undesirable qualities.
  • Population growth is slow.

Practical Activities

Examining the stages of mitosis

  • About 2 mm of a root tip of onion bulb is cut off and placed on a microscope slide.
  • A stain e.g. aceto-orcein is added and the root tip macerated using a scapel.
  • A cover slip is added and observations made.
  • Different stages of mitosis can be observed.

Examining the stages of meiosis

  • An unopened bud of Tradescantia is obtained
  • The anther is removed and placed on a microscope slide.
  • A few drops of hydrochloric acid and acetic-orcein stain are added.
  • A cover slip is placed on the anther.
  • Pressing the cover slip gives a thin squash, which is observed under the microscope.
  • Different stages of meiosis are observed.

To observe the structure of Rhizopus

  • Rhizopus grow on moist bread left under suitable temperature
  • A piece of moist bread is placed on a petri­-dish or enclosed in a plastic bag and observe daily for four days.
  • Under a low power microscope the sporangia and stolons can be observed.

To examine spores on sori of ferns

  • Obtain the fern plant.
  • Detach a frond from the plant and observe the under-side using a hand lens to see the raised brown patches – the sori.
  • Open up the sorus to observe the sporangia.

Examine insect and wind pollinated flowers

  • Obtain insect pollinated flowers e.g. crotalaria, hibiscus/Ipomea, Solanum, incunum.
  • Note the scent, colour and nectar guides.
  • A description of the calyx, corolla, androecium and gynoecium is made.
  • Obtain a wmd pollinated flower e.g,’ maize, star-grass, sugar-cane, Kikuyu grass.
  • Observe the glumes, spikes and spikelet.
  • Examine a single floret, and identify the androecium and gynoecium.

 

Classifying fruits

  • Obtain different fruits – oranges, mangoes, maize, castor oil, bean pod, black jack .
  • Observe the fruits, classify them into succulent, dry-dehiscent or indehiscent.

Dissection of Fruits

  • Obtain an orange and a mango fruit.
  • Make a transverse section.
  • Observe the cut surface and draw and label the parts.
  • Note that the fruit is differentiated into epicarp, mesocarp and endocarp.
  • Obtain a pod of a legume.
  • Open up the pod and observe the exposed surface.
  • Draw and label the parts.
  • Note that the fruit wall is not differentiated.

Dispersal of fruits and seeds

  • Obtain animal dispersal fruits, like oranges, tomatoes, black jack, sodom apple.
  • Identify the way by which each is adapted to dispersal by animals.
  • Obtain wind dispersed fruit/seed

e.g. Nandi flame, Jacaranda Sonchus, cotton seed, Tecoma.

 

 

END

 

 

 

 

 

 

 

 

 

 

 

 

 

GROWTH AND DEVELOPMENT

 

 Concept of Growth and Development

  • Growth is a characteristic feature of all living organisms.
  • Most multicellular organisms start life as a single cell and gradually grow into complex organisms with many cells.
  •  This involves multiplication of cells through the process of cell division.
  • This quantitative permanent increase in size of an organism is referred to as growth. For growth to take place the following aspects occur
  • Cells of organisms assimilate nutrients hence increase in mass.
  • Cell division (mitosis) that lead to increase in the number of cells.
  • Cell expansion that   leads   to enlargement an increase in the volume and size of the organism. It is therefore possible to measure growth using such parameters as mass, volume, length, height, surface area.
  • On the other hand development is the qualitative aspect of growth which involves differentiation of cells and formation of various tissues in the body of the organism in order for tissues to be able to perform special functions.
  • It is not possible to measure ac aspects of development quantitative.
  • Therefore development can be assessed terms of increase in complexity of organism e.g. development of leaves, flowers and roots.
  • A mature human being has millions of cells in the body yet he or she started from; single cell, that is, a fertilised egg.
  • During sexual reproduction mammals an ovum fuses with a sperm form a zygote.
  • The zygote divides rapidly without increasing in size, first into 2, 4, 8, 16,32, 64 and so on, till it forms a mass cells called morula.
  • These first cell division is called cleavages.
  • The morula develops a hollow part, resulting into a structure known as a blastula (blastocyst).
  • Later, blastocyst cells differentiate into an inner layer (endoderm) and the outer layer (ectoderm).
  • The two-layered embryo implants into the uterine wall and, by obtaining nutrients from the maternal blood, starts to grow and develop.

 

Blastocoel

 

 

  • BlastocoeJ

 

Fertilised egg      2-celled stage     4-celled stage

{zygote)                                                                  Morula                    Blastula

(mass of cells)

  • As the embryo grows and develops, changes occur in cell sizes and cell -types.
  • Such changes are referred to as growth and development respectively.
  • These processes lead to morphological and physiological changes in the developing young

organism resulting into an adult that is more complex and efficient.

  • In the early stages, all the cells of the embryo look alike, but as the development process

continues the cells begin to differentiate and become specialised into different tissues to

perform different functions.

  • Growth involves the synthesis of new material and protoplasm.
  • This requires a continuous supply of food, oxygen, water, warmth and means of removing

waste products.

  • In animals, growth takes place all over the body but the rates differ in the various parts of the body and at different times.
  • In plants however, growth and cell division mostly take place at the root tip just behind the root cap and stem apex.
  • This is referred to as apical growth which leads to the lengthening of the plant.
  •  However, plants do not only grow upwards and downwards but sideways as well.
  • This growth leads to an increase in width (girth) by the activity of cambium cells.
  • The increase in girth is termed as secondary growth.

Study Question 1-State two major differences between growth and development

Measurement of growth

  • Growth can be estimated by measuring some aspect of the organism such as height, weight, volume and length over a specified period of time.
  • The measurements so obtained if plotted against time result into a growth curve.

 

Study Question 2

  • The following results were obtained from a study of germination and early growth of maize.
  • The grains were sown in soil in a greenhouse and.at two-day intervals. Samples were taken, oven dried and weighed. See table .

Table

 

Time after sowing (days) Drymass of embryo (g)
0 0.002
2 0.002;
4 0.008
6 0.016
8 0.024
10 0.034
.   -12- 0.034
  • Plot a graph of dry mass of embryo against time after sowing.
  • Describe the shape of the graph.

 

For most organisms when the measurements are plotted they give an S-shaped graph called a sigmoid curve such as in figure .

    • Time
  • Fig. 4.2: TSie sigmoid growth curve
  • This pattern is due to the fact that growth tends to be slow at first and then speeds up

 

and finally slows down as adult size is reached.

A sigmoid curve may therefore be divided into four parts.

Lag phase (slow growth)

  • This is the initial phase during which little growth occurs.
  • The growth rate is slow due to various factors namely:

(i)   The number of cells dividing are few.

(ii)   The cells have not yet adjusted to the surrounding environmental factors.

Exponential phase (log phase)

  • This is the second phase during which growth is rapid or proceeds exponentially.
  • During this phase the rate of growth is at its maximum and at any point, the rate of growth is proportional to the amount of material or numbers of cells of the organism already present.
  • This rapid growth is due to:

(i) An increase in number of cells dividing,2-4-8-16-32-64 following a geometric progression,

(ii) Cells having adjusted to the new environment,

(iii)  Food and other factors are not limiting hence cells are not competing for resources,

(iv)   The rate of cell increase being higher than the rate of cell death.

Decelerating Phase

  • This is the third phase during which time growth becomes limited as a result of the effect of some internal or external factors, or the interaction of both.
  • The slow growth is due to: (
  1. i) The fact that most cells are fully

(ii)   Fewer ceils still dividing,

(iii)  Environmental factors (external and internal) such as:

  • shortage of oxygen and nutrients due to high demand by the increased number of cells.
  • space is limited due to high number of cells.
  • accumulation of metabolic waste products inhibits growth.

limited acquisition of carbon (IV) oxide as in the case of plants.

Plateau (stationary) phase

  • This is the phase which marks the period where overall growth has ceased and the

parameters under consideration remain constant.

This is due to the fact that:

  • The rate of cell division equals the rate of cell death.
  • Nearly all cells and tissues are fully differentiated, therefore there is no further increase in the number of cells.
  • The nature of the curve during this phase may vary depending on the nature of the parameter, the species and the interns! factors.
  • In some cases, the curve continue to increase slightly until organism dies as is the case monocotyledonous plants, man invertebrates, fish and certain reptiles. indicates positive growth.
  • In some ot cases the curve flattens out indicating change in growth while other growth curv may tail off indicating a period of negat growth rate.
  • This negative pattern characteristic of many mammals includi humans and is a sign of physical senesee associated with increasing age.

 

    • Study Question 3
  • What happens during the following; log and stationary phases of growth?
  • However, the sigmoid curve does not to all organisms, for example, arthropods.
  • I insects, growth takes place at intervals-volume changes are plotted against time., different curve is obtained.
  • This is cal intermittent growth curve. See figure 43,
  • The intermittent growth in insects is due to the fact that they have an exoskeleton and hence growth is possible only when it is shed.
  • This shedding process is known as moulting or ecdysis.
  • However, cell division continues to take place during the inter-moult phase but the expansion of tissues is limited by the unshed exoskeleton.
    • Practical Activity I: Project

 

 

To measure the growth of a plant

Requirements

  • Small plots/boxes, meter rule and seeds of beans (or green grams, peas, maize),

Procedure

  • .
  • Place some soil in the box or prepare a small plot outside the laboratory.

 

Plant some seeds in the box and place it in a suitable place outside the laboratory (or plant the

             seeds in your plot).

  • Water the seeds daily.
  • Observe the box/plot daily and note the day the seedlings emerge out of the soil.
  • .Measure the height of the shoot from the soil level up to the tip of the shoot. Repeat this with four other seedlings. Work out the average height of the shoots for this day.
  • Repeat procedure 5 every three days for at least three weeks.
  • Record the results in a table form.
  • On the same seedlings measure the length of one leaf from each of the five
    seedlings (from leaf apex to itsattachment on the stem).
  • Calculate the average length of the leaves and record in the table.
  • Plot a graph of the height of the shoot against time. On the same axes plot
    length of leaf against time.
  • Compare the two graphs drawn.

4.2 Growth and Development in Plants

  • The main growth and development phase in plants begins with the germination of the mature seed.

 

    • Seeds are of two kinds depending on the number of cotyledons or embryo leaves.

Practical Activity 2

 

To investigate structural differences between monocotyledonous and dicotyledonous seeds

 

  • S   ‘
  • -Z 4.5
  • £4.0 qa
  • 3 3.5
  • 3.0
  • 2.5
  • 2.0
  • 1.5
  • Adult
  • moulting
  • 2ndinstar>/^grawth phase
  • ^^tf^_/ jntermoult phase
    j_____ i—i—i—i—i i—l__
  • 246 8101214161820222426283032343638404244
  • Time in days 4.3: Growth curve showing increase in length of the short homed grasshopper

 

Requirements

  • Bean seeds and maize grains which have been soaked overnight. Scalpel or razor blades, iodine solution, Petri-dish and hand lens.

Procedure

  • Using a scalpel or razor blade make longitudinal sections (LS) of both the bean seed and the maize grain.
  • Observe the LS of the specimens using a hand lens.
  • Note any structural difference between the specimens.
  • Draw the LS of each specimen and label.
  • Puta drop of iodine solution on the cut surfaces of both specimens.
  • Note any differences in colouration with iodine on the surfaces of the two specimens.
  • On your  diagrams  indicate  the distribution of the stain.
  • Account for   the   difference   in distribution of the colouration with iodine in the two specimens.

Structure of the Seed

    • A typical seed consists of a seed coat enclosing an embryo.
    • The seed coat is the outer covering which, in most seeds, is made
  • -Remains of style
  • Position of plumule
  • Position of radicle Scutellum
  • Attachment to External Parent plant

 

  • Position of radicle
  • Micropyle Hilum

 

  • Testa

 

  • Structure of monocotyledonous seed (maize grain)
•        External (bj Structure of dicotyledonous seed
  • Fig. 4.4: Structure of seeds

 

 

  • up of the two layers, an outer testa and inner one, the legmen.
  • The testa is thick; the tegmen is a transparent membrane tissue.
  • The two layers protect the seed bacteria, fungi and other organisms whk may damage it.
  • There is a scar called hilurn on one part of the seed.
  • This is point where the seed had been attached the seed stalk or funicle.
  • Near one end of 1 hilum is a tiny pore, the micropyle.
  • This allows water and air into the embryo, embryo is made up of one or two seed leavi or cotyledons, a plumule (embryonic sh( and a radicle (the embryonic root).
  • The of the radicle is opposite the micropyle.
  •  In some seeds the cotyledons swollen as they contain stored food for growing plumule and radicle. Such seeds, called non-endospermic seeds.
  • In ot cases, the seeds have their food stored in: endosperm.
  • Such   seeds   are   call endospermic seeds. Seeds with one cotyk are referred to as monocotyledonous wi those   with   two   are   referred   to dicotyledonous.
  • This is the major basis i differentiation between the two large cb of plants, the monocotyledonae aa dicotyledonae.
  • Scutellum

 

  • Cotyledon
  • Coieoptile
  • Plumule

 

  • Radicle
  • Coleorhiza

 

  • Internal

 

 

  • Plumule

 

  • Radicle

 

  • Cotyledon

 

  • Internal

 

  • Fused pericaT and testa

 

 

 

 

Dormancy in Seeds

  • The embiyo of a dry, fully developed seed usually passes through a period of rest after ripening period.
  • During this time the seed performs all its life (physiological) processes very slowly and uses up little food. This is a period of dormancy.
  • Even if all the favourable environmental conditions for germination are provided to the seed during this period of dormancy, the seed will not germinate.
  • This is due to the fact that the seed embryo may need to undergo further development before germination.
  • Some seeds can germinate immediately after being_shed from the parent plant (e.g. most tropical plants) while others must pass through dormancy period, lasting for weeks, months or even years before the seed can germinate.
  • Dormancy provides the seeds with enough time for dispersal so that they can germinate in a suitable environment.
  • It also enables seeds to survive during adverse environmental conditions without depleting their food reserves.
  • The embryo has time to develop until favourable conditions are available e.g. availability of water.

Factors that Cause Dormancy

  • Embryo may   not   yet   be   fully
  • Presence of chemical inhibitors that inhibit germination in seeds e.g.abscisic acid.
  • Very low concentrations of hormones e.g. gibberellins and enzymes reduces the ability of seeds to germinate.
  • Hard and impermeable seed coats prevent entry of air and water in some seeds e.g. wattle.
  • In some seeds the absence of certain wavelengths of light make them remain dormant e.g. in some lettuce plants.
  • Freezing of seeds during winter lowers their enzymatic activities rendering them dormant.

Ways of Breaking Dormancy

  • When the seed embryos are mature then the seed embryos can break dormancy
    and germinate.
  • Increase in concentration of hormones g. cytokinins and gibberellins stimulate germination.
  • Favourable environmental factors such as water,   oxygen   and   suitable
  • Some wavelengths of light trigger the production of    hormones    like gibberellins leading to breaking of
  • Scarification i.e. weakening of the testa is needed before seeds with hard impermeable seed coats can germinate.
  • This is   achieved   naturally   by saprophytic bacteria and fungi or by passing through the gut of animals.
  • In agriculture the seeds of some plants are weakened by boiling, roasting and cracking e.g. wattle.

Seed Germination

  • The process by which the seed develops into a seedling is known as germination.
  • It refers to all the changes that take place when a seed becomes a seedling.
  • At the beginning of germination water is absorbed into the seed through the micropyle in a process known as imbibition and causes the seed to swell.
  • The cells of the cotyledons become turgid and active.
  • They begin to make use of the water to dissolve and break down the food substances stored in the cotyledons.
  • The soluble food is transported to the growing plumule and radicle.
  • The plumule grows into a shoot while the radicle grows into a root.
  • The radical emerges from the seed through micropyle, bursting the seed coat as it does so.

Conditions Necessary for Germination

  • Seeds can easily be destroyed by unfavourable conditions such as excessive heat, cold or animals.
  • Seeds need certain conditions to germinate and grow.
  • Some of these conditions are external, for example water, oxygen and suitable temperature while others are internal such as enzymes, hormones and viability of the seeds themselves.

Water

  • A non-germinating seed contains very little water.
  • Without water a seed cannot germinate.
  • Water activates the enzymes and provides the medium for enzymes to act and break down the stored food into soluble form.
  • Water hydrolyses and dissolves the food materials and is also the medium of transport of dissolved food substances through the various cells to the growing region of the radical and plumule.
  • Besides, water softens the seed coat which can subsequently burst and facilitate the emergence of the radicle.

Oxygen

  • Germinating seeds require energy for cell division and growth.
  • This energy is obtained from the oxidation of food substances stored in the seed through respiration thus making oxygen an important factor in seed germination.
  • Seed in water logged soil or seed buried deep into the soil will not germinate due to lack of oxygen.

Temperature

  • Most seeds require suitable temperature before they can germinate.
  • Seeds will not germinate below 0°C or above 47° C.
  • The optimum temperature for seeds to germinate is 30°C.
  • At higher temperature the protoplasm is killed and the enzymes in the seed are denatured.
  • At very low temperatures the enzymes become inactive.
  • Therefore, the protoplasm and the enzymes work best within the optimum temperature range.
  • The rate of germination increases with temperature until it reaches an optimum.
  •  This varies from plant to plant.

             Enzymes

  • Enzymes play a vital role during germination in the breakdown and subsequent oxidation of food.
  • Food is stored in seeds in form of carbohydrates, fats and proteins which are in insoluble form.
  • The insoluble food is converted into a soluble form by the enzymes.
  • Carbohydrates are broken down into glucose by the diastase enzyme, fats into fatty acids and glycerol by lipase, and proteins into amino acids by protease.
  • Enzymes are also necessary for the conversion of hydrolysed products to new plant tissues.

Hormones

  • Several hormones play a vital role in germination since they act as growth stimulators.
  • These include gibberellins and cytokinins.
  • These hormones also counteract the effect of germination inhibitors.

Viability

  • Only seeds whose embryos are alive and healthy will be able to germinate and grow.
  • Seeds stored for long periods usually lose their viability due to depletion of their food reserves and destruction of their embryo by pests and diseases.

Study Question 4

  • In an experiment to investigate the effect of neat on germination of seeds, ten bags each containing 60 pea seeds were placed in a water-bath maintained at 85°C .
  • After every two minutes a bag was removed and  seeds contained in it planted.
  • The number                that germinated was recorded.
  • The procedure used for pea seeds was repeated for wattle seeds.

The results obtained were as shown in the table 4,2,

 

  Number of seeds that germinated
Time (Min) Pea seeds Wattle seeds
0 60 0
2 60 0
4 48 0
6 42 2
8 34 28
10 10 36
12 2 40
14 0 44
16 0 46
18 0 48
20 0 49
22 0 49
  • (a)Using a suitable scale and on the same axes, draw graphs of time in hot water against number   of   seeds   that germinated for each    Use horizontal axis for time and the vertical
    axis for the seeds that germinated.
    • Explain why the ability of pea seeds to germinate declined with time of exposure to heat.
    • Explain why the ability of the wattle seeds to germinate improved with time of exposure to heat.

 

 

 

 

Practical Activity 3

To investigate conditions necessary for seed germination

 

Requirements

  • Cotton wool, seeds, water, six fiat bottomed flasks, 2 corks, 2 test-tubes, blotting paper, incubator, refrigerator, thermometer, pyrogallic acid and sodium hydroxide.

Procedure

  • Prepare three set-ups as shown in figure 4.5.
  • Leave the set-ups to stand for five days.
  • Record all the observable changes that have taken place in the flasks hi each set­ up in a table form as shown

 

 

Setup
  • Observations

 

  • In flask A
In flask B
I    
II    
  • iii
._. _  

Study Question 5

  • Which condition was being investigated in set-up I, II and III?
  • For each set-up explain the results
  • What was the role of flask B in each set-up?

Types of Germination

  • The nature of germination varies in different seeds.
  • During germination the cotyledons may be brought above the soil surface.
  • This type of germination is called epigeal germination.
  • If during germination the cotyledons remain underground the type of germination is known as hypogeal.
    • SET UP 1

 

  • Pyrogallic acid + NaOH
  • Cotton wool
    • Seeds Moist

 

  • Water

 

    • SET UP 2

 

  • Moist cotton wool
  • Dry cotton wool

 

    • SETUPS

 

 

  • Fig. 4.5: Set-up for investigating conditions necessary for germination

 

 

 

Epigeal Germination

  • During the germination of a bean seed, the radicle grows out through the micropyle.
  •  It grows downwards into the soil as a primary root from which other roots arise.
  • The part of the embryo between the cotyledon and the radicle is called the hypocotyl.
  • This part curves and pushes upwards through the soil protecting the delicate shoot tip.
  • The hypocotyls then straightens and elongates carrying with it the two cotyledons which turn green and leafy.
  • They start manufacturing food for the growing seedling.
  • The plumule which is lying between two cotyledons, begins to grow into first foliage leaves which start manufacturing food.

Hyopgeal Germination

  • In maize, the endosperm provides food to the embryo which begins to grow.
  • The radicle along with a protective covering(c(?/eorfci2a) grows out of the seed.
  • The epicotyl is the part of the embryo between the cotyledon and the plumule.
  • The epicotyl elongates and the plumule grows out of the coleoptile and forms the first foliage leaves.
  • The seedling now begins to produce its own food and the endosperm soon shrivels.
  • This type of germination in which the cotyledon remains below the ground is known as hypogeal germination.

 

 

 

Practical Activity 4

 

To investigate epigeal and hypogeal germination

Requirements

  • Tin or box, soil, water, maize grains and bean seeds.

Procedure

  • Place equal amounts of soil into two containers labelled A and B.
  • In A, plant a few maize grains.In B, plant a few bean seeds.
  • Water the seeds and continue watering daily until they germinate.
  • Place your set-ups on the laboratory
  • Observe daily for germination.
  •  On the first day the seedlings emerge from the soil, observe them carefully with

regard to the soil level.

Carefully uproot one or two seedlings from each set.

  • Observe and draw the seedlings from each set Label the parts and indicate the soil level on your diagram.
  •  On the fifth day since emergence, again uproot another seedling.
  • Observe and draw.
  • Indicate the soil level on your diagram..
  •   Tabulate the differences between the two types of germination studied.

 

  • Cotyledon Plumule
  • Radicle
  • Root
  • Cotyledon Hypocotyf

 

  • Fig. 4.6 (a): Epigeal germination for castor seeds

 

  • Plumule
  • Coleoptile
  • Scutellum
  • Coleorhiza

 

Primary and Secondary Growth

  • The region of growth in plants is found in localised areas called meristems as shown .
  • A meristem is a group of undifferentiated cells in plants which are capable of continuous mitotic cell division.
  • The main meristems in flowering plants are found at the tips of shoots and roots, in young leaves, at the bases of the inter-nodes, and in

 

 

 

  • Apicai meristem
  • Leaf primordium
  • Vascular tissues
  • ” beginning to form
  • Epidermis xylem Phloem Pericycte
  • Cortex
  • Medulla Cambium
  • (c)      Epidermis
  • Node
  • Phloem
  • Xylefti Epidermis
  • Cortege
  • Endodermis
  • Root cap
  • Zone of cell division
  • Zone of cell elongation (expansion)
  • Zone Trf cell
  • differentiation
  • Permanent tissues

 

  • Fig. 4.7(a) and (b): Longitudinal section of the root tip and apex    Fig. 4.7(c) and (d): Transverse section of the stem and rooi
  • zone

 

  • vascular cambium and cork cambium. T
  • he meristems at the tips of the shoots and the roots are known as apical meristems and are responsible for primary growth. The cambium meristems are responsible for secondary growth.
  • Primary Growth
  • Primary growth occurs at the tips of roots and shoots due to the activity of apical meristems. These meristems originate from the embryonic tissues. In this growth there are three distinctive regions, the region of cell division, cell ejpngarion and eel] differentiation. See figure 4.7.
  • The regipn of cell division is an area of actively dividing meristematic cells. These cells have thin cell walls, dense cytoplasm and no vacuoles. In the region of cell elongation, the cells become enlarged to their maximum size by the stretching of their walls. Vacuoles start forming and enlarging. In the region of ceH differentiation the cells attain their permanent size, have large vacuoles and thickened watt cells. The cells also differentiate into tissues specialised for specific functions.
  • Primary growth results into an increase in the length of shoots and roots.
  • Study Question
  • ;:Mgure;4-S indkate the appearance of cells at different regions at the apical meristems.Nudeus -Cytoplasm
  • Fig. 4.8
  • Rearrange them into three regions:
  • Zone of cell division.
  • Zone of cell elongation.; -,
  • Zone of cell differentiation. (jb) Name specialised tissues formed at tl
  • zone of cell differentiation.
  • Region of Growth in a root
  • This is determined by taking a young germinating seedling whose radicle is then marked with the Indian ink at intervals of 2 mm. The seedling is left to grow for sometime (about 24 hours or overnight) and then the ink marks are examined. When the distance between successive ink marks are measured, it is found that the first few ink marks, especially between the 2nd and 3″1 mark above tip of root have increased significantly. This shows that growth has occurred in the region just behind the tip of the root. The difference between the length of each new interval and the initial interval of 2 mm gives the increase in the length of that interval during that period of time. From this the rate of growth of the root region can be calculated. See figure 4.9.
  • „ Increase in length     . „_
  • Growth = ^ . .—            ^— X 100
      • Original length

 

      • Practical Activity 5 To determine the region of growth in roots
    • Requirements
    • Germinating bean seeds with radicle of about 1cm in length, cork, pin, beaker or gas jar, water, Indian ink, blotting paper or filter paper, marker and ruler marked in mm.
    • Procedure

 

  • Bent wire

 

  • Ruler

 

  • Take the germinating been seed, and
    using a blotting paper, dry the radical
    taking care not to damage the root.
  • Using a marker and ruler make light ink
    marks 2mm apart along the length of
    the root. See figure 4.10(a).

 

 

    • 4.
  • 5
      • Make a drawing of the marked root. Pin the seedling onto the cork and place it in the beaker containing a little water. See figure 4.10(b). Leave it overnight. Take out the seedling and examine the ink marks.
  • 6.
  • 7.
        • Measure the distances between the successive ink marks and record. Make a well labelled drawing of the seedling at the end of the experiment and compare with the drawing of the. seedling at the start of the experiment.
        • Study Question 7
  • What part of the radicle has the ink
    marks moved further apart?
  • Give an explanation for your answers
    in (a) above.
  • What is the increase in length within
    each interval?
  • Work out the rate of growth for the
    root
        • Secondary Growth
        • Secondary growth results in an increase in width or girth due to activity of the cambium. In secondary growth new tissues are formed by vascular cambium and cork cambium. In monocotyledons plants there are no cambium cell in the vascular bundles.The growth in diameter is due to the enlargement of the primary cells.
        • Secondary growth in dicotyledonous pjants begins with the division of vascular cambium to produce new cambium cells between the vascular bundles. This forms a continuous cambium ring. These cambium cells divide to form the new cells that are added to the older ones. The cambium cells have now become meristematic.
        • The new cells produced to the outer side of cambium differentiate to become secondary phloem and those to the inner side differentiate to become the secondary xylem. More secondary xylem is formed than secondary phloem. The interfascuiar cambium a/so cuts orTparenchymatous cells which form secondary medullary rays as seen in figure 4.11 (a), (b) and (c).
        • As a result of the increase in the volume of the secondary tissues, pressure is exerted on the outer cells of the stem. This results in stretching and rupturing of the epidermal cells. In order to replace the protective outer layer of the stem, a new band of cambium cells are formed in the cortex. These cells, called cork cambium orphellogen originate from the cortical cells. The cork cambium divides to produce new cells on either side. The cells on the inner side of the cork cambium differentiate into secondary cortex and those produced on the outer side become cork cells. Cork cells are dead with thickened walls. Their walls become coated with a waterproof substance called suberin. The cork cells increase in number and become the bark of the stem. This prevents loss of water, infection from fungi and damage from insects. The corky bark is also resistant to fire and thus acts as an insulatory layer.
        • The bark is normally impermeable to water and respiratory gases. Periodically the cork cells, instead of being tightly packed, they form a loose mass. This mass is known as Jenticel. The lenticles make it possible for
  • Transverse section of dicotyledonous stem
    • Epidermis Primary phloem
    • Secondary phloem
    • Secondary xylem
    • Primary xy/em
  • Cortex
·
  • Beginning of secondary growth in dicot stem
    • Primary phloem
    • Secondary ph/oem
      • Secondary xylem Primary xylem
      • Epidermis Medullary ray
    • Cambium ring
·

 

  • Epidermis

 

  • Cork cell Cork cambium Secondary cortex Primary cortex

 

    • Fig. 4.12: Section through a lenticel
    • The rate of secondary growth in a stem varies with seasonal changes. During rainy season, xylem vessels and tracheids are formed In large numbers. These cells are large, have thin walls and the wood has a light texture. In the dry season, the xylem and trancheids formed are few in number. They are small, thick-walled and their wood has a dark texture. This leads to the development of two distinctive layers within the secondary xylem formed m a year, called annual rings. See figure 4.13. It is possible to determine the age of a tree by counting the number of annual rings. Furthermore climatic changes of the past years can be infered from the size of the ring.
  • Primary phloem Secondary phloem
    • Cambium ring Medullary ray Pith
    • Primary xylem Cortex
  • Fig. 4.13: Annual rings

 

  • Cork
        • Role of Growth Hormones in Plants
        • Plant hormones are chemicals produced in very small amounts within the plant body, and play a very important part in regulating plant growth and development. Most growth hormones are produced at the tip of a shoot and transported downwards to the root. The root tip produces very small quantities of the hormones.
        • There are many different types of plant hormones and one well-known group is the auxins. Indoie acetic acid (IAA) is one best known auxin. Auxins are produced at the shoot and root tips. Maximum influence on growth in plants occurs when auxins are produced simultaneously with other plant hormones e.g. gibberellins. Maximum growth response in stems requires more IAA than tn roots.
        • Auxins are known to have various effects on the growth and development in plants. They stimulate cell division and cell elongation in stems and roots leading to primary growth. Auxins cause tropic responses, which are growth responses in plants due to external stimuli acting from a given direction.
        • On the other hand IAA stimulates the growth of adventitious roots which develop from the stem rather than tbe main root. Cuttings can be encouraged to develop roots with the help of IAA. If the cut end of a stem is dipped into IAA, root sprouting is faster. IAA is also used to induce parthenocarpy. This is the growth of an ovary into a fruit without fertilisation. This is commonly u^ed by horticulturalists to bring about a good crop of fruits particularly pineapples.
        • Auxins are known . to inhibit development of side branches from lateral buds. They therefore enhance apical dominance. During secondary growth auxins Play an important role by initiating cell division in the cambium and differentiation of these cambium cells into vascular tissues.
        • Auxins in association with other plant hormones such as the cytokinins induce the formation of callus tissue which causes the healing of wounds. When the concentration of auxins falls in the plant, it promotes formation of an abscission layer leading to leaf fall. A synthetic auxin, 2,4-dichlorophenoxyacetic acid (2,4-D) induces distorted growth and excessive respiration leading to death of the plant. Hence it can be used as a selective weed killer.
        • GibbereHins are another important group of plant growth hormone. GibbereHins are a mixture of compounds and have a very high effect on growth. The most important in growth is gibberellic acid. Gibbereilins are distinguished from auxins by their stimulation of rapid cell division and cell elongation in dwarf varieties of certain plants. Dwarf conditions are thought to be caused by a shortage of gibberellins due to a genetic deficiency.
        • Gibberellins are important in fruit formation. They induce the growth of ovaries into fruits after fertilisation. They also induce parthenocarpy. Gibberellins also promote formation of side branches from lateral buds and breaks dormancy in buds. This is common in species of temperate plants whose buds become dormant in winter. In addition, this hormone also inhibits sprouting of adventitious roots from stem cuttings, it retards formation of abscission layer hence reduces leaf fall. Gibberellins also break seed dormancy by activating the enzymes involved in the breakdown of food substances during germination.
        • Cytokuuns also known as kinetins, are growth substances which promote growth in plants when they interact with auxins. In the presence of auxins, they stimulate cell division thereby bringing about growth of
        • roots, leaves and buds. They also stimulate formation of the callus tissues in plants. The callus tissue is used in the repair of wounds in damaged parts of plants.
        • Cytokinins promote flowering and breaking of seed dormancy in some plant species. They also promote formation of adventitious roots from stems and stimulate lateral bud development in shoots. When in high concentration cytokinins induce cell enlargement of leaves but in low concentration they encourage leaf senescence and hence leaf fall.
        • Ethylene is a growth substance produced in plants in gaseous form. Its major effect in plants is that it causes ripening and falling of fruits. This is widely applied in horticultural farms in ripening and harvesting of fruits. It stimulates formation of abscission layer leading to leaf fall, induces thickening of stems by promoting cell division and differentiation at the cambium meristem. But it inhibits stem elongation. Ethylene promotes breaking of seed dormancy in some seeds and flower formation mostly in pineapples.
        • Abscisic acid is a plant hormone whose effects are inhibitory in nature. It inhibits seed germination leading to seed dormancy, inhibits sprouting of buds from stems and retards stem elongation. In high concentration, abscisic acid causes closing of the stomata. This effect is important in that it enables plants to reduce water loss. It also promotes leaf and fruit fall. Another hormone, florigen is produced in plants where it promotes flowering.
        • Apical Dominance
        • Although auxins, particularly IAA are important stem and root elongation, they are known to exert profound effects on other aspects of plant growth and development. If an apical bud which normally contains high concentrations of auxins is removed, it is
        • observed that more lateral buds lower down the stem sprout, producing many branches. This shows that high concentrations of auxins have an inhibitor}’ effect on sprouting of lateral buds and therefore hinders growth of many branches. This forms the basis of pruning in agriculture where more branches are required for increased harvest particularly on crops like coffee and tea.
        • The failure of lateral buds to develop in the presence of an apical bud is due to the diffusion of auxins from the shoot apex downwards in concentrations higher than that promoting lateral bud development.
            • Practical Activity 6
          • To investigate apical dominance in plants
          • Requirements
          • Tomato seedlings growing in a tin.
          • Procedure
  • Cut off the terminal buds from 3
    seedlings in the tin, leaving the other
    seedlings with the terminal buds intact,
  • Leave the seedlings to continue
    growing for five more days.
          • Study Questions 8
  • list the differences noticed between
    the two groups of seedlings? Explain
    how the differences come about.
  • From your observations, explain the
    basis for pruning tea and coffee.

Growth and Development in Animals

          • In higher animals, most cells with the exception of the nerve cells, retain their power of division.
          • Thus, there is a continued breakdown and replacement of cells.
          • Animal cells undergo rapid cell division and cell differentiation but, unlike plant cells, they undergo very little cell enlargement.
          • In most animals growth occurs through: their life till they die.
          • This type of growth called continuous growth.
          • Arthropods e.g. insects show rapid growth immediately after moulting with  periods when no growth increase occurs.
          • This is called discontinuous growth.
          • Insects exhibit two types of reproducti processes.
          • In some insects, the ova in t female are fertilised by the spermatozoa frc the male.
          • This is a typical example of sexi reproduction, common in butterflies ai moths.
          •  In other insects like the black and t green aphids, the eggs are usually product without being fertilised and are able to — into adult insects.
          • This type of asexual reproduction is referred to ; parthenogenesis.

Growth and Development in Insects

          • Majority of insects lay eggs that hatch int larvae, which is an immature stage, usual! quite different from the adults in morpholog and behaviour.
          • Depending on the insec species a larva is referred to as a grub, maggot or a caterpillar.
          • Generally the larv eats a lot, grows rapidly and sheds its cuticl several times until it reaches full size t< become a pupa.
          • The pupa is an inactive, non feeding stage during which extensivi breakdown and re-organisation of body tissui occur, eventually giving rise to the imago o adult   form.
          •   Such    changes,   callec metamorphosis, do occur in butterflies moths, bees, wasps and flies.
          • Insects which pass through these stages, namely, egg-larva-pupa, into imago/adult in their developmenl are     said     to     undergo     complete metamorphosis.

Development in a Housefly(An example of complete metamorphosis)

          • When the egg of a housefly is laid, it measures about 1mm in length.
          • The eggs are laid in batches of between 100 to 150.
          • The larvae which hatch from the eggs grow and feed on decaying matter.
          • After several moults and increase in size, a Jarva reaches about 1cm in length.
          • This takes about 5 days.
          • After this, the larva changes into a pupa encased in a pupal case called die puparium, from which the adult fly later emerges.
          •  After emergence, the adult tgkes about two weeks of feeding and growing to attain sexual maturity, i.e. the males can mate and the females are able to lay eggs.
          • Figure 4.14 summarises the life cycle of a housefly.

Incomplete Metamorphosis

          • Development in some insects like the locust and cockroaches, involves the.egg hatching into a nymph which e!cie!y resembles the adult in every form, except for size and lack of sexual maturity.

 

  • Pupa case Adult pushes out against the case

 

 

            • For such insects to reach the adult, stages, they undergo a series of moults. before fully acquiring  the adult size and attaining the sexual maturity.
            • These insects are said to undergo incomplete  metamorphosis.

 

Development in a Cockroach(An example of incomplete metamorphosis)

            • Cockroaches produce eggs enclosed in a case in groups of between 10 – 15.
            • The case known as ootheca is made up of cfaitm.
            • The ootheca is usually deposited in moist dark and warm places, for example in cracks of furniture or crevices in walls.
            • It takes about a month before the small wingless nymphs emerge.

 

              • The nymphs feed, and moult about ten times with the total nymphal period lasting about 16 days for all the adult structure to become fully developed.

 

Role of Hormones in InsectMetamorphosis

            • In insects metamorphosis is controlled by hormones.
            • The hormones are produced in three glands namely;
            • Neurosecretory cells in the brain ganglia, a pair of corpora allata (singular Corpus allatum) located in the mandibular segment and prothoracic glands in the thorax.
            • During larval stages of the insect the corpora ailata produces juvenile hormone,
            • This leads to formation of larval cuticle., therefore moulting does not go beyond the larval stage.
            • When the larva matures, the corpus allatum disintegrates-
            • At this time the neurosecretory cells stimulate the prothoracic glands to produce moulting hormone (ecdysone).
            •  Ecdysone is responsible for moulting in insects leading to the laying of the adult cuticle.
           BRAIN

Corpus Neurosecretory allatum cells

 

 

 

 

Prothoracic gland

 

 

Moulting hormone(Ecdysone)

 

Juvenile hormone
Larval cuticle
Adult cuticle(metamorphosis)

 

 

 

 

 

 

 

 

 

 

 

 

K. C. S. E HISTORY & GOVERNMENT PAPER 1 PAST PAPERS & MARKING SCHEME

  1. K.C. S. E HISTORY & GOVERNMENT PAPER 1 2005

MARKING SCHEME

1.

  • Olorgesaille
  • Kariandusi
  • FortTernan
  • Koobi For a/TURKANA
  • Hyrax Hill.
  • RUSINGAISLAND
  • GAMBLESCAVE (NJORO)

Any 2×1 = (2mk)

 

  1. Identify the main economic activity of the Plain Nilotes during the pre-colonial period.

-pastoralism/livestock keeping

 

  1. Name one community in Kenya which played a leading role in the long distance trade.
  • Akamba
  • Agiriama (MIJIKENDA)

Any 1×1=(1mk)

 

  1. Identify one community in Kenya which had a centralized system of government during the pre-colonial period

Abangwa of the Abaluhyia                                         1×1= (1mk)

 

  1. Give two evidences which show the Chinese traders reached the Kenyan coast before 1500 AD.
  • Remains of Chinese coins
  • Fragments of Chinese pottery/Fossils/Artifacts
  • Information in the periplus of the Eritrean sea.

Any 2×1 = (2mk)

  1. State the main reason for the coming of the Portuguese.
  2. Identify two sources of government revenue in Kenya.
  • Taxes/Custom duties
  • Loans
  • Donations/grants in aid
  • Licences/fees/rates/rents
  • Fines Any 2×1= (2mk)
  1. Name two officers of a municipal council who are appointed by the Public Service Commission. (2mk)
  • The town clerk
  • The Treasurer
  • The Medical Officer of Health
  • The Engineer
  • Municipal Educator Officer Any 2×1=(2mk)
  1. What is the main function of the Civil Service in Kenya? (1mk)
  • To implement/carry out policies of the Government.

1×1=(1mk)

 

  1. Give one reason why parliament is regarded as supreme in Kenya (1mk)
  • Has power to pass a vote of no-confidence on government.
  • Is the highest law-masking body
  • Can alter the amend Constitution.
  • Has power to declare War and a state of emergency
  • General material Revenue and Expenditure

Any 1×1=(1mk)

 

  1. Give one way in which the constitution of Kenya guarantees the rule of law.
  • Everybody is equal before the law.
  • A suspect is assumed innocent until proven guilty in a court of law.
  • A suspect is given opportunity to defend himself/herself in court of law.

Any 1×1 = (1mk)

 

  1. State two contributions of parastals to the economic development of Kenya.
  • They provide employment opportunities.

 

  1. State two problems which the Imperial British East African Company faced in the administration of the Protectorate.
  • Shortage of funds
  • Problem of transportation
  • Poor coordination from the colonial office in London
  • In-experienced administrators
  • Shortage of personnel
  • Lack of knowledge of the area
  • Hostility

Any 2×1 = (2mk)

 

  1. Name the treaty which mked the colonial spheres of influence in East African in 1886.

Anglo-Germany agreement.

1×1= (1mk)

 

  1. State two grievances of the Kikuyu Central Association (KCA) against the colonial government in Kenya.
  • Racial discrimination
  • African representation in the Legco
  • The Kipande system
  • They were against taxation
  • Forced labour
  • Demanded the release of Harry Thuku
  • Land problem
  • Cultural Issues

Any 2×1=2mk)

  1. What was the main result of the Devonshire White Paper of 1923?

In case of conflict of interests between immigrant races and Africans those of Africans should be paramount.                                                          1×1=(1mk)

 

  1. Name two African leaders who were detained in 1952 at the declaration of a State of Emergency.
  • Jomo Kenyatta
  • Bildad Kagia
  • Fred Kubai
  • Paul Ngei
  • Achieng Oneko
  • Kungu Karumba

 

  • They generate revenue for the government
  • Some provide loans for domestic investment
  • Some provide specific services to the residents e.g.

Any 2×1= (2mk)

 

SECTION B

 

  1. (a) Give five reasons which led to the migration of the Cushites from their

original homeland into Kenya during the pre-colonial period?

(i)        They moved in search for pasture and water for their livestock.

(ii)       There was drought and famine in their original homeland.

  • There was outbreak of diseases and epidemics in their original homeland.
  • To escape from constant attacks from their neigbours/or external attacks
  • They moved in search of land for settlements as their population had increased.
  • They moved to know what was beyond the horizon/adventure.

(5×1=5mk)

 

(b) Explain five result of the inter action between the Bantu and the Cushites in the pre-colonial period.

  • Intermarriages which strengthened relationships between communities.
  • Some Bantu adopted Islam from the Cushites.
  • Some Bantu copied some customs of the Cushites such as circumcision and age set systems.
  • The Bantu and Cushites raided other for cattle which led to loss of property and lives/increased welfare.
  • Cushites attacked the Bantu which led to further migration (e.g. Orma/Orma Orma/Galla pushed the Eastern Bantu from Shungwaya)./Displacement
  • The cushites and the Bantu exchanged goods which led to the development of trade.
  • Some Cushites were absorbed/assimilated by the Bantu.

Any 5×2= (10mk)

 

  1. a) What were the reasons for the construction of Kenya-Uganda railway

during the colonial period?

(i)        To facilitate the movement of the troops to suppress resistances/pacification.

(ii)       To transport the administrators into the interior for effective control of British East Africa.

(iii)      To promote the development of legitimate trade/Abolish slave trade

  • To transport goods from interior to the coast (raw material) and manufactured goods from the coast.
  • The British wanted to exploit the resources in the interior

Any 3×1= (3mk)

 

Explain six effects of the construction of the Kenya-Uganda railway.

  • It led to the emergence of towns along the railway line e.g. Voi, Nairobi.
  • It enabled people to travel to and from the interior to different destinations easily.
  • It encouraged the construction of feeder roads thus improving transportation in the interior.
  • It led to land alienation and establishment of settler plantations where different cash crops were grown/Displacement
  • It stimulated both internal and external trade./Development of trade.
  • It led to the Indian Coolies settling in Kenya/Introduction of India
  • It led to employment opportunities to many people in Kenya.
  • It provided revenue for the government.
  • It made it possible for the missionaries to spread Christianity into the interior/Led to opening of interior.
  • It enabled the government to administer more effectively /colonists.
  • It led to the alteration of the Kenya –Uganda branch

6×2=12mk.

 

  1. a) State three methods which were used by the British to establish their rule

in Kenya.                                                                                (3mk)

  • They used military conquest to crash the resistances of African communities./Direct rule
  • They signed treaties of protection with some local leaders/collaboration.
  • They established administrative posts in the interior from where they controlled the protectorate effectively.
  • They tricked African leaders to give away their land.
  • They occupied areas that were previously under the imperial British East African company (IBEACo.) rule
  • They used missionaries to persuade Africans to accept authority.

Any 3×1= (3mk)

 

(b)         Describe the organization of the Central Government in Kenya during the colonial period.                                                                      (12mk)

 

(i)        The Central Government was headed by a Governor who represented the British Government.

(ii)       The Governor ensured the implementation of colonial policies.

(iii)      There was a legislative council which made laws for the colony

  • The laws were approved by the Governor
  • The colony was divided into provinces headed by provincial commissioner.
  • The provinces were divided into Districts headed by District Commissioners.
  • Divisions were divided into locations headed by African Chiefs.
  • Locations were divided into sub-locations headed by sub-chiefs.
  • The sub-locations were divided into villages headed by headman.
  • All administrators from the rank of the District Officer to Governor were British.
  • Divisions headed by the District Officers

Any 6×2= (12mk)

 

21.(a)  Why did the British use direct rule in administering most parts of Kenya?

(3 mk)

  • Most communities did not have centralized administrative systems therefore the British appointed chiefs
  • There were many ethnic groups with diverse social- cultural systems which made it difficult for the British to apply indirect rule
  • Most communities resisted British rule and so they had to be controlled directly.
  • There was an existing system of direct rule used by the imperial British East Africa company on which the British built their administration
  • Had enough administration administrators

Any 3 x 1 = 3 mk)

 

(b)       Explain six ways through which Ronald Ngala contributed to the struggle for independence in Kenya ( 12 mk)

  • He advocated for equal living standards for all races in Kenya
  • He was a founder member of the Mijikenda Union formed in 1947, which

played an important role in the Mijikenda political awareness

  • As a member of the legislative council (Legco) he advocated for increased African representation
  • He organized many political rallies in coast province during which he demanded for the release of people who had been detained under emergency laws
  • As president of Kenya African Democratic Union ( KADU) he advocated for independence
  • As African elected members Organization (AEMO) he mediated between extremes and moderates to create unity.
  • As a leader to the Lancaster House Conference he participated in the drafting of the independence constitution
  • In 1961, Ngala as leader of KADU accepted to form a coaliation government with new Kenya Party so as not to delay the independence process.

( Any 6 x 2 = 12 mk)

 

 

SECTION C

 

  1. (a) Identify three types of local authorities in Kenya

(i)        Municipal Councils

(ii)       Town councils

(iii)      Country councils

(iv)      Urban councils

(v)       City councils

( Any 3 x 1 = 3 mks)

 

(b)       Explain the relationship between the central and local government in

Kenya

  • The local authorities operate the policy guidelines formulated by the central government.
  • The minister in charge of the government approves all the activities that the local government plan to undertake
  • All the councilors nominated by political parties into the local authorities are approved by the minister of the local government.
  • All the by- laws made by the local authorities are approved by the minister before being implemented.
  • Records of all council meetings and business transactions are submitted to the Minister for verification and approval.
  • Any local authority which does not operate according to the guidelines of the central government can be dissolved by the minister
  • The minister for local government scrutinizes the annual reports of the local authorities to evaluate their performance
  • The minister appoints senior officials who sit in the local authorities meetings to give guidance on government policy.
  • The financial records of all local authorities are audited by the officers of the central government
  • Local authorities submit their loan applications and intended revenue sources to the central government through the minister of local government.
  • The central government gives grants/ financial aid to local authorities for their operations.
  1. (a)
  • The national flag
  • The national Anthem
  • The coat of arms
  • The loyalty pledge
  • The presidency
  • The constitution
  • The National language

Any 3 x 1 = 3 mk)

 

(b)       Explain six factors which undermine National Unity in Kenya

(i)        Unequal distribution of natural/ National resources causes imbalanced

regional economic development. This causes dissatisfaction and disharmony.

(ii)       Different religious beliefs and practices may lead to discrimination on

religious grounds.

(iii)      The practice of tribalism leads to favouring people of one’s tribe in

employment and allocation of resources. This creates hatred among people.

(iv)      Nepotism leads to use of public resources to favour one’s relatives

resulting to unfair treatment of other people

(v)       Asking for and offering of bribes to obtain and give services violets

peoples right to equal treatment/ corruption

(vi)      Ethnic conflicts/ disputes/ clashes discourage co- operation among the

Citizens

(vii)     Racism leads to discrimination on the basis of colour/ race. This creates

suspicion and hated among people.

  • Discrimination on the basis of gender denies people the right to participate equally in national development (Any 6 x 2 = 13 mk)

24.

  • What are the functions of the Attorney General in Kenya?
  • Gives legal advice to the government
  • Gives consent for a person to be prosecuted
  • Can institute/ undertake criminal proceedings against any person
  • Can terminate any prosecution proceedings at nay stage
  • Drafts and presents government bills for debate in parliament
  • Participates in parliamentary debates/ ex officio

( Any 3 x 1 = 3 mk)

  • Explain six responsibilities of a Kenyan citizen
  • Obeying the laws of the country to promote peace and harmony
  • Respecting other citizens, their views and property to ensure peaceful co- existence.
  • Taking part activities that promote national development for example contributing towards famine relief fund/ Harambee
  • Participating in meetings organized by government official and other community leaders to ensure effective implementation of policies.
  • Contributing to the income of the government by paying axes
  • Offering positive criticism to the government to promote good governance/ Participating in contribution making process and referendum
  • Exercising one’s voting rights during presidential, parliamentary and civic elections to enhance democracy.
  • Taking part in community policing and volunteering information about criminal activities to the police to enhance security
  • Avoiding corrupt practices and adhering to accountability and transparency norms for sustainable economic development
  • Being loyal and patriotic to the country in order to promote national security and social cohesion ( Any 6 x 2 = 12 mk)

 

 

 

HISTORY MARKING SCHEME PAPER 1 2006

 

  1. Identify two source of Kenyan Historic
    • Archaeology/ Paleontology
    • Anthropology ( Myth & Legends)
    • Linguistics
    • Oral tradition
    • Written sources
    • Geology
    • Rock paintings/ art
    • Genetics
    • Electronic sources

( Any 2 x 1 = 2 mk)

 

  1. Name one community in Kenya that belongs to the River Lake Nilotes

(i) The Luo                                                          ( 1 mk)

 

  1. State two economic activities of the Abagusii in Kenya during the Pre- colonial period
    • They grew crops
    • They kept livestock
    • They hunted animals and gathered wild fruits
    • They traded with their neighbours
    • They made handicrafts/ Basketry
    • Iron working

( Any 2 x 1 = 2 mk)

 

  1. Give one reason which led to the decline of Gedii during the 15th century
    • External attacks
    • Inadequate water supply/ Drought

( Any 1 x 1

 

  1. Name  the type of constitution used in Kenya
    • Written

( Any 1 x 1 = 1 mk)

 

  1. Identify two peaceful ways of resolving conflicts
    • Negotiation ( Reconciliation)
    • Mediation
    • Arbitration
    • Litigation ( court system)

( Any 2 x 1 = 2 mk)

 

  1. What is direct democracy?

It is a government where people themselves make rules/ decisions that  effect

their welfare                                             ( Any 1 x 1 = 1 mk)

 

 

  1. Identify two development rights of children
    • Right to education
    • Right to leisure/ play
    • Right to participate in cultural and artistic activities
    • Right to express themselves
    • Access to information
    • Right to social security/ parental love

 

  1. Name the document which contains the rights of citizens in Kenya?

The constitution of Kenya/ bill of right                           ( Any 1 x 1 = 1 mk)

 

  1. Identify one method used by the British to administer Kenya Colony between 1920 and 1963
    • Direct
    • Indirect rule ( Any 1 x 1 = 1 mk)

 

  1. State two ways through which European settlers in Kenya wee able to get labour force during the colonial period
    • Forced recruitment/ conscription/ Denying African rights/ growing crops
    • Though introduction of Kipande system
    • Creation of African reserves
    • Through introduction of taxation by the British government

(Any 2 x 1 = 2 mk)

 

  1. Name two political parties which were formed in Kenya between 1960 and 1963
    • Kenya African National Union (KANU)
    • Kenya African Democratic Union (KADU)
    • African People Party ( APP)
    • New Kenya Party ( NKP)

( Any 2 x 1 = 2 mk  (1/2 mrk for abb)

 

  1. Give one reason why an aspiring candidate for a parliamentary seat in Kenya must be nominated by a political party
    • In order to limit the number of candidates
    • So as to identify party candidates
    • To adhere top constitutional requirements/ rules

( Any 1 x 1 = 1  mk)

 

  1. Give two reasons why corruption is being discouraged in Kenya
    • To promote economic party
    • To promote peace and stability
    • To promote national unity
    • To provide fair distribution of national resources
    • To gain international confidence
    • To promote patriotism and ethical behaviors

 

 

  1. Identify one Philosophy adopted at independence to promote social justice in Kenya
    • African socialism
    • Harambee

( Any 1 x 1 = 1 mk)

 

  1. Name two types of local authorities in Kenya
    • City councils
    • Municipal Council
    • Town council
    • Urban council
    • County Council ( Area Council)

 

  1. Give one example of indirect taxes in Kenya
    • Sale taxes/ exercise duty/ customs duty
    • Value added tax
    • Cess/ fines/ fees
    • Land rates
    • Domestic borrowing

 

SECTION B (45 MKS)

 

  1. (a) Why did the highland Nilotes migrate from their original homeland during the Pre- colonial period?
    • They moved in search of water and pasture for their livestock
    • The outbreak of diseases/ epidemics forced them to move
    • Attacks from their communities forced them to move/ external attacks
    • There was population pressure in their original homeland
    • They moved due to draught and famine
    • Family/ clan dispute/ conflicts forced them to migrate/ internal conflicts
    • They moved for adventure

( Any 5 x 1 = 5 mk)

 

(b)       Explain five results of the migration and settlement of the Highland

Nilotes sin Kenya

  • They displaced some communities they found in the area where they

settled e.g. Abagusii, the Kwavi, Maasai and the Abaluyia ( example a must)

  • Some highland Nilotes were absorbed/ assimilated by the Bantu such a the Teriki and the Tachoni
  • The Highland Nilotes traded with their neighbours/ they exchanged animal products for grains from the Abaluyia and the Abagusii. This led to the expansion of trade in the region.
  • Their settlement increased the population of the region
  • The highlands Nilotes intermarried with the Luo, Abagusii and Abaluyia. This strengthened their relations.
  • There were ethnic wars/ conflicts due to cattle raids
  • There was cultural exchange leading to enrichment of their lives

( Any 5 x 2 =  10 mk)

 

  1. (a)   What were the activities of the Imperial British East Africa Company

(IBEA Co) Between 1888 and 1895?

  • It traded with the local communities/ promoted legitimate ttrade
  • It established administrative posts/ maintained law of order
  • It discouraged slave trading
  • It provided information about the interior of East Africa
  • It built the Uganda Railway
  • It secured the British sphere of influence/ promoted the spread of Western civilization
  • It suppressed African resistance against the British
  • It pioneered the construction of roads/ improved infrustruct

( Any 5 x 1 = 5 mk)

 

(b)       Why did the imperial British East Africa Company (IBEA Co.) Rule come

to an end in 1895?

  • The company lacked qualified administrators
  • There was mismanagement of funds by the company officials/ corruption
  • The area was too vast for the few officials to manage
  • Some African communities resisted/ rebelled against the company rule
  • The company lacked adequate funds/ capital for its day to day activities
  • There was poor communication between the company officials and the colonial office in Britain/ poor communication
  • Company official were affected by unfavourable climate conditions/ tropical diseases
  • Translation of the Bible into local languages enhanced missionary activities
  • The discovery of quinine which was cure for malaria facilitated missionary work
  • Some African rules were friendly to missionaries therefore they supported missionary activities
  • African convents became evangelists and thus spreading Christianity

(Any 5 x 2 = 10 mk)

 

SECTION C (30 MKS)

 

  1. (a) What five situations can make registered voter to be denied the right to

vote in Kenya?

  • When one is in custody
  • When one is insane/ unsound mind
  • When one presents oneself in a constituency where one s not registered
  • When one is discovered to have registered twice
  • When one does not have a voter’s card on the voting day
  • When one does not have a national identification Card on the voting day/ one has a defective National Identification Card
  • When ones name does not appear in the voters register
  • When one is time barred/ late

(Any 5 x 1 = 5 mk)

 

(b)       Explain the rights to an accused person during trial in a court of Law in Kenya

(i)        The accused person is presumed innocent until proven guilty

(ii)       He/ She should be informed of the charge with sufficient detail so as to

prepare a defence.

  • One should be given adequate time to consult with the advocate/ witness
  • One should be present when court proceedings are taking place
  • One should be given a chance to plead for leniency
  • One should not be forced to give evidence
  • One should be allowed to be heard
  • One should be allowed to appeal against the ruling
  • Right to legal representation

(Any 5 x 2 = 10 mk)

 

  1. (a) What is the composition of the executive Arm of Government in Kenya?
    • The executive consists of the president
    • It also consists of the Vice President
    • The minister/ cabinet
    • The civil servants
    • The Attorney General

 

(b) Describe six functions of the Civil Servants in Kenya

(i)              Civil servants interpret and explain government policies to the people

(ii)                         They implement government policies and programmers/ training

(iii)            Civil servant such as permanent secretaries advise their respective

Ministers on matters of government policy

(iv)                         They collect government revenue

(v)              They maintain law and order

(vi)                         Civil servants prepare development plans

(vii)            Civil servants link the people with central government through the

Provincial administration

(viii)           Civil servants keeps the government operations running after the

dissolution of parliament

(ix)             Senior Civil Servants ensure proper use of public funds and resources/ protect and conservation of National Resource

( Any 6 x 2 = 12 mk)

 

  1. (a) What are the units of the Kenya Police Force?

(i)        Traffic police which controls traffic and inspects vehicles

(ii)       Regular police who maintains law and order

(iii)      The Criminal investigation department/ C.I.D ( ½ for abb

(iv)      Anti – stock theft unit

(v)       The general Service Unit/ G.S.U (½ abb

(vi)      Anti- narcotics unit

(vii)     Tourism police

(viii)    National security intelligence service

(ix)      Special crime prevention unit. (flying squad, Kenya police reserve)

(Any 5 x 1 = 5 mk)

 

(b)       Explain FIVE factors that make it difficult for the prison department in

Kenya to work effectively

  • Inadequate/ dilapidated facilities have led to congestion and frequent outbreak of diseases inadequate vehicles and equipment.
  • Increase in number of Prisons has led to poor living conditions
  • Inadequate finances have led to provision of poor service such as food
  • Inadequate number of prison warders leads to overworking hence brutal handling of prisoners
  • Poor living conditions low salaries of prison officers has demoralized them and affected their performance of duty
  • Corruption of prisons has forced some prisoners to pay so as to get better services
  • Shortages of trained counselors to assist in reforming the inmate effectively
  • Inadequate food, medical facilities and clothing for inmates
  • Some inmates have become hardened thus, difficult to rehabilitate
  • Political interference/ rapid changes affecting prisoners.

( Any 5 x 2 = 10 mk)

 

 

 

HISTORY AND GOVERNMENT

Paper 1

MKING SCHEME

SECTION A(25MK)

Oct. /Nov. 2007

 

  1. Give two reasons for studying government. (2mk)

(i)        To understand how different organs of government function.

(ii)       To understand how laws are made/enforced

  • To have knowledge of the duties/responsibilities of citizens.
  • To enable citizens know their rights.
  • To be able to compare political systems of the world.

Any 2×1=2mk

  1. State two advantages of the discovery of fire by early man. (2mk)

(i)        Man used fire to cook food.

(ii)       Fire provided light at night.

  • Man used fire to keep himself warm
  • Fire was used to harden tips of tools.
  • Fire was used to frighten/keep off dangerous animals. (Any 2×1=2mk)
  1. Name the dispersal area of the Eastern Bantu.

-Shungwaya                                              1×1=1mk

 

  1. State two duties of the Orkoyot among the Nandi. (2mk)

(i)        He presided over religious functions

(ii)       He foretold future events/seer.

  • he was a medicine man.
  • He was a rain maker

Any 2×1 = 2mk

  1. Give the main reason why the rulers of Malind welcomed the Portuguese in the 16th century. (1mk)

-They wanted

  1. Give two factors which influenced Seyyid Said to develop agriculture in zanzibar

in the 19th Century.                                                                 (2mk)

  • Zanzibar had favourable climate for clove growing.
  • Availability of labour/slave labour
  • Zanzibar had a natural deep harbour which would promote trade in agricultural products.
  • Zanzibar had fwertile soils. Any 2×1=2mk

 

  1. Apart from the Nandi name two other communities that resisted the establishment of colonial rule in Kenya. (2mk)

(i)       Agiriyama

(ii)      Bukusu

(iii)      Somali

 

 

 

  1. State the main duty of the Governor during the British colonial rule in Kenya. (1mk)

– To facilitate effective administration of the colony                       1×1=1mk

  1. State one reason why the colonial government established local native councils in Kenya in 1924. (1mk)

(i)        To serve as a link between African people and the Central government.

(ii)       To involve African in the management of their affairs.

  • To provide a forum through which African would express themselves.

Any 1×1=1mk

  1. Identify two features of African farming in Kenya during the colonial period.

(2mk)

  • Small scale farming was practiced
  • Africans mainly grew foods
  • Traditional methods of farming were used .Any 2×1 = 2mk

 

  1. State one recommendation of the Lennox-Boyd Constitution regarding the

legislative council in Kenya.

 

  1. Name one Ex- officio member of parliament in Kenya? (1mk)

(i)        The Speaker

(ii)       The Attorney-General.                                   Any1x1= 1mk

  1. Who was the first Vice-President of independent Kenya? (1mk)

Oginga Odinga                                   (1×1=1mk)

 

  1. State two ways through which a person can become a citizen of Kenya? (1mk)

(i)        By naturalization

(ii)       By birth

(iii)      By registration                                                Any 2×1=(2mk)

 

  1. State two ways in which poor leadership affects sporting activities in Kenya.

(2mk)

  • Constant Wrangling leading to negligency of duty
  • Mismanagement of funds/greed
  • Demoralization of sports men and women
  • Discrimination/ favouring teams over others. (Any 2×1=2mk)
  1. State one type of government expenditure in Kenya (1mk)

(i)        Capital

(ii)       Recurrent                    Any 1×1=1mk

 

  1. Who gives assent to a parliamentary bill before it becomes law in Kenya?
  • The president

 

SECTION B

  1. a) Give five reasons for the migration of the Luo from their original

homeland into Kenya.

(i)        They were looking for new settlements as a result of overpopulation

(ii)       Diseases and natural disasters forced them to migrate.

  • They migrated in order to escape internal conflicts.
  • Overstocking and Overgrazing led them to look for more pasture.
  • They moved to search for fertile lands with favourable climate.
  • Some people migrated for adventure (spirit of adventure)

Any 5×1 = 5mk

 

  • What the social effects of the expansion of the Luo into Western Kenya?

(10mk)

  • They intermarried with their neighbours, such as Luhyia, Kalenjin, Abagusii and Kuria.
  • They shared the name ‘Nyasaye’ with some Luo communities as a title of God
  • They had similar funeral rites and burial customs with their neighbours
  • They assimilated other communities.
  • They displaced other communities
  • Their movement and settlement increased conflicts.
  • Their settlement in Western Kenya led to population increase.
  • They influenced their neighbours to adopt their language and naming system.

Responses to be written in prose.                        Any 5×2=10mk

 

  1. a) Identify five factors that led to the growth of towns along the coast of

Kenya before the 19th Century.                                              (5mk)

(i)        The coming and establishment of settlements along the coast by early visitors.

(ii)       The development of the Indian Ocean trade.

  • Some towns were established on Islands/security.
  • Existence of deep, well sheltered harbours.
  • Climatic conditions were favourable.
  • Increase in population due to intermarriages.
  • The settlement of Muslim refugees from Arabia.
  • Effective administration by the rulers of the towns enabled them to expand. Any 5×1= 5mk.

 

  1. Describe the way of life in the coastal towns of Kenya before the 19th

(10mk)

Each town had a leader whose title was the Sultan or sheikh.

The towns were governed using Islamic Laws/Sharia.

People developed and spoke the Kiswahili language.

Women wore ‘Buibui’ and men put on ‘Kanzu’

The main religion practiced was Islam.

The people adapted Arabic and Persian architectural designs.

They ate oriental foods.

They carried out trade with Europeans as well as with the communities in the interior of Kenya.

They practiced mixed farming/or grew bananas, cashew nuts as well kept animals.

They carried out fishing.

Education was provided in ‘Madrasa’                 Any 5×2= 10mk

Responses should be in prose.

 

  1. a) Give reasons why the British colonial government encouraged Europeans

to settle in Kenya by 1939.                                                    (3mk)

(i)        Governor Northey saw the need to develop the highlands to meet administrative costs.

(ii)       The British industries needed cheap raw materials

  • They thought the area had no occupants/was empty land.
  • The government wanted to make the protectorate economically viable
  • In order to control further influx of Asians into the protectorate

Any 3×1=3mk.

  1. b) Explain the effects of land alienation in Kenya during the colonial period.

(12mk)

  • Africans who lost their land became poor.
  • The displaced Africans were confined to Native Reserves thus leading to congestion/over use of land.
  • May Africans became squatters and lived in misery and hopelessness.
  • The landless were to supply labour in setter farms for wages in order to pay taxes.
  • The displaced Africans were forced to move to towns to look for employment.
  • The movement to towns by the displaced African was disrupted.
  • The traditional Social-Economic set-up of the African was disrupted.
  • Loss of land led to bitterness and made Africans later to form political organizations to demand for their land.

Responses should be in prose.           Any 5×2= 10mk

 

  1. a) Identify five methods that the colonial government used to discourage the

activities of Mau Mau Movement.

(i)        Many people were arrested/or detained in various camps.

(ii)       The armed forces were used to suppress the movement

  • They killed/or executed the activists.
  • They used traitors and spies to reveal hiding grounds of the fighters.
  • The activists houses were destroyed/looted/villages burned down.
  • The people were put in concentration camps to curtail their movement
  • Kenya African Union (K.A.U.) was banned.
  • The people were put in concentration camps to curtain their movements.
  • State of Emergency was declared.
  • The government tortured Mau Mau supporters any 5×1=5mk

 

  1. Explain five reasons why the MauMau movement was able to last for a long time. (10mk)
    • Oathing united people and this made them to be committed to the cause.
    • Fighters used guerrilla warfare which made it difficult for the British government to contain the rebellion.
    • The civilian population sustained the rebellion by supplying food, weapons and information.
    • The movement was led by able leaders.
    • The aberdares and Kenya forests provided goods hideouts for the Mau Mau fighters.
    • The fighters were ex-service men and were therefore able to apply the military experience they had gained in the first and second world wars.
    • The movement received moral and material support from Independent African countries. Any 5x 2= 10 mk.

Responses should be in prose.

 

SECTION C (30 MKS)

 

  1. (a) Give three reason that can make the parliament in Kenya to be dissolved.                                                                                                       (3mk)
  • It can be done when a vote of no confidence is passed on the government president.
  • The constitution allows the president to dissolve it at will.
  • It can be done after the expiry of the five year parliamentary period.
  • During a state of emergency
  • It can be done when the opposition has more members then the ruling party in Parliament. (Any 3×1=3 mk)

Responses should be in prose.

  • Explain six functions of the speaker of the National Assembly in Kenya. (12mk)
  • The National Assembly Parliament debates and makes laws which are used to govern the country.
  • It amends/changes existing laws and the constitution when necessary.
  • It acts as a check on the possible abuse of power by either the judiciary.

Executive or any other institution in the country.

  • It represents the views of the people /elected members provide a link between the people and the government.
  • It ensures that the rule of law is respected/everyone is governed by the same laws.
  • It approves and controls sources of government revenue and expenditure/the budgets which contain the estimates of the two sums are read/debated and approved annually.
  • It monitors the government spending through the public Accounts

Committee/This Committee can summon public servants for misuse of public funds.

  • The National Assembly debates issues of national and international concern and makes recommendations for appropriate action.
  • The National Assembly has power to pass a vote of no confidence in the president and Government /It can terminate the life of a government when two thirds of its members pass a vote no confidence in the two thirds of its members pass a vote of no confidence.
  • Parliament can fire an individual member through a vote of no confidence/The member of parliament is forced to resign.
  • It creates parastatal or other government agencies through Acts of

Parliament.

(xii)     The members of the National Assembly elect the speaker and the deputy

speaker.

Responses should be in prose.                 Any 6×2=12mk

 

  1. a) A part from the High Court identify five other types of courts in Kenya.

(5mk)

(i)       The Court of Appeal

(ii)      The Chief Magistrates Court

  • The resident Magistrates Court
  • The senior Principal Magistrates Court
  • Special Courts/Tribunals.

Any 5×1=5mk

  1. b) Why should there be separation of powers between Legislature, Executive and Judiciary in Kenya. (10mk)
  • In order to make the co-ordination of government programmes and administration effective.
  • To enable the government to facilitate division of labour.
  • It helps prevent abuse of power/provides checks and balances.
  • It promotes efficient service delivery.
  • It is a constitutional requirement
  • To enhance accountability
  • It promotes transparency/openness in government dealings.
  • It ensures that no arm of the government interferes with the other.

Any 5×2=5mk.

Responses should be in prose.

 

  1. a) State five functions of the Kenya Police.                  (5mk)

(i)Maintain law and order

(ii)Quelling civil disturbances.

  • Prosecute criminals.
  • Inspect vehicles to ensure roadworthiness.
  • Entertain people during national functions.
  • Conduct driving tests.
  • Detect and prevent crimes/investigate
  • Arresting suspected criminals.
  • Guarding the country’s entry points.
  • Combining crime.
  • Protecting government property/senior government officers.

Any 5×2=5mk

(b)Describe five duties of the District Commissioner in Kenya.     (10mk)

  • Represents the president in the district.
  • Oversees the implementation of government policies.
  • Interprets and explains government policies to the people in the district.
  • Interprets and explains government policies to the people in the district.
  • Conducts civil marriages on behalf of the state.
  • Chairs the district security committee.
  • Co-ordinates disaster management activities.
  • Issues licences and trade permits in the districts
  • The accounting officer.
  • Ensures law and order is maintained in the district.
  • Acts as a link between the people and the state Any 5×2=10mk.

Responses should be in prose.

2008 HISTORY AND GOVERNMENT (311)

MARKING SCHEME

 

  • History and Government Paper 1 (311/1)

 

  • Locating pre-historic sites.
  • Excavating/digging the site.
  • Dating the fossils and artifacts.
  • Recording the findings.                                     (Any 2×1 = 2 mks)

 

  •                                     (Any 2×1 = 2 mks)

 

  1. Ethiopian highlands.                         (1 mk)

 

  • The clan formed the basic political unit.
  • Leadership was by the council of elders.
  • Both had age-set systems.
  • The council of elders settled disputes.
  • They had warriors who defended their communities. (Any 2×1=2 mks)

 

5          They wanted to participate in trade.                                                              (1 mk)

 

  1. The Church Missionary Society (C.M.S).                         (1 mk)

 

  • They did not want to pay taxes to the British.
  • They had lost their independence/the British replaced the Agiriama traditional rulers with their own appointees.
  • The British did not respect their culture,for example:-destruction of shrines/raping their women.
  • They were forced to join the British army.
  • They lost their land to the British.
  • The British disrupted their trade in ivory and food stuffs.(Any 2×1=2 mks)

 

  • They were attracted by social amenities.
  • Towns offered higher job prospects/better wages.
  • Many Africans found themselves in over crowded reserves/land alienation.
  • In order to escape hut tax/forced labour.
  • Some Africans wanted to open up businesses in towns. (Any 2×1 = 2 mks)

 

 

    • They demanded equal rights with the whites.
    • They wanted to own land in the Kenyan highlands.
    • They opposed restrictions on their migration into Kenya.(Any 1 x 1 =1 mk)

 

  • They were constantly threatened with closure by the colonial government.
  • They lacked trained teachers.
  • Inadequate funds/lack of facilities.
  • Leadership squabbles.
  • Competition from the mission schools.                         (Any 2 x 1= 2mks)

 

  • By birth.
  • By registration.
  • By naturalization. (Any 2 x 1= 2mks)

 

  • If one makes untrue/malicious utterances about another individual/government.
  • If one publishes seditious documents/Reveals Government Secrets.
  • If one incites others against government/other people.
  • If one talks ill against the president. (Any 1 x  =1 mk)

 

  • Parliament cannot make laws that contradict traditional customs and practices of the people.
  • Parliament cannot pass a law that contradicts Kenya’s constitution.
  • The president can limit the supremacy by making independent decisions.
  • Parliamentary supremacy can be limited by the application of international laws.

(Any 1 x 1=1 mk)

 

  • The Public Investment Committee.
  • The Public Accounts Committee.             (Any 1 x 1=1 mk)

 

  • By ensuring that all citizens are subjected to and governed by the same law.
  • By ensuring that matters are handled according to the law of the land.
  • By ensuring that everyone has the right to legal representation.
  • By ensuring that all suspected criminals are assumed innocent until proved guilty.

(Any 2 x 1=2 mks)

 

  1. The Chief Justice. (1 mk)

 

  • It helps the government to determine the sources for revenue.
  • To ensure transparency in the use of public funds.
  • It helps in appropriate allocation of resources to different ministries.
  • To enable Kenyans and other foreign organizations to know the economic planning and expenditure of the government.                   (1 mk)

 

  1. (a)
  • The availability of trade items
  • The demand for goods.
  • Existence of enterprising merchants.
  • The accessibility of the coast.
  • Existence of local trade.
  • There was political stability.
  • Existence of natural harbours
  • The occurrence of monsoon winds.             (Any 3×1 =3 mks)

 

(b)

  • The coastal city states organized constant rebellions against the Portuguese.
  • The Portuguese administrators were corrupt/misused the funds meant to finance the administration.
  • Portugal was too small to provide enough soldiers and administrators to control the whole of its empire far away
  • Malindi, their traditional ally refused to support the Portuguese because they were cruel to them.
  • Decline of the Indian ocean trade since it was the main source of income for the empire.
  • The annexation of Portugal by Spain weakened Portuguese control of the coast.
  • Intense commercial rivalry from the Dutch, the British and the French reduced the Portuguese source of revenue.
  • The defeat and departure of Fort Jesus by the Omani Arabs brought Portuguese rule to an end.                                                 (Any 6×2=12 mks)

 

  1. (a)
  • To carry out farming in order to meet the administration of the colony.
  • The climate of the white highlands was suitable for white settlement.
  • The whites would be loyal to the colonial government as opposed to the Africans.
  • There were large tracts of seemingly unutilized land.
  • The settlers were to carry out farming in order to produce goods to be transported by the railway. This would help meet the cost of maintaining the railways.
  • The government did not want the Asians to take control of the colony.

(Any 3 x 1=3 mks)

 

(b)

  • They were subjected to constant raids by the African whose land had been alienated.
  • They had inadequate labour force as many Africans refused to work for them.
  • The settlers lacked essential agricultural skills as many had not practiced farming before.
  • They were not familiar with the seasons and therefore could not predict when and what to plant.
  • They had inadequate capital to invest in farming.
  • They were unable to mket their produce during the world wars.
  • The economic depression affected the mket prices.
  • There was high cost of production due to animal and crop diseases.
  • There was inadequate transport and communication network which affected the movement of people and goods.                         (Any 6×2=12mks)

 

  1. (a)
  • Local Government Workers Union.
  • Domestic and Hotel Workers Union.
  • East African Federation of Building and Construction Workers Union.
  • Transport and Allied Workers Union.
  • Garments Workers Union.             (Any 3×1=3mks)

 

(b)

  • They aired the grievances of the workers to the employers/colonial government.
  • They managed to achieve better conditions for the workers through strikes and collective bargaining.
  • They achieved better wages for Africans and Asians under the colonial government.
  • They enlisted the support of the international community and alerted it of the oppression experienced under the colonial government.
  • They educated people on their political rights through seminars and public meetings.
  • They opposed racial discrimination/colour bar among the workers to enhance unity.
  • Trade Unions provided training ground for national leaders who took part in the struggle for independence.
  • They assisted and supported those who struggled for independence.
  • They provided an alternative forum for independence struggle after the banning of political organizations by the colonial government.                   (Any 6×2=12 mks)

 

  1. (a)
  • To ensure equal opportunities for all citizens.
  • To promote democracy.
  • To ensure that resources are used for the benefit of society and its members.
  • To encourage various forms of ownership of property.
  • To promote freedom from disease, ignorance and of poverty
  • To promote freedom of conscience and human dignity. (Any 5×1 = 5 mks)

 

(b)

  • The philosophies have encouraged cooperation/unity/understanding among Kenyans.
  • They have encouraged Kenyans to actively participate in development projects.
  • Through the philosophies, education has been promoted by building schools, colleges and universities.
  • The philosophies have encouraged mutual social responsibility among Kenyans.
  • The philosophies have helped improve medical services, by constructing dispensaries, health centres and hospitals.
  • The plight of the disadvantaged people has been addressed by the philosophies through organizing harambees to assist them.
  • The philosophies have promoted African culture through borrowing of positive African traditions.
  • The philosophies have promoted spiritual wellbeing through building of churches.

(Any 5×2=10 mks)

 

  1. (a)
  • To form the government after elections/appoint the cabinet.
  • To summon parliament after a general election.
  • To open parliament.
  • To give assent to bills.
  • To dissolve parliament.
  • To prorogue parliament.
  • To appoint the leader of government business in the house.(Any 3 x 1=3 mks)

 

(b)

  • Persistent lack of funds to run the country.
  • There was widespread poverty, disease and ignorance which made it difficult for him to administer the country effectively.
  • Many Kenyans lacked essential skills to provide the country with sufficient manpower. This forced him to use expatriates.
  • Poor transport and communication system hampered the rate of economic development.
  • People in Kenya were divided over his land policy. For some, his policy of compromising with the whites and promising to protect their land and property was too moderated.
  • There was opposition from KADU which did not favour a government of national unity but wanted a majimbo system of government.
  • The people’s confidence in his government was tainted by political assassination of Tom Mboya, Kariuki J.M. and Pio Gama Pinto/crackdown on government critics.
  • The existence of banditry (Shifta Menace) in N. Eastern/NFD posed a security problem.
  • There were sharp divisions within the cabinet which made it difficult for them to come up with unanimous decisions. (Any 6×2=12 mks)

 

  1. (a)
  • To control traffic on roads.
  • To inspect motor vehicles.
  • To guide the flow of traffic on the roads.
  • To arrest traffic offenders.
  • To provide emergency assistance in case of a road accident.
  • To education the public on road safety measures..
  • To conduct driving test/issues provisional driving licences.(Any 5×1=5 mks)

 

(b)

  • The police officers have been allocated modern technological devices to helpdetect crime.
  • They have been allocated more vehicles to ease their mobility
  • There is the introduction of professional training programmes for officers to improve their competence/capacity building.
  • The raising of the academic qualification requirements for joining the police force with the aim of improving their performance.
  • The introduction of a public relations office/a police spokesperson to ensure that information is delivered effectively and efficiently to the general public.
  • The introduction of community policing to help police gather information from the public so as to assist them detect crime.
  • Introduction of police booths/hotlines that people can use if they have information vital to the police.
  • There has been an improvement in their terms (salaries) and conditions (Housing) of service.                                                                         (Any 5×2=10 mks)

 

  1. (a)
  • Provision of civic education.
  • Collecting views from the public.
  • Drafting the constitution.
  • The draft constitution is published for the public/disseminated.
  • The Review Commission holds public hearings in all the areas for further recommendations.
  • Convening of a national constitutional conference to amend or reject the recommendation.
  • The agreed upon issues are re-drafted and presented to the Attorney General by the review commission.
  • If certain issues are rejected at the conference, the commission organizes a referendum for the public to vote.
  • The Attorney General publishes the draft constitution in form of a bill.
  • It is introduced in parliament for enactment.             (Any 5 x 1=5 mks)

 

(b)

  • It provided for a Governor General who was the head of state on behalf of the Queen.
  • It provided for an independent judiciary to ensure justice and to preventcorruption.
  • It set up a judicial service Commission to appoint judicial officers.
  • It provided that the Governor in consultation with regional authorities and the Prime Minister appoint the Chief Justice.
  • It provided for six Regional Governments and Assemblies whose power included control of land, education, health and the police.
  • It entrenched rules of citizenship, fundamental rights of citizens.
  • It specially provided for the establishment of the Public Service Commission and the Central Land Board to ensure fair and effective government.
  • It provided for the position of a Prime Minister as the head of Government.
  • It provided for the tenure of the office of the judges and the Attorney General
  • It provided for a multi-party democracy where the party with the majority in parliament formed the government.
  • It entrenched the amendment procedures such that a special majority of two thirds majority was required to change the constitution.
  • It provided for the separation of powers for the three arms of the government/executive, judiciary and legislature.
  • It provided for a bicameral house of a Senate and House of Representatives.

(Any 5×2=10mks)

 

 

 

 

 

 

HISTORY PAPER 1 MKING SCHEME 2009

SECTION A: (25 mks)

  1. Identify one branch in the study of History and Government of Kenya
    • Social
    • Economic
    • Political

(Any 1 x 1 = 1 mk)

  1. Apart from the Maasai name one other plain Nilotes found in Kenya
    • Turkana
    • Samburu
    • Njemps
    • Iteso

(Any 1 x 1 = 1 mk)

  1. What was the main economic activity of the Cushites in the pre- colonial period?

(i) Pastoralism/ livestock keeping

(1 x 1 = 1 mk)

  1. State two political functions of the council of elders  among the Agikuyu during the  colonial period
    • To settle disputes
    • To make laws for the community
    • To punish the law breakers/ wrong doers
    • To declare war/ make peace

(2 x 1 = 2 mk)

  1. Name two groups that rivaled the Portuguese for the control of the Kenyan coast  in  the 16th century
    • Egyptians
    • Turks
    • Arabs
    • Persians
    • The British
    • Dutch
    • French

(Any 2 x 1 = 2 mk)

  1. Identify two communities which resisted the British Occupation  of Kenya
    • Agiriama
    • Bukusu
    • Somali
    • Nandi

(Any 2 x 1 = 2 mk)

  1. Give the main reason why poll tax was introduced in Kenya during the colonial period

–           To force Africans to work on European settler farms.

(Any 1 x 1 = 1 mk)

  1. Who was the chairman of the East African Association during the colonial period in Kenya?

Harry Thuku

(1 x 1 = 1 mk)

  1. Name the first African to be nominated to the legislative Council in 1944 in Kenya

Eliud Mathu                                                                     (1 x 1 = 1mk)

  1. Identify two methods  used by Trade Unionists to demand for their rights during the  colonial period
    • Strike/ riots
    • Boycotts
    • Go slows/ sit – ins
    • Demonstrations
    • Petitions

(Any 2 x 1 = 2 mk)

  1. State the main reason why the second  Lancaster House Conference was held  in 1962

To come up with a constitution for independent Kenya

(1 x 1 = 1 mk)

  1. State two roles played by the Kenya African Democratic union in the struggle for independence in Kenya.
    • It united the smaller communities in Kenya
    • It educated/ mobilized Africans against  colonial domination
    • It pressed for the  release  of Jomo Kenyatta
    • It participated in the drawing up of the independence constitution

(Any 2 x 1 = 2 mk)

  1. State two ways through which the government has encouraged the preservation of African culture through music and dance.
    • Creation of the Ministry of Culture and social Services
    • Allowing the various ethnic communities to perform at  public gatherings
    • Inclusion of music as a subject in the national curriculum/ promoting music/ drama festivals
    • Development of cultural Heritage Centers
    • Allowing the media  hoses to play traditional music/ dance

(Any 2 x 1 = 2 mk)

  1. State one way though which  the Minister for Local Government Exercises control over Municipal Councils  in Kenya
    • Regulates the issuing of grants
    • Monitor expenditure/ auditing
    • Approves levies/ taxes

(Any 1 x 1 = 1 mk)

  1. Name the unit of the police department  which is responsible for maintaining law and order at the Chief’s  office

The Administration police     ( A.P  ½ for  abbre)

(Any 1 x 1  = 1 mk)

  1. Who appoints the Head of the Civil Service in Kenya?

The president

(Any 1x 1 = 1 mk)

  1. Identify two characteristics of African Socialism that promote national development in Kenya
    • Democracy
    • Equal opportunities
    • Respect for human dignity
    • Mutual; social responsibility

(Any 2 x 1 = 2 mk)

SECTION B (45 MKS)

  1. (a) Give the evidence which shows that the early visitors reached the KenyanCoast before the 15th century
    • The Greeks and  Chinese coins were found at the KenyanCoast
    • There are fragments of Chinese  Pottery which  have  been preserved
    • Documents that mention the presence  of early visitors  to the  Kenya  coast have been  preserved
    • Presence of  monuments  constructed by the early  visitors

(Any 3 x 1 = 3 mk)

(b) Explain six results of the interaction between the people of KenyanCoast    and the Arabs

(i)        Some African people living along the Kenya coast were converted to

Islam.

(ii)       The volume of trade increased between the interior and the coastal towns

(iii)      Arabs introduced Islamic culture/ architecture to the coastal people

(iv)      The Arabs introduced new crops which were later adopted by the coastal

People.

  • Demand for imported goods led to the decline of traditional industries
  • Some communities such as Akamba resorted to long distance trade in search of commodities.
  • There was an increase in population as many traders settled  at the coast
  • The Arabs established city  states/ towns at the coast
  • The Islamic law  and system  of administration was introduced by Arabs at the coast
  • There was the development – Kiswahili language  as  a result of the interaction  between Arabs  and Coastal  people
  • Intermarriage between Africans and Arabs led to emergency of Washahili people.
  1. (a) Give three causes of Somali resistance to the British  rule in Kenya

                        during the 19th century?

  • The Somali were opposed to the division  of Somaliland into the British  and Italian spheres of  influence which separated  the clans
  • They were opposed to punitive expeditions sent against them by the British
  • The Somali people  being Muslims  were  opposed to being  controlled by  the British who were  Christians
  • The British attempted to stop the Somali raiding activities against their  neighbours
  • The Somali were against British Control of their pasture  land and  watering  points
  • The British wanted the Somali to drop their nomadic way  of life

(b) Explain six negative effects of British Colonial rule  on the people of Kenya

(i)        Colonial rule led to the loss of political independence

(ii)       Creation of reserves for Africans led to the emergence of Squatters

(iii)      It led to the introduction of forced labour among the Africans

(iv)      Led to the introduction of taxation on Kenyans

(v)       Creation of colonial boundaries split communities and affected their social cohesion.

(vi)      Africans in Kenya lost their land to Europeans settlers leading to landlessness

  • Colonial rule undermined African cultural practices
  • It destroyed traditional African political systems  replacing them  with appointed leaders
  • Introduces segregation/ colour bar which  created divisions among Kenyans

(Any 6 x 2 = 12 mk)

  1. (a) Why did the colonial government deny the Africans the right to grow

                        cash crops in Kenya before 1954?

  • Africans were expected to provide labour on settler  forms
  • Europeans settler did  not want to compete  with Africans  in cash crop  growing
  • The settlers claimed that Africans did  not  have enough knowledge of growing cash crops as this would  lead to low  quality products
  • They feared that crops diseases would spread from African Farms to settler plantations.
  • Europeans setters claimed that African farmers would produce low quality crops due to inadequate resources

(Any 3 x 1 = 3 mk)

(b)       Explain six problems faced by Africans in urban centers during the colonial period in Kenya

(i)        There were inadequate housing facilities to meet the demand of the people

(ii)       The social services provided to the Africans were inadequate and of poor

Quality.

(iii)      Increased population in urban centers led to serious water shortages

(iv)      Lack of planning of housing led to poor drainage and sanitation

Facilities.

  • Establishment of industries in urban centers led to pollution of the environment which affected the health of the inhabitants.
  • There were  many  unemployed people who got involved in social vices/ crimes
  • Overcrowding especially in slums/ shanties led to the  outbreak  of diseases
  • Inadequacy in housing led to the development  of shanties/ slums
  • Africans working  in urban centers received  low  wages which affected  their standard of living

(Any 6 x 2 = 12 mk)

  1. (a) Give three reasons  for the coming of European Christian

                        Missionaries to Kenya in the 19th century.

  • To spread Christianity
  • Some came to spread western culture
  • They came to stop slave trade/ establish legitimate trade
  • To explore/ gain geographical knowledge of Kenya
  • To counter the spread of Islam

(Any 3 x 1= 3 mk)

(b)       Explain six factors that hindered the work of the early Christian missionaries in Kenya

(i)        Lack of knowledge of local languages made it difficult for missionaries to spread Christianity

(ii)       Tropical diseases led to ill- health/ death of the missionaries slowing down their work.

(iii)      Lack of transport and communication facilities limited their movement into the interior

(iv)      There was opposition from Muslims who were already established at the Kenyan Coast

(v)       Lack of security led to loss of their property

(vi)      Lack of support from the Africans due to missionaries interferences with

traditional African cultural practices

(vii)     They had inadequate funds to maintain/ sustain their activities

(viii)    They faced hostility from slave traders/ raiders because of condemning

the practice

(ix)      They were few in numbers compared to the vast population of  Africans

to be converted

(x)       Lack of geographical knowledge of the area which made them look for guides

  1. (a) Identify five elements of good  citizenship in Kenya
    • Respect for other people/their property
    • Obedience to the laws of the country
    • Participation in development projects
    • Participation in the democratic/ electoral processes
    • Being loyal/ patriotic to ones country
    • Practicing integrity/ honesty when performing duties
    • Reporting law- breakers to the authorities
    • Efficient use of  national resources

Any 5 x 1 = 5 mk)

(b)       Explain five ways in which the Harambee philosophy has promoted the development of education in Kenya since independence

(i)        Many education institution have been constructed using funds raised through harambee effort.  Thus enabling many children to attend school

(ii)       Many students have been assisted to pay school fees/  pursue further studies thus enabling the needy to go on with learning

(iii)      Physical facilities have been constructed/improved through harambee this enables learning in a conducive environment

(iv)      Teaching/ learning materials have been purchased/ donated to schools to improve the quality of Education

(v)       Additional staff/ workers in schools have been paid through harambee contributions by the parents to offsets the inadequacy.

(vi)      Through the Harambee spirit co- curricular activities have been supported by well wishers thus helping the learners to exploit their talents.

(a)       State five reasons that may lead to a presidential by – electron in Kenya

(i)        President’s election may be nullified by court due to electron offences

(ii)       The serving president may die while in power

(iii)      The president may resign

(iv)      If the president becomes physically/ mentally incapacitated

(v)       Parliament may pass a vote of no confidence in the president/ government

(vi)      If the serving president deserts/ defects from the party that sponsored her/ him to parliament

(vii)     If the serving president ceases to be a Kenyan citizen

(Any 5 x 1 = 5 mk)

(b)       Explain five functions of the speaker of the National Assembly in Kenya

(i)        Chairs parliamentary sessions during which he invites members of   parliament to contribute to motions/ debates

(ii)       He maintains order by enforcing  standing orders/ rules

(iii)      He gives permission to members who wish to be absent for eight consecutive sittings

(iv)      Swears in members of parliament after election before they can participate in proceedings

(v)       He is in charge of the general administration of the National Assembly

(vi)      He chairs the standing order committee which interprets the standing  orders of the National Assembly.

(vii)     He declares parliamentary seats vacant in order to pave way for general and by elections

(viii)    He receives and accepts letters of resignation from members of parliament who have left/ defected to other parties

  • He chairs the parliamentary service commission which looks after the welfare  of the members
  • He represents parliament in international for dealing with matters of common interest.

(Any 5 x 2 = 10 mk)

  1. (a) What is the importance of the rule of Law in Kenya?
    • It protects rights of individuals/ groups
    • It spells out of conduct/ responsibilities among people
    • It promotes fairness in the administration of justice/ equality before the law.
    • It creates peace and order in society
    • It gives direction  on what  is right or wrong

(Any 3 x 1 = 3 mk)

(b)       Describe six functions of the High Court of Kenya

(i)        To hear cases that cannot be heard by the lower courts

(ii)       It listens to appeals from the lower courts when the parties involved are

not satisfied.

(iii)      It correct/ amends irregularities in decisions made by lower courts

(iv)      It hears cases that carry death sentences/ involves large sums of money

(v)       It deals with cases involvement land/ succession disputes

  • It deals with disputes that take place outside Kenya’s territorial waters/ maritime
  • It hears appeals from decisions made by professional disciplinary tribunals  involving advocates of the high court and other members of the profession
  • It acts as a constitutional court  by  determining whether a case  brought  before  it is constitutional  or unconstitutional
  • It listens to appeals from special courts when the parties are not satisfied with the decisions made.

(Any 6 x 2 = 12 mk).

 

 

KENYA NATIONAL EXAMINATIONAL COUNCIL 2010

MKING SCHEME

HISTORY PAPER 1

SECTION A (25 mks)

 

  1. Give the meaning of history

– The study of man’s past events/activities                                       1 x 1 = 1mk

 

  1. Identify one age-grade for elders among the Akamba.
  2. i) Junior elders / anake
  3. ii) Intermediate elders / medium Nthele

iii)             Full elders / Atumia ma Kivalo /Ithembo

  1. iv) Senior elders / Atumia ma Ithembo any 1 x 1 = 1 mar

 

  1. State the first settlement area of the Luo during their migration from Sudan.

– Pubungu/Pakwach    1 x 1 = 1 mk

 

  1. Name one early Christian Missionary who worked in Kenya.
  2. i) Johann Ludwig Krapf
  3. ii) Johann Rebman

iii) Jacob Erhardt                                                                                      any 1 x 1 = 1 mk

 

  1. State two characteristics of Independent Churches in Kenya during

the colonial period.

  1. i) They were formed/started by the Africans
  2. ii) They accommodated African cultural beliefs/values

iii) Africans held senior positions/they were led by the Africans

  1. iv) The churches worked closely with the African political Associations

any 2 x 1 = 2 mks

 

  1. Identify the constitutional change that increased the number of African members

 to the legislative council in Kenya in 1957.

– The Lennox – Body constitution                                                      1 x 1 = 1 mk

 

  1. Identify one Asian who took part in the struggle for independence in Kenya.
  2. i) M. Jevanjee
  3. ii) Pio Gama Pinto

iii) M.A. Desai

  1. iv) Makhan Singh any 1 x 1 = 1 mk

 

  1. Name one African political party whose leaders attended the second Lancaster

House Conference in 1962.

  1. i) Kenya African National Union (KANU)
  2. ii) Kenya African Democratic Union (KADU)                                      any 1 x 1 = 1 mk

 

 

  1. Identify Two Education Commissions appointed by the government of Kenya

to review the Education system since independence.

  1. i) The Kenya Education commission/Ominde Commission of 1964.
  2. ii) The National Committee on Education objectives and polices/Gachathi commission of 1976.

iii) The presidential working party on the second University/Mackay Commission of 1981.

  1. iv) The Kamunge Commission 1988
  2. v) David Koeche Commission Any 2 x 1 = 2 mks

 

  1. Give the main reason why the government of Kenya introduced the Constituency

Development Fund.

– To speed up development/uplift peoples living standards in the constituencies.(1 x 1 = 1 mk)

 

  1. State two ways in which the government has promoted the culture of the people

of Kenya since independence.

  1. i) Encouraging people to take part in traditional dances/music/festivals
  2. ii) Establishing/preserving cultural centres/sites

iii) Licensing vernacular radio stations which enhance culture.

  1. iv) Encouraging the production/mketing of traditional handworks/crafts
  2. v) Establishment of ministries of sports, gender and culture.               Any 2 x 1 = 2 mks

 

  1. Identify two ways in which the government has promoted the culture of the

people of Kenya since independence.

  1. i) One must be 18 years old and above.
  2. ii) A person should be a Kenyan citizen with an identity card.

iii) One must not have been convicted of any election offences or sentenced to imprisonment for a period of 12 months and above.

  1. iv) One must be of sound mind.                                                        Any 2 x 1 = 2 mks

 

  1. Give two special courts in Kenya.
  2. i) Kadhi’s courts
  3. ii) Military courts/criminal marital

iii) Juvenile courts/children’s courts

  1. iv) Industrial courts/special tribunals/rent restrictions/business premises tribunal, LSK Any 2 x 1 = 2 mk

 

  1. State two duties of the leader of Government Business in Parliament in Kenya.
  2. i) Second bills moved by ministers.
  3. ii) Chairing committee meetings on all procedural motions.

iii)             Regularly consulting with the leader of official opposition.

  1. iv) Is in charge of the government’s debating team
  2. v) Notifying the house on when to adjourn. Any 2 x 1 = 2 mks

 

 

  1. Identify two symbols of National Unity.
  2. i) The National Anthem
  3. ii) The Coat of Arms

iii)             The Constitution

  1. iv) The National Flag
  2. v) Parliament
  3. vi) The Presidency             Any 2 x 1 = 2 mks

 

  1. Give two reasons that can make a registered person lose citizenship in Kenya.
  2. i) If one is disroyal to the state.
  3. ii) If during war one trades/communicates with the enemy.

iii)       If one reveals the country’s secrets to another country.

  1. iv) If one is sentenced for a period of twelve months within five years from the date of registration.
  2. v) If one stays out of the country continuously for seven years without registering with the Kenyan embassy abroad.
  3. vi) If registration was obtained through fraud.               Any 2 x 1 = 2 mks

 

  1. Give one type of human rights.
  2. i) Economic rights
  3. ii) Political rights

iii) Social/cultural rights

  1. iv) Solidarity rights Any 1 x 1 = 1 mk

 

 

 

   SECTION B (45 mks)

  1. a) Give five reasons which influenced the migration of the plain Nilotes to Kenya during the pre-colonial period.
  2. i) They moved in search of pasture and water for their livestock.
  3. ii) Due to outbreak of disease/epidermics

iii)       Pressure/raids from other communities forced them to move to safer areas.

  1. iv) Family/clan disputes forced them to migrate
  2. v) There was over population/population pressure in their original homeland.
  3. vi) They moved due to drought/famine

vii) The spirit of adventure made them search for new lands.

 

  1. b) Explain five results of the migration and settlement of the Maasai in Kenya during the pre-colonial period.
  2. i) They displaced some communities that they found in areas that they settled.
  3. ii) Their settlement led to increased population in the region.

iii) They intermarried with their neighbours. This strengthened their relations.

  1. iv) Some section of the Maasai (Kwavi) became cultivators/assimilated
  2. v) There was ethnic conflict due to cattle raids/land for settlement.
  3. vi) There was borrowing/exchange of cultural practices among the communities

vii) There was increased trade between the Maasai and their neighbours.

viii) They influenced the socio-political organization of the Nandi who created the institution of Orkoyoit similar to Oloibon of the Maasai. Any 5 x 2 = 10 mks

 

 

 

  1. a) Give three reasons why the early visitors came to the Kenyan Coast before 1500A.D.
  2. i) They wanted to participate in the trade/control the commercial activities along the coast.
  3. ii) Some came as political/religious refugees

iii) Some came as explorers/wanted to find out about the resources along the coast

  1. iv) They wanted to spread their religion.
  2. v) They wanted to establish settlements along the coast Any 3 x 1 = 3 mks

 

  1. b) Explain six factors that contributed to the development of trade between the Kenyan Coast and outside world by 1900.
  2. i) Availability of items of trade encouraged traders to come to the coast.
  3. ii) The high demand for goods/trade items from Kenyan coast by consumers in the outside world led to increased trade.

iii)  The existence of local trade among the Africans along the coast provided a base upon which Indian    Ocean trade developed.

  1. iv) The Monsoon winds facilitated the movement of vessels/ships to and from the coast thus enabling the merchants to take part in the trade.
  2. v) The Indian Ocean provided access to traders from Asia and Europe.
  3. vi) The relative peace/political stability provided conducive environment for trade.

vii) The availability of credit facilities from Indian Banyans/money lenders enabled many people to take part in trade.

viii) Existence of enterprising merchants at the coast/foreign lands promoted trading links enabled trade to flourish.

  1. ix) The natural harbours along the coast ensured safe docking of ships for loading and unloading of items of trade.
  2. x) Advancement in ship/boat building led to better sailing vessels thus increased trading activities to and from the coast. Any 6 x 2 = 12 mks

 

  1. 20. a) State three socio-economic reasons why Britain colonized Kenya in the 19th Century.
  2. i) To obtain raw materials for her industries.
  3. ii) To stop slave trade/establish legitimate trade.

iii)       To establish mket for her manufactured goods.

  1. iv) To protect her trading empire from other European powers.
  2. v) To protect Christian Missionaries who were already operating in Kenya.
  3. vi) To invest surplus capital in Kenya

vii) To impose their cultivation/culture.                               Any 3 x 1 = 3 mks

 

 

  1. b) Explain six factors that contributed to the formation of Political Associations in Kenya before 1939.
  2. i) Africans organized themselves to fight for the return of their land which had been alienated for Europeans settlers.
  3. ii) The association offered a forum for the Africans to demand representation in the Legco.

iii)The introduction of the Kipande system limited their movement which was resented by the Africans.

  1. iv) Introduction of taxation was oppressive because it made Africans work for Europeans against their
  2. v) They were meant to work for long hours and yet they received low wages.
  3. vi) Africans were against the introduced forced labour by colonial administrators.

vii) The prohibition of the Africans to grow cash crop denied them participation in economic development of their country.

viii) Racial discrimination practiced by the European created ill-feelings among the Africans.

  1. ix) The limited educational opportunities of the Africans made them to feel inferior.
  2. x) The desire of Africans to maintain their independence without foreign interferences.
  3. xi) The introduction of the destocking policy/undermining African culture. Any 6 x 2 = 12 mks

 

  1. a) State three ways in which the government of Kenya facilitated the acquisition of land for Africans after 1963.
  2. i) Resettling people in the irrigation schemes.
  3. ii) Encouraging people to form co-operative societies/land buying companies.

iii)       Opening up the former white highlands to willing buyers

  1. iv) Giving/providing loans to those who were willing to buy land.
  2. v) Consolidation/adjudication of land to enable farmers to maximize production.
  3. vi) Issuing of land title deeds to make ownership legal/lease land transfers. Any 3 x 1 = 3 mks

 

  1. b) Explain six challenges facing the agricultural sector in Kenya today.
  2. i) Poor infrastructure in some parts of the country has led to great losses of farm produce thus reducing earnings of farmers.
  3. ii) The unstable prices of agricultural commodities on the local/world mket has discouraged farmers.

iii) Various parts of the country have been hit by drought/famine thus forcing the government to provide relief food.

  1. iv) Farmers produce is often destroyed by pests after harvest leading to food shortages/poor storage.
  2. v) Poor technology/use of traditional methods has contributed to low yields.
  3. vi) Politically instigated ethnic clashes have discouraged farmers from carrying out immense farming due to insecurity.

vii) The population of Kenya has been growing faster than gains made in the agricultural sector.

viii) Corrupt government officials have grabbed/sold research land thereby affecting the operations of research institutions/mismanagement of funds for agricultural development.

  1. ix) Farming has become a costly venture for most farmers are not able to meet the high costs of farm inputs.
  2. x) Overproduction of similar agricultural products leads to wastage due to lack of buyers.
  3. xi) Shortage of agricultural extension officers has made it difficult for farmers to get advice on how to improve yields.

xii) Mismanagement of cooperatives has impoverished farmers.

xiii) Competition from COMESA/Industrialized nations has frustrated Kenyan farmers.

 

   SECTION C (30 mks)

  1. 22. a) Give the structure of the provincial administration in Kenya.
  2. i) The province is headed by a provincial commissioner.
  3. ii) The province is divided into districts each headed by a District Commissioner.

iii)           The District is sub-divided into divisions each headed by a District Officer/Divisional officer.

  1. iv) The Division is divided into locations each headed by a Chief
  2. v) The location is then divided into sub-locations each headed by an Assistant chief. 5 x 1 = 5 mks

 

  1. b) Describe five functions of the president of the Republic of Kenya.
  2. i) Being the head of state, the president represents the people locally and internationally.
  3. ii) Determines the parliamentary life/calendar by opening/prologuing/dissolving it.

iii)  Appoints the cabinet ministers/senior civil servants.

  1. iv) Chairs cabinet meetings where matters of national importance/policies are made.
  2. v) Appoints senior officers in the armed forces in his/her capacity as commander-in-chief of the armed
  3. vi) Leads the people of Kenya during national celebrations/important national functions.

vii)  Grants freedom/pardons a convicted person unconditionally.

viii) Assents the bills passed by the National Assembly.

  1. ix) Attends/participates in parliamentary proceedings.
  2. x) Receives/hosts heads/envoys of foreign countries who visit Kenya.
  3. xi) Can declare a state of emergency for a maximum of 14 days when the security of the country is

xii)  Confers honours on people who have rendered distinguished service.

xiii) Ensures that the constitution is safe guarded so that Kenyans enjoy their rights.

 

  1. a) Give three reasons why the constitution is important in Kenya.
  2. i) It defines the structure/outlines the functions and powers of various branches of government.
  3. ii) It clearly states the rights/responsibilities of individuals.

iii) It spells out the responsibilities of those in power/limits their authority/promotes good governance.

  1. iv) It ensures equality of all Kenyans.
  2. v) It is the basis of all legislation in the country. Any 3 x 1 = 3 mks

 

  1. b) Explain six factors that may undermine the administration of justice in Kenya.
  2. i) Lack of impartiality during trials may lead to unfair judgement.
  3. ii) Censoring judges publicly on decisions made in court may influence the final judgement/political interference.

iii) Corrupt practices in courts of law may lead to unfair/oppressive decisions.

  1. iv) Confining suspects in remand for longer periods without presenting then to a court of law for prosecutions.
  2. v) Failure to protect the legal rights of the ordinary people when they conflict with the rich and powerful.
  3. vi) Lack of commitment/inability by the police to carry out thorough investigations on suspected criminal activities.

vii) The inability of ordinary people to meet the costs of prolonged court cases.

viii) Lack of knowledge regarding legal procedures hence find themselves implicated unfairly.

  1. ix) Failure by the legal officers to attend to cases promptly due to pressure of work/inadequate legal officers to handle the many cases.
  2. x) Use of outdated colonial laws which do not address the current/contemporary issues/lack of modern technology.
  3. xi) Lack of one common law derails the effective administration of justice.

Any 6 x 2 = 12 mks

 

  1. a) Identify five stages in the preparation of the national budget.
  2. i) Each government ministry prepares its estimates.
  3. ii) The Ministries are forwarded to the ministry of finance.

iii) The Ministry of Finance compiles the estimates into a single budget/the proposed budget.

  1. iv) The proposed/compiled budget is discussed by the cabinet.
  2. v) The government announces the budget day.
  3. vi) The Minister of Finance presents/reads the budget before parliament.

vii) Parliament discusses/debates/approves the budget.       Any 5 x 1 = 5 mks

 

 

 

  1. b) Explain why it is important for the government to prepare the national budget annually.
  2. i) It enables the government to identify sources of revenue that will be required to meet its financial obligations.
  3. ii) It enables the government to explain to the public that tax structure/set the tax levels.

iii) It ensures that there is a balance in the country’s revenue and expenditure hence avoiding budget deficit.

  1. iv) The government is able to identify ways of spending without any wastage.
  2. v) Parliament is able to monitor public resource utilization through its watchdog committees.
  3. vi) It enables the government to identify/prioritize the development projects to finance in the coming year.

vii) The government is able to assess its performance in the previous year and improve where necessary.

viii) The government is able to set aside some funds to be used in case of emergencies in the course of the financial year.

  1. ix) The budget provides useful information to individuals/organizations that may be interested in keeping track of government expenditure/enhances accountability and transparency in the eyes of the public.
  2. x) The government is able to win confidence among local and international development partners/donors through its plans and policies spelt out in the budget.
  3. xi) Ensure equitable share of resources and balanced development. Any 5 x 2 = 10 mks

 

 

2011 HISTORY

MARKING SCHEME PAPER 1

SECTION A (25 mks)

 

1          Give two unwritten sources of information on History and Government.   (2 mks)

  1. Oral traditions/oral source
  2. Archaeology/paleontology
  • Genetics
  1. Linguistics
  2. Anthropology

Any 2×1 = 2 mks

2          What was the main reason for the migration of the Eastern Bantu from Shugwaya during

Pre-colonial period.                                                                                        (1 mk)

  1. Due to attacks by the Galla

1×1=1 mk

3       Give two reasons why Kenyan Communities fought against each other

during the pre-Colonial period.                                                                                  (2 mks)

  1. Competition for land for cultivation/settlement.
  2. Competition for water/pasture.
  • To demonstrate their military power.
  1. To raid for cattle.

Any 2×1=2 mks

4          Identify the two main items of trade from the interior of Kenya during the long distance

Trade.                                                                                                             (2 mks)

  1. Ivory
  2. Slaves

5          Identify two contributions made by the early Christian Missionaries in the field of

Education in Kenya.                                                                                      (2 mks)

  1. They set up schools/encouraged Africans to go to school.
  2. They taught Africans how to read/write.
  • They taught Africans vocational Skills.
  1. They translated the Bible into African Languges
  2. They wrote books/dictionary Any 2×1 = 2 mks

 

6          Give the meaning of the term ‘national integration’                                    (1 mk)

  1. It is the process of bringing together people of diverse backgrounds in a country.

1×1=1 mk

7          What constitutional amendment made Kenya return to a multi-party state?  (1 mk)

  1. Repeal of section 2A of the constitution in 1991.

1×1=1 mk

8          Name the document which contains the Rights of the Child in Kenya.       (1 mk)

  1. The Children’s Act of 2001

9          Identify two economic benefits of the Kenya-Uganda railway during the colonial period.

(2 mks)

  1. It facilitated the transportation of goods/services.
  2. It led to the development of urban centres.
  • It facilitated the movement of traders/promoted trade.
  1. It opened up the interior for economic development e.g Plantation Agri & Industry
  2. It led to the creation of employment opportunities.
  3. It led to the development of other forms of transport & communication e.g roads &telecommunication
  • It was the major source of revenue for colonial Authority

10        Give two ways through which the white settlers acquired land in Kenya during the

Colonial period.                                                                                             (2 mks)

  1. The colonial government provided land to the settlers.
  2. The white settlers bought land from the colonial government.
  • The colonial government passed land legislations that encouraged white settlers to own land.

Any 2×1=2 mks

 

11        State two problems faced by trade union movement during the colonial period in

Kenya.                                                                                                             (2 mks)

  1. It had insufficient funds to run its activities.
  2. The colonial government harassed its leaders.
  • Constant wrangling among the leaders which weakened the movement/poor leadership.
  1. Most people did not support trade unions due to ignorance.

Any 2×1 =2 mks

 

 

12        State one change introduced by the Lyttleton constitution of 1954 that benefitted the

Africans in the struggle for independence.                                                    (1 mk)

  1. It led to the establishment of a multi-racial council of ministers to replace the Governor’s executive council.
  2. The ban on political organizations was lifted/allowed political organizations to operate at district level.

1×1 = 1 mk

 

13        What was the main contribution of Thomas Joseph Mboya to the History of Kenya?

  1. He led/organized the trade union movement.

1×1 = 1 mk

 

14        State the main functions of parliament in Kenya.                                        (1 mk)

  1. To make laws

1×1 =1 mk

 

15        Give one member of the AEMO at its inception in 1957.                            (1 mk)

  1. Daniel Arap Moi
  2. Masinde muliro
  • Lawrence Oguda
  1. James muimi
  2. Tom Mboya
  3. Ronald Ngala
  • Bernard Mate
  • Oginga Odinga

Any 1×1=1 mk

 

16        Name the education commission that recommended the introduction of 8.4.4 education

System in Kenya.                                                                                           (1 mk)

  1. Mackay Report/Commission. 1×1 = 1 mk

 

17        Give two external sources of Government revenue in Kenya.                      (2 mks)

  1. Loans.
  2. Grants.
  • Donations. Any 2×1 = 2 mks

 

SECTION B (45 mks)

18        (a)       State five economic activities of the Borana during the pre-colonial period.

(5 mks)

  1. They participated in trade.
  2. They kept livestock.
  • They hunted wild animals.
  1. They were gathers.
  2. They practiced crafts.
  3. They practiced fishing.
  • They made iron tools.
  • They grew food crops.

Any 5 mks x 1= 5 mks

 

(b)       Describe the social organization of the Maasai during the pre-colonial period.

(10 mks)

  1. The lowest social unit was the family which comprised of the father, his wife/wives and children.
  2. Several related families formed a clan.
  • The Maasai were organized into age groups age sets which were made up of people who were circumcised at the same period.
  1. There was a warrior class whose duty was to defend the community/conduct raids.
  2. The Maasai believed in the existence of a supreme God Enkai, who was the creator of the universe.
  3. There was a religious leader, Laibon who mediated between the community and Enkai.
  • They offered sacrifices to God in special places/celebrated the century that mk graduation of Martin
  • They believed in the existence of ancestral spirits whom they revered.

Any 5 points x2 = 10 mks

 

 

 

 

19        (a)       State three reasons for the coming of the Portuguese to the Kenyan Coast in the

15th Century.

  1. They wanted to find a sea route to India.
  2. They wanted to spread Christianity/reduce the Muslim influence.
  • They wanted to take part in the Coastal trade.
  1. To control strategic points on the East-African Coast from other European rivals/to act as a supply base for their sailing vessels.
  2. Due to desire for exploration/adventure.

Any 3×1 = 3 mks

 

(b)       Explain six effects of the Portuguese rule on the East African Coast.    (12 mks)

  1. The Portuguese built fort Jesus for defence purpose which later became a tourist attraction.
  2. Their harsh and cruel manner of suppressing rebellions led to loss of lives.
  • They introduced new food crops which are staple foods for many Kenyans.
  1. Constant rebellions against the Portuguese rule interfered with the trading activities leading to its decline.
  2. The coastal towns that resisted Portuguese rule were destroyed and left in ruins.
  3. They educated the coastal people on how to use animal manure in farming and thus increasing crop yields.
  • Some words borrowed from Portuguese language were used to enrich Kiswaili language.
  • The Portuguese imposed heavy taxation which impoverished the coastal people.
  1. They fostered good relation between the E.A and India

Any 6×2 = 12 mks

 

20        (a)       Identify three methods used by the British to establish their rule in Kenya.

(3 mks)

  1. Signing treaties between colonial agents and Africans rulers/collaboration.
  2. Use of military attacks against unfriendly communities/ use of force
  • Establishing administrative stations/operational basis.
  1. Offering gifts to friendly chiefs/treachery.
  2. Use of missionaries to pacify Africans through preaching.

Any 3×1=3 mks

 

(b)       Explain six results of the Nandi resistance against British occupation.  (12 mks)

  1. The land belonging to the Nandi was alienated for white settlement.
  2. The Nandi lost their independence as the British established their rule.
  • The Nandi were resettled in reserves where they could not carry out their farming activities.
  1. They were forced to live as squatters on European farms where they provided cheap labour.
  2. There was massive loss of life as the British forces raided/carried our punitive expeditions.
  3. The Nandi lost property which was either destroyed or confiscated by the British.
  • The Nandi lost their military superiority in the region as they were subdue by the British.
  • The Nandi warriors were conscripted into the colonial security forces.

Any 6×2 = 12 mks

 

 

 

21        (a)       State five demands made by the East African Association (EAA) to the British

Colonial Government in Kenya.                                                        (5 mks)

  1. They demanded for the return of alienated land.
  2. They wanted the colonial government to abolish hut/poll tax.
  • They demanded for the abolition of the Kipande.
  1. They demanded for better working and living conditions.
  2. They demanded that elections to the legislative council be on a common roll.
  3. They demanded for the abolition of forced labour.
  • They demanded for more education for Africans.
  • They demanded an end to compulsory destocking.
  1. They demanded for the revocation of colonial status

Any 5×1 = 5 mks

 

(b)       Explain five factors that promoted the rise of African nationalism in Kenya after

1954                                                                                                    (10 mrks)

  1. Acquisistion of Western Education by many Africans enabled them to understand political developments at international level and forcefully demanded for independence.
  2. The experiences of the ex-soldiers in the second world war made them realize that Europeans were not superior hence the demand for self rule.
  • The realization by Britain that colonies were expensive to administer hence the need to grant them self rule. The rise of power of the British labour per
  1. The granting of independence to India in 1947 inspired Africans to demand for political independence.
  2. The support given by pan-Africansists in demanding for political independence gave Africans confidence to press for political freedom.
  3. The decolonization policy by the United Nations inspired African nationalists to press on for independence.
  • The failure by the colonial government to reward the ex-world war II soldiers increased the agitation for independence.
  • Signing of Atlantic charts in 1941

Any 5×2 = 10 mks

 

SECTION C (30 mks)

 

22        (a)       State three circumstances that can make a Kenyan citizen to be denied the right

To life.                                                                                                (3 mks)

  1. When defending one self/property
  2. When effecting a lawful arrest
  • When preventing escape of a lawfully detailed person
  1. When preventing a person from committing a crime/folony
  2. In a situation of war
  3. When suppressing a riot/rebellion/mutiny

Any 3×1 = 3 mks

 

 

 

(b)       Explain six Civic responsibilities of a Kenyan citizen.                                (12 mks)

  1. A responsible citizen pays tax to enable the government meet its financial obligation
  2. To participate in community development activities to improve the welfare of people in the community.
  • To participate in the democratic process by electing leaders/being elected to ensure good governance.
  1. To obey laws so as to enhance peace in the society.
  2. Takes care of the environment in order to promote healthy living.
  3. Prevents/fights corruption to promote proper utilization of resources by all.
  • Promote/protects the rights and freedom of all people in society for harmonious co-existence.
  • Promotes the rule of law by reporting wrong doers/law breakers to the police.
  1. To participate in National debates/Barazas.

Any 6×2 =12 mks

 

 

 

23        (a)Give three reasons why general elections are important in Kenya.        (3 mks)

  1. They provide Kenyans with an opportunity to choose political leaders.
  2. They enable Kenyans to exercise their democratic rights.
  • They offer alternative ideas of running the government through different political parties manifestos.
  1. It is a constitutional requirement.
  2. They make elected leaders/prospective leaders work hard to ensure that they are reelected/ elected.

Any 3×1 =3 mks

 

(b)       Explain six functions of the body in charge of elections in Kenya.  (12 mks)

  1. To maintain and revise the voters’ register to ensure it is up to date.
  2. To prepare, distribute and ensure safety of election materials/pooling stations.
  • To conduct voter education in the country in order to prepare citizen for the voting exercise.
  1. To conduct and supervise elections so as to endure they are free and fair.
  2. To conduct language proficiency tests for candidates interested in for different posts before nomination is carried out.
  3. To announce and provide a time-table to be followed during the election period.
  • To receive nomination papers from the candidates cleared to vie by the political parties.
  • To announce the results and declare the winners for the respective seats.

 

24        (a)       Identify three social functions of local authorities.                          (3 mks)

  1. They issue trade licenses.
  2. They provide mket areas.
  • They provide employment opportunities.
  1. They approve building plans/provision of housing services.
  2. They impose cess/other levies.
  3. Provision of education services e.g. ministry of primary schools
  • Provision of health/sanitation services e.g.
  • Provision of security and fire bridge services

Any 3×1 = 3 mks

 

(b)       Explain six challenges facing local authorities in Kenya.    (12 mks)

  1. Most local authorities have inadequate funds hence not able to provide quality services.
  2. Increased population has led to congestion in urban centres hence overstretching the social amenities.
  • Corruption/mismanagement of funds by some officers has made if difficult for the local authorities to pay its employees and provide quality services.
  1. Some local authorities are too small to be able to sustain themselves.
  2. Influential politicians interfere with the running of the local authorities hence making it difficult for them to operate efficiently. Lack of authority from central Government.
  3. Increased crime rate has led to vandalization of properties belonging to local authorities hence leading to heavy losses.
  • The presence of street families/children has contributed to insecurity/put strain on provision of social services.
  • Slums have mushroomed which have interfered with proper planning leading to poor service delivery/poverty eradication.
  1. Poor disposal of waste has resulted to environment degradation leading to outbreaks of diseases/epidemics.
  2. Shortage of quality material/shortage of personnel.
  3. Traffic congestion.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

HISTORY & GOVERNMENT

MARKING SCHEMES PAPER 1 2012

SECTION A (25Mks)

 

  1. Give two limitations of using anthropology as a source of information on History and

Government.                                                                                                   (2 mks)

(i) It is time consuming

(ii) It is an expensive method

(iii) Information collected may be inaccurate/ distorted

(iv)  Information  collected  may be biased.

Any 2×1=2 mks

  1. Identify one community in Kenya which belongs to the southern Cushitic group.        (1mk)

(i) Dehallo/ Dahallo/ Dahalo/ Sanye

Any 1×1 = 1 mk

  1. Name two Bantu groups in Kenya which settled in Mount Elgon area before migrating to their present homeland.  (2 mks)

(i) Abaluhya

(ii) Abagusii

(iii) Abakuria

Any 2 xl = 2 mks

  1. State two religious functions performed by the Oloiboni of the Maasai during the

pre-colonial period                                                                                         (2 mks)

(i) He foretold the future/consulted God.

(ii) He presided over religious ceremonies/activities

(iii)    He offered prayers on behalf of the community

(iv)     He blessed warriors before going to war.

Any 2 x 1=2 mks

  1. Give two factors that enabled the early visitors to come to the Kenyan coast by 1500 A.D (2 mks)

(i) Existence of nationalharbours

(ii) Accessibility of the East African coast

(iii) Existence of monsoon/trade winds

(iv) Knowledge of boat making/sailing ship/dhows

Any 2×1=2 mks

  1. Name one Arab family which ruled the Kenyan coast on behalf of Oman. (1 mk)

(i) Mazrui

(ii) Nabahan

(iii) Buraidi

Any 1 x 1 = 1mk

  1. Name the African Community that organized the long distance trade in Kenya during       the  pre-colonial period.                                                                  (1 mk)

          (i) TheAkamba                                                                                   lxl = 1 mk

 

  1. Give the main reason why a Kenyan citizen should obey the law. (1 mk)

To keep peace.                                                                                    lxl = 1 mk

 

9.Give two ways in which education has promoted national unity in Kenya.          (2 mks)

  1. i) Common curriculum/ syllabus is used

(ii)  Learners from different schools interact through co-curricular activities

(iii) Learners from different comnrunities background attend the same schools

(iv) Learners in all public schools sit for a common national examination.

(v) Common medium of commumcation/English/Kiswahili is used in schools.

Any 2×1=2 mks

  1. State two advantages of representative democracy . (2 mks)

(i) People elect leaders of their own choice

(ii) Supreme power is vested in the people

(iii) It is easy to make decision

(iv) Elected leaders are accountable to the people/ people are able to air their                                       grievances

Any 2×1=2 mks

11      Give the main reason why the colonial government created African reserves in    Kenya.                                                                                                             (1mk)

          (i) To create room for European farming/ settlement.                      Any 1 x 1 = 1mk

  1. What was the main reason for the formation of Kenya African Democratic Union in 1960                                                                                                    (1 mk)

(i) To protect the rights/interests of the minority groups.    1×1=1 mk

  1. Name the administrative head of the Kenya Parliament (1 mk)

(i) The clerk                                                                                     (1×1 = 1 mk)

14      State the main function of the prisons department in Kenya.          (1 mk)

(i) It reforms/rehabilitates convicts.                                                  1×1 = 1 mk

  1. Give the main reason why the government of Kenya introduced Free Primary           Education in   2003.                                                                           (1 mk)

(i)To enable more people access education.

(1×1 = 1 mk)

  1. State two ways in which government of Kenya ensures effective utilization of public funds.                                                                                                            (2 mks)

(i)  It budgets for the funds /finance

(ii) It undertakes regular auditing of funds.

(iii) It investigates /prosecutes corrupt officers.

(iv) It procures goods/services through open tendering System

          (v) Parliament approves/monitors public funds                    Any 2 x 1 = 2mks

  1. Give two disadvantages of Kenya’s reliance on foreign aid as a source of revenue.

(2 mks)

(i) It is given with conditions.

(ii) It attracts high interest rates.

(iii) It creates donor dependency syndrome/debt crisis

(iv) It limits the choice of trading partners.

(v) It delays the implementation of projects.Any 2×1=2 mks

SECTION B(45Mks)

 

  1. a) State five causes of the Nandi resistance against the British invasion. (5 mks)  (i)They wanted to safeguard  their independence

(ii) They were proud people who disliked interference by strangers

(iii) Had successfully raided /fought their neighbours/intruders in the past

(iv) They disliked the whiteman’s/European skin colour/dressing.

(v) They did not want to lose their land.

(vi) They fought to avert the fulfillment of Kimnyole/Orkoiyors prophecy

(vii)  They had an able leader who inspired them to fight/resist.

Any 5 x 1= 5 mks

(b)      Explain five effects of the Maasai collaboration with the British in the early 20th            Century.                                                                                                          (10 mks)

(i) Lenana was made a paramount chief of the Maasai because of his cooperation.

(ii) They lost land which was taken up by the British for farming/settlement.

(iii) They were rewarded with material wealth/granted favoured status due to their      cooperations.

(iv) They lost their independence/were manipulated as their land became a

British protectorate.

(v) It led to the division/separation between those for/against collaboration thereby         weakening them further.

(vi) They were hired as mercenaries to assist the British in subduing/suppressing                     communities that were resisting establishment of colonial rule.

(vii) It led to the eviction/displacement of the Maasai thereby causing untold suffering /loss of livelihood.

(viii) It led to thedisruption of their economic structure thereby causing loss of        wealth.                                                                                    Any 5×2=10 mks

 

19.(a) State five ways in which the construction of the Kenya Uganda Railway promoted         economic development in Kenya during the colonial period                        (5mks)

(i) It hastened transportation of goods/services.

(ii) It promoted the growth of trade/commercial activities.

(iii) It opened the interior for better farming/agriculture.

(iv) It led to the growth of industries/mining.

(v) It led to the growth/development of urban centres.

(vi) It generated revenue to trie colonial government. A

(vii) It created employment

(viii) It led to the development of other means of transport and communication eg                       trade.                                                                           Any 5 x 1=5 mks

(b)     Explain five problems encountered during the construction of the Kenya Uganda-     Railway.                                                                                                          (10 mks)

(i) The harsh climate created difficult working environment thus slowing down the       work.

(ii) There was inadequate labour which led to importation of workers from India.

(iii) The workers were attacked by tropical diseases/pests leading to their                           ineffectiveness/death.

(iv) The terrain was poor/difficulty thus slowing down the constructions work.

(v) Some communities attacked the workers/stole equipments thereby delaying the      construction.

(vi) They were attacked by wild-animals/man-eaters of Tsavo thus leading to deaths of some workers.

(vii) The transportation of some constructions materials was difficult due to

their bulkiness.

(viii) There was irregular/delays in the supply of construction materials/equipment     which slowed down the work.

(ix) There was inadequate supply of essential/basic commodities which made life                     unbearable                                                                          Any 5 x 2=10 mks

 

20 (a)            Give five grievances of the Kikuyu Central Association which were presented by    JomoKenyatta to the Colonial Secretary in 1929.                             (5 mks)

(i) Land alienation.

(ii) Taxation of Africans.

(iii) Lack of African representation of Legco

(iv) Lack of quality/poor education for Africans.

(v) Release of Harry Thuku.

(vi) Abolition of forced labour

(vii)    Abolition of Kipande system

Any 5 x I = 5 mks

 

(b)     Describe five roles played by Thomas Joseph Mbo’ya in the development of trade

Unionmovement in Kenya.                                                                          (10 mks)

(i) He was instrumental in the formation of trade union movement.

(ii) He served as a leader in trade union organizations both locally and internationally. :          (iii) He organized protests/ demonstrations against the arrest and harassment of trade

union members/workers.

(iv) He liaised with international trade union organizations where he gained knowledge/experience of running trade unions.

(v) He solicited for funds to finance the activities of.tradeUnion movement in Kenya.

(vi) He organized trade union courses/ seminars in various parts of the country to                   educate the workers/leaders.

(vii) He agitated for better terms/conditions for workers.

(viii) He attended courses on industrial relations abroad where he gained knowledgeonlabour relations                                            Any 5×2= 10 mks

 

21 (a)State five ways in which the government of Kenya has improved the health of its                       citizens since independence.                                                         (5 mks)

(i) It has established/created the Ministry of Health.

(ii) It has established hospitals/clinics/dispensaries.

(iii) It has encouraged NGOs/religious organizations/individuals to provide health services.

(iv) It has established medical training institutions.

 

(v) It has recognized the use of herbal medicine.

(vi) It has established National Health Insurance Fund

(vii)It has established Medical Research Institutes.

(viii)It has employed health workers.

(ix) It has subsidized the cost of healthcare/ free medical services.

(x ) It educates people on health matters.

Any 5×1=5 mks

(b)      Explain five factors which have undermined the provision of health services by the

government of Kenya.                                                                        (10 mks)

(i) High population growth rate has limited government ability to finance health                 services.

(ii) High poverty levels among the people has hampered access to medical services   due to the cost involved.

(iii) Lack of enough medical personnel has compromised the quality of the services    provided.

(iv)  Lack of adequate funds to provide enough facilities has lowered the quality of         services  provided/ lack adequate medical equipment.

(v)The continued pollution of the environment has led to increased ailments              thereby jeopardizing the government’sefforts.

(vi)Malnutrition/poor diet has made it. difficult for the government to maintain good

health among the people.

(vii)The increased number of terminal diseases has led tothe diversion of resources         fromthe core health services

(viii) Unforeseen high rate of accidents/injuries has strained the scarce resources.

(ix) Traditional/cultural practices have frustrated the government’s effort to provide                 health care.

(x) Corruption  in the health sector has compromised delivery of services.

 

SECTION C: (30 mks)

 

22 (a)            Give three circumstances in which one’s right to life may be taken away. (3 mks)

(i) When sentenced to death bv a court of law.

(ii)In self-defence – somebody might kill another in the process/defending ones                        property

(iii) When the life of a law enforcing office is endangered

(iv) When the health/ life of a mother/ pregnant woman is in danger

(v) During the war

(vi) When preventing escape of lawfully detained person

vii) When preventing a person from committing a crime/ felony

viii) When suppressing a riot/ rebellion/ mutiny.

(3×1=3mks)

  1. Explain six reasons why it is important to respect human rights. (12 mks)

(i) It promotes human dignity as the rights of the people are observed

(ii) It promotes unity among the people by encouraging harmonious co-existence.

(iii) It promotes the rule of law by enhancing justice/good governance in society/                            gives citizens control in decision making organs of the state.

(iv) It promotes respect for other people’s cultures by appreciating cultural diversity.

(v) It promotes tolerance by accommodating other  people’s views/ideas

(vi) It promotes democracy as other people’s opinions/views are respected.

(vii)It promotes international relations by observing conventions/ treaties on human      rights.

(viii)   It promotes development by creating an enabling/conduciveenvironment.

(ix) It justifies special treatment of minorities/disadvantaged group

(x) It provides guidance to state organs

 

23 a)  Give the composition of the Judicial Service Commission in Kenya. (5 mks)

(i) The Chief Justice.

(ii) One supreme court judge

(iii) One court of appeal judge

(iv) One high court judge and one magistrate

(v) The Attorney General

(vi) Two advocates, one a woman and one a man

(vii) A nominee of the public service commission

(viii)   One man and one woman to represent the public

(ix) Chief Registrar of the judiciary                                                  (any 5×1=5mks)

 

  1. b) Describe five ways through which independence of the judiciary is guaranteed in

                                                                                                                                  (10 mks)

(i) It is established by the constitution as an arm of the national government.

(ii) Its authority is guided/controlled by the constitution when carrying out its           mandate.

(iii) It draws its expenses directly from the Judges Consolidated Fund in order

to ensure independence.

(iv) Judges of the superior courts have security of tenure of office/ can only be         dismissed m

(v) Members of the judiciary are not held accountable to their actions/decision if they are

taken in the best interest of dispensing justice.

(vi) The judges/magistrates swear the oath of allegiance to the constitution

(vii) Remuneration/benefits given to judges cannot be varied in such a way as

to   disadvantage them

(viii) The appointment of magistrates is done by the Judicial Service Commission in    order to guarantee its independence.

(Any 5 x2 = 10mks)

 

  1. a) Name three categories of the Kenya Defence forces.
  2. i) The Kenya Army
  3. ii) The Kenya Air force

iii) The Kenya Navy

 

 

 

 

  1. b) Explain six challenges faced by the Kenya Police Service in the course of discharging             their

 

  1. i) Lack of support/negative altitude from the members of the public who       refuse/withhold useful information
  2. ii) Corruption among some officers renders them ineffective in discharging their duties

iii) Inadequate transport facilities hampers their movement thereby making it difficult for   them to respond to emergencies.

  1. iv) Sophisticated weapons used by criminals threatens/endagers police officers’ lives.
  2. v) Inadequate modern communication equipment makes it difficult for them to relay/pass confidential information.
  3. vi) Interference by politicians/members of the public demoralizes/frustrates their efforts

vii) Betrayal by some officers who collude with the criminals to break the law/subvert          justice.

viii) Inadequate training of the officers renders them incompetent in discharging their            duties

  1. ix) Increased acts of terrorism/crime
  2. x) Poor working and living conditions e.g. Poor housing/low salaries.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4.8.1 History & Government Paper 1 (311/1)

MARKING SCHEME 2013

SECTION A (25 MKS)

 

  1. State two ways in which the study of History and Government promotes a sense of patriotism

in the learner.          (2 mks)

(i) It enables one to acquire a positive attitude towards the country.

(ii) It enables one to be a responsible citizen.

(iii) It enables one to become loyal to his/her country.

(iv) It helps one to develop positive values.

Any 2 x 1 = 2 mks

  1. Name the community in Kenya that belongs to the Southern Cushites. (1 mk)

– the Dahallo (Sanye)                                                                             1 x 1 = 1 mk

 

  1. State two political functions of the Oloibon among the Maasai during the 19th century.

(2 mks)

(i) He administered the Maasai land/acted as unifying factor.

(ii) He settled disputes.

(iii) He declared war against his enemies/Adviced and blessed worriors.

(iv) Advised the Council of Elders.

Any 2 x 1 = 2 mks

  1. Give two ways through which knowledge in marine technology facilitated the coming of the

early visitors to the Kenya Coast.                                                              (2 mks)

(i) It enabled them to use the compass to sail.

(ii) It facilitated the construction/use of boats.

(iii) It enabled them to develop/apply the skills of map reading.

Any 2 x 1 = 2 mks

 

  1. Identify the town that was established by missionaries in Kenya as a centre for freed slaves

during the 19th century.                                                                              (1 mk)

– Freetown                                                                                             1 x 1 = 1 mk

 

  1. State two ways in which the National Accord and Reconciliation Act, 2008 affected the com

position of the Government in Kenya.                                                                   (2 mks)

(i) It created a coalition government.

(ii) It created the office/position of the Prime Minister.

(iii) It created the offices/positions of the two deputy prime ministers.

(iv) It increased the number of ministers/cabinet ministers.

Any 2 x 1 – 2 mks

 

  1. Give two reasons why the British used the Imperial British East African Company (IBEA) to

administer its possessions in Kenya.                                                                     (2 mks)

(i) It was familiar with the area.

(ii) They lacked a clear policy on the administration of colonial possessions.

(iii) They lacked enough personnel.

(iv) They lacked sufficient funds/inadequate funds.

Any 2 x 1- 2 mks

  1. Identify two ways in which the results of the collaboration of the Maasai with the British was

similar to that of the Wanga.                                                                                 (2 mks)

(i) The British recognized their leaders.

(ii) Both communities lost their independence.

(iii) The people of both communities were hired as mercenaries.

(iv) Both communities got material gains/rewards.               Any 2 x 1 = 2 mks

  1. Give one way in which the construction of the Uganda railway speeded up the colonization

of Kenya.                                                                                                    (1 mk)

(i) It enhanced the transportation of troops/administration.

(ii) It open up the country to European settlers.

(iii) It led to forceful displacement/loss of land by some communities.

Any 1 x 1 = 1 mk

 

  1. Give the main political contribution of Christian missionaries in Kenya during the struggle for

independence upto 1939.                                                                          (1 mk)

– They represented the Africans in the Legislative Council (LegCo).

 

  1. Name the first African to be appointed a minister in Kenya by the colonial government.

– B. A. Ohanga                                                                                     1 x 1 = 1 mk

 

  1. State the main result of the Lyttleton constitutional amendment of 1954. (1 mk)

– It allowed for the formation of Multi-racial government/society.

1 x 1 = 1 mk

 

  1. Identify the leader who stepped down as the president of Kenya African Union for Jomo

Kenyatta.                                                                                                               (1 mk)

– James Gichuru                                                                                               (1 mk)

 

  1. State two ways in which the Harambee spirit promotes national unity in Kenya. (2 mks)

(i) It encourages people to work together.

(ii) It promotes cooperation.

(iii) It promotes equity in the distribution of resources.

(iv) It enhances interaction of the people.

(v) It promotes patriotism.

Any 2 x 1 = 2 mks

  1. State two ways through which the Savings and Credit Cooperative Societies in Kenya

benefit their members.                                                                                         (2 mks)

(i) They give loans/credit facilities.

(ii) They provide banking facilities/saving facilities.

(iii) They provide benevolent/insurance services.

(iv) They invest on behalf of members.

(v) They create employment.

(vi) They educate members on financial management/investment.

Any 2 x 1 = 2 mks

 

  1. State one way through which the opposition political parties in Kenya check on the

Government excesses.         (1 mk)

(i) They point out the mistakes made by the government.

(ii) They point out misuse of public resources.

1 x 1 = 1 mk

 

  1. Give the main challenge facing Free Primary Education Programme in Kenya since its

introduction in 2003.         (1 mk)

– Over enrollment of the pupils

1 x 1 = 1 mk

 

                                               SECTION B – (45 mks)

 

  1. (a) Give five reasons for the migration of the Mijikenda from Shungwaya during the pre-

colonial period.        (5 mks)

(i) Due to attacks by the Oromo/Cushitic speakers.

(ii) Due to increased population.

(iii) Due to internal conflicts/family/clan feuds.

(iv) In search for land for cultivation.

(v) Due to drought/famine.

(vi) Due to outbreak of diseases/epidemics.

(vii) Due to love for adventure.                                                        Any 5 x 1 = 5 mks

 

(b) Explain five social effects of the migration and settlement of the Mijikenda in their

present homeland.        (10 mks)

(i) They intermarried with other groups thereby strengthening relationships.

(ii) There was cultural exchange due to their interaction with other people/

assimilation/absorption.

(iii) There was an increase in population in the areas where they settled.

(iv) There were inter-community conflicts/wars in the areas they settled.

(v) It caused redistribution of people in the areas they settled leading to further

migration/displacement.

(vi) Some were converted to Islam due to their interaction with Arabs.

(vii) It led to the establishment of Kaya/villages which were fortified in order to

protect themselves against external attacks.

Any 5 x 2 = 10 mks

 

19 (a) State five factors which influenced the Akamba to participate in the long distance trade.

(5 mks)

(i) The central/strategic location of the community between the coast and the

interior.

(ii) There existed items of trade.

(iii) The existence of merchants/leaders/entrepreneurs.

(iv) There existed trade routes between the coast and the interior.

(v) There existed mkets for trade goods.

(vi) The establishment of trade links with their neighbours/experience.

(vii) There was demand for goods.

(viii) Drought/unreliable rainfall experienced in their area/poor soils.

Any 5 x 1 = 5 mks

(b) Describe five effects of the long distance trade on the people of Kenya. (10 mks)

(i) It let the settling of people in urban centres that developed along trade routes.

(ii) It led to the emergence of a class of wealthy people along the coast/in the

interior of Kenya/emergence of powerful chiefs & kingdoms.

(iii) It led to acquisition of foreign/new goods through trade/traditional industries.

(iv) People acquired /cultivated new crops leading to increased food production.

(v) Some people were converted into Islam by Muslim traders.

(vi) People were introduced to money economy thereby making transactions easy.

(vii) African slave labour led to the development of plantation agriculture along the

coast.

(viii) There was depopulation as many Africans were captured/sold as slaves.

(ix) It caused untold suffering/misery as people were raided/captured as slaves.

(x) It opened up the interior leading to colonization.

(xi) The trade routes later developed into roads and highways.

Any 5 x 2 = 10 mks

  1. (a) Give five factors that influenced the location of urban centres in Kenya during the

colonial period.        (5 mks)

(i) Existence of administrative centres.

(ii) Existence of social amenities eg, mission stations.

(iii) Availability of minerals/mining activities/industries.

(iv) Availability of security.

(v) Agricultural activities.

(vi) Commercial activities/trading activities.

(vii) Availability of transport/communication.

Any 5 x 1 = 5 mks

(b) Explain five factors which led to the migration African to the urban areas in Kenya

during the colonial period.       (10 mks)

(i) The overcrowded/unproductive reserves created by the colonial government

made living conditions difficult/unbearable thereby resulting into migrations to

towns.

(ii) Availability of better social services/amenities/health centres/education provided

in towns attracted them.

(iii) The taxes imposed on Africans forced them to migrate to towns in search of

jobs.

(iv) Availability of infrastructure/piped water/paved roads/electricity attracted many

people to towns as they hoped for a better life.

(v) Employment/job opportunities attracted people to towns as it promised them

better wages.

(vi) Mistreatment/frustrations by the labour/public works forced them to move to

towns.

(vii) The widespread poverty in rural/reserves caused untold suffering thereby

making them to migrate to town.

(viii) Loss of land/landlessness caused by the colonial land policies resulted into a

state of despair thereby forcing people to move to towns.

(ix) African enterprenuers wanted to take advantage of wider mkets in towns.

Any 5 x 2 = 10 mks

 

  1. (a) Give five factors that undermined the activities of the Kenya African Union in the

struggle for independence?       (5mks)

(i) Betrayal by some Africans undermined its activities/wrangles between

moderates and radicals.

(ii) Insufficient/inadequate funds hampered its activities.

(iii) Opposition from the colonial government/settlers.

(iv) Repressive laws restricted its activities.

(v) Arrest/detention of its leaders after the declaration of a state of emergency

frustrated its members.

(vi) Lack of proper communication channels.

(vii) Banning of the party in 1953.

(viii) Ethnic divisions/fear of dominance by larger communities.

(ix) Lack of political awareness due to illiteracy.

Any 5 x 1 = 5 mks

(b) Describe five political roles played by the African elected members of parliament

during the struggle for independence in Kenya.    (10 mks)

(i) They demanded for the release of detained/imprisoned African nationalists.

(ii) They networked with other Pan-Africanists to hasten the achievement of

independence.

(iii) They aired/presented African grievances in international fora.

(iv) They formed political parties/movements to demand for independence/rights of

Africans.

(v) They popularized Kenyatta thereby making him acceptable as a national leader.

(vi) They took part in the writing of the independence constitution/Lancaster House.

(vii) They enlightened/educated other Africans on the need to struggle for

independence.

(viii) They advocated for an increase in African representation in the LegCo.

Any 5 x 2 = 10 mks

 

 

SECTION C (30 mks)

  1. (a) Give three conditions that a person should meet to qualify to be a Kenyan citizen by

birth.      (3 mks)

(i) If the father or mother of the person is a Kenyan citizen.

(ii) A child found in Kenya who is/appears to be less than eight years of age and

whose nationality and parents are not known.

(iii) A former Kenyan citizen by birth who reapplies to regain Kenya citizenship.

3 x 1 = 3 mks

(b) Explain six social rights of the individual in Kenya.    (12 mks)

(i) The right to health care services which are of a reasonable standards.

(ii) The right to housing facilities which are accessible and adequate.

(iii) The right to have adequate food which is of acceptable quality.

(iv) The right to regular supply of water which is clean and safe.

(v) The right to appropriate social security to persons who are unable to support

themselves and their dependants.

(vi) The right to accessible formal education inorder to promote literacy.

(vii) The right to embrace culture/language of one’s choice regardless of his/her

background.

(viii) The right to clean environment/sanitation which is free from pollution.

Any 6 x 2 = 12 mks

  1. (a) State three qualifications for a person to be eligible for election as a member of the

National Assembly in Kenya.       (3 mks)

(i) Must be a registered voter.

(ii) Must be literate.

(iii) Must be supported by at least 1,000 registered voters in the constituency/must

be nominated by a political or an independent candidate.

(iv) Should uphold good moral values.

Any 3 x 1 = 3 mks

(b) Explain six functions of the Independent Electoral and Boundaries Commission of

Kenya.    (12 mks)

(i) It registers prospective citizens who intend to participate in the elections.

(ii) It draws the boundaries of the constituencies/wards in all parts of the country

inorder to ensure equitable representation of the people.

(iii) It regulates nomination of candidates by political parties so as to ensure

proportional nomination of members.

(iv) It settles electoral disputes other than petitions arising from the electoral process

in order to ensure smooth/fair elections.

(v) It registers that all candidates who intend to contest for positions during

elections/announces and provides an election timetable.

(vi) It educates voters on their  rights/importance of participating in the electoral

process so as to make informed decisions.

(vii) It monitors/observes the elections in order to ensure transparency/honesty.

(viii) It regulates the amount of money spent by a candidate/political parties to

prevent some candidates from influencing the voters.

(ix) It develops code of conduct for candidates/parties participating in elections with

the view of checking malpractices.

(x) It ensures compliance with the electoral laws by all the parties involved in order

to promote free and fair elections.

(xi) It distributes/transports electoral materials to all polling stations.

(ix) It appoints election officials.

(x) It announces the results and declares the winners.

Any 6 x 2 =12 mks

  1. (a) State three objectives of devolving the government of Kenya. (3 mks)

(i) To promote democratic exercise of power.

(ii) To promote unity in the country.

(iii) To empower the people to participate in decision making /to make informed

decisions.

(iv) To protect the interests of the minority/marginalised groups.

(v) To promote equitable development in the country.

(vi) To enable people access services/take services closer to the people.

(vii) To decentralize state organs/functions from the capital.

(viii) to enhance checks and balances/accountability.

Any 3 x 1 = 3 mks

(b) Explain six ways in which the county governments raise their revenue.

(12 mks)

(i) They impose property rates within their territories to enable them raise revenue

for their operations.

(ii) They charge for the services they render to the residents of the counties in order

to generate income.

(iii) They are allocated part of the annual national revenue in order to supplement

their supplement.

(iv) By borrowing loans from the national government international organizations to

finance development projects.

(v) They levy taxes on the services/goods generated in the county to finance their

activities.

(vi) Through licences granted to businesses/services operating in the counties.

(vii) By charging fees for the use of the counties property/fines.

(viii) By renting property/houses to people inorder to raise funds for development.

(ix) Through grants eg. local and external sources.

Any 6 x 2 = 12 mks

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

HISTORY AND GOVERNMENT

MARKING SCHEME PAPER 1 2014

 

SECTION A

  1. Give two ways in which archaeologists identify a pre-historic site
  • Existence of a collection of artefacts/Techtonic forces/ Erosion
  • Evidence of burial sites /cultivation and construction/ fossils
  • Evidence of ruins of settlements / vision
  • Evidence of art/paintings.
  • Historical research and documentation
  • Use of experience of skills

 (Any 2 x 1 = 2 mks)

  1. Identify one natural factor that caused the Abagusii to migrate from Mount Elgon region to their present homeland.
  • Due to famine.
  • Due to disease.
  • Due to drought.

(Any 1×1 = 1 mk)

  1. State the main factor that contributed to rise of city-states along the Kenya-coast before 1500 AD.

 

(i)Trade between the Coast and the outside world.                       (lxl=1 mk)

 

  1. Give one way in which the translation of the Bible into vernacular languages facilitated the spread of Christianity in Kenya. (1 mk)
  • The local people could read the Bible.
  • It created better understanding of the teaching of the Bible.
  • More Africans could identify themselves with Christianity,

                                                                                  (Any lxl = 1 mk)

  1. Give one economic responsibility of a Kenyan citizen.
  2. Participating in development activities.
  3. Paving taxes.
  • Protecting the environment
  1. Fighting corruption (Any lxl = 1 mk)

 

  1. Give one economic factor that promotes national unity in Kenya.
  • Equitable distribution of resources
  • Commercial interaction/trade
  • Equal employment opportunities
  • Use of a common currency (Any 1×1 = 1 mk)

 

  1. Identify one way in which elders resolve conflicts in the community.
  • through arbitration.
  • through mediation.
  • through conciliation / reconciliation
  • Through negotiation/discussion                                  (Any 1×1= 1 mk)

 

  1. State two similar grievances of the Taita Hills Association and the Ukamba Members Association to the colonial government.
  • They resented land alienation by the white settlers.
  • They were against destocking order by the government.
  • They protested forced labour.
  • They were against taxation.

                                                                                       (Any 2×1= 2 mks)

  1. Outline two ways in which the ex-soldiers of the Second World War contributed to the struggle for independence in Kenya.

 

  • They were instrumental in the formation of the Mau Mau movement.
  • They trained freedom lighters in war tactics.
  • They waged armed struggle against the colonial government.
  • They made weapons used in the Struggle.
  • They dispelled the myth of European Supremacy (Any 2×1 = 2 mks)

 

  1. What was the main contribution of Prof. Wangari Maathai to the development

        of Kenya?
Environmental conservation/ Tree planting.                             (Any 1×1= 1 mk)

 

  1. State two functions of the supreme court in Kenya.

 

(i)   To hear/ determine disputes relating to the election of the President of Kenya.

(ii)  .    To hear/ determine appeals from the Court of Appeal/ other courts/ tribunals.

  • To give an advisory opinion concerning County Governments.
  • To handle any case/ issue which has to do with the interpretation/ application of the constitution.
  • To review the certification made by the Court of Appeal on a matter of general public importance.
  • To make rules for the exercise of its jurisdiction.

(Any 2×1=2 mks)

  1. Give two qualifications that a person must fulfill in order to be allowed to register as a voter in Kenya.
  • Must be a Kenyan citizen.
  • Must be 18 years or above.
  • Must be of sound mind.
  • Not been convicted of an election offence during the period preceding 5 years

(Any 2×1=2 mks)

 

  1. State two functions of the secretary to the cabinet in Kenya.
  • He/ she is incharge of cabinet office
  • Keeps minutes of the cabinet (writing)
  • Arranging the business of the cabinet /agenda
  • Convey decisions of the cabinet to appropriate authorities/persons
  • Executes directives of the cabinet

(Any 2×1=2 mks)

  1. Name the two branches of National Police Service in Kenya

 

  • The Kenya Police Service.
  • The Administration Police Service.

(Any 2×1=2 mks)

15.Give one reason for the adoption of Harambee strategy in Kenya after independence.

 

  • To pool the scarce resources together.
  • To eradicate, poverty among the people.
  • To promote unity among the people,

(Any 1×1 = 1 mk)

 

  1. Identify two types of land ownership in Kenya.

 

  • Public land.
  • Community land.
  • Private land.

(Any 2×1=2 mks)

 

  1. Give the main function of the commission on Revenue Allocation in Kenya.

 

To ensure equitable sharing of revenue between National and County governments/ among County governments.                                                                     (1 mk)

 

 

  1. a) Identify the three Luo groups which migrated into Kenya period.
  • Joka – Jok .
  • Joka – Owiny
  • Joka – Omolo.

(Any 3×1=3 mks)

 

  1. b) Describe the political organization of the Luo during the Pre-colonial period.
  2. The family was the lowest unit and its head was the father who was referred to as Jaduong
  3. Several related families formed a clan.
  • There were lineage councils (Buch Dhoot) which settled domestic issues.
  1. A council of elders existed in the clan which was responsible for settling interfamily disputes
  2. Clans were grouped together to form Oganda headed by a chief elder (Ruoth)
  3. There existed a council of elders (Buch Piny) which comprised of representatives from each clan and mainly settled inter-clan disputes.
  • There was a class of warriors (Thuondi) headed by a war leader (Osumba Mrwayi) and its main responsibility was to defend the community
  • The Luo was a decentralized community as they did not have an overall leader.

(Any 6 points well explained x2 = 12 mks)

 

  1. a) State three methods used by the British to establish colonial rule in Kenya.
  2. They used military force.
  3. They signed treaties/ agreement with some African rulers/ collaboration/ diplomacy.
  • They used divide and rule tactics.
  1. They lured Africans with gifts/ presents/trickery
  2. They established bases of operation / company rule

(Any3x1=3mks)

 

(b)     Explain six problems experienced by the imperial British East Africa Company in   

         Kenya.

  1. There was scarcity of mineral wealth and profitable export commodities which made it difficult for the company to generate enough wealth to meet the cost of administration.
  2. There was poor transport network which made movement of goods slow/ difficult/ expensive thereby making the enterprise less profitable.
  • There was lack of proper co-ordination between the company headquarters in Britain and the officials in Kenya hence delays/ waste and misunderstandings.
  1. The company officials lacked the experience which was necessary for the success of the administration in the protectorate.

 

  1. Some of the company officials were corrupt and therefore concentrated on their personal enrichment at the expense of the enterprise
  2. Resistance from the local communities posed a great challenge to the company as it had to administer and at the same time suppress the communities
  • There was inadequate capital to carry out its operations thus making the administration of the protectorate ineffective
  • Unfavourable climatic condition /tropical diseases claimed lives of some of the company personnel
  1. Lack of enough personnel
  2. Rivalry from the German E.A Company

                                                       (Any 6 points well explained x2 = 12 mks)

 

  1. a) Give 3 reasons why African were put in reserves during the colonial period
  2. To create a pool of African labour for settler farming/Europeans
  3. To avail land/create space for white settlement
  • To restrict the movement of Africans
  1. For easy control/monitoring of African activities
  2. For easy control of African nationalism

(Any 3×1 = 3mks)

 

  1. b) Explain six problems faced by African workers for the European settlement during the colonial period
  2. They were paid low wages which could hardly meet their expenses thereby making them lead squatter /impoverished lives
  3. The living conditions were poor as they were crowded in residential houses with inadequate sanitation
  • The working conditions were very difficult as they were sometimes mistreated/whipped
  1. They were subjected to long working hours without compensation which made them develop negative attitude towards work
  2. They were forced to pay taxes despite their poor remuneration/low wages
  3. There were inadequate amenities/schools/health facilities to cope with the large number of workers
  • They were despised on the basis of their colour/race and this lowered their dignity
  • They were not allowed to form workers’ union as the settlers feared that they would incite/organize strikes against them
  1. They were provided with inadequate food rations which led to malnutrition

                                                                                                                (Any 6 points well explained x2 = 12 mks)

 

  1. (a) State three challenges that have determined government efforts to eradicate illiteracy in Kenya since independence
  2. Traditional /cultural beliefs in some communities discourage people from schooling.
  3. Lack of enough schools/inadequate educational facilities has-made inaccessible in some regions/shortage of teachers
  • High poverty levels in the society has made education unaffordable
  1. Misconceptions that one can succeed without education
  2. Nomadic way of life in some communities has hampered provision of education
  3. Negative attitude towards adult education programmes has resulted

in low enrolment

  • Insecurity in some regions e.g Kapendo, Baragoi, Tana River.

                                                                                                                         (Any 3×1 = 3mks)

 

 

  1. b) Discuss six factors that have facilitated industrialisation in Kenya since independence

 

  1. The availability of modern sources of energy has enabled the establishment of more industries which process different products.
  2. Availability of both skillful/ unskilled labour from large population provides the work force required in industries
  • Good transport and communication infrastructure has created a viable environment for industrial development as the products can be transported with ease.
  1. The rich agricultural country provides raw materials required in the processing of various products.
  2. The existence of mineral resources has given rise to industries which process them into finished products.
  3. The existence of both mineral and manmade forests has promoted the development of furniture industries in many parts of the country.
  • Availability of varied tourist attractions in the country has promoted tourism as many local and International tourists visit the countryside.
  • Availability of water resources rich in fish has given rise to fish processing

industries in the country

  1. Government initiative through creation e.g ministries of trade, commerce industry offering technical and financial aid/support

(Any 6 points well explained x2 = 12 mks)

 

SECTION C

  1. (a) State five decisions reached after the first Lancaster House conference of 1960

 

  1. Maintenance of the 12 elective seats in the Legco
  2. Composition of the Council of Ministers was to be changed to include 4 Africans, 3 Europeans and 1 Asian
  • There were to be 33 open seats in the Legco which were to be contested/vied for on a common roll
  1. 20 seats would be reserved that is 10 for Europeans, 8 for Asians and 2 for Arabs
  2. Formation of country wide political parties e.g KANU and KADU was allowed
  3. The state of emergency was lifted
  • A bill of rights would be included in the constitution

 

  1. b) Describe five main features of the constitution of Kenya

 

  1. It vests sovereign power on the people of Kenya who can exercise it directly or through their representatives
  2. It contains a comprehensive bill of rights which has been expanded to include socio-economic and cultural rights as well as group rights
  • It spells out national values and principles of governance which guides/binds all people/institutions
  1. It contains affirmative action for women/the youth/persons with disabilities/marginalized communities as it protects them from all forms of discrimination
  2. It defines the powers of the executive it consist of the president, deputy president and the cabinet
  3. It provides a mechanism for its implementation by creating specific organs for that purpose e.g commissions and independent offices
  • It has provision for transitional requirements that ensure a smooth transition of government
  • It provides stringent amendment procedures in order to safeguard peoples’ interests
  1. It provides for devolved government by creating forty seven counties/equitable sharing of public finance /national revenue
  2. Citizenship it describes what citizens are entitled to e.g acquisition and revocation of citizenship
  3. It outlines the principles of land policy and classification
  • Leadership and integrity – it states the responsible conducts and restrictions on activities of state officers
  • National security- it establishes three national security organs i.e Kenya defense forces, National intelligence service and national police service
  • It establishes a bi-comard legislature composed of the national assemble and the senate
  1. It creates an independent judiciary composed of a system of courts with superior and subordinate courts

                                                                           (Any 5 points well explained x2 = 10 mks)

 

  1. a) Give five reasons why human rights are important

 

  1. They give the general public access to information necessary for protection of democracy and accountability
  2. They assist in achieving a dignified life which respects human needs/ respect for human rights
  • They guide organs of state on the exercise of state power
  1. When respected, these rights reduce conflicts and enhance national integration
  2. They empower citizens by giving them control in decision making organs of the state
  3. Rights are inherent to human beings since one has rights because they are human

                                                                                                               (5 x2 = 10 mks)

 

  1. b) Explain five functions of the Kenya National Commissions on Human Rights
  2. To protect respect for human rights/develop a culture of human rights in the country
  3. To receive complaints about alleged abuses of human rights form the citizens
  • To monitor /investigate on the observance of human rights in the country and take appropriate action/report on observance of human rights
  1. To provide a shadow report to the United Nations on the status of observance of human rights in the country
  2. To formulate/implement programmes intended to create public awareness of the rights/obligations of citizens
  3. To ensure that the country complies with international treaties/conventions regarding human rights.
  • To work with the national gender and equality commission and commission on administrative justice to ensure efficiency/effectiveness/complementarity in their activities/promote gender equality and equity.
  • To make recommendation to the state to improve the functioning of the state organs

                                       (any 5 points well explained x2 -10 mks)

 

  1. a) State five qualifications of a presidential candidate in Kenya

 

  1. Be of sound mind
  2. A Kenyan citizen by birth
  • Not have served for more than 2 consecutive terms as president
  1. Nominated by a political party, or is an independent candidate
  2. Nominated by at least 2000 voters from each of majority of counties
  3. Not have been declared bankrupt by a court of law
  • Abide by the requirements of chapter 6 of the constitution on integrity
  • Must be a registered voter
  1. Be qualified to stand for an election as a MP (moral, education ethical issues)

                                                                                                               (Any 5×1=5 mks)

 

  1. b) Explain five functions of the national assembly in Kenya

 

  1. It makes laws that govern the country so as to ensure smooth running of the country
  2. It determines the allocation of public revenue to all government sectors in order to promote development
  • It approves funds for expenditure by the national government to ensure provision of services
  1. It exercises oversight over public revenue and expenditure thereby promoting accountability /transparency
  2. To review the conduct in office of the executive in order to check excesses in government
  3. To approve appointments made by the president to ensure merit/professionalism/integrity of the appointees
  • To approve declaration of war and extension of states of emergency
  • It represents peoples interests through their elected members of parliament.
  1. Oversight on state organs i.e it supervises and checks state organs ensuring proper and accountable handling of duties.

                                                   (any 5 points well explained x2 -10 mks)

 

COMPUTER STUDIES COMPREHENSIVE REVISION QUESTIONS & ANSWERS PER TOPIC

INTRODUCTION TO COMPUTERS

  1. (a) Clearly define a computer
    • A computer is an electronic device that operates (works) under the control of programs stored in its own memory unit
    • An electronic device that accepts data, as input and transforms it under the influence of a set of special instructions called programs, to produce the desired output (referred to as information)

(b) Give one reason why a computer is referred to as an electronic device

  • It uses electrical signals to process data
  • It is made up of electronic components and uses electric energy to operate

 

  1. Explain the following terms as used in computer science
  • Data
    • collection of raw facts, figures or instructions that do not have much meaning to the user

 

  • Program
    • computer program is a set of related instructions which specify how data is to be processed

A set of instructions used to guide a computer through a process

  • Data processing

It is the process of collecting all terms of data together & converting them into information

  • Information

Data which has been refined summarized & manipulated in the way you want it, or into a more meaningful form for decision- making

 

  1. State any three functions of a computer
    • Accepting data
    • Processing the data
    • Producing information

 

  1. Explain the following input/ output terms as used in computer systems. Give an example for each

(a)        Read – To transfer data from an input device to the computer, e.g. the computer

reads data from a disk, a keyboard, etc

–         To move  or copy data from backing storage to the main

Storage

(b)       Write –            To transfer information from the computer to an output

Device e.g. the computer writes output on a printer or onto a disk.

–         To move or copy data from the main storage to a backing storage

 

  1. State four different parts that make up a computer                         (2 mks)
    • System unit
    • Monitor
    • Keyboard
    • Mouse
    • Printer
    • Modem
    • Scanner
    • Speakers
    • Graph plotters

 

  1. (a) Explain the term system Unit

This is the casing that houses the internal components of the computer such as the CPU and storage devices

 

(b)       List four devices located under the cover of the system unit

  • Central processing Unit (CPU)
  • Motherboard
  • Power supply unit
  • Main memory
  • Hard disk

Disk drives

Battery

Buses

  • Input/ output ports
  • Video card
  • Expansion slots

 

(c) Give two differences between tower – style and desktop system units

  • Tower style system unit is designed to stand alone or to be placed on the floor, desktop units lie on the desk with the monitor placed on top
  • Tower style units have more space for expansion than the typical desktop units

(2 mks)

 

  1. Computers have evolved through a number of generations. List any 4 characteristics of the first generation of computers.
    • Large in physical size
    • Relied on thermionic valves (vacuum tubes) to process and store data
    • Consumed a lot of power
    • Produced a lot of heat
    • The computers constantly broke down due to the excessive heat generated; hence were short- lived, and were not very reliable
    • Their internal memory capacity/ size was low
    • Processing speed was very slow

Very costly

Used magnetic drum memory

 

  1. Briefly explain the classification of computer according to historical development

(generations)

First generation computers

  • Used vacuum tubes in their memory
  • Large in physical size
  • consumed a lot of power
  • Produced a lot of heat
  • The computers constantly broke down due to the excessive heat generated; hence were short- lived and were not very reliable
  • Their internal memory capacity/ size was low
  • Slow in processing data
  • Very costly
  • Used magnetic drum memories
  • Cards were sued to enter data into the computers

 

Second generation computers

  • Used transistors in their memory
  • They consumed less power & produced less heat than the first generation computers
  • They were relatively faster than the 1st generation computers

Used magnetic core memories

Were less costly than first generation computers

RAM memory capacity was 32 KB

 

Third Generation computers

  • Used integrated circuits in their memory
  • They were faster than second generation computers
  • RAM memory capacity was 2 GB
  • Slightly smaller in size than 1st& 2nd generation computers
  • They used a wide range of peripheral devices
  • Could support remote communication facilities/ more than one user at the same time
  • Magnetic disks were introduced for storage purposes

 

Fourth generation computers

  • Used large scale integrated (LSI) circuits & very large scale integrated (VLSl) circuits in their memory
  • They were small & very fast
  • Had storage (memory) capacity
  • Magnetic disks, bubble memories & optical disks were used for storage – The first operating system was introduced

 

Fifth generation computers

Are the modern computers

 

Are designed/ constructed using parallel architectures, 3 –D circuit design & superconducting materials

  • Are very powerful, with very high processing speeds
  • The computers can perform multiprocessing
  • Have virtually unlimited ( very high) memory sizes
  • Can support complex programs
  • Use advanced hard disks and optical disks for storage, e.g. DVDs
  • Use of zip disks
  • Use of multi user operating systems & advanced application programs

 

  1. State four factors used to classify computers
    • Physical size & processing power
    • Power
    • Functionality (mode/ method of operation)
    • Type of processor (CPU)

 

  1. State the differences between desktop computers and laptop computers
    • Desktop is designed to be used when placed on a desk in an office environment.

A laptop can be used comfortably when placed on the User‟s lap

  • A laptop is small & portable; desktop computers are not portable

 

  1. (a)      Explain the emerging trends in microcomputer technology  in relation to 

size

PCs are becoming small and portable, e.g. personal Digital Assistant (PDA).

 

(b) Give two reasons why smaller computers like Laptops tend to be more expensive than Desktop computers

  • The technology of producing smaller devices is expensive
  • They are convenient because they are portable
  • They have advanced power management capabilities (they consume less power since a laptop  can operate  on rechargeable  batteries

 

  1. Which category of computers would you place an N- series Nokia phone
    • Microcomputer/ palmtop

 

  1. Give three reasons why a mobile phone is regarded to be a computer
    • It is electronic * uses electric energy to operate
    • It has a display unit (screen)
    • It has a keypad
    • It has a memory for storage
    • It is programmable

 

  1. (a) Mention three Analogue devices
    • Computer used to control a flight Simulator for training pilots
    • Bathroom scale
    • Thermometer

Speedometer

  • Post- office scale
  • A radio with a knob that slides in a slot to increase volume

 

            (b) Give three example of special – purpose computers

  • Robots
  • Mobile phones used for communication only
  • Calculators that carry out calculations only
  • Computers used in digital watches & in petrol pumps
  • Computers used in petrol pumps
  • Computers used in washing machines
  • An automatic pilot
  • A word processor

 

  1. State a specific example where each of the following types of computers can be used

                        (a) Supercomputer

  • Weather forecasting
  • Petroleum research
  • Defense and weapon analysis
  • Aerodynamic design and simulation

 

            (b) Mainframe computer                                                                               ( 1mk)

Banks for preparing bills, payrolls, etc

 

 

  • Hospitals
  • Airports (i.e., in Airline reservation systems for booking & storing flight information) –           Communication networks as servers

 

            (c) Minicomputer                                                                                           (1 mk)

  • Scientific laboratories & research institutions
  • Engineering plants for controlling chemical or mechanical processes
  • Space industry
  • Insurance companies & banks for accounting purposes
  • Communication centers as servers

 

            (d) Microcomputer / personal computer                                                      ( 1mk)

  • Training & Learning institutions, e.g. schools
  • Communication centers as terminals
  • Small business enterprises e.g. shops, small offices and homes

 

  1. (a) Define a microcomputer                                                                         ( 1 mk)
    • A computer who‟s CPU (processor) has been implemented with a microprocessor

 

            (b) Differentiate between a microcomputer and a personal computer ( 2mks)

  • A microcomputer is larger in physical size than a PC        –           A microcomputer is more powerful than a PC

A PC was designed to be used by one person only

            (c) List three factors to be considered when purchasing a microcomputer           (3 mks)

  • Type of processor
  • Processing speed
  • Amount of main memory (RAM)
  • Storage capacity of the hard disk
  • Cost of the computer
  • Speed of output devices
  • Number of users who can access the computers at the same time

 

  1. Explain four reasons which make microcomputers suitable for personal computing work
    • Reduced cost, i.e. are cheaper than the minicomputers & mainframe computers
    • Have high processing speed
    • Are small in size (occupy less office space)
    • Are more energy efficient (i.e. consume less power)
    • Are more reliable in doing various functions than the early mainframe computers     –           Are versatile (i.e. can be used for many different tasks)

 

  1. (a) Identify and explain five areas where computers are used to process data ( 10 mks)

Supermarkets

  • For stock control i.e. records of what is in store, what has been sold, and what is out of stock

For calculating customer‟s change

  • For production of receipts
  • It can be used as a barcode reader

Banks

  • Manage financial transactions through the use of special cash dispensing machines called ATMs used for cash deposit & withdrawal services
  • Processing of cheques
  • For preparation of payrolls
  • Better record keeping & processing of documents
  • Provide electronic money transfer facilities

                        Homes

  • Entertainment e.g. watching movies, playing music, playing computer games
  • For storing personal information/ documents
  • For calculating & keeping home budgets

                        Industries

  • To monitor and control industries processes through the use of robots
  • For management control, i.e. to keep track of elders, bills and transactions
  • For advertisement purposes, which enable an industry to attack more customers

                        Police stations

  • Matching, analyzing & keeping databases of fingerprints
  • For taking photographs & other identification details
  • For record keeping
  • For face recognition, scene monitoring & analysis which help the police carry out criminal investigations speedily

 

 

            Transport industry

  • Airports; to control the movement of aircrafts, their take off & landing using radar equipment
  • For making reservations (booking purposes)
  • Storing flight information
  • Automobile traffic control; to monitor vehicle traffic in busy towns
  • In Railways corporations; to coordinate the movement of goods & wagons
  • In shipping control, for efficient management of fleets, cargo handling & communication

Offices

  • For receiving & sending of information through e- mails, fax, etc
  • Production of documents
  • Keeping of records

 

  1. Identify three advantages of using computers in banking (3 mks)
    • Speed and accuracy
    • Easy to access information
    • Easy to update records
    • Requires less space for storage
    • Improves data security and privacy

 

 

 

 

  1. (a) Define the term „ computer laboratory‟ ( 2 mks)
    • A computer laboratory is a room that has been specially prepared to facilitate installation of computers, and provide a safe conducive environment for teaching & learning of Computer studies.

(b) Give two factors to be considered when preparing a computer laboratory (2 mks)

  • Security of computers
  • Reliability of the source of power
  • Number of computers to be installed and the amount of space available – The maximum number of users that the laboratory can accommodate

 

  1. List down three safety precautions one should observe when entering a computer

laboratory                                                                                                                  (3 mks)

  • Avoid smoking or exposing computers to dust
  • Avoid carrying foods & drinks/ beverages to the computer room
  • Avoid unnecessary movements as you may accidentally knock the peripheral devices
  • Only authorized people should enter the computer room
  • Computers users should be trained on how to use computers frequently
  • Computer illiterates should not be allowed to operate the computers
  • collect any waste papers which might be lying in the computer room & put them into the dustbin
  • Shut the door of the computer room properly

 

  1. Describe the ideal environment for a computer to work properly                        (3 mks)
    • Should be free from dust, water and magnets
    • Should be kept in well ventilated rooms with optimum (medium) humidity

 

  1. Explain why smoke and Dust particles are harmful to a computer
    • Dust and smoke particles settle on storage devices and may scratch them during read/ write operation
    • It affects the cooling of the computer

 

  1. Identify three facilities that will ensure proper ventilation in a room
    • Large & enough windows and doors
    • Installing fans
    • Installing air conditioning system
    • Avoid overcrowding of either machines or people in the room

 

  1. Why must foods and beverages be kept out of the computer room?
    • Food particles may fall into the moving parts of the computer and damage them. Liquids may spill into the computer parts causing rusting or electrical faults
  2. Why would it not be good to install Powder or Water – based fire extinguishers in thecomputer room?
    • Powder particles settle on storage devices and may scratch them during read/ write operation
    • Water causes rustling of metallic parts and short – circuits if used

 

  1. (a) State one reason why a computer needs to be  connected to a stable  power supply

(1 mk)

  • To prevent damage to the computer‟s secondary storage media
  • To avoid damage and loss of important data or information such as application software stored on the media
  • Prevent loss of data/ information that had not been saved before the failure

 

            (b)       List down four functions of the uninterruptible Power Supply (UPS) (4 mks) 

  • It prevents sudden power surges that might destroy the computer
  • It supplies power to the Computer during blackouts and brownouts
  • It provides stable (clean) power supply
  • Alerts the user of power loss (by beeping)
  • Allows the user to save his/ her work, and switch off the system using the correct procedure
  1. Mention two things that are likely to cause strain- in the computer room
    • Poor lighting of the room
    • Bright monitors
    • Flickering monitors
    • Very bright wall paints reflect too much light
  2. Identify three proper sitting postures while using the computer
    • Adopt relaxed and straight back position to avoid bending forward or learning far backwards
    • The feet should be firmly placed flat on the floor
    • The seat must be high enough allowing the eyes to be the same level with the top of the

Screen

  • The seat must have a straight backrest that allows someone to sit upright. This prevents muscle pains & backaches caused by poor sitting  posture
  • The height of the chair or working surface must be high enough such that your forearms

are parallel with the floor and your wrists are straight.

  • The seat must be high enough relative to the table to enable the user use the hands on the peripheral devices comfortably.
  1. State two methods of minimizing dust in a computer laboratory
    • Fit the computer room with special curtains to reduce entry of dust particles
    • Cover the floor with carpets in order to absorb dust
    • Regular cleaning of the laboratory
    • Cover the computer devices with dust covers when cleaning the room

 

  1. Name two main causes of fire in the computer laboratory and give the precautions that should be taken to guard against them
    • Inflammable chemical such as those used to clean the computer equipment

Keep the chemicals away in store after use

  • Open wires/ cables
  • Ensure that all electrical wires are properly insulated
  • Ensure that the computer room has a gaseous fire extinguisher containing carbon dioxide in case of any accidents
  • Smocking

 

  1. What is the purpose of labeling a diskette?
    • To prevent confusing the data in the different diskettes
    • To prevent mixing diskettes that are used everyday with those used for long- term storage of important data.

 

  1. List three things that can spoil a printer if they are not of the correct specification, and explainwhat damage may be caused
    • Printer Paper: Different printers have different sensitivity to printing papers. Using the wrong quality paper in a particular printer can make the paper get stuck
    • Cartridges & Ribbons: Printers are very specific to manufacture‟s cartridges & ribbons

Use of clones or imitations ( i.e., the wrong make & model) can damage the printer mechanism (iii) Refilling of cartridges or re- inking of ribbons: It can spoil the printer due to leakage or use of poor quality materials

 

  1. Explain three ways that computer technology could make office more efficient (3 mks)
    • There is easier & faster retrieval of data, i.e. they reduce the time and effort needed to access and retrieve information
    • Increased accuracy of data
    • Better presentation of data
    • Ensure faster processing of data
    • Ensures economic use of storage space

 

  1. (a) Explain the steps you would follow to set up a new computer
    • Gently and carefully connect the interface cable of each device to the correct port and

to the device.

  • Connect the computer to the source of power and switch it on.
  • Observe boot up information on the screen to see whether Power-On Self Test (POST) displays any error message. A successful boot means that the computer was properly setup.

 (b) Outline three reasons why it is important to first shut down the computer before

turning itoff

  • To avoid damaging storage devices that may still be in use
  • To avoid damaging system and application files
  • To avoid loss of data and information ( 3 mks)

 

  1. A computer must go through the process of booting/ initialization before use
    • Briefly explain the term “computer booting”.

Booting refers to the starting up of a computer. It is the entire process that makes the computer ready for use.

  • Explain what happens in the computer during the booting process

When the power is switched on, internally, it first checks whether all the components are in good working condition, i.e. the RAM, CMOS (BIOS), hard disk & floppy disk drive controllers, and the keyboard. If no problem is found, it then loads the operating systems

 

  • Give and explain two types of booting
  • Cold booting:

It happens when a computer which was originally off is switched on by pressing the power button on the systems unit

The Computer starts by checking all its components to determine whether they are functioning properly

 

  • Warm Booting

This happens when a computer that was originally on is forced to restart by pressing the restart button on the system unit by pressing a combination of keys on the keyboard (

CTRL + ALT + DEL)

(d) What type of memory is used to store the boot up program (the first program to be executed onswitching on a computer?

Read – only Memory (ROM)                                                                         ( 1mk)

 

  1. (a) What is a computer keyboard

An input device that lets the user enter commands into the computer for execution by

typing

 

            (b) List four types of keys found on a computer keyboard, giving an example of each

                                                                                                                                    ( 4mks)

  • Function/ command keys (F1- F12)
  Alphanumeric Keys   (A-Z, 0-9)
  Numeric keypad   (0-9)
  Cursor control keys   (PgUp, PgDn, Home, end, Arrow keys)
  Special PC keys   (Ctrl, Shift, Alt, Ins, Enter, Spacebar, Caps lock, Num
        lock, etc)
  Editing keys   (Del, Backspace, and spacebar)

 

            (c) Name the keyboard keys that will help you:                                          (2 mks)

  • Type the upper character in a key –           SHIFT Key
  • Execute a selected command            –           ENTER Key

 

COMPUTER SYSTEMS

  1. Define the following terms as used in computing

(i)        System

A collection of independent entities that collectively work together to achieve  a desired goal

(ii)       Computer system

  • A collection of entities that work together to process and manage information using computers
  • A collection of hardware software and live- ware all working together in data inputting, processing and production of required output  from  a computer
  1. Differentiate between a computer and a computer system

A computer is made up of both hardware and software, while a computer system integrates hardware, software and user

 

  1. (a) List and explain three functional elements of a computer system ( 6 mks)
    • Hardware

They are the physical & tangible devices that make up a computer systems, e.g system unit, input devices, output devices and storage devices

 

  • Software

These are programs & data used in a computer system that enable it perform a number of specific functions, e.g. operating systems, application programs, utility programs, programming languages & device drives

 

  • Live – ware ( people – ware)

These are the people who coordinate the various activities which are necessary to make a computer system perform useful tasks e.g. data entry clerks, computer operators, programmers, system analysis, etc

  • Draw a well – labeled diagram showing the functional units of computer hardware

 

 

  1. (a) Give two main functions of a computer input device. (2 marks)
    • Accepts data & instructions from the user and sends them into the CPU. V
    • Converts data into a form that the computer can understand (i.e., machine-

Sensible/readable form)

  • Give an example of a: (3 marks)

(i). Device that reads data (scanning device).

  • Scanner, – Digital cameras,
  • Barcode readers. ~ Credit/smart card readers, – Kimball tag readers.
  • OMR, OCR, MICR, etc

(ii). Keying device. –   Keyboard, –   Keypad.

OH).Pointing device.

  • Light pen

(h). Voice input device.

(v). Printing device.

  1. State two advantages of using a mouse instead of a keyboard. (2 marks)
    • The mouse is easy & convenient to use.
    • Modern software includes an option to use it.
    • It selects a position on screen much more quickly than a keyboard.
  2. Outline any two advantages of a light pen as an input device, (2 marks)
    • It is a faster input device because it involves just pointing on the screen and selecting options.
    • Can be used to draw images on the screen.

~ It is light and easily portable (saves energy).

  • A light pen will result in few errors.
  1. (a) What are computer scanning devices? (2 marks)

These are devices that enter (capture) data into the computer directly.

  • Name the type of scanner used: (2 marks)

(i). To capture prices of goods at points of sale terminals in supermarkets and superstores.

Barcode reader

(ii).To grade multiple choice examination

Optical mark reader (OMR)

-12- Computer studies

 

  1. Otieno a French teacher used speech method to store students oral answers to an exam intoa computer
    • What is a speech input?

It is a type of input where a microphone connected to a computer system is used to enter data in form of spoken words into the computer

  • State two advantages and two disadvantages of using this method of data input

                                                                                                                                     (4 mks)

            Advantages

  • Voice input is fast
  • Its suitable for people with special needs especially those with impaired hands – Can be used in emergency situations

 

Disadvantages

  • Voice inputis complex to develop
  • Voice input does not take care speech related problems such as accents, tone etc
  • The response rates of speech input devices are relatively slow
  • Most speech input devices can recognize a limited, standard vocabulary of spoken words, and the voice of only one speaker
  • Cannot differentiate words that have same sounds (homophones)

 

(c)        State four areas where speech input would be used

  • For people with special needs or disabilities (e.g. the handicapped especially those with impaired hands.
  • Emergency situations
  • Where faster data input is required
  • In language translator or programs
  • Voice tags for voice dialing
  • In automated materials handling e.g. in airports, a good handlers give spoken commands that direct the luggage to the appropriate conveyor belt.
  • For house/ office or car security where voice activated locks are used for access control
  • In voice- activated toys and games
  • In electronic funds transfer

 

  1. Name two examples of scanning (data capture) devices used at point of scale terminals in supermarkets
    • Barcode reader
    • Light pen
    • Cash registers

 

  1. (a) What are turnaround documents

These are documents produced as output and which can be re-used as input by the computer

            (b) Name any two data capture techniques that make use of turnaround documents

                                                                                                                                    ( 2mks)

  • Optical character recognition (OCR)
  • Optical Mark Recognition (OMR)
  • Magnetic Ink Character Recognition (MICR)
  • Optical Bar Recognition (OBR)
  • Magnetic Stripe Recognition

 

  1. List five factors one would consider when selecting a data input device (4 mks)
    • The needs of the user
    • Type of data to be input
    • Volume of data to be entered
    • Input speed
    • Cost, i.e. the initial cost of the input device & cost of using the device on a day – to – day basis.
    • Availability & reliability of the data entry device
    • Accuracy required
    • Availability of space
    • Appropriateness of the device in reference to where it is to be used

 

  1. Describe three functions performed by the CPU                           ( 3 mks)          (i)             It carries out processing of data
    • System control- it controls the sequence of operations within the computer
    • It gives commands to all parts of the computer
    • It controls the use of the Main Memory in storing of data & instructions
    • Storage of data- It provides temporary storage (RAM) & permanent storage (ROM)

 

  1. Explain the functions performed by each of the following central processing unit elements        (i)        Control Unit                                                                           ( 2 mks)
    • Interpreting instructions
    • Issuing control instructions to the operating system

 

(ii)       Arithmetic and logic Unit

  • Performs arithmetic calculations such as addition, or multiplication of figures
  • Performs logical operations & comparison on data
  • Performs output of logical functions (variables)

 

(iii)      Registers 

  • Holds data and instructions temporarily just before and after processing

 

(iv)      The main memory

  • Stores data just before and after processing
  • Stores instructions waiting to be obeyed/ executed
  • Holds program instructions & the data currently being processed
  • Stores intermediate results of processing awaiting transfer to the output devices

 

(v)       The system clock

It determines the processing speed of the CPU

 

  1. In reference to ALU, explain the meaning of logic operations and give an example of this processing operation

Logic operation is the ability to compare two quantities or numbers to determine which is greater than, less than, equal to,  or not equal to the other.

It also involves the testing for existing of a condition encountered during the processing of an application & altering the sequence of instructions accordingly.

 

  1. Give four types of registers found in the CPU
    • Accumulator
    • Instruction
    • Address register
    • Storage register

 

  1. (a) Name the basic unit used to measure the processing speed  of a computer ( 1 mk)

Hertz (Hz)

            (b) A computer processor speed is measured in Hertz. What fraction of  a second is the 

following?

 

(i)        1. Nanosecond

   1                                              1__________

1 x 109 =          1,000,000,000 seconds

 

(ii)       1. Microsecond

     1                 =                      1________

1 x 106             1,000,000 seconds

  1. (a) What is a computer bus? ( 1 mk)
    • A communication path/ medium within the computer that connects the basic computer components. It allows different elements or sections of the computer to communicate with each other.
    • A parallel collection of conditions that carry data & control signals from one element to another

 

(b)      State the functions of each of the following  computer bus                        ( 3 mks)

  • Data bus- carries data from the processor to memory during the write operations and from memory to the processor during the read operations
  • Address bus- it conveys addresses, i.e it carries the address of the memory location or device to be acted on by the processor
  • Control bus- it carries the timing & control signals necessary to coordinate the activities of the entire system

 

  1. (a) What is the computer Motherboard?

This is the electronic board where all electronic components such as processor, memory chips,

BIOS, bus connections etc are assembled

(b) State any four components found on the computer motherboard

  • Processor (CPU)
  • SIMM/DDR sockets
  • Memory chips
  • BIOS
  • Interface chips
  • Buses

 

  1. (a) What is a Drive?

A drive is a computer device for reading data from or writing data into a storage media, e.g. a tape or disk

 

(b) State any two types of computer drives, giving an example of a storage device used by

each                                                                                                                ( 3 mks)

  • Hard disk drive (HDD) – Floppy Disk drive (FDD)
  • CD- ROM drive – DVD – ROM drive
  • Tape drive – Zip drive
  • USB port – for flash disk

 

  1. (a) Give two reasons why there are many forms of computer storage  devices ( 2 mks)
    • Permanency of storage
    • Cost of implication
    • Capacity of storage systems

 

            (b) State three different examples of auxiliary storage devices

  • Magnetic tape
  • Floppy disk
  • Cassette tapes
  • Hard disk
  • Zip disks
  • Jazz disks
  • Flash disks
  • Video Compact Disk (VCD)
  • Digital video Disks (DVD‟s)
  • Punched cards
  • Optical discs (e.g., Compact Disks LS- 120 super disks, optical card, optical tape)

 

  1. Using examples, distinguished between:
    • Primary and secondary                                                                    (2 mks)

Primary storage devices are accessed directly by the CPU, while secondary storage is

not

  • Fixed and removable disks

Fixed disks are mounted inside the computer system unit, e.g. Hard disk.

Removable disks are not hosed inside the system unit & are portable, e.g. floppy disk,

Jazz disk, Zip disk, flash disk, CD-R, CD – RW, DVD

  1. Explain the following storage devices

            (i)        Hard disk

A fixed storage device housed inside the Computer System Unit

            (ii)       Flash disk

A high capacity plug-in portable storage device. Usually attached at the USB port of the computer

            (iii)      Zip disk

High capacity disk that resembles a floppy disk, but is slightly larger and thicker in size 23.       (a) Compare a floppy disk and zip disk in relation to size                          ( 2mks)

A floppy disk is physically small in size and capacity, while a zip disk is slightly large in size and has large storage capacity.

 

(b)       Give three disadvantages of floppy disks as storage devices

 

  • Floppy disks are slower than hard disks
  • Highly affected by viruses
  • Low storage capacity
  • Not reliable
  • Affected by environmental factors, exposure to sunlight, magnetism and dirt

 

  1. (a) State three advantages of using hard disks as medium of storage
    • They provide permanent storage of data
    • They have a large storage capacity
    • Are cheap per unit of storage
    • Are rewritable (provide read & write facilities)
    • Are very fast compared to other secondary storage devices in terms of data transfer

 (b) Describe three precautions you would take to avoid damaging the hard disk    ( 3mks)

  • Do not drop the disk drive
  • Do not expose it to strong heat
  • Do not expose it to dust/ smoke particles
  • Do not unprocedurally switch off the computer

 

 (c) Describe the structure of a hard disk in reference to cylinders, tracks and sectors The surface of hard disk is divided into circles called Tracks. Parallel tracks on several platters are called cylinders

The tracks are further subdivided into sectors. Several sectors can be grouped to form clusters.

  1. State two reasons why Magnetic tapes are not commonly used as computer data storagemedium today
    • Are slow when retrieving data. This is because of the linear storage of data o the tape.
    • Do not fully use their recording surface due to inter- record Gaps

 

  1. Differentiate between:

            (i)        Microcomputer and microprocessor

A microcomputer is a computer whose Central Processing Unit (CPU) has been implemented with a microprocessor

A microprocessor is a small computer processor, mainly a combination of the ALU &

CU manufactured on a single chip.

  • Volatile memory and non- volatile memory

Volatile memory is temporary, while non- volatile memory is permanent

 

  • RAM and ROM

RAM is a temporary and rewritable memory, while ROM is a permanent and read only memory.

  • Hard disk and floppy disk

Hard disk is a hard metallic platter used to store data and is encased in a  metallic housing (casing)

Hard disk is metallic. Shinny and non- flexible

 

  • Magnetic and optical storage media

In magnetic storage media, data is recorded using magnesium, while in optical storage media data is recorded using a beam of light (laser)

 

  • Hardcopy and softcopy output

Hardcopy is printed copy, e.g. printout on paper such as letters while softcopy is intangible information e.g. screen display or music.

 

  • MICR and OCR scanners

MICR uses magnetic technology to read magnetic characters, while OCR uses laser/ light technology to read characters

  1. Explain four rules for handling magnetic disks
    • Keep magnetic away from excessive heat. This is because heat energy weakens the

ability of the magnetic media to store data.

  • Store the media in their cases when not in use in order to protect/ safeguard their recording surfaces against environmental influences such as dust, touch, direct sunlight, radiations, etc
  • Do not drop the disk on the ground
  • Never bring them near moving or strong magnetic bodies. Such bodies might demagnetize the recording surfaces making recording in terms of magnetism impossible
  • When mounting the media into its reading/ writing unit, avoid brushing the recording surfaces against the mechanical components of the drive
  • Put on the power before mounting the media and off after removing the media from the

drive.

This is because; the fluctuation in power might cause demagnetization

 

  1. (a) Calculate the capacity in MB of a two sided floppy disk with 6 sectors per surface, and 512 bytes per sectors

No. of sectors =          (2 sides x 6 sectors)

=          12 sectors

If 1 sector        =          512 bytes

(12 x 512)       =          6,144 bytes

1,000,000 bytes          1 MB

6,144

1,000,000        =          0.006144 MB

 

(b) A double – sided disk contains 40 tracks on each side. The tracks are divided into 9 sectors of 512 bytes each. What is the total capacity of the disk in megabytes?        ( 2mks)

Total tracks      =          (40 x 2) = 80
Total sectors = (80 x 9) = 720
Total bytes (720 x 512) = 368, 640 bytes

 

  If 1 MB = 1,048, 576 bytes
       ? = 368, 640 bytes
      368, 640
      1,048, 576
    = 0.352 MB

 

  1. By giving examples, differentiate between primary and Secondary Computer storage

                                                                                                                                    ( 3mks)

 

 

 

 

 

Primary Memory Secondary Memory
1.     Used for holding data & instructions required immediately by the CPU

2.     It is accessed directly  by the CPU

3.     Provides fast access to information is accurate  & reliable

4.     It is expensive per bit of memory dues to the technology involved

5.     It has low/ limited storage capacity

6.     It is  volatile & therefore it is used to store temporary programs & data

7.     The speed of the processor depends  on the  size & type of primary

storage

E.g. Read Only Memory (ROM) &

Random Access Memory (RAM)

 

 

1.     Used for storing backup information that is not needed immediately by the CPU.

2.     It is not accessed directly by the CPU

3.     Provides slow access of information

4.     Secondary storage devices are cheap

5.     it has high storage capacity

6.     It is non- volatile i.e. stores data permanently.

E.g. punched cards, magnetic  tapes, floppy disks, hard  disks, etc

 

 

 

 

  1. (a) State four functions of Read – Only  Memory (ROM)
    • It stores Firmware (bootstrap instructions) – the essential files the computer uses while booting/ starting up.

 

  • It stores the system data & instructions that are necessary for the normal functioning of the computer hardware e.g. the Kernel / supervisor of the OS
  • It stores translation programs (code converters) used for converting  a user‟s program  into machine language
  • It stores special functions (facilities) peculiar to a given machine
  • It stores character generators for printers & Video displays
  • It stores instructions used  in special – purpose computers & computerized fuel pumps
  • Give three characteristics of ROM
    • It can only be read, but cannot be written to (i.e., the user can only read the information in the ROM, but cannot write on it unless it is a special type of ROM).
    • Provides permanent or semi permanent storage of instructions & data from the manufacturer.
    • It is non volatile memory
    • Forms a small proportion of the main storage ( i.e. it contributes 30% of the internal

Memory).

  • Stores essential files for starting the computer (Bootstrap programs)

 

  • Name two different types of ROM
  • Masked ROM
  • Programmable Read- Only Memory (PROM)

Erasable Programmable Read- Only Memory (EPROM)

Electrically Alterable Read- Only Memory (EAROM)

 

  1. (a) Outline three characteristics of Random Access Memory (RAM)
    • Stores data & programs temporarily during the times when they are needed in the Main

Memory (or during execution).

  • Provides “read & write facilities” i.e. it allows instructions to be written, read out & to be changed at will.
  • The contents in RAM are user – defined, i.e. the user dictates what is to be contained in the RAM
  • Its contents are temporary
  • It is a volatile memory
  • Forms the major proportion of main storage

 

(b) Name the two types of RAM clearly starting their differences                       (3 mks)

 

(i)        Static RAM

A static RAM can retain its data/ content as long as power is provided to the memory

chips, i.e. it does not need to be re- written periodically

(ii)       Dynamic RAM

  • Dynamic RAM can only hold its content for a short while even when power is on.

Therefore, in order to maintain its content/ data, a DRAM must undergo the refreshing

process (i.e. it must be re- written continually)

Static RAM is much faster than Dynamic RAM

SRAM chips are physically large & much more expensive than DRAM chips

  • Dynamic RAM has a much higher packing density than SRAM, i.e., a DRAM chip is able to store more information than a SRAM chip of the same size.

 

  1. The diagram below shows as example of a secondary

 

 

 

 

 

  • Identify the name of the devices

Flash Disk

 

  • List down two advantages of this device over a floppy disk in storage ( 2 mks)
    • Smaller in size than a floppy disk, hence, easily portable
    • Has a high data storage capacity compared to a floppy disk
    • Flash disks are more reliable than floppy disks

 

  1. (a) List any four examples of optical storage devices
    • Compact Disk Read – Only Memory (CD – ROM)

Compact Disk Recordable (CD-R)

Compact Disk Rewritable (CD-RW)

  • LS- 120 super disk
  • Digital Versatile Disk (DVD)
  • Optical card
  • Optical tape

 

 (b) Give two advantages of a digital Versatile Disk over a normal Compact disk

  • DVD has a larger storage capacity than a CD ( 2 mks)
  • A DVD offers better data storage quality

 

  1. (a) State the two types/ forms of computer output
    • Softcopy
    • Hardcopy

 

            (b) List any four examples of output devices in a computer

  • Monitors
  • Printers
  • Sound output, e.g. speakers
  • Audio response units
  • Plotters
  • Sound cards
  • Digital projectors

Computer output on microforms (COM)

Storage devices

 

 

(c)      Identify three Functions of computer devices

  • Transmit the intermediate & final results to the users
  • Convey messages e.g. error messages to the operators
  • Provide immediate response to queries
  • Convert the coded results produced by the computer to human- readable form
  1. (a) State one function of the screen (monitor)
    • Used to display the results of all the data that has been processed from the computer – It converts machine- coded outputs results from the processor into a form that can be understood by people

 

            (b) Show two differences between a CRT monitor and a flat- panel display

  • CRT monitor uses a cathode ray tube to display information, while a flat panel does

not.

  • CRT has a protruding back, while a flat panel does not.
  • Flat panel displays are light & easily portable, while CRT‟s are heavy
  • CRT can display a wide range of colours, while a flat panel displays a limited number

ofcolours

  • CRT consumes more electrical power than flat panel displays
  • The screen of a flat panel is much thinner & smaller than that of a CRT
  • The screen resolution of a CRT is adjustable, while that of a flat panel is often set

 

           

(c)        Give there examples of flat- panel monitors available in the market today

  • Liquid crystal displays (LCD)
  • Electro luminescent (EL)
  • Gas plasma
  • Thin Film Transistor (TFT)

 

  1. (a) What are pixels?

Pixels (picture elements) are dots on the screen that form characters and images

 

  • What role do pixels play in screen display?

They determine the clarity of images on the screen

 

  • Give two advantages of the higher number of pixels per square centimeter (2 mks)
  • Higher screen resolution
  • Displays of sharp & clear images
  • The screen is able to display a higher number of different images

 

  1. (a) What are character printers?                                                                (1 mk)

Are usually low- speed printers that print one character at a time?

 

            (b) Give two examples of character printers

Dot matrix

Thermal

  • Daisy wheel
  • Inkjet
  • Golf ball

 

  1. Distinguish between impact and non impact printers and give two examples of each Impact printers print by striking mechanism & are noisy, e.g Dot matrix, Daisy wheel, and Golf Ball, drum and chain printer.

Non- impact printers print either by laser, ink or thermal transfer mechanism & are silent, e.g. Laser, Inkjet, thermal printer, electrostatic and xerographic

 

  1. (a) Distinguish between a line  printer and a page printer

A page printer prints documents page by page, while a line printer prints documents line by line

 

            (b) State three advantages and one disadvantages of:

            (i) Laser Printers

Advantages    –           Cheap running cost

  • Produces high quality of printouts
  • Has a very high speed of printing ( it is fast)
  • Economical in maintenance
  • It is very silent

 

Disadvantages            –           Expensive to purchase & maintain

  • Involves expensive multiply colour printing

 

(ii) Inkjet Printers

  Advantages      – Cheap to purchase
  Cheaper multiple colour printing
  Produces high quality prints
  Disadvantage – Expensive to run (i.e. to buy cartridges)
  Produces a water based print which fades easily

 

  1. Highlight four factors one should consider when purchasing a printer (4 mks)
    • Cost involved i.e. the printer‟s buying price, cost of maintenance & cost of consumable

items like printing papers, ribbons/ cartridges

  • Volume of printing expected ( speed of the printer)
  • Quality of printing e.g. ability to print graphics &colour
  • Capability of the selected printer, i.e. multiple copy production, paper size, etc
  • Compatibility with other computers
  • Environment in which the printer will operate
  • Ease of maintenance
  • Reliability of the printer
  • Application it is required for (i.e. purpose/ use of the printer)

Type of paper used by the printer

Documentation

  • Availability

 

  1. List three advantages of a plotter over normal printer machines
    • Plotters produce information in an easily understandable form
    • Their presentation is quick & reliable
    • Produces large graphical designs of high quality, which are east to read & use
    • Can print on large sized papers, e.g. papers e.g. Al, Which a normal printer cannot

 

  1. Give two advantages of using  sound output devices
    • Very fast making it useful in emergency situations
    • One can receive the output even when a few meters away from the computer
    • No reading ability is required of the user
    • Suitable for the blind and people with poor sight
    • Can be used for distant communication if done over telephone lines
    • Errors are easily corrected, e.g. if used  in a camera, one know when the film  or exposure  is set wrongly.
    • Makes computing interesting and entertaining

 

  1. George connected new multimedia speakers to his computer and tried to play his favoritemusic CD, but no sound came out. Suggest two problems that might have occurred ( 2 mks)
    • Volume control was too low
    • Loose or improper connection to the sound card

 

  • Speakers not powered
  • Multimedia not supported
  • Lack of analogue cable connecting the optical drive to the motherboard or sound card       –           Sound card drivers not installed

 

  1. List down 4 factors to consider when buying an output device
    • The volume of the data
    • The speed at which the output is required
    • Cost of the method chosen as compared with the benefits to be derived
    • Suitability of the application
    • Whether a printed version is required

 

  1. Define the following terms

(a)       Port    

A special kind of socket found at the back of a computer used to connect an external peripheral device such as a printer, monitor, mouse, scanner, modem, flash disk, etc to the interface cards inside the computer

 

  • Data interface cable

These are special cables that connect all the peripheral devices to the motherboard and the CPU. They transmit data signals and information to and from the devices

 

           

  • Power cable

Cable for power supply to devices

 

  1. State the function of the power supply unit found in the system unit (1 mk)

 

  • It supplies stable power to the motherboard and other internal devices of a computer
  • Converts the potentially dangerous alternating current (AC) into a steady low- voltage direct current (DC) usable by the computer.

 

  1. (a) Name any two peripheral devices which get their power supply through ports
    • Keyboard
    • Mouse

 

            (b) State the type of port that would commonly be used to connect the following  devices

  • Mouse                  – PS/2, Serial, or USB
  • Modem – Serial
  • External CD drive – Parallel

 

  1. (a) Explain two differences between serial and parallel communication ports of a computer
    • Serial ports have 9 pins, while parallel ports have holes for 9 or 25 pins
    • Parallel cables transmit several bits of data simultaneously, while serial cables transmit

One bit at a time

  • Serial cables are slower than parallel cable
  • Serial cables allow for 2 ways communication (i.e. communication to and from the computer and the device connected to it) while parallel cables usually offer 1- way communication.

(b) Give two major advantages of a USB interface cable over other cables in the computer

  • It is light & convenient to carry
  • It provides faster transmission of high – quality data
  • Its serial nature enables it to connect devices a longer distance away
  • The USB port can be used to connect a wide range of peripheral devices due to its common universal interface

 

  1. Outline three precautions one should take when assembling a computer
    • Disconnect all diverts from the power source before starting to work on them
    • Never work alone because you may need help in ease of energy
    • Discharge ant static electricity that might have built up on the hands by touching an earthed metallic object and wearing an anti- static wrist member.

 

  1. State six factors which you would consider when selecting computer hardware for anorganization
    • Cost of the system
    • Processor type and speed
    • Storage capacity of hard disk & RAM memory size
    • Warranty (service contract)
    • Upgradeability of the computer
    • Compatibility of the system
    • Portability (light to carry)
    • User needs
    • Popularity of the hardware manufacturer
    • Availability of spare parts
    • Multimedia capability

 

  1. List down any four hardware components you can add or upgrade in a computer system

                                                                                                                                    (4 mks)

  • Processor (CPU)
  • Ports e.g. USB ports/ SCSI ports
  • Hard disk
  • DVD drives/ tape drives
  • RAM memory
  • Expansion slots

 

  1. (a) What is warranty with reference to the purchase of computers

A warranty is an agreement between the buyer and the seller that spells out terms and conditions of after selling a product in case of failure or malfunction.

A warranty is usually the duration in which your computer is supposed to work without any problem.

 

  • Why is it important to carefully study a warranty before committing yourself by signing it?

In order to negotiate on sensitive items like duration, after sales services etc.

 

  • List down three issues to understand about warrants
  • Duration (scope of cover)
  • How comprehensive is the warranty- good warranty should cover all the parts of the

Computer.

  • Liability agreement e.g. how long should the supplier take to repair a fault or replace the product, and if he/ she delays, who bears the cost.
  • Does the warranty offer online support?
  • Regularity of service or maintenance

 

  1. What are clones with reference to computers and what is their disadvantage? –             Clones are locally assembled computers

 

            Disadvantages

  • Their components are not optimized to work with each other
  • They are not as reliable as their brand names like IBM, Compaq, Hewlett Packard (HP),

Dell, Gateway etc.

 

 

 

  1. (a) What is standard software?

These are programs developed, packaged and then made available for purchase either directly from the developer, though a vendor or a distributor

They may be used for a wide variety of purposes

 

(b) Small and large scale organizers are turning to the use of in- house developed software for the processing activities rather than use of standard software

 

  • What is in- house developed software?

These are programs that are uniquely designed & written by the user or a software house under contract, to meet the specific needs of a particular user or organization.

 

They are usually customized (tailored) to perform a specific job or solve only specific processing tasks in one organization

 

  • Give two reasons that may be influencing these organizations for such a decision

( 2mks)

  • The user gets well tested program, which he/ she is able to use with confidence
  • The program provides all the facilities required to solve a particular problem
  • The purchaser has direct control over the package, as he/ she is involved in its

Production

  • The user is able to quickly implement the results obtained from the use of the package
  • They can easily be modified to meet specific user‟s needs without involving expert programmers.
  1. Differentiate between single- purpose programs and integrated software

– Single – purpose software is developed for only one purpose, while integrated software is a suite of more than one program and can be used to carry out a variety of tasks

 

  1. Explain the following considerations when purchasing software ( 2 mks)
    • Authenticity

It is the genuineness, validity or legitimacy of software. The copy of the software you buy should be accompanied by the license and certificate of authenticity of the developer.

  • Portability

It refers to whether a program can be copied or installed in more than one computer

 

  1. Differentiate between portability with reference to hardware and software

In hardware, the computer device should be sufficiently small & light to carry

In software, portability refers to whether a program can be copied from one computer to another or installed in more than one computer.

 

  1. (a) Explain why documentation is necessary for any software package

It contains details on how to install use and maintain the software. It also shows the purchaser how the program can be used to solve particular  problem as well as provide the user with assistance on using the program.

 

(b) A firm intends to purchase new software. List three items of documentation that shouldaccompany the software

  • A license
  • Installation guide
  • User manual (guide)
  • Reference manual
  • Warranty
  • Upgrades
  • Service pack

 

 

OPERATING SYSTEMS

  1. The central processor and peripheral devices of a computer system are coordinated by the operating system
    • Define the term „operating system‟
      • A set of computer programs that normally reside in the main memory and used to control the basic computer hardware resources & the operation of the entire system
      • The main program that controls the execution of user applications, and enables the user to access the hardware & software resources of the computer

 

  • List two resources/ components that an operating system manages
  • Processor
  • Memory (RAM)
  • Secondary storage devices
  • Input/ output devices
  • Communication devices
  • I/O & communication ports
  • Files
  • There are several types of operating systems in use today. State two examples of

Operating systems which you are familiar                                                  ( 2mks)

  • Disk Operating System (DOS)
  • Windows
  • MacOS
  • Unix
  • Linux

 

  1. Name the two latest operating systems from Microsoft corporation ( 2 mks)
    • Windows XP
    • Windows Vista

 

  1. Explain any four functions of an operating system software ( 8 mks)

(i)        Memory allocation & loading of programs

  • Loads application programs from an external storage into the available locations in the

Main memory (RAM)

  • It keeps track (monitors) of the parts of the memory that are in use, and those which are

free

  • Processor management:

The processor can only execute one program at any one time. Therefore, in a multi- tasking system access to the CPU must be carefully control & monitored. The OS must decide, which program will be allowed into the system, and for how long

  • Job scheduling-it schedules & loads programs in order to provide a continuous sequence of processing. This is necessary when more than one application program is occupying the main storage
  • Error reporting and interrupt handling- The OS reports any errors that occur during program execution.
  • Management of CPU time:

In a multi- taking  system where several user programs share the computer  resources, the processing is done according to the  job  priorities allocated and in a continuous process until all the jobs in the queue within the  memory are executed. This ensures that the CPU does not remain idle at any given time.

  • Manages the input and output devices

The OS controls the allocation of I/O devices and tries to resolve any conflicts that arise. It also monitors the state of each I/O device and signals any faults detected

  • File management

OS is concerned with the logical organization of the files in the computer & provides ways for sorting, retrieving & sharing of the files

It also provides a means of protecting the data files & programs against unauthorized access and corruption.

  • It controls the selection & operation of the hardware devices used for input, output & storage
  • It interfaces the user to the system‟s hardware, i.e. it provides a quick means of

communication between the computer user and his programs

  • Logging & accounting

The OS keeps records (internal logs) on how the computer resources (e.g. CPU time, memory, peripherals) are being used

It also keeps a complete record of all what happens during processing (usually in the form of a printed log)

 

  1. What is an interrupt?

An interrupt is break from the normal sequential flow of instructions processing in a program

 

5.        Give three ways in which operating system are classified                                     ( 3mks)

  • The number of users they handle
  • The number of tasks they execute concurrently
  • Human computer interface

 

  1. Giving an example in each case, explain the following types of operating systems

(a)       Single – user / single tasking

A system that allows only one user to run one user program at a time in an interactive, conversational mode. E.g. Ms- DOS, PC- DOS.

 

            (b)       Multi- User/ Multi- tasking

A multi- user computer system can allow interactive facilities to several at a time. A Multi- tasking Computer system can allow more than one program which are in the memory to be processed at the same time. E.g. Microsoft Windows, Linux.

 

  1. A computer user may interact with a computer either through Graphical  User

Interface(GUI) or though typed commands

(a) Give one advantage of using GUI based operating system over a command line interface

( 1mk)

  • User friendliness
  • Easy to learn & use even by those  who do  not have much knowledge about them
  • One does not need to master any commands
  • It is faster to work with than a command line interface as it only relies on clicking the icons by use of a pointing device

(b) Some computer systems still use command line interfaces. State two advantages of command line interface

  • They are more flexible than menu- driven interfaces
  • There is security of data as only those who know how to use the commands will access

it.

  • They use cheap hardware & software facilities
  • One has a better control over the system resources

 

  1. What is a deadlock in reference to operating systems?

– It is a situation in an OS when a particular task holds a needed resource and refuses to release it for use by other tasks

 

  1. Explain briefly the following concepts as used in the windows environment:
    • Desktop

Desktop is mostly an empty screen that appears when windows starts and has some standard icons that show that the computer is ready for use.

 

           

 

  • Window

A rectangular area on a computer screen in which text, graphical images or the contents of a folder or disk may be displaced

  • Icon

A little picture on the computer screen representing a program, disk file folder or any other item

  • Sidekick menu

A submenu that appears either on the right or left of a main menu

 

  • Taskbar

A long bar/ strip that runs across the desktop and displays the start button and any other active tasks.

 

  • Task

Any activity taking place in windows and is displayed on the taskbar, e.g. running

program                                                                                                          (3 mks)

 

  1. Identify three functions of taskbar
    • Indicates what programs are running
    • Holds minimized programs
    • Provides a shortcut menu  for arranging  programs

 

  1. State two differences between Disk Operating System (DOS)  and Windows operating

system                                                                                                ( 2 mks)

DOS Windows
(i)     Single  – tasking

(ii)   Single- user

(iii) Command driven interface

(iv)  Not easy to use

(i)     Multi- tasking

(ii)   Multi- user

(iii) Graphical User Interface

(iv)  User friendly

 

 

  1. Identify three factors you would consider when choosing an operating system for use

in a computer                                                                                                 ( 3 mks)

 

  • Hardware configuration of the computer, e.g. RAM memory size, Hard disk capacity, type of processor, etc
  • Basic design of the computer – It is an IBM compatible, or apple computer?
  • Hardware compatibility
  • User (type of work to be done), i.e. the applications intended for the computer
  • User friendliness or human computer interface, i.e. it is command line based, Menu driven or graphical user interface?
  • Availability in the Markey, e.g. Microsoft Windows based operating systems are very common
  • Portability
  • Cost- how expensive the OS is
  • Reliability, i.e. can it run without crashing (stop responding to commands)?
  • The method of communicating with the computer, e.g. the number of peripherals (xi)          The method of operating the computer

 

 

  1. Explain how windows organizes information in reference to files and folders

It stores related data & information records into files, and related files into folders & subfolders

 

  1. (a) Distinguish between systems files and application files       ( 2 mks) System files hold critical system information while application files hold programs data

(b) State the extensions used signifying the following file types                             (2 mks)

  • Driver or system file – DLL, SYS, INI
  • Batch file – BAT

 

  1. (a) List and explain down the three parts of the windows Taskbar    ( 3 mks)
    • Start button – Provides access to the start menu
    • Task Manager – Displays buttons of currently running tasks
    • System tray – displays icons of applications that automatically start and run in the background

 

 

 

(b) Outline the procedure of renaming a file or folder using windows operating system

                                                                                                                              (3 mks)

Method 1:

  • In an explorer window, click the file/ folder you want to rename
  • Click on file, choose rename
  • Type the new name, then press enter

Method 2:

  • In an explorer window, right- click the file/ folder you want to rename
  • Choose Rename from the shortcut menu that appears
  • Type the new name, then press Enter

 

  1. (a) What is a dialog box?

Window that appears temporarily to request or supply information. It contains options (settings) one must select to complete a task

 

(b) List five settings that may be found in a dialog box

  • Textbox- a box you can type data in
  • List box – a box that contains a list of options, one of which is selected
  • Checkbox- a small, square box that can be selected or cleared. It appears with an option that you can turn on or off. When the checkbox is selected, a selected, a checkbox (þ or x)appears in the box
  • Radio button – a round button that can either be blank or can contain a dot. If the button contains a dot¤, it is selected.
  • Pull down menu – A box with a downward – pointing triangular button at its right end

(6). When the triangular button is clicked, it displays a menu.

  • Command button- A button that can click to carry out or cancel the selected action. E.g.

the OK or cancel button.

  1. (a) Define „ folder/ directive tree‟

Directory tree is the hierarchical arrangement of folders and storage locations from the root downwards.

(b) Give two examples of root directories you know                            (1 mk)

  • A:\
  • C:\
  • D:\
  • E:\

(c) Give three uses of sub- directories or subfolders                            (3 mks)

  • Used to store files that are not required currently until they are needed again
  • Used to store the files of one program separately from the files of another program – It allows each user to keep his/ her files separately, even if all the users are using the same systems.

 

  1. The Hierarchical system represented below shows how a school organizes its files.

Study itand answer the questions below.

 

 

 

The F2 directory has the files: classlist.doc, Districts.xls, and the tribe.mdb. Write down the path of accessing the Districts. xls file.

A:\SCHOOL\EXAMS\F2\Districts.xls                                                                 (2 mks)

 

  1. (a) (i) Explain the meaning of backup                                       ( 2 mks)

It means making of duplicate copies of data or programs from the hard disk into storage media so that in case the system fails, or originals are corrupted or lost, the data can be reconstructed from the backups.

This is used to protect data from accidental erasure or hardware problems

 

     

 

(ii) Explain two methods you can use in windows to back up data into a storage device

                                                                                                                              (2 mks)

  • Using copy and paste commands on the Edit Menu
  • Using the send to command on the file menu
  • Using the backup facility to compress the data into another disk

 

(b) Identify two reasons why a user needs to know the space available for data storage in the harddisk

  • To know the amount of data that can be stored in the hard disk
  • To know how much space is left in the hard disk in case a new programs needs to be

installed

  • To detect the likelihood of a virus infection

 

  1. Name the command one would use to repair cross- linked files in graphical user

interfacesoftware                                                                                                (  1mk)

Scandisk

  1. (a) Explain the team Disk Defragmenter, and give two advantages of this feature ( 3 mks)

Disk defragmenter is a tool that is used to re- arrange scattered files & folders on a storage media

Advantages

  • Rearranges scattered folders & files on storage media
  • Reduces the time by the read / write head to locate files or folders on the storage media

This speed up access to files & folders, hence, makes files to open more quickly

  • Consolidates related data close to each other, hence, frees space on the storage media

 

            (b) Distinguish between disk compressing and disk defragmenting

Compressing is creating more space on a disk by squeezing disk contents (files) into a smaller storage location on the disk.

Defragmenting is rearranging scattered related files/ folders closer to each other on the surface of a storage unit.

  1. Give two reasons why a new disk must be formatted before using it (2 mks)
    • To prepare a new disk so that files can be stored on it
    • To create sectors & tracks for the storage of data
    • To create/ prepare a new root directory and file allocation tables on the disk
    • To remove/ delete any existing files or information stored on the disk, if it is no longer needed
    • To determine the effective storage capacity of the disk, i.e. formatting enables the user to know how much data the disk can hold.
    • It can also check for bad sectors on the new disk.

 

  1. (a) What is meant by the term „disk partitioning‟?

It is the process of dividing a large physical disk into 2 or more partitions/ volume

 

            (b) Give two reasons why the hard disk may be partitioned

  • To install more than one operating systems on the same disk
  • For the purposes of backup on the same disk, so that if one partition fails the other will

still be working.

 

  1. A Form four computer student is attempting to print a programming documentation. The printer is not responding to the print command. Explain three possible causes for the anomaly. (3 marks)
    • The printer may not be installed.
    • The printer may not have been set as the default printer.
    • The data interface cable to the printer could be loose. Make sure it is firm at the ports. – The printer could still be off. Switch it on, and it will start printing.
    • The wrong printer could have been selected. Select the right printer in the print dialog box and send the print job again.

 

  1. State two purposes of the recycle bin. (2 marks)
    • Contains the files and folders that have been deleted.
    • Can be used to restore files & folders accidentally deleted from the computer.

 

WORD PROCESSING

 

  1. a) What is a word Processor?                                                   (1 mk)

A computer program that enables a person to create, retrieve, edit, format, and print text based documents

  1. List two common examples of word processing software widely used in the market

today.                                                                                                  (2 mks)

-Microsoft word

-WordPerfect

-Lotus WordPerfect

-WordStar

-WordPad

  1. Give three comparisons of the traditional method of typing a document on a

Typewriter against using a word processor                                                 (6mks)

  • Correcting typing mistakes using a word processor is easy; it is hard to correct mistakes on a typewriter.
  • Producing multiple copies of the same page is possible using a word processor, but it is not possible to produce multiple copies on a typewriter.
  • Text formatting features are available on a word processor, e.g. front size, font type, font colour, boldfacing, italicization, etc.
  • The documents created can be stored in the computer for future reference
  • Typing using a word processor is easier & more efficient because most of the actions are automatic. For example; the word wrap feature automatically takes the text cursor to the beginning of the next line once it reaches the end of the current line.
  • A new page is automatically inserted after reaching the end of the current page
  • Graphics can be added within documents using a word processor
  • Grammar& spelling mistakes can be checked & a text-editing tool that provides alternative words with similar meanings.
  • A word processor allows mail merging, which makes it possible to produce similar letters and sent them to several people.

 

  1. a)        What is a template?                                                  (1mk)

It is a document that acts as a blue print or outline for other documents of the same type. It contains the standard text, graphics and formatting for use in all documents of this type.

  1. State two advantages of using a template to create a document.

(2mks)

  • It helps save time and makes creating of new documents easy
  • It ensures that there is consistency between the documents being created.

 

  1. Explain the difference between overtypes and insert mode in word processing

                                                                                                                        (2mks)

Type over deletes the current text at cursor position and inserts new text.

Inserting pushes the old text away as new text is inserted at cursor position.

 

  1. Veronica tried to retrieve a document file following all the steps correctly. The filename did not appear in file list box.  State three causes for this.        

(3mks)

  • The file may not have been saved
  • The file may have been deleted
  • The file may be located in a different folder from the one she was trying to             retrieve from (or may have been moved).
  • The file may have been destroyed by a computer virus.
  1. Mwikaliselected a paragraph in word processing. Explain what happened after pressing

the following keys on the keyboard:                                    (3mks)

  1. i) CTRL + B -Changes the paragraph to bold/removes bold from paragraph ii)         CTRL +A -the whole document is selected  iii)             CTRL+ U        -the selected text is underlined/removes underline from the

selected text.

 

  1. Precisely explain the role of the following editing features of a word processor;

                                                                                                                                                (3mks)

  1. i) Find and replace -To find words that you want replaced by others ii) Undo and redo- Undo reverses the previous/latest action, while redo does the undone action iii) Thesaurus  -It gives suggestion of words or phrases with similar meaning

(synonyms), and sometimes antonyms to the selected word.

  1. iv) Autocorrect -It checks for wrongly spelled words, and automatically replaces

them with the correct ones as set by the user.

  1. Give the steps you would use to find and replace the occurrence of a particular word in

Microsoft Word.                                                                                                        (4mks)

  • Click on edit, select find (or replace)
  • Type the word you want to replace with in the replace with box
  • Click replaces or Replace all if you want to replace all the occurrences of that word in your document at once.

 

  1. Name and explain the use of any three buttons found in a spell-check dialog box

                                                                                                                                                (6mks)

Change:           Accepts the current selection in the suggestions box

Ignore Once: Leaves the highlighted error unchanged (if the highlighted

word is a valid word) & finds the next spelling or grammar error

Ignore all:       retains all the occurrences of the same word or phrase in the document

from another language, e.g. a Kiswahili.

Add:    Adds the highlighted word in the Suggestions box to the Custom

dictionary.

 

  1. Clearly explain the meaning of the following terms as used in word processing:

(7mks)

 

  1. Editing a document – Making changes to an already typed/existing document.
  2. Blocking text– Selecting a group of text in order to work with it as a

whole, e.g. a word sentence or paragraph.

  • Printing – having your work copied on a piece of paper as output iv)       Saving– Storing a file/document permanently in the computer‟s secondary

memory (e.g., hard disk) so as to be used in the future.

 

  1. v) Italicizing text– making the text saint forward vi)    Header– It is a standard text or information such as page numbers, chapter  titles, etc that appears above the top margin of every page in a document or in a section

vii)      Footer-It is a standard text or information that appears below the bottom

margin of every page in a document.

 

 

  1. a) What is document formatting?                                                         (1mk)

Applying various styles to enhance the appearance of a document

  1. Give any five document formatting features of a word processor.

(5mks)

  • Bolding
  • Font colouring
  • Text alignment
  • Font type
  • Setting tabs
  • Underlining
  • Italicizing
  • Font size.

 

  1. Differentiate between „superscript‟ and „Superscript is text formatted

to be at the bottom of a line.

Superscript is text formatted to be at the top of a line, Subscript is text formatted to be at the bottom of a line.

 

  1. What are page margins?

Non-printing but visible text-limiting borders that mark the distance that text starts on a page away from the edge of the page

 

  1. Differentiate between:
  2. a) A Hard page break and a Soft page break.                                     (2mks)

A hard page break is inserted on a page even before the end of the page, e.g. by pressing CTRL+ ENTER or setting a manual page break.

For a Soft page break, the text cursor moves or creates a new page  automatically when at the end of the current page during typing.

 

  1. Auto complete and AutoCorrect (2mks)

AutoComplete helps a person to type quickly by completing automatically a word that he/she has already started to type

AutoCorrect automatically replaces mistyped words with the correct ones as set by the user.

  1. Drawing and inserting a table in a document (2mks)

                        Drawing – use the pen tool to draw the table

 

Inserting table- use the Table-Insert-table Command

  1. Explain how a paragraph can be moved from one page to another using a word

processor.                                                                               (4mks)

 

  • Select the paragraph
  • Click Cut on the Edit menu/ standard toolbar, (or Press CTL + „X‟)
  • Click to place the insertion point here you want to put the text
  • Click on Edit, then choose Paste (or Press CTRL + „V‟)
  1. a) What is line spacing?                                                                         (1mk)

The vertical distance between two text lines in a document

  1. Explain any three line spacing specification used in Microsoft Word.

        (3mks)

  1. i) Single space – accommodates the largest font in a line                       ii)        5 line space- 1 ½ time that of single line spacing                iii)       Double – twice that of single line spacing                       iv)       Exactly – a fixed line spacing that word does not adjust
    1. At least – the minimum line spacing that is needed to fit the largest

font or graphic on the line.

  1. Multiple- a line spacing that is increased or decreased by a

percentage that you specify .                                     (4mks)

  1. Give any four text alignment features (4 mks)
    • Left alignment
    • centre alignment
    • Right alignment
    • Justified
  2. List any thee sources of graphics that can be used in Microsoft word. (3mks)
    • From Microsoft clip gallery
    • From Scanner
    • By drawing using the Drawing tools available in Ms-World
    • Import from another file
  3. a) Explain the concept of graphics that can be used in Microsoft word.

                                                                                                                        (3mks)

Getting ready-made objects and text from other applications into the word

processor.

  1. What is the difference between object linking and embedding? (2mks)

In linking, the object imported can only be edited in the original

application from which it was created.

In embedding, the object imported becomes part of the current application  and can be edited there.

 

  1. Give a reason why it may be necessary to merge cells in a table. (1mk)

To create larger cells in a table without increasing the height or width of the existing

cells.

 

  1. a) Define mail merging.                                                 (2mks)

The process of generating personalized letters or documents by combining                                        a standard document, but addressed to different recipients.

  1. Give two advantages of mail merge over copy and pasting several times to

mass mail a document.                                                                       (2mks)

  • combining of letters saves time when printing
  • It allows producing of many documents at once
  • The mailing list can be re-used on another document
  1. a) Give two advantages of previewing a document before printing.

(2mks)

  • To check whether the page layout is OK
  • To confirm that no details are outside the printable area
  • to go through the document before printing
  • To save on printing papers & printer toner because; errors on the printouts that may require reprinting will be minimal.

 

  1. a) Distinguish between Portrait and Landscape orientations.           

                                                                                                                                    (2mks)

In Portrait, text & graphics are printed with the longest side of the page

vertically upright, while in Landscape, text & graphics are printed with the longest side of the page placed horizontally.

  1. b) State two reasons why it is necessary to specify the correct paper size 

before printing a document?                                                             (2mks)

  • Select a paper size depending on the document page size needed
  • To comply with printer capabilities

 

  1. Outline any three main features that make word processors popular  

(3mks)

  • Saving of documents for future reference
  • Printing of multiple documents after editing
  • formatting of documents into required form
  • Mailing features such as mail merging of standard document with another saved file.

 

SPREADSHEETS

  1. What is electronic spreadsheet software? (2mks)

A computer program that looks like the manual ledger sheet with rows & columns for entering data that can be manipulated mathematically using formulae.

  1. Give any two application programs classified as spreadsheets. (2mks)
    • Microsoft Excel
    • Lotus 123
    • -Corel Quattro Pro
    • -super calculators
    • -Multiplan
    • -VP-Planner
    • -VisiCalc
  2. Differentiate between the traditional analysis ledger sheet and an electronic

spreadsheet.                                                                           (5mks)

 

An electronic spreadsheet;

  • Has a large worksheet for data entry & manipulation as compared to manual worksheet
  • Has inbuilt formulae (called functions) that are non-existent in manual worksheets
  • Uses the power of the computer to quickly carry out operations
  • Has better document formatting & editing qualities than a manual worksheet
  • Utilizes the large storage space available on computer storage devices to save & retrieve documents.
  • Can easily be modified, while manual spreadsheets involve a lot of manual calculations

& are very difficult to amend

  • The user can very quickly & efficiently perform complicated computations using the information stored in an electronic spreadsheet.
  • Enables the user to produce neat work
  • Offers graphical representation of data leading to comprehensive decisions.
  • It is accurate in its calculations & allows automatic recalculation on formulae. For a manual worksheet, changing one value means rubbing the result & writing the correct one again.
  1. Explain five application areas where spreadsheet software can be used.

(5mks)

  1. Accounting: – spreadsheet software can be used by accountants to record

their daily transactions & also keep financial records, e.g. they can record  sales & purchases, produce invoices, compile financial statements, calculate profits, prepare budgets, etc.

  1. Data management: – a spreadsheet enables data & information to be

arranged neatly in tables, produced easily and also kept up-to-date, e.g. one can edit, save , sort, filter, use forms to enter and view records, and worksheet data.

  • Scientific applications: – spreadsheets can be used by scientists &

researchers to compile and analyze their results.

  1. Statistical analysis: – spreadsheets provide a set of statistical Functions/tools that can be used to develop complex statistical or  engineering analyses, e.g., teachers can compile their students‟ marks and

produce results.

  1. Forecasting: – using the „what if‟ analysis technique, spreadsheets can be

used to find out the effect of changing certain values in a worksheet on the other cells.

This helps in financial forecasting, budgeting, etc.

  1. State five features of spreadsheets that are useful in financial modeling. (5mks)
    • Have inbuilt functions & formulae which can be used to perform most mathematical statistical, trigonometric or financial calculations
    • Allows automatic recalculation on formulae
    • #have ability to perform „what if‟ analysis, which can be used to find out the effect of

changing certain values in a worksheet on the other cells

  • Have the ability to sort & filter data
  • Have a data validation facility, which ensures that the correct data is entered into the spreadsheet.
  • Have a chart facility that can be used to draw Line graphs, Bar charts, Pie charts,

Histograms, etc.

  • Some spreadsheets have a SOLVER facility that is used to uncover the best uses of scarce resources so that desired goals such as profit can be maximized, or undesired goals such as cost can be minimized.
  • They enabled printing of entire worksheets, portions of a worksheet or several worksheets within the shortest time possible
  • Have the ability to summarize data using Consolidation and Pivot tables.

 

 

  1. Define the following terms as used in a worksheet: (3mks)
    1. Columns

These are the fields that make up the worksheet of a spreadsheet, and are

identified by letters.

They run vertically from top downwards

  1. Rows

These are the records that form a worksheet, and are identifies by numbers.

They run horizontally from left to right.

 

  • Cell

A box formed when a row & a column intersect in a worksheet where the data is entered

  1. Explain the following concepts as used in spreadsheets:   (4mks)
    1. Automatic recalculation

This is whereby an electronic spreadsheet will adjust the result of a formula automatically when the values are changed, so that they correspond with the different input.

 

  1. „What if‟ analysis

„What if‟ analysis is a feature in spreadsheets that is used to find out the

effect of changing certain values in a worksheet on the other cells.

It involves changing the values of one of the arguments in a formula in

order to see the difference the change would make on the result of the calculation.

  • Sheet tabs

These are names of the worksheets that appear at the bottom of the worksheet window.

They enable the user to move from one worksheet to another.

  1. Worksheet

A page (single sheet) stored in a workbook

  1. Name four data types used in spreadsheets (2mks)
    • Labels
    • Values
    • Functions
    • Formulae
  2. An Agrovet Company wants to analyze its employee‟s personal details using Microsoft

Excel.  The company has five employees:  Mary Anne, Francis Kihara, Lena Achieng, HellenWanjiku, and mwangi Peter.  Their ages are 20, 45, 90, 45 and 34 years respectively.  Mary department; Mwangi Peter in finance department and Hellen

Wanjiku in Computer department

Mary Anne and HellenWanjiku are single whereas Francis Kihara, Lena Achieng and

Mwangi Peter are married.

Construct a worksheet showing the above information.  Use appropriate column headlings

 

 

 

                                                                                                            (6mks)

  A B C D
1 AGROVET C OMPANY    
2 NAMES AGE DEPARTMENT STATUS
3 Mary Anne 23 Research Single
4 Francis

Kihara

45 Personnel Married
5 Lena Achieng 90 Research Married
6 Hellen

Wanjiku

45 Computer Single
7 Mwangi Peter 34 Computer Married
8        

 

 

  1. a) What is a cell reference?                                                                      (1mk)

A cell reference is the identity of a cell in a worksheet.  A cell is identified by use of the column letter and the row number headings.

           

  1. b) For each of the following, state the type of cell reference. (4 mks)
    1. A5 Relative reference
    2. $F$5 Absolute row reference (only the row reference is absolute)             iii)             H$21  Absolute column reference (only the column reference is

absolute)

  1. iv) $D7     Absolute column reference (only the column reference is

absolute)

  1. a) A formula to add the contents of B5 and C4 was entered in Cell F5.  

what will it become when it is copied to Cell H8?               (1 mk)

= D8 +E7

 

  1. Explain the reason for your answer. (2mks)

When we move to cell H8 from F5, the column changes by 2 while the

row changes by 3. The formula = B5 +C4 is also updated likewise. This is because of relative referencing.

 

  1. What is the equivalent R1C1 reference for G20?             (1mk)

=R20C7

  1. Differentiate between relative and absolute cell reference as used in Ms-excel.

(2mks)

Relative cell referencing means the referencing means that the references of cell used in a formula are relative to the location of the cell where the formula is placed, e.g. E3= C3* D3. this tells Excel to multiply the contents of C3 by D3 which have been defined in relation to E3.

Absolute cell addressing means reference is made to one or more cells in a way which doesn‟tvary(change) according to circumstances.

  1. The fist column in the table below contains formulas as entered into cell D46. In the second column, enter the formulas as they would appear when copied to cell B56.

(4mks)

 

Formula in D46 Formula when copied to B56
=D1 =B11
=F5*C10 =D15 * A20
=H$46 + J40 =F$46 + H50
=$E12 – D$14*$F$2 =$E22-B$14*$F$2

 

  1. A worksheet contains the data shown below:

 

Cell Al A2 A3 C1 C2 C3  
Entry 5 7 10 10 15 15 =SUMIF

( C1:C3 “ <>

10”,Al:A3)

 

 

 

State the value displayed in G1                                                                    (2mks)

Solution:

= SUMIF (Cells to be tested/evaluated, expression that defines which cells will be added,
  actual cells to be added).
= 7+10 = 17

 

 

  1. Study the worksheet below and answer the questions that follow:

 

  A B C D E F
1            
2                                   SKYW AYS AGENCIES
3 PRODUCT REGION 1 REGION 2 REGION 3 REGION 4

 

TOTAL

Sale

4 Rexona 3400 3,700 4000 4100  
5 Lifebuoy 2500 2600 2100 2500  
6 Omo 6000 6100 6300 1600  
7 Ushindi 1200 1500 1400 6400  
8 Carmel 7000 6900 7200 8000  
9 Total          
10 Maximum          
11 Average          

 

 

  1. Write functions that can be entered to get total, maximum, and average of

each region.                                                                            (3 mks)

Total  =                      Sum (B4:B8)

Maximum:      =                      Max (B4:B8)

Average:         =                      Average (B4: B8)

 

  1. Write down the function that returns the number of sales in the four regions

whose value is greater than or equal to 2000.                                             (1 mk)

= SUMIF (B4:E4, “>=2000”)                                                                         (1mk)

iii) The function = sum (B4:E4) is entered at F5 and then copied to F8.  Write down the function as it appears in the destination cell.   (2mks)

= sum (B7:E7)

  1. a) What is a chart wizard in spreadsheets?                             (1mk)

A chart wizard is a step by step procedure of designing spreadsheet charts.

 

  1. b) State the use of:                                                                                (2mks)
  2. A pie chart- A pie chart is used to show distribution. It shows the

Proportional size of items that make up a data series to the sum of   the items.

  1. A line graph– A line graph is used to show trend

DATABASES

  1. a)       Define a database.                                                                 (2mks)
    • A collection of related files organized to provide consistent and controlled access to the data items.
    • A collection of related data elements stored together under one logical structure so as to provide a consistent & controlled access to the items.
    • A collection of information related to a particular subject or purpose
    • A common data pool, maintained to support the various activities taking place within the organization.
  1. b) List four examples of database programs in the market today. (2mks)
  • Microsoft Access
  • Oracle
  • FoxPro
  • Dbase
  1. State the components of a Database hierarchy in ascending order. (2mks) Character (alphabets, numbers and special characters)

 

  • Fields                        (Facts, attributes, set of related characters)

 

  • Records                      (Collection of fields)

 

  • File                             (Collection of records)

 

  • Database (Logical collection of files)

 

3          a)         Explain three types of database models.                             (6 marks)

 

  1. Flat file database: It holds only one set of data ii.         Relational database: Related data items are stored or organized together in structures called relations or tables. Each table consists of rows and columns.

iii.     Hierarchical database: The data items are organized in hierarchical (tree-like) structure. The records are stored in multiple levels, where units further down the system are subordinate to the ones above iv.    Network database: It allows a data element (or record) to be related to more than one other data element/record.  Links are used to express the relationship between different data items forming a network of items.

 

  1. b) Define the term sorting                                                         (2mks)

Sorting involves arranging of records in a logical order in the database.  It can either be in Ascending or descending order.

 

  1. a) What are database management system software?                       (2mks)

A collection of programs used to store & retrieve data, and manage files or records containing related information from a database.

           

 

  1. b) Give the two classes of database software.                                   (2mks)

PC-based database software:-Are usually designed for individual users or small businesses, e.g. Ms-Access, Dbase, Paradox, FoxPro

Corporate database software:-Are designed for big corporations that handle large amounts of data, e.g. Oracle, SQL Server, Sybase, etc

  1. State the use of the following objects in databases. (3mks)
    1. Tables To store related records         ii)         Forms  They act as screens for entering, changing & viewing data

in tables

iii)        Query             Searching for specific records/Data manipulation/Selecting

  1. a) Define the term normalization as used in database design.            (2mks)

Normalization is the process of trying to eliminate storage of duplicate

values in a database.

  1. b) State three objectives of normalization.                             (3mks)
    • To relate different tables in a database
    • To ease the retrieval of data from a relational database
    • Breaking up multi theme tables into smaller workable tables
  2. Give three advantages of separating data from the applications that use the data in

database design.                                                                                (3mks)

  • You can retrieve recorded data easily
  • You can do calculations in an easy way
  • Creating of queries, forms, reports will be easy by using data separation.

 

  1. Differentiate between:
    1. Primary key and relationship (2mks)

Primary key is a field or a set of fields that can be used to uniquely identify each individual record in a table.  It is used to relate a table to the foreign keys in other tables.

 

  1. Tabular and columnar form layout. (2mks)

Tabular – the records are displayed from left to right across the page, and

the labels appear at the top of each column, with each row representing a new record. Columnar – the fields for each record are displayed down a column, i.e. each value is displayed on a separate line with field labels to the left.

  1. State three types of relationships that can be used to link tables in databases.

                                                                                                                        (3 mks)

  • One-to-One
  • One-to-many
  • Many –to-Many
  1. Explain how „parents‟ and „child‟ tables are related in relational database. (4mks) A parent table is the one that has the primary key of the relationship, while a child table is the one that has the foreign key of the relationship.

Parent and child tables are related through a common field that links the two tables.

Records in a child table relate to one record in a parent table.

 

 

  1. a) Describe four major shortcomings of the conventional (paper )file

structures that are being addressed by the database approach.    (4mks)

  • Unnecessary duplication of data
  • Boredom & time wastage especially when searching for a particular item
  • In order to carry out any file processing task(s), all the related files have to be processed
  • Misleading reports due to poor data entry and organization
  • Difficulty in sorting, retrieving & updating records
  • Security: no protection of files against unauthorized access and corruption Sharing of files is difficult
  • Some information resulting from several files may not be available.

 

  1. b) List any two methods used to secure data in a database    (2mks)
  • Password protection
  • User and group permissions
  • User-level security
  • Data encryption

 

  1. The following car details are to be entered in a database: Make, Date-of-manufacture, colour, and cost.
  2. Prepare a suitable database structure showing field names and their field data types

                                                                                    (5 mks)

Field name                                          Data type

ID (Primary key)                                Auto Number

Make                                                   text

Date of manufacture               Date/time

Colour                                     Text

Cost                                                     Currency

  1. Explain how you index the data such that cars of the same make and colour are together.

                                                                                                (2mks)

Create a query to show same make and colour

  1. Write a statement that can be used to select cars of colour green. (2mks)

Create a query.  In the colour field, and in the Criteria row, write “green”

  1. Give an instruction that would:
    1. Select cars whose cost is between 500,000/= and 1,000,000/= (3mks)                 Create a query.  In the cost field, and in the criteria row, write “.>500000

and<1000000”

  1. Determine the average cost of all cars. (3mks)

Create a query.  Choose average of costs “Avg” option in the total section.

 

 

DESKTOP PUBLISHING (DTP)

 

1          a)         Define the term desktop publishing.                                                 (2mks)

The process of producing publications such as newspapers, books, newsletters, cards, etc by marking areas for text and graphical objects using specialized programs installed on a desktop computer.

  1. b) Give any three examples of desktop publishing software available in the market

today.                                                                                      (3mks)

  • Adobe PageMaker
  • Adobe Photoshop
  • Adobe illustrator
  • Ventura
  • Microsoft Publisher
  • CorelDraw
  • Harvard graphics
  1. Identify four different types of publications that can be produced using desktop

publishing software.                                                   (4mks)

  • Cards, e.g. for special occasions such as weddings, graduations, congratulations, etc

 

  • Newsletters
  • Newspapers
  • Calendars
  • Advertisements/Posters
  • Magazines
  • Certificates
  • Notices
  • Catalogues
  • Pamphlets
  • Books
  • Brochures
  1. Differentiate between the following:
    1. Pasteboard and printable page. (2mks)

Pasteboard is where text & objects are placed for editing before transferring them to the printable area; Printable page refers to the area enclosed in margin guides.

(2mks)

 

  1. Margins and column guides. (2mks)

Margins mark text areas on the page along the edges, while column guides

divide the page into several fields.  They are used to define the printable area.

  1. Change case and drop cap. (2mks)

Change case is changing text from upper to lower case, sentence, title, or toggle case, while drop cap refer to making the first character in a line bigger and drops down to

occupy the space in the lines that follow.

 

 

 

  1. Kerning and tracking. (2mks)

Tracking refers to changing the visual denseness or openness of characters in aline, while Kerning is fixing particular pairs of letters that are too close or too far apart from each other.

  1. Fill and stroke

A stroke refers to a line style, while a fill refers to applying background pattern such as shading to a graphical object.

4          a)         What is layering as used in DTP                                                       (1 mk)

Layering is the placing of text or objects on top of each other.

  1. b) Why is layering very useful in a desktop publisher?                       (1mk)              It may be used to create watermarks.
  1. What commands are used in place of portrait and landscape page orientation in

PageMaker?                                                                       (1mk) i.         Portrait-tall; ii.         Landscape-wide

 

  1. Give three methods that are used to transform an object. (3mks)           Rotating ii.     Skewing iii.    Reflecting
  2. a) what is text wrap?                                                                             (1mk)

Text wrap is controlling the flow of text over or around a graphical object.

  1. b) Give three ways you can wrap text on an object.               (3mks)
    • Make the text jump the object to the next page or column
    • Allow to text to jump over the object and continue on the same page
    • Create a rectangular text wrap around all the sides of the object.
  2. Define the term object grouping (2mks)

This refers to joining objects in order to manipulate them as one object.

 

 

INTERNET & E-MAIL

 

  1. The first computer Network was set up by ARPA in the United States of America. What is the full meaning of the acronym ARPA     (1mk)

Advanced Research Projects Agency

 

  1. Your manager wishes to be connected to the Internet. He already has a powerful personal Computer (PC), a printer, and access to a Telephone line.  However, he understands that he will need a Modem.

State why a modem is required to connect him to the internet. (2mks)

  • modem enables one to connect to the Internet and access information by transmitting data from one computer to another across telephone lines.

 

  1. The Internet connects millions of computers and telecommunication devices that have different hardware and software configurations. For these incompatible devices to be able to communicate, a protocols?    (1mk)
    • protocol is a set of rules that govern how tow computers can send and receive data on a network

Special communication rule that government sending and receiving of messages by computers on a network

 

 

  1. b) Name the two most common protocols for the Internet, and state their functions.

                                                                                                (3mks)

Transmission control Protocol (TCP); – It governs how data is transferred from one place to another

Internet Protocol (IP); – It is used to provide routing from one network to another (i.e. it enable data to be sent& received by the different computers on a network)

  1. a) Explain the following terms as used in internet:
    1. Website ( ½ mk)

A collection /group of related Web pages belonging to an organization or

individual

  1. Browse/Surf the web. ( ½ mk)

Moving around and between the Web pages

  1. a) What is meant by the term e-learning?                   (1mk)

This is learning through interaction with special programs on the

computer.

b)         A school intends to set-up an e-learning system.  List three problems that are

likely to be encountered.                                                       (3mks)

  • Lack of capital
  • Lack of skilled manpower (required technology to run & support the e-learning system)
  • Spread of computer viruses
  • Availability of pornographic material & literature to the students from the internet.

 

 

  1. a) Identify the parts of the following e-mail address labelled A, B, C and 

                                                                                                                        (4mks)

lat @africaonline . co.ke

 

 

A        B                C   D

 

  • Name of the individual or organization
  • Name of the host computer in the network on which the e-mail account is hosted
  • Identifies the type of the organization or institution offering a particular service,

i.e. commercial organization

D         Name of the country where the site is located, i.e. Kenya.

 

  1. b) Mention two examples of e-mail software.                          (2mks)
  • Microsoft Outlook
  • Outlook express
  • Microsoft exchange
  • Eudora

 

 

  1. Discuss four advantages and two disadvantages that electronic mails have over regular

mails.                                                                          (6mks)

            Advantages

  1. Cheap & economical: -It costs almost nothing to transmit and e-mail

message over the network.  There is no need for stamps, envelopes, etc

  1. Secure;-Access to a user‟s mailbox can be restricted by use of a password           iii)       Faster:  – The delivery of an e-mail message normally takes seconds or

minutes depending on the distance to the receiver.

  1. Efficient:- A message prepared only once can be sent to several people
  2. Convenient: – with e-mail, one can send his/her messages when it is

convenient for him/her & the recipients can respond at their convenient times.

  1. Cheaper in preparing the message: – Most e-mail users accept less well-formatted messages and slight typing errors are overlooked, unlike in business letters which are expected to be error-free and formatted according to certain standards.

 

            Disadvantages

  • the initial installation cost is higher
  • Messages may be lost before they can be read due to virus infection
  • Messages may not be kept for future reference due to the high cost of storage

(2mks)

 

 

 

 

  1. a) What is a search engine?                                                      (2mks)
    • Google .com
    • Com
    • com
    • com
  2. Briefly describe four factors contributing to Internet access and growth in Kenya.

                                                                                                (6mks)

  1. Cost: – for effective use of internet, a powerful & costly computer is

needed.  The cost of installing internet services, telephone bills is also high hence discouraging internet growth.

  1. Illiteracy: – Many people are computer illiterate and therefore have no idea

of computer internet services.

  • Inadequate infrastructure: – Lack of infrastructures such as telephone

services in rural areas also hinders growth of internet access.  Lack of electricity discourages people from installing internets in their offices.

  1. lack of awareness of the existence of such services by the public.

 

 

DATA SECURITY & CONTROL

  1. Differentiate between data security and data integrity.   (2mks)

Data security – the protection of data & information from accidental or intentional  disclosure to unauthorized person or from unauthorized modification.

Data integrity-the accuracy & completeness of data entered in a computer.

Define integrity – the accuracy & completeness of data entered in a  computer.

 

  1. a) Define the term Computer crime                             (2mks)
    • The use of computer hardware or software for illegal activities, e.g., stealing, forgery defrauding, etc.
    • A deliberate theft or criminal destruction of computerized data
    • Committing of illegal acts using a computer or against a computer system.
  1. b) Explain the meaning of each of the following with reference to computer crimes.

                                                                                                (7mks)

  1. Cracking – use of guesswork over and over again trying to look for

weak access points in software in order to get access to data & information

  1. Hacking – Breaking of security codes and passwords to gain

unauthorized access to a computer system.

  • Tapping –  Listening to a transmission line to gain a copy of the

message being transmitted.

  1. Piracy –Making illegal copies of copyrighted software, data, or

information (i.e. copying of software illegally).

  1. Data alteration – Illegal changing of stored data & information

without permission with the aim of gaining or misinforming the authorized users.  Alteration changes the information inferences from the data.

  1. Fraud- use of computers to conceal information or cheat other

people with the intention of gaining money or information

  • Trespass-illegal physical entry to restricted places where computer

hardware, software & backed up data is kept.

  1. Outline four ways of preventing piracy with regard to data and information.

(4mks)

  • Enact & enforce copyright laws and other regulatory frameworks that protect the owners of data & information against piracy
  • make software cheap enough to increase affordability
  • -use licenses and certificates of authenticity to identify originals
  • Set installation passwords that prevent illegal installation of software.
  1. a) What is a Computer virus?                                       (2mks)

This is a program intentionally written to destroy data, information or the working of other programs inn a computer system

  1. b) i) State two ways through which computer viruses may be controlled.

(2 mks)

Running antivirus software programs regularly

Controlling the movement of storage media (e.g. floppy disks, flash disk, etc) in and out of the computer room

Disabling the floppy disk drives

ii)         Explain how each of the two ways listen in b (i) above assist in controlling

computer viruses.                                                      (2mks)

Antivirus software helps to detect and remove the viruses from the computer controlling the movement of floppy disks ensures that infected disks are not inserted into computers.

 

  1. Computer systems need maximum security to prevent an unauthorized access. State six precautions that you would expect an organization to take to prevent illegal access to its

computer-based systems.                              (6mks)

  • Lock the doors, (i.e. keep the computers in a strong room, which should remain firmly locked when nobody is using it).
  • Avoid welcoming strangers into the computer room
  • Use of personal identification cards
  • Use of fingerprint identification
  • Install security alarms at strategic access points so as to alert the security personnel in case of a break in.
  • Use of special voice recorders that would be able to analyse the voice of a trespasser & check against the database containing the voice patterns of valid users
  • Enforce data & information access control policies on all employees to control access to data
  • Use file passwords to prevent any person from getting access to the electronic files
  • Enforce network security measures, e.g. use of firewalls
  • Encrypt the data & information during transmission
  • Perform frequent audit trails to identify threats to data & information.

 

  1. Give four rules that must be observed in order to keep within the law when

working with data and information.                                                 (4mks)

  • It should be kept secure against loss or exposure
  • Should not be kept longer than necessary
  • Should be accurate and up-to-date
  • Should be collected, used & kept for specified lawful purposes (e.g., data should not be used for unlawful gain)
  • The owner of the data has a right to know what data is held by the person or organization having it.
  • Data should not be transferred to other countries without the owner‟s permission – Do not collects irrelevant and overly too much information for a purpose.
  1. An individual has a right to demand guarantee to privacy of personal information stored

on a computer.  Give three such types of information.                                          

                                                            (3 mks)

  • Name
  • Date of birth
  • Number
  • Residence
  • Address
  • Phone number

 

DATA REPRESENTATION IN A COMPUTER

 

  1. With the aid of a diagram, explain the difference between a digital signal and an analogue

signal.                                                                         (2mks)

An analogue signal is continuous in nature, while a digital signal is in discrete  form.

 

Analogue signal- sine wave

 

 

 

Digital signal – rectangular shaped

 

 

  1. Explain the role of a modem is communication.                             (2mks)

A modem converts (modules) data from digital to analogue form to be transmitted  over the telephone ling.  At the receiving end, the modem attached to the  receiving computer converts (demodulates)the analogue signal back to the original digital form.

 

 

 

  1. Explain each of the following computer terminogies as used in data representation.

                                                                                    (4mks)

  1. i) bit – The smallest binary unit, „0‟ or „1‟ ii) Byte  – A group/collection of 8 bits used to represent a character.
    • Nibble – a group of four binary digits usually representing a numeric

value.

  1. word –  The total number of bits that a single register of a particular

machine can hold

 

  1. State two reasons for using binary in digital technology.              (2mks)
    • It is easier to develop devices that understand binary language
    • Devices designed using binary logic are simple, more reliable & consume less

energy.

 

  1. Distinguish between Binary and Octal number systems, and give an example of each.

                                                                                                            (2mks)

Binary (base 2) system has just two states usually called “ON” and “OFF” or “0”  and “1”, Octal (base 8) system has eight different characters, I.e, 01234567.

 

  1. Perform the following computer arithmetic. In each case, show how you arrive at your answer.

           

  1. Convert the following Decimal numbers to their Binary equivalent.
  2. i) 4510
2 45 Rem
2 22 1
2 11 0
2 5 1
2 2 1
2 1 0
  1 1

(2mks)

 

 

 

 

 

 

 

 

4510 = 1011012

 

 

  1. ii) 75                                                                                         (1mk)

 

2 4 Rem
2 2 0
2 1 0
  1 1

=0.112

0.75 x 2 = 1.50   1

0.50 x 2 = 1.00  1

= 1002                                                 = 100.112

 

 

 

  1. Convert 778 to Binary. (2mks)

Step 1:  Convert the octal number given to decimal

(7×81) + (7×80)

56 + 7 = 6310

 

Step 2: Convert the resulting decimal number to binary

2 63 Rem
2 31 1
2 31 1
2 15 1
2 7 1
2 3 1
  1 1

 

`               =1111112

  1. Use binary addition to solve the following: 410 +310 (2mks) Step 1:  Convert the decimal numbers to binary.

 

2 4 Rem
2 2 0
2 1 0
  1 1

410 = 1002

Step 2: Add binary notations

1002

112 +

1112                  1112

 

 

  3 Rem
2 1 1
  1 1

310 = 112

 

  1. Convert 101000000011111112 to its Hexadecimal equivalent. (2mks)

 

2 0 23222120 23222120 232+212 0+ 2322212 0
1 0100 0000 0111 1111

 

= [1] + [4] + [0] + [4+2+1] +[8+4+2+1]

=[1]   +[4]  +[0] +[7] +[15]

= 1407F16

 

  1. a) State one use of hexadecimal notation in a computer.        (1mk)
    • Helps to manage long binary digit properly
    • Helps to improve the processing speed and optimize memory usage.
  1. b) Convert 7678 to hexadecimal equivalent.               (2 mks)

Step 1: Convert 7678   to decimal

82 81 80  
7 6 7  
     

7×82 + 6 x 81 + 7 x 80

448   + 48   + 7 = 50310

  503 Rem
16 31 7
16 1 15
  1 1

Step 2: Convert 50310 to hexadecimal

 

7678 = 1 F716

  1. Use One‟s compliment to solve the following the following sum: – 510 (2mks)

 

 

2 5 Rem
2 2 1
2 1 0
  1 1

 

  1. Perform the following conversions: (3mks)

(a).      3410 to Binary.

 

2 34 Rem
2 17 0
2 8 1
2 4 0
2 2 0
2 1 0
  1 1

34 10 =1000102        (2mks)

 

           

 

  1. 12510 to binary                                                       (2mks)

 

2 7 Rem
2 3 1
    2 1 1
  1 1

=1112

 

 

0.12 x2 0.250               0

0.20 x2= 0.500             0

0.500×2=1.000             1

= 0.0012

= 111.0012                                                                              (1mk)

 

  1. 1011012 to a base 10 number.

 

25 24 23 22 21 2 0
1 0 1 1 0 1

 

= (1×25) + (1×23) + (1×22) + (1×20)

=32 + 8 + 4+ 1

=4510

 

  1. 112 to decimal                                                                   (2mks)

 

= (1×21) + (0x20) (1×2-1) + (1×2-2)                  1

= 2 + 0 ½ + ¼

= 2. {0.5 + 0.25}                     = 2.7510                  1                               (3mks)

 

  1. 216 to decimal (2mks)

 

161 161   16 0
7 0   2

 

= [2×161] + [ 0x160]  [2x (1/16)]

=32. [0.125]

= 32.12310

 

  1. 7AB16 to decimal                                                                   (2mks)
16 2 161 16 0
7 A B

 

= [7×162] + [10x 161 ] + [11×160]

=1792 + 160 +11 = 196310

 

  1. 111011.0102 to Octal (2mks)

 

  22   21  2 0 21  2 0   2 1
000 1 1 1 0       1 1   . 0    1      0

 

 

= {4 + 2+ 1} {2+1}   {2 +1} {2}

=73.28

 

 

  1. Convert 57.410 to its Octal equivalent (2mks)

 

8 57 Rem
8 7 1
8 7 1
 2 7 7

 

0.4 x 8 = 3.2    3

0.2 x 8 = 1.6    1 = 0.318

 

=718                                                71.318

 

 

  1. a) Perform the following Binary arithmetic:
  2. i) 11100111 + 00101110 (1mk)

 

11100111

  00101110 +

(1) 00010101  =1000101012     (1 mk)

 

  1. ii) 101012 – 110+2             (1mk)

101012

1102

11112

 

  1. b) Use Two‟s compliment to subtract 101 from 1000: (2mks)

Step 1:  change the values to 8 binary digits.

000010002  – 000001012

Step 2:             Add the binary equivalent of the first value to the Two‟s complement of

the second value

00001000

 

11111011  +

 

(1)00000011  =1000000112                        (2mks)

 

  1. Convert 7AE16 to a decimal number. (2mks)

Step 1

16 2+ 161 16 0
7 A E

=[7×162]  +  [12×161]  +  [1×160]

= 3840 + 192 +1       = 403310

 

2 4033 Rem
2 2016 1
2 1008 0
2 504 0
2 252 0
2 126 0
2 63 0
2 31 1
2 15 1
2 7 1
2 3 1
2 1 1
  1 1

Step 2

 

403310  = 1111110000012

  1. Write the following abbreviations in full:                           (4mks)

 

  1. i) BIT -Binary digit ii) BCD  -Binary Coded Decimal

iii)       ASCII              -American Standard Code for information Interchange     iv)       EBCDIC          -Extended Binary Coded decimal Interchange Code

 

 

DATA PROCESSING

 

  1. With an aid of a diagram, explain the stages of the data processing cycle.

                                                                                                                        (6mks)

 

Data processing

 

 

 

Output of „information‟

 

 

 

  • Data collection involves getting the data/facts needed for processing from the point of its origin to the computer
  • Data Input- the collected data is converted into machine-readable form by an input device, and send into the machine.
  • Processing is the transformation of the input data to a more meaningful form

(information) in the CPU

  • Output is the production of the required information, which may be input in future.

 

  1. Clearly differentiate between data collection and data capture. (2mks) Data capture is the process of obtaining data in a computer-sensible form for at the point of origin (the source document itself is prepared in a machine-sensible form for input)
    • Data collection involves getting the original data to the „processing centre‟, transcribing it, converting it from one medium to another, and finally getting it into the computer.

 

  1. Outline the 5 stages of data collection. (3mks)
    • Data creation
    • Data transmission
    • Data preparation
    • Media conversion (i.e, conversion of data from one medium to another
    • Input validation
    • Sorting

 

  1. a) Explain the relevance of the term garbage in garbage out (GIGO) in 

reference to errors in data processing.                                            (1mk)

The accuracy of the data entered in the computer directly determines the accuracy of the information given out.

b)         Give and explain two transcription and two computational errors committed

during data processing.                                                         (8mks)

 

  • Misreading errors: -they occur when the user reads source document incorrectly, thus entering wrong values, e.g. a user may confuse 5 in the number 586 with S, and type S86 instead.
  • Transposition errors: – they result from incorrect arrangement of characters (i.e., putting characters in the wrong order especially when keying data onto a diskette), e.g. the user may enter 396 instead of 369 computational errors
  • Overflow errors:       -An overflow occurs if the result from a calculation is too large to fit in the allocated memory space, e.g., if the allocated memory space is able to store an 8-bit character, then an overflow will occur if the result of the calculation gives a 9-

bit number.

 

  1. a) Define the term data integrity.                                 (2mks)

Data integrity refers to the dependability, timeliness, availability, relevance, accuracy & completeness of data/information

  1. b) State three ways of minimizing threats to data integrity. (3mks)
    • Backing up the data on external storage media
    • Enforcing security measures to control access to data
    • Using error detection & correction software when transmitting data
    • Designing user interfaces that minimize chances of invalid data being entered.

 

  1. a) briefly explain real-time processing.                                    (2mks)
    • Airline reservation systems
    • Theatre (cinema) booking
    • Hotel reservations
    • Banking systems
    • Police enquiry systems
    • Chemical processing plants
    • Hospitals to monitor the progress of a patient
    • Missile control systems

 

 

  1. c) Give three advantages and two disadvantages of a real-time system. (5mks)

Advantages

  • Provides up-to-date information
  • The information is readily available for instant decision-making
  • Provides better services to users/customers.
  • Fast &reliable
  • Reduces circulation of hardcopies.

Disadvantages

  • Require complex Os& are very expensive
  • Not easy to develop
  • Real time systems usually use 2 or more processors to share the workloads, which is expensive.
  • Require large communication equipment.

 

  1. Differentiate between CPU bound jobs and I/O bound jobs.

                                                                                                (2mks)

CPU bound jobs require more of the CPU time to process these jobs.  Most of the work the I/O devices perform is on the Input; and Output; hence, they require very little CPU time.

 

  1. Most companies are now shifting from the use of geographically distributed personal computers. This method of data processing is known as Distributed Data Processing (DDP)

 

Required:

  1. Name any threes computing resources that can be distributed.    (3mks) -CPU (Processors) time

-Files

-Application software

-Data/information/messages

-Computer processing power

-Memory (computer storage)

-Input/Output devices, e.g. printers

-communication devices/communication ports

 

  1. Name four examples of industries and business organizations that extensively use

distributed processing systems.                                                        (4mks)

 

  • Banks
  • Computerized retails stores, e.g. supermarkets
  • Learning institutions with many departmental offices
  • Bureaus or communication cyber cafes
  • Airline reservation systems

 

  • List down two benefits and three risks that might be associated with the distributed data

processing system.                                                     (5mks)

            Benefits

  • The load on the host computer is greatly reduced
  • The use of low cost minicomputers minimizes the cost in data processing
  • Delays in data processing are reduced
  • Provides better services to the customers
  • There is less risk in case of system breakdown
  • The design & implementation of the system is less complex due to decentralization The level of expertise required is less.

Risks

  • Data duplication is very common
  • Programming problems occur with microcomputers & minicomputers
  • Security threats, i.e. the data & information sent one the network from one place to
  • another can be tapped, or listened to by unauthorized parties
  • More training is needed for the users involved
  • It is expensive due to the extra cost of communication equipment.

 

  1. a) Explain the concept of multi-programming                                                 

                                                                                                            (2mks)

A Multi-programming system allows the user to run 2 or more programs, all of which are in the computer‟s main memory, at the same time.

 

  1. Give two benefits that are derived from multi-programming

                                                                                                            (2mks)

  • It increases productivity of a computer
  • Reduces the CPU‟s idle time
  • Reduces the incidence of peripheral bound operation

 

  1. State at least four advantages of storing data in computer files over the manual filing

system                                                                        (4mks)

  • Stored information takes up less space
  • Easier to update and modify
  • Provides faster access and retrieval of data
  • Reduces duplication of data or stored records
  • Cheaper
  • Enhances data integrity (i.e. accuracy and completeness)

 

  1. Distinguish between logical and physical computer files.                         

                                                                                                            (2mks)

  • A logical file is viewed in terms of what data items it contains and what processing operations may be performed on the data
  • A physical file is viewed in terms of how the data items found in a file are arranged on the storage media and how they can be processed.

 

  1. Arrange the following components of the information system data hierarchy in ascending order of complexity:

Field, Database, Byte, Record, Bit, and file                                                            (4mks)

 

Bit                     Byte  Field    Record            File                  Database

 

  1. In a computer based information system, state the purpose of the following files, and give one example where such a file may be required in a school.            

                                                                                    (8mks)

 

  1. Report file- It contains a set of relatively permanent records extracted from the data in a

master file.

They are used to prepare reports, which can ve printed at a later date, e.g. report on student‟s class performance in the term, extract of students who have not cleared their school fees, report on absentees.

  1. Backup file- Used to backup data or to hold duplicate copies of data/information from the computer‟s fixed storage or main file for security purposes e.g. a copy of all the students admitted in a school fees, report on absentees iii)   Reference file – Used for reference purposes.  It contains records that are fairly permanent or semi-permanent, e.g. Deductions in caution money, wage rates, tax deductions, employees address, price lists etc.
  2. iv) Sort file – used to sort/rank data according to a given order, e.g. ranking position in a

class of students.

  1. a) What is file organization?

It is the way records are arranged (laid out) within a particular file or any secondary storage device in a computer

  1. Differentiate between the following file organization methods: (4mks)
  2. Sequential and serial

In sequential file organization, records are stored in a sorted order using a

key field, while in serial; the records are stored in the order they come into the file, and are not sorted in any way.

 

  1. Random and indexed-sequential

In random file organization, records are stored in the file randomly and accessed directly, while in indexed –sequential, the records are stored sequentially but accessed directly using an index.

 

 

PROGRAMMING

Section A

  1. Define the following terms:                                                             (3mks)
    1. Computer Program

A computer program is a set of instructions that directs a computer on how

to process a particular  task.

  1. Programming

Programming is the process of designing a set of instructions which can be used to perform a particular task or solve a specific problem.

  • Programming language

A programming language is a language (set of instructions) used in

writing of computer programs.  The language must be understood by the computer for it to execute.

  1. Explain the meaning of the following as used in computer programming. (2mks)
    1. Syntax -these are rules that govern the arrangement of commands in a

particular language

  1. Semantic – the meaning attached to every command in a particular

language.

  1. a) What are low-level languages? Give their features.                      (4mks)

These are the basic programming languages, which can easily be understood by the computer directly, or which require little effort to be translated into computer understandable form.

           

Features:

  • They are machine hardware-oriented
  • They are not portable, i.e. , a program written for one computer cannot be installed and used on another computer of a different family
  • They use Mnemonic codes
  • They frequently used symbolic addresses.

 

  1. b) Give three advantages of high-level languages as opposed to low-level

languages                                                                                           (3mks)

  • Easier to learn, understand and use
  • Easily portable, i.e. they can be transferred between computers of different families and run with little or no modification
  • The programs are short & take shorter time to be translated
  • More flexible, hence they enhance the creativity of the programmer and increase his/her productivity in the workplace
  • Easier to debug (correct errors)& maintain
  • Easy to modify
  • They are user-friendly & problem –oriented, hence can be used to solve problems arising from the real world.

 

4          a)         Examine two features of fourth generation languages (4GLS) (2mks)

  • Have programming tools such as command buttons, forms, textboxes, etc
  • Use of mouse pointer to drag an object on a form
  • Use application generators to generate program codes Can enquire & access data stored in database systems

 

  1. b) List three examples of fourth generation programming languages.             (3mks)
  • Visual Basic
  • Delphi Pascal
  • Cobol
  • Access Basic

 

  1. Describe 5 factors to be considered while choosing a programming language. (5mks)
  2. i) The availability of the relevant translator     ii)        Whether the programmer is familiar with the language    iii)       Ease of learning and use              iv)       Purpose of the program, i.e. application areas such as education, business,

scientific, etc.

  1. v) Execution time: High –level languages are easy to read, understand & develop; hence, they require less development time. Machine code & Assembly languages are relatively difficult to read, understand and develop; hence, they are time-consuming.

 

  • Popularity: – the language selected should be suitable and /or successful in the market with respect to the problems to be solved.
  • Documentation: – It should have accompanying documentation (descriptions on how to use the language or maintain the programs written in the language
  1. Availability of skilled programmers: – The language selected should have a pool of readily available programmers to ease the programming activity, and reduce development time.

 

  1. Differentiate between the following as used in programming:
    1. A source program is a program that is not yet translated;

Object code is a program that is in machine readable form obtained from a source program by use of a translator

 

  1. Flowchart and pseudo code. (2mks)

A flowchart is a graphical representation of step-by-step processing logic of a program, while pseudo code is a set of structured English like statements that describe the processing steps to be followed to solve a given problem.

 

  • What do the following abbreviations stand for: (2mks)

 

  1. i) FORTRAN – formula Translator ii) COBOL – Common business oriented language iii) OOP  – Object Oriented Programming

 

  • a) Define a Language translator                                                           (1mk)

This is a language processor such as an assembler, interpreter, or compiler that converts the source program into object code.

 

  1. b) Give two advantages of compiling a program rather than interpreting
  2. (2mks)
    • Interpreters translate the source program one statement/line at a time, Compilers translate the entire source code at once before execution.
    • Interpreters translate the program each time it runs, hence slower than compiling. Complied programs can be saved on a storage media. It does not require any further translation any time the program is run, hence executes faster than interpreted programs.
    • Interpreter translation takes less memory, while compiled programs require more memory as the object code files are larger.

 

  1. Name the stages of a program development in their logical sequence. (31/2)
    • Problem recognition
    • Problem definition
    • Program design
    • Program coding
    • Program testing and debugging
    • Program implementation and maintenance
    • Program documentation
  2. (a) Give two reasons why it is necessary to have a program design. (2mks)
    • It identifies the exact order in which the processing tasks will be carried out so as to solve the problem
    • It provides for easy maintenance & modification

 

  1. State two requirements during computer program testing. (2mks)

Compilation to check the whole program if there are any errors

Debugging the program

 

 

  1. a) State any four rules/guidelines that should be followed when drawing 

program flowcharts.                                                                          (4mks)

  • A flowchart should have only one entry (starting point) and one exit point
  • The flowchart should be clear, neat and easy to follow
  • Use the correct symbol at each stage in the flowchart
  • The flowchart should not be open to more than one interpretation
  • Avoid overlapping the lines used‟ to show the flow of logic as this can
  • create confusion in the flowchart
  • Make comparison instructions simple, i.e , capable of Yes/No answers
  • The logical flow should be clearly shown using arrows
  • Ensure that the flowchart is logically correct & complete
  1. Give one advantage of pseudo codes over flowcharts (1mk)
    • Pseudo codes are easier to write and understand
    • They are convenient especially for long algorithms which span over several pages.

 

  1. Explain the following types of computer program errors:
  2. a) Syntax error                                                                           (2mks)

These are programming errors/mistakes that occur due to incorrect/improper use of the grammatical rules of a particular language

E.g., Punctuation mistakes, (i.e. omitting a comma or a semicolon), improper naming of variables, wrong spellings of user defined and reserved words.

  1. Logical Errors

These are errors that occur as a result of bad program design

Logical errors relate to the logic of processing followed in the program to

get the desired results e.g. they may occur as a result of misuse of logical operators.

 

  1. Run-time (execution) error.                                     (2mks)

Run-time (execution) errors.  They occur when the programmer develops statements, which are not projecting towards the desired goal.  Such statements will create deviations from the desired objectives

 

  1. Explain four error detecting methods in program development (4mks)
    1. Dry running (desk checking); – checking a program for errors by

making the corrections on a paper before entering it in the program editor.

  1. Translator system checking: – It involves the running of a translator

program (e.g., compiler or Interpreter) after entering the set of coded instructions in order to detect any syntax errors.

  • Use of debugging utilities: – It involves supplying data values to the program for which the answer is known. If the program does not give the correct answers, it shows that it contains some errors.

 

14.       Describe three types of program documentation in reference to programming

                                                                                    (6mks)

  1. i) User-oriented documentation: – It is a manual that enables the user

to learn how to install and use the program ii)          Operator –oriented documentation: – It is a manual that enables the user to learn how to install and use the program.

iii)       Programmer-oriented documentation: – This is a detailed documentation written for skilled programmers.  It provides the necessary technical information to help the programmer in future modification of the program.

  1. a)         State three types of control structures use in programming.          (3mks)

-Sequence

-Selection/decision

-Iteration/looping

 

                       

 

 

 

 

 

  1. b) Draw a simple flowchart diagram to illustrate the FOR-DO structure.

                                                                                                                                    (3mks)

 

 

 

 

 

 

  1. a) Define the term structured programming                            (2mks)

This is the technique of program design that allows large programs can be broken down into smaller components/sub-programs called modules or sub-routines), each performing a particular task.

  1. List any two characteristics of Structured programming. (2mks)

Modules or sub-routines

Use of control structures in problems solving

 

  1. Give two benefits of structured programming. (2mks)
    • Breaks (splits) a large program into smaller sub-programs (modules) each able to solve a particular/specific problem
    • Structured programs are easier to read
    • They are easy to code and run
    • Programs are easy to modify because; a programmer can change the details of a section without affecting the rest of the program
    • Modules are easy to test & debug (i.e correct mistakes/errors). This is because; each module can be designed, coded & tested independently
    • It is easier to document specific tasks.
    • Use of modules can be named in such a way that, they are consistent & easy to find in documentation
    • It is flexible.

 

  1. a) Define the term selection to program control structures.              (1mk)

Selectionrefers to a situation where further program execution depends on making a decision from two or more alternatives.

  1. List four selection control structures used in writing a program (4mks)
    • IF…THEN
    • IF…THEN…ELSE
    • Nested IF
    • CASE …OFF
  2. a) Name the control structure depicted by the following diagram (2mks)

 

 

 

Selection control structure, e.g. If –then –else

 

  1. Name the symbols labeled A and b in the diagram above. (2mks)

A-Decision box

B- Process symbol

  1. Define the term ARRAY as used in computer programming. (1mk)

An array is a data structure that stores several data items of the same type.

 

  1. Draw a simple flowchart diagram showing:                                                (2mks)                          a) IF….THEN…. selection                                                              

 

Continuation of program

           

  1. ..THEN…ELSE selection (2mks)

 

 

  1. REPEAT…UNTIL loop (4mks)

 

 

  1. a) With aid of a pseudo code and a flowchart, design an algorithm that 

would:

  • Prompt the user to enter two number X and Y
  • Divide X by Y. However, if the value of Y is 0, the program should display an error message “Error: Division by zero”.

 

START

PRINT (“Enter two numbers, X and Y”) Input X, Y

IF Y=0 THEN

PRINT „Error: division by zero‟

ELSE

Quotient = X/Y

PRINT X, Y, Quotient

ENDIF

STOP

Flowchart

 

 

 

 

 

 

  1. Write down the assignment statement used in the algorithm above. (2mks) Quotient=x/Y

 

  1. Which program control structure is depicted in the algorithm? (1mk)

If …then…Else

 

  1. Draw a flowchart for a program that is to prompt for N numbers, accumulate the sum and them find the average. The output is the accumulated totals and the average.

 

 

 

 

  1. Write a pseudo code that reads temperature for each day in a week, in degree Celsius, converts the celcius into Fahrenheit and then calculate the average weekly temperatures.

The program should output the calculated average in degrees Fahrenheit.

 

START

INPUT temperature in 0C

SET Initial day to 0

WHILE Initial day <=6 DO

F = 32 + (9c/5)

INPUT temperature in 0C

Initial day = Initial day + 1

Cumulative      = Cumulative + 0F

END WHILE

Average          = Cummulative/7

PRINT average

Stop

 

 

 

 

  1. Michael deposits 1,000 in a bank at an interest rat of 10% per year. At the end of each year, the interest earned is added to the amount on deposit and this becomes the new deposit for the next year.

Develop a pseudo code to determine the year in which the amount accumulated first exceeds 2,000.  Also for each year, print the year (starting from 1), the deposit, the Interest earned, and the total accumulated at the end of the year.

 

START

Input initial deposit, Interest rate, and Target deposit

Set Deposit to 1000

Set Year to 0

REAPEAT

Year= Year + 1

Interest = Deposit x 10%

Total = Deposit +Interest

Deposit = total

UNTIL Deposit > 2000

PRINT Deposit, Year

STOP

 

 

 

 

  1. Study the flowchart diagram below and answer the questions that follow:

 

 

  1. a) What will be the value of the sum when printed? Show how you arrive at your answer.

                                                                                    (5mks)

 

R Term Sum
0 0x20 0 + 0=0
1 1×21 = 2 0+2=2
2 2×22 = 8 2 +8 =10
3 3×23 = 24 10 + 24 = 34

 

 

The value of Sum = 34

 

  1. Mwalimu savings society (MSS) Pays 5% interest on shares exceeding 100,000 shillings and 3% on shares that do not meet this target. However, no interest is paid on deposits in the member‟s MSS bank account
  2. a) Design a pseudo code for a program that would:

 

  1. i) Prompt the user for shares and deposit of particular members ii) Calculate the interest and total savings iii)   Display the interest and total savings on the screen for particular members of the

society.                                                                                               (7mks)

 

START

PRINT “Enter member Name, share and Deposit”

INPUT Name, Shares, Deposit

IF shares > 100,000 THEN

Interest = 0.05 x Shares

ELSE

Interest = 0.03 x Shares

ENDIF

Total savings =Deposit + shares +Interest

PRINT Name, Total savings, Interest

STOP

 

  1. b) Draw a flowchart for the above pseudo code. (8mks)

 

           

 

  1. a) Study the flowchart below and answer the questions that follow:

           

  1. List all the outputs from the flowchart. (3mks)

 

24, 50, 102                  (any correct 3)

 

  1. What will be the output if the statement in the decision box is changed to?
                                                                                (3mks)
    i) M100    
 

 

                Only one value, 11 will be printed  1    
    ii) M < 100    
 

 

                Only one value, 11 will be printed  1    
    iii) M = 100    
      values starting with 11 to  infinity, i.e. , 11, 22, 44,……….  1
  1. Modify the flowchart to print the sum of all the outputs. (9mks)

           

  1. The gross salary of employees of Mutson Chemist is based on the Basic and additional benefits. Employees with more than 10 year‟s experience get an additional pay of 10% of their basic salary.  Bonuses are given as per employees‟ sales of the month as: 
     
>200,000   15%
100,000 – 200,000   10%
Below 100,000     5%

Draw a flowchart for the program that will calculate Gross salary and output each employee‟s

Basic salary, gross salary and all benefits.               (15 mks)

           

SYSTEMS DEVELOPMENT

 

  1. What do you mean by a system?                                                 (2mks)

A system is a set of items, equipments, procedures, programs or techniques & people working jointly with an aim of achieving common goals.

 

  1. Differentiate between soft systems and hard systems. (2mks)
    • In Soft systems, goals and objectives are not clearly defined. In hard systems, goals & objectives are clearly defined and the outcomes from the processes of the systems are predictable
    • Soft systems are usually the human activity systems; their boundaries keep on

changing.

(5mks)

  1. Explain five characteristics of a system (5mks)

Holistic thinking: – a system contains a set of interacting elements.  However, in  holistic thinking, a system is considered as a whole unit.

Purpose:-a system must be designed to achieve a specific predefined objective. System boundaries and environment; -the components of each system should  operate within a specific framework, limits or space.  The system receives inputs  from& communicates its outputs to the environment.

Subsystems: – A system does not exist alone, but it is made up of different components or other systems that communicate with each other

Inputs and outputs: – a system communicates with its environment by receiving inputs and giving outputs.  E.g. a manufacturing firm gets inputs in form of raw materials from the environment and transforms them into finished products which are released into the environment

Process:– a system usually transforms or processes data from one state to another. System entropy (decay);a system must have controls which help it not to operate beyond its boundaries.  The controls enable the system to adapt to changes in the environment in order to give the expected output or to perform to the expected level.

 

  1. a)Define the term information system. (2mks)

An information system is the arrangement of people, data, processes and information that work together to support and improve the day-today operations of a business.

  1. Highlight three circumstances that necessitate the development of new

information systems.                                                             (3mks)

  • New opportunities: – a chance to improve the quality of internal processes and

service delivery in the organization may arise

  • Invention of new systems which are more successful than the existing ones Problems: – the user may encounter some difficulties in the operations of the

existing system

  • Directive: – these are requirements imposed by the management, government, or

external influences.

  1. State four roles (functions) of an Information system analyst. (4mks)
    • Examines the feasibility of potential computer applications.
    • Reviews the existing system & makes recommendations on how to improve or implement an alternative system.
    • Works hand in hand with programmers to construct a computerized system
    • Coordinates the training of new system users and owners.
    • He is the overall project manager of the information system being implemented.

Some of his duties include: assuring quality, keeping within schedule & budgeting.

 

  1. Define the following terms:
  2. i) System control

A system control is a method by which a system adapts to changes in the environment in order to give the expected output or perform at the expected level.

  1. ii) System boundary

It is the scope/limits within which the system components operate iii)       Online analytical processing

The process whereby a computer-based information system is used to capture operational data, analyze it, and generate reports that can be used  to support the decision making process in an organization

  1. State one disadvantage of the Traditional approach in system development (1mk) The structure of the old system is not changed in anyway; hence; hence, the weaknesses of the old system are not corrected and are carried forward to the new system.

 

 

  1. What is Prototyping as used in system development?             (2mks)

It is a Rapid system/program development technique 1 where system developers quickly capture user requirements by designing system interfaces in the presence of the user. 

 

  1. Outline the seven steps followed in structured system development.  (3 ½ mks)

-Problem recognition and definition

-Information gathering

-Requirements specification

-System design

-System construction (coding)

-System implementation

-System review and maintenance.                 (NB: Order must be followed)

 

  1. Define the term Feasibility study as used in system development.             (2mks)

This is a special study carried out to establish the costs and benefits of a proposed  new system.

  1. You are required to develop a registration system for a particular school. State  two ways in which you would gather the information required for the system

development.                                                                                                  (2mks)

 

-Study of available documents

-Observation

-Interviews

-Use of questionnaires

-workshops and seminars

-Use of automated methods

  1. Identify two disadvantages of Observation method used in fact-finding. (2mks)

-The person being observed may perform differently or change his/her behaviour  leading to wrong requirements being observed

-The work being observed may not involve the level of difficulty or volume  normally experience during that period of time.

-The need to be on the site where the activities are taking place consumes a lot of time. -Some activities may take place at odd times causing a scheduling inconvenience for the analyst.

  1. a) Name three circumstances in which it is better to use a Questionnaire than an 

      Interview for gathering information.                                         (3mks)

  • If the information to be gathered is located over widely spread geographical area.
  • If a large number of people are to be questioned, and the questions to be asked require short answers, or are limited to Yes/No
  • Where 100% coverage is not essential
  • Where privacy (anonymity) of the respondents is to be maintained.

 

  1. Outline three advantages of questionnaires.             (3mks)
    • Use of questionnaires gives the respondents privacy; hence, there is likelihood that the information given is sincere and real.
    • Questions can be answered quickly since respondents can complete and return the questionnaires at their convenient time.
    • It is a cheap method of collecting data from large number of individualsResponses can easily be tabulated and analyzed quickly.

 

  1. a) Explain the importance of using automated methods in fact finding.             (1mk)

Automated method of data collection can be used in areas which are not easily

accessible.

  1. Give one example of automated information gathering technique. (1mk)                          -Use of a video camera to capture motion pictures

-Use of Tape recorder.

  1. Mention the four factors that may be considered in order to design a good file.(4mks)

oOutput specifications (i.e., output from the system) oInput specifications oTable/file structure specifications oHardware specifications oSoftware specifications

 

  1. State four factors that may be considered in order to design a good file. (4mks)
    • Record key fields
    • Data type for each field
    • Length of each field
    • Backup and recovery strategies.
  2. Define the term “attribute”                                                             (1mk)

An attribute is a unique characteristic of a record for which a data value can be stored in the system database. E.g., a student record has attributes such as Name, admission number, class, etc.

 

  1. State two methods/tools that a system analyst may use to design a system. (2mks)
    • Use of system flowcharts
    • Data flow diagrams
    • Entity relationship models
    • Structured charts

 

  1. Explain three tasks that are carried out during system implementation. (3mks)
    • File conversions
    • Staff training
    • Project management
    • Changeover strategies.

 

  1. Your school has decided to replace its library control system. The current system was implemented ten years ago but has restricted reporting facilities and has a text-based interface. The school intents to replace the old system with a new computerized system, and is now considering both „Parallel running” and “direct changeover”. 

a). (i) Briefly explain the terms parallel running and direct changeover as used in system

implementation.                                                                                                         (2mks)

  • Parallel running is where both the old and the new systems are run in parallel to each other (a the same time) for sometime until users have gained confidence in the new system. Data is processed on both systems in order to compare their performance, and also cross-check the results.
  • Direct changeover is a complete replacement of the old system with the new system in one bold move. The old system is stopped & abandoned and the new system starts operating immediately.

 

  • Give two disadvantages of direct changeover over parallel running. (1mk)
    • It may be very inconveniencing (or, the organization will incur huge losses) in case the new system fails or faces problems.
    • The users may not have gained enough confidence to run the new system.
    • The weaknesses of the old system may not be corrected & may still be transferred to the new system.
    • Loss of jobs for the workers whose departments are affected.
    • If the new system fails, data recovery may be impossible.

 

  • Mention any two advantages of running both the manual system ad the

computerized system simultaneously.                                                          (2mks)

  • If the outputs from the two systems are similar, confidence in the ICT systems.
  • Users have time to familiarize themselves with the ICT systems.
  • It is reliable because it enables thorough testing. oWeaknesses in either of the systems are corrected. –

 

NETWORKING & DATA COMMUNICATION

 

  1. Define the following terms: (2mks)
  • Computer network                                                                                     (2mks)
    • A collection 2 or more computers connected together using transmission media (e.g., telephone cables, or Satellites) for the purpose of communication and sharing of resources.
  • Data transmission                                                                                     (2mks)
    • Passing information from one terminal to another in a computer network through telecommunication channels

(b) Differentiate between a modern and a multiplexer.                              (2mks)

  • A Multiplexer enables sending of multiple data signals over the same medium, either simultaneously or at different times.
  • A Modern converts a digital signal to analogue form, so that it can be transmitted over analogue telephone lines.
  1. State three advantages and three disadvantages of computer networking.    (6mks)

Advantages

  • Sharing of resources between the computers – Sharing of risks.
  • Provides cheaper and efficient communication.
  • Running cost is low because of the minimal hardware required.
  • Reliable and error-free.
  • Enhances faster communication
  • It is not time-consuming.

 

Disadvantages of networking

  • High initial installation cost (i.e., expensive to install).
  • Security threats e.g., hacking, which posses a great danger to loss of information
  • Moral and cultural effects.
  • Spread of terrorism, drug-trafficking and viruses.
  • Over reliance on networks.

 

  1. (a) What is a distributed system? (2mks)

This is a system in which data is manipulated in different processors/computers, which are on the same network but placed in separate locations.

 

(b) State any two advantages of distributed systems.                                             (2mks)

  • There is sharing of data & other resources.
  • Relieves the central computer of the burden of processing data
  • Failure of the central computer does not affect the operations of the other terminals
  • Processing load is shared equally; hence no time wastage
  • There is faster processing of data since each machine can process & store its data
  • It doesn‟t need powerful & expensive servers for data storage
  • It can accommodate users with variety of needs Creation of employment at the remote centers.

 

  1. Distinguish between bounded and unbounded transmission media, giving two examples in each.
    • In bounded media, data signals are transmitted from the source to the destination through a restricted pathway, e.g., two open wire cables, twisted pair cables, Coaxial cables, fiber optic cables.
    • Unbounded media transmits data without physical connections, e.g. microwave, satellite, radio, infrared communication.
  2. State what is meant by each of the following data transmission media, and give two advantages and three disadvantages for each.
    1. Twisted pair cables. (3mks)

A twisted pair cable is made up of 2 insulated copper wires twisted around each other in a spiral pattern.  This prevents electromagnetic fields from developing around the two wires as they transmit data.

Advantages 

-Has high data transfer rates of up to 100 Mbps

-It is cheap because; of mass production for telephone use.

 

Disadvantage

oThey suffer from high attenuation oaffected by electromagnetic fields oIt has low data transmission rates as compared to other cables ii) Coaxial cables

Coaxial cables consist of two conductors which are insulated and shielded to provide high noise immunity & also more resistant to electromagnetic interference.

 

Advantages oThey have a large bandwidth (up to 1 Gbps) compared to twisted pair cables oThey can carry voice, data and video signals simultaneously oThey are more resistant to radio and electromagnetic interference than twisted pair cables

Disadvantages oThey are hard to work with oThey are expensive to buy & install

 

iii)        Fibre optic cables is made of transparent glass and uses light to transmit data signals from one point to another on the network.

Advantages oIt is immune to electromagnetic interference, and eavesdropping.

oIt is fast and supports high bandwidthoIt has low attenuation; hence, a long distance can be covered oIt is small & light.

Disadvantages oDifficult & expensive to install oOnce broken, it is difficult & expensive to repair.

  1. iv) Wireless/microwave/radio transmission.                            (3mks)

Inwireless transmission, no physical connections are used to transmit data from one point to another.  Instead a transmitting antenna & a receiver aerial are used to facilitate the communication

Advantages

  • wireless networks can span large geographical areas easily oCan be used in very remote areas that do not have high cost physical infrastructure like telephone lines o

Disadvantages

  • The initial cost is very high oIt is relatively difficult to establish or configure.
  1. Explain the function of the following network devices:
    1. Network interface card (NIC)

NIC creates a physical link between the computer and the transmission media.

  1. Gateway

Gateways provide access to the Wide area networks & the Internet.

  • Bridge

This is a network device that selectively determines the appropriate network

segment for which a message is meant to be delivered.

 

 

 

  1. Repeater

A repeater receives a weak signal on the network, cleans and amplifies it for transmission over the next portion of the network.  Signals become weak due to attenuation

  1. List two advantages of cell phones over fixed lines. (2mks)
    • Are cheaper than fixed lines
    • Less prone to transmission errors
    • Can be used even where there are no telephone lines Portable, i.e. can be carried around

 

  1. a) Study the diagram below and answer the questions that follow:

 

 

 

 

  1. Name the communication media depicted in the above diagram. (1mk) Satellite communication

 

  1. Name the parts labelled A, B, C, and D. (4 mks)
  • -Receiving earth station
  • -Satellite in space
  • -Down link
  • -Up link
  • List three advantages of the above communication media.             (3mks)
  • It is fast
  • It is convenient because; it provides a large constant line of sight to each station Hence, there is no need to keep on moving the parabolic dish so as to track the line of sight
  • Can be in very remote areas that do not have high cost physical infrastructure like

telephone lines.                                                                                      (2mks)

  1. a) Define the term network topology.                                                  (2mks)

                        Network topology refers to the arrangement of the computers, printers and other

equipment connected on the network.

  1. b) Distinguish between logical and physical network topology.          (2mks)
    • Logical (signal) topology deals with the way data passes from one device to the next on the network
    • Physical topology refers to the physical arrangement (layer out) of devices on the network.

APPLICATION AREAS OF ICT

  1. Write in full hence, explain the term ICT.                                      (2mks)
    • ICT- Information and Communication Technology
    • ICT- refers to the integration of computers and telecommunication facilities for the purpose of communication.
  2. State four areas where computers are used today. (4mks)
  3. i) Financial systems, e.g. accounting, stock exchange, payroll, banking, etc,  ii)        Transport systems, e.g. air traffic control, shipping control, automobile traffic

control

  • Entertainment systems, e.g. used in showing movies, playing music, &

computer games.

  1. Scientific research, i.e. weather forecasting, medical research, military & space

exploration.

  1. State two ways in which a computer may be used in efficient running of a hospital.
    • Keeping records of incoming and outgoing patients
    • In electro-cardiogram screening and monitoring, analyzing the sickness & checking     for damages, e.g. X-ray
    • A computer controls life supporting machines
    • For inventory control
    • To access foreign expertise or labour, i.e. to get in touch with consultants or surgeons in another country, thereby reducing traveling of patients & professionals.
  2. a) Name the type of processing that would be required by a payroll system. (1mk)

Batch processing

 

  1. Identify two benefits of using computers in accounting systems. (2mks)
    • They make the processing of financial records easier
    • Error checking procedures can e established to ensure accuracy & security of data
    • Used to store volumes of financial records
    • Ensure fast & easy production of financial reports
    • They are cheaper than manual systems

 

  1. a) Write down all the input and output devices of an ATM machine of Pesa-point in

Kenya.

  • Keyboard
  • The ATM card
  • Screen (Visual display)
  • Printer

 

  1. List down three advantages of ATM cards. (3mks)
  • Offer 24 hour service to customers
  • Ensure more flexibility in cash deposits and withdrawals
  • It is secure because; it requires a personal identification number (Pin), which is only known by the card holder
  • There is no need for human bank clerks.

 

 

 

  1. a) State four components of an electronic Point-of-sale terminal. (4mks)
    • Terminal, e.g. Console, which is connected to the main computer
    • Monitor
    • Printer

 

  1. Give two advantages of using electronic point-of sale terminals as opposed

to manual entry at a supermarket checkout counter.                     (2mks)

  • Fewer errors made by employees, i.e. correct prices are used at the point of entry
  • It ensures faster entry of data, since the attendant does not have to enter details manually.
  • Ensures good stock management procedure.
  1. Define the following terms:
    1. Biometric analysis

This is the study, measurement & analysis of human biological characteristics.  It uses a

computer and a biometric device to recognize & analyze features of human body parts such as fingerprints, lips, voice iris colour, etc

 

  1. Telecommuting

A situation where an employee works in a location that is remote from the

normal place of work either on full-time or part-time basis.

 

 

  1. Outline four devices required in order to conduct a video conference. (4mks)
    • A computer
    • A digital video camera (camcorder) attached to a computer
    • Network software for video conferencing
    • A microphone
    • Speakers
  2. a) Define the term E-commerce                                                           (2mks)

E-commerce is a way of doing business where the transactions are carried out electronically without the seller and buyer interacting physically.

  1. b) List down two advantages of e- commerce as used in modern business 

environment                                                                           (2mks)

  • Reduces traveling, hence saves money and time
  • A company can access customers all over the world, and is not limited by space & wagons
  • Reduces operating costs of small business as they can establish websites where they can auction their good & services. This also increases their sales.

 

  1. Describe how computing has been applied to each of the following areas:
  2. i) Transportation systems.                                                                    (2mks)
    • Used by railway corporations to coordinate the movement of their goods & wagons – Used in airline industry for air traffic control, surveillance of airspace using radar  equipment
    • Used in shipping control
    • Used in automobile traffic control in busy towns, i.e. to simulate the timing of traffic lights.

 

  1. Reservation systems.                                                           (2mks)
    • To keep record of reservation
    • For online reservation (i.e. provide online remote services)
    • Paperless transaction (Paying via credit cards)
    • Easy to check for vacant positions
  • Law enforcement (2mks)
    • For keeping record on fingerprints
    • Biometric analysis in crime detection so as to provide immediate & accurate information
    • Scene monitoring & analysis to help the police in arresting traffic offenders and criminals.

 

  • Library management systems (2mks)
    • Keeping book records and stock management
    • Tracking overdue books

 

  1. Suggest how computers may in future be made more user-friendly for persons that are:
  2. a) Blind                                                                           (1mk)
    • Development of Braille keyboards, or engraved keyboards
    • Computers can be installed with talking software, i.e., can store voice patterns

of the user

 

  1. b) Without hands
  • Use of voice-activated commands.
  • Computers can be installed with powerful multimedia system & speech

recognition devices.

  1. Give at least four reasons why a firm may decide to computerize its operations
    • Handling of errors easily
    • Easy storage and retrieval of information
    • Increased efficiency
    • Higher quality work
    • Reduced cost.

 

 

 

 

IMPACT OF ICT ON SOCIETY

  1. Identify four problems associated with the introduction of computers in a society.

                                                                                                                                    (4mks)

oJob displacement and replacement oComputer crimes, e.g. piracy, fraud, hacking oHealth effects, e.g. repetitive strain injury, eye problems oCultural effects and immorality (DVD‟s, pornographic literature on the Internet

  1. Distinguish between “job replacement” and “job displacement” in reference to

Computerization                                                                                                        (2mks)

In job replacement, the unskilled workers may be replaced with the skilled ones.  In job displacement, some employees may be displaced/ moved to new working areas as the computer may serve to perform tasks that may be performed by several people.

 

  1. A recent breakthrough in the manufacturing industry is the development of a full manufacturing plant, that can produce vehicles using robots only.
  2. a) Give three advantages of fully automated manufacturing.   (3mks)
    • Increases efficiency due to the balancing of workload and production
    • Production increases in the workplace
    • Improves customer service
    • Enables production of adequate & high quality goods in time
    • Enables efficient utilization of resources, e.g. raw materials, personnel and equipment; hence reducing operating expenses.
  1. b) State three other areas where automation is applicable. (3mks)
  • Intelligent control of traffic lights
  • The autopilot in aircrafts
  • Use of robots in industries
  • Manufacturing industries such as vehicle assembly plants, oil refineries, and food processing companies.
  1. Discuss the applications of Artificial Intelligence in each of the following fields:
    1. Expert systems
      • In medical institutions for diagnosis of diseases
      • In mining companies for prospecting of minerals.
      • Financial forecasting, e.g. formulation of taxation & marketing policies, and making of investment decisions.
      • Financial forecasting, e.g. formulation of taxation & marketing policies, and making of investment decisions.

 

  1. Natural language processing                                                 (2mks)
    • It involves development of programming languages, whether spoken or written
    • This will make the task of data processing even faster
  • Artificial neural networks.                                                   (2mks)
    • This is the use of electronic devices & software to emulate the learning process of the human brain and how it recognizes patterns.
  1. Explain the impact of information technology on organization in each of the following areas
    1. Competition (2 mks)
  • Ability to advertise in the internet
  • Improved quality goods & services
  • Reduced operational costs

 

  1. Pace of growth (2 mks)
  • Reduced costs
  • Reduced need for manpower
  • Reduced space requirement
  • Greater output

 

  1. State three reasons why users may resist the introduction of information and communicationTechnology (ICT) to their place of work
    1. Fear of change- people are creatures of habit, hence are afraid of change
    2. Fear of losing their jobs: By installing the computer into an organization, employees fear that they might end up losing their jobs
  • Fear of failure – Since the computer is very new in a given working environment, the people will be afraid that they might never get used to it.
  1. Loss of control: The management fear that once a computer system is implemented, they might lose control of the organization.

 

CAREER OPPORTUNITIES IN ICT

  1. Give a brief description of the following careers available in the computing field.
    • A Software engineers is one who is skilled in software development and technical operations of computer hardware

He develops and updates both system and application software together with the associated documentations.

 

  • Data processing managers (DPM)                                                   ( 2 mks)

A data processing manager is the person who usually is in charge of the overall running of the data processing department in an organization

He plans, monitors and controls the personnel, ensures that resources and labour are available as required and interfaces to users

 

  1. Differentiate between software engineer and a computer engineer ( 2mks) Software engineer develops software/ programs as per requirements; computer engineer designs computer hardware and improves on existing ones.
  2. (a) Sate three public universities where one can further  her computer studies ( 3 mks)
    • Nairobi university
    • Moi University
    • Kenyatta University
    • Jomo Kenyatta University of agriculture and Technology (JKUAT)
    • Egerton University
    • Maseno university

(b) Identify at least three related courses offered at

            (i) College level

  • Certificate in information technology
  • Diploma in information technology
  • Diploma in Education (computer science)

 

            (ii) University level

  • Computer science
  • Information technology
  • Information systems

 

  1. (a) Name three responsibilities that are carried out by a:

            (i) Web administrator

  • Develop & test websites
  • Maintains, updates & modifies information on the websites to meet new demands by

the users.

  • Monitors the access & use of internet connection by enforcing security measures
  • Downwards information needed by an organization or institution from internet websites

 

(ii) Computer trainer

  • Training people on how to use a computer & the various application programs
  • Development training reference materials
  • Guiding learners on how to acquire knowledge through carrying out research
  • Advising the learners on the best career opportunities in the broad field of ICT – Preparing learners for ICT examinations

 

  1. Explain two factors one would consider before enrolling for an ICT course in a college
    • The cost of the course
    • Marketability of the course, i.e. whether it offers courses recognized both locally and

internationally.

  • Basic course requirement, e.g. qualifications
  • Job opportunities

 

 

 

 

K.C.S.E SAMPLE PAPER

Kenya Certificate of Secondary Education 

451/1 computer studies

Paper 1 (theory)

2 ½ hours

 

INSTRUCTIONS TO CANDIDATES

This paper consists of TWO sections A and B

Answer ALL the questions in section A.

Answer questions 16 and any other THREE questions from section B

 

 

FOR OFFICIAL USE ONLY

SECTION  QUESTION SCORE
A 1- 15  
  16  
17  
18  
19  
20  
  TOTAL SCORE  

 

 

SECTION A (40 marks)

Answer all the questions in this section

1.Computer systems are built from three types of physical components: processors, memoriesand I/O devices

(a) State two tasks of a processor

  • To fetch data & information from memory
  • Decodes instructions
  • Execute/ runs programs
  • Controls hardware operations through sending of control signals

 

(b) State the functions of I/O devices

  • Transfer information into & out of the computer
  • Serves as the interface between the user & the computer
  • Enables the user to communicate with the computer

 

2.Threats to the safety of computer system take many forms such as: white- collar crime,natural disasters, vandalism and carelessness.

Give one way as to how each of these forms of threat can be controlled       ( 2mks)

(i) White- collar crime

  • Use of policies
  • System auditing and use of log files
  • Use of passwords
  • putting in place punitive measures
  • Data encryption
  • Use of firewalls

 

(ii) Natural disasters

  • Use of UPS
  • Use of backups
  • Installation of lightening arrestors
  • Having standby fire fighting equipment
  • Use of fire- proof data saves
  • Contingency plans

 

(iii) Vandalism

  • Tighten security measures, e.g. use of alarm systems, fitting, burglar- proof doors
  • Punitive measures.

 

(iv) Carelessness

  • Better selection of personnel
  • Improve employee training and Education Plus Agencies
  • Limit access to data and computers
  • Regular backups
  • Use of UNDELETE and UNFORMAT utilities

 

  1. (a) Explain the term nibbles as used in data representation in computers ( 1 mk)

A nibble is a group of 4 binary usually representing a numeric number.

 

(b) Perform the following binary arithmetic, giving the answers in decimal notation 

(3 mks)

(i) 1110.0111 + 1101001.11

 

1110.0111

1101001.011 +

1110111.1101

 

(ii). 1001011.011 – 111.111

1001011.011

        111.111 –

1000011.100

 

  1. (a) Distinguish between machine and assembly language ( 2 mks)

Machine language uses machine codes (binary digits) that consist of 0‟s & 1‟s, whereas assembly language makes uses mnemonic codes (symbolic representations of the machine code.

(b) State the type of translator necessary for a program written in:                    ( 2mks)

 

  • High level language

Interpreter or compiler

  • Assembly language

Assembler

  1. Briefly explain the purpose of the following types of program documentation: ( 3mks)
  • User manual

This is a manual provided for an end user to enable him/ her use the program. It is applicable in user- oriented documentation.

 

  • Reference guide

I is used by someone who already knows how to  use the program but needs to be reminded about a particular point or  obtain detailed  information about a particular feature.

 

(c) Quick reference guide

This is a single sheet or card small enough to fit into a pocket, which  the user may keep handy for help with common  tasks  carried out  with as program.

 

  1. State any two features of a user- friendly program ( 2mks)
  • Error reporting and recovery
  • Good screen display
  • Validation of input
  • Comment statements
  • Indentations
  • Self- descriptive variables
  • Menu driven
  • Online help

 

  1. (a) Distinguish between labels and formulae with respect to spreadsheets ( 2 mks) Labels are text consisting of alphanumeric characters, while a formula is a sequence of values, cell references, functions and arithmetic operators whose calculations results to a numeric value.

 

(b) Consider the entries made in the cells below

Cell B2 B3 C10 C11 C13
Entry 200 100 B2 B3 =C10 + C11

 

State the value displayed in cell C13                                                                       (2 mks)

It returns an error message: # VALUE!

 

  1. List three differences between Wide Area Networks (WAN) and local Area Networks

(LAN)                                                                                           ( 3mks)

  • LAN is limited to a small geographical distance
  • Data transmission speed in LANS  is higher
  • Cost of data transmission in LANs is small
  • There are less transmission errors in  LANs

 

  1. Study the flowchart segment below and state the last value printed  from the flowchart

 

 

 

  1. (a) What is an expert system?                                                               ( 1 mk)

An expertsystem is computer software that mimics human expertise in a particular area of specialization

 

(b) State any two components of an expert system                                          (2 mks)

  • Inference mechanism (for making decisions)
  • Knowledge base
  • Explanation facility
  • User interface

 

  1. Give reasons why optical disks are better storage media compared to floppy 

diskettes

  • Have a high storage capacity
  • More secure against alteration, i.e. they require writers to alter their contents
  • More robust, i.e. can resist temperature, electromagnetic fields and not affected by water and dust.
  • Have a relatively high access speed
  • Cheaper per unit of storage. Optical disks can be used for storage of large volumes of data, hence making them economical.
  • Have high data transfer rates

 

 

  1. What are DOS commands used for the following?
    • Changing directories            – CD/CHDIR
    • Viewing directories – DIR/TREE
    • Renaming directories of files – REN/RENAME
    • Deleting a directory – RD/DELTREE
  2. Distinguish between copying and moving text              ( 2 mks)
    • Copying is making a duplicating copy of text, moving  is relocating/ transferring text from one  place in a document to another
    • In copying the original text is left intact, while in moving all the selected text is transferred from its original location to a new location.

 

 

 

  1. (a) Name two methods of paper orientation
    • Portrait
    • Landscape

 

 (b) Name two keys used to delete text in a document                   ( 1mk)

  • Delete
  • Backspace
  1. Name two features of a database package                               ( 2 mks)
    • Database creating facility
    • Table/ filers structures for holding related records
    • Records/ database updating facility
    • Search facility that enables the user to scan through the records in the database so as to find information needed
    • Forms (input screens) for viewing and entering data into a table
    • Sorting facility, which enables the user to organize & arrange the records within the database.
    • Report generating facility
    • Query facility
    • Data validating facility, which ensures that, the correct data is entered into the database
    • Macros which are used to automate frequently performed procedures or tasks

 

 

 

SECTION B (60 MARKS)

Answer question 16 and   any other three questions from this section

 

  1. Study the flowchart  below and answer the questions that follow:

 

 

(a) Write a high level language program for the above flowchart                         ( 7mks)

Program ABC;

Uses WinCRT;

VAR

A, B C COUNT: INTEGER;

BEGIN

A: 0

B=1

REPEAT

Writeln (B)

COUNT: = COUNT + 1;

C: = A+B;

A: = B

B: = C;

 

UNTIL COUNT = 10

 

END

 

OR

Program ABC (input, output);

USES Win CRT;

 

VAR

A, B, C, COUNT: INTEGER;

BEGIN

A: =0;

B: = 1

FOR COUNT: 0 TO 10 DO

Begin

Writeln (B);

C: A + B

A: = B;

B: = C‟

End;

 

END

 

  • List the outputs of the flowchart above (5 mks)

 

1,1,2,3,5,8,13,21,34,55 (any ten integers)

 

  • Modify the flowcharts so that it adds up all its outputs and displays the sum obtained

                             

                             

      (3 mks)

 

 

 

 

 

 

 

 

 

 

 

  1. A computer specification has the following details:

Pentium II

1.44 MB floppy disk drive

20 GB hard disk

Full multimedia

17” SVGA monitor

Pre installed operating system

Pre- installed office suite

 

            (a) What is meant by?

  • 44 MB floppy disk drive?

It has a floppy disk for diskettes of capacity 1.44 megabytes

 

  • 20 GB hard disk?

Refers to the storage capacity of the hard disk in Gigabytes

 

  • 17” SVGA monitors

Refers to the type (colour) and size (17 – inch) of the screen

 

  • Which operating system might be pre- installed in this computer and why? (2 mks)

Any version of windows, Linux, Macintosh, OS/2, UNIX, Solaris, Scounix

Reason- the office suite can only work under windows environment          (3 mks)

 

  • List three Multimedia components
  • Optical drive (CD- ROM or DVD – ROM drive)
  • Speakers (headphones)
  • Media Player software
  • Microphone
  • Sound card/ adapter
  • TV Tuner card – Editing card
  • Digital camera
  • VGA or SVGA graphics card and monitor
  • A RAM of 32 MB or higher
  • (i) What is meant by computer aided manufacture?

CAM is the use of computers in the manufacture of industrial products     (2 mks)

 

            (ii) Give two examples of computer aided design software                        ( 2mks)

  • AutoCAD
  • ArchCAD
  • Draffics
  • 3 Dmacs

 

  1. (a) Give three examples of network software                                           ( 3 mks)
  • UNIX
  • Linux
  • Novell NetWare
  • Microsoft Windows NT
  • Microsoft Windows 2000 – Microsoft Windows 2003

 

(b) List any three items that may be referred to as data terminal equipment in a network

( 3mks)

  • Servers
  • Dummy terminals
  • File servers
  • Printers
  • Modems
  • Terminators

 

(c) Briefly explain the following terms as used in networking                               ( 4mks)

  • Remote communication
    • This is the transfer of data between computers in different locations
    • It is a long- distance  data transfer  without  the use of cables

 

  • Distributed processing

Distributed processing is the sharing of computer processing power

 

(d)      State three advantages and two disadvantages of  mesh  network topology ( 5 mks)

 

Advantages of mesh topology

  • It is fast
  • Failure on one mode will not cause communication breakdown
  • Easy to troubleshoot cable problems. If two machines are not communicating, the administrator will only check the cable between them.
  • Enhances flexibility in communication
  • Enhances fault tolerance provided by redundant/excessive links

 

Disadvantages

  • Difficult and expensive to install and maintain
  • Very costly as it requires large amounts of  cables ( or redundant  links)
  • Difficult to add  more  nodes  when the network  is large
  • Difficult to isolate faults due to lack of a central control point

 

19.(a) A company has decided to computerize their operations. They have decided to purchasepackages instead of developing their own programs. Give three advantages

and two disadvantages of their approach.                                                         ( 5mks)

 

Advantages of packages

  • They are cheaper to purchase as the cost  of developing them is effectively shared  between  the purchases
  • There is saving of the programming effort because; the company buys the software when  ready- made
  • Packages are thoroughly tested
  • Relatively quick results  are obtained

 

Disadvantages of packages

  • The purchaser is not in direct control of the software because he/ she is not involved in developing it.
  • Packages are produced to meet general needs, hence may not deal with the specific user or company needs.
  • Packages cannot be modified (customized) Due to the application of the developer‟s copyright acts.
  • Packages include extra facilities which  may  not be required by an individual user  or company
  • Packages may allow only a clumsy solution to the task  at  hand
  • Some packages have capabilities which will require the user to develop them further.
  • It is easy to forget the commands to use the package, especially if it is not used frequently.

(b) (i) Explain why a value such as 6112334445555 may be displayed as ####### when

typedin a cell on  a spreadsheet                                                                                ( 2 mks)

 

  • How can the problem in (b) (i) above be corrected?

By increasing the column width

 

(c) With reasons, briefly describe the most appropriate type of printer or output device

for the output of:                                                                                                       (6 mks)

  • Customer invoices on multi- part stationery
    • Dot- matrix printer ( or any impact printer)

It produces sharp impact on both original land and the copies

 

  • Letters to customers
    • LaserJet Printer (or any impact printer) it is fast & produces quality printouts

OR

  • Dot- matrix printer – It is cheaper for bulky printing
  • Detailed engineering designs

Plotters

Have appropriate facilities for drawing & graphical output

  1. (a) Distinguish between the following pairs of terms
    • Data verification and data validation

Verification is checking data manually to ensure/ ascertain that it has been transcribed (written out) correctly.

Validation involves subjecting data to checks built in a program to check for its appropriateness or integrity before it is processed.

 

  • Data encryption and passwords

Encryption- mixing up, distorting or changing of data being transmitted over a network to prevent unauthorized disclosure.

A password – a secret code used to prevent unauthorized access of data in a computer

 

(iii) Dry run and walkthrough

Dry run is where the program is tested on paper before it is keyed in

Walkthrough is a style of evaluating a program by a team of professionals which in turn reports to the programming team.

 

  • Draw a labeled diagram to illustrate the internal structure of a diskette. (4 mks)

 

 

  • Give two differences between post Office Mail electronic mail ( E- mail) ( 2 mks)
    • Post office mail is operated manually; Email is computerized
    • Post office mail is slow; email is fast
    • Email has a wide area of coverage
    • Email is more secure

 

(d) Speed and accuracy are some of the advantages of using computers in banking. State threeother advantages of using computers in banking   (3 mks)

  • Makes it easy to access information
  • It is easy to update records
  • requires less space for storage of documents
  • Improved data security & privacy

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

            K.C.S.E SAMPLE PAPER

Kenya Certificate of Secondary Education 

451/1 computer studies

Paper 1 (theory)

2 ½ hours

 

INSTRUCTIONS TO CANDIDATES

This paper consists of TWO sections A and B

Answer ALL the questions in section A.

Answer questions 16 and any other THREE questions from section B

 

 

FOR OFFICIAL USE ONLY

SECTION  QUESTION SCORE
A 1- 15  
  16  
17  
18  
19  
20  
  TOTAL SCORE  

 

 

 

SECTION A ( 40 marks)

Answer all the questions in this section

 

  1. How is a point of sale terminal used in a business organization? ( 2 mks)
    • It can be used for pricing the different types of commodities
    • It can be used as a bar code reader
    • Fore checking stock levels (stock control)
    • For adding totals of purchase & calculating customers change
    • For receipt production

           

  1. Distinguish between compiler and interpreter (2 mks)
    • A compiler translates the entire program at once as a unit before execution can begin. An Interpreter translates one instruction of the source program at a time. The translated instruction is immediately obeyed before the next instruction can be translated.
    • An interpreter translates the program each time it is needed for execution; compiled programs can be saved on a storage media and run when required.
    • For an Interpreter, syntax errors are reported & corrected before the execution can continue.

For a compiler, syntax errors are reported & corrected after the source code has been translated to its object code equivalent.

 

 

  1. Explain why computers use binary numbers in data representation (2 mks)

Data is stored in computers in binary form. The computer‟s CPU carries arithmetic & logical operations by binary numbers.

This is because; binary numbers has only two digits, 0 & 1, which make it suitable for representing two states of data such as OFF & ON.

 

  1. What is meant by the term dry running as used in program development? (2 mks) A method of checking a program for logical errors by making the corrections on a paper or from the printouts

 

  1. A computer teacher has put a rule that diskettes should not be used in the computer laboratory

 

            (a) Give a reason for the rule

  • To prevent the spread of viruses between the computers
  • To prevent unauthorized copying of programs from or to the computers   –             Students may carry immoral files  using the diskettes

 

            (b) State two alternatives that can be used to achieve the same objective          (2 mks)

  • Using diskless computers
  • Use of antivirus software to detect/ clean viruses before use

 

  1. List three differences between a laser printer and a dot matrix printer (3 mks)
    • Laser printers are faster than dot matrix printers
    • Laser printers are quiet while dot matrices are noisy
    • Laser printers use thermal technology while dot matrix is an impact printer
    • Laser jets use Toner cartridges while dot matrix use ribbons
    • A laser printer is expensive than a dot matrix
    • The print quality of a laser printer is better

 

  1. List four stages involved in the data processing cycle ( 2 mks)
    • Data collection/ preparation
    • Data input
    • Processing
    • Output of information

 

  1. (a) What is a utility software?

This is a program used frequently by the computer to carry out routine jobs

Utility software is used to manage computer files, diagnose and repair computer problems and assist in helping the computer to run more efficiently.

 

            (b) Give four examples of utility software

  • Text editors
  • Sort utility
  • Language translators
  • Merge utility
  • Loader
  • Copy utility
  • Linker
  • Dump utility
  • Diagnostic tools
  • Database management system

 

  1. Distinguish between an intelligent terminal and dump terminal
    • An intelligent terminal is one which is capable of performing some limited amount of processing on data before transmitting what is beyond their processing abilities to the central computer.
    • A dump terminal is one which does not have any of its own processing capabilities/

power. It relies on the processing capabilities of the central computer that serves it.

 

  1. List two duties of the following personnel

            (a) Database administrator

  • Designs & develops database applications for the organization
  • Installs & co- ordinates database systems
  • Updates the database by adding new record, modifying the existing records & deleting the unnecessary records.
  • Responsibilities for the security of data in the database (i.e. designs & sets up security measures needed to control access to the organization‟s data.
  • Ensures the database meets the information needs of the organization
  • Ensures facilities for retrieving data and structuring reports are appropriate to the needs of the organization
  • Responsible for documenting the manuals for users

 

            (b) Data processing manager

  • Ensures that the organizational information needs are met
  • In charge of the overall running of the data processing departments, e.g. he is in charge of purchasing the required equipment

 

  1. Differentiate between source program and object program
    • Source program is the program as written by the programmer using an editor program either in high level or assembly language.
    • Object program is the program in machine code (or binary form) produced by a compiler or assembler after translating the source program, and can be readily and can be readily loaded into the computer.

 

  1. (a) In DOS, what are the following commands used for?

(i)        RD       – Remove directory- means deleting a directory from the tree            (ii)       DEL    – deletes all files in a particular directory

           

(b) What happens when the following commands are typed in the DOS environment?

  • CD Changes the directory one level up the directory tree
  • Dir It lists all the contents of the current directory

 

  1. A student presented a budget in the form of a worksheet as follows
  A B C
1 Item Amount  
2 Fare 200  
3 Stationery 50  
4 Bread 300  
5 Miscellaneous 150  
6 Total    

The student intends to have spent half the amount by mid- term

  • Given that the value 0.5 is typed in cell B9, write the shortest formula that would be typed in cell C2 and then copied down the column to obtain half the values in column B.(1 mks)

 

= B2*$B9

 

  • Write two different formulae that can be typed to obtain the total in cell B6 and then copied tocell C6.

= SUM (B2: B5)                                                                                             (2 mks)

OR

= B2 + B3 + B4 + B5

 

 

  1. State three operations that can be performed on a relational database files (3 mks)
    • Indexing
    • Sorting
    • Filtering
    • Querying
    • Updating of records
    • Report generation

 

  1. List three parts that constitute an array definition statement ( 3 mks)
    • Array name
    • Range, which contains the initial value & the final value
    • Data type

E.g. Score: Array [1….50] of integer

 

SECTION B (60 marks)

Answer question 16 and any other three questions from this section

 

  1. Bidii wholesalers  has two categories of customers for  order processing, category „A‟ obtains 10% discount on all orders up to Kshs 10,000 otherwise the discount is 20%  on

the entire  order. Category “B‟ obtains 30% discount on all orders if the debt repayment is „good‟ otherwise the discount is 15%. Draw a flowchart for the order processing. (15 mks)

  1. (a) List three application areas of artificial intelligence                           ( 3 mks)
    • Expert systems, e.g. medical diagnosis, engine repair, legal defense etc
    • Natural language processing
    • Artificial neutral networks e.g. investment analysis, signature Analysis, etc
    • Robotic/ perception systems

 

(b)       With the improvement in price and performance of computers and communication equipment it will be possible for people in various business organizations to work from home. Such working using a PC as a remote terminal is often described as teleworking. State three advantages and three disadvantages of working from home.

                                                                                                                                    ( 12mks)

Advantages

  • Reduces unnecessary travel to the place of work
  • Reduces traveling expense (i.e. saves traveling time, risk and cost)
  • There is less stress due to commuting inconveniences such as traffic jams
  • Reduces office space, equipment and cost
  • Extends working hours
  • Suitable for people with disabilities, because they are able to overcome the barrier of not being able to commute  to an office
  • People can live where they choose without the worry of having to move towns and break up social & family networks in order to find suitable employment.

 

 

 

Disadvantages

  • Lack/ unavailability of appropriate facilities to allow the work to be done
  • There is poor security on home offices
  • Privacy threats
  • Lack of control and supervision. The workers have to be able to motive themselves to work without supervision
  • There is possible delegation of duties to unauthorized persons
  • Isolated employees may be exploited in an environment where they can‟ t easily get support from co- workers

 

  1. (a) Explain three ways by which computer users can protect their eyes from harmful

emissions from the computer screen                                                ( 6 mks)

  • Using antiglare (radiation filter) screens that are specially tinted to reduce the radiation from the monitor or light that reaches the eye.
  • Controlling light intensity by adjusting the brightness buttons on the screen
  • Tilting the monitors so as not to face the user directly
  • Wearing special spectacles when using computers in order to control the light intensity.
  • Avoid using flickering monitors as they can cause extreme eye strain that can damage eyesight.
  • Very bright wall paints reflect too much light into the user‟s eyes. – Taking frequent rests

 

(b)  List three factors to be considered when deciding on the choice of an electronic data processing method

  • Type and size of business
  • Timing aspects of the information produces
  • Link between applications
  • Volume of data records held in the organization
  • Cost pf acquiring the relevant hardware, software, storage media, etc the cost of maintenance
  • Operation speed
  • Quality of output required

 

(c)       Explain time sharing data processing mode, giving two advantages and two

disadvantages                                                            (6 mks)

Time sharing is a processing mode where a central processor services 2 or more users who have different requirements.

 

Advantages of time sharing

  • Reduces processor idle time. This is because the processor doesn‟t have to wait for the

slower commutating peripherals

  • Helpful to small companies which cannot afford purchasing a computer & the related facilities. The company can be served at a fee through time- sharing processing mode.
  • Provides better services to the user since the output is fast
  • Files are held online, hence enquiries or file interrogation is possible
  • There is user – computer dialogue established through the terminals connected to the host/ central computer
  • Avoids duplicating of software
  • The user of the system can benefit from the computer facilities through remote terminals

 

Disadvantages of time- sharing

  • Te user has no control over the central computer
  • Response time is high  when the users are many
  • Not reliable as regards to the security & privacy of data

 

  1. A school bought a computer system. The hardware items supplied include: a 800 MHz processor, 64 MB of RAM, a sound card, speakers, a monitor, a keyboard, a 120 GB hard disk, a floppy disk drive, a CD – Read/ write drive, a mouse, a modem, an inkjet printer and a joystick.

The software supplied include: an operating  system, a BASIC interpreter  and the following  packages: spreadsheets, graphics, word  processor, art, database  and games

 

(a)      List three input devices from the given specifications

  • Keyboard
  • Mouse
  • Joystick

 

(b) Explain the meaning of the following

(i)        800 MHZ

  • 800 megahertz/ 800 million hertz
  • It‟s the processing speed of the CPU in Megahertz
  • It means that, the system cock has a speed of 800 million oscillations per second

( 2mks)

  • 64 MB of RAM

This is a measure of the storage capacity of the primary memory/ Random access  Memory (RAM) in megabytes

 

  • 120 GB hard disk

 

  • This is the measure of the hard disk storage capacity  in gigabytes
  • 120 Gigabytes

 

(c)       Some of the students in the school use the computer to do homework. Name thepackage used to:

  • Do calculations and draw graphs                             (1 mk)

Spreadsheets

 

  • Write an essay

Word processor

 

  • Make a poster

Art

(d)      Students enjoy  playing noisy computer games

(i) Which two hardware items are needed to produce sound? (2 mks)

  • Sound card
  • Speakers

                        (ii) Which input device is only used for playing games?

Joystick                                                                                   (1 mk)

 

  1. A school organizes its work in directories. The director WP contains the files CATS, EXAMS and ASSIGNMENTS. The directory of SP contain the spreadsheet files.  The directory DB contains the database files. The directory PROG is contained in the OTHERS directory. The directory WP also contains the PERSONAL directory. Given that the directory STUDENT contains directories SP, DB, WP and OTHERS

 

  • Draw the directory tree structure with C as the root        (7 mks)

 

 

 

  • Write the path at which the contents of subdirectory DB can be erased or displayed

                                                                                                                                    (2 mks)

C: STUDENT\DB>

 

  • Write the path for the directory  PROG                                        ( 2 mks)

C:\STUDENT\OTHERS\PROG>

 

  • Give two reasons for storing files in directories and subdirectories (2 mks)
  • Management of the files will be easier
  • Retrieving of certain files will be easier
  • To avoid accidental deletion/ erasure of files when the files in C are being deleted.

 

  • Give two disadvantages of using command driven interfaces as compared to menu

driven  interfaces                                                       ( 2 mks)

  • The user must know the command to type
  • It is less user- friendly i.e. it is not easy to use
  • The user is required to master the format/ syntax of all commands and their usage

perfectly.

  • Writing commands is time consuming

 

 

K.C.S.E SAMPLE PAPER

Kenya Certificate of Secondary Education Plus Agencies 451/1 computer studies

Paper 1 (theory)

2 ½ hours

 

INSTRUCTIONS TO CANDIDATES

This paper consists of TWO sections A and B

Answer ALL the questions in section A.

Answer questions 16 and any other THREE questions from section B

 

FOR OFFICIAL USE ONLY

SECTION  QUESTION SCORE
A 1- 15  
  16  
17  
18  
19  
20  
  TOTAL SCORE  

 

 

SECTION A (40 Marks)

Answer all the questions in this section

  1. (a) What is disk formatting
    • Process of preparing a new disk for use by imprinting empty tracks & sectors on the surface  of the disk  that can  be recognized and access by a particular operating system
    • The preparation/ initialization of a disk for storage of data

(b) Indicate whether the following devices are used for input or output

                                                                                                            ( 2mks)

  • Plotter –           Output
  • Light pen             –           Input
  • mouse – Input
  • Visual display unit- Input/ output

 

  1. (a) Explain why the following controls should be implemented for computer based

systems                                                                                               ( 2 mks)

  • Back- ups – Backups can be used to recover/ restore/ prevent lost data
  • Password- Passwords control access to computer systems/ facilities

 

(b) For each of the following give one reason why they are not allowed in a computer

laboratory                                                                                          ( 2 mks)

 

(i) Smoking

  • Smoke particles settle on storage devices and  may scratch them  during read/ write operation
  • It can cause fire
  • It deposits ash on devices causing malfunction
  • It affects the health of other users

 

(ii) Eating foods

Food particles may fall into the moving parts of the computer and damage them

 

  1. Distinguish between real, integer and character data types as used in programming:

            Real:

  • Used for numeric values that may contain fractions/ decimals
  • Has a higher range than integer

 

Integer

  • Used for whole numbers
  • Has a lower range than real

 

Characters

  • Used for alphanumeric/ control/ signal/ graphical character –       Character uses fewer bits than a real or integer

 

  1. The cells K3 to K10 of a worksheet contain remarks on students ‟ performance such as very good, good, fair and fail depending on the average mark. Write a formula that can be used to count ALL students who have the remark “very good”. (3 mks)

=COUNTIF (K3:K10,‟‟Verry Good‟‟)

 

  1. (a) State the purpose of registers in a computer system  ( 1 mks)

They act as high speed storage locations. They are used to hold data and instructions temporarily just before and after processing.

 

(b)      Name two multiprogramming operating systems

  • Linux
  • Microsoft windows 98
  • UNIX
  • Microsoft windows 2000
  • OS/2
  • Microsoft Windows Me
  • Novell Netware
  • Microsoft Windows XP
  • Macintosh OS
  1. (a) A serial file comprises of records placed in positions 1 to 10. State the position of the

end ofthe file market.                                                ( 1mk)

The end- of – file marker is the position immediately after the last record, i.e.  position 11

 

            (b) State the purpose of each of the following:

            (i) File server software

  • Controls access to avail files stored on a networked/ shared storage location
  • Services client requests for files

            (ii) Communication software

  • Used for receiving/ sending messages or data in a network
  • Used for routing traffic
  • Used for assigning identities to nodes

 

  1. (a) Name the control structure depicted by the flowchart below ( 1 mk)

 

 

 

 

 

 

Selection control structure e.g., If-then-else

 

 

 

(b) Explain the following terms as used in program implementation  ( 2 mks) (i) parallel running

This is where both the existing and the new systems are run concurrently/simultaneously (at the same time) for a period of time until users have gained confidence in the new system.  Data is processed on both systems in order to compare their performance, and also cross check the results.

 

  1. ii) Direct change over

This is a complete replacement of the existing system with the new system in one bold move.  The existing system is stopped & abandoned and the new system starts operating immediately.

 

  1. Consider the linear arrays:
  2. i) AA (5: 50)             ii)             BBB (-5:50)  iii)             CCC (18)

 

Find the number of elements in each array.                                                (3mks)

AAA (5:50)   = 50- 5 +1 =46
BBB (-5: 50) = 10 – (-5) +1 =16
CCC (18)          = 18 – 1 +1 =18/cannot be determined

 

  1. Define the term artificial intelligence. (2mks)

Artificial intelligence is the development of machines that imitate/copy human-like qualities in particular areas, e.g. learning, reasoning, communicating, seeing, hearing and self-correction

These are programs that make computers to mimic human intelligence

A study in which computer systems are made to think/act/imitate human beings

 

  1. Name two types of relationships that can be applied in database design. (2mks)
    • One to one
    • One to many/ Many to One
    • Many to Many
  2. Explain the following terms as used in word processing:   (3 mks)
    1. Indenting

It is moving of line/paragraph text away from the left or right margin

Leaving a space at the beginning of a line/paragraph of text from the margin

  1. Alignment

Refers to how text is positioned/lined up in a paragraph relative to the left, right or  centre of the page.

  1. Word wrap

A facility that word processor use to automatically move the text cursor to the beginning of the next line when it reaches the right margin automatic rolling of text to the next line when you reach the end of the line.

  1. Outline two ways in which computers can be used in hotels. (2mks)
    • Reservation/booking of rooms
    • Record keeping on sales and purchases (stock control)
    • Producing bills& payrolls
    • Marketing and advertising
    • Communication
    • Security
  2. a) Explain binary coded decimal code of data representation. (1mk)

This is a data encoding system that uses 4 binary digits to represent an individual decimal digit.

 

  1. b) Write the number 45110 in BCD notation               (1mk)
Number 4 5 1
BCD equivalent 0100 0101 0001

 

45110  = 010001010001BCD

 

  1. Arrange the following data units in ascending order of size.

BYTE, FILE, BIT, NIBBLE                                                  (2mks)

 

Bit       Nibble             Byte                File

 

 

  1. State two health issues that may result from prolonged use of computers. (2mks)
    • Harmful radiations that cause damage to eyesight/eye problems
    • eyestrain/eye fatigue
    • Headaches
    • Repetitive Strain Injury (RSI) i.e. arm strain, wrist strain
    • finger deformation
    • Back strain.

 

 

 

SECTION B (60 MKS)

 

ANSWER QUESTION 16 AND ANY OTHER THREE QUESTIONS FROM THIS SECTION

 

  1. a) State the stage of program development in which:                         (2mks)
    1. A flowchart would be drawn

Program design

 

  1. The programmer would check whether the program does as required program

Testing

  • The user guide would be written

Program testing

 

  • The user guide would be written

Program documentation

           

  1. The requirements specification would be written.

Problem definition/analysis

 

           

 

  1. State the output of the following flowchart segment

 

 

 

A= 30, B= 30        (2mks)

 

           

 

 

 

  1. i) Draw a flowchart to compute the combined resistance (R) of two 

resistors R+1 and Ra=2 in parallel using the formula;        (51/2mks)

 

 

 

 

 

 

 

 

 

 

 

  1. ii) WRITE A PROGRAM USING Pascal or c languages for the flowchart in c(i) above.

(5mks)

PROGRAM resistors (Input, Output );

VAR

R, R1, R2: Real;                     1

 

Begin

Writeln („Input R1 and R2‟); Readln (R1, R2)   1

 

R: = 1/ (1/R+ 1/R2); 3 (reciprocals-1mk, sum/reci – 1mk, result r- 1mk)

Writeln( R);     ½

 

END

  1. a) List paragraph formatting activities in word processing.  (3mks)

 

  • Changing case           –           Borders
  • Background –           Drop caps
  • Bullets and numbering – alignment
  • Paragraph Spacing –           Indentation
  • Tabs –           columns

 

  1. b) Differentiate between bolding and highlighting text.                      (2mks)

 

            Highlighting:

  • Selecting or marking a given of text e.g., a word, sentence or paragraph, in order to work with it
  • Highlighting is temporary.

 

Bolding:

  • making the selected text appear darker then the rest of the text – To add emphasis to the text by thickening/darkening the characters
  • Bolding is permanents.

 

  1. c) The following information shows the income and expenditure for “behayote” matatu  for five days.  The income from Monday to Friday was Ksh. 4,000, 9,000, 10,000, 15,000, and 12,000 respectively while the expenditure for the same period was Kshs. 2,000, e, 000, 7,000, 5,000, and 6,000 respectively.

 

 

 

 

 

  1. Draw a spreadsheet that would contain the information. Indicate the rows as 1, 2,

3…..And the columns as a, B, C….                                                  (4mks)

 

 

 

  A B C
1    BEBA YO TE MATATU  
2 Day Income

(Ksh)

Expenditure

(Ksh)

3 Monday 4,000 2,000
4 Tuesday 9,000 3,000
5 Wednesday 10,000 7,000
6 Thursday 15,000 5,000
7 Friday 12,000 6,000

 

3 columns with titles @ 1 mark each = 3 marks

Labeling rows/columns                      1 mark

 

  1. State the expression that would be used to obtain:
    • Monday‟s profit (2mks)

= B3-C3

  • Total income

= SUM(B3:B7) -OR-   =B3 + B4 + B5 + B6 + B7

  • Highest expenditure.

= MAX(C3:C7)

  1. (a) Subtract Oil 12 from 10012

1001

0111

0010                                        =00102                     =102  

(b)       Using two’s complement, subtract 7 from 4 and give the answer in decimal

notation.                                                                                                         (4 marks)

Step 1: Write it as 4 + (-7)

Step 2: Change the values to 8 binary digits.

 

2 4 Rem
2 2 0
  1 0
  1 1
     
2 7 Rem
2 3 1
  1 1
  1 1

=000001002

 

 

 

=0000011

 

Step 3: Get the Ones complement of the second value.

=111110002

Step 4: Add 1 to the One’s complement to get Two’s complement.

=11111000

              1 +

11111001

 

Step 5: Add the binary equivalent of the first value to the Two’s complement of the second value. 00000100

11111001 +

11111101                                = 111111012

 

(c)       Convert: 91Bi6 to octal                                                         (3 marks)

Step 1: Convert 91B16 to decimal

162

 

16′

 

16°

 

9

 

1

 

B

 

9xl62 +1×16’+ 11×16° 2304+16 + 11 =233110

Step 2: Convert 233110 to octal

8

 

2331

 

Rem

 

8

 

291 3

 

8

 

36

 

3

 

8

 

4

 

4

 

 

 

4

 

4

 

 

  • 3768to hexadecimal

Step 1: Convert 3768 to decimal

 

82 81 80
3 7 6

 

3×82 + 7×81 + 6×80

192+56+6= 25410

 

 

 

16

 

254

 

Rem

 

16

 

15

 

14

 

 

 

15

 

15

 

Step 2: Convert 25410 to hexadecimal

3768=FE16

 

  • 62510to binary (4 marks)

 

2 9 Rem
2 4 1
2 2 0
  1 0
  1 1

0.625×2-1.25   1

0.250×2 = 0.50  0

0.50×2 =1.00  1

 

0.62510-1012

 

9.62510= 1001.1012

 

  1. (a) Explain what the following DOS commands will do when executed.
  • A:\>copy *.* B: (2 marks)

Copy all the files from drive A: to drive B:

  • C:\>ERASE *.DOC (2 marks)

Delete all files with extension .DOC from drive C:

  • B:\>DIR P*.BAT (2 marks)

Display all the files beginning with P and have extension of .BAT in drive B:

  • A:\>MD EXAMS (2 marks)

Creates a directory called EXAMS in drive A:

(b)       (i)        With the aid of a diagram, explain hierarchical (tree) network topology.

(3

marks)

 

 

 

 

 

 

 

 

 

 

 

 

 

  • It is connected in such a way that nodes are in different levels of control such that higher nodes control those below them.
  • A child node has only one parent but a parent node can have more than one child.
  • The child nodes can only be accessed through the parents.

(ii)       List two advantages and two disadvantages of hierarchical network 

topology.                                                                                             (4 marks)

Advantages

  • Provides centralized control.
  • Enhances data security & privacy.
  • Easy to isolate faults.
  • Easy to add and remove nodes.
  • If a non-critical node fails, partial communication is still possible.

Disadvantages

  • Slow data movement along the branches.
  • If the parent node fails, the child nodes are inaccessible.
  • Difficult/sophisticated to implement in a wide area network.
  1. (a) Name and explain the function of the keyboard keys represented by the following 

symbols.

 

 

Tab key:                                                         (2 marks)

 

 

  • Used in Word processors to move certain text or the cursor at set intervals on the
  • Same line to the required position on the screen.
  • Used to move from one cell to another. Used to move the cursor between options. ,
  • Used to indent text.

 

Enter key:                                                                                                      (2 marks)

 

  • It is used as a RETURN key. When pressed at the end of a text line or paragraph in a word processor, it forces the text cursor to move to the next line or paragraph.
  • It is used to issue completion commands to the computer. It is used to instruct the computer to carry out (execute) a command that has been typed or selected on the screen.

 

Shift key:                                                                                                       (2 marks)

 

  • It can be used for changing cases, e.g., to get single capital letters.
  • It is used to get the punctuation marks on top of the Number keys or the symbols

on top of certain keys .especially on the alphanumeric section.

  • Used for shortcuts in combination with other keys, e.g., SHIFT + DEL

 

(b)       Simulation is one of the application areas of computers, 

(i)     What is meant by the term simulation?                                               (1 mark)

Simulation is the designing of models of either an actual or theoretical physical item, and analyzing/testing the execution output using a computer. (ii)    Name two application areas of simulation. (2 marks)

  • In training of pilots, using flight simulators.
  • In medicine to train doctors on operation techniques.
  • In engineering, e.g.
  • Architectural design (of buildings)
  • Design of electronic circuits, ships, roads and cars.
  • Design of bridges.
  • Aeronautical engineering (i.e., design of aircrafts)
  • To simulate the timing of traffic lights.
  • To simulate the timing of a nuclear attack for testing national defences.
  • Aviation training.
  • Laboratory experiments
  • Missile launch.
  • Space exploration.
  • Vehicle accidents.
  • Entertainment, e.g., games.

(iii)   State three advantages of computer based simulation. (3 marks)

  • Saves cost – it is an economical/cheap way of testing models before actually building them.
  • It enables the manufacturers identify weaknesses of the real situation or object, hence;
  • put the correct reinforcements to their designs
  • Reduces risks – it allows some activities that would otherwise be expensive & dangerous in real-life situation to be put under test.
  • .

(c)    Explain three ways in which computers have impacted on education.

  • Standardizing learning.
  • Has ensured quality output.
  • Brought the need for retraining staff. – Enabled distance learning,
  • Created jobs, e.g., computer trainers.
  • Causes job displacement and replacement.

(3 marks)

Best Grade One latest termly Exams with Marking Schemes, Notes Free

Grade One latest termly Exams with Marking Schemes, Notes Free

Grade 1 Exams

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grade 1 Notes

GRADE 1 LESSON PLANS
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KISWAHILI-GRADE-1-NOTES.pdf
KŨKŨANĨW’A-ĨKWASĨ-NA-WALĨKU-plus-Uwau-wa-Muthelo-with-Covers_sm.pdf
KUSOMA-KISWAHILI-KITABU-CHA-MWANAFUNZI-CHA-1.pdf
MŨENI-NA-KATOONU-plus-Kimeu-na-kasuku-with-covers_sm.pdf
READING-ENGLISH-LEARNER-BOOK-1.pdf
SOCIAL-STUDIES-NOTES-1.pdf

Grade One Free Schemes Of Work

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Free KCSE Exam Papers 2024, Topical Notes

Free KCSE Exam Papers 2024, Topical Notes

KCSE GEO {F1-4} TOPICAL REVISION.pdf
KCSE F4 PHYSICS TOPICALS.pdf
KCSE F4 MATHS TOPICALS.pdf
KCSE F4 KISWAHILI TOPICALS.pdf
KCSE F4 HISTORY TOPICALS.pdf
KCSE F4 HISTORY TOPICALS.pdf
KCSE F4 GEOGRAPHY TOPICALS.pdf
KCSE F4 ENGLISH TOPICALS.pdf
KCSE F4 CRE TOPICALS.pdf
KCSE F4 CHEM TOPICALS.pdf
KCSE F4 BUSINESS TOPICALS.pdf
KCSE F4 BIOLOGY TOPICALS.pdf
KCSE F4 AGRIC TOPICALS.pdf
KCSE F3 PHYSICS TOPICALS (2).pdf
KCSE F3 MATHS TOPICALS (2).pdf
KCSE F3 KISWAHILI TOPICALS (2).pdf
KCSE F3 HISTORY TOPICALS (2).pdf
KCSE F3 GEOGRAPHY TOPICALS (2).pdf
KCSE F3 ENGLISH TOPICALS (2).pdf
KCSE F3 CRE TOPICALS (2).pdf
KCSE F3 CHEM TOPICALS (2).pdf
KCSE F3 BUSINESS TOPICALS (2).pdf
KCSE F3 BIOLOGY TOPICALS (2).pdf
KCSE F3 AGRIC TOPICALS (2).pdf
KCSE F2 PHYSICS TOPICALS (2).pdf
KCSE F2 MATHS TOPICALS (2).pdf
KCSE F2 KISWAHILI TOPICALS (2).pdf
KCSE F2 HISTORY TOPICALS (2).pdf
KCSE F2 GEOGRAPHY TOPICALS (2).pdf
KCSE F2 ENGLISH TOPICALS (2).pdf
KCSE F2 CRE TOPICALS (2).pdf
KCSE F2 CRE TOPICALS (2).pdf
KCSE F2 CHEM TOPICALS.pdf
KCSE F2 BUSINESS TOPICALS (2).pdf
KCSE F2 BIOLOGY TOPICALS (2).pdf
KCSE F2 AGRIC TOPICALS (2).pdf
KCSE F1 PHYSICS TOPICALS (2).pdf
KCSE F1 MATHS TOPICALS (2).pdf
KCSE F1 KISWAHILI TOPICALS (2).pdf
KCSE F1 HISTORY TOPICALS (2).pdf
KCSE F1 GEOGRAPHY TOPICALS (2).pdf
KCSE F1 ENGLISH TOPICALS (2).pdf
KCSE F1 CRE TOPICALS (2).pdf
KCSE F1 CRE TOPICALS (2).pdf
KCSE F1 CHEM TOPICALS (2).pdf
KCSE PHY {F1-4} TOPICAL REVISION.pdf
KCSE MAT {F1-4} TOPICAL REVISION.pdf
KCSE KIS {F1-4} TOPICAL REVISION.pdf
KCSE JOINT PREMOCK S2-1.pdf
KCSE IRE {F1-4} TOPICAL REVISION.pdf
KCSE F1 BUSINESS TOPICALS (2).pdf
KCSE F1 BIOLOGY TOPICALS (2).pdf
KCSE F1 AGRIC TOPICALS (2).pdf
KCSE ENG {F1-4} TOPICAL REVISION.pdf
KCSE CRE {F1-4} TOPICAL REVISION.pdf
KCSE COMP {F1-4} TOPICAL REVISION.pdf
KCSE CHEM {F1-4} TOPICAL REVISION.pdf
KCSE BUS {F1-4} TOPICAL REVISION.pdf
KCSE BRAIN-WAVE PREMOCK S1-1.pdf
KCSE BIO {F1-4} TOPICAL REVISION.pdf
KCSE AGRIC{F1-4} TOPICAL REVISION.pdf
KCSE ACHIEVERS PREMOCK S1-1.pdf
KCSE 2024 PREMOCK S2 EXAMS.pdf
KCSE 2024 PREMOCK S1.pdf
KAPSABET HIGH SCHOOL PRE.pdf
K.C.S.E F2 MATHS TOPICALS .pdf

FORM 1 AGRICULTURE LESSON NOTES- EDITABLE

INTRODUCTION TO AGRICULTURE

The term agriculture comes from two Latin words:

Ager: meaning land or field

Cultura: meaning cultivation

Agriculture means field cultivation. But agriculture has continued to grow and expand that it can now be broadly be defined as:

The art and science of crop and animal production

Agriculture as an art

Agriculture is referred to as an art because it involves the following:

  • Tilling of land
  • Construction of farm structures
  • Measuring of distances
  • Machine operations
  • Harvesting of crops
  • Feeding and handling of livestock
  • Marketing of agricultural produce

Agriculture as a science

Agriculture is referred to as a science because it involves the following:

  • Crop pathology: study of crop diseases
  • Entomology: study of insects and their control
  • Soil science:
  • Genetics: plant and breeding
  • Agricultural engineering

Branches of agriculture

  1. Crop production
  2. Livestock production
  3. Soil science
  4. Agricultural economics
  5. Agricultural engineering
  6. Crop production

This is the production of crop on cultivated land.

Crop production is divided into:

  1. a) Field crops

These are crops grown on fairly large area of land. May be annual or perennial crops.

  1. b) Horticultural crops

The growing of perishable crops. It involves the following:

  1. i) Floriculture: growing of flowers
  2. ii) Olericulture: growing of vegetables
  3. ii) Pomoculture: growing of fruits
  4. Livestock production

This is the rearing of all types of animals. It involves:

  1. a) Pastoralism (mammalian livestock farming)

Rearing of farm animals on pastures eg cattle, goats, sheep etc

  1. b) Aquaculture

Rearing of aquatic animals eg fish farming (pisciculture)

  1. c) Apiculture: keeping of bees
  2. d) Aviculture: keeping of poultry
  3. Soil science

This is a branch of agriculture that provides knowledge how soil is formed, how it works to sustain life and how it can be kept alive through many years

  1. Agricultural economics

This branch deals with the utilization of scarce resources in the production of agricultural products.

  1. Agricultural engineering

This branch deals with the use and maintenance of farm tools, machinery and structures.

Roles of agriculture in the economy

  • Provision of food
  • Source of employment
  • Provision of foreign exchange
  • Source of raw materials to the industries
  • Provision of market for industrial goods
  • Source of money or capital

 

 

FARMING SYSTEMS

This is how the farm and all the enterprises in it are organized. There are two main farming systems namely:

  1. Extensive system
  2. Intensive system
  3. Extensive farming system

This is a farming system which involves the use of large tracts of land. Its characterized by:

  • Low capital investment
  • Low labour per unit area
  • Low yield per unit area
  1. Intensive farming system

This is a system of farming which requires high capital and labour investment. Its characterized by:

  • High yield per unit area
  • Use of modern technology
  • High labour per unit area
  • High capital investment

N/B: Extensive and intensive farming systems can be practiced under:

  1. a) Large scale farming
  2. b) Small scale farming
  3. a) Large scale farming

This involves the use of large tracts of land. Its features include:

  • Heavy capital investment
  • Use of skilled labour
  • High level of management
  • Products are for commercial purposes
  • Large tracts of land is used

Large scale farming can either be:

  1. i) Plantation farming: growing of one type of crop (monoculture)
  2. ii) Ranching: rearing of beef animals
  3. b) Small scale farming

This is a type of farming which is practiced on small piece of land. The products are either for subsistence or commercial purposes.

 

Methods of farming

  1. Pastoralism
  2. Arable farming
  3. Mixed farming
  4. Shifting cultivation
  5. Organic farming
  6. Agro forestry
  7. Pastoralism

This is the practice of rearing livestock on natural pasture can be:

  1. Settled livestock farming
  2. Nomadic Pastoralism
  3. a) Nomadic Pastoralism

This is the practice of rearing livestock and moving with them from place to place in search of water and green pasture. Nomadic Pastoralism can only be practiced where:

  • Land is not a limiting factor
  • Land is community owned

 

  1. Arable farming

This is the growing of crops on a cultivated land: can be,

  1. Mono cropping
  2. Mono culture
  3. Mixed cropping
  4. Inter cropping
  5. a) Mono cropping

This is the growing of one type of crop per season. Its disadvantages include:

  • Cause soil erosion
  • Diseases spread easily
  • If the crop fails, the farmer suffers total loss
  • Leads to nutrient depletion in the soil

N/B: Mono cropping can be practiced under mono culture where only one crop is grown throughout as in plantation farming eg in Tea, Coffee plantations.

  1. b) Mixed cropping

This is the practice of growing different crops on the same piece of land but on different plots or strips. Usually helps to control soil erosion.

  1. c) Intercropping

This is the practice of growing different crops on the same piece of land per season.

Advantages of intercropping

  • If one crop fails, the farmer has the other crop to support him, ie does not suffer total loss
  • Helps to control soil erosion
  • If legumes are included, they will enrich the soil with nutrient
  • Also interrupts the spread of diseases
  • There is high yield per unit area of land
  • There is also proper utilization of land

Disadvantages of intercropping

  • Requires a lot of labour
  • Routine crop management practices difficult to carry out
  • Requires high capital investment

 

  1. Mixed farming

This is the growing of crops and rearing of animals on the same piece of land.

Advantages of mixed farming

  • Animals benefit from crop residues /remains as food while crops benefit from animals wastes as manure
  • Gives farmers income throughout the year
  • Ensures proper utilization of labour and land throughout the year
  • In case one enterprise fails, the farmer will still depend on the enterprise

Disadvantages of mixed farming

  • Requires high initial capital investment
  • There is lack of specialization
  • Limited land area allowed for each enterprise
  • Requires a lot of labour
  1. Shifting cultivation

This involves farming on a piece of land continually until its exhausted after which the farmer moves to a new fertile land. Shifting cultivation can be practiced where:

  • Land is abundant
  • Population is sparse
  • Land is communally owned
  • Low number of livestock units per area

Advantages of shifting cultivation

  • Low capital investment
  • No pests and diseases build up
  • Soil structure is regained
  • No land disputes as the land is owned communally

Disadvantages of shifting cultivation

  • Yield per unit area is low
  • A lot of time is wasted when the farmer shifts to new area and builds structure
  • Farmers have no incentive to develop and conserve water and soil
  • Cannot be practiced in areas where there is high population density

 

  1. Organic farming

This is the growing of crops and rearing of animals without using agricultural chemicals. It can be practiced through:

  • Use of organic manures instead of artificial fertilizer
  • Use of medicinal plants instead of chemical
  • Mulching
  • Crop rotation, to control diseases

Importance of organic farming

  • Its environment friendly
  • Its cheap
  • Does not require special skills
  1. Agro forestry

This is the growing of trees, crops and keeping of animals on the same piece of land.

Advantages of agro forestry

  • Trees help to conserve water and soil
  • High output per unit area
  • Helps to reduce soil erosion
  • Provides trees for building and fuel

 

FACTORS INFLUENCING AGRICULTURE

There are a number of factors which influence both crop and animal production, some of these factors include:

  1. Human factors
  2. Biotic factors
  3. Climatic factors
  4. Edaphic factors
  5. HUMAN FACTORS

These are factors which are due to the behavior of human beings or how they do things and how they influence agriculture. These human factors are:

 

  1. Level of education and technology
  2. Health of the people
  3. Economic conditions
  4. Government policy
  5. Transport and communications
  6. Cultural beliefs and religion
  7. Market forces
  8. a) Level of education and technology
  • High level of education leads to:
  • Accuracy in applying inputs and assessing results
  • Helps in proper decision making and organization
  • Better problem solution
  • Better utilization of livestock feeds and fertilizers
  • Understanding of technical language used in agriculture
  • Development of skills for operating machines and their maintenance
  • Increase in efficiency and minimizes costs
  1. b) Health of the people
  • Today the biggest threat to farming is the HIV/AIDS, ill health makes people do little or no work. The general effect of HIV/AIDS and ill health on agriculture includes:
  • Shortage of farm labour
  • Increase the cost of living through treatment, thereby lowering their purchasing power thus low demand for agricultural products
  • Low standards of living leads to lack of motivation to invest in agriculture, thus increasing poverty
  • Low food supply
  • A lot of funds used to control it, instead of being used to develop agriculture
  1. c) State of the economy

Economic conditions which have affected agriculture include:

  • Collapse of cooperative societies which affected the sale of farm produce such as milk, sugar, cotton etc
  • Liberalization of the economy, which has led to dumping of cheap products from other countries, this has caused the drop in price of agricultural products leading to low income to farmers

 

N/B: Kenya can benefit from liberalization by:

  • Producing goods of high quality and selling them competitively
  • Diversification
  1. d) Government policy

These are the laws which are put in place by the government that govern the production, marketing and distribution of agricultural products. The policies that the government can put in place which can encourage the agricultural production include:

  • Heavy taxation of imports to prevent dumping of cheap goods into the local market
  • Subsidizing the growing of local crops thus making them affordable to farmers
  • Enact policies to enforce the production of high quality products
  • Put in place, policies aimed at conservation of natural resources in order to sustain agriculture
  • Stepping up disease and pest control eg through quarantine, vaccination etc
  1. e) Transport and communication
  • Transport and communication plays an important role in conveying agricultural products
  • Railway lines are goods for transporting bulky goods to long distances
  • Airways are also efficient for air lifting horticultural products
  • Weather roads are necessary to transport farm produce to factories

N/B: proper transport and communication therefore will promote the development of agriculture, the electronic media eg radio, TV, internet, all need to be cheap and affordable to all farming areas.

  1. f) Cultural practices and religious beliefs
  • The society’s beliefs and culture may also effect agriculture eg Muslims do not eat pork and therefore may not see the need for rearing pigs even if pigs are very productive.
  • Pastoral communities also only keep animals and may find it difficult to diversify to livestock farming even if its profitable.

N/B: A combination of the above factors may retard agricultural development

  1. g) Market forces:

The local demand and supply of agricultural produce will also affect the level at which farmers produce, also the international demand eg of Kenyan coffee, Tea will affect how much the farmers produce.

 

  1. BIOTIC FACTORS

These are influences (factors) caused by living organisms, living both in and on the soil surface. These organisms include:

 

  • Pests
  • Parasites
  • Predators
  • Decomposers
  • Pathogens
  • Pollinators
  • Nitrogen fixing bacteria

 

 

Effects of pests

  • They feed on plants lowering both the quality and quantity of produce
  • They transmit diseases
  • Injure the plants, thus exposing them to secondary infection
  • Increases the cost of production eg through buying chemicals to control them

N/B: other effects of living organisms on agriculture include:

  • They decompose the organic matter in the soil eg the decomposers
  • Encourage aeration through burrowing into the soil
  • Cause nitrogen fixation and denitrification
  • Cause soil borne diseases
  • Acts as soil borne pests to growing crops
  • Mans activities eg cutting trees, earth moving etc affect soil formation
  • Some living organisms eg ticks also acts as parasites to animals thereby transmitting diseases
  • Some insects and birds also act as pollinators to flowering plants thus enabling cross pollination
  1. CLIMATIC FACTORS

These are factors due to the changes in the climate. Climate is the weather condition of a place taken over a long period of time. These climatic factors include:

  1. Rainfall
  2. Temperature
  3. Wind
  4. Humidity
  5. Light

 

 

  1. a) Rainfall

Rainfall is very important in agriculture production as it ensures supply of water required by all life processes. Aspects of rainfall important in agriculture include:

  1. i) Rainfall reliability
  2. ii) Rainfall amount

iii) Rainfall distribution

  1. iv) Rainfall intensity
  2. v) Form of rainfall
  3. i) Rainfall reliability

This is the assurance that rain will fall come the expected time eg there are two rainy seasons in Kenya. Long rains begin around march 15 – 20 of every year and short rains occur in October – November.

Reliability of rainfall determines:

  • Time of land preparation
  • Time of planting

N/B: when rainfall fails to follow the expected patterns, there is usually heavy crop failure and loss of livestock.

  1. ii) Rainfall amount

Rainfall amount is the quantity of rainfall that falls in a given area within a year. Its measured in mm/year. Rainfall amount determines:

  • Type of crop to be grown
  • Type of animals reared

iii) Rainfall distribution

Rainfall distribution refers to how the rainfall was spread throughout the year. It determines the crop variety grown in an area

 

 

 

  1. iv) Rainfall intensity

Rainfall intensity is the amount of rain that falls in an area within a period of 1 hour. Its measured in mm/hr.

High rainfall intensity causes: damage to crops, and also soil erosion

  1. v) Form of rainfall

This is the form in which rainfall falls ie may be form of hailstones etc

  1. b) Temperature

This is the hotness or coldness of a place measured in degrees Celsius or centigrade

N/B: All crops thrive well under certain range of temperature known as cardinal range. These crops require narrower ranges of temperature within the cardinal range this is called optimum range.

Effects of low temperature on crop production

  • Slow growth rate of crops as process like photosynthesis etc will be slow
  • High incidences of diseases infection to crops eg Elgon die back, CBD, hot and cold diseases in coffee
  • Quality of crops eg tea, pyrethrum improves with the lowering of temperature

Effects of high temperature on crop production

  • Increase evaporation leading to wilting in crops
  • Increase rate of growth or hasten the maturity of crops
  • Improve the quality of crops such as pineapples
  • Causes incidences of diseases infection eg leaf rust in coffee and pest infestation eg aphids in vegetables
  1. c) Wind

Wind is air in motion. Wind influences agricultural production by:

  • Causing lodging in cereals and damage to crops
  • Blowing away and bringing in rain bearing clouds
  • Acting as an agent of seed dispersal
  • Acting as agent of pollination
  • Increasing the spraed of pest and diseases
  • Destroying farm structures by carrying away roof tops
  • Also causes a cooling effect
  1. d) Humidity
  • Humidity is the amount of water vapour in the air at a given temperature.
  • Relative humidity is the amount of water vapour held in the air at a given temperature compared to what it would hold when saturated
  • Evaporation is the loss of water from the soil surface in form of water vapour
  • Transpiration is the loss of water vapour through the leaf pores
  • Evapotranspiration is the loss of water vapour both from the soil and leaf pores

N/B: humidity influences:

  • Rate of evapotranspiration
  • Temperature of a given area
  1. e) Light

Light provides energy required for photosynthesis

Photosynthesis is the process by which carbon dioxide in the air and water in the soil are synthesized in the presence of light to form carbohydrates. The light is absorbed by green pigments called chlorophyll.

Carbon dioxide + water  =  glucose

3CO2     +     6H2O           =     C6H12O6

Aspects of light important in crop growth are:

  1. i) Light intensity
  2. ii) Light duration

iii) Light wavelength

  1. i) Light intensity

This is the strength in which light is harnessed by chlorophyll for the purposes of photosynthesis.

N/B: The rate of photosynthesis increases with increase in light intensity up to where other factors become limiting eg water.

  1. ii) Light duration

This refers to the period during which light is available to plants per day. The duration is usually 12 hours in a 24 hour day. Plant varieties are classified into:

 

Short day plants:  requires less than 12hrs eg soya beans, rice, tobacco

Long day plants:  requires more than 12hrs of day light eg some wheat varieties

Day neutral plants: requires 12hrs of light eg coffee, maize, beans etc

iii) Light wavelengths

Chlorophyll only absorb certain wavelengths of light which are not present in artificial light a part from ultra violet or infra red light

N/B: light influences:

  • Rate of photosynthesis in green plants
  • Flowering of plants
  • Performance of livestock eg growth rate and laying % in poultry
  1. EDAPHIC (SOIL) FACTORS

Soil is derived from latin word solum

Solum means floor

Soil is the natural, consolidated material that originates from weathered mineral rock and decomposing organic matter.

Importance of soil

  • It’s a natural medium on which seeds germinate and roots grow.
  • It supplies plants with the mineral nutrients necessary for crop growth
  • It provides water, air, and warmth for small animals, micro organisms and plant roots to sustain life
  • It provides anchorage to plants
  • It also shelters many micro organisms

SOIL FORMATION

  • Soil is formed through the process of weathering and decomposition of organic matter
  • Weathering is both chemical and physical transformation that take place in the rocks, converting the components minerals into soils
  • Decomposition is the decaying/rotting of organic matter.( remains of dead plants and animals) that break down to form soil

 

 

Types of weathering

  1. Physical weathering
  2. Biological weathering
  3. Chemical weathering
  4. a) Physical weathering

Agents of physical weathering include:

  1. i) Water
  2. ii) Moving ice

iii) wind

  1. iv) temperature
  2. i) Water
  • Running water wears away the rocks over which it flows by rolling stones and hand particles on them.
  • Rain water dissolves carbon dioxide and forms weak carbonic acid which falls into rocks and dissolve them
  • Moving ice also has a grinding effect
  • When it rains, the rain drops hit the ground with force
  • Rainfall erodes soil surfaces
  1. ii) Wind

Strong winds carry rock dust which hit hard on the surface of rocks which then break down to form soil.

iii) Temperature change

  • Due to temperature changes taking place within the rocks, they crack and crumble to form soil.
  • Also in cold places, the water in rocks freezes and expands which then produces pressure on rocks then they break to small particles

 

 

 

  1. b) Biological weathering
  • This is carried through plants, animals and mans activities
  • Large animals eg elephants, buffalloos, cattle etc when they move, cause pressure on the rocks causing them to break down
  • Mans activities like mining cultivation and construction of buildings, roads, reduce the size of rocks into smaller particles
  1. c) Chemical weathering

This is weathering which takes place due to chemical decomposition or change in the chemical structure of the rocks

Types of chemical weathering

  1. i) Carbonation
  2. ii) oxidation

iii) Hydration

  1. iv) Hydrolysis
  2. v) Dissolution
  3. i) Carbonation

When it rains, rain water combines with free carbon dioxide in the air to form a weak carbonic acid eg

Rainwater  +  carbon dioxide    =  carbonic acid

H2O  +  CO2    =  H2CO3

The weak carbonic acid reacts with limestone found in the rocks to form calcium bicarbonate eg

Weak carbonic acid + Limestone   =  calcium bicarbonate

H2CO+   CaCO3       =       Ca(HCO3)2

Calcium bicarbonate formed from this reaction is soluble in water and the process effectively dissolves the rock minerals

  1. ii) Oxidation

This is common in rocks having iron. Oxygen reacts with iron which is in ferrous state. This process forms unstable crystal which is easily decomposed and disintegrated

iii) Hydration

Minerals in rock combine with water to form hydrated compounds.  Hydrated compounds so formed are weaker than the original form and these are then acted upon by physical or mechanical agents of weathering

  1. iv) Hydrolysis

 

this is the reaction of minerals with water which then undergoes weathering process through other agents.

  1. v) Dissolution

The minerals in the rock dissolve in water leaving behind unstable rock, which can break easily.

FACTORS INFLUENCING SOIL FORMATION

  1. Parent material
  2. Climate
  3. Topography
  4. Time
  5. Living organisms
  6. Parent material

The texture of the parent material affects the rate of soil formation. Freely drained parent materials can develop soils faster than dense impermeable parent materials. Also minerals composition of the soil depends on the nature of the materials eg coarse grained soils are from granite which when fully disintegrated will separate into constituent minerals like feldspar, quartz and mica

  1. Climate

Climate factors like rainfall, temperature, light and relative humidity and wind are all important in soil formation. Due to continuous weathering, rainfall for example provides water which is an important reactant in all forms of weathering high temperature also spend up most chemical reactions

  1. Topography

Topography may either increase or delay the effects of climate on soil reaction eg factors like slope, degree of exposure or shelter may influences the degree of sol erosion which leads to shallow or deep soils.

Topography also affects the movement of products of weathering which consist of soluble and solid particles. It therefore affects the soil depth and type of vegetation

  1. Time

The length of time over which the soil forming processes have been in action affects the age of the soil. Where the soil forming processes have been taking place for a long time, deep mature soils can be found. This is possible if other factors such as topography, parent materials climate etc, favour the development of deep soils. Where soils erosion has been severe because of topography there is a tendency for the soils to remain shallow and youthful with poorly differentiated profile.

  1. Living organisms

Living organisms affect accumulation of organic matter and also profile mixing. The micro organisms eg rhizobium add nitrogen to the soil

Vegetation cover also reduces surface erosion and this in turn mineral removal is reduced. Therefore the nature and number of organisms growing on and in the soil play a big role in the kind of soil that develops

 

SOIL PROFILE

Soil profile is the vertical arrangement of soil layers. The layers are called horizons

There are four broad groups of horizons, namely: A,B, C, and D

Top soil ———– horizon A

Sub soil ———– horizon B

Substratum —— horizon C

Parent rock —— horizon D

Cross – section of soil profile

  1. Superficial layer

This is a layer consisting of dry and decayed organic matter covering the soil surface

  1. Top soil (horizon A)

This is the top layer of the soil. Its dark in colour because it contains humus in it. It has many living organisns and plant nutrients, this layer of the soil has goodcrumb structure and is quite permeable to air and water.

  1. Sub soil (horizon B)
  • Its below the top soil
  • Has no humus and usually orange brown in colour
  • It has few living organisms and deeper growing roots of plants
  • It may have an impermeable layer called the hardpan

Causes of hardpan

  • Working the soil when wet with heavy machinery
  • Cultivation at the same depth throughout

Disadvantages of hardpan

  • Hinders air circulation in the soil
  • Prevent crop root penetration
  1. Weathered rock (substratum)

This layer is found beneath the sub soil. Its made of partly weathered rolck with no humus. Its hard and therefore impermeable to water.

  1. Parent rock

This is the bedrock. The soil formed from this rock. Ponds of water are often formed on this rock. Roots of some plants in very dry areas reach these ponds to absorb water

Transitional zone

This is a zone between any two bordering soil layers, whereby one layer gradually merges into the next one in the series

Influence of profile on crop production

  • Most plant nutrients are found in the top soil
  • The deeper or thicker the profile, the better its for crop production
  • Loosely packed soil allows for easy root penetration
  • The nature of the bed rock also determines the nutrients availability in the soil.

 

SOIL CONSTITUENTS

Soil is made up of the following:

  1. Mineral matter
  2. Soil water
  3. Soil air
  4. Organic matter
  5. Living organisms
  6. Mineral matter

These are inorganic compounds formed from the weathering of rocks. They differ in size ranging from an clay to gravel. They include:

  • Clay
  • Silt
  • Sand
  • Gravel

Influence of mineral particles on crop production

They make the main frame work of the soil

They hold plant roots firmly together

How to determine the mechanical composition of the soil

Using various sieves of different  diameter

  1. Soil water

Soil has water which comes from rainfall and also from irrigation in dry lands

Forms of soil water

  • Superfluous water
  • Capillary water
  • Hygroscopic water

Superfluous water

  • This is water which is held by gravity. Its also called gravity water.
  • Its easily lost because its loosely held by soil particles
  • Its readily available to plants but not useful because too much of it limits aeration

Capillary water         

  • This is water occupying the micro pores. Its held by soil particles
  • It’s the water available to plants. Its also reffered to as available water

Hygroscopic water

This is water which forms a thin film around the particles. Its not available to plants

 

 

Functions of water to plants

  • Soil water maintains the life of plants
  • Its used as a raw material for protein for diffusion of mineral salts and oxygen into the root hairs and the mineral salts dissolved in water are conducted upwards to the leaves.
  • Its also acts as a solvent for the diffusion of other substances from one part ofplant to another
  • It makes protoplasm and cell sap of the growing plants
  • It keeps the cell turgid and thus supports plant
  • Also cools the leaves of the plant during transpiration

Experiment 1  to find the percentage of soil water content

Apparatus: – dish, stirring, weighing balance, soil sample and heater or oven

Procedure: –

  • Measure the mass of the dish
  • Pour soil in the dish and weigh
  • Half fill the dish with water
  • Heat upto a bout 105oc
  • Cool the sol with a dessicater then reweigh – repeat the process until you get a constant mass
  1. Soil air

The spaces between the soil particles are filled with air. These include

Oxygen —————– 20.6

Carbon dioxide ——- 0.6 – 0.6

Nitrogen  ————– 78.6

Other rare gases.

The amount of air available in the soil is inversely proportional to the amount of water in rhe soil pore spaces.

Oxygen present in the air is essential for the respiration of roots and other living organisms in the soil

Nitrogen in the soil  is converted into nitrates by the nitrogen fixing bacteria

Air is also needed by the micro organisms living in the soil

Excess carbon dioxide in the soil is poisonous to plants

Experiment 2: To find the percentage of air by volume in a soil

Apparatus

  • Small tin
  • Graduated cylinder
  • Knife and stirring rod

Procedure

  • Turn the empty tin upside down and press firmly into the ground until the tin is completely filled with soil
  • Turn the tin upright and level the soil to the brim of the tin with a ruler
  • Pour 250cm3 of water into a cylinder and scrap off soil into the water until no bubbles comes out
  • Record the final volume of soil and cylinder
  1. Soil organic matter
  • Organic matter in the soil is the remains of the dead plants and animals plus their waste products
  • Humus is the decayed organic matter

Importance of organic matter

  • Decomposes to release nutrients to plants
  • Makes the soil lighter to cultivate
  • Also improves the soil structure

Experiment 3 To find the % of humus content in the soil

  • Apparatus
  • Dish
  • Garden soil
  • Tripod stand
  • Wire gauze
  • Bunsen burner

Procedure

  • Weigh the empty dish
  • Put the garden in the dish and reweigh
  • Place in an oven at about 105oc
  • Cool in a dessicater and reweigh
  • Repeat the process several times until a constant weight is obtained
  • Note the difference weight
  1. Soil living organisms

There are two types of living organisms in the soil namely:

Macro organisms

Micro organisms

Macro organisms are large organisms found in the soil eg rodents, earthworms, ants, termites, plant roots etc

Micro organisms are tiny organisms which can only be seen with the help of a microscope they include bacteria, fungi, protozoa etc.

Importance of soil living organisms

  • They barrow in the soil and aerate the soil and improve drainage
  • They help in the decomposition of organic matter
  • Some also fix nitrogen in the soil eg the nitrogen fixing bacteria

Experiment 4: To show the presence of living organisms in a soil sample

Apparatus

  • 2 flasks
  • Rubber cork
  • Muslin bag
  • Heater
  • Lime water
  • Garden soil

Procedure

  • Put a handful of garden soil in two muslin bags labeled A and B
  • Heat the soil in muslin bag B strongly to kill the micro organisms
  • Suspend the two bags in the flasks also labeled A and B, the flasks should contain lime water
  • Leave the apparatus for 4hrs

Observation

  • Lime water in flask A turns milky
  • Lime water in flask B remains clear

Conclusion

  • Lime water in flask A turns milky because of the presence of carbon dioxide produced during respiration. Carbon dioxide turns lime water milky
  • Lime water in flask B remained clear since the living organisms were killed during heating so no respiration took place

 

Physical properties of soil

These include:

  1. Soil structure
  2. Soil texture
  3. Soil colour

 

  1. Soil structure

This is the  way in which the individual soil particles are arranged

Types of soil structure

  • Single – grained structure
  • Crumby structure
  • Granular structure
  • Platy structure
  • Blocky structure

(a) Single – grained structure

In this structure, the particles are not cemented together. They exist as individual grain. They form no aggregates and are non porous.

They are mostly found in top soils of sandy soils and in arid climate and in alkaline soils

(b)  Crumby structure

This type consists of small, soft porous aggregates of irregular shapes. They are not closely fitted together

 

(c)  Granular structure

This is made of friable rounded aggregates of irregular shapes called granules. Its formed when particles co agulate and are cemented together to form rounded aggregates whose diameter is not more than 15cm

When wet it becomes porous since the spaces are not readily closed by swelling. The structure is found in top horizon in cultivated soils and in the sub- soil under grass. The structure is not porous and is usually affected by tillage.

(d)  Prismatic structure

This is where the structure aggregates are arranged vertically. The primary particles are vertically oriented forming distinct columns which vary in length depending on the type of soil.

The structure is found in sub soil of arid and semi arid soils

N/B: If the tops are rounded, they are called columnar. But if the tops have clear cut edges, the its called Prismatic

  • Platy soil structure

 

In this structure, the aggregates are arranged on top of one another on thin horizontal plates. The plates overlaps and impair permeability and hence drainage and root penetration. The structure is found in top soils of clay soil and forested area.

 

 

(f) Blocky structure

Here the aggregates are in form of rectangular blocks. The aggregates easily fit together a long vertical edges

 

Influence of soil structure on crop production

  • A loosely packed structure ensures good air circulation in the soil
  • Good structure also ensures proper water holding capacity
  • Good structure also gives proper root anchorage
  • Good structure also reduces then soils liability to erosion

Factors that influence the soil structure

Parent material

The physical and chemical properties of the parent rock will determine the type of structure being formed

Soil forming processes

Processes which lead to soil formation will determine the type of structure being formed

Climate

In areas where a lot of rainfall is followed by dry periods cracks tend to form giving rise to good structure which is well aerated

Organic matter

Presence of organic will stabilize the soil structure

Living organisms

Living organisms also help to decompose organic matter which turn improve structure

Cultivation

The nature of cultivation eg digging channels results in a better structure

Inorganic compounds

Presence of compounds like iron oxide have binding properties and help in the formation of granules

  1. Soil texture

This refers to the various mineral particles present in a soil sample.

Particles                                                      Diameter

  • Clay 002mm and below
  • Silt 002 —— 0.02
  • Fine sand 02 ——- 0.2
  • Coarse sand 2 ——– 2mm
  • Gravel                                         2 ———- 20mm
  • Stone 20mm and above

 

Determination of soil texture

Can be determined by:

  • Mechanical analysis
  • Chemical analysis

Mechanical determination of soil texture

Apparatus

  • Sieves of different diameter
  • Containers
  • Weighing balance

Procedure

  • Put a known amount of soil sample in a container
  • Pass the soil through a sieve of the smallest diameter and shake
  • Weigh the soil that remains in the sieve
  • Repeat the process using sieves of different diameter until all the soil I passed through

Observation

After every sieving it will be observed that a certain amount of soil remains in the sieve

Conclusion

Soil is made up of different sized particles of different diameter

Experiment 6: to show that soil is made up of different sized particles

Apparatus

  • Measuring cylinder
  • Sodium carbonate
  • Garden soil

Procedure

  • Put some soil sample in a measuring cylinder
  • Add about 4 times its volume of water with sodium carbonate to aid in dispersion of particles
  • Cover the mouth of the cylinder with the hand and shake vigorously for about 2min.
  • Place cylinder on the bench for about 1hr or more to allow the contents to settle down

Observation

  • At the end of the period, it will be seen that fractions have settled in layers
  • The heavy, coarse gravels settle first, then followed in succession by sand, silt and clay
  • The humus and organic matter remain floating in the water or on top of the clay

Conclusion

From the above observations, it can then be concluded that soil is a mixture of particles of different sizes.

Influence of soil texture on crop production

  • Coarse soils have poor water holding capacity
  • Very fine textured soils also have poor aeration

Soil colour

  • Soil colour depends mainly on the mineral composition of the soil
  • If the soil was made from a rock containing a lot of iron compounds, it tends to be brownish yellow, reddish or orange in colour
  • Humus content also gives dark brown colour
  • Soil colour influences temperature of the soil

Soil classification

Soil can be classified based on the following

  • Soil structure
  • Soil texture
  • Soil colour
  • Soil ph

According to structure, soils could be classified as granular, crumby, blocky, or platy soil structures

According to texture, a soil containing high proportion of sand particles is called sandy soils, if it contains  high amount of clay then its called clay soils

In terms of colour, soils could be either dark coloured soils or light coloured soils

Types of soils

  1. Sandy soils
  2. Silty soils
  3. Clay soils
  4. Clay loams
  5. Loamy soils

Sandy soils

  • They have bigger particles
  • Contains 50 – 80% sand, and 20 – 50% silt and clay
  • Organic matter content is 0.1 – 3%
  • Are well drained
  • Are more prone to soil erosion have low water holding capacity
  • They are slightly acidic
  • Easy to cultivate but less fertile

how to improve sandy sols

  • Add organic matter
  • Addition of fertilers

Silty loams

  • They contain 20 – 30% sand
  • Also contains 70 – 30% clay
  • Has 0.1 – 4% organic matter
  • They are fine textured, well drained and have a good water holding capacity
  • They have moderately acidic ph
  • Moderately fertile and aerated
  1. Clay loams
  • They contain 20 – 50% sand
  • Clay and silt is 20 – 60%
  • Has organic matter content of 0.1 – 6%
  • They are fine textured
  • Poorly drained and aerated
  • Has capillarity and water retention
  • They are rich in plant nutrients
  • Are suitable for flood irrigation for rice growing
  • This soil can be improved through drainage
  1. Clayey soils
  • Have clay content of more than 40%
  • Have high water holding capacity
  • Have crystalline and platy structure
  • Expand when wet
  • Crack when dry
  • Get water logged easily
  • Also suitable for flood irrigation
  • Have high capillarity
  1. Loamy soils
  • They contain 30 -50% sand, 50 -70% silt and clay and 0.4% organic matter
  • Are moderately textured and drained
  • Are slightly acidic
  • Have good water holding capacity
  • Can be improved by planting cover crops and adding organic manures

 

 

 

Experiment 7: To compare the porosity and water holding capacity of sand, loam and clay

Apparatus

  • Measuring cylinder
  • Funnels
  • Cotton wool
  • Dry sand, loam and clay

 

Procedure

  • Place equal volumes of each soil in each funnel plugged with cotton wool
  • Tap all the funnels persistently until all visible air spaces are filled up
  • Stand each funnel in the open end of measuring cylinder and add 50cm3 of water into each funnel
  • Note the time taken for the first drop of water through into the cylinder

Observation

After some time, it will be seen that water level is high in sand than the rest

Conclusion

Sandy soil is more porous than the other 2

Clay soil has the highest water holding than the other 2

Experiment 8: To compare the capillarity of sand, loam and clay

Apparatus

  • 3 long cylinders
  • Dry sand, clay and loam
  • Water trough
  • Clock
  • Ruler

Procedure

  • Close the lower end of each tube with a plug of cotton
  • Fill each tube with different soils
  • Tap the end of each tube gently in the bench to tightly pack the soils
  • Stand and clamp each tube with a clamp and put in an empty water trough
  • Poor water into the trough to a depth of 5cm
  • Measure the height of water in each tube after 3 – 5min
  • Take as many readings as much as possible
  • Record the readings

Observations

  • Water will be seen to be rising up the tubes
  • It rises very fast in sand and loam in the first 3 – 5min. but very slow in clay
  • After 2hrs water level will be higher in loam than in clay soil and least in sand
  • Water rise continues in clay soil but stops after some time in loam

Conclusions

  • Clay and loam have higher capillary action due to their fine pore spaces
  • Sand has poor capillary action due to their large pore spaces
  • Clay soil has the highest capillarity

Chemical properties of soil

  1. Soil ph
  2. Soil mineral content
  3. Soil pH
  • This is the acidity or alkalinity of soil solution
  • Acidity is determined by hydrogen ion concentration while alkalinity is determined by hydroxyl ion concentration

Influence of soil ph on crop production

  • Soil ph affects the availability of various nutrients eg low ph makes P, and molybdenum less available and high ph makes Mn, K, Fe and zinc less available
  • Very low ph affects the activities of micro organisms eg nitrogen fixing bacteria
  • Different crop species require different ph ranges

Ways of modifying pH

  • Apply lime to raise the pH
  • Apply basic fertilizers
  • Apply sulphur to raise the pH
  • Apply acidic fertilizers to lower the Ph

FARM TOOLS AND EQUIPMENT

TOOL

A tool is any instrument held in the hand and used to do work

EQUIPMENT

This is something used for specific purpose

Why farmers use tools and equipment

  • To increase efficiency
  • To make farm operations easier
  • To minimize injuries
  • To enhance production

Precautions in handling tools and equipment

  • Proper maintenance
  • Proper use of tools
  • Proper storage
  • Use safety devices and clothing
  • Proper dressing
  • Skilful handling of tools

Categories of farm tools and equipment

  1. Garden tools and equipment
  2. Livestock production tools and equipment
  3. Workshop tools and equipment
  4. Plumbing tools and equipment
  5. Masonry tools and equipment

Factors determining the choice of tools to use

  • The task to be performed
  • The tools efficiency
  • The level of knowledge and skill of user
  • Availability of the tools

General Maintance practices of farm tools

  • Sharpen the cutting edge
  • Grease the moving parts
  • Repair or replace worn out parts
  • Proper and safe storage
  • Clean after use
  • Tighten loose nut and bolts
  • Oil and paint before long storage

Reasons for maintaining farm tools and equipment

  • To durability
  • To improve efficiency
  • To avoid injury
  • Reduce production cost

 

 

CROP PRODUCTION I

LAND PREPARATION

Land preparation involves all those activities that make land suitable for planting eg ploughing, harrowing, ridging and rolling

Seed bed: this is apiece of land prepared ready for planting. To achieve good germination of seeds the following must be achieved:

  • Suitable size of clods
  • Good depth
  • Looseness of soil
  • Absence of weeds

Reasons for land preparation

  • To kill weeds
  • To incorporate manure and other organic matter in the soil
  • To destroy different stages of crop pest such as eggs, larva or adult stages by burying them and exposing them to the heat
  • To encourage the penetration of roots in the soil
  • To make subsequent operation easy
  • To encourage water penetration in the soil

Operations in land preparation

  1. Land clearing
  2. Primary cultivation
  3. Secondary cultivation
  4. Tertiary operations
  5. Land clearing

This is the removal of vegetation cover from the surface before land is cultivated. Its done to prepare land for  cultivation as well as a method of land reclaimation

Conditions that necessitate land clearing

  • When opening up virgin land
  • Where a stalk growing crop was previously planted
  • Where the interval between primary and secondary cultivation is long such that land is reverted back to its original virgin state
  • Where land was left fallow for a long time

Methods of land clearing

  1. Tree felling
  2. Burning
  3. Slashing
  4. Use of chemicals
  5. a) Tree felling

This involves cutting down trees. Axes, pangas, are used and small power saws where the trees are few. Bulldozers and root rakers are used where trees are on large scale. After cutting down the trees, destumping or removal of stumps and disposal of trash is done.

  1. b) Burning

here fire is set on the vegetation cover. Should be done when the speed of wind is low to avoid spread of fire to other fields. Burning should be discouraged because:

  • it destroys organic matter
  • kills soil micro organisms
  • also destroys plants nutrients
  1. c) Slashing

Small bushes or grasses can be cleared by slashing. Slashers or pangas are used in a small area, while a tractor drawn mower can be used in large areas

  1. d) Use of chemicals

Chemicals used to kill weeds are called herbicides. They kill weeds faster and more easily.

  1. Primary cultivation

This is the initial opening of land either after land clearing or following a previous crop. Primary cultivation should be done well before the onset of rains to give time for all operations to be done in good time.

Importance of primary cultivation

  • To remove weeds
  • To burry organic matter for easy decomposition
  • To facilitate water infiltration and aeration
  • To destroy soil borne pests by exposing them to predators and sun
  • To make planting easy

Ways of carrying out primary cultivation

  1. Hand digging
  2. Mechanical cultivation
  3. Use of ox plough
  4. a) Hand digging

This is mainly the use of simple hand tools such as jembes, mattocks and fork jembes to cut and turn the soil slices.

  1. b) Mechanical cultivation

Where large pieces of land is involved, farmers use tractor mounted implements which include mould board, disc ploughs. Also there is use of sub soilers to break the hard pan.

  1. c) Use of an ox plough

This is use of ploughs drawn (pulled) by animals such as donkeys, camels, oxen etc. common in areas where such animals are available and the terrain is flat.

Aspects to be considered when carrying out primary cultivation

  1. i) Time of cultivation
  2. ii) Depth of cultivation

iii) Choice of implements

  1. i) Time of cultivation

land preparation should be done early enough before the onset of rains.

 

 

Reasons for early cultivation

  • To give weeds and other vegetation enough time to dry up and decompose into organic matter
  • To allow carbon dioxide and other gases to diffuse out of the soil while being replaced by oxygen required in seed germination and growth of soil organisms
  • Also gives time for subsequent operations to be done giving way for early planting
  1. ii) Depth of cultivation

factors that determine the depth of ploughing are:

  • The type of crop to be planted: Deep rooted crops require a soil which has been cultivated deeply, because it will facilitate easy root penetration. Shallow rooted crops may not need deep cultivation
  • The implements available: There are some implements which canot cut the soil beyond a certain depth. Such implements can be sharpened or weight be added
  • Type of soil: heavy soils are hard particularly when they are dry. Simple implements such as jembes tend to dig shallowly on such hard soils

iii) Choice of implements

Choice of implements used in primary cultivation is determined by:

  • The condition of the land: If the land has a lot of stones and stumps, it would be advisable for one to choose a disc plough which would not break easily when working on such land. A jembe cannot be used efficiently on land which has a lot of couch grass because it cannot pull all the rhizomes.
  • The type of tilth required: very fine tilth requires the use of different types of implements
  • The depth of cultivation needed: heavy implements are necessary when deep cultivation is needed and light implements are required when shallow cultivation is necessary
  1. Secondary cultivation

These are operations which follow the primary cultivation and means seedbed refinement practices before planting, also called harrowing

 

 

Importance of secondary cultivation

  • To remove any weeds that might have germinated after primary cultivation
  • To break the soil clods into small pieces for easy planting
  • To level the field on order to achieve a uniform depth of planting
  • To incorporate organic matter into the soil in order to encourage decomposition before planting

Factors that determine the number of times of secondary cultivation

  • Size of planting materials: Big seeds such as those of groundnuts, maize etc require a fairly rough seedbed, and small seeds such as those of finger millets require fine seedbed
  • Slope of the land: When the land is very steep, less cultivation should be done to discourage soil erosion
  • The moisture content of the soil: In dry soils less cultivation are preferred so as to conserve the available moisture
  • Condition of the soil after primary tillage: where there is plenty of trash, more harrowing operations should be carried out to incorporate most of the trash into the soil

N/B: Implements used for secondary cultivation are: pangas, jembes, fork jembes, and garden rakes. Tractor drawn harrows eg discs, spike toothed and spring tine harrows

  1. Tertiary operations

These are operations carried out to suit production of certain crops. They are carried out after land clearing primary cultivation and secondary tillage. They include:

  1. Leveling
  2. Rolling
  3. Ridging
  4. a) Leveling

This is the practice of making the soil surface flat and uniform so as to promote easy germination of small seeded crops such as wheat, grasses, and barley. It facilitates uniform germination of seeds.

 

 

  1. b) Rolling

This is done to compact soil which is loose or fine tilth. Its done to prevent small seeds from being carried away by wind and to prevent soil erosion. Also increases seed soil contact. Implements used are: simple hand tools and heavy rollers

  1. c) Ridging

This is the process of digging soil in a continuous line and heaping it on one side to form a bund ( ridge) and a furrow. The ridges are important for planting root crops like Irish potatoes, cassava etc. ridging helps in: tuber expansion and easy harvesting of root crops.

N/B: Other tillage operations include:

  1. Sub soiling
  2. Minimum tillage
  3. Sub soiling

This is the process of cultivating the soil for the purpose of breaking up the hard pans which might have formed as a result of continuous use of heavy machinery in land preparation. Implements used in sub soiling are:

  • Sub soiler
  • Chisel ploughs
  • Cultivators

Importance of sub soiling

  • Helps to break up hard pans
  • Helps to facilitate gaseous exchange in the soil
  • Also brings to the surface, minerals which might have leached to the deeper layers

N/B: hard pan is an impervious layer of soil found within the sub soil.

  1. Minimum tillage

This is the application of a combination of farming practices aimed at least disturbance to the soil.

Reasons for carrying out minimum tillage

  • To reduce the cost of cultivation or ploughing by reducing the number of operations
  • To control soil erosion, mulching and cover cropping greatly reduce chances of soil erosion
  • To maintain soil structure, continuous cultivation destroys soil structure hence its avoided
  • To conserve moisture, continuous cultivation exposes the soil to the heat of the sun thus enhance evaporation of available moisture
  • To prevent disturbance of roots and underground structures for example tubers and bulbs
  • To prevent exposure of humus to adverse conditions such as the suns heat that cause volatilization of nitrogen

Ways of carrying out minimum tillage

  • Application of herbicides in controlling weeds
  • Use of mulch on the soil surface. Mulch prevents weeds from growing by smothering them
  • Timing cultivation, late weeding of cotton crop, for example often produces a clean seedbed for finger millet to be sown without further cultivation
  • Restricting cultivation to the area where seeds are to be planted. Weeds in the rest of the field are controlled by slashing
  • Establishment of cover crop on the field
  • Uprooting or slashing weeds on perennial crops

 

WATER SUPPLY, IRRIGATION AND DRAINAGE

Sources of water

  1. Surface water
  2. Ground water
  3. Rain water
  4. Surface water

Sources of surface water are:

  1. Rivers
  2. Streams
  3. Lakes

 

 

  1. Ground water

Sources of ground water are:

  1. Springs
  2. Wells
  3. Boreholes
  4. a) Springs
  • Here water comes out of the ground as a result of an impervous layer meeting the ground surface.
  • Low wall can be constructed around the spring to increase the water volume for easier pumping
  • Also on higher ground, water can be conveyed to lower grounds by gravitational flaw

Diagram of a spring

 

  1. b) Wells
  • Wells are holes dug in the ground until water table is reached. Can go up to 15m deep.
  • It’s advisable to dig the well during dry season to ensure that even during dry season water will be available
  • Fence around the well to avoid contamination
  • Construct a reinforced slab with a lockable lid to prevent contaminations and wearing of the top sides of the well. Water is lifted using buckets

 

Diagram of a well

 

  1. c) Boreholes

These are deep holes drilled or sunk into the ground by use of drilling machines. The holes are usually sunk into the Parent rock to ensure continuous supply of water. The hole is of small diameter and usually lined with metal casing perforated at the bottom end to allow the water to rise up. Special pumps operated by either electricity or engines are used to lift water out of the hole.

Diagram of borehole

 

 

 

 

 

 

  1. Rain water

Collected from roofs then stored in tanks. Ponds also constructed to store the run off. This is done during the rainy season.

Water collection and storage

Methods of water collection and storage include:

  1. Dams
  2. Weirs
  3. Water tanks
  4. Dams

This is a barrier constructed across a river or dry valley to hold water and raise its level to form a reservoir or lake. It has a spillway to allow excess water flow away. The accumulated water is then pumped to farms.

  1. Weirs

A weir is a barrier constructed across the river to raise the water level, but still allow water to flow over it

  1. Water tanks

Rain water, ground water and run off can be stored in tanks. The water storage structures (tanks) include:

  1. Concrete tanks (overhead or underground)
  2. Corrugated iron sheets
  3. Steel tanks
  4. Plastic tanks

Parts of a water tank

 

  • Funnel lid
  • Overflow pipe
  • Drainage pipe
  • Roof
  • Gutter
  • Outlet
  • Base

Diagram of water tank

 

Pumps and pumping of water

  1. Water pumps

Types of water pumps include:

  1. Centrifugal/Rotar dynamic pumps
  2. Piston/Reciprocating pumps
  3. Semi rotary pumps
  4. Hydram pumps
  5. a) Centrifugal pumps: These are made of metal discs with blades that rotate at high speed. They are powerful and can pump water for irrigation. Electric motors, diseal or petrol engines are used to operate them.
  6. b) Piston pumps: Consist of pistons that move back and forth thereby pushing water through the pipes. Do not pump a lot of water thus suitable only for domestic and livestock use.

 

 

 

Diagram of a piston pump

  1. c) Semi rotary pumps

These are operated by hand, and mostly used to pump water from wells for domestic and livestock use

  1. d) Hydram pumps

these are operated by the force of flowing water. The higher the speed of water, the greater the pressure created in the pump. Cannot pump stationary water and only suitable for slopy areas, where water flows at high speed.

N/B: Pumping of water is the lifting of water from one point to another by use of mechanical force.

Conveyance of water

This is the process of moving water from one point mostly from storage to where its used or stored

Ways of conveying water

  1. Piping
  2. Use of containers
  3. Use of canals
  4. a) Piping

This is where water is moved through pipes

Types of water pipes

  1. i) Metal pipes
  2. ii) Plastic pipes

iii) Hose pipes

  1. i) Metal pipes

These are two types: Galvanized iron and Aluminum pipes

Galvanized iron pipes are heavy and suitable for permanent installation of water system. Alumimium pipes are light and used for irrigation systems,

N/B: metal pipes are expensive but durable

  1. ii) Plastic pipes

These are made of synthetic materials. There advantages include:

  • They are cheap
  • Easy to install
  • Durable when installed properly

Disadvantages include:

  • Become brittle when exposed to sun
  • Can burst under high pressure
  • Can be eaten by rodents

iii) Hose pipes

There are two types: rubber hose pipes and plastic hose pipes

Rubber hose pipes are more expensive but durable, hose pipes are used to convey water from taps to various areas eg irrigation areas or washing places

  1. b) Use of containers

Water is drawn and put in containers such as drums, jerry cans, pots, tanks and buckets which are carried by animals, bicycles, human beings and vehicles

  1. c) Use of canals

Water is conveyed from a high point to a lower appoint along a gradual slope to avoid soil erosion. Water conveyed in canals is mostly used for irrigation and livestock drinks

WATER TREATMENT

Water treatment is the process of making raw water from source safe for use in the farm.

Importance of treating water

  • To kill disease causing micro organisms such as cholera and typhoid bacteria which thrive in dirty water
  • To remove chemical impurities such as excess fluoride this may be harmful to humans
  • To remove smell and bad taste
  • To remove sediments of solid particles

The process of water treatment

  1. Filtration at water intake
  2. Softening of water
  3. Coagulation and sedimentation
  4. Filtration
  5. Chlorination
  6. Storage

Stage 1: Filtration at water intake

At the pint of water intake, water is made to pass through sieves before entering the intake pipe. This is to trap large impurities. Several sieves of different sizes are made.

Stage 2: Softening of water

The water in the pipe flows into the mixing chamber. This is a small tank where water circulates and is mixed with soda ash ( sodium bicarbonate) and alum ( aluminium sulphate) these chemicals are added into water in equal proportions. Soda ash softens the water, while alum helps to coagulate solid particles which finally settle down to the bottom

Stage 3: Coagulation and sedimentation

The softened water moves to the coagulation tank which is a circular and large solid particles such as silt and sand coagulate and settle down. The tanks is also open to allow in fresh air into the water. Water should stay in this tank for at least 30 hrs to kill bilharzias which cannot survive in water stored that long

Stage 4: Filtration

Water with very few impurities passes into a filtration tank where all the remaining solid particles such as silt are removed. The filtration tank has layers of different sizes of gravel and a top layer of sand. At its bottom is a layer of large pieces of gravel, this is followed by another layer of gravel but of fine texture. A layer of fine sand is placed on top of this fine gravel. These layers allow water to seep through very slowly leaving all the solid particles behind. When water leaves this tank, its clean.

Stage 5: Chlorination

The filtered water enters the chlorination tank. In this tank, small amount of chlorine solution is controlled by a doser and the amount added will depend on the volume of water to be treated and the outbreak of water borne diseases. Chlorine kills pathogens

Stage 6: storage

Water is then stored in large tanks, before distribution to consumers.

 

 

 

General uses of water in the farm

  • For domestic purposes eg washing, cooking etc
  • For watering livestock eg washing pigs
  • For diluting chemicals
  • For processing farm produce eg coffee etc
  • For construction of buildings
  • For irrigation

 

IRRIGATION

Irrigation is the artificial application of water to soil for the purpose of supplying sufficient moisture to crops.

Conditions that make it necessary for irrigation

  • In dry areas
  • During dry periods
  • In the growing of paddy rice
  • Soften the soil during transplanting
  • To effect the application of fertilizers and other chemicals

Types of irrigation

  1. Surface irrigation
  2. Sub surface irrigation
  3. Overhead irrigation
  4. Drip/Trickle irrigation

Factors that determine the type of irrigation to use

  • Capital availability
  • Topography of the land
  • Water availability
  • Type of soil
  • Type of crop to be irrigated
  1. Surface irrigation

Here water is applied to the field by allowing it to flow on top of the ground surface.

Methods of surface irrigation

  1. Flood irrigation
  2. Furrow irrigation
  3. Basin irrigation
  4. Boarder irrigation
  5. a) Flood irrigation

In flood irrigation, water is allowed to cover the whole field a few centimeters in depth. Its suitable for growing paddy rice fields.

Advantages of flood irrigation

  • Its cheap to establish and maintain
  • Does not require skills

Disadvantages of flood irrigation

  • There is uneven distribution of water in the field
  • A lot of water is wasted
  1. b) Furrow irrigation

Here water is supplied by use of open ditches or furrows. Its suitable for all crops and application to most soils

 

 

Maintenance of furrows

  • Repair furrows when worn out or eroded
  • Remove weeds and silts

Advantages of furrow irrigation

  • Reduces chances of fungal diseases
  • Cheap to establish
  • Require little skills

Disadvantages of furrow irrigation

  • A lot of water is lost through evaporation and seepage
  • Erosion can occur if the furrows are not maintained
  • If water has high content of salt, it may have damaging effect on the plant roots
  1. c) Basin irrigation

Basin irrigation involves the application od water into basins that have been checked by construction of banks or ridges. The basins may be rectangular ring shaped or have contour checks

This system is suitable in:

  • Relatively flat areas
  • Soils of low infiltration
  • For crops requiring large quantities of water
  • Soils that require leaching

Advantages of basin irrigation

  • Helps to control soil erosion
  • Retains rain water in the basins

Disadvantages of basin irrigation

  • Much land is occupied by water covering channels and ridges
  • There is no surface drainage
  • Requires precise land grading
  • Requires a lot of labour
  • Cannot be used in crops that require free draining soils
  • May result in accumulation of salts

Areas where basin irrigation is being practiced in kenya: mwea tebere, ahero, bunyala, west kano etc

  1. d) Boarder irrigation

This is where parallel ridges guide a sheet of water that spread cover a relatively flat, but slanting piece of land. The ridges form long boarders. This method is applied where:

  • Soils have low to relatively high infiltration capacity
  • Crops are closely spaced, such as wheat, barley fodder crops as well as legumes

Advantages of boarder irrigation

  • Its easy and simple to operate
  • Requires less labour as compared to basin irrigation
  • Boarder ridges can be constructed economically with simple farm implements eg ox drawn ridgers
  • Large irrigation streams can be efficiently used
  1. Sub surface irrigation

This is a system of irrigation where water is supplied to crops using underground perforated pipelines or any other porous medium that make water available from below the soil surface. Pipes sometimes referred to as conduits

The system is suitable in soils of high capillarity and water holding capacity

Advantages of sub surface irrigation

  • Little labour requirements
  • No need to construct dykes or soil grading
  • Can be practiced on both sloppy and flat land
  • Water does not cause soil erosion
  • Does not encourage fungal diseases
  • Economizes use of water
  • Minimizes theft of pipes

Disadvantages of sub surface irrigation

  • Its expensive method ie to buy pipes and to lay them
  • Pipes can be broken during weeding
  • Nozzles can get blocked
  1. Overhead irrigation

This is the application of water above the crops by means of sprinklers or watering cans. Wind breaks should be constructed to avoid misdirecting the water.

Advantages of overhead irrigation

  • Water is evenly distributed over the required area
  • There is less water wastage than in furrow irrigation
  • It can be practiced on slopy grounds
  • Foliar fertilizers can be applied together with irrigation water thus reducing labour costs
  • Sprinkler systems can be easily be moved from one place to another

Disadvantages of overhead irrigation

  • Its expensive to install
  • Encourages fungal diseases eg blight, CBD
  • Causes soil erosion
  • Requires establishment of wind breaks

Sprinklers used are: oscillatory sprinklers, spring loaded sprinklers

Sprinklers can also be classified into: rotating head, perforated pipe system

Maintenance of sprinklers and pipes

  • Lubricate the rotating parts
  • Repair broken parts
  • Cleaning and unblock the nozzles
  1. Drip/Trickle irrigation

Here pipes with tiny perforations are used. As water passes through the plastic pipes, water comes out through the holes in small amounts and drips to the ground.

Advantages of drip irrigation

  • Requires little amount of water
  • Can also use water of low pressure
  • Discourages fungal diseases eg blight, CBD
  • Does not encourage the growth of weeds
  • Can be used in sloppy topography

Disadvantages of drip irrigation

  • Pipes are expensive to buy and install
  • Require clean water, since dirty water will block the perforations

Factors to consider when choosing irrigation equipment

  • Capital availability
  • Topography
  • Availability of repair and maintenance
  • Type and source of power
  • Source

DRAINAGE

This is the method of removing excess water from water logged land. It’s a method of land reclaimation.

Land reclaimation is the process of bringing back waste land to agricultural production

Importance of drainage

  • Improves soil aeration: removal of excess water around the root zone allows for enough air for proper growth
  • Increases soil volume: increases the amount of soil around the roots
  • To raise the soil temperature: improves the rate at which soil worms up for better plant growth
  • Increases microbial activities: micro organisms in the soil increase in number due to proper aeration, they help to improve soil structure and make plant food more readily available
  • Reduce soil erosion: well drained soils have higher water holding capacity which helps to reduce water run off and increase infiltration
  • Remove toxic substances: due to water logging, soluble salts such as those of sodium increases in concentration to levels that are toxic to plants or may retard growth

Methods of drainage

Use of open ditches:

  • ditches are dug for the water to flow in by gravity to a water way thereby lowering the water table. May be U shaped or V shaped or trapezoidal

Underground drain pipes:

perforated pipes are laid underground. Water then seeps from the surrounding area into the pipes and flows to a water away. Such drains do not interfere with field operations. The pipes may be made of steel, clay or plastic materials

 

French drains:

  • ditches are dug, filled with stones and gravel, then covered with soil. Water from the surrounding area seeps into these drains and is carried into a water way

Cambered beds:

raised beds are constructed on the poorly drained soils

Pumping: where other methods of drainage are not possible, water is pumped out.

Areas where drainage has been carried out in kenya are: yala and bunyala to control flooding, ahero to control flooding of river nyando, loriaan region

 

WATER POLLUTION

This is the contamination of water by either chemical, industrial wastes, farm residues etc, making it unsafe for human beings and animals.

Agricultural practices that pollute water

  • Fertilizer and pesticides: chemicals compound found in the fertilizers and other pesticides do not decompose easily, hence they find their way into water sources through drainage, irrigation channels, erosion, seepage and leaching
  • Improper disposal of used farm chemicals: when containers contaminated with chemicals are disposed of into water sources, the result is water pollution
  • Damping of farm wastes: farm wastes such as slurry, manure used polythene, dead animals etc when improperly disposed of cause water pollution.
  • When land is cultivated or the soil is left bare erosion will easily occur leading to contamination through unwanted soil
  • Blockage of irrigation channels and water ways prevents free flow of water leading to stagnation of contaminated water
  • When pit latrines and sewage sites are located near water sources, they cause pollution
  • Other sources of pollution include industrial wastes and generalized contamination in the atmosphere and the environment

Methods of preventing water pollution

  • Practice organic farming
  • Safe disposal of used farm chemicals and industrial wastes
  • Proper location of pit latrines, sewage sites and waste dumps
  • Control of irrigation and establishment of grassed water ways to purify the water
  • Controlled use of fertilizers, manures and farm chemicals
  • Ensuring that the water source is free from contamination from the farm
  • Treating and piping water for farm use

 

 

SOIL FERTILITY I

This is the ability of the soil to produce and maintain high yields of crops for an indefinite period.

Characteristics of fertile soil

  • Should have good depth
  • Be well drained not water logged
  • Well aerated
  • Good water holding capacity
  • Supply nutrients needed by plants in correct amount and form available to plants
  • Correct soil pH for different crops
  • Free from crop pests and diseases

How soil loses fertility

  • Continuous growing of arable crops: continuous cultivation makes the soil loose and liable to erosion, this leads to lose of fertility.
  • Mono cropping: growing of crops every season leads to depletion of soil nutrients
  • Soil erosion: This leads to lose of top fertile soil
  • Leaching: leads to lose of soil nutrients into the lower horizons of the profile
  • Poor soil aeration: if soil is poorly aerated, the denitrifying bacteria increase in number and they make the infertile by converting nitrates into free nitrogen.
  • Poor drainage of the soil: If the soil poorly drained, the soil becomes flooded, forms acid soils which are useless for cultivation
  • Dry soils: If the soils are dry, the nutrients cannot be dissolved to be used by crops
  • Change of pH: soil pH influences the availability of certain nutrients eg low pH decreases solubility of phosphorus and high pH also decreases the availability of K, Mn etc
  • Accumulation of salts: certain salts usually become toxi if present in excess eg Mn, boron, fluorine etc
  • Burning of land: burning of land kills certain micro organisms and destroys certain nutrients

Ways of maintaining soil fertility

  • Control of soil erosion: control of erosion prevents loss of top fertile soil
  • Crop rotation : this ensures maximum utilization of crop nutrients. Also helps to control pest and diseases, will also add nutrients if legumes are included in the rotation
  • Maintaining soil pH: when soil pH is maintained at given ranges, particular nutrients will be available in the soils
  • Proper drainage: soil should be well drained to eliminate flooding
  • Weed control: control of weeds ensures no competition for nutrients, adequate space for crops and destroys alternate hosts for crop pests and diseases.
  • Minimum tillage: this helps to maintain soil structure and prevent erosion
  • Use of manures: manures supply a wide range of plant nutrients to the soil
  • Use of inorganic fertilizers: inorganic fertilizers supply specific plant nutrients

Organic matter, humus, and manures

Organic matter: this is the remains of dead plants and animals and their waste products

Humus: humus is the decayed organic matter ie the remains of plants and animals which have decomposed

Manure: manures are organic substances that are added to the soil to provide one or more plants nutrients. They have high matter content

Roles of organic matter in the soil

  • Increases water holding capacity and also water infiltration due to its colloidal nature
  • Releases a wide range of nutrients into the soil thus improves fertility
  • Provides food and shelter to micro organisms such as ants and rodents
  • Improves soil structure by binding soil particles
  • Buffers soil pH by avoiding rapid chemical changes due to the addition of lime and fertilizers
  • Reduces toxicity of plants poisons that have built up on the soil as a result of continous use of pesticides and fungicides

Classification of manures

Manures are classified according to: method of preparation and nutrients from which they are prepared.

There are 3 types of manures:

  1. Farmyard manure
  2. Compost manure
  3. Green manure

 

  1. Farmyard manure

Farmyard manure is a mixture of animal waste (urine and dung) and crop residues used as animal beddings.

Importance of farmyard manure

  • Increases yield of the crop
  • Adds organic matter into the soil and improves the texture and water holding capacity of thee soil
  • Adds useful bacteria to the soil

Factors influencing the quality of FYM

  • Type of animals: dung from fattening animals is richer in nutrients than farm growing animals which extract a lot of phosphorus from food eaten
  • Type of food eaten: the richer the food in terms of minerals the richer will be the manure
  • Type of litter used: wood shavings and saw dust are slow to decompose and contain no nutrients and absorb 1.5 times as much urine as their weight, while nappier grass provide both N and P, but has low absorptive capacity.
  • Method of storage: farmyard manure must be stored well in a place with a cemented floor and covered roof. The N and P are soluble and therefore can get leached by heavy rains
  • Age of FYM: well rotten manure is richer in nutrients and easier to handle and mix with the soil

Preparation of farmyard manure

  • A bedding of grass, wood shavings or saw dust is provided in the house of farm animals eg cattle, sheep
  • The animals deposit their droppings and urine on the bedding materials
  • After some time, ie daily, months or more as in poultry, the beddings are replaced with new ones
  • The discarded beddings are deposited in a specially prepared shaded place
  • New layers of used beddings are continuous added until a heap is formed
  • N/B: decomposition and mineralization of the materials take place through activities of certain bacteria resulting in a rich manure

 

  1. Green manure

This is  a type of manure prepared from green plants. The plants are grown for the purpose of incorporating into the soil when its green at the flowering stage for the purpose of improving soil fertility.

Characteristics of plants used for green manure

  • They should be highly vegetative or leafy
  • They should have faster growth rate
  • They should have high nitrogen content, thus preferably legumes
  • The plants must be capable of rotting quickly
  • The plants should be hardy ie can establish in poor conditions

Reasons why green manure is not commonly used

  • Most of the crops grown are food crops and its hard for people to use them as green manure
  • Green manure crops might use most of the soil moisture and leave very little for next main crop
  • Most of the nutrients are used up by micro organisms in the process of decomposing the green manure plant. These will only be released by micro organisms when they die.
  • It takes time for green manure crop to decompose and therefore planting is delayed

Preparation of green manure

  • The plant to be used is planted in the field
  • The plant is allowed to grow up to flowering stage
  • Its then incorporated into the soil by ploughing
  • Left for 2hrs to decompose after which the field is prepared for planting the main crop
  1. Compost manure

Compost manure is the accumulation of plants residue, mixed with animal waste, piled together in a heap where conditions are conducive for decomposition, sometimes contain refuse and kitchen left over foods

 

 

 

 

Preparation of compost manure

There are two methods namely:

  1. Indore method
  2. Four heap system (stalk method)
  3. Indore method

This was devised in a place called Indore in India

Procedure

  • A pit is prepared which is 1 – 2 m deep. The material to be made into compost is placed is placed.
  • The first layer 0.5m deep consist of fresh material to be made into compost eg grass, maize stalk refuse etc
  • The layer is followed by dung, old compost to provide micro organisms to decompose the fresh material
  • Artificial fertilizers eg SSP and Muriate of potash are added to increase the nutrient level of the compost

N/B: Nitrogenous fertilizers are not added because they are easily leached

  • The 2nd layer is followed by a layer of top soil with micro organisms to decompose plant and animal remains
  • The same is repeated until the pit is full. Its also kept moist by applying water during dry season
      Pit        Pit          Pit         Pit        Pit
        1          2            3           4         5

 

Pit 1, 2, 3, and 4 are simultaneously filled and after 3 – 4 wks, the materials in pit 4 is taken to pit 5

This process is repeated until the material that was prepared 1st is well rotten and taken to the field as composed.

 

 

  1. The Four heap system
 

            x

 

           y

 

 

 

 

 

 

                x

 

         z

 

 

 

 

 

 

 

 

  • In this method, 4 – 7 heaps are used.
  • Materials used are crop residue, animal waste old manure FYM or onorganic fertilizers and top soil.
  • The materials is placed in heap X, then transferred to heap Y after  3 – 4 wks. After another 3 – 4 wks, the compost is taken to heap Z  where it stays for another 3 – 4 wks then taken to the field

N/B: The manure heaps must be turned occasionally at least every 3 months to facilitate circulation within the heap, manure should be ready after 6 months.

Cross section through a compost heap

  • N/B: too much water runs the compost
  • Too little water stop the bacterial action
  • Always keep the compost under cover of grass and soil
  • Posts are fixed at a distance of 1.2 m a part to form the 4 corners of the heap, the post should be 2m high

Factors to consider when selecting a site for compost manure

  • Drainage of the site
  • Direction of prevailing wind
  • Size of the farm ie centrally placed
  • Accessibility

Problems associated with organic manures

  • Bulkiness
  • Laborious in application and transport
  • They spread diseases, pests and weeds
  • Loose nutrients when poorly stored eg through leaching
  • If not fully decomposed, crops will not benefit since it releases nutrients which can scotch the crops

 

AGRICULTURAL ECONOMICS I

Economics: this is the study of how man and society choose with or without money to employ scarce resources to produce goods and services over a period of time and eventually distribute them for consumption now and in the future.

Agricultural economics: this is an applied science that aims at maximizing out put while minimizing costs by combining the limited factors of production to produce goods and services for use by the society over a period of time.

Factors of production

  • Land
  • Capital
  • Labour
  • Management/entrepreneurship

Basic concepts of economics

These concepts include:

  1. Scarcity
  2. Preference and choice
  3. Opportunity cost
  4. Scarcity

Scarcity means limited in supply

The factors of production named above are scarce and the production needs are many therefore the need for choice

  1. Preference and choice

Since the factors of production are limited, the farmer needs to make a choice on what to produce. This choice has to be guided by the needs of the society and the preference of the farmer on what he needs to produce.

  1. Opportunity cost

When the farmer makes a choice on what to produce, he is forced to leave others due to scarcity of resources eg a piece of land is suitable for growing both rice and maize and he choose to grow maize, the value that could have been derived from rice becomes the opportunity cost.

Opportunity cost is the value of the best foregone alternative

 

FARM RECORDS

Farm records can be defined as the systemic entries and storage of information of various farm business activities and transactions in appropriate books and sheets.

Uses of farm records

  • Helps to compare the performance of different enterprises within a farm
  • Show the history of the farm
  • Guides a farmer in planning and budgeting of farm operations
  • Help to detect loses or theft on the farm
  • Help in the assessment of income tax to avoid over or under taxation
  • Helps to determine the value of the farm or to determine the assets and liabilities of the farm
  • Make it easy to share the profits and loses in partnership
  • Helps in settling dispute among heirs to the estate when a farmer dies without leaving a will
  • Help to show whether a farm business is making profits or loses
  • Helps in supporting insurance claims on death, theft etc
  • Provide labour information like terminal benefits eg NSSF

Types of farm records

  1. Production records
  2. Inventory records
  3. Field operation records
  4. Breeding records
  5. Feeding records
  6. Marketing records
  7. Labour records
  8. Inventory records

This is the physical count of everything that the farm owns and all that it owes others. There are two types of inventory records namely:

  1. Consumable goods inventory
  2. Permanent goods inventory
  3. a) Consumable goods inventory

This is inventory showing a list of goods which normally are used up during a production process, therefore needs constant replacement. Such goods include:

  • Fertilizers
  • Livestock feeds
  • Planting materials eg seeds
  • Chemicals eg insecticides, herbicides
  • Sisal ropes and strings etc

Example of consumable goods inventory

        RECIEPTS    ISSUES
DATE ITEM QUANTITY DATE ISSUED TO QUANTITY BALANCE IN STORE
             

 

  1. b) Permanent goods inventory

    This is inventory showing a list of goods which are permanent in nature ie the type of goods which will not get used up in the production process such goods include:

  • Farm machinery and implements
  • Farm equipment and buildings
  • Livestock such as breeding stock
  • Annual crops
  • Hand tools
  • Land (arable)

Example of permanent goods inventory

DATE ITEM QUANTITY WRITTEN OFF BALANCE IN STOCK REMARKS
           

 

  1. Production records

This is a record which show the total yield from each enterprise and also the yield per unit of the enterprise.

Example of production records (dairy milk production record)

Month…………………………………………………………year……………………………………………………

Name or no. of cow   Days of the month
  1 2 3 4              31st day TOTAL
5AM 5PM 5AM 5PM 5AM 5PM 5AM 5PM              
BETA                              
ZABAH                              
MOON                              
TOTAL                

 

Example of production record ( crop)

Plot/field No. 15

CROP SIZE OF FARM SEED RATE DATE OF PLANTING DATE OF HARVESTING YIELD IN BAGS
           

 

  1. Field operation records

This record contains all the activities carried out in the production from land preparation, planting to harvesting. It contains the following information:

  • Date of land preparation
  • The size of field
  • Crop variety planted
  • Type and amount of fertilizer applied
  • Seed rate

Example of field operation record

SEASON……………………………………………………………….FIELD NO………………………………………………………

Crop grown………………………………………………………….Variety……………………………………………………………

Ploughing date……………………………………………………..Planting time…………………………………………………

INPUTS

Seed rate kg/ha…………………………………………………………………………………………………………………………….

Fertilizer at planting………………………………………………Amount………………………………………………………..

Top dressing………………………………………………………….Amount……………………………………………………….

Other treatment………………………………………………………………………………………………………………………….

Pests ……………………………………………………………………..Control………………………………………………………..

Diseases ………………………………………………………………..Control……………………………………………………….

Weeds ……………………………………………………………………Control………………………………………………………

Other treatment…………………………………………………………………………………………………………………………..

OUTPUT

Harvesting date…………………………………………………………..Method used…………………………………………

Yield /hac…………………………………………………………………….

 

Remarks…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. Breeding records

These are records showing the breeding activities and programmes for different animals in the farm.

Importance of breeding records

  • Help the farmer to plan his breeding programmes
  • Help in selection of animals within a herd

Example of cattle breeding record

Name/No. of cow Name of bull/sire Date of service Date of pregnancy diognosis Expected date of calving Actual date of calving Sex of calf Wt. of calf rmks
                 

N/B: students to draw sheep, pig, and sow breeding records

  1. Feeding records

This is a record showing the type and amount of feeds used in the farm.

Example of feeding records

Month:……………………………………….

Enterprise…………………………………..

Type of feed……………………………….

 

Date No. of animals Amount received (kg) Amount used (kg) Balance in stock (kg) remarks
           

 

FREE GRADE 9 SOCIAL STUDIES NOTES

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SOCIAL STUDIES AND CAREER DEVELOPMENT

 

PATHWAY CHOICES

 

A career is the professional journey that one chooses to follow to purse one’s interest and achieve one’s goal in work life

 

Career paths

  1. Health care
    • Doctor

 

  • Pharmacist

 

  • Nurse

 

  • Medical researcher

 

  1. Business and finance
    • Entrepreneur

 

  • Marketing manager

 

  • Accountant

 

  • Business consultant

 

  1. Education
    • Teacher

 

  • School principal

 

  • Special education teacher

 

  • Education administrator

 

  1. Law and legal services
    • LAWYER

 

  • Judge

 

  • Legal consultant

 

  • Legal secretary

 

  1. Environmental and sustainability

 

 

 

  1. Communication and media
    • Journalist

 

  • Content writer

 

  • Social media manager

 

  • News anchor

 

  1. Hospitality and tourism
    • Travel agent

 

  • Tour guide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Identifying factors to consider in the selection of a pathway

The following are factors to consider in the selection of a career pathway:

 

  1. a) Personal interests –

 

Choose a career that aligns with your passion and interests. Consider the activities or subjects you enjoy the most and explore career options related to those areas.

  1. b) Skills and abilities

 

Assess your strengths and abilities. Identify the skills you excel in and consider careers that allow you to utilise and further develop those skills.

 

  1. c) Values and motivations

 

Reflect on your values and what motivates you. Consider the type of work environment, culture and values that are important to you and find a career that aligns with those principles.

  1. d) Education and training

 

Evaluate the educational and training requirements for different career paths. Determine if you are willing and able to pursue the necessary education or training to enter your desired field.

  1. e) Networking opportunities

 

Research the networking opportunities available in different fields. Consider the importance of professional connections and how they can contribute to career growth.

  1. f) Personal fulfillment

 

Aim for a career that provides a sense of purpose and allows you to make a positive impact in the areas that matter to you.

 

Requirements for social sciences pathway at senior school

 

To pursue a career in the field of Social Sciences in senior school requires the following requirements:

 

  1. a) Learning areas or educational subjects

 

relevant courses in Social Studies, History, Psychology, Sociology, Economics, and Geography. These subjects provide a solid foundation for understanding human behaviour, societies and the broader Social Sciences.

 

  1. b) Research and critical thinking –

 

develop research skills and critical thinking abilities by engaging in class projects, independent research or participating in academic competitions. These experiences can enhance your problem-solving skills, which are valuable in Social Science careers.

 

  1. c) Writing and communication skills

 

Work on improving your writing and communication skills, as Social Science careers often involve presenting ideas, conducting research and writing reports or essays.

 

  1. d) Extracurricular activities –

 

Participate in extracurricular activities related to Social Sciences, such as joining a Social Science club, volunteering for community organisations or attending lectures and workshops. These activities can demonstrate your passion for the field and provide practical experiences. e) Networking

 

Build connections with teachers, mentors and professionals in the Social Sciences. Attend career fairs or workshops to meet individuals working in the field and learn from their experiences.

 

 

 

 

 

 

 

 

 

 

 

 

Appreciating the need for choosing a pathway in senior school

The following is the need for choosing a pathway in senior school.

 

  1. It helps you to focus on subjects and activities that genuinely interest you. It gives you a clear direction for your academic journey.

 

  1. By selecting a pathway, you get a chance to discover your passions and talents.

 

  1. It allows you to set goals and work towards achieving them. It gives you a sense of purpose and motivation to strive for success in your chosen field.

 

  1. It offers specialised knowledge and skills related to a specific area. It helps you gain a deeper understanding of subjects you enjoy and prepares you for future studies.

 

  1. It encourages personal growth and development. It allows you to challenge yourself, learn new things and become more confident in your abilities.

 

  1. It helps you to align your studies with your future career. By focusing on subjects relevant to your chosen field, you build a strong foundation and gain valuable skills for future success.

 

g)It provides you with guidance and support from teachers and mentors who specialise in that area. They can offer valuable guidance and help you in your academic journey.

 

 

Pre career support systems

 

Exploring the importance of different support systems for holistic development in a school community

 

Meaning of support systems in a school community

 

  • A support system is a group of people and resources in school that help learners succed in any challenges they may face while in school

 

  • They provide encouragement, guidance and resources to help learners reach their goals and overcome challenges

 

The following are examples of support systems in a school community:

 

  1. School administration – the head teacher, deputy principals, teachers and other school staff work closely to help ensure a safe, productive learning environment for students. They work with the community to address any issues or concerns that arise in the school community.

 

  1. Guidance and Counseling – school counsellors provide academic, social-emotional and career guidance to learners. The school counsellors meet with learners individually or in small groups to help them develop important life skills, cope with personal challenges, and plan for their future.

 

  1. School nurse’s office – this is an important resource for learners who become sick or get injured while in school. The nurse can provide first aid, administer medications and connect learners and families with additional medical resources if needed.

 

 

 

 

  1. Parent-teacher meetings – these are regular meetings between parents and teachers that allow for open communication about a learner’s progress, strengths, and areas for improvement. These meetings help to ensure that everyone is working together to support the learner’s academic and personal growth.

 

 

The significance of pre career mapping for individual growth

 

  • A pre career is the process of discovering yourself and possible career paths before you decide on specific future career

 

Significance Explanation
Reducing regrets  
   
Adaptability  
   
Continuous learning  
   
Practice approach  
   
Informed decisions  
   
Clarity and direction  
   
Goal setting  
   
Skill development  
   

 

The following are importance of pre-career mapping to individual growth.

 

  • Helps discover interests by helping individuals to explore their interests and passions, allowing them to choose a career path that they truly enjoy.

 

  • Set clear and specific goals for their future careers, giving them a sense of direction and purpose.

 

  • Guides decision-making where individuals can make informed decisions about education, training, and skill development, ensuring they are on the right track to reach their desired career.

 

  • Increases motivation by making one more determined to work towards their career goals.

 

  • Promotes self awareness by encouraging self reflection, helping individuals understand their strengths, weakness and values, leading to better career choices

 

 

Using support systems for pre career development in the school community

 

A career support system helps learners in development of careers in schools through the following ways

 

  • Provide guidance on career options and helps to eplore different paths based on their skills and interest and prepares them for job applications and college admissions

 

 

 

  • Alumni connect learners with graduates who can share their career experiences, offer mentorship and provide insights into specific industries or universities.

 

  • Connects learners with experienced professionals who offer career advice and provide emotional support.

 

  • Mentors can be role models, they help learners develop professional skills and offer networking opportunities.

 

  • Provides a safe space for learners to discuss personal challenges, explore values and meaning-making and offer spiritual guidance.

 

  • Chaplains can help learners overcome personal anxieties related to career choices, fostering a sense of well-being that impacts career focus.

 

  • Provides support for learners facing socio-economic challenges for example, food insecurity and housing instability that can impact their ability to focus on career development.

 

  • Provides resources for learners to manage stress, improve mental and physical health and develop healthy habits that contribute to overall well-being.

 

  • Provides health resources for learners to manage stress, improve mental and physical health and develop healthy habits that contribute to overall well-being.

 

 

 

 

 

Designing solutions to challenges arising from use of support systems Challenges arising from use of support systems

 

Pre-career support systems are there to help, but they can also present some challenges. The following are examples of challenges from pre-career support systems.

 

  1. Limited resources – schools may have limited funding or staffing for pre-career support systems, which can result in a lack of career counsellors or limited access to career exploration materials and tools.

 

  1. High learner-to-counsellor ratio – schools may have a high number of students per career counsellor making it challenging for counsellors to provide individualised guidance and support to each student.

 

  1. Lack of parental involvement – parents play an important role in supporting their children’s career development. However, pre-career support systems may struggle to engage parents effectively, leading to limited parental involvement in career planning discussions and activities.

 

  1. Limited scope – programs might focus on specific industries or job types, which might not be ideal if you are undecided or have a unique career path.

 

  1. Passive participation getting – the most out of support systems often requires your initiative. If you are shy or unsure what to ask for, it can be hard to benefit fully.

 

 

 

 

 

 

 

Designing solutions to challenges arising from use of support systems

Challenges arising from    Solutions

use of support systems

 

Passive participation

 

Accessibility

 

Limited scope

 

Feeling overwhelmed

 

General guidance

 

 

The following are some solutions to challenges arising from the use of support systems:

 

  1. Be clear about your goals: Knowing what you want to achieve will help you find the most relevant programs and resources.

 

  1. Do not be afraid to ask questions: Advisors and mentors are there to help you navigate the pre-career process.

 

  1. Seek out diverse resources: Look beyond your school or a single program to find support that fits your specific needs.

 

  1. Take initiative: Do not wait for opportunities to come to you. Research companies, network with professionals, and actively participate in programs.

 

  1. Focus on what works for you: There is no one-size-fits-all approach. Experiment and find the support systems that benefit you the most.

 

Values of support systems in career development

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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COMMUNITY SERVICE LEARNING

Community service learning project

 

Identifying a problem or a gap in the community

 

We can use different methods or ways to gather information from community members about issues affecting them. These methods or ways include:

  • Carrying out physical or online interviews with the community members,

 

  • Holding community gatherings or public barazas,
  • Issuing out questionnaires to community members for them to fill,
  • Carrying out case studies in the community,
  • Co-hosting community radio and television programmes where
  • Community members can share the issues affecting them.

 

 

Designing solutions to the identified problem

Problem – ACCIDENTS INVOLVING MOTORCYCLES

 

Communities can work together to reduce accidents involving motorcycles, protect road users and promote responsible and safe behaviour on roads by implementing the following comprehensive road safety solutions:

  1. Road safety measures:

 

  1. Implement speed limits and strict enforcement.
  2. Maintain roads regularly.

 

  1. Construct modern roads with separate lanes for motorcycles.

 

  1. Education and training for road users:
  1. Compulsory education for motorcyclists.

 

  1. Enforce strict licensing requirements.

 

  1. Public awareness campaigns:
  1. Focus on motorcycle safety.

 

  1. Highlight the risks of reckless riding.
  2. Promote responsible behavior on roads

 

  1. Educate car and truck drivers on sharing the road safety with motorcyclists

 

 

Planning to implement the proposed solutions

 

  • When planning for CSL project, resources should be sourced beforehand to ensure the smooth flow of the project.

 

  • It is encouraged that locally available materials should be used s resources for the CSL project

 

 

Implementing the proposed solutions.

  1. Seeking for permission to carry out the CSL project

 

  1. Implementation of the CSL project

 

  1. Reflection on the concluded project

 

  1. Writing a eport on the project

 

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PEOPLE AND RELATIONSHIP

Socio Economic Practices of early Humans

  • Early humans did not have the improved technology and systems we have today.

 

  • Their socio economic practices were based on their basic needs and resources available to them.

 

  • Early human had a simple basic socio economic system on meeting their basic needs.

 

  • This was done through

 

  1. Hunting

 

  1. Gathering
  2. Communal cooperation

 

 

Describing the socio economic practices of early humans in Africa during the stone age The stone age period

 

  • The stone age period refers to a period of time when early humans made tools and weapons from stones.
  • The tools and weapons were used for different purposes

 

  • The Stone Age period is divided into three different periods. These periods are:

 

  1. a) The Early Stone Age period –

 

It refers to the earliest stage of human history characterised by the use of simple stone tools. The Early Stone Age represents the beginning of human technological and cultural development.

  1. b) The Middle Stone Age period –

 

It follows the Early Stone Age. It is characterised by improved tool technology, cultural developments and shifts in human behaviour.

 

  1. c) The Late Stone Age period –

 

It follows the Middle Stone Age. It is characterised with development in agriculture. The Late Stone Age period represents a time of significant cultural and technological developments for early human societies.

 

NB

 

The Stone Age Period

 

The Stone Age period began 2 million years ago. It is divided into three stages, Early Stone Age, Middle Stone Age and Late Stone Age. Each stage represents development in civilisation of man.

 

The Early Stone Age period marks the beginning of human culture and technological development. During this age, most Homo Habilis emerged. Because of their increased brain size compared to Australopithecus, they used stones which were found in nature for hunting. The stones already had a cutting edge. The humans in this age used tools such as scrapers, blades and arrowheads.

 

The Middle Stone Age period is mainly characterised by the invention of fire. During this stage, humans started to sharpen their stone tools such as scrapers, blades and arrowheads which they used for hunting and fishing. Humans learnt how to cultivate and made farm tools using sharpened stones and wood. They used these tools to till land. They also used stone mortars and pestles to grind their cereals and grains.

 

 

 

 

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The Late Stone Age is the last stage of the Stone Age period. Humans developed more refined tools, including finely crafted blades and specialised tools for specific tasks. These tools were often made from materials such as bones showcasing increased skill in craftsmanship.

 

The Stone Age is said to have ended with the beginning of metalworking and the Bronze or Iron Age.

 

 

Socio economic practices refer to the ways in which societies organize and conduct economic activities within a social and cultural context.

Examples of socio economic practices include

 

  1. Agriculture
  2. Trading

 

  1. Pastoralism

 

Early Stone Age

  1. Invented and made tools from stones.

 

  1. Walked naked.
  2. Slept on top of trees.

 

Middle Stone Age

  1. Made improved tools such as scrappers.

 

  1. Lived in caves and rock shelters.

 

  1. Wore animal skin.

 

Late Stone Age

  1. Made improved stone tools such as bone needles and arrowheads.

 

  1. Lived in shelters and houses made using tree branches and grass.
  2. Cultivated crops and reared animals.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Examining/ illustrating different types of tools used by early humans during stone age period

 

TOOL HOW IT WAS USED
a) Hand axe a) It was used for cutting, chopping and
  butchering animal carcasses.
b) Scraper b) It was used for separating the meat from the
  bones and removing the skin or fur from the
  animal carcass after hunting.
c) Arrowhead c) Early humans attached the arrowhead to the
  arrow where the sharp point of the arrowhead
  was used to penetrate the animal’s flesh
  ensuring a successful hunt.
d) Grinding stone d) It was used to grind grains, seeds, nuts and
  other plant materials into flour, meal or paste.
e) Hammerstone It was used as a pounding tool for example to
  pound roots or tubers. It was also used to break
  open nuts, shape other stones and perform
  various tasks that required force.
f) Digging stick The early humans used a digging stick made
  from wood to loosen and turn over the soil for
  planting seeds and digging up tubers.

 

 

Africa as the birth place of human technology

 

Fossil record – Africa is the origin of the earliest known hominid species, including Homo habilis and Homo erectus, who demonstrated the use of tools. The discovery of early stone tools in Africa provides concrete evidence of early humans’ technological abilities.

 

Archaeological sites – Various archaeological sites across Africa, such as Olduvai Gorge in Tanzania and Sterkfontein in South Africa, have yielded significant findings related to early human technology.

 

Rock art – Africa is home to some of the oldest rock art sites in the world, for example, Drankesberg Rock Art in South Africa and Brandberg Mountain in Namibia. These art sites showcase early humans’ creativity and ability to express themselves through visual representation.

 

Oral traditions – African oral traditions often contain narratives and stories that refer to the use of tools, technologies, and the transmission of knowledge through generations. They provide valuable information into Africa’s technological past.

 

 

 

 

 

 

 

 

 

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Indigenous Knowledge Systems in African Societies

 

  • Indigenous knowledge systems in Africa societies refer to the diverse knowledge practices, belief and traditions that have been developed and passed down through generations within Africa communities.

 

  • These knowledge systems are deeply rooted in the cultural, social and environmental contexts of different African societies

 

Identifying forms or types of indigenous knowledge systems in African societies Indigenous knowledge systems is the knowledge, practices, beliefs and wisdom that have been developed and passed down over generations

 

ln African societies, indigenous knowledge systems are made up of various forms of knowledge and practices. These systems include:

 

  1. Medicine – traditional healers such as herbalists, diviners and spiritual practitioners possess deep knowledge of medicinal plants, rituals and holistic healing methods. These practices are connected to African beliefs about the interconnectedness of humans and nature.

 

  1. Religion – indigenous African religions are deeply intertwined with cultural practices, rituals and belief systems. They include a diverse range of spiritual traditions and the worship of natural elements.

 

  1. Agriculture – African communities have developed sustainable agricultural practices such as intercropping and terracing that are adapted to local environments and climates. These practices also promote soil fertility in farming systems.

 

  1. Climate – indigenous communities in Africa possess knowledge of seasonal changes and weather prediction. This is done by observing activities like migration patterns of wildlife.

 

  1. Technology – indigenous technological knowledge in Africa includes craftsmanship, tool making and construction techniques. Traditional methods of pottery, weaving, basketry and metalwork display the skills and knowledge passed down through generations.

 

  1. Education – indigenous education in Africa involves oral traditions and storytelling. Elders pass down knowledge through storytelling, proverbs and folktales thereby preserving cultural values and history.

 

  1. Environmental conservation – African indigenous communities have developed sustainable practices for conserving natural resources. This includes the protection of sacred natural sites such as trees, hills and mountains, rotational farming and controlled burning.

 

  1. Astronomy – indigenous African communities possess detailed knowledge of stars, lunar cycles and heavenly body navigation. Astronomy plays an important role in agricultural practices, seasonal calendars and cultural ceremonies, reflecting the indigenous knowledge systems.

 

 

 

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  1. Arts – Indigenous arts, such as music, dance and visual arts, often display cultural symbols and spiritual concepts reflecting the interconnectedness between art, people and community.

 

 

Explaining how the indigenous systems were used for sustainability of life

 

  • Indigenous knowledge is deeply rooted in the environment and cultural cohesion of indigenous communities.

 

  • Indigenous knowledge has helped communities to maintain sustainable use and management of natural resources to protect their environments.

 

  • The indigenous knowledge systems play a role in nature conservation, food production and management of forestry and land.

 

 

Using indigenous and modern knowledge to manage peer influence in the society

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Application of Indigenous Knowledge Systems in Africa in Day-to-Day Life

 

  1. Indigenous farming techniques, seed preservation and knowledge of local crops contribute to sustainable agriculture and food security in African communities.

 

  1. Indigenous knowledge of medicinal plants and healing practices continues to play an important role in healthcare, especially in rural areas where access to modern medicine may be limited.

 

  1. Indigenous knowledge about weather patterns and seasonal indicators helps communities to adapt to climate change and manage natural resources sustainably.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Poverty Reduction

 

  • Poverty reduction is a global goal aimed at improving the lives of people living in poverty and ensuring that everyone has access to basic necessities and opportunities for a better future.

 

  • It involves efforts to reduce poverty by addressing its root causes and implementing strategies to uplift individuals, families and communities out of poverty.

 

  • Poverty is when someone is unable to meet the minimum they require to live a comfortable and healthy life.
  • It means not having enough food, clothes or a safe place to live.

 

  • It can also mean not being able to go to school or get medical care

 

 

Causes of poverty in Africa

The following are some causes of poverty in Africa.

 

  1. Limited access to quality education – this hinders individuals’ ability to acquire the necessary skills and knowledge for better jobs and economic opportunities.

 

  1. Unemployment – this contributes to low incomes and limited economic growth, leading to widespread poverty.

 

  1. Agricultural challenges – the majority of Africans rely on agriculture for their livelihoods, but factors such as limited access to modern farming techniques, unpredictable weather patterns and land degradation can hinder agricultural productivity and lead to poverty.

 

  1. Political instability and conflict – this disrupts economic activities, damage infrastructure, displace populations, and divert resources away from poverty alleviation efforts.

 

  1. Limited access to credit and financial services – those in rural areas have limited access to credit and banking services, making it difficult for them to start businesses, invest or save for the future.

 

 

Exploring home grown practical solutions to poverty reduction

 

  • Home grown solutions refer to locally developed and implemented strategies and plans that are used to address specific challenges and needs within a community or region

 

  • Home-grown solutions to poverty reduction in Africa are solutions that we generate ourselves to help reduce poverty.
  • Examples of these solutions include lowering population growth rate.

 

  • A high population means a high dependency ratio which reduces investment leading to poverty.

 

  • To control population growth, we must discourage child marriages and at the same time increase female education.

 

  • This will open opportunities for the girl-child for greater empowerment and eventually, population growth will slow down.

 

  • Increasing food production to feed the population, there should be provision of credit to farmers and extension services to help increase crop production. By doing this, farmers

 

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will purchase farm inputs and benefit from advice and eventually increase production on their land, hence more food on the table.

 

  • People must also adopt smart climate agriculture that not only increases food production but also checks environmental degradation.

 

Effects of over exploitation of natural resources on poverty in Africa

The following are some effects of over exploitation of natural resources on poverty in Africa.

 

  1. Loss of livelihoods – over exploitation of resources such as forests, fisheries and minerals often leads to the loss of livelihoods for communities dependent on these resources leading to poverty.

 

  1. Food insecurity – unsustainable agricultural practices such as exploitation of land and water resources, can result in reduced crop yields and food scarcity which can lead to poverty among communities that rely on agriculture.

 

  1. Environmental degradation – over exploitation of natural resources contributes to environmental degradation, including deforestation, soil degradation and desertification, soil erosion and water pollution. This makes it difficult for communities to engage in sustainable agriculture practices, access clean water or benefit from ecosystem services hence leads to poverty

 

Sustainable use of resources in the community

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Importance of poverty reduction in the society

 

  • To ensure that all members of the society have access to adequate food, clean water, shelter, healthcare, education and other basic needs.

 

  • To create a more equal society, where everyone has equal opportunities to grow and succeed irrespective of their socio-economic background.
  • To create safer and more stable environments.

 

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Population structure

 

  • Population structure is the composition, distribution and characteristics of a population in a given region.

 

  • Population structure includes various factors such as the number of individuals, their age distribution, gender distribution, ethnic or racial composition, educational levels, employment status and other demographic characteristics.

 

Identifying sources of population data in Kenya and Germany The following are sources of population data in Kenya and Germany

 

  1. Government agencies which are:

 

  1. Kenya National Bureau of Statistics (KNBS) – This is the primary government agency responsible for collecting, publishing and sharing statistical data in Kenya.

 

  1. Federal Statistical Office of Germany (Destatis) – This is the central authority responsible for collecting, processing and sharing official statistical data in Germany.

 

  1. Population and household census – a population census counts the entire population and housing information such as social and economic status.

 

  1. Household sample survey – various surveys are conducted by research institutions and private organizations of a country. These surveys focus on specific population groups or topics such as migration or health.

 

  1. Administrative records – government agencies and departments in Kenya and Germany maintain administrative records such as births, marriages, taxation records and migration of people.

 

Factors determining population structure in Kenya and Germany

  1. The population structure in Kenya has been influenced by the following factors:

 

  • High birth rate: refers to a situation where the number of births within a population is relatively high over a specific period. It indicates a higher rate of population growth due to the increase in the number of newborns.

 

  • High death rate: refers to a situation where the number of deaths within a population is relatively high over a specific period.

 

  • High fertility rate: refers to a situation where the average number of children born to women within a population is relatively high over a specific period. It indicates a higher rate of childbearing and population growth.

 

  • Low life expectancy: refers to a situation where the average number of years a person is expected to live is relatively short within a specific population or region. It indicates a higher mortality rate and shorter overall lifespan compared to other time periods.

 

  1. The population structure for Germany has been influenced by the following factors:

 

  • Low birth rate: refers to a situation where the number of births within a population is relatively low over a specific period. It indicates a lower rate of population growth due to a decrease in the number of newborns.

 

 

 

 

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  • Low death rate: refers to a situation where the number of deaths within a population is relatively low over a specific period. It indicates a lower rate of mortality and a longer overall lifespan compared to other areas or time periods.

 

  • Low fertility rate refers to a situation where the average number of children born to women within a population is relatively low over a specific period. It indicates a lower rate of childbearing and a decrease in population growth potential.

 

  • High life expectancy refers to a situation where the average number of years a person is expected to live is relatively long within a specific population or region. It indicates a lower mortality rate and an extended overall lifespan compared to other areas or time periods.

 

  • Immigration refers to the act of individuals or groups moving from one country or region to another with the intention of settling permanently. Therefore, the population structure for Germany has a relatively higher ageing population than the young population.

 

  1. The population structure of a country determines the shape of the population pyramid (age-sex pyramid).

 

 

Constructing age sex population pyramids of Kenya and Germany

 

  1. A population or age-sex pyramid is a graph that represents the population structure of a country.

 

  1. It has the following features:
  2. A title at the top

 

  1. Age-groups
  2. The females on the right and males on the left

 

  1. Population figures at the bottom
  2. Horizontal bars representing the number of males and females in different age groups.

 

  1. The population pyramid of a developing country has a broad base while that of a developed country has a narrow base.

 

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Significance of population structure in distribution of national resources in a society Pupils activity

 

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Compare and contrast the population structure of Kenya and germany

The following are among the similarities between the population structures of Kenya and

 

Germany:

  1. Migration patterns – each country has experienced or continues to experience both internal

 

and international migration. Germany has attracted immigrants for employment while in Kenya, there is a significant internal migration from rural to urban areas, leading to population growth in cities. There is also significant migration of Kenyans to other countries for further studies and work.

 

  1. Gender imbalance – while the extent may vary, all three countries face some degree of gender imbalance in their population structures.

 

The following are the differences between population structures in Kenya and Germany:

KENYA GERMANY
It has a low urban population It has a high urban population
It has a lower life expectancy compared to It has a relatively high life expectancy
Germany  
It has a large population of youthful population It has a high aging population with a growing
  proportion
It has high birth rates compared to Germany It has been experiencing low birth rates for
  several years .
  This has resulted in a declining population
  growth rate

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Peaceful conflict resolution

 

PEACEFUL CONFLICT RESOLUTION is a process that emphasizes dialogue, understanding and cooperation to reach mutually beneficial solutions.

It promotes non violence, empathy and respect for all parties involved.

 

Types of peace for sustainable social interactions The following are types of peace in the society.

 

  1. Personal peace – refers to an individual’s state of inner calm, harmony and absence of conflict or violence in their personal life. Personal peace promotes good relationships between a person and other people.

 

  1. Interpersonal peace – refers to positive and conflict-free relationships between individuals, including friends, community members and family.

 

Conflicts in the community

Conflict is a strong disagreement between people or groups that results in angry arguments.

 

  1. Intra-personal (within a person) – it could be a conflict of goals to be achieved, frustrations when goals are not achieved or having to carry out many roles.

 

  1. Inter-personal (between two people) – brought about by different, cultures, education levels, experience, values and family background.

 

  1. Inter-group (between different groups) – could be a conflict between ethnic groups or clans within the same community brought about by unequal distribution of resources such as land.

 

Identifying Barriers to peaceful conflict resolution in day to day life

The following are examples of barriers to peaceful conflict resolution in day-to-day life.

 

  1. Poor or ineffective communication. When people don’t express their needs, concerns or emotions clearly, misunderstandings and conflicts can intensify.

 

  1. Strong emotions such as anger, frustration or fear can hinder conflict resolution.

 

  1. Failing to understand and empathise with the opinions and emotions of others can hinder conflict resolution.

 

  1. Differences in cultural backgrounds or values can create barriers to conflict resolution.

 

The following are some of the ways of overcoming barriers to peaceful conflict resolution.

 

  1. Improving communication skills by enhancing active listening, effective expression and clarity in communication.

 

  1. Developing conflict resolution skills to encourage collaborative problem-solving.

 

  1. Creating a safe and non-judgemental space where individuals feel comfortable expressing their opinions and concerns without fear of judgement.

 

 

 

 

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  1. Practising patience and flexibility to promote a mindset that values collaboration and finding common ground.

 

Ways of managing emotions in promotion of peace in the community

 

  1. Peace walks or rallies – organizing peaceful walks or rallies where community members come together to express their commitment to peace can promote peace in the society.

 

  1. Community dialogues – holding community dialogues where community members can engage in open and respectful conversations about issues affecting the community.

 

  1. Community service projects – engaging community members in service projects that promote peace and harmony.

 

 

Embracing peace initiatives and agreements at the community level for harmonious living

 

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Healthy relationship

 

  • Sustaining healthy relationships means nurturing relationships, understanding each other’s needs and working together to overcome challenges.

 

  • Learning how to sustain healthy relationships is a lifelong skill that can bring us happiness and fulfilment.

 

  • We can sustain healthy relationships with our parents, siblings, friends, schoolmates or neighbours.

 

Ways of sustaining relationships in the community

The following are some of the ways of sustaining healthy relationships in the community.

 

  1. Actively engaging with others in meaningful conversations by asking questions and showing genuine interest in other people’s lives. This helps to create a stronger connection that promotes a sense of belonging.

 

  1. Setting and respecting boundaries. Communicating boundaries clearly and respectfully helps to establish mutual respect and ensures that everyone feels comfortable and valued.

 

  1. Practising empathy by putting yourself in other people’s shoes helps to create a supportive and understanding environment in a relationship hence sustains healthy relationships.

 

  1. Being reliable and trustworthy is important in sustaining healthy relationships by keeping confidence and demonstrating integrity in your actions and words.

 

  1. Showing appreciation and gratitude helps to strengthen relationships hence sustaining healthy relationships. This includes small gestures such as saying thank you.

 

Barriers to harmonious relationship

The following are among the barriers to harmonious relationships:

 

  • Misunderstandings: Sometimes, people may not understand each other’s feelings, thoughts, or actions, leading to conflicts or confusion.

 

  • Poor communication: When people do not talk or listen to each other, it becomes challenging to understand each other’s needs and resolve conflicts peacefully.

 

  • Lack of empathy: If someone does not understand or consider how others feel, it can create distance and make it hard to build positive connections.

 

  • Unfairness: When people are treated unfairly or when there are unequal opportunities, it can create barriers to harmonious relationships.

 

  • Lack of respect: When people do not show respect for others’ opinions, boundaries, or differences, it can make it challenging to promote harmonious relationships.

 

Using strategies to overcome barriers to healthy relationship

Pupil’s activity

Pages 105-107

 

 

 

 

 

 

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NATURAL AND HISTORIC BUILT ENVIRONMENT TOPOGRAPHICAAL MAPS

 

  • Topographical maps provide a detailed representation of the Earths;s surface, showcasing its natural and natural and man made features.

 

  • These maps use contour lines symbols and colours to show the physical characteristics and human activities of an area

 

Human activities on topographical maps

 

  • A human activity is an activity that is carried out by human. Examples of human activities are crop cultivation, transportation, animal rearing and education among others.

 

Human activities can be divided into:

 

  1. Social activities – these are activities that are associated with people living together and providing services that make life comfortable. Such activities include medical services, provision of education, human settlements as well as administration.

 

  1. Economic activities – these are activities carried out by human beings in order to earn a living. These may include crop cultivation, cattle rearing, fishing, transport and lumbering among others.

 

  • Human activities in topographical maps are ways in which human beings have made use of the land represented on a map.

 

Using creative and critical thinking skills to enlarge and reduce parts of topographical maps

Pupil’s activity

 

Page 112

 

Enlarging parts of topographical maps

  • The enlargement of a map extract is an activity in which the size of the map is increased.

 

  • When enlarging a given map extract, you multiply the length and width of the map by the given factor, say by 2.

 

  • A map can also be enlarged by dividing the scale of the original map. When enlarging the map, you divide the denominator of the scale of the original map by the given factor.

 

  • For example, if the scale of the original map is 1: 50,000 and the map is enlarged by 2, then you divide the denominator of the scale by 2 to give you 1:25,000.
  • An enlarged map shows more details than the original map.

 

When enlarging a part of a topographical map:

  • Identify the part that you intend to enlarge,
  • note the eastings and northings within which the area is enclosed,

 

  • measure the length and width of the map using a ruler and write down the measurements in your notebook,

 

  • Convert the measurements you have recorded by multiplying with the enlargement factor, for example, multiply the length and width by 2 and note down the new measurements,

 

  • If the length of the map extract was 4 cm, it then becomes 8 cm. Likewise, if the width of the map extract was 3 cm, it then becomes 6 cm.

 

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Reducing parts of topographical maps

  1. The reduction of a map extract is an activity in which the size of the map is made smaller.

 

  1. When reducing a given map extract, divide the length and width of a map by the given factor, say by 2.

 

  1. A map can also be reduced by multiplying the scale of the original map.

 

  1. Multiply the denominator of the scale of the original map by the given factor.

 

  1. For example, if the scale of the original map is 1:50,000, and the map is reduced by 2, then you multiply the denominator of the scale by 2 to give you 1:100,000.

 

  1. A reduced map shows fewer details than the original map.

 

When reducing a part of a topographical map:

  1. Identify the part that you intend to reduce.
  2. Note the Eastings and Northings within which the area is enclosed.

 

  1. Measure its length and width using a ruler and write down the measurements in your notebook.

 

  1. Convert the measurements you have recorded by dividing with the reduction factor, for example, divide the length and width by 2 and note the new measurements.

 

  1. If the length of the map extract was 12 cm, it then becomes 6 cm. Likewise, if the width of the map extract was 8 cm, it becomes 4 cm.

 

  1. Draw on a graph paper a map with a length of 6 cm and a width of 4 cm.
  2. Insert the features shown in the original map within the new frame in their exact places.

 

  1. Appropriately, indicate the Eastings and Northings enclosing the original map.

 

Illustrating cross section from topographical maps

 

  • A cross section is a diagram drawn from topographical map showing the nature of landscape from one identified point to another

 

  • A cross section across the land from one point to the other

 

Pupil’s activity

Page 118-124

 

The following procedure is used when drawing a cross-section:

  1. Identify the map from where you are to draw the cross-section.

 

  1. Identify the points between which you are to draw the cross-section using the given grid references or letters and mark them on the map.

 

  1. Join the two points using a pencil line.
  2. Pick a blank piece of paper and place it along the line you have drawn.

 

  1. On the blank piece of paper, mark the grid references of the start and end points.

 

  1. Along the edge of the paper, mark the contours, noting where they rise and where they descend.

 

  1. Note the highest and the lowest contour along your section.

 

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  1. Along the same edge, mark the position of the required physical and human features.
  2. Once completed, remove the piece of paper, fold the map and put it aside.

 

  1. Pick a piece of graph paper and on it:

 

  1. indicate the title of the cross-section, for example, “A cross-section of Kabe Area from point C to D”,

 

  1. place your piece of paper on the graph paper and mark the starting and end points using the grid references,

 

  1. indicate the heights on the grid using dots,

 

  1. join up the dots with a curved line,
  2. indicate the required features where they appear on the map.

 

Note: A cross-section should have:

 

  1. a title,
  2. labeled y-axis indicating the unit of height given, for example, “Height in metres”,

 

  • the correct trend indicating the nature of the landscape,
  1. the required physical and human features named along the section,

 

  1. the starting and finishing points indicated using their respective heights at the two ends of the curve.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Internal land forming process

 

  • Internal land forming process are process that occur within the earths crust and shape the landforms on its surface.

 

  • These process are caused by forces originating from the earth, such as heat, pressure and the movement of molten rock,

 

  • Internal land forming process include volcanic activity, folding, faulting and uplifting

 

Types and causes of earth movements in the environment

 

  • Earth movements refer to the displacement that cause changes in the Earth’s crust and surface features. These movements are mainly caused by internal forces within the earth and cause the adjustment of crustal rocks.

 

There are two types of earth movements. These are:

 

  1. Horizontal movements – they are also called lateral movements. They are caused by forces that operate horizontally within the earth’s crust. The forces involved in horizontal movements of the earth’s crust are tensional, compressional and shear forces.

 

  1. Vertical movements – these movements are caused by forces that operate vertically, at a right angle to the earth. They result into raising, lowering or breaking of the earth’s crust.

 

Tensional Forces

 

  1. They are stretching or pulling forces. They pull away the crustal rocks in opposite directions.

 

  1. When tensional forces are applied to the earth’s crust, they cause the rock to break, forming lines of weakness called faults.

 

  1. More tensional forces make the land between the fault lines to sink

 

  1. The land that sinks forms the rift vally. The steep sides left after the sinking form an escarpment

 

Compressional forces

  1. These are forces that push against a section of the crust from directly opposite sides.

 

  1. This may result in the breaking of the crustal rocks. While the outer blocks remain stationary, the middle block may be uplifted by vertical forces as shown in the diagrams.

 

  1. This leads to the formation of landforms such as fault mountains.

 

Shear forces

  1. These are forces that push against adjacent blocks of the crust.

 

  1. They lead to sliding of adjacent blocks of the crust against or over each other.
  2. Shearing forces may twist or tear up the crust.

 

Cause of earth movements in the environment

The following are among the causes of earth movements in the environment:

 

  1. Volcanic activity – vents or cracks, called magma, comes out. When the pressure builds up inside the earth, the magma can burst out, causing a volcanic eruption and the movement of crustal rocks.

 

 

 

 

 

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  1. Plate tectonics – the earth is made up of giant puzzle pieces called tectonic plates. These plates are always moving, although very slowly. Sometimes, they bump into each other, move apart or slide past each other, causing earth movements.

 

  1. Gravitational force – this causes landslides when rocks, soil, or debris move down a slope due to gravity. Heavy rain or human activities can weaken the stability of the slope, making it easy to slide. Gravity pulls the loose material downhill, causing a landslide.

 

  1. Earthquakes – they happen when there is a sudden release of energy in the Earth’s crust. This energy is built up over time due to the movement and interaction of tectonic plates. When the stress becomes too great, the rocks break and move, causing the ground to shake.

 

  1. Isostatic adjustment – this happens due to erosion when natural forces, like wind and water, wear away the Earth’s surface over time. It can also be caused by human activities, such as deforestation. Erosion can lead to changes in the landscape, including the formation of valleys.

 

 

Theories of continental drift and plate tectonics in the formation of continents The Continental Drift theory

 

  • The Continental Drift theory explains the formation of the continents and their present locations.

 

  • It states that originally, there was one super continent called Pangaea.
  • Pangaea was surrounded by a large water body called Panthalassa.

 

  • Due to convectional currents within the mantle, Pangaea broke into two huge continents, Laurasia in the northern hemisphere and Gondwanaland in the southern hemisphere. They were separated by a sea called Tethys.

 

  • Later, Laurasia broke up to form Europe, North America and Asia.
  • Gondwanaland broke up to form Africa, South America and Australia.
  • The continents then drifted to their current positions.
  • The drifting of the continents continues even today.

 

Plate Tectonics theory

 

  • The Plate Tectonics theory explains the formation of the continents and their current positions.

 

  • It states that the earth’s crust is divided into semi-rigid blocks called tectonic plates.
  • The plates float on the molten magma in the mantle.
  • The plates have distinct boundaries.

 

  • The plates move, relative to each other, either away from each other, towards each other or alongside each other.

 

  • Each plate either carries a continent or an ocean.

 

Differentiating various types of faults in the environment

  • Faulting is the breaking or fracturing of crustal rocks.
  • It occurs within crustal rocks due to earth’s movement

When crustal rocks are under pressure, they break in different ways depending on:

 

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  1. The amount of pressure.
  2. The direction of movement of the force.

 

The breaking of crustal rocks occurs differently depending on the forces affecting the crustal rocks. It occurs due to the following:

  1. When the rocks are subjected to tensional forces pulling crustal rocks in different directions.

 

  1. When the rocks are subjected to shear forces acting horizontally on the rocks.

 

  • When the rocks are subjected to compressional forces pushing towards each other and squeezing the rocks.

 

  1. When crustal rocks are subjected to vertical forces exerting a strain on the rocks which eventually break.

 

Type of fault

  1. Normal fault

 

It is formed when the forces acting on crustal rocks are tensional forces. They pull the crustal rocks in different directions, causing them to break.

 

  1. Reverse fault

 

It is formed when the forces acting on crustal rocks are compressional forces. They push towards each other causing crustal rocks to break. One block of crustal rocks may be pushed over the opposite block.

 

  1. Thrust fault

 

It is formed when the forces acting on crustal rocks are compressional forces. Unlike in reverse faults, they cause the crustal rocks to break at a very low angle. The block on the left-hand side rides over the block on the right-hand side.

 

  1. Vertical fault

 

It is formed when the forces on which the crustal rocks are subjected to are acting vertically within the crustal rocks. They push one block upwards or downwards as the other one remains stationary

 

  1. Shear or transform fault

 

It is formed when the forces acting on the crustal rocks are acting horizontally within the crustal rocks. They push the two blocks of crustal rocks alongside each other.

 

 

Illustrating the formation of selected features due to faulting in the environment The formation of the following features due to faulting in the environment.

 

  1. a) Rift valley

The rift valley was formed in three different ways:

 

  1. By tensional forces where the crustal rocks were subjected to tensional forces. This led to the formation of normal faults. The crustal rocks broke with the middle block sinking to form depression. This depression, bordered by steep slopes, is a rift valley.

 

  1. By compressional forces where the crustal rocks were subjected to compressional forces. The crustal rocks broke forming two reverse faults. The outer blocks were thrust over the middle block. When the overhanging blocks finally broke up, they exposed a valley which is called rift valley as shown

 

 

 

 

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  1. By anticlinal arching where flexible crustal rocks were subjected to compressional forces. The crustal rocks bent upwards and eventually broke to form a series of faults. Later, the rocks subsided along the fault lines to form a depression called a rift valley

 

  1. A fault scarp

Is also known as an escarpment. It is formed by both tensional and compressional forces.

 

  1. Tensional forces. – The crustal rocks were subjected to tensional forces. They broke to form a normal fault. When subsidence occurred, one block subsided down to expose a steep slope along the fault. The steep slope is known as a fault scarp, as shown in the diagrams.

 

  • Compressional Forces – When crustal rocks were subjected to compressional forces, a reverse fault was formed. One block thrusted over the other one, hanging on top of it. When the hanging masses of rock were destroyed and collapsed, they exposed a steep slope. This is known as a fault scarp

 

  1. c) Fault steps

 

Are formed when multiple faults were formed by tensional forces. When subsidence of the crustal rocks happened, the blocks sunk to different levels along the faults. This formed a series of faults. These are called fault steps

 

  1. Faulting occurs due to the following forces acting on crustal rocks:

 

  1. Tensional forces
  2. Compressional forces

 

  • Shear forces iv) Vertical forces
  1. Thrust forces

 

  1. Different types of faults are formed when faulting occurs. These are:
  2. Normal faults

 

  1. Reverse faults
  • Thrust faults

 

  1. iv) Anticlinal faults
  2. Shear faults

 

  1. When faulting occurs, the following features are formed in the environment:
  2. A rift valley
  3. Fault scarp

 

  • Fault steps
  1. iv) Depressions which may be occupied by lakes

 

  1. Fault blocks

 

Significance of faulting to human activities

The following are the significance of faulting to human activities:

 

  1. Understanding faulting helps scientists and engineers make buildings and structures that can withstand earthquakes, keeping people safe.

 

 

 

 

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  1. Faulting creates unique landscapes and features on the Earth’s surface, such as mountains and valleys. These features attract tourists to the countries where they are located hence earning the country foreign exchange.

 

  1. Some faults provide opportunities for generating clean energy, such as hydroelectric power from rivers along the fault lines.

 

  1. Scientists study faulting to learn more about the Earth’s history and how it changes over time, helping us understand our planet better.

 

Recognising internal land forming processes in shaping the landscape and their influence on human activities

 

  • There are four internal land forming processes. These are faulting, folding, vulcanicity and earthquakes.

 

  • They have their origin in the interior of the earth. When they take place, many features are formed on the surface of the earth. These include mountains, hills, valleys and depressions.

 

  • The mountains formed are tourist attractions which earn revenue to the countries where they are located.

 

  • High rainfall on the windward side of the mountains promotes agriculture and settlement. Lower rainfall on the leeward side of the mountains encourages livestock farming.

 

  • The hills formed are at times a hindrance to transport. Constructing a road in hilly areas is slow and expensive.

 

  • The soils formed when volcanic rocks are deposited on the surface, break down and are rich in minerals, promoting agriculture.

 

  • Rivers flowing from volcanic mountains are big and permanent, providing water for domestic use, fishing, irrigation and generation of hydroelectric power.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Multipurpose river projects in Africa

 

Multi purpose river projects Involve the construction of dams, reservoirs canal and hydraulic structures to manage water resources and maximize their utlisation for various socio economic benefits

 

Identifying selected multi purpose river projects on a map of Africa

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Outlining the conditions that led to the establishment of multi purpose river projects along river tana

 

The following are conditions that led to the establishment of multi-purpose river projects along River Tana.

 

  1. Energy demand – As Kenya’s population and economy grew, so did the demand for energy. River Tana’s water flow and hydroelectric potential made it a main source for generating clean and renewable energy, helping to meet the country’s increasing energy needs.

 

  1. Flood control – seasonal flooding along the River Tana posed risks to infrastructure and human life. Constructing dams and reservoirs as part of the projects aimed to regulate water flow and control flooding.

 

  1. Water availability – River Tana is a major source of water in Kenya, making it an attractive option for development projects. The availability of water along the river provided the foundation for irrigation, thus increasing food security.

 

  1. Water scarcity – downstream areas of River Tana faced water scarcity issues, affecting both communities and agriculture. The establishment of river projects aimed to regulate the river’s flow, ensuring a consistent water supply for domestic use.ning the economic

 

Examining the economic importance of multi purpose river projects in Africa

The following are some economic importance of multi-purpose river projects in Africa:

 

  • Electricity generated at the power stations saves the countries in Africa a lot of foreign exchange. It is an alternative to thermal power produced from imported diesel.

 

  • The lake formed by Aswan High Dam is an important tourist attraction, earning the country’s foreign exchange.

 

  • Electricity from the river projects has enabled countries in Africa to expand the manufacturing industries. This has created employment opportunities which has helped to improve the living standards of people.

 

  • The projects have led to the development of towns in Africa such as Aswan Town in Egypt as the people were attracted there by the availability of water and social amenities. Lake Nasser has therefore promoted urbanisation in the region, creating settlements for the people.

 

  • Irrigation of arid land in Egypt has led to the production of large amounts of crops like cotton, maize, millet, rice, dates and beans which are exported to other countries and also ensure food security.

 

Assessing challenges facing multi-purpose river projects in Africa The following are challenges facing multi-purpose river projects in Africa.

 

  1. Pollution – multi-purpose river projects often suffer from pollution due to industrial waste, agricultural runoff and improper disposal of garbage and sewage. This pollution can harm aquatic life and degrade water.

 

  1. Resettlement and displacement – constructing dams and reservoirs may require moving people from their homes, which can be disruptive and challenging to the affected communities.

 

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  1. Water management – balancing the needs of various users such as agriculture, industry and communities can be difficult, especially in regions with limited water resources.

 

  1. Climate change – changing weather patterns and water availability due to climate change can affect the reliability and sustainability of multi-purpose river projects.

 

 

Designing solutions to challenges facing multi purpose river projects in Africa

 

The following are the possible solutions to challenges facing multi-purpose river projects in Africa.

 

  1. Regulating the amount of water used depending on crop needs and climate to address water scarcity.

 

  1. Planting trees can address deforestation in water catchment areas or river sources which will also help to reduce soil erosion.

 

  1. Use of organic fertilisers that will raise yields without destroying the soils in areas that initially depended on silt from the river to supply required nutrients.

 

  1. Governments and project developers conducting comprehensive resettlement planning to address the issue of displacement of people.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Management and Conservation of the Environment

 

  • The management and conservation of the environment involves efforts and strategies aimed at protecting, preserving and sustainably utilising natural resources and ecosystems.

 

  • It consists of a wide range of actions and practices that address environmental issues such as reducing waste generation and promoting the efficient use of resources.

 

Distinguishing between management and conservation of the environment Management of the environment is the control of human effects on the environment. It involves the following:

 

  1. Coming up with policies on the environment.
  2. Planning the activities to be carried out.

 

  • Implementing the policies.
  1. Evaluating to see whether the policies are working.

 

  1. Reviewing the policies to make them effective.

 

Conservation of the environment is the practice of preserving and protecting the natural environment and its resources from destruction for use by the present and future generations.

 

The differences between management of the environment and conservation of the environment.

Management of the environment Conservation of the environment
a) It involves planning and implementing a a) It involves the protection or preservation of
plan to ensure effective and proper utilization available resources for the future.
of available resources in the environment.  
b) It focuses on short to medium-term goals, b) It focuses on long-term goals to protect
often driven by economic considerations and natural resources and biodiversity for future
immediate needs. generations.
   

 

FACTORS that lead to degradation of the environment in the community Degradation of the environment is the destruction decline or negative modification of the natural environment and its components due to various human activities and natural process

  • The following are factors that can lead to degradation of the environment.

 

  1. Pollution – various forms of pollution such as air pollution, water pollution and soil pollution can have negative effects on the environment.

 

  1. Deforestation – clearing of forests for agriculture, urbanisation, logging and fuelwood collection contributes to deforestation. This destroys habitats and disrupts ecosystems leading to soil erosion, climate change and loss of natural resources.

 

  1. Industrial activities – industries that engage in the production of goods and services can have negative effects on the environment such as over exploitation of raw materials.

 

 

 

 

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  1. Agricultural practices – excessive use of pesticides, fertilisers and monocropping can lead to soil degradation and water pollution.

 

The effects of environmental degradation in the community

The following are among effects of environmental degradation in the community.

 

  1. Health risks – degraded environments can lead to significant health risks to the community. Air pollution, water pollution and contaminated soil can lead to respiratory problems and other illnesses.

 

  1. Water scarcity – degradation of water bodies such as rivers, lakes and groundwater can lead to water scarcity in the community.

 

  1. Soil erosion – unsustainable land practices such as deforestation and improper agricultural techniques contribute to soil erosion. This leads to the loss of fertile land and reduced agricultural productivity in the community.

 

  1. Climate change impacts – greenhouse gas emissions and deforestation contributes to climate change. Climate change, in turn, leads to more frequent and extreme weather events, such as floods.

 

 

Designing measures to manage and conserve the environment for sustainability

  1. Plant trees to protect the soils from erosion and reduce global warming

 

  1. Avoid careless disposal of waste
  2. Use terraces while farming on steep slopes.

 

  1. Walk over short distances, cycle or use electric cars to reduce the use of vehicles as their fumes contaminate the air.

 

  1. Re-cycle materials like paper to reduce the cutting down of trees.
  2. Sensitise the people on the need to manage and conserve the environment.

 

Importance of managing and conserving the environment.

The following are some of the importance of managing and conserving the environment.

 

  1. Preservation of biodiversity- the environment is home to countless species of plants, animals, and microorganisms.

 

  1. Climate regulation- forests, oceans, and other natural environments absorb and store carbon (IV) oxide, a greenhouse gas responsible for climate change. By protecting and restoring these ecosystems, we can reduce the effects of climate change.

 

  1. Human health and well-being- by managing and conserving the environment, we can reduce exposure to harmful pollutants as well as improve access to clean water and sanitation.

 

  1. Economic benefits- many industries rely on natural resources and ecosystem services for their operations, including agriculture, fishing, forestry, and tourism. By conserving the environment, long-term sustainability of these industries is ensured such as job creation and economic stability.

 

 

 

 

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World heritage sites in Africa

  • World heritage sites are globally recognized places of outstanding value.

 

  • They are considered to be treasure of humanity and are preserved for future generations to appreciate and learn from.

 

  • They can include

 

  1. Archaeological sites

 

  1. Historic monuments
  2. Natural parks

 

  1. Unique land formations

 

Locating the selected world heritage sites in Africa

 

  1. A world heritage site is a unique place in the world that is considered extremely important and valuable. It can be a beautiful natural area, like a forest, a coral reef, a nature reserve, a national park or a man-made structure, like an ancient temple or a historic city.

 

  1. World heritage sites are chosen because they have something unique or amazing about them, like their history, culture or how they look.

 

WORLD HERITAGE SITE WHERE IT IS LOCATED
Rock hewn churches Etthiopia
Robben island South Africa
Seregenti national park Tanzania
Victoria falls Zambia
Valle de mai nature reserves Seychelles
Pyramids of Giza Egypt
   

 

Importance of the selected world heritage sites in promoting cultural heritage

 

The following are the importance of the selected world heritage sites in promoting cultural heritage.

 

  1. They serve as reminders of our past, allowing us to maintain a connection with our ancestors and our traditions.

 

  1. They offer an understanding of different cultures, traditions and historical periods.

 

  1. They attract tourists hence promoting economic development of the local communities.

 

  1. They provide a tangible link between generations. They enable the transmission of cultural knowledge, traditions and values from older to younger generations.

 

Measures to conserve the selected world heritage sites

 

  1. Raise awareness about the importance of world heritage sites and their conservation among local communities, schools and visitors.

 

  1. Promote sustainable tourism practices such as encouraging responsible tourist behaviour.

 

 

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  1. Engage local communities in the conservation efforts of world heritage sites.

 

  1. Support initiatives that focus on the preservation and restoration of world heritage sites.

 

  1. Encourage public engagement through events and cultural activities that promote the appreciation and conservation of world heritage sites.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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POLITICAL DEVELOPMENTS AND GOVERNANCE The Constitution of Kenya

 

A constitution is a set of agreed principles and rules which state the structure and powers of government and relationship between the rulers and the ruled.

 

Identifying stages in the constitution making process in Kenya The stages of the constitution-making process in Kenya

  1. Debating over controversial issues.

 

  1. Collection of public views.
  2. Civic education.

 

  1. Convening of constitutional conferences.
  2. Drafting of the constitution.

 

  1. Enacting or passing of the constitution.

 

  1. Promulgation of the constitution.

 

The following are the stages in the constitution-making process in Kenya:

 

  • Debate over controversial issues. Issues like the establishment of section 2A in the independence constitution in 1991 raised concerns among involved parties and groups. The issue of whether to include the position of Prime Minister or not has also been debated for many years.

 

  • Collection of public views. Public views are collected by the Constitution of Kenya Review Commission (CKRC).

 

  • Civic education. The public is sensitized and educated on the Bill.

 

  • Convening of constitutional conferences. For example, the 2002 National Constitution Conference at Bomas of Kenya came up with the Bomas Draft.

 

  • Drafting of the constitution. This involves both local and international experts who draft the constitution which was the case between 2000 and 2010.

 

  • The referendum. The draft constitution is subjected to a referendum where people give their views on a specific question presented to them through voting.

 

  • Enacting or passing of the constitution. The National Assembly passes the Bill.

 

  • Promulgation of the constitution. The constitution is adopted and made effective.

 

Examining the role of parliament in constitution making process

The following are some of the roles of the parliament in the constitution-making process in

 

Kenya:

  1. Debates the content of the constitution.

 

  1. Passes the laws setting up the process of constitution-making.

 

  1. Appoints members of the constitution-making commission.

 

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  1. Approves the necessary funds for the constitution-making process.
  2. Supports the implementation of the constitution through legislation.

 

Exploring the role of citizens in constitution-making process

The following are among the roles of citizens in the constitution making process in Kenya

 

  1. Providing their opinions, suggestions and feedback during public constultation in the constitution making process

 

  1. Educating themselves about the constitution-making process, the content of the proposed constitution and its potential effects.

 

  1. Exercising their right to vote during a referendum which directly influences the outcome of the referendum and the fate of the proposed constitution.

 

  1. After the adoption of a new constitution, citizens have an ongoing role in monitoring its implementation and holding elected officials accountable.

 

Participating in the constitution making process as a responsible citizen Pupil’s activity

 

Page 184-186

 

 

Defending and promoting the constitution of Kenya

The following are ways to defend and promote the constitution of Kenya

  1. Participating in the election

 

  1. Reporting corruption
  2. Promoting gender equality

 

  1. Engaging in activities that protect and preserve the environment

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Civic engagement in governance

 

  • Civic engagement is the active participation of citizens in their communities, societies and the democratic process.

 

  • It involves individuals and groups taking an active role in addressing public issues, promoting social change and contributing to the well being of their communities

 

Identifying individual and collective civic engagement activities in Kenya

 

  • Civic engagement refers to the active involvement and participation of individuals in their communities and societies as a whole. It involves participating in activities and actions that contribute to the betterment of society.

 

  • Civic engagement activities include volunteering in community service activities, participating in voting and attending public meetings and being informed about and discussing public affairs.

 

Individual and collective civic engagement activities in Kenya

 

  • Volunteering to local organisations or community projects such as cleaning and mentorship activities in the community.
  • Joining support campaigns focused on social, environmental or human rights issues.

 

  • Promoting awareness of rights, responsibilities and civic processes among community members.

 

  • Engaging in activities that promote environmental sustainability such as tree planting, waste management or energy conservation initiatives.

 

Exploring the basic constitutional requirements for political parties

The following are the basic constitutional requirements for political parties as stipulated in

Article 91 of the Constitution of Kenya. They should:

  • Have a national outlook,

 

  • Have a democratically elected governing body,

 

  • Promote and uphold national unity,

 

  • respect the right of all people to participate in the political process,

 

  • Abide by the democratic principles of good governance, promote and practice democracy through regular, fair and free elections within the party,

 

  • respect and promote human rights and fundamental freedoms, gender equality and equity,

 

  • Promote the objectives and principles of the constitution.

 

Illustrating the role of political parties in democratic governance

The following are the roles of political parties in democratic governance:

  1. They formulate policies and programmes on how to run the government.

 

  1. They mobilize people to participate in important public affairs.
  2. They link the government and the people.

 

  1. They act as a training ground for political leadership.
  2. Opposition parties take part in decision-making.

 

Outlining positions vied for in a general election in Kenya

  1. President

 

  1. MCA – member of county assembly

 

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  1. MP – member of national assembly
  2. Senator

 

  1. Governor
  2. Women representative

 

Exhibiting values that promote ethical civic engagement in the community

The following are among values that promote ethical civic engagement in the community:

 

  1. Social justice – this promotes fairness, equality and inclusivity within the community. By upholding social justice, individuals and communities strive to address systemic inequalities and work towards creating a more equitable society.

 

  1. Integrity – this value emphasizes honesty and transparency. Ethical civic engagement requires making ethical choices, taking responsibility for one’s actions and upholding the highest standards of honesty and integrity.

 

  1. Peace – this promotes non-violence, cooperation and harmony within the community. Ethical civic engagement involves actively seeking peaceful resolutions to conflicts, promoting understanding and empathy

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Kenya’s bill of rights

 

The Bill of Rights in the Constitution of Kenya acknowledges and protects the fundamental rights and freedoms of every individual in the country.

 

Exploring Kenya’s Bill of Rights for mutual well-being

 

  • The Bill of Rights is a document that spells out the rights of the people in a country in relation to their government.

 

  • It recognises and protects human rights and fundamental freedoms in order to preserve

 

the dignity of individuals and communities.

 

The Bill of Rights in Kenya is found in Chapter Four of the Constitution, specifically Articles 19 to 59.

 

  1. Right to life, dignity and protection from torture and cruel, inhuman, or degrading treatment.

 

  1. Protection of privacy, including the right not to have one’s home or personal property searched or invaded without a just cause.

 

  1. Equality and freedom from discrimination on various grounds, such as race, gender, religion, ethnicity and disability.

 

  1. Economic and social rights, including the right to education, healthcare, housing and social security.

 

  1. Rights of children, including protection from child labour, exploitation and abuse.

 

  1. Rights of marginalised groups, including indigenous communities, persons with disabilities and the elderly.

 

Examining human rights of special groups for promotion of social justice and inclusivity

 

  • Special groups in society can refer to various disadvantaged or populations at risk who may face specific challenges or require targeted support.

 

  • Examples of special groups in society include refugees, the elderly, migrants, persons

 

with disabilities and ethnic and racial minorities among others.

Human rights of elderly

 

  1. Right to fully participate in community affairs
  2. Right to pursue their personal development

 

  1. Right to receive reasonable care and assistance from family and state

 

Human rights of refugees

  1. Freedom of movement

 

  1. Right access medical care

 

Human right of migrants

  1. Right to equality before the law.

 

  1. Freedom from discrimination
  2. Right to protection from torture

 

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Application of the Bill of rights for harmonious living

The following are some ways of applying the bill of rights for harmonious living.

 

  1. Encouraging people to express them selves freely while they respect the rights of others.
  2. Ensuring all individuals are equal before the law and forbid discrimination.

 

  1. Protecting the freedom of assembly and association

 

  1. Ensuring equal access to quality education for all individuals, promoting knowledge, understanding and the development of critical thinking

 

Cultivating empathy and solidarity with special groups in society for mutual social responsibility

 

  • Empathy is the ability to emotionally understand what other people feel, see things from their point of view and imagine yourself in their place.

 

  • Solidarity is an awareness of shared interests, objectives, standards and sympathies creating a psychological sense of unity of groups or classes

 

  • The following are some of the ways of cultivating empathy and solidarity with special groups in society for mutual social responsibility

 

  1. Encouraging individuals and community organization to actively engage in volunteer work and community service that directly benefits special groups.

 

  1. Increasing public awareness and understanding of challenges faced by special groups through educational campaigns, workshops and community events.

 

  1. Organizing cultural exchange programmes that facilitate dialogue and understanding between different groups in society.

 

  1. Support organizations and initiatives that champion the rights and well being of special groups.

 

Embracing respect for human rights in society

Pupil’s activity

Page 206-207

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

41

 

 

 

 

Cultural Globalisation

 

  • Cultural globalization is the interconnectedness and exchange of cultural ideas, values, practices and products on a global level.

 

  • Cultural globalization is influenced by factors such as the development of communication and transportation technologies, the spread of media and entertainment and migration

 

Identifying cultural elements and practices that have acquired a global recognition status.

 

  • Cultural globalization refers to the process of cultural exchange and interconnectedness that occurs on a global level.

 

  • It involves the spread and diffusion of cultural practices, ideas, values and products across different countries and regions.

 

Examining African cultural practices in promoting a common humanity

 

  1. African socialism is a socio-political system that promotes social justice, collective ownership and equal distribution of resources in African societies. It emphasizes the welfare of the community over individual gain, striving to address poverty, inequality and underdevelopment.

 

  1. Ujamaa is a socio-economic policy that emphasizes collective work, cooperation and shared responsibility within a community. It promotes the idea of equal distribution of resources. It also promotes a sense of unity and interdependence among community members. Ujamaa seeks to uplift disadvantaged individuals in the society and create a society where everyone contributes to and benefits from the collective efforts.

 

  1. The term Ubuntu originates from several Bantu languages spoken in Southern Africa and is often translated as, “humanity towards others” or “I am because we are”.

 

  1. Ubuntu consists of a set of values and principles that promote compassion, empathy, respect and communal harmony.

 

The following are among the elements of African socialism, Ujamaa, and Ubuntu that promote a common humanity:

 

  1. Social justice. This promotes a sense of common humanity by recognising the fundamental worth and dignity of every person.

 

  1. Compassion and empathy. It contributes to building harmonious relationships and promoting the well-being of all community members.

 

  1. Communal ownership and cooperation. This cooperative mindset promotes common humanity by emphasising the idea that everyone’s well-being is interconnected.

 

  1. Equal distribution of resources. T

 

Exploring ways of preserving cultural elements that promote responsible global citizenship The following are some of the actions to be taken to preserve cultural elements which promote responsible global citizenship.

 

  1. Cultural awareness and education. Educating people on their cultural heritage as well as different cultures around the world.

 

 

 

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  1. Volunteering and community engagement. Getting involved in community activities that promote cultural preservation and responsible global citizenship. For example, cleaning and maintaining cultural heritage sites.

 

  1. Environmental stewardship. Promoting sustainable practices that respect and protect cultural sites, natural landscapes and ecosystems that are key to cultural traditions and practices.

 

  1. Language preservation. Making efforts to learn, use and teach your native language. Preserve and promote linguistic diversity by supporting language exchange programmes and initiatives that document endangered languages.

 

 

Factors that promote healthy cultural relationship and global interconnectedness

 

Reasons for interconnectedness.

  • Better medical
  • Peacekeeping
  • Sports reasons.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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PRE-PRIMARY 2, PP2, ASSESSMENT REPORT CARD PDF

PP2 REPORT CARD.

Download a free copy here; PP2 FREE REPORT BOOK.

LEARNER’S DETAILS

NAME            :                                                                                                                                              

LEVEL            :                                                                                                                                              

AGE                :                                                                                                                                              

UPI                  :                                                                                                                                              

 

STAMPED

PASSPORT

PHOTO

 

PARENT’S/GUARDIAN’S DETAILS

FATHER’S NAME    :                                                                                                          

CONTACT                  :                                                           SIG                                        

EMAIL ADDRESS     :                                                                                                          

MOTHER’S NAME  :                                                                                                          

CONTACT                  :                                                           SIG                                        

EMAIL ADDRESS     :                                                                                                          

FACILITATOR’S NAME    :                                                                                              

CONTACT                  :                                                           SIG                                        

 

SCHOOL STAMP

 

 

 

 

LANGUAGE ACTIVITIES ASSESMENT

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

  Tick appropriately under each category to rate learners ability EX MT AP BE Comments
1.0 LISTENING          
1.1 Common greetings and farewell related to relationship.          
  Respond appropriately to greetings with reference to relationship in and out of school.          
  Respond appropriately to farewell with reference to relationship in and out of school          
  Enjoy responding to greetings and farewell with reference to relationship in and out of school.          
1.2 Listening for comprehension          
  Answer questions correctly after a listening experience in class.          
  Solve simple riddles in and out of school.          
  Sing songs with actions in and out of school.          
  Recite poems and rhymes with actions in and out of school.          
  Take pleasure in activities that involve listening for comprehension.          
1.3 Active listening          
  Pay attention to conversations in and out of school.          
  Answer questions after listening to a story.          
  Respond to simple instructions in and out of school.          
  Appreciate the contribution of others during conversations.          
1.4 Passing information          
  Convey verbal messages effectively in and out of school.          
  Retell short stories in and out of school.          
  Engage in dialogue in and out of school.          
  Take pleasure in passing verbal messages and retelling short stories in and out of school.          
1.5 Auditory discrimination          
  Identify all letter sounds in the classroom environment.          
   Differentiate closely related letter sounds in and out of school          
  Experience pleasure through play in and out of school.          
             
1.5 Auditory memory          
  Say letter sounds after the teacher in class.          
  Recall letter sounds in and out of class.          
  Enjoy playing auditory memory games in and out of class.          
2.0 SPEAKING          
2.1 Common greetings and farewell related to relationship          
  Use vocabulary related to greetings with reference to relationship in and out of school.          
  Use vocabulary related to bidding farewell with reference to relationship in and out of school.          
  Greet people appropriately with reference to relationship in and out of school.          
  Bid people farewell appropriately with reference to relationship in and out of school.          
  Appreciate greeting and bidding people farewell with reference to relationship in and out of school.          
2.2 Self-expression          
  Express their needs and ideasVerbally in and out of school.          
  Use appropriate vocabulary to express their needs and ideas in and out of school.          
  Take pleasure in expressing their ideas and needs verbally and non-verbally at home and in school.          
2.3 Polite Language          
  Use appropriate vocabulary when making requests in and out of school.          
  Use appropriate vocabulary to excuse self and apologize in and out of school.          
  State the appropriate vocabulary for excusing self and making requests in andout of school.          
  Appreciate making requests, excusing self and apologizing when need arises.          
2.4 Audience awareness          
  Speak clearly when talking to others in and out of class.          
  Speak loud enough for the audience to hear in school and at home.          
  Demonstrate ability to speak confidently in and out of class.          
  Enjoy speaking to others inand out of class.          
2.5 Passing information          
  Convey messages effectively at home and in school.          
  Retell short stories in andout of school.          
  Use relevant vocabulary when engaging in dialogue.          
  Take pleasure in passing verbal messages and retelling stories in and outof school.          
2.6 Naming          
  Name objects, animals, people and colours in the immediate environment.          
  Name safe objects in theimmediate environment.          
  Name unsafe objects in theimmediate environment.          
  Experience pleasure in naming colours, objects andpeople in the immediateenvironment.          
2.7 Articulation of letter sounds          
  Articulate vowels and consonants correctly in and out of class.          
  Demonstrate awareness of letter-sound correspondence in and out of class.          
  Take pleasure in activitiesrelating to letter sounds in and out of class.          
3.0 READING          
3.1 Book handling skills          
  Demonstrate book handling skills in and out of school.          
  Demonstrate ability toarrange books properly.          
  Take pleasure in book handling and storage activities.          
3.2 Reading readiness skills          
  Demonstrate left-right eye orientation when reading          
  Demonstrate top-bottomorientation skills when reading          
  Turn pages from right to leftwhen opening a page          
  Enjoy participating in pre-reading activities in and out of school          
3.3 Print awareness          
  Talk about pictures in and out of school.          
  Demonstrate awareness of print in and out of school.          
  Show interest in readingin and out of school.          
  Enjoy reading picturesin and out of school.          
3.4 Visual Discrimination          
  Identify differences and similarities in objects and pictures at home and at school.          
  Match and pair pictures andobjects at home and at school.          
  Take pleasure in visual discrimination activities at home and at school.          
3.5 Visual memory          
  Recall objects, colours and pictures in the immediate environment.          
  Recall letters of the alphabet in and out of class.          
  Talk about what they have seen in the immediate environment.          
  Have pleasure in visual memory activities in and out of class.          
3.6 Reading posture          
  Identify correct reading posture in pictures.          
  Sit appropriately when reading in and out of class.          
  Enjoy participating in activities on reading posture in and out of class.          
3.7 Letter recognition          
  Match upper case letters with corresponding lower case letters in class.          
  Take pleasure in letter matching activities in and out of class.          
3.8 Reading syllables          
  Read syllables in and out of class.          
  Demonstrate ability to read syllables in class          
  Enjoy participating in activities that involve reading syllables.          
3.9 Reading three to four letter words          
  Demonstrate ability to blend syllables to read three to four letter words in and out of class.          
  Read three to four letter words correctly in and out of class.          
  Enjoy participating in activities that involve reading three to four letter words in and out of class.          
4.0 WRITING          
4.1 Book handling          
  Demonstrate ability to handle books appropriately in and out of class.          
  Arrange books properly in and out of class.          
  Enjoy participating in book handling activities in and out of class.          
4.2 Writing readiness skills          
  Hold a writing tool properly in and out of class.          
  Turn pages from right to left during a writing activity in and out of class.          
  Take pleasure in prewriting activities inand out of class.          
4.3 Writing posture          
  Sit appropriately when writing in and out of class.          
  Derives pleasure in activities for writing posture in and out of class          
4.4 Eye-hand coordination skills          
  Demonstrate eye-hand coordination when writing in and out of class.          
  Enjoy participating in eye-hand coordination activities in and out of class.          
4.5 Pattern writing          
  Write simple cursive patterns in and out of class.          
  Use audio visual materials to make simple cursive patterns in and out of class.          
  Hold writing tools appropriately when writing.          
  Experience pleasure in cursive pattern writing activities in and out of class          
4.6 Letter formation          
  Form letters correctly in and out of class.          
  Demonstrate ability to form letters correctly in and out of class.          
  Have pleasure in letter formation activities in and out of class.          
4.7 Writing letters of the alphabet          
  Demonstrate ability to write letters properly in and out of class.          
  Write letters of the alphabet properly in and out of class.          
  Enjoy using basic tools for letter writing activities in and out of class.          
4.8 Writing three to four letter words (allow variation depending on the language)          
  Write three to four letter words in class.          
  Copy own name in class.          
  Have pleasure in participating in writing activities in and out of class.          

 

 

 

 

 

TERM ONE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                  

                                             Sign                                                                                  

 

TERM TWO

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                                 

                                             Sign                                                                                  

 

TERM THREE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                                 

                                             Sign                                                                                  

MATHEMATICAL ACTIVITIES ASSESMENT

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

  Tick appropriately under each category to rate learners ability EX MT AP BE Comments
1.0 CLASSIFICATION          
1.1 Sorting and grouping          
  identify similarities and differences between objects for distinguishing one object from the other          
  sort and group objects intheir environment          
  group objects in the environment according to more than one attribute          
  appreciate the materials in the environment for their uniqueness and diversity          
1.2 Matching and pairing          
  identify similarities among objects in the environment          
  identify differences amongobjects in the environment          
  match objects according to likeness or sameness in the
environment
         
  pair objects related to eachother according to sameness,likeness, use, typerelationship, part and whole          
  use appropriate vocabularyrelated to matching andpairing objects for effectivecommunication          
  appreciate the use of differentobjects in the environment          
1.3 Ordering          
  collect and identify differentobjects in their environment for exploration and enjoyment          
  Arrange objects in the immediate environment according to size in ascending up to five objects for comparison.          
  Arrange objects in the immediate environment according t size in descending order.          
  arrange objects in the environment according to more than one attribute          
  differentiate objects of differentsizes in the environment          
  use different objects in the environment in their daily activities          
  use appropriate vocabularyrelated to ordering in their daily life experiences for effective communication          
  appreciate different objects ormaterials in the environment          
1.4 Patterns          
  Observe objects in the environment for the purpose of identifying patterns.          
  identify similarities anddifferences among objects          
  arrange similar objects tomake a pattern          
  use different objects tomake patterns          
  identify patterns in different objects within the environment (clothes, animals, seeds, leaves)          
  Identify the repeating partof the patterns.          
  appreciate pattern s in theirenvironment          
  enjoy making different patterns with objects found in the environment          
2.0 NUMBERS          
2.1 Rote counting          
  rote count numbers 1-50 for developing numeracy skills          
  rote count using actions upto 50 for enhancing acquisition of numeracy          
  enjoy rote counting up to50 in their daily life.          
2.2 Number recognition          
  identify numerals 1-20 for enhancement of acquisition of formation of number symbols          
  appreciate use of numbers and develop curiosity for numbers in daily life experiences.          
2.3 Counting concrete objects          
  observe objects in differentgroups or sets fordistinguishing different typesof similar objects          
  count concrete objects 1-20 fordeveloping skills          
  demonstrate one to onecorrespondence whilecounting concrete objects          
  enjoy counting objects withintheir environment          
  appreciate the use of one to one correspondence in real lifesituations          
  demonstrate number value bycounting concrete objects

 

         
2.4 Number sequencing          
  identify number symbols 1-20 for acquisition of numeracy skills          
  arrange number cards in sequence 1-20 for appreciation of increase in value          
  arrange number cards in sequence by completing missing numbers          
  enjoy arranging numbers in sequence in day to day experiences          
2.5 Number value          
  collect objects from the environment          
  count groups of objects in the environment and select the corresponding number symbol.          
  differentiate the number valueof objects in the environment          
  appreciate the value of numbers in their daily life experiences          
  Relate number value withobjects in the environment.          
2.6 Symbolic representation of number (number writing)          
  identify number symbols up to 20 for association of spoken number and its symbolic representation          
  form and write numbers 1- 20 on a surface for representing quantities of objects or items by symbols          
  write number symbols 1-20on a surface for enjoyment          
  form number symbols 1-20using ICT for digital literacy          
  Appreciate the use ofnumbers within their environment.          
2.7 Number puzzle          
  rearrange number cards 1-20 in thecorrect order          
  identify different parts of numerals1-20 using not more than ten parts          
  join different parts of numbers to form complete number symbols 1-20 with not more than 10 parts          
  enjoy completing number puzzles indaily life          
  relate number symbols with theobjects in the environment          
  use ICT to complete number puzzles          
2.8 Putting together          
  collect different groups ofsimilar objects for counting          
  identify sets of similar objects in the environment for counting          
  put similar objects together with a sum not exceeding 9          
  enjoy the activities of puttingtogether objects in their day to day experiences          
  appreciate that things becomemore when put together          
2.9 Taking away          
  collect different groups of similarobjects or items          
  count objects in different sets toestablish the number in each set          
  take away fewer objects from setsnot more than 9          
  count the number of the remainingobjects after taking away          
  enjoy the activities of taking away objects and counting the remainders in the day to day life experiences          
3.0 MEASUREMENT          
3.1 Sides of objects          
  observe different objects with straight sides in the environment          
  identify different sides of objects in the environment          
  manipulate objects of different sides in the environment          
  enjoy measuring sides of objects using arbitrary units          
3.2 Mass (heavy and light)          
  collect different objects from the environment          
  lift different objects in theenvironment for comparing their

heaviness

         
  compare heavy and light objects in the environment          
  appreciate objects of differentmass in their environment          
  enjoy manipulating objects ofdifferent mass in daily life

experiences

         
3.3 Capacity (how much can a container hold)          
  fill and empty different containers with different objects and substances          
  compare sizes of containersusing through filling and emptying using differentsubstances and objects          
  appreciate the use of objectsof different sizes in theenvironment          
  enjoy filling and emptyingcontainers in the environment          
3.4 Time (Daily routines)          
  compare sizes of shadows at different times of the day to

determine their sizes

         
  use vocabulary related to time for effective communication          
  observe tools used fortelling time          
  name tools used for telling time (clock ;calendar; mobile phone; animals and birds)          
  name the days of the week and the months of the year          
  appreciate management of time when doing different activities          
3.6 Money (Kenyan currency coins and notes)          
  observe types of Kenyancurrency for familiarity          
  identify Kenyan currency coins and notes for distinguishing them from other currencies          
  buy items using Kenyan coins and notes of different denominations          
  save money for future use          
  make a simple budget basingon own needs          
  appreciate the use of Kenyancurrency in their daily life          
3.7 Area (surfaces of objects)          
  observe objects with different surfaces in the environment for determining their sizes          
  identify surfaces of differentobjects in the environment          
  cover surfaces of different objects by using not more than 20 smaller similar objects          
  use appropriate vocabulary related to surfaces of objects for effective communication          
  Appreciate different surfacesof objects in the environment.          

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TERM ONE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                  

                                             Sign                                                                                  

 

TERM TWO

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                                 

                                             Sign                                                                                  

 

TERM THREE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                                 

                                             Sign                                                                                  

PSYCHOMOTOR AND CREATIVE ACTIVITIES ASSESMENT

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

  Tick appropriately under each category to rate learners ability EX MT AP BE Comments
1.0 PICTURE MAKING TECHNIQUES          
1.1 Drawing from observation          
  use appropriate tools todraw simple pictures          
  draw simple representation from observation          
  appreciate each other’s,drawing          
1.2 Drawing from Memory          
  identify drawing materials          
  use appropriate tools todraw simple pictures          
  draw symbolicrepresentation of things found in the classroom frommemory          
   appreciate each other’s,drawing          
1.3 Printing          
  identify printingmaterials          
  develop simple printingtools          
  create patterns using different objects for creativity          
  appreciate own andother pupils work          
1.4 Colouring          
  recognize common colours in the environment for use in

colouring

         
  display ability to use colour media freely for enjoyment          
  appreciate and talk abouttheir work          
1.5 Painting          
  identify painting materials          
  paint freely on paper forfamiliarization of materials          
  use finger technique forpainting          
  paint freely for enjoyment          
  appreciate own and otherspainted work          
1.5 Mosaic          
  identify materials formaking mosaic

 

         
  Make mosaic pictures using locally available Materials for aesthetics.          
  make collage pictures using locally available materials for enjoyment          
  appreciate the use oflocally available materials for making mosaic          
1.6 Collage          
  identify material for making collage          
  make collage pictures usinglocally available materials for

aesthetics

         
  make collage pictures usinglocally available materials for

enjoyment

         
  Appreciate their own and otherpupils work and develop self-esteem.          
2.0 MODELLING TECHNIQUES          
2.1 Ball technique          
  identify different types of materials used in modelling          
  model items using ball techniques          
  model for enjoyment          
  Express their ideas, feelings and emotions through modelling.          
2.2 Coil technique          
  identify different types of material used in coil technique          
  model items using coiltechniques          
  model for enjoyment          
  Express their ideas, feelings and emotions through Modelling.          
2.3 Slab Technique          
  identify different types of material used in slab technique          
  model items using slab techniques          
  model for enjoyment          
  Express their ideas, feelings and emotions through modelling.          
3.0 PAPER CRAFT          
3.1 Paper folding          
  identify different methods of folding papers for creativity          
  make items using folding techniques for problem solving          
  make items using paper folding techniques for fun          
4.0 CREATING SHAPES AND FORMS USING ICT          
4.1 Creating shape forms          
  identify drawing icons for familiarization with digital devices          
  use digital device to create shapes and forms creativity          
  appreciate the use of ICT increating shapes and forms          
5.0 PAPER CRAFT          
5.1 Weaving          
  identify materials forweaving          
  make weaves using paper forcreativity          
  appreciate the use of localmaterials for making woven

articles

         
6.0 CONSTRUCTION          
6.1 3-Dimensional forms          
  identify materials for construction          
  create forms in 3-d using locally found materials for innovation          
  handling construction materials for exploration and enjoyment          
  appreciate self and otherswork          
7.0 ORNAMENTS          
7.1 Beading          
  identify locally available materials for beading          
  make an item using coloured beads for creativity          
  appreciate self and otherswork          
7.2 Bracelets          
  identify local materials for making bracelets          
  make and decorate bracelets for friendship.          
  making bracelets for enjoyment          
8.0 PERFOMANCE          
8.1 Dance          
  Perform a free dancing style for enjoyment. movement for

enjoyment

         
  dance in pairs andgroups for cooperation          
  respond to changes in tempo and rhythms through body

 

         
  perform traditional dances within the locality to enhance

culture

         
8.2 Musical rhymes          
  recite rhymes with repetitive phrases and rhythmic patterns          
  display the ability to recitesimple rhymes          
  perform simple rhymes forentertainment          
  recite a range of musical rhymes to enhance creativity          
  appreciate others talents as they perform simple rhymes          
8.3 Rhythmic patterns          
  identify musical instruments usedfor performing rhythmic patterns e.g. percussion          
  display the ability to create rhythmic movements through dance, nodding and swaying for enjoyment          
  create rhythm using percussioninstruments to enhance tempo          
  appreciate others talent as they perform rhythmic patterns using percussion instruments          
8.4 Singing games          
  identify different cultural singing games for harmonious core existence          
  perform varied cultural singing games using props for enjoyment          
  express feelings through singing games for appreciation          
8.5 Pay simple musical instruments          
  identify various music ICTdevice for familiarization          
  play simple musicalinstruments for enjoyment          
  display ability to play various simple musical instruments including ICT device          
  play simple instruments and make movement for talent development          
9.0 LISTENING AND RESPONDING          
9.1 Musical sounds          
  listen to sounds from the environment for familiarization          
  imitate sounds made fromthe environment for vocal development          
  appreciate sounds from theenvironment for correct

response

         
10.0 BASIC MOTOR SKILLS          
10.1 Locomotive Skills          
  identify common terms usedin outdoor activities such as

climbing/sliding, throwingand catching for correct response

         
  climb and slide on playing objects for enjoyment          
  observe safety during climbing and sliding on playing objects          
10.2 Non-locomotive skills          
  identify common terms used in turning and twisting activities for appropriate response          
  turning and twisting forflexibility          
  turn and twist for safety          
10.3 Manipulative skills          
  kick freely for enjoyment          
  display the ability to balance the body for kicking technique          
  display manipulative skillsthrough bouncing ball for

distance estimation

         
  bounce and kick balls safely          
  bounce and kick balls forenjoyment          
11.0 SWIMMING          
11.1 Pool safety          
  identify basic water safety and hygiene rules for application in the pool          
  demonstrate ability to follow safety rules accordingly          
11.2 Water orientation          
  confidently move around the pool in readiness for swimming          
  opening eyes confidently in water for safe swimming          
  identify basic floating techniques for swimming          
  appreciate the use of water forrecreation          
12.0 FUN GAMES          
12.1 Modern/Traditional fun games          
  identify some fun games within their environment for play          
  perform fun games forenjoyment          
  appreciate and acknowledge each other as they perform the fun games          

TERM ONE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                  

                                             Sign                                                                                  

 

TERM TWO

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                                 

                                             Sign                                                                                  

 

TERM THREE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                                 

                                             Sign                                                                                  

ENVIRONMENTAL ACTIVITIES ASSESMENT

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

  Tick appropriately under each category to rate learners ability EX MT AP BE Comments
1.0 SOCIAL ENVIRONMENT          
1.1 Myself          
  talk about body parts (head, ears, eyes, mouth, hand,) for self-awareness,          
  Tell the uses of ears, nose mouth and eyes. for self-awareness,

 

         
  Appreciate one’sbody parts for self-esteem.          
1.2 Our School          
  talk about work done by different people in the school          
  participate indeveloping classroom rule (Dos and Don’ts)

for interpersonal relationships

         
   appreciate the school community for harmonious living          
1.3 Our home          
1.3.1 Structures/building          
  Name different structures andbuildings found at home,          
  Identify different buildings andstructures at home,          
  Talk about the uses of buildingsand structures at home,          
  Appreciate buildings andstructures.          
1.3.2 People found at home          
  name people found at home for self- awareness,          
  tell the relationships between people found at home for harmonious living          
  talk about people found at home for harmonious living          
  talk about work done by people at home          
  Appreciate people found at homeand the work they do.          
1.4 Interpersonal relationship          
  Identify Courteous words used in day today life          
  Talk about the use of courteous words in day to day life for interpersonal relationship          
  Appreciate the need touse courteous words          
  Use greetings and respond with actions appropriately          
  Show empathy to theneedy          
1.5 Neighbourhood          
  identify the classmates by names for harmonious living          
   name the classmates as neighbours for interpersonal

relationships

         
  identify physicalfeatures in the neighbourhood forsafety and security          
  appreciate theclassmates as theirneighbours          
1.6 Dressing          
  identify clothes worn atdifferent times          
  dress and undressappropriately          
  to put on shoes correctly          
  appreciate one’s clothesfor self-esteem          
2.0 HEALTH PRACTICES          
2.1 Hand washing          
  tell the importance of washing hands for personal hygiene          
  wash hands appropriately          
  tell critical times to wash hands          
  appreciate the need towash hands at critical

times

         
2.2 Care for the nose          
  tell the importance of having a personal handkerchief,          
  wipe one’s nose appropriately,          
  appreciate the need to own and care for a personal handkerchief          
2.3 Care for teeth          
  tell the dangers of using substances that destroy teeth,          
  talk about actions thatdestroy teeth,          
  brush teeth using appropriate brushing material found in one’s locality ,          
  Appreciate the need to care for teeth by avoiding eating sugary things.          
2.4 Toileting          
  talk about the importance of using a clean toilet,          
  Identify materials used for toileting          
  use the toilet properly for safety and hygiene,

 

         
  Appreciate proper useof toilet facilities.          
2.5 Food/feeding          
  talk about different types of foods for healthy living,          
  feed self for good health and nutrition,          
  talk about dangers of sharing food from other people’s mouth,          
  talk about dos and don’ts while eating          
  Observe table manners whileeating.          
3.0 NATURAL ENVIRONMENT          
3.1 Plants          
  talk about plants in the immediate environment          
  observe plants in the immediate environment          
  talk about the uses of plants in the immediate environment          
  take care of plants found in their immediate environment          
  appreciate plants found in their immediate environment          
3.2 Animals          
  talk about animals in the immediate environment,          
  observe animals within the environment,          
  appreciate the presence of animals in the environment          
3.3 Weather          
  Talk about the different weather conditions.          
  observe weather conditionsin the immediate environment          
  appreciate different weather conditions in the environment          
3.4 Water          
  Talk about sources of water          
  Talk about the uses of water in the environment          
  Play with waterfor enjoyment and discovery          
  appreciate the importance of water in the environment          
3.5 Soil          
  talk about the safety measures when playing with soil,          
  play with soil for enjoyment and exploration,          
   Appreciate playing withsoil for enjoyment.          
3.6 Sound          
  recognize the sources of sounds produced in the immediate environment,          
  talk about sounds produced in the immediate environment,          
  Respond to different sounds in the environment appropriately.          
3.7 Smell          
  identify the bodypart used in smelling,          
  recognize the pleasant and unpleasant smell in the immediate environment,          
  Respond appropriately to the pleasant and unpleasant smell

in the surrounding,

         
  Appreciate the pleasant smell in the immediate environment.          
3.8 Light          
  talk about different sources of light in the immediate environment,          
  play with shadows          
  appreciate uses of light in the immediate environment          
4.0 ENVIRONMENTAL CARE AND SAFETY          
4.1 Care for the immediate environment          
  identify waste materials and items that require disposal in the immediateenvironment          
  dispose waste materials appropriately          
  appreciate living in aclean environment          
4.2 Safety in the environment          
  talk about safe places, objects and activities in the immediate environment,          
  talk about dangerous places in the immediate environment,          
  talk about dangerous objects in the immediate environment,          
  talk about dangerous activities in the immediate environment,          
  to recognize safe and dangerous places, objects and activities in the immediate environment,          
  talk about how to identify strangers within their immediate environment          
  Take safety precautions inthe school compound.          

TERM ONE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                  

                                             Sign                                                                                  

 

TERM TWO

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                                 

                                             Sign                                                                                  

 

TERM THREE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                                 

                                             Sign                                                                                  

CHRISTIAN RELIGIOUS EDUCATION ACTIVITIES ASSESMENT

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

  Tick appropriately under each category to rate learners ability EX MT AP BE Comments
1.0 GOD’S CREATION          
1.1 God as the provider and healer          
  identify God as the providerfor their needs,          
  Sing simple songs on God as a provider to enhance their knowledge of God,          
  identify God as a healer fortheir spiritual and physical

nourishment,

         
  recite short poems of God as a healer stories to enhance their trust in God,          
  display understanding of God is a provider and healer for their spiritual growth,          
  Appreciate God as theprovider and healer.          
1.2 Creation (parts of the body)          
  Name his /her parts of the body that God created in his own

image and likeness

         
  Demonstrate some ways of caring parts of the body as the temple of the holy spirit          
  Appreciate his/her parts of the body as wonderfully made by God          
1.3 Plants and domestic animals          
  name plants found at home and school as part of God’s creation          
  name animals found at home and school as part of God’s creation          
  state simple ways of taking care of plants and some domestic animals          
  demonstrate taking care of some domestic animals and plants for social responsibility          
  Appreciate plants and animals found at home and school as God’s creation.          
1.4 Name of God according catchment          
  identify the name of God as used in his/her catchment area for personal knowledge          
  identify the name of God in other communities for peaceful co-existence          
   appreciate the name of God according to his/her catchment area for self – awareness          
  desire to know the name of God as used in other communities to promote unity          
1.5 Communicating to God through prayer          
  mention simple prayers at different times for his/her spiritual nourishment          
  Recite prayers for different times as part of his/her spiritual growth.          
  respect different times of prayer for his/her spiritual growth          
  Appreciate prayer as one of the most important way of talking to God.          
  desire to pray at alltimes          
2.0 HOLY BIBLE          
2.1 The Bible          
  Identify the bible as a Holy book used by Christians for his/her spiritual growth          
  Sing simple songs onthe Bible as a Holy book of God to be

respected

         
  appreciate the Bible as a Holy book          
  desire to read the Bibleas Holy book          
2.2 Handling the bible          
  identify different waysof handling the Bible as a Holy book used by Christians to nurture a sense of responsibility          
  demonstrate different ways of handling the Bible with care to promote respect for the word of God          
  sing simple songs on how to handle the Bible          
  desire to handle the Bible with respect as a Holy book          
  appreciate the importance of handling the Bible as part of his/her self-discipline          
3.0 CHRISTIAN RELIUOUS FESTIVALS AND RITUALS          
3.1 Christian festivals: Christmas and Easter          
  identify the Christian festivals for spiritual growth          
  give the meaning of Christmas as an important Christian celebration about God’s love          
  sing songs in praise ofChristmas as the birthday of Jesus Christ.          
  role play the Christmas events with joy          
  give the meaning of Easter as an important Christian celebration of God’s love          
  sing Easter songs in thankingJesus Christ for dying for us          
  appreciate Christmas andEaster as Christian celebrations of God’s love.          
3.2 Christian Rituals          
  identify some simple Christian rituals for his/her spiritual growth          
  Demonstrate some Christianrituals performed in his/her

church for spiritual nourishment

         
  Roles play Christian rituals practiced according to different churches to nurturepeaceful coexistence amonglearners.

Appreciate taking part in Christian rituals in his/her

church to promote the values of love, responsibility and integrity

         
4.0 CHRISTIAN VALUES          
4.1 Greatest commandment: Love of God and neighbour          
  state the greatest commandment of God for their spiritual growth          
  practice the love of God and neighbour to promote interpersonal relationship          
  role play on how love of God and neighbour should promote peaceful coexistence          
  sing songs of God’s love and neighbour to promote spiritual growth          
  desire to thank God for his love for mankind          
  appreciate the commandment on love of God and neighbour for spiritual growth          
5.0 PLACES OF WORSHIP          
5.1 Places of worship          
  Identify the church as a place of worship          
  Identify different places of worship that exists in his/her community for peaceful co-existence.          
  demonstrate activities that take place in the church for-example singing, praying and giving offerings as thanks giving to God          
  colour a picture of a church as a place of worship for self-efficacy          
  respect different places of worship to promote religious tolerance          
5.2 Church services          
  identify different activities that take place during the church

service for harmonious living

         
  demonstrate the activities that are performed during the

church service for interpersonal interaction

         
  sing songs that relate to the activities that take place during the church service for spiritual growth          
  desire to participate in the activities that are done during the church service for self fulfilment          
  appreciate the activities that take place during church service for spiritual nourishment          
5.3 Behaviour in the Church          
  identify good behaviour for desirable Christian living          
  demonstrate good behavior in Church to show respect to God          
  recite short memory verses from the bible on good behaviour for spiritual development.          
  appreciate the importance of good behaviour in church to

promote love andharmony

desire to have good manners in the church

         

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TERM ONE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                  

                                             Sign                                                                                  

 

TERM TWO

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                                 

                                             Sign                                                                                  

 

TERM THREE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                                 

                                             Sign                                                                                  

ISLAMIC RELIGIOUS EDUCATION ACTIVITIES ASSESMENT

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

  Tick appropriately under each category to rate learners ability EX MT AP BE Comments
1.0 QUR’AN          
1.1 The Arabic alphabet with vowels (fat-ha (a), kasra (i) , dhumma (u)          
  recognize the alphabet with the given vowels in Arabic text          
  name correctly three vowels in the Arabic text          
  articulate correctly the sounds of Arabic alphabet

with vowels

         
  write the Arabic alphabet from right to left adding

the vowels on them

         
1.2 Surah Naas          
  Recite correctly……………. Surah Naas as a form of protection          
  handle the Qurán with respect as a Holy book          
  Appreciate reciting…………………. Surah Naas as a prayer          
2.0 PILLARS OF IMAN          
2.1 Belief inAllah (SWT)          
  identify oneself and others as Allah’s creation as stated in the Qur’an          
  appreciate the uniqueness of oneself and others as Allah’s creation          
  care for oneself and Allah’s other creation in the immediate

environment as a form of ibadaat/worship

         
2.2 Belief in His Prophets (Prophet Muhammad)(S.A.W.)          
  mention the name of the parents of prophet Muhammad (S.A.W.) as a sign of love and respect          
  narrate simple short story on early years of prophet Muhammad’s (S.A.W.)          
  demonstrate love for prophet Muhammad (S.A.W.) by emulating his character (obedience)          
  appreciate the important role played by the parent to up bring their children          
3.0 DEVOTIONAL          
3.1 Pillars ofIslam –SwalahPostures ofSwalah (dailyprayer)

 

         
  Name the different posturesas used in ……………….          
  appreciate ……………as a pillar of Islam          
  Demonstrate the postures in performing ………          
4.0 MORAL TEACHINGS         `
4.1 IslamicEtiquette          
4.1.1 Toileting          
  demonstrate appropriate toileting manners according to Islamic teachings          
  develop proper way of toileting in their day to day life          
   practice proper use of water during and after toileting

(Istinja)

         
4.1.2 Manners of Eating          
  demonstrate eating manners according to Islamic teachings          
  practice Islamic manners of eating according to the sunnah (traditions) of the prophet (S.A.W.)          
  acquire Islamic phrases used before and after eating appropriately          
4.1.3 Islamic phrases (………(thank you)          
  pronounce correctly the Islamic phrase (Shukran) as a way of appreciation          
  use appropriately the given Islamic phrase in their day to

day life

         
  appreciate the importance of the Islamic phrase (Shukran)

in their daily life

         
4.1.4 Relationship (places of worship)          
  name places of worship in order to respect other people’s faith          
  co-exist harmoniously with people of other religions for interpersonal relations          
  use Masjid as a place of worship          
5.0 ISLAMIC FESTIVALS          
5.1 Eid          
  describe activities related to Eid as an Islamic festival          
  appreciate Eid as an Islamic festival          
  share happiness and joy during Eid by singing songs and exchanging gifts          

 

 

 

 

 

 

 

TERM ONE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                  

                                             Sign                                                                                  

 

TERM TWO

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                                 

                                             Sign                                                                                  

 

TERM THREE

OPENING DATE:                                                              CLOSING DATE                                                             

Total Number of strands covered                                                                                                                                      

From (1st Strand                                                                                            Sub strand                                                                     

To (last strand)                                                                                             Sub strand                                                                     

Strands/Sub strand not covered by the learner                                                                                                                              

Reason                                                                                                                                                                                                    

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value                                    

                                                                                                                                                                                                                 

                                             Sign                                                                                  

HINDU RELIGIOUS EDUCATION ACTIVITIES ASSESMENT

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

  Tick appropriately under each category to rate learners ability EX MT AP BE Comments
1.0 CREATION          
1.1 My extended family          
  Mention names of extended family members for self-awareness.          
  identify members of extended family by their names          
  Appreciate the members of extended family for mutual satisfaction.          
1.2 PanchMahabhoo

 

         
  identify the element Vayu(Air) in relation to the Panch Mahabhoot          
  appreciate the elementVayu(Air) as Paramatma’s

creation for life

         
2.0 WORSHIP          
2.1 Basic Mantrasfor Jaap

 

         
  recite the Basic Mantra of each faith for worship respect to Paramatma          
  demonstrate the appropriate discipline for the recitation of

Mantras to show

         
  appreciate recitation of Mantras as an act of worship.          
2.2 Musical Instruments used in worship          
  mention musical instruments used in worship          
  identify different instruments used in worship in the four faiths for familiarization          
  Appreciate the use of musical instruments in worship for spiritual growth.          
3.0 MANIFESTATIONS          
3.1 The EnlightenedBeings          
  name the Enlightened Beings according to the four faiths          
  identify the names of Enlightened Beings to familiarize with his/her faith          
  appreciate the Enlightened Beings to enhance faith in

Paramatma

         
3.2 Belief inParamatma          
  mention the names ofDevis and Devtas tofamiliarize thelearner with belief inParamatma          
   Identify the Devisand Devtas as pertheir attributes to
deepen the learner’sfaith.
         
4.0 Scriptures          
4.1 Name of scriptures          
  name Scriptures to promote religious identity and unity          
  identify Scriptures from other faiths to promote

peace and unity

         
  Acknowledge all Scriptures as holy to promote religious tolerance.          
5.0 Yoga          
5.1 Simple postures          
  name simple yoga postures for good health          
  demonstrate simple yoga postures correctly for physical wellbeing          
5.2 Coping with emotion          
  Appreciate Yoga as a way for peaceful living by coping positively with anxiety.          
6.0 Sadachar          
6.1 General etiquette          
  mention words that express gratitude for a healthy relationship          
  demonstrate acts of obedience to foster  harmony          
  Appreciate the blessings that may be bestowed upon him/her out of obedience.          

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TERMLY SUMMATIVE ASSESSMENT

TERM                                                                     

LEARNING AREA  EXAM 1 EXAM 2 EXAM 3 AVERAGE GRADE
MATHEMATICAL ACTIVITIES        
LANGUAGE ACTIVITIES        
ENVIRONMENTAL ACTIVITIES        
CRE/IRE/HINDU ACTIVITIES        
LITERACY ACTIVITIES        
PSYCHOMOTOR AND CREATIVE ACTIVITIES        
         

 

GRADING KEY (can be altered to suit the school’s grading criteria)

Percentage                                                                     Grade

0 – 49                                                                               D

50 – 64                                                                             C

65 – 74                                                                             B

75 – 100                                                                           A

GENERAL REMARKS ON SUMMATIVE ASSESMENT

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                         

Class teacher’s comments:                                                                                                                                                                

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                                                       

Head teacher’s signature                                                             Date                                                                

 

Parent’s signature                                                                         Date                                                                

TERMLY SUMMATIVE ASSESSMENT

TERM                                                                     

LEARNING AREA  EXAM 1 EXAM 2 EXAM 3 AVERAGE GRADE
MATHEMATICAL ACTIVITIES        
LANGUAGE ACTIVITIES        
ENVIRONMENTAL ACTIVITIES        
CRE/IRE/HINDU ACTIVITIES        
LITERACY ACTIVITIES        
PSYCHOMOTOR AND CREATIVE ACTIVITIES        
         

 

GRADING KEY (can be altered to suit the school’s grading criteria)

Percentage                                                                     Grade

0 – 49                                                                               D

50 – 64                                                                             C

65 – 74                                                                             B

75 – 100                                                                           A

GENERAL REMARKS ON SUMMATIVE ASSESMENT

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                         

Class teacher’s comments:                                                                                                                                                               

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                                                       

Head teacher’s signature                                                             Date                                                                

 

Parent’s signature                                                                         Date                                                                

TERMLY SUMMATIVE ASSESSMENT

TERM                                                         

LEARNING AREA  EXAM 1 EXAM 2 EXAM 3 AVERAGE GRADE
MATHEMATICAL ACTIVITIES        
LANGUAGE ACTIVITIES        
ENVIRONMENTAL ACTIVITIES        
CRE/IRE/HINDU ACTIVITIES        
LITERACY ACTIVITIES        
PSYCHOMOTOR AND CREATIVE ACTIVITIES        
         

 

GRADING KEY (can be altered to suit the school’s grading criteria)

Percentage                                                                     Grade

0 – 49                                                                               D

50 – 64                                                                             C

65 – 74                                                                             B

75 – 100                                                                           A

GENERAL REMARKS ON SUMMATIVE ASSESMENT

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                         

Class teacher’s comments:                                                                                                                                                                

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                                                       

Head teacher’s signature                                                             Date                                                                

Parent’s signature                                                                         Date                                                                

 

ANNUAL SUMMATIVE ASSESSMENT

TERM                                                          

LEARNING AREA  EXAM 1 EXAM 2 EXAM 3 AVERAGE GRADE
MATHEMATICAL ACTIVITIES        
LANGUAGE ACTIVITIES        
ENVIRONMENTAL ACTIVITIES        
CRE/IRE/HINDU ACTIVITIES        
LITERACY ACTIVITIES        
PSYCHOMOTOR AND CREATIVE ACTIVITIES        
         

 

GRADING KEY (can be altered to suit the school’s grading criteria)

Percentage                                                                     Grade

0 – 49                                                                               D

50 – 64                                                                             C

65 – 74                                                                             B

75 – 100                                                                           A

GENERAL REMARKS ON SUMMATIVE ASSESMENT

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                         

Class teacher’s comments:                                                                                                                                                                

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                                                                                                                                                 

                                                                                                                       

Head teacher’s signature                                                             Date                                                                

 

Parent’s signature                                                                         Date                                                                

SOCIAL /BEHAVIOUR REPORT

KEY

S        –         SATISFACTORY

I         –         IMPROVEMENT

Report to be completed by the class teacher

BEHAVIOUR ASSESMENT
Considering for others  
Organization for school resources  
Accepts responsibility  
Works independently  
Works well with others  
Completes assignments at school  
Completes home assignments  
Participates in community service learning  
Use time wisely  
Has reverence for God as per a super being  
   
 

 

 

OTHER COMMENTS FROM THE TEACHER

 

 

 

 

 

 

 

 

 

 

   
   

 

Free CRE notes and exams

Here are free CRE notes and exams for form one, two, three and four. You can now download all these PDF and Word format documents at no cost. Simply click on the links to download, print and share the materials.

FREE CRE NOTES AND EXAMS

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AGRICULTURE TEACHING NOTES UPDATED

Livestock Production III…

(Selection and Breeding)

Introduction

  • The breeding of animals is under human control, and the breeders decide which individuals shall produce the next generation.
  • The breeder makes a choice.
  • The breeding of animals is based upon the fact that certain qualities are genetic ,hence valuable qualities are passed on from parents to off -springs.
  • The qualities can be maintained or improved in the next generation.

 

The performance of an animal is influenced by two major factors; 

  • Genetic potential
  • The environment, which includes:
  • Feeding,
  • Health,
  • Care
  • The ecological conditions.
  • The genetic potential of an animal is inherited from its parents.
  • In selection and breeding animals with superior characteristics are selected and allowed to mate.
  • In the process they transmit the superior characteristics to their offspring.
  • When this is done over a long period of time, it results in livestock improvement.

 

Reproduction and Reproductive Systems

 

  • Reproduction is the process by which off-springs are produced.
  • All farm animals multiply by means of sexual reproduction.
  • It begins with fertilization which is the fusion of male and female gametes to form a zygote.
  • Fertilization takes place internally in the body of the female.
  • The embryo(zygote) formed develops inside body of mother, fed and protected until end of gestation period.
  • In poultry, the process is different in that eggs are fertilized internally but laid and development of the chick takes place outside during incubation.
  • In both male and female, certain organs are specialized for the process of reproduction.
  • Some of these organs secret fluids which are necessary for the movement and survival of the gametes(reproductive cells.)

Reproduction in Cattle

  • The male reproductive organs produce the male gametes,the spermatozoans.
  • These are introduced into female reproductive system, where they fuse with the sperm to form zygote.

 

 

  • The testis:
  • There are two testes hanging loosely between hind legs.
  • Enclosed by loose skin (scrotum)scrotum regulate temperature of testis for optimum production of sperms.
  • Produce spermatozoa(sperms)which are stored in coiled tube called epididymis.
  • Epididymis: Storage of spermatozoa.
  • Sperm ducts:
  • Conveys sperm from the testis and urine through the penis.
  • sphincter muscles contract to allow each to pass separetly.
  • Seminal vesicles produce fluid called semem.
  • semen carries sperms out of penis in fluid form.

 

  • Prostate gland -produce fluid that neutralize the acidic effects of urine in the urethra preventing death of sperms.
  • Accessory glands: Include seminal vesicles cowpers gland and prostate gland.
  • Urethra: Conveys urine and semen.
  • Penis:
  • Surrounded by a sheath which is an extension of skin.
  • It introduces sperms into the vagina of a cow through the vulva during mating.
  • It is a copulatory organ, also used for urination.

 

 

Ovaries and fallopian tubes(oviduct)

  • Two ovaries located in abdomen, left and right.
  • Produce ova/eggs and hormones which control sexual cycle.
  • Oestrogen produced by graafian follicle inside ovary induces oestrus
  • ie. Heat period so that the cow shows signs of heat
  • After every 21 days the ovary releases a mature ovum and the cow comes on heat.
  • The ovum travels through the fallopian tubes to the uterus.
  • The release and movement of the ovum down to the uterus is called ovulation.
  • If mating is done at this time, fertilization will take place.
  • The fertilized egg implants itself onto the endometrium(walls of uterus)and  develops into foetus.

 

Fallopian tubes:

  • Fertilization takes place here.
  • Also a passage for the egg from the ovary to the uterus.

The uterus:

  • Embryo develops h
  • The cervix: Closes the uterus.

The vagina and Vulva:

  • Vulva is the external opening of female reproductive system.
  • It allows mating to take place so that sperms are deposited into the vagina.
  • The foetus and urine are removed through the vulva.

 

Pregnancy

 

  • Is period between fertilization of ova and the expulsion of the foetus through the vulva.
  • Also called gestation period.
  • In cattle gestation period is 270-285 days.
  • Ends with the birth of a calf.
  • The reproductive tract undergoes a period of rest during which it is repaired and returns to normal.
  • During pregnancy, hormone called progesterone is produced by the placenta to maintain the foetus in the uterus.

 

Parturition(giving birth)

  • Act of giving birth called parturition.
  • This time the foetus expelled through the birth canal.

 

When an animal is about to give birth, it shows signs;-

  • Distended udder which produces thick milky fluid called colostrums.
  • Swollen vulva producing thick mucus.
  • Loose and slackened pelvic girdle.
  • Visible pin bones.
  • General restlessness.
  • Animal parturates within 2-3 hours after this signs.
  • The correct presentation is with the front feet first ,and the head outstretched and resting in between the fee.
  • Any other presentation called mal-presentation or breech presentation and requires assistance.

 

 

Reproduction in Poultry

 

  • The cock has no penis but a small opening near the vent through which sperms are emitted.
  • Cock has testes within the body.
  • The hen has elongated oviduct for formation of an egg.
  • Fertilization occurs internally.
  • During mating the cloaca of the hen and the vent of the cock fit into each other and then semen is poured into the cloaca ,then  sucked to the oviducts.

 

The Reproductive System of a Hen

                                                                             

Ovary

  • Hen has two ovaries but one functional.
  • Ova formed in ovaries.
  • 3500-4000 ova present inside ovary held by follicle.
  • Mature ovum released via rapture of follicle.
  • It moves into oviduct received by the funnel.

 

Funnel(infundibulum)

  • Fertilization occurs here.
  • Chalazae also added to yolk.
  • Time here is 15 minutes.
  • It is 11.6cm long.

 

Magnum

  • Thick albumen is added.
  • Stays for 3hrs.its 33cm long.

 

 Isthmus

  • Its 10.6cm long.
  • Shell membranes added.
  • Determines shape of egg.
  • Water, mineral salts and vitamins added.
  • Takes 15 minutes.

 

Uterus(shell gland)

  • Calcium deposited 9ie.shell added around the egg.
  • Pigments added.
  • Addition of albumin finished.
  • Stays here for 18-22hours.

Vagina

  • Short, 6.9cm long.
  • For temporal storage of egg before laying

Cloaca

  • Egg moves out of cloaca through the vent.
  • The cloaca extents out to prevent the egg from breaking.

 

NB;

  • Egg formation not depended on fertilization.
  • Egg formation takes 24-26hours.
  • The components of egg are obtained from body reserves of the hens body.

 

 

Selection of a Breeding Stock

 

  • Selection is used as a tool for livestock improvement.
  • A breeding stock is a group of males and females which act as parents of future generations.
  • Selection is the process of allowing certain animals to be parents of future generations while culling others.
  • Culling is the removal of animals which do not perform to the desired level, from the herd.
  • The animals retained have certain desirable characteristics which make them produce more.
  • Selected animals make up the breeding stock.
  • The breeding stock should pass the good qualities to their offsprings for better performance, to improve the livestock.
  • Selection process repeated for many generations increases chances of formation of desirable qualities in an animal.
  • Genetically termed as gene frequency(occurrence of the genes that carry desirable characteristics.)
  • Selection increases occurrence of desirable genes and decreases occurance of undesirable genes.
  • During selection, the characteristics to be selected for are first studied closely to ascertain that it is not influenced by the environment, but mainly by the genetic make-up.
  • Selection helps improve characteristics which are highly heritable.
  • Heritability means the likelihood of a particular trait to be transmitted to the offspring and they are strongly inherited.
  • A character like milk yield is lowly heritable, i.e. it is weakly inherited and a bigger percentage of the character is affected by the environment.

 

The degree to which selection affects a character depends on the following factors;

  • The heritability of the character
  • The intensity with which the selection is done
  • The interval between generations and kind of selection being practiced.

 

 

 

Factors To Consider When Selecting A Breeding Stock.

 

  • Age
  • Level of performance
  • Physical Fitness
  • Health
  • Body Conformation
  • Temperament or Behaviour
  • Quality of products
  • Mothering Ability
  • Adaptability
  • Proliferation

 

  • Age
  • Young animals,
  • Those that have not parturated for more than 3-times, should be selected.
  • They have a longer productive life.
  • Old animals are poor breeders and low producers.
  • Production and breeding efficiency decline with age.
  • Level of performance
  • Animals with highest production level selected.
  • Performance best indicated by records.

Good performance of animal indicated by;

  • High milk, wool and egg production,
  • Good mothering ability
  • High prepotency which is the ability of a parent to pass good qualities to their offsprings.
  • The animals with poor performance should be culled.
  • Good records kept and used by the farmer for this purpose.
  • Physical Fitness

Animals selected should be free from any physical defect

e.g.

  • mono-eyed,
  • limping,
  • irregular number of teats,
  • scrotal hernia,
  • defective and weak backline

 

  • Health
  • Sick animals do not breed well and are expensive to keep.
  • Animals that are resistant to diseases pass these characteristics to their offsprings

 

  • Body Conformation

 

  • Animals for breeding to be selected according to proper body conformation.
  • A dairy cow should be wedge-shaped with a large udder, thin legs, long neck.
    • Temperament or Behaviour
  • Animals with bad behaviors should be culled.eg
  • Cannibalism, egg eating, aggressiveness, kicking

 

  • Quality of products
    • Select animals that give products of high quality.
  • Mothering Ability
    • Animals selected should have a good mothering ability,
    • That is animals with good natural instinct towards their young ones.
    • This will enable them to rear the young ones up to weaning.

 

  • Adaptability
    • Animals selected should be well adapted to the prevailing climatic condition in the area.
    • Prolificacy
      • Animals selected should be highly prolific.
      • That is, animals with the ability to give birth to many offsprings at a time(larger litter).
      • This is a quality that should be considered when selecting pigs and rabbits.

 

Selection in cattle, and sheep,

 

Selection in cattle

Consider the following;

  • Level Of Performance Which Include;
  • Milk Yield Buter Content.
  • Length Of Lactation Period.
  • Calving Intervals.
  • Age Of The Animal,
  • Fertility,
  • Physical Fitness,
  • Health Of The Animal,
  • Body Conformation,
  • Suitability Of The Enterprise-Milk Or Beef

 

Selection in sheep

Consider the following;

  • Level of performance which includes;
  • Mothering ability
  • Growth rate
  • Wool quality
  • Carcass quality
  • Twining rate
  • Age
  • Suitability to the enterprise-wool or mutton
  • Flocking instinct
  • Health of the animal
  • Physical fitness
  • Inheritable defects
  • Fertility
  • Inheritable defects.
  • Fertility.

Selection in Goats

 Consider the following:

  • Fertility.
  • Mothering ability.
  • Growth rate.
  • Twining rate
  • Carcass quality/dressing percentage.
  • Growth rate.
  • Suitability to the enterprise – milk or mutton.
  • Health of the animal.
  • Age.

Selection in Pigs

  • Consider the following:
  • Carcass quality/dressing percentage.
  • Suitability to the enterprise (bacon or pork)
  • Growth rate.
  • Health of the animal.
  • Mothering ability.
  • Prolificacy.
  • Number of teats.
  • Temperament.
  • Body formation.
  • Age.
  • Heredity defects

Selection in Camels

  • Health of the animal.
  • Age.
  • Temperament.
  • Foraging ability.
  • Fertility.
  • Level of performance-milk, meat, fur and transport.

Method of Selection

These include:

  • Mass selection – Animals with superior characteristics are selected from a herd and then allowed to mate among each other.
  • Progeny testing – assessing on the breeding value of an animal on the basis of performance of its offsprings.
  • Contemporary comparison ­-comparison of performance between heifers of the same age and sexual maturity.

Breeding

  • Process of mating selected males and females to produce offspring with the desired characteristics.

Reasons:

  • To expand the inherited potential of the animal.
  • To improve production.
  • To overcome production problems created by the environment.
  • To satisfy consumers taste.
  • For economic reasons.

Terms Used in Breeding

 Inheritance

  • Genetic transmission of characteristics from parents to offsprings.
  • The mechanism of inheritance is carried by the sex cells (gametes) and is controlled by genes found in the chromos
  • Genes are very tiny units of inheritance carrying particular characteristics, such as colour, body shape and amount of milk production.
  • Chromosomes are  genetic materials which carry genes.
  • They exist in pairs paternal and maternal) in the nucleus f the body cells.
  • They are always constant in number.

 

 

Dominant and Recessive Characteristics

  • A dominant gene is one that suppresses the othe
  • It produces a dominant characteristi
  • A recessive gene is one that is suppressed by the other.
  • It produces a recessive characteristic.

Hybrid and Hybrid Vigour

  • A hybrid is an animal which is the product of crossing animals of two different breeds.
  • Hybrid vigour or heterosis is increased vigour and performance resulting from crossing two superior breed

Epistasis

  • This is the masking of the effect of one gene by another gene which is non-allelic, that is situated on different locus.

Breeding Systems

Inbreeding

  • Mating of animals which are related. Reasons:
  • To increase genetic uniformity in a herd.
  • Used to fix the required characteristics in new breeds.
  • To increase phenotypic u
  • To get proven si

Limitations

  • It can bring about loss of hybrid vigour.
  • It may lead to decline in fertility.
  • It may lead to high rate of pre-natal mortality.

Systems of Inbreeding

  • Close Breeding: mating between very closely related animals, for example sib-mating and parents sib-mating.
  • Line Breeding: mating of distantly related animals that had a common ancestor for example cousins.

Outbreeding

  • Mating of animals which are not related.

 

Reasons:

  • To introduce new genes in an existing breeding herd.
  • To exploit heterosis resulting from a cross between two breeds.
  • To develop a new breed or a grade animal.

Limitations

  • Lack of uniformity in animals that result from outbreeding.
  • Desirable characteristics may be lost due to variation.

Systems of Outbreeding

  • Cross-breeding

Mating of animals from two different pure breeds.

  • OutCrossing

Mating of unrelated animals from the same breed.

  • Upgrading/Grading up

Mating where the female of a cow grade stock (locals) is mated with a pure breed sire.

The resultant animal is referred to as a high grade.

Mating in Livestock

Mating in Cattle

  • Heat signs occur every 21 days.
  • The heat period last for 18-30 hours­ on average 24 hours.
  • Cow should be served 12-18 hours after showing the first heat signs.

      Heat Signs

  • Restlessness.
  • Mounting on others and when mounted on she stands still.
  • Rise in body temperature.
  • Drop in milk production in lactating cows.
  • Vulva swells and becomes reddish.
  • Clear or slimy mucus from the vulva.
  • Bellowing or mooing frequently.

Mating in Pigs

  • Heat signs in pigs occur after every 21 days.
  • The heat lasts about 72 hours.
  • Sows or gilts should be served in 18- 36 hours of the heat period.

Signs of Heat

  • Restlessness.
  • Frequent urination.
  • Swelling and reddening of the vulva.
  • Clear or slimy discharge from the vulva.
  • Frequent mounting on others.
  • It responds very well to the ‘riding test’.

Mating in Rabbits

  • Does are ready for mating 6-7 months of age.
  • Heat signs occur every 14 days.
  • The doe should be taken to the buck and not vice versa.

Signs of Heat

  • Restlessness.
  • Frequent urination.
  • Swollen vulva.
  • The doe throws herself on the side.
  • The doe rubs herself against the wall or any other solid object.
  • The doe tries to contact other rabbits in the next hutch by peeping.

Methods of Service in Livestock

 Natural Mating

Advantages:

  • It is more accurate.
  • It is less laborious.
  • Useful when heat signs of females cannot be easily detected.

Disadvantages

  • Inbreeding is not easily controlled.
  • Transmission of breeding diseases.
  • Extra feed for the male is required.
  • Large males can injure small females.
  •  Wastage of semen.
  • It is cumbersome and expensive to transport a bull to remote areas.

Artificial  insemination

  • Introduction of semen into the female reproductive tract by artificial means.

Advantages

  • There is economical use of semen.
  • It controls transmission of breeding diseases.
  • Sires that are unable to serve cows due to heavy weight or injury can produce semen to serve cows.
  • It prevents large bulls from injuring small cows.
  • It reduces the expenses of keeping a male animal.
  • A small scale farmer who cannot afford to buy a superior bull can have the cows served at a low cost.
  • Semen can be stored for long.
  • It helps to control inbreeding.
  • It eliminates the threat of keeping dangerous bulls from the farm.
  •  It makes research work easier.

Disadvantages

  • Harmful characteristics can be spread quickly by one bull to the offsprings.
  •  It requires skilled labour.
  • Low chance of conception due to death of semen during storage.
  • It is laborious:

Embryo Transplant

  • It is the implantation of an embryo (fertilized ova) from a high quality female (donor) in the uterus of a low grade female (recipient).

Advantages

  • Faster multiplication of an animal with superior characteristics .
  • It is easier to transport embryos than the whole animal.
  • Embryos can be stored for a long period awaiting the availability by recipient females.
  • It stimulates milk production in a female (recipient) that was not ready to produce milk.
  • Low grade animals can be used in production and rearing of high quality animals.
  • Offsprings of a superior female can spread quickly in an area.

Disadvantages

  • It is expensive.
  • It requires skilled personnel.
  • It requires special equipment for fertilization and storage of embryos.

Signs of Parturition in Livestock

  • Parturition is the act of giving birth in female animals.

Parturition in Cattle

  • The gestation period in cattle is 270-285 days averaging 280days.

     Signs of Parturition

  • Restlessness
  • Enlarged or swollen vulva.
  • Clear mucus discharge from the vulva.
  • Slackening of the pelvic muscles.
  • Full and distended udder.
  • Thick milky fluid from the teats.
  • A water bag appears and bursts just before calving.

Parturition in Pigs

  • The gestation period in pigs is about 4 months or 3 months, 3 weeks and 3 days.

     Signs of Parturition

  • Restlessness.
  • The vulva turns red and swells.
  • The udder becomes full with a milky fluid the sow starts to prepare a nest by collecting some beddings at one comer of the pen.

Parturition in Rabbits

  • The gestation period in rabbits is 28-32 days.

     Signs of Parturition

  • Preparing a nest by plucking off hair from her belly.
  • Goes off feeding
  • Restlessness.
  • The udder distends.

Livestock Production IV

(Livestock Rearing Practice)

 

Introduction

  • In the management of livestock there are many activities that are carried out on animals to enhance production.
  • They require care in feeding, health, breeding.
  • Specific management also important in bee and fish farming.

Routing livestock rearing practices.

  • A routine is a fixed/regular way of doing something.
  • done repeatedly after a certain period of time

Feeding Practice

  • Animals are fed to cater for both maintenance and production requirements.
  • These are special types of feeding carried out on certain animals to cater for specific needs.

These include:

Flushing

  • The practice of giving extra quality feed to an animal around service time.
  • In sheep it is done 2-3 weeks before tupping and 3 weeks after tupping.
  • In pigs it is done 3-4 weeks before service.

Importance of Flushing

  • It increases conception rates.
  • It enhances implantation of the zy
  • In sheep it increases twinning percentage by 15-20%.

Steaming Up

  • Giving extra quality feed to an animal during the last weeks of gestation.
  • In cattle it is done 6-8 weeks before calving.

Importance Steaming Up

  • It provides nutrients for maximum foetal growth.
  • It helps in the build up of energy for parturition.
  • It ensures the birth of a healthy animal.
  • It promotes good health of the mother.
  • It increases and maintains high milk yield after birth.

Creep Feeding

  • Feeding of young animals from birth to weaning.

Piglets

  • 10 days old – introduced to creep pellets.
  • 5 weeks old – creep pellets mixed with sow and weaner meals.
  • 8 weeks old – weaning.

Lambs

  • Run with their mothers for natural suckling.
  • Bucks – introduced to succulent feeds and concentrates.

Kids

  • Meat goats kids suckle naturally.
  • Dairy goats, fed on milk artificially,
  • Given 0.5-1.25 litres up to the third week.
  • Introduced to concentrates at 3-4 months.
  • Weaned at 6-8 weeks of age.

Parasite and Disease Control Practices

 

Vaccination

  • Introducing active disease organsms which are reduced in strength or virulent into the animals’ body to induce immunity.

Administration of Vaccination done through:

  • By injection.
  • Orally through the mouth.
  • By inhalation through the nose.
  • Eye drops.

Deworming

 

  • Practice of killing/removing internal parasites by administering drugs known as dewormers / antihelmitics.

 

Hoof Trimming

 

  • Cutting back overgrown hooves with the help of a hoof trimming knife, a hoof cutter or a hoof rasp.

     Importance

  • Facilitate easy movement.
  • Control of foot rot disease.
  • Facilitate mating – prevent the ram from injuring the ewe during tupping.

 

Docking /tailing

  • This is the removal (cutting oft) of tails in sheep during the first week after birth.

Importance

  • Even distribution of body fat.
  • Facilitate easy mating in adult life.
  • Minimise fouling of the wool with faeces.
  • Reduce incidences of blowfly infestation.

 

   Methods of Docking /tailing

  • Cutting with sharp knife or scalpel.
  •  Use of elastrator and rubber ring.

Dipping and Spraying

 

  • These are methods of applying acaricides on the animals to control external parasites.

 

Dusting

 

  • It is the application of chemical powders on the animal body or on the walls of the animal house to control external parasites.
  • It is used to control stick-fast parasites and fleas in poultry.

 

Breeding Practices

 

These are practices carried out to enhance successful breeding.

 

  • Crutching and Ringing

 

  • Crutching – cutting of wool around the external reproductive organs of female sheep.
  • Ringing – trimming wool around the sheath of the penis of the rams to facilitate mating.

 

  • Tupping and Serving

 

  • Tupping refers to mating in sheep and goats.
  • Serving refers to mating in cattle and pigs.

 

  • Raddling

 

  • This is the practice of fitting the rams with breeding chutes which are painted in different colours during mating
  • to identify mated ewes and to indicate the active rams hence help in culling of the weak rams.

 

Identification

 

The practice of putting identification marks on animal.

  • Branding – burning marks on the animals skin.
  • Ear tagging – placing marked plastic or metallic tags on the animals ears.

 

  • Ear notching – cutting different shapes bearing different values on the ear lobes.
  • Tattooing – use of permanent ink or dye to mark animals with light skin.
  • Neck strap or chain – Fixing of tags round the animals neck with a chain or a strap.

 

Importance/ purpose of Identification

  • record keeping
  • Setting disputes in case animals get mixed up in the pasture.

 

Debeaking

  • Cutting about 1/3 of the upper beak with a knife, scissors or hot iron.

 

  • Importance
  • Control egg eating.
  • Control cannibalism.

Tooth Clipping

  • The removal (clipping) of the needle (canine) teeth in piglets 24 hours after birth.

Culling

  • Removal of undesirable animals from a herd.

Dehorning

  • Removal of horns or horn buds from an animal.

       Importance

  • It prevents animals from injuring each other.
  • It makes the animal docile and therefore easy to han
  • For easy transportation and feeding.
  • Prevents destruction of farm structures.

Shearing

  • The practice of cutting wool from all over the body of a sheep.
  • It starts at the age of 8 months and then done once a year.
  • Should be done during the dry season.
  • Tools used: wool shears.
  • Care must be taken not to cut the skin, testicles, udder, vulva and penis.

Castration

  • It is the rendering unserviceable the testicles of a male animal.

    Importance

  • To control breeding diseases.
  • To control breeding.
  • For faster growth rates.
  • Increase quality of meat by removing unpleasant smell especially in goats.

Methods Used:

  • Closed/bloodless method
  • involves use of burdizzo or rubber ring and ela
  • Animals do not bleed but may not be 100% effecti
  • Open method
  • A surgical method used for castrating cocks, piglets and rabbits whose testes are internal.
  • Also used for lambs, kids and calves.
  • Animals bleed a lot.
  • However, it is 100% effective.
  • It is not recommended for mature adults.
    • Caponisation
  • It is the practice of making male birds lose their male characteristics by use of hormones.
  • Hormones used include stilboestrol which is injected into the birds when they are one day old and female hormones implanted beneath the skin at the neck.
  • Birds which have lost their male characteristics in this way are referred to as capons.

Management During Parturition

  • Parturition is the act of giving birth to fully grown foetus.

Parturition in Cattle

  • It is referred to as calving.
  • Gestation period lasts 270-285 days after conception.
  • When the signs of parturition are observed the cow should be separated from the rest of the herd.
  • Normal calving should take 2 hours and the normal presentation is the muzzle, face or fore head on top of the forelegs first.
  • In case of other presentations the mother should be assisted.
  • Provide the mother with plenty of water and feed after par
  • If the after birth does not come out within 48 hours a veterinarian should be called to remove it.

Parturition in Sheep

  • It is referred to as lambing.
  • Gestation lasts 21 weeks (150 days) after conception.
  • The ewe lamb naturally without any problem.
  • If complications arise the ewes should be assisted.

     Signs of Parturition in Sheep

  • Udder becomes full.
  • Teats are bright red in colour.
  • Restlessness and bleating.
  • Slackening of the hip muscles.

After these signs are seen the ewes should be separated from the others.

  • The normal presentation is forelegs and head first.
  • After birth the mother should be allowed to lick the lamb to ensure the coat is dry.

Parturition in Goats

  • It is referred to as kidding.
  • It takes place 150 days after conception.
  • Nannies carrying twins, kid a few days earlier.
  • Kidding nannies should be kept in a clean dry place which should be well sheltered.
  • Signs of parturition are similar to those of ewes.
  • Kidding nannies should be kept with another female for company.

Parturition in Pigs

  • It is referred to as farrowing.
  • Gestation period 113-117 days ( 4 months).

Signs of Farrowing

  • The sow becomes restless.
  • There is enlargement of the vulva .
  • Muscles on each side of the tail slacken.
  • There is loss of appetite.
  • The udder and the teats become enlarged.
  • The sow collects bedding material in one comer to build a nest.
  • Milk present in the teats 24 hours before farrowing.

After the signs are seen;

  • Farrowing takes about 2-6 hours under normal conditio
  • An attendant should be there to assist the mother and piglets.
  • Ensure the removal of the after birth to prevent the sow from eating it.
  • The sow should be fed well and given plenty of clean water.

Parturition in Rabbits

  • It is referred to as kindling.
  • It takes place 28-32 days after conception.
  • Provide a nesting box and plenty of dry soft beddings in the hutch towards the fourth week of gestation .

 Signs of Parturition

  • The doe plucks off the fur from her body.
  • Uses the fur to build a nest about 3-10 days earlier.

 

Bee Keeping (Apiculture)

  • Bees are insects which live in very well organised colonies.

Each colony consists of:

  • Queens – fertile females that breed to ensure the continuity of the species.
  • Drones – fertile males that mate with the queen for reproduction process.
  • Workers – non-fertile or sterile females that maintain the colony.

Duties of Workers

  • They rear and nurse the brood (eggs, larvae and pupae), queen and drones.
  • They collect nectar and make honey.
  • They make the honey combs.
  • They protect the hives.
  • They clean the hive.

Importance of Bees

  • Collect nectar from flowers.
  • Make honey – a nutritious product used by man as food.
  • Helps in crops pollination of plants.
  • Bees produce wax used to make candles.
  • They make propolis – a bee product which is medicinal.

Routine Management

Siting/locating of an Apiary

Factors to consider;

  • Nearness or accessibility to nectar or flower-producing vegetation.
  • Areas with shade. Bees are sensitive to the sun’s heat and require some shade to protect them.
  • Safe distance from human residence and other livestock.
  • Bees are stinging insects and can be a hazard to humans or other animals.
  • Nearness to a source of water for use in their nutrition.
  • A good distance from source of noise and other disturbances.
  • Safety from predators for example honey badgers, ants (safari ants), birds and other parasites such as wax moths.

    Feeding

  • Normally bees are self-sufficient in providing their food from the honey they make.
  • However, during the dry season, their feeding should be supplemented by providing a solution (syrup) of sugar water or giving molasses.
  • This should be placed strategically so that it is easily accessible to the bees.

Parasites

  • Ants
  • Wax moths
  • Bee louse
  • Honey badger

Control of Parasites

  • Use of physical barriers such as Vaseline/grease to control ants.
  • Smoke the hive to control bee louse.
  • Suspend the hive to control honey badgers.
  • Burn infected combs to control wax moths.

Diseases and Control

  • African bees are seldom attacked by diseases.

Harvesting Honey

Factors to consider;

  • Stage of ripening: Honey must be harvested when it is fully matu
  • Season of the year: Harvested at the end of the rainy season.

Procedure

  • Blow light smoke through the hole.
  • This makes bees suck honey and become engorged and docile.
  • Lower the hive to the ground.
  • Open the hive to expose honey combs.
  • Brush the bees off the honey combs.
  • Cut the honey combs, leaving a small margin on the bars and keep them in a closed container.

Honey Processing

  • Using heat in a water bath to melt the honey.
  • Crushing and straining.
  • Using a centrifugal extractor.

Precautions When Handling Bees

  • Avoid excessive smoking.
  • This kills the brood and lowers quality of the honey.
  • Use protective clothing to avoid sting.
  • Protect the hive from rain water.
  • Use clean equipment and containers to avoid contamination of the honey.
  • Use recommended method of extracting honey.
  • Use recommended type of hive such as Kenya top bar hive.

Fish Keeping (Aquaculture)

Introduction

  • The rearing or keeping of fish is called fish farming and is normally carried out in specially prepared ponds.

A good fishpond should have the following features:        

  • Site should be on a fairly level ground with a permanent supply or source of water.
  • The area should have clayey soil to avoid loss of water through seepage.
  • Water must be free from any pollutants such as chemicals and other wastes.

Construction should provide for:

  • an inlet for fresh supply of water,
  • a spill ­way channel to take off overflow or excess water,
  • an outlet to drain off the water when it is necessary to replace pond water,
  • a fence to keep off predators and other intruders.

Feeding Fish

  • Fish naturally feed on worms, insects and algae in the ponds.

These sources of food must be supplemented by throwing in the pond ;

  • kitchen wastes,
  • chopped vegetable materials such as cabbage leaves,
  • cereal brans
  • brewers’ grain .

Management Practices to Ensure Maximum Harvest of Fish

  • Control of stocking rate, that is to, have the recommended population of fish in a pond at anyone time.
  • Harvest at the correct maturity stage.
  • This is done by using the fishing net with correct mesh sizes to avoid catching the fingerlings.
  • Avoid water pollution in the ponds which may poison fish.
  • Ensure adequate supply of food in the pond.
  • Water in the ponds should be kept in motion to facilitate aeration.
  • Maintain appropriate depth (level) of water.
  • Control predators and/or thieves.
  • Drain and refill ponds with fresh water as necessary.

Harvesting Fish

  • Harvesting or extracting fish from the fish­ ponds for consumption

Two main methods:

  • Hookandline method:
  • This is slow, injures small fish and is inefficient.
  • It is only suitable for small-scale fishing.
  • Use of fishing nets:
  • This is the most efficient method as long as a net with the correct mesh sizes is used.
  • Harvesting may be done 6-8 months after the introduction of fingerlings into the fish pond.

Maintenance of the Fish Pond

  • Repairing the dyke or any structure on it.
  • Cleaning the pond and removing foreign materials.
  • Planting grass where necessary.
  • Removing un desirable vegetation.
  • Removing the silt.

Fish Preservation

Practices before preservation:

  • Clean the fish to remove mud and any worms.
  • Removing scales and slime.
  • Opening the fish on the side to remove the gut and the intestines referred to as gutting.             .
  • Cleaning the abdominal cavity thoroughly.
  • Keeping fish in open containers.

Methods of Preservation

  • Freezing
  • Salting
  • Sun drying
  • Smoking

 

 

Appropriate Handling of Livestock During Management

  • Physical beating should be avoided.
  • Structures which help in restraining animals should be used whenever applicable.
  • The correct methods of securing and casting animals should be used.
  • Use as little force as possible.
  • Equipment such as ropes, halters, lead stick and bull rings are used to handle animals appropriately.

Farm Structures

 

Introduction

  • Farm structures are physical constructions on the farm used to increase efficiency in production.

Construction of Farm Structures

 Involves:

Planning for farm structures ;

Consider;

  • Farm activities.
  • Size of the enterprise.
  • Future of the enterprise.
  • Accessibility.
  • Soil type.

Siting farm structures;

Consider:

  • The location of the homestead.
  • Accessibility.
  • Security.
  • Drainage/topography.
  • Wind direction.
  • Relationship between the structures.
  • Proximity to social amenities.
  • Farmer’s taste and preference.

 

Materials for Construction

       Structural Materials and Use

Factors which determine the type of materials to use are;

  • durability,
  • strength,
  • labour,
  • availability,
  • workability,
  • serviceability,
  • cost
  • sa

 

Stones and Bricks

 Advantages

  • Stones and bricks are durable, easy to disinfect, resistant to weather and insects decay and are easily available.

 

       Disadvantages

  • They are bulky and require skilled labour to make them.

Plastic and Synthetic Materials

These include;

  • glass,
  • asbestos fibre
  • polythene materials.

Advantages

  • Light,
  • cheep depending on quality,
  • easy to disinfect,
  • can be moulded into any shape,
  • are durable,
  • cannot be destroyed by insects and fungus
  • are water-proof.

Disadvantages

  • Are easily destroyed,
  • fragile,
  • very expensive
  • require skilled labour.

Wood (Timber)

Advantages

  • They are workable,
  • cheap,
  • can be re-used
  • are fairly strong.

Disadvantages

  • They can catch fire easily,
  • decay if exposed to water
  • are affected by fungus and insects.

 

Concrete

  • Is a mixture of cement, sand, aggregate and water
  • e.g. in making blocks the ratio is 1:2:3; one part cement, two parts sand and three parts aggregate.

 Uses

  • Making posts for fencing.
  • Making walls and floor of buildings.
  • Making gabions and water channels to prevent erosion.
  • Making water troughs.

 

Advantages

These materials are;

  • durable, workable,
  • easy to disinfect,
  • cheap to maintain,
  • fire resistant

Disadvantages

  • These materials are ;
  • expensive,
  • require skilled labour,
  • bulky,
  • cannot be reused

 

Animal handling structures

 

  • The crush –used when doing following activities;
  • Spraying livestock to control ticks,
  • milking,
  • examining sick animals,
  • artificial insemination,
  • treating animals, eg drenching, vaccination,
  • dong routine jobs such as dehorning, identification marks,
  • The spray race-used in the control of ticks by spraying livestock with acaricides
  • The dip- machakos type, and the pludge dip. This is used in the control of ticks by dipping livestock

 

Farm Buildings

Factors to be considered in site selection;

  • Security
  • Nearness to a source of water
  • Topography
  • Direction of the prevailing wind
  • Direction of the sun
  • Personal whims/tastes and preference
  • Nearness to means of communication.

 

 

 

Types of farm buildings

 

  • Houses for farm animals.
  • Stores for farm produce.
  • Stores for equipment, tools and supplies.
  • Buildings for growing crops e.g  green house.
  • Building for processing plant e.g  milk plant.

 

Parts of a building

  • The foundation,
  • The walls,
  • The roof

 

 

 

Include;

  • kingpost,
  • rafters,
  • struts,
  • tie beam,
  • rafter batten

 

 

 

Include;

  • concrete floor,
  • foundation wall,
  • PVC sheet (damp-proof course)
  • the compacted fill (hard core).

Fences

  • Importance of Fence in a Farm
  • Keep out intruders to the farm,
  • Define the boundary lines of the farm.
  • Paddocking of fields to make rotational grazing possible.
  • Live fences serve as windbreaks.
  • Fences are used in mixed farming to protect crops from. damage by livestock.
  • Fences add aesthetic values to the farm.
  • It is easy to control breeding.
  • It is easy to isolate sick animals from the rest of the herd.

Types of Fences

  • Dead fences.
  • Barbed wire fences.
  • Electric fence.
  • Concrete fence.
  • Chicken wire fence (mesh wire fence).
  • Woven wire fence (chain link).
  • Wooden fence.

Fencing Practice

  • Materials include;
  • wires,
  • staples,
  • nails,
  • posts,
  • droppers
  • concrete materials.
  • Size of posts:
  • General purpose 2.5m by 25cm in diameter
  • Strainer units and corner posts 3m by 30cm in diameter:
  • Distance between the posts:
  • 3m between posts, 10m if droppers are to be used.
  • 200m between strainer units.
  • Depth of holes – 60cm.

Gate Posts, Gates and Strainer Units

  • Gates should be hung on posts separate from the fence.
  • Mechanical implements for example tractors require 4.0-4.5m width of gate.
  • Entrance gates for pedestrians can be accommodated within the fence.

 

Steps in Fencing

  • Locate the corners
  • Clear the fencing area.
  • Mark gates, strainers, pass places and standards by pegging.
  • Dig holes to proper depths.
  • Fix the standard posts.
  • Firm around posts or apply concrete.
  • Fix wires on posts.
  • Fix the droppers.

 

 

 

Agricultural Economics II

(Land Tenure and Land Reforms)

Introduction

  • Land is an important factor of production.
  • Without land it is impossible to practice the agricultural business.
  • However the efficiency of utilization of land is influenced to a large extent by the condition of holding the land.

Land Tenure

  • Land tenure is defined as the possession of the legal rights to the use of land.
  • Various kinds of rights to the use of land give rise to different tenure systems.

Land Tenure System

  • All land tenure systems fall into two major classes, namely:

Collective Tenure Systems

This includes:

 Communal Tenure Systems

  • This involves the possession of rights over land by the whole community.
  • It works quite well under conditions of unlimited, land res

 Advantages of Communal Tenure

  • Landless problem does not exist.
  • Land is not fragmented.
  • Allows for free movement of animals in search of better pastures and water.
  • Promotes community spirit among the members.

Disadvantages of Communal Tenure

  • No incentive among the users to conserve the land resources.
  • Everybody strives to maximize returns from the land without the drive to invest, for example, in terms of soil conservation and maintenance of soil fertility.
  • There is a tendency of overstocking and continuous cropping; which leads to soil erosion and loss of land productivity.
  • As a result of communal grazing of livestock, it is impossible to improve livestock through;
    • controlled breeding,
    • proper feeding,
    • disease and parasite control.
  • Since there is no title deed, (certificate of ownership) it is virtually impossible to secure loans to develop the land.

Co-operative Tenure System

  • This category includes various collective arrangements under the government or other authorities.
  • Farmers voluntarily group together and buy land which they subsequently operate on co-operative basis.
  • Examples are co-operative ranches.

 

Advantages of Co-operative Tenure

  • No land disputes.
  • Labour is well utilized.
  • Profit is distributed according to the number of shares.
  • Resource use is enhanced for high production.

 

Disadvantages of co-operative tenure.

 

  • Incase of poor management everybody will loose.

 

  • No individual title deed hence cannot secure loans.

 

 

State ownership

  • Land is owned by the whole state and is refered to as government land.

Examples in Kenya;

  • Areas not allocated to individuals
  • Land under local county councils/cities and towns
  • Land under forest, game reserve and parks, land for infra-structure and public utility

 

Advantages of state ownership

  • Generation of income for the state
  • All the citizens benefit from whatever comes out of the land.

Disadvantages

  • Non-competitive in terms of production
  • No individual motivation when working on the land.

Individual Tenure system

The various forms of individual land tenure are;

  • Owner operator,
  • Plantation and Concestion,
  • Land-lordism/Tenancy

 

Owner operator

  • This category includes all persons who operate on land to which they have absolute individual rights.
  • Examples are the majority of individual land owners in areas where demarcation and registration of land has taken place and title deeds issued.

Advantages

  • The owner is free to make permanent production plans.
  • The owner can pledge the land title deed to secure loans(credit) from lending agencies for further development
  • An individual is motivated to work harder than when under communal arrangement
  • Managerial failures usually affect small units of production and are therefore negligible.
  • It is easy for the owner to get agricultural advice.

Disadvantages

  • Cost such as machinery for processing may be too high for the individual owner
  • Innovation may be inadequate due to low levels of education.
  • Lack of capital to invest.

Plantation and concession

  • In this form of land tenure, the individual is usually a company or a corporation.
  • Most of them engage in the production of only one commodity
  • They are rigid in their production plans and in most cases labour is hired on wage basis.
  • Example are coffee, tea, sugarcane, sisal estates in Kenya.

Advantages

  • High production from the land hence high economic gains
  • Allows foreigners to use and develop land
  • No land disputes
  • Create employment for the local people
  • Generate government revenue through taxation.

Disadvantages

  • Individuals own large pieces of land while others are landless
  • Large areas of land may be left underdeveloped.
  • Foreigners may repatriate profit to their countries.

Landlordism and tenancy

  • The arrangement here involves the ownership of land by one individual or group of individuals (landlord) who lease it to another individual (tenant).
  • A legal lease specifies the length of time during which the tenure is operative;

and that serves as a security of tenure to the tenant.

  • The efficiency of production in this arrangement is greatly affected by the length of lease, its legal backing and rent payable.

Advantages

  • A person without land can get a chance to use land.
  • A landlord who cannot operate the land, for any reason, can still earn income by leasing it to a needy tenant.
  • It is a flexible arrangement; that is, it allows room for change of production plans should need arise.
  • Security of tenure gives the tenant incentive to invest depending on the length of tenure.

Disadvantages

  • Poor land use and low production if the tenant does not have enough funds to improve on land.
  • Tenants cannot produce long term crops,
  • Landlords can exploit the tenants by overcharging.
  • Lack of incentives to improve land by the tenants since it does not belong to them.

Land Reforms

Definition

  • Land reform is any organized action designed to improve the structure of land tenure and land use.

Forms of Land Reform

Land Consolidation

  • This means bringing or putting together, into one piece; fragmented parcels or pieces of land scattered over a large area.

 

The objective of land consolidation are :

  • To save on time spent while moving from one piece of land to another.
  • To facilitate effective and efficient farm planning.
  • To create an incentive among land operators to invest on and develop land.
  • To facilitate mechanization and improve production through efficiency.
  • To improve level of production through effective supervision of the labour force and sound farming methods,

 

Land Fragmentation and Sub-division

  • This is the subdividing of a (large) piece of land into smaller portions.
  • Sometimes it becomes necessary to sub-divide land for the following reasons:
  • To sell part of the land.
  • The parent may wish to subdivide and distribute his land among the sons, daughters and other dependants.
  • The government may decide to subdivide large farms in order to settle landless citizens.

 

Land Adjudication and Registration

  • Land adjudication involves;
  • Establishing the legitimate ownership,
  • Measurements (to make permanent boundaries)
  • Recording of land details.
    • Once land has been adjudicated, and any disputes concerning the same land are settled,
    • It is then registered in the “Register of Land”.
    • And the owner is issued with a land title deed or certificate of legal ownership.

 

Importance of land title deed

 

  • The legal owner of the land has security of tenure and hence an incentive to invest and improve productivity.
  • A farmer can mortgage the land by offering land title certificate as a security to loaning agencies to secure capital to finance development projects.
  • If a farmer who cannot operate the farm, he can still earn income from it by leasing it.
  • Disputes concerning land boundaries and/or land ownership no longer arise.

 

 

Land Settlement and Resettlement

 

Definition

  • Land settlement means the occupation of land which was previously uninhabited.
  • Land resettlement, on the other hand, is the transfer of people from an already densely populated area to a sparsely populated one.

Objectives

  • To settle the landless citizens.
  • To relieve population pressure in densely populated areas.
  • To increase or promote agricultural productivity by farming on land that was previously unused or lying idle.
  • To create self-employment thus improving the living standards.
  • Land reclamation, especially by creating tsetse fly-barriers.

Soil and Water Conservation

 

   Introduction

  • Soil and water are two very important natural resources in farming.
  • They should therefore be well maintained and used without wastage to sustain continuous production.
  • Water loss during the rainy season should be prevented and excess water conserved for use during scarcity.
  • Soil erosion must be controlled at whatever cost if soil is to be conserved.

Soil Erosion

  • It is the removal and carrying away of the top soil by the action of water or wind.

Factors Influencing Soil Erosion

  • Amount and intensity of rainfall.
  • The steeper the land the higher the velocity of surface runof
  • The higher the velocity of surface runoff the greater is its erosive power/effect.
  • Type of soil for example sandy soils are more easily detached and carried away than clayey soil
  • Soil depth;
  • The deeper the soil, the longer it takes to be saturated with
  • Land use:
  • Overstocking leads to bareness of the land and looseness of the soil.
  • Deforestation – indiscriminate removal of trees leads to exposure of soil to heavy rainfall and high te
  • Indiscriminate burning of vegetation exposes the soil to erosive agents.
  • Clean weeding leaves the soil bare.
  • Ploughing along the slope.
  • Monoculture or continuous cultivation.
  • Ground cover
  • Trees act as windbreakers.
  • Roots of vegetation cover hold the soil particles together.
  • Leaf fall act as mulch which reduces erosion.
  • Leaves of vegetation cover intercepts raindrops reducing their erosive power.

Agents of Erosion

  • Water – moving water has erosive power.
  • Wind – wind carries away soil.
  • Human beings – through man’s activities such as cultivation and mining.
  • Animals – through overgrazing and creating footpaths where soil erosion takes place.

 

 

Types of Erosion

  • Raindrop (splash) – displacement of the soil caused by raindrops.
  • Sheet – uniform removal of soil in thin layers from flat or gently sloping areas.
  • Rill – removal of soil from small bur well defined channels or rills.
  • Gulley – removal of soil from channels which become progressively deeper and wide
  • Riverbank Erosion – removal of soil along river banks by the river water.
  • Solifluction – gravitational flow of soil saturated with wa
  • Land slides – mass movement of rock debris and soil down a slope,

For example;

  • Slip movement of earth or rock masses for a short distance.
  • Debris slide – materials move at a greater speed.
  • Debris fall – movement of materials/debris along vertical cliff.
  • Rock fall – movement of rock down a very steep slope.
  • Rock slides – mass of rock materials that slide along a bedding plate, a joint or a fault face.

 

Soil Erosion Control Measures

Soil conservation measures can be classified into:

  • Biological or cultural control
  • Physical or structural control

Biological or Cultural Control Measures

These measures are applicable where land slope is between 2-12%.

  • Grass strips/filter strips;
    • These are narrow uncultivated strips along the contour left between cultivated strips.
  • Cover cropping ;
  • The establishment of a crop that spreads out over the surface of the soil to provide it with a cover.
  • Contour farming ;
  • Carrying out all land operations along the contour.
  • Mulching ;
  • Covering of the soil with either organic or synthetic materials.
  • Proper cropping systems such as:
  • Crop rotation
  • Correct spacing
  • Inter-cropping
  • Ridging/furrowing
  • Strip cropping
  • Controlled grazing;
  • Proper stocking rate, rotational grazing.
  • Strip cropping;
  • Growing crops which give little ground cover in alternate strips with crops such as beans which have a good ground cover.
  • Afforestation/re-afforestation.
  • Afforestation – growing of trees where non-existed.
  • Re-afforestation – growing of trees where they have been cut down.
  • Agroforestry – land use that involves the growing of trees in combination with crops and pastures on the same piece of land.

 

Physical or Structural Control Measures

  • These are soil and water conservation measures which involve mechanical constructions on the earth.
  • They are used in areas of moderate slope between 13-55%.

They include:

  • Trash or stone lines;
  • These are rows of heaped crop’ residues or stones made along the
  • Filter strips;
  • It involves the growing of an open crop in the upper side of the slope followed by a dense crop to reduce speed of wate
  • This increases infiltration.
  • Terraces;
  • Are structures constructed across a slope to reduce the length of a slope thus reducing run-off.
  • Bench terraces;
  • Are constructed where the slope is 35-55%.
  • Tree crops are suitable for such areas.

 

Importance of a Bench Terrace: –       

  • Reduces slope of the land.
  • Conserves soil moisture.
  • Better retention of soil fertility.
  • Narrow based terraces Cannot allow cultivation by machines.
  • Broad based terraces – Is wide enough to allow cultivation by machines.
  • Graded terraces:
  • Have a drainage channel to lead off excess water to a vegetated plac
  • They should be about 100m in length.
  • Level terraces:
  • Have no outlet channels,
  • The aim is to have water infiltrating,
  • Hence no water can flow from the ends of the terr
  • Fanya juu:
  • A ridge made by digging a channel and throwing the soil uphill.
  • Fanya chini:
  • In this case the soil is heaped on the lower side of the channel.
  • Bunds: heaps of soil (earth) made along the contour.
  • Cutoff drains:
  • An open trench with an embankment on the lower side into which water from the farm dra

Water from the trench should be discharged into;

  • Natural waterways,
  • Artificial waterways,
  • Rocky ground
  • Grassland
  • Gabion/Porous dams:
  • Galvanized wire mesh boxes filled with stones which are built across slopes and gullie
  • Dams and reservoirs ;
  • Dams – barriers built across a river/waterway to hold and store water. It reduces speed of runoff.
  • Reservoirs – these are large storage ta
  • Ridging heaps of soil to reduce the speed of water,

They retain the water for some time.

 

Water Harvesting Methods

 

  • Water harvesting and storage should be done during the rainy seasons to avoid wastage.

This should be done using the following methods:

  • Roof catchment – trapping and collection of rain water from roof tops.
  • Rock catchment – water is harvested by constructing a barrier on the lower side of a large impervious rock to trap surface runoff from the rock.
  • Weirs and dams.

 

  • Dam – a barrier constructed across a river or a dry valley so that it can hold water.
  • Weirs – barriers constructed across a river or a stream to raise the water level and still allow water to flow over it.
  • Ponds – water retention excavations’ made to hold excess surface water.
  • Retention ditches/level terraces.-These are terraces constructed with blocked ends to retain water.

 

            Micro-Catchments

  • A system of harvesting limited rainfall and storing the water in the ground for use by the planted crops.

              Types of Microcatchments;

  • Triangular/Vshaped/Negarims;
  • V­-shaped bunds measuring 25cm
  • Are built with soil from the excavated planting holes to direct runoff water towards the basin area around the base of each plant
  • Semicircular bunds;
  • Formed around the growing plant to hold water around the plant.
  • Trapezoidal bunds;
  • Trapezoidal shaped bunds, which enclose a large area where the crops are grown.
  • Contour bunds/furrows ;
  • These are furrows made along the contours between the rows of crops where agro­forestry trees are intercropped with annual cro
  • Planting holes/pits ;
  • These are extra large planting holes made and filled with dry plant materials before filling in with soil.

 

Use of Micro-Catchments

  • Slow down the speed of surface runoff.
  • Used during landscaping of the compound, parks and roadside nest areas.
  • Reclamation of land for food crop in dry areas.
  • Water collected and stored can be used for irrigation
  • Afforestation in dry areas.

Weeds and Weed Control

Introduction

  • Weeds cause heavy crop losses if not controlled.
  • Their control is important so as to maintain high quality and quantity produce.

Definition:

  • A weed is any plant growing where it is not required.
  • And whose economic disadvantages outweigh the advantages.

Harmful Effects of Weeds

  • Weeds compete with crops for nutrients, space, light and soil moisture.
  • Some weeds, for example, Striga spp are parasitic to cultivated crops such as maize.
  • Some weeds lower the quality of agricultural produce for example:
  • Mexican marigold gives undesirable flavour to milk if dairy cows feed on it.
  • Devils horsewhip, black jack, bristly fox-tail and others get attached to sheep wool thus lowering its quality.
  • Some weeds are poisonous to human beings and livestock for example:
  • Thorn apple (Datura stramonium)
  • Sodom apple (Solanum incanum)
  • Some weeds have allelopathic effects to cultivated crops.
  • Water weeds block irrigation channels.
  • Aquatic weeds such as Salvinia in Lake Naivasha and water hyacinth in Lake Victoria affect fishing.
  • Some weeds are alternate hosts for insects, pests and disease causing organisms for example:
  • Wild oat (avena fatua) is an alternate host for rusts.
  • Mallow (malva verticillata) is an alternate host for cotton stainers.
  • Weeds lower the quality of pasture for example:
  • Tickberry (Lantana camara)
  • Nut grass (Cyperus rotundus),
  • Manyatta grass (Eleusine jaegeri)
  • Some weeds irritate workers thus reducing the efficiency in which they are controlled for example:
  • Double thorn (Oxygonum sinuatum),
  • Stinging nettle (Urtica massaica) ,
  • Devil’s horse whip (Achyranthes aspera).

Factors Contributing to the Competitive Ability of Weeds

  • They produce large quantities of seeds for example pigweed and black jack.
  • Their seeds remain viable in the soil for a long time awaiting conducive germination conditions.
  • They have effective seed dispersal mechanisms.
  • Some weeds propagate by means of elaborate underground storage structures.
  • They are efficient in utilizing little moisture, nutrients and sunlight.
  • Some have short life cycles.
  • They have elaborate root systems for supporting the plant and absorbing nutrients and water.

Weed Classification

 It is based on:

  • Life cycles for example:
  • Annuals – complete their life cycle in only one season.
  • Biennuals complete their life cycles in two seasons o
  • Perennials – complete their life cycle in more than two seasons.
  •  Morphology – leaf formation such as size, shape and venation.
  • Broad leaved weeds for example black jack, lantana, pig weed, oxalis and others.
  • Narrow leaved weeds for example couch grass, setaria, nut-grass, manyatta grass and others.
  • Habitat some weeds are terrestrial (grow on land) while others are aquatic (grow on aquatic/marine conditions).

Weed Identification

  • Weeds are identified by their common (individual) names and botanical names.
  • They are named according to specific features or according to person who identified them.

 

Common Name                               Botanical Name

  • Black Jack  ………………………Bidens pilosa
  • Mexican marigold ………………Tagetes minuta
  • 0xalislsorrel ……………………..Oxalis spp.
  • Double thorn ……………………Oxygonum sinuatum
  • Thorn apple ……………………..Datura stramonium
  • Couch grass ……………………..Digitaria scalarum
  • Nut grass ………………………..Cyperus rotundus
  • Wandering Jew …………………Commelina bengalensis
  • Sow thistle ………………………Sonchus ole race us
  • Devil’s horsewhip ……………….Achyranthes aspera
  • Macdonald’s eye/ Gallant soldier. Gallinsoga parviflora
  • Sodom apple …………………….Solanum incanum
  • Black night shade ………………..Solanum nigrum
  • Chinese lantern…………………. Nicandra physalodes
  • Bracken fern ……………………..Pteridium aquillium
  • Love grass/ Bristly foxtail ……….Setaria verticillata
  • Cleavers …………………………Gallium spurium
  • Stinging Nettle …………………..Urtica massaica
  • Fat hen/Goose foot ………………Chenopodium spp.
  • Rape weed ………………………Brassica nap us
  • Wild oats …………………………Avena fatua
  • Lantana/Tick berry ………………Lantana camara
  • Water hyacinth ………………….Eichhornia crassipes
  • Striga/Witch weed ………………Striga hermontheca
  • Creeping indigo ………………….Indigofera spicata

Weed Control Methods

     The methods of weed control determined by:

  • The weed being controlled.
  • Weather conditions.
  • Capital availability.
  • Effect on environment.

 

METHODS OF WEED CONTROL INCLUDE:

 

Chemical Weed Control

  • The use of chemicals known as herbicides to control weed

Classification of Herbicides

Based on:

  • Formulation – the physical form of the herbicides for example:
  • Liquids
  • Wettable powders
  • Emulsion
  • Dust
  • Time of Application
  • Pre-emergence – applied before the planted crop germinates.
  • Post emergence – applied after the planted crop germinates.
  • Selectivity
  • Selectiv
  • Non selective.
  • Mode of Action
  • Contact – herbicides that kill only the parts of the plant which it comes into contact.
  • Translocated systemic herbicides that will kill the whole plant even if it comes into contact with only a small part of it.

Methods of Herbicide Application

  • Spraying – application of solutions.
  • Dusting – application of dusts.
  • Fumigation – application of fumigants into the soil.

Safety Measures in the Use of Chemicals

  • Read manufacturer’s instructions and follow them.
  • Wear protective clothing such as overalls, breathing mask, gloves and boots.
  • Avoid inhaling the herbicides.
  • Wash thoroughly after handling chemicals.
  • Do not blow or such blocked nozzles.
  • Avoid herbicide drift to unintended crops and other plants.
  • Avoid herbicide drift to livestock feed and water.
  • Avoid spilling herbicides in pastures and fodder crops.
  • Dispose off the empty containers properly for example burying them in the soil.
  • Do not wash spraying equipment in water sources used by animals and human beings.
  • Store chemicals in a safe place.
  • Wash the spraying equipment thoroughly.
  • Sink left over chemicals into the soil after the day’s work.

 

Advantages of Chemical Weed Control

  •  It is less laborious.
  • Effective in the control of difficult weeds such as couch grass and sedges.
  • It does not disturb crop roots and other underground structures.
  • It makes the control of weeds in certain crop easier.
  • It is efficient in both wet and dry conditions.
  • It does not destroy soil structure.
  • Cheaper in large scale production than the use of manual or mechanical cultivation.

Disadvantages of Chemical Weed Control

  • It requires skilled labour in mixing and application.
  • Cause environmental pollution.
  • Herbicides have long residual effects which may interfere with future crops.
  • It is very expensive.

 

Mechanical Weed Control

  • It involves the following operations:

  

Tillage/Cultivation

  • This is the opening and loosening up of the soil.
  • It can be done by hand tools or tractor drawn implements.

Advantages

  • Cheap in small scale production.
  • Increases water and air infiltration into the soil.
  • Incorporates crops residues into the soil.
  • The earthing-up done during tillage encourages root growth.

Disadvantages

  • If done repeatedly it destroys soil structure.
  • It is laborious and expensive in large scale production.
  • It may not effectively control weeds.
  • It may lead to soil erosion and loss of soil moisture.
  • Damage crop roots.

Slashing/Mowing

  • Mechanical removal of shoots from weeds.
  • It is effective in the control of annual weeds.

Uprooting

  • It is done when the crops are too close
  • To allow mechanical cultivation or where weeds are scattered.

Cultural Weed Control

It involves the following practices:

  • Mulching.
  • Cover cropping.
  • Crop rotation.
  • Timely planting.
  • Use of clean seed/planting materials.
  • Proper spacing.
  • Proper seedbed preparation.
  • Flooding.

Biological Weed Control

  • The use of living organisms to control weeds.

     Examples are:

  • Use of livestock to graze and control growth of weeds especially in plantations.
  • Use of weed eating fish to control aquatic weeds.
  • Use of moths to control cactus.
  • Limitations: the method is not reliable.

 

Legislative Weed Control/ Quarantine

  • It involves government laws and regulations which prevent the introduction and spread of foreign weeds in a country or an area. Done by KEPHIS.
  • Limitations: Only samples are checked while the bulk of the materials may have some weed seeds.

Crop Pests and Diseases

 

Introduction

  • Crop pests and diseases lead to high losses in crop production hence efficient control measures are
  • Proper control measures require the farmers to be able to;
  • Identify these organisms,
  • Know their life cycles, feeding habits
  • The damage they cause to crops.

Crop Pests

Definition of a Pest:

  • It is a living organism that destroys crops/ trees either directly or indirectly by introducing pathogens (disease causing germs).

 

Classification of Pests

Pests are classified according to the following:

  • Mode of Feeding
  • Pests with biting and chewing mouth parts – they cause physical damage and reduce the photosynthetic area of the plant.
  • Pests with piercing and sucking mouth parts – they suck out the nutritious plant sap and in the process may introduce disease causing organisms.
  • Crops Attacked
  • Some crop pests attack specific crops for example, stem borers prefer cereal crops.
  • Stage of Growth of Crops Attacked
  • There are pests of seedlings attack when the crop is young, for example cutworms.
  • Pests of fruits – attack the crops at fruiting stage.
  • Pests of grains attack the crops when the grains are formed.
  • Field and Storage Pests
  • Some pests attack the crops while in the f
  • Other pests attack the produce after it has been harvested and stored.

 

Identification of Common Pests

Name of Pest Crop Attacked Damage Done Control Measures
Armyworms (i) Cereal crops Defoliate the (i) Early planting
(Spodoptera (ii) Sugar cane whole plant (ii) Use of effective insecticides
exempta) (iii) Grasses      
Cut worms Young seedlings Cut the seedlings (i) Early planting
(Agrotis Spp.)     at the stem base (ii) Use of soil applied insecticides
          (fumigants)
        (iii) Flood/irrigation
Boll worms Cotton, tomatoes, Eat and destroy (i) Crop rotation
(Heliathis migera) citrus, maize, the fruits and (ii) Field hygiene
  beans, millet, other seeds (iii) Spraying with insecticides
  legumes   (iv) early planting
Maize stalk borer Maize sorghum Destruction of the (i) Early planting
(Busseola fusca)     stem and young (ii) Field hygiene
and     growing tissues (iii) Crop rotation
(Chilo partellus)       (iv) Use of stalk borer dust.
Loopers Coffee Make windows in (i) Use of effective insecticides.
(Ascotis selena ria)     crop leaves (ii) Use of parasitic wasps, birds
          and chameleons
Leaf Miner Coffee Make mines in (i) Use of parasitic wasps (natural
( Leucoptera     the leaves   enemies)
meyricki and L.     reducing (ii) Use of effective insecticides.
caffeina)     photosynthetic    
      area.    
Stainers Cotton Stain the cotton (i) Use of parasitic tachinid flies
(Dysdercus spp.)     lint reducing (ii) Spraying with insecticides.
      quality (iii) Control alternate hosts.
        (iv) Crop rotation
Aphids Several crops such (i) Transmit (i) Natural enemies for example,
(Aphis spp.) as citrus, maize, viral diseases.   lady birds
  cotton, beans. (ii) Suck out (ii) Overhead irrigation
  cabbages and sap leading (iii) Use of insecticides
  others to stunted    
      growth.    

 

Other Crop Pests Include:

  • Mealy bugs – coffee
  • Thrips – coffee
  • Beetles – field and storage pests.
  • Birds – field pests – cereals and fru
  • Rodents – field and storage pests ,cereals and t
  • Nematodes – soil borne pests – tomatoes, potatoes, sunflower, beans.

Harmful Effects of Crop Pests

  • Pests such as squirrels and rodents, unearth planted seeds, resulting in poor
  • Some pests like nematodes, termites and moles damage crop roots causing wilting and death of the crops.
  • They lower the quality and quantity of farm produce.
  • They increase the cost of production since farmers will incur expenses in purchasing chemicals to control them.
  • They transmit diseases to crops for example, aphids transmit streak virus disease in maize.
  • Chemicals used to control the pests cause pollution to the environment.
  • They exterminate the crop by feeding on them for example eating embryo of the seed.

Control of Pests

  • If pest population causes damage beyond tolerance then it is said to have reached economic injury level (EIL) hence control measures should be effected before this level.

Before any control measure is effected ,the following should be considered:

  • Know the life cycle of the pest.
  • Correct identification of the pest.
  • Correct assessment of the damage.
  • The weather conditions.
  • The value of the crop in question.
  • The cost factor of the control method.

Methods of Controlling the Pests

  • Cultural methods.
  • Physical/mechanical measures
  • Biological methods.
  • Chemical methods.
  • Integrated pest management.

Cultural Methods:

  • These are farming practices which aim at reducing the pest population by destroying the life cycle of the pests either by exposing them to adverse conditions or denying them food.

These include:

  • Timely planting to escape pest attack.
  • Timely harvesting.
  • Proper tillage.
  • Close season: this is the period when a susceptible crop is not grown in order to control a certain pest.
  • Trap cropping: These are crops which attract pests diverting them from the main crop. The trap crop is grown together with the main crop.
  • Crop rotation: It breaks the life cycle of the pest.
  • Planting resistant varieties: These are plants with natural protective mechanisms against pest for example hairy cotton against jassid bugs, goose necked sorghum against birds, high tillering in sorghum against shoot fly.
  • Field hygiene: This includes rogueing and removal of crop residues which harbour pests from field.
  • Alterations of environmental conditions, such as, creating a micro­climate which is not conducive to pests for example open pruning in coffee.
  • Crop nutrition: application of fertilizers and manures to make the crop strong and able to escape pest attacks.
  • Destruction of alternate hosts, for example, weeds like mallow which harbour cotton stainers.
  • Use of clean planting materials. This helps to prevent introduction of crop pests.
  • Proper spacing: if well spaced some pests find it difficult to move from one plant to another.
  • Use of organic manure, for example, farmyard manure discourages eel worms (nematodes).

Chemical Control

  • Chemicals used to control pests are known as pesticides.
  • Pesticides are administered through dusting, spraying or fumigating.

Classification of Pesticides:

Pesticides are classified on the basis of:

 

Mode of Entry

  • Stomach – ingested by the pest together with the crop materials.
  • Contact – absorbed through the body tissues.
  • Fumigants – through the breathing mechanism.
  • Systemic – translocated to all parts.

Mode of Action

  • Respiratory poisons – interfere with breathing mechanisms.
  • Coagulants – cause the blood of the pest to coagulate.
  • Neurotoxins – act on the nervous system.
  • Protoplasmic poisons – cause the cells to disintegrate.

Target Pests

  • Insecticides – kill insect pests
  • Molluscicides – kill snails and slugs.
  • Rodenticides – kill rodents.
  • Nematocides – kill nematodes.

Formulation .

  • Dusts, granules and powders
  • Emulsifiable concentrates.
  • Miscible liquids.
  • Wettable powders.
  • Fumigants.

Factors That Affect the Efficiency of Pesticides

  • Concentration of the pesticides.
  • Weather conditions at the time of application.
  • Timing of application – efficiency is high if applied when the pest is most susceptible.
  • Persistence of the pesticide having long residual effect in the soil.
  • Resistance of the pests.

Advantages of Chemical Pest Control

  • Faster
  • Immediate results are achieved.
  • Low labour requirements.

Disadvantages of Chemical Pest Control

  • Expensive to buy.
  • Cause pollution to the environment.
  • Require skilled labour to apply.
  • Some pesticides may kill beneficial organisms and predators.
  • Some target pests may build up resistance.

Mechanical Pest Control/Physical

  • This involves the killing of the pests using physical methods.
  • Or creating physical barriers to prevent pests from getting into contact with the crops .

   Example:

  • Flooding/irrigation; for example, moles are suffocated through flooding.
  • Use of lethal temperatures: either too cold or too hot.
  • Suffocation; commonly used in grain storage bins by being made air tight.
  • Trapping and killing, for example, rats.
  • Creation of physical barriers, such as, rat bafflers, sticky materials on tree trunks.
  • Proper drying: this makes them too hard to be destroyed by pests.
  • Scaring devices especially in rice plantations to control birds.
  • Use of explosives thrown at breeding places of birds to kill or scare them away.

Biological Pest Control

  • It involves the use of living organisms to reduce the pest population.

Predator                            Target Pest

  • Parasitic wasp——————-White fly in citrus, boll worms, stalk borers
  • Birds——————————— Crickets, locusts, caterpillar llars.
  • Lady Bird ————————–Aphids
  • Trachnid flies ——————-cotton stainer
  • Praying mantis—————–giant loppers
  • Majimoto ants —————–scales
  • Cats ———————————-moles,rats,mice
  • Brachonid wasps————-mealy bugs
  • Chicken —————cotton stainer, larvae of beetles, grasshoppers, crickets

 

Advantages

  • Cheap
  • No environmental pollution
  • Saves on labour.

Disadvantages

  • Takes too long to get the correct agent
  • Difficult to control the pest effectively.

 

Integrated Pest Management

  • It is a new method which involves the combination of the methods  mentioned above.
  • The aim is to have least hazards to the user and to the environment.
  • Example, attractant-pheromones are used to attract pests to one place where they are sprayed and eradicated.

 

Legislative Method/Quarantine

  • Legislative mearsures of pest control are effected  by the Kenya Plant Health Inspectorate Service(KEPHIS) through seed inspection.

Crop Disease And Their Control

  • A disease is any deviation from the normal performance or functions.
  • A plant disease is any harmful physiological disorder in a plant caused by pathogenic agents such as virus, bacteria, fungi.
  • The study of plant disease is called plant pathology.

Economic importance of crop diseases

  • They lower crop yield
  • They reduce the quality of the produce thus reducing their market value
  • They cause food poisoning. E.g ergot in wheat, afflatoxin in grain crops by fungus.
  • They reduce photosynthetic area of the plant.

 

Classification  and identification of plant disease

 

  • Plant disease are classified according to their causal agents;

Fungal diseases;

  • Fungi are non-green plant-like.
  • Some are parasitic and others are saprophytic.

        Parasitic fungi divided into;

  • Obligate parasites- those that depend on other living organisms for food.
  • Falcultative parasites-those that are able to live on both the living and dead tissues.

    Examples of fungal disease

  • Panama disease(Fusarium oxysperium—bananas)
  • Cigar-end rot(Verticilium theobromae)-bananas
  • Die back –attack the tips of shoots and roots
  • Mildews-foliar disease of several crops
  • Armillaria root rot(Armillaria mellea)-coffee and tea
  • Damping off-disease of seedlings in the nursery
  • Anthracnose (Colletotrichum spp)-coffee,beans,tomatoes.

 

  • Fungus also cause damage to stored grains which are not properly dried or if the store is damp.
  • Fungus cause food poisoning and lower seed viability for example Aspergillus flavus which produces a highly toxic compound called afflatoxin.

 

  Examples of fungal disease

 

Disease/cause Crops attacked Symptoms of attack Control measures
Late blight

(Phytopthora

infestans)

Members of

Solanaceae family

(potatoes, tomatos)

Dry patches on the leaves and fruits (necrotic lesions) -Crop rotation

-effective fungicides

-treated seeds

-resistant varieties

 

Rusts (Pucinia spp) Rice, wheat , sorghum, maize Red and brown pistules on the leaves, shriveled grains -resistant varieties

-Recommended fungicides

-Early planting

Smuts(Ustilago spp) Wheat, maize ,

sugarcane

Black powder mass on the spikes and the ear -Field hygiene,

-certified seeds,

-resistant varieties,

-crop rotation

Blasts(Piricularia oryzae) Rice -Small blue sports on leaves with grey centre.

-Attack inflorescence to cause ‘’empty heads’’

-Seed dressing

-Resistant varieties eg        sindano

-Destruction of affected plants

-fungicides

Coffee Berry Disease(CBD) (Colletotrichum coffeanum) Coffee -Dark blotches spots on   the flowers

-Brown concentric rings on the leaves

-Dark sunken wounds on the berries.

-Resistant varieties eg Ruiru 11

-Proper pruning

-Effective fungicides

-strippung

 

 

Bacterial Diseases

  • Bacteria are microscopic single-celled organisms which reproduce by binary fission
  • Transmission; Through irrigation water, seeds, fertilizers, manures, wind ,
  • raindrop splash, insects, soil and mechanical means.

Symptoms of Bacterial Diseases

  • Wilting
  • Cankers(necrotic tissues)localized necrosis
  • Gall formation in infected tissues.

 

 

Examples of bacterial diseases

 

Disease/Cause Crops Attacked Symptoms of Attack Control Measures  
Halo blight Beans i. Irregular dark lesions on 1. Use of resistant varieties  
(Pseudomonas     leaves and pods.   for example Wairimu. ,
phaseolicola)   ii. Yellow band round the ii. Effective fungicide.  
      lesions called “halo”. iii. Crop rotation  
    iii. Water soaked lesions      
Fusarium wilt Tomatoes l. Stunted growth. i. Use of resistant varieties.  
(Fusarium   ii. Yellowing and shedding      
oxysporum)     of leaves.      
    iii. Wilting of the plant.      
Black arm Cotton i. Small round spots on the i. Field hygiene.  
(Anthomonas     cotyledons of young ii. Use of certified seeds.  
malvacearum)     seedlings.      
    ii. The spots elongate to      
      form black lesions on the      
      stem.      
Bacterial wilt Tomatoes and Uniform. wilting of the whole i. Use of certified seeds.  
(Pseudomonas potatoes plant even with enough ii. Crop rotation.  
solanacearum)   water.      

 

 

Viral Diseases

  • Viruses are small living organisms which can only be seen under a very powerful electronic microscope.
  • Viruses interfere with photosynthesis, respiration, transpiration and nitrogen utilization

Symptoms of Viral Infection

  • Leaf chlorosis.
  • Leaf curling.
  • Mosaic(light green or yellow patches).
  • Malformation(distortion)of plant parts.
  • Rosettes; Development of abnormally short internode.

Transmission

  • Through the use of infected vegetative materials and insect vectors like aphids, mealybugs and leafhoppers.

Viral diseases

 

Disease/Cause crops Attacked Symptoms of Attack Control Measures
Ratton stunting Sugar cane Red discoloration on the vascular I. Use of clean materials.
    bundles. 11. Treatment of seed
          canes.
Maize streak Maize Yellow stripes alternating with i. Control leaf hopper.
    green, parallel to the midrib. ii. Use if certified seeds.
        iii. Field sanitation.
Greening Citrus i. Yellow mottling of the leaves. i, Use of clean tools when
disease   ii. Die back.   budding.
    iii. Premature leaf fall. 11. Control of insect vectors.
Leaf mosaic Suzgar cane, i. Yellow mottling. i. Control of aphids.
  cassava. sweet II. Necrosis of stem. ii. Use of clean materials.
  potatoes.     iii. Seed treatment.
Tristeza Citrus I. Dwarfing of plants. i. Stripping affected fruits.
    ii. Die back. ii. Use of clean equipment
          of budding.

 

Other Causes of Crop Diseases

  • Flooding forming ammonia which is poisonous to the crops causing a burning effect on leaves.
  • Chemicals: some may be toxic.
  • Poor weather: Extremes of day and night temperatures.
  • Stress: such as irregular watering as in tomato blossom end rot.

Control of Crop Diseases

  • Cultural method: This involves use of
  • Healthy planting materials.
  • Practicing field hygiene.
  • Proper seedbed preparation.
  • Proper spacing.
  • Heat treatment of the planting materials for example sugar cane.
  • Proper drying of cereals and pulses to 13%M.C.
  • Growing disease resistant varieties.

Legislative Method

  • Involves the imposing of regulations and laws especially in case of disease outbreaks to prevent the introduction and spread of diseases.

Chemical Control

  • Used as a last resort.

Chemical control measures include:

  • Seed dressing before planting.
  • Soil fumigation to control soil borne diseases.
  • Spraying: application of fungicides.

 

 

Crop Production VI

(Field Practices II)

 

Introduction

  • There are many crops cultivated in Kenya.
  • These crops are grown for various uses and require different ecological conditions.

Definitions:

  • Hybrids These are crop varieties developed by crossing two pure lines.
  • Composites – These are crop varieties developed through repeated mass selection.
  • Cultivars – these are varieties of crops which are cultivated in a given area.

Maize

  • Main growing areas: Trans-Nzoia, Nakuru, Uasin Gishu, Laikipia districts and others.
  • Ecological Requirements
  • Altitude: Upto 2000m above sea level.
  • Temperature: About 25°C
  • Soils: Freely draining, fertile loam soils.
  • Rainfall: 750-12S0rnm critical at silking and pollination stage.
  • Varieties
  • High altitude areas: Hybrids 611, 613 and 614C.
  • Medium altitude areas: 511,512,622 and 632.
  • Marginal rainfall areas: Katumani composite and Makueni composite.
  • Coast regions: Coast composite and Katumani composite.

Seedbed Preparation

  • Ploughing should be deep and done during the dry season to eradicate weeds.
  • Require medium tilth.
  • Plant spacing 75-90cm x 20-30cm.
  • Planting done at the onset of the rains. This helps to reduce pest attack.
  • Dry planting in areas with inadequate rainfall is necessary.

Field Maintenance:

  • Apply phosphatic fertilizer during planting at a rate of 120kg/ha P2O5
  • Also nitrogenous fertilizers as top dress at the rate of 200kg of ASN or CAN.
  • Control weeds by cultivation, use of appropriate herbicides, uprooting, slashing and mulching.

 

 

Pest Control

  • Maize Stalk Borer:
  • Nature of damage: Boring the leaves causing windowing effect, boring the stems and cobs.
  • Control: Destruction of previous years crop residue, closed season and apply chemicals
  • Maize Weevils:
  • it is a storage pest.
  • Damage: Bores holes into the maize grains, eating the contents.
  • Control: Proper hygiene and sanitation in the stores.
  • Use of chemicals such as Actellic Super.

Disease Control:

  • Rust
  • Cause:
  • Symptoms: Red or brown pustules on the. leaves.
  • Control: Plant resistant varieties and crop rotation.
  • Smuts
  • Cause: Fungus
  • Symptoms: Black sooty mass of spores on maize heads or cobs(ear).
  • Control: Crop rotation, growing resistant varieties and destruction of affected plant parts.
  • Maize Streak Virus
  • Cause: Virus
  • Symptoms: Yellow longitudinal stripes parallel to the midrib.
  • Control: Certified seed, early planting and rogueing.

Harvesting

  • Harvest the crop 3-9 months after planting depending on variety.
  • Maize stalks are cut and stocked in the field.
  • Cobs removed by hand.
  • For large scale harvesting, combined harvesters are used.
  • Yields about 3,OOOkg and 4500kg/ha.

Bulrush Millet

Areas where grown:

  • Lower areas of Kirinyaga,
  • Embu,
  • Meru,
  • Parts of Machakos
  • Kerio Valley.

Ecological Requirements

  • Altitude: Does well in areas below 1200m.
  • Rainfall: 500-600mrn per annum.
  • Soils: Light sandy soils.
  • Varieties: Serere 2A, 3A, 6A, 17, 16/9

Seed Bed Preparations

  • Ploughing of land during the dry season.
  • Soil should be of fine tilth since the seeds are small.

Planting:

  • Done at the onset of the rains.
  • Planted by broadcasting and row planting at a spacing of 60cm x 15cm.

Field Maintenance:

  • Weeding is done until tillering.
  • Top-dressing is done by use of sulphate of ammonia.

Pest Control

      Birds

  • Nature of Damage: Eats the seeds at milky stage.
  • Control: Bird scaring devices.

Disease Control

Ergot

  • Cause: Fungus.
  • Symptoms: Heads become sticky.
  • Control: Use of certified seeds, crop rotation and destruction of affected crops.

Downy Mildew

  • Cause: Fungus.
  • Symptoms: Long, whitish lines on the leaves.
  • Control: Crop rotation and field hygiene.

Harvesting

  • Done by cutting off the heads.
  • Drying of the heads.
  • Threshing and winnowing of the grains.
  • Stored under well ventilated dry conditions.
  • Yields about 1000kg/ha with good management.

Finger Millet

  • Areas where grown: Western Kenya and Uganda.

Ecological Requirements

  • Altitude: 0-2400m above sea level.
  • Rainfall: 900mm, drought resistant in the early stages.
  • Soils: Free draining fertile soils.

Varieties:

  • Serere varieties developed at Serere in Uganda.
  • Ultra lupin
  • 5.18 oats.

 

Land Preparations

  • The seedbed should be thoroughly prepared to a fine tilth due to the small size of the seeds.
  • It also helps to control weeds.

Field Operations

Planting

  • Finger millet should be planted as early as possible in the season.
  • It is usually broadcasted by hand.
  • If planted in rows, the furrows should be 30-33cm apart and the plants should be thinned to 5cm apart within the rows.

Fertilizer Application

  • Sulphate of ammonia at the rate of 125kg/ha is recommended for topdressing finger millet.

Weed Control

  • Clean seedbed preparation
  • Uprooting

Pest Control:

  •  Birds are controlled through scaring.

Disease Control

Head blast:

  • Cause: Fungus
  • Symptoms: Brown spots with grey centres on the leaves and stems below the inflorescence.
  • Control: Use of resistant varieties.

     Harvesting

  • Individual heads are cut with knives.
  • Heads are dried, threshed and winnowed.
  • Yields  1650kg/ha with good management.

 

Sorghum

  • It is grown in Western, northern, Rift Valley, Eastern and some parts of Central Province.

    Ecological Requirements

  • Altitude: 0-1500m above sea level.
  • Rainfall: 420-630mm. It is drought resistant.
  • Soils: Fairly fertile and well drained soils.

  Varieties

  • Dobbs variety.
  • Serena variety.

  Field Operations

  Planting

  • Broadcasting the seeds on the firmly prepared seedbed.
  • Intercropped with other crops especially maize and beans.
  • Can be planted in pure stands at a spacing of 60cm x 15cm

  Fertilizer Application

  • Responds well to farmyard manure (FYM).
  • Inorganic fertilizers are not commonly used in growing sorghum.

 Pest Control

  • Bird pests: They are the most common sorghum pests.
  • They include
  • quelea,
  • aethiopica (Sudan Dioch),
  • weaver birds,
  • starling bird
  • bishop’s bird.
  • They are controlled through;
  • killing them using explosives,
  • poison spraying in their breeding places
  • use of flame throwers.
  • Sorghum shoot-fly controlled by early planting, closed season and application of insecticides.
  • Stem borer – control by use of insecticides and field hygiene.

 

Disease Control

       Common sorghum diseases include:

  • Leaf blight
  • Anthracnose.
  • Sooty stripe.
  • Loose smut
  • Head smut

       Smuts are controlled by seed dressing-while the other diseases are controlled by growing resistant varieties.

Harvesting

  • Sorghum is ready for harvesting 3-4 months after planting.
  • Heads are cut off using a sharp knife after which they are sun-dried, threshed, winnowed and stored.
  • Up to 3000kg/hectare can be obtained with good management.

 

Beans

  • Grown in all provinces where maize is grown.

Ecological Requirements

  • Altitude: 10.00-2100 metres above sea level.
  • Rainfall: Average of 62Smm per annum.
  • Soils: Well drained loamy soils rich in organic matter.

Varieties

  Varieties for dry beans:

  • Rose Coco,
  • Mwezi Moja,
  • Canadian Wonder,
  • Wairimu,
  • Haricot,

   Variety for canning: Mexican 142.

   Varieties for French Beans:

  • Primeur,
  • Long Tom,
  • Saza,
  • Master Piece
  • Monel.

Seedbed Preparation

  • Land should be prepared early.
  • Primary and secondary cultivation done to control perennial weeds.

Seed Selection and Treatment

  • Select wholesome seeds free from damage and wrinkles.
  • Seeds are dressed against bean fly.
  • Seeds should be inoculated with appropriate bacteria (none dressed seeds)

Planting

  • Planted at the onset of the rains.
  • Spacing 30-45cm x 15cm.
  • Apply phosphatic fertilizer during planting time.
  • Plant 2-4 seeds per hole.

Field Maintenance

  • Provide sticks for the climbing varieties.
  • Control of weeds through shallow cultivation.
  • Top-dress with nitrogenous fertilizer for example CAN.

PestControl

  • Bean-Fly
  • Nature of damage: Feeds on the stems causing swelling at the roots.
  • This results in wilting and death.
  • Control: Dressing of seeds, early planting and spraying with insecticides.
  • Bean Bruchid (Storage Pest)
  • Nature of damage: Make dark circular windows on the grains.
  • Control: Clean stores, fumigation, and seed dressing.

 

Diseases Control

  • Bean Anthracnose
  • Cause’ Fungus
  • Symptoms: Brown or black lesions on the underside of the leaves, pods and stems.
  • Control: Growing resistant varieties, crop rotation, destruction of crop residues and spraying with fungicides.
  • Bean Rust
  • Cause: Fungus
  • Symptoms: Red brown pustules on the leaves.
  • Control: Planting resistant varieties and spraying copper fungicides.

Harvesting

  • Done during the dry season for dry beans and when the pods are dry.
  • Threshing and winnowing done.
  • Sorting of rotten, off types and damaged ones.
  • Sold to National Cereals and Produce Board when dry.
  • For French beans, pick the pods when soft and green.
  • Market immediately to avoid shrivelling.

 

Rice Production

     Areas where grown;

  • Mwea Tabere Irrigation Scheme
  • Ahero Pilot Scheme in Kano plains.
  • Bunyala in Busia.
  • Bura in Tana River.

Land Preparation

  • Plots of 0.4 hectare are made with bunds constructed around them.
  • Plots are flooded for four days.
  • Rotavators/jembes are used to work the flooded fields on the fifth day.
  • The land is then levelled and allowed to drain.

Water Control

  • During land preparation, water level should be about 7.5-10cm.
  • During levelling water level should be  5cm
  • Water is drained off completely for direct sowing.
  • For transplanted rice, water level should be 5cm at transplanting.
  • Water level should be maintained at 1/3 the height of plant until maturity.
  • Water should be allowed to flow slowly through the fields.
  • Old water should be changed every 2- 3 weeks if the flow of water is not possible.
  • Water introduced should always be warm to ensure pollination.

Fertilizer Application

  • S.A applied in the nursery.
  • Rate of 25kg SA for every nursery unit of 18.5m x 18.5m.
  • Phosphatic fertilizers broadcasted in the field.
  • Rate of 120kg ha DSP before planting.
  • S.A applied in the field in two splits before and after transplanting at a rate of 250kg/ha

Flooding in Rice

Flood water in rice production is important for the following reasons;

  • It provides good conditions for growth such as high humidity.
  • Kills soil organisms.
  • Prevents denitrification.

Weed Control

  • Controlled through flooding.
  • Appropriate herbicides such as propanil and butachlor are also used.

Harvesting of Industrial Crops

  • cotton, pyrethrum, sugarcane, coffee and tea.

Harvesting of Cotton

Stage of harvesting

  • Takes 4 months to mature.
  • Harvest when bolls are dry and fully opened.

Method and Procedure

  • In Kenya cotton is picked manually.
  • Sort out grade AR (safi) from grade BR
  • (fifi) into separate containers.

Precautions

  • Harvest during dry conditions to prevent dirtifying the lint.
  • Avoid use of gunny bags to prevent contamination.
  • Avoid picking leaves.
  • Harvest on weekly basis.

Harvesting of Pyrethrum

Stage of harvesting

  • Takes 3-4 months to mature.
  • Harvest the flowers with disc florets which have assumed a horizontal position.

Methods and Procedure

  • Pyrethrum is picked manually.
  • Flowers are picked by twisting the heads so that no stem is attached.

Precaution

  • Clean harvesting should be done.
  • Avoid picking leaves.
  • Flowers are placed in woven baskets.
  • Overblown flowers are picked and thrown off.
  • Pick the flowers when the dew is dry.
  • Harvested flowers should be taken to the factory the same day.
  • Avoid compaction of flowers in the basket.
  • Harvesting interval, once in two weeks during the wet season and once in a month during the dry season.

Harvesting Sugarcane

Stage of harvesting;

  • Take 14-20 months for the plant crop to mature and 12-16 months for the ratoon crop.
  • Sampling of cane is done before harvesting to ascertain the correct sugar content.

Methods and Procedures

  • Cut the cane at the ground level to avoid yield loss.
  • The green tops are removed from the canes.
  • Harvesting matchet is used for cutting the cane.

Precaution

  • Cane should be harvested immediately at maturity to avoid lowering quality.
  • The green tops should be removed immediately after cutting to avoid reduction of sugar content by enzyme invertase.
  • Burnt cane should be harvested immediately after burning to prevent rapid inversion to monosaccharides.
  • The cane should be processed within 48 hours.

Harvesting of Coffee

Stage of harvesting;

  • Takes 2-4 years depending on the pruning system.
  • Harvest only ripe berries.

Methods and Procedures;

  • Hand picking is done so that ripe berries can be selected.
  • During picking hooked sticks can be used to bend the tall trees.

Precautions

  • Only the uniformly ripe berries should be picked.
  • Over-ripe and under-ripe berries should be dried and sold as buni.
  • Ripe cherries should be processed on the same day they are picked.

Harvesting Tea

Stage of harvesting

  • It takes 2-4 years for tea to mature depending on the method of bringing young tea into bearing.

Method and Procedures

  • Tea harvesting is known as plucking.
  • Fine plucking – 2 leaves and a bud are removed.
  • Coarse plucking – 3 leaves and a bud are removed.
  • A straight fitto(straight stick) is used to guide the plucker on the plucking table.
  • Tipping is done by cutting off shoots that appear above the fitto.

Precautions

  • Plucked tea is placed in woven (well ventilated) baskets to prevent fermenting before it reaches the factory.
  • The plucked tea should be kept in a cool place awaiting transport.
  • It should be processed within the same day of harvesting.
  • Harvesting is done on a weekly basis under wet conditions and once after every two weeks under dry conditions.

Forage Crops

 

 

Introduction

  • These are plants which either grow naturally or are cultivated by man to be used for feeding livestock.
  • The term forage crops include pasture and fodder crops.
  • Fodder crops are purposely grown for feeding livestock.
  • They are cut or uprooted when ready
  • Pasture is a ground cover of grass or a mixture of grass and legumes grazed directly or cut and fed to livestock.

 

Classification of Pastures

  • According to type of stand.
  • Either pure
  • Mixed stands.
  • According to ecological zones .
    • Low altitude,
    • Medium altitude,
    • High altitude pastures
  • According to the establishment .
  • Natural
  • Artificial pastures.

Examples of grasses

  • Napier,
  • Rhodes,
  • Setaria,
  • Molasses,
  • Congo signal,
  • kikuyu,
  • star,
  • Guatemala,
  • Sudan

Examples of legumes;

  • Lucern,
  • Clover,
  • Desmodium,
  • Glycine,
  • Stylo,
  • Centrio,

 

Pasture Establishment

 

     Seedbed Preparation

 

  • This involves clearing the land, primary and secondary cultivation to a fine tilth because the seeds are small.
  • This is done during the dry season.

 

     Selection of planting materials

  • Select seeds of high germination percentage,
  • Free from impurities or buy certified seeds.
  • If vegetative materials are used, select from high yielding, vigorous-growing and healthy plants.

 

    Treatment of legume seeds

  • Legume seeds are inoculated with the correct strain of bacteria which fix nitrogen for the crop.

    Planting

  • This is done at the beginning of the rains

     Methods of sowing are;

  • Direct sowing,
  • Under sowing,
  • Over-sowing

 

Oversowing

This is introduction of a pasture legume in an existing grass pasture.

Undersowing

The establishment of a pasture in an already existing crop which acts as a cover crop.

     Seeds  rate depend;

  • On purity of seeds,
  • Pasture species
  • Whether pure or mixed stand.

Apply phosphatic fertilizer when planting and later top-dress  with nitrogenous fertilizer.

 

Pasture management

  • Re-seeding or gapping; Re-seeding is done if the grass is completely denudated.
  • But if partially, gapping can be done
  • Control of weeds by slashing, uprooting and mowing
  • Fertilization of pastures-done by use of manures and nitrogenous fertilizer.
  • Topping;This is the removal of stemmy fibrous material left behind after grazing.It allows new growth  after the rains
  • Control of pests-done by trapping of moles, use of pesticides and biological means.

Pasture Utilization

  • Pastures should be utilized at maturity when nutritive value is high.

       It is utilized through the following methods:

  • Direct grazing – this can be done through rotational grazing or herding.
  • Zero grazing – this is where the pasture is cut and fed to the animals in the stalls.

 

Common fodder Crops

Edible Cana

  • Altitude: 1500 – 2000m above sea level.
  • Establishment: Young tubers or bulbs are used.
  • Spacing: 1m x 1m.
  • Management: Does well with application of farmyard manure and requires fertile land.
  • Utilization: Tops and tubers are sliced and fed to livestock.
  • Conservation: Bulbs or tubers are sliced and stored.

   Napier Grass

  • Altitude: 0 – 2000m above sea level.
  • Establishment: Stem cuttings or splits.
  • Spacing: 1 m x 50cm.

Management:

  • Apply phosphatic fertilizers during planting time.
  • Top-dress with nitrogenous fertilizers in split application.
  • Clean weeding when young.
  • Cut when 6-8 weeks or 1m-1.5m in height.
  • Utilization: Cut stem is fed to livestock.
  • Conservation: Ensiled when in plenty.

Types of Napier Grass:

  • Bana grass (broad-leaved with hairy leaves)
  • Clone (thin-stemmed and hairless)
  • French Cameroon (thin-stemmed and not hairy).
  • Pakistan hybrid (thin-leaved with hairy leaves).
  • Used for silage making.

Lucerne

  • Altitude: 1500 – 2500m above sea level.
  • Soil: Deep red soil are ideal.
  • Establishment: Inoculated seeds are planted 30-50cm apart in the rows.
  • Management: Weeding and fertilizer application.
  • Utilization: Cut wilted and fed to livestock before flowering stage.
  • Conservation: Hay, silage, dried materials such as cubes or pencils.

 Mangolds

  • Is a root crop.
  • Root is utilized as livestock feed.
  • Ripe ones are used.

 Kales

  • Leaves used as livestock feeds.

 Guatemala Grass

  • Leaves and stems used as livestock feed.

  Sorghum Grass

Two varieties:

  • Columbus grass
  • Sudan gras
  • Established from seeds which are drilled or broadcasted.
  • Columbus grass should be dried before feeding to animals to avoid hydrocyanic and prussic acid poisoning.

Desmodium (Desmodium spp)

Two varieties ;

  • Green leaf
  • Silver leaf.
  • Established from seeds on thoroughly prepared clean beds.
  • Can also be inter-planted with Napier grass.
  • Cut and wilted before feeding to livestock.

Agroforestry, trees used as fodder crops include:

  • Leucaenia
  • Calliandra
  • Atriplex
  • Sesba

Forage Conservation

Forage can be conserved as;

  • Hay,
  • Silage
  • Standing forage.

Importance of forage conservation:

  • To reserve excess forage for use during time of shortag
  • To avoid unnecessary wastage of f
  • Conserved forage can be sold.
  • To have sustained supply of feed for livestock throughout the year.

Methods

Hay Making

  • This is the dehydration of green pastures to a moisture content of 16-20 per cent:

Steps in hay making:

  • Cut the crop when the sun is shining.
  • Dry the materials for 1-2 days.
  • Windrow the dry material to allow for further drying.
  • Bale the dry materials for storage.
  • Store under shed or shelter.

Factors Determining Quality of Hay

  • Stage of growth at which forage is harvested.
  • Leaf content of the forage material.
  • Method of handling and curing the hay.
  • Form in which material is fed to livestock.
  • Species of forage used.
  • Amount of foreign materials in forage.

 Silage Making

  • This is a feed produced by conserving forage in succulent form through the process of fermentation by anaerobic bacteria.

Steps in silage making:

  • Cut the crop and transport it to the silo,
  • Material with a high moisture content is wilted in the sun for 4-48 hours before ensiling .
  • Material is chopped to reasonable size pieces before filling in the silo.
  • Spread the chopped material evenly.
  • Check temperature if below 31°C, needs further filling; if above 31 °C compaction is necessary.
  • Filling should be complete by the end of the third or fourth day.
  • The silo is covered with 15cm of straw, sawdust then 15cm of soil to make it air and water tight.
  • A trench is dug round the silo to keep off surface water.

Factors Affecting the Quality of Silage

  • Maturity stage of the crop when cut.
  • Type of crop.
  • Moisture content of the material
  • Additives such as molasses.
  • Degree of compaction.
  • Size of pieces ensiled.
  • Amount of foreign materials included in the silage.
  • Amount of leaf of the ensiled material.

Standing Forage

  • This is forage left in the field to be used during the dry season.

Livestock Health III: (Diseases)

 

Introduction

Livestock diseases are classified according to causative agents as follows:

  • Protozoan diseases -caused by protozoans.
  • Bacterial diseases – caused by bacteria:
  • VIral diseases – cause by virus.
  • Nutritional diseases – brought about by nutritional disorders.

Protozoan Diseases

  • East coast Fever (ECF).
  • Anaplasmosis (gall sickness)
  • Coccidiosis
  • Trypanosomiasis (Nagana)

East coast Fever

  • Animals attacked: Cattle
  • Cause: Protozoan. (Theileria parva)
  • It is a tick-borne disease transmitted by red-­legged tick and brown ear tick.

Symptoms

  • Rise in body temperature.
  • Swelling of lymph glands below the ear.
  • Difficulties in breathing.
  • Dullness.

Control and Prevention

  • Control of vectors through dipping and fencing.
  • Treatment by use of clexon in the early stages.

 

Anaplasmosis (gall sickness)

 

Animals attacked:

  • Cattle between 2 months and 2 years.
  • Poult
  • Lambs and kids.
  • Rabbits.

 

Cause: Protozoan (Anaplasma marginale)

  • Transmitted by the blue tick
  • contaminated surgical instruments and hypodermic needles.

Symptoms

  • Fever/rise in body temperature.
  • Constipation or hard dung.
  • Paleness in the gums, eyes and lips.
  • Drop in milk production.

Control

  • Tick control.
  • Intramuscular injection of antibiotics and iron giving injections.
  • Coccidiosis

 

Coccidiosis of Poultry

  • Cause: Protozoan (Eimeria spp.)

Symptoms

  • Sudden death of chicks.
  • Whitish, yellow and blood stained diarrhoea.
  • Ruffled feathers.
  • Chicks become paralysed before dying.
  • Chicks become anaemic and dull.

Control

  • Disinfection of chick house.
  • Prevention of contamination of food and water with droppi
  • Use of prophylatic drugs for example, Coccidiostats.

Trypanosomiasis (Nagana)

  • Animals attacked: cattle, sheep and goats.
  • Cause: Protozoan of the trypanosome species,
  • Vector-tsetse flies.

Symptoms

  • Fever.
  • Dullness.
  • Anorexia/loss of appetite.
  • Loss of body condition/emaciation.
  • Swollen lymph nodes.
  • Lachrimation which leads to blindness.
  • Diarrhoea
  • Rough coat and sometimes without hair and may be cracked.
  • Swelling in parts of the belly.
  • Drop in milk production in lactating cows.
    • /’
  • Loss of hair at tail end.
  • Anaemia.
  • Abortion may occur in pregnant females.

Control

  • Treating animals with trypanocidal drugs.
  • Effective  vector (Tsetse flies)control
  • Confinement of wild animals in game parks.

 

Bacterial Diseases

  • Fowl typhoid
  • Foot rot.
  • Contagious abortion.
  • Scours.
  • Blackquarter.
  • Mastitis.
  • Anthrax.
  • Pneumonia.

Fowl Typhoid

  • Animals attacked: All domestic birds which include chicken, turkey and ducks.
  • Causes: Bacteria (Salmonella gallinarum}

Symptoms

  • Depression/appearing very sick.
  • Respiratory distress.
  • Dullness.
  • Drooping wings.
  • Sleepy eyes.
  • Anaemia resulting in pale and shrunken
  • combs and wattles.
  • Greenish yellow diarrhoea.

Control

  • Killing all affected birds and proper disposal of the carcasses.
  • Maintaining hygiene in the poultry house.
  • Ensuring that the house is dry and well ventilated.
  • Obtaining chicks from reliable sources.
  • Treatment using sulphur drugs which are mixed in drinking water or mash.
  • For example: application of Furazolidone (Furazol) at the rate of 0.04% in mash for 10 continuous days treats the disease effectively.

Foot Rot

  • It is also referred to as foul-in-the foot.
  • Animals attacked: cattle, sheep and goats.
  • However, it is most serious in sheep.
  • Cause: Bacteria (Fusiformis necrophorus and Fusiformis nodosus).

Symptoms

  • Animal’s foot becomes swollen.
  • Lameness is observed.
  • Pus and rotten smell come out of the hoof.
  • Sheep are found kneeling while grazing when the front feet are affected.
  • Animals spend most of their time lying down when the hind feet are affected.
  • Emaciation due to lack of feeding.

 

Control

  • Hygiene in the living places.
  • Regular foot examination and hoof trimming.
  • Use of a foot bath of copper sulphate solution at 5-10% solution or formalin at 2-5% solution.
  • Treating wounds on the feet with antiseptics.
  • Affected animals should be given antibiotic injections.
  • Isolation of sick animals from healthy ones.
  • Avoid dampness and muddy conditions.

Contagious Abortion (Brucellosis/ Bangs Disease)

  • Animals attacked: cattle, sheep, goats and pigs.
  • It also affects ma
  • Cause: Bacteria
  • Brucella abortus in cattle,
  • Brucella suis in pigs
  • Brucella malitensis in goats and sheep.

Symptoms

  • Spontaneous abortion or premature birth.
  • Retained placenta if abortion occurs during the later stages of pregnancy.
  • Infertility in cows while bulls have low libido and inflamed testis also known as orchitis.
  • A yellowish brown, slimy, odourless discharge from the vulva may occur after the abortion.

Control

  • Use of artificial insemination.
  • Slaughtering affected animals followed by proper disposal of their carcasses.
  • The attendant to the animals should avoid contact with the aborted foetus.
  • A blood test should be carried out for all breeding animals to detect the infected ones.
  • Hygiene in the animals’ houses.

Scours (white Scours)

  • Animals atacked: calves, piglets, lambs and kids.
  • Cause: A bacterium which attacks young animals in the first week of life.

Symptoms

  • White or yellowish diarrhoea.
  • Pungent smelling faeces.
  • Fever.
  • Anorexia/loss of appetite.
  • Listlessness.
  • Sunken eyes.
  • Undigested milk and mucus with blood spots observed in the faeces.
  • Faecal matter sticks to the hind quarters.
  • Sudden death if no treatment is given.

Control

  • Maintaining hygiene in the young animal housing units.
  • Avoiding dampness on the floor of the house.
  • Fingers of the attendant training calves to drink milk from a bucket must be disinfected.
  • Calving should be carried out in a clean area.
  • Have separate attendants for the infected calves to prevent disease spread.
  • Replacing milk with warm water mixture.
  • Treating affected animals with antibiotics.

Black Quarter

  • It is also known as black leg.
  • Animals attacked: All ruminants aged between 8 – 18 months.
  • Cause: Bacteria (Clostridium chauvei and Chauvei septicum)

Symptoms

  • Lameness.
  • Fever.
  • Fast and heavy breathing.
  • Cracking on the swollen parts if touched.
  • Swelling of the affected parts usually the hindquarters, shoulders and chest or back.
  • Dullness.
  • Anorexia.
  • Grunting and grinding of teeth.
  • Animal stops chewing cud.

Control

  • Treating with recommended antibiotics.
  • Vaccinating using black quarter vaccine known as blanthax.
  • Burying the carcass deep or burning it completely.

Mastitis

  • Is an inflammation of the udder.
  • Animals attacked: Goats, cows, pigs and human beings.
  • Cause: Bacteria (Streptococcus spp. or Staphylococcus spp.)

Predisposing Factors:

  • Incomplete milking.
  • Injuries on the udder and teats.
  • Weak sphincter muscles of the teats allowing free flow of milk.

Symptoms

  • Milk is watery, blood stained or clotted.
  • Swollen udder

Control

  • Proper milking techniques.
  • Treatment by use of antibiotics.
  • Culling of animals which are often attacked.

Anthrax

  • Attacks all domestic animals.
  • Cause: Bacteria (Bacillus anthracis)

Symptoms

  • Sudden death.
  • High fever.
  • Grinding of the teeth.

Pneumonia

  • It is an inflammation of the lungs.
  • Animals attacked: Calves, kids, lambs, piglets and poultry.

Cause:

  • Bacteria (Mycoplasma mycoides)
  • dust
  • worms in the lungs.

Symptoms

  • Dullness.
  • Anorexia/loss of appetite.
  • Staring coat.
  • Emaciation.
  • Breathing rapidly.
  • Abnormal lung sounds when breathing.
  • Coughing if the chest is pressed.
  • Fluctuating body temperature.
  • Nasal discharge.

Control

  • Keeping young animals in warm pens.
  • Proper sanitation.
  • Isolation of the affected animals.
  • Treating using antibiotics.

 

Viral Diseases

  • Rinderpest.
  • Foot and mouth disease (FMD).
  • New Castle
  • Fowl pox
  • Gumboro
  • African swine fever

Rinderpest

  • Animal attacked: Cattle and wild game.
  • Cause: virus.

Symptoms

  • Harsh staring coat.
  • Rise in temperature.
  • Eye discharge (Lachrimation)
  • Diarrhoea and dysentery.
  • Ulcers in the mouth.

Foot and Mouth Disease

  • Animals attacked: Cattle, sheep, goats and pigs.
  • Cause: Virus .

Symptoms

  • Sharp rise in temperature.
  • Blisters in the mouth, hooves, udder and teats.
  • Loss of appetite.

Control

  • Vaccination.
  • Quarantine
  • nursing wounds with disinfectant.

New Castle

  • Animals attacked: Poultry.
  • Cause: Virus.

Symptoms

  • Difficulties in breathing.
  • Beaks remain wide open and necks are strained.
  • Birds become dull.
  • The birds stand with eyes closed all the time.
  • Anorexia/loss of appetite.
  • Nasal discharges which force the birds to shake their heads to clear it.
  • Birds walk with a staggering motion.
  • Paralysis of wings and legs may occur.
  • Birds have their beaks and wings down.
  • Birds produce watery greenish diarrhoea.
  • Birds lay soft shelled eggs.

Control

  • Killing all birds and burning them followed by cleaning and disinfecting the houses before bringing in new stock.
  • Vaccination should be done during the first 6 weeks and then 2-3 months later.
  • Quarantine.

FowlPox

  • Animals affected: Poultry.
  • Cause: A virus known as avian fox.

Symptoms

Two types of fowl pox with different symptoms.

  • Cutaneous type
  • Diptheritic type

The cutaneous type affects the skin and has the following signs:

  • Injuries on the combs and wattles, legs, vent and under the wings.
  • Loss appetite.

The diptheritic type affects internal membranes and has the following symptoms:

  • Injuries in the inside of the throat and mouth membranes resulting in difficult breathing and swallowing.
  • Eyes and nose produces a watery liquid.
  • Loss of appetite.
  • Dullness.
  • Emaciation.

Control

  • Killing all affected birds followed by proper disposal of their carcasses.
  • Vaccinating remaining healthy birds.

Gumboro

  • It is also referred to as poultry AIDS.
  • Animals attacked: Poultry.
  • Cause: A virus known as Birma virus.

Symptoms

  • The glands above the vent (bursa) become swollen.
  • Drop in egg production.
  • Birds develop respiratory distress.
  • Loss of appetite.
  • Low water intake by birds.
  • Loss of immunity making the birds more susceptible to opportunistic diseases.

Control

  • Vaccination.
  • Administering vitamins and especially

African Swine Fever

  • Animals attacked: All domesticated pigs.
  • Cause: A virus known as Irido virus.

Symptoms

  • Fever.
  • Loss of appetite.
  • Depression/dullness.
  • Emaciation.
  • Coughing.
  • Nasal discharge.
  • Diarrhoea in serious conditions.

Control

  • Vaccination.
  • Quarantine.
  • Killing all affected animals and proper disposal of their carcasses.
  • Double fencing to keep wild animals away.

Nutritional Diseases/Disorders

Milk Fever

  • It is a non-infectious disease brought about by calcium deficiency in animals which have recently given birth.
  • Animals attacked: Cows, goats and pigs that have recently given birth.

Causes:

  • Due to low calcium levels in the blood.
  • Which leads to an increase in the magnesium and sugar level in the blood.
  • Mostly occurs in high producing cows in the first few months of lactation.
  • This is because these animals loose more calcium through milk secretion than they are getting from the diet.

Symptoms

  • Dullness.
  • Muscular twitching causing the animal to tremble.
  • Staggering as the animals move.
  • Animal falls down ands becomes unconscious.
  • The animal lies down on its side and the whole body stiffens.
  • Body functions such as urination, defecation and milk secretion stops.
  •  Stomach contents are drawn into the mouth which later cause lung fever when breathing in.
  • Loss of appetite.

Treatment

  • Intravenous injection of soluble calcium salt in form of calcium boro-gluconate ,60gms dissolved in 500cc of water.
  • Keeping the animal in a comfortable position on its sternum.
  • Giving fresh water.

Note: The animals suffering from milk fever should not be given medicine orally for   the following reasons:

  • It will not be able to swallow medicine.
  • The medicine may get into the lungs thereby promoting lung fever.

Control

  • Partial milking for the first 10 days.
  • High yielding cows should be given rations containing phosphorus and calcium.
  • Giving high doses of Vitamin D.

Bloat

  • Animals attacked: Cattle and sheep.
  • Cause: Accumulation of gases as a result of fermentation in the rumen.

Symptoms

  • The left side is blown up.
  • Sudden death.

Control

  • Relieve by use of trocar and cannula.
  • Chasing the animal around if noticed early.
  • Drenching by use of stop bloat.
  • Feeding ruminants with dry roughages during the wet season before grazing on lush pastures.

Nyambaria High School KCSE 2025 Joint Exam Papers & Answers

Nyambaria High School KCSE 2025 Joint Exam Papers & Answers

NYAMBARIA BOYS PHYC PP3 CONF.pdf
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