Category Archives: Teachers’ Resources

2022 KCPE Prediction Exams, Questions, Revisions and Answers – Final

2022 KCPE Prediction Exams, Questions, Revisions and Answers

BRILIANT KCPE MATHS STD 8.pdf
BRILLIANT ENGLISH KCPE MARKING SCHEME.pdf
BRILLIANT KCPE SCIENCE STD 8.pdf
BRILLIANT KCPE ENGLISH STD 8.pdf
BRILLIANT KCPE KISWAHILI DARASA LA 8 2020.pdf
BRILLIANT KCPE KISWAHILI MARKING SCHEME.pdf
BRILLIANT KCPE MATHEMATICS MARKING SCHEME.pdf
BRILLIANT KCPE SCIENCE MARKING SCHEME.pdf
BRILLIANT KCPE SST MARKING SCHEME.pdf
BRILLIANT KCPE SST STD 8.pdf
Class-8-Composition-End-Term-1-2020..pdf
Class-8-English-End-Term-1-2020..pdf
Class-8-Kiswahili-End-Term-1-2020..pdf
Class-8-Mathematics-End-Term-1-2020..pdf
Class-8-Science-End-Term-1-2020..pdf
Class-8-Social-Studies-End-Term-1-2020..pdf
COMPOSITION-2.pdf
CREandIRE.pdf
INSHA-3.pdf
KCPE 2018 EXAMINATION RESULTS – KEY STATISTICS.pdf
KCPE ANSWERS FROM 2000-2018-1 (1).pdf
KCPE CONSOLIDATED MODEL TEST PAPERS _ ANSWERS.pdf
KCPE KNEC PAST PAPERS – QUESTIONS TOPICALLY ARRANGED- CRE.pdf
Kenya National Prediction Tests 2020.pdf
KISWAHILI-3.pdf
KNAT STUDIES.pdf
MATHS-4.pdf
SCIENCE-3.pdf
SOCIAL-3.pdf
SOCIAL(3).pdf
STD 6 ENGLISH APRIL ASSIGNMENTSS.pdf
STD 8 OPENER COMPLETE EXAM.pdf
STD 8 OPENER COMPLETE EXAM.pdf

KCPE 2010 FULL SET.pdf
KCPE 2011 FULL SET.pdf
KCPE 2012 FULL SET.pdf
KCPE 2013 FULL SET.pdf
KCPE 2014 FULL SET.pdf
KCPE 2015 FULL SET.pdf
KCPE 2016 FULL SET.pdf
KCPE 2017 FULL SET.pdf
KCPE 2018 FULL SET.pdf
KCPE PREDICTOR 003.pdf
STD 8 EXAM.pdf
STD 8 FINAL CURVE-.pdf
STD 8 HOLIDAY ASSIGNMENT.pdf
STD 8 JESMA 003.pdf
STD 8 JESMA 004.pdf
STD 8 KCPE GUIDE.pdf
STD 8 SIGNAL 009.pdf
STD 8 TARGETER 003-.pdf
STD 8 TARGETER 004.pdf
STD 8 TARGETER WINGS.pdf
STD 8 TRIAL 1.pdf

KCPE 2010 FULL SET.pdf
KCPE 2011 FULL SET.pdf
KCPE 2012 FULL SET.pdf
KCPE 2013 FULL SET.pdf
KCPE 2014 FULL SET.pdf
KCPE 2015 FULL SET.pdf
KCPE 2016 FULL SET.pdf
KCPE 2017 FULL SET.pdf
KCPE 2018 FULL SET.pdf
KCPE PREDICTOR 003.pdf
STD 8 EXAM.pdf
STD 8 FINAL CURVE-.pdf
STD 8 HOLIDAY ASSIGNMENT.pdf
STD 8 JESMA 003.pdf
STD 8 JESMA 004.pdf
STD 8 KCPE GUIDE.pdf
STD 8 SIGNAL 009.pdf
STD 8 TARGETER 003-.pdf
STD 8 TARGETER 004.pdf
STD 8 TARGETER WINGS.pdf
STD 8 TRIAL 1.pdf

KCPE 2010 FULL SET.pdf
KCPE 2011 FULL SET.pdf
KCPE 2012 FULL SET.pdf
KCPE 2013 FULL SET.pdf
KCPE 2014 FULL SET.pdf
KCPE 2015 FULL SET.pdf
KCPE 2016 FULL SET.pdf
KCPE 2017 FULL SET.pdf
KCPE 2018 FULL SET.pdf
KCPE PREDICTOR 003.pdf
STD 8 EXAM.pdf
STD 8 FINAL CURVE-.pdf
STD 8 HOLIDAY ASSIGNMENT.pdf
STD 8 JESMA 003.pdf
STD 8 JESMA 004.pdf
STD 8 KCPE GUIDE.pdf
STD 8 SIGNAL 009.pdf
STD 8 TARGETER 003-.pdf
STD 8 TARGETER 004.pdf
STD 8 TARGETER WINGS.pdf
STD 8 TRIAL 1.pdf

Biology KCSE Mokasa Revision Exams

 

NAME………………………………….……ADM NO. ……………CLASS…….

 

SCHOOL …………………………………………………            

 

231/1

BIOLOGY

PAPER 1

Time:  2 HOURS

 

MOKASAIIJOINTEVALUATIONEXAMINATION

KenyaCertificateofSecondaryEducation

 

INSTRUCTIONS TO CANDIDATES

  • Answer ALL the questions.
  • Answers must be written in the spaces provided in the question paper.
  • Additional pages must not be inserted.
  • The paper consists of 13 printed pages.

 

FOR EXAMINERS USE ONLY

 

Question Maximum score Candidate’s score
1-32 80

 

 

 

  1. Other than observing, name one other scientific skill developed by studying biology.(1mark)

……………………………………………………………………………………………………

  1. Name the branch of Biology that deals with the study of phylogenetic relationship among

Organisms.                                                                                                             (1mark)

………………………………………………………………………………………………………

  1. State three structural adaptations of the Red blood cell to its function. (3marks)

……………………………………………………………………………………………………

……………………………………………………………………………………………………

……………………………………………………………………………………………………

……………………………………………………………………………………………………

 

  1. The following is a transverse section from a young root

(a)(i) Name parts Q and U                                                                                                  (2marks)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

(ii) With a reason, name the class of the plant from which the root was obtained          (2marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

(b) State the function of the part labelled Q                                                                         (1mark)

………………………………………………………………………………………………………

  1. A little starch solution was kept in a water bath at 37ºC. After a few minutes, the same volume of saliva was added. The experiment was left to stand for 15minutes. The mixture was then tested with Benedict’s solution.
  2. a) What would you do to the mixture after adding Benedict’s solution in order to get the valid results? (1mark) ………………………………………………………………………………………………..……
  3. b) What final color would the solution change to? (1mark) ……………………………………………………………………………………………..………
  4. c) If you added iodine instead of Benedict’s solution to the mixture of saliva and starch, what colour would the solution have? (1mark)

………………………………………………………………………………………………………6.A patient complained of frequent thirst. A sample of the patient’s urine was found not to have any sugar.

(a)Name the hormone the person was deficient of.                                                   (1mark)

………………………………………………………………………………………

(b)Name the gland that secretes the above hormone.                                               (1mark)

………………………………………………………………………………………

  1. State the advantage of desert animals excreting their nitrogenous waste in form of urea and not ammonia. (1mark)

……………………………………………………………………………………………………………………………………………………………………………………………………………

  1. In an investigation, the pancreatic duct of a mammal was blocked. It was found that the blood sugar regulation remained normal while, food digestion was impaired. Explain these observations.                                                                                                              (2 marks)

……………………………………………………………………………………………………..………………………………………………………………………………………………………

  1. Explain why glucose does not appear in urine of a healthy person even though it is filtered in

the Bowman’s capsule of a mammal.                                                                        (1mark)

……………………………………………………………………………………………………..………………………………………………………………………………………………………

  1. Explain why Lamarck’s theory of evolution is not accepted by biologists today (1mark)

………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. Distinguish between survival of the fittest and struggle for existence (2marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. The diagram below illustrates a U-tube whose arms are separated by a membrane that allows water molecules only to pass.
  2. State how the levels of the liquids in the arms would be after several hours. (1mark)

Arm A ……………………………………………………………………………..

Arm B ………………………………………………………………………………

 

 

 

  1. Explain the process taking place in the arms of the U-tube                               (3marks)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. The equation below represents a physiological process that occur in plants.

6CO2 + 6H2O                                                          C6H12O6 + 6O2

  1. Name two conditions necessary for the process to occur         (2marks)

……………………………………………………………………………………………………………………………………………………………………………………………….

  1. Identify two adaptations of the leaf for the process indicated by the equation above. (2marks)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

  1. (a)Explain the observation made on the shoot when a seedling is placed on a horizontal position                                                          (3marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

b)Black ants will always move to where there is sugar.name the response (1mark)

………………………………………………………………………………………………………

  1. The diagram below shows a nerve cell. Study it and answer the question that follow.
  2. Identify the type of neurone (1mark)

……………………………………………………………………………………………

  1. Give reasons for your answer in 17 (a) above (1mark)

…………………………………………………………………………………………………………………………………………………………………………………………

  1. c) On the diagram, Indicate the direction of flow of impulse                              (1mark)
  2. The diagram below is simple illustration of central nervous system and nerve supply system to the arm. The parts A, B, C and D represents points of which he nervous system can be blocked.

 

 

Identify the part that is blocked when

  1. The hand is withdrawn but no pain is felt (1mark)

………………………………………………………………………………………………………

  1. The pain is felt and the hand is withdrawn (1mark)

………………………………………………………………………………………………………

  1. The pain is felt but the hand cannot be withdrawn (1mark)

………………………………………………………………………………………………………

  1. The pain is not felt but the hand can be withdrawn at will (1mark)

………………………………………………………………………………………………………

  1. Explain how knowledge of genetics can be applied in blood grouping and transfusion. (2marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. The table below is a representation of a chromatid with genes along its length.It undergoes mutation to appear as shown below.
Before Mutation L M N O P Q
After mutation L O N M P Q

 

  1. Name the type of chromosomal mutation represented (1mark)

………………………………………………………………………………………………………

  1. Name one mutagenic agent (1mark)

………………………………………………………………………………………………………

19.A certain species of a flowering plant has 23 chromosomes in the somatic cells. State and explain the number of chromosomes present in the endosperm nucleus.                           (2marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. The diagram below represents a stage in cell division. Study it and answer the questions that follow

 

  1. Identify the stage of cell division shown in the diagram above (1mark)

………………………………………………………………………………………………………

  1. Give a reason for your answer in 22 (a) above (1mark)

………………………………………………………………………………………………………

 

 

 

 

  1. The diagram below illustrates a mature embryo sac.
  2. Name the structures labelled: (2marks)
    ……………………………………………………………………………………………………………………………
    B…………………………………………………………………………………………………………………………….
  3. What does structure C to transform after fertilization(1mark)

……………………………………………………………………………………………………..

  1. Explain why pregnancy is not lost after the first trimester even if the ovaries are removed .

(3marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. Identify two adaptations of a gaseous exchange surface (2marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. (a) Identify the function following parts of a microscope (2marks)

(i)Diaphragm

………………………………………………………………………………………………………………………………………………………………………………………………………………

(ii)Condenser

………………………………………………………………………………………………………………………………………………………………………………………………………………

(b)Explain the term resolution as used in microscopy                                                (1mark)

………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. Name two supportive tissues in plants that are lignified (2marks)

……………………………………………………………………………………………………………………………………………………………………………………………………………..

  1. The diagram below represents nitrogen circulation in an ecosystem.

 

 

(a) Identify the following organisms                                                          (3marks)

A         ……………………………………………………………………………..

B         ……………………………………………………………………………..

(b) Name process E

……………………………………………………………………………………………….

  1. (a) Name the type of muscles found in the gut.            (1mark)

………………………………………………………………………………………………………

(b) Give one difference between the muscles above and the one found in the heart            (1mark)

………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. State two methods of preventing malaria. (2marks)

………………………………………………………………………………………………………

……………………………………………………………………………………………………..

  1. A process that occurs in plants is represented by the equation below.

C6H12O6                     2C2H5OH + 2CO2 + Energy

(a) Name the process.                                                                                                            (1mark)

………………………………………………………………………………………………………

(b) State the economic importance of this process.                                                            (1mark)

……………………………………………………………………………………………………

  1. State any two rules of binomial nomenclature. (2marks) ………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. (a) Name the causative agents of the following human diseases (2 marks)

(i) Bilharzia…………………………………………………………………………………………

(ii)Amoebic Dysentery……………………………………………………………………………

(b) State three methods of controlling air pollution                                                           (3 marks)

……………………………………………………………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. The diagram below represents a bone and synovial joint. Use it to answer questions that follow.

 

 

  • Name the bone that articulates with bone labelled K anteriorly                           (1 mark)

………………………………………………………………………………………………

  • Name the part labeled N                                             (1 mark)

………………………………………………………………………………………….

  • Identify the synovial joint above (1 mark)

……………………………………………………………………………………………..

Latest Maranda High KCSE Form 4 Prediction Exams and Marking Schemes Free Downloads

Latest Maranda High KCSE Form 4 Prediction Exams and Marking Schemes Free

ENG P1 MSCHEME F4.pdf
BIO P1 MSCHEME F4.pdf
PHY P3 MSCHEME F4.pdf
PHY P2 MSCHEME F4.pdf
PHY P1 MSCHEME F4.pdf
MAT P2 MSCHEME F4.pdf
MAT P1 MSCHEME F4.pdf
KIS P3 MSCHEME F4.pdf
KIS P2 MSCHEME F4.pdf
KIS P1 MSCHEME F4.pdf
HIS P2 MSCHEME F4.pdf
HIS P1 MSCHEME F4.pdf
GEO P2 MSCHEME F4.pdf
ENG P2 MSCHEME F4.pdf
CRE P2 MSCHEME F4.pdf
CHE P3 MSCHEME F4.pdf
CHE P3 CONFIDENTIAL F4.pdf
CHE P2 MSCHEME F4.pdf
CHE P1 MSCHEME F4.pdf
BST P2 MSCHEME F4.pdf
BST P1 MSCHEME F4.pdf
BIO P2 MSCHEME F4.pdf
AGR P2 MSCHEME F4.pdf

FORM 2 HOME SCIENCE SCHEMES OF WORK

HOME SCIENCE, F2, T1

REFERENCES: Secondary Home Science KLB, Focus on Home Science

WK LSN TOPIC/S-TOPIC OBJECTIVES L/ACTIVITIES L/T AIDS REFERENCE REMARKS
1 REPORTING AND REVISION OF LAST TERM’S EXAMS            
2 1-2 Use of a sewing machine

threading

winding the bobbin

By the end of the lesson the learner should be able to wind a bobbin and thread the machine. Learners practice threading and winding in groups

teacher demonstration

Sewing machines

threads

bobbins and cases

Focus H/science F1  
  3-4 Environmental Hygiene

Disposal of house hold refuse

Drainage

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

Define environmental hygiene, drainage.

classify refuse and give suitable methods of disposal

identify types of drainage

Physical identification

discussions

Compound

books

Focus H/science f 2 pg 1-5  
3 1-2 Sanitation

definition

causes of poor sanitation

dangers of poor sanitation

C.C  diseases

typhoid

cholera

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

Define sanitation, identify causes of poor sanitation, explain dangers of poor sanitation, state signs and symptoms

Teacher-pupil discussions Text books

chalk

BB

Focus H/science F2 pg 5-7  
  3-4 Common communicable diseases

Dysentery

-Malaria

-Bilharzias

-Scabies

By the end of the lesson, the leaner should be able to state signs and symptoms of dysentery, malaria, bilharzias and scabies Teacher-pupil discussion Books

chalk

B.B

Focus F2 pg 8-10  
4 1-2 Ringworms

Tuberculosis

Worm infestation

 

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

State signs and symptoms of ringworms, T.B,  and worm infestation

Identify types of worms that infest in humans

Teacher-pupil discussion Charts

Pictures

Books

 

Focus F2 pg 10

H/science by EAEP F2

 
  3-4 Laundry equipment

types of laundry equipment

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

Identify varieties of laundry equipment

Physical identification of equipment Assorted laundry equipment Focus H/science  
5 1-2 Choice, use and care of different laundry equipment

washing equipment

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

Choose, use and care for washing equipment.

Teacher-pupil discussion

note taking

Text books

chalk

B.B

note books

Focus F2  H/science pg 14  
  3-4 Choice and care of drying equipment

clothesline

pegs

hangers

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

Choose, use and care for clotheslines, pegs and hangers

Teacher-pupil discussion

note taking

 

Text books

chalk

B.B

note books

Focus form 2

Pg 16-17

 
6 1-2 Choice, use and care of finishing equipment By the end of the lesson, the learner should be able to

Choose, use and care for finishing equipment

Teacher-pupil discussion

note taking

Text books

chalk

B.B

note books

Focus form 2 H/SCIENCE pg 17-22  
  3-4 Detergents and laundry agents

definition

soaps

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

Define detergents

name types of soaps

Teacher-pupil discussion

identification of examples

Assorted soaps

-books

 

Focus form 2 pg 23-24  
7 1-2 Soap less detergents-synthetic detergents

hard and soft water

 

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

The learner should be able to describe soap less detergents, state properties of hard and  soft water

Teacher –pupil discussion Books

B.B

Chalk

Focus form 2  pg 24-26  
  3-4 Other laundry agents

bleaches

starch

blue

conditioner

salt

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

Name types of bleaches

state reasons for using starch, conditioner, salt and bleaches.

Teacher-pupil discussion

identification

Assorted laundry agents Focus form 2 pg 26-27  
8 1-2

 

 

 

3-4

Laundry processes

repair of clothes and house hold articles

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

Explain various laundry processes

Repair clothes and house hold articles

Teacher-pupil discussion

practical repair of clothes and house hold articles

Fabric/garments

Sewing Equipment and tools

Books

Focus form 2 pg 33-40  
9 1-2 Laundering different fabrics

cotton and linen [fast and loosely coloured

Woolens

Silks

Nylons

Acrylics

Polyester

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

Explain the  difference in handling fast coloured and loosely coloured cottons

Teacher-pupil discussions

Note taking

Text books

Note books

Focus F2 Pg 42-46  
  3-4 General rules for ironing

general rules for pressing

care labels

State rules for ironing and pressing

Explain care labels

Teacher-pupil discussion Pictures

books

Focus  F2 pg 46-50  
 10 1-2 Special treatment in laundry work State  factors to consider while removing stains

define stain removal and disinfection

state materials for disinfection

Teacher-pupil discussion Text books

B.B

Chalk

Focus form 2 pg 51-53  
  3-4 Fixing co lour

starching

bluing

vale ting

dry cleaning

sponging

fabric conditioning

By the end of the lesson, the learner should be able to prepare starch, identify types of starch,

explain vale ting, dry cleaning, sponging and fixing of co lour.

Teacher-pupil discussion Books

Chalk

B.B

FOCUS FORM 2  pg 53-55  
11 & 12 1-4 Practical

cottons

Woolens

nylons

acrylics

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

Laundering and treat different fabrics correctly

Special treatment      
13 1-4 Storage of clothes and house hold articles By the end of the lesson, the learner should be able to

Identify storage facilities

-explain methods of storing clothes

Practical

hanging

folding

teacher-pupil discussion

Clothes, hangers, assorted facilities KLB F2 pg 103  
14 1-4 END OF TERM EXAMINATIONS          
15   PREPARATION OF REPORTS AND CLOSING          

 

 

 

HOME SCIENCE, F2, T2

REFERENCES: Secondary Home Science KLB, Focus on Home Science

WK LSN TOPIC/S-TOPIC OBJECTIVES L/ACTIVITIES L/T AIDS REFERENCE REMARKS
1 1&2 REPORTING AND REVISION OF LAST TERM’S EXAMS          
1 3&4 Laundry process.

Repair of clothes & house hold articles.

Importance.

Factors that determine the repair method.

By the end of the lesson the leaner should be able to

Identify laundry process.

Explain the various laundry processes.

Teacher – pupil discussions. Book.

Chalk.

Board.

KLB fm 2

H/science.

Pg 52-55

 
2 1 Darning.

Rules

Darning different

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

Darn

A straight cut

A three cornered cut.

Discussion

Working of samples.

Fabrics.

Sewing tools.

Threads.

Books.

 

KLB Fm 2

H/science.

Pg 57-62

 
  2&3 Types of tears cuts By the end of the lesson the learner should be able to

a diagonal cut

a circular hole in a woven fabric.

A hole in a knitted fabric.

Machine darning

Reinforcing thin place

       
  4 Patenting

Rules

Types.

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

State rules of patching

Identify types of patches

Discussion

Working of samples

Fabrics

Sewing  tool

Threads

Books

KLB Fm 2

H/science

Pg 62-66

 
3 1 Working Work patches        
  2&3 Repairing

Hanging hems

Gasping seams

Replacing buttons.

Belt loops.

Button holes.

Working of samples

By the end of the lesson the learner should be able to.

Explain the repair of hanging hems gasping seams, belt loops, and button holes & replacing buttons.

 

Discussion

Working of sample.

Garments requiring repair.

Books

Chalk

Board.

   
  4 Laundering different fabrics. By the end of the lesson the learner should be able to

Write the methods that are used for laundering different fabrics.

Discussion & note taking Groups

Note books

KLB fm 2 pg 71-77.  
4 1 Care labels.

Importance symbols & interpretation.

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

State the importance of care labels.

Identify symbols used on care labels & interpret them

Drawing

Discussion

Charts.

Books

Chalk

KLB fm 2 H/science Pg 77-82.  
  2-4 Sundering different fabrics.

Cotton.

Woolen

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

launder different fabrics

Practical laundry in groups Laundry equip & materials.

Garments

KLB fm 2 pg 71-77  
5 1-3 Repairing

Hanging hems

Gasping seams

Replacing buttons.

Belt loops.

Button holes.

Working of samples

By the end of the lesson the learner should be able to.

Explain the repair of hanging hems gasping seams, belt loops, and button holes & replacing buttons.

 

Discussion

Working of sample.

Garments requiring repair.

Books

Chalk

Board.

   
  4 Laundering different fabrics. By the end of the lesson the learner should be able to

Write the methods that are used for laundering different fabrics.

Discussion & note taking Groups

Note books

KLB fm 2 pg 71-77.  
6 1 Care labels.

Importance

symbols &

Interpretation.

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

State the importance of care labels.

Identify symbols used on care labels & interpret them

Drawing

Discussion

Charts.

Books

Chalk

KLB fm 2 H/science Pg 77-82.  
  2-4 Sundering different fabrics.

Cotton.

Woolen

-By the end of the lesson the learner should be able to

launder different fabrics

Practical laundry in groups Laundry equip & materials.

Graments

KLB fm 2 pg 71-77 2-4
7 1&2 Laundering Different fabrics

Loosed coloured.

Woolens

Silks

Nylons

Acylics

Polyster

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

Explain the difference in handling fast colored and loosely colored cottons.

Teacher – pupil discussions.

Note taking.

 

Text books

Note books

Focus fm 2 Pg 42-46  
  3&4 General rules for ironing.

General rules for pressing.

Care labels.

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

State rules for ironing and pressing.

Explain care labels.

Teacher pupil

Discussions

Pictures.

Books

Focus fm 2 pg 46-50.  
8 1&2 Special treatment in laundry work.

Defination.

Stain removal.

Disnifection

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

State factors to consider while removing stains.

Define stain removal & disinfection.

State methods of disinfection.

Teacher – pupil

Discussions

Text books

B.B.

Chalk

Focus fm 2 pg 51-53  
  3&4 Fixing colour starching.

Blueing

Valeting

Dry cleaning

Sponging

Fabric. Conditioning.

By the end of the lesson the learner should be able to prepare starch.

Identify types of starch.

Explain valeting dry cleaning, sponging and fixing of colour.

Teacher – pupil

Discussion

Books

Chalk

B.B

Focus fm 2 pg 53-55  
9 1-4 Practical

Cottons

Woolens

Nylons

Tcylres

By the end of the lesson the learner should be able to prepare starch

Laundering and special treatment.

Laundering and treat different fabrics correctly.

© Education Plus Agencies

 

     
10 1-4 Storage of clothes & household articles. By the end of the lesson the learner should be able to prepare starch

Identify storage facilities.

Explain methods of storing clothes.

Practical hanging /folding.

Teacher learner discussions.

Clothes.

Hangers.

Assorted facilities.

KLB fm 2

Pg 103

 
11 1&2 Seams

Types.

Choice of seams

Qualities of well made seams.

Points to note when making seams, plain seam.

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

Classify seams.

State the qualities of well made seams.

Explain factors in choice of seams.

Identify various types of plain seams.

 

Teacher – pupil

Discussions

Samples

Boards

Chalk

Board

Fm 2 KLB pg 141.  
  3&4 Working of pain seams

Open

Not open.

Neatening of edges.

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

Work an open and plain seam that is nor open.

Neaten edges of a plain seam.

Practical working of seams and neatening. Fabrics

Needles.

Threads.

Books.

Form 2 KLB pg 142-146  
12 1 French seam.

Uses.

Working

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

Explain the uses of a French seam.

Work a French seam.

Working of samples.

Discussions.

Fabrics.

Needles.

Threads.

Books samples.

Fm 2 KLB pg 147-148  
  2&3 Double stitched seam.

Machine fell.

Run & fell.

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

Identify types of double stitched seam.

Work double –stitched seam.

Discussions.

Working samples

Fabrics.

Needles.

Threads

Samples

KLB fm2 pg 149  
  4 Overlaid seam By the end of the lesson the learner should be able to

State uses of an overlaid seam.

State advantages.

Work samples.

Working of samples Fabrics.

Needles

Threads.

Samples.

KLB fm 2 pg 148  
13 1&2 Consumer buying.

Principles of wise buying.

Factors influencing consumer buying.

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

Define buying.

Explain the principles of wise buying.

State factors that influence consumer buying.

Books

Chalk

Board.

KLB fm 3 pg 166. Teacher pupil

Discussion.

 
  3&4 Common methods of buying. By the end of the lesson the learner should be able to:-

Explain the commonly used methods of buying

Books.

Chalk

 

KLB  fm 3 pg 168 Teacher –pupil discussion.  
  1&2 Making a budget.

Definition.

Importance.

Steps

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

Define a budget.

State the importance of budgeting

Explain in budgeting

Sample budgets

Books.

KLB 3 PG 172 Teacher – pupil discussions.  
  3&4 Factors that may affect

– Sample budget.

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

Explain factors that may affect a budget.

Prepare a sample budget

Books.

Writing materials

KLB fm 3 pg 173 Each learner prepares a sample budget.  
14   END OF TERM EXAMINATION          

 

 

 

 

 

 

 

 

 

 

HOME SCIENCE, F2, T3

REFERENCES: Secondary Home Science KLB, Focus on Home Science

WK LSN TOPIC/S-TOPIC OBJECTIVES L/ACTIVITIES L/T AIDS REFERENCE REMARKS
1 1-4 REPORTNG REVISION OF LAST TERM’S EXAMS          
2 1 Maternal child health care

Antenatal care

By the end of the lesson the learner should be able to;

Define antenatal care

Explain activities at antenatal clinics

State importance of antenatal care

Teacher-learner discussions

Note taking

Books

Chalk

-Board

KLB fm 3 pg 41-43

 

 
  2 Maternal child health care

Factors that affect normal foetal development

Developmental stages of foetus

By the end of the lesson the learner should be able to;

Explain the stages of growth of a foetus

Explain factors that affect normal foetal development

Teacher-learner discussions

Note taking

Pictures

Books

-Board

H/sc by EAEP pg 57  
  3-4 Maternal child health care – preparing for delivery

Post-natal care

Care of lactating mother

By the end of the lesson the learner should be able to;

Explain the preparation for delivery

Define post-natal care

Give the importance of post-natal care

Teacher-learner discussions

 

Pictures

Books

 

H/sc by EAEP pg 64 KLB fm 3 pg 43 Focus fm 3 pg 53  
3 1 Immunization

Definition

Importance

Immunization chart

By the end of the lesson the learner should be able to;

Define immunization

Identify common vaccines

Teacher-pupil discussions Charts

Cards

Resource

-personnel

H/sc KLB pg 50  
  2 Childhood diseases and ailments

Respiratory

 

By the end of the lesson the learner should be able to;

State signs and symptoms and management of respiratory tract infections

Teacher-pupil discussions Books

Resource

persons

H/sc EAEP pg 78  
  3-4 Childhood diseases and ailments – influenza(B)

Measles

Pneumonia

Tetanus

Vomiting

Hepatitis

By the end of the lesson the learner should be able to;

State the signs, prevention and management of each disease

Teacher-pupil discussions Books

Resource

persons

H/sc by EAEP pg 80  
4 1 Childhood diseases and ailments

Mumps

Chicken pox

Diarrhoea

Diphtheria

By the end of the lesson the learner should be able to;

State signs, prevention and management of each disease

Teacher-pupil discussions Books

Resource

persons

H/sc EAEP pg 83  
  2 Breastfeeding

Importance/ advantages and disadvantages

By the end of the lesson the learner should be able to;

State the advantages and disadvantages of breastfeeding

Teacher-learner discussions

 

Books

Board

H/sc KLB pg 55  
  3-4 Problems related to breastfeeding

-Supplementary feeding

By the end of the lesson the learner should be able to;

Explain problems related to breastfeeding

State advantages and disadvantages of supplementary feeding

Teacher-learner discussions

 

Pictures

Books

H/sc KLB pg 56  
5 1 Weaning

Definition

Importance

Factors to consider

 

By the end of the lesson the learner should be able to;

Define weaning

State importance of weaning

Explain factors to consider when weaning

Discussions

Note taking

Books H/sc fm 3 pg 63  
  2 Choice and preparation of weaning foods

Dangers of too early/too late weaning

By the end of the lesson the learner should be able to;

State the dangers of weaning too early or too late

Writing of recipes and menus

Discussion

Sample menus

Books

KLB fm 3 pg 68  
  3-4 Practical on weaning dishes          
6 1-2 Habit training

Play and play things

 

By the end of the lesson the learner should be able to;

Explain the importance of habit training and play

State the types of play

Make toys

Note taking

Discussion

Materials for toys

Books

KL fm 3 pg 71  
  3-4 Construction of apron

Taking body measurements

By the end of the lesson the learner should be able to;

Take measurements for apron

Learners take measurements in pairs Tape measures

Writing materials

Fm 2 KLB pupils book pg 152-154 KLB teachers guide  
    Drafting pattern for apron By the end of the lesson the learner should be able to draft a pattern for apron Learners work in groups Blown paper

Writing materials

Fm 2 KLB pg 159-165 fm 2 teachers guide

 

 
7 1 Revision          
  2 Preparation of fabric

Graining

By the end of the lesson the learner should be able to grain fabric for apron Each learner works on own fabric Fabrics

Scissors

Fm 2 KLB pupils book pg 165  
  3-4 Preparation of fabric

Pressing

By the end of the lesson the learner should be able to press his fabric

 

Each learner presses his own fabric Fabric

Pressing equipment

Fm 2 KLB pupils book pg 165  
8 1-2 Laying out of pattern pieces before cutting

Cutting

By the end of the lesson the learner should be able to;

Lay out pattern pieces

Cut out fabric for apron

Each learner lays out and cuts own fabric Fabrics

Patterns

Pins

Scissors

Fm 2 KLB pupils book pg 165-166

 

 
  3-4 Transfer of pattern markings By the end of the lesson the learner should be able to;

Identify methods of transferring pattern markings

Transfer pattern marking onto fabric

Discussions

Demonstration

Transfer of markings into fabric by each learner

Fabric (art)

Patterns

Sewing tools

KLB fm pg 202-203  
9 1 Stitching up of apron

Neck and waist bands

 

By the end of the lesson the learner should be able to stitch up neck and waist bands Each learner stitches up his apron Neck bands

Waist bands

Needles

Threads

KLB fm 2 pupils book pg 167  
  2 Stitching up of apron

Sides

 

By the end of the lesson the learner should be able to stitch up the sides of his apron Each learner works on own apron Apron pieces

Sewing tools

KLB fm 2 pg 167  
  3-4 Stitching up of apron

Hem

Attaching bands

By the end of the lesson the learner should be able to stitch up

Hem

Neck and waist bands

Each learner works on own apron Apron pieces

Sewing tools

KLB fm 2 pg 167  
10 1-4 Stitching up of apron

Pockets

Trimmings

 

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

Prepare and attach pocket to apron

Attach trimmings to apron

Each learner works on own apron Apron

Pocket

Trimmings

Sewing tools

KLB fm 2 pg 167

 

 
11 1 Meal planning and management

Definition

Importance

Factors to consider

 

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

Define meal planning

State the importance of meal planning

Explain factors to consider when planning meals

Teacher-pupil discussions

Note takings

Note books

Chalks

Board

Focus H/sc fm 3 pg 1  
  2-3 Types of meals

Menu planning

 

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

Identify types of meals

Define menu

Plan variety of menus

Teacher-pupil discussions

Drawing up of menus

 

Sample menus

Books

Chalk

Board

H/sc fm 3 by EAEP pg 3  
  4 Food presentation

Points to note

Styles of meal service

State factors to note when presenting meals

Explain styles of meal service

Teacher-pupil discussions

Note takings

Pictures

Books

Focus H/sc fm 3 pg 17-20  
12 1-3 Table setting

Requirements

Points to note

Practical table setting

 

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

Identify requirements for table setting

State points to note

Set a table for a meal

Teacher-pupil discussions

Practical table setting

Tables

Requirements for table setting

Books

Focus fm 3 pg 20  
  4 Garnishing and decorating food

Table etiquette

 

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

Differentiate garnishing from food decoration

State etiquette to be observed at table

Teacher-pupil discussions

 

Pictures

Books

Focus fm 3 pg 24-25  

 

Latest English Form one to four notes, exams, schemes of work lesson plans, revision materials free

Latest English Form one to four notes, exams, schemes of work lesson plans, revision materials free

FORM TWO ENGLISH LATEST NOTES

FORM TWO ENGLISH NOTES LISTENING AND SPEAKING FOR FORM TWO PRONUNCIATION STRESS Not all syllables in a word are given equal emphasis. By the same token, not…

HOW TO WRITE A NOTICE- ENGLISH NOTES

DEPARTMENTAL TEMPLATE NOTES LESSON NOTES FOR FORM TWO WEEK THREE TOPIC: WRITING SUB-TOPIC: NOTICE TEACHER: ………………………………………..TSC NO……………… CLASS………………….TIME………. Main syllabus objective By the end of the lesson, the learner should…

ENGLISH GRAMMAR FORM 4 ASSIGNMENTS

ENGLISH GRAMMAR REVISION QUESTIONS         SECTION A GRAMMAR 1 (a)        Use the comparative form of the word in brackets at the end of…

ENGLISH FORM 4 KASSU JOINT EXAMINATION TEST PLUS ANSWERS

Name …………………………………….………….. Index Number ………………….. /……..   Signature …………………………………   Date ………………………………………. 101/2 ENGLISH Paper 2 (Comprehension, Literary Appreciation and Grammar) 21/2 hours  KASSU JOINT EXAMINATION TEST Kenya Certificate of Secondary Education Write your…

ENGLISH FORM FOUR PAPER 1 END OF TERM EXAMINATION

NAME…………………………………………………………ADM NO……………………… SCHOOL……………………………………………………. SIGNATURE ………………… DATE………………………………………………   101/1 ENGLISH FORM FOUR PAPER 1 END OF TERM EXAMINATION TIME:2 HOURS MWAKICAN JOINT EXAMINATIONS INSTRUCTIONS Write your name and admission number in the spaces provided Sign…

ENGLISH FORM FOUR PAPER 2 END OF TERM EXAMINATION

Name…………………………….…….……………………………….. Adm  No: ………………………… School …………………………………………………………Candidate’s Signature …………..…………                                                                                                                                                …

ENGLISH PP1 FORM 4 JOINT EXAM WITH ANSWERS

NAME…………………………………………………………ADM NO……………………… SCHOOL……………………………………………………. SIGNATURE ………………… DATE……………………………………………… 101/1 ENGLISH FORM FOUR PAPER 1 TIME:2 HOURS MWAKICAN JOINT EXAMINATIONS INSTRUCTIONS Write your name and admission number in the spaces provided Sign and write the…

ENGLISH POETRY NOTES, QUESTIONS & ANSWERS

ATTITUDE  Attitudereferstothenatureofthoughts,viewsandfeelingsofthepersonaandalso thatofthepoet  Attitudeestablishestherelationshipbetweenthespeakerandtheobjectaddressed.  Attimesattitudemayvaryfrom onestanzatoanothersuchthatapoem mayhavea mixedattitude.Wearenotconcernedwithourthoughtsandfeelingsbutratherthoseof thespeaker. Somewordsmaybeusedtodescribeattitude:- e.g Scornful Angry Tenacity Loving Disapproving Disgusted Thrift Hostile Dissatisfied E.T.C Pessimistic Contemptuous Contempt Decisive Condescending Hatred Sarcastic OfDislike Sympathy Trusting Critical Indifferent Tolerant Despising Modest Sincere OfSympathy…

ENGLISH FORM 4 POST-MOCK EXAM WITH MARKING SCHEMES

101/3 FORM 4 ENGLISH  Paper 3 (Creative compositions and essays based on set texts) Time: 2 ½ Hours MWAKICAN JOINT EXAMINATIONS ENGLISH Paper 3 2 ½ Hours Instructions…

ENGLISH TEACHING NOTES FREE

ENGLISH NOTES NOUNS These are words that name things ,people, ideas, qualities ,state and places. Examples: People-John, Jack Ideas-stone, desk, laptop Qualities-bravery, kindness, greed, diligence State-sickness, laziness,…

ENGLISH FORM 4 END OF TERM 2 EXAM WITH ANSWERS

Name: …………………………       Adm No: ……… Class: …….…………………       Candidate’s Sign: …………………… Date: ……………………………………………………… 101/1 ENGLISH (Functional Skills) TIME: 2 HOURS  END OF TERM 2 EXAM  Kenya Certificate of…

English Schemes of work term 1-3, Form 4 (Integrated)

Looking for free English Schemes of work using Integrated reference Book ? Download them below. Download a pdf and editable copy of the schemes of…

ENGLISH SCHEMES OF WORK FORM 1-4 (EDITABLE)

ENGLISH FORM 1 SCHEMES OF WORK – TERM 1 WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS 1 1 LISTENING AND SPEAKING punctuation By the end of the lesson, the learner should be…

ENGLISH FORM 4 PP2 TRIAL EVALUATION TEST WITH ANSWERS

NAME:………………… INDEX NO:………….…….  CANDIDATE’S SIGNATURE: ……  DATE: ……… 101/2 ENGLISH PAPER 2 (Comprehension, Literary Appreciation and Grammar) 2 ½ HOURS TRIAL ONE EVALUATION TEST Kenya Certificate of Secondary Education (KCSE) INSTRUCTIONS TO CANDIDATES Write…

English Functional Skills writing notes, exams, revision questions and samples

Are you in need of English Functional Skills writing notes, exams, revision questions and samples? Well. Look no further. Download all these resources, here,…

SMARTPASS ENGLISH PAPER 1 EXAMS PLUS ANSWERS

Name………………………………………………………………Index No……………………. Candidate’s signature………………………………………………Date………………………….                                                                                                                          101/1 ENGLISH Paper 1 (Functional writing, cloze test and oral skills.)  2 Hours SMARTPASS EXAMINATION Kenya Certificate of Secondary Education (KCSE) MODEL ONE  ENGLISH Paper 1 INSTRUCTIONS TO STUDENTS Write your name…

ENGLISH FORM 4 END OF TERM 2 EXAM PLUS MARKING SCHEME

Name: ……………………………………………………    Adm No: ………………….. School: ……………………………………………………   Candidate’s Sign: ………… Date: ……………………………………………………… 101/2 ENGLISH (COMPREHENSION, LITERARY, APPRECIATION AND GRAMMAR) PAPER 2 TIME: 2 ½ HOURS END OF TERM 2 EXAM  Kenya Certificate…

ENGLISH PP3 FORM 4 JOINT EXAM WITH ANSWERS

101/3 FORM 4 ENGLISH  Paper 3 (Creative compositions and essays based on set texts) Time: 2 ½ Hours MWAKICAN JOINT EXAMINATIONS ENGLISH Paper 3 2 ½ Hours Instructions…

Latest KUCCPS News: Maths, English to bar many from pursuing teaching degree courses

It will now not be easy for you to pursue a degree in education without meeting set minimum grades in Mathematics and English. According…

MOKASA JOINT EXAMINATIONS FORM 4 ENGLISH PP1

Name:.………………………………………………………………Adm: ……….Class:……….. Index No: …………………. Date:……………………….. 101/1 ENGLISH Paper 1 (Functional Skills, Cloze Test and Oral Skills). Time: 2 Hours MOKASA 2 JOINT EXAMINATIONS Kenya Certificate of Secondary Education 101/1 ENGLISH Paper 1 (Functional…

SMARTPASS EXAMINATION FORM 4 ENGLISH PP2

NAME……………………………………………………………….. Index No…………………………. Candidate’s Signature…………………………………………Date……………………………… 101/2 ENGLISH Paper 2 (Comprehension, Literary Appreciation and grammar) Time 2hrs 30mins   SMARTPASS EXAMINATION Kenya Certificate of Secondary Education (KCSE) MODEL ONE  101/2 ENGLISH Instructions to candidates (a) Write your name, index…

FORM TWO ENGLISH NOTES- SIMPLIFIED & EDITABLE

FORM TWO ENGLISH NOTES LISTENING AND SPEAKING FOR FORM TWO PRONUNCIATION STRESS Not all syllables in a word are given equal emphasis. By the same token, not…

ENGLISH FORM ONE LESSON PLAN

FORM ONE LESSON PLAN TERM 1 SCHOOL: __________________________________________________ TCHR’S NAME: ___________________________CLASS: FORM 1_______________ DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________ SKILL/TOPIC: LISTENING AND SPEAKING/ Oral Literature SUB-TOPIC: Trickster Narratives OBJECTIVE: By the end…

CBC GRADE FIVE, 5, ENGLISH ACTIVITIES SCHEMES OF WORK Term 3

GRADE FIVE ENGLISH ACTIVITIES SCHEMES OF WORK Term 3 wk Ls n Strand/ Theme Sub strand Specific learning outcomes Key inquiry Questions Learning experiences Learning Resources Assessment methods Ref l 1 1 LEISUR Conjunctions By the end of the…

ENGLISH GRADE THREE SCHEME OF WORK TERM ONE

ENGLISH GRADE THREE SCHEME OF WORK TERM ONE W E E K LE SS O N STRANDS S- STRAND SPECIFIC LEARNING OUTCOMES KEY INQURY QUESTION S LEARNING EXPERIENCES LEARNING RESOURCES ASSESS MENT REF 1 1- 5                 2 1- 3 LISTENI NG AND…

ENGLISH PP1 FORM 4 JOINT EXAM WITH ANSWERS

NAME…………………………………………………………ADM NO……………………… SCHOOL……………………………………………………. SIGNATURE ………………… DATE……………………………………………… 101/1 ENGLISH FORM FOUR PAPER 1 END OF TERM  EXAMINATION TIME:2 HOURS MWAKICAN JOINT EXAMINATIONS INSTRUCTIONS Write your name and admission number in the spaces provided Sign…

SMARTPASS EXAMINATION FORM 4 ENGLISH PP3

Name………………………………………………………….          Index No…………………… Signature……………………………                                                    Date……………………… 101/3                                                                                         ENGLISH                                                                                                             PAPER 3 TIME: 2 ½ HOURS SMARTPASS EXAMINATION Kenya Certificate of Secondary Education (KCSE) MODEL ONE  101/3 ENGLISH PAPER 3                                       INSTRUCTIONS…

FORM ONE ENGLISH LESSON PLANS FREE

ENGLISH LESSON PLANS FORM ONE LESSON PLAN TERM 1, ……. SCHOOL: __________________________________________________ TCHR’S NAME: ___________________________CLASS: FORM 1_______________ DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________ SKILL/TOPIC: LISTENING AND SPEAKING/ Oral Literature SUB-TOPIC:Trickster Narratives OBJECTIVE: By…

ENGLISH ACTIVITIES SCHEME OF WORK FOR GRADE 3 TERM 3

  ENGLISHACTIVITIES SCHEME OF WORKFOR GRADE3 TERM 3   School Grade Learning Area Term Year   3 EnglishActivities 3       Week Lesson Strand/Theme Sub Strand/Sub theme SpecificLearning Outcomes KeyInquiry Question(S) Learning Experience Learning Resources Assessment Remarks 1 1 Listening and Speaking Pronunciation and Vocabulary Bythe end of the sub strand, the learner should be ableto: a)Pronounce words withthe consonant blends…

ENGLISH FORM FOUR PAPER 3 END OF TERM EXAMINATION

101/3 FORM 4 ENGLISH  Paper 3 (Creative compositions and essays based on set texts) Time: 2 ½ Hours  MWAKICAN JOINT EXAMINATIONS ENGLISH Paper 3 2 ½ Hours Instructions…

LISTENING AND SPEAKING FOR FORM 2 ENGLISH NOTES

FORM TWO ENGLISH NOTES LISTENING AND SPEAKING FOR FORM TWO PRONUNCIATION STRESS Not all syllables in a word are given equal emphasis. By the same token, not…

HIGH SCHOOL ENGLISH NOTES FORM THREE

SECONDARY ENGLISH NOTES FORM THREE  LISTENING & SPEAKING FOR FORM 3  PRONUNCIATION STRESS AND INTONATION IN SENTENCES STRESS Not all syllables in a word are given equal emphasis. By…

ENGLISH FORM 4 EXAMS PP1 WITH ANSWERS

NAME……………………………………….. INDEX NO………………………………… Candidate’s signature……………….. Date: ……………………………… 101/1 ENGLISH PAPER I (Functional Skills) Time: 2 Hours GATUNDU SOUTH FORM 4 EVALUATION EXAMINATION Instructions to candidates: Write your name and index number in the…

CLASS 7 ENGLISH SCHEMES OF WORK TERM 1-3 UPDATED

English schemes of work English schemes of work for standard ____7___TERM___1____YEAR________ WEEK LESSON TOPIC OBJECTIVES ACTIVITIES RESOURCES/ REFERENCES REMARKS 1 1-7 Revision           2 1 Oral work By the end of the lesson the pupil should be able to construct correct…

SCHEMES OF WORK FORM FOUR ENGLISH TERM 1-3

  SCHEME  OF WORK               FORM  FOUR ENGLISH            TERM  ONE  20…………………   WK NO   L/ NO TOPIC     SUBTOPIC LESSON / SPECIFIC OBJECTIVES TEACHING/ LEARNING ACTIVITIES MATERIALS       / RESOURCES REFERENCES 1     1     Listening and speaking.     Etiquette. Paying attention. By the end of the lesson, the learner…

KASSU JET ENGLISH PAPER 2 QUESTIONS & ANSWERS

Name …………………………………….………….. Index Number ………………….. /……..   Signature …………………………………   Date ………………………………………. 101/2 ENGLISH Paper 2 (Comprehension, Literary Appreciation and Grammar) 21/2 hours KASSU JOINT EXAMINATION TEST Kenya Certificate of Secondary Education Write your…

ENGLISH FORM 1 LESSON PLANS

FORM ONE LESSON PLAN TERM 1, 2021 SCHOOL: __________________________________________________ TCHR’S NAME: ___________________________CLASS: FORM 1_______________ DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________ SKILL/TOPIC: LISTENING AND SPEAKING/ Oral Literature SUB-TOPIC: Trickster Narratives OBJECTIVE: By the…

HIGH SCHOOL ENGLISH NOTES

SECONDARY ENGLISH NOTES FORM ONE LISTENING AND SPEAKING FOR FORM ONE PRONUNCIATION PRONUNCIATION OF VOWEL SOUNDS In English, we have various vowel sounds. We shall study them one after…

Free Set book notes, guides, English Literature notes, Poetry notes and Many More: A…

Literature forms an integral part of the English language subject that is offered in the current education system. Students preparing for the kenya Certificate…

STANDARD 8 ENGLISH SCHEMES OF WORK TERM 1-3

English schemes of work Standard Eight Term I References New progressive primary English teacher’s guide book 8 New progressive primary English pupil’s book 8 Primary English…

KMTC Launches English Language Training Programme for Migrating Health Workers

The Kenya Medical Training College, KMTC, has Launched an English Language Training Programme for Migrating Health Workers Health Cabinet Secretary Sen. Mutahi Kagwe has hailed…

ENGLISH FORM 4 PP1 QUESTIONS WITH MARKING SCHEMES

Name: …………………………………………………….               Adm No: ……………………………..   Class: …….………………………………………………                Candidate’s Sign: ……………………   Date: ………………………………………………………       101/1 ENGLISH (Functional Skills)   TIME: 2 HOURS     END OF TERM  EXAM  Kenya Certificate of Secondary Education (K.C.S.E.) FORM FOUR English (Functional…

ENGLISH PP3 FORM 4 END OF TERM 2 EXAM PLUS MARKING SCHEME

Name: ……………………………………………………………    Adm No: ……………………………… School: ………………………………………………………….      Candidate’s Sign: ……………………. Date: …………………………………………………………. 101/3 ENGLISH (CREATIVE COMPOSITION AND ESSAYS BASED ON SET TEXTS) PAPER 3 TIME: 2 HOURS 30 MINUTES END OF…

KCSE ENGLISH PAPER 1 PREDICTION QUESTIONS & ANSWERS

This English Revision questions and marking schemes pamphlet is a compilation of 2021 KCSE English Paper one examinations from across the Country. The development of…

ENGLISH NOTES FOR HIGH SCHOOLS

ENGLISH NOTES NOUNS These are words that name things ,people, ideas, qualities ,state and places. Examples: People-John, Jack Ideas-stone, desk, laptop Qualities-bravery, kindness, greed, diligence State-sickness, laziness,…

ENGLISH FORM 3 END TERM EXAMS PLUS ANSWERS

ULTIMATE ACHIEVERS ACADEMY Name____________________________________Class_______________AdmNo:_____________ Date__________________________________________Sign______________  END TERM EXAMS FORM THREE ENGLISH PAPER 1 TIME: 2 HOURS INSTRUCTIONS: a). Write your name, class and Admission number in the spaces provided above. b).Answer all…

Knec English Syllabus

ENGLISH SYLLABUS  101 FORM 1 LISTENING AND SPEAKING Pronunciation English sounds: vowel and consonant sounds. 2. Distinction between English sounds and mother tongue and…

ENGLISH PP3 LANJET CLUSTER EXAMS PLUS ANSWERS

TRIAL ONE EVALUATION TEST  ENGLISH PAPER 101/3 Imaginative compositions and Essays based on set texts. Time: 2hrs 30 Mins INSTRUCTIONS Answer Three Questions Only Question One And Two Are…

SMARTPASS ENGLISH PAPER 2 EXAMS PLUS ANSWERS

NAME……………………………………………………………….. Index No…………………………. Candidate’s Signature…………………………………………Date……………………………… 101/2 ENGLISH Paper 2 (Comprehension, Literary Appreciation and grammar) Time 2hrs 30mins SMARTPASS EXAMINATION Kenya Certificate of Secondary Education (KCSE) MODEL ONE 101/2 ENGLISH Instructions to candidates (a) Write your name, index…

ENGLISH FORM 2 LESSON PLANS

 ENGLISH LESSON PLANS FORM TWO LESSON PLAN TERM 1, ……….. SCHOOL: __________________________________________________ TCHR’S NAME: ___________________________CLASS: FORM 2_______________ DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________ SKILL/TOPIC: LISTENING AND SPEAKING/ PRONUNCIATION SUB-TOPIC:Pronunciation and problematic sounds OBJECTIVE:…

ENGLISH FORM 3 LESSON PLANS

FORM THREE LESSON PLAN TERM 1, 2019 SCHOOL: __________________________________________________ TCHR’S NAME: ___________________________CLASS: FORM 3_______________ DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________ SKILL/TOPIC: LISTENING AND SPEAKING SUB-TOPIC:Stress OBJECTIVE: By the end of the lesson,…

FORM TWO ENGLISH NOTES FREE

FORM TWO ENGLISH NOTES LISTENING AND SPEAKING FOR FORM TWO PRONUNCIATION STRESS Not all syllables in a word are given equal emphasis. By the same token, not…

HOW TO WRITE AN ADVERTISEMENT- ENGLISH NOTES

DEPARTMENTAL TEMPLATE NOTES LESSON NOTES FOR FORM ONE TERM TWO WEEK SEVEN  TOPIC: WRITING SUB-TOPIC: ADVERTISEMENT TEACHER: ………………………………………..TSC NO……………… CLASS………………….TIME………. Main syllabus objective By the end of the lesson, the…

ENGLISH FORM ONE NOTES FREE

ENGLISH FORM ONE NOTES ENGLISH GRAMMAR CHAPTER ONE PARTS OF SPEECH All words may be classified into groups called parts of speech. There are 8 parts of speech…

ENGLISH FORM ONE NOTES

ENGLISH FORM ONE NOTES ENGLISH GRAMMAR CHAPTER ONE PARTS OF SPEECH All words may be classified into groups called parts of speech. There are 8 parts of speech…

ENGLISH FORM ONE TO FOUR ALL UPDATED SCHEMES

  ENGLISH FORM 1 SCHEMES OF WORK – TERM 1 WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS 1 1 LISTENING AND SPEAKING punctuation By the end of the lesson, the learner should be…

ENGLISH NOTES BOOKLET- LATEST UPDATE

INTERGRATED English Literature (General Guidelines)…………………. 3 Section I – ……………………………………………………………………………………… 9 E- mail + CV Minutes Internal memo Book review Confidential report +…

KASSU JET ENGLISH PAPER 3 QUESTIONS & ANSWERS

101/3                                       ENGLISH                                              PAPER TIME: 2 ½ HOURS  SCHOOL BASED EXAMINATIONS Kenya Certificate of Secondary Education (K.C.S.E.) INSTRUCTIONS TO THE CANDIDATES Answer three questions only Questions one…

MOKASA ENGLISH F4 PP1 JOINT EXAMINATIONS PLUS ANSWERS

Name:.………………………………………………………………Adm: ……….Class:……….. Index No: …………………. Date:……………………….. 101/1 ENGLISH Paper 1 (Functional Skills, Cloze Test and Oral Skills). Time: 2 Hours MOKASA 2 JOINT EXAMINATIONS Kenya Certificate of Secondary Education 101/1 ENGLISH Paper 1 (Functional…

Kiswahili Fasihi, English Literature Notes, Guides, Revision Questions (Kigogo, Chozi La Heri, Blossoms, Tumbo,…

Here is the largest collection of all the Kiswahili Fasihi and English Literature Notes, Guides and Revision Questions. Download free Kigogo, Chozi La Heri,…

SMARTPASS EXAMINATION FORM 4 ENGLISH PP1

Name………………………………………………………………Index No……………………. Candidate’s signature………………………………………………Date…………………………. 101/1 ENGLISH Paper 1 (Functional writing, cloze test and oral skills.)  2 Hours SMARTPASS EXAMINATION Kenya Certificate of Secondary Education (KCSE) MODEL ONE  ENGLISH Paper 1 INSTRUCTIONS TO STUDENTS Write your name…

ENGLISH FORM TWO LESSON PLANS

FORM TWO LESSON PLAN TERM 1 SCHOOL: __________________________________________________ TCHR’S NAME: ___________________________CLASS: FORM 2_______________ DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________ SKILL/TOPIC: LISTENING AND SPEAKING/ PRONUNCIATION SUB-TOPIC: Pronunciation and problematic sounds OBJECTIVE: By the…

KCSE English revision mocks and answers

Name  …………………………………             ADM No. ………….……. /………      101/1                                                           Candidate’s Signature ……….………..      ENGLISH                                                                          Date ……………………………….……   Paper 1                 (Function Skills)                January 2021    Time:2 hours MOI HIGH…

ENGLISH MOCK EXAMS PLUS MARKING SCHEMES- UPDATED

NAME……………………………………………………INDEX NO.  ………………CLASS……… ADM NO…………………….DATE: ……………………………..SIGN: …………………….……… ENGLISH Paper 3 2 ½  hrs MANGU HIGH SCHOOL TRIAL 2 MOCK  Kenya Certificate of Secondary Education (KCSE) INTRUCTIONS TO CANDIDATES Answer three questions…

ENGLISH GRADE THREE SCHEME OF WORK- UPDATED

ENGLISH GRADE THREE SCHEME OF WORK W E E K LE SS O N STRANDS S- STRAND SPECIFIC LEARNING OUTCOMES KEY INQURY QUESTION S LEARNING EXPERIENCES LEARNING RESOURCES ASSESS MENT REF 1 1- 5                 2 1- 3 LISTENI NG AND SPEAKI NG 1.1 Attentiv…

KCSE MOCK EXAMS ENGLISH PAPER 1

Name :……………………………………………………Index No:………………………… School :…………………………………………………Candidate’s Sign:…………………… Date :………………… 101/1 ENGLISH Paper1 (Functional skills) Time: 2  Hrs SCHOOL BASED JOINT EVALUATION TEST Kenya Certificate of Secondary Education INSTRUCTIONS TO CANDIDATES Write your name and index…

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

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

SCHEMES OF WORK FORM TWO ENGLISH TERM 1-3

    SCHEME OF WORK                     FORM    TWO   ENGLISH                TERM  ONE  20………….  NAME………………………….     WK NO L/ NO   TOPIC   SUBTOPIC LESSON / SPECIFIC OBJECTIVES TEACHING / LEARNING ACTIVITIES MATERIALS   / RESOURCES REF.      REMARKS   1 1,         2 Reading. Comprehension. Reading & answering questions.     Review of Questions. By the end of…

Free English notes, revision questions, KCSE past Papers, Exams, Marking Schemes, Topical revision materials,…

Being a Mandatory subject in the current Kenyan Education system, English plays a key role in shaping the career of a student after high…

ENGLISH GRAMMAR, POETRY NOTES FORM 1-4

ENGLISH GRAMMAR & POETRY NOTES CHAPTER ONE PARTS OF SPEECH All words may be classified into groups called parts of speech. There are 8 parts of speech…

TSC gives English/Literature subject combination a lion share of advertised vacancies

English/Literature subject combination got a lion share of the recently advertised vacancies by the Teachers Service Commission, TSC. The combination received a total of…

ENGLISH FORM 2 OPENER EXAM PLUS ANSWERS

NAME…………………………………………………………………………………………….CLASS…………….ADM………….. JOINT EVALUATION FORM 2 ENGLISH  FORM 2 OPENER EXAM   DURATION: 1 HOUR 45 MINUTES                                                        INSTRUCTIONS This paper consists of six sections as follows:- SECTION A:…

ENGLISH GRAMMAR AND POETRY NOTES

INTRODUCTION TO THE ENGLISH SYLLABUS IN KENYAN SECONDARY SCHOOLS The syllabus covers the following areas as examined in the Kenya Certificate of Secondary Education (KCSE). ENGLISH…

ENGLISH PP3 FORM 4 KASSU JOINT EXAMINATION TEST PLUS ANSWERS

Name……………………………………………………Index Number………………………………Class…………… Adm. No……………………….Date……………………………. 101/3 ENGLISH PAPER 3 (Creative Writing and Essay based on Set Texts) TIME: 2 ½ HOURS SUNSHINE SECONDARY SCHOOL (Kenya Certificate of Secondary Education) Instructions to candidates: …

ENGLISH FORM FOUR LESSON PLANS

FORM FOUR LESSON PLAN TERM 1 SCHOOL:_______________________________________________ TCHR’S NAME: ______________CLASS: ___ DATE: ______________  DAY: _____________ WEEK: _________ .LESSON: ____ SKILL/TOPIC: READING/Oral Narratives SUB-TOPIC: Human Tales OBJECTIVE: By the end…

ENGLISH FORM 4 TRIAL EVALUATION TEST WITH ANSWERS

Name ……………………………… Index Number …….…………… School……………………Signature…………Class……….. Date  101/1 ENGLISH Paper (Functional Skills) 2Hours TRIAL ONE EVALUATION TEST  Kenya Certificate of Secondary Education ENGLISH Paper 1 Write your name and index number in the spaces provided…

New Secondary School set books for Kiswahili and English released

The new Kiswahili (Fasihi) and English (Literature) set books have been released by the Kenya Institute of Curriculum Development (KICD). The new books will replace the…

English KNEC Syllabus

ENGLISH SYLLABUS  101 FORM 1 LISTENING AND SPEAKING Pronunciation English sounds: vowel and consonant sounds. 2. Distinction between English sounds and mother tongue and…

ENGLISH FORM THREE LESSON PLANS

FORM THREE LESSON PLAN TERM  SCHOOL: __________________________________________________ TCHR’S NAME: ___________________________CLASS: FORM 3_______________ DATE: _______________________DAY:__________________WEEK:_____ LESSON: _____________ SKILL/TOPIC: LISTENING AND SPEAKING SUB-TOPIC: Stress OBJECTIVE: By the end of the lesson, the…

LISTENING AND SPEAKING FOR FORM FOUR ENGLISH NOTES

LISTENING AND SPEAKING FOR FORM FOUR LISTENING & SPEAKING LISTENING COMPREHENSION AND NOTE-TAKING FEATURES OF ORAL POETRY Oral poetry refers to the verbal expression of…

Workshop for English and Kiswahili Teachers on KCSE Preparations in Eldoret

Teachers from all over the country converged in Eldoret for the Languages teachers’ workshop in both Kiswahili and English. The Event was organized by…

MOKASA ENGLISH F4 PP2 JOINT EXAMINATIONS PLUS ANSWERS

  NAME……………………………………    INDEX NO. ………………………..……………   DATE…….………………………………    CANDIDATE’S SIGNATURE………………..                                                                         CLASS: ……………………………………………                               …

SMARTPASS ENGLISH PAPER 3 EXAMS PLUS ANSWERS

Name………………………………………………………….          Index No…………………… Signature……………………………                                                    Date………………………                                                                                101/3                                                                                         ENGLISH                                                                                                             PAPER 3 TIME: 2 ½ HOURS SMARTPASS EXAMINATION Kenya Certificate of Secondary Education (KCSE) MODEL ONE  101/3 ENGLISH PAPER 3                                      …

KCSE 2019 national results and ranking per subject- English

Alliance Girls High school posted an English mean of 9.63 (B+ plus) to lead in the 2019 Kenya Certificate of Secondary Education (KCSE) examination….

English Schemes of work term 1-3, Form 4

Looking for free English Schemes of work? Download them below. Download a pdf and editable copy of the schemes of work here; Free updated schemes of…

ENGLISH NOTES BOOKLET LATEST

INTERGRATED English Literature (General Guidelines)……………….. 3 Section I – ………………………………………………………………………………….. 9 E- mail + CV Minutes Internal memo Book review Confidential report +…

MOKASA II EXAMINATION ENGLISH PP3 PLUS ANSWERS

Name…………………………………………………. Adm. No……………Class………… 101/3 ENGLISH PAPER 3 (Creative Composition And Essays Based on Set Texts) Time: 2 ½ hours MOKASA II EXAMINATION Instruction to students: Answer three questions only. Questions one and…

KASSU JET ENGLISH PAPER 1 QUESTIONS & ANSWERS

  Name :……………………………………………………Index No:………………………… School :…………………………………………………Candidate’s Sign:…………………… Date :………………… 101/1 ENGLISH Paper1 (Functional skills) Time: 2  Hrs SCHOOL BASED JOINT EVALUATION TEST Kenya Certificate of Secondary Education INSTRUCTIONS TO CANDIDATES Write your name and index…

ENGLISH GRAMMAR NOTES FOR F1-4: SIMPLIFIED

ENGLISH GRAMMAR FREE NOTES CHAPTER ONE PARTS OF SPEECH All words may be classified into groups called parts of speech. There are 8 parts of speech namely:…

ENGLISH LISTENING AND SPEAKING NOTES FOR FORM FOUR

LISTENING AND SPEAKING FOR FORM FOUR LISTENING & SPEAKING LISTENING COMPREHENSION AND NOTE-TAKING FEATURES OF ORAL POETRY Oral poetry refers to the verbal expression of…

TSC English/Literature internship posts per school and county

Looking for the advertised TSC English/Literature internship posts per school and county? Get a list of all the English/Literature vacancies per Region, County and…

GRADE 1 ENGLISH ACTIVITIES SCHEMES – TERM 3

School Grade Learning Area Term Year   1 EnglishActivities 3     Week Lesson Strand/ Theme Sub Strand/Sub theme SpecificLearning Outcomes KeyInquiry Question(S) Learning Experience Learning Resources Assessment Remarks 1 1 Listening and Speaking   Living Together Pronunciation and Vocabulary Bythe end of the sub strand, the learner should be ableto: a) Talkaboutthe picturesanddiscuss what theysee. b) Pronouncethe words withthesounds /i//ea/ in preparationfor reading. c)Recognize…

FORM FOUR LESSON PLANS FOR ENGLISH

FORM FOUR LESSON PLAN TERM 1, 20……. SCHOOL:_______________________________________________ TCHR’S NAME: ______________CLASS:___ DATE: ______________DAY: _____________WEEK: _________.LESSON:____ SKILL/TOPIC: READING/Oral Narratives SUB-TOPIC: Human Tales OBJECTIVE: By the end of the lesson, the learner…

The 2019 English words’ spelling competition for all learners; Benefits for learners, teachers and…

Background Information The Kenya National Spelling Bee (KNSB) is a registered educational Organization in Kenya, and is also a founding Member of the African Spelling…

CLASS 8 ENGLISH SCHEMES OF WORK TERM 1-3 UPDATED FREE

English schemes of work Standard Eight Term I References New progressive primary English teacher’s guide book 8 New progressive primary English pupil’s book 8 Primary English…

English Set Books Essay Writing Skills – Latest Guide

101|3. ENGLISH PAPER 3. WRITING  ESSAYS BASED ON THE SET TEXT Interpreting the question Making an outline of your points introducing your essay Writing the…

English Form 4 Exam With Marking Scheme

Download free English Form 4 Exam With Marking Scheme, below; FORM 4 ENGLISH EXAM FORM 4 ENGLISH PAPER 1 QUESTION PAPER FORM 4 ENGLISH PAPER 2 QUESTION…

INTEGRATED ENGLISH LITERATURE NOTES BOOKLET

INTERGRATED English Literature (General Guidelines)…………………. 3 Section I – ……………………………………………………………………………………… 9 E- mail + CV Minutes Internal memo Book review Confidential report +…

SCHEMES OF WORK FORM THREE ENGLISH TERM 1-3

    ENGLISH           SCHEME OF WORK       FORM   THREE     TERM   ONE  20……………  NAME…………………………..   WK NO   L/ NO   TOPIC   SUB-TOPIC LESSON / SPECIFIC OBJECTIVES TEACHING/ LEARNING ACTIVITIES MATERIALS       / RESOURCES REFERENCES 1     1     Listening and speaking.     Non-verbal cues that enhance listening and speaking. Appearance and…

Top Schools KCSE Setbooks Revision Questions, Answers and Guides 2025

Top Schools KCSE Setbooks Revision Questions, Answers and Guides are now available below at absolutely no cost:

E.THE FATHERS OF THE NATIONS GUIDE

AN ARTIST OF THE FLOATING WORLD ESSAYS QUESTIONS

THE SAMARITAN ESSAYS QUESTIONS NEW

PARLIAMENT OF OWLS ESSAY QUESTIONS

SILENT SONG AND OTHER SRTORIES ESSAY QUESTIONS

MWONGOZO WA NGUU ZA JADI

MWONGOZO WA BEMBEA YA MAISHA

A GUIDE TO SILENT SONG AND OTHER STORIES

MASWALI 180 YA KISASA YA NGUU ZA JADI NEW

E.SAMARITAN GUIDE SAMPLE

ARTIST OF FLOATING WORLD GUIDE SAMPLE

FATHERS OF NATION SAMPLE ESSAYS

MASWALI YA KISASA YA FASIHI SIMULIZ1(utabiri)

THE SAMARITAN SAMPLE ESSAYS 32 NEW

NEW EXCERPTS FATHERS QZ NEW

MWONGOZO WA MAPAMBAZUKO

SILENT SONG PREDICTION ESSAYS.NEW

KIS PP3 TOP SCHOOLS 2025 TRIALS

KCSE AGRICULTURE PAPER 1 REVISION QUESTIONS PLUS ANSWERS

NAME:……………………………………………………………………….. INDEX NO:…………………………………….
CANDIDATE SIGN:…………………………
DATE:…………………………………………..
GATUNDU SOUTH TRIAL
EXAMINATION

AGRICULTURE PAPER 1
443/1
INSTRUCTIONS TO CANDIDATES
 THIS PAPER CONSISTS OF THREE SSECTIONS A,B AND C
 ANSWER ALL QUESTIONS IN SECTION A AND B
 ANSWER ONLY TWO QUESTIONS IN SECTION C

2 | P a g e
SECTION A (30MKS)
Answer all questions in the spaces provided.
1. State four factors influencing the choice of the farming methods a farmer may use. (2mks)
a) …………………………………………………………………………………………………………………..
b) …………………………………………………………………………………………………………………..
c) …………………………………………………………………………………………………………………..
d) …………………………………………………………………………………………………………………..
2. State four advantages of drip irrigation. (2mks)
a) ……………………………………………………………………………………………………………………….
b) ………………………………………………………………………………………………………………………
c) ………………………………………………………………………………………………………………………
d) ………………………………………………………………………………………………………………………
3. Outline four farming practices that destroy soil structure. (2mks)
a) …………………………………………………………………………………………………………………………
b) …………………………………………………………………………………………………………………………
c) …………………………………………………………………………………………………………………………..
d) ………………………………………………………………………………………………………………………….
4. State four reasons why a farmer may fail to get profit from a farming enterprise. (2mks)
a) ……………………………………………………………………………………………………………………………
b) ……………………………………………………………………………………………………………………………
c) ……………………………………………………………………………………………………………………………
d) ……………………………………………………………………………………………………………………………
5. Give four advantages of preparing land early for planting sorghum. (2mks)

3 | P a g e
a) ………………………………………………………………………………………………………………………………
b) ……………………………………………………………………………………………………………………………….
c) …………………………………………………………………………………………………………………………………
d) …………………………………………………………………………………………………………………………………..
6. Differentiate between hybrid and composite as used in crop production. (2mks)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
7. What is meant by term domestication as used in Agricultural production? (1mk)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
8. Highlight two ways of hardening off tomato seedlings before transplanting. (1mk)
a) ………………………………………………………………………………………………………………………………
b) …………………………………………………………………………………………………………………………………
9. Give a reason as to why a farmer is supposed to observe the following precautions in the farm. (2mks)
a) Always store farm yard manure under a shade.
…………………………………………………………………………………………………………………………………..
b) Wear gloves while applying nitrogenous fertilizers.
…………………………………………………………………………………………………………………………………..
10. Give two reasons for conserving forage. (1mk)
a) ………………………………………………………………………………………………………………………………
b) ………………………………………………………………………………………………………………………………
11. Outline four ways in which grass help to conserve soil. (2mks)
a) …………………………………………………………………………………………………………………………………..
b) …………………………………………………………………………………………………………………………………..
c) …………………………………………………………………………………………………………………………………

4 | P a g e
d) …………………………………………………………………………………………………………………………………
12. Give two signs of blight in a field of tomatoes. (1mk)
a) ………………………………………………………………………………………………………………………………..
b) ………………………………………………………………………………………………………………………………..
13. State two factors that adapt weeds excellently to their environment. (1mk)
a) ………………………………………………………………………………………………………………………………
b) ………………………………………………………………………………………………………………………………
14. Give two reasons for inoculating legume seeds before planting. (1mk)
a) ……………………………………………………………………………………………………………………………….
b) ……………………………………………………………………………………………………………………………….
15. Give two reasons why most of Kenyan farmers practice small scale farming. (1mk)
a) ………………………………………………………………………………………………………………………………
b) …………………………………………………………………………………………………………………………….
16. Define the law of profit maximization. (1mk)
…………………………………………………………………………………………………………………………………….
17. Distinguish between stocking rate and carrying capacity as used in forage production. (2mks)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
18. Outline four ways a farmer can use to improve labour productivity in the farm. (2mks)
a) …………………………………………………………………………………………………………………………
b) …………………………………………………………………………………………………………………………..
c) …………………………………………………………………………………………………………………………….
d) ……………………………………………………………………………………………………………………………
19. State 4 ways of modifying soil pH. (2mks)
a) ……………………………………………………………………………………………………………………….. http://atikaschool.org
sales@manyamfranchise.com [0728 450 425]
5 | P a g e
b) ………………………………………………………………………………………………………………………..
c) ……………………………………………………………………………………………………………………….
d) ………………………………………………………………………………………………………………………
SECTION B (20MKS)
Answer all questions in the spaces provided.
20. The diagram below illustrates different methods used in crop propagation. Study the diagrams and answer the questions that follow.
a) Identify the methods of crop propagation illustrated by A,B and D. (3mks)
A:……………………………………………………………………………………………………
6 | P a g e
B:…………………………………………………………………………………………………….
D:…………………………………………………………………………………………………….
b) Identify the parts labelled X and Y in diagram A. (2mks)
X:…………………………………………………………………………………………………….
Y:…………………………………………………………………………………………………….
c) Under what conditions is method C used by farmers. (1mk)
………………………………………………………………………………………………………………………………………
d) Give two advantages of using the method illustrated in diagram D after bananas are planted in the main field. (2mks)
a) …………………………………………………………………………………………………………………………….
b) …………………………………………………………………………………………………………………………….
21. The diagram below illustrates some common weed. Study it carefully and answer the questions that follow.
a) Identify the weeds labelled A and B. (2mks)
A: ……………………………………………………………………………………………………………………………….
B:………………………………………………………………………………………………………………………………..

7 | P a g e
b) State one factor that makes weed B difficult to control in a pasture field. (1mk)
……………………………………………………………………………………………………………………………………
c) State one economic importance of each of the weeds labelled A and B. (2mks)
A:………………………………………………………………………………………………………………………………..
B:…………………………………………………………………………………………………………………………………
22. The diagrams below illustrates different methods used in soil and water conservation. Study the methods and answer the questions that follow.
a) Identify the methods illustrated by (i) (ii) and (iii). (3mks)
(i)……………………………………………………………………………
(ii) ……………………………………………………………………………
(iii) ……………………………………………………………………………
b) State two methods by which the structure in (iii) controls soil erosion. (2mks)
(i) …………………………………………………………………………………………………..
(ii) ………………………………………………………………………………………………….. http://atikaschool.org
sales@manyamfranchise.com [0728 450 425]
8 | P a g e
c) Name two materials used to make the structure in (iii) above. (2mks)
(i) ……………………………………………………………………………………………………..
(ii) ……………………………………………………………………………………………………..
SECTION C (40MKS)
Answer any two questions from this section.
23. (a) Describe production of Napier grass under the following sub-headings.
(i) Land preparation (2mks)
(ii) Planting and planting materials (2mks)
(iii) Fertilizer application (2mks)
(iv) Defoliation (2mks)
(v) Weed control (2mks)
(b) Explain six factors that can influence a well-designed crop rotation programme. (6mks)
© Give four signs that would enable you to identify a compost manure that is ready for use. (4mks)
24. (a) Describe procedure of preparing silage. (5mks)
(b) A farmer carried out the following transactions on his farm;
Crop – Maize
Yield – 50 bags/ha
Price/unit – Ksh1000
Sale of maize – 50 bags
Variable costs per hectare Ksh
Land preparation 5000
Purchase of seeds 3000
Purchase of DAP 3600
Purchase of CAN 2000
Purchase of jembes 2500
Purchase of slashers 1000
Other expenses 500
Using the information provided, calculate the Gross margin. (5mks)
© Describe the management practices carries out in a cabbage nursery. (10mks)

25. (a) Describe process of water treatment in a water treatment plant. (10mks)
(b) Describe the role of Kenya meat commission. (4mks)
© Explain six cultural methods of controlling crop diseases. (6mks)




1 | P a g e
STICTLY CONFIDENTIAL
GATUNDU SOUTH TRIAL EXAMINATION

AGRICULTURE PAPER ONE
443/1
MARKING SCHEME
2 | P a g e
MOCK AGRICULTURE PAPER 1 : 2018

SECTION A (30MKS) MARKING SCHEME
1. – Land size
– Socio-cultural factors
– Tastes and preferences
– Climatic conditions
– Technical skills of the farmer
– Market availability
4 x ½ = (2mks)
2. – minimizes labour
– Can be practiced on both slopy and flat areas
– No soil erosion
– Controls fungal diseases
– Economical use of water
4 x ½ = (2mks)
3. – use of heavy machinery on wet soil
– Working the soil when too wet or too dry
– Over cultivation/pulverization of the soil
– Monoculture
4 x ½ = (2mks)
4. – failure to reduce cost of production
– Not using improved production technics
– Failing to look for proper market
– Wrong enterprise chosen
2 x ½ = (1mk)
5. – allows adequate time for organic matter to decompose
– Allows adequate time for weeds to be dehydrated
– Allows for early planting so that crops establish early before the weeds grow
– Allows for soil borne pathogens and pests to die
– Minimizes labour competition.
4 x ½ = (2mks)
6. Hybrid – a crop developed by crossing different crop varieties under controlled pollination
– Composite – a crop developed under uncontrolled pollination.
2×1= (2mks)
3 | P a g e
7. Domestication – process where both crops/plants and animals/ livestock depends on human beings for existence. 1×1 = (1mk)
8. – gradual removal of shade
– Gradual reduction in amount of water applied
– Gradual reduction in frequency of water applied
2 x ½ = (1mk)
9. (a) – Volatilization of nitrates to Ammonia gas
– Leaching
– Washed away
1×1 = (1mk)
(b) – Corrosive 1×1 = (1mk)
10. – Distribute forage throughout the year
– Provide feed for dry season
– Better full utilization of land
– Source of income e.g. selling baled hay
2 x ½ = (1mk)
11. – Grass holds soil particles together
– Grass cover reduces run-off speed
– Grass reduces the impact of rain drops hence reducing splash erosion.
3 x ½ = (1 ½ mks)
12. – Dry brown lesions on stems, leaves and fruits
– Affected parts appear rotten
– Fruits fall off prematurely
2 x ½ = (1mk)
13. – Produce large quantities of seeds
– Seeds remain viable in soil for long
– Weeds have effective means of dispersal
– Weeds have ability to propagate both by seeds and veget
atively
– Weeds have elaborate root system
– Some weeds have underground structures that are difficult to control
– Some are able to survive with limited nutrients
2 x ½ = (1mk)
14. – Introduce nitrogen fixing bacteria to fix Nitrogen.
– Promote Nitrogen fixation before planting
2 x ½ = (1mk)
15. – Small pieces of land/land scarcity
4 | P a g e
– Lack of enough capital
– Lack of enough labour
– Lack of enough technology
2 x ½ = (1mk)
16. – States that profit is maximum where total cost of production is minimum and Net revenue is maximum
– Where margin revenue and marginal cost are the same
1 x1 = (1mk)
17. – Stocking rate – Number of animals/livestock maintained per unit area of land
– Carrying capacity – Ability of forage stand to maintain a particular number of livestock units per unit area.
2×1 = (2mks)
18. – Training
– Mechanization
– Improve terms and conditions
– Labour supervision
4 x ½ = (2mks)
19. – Application of lime
– Application of basic fertilizer
– Application of acidic fertilizer
– Application of sulphur
4 x ½ = (2mks)
SECTION B (20MKS)
20. (a) A- side grafting
B- layering (Trench)
C – Marcotting
D – tissue culture
3 x 1= (3mks)
(b) X- Scion
Y- Root stock
2 x 1 = (2mks)
© Hard wood where stem cannot bend easily to reach the ground.
1×1 = (1mk)
(d) – Early maturing
– big bunch
– High annual yield
– Control viral diseases
5 | P a g e
2 x 1 = (2mks)
21. (a)
A- Stinging Netle (Urtica masaica)
B- Nut grass (cyperus rotundus)
2×1 = (2mks)
(b) – Has underground bulbs
1×1 = (1mk)
© A- Raises cost of production/difficult to control
B-Lowers quality of pasture
2×1 = (2mks)
22. (a)
(i) Cut off drain
(ii) Bench terraces
(iii) Gabion/porous dam
3×1 = (3mks)
(b) – Reduce erossive force of run-off.
– Trap soil flow through stones
2×1 = (2mks)
© – Wire mesh
– Stones /gravel
2×1 = (2mks)
SECTION C (40MKS)
23. (a) Land preparation
– Done during dry season
– Clearing vegetation
– Remove stumps
– Remove perennial weeds
– Carry cultivation to harrow to moderate tilth
– Ridging making furrows of 90-100cm apart
– Make hole on top of ridges 50cm apart
– Fill holes with phosphatic fertilizer and organic manure
2×1 = (2mks)
Planting and planting materials
– Select desirable variety as per ecological zone
– Place stem cutting i.e 2-3 nodes/splits in the holes made in the ridges at onset of long rain in slanting angle of 45⁰
– Add phosphatic fertilizer mixed with organic manure
6 | P a g e
– Cover with soil and firm at base to avoid erosion/exposure of material
2×1= (2mks)
Fertilizer application
– Top dress with nitrogenous fertilizer at base of stump 6-8wks after planting/weeding
– Top-dress at onset of rains
– Top dress after harvesting for high yield and regeneration
2×1 = (2mks)
Defoliation
– When 3-5 months/1.5m high
– Use sharp panga to avoid damaging stump and suppress regrowth
– Cut 2.5-5cm above ground
– When leave proportion is greater than stems
2×1= (2mks)
Weed control
– Uproot with hands
– Slashing/cutting at base of woody weed with panga
– Digging with jembe during dry and rainy season
– Mulching at base of stump to suppress weed
– No herbicide use to avoid poisoning livestock.
2×1= (2mks)
(b) – Crop root depth
– crop nutrient requirement
– Weed control
– Pests and diseases control
– Soil fertility
– Soil structure
6×1= (6mks)
©
– Volume of heap/material in the heap goes down
– Materials break easily to small pieces when pressed between finger
– Growth of fungi/moulds in manure
– Temperature of the material goes down
4×1 = (4mks)
24. (a) Silage making procedure
– Prepare silo before harvesting depending on amount to be ensiled
– Cut crop and wilt for 6-12hrs
– Chop
– Put in silo at 10-12cm and compact
– Fill silo rapidly (less than 2 day)
– Check temperature(maintain at 32⁰C)
– Cover with polythene sheet or dry grass to protect from air and water
7 | P a g e
– Dig a trench around silo
5×1= (5mks)
(b) Gross revenue= 50 x 1000= 50,000
Variable costs= 5000 + 3000+ 3600 + 2000 + 500= 17,600/=
Gross margin = Gross Revenue – Total variable costs
50,000 – 17,600
= 32,400/=
5×1 = (5mks)
© Management practices in a cabbage nursery
– Regular watering/morning and evening
– Weed control by uprooting
– Pricking out – remove weak seedlings and transfer to seedling bed
– Mulching – apply a light mulch after sowing and remove when seedling shot to emerge
– Shading – apply shade above the nursery
– Pest control – spray suitable pesticide
– Disease control – spray suitable fungicides
– Hardening off – gradual removal of shade and reduce rate of watering
5 x 2= (10mks)
25. (a)
– Filtration at intake – use sieve to remove large particles
– Softening – Add soda ash to soften water
-Add allum to allow coagulation and settling of particles
– Filtration – water passes through different sizes of particles in a filtration tank
– Chlorination – Chlorine added in chlorination buk
– storage – water stored in large well protected ranks
– Distribution – By piping or pumping to consumers
Any 5×2= (10mks)
(b)
– Purchasing cattle from farmers
– slaughtering beef animals
– Grading carcasses
– Processing meat and packing in tins
– Marketing beef locally and oversees
4×1 = (4mks)
©
– Using healthy planty material
8 | P a g e
– Using disease resistant varieties
– Proper drying of cereals and pulses
– Heat treatment
– Proper spacing
– Proper spacing
– Proper seedbed preparation
– Held hygiene
6×1 = (6mks)s

PHYSICS LESSON PLANS FREE

FORM 4

TERM 1

SUBJECT: PHYSICS.

TOPIC 4: ELECTROMAGNETIC SPECTRUM.

TEACHER’S NAME: …………………………………………       TSC NO: …………….    

SCHOOL/ INSTITUTION  : ……………………………………………………………….

FORM: 4                                                     TERM: 1                          YEAR……………..

NUMBER OF STUDENTS…….                    SUBJECT:  PHYSICS

TOPIC: ELECTROMAGNETIC SPECTRUM.

SUB-TOPIC: THE ELECTROMAGNETIC SPECTRUM

WEEK: ……..                                                 LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Describe a complete electromagnetic spectrum.

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Define electromagnetic spectrum.

Discussion.

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

-Golden tips Physics pages 174
30 MINUTES BODY DEVELOPMENT

-Discussions on the charge in wave length of electromagnetic radiations

explanations

-Discussions on the charge in wave length of electromagnetic radiations

explanations

charts showing the components of the electromagnetic spectrum -Secondary physics KLB students book 4 page 79

-Principles of physics (M.Nelkon) pages 345

-Golden tips Physics pages 174

5 MINUTES CONCLUSION

Giving assignment on the sub-topic.

 

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

-Golden tips Physics pages 174

 

SELF-EVALUATION:­­­­­­­­­­­­­­­­­­­_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 

TEACHER’S NAME: …………………………………………       TSC NO: …………….    

SCHOOL/ INSTITUTION  : ……………………………………………………………….

FORM: 4                                                     TERM: 1                          YEAR……………..

NUMBER OF STUDENTS…….                    SUBJECT:  PHYSICS

TOPIC: ELECTROMAGNETIC SPECTRUM.

SUB-TOPIC: PROPERTIES OF ELECTROMAGNETIC WAVES.

WEEK: ……..                                                 LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-State the properties of electromagnetic waves

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Review the previous lesson.

Discussion.

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

-Principles of physics (M.Nelkon) pages 345

 

30 MINUTES BODY DEVELOPMENT

Explaining the properties of each component of the electromagnetic spectrum

Explaining the properties of each component of the electromagnetic spectrum Charts showing the properties of electromagnetic waves -Secondary physics KLB students book 4 page 80-81

-Principles of physics (M.Nelkon) pages 345

-Golden tips Physics pages 175

5 MINUTES CONCLUSION

Giving assignment on the sub-topic.

 

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

-Principles of physics (M.Nelkon) pages 345

 

 

SELF-EVALUATION:­­­­­­­­­­­­­­­­­­­________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TEACHER’S NAME: …………………………………………       TSC NO: …………….    

SCHOOL/ INSTITUTION  : ……………………………………………………………….

FORM: 4                                                     TERM: 1                          YEAR……………..

NUMBER OF STUDENTS…….                    SUBJECT:  PHYSICS

TOPIC: ELECTROMAGNETIC SPECTRUM.

SUB-TOPIC: DETECTION OF ELECTROMAGNETIC SPECTRUM.

WEEK: ……..                                                 LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Describe the methods of detecting electromagnetic radiations

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Review the previous lesson.

Discussion.

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

-Golden tips Physics pages

175-176

30 MINUTES BODY DEVELOPMENT

Demonstrating and explaining how to detect electromagnetic radiations

Demonstrating and explaining how to detect electromagnetic radiations Radiation detectors

Charts showing detectors of electromagnetic radiation

-Secondary physics KLB students book 4 page 81

-Golden tips Physics pages

175-176

5 MINUTES CONCLUSION

Giving assignment on the sub-topic.

 

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

-Golden tips Physics pages

175-176

 

SELF-EVALUATION:­­­­­­­­­­­­­­­­­­­________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TEACHER’S NAME: …………………………………………       TSC NO: …………….    

SCHOOL/ INSTITUTION  : ……………………………………………………………….

FORM: 4                                                     TERM: 1                          YEAR……………..

NUMBER OF STUDENTS…….                    SUBJECT:  PHYSICS

TOPIC: ELECTROMAGNETIC SPECTRUM.

SUB-TOPIC: APPLICATIONS OF ELECTROMAGNETIC RADIATION.

WEEK: ……..                                                 LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Describe the applications of electromagnetic radiations including greenhouse effect

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Outline some of the applications of electromagnetic radiations.

Discussion.

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

-Golden tips Physics pages 175-176
30 MINUTES BODY DEVELOPMENT

Discussions of application of electromagnetic radiations

Discussions of application of electromagnetic radiations Pictures and chart on application of electromagnetic radiations -Secondary physics KLB students book 4 page 82

-Principles of physics (M.Nelkon) pages 336

-Golden tips Physics pages 175-176

5 MINUTES CONCLUSION

Answering questions from the learners.

 

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

-Golden tips Physics pages 175-176

 

SELF-EVALUATION:­­­­­­­­­­­­­­­­­­­________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TEACHER’S NAME: …………………………………………       TSC NO: …………….    

SCHOOL/ INSTITUTION  : ……………………………………………………………….

FORM: 4                                                     TERM: 1                          YEAR……………..

NUMBER OF STUDENTS…….                    SUBJECT:  PHYSICS

TOPIC: ELECTROMAGNETIC SPECTRUM.

SUB-TOPIC: PROBLEMS ON C=FX.

WEEK: ……..                                                 LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Solve numerical problems involving C=fx

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Ask probing questions.

Discussion.

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

-Secondary physics KLB students book 4 page 80
30 MINUTES BODY DEVELOPMENT

-Problem solving

-Discussions

-Explanations

-Questions and answers

 

-Problem solving

-Discussions

-Explanations

-Questions and answers

 

-Questions and answers exercises -Comprehensive secondary physics students book 4 pages 45

teachers book 34pages 20-21

-Secondary physics KLB students book 4 page 80

5 MINUTES CONCLUSION

Giving assignment on the whole topic.

 

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

-Secondary physics KLB students book 4 page 80

 

SELF-EVALUATION:­­­­­­­­­­­­­­­­­­­________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Business Studies Best Form One Notes Free

BUSINESS STUDIES

FORM ONE

CHAPTER ONE

INTRODUCTION TO BUSINESS STUDIES

Definition of terms used in business studies

Business – refers to any activity that is carried out by an individual or an organization concerned with provision of goods and services with the aim of making profits

Business studies– it is the study of the activities that are carried out in and around production, distribution and consumption of goods and services

Business environment – these are the business surroundings which may be internal or external

Goods – These are items which are tangible i.e. can be touched and felt e.g. furniture, buildings, bread. Etc

Services – These are actions or activities that may be sold. They are intangible e.g. teaching, banking, hairdressing etc

Production – It is the creation of goods and services or increasing their usefulness. Its done by producers e.g. farmers.

Distribution – It’s the movement of goods and services from the producer to the user. Involves transport, communication etc

Consumption – Refers to using of goods/service mostly done by consumers

Disciplines in business studies

  • Economics – it’s the study of how human beings strive to satisfy endless wants using the available scarce resources. Human wants are the desires that people strive to satisfy using goods and services. Resources – Things that are required in order to satisfy human wants
  • Commerce – Study of trade and aids to trade. Trade is the exchange of goods and services for other goods or services or for money.
  • Accounting – It’s a systematic way of recording business activities which are used for decision making.
  • Office practice – these are activities carried out in the office e.g. communication, filling, reproduction of documents etc.
  • Entrepreneurship – It’s the study of activities involved in the process of identifying a business opportunity and acquiring necessary resources.

Importance of business studies in the society

  • Assists members to relate the knowledge, skills and attitude acquired to day to day business activities.
  • Equip members with knowledge and skills to start and run a business
  • Assists individuals in appreciating the role of business studies in provision of goods and services
  • Makes the members to appreciate the need of good business management practice.
  • Assist individuals to acquire self discipline and positive attitude towards work.
  • Equips individuals with abilities to promote cooperation
  • Enables individuals to understand the role of government in business.
  • Equips individuals with abilities to understand role of communication and modern technology to business management.
  • Help individual develop positive attitude towards the environment
  • Equips individuals with knowledge and skills required to evaluate business performance

 

CHAPTER TWO

BUSINESS AND ITS ENVIRONMENT

The main purpose of a business is to make profits. To achieve this, a business needs to

  • Satisfy customer needs
  • Reduce operating costs
  • Strive to survive by competing favorably

Types of business activities

  • Extraction – means obtaining goods from their natural setting e.g mining, farming, lumbering etc
  • Processing of raw materials – it is changing the form of goods without combining it with other goods
  • Manufacturing – combining different raw materials to come up with one final product e.g. table is made of wood, glue, nails and varnish
  • Construction – Rails, road and buildings
  • Distribution of goods – Spreading of goods from the manufacturers to the users. Done by distributors
  • Trade – Buying and selling of goods with the aim of making profits. Done by traders
  • Provision of services – Selling services to consumers e.g. hairstylist, car washers

Business environments and their effects

Internal and external

Internal environment

  • May either be strengths or weaknesses of the business e.g. skilled man power.
  • It is also called micro environment

They include :-

  • Business structure

This is the formal arrangement of the activities carried out at various levels of the organization. A well laid business structure would lead to success because:-

  • Each employee knows what is expected
  • No conflict or confusions
  • Team work is enhanced
  • Proper control – promotes efficiency
  • Resources

A resource is something that can be used to achieve an objective. The following are some of the resources to a business

  • Human resource

Employees in a business provide human resource. A business with qualified human resource is more likely to do well.

  • Financial resources

A business with adequate finances is more likely to do better than one lacking such aspects.

  • Physical resources

These are tangible facilities which belong to a business e.g. buildings, machinery, furniture and stock.

  • Technology

These are the skills and methods used in production. A business with the relevant technology is more likely to succeed.

  • Business culture

Business cultures arise from the combination of employees expectations, beliefs and values within the business. A culture of involving employees in decision making always does better.

  • Owner

He provides finances and makes decisions concerning operations of the business.

External Business Environment

  • Also called macro environment – large in scale

They include:-

  • Economic environment

These are factors that affect the buyers’ ability to buy goods and services offered by a business e.g charges, taxes, rates etc

  • Demographic environment
  • Includes factors in population change – size, distribution, age, density, birth and death rates
  • A growing population provides market for goods and services
  • Age and sex distribution shape the line of business while better education and jobs for consumers would improve their taste and demand for quality goods services
  • Legal – political environment

The government closely monitors and passes laws and policies to regulate activities. Traders may opt to invest in some areas because of lower taxes or nor taxes

Manufactures of foodstuffs are required to include expiry dates to their goods. Political stability also creates a conducive working business environment

  • Technological environment

Technology refers to level of know-how, efficient use of tools and equipments and other resources. Advancement in technology would lead to better quality of goods being produced.

  • Cultural environment

Culture is the norms that regulate the behavior of people in society. Includes customs, beliefs and values. Dictates how people live and products they consume e.g. Muslims and pork.

  • Competitive environment

Firms trying to outdo each other in their endeavors to maximize profits. Competition can ether be generic or enterprise.

Generic competition refers to competition where the products are used for the same purpose though the products are different. E.g. cinemas and discos are competing form of entertainment.

Enterprise competition is found were products are similar to those of the other firm. E.g a local shoe manufacturing company competing with imported shoes.

  • Physical environment

Includes factors such as climate and infrastructure e.g. roads, water supply, electricity, banks etc

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER THREE

SATISFACTION OF HUMAN WANTS

Human wants

  • These are desires that people have or strive to satisfy e.g. thirst is a desire for drink
  • Goods and service provide by the business are intended to satisfy a human want.

Classification of human wants

  • Basic/ primary wants/needs
  • Are the necessities that are absolutely vital for the human survival
  • They include food, shelter and clothing
  • They must be satisfied first before one thinks of satisfying the rest
  • Lack of basic needs may lead to death
  • Secondary wants
  • Are needs one can do without but are desired to make life more comfortable
  • They can be categorized into comforts and luxuries
  • Comforts improve ones living standards beyond the status of mere survival e.g. furniture, medication, education, utensils, transport etc.
  • Luxuries are goods that provide excessive comfort e.g. cars, watches. Luxuries are for prestige purposes

Characteristics of human wants

  • Unlimited– Human wants are so many that they can never be satisfied. They are insatiable.
  • Varied. They change with factors like age, gender, income, geographical location and social status.
  • Competitive. They compete against each other for satisfaction using the limited goods and services
  • Complimentary. Satisfaction of some wants automatically leads to creation of other wants e.g. when you purchase a cell phone, you will automatically need airtime.
  • Repetitive. After some wants have been satisfied once, they recur thereby creating the need to satisfy them again.
  • Habitual. Some wants result in the formation of certain habits e.g. use of certain brands of toothpaste, perfumes, body lotion and beverages based on habits .
  • Universal. Human wants are experienced by every human being without exception whether they are satisfied or not
  • Vary in intensity. Different wants have different priority

Challenges faced in the satisfaction of human wants

  • Human wants are too many and varied to satisfy fully
  • The resources needed for the satisfaction of human wants are never enough
  • Resources are scarce
  • People must continually look for fresh resources to satisfy recurring wants
  • Human wants change with time, age and gender

Goods and services

  • Goods are tangible visible objects that can be used to satisfy human wants
  • Services are intangible efforts or acts that can satisfy human wants. Services cannot be seen i.e. not visible

Goods can be categorized as follows

  • Free goods and economic goods
  • Free goods are gifts of nature e.g. sunshine, rain, oceans
  • They have utility but no monetary value
  • Economic goods are scarce in supply and have money value e.g. TV, books, minerals etc
  • Producer and consumer goods
  • Producer goods are used in producing other. They are also known as capital goods e.g. machines, equipments and tools.
  • Consumer goods are readily usable by the final consumer. E.g. food, clothing, furniture, cosmetics, medicine etc
  • Perishable and durable goods
  • Perishable goods go bad easily unless stored using very special facilities e.g. meat, milk, vegetables, tomatoes.
  • Durable goods continue giving services for a long time and can be spoiled by agents such as wear and tear e.g radio, furniture, buildings,
  • Public and private goods
  • Public goods belong to no one in particular but are owned by the government or by all of us collectively e.g. roads, airports, rivers, public hospitals, public parks, railways, churches etc.
  • Private goods are owned by private individuals in their private capacities either singly or as a group e.g. personal cars, private schools etc.
  • Intermediate goods and finished goods
  • Intermediate goods are used as inputs/raw materials to be processed into a more useful form. E.g sisal, sugarcane, wood, cotton etc.
  • Finished goods are final products that come out of processing in the required form (output) e.g flour from maize or wheat, dress from cotton.
  • Material goods and non material goods
  • Material goods are commodities that are tangible e.g food, books, chairs, vehicles, shoes
  • Non-material goods are intangible e.g. teaching, nursing etc

Differences between goods and services

Goods Service
·       Are tangible ie can be seen, touched or felt ·       Are intangible i.e. cannot be seen touched
·       Not always exhausted during use ·       Always used up or exhausted after every act
·       Identical goods can be created through mass production ·       Are difficult to make identical since they vary over tome and provider
·       The price paid is for the possession or ownership of the good ·       Price paid is the effect of the act or the effort
·       Surplus goods can be stored for latter use ·       Cannot be provided in excess and once provided cant be stored later
·       Are easily separable from the producers ·       Are inseparable cant be

 

Economic resources

  • These are inputs needed in the production process in order to produce what is required to satisfy human wants.
  • They are the means by which production and provision of goods and services is made possible.

Types of economic resources

Natural resources – Are gifts of nature e.g. land, natural forests, rivers, oceans and minerals

Artificial resources – Are man made resources e.g. machinery, tools, tarmac roads, dams, railways lines etc

Human resources – Refers to mental and or physical efforts rendered by people to organizations or to other human beings in producing goods and providing services e.g. nurses, teachers, painters, drivers.

Economic resources can be divided into

  • Renewable resources
  • Non-renewable resources

Renewable resources are those whose supply can be restored and if not, creating goods and services is reduced and it may stop altogether

Non-renewable resources are those whose supply cannot be stored after use. Using these resources leads to their exhaustion sooner or latter

Example of renewable and non renewable resources

Renewable resources Non-renewable resources
Wood Coal
Natural rubber Building stones
Wool Gravel
Silk Iron
Leather Aluminium
Solar energy Gold
Hydro-electric power Lead
Wind power Natural gas
Soda ash  
Vehicle  

 

Characteristics of economic resources

  • They are scarce
  • They have monetary value
  • They are unevenly distributed
  • They can be used to create goods and service
  • They can be combined together in different proportions to create goods and services
  • They can be transformed from one party to another

Scarcity, choice and opportunity cost

  • Scarcity is used to describe the limited nature of economic resources
  • Choice id the act of deciding what wants to satisfy first with the scarce or in adequate resources available. Choice is made with a list of scale of preference which is a list of unsatisfied wants arranged in order of priority
  • Opportunity cost is the value of the best foregone alternative. The real cost of satisfying any want is the alternative that has to be foregone in order to do so

 

 

 

 

 

 

CHAPTER FOUR

PRODUCTION

It’s the creation of goods or provision of services to satisfy human wants

It involves activities of transforming of materials into finished goods, transportation and storage

Utility

Utility_-is the ability of a good or services to satisfy human wants.

Types of utility

Form utility –this is changing the form of a commodity by converting raw materials to finished goods .e.g. sugarcane may be converted into sugar

 Time Utility-this is created when a good is stored until it is appropriate time to use it. Example, storing food stuff in the school store during the holiday to use when the school opens.

Place Utility– this is bridging the geographical gap between the producer of commodity and its consumers through transportation. Example, transporting books from a bookshop to the school

Possessive Utility-this refers to the transfer of ownership of good and services from one person to another it maybe done through trade. Example, ownership of bread may be transferred from a canteen owner to a consumer when the customer buys it.

Types of production                                                         

Direct and Indirect Production

Direct production (subsistence production)

Is type of production from ones own personal consumption

Characteristics of Direct Production

  • Goods and services are of low quality and quantity
  • Leads to low standards of living.
  • Encourages individualism
  • Can very tiring
  • Does not encourage invention and innovation
  • No one has the ability to provide all that he/she requires
  1. b) Indirect production

Production of goods and services for sale

Characteristics of Indirect Production

  • Lead high quality and quantity goods.
  • Production with a view of exchange.
  • It results in surplus production of goods and services

Level of Production and Related Occupation

Primary Level

  • This level is also called extractive level, involves extraction of goods from their natural setting.
  • The products can be used in the state they are or can be processed to make them more useful. example water, mining, fishing. Lumbering e.t.c

Secondary Level

  • Involves transformation of raw materials into finished products or more useful products including; manufacturing e.g. food processing, Construction e.g. house and roads

Tertiary Level

  • Involves provision of services. Divided into commercial and direct

Commercial services

Activities either trade or consist trade to take place e.g wholeselling,retailing,banking .

Direct Personal Service

Service rendered by individual direct to the consumer e.g nursing teaching and legal service.

Factors of Products and Their Rewards

Are resources/agents required in production e.g

  • L and
  • Labour
  • Capital
  • Entrepreneurship

Land

  • Natural resource e.g. minerals, soils etc
  • They are all the natural resources below or above the earth surface.
  • The rewards are rent, rate or royalty

Characteristics of Land as a Factor of Production

  • It is a basic factor of production, that is, production can’t take place without it.
  • Its supply is fixed that is, we cannot add more earth service on to what nature has provided.
  • It lacks geographical mobility i.e it cannot be moved from one geographical to another.
  • Quality is not homogeneous .Productivity of one piece of land will have different levels of fertility, mineral deposits, soil textures and varying climate conditions
  • Productivity of land can be increased by increasing quality  and quantity of capital
  • It’s subject to the law of diminishing return.
  • It’s a natural resource

Labour

  • Human efforts are applied in production either physical or mental
  • Not all human effort is labour. For it to become labour it must be aimed at production and be paid for.
  • Rewards are wages and salary.
  • Labour may be skilled, semi skilled or unskilled. Which is determined by the lvel of education, training and experience

 

Capital

  • Refers to all the artificial resources used in the production of goods and services
  • There are two types of capital namely fixed and operating /circulating capital
  • Fixed capital are things that stay in a business almost permanently e.g. machinery, buildings, vehicle, furniture etc
  • Working/circulating capital gets used up every time its applied in the production process e.g. raw material and money.
  • Capital is rewarded in form of interest

Entrepreneur

  • This is an individual who identifies a business opportunity, devotes the factors of production and starts a business venture which may involve the creation of goods and service
  • The entrepreneur pays for the services of all the other factors of production
  • He makes important decisions in business e.g s/he decides what to produce or sell, how much to produce or sell and what methods to apply in the production process.
  • The reward for entrepreneur is profit

Division of labour and specialization

Division of labour

  • This occurs when the production process is split into many stages or operations
  • Each stage involves a special task performed by one or group of workers. For example, in clothe making factory, the production process is organized in such a way that each worker performs anly a small part of the whole operation. Some cut the cloth material, others join or sew them together, others fixing buttons etc

 

 

Specialization

  • This occurs when one worker performs certain specific tasks of a job
  • It ensures that workers concentrate on doing those jobs which they are best suited in terms of skills, qualification and experience

Advantages of division of labour and specialization

  • Workers skills are enhanced because of performing repetitive tasks, resulting in creation of experts.
  • Workers suffer less fatigue as they concentrate on doing one task in one place
  • New talents and inventions are developed as workers perform repetitive tasks hence one can detect and correct weaknesses in the techniques used
  • Work is done at a faster rate due to repetitive nature of tasks and reduced movement of workers from one station to another
  • Goods and services produced are usually of high quality since skills of workers are matched with tasks
  • Use of machines is made possible leading to standardization of products and lower production cost, which in turn leads to higher profits
  • Overall output increases because work is done at faster rate
  • Planning and management of workers becomes easy which increases efficiency in organization

Disadvantages of division of labour and specialization

  • Workers may suffer from boredom due to monotony of doing the same thing repeatedly
  • Individual workers cannot identify themselves in the final products since workers perform only small part of the whole process
  • Incase of loss of jobs, such workers find it difficult to get new jobs because they are specialized in a particular field only.
  • Leads to interdependence between countries, businesses or individuals which may lead to shortage of goods and services especially in times of conflict or natural calamities
  • Use of machines may reduce employment opportunities by replacing manual labour.
  • Workers eventually lose skills owing to the over-dependence on machines
  • Due to specialization, problem at one stage can disrupt the whole production process.

 

Mobility of factors of production

  • This is the movement or the transfer of a factor of production from one geographical area to another o form one occupation to another
  • Horizontal mobility is the movement from one office to another in the same capacity
  • Vertical mobility is the movement from one grade to another in the same occupation
  • Land lacks geographical mobility but highly occupationally mobile
  • Capital – fixed capital lacks geographical mobility and occupational mobility. Equipments, tools and money may be geographically and occupationally mobile
  • Labour – it’s the most highly mobile factor of production whether geographically, occupationally, horizontally or even vertically.

Factors hindering mobility of labour

  • Natural talent and ability differ from one individual to another
  • Training involved d for one to acquire skills in new occupations can be lengthy and expensive
  • Some organizations have strict regulations barring new entrants from joining these professions e.g. law, medicine and architecture
  • Some jobs though not well rewarding have better terms of service and pension schemes
  • Adverse climatic conditions cause discomfort and disease discourage people from changing geographical locations
  • Ignorance by workers on available job opportunities
  • Geographical transfer involves transport costs, changing residence and school of ones children
  • Security and political stability of given region
  • Social ties that bind one to his/her community
  • Language rules on immigrations

 

 

 

 

 

CHAPTER FIVE            

ENTREPRENEURSHIP

The process of identifying a business opportunity and getting necessary resources to start and run a business.

ENTREPRENEUR- A person involved in entrepreneurship

Importance to the economy

  • creation of employment
  • formation of capital
  • reducing rural urban migration
  • raising standards of living
  • saving import
  • improving infrastructures
  • reducing foreign dominance
  • making use of local resources
  • promotion of technology
  • promotion of entrepreneurial culture

Characteristics of an entrepreneur

  1. Desire to archive
  2. Ability to solve problems
  3. Readiness to take risk
  4. Initiative
  5. Time consciousness
  6. Creativity and innovation
  7. Independence
  8. Self confidence
  9. Persistence and patience
  10. Seek information
  11. Concept before high quality products
  12. Commitment to work
  13. Desire for feedback

 

 Business Idea

Is what is cooking in the mind of an entrepreneur concreting on prospective business concept;

  1. Product
  2. Market
  3. Location
  4. Management
  5. Objectives

       Sources of ideas

  • news papers
  • shows and exhibitions
  • magazines altitude
  • hobbies
  • vocational training\ experience
  • surveys
  • waste products
  • listening to what people buy
  • sporting a market gap

Business opportunity

A favorable chance that entrepreneur concepts for investments. Exist were there is a gap.

  • In availability of products
  • Quality product
  • Insufficient quantities
  • un affordable prices
  • poor services

 

  Personal Considerations

  • Objectives
  • Skills
  • Commitment
  • Interests

Business Considerations

  • Availability of market
  • Technology –appropriation

–Cost

– Suffering in case of out dated

  1. Raw materials –quality and quantity prices
  2. Government policy –requirement before starting the business
  3. Others –amount of capital

– Level of competition

– Difficulties in marketing

– Expansion possibilities

– Security

– Level of development

Business Plan

A document that highlights the objectives of the business and steps to be followed in order to achieve the objectives

  • Name of business
  • product to be sold
  • personal to manage
  • capital needed
  • market to be served
  • type of employees
  • projection
  • summary of plan

Need for a business plan

  • Avoid mistakes
  • identifying strength and weakness
  • requirement by financials
  • determination of amount of finance
  • Allocation of resources
  • motivating factors
  • adoptability

Tools For Control

Factors influencing entrepreneur practices

  • Government policies
  • infrastructure
  • levels of education and skills
  • availability of market
  • availability of resources
  • culture
  • competition
  • political stability
  • natural factors

Causes of Business Success

  • Ability to manage people
  • Hiring – Process of acquiring new employees to take up new positions or to be replaced employees who left the business
  • Assigning duties – allocating employees duties accordingly
  • Proper location – availability of customers
  • Availability of raw materials.
  • Adequate finance
  • lack of competition
  • commitment of the business
  • proper management of resources / finances
  • proper debt management

Ethical Issues in Business

Ethics – set of values and principles which influence how individual groups of people and society behave

Business Ethics – deals with how such values affect business operation

Why should we have business ethics?

  • Create fairness in competition
  • ensure fair play
  • ensures no discrimination in business
  • ensures protection of the environment
  • ensures employees rights are upheld
  • avoid pollution
  • avoid consume exploitation

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER SIX

THE OFFICE

An office is a place, a room or a building set aside in an organization where communication, secretarial, accounting, administration and clerical work take place

Functions of an office

  • Receiving and recording information

The office receives information by such means a letters, telephone calls, orders, invoices, face to face conversation and reports. Information may be recorded and stored

  • Distribution of information

This is passing information to the officers concerned for implementation or action.

  • Mailing

It is an office where out-going correspondence and parcels from various departments are processed and dispatched

  • Reproduction of document. done through:-

Carbon copying

It’s a method used to obtain copies using carbon. Convenient when getting a limited number of copies

Advantages of carbon copying

  • Convenient especially where few copies are required
  • Cheap
  • No special training required

Disadvantages

  • Not convenient for many copies
  • Copies could be misaligned
  • Poor quality
  • Difficult to produce different colours copies of photographs cannot be reproduced

Duplicating

  • Process of reproducing as copy or as succession of copies from a master copy
  • Used when many copies are to be produced
  • Can be through ink duplicating or spirit duplicating

 

Ink duplicating

  • Reproducing using ink duplication

Advantages

  • Cheap when many copies needed
  • Errors can be corrected
  • Permanent copies of good quality
  • Fast
  • Stencil can be stored to be reused

Disadvantages

  • Expensive when few copies required
  • Time consuming
  • Only coarse absorbent paper is used hence not suitable for quality copies
  • Separated runs required if two or more colours are needed

Spirit duplicating

  • Method of duplicating where a spirit duplicator is used

Advantages

  • Economical when fe copies needed
  • Copies can be produced un several colors

Disadvantages

  • Not suitable for many copies
  • Copies fade out with time
  • Expensive
  • Photocopying
  • Reproduction of an exact copy of an original document by use of photocopier

Advantages

  • Cheap if few copies needed
  • Quicker than duplicating or printing
  • No special training need
  • Copies produced of high quality
  • Colored copies also available
  • No need for comparison with original
  • No pollution

Disadvantages

  • Expensive for large number of copies
  • Copies fade over time
  • Only selected colour can be copied
  • Convenient hence easily misused
  • Cannot be used without electricity
  • Printing

Method of producing documents using either printing machine or mechanical means. The methods of printing can be classified on the type of printing machines and the type of documents to be produced as follows:-

Computers

  • Copies can be produced using a printer attached to a computer information is just fed and the computer id instructed to print

Advantages

  • High quality copies
  • Different colors can be produced
  • Convenient for many copies
  • No pollution

Disadvantages

  • Expensive
  • Trained personnel required
  • Electricity is required to operate

Stencil (screen) printing

  • Method of printing where a screen is used
  • The screen is cut mechanically or by use of machine
  • The method is used to print large and irregular surfaces that cannot be fed in a machine widely in textile industries

Advantages

  • Cheap
  • Little training required
  • Adaptable
  • Can be used to produce variety of colours

Disadvantages

  • Poor quality
  • Mass production is difficult

Offset lithography

Where documents are reproduced using a printing machine. The document to be reproduced is filmed using a camera. Lithography is mainly used for printing documents such as books, files forms, certificates and also to print on plastic, metals and cloth

Advantages

  • Documents produced are of high quality
  • Appropriate for mass production
  • Different color can be produced

Disadvantages

  • Initial and maintenance costs of machines are high
  • Trained manpower is required
  • Pollutes the environment
  • Printing is mainly done on paper which is obtained from trees. This may lead to deforestation

Filing

  • Filing is the process of classifying and arranging of documents and records for easy retrival by office staff
  • Information received in an organization is stored mainly in files. This ensures that information/documents are safe, neat and tidy.
  • Filing enables office staff to locate documents which they may need easily, conveniently and quickly.

 

 

Characteristics of good filing system

  • Simplicity – Should be simple to understand and operate
  • Compactness- should occupy little space
  • Suitability – Appropriate to the needs of the business
  • Classification – files should be named and numbered to make it easy to keep and retrieve them
  • Elasticity – system should be flexible, that is cater for future changes and expansion
  • Safety – Documents should be safe
  • Economical – Filing system should not be expensive to start and to maintain

Role of filing

  • Documents are protected from loss and damage
  • It aids in office tidiness and efficiency
  • It’s an important aid to memory
  • Ensures information is stored systematically and thus can be retrieved easily

Safeguarding and controlling organizations property

The office formulates systems and policies regarding assets, keeping records of their movement or usage, issuing directives on their use etc.

Communication

Communication is the passing of information from one person to another. Communication from within and out of the organization goes through the office.

Office layout

  • Refers to the outlook, arrangement and positioning of furniture and equipment in an office.

Types of office layout \

Open layout

This is a large room where all staff work, but are grouped according to the type of work they do for example as found in many banks.

Advantages of open office layout

  • Easy supervision of workers
  • Construction cost is low because partitions are few
  • Easy location of workers
  • Staff movement is minimized thus saving time on passing communication
  • Workers make good use of office machinery and equipment since close supervision discourages them from misusing them
  • Maintenance cost is low
  • Floor space is saved
  • Its cheap to decorate

Disadvantages

  • Disruption from colleagues
  • Senior workers not placed in areas of privacy and it becomes difficult to communicate with juniors
  • Untidy and un-business like appearance
  • Overcrowding, air conditioning, lighting and heating in the room may not ne conducive to all.
  • There is noise from machines

Enclosed office

This office is normally occupied by one person or two usually having their names and designation pinned on the door

Advantages

  • There is privacy for confidential discussion
  • There is less noise
  • Conducive working environment
  • Confer status on top level status
  • Easier to maintain than open office.

Landscape office layout

  • Similar open office layout but of higher standards in terms of look, furniture and other equipments
  • Senior officers occupy higher platforms for easy supervision of junior officers

Advantages

  • Promotes team work
  • Promotes sharing of office equipments
  • Easy supervision of workers
  • Low maintenances cost
  • Easy location of workers
  • Discourages absentees of employees
  • Decorations provide attractive and conducive working environment

Office equipment

These are facilities used in an office to make work easier and efficient

Role of office equipment

  • Speed up and simply work that is time and labor saving
  • Enhance neatness and accuracy
  • Ensure security of documents
  • Provides comfortable working environment

The following are some of the office equipment

  • Guillotine – Used for trimming documents to the required shapes
  • Paper punch – To make holes in papers for filing
  • Stapling machine – For pinning papers together
  • Staple remover – To remove pins from paper
  • Folding machine – Folding letters and sealing envelopes
  • Franking machine – For printing postage impression on envelopes
  • Addressing machine – For printing addresses on mail
  • Sorting machine –For sorting letter
  • Letter opener – For opening letters
  • Composite – To fold documents, place them in envelopes and seal the envelope
  • Typewriter – For typing letters, reports
  • Dictating machine – For making short hand dictations and recording information on tapes
  • Paper shredders – Cutting unwanted documents into tiny pieces to avoid them getting into wrong hands
  • Duplicating machine – Reproducing documents from a master copy
  • Telephones – Used to send and receive verbal messages between two people
  • Tele printer – For printing messages which are telexed
  • Facsimile – Used to transmit printed messages such as letters, maps, diagrams and photographs
  • Photocopiers/ Printing machines/ Stencil duplicator – Used to reproduce documents
  • Cash register – Preparing cash receipts
  • Calculating machines – Calculating
  • Computers – for performing complex calculation/ document processing
  • Money counting machines – for counting coins and notes

Advantages of office machines

  • They are labor saving
  • They are much faster and thus save time
  • Accurate
  • Produce presentable output
  • Machines assist in reducing fraud
  • Provides uniformity of output

Disadvantages of office machines

  • Initial cost and maintenance cost is high
  • Breakdown may lead to stoppage of the production process
  • Machine contribute to unemployment
  • Machines may become outdated forcing the organization to acquire new machines
  • Some require trained manpower who may be difficult to recruit, and at times training unskilled staff can be expensive
  • Special stationary and other material may be necessary
  • Carelessness of workers may result into enormous wastage of resources

Office staff

Is a team of employees who work to achieve the organizations goals.may be divided into thre groups namely: managerial, junior and subordinate

Managerial staff

They re involved in formulating, implementing policies and supervising the activities of the organization

Junior staff

Are either skilled or semi skilled.

Subordinate

Unskilled employees who perform non-specialized duties such as cleaning and delivering messages

 Office staff and their duties

Manager

  • This is a senior employee in an organization

The duties of a manger are:-

  • Controls all the activities of the organization
  • Responsible for coordinating of all the activities of the organization
  • Responsible for staffing
  • Provision of resources required by the organization
  • Planning the work and the time schedule in an organization

Company secretary

This is senior employee of the organization.

Duties

  • Responsible for legal matters of a company
  • Takes down minutes at annual general meetings

Accountant

A senior officer who deals with all financial matters of the organization

Duties

Keeping books of account

Collecting, banking and making payments on behalf of the firm

Making out financial returns to the managing director

Preparing financial reports

Personal secretary

A senior employee usually attached to one senior officer

Duties

  • Filing information for the boss
  • Attending meetings and recording minutes
  • Supervising junior secretarial staff
  • Receiving and making telephone calls for the boss
  • Taking dictations from the boss
  • Making travel arrangements for the boss
  • Keeping the petty cash

Typist

Junior employee usually in the typing pool

Duties

  • Typing information from original documents
  • Filing documents
  • Duplicating
  • Clerk
  • Duties
  • Handling mails
  • Duplicating and operating various office machines
  • Filing and indexing
  • Helps in store keeping or record keeping
  • Ordering, receiving, storing and issuing of stationary

Telephone operator

A junior employee who runs a switchboard

Office messenger

A subordinate employee who performs unskilled office duties such as collecting and delivering mails

Receptionist :Duties

  • Supervision of messengers and porters
  • Receiving and directing visitors to their respective destinations
  • Taking and passing of messages
  • Making, renewing and canceling appointments
  • Keeping a reliable visitors record book

Qualities of office staff

Personal attributes

  • Refers to the general appearance of a person and includes
  • Physical appearance such as respectable style of dressing, moderate hair cuts and styles and use of make-ups
  • Hygiene – they must maintain high level of hygiene, for example, general and body cleanliness
  • Posture – they way of working and sitting
  • Neatness – Personal tidiness and organization of work.

Office etiquette

It may be defined as the prescribed or accepted code of behavior in an office

Includes

  • Respect
  • Punctuality
  • Courtesy
  • Loyalty
  • Honesty
  • Diplomacy- Ability to convince others tactfully
  • Judgment
  • Initiative

Personal knowledge and skills

  • Knowledge – Refers to the relevant academic and professional qualification that enable a worker to perform their duty effectively
  • Skills – Refers to the capability of the worker to perform his duties accurately and easily

Trends in office management

Refers to the current changes in office management such as computerization.

Computers

A computer is an electronic device that is used to process data and information and storing information for future use

Uses of computer

  • Data storage and inventory control
  • It can be used to process accounting transactions and write-ups and update ledger and payroll
  • Keep records of sales to particular customer and enter in any new transactions
  • Computerized filing
  • Used for word processing

Advantages of using computers

  • It economizes on space and material
  • It speeds up operation
  • Its output is presentable
  • It can store a large volume of information
  • Its accurate

Disadvantages

  • Leads to unemployment
  • Inhibits innovation
  • Monotony
  • Require one to have a backup system for storage which is an extra expense

Uses of computers in communication

  • Internet

Refers to inter-connection of several computers over a wide area facilitating the flow of information from one place to another.

  • Intranet

Inter-connection of computers within a small geographical location for example different departments in an office

  • Website

A virtual location in the internet where the information can be posted for other parties to access. It can be used to get information

  • Teleconferencing

This is holding a conference through the computer while the participants are in different geographical areas

Advantages of the internet, intranet and websites

  • They are fast
  • Low cost incurred compared to travelling
  • Convenient as you get information at the touch of a button
  • Information can be stored for future reference

Disadvantages

  • High initial cost of equipment
  • Maintenance cost is high
  • Users require training which may be expensive
  • Suffers from occasional breakdown for example virus attack
  • Facilities are prone to misuse

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

THE OFFICE

  • Define the term an office

An office is a building, room or a place set aside for administrative, communication or clerical work of an organization.

  • Outline the functions of an office
  • Receiving of information in various forms such as calls, personal visits or documents such as letters
  • Recording and sorting of information received.
  • Storing of information for future reference
  • Distribution of information within and outside the organization to the various sections, departments or personnel for necessary action
  • Reproduction or making of copies of document by use of various methods, such as photocopying, duplicating and carbon copying
  • Protecting or safeguarding the organization’s property
  • State the various reprographic techniques that can be carried out in an office
  • Carbon copying
  • Stencil duplication
  • Photocopying
  • Spirit duplicating
  • Ink duplicating
  • Your school would wish to use photocopying as a method of making copies of exams. State the advantages and disadvantages of using this method

Advantages of photocopying.

  • It is a fast method of reprography
  • It is a simple method and require little training of the users
  • One will obtain the exact copies of the original document
  • The method is not expensive if the copies to be made are few
  • It is environmental friendly

              Disadvantages of photocopying

  • The copies that are made fade in the cause of time
  • Photocopying can be costly if the copies being made are many
  • The employees may misuse the method due to its convenience
  • Photocopying machine requires electricity which may be expensive
  • Few colours in a document may be obtained by use of this method
  • State the types of office layout
  • Enclosed office layout
  • Open office layout
  • Landscape office layout
  • Suggest reasons why an organization should use landscape office layout
  • It creates a relaxed atmosphere for the workers
  • It is more attractive and beautiful
  • The image of the organization/firm is enhanced
  • It promotes good working relations and co-operation among the workers
  • Equipment and office facilities may be shared among the employees
  • The flowers or plants used break the monotony of open spaces
  • State ways in which landscape office layout can be created
  • By placing plants/flowers in an office
  • By having paintings of animals or plants on the wall
  • By placing fish aquariums in an office
  • Through shaping of office furniture in form of animals, birds and concrete shapes
  • Creating miniature physical features such as waterfalls and mountains in the office
  • State why you will advice an office manager to use an open office layout instead of an enclosed office layout
  • In an open office layout it is easier to supervise workers than in an enclosed office
  • An open office discourages absenteeism which may be common in an enclosed office
  • It is cheaper to maintain an open office than an enclosed office
  • Equipment, facilities and machines can be shared in an open office which may not be possible in an enclosed office
  • Floor space is saved in an open office than in an enclosed office
  • There is enhanced attraction and framework in open office
  • It is cheaper to light an open office than an enclosed office
  • It is easy to locate employees in an open office
  • State the advantages of enclosed office layout
  • It is ideal for work that is confidential in nature
  • It is more secure than an open office layout
  • The office is ideal where high level of concentration is required
  • It is prestigious for the occupant of such an office as they are recognized
  • The worker is not disrupted by noise or movement of other employees
  • Highlight the disadvantages of an open office layout
  • There is a lot of noise and disruption from other employees
  • Contagious diseases may spread easily among the employees
  • The top ranked workers may feel belittled being placed among other workers
  • It is not very conducive for work that is confidential or secretive in nature
  • Property within the office is not very safe
  • Due to use by many people the office may not be very tidy
  • Outline the factors that have to be taken into consideration when deciding on a type of office layout to use
  • The cost of construction and maintenance
  • The number of staff to be accommodated in the office
  • The climatic condition of the area
  • Government directive if any
  • The nature of work to be carried out in that particular office
  • The nature and rank of staff to be accommodated in that particular office
  • The floor space available for the office
  • The need to maintain a good work flow among the workers
  • State the disadvantages of an enclosed office layout
  • It can encourage absenteeism
  • It is not easy to supervise the employees
  • It is expensive to construct and maintain
  • Facilities and office equipment cannot be shared among the workers
  • Workers can misuse office equipment such as the telephone
  • The office layout takes up more space
  • A lot of time is wasted when moving from one office to another
  • It may promote individualism as some employees are isolated from others
  • Enumerate the factors you will advice Mr.Mwajuma to consider when buying office machines for his company
  • The effect of the machine on the workers

The cost of the machine or equipment

  • The suitability of the machine for the task that is intended for
  • The availability of after sales services provide by the seller
  • Presence of office staff with the skills required to operate the machine
  • One has to consider space or room to keep the machine or equipment
  • The likelihood of the machine being outdated absolute or out of date
  • One has to consider whether that machine can adopt to future changes

 

 

  • State the best type of machine one would use to perform the following tasks:
  Functions Type of machine
(a) To create postage impressions on envelopes Franking machine
(b) To fold documents put them in envelope and seal them Composite machine
(c) To destroy sensitive but unwanted documents Paper shredder
(d) To store large volumes of data Computer
(e) To run 300 copies of an exam for students in a school Printing machine
(f) To make exam copies of a certain original document Photocopier
(g) To trim papers to the required sizes Guillotine machine

 

  • Highlight the disadvantages of using office machine
  • They can be very costly/expensive to buy and operate
  • They occupy space which can be used for other tasks
  • Machines may replace labour causing unemployment
  • Some may require electricity which may be expensive
  • Any breakdown of the machine may delay work
  • The machine may become obsolete(out of date)
  • They are subject to wear and tear(depreciation)
  • Some may require specialized or trained personnel to operate
  • State the three categories of office staff
  • Managerial staff
  • Junior staff
  • Subordinate staff
  • Outline the advantages of using office machines
  • Machines are labour saving and can be cost effective in the long run
  • The output of machines is of good quality
  • They can be used to minimize fraud or theft
  • Machines can be very fast saving on time
  • They can produce uniform work
  • Machines can be very accurate as compared to human labour
  • Some machines can be adapted to multiple task such as a computer
  • Highlight the role played by a good filing system in an organization
  • Filing provides security/safety of documents
  • It facilitates easy retrieval or access of documents
  • Good filing enhances orderliness and tidiness of an office
  • It guarantees confidentiality of information since it cannot get to the wrong hands
  • Good filing promotes good communication
  • Filing guarantees that documents are protected from damage
  • Good filing guarantees good future reference in case the information is required
  • Outline the various categories of office equipment giving examples in each case
  Category Example
(a) Typing office machine (i)Typewriter

(ii)Dictating machine

(b) Mailing office machine (i)Franking machine

(ii)Composite machine

(iii)Folding machine

(c) Communication office machine (i)Telephone

(ii)Telex

(iii)Cell phone

(d) Duplicating/reprographic machine (i)Photocopier

(ii)Duplicator

(iii)Printing machine

 

  • Distinguish between centralized and decentralized filing system

In centralized system one department is given the responsibility of keeping and managing all the files in the whole organization. This department is referred to as a registry.Decentralised filing

  • State the characteristics of a good office worker with office etiquette
  • Courtesy i.e dealing with people politely
  • Punctuality-keeping time at all times
  • Honesty-telling the truth
  • Co-operation with other employees
  • Tactical or being diplomatic when dealing with others
  • Good judgement and coming up with the best decision
  • Neatness and orderliness in terms of work arrangement
  • Dedication or loyalty towards the organization
  • Highlight personal attributes that Bakari should have as an office worker
  • He should be presentable
  • He should maintain high standard of morality
  • He should have a good sitting posture
  • He should maintain high standards of hygiene
  • He should be neat and accurate in the organization of his work
  • He should maintain good health and physical fitness through having proper diet and exercising
  • Define the roles played by the following office workers

(a)Departmental manager

  • Maintaining the books of accounts
  • He/she may prepare the budget for his/her department
  • Submitting reports to the senior manager about performance of the department
  • Monitoring and supervising workers in the department
  • Assigning roles and duties to employees in the department

(b)Personal secretary

  • Receiving and filing information
  • Booking appointments for the boss
  • Taking and writing minutes during meetings
  • He/she can maintain small amount of money for making small or petty purchases in the office
  • He/she receives and makes calls for his seniors
  • Highlight trends in office management
  • Use of modern computers enhances efficiency
  • Introduction of customer care desks or offices to address customers concerns
  • Movement toward open and landscape office plan to enhance more interaction among the workers
  • Outsourcing for some task that can be done by other firms instead of employing workers to do the same e.g. having external cleaners or security
  • Use of the cell phone for communication
  • E-Commerce is a recent trend in business. Outline the advantages of using this method in carrying out business activities.

Advantages

  • One can have a wide variety of goods and services from all over the world
  • It reduces the cost of travelling to the market or in search of product
  • It is fast as deals can be made within a short period of time
  • A seller can advertise goods to many consumers over a wide area
  • Paper work and the many document used on other trade are removed or reduced as selling and buying is on-line
  • A lot of information about the market can be accessed on the internet

 

 

 

 

 

 

 

CHAPTER SEVEN

HOME TRADE

Trade is the buying and selling of goods and service with the aim of making profit

Importance of trade

  • Avails a variety of goods and service
  • Helps producers to dispose their surplus produce
  • Creates employment
  • It encourages specialization and division of labor
  • Promotes social relations and understanding in the parties involved
  • Ensures steady supply of goods and services
  • Helps one to acquire what one may not be able to produce

Classification of trade

Trade is divided into home trade and foreign trade.

Home trade is the one which is carried within a country’s boundaries while foreign trade is carried out between two or more countries.

Foreign trade may be bilateral (between two countries) or multi lateral (among many countries)

Home trade may further be classified into wholesale and retail trade

Wholesale trade

This is the buying of goods and services from producers and manufacturers in large quantities and selling them to retailers in relatively smaller quantities

The person who does this is a wholesaler

Functions of retailers

They can be discussed based on the service they render to the wholesaler, producer and consumers

Services rendered to consumers

  • Credit facilities – since retailers are in personal contact with their customers, they may give credit to the customers they trust
  • After sale services – These services include transport, installation, repair and maintenance
  • Offer advice to consumers on choice and use of products
  • Make goods available to consumers at the right time and place
  • Breaking bulk. I.e. reducing of the size quantity to a convenient requirement

 

Services rendered to wholesalers

  • Assist in distributing goods to consumers
  • Relieve the wholesaler the burden of transportation
  • Retailers relieve wholesaler the burden of storage
  • Retailers are a good source of valuable information on market which assist wholesalers in anticipating consumers demand

Services rendered to the manufacturer

  • Providing valuable information on consumer demand
  • Marketing the manufacturers products
  • Advertise goods on behalf of the manufacturer

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

RETAIL TRADE

Retailers can either be small scale or large scale retailers

Small scale retailers

  • They form majority of the retail traders
  • They are found in most parts of the country
  • In most cases they are operated as one-man business
  • They are easy to start because they require little capital

Classification of small scale retailers

Classified into two main groups i.e.

  • Small scale retailers without shops
  • Small scale retailers with shops

SMALL SCALE RETAILERS WITHOUT SHOPS

Itinerant traders

  • They carry goods about with them on bicycles, motor-cycles or on their heads.
  • They move from town to town, village to village and from door to door selling their goods
  • They can sell clothes, plates, cups, vegetable etc
  • They are persuasive and as a results customers sometimes buy goods they do not need
  • Examples of itinerant traders are hawkers and peddlers
  • Hawkers use bicycles or motorcycles but peddlers walk around

Characteristics of hawkers and peddlers

  • Are found mostly in densely populated regions
  • Move from one shopping center to another, village to another and door to door in search of customers
  • They are persuasive
  • Their prices are not controlled

Advantages of itinerant traders

  • Flexible in that they move from one place to another
  • Require little capital to start and operate their business
  • Convenient in that they take goods to the customer
  • Don’t suffer bad debt because they sell in cash
  • Few legal formalities required

Disadvantages

  • Affected by weather changes because they operate in open air environment
  • Difficult to transport business wares to various places
  • Do not offer guarantee, in case the items are found defective

Roadside sellers

  • Hey sell goods at places where other people pass such as in busy roadsides, streets, bus stages, road junctions and entrance to schools and public buildings
  • They deal with fast moving goods like sweets, roasted maize and fruits
  • Place their goods on trays, card boards, empty sacks or mats

Open air market traders

  • Found in convenient places which are normally centrally located, where people meet to buy and sell goods.
  • Traders pay entrance fee to be allowed to bring in goods
  • Market is under the administration of the local authorities
  • They are open on particular days of the week

Automatic vending machines

  • These are coin operated depending on what you want to buy
  • They are used for selling commodities like cigarette, drinks and stamps.
  • Juke boxes and telephone coin boxes are also vending machines where you buy services

SMALL SCALE RETAILERS WITH SHOPS

Single shops (unit shops)

  • They have fixed premises
  • They are usually run by one person who gets assistance from his family or employed attendant
  • Some specialize in one line of commodities such as clothes, groceries etc

Tied shops

  • They sell exclusively the products of one particular manufacturer
  • They are owned and controlled by the manufacturer who designs the shop and its appearance, e.g in painting.
  • The manufacturer offers goods on credit to the trader
  • g. Bata Shops, Petrol stations like Shell, Kenol

Kiosks

  • Usually small shops or simple structures which sell fast-moving goods like newspapers, sweets and soft drinks
  • Located in strategic places like corners of busy street roads, residential areas

Market stalls

  • These are permanent stands found in market
  • They are open daily
  • Constructed and owned by the local authorities
  • Each stall deals with a particular good or service
  • They are rented or leased by individuals from the local authority
  • Examples Kariokor and City Markets in Nairobi.

Canteens

  • These are retail shops found in institutions such as schools, colleges, hospitals and army barracks.
  • They sell goods mainly to the people working in the institution
  • They may be run by the institutions management or by individuals on rental basis
  • Can offer tea, sodas, sugar and other foodstuffs

Mobile shops

  • They move from village to village town to town selling their goods.
  • They have a converted van, lorry or bus arranged as a shop from which customers can buy their goods

Advantages of small scale retailers

  • Its easy to raise capital to start the business
  • Retailer is in close contact with consumers and may give credit to credit worthy customers
  • The risks involved in the business is small
  • The business is simple to operate and manage
  • Few legal formalities required
  • Trader can easily change from one product to another

Disadvantages

  • Trader has limited access to loan facilities
  • They do not hire specialist or technical staff
  • May suffer bad debt
  • They do not enjoy economies of scale
  • They have a low turnover because of the little capital invested

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LARGE SCALE RETAILERS

  • They normally operate in urban areas
  • May occupy a single big building or several premises scattered in various areas of the same town or different towns
  • They require large amount of capital to start
  • They buy goods from wholesalers and manufacturers in large quantities
  • They are allowed trade discounts and other favorable credit facilities
  • The services of specialist like salesmen, storekeepers, accountants and managers are required
  • Management is centralized, stock purchases are made at the head office
  • Branches are required to submit monthly returns to the headquarters

Types of large scale retailers

  • Supermarkets
  • It’s a large self-selection store that deals mainly with house hold goods such as utensils, foodstuffs and clothes
  • Goods are well displayed on shelves and eac article carries a price tag.
  • The buyer walks around picking the goods one wants to buy and placing them in a trolley or a basket.
  • The goods are paid to one of the cashier stationed near the exit

Features of supermarkets

  • Require large capital to start
  • Stocks variety of goods
  • Offer self service facilities
  • Goods have price tags on them
  • Prices of goods are fixed
  • No credit facilities offered
  • Sell comparatively low prices

Advantages of supermarkets

  • They buy goods in large quantities which enable them to obtain good trade discount. They are therefore able to offer lower prices
  • Customers get all the goods they want under one roof. This saves time
  • Supermarkets employ few attendants therefore reducing their monthly wage bill
  • Impulse buying leads to more sales because customers have access to the goods which they pick from the well displayed shelves
  • They don’t sell on credit thereby avoiding bad debts

 

Disadvantages

  • They don’t offer credit facilities to the customer
  • They don’t deliver goods to customers premises
  • They don’t give personal services to the customers
  • They incur many losses due to pilferage of goods
  • Impulse buying leads the customer to buy goods they may not want

Chain stores (multiple stores)

  • Chain stores are large scale businesses with separate branches which are managed and organized centrally. The branch managers are accountable to the head office
  • g. the Deacons and African Retail Traders (ART)
  • They have standard prices for their products no matter where the branches are located
  • They have similar shop fronts appearance and displays.

Characteristics of chain stores

  • Purchases are centralized
  • Standard prices for all products in all their branches
  • Sales are centralized
  • All branches deal in same type of product
  • They are uniform in outward appearance and interior layout

Advantages of chain stores

  • They buy goods in large scales which enables them to obtain good trade discounts.
  • The cost of running a chain store is controlled and managed at the head office. The headquarters advertises on behalf of the branches
  • Slow-moving goods in one branch cab be transferred to another branch where demand for them is higher
  • The identical sold by chain stores and the similar shop fronts and window displays publicize the business
  • Chan stores serve a wider market because they are spread all over the country
  • Goods are sold on cash basis, hence reducing the cost of managing bad debts

Disadvantages of chain stores

  • Large amount of capital are required to run a chain store
  • People tend to shy away from buying identical products such as clothes
  • Chain stores do not offer credit facilities, except those operating exclusively on hire purchase scheme
  • Lack of personal touch with customers

Departmental stores

  • Comprises many single shops under one roof and one management.
  • Each department deals in a different line of goods and is controlled by a departmental manager
  • Departmental manager is responsible for buying in his department although this may be centralized
  • They are located in town centers
  • In Kenya we have no departmental store

Advantages of departmental stores

  • Customers can buy a wide variety of commodities from different shops under one roof
  • Departmental stores buy goods in large quantities at lower prices and hence these goods are sold at lower prices
  • Generally open for long hours
  • Offer adequate parking facilities to customers
  • The store is able to employ qualified staff thus providing high quality services

Characteristics of departmental stores

  • They offer a wide variety of goods at lower prices
  • They are attractive and convenient to shop in
  • They are usually situated in town centers
  • They provide services such as restaurants, reading rooms and post office to attract customers
  • Each department is managed by departmental manager dealing in a different line of goods

Disadvantages of departmental stores

  • Large amount of capital is required to run the store
  • A departmental store may run one department at loss to attract customers to other profit making departments
  • Carter mainly for the urban communities in which they are located
  • Lack personal contact with their customers
  • Their big sizes posses management problems related to coordination and control of the activities on the different departments
  • Hypermarkets
  • It’s a large shopping centre in one building comprising a variety of business under one roof and managed by different people.
  • They are located away from the city centre and have good access roads and ample parking
  • g. in Kenya is the Sarit Centre in Nairobi’s Westlands

Characteristics of hypermarkets

  • Good access roads
  • Ample parking space
  • Many business in one building
  • Attractive and convenient to shop in
  • Located in the outskirts of town
  • Offer a variety of goods and services

Advantages of hypermarkets

  • Offer extensive parking for customers
  • Customers can do all their shopping in one building , especially those who buy their monthly supplies in bulk
  • They save on space, which reduces rents and rates
  • Usually open for long hours
  • They provide credit facilities by accepting credit cards

 

Disadvantages of hypermarkets

  • Since they are located away from the city centers, they serve only a limited number of people especially those with cars
  • Require a large space which is not available in the Central Business District (CBD)
  • Their prices are not controlled and therefore subject to bargaining

Mail order stores

  • It’s a type of retail trade where business is carried out through the post office.
  • The customers place their order for goods through the post office and the goods are also supplied through the same
  • Buyers get information from advertisements in print media, journals, radios.
  • The goods are dispatched mostly on the basis of cash with order (C.W.O) or Cash on delivery (C.O.D)

Characteristics of mail order stores

  • They sell goods through the post office
  • They advertise through the print media, roads, journals, cinemas etc.
  • All transactions are passed through the post office
  • Customers do not visit the selling premises
  • Goods are dispatched, mostly on the basis of cash with order or cash on delivery

Advantages of mail order stores

  • It reaches customers who are far away from the shopping centers
  • Does not require transport facilities
  • Total control of distribution is possible
  • Does not require the services of salesmen

Disadvantages of mail order stores

  • High cost of advertising increases the price of the goods
  • Inspection of goods by the customer is not possible
  • The variety of the goods that can be sold is limited
  • Personal contact between the buyer and seller is not possible
  • Suitable to those who can read and write
  • Problems arising in the post office may affect the business, for example strikes

WHOLESALE TRADE

  • It involves selling goods in large quantities to traders for resale.
  • Wholesalers are classified according to the range of products they handle, the geographical area in which they operate and method of operation

According to the range of goods they handle

  • General merchandise wholesalers
  • General line wholesalers
  • Specialized wholesalers

According to the geographical area in which they operate

  • Nationwide wholesalers
  • Regional wholesalers

Their method of operation

  • Cash and carry wholesalers
  • Mobile wholesaler

General merchandise wholesalers

  • They deal in a wide range of products. The lines of products they deal in are distinct, e.g hardware, clothing, foodstuffs and chemicals

General line wholesalers

  • Deal with a wide range of products, but within one line, eg. Hardware

Specialized wholesaler

  • Deal in particular goods from a given line of products, e.g the line of foodstuffs

Nationwide wholesalers

  • Distribute goods all over the country.
  • They establish warehouses or depots in different areas from which they supply the goods to their customers

Regional wholesalers

  • Offer their products to certain parts of the country only.
  • They may cover a location or a district

 

 

Cash and carry wholesaler

  • Operate on self service basis like a supermarket
  • Traders come and pick goods and pay cash for them
  • They don’t offer transport facilities to their customers
  • No credit facilities are offered

Mobile wholesalers

  • Use vehicles to go around selling goods to traders

Rack jobbers

  • Specialize in selling particular products to their specialized wholesalers

Alternative classification of wholesalers

  • Those who buy goods, store them in warehouses and sell them to traders without having added anything to them
  • Those who, after buying the goods and storing them, prepare them for sale. They may break bulk, pack, brand, grade
  • Wholesalers who organize the distribution of goods, but who do not themselves physically handle the goods. This is normally the case with goods such a motor cars
  • Who act as wholesalers’ agents or brokers. These are middle men who are paid a commission for their work

Definition of terms used in whole sale trade

Breaking bulk

It is reducing the size quantity to a convenient requirement, eg buying in cartons from producers and selling them in packages to retailers

Packing

Putting goods in packets and boxes

Branding

Giving a product a name by which it will be sold.

Sorting

Selecting goods in desired sizes, weights, colors and qualities

Grading

Putting goods in groups of similar qualities to make it easier to price them

 

Blending

This involves mixing different grades to achieve desired tastes, color and other qualities

Services of wholesalers to the producer

  • Act as link between the producer and the retailers
  • Relieve producers of some of the risks they would experience which include a fall in price due to fall in demand
  • The producer is saved the problem of storage.
  • They carry out market research that is important to the producers
  • Transport, break bulk, pack, brand, sort, grade and blend goods
  • Engage in product promotion through advertising, shows, displays, films, exhibitions and trade fairs.

Services of wholesalers to retailers

  • Wholesalers ensure that goods are available at convenient locations for the retailers. This save transport cost
  • They break bulk for the benefit of the retailers
  • Offer transport facilities to retailers, therefore reducing the operating cost
  • Offer advisory services to retailers, with regard to market trends
  • Offer credit facilities
  • Engage in sales promotion, hence retailers are saved the problem of having to do so
  • They grade, sort, blend, pack and brand goods and save retailers the cost of performing those functions

Services of wholesalers to consumers

  • Ensure steady supply of goods to retailers which ensures that consumers are not faced with shortage
  • Ensures stable supply of goods to the market which ensures steady prices
  • Make it possible for consumers to enjoy a variety of goods
  • Break the bulk thereby ensuring consumers get the goods in desired quantities
  • Give information to consumers through retailers about goods, e.g. new products or change in products

 

 

DOCUMENTS USED IN HOME TRADE

These are documents that are used to show that a business transaction has taken place Letter of inquiry

  • Is a request by a possible buyer for information about the goods sold by a seller.
  • Inquiries can be oral or written
  • A written inquiry is called a letter of inquiry.
  • Seller may reply to a letter of inquiry by sending either a catalogue, quotation or price list

Catalogue

  • This is a booklet which briefly describes the goods a seller stocks.
  • Sent when a buyer send a general letter of inquiry

Its contents are

  • After sale services offered by the seller
  • Packaging and posting expenses to be incurred
  • Delivery services to be used
  • Terms of sale

Quotation

  • Sent when an inquiry is specific in nature.
  • Shows the terms of sale, prices of the commodities and description of the goods to be supplied

Price list

  • It’s a list of items sold by trader together with their prices
  • Information is usually brief and not illustrated
  • Cheaper to print than catalogues

Local Purchase Order

Send by the buyer after receiving either a catalogue, quotation or price list

Order can be done verbally, or written in form of filing letters

Contents are

  • Names and addresses of the buyer and seller
  • The number of the order
  • Quantities ordered and total amount to be paid
  • Description of the goods ordered
  • Price per item
  • Special instructions on such matters as packaging and delivery

Acknowledgement note

Is a document sent by the seller to the prospective buyer informing them that their order has been received and that it is being acted upon.

Packing note

  • It’s a document that is send with the goods that have been dispatched to the buyer
  • It used to make a spot check on the goods to ensure that the goods packed are the goods ordered

Contents

  • Quantities of the goods packed
  • A brief description of the goods
  • The means of delivery

Advice note

  • Its used to inform the buyer that the goods have been dispatched by the seller

Contains the following

  • The means of delivery
  • A description of the goods

Functions of the advice note

  • Informing the buyer that the goods are on the way so that in case of any delays in delivery, the buyer can always make inquiries
  • Alerting the buyer so that the necessary arrangements can be made for payments when the goods arrive

Delivery note

  • It is sent along the goods to delivered
  • It is made in triplicate
  • One copy of the note is left with seller and the remaining two copies are sent with the goods to the buyer
  • When goods reach the buyer, one checks them against the delivery note
  • If the buyer is satisfied with the goods, they sign both copies of the delivery note, keep the original and the other copy is send to seller

Contents of delivery note

  • Names and addresses of seller and the buyer
  • Date of delivery
  • Delivery note number
  • Description of goods and quantities
  • Space for the buyer of the goods to sign and comment on the condition of the goods received

Consignment note

If the seller doesn’t have transport services, they may hire the services of a transporting company to deliver the goods on their behalf. The transporter issues a consignment note to the seller

Contents

  • Details of the goods to be transported
  • Name and addresses of the seller (consignor) and buyer (consignee)
  • Terms of carriages and conditions of transporting the goods
  • After the seller completes the consignment note, it is returned to the carrier who takes it with the goods to the buyer. The buyer signs the note upon delivery of the goods

Invoice

  • Sent by the seller to the buyer demanding payment for goods delivered.
  • There are two types of invoices; cash invoices and credit invoice
  • A cash invoice is paid across the counter, thus acting as a cash sale receipt
  • Credit invoice is issued when the buyer is allowed to pay at a later date

Functions of an invoice

  • Shows details of goods sold
  • It’s a request to the buyer to make a payment
  • Used as a source document in recording the transactions in the books of accounts

The letters E & OE (errors and omissions excepted) are printed at the bottom of an invoice

They mean that the seller reserves the right to correct any errors and omissions made in the invoice

Pro-forma invoices

Functions

  • It serves as a polite request for payment before the goods are sent to the buyer
  • Sent when the seller does not want to give credit to the buyer
  • Issued to an agent who sells goods on behalf of the seller
  • Used by importers to get customs clearance before the goods are sent
  • Can serve the same purpose as the quotation. A pro-forma invoice is used in both home and foreign trade

Damaged goods notes/returned goods

  • In case some of the goods are damaged, the buyer send them back to the seller together with the damaged goods note.
  • Its prepared in triplicate
  • Two copies are sent to the seller and the other is retained by the buyer
  • When the seller receives the damaged goods note they will issues a document called a credit note

Credit note

It’s a document issued to correct an overcharge/reduce the amount due from a buyer as shown in the invoice

It’s issued under the following circumstances

  • When the goods returned by the buyer because they are either damaged or they are not in accordance with the order
  • When packing cases and empty containers are returned
  • There is an overcharge in the invoice as a result of arithmetical error

It’s printed in red

Debit note

  • Normally used to make undercharge corrections to invoices that had been previously sent to the buyer

Errors that may make a debit note be issued are

  • Mistakes in calculations
  • Omissions of items in the invoice
  • Price undercharge on items

Statement of account

Incase transactions are carried out on credit, the seller send a document containing all the transactions between the buyer and the seller.

It normally contains information derived for a specific period of time, such as a month, form the following:-

  • All invoices
  • All credit notes
  • A debit notes
  • All receipts

Contains

  • Names and addresses of the buyer and the seller
  • Account number
  • Date column
  • Particulars or details column
  • Money column with debit, credit and running balance column
  • Terms of credit

Receipt

A receipt is a proof of payment.

Contains

  • Date of payment
  • Name of the person making payment
  • Amount paid in words and figures and means of payment
  • Name of the institution or person to whom payment is made
  • Revenue stamp if the amount is above a set minimum
  • Receipt number

IOU (I Owe You)

It’s a written acknowledgment of a debt

Written by the debtor and does not specify the date when settlement will be made

Means of Payment

  • Refers to form or manner in which payment is made for goods and services.

Cash

Payment made using bank coins or notes

Advantages of cash payment

  • It’s the only means with legal tender (recognized by the law)
  • Convenient for small debts
  • Convenient to people with or without bank accounts

Disadvantages

  • Not convenient for large amount
  • Can be stolen
  • May be difficult to proof unless receipt is produced

Circumstances of cash payment

  • Amount involved is small
  • Payees doesn’t accept other means
  • Cash only means available
  • Cash needed urgently
  • Avoiding expenses

Cheques

Written order by account holder with the bank to pay a specified amount of money to the bearer

  • Drawer – The person who writes the cheque
  • Payee- Person to be paid
  • Drawee – The bank

Open and crossed cheque

Open cheque – one that can be cashed over the counter

Crossed cheque – can only be deposited in an account

A cheques is crossed by drawing two parallel lines. The crossing can be general or specific

General – contains only the parallel lines

Special – as other instructions

 

Dishonored cheque

A cheque is dishonored when the bank refuses to pay – bounced cheque

Circumstances

  • Insufficient funds
  • Signature differing
  • Post dated cheque
  • Stale cheque – presented six months after issue
  • Drawer closed account with the bank
  • Death, insanity or bankruptcy of the drawer
  • Alterations in the cheque

Advantages of cheque

  • More secure than notes
  • Convenient to carry
  • Reduces traveling
  • Used for future reference
  • Negotiable – can pay third party

Disadvantages

  • Requires payee to go to the bank
  • May be dishonored
  • Only issued by account holder
  • People refuse personal cheques

Circumstances for use of cheques

  • Amount involved is large
  • If the organization policy demand so
  • If cheques is the only means of payment
  • Avoid risks

Bill of exchange

It’s an unconditional order in writing addressed by one person to another requiring the person to whom it is addressed to pay on demand

Terms

  • It’s a command not a request
  • Its unconditional
  • Bill must be written
  • Amount be clearly stated
  • Payee should be named
  • Date of payment be stated

Advantages

  • Rights may be passed to another person
  • Date of payment is determined
  • Acceptance by debtor makes it legally binding
  • May be discounted

Disadvantages

  • May be dishonoured on maturity
  • Cash may not be ready
  • Expensive
  • Circumstances for use of bill of exchange
  • Creditor wants to be assured of payment
  • When the creditor wants money and the debtor is unable to raise
  • Creditor wants to use the debt to pay another debt

Promissory note

A document whereby a person promises to pay another a specified sum of money at a stated date

Money order

Sold by the post office, sender applies and fills an application form

The information in the money order includes

  • Amount to be remitted
  • Name of the person the money is to be paid to
  • Name of post office to be cashed
  • Name and address of the sender

Sender gives the form, money to send and commission over the counter

The payee has to

  • Identify himself
  • Identify person who send the money

The sender is left with a counterfoil as evidence to claim later

Postal order

Sold by the post office and is fixed in denominations of 5,10,20,50,100

Additional stamps worth in shilling are also needed

Circumstances

  • Small amount involved
  • Only means available
  • Avid risks

Postage stamps

Used to pay small amounts of money

Premium bonds

Issued by post office in denominations of 10 and 20 and matures at a given period

Used to settle debts but unsafe coz they can be cashed by anybody

Bankers cheque (bank draft)

Cheques drawn on a bank. One fills an application form and hands it over the bank together with the money

A cheque is prepared and is given to the applicant

Circumstances

  • Large amount is involved
  • Payee wants guarantee of payment

 

 

 

 

 

TERMS OF PAYMENT

Refers to an arrangement between the buyer and the seller on how the buyer should settle debts arising out of transactions between him and the seller

Cash

Paying immediately

May be cash on delivery or cash with order

C.O.D (Cash On Delivery) – Goods paid for when delivered

C.W.O (cash With Order) –Payment made at the time of placing order

Benefits of cod/cwo

  • Reduces risk of bad debt
  • Working capital readily available
  • Few records
  • No time wasted

Circumstances

  • Buyer new to the seller
  • Buyer credit worthiness is in doubt
  • Mail order business
  • Policy demand so

Deferred payments

Goods and services not paid in full on delivery. Instead paid in future either in lump sum or several installments

Open trade credit

  • Goods sold on credit such that the buyer pays for them in future in installments
  • The seller should however ensure that the buyer would pay by
  • Ascertaining the credit worthiness
  • Asking buyer to guarantee payment
  • Asking buyer to have someone to guarantee payment
  • Asking for security

 

 

Factors to consider when giving credit

  • Credit worthiness of the buyer
  • Repayment period
  • Amount of goods
  • Availability of stock
  • Reliability
  • Frequency of buying
  • Intention to attract and maintain customers

Cash discount – discount allowed to a buyer on order to encourage him/her to pay quickly

Examples of open trade credit

  • Simple credit – short time not more than a week
  • Monthly credit – monthly basis
  • Budget accounts – regular deposit

Regular payment

Maximum credit to be allowed

Charge for any special offer

  • Trade credit – goods bought for resale
  • Credit card facilities – enables one to obtain goods from suppliers as long as they accept cards examples Barclays card, American Express, Access cards and visa cards

Advantages of credit card

  • Enables one to get goods without paying
  • Convenient to carry around
  • Enalbles holder to get money from specified banks
  • Increases credit rating of individual
  • Safe to carry than cash
  • Some cards are internationally accepted

Disadvantages

  • To acquire the card one must have established credit record
  • High card interest rate
  • Prone to abuse through fraud
  • Interest charged in case of delay in payment
  • Minimum age of 18 years to get card
  • Overspending
  • Limited to specific areas
  • Faces competition from other means
  • Few business accept cards
  • Long procedures to get the cards
  • People of high income only can afford

Hire purchase

  • A method of hiring property with an option to buy
  • A buyer ays initial deposit and the rest of the amount is spread over an agreed period of time
  • Ownership remains with the seller until final installment is paid
  • The buyer cannot sell the commodity until last installment
  • A certificate of completion is issued once final installment is paid as proof of transfer of ownership

Advantages to the buyer

  • acquisition and use of goods immediately after entering into contract
  • Pre-determined installments
  • Buyer can poses expensive goods

Disadvantages to buyer

  • Goods belong to the seller until last installment
  • Buyer may be tempted to buy more that he can pay
  • Expensive than cash
  • Limited type of goods

Advantages to seller

  • Able to increase volume of sales
  • Profit earned is higher
  • Goods belong to seller until last installment

Disadvantages to seller

  • Operating cost is high
  • Reposed goods only sold as second hand
  • Risks of loss is high
  • Large amount of capital required

 

Installment buying/credit purchase

Similar to hire purchase except that ownership of the commodity passes to the buyer immediately down payment is made

Hire purchase Credit purchase
·       Buyer does not become owner immediately ·       Buyer becomes owner immediately
·       Buyer cannot resale product ·       Buyer can resale goods
·       Prices higher ·       Price is lower
·       Goods can only be reposed ·       Can be repossessed and be sued (taken to court)

Other terms

  • discounts- allowance by the seller such that the buyer pays less than the marked price
  • quantity discount – Allowance to encourage bulk buying
  • trade discount – discount allowed by a trader to another so that the buyer can make profit after selling
  • cash discount – allowance by a trader to his credit customers to encourage them to pay debts promptly

Circumstances for deferred payment

  • Credit worthiness of customer is unquestionable
  • Attract and retain customers
  • Increase sales
  • Dispose off slow stock

Standing order

Instruction by an account holder to his/her bank authorizing it to make regular payments of specified amounts to a specific person till order is cancelled

 

 

GEOGRAPHY FORM 2 OPENER EXAM PLUS ANSWERS FREE

NAME…………………………………………………………………………………………….CLASS…………….ADM…………..

JOINT EVALUATION

 FORM 2 OPENER EXAM

DURATION: 1 HOUR 45 MINUTES                                                                    

Instructions: Answer all the questions in the spaces provided.

  1. (a) Give three sub branches of physical Geography.                                                         (3 marks)

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

(b)         Give four heavenly bodies that make up the solar system.                                    (4 marks)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. (a) Apart from the crust, name the other two main internal layers of the earth.(2 marks)

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

(b)         State five characteristics of the earth’s crust.                                                                (5 marks)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. The diagram below shows a maximum thermometer. Use it to answer question (a)

(a)          Identify the parts marked E, F and G.                                                                                 (3 marks)

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

(b)         Apart from a maximum thermometer, name three other types of thermometers                                    found at a weather station.                                                                                                       (3 marks)

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

(c)          List five factors that affect the temperature of a place.                                            (5 marks)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

  1. Explain three environmental hazards associated with convectional rainfall. (6 marks)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. The table below represent rainfall and temperature for City K. use it to answer question (a)

and (b).

Months J F M A M J J A S O N D
Temp OC 27 25 30 25 20 18 17 24 27 28 27 28
Rainfall (mm) 50 80 100 250 150 100 25 25 100 150 220 200

 

(a)          Calculate the mean annual range of temperature.                                                       (2 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

(b)         Calculate the annual rainfall total for City K.                                                                  (2 marks)

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. (a) Differentiate between a map and a plan.                                                                          (2 marks)

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

(b)         State five qualities of a good sketch map.                                                                        (5 marks)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. (a) What are igneous rocks?                                                                                                           (2 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

(b)         State three differences between plutonic rocks and volcanic rocks.                (6 marks)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. (a) Define the term mining?                                                                                                            (2 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

(b)         Give four ways in which minerals occur.                                                                         (4 marks)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

(c)          Explain four benefits of trona mining at Lake Magadi to Kenya.                        (8 marks)

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

  1. Suppose you were to carry out a field study on trona mining at Lake Magadi:

 

(a)          Give three stages of trona processing that you would observe.                          (3 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

(b)         State three follow up activities that you would carry out.                                    (3marks)

 

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………


NAME…………………………………………………………………………………………….CLASS…………….ADM…………..

JOINT EVALUATION

GEOGRAPHY

DURATION: 1 HOUR 45 MINUTES                                                                    

Instructions: Answer all the questions in the spaces provided.

  1. (a) Give three sub branches of physical Geography.                                                          (3 marks)

 

 

  • Geology
  • Geomorphology
  • Biogeography
  • Oceanography
  • Meteorology
  • Climatology
  • Pedology

 

 

(b)         Give four heavenly bodies that make up the solar system.                                     (4 marks)

 

  • The Sun
  • Planets
  • Asteroids
  • Comets
  • Natural satellites
  • Meteoroids/meteors

 

  1. (a) Apart from the crust, name the other two main internal layers of the earth.(2 marks)

 

  • Mantle
  • Core

 

(b)         State five characteristics of the earth’s crust.                                                                (5 marks)

 

  • The crust is divided into two layers: sial and sima.
  • The sial lies on top of the sima.
  • Sial rocks are rich in silica and aluminium.
  • The sima is rich in silica and magnesium.
  • Average density of rocks is between 2.7 to 3.0 gm/cm3
  • The sial rocks are rigid and mainly granitic.
  • The sima rocks are solid in state.
  • Sima rocks are mainly basaltic and are elastic.

 

  1. The diagram below shows a maximum thermometer. Use it to answer question (a)

(a)          Identify the parts marked E, F and G.                                                                                 (3 marks)

 

  • E – Bulb
  • F – Mercury
  • G – Metal index

 

(b)        Apart from a maximum thermometer, name three other types of thermometers                                     found at a weather station.                                                                                                       (3 marks)

 

  • Minimum thermometer
  • Six’s thermometer
  • Wet bulb thermometer

 

(c)         List five factors that affect the temperature of a place.                                            (5 marks)

 

 

  • Latitude
  • Altitude
  • Aspect
  • Distance from the sea
  • Cloud cover
  • Winds
  • Ocean currents
  • Length of day
  • Forests

 

 

  1. Explain three environmental hazards associated with convectional rainfall. (6 marks)

 

  • Convectional rainfall at times is accompanied by very strong winds that destroys property.
  • Thunder and lightning accompanying this rainfall at times leads to loss of lives and destruction of property.
  • At times torrential downpours are heavy thus causing floods in some lowlands thus interfering with people.
  • Some times this type of rainfall is accompanied with hail which destroys crops.

 

  1. The table below represent rainfall and temperature for City K. use it to answer question (a)

and (b).

 

Months J F M A M J J A S O N D
Temp OC 27 25 30 25 20 18 17 24 27 28 27 28
Rainfall (mm) 50 80 100 250 150 100 25 25 100 150 220 200

 

(a)          Calculate the annual range of temperature.                                                                    (2 marks)

 

300 C – 170C = 130C

 

(b)        Calculate the annual rainfall total for City K.                                                                  (2 marks)

 

50+80+100+250+150+100+25+25+100+150+220+200 = 1450 mm

 

 

 

 

  1. (a) Differentiate between a map and a plan.                                                                          (2 marks)

 

A map is a representation to scale of the earth or part of the earth on a flat surface                                   such as a sheet of paper while a plan is a map of a very small place drawn using a                                      large scale for a particular purpose.

 

(b)         State five qualities of a good sketch map.                                                                        (5 marks)

 

  • Should have a title
  • Should be neat and clear
  • Should be enclosed in a frame.
  • Should have a key where applicable
  • Should have a compass direction pointing north.

 

  1. (a) What are igneous rocks?                                                                                                           (2 marks)

 

                                These are rocks formed due to cooling and solidification of hot molten magma or                                        lava.

 

(b)         State three differences between plutonic rocks and volcanic rocks.                 (6 marks)

 

  • Plutonic rocks are formed due to cooling and solidification of molten magma while volcanic rocks are formed due to cooling and solidification of lava
  • Plutonic rocks are formed deep below the earth’s surface while volcanic rocks are formed on the earth’s surface
  • Plutonic rocks have a slow rate of cooling while volcanic rocks have a fast/rapid rate of cooling
  • Plutonic rocks have large size of crystals while volcanic rocks have very small sized crystals.
  • Plutonic rocks have a coarse texture while volcanic rocks have a fine texture.

 

  1. (a) Define the term mining?                                                                                                            (2 marks)

 

Mining refers to the process of extracting valuable minerals and fossils fuels on or                                     from the earth’s crust.

 

(b)         Give four ways in which minerals occur.                                                                         (4 marks)

 

  • As veins and lodes
  • As beds and seam /layers
  • As alluvial deposits
  • As weathered products
  • As evaporates.

 

(c)          Explain four benefits of trona mining at Lake Magadi to Kenya.                         (8 marks)

 

  • Export of soda ash earns foreign exchange to Kenya which is used in foreign trade.
  • Trona mining has created employment opportunities to many Kenyans who earn income thus improving their standards of living.
  • Development of glass and bottle industry as soda ash from trona provides the main raw material.
  • Trona mining has led to development of a tarmac road and railway branch from Konza to Magadi.
  • Provision of social amenities such as schools and a hospital thus improving living standards of the local people.
  • The Kenyan government (national and county) earns revenue through taxation on the profit of the company.
  • The company provides free water to the local people for both domestic and livestock use.

Trona mining has led emergence and growth of Magadi town thus urbanization in the former remote area.

  1. Suppose you were to carry out a field study on trona mining at Lake Magadi:

 

(a)          Give three stages of trona processing that you would observe.                           (3 marks)

 

  • Sieving trona from lake water
  • Washing of trona
  • Drying of washed trona
  • Heating trona to separate sodium carbonate from sodium hydrogen carbonate.
  • Grinding of soda ash
  • Sieving and packing of soda ash.

 

(b)         State three follow up activities that you would carry out.                                      (3marks)

 

  • Writing a report in an essay form.
  • Drawing graphs and pie charts on numerical data collected/provided.
  • Laboratory testing of trona samples collected.
  • Displaying printed photographs taken on a wall.
  • Displaying labelled samples collected.
  • Giving a lecture to other students in other classes.
  • Classifying data collected.

Free Secondary School Lesson Plans

CHEMISTRY LESSON PLANS

FORM 1

TERM 1

SUBJECT: CHEMISTRY.

TOPIC 1: INTRODUCTION TO CHEMISTRY.

TEACHER’S NAME: …………………………………………                                                                                                       TSC NO: ……………. SCHOOL/ INSTITUTION : ……………………………………………………………….

FORM: 1                                                           TERM: 1                                                                           YEAR…………….. NUMBER OF STUDENTS…….                      SUBJECT: CHEMISTRY

TOPIC: INTRODUCTION TO CHEMISTRY.

SUB-TOPIC: RELATING PRIMARY SCIENCE TO CHEMISTRY. WEEK: ……..                                                                          LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Recall the subjects and topics taught in primary level science

-Name the branches in science

-Define chemistry

-Explain its role in society

 

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

-Highlight some areas in chemistry which the learners have the knowledge of from the study of the primary science.

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB CHEMISTRY BK 1 Pg 1-2
30 MINUTES BODY Discussion -Flowchart on KLB
  DEVELOPMENT

Discussion Notes taking

Explaining the role of

chemistry in society and

Notes taking Explaining the role of

chemistry in society and

careers related to chemistry

braches of chemistry

-Pictures and charts on applications and chemical processes

CHEMISTRY BK 1 Pg 1-2

 

  careers related to chemistry      
5 MINUTES CONCLUSION

Oral evaluation on the sub-topic

 

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB CHEMISTRY BK 1 Pg 1-2

 

 

SELF-EVALUATION:-

 

 

 

 

TEACHER’S NAME: …………………………………………                                                                           TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………………………………. FORM: 1                                                           TERM: 1                                                                                          YEAR…………….. NUMBER OF STUDENTS…….                      SUBJECT: CHEMISTRY

TOPIC: INTRODUCTION TO CHEMISTRY. SUB-TOPIC: MATTER.

WEEK: ……..                                                  LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-State the three states of matter.

-State and explain the properties of matter.

-Define the terms conductor and non-conductor.

-Give examples of conductors and non-conductors.

 

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Define matter.

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB CHEMISTRY BK 1 Pg 1-2
30 MINUTES BODY DEVELOPMENT

Discussion Notes taking

Discussion Notes taking Water in a beaker Balloon

Pieces of wood

KLB CHEMISTRY BK 1 Pg 1-2

 

5 MINUTES CONCLUSION

Giving assignment on the sub-topic

 

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB CHEMISTRY BK 1 Pg 1-2

 

 

SELF-EVALUATION:-

 

 

 

 

TEACHER’S NAME: …………………………………………                                                                           TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………………………………. FORM: 1                                                           TERM: 1                                                                                          YEAR…………….. NUMBER OF STUDENTS…….                      SUBJECT: CHEMISTRY

TOPIC: INTRODUCTION TO CHEMISTRY. SUB-TOPIC: DRUGS AND DRUG ABUSE.

WEEK: ……..                                                  LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Define drug and drug abuse

-Give examples of drugs commonly abused and their effects LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Define drug and drug abuse.

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB CHEMISTRY BK 1 Pg 2
30 MINUTES BODY DEVELOPMENT

-Define drug and drug abuse

-Give examples of drugs commonly abused and their effects

Question answer method Discussion

Notes taking

Chart on different types of drugs KLB CHEMISTRY BK 1 Pg 2

 

5 MINUTES CONCLUSION

Give a research assignment on the sub- topic.

 

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB CHEMISTRY BK 1 Pg 2

 

 

SELF-EVALUATION:-

 

 

 

 

TEACHER’S NAME: …………………………………………                                                                           TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………………………………. FORM: 1                                                           TERM: 1                                                                                          YEAR…………….. NUMBER OF STUDENTS…….                      SUBJECT: CHEMISTRY

TOPIC: INTRODUCTION TO CHEMISTRY. SUB-TOPIC: CHEMISTRY LABORATORY.

WEEK: ……..                                                  LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Define the term laboratory and state its functions

 

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Take the learners to the chemistry laboratory.

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB CHEMISTRY BK 1 Pg 3
30 MINUTES BODY DEVELOPMENT

Discussion

Demonstration of some apparatus

Notes taking

Discussion

Demonstration of some apparatus

Notes taking

Chemistry laboratory apparatus KLB CHEMISTRY BK 1 Pg 3
5 MINUTES CONCLUSION

Oral evaluation on the sub-topic.

 

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB CHEMISTRY BK 1 Pg 3

 

SELF-EVALUATION:-

 

 

 

 

TEACHER’S NAME: …………………………………………                                                                           TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………………………………. FORM: 1                                                           TERM: 1                                                                                          YEAR…………….. NUMBER OF STUDENTS…….                      SUBJECT: CHEMISTRY

TOPIC: INTRODUCTION TO CHEMISTRY. SUB-TOPIC: THE BUNSEN BURNER.

WEEK: ……..                                                  LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Name the parts and functions of the Bunsen burner

-Name the parts of the luminous flame

-Name the parts of a non-luminous flame LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Show the learners a Bunsen burner.

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB CHEMISTRY BK 1 Pg 3-9
30 MINUTES BODY Discussion Bunsen burner KLB
  DEVELOPMENT

Discussion

Drawing parts of the

Drawing parts of the Bunsen burner

Drawing parts of

Chart showing parts of the Bunsen burner CHEMISTRY BK 1 Pg 3-9
  Bunsen burner luminous and non-    
  Drawing parts of luminous flame    
  luminous and non-      
  luminous flame      

 

5 MINUTES CONCLUSION

Giving assignment.

 

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB CHEMISTRY BK 1 Pg 3-9

 

 

SELF-EVALUATION:-

 

 

 

 

TEACHER’S NAME: …………………………………………                                                                           TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………………………………. FORM: 1                                                           TERM: 1                                                                                          YEAR…………….. NUMBER OF STUDENTS…….                      SUBJECT: CHEMISTRY

TOPIC: INTRODUCTION TO CHEMISTRY.

SUB-TOPIC: LABORATORY APPARATUS AND THEIR FUNCTIONS. WEEK: ……..                                                                          LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Name and draw some chemistry laboratory apparatus.

-State the uses of different types of apparatus used in the chemistry laboratory. LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Get some apparatus from the laboratory.

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB CHEMISTRY BK 1 Pg 9-13
30 MINUTES BODY DEVELOPMENT

-Drawing apparatus Discussion

Motes taking

Question answer method

-Drawing apparatus Discussion

Motes taking

Question answer method

Chemistry laboratory apparatus

Thermometer Glassware

Spatula Deflagrating spoon Crucible

Wire gauze

KLB CHEMISTRY BK 1 Pg 9-13

 

5 MINUTES CONCLUSION

Giving assignment on the sub-topic.

 

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB CHEMISTRY BK 1 Pg 9-13

 

 

SELF-EVALUATION:-

 

 

 

 

TEACHER’S NAME: …………………………………………                                                                           TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………………………………. FORM: 1                                                           TERM: 1                                                                                          YEAR…………….. NUMBER OF STUDENTS…….                      SUBJECT: CHEMISTRY

TOPIC: INTRODUCTION TO CHEMISTRY.

SUB-TOPIC: CHEMISTRY LABORATORY AND SAFETY RULES. WEEK: ……..                                                                          LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-List at least five laboratory rules. LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Ask probing questions.

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB CHEMISTRY BK 1 Pg 14-15
30 MINUTES BODY DEVELOPMENT

Discussion Motes taking

Question answer method

Discussion Motes taking

Question answer method

-School laboratory rules

-Chart on safety rules

KLB CHEMISTRY BK 1 Pg 14-15
5 MINUTES CONCLUSION

Giving assignment on the whole topic.

 

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB CHEMISTRY BK 1 Pg 14-15

 

SELF-EVALUATION:-

 

 

 

 

FORM 1

TERM 1

SUBJECT: CHEMISTRY.

TOPIC 2: SIMPLE CLASSIFICATION OF SUBSTANCES.

TEACHER’S NAME: …………………………………………                                                                           TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………………………………. FORM: 1                                                           TERM: 1                                                                                          YEAR…………….. NUMBER OF STUDENTS…….                      SUBJECT: CHEMISTRY

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES. SUB-TOPIC: SEPARATION OF MIXTURES.

WEEK: ……..                                                  LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Define the term mixture

-Classify mixtures into miscible and immiscible liquids

-List several methods of separating mixtures LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

-Define the term mixture

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 17
30 MINUTES BODY DEVELOPMENT

Observation and discussion

Demonstration of separation of several mixtures

Observation and discussion

Demonstration of separation of several mixtures

Sugar/sand Water/paraffin KLB BK 1 Pg 17

 

5 MINUTES CONCLUSION

Oral evaluation on the sub-topic

 

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 17

 

 

SELF-EVALUATION:-

 

 

 

 

TEACHER’S NAME: …………………………………………                                                                           TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………………………………. FORM: 1                                                           TERM: 1                                                                                          YEAR…………….. NUMBER OF STUDENTS…….                      SUBJECT: CHEMISTRY

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES.

SUB-TOPIC: SEPARATION OF SOLUBLE AND INSOLUBLE MIXTURES. WEEK: ……..   LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

Define soluble and insoluble solids

Explain how a soluble solid can be separated from an insoluble solid LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Differentiate between soluble and insoluble mixtures.

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 18
30 MINUTES BODY DEVELOPMENT

Discussion Notes taking

Discussion Notes taking Beaker, Sand/salt Conical flask Filter paper Separating funnel

Evaporating dish

KLB BK 1 Pg 18
5 MINUTES CONCLUSION

Oral evaluation on the sub-topic

 

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 18

 

SELF-EVALUATION:-

 

 

 

 

TEACHER’S NAME: …………………………………………                                                                           TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………………………………. FORM: 1                                                           TERM: 1                                                                                          YEAR…………….. NUMBER OF STUDENTS…….                      SUBJECT: CHEMISTRY

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES. SUB-TOPIC: DECANTATION AND FILTRATION.

WEEK: ……..                                                  LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Separate immiscible liquid-solid mixtures using the appropriate methods. LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Differentiate decantation from filtration.

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 18
30 MINUTES BODY DEVELOPMENT

Carrying out experiment

Carrying out experiment to separate mixtures

Class discussion

-Tap water.

-Sand.

-flour.

KLB BK 1 Pg 18
  to separate mixtures Drawing    
  Class discussion      
  Drawing      
5 MINUTES CONCLUSION

Oral evaluation on the sub-topic

 

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 18

 

SELF-EVALUATION:-

 

 

 

 

TEACHER’S NAME: …………………………………………                                                                           TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………………………………. FORM: 1                                                           TERM: 1                                                                                          YEAR…………….. NUMBER OF STUDENTS…….                      SUBJECT: CHEMISTRY

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES. SUB-TOPIC: CRYSTALLIZATION.

WEEK: ……..                                                  LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

Define the term crystallization

Prepare copper (II) sulphate crystals or sodium chloride LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Define the term crystallization

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 23
30 MINUTES BODY DEVELOPMENT

-Demonstration on crystallization

-Discussion on preparation of copper

(II) sulphate

-Demonstration on crystallization

-Discussion on preparation of copper (II) sulphate

Beaker

Sodium chloride Stirring rod Water

Copper (II) sulphate

KLB BK 1 Pg 23
5 MINUTES CONCLUSION

Oral evaluation on the sub-topic

 

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 23

 

SELF-EVALUATION:-

 

 

 

 

TEACHER’S NAME: …………………………………………                                                                           TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………………………………. FORM: 1                                                           TERM: 1                                                                                          YEAR…………….. NUMBER OF STUDENTS…….                      SUBJECT: CHEMISTRY

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES. SUB-TOPIC: APPLICATIONS OF CRYSTALIZATION

WEEK: ……..                                                  LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Define a saturated solution.

-Explain how salt is formed in Lake Magadi. LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Review the previous lesson.

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 24
30 MINUTES BODY Discussion Salt, stirring rod KLB BK 1 Pg 24
  DEVELOPMENT Notes taking Beaker, water  
  Discussion Explain salt formation in Burner  
  Notes taking

Explain salt formation in Lake Magadi

Lake Magadi Chart on salt formation in lake Magadi  
5 MINUTES CONCLUSION

Oral evaluation on the sub-topic

 

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 24

 

SELF-EVALUATION:-

 

 

 

 

TEACHER’S NAME: …………………………………………                                                                           TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………………………………. FORM: 1                                                           TERM: 1                                                                                          YEAR…………….. NUMBER OF STUDENTS…….                      SUBJECT: CHEMISTRY

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES. SUB-TOPIC: SUBLIMATION.

WEEK: ……..                                                  LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Define sublimation.

-Give examples of salts that sublime.

-Explain how one can separate a salt that sublimes from salts which do not sublime. LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

-Define sublimation

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 25
30 MINUTES BODY DEVELOPMENT

Defining sublimation

Defining sublimation

Demonstration on sublimation

NH4Cl

NaCl Burner

KLB BK 1 Pg 25
  Demonstration on

sublimation

  Sand  
      Iodine  
      Boiling tubes  
      Test tube holder  

 

5 MINUTES CONCLUSION

Oral evaluation on the sub-topic

 

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 25

 

 

SELF-EVALUATION:-

 

 

 

 

TEACHER’S NAME: …………………………………………                                                                           TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………………………………. FORM: 1                                                           TERM: 1                                                                                          YEAR…………….. NUMBER OF STUDENTS…….                      SUBJECT: CHEMISTRY

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES. SUB-TOPIC: FRACTIONAL DISTILLATION

WEEK: ……..                                                  LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

Name the parts and the functions of distillation apparatus Assemble distillation apparatus

Explain stages of fractional distillation

Differentiate between simple and fractional distillation Explain at least two applications of fractional distillation LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Define fractional distillation.

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 28-

30

30 MINUTES BODY DEVELOPMENT

Name the parts and the functions of distillation apparatus

Assemble distillation apparatus

Explain stages of fractional distillation

Demonstration on fractional distillation

Drawing diagrams of fractional distillation

Discussion Notes taking

Round bottomed flask

Condenser Burner Thermometer Ethanol Water

Fractional column

KLB BK 1 Pg 28-

30

 

  Differentiate between simple and fractional distillation

Explain atleast two applications of fractional distillation

     
5 MINUTES CONCLUSION

Oral evaluation on the sub-topic

 

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 28-

30

 

 

SELF-EVALUATION:-

 

 

 

 

TEACHER’S NAME: …………………………………………                                                                           TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………………………………. FORM: 1                                                           TERM: 1                                                                                          YEAR…………….. NUMBER OF STUDENTS…….                      SUBJECT: CHEMISTRY

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES.

SUB-TOPIC: CHROMATOGRAPHY AND SOLVENT EXTRACTION. WEEK: ……..                                                                          LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

Define chromatography

Demonstrate the process of chromatography Explain how chromatography is used LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Define chromatography

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 30-

33

30 MINUTES BODY DEVELOPMENT

Carrying out experiments to show chromatography

Discussion Notes taking

Carrying out experiments to show chromatography

Discussion Notes taking

Filter paper, Funnel Ethanol, Propanone Flowers

Dropper, Ink Chart

KLB BK 1 Pg 30-

33

 

5 MINUTES CONCLUSION

Oral evaluation on the sub-topic

 

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 30-

33

 

 

SELF-EVALUATION:-

 

 

 

 

TEACHER’S NAME: …………………………………………                                                                           TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………………………………. FORM: 1                                                           TERM: 1                                                                                          YEAR…………….. NUMBER OF STUDENTS…….                      SUBJECT: CHEMISTRY

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES.

SUB-TOPIC: APPLICATIONS OF CHROMATOGRAPHY AND THE SOLVENT EXTRACTION.

WEEK: ……..                                                  LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

Give one application of chromatography Explain how oil can be extracted from nuts Identify how stains can be removed from fabrics LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Review the previous lesson.

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 30-

33

30 MINUTES BODY DEVELOPMENT

Discussion

Explaining how oil can be extracted from nuts

Notes taking

Demonstration on stain removal

Discussion

Explaining how oil can be extracted from nuts

Notes taking

Demonstration on stain removal

Pestle, mortar Nut seeds Propanone, White paper

Stains of blood, fats, washing soda

Paraffin, ammonia

KLB BK 1 Pg 30-

33

 

5 MINUTES CONCLUSION

Oral evaluation on the sub-topic

 

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 30-

33

 

 

SELF-EVALUATION:-

 

 

 

 

TEACHER’S NAME: …………………………………………                                                                           TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………………………………. FORM: 1                                                           TERM: 1                                                                                          YEAR…………….. NUMBER OF STUDENTS…….                      SUBJECT: CHEMISTRY

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES. SUB-TOPIC: EVAPORATION AND CONDENSATION.

WEEK: ……..                                                  LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

Define evaporation and condensation

Explain the steps involved in evaporation and condensation Assemble distillation apparatus

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Define evaporation and condensation

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 34
30 MINUTES BODY DEVELOPMENT

Class discussion

Drawing diagrams on distillation apparatus

Class discussion

Drawing diagrams on distillation apparatus

Thermometer Liebig condenser Flasks KLB BK 1 Pg 34

 

5 MINUTES CONCLUSION

Oral evaluation on the sub-topic

 

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 34

 

 

SELF-EVALUATION:-

 

 

 

 

TEACHER’S NAME: …………………………………………                                                                           TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………………………………. FORM: 1                                                           TERM: 1                                                                                          YEAR…………….. NUMBER OF STUDENTS…….                      SUBJECT: CHEMISTRY

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES. SUB-TOPIC: USE OF A SEPARATING FUNNEL.

WEEK: ……..                                                  LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

Use a separating funnel to separate immiscible liquids Give examples of immiscible liquids

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Define immiscible liquids.

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

Principle of chemistry vol 1

Pg 57-59

30 MINUTES BODY DEVELOPMENT

Question answer method

Demonstration using a separating funnel

Discussion

Question answer method

Demonstration using a separating funnel

Discussion

Separating funnel Water

Paraffin

Principle of chemistry vol 1

Pg 57-59

5 MINUTES CONCLUSION

Oral evaluation on the sub-topic

 

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

Principle of chemistry vol 1

Pg 57-59

 

SELF-EVALUATION:-

 

 

 

 

TEACHER’S NAME: …………………………………………                                                                           TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………………………………. FORM: 1                                                           TERM: 1                                                                                          YEAR…………….. NUMBER OF STUDENTS…….                      SUBJECT: CHEMISTRY

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES. SUB-TOPIC: CRITERIA FOR PURITY.

WEEK: ……..                                                  LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

Determine the melting point for ice. Determine the boiling point of water.

Explain the effects of impurities on melting and boiling points LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Define purity.

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 35
30 MINUTES BODY DEVELOPMENT

Explain the meaning of the melting point and boiling point.

Determine the melting point of ice and the boiling point of water.

Add impurities to the ice and water and repeat the demonstration in the determination of the melting point of water and the boiling point of water.

Discussion on melting and boiling point.

Carry out experiments to show the melting and boiling point of substances

Demonstration on effects of impurities on melting and boiling points.

Thermometer Solid ice, water Burner, Beaker NaCl KLB BK 1 Pg 35

 

5 MINUTES CONCLUSION

Oral evaluation on the sub-topic

 

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 35

 

 

SELF-EVALUATION:-

 

 

 

 

TEACHER’S NAME: …………………………………………                                                                           TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………………………………. FORM: 1                                                           TERM: 1                                                                                          YEAR…………….. NUMBER OF STUDENTS…….                      SUBJECT: CHEMISTRY

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES. SUB-TOPIC: EFFECTS OF HEAT ON SUBSTANCES.

WEEK: ……..                                                  LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Name the three states of matter

-State the kinetic theory of matter

-Explain the properties of the three states of matter.

-Investigate what happens when ice is heated to boiling point.

-Use a graph to illustrate changes of state of matter and temperature.

-Explain the melting and boiling points in terms of kinetic theory LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

-Name the three states of matter

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

Principle of chemistry vol 1

Pg 80-85

30 MINUTES BODY DEVELOPMENT

Discussion

Question answer method

Explaining the properties of the states of matter.

Discussion

Question answer method

Explaining the properties of the states of matter.

Carrying out an experiment to investigate the effects of heat on ice

Observation Notes taking

Beaker Thermometer Tripod stand Wire gauze Burner

Ice cubes

Chart on properties of matter in each state

Principle of chemistry vol 1

Pg 80-85

 

  Carrying out an experiment to investigate the effects of heat on ice

Observation Notes taking

  Illustrative graph on melting and boiling point  
5 MINUTES CONCLUSION

Oral evaluation on the sub-topic

 

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

Principle of chemistry vol 1

Pg 80-85

 

 

SELF-EVALUATION:-

 

 

 

 

TEACHER’S NAME: …………………………………………                                                                           TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………………………………. FORM: 1                                                           TERM: 1                                                                                          YEAR…………….. NUMBER OF STUDENTS…….                      SUBJECT: CHEMISTRY

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES.

SUB-TOPIC: PERMANENT AND TEMPORARY CHANGES. WEEK: ……..                                                                          LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Define permanent change

-Define temporary change

-Distinguish between permanent and temporary changes LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Distinguish between permanent and temporary changes.

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

Principles of chemistry vol 1

Pg 85-96

30 MINUTES BODY DEVELOPMENT

Discussion

Question answer method Notes taking

Carrying out experiment on chemical and temporary changes

Discussion

Question answer method Notes taking

Carrying out experiment on chemical and temporary changes

Burner Ice NH4Cl

Mg metal Cu metal Carbon

Principles of chemistry vol 1

Pg 85-96

 

5 MINUTES CONCLUSION

Oral evaluation on the sub-topic

 

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

Principles of chemistry vol 1

Pg 85-96

 

 

SELF-EVALUATION:-

 

 

 

 

TEACHER’S NAME: …………………………………………                                                                           TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………………………………. FORM: 1                                                           TERM: 1                                                                                          YEAR…………….. NUMBER OF STUDENTS…….                      SUBJECT: CHEMISTRY

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES. SUB-TOPIC:

WEEK: ……..                                                  LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Define an element, atom, molecule and a compound

-Give at least 3 examples of each

-State the symbols of common elements LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Define an atom.

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 48
30 MINUTES BODY DEVELOPMENT

Discussion

Identifying and writing chemical symbols of common elements

Notes taking

Discussion

Identifying and writing chemical symbols of common elements

Notes taking

Charts on the definitions KLB BK 1 Pg 48

 

5 MINUTES CONCLUSION

Oral evaluation on the sub-topic

 

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

KLB BK 1 Pg 48

 

 

SELF-EVALUATION:-

 

 

 

 

TEACHER’S NAME: …………………………………………                                                                           TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………………………………. FORM: 1                                                           TERM: 1                                                                                          YEAR…………….. NUMBER OF STUDENTS…….                      SUBJECT: CHEMISTRY

TOPIC: SIMPLE CLASSIFICATION OF SUBSTANCES.

SUB-TOPIC: SYMBOLS OF ELEMENTS AND WORD EQUATIONS. WEEK: ……..                                                                          LESSON NUMBER: ……..

DATE: ……..                                                  TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Name at least five elements

-Give the symbols of at least 5 elements using Latin or English names

-Give simple word equations of chemical processes LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Review the previous lesson.

Discussion.

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

Principles of chemistry volume

1  Pg 104-107

30 MINUTES BODY DEVELOPMENT

Naming and writing correct symbols of elements

Writing variety of simple word equations

Naming and writing correct symbols of elements

Writing variety of simple word equations

The periodic table

Chart on word equations

Principles of chemistry volume

1  Pg 104-107

 

5 MINUTES CONCLUSION

Oral evaluation on the sub-topic

 

Questions and answers.

-Chalk board/white board.

-A piece of chalk/ marker pen.

Principles of chemistry volume

1  Pg 104-107

 

 

SELF-EVALUATION:-

 

 

 

 

 

 

 

 

WEEK 2

TERM 2

 

TEACHER’S NAME: …………………. …………                                                                                              TSC NO: ……………. SCHOOL/ INSTITUTE: ……………

FORM: 1                    TERM: 2

NUMBER OF STUDENTS…………………………………………….. SUBJECT : CHEMISTRY

TOPIC            : ACIDS,BASES AND INDICATORS.

SUB TOPIC : ACIDS                                                                                WEEK                                                                                : 2 LESSON NUMBER : 1 & 2

DATE: ……..                                                          TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

Name acidic substances .

-Name the acids in given substances.

 

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
10

MINUTES

INTRODUCTION

Defining an acid.

Listening and taking short notes. Exercise books. Chalk/white board. -Klb chemistry book 1 -Page 55

-Explore chemistry book 1 Page 48

-Principle of

        chemistry                    Page
        112
60

MINUTES

BODY DEVELOPMENT

-Explaining the difference between the organic and minerals acids in terms of ionization power.

-Listing organic and mineral acids

-Class discussion

-Demonstration

-Notes taking.

-Oranges

-Lemons

-Sour milk

-Vinegar

-Klb chemistry book 1 -Page 55

-Explore chemistry book 1 Page 48

-Principle of chemistry                    Page 112

  -Using simple    
  demonstrations on the    
  given samples to classify    

 

  them as either organic or mineral acids.      
10

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.    

 

TEACHER’S NAME: …………………. …………                                                TSC NO: ……………. SCHOOL/ INSTITUTE        : ………………………………………….

FORM: 1         TERM 2

NUMBER OF STUDENTS…………………………………………….. SUBJECT : CHEMISTRY

TOPIC            : ACIDS,BASES AND INDICATORS.

SUB TOPIC : BASES                                          WEEK                                        : 2 LESSON NUMBER :                                      3

DATE: ……..                                                          TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

Name acidic substances .

-Name the acids in given substances.

 

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5

MINUTES

INTRODUCTION

Defining a base.

Listening and taking short notes. Exercise books. Chalk/white board. -KLB BK 1 Pg 55-56

 

-Explore book 1

Pg 49.

 

-Principles of chemistry Pg 113.

30

MINUTES

BODY DEVELOPMENT

-Explaining the properties of a base.

-Explaining the chemical test of a basic substance.

-Listing of basic substances

-Notes taking.

NaOH. NH4OH. CaO.

Beaker. Water.

-KLB BK 1 Pg 55-56

 

-Explore book 1

Pg 49

 

-Principles of chemistry Pg 113.

 

5

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.    

 

TEACHER’S NAME: …………………. …………                                                TSC NO: ……………. SCHOOL/ INSTITUTE        : ………………………………………….

FORM: 1                    TERM 2

NUMBER OF STUDENTS…………………………………………….. SUBJECT: CHEMISTRY

TOPIC            : ACIDS, BASES AND INDICATORS.

SUB TOPIC : BASES                                          WEEK                                        : 2 LESSON NUMBER :                                      4

DATE: ……..                                                          TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to:-

-Prepare plant extracts as indicators.

-Use the extracts as acid-base indicators.

-State the advantages and disadvantages of the extracts as indicators.

 

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5

MINUTES

INTRODUCTION

Defining an indicator.

Listening and taking short notes. Exercise books. Chalk/white board.  

-KLB BK 1 Pg 56-57

 

-Explore BK 1 Pg 49-50

 

-Principles of chemistry Pg 114-

115

30

MINUTES

BODY DEVELOPMENT

-Preparing plant extract indicators.

-Giving specific features shown by the indicators while in an acid and while in a base.

-Explaining how the indicators can be used to

-Class experiment on the extraction of juice from flowers.

 

-Using extracts as indicators.

 

-Notes taking.

-Mortar & Pestle

 

-Flower petals.

 

-Propanone/Ethanol

 

-Water

 

-KLB BK 1 Pg 56-57

 

-Explore BK 1 Pg 49-50

 

-Principles of chemistry Pg 114-

115

 

  identify an acidic and a basic substance.

-Stating the advantages and disadvantages of the extracts as indicators.

     
5

MINUTES

CONCLUSION

-Asking and answering questions from the learners to summarize the lesson’s objectives.

-Evaluation question;

Why is the propanone/ethanol used as the solvent in this experiment?

Listening and answering questions.    

 

WEEK 3

TEACHER’S NAME: …………………. …………TSC NO: ……………. SCHOOL/ INSTITUTE                           : ………………………………………….

FORM: 1                      TERM: 2 NUMBER OF STUDENTS…………….

SUBJECT : CHEMISTRY                TOPIC            : ACIDS,BASES AND INDICATORS.

SUB TOPIC : INDICATORS-COMMERCIAL INDICATORS.                                                                                            WEEK: 3 LESSON NUMBER: 1 & 2

DATE: ……..             TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to:-

-State the colour of commercial indicators in acids and bases.

-State the advantages of commercial indicators over the flower extracts.

 

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
10

MINUTES

INTRODUCTION

-Review the extract indicators and state the difference between them and the commercial indicators.

Listening and taking short notes. Exercise books. Chalk/white board. -KLB BK 1 Pg 57-58

 

-Explore BK 1

Pg 50-52

 

-Principle of chemistry Pg 116-

119.

60

MINUTES

BODY DEVELOPMENT

Carry out simple demonstrations to show the colour of the commercial indicators both in acids and bases.

-Explain the difference between the commercial

indicators and the extract

 

-Class discussion

-Class demonstration

-Notes taking

Methyl/orange. Phenolphthalein. HCl.

NaOH.

-KLB BK 1 Pg 57-58

 

-Explore BK 1

Pg 50-52

 

-Principle of chemistry Pg 116-

119.

 

  indicators in terms of the accuracy.

-State the advantages of the commercial indicators over the extract indicators.

     
10

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.    

 

TEACHER’S NAME: …………………. ………… TSC NO: ……………. SCHOOL/ INSTITUTE                           : ………………………………………….

FORM: 1       TERM: 2

NUMBER OF STUDENTS……………..

SUBJECT : CHEMISTRY                          TOPIC                                                                        : ACIDS,BASES AND INDICATORS.

SUB TOPIC : UNIVERSAL INDICATORS AND PH SCALE.                                                                                            WEEK                                                                                            : 3 LESSON NUMBER : 3

DATE: ……..             TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to:-

-Define universal indicator and PH scale.

-Classify solutions into acids, bases or neutral.

 

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5

MINUTES

INTRODUCTION

-Define the universal indicator and the PH scale.

Listening and taking short notes. Exercise books. Chalk/white board.  

-KLB BK 1 Pg 58-60

 

-Explore BK 1

Pg 52-54

 

-Principles of chemistry Pg 119-

121.

30

MINUTES

BODY DEVELOPMENT

-Explaining the difference between the universal indicators and the ordinary indicators in terms of their functions.

-Using the PH scale and the universal indicator to classify the given samples

-Determine the PH of solutions using universal indicators and the PH chart

 

-Notes taking

PH chart, Universal indicator, Dropper, Ethanoic acid, Lemon juice, Dil.

H2SO4

Soap solution. Water.

-KLB BK 1 Pg 58-60

 

-Explore BK 1

Pg 52-54

 

-Principles of chemistry Pg 119-

121.

 

  as either acids,bases or neutral.      
5

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.    

 

TEACHER’S NAME: …………………. …………                                                TSC NO: ……………. SCHOOL/ INSTITUTE        : ………………………………………….

FORM: 1        TERM 2

NUMBER OF STUDENTS…………….

SUBJECT : CHEMISTRY                TOPIC            : ACIDS,BASES AND INDICATORS.

SUB TOPIC : PROPERTIES OF ACIDS AND BASES.                                                                                            WEEK : 3 LESSON NUMBER : 4

DATE: ……..                                                                       TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to:-

-Define neutralization.

-Write word equations involving neutralization.

-Identify products.

 

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5

MINUTES

INTRODUCTION

Define neutralization.

Listening and taking short notes. Exercise books. Chalk/white board. -KLB BK 1 Pg 121

 

-Explore BK 1

Pg 54

 

-Principles of chemistry Pg 121

30

MINUTES

BODY DEVELOPMENT

-Give examples of neutralization processes and in each case explain why it is classified as a neutralization process.

-Write word equations for the neutralization processes given.

-From the equations show the learners the products

 

-Class discussion

 

-Notes taking

 

-Dilute NaOH

 

-Dilute HCl

 

-Universal indicator

 

-PH chart

 

-KLB BK 1 Pg 121

 

-Explore BK 1

Pg 54

 

-Principles of chemistry Pg 121

 

  of a neutralization process.      
5

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.    

 

WEEK 4

TEACHER’S NAME: …………………. …………                                                TSC NO: ……………. SCHOOL/ INSTITUTE                           : ………………………………………….

FORM: 1                    TERM: 2

NUMBER OF STUDENTS…………….                        SUBJECT : CHEMISTRY TOPIC            : ACIDS,BASES AND INDICATORS.

SUB TOPIC : REACTIONS OF ACIDS AND METALS.                                                                                            WEEK : 4 LESSON NUMBER : 1 & 2

DATE: ……..                                                                        TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to:-

-State the products of acid-metal reactions.

-Write word equations for acid-metal reactions.

-Describe the test for hydrogen gas.

 

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
10

MINUTES

INTRODUCTION

State the products of acid-metal reactions.

Listening and taking short notes. Exercise books. Chalk/white board. -KLB BK 1 Pg 61-62

 

-Explore BK 1

Pg 55

 

-Principles of chemistry Pg 123

60

MINUTES

BODY DEVELOPMENT

-React different metals with different acids.

-Write word equations for the reactions between acids and metals.

-Perform a chemical test for the gas which is produced when an acid reacts with a metal.

-Teacher demonstration.

-Class discussion.

-Notes taking.

-Mg ribbon.

-Iron filings.

-Dilute HCl.

-Test tubes.

-KLB BK 1 Pg 61-62

 

-Explore BK 1

Pg 55

 

-Principles of chemistry Pg 123

 

10

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.    

 

TEACHER’S NAME: …………………. …………                                                TSC NO: ……………. SCHOOL/ INSTITUTE        : ………………………………………….

FORM: 1                    TERM: 2

NUMBER OF STUDENTS…………….                        SUBJECT : CHEMISTRY TOPIC                        : ACIDS,BASES AND INDICATORS.

SUB TOPIC : REACTIONS OF ACIDS WITH CARBONATES AND HYDROGEN CARBONATES.                                               WEEK : 4

LESSON NUMBER : 3                                                               DATE: ……..

TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to:-

-State the products of the reactions of acids and CO32- and HCO3-.

-Write word equations.

-Describe the test for carbon (IV) oxide.

 

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5

MINUTES

INTRODUCTION

Give examples of carbonates and hydrogen carbonates.

Listening and taking short notes. Exercise books. Chalk/white board.  

-KLB BK 1 Pg 63-65

 

-Explore BK 1

Pg 56-58.

 

-Principles of chemistry Pg 124.

30

MINUTES

BODY DEVELOPMENT

-Reacting carbonates and hydrogen carbonates.

-Stating the products of the reactions of acids and CO32- and HCO3-.

 

-Write word equations for the reactions.

-Discussion

 

-Notes taking

 

-Teacher demonstration on the test for CO2

 

Dilute HCl CaCO3

Lime water Test tubes Delivery tubes

-KLB BK 1 Pg 63-65

 

-Explore BK 1

Pg 56-58.

 

-Principles of chemistry Pg 124.

 

  -Describing a chemical test for the gas produced.      
5

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.    

 

TEACHER’S NAME: …………………. …………                                                TSC NO: ……………. SCHOOL/ INSTITUTE        : ………………………………………….

FORM: 1                    TERM: 2

NUMBER OF STUDENTS…………….                        SUBJECT : CHEMISTRY TOPIC            : ACIDS,BASES AND INDICATORS.

SUB TOPIC : SIMPLE PROPERTIES OF BASES.                                                                                            WEEK                                                                                            : 4 LESSON NUMBER : 4

DATE: ……..             TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to:-

-Name basic hydroxides and oxides

-Distinguish between basic oxides and alkalis

 

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5

MINUTES

INTRODUCTION

-Differentiate between oxides and hydroxides.

Listening and taking short notes. Exercise books. Chalk/white board. -KLB BK 1 Pg 67-68

-Explore BK 1

Pg 58

30

MINUTES

BODY DEVELOPMENT

-Test given samples using a universal indicator to classify them as bases,acids or neutral.

-Explain the difference between basic oxide and alkalis.

 

 

-Class discussion

-Teacher demonstration

 

-Test tubes

 

-ZnO

 

-CaO

 

-NaOH

 

-Water

-Universal indicator.

KLB BK 1 Pg 67-68

Explore BK 1

Pg 58

 

5

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.    

 

WEEK 5

 

 

TEACHER’S NAME: …………………. …………                                                TSC NO: ……………. SCHOOL/ INSTITUTE        : ………………………………………….

FORM: 1                    TERM: 2

NUMBER OF STUDENTS…………….                        SUBJECT : CHEMISTRY TOPIC            : ACIDS,BASES AND INDICATORS.

SUB TOPIC :      USES OF ACIDS AND BASES                              WEEK: 5 LESSON NUMBER : 1 & 2

DATE: ……..             TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to:-

  • List uses of
  • List uses of

 

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
10

MINUTES

INTRODUCTION

Review the differences between acids and bases.

Listening and taking short notes. Exercise books. Chalk/white board. -KLB BK 1 Pg 69

 

-Explore BK 2

Pg 59-60

 

-Principles of chemistry Pg 129-

130

 

60

MINUTES

BODY DEVELOPMENT

-Discuss the uses of acids and bases.

-Class discussion

-Notes taking

-Chart on applications of bases and acids. -KLB BK 1 Pg 69

 

-Explore BK 2

Pg 59-60

 

-Principles of chemistry Pg 129-

130

10

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.    

 

TEACHER’S NAME: …………………. …………                                                TSC NO: ……………. SCHOOL/ INSTITUTE        : ………………………………………….

FORM: 1                    TERM: 2

NUMBER OF STUDENTS…………….                        SUBJECT : CHEMISTRY TOPIC            : AIR AND COMBUSTION

SUB TOPIC : COMPOSITION OF AIR.                                                                                            WEEK                                                                                            : 5 LESSON NUMBER : 3

DATE: ……..             TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to:-

List constituents of air

Calculate the percentage composition by volume of oxygen from experimental results State the approximate amount of oxygen in air

 

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5

MINUTES

INTRODUCTION

Define air.

Listening and taking short notes. Exercise books. Chalk/white board. KLB BK 1 Pg 72-76

Explore BK 1

Pg 62.

30

MINUTES

BODY DEVELOPMENT

-Listing the constituents of air

 

-Calculating the percentage composition by volume of oxygen from experimental results.

 

-Stating the approximate amount of oxygen in air.

 

-Class discussion

-Class experiment

-Notes taking

Trough Beehive stand Water

Candle Syringe Match box Copper, phosphorus, iron

 

KLB BK 1 Pg 72-76

Explore BK 1

Pg 62.

 

5

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.    

 

TEACHER’S NAME: …………………. …………                                                TSC NO: ……………. SCHOOL/ INSTITUTE                           : ………………………………………….

FORM: 1                    TERM: 2

NUMBER OF STUDENTS…………….                        SUBJECT : CHEMISTRY TOPIC            : ACIDS,BASES AND INDICATORS.

SUB TOPIC :    COMBUSTION OF SUBSTANCES                            WEEK                            : 5 LESSON NUMBER : 4

DATE: ……..                                                                     TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to:-

-Explain the change in mass when a substance burns in air.

 

 

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5

MINUTES

INTRODUCTION

Define combustion of substances.

Listening and taking short notes. Exercise books. Chalk/white board. KLB BK 1 Pg 77-79 CSC BK 1 Pg

Explore BK 1

Pg 68

30

MINUTES

BODY DEVELOPMENT

-Explain the change in mass when a substance burns in air

 

-Discussion.

-Notes taking.

-Teacher demonstration.

Mg ribbon. Pair of tongs. Source of heat.  

KLB BK 1 Pg 77-79 CSC BK 1 Pg

Explore BK 1

Pg 68

 

5

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.    

 

 

 

 

 

 

WEEK 6

LESSON 1-4

MID-TERM 2 EXAMINATIONS.

WEEK 7

LESSON 1-4

MID-TERM 2 BREAK.

 

WEEK 8

TEACHER’S NAME: …………………. …………                                                                                                      TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                      TERM: 2

YEAR……………..

NUMBER OF STUDENTS……………………………..                                                                                 SUBJECT: CHEMISTRY TOPIC: AIR AND COMBUSTION.

SUB-TOPIC: POLLUTION.                                                                 WEEK: 8 LESSON NUMBER: 1 & 2

DATE: ……..                                                        TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Define pollution

-State pollution effects due to burning of substances in air

-Describe greenhouse effects, acid rain. LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
10

MINUTES

INTRODUCTION

Define pollution.

Listening and taking short notes. Exercise books. Chalk/white board. KLB BK 1 Pg 98 CSC BK 1 Pg

Explore BK 1

Pg 80.

60

MINUTES

BODY DEVELOPMENT

-Explain how combustion brings about pollution.

-Discuss the effects of pollution due to combustion.

-Describe the greenhouse effect and acid rain.

 

Class discussion Notes taking

Charts Periodicals from UNEP, NEMA  

KLB BK 1 Pg 98 CSC BK 1 Pg

Explore BK 1

Pg 80.

 

10

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.    

 

 

 

 

SELF-EVALUATION:-

 

 

 

TEACHER’S NAME: …………………. …………                                                                                                      TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                      TERM: 2

YEAR……………..

NUMBER OF STUDENTS……………………………..                                                                               SUBJECT: CHEMISTRY TOPIC: RUSTING.

SUB-TOPIC: RUSTING.                                                                 WEEK: 8 LESSON NUMBER: 3

DATE: ……..                                                        TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Investigate conditions necessary for rusting

-State the composition of rust LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5

MINUTES

INTRODUCTION

Define rusting

Listening and taking short notes. Exercise books. Chalk/white board.  

KLB BK 1 Pg 82-84

Explore BK 1

Pg 70-71

30

MINUTES

BODY DEVELOPMENT

-Perform the class experiment.

-State and explain the conditions necessary for rusting.

-Describe the composition of rust.

 

Class experiment Class discussion

Test tubes, Cotton wool, Nails, Oil, Sand paper, Water, Source of heat, NaCl KLB BK 1 Pg 82-84

Explore BK 1

Pg 70-71

 

5

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.   KLB BK 1 Pg 82-84

Explore BK 1

Pg 70-71

 

 

 

 

SELF-EVALUATION:-

 

 

 

TEACHER’S NAME: …………………. …………                                                                                                      TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                      TERM: 2

YEAR……………..

NUMBER OF STUDENTS……………………………..                                                                               SUBJECT: CHEMISTRY TOPIC: RUSTING.

SUB-TOPIC: PREVENTION RUSTING.                                                                  WEEK: 8 LESSON NUMBER: 4

DATE: ……..                                                        TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-State the advantages and disadvantages of rusting.

-State and explain methods of preventing rusting. LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5

MINUTES

INTRODUCTION

Explain why rusting should be prevented.

Listening and taking short notes. Exercise books. Chalk/white board.  

 

KLB BK 1 Pg 84

Explore BK 1

Pg 72.

30

MINUTES

BODY DEVELOPMENT

-Explain the advantages and disadvantages of rusting.

-Explain the different methods of preventing rusting.

 

Class discussion Notes taking

Exercise books. Chalk/white board.  

 

KLB BK 1 Pg 84

Explore BK 1

Pg 72.

 

5

MINUTES

CONCLUSION

-Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions. Exercise books. Chalk/white board. KLB BK 1 Pg 84

Explore BK 1

Pg 72.

 

 

 

 

 

 

 

 

SELF-EVALUATION:-

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WEEK 9

 

TEACHER’S NAME: …………………. …………                                                                                                      TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                      TERM: 2

YEAR……………..

NUMBER OF STUDENTS……………………………..                                                                                                  SUBJECT: CHEMISTRY TOPIC: PREPARATION, DRYING AND COLLECTION OF GASES.

SUB-TOPIC: PREPARATION OF GASES.                                                                 WEEK: 9 LESSON NUMBER: 1 & 2

DATE: ……..                                                        TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Name common drying agents of gases in the laboratory.

-State the criteria for choosing the appropriate drying agent for a given gas.

 

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
10

MINUTES

INTRODUCTION

Setting up apparatus.

Listening and taking short notes. Exercise books. Chalk/white board. KLB BK 1 Pg 144

Explore BK 1 Pg 73.

60

MINUTES

BODY DEVELOPMENT

-Performing experiments

-Discussing the results.

-Collection and testing of gases.

 

 

Discussion Notes taking

Class demonstration

 

 

Gas jars Delivery tubes CaCl2

Concentrated H2SO4

 

KLB BK 1 Pg 144

Explore BK 1 Pg 73.

 

10

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.   KLB BK 1 Pg 144

Explore BK 1 Pg 73.

 

 

 

 

 

 

 

 

SELF-EVALUATION:-

 

 

 

TEACHER’S NAME: …………………. …………                                                                                                      TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                       TERM: 2

YEAR……………..

NUMBER OF STUDENTS……………………………..                                                                                                  SUBJECT: CHEMISTRY TOPIC: PREPARATION, DRYING AND COLLECTION OF GASES.

SUB-TOPIC: PREPARATION OF OXYGEN.                                                                     WEEK: 9 LESSON NUMBER: 3

DATE: ……..                                                        TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Describe the preparation of oxygen gas.

-Describe the test for oxygen gas.

 

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5

MINUTES

INTRODUCTION

Setting up the apparatus.

Listening and taking short notes. Exercise books. Chalk/white board. KLB BK 1 pg. 84-88

Explore BK 1 Pg. 73-

74.

30

MINUTES

BODY DEVELOPMENT

-Performing experiment and discussion on the observations and results.

 

-Teacher demonstration on preparation of oxygen gas

-Notes taking.

 

H2O, MnO2, B.H

shelfs

Gas jars, Splint Match box.

 

KLB BK 1 pg. 84-88

Explore BK 1 Pg. 73-

74

 

5

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.   KLB BK 1 pg. 84-88

Explore BK 1 Pg. 73-

74

 

 

SELF-EVALUATION:-

 

 

 

TEACHER’S NAME: …………………. …………                                                                                                      TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                       TERM: 2

YEAR……………..

NUMBER OF STUDENTS……………………………..                                                                                                  SUBJECT: CHEMISTRY TOPIC: PREPARATION, DRYING AND COLLECTION OF GASES.

SUB-TOPIC: INDUSTRIAL PREPARATION OF OXYGEN.                                                                                               WEEK: 9 LESSON NUMBER: 4

DATE: ……..                                                        TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Explain how oxygen is distilled from liquid air by fractional distillation.

 

 

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5

MINUTES

INTRODUCTION

Define fractional distillation of liquid air.

Listening and taking short notes. Exercise books. Chalk/white board.  

KLB BK 1 pg. 81

Explore BK 1

pg. 69-70

30

MINUTES

BODY DEVELOPMENT

 

 

-Explain how oxygen is distilled from liquid air by fractional distillation.

 

 

 

-Discussion on preparation of oxygen by fractional distillation.

 

 

 

Flow chart

 

 

 

KLB BK 1 pg. 81

Explore BK 1

pg. 69-70

 

5

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.   KLB BK 1 pg. 81

Explore BK 1

pg. 69-70

 

 

 

 

 

 

SELF-EVALUATION:-

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WEEK 10

 

TEACHER’S NAME: …………………. …………                                                                                                      TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                       TERM: 2

YEAR……………..

NUMBER OF STUDENTS……………………………..                                                                                      SUBJECT: CHEMISTRY TOPIC: PREPARATION, DRYING AND COLLECTION OF GASES.

SUB-TOPIC: COMPETITION FOR COMBINED OXYGEN.                                                                                        WEEK: 10 LESSON NUMBER: 1 & 2

DATE: ……..                                                          TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-List metals in order of their reactivity with oxygen.

-Define oxidation and reduction.

-Write simple chemical and word equations.

 

 

 

 

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
10

MINUTES

INTRODUCTION

Explain the meaning of oxidation and reduction.

Listening and taking short notes. Exercise books. Chalk/white board. KLB BK 1 pg. 92

Explore BK 2

pg. 77-78

60

MINUTES

BODY DEVELOPMENT

-Explain how the reactivity series relates to the affinity of oxygen.

-Write simple chemical and word equations.

 

 

Discussion. Notes taking.

Writing word equations.

 

Charts

KLB BK 1 pg. 92

Explore BK 2

pg. 77-78

 

10

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.   KLB BK 1 pg. 92

Explore BK 2

pg. 77-78

 

 

 

 

SELF-EVALUATION:-

 

 

 

TEACHER’S NAME: …………………. …………                                                                                                      TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                       TERM: 2

YEAR……………..

NUMBER OF STUDENTS……………………………..                                                                                SUBJECT: CHEMISTRY TOPIC: PREPARATION, DRYING AND COLLECTION OF GASES.

SUB-TOPIC: APPLICATION OF REACTIVITY SERIES OF METALS.                                                                                                         WEEK: 10 LESSON NUMBER: 3

DATE: ……..                                                          TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Define ore.

-Relate reduction to extraction of metals. LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5

MINUTES

INTRODUCTION

Review the reactivity series of metals.

Listening and taking short notes. Exercise books. Chalk/white board. KLB BK 1 pg. 97

Explore BK 1

pg. 79-80

30

MINUTES

BODY DEVELOPMENT

-Explain the meaning of a metal ore.

-Explain the relationship between reduction and the reactivity series of the metals.

 

 

-Discussion

-Notes taking

-Write word equations

 

Chart showing reactivity series

 

KLB BK 1 pg. 97

Explore BK 1

pg. 79-80

 

5

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.   KLB BK 1 pg. 97

Explore BK 1

pg. 79-80

 

 

 

 

SELF-EVALUATION:-

 

 

TEACHER’S NAME: …………………. …………                                                                                                      TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                       TERM: 2

YEAR……………..

NUMBER OF STUDENTS……………………………..                                                                                     SUBJECT: CHEMISTRY TOPIC: PREPARATION, DRYING AND COLLECTION OF GASES.

SUB-TOPIC: USES OF OXYGEN.                                                                     WEEK: 10 LESSON NUMBER: 4

DATE: ……..                                                          TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Give at least three uses of oxygen. LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5

MINUTES

INTRODUCTION

Review the previous lesson

Listening and taking short notes. Exercise books. Chalk/white board.  

KLB BK 1 pg. 98

30

MINUTES

BODY DEVELOPMENT

Explain the uses of oxygen.

 

 

Explaining uses of oxygen.

Exercise books. Chalk/white board. KLB BK 1 pg. 98
5

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.    

 

SELF-EVALUATION:-

 

 

 

WEEK 11

TEACHER’S NAME: …………………. …………                                                                                                      TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                       TERM-2

YEAR……………..

NUMBER OF STUDENTS……………………………..                                                                               SUBJECT: CHEMISTRY TOPIC: WATER AND HYDROGEN.

SUB-TOPIC: SOURCES OF WATER.                                                                                                          WEEK: 11 LESSON NUMBER: 1&2

DATE: ……..                                                         TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-State sources of water.

-Explain the importance of water.

-State the sources of water pollution. LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
10

MINUTES

INTRODUCTION

-Explain the elements present in water.

Listening and taking short notes. Exercise books. Chalk/white board. KLB BK 1 pg. 101

Explore BK 1 pg. 85

60

MINUTES

BODY DEVELOPMENT

-State sources of water.

-Explain the importance of water.

-State the sources of water pollution.

 

Discussion Notes taking

Exercise books. Chalk/white board. KLB BK 1 pg. 101

Explore BK 1 pg. 85

 

10

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.   KLB BK 1 pg. 101

Explore BK 1 pg. 85

 

 

 

 

SELF-EVALUATION:-

 

 

 

TEACHER’S NAME: …………………. …………                                                                                                      TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                       TERM: 2

YEAR……………..

NUMBER OF STUDENTS……………………………..                                                                               SUBJECT: CHEMISTRY TOPIC: WATER AND HYDROGEN.

SUB-TOPIC: WATER AS A PRODUCT OF BURNING ORGANIC MATTER.                                                                                                                                      WEEK:

11                   LESSON NUMBER: 3

DATE: ……..                                                         TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Collect and test the products of burning candle

-Define a hydrocarbon

-Describe the chemical test for water LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5

MINUTES

INTRODUCTION

Define a hydrocarbon.

Listening and taking short notes. Exercise books. Chalk/white board. KLB BK 1 pg. 101

Explore BK 1 pg. 86

30

MINUTES

BODY DEVELOPMENT

Collect and test the products of burning candle. Define a hydrocarbon.

Describe the chemical test for water

 

 

Carrying out an experiment on a burning candle and collect products formed Observation

Discussion

 

 

Candle, beaker, test tubes, anhydrous CuSO4, Ca(OH)2, ice

cold water, funnel, delivery tube.

 

 

KLB BK 1 pg. 101

Explore BK 1 pg. 86

 

5

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.   KLB BK 1 pg. 101

Explore BK 1 pg. 86

 

 

 

 

 

 

 

 

SELF-EVALUATION:-

 

 

 

TEACHER’S NAME: …………………. …………                                                                                                      TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                       TERM: 2

YEAR……………..

NUMBER OF STUDENTS……………………………..                                                                               SUBJECT: CHEMISTRY TOPIC: WATER AND HYDROGEN.

SUB-TOPIC: WATER AS AN OXIDE OF HYDROGEN.                                                                             WEEK: 11 LESSON NUMBER: 4

DATE: ……..                                                         TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Describe an experiment to show that water contains hydrogen.

-Test for the purity of water. LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5

MINUTES

INTRODUCTION

Explain the composition of water.

Listening and taking short notes. Exercise books. Chalk/white board. KLB BK 1 pg. 101
30

MINUTES

BODY DEVELOPMENT

-Describe an experiment to show that water contains hydrogen.

-Test for the purity of water.

 

 

Teacher demonstration Question answer method

 

Exercise books. Chalk/white board.

 

KLB BK 1 pg. 101

5

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.    

 

SELF-EVALUATION:-

 

 

 

WEEK 12

TEACHER’S NAME: …………………. …………                                                                                                      TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                       TERM-2

YEAR……………..

NUMBER OF STUDENTS……………………………..                                                                               SUBJECT: CHEMISTRY TOPIC: REVISION.

SUB-TOPIC: REVISION.                                                                   WEEK: 12 LESSON NUMBER: 1-4

DATE: ……..                                                         TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Identify and explain concepts learnt.

 

 

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
20

MINUTES

INTRODUCTION

Identify the areas of weakness of the learners.

Interaction through Q/A. Exercise books, chalkboard/white boards. KLB BK 1 and Exercise books.
21ST

MINUTE TO THE 4TH LESSON

OF THE

-Revising past papers.

-Answering questions from the learners.

-Predicting exam questions.

 

Question answer method.

 

Exercise books. Chalk/white board.

 

KLB BK 1 and Exercise books.

WEEK. -Giving and marking      
  assignments.      

 

 

 

SELF-EVALUATION:-

 

 

 

WEEK 13

TEACHER’S NAME: …………………. …………                                                                                                      TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                       TERM-2

YEAR……………..

NUMBER OF STUDENTS……………………………..                                                                               SUBJECT: CHEMISTRY TOPIC: EXAMINATION.

SUB-TOPIC: EXAMINATION.                                                                   WEEK: 13 LESSON NUMBER: 1-4

DATE: ……..                                                         TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Attempt the given questions.

 

 

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
10

MINUTES

INTRODUCTION

Check the sitting arrangement and issue papers.

  Question papers and answer booklets.  
2HOURS  

Exam administration.

 

Supervising and assisting where required.

 

Question papers and answer booklets.

 

KLB BK 1 and Exercise books.

 

 

 

SELF-EVALUATION:-

 

WEEK 14-CLOSSING FOR AUGUST HOLIDAY.

 

TERM: 3

TEACHER’S NAME: …………………. …………                                                                                                      TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                      TERM: 3

YEAR……………..

NUMBER OF STUDENTS……………………………..                                                         SUBJECT: CHEMISTRY. TOPIC: REVISION.

SUB-TOPIC: REVISION OF THE END TERM 2 EXAMS. WEEK: 1 LESSON NUMBER: 1 -4

DATE: ……..                                                        TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Give correct answers to ALL the questions tested in the previous exam

 

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5

MINUTES

INTRODUCTION

Review the areas tested in the end of term 2 exam.

 

Taking notes.

 

Exercise books.

-Exam papers and the marking scheme.
30

MINUTES

BODY DEVELOPMENT

-Discuss the expected answers to the questions in the exam paper.

 

 

-Questions and answers.

-Discussion.

 

 

Exercise books. Whiteboard.

 

-Exam papers and the marking scheme.

 

5

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.   -Exam papers and the marking scheme.

 

 

SELF-EVALUATION:-

 

 

 

WEEK 2

TEACHER’S NAME: …………………. …………                                                                                                      TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                      TERM: 3

YEAR……………..

NUMBER OF STUDENTS……………………………..                                                         SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: REACTION OF METALS WITH COLD WATER. WEEK: 2

LESSON NUMBER: 1

DATE: ……..                                                        TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Explain observations when metals react with cold water.

-State the products of reactions of cold water with different metals.

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5

MINUTES

INTRODUCTION

Explain how the reaction between metals with cold water takes place.

 

Taking short notes.

 

Exercise books.

 

 

KLB BK 1

Pg 102-105

30

MINUTES

BODY DEVELOPMENT

-Explain observations when metals react with cold water.

-State the products of reactions of cold water with different metals.

 

 

Carrying out experiments to show reaction of water with metals

Discussion

 

 

Sodium, calcium, magnesium, cold water, trough, water, splints, gas jar, funnel

 

 

KLB BK 1

Pg 102-105

 

5

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.   KLB BK 1

Pg 102-105

 

 

SELF-EVALUATION:-

 

 

 

TEACHER’S NAME: …………………. …………                                                                                                      TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                      TERM: 3

YEAR……………..

NUMBER OF STUDENTS……………………………..                                                         SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: WORD EQUATION FOR THE REACTION BETWEEN METALS AND COLD WATER.      WEEK: 2

LESSON NUMBER: 2

DATE: ……..                                                        TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Write word equations when metals react with cold water.

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5

MINUTES

INTRODUCTION

Deduce a method to write the word equations for the reaction between metals and cold water.

 

Taking short notes.

 

Exercise books.

Explore chemistry BK 1 Pg 87-89.
30

MINUTES

BODY DEVELOPMENT

-Write word equations when metals react with cold water.

 

 

Carrying out experiments to show reaction of water with metals

Discussion

 

 

Sodium, calcium, magnesium, cold water, trough, water, splints, gas jar, funnel

 

 

Explore chemistry BK 1 Pg 87-89.

 

5

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.   Explore chemistry BK 1 Pg 87-89.

 

 

SELF-EVALUATION:-

 

 

 

TEACHER’S NAME: …………………. …………                                                                                                      TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                      TERM: 3

YEAR……………..

NUMBER OF STUDENTS……………………………..                                                         SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: REACTION OF METALS WITH STEAM.                                                                                  WEEK: 2 LESSON NUMBER: 3 & 4

DATE: ……..                                                        TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Explain the observations when metals react with steam

-State the products of reactions of steam with different metals.

 

 

 

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
10

MINUTES

INTRODUCTION

Explain how a metal reacts with steam.

 

Taking short notes.

 

Exercise books.

KLB BK 1

Pg 105-107

60

MINUTES

BODY DEVELOPMENT

-Explain the observations when metals react with steam

-State the products of reactions of steam with different metals.

 

 

Carrying out experiments to show reaction of steam with metals

Discussion

 

 

Magnesium ribbon, boiling tube, trough, gas jar, delivery tube

 

 

KLB BK 1

Pg 105-107

 

10

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.   KLB BK 1

Pg 105-107

 

 

SELF-EVALUATION:-

 

 

 

TEACHER’S NAME: …………………. …………                                                                                                      TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                      TERM: 3

YEAR……………..

NUMBER OF STUDENTS……………………………..                                                         SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: WORD EQUATION FOR THE REACTION BETWEEN METALS AND STEAM.       WEEK: 3

LESSON NUMBER: 1

DATE: ……..                                                        TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Write word equations when metals react with steam LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5

MINUTES

INTRODUCTION

Give the difference between the word equation obtained from the reaction of metals and water and that of metals and steam.

 

Taking short notes.

 

Exercise books.

Principles Of Chemistry Pg 177-

180.

30

MINUTES

BODY DEVELOPMENT

-Write word equations when metals react with steam

 

 

Carrying out experiments to show reaction of steam with metals

Discussion

 

 

Magnesium ribbon, boiling tube, trough, gas jar, delivery tube

 

 

Principles Of Chemistry Pg 177-

180.

 

5

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.   Principles Of Chemistry Pg 177-

180.

 

 

SELF-EVALUATION:-

 

 

 

TEACHER’S NAME: …………………. …………                                                                                                      TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                      TERM: 3

YEAR……………..

NUMBER OF STUDENTS……………………………..                                                         SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: REACTIVITY SERIES OF METALS WITH WATER. WEEK: 3

LESSON NUMBER: 2

DATE: ……..                                                        TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Arrange metals in order of their reactivity with water in ascending order.

 

 

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5

MINUTES

INTRODUCTION

Deduce a method of arranging the metals according to their reactivity series.

 

Taking short notes.

 

Exercise books.

 

KLB BK 1 Pg 108

30

MINUTES

BODY DEVELOPMENT

-Arrange metals in order of their reactivity with water in ascending order.

 

 

-Discussion

-Drawing summary table showing reactivity series

 

 

Chart

 

 

KLB BK 1 Pg 108

 

5

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.   KLB BK 1 Pg 108

SELF-EVALUATION:-

 

 

 

TEACHER’S NAME: …………………. …………                                                                                                      TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                      TERM: 3

YEAR……………..

NUMBER OF STUDENTS……………………………..                                                         SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: LABORATORY PREPARATION OF HYDROGEN. WEEK: 3

LESSON NUMBER: 3 & 4

DATE: ……..                                                        TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Assemble the apparatus used to prepare hydrogen gas in the laboratory.

-Give the chemical test for hydrogen gas.

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
10

MINUTES

INTRODUCTION

Set up the apparatus.

 

Taking short notes.

 

Exercise books.

KLB BK 1

Pg 108-111

60

MINUTES

BODY DEVELOPMENT

-Assemble the apparatus used to prepare hydrogen gas in the laboratory

-Give the chemical test for hydrogen gas

 

 

-Teacher demonstration on the preparation and test for hydrogen gas

-Discussion

-Notes taking

 

 

Flat bottomed flask, thistle funnel, cork, delivery tube, trough, gas jar, splint, water, zinc granules, Dil. HCl

 

 

KLB BK 1

Pg 108-111

 

10

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.   KLB BK 1

Pg 108-111

 

 

SELF-EVALUATION:-

 

 

 

WEEK 4.

TEACHER’S NAME: …………………. …………                                                                                                      TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                      TERM: 3

YEAR……………..

NUMBER OF STUDENTS……………………………..                                                         SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: PHYSICAL PROPERTIES OF HYDROGEN. WEEK: 4

LESSON NUMBER: 1

DATE: ……..                                                        TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Give at least three physical and chemical properties of hydrogen gas.

 

 

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5

MINUTES

INTRODUCTION

Define physical properties.

 

Taking short notes.

 

Exercise books.

Explore Chemistry BK 1 Pg 93.
30

MINUTES

BODY DEVELOPMENT

-Give at least three physical and chemical properties of hydrogen gas.

 

 

-Class discussion

-Notes taking

 

 

Exercise books.

 

 

Explore Chemistry BK 1 Pg 93.

 

5

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.   Explore Chemistry BK 1 Pg 93.

 

 

SELF-EVALUATION:-

 

 

 

TEACHER’S NAME: …………………. …………                                                                                                      TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                      TERM: 3

YEAR……………..

NUMBER OF STUDENTS……………………………..                                                         SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: CHEMICAL PROPERTIES OF HYDROGEN. WEEK: 4

LESSON NUMBER: 2

DATE: ……..                                                        TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Investigate the reduction property of hydrogen gas.

 

 

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5

MINUTES

INTRODUCTION

Differentiate chemical properties from physical properties.

 

Taking short notes.

 

Exercise books.

Principles Of Chemistry Pg 183-

188.

30

MINUTES

BODY DEVELOPMENT

-Investigate the reduction property of hydrogen gas.

 

 

Class discussion Teacher demonstration Drawing

 

 

-Hydrogen generator, source of heat, CuO, anhydrous CuSO4, combustion tube

 

 

Principles Of Chemistry Pg 183-

188.

 

5

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.    

 

 

SELF-EVALUATION:-

 

 

 

TEACHER’S NAME: …………………. …………                                                                                                      TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                      TERM: 3

YEAR……………..

NUMBER OF STUDENTS……………………………..                                                         SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: OXIDATION AND REDUCTION.                                                                 WEEK: 4 LESSON NUMBER: 3 & 4

DATE: ……..                                                        TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Define oxidation, reduction and redox in terms of hydrogen.

-Explain using equations how hydrogen is a reducing agent.

-Use equations to explain redox.

 

LESSON PRESENTATION

 

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
10

MINUTES

INTRODUCTION

Explain the difference between oxidation and reduction.

 

Taking short notes.

 

Exercise books.

KLB BK 1 Pg 113

CSC BK 1 Pg 78-79

Explore BK 1 Pg 96

60

MINUTES

BODY DEVELOPMENT

-Define oxidation, reduction and redox in terms of hydrogen.

-Explain using equations how hydrogen is a reducing agent.

-Use equations to explain redox.

 

 

-Defining oxidation and reduction.

-Writing equations.

-Class discussion.

   

 

KLB BK 1 Pg 113

CSC BK 1 Pg 78-79

Explore BK 1 Pg 96

 

10

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.   KLB BK 1 Pg 113

CSC BK 1 Pg 78-79

Explore BK 1 Pg 96

 

 

SELF-EVALUATION:-

 

 

 

WEEK 5

TEACHER’S NAME: …………………. …………                                                                                                      TSC NO: ……………. SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                      TERM: 3

YEAR……………..

NUMBER OF STUDENTS……………………………..                                                         SUBJECT: CHEMISTRY. TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: USES OF HYDROGEN.                                                                WEEK: 5 LESSON NUMBER: 1

DATE: ……..                                                        TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

-Explain at least three uses of hydrogen. LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5

MINUTES

INTRODUCTION

Highlight some uses of hydrogen.

 

Taking short notes.

 

Exercise books.

KLB BK 1 Pg. 115
30

MINUTES

BODY DEVELOPMENT

-Explain at least three uses of hydrogen.

 

 

Discussion on uses of hydrogen

Notes taking

 

 

Chart

 

KLB BK 1 Pg. 115

 

5

MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.   KLB BK 1 Pg. 115

 

 

SELF-EVALUATION:-

 

 

 

WEEK 6-10 REVISION AND END YEAR EXAMS.

INTRODUCTION TO AGRICULTURE FORM ONE NOTES

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 -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/ Pedology: the study of soil
  • Genetics: the study of heredity and variation in organisms
  • Agricultural engineering: the application of scientific principles to the design construction and maintenance of agricultural tools and machinery
  • Ecology : the study of the relationship between living organisms and their environment

 

Careers in agriculture

  • Agricultural extension officer
  • Veterinary officer
  • Agriculture teacher
  • Crop pathologist
  • Floriculturist/florist
  • Fisheries / aquaculturist
  • Soil scientist
  • Farm manager
  • Agricultural marketer
  • Agricultural engineer

 

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

Horticulture is the growing of perishable crops. It involves the following:

  1. i) Floriculture: growing of flowers e.g. carnation, roses
  2. ii) Olericulture: growing of vegetables e.g. cabbages, onions, kales,
  3. ii) Pomoculture/pomology: growing of fruits e.g. avocado, mangoes, passion fruits, citrus
  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 e.g. cattle, goats, sheep etc

  1. b) Aquaculture/fish farming

Rearing of aquatic animals e.g. fish

  1. c) Apiculture: keeping of bees
  2. d) Aviculture: keeping of poultry e.g. chicken, ducks, ostriches, geese, pigeons, etc.
  3. Soil science

This is a branch of agriculture that provides knowledge on 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.

FARMING SYSTEMS

This is how the farm and all the enterprises in it are organized.

Factors to consider when identifying a farming system                                   

  • Size of the farm.
  • Type of soil in the area.
  • Environmental factors.
  • Availability of resources/capital
  • Cultural factors.
  • Farmer’s knowledge and skills.

 

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.

Characteristics of extensive system

  • Low capital investment
  • Low labour per unit area
  • Low yield per unit area
  • Large land sizes
  • Less management
  1. Intensive farming system

This is a system of farming which requires high capital and labour investment.

 Characteristics of intensive farming

  • High yield per unit area
  • Use of modern technology/ Mechanization done
  • High labour per unit area
  • High capital investment
  • Land is maximally utilized
  • Produce for sale
  • High quality products
  • High level skill is required

 

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.

Characteristics/features of large scale farming

  • Heavy capital investment
  • Use of skilled labour
  • High level of management
  • Products are for commercial purposes
  • Large tracts of land is used
  • Mechanization is common
  • Processing of the product in the farm
  • Provides more employment
  • Low operational costs / low cost of production /economies of scale

Large scale farming can either be:

  1. Plantation farming: growing of one type of crop (monoculture)

Characteristics of plantation farming

  • One type of crop on a large scale.
  • It is highly commercialized.
  • There is economic use of machinery and labour.
  • Good economic results where management is good.
  • Possible to carry out research to improve soils and crops.
  • There is labour specialization

 

  1. Ranching: rearing of beef animals

Reasons why ranching is important in the arid and semi arid areas of Kenya                 

  • Animals can survive and do well in areas where crop production is not possible
  • Pasture improvement in these areas help to increase the land carrying capacity
  • Animals can be moved with ease inside an enclosed area in search of food and water
  • Helps relieve population pressure in high potential areas
  • It is an important way of earning a livelihood in dry areas

 

  1. 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.

Conditions that lead to small scale farming                                  

  • Population pressure on land
  • Limited capital for large scale farming
  • Lack of incentives / market
  • Government policy
  • High costs of inputs.

 

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. It can be,

  1. Mono cropping
  2. Mono culture
  3. Mixed cropping
  4. Inter cropping

 

  1. a) Mono cropping

This is the growing of one type of crop per season.

Disadvantages

  • 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 e.g. 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, i.e. 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

  • Mutual benefit between livestock and crops (manure is used to improve soil fertility and crop residues are used to feed livestock)
  • Income is earned throughout the year
  • Draught animals such as oxen provide power for various farm operation
  • Enables good distribution and use of farm power.
  • It ensures maximum utilization of land, labour and management
  • A way of diversification of production against total crops failure / livestock losses by either pests ,parasites or diseases
  • Farmer gets a more balanced diet from both crop and livestock products.

 

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
  • Does not require special skills
  • Conserve the soil e.g. soil structure, pH e.t.c
  • Easily carried out
  • Produce/fetch higher prices in the international market.
  • Materials used are easily / locally available/cheap
  • No chemical residues in produce

 

  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

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

CRE Form 2 Best Notes {Updated and Free)

FORM TWO

GOD MEETS US IN JESUS CHRIST

  1. LUKE’S GOSPEL

INTRODUCTION

Matthew, Mark, Luke and John record the life of Jesus Christ and his ministry in the four Gospel books.

We shall trace the life, and ministry of Jesus Christ as written by St Luke to Theophilus. St Luke was amedical doctor.

 

TOPIC ONE: OLD TESTAMENT PROPHESIES ABOUT THE MESSIAH

Introduction: Read 2 Samuel 7:13, Isaiah 7:10-16

Messiah

Meaning: The word Messiah is from a Hebrew word meshiach, which means the anointed: thus a

Messiah is one called, anointed and appointed by God to serve Him.

Prophecy:

A prophecy refers to a prediction of what will happen in future.

Messianic Prophecies: These are those predictions that were made by the prophets to describe thecoming of a righteous King who will rule Israel according to God’s will.

 The origin of the Messianic prophecies in the Bible starts with prophet Nathan’s prophecy to KingDavid.

 

NOTE:

The Roman ruled the Israelites before the birth of Jesus. They hated the Roman leadership and longedfor somebody of their own to lead them into victory over the Roman rule.

The prophet of Israel (the Old Testament) communicated a message that God would send a messiah tobring all people into a lasting relationship with Him. The prophets who were sent had different ideasabout the Messiah. Their ideas about the Messiah were different from the Jewish expectations –whereby they hoped for political King to lead them into victory over the Roman rule. But the prophetswere talking about a religious one – to free them from sin.

 

Topic Outcomes By the end of this topic, you should be able to:

  1. a) Explain the Old Testament prophecies about the coming of the Messiah.
  2. b) Relate the concept of the Messiah in the Old and New testaments.
  3. c) Explain the link between the Old and the New Testament
  4. d) Discuss the role of John the Baptist.

 

LESSON ONE. OLD TESTAMENT PROPHESIES ABOUT THE COMING OF THE MESSIAH.

Learning Outcomes: By the end of this lesson, you should be able to describe prophesies of Nathan,Isaiah, Jeremiah, Psalmist prophecy (David) and Micah concerning the Messiah

(i) NATHAN’S PROPHECY (2 Samuel 7:3 – 17) and (Psalms 89: 20 – 38).

David proposed to build God a house. Nathan, the prophet was given a message (an oracle) for David. Inthis prophecy, God told Nathan to tell King David that:

 God would ensure that the Kingdom of David would last forever.

 an heir from David’s lineage would rule

 David’s heir shall build a house for God’s name. God would establish the throne of his Kingdomforever.

 David heir shall be God’s son and God shall be his father.

 David house and Kingdom shall be established forever.

David died. But God’s mercy shall not depart from the heir of David. Hence the promise that the

Kingdom of David shall last forever refer to the messiah who was to come. David is an ancestor ofChrist.

 

(ii) ISAIAH’S PROPHECY – Isaiah 7: 10 – 16; 9: 1- 7; 61:1 –2; and 63.

In these readings, Isaiah prophesied that the Messiah would be:

 Born of a virgin

 A boy, born of a virgin and called ‘Emmanuel’ that is ” God with us”

 A Wonderful, Counselor, Mighty God, The everlasting Father, and the Prince of Peace.

 The Spirit of God inside him

 Anointed of God

 Sent to preach the good news to the poor, to bring liberty to the captives, proclaim the year of favour7from God.

 Isaiah also prophesied that the Messiah would be the suffering servant (Isaiah 53)

 

CHARACTERISTICS OF THE SUFFERING SERVANT – ISAIAH 53

 He would bear the sins of human kind

 He was oppressed, afflicted, despised, rejected of men

 He bore suffering and disgrace submissively

 He was mocked and spat on and wounded

 He was innocent of sin and yet treated as a criminal.

 He was pierced and wounded in the sides

 He was crucified with thieves and made intercession for the sinners

 He was buried in a rich man’s tomb.

 

iii. JEREMIAH’S PROPHECY- JEREMIAH 23: 5 – 6.

God promised to rise up a (branch) who shall:

 Choose as King, a righteous descendant of David

 Prosper

 Rule wisely, do what is right, and just in the world

 Execute justice on the earth

 Ensure that Judah and Israel are safe and live in peace.

 Be called ‘the God our righteousness” – “The Lord our salvation’

What does the term a ‘righteous branch ‘means?

 

  1. MICAH’S PROPHESY, (MICAH 5: 1 – 5).

Micah prophesied that:

 The Messianic King shall come from Bethlehem

 He shall lead with authority

 He will bring peace

 

 

  1. v. THE PSALMIST PROPHECY (Psalm 41:9 and 110:1 –2).

David spoke of

 Betrayal by a close friend

 Messiah is referred to as ‘ the Lord’

 The messiah shall rule/reign in the midst of enemies.

Summary

Nathan, Isaiah, Jeremiah, Psalmist prophecy (David) and Micah prophesied of a Messiah to come. The

Jews expected a Messiah who would be a political leader, a victorious ruler and a King. They expected a

Messiah:

 Who would lead his people into a time of great national power and prosperity;

 In whose reign, there shall be no illness, no sorrow, no injustice,

 In whose reign, there shall be no fear

 In whose reign, land shall be filled with joy and peace

 Who shall rule forever.

 

Revision questions

1) Describe the prophecy of Jeremiah concerning the Messiah

2) What does the term Messiah mean?

3) Highlight the Jewish expectations of the Messiah in the Old Testament?

4) Did Jesus Christ fulfill the O.T. prophecies concerning the Messiah? How?

5) Which prophets in the Old Testament prophesied about the expected Messiah?

 

LESSON TWO. THE CONCEPT OF THE MESSIAH IN THE NEW TESTAMENT

Learning Outcomes. By the end of this lesson, you should be able to explain the concept of the Messiahin the New Testament

The concept of messiah is found in Luke 1:26 – 38; 2:1-23; 23:1 – 35; 24:50 – 51. The writer of Luke’sGospel makes it clear that Jesus fulfilled the Old Testament prophecies concerning the coming of theMessiah. How did He do this? Well Jesus fulfilled the Old Testament prophecies because;

 Jesus was born from the lineage of David (Mathew 1)

 Angle Gabriel said the child to be born shall rule forever (Luke 1:32) Nathan’s prophecy

 Jesus was born of Mary a Virgin, as pre told by Isaiah 7:14

 Messiah is called Emmanuel, Isaiah’s prophecy. Mathew 1:18 – 25

 Jesus was born in Bethlehem – Micah’s prophecy

 The Messiah would be a ‘Son of David’ – Nathan, and Jeremiah prophesies. Jesus was referred to as a‘Son of David’ (Luke 18:38)

 Jesus would bring salvation said by Simeon during dedication of Jesus. Luke 2:29 – 32. This was afulfillment of Isaiah’s prophecy.

 Jesus referred to himself as the Messiah by reading the scroll. Isaiah 61:1 – 2.and Luke 4: 18 – 19

 Isaiah prophesied that the Messiah would perform miracles. Jesus performed many miracles.

 The prophecy of the suffering servant (Isaiah 53) was fulfilled through the passion, death andcrucifixion of Jesus Christ.

 We see Jesus betrayed by one of his disciples – friend, fulfilling the Psalmist prophecy.

Note that the Jews in the New Testament expected a messiah who would deliver them from the rule ofthe Romans. Jews expected Jesus to be a political leader or king. However, Peter called him ‘the Christ ofGod’ (Luke 9:20). Matthew called him King of the Jews in chapter (2 verse 2). Hence, Jesus came as aSpiritual Leader and King, and not as a political Leader / King.

 

Self-Assessment Questions

  1. What does the name Emmanuel mean?
  2. Explain the concept of the Messiah in the New Testament?

 

LESSON THREE. ANNUNCIATION OF THE BIRTH OF JOHN THE BAPTIST

Introduction

The parents of John the Baptist were Zechariah and his wife Elizabeth. Zechariah’s name meant ‘God hasremembered’. Elizabeth’s name meant ‘God has sworn’.

 

Learning outcomeBy the end of this lesson, you should be able to describe the annunciation of thebirth of John the Baptist and Jesus.

 

John the Baptist

  1. The Annunciation – Read – Luke 1:5 – 25.

Zechariah was a priest. He and his wife Elizabeth were old, good and righteous people of God. But theydid not have a child. They were barren. But God gave them a child, John the Baptist. His birth wasannounced to his father, Zechariah, when he was in the temple offering incense. An Angel appeared toZechariah and told him that his prayers had been heard. His wife Elizabeth will bear a son. The angel saidthe child would be called John, which means that ‘God is gracious’. The child

 will be set aside to serve God.

 will be filled with the Holy Spirit

 

As an adult, John

  • Will be a Nazarite. He should neither cut his hair nor drink wine.
  • Shall turn many hearts of people to the Lord their God.
  • shall also turn the hearts of the fathers to their children

Zachariah expressed unbelief to these words. Angel Gabriel told him that he shall be dumb until thefulfillment of the God’s words.

The Birth, Circumcision and Naming Of John the Baptist

Elizabeth brought forth a son. This brought great joy to her and Zachariah. The cousins, and neighboursof Elizabeth wanted the Child to be named Zechariah after the father. But Elizabeth insisted on thename John. When Zechariah was asked to name the child, he wrote down the name John. On the 8thday, the child was named John as the angel had said. John was circumcised on the 8th day according tothe Jewish traditions.

After naming his Child John, the mouth of Zechariah opened immediately and he started to speak. Hesang a song – referred to as Benedictus in Luke 1:67 – 79. As he sung the Benedictus, Zechariahprophesied that God has:

 Raised up a horn of salvation on the house of David

 Remembered his covenant with Abraham

 

Zechariah said this about his Child John:

 He shall be the prophet of the most high

 The child/John shall prepare the way of the lord by

(i) Calling men to forgiveness

(ii) Showing men the light of salvation

(iii) Guiding people into peace.

 

LESSON FOUR. THE ROLE OF JOHN THE BAPTIST

The role of John the Baptist is found in Isaiah 40: 3 – 5, Malachi 3:1, 4:5 – 6, and

Luke 7: 20 – 35.

Learning Outcomes. By the end of this lesson, you should be able to describe the role of John the Baptistin the Gospel.

John the Baptist had an important role to play according to the Angel who announced his coming birth.

His role was to: .

  • Be a Prophet with qualities of Elijah (see Malachi 3:1, 4:5)
  • Announce the good news to come just like Elijah did.
  • Be the link between the Old Testament and New Testament
  • Prepare the way for the Lord.
  • Announce the coming of God’s reign that was near.
  • Preach a baptism of repentance
  • Baptize with water
  • Introduce people, and his disciples to the Messiah – Jesus Christ.
  • Fulfill the Prophecy of Elijah that a messenger was sent before the coming of the Messiah.

John theBaptist was likened to Elijah.

 

Topic review questions

  1. Outline the qualities of John as described by angel Gabriel to Zechariah
  2. Why was John referred to as the second Elijah?
  3. What lessons do Christians learn from annunciation of the birth of John the Baptist?
  4. Describe the birth of John the Baptist

 

TOPIC TWO: THE INFANCY AND EARLY LIFE OF JESUS – LUKE 1:26 – 38

Learning Outcomes: By the end of this lesson, you should:

  1. Explain events leading to the birth of Jesus
  2. Describe the meeting between Mary and Elizabeth
  3. Describe the birth of Jesus
  4. Explain the dedication of JESUS
  5. Describe Jesus at the Temple

 

  1. Angel Gabriel announces the birth of Jesus. Angel Gabriel said that Mary would conceive and bear achild. Angel Gabriel called Mary ‘the highly favored one’. Mary was an ordinary virgin girl in Galileeengaged to marry Joseph, a descendant of David. The Angel said that Mary will bear

(i) A Son

(ii) CalledJesus (which means God serves.

(iii) The child shall be great

(iv) He shall be called the son of the highest.

(v) He shall be given the throne of his father David

(vi) He shall reign forever

(vii) His kingdom will neverend.

 

Read again and explain what angel Gabriel said concerning the child to be born to Mary?

  1. Mary visits Elizabeth. Luke 1:39-56

Angel Gabriel had told Mary that her cousin Elizabeth was also going to have a child. Mary went to visither. The child in Elizabeth’s womb leaped when Mary greeted Elizabeth. The Holy Spirit revealed toElizabeth that Mary is the mother of her Lord, the Messiah. Mary answered Elizabeth by singing thehymn “The Protector” in Psalm 121:3, The Love of God. Psalm 103:17, 98:3.

 

The Magnificent In this hymn Mary says:

Her soul magnifies the Lord.

The Lord has regarded the poor and those of low estate.

God’s mercy is on them that fear him from generation to generation.

God humbles the proud and mighty, and exalts those of low estate (the lowly)

God has filled the hungry and sent the rich away empty

Through the magnificent, Mary, expresses her joy, gratitude and favour given to her and the world.

  1. The birth of Jesus Christ. Luke.2: 1 – 20

The birth of Jesus took place in Bethlehem, in Judea, during the reign of Augustus Caesar, a RomanEmperor. During that time, Rome was conducting a census of the people / citizens for the purpose ofcollecting taxes. The census was ordered by the emperor to determine payment of taxes. The methodthat Rome was using was counting. Joseph, of the house of David went to his hometown, calledBethlehem; for the census. Jesus was born during this time. He was wrapped in swaddling clothes andlaid in a manger because there was no accommodation in Bethlehem.

The first people to receive the news that a Savior was born were the shepherds. An angel announcedthe birth of the Savior, Christ the lord, to the shepherds. The shepherds went to Bethlehem and saw thechild Jesus. They spread the word concerning what had been told them about the child.

 

How was the annunciation of the birth of Jesus extraordinary?

  1. The dedication of JESUS – LUKE.2: 22 – 38

Like John the Baptist, Jesus was circumcised, and named on the 8th day. He was named Jesus whichmeans ‘the savior’ or Yahweh or save’s. Mary and Joseph observed the Jewish customs according to theLaw of Moses. For her purification and dedication of the child Jesus, Mary brought a pair of turtledovesas an offering. The first born males were dedicated to God as Holy. Simeon took the child up in his armsfor dedication and said that:

“The child is set for the fall and rising of many in Israel. A Sword will pierce Mary’s soul on account of thechild.” Prophet Anna also came to the temple and prophesied that the child shall bring deliverance.

 

 

  1. Jesus at the Temple Luke 2:42 – 52

The parents of Jesus Mary and Joseph went to Jerusalem every year for the feast of the Passover. WhenJesus was 12, he accompanied them to Jerusalem. After the feast the parents went home withoutrealizing that their child, Jesus was not with them. But while on the way, they realized he was notamongst them.

They returned to Jerusalem, and looked for him for 3 days. They found him sitting in the temple;listening and asking teacher’s questions. All those who were in the temple were astonished by hiswisdom and intelligence. It is in the temple that Jesus is revealed, first as a true son of his people andalso as light and salvation for all people. On being questioned by Mary and Joseph, Jesus answered thus:

”Didn’t you know I had to be in my Father’s house, about my Father’s business?” This was an echo ofMalachi 3:1 “the Lord whom you seek will suddenly come to his temple”.

 

Answer these questions

1 Trace occasions when angels appeared to people in the New Testament

2 How did Jesus follow the customs and traditions of the Jewish people?

 

Answers

  1. Occasions when angels appeared to people in the New Testament

(a) Angel appeared to Zechariah to announce birth of John the Baptist

(b) Angel appeared to Mary to announce the birth of Jesus Christ

(c) Angels appeared to the shepherds on the night Jesus was born

(d) Angel appeared to Joseph in a dream warning him to flee to Egypt with the child and Mary

 

  1. How Jesus followed the customs and traditions of the Jewish people

(i) He was named on the 8th day

(ii) He was circumcised on the 8th day

(iii) His parents took him to the temple for the annual cerebrations of the. Passover

(iv) He went to the synagogue

(v) In his dedication as a first male, his parents offered the sacrifices expected from them.

Topic Review Questions

  1. Explain events leading to the birth of Jesus
  2. Describe the meeting between Mary and Elizabeth
  3. Describe the birth of Jesus
  4. Explain the dedication of JESUS
  5. Describe Jesus at the Temple

 

TOPIC THREE: THE GALILEAN MINISTRY – LUKE 3-8

John the Baptist and Jesus Christ

Learning Outcomes: By the end of this topic, you should:

  1. a) Explain the teachings of John the Baptist
  2. b) Describe the baptism and temptation of Jesus and its relevance to Christians today.
  3. c) Give reasons as to why Jesus was rejected at Nazareth
  4. d) Describe the first miracles of Jesus at Capernaum

 

 

LESSON ONE. THE PREACHING OF JOHN THE BAPTIST (Luke3: 1 – 20)

John the Baptist preached about

  1. Baptism of repentance for the forgiveness of sins. Baptism means to dip in water’. Repentance means‘change of heart/mind, turning around. Baptism was a symbol of repentance, which means a totalchange heart/mind, a confession of sins). Baptism of water was a preparation of the baptism of fire andHoly Spirit by Jesus.
  2. He warned people of God’s coming Judgment. The religious leaders stressed outward observance ofthe law rather than inner righteousness. John the Baptist told them to bear fruits worthy of repentance.He told them to live righteous lives and not as hypocrites (brood of vipers). Religious leaders alsoassumed that since they were descendants of Abraham, God would not punish them. He warned themthat God could raise descendants of Abraham from stones.
  3. He announced the coming of the Messiah as Judge. John the Baptist became famous that somethought he is the promised messiah. He however pointed to a messiah who will not baptize with waterbut with the Holy Ghost and fire (Jesus Christ).
  4. He preached on social justice. He taught, emphasized, advised:
  • That those who have should share with those who do not have
  • The need for fairness and honesty for example tax collectors not to collect more than what wasrequired.
  • That soldiers should not to abuse their power by accusing others falsely, robbing. They were told tobe content with their wages.
  1. He condemned King Herod’s immoral behavior. King Herod had married Herodians – his ownbrother’s wife. Herod imprisoned John the Baptist and this led to his death (Luke 3 v.22)

 

 

 

What does the term social justice mean?

Find the answer in (d).

Summary of the teachings of John the Baptist

  • He taught on repentance and forgiveness of sins.
  • He warned people of God’s coming judgment.
  • He announced the coming of the messiah who would be judge.
  • He preached on social justice. Those who have should share with the poor.
  • He emphasized the need for fairness and honesty.
  • He warned against abuse of power by those in power and authority.
  • He condemned taking of bribes, corruption and over taxation.
  • He condemned sexual immorality (adultery).

 

Relevance of the teachings of John the Baptist to Christians today

The teachings challenge Christians to be fair, honest, and just in their dealings with other people.

Christians should avoid being hypocritical to one another.

Christians need to know that God will judgethem for their wrongdoing. Hence Christian should repent their sins sincerely and seek forgiveness.

Christians should warn non-believers of the coming judgment. They should preach against evils withoutfear; and avoid corruption, and sexual immorality. Christians should live together in harmony. Baptismwas important to Christians.

Group Activity: Read Luke and find out how John the Baptist was killed, why and by whom

LESSON TWO. THE BAPTISM OF JESUS AND ITS RELEVANCE TODAY

Learning Outcomes: By the end of this lesson, you should be able to:

  1. Describe the baptism of Jesus Christ
  2. Give reasons why Jesus was baptized
  3. State relevance or the importance of the baptism of Jesus to Christians

 

  1. The baptism of Jesus Christ (Luke 3: 21 – 22)

When Jesus was around 30 years of age, He went to be baptized by John the Baptist. Jesus was the last to be baptized. Although he did not need to repent as He did not sin ; He nevertheless was baptized even though He was without sin.

When he was baptized, the heaven opened and the Holy Ghost descended on Him in the form of a dove. At the same time, a voice from heaven said, “This is my beloved son, in whom I am well pleased”.

  1. Reasons why Jesus was baptized.

He was baptized because:

  1. Jesus wanted to show his approval of John’s Ministry of baptism
  2. Jesus accepted the work of redemption of human kind to be completed through suffering and death
  3. Jesus identified himself with the sinful humankind who needed redemption through baptism
  4. Jesus carried all the sins of humankind (baptized last)
  5. He wanted to carry sins of people/humankind upon himself in order to bring about reconciliation between people and God.
  6. God can confirm to the people that Jesus Christ was the messiah (Ps 2:7)
  7. It was an act of preparing those who were ready to receive the Messiah.
  8. Baptism was a way of fulfilling the Old Testament prophecy.
  9. Relevance or the Importance of the baptism of Jesus to Christians

 

  1. Christians practice baptism. They follow example of Jesus baptism. There are many forms of baptism such as full immersion in water, sprinkling of water on the forehead, partial immersion (head only) and passing under a flag.
  2. Christians teach importance of baptism. It qualifies a new convert to become a member of Christian fellowship.
  3. Through baptism, Christians receive the power of the Holy Ghost.
  4. Through baptism, Christians identify themselves with Jesus Christ and all that he stands for.
  5. Baptism unites Christians in the body of Christ.
  6. Baptism is a symbol of death and resurrection. In some denominations, the baptized are given new names of other Christians and Jews.
  7. Baptism signifies the forgiveness of sinsthrough baptism one is considered a child of God.
  8. Baptism is a form of preparation for the kingdom of God.
  9. Baptism is a sign of Christ’s forgiveness of sins.

Lesson Revision questions

  1. What is the relevance of john the Baptist teaching to Christians today?
  2. Give reasons why Jesus accepted to be baptized
  3. Describe the baptism of Jesus
  4. What is the significance of the baptism of Jesus to Christians today

 

LESSON THREE. TEMPTATIONS OF JESUS: RELEVANCE TO CHRISTIANS TODAY

Learning Outcomes. By the end of the lesson, you should

  1. Narrate temptations of Jesus
  2. State relevance of the temptations of Jesus to modern Christians
  3. State lessons that Christians can learn from temptations of Jesus

 

  1. The temptations of Jesus (Luke 4:1 – 13).

Jesus, full of the Holy Spirit returned from Jordan into the  desert. Like Elijah, Moses, He ate and drunk nothing for 40 days and nights. He was hungry after 40 days.

It is at this time of weakness when the devil tempted Him.

 

First temptation.

The devil told Jesus to proof that He was the Son of God by turning the stones to become bread. Jesus however replied that it is written man does not live on bread alone to sustain him but on everything that the Lord says (Deut 8:3). Satan was telling Jesus to use his Messianic power and Spirit to obtain material security for himself and his followers for selfish, materialistic purposes.

 

What can we learn from this temptation?

Jesus was not seeking to establish a material paradise on earth.

 

Second temptation.

The devil led Jesus up to a high place (High Mountain) and showed Him in an instant all the Kingdoms of the world. He told Him that he would give Him all their authority and splendor, if He bows and worships Satan. Jesus replied… it is written worship the Lord your God and serve him only. Do not worship other gods (Deut.6: 13-14). Satan wanted Jesus to use Godly power and influence. This was idolatry i.e. worshipping other gods.

 

What can we learn from this temptation?

Jesus did not come to seek a worldwide political military reign as many Jews expected Him to do.

 

Third Temptation.

The Devil led Jesus to Jerusalem and had Him stand on the highest point of the temple. He told Jesus to throw Himself down if He was the Son of God for it is written that the Lord will

command angels to guard him (Psalm 91:11 – 12). Jesus replied and said it is written, do not put the Lord your God to the test. Satan wanted Jesus to presume on God’s good care by jumping from the roof of the temple.

 

 

What can we learn from this temptation?

Jesus will not force belief in His Messiah ship through aspectacular sign.

Notice that the temptations came after Jesus’ Baptism, where he had solemnly accepted the opening of his public ministry and God confirmed it. Therefore the temptations were a testing of his loyalty to God’s chosen way of life.

 

  1. Relevance of Jesus temptations to Christians

Jesus, though without sin was tempted. His followers must expect to be tested in their faith. Christians learn that it is not sinful to be tempted. Since Jesus was tempted, he understands Christian’s difficulties when they are tempted. Jesus is always ready to help Christians to cope with temptations.

 

Why do you think Christians are tempted?

Through temptations and trials, Christian’s faith in God is strengthened. Christians learn to refer to the Bible for guidance when tempted. Jesus said that it is written… in reference to scripture. Christians should seek the Holy Spirit to give them strength to fight any form of trials and temptations.

Jesus, full of the Holy Spirit went to the wilderness and was tempted by the devil……………” In

temptation, God does provide a way out. Thus followers of Jesus Christ (Christians) should not be seekers of spectacular signs.

 

LESSON FOUR. REJECTION OF JESUS AT NAZARETH

Learning Outcomes. By the end of the lesson, you should

  1. Describe rejection of Jesus at Nazareth
  2. Suggest possible reasons for rejection

 

  1. Rejection of Jesus at Nazareth (Luke 4:14 – 30).

After the temptation, Jesus went to Galilee, His home district to begin his ministry. As a faithful Israelite, Jesus attended service in the synagogue every Sabbath day. During that time, it was customary for visiting Rabbis (Teachers of the law) to be given the honor of reading from the law or to address the congregation. When Jesus was given this opportunity, He opened the scroll and read from Isaiah 61: 1 – 3 …’The Sovereign Lord has filled me with his spirit. He has chosen me and sent me.’ Luke writes in 4 v 18 “ The Spirit of the Lord is upon me, because he has chosen me to bring good news to the poor”. On completion of the reading, Jesus told them that today this scripture has been fulfilled in their hearing.

From this reading Jesus referred to himself as the Messiah. The people of Nazareth in indignation wanted to kill Jesus by throwing him over a cliff.

 

  1. Possible Reasons for Rejection.

Jews of Nazareth rejected Jesus because one, they knew him as theson of Mary and Joseph. They did not know Him as the Son of God. Two, Jesus did not fit into the idea of a political King that the Jews were expecting. They were waiting for a King with an army and horses.

Three, Jesus preaching was seen as being against that of Pharisees, Scribes and Sadducees: the religious leaders at that time. Four, Jesus pointed out evils of religious leaders. Five, a leader is never accepted at home especially in a superior or senior position. Six, Jesus did not follow the general rules of the Mosaic Law. These were fasting, healing and working on the Sabbath day. Worse still Jesus associated Himself with Jewish outcasts such as sinners, and the sick.

 

 

Discussion question

  1. What are the possible reasons for rejection of Jesus at Nazareth?

Answers

(i) He was known by people as son of Mary and Joseph

(ii) He did not fit in the idea of a political king that Jews were expecting

(iii) Often times one is not accepted at home and at a senior position

(iv) He did not follow the general rules of the law of Moses

(v) He associated with sinners, and outcasts

 

LESSON FIVE. HEALING AT CAPERNAUM

Learning Outcomes. By the end of this lesson:

  1. Describe Jesus’ healing at Capernaum
  2. Explain healing of a man possessed with an evil spirit
  3. Describe Jesus healing of Simon’s mother – in law

 

  1. Jesus’ healing at Capernaum LK. 4:31 – 44

After his rejection in Nazareth and an attempt to throw him down a hill, Jesus went on to Capernaum. Here he cast out demons (Luke 4: 40 – 41). He was teaching people. He performed many miracles of healing. For example:

  1. Healing a man possessed by an evil spirit. A man was possessed by an unclean demon/spirit. He was in the synagogue. When he saw Jesus, the evil spirit shouted, “Ah! What do you want with us, Jesus of Nazareth? Have you come to destroy us? I know who you are, the Holy one of God” (Luke 4:34). Jesus replied, “Be silent and come out of him.” The Demon threw the man down and came out without doing any harm. The man was made whole.

 

  1. Jesus heals Simon’s mother – in law. After Jesus left the synagogue, he went to the house of Simon Peter’s mother in law. She had a fever, Jesus commanded the fever to leave and she was made whole immediately.

 

 

Which lessons do Christians learn from the healings at Capernaum

There are many lessons. These are that

1) Jesus is the son of God

2) Jesus came to establish the Kingdom of God and destroy the kingdom of Satan.

3) Jesus has power over evil spirits / demons.

4) Jesus came to save human beings from the slavery of sin

5) God cares for his people.

 

 

 

 

LESSON SIX. THE CALLING OF THE FIRST DISCIPLES Luke 5: 1 – 11

Introduction:

A disciple is a learner, a student or a follower. Learners followed a master so as to learn about religious matters. Disciples were followers of Christ.

 

 

 

Learning Outcomes.

By the end of the lesson, you should be able to describe the call of the first disciples. Rabbis. These were teachers of law. They had special schools where they taught law. In these schools, learning was by memorization and repetition what students heard from the rabbis.

The disciples of Jesus did not memorize. They learnt by observation. They were witnesses – and they spoke what they heard and described or explained what they saw.

 

Call of the first disciples

Jesus entered into Simon’s ship and started to teach people who were there. Later, He told Simon to “push off a little from the shore”. Jesus sat in the boat and taught the crowd. After speaking, he told Simon, and his partners James and John; “Push the boat out further to the deep water…and let down your nets for a catch of fish”. Simon told Jesus that they had toiled all night, and caught nothing. But if you say so, I will let down the nets. Simon obeyed. They let down the nets and caught a multitude of fish. They called for assistance from other fishermen. When Simon Peter saw this, he told Jesus “Go away from me, Lord! I am a sinful man!” Jesus said to Simon “Don’t be afraid, from now on you will be catching people”. On getting to the shore, Peter and his friends James and John sons of Zebedee forsook all and followed Jesus

Thus the first disciples of Jesus were Simon Peter; James and John.

 

Lessons from the call of the first disciples

1) God can choose anybody to serve him regardless of his or her social status.

2) God still calls people to serve him in various capacities as evangelists, pastors and others.

3) Those called should repent their sins as Peter did

4) Christians should trust in God – Simon Peter trusted Jesus and cast his nets even though they had caught no fish from the same spot.

5) God can intervene in people’s lives through miracles (miraculous catch of fish)

6) Christians should work together as a team. Fishermen worked together.

7) There is hope for those who follow Jesus. He told them ‘follow me and I will make you fishers of men’ God reveals himself to people in everyday activities as Jesus revealed himself to Simon Peter, and his friends James and John through fishing.

9) Christian’s vocation may require renunciation of family ties and occupations or a change of life.

10) Those called to serve God are expected to be humble

 

LESSON SEVEN. OPPOSITION IN GALILEE

Learning Outcomes. By the end of the lesson, you should

  1. Describe the Pharisees? Scribes?Sadducees.
  2. Identify the differences between the Pharisees and the Sadducees.
  3. Explain why Jesus faced opposition from Pharisees, Sadducees, and Scribes

Jesus ministry consisted of teaching, healing and doing many miracles. Because of this work, Jesus faced opposition from the Pharisees, Sadducees and Scribes. These were Jewish religious leaders.

  1. Opposition by Pharisees and Sadducees. Luke 5:12- 6:11

Why did Jewish religious leaders; the Pharisees? Scribes? Sadducees oppose Jesus? There were many reasons for Jewish opposition to Jesus. These were:

 

1) Jesus was becoming more famous than the religious leaders

2) His claim to forgive sins. This was reserved only for God.

3) His association with tax collectors / publicans and sinners. For example, Jesus ate with Levi.

4) His failure to observe the law of fasting. Jesus disciples did not fast like the disciples of the Pharisees and John the Baptist.

5) Doing what religious leaders regarded as unlawful things on the Sabbath day. For example,

  1. Eating on Sabbath with unwashed hands (disciples),
  2. Plucking corn on the Sabbath day
  3. Working. Jesus healed on the Sabbath day. This was considered as work, which was unlawful. Jesus healed a man with a paralyzed hand on the Sabbath day.
  4. Touching the unclean. Jesus reached out his hand and touched a leper and healed him. Religious leaders were not allowed to touch the unclean lepers.
  5. Associating with tax collectors who were regarded as sinners because they were corrupt. They

collected more tax than the required amount. Jesus was supposed not to associate with them or support them in any way.

 

Who were the Pharisees? These were

 Referred to as the ‘separated ones’

 Religious leaders who expected people to respect and honour them.

 Pious leaders and wanted everybody to recognize them.

 Rich Jews and looked at their riches as blessings from God.

 Called ones and thought of themselves as the ‘righteous’ ones.

 Popular to the poor who respected them.

 

Characteristics of Pharisees

  1. They believed in the Law of Moses and accepted the first five books of the Bible as God inspired. They insisted on strict observance of the law.
  2. They upheld and insisted on the observance of the oral traditions of the elders.
  3. They followed strictly 632 distinct rules and regulations broken down from the ten commandments
  4. They believed in the teachings of the prophets and other writings of the Old Testament.
  5. They passed religious traditions of the Jews from generation to generation and regarded this as a duty or obligation.
  6. They believed in the existence of angels and regarded them as intermediaries between God and human beings.
  7. They believed in the existence of demons and Satan
  8. They believed in and waited for the Messiah of God to come
  9. The believed in the resurrection of the dead
  10. The believed in the judgment of God at the end of time for all human kind
  11. They were strong nationalists and political leaders who resisted all foreign influences and power.

 

Who were the Scribes?

The word Scribe means ‘a writer. The work of a scribe was to rewrite by hand – new manuscripts of the

Jewish scriptures. The copied the word exactly as it was. The scribes were either Pharisees or Sadducees.

At the time of Jesus, majority of the Scribes were associated with the Pharisees. A scribe was also a ‘Rabbi’ – teacher. Some scribes managed schools called ‘Rabbinical Schools’. In these schools, Jewish male youth learnt the Mosaic Law from the age of 13 years. Scribes were represented in the Jewish religious council called the Sanhedrin. Sanhedrin was the Jewish Court of Justice, which tried those who committed religious sins.

 

Who were the Sadducees?

Sadducees were the wealthy people. They were an influential group. These were the majority in the Sanhedrin, the Jewish Court of Justice. The poor hated them. They were also members of the Jerusalem priesthood. The chief priests were mainly drawn from the Sadducees. They believed in the divine authority of the Law of Moses and the Pentateuch’s first five Books of the bible. They believed that Moses wrote the first 5 books of the Bible. They regarded all the other books in the Old Testament as not divinely inspired. Hence they rejected them. They rejected and did not believe in

(a) The resurrection of the dead

(b) Last judgment

(c) Coming of the Messiah

(d) Angels and demons and

(e) theoral traditions of the Pharisees.

They were enemies of the Pharisees particularly because of religious matters. However, they joined with the Pharisees and Scribes to oppose Jesus Christ.

 

LESSON EIGHT. THE SERMON ON THE PLAIN (Luke. 6:12–16, 27– 49)

Review

In the previous section, we learnt that Jesus chose His apostles. He came down the hill and stood on a level place. He gave a sermon to those present. This address is referred to as the sermon on the plain in Luke’s Gospel.

The people had come to hear Jesus’ word to receive healing and for Jesus to exercise unclean spirits from them. In the sermon, Jesus talked of the characteristics of the new community. All those who would listen to His word would be the “New Israel”.

 

Learning Outcomes. By the end of the lesson, you should be able to

(a) Name the12 disciples

(b) Summarize the teachings of Jesus on true discipleship

 

Analyse the teachings of Jesus on the plain (sermon on the plain)

Selection of 12 disciples (Luke. 6:12 – 16)

Jesus went into a mountain to pray. In the morning, he called his disciples. From them, he selected 12 disciples, whom he also called apostles. Apostle means one who is sent, a missionary. The 12 disciples were:

(1) Simon Peter

(2) Andrew

(3) James

(4) John

(5) Phillip

(6) Bartholomew

(7) Mathew (Levi)

(8)

Thomas

(9) James son of Alphaeus

(10) Simon who was called the Patriot

(11) Judas son of James and

(12) Judas Iscariot who became the traitor (Luke vs. 14-16)

 

Jesus teachings’ on true discipleship

Jesus taught that a follower or disciple of Christ should:

(a) Have unshakeable faith

(b) Be obedient to God’s word

(c) Be self-critical/analytical/self-searching

(d) Be kind, loyal, objective, fair, and generous

(e) Accept others without discrimination.

(f) Be a disciple and show concern for others.

 

The Sermon on the plain (Luke 6: 17 – 49)

The Sermon on the plain is a lecture or lesson that Jesus gave to “ a large number of his disciples and a large crowd of people who had come from Judea, Jerusalem, tyre, and Sidon. They came to listen to the sermon of Jesus and to be healed of diseases, evil sprits. The purpose of the sermon was to teach the crowd the meaning of following Christ. Jesus covered 6 beatitudes or topics in his sermon. These are.

1) Blessings and woes – beatitudes

(2) Love for enemies

(3) Judging others

(4) Giving to the needy

(5) A tree and its fruits

(6) Wise and foolish builders – hearing and doing the words of Jesus.

 

We shall now discuss each of these beatitudes in detail.

  1. Blessings and woes. Jesus taught that:

(i) Blessed are the poor for theirs is the Kingdom of God.

(ii) Blessed are the hungry for they shall be filled

(iii) Blessed are those who weep now for they shall laugh

(iv) Blessed are those who men shall hate, reject, reproach for the sake of Christ’s for their great reward is kept in heaven.

(v) Woe to those who are rich, for they have already received their reward.

(vi) Woe to those who are full for they shall go hungry

(vii) Woe to those who laugh now for they shall mourn and weep

(viii) Woe to those whom people speak well, for ancestors said the same about the false prophets.

Those who accept to be followers of Christ are promised blessings while those who reject Christ are to suffer in future.

 

  1. Love your enemies. Luke. 6: 27 – 36.

Love is often defined as a warm feeling / affection towards somebody or something. Jesus taught his followers to love their enemies and do well to those who hate you. Bless those who curse you. Pray for those who mistreat you. Do unto men as you expect them to do unto you. Lend also to your enemies.

Love your enemies and do good to them. Lend and expect nothing back. Be merciful.

From these teachings: true discipleship of Jesus Christ:

  1. a) Entails unconditional love even for enemies
  2. b) Doing good without expecting any returns
  3. c) Praying for those who mistreat us
  4. d) Showing love to our enemies by exhibiting God’s love in us.
  5. e) Is love; because those who love are children of the most high who is kind and merciful to the sinners.

 

(3) Judging others Luke. 6: 37– 42

Jesus taught his followers not to judge others lest they are also judged. They should not condemn others lest they are also condemned. He asked disciples to forgive others and they shall also be forgiven. True discipleship requires acknowledging one’s shortcomings and avoiding criticism of others.

(4) Giving to the needy.

A true disciple should share what they have with the needy. Those who share shall be rewarded. He also said that the blind couldn’t lead the blind. There is a master and a follower. The disciple is not above his master.

(5) A tree and its fruits.

A healthy tree bears good fruits. A poor tree bears poor fruit. Neither does a corrupt tree bring forth good fruits. A tree is known by its fruits. Followers of Christ are evident to others by their actions. They are not hypocritical or fault finding.

(6) Wise and foolish builders.

A wise builder digs a deep foundation on a rock. When floods come, the house is able to stand. A foolish builder builds his house upon the sand. Without a foundation, when floods come, the house falls and is ruined. Wise builders are those who hear the word of God and do what is required. Those who do not adhere to the teachings are the unwise builders. True discipleship entails obedience to the teachings of  Jesus Christ.

 

Relevance of the lessons of the Sermon on the Plain to Christian Life

Christians are urged to love even those that hate them. The challenges that followers of Christ encountered in the New Testament are not different from those that Christians experience today.

Christians should forgive others, share with the needy, avoid judging others, and follow the teachings of Christ.

Lesson Revision questions

  1. Give the main teaching of Jesus on the sermon on the plain
  2. What is the relevance of the (beatitudes) sermon on the plain to Christians today?

 

 

 

 

LESSON NINE. JESUS’ WORKS OF COMPASSION

In this lesson, Jesus’ works of compassion is discussed. These include the works of mercy for those in distress and pity for the suffering. Jesus’ mission lays its foundation in these works of compassion, because He came to establish the kingdom of God by conquering all forms of suffering caused by Satan.

Compassion is a feeling of empathy for other people’s sufferings. It’s being merciful, showing concern and affection for others.

 

Learning Outcomes. By the end of this lesson, you should be able to:

  1. a) Give examples of Jesus works of compassion
  2. b) Narrate Jesus works of compassion
  3. c) Give reasons why Jesus used parables
  4. d) Identify categories of the miracles of Jesus
  5. e) Give lessons learnt from each example in each category

 

  1. a. Examples of Jesus works of compassion. There are many examples of compassion
  2. i) Healing of the centurion’s servant (Luke 7:1 – 10)

Centurion is an officer in charge of 100 men. Jesus healed the servant of a Roman soldier and a Gentile. The Centurion showed love and concern for his servant. The centurion sent Jewish elders to Jesus with a request to heal his servant. The leaders said ‘this man deserves to have you do this, because he loves our nation and has built our synagogue’ (Luke 7:5). Jesus agreed and went with the elders. But before Jesus reached the centurion’s house, the centurion sent his friends to stop him from coming to his house. He said that he was not worthy to have Jesus under his roof. He said that he was a man of authority. Hence Jesus could give an order and the servant would be healed. On hearing this, Jesus declared to the crowd ‘I tell you, I have not found such great faith even in Israel’. When the men returned, they found the servant well.

 

Lessons Christians can learn from the healing of the centurion servant.

  1. Faith in God is important for healing to occur
  2. We should confess our faith in Jesus. The centurion declared his faith in Jesus by saying he believed that Jesus could heal his servant by his word.
  3. Christians should have compassion like Jesus. He took compassion on the servant and was ready to go and heal him.
  4. Salvation was not for Jews alone, but for all who believed in Jesus. Centurion was not a Jew but a gentile officer in the Roman army. But he had faith in Jesus healing.
  5. Christians should love each other regardless of their background or social status – the centurion loved his servant dearly.
  6. Christians should learn to relate well with all around them – the centurion related well with the Jewish elders and others.
  7. Jesus has power to heal any form of sickness.
  8. ii) The raising of the widows son – Luke 7:11 – 17.

A widow is a woman whose husband is dead. The widow was of the city of Nain. When Jesus neared the gates of the city, he saw the funeral procession of the widow’s son, the only son of his mother. Jesus had compassion on the widow and told her ‘ weepnot’. Jesus then touched the casket and said ‘young man I say unto you, arise’. The dead sat up and began to speak. All the people were filled with fear and glorified God, saying God has visited his people.

Lessons Christians learn from the raising of the widow’s son

1) Jesus has power over death

2) Jesus empathizes with the suffering

3) Acts of love should not be hindered by traditions – Jesus touched the casket even though Jewish traditions forbid it.

4) The Widow of Nain was a gentile. This is a sign that salvation was universal.

5) The crowd acknowledged Jesus’ lordship; Christians should acknowledge the lordship of Jesus.

What are the practices pertaining to the disposal of the dead in your culture? and community?

 

iii) Assurance to John the Baptist (Luke 7:20 – 30).

A question arose whether Jesus Christ was the Messiah. John the Baptist wanted to assure his disciples that Christ; was the expected messiah: and not him (John the Baptist). He sent his disciples to Jesus to ask “if you are the one he said was going to come, or if we should expect someone else?” (Vs. 20). Jesus told the disciples of John to go back and tell John of the miracles works they saw and heard. Jesus then gave a testimony of John the Baptist as a prophet, whose life and missions is beyond that of ordinary prophets. Jesus testified that John the Baptist; was the forerunner or messenger of Jesus Christ: as the prophets in the Old Testament had written. The Pharisees and the publicans (teaches of the law) however rejected the testimony about John the Baptist. They had refused to be baptized by John. Those baptized by John the Baptist, the tax collectors acknowledged the testimony of Jesus. Jesus rebuked the Pharisees and teachers of law for their hypocrisy.

In what ways were the Pharisees and teaches of law hypocritical?

 

  1. iv) The forgiveness of the sinful woman (Luke 7: 36 – 50)

Jesus was invited by one of the Pharisees called Simon to his house to dine with him. In that city, there was a sinful woman. She went to the house of Simon when she learnt that Jesus was in the Pharisees house. She brought with her an alabaster jar full of perfume. She stood behind Jesus. She was weeping and washing his feet with her fears. She then wiped the tears from the feet of Jesus with her hair, kissed his feet, and anointed them with oil (an alabaster box of ointment). When Simon, the host saw this he said within himself, ‘if this man was a prophet, he would know who this woman is who is touching him” a sinful woman. Jesus told Simon a parable of a man who forgave two people that owed him money one 500, the other 50. Jesus asked which of the two debtors would love him most. Simon said the one that was forgiven much, Jesus then told Simon that when he came to his house, Simon did not give him water for his feet; neither did he welcome Jesus with a kiss; nor provide him with olive oil. But the woman washed his feet with her tears, and wiped them with her hair. She also kissed his feet. Jesus told the people that her sins, being many are forgiven for she loved much. Jesus turned to the woman and told her ‘thy sins are forgiven’. ‘Thy faith has saved thee, go in peace’. The people who were eating with

Jesus murmured. Who was Jesus? He forgives sins.

 

Lessons from the forgiveness of the sinful woman

  1. The Jews believed that by associating with sinners, one becomes virtually defiled. Jesus however allowed the sinful woman to touch him.
  2. By her actions, the woman acknowledged that she was a sinner, and repented. This was in contrast tothe Pharisees who were self-righteous and therefore did not repent.
  3. The Woman’s great love for Jesus led to her being forgiven of her sins.
  4. Christians need to accept their sinful nature and seek forgiveness from God.
  5. Faith in Jesus is necessary.

Summary.

Jesus is accepted women to be his followers unlike the Jewish customs which viewed women as lesser than men. Other women that played a key role in the ministry of Jesus include Mary Magdalene, Joann Joanna and Susanna among many others.

 

Lesson Revision questions

  1. What role do women play in the church ministry?
  2. Narrate the story of the forgiveness of the sinful woman (Lk 7: 36, 8:3)
  3. What lessons do you learn from the above story?
  4. Describe the story of the raising of the widow’s son at Nain (Lk 7: 11-17)

Answers

Women play many roles in the church ministry. Some of these are:

(i) Carrying out duties of pastors, bishops, and deacons

(ii) Management. Some are heads of the women groups

(iii) Leading in church service

(iv) Participating as church ushers, choir singers, and youth leaders

(v) Attending church. Women are part of the congregations

 

LESSON TEN. JESUS TEACHING IN PARABLES (LK. 8: 4- 21)

Introduction

Jesus used parables to teach. A parable is a Greek word. It means comparing or ‘putting side by side’ in order to understand. A parable is defined as a short story or description, which teaches something or answers some questions. It is an allegory – an earthly story with a hidden or heavenly meaning.

 

  1. Use of parables.

Jesus used parables in his teachings in order to explain unfamiliar messages in a language that his hearers could understand. Other reasons were because Jesus wanted to:

1) Provoke critical thinking

2) Make the audience understand issues from a different point of view

3) Explain the nature of the kingdom of God by giving real life examples.

4) Explain the nature of God. The parables brought out the attributes of an invisible God. For example, the parable of the prodigal son who had been lost.

5) Attract the attention of his audiences so that they could listen and understand.

6) Make people understand how they should relate to one another. Read the parable of the good

Samaritan

7) Teach God’s love to mankind. The parable of the lost sheep, lost coin.

Separate / identify those who were sincere in seeking the kingdom of God from the onlookers.

9) Challenge the imagination of his hearers since entry to God’s kingdom was a personal decision.

10) Make an indirect attack on his opponents like the Pharisees, the scribes and the Sadducees.

11) Teach his disciples that they should be persistent and never be discouraged.

12) Make his teachings interesting and easy to understand.

  1. 1. The parable of the sower Lk 8:4 – 15

Jesus told this parable to the crowd that followed him. He said that a farmer went out to sow corn. He scattered seeds in the field. As he did so, some of them fell on the path, and they were trampled on and eaten by birds. Other seeds fell on the rock ground. When they germinated, they withered because they lacked moisture. Some seed fell among thorns bushes. They grew with bushes, which choked them as they grew. Some other seeds fell on fertile soil. They grew up in fertile soil and their yield was100 seed for each seed sown.

 

Meaning or interpretation of the parable

Jesus gave the meaning of the parable to his disciples. He said that the seed is the word of God.

  1. Seed that fell on the path represents people who hear the word of God, and then the devil comes and takes away the word from their hearts so that they do not believe. Such listeners are like the seeds that fell on the path. They hear the word but soon after the devil takes away the message to stop them from believing and being saved.

 

  1. Seed that fell on the rocky ground are people who receive the word with joy but it does not stay with them. They believe for a while but when faced with trials and temptations they stop believing and fall away.

 

  • Seed that fell on the thorny bushes stands for people who receive the word. However, they fail to follow their beliefs because of interference by life’s worries, riches and pressures of the world. They failto mature as believers.

 

  1. Seed that fell on the good soil are those people with a noble and good heart. They hear the word, andretain it in their hearts. Such people persevere and produce good harvest.

 

  1. The different types of soil in this parable refer to different kinds of Hearts of people.The farmer is Jesus, God or Preacher.

 

 

We learn that:

 One should not despair and

 It’s important to receive the word of God, practice it and persevere so as to bear fruits.

 

  1. The parable of a lamp under a bowl (Lk.8: 16 – 18).

Jesus taught that no one lights a lamp, then covers it with a bowl or hide it under a bed. When one lights a lamp, they put it on the lamp stand so as to illuminate a room and for people to see the light. For whatever is hidden or covered up shall be revealed. In this parable Jesus is the light. The disciples had a duty to pass on to others messages they had learnt from Jesus. They should not keep messages to themselves.

Interpretation.

From this parable of a lamp under a bowl, we learn that:

i A Christian has a duty to share the knowledge of God with others

ii One cannot be a Christian if this knowledge is hidden

iii Those who do not share may loose their beliefs.

  1. Jesus mother and brothers. Luke 8:19 – 21

The mother of Jesus and brothers came to see him. Someone told Jesus that they were there. He told the crowd. “My mother and brothers are those who hear the word of God and obey “. Accepters and believers are the members of the family of Jesus.

Lesson Revision Questions

  1. Give reasons why Jesus used parables
  2. Identify various methods used by Christians in spreading the gospel today
  3. Discuss the reasons why Jesus faced opposition fro the Jewish leaders.

 

LESSON ELEVEN: MIGHTY WORKS OF JESUS

Learning outcomes. By the end of this lesson

  1. Organise in categories miracles performed by Jesus
  2. Narrate each miracle
  3. Discuss the significance of the miracle and lessons to learn

Jesus continued to do miracles; and teach. His work is referred to as the mighty works of Jesus in various books. Miracles can be defined as acts of power whose purpose is to establish the kingdom of God.

 

Miracles can also mean extraordinary events that go against the laws of nature.

  1. a. Categories / types of miracles

Jesus performed four types of miracles. These were:

1) Nature miracles – miracles that dealt with nature e.g. calming of the storm

2) Raising of the dead e.g. Jairus daughter

3) Healing miracles – healing Simon’s mother in law of fever, healing of the woman with the flow of blood.

4) Exorcism miracles – casting out of evil spirits e.g. the Gerasene demonic

  1. i) The calming of the storm

One day, Jesus entered a boat with his disciples to go across Lake Galilee. As they sailed Jesus was asleep in the ship. Suddenly, there was a strong wind and the boat began to sink. The disciples woke him up saying, “ Master, we are about to die”. Jesus woke up and gave an order to the winds and the raging waters. They obeyed and there was calm. He then said to his disciples ‘where is your faith?’ Disciples were afraid and amazed and wondered, “Who is this man?” Winds and waves obey him.

This miracle teaches Christians to have faith and to depend on Jesus when they face raging temptations and persecutions. Jesus has power over nature.

 

 

 

  1. ii) Jesus Heals a Man with demons (Lk8: 26 – 39)

Jesus and his disciples sailed to Gerasa town across Lake Galilee. On arrival a man who had demons in him for a long time met Jesus. He lived naked in tombs, and wilderness. On seeing Jesus, he cried out, threw himself down at the feet of Jesus and shouted; “Jesus son of the Most High God! What do you want with me?” ” I beseech thee, torment me not’. Jesus had ordered the demons to go out of him.

Jesus asked him “what is your name?” He replied Legion or Mob. This was because the man had been possessed by many demons. The demons begged Jesus not to send them into the deep but to let themgo into some pigs (swine) that were feeding by. Jesus allowed them and the devils went out of the man,into the pigs. The herd ran down the cliff into the lake and drowned. The herders run to the city and spread the news. The multitude found the man sitting at the feet of Jesus clothed, and in his right mind.

The multitude asked Jesus to leave their country region. The healed man wanted to follow Jesus but Jesus declined and told him to go and tell others of the great things that God had done for him. The man went to town and told all “what Jesus had done for him”.

 

This miracle teaches Christians that:

  1. The mission of Jesus’ was universal.
  2. Jesus mission is to teach all the people irrespective of their race, tribe or geographical location. The demon man was healed in a Gentile area.
  3. Jesus has power over evil
  4. Powers of evil (demons) are real
  5. Human life is more valuable than man’s material things
  6. The demons – evil spirits identified Jesus as the Son of the most High
  7. Christians need to fight the power of evil

 

SAQ.

What were the causes of mental illness and spirit possession in traditional African society and in

modern society?

 

iii) Jairus daughter is raised. Lk.8: 40 – 42, 49 – 56

Jairus was an official in the local synagogue. He begged Jesus to come to his house and heal his only daughter who was 12 was dying.

 

  1. iv) Woman with the flow of blood is Healed (Lk. 8:43 – 48)

When Jesus was on route to Jairus house, great crowds followed him and pressed him on either side. Amongst them was a woman who had suffered from severe bleeding for 12 years. She consulted doctors and spent all her savings on physicians. But she was not cured. The society considered the woman unclean. It blamed her for her illness. She herself was embarrassed by her condition. This woman walked behind Jesus and she touched the hem of the garment of Jesus. Her bleeding stopped at once. Jesus asked, who touched me? Everyone denied it. Peter replied the multitude was around Jesus and it was difficult to know who had touched him. Jesus persisted someone touched him. The woman who had touched Jesus the woman came forward, and fell at his feet and confessed to all her sickness and explained why she touched Jesus and how she was healed at once. Jesus said to her “My daughter, your faith has made you well. Go in peace”.

 

Jairus daughter is raised. Lk.8: 40 – 42, 49 – 56

As Jesus was talking to her, Jairus was told that his little girl was dead. “Don’t bother the teacher anymore. Jesus told Jairus not to fear but to believe and she will be well. When he got to the house he went into the room with Peter, John and James and the parents of the girl. People around were weeping and wailing. But Jesus told them not to weep. She is not dead but asleep. They scorned and laughed at him for saying that she is asleep because they knew she was dead. Jesus took the girl by hand and calledout “Get up, my child” – ‘little girl arise’. She immediately got up and Jesus ordered the parent to give her food. He commanded them not to tell what had happened.

 

Teachings from these two miracles

The miracle of raising Jairus daughter teaches Christians that Jesus is compassionate and the author of life. He has power over death, resurrection and life.

In the miracle of healing the Woman with the flow of blood:

 

  1. Jesus made her healing public. This was probably because He wanted to acknowledge the woman’s faith in the public. Jesus made it clear that her faith made her whole.
  2. Jesus wanted to challenge the cultural practices that kept women in bandage and could notparticipate in public life.

Jesus made her healing public so that the community can receive her back and shall not isolate her again.

From this miracle of healing this woman, Christians learn that one; Jesus is the healer. He has power over all sicknesses even those without cure. Two, Christians should have faith in Jesus Christ.

 

Lesson Revision Questions

  1. Narrate the healing of the Gerasene demoniac Lk 8: 26-39
  2. What lessons can Christians learn fro the healing of the demoniac man above?
  3. What do the miracles of Jesus teach us about him?
  4. Compare the raising of Jairus daughter and the healing of the woman with the flow of blood

 

Answers.

A comparison of the raising of Jairus daughter and the healing of the woman with flow of blood

(i) Jairus daughter was 12 years old and the woman sick with the flow of blood had suffered for 12 years.

(ii) Jesus referred to both of them as daughter

(iii) Their situation – death and flow of blood did not have a cure

(iv) The public witnessed the miracle of the woman with the flow of blood.

(v) Jesus commanded Jairus to keep secret raising of his daughter

 

 

 

 

 

 

LESSON TWELVE. COMMISSIONING OF THE TWELVE DISCIPLES

Lk 9:1 – 10

Introduction.

Commission means to officially ask someone to do something.

Learning Outcomes: By the end of the lesson, you should be able to:

a Describe the commissioning of the twelve disciples.

b Explain the story of the feeding of the 5000

c Describe the transfiguration of Jesus

d Explain the teachings of Jesus on faith and humility.

 

  1. The commissioning of the twelve disciples

The twelve disciples or followers accompanied Jesus wherever he went. They were regarded as apostles. An apostle comes from a Greek word ‘Apostols’ which means ‘send out’ one who is sent or a ‘missionary’. The commissioning of the 12 disciples meant that they were given four main duties, power and authority to:

  1. a) Exorcise or cast out demons
  2. b) Cure diseases
  3. c) Heal the sick
  4. d) Preach the Kingdom of God and proclaim the arrival of God’s Instructions. They were told to:
  5. i) Take nothing for the journey
  6. ii) Initiate attack on the forces of evil

iii) Depend entirely on God to take care of them

  1. iv) Take no stick, no beggars’ bag, no food, no money and not even an extra shirt for their journey
  2. v) Whatever house they entered they were to stay there until they leave the town.
  3. vi) If they were not welcomed, they were to leave that town and shake the dust off their feet as a warning to that city or town.

With these instructions, the disciples left and travelled to all villages preaching the Good News and healing people everywhere. King Herod was perplexed by the work of the disciples and he desired to see Jesus.

 

  1. Feeding of the five thousand.Luke chapter 9. Verses 11-17)

After reading these verses, about feeding of the five thousand (5000) people we learn that

  1. Jesus is concerned about people’s physical needs
  2. Jesus demonstrated that he is the bread of life
  3. Jesus has divine power
  4. The Church has the duty of continuing to feed its followers both spiritually and physically.
  5. The feeding of the 5000 people points to the Messianic banquet
  6. Christians must learn to share whatever they have with one another
  7. From this miracle, Jesus expected his disciples to appreciate their responsibility. Their work was not only to preach and heal but also feed the hungry. Feeding was both physical and spiritual.

 

 

 

 

The personality of Jesus and his identity Lk. 9:18 – 27

When Jesus was alone with his disciples, he asked them who people say he is. The disciples told him that some say he is John the Baptist, others say he is Elijah and others say he is one of the old prophets who have risen again. Jesus asked them who they, disciples say he is. Peter replied that he is Christ of God.

Jesus then told them not to tell people who he is for he Son of man has first to suffer many things be rejected by the elders chief, priests and scribes, be killed and be raised the third day. Jesus announced to the disciples of his passion (great sufferings) Jesus is the Christ (anointed) of God – Messiah as well as the son of man. A divine nature and a human nature. Jesus went on ahead to tell his disciples that theyshould deny themselves (self – denial) take up their cross daily and be ready to lose their lives for Jesus. However, great is the reward for the faithful.

 

LESSON THRTEEN: THE TRANSFIGURATION (LK.9: 28 – 36)

Read. Luke chapter 9, verse 28 to 36. hen answer revision questions that follow.

A brief summary from the Bible

Transfiguration is change or transformation of form or appearance. Jesus was transformed in appearance when he took Peter, John and James to the mountain to pray. During the transfiguration, Moses and Elijah came down from heaven to talk with Jesus about his coming death in Jerusalem. Moses, Elijah and Jesus were in heavenly glory and glorious splendor. Peter, John and James were asleep. When they woke up, they saw Jesus’ glory. They also saw Elijah and Moses with Jesus. Peter suggested to Jesus that they build three tents for Jesus, Elijah and Moses. As he spoke a cloudovershadowed them. A voice from the cloud said ‘this is my son, whom I have chosen——– listen to him”. The cloud left and the disciples found themselves with Jesus. They kept what they saw and heard to themselves.

 

Significance and importance of transfiguration

  1. The voice from heaven confirmed that Jesus is the Christ of God, or the Messiah
  2. Moses represented the Old Testament law. Jesus came to fulfil the Law of Moses. It showed that

Jesus was not against the Law of Moses.

  1. Elijah represented the Old Testament Prophets. This meant that Jesus had fulfilled the Old Testament

prophecies. He is above the prophets.

  1. Jesus is above or greater than the law and the prophets.
  2. Transfiguration was a way of preparing the disciples for the death and resurrection of Jesus. Death is

not the end of life (Moses and Elijah appeared to confirm this)

  1. The transfiguration prepared and gave strength to Jesus for what lay ahead of him
  2. Dazzling appearance showed the glory of Jesus
  3. The transfiguration also shows the importance of encouraging each other.

5.0 Revision questions

  1. Explain the teachings of John the Baptist
  2. Describe the baptism and temptation of Jesus and its relevance to Christians today.
  3. Give reasons as to why Jesus was rejected at Nazareth
  4. Describe the first miracles of Jesus at Capernaum
  5. Narrate and dramatize the temptations of Jesus from the gospel according to St Luke,
  6. Identify five occasions when Jesus was tempted
  7. Explain ways in which Christians can be tempted today
  8. Outline ways in which Christians can overcome temptations in the contemporary world
  9. Identify lessons that Christians can learn from the temptations of Jesus?
  10. What is the role of the clergy in Kenya?
  11. How does the church participate in the upkeep of the clergy?
  12. Define and describe the transfiguration of Jesus

 

TOPIC FOUR: THE JOURNEY TO JERUSALEM – LUKE ch. 9-18

Introduction

As Jesus travelled to Jerusalem, He prepared His disciples for the life they were to lead after He leavesthem.

Learning Outcomes. By the end of the topic, you should be able to

a Identify duties and privileges and cost of a disciple.

b Describe the teachings of Jesus on prayer, hypocrisy, wealth and watchfulness’.

c Describe parables Jesus used to teach about prayer, hypocrisy, wealth and watchfulness.

 

LESSON ONE. DUTIES, PRIVILEGES AND COST OF DISCIPLESHIP

Lesson Outcomes. When you read this lesson, you should:

  1. Explain discipleship
  2. List duties given to disciples by Jesus Christ
  3. Explain relevance of Christian discipleship to modern Church

 

Jesus’ teaching on faith and humility

A brief summary from the Bible. Read (Luke 9: 37 – 50) for details. After the transfiguration, Jesus usedtwo incidents to teach his disciples about faith and humility. One incident was the healing of a boypossessed by an evil spirit (Luke 9: 37 –43). Jesus rebuked the unclean spirit out of the boy and the boywas healed. Jesus told His disciples that their lack of faith was the reason why they did not cure the boy.

Jesus informed his disciples that faith in him was important when carrying out his work.

 

Jesus’ teaching on His Work

The next question was ….. who is to work for Jesus? All Christians can work for Jesus even believers whoare gentiles. Read (Luke 9 vs. 49 – 50). Jesus told his disciples not to forbid others from carrying out hiswork for whoever is not against Him is for Him. This means that whoever had faith; even the Gentilescould carry out Jesus work.

 

Jesus’ teaching on His followers

Jesus was determined to go to Jerusalem. As He travelled, men volunteered to follow him wherever hewas going. Jesus replied that foxes have holes, birds of the air have nests but the Son of Man hasnowhere to lay his head. Jesus had no earthly home. His mission on earth was only for a time. A manrequested to follow Jesus but asked permission to bury his father. Jesus told him to let the dead burytheir dead. Disciples of Jesus have to leave their families in order to do His Work.

 

 

Mission of the 72 men. Read Luke 10:1 – 24

On the way to Jerusalem, Jesus sent out 72 disciples on a mission to promote the Gospel of the Kingdomof God through preaching and service. The 72 disciples were sent in 2s in order to encourage or helpeach other. The 72 were given instructions. Jesus told them that He has given them power over demons,serpents, scorpion. They have power over all the powers of Satan. When disciples returned, theyreported that demons obeyed them. In Luke 10 verse 20, Jesus asked the 72 to rejoice not becausedemons flee but because their names are written in heaven. Out of the many followers, Jesus chose 12apostles who learnt from Jesus and became His witnesses.

 

Jesus’ teaching on the greatest disciple

Read (Luke 9: 46- 48). The disciples asked themselves– who is the greatest amongst disciples amongstthe 12 disciples? In response Jesus took a child by His side and said to the disciples. Whoever welcomesthis child in my name, welcomes me, as well as the one who sent me. For the one who is least amongstyou shall be the greatest in Heaven. Lessons from this example. Jesus explained that His disciplesneeded values of humility and simplicity. These virtues were needed to carry out the work ofdiscipleship.

 

Teaching about Discipleship

  1. True followers of Jesus Christ must
  2. Be ready to detach themselves from families and material possessions.
  3. Be ready to face rejections because not all people will accept them or their message.
  4. Be ready to serve.
  5. Be ready to cater for people’s physical needs.
  6. Be self – less.
  7. Not be hypocrites and should accept hospitality whenever it is given.
  8. Be able to exercise self-evaluation.

 

  1. Duties of a disciple were:
  2. a) To preach the good news of salvation to other people and be ready to suffer for the sake of Christ.
  3. b) Obey God’s commandments and follow teachings of Jesus.
  4. c) To help the needy spiritually and with material needs.
  5. d) To teach others about the Kingdom of God.
  6. e) To heal the sick.
  7. f) To cast out demons.
  8. g) Be prepared to suffer for the sake of the gospel.
  9. h) Being loyal to Jesus and faithful to the gospel.
  10. i) Commitment and loyalty

 

  1. Privileges of a disciple
  2. a) One becomes a member of the Kingdom of God.
  3. b) They get an assurance of eternal life.
  4. c) They receive joy of winning other people to follow Jesus.
  5. d) They receive peace, and blessings of God.

How are these teachings relevant to modern church leaders and members?

Modern church leaders have a duty to continue preaching God’s word to all people. They should serveGod in several ministries such as visiting the sick, caring for orphans, the destitute, widows, widowers,and the aged. They should also be ready to suffer and even face rejection for the sake of the Christ.

Exercise

  1. What are the characteristics of a true follower of Christ?
  2. State the privileges of being a disciple of Jesus Christ
  3. Why did Jesus choose the 12 disciples?

 

LESSON TWO: A COMMITTED FOLLOWER OF CHRIST

Read Luke 10: 25-37, and Luke 11: 1-13

  1. The parable of the Good Samaritan

A teacher of law asked Jesus questions in order to tempt him. One was “ what must I do to receiveeternal life? (Read Luke 10: 25 to 28). Jesus replied with a question. What do the scriptures say? Hereplied and Jesus told him to do as the scripture say. . He asked another question. Who is my neighbour?(Luke 10 v 29). Jesus answered with the parable of the Good Samaritan. In this parable, the righteouspeople among the Jews, Levites and priests, did not help the injured man. A Samaritan whom Jewsconsidered unclean and sinners helped him. After narrating this parable Jesus asked the lawyer, who ofthe 3 travelers was a good neighbour? The lawyer said the Samaritan.

 

Lessons learnt from the parable of the Good Samaritan

In the above parable, Jesus stressed that a follower of Jesus should be:

(1) Committed

(2) Show love of God by loving people in need and their neighbours. A neighbour is anybody whorequires assistance or help regardless of race, ethnicity, creed, colour or gender. Jesus wants hisfollowers to show love and concern to all people regardless of their background. A neighbour useshis/her resources selflessly to help the needy. A neighbour is also compassionate, kind, and generous tothe needy.

 

Jesus Visit to Martha and Mary (Read Luke 10: 38 – 42)

Martha welcomed Jesus in her home where she lived with her sister Mary. While Martha prepared food,Mary sat at Jesus’ feet listening to his teaching. Martha complained. She was doing all the work whileMary sat listening to Jesus teaching. Jesus told Martha that Mary had made the right choice to listen toHis teaching.

 

Lessons we can learn from Jesus Visit to Martha and Mary

  1. A committed follower of Jesus is one who creates time to study and listen to God’s word.
  2. A follower of Christ should ensure that their commitment to God is not overshadowed by daily duties,worries and responsibilities.
  3. Jesus visit to Mary and Martha was also to teach disciples on the characteristics of a true disciple.

Revision exercise

  1. From the teachings of Jesus, on the parable of the good Samaritan; who do you think is a committedfollower of Jesus?

LESSON THREE. JESUS’ TEACHING ON PRAYER (Read Luke 11:1 – 13)

Prayer is communication with God. It is talking with God. People pray to God all the time. For example,people pray to God when:

  1. They are in problems and in happiness;
  2. Seeking healing and wealth,
  3. Giving thanks to God,
  4. Identifying the needs to be met, and asking for favors from God
  5. Repenting and confessing their sins
  6. Thanking God

There are many forms or types of prayers. These are:

  1. Intercessory prayer – Praying for the needs of others.
  2. Prayer for repentance – for forgiveness of sins.
  3. Thanksgiving prayer – giving thanks to God for what he has done.
  4. Worship prayer – prayers to worship God.
  5. Praise prayers – to praise God, Honor God.
  6. Supplication and petition prayer – whereby an individual makes their needs known to God and asksfor divine intervention.

Jesus prayed often during his life’s Ministry. The disciples asked him to show them how to pray. Jesusresponded by teaching them the Lords Prayer.

“Our Father who art in Heaven

Hallowed be thy name

Thy Kingdom come

Thy will be done on earth as

It is in heaven

Give us this day our daily bread

Forgive us our trespasses

As we forgive those who trespass against us

Lead us not into temptation

But deliver us from evil”

 

  1. a) Our Father who art in heaven – The disciples were told to address God as ‘Our father’. God is to beseen and addressed as a Father.
  2. b) Hallowed be thy name – The name of God should be respected and revered.
  3. c) Thy Kingdom come – In Prayer, Christians/disciples are to pray that the rulership of God reignamongst them.
  4. d) Thy will be done on earth as it is in heaven – Christians to obey the will of God.
  5. e) Give us this day our daily bread – Christians to pray for their needs.
  6. Forgive us our trespasses – we ask for forgiveness of our sins and those of others.
  7. Jesus taught that one should be persistent in prayer. If a man goes to his friend at midnight and asksfor bread to give to his visitor, the friend will open the door and give his friend all that he needs. This isbecause his friend was persistent in knocking on the door.

In conclusion, if prayers are to be effective, one must have faith and be persistent. Believe that God shallanswer prayers. A committed follower of Jesus should pray at all times. In prayer, one shouldacknowledge that God is the Father and that all prayers should be addressed to him. Two, one shouldhave faith that God answers prayers. Therefore we should be persistent in prayer.

 

Reasons why Christians should pray

 To honor God

 To request for favors

 To offer thanksgiving

 To confess their sins and seek for forgiveness of sins

 To seek God’s protection

 To intercede on behalf of others

 To strengthen their relationship with God

 

Revision exercise

  1. What did Jesus teach about prayer?
  2. What is the importance of prayer?

 

LESSON FOUR: USE OF GOD’S POWER TO OVERCOME EVIL. Read Luke 11:14 – 28

Learning outcomes. By the end of the lesson, you should be able to:

  1. Narrate Jesus teaching about demons
  2. Explain why the sign of Jonah was important
  3. Describe how God’s power overcomes evil

 

  1. Jesus and Beelzebub. (Read Luke 11: 14 to 28)

Jesus drove out a mute demon. The possessed man began to talk. The crowd said that Jesus was castingout demons using the power of Beelzebub (the price of demons). Beelzebul was an evil spirit. However

Jesus replied “Any country that divides itself into groups which fight each other will not last very long,and a family divided against itself will fall. Jesus said it is by the power of God that drives out demons.

 

Lessons learnt

  1. Satan cannot fight against himself therefore Jesus cannot be an agent of Beelzebub / Satan.
  2. Gods Kingdom and that of Satan were two separate Kingdoms and could not co exist.

iii. The destruction of Satan’s power meant that the Kingdom of God was in Israel and it was powerful.God’s power destroyed Satan’s kingdom. It is impossible to be neutral in the battle between Christ andSatan. One has to belong to either Christ or Satan.

  1. Jesus has power to drive out demons.
  2. Demons occupy people. They bring disabilities and diseases.

What makes people to be insane? Mentally sick

 

  1. The sign of Jonah. (Read Luke 11: 29 – 32)

After Jesus drove out the dumb spirit, Jews demanded performance of greater miracles. They wantedJesus to prove that he was their expected messiah. Jesus said that Jonah was a great miracle. But Jesuswas greater miracle than that of Jonah, and King Solomon. King Solomon was full of wisdom. He was sogreat that Queen of Sheba came to listen to his wisdom. Jesus like Jonah had brought a message ofjudgment. Jesus is greater than Jonah or Solomon. If Jews refuse to receive and listen to Jesus, theGentiles like Queen of Sheba, will bear testimony against the Jews and receive God’s salvation.

  1. The light of the body. Read Luke: 11: 33 – 36

Jesus taught that no one lights a lamp and hides it under a bowl. A lamp is placed where all can see itslight. He said that the human eye is the lamp or the light of the body. Jesus asked the listeners to makesure that “the light in you is not darkness” (vs. 35).

What is the main message in this story?

 

LESSON FIVE: JESUS TEACHING ON HYPOCRISY, WEALTH, WATCHFULNESS AND READINESS

Introduction

Hypocrisy is being dishonest and insincere or pretending to someone else or people. What did Jesusteach about hypocrisy?

Learning outcomes. After reading these verses in Luke:

  1. State what Jesus taught on hypocrisy
  2. Explain value of wealth
  3. Discuss how modern Christians can be watchful and ready for the coming of Jesus Christ

 

  1. Hypocrisy. Read Luke 12: 1- 12

A Pharisee invited Jesus to his house for a meal. When Jesus did not wash before eating the meal, thePharisee was surprised. Jesus told him “..you Pharisees clean the outside of your cup and plate, butinside you are full violence and evil”, greed and wickedness (vs. 39). Jesus condemned the Pharisees fortheir hypocrisy. They were concerned with outward appearances and traditions such as ceremonialwashing of cups, hands, and dishes but not the souls of people. They loved the outward show and publicrecognition. Pharisees tithed, “but neglected justice and love of God” (vs. 42). They imposed rules andregulations for people to follow, yet they themselves did not practice what they preached. They refusedto confess their sins but pointed out sins in others. They hinder others from entering the kingdom ofGod. They had failed to make people understand the true interpretation of the law. They were likeunmarked graves – dead to people yet the people trusted them. After this teaching, the Pharisees andthe teachers of the law began to oppose Jesus fiercely.

 

What do we learn from Jesus teachings? Followers of Jesus should be

  1. Sincere and upright (honest);

(2) obey God’s commands;

(3), live to please God but not other people;

(4) confess publicly their loyalty to God and

(5) love God without fear and (6) be dependent on the Holy

Spirit

  1. The Parable of the Rich Fool. (Read Luke 12:13 to 21).

Someone wanted justice. His brother had refused to share with him his father’s wealth. He wanted Jesusto order his brother to divide their father’s inheritance between him. In response, Jesus answered himwith the parable of the rich fool.

A rich man expected a good harvest of his crops. He thought he did not have storage for the crop heexpected to harvest. The man said to himself. i will demolish my granaries and stores, then build biggerones to store all my corn, and other goods. He expected to have enough food to last him a lifetime. Thenhe can enjoy his wealth; eating, drinking and making merry. But God told him that his life would bedemanded from him that same night. What will happen to his wealth, as he was not rich in God’s sight?

Lessons to learn

i Followers of Jesus should not put their trust in material wealth but in God

ii Life consists of food, other material wealth and trust in God

iii Whoever seeks God’s kingdom, will receive material blessings from God

iv Jesus did not condemn material possessions but rather the attitude towards material possessions.

v Jesus condemned attachment to material wealth instead of trust in God who controls our lives.

  1. Watchfulness, Readiness, and Instructions. (Read Luke 12: 35 – 59)

 

Jesus told his disciples to be:

i Watchful and ready for the return of the Son of Man i.e. Jesus.

ii Faithful servants so that when Jesus returns, he will find them ready and acting responsibly

iii Watchful of possible divisions in families

iv Royal to Christ

v Ready for the coming of the Son of Man. He will come at unexpected time; like a thief who comeswhen the owner of the house is not aware.

vi Observing things of the kingdom of God, which were present in the person of Jesus.

vii Like good servants, and watch over the affairs of the master.

viii Be decision makers and follow the teachings of Jesus without being watched.

Review questions

  1. In what ways were the Pharisees hypocritical?

 

LESSON SIX: THE KINGDOM OF GOD

Learning Outcomes. By the end of this topic, you should be able to

  1. Explain the teachings of Jesus about the kingdom of God
  2. Narrate the parables of
  3. The unfaithful fig tree
  4. The mustard seed
  5. Parable of the feast
  6. Parable of the great feast
  7. Parable of the lost sheep and the lost son

 

The Kingdom of God

Kingdom of God refers to rule of God, or God’s authority on people’s lives and the world He created. Thekingdom of God was present in Jesus. It is now and in the future reality. The teachings, and miracles ofJesus were a manifestation of the Kingdom of God. For anyone to enter God’s kingdom, one has torepent and ask for forgiveness. The Kingdom of God continues to grow and spread through the work ofthe Church. Those who accept the teachings of Jesus Christ about God’s Kingdom are members of theKingdom of God. Now to enter the Kingdom of God, one has to repent and not judge others.Read Luke 13:1-5. Luke has explained the kingdom of God and outlined who will enter it.

 

 

The Kingdom of God has unfruitful fig tree (Read Luke, 13: 6 – 9).

A farmer had a fig tree that wasunproductive for 3 years. He ordered the gardener to cut it down. The gardener requested for the figtree to be given another chance. He promised to dig around the fig tree and add fertilizer. If it bearsfruits well, it can survive, if it doesn’t bear fruit, then it should be cut down.

Lessons learnt from the parable

The unproductive fig tree represents followers of Jesus who are unproductive because they do notfollow the teachings of Jesus Christ. God gives people chances to repent just like the fig tree was given asecond chance to bear fruit. Jesus is the gardener who pleads for people before God. The followers ofJesus are expected to be fruitful.

 

What are the figs used for?

  1. Parable of the mustard seed. Read Luke, 13:18 – 19

Jesus likened the kingdom of God to a mustard seed, which is very small. When a mustard seed isplanted, it grows fast to become a big tree. It is difficult to control its growth. When mature, the fig treeattracts many birds, which feed on its seeds.

Lesson learnt from the parable.

The Kingdom of God

 Begins as a small seed and grows quietly and humbly

 Then it grows and spreads to all corners of the earth

 And It attracts many people

 

  1. Parable of the Yeast. Read Luke, 13: 20 – 21

The Kingdom of God is like yeast. Yeast makes dough rise and the bread big. The Kingdom of God growssecretly and slowly just like the dough rises without being noticed. It is only God who knows how akingdom grows. The Kingdom of God grows as a small unit that eventually grows, spreads and reachesout to many people in many nations.

 

  1. The narrow door. Read Luke, 13: 22 – 30

As Jesus was teaching in towns and villages, a person asked him whether a few people would be saved.Jesus replied that his followers should make every effort to go through the narrow door as it leads to theKingdom of God. The narrow door will not remain open forever.

Lesson learnt from the parable

 Those who wish to follow Jesus must repent immediately

 Entrance to God’s Kingdom is through repentance

 Everybody is invited to enter into the Kingdom of God.

 

  1. Jesus heals a crippled woman on the Sabbath. Luke, 13:10 – 12

Jesus was teaching in the synagogue on Sabbath. Jesus healed a woman who had an evil spirit, whichhad bent her back (Hunch back) for 18 years. Jesus saw her and told her “woman, you are free from yourillness!” She was made straight and immediately glorified God. The official of the synagogue wasannoyed that Jesus was healing on a Sabbath. He and others were hostile to Jesus for healing/workingon the Sabbath. Jesus told him, you hypocrite. You feed and look after your animals on the Sabbath day.Jesus emphasized that human life is more important than animal life or even observing the Sabbath.

 

 

Lessons learnt from the parable

Jesus came to set people free from the bondage of sickness and Satan. Jesus work of liberation iscontinuous. It has to be performed even on a Sabbath day because human life is more important thananimal life or even observing the Sabbath.

 

  1. Jesus’ Love for Jerusalem. (Read Luke13: 31 – 35)

As Jesus continued with his teachings, he reached Jerusalem. Pharisees informed him that Herodwanted to kill him. His response was ‘go and tell that fox ” I will continue healing the sick and casting outdemons. Jesus however, lamented over Jerusalem for rejecting God’s messengers. God would abandonJerusalem for rejecting Jesus. Jerusalem was the site of Jesus death. It would eventually acknowledgeJesus as the Messiah who brings salvation to Israel and to the rest of the world.

 

  1. Man with dropsy healed (Read Luke 14:1 – 6).

Jesus was invited to the house of the leading Pharisees for a meal on a Sabbath. A man with dropsy(swollen legs and arms) came to Jesus for healing. The Pharisees watched Jesus closely to see what hewould do. Jesus asked the Pharisees “ does our Law allow healing on the Sabbath or not?” They keptquiet. Jesus healed the man who then left. Jesus asked the Pharisees, would they save their son or an oxif it fell in a well on a Sabbath. They kept quiet.

 

  1. Humility and Hospitality. (Read Luke 14: 7 – 14)

Jesus was in the house of a leading Pharisees and observed that some of the invited guests werechoosing the best places to sit at the table. He taught the disciples how to be humble. He said, wheninvited for a meal; let the owner give you a seat of honor that is reserved for important and honorableguests. Read verse 11.

Jesus advised his host to invite the poor, cripples, and the blind who cannot invite you, as they havenothing to give back for generosity.

Lessons learnt from the parable

Jesus is teaching about humility and hospitality. Those who are humble shall be elevated. Those whoelevate themselves shall be humbled. Followers of Jesus should extend invitations to the poor and theunderprivileged in the society. The Kingdom of God belongs to the humble people.

 

  1. The parable of the Great Feast. Read Luke, 14: 15 – 24.

A man said to Jesus, “How happy are those who will sit down at the feast in the Kingdom of God” (verse15). In response Jesus told him that a man made a great feast and invited many friends and colleaguesto the feast. The invited guests failed to come and a servant was sent to inform them that the feast wasready. All the invited guests gave personal excuses explaining why they could not come.The master was angry and asked the servant to invite the poor, crippled, lame, the blind and anyonewilling to come to the feast.

 

Lessons learnt from the parable

God has invited all people to the great feast of the Kingdom of God. Those who honor his invitation willbe blessed. Those who reject the invitation will be excluded from the feast. Jesus explained that theKingdom of God is like a great feast open to all Jews and Gentiles.

To enter the Kingdom of God, one has to make a personal decision because following Jesus meanssacrificing activities that we consider important to us.

  1. The Cost of Being a Disciple

Read Luke 14: 25 – 33

True discipleship means loving Jesus more than ones family. This is a great sacrifice to detach oneselffrom the family. A disciple must be ready to suffer for the sake of following Jesus. Following Jesusrequires skills of careful thinking, planning and detailed preparations. Jesus compared true discipleshipto the planning required when building a tower or engaging in a military operation.

 

Lessons / teachings learnt from the parable

True discipleship means making great sacrifices, “none of you can be my disciple unless you give upeverything you have” (verse 33). Jesus disciples are expected to do careful planning before deciding tofollow him because they are required to love God more than anyone else even their relatives andfriends.

 

  1. The parable of the Lost Sheep

Read Luke, 15:1 – 7

Pharisees and teachers of law complained to Jesus because Jesus was teaching ordinary people such astax collectors, and outcasts considered sinners by them.

Jesus told the Pharisees and teachers of law the parable of the lost sheep. He told them that if ashepherd with 100 sheep lost one of them, what action would he take? Wouldn’t he leave the 99 sheepand go out to look for the lost sheep? And on finding it, wouldn’t the shepherd celebrate with friendsand neighbours? Jesus said that God celebrates if “over one sinner who repents than over 99respectable people who do not need to repent.”

 

Lessons / teachings learnt from the parable

iii God is a shepherd and takes care of all his people.

iv He does not want any of his people to be lost.

v God searches for those lost in sin until he finds them.

vi When one sinner repents, God is overjoyed and rejoices.

vii God is the good shepherd who has come to seek and save the lost.

 

  1. Parable of the Lost Coin.

Read Luke, 15: 8 – 10

If a woman losses one of her ten silver coins, she searches until she finds it. And if it is found, she invitesher friends and neighbours to celebrate.

 

Lessons learnt from the parable

God and the angels in heaven search make every effort to seek the lost sinner until they find them. Jesuslights the world, looking for sinners who are lost because they are precious in God’s sight.

  1. Parable of the Lost Son (prodigal son)

Read Luke 15:11 – 32

Jesus then told the story of a father who had two sons. The younger was given his share of inheritancehe had requested. He went to foreign lands and wasted his inheritance. He became poor and decided toreturn home and ask his father to forgive him and employ him as a servant.

His father kissed him and celebrated his return. The father announced to his guests that the son whowas lost is now found. – – The one who was dead is now live.

The elder son was angry and unhappy because his father had never held a celebration for him, in spite ofhis hard work and obedience.

His father told him “my son you are always here with me, and everything I have is yours”. We are justcelebrating the return of the lost son.

 

Lessons learnt from the parable

  1. A person dies spiritually if they sin
  2. God loves all people including sinners
  3. God is ready to forgive every sinner who repents
  4. There is no sin that God cannot give
  5. Jesus taught that both the righteous and unrighteous require God’s forgiveness
  6. There is joy and happiness in heaven when one sinner repents.
  7. Christians should confess their sins and acknowledge that Jesus saves repentant sinners
  8. God accepts unconditionally any sinner who comes back to him in repentance
  9. Confession of sins is a condition for entering the Kingdom of God.

 

A GREAT FEAST FOR ALL WHO ARE PREPARED Luke 14: 1 – 35

SAQ. What are the qualities of those who belong to the kingdom of God?

Answer. Qualities of people who belong to the Kingdom of God

Those who belong to the Kingdom of God:

  1. Obey God’s commandments
  2. Accept God’s rule in their lives

iii Show God’s love to others

iv Are ready to make sacrifices so as to be followers of Jesus

v Read God’s word and preach to others

vi Confess their sins and seek forgiveness of their sins through repentance.

Review questions

  1. Give an explanation of the term Kingdom of God
  2. What did Jesus teach about the kingdom of God?
  3. What lessons do Christians learn from the parables of the lost son?

Answer

  1. The term Kingdom of God means the role of God or God’s authority in people’s lives and the world.

 

LESSON SEVEN: TEACHINGS ON WEALTH AND POVERTY. LK 16:1 – 32

Learning Outcomes. By the end of the topic, you should be able to:

  1. a) Explain the teachings of Jesus on wealth, and poverty
  2. b) Narrate the teachings of Jesus on repentance

Introduction

While wealth is possession of material things such as money or occupation of a high social economicstatus, poverty is the opposite. It is lack of basic needs such as water, education, food, shelter, clothing,and health.

When teaching about wealth, Jesus taught using two parables. These were: (1) parable of the shrewdmanager (2) parable of the rich man and Lazarus

Parable of the shrewd manager

Read Luke, 16: 1 – 18

When the shrewd manager realized that his master was going to sack him due to his dishonesty, heasked the debtors to change the amounts they owed their master to smaller amounts. He did this tomake friends with a few people who would give him a place to stay after he was sacked. The masterpraised the shrewd manager and did not sack him. The shrewd manager is praised not because of hisdishonesty but because he acted promptly and with great presence of mind in a moment of crisis.

Jesus is encouraging his disciples and followers to make prompt (quick, appropriate, timely) decisions.

They should use wealth to serve God. It should not be allowed to take the place of God. Followers ofJesus should be honest in small and big things.

 

The Rich Man and Lazarus. Read Luke, 16: 19 – 31.

A rich man lived in luxury. At his gates was a poor man, called Lazarus whose body was covered by sores.The rich man did not feed Lazarus. He ate food remains together with the rich man’s dogs.

When rich man died, he went to hell. When Lazarus died, he went to heaven and sat at Abraham/sbosom. When in hell, the rich man was tormented while Lazarus was at peace.

Lessons to learn from this parable.

The rich isn’t condemned for being rich but because of his altitude towards Lazarus. He used his wealthfor self-gratification and not for service to the needy. The wealthy should realize that it is God who giveswealth and he should be given honor. Riches can hinder the wealthy from inheriting eternal life,especially if they put their trust in riches instead of God who is the source of all wealth and blessings.

Revision exercise

  1. From the parable of the rich fool what can Christians learn about the use of wealth?
  2. Narrate the parable of the shrewd manager

LESSON EIGHT. JESUS TEACHING ON FORGIVENESS

Read Luke 17: 1 – 4

Learning outcomes. By the end of this lesson, you shall explain the power of Christian faith. Sin. Read Luke 17: 1-4.

Jesus taught his disciples to forgive offenders who repent. Those who sin should seek forgiveness. If theyoffend 7 times in a day, forgive them 7 times. Followers of Jesus need faith to forgive others.

The power of faith. Read Luke, 17: 5 – 11.

Faith is defined as complete trust or confidence in God. It is absolute truthfulness and trust in everything that comes from God. The apostles asked Jesus to increase their faith. Followers of Jesus should have faith. Faith has no measure. Faith as big as a mustard seed can empower Christians to perform miracles that serve God. Faith is necessary. With faith, Christians can forgive others and be servants of God.

Disciples should have faith. Christians understand that they owe everything to God.

 

 

 

 

Jesus heals ten lepers. Read Luke, 17:11- 19

Jesus was on his way to Jerusalem when he met ten lepers. They requested Jesus to heal them.

Jesus told them to go and show themselves to the priests. On the way, they were healed. One of them, a Samaritan, returned to thank Jesus for healing him. The Samaritans and the Jews did not associate. Jesus told the Samaritan that his faith has made him whole. Faith is necessary for healing any disease.

Leprosy is a disease that leads to loss of fingers, toes and other parts of the body. It was a dreadful skin disease, which Jews feared. Lepers were isolated from other people. They lived dejected lives

 

The coming of the kingdom. Read Luke 17: 20 – 37

The Pharisee demanded to know when the kingdom of God would come. Jesus replied that the kingdom of God was within those who had accepted Jesus and his teachings. Those who wanted had received the kingdom. Faith is necessary to discover the power of God’s kingdom.

The coming of the son of man, i.e. Jesus will bring the kingdom to reality.

The coming of the son of man is also referred to as the day of the Lord, Day of Judgment. Read Luke, 21: 27- 28. Those who obey Jesus will be saved but those who reject him will be punished.

Lessons to learn. God expects Christians to have faith in him. Christians should have faith in Jesus so that they can inherit eternal life. Faith is needed to strengthen Christians. Faith is important in the life of a Christian until Jesus returns, i.e. the second coming.

 

Revision exercise

  1. What did Jesus teach on forgiveness

 

LESSON NINE. PERSISTENCE IN PRAYER, Read Luke, 18:1 – 14

Learning outcomes. By the end of this lesson, discuss the values of persistence in prayer

To teach about persistence in prayer, Jesus used two parables. These were the parables of: the widow and a corrupt judge and examples of prayer by a Pharisee and a tax collector.

  1. The widow and the unjust judge. Read Luke, 18: 1 – 9

Jesus had already taught the disciples how to pray. He now tells them that they ought to pray and not faint. He gives a parable to explain his point.

A widow went to a corrupt judge to have her adversaries judged. The judge was corrupt and ignored her. He however gave in to her demands since she was persistent and wearing him down. The judge helped her because of her persistence and courage.

 

Lessons learnt from the parable

Followers of Jesus should pray with courage and be persistent in prayer. God hears and answers prayers. Christians should pray without ceasing and with faith and trust that their prayers will be answered.

 

  1. Parable of the Pharisee, and tax collector, Read Luke, 18:9 – 14

A Pharisee and tax collector went to the temple to pray. The Pharisee offered a long prayer focusing on his achievements. The tax collector (publican) did not have much to say except asking for mercy, as he was a sinner. Followers of Jesus should acknowledge they are sinners and seek forgiveness. They should approach God in humility and avoid spiritual pride, and self-righteousness.

Revision exercise

  1. State the parable of the widow and the unjust judge

 

LESSON TEN. THE WAY TO SALVATION, Read Luke, 18: 15 – 19: 1 – 27.

Introduction: The word ‘salvation’ refers to the act of saving or being saved from sin. Those who have received salvation area assured of eternal life. To receive salvation a person must acknowledge that he is a sinner and repent their sins. In this way, they receive forgiveness and are reconciled to God.

Learning outcomes. By the end of this lesson, you should

  1. State the meaning of salvation
  2. Discuss characteristics of salvation
  3. Give examples of those who will enter the Kingdom of God.
  4. Explain how Jesus predicted his death

 

Introduction

Salvation means being saved from a life-threatening situation. In Christianity, salvation refers to the process of being delivered from sin and its consequences. Those who are saved are assured of eternal life.

Jesus taught about salvation using children to illustrate his message. This is what happened. Some people brought their children to Jesus so that he could bless them. The disciples scolded them. Jesus asked the children to come to him and he blessed them.

Jesus taught his disciples that they must be humble like children in order to enter the kingdom of God.

The road to salvation is by being simple, humble, and trusting like little children. The kingdom of God belongs to those who humble themselves like the little children.

 

The rich man. Read Luke, 18:18 – 30

The entry into the kingdom of God was further explained through the story of the rich man. The rich man came to Jesus wanting to know how he could inherit eternal life and be saved. Jesus reminded him of the importance of keeping the commandments. The young man responded that he had observed the commandments since he was young. Jesus told him there is one thing remaining to do; sell everything he has, and give it to the poor, and then follow Jesus.

The rich man was very sorrowful for he was very wealthy. Wealth can hinder the rich from receiving salvation. Jesus acknowledged the sacrifice made by his disciples. He emphasized that disciples shall receive salvation in the present and in life to come. Salvation is a gift from God. Salvation is received; by those who accept to follow Jesus. Trusting in wealth can be a hindrance to salvation. The rich may find it difficult to inherit eternal life. Jesus predicts his death, a 3rd time. Read Luke, 18: 31 – 34.

Jesus predicted his death a three times. First was after asking his disciples who they say he was. The second time was after transfiguration when his face was set towards Jerusalem. The third prediction shall be in Jerusalem (Luke 18:31-34). Jesus told the disciples that previous prophecies would be fulfilled in Jerusalem. His death was going to take place in Jerusalem according to the writings of the prophets. It was going to be a painful death. He shall be beaten, mocked, spit upon and put to death. But on the third day, he shall rise again.

The disciples did not understand what Jesus was telling them. Jesus had to die so that those whobelieved in him may receive eternal life. The death and resurrection of Jesus gives Christians hope of eternal life.

Jesus heals a blood beggar. Read Luke, 18: 35 – 43

As Jesus neared Jericho, a blind man sat by the roadside begging. When he heard the multitude pass by, he inquired what was going on and he was told that Jesus of Nazareth was passing by. He then cried out “Jesus, Son of David, have mercy on me”

The crowds rebuked him but he cried out louder to Jesus to have mercy on him. Jesus asked him what he wanted. He said he wanted to see. Jesus told him to receive his sight for his faith had made him whole. The beggar was joyful and he followed Jesus rejoicing.

Lessons learnt. Christians should have faith in Jesus. They should also be persistent and make specific requests.

 

LESSON THIRTEEN: JESUS AND ZACCHAEUS LK 19:1 – 9

Learning outcomes. By the end of this lesson,

  1. Narrate events leading to salvation of Zacchaeus
  2. Explain meanings of the story of the man who gave gold coins to his servants

Zacchaeus was short. His profession was a tax collector. He was rich. He wanted to be saved.

When Jesus was passing by Jericho, he wanted to see Jesus. He couldn’t because he was short. He ran and climbed a sycamore tree to see Jesus. When Jesus came to the place where Zacchaeus was, he looked up and said “Hurry down, Zacchaeus, because I must stay in your house today” (verse 5). Jesus then went with Zacchaeus to his house. When people saw this they grumbled, and murmured. They said that Jesus was going to a house of a sinner.

Jesus told them that salvation has come to the house of Zacchaeus, a son of Abraham … the Son of man came to seek and save the lost. There is no sin that God cannot forgive, even that of a tax collector. Zacchaeus told Jesus that he was going to give to the poor half of his wealth and whatever he took from any man and woman wrongfully, he will restore four times. From this salvation, we learn that the rich should share their wealth with the needy.

 

The Parable of the Gold Coins: Luke, 19: 11 – 27.

A certain nobleman went to a far country. Before he left he called his ten servants and gave each a gold coin (ten pounds in total). He told them to trade with the coins until he returns.

When he returned, he called the servants to report profits they had made. The first servant said that one-pound coin had made profit of 10 pounds (gold coins). He made the manager of ten cities. The second servant had traded and gained 5 pounds. He was made the manager of 5 cities. The third one had hidden the pound. He did not trade. He accused the master of being mean, and cruel. He returned the pound, which was given to the servant with 10 pounds.

Lessons to learn.

This parable was about the kingdom of God. God expects us to use opportunities he has given to us for his work. Each one of us shall account for the use of the abilities and skills that God gave to us –students, workers, and other professionals. To receive eternal life, Christians should repent and be obedient to God’s instructions.

Revision questions

  1. What did Jesus teach by using the example of little children?
  2. Give an account of how Jesus healed the blind beggar
  3. Explain the relevance of Jesus’ teachings on salvation to Christians

TOPIC FIVE: THE JERUSALEM MINISTRY. Luke, 19: 28 – 21: 38

Lesson Outcomes. By the end of this topic, you should:

  1. Describe the triumphant entry of Jesus into Jerusalem
  2. Narrate events in the cleansing of the temple
  3. Discuss Jesus’ teachings about eschatology

 

LESSON ONE: THE TRIUMPHANT ENTRY OF JESUS TO JERUSALEM LK. 19:28 – 40

Learning outcomes. By the end of this lesson, you should

  1. Explain why Jesus rode on a young colt into Jerusalem
  2. Discuss why Jesus wept over Jerusalem
  3. Describe what Jesus did when he went to the temple

 

  1. The triumphant approach to Jerusalem. Luke 19: 28- 40.

Jesus death had to happen in Jerusalem. Hence Jesus went to Jerusalem. He sent two disciples to a place where there was a colt (young donkey) that no person had ever ridden. They took it to Jesus. They threw their garments on the colt, and Jesus sat on it. As Jesus rode, people spread their clothes on the road. As Jesus neared Jerusalem, a “large crowd of his disciples began to” praise God (vs37). The crowd said ‘blessed be the king who comes in the name of the lord’.

The Pharisees told Jesus to rebuke the disciples. Jesus told them if the disciples kept quiet the stones would start shouting.

Jesus made his entry into Jerusalem in a royal (kingly) procession. He was Israel’s humble king who came with peace and not a political leader. He rode on a donkey – a symbol of peace. This was unlike the political kings who rode on the horses during that time.

 

  1. Jesus weeps over Jerusalem. Read, Luke 41- 44.

When Jesus was near Jerusalem he wept. He then foretold the coming destruction of Jerusalem due to its rejection of the messiah.

The rejoicing of his triumphant entry to Jerusalem turned to mourning as he foretold the destruction of Jerusalem by Romans in 70 A.D.

 

  1. Jesus goes to the temple. Read Luke 19:45 – 48.

Jesus went to Jerusalem temple and evicted traders. He told them that the house of God is a house of prayer not a den of thieves. Jeremiah spoke these same words during his temple sermon. The chief priests and scribes began planning how to kill Jesus.

 

 

 

LESSON TWO. PHARISEES, SCRIBES QUESTION JESUS. LUKE 20 1-47

Learning outcomes. By the end of the lesson you should be able to: –

  1. Describe the question about the authority of Jesus
  2. Describe the parable of the tenants in the vineyard
  3. Describe the question about paying taxes
  4. Describe the question about resurrection
  5. Describe Jesus’ teachings against the teachers of law
  6. Describe the parable of the widow’s offering
  7. The question about Jesus’ authority. Read Luke, 20:1 – 8.

The Jewish leaders wanted to know from Jesus by whose authority he was doing all the things he was doing. In response Jesus asked them “did John’s right to baptize come from God or from human beings?” (Vs4).

They discussed among themselves and decided not answer. Jesus told them “neither will I tell you”. In response to his authority being questioned he told a parable.

 

  1. The parable of the Tenants in the Vineyard.

Read the parable in Luke, 20: 9 – 18. The tenants refused to pay the owner of the vineyard his share of the harvest. They threw out the servants he sent to collect his share of the harvest. When he sent his son, they killed him so that they can own the vineyard. Jesus asked the people… “What will the owner of the vineyard do to the tenants?”

 

  1. The Question about paying taxes. Read Luke 20:19-28

Pharisees, and scribes (teachers of the law) and chief priests planned to arrest Jesus but they were afraid of the people. They sent spies to trick Jesus by asking this question -” …is it against our law for us to pay taxes to the Roman Empire, or not?

Jesus used the currency and told them “pay the Emperor Caesar what belongs to him and pay God what belongs to God.” (Verse 25)

This was a tricky question. Jesus here teachers people to obey the rules of the land and to obey God’s rules.

 

  1. The Question about Resurrection

The Sadducees who did not believe in resurrection tempted Jesus with another question. They wanted to know this. When resurrection comes, who shall be the husband to a woman who was married to the first brother and inherited as a widow by the other six brothers?

Jesus told them the men and women who shall be worthy of resurrection shall not marry. They shall be like angels and cannot die (verse 34 to 38)

  1. Jesus warns against the Teachers of the law

Jesus warned his disciples. Be careful and guard yourselves against teachers of the law, the scribes. They were hypocritical. They wore long robes, said long prayers, looked for positions of honor and exploited the widows.

  1. The Widow’s Offering. Luke, 21: 1- 4

When people were giving offerings in the temple, a widow gave “two little copper coins”. Jesus said the poor widow had given all she had. Likewise Christians should give to God not to be seen but from their hearts. It is not the quantity of the gift that matters but the attitude of the giver.

 

LESSON THREE: THE TEACHINGS OF JESUS ABOUT ESCHATOLOGY LK. 21: 5 – 38

Eschatology is from two Greek words, ‘eschatus’ and ‘logos’. Eschatus means end, Logos means study.

Eschatology means the study of the end times or in CRE the last days of Jesus. For biblical information, read Luke 21:5-38 and Mathew 24: 1 – 36 and Mark 13:1-31.

Learning outcomes. After this lesson, you should:

  1. Identify signs of end times
  2. State uses of the temple during the time of Jesus
  3. Discuss ways in which Christians can apply the parable of the fig tree
  4. State relevance of Jesus’ teachings on eschatology
  5. Signs of the end times. Jesus gave many signs that will inform Christians that end of the time has

come. These were to happen at different times. The signs were:

  1. a) Destruction of the temple of Jerusalem by invading armies which shall surrounded it
  2. b) Hatred of disciples and Christians because they were followers of Christ
  3. c) Rejection of disciples by families because they were followers of Christ
  4. d) Betrayal of the followers of Christ
  5. e) Prosecution and imprisonment of Christians.
  6. f) Many false messiahs. People would come claiming to be the Messiah, the Son God
  7. g) Wars as nation rise against nations
  8. h) Eruption of natural calamities such as plagues, earthquakes, famines, great fear among people.
  9. i) Disruption in the sky and seas. Fall of strange heavenly beings from the sky and rise of seas.
  10. j) Natural calamities such as earthquakes, plagues, famines bringing despair and distress in all nations
  11. k) The times shall be announced by signs in the stars, moon, sun and sea
  12. l) Appear of the ‘Son of man ‘ in power and glory at the end of times.

 

  1. Uses of the temple during the time of Jesus

During the time of Jesus, the temple was used for

(a) Child dedication

(b) Circumcision

(c) Purification

(d)Trading and business centre

(e) Worshiping and prayer

(f) a place for celebrating festivals such as the Passover and other major feasts

(g) a learning centre or school for religious purposes. For example disciples of the scribes learnt law in the temple.

The destruction of the temple symbolized the birth of Christianity. From that time Christians became the new temple of God.

 

  1. The parable of the fig tree Lk.21: 29 – 33

Jesus used the parable of the fig tree to explain more about the end times. Appearance of leaves in the fig tree and other trees inform us that summer will soon come. When Christians see signs of the end times, they should know that the kingdom of God is about to come. Jesus told disciples to be watchful, alert, and praying for strength to endure the coming tribulations. See the previous teachings on watchfulness and readiness. Christians are to watch out and be ready for the end times.

 

  1. Relevance of Jesus’ teachings on eschatology

These teachings assure and continue to tell Christians these messages from Jesus:

  1. a) There is life after death
  2. b) Christ will return to receive the faithful
  3. c) Christians are to be watchful, prayerful, and hopeful despite trials and tribulations
  4. d) Christians are assured of God’s protection from evil.
  5. e) Christians should prepare for the coming of Christ by leading a righteous life
  6. f) Do not lose hope
  7. g) Do not be pre occupied with the cares of this would for they never end
  8. h) Preach and spread the word of God
  9. i) Obey God’s commandment
  10. j) Help the needy

Revision questions

  1. Describe Jesus triumphant entry into Jerusalem according to Luke chapter 19:29- 30
  2. What does the manner of Jesus entry into Jerusalem reveal about the nature of his kingdom?
  3. What lessons can Christians learn from Jesus’ triumphant entry into Jerusalem
  4. State and explain why Jesus wept over Jerusalem
  5. Explain the cleansing of the temple
  6. Give reasons why Jesus cleansed the temple of Jerusalem
  7. What lessons can Christians learn from the cleansing of the temple?
  8. Explain Jesus’ conflict with the Jewish leaders
  9. Describe the parable of the tenants in the vineyard
  10. Explain the relevance of the parable of the of tenants in the vineyard
  11. Explain the question about paying taxes
  12. Explain the question about the resurrection
  13. What is eschatology?
  14. What will happen at the end of the world (eschatology) according to Jesus’ teaching in Luke’s gospel

21; 5-38

  1. How do Christians prepare for the second coming of Christ?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TOPIC SIX: THE PASSION, DEATH AND RESURRECTION OF JESUS

  1. 22 – 24

Passion is a strong feeling of love, hate or anger. Passion of Jesus is the great sufferings of Jesus, which was a deep emotional anguish.

Learning outcomes

By the end of this topic, you should be able to:

(a) Discuss the events of the Lord’s supper

(b) State relevance of the Lord’s supper to Christians today

(c) Describe the events that took place at mount Olives

(d) Describe the events that took place between the arrest and burial of Jesus

(e) Relate the relevance of the sufferings and death of Jesus to Christians today

(f) Explain the importance of resurrection of Jesus to Christians

(g) Describe the resurrection of Jesus – the evidence of his resurrection

(h) Narrate the ascension of Jesus

 

The plot against Jesus

The Jewish religious leaders were determined to ensure that Jesus was either arrested or killed (Lk.22: 1 – 6)

They were helped by Satan who entered into Judas Iscariot one of the twelve disciples of Jesus. Judas decided to betray Jesus. He communed with the Jewish leaders who agreed to pay him money to betray Jesus. He searched for a way to betray Jesus without knowledge of Jesus. He forgot who Jesus was.

Judas agreed to betray Jesus probably because:

  1. He belonged to the party of Zealots who wanted political changes
  2. He was probably frustrated by Jesus’ approach to the Kingdom of God which was establishing a peaceful spiritual kingdom
  3. He expected Jesus to establish a political kingdom
  4. He was greedy for money
  5. Satan entered him

 

LESSON ONE: THE LORDS SUPPERS/ THE LAST SUPPER. LK 22: 7 – 13

The last supper was the lost Passover meal that Jesus took before his arrest. Passover is celebrated in obedience to God’s command to Moses. It is a remembrance of Israel’s deliverance by God from slavery in Egypt.

  1. The Passover meal

Preparations for the Passover, Read Luke 22: 7 – 23.

Peter and John were sent by Jesus to go and prepare the Passover meal. They were to do so in a house in the city. They were taken to the house by, a man who was carrying a vessel of water. They were given a big furnished upper room upstairs. They prepared the Passover meal as instructed by Jesus.

Passover meal

During the meal with the 12 disciples / apostles Jesus told them that this was going to be his last meal with them before his death. He took a cup of wine gave thanks to God and said “Take this and share itamong yourselves. I tell you that from now on I will not drink this wine until the Kingdom of God

comes.” The cup of wine was his blood that he was going to shed for them. Wine therefore symbolized the blood of Jesus, shed for the purification of humankind and forgiveness of sins. This blood is the New Testament and covenant with Christians.

After drinking of wine, He “took a piece of bread, gave thanks to God “ and shared it and told them that the piece of bread represented his body which is “given for them”.

He presented his death as a sacrifice whose blood sealed the new covenant. His death replaced the sacrifices of the Old law, those of animals, which sealed the Sinai covenant. The new covenant will be for all people including Gentiles. This is to fulfill God’s promise of salvation for all people. Jesus and disciples ate Passover together so that henceforth Christians would eat the meal together in remembrance of Jesus. Passover was initially taken to remind them of the deliverance from Egypt. But during the last supper, Jesus gave the Passover a new meaning.

As they ate, Jesus foretold of his betrayal by one of his disciple.

 

SAQ.

  1. Which items were used to celebrate the Passover in the Old Testament?
  2. What items do modern Christians use to celebrate the Lord’s Supper?

 

Comparisons of the Lord’s Supper and the Passover

(a) The Passover commemorates the divine act of redemption of the Jews from their bondage in Egypt while the Last Supper commemorates the deliverance of human kind from sin.

 

(b) The Passover feast reminded the Israelites that they were free, redeemed people while the Lords Suppers is to remind Christians of their forgiveness of sins. The death of Jesus set Christians free from sins.

 

(c) Passover was followed by the Old covenant of Mount Sinai. The Lords suppers is a new covenant based on the death of Jesus for sins of humankind

 

(d) Passover (Old testament) was sealed by the blood of Lambs while New Covenant (Lords suppers) is sealed by the blood of Jesus on the cross.

 

(e) Items for celebrating in Passover (old testament) are different from the cup of wine and pieces of bread used by Jesus to celebrate his last supper with the disciples.

 

Relevance of the Lord’s Supper today

Christians celebrate the Lords supper. This celebration is called the Eucharist, the Lords suppers, or Lords meal. Christians celebrate it as an act of repentance; through which they receive assurance of forgiveness of their sins. The presence of Jesus becomes a reality when Christians share bread and wine.

Bread and wine are symbols of heavenly feast, which Christians will partake in God’s kingdom.

The Lords supper is also a sacrifice of praise and thanksgiving to God. It is a time for rededication to Christ and self-renewal. Through the celebration of the Lords supper, Christians anticipate the second coming of Jesus and the establishment of Gods Kingdom. It is also a time to remember the death and resurrection of Jesus and reflect on God’s love for humankind.

 

 

  1. The Argument about Greatness. Read Luke, 22: 24 – 30

 

A question arose among the disciples. They wanted to know who among them was the greatest. Jesus told them that they do not belong to the world system of authority given on the basis of wealth and fame.

The authority among the disciples will be determined on the basis of their service to others. The greatest is the servant. Jesus likened himself to a servant hence disciples are called to serve. By sharingin trials and sufferings of Jesus, the disciples will share in his ruling power over the new Israel.

Leadership in church should be understood in terms of service – being a servant of people. In the community of Christians, all people who are followers of Jesus are all equal.

 

SAQ. In your opinion, which are the signs of greatness in the world?

  1. Jesus Predicts Peters’ Denial. Read Luke, 22: 31 – 38

Jesus told peter that Satan had received permission to test or tempt all the disciples but Jesus had prayed for Peter’s faith not to fail. Jesus told Peter that he shall deny Jesus three times before the cock crows.

Jesus was telling his disciples that they will encounter hostility in their evangelism hence they should be prepared for suffering and opposition because of Him as Isaiah 53:12 says ‘he shared the fate of evil men.’ Jesus death was imminent inevitable. The disciples were expected to be strong

 

LESSON TWO: PRAYER, ARREST OF JESUS AND DENIAL BY PETER

Learning Outcomes. By the end of this lesson, you shall:

  1. Narrate the events that took place at Mount of Olives
  2. Describe the arrest of Jesus
  3. Discuss Peter’s denial of Jesus
  4. Describe the arrest of Jesus

 

  1. a. Prayer on the Mount of Olives. Read Luke. 22: 39 – 46

After celebrating the last supper, Jesus went to the Mount of Olives with his disciples to pray to resist temptation. Jesus went ahead of his disciples, knelt down and prayed.

Jesus left them to pray by himself. He said” Father if you will, take this cup of suffering away from me.

Not my will, however, but your will to be done” (42). An angel came to strengthen him. He prayed earnestly, in agony and turmoil great than the physical pain. He sweated great drops of blood.

After praying, Jesus found his disciples asleep “worn out by their grief” vs. 45). Jesus asked them to wake up and pray to avoid temptation.

Significance

The disciples fell asleep. This was a sign of moral and physical exhaustion. Jesus expressed inner struggle about the fulfillment of his messianic mission. He prayed for God’s help. Christians should always pray to avoid temptation and seek God’s help.

 

 

 

  1. b. Betrayal and arrest of Jesus. Read Luke, 22: 47 – 53

Jesus was arrested by: the chief priest, elders, officers of the temple guard, and a crowd of people as he talked to his disciples. He was taken to the house of the high priest. Judas had identified Jesus with a kiss. Jesus asked Judas” him “Judas, is it with a kiss that you betray the Son of man?”

Jewish religious leaders had come to arrest Jesus as they arrested other criminals. Jesus told his disciples not to resist his arrest. He rejected armed resistance refusing the role of a political messiah. Peter followed him from a distance.

 

 

  1. Peters Denies Jesus. Read Luke, 22: 54 – 65

After Jesus was arrested he was taken to the house of the High Priest. As Peter sat warming himself with

others, a maid identified Peter. She said, “This man too was with Jesus. Peter denied knowing Jesus

three times. After the third denial, the cock crowed just as Jesus predicted.

Jesus turned and looked at Peter who remembered the words of Jesus. “Peter went out and wept

bitterly” (Vs. 62). Weeping was a sign of repentance

 

LESSON THREE: THE TRIALS AND CRUCIFIXION OF JESUS

Lesson Outcomes.By the end of this lesson. You should

  1. Describe trials of Jesus by the various authorities
  2. Explain the importance of the judgement by Pilate
  3. Narrate events leading to crucifixion of Jesus
  4. Trials of Jesus by the various authorities
  5. Trial by the Sanhedrin Lk.22: 66 – 71

 

After being taken to the house of the High Priest, the next morning Jesus was taken to the Jewish

Religious council or court; called the Sanhedrin. They all asked him if he was the messiah. Jesus told they wouldn’t believe whatever he says. But “ the Son of Man will be seated on the right hand of Almighty God.” (Vs. 69). Jesus told them he was the Son of God. The Sanhedrin accused Jesus of blasphemy, a sin punishable by death.

 

  1. ii. Trial before Pilate. Read Luke 23: 1 – 5

The second court was the Roman court. The judge was Pilate, the Roman Governor. In this court the Sanhedrin accused Jesus of:

 Inciting people to revolt, and rebelling against Roman authority

 Forbidding people to pay taxes to the Emperor

 Claiming to be the king, a Messiah,

They could not accuse him of blasphemy before Pilate since this offence was not acceptable under the Roman law. Pilate asked Jesus if he was the king, Jesus replied, “ So you say”. (vs.3). Pilate found no fault with Jesus so he sent him to Herod.

 

iii. Trial by Herod. Read Luke, 23: 6 – 12

Herod was in Jerusalem. When Jesus was brought before him, he expected Jesus to perform miracles to impress him. He asked Jesus many questions and Jesus kept quiet. Herod and his soldiers mocked Jesus, and ridiculed him. They put on him royal clothes; then sent Jesus back to Pilate.

 

  1. Jesus is sentenced to Death. Read Luke 23: 13 – 25

Jesus was brought back to Pilate a second time. Pilate repeated that Jesus was not guilty (innocent) of any crime. Pilate offered to have Jesus beaten and then released.

The crowds, leaders and chief priests gave their judgment. “Kill him!” and release Barabbas, who was a rioter and a murderer. Pilate did not find Jesus guilty. But he did what they wanted. He released Barabbas and “ handed Jesus over for them to do as they wished” (vs. 25).

 

  1. v. The crucifixion of Jesus. Read Luke 22: 26-43

 

Jesus was led away to be crucified. Solders forced Simon of Cyrene to carry the cross for Jesus. Women followed Jesus and weeping. Jesus told them not to weep for Him but for themselves and their children.

Jesus was then crucified at a place called Golgotha (place of skull) or Calvary together with two male criminal; one on His right and the other on His Left. Jesus asked God to forgive them (persecutors) for they did not know what they were doing.

The Jewish leaders, said “He saved others; let him save himself if he is the Messiah whom God has chosen” (vs. 35); Solders mocked Jesus and said “Save yourself if you are the king of Jews” and one criminal hanged with Jesus mocked Jesus and told Him “Aren’t you the Messiah? Save yourself and me”.

The other thief rebuked him saying they deserved the punishment for their deeds but Jesus had done nothing. This thief repented and told Jesus, “Remember me, Jesus, when you come as King”. Jesus told him that he would be in paradise with Jesus on that day (vs. 42 – 43).

On top of the cross, Jews wrote, “This is the King of the Jews” (vs. 38).

 

LESSON FOUR: DEATH OF JESUS. Read Luke. 23: 44 – 50

Learning outcomes. By the end of this lesson,

  1. Describe the death of Jesus
  2. Narrate the burial of Jesus
  3. State relevance of the suffering and death of Jesus to Christian life today
  4. The death of Jesus. There was darkness from 12 o’clock until thee o’clock.

The veil/curtain of the temple tore into two. Jesus cried out with a loud voice “ Father, into thee hands I commit my spirit”. At this shout Jesus died.

The Roman centurion saw and praised God. He declared, “Certainly this was an innocent man”. The multitude that watched the crucifixion and death went home beating their breasts, a sign of repentance.

The women, who knew Jesus from Galilee, stood at a distance watching all these things.

 

  1. The burial of Jesus. Read Luke 23: 50 – 56.

Joseph from Arimathea, a town in Judea sought permission from Pilate to bury the body of Jesus. He was waiting for the coming of the Kingdom of God, a likely secret disciple of Jesus. He was a good and honorable man.

The body of Jesus was laid in a sepulchre (Tomb) where nobody had ever been laid. Jesus’ burial in Joseph’s tomb fulfilled Isaiah’s prophecy that the suffering servant of Yahweh was buried in a rich man’s tomb (Isaiah 53:9)

The Galilean women and Joseph saw where the body of Jesus was laid. They went home, and prepared spices to use to wash Jesus’ body. They rested on the Sabbath.

 

  1. Relevance of the suffering and death of Jesus Christ to Christian life today

Christians today should practice or do the following activities.

  1. Pray in times of sorrow, pain, trials and temptations.

iii They should not give up when rejected.

iv They should be aware of hypocrites and traitors amongst them.

v They should be willing to suffer for the sake of the Kingdom of God.

vi They should be ready to fight for a just cause

vii They should never condemn the innocent.

viii They should go through their suffering bravely.

ix They should know and accept suffering as a part of the Christian calling

x They should not be afraid of rejection by people l

xi They should be encouraged that Jesus suffered for them.

 

  1. d. In which ways can Christians prepare for their death?

Death is inevitable. Hence, Christians should at all times: live a holy life, repent sins, forgive those who have wronged them, make a will, accept death as inevitable, and read the word of God

 

LESSON FIVE: THE RESURRECTION OF JESUS. Read Luke 24: 1 – 53

  1. The Resurrection.

Resurrection refers to the event of Jesus rising from the dead

After the Sabbath day, on Sunday morning; Mary Magdalene, Mary the mother of James, Salome (Joanna) and other women, went to the tomb with the spices they has prepared. They found the entrance open. The stone covering the tomb was rolled away. The tomb was empty. The body of Jesus was not in the tomb.

Suddenly, two men, who were angels, appeared dresses in dazzling and shining clothes. They said “ Whyare you looking among the dead for one who is alive? He is not here; he has been raised. ”

The women went and told the 11 disciples, who did not believe them. Peter ran to the tomb and found it empty.

Women were the first to witness the resurrection of Jesus Christ. This is significant as they (women) were empowered to become witnesses of Christ as evangelists beyond the Jewish culture.

  1. Witnesses of the resurrection of Jesus

The disciples’ en route to Emmaus

Two disciples were traveling to Emmaus, which was 11 km from Jerusalem discussing Jesus suffering, death and the empty tomb. Jesus met them but their eyes were blinded and they did not recognize him.

The disciples explained to Jesus the events that had taken place and how they had hoped that Jesus would liberate Israel from the Roman rule.

Jesus explained to them the scriptures concerning the messiah. When they got to Emmaus, they invited him to dine with them for it was evening. When Jesus, “took the bread and said the blessings; then he broke the bread and gave it to them”, the disciples recognized Jesus but he vanished out of their sight

(vs. 30-31). They returned to Jerusalem and told the 11 disciples that Jesus has risen.

 

  1. Jesus appears to his Disciples. Read Luke 24: 36 – 49. As the two disciples explained the event that happened on the journey to Emmaus, Jesus came and said to them ‘Peace be with you’ (vs. 36). Disciples were terrified and frightened. He asked them to look and touch his hands, and feet. He was not a ghost.

He has flesh and bones unlike ghosts, which do not have.

He explained to the apostles his mission, which was prophesied by prophets, and written in the Law of Moses, and Psalms (v.44).

He commissioned the disciples to preach repentance and remission of sins and be his witnesses. He alsopromised to send them the promise of the father (Holy Spirit)

SAQ. What was the nature of the resurrected body of Jesus?

  1. The ascension of Jesus, Luke, 24: 50 – 53

From Jerusalem, Jesus took his disciples to Bethany, a town outside Jerusalem. He lifted his hands and blessed them. As he blessed them, he was lifted up and carried to heaven.

The disciples worshipped him and returned to Jerusalem with great joy. They continued to go to the temple to praise and give thanks to God.

The disciples were now confident about their mission and who Jesus was

 

  1. The importance of the resurrection of Jesus to Christian

Resurrection is the foundation of Christian faith. Christianity is based on the fact that Jesus resurrected and was taken up to heaven. Further to this:

  1. Resurrection proved that Jesus is the Son of God.
  2. Through resurrection, Christians have hope of eternal life
  3. Through resurrections, Christians are assured of a new life in Christ
  4. Sin and death were conquered by resurrection, giving hope of victory to Christians over death and sin.
  5. Resurrection is a fulfillment of the writings of the prophets. It fulfilled Old Testament prophesies by Moses, Elijah, Elisha and others.
  6. It is a proof that there is life after death.
  7. Through resurrection, man was reconciled to God.
  8. Jesus has power over death, over Satan and his Kingdom of darkness
  9. It led to the coming of the Holy Spirit.

 

Revision questions

  1. Give the different names used in reference to the lord’s supper by Christians in different churches
  2. Describe the institution of the lord’s supper

c, State the Christian teaching about the lord’s supper

  1. What is the meaning of the lord’s supper to Christians?
  2. Compare the Passover feast with the practice of the lord’s supper
  3. Describe the prayer on mount olives
  4. Describe the betrayal and arrest of Jesus
  5. State the reasons that made Judas Iscariot to betray Jesus
  6. Describe the trial of Jesus under the following headings:-

the council of Sanhedrin, the trial before Pilate, the trial before Herod and Pilate’s judgement.

  1. Why do you think Pilate agreed to have Jesus crucified?
  2. Identify and explain the lessons that Christians learn from the actions of Pilate during the trial of Jesus
  3. Actions taken by the Jewish leaders to ensure that Jesus was put to death
  4. Explain the crucifixion of Jesus
  5. Describe the death of Jesus
  6. The burial of Jesus
  7. Define the term resurrection
  8. Describe the four witnesses of the risen Christ
  9. Describe Jesus’ appearance to the disciples
  10. Describe the ascension of Jesus
  11. Give five evidences from the bible to show that Jesus rose from the dead
  12. Explain the significance of passion, death and the resurrection of Christ
  13. What is the significance of Jesus resurrection to Christians today
  14. Explain five importance of eulogy of death of the society.

Revision question and answers

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Biology Form 3 Best Notes for all Topics

Biology Notes

Form THREE

 

 

 “It is not what I do for you but what I will teach you to do for and by yourselves that will eventually make you successful beings in the society”

 

 

 

 

 

 

 

 

 

1.0 CLASSIFICATION II

 

  1. a) i) What is meant by the term binomial nomenclature?
  • scientific system of naming organisms using the generic(genus) and specific (species) names

 

  1. ii) State briefly the general principles of classification of living organisms
  • scientific names must be in Latin or should be latinised
  • family names are formed by adding the suffix “idea” to the stem of the genus e.g. the genus Rana become Ranaidea
  • generic names should be a single unique name

 

  1. b) State the main characteristics of the five kingdoms of organisms
    1. Monera
  • e.g. bacteria
  • unicellular (single celled)
  • prokaryotic (genetic material not surrounded by membrane)
  • cell wall without cellulose
  • lack most organelles
  • small in size (microscopic)
  1. Protista(protoctista)
  • single celled(unicellular)
  • eukaryotic (most cell organelles present)
  • when cell walls are present have no cellulose
  • e.g. protozoa and algae
  • usually microscopic
  • Fungi
  • have hyphae (which form mycelia)
  • absence of chlorophyll
  • have rhizoids (lack roots, leaves, stem)
  • have spore forming structures (sporangia)
  • e.g. mucor, rhizopus
  1. Plantae
  • most are green/contain chlorophyll
  • autotrophic/feed by photosynthesis
  • cells have cellulose cell walls
  • respond slowly to stimuli (tropism)
  • lack locomotion (are stationary)
  • indefinite growth (at meristems)
  • lack specialized excretory structures
  1. Animalia
  • cells do not have cell walls
  • most carry out locomotion
  • heterotrophic
  • fast response to stimuli (tactic)
  • have specialized excretory structures
  1. c) Describe the economic importance of:
  1. Fungi
  • some cause decay to our food
  • some cause diseases to humans and animals e.g. ringworms
  • may be used as food e.g. mushrooms, yeast
  • some are used in production of antibiotics e.g. penicillin, chloromycin, streptomycin
  • yeast is used in brewing industry, baking and source of vitamin B
  • many cause diseases to our crops e.g. late blight
  • important in recycling nutrients in soil since they cause decay of organic matter
  • mycorrhizal association in forest development may help in water intake/absorption
  • help in nitrogen fixation

 

Bacteria

  • are useful in the manufacture of antibiotics
  • silage formation,
  • fermentation of cheese, butter, milk yoghurt
  • curing of tea, tobacco and retting flax
  • formation of vitamin B12 and K
  • enzymes such as amylase and invertase
  • hormones such as insulin
  • vinegar, acetic acid, lactic acid, citric acid
  • in septic tanks and modern sewage works make use of bacteria
  • biogas production
  • saprophytic bacteria are used in compost decomposition or cause decay
  • symbiotic bacteria are used in compost decomposition or cause decay
  • symbiotic bacteria in herbivores/ruminants help in digestion
  • some diseases in animals/humans and plants are caused by bacteria
  • many bacteria cause food spoilage/decay
  • nitrifying and nitrogen fixing bacteria increase soil fertility/make nitrates available
  • denitrifying bacteria reduce soil fertility/convert nitrates into nitrogen/reduce nitrates

 

  1. d) State the main characteristics of the following division of kingdom plantae

 

  1. Bryophyte
  • e.g. mosses and liverworts
  • presence of rhizoids
  • lack of vascular tissues (lack phloem and xylem)
  • body parts not differentiated into root, stem, leaves
  • capsule or seta
  • gametophyte generation dominant.

 

 

  1. Pteridophyta
  • e.g. ferns
  • has true roots, stems and leaves
  • fond with sori on under-surface
  • vascular tissues present
  • sporophyte generation is dominant

 

  • Spermatophyte
  • photosynthetic
  • well differentiated into roots, stems and leaves
  • well developed vascular system
  • seed bearing plants

 

  1. e) Name sub-divisions of spermatophyte and state the characteristics of each class
  2. Gymnospermae (cornifers)
  • naked seeds (exposed
  • are all woody trees
  • reproduce by means of cones
  • show xerophytic characteristics
  • xylem have tracheids but lack vessels
  • phloem lacks companion cells
  • single fertilization
  • pollen lands directly on ovules

 

  1. Angiospermae (flowering plants)

 

  • reproduce by flowers
  • seeds enclosed (in fruits)
  • flowers bisexual hence double fertilization
  • herbaceous
  • pollen grains land on stigma of pistil
  • xylem contains vessels
  • phloem contains companion cells
  • ovules contained in ovary
  • Name the classes and state characteristics of angiospermae

Dicotyledonae

 

  • two seed leaves
  • network venation of leaves
  • regularly arranged vascular bundles
  • tap root system
  • broad leaves
  • secondary growth occurs

 

Monocotyledonae

  • one seed leaf
  • parallel venation of leaves
  • irregularly arranged vascular bundles
  • fibrous root system
  • narrow leaves
  • sheath like leaf stalk (petiole)
  • no secondary growth

 

  1. iv) State the importance of plants
  • balancing carbon IV oxide and oxygen in the atmosphere during photosynthesis and respiration
  • influence water cycle
  • reduce soil erosion by bind soil particles together
  • useful products e.g. food, medicine, timber, paper and clothing
  • habitat ( e.g. forests and grassland) for animals which may also be tourist attraction
  • earn money from sales of products
  • aesthetic value/beauty e.g. flowers, shade/shelter, live fences, windbreaks
  • Some are harmful e.g. poisons, weeds, injurious (stinging nettles, thorns), water hyacinth.

 

  1. f) i) Give the general characteristics of phylum arthropoda
  • jointed appendages
  • presence of exoskeleton
  • triploblastic and coelomate
  • segmented body
  • bilateral symmetry (similar halves)
  1. State the characteristics of the following classes of arthropoda

 

Diplopoda

  • the millipedes
  • two pairs of legs per segment
  • many segments
  • terrestrial habitat
  • body cylindrical and long
  • herbivorous
  • one pair of antennae

 

Chilopoda

  • the centipedes
  • one pair of legs per segment
  • many segments
  • terrestrial habitat
  • body long and ventro-dorsally flattened
  • carnivorous
  • last pair of legs pointing backwards with poison claws called maxillipedes
  • one pair of antennae

 

Insecta

  • three body parts i.e. head thorax, abdomen
  • six legs/three pairs of legs
  • a pair of compound eyes
  • presence of wings
  • a pair of antennae

 

Crustacean

  • two body parts
  • segmented body
  • have pincers (modified legs) to catch prey
  • have hard exoskeleton
  • a pair of compound eyes

 

Arachnida

  • body divided into two parts( abdomen and cephalothorax)
  • simple eyes
  • eight legs (four pairs of legs)

 

iii) State the economic importance of insects

 

Beneficial effects

  • food supply
  • important in food chains
  • pollinators
  • biological control of pests and other organisms
  • aesthetic value
  • contribute to decomposition e.g. litter feeders like beetles

 

Harmful effects

  • pests
  • vectors
  • dirt and disease carriers
  • injurious e.g. stings and bites

 

  1. g) i) State the general characteristics of chordate
  • notochord
  • dorsal slits (pharyngeal cleft during development)
  • bilateral symmetry
  • triploblastic (three layer body-ectoderm, mesoderm and endoderm)
  • clear cut head formation
  • multilayered epidermis
  • post anal tail
  • closed circulatory system
  • segmented muscle blocks(myotomes)
  • single pair of gonads

 

Give the characteristics of the following classes of chordate

 

Pisces

  • presence of fins for locomotion
  • two chambered heart
  • presence of overlapping scales
  • presence of gills or operculum for gaseous exchange
  • presence of lateral line for protection
  • streamlined body
  • poikilothermic (body temperature varies with that of environment)

 

Amphibian

  • partially live in fresh water and partially on land
  • poikilothermic
  • pentadactylous with two pairs of limbs
  • webbed feet for locomotion in water
  • body streamlined
  • heart is three chambered
  • moist skin for gaseous exchange

 

Reptilia

  • scales on body
  • poikilothermic
  • homodont teeth except tortoise and turtle
  • all have limbs except snakes
  • skin is dry
  • oviparous (lay eggs)
  • no pinna (external ear)
  • three chambered heart 9crocodile has four chambers)
  • skin not glandular
  • no mammary glands

Aves

  • the birds
  • homoeothermic (constant body temperature)
  • four chambered heart
  • streamlined body for locomotion in air
  • skin dry and covered by feathers
  • scales on legs
  • hollow bones
  • oviparous (lay eggs)
  • mouths modified into beaks

Mammalian

  • hair on the body
  • homoeothermic
  • viviparous (give birth to live young) except a few
  • have mammary glands
  • glandular skin e.g. sweat glands, sebaceous glands
  • four chambered heart
  • pinna (external ear)
  • two pairs of pentadactyl limbs
  • presence of diaphragm
  • have salivary glands

 

  1. i) What is a dichotomous key?

 

  • A biological device (tool) which enables one to identify an organism by progressively opting between two alternative observable characteristics

 

  1. State the necessity of using a dichotomous key

 

  • used to identify organisms quickly and accurately
  • by following the statements in the key we are able to identify each organism on the basis of a characteristic which is not to be found in other specimens

 

  1. List the rules followed in constructing a dichotomous key

 

  • use observable characteristics only
  • start with major characteristics, placing organisms into two groups at each stage
  • use a single characteristics at a time
  • use contrasting characteristics at each stage e.g 1(a) short, 1(b) tall
  • avoid repeating the same characteristics

 

  1. iv) Describe the procedure of using a dichotomous key. Make a list of major features of the characteristics to be identified

 

  • look at the features of similarities
  • look at the features of differences between the organisms
  • we can then be able to identify the organisms by distinguishing one from another
  • the key uses a method of elimination by following statements that are correct only for the organism

 

 

iv You are provided with a specimen kale leaf. Use the dichotomous key below to identify the taxonomic group to which the specimen belongs. Show the steps (number and letter) in the key that you followed to arrive at the identify of the specimen

 

1  a) leaf broad                                                go to 2

  1. b) leaf narrow Araicaria

 

2  a)  leaf parallel veined                                Cynodon

  1. b) leaf net-veined                                       go to 3

 

3 a) leaf with one lobe (simple)                      go to 4

  1. b) leaf with many lobes (compound)          Grevellea

 

4 a)  leaf fleshy                                               Kalanchoa

  1. b) leaf not fleshy go to 5

 

5  a)  leaf petiole modified to form sheath     go to 6

  1. b) leaf petiole not modified to form sheath Brassica

 

6 a)  leaf purple                                               Tradescantia

  1. b) leaf green Commelina

 

steps – 1a, 2b, 3a, 4b, 5b

Identify – Brassica

 

  1. v) You have been provided with four animals labeled K (mature adult housefly), L (mature adult grasshopper, M(maize flour beetle) and N(worker termite) use the dichotomous key below to identify the specimens. Write down in the correct order, the steps (number and letter) in the key that you followed to arrive at your answer.

 

Dichotomous key

 

1 a)  animal with wings                                              go to 2

  1. b) animal without wings go to 7

 

2 a) with two pairs of wings                                       go to 3

  1. b) with one pair of wings Diptera

 

3 a) with membranous wings                                      go to 4

  1. b) hind pair of membranous wings                          go to 6

 

4 a) with long abdomen                                              Odontata

  1. b) medium sized abdomen go to 5

 

5 a) wings with coloured scales                                  Lepidoptera

  1. b) wings without scales                                            hymenoptera

 

6  a) forewings hard and shell-like                              coleopteran

  1. b) forewings hard but not shell-like Orthoptera

 

7  a) body horizontally flattened                                Isoptera

  1. b) body laterally flattened Symphonoptera

Identify the orders o the various specimens as per the table below

 

Specimen Order Steps followed
K-housefly

L- grasshopper

M- beetle

M-termite

Diptera

Orthoptera

Coleoptera

Isoptera

 

1a,2b

1a, 2a, 3b, 6b

1a, 2a, 3b, 6a

1b, 7a

 

 

2.0 ECOLOGY

 

2 a) Define the following ecological terms

 

  1. Ecology
  • study of the interrelationships between organisms and their environment
  1. Environment
  • surrounding of the organism i.e. biotic or a biotic factors
  • Habitat
  • A specific locality (home) of a living organism with a set of factors (conditions) in which an organism lives.
  1. Ecological niche
  • Role of an organism in its habitat e.g. feeding relationship
  1. Population
  • Number (group) of organisms of a species occupying a given habitat
  1. Community
  • Refers to different species of (plants and animals) organisms in a given habitat (area) co-existing or interacting (living) with each other and the environment in which they live
  • Ecosystem
  • A community of organisms interacting with one another and the environment in which they live
  • Biosphere
  • The earth and its atmosphere where living organisms are found
  1. Autecology
  • Study of a single (individual) species of plants or animals within a community, ecosystem, habitat or environment.
  1. Synecology
  • Study of natural communities (plants and animals) or populations interacting within an ecosystem.
  1. Carrying capacity
  • maximum number of organisms an area can support without being depleted
  • Biome
  • geographical area with particular climatic conditions and flora and fauna
  • it constitutes many ecosystems
  • Biomass
  • dry weight (mass) of a living organism in a given area
  • units of measurement are kg/m2/year
  1. b) i) What are abiotic factors?
  • non-living components of the ecosystem
  1. ii) Explain how abiotic factors affect living organisms

Wind

  • this influences rate of water evaporation from organisms
  • therefore it affects distribution of organisms e.g. wind increases rate of transpiration and evaporation of water from the soil
  • wind is an agent of soil erosion, may break and uproot trees
  • may aid in the formation of sand dunes which can form habitats for some desert plants
  • wind disperses fruits, seeds, spores
  • wind forms waves in lakes and oceans which enhances aeration of water which replenishes oxygen concentration necessary for life
  • wind is an agent of pollination

Temperature

  • influences rate of enzyme action in photosynthesis and other metabolic reactions in plants and animals
  • organisms function within a narrow range of temperature
  • it affects distribution of organisms
  • changes in temperature affect rate of photosynthesis and biochemical reactions e.g. metabolism and enzyme reaction
  • temperature increases rate of transpiration

Light

  • needed by green plants and photosynthetic bacteria which are primary producers
  • animals depend on plants directly or indirectly for food
  • main source of light is the sun
  • light is necessary for synthesis of vitamin D in certain animals
  • some plants need light for flowering
  • seeds like lettuce need light for germination

Humidity

  • amount of water vapour held by the air
  • affects the rate at which water is lost from organisms body by evaporation and stomatal transpiration
  • when humidity is low the rate of transpiration increases
  • humidity influences distribution of organisms

PH

  • each plant requires a specific PH in which to grow (acidic, neutral or alkalinic)
  • pH affects enzyme reaction in metabolism

Salinity

  • some ions are needed for plant and animal nutrition
  • osmoregulation implants and animals is affected by salinity

Topography

  • altitude affects light, atmospheric pressure and light
  • Slope influences surface runoff, wind erosion, etc.
  • mountains affect distribution of organisms which differs in leeward side and windward side
  • mountains affect distribution of organisms which differ on lowlands and on highlands
  • mountains also form physical barriers to migration of organism and may cause isolation of species
  • background may offer camouflage to some organisms hence protection from enemies

Rainfall (water) or precipitation

  • amount and distribution of rainfall affect vegetation type
  • this consequently affects distribution of animals e.g. polar region water frozen hence only well adapted organisms survive
  • fewer organisms found in deserts where rainfall is less
  • Water is required for seed germination, raw material for photosynthesis, solvent for mineral salts. Provides turgidity for plant support, medium for transport, disperses fruits, seeds and spores

Pressure

  • the weight atmosphere exerts upon the earth
  • varies with altitude 9the higher the altitude the less the pressure
  • this variation implies change in density which directly means less oxygen for respiration and less carbon iv oxide for photosynthesis and this affects distribution of organisms

Mineral salts (trace elements)

  • these affect distribution of plants in the soil
  • plants thrive best where elements are available
  • Plants living in soil deficient in a particular element must have special methods of obtaining it.
  • They harbor nitrogen fixing bacteria and others have carnivorous habit
  • Plant distribution influences animal distribution
  1. c) i) What are biotic factors?
  • refers to living organisms in an area
  • biotic environment of an organism constitutes all organisms around it, which it relates or interacts with in various ways
  1. ii) Give examples of biotic factors affecting ecosystems
  • feeding relationships
  • predation
  • competition
  • diseases and pests
  • human activities
  1. d) Discuss how the various biotic factors affect living organisms
  1. Competition
  • organisms compete with one another for food, light, water, mates and shelter
  • organisms must live together for competition for available resources
  • those which cannot cope either structurally or behaviorally will migrate or die
  • those remaining, due to better adaptations will increase in population
  • competition between members of the same species is called intra-specific competition e.g. for mates
  • Competition between members of different species is inter specific competition e.g. for food and space.
  1. Predation
  • this is predator-prey relationship
  • predator feeds on prey hence both control the other’s population
  • Distribution of predator and prey is important as predator cannot survive without prey
  • It there is no predator the prey will increase in population beyond carrying capacity hence die due to environment depletion
  • Parasitism
  • an association where an organism lives in or on another living organism obtaining food(and other benefits) from it, causing harm to it (without necessary killing it)
  • parasites may kill host
  • they deprive host of food
  • make host weak by introducing diseases
  • make reproductive ability of host low hence host becomes susceptible to predation
  1. Diseases and parasites
  • make organisms weak and susceptible to predation
  • kill organisms and reduce their population
  1. Symbiotic

 

  • and association of organisms of different species where both benefit from the association i.e. there is mutual benefit
  1. Human activities
  • these are human factors which have an influence on the biosphere
  • examples are road construction, industrialization, deforestation, agriculture, pollution, poaching, fishing conservation, population control
  • affect ecosystem and balance of nature

 

Saprophytism

  • saprophytes are organisms which obtain organic matter in solution from dead and decaying tissues of plants and animals
  • they include saprophytic bacteria and fungi
  • they make available carbon, nitrogen and other elements form dead to living organisms
  • they are useful in recycling nutrients in nature

 

e)i) What is nitrogen cycle?

  • The process by which nitrogen in the air is made available plants and animals and eventually returns to the air.

 

  1. ii) Draw a simplified diagram representing the nitrogen cycle

 

 

 

 

iii) Describe the nitrogen cycle

  • during thunderstorms/lightning nitrogen gas combines with oxygen to form nitrogen oxides
  • nitrogen oxides dissolve in water to form nitric acid
  • acid is deposited in the soil by rain
  • nitric acid combines with chemical substances to form nitrates or nitric acid dissociates to form nitrates which are absorbed by plants
  • symbiotic bacteria (Rhizobium) which are found in root nodules of leguminous plants fix free nitrogen to nitrates
  • free living bacteria (clostridium and Azotobacter) fix nitrogen to nitrates
  • nostoc algae (Anabaema chlorella) fix nitrogen to nitrates
  • plants use nitrates to form plant proteins
  • animals feed on plants and convert plant proteins into animal proteins
  • plants and animals die and are decomposed by putrefying bacteria, fungi(saprophytes)
  • decomposing plants, animals and nitrogenous wastes release ammonia which is converted to nitrites by Nitrosomonas and nitrococcus bacteria

 

  • nitrites are converted to nitrates by nitrobacter bacteria
  • nitrates in the soil can be converted to free nitrogen (denitrification) by some fungi, pseudomonas and theobaccilus bacteria generally called denitrifying bacteria

 

  • Nitrogen in the atmosphere cannot be directly utilized by plants. State two ways by which this nitrogen is made available for plant use

 

  • fixation by microorganisms (Rhixobium, Axotobacter)
  • fixation by electrical discharge in atmosphere i.e. conversion by thunderstorm or lightning

 

  1. f) i) Describe how energy flows from the sun through the various trophic levels in an ecosystem

 

  • energy from the sun is trapped by green plants during photosynthesis, producing chemical energy9food or carbohydrates
  • green plants are producers and occupy the first trophic level
  • green plants are eaten by herbivores called primary producers as they occupy the second trophic level
  • herbivores are eaten by carnivores, secondary consumers, which occupy the third trophic level
  • when organisms 9plant and animals) die, fungi and bacteria which are saprophytic organisms feed on them thus causing them to decompose into simple substances e.g. mineral salts
  • these organisms are called decomposers and detrivores
  • decomposer feed on dead organic matter hence cause decomposition and decay which releases nutrients for plants, linking biotic and a biotic components
  • at all levels energy is lost through respiration

Give the reasons for loss of energy from one trophic level to another in a food chain

 

  • insufficient utilization of food resources(wastage) e.g by defalcation
  • through respiration
  • through excretion e.g. urination and sweating

Why are green plants referred to as primary producers in an ecosystem?

 

– They utilize the energy from the sun to manufacture food for themselves and for subsequent trophic level (consumers) and other organisms

 

  1. vi. Explain the following terms giving suitable examples

Food chain

  • a nutritional sequence between producers and consumers through which energy flows in a  straight line i.e. linear representation of feeding relationship between different organisms in an ecosystem
  • if one consumer or the producer is removed the food chain is broken
  • arrow points to the direction of energy flow e.g. green plant   herbivore   carnivore  decomposer

 

 

Food web

  • complex feeding relationship where a consumer feeds on more than one type of food while several herbivores feed on one type of plant
  • it is an interrelationship of many food chains
  • consumers are usually fewer than producers to ensure survival of both

 

 

Pyramid of numbers

 

 

 

 

 

 

  • this is a diagrammatic representation of numbers of organisms at each trophic level in a food chain
  • usually there are more producers than consumers
  • hence producers     herbivores    carnivore
  • the reason for the pyramid is because herbivores feed on many plants (producers) as carnivores feed on many herbivores
  • sometimes this may not be true e.g. when many caterpillars feed on one tree or parasites on a herbivore
  • this gives an inverted pyramid of numbers

Pyramid of biomass

 

 

 

 

 

 

  • refers to diagrammatic representation total dry weight of organisms at different trophic levels in a food chain
  • producers have greater biomass than any level of consumers progressively
  • size of organisms in successive e trophic levels increases
  • amount of individuals decreases in successive levels

Account for the decrease of biomass in the successive trophic levels

  • fixed energy which supports living matter decreases at each successive trophic level since energy is lost by respiration and indigested (unconverted) materials hence less biomass supported at each level

 

  1. h) i) Describe the three characteristics of a population growth
  • increase in numbers
  • decrease in numbers/growth rate
  • change in numbers

 

Dispersion

  • spread or distribution of organisms in a habitat

 

Density

  • the number of individuals per unit area

 

  1. ii) Explain how the following methods are used to estimate population of organisms

quadrat method

  • identify the study area
  • throw or mark out the quadrat in the area of study at random
  • identify or label the various species of plants in the quadrat
  • count plants of each species
  • record the numbers
  • repeat the process
  • work out the average per quadrat for each species
  • calculate the total number of different species in the area or calculate the population for the total area of habitat

 

Line transect

  • a string is stretched along an identified area
  • all plants touching the string are counted

 

Belt transect

  • preliminary study of the study area to estimate size or make a sketch  map
  • two parallel lines (strings or ropes) running for a determined distance and width
  • count the number of organisms in the transect
  • calculate the area covered by the transect
  • calculate the number of organisms being investigated per unit area
  • repeat this process at least three times in other parts of the study area
  • find the mean number of organisms per unit area from all the belt transects
  • from this figure calculate the total population of the desired organisms in the study area.

 

Capture-recapture method

  • e.g. grasshoppers or fish
  • capture the grasshoppers
  • count and mark using permanent ink
  • record
  • release and allow time
  • recapture and count the marked and unmarked
  • total population is equal to the number of marked and unmarked grasshoppers in the second sample multiplied by the number of marked grasshoppers in the first sample divided by number of grasshoppers marked in the second sample that were recaptured

 

  1. a) Describe the adaptations of plants to various habitats

 

  1. Xerophytes
  • grow in areas with scarcity of water
  • roots grow deeply and extensively (widely spread) to ensure access to water
  • thick succulent stems, roots and leaves for water storage
  • photosynthetic stems take place of leaves which would lose a lot of water
  • Leaves are needle-like (reduced to spines), scaly, have sunken stomata. Some have curled (rolled) leaves. Some have thick waxy cuticle, reduced number  of stomata to reduce water loss by transpiration
  • some shed leaves during dry season to reduce water loss
  • presence of thorns for protection
  • short life cycle to ensure survival
  • reversed stomatal rhythm

 

  1. Hyrophytes
  • grow in places with plenty of water(waterlogged)
  • aerenchyma a tissue (airspaces) and large intercellular spaces and long fibrous roots for buoyancy (floating in water)
  • poorly developed support tissues (sclerenchyma) because water provides the necessary support
  • upper epidermis of leaves have more stomata than lower epidermis for gaseous exchange or for increased rate of transpiration
  • poorly developed conducting tissues (xylem and phloem) because plants obtain water by diffusion

 

  • Mesophytes
  • grow in well watered soils (common plants)
  • no special adaptations, but depending on particular habitat, may have some adaptations
  • in forests they grow fast, tall to capture light. Have climbers while some are adapted to carry out photosynthesis in low light intensities (those that form undergrowth)
  • in places with adequate water they form broad leaves, thin cuticle and many stomata on both leaf surfaces
  • in direr regions they possess more stomata on the lower leaf surface and are deep rooted
  • some are shallow rooted and develop buttress and prop roots for support
  • some have waxy or glossy surface to reflect sun rays and drip off rain water

 

 

  1. Halophytes
  • plants that grow in very salty soil where the salt concentration is higher than that in the plant
  • have root cells which concentrate a lot of salts in them and enable then to take in water by osmosis
  • succulent roots to store water
  • have pneumatophores (breathing roots) to take in oxygen
  • some have buttress roots for support
  • secrete excess salt by use of salt glands
  • have large airspaces in leaves and stems for buoyancy and to store air
  • capable of photosynthesis at low light intensities
  • e.g. mangrove

 

  1. b) i) What is pollution?
  • any process which leads to adverse or harmful changes in the environment

 

  1. ii) Explain the various human activities that have caused pollution

Causes and effects of air pollution

 

  • sulphur iv oxide, hydrogen sulphide, chlorine, oxides of nitrogen produced by industries, sewage, decomposing organic matter and fumes affect gaseous exchange, makes acid rain and damage plant leaves
  • aerosols, herbicides, insecticides (agrochemicals), paint spays, acaricides and CFC’s sprayed to control diseases, pests and weeds affect respiratory organs of animals. The chemicals are residual and persistent (not easily broken down) and bring depletion of the ozone layer
  • smoke and fumes produced in areas with heavy industries, motor vehicles, fires which burn fuel, oil, wood and coal cause carbon ii oxide, poisoning affect respiratory systems and affect visibility
  • particles in smoke and fumes settle on leaves and stop photosynthesis
  • carbon iv oxide causes green house effect which causes temperature inversion as a result of heating the lower layers of atmosphere
  • sound and noise produced incessantly by machines, aeroplanes and heavy vehicles affect hearing in animals
  • dust from cement factories, quarries, dust roads settles on leaves limiting photosynthesis
  • removal of vegetation interferes with carbon cycle
  • radio-active emissions from nuclear reactors, mines and bombs cause cancer, mutations and death.

 

Control of air pollution

  • use of lead free petrol in motor vehicles, air craft, aeroplanes and petroleum engines
  • uses of smokeless fuels and electricity
  • filtration, dissolution and use of chemicals to remove harmful gases
  • factories should be erected far away from residential areas
  • use of tall chimneys
  • reduce volume or intensity of sound e.g. by use of ear muffs
  • concords should  fly at higher altitudes and aeroplanes to fly high up

 

State the causes, effects and methods of controlling and  prop roots for support water pollution

Causes and effects

 

  • agrochemicals e.g. fertilizers cause eutrophication leading to increase in animal population
  • Silting makes water surfaces shallow and silt clogs stomata and gills of fish reducing rates of photosynthesis and gaseous exchange. It also leads to reduction of algae which causes reduction of consumers i.e. animal population
  • industrial and domestic wastes contain toxic materials which kill producers and other organism while oily substances in wastes may clog gills of fish and may change pH of water oxygen solubility is also reduced by oily surfaces
  • Untreated sewage and effluents where decomposition or organic matter in sewage reduces oxygen supply and sewage provides food for bacteria increasing their population and demand for oxygen thus depriving fish of oxygen.
  • Human feaces causes eutrophication, carbon IV oxide produced by decomposition of faecal matter changes pH of water interferes with photosynthesis and may clog fish gills or block light penetration which interferes with producers thereby decreasing productivity.
  • Dumping of chemicals from industries with toxic pollutants which kill organisms
  • Spillage of oil and chemicals block oxygen and kill organisms
  • Discharge of water from industries into water body where high temperatures reduce amount of oxygen in the water causing organism to suffocate and die
  • Untreated sewage may lead to outbreak of epidemics

 

Control of water pollution

-pollution caused by domestic effluents may be controlled by treating domestic waste, using biotechnology, banning the use of phosphate-based detergents, using plastic pipes instead of those made from lead, recycling gabbage, using biodegradable detergents.

Pollution caused by industrial waste may be controlled by treating/cooling industrial waste, carrying out environmental impact assessment before establishing industries

Oil spillage may be controlled by cleaning spilled oil biotechnology and penalizing the industry individual or companies which cause oil spills/water pollution

Pollution caused by agrochemicals may be controlled by using mechanical control of weeds, biological control of weeds and pests, biodegradable organic fertilizer herbicides, insecticides pesticides, organic farming educate farmers on the use of correct amount of agrochemicals

  • silting may be controlled by appropriate farming practices, contour farming, reafforestation, building gabions and terracing

 

  1. iv) State the causes /effects and control methods of soil pollution

Causes and effects

 

  • Air pollutants e.g. sulphur IV oxide fumes form sulphuric acid with rain water. The acid rain alters soil pH therefore affecting plants that cannot tolerate acidic soil
  • most aerosols sprayed to control pests and diseases precipitate in the soil and are taken up by plants which make its concentration many times higher, increasing the toxicity in the plants which absorb them
  • petroleum products due to spillage by oil tankers making it impossible for plant roots to obtain oxygen in oil saturated soils, therefore plants are killed
  • agrochemicals and inorganic fertilizers contain heavy metals that are not used up by plants and eventually soil microorganisms cannot inhabit the soils
  • organic matter slows down, life ceases and soil becomes exhausted
  • community, household wastes and industrial wastes disposal is a major problem in big towns and cities. commodities packaged in metal tins, rubber, plastic containers, scrap metal, glass bottles, different types of paper are nuisance to the environment, rendering it useless for agricultural purposes

 

Control of soil pollution

  • use of organic farming techniques
  • biological control of pests, diseases, parasites
  • recycling of non-degradable containers or burying them safely after use
  • controlled burning of garbage
  • treatment of human and industrial waste for safe disposal
  • avoid spilling chemicals and oil when used

 

  1. v) Define biological control give suitable examples
  • using a living organism to regulate, control or reduce the population of another organism e.g beetles to feed on water hyacinth, fish to feed on mosquito larvae.
  1. vi) What is eutrophication?
  • enrichment of water bodies with nutrients due to discharge of sewage leading to rapid growth of surface plants
  1. What are the effects of eutrophication?
  • enrichment of water bodies with nutrients due to discharge of sewage leading to rapid growth of surface plants

vii) What are the effects of eutrophication?

– The plants block light from reaching plants underneath hence no photosynthesis

The plants die and decompose leading to lack of oxygen hence animals also die

  1. c) Describe the symptoms, mode of transmission and control of cholera, typhoid malaria and amoebic dysentery in humans
Disease Causative agent Transmission Symptoms Control
Cholera Vibrio cholerae(bacterium) Contaminated food or water

Spread by flies form faeces

Intestinal pain

Diarrhea

Vomiting

Dehydration

Proper hygiene e.g. boiling drinking water

Vaccination

Typhoid Salmonella typhi (bacterium)
  • contaminated food or water
  • spread by flies from faeces
  • fever
  • rashes
  • diarrhea + blood from bowels
  • proper sanitation
  • vaccination
Malaria Plasmodium (protozoa) – bite by infected female anopheles mosquito – fever

Joint pains

Vomiting

Headache

Anaemia

  • killing mosquito
  • killing the mosquito larvae
  • draining stagnant water
  • clearing bushes
  • treatment
  • sleep under mosquito net
Amoebic dysentery (amoebiasis) Entamoeba hystolytica (bacterium) – contaminated food or water due to improper disposal of faeces – intestinal pain

Diarrhea

Vomiting

Dehydration

  • sanitation
  • personal hygiene
  • cook food well
  • treatment using drugs

 

 

  1. d) Discuss Ascaris lumbricoides under the following sub-headings

 

  1. Mode of transmission
  • through ingestion of contaminated food
  • live in intestines
  1. Effects of parasite on the host
  • inflammation of lungs
  • pneumonia
  • produce toxic substances
  • intestinal obstruction
  • Adaptations
  • thick cuticle which protects it against digestion
  • lays many eggs to ensure survival
  • mouthparts for sucking partly digested food
  • lack of elaborate alimentary canal
  • tolerant to low oxygen concentration
  • two hosts to ensure survival
  • eggs have protective cover to ensure survival in adverse environments
  1. Control and prevention
  • proper sanitation
  • wash hand after defaecation and before eating

 

  1. e) Discuss schistosoma under the following sub-headings
  2. Mode of transmission
  • through contaminated water in swamps, etc
  1. Effects on host
  • bleeding in lungs
  • blood stained urine
  • unthriftiness

 

  • Adaptations
  • has two hosts to increase chances of survival
  • eggs have a hook like structure which raptures the walls of intestine or bladder
  • lay large number of eggs to ensure survival
  • larvae have a sucker for attachment on human skin which it digests
  • larva has a tail which it swims with in search of host in water
  • prolonged association between male and female to ensure that fertilization takes place
  • adults can tolerate low oxygen concentration (in the animal tissues)
  • adult worm secretes chemicals against antibodies
  • larvae and eggs (have glands that) secrete lytic enzymes to soften the tissues that ease penetration
  • larvae are encysted so as to survive adverse conditions

 

  1. iv) Control and prevention
  • proper use of toilet facilities
  • boiling water before use
  • avoid bathing/washing in infected water
  • Use of molluscicides (chemicals that kill snails/biological control/clearing water weeds on which snails feed.
  • Drainage of stagnant water
  • Wearing gum/rubber boots

 

3.0 REPRODUCTION IN PLANTS AND ANIMALS

 

  1. a) i) What is reproduction?
  • process by which living organisms give rise to new members of their own species which resemble the parents

 

  1. ii) Why is reproduction important?
  • for continuity of species/ to ensure survival of species
  • maintaining life of species
  • replace dead individuals

 

iii) Name the types of reproduction

  • sexual which involves fusion of male and female gametes
  • asexual in which no gametes are involved  but parts of a mature organism develops into new individuals

 

  1. b) i) What is cell division?
  • process by which cells are formed from pre-existing cells
  1. ii) What are chromosomes?
  • Threadlike structures found in nucleus of a cell.
  • The units called genes
  • Genes are factors that cause inheritance or determine characteristics of offspring

 

  1. c) i) What is mitosis?
  • A type of cell division that occurs during growth leading to increase in number of cells
  • all cells maintain the same chromosome constitution i.e. the diploid state
  1. ii) Describe the five stages of mitosis

Interphase

  • replication of organelles
  • duplication of DNA
  • production of energy (ATP) for cell division

 

Prophase

  • stage of dehydration
  • chromosomes shorten and thicken
  • chromosome replicates into two chromatids
  • chromatids joined at centromere
  • formation of spindle fibers

 

Metaphase

  • chromosomes move to equator (early metaphase)
  • chromosomes line up at the equator
  • homologous chromosomes do not associate

 

 

 

 

 

 

 

 

 

Anaphase

  • chromatids separate
  • move to opposite ends (poles) of the cell

 

 

 

Telophase

  • chromatids reach the poles
  • formation of two daughter cells occurs i.e. cytoplasmic division

 

 

 

 

 

  1. ii) State the significance of mitosis
  • ensures each daughter cell has same number and kinds of chromosomes as daughter cells
  • gives rise to new cells (responsible for growth)

 

  1. d) i) What is meiosis?
  • division of diploid cells to form gametes which are haploid

 

  1. ii) State the significance of meiosis
  • gives rise to gametes
  • source of variation

 

iii) Give a summary of the stages of meiosis

First meiotic division

 

Interphase

  • cell is in non-dividing condition
  • chromosomes appear threadlike

 

 

 

Prophase I

  • chromatic material shorten and thicken
  • double stranded chromosomes appear (bivalent)
  • double stranded chromosomes pair and twist round each other (synapsis)
  • point of contact of chromosomes is called chiasma

 

 

 

 

Metaphase I

  • paired homologous chromosomes line up at the equator

 

 

Anaphase I

  • paired homologous chromosomes move to the poles

 

Telophase I

  • paired homologous chromosomes reach the poles
  • two new nuclei are formed

 

 

 

Second meiotic division

Prophase II

 

  • chromosomes shorten, thicken and become visible,
  • stage of dehydration

 

 

 

 

 

Metaphase II

  • movement of chromosomes to equator

 

 

 

 

 

Anaphase II

-chromatids of each chromosome separate to the poles

 

 

 

 

 

Telophase II

  • reach the poles
  • four haploid daughter cells are formed

 

 

 

 

  1. iv) Give the similarities between mitosis and meiosis
  • both take part in cells
  • both involve division (cell multiplication)

 

  1. v) What are the differences between mitosis and meiosis?
Mitosis Meiosis
  • maintenance of chromosome number (diploid)
  • takes place in somatic cells/growth
  • no crossing over/no variations
  • results into 2 daughter cells
  • no pairing/no synapsis/no bivalent formed
  • a one division process of four stages
  • reduction/halving of chromosomes (haploid
  • occurs in reproductive cells/gonads/produces gametes
  • crossing over takes place/variation occurs
  • results into 4 daughter cells
  • there is paring/synapsis/bivalent
  • a two division process of four stages each

 

 

  1. d) i) What is asexual reproduction
  • formation of new individuals as a result of the fusion of two gametes
  • fusion is called fertilization

 

  1. ii) What is the significance of sexual reproduction in living organisms?
  • leads to genetic variation e.g. cross breeding which gives rise to hybrids

 

iii) State the advantages of sexual reproduction

  • genetic variation
  • greater adaptability to environment by offspring
  • few bad or good traits inherited/retained
  • greater amount of dispersal is possible
  • may result in stronger offspring

 

  1. iv) Give the disadvantages of sexual reproduction
  • less certainty in egg and sperm meeting
  • low rate of survival
  • sex-linked diseases easily transmitted
  1. e) i) What is asexual reproduction?
  • formation of new organisms without fusion of gametes
  • occurs with only one parent
  • parts of organism develop into new individual
  1. ii) State the advantages of asexual reproduction
  • retention of useful  characteristics/genes/traits
  • offspring establish faster/shorter life cycle
  • better chances of survival because of suitable environment

iii) Give the disadvantages of asexual reproduction

  • lack of genetic variation
  • lowered resistance to disease
  • loss of hybrid vigor
  • competition for resources due to overcrowding
  1. iv) Explain how reproduction occurs by the following methods of asexual reproduction

Sporulation

  • formation of spores
  • spores are small haploid cells produced by plants
  • spores give rise to new haploid organisms
  • includes moulds, ferns, bryophytes, pteridophytes

 

Budding

  • where an outgrowth arises from a parent and drops off to develop into a new organisms
  • hereditary material in the daughter cell and parent are exactly the same
  • occurs in organisms such as hydra, jelly fish, sea anemones, yeast and some fungi

 

Binary fission

  • a cell splits into two new cells of equal size
  • each daughter cell grows into anew organism
  • Occurs in organisms such as amoeba, euglena, paramecium, some fungi and bacteria.

 

  1. f) i) What is a flower?
  • this is the reproductive structure which bears the reproductive parts of a plant
  • it produces seeds and fruits

 

  1. ii) Draw a longitudinal section of a labeled diagram of a flower

 

 

 

 

 

 

 

iii) Give the functions of the parts of a flower

 

Receptacle

  • expanded end of stalk which bears floral parts

 

Calyx

  • consists of sepals
  • usually green
  • protect flower in bud

 

Corolla

  • consist of petals
  • often colored or scented to attract insects

 

Androecium

  • male part of flower
  • consist of stamens
  • each stamen consists of an anther containing pollen sacs
  • anther produces pollen grains which contain male gametes

 

Gynaecium

  • female part of flower
  • consists of one or more carpels
  • each carpel contains one or more ovules in an ovary
  • style bearing a stigma extends from ovary
  • ovary contains female gametes which when fertilized become seeds

 

  1. iv) What is inflorescence?
  • a group of flowers borne on the same branch (main stalk)

 

  1. v) Explain the meaning of the following terms which describe flowers

 

Hermaphrodite

  • one with both stamen and carpel
  • most flowers are hermaphrodite/bisexual

 

Unisexual

  • have only one of carpel or stamen i.e. either male or female

 

Carpelate

  • also called pistilate
  • contains only carpels hence a female flower

 

Staminate

  • also called male flower
  • contains only stamens

 

Dioecious plants

  • have pistilate and staminate flowers on different plants e.g. pawpaw

 

Monoecius plants

  • have pistilate and staminate on one plant
  • however, pistilate and staminate occur at different plants e.g. maize

 

 

Complete flower

  • Has all four parts i.e. Calyx, corolla, androecium and gynoecium

 

Incomplete flower

  • does not have all four parts
  • at least one is missing

 

  1. vi) Explain the meaning of the following types of ovary

Superior

  • ovary occurs above other floral parts on the receptacle

 

Inferior (epigynous)

  • other floral parts arise above ovary on the receptacle

 

  1. g) i) What is pollination?
  • transfer of pollen grains from anther of a stamen to stigma of a flower

 

  1. ii) Explain the types of pollination
  • self pollination takes place when mature pollen grains of a flower fall on the stigma of the same flower
  • cross pollination takes place when pollen grains of a flower fall on the stigma of another flower of the same species

 

iii) State the advantages of pollination

  • healthy offspring
  • leads to variation
  • greater chances of dispersal

 

  1. iv) List the agents of pollination
  • wind
  • water
  • insects

 

  1. v) How are flowers adapted to wind and insect pollination?

Insect pollinated flowers (entomophilus)

  • are scented to attract insects
  • have stick stigma for pollen grains to stick on
  • are brightly coloured to attract insects
  • presence of nectar to attract insects
  • have nectar guides to guide insects to the nectarines
  • have nectarines to secrete nectar
  • stigma/ anthers located inside the flower/tubal/funnel shaped corolla to increase chances of contact by insects
  • sticky/spiny/spiky pollen grains which stick on the body of insects and on stigma
  • large/conspicuous flowers easily seen by/attract insects
  • anthers firmly attached to the filament for insects to brush against them
  • landing platform to ensure contact with anthers and stigma
  • mimicry to attract (male) insects

 

Wind pollinated flower (anemophilus)

  • anthers/stigma hang outside the flower to increase chances of pollination
  • the style/filament is long to expose stigma/anthers
  • stigma is hairy/feathery/branched to increase surface area over which pollen grains land/to trap pollen grains
  • pollen grains are smooth/dry/light/small to be easily carried by wind
  • large amount of pollen grains to increase chances of pollination
  • anthers loosely attached to filaments to enable them to sway to release pollen grains
  • pollen grains may have structures which contain air to increase buoyancy
  • flowers have long stalks holding them out in the wind

 

  1. vi) State the ways in which plants prevent self-pollination
  • protandry(anthers/stamens mature first)
  • protagyny (pistils mature first)
  • monoecism (where male and female parts are on same plant but different parts)
  • dioecism(where male and female parts are on different plants)
  • incompatibility (self sterility)
  • heterostyly (styles at different heights)

 

vii) Give the characteristics that ensure cross pollination takes place in flowering plants

  • presence of special structures that attract agents of pollination
  • protandry/dichogamy
  • protagyny/dichogamy
  • monoecism
  • self sterility
  • heterostyly

 

viii State the advantages of cross pollination

  • hybrid vigour
  • less prone to diseases
  • promotes genetic variation
  • greater evolutionary potential

 

  1. h) i) What is fertilization?

– Fusion of male and female gametes to form a zygote

 

  1. ii) Describe how fertilization takes place in a flower
  • this follows pollination
  • pollen grain is deposited on the stigma
  • pollen grain sticks to the surface of the stigma
  • the surface of the stigma produces a chemical substance which stimulates the pollen grain to produce a pollen tube/to germinate
  • the pollen tube grows through the style tissues on which it feeds until it enters the ovary
  • the generative nucleus divides into two giving two male nuclei
  • embryo sac contains eight nuclei i.e. two synergids, egg cell, two polar nuclei and three antipodal cells
  • the pollen tube enters the embryo sac through the micropyle and one of the male nucleus fuses with the egg cell/ovum to form a zygote
  • the other male nucleus fuses with the two polar nuclei to form the triploid nuclei/endosperm)food storage used by developing embryo)
  • the pollen tube nucleus in the pollen tube disintergrates soon afterwards
  • this process is referred to as double fertilization
  • zygote grows into an embryo containing plumule, radicle and cotyledons

 

 

 

 

 

 

 

 

iii) What is double fertilization?

  • there are two male nuclei entering embryo sac
  • one fuses with the ovum to form a zygote, while the other fuses with the polar nuclei to form a triploid primary endosperm nucleus
  • therefore there are two fusions at fertilization

 

  1. iv) Name the changes that Occur in a flower after fertilization
  • petals, stamen, calyx and style wither
  • ovary wall changes into pericarp
  • intergument changes into seed coat/testa
  • zygote changes into embryo (by mitosis)
  • primary endosperm nucleus changes into endosperm
  • whole ovule changes into seed
  • ovary develops and grows into fruit(under the influence of gibberrellic hormone)

 

  1. i) Distinguish between a fruit and a seed
  • a fruit is a fertilized ovary and has two scars
  • a seed is a fertilized ovule and has one scar

 

  1. ii) How is a seed formed?
  • after fertilization, zygote grows into an embryo, primary endosperm nucleus developed into endosperm, interguments harden to form testa, hence the whole ovule becomes the seed
  • the seed loses water to become drier
  • the seed has plumule, radicle, seed leaves called cotyledons, a microphyle and a scar

 

iii) Draw a labeled diagram of a seed

 

 

 

 

 

 

 

  1. iv) Describe the main parts of a seed

 

Testa

  • also called seed coat
  • a tough outer covering which protects the seed from insects, bacteria etc
  • segment is the membrane inside the testa

 

Hilum

  • a scar
  • spot where the seed was attached to the fruit or pod

 

Micropyle

  • small hole through which water and air enter the seed

 

Radicle

  • embryonic root
  • grows into the shoot system

 

Cotyledons

  • embryonic leaves
  • store food for the germinating seed i.e. for plumule and radicle
  • when plumule and radicle grow, they use food stored in the cotyledon
  • in some seeds food is stored in the endosperm

 

  1. v) Draw a labeled diagram of a fruit

 

 

 

 

  1. vi) How is a fruit formed?
  • one of the organs that remains on the plant after pollination and fertilization is the ovary
  • within the ovary, the developing embryo produces special chemical substances that stimulate the young ovary
  • these substances also signal the start of the formation of the fruit, which is a mature ovary
  • the fruit may contain one or more seeds
  • during fruit formation the ovary increases in size while ripening or maturing
  • a true fruit is  formed from the ovary of a flower after fertilization
  • it has two scars(style scar and stalk scar) and contains seeds
  • some seeds are not formed from the ovary of a flower
  • some other parts of a flower develop to form a fruit
  • such fruits are called false fruits

 

vii) Explain the importance of fruits in the survival of plants

  • protect the seed against dessication, predators and adverse conditions
  • aid in seed dispersal by attracting agents of dispersal
  • stores food for the plant
  • Distinguish between parthenogenesis and parthenocarpy
  • parthenogenesis is development of new animals from unfertilized eggs
  • parthenocarpy is development of a fruit without fertilization

 

  1. iv) State the differences between a seed and fruit
Seed Fruit
  • fertilized ovule
  • attached to placenta through funicle
  • one scar called hilum
  • has seed coat/testa
  • seed wall undifferentiated
  • fertilized ovary
  • attached to branch through a stalk
  • two scars (style scar and stalk scar)
  • has fruit wall/pericarp
  • fruit wall is differentiated

 

  1. i) What is placentation?
  • arrangement of ovules within the plant ovary

 

  1. ii) Explain the following types of placentation

Marginal

 

 

 

 

  • placenta appears as one ridge on ovary wall
  • ovules are attached to placenta in rows e.g. peas in a pod

 

Basal

  • placenta formed at the base of the ovary with numerous ovules attached to it

Parietal

 

 

  • edges of carpels fuse together
  • dividing walls disappear, leaving one loculus
  • have numerous seeds e.g. passion fruit
  • placenta of each carpel appears as ridges on ovary wall

 

 

 Axile

 

 

 

 

 

 

 

 

 

 

  • edges of carpels fuse together to form a single central placenta
  • numerous ovules arranged on placenta
  • ovary divided into a number of loculi by walls of the carpel e.g.

 

Free central placentation

 

 

 

 

 

 

 

 

  • edges of carpels fuse together
  • dividing was disappears leaving one loculus
  • placenta appears at base of ovary
  • has numerous ovules
  1. i) How are fruits grouped?

Simple fruits

  • formed from a single flower or one ovary e.g. mango

Aggregate fruits

  • consists a group of ovaries that appear on a common receptacle e.g. strawberry

 

Multiple (compound) fruits

  • formed from several flowers whose ovaries fuse together after fertilization
  • form a bunch e.g. pineapple, figs
  • are always false fruits

 

  1. ii) What are succulent fruits?
  • also called fleshy fruits
  • all or part of pericarp (fruit wall) becomes juicy

 

iii) Give types of juicy fruits

-Berry

 

 

 

 

 

 

 

 

  • has many seeds
  • whole pericarp is succulent e.g. orange, tomato, pawpaw

 

Drupe

  • only one seed
  • pericarp divided into three layers i.e. epicarp, mesocarp(juicy) and endocarp(hard)
  • e.g. mango and coconut

 

 

 

 

 

Pome

  • juicy part is swollen receptacle
  • is usually a false fruit
  • example is a pear

 

  1. iv) What are dry fruits?
  • have a pericarp that is dry, hard and woody
  • either dehiscent or indehiscent
  • called dry because they are not succulent

 

  1. v) What are dehiscent fruits?
  • split open when ripe to release seeds
  • contain many seeds

 

  1. vi) Give types of dehiscent fruits

Legumes

  • split along two edges
  • are usually pods e.g. beans, peas, crotolaria

 

Follicle

  • split on one side only e.g. Sodom apple

 

Capsule

  • has several lines of weakness/sutures
  • open in many places e.g. castor oil, cotton

 

vii) What are indehiscent fruits?

  • non-splitting fruits
  • usually one seeded only

 

  1. Give main types of indehiscent fruits

Nut

  • pericarp woody, hard and thick e.g. cashew

Achene

  • has thin, tough pericarp e.g. sunflower
  1. i) What is seed and fruit dispersal?
  • spreading of seeds and fruits away from parents so as to settle where conditions are suitable for their germination

 

  1. ii) Why is dispersal of seeds and fruits necessary?
  • prevent overcrowding
  • reduces competition for space, nutrients and light
  • colonization of new areas is made possible
  • to increase chances of survival
  • to prevent inbreeding
  • to avoid extinction due to over competition for the necessities

 

iii) Explain how seeds and fruits are adapted to various methods of dispersal

Adaptations for wind dispersal

  • they have wings, feathers or hair-like structures to  increase surface area for wind to carry them easily/buoyancy
  • seeds/fruits are loosely attached on the stalks so that they can easily be released and carried away by wing
  • seeds/fruits are generally light and small sized to be easily carried by wind
  • some seeds/fruits have parachute-like structures to be easily carried b wind
  • some have censor mechanism where seeds and fruits are borne on long stalks that are loosely attached which allows swaying so that movements of capsule by wind releases the seeds

 

Water dispersal seeds

  • seed/ mesocarp has  air spaces thus light/buoyant to float hence carried by water
  • they have waterproof cover and tough pericarp protects seeds from getting soaked
  • fibrous and spongy mesocarp to easily float

 

Animal dispersal seeds

  • presence of hooks for attachment to animals thus carried to other parts
  • fruits are brightly coloured, succulent and scented to attract animals
  • seed coats are hard and resistant to digestive enzymes hence seeds are dropped away from mother plant
  • large in size or borne on clusters to be easily seen

 

Self dispersal/explosive

  • self opening seeds
  • they have  lines of weakness called sutures for violent opening thus scattering seeds away from parent plant
  1. a) i) Distinguish between external and internal fertilization in animals
  • in external fertilization fusion of the male and female gametes takes place outside the body of the female e.g. amphibians and fish
  • in internal fertilization union of gametes occurs inside the body of the female

 

  1. ii) State the advantages and disadvantages of external fertilization

Advantages

  • large numbers produced  therefore many offspring per breeding season
  • female does not suffer gestation stress
  • mother does not need to care for the young except in a few species
  • the surviving individuals are highly selected for better survival

Disadvantages

  • many predators surround the eggs before and after fertilization
  • fewer chances of fertilization/a lot of gametes wasted
  • embryo development at mercy of environment
  • large numbers of female gametes are required therefore female gets much exhausted

 

iii) State the advantages and disadvantages of internal fertilization

Disadvantages

  • number of gametes fewer hence less number of offspring
  • less adapted for sudden change of environment after birth
  • in mammals females suffer gestation stress

Advantages

  • more chances of fertilization
  • fewer predators of oval/fertilized egg protected in females body
  • stable internal environment
  • fewer gametes required

 

iii) Give a reason why it is necessary for frogs to lay many eggs

  • to increase chances of survival/fertilization

 

  1. iv) Compare external and internal fertilization
External Internal
  • occurs in water outside the bodies of animals
  • many eggs are laid
  • usually less contact between male and female
  • both fertilized eggs exposed to danger
  • occurs inside the body of the female animal
  • fewer eggs released from ovary
  • very close contact in form of copulation between male and female
  • Fertilized eggs are enclosed hence highly protected inside females’ body.

 

 

  1. b) i) Draw and label the human male reproductive system

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. ii) Describe how the mammalian male reproductive system is adapted to perform its functions

 

Penis

  • is highly vascularised/spongy
  • has a sensitive glands
  • becomes erect to allow entry into the vagina

Scrotum

  • contains the testes outside the body on whose walls the process of spermatogenesis takes place
  • the process is favored by lower temperature
  • it contains sertoli cells which nourish sperms until they are mature

Epididymis

  • long and coiled for the purpose of sperm storage

Vas deferens

  • muscular
  • upon contraction pushes sperms out and allows ejaculation

Gametes

  • produced in large numbers to increase chances of fertilization
  • the sperms have a tail for swimming/large number of mitochondria to provide energy/allow swimming to reach the egg

Accessory glands

  • are seminal vesicle, Cowper’s gland and prostate gland
  • they produce seminal fluid to provide a medium/ nutrients for sperms to swim

 

iii) How is the sperm adapted to perform its function?

  • acrosomes contain enzymes to digest egg membrane
  • nucleus contains genetic material
  • mitochondria produce energy to move the tail back and forth
  • the lashing movement of the tail enables the sperm to move/propulsion in fluid medium towards the egg
  • it is streamlined for faster/easier movement/swimming to meet the egg
  1. c) i) Draw and label the human female reproductive system

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. ii) Describe how the various structures of the human female reproductive system are adapted to their function

Ovaries

  • have several graafian follicles that develop and burst open to release/produce mature ova
  • secretes sex hormones)oestrogen) which initiate/control development of secondary sexual characteristics
  • produce hormones oestrogen and progesterone which prepare the uterus for implantation and subsequent nourishment of the embryo

 

Oviducts (fallopian tube)

  • are thin narrow and tubular to increase flowing speed of semen containing sperms
  • are funnel shaped on the end next to ovary which enables them to receive the ovum
  • their lining contains cilia which propel the ovum towards the uterus
  • has peristaltic muscles that enable movement of zygote/ovum to the uterus for  implantation
  • is fairly long to increase surface area for fertilization

Uterus

  • is muscular for protection of developing embryo
  • has elastic wall that allows growth and development of foetus/embryo
  • has a highly vascularised endometrium that provides nutrients/gaseous exchange to developing embryo

Cervix

  • has valves that close the lower end of the uterus to ensure continued pregnancy during gestation period
  • is capable of dilating
  • has narrow entrance/neck-like entrance to uterus that enables quick swimming of sperms to uterus
  • has suction mechanism that draws up/pulls sperms into uterus
  • has a “W” shape that fits well with the glands of the penis to ensure sperms are deposited at the right point

Vagina

  • is elastic and muscular to enable good accommodation or penetration of the penis thus proper deposition of sperms and for easy parturition
  • allows menstrual flow
  • has sensitive labial walls which secrete/produce lubricating substances that ensure/enable/facilitate good coition
  • capable of considerable enlargement, due to elastic muscles, to accommodate baby during parturition

Clitoris

  • has sensitive cells for orgasm

 

iii) Explain how the ovum is adapted to its function

  • nucleus contains genetic material
  • ventelline membrane encloses  plasma membrane which encloses yolky cytoplasm
  • yolky cytoplasm provides nourishment
  • jelly coat protects ovum against dehydration

 

 

 

  1. iv) Explain the differences between sperm and ovum
Sperm Ovum
  • long with a tail and head
  • small
  • locomotory
  • stores little food
  • has  acrosome (tip with lytic enzymes)
  • nucleus prominent but cytoplasm negligible
  • spherical
  • large
  • stationary
  • a lot of food stored in yolky cytoplasm
  • lacks acrosome
  • a lot of cytoplasm

 

 

 

  1. d) i) Explain the process of fertilization
  • a process whereby the egg and sperm are brought together and fuse to form a zygote
  • occurs in the fallopian tube after copulation
  • sperm head penetrates the outer coat of the ovum while the tail remains outside
  • penetration is due to reaction of acrosome
  • acrosome digests the vitelline membrane
  • thereafter a zygote is formed
  • zygote which is diploid undergoes rapid cell division to form a mass of cells called blastocyst
  • after fertilization a membrane forms around the ovum to prevent further entry of sperms
  • blastocyst eventually develops into an embryo

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. i) Explain the process of implantation
  • this is the embedding and attaching of the embryo in the uterine wall/endometrium
  • implantation marks the beginning of pregnancy
  • sometimes implantation occurs in the oviduct wall which is abnormal and results in ectopic pregnancy which is fatal
  • the outer wall of the blastocyst develops fingerlike projections which project into the uterine wall for attachment
  • the projections are called villi
  • the villi and endometrium develop into an organ that is called the placenta
  • the embryo is attached to the placenta through a cord called the umbilical cord

 

 

 

 

 

 

 

 

 

 

 

 

 

 

iii)

 

 

 

 

 State the functions of umbilical cord

  • it contains blood vessels umbilical artery, iliac arteries and umbilical veins)
  • it joins the placenta to the embryo
  • passage for nutrients from the mother
  • passage of excretory substances from foetus to mother for final discharge
  • gaseous exchange
  • passage of antibodies from mother to foetus, for protection of foetus against diseases

 

  1. iv) State the role of placenta
  • exchange of gases between mother and foetus
  • exchange of nutrients and nitrogenous wastes
  • anchorage/attachment of foetus
  • produces hormones (oestrogen and progesterone)

 

  1. e) i) What is gestation period?
  • time taken from fertilization to birth/pregnancy

 

  1. ii) Explain the functions of the membranes associated with placenta

Chorion

  • surrounds the embryo
  • has fingerlike projections that attach embryo to the uterus

Amnion

  • contains amniotic fluid
  • fluid surrounds embryo
  • protects embryo from mechanical injury by acting as shock absorbers
  • fluid also protects embryo from dehydration
  • distributes pressure equally over embryo

Yolk sac

  • surround the yolk
  • produces blood cells for embryo until its own liver is able to perform the task

Allantois

  • present only for a short time
  • removes and store waste material
  • it eventually becomes the umbilical cord

 

iii) Explain the events that take place to facilitate parturition

  • near birth the placenta produces less progesterone
  • oxytocin hormone is produced by posterior lobe of pituitary gland
  • because progesterone level has decreased the uterus becomes sensitive to oxytocin
  • oxytocin causes the contraction of the uterus (myometrium)
  • these contractions are called labour pains
  • just before parturition the head turns downwards
  • the contractions eventually push the baby through the vagina
  • amnion breaks and amniotic fluid is released
  • oxytocin dilates the cervix
  • foetus is expelled through cervix with head coming out first
  • finally the whole infant comes out
  • the umbilical cord is cut and the placenta is expelled as afterbirth

 

 

  1. iv) State the reasons why later in pregnancy the ovary will b e removed without disturbing the pregnancy
  • corpus luteum in the ovary secretes progesterone which maintains pregnancy and development of foetus after conception
  • after four months pregnancy is maintained by progesterone from the placenta

 

  1. f) i) What are secondary sexual characteristics

– Characteristics (physiological and anatomical) that start developing at puberty due to the influence of male and female hormones

 

  1. ii) State the main secondary changes in

Boys

  • deepening of the voice
  • growth of hair on face, pubic part, chest, legs
  • penis and testes become bigger
  • muscular development
  • sperm production begins at puberty and may continue throughout life

Girls

  • growth of hair on pubic part and armpits
  • widening/enlargement of hips
  • development of breasts
  • menstrual cycle starts as ovaries mature
  • body acquires extra fat

 

iii) Describe the role of hormones in secondary sexual characteristics in

Boys

Follicle stimulation hormone (FSH)

  • from pituitary
  • stimulates production of androgens(male hormones) mainly testosterone by testis

Testosterone

  • secondary sexual characteristics

Girls

FHS

  • from pituitary
  • development of follicles
  • stimulates oestrogen production by ovary

LH

  • from pituitary
  • ovulation
  • stimulates release of progesterone by ovary

Oestrogen

  • stimulates release of LH
  • secondary sexual characteristics

Progesterone

  • also from placenta
  • sustains pregnancy as it inhibits prolactin and oxytocin during pregnancy

Prolactin

  • milk formation

 

Oxytocin

  • parturition
  • milk ejection

 

  1. g) i) What is menstruation?

– vaginal discharge due to disintegration of endometrium

 

  1. ii) Describe the role of hormones in the human menstrual cycle
  • it is controlled by sex hormones which are responsible  for the onset of secondary sexual characteristics and also control of the menstrual cycle
  • the onset is signaled by discharge of blood/menses 14 days following the start of menstruation
  • anterior lobe of pituitary gland secretes follicle stimulating hormone(FSH)
  • Follicle stimulating hormone causes graafian follicle to develop in the ovary. It also stimulates tissues of the ovary/wall  (theca) to secrete oestrogen
  • oestrogen causes repair/healing of uterine wall
  • oestrogen stimulates anterior lobe of pituitary  to  produce luteinising hormonge (LH)
  • LH causes ovulation. It also causes graafian follicle to change into corpus luteum. LH stimulates corpus luteum to secrete progesterone
  • Progesterone causes proliferation/thickening of uterine wall
  • Oesterogen/progesterone inhibits the production of FSH by anterior lobe of pituitary, thus no more follicles develop and oestrogen production reduces
  • In the next two weeks progesterone level rises and inhibits production of LH from anterior lobe of pituitary
  • The corpus lutetium stops secreting progesterone and menstruation occurs when the level of progesterone drops
  • Anterior lobe of pituitary starts secreting FSH again.

 

iii) What is menopause?

  • end of ovulation in women
  • occurs after age of 45 years
  • does not occur in males

 

  1. h) Explain the symptoms, methods of transmitting and prevention (control) of the following sexually transmitted diseases

 

  1. i) Gonorrhea

–  caused by a bacterium called neisseria gonorrhea

– transmitted through sexual intercourse,

– infects urethra and vaginal tract (epithelia)

– Symptoms include pain, discharge of mucus and bad smell (females)

– Effects include sterility, heart diseases, blindness of foetus and arthritis

– Treatment by antibiotics

– Control and prevention by proper sexual conduct

  1. ii) Herpes
  • notably Herpes simplex and H. genitalis
  • caused by virus which attacks genitalia
  • symptoms are painful sores in genitalia, skin lesions
  • transmitted in saliva, sexual intercourse and injection by drug addicts
  • no treatment

iii) Syphilis

  • caused by bacterium called Treponema palladium
  • symptoms are painless wounds in genitalia
  • attack genitalia, nervous system, lips
  • treated by antibiotics
  1. iv) Trichomoniasis
  • caused by plasmodium called trichomonas
  • attacks reproductive tract
  • symptoms are itching and discharge of pus from the genitals
  • treated by antibiotics

 

  1. v) Hepatitis

– Viral disease

Affects the liver

Transmitted through sexual intercourse

No known treatment

 

  1. vi) Candidiasis
  • caused by fungus called candida albicans
  • transmitted through sexual intercourse
  • symptoms include itching urethra, and vaginal discharge (odourless)
  • controlled by personal hygiene, early treatment and responsible sexual behavior

 

vii) HIV/AIDS

  • caused by HIV virus
  • transmitted by sexual intercourse, blood transfusion, sharing piercing instruments from infected mother to foetus, infant and baby
  • symptoms include fever, swollen lymph nodes, night sweating, cough, weight loss, fatigue, loss of appetite, diarrhea, headache, a opportunistic infections and tumors
  • Control by responsible sexual behaviour, education, screening blood for transfusion and using sterile piercing instruments.

 

  1. GROWTH AND DEVELOPMENT

 

  1. a) Define the terms
  1. Growth
  • an irreversible change in size of a cell, organ or whole organism
  • growth is due to synthesis of protoplasm or extracellular substances
  1. Development
  • refers to a series of changes which an organism goes through in its lie cycle
  • during development both qualitative and quantitative changes take place(involves differentiation)
  • Differentiation

 

  • refers to changes in which the cells of the body undergo and become specialised to perform specific functions

 

  1. b) i) Differentiate growth in plants and animals
Plants Animals
  • confined to shoots/root tips (apical)
  • have definite growth regions(meristems)
  • often indefinite/continuous
  • growth results in branching
  • affected by light, auxins, hormones and temperature
  • occurs all over the body(intercalary)
  • different parts grow at different rates(allometric)
  • maximum growth on maturity(definite)
  • no branching
  • affected by nutrients

 

  1. ii) List the processes involved in growth
  • assimilation
  • cell enlargement
  • cell division(by mitosis)
  1. List the parameters used to measure growth
  • height/length
  • dry weight
  • number of individuals
  • volume
  • leaf area of plant

 

  1. iv) Name the patterns of growth in organisms
  • allometric and isometric
  • limited and unlimited
  • discontinuous growth

 

  1. c) i) Name the different types of growth curves
  • sigmoid curve(normal growth curve)
  • intermittent growth curve

 

  1. ii) Draw a sigmoid growth curve and explain its different phases/stages

 

 

 

 

 

A-lag phase

– Slow growth rate at first

Organism adapting to the environment

B-exponential phase

  • organisms already adapted
  • first growth due to birth rate that is higher than death rate

 

C- Stationary phase (plateau)

– Birth rate equals death rate (equilibrium)

Lack of nutrients, accumulation of toxic waste products

D-phase of decline

  • due to depletion of nutrients, accumulation of toxic wastes, lack of space
  • some individuals old hence not reproducing
  • death rate higher than birth rate

iii) Draw an intermittent curve and explain the various stages

 

 

 

 

 

 

A-growth

B-no growth

C- moulting/ecdysis

  • seen in arthropods
  • growth in in arthropods is intermittent(takes place during some time only because their hard cuticles (exoskeleton) does not expand to cause growth
  • the cuticle must be shed off first to allow further growth
  • the shedding is called ecdysis or moulting
  • when moulting has taken place animal grows but growth stops when the exoskeleton hardens again

 

  1. d) i) What is seed dormancy?
  • A state where a viable seed is incapable of germinating when all conditions are favourable.

 

  1. ii) State the biological importance of seed dormancy
  • gives embryo time to reach maturity
  • gives time for dispersal
  • allows plant to survive adverse conditions

 

iii) State the factors which cause seed dormancy

Internal factors

  • presence of abscisic acid/ABA/ presence of germination inhibitors
  • embryo not fully developed
  • absence of hormones/enzymes/inactivity of hormones/enzymes/gibberellins/cytokinins
  • impermeability of seed coat

External factors

  • unsuitable temperature
  • absence of light
  • lack of oxygen
  • lack of oxygen
  • lack of water

 

  1. iv) Give the conditions necessary to break seed dormancy
  • scarification/scratching to make seed coat impermeable
  • vernalisation/cold treatment in some seeds like wheat
  • burning/nicking/expose to heat e.g. wattle seeds
  • destruction of germination inhibitors
  1. e) i) What is seed germination?
  • process by which a seed develops in a seedling

 

  1. ii) What is viability
  • ability of a seed to germinate

 

iii) Discuss the various conditions necessary for the germination of seeds

Water

  • medium for enzymatic activity
  • hydrolysis of food into simpler substances
  • medium of transport
  • softens the seed
  • acts as a solvent

Air

  • in form of oxygen
  • oxygen is used for respiration/oxidation of food to release energy

 

Suitable (optimum) temperature

  • activates enzymes involved in mobilization of food reserves

 

Enzymes

  • breakdown and subsequent oxidation of food
  • conservation of hydrolyzed food products into new plant tissues

Viability

  • only viable seed are able to germinate and grow

 

  1. iv) Name and describe the types of germination

Epigeal

 

 

 

 

 

 

 

 

 

 

 

cotyledons are brought above the ground level during germination due to elongation of hypocotyls.

 

 

 

Hypogeal

 

  • the cotyledons remain below the surface during germination due to elongation of epicotyl e.g. maize

 

  1. v) Name the part of the bean seed that elongates to bring about epigeal germination

hypocotyl

 

  1. vi) Account for the loss in dry weight of cotyledons in a germinating bean seed
  • food stored is mobilized/used up for respiration and growth

 

vii) Describe the physiological changes that occur in a seed during germination

  • in presence of oxygen, optimum temperature and water, food reserves in the seed are hydrolysed or broken down into soluble diffusible form by enzymes
  • soluble food diffuses to the growing embryo
  • oils and carbohydrates provide energy
  • simple sugars converted to cellulose to form cell wall
  • amino acids make protoplasm
  • seed develops plumule and radicle hence germinates

 

viii) Explain the biological significance of cotyledons being brought above the ground in epigeal germination

  • cotyledons have inadequate food
  • they are brought above the ground to acquire chloroplasts to carry out photosynthesis before the formation of foliage leaves to supplement food supply required for growth during germination

 

  1. f) i) Distinguish between primary and secondary growth

Primary growth

  • occurs at the apical (shoot and tip) apices regions where meristematic cells occur
  • causes plant elongation since cells divide by mitosis

 

Secondary growth

-occurs at the cambium meristems

Increases width (girth) of the stem

 

  1. ii) What are meristems
  • dividing cells
  • meristem means they are dividing

 

iii) State the characteristics of meristematic cells

  • dense cytoplasm
  • thin cell walls
  • absence of vacuoles/cell sap
  1. iv) State the location and function of the following meristematic tissues

Apical meristem

  • located at tips of roots and shoots
  • increase length of stem and roots/primary growth

Intercalary meristem

  • found at bases of internodes
  • responsible for elongation of internodes and increase in leaf sheath in grasses

Lateral meristems

  • found near the periphery of stem and root
  • responsible for secondary growth/growth in girth of stem and root/lateral growth
  • called cambium and constitute vascular and cork cambium

 

  1. v) Describe primary growth
  • occurs at tips of shoots and roots in the meristematic tissues of apical meristem
  • at the apex there is a zone of cell division/mitosis
  • cells elongate at elongation zone
  • the elongated cells differentiate at the region of differentiation resulting in increase in size
  • in the stems meristems give rise to leaf premodia which envelop the apex to form a bud
  • the bud protects the delicate inner cells
  • in roots the meristem is protected by root cap
  • after cells differentiate the form permanent tissues

 

 

  1. vi) Describe secondary growth in plants
  • also called secondary thickening
  • only occurs in dicotyledonous plants that have cambium
  • monocotyledonous plants do not undergo secondary growth because they lack intervascular cambium
  • cambium cells divide to produce more cells on either side of the cambium
  • cells produced to the inside become secondary cambium
  • cells produced to the outside become secondary phloem
  • division of cambium cells occurs yearly producing new rings of secondary phloem and secondary xylem each year
  • intervascular cambium(cambium between vascular bundles) divide to form secondary parenchyma, thereby increasing growth of medullary rays
  • much more xylem is formed than phloem, thus pushing phloem and cambium ring outward
  • the rate of secondary growth is depended on seasons(rains) resulting in annual rings
  • cork cambium is located beneath epidermis ad is responsible for secondary thickening of the bark of perennial plants
  • cork cambium divides to form new cork(bark) tissues to accommodate increased growth on outside and secondary cortex on the inside
  • Cork cells (cells of the bark) are loosely parked at some points to form lenticels for gaseous exchange.

 

 

 

vii) State the significance of secondary growth

  • increase girth or circumference of trees
  • annual rings which show seasonal growth can be used to tell the age of trees

 

  1. g) i) Describe one method which can be used to measure the average growth rate of a single leaf of a plant

EITHER

  • chose/identify a young leaf(just unfolded)
  • use the same leaf throughout
  • measure (total) length of (whole) leaf
  • record
  • repeat at regular intervals until no more change occurs/constant length
  • average rate of growth is equal to total increase in length divided by the period taken to achieve full length

Average rate of growth =    Total increase in length

Period taken to achieve full length

OR

  • choose/identify a young leaf(just unfolded)
  • use the same leaf throughout
  • trace the outline on a graph paper and work out the area
  • record
  • repeat at regular intervals until regular area
  • average rate of growth equals to total increase in area divided by the period of time taken to achieve full area

Average rate of growth =    Total increase in area

Period of time taken to achieve final area

 

i

  1. i) Describe how the growth of a root can be determined

Materials

  • Fine thread, marking ink, germinating bean seedlings, blotting paper, ruler marked in millimeters, pins, cork, a boiling tube and moist cotton wool.

Procedure

  • dry seedlings using blotting paper
  • place inside against the ruler marked in mm
  • dip the fine thread in waterproof ink
  • mark the radicle at equal intervals
  • pin the seedling to the cork
  • suspend the seedling into the boiling tube containing moist cotton wool
  • allow the seedling to grow for two days/sometime observe the intervals with the marks
  • record your observations the widest intervals are found in the region just behind the tip indicating/showing region of greatest growth

 

 

 

 

iii) A boy hammered a nail in the bark of a tree at a height of 1.5metres above the ground.

Four years later, the nail was found at the same height although the tree had grown 3 meters taller. Explain the above observation

The nail was hammered at a point where vertical growth had stopped/further growth was confined to increase in width/diameter.

Vertical growth is confined to tips/apex/vertical apical meristem

 

  1. h) i) Describe the role of hormones in growth and development of plants

Indole acetic acid/IAA/ auxins

Cell division/increase in cell division

Tropic responses

Cell elongation/increases in ell elongation

Development of abscision layer

Growth of ovaries into fruits/parthenocarpy/initiates flowers

Inhibits growth of lateral buds/produces apical dominance

Stimulates adventitious/lateral roots

Gibberellins (Gibberellic acid/GA3

 

Promote cell elongation/rapid cell division/increase in length of the internodes

Promote fruit formation without fertilization/parthenocarpy

Reduces root growth

Breaks seed dormancy/promotes germination

 

Cytokinnins (Kinnins/Kinnetin/Zeatin)

  • breaks dormancy
  • promotes flowering
  • promotes cell division
  • stabilizes protein and chlorophyll
  • promotes root formation on a shoot
  • low concentration encourages leaf senses
  • normal concentration increases cell enlargement in leaves
  • stimulates lateral bud development

 

Ethylene (ethynelC2H4)

  • accelerates ripening in fruits
  • encourages fruit fall/leaf fall
  • induces thickening in stern/inhibits stem elongation
  • promotes flowering (in pineapples)
  • promotes germination in certain seeds

 

Abscisic acid (ABA) abscisin hormone/dormin)

  • causes bud dormancy
  • encourages fruit/leaf fall
  • high concentration causes closing of stomata
  • causes seed dormancy
  • inhibits cell elongation

 

Traumatin

  • heals wounds by callous formation

Florigen

  • promotes flowering

 

  1. ii) State the applications of plant hormones in agriculture
  • induce root growth in stem cuttings
  • selective weed killers
  • encourage sprouting of lateral buds
  • breaking seed dormancy
  • induce parthenocarpy
  • accelerate ripening of fruits
  • promote flowering
  • cause dormancy

 

iii) Explain apical dominance

  • a phenomenon whereby production of auxins by a growing apical bud of a shoot inhibits growth of lateral buds
  • this inhibition is due to high concentration of auxins (indoleacetic acid/IAA) in apical bud
  • removal of terminal/apical bud causes development and sprouting of several buds which later develop into branches
  • applied in pruning coffee, tea and hedges
  • this leads to more yield

 

  1. iv) Describe the role of hormones in the growth and development of animal

Somatotrophin (growth hormones)

  • from anterior pituitary
  • promotes cell division
  • overproduction causes gigantism
  • underproduction causes dwarfism

 

Thyroxine

  • promotes growth and metamorphosis
  • underproduction leads to a child becoming a cretin (mentally retarted)

 

Androgens

  • in males
  • growth of male reproductive organs

 

Oestrogen

  • in females
  • growth of female reproductive organs

 

Ecdysone

  • in arthropods
  • moulting (ecdysis)

 

  1. t) i) What is metamorphosis?
  • change in form during which there are changes in structure and function in body of organism
  • prepares organism for life in a different habitat

 

  1. ii) Explain complete metamorphosis

Radical changes in the body during the life cycle of an organism

Called holometabolous development

Example is egg    larva pupa   adult (imago)

Occurs in animals such as butterfly and bee

 

 

 

 

 

 

 

 

iii) What is the significance of each of the four stages in complete metamorphosis?

 

Larval stage

  • feeding takes place
  • larva is quite different from adult
  • larva sheds its cuticle (exoskeleton) several times to emerge as pupa
  • dispersal stage avoids overcrowding

 

Pupa

  • enclosed in a case called puparium (cocoon)
  • no feeding
  • organ formation takes place

 

Adult

  • emerges from puparium
  • reproductive stage of the life cycle

 

  1. iv) Describe incomplete metamorphosis
  • called hemimetabolous development
  • changes are gradual
  • eggs develop into nymphs which develop into adults
  • nymph resembles adult but are sexually immature
  • a nymph moults several times as some parts develop before it becomes an adult
  • stage of development between one moult and another is called instar
  • occurs in insects such as locust and cockroach

 

 

  1. v) Name the hormones that control metamorphosis in insects
  • brain hormone responsible for moulting because it simulates production of ecdyson (moulting hormone)
  • Ecdysone(moulting hormone) causes moulting
  • juvenile hormone causes moulting in larvae

 

 

  1. vi) State the advantages of metamorphosis in the life of insects
  • the adult and larvae exploit different niches
  • do not compete for food
  • pupa cam survive adverse pupa can survive adverse conditions eg-feeding stage
  • dispersal prevents overcrowding

 

 

 

 

 

High School, JSS and Grade 1 to 6 CBC Notes Free Downloads

HIGH SCHOOL NOTES, GRADE 7 NOTES & SCHEMES AVAILABLE.

F1 TO F4 END TERM EXAMS NOW AVAILABLE TOO!

GRADE 7 NOTES

For subjects, Business, Maths, Kiswahili, Home science, Health education, Integrated Science, Computer, Performing arts, Pretech, Sst, Cre, Physical education and Lifeskills.

GRADE 7 EXAMS:

For subjects, Maths, Sst, Pretech, Health and Integrated Science.

GRADE 7 SCHEMES:

For subjects, Sst, Maths, Kiswahili, P.E, Home science, Int. Science, Business, Agric, Comp. Cre, English, Health and Pretech.

GRADE 6 NOTES:

For subjects, Science and tech. Sst, P.E. Agric, English and Music.

GRADE 5 NOTES:

For subjects, Art and craft, Science and technology, P.E. Agric, Home science, Sst and Music activities.

GRADE 4 NOTES:

For subjects, Music, Agric, P.E and Home science.

HIGH SCHOOL MATERIALS:

AGRICULTURE:

Project materials
Form 1 to 4 Notes

HISTORY:

Form 1 to 4 notes
Early man, trade and contact between EA and word as additional materials.

ENGLISH:

Fathers of Nations guide
Artist of the floating world thematic areas
Dolls house guide, extracts and answers
Silent song guide
Poetry made easy notes
English notes, Functional writting, Oral skills and poetry all in one.
Form 3 English notes
English model test papers for pp1 to pp3

BIOLOGY:

Klb handwritten notes and scanned for form 1 to 4

PHYSICS:
Klb book 3 and 4 available.

CHEMISTRY:

Form 1 to 4 pdf notes
Klb book 1 and 2 std book
Teachers guide for book 3 and 4
Practical materials

CRE

Form 1 to 4 pdf notes

KISWAHILI:

Mwongozo wa nguu za jadi
Isimu jamii notes
Fasihi simulizi notes
Hazina ya ushairi
Hekaya za abunuwasi visa kadhaa
Mwongozo wa bembea
Mwongozo wa mapambazuko
Mwongozo wa tumbo lisiloshiba

MATHS:
Form 1 to 4 Notes
Form 1 klb student book

GEOGRAPHY:
Form1, 3 and 4 Notes

BUSINESS STUDIES:
Form 1 to 4 Notes

COMPUTER STUDIES NOTES FORM 1 TO 4

SIMPLIFIED COMPUTER STUDIES NOTES FORM 1 TO 4

IRE NOTES FORM 1 TO 4

METAL WORK NOTES FORM 1 TO 4

HOME SCIENCE NOTES FORM 1 TO 4

CRE FORM 2 WORK (SIMPLIFIED NOTES)

CHAPTER ONE 

THE OLD TESTAMENT PROPHECIES ABOUT THE COMING OF THE MESSIAH 

SPECIFIC OBJECTIVES

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

  1. Explain the Old Testament prophecies about the coming of the Messiah.
  2. Explain the concept of the Messiah in the New Testament
  3. Explain the role of John the Baptist as a link between the Old and the New Testament.

 

  1. PROPHECIES CONCERNING THE MESSIAH IN THE

 OLD TESTAMENT

Messiah is a Hebrew word which means “anointed”. It is used in the Old Testament to refer to Kings and priests in Israel because God chose them to serve Him.

Moses was commanded by God to anoint Aaron’s sons to be priests.

Prophecy is a prediction of what will happen in the future

Messianic Prophecies are those predictions that were made by prophets to describe the coming of a righteous king who would rule Israel according to the will of God.

The Messianic Prophecies are:-

  • Nathan’s prophecy to Kind David
  • Prophet Isaiah’s teachings
  • The suffering Servants of the Lord/Yahweh
  • Jeremiah’s teachings
  • Micah’s prophecy
  • The Psalmist’s prophecy

 

  1. NATHAN’S PROPHECY

2nd Samuel 7: 3-17

Nathan delivered God’s message to David concerning his Kingdom

  • The 1st prophecy was that David was not to build God a temple because God did not want to be confined to a house built by human hands.
  • The 2nd prophecy was that David’s son would build God a temple
  • The 3rd prophecy talked about the establishment of an everlasting David Kingdom. This was fulfilled in the person of Jesus through His teachings. In the prophecy, we note that:-
    • God would ensure that the Kingdom of David lasts forever
    • an heir from David’s lineage would always be raised up to seat on the throne
    • The king would deliver or save the people of Israel from their enemies. Israel would live in peace
    • God would always support such a king
    • God would keep the kingdom strong for David’s son
    • God would make David’s name great and bless his descendants forever
    • God would give Israel their own land

 

  1. ISAIAH’S PROPHECY

Isaiah 7: 10-16, 9: 1-7, 61: 1-2

Prophet Isaiah made the prophecy about Immanuel. Isaiah had gone to King Ahaz of Judah to give him a sign of assurance that God would be with him in the threat he faced from Syria and Israel. Syria and Israel had joined forces to attack Judah. King Ahaz was told to trust in God for deliverance from the enemy. The sign was a prophecy which stated:-

Behold, a young woman (virgin) shall conceive and bear a son, and shall call him Immanuel (God with us)”

This prophecy looks forward to the restoration of Davidic Kingdom under a righteous descendant of David. The king was to have supernatural titles such as:

  • Wonderful counselor
  • Mighty God
  • Eternal Father of Everlasting Father
  • Prince of Peace

 

The future ruler will have a great kingdom to rule. He would rule according to God’s will and this will continue until the end of time

The character of the Messiah is:-

  • He has the spirit of God
  • He has been sent to preach the Good News to the poor
  • He has been sent to bring liberty or freedom to the captives
  • He has come to proclaim the year of favor from God

 

  1. JEREMIAH’S PROPHECY

Jeremiah 23: 5-6

Jeremiah talks of a righteous king, a descendant of David who would:-

  • Rule wisely
  • Do what is right and just
  • Ensure that Judah is safe from all her enemies and Israel lives in peace
  • Be called “The Lord Our Salvation.”

The perfect king would rule in accordance to God’s will and on behalf of God. There would be no sorrow, injustice or fear.

 

  1. MICAH’S PROPHECY

Micah 5:1-5

Micah says the following about the Messiah

  • The messianic king will come from Bethlehem
  • He will lead his people with the authority and strength of God
  • He will bring the people of Israel peace to fulfill the promises God made to King David

 

  1. THE PSALMIST’S PROPHECY

Psalms 41: 9, 110: 1-2

The Psalmist (authors of the book of Psalms) talks of the Messiah being betrayed by a close friend, whom he trusted and shared his food.

We see this being fulfilled when Judas Iscariot betrayed Jesus just after eating last supper together.

The book also talks about the Messiah being commanded to seat at the right hand of God by God and his enemies being delivered to him.

Jesus said He will be at the right hand of God.

  1. THE SUFFERING SERVANT

Isaiah 53

Prophet Isaiah talks about the suffering servant of God with the following characteristics

  • The servant will succeed in his work and will be highly honored
  • This success and honor will surprise many who have witnessed his suffering
  • The servant is despised, rejected and ignored by those who are with him.
  • He has nothing attractive. He is very ordinary and simple
  • He is harshly treated, arrested, sentenced to death and killed.
  • His body is buried with the bodies of rich men
  • He endures all that is done to him in humble silence
  • He accepts the suffering which should have been received by others for their sins.
  • Through his suffering, human beings are reconciled to God.
  • It was the will of God that the servant should suffer
  • His death is sacrifice to bring forgiveness of sins

 

  1. THE CONCEPT OF THE MESSIAH IN THE NEW TESTAMENT

Examples of references from the New Testament that refer to Jesus the Messiah

  • During the birth of Jesus, the wise men from the East came to Jerusalem asking for the king of the Jews whose been born so that they could worship him. (Mathew 2:2)
  • Herod asked the Chief Priest and the Scribes where the Christ was to be born (Mathew 2:3)
  • After feeding of the five thousand by Jesus, we are told that when Jesus perceived the crowd was to take Him by force and make Him “King”, He withdrew from them to avoid such crowning (John 6:15)
  • When Jesus asked His disciples whom they thought He was, Simon Peter answered, “The Christ of God”. (Luke 9: 20)
  • During Jesus’ triumphant entry into Jerusalem, the crowd acclaimed Him as a king by singing and praising God saying “Blessed is the King who comes in the name of the Lord.”
  • During the trial of Jesus before the Jewish Religious Council called the “Sanhedrin”, He was asked: “If you are the Christ, tell us” (Luke 22:67)

 

WAYS IN WHICH JESUS FULFILLED THE OLD TESTAMENT PROPHECIES CONCERNING THE MESSIAH

  • Joseph was from the lineage of David, as it had been prophesied. (Luke 1: 26-27)
  • During the annunciation of Jesus’ birth, Angel Gabriel told Mary that Jesus would be given David’s throne and rule forever (Luke 1:32)
  • Angel Gabriel told Joseph that Mary’s son would be called Immanuel. (Mathew 1:18-25, Isaiah 7: 14)
  • Jesus was conceived through the power of the Holy Spirit and not by human intervention (Luke 1:35)
  • Jesus was born in Bethlehem, the birth place of David (Luke 2:5)
  • The blind beggar of Jericho referred to Jesus as the Son of David (Luke 18: 38)
  • Simeon in the Temple refers to Jesus as being able to bring salvation to the whole world. (Luke 2: 29-32)
  • Jesus, during his teachings in the Synagogue in Nazareth quoted from Isaiah 61: 1-2 to affirm that He was the Messiah that Isaiah had talked about. (Luke 4: 18-19)
  • The works of Jesus (for example raising the dead, casting out demons, healing) is a fulfillment of Isaiah’s prophecy of a messiah who would work miracles.
  • The passion and death of Jesus relates to Isaiah’s prophecy of a suffering servant. (Luke 23: 1-35)

 

  1. THE ROLE OF JOHN THE BAPTIST

Isaiah 40: 3-5, Malachi 3:1, 4:5-6, Luke 7: 20-35

  1. John the Baptist prepared the way for the coming of Jesus Christ
  2. He announced that God’s reign was near
  • He acted as a link between the Old Testament and the New Testament
  1. He preached about forgiveness and repentance as a way of preparing people for the messiah
  2. He introduced Jesus to his disciples as the Messiah
  3. He baptized people with water to prepared them for Jesus who would baptize them with fire and Holy Spirit

 

  1. THE JEWISH EXPECTATION OF THE MESSIAH
  2. They expected a political leader who would overthrow their colonial rulers (Romans)
  3. The Messiah would rule the world from Jerusalem and receive homage from all the nations of the earth. That is, Jerusalem would a new political centre of the world
  • The Messianic Kingdom would be a temporary Jewish Kingdom, like the Roman kingdom, but more powerful
  1. The establishment of the kingdom would be preceded by cosmic signs
  2. The messiah would be a descendant of David (royal family)
  3. He would come after the return of Elijah
  • He would not associate with the poor, sinners and Gentiles (non-Jews)
  • He would uphold Judaism
  1. He would perform miracles
  2. The Messianic kingdom would be accomplished through God’s judgment on Israel’s enemies.

 

 

 

 

 

 

 

 

 

 

CHAPTER TWO

 

THE INFANCY AND THE EARLY LIFE OF JESUS

SPECIFIC OBJECTIVES

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

  1. Describe the annunciation of the birth of Jesus and John the Baptist
  2. Explain the birth of John the Baptist
  3. Explain the birth of Jesus
  4. Describe the dedication of Jesus
  5. Explain the boy Jesus at the temple

 

  1. THE ANNUNCIATION
    1. THE BIRTH OF JOHN IS ANNOUNCED

Luke 1: 5-25

The birth of John was announced by Angel Gabriel during the reign of King Herod the Great who ruled in Judea

Zechariah (the name meaning God has remembered) John’s father, came from a priestly family of Abidjan of the Levites. He and John’s mother, Elizabeth (the name meaning God has sworn) was an old couple. Elizabeth was barren.

Angel Gabriel appeared to Zachariah as he was performing his priestly duty.

The angel told him that God has heard his prayers and that his wife was going to have a baby whom they shall name John (the name meaning God is gracious). The angel said the following about John:-

  • He will be great in the sight of the Lord
  • He will be happily received by both Zachariah and other people
  • He will be a He was not to drink any wine or strong drink
  • He will be filled with the Holy Spirit from the time of birth
  • He will bring back many of the people of Israel to the Lord
  • He will go ahead of the Lord, strong and mighty like prophet Elijah
  • He will get the Lord’s people ready for Him
  • He will bring fathers and children together and turn disobedient people back to the way of thinking of the righteous.

Zachariah, due to his old age, could not believe the Lord’s message. The angel told him that he will be dump until all is fulfilled.

When the people who were waiting for him outside the temple saw him, they knew he had seen a vision in the Temple. He could not speak. His wife conceived and for five months stayed indoors.

 

  1. THE BIRTH OF JESUS IS ANNOUNCED

Luke 1: 26-38

Angel Gabriel was sent to go to a town in Galilee called Nazareth to deliver a message to a young woman (Mary). Mary was bestridden to Joseph, a descendant of David.

The angel assured Mary not to be afraid and told her that she will have a child whom she shall name Jesus.

  • Jesus would be great and would be called the son of the most high God
  • God will make Him a king like His ancestor David.
  • Jesus was going to be an everlasting king and his kingdom would have no end.

Mary asked how that can happen and she knew no man (she was a virgin). The angle told her that she will conceive through the power of the Holy Spirit. The angel also told her that her relative, Elizabeth, whom it was said cannot have a child, was six months pregnant.

Mary believed and submitted herself to God’s will.

 

  1. MARY VISITS ELIZABETH

Luke 1:39-56

Mary went to visit her cousin Elizabeth after the angel left. As soon as Mary greeted Elizabeth, the baby in Elizabeth’s womb leapt with joy.

The Holy Spirit filled Elizabeth and she realized that Mary was going to have a baby who will be the Messiah. She told Mary that Mary was blessed among all women.

Mary replied in form of a hymn that is commonly known as the Magnificat

Main points on the Magnificat are:-

  • God comes to the help, not of the rich and the powerful, but of the poor and the simple.
  • God humbles the proud and exalts the lowly
  • God fills the hungry with good things and send the rich away empty handed
  • God keeps his promise, the one He made to the ancestors of Israel.

Mary stayed with Elizabeth for about three months then left.

 

  1. THE BIRTH OF JOHN THE BAPTIST

Luke 1: 57-80

Elizabeth had her child and one week after during circumcision told her neighbors that the child’s name was John. The neighbors and relatives thought that the child will be called Zachariah after his father, but the mother insisted on John.

So they went and asked Zachariah. Zachariah asked for a writing tablet and wrote John as the child’s name. Soon after Zachariah was able to speak again the neighbors were afraid and news spread far.

Zachariah was filled with the Holy Spirit and sang an hymn that is commonly known as the Benedictus

Contents of the Benedictus

  • Zachariah praises God for remembering the promises He made to Israelites’ ancestors of sending a Messiah.
  • He says God would rescue them from their enemies
  • He acknowledges the role of John as being the forerunner of Jesus
  • He says that John would go ahead and prepare the way for Christ. He will be telling people that they will be saved and have their sins forgiven.

 

 

 

 

  1. THE BIRTH OF JESUS

Luke 2:1-20

Joseph and Mary went from Nazareth in Galilee to Bethlehem in Judea, the birth place of King David.

This was because Augustus Caesar, the emperor at the time, had ordered a census to determine payment of taxes and those eligible for military recruitment.  People were supposed to be counted from their original home area.

While in Bethlehem, the time came for Mary to have her child. Jesus was born in a stable where Joseph and Mary had settled for the night. There was no place available to rest for all rooms were booked.

Mary wrapped Him in swaddling clothes and laid Him in a manger.

An angel of God appeared to some shepherds who were spending the night in the field taking care of their flocks. They were terrified but the angel assured them. He told them that their savior is born that day in David’s town. He told them that they will find him wrapped in strips of cloth and laying in a manger.

Suddenly, a group of other angels appeared singing praise to God.

After the angels message, the shepherds went to visit the baby. They found Him in a manger as they had been told by the angels.

They told those around what they angel had told them. They were surprised. The shepherds then left praising God for all that they had heard and seen.

 

  1. THE DEDICATION OF JESUS

Luke 2: 21-40

On the eighth day of Jesus’ birth, He was named and then taken to the temple in Jerusalem for purification and dedication. According to Jewish customs, mother was unclean after birth and needed to be purified. Dedication of male first born sons to God was also done as per tradition. Jesus was also circumcised on that day.

In Jerusalem, there was a man named Simeon. He was God fearing and was waiting for Israel to be saved. The Holy Spirit had assured him that he will not die until he sees the promised Messiah.

Simeon was led by the spirit into the Temple. When Mary and Joseph brought Jesus, Simeon took the child in his arms and gave thanks to God. He said the following about Jesus:-

  • Jesus will bring salvation to the people.
  • He will reveal God’s will to the Gentiles
  • Jesus was God’s choice for the destruction and the salvation of many in Israel
  • Many people will speak against Him
  • Sorrow will break His Mother due to His suffering

In the Temple, there was also an 84 year old prophetess named Anna. She had been widowed after seven years. She spent all her days in the temple praying and fasting.

  • She prophesied that Jesus would set the people free

Mary and Joseph went back to Nazareth in Galilee. Jesus grew to maturity and filled with wisdom and God’s favor was with Him.

 

 

 

  1. THE BOY JESUS AT THE TEMPLE

Luke 2: 41-52

Jesus’ parents went to the Temple for the Passover Festival as they have done every year. This time, Jesus was twelve years old. The parents started going back home after the festival but then realized that Jesus was neither with them nor among their relatives.

They searched for Him the whole day but they did not find Him. So they went back to Jerusalem. On the third day, they found Him in the Temple, sitting with the Jewish teachers, listening to them and asking questions. All who heard Him were amazed at His intelligent answers. His parents, when they saw Him, they told Him that they had been terribly worried trying to find Him.

Jesus asked why they had to look for Him. He asked them “Don’t you know that I had to be in My Father’s house?”

The parents did not understand Him. So Jesus went back with them to Nazareth where He was obedient to them. He grew both in body and wisdom gaining favor with God and people.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER THREE

 

JOHN THE BAPTIST AND JESUS

 

SPECIFIC OBJECTIVES

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

  1. Outline the teachings of John the Baptist
  2. Apply the teachings of John the Baptist in daily life.
  3. Describe the baptism and temptation of Jesus
  4. Explain the relevance of baptism and temptation of Jesus to Christians today

 

  1. THE PREACHING OF JOHN THE BAPTIST

Luke 3: 1-20

John the Baptist started his preaching during the reign of Emperor Tiberius Caesar, and Pontius Pilate was the governor of Judea and Herod Antipas the ruler of Galilee.

The following teachings can be drawn from John the Baptist’s preaching.

  1. He preached a baptism of repentance for the forgiveness of sins

John the Baptist urged his listeners to have total change of heart and confess their sins so that God would forgive them.

His baptism was in preparation for those who would be ready to be baptized with fire and Holy Spirit.

  1. He warned people about God’s judgment

John rebuked his listeners. He told them to repent or face God’s judgment. They should not just cling on to being blessed Abraham’s descendants. God can turn stones to make Abraham’s descendants. They should hence repent or perish.

  • He announced the coming of the Messiah as judge

John’s listeners began to wonder whether he was a Messiah. John however told them that one was coming who is greater than Him. Who will baptize them with Holy Spirit? And will bring God’s judgment for those who have ignored God’s laws.

  1. He preached social justice

John taught the following on justice and responsibility

  • Those who have, should share with those who do not have
  • He emphasized the need for firmness and honesty in their dealings. For example, tax collectors were advised not to collect more than what be required of them.
  • Soldiers were advised not to take things from others forcefully nor accuse people falsely
  • He condemned King Herod’s immoral behavior including marrying his own brothers wife, Herodias.

He was later put in prison by Herod Antipas for his fearless condemnation of the marriage.

 

THE RELEVANCE OF JOHN’S TEACHINGS ON OUR DAILY LIFE

  1. It challenges Christians to be fair, honest and jut in their dealings with other people
  2. It teaches that Christians should avoid being hypocritical in their society
  • It challenges Christians to know that God will judge us for our wrong doing.
  1. It challenges Christians to repent their sins sincerely, seek for forgiveness and be baptized
  2. John challenges Christians to make the world a better place to live in by avoiding corruption, immorality and hypocrisy at all levels in society.

 

  1. THE BAPTISM OF JESUS

Luke 3: 21-22

Jesus was baptized by John the Baptist in River Jordan. John was baptizing other people and Jesus came and got baptized as well.

As Jesus prayed during baptism, heaven was opened, and the Holy Spirit came down upon Him in bodily form like a dove.

\a voice came from heaven saying “you are my own dear son, I am pleased with you”

 

Possible reasons why Jesus got baptized

  1. Jesus wanted to confirm and show His approval of John’s ministry.
  2. He saw it as God’s plan for saving humankind
  • He saw it as the last act of preparing those who were ready to receive the Messiah in person
  1. He saw it as a way of fulfilling Old Testament prophecies about the Messiah
  2. He wanted to identify Himself with the sinful humankind
  3. It showed His acceptance of the work of salvation which was to be completed through His suffering
  • Baptism provided an opportunity for the manifestation of the Holy Trinity, that is God the Father, the Son and the Holy Spirit

Note: – the voice from heaven was a confirmation to Jesus that He was God’s Son and that God

Was with Him and approved His mission

-The Holy Spirit descending showed that the Holy Spirit will give Jesus courage and

Guidance in the work He was about to start.

 

  1. THE TEMPTATIONS OF JESUS

Luke 4: 1-13

Soon after Jesus was baptized, He was led by the Spirit into the wilderness where He was tested by the devil. Jesus stayed in the wilderness for 40 days eating nothing. He was hungry when it was over.

Jesus was tempted in three ways. These are:-

 

  1. He was told by the devil to turn stones into bread if indeed He was the son of God.

Jesus answered and said that the scripture says that man cannot live by bread alone but by every word that comes from God.

  1. The devil took Him to a high mountain and showed Him all the kingdoms of the world. He told Jesus that he will give Him all that power and wealth. The devil said these have been given to him and that he can give them to whoever he chooses. All will belong to Jesus if Jesus were to worship him.

Jesus answered and told the devil that the scripture says that we should worship the Lord our God and serve Him only.

  1. Then the devil took Jesus to Jerusalem and set Him on the highest point of the Temple. He told Him that if indeed He was the Son of God, He should throw Himself down from. This is because the scripture says God will order his angels to take good care of Him and the angels will hold Him up with their hands so that not even Jesus’ feet will be hurt on the stones.

Jesus answered that the scripture says that one should not put the Lord your God to test.

 

  1. THE RELEVANCE OF BAPTISM AND TEMPTATIONS OF JESUS TO CHRISTIANS TODAY
  2. The relevance of Jesus’ baptism
  3. Baptism qualifies the new convert to become a member of a Christian denomination
  4. Through baptism, Christians identify themselves with Jesus Christ and all that He stands for
  • Through baptism, Christians receive the power of the Holy Spirit
  1. Baptism unites Christians as members of the Body of Christ which is the Church. Therefore all barriers of race, creed, gender and class are broken
  2. It is a symbol of death and resurrection. One dies to sin and rises to new life.
  3. Through baptism, one is considered a child of God
  • Baptism effects complete forgiveness of sins
  • Baptism prepares Christians for the Kingdom of God

 

  1. Relevance of Jesus’ temptations
  2. Since Jesus was tempted, He fully understood our difficulties when we are tempted and is ready to help us
  3. We learn that God does not tempt us beyond our strength
  • Since Jesus was tempted, Christians too must also expect to be tempted
  1. Through temptations and trials, our faith is strengthened
  2. Christians should turn to the Bible for guidance when tempted
  3. We should seek the Holy Spirit as it will enable us to conquer the devil

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

BOOK TITLE:

 

 

GOD MEETS US IN JESUS CHRIST-ST LUKE’S GOSPEL

 

 

 

SECTION TWO

 

 

THE GALILEAN MINISTRY

 

 

 

 

 

 

 

 

CHAPTER FOUR

 

JESUS BEGINS HIS WORK IN GALILEE

 

SPECIFIC OBJECTIVES

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

  1. Explain why Jesus was rejected at Nazareth
  2. Describe and appreciate the healing at Capernaum
  3. Describe the call of the first disciples
  4. Explain why Jesus faced opposition from the Pharisees and the Scribes

 

  1. JESUS’ MINISTRY IN GALILEE AND HIS REJECTION AT NAZARETH

Luke 4: 14-30

After Jesus’ temptation, Jesus went back to Galilee. He taught in the Synagogues and was praised by everyone.

Synagogue is a place where Jews worship God on every Sabbath day.

On the Sabbath day, Jesus went to the Synagogue in Nazareth where He was brought up. He was handed the book of Prophet Isaiah to read. He opened and read where it is written “the Spirit of God is upon me, because He has chosen me to bring good news to the poor. He has sent me to proclaim liberty to the captives and recovery of sight to the blind, to set free the oppressed and to proclaim the year of the Lord has come when the Lord will save His people.”

Jesus handed over the scripture to the attendant and went and sat down. All eyes were fixed on Him. Jesus said to them that that day, that part of the scripture as was being read has come to pass.

They were all well impressed with Him and marveled at His eloquence. However, when they realized that He was claiming to be the expected Messiah, they became hostile to Him. They asked around whether He is not the son of Joseph.

Jesus responded by telling them that a prophet is never accepted by his own people. He went on to give examples of non-Israelites who had received God’s favor during prophets Elijah and Elisha’s time. This made His listeners even more hostile that they tried to kill Him by throwing Him down a cliff.

 

Reasons why Jesus was rejected at Nazareth

  1. Jesus had claimed that the prophecy of Isaiah has been fulfilled in Himself and that He was the Messiah the anointed one of God, whom they had been longing for
  2. Jesus did not perform the kind of miracles He had performed in Capernaum. These include healing the sick, restoring sight to the blind, casting out demons from those possessed and even raising the dead
  • He accused the listeners that their forefathers had rejected God’s prophets by persecuting them
  1. Jesus had told the audience that the good news was first offered to the Jews but they had rejected it, so it would be made available to the Gentiles.

 

 

 

  1. JESUS HEALS IN CAPERNAUM

Luke 4: 31-44

  1. Jesus heals a man with an evil spirit

Jesus went to Capernaum, a town in Galilee, where He taught the people on the Sabbath. The people were all amazed with the way He taught because He spoke with authority.

In the Synagogue, there was a man with an evil spirit (demon) in him. The demon in him made him scream out in loud voice asking Jesus what He wanted with them. They recognized Jesus as being from Nazareth and asked Him what He wanted with them and whether He was there to destroy them. They also said that they knew who Jesus was and that He was God’s holy messenger.

Jesus ordered the spirit to be quiet and come out of the man.

The demon threw the man down in front of the people and left him without doing him any harm.

The people were all amazed and asked one another what kind of words Jesus used. Just with authority and power Jesus gives orders to the evil spirit and they come out. Report about Jesus spread in the region

 

  1. Jesus healed Simon’s mother-in law

After Jesus left the Synagogue, He went to Simon’s house. Simon’s mother-in law was suffering from a fever and Jesus was asked to heal her. Jesus commanded the fever to leave her and she was healed immediately.

In the evening of the same day, Jesus carried out another healing. People suffering from various diseases and demon possession were brought to Him. He healed and exorcised demons from those who were possessed. The people wanted to keep Jesus in that are but Jesus informed them that the Good News of God’s Kingdom was meant for all people.

 

LESSONS THAT CHRISTIANS LEARN FROM JESUS’ HEALING IN CAPERNAUM

  1. Jesus is the Son of God
  2. Jesus came to establish the Kingdom of God and destroy the kingdom of Satan.
  • Jesus has power over evil spirits or demons.
  1. Faith and prayer are necessary for healing
  2. Jesus came to save human beings from the slavery of sin

 

  1. JESUS CALLS THE FIRST DISCIPLES

Luke 5: 1-11

A disciple is a follower or a learner.

Jesus chose disciples from among the many people who followed Him to listen to His teachings. These were to continue with His teachings

One day Jesus was standing on the shores of Lake Gennesaret (also called the Sea of Tiberius or Sea of Galilee) from where He taught the word of God to the people.

Jesus saw two boats on the beach. The fishermen had left them and were washing the nets.

Jesus got into one of the boats which belonged to Simon. He sat in the boat and taught the crowd. When He had finished teaching, He asked Simon to cast the net into the sea for a catch.

Simon said that they had worked all night and took nothing but, at Jesus’ word, he will let the nets down.

Then Simon and his partners John and James, the sons of Zebedee let down their nets and caught such a large number of fish that the nets almost broke.

Simon Peter was deeply moved by the miraculous catch of fish. He fell on his knees before Jesus and urged Him to go away from him for he was a sinful person.

James and John too were amazed at the miraculous catch of fish.

Jesus told Simon not to be afraid for from that time on, he would be catching men. This meant he was going to be one of the disciples of Jesus and will be winning people to the Kingdom of God.

The three me, left everything and followed Jesus. There was also Andrew, Simon’s brother.

 

LESSONS THAT CHRISTIANS LEARN FROM THE CALL OF THE FIRST DISCIPLES

Christians learn that:-

  1. God still calls people today to serve Him in various capacities
  2. God can choose anybody to serve Him regardless of their status in society
  • Those called by God are expected to be humble
  1. Christians should trust in God
  2. Those who are called should repent their sins
  3. God can intervene in peoples’ lives through miracles
  • Christians should work together as a team
  • There is hope for those who follow Jesus
  1. God reveals Himself to people in everyday activities
  2. Christians’ vocation may require renunciation of family ties and occupation

 

  1. JESUS FACES OPPOSITION

Luke 5: 12-6:11

Jesus was mainly opposed in His preaching and teachings about Good News by the Jewish religious leaders. These were:-

  • The Pharisees
  • The Scribes and
  • The Sadducees

 

  1. THE PHARISEES

The word Pharisee means separated.

It applied to Jewish religious group which had separated themselves from the common people. They also called themselves the “righteous” implying that they had a close relationship with God.

Characteristics of the Pharisees

  1. They believed in the Law of Moses and accepted the first five books of the Bible as God inspired
  2. They upheld and insisted on observance of the oral traditions of the elders
  • They believed in the teachings of the prophets and other writings of the Old Testament
  1. They stressed on the external observance of the Law and neglected the inner righteousness
  2. They had a duty together with the scribes to pass on the religious traditions of the Jews from generation to generation
  3. They believed in the existence of angels and regarded them as intermediaries between God and human beings
  • They believed in the existence of demons and Satan
  • They believed in and waited for the Messiah of God
  1. They believed in the resurrection of the dead
  2. They believed in the judgment of God for all humankind at the end of time
  3. Politically, they were strong nationalists who resisted all foreign influences and power.

 

  1. THE SCRIBES

The word Scribe means a writer

Originally, the Scribes specific work was to make new, exact copies of the handwritten manuscripts of the Jewish scriptures

They were either drawn from the Pharisees or Sadducees. They were accepted as experts in the content and application of the law

They were called Rabbi (teacher)

They were represented in the Sanhedrin (the Jewish Religious Council)

They ran Rabbinical Schools where the Jewish male youth went to learn the Mosaic Law at the age of 13 years.

 

  1. THE SADDUCEES

These were a wealthy and influential group who were members of the Jerusalem Priesthood.

The Chief Priests were drawn from the Sadducees.

They believed only in the divine authority of the Law of Moses and the Pentateuch. They regarded all other books of the Old Testament as not divinely inspired and therefore rejected them.

They rejected the Pharisees’ belief in:-

  • Resurrection of the dead
  • Last judgment
  • Coming of the Messiah and
  • Angels and Demons

They also rejected the oral traditions of the Pharisees

They represented the majority of the members of the Sanhedrin

They were hated by the poor unlike the Pharisees who were popular and respected by them

They were enemies with the Pharisees mainly on religious matters. They however, joined together to oppose Jesus.

 

REASONS WHY THE SCRIBES, THE PHARISEES AND THE SADDUCEES OPPOSED JESUS

  1. Jesus’ claim to have power to forgive sin
  2. Jesus’ association with tax collectors and sinners
  3. Jesus’ attitude towards the Sabbath
  4. Jesus’ failure to observe the law of fasting
  5. The popularity of Jesus

 

LESSONS THAT CHRISTIANS LEARN FROM JESUS’ OPPOSITION

  1. Christians should not condemn those who are different from them
  2. Church leaders should make rules that promote the development or growth of the Church
  • Christians should be ready to assist the needy regardless of the opposition they may face in the processes.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER FIVE

 

THE SERMON ON THE PLAIN

 

SPECIFIC OBJECTIVES

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

  1. Explain the choosing of the twelve disciples
  2. Identify Jesus’ teachings on qualities of true discipleship
  3. Explain Jesus’ teachings on the Sermon on the Plain and apply the teachings to daily life

 

  1. THE CHOOSING OF THE TWELVE DISCIPLES

Luke 6:12-16

After Jesus was condemned by the Pharisees at the Synagogue for healing a man with paralyzed hand on a Sabbath day, He went up to a hill to pray. He spent the whole night praying there. The next day, He called His disciples to Him and chose twelve of them, whom He named apostles.

Apostles means one who is sent or missionaries

Jesus’ Apostles are those that witness His resurrection and accompanied Him throughout His ministry

The apostles are:

  1. Simon (whom He named Peter)
  2. Andrew Simon’s brother
  • James
  1. John brothers
  2. Philip
  3. Bartholomew
  • Mathew
  • Thomas
  1. James son of Alphas
  2. Simon the Zealot
  3. Judas son of James
  • Judas Iscariot

 

LESSONS THAT CHRISTIANS LEARN FROM JESUS CHOOSING OF THE 12 APOSTLES

  1. Christians must willingly carry on with Jesus’ work of spreading the Good News through preaching, healing, community services etc
  2. We should always remember to consult with God in all our undertakings. That is through prayers, retreats, bible studies
  • Evangelization is a continuous process. Christians have a duty to witness for Christ
  1. Christians should undertake training in various aspects of Christian ministry in order to carry out Jesus’ work effectively.

 

 

  1. JESUS’ TEACHING ON THE QUALITIES OF TRUE DISCIPLESHIP

Luke 6: 20-49

True disciples, according to Jesus, should have the following qualities

  1. Perseverance in the face of persecution
  2. Unwavering faith in Jesus
  • Love for enemies
  1. Obedience to Jesus’ teachings
  2. Implementers of Jesus’ teachings
  3. They were to be generous
  • They were to exercise self-criticism before judging others
  • The disciples were to show compassion to others

 

  1. THE SERMON ON THE PLAIN

Luke 6: 17-49

After selecting the 12 apostles, Jesus delivered a sermon to the disciples and crowds that followed Him. The purpose of the sermon was to teach the crowd the meaning of true discipleship and to prepare the disciples for their mission of spreading the good news. The sermon on the plain is divided into the following areas:-

  1. Blessings and woes
  2. Love of enemies
  • Judging others
  1. Evidence of good/true discipleship
  2. Hearing and doing

 

  1. BLESSINGS AND WOES

Luke 6:17-26

These are also referred to as Beatitudes in other version

Jesus has a message for the poor, the rich, those who hunger, those who are full, those who weep and those who laugh.

The beatitudes are:-

  1. Happy are those who know they are spiritually poor; the Kingdom of heaven belongs to them
  2. Happy are those who mourn; God will comfort them
  • Happy are those who are humble; they will receive what God has promised them
  1. Happy are those whose greatest desire is to do what God requires; God will satisfy them fully
  2. Happy are those who are merciful to others; God will be merciful to them
  3. Happy are the pure in heart; they will see God
  • Happy are those who work for peace; God will call them His children
  • Happy are those who are persecuted because they do what God requires; the Kingdom of heaven belongs to them
  1. Happy are you when people insult you and persecute you and tell all kinds of evil lies against you because you are Jesus’ followers. Be happy and glad, for a great reward is kept for you in heaven.

 

 

Teachings from the beatitudes

  1. Jesus promises blessings to those who accept to be His followers
  2. He announces curses for those who reject the condition for the discipleship
  • Discipleship entails
    • an unconditional love even for enemies,
    • Doing good without expecting any returns.
    • Showing mercy for others,
    • Praying for those who mistreat you.
  1. God loves us unconditionally despite our sinfulness
  2. When we show love to our enemies, we exhibit God’s love in us
  3. Discipleship requires acknowledging one’s shortcomings and avoiding criticizing others
  • True disciple is one whose faith is evident in good actions

 

  1. LOVE OF ENEMIES

Luke 6: 27-36

Jesus taught His disciples the following concerning love of enemies:-

  1. To love their enemies and do good to those who hate them
  2. To bless those who curse them and pray for those that mistreats them
  3. If someone strikes them on one cheek, they should turn to them the other cheek as well.
  4. If someone took their cloak, they should not stop them from taking their tunic as well
  5. They are to give to anyone who asks them
  6. If anyone takes what belongs to them, they should not demand it back
  7. They should do to others what they would want them to do to them
  8. He warned them not to love only those who love them, not to do good to only those are good to them, not to lend only those that they expect repayment.
  9. They should instead love their enemies, do good to them, and lend to them without expecting to get anything back
  10. Their reward will be great and they will be sons of the Most High who is kind to the ungrateful and wicked.
  11. They should be merciful just as their father is merciful

 

  1. JUDGING OTHERS

Luke 6: 37-42

Jesus taught His disciples the following on judging others:-

  1. Do not judge, and you will not be judged
  2. Do not condemn and you will not be condemned
  • To forgive and they will be forgiven
  1. To give and it will be given to them in good measure
  2. Not to look at the speck in their brother’s eyes and pay no attention to the plank in their own eyes.
  3. He also warned through a parable that a student cannot be above his teacher nor can a blind man lead another blind man.

 

  1. EVIDENCE OF GOOD DISCIPLESHIP

Luke 6: 43-45

Jesus used the image of a tree and its fruit to demonstrate that a good person is known by his/her actions.

The good man brings good things out of the good stored up in his heart, and the evil man brings evil things out of the evil stored up in his heart.

He concludes by saying that out of the abundance of one’s heart, the mouth speaketh.

 

  1. HEARING AND DOING

Luke 6: 46-49

Jesus cautioned those who called Him Lord, Lord and yet they do not do what He says. He says those who put His words into practice are like a wise man who builds his house upon the rock. When flood struck, the house is not shaken,

But that that hears His words and not put them into practice is like a man who builds his house without a foundation. The moment torrent stuck, the house collapses.

Hence Christians should build a firm foundation in Jesus to overcome any temptation

 

RELEVANCE OF THE SERMON ON THE PLAIN TO CHRISTIANS

The teachings of Jesus in the Sermon on the plain are relevant to Christians in the following ways:-

  • The goal of a Christian should be to inherit the Kingdom of God. any tribulations and trials a Christian encounters should be a preparation for the kingdom
  • Christians should love their enemies. Jesus forgave those who crucified Him
  • Christians should examine themselves before passing judgment on others
  • Christians should be steadfast in faith as this can protect one from succumbing to temptations
  • A Christian should be willing to hear God’s word and proclaim it.
  • A Christian should promote peace. Jesus taught that we should turn the other cheek when we are hit
  • Christians should be generous

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER SIX

 

SOME WORKS AND TEACHINGS OF JESUS

 

SPECIFIC OBJECTIVES

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

  1. Explain and appreciate Jesus’ works of compassion
  2. Emulate Jesus example by showing compassion to others
  • Narrate the parables of Jesus
  1. Relate the significance of the parable to daily life
  2. Describe the mighty works of Jesus
  3. Explain the significance of the teaching from the mighty works of Jesus to Christians today.

 

  1. JESUS’ WORKS OF COMPASSION
  1. THE HEALING OF THE CENTURION’S SERVANT

Luke 7:1-10

After Jesus came from the hill where He gave the Sermon on the Plain, He went back to Capernaum.

A Roman Officer (a Centurion) there had a servant who was very sick and about to die the servant was dear to the Centurion.

When the officer heard about Jesus, he sent some Jewish elders to ask Him to come and heal his servant.

The elders went to Jesus and begged Him to go and heal the servant. This was because the Centurion was good to the people and had even built a Synagogue for them.

Jesus agreed and went with them to the Centurion’s house. When He was about to reach there, the Centurion sent messengers to ask Him not to come into his place.

He said that he was not worthy to go before Jesus and neither did he deserve to have Jesus come into his house.

He asked Jesus to just give the order and his servant will get well. He said even him, he had authority to command his junior officers and even his servants to do his will and they obey

Jesus was surprised when He heard this; He turned around to the crowd following Him and told them He had never found faith like this, not even in Israel.

The messengers went back to the officer’s house and found the servant well.

 

LESSONS THAT CHRISTIANS LEARN

  1. Just like the Centurion believed that Jesus’ word could heal, so should Christians believe in Jesus’ power and Lordship
  2. Christians should know that Jesus has power to heal all forms of illnesses
  • Just as the Centurion had great love for his servant, Christian employers should treat their workers with compassion
  1. Christianity is a universal religion, regardless of race, tribe, gender and creed
  2. The Centurion humbled himself despite his status, hence leaders should humble themselves and seek God’s help
  3. Christians should show compassion to the needy just as Jesus was compassionate to the Centurion’s servant and healed him.

 

  1. THE RAISING OF THE WIDOW’S SON IN NAIN

Luke 7: 11-17

Jesus went to a town called Nain in Galilee accompanied by His disciples and a large crowd. Just as He arrived at the gate of the town, a funeral procession was coming out. The dead man was the only son of a woman who was a widow, and a large crowd from the town was with her.

When the Lord saw her, His heart was filled with pity for her, and He told her not to cry. Jesus then walked over and touched the coffin, and the men carrying it stopped.

He then commanded the dead man by saying

“Young man! Get up, I tell you!”

The dead man sat up and began to talk and Jesus gave him back to his mother.

The people were filled with fear and praised God by saying that a great prophet had appeared among them and that God had come to save His people.

This news about Jesus went out through all the country and the surrounding territory.

 

LESSONS FROM THE RAISING OF THE WIDOW’S SON

  1. Jesus has power over death. This gives hope to Christians that even when they die, they will rise again to life with Jesus in heaven
  2. Jesus is a great prophet. He is a fulfillment of the prophecies of the Old Testament
  • Jesus empathizes with the suffering. He saw a widow weeping and pitied her.
  1. Traditional laws should not hinder a Christian from performing acts of compassion. Jesus touched the coffin of the dead son although by doing this, He broke the Jewish ceremonial law.

 

  1. ASSURANCE TO JOHN THE BAPTIST

Luke 7: 18-35

John sent out two of his disciples to go to Jesus and ask Him whether He was the one he (John) heard was going to come or whether they should expect someone else.

The disciples went to Jesus and asked Him the question, but at the same time, Jesus cured many people of their sicknesses, diseases and evil spirits, and gave sight to many blind people.

Jesus answered John’s messengers by telling them to go back and tell John what they had seen and heard.

After the disciples of John had gone, Jesus paid tribute to John. He acknowledged that John was the greatest of all the prophets.

He went on to portray John as His forerunner. He described him as a man of strong character who could not be swayed like a person who lived in luxury like a prince in a palace.

The Pharisees and Scribes had disregarded John and even refused to be baptized by him.

 

  1. THE FORGIVENESS OF THE SINFUL WOMAN

Luke 7: 36- 8:3

Simon, a Pharisee, had invited Jesus to have dinner with him at his house. In the same town, there was a sinful woman (prostitute) when she heard where Jesus was, she came with perfumed oil.

She stood behind Jesus, crying, wetting His feet with her tears and then drying them using her hair. She kissed them and poured perfume on them.

Simon wondered if indeed Jesus was a prophet because he believed Jesus would have known that the woman was sinful and would have stopped her from touching Him.

Jesus, who knew Simon’s thoughts, gave him an analogy (story) of two men who owed money to a money lender. One owed 500 silver coins and another 50 coins. Since neither could pay, the money lender forgave them both by cancelling their debts.

Jesus asked which of the two men would love the money lender more. Simon said the one who owed him more.

Jesus hence said that since the woman had great sins, she loved Jesus more and had even showed so by her actions

Therefore, those who are forgiven more, shows more love, but those who are forgiven little, shows only a little love.

Jesus told the woman that her sins have been forgiven.

Those sitting at the table wondered who Jesus was as He forgives even sin.

Jesus later travelled through towns together with His 12 disciples and women who had been healed of evil spirits and diseases.

These were Mary (Magdalene), Joanna and Susanna and many other women who used their own resources to help Jesus and his disciples.

 

  1. JESUS TEACHES IN PARABLE

A parable is a short story or description which teaches something or answers some questions

 

Reasons why Jesus used Parables

  1. To avoid open confrontation with the Pharisees.
  2. To confuse the Pharisees so that they will not be able to accuse Him
  • To separate true disciples from onlookers
  1. To explain unfamiliar messages in a language that His hearers could understand
  2. To provoke His listeners into thinking critically
  3. To make His listeners understand issues from different point of view
  • To be able to explain the nature and growth of the kingdom of God to His listeners

Note: write all the parables used by Jesus

 

  1. THE PARABLE OF THE SOWER

Luke 8: 4-15

A great crowd had gathered before Jesus and He told them this parable

Once, there was a man who went out to sow as he scattered the seeds in the field, some of it fell:-

  • Along the foot path, where it was stepped on, and the birds ate them up.
  • Some of it fell on rocky ground, and when the plants sprouted, they dried up because the soil had no moisture.
  • Some of the seed fell among thorny bushes, which grew up with the plants and chocked them.
  • And some seeds fell in good soil; the plants grew and produced corn, a hundred grains each.

 

Jesus explains the parable of the sower

The disciples asked Jesus the meaning of the parable and He gave out the following:-

  • The seeds that fell along the foot path stand for those who hear the word of God but Devil come and take the message away from their hearts in order to keep them from believing and being saved.
  • The seeds that fell on rocky ground stand for those who hear the message and receive it gladly. But it does not sink deep into them, they believe only for a while but when temptations come, they fall away.
  • The seeds that fell among thorny bushes stand for those who hear, but the worries and riches and pleasures of this life crowd in and choke them, and their fruits never ripens
  • The seeds that fell in good soil stand for those who hear the message and retain it in a good and obedient heart, and they persist until they bear fruit.

 

LESSONS THAT CHRISTIANS LEARN FROM THE PARABLE OF THE SOWER

  1. Christians should not despair for there is a good harvest at the end
  2. Christians should not allow such things as worries, riches and pleasures of life to pre-occupy their mind as one may never have room to listen and internalize God’s word.

 

  1. THE PARABLE OF A LAMP UNDER A BOWL

Luke 8: 16-118

In this parable, Jesus taught that no one can light a lamp and cover it with a bowl or hide it under a bed. Instead, they put it on a stand to illuminate a room.

In this parable, Jesus is the light and the disciples are those on home the light shines

The disciples had a duty to pass on what they had learnt from Jesus to other people and not to keep it to themselves. He advised the disciples to listen to Him carefully and hear correctly.

Jesus also cautioned the disciples that their mission involved giving in order to receive. If they did not preach God’s word and bear fruit, they would lose even the little measure of spiritual knowledge that had been given to them.

 

  1. JESUS’ TRUE FAMILY

Luke 8: 19-21

Jesus’ mother and brothers came to him, but were unable to join Him because of the crowd. Someone said to Jesus that His mother and brothers were standing outside and wanted to see Him.

Jesus responded by saying that His mother and brothers are those who hear and head to God’s word

Jesus wanted the people to understand the divine nature of His work. He was the son of God and those who heeded His teachings were therefore closer to Him than human relations.

 

  1. THE MIGHTY WORKS OF JESUS

The works of Jesus are called miracles.

Miracles are extraordinary events that seem to go against the laws of nature

The miracles of Jesus can be divided into four groups:-

  1. Nature miracles for example, the calming of the storm
  2. Raising of the dead for example raising of Jairus’ daughter
  • Healing miracles for example the healing of the Centurion servant
  1. Exorcism/casting out evil spirits for example the Gerasene Demoniac

 

  1. THE CALMING OF THE STORM

Luke 8: 22-25

One day Jesus got into a boat with His disciples and asked that they go to the other side of the lake.

As they were sailing, Jesus fell asleep. Suddenly a strong wind blew down on the lake and the boat began to fill with water. The disciples were afraid that they would drown

They woke Jesus and asked Him to save them before their boat capsized. Jesus rebuked the winds and waves. They died down and there was great calm. Jesus asked the disciples where their faith was.

But the disciples were amazed and afraid and asked one another who Jesus was as He even gives order to the winds and waves and they obey Him.

 

LESSONS THAT CHRISTIANS LEARN FROM JESUS’ CALMING OF THE STORM

  1. Christians should depend on Jesus to help them overcome temptations
  2. Christians learn not to give up their faith in the face of persecution. They should trust in Jesus who would deliver them from the persecution they face.
  • Christians should have complete faith in Jesus so as to be able to overcome all problems in their lives

 

  1. THE HEALING OF THE GERASENE DEMONIAC

Luke 8: 26-39

Jesus and His disciples sailed on over to the territory of Gerasa, which is across the lake from Galilee. As Jesus stepped ashore, He was met by a man from the town who had demons in him. The man was naked and lived in the caves for burial.

When he saw Jesus, he cried loudly then threw himself down at Jesus feet. He shouted out Jesus’ name and called Him Son of the Most High God.  He asked Jesus what He wanted with him and begged Jesus not to punish him.

Jesus asked the man what his name was. The man said legion which implied that he had many demons. Legion stands for 2000 to 6000 soldiers in a battlefield.

The demons begged Jesus not to send them into the abyss. Abyss is a deep immeasurable space-infinite. It is a hole so deep or a space so great that it cannot be measured.

The demons had seized the man many times and even though he was imprisoned by chains, he would break the chains and be driven by the demons into the desert.

The demons begged Jesus to send them into a large herd of pigs that were grazing nearby. They went out of the man and into the pigs. The whole herd rushed to the cliff and threw themselves into the lake where they drowned.

The men taking care of the pigs ran off and spread the news in the town. People came and found Jesus with the demon possessed man who was now well and sited at Jesus’ feet.

The people in the town asked Jesus to go away because they were afraid. Jesus got into the boat and left.

The man begged Jesus to allow him to go with them but Jesus sent him away and asked him to go back home and tell what God had done for him.

 

LESSONS THAT CHRISTIANS LEARN FROM THE HEALING OF THE GERASENE DEMONIAC

  1. Christians learn to constantly fight against powers of evil.
  2. Christians learn that Jesus’ power conquers evil
  • God will not allow a person’s tribulations to defeat their faith
  1. Christians should put more value to human life than on material thins

 

  1. THE RAISING OF JAIRUS’ DAUGHTER

Luke 8: 40-56

When Jesus returned the other side of the lake, the people welcomed Him.

Jairus, an official in the local Synagogue, arrived. He threw himself down at Jesus’ feet and begged Him to go to his home and heal his twelve year old daughter who was dying.

While Jesus was on His way, a messenger from Jairus house came and told Jairus that his daughter had died and told him not to bother Jesus anymore.

Jesus heard the messenger and told Jairus not to be afraid but to only believe and his daughter will be well.

When Jesus arrived at the house, He did not allow anyone to go in with Him except Peter, John and James and the child’s father and mother.

The people were mourning for the child but Jesus told them not to cry, the child was not dead as she was only sleeping

The people laughed at Him because they knew that she was dead.

Jesus took the child by the hand and commanded her to get up. Life returned to the girl and she got up at ones. Jesus ordered her parents who were astonished, to give her something to eat and instructed them not to tell anyone what had happened.

 

  1. THE HEALING OF THE WOMAN WITH THE FLOW OF BLOOD

Luke 8: 43-48

While Jesus was heading to Jairus home, the people were crowding Him from every side. Among them, was a woman who had suffered severe bleeding for twelve years? She had spent all she had on doctors but no one had been able to cure her.

She came up behind Jesus and touched the edge of his cloak and her bleeding stopped at once.

Jesus asked who had touched Him. Everyone denied it and Peter went ahead and told Him that people were all around Him and crowding Him.

Jesus said that someone had touched Him as He knew it when power went out of Him.

The woman, who knew that she had been found out, came trembling and threw herself at Jesus’ feet

She told Him why she had touched Him and how she had been healed.

Jesus called her His daughter and told her to go in peace for her faith had made her well.

THE TEACHINGS ABOUT JESUS FROM HIS MIRACLES

  1. They show Jesus’ compassion to those suffering
  2. They show Jesus as the Lord of life
  • They show that Jesus is the Son of God and that He is the promised Messiah of the Old Testament
  1. They affirm that Jesus came to save the world from sin.
  2. They show that Jesus is universal savior. He healed both the Jews and the Gentiles, men, women, adults and the young.
  3. They are manifestation of God’s love and concern for His people through Jesus Christ
  • They evoke faith that is through Jesus Christ, God’s work of creation and salvation continues.
  • They are an integral part of Jesus’ teachings. They suppliant His teachings of preaching the word.
  1. They were performed as a response to an affirmation of faith on the part of those who were in need.
  2. Through healing, Jesus showed His concern for total well being of humankind. This included physical, spiritual and mental aspects

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER SEVEN

 

JESUS AND THE TWELVE DISCIPLES

 

SPECIFIC OBJECTIVES

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

  1. Outline the roles and responsibilities Jesus gave His 12 disciples during their commissioning
  2. Explain Jesus’ feeding of five thousand people
  3. Identify who Jesus is and His destiny
  4. Describe the transfiguration of Jesus
  5. Explain Jesus’ teachings on faith and humility

 

  1. THE COMMISSIONING OF THE TWELVE DISCIPLES

Luke 9: 1-9

Jesus called His 12 disciples together and gave them power and authority to drive out all demons and cure diseases.

Then He sent them out to preach the Kingdom of God and to heal the sick.

He told them not to carry anything for their journey such as food, money, an extra shirt or a bag.

He told them where they will be welcomed; they should stay in that house until they leave the town.

Where they will not be welcomed or faced rejection, they were to make gesture of shaking the dust off their feet. This was to act as a warning to them of impending judgment day.

Herod heard of the mighty works the disciples of Jesus were doing and he was perplexed. He wondered about the true identity of Jesus. Some people thought that John the Baptist had been raised from the dead while others thought that Elijah had returned. He wished to meet Jesus in person.

 

  1. JESUS FEEDS THE FIVE THOUSANDS

Luke 9: 10-17

The disciples of Jesus came back from their mission and reported to Jesus what they had done. Jesus took His followers to a quiet place in Bethsaida to rest. However, they were followed by the multitude that was keen to listen to Him.

Jesus turned and preached to them about the kingdom of God and healed the sick.

When it reached evening, the disciples came to Jesus and asked Him to send the people away so that they (the people) could go to the villages and find food and lodging.

Jesus instead told the disciples to give them something to eat.

The disciples told Jesus that all they had was five loaves and two fish and asked whether they should go to the market and buy food for the crowd. There were about 5,000 men.

Jesus told the disciples to make the people sit down in groups of about 50 each

After this, Jesus took the five loaves and two fish, looked up to heaven, thanked God for them, broke them, and gave them to the disciples to distribute to the people.

They all ate and 12 baskets were left over.

 

LESSONS LEARNT FROM JESUS’ FEEDING OF 5,000 PEOPLE

  1. Jesus was not only concerned with spiritual food which was attained through preaching the word but also with people’s physical needs. Christians should not only preach the gospel but also cater for people’s social and economic needs.
  2. The feeding of 5,000 people was foretaste of the Messianic banquet prophesied by prophet Isaiah. (Isaiah 25:6)
  • Jesus’ prayer, points to the spiritual feeding of the Church in the celebration of the Eucharist. This is seen in the way Jesus took the bread and broke it during the last supper
  1. Jesus had divine power.

 

  1. THE PERSON OF JESUS AND HIS DESTINY

Luke 9: 18-27

One day, when Jesus was praying alone, the disciples came to Him. Jesus asked them what the people said He is.

The disciples told Him that some people said that He was John the Baptist; others said that He was Elijah while others said that He was one of the prophets of long ago and has come back to life.

Jesus then asked the disciples who they say He is.

Peter said that He was God’s Messiah.

Jesus told them not to tell anyone and then He went ahead and gave them the nature of His Messiahship. He told them that the Son of Man would suffer, be rejected by the elders, the Chief Priests and the teachers of the law. He will be put to death but three days later, He will be raised to life.

Jesus also told them that anyone who wanted to come to Him must forget themselves, take up their cross and follow Him.

He said anyone who wanted to save his life will lose it but anyone who lost his life for Jesus’ sake, will save it.

He said that one does not gain anything if they win the whole world but they are themselves lost or defeated.

He said that if people are ashamed of Him and His teachings, then He will be ashamed of them when He comes in His glory and the glory of God and that of the Holy angels.

 

  1. THE TRANSFIGURATION

Luke 9: 28-37

Transfiguration may refer to change of form or transformation of body into heavenly glory

About a week after Jesus spoke of His death and suffering, He took Peter, John and James with Him and went up a hill to pray.

While He was praying, His face changed its appearance, His clothes became dazzling white.

Suddenly, two men were there talking with Him. They were Moses and Elijah. They appeared in heavenly glory and talked with Jesus about the way in which He would soon fulfill God’s purpose by dying in Jerusalem.

Peter and his companions were sound asleep, but they woke up and saw Jesus’ glory and the two men who were standing with Him.

Peter told Jesus that it was good that they were around and that they will make three tents. One for Jesus, one for Moses and one for Elijah

While Peter was still speaking, a cloud appeared and covered them with its shadow. The disciples were afraid as the cloud came over them. A voice said from the cloud

“This is my son, whom I have chosen-listen to Him”

When the voice stopped, Jesus was left alone. The disciples kept quiet about all that they had seen

 

THE SIGNIFICANCE/PURPOSE OF THE TRANSFIGURATION

  1. The voice from Heaven confirmed ones more that Jesus was the true Son of God, and that He was doing God’s will
  2. To strengthen the faith of the apostles, so that they would continue with His work after His death
  • Moses represented the Law, while Elijah represented the Prophets. Their appearance signified that they were handing over. This showed that Jesus was the fulfillment of the Old Testament law and prophecy
  1. The cloud was a symbol of God’s presence
  2. Jesus’ mission was no longer a secret.
  3. The transfiguration marked the onset of His passion which would lead to His death.

 

  1. JESUS’ TEACHING ON FAITH AND HUMILITY

Luke 9: 37-50

THE HEALING OF A BOY WITH AN EVIL SPIRIT

The next day after transfiguration, Jesus took the three disciples he was with (Peter, John and James) down from the hill.

A man from the crowd asked Jesus t heal his son who was being attacked by spirits throwing him down and foam forms in his mouth. The man said that he had asked his disciples to heal him but they were defeated. Jesus questioned the faith of the disciples. He also asked them for how long must He stay with them. He then asked the man to bring the boy.

The demon knocked the boy and threw him down as he was coming. Jesus gave a command to the evil spirit, healed the boy and gave him back to his father.

The people were amazed.

 

 

 

 

 

 

 

 

 

 

 

 

 

BOOK TITLE:

 

 

GOD MEETS US IN JESUS CHRIST-ST LUKE’S GOSPEL

 

 

SECTION THREE

 

THE JOURNEY TO JERUSALEM

 

 

 

 

 

 

 

 

CHAPTER EIGHT

 

SOME MAJOR TEACHINGS OF JESUS

 

SPECIFIC OBJECTIVES

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

  1. Explain the duties and privileges of discipleship
  2. Explain what it means to be a committed follower of Jesus by
    1. Describing the parable of the Good Samaritan
    2. Describing Jesus’ visit to Mary and Martha
  • Explaining Jesus’ teaching on prayer
  1. Explain Jesus’ teachings on how to use God’s power to overcome evil
  2. Explain Jesus’ teachings on hypocrisy, wealth and watchfulness

 

INTRODUTION

After the Galilean Ministry, Jesus made up His mind and set out on His way to Jerusalem. The Journey to Jerusalem was important to Jesus because it is at this city that He would be rejected and killed by Jewish religious authorities.

On His way to Jerusalem, Jesus went through towns and villages teaching on matters of discipleship, the Kingdom of God, Wealth and Poverty. He also healed the sick. His teachings encourage His disciples to grow in faith.

 

  1. THE DUTIES AND PRIVILEGES OF A DISCIPLESHIP

Luke 9: 51-62

During Jesus journey to Jerusalem, people continued to follow Him. Some of them became His disciples. Jesus gave those who volunteered to follow Him some conditions.

One person was eager to follow Jesus and said: “I will follow you wherever you go”

Jesus responded and said; “Foxes have holes, birds of the air have nests; but the Son of Man has nowhere to lay His head.”

By saying this, Jesus made it clear that following Jesus means accepting homelessness and enduing hardship because Jesus did not have a permanent dwelling place.

Jesus invited another man to follow Him but he requested to be allowed to fulfill his family obligation of ‘burying his brother’

Jesus response to him was: “leave the dead to buy their own dead; but as for you, go and proclaim the Kingdom of God”

In telling him this, Jesus meant that family obligation must be set aside in order for ne to proclaim the kingdom of God.

A third person declared his willingness to follow Jesus but still felt he had an obligation to bid his family farewell first.

Jesus responded by telling him “No one who put his hands to plough and looks back is fit for the Kingdom of God.”

This meant that Jesus demands on unwavering committed to follow Him and cutting family ties or occupation.

 

LESSONS LEARNT ON DUTIES AND PRIVILEGES OF DISCIPLESHIP

  • As a Christian, following Jesus implies meeting certain conditions. These are:
  • As a disciple one is in self denial of certain privileges such as comfort of homes and works and must also be ready to suffer.
  • To be a disciple, one ought to put all their resources both financial and intellectual to missionary work
  • To be a disciple, one has to be a committed to spreading the gospel of Jesus
  • Disciples of Jesus should be loyal to Him and not be distracted by anything else.

 

 

  1. THE MISSION OF THE SEVENTY TWO

Luke 10: 1-24

At the start of the journey to Jerusalem, Jesus chose 72 disciples and sent them on a mission to preach and heal. This number (72) indicates that the mission of Jesus is for the whole world.

In His instructions, Jesus informed the 72 that the task was enormous, since there were many people waiting to hear the good news but the disciples were few.

The task was challenging because they would not be well received by all, and they would be totally dependent on the hospitality of those they would meet in the villages. Jesus gave them the following instructions:

  • They were not to curry money, food or clothing. They were to depend totally on the hospitality of the local people.
  • They were to preach peace in the house they entered.
  • They were to heal the sick and preach the kingdom of God.
  • They were to shake off dust from their feet where they are rejected.

If they people continually rejected Jesus, they would face severe judgment, worse than that of Sodom and Gomorrah.

After their mission, the disciples returned and reported their success to Jesus. They reported that: They were able to drive out demons in the mighty names of Jesus.

Jesus responded: “I saw Satan fall like lighting from heaven.”

Jesus meant that the kingdom of Satan w being defeated by God. He cautioned the disciples against placing too much importance in their power over demons, but rather they should be glad they are members of the Kingdom of Heaven.

Jesus rejoices at seeing the power of God in the work of the disciples. He gives thanks to God for revealing Himself to the lowly and not the rich, to the simple and not the proud.

He closes the prayer by expressing the privileges of the disciples witnessing the presence of the Messiah. They had witnessed the manifestation of the Kingdom.

 

THE RELEVANCE OF JESUS TEACHING ON DISCIPLESHIP TO CHRISTIANS

  • Christians should continue to evangelize and ensure that the gospel reaches all people.
  • Christians should not tire in evangelizing even in the face of hospitality or resistance. He encourages His disciples to bless those who rejected their mission.
  • Christians have a duty to take care of the servants of God.
  • Christians should be involved in the healing ministry of Jesus in all its dimensions, such as exorcism, deliverance, medical care, restoration of relationships and pastoral care.
  • Christians have the assurance of God’s power to overcome evil.
  • Christians should be cautious of their ability to cast out evil spirits; they should be humble and acknowledge God’s power in their actions.

 

  1. A COMMITTED FOLLOWER OF JESUS

Luke 10: 25-11:1-13

Committed means dedication and devotion to certain responsibility. A committed person is one who feels obliged to perform his / her duties seriously

The stories of the Good Samaritan, Jesus visits to Mary and Martha and Jesus’ teaching of prayer are used to explain what it means to be a committed follower of Jesus.

 

 

  1. THE PARABLE OF THE GOOD SAMARITAN

Luke 10: 25-37

A teacher of the law came to Jesus to test His understanding of the Mosaic Law. He asked Jesus, “What must I do to receive everlasting life”

Jesus responded by asking him what the law says and his interpretation of it.

The teacher said that the law said that one should love the Lord your God with all your heart, with all your soul, with all your strength, and with your entire mind, and love your neighbor as you love yourself.

Jesus told him he was right and then told him to go and do the same so as to receive eternal life.

The teacher of the law was puzzled about who a neighbor was.

To explain the concept of a neighbor, Jesus told the story of the Good Samaritan.

‘A man was attacked while on his way to Jericho. A Levite and a priest passed him and did not help.

According to Jewish law, it was forbidden for priests and Levites to come into contact with blood or a corpse because this rendered them unclean.

A Samaritan passed by and stepped to help the wounded man. He bandaged the wounds of the victim and took him to an inn and met all the expenses.

Jesus told the law teacher to behave like the Good Samaritan and help those in need.

 

 

LESSONS LEARNT FROM THE PARABLE OF THE GOOD SAMARITAN

From this story, a committed follower of Jesus is:-

  • One who understands the law and obeys it
  • One who understands that a neighbor is anybody who requires help regardless of their social status?
  • One who uses the resources selflessly to help the needy
  • One who is not restricted by cultural and religious practices in responding to a needy situation
  • One who is compassionate, kind and generous
  • One who shows solidarity with the suffering, this includes identifying with the needy and being ready to experience their suffering.

 

 

 

  1. JESUS VISIT MARTHA AND MARY

Luke 10: 38-42

On his way to Jerusalem, Jesus visited Martha and Mary who were sisters in their house.

While Martha was busy with preparing a meal, Mary sat at the feet of Jesus listening to His teachings

Martha complained to Jesus that Mary had left her to do all the work.

Jesus answered her by saying “Martha, Martha! You are worried and troubled over so many things. But just one is needed, Mary has chosen the right thing, and it will not be taken away from her.”

 

LESSONS LEARNT BY CHRISTIANS FROM JESUS’ VISIT TO MARY AND MARTHA

  • Women are encouraged to participate in Christian ministry at all levels just as Mary did
  • A committed follower should create time to read and listen to the word of God. They should attend church services.
  • They should ensure that the worries and commitment of daily life do not override their commitment to God’s word.
  • Pastors/ priests should make pastoral visits to the homes of their members.
  • Christians should support the servants of God in their ministry by providing material support.

 

 

  • JESUS’ TEACHING ON PRAYER

Luke 11: 1-3

Prayer is a way of talking to and with God

 

Reasons why people pray

  • To honor God
  • To request for favors
  • To offer thanksgiving
  • To confess and seek forgiveness for wrong doing.
  • To seek God’s protection
  • To intercede on behalf of others

 

Prayers express a variety of human feelings and attitudes relating to humankind and their relationship with God. Such sentiments are love, adoration, praise, faith, trust, repentance, respect, thanksgiving and silent communication

Prayer can be offered by an individual or a group of people.

Jesus prayed often during His life and ministry. He usually retreated to a quiet place and prayed.

One day, when Jesus was out praying, His disciples were watching Him. When He had finished, the disciples asked Him: “Lord, teach us to pray, as John taught His disciples.”

In response, Jesus taught them the following prayer which is commonly known as the Lord’s Prayer.

Note: read Luke 11:2-4 and write the Lord’s Prayer

 

 

EXPLANATION OF THE LORD’S PRAYER

The Lord’s Prayer has six petitions which are explained as follows:-

 

  1. Jesus addressed God as “Father”

When Jesus addressed God as Father, He showed His unique and intimate relationship with God. Committed Christians should establish an intimate relationship with God by addressing God as their Father.

  1. Honoring God’s Holy Name- Hallowed be thy name:

Jesus honored His Father by accepting His Life and Ministry. A Christian should give God full glory, honor and praises.

  • Declaring the Kingdom of God-The Kingdom Come

God’s Kingdom is the rule of God in the hearts of people. The petition asks God to establish His rule/peace in peoples’ hearts.

  1. Asking God to provide for our daily need. –Give us each day our daily bread

This petition means that God can be trusted to provide for our individual needs. We should ask God for our daily needs in order to admit that we depend on Him.

  1. Asking God to forgive our sins as we forgive others-Forgive us our sins, for us we forgive everyone who is indebted to us.

We trust God to forgive us. For all the wrongs we commit. God will forgive us if we also forgive others.

Jesus acted as an example for Christians on forgiveness. He prayed to His Father to forgive those who crucified Him as they did not know what they were doing.

  1. Pleading with God not to bring temptation-And lead us not into temptation

This petition implies that God might allow people to a time of trial or temptations. However, when we are faced with trials, God will provide us with victory over satanic temptations.

Prayer gives us strength, courage and will to face challenges.

 

After teaching His disciples the Lord’s Prayer, Jesus went on to give further teaching on Prayer. He gives an incident of a person who goes to a friend at midnight to ask for bread to entertain an unexpected visitor. The friend did not want to wake up; nevertheless, he did wake up and gave the man everything he needed.

In this story, Jesus taught His disciples hospitality, and the need to be concerned with the well being of others. The incident also teaches us the need to persist in prayer.

Jesus taught that God answers prayers. He encourages His disciples to “Ask and it will be given to you; seek and you will find: Knock and the door will be opened to you”

Jesus emphasizing that Christians should pray at all time without seizing for God will grant their requests.

Jesus concludes His teachings on prayer by comparing how an earthly father treats his children with hoe God responds to those who pray to Him. If earthly fathers could give good things to their children, God will give us much more, including the Holy Spirit, if we ask Him.

 

 

 

 

 

  1. THE USE GOD’S POWER TO OVERCOME EVI

Luke 11:14-36

 

  1. JESUS AND BEELZEBUB

Luke 11: 14-23

Jesus was driving out a demon that was mute. When the demon left, the man who had been mute spoke, and the crowd was amazed.

However, some doubted His power and said; “It is Beelzebub, the chief demon, who gives Him the power to drive them out” other people wanting to trap Jesus, asked Him to perform a miracle to prove He was using God’s power to drive out demons. Jesus knew what they were thinking. In response, Jesus used three arguments to counter the accusations:

  • Satan cannot fight against himself

Any country or family that divides itself in group that fights each other will not last for long. He said such a family will fall apart. If Satan’s Kingdom has groups fighting each other, it cannot last.

  • The question on the power of other exorcists

He also reminded them that, their own followers were driving out demons. He wondered what power their exorcists were using.

  • If He was using the power of Beelzebub, then why the other exorcists not facing similar accusations.

He then told them that it was by mean of God’s power that He drove out demons and this proved that the Kingdom of God had come to them.

 

  1. THE RETURN OF THE UNCLEAN SPIRIT

Luke 11: 24-28

Jesus explained that when an evil spirit is cursed out, it travels across the country looking for a place to rest. If it fails to get someone to posses, it returns to its original place and finding the place unoccupied, brings along seven other spirits which are worse than itself., when this happens, the person becomes worse than He or she was before.

When Jesus taught and advanced these arguments lauded his mother for bridging Him to life and nursing Him. She was commending Jesus for His great power to drive out demons. In response, Jesus advised that it was valuable to hear and obey God’s word.

 

  1. THE SIGN OF JONAH

Luke 11: 29-32

The Jews demanded a greater miracle to prove that Jesus was the Messiah; Jesus described them as evil because they had failed to accept and acknowledge God’s presence in the mighty works He had performed. He told them that no miracle will be given except the one of Jonah who was a “sign for the people of Nineveh”

God had sent Jonah to the Ninevites to proclaim His judgment because of their sins. The Ninevites heeded Jonah’s warning, repented and escaped judgment.

Likewise, Jesus who was greater than Jonah had a message of Judgment because of the peoples’ unbelieving nature. If they did not repent, they will face punishment from God.

Likewise, the queen of Sheba, a non-Jew, came from the South listen to the Wisdom of Solomon. Jesus is greater than Solomon and if the people do not listen to His message, the queen of Sheba will bear testimony against them. This means that if the Jews refused to listen to Jesus, the Gentiles will receive God’s salvation.

 

  1. THE LIGHT OF THE BODY

Luke 11: 33-36

Jesus also taught about the light of the body. He said that no one lights a lamp, and then hides it. Instead, it is put on a lamp stand to provide light for people.

The eye is like a lamp of the body, when one’s eye is okay, the whole body is full of light. If the eyes are poor, the whole body will be in darkness. This light is the word of God. The Jews who receive it are supposed to be transformed by it so as to transform others.

 

What lessons do Christians learn from Jesus teaching on the use of God’s power to overcome evil?

  • Jesus has power to drive out demons. His power is stronger than that of Beelzebub, the Chief Demon.
  • God’s power is greater than Satan’s
  • When a demon possessed person is healed, he or she should be filled with the Holy Spirit to avoid repossession.
  • Christians are called the light of the world as Jesus is. They should transmit God’s message to everybody with courage.
  • They are also called listen and accept God’s word so that when the day of judgment comes, they will be saved
  • Christians should be like the Ninevites who believed Jonah’s word and repented, and the queen of Sheba who believed that Solomon’s wisdom was from God.
  • Christians should believe in Jesus’ teachings

 

  1. JESUS’ TEACHING ON HYPOCRISY, WEALTH, AND WATCHFULNESS

LUKE 11: 37-12:59

 

  1. FEARLESS CONFESSION WITHOUT HYPOCRISY

Hypocrisy means being insincere, dishonest or pretending

Confession refer to act of a person admitting that they have done wrong or committed a mistake and then asking to be forgiven.

Honesty refers to a state of being sincere, trustworthy and upright. An honest person is fair and just in character and behavior.

 

  1. Jesus attacks the hypocrisy of the Pharisees and the teachers of the law

Luke 11: 37-54, 12: 1-3

What warnings did Jesus highlight on the hypocrisy of the Pharisees?

Jesus was invited to a Pharisees house to eat with Him; the Pharisees noticed that He ate without washing His hands. Jesus used this incident to teach the disciples on the hypocrisy of the Pharisees.

  • The washing of hands, cups and dishes was done ceremoniously. There were rules that were to be followed on how the washing was to be done. The Pharisees observed the rules strictly. According to them, to omit a single rule was very wrong and called for punishment. Jesus responded by informing them that, it was more important to pay attention to issues of charity than to external appearances.
  • Jesus criticized the Pharisees on their tithing habits. They paid one tenth of the seasoning herbs such as mint and rue which was meant to support the work of the priests and Levites. While it was important to do this, they neglected justice and the love of God
  • He also criticized them, because they loved their reserved seats in the Synagogues and to be greeted with respect in market places. Though going to the temple was a noble thing the Pharisees concerns on the outward appearance and desire to be noticed as righteous people was wrong.
  • Jesus also criticized the teachers of the law or the scribes. The Scribes were experts of the Mosaic Law and had all information on what a person was expected to do and what they were not allowed to do. But they had failed in their primary duty of making the people understand the true interpretation of the law of God.
  • Jesus accused the teachers of the lay of behaving like their ancestors who persecuted and killed God’s prophets. Likewise, Jesus anticipates His own martyrs- like death in the hands of the religious leaders
  1. Fearless confession without hypocrisy

Luke 12: 8-12

Jesus encouraged His disciples not to fear those who kills the body but cannot afterwards do anything worse. But rather, they were to fear God who is able to destroy both the body and the soul. They were to be ready to stand for Jesus and confess their loyalty to Him publicly without faring the consequences. Those who would witness the name of Jesus to the world, Jesus in turn will be proud of them and the angels. Even if they will be taken before authorities and were accused of speaking in the name of Jesus, they were not to worry because the Holy Spirit would guide them on what to say. He went on to state that, every sin is forgivable except the sin against the Holy Spirit.

 

  1. MATERIAL POSSESSION

Luke 12: 13-34

Jesus taught the correct attitude towards material possessions. He demonstrated this by telling the parable of the Rich Fool

      The rich man had harvested a good crop from his land. He realized that his barns were not big enough to take in the entire harvested crop. He therefore decided to pull down the old barns so that he could build bigger ones. He would then store the crop in the new barns and he was aware that it would take care of him for a long time. He would then tell himself “take life easy, eat, drink and enjoy yourself.”

Unfortunately, he did not live to enjoy his wealth because that same night, God told him “You fool! This very night you will have to give up your life then who will get all these things you have kept for yourself?”

Jesus taught this parable to teach that we should not put our trust in material wealth but in God who controls our lives.

Jesus went on to teach His disciples that they were not to worry about the food they needed to stay alive or the clothes they need for their bodies. They were not to be preoccupied with what they will eat or drink because God in heaven knows that they need these things.

Jesus gave the example of birds of the air and the wild flowers. The birds do not plant seeds or gather a harvest, yet God feeds them and takes care of them.

The wild flowers do not work or make clothes for themselves, yet not “even King Solomon with all his wealth had clothes as beautiful as one of the flowers.”

God looks after birds and flowers. He will in turn take greater care of His people who are more important than birds or flowers. It is more important to be concerned about God’s Kingdom than personal needs. If we concentrate more on material possessions, we are likely to forget God.

Jesus does not condemn material possession. What He condemns is how it is possessed and used. The rich should give part of their wealth in alms. By so doing, they are rendering services to God.

 

  1. WATCHFULNESS AND READINESS

Luke 12: 35-59

To be watchful is to be alert, attentive and being on the lookout.

Readiness implies a state of preparedness, eagerness and willingness.

Jesus used several illustrations to show how important it was to be ready and watchful.

 

  1. Watchful servants

Jesus gave an example of the watchful servants who stayed ready waiting for the master’s return from a wedding feast by being properly dressed and with their lamps lit.

In the same way, the disciples of Jesus were to be watchful and ready for Jesus’ return. When the master finds them ready, he will wait upon them.

We should always be ready because the “Son of Man” will come at an hour when you are not expecting Him. This refers to His second coming on the Day of Judgment.

 

  1. The Faithful or Unfaithful servants

In this parable, Jesus explains that the faithful and wise servant is the one that the master will find acting responsibly.

The master has put him in charge of other servants and to run the household.

When the master returns unexpectedly and finds him doing what is right, he will be happy and promote him to be in charge of his property.

If the servant behaves irresponsibly and mistreats the other servants, then the master will punish him surely. The disciples should always be prepared so that when God comes, He will find them ready and doing what is right.

 

  • Jesus, the cause of Division

Jesus’ coming in the world was in two fold. It brought unity and division. It distinguished faith from doubt. It may even have caused division among members of the same family.

These divisions came as a result of people rejecting Jesus yet His ultimate goal was to establish a kingdom of peace.

The disciples were cautioned to watch out for the divisions that would arise as a result of their loyalty to Jesus.

 

  1. Understanding the signs

A watchful person identifies the signs of the weather. For example, when there are clouds, we know that it is likely to rain. When the south wind blows, we know that it is going to be hot.

Just as people can predict the weather, they should also be watchful for signs of the Kingdom of God, present in the person of Jesus and make a positive response towards Him.

 

  1. Making peace

If someone brings a lawsuit against you, this should act as a sign that this person will take you to court.  As a watchful person, you will do your best to settle the dispute with the person before getting to the court. If you are not watchful, you will be taken before a judge and you could eventually end up in jail.

In view of the present times, a person should be as wise before God as an offender before a magistrate. This means that a person should make peace with God now before the Day of Judgment

 

WHAT LESSONS DO CHRISTIANS LEARN FROM JESUS TEACHINGS ON WATCHFULNESS AND READINESS?

  • They should follow God’s commandments and the teachings of Jesus. They should accept Jesus as Lord and savior.
  • They should accept suffering on account of their faith in Jesus Christ.
  • They should confess their sons and seek forgiveness.
  • They should act responsibly and be ready for the second coming of Jesus by providing services to God and other people.
  • They should be committed followers of Jesus by accepting His baptism
  • They should continue with preaching the gospel especially to those who have not heard it.
  • They should be able to identify the signs of God’s presence among Christians.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER NINE

 

THE KINGDOM OF GOD

   

Specific objectives

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

 

  1. Explain and apply the teachings of the Kingdom of God to daily life.
  2. Explain and appreciate the spiritual teaching given by Jesus through the parable of the feast.
  3. Narrate the parable of the lost sheep
  4. Explain and apply the parable and teaching in daily Christian life.

 

  1. THE GROWTH OF THE KINGDOM OF GOD

Luke 13: 1-35

 

INTRODUCTION

The term Kingdom of God refers to God’s authority or rule over His people and the world He created.

God’s Kingdom was present in the Life and Ministry of Jesus. It was manifested in His teachings, miracles and casting out of demons. With the coming of Jesus, the kingdom of Satan had been defeated and God’s Kingdom had been established.

This chapter shall discuss teachings about the Kingdom of God, for example, the parables of the Mustard Seed, the Yeast and the Great Feast.

The kingdom of God continues to spread today through the work of the Church. Those who accept the teachings of Jesus belong to God’s Kingdom

 

  1. THE CALL TO REPENTANCE

 Luke 13: 1-5

Repentance means making resolution to turn away from doing wrong. A repentant person turns away from sins and asks for forgiveness from God. Everybody is a sinner and he/she needs to repent and ask for God’s forgiveness.

Some people who were with Jesus told Him that Pilate had killed some Galileans when they were offering sacrifices to God. Jesus responded by informing them that the fact these people were killed did not mean that they were worse sinners than other Galileans. He used this incident to tell the audience that if they do not turn from their sins, they will all die just as those killed by Pilate.

Jesus also informed His audience of the eighteen people who were killed in Siloam when the tower fell on them. He pointed out that this did not mean that they were worse sinners than others.

The two illustrations are given to stress the need to turn away from sin. Those who died were not necessarily guilty or sinners.

Jesus expects His disciples to repent to avoid judgment and in order to inherit God’s Kingdom.

 

  1. THE PARABLE OF THE UNFRUITFUL FIG TREE

Luke 13: 6-9

Jesus told His audience the parable of a fig tree. A man had a fig tree that grew in his vineyard. For three years, he went looking for figs from the tree but there was none. The man told his gardener to cut it down as it was unproductive. The gardener pleaded with the master not cut it down but to give it a chance for more years. The gardener promised to dig around the fig tree and put some fertilizer. He told the farmer to cut the tree down if it does not yield fruits in the following year.

The unproductive fig tree represents people who do not listen to Jesus’ teachings, especially the Jewish people at the time of Jesus.

God gives people another chance to repent in the same way the master gave the fig tree another chance to reproduce fruit.

Jesus is the gardener who pleads for us before God.

 

  1. JESUS HEALS A CRIPPLED WOMAN ON A SABBATH

Luke 13:- 10-17

One day, Jesus was teaching in a Synagogue. There was a woman who had an evil spirit that had kept her sick for eighteen years. She was bent over and could not straighten herself.

When Jesus saw her, He called out and said, “Woman, you are free from your illness.” Jesus placed His hands on her and she was healed. She straitened herself up and praised God.

The official of the Synagogue was annoyed that Jesus was healing on a Sabbath.

Jesus observed that the same Jews who were hostile to Him for healing on the Sabbath untied their donkey or oxen and fed them on that day. Jesus emphasized on human life saying it was more important than animal life or even observing the Sabbath.

Jesus came to set people free from the bondage of sickness and Satan. Jesus’ work of liberation is continuous and had to be performed even on a Sabbath. Jesus was teaching the leaders that human life was more important than animal life.

 

  1. THE PARABLE OF THE MUSTARD SEED

Luke 13: 18-19

Jesus compared the growth of the Kingdom of God to a mustard seed. He said that when a man plants a mustard seed in the field, it grows and becomes a tree and birds make nests in its branches.

The mustard seed is very small. When planted, it grows into a big tree and ones planted; it grows fast and is difficult to control. It attracts many birds, which like to eat its small black seeds.

The growth of God’s Kingdom may have a small and humble beginning. Ones God’s Kingdom is established; it grows and spreads to all corners of the earth. The Kingdom of God attracts many people.

 

  1. THE PARABLE OF THE YEAST

Luke 13: 20-21

To show that the Kingdom of God grows secretly, Jesus told the parable of the yeast. He compared the Kingdom of God to a woman who takes some yeast and mixes it with flour until the whole batch of dough rises.

God’s Kingdom grows secretly and in a way that only God knows. The Kingdom of God has small beginnings but eventually grows, spreads and reaches many people.

 

  1. THE NARROW DOOR

Luke 13: 22-30

Jesus went through towns and villages teaching people. A person asked Him whether just a few people would be saved. Jesus response was that His followers should make every effort to go through the narrow door. This means that to participate in the banquet of the Kingdom of God, people must repent their sins.

The narrow door is the one that leads Jesus’ flowers to the Kingdom of God. His followers should make sure they enter through this door before the owner of the house locks it up. The narrow door will not remain open forever. Those who succeed in entering through the narrow door will have the privilege to sit down at the feast of the Kingdom of God. Those who try to enter the door when it is closed will be disappointed and are likely to suffer.

Those who wish to follow Jesus must make the right decision to repent in time. People from all corners of the earth are invited to enter the Kingdom of God through the narrow door.

Christian should heed Jesus’ call to enter the Kingdom of God through repentance.

 

  1. JESUS ANTICIPATES HIS REJECTION

Luke 13: 31-35

Jesus was advised by some Pharisees to go elsewhere because Herod wanted to kill Him. Jesus told them to inform Herod that He would continue on His Journey to Jerusalem, healing the sick and driving out demons. He had to travel to Jerusalem, the appointed place of His death.

Jesus lamented over Jerusalem because of her rejection of God’s messengers. God would abandon Jerusalem for rejecting Jesus.

Jerusalem was a religious centre for Jews and a seat of authority. The city would be the site of Jesus’ death. Jerusalem would eventually acknowledge Jesus as the Messiah who brings salvation to Israel and to the rest of the world.

 

  1. GREAT FEAST OF ALL WHO ARE PREPARED
  2. JESUS HEALS A SICK MAN

Luke 14: 1-6

Jesus was invited to the house of the leading Pharisee for a meal on a Sabbath. While in the house, a man whose limbs were swollen came to Jesus for healing. The Pharisees watched Him closely to see what He would do.

Jesus asked the Pharisees whether or not the law allowed healing on the Sabbath. The Pharisees did not answer. Jesus reminded that if they had a son or an ox that fell in a well on a Sabbath; they would pull them out. He went ahead and healed the man.

Jesus had to bring salvation to the sick man through healing. Jesus had healed the sick man even on a Sabbath because healing is one way through which He established the Kingdom of God.

 

  1. THE INVITED GUESTS

Luke 14: 7-14

Jesus was in the house of a leading Pharisee. He observed that some invited guests were choosing the best places at the table.

He taught the disciples that when invited, they should not take seats of honor. The seats of honor may have been reserved for more important guests than themselves. This would bring embarrassment to a guest who would have to give his/her seat to the honorable guest.

He taught that when invited, one should take the lowest place. The host may notice you and elevate you to the seats of honor. Such an act would bring honor to an invited guest.

Jesus also advised that one should not only invite one’s relatives, friends, neighbors or rich for they are likely to invite them back. One should rather invite those who are least likely to invite them to their houses such as the poor, the crippled, the lame and the blind.

Jesus taught about humility and hospitality. Those who humble themselves will be elevated. Those who elevate themselves will be humbled. The Kingdom of God belongs to those who humble themselves.

 

  1. THE PARABLE OF THE GREAT FEAST

Luke 14: 15-24

Jesus told the parable of the Great Feast in response to a man’s observation, “How happy are those who will sit down at the feast in the Kingdom of God.”

Jesus told of a man who held a feast and invited some important people to attend it.

When the feast was ready, the host sent his servants to inform the invited guests that the feast was ready. The invited guests could not attend the feast as they had important commitments.

  • The first man said he had bought a field and had to go and look after it.
  • The second one said he had bought seven pairs of oxen and he was going to try them out.
  • Another one said he had just married.

The host was furious for this let down. He was determined to go on with the feast.

He sent his servants to the streets and alleys of the town to invite the poor, the crippled and the blind. The room was still not full.

The host sent his servants again to the country roads and lanes to call more people for the feast until the room was full.

Jesus showed that the Kingdom God is like a great feast. The Pharisees, the Scribes and the Jewish people were the first to be invited but, they ignored Jesus.

Those first invited may never enter the Kingdom God.

God’s Kingdom is for all, Jews and Gentiles.

Following Jesus means sacrificing those things we consider important to us.

Those who never expected to be at dinner are invited such as the poor, the crippled and the blind, these represents the Gentiles whom the Jews despised.

 

  1. THE COST OF DISCIPLESHIP

Luke 14: 25-35

Jesus emphasized that entering the Kingdom of God demanded committed discipleship. To be a disciple of Jesus one has to:

  • Love Jesus more than he loves his father, his mother, his wife, his children, his brothers, his sisters and himself as well.
  • One must be ready to suffer for the sake of following Jesus.
  • Following Jesus requires careful thought, planning and detailed preparations. Jesus compares true discipleship to the planning required in building a tower or engaging in a military operation.
    • In building a tower, He says the owner will sit down and establish the cost first before building it. Otherwise, if he lays down the foundation and fails to finish it up, he will be ridiculed.
    • A king with 10,000 men intending to go to war with another king with 20,000 men will ask for terms of peace if he discovers he’s not able to win.
  • Give up everything
  • Jesus disciples are expected to maintain their zeal in following Jesus. They should bring flavor and healing to others in the same way salt is used to flavor and preserve food.

 

  1. RETRIEVING THE LOST

Luke 15: 1-32

The Pharisees and teachers of the law noticed that many tax collectors came to listen to Jesus’ teachings. They started grumbling and said that Jesus welcomes outcasts and even eats with them. Jesus knew their thoughts. He responded by telling them three parables about those that were lost.

 

  1. THE PARABLE OF THE LOST SHEEP

Like 15: 1-7

Jesus told them that if one of them had a hundred sheep. And one of them got lost, the most likely thing to happen will be to go leave the 99 sheep and go in search of the lost one.

When he gets the lost sheep, he puts it on his shoulders and carries it back home where he invites friends and neighbors to celebrate the finding of the lost sheep.

Jesus said that the same way, “there will be more joy in heaven over one sinner who repents than over ninety nine respectable people who do not need to repent.

God is a shepherded and takes care of all His people. He does not want any of His people to be lost. God searches for those lost in sin until He finds them. When one sinner repents, God is overjoyed and rejoices.

 

  1. THE PARABLE OF THE LOST COIN

Luke 15: 8-10

A woman lost one of her ten silver coins. The coin was precious to her. She made every effort to search for it until she found it.

She lit a lamp and swept the whole house until she found it.

On finding the precious coin, she invited her friends and neighbors to celebrate.

God and angels in heaven are overjoyed when one sinner repents.

Jesus, the light of the world, makes every effort to seek the sinners until He finds them.

The lost are precious in God’s sight.

 

  1. THE PARABLE OF THE LOST SON

Luke 15: 11-32

A father had two sons. The younger son demanded his share of inheritance. The father granted him his request.

He left home for a far country where he squandered all his inheritance. A severe famine arose. Nobody was ready to share with him anything, including his friends. He ended up getting employed a pig herder and was so desperate that he ate the food that the pigs ate.

While looking after the pigs, he realized his mistake and decided to go back to seek his father’s forgiveness. He noted that his father’s servants had more than they could eat.

When he got home, his father received him with forgiveness and there was great celebration. He ordered the servants to dress him with the best clothes available. He killed the prize of a calf.

The father needed to celebrate, for his son was lost but now he had been found.

The elder son was jealous and unhappy with what his father did to his younger brother.

The father explained that everything he had belongs to the older son. The celebration was however, necessary because his brother was alive and had come back home.

God’s Kingdom brings joy and happiness to those that are lost and ready to repent their sins.

God is ready to forgive us when we repent our sins.

There is joy and happiness in heaven when one sinner repents.

 

APPLICATIONS OF THE PARABLES OF THE LOST SHEEP, LOST COIN AND LOST SON TO OUR DAILY LIFE

  • God loves all His children including outcasts and sinners
  • God is ready to forgive every sinner.
  • There is no sin that God cannot forgive.
  • Jesus taught that both the righteous and the unrighteous require God’s forgiveness.
  • The disciples of Jesus should not be complacent in their faith. They should always seek God’s guidance.
  • Confession of sin is a condition of entering the Kingdom of God. Christians should confess their sins and acknowledge that Jesus saves repentant sinners.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER TEN

 

WEALTH, POVERTY, FAITH AND PRAYER

 

SPECIFIC OBJECTIVES

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

  • Explain and appreciate Jesus teaching on wealth and poverty
  • Apply the teaching of Jesus proper attitude towards wealth
  • Explain Jesus teachings on the power of faith
  • Explain and appreciate Jesus teachings on prayer and persistence
  • Develop a sense of persistence in prayer and learn to pursue goals as a Christian
  • Explain and appreciate Jesus teachings on the way to salvation
  • Appreciate the teachings of Jesus on the need for repentance

 

  1. JESUS TEACHINGS ON WEALTH AND POVERTY

Luke 16: 1-32

  1. THE PARABLE OF THE SHREWD MANAGER

Luke 16:1-13

Jesus taught that there was ones a rich man who employed a servant to manage his property.

The rich man got word that his manager was misusing his resources. So he called the manager and told him to turn in his account records. He intended to sack him.

When the shrewd manager realized that his master was going to sack him due to his dishonesty, he asked the debtors to change the accounts they owed to their master to smaller amounts. He did this to make friends with a few people who would give him a place to stay after he was sacked.

The master praised the manager for doing such a shrewd thing. Jesus also praised the shrewd manager.

The manager is praised not because of hi dishonesty but because he acted promptly and with great presence of mind in a moment of crisis.

Jesus is encouraging His disciples and His audience to make prompt and critical decisions about following him.

Jesus taught that we should use worldly wealth to gain friends so that when it’s gone one will be welcomed in the eternal home. This means sharing ones wealth with the poor.

Jesus also taught His disciples the need to be host in small and big issues.

He also reminded them that it was not possible to serve “both God and money”

The Pharisees, who valued honor and wealth as means to high social positions, were astonished by Jesus’ teachings. Jesus taught them that God does not value wealth and honor.

Jesus emphasized the importance of observing the Law of Moses. He cautions the Pharisees against allowing divorce because it encourages adultery, which was against the law.

 

 

 

 

  1. THE RICH MAN AND LAZARUS

Luke 16: 19-31

Jesus told His a story about a rich man who was dressed in the most expensive clothes and lived in luxury.

At his gate, there was a poor man called Lazarus. Lazarus ate food that dropped from the rich man’s table. He also had sores which dogs came and licked.

When both Lazarus and the rich man died, Lazarus was taken by the angels to heaven and sat beside Abraham.

The rich man went to hell and was in great pain. He pleaded with Abraham to send Lazarus to dip his finger in water to cool his tongue.

Abraham denied him his request. He reminded him that while he was alive, he had all the good things while Lazarus had nothing.

The rich man pleaded further with Abraham to send Lazarus to his brothers to warn them so that they could live a righteous life and not suffer the way he was suffering in hell.

Abraham denied, He told him that his brothers have Moses and prophets to warn them; hence they should listen to them.

 

RELEVANCE OF JESUS TEACHINGS ON WEALTH & POVERTY TO CHRISTIANS

  • It is the duty of Christians to be concerned about the poor in our churches and communities.
  • The rich should share their wealth with the needy.
  • Jesus does not condemn wealth but rather our attitude towards wealth. If we love wealth, more than God, it will be difficult for us to inherit God’s Kingdom
  • Christians should seek spiritual wealth more than material wealth.
  • The poor should also accept themselves as they are God’s children.

 

 

  1. THE POWER OF FAITH

Luke 17: 1-37

Faith is a complete trust or confidence in somebody or something.

For a Christian, faith is the absolute trust in the truthfulness of God’s promises.

 

  1. JESUS TEACHING ON SIN

Luke 17: 1-4

Jesus taught His disciples that people are likely to commit sin. However, it was wrong for a person to cause another one to commit sin. Such persons are warned that it would be better if millstones were tied round their neck and were thrown into the sea than for them to cause those who are weak in faith to fall.

Jesus also taught His disciples to forgive those who wrong them consistently even if it is seven times in a day.

 

 

 

 

 

  1. JESUS’ TEACHING ON FAITH

Luke 17: 5-6

The apostles asked Jesus to increase their faith. Jesus responded by telling them that if they had faith as big as a mustard seed, they could command a mulberry tree to uproot itself and be planted in the sea.

The mustard seed is the smallest in the world hence an equivalent faith is able to do great things.

 

  1. JESUS’ TEACHINGS ON DUTIES OF A SERVANT

Luke 17: 7-10

Jesus also explained about our attitude to the service we give to God because of the faith we have. Just as a servant will perform his duty to his master diligently without expecting a thank you and would only rest after he has ensured that there is no work left, is the same way we should approach our service to God.

The disciples were to understand that they were servants to God; hence they should not expect thanks from God for performing God given duties and responsibilities.

 

  1. JESUS HEALS TEN LEPERS

Luke: 17: 11-19

Jesus was on His way to Jerusalem when He met ten lepers

The lepers requested Jesus to heal them

Jesus asked them to go to the priests for examination.

On their way to the priest, one of the lepers realized he was healed.

He came back praising God and thanked Jesus for healing him.

The healed leper was a Samaritan. Samaritans and Jews were hostile to each other

Jesus acknowledged that the Samaritan had faith in Him and His work. His faith had made him well.

 

  1. THE COMING OF THE KINGDOM

Luke 17: 20-37

God’s Kingdom refers to God’s rule in people’s hearts and in the world.

The Pharisees wanted Jesus to tell them when the Kingdom of God would come.

Jesus told them that the Kingdom of God was present in Him. Those who accepted Jesus and His teachings had received the Kingdom.

The Pharisees lacked faith to see that the Kingdom of God was present in Jesus

Jesus also told His disciples that a time would come when they would wish to see one of the days of the Son of Man (i.e. the Day of the Lord or the Day of Judgment)

Jesus said that this day will come like lightning flashes across the sky from one end to the other for all to see.

However, before then, Jesus will be rejected just as it was in the time of Noah and Lot when people went on with their daily activities without heeding or noticing the dangers that awaited them.

Jesus taught His disciples that they would require strong faith to overcome the trials that they were likely to experience.

They must put their complete faith in God even to the extent of giving up life itself.

Jesus explained that the day of the Son of Man would bring separation. Those who accept Him will experience deliverance and separation from loved ones, those who reject Jesus will be left behind.

 

SIGNIFICANCE OF FAITH TO CHRISTIAN LIFE

  • God expects Christians to have absolute faith in Him
  • Christians should have faith in Jesus so that they can inherit eternal life.
  • Christians need to have strong faith so that they can strengthen others, especially those with weak faith.
  • Christians need strong faith to b able to forgive others and to serve God
  • Faith in Jesus makes the impossible possible.

 

  1. PERSISTENCE IN PRAYER

Luke 18: 1-14

  1. THE PARABLE OF THE WIDOW AND THE UNJUST JUDGE

Luke 18: 1-8

Jesus told His disciples that in a certain town there was a judge who did not fear God or respect people. In the same town, there was a widow who kept going to the judge to plead for her rights. She wanted the judge to help her against her opponents but the judge kept on refusing. The widow was persistent and kept on going to the judge.

Eventually the judge helped her as he said if he failed; she will keep on coming and finally wears him out.

Jesus told the disciples this parable to teach them the need for persisting in prayer. The Unjust Judge did not help the widow because he feared God, but, because the woman was persistent.

The parable also taught the disciples to pray with courage.

 

  1. THE PARABLE OF THE PHARISEE AND THE TAX COLLECTOR

Luke 18:9-14

Jesus told this parable to the Pharisees who were sure of their goodness and despised others.

Both a Pharisee and a Tax Collector went to the Temple to pray.

The Pharisee offered a long prayer. He boosted about his religious achievements

The Tax Collector offered a short prayer. He acknowledged that he was a sinner and pleaded with God to forgive him.

Jesus told the disciples that the tax collector and not the Pharisee was in the right relationship with God

The Pharisee was condemned because of his pride and putting trust in his religious achievements and not God.

The tax collector was commended because of his trust in God and his humble way in the way he prayed.

 

LESSONS CHRISTIANS LEARN FROM THE TWO PARABLES

  • Prayer should be addressed to God
  • Disciples of Jesus should acknowledge that they are sinners and seek forgiveness
  • We should approach God in humility
  • We should avoid spiritual pride and self righteousness
  • Christians should also honestly confess their sins as they pray.

 

  1. THE WAY TO SALVATION

Luke 18: 15-19: 1-27

Salvation ordinarily means being reserved from a life-threatening situation

In Christian understanding, salvation refers to the process of being delivered from sin and its consequences. Those who are saved are assured of eternal life.

Jesus used the following incidents to illustrate the correct attitude to salvation.

 

  1. JESUS BLESSES LITTLE CHILDREN

Luke 18: 15-17

Some people brought their children to Jesus so that He could bless them

The disciples scolded them for doing so.

Jesus called the children to Him and blessed them.

Jesus taught His disciples that they must humble themselves like children in order to enter the Kingdom of God.

The Kingdom of God belongs to those who are simple, humble, innocent and trusting like children.

 

  1. THE RICH MAN

Luke 18: 18-30

A rich man came to Jesus wanting to know what he must do to receive eternal life.

Jesus reminded him of the importance of keeping the commandments.

The rich man explained that he had kept the commandment since he was a young person.

Jesus advised the rich man to sell everything he had, give it to the poor, and then follow Him.

He was not able to give up his wealth and follow Jesus

Jesus taught that wealth can hinder the rich from receiving salvation. He said that it was much easier for a Carmel to pass through the eye of a needle than for a rich man to go to heaven.

The disciples equated riches to God’s blessings. The rich were thought to have been blessed by God because of their obedience to the law.

The disciples were puzzled by Jesus’ teachings because they had left everything to follow Him.

Jesus acknowledged the disciples sacrifice and emphasized that such people would receive salvation in the present life and the life to come.

 

  1. JESUS SPEAKS A THIRD TIME ABOUT HIS DEATH

Luke 18: 31-34 

Jesus took His disciples aside. He told them they were going to Jerusalem where everything written about Him was going to happen.

He was going to be handed over to the Gentiles who would make fun of Him, insult Him, spit on Him, whip and kill Him. He would then rise to life three days later.

The disciples did not understand what Jesus was saying

Luke 9: 43-45 9: 21-

 

  1. JESUS HEALS A BLIND BEGGAR

Luke 18: 35-43

Jesus was near Jericho when a blind beggar called out to Him to have pity on him.

The crowd tried to blind beggar from being heard as he shouted to Him to have pity on him.

The blind beggar was bold, persistent in his effort to capture the attention of Jesus.

Jesus stopped and asked him what he wanted. The blind beggar responded by saying that he wanted to see again

Jesus told him to see as his faith had healed him

The beggar was joyful when his sight was restored, he followed Jesus giving thanks and praising God.

 

  1. JESUS AND ZACCHAEUS

Luke 19: 1-9

As Jesus was on His way to Jericho, Zacchaeus, a tax collector, was eager to see Him. He climbed a Sycamore tree so that he could see Jesus. He was a little man. Jesus ordered him to climb down when He reached the tree. He told him that he will stay at his house.

Zacchaeus was overjoyed and welcomed Jesus to his house. The people who witnessed this grumbled that Jesus had gone as a guest to the home of a sinner.

Zacchaeus stood and told Jesus that he was going to give half of his wealth to the poor. He also declared that he would pay back four times as much to anybody he had cheated.

Jesus was pleased with him and declared that salvation had come to his house as he was also a descendant of Abraham. Jesus stated that the Son of Man had come to seek and save the lost.

 

  1. THE PARABLE OF THE GOLD COINS

Luke 19:11-27

Jesus told His listeners as He was approaching Jerusalem, the parable of the Gold Coins

He said that there was a high-ranking man, who was going to a far country to be made king and come back after. Before he went, he called his ten servants and gave each a gold coin. He asked them to trade with the gold coins.

His own people hated him and sent massagers after him saying that they did not want him to be their king.

When he returned, he called the ten servants and asked them how they had used the gold coin.

The first one had earned ten gold coins with the one he had been given, the second one had earned five gold coins.

The two servants were commended for working hard and for making profits. The master increased their responsibilities.

The third servant ignored his master’s instructions. He did not trade with the gold coins; instead, he hid it in a handkerchief

His master was annoyed with him. He condemned him. He took away the one gold coin he had and gave it to the servant who had the ten gold coins.

God expects us to use opportunities He has given us for His service. We should give an account of how we have used the abilities and skills He has given us.

 

THE RELEVANCE OF JESUS TEACHING ON SALVATION TO CHRISTIANS

  • To receive eternal life, Christians should be like children
  • Christians need to have strong faith for them to enter the Kingdom of God
  • They should repent and seek for God’s forgiveness so as to receive salvation
  • Christians also learn that wealth should not be a barrier to receiving salvation
  • Wealth should be used to serve the needy.
  • Christians will give an account of how they have used their talents and abilities.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

BOOK TITLE:

 

 

GOD MEETS US IN JESUS CHRIST-ST LUKE’S GOSPEL

 

 

 

SECTION FOUR

 

 

THE JERUSALEM MINISTRY

 

 

 

 

 

 

 

 

 

CHAPTER ELEVEN

 

JESUS TEACHES IN JERUSALEM

 

SPECIFIC OBJECTIVES

By the end of this topic, learners should be able to:-

  • Describe the triumphant entry of Jesus into Jerusalem
  • Desire to be humble and promote peace in society.
  • Explain the cleansing of the Temple
  • Develop respect and honor for God’s places of worship
  • Explain Jesus’ conflict with the Jewish leaders
  • Explain Jesus’ teaching about eschatology

 

  1. JESUS’ TRIUMPHANT ENTRY INTO JERUSALEM

Luke 19: 28-40

Jesus approached Jerusalem passing through Beth phage, Bethany and Mount of Olives. He sent two disciples ahead and gave them instructions.

They were to go the village ahead and there they will find a Colt (a young donkey) which had never been ridden on tied up. They were to untie it and bring it to Him. If someone were to ask them why they were untying the Colt, they should tell him/her that the Master needs it.

The disciples found everything as they were told. As they were untying the Colt, the owner asked why they were untying the Colt. In reply, they said that the master needed it.

They took the Colt to Jesus, put cloak over it and then helped Jesus to climb on it. As he rode on, people spread their cloaks on the road.

As he came near Jerusalem, the large crowd of His disciples began to thank God and praise Him in loud voices for all the great things they had seen. They shouted “God bless the king who comes in the name of the Lord! Peace in heaven and glory to God.”

Some Pharisees in the crowd asked Jesus to command His disciples to be quiet. Jesus, however, replied and told them that if the people were to keep quiet, then the stones will start shouting.

 

Significance of Jesus entry into Jerusalem

  • Young donkey (Colt) that had never been ridden on showed that the Messiah was sacred and pure. It also showed that although Jesus was triumphant and victorious, He was also humble. It showed He came for peace.
  • Spreading of cloaks on the road, shouts of acclamation and joy showed that the people accepted Him as King, the promised Messiah.
  • Jesus reply to the Pharisees who objected the loud voices, showed that Jesus mission was no longer a secret.

 

LESSONS THAT CHRISTIANS LEARN FROM JESUS TRIUMPHANT ENTRY IN JERUSALEM

  • Christians should prepare and be ready to receive Jesus in their lives like the crowds that escorted Him to Jerusalem.
  • They should emulate Jesus and be channels of peace in their communities
  • Christians should be humble like Jesus in their service to others
  • Church leaders should be servants of their followers. They should not use their positions of authority to intimidate people.
  • Christians should expect opposition and resistance as they evangelize, but they should not give up hope.
  • Christians should thank and praise God for His intervention in their lives as the crowds that followed Jesus.
  • Christians should be bold as they witness to Jesus like the crowds that followed Jesus and declared Him King.

 

  1. THE CLEANSING OF THE TEMPLE

Luke 19: 41-48

  1. JESUS WEEPS OVER JERUSALEM

Luke 19: 41-44

Jerusalem, which means a city of peace, had failed to recognize Jesus. It was going to reject Jesus. As a consequence, Jesus weeps over its eminent destruction by the Romans.

Jesus told them that a time will come when their enemies will surround them with barricades, blockade them and attack them from every side. They will be completely destroyed-everyone within the walls of Jerusalem.

This was all because of their failure to recognize the Messiah who had come to save them.

 

  1. JESUS CLEANSES THE TEMPLE

Luke 19: 45-47

Jesus went to the Temple and protested against the buying and selling that was going on there. The Temple authorities had allowed a market in the court of the Temple. There was exchange of currency, buying and selling of animals needed for sacrifice. These gave ample opportunity for making excessive profits.

Jesus drove out the traders saying that it is written in the scriptures that the Temple shall be a house of prayers but yet the people had turned it into a hideout of thieves. For this reason, the Temple would be destroyed.

 

LESSONS THAT CHRISTIANS LEARN FROM THE CLEANSING OF THE TEMPLE

  • Christians should respect the house of God and use it appropriately
  • Christian leaders should avoid exploiting members through asking for excessive contributions
  • They should pay more attention to inward righteousness than external observance of rituals
  • Christians should have the courage like Jesus to condemn evil practices by leaders in Church and society

 

 

 

 

  1. JESUS’ CONFLICTS WITH THE JEWISH LEADERS

Luke 19: 47-48, 20: 1-47, 21: 1-4

 

  1. THE QUESTION ABOUT JESUS’ AUTHORITY

Luke 20: 1-8

One day when Jesus was in the Temple teaching, Chief Priest, Scribes and elders came to Him. They demanded to know through whose authority He taught. They wanted to know to which group He belonged. Was He a Priest or a Scribe, was His authority from God.

Jesus answered them with a question. He asked them whether John’s right to baptize people came from God or from human beings.

The leaders were not willing to answer either way. This is because if they said John’s baptism was from heaven, this would imply that Jesus’ authority was from God for John was a prophet and Jesus’ messenger. If they denied, they would be condemned by the people. They hence answered and said they did not know.

Jesus on the other hand, told them that He will also not tell them from whose authority He’s teaching on. His answer implied that His own authority was from the same source John’s authority is: God.

 

  1. THE PARABLE OF THE TENANTS

Luke 20: 9-18

Jesus told the parable of the vineyard in response to the question about His authority by the religions leaders. He says:

There was ones a man who planted a vineyard, let it out to tenants, and then left home for a long time. When the time for harvest came, he sent one of his servants to the tenants to receive from them his share of the harvest. The tenants beat the servant and sent him back without a thing.

The owner sent another slave, who was also beaten by the tenants. They treated him shamelessly and sent him back with nothing. He sent a third servant whom the tenants wounded and threw him out.

The owner wondered what to do. He then sent his own son whom he thought they will respect. But when the tenants saw him, they identified him as the owner’s son and then decided to kill him so that his property will be theirs.

Jesus wondered then the owner will do. He said that the owner will come and destroy those tenants and give the vineyard to others.

Jesus then ended by quoting a verse from the book of Psalm. He said that the very stone that the builders rejected turned out to be the corner stone.

 

MEANING OF THE PARABLE

The parable is about the rejection of Jesus by the Jewish religious leaders.

God is the owner of the vineyard. The vineyard is Israel, and the tenants are the Jewish leaders.

The servants that were beaten up represent the prophets, God’s messengers

Jesus is the son referred to in the story. Hence Jesus is the son of God and His authority comes from God.

The death of the son anticipates Jesus’ death

The quotation in Psalm shows that the stone which the builders rejected is Jesus Himself.

  1. PAYING TAXES TO CAESAR

Luke 20: 19-26

The scribes and Chief Priests were annoyed after listening to the parable of the Tenants. They felt that Jesus was attacking them they wanted to arrest Him but they were afraid of the people. They looked for an opportunity that will hand Jesus to the Roman authority. They bribed some men t pretend that they were sincere so as to trap Jesus with questions.

The men praised Jesus for His work and status and then asked Him a trick question on whether it was right (lawful) to pay taxes to Caesar.

Jesus saw through their trick. He asked them to show Him a silver coin. He then asked whose face and image was on the coin.

They said the Emperor’s. So Jesus told them to give to Caesar what belongs to Caesar and to give God what belongs to God.

They had hoped that Jesus would trap Himself. If He would have told them not to pay tax, then they would have accused Him of treason and hand Him to the Roman Authority. If He would have agreed with the payment of tax, then the people would have seen Him as a collaborator with the Roman authority.

 

  1. THE QUESTION ABOUT THE RESURRECTION

Luke 20: 27-40

The Sadducees; who did not believe in the resurrection of the dead and only recognized the first five books of the Bible, asked Jesus a question to trap Him.

The question concerned the Law of Moses which stated that if a man died childless, then his brother would marry the widow so that they could bear sons to maintain family name. They said ones there were seven brothers, the eldest married a woman but died before getting children. The rest also married the same woman but died childless. So they asked Jesus on the day of resurrection, whose wife she would be among the seven brothers.

Jesus told them that men and women of this world marry but those that will be worthy to rise from death, will not marry. They will be like angels, children of God and would not die. He told them that Moses proved the existence of resurrection on the burning bush when God referred to Himself as the God of Abraham, Isaac and Jacob. This meant He was the God of the living, not the dead.

Some of the teachers of the law praised him for the answer and dare not to ask Him any more questions.

 

  1. THE QUESTION ABOUT THE MESSIAH

Luke 20: 41-44

Jesus asked His opponent how can it be that the Messiah is the descendant of David. He then quoted a verse from the book of Psalm which suggests that there is more to the Messiah than being from the lineage of David.

In the quote, David said, “The Lord said to my Lord, sit at the right hand, till I make your enemies your footstool.”

The first ‘Lord’ referred to God and the second one to the Messiah.

If David called the Messiah his Lord, then the Messiah was a lot more than just being the descendant of David.

 

 

  1. JESUS WARNS AGAINST THE TEACHERS OF THE LAW

Luke 20: 45-47

Jesus addressed His disciples and warned them to beware of hypocrisy and exploitative nature of the Teachers of the Law. THE Pharisees craved for special respect which was presented in the following forms:-

  • Being greeted with respect in market places.
  • Seeking places of honor in the Synagogues and banquets
  • Making long prayers which were intended to make them be recognized for their self righteousness.
  • Taking advantage of widows and robbing them of their property.

Jesus said there punishment will be worst.

Today, Christians are expected to live upright lives and apply the gospel value of love, justice, honesty and humility in their work and relationship with others.

 

  1. THE WIDOW’S OFFERING

Luke 21: 1-4

Jesus was in the temple when He observed people giving their offering and putting them into the temple treasury. He saw rich people dropping their gifts and He also saw a very poor widow dropping in two little copper coins.

Jesus praised the poor widow. He said that she put in more than all the others. This is because others offered their gifts from what they had to spare of their riches, but the poor widow, as poor as she was, gave all she had to live on.

The story defends dignity of the poor. Their contributions given in t true sacrifice are to be highly honored.

 

  1. JESUS’ TEACHING ON ESCHATOLOGY

The term eschatology is derived from two Greek words eschatus and logos which mean end and study.

Eschatology is therefore the study of the “last things” such as death, judgment, life after death and the end of the world.

 

  1. THE PROPHECY OF THE DESTRUCTION OF THE JERUSALEM TEMPLE

Luke 21: 5-6

Some of the disciples marveled about the beauty of the temple. They said it looked beautiful, it had fine stones and gifts offered to God.

Jesus foretold about the destruction of the Temple. He told the disciples that all that they were seeing a time will come when not a single stone will be left in its place, everything will be thrown down.

 

  1. THE SIGNS OF THE END TIMES

Luke 21: 7-9

The disciples wondered when the destruction of the Temple would take place. This led Jesus into talking about the signs of the end of times. The following could be the signs:-

  • People will come claiming to be Jesus, the Messiah, and the Son of God.
  • There will be wars and revolutions
  • Countries will fight each other, Kingdoms will attack one another
  • There will be natural calamities like earthquakes, famines, plagues
  • Strange and celestial beings would come from the sky.
  • Jesus’ disciples would be arrested, persecuted and imprisoned.
  • The disciples would be betrayed to the authorities by close relatives (brothers, friends) and even put to death.
  • The disciples would be hated on Jesus’ account

 

The disciples were not however supposed to worry. They were told to stand firm and they’ll be saved.

 

  1. THE DESTRUCTION OF JERUSALEM

Luke 21: 20-24

Jesus told the people that when they shall see Jerusalem surrounded by armies, they should know that it will soon be destroyed. Then, those who are out of the city should not come in and those who are in the city should leave.

These will be the days of punishment to fulfill the sacrifice

Jesus then sympathized with woman who will be pregnant and mothers with little children and said it will be terrible for them

He said that some people will be killed while others will be exiled. The heathen (people who did not know God) will trample over Jerusalem until their time is up.

 

  1. THE COMING OF THE SON OF MAN

Luke 21: 25-28

Jesus taught His disciples that before the coming of the Son of Man, who will appear in a cloud with great power and glory, the following shall happen:-

  • Disruption in the sky and in the sea. (strange things will be happening to the sun, the moon and the stars)
  • All countries will be in despair on earth. They will be afraid of the roar of the sea and the raging tides.
  • People would faint from fear as they witnessed the signs.

Jesus, however, told them not to fear when these things happen. They should stand firm and face it courageously. If they endured these experiences, they had hope of attaining salvation.

Jesus is the Son of Man prophesied in the book of Daniel who will come down to earth after receiving royal power from God. His coming means the coming of the “Kingdom of God”, in which Jesus, the Messiah will rule in God’s name.

 

  1. THE PARABLE OF THE FIG TREE

Luke 21: 29-33

Jesus told the disciples the parable of the fig tree to explain the reality of His coming. The fig tree shades all its leaves during winter. During spring, it comes back to life and is a sign that summer is near.

In the same way, before the coming of Jesus, there will be signs of the end of times as mentioned.

The parable of the fig tree is also a sign of encouragement to Jesus’ followers not to lose hope.

Jesus said that all these will happen before the people living now have died. He said that heaven and earth will pass away, but His words will never pass away.

 

  1. THE NEED TO BE WATCHFUL

Luke 21: 34-38

Jesus concludes His teachings on end times by encouraging His disciples. He told them to be on their guard. Not to let themselves to be occupied with too much feasting and drinking and other worries of this world. They should be careful that the coming of the Son of Man may not catch them unawares. They were therefore to keep alert by praying which will give them ‘strength’ to go safely through all these things that will happen and stand before the Son of Man.

Jesus kept on teaching in the Temple in the morning as people came to listen to Him. In the evening, He went out and spent the night on Mount Olives.

 

THE RELEVANCE OF JESUS TEACHING ON ESCHATOLOGY TO CHRISTIANS

  • Jesus teaches that the end of the world will come.
  • His teachings assures Christians that there is life after death for Christ will return for those who are faithful to Him
  • Encourages Christians to be watchful, prayerful and hopeful despite experiences of trials and tribulations. Jesus will deliver them
  • Ensures Christians of protection from evil and eventual salvation
  • Encourages Christians to live righteous lives, avoiding immoral behavior because only the righteous will inherit God’s Kingdom.
  • Shows the importance of standing firm in ones faith. This way, they will not be swayed by false prophets with their false declarations on the return of the Messiah.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER TWELVE

 

THE PASSION, DEATH & RESURRECTION OF JESUS

 

SPECIFIC OBJECTIVES

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

  • Discuss the Lord’s Supper and appreciate its meaning to Christians today
  • Describe the events that took place at Mount Olives
  • Explain the events that took place between the arrest and the burial of Jesus
  • Describe the resurrection of Jesus
  • Explain and relate the significance of teaching on the passion, death and resurrection of Jesus to daily life
  • Appreciate the saving work of Jesus

 

  1. THE LAST SUPPER
  1. THE PLOT AGAINST JESUS

Luke 22: 1-6

The Jewish leaders were determined to have Jesus arrested for they were convinced that He was inciting people against them.

They managed to get one of Jesus’ disciples, Judas Iscariot to betray Him.

Judas was a member of the party of Zealots who wanted political changes

Judas was paid a certain sum of money

He looked for a way of betraying Jesus without the knowledge of the people.

 

  1. THE LORD’S SUPPER
    1. Preparation Luke 22: 7-13

To prepare for the Last Supper, Jesus sent Peter and John to make the necessary arrangements.

He told them to go into the city, where they would meet a man carrying a jar of water. The man would show them a room where they could make the preparations.

The disciples found the man without difficult and arranged for the Passover meal.

Note: the careful planning indicates the central importance of the occasion for Jesus. He regarded it as an anticipation of the great victory feast when God’s rule could only be achieved by sacrificing His body and shedding His blood in death

 

  1. The Last Supper Luke 22: 14-23

The time came for Jesus and His disciples to eat the Passover meal. They gathered in the Upper Room.

During supper, Jesus took a cup of wine, gave thanks, and passed it round to the disciples for them to drink.

Again, He took the bread, gave thanks, broke it and gave them to eat.

He commanded the disciples to do that in remembrance of Him

 

Meaning of the Passover at the time of Jesus

  • The bread represented His body which would be broken for His followers on the cross.
  • The wine represented the blood of Jesus which would be shed on the cross for the salvation of the human race
  • The cup represented God’s new covenant with His people.
  • This is a fulfillment of Jeremiahs prophecy. He prophesized a new covenant which would be written in people’s hearts and not on the stone tablets like the Mosaic Covenant.
  • Jesus is the new sacrificial lamb replacing the old Passover lambs that were sacrificed on the night of the Exodus
  • Jesus also foretold of His betrayal. He announced that one of His disciples would betray Him.
  • Jesus’ death and resurrection would bring salvation to humanity

 

  1. AN ARGUMENT ABOUT GREATNESS

Luke 22: 24-30

The disciples quarreled among themselves about who was to be regarded as the greatest among them.

Jesus rejects worldly authority that is given on the basis of wealth or fame

Authority among His disciples will be determined on the basis of humble service.

The lead leader was expected therefore to act for the good of the community, not to have more honor than the youngest or the servant

 

  1. PREDICTION OF PETER’S DENIAL OF JESUS

Luke 22: 31-38

Jesus predicted that Satan had received permission to test the faith of all the disciples

Jesus prayed for Peter’s faith not to fail

Jesus told Simon that he would deny Him three times before the cock crows

Peter was expected to strengthen the faith of the other disciples

The disciples would encounter hostility in their evangelism

 

  1. PRAYER ON MOUNT OLIVES

Luke 22:39-46

After celebrating the Last Supper, Jesus and His disciples went to the Mount Olives

When He arrived there, He told His disciples to pray that they will not enter into temptation

Then He went on from them about a stone throw away and knelt down and prayed.

He prayed that God’s will be done concerning the (cup) suffering He would undergo

Angel from Heaven appeared to Him and strengthened Him. He prayed even more in great anguish. His sweat was like drops of blood falling to the ground.

After the prayer, He went back to His disciples and found them asleep. He asked them why they were sleeping. He then told them to pray that they may not fall into temptation.

 

 

 

 

b.THE BETRAYAL AND ARREST OF JESUS

Luke 22: 45-53

Judas Iscariot appeared in the garden accompanied by a large crowd, the Chief Priest, elders and Temple Guards

Judas identified Jesus by kissing Him. Jesus, who knew what he did, asked him that it was with a kiss that he betrays the Son of Man.

The disciples wanted to use swords to defend Jesus. One of them even struck the High Priest’s slave and cut off his right ear. Jesus however healed the man and stopped His disciples.

Then Jesus asked the Chief Priest and those accompanying him why they had to come to Him with swords and clubs as though He was an outlaw.

He told them that He had been with them in the Temple everyday and yet they did not arrest Him.

He told them that was their time, a time when the power of darkness rules.

They arrested Jesus and took Him away into the house of the High Priest.

 

  1. THE DENIAL OF JESUS BY PETER

Luke 22: 54-65

After Jesus was arrested that night and taken to the Chief Priests house, Peter followed Him at a distance. A maid and two other people identified Peter as one of the disciples of Jesus. Peter denied all the accusations

Just as Jesus had predicted, the cock crowed and Peter remembered what he had done.

Jesus turned and looked at Peter and Peter remembered what Jesus had predicted. Peter went out and wept bitterly.

 

Possible reasons why Peter denied Jesus

  • Human weakness. He lacked the moral courage to stand by Jesus during His suffering
  • He was afraid of being arrested
  • He was an impulsive person as portrayed in the gospel meaning that he acts on the spur of the moment

 

LESSONS THAT CHRISTIANS LEARN FROM PETER’S ACT

  • Christians should be remorseful and should repent when they sin. Jesus is always ready to forgive and accept them back
  • Human beings are weak by nature. Therefore Christian should depend on God’s strength to make the right decisions in different situations
  • Christians should stand firm in their faith in Jesus no matter what the circumstance are

 

b.THE TRIALS OF JESUS 

Luke 22: 66-23: 1-25

 

The trial at the Council of Sanhedrin

Luke 22: 66-71

Jesus was taken to the Sanhedrin (Jewish Council of elders drawn from Pharisees, Scribes and Sadducees) in the morning.

The Council asked Jesus if He was the Messiah

Jesus refused to say either yes or not. Instead, He spoke of the coming of the Son of Man in triumph.

Jesus was then asked whether He was the Son of God.

He replied and told them that they say that He is.

This was interpreted to mean Jesus was admitting that He was the Son of God. This was considered as blasphemy or disrespect of God.

The penalty for blasphemy was death; Jesus was hence condemned to die for claiming to be the Son of God.

 

The trial before Pilate

Luke 23: 1-5

Since the Sanhedrin could not carry out the death sentence, they took Jesus to the Roman governor, Pilate.

They accused Jesus of inciting the people to revolt, forbidding payment of taxes and claiming to be a King in rebellion to Roman Authority

They could not accuse Him of blasphemy. This charge would not be accepted under Roman law.

Note: by taking Jesus to Pilate, the Jewish religious leaders wanted the Roman authority to take responsibility for Jesus’ death.

 

The trial before Herod

Luke 23: 6-12

When Pilate heard that Jesus had started His ministry in Galilee, he knew that Jesus was from there, so he sent Jesus to Herod who was in Jerusalem at the time. Herod was the ruler in Galilee.

Herod was pleased to see Jesus since he had heard a lot about Him. He was hoping to see Jesus perform some miracles. Herod asked Jesus any questions but Jesus made no answer.

Chief Priests and the teachers of the law stepped forward and made accusations against Jesus.

Herod and his soldiers mocked Jesus and treated Him with contempt. Then they put a fine robe on Him and sent Him back to Pilate.

 

Pilate Judgment

Luke 23: 13-25

Jesus was brought to Pilate a second time. Pilate reiterated that he found Jesus not guilty of any crime. He opted to have whipped and then release Him.

The Chief Priest prevailed upon Pilate who passed a sentence of death on Jesus on the grounds of high treason

Jesus was to die by fructification. This was the punishment of high treason according to Roman laws

The Jewish leaders asked that Barnabas, a criminal, be released instead of Jesus.

 

Possible reasons why Pilate agreed to have Jesus crucified

  • He was afraid of Jewish revolt
  • He did not want to be disloyal to Roman Emperor after learning that Jesus had been accused of treason
  • He washed his hands. This meant that he absolved himself from Jesus’ crucifixion. This is because he had found no evidence of His guilt. His wife had also cautioned him about Jesus’ innocence.

 

  1. THE CRUCIFIXION OF JESUS

Luke 23: 26-43

Jesus was given the crossbeam to carry to His crucifixion site.

Simon of Cyrene helped Him carry it.

A group of women followed Jesus and wept over His plight.

Jesus asked them to weep over themselves and their children

Jesus eventually arrived at Golgotha, and was nailed to the cross

Two criminals were crucified on either of His sides.

After His crucifixion, the soldiers cast lots to divide His garments

The soldiers, Jewish leaders and one of the thieves, mocked Jesus for His claim to be the royal Messiah.

Jesus is mocked with a challenge to save Himself

One of the criminals crucified with Jesus, usually referred to as the repented thief acknowledged Jesus as the Messiah and admitted the justness of his own condemnation

Jesus told the repentant thief that they’ll be in paradise together on that day.

Above Jesus’ cross was written “This is the King of the Jews”

 

  1. THE DEATH AND BURIAL OF JESUS

Luke 23: 44-56

  1. The death of Jesus

The death of Jesus was preceded by extraordinary happenings.

Darkness covered the land for three hours. This darkness symbolized that evil was at its climax when the Son of God hung on the cross. However, after darkness, there is evidence that God is in control not Satan.

The curtains of the Temple tore into two. This symbolized the end of Judaism and the beginning of Christianity, the universal religion

Jesus then died after crying “Father into thy hands I commit my spirit” this prayer is from the book of Psalm 31:5. It showed Jesus’ total commitment to God.

On seeing Jesus die, the Roman Centurion who was present testified to Jesus’ innocence. As a gentile, he recognized Jesus’ Lordship.

 

  1. The burial of Jesus

Joseph of Arimathea, a rich and righteous member of the Sanhedrin, asked Pilate to allow him burry Jesus.

He wrapped Jesus’ body in linen sheet, and placed it in a tomb that had never been used before.

Joseph could have been a secret disciple of Jesus. He recognized His Lordship by his act.

This burial signified the fulfilled Isaiah’s prophecy concerning the suffering servant of Yahweh who was buried in a rich man’s tomb.

A group of women followed Joseph and saw where he buried Jesus

They went back home to prepare spices with which to wash Jesus’ body after the Sabbath.

  1. THE RESURRECTION

Luke 24: 1-49

  1. THE WITNESS TO THE RISEN CHRIST

The resurrection refers to the events of Jesus’ rising from the dead.

Jesus resurrection took place on the 3rd day, that is, the Sunday morning after He was crucified on Friday afternoon.

 

  1. TESTIMONY OF THE HOLY WOMEN

Luke 24: 1-12

On that Sunday morning, Mary Magdalene, Salome and Mary the Mother of Jesus went to the tomb planning to prepare Jesus’ body for proper burial with the spices they had prepared.

On arrival, they found the stone covering the tomb had been rolled away.

The tomb was also empty

As the women stood there puzzled, two men in “dazzling clothes”, confirmed that Jesus had risen as He had prophesized

When the women learnt of Jesus’ resurrection, they broke the news to the apostles and all the others.

The apostles rejected the women’s testimony.

Peter ran to the tomb and found it empty.

 

  1. THE DISCIPLES ON THE WAY TO EMMAUS

Luke 24: 13-32

Jesus appeared to disciples who were on their way to Emmaus

They were discussing Jesus’ suffering, death and empty tomb.

They regarded Jesus’ death as a tragedy; for they had hoped He would liberate the Jews from Roman rule.

Jesus explained to them the scriptures, which say the Messiah would suffer to reach His Glory

They invited Jesus to dine with them.

They recognized who Jesus was at the breaking of the bread. Jesus then vanished

The disciples went and told the eleven apostles about their encounter with the risen Christ.

 

  • APPEARANCE OF JESUS TO THE DISCIPLES

Luke 24: 24-33

Bas the disciples of Emmaus narrated their encounter with Jesus to the apostles; Jesus papered to them.

The apostles were frightened and thought that they had seen a ghost.

Jesus asked them to confirm that He had risen by touching His body

He then asked them for some food and they gave Him some fish which He ate.

He explained to them His mission through telling them the prophecies about Him in the Law of Moses, prophets and Psalm

Jesus brought His disciples a new understanding of His mission, suffering, death and resurrection.

He also commissioned His disciples to be His witnesses by proclaiming repentance and forgiveness of sins.

He also told them to stay in the city until He sends them the Holy Spirit

 

  1. ASCENSION OF JESUS

Luke 24: 50-53

Ascension is derived from the word ‘Ascend’ which means going up.

From Jerusalem, Jesus led His disciples to Bethany.

He raised His hands, blessed the disciples and was lifted up to heaven.

The disciples returned and witnessed Jesus’ ascension with joy

They continued to go to the temple to pray to God, waiting for the Holy Spirit Jesus had promised them.

 

THE SIGNIFICANCE OF JESUS’ PASSION, DEATH AND RESURRECTION TO CHRISTIAN LIFE

Through resurrection

  • Jesus was given new powers to conquer sin and death. In the same way, Christians who have faith in God are assured of overcoming physical death
  • Human beings were reconciled to God through Christ. The broken relationship between God and Human beings is restored through the forgiveness of past sins.
  • Christians are given hope for eternal life
  • Christians start living a new life in Christ. (2nd Corinthians 5: 17 “therefore, if anyone is in Christ, he is a new creation; the old has passed away, behold, the new has come”)
  • New understanding of who Jesus was and His Messianic mission was brought out
  • The disciples received the promise of the Holy Spirit. This was only possible through Jesus’’ resurrection.

Education Hub Form 2 Exams with Answers {Latest}

Education Hub Form 2 Exams with Answers {Latest}:

Form 2 exams with marking scheme (Comprehensive papers)

Looking for Two (2) comprehensive exams? look no further. Download all the updated Form 2 exams with marking schemes here. Check the TEACHERS’ RESOURCES…

Free Form 2 Exams & Answers- Term 1, 2 & 3

Form 2 Term 1, 2 & 3 Free Exams and Answers Free Form 2 Exams & Answers – Boost Your Preparation     Get the latest term 1,…

Form 2 Exams for all subjects- Question Papers & Answers

Download free Form 2 Exams for all subjects- Question Papers & Answers Set 1 Exams Set 2 Exams Set 3 Exams

Free Form 2 Exams for All Subjects

Boost Your Academic Success with Free Form 2 Exams for All Subjects Enhance your learning journey and excel in every subject. Access and download free…

Form 2 Exam Papers & Marking Schemes

Form 2 Exam Full Papers & Marking Schemes Form 2 Exam Papers & Marking Schemes – Boost Your Preparation Been wondering where to get well set…

Form 2 exams with marking scheme

In need of free Form 2 revision papers with answers pdf download? Well. Download free exams with marking schemes below; FREE FORM 2 EXAMS PLUS…

Form 2 Exams Term 1-3 Full Papers & Marking Schemes- All subjects

Get free Form 2 Exams Term 1-3 Full Papers & Marking Schemes- All subjects here. Continue downloading more free Exams below: Form 2 Examinations with marking…

FORM 2 EXAMS WITH MARKING SCHEMES

Download free Form Two Exams With their marking schemes here. FREE FORM 2 EXAMS WITH THEIR MARKING SCHEMES. QUESTION PAPERS ENGLISH KISWAHILI MATHEMATICS BIOLOGY CHEMISTRY PHYSICS HISTORY CRE GEOGRAPHY AGRICULTURE BUSINESS STUDIES MARKING SCHEMES ENGLISH KISWAHILI MATHEMATICS BIOLOGY CHEMISTRY PHYSICS HISTORY CRE GEOGRAPHY AGRICULTURE BUSINESS STUDIES MORE FORM 2…

Form 2 Exams & Answers For all subjects

Form 2 Exams with marking schemes

Download free Form 2 Exams with marking schemes

Form 2 Examinations with marking scheme (All High School Subjects)

Download free Form 2 Examinations with marking scheme (All High School Subjects). Continue downloading more free Exams below: Form 2 Examinations with marking scheme (All High…
Best online courses

Latest Form 2 Exams and their marking schemes

Latest Form 2 Exams and their marking schemes PHY F2 QS (1).docx PHY F2 MS.docx MUSIC QS 2021.doc MUSIC 2021 – MS.doc KSL F2 Q.docx KSL F2 MS.docx KIS F2 QS.docx KIS…

Free Form 3 Term 2 Exams {Comprehensive}

Free Form 3 Term 2 Exams 2025 {Comprehensive} available below: CRE MS ENGLISH PP1 Q (1) PHYSICS PP1 F3 MS GEOGRAPHY PHY F3 P3 KISWAHILI…

Free Form 4 Term 2 Exams 2025 {Comprehensive}

Free Form 4 Term 2 Exams 2025 {Comprehensive} available below: PHYSICS F4 PP2 MS BIOLOGY F4 PP1 QS ENGLISH F4 PP2 QS BUSINESS F4 PP1…

Free Form 2 Term 2 Exams 2025 {Comprehensive}

Free Form 2 Term 2 Exams 2025 {Comprehensive} and with marking schemes: PHYSICS F2 MS-1 PHYSICS F2 QS-1 ENGLISH F2 MS-1 BIOLOGY F2 MS-1 CHEMISTRY…

Form 4 Term 1, 2 & 3 Exams {Latest & Past Mocks, KCSE}

Download free Form 4 Term 1, 2 & 3 Exams {Latest}: One click free downloads. Click on any link for automatic and absolutely free…

Form 3 Term 1, 2 & 3 Exams {Latest}

Get free Form 3 Term 1, 2 & 3 Exams {Latest} by clicking on the links below: FORM 3 SUNRISE EXAMS 101 F3 ENGLISH MS 101 F3…

Form 2 Term 1, 2 & 3 Exams {Latest}

Download free Form 2 Term 1, 2 & 3 Exams {Latest}. Achievers and Sunrise Exams available too at no extra cost: FORM 2 SUNRISE EXAMS 101…

English Form 2 Latest Exam Papers with Answers Free Downloads

Form 1,2 & 3 Term 1-3 Exams (All subjects)

Download free Form 1,2 & 3 Term 1-3 Exams (All subjects) here. Continue downloading more free Exams below: Form 2 Examinations with marking scheme (All High…

History & Govt Notes, Exams, KCSE Past Papers and Revision Exams- Form 1,2,3 & 4

Get free History & Govt Notes, Exams, KCSE Past Papers and Revision Exams for Forms 1,2,3 & 4. Get more KCSE Revision Materials at no…

Form 2 Chemistry Exams and Marking Schemes Free

NAME………………………………………………….       DATE…………… ADM……………………………………………………       SIGN……………….   JOINT EXAMINATION CHEMISTRY FORM TWO END OF TERM THREE TIME: 2 HOURS Instructions to candidates Write your name and admission number in the spaces provided…

English Exam Papers For Form 2

Download free English Exam Papers For Form 2 here: TRIAL 2-ENGLISH F2 QS.docx TRIAL 1 -ENG F2 QS.docx TRIAL 1-ENG F2 QS.docx TRIAL 1-ENG F2QS.docx TRIAL 3-Copy of English…

KCSE Comprehensive CRE Notes & Exams for Form 1,2,3 & 4- Updated

Comprehensive CRE Notes and Exams for Form 1,2,3 & 4 In need of free and updated Christian Religious Education, CRE, notes? You have reached at…
Education resources

Form 2 English Exams and Marking Schemes Free

NAME:…………………………………………………….. CLASS:………………………..   ADM NO:…………………………………… DATE:………………………………..     FORM 2 ENGLISH 2 ½ HOURS   JOINT EXAMINATION Instructions to candidates Write your name, admission number, class and the date in the spaces provided. This…

FORM 4 BIOLOGY PP3 END TERM 2 EXAMS PLUS MARKING SCHEMES

NAME ………………………………………………ADM. NO ………………CLASS:………. DATE…………….. 231/3 BIOLOGY PAPER 3 PRACTICAL MARCH/APRIL TIME: 13/4HRS KENYA CERTIFICATE OF SECONDARY EDUCATION Instruction to Candidates Write yourName, Adm. No., Class and Date in the spaces provided …

Form 2 Free Exams Downloads and Marking Schemes- 2025

Get Form 2 Free Exams Downloads and Marking Schemes- 2025: COMPUTER STUDIES F2 MS.docx BIO F2 MS-1.docx MATHEMATICS F2 MS.doc AGRICULTURE F2 QS.docx BIO F2 QN.docx BUSINESS STUDIES F2 MS.docx BUSINESS…

Latest Home Science Form 1, 2, 3 and 4 Exams and Marking Schemes Free Downloads

Latest Home Science Form 3 Exams and Marking Schemes Free Downloads Latest Exams Set Series Latest Home Science Form 1 Exams and Marking Schemes HM SCIENCE MS…

FORM 2 ALL SUBJECTS EXAMS, ASSIGNMENTS: FREE TERM 1-3 EXAMS & ANSWERS

ENGLISH FORM 4 END OF TERM 2 EXAM WITH ANSWERS

Name: …………………………       Adm No: ……… Class: …….…………………       Candidate’s Sign: …………………… Date: ……………………………………………………… 101/1 ENGLISH (Functional Skills) TIME: 2 HOURS  END OF TERM 2 EXAM  Kenya Certificate of…

Form 2 Maths Exams and Marking Schemes Free

MATHEMATICS TERM 3   NAME: …………………………………………………ADM NO………………. CLASS………………..DATE………………… FORM TWO MATHEMATICS TIME: 2 ½ HOURS Instructions Write your name, adm no. class and date in the spaces provided above. The…

ENGLISH FORM FOUR PAPER 2 END OF TERM EXAMINATION

Name…………………………….…….……………………………….. Adm  No: ………………………… School …………………………………………………………Candidate’s Signature

GEOGRAPHY FORM 2 OPENER EXAM PLUS ANSWERS

NAME…………………………………………………………………………………………….CLASS…………….ADM………….. JOINT EVALUATION  FORM 2 OPENER EXAM DURATION: 1 HOUR 45 MINUTES                                                                     Instructions: Answer all the questions in the spaces provided. Download more unlimited and free Geography…

Form 2 Termly Exams Full Papers & Marking Schemes- All subjects

Get free Form 2 Termly Exams Full Papers & Marking Schemes- All subjects here. Also download: Kiswahili Notes Form 1-4 (Dira ya Kiswahili Notes) Business Studies Notes…

Form 2 Business Studies Exams and Marking Schemes Free

BUSINESS STUDIES FORM TWO MARKING SCHEME T3  -Increase in buyers ability to purchase more goods Increase in population Favourable legal-political environment e.g fair taxes …

Form 1,2,3 and 4 free exams downloads, all subjects- Latest

Are you in need of top quality free examinations for all subjects in form 1, 2, 3 and 4? Here are free exams for…

Form one free Term 1, 2 and 3 Exams Free Downloads

Form one free Term 1, 2 and 3 Exams Free Downloads F1 SMARTFOCUS BIO EXAMS NEW.pdf F1 SMARTFOCUS CRE EXAM BANK.pdf F1 SMARTFOCUS MATHS EXAMS NEW1.pdf F1 BUST…

Free Form 1 Exams For Term 1,2 & 3

Free Form 1 Exams For Term 1,2 & 3 downloads. Continue downloading more free Secondary School Exam Papers & Marking Schemes: Form 2 End Term Exams…

232/3 PHYSICS PAPER 3 (PRACTICALS)

SAMPLE 1

232/3

PHYSICS

PAPER 3

  1. You are provided with the following apparatus

–           Complete retort stand

–           Wooden wedge (knife edge)

–           Two pieces of thread (40 cm and 20 cm long)

–           Mass Q

–           Metre rule

–           A single pulley

–           A spring

–           Two 10g masses

–           Two 20g masses

–           Two 50g masses

 

Proceed as follows;-

  • Balance the metre rule on the wedge. Note and record the point, G, where the metre

rule balances

G = _________________________________________________ cm       (1mk)

(b)       Measure the mass m of the metre rule using the spring balance.

M = _________________________________________________kg       (1mk)

(c )      Arrange the apparatus as shown in figure 1 below

Pulley

 

50g
Pivot
Thread

 

(d)       Hang the mass Q on the metre rule and adjust its position so that the metre rule is in equilibrium. The thread over the pulley must always be kept perpendicular to the metre rule.

(e)       Measure the distance,x, between the point of suspension of the mass, Q and the thread.

Repeat for masses 90g, 100g, 110g and 120g instead of the 80g mass and each time note(x)

 

Complete table 1 below

 

Mass(g) 50 60 70 80 90 100
Tension, T(N)            
Distance,X(m)            

(5marks)

(f)        On the grid provided, plot a graph of distance  x (y-axis) against the tension, T.(5marks)

 

  1. g) Calculate the slope (s) of the graph (2marks)

(h)       Measure L, the distance between G and the thread.

 

L = _______________________________________________(m)             (1marks)

 

(i)   Given that X = 0.8y + Lz0.8T obtain the values of y and z from the graph

y              y                                                                4mks

 

(j)        Determine the maximum load the beam balance can measure.                    (1mark)

  1. (a) You are provided with the following apparatus.

–           2 new dry cells size D

–           2 cell holders (holding 1 cell each)

–           8 connecting wires atleast two with crocodiles clips.

–           A resistance wire PR 1m long mounted on a metre rule.

–           An ammeter (0-1A)

–           A voltmeter (0 -3v)

–           Lamp S

Proceed as follow:-

Connect the circuit as in figure 2 below;

PR is the resistance wire.

 

Fig. 2
R
J
P

 

  • With the jockey J at R (L= 100 cm from p) record the ammeter and voltmeter readings

 

  • Repeat (a) (i) for other values of l and records the ammeter and voltmeter readings in the table below

 

L(cm) 100 80 60 40 20 0
Ammeter reading I (A)            
Voltmeter reading V (v)            

(6 marks)

 

(iii)      Plot a graph of V(v) against I (A).                                                                 (5marks)

(iv)     State your observation about the behaviour of the lamp S as the jockey J is moved from R towards P.                                                                                                                  1mk

(b)       You are provided with the following apparatus

–           a glass block

–           a plane mirror

–           4 optical pins

–           a soft board

–           A cellotape ( about 15cm long)

–           2 white – plain sheets of paper

–           a ruler or half metre rule

–           a protractor

–           4 office pins

Proceed as follows:-

  • Using the cello tape provided fix the plane mirror to the glass block along side as shown in figure 3 below. The reflecting surface to face the glass block.
Length

 

Fig. 3
Plane mirror
Breadth
Glass  block
  • With the use of the office pins, secure firmly a white plain paper on the board and place the block together with attached mirror.
  • Draw the outline of the glass block together with the mirror
  • Remove the block and the mirror and draw a normal at B somewhere a quarter- way the length of the outline you drew in (iii) above.
  • Draw four(4) different rays AB incident at B and extended to C. The incident rays should make angles 10°, 20°, 30°,and 40°.
  • Replace the glass block together with the attached mirror so as exactly fit the outline in(iii)
  • Place two object pins P1 and P2 along the 10° Locate the images of pinsP1 and P2 as they appear by non-parallax (the images of the pins appear to be in a straight line when viewed through the glass block).

Place pins P3 and P4 so that the images of pins P1 and P2 are not seen.

  • Remove the glass block together with the attached mirror from the outline and produce the lines joining P1 to P2 and P3 to P4 so that the they intersect at C. Measure and record the distance x table 3 below.
  1. It may be necessary for you to draw another outline so as to avoid congestion of (construction) lines.

 

Angle i ° 10 20 30 40
Distance x(cm)        

Table 3

  • Now measure the breadth b of the glass block.

b = _______________________________________________________________(1mark)

 

  • Calculate the average Ax of the values of x in table 3 above

Ax ____________________________________________________________ (1mark)

 

  • Determine the refractive index of the glass block using the formula.

Refractive index n of glass = b                                                                      (2 marks)

Ax

 

 

 

 

 

 

 

SAMPLE 2

 

232/3

PHYSICS

Questions 1

You are provided with the following apparatus

  • Clamp
  • Boss
  • Stand
  • Optical pin
  • Copper wire
  • Protractor
  • Two pieces of plasticine
  • Cork

 

Cork
clamp

(a)       Set up the apparatus as shown in the diagram below

Optical pin

 

plasticine
wire
q
Stand

(b)       Bend the wire in the middle so as to make an angle of 500. Attach the two small pieces of plasticine at both ends of the bent wire as shown in the diagram.

 

 

(c)       Place the bent wire on the optical pin and give a small horizontal displacement. Take the time

for 10 oscillations and record in the table below.

(d)       Repeat the procedure above for other values of θ and complete the table below   (8mks)

Angle θ0 Time t for 10 oscillations (sec) Periodic Time T (sec) Frequency f(Hz) f2 (H3)2 Cos (θ/2)
50          
60          
70          
80          
90          
100          
  1. i) On the graph paper provided, plot a graph of f2 (y-axis) against Cos(θ/2)         (6mks)
  2. ii) Determine the gradient of the graph

gradient =………………………………………………………                           (2mks)

iii)       The equation for the Oscillation of the wire is given by the formula

f2 =150    Z Cos (θ/2)

4pL

Given that L=0.15m

Use the gradient of the graph to determine the value of Z

 

 

QUESTION 2.

  1. (a) You are provided with the following apparatus:-
  • Convex lens
  • Candle
  • White screen
  • Lens holder
  • Metre rule

 

Screen
Convex lens
Candle
  • Set up the apparatus as shown in the figure below
Metre rule

 

  1. Place the lit candle at an object distance U=20cm. Move the screen towards or away from the lens until a sharp image of the candle flame is obtained on the screen. Measure the distance V and record it in the table of results below

 

  • Repeat the experiment for other values of U and record in the table.
Object distance (U) Image distance (V) U+V UV
20cm      
30cm      
45cm      
60cm      
75cm      
90cm      

 

  1. Plot the graph of U+V against UV. Determine its gradient        (7mks)
  2. Use the gradient obtained above to determine the power of the lens        (3mks)
  3. (b) You are provided with the following apparatus
  • 2 New dry cell
  • An arnmeter
  • A voltmeter
  • A mounted wire labeled AB
  • Cell holder
  • Switch
  • Connecting wires
  1. i) You are required to design a circuit that you will use the above apparatus to determine the

resistance of the wire AB.

Draw the circuit diagram                                                                               (2mks)

  1. ii) Set up the apparatus as in your circuit diagram and tabulate your results (2mks)

iii)       Calculate the resistance of the wire                                                               (2mks)

 

 

 

 

 

 

 

 

                                                            SAMPLE 3

Question 1                                                                                                                 

Q1.      You are provided with the following apparatus

  • A voltmeter
  • An ammeter
  • A wire x mounted on a metre rule
  • 6 connecting wires with crocodile clips
  • Micrometer screw gauge
  • A switch
  • A jockey
  • One  new dry cell and a cell holder.

Proceed as follows:                                                                                                        

Connect the apparatus provided as shown in the circuit below.                                    

Metre rule
jockey
Wire x
  1. With the crocodile clip at L = 10 cm , close the switch S and record the ammeter and voltmeter reading.

I = ________________________ A

V = ________________________V

Repeat the procedure in (b) for other values of l = 15cm, 20cm, 25cm, 30cm, 35cm and record

the readings in the table below.

Length. L. (cm) 10 15 20 25 30 35
Voltmeter reading , V (volts)            
Ammeter reading , I(A)            

(5mks)

Plot a graph of potential difference, V(y-axis) against the Current I     (5mks.

Determine the slope of the graph                                                                               (2mks)

  1. Given that V= E – I r, use your graph to determine the value of;

(i)        E                                                                                                                      (1mk)

(ii)       r                                                                                                                       (2mks)

  1. Measure the diameter d of the wire x using the micrometer screw gauge.

d = ___________________________ mm

____________________________m                                (1mk)

  1. Dismantle the apparatus and set up the circuit as shown below.
  2. Close the switch S and record the ammeter and the voltmeter readings

I = __________________________ A

V = __________________________ V                     (1mk)

Hence find R, the resistance of the wire x.

R = ___________________________ W                   (1mk)

  1. Given that R = 4r

p d2 ,  determine r                                                                           (2 mks)

Question 2

You are provided with the following apparatus;

  • A copper wire
  • A 50g mass
  • A metre rule
  • Two pieces of woods
  • A test –tube
  • A retort stand, boss and clamp

Proceed as follows.

  1. Measure the length, L, of the wire provided

L = ________________________ cm                                               (1mk)

  1. Wind the whole length of the wire tightly on the test-tube making sure that the turns are as close as possible but not overlapping. Measure the length, j , of the coil made.

j =__________________________ cm                    (1mk)

  1. Count and record the number, N, of the complete turns on the coils.

N = _____________________________________( 1mk)

  1. Remove the coil from the test-tube. Straighten the first and the last turns of coil. Bend one end to make a hook.
  2. Count and record in the table below, the number, n , of complete turns remaining on the coil.
  3. Measure and record in the table below, the distance, h1 between the end turns of the coil as shown on the diagram below

 

Pieces of wood
Figure 2
Figure 1
  1. Load a 50 g mass on the coils as shown in figure 2 above. Measure and record in the table below, the distance,h2 , between the end turns of the coil.
  2. Remove the mass from the coil Reduce the number of turns by straightening three turns of the coil from the upper end and adjust the point of suspension of the coil as shown in figure 2.Record the number of turns, n, remaining.
  3. Measure and record the new distances,h1 in the table below. Load 50g mass on the coil. Measure and record the new h2 in the table below.
  4. Repeat the procedure (i) and (j) above so as to obtain four sets of readings for, n,h1 and h2.

Calculate the corresponding extension and complete the table below.

Number of turns,

n, remaining

 

 

       
Distance, h2 (cm)          
Distance, h1 (cm)          
Extension, e(cm)          

(6mks)

  1. Plot the graph of extension, e(y-axis) against the number of turns, n, on the grid provided.             (5mks)
  2. m) I           Determine the slope, s, of the graph. State its units.                   (2mks)

II          Determine the constant, p, for the wire from the expression:

P = 4mgR3

S r4

Where               m is the mass used

g is acceleration due to gravity, g = 10m/s2

                                                     R =    L

2pN

r =   j

2 N                                                                                         (4mks)

 

 

 

 

 

 

 

 

 

END

 

SAMPLE 4

 

232/3

PHYSICS

Question 1You are provided with the following

  • One half meter rule
  • One retort stand
  • A boss and a clamp
  • One 10g mass
  • Six cylindrical masses with hooks labeled M1, M2, M3, M4, M5 and M6
  • One 100ml measuring cylinder
  • Three pieces of cotton thread
  • One 400 ml beaker
  • Water in a 500ml beaker

Proceed as follows

(a)       (i) Suspend the half metre rule on the clamp using one of the pieces of thread. Balance the rule and note the position of its center of gravity. This point of suspension should be maintained throughout the experiment:

(ii) Suspend the cylindrical mass M1 at a distance of 3.5cm from the center of gravity of the rule using a looped thread. Suspend the 10g mass to balance the mass. (See figure 1).Record in table 1, L1, the distance between the center of gravity of the rule and the balance point for the 10g mass

Cylindrical mass M1
½ metre rule
Boss
Clamp

(iii) Suspend M1in water contained in the 400ml beaker. Adjust the position of the 10g mass to balance M1(See figure 2)

Fig. 2
Loop
10g mass
Beaker
Cylindrical mass M1
Water
½ metre rule
Clamp

(iv) Remove M1with the loop of thread and determine its volume using the 100ml measuring cylinder. Record this volume, V in table 1

  M1 M2 M3 M4 M5 M6
Vol V(cm3)            
L1(cm)            
L2 (cm)            
(L1-L2 )(cm)            

(b) Repeat the procedures a(ii) to a(iv) for the other cylindrical masses and complete the table (7mks))

(i) On the grid provided, plot the graph of volume (y-axis) against (L1-L2)                         (5mks)

  1. (ii) Determine the slope of the graph                                                                         (2mks)

(iii) Given the equation of the graph as

L1 – L2

V=    2I

5K

Where k is a constant, determine the value of k                                           (3mks)

 

(d) Design a set up and use it to determine the mass of the half-meter rule without using the cylindrical masses. Draw the set up and show your working                                                            (3mks)

Mass of the half metre rule= …………………………………………………………….

Question 2

Part A

You are provided with;

  • A nichrome wire, 1m long, mounted on mm scale and labeled PQ at the ends.
  • A nichrome wire of length 15cm labeled X
  • A 10 ohm resistor labeled Y
  • A dry cell (New)
  • A switch.
  • A voltammeter (0-2.5V) and
  • 8 connecting wires (4 with crocodile clips)
  • (i) Set up your apparatus as shown

 

 

         Cell
Jockey

(ii) Close the switch. Place the jockey at P and then at Q (The voltammeter deflects in opposite directions)

(iii) Place the contact J, 5cm from Q and record the voltammeter reading

(iv) Repeat this for values of L indicated in the table below. Record the corresponding values of V

L(cm) 5 15 25 35 45
V, (Volts)          

Table 1                                                                                                                       (2mks)

(b) (i) Interchange the voltmeter terminals. Place jockey at P and make sure the voltmeter pointer deflects to the right

(ii) Place the jockey on the wire 95cm from Q and record the voltmeter reading

(iii) Repeat this for values of L given in the table below

L(cm) 95 90 85 75
V(Volts)        

Table 2

(c) On the same axes plot two graphs of V (y-axis) against L using the values in the tables above  (6mks)

(d) From your graphs determine

(i) The value of V when L=0                                                                          (1mk)

  1. (ii) The value of L where the two graphs intersect                                        (1mk)

(e) (i) Record the value of the resistance of y, Ry given to you.

(ii) Work out the value of the unknown resistance of X, Rx of wire X using the expression

(3mks)

Rx=Ry(100-L)

L

Part B

(f) Use the apparatus given below to carry out the experiment that follows

  • Three optical pins and four office pins
  • A plain white A4piece of paper
  • Soft board
  • Glass slab

Place the glass slab on the white piece of paper and trace its outline. Secure it in place (In its position) by the office pins A, B, C, D as shown in the diagram below

 
 
B

 

  1. g) (i) Fix the pin P firmly at the end of the slab and with your eye E1 at the opposite of the slab fix pin P1 and then P2 in line with the image I of the pin (see diagram) (1mk)

Remove the pins P1 and P2 and mark their positions P1 and P2 respectively

(ii) Similarly fix P3 and then Pso that they are in line with the image I of P       ( 1mk)

Again remove the pin P3 and P4 and mark their positions respectively. Remove the glass slab and pins ABCD

  1. h) Join P1P2 produced with the tracing of the slab outline. Join P3P4 produced to intersect line P1P2. label this point of intersection I, the supposed position of the image of pin P. (1mk)

(i) Measure the lengths QP and QI

QP ………………………………………………………………………………… (1mk)

QI …………………………………………………………………………………. (1mk)

(ii) Determine the ratio QP/QI                                                                                          (1mk)

 

 

 

 

 

 

 

 

SAMPLE 5

 

232/3

PHYSICS

 

 

  1. You are provided with the following

–  Helical spring with pointer

–  One clamp, one stand and one boss

–  a stop watch

–  one metre rule or half metre rule

–  one 50g, four 20gm and one 100g masses (a set of six masses) or slotted masses starting from 20g to 150 g.

Proceed as follows

  1. (i) Suspend the spring vertically alongside the clamped metre rule as shown in figure 1 below.  Measure the length Lo,  of the spring before loading it.

L0 = ……………………………….cm                                                                      1mk

stand
Fig 1
Half metre / metre rule
  • Attach a mass of 20g on the spring and measure the  new length, L, of the spring.  Record this in table I below.
  • Calculate the change in the length, e=L – Lo due to the mass of 20g and record this in table I below.
  • Repeat the steps (ii) and (iii) using additional masses of 20g and record in table I
Mass(g) 20 40 60 80 100 120
L(cm)            
L – Lo=e(cm)            

5mks               (v)  Plot a graph of extension, e (y-axis) against the mass.                                      5mks

(vi)  Determine the gradient, S, of the graph

Gradient, S =                                                                                                              3mks

  1. (i)  Using the same set up as fig 1, attach the 120g mass on the spring and support it from below with your palm so that it does not oscillate.
  • Pull the mass a small distant vertically downwards and release it to execute vertical oscillations. Record on table II below the time, t, for twenty complete oscillations.  Repeat to obtain a total of three readings i.e. t1, t2 and t3.  This is also done for a mass of 150g.

TABLE II

  Time for 20 oscillations Average

time(s)

T

(s)

T2

(S2)

T2/m

S2g-1

Mass, m, (g) t1(s) t2 (s) t3(s)
120              
150              

2mks

(iii) Find the average value of T2/m.  let this value be P.                                                     1mk

(iv)  Given that the gradient, S, is given by S = PK , determine the constant K       2mks                                                                                     4p2

(v)  What does it represent?                                                                                      1mk

  1. This question is in two parts. Answer both parts.

 

PART 1

You are provided with the following

A nichrome wire 1m long mounted on a scale

  • A dry cell
  • 1 ammeter ( 0 – 1A)
  • A switch
  • A bulb
  • A voltmeter ( 0-5v or 0 – 3v)
  • A one cell holder
  • At least 6 connecting wires, one with a jockey

Proceed as follows

  1. a) (i) Set up the circuit as shown in fig. 2
jockey
Fig 2

 

  • With the jockey / crocodile clip at B (L=100cm) note the voltmeter reading V and ammeter reading, I and record on the table III below.
  • Repeat the procedure in (ii) above for L=80cm, 60cm, 40cm, 20cm and 0cm and record.

Table III

L(cm) 100 80 60 40 20 0
V(volts)            
I (A)            

(iv)  Plot the graph of V(y-axis) against I on the grid provided.                                          5mks

  1. v) Calculate the slope of your graph when current is 0.15A.             3mks

PART II

You are provided with the following

  • test tube
  • Gas jar or 250ml measuring cylinder
  • Sand / fine gravel / lead shots in a small beaker.
  • Vernier calipers ( to be shared)
  • A weighing balance ( to be shared)
  • Metre rule / a half metre rule / 30cm rule / 15cm rule
  • Spatula and water

Proceed as follows

  1. Set up the apparatus as shown in fig. 3 by adding lead shots/sand/fine gravel into the test-tube until the test-tube just floats upright.
Test tube
Gas jar
sand
water
Fig. 3
  1. Measure the length, x

x =…………………………cm                                                                            1mk

  1. c) Measure the whole length of test tube y 1mk

y = …………………………. cm

  1. d) Determine the external diameter of the test tube using the vernier caliper.

External diameter = ………………………………. cm                                1mk

External radius, r = ……………………………….. cm                                1mk

  1. e) Measure the mass of the test-tube and its contents,

Mass, m = ………………………………………….g                                   1mk

  1. Determine the density of water given that

 

r =       7M    

22 r2(y – x)                                         2mks

 

SAMPLE 6

232 / 3

PHYSICS

 

 

  1. You are provided with the following

–  Two bar magnets P and Q

–  Piece of manila paper measuring about 1.5cm

–  Retord stand boss and clamp

–  Stop watch

Proceed as follows

  • Wrap a manila paper provided round a magnet labeled P. Suspend magnet P from the retord stand using a thread, so that it is just off the bench, allow it to oscillate until it settles.
  • Place magnet Q such that it can attract the end of P as shown in figure
N            S
stand
Manila paper
Thread
  1. c) Move magnet Q so that the distance L, between the two magnets is equal to 20cm. Twist magnet P a little and release it so that it can oscillate.  Determine the time t for 10 oscillations

t                       1mk

  1. d) Calculate the frequency f of an oscillation

f                                                                                                                                   2mks

  1. e) Repeat the experiment for other values of L and complete the table below.
L(cm) 20 18 16 14 12 10
t(s)            
f (Hz)            
1/L2 (cm-2)            

6mks

  1. f) (i)  Plot a graph of f against 1/L2                                                                            5mks
  2. f) (ii) Determine the gradient of the graph.       2mks
  • find the frequency fo when

1/L2 = 0                                                                                                                  3mks

  1. Part I

You are provided with the following:

  • two new dry cells
  • cell holder
  • 8 connecting wires
  • ammeter
  • voltmeter
  • switch
  • variable resistor

 

  1. a) Set up circuit as shown below
  2. (i) Close the switch and adjust the variable resistor until the voltmeter reads 2.7v.
  • Record the voltmeter reading V and the corresponding Ammeter reading I, in the table 2 below
  1. Repeat the procedure in (b) above for other values of V given in table 2

Table 2

 

V (volts) 2.7 2.5 2.3 2.1 1.9 1.7
I (Amperes)            

3mks

  1. d) (i) Plot a graph of v( y – axis) against I.             4mks
  2. d) (ii) Determine the gradient of the graph.                         2mks
  3. e) Given that E = V + Ir, determine the values of E and r, for the battery, using your graph. 3mks

E

r

  1. You are provided with the following

–  one spiral spring

–  Two stands, 2 clamps and two bosses

–  one half metre rule

– 10cm long cellotape

–  30cm long cellotape

– one 100g mass

– one metre rule

–  1 brick

Clamp

Proceed as follows

Metre rule
Spiral spring
Thread
½ metre rule
clamp
  1. a) Suspend the spring with its pointer against the mm scale shown
  2. b) (i) Place one end of the metre rule against the brick and suspend the other end of the spring using a thread. Adjust the thread so that the height h above the table is 30cm

Measure and record the distance

Lo = 95cm

Note and record the position of the pointer reading in the table  below when there is no mass placed on metre rule.

(ii)       Place the mass M at a distance 20cm from the end of the metre rule against the brick.  Read and record the new position of the pointer reading.

  • Find the extension e of the spring and enter value in the table
Distance d (m) 0 20 30 40 50 60 70
Pointer reading              
Extension              

5mks

  1. c) Plot a graph of extension e ( y – axis) against d.             3mks

 

  1. d) The equation of the graph is given by

 

e = 0.98 + Q

LoK

Determine value of k                                                                                                  2mks

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SAMPLE 7

232/3

PHYSICS

  1. 1. You are provided with the following.

–  A dry cell 1.5V, new and in a cell holder.

–  A voltmeter (Range 0 – 2.5v or 0 – 3.0v)

–  An ammeter (Range 0 – 1.0A)

–  A constantan wire, W, (SWG 30) mounted on a millimeter scale on a wooden plank.

–  07 connecting wires with at least one with a crocodile clip at one end.

–  A micrometer screw gauge.

 

Proceed as follows:

  1. a) (i) Connect the circuit as shown in the diagram below.

 

NB:  Ensure the circuit is complete before commencing the experiment.  The switch K should control both circuits.

 
Calibrated wooden plank
Wire, W,

(b)  Starting with the crocodile clip, J, at l=200mm from A, close the switch K and read and record the

voltmeter reading x and record the corresponding ammeter reading, I.

 

(i)  Voltmeter Reading, v = _____________________________                             ( ½ mk)

 

(ii)  Ammeter Reading, I = ______________________________                            ( ½ mk)

IMPORTANT

Open the switch, K, when not taking the readings.

  1. c) (i) Repeat the procedure in (b) above for values of l=300, 400, 500, 600 and 700mm.

(ii)  Record your results in the table below

Length (AJ) L (mm) 200 300 400 500 600 700
Voltmeter Reading V(v)            
V

I

Ammeter Reading I(A)

           
             

(3mks)

 

  1. d) Plot the graph of the voltmeter Reading, v, (vertical axis) against ammeter Reading (Use the scale 1cm to represent 0.1v along y-axis and 1cm to represent 0.05A along x-axis)            (4mks)
  2. e) From your graph;

(i)  determine the slope, S, of your graph.                                                                 (3mks)

(ii)  determine e.m.f of the cell.                                                                                 (1mk)

 

  1. Measure the thickness, t, in metres, of the wire, W,

t= _______________________________

  1. g) Now  connect the voltmeter across the wire, W, to enable you obtain a potential drop across any

part length, AJ, of the wire, AB

  • Using the length, AJ, = L = 550mm, close the switch and then read the voltmeter and corresponding ammeter readings

Voltmeter Reading, V = _____________________________ ½ mk

 

Ammeter Reading, I = ______________________________ ½ mk

  • Calculate the value of P from

P =   11Vt2

14IL

Where L, v, t and I are quantities obtained above in their SI units.              3mks

(iii)  What does the quantity P represent?                                                                 1mk

(iv)  Sketch the diagram for the set up you have used in (g) above.                         2mks

Q.2.     Part 1

You have been provided with the following pieces of apparatus:

  • A plain sheet of A4 paper
  • A soft board
  • Some plasticine
  • A plane mirror
  • 04 optical pins
  • 04 office pins

(You should have your own 15cm ruler, a protractor and a pair of compasses)

Proceed as follows

  • Fix the plain sheet of paper on the soft board using the office pins near the edges.
  • Draw a line AB about 15cm long on the sheet of paper.  Label the  midpoint, N, of AB.
  • Draw a line CD = 12cm long and perpendicular to AB such that NC = 6cm.                                                                                                                                    ½ mk
Soft Board
Plain paper
Office pin

(d)  (i)  Mark the points E,F,G, H, J and K  such that CE=1.5cm, CF=3.0cm, CG=4.5cm, CH=6.0cm, CJ = 7.5cm and CK = 9.0cm.                                                          1mk

(ii)  Join these points to N and measure the angles, q, they make with AB.            3mks

q1 = ______________     q2 = ________________ q3 = _____________

q4= _______________    q5 = _________________ q6= _____________

  1. Erect the mirror, MM1 along the drawn line AB such that the front of the mirror is on line AB. (Use plasticine to hold the mirror in place and vertical to the paper)
  2. Fix the pins P1 and P2 on EN and view their images in a straight line with the eye E.

Fix the pins P3 and P4 in a straight line with the images of P1 and P2.

(Mark this positions P1P2P3 and P4 before proceeding with another set of pins.  After this you may  use your own labeling to differentiate the different positions of the set of pins.)

 

  1. Repeat the procedure (f) above for the lines FN, GN, HN, JN and KN. Each time labeling the positions of the object pins different from the image tracing pins as in P3 and P4.
  2. (i) Now remove the mirror and the pins.  Join the image Tracing pins pairs to N as in P4P3 to N.

(ii)  Measure the angles, β, that they make with the lines of incidence produced eg <P4NQ=β1.

 

  1. j) Record your results in the table below
Height h(cm)
cm-1

h

h2 + 36

Angle β0 Sin β0
1.5

3.0

4.5

6.0

7.5

9.0

     

3mks*TRZ*

(k)  Plot the graph of sin β (along the vertical axis) against   h          along the horizontal

axis).                                                                                 h2+ 36

(Use the scale: 2cm on vertical axis to represent 0.1 units and 2cm on horizontal axis to represent 0.01) cm-1)                                                                            4mks

  1. l) Calculate the slope, S, of the graph. 2mks

NB: Hand in the A4 paper used in this experiment together with the answer sheet attached.

PART II                                                                 

You are provided with the following pieces of apparatus

  • One 300g mass
  • One 250ml beaker (glass)
  • One 200ml beaker (plastic) lagged with cotton wool
  • A thermometer ( -10 – 1100C)
  • Stop watch/clock
  • Tripod stand with gauze wire and a source of heat.
  • Accessible to hot water
  • A piece of strong thread about 30cm long.

Proceed as follows

  1. Record the mass M indicated on the metal in kilogrammes.

M = _____________________________ ½ mk

  1. b) Read and record the room temperature from the thermometer.

Room Temperature, Tr, = ___________________________ ½ mk

  1. c) Tie one end of the piece of thread onto the mass M and immerse it into the hot water in a glass beaker, about 250cm3, and heat to boiling point.
Metal mass M
Cold water
Wool lagging
Stirrer
string
Tripod stand
Heat
Gauze wire
Metal mass M
Boiling water
Plastic beaker
Thermometer
  1. d) (i) Meanwhile measure out 150cm3 of cold water and pour it into a 200ml plastic beaker lagged with cotton wool.

(ii)  Read and record the temperature, Tc, of the cold water.

Tc = _____________________________________                  ½ mk

(e)  After the water has boiled for about 5 – 10 minutes, take the temperature of the boiling water and mass M.  Read and record.

T b = __________________________________                       ½ mk

(f) (i)  Carefully transfer the metal piece from the boiling water into the cold water in the lagged beaker.  Immediately start the stop watch as you gently stir the contents for  seven (07) minutes.

(The thermometer must be continually in  the cold water in the beaker with the metal M)

(ii)  Read and record the final temperature Tf of the contents at the end of 7 minutes.

Tf = _______________________________                                                  1mk

  • Find the value of the loss of heat from the equation.

Q = 1.7 x 103Ms, where s = 1.429.                                                  4mks

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SAMPLE 8

 

232/3

PHYSICS

Question 1.

  • You are provided with the following.
  • One spiral spring with a pointer
  • One stand, two bosses and two clamps.
  • One half- metre rule.
  • A piece of cotton thread
  • A brick or some other heavy object.
  • One mass labelled M
  • Spring balance or beam balance

Proceed as follows:

a).   Set the apparatus as shown in figure 1

Fig. 1
Half metre rule
    Spiral Spring
        Brick
   Thread
Retort stand

                                     b).   Suspend the spring with its pointer against a mm scale as shown.

c).   Place one end of the metre rule against a brick and suspend the other end on the spring using a piece of thread. Adjust the thread so that the height h above the table is 30cm the rule pressing against the brick and the point of suspension of the

d). (i)    Measure and record the distance Lo in metres between the end of

metre rule.

                  Lo = _____________________ M                                     (1mk)

  1. Note and record the position of the pointer reading in the table below for d= O (She pointer   reading when there is no mass placed on metre rule)                                                                     
  • Weigh M and note its mass. M=

 

iv).  Place the mass M at a distance, d=20em from the end of the metre rule against the brick.  Read and record the new position of the pointer reading.

Distance d (cm) 0 20 30 40 50 60 70
Pointer reading ( cm)              
Extension x (cm)              

 

 

  1. v) Find the extension, x of the spring and enter your value in table

vi).  Repeat parts (iii) to (v) above for the other values of d shown in the table above.

d). I) Plot a graph of extension, x (vertical axis) against d.                                                     5mks

  1. ii) Determine the slope, 8 of your graph. 3mks

iii) Determine the value of constant, K from K – 0.98                                                                    3mks

K  =  0.98

        S x Lo

Question 2:

You are provided with:

  • One screen with a hole and cross-wires
  • One white screen
  • A lens
  • A len holder
  • A candle
  • A metre-rule

a).   Using the lens provided, focus clearly the image of a distant object onto the

screen.

 

Measure the distance D between the lens and. the screen,

D=————————-(cm)                                                                                    (Imk)

b).   (i)  Arrange the apparatus on the bench as in the figures

   

 ii).    Starting with a distance of u=20cm between the x-wire which is the object and the lens, adjust the white screen until a clear image of the cross (x) is formed on the screen                                                                                                                                                                                                    V = _________________________ (CM)                                                                                             iii).   Repeat for other values of u and record the values of V in the table 2 below                                     

Table 2

U (cm) V(cm) UV(cm2) U + V (cm)
20      
25      
30      
35      
40      
45      
50      
55      
  1. c) Plot a graph of uv(cm2) (Y-axis) against ( u+ v) cm 5mks                                                           ii)  Given that the equation of the graph is                                                                                                                               u + v = uv                                                                                                                                                         k                                                                                                                                                      determine the value of K                                                                                         4mk

What is its signify

 

 

 

 

 

SAMPLE 9

  1. You are provided with the following apparatus:
    • A retort stand and clamp
    • Thread (1m long)
    • A small bob of 30g
    • Stop watch / clock
    • Two small pieces of wood
    • A metre rule

Procedure :

Clamp the pendulum as shown (figure 1) below starting with the length, L, = 80cm

Fig. 1
L
Retort stand
  pendulum
string
Pieces of wood
  1. Give the bob a small displacement and record the time t, for 10 oscillations .
  2. Record also the periodic time, T, for one complete oscillation.
  3. Repeat part (b) above for values of L= 70cm, 60cm , 50cm, 40cm, 30cm & 20cm. Enter your results in the table below.
  4. Complete the Table below for. The values of the squares of the periodic time, T2 7mks)
Length,cm) Time for 10 Oscillations,t(s) 4mks) Period T(s) (3mks) T2 ( s2)(3mks)
80.0      
70.0      
60.0      
50.0      
40.0      
30.0      
20.0      
  1. e) Plot a graph of T2 (vertical axis) against L(Horizontal axis)             5mks
  2. f) Determine the slope of your graph                                                                           2mks
  3. g) The equation of the graph in (e) above is given by;

T2 = 4 p2 L + C

g

Where, C, is a constant and, g ,is the acceleration due to gravity

  1. h) Using the equation in (g) above determine the value of g in m/s2             3mks
  2. a)   Your are provided with the following apparatus

–           Metre rule

–           Lens on a lens holder

–           Cardboard with cross-wires on a hole.

–           A white Screen

–           Source of light

 

 

Lens

Procedure.

White screen

 

Fig. 2
Source of light
x
Cross wire
Object distance, u
Image distance , v

 

  • Set up the apparatus as shown above in figure 2
  • Place the object (cross wires & screen) at the zero centimetre mark of a

metre rule

Set the object distance u, by placing the lens at the 70cm mark of the metre rule

  • Adjust the screen until a sharp image is obtained
  • Determine the corresponding image distance v.
  • Repeat the procedure above for values of u=60cm, 50cm, 40cm and 30cm.
  1. i) Record your results as shown below
Object distance u (cm) Image distance, v, (cm) 3mks   1/u   (cm-1)

    (2mks)

1/v (cm-1)

(2mks)

30      
40      
50      
60      
70      
  1. ii) Use the table to plot a graph of 1/v against   1/u   (1/v  vertical axis)               5mks

iii)       Using the graph; determine the focal length of the convex lens                   3mks

  1. a) You are provided with

–           Voltmeter

–           Ammeter

–           Nichrome wire 10cm long gauge 32

–           one cell and cellholder.

–           A switch

Procedure:

Nichrome wire

Set up the apparatus as shown in figure 3 below

FIG 3
  1. i) Complete the table below for the values of the current passing through the Nichrome wire and the pd across it..             3mks
Current (A)  
p.d volts (V)  
V/I  
  1. ii)        What is the resistance of the nichrome wire____ W                         2mks

 

 

 

 

SAMPLE 10

 

  1. You are provided with the following
    • A 250 cm3 beaker
    • Water
    • Screen
    • Metre rule
    • Candle
      • Add 200cm3 of water to the vessel and obtain ‘h’ the height in cm of the water above the base of the vessel Determine the approximate Value of R, the internal radius in cm from the formula;

h= _____________________________cm                                                          (1 mark)

 

R=_____________________________cm                                                           (1mark)

This experiment uses a cylindrical vessel, filled with water as lens and compares its radius with the effective focal length.

  • Set the apparatus as shown in diagram below:

Set u to be about 10R away from the centre of the ‘Lens’ and use the screen to locate the image formed. The image is a sharp vertical line. Measure u and v from the center of the vessel Repeat the experiment with the following multiples of R. and record all values of u and V in the table below:

 

  10R 9R 8R 7R 6R 5R 4R 3R
U(cm)                
V(cm)                

 

 

  • Plot a graph of u against v      (5 marks)
  • From the graph, determine:
    • ‘V’ the value of V for which V=U                              (1 marks)
    • ‘u’ the value of u for which       (1 mark)
  • Determine the effective focal length of the ‘lens’ from the formula:  (2marks)
  • Give the appropriate value of                                                                             (1 mark)

 

 

  1. You are provided with the following
    • 100cm Nichrome wire mounted on a metre rule label X.
    • An ammeter
    • A volt meter
    • Three dry cells
    • Cell holder
    • Eight connecting wires (at least 4 with crocodile clips at the end)
    • A 2.5 volt bulb fixed into a lamp holder
    • A switch

Procedure:-

  • Connect the apparatus provided as shown in circuit diagram below:

 

|

 

  • Place the sliding contact at X 20cm from ‘p’ then close the switch Record the ammeter and the voltmeter readings. Record the reading in the table below.

 

  • Repeat the above experiment by placing the sliding contact X at the point 40cm, 60cm, 70cm and 80cm from P. Record your readings and complete the table below.

(given that

 

 

 

 

 

Length, L(cm) I(A) p.d.(v) I(mA) p.d.(mv) Log I(mA) Log v(mv)
20            
40            
60            
70            
800            

[10 marks]

  • (i) plot a graph of log (y –axis) against log V                                                       (5 marks)
  • Determine the slope of the graph      (3 marks)
  • The relationship between the current I(A) and p.d. (v) is given by the equation : where k and n are constants of the lamp
    • Determine using your graph the value of
      • K_________________________________ (1 mark)
      • N_________________________________(1 mark)

 

 

 

 

 

SAMPLE 11

  1. You are provided with the following apparatus

–           a metre rule

–           a thin lens

–           a lens holder

–           a white cardboard screen

–           a piece of placticine

–           a lit candle

–           a cross – wire ( fixed into a hole in a cardboard screen)

–           a plane mirror

–           a piece of cellotape.

PART I

(i)        Attach the plane mirror carefully to the thin lens using cellotape such that the reflecting side faces the lens and then place the lens on the lens holder.

(ii)       With the cross – wire at the zero centimeter mark of the meter rule, arrange the apparatus as shown below.

(The metre rule can be fixed on the bench using a piece of plasticine)

 

d
Fig 1
Candle
Cross-wire
Approximate position of image
Plane mirror
Lens

 

(iii)      Move the lens along the metre rule until a sharp image of the cross- wire is formed alongside the object cross- wire.

(iv)      Take at least two readings of the length, d, between the lens and the screen and determine the average

d = _________________________________m ( 2mks)

 

PART II

(i)        Set up the apparatus as illustrated in Figure 2.

The flame of the candle should be approximately at the same height as the cross- wire.

Fig 2
Screen
Lens
Cross wire
Candle

 

(ii)       Place the cross- wire at the zero centimeter mark of the metre rule.

(iii)      Set the object distance, u, by adjusting the lens position so that it is at 60cm.

 

(iv)      Adjust the screen until a sharp image of the cross – wire is obtained on it. Note the

image distance v, between the screen and the lens

v = _______________________________________cm                                       ( 1mk)

(v)       Repeat the procedure above to obtain corresponding values of v when u = 70cm, 50cm,40cm,

35cm and 30cm.

(vi)      Tabulate your results below.                                                                                             (6mks)

Object distance u (cm) 30 35 40 50 60 70
Image distance v(cm)            
(u + v) (cm)            
uv(cm2)            

(vii)    Use the table to plot a graph of uv on y – axis against ( u + v)                                         ( 5mks)

(vii)    Determine the slope of the graph and hence the power of the lens.                                  (4mks)

(ix)     Explain how the quantity d in PART I and the power of the lens obtained in (viii)

above relate.

(2mks)

  1. PART I

Your are provided with the following apparatus:

  • a metre rule
  • a set of masses ( 10g, 20g,50g and 100g)
  • a piece of thread
  • a stop watch or stop clock
  • a G-clamp

Proceed as follows:

(i)        Hold the metre rule with a G-clamp at the extreme edge of the bench such that 10cm

Bench

of the rule overlap with the bench as shown in Figure 3.

 
Fig.3
G-clamp
mass
Metre rule

(ii)       Hang the mass of 50g using a thread, 5 cm from the free end of the rule. (The thread  should be firmly tied to the metre rule) Displace the mass slightly downwards and set the rule and the mass into oscillation.

(iii)      Determine the time for 20 complete oscillations of the rule and record the value in

the table below.

(iv)      Repeat (iii) for masses of 60g,80g,100g,120g and 150g and complete table below.  (7mks)

            Mass (g) Time for 20

Oscillations(s)

Period,T (s) (Period)2, T2 (S2)
50      
60      
80      
100      
120      
150      

(v)       Plot the graph of (Period)2 against mass, m(kg) in the grid provided.                              (5mks)

(vi)      Given that the equation of the graph is T2 = km, where   k  is a constant determine

the value of the constant       k     for the system.                                                               (3mks)

 

PART II

You are provided with the following apparatus :

  • dry cell
  • a cell holder
  • a switch
  • nichrome wire mounted on a metre rule.
  • Component C
  • a centre zero galvanometer
  • 8 connecting wires, four of which with crocodile clips at both ends
  • a resistor, R
  • a 4 W

 

Proceed as follows.

(i)        Arrange the apparatus as illustrated in figure 4

z
Fig.4
Component     C
4W
l2
l1

Ensure that the switch is initially open. Connect the zero mark of the wire to x and 100cm mark at y. The crocodile clip on the wire connected from the galvanometer, G, should be free to move along the wire XY. (Precaution: Any rusty terminal can distort the results).

(ii)       Put on the switch and move the crocodile clip, J, along the wire XY until the galvanometer, G, reads zero. This is achieved by placing gently the crocodile clip on the wire XY at one extreme end and then moving it along the wire carefully.

Repeat the procedure at least once and find the average reading of l1 and l2.

l1  =     __________________________________________ cm                  (1mk)

l2 =      __________________________________________cm                   (1mk)

 

(iii)      Using the values of l1, and l2 and 4W resistor, determine the resistance of the component

  1.                      (3mks)

 

 

END

 

SAMPLE 12

 

 

  1. You are provided with the following:-
  • 3 dry cells
  • A cell holder
  • A switch
  • An ammeter
  • Five connecting wires
  • Wire mounted on the metre rule labelled x
  • A micrometer screw gauge [ to be shared J
  • A Voltmeter

 

Proceed as follows

  • Connect the circuit shown in figure 1.

Fig. 1

  • Measure the voltage, E before closing the switch. E = ………………………….. (1mark)
  • Adjust the length, of the wire to 0.2m, close the switch, S and read the value of current and record in the table below.                                                           ( 6 marks)
Length, (m) 0.2 0.3 0.4 0.5 0.6 0.7
Current, I (A)            
           

 

  • Repeat the procedure in (c) above for the values of lengths given.           ( 6 marks)
  • Calculate the value of and record in the table above.
  • On the grid provided plot a graph of (y- axis) against                              (5 marks)
  • Determine the gradient of the graph.    ( 3 marks )

 

  1. You are provided with the following apparatus;
  • A pendulum bob.
  • A 110 cm long cotton thread.
  • A stop watch
  • A vernier calliper
  • A retord stand, a boss and a clamp
  • A meter rule
  • Two small pieces of wood.

Proceed as follows

  • Use the vernier calliper to measure the diameter of the pendulum bob.
    • (i) Diameter = ————————————————-
    • (ii) Calculate the radius , r , of the bob;
  • Use a meter rule to measure the length, 0.2m of the pendulum = h + r and set the apparatus as shown in figure 2.

Figure 2

 

 

  • While keeping the thread taut move the bob slightly a side and let go so that the amplitudes of oscillations are small and take place in the same vertical place.

Using a stopwatch, time 20 complete oscillations and record the time, t in the table below;

 

 

Length, [m] Time, t for 20 oscillations (s) Period [s] T [s]  ( m- ½ )
0.5      
0.6      
0.7      
0.8      
0.9      
1.0      

(6marks)

  • Repeat the procedure [c] above for the values of lengths given.
  • Calculate the period, T for each length, and record in the table.
  • Determine the values of . and record in the table.
  • Plot a graph of T (y – axis) against       (6marks)
  • Determine the gradient of the graph.                 ( 3 marks)
  • the equation for the graph is given by

T=

Use the graph to determine the values of z, take   = 3.14                                                 (3 marks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SAMPLE 13

Question 1

You are provided with the following:

 

  • Six steel balls
  • Test- tube
  • Vernier Calipers   (can be shared )
  • Micrometer screw gauge (can be shared)
  • Water in a beaker (at least 200ml)
  • Retort stand and clamp
  • Half meter rule or meter rule.
  • A balance (to be shared)

 

Proceed as follows

  1. a) (i) Measure the diameter of the steel ball, using micrometer screw gauge.

The diameter of the steel ball,

d =                                      cm                                                                              ( 1mk )

( ii) Measure the mass of one steel ball.

The mass of the steel ball

M =                                       g                                                                              ( 1mk )

 

( iii ) Find p, if         p =        m                                                                                            (2mks)

0.52381d3

 

  1. Measure the internal diameter of the test-tube using a Vernier calipers. The internal diameter of the test-tube.

D =                                                  cm                                                            ( 1mk )

  1. Clamp an empty test-tube vertically as shown in the figure 1 below. The test-tube should be in this position throughout the experiment)
ho
Fig. 1
Test tube

 

 

 

 

 

Water

Add water to the test-tube up to half-way full at point X as shown in figure 1 above.

  1. Measure the vertical height h from the bench to the level of water at point X.

ho =                                   cm                                                                           ( 1mk )

Add one steel ball to the test-tube and note the new vertical height h and the increase in height H. Add the other steel balls, each time recording the new vertical height from the bench and a corresponding increase in height. Hence fill the table below:                         (4mks)

No of steel balls added.            
Mass added m ( g)            
Vertical height from bench h (cm)            
Increase in height H = ( h- ho )            

iii)   Plot a graph of mass m, against increase in water height H                                       ( 5mks )

  1. iv) Find the slope S of the graph.                                                                                        ( 3mks )
  2. v) Calculate T,                                                                                                                 (2mks)

T = slope x           1

D2 x 0.785

QUESTION 2.

You are provided with the following.

  • 1 dry cell and a cell holder.
  • 1 voltmeter
  • 1 ammeter
  • A wire mounted on a mm scale labeled K
  • 7 connecting wires with at least 4 with crocodile clips.
  • A micrometer screw gauge ( to be shared )

 

  1. Set up the apparatus as shown in figure 2.
Fig. 2
Switch
  1. Starting with L equal to 20 cm close the switch and record the readings of voltage (v) and respectively then open the switch.
  2. Repeat the procedure in ( b) above for the values of L equal to 30 cm, 40 cm 50 cm, 60cm, and 70cm and record your results in the table below.
Length 20 30 40 50 60 70
Voltage v (v)            
Current I ( A)            
v/I ( ohms)            

( 6mks )

  1. d) Plot a graph of v/ L ( y-axis ) against                 ( 5mks )
  2. e) Find the slope S of your graph                        ( 3mks)
  3. f) Calculate the value of R

Given that R = 100 S                                                                                                   ( 2 mks )

  1. g) Measure the diameter D of the wire.

Diameter D =                                            meters                                                            ( 2mks )

  1. h) Calculate the resistivity ρ of the wire given by
ρ =

pD2 R

4                                                                                     ( 2mks

 

 

 

 

 

SAMPLE 14

 

  1. You are provided with the following:

–  a glass  prism

–  a plain sheet of paper  ( the last sheet of this question paper)

–  a soft board

–  4 optical pins

–  4 paper pins

Proceed as follows;

  1. (i) Place the plain sheet of paper on the soft board and fix it there using the paper pins provided.  Do not detach this sheet from the question paper.

Place the prism near the centre of the paper .

Use a pencil to trace the outline of the triangular surface in contact with the paper.

Remove the prism and label the vertices of the outline A,B and C.

(ii)  Mark a point N on the side AB of the diagram and draw a normal ON at this point.  Draw lines at angles i=300, 350 and 400 to the normal.  See figure 1

 

 

N
P2 i
300

 

350

 

400

P2

Fig. 1

  1. (i) Replace the prism on the outline.  Fix two pins, P1 and P2 vertically on the 300 line such that they are about 4cm apart.

By viewing the images of the pins P1 and P2 through side AC, fix two other pins P3 and P4 in line with those images.  Remove the prism.

Draw a line through the holes made by P3 and P4  and extend it into the outline.  Now extend the 200 line so that the two lines cross each other.  See figure 2.

 

 

 

300
P1

 

N
P2
 
P4
P3
d

Fig 2.

  • Measure and record in the table below the acute angle d between the two line.
Angle i degrees 30 35 40 50 55 60 65 70
Angle, d (degrees)                

(c)  Repeat the procedure in b for other angles shown in the table.  (You may find it necessary to draw a separate outline for angles 550, 600, 650 and 700 at the back of the plain paper or an extra plain paper to be provided by the school. (collect the extra paper used)                         .                       (7mks)

  1. d) On the grid provided, plot a graph of d(y-axis) against i.             (5mks)

(e )  From the graph, determine the minimum value, d min of d.

dmin = ……………………………………………………………………………… (1mk)

(f)  Determine the constant K for the prism from the formula.

 

K =        Sin  300   + dmin

2

Sin 300                                                                                    (3mks)

  1. You are provided with the following three dry cells.
    • a cell holder
    • a variable resistor labelled P
    • a resistor M
    • a component labelled F
    • a switch labelled S
    • a voltmeter
    • a milliammeter
    • connecting wires

 

Proceed as follows.

(a)  Connect the apparatus provided as shown in fig. 3 below.

V

Fig. 3

  • Close the switch and adjust the variable resistor P until the milliametre reads 4.0mA. Read and record in table 2 the corresponding value of the voltmeter reading.
  • Repeat the procedure in (b) for other values of milliammeter readings shown in the table. Complete the table.

N.B:  The values of Log I have been worked out for you.

Table 2                                                                                                                                    (8mks)

Current, I (mA) 4.0 8.0 12.0 16.0 24.0 32.0 40.0
Current, I(A)              
Voltage (V)              
R=v/I(W)              
Log R              
Log I -2.40 -2.10 -1.92 -1.80 -1.62 -1.49 -1.40

(d)  On the grid and axes provided, plot the graph of log R (y-axis) against log I ( x axis)            5mks)

  1. e) The relationship between R and I is given Log R = -n log I + log K

Where n and k are constants.  Use your graph to determine the

(i)  Value of n                                                                                                                         (4mks)

(ii)  Value of k.                                                                                                           (3mks)

 

 

 

 

 

 

SAMPLE 15

 

  1. You are provided with the following

 

  • Meter rule
  • 2 knife edges, thread
  • needle or pin to act as pointer
  • half meter rule
  • 400g mass or 4x100g masses
  • complete retort stand
  • Vernier calipers

 

  • Proceed as follows
    • Measure the width and the thickness t of meter rule provided.

d=________________________________ m                                                (1 mark)

t=_________________________________m                                               (1 mark)

  • Given that

Work out the value of K                                                                       (2 marks)

  • (i) Attach a pointer at the 50cm mark of the meter rule provided.

(ii) Place the meter rule so that it lies horizontal on the two knife edges provided

(iii) Clamp the half meter rule vertically and place it near the 50cm mark of the meter        rule and adjacent to the pointer as shown in diagram

(iv) Adjust the knife edges such that the distance between them is equal to 90 cm and is equidistant from the 50cm mark of the meter rule.

 

  • Read and record the position of the pointer on the scale

(vi) Suspend a mass of 400g at the 50cm mark of the meter rule.

(vii) Read and record the position of the pointer on the scale. Hence find depression y of the meter rule at its mid point.

(viii) Remove the mass from the meter rule

  • Repeat the procedure above for values of l equal to 80 cm.70cm, 60cm, 50cm and 40cm.
  • Enter your results in table below.
l (cm) 90 80 70 60 50 40
Depression y (cm)            
Log l            
Log y            

(7 marks)

  • Plot a graph of log 10y along the Y axis against log10 (5 marks)

 

  • Find the slope S of the graph (2 marks)

S=______________________________________

  • Given that determine the value of E.                                            (2 marks)
  1. You are provided with the following apparatus
    • 2 New size D dry cells + holder
    • Switch S
    • Jockey or crocodile clip.
    • Voltmeter (0-3V) or (0-5V)
    • 5 connecting wires 3 with crocodile clips on one end and the third with crocodile clips on both ends and should be approximately 40cm long.
    • Wire P fixed on bench
    • Meter rule.

Proceed as follows

  • (i) Set up the circuit as shown below.

(ii) Starting with a length X equal to 20cm, close the switch. Read and record the readings    V of the voltmeter. Open the switch.

  • Repeat the procedure (ii) for values of X equal to 20 cm, 30cm, 40cm, 50cm, and 60cm in each case read and record in table below the voltmeter readings (V).
  • Fill the table for values of and .
Length x cm 20 30 40 50 60
p.d v in Volts          
cm -1          
 V-1          

(8 marks)

  • Plot a graph of y axes against .                                                             (5 marks)
  • Determine the value of the intercept c on the                                   (2 marks)
  • Determine the slope S of the graph. (2 marks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SAMPLE 16

 

QUESTION ONE

You are provided with the following:

  • two dry cells and a cell holder
  • one ammeter
  • one voltmeter
  • a variable resistor
  • a switch
  • connecting wires

Proceed as follows:

  • Set up the apparatus as shown in the circuit diagram in figure 1.

Figure 3

Use the voltmeter provided to measure the p.d, VB across the batteries when the switch, S is opened.

VB   =___________________________ volts                                                      (1mark)

 

  • Reconnect the circuit as shown in figure 2.

 

  • Close switch S and adjust the variable resistor until the voltmeter reads 2.9V ( if 2.9v is not obtainable, take the maximum possible value and insert it in the table in place of 2.9v)

Read and record the value of V and the corresponding value of I in table 1. Open the switch.

  • Repeat the procedures in (c) above for other values of V shown in table 1. Complete the table. (Table 1)

 

Voltage, V (volts) 2.9 2.7 2.5 2.3 2.0 1.8 1.6
Current, I (A)              
             
             

Table 1

(6 marks)

  • (i) Plot the graph of  against R                                                                   (5 marks)

(ii) Determine the slope, S, of the graph                                                                                   (2 marks (iii) From the graph, determine A, the value of when             A=_________________________________________________                                    (1mark)

(iv) From the graph, determine the e.m.f E, and the internal resistance, r of the battery given that

E = IR + Ir                                                                                                                         (5marks)

QUESTION TWO

This question has two parts A and B. Answer both parts.

PART A

You are provided with the following:

  • Vernier callipers
  • Transparent cylindrical vessel of external diameter at least 70mm
  • Millimeter scale ( ½ m rule)
  • A rectangular strip of manila paper fixed to a half meter rule.

Proceed as follows:

  • Set up the apparatus as shown below [figure 3]

Figure 4

  • Measure and record the width, X, of the rectangular manila paper strip.

X=_____________________________________________________cm    (1mark)

  • Using the vernier callipers, measure and record the external diameter of the vessel at two different parts and determine the average diameter, D.

D1=________________________________________________cm

D2=________________________________________________cm

Average diameter D=__________________________________cm                           (2mks)

(d)  View the strip through the water in a direction perpendicular to the strip. The strip   appears magnified and its apparent width y can be measured against a scale.

(e) Read and record the value of y corresponding to the value of L=1.5cm, where L is the      perpendicular distance from the center of the strip to the front of the vessel, as show the diagram below

 
 
Top view of vessel

Figure 5

(f) Repeat the procedure in (e) above for other value of L shown in table 2. Complete the table.

L (cm) 1.5 2.5 3.0 4.5 5.0 5.5 6.0 6.5
y(cm)                
M=y/x                

Table 2                                                     (5marks)

(g) (i) Plot a graph of m (y-axis) against L                                                                    (5 marks) [You may use the following range on the axes: ]

(ii) Determine from the graph the value of m when                              (2 marks)

PART B

You are provided with the following:

  • One spiral spring
  • A strip of paper
  • One retort stand with two clamps
  • Two pieces of wood
  • One meter rule
  • Three 100g mass.

 

Proceed as follows:

(h) Wrap the strip of paper provided three times round the spiral spring. Measure and record the length X of the three turns in meters

X=_____________________________cm =____________________m           (½ mark)

  • Measure and record in meters the un stretched length L of the spring as shown below

L=_____________________cm   =__________________m                                         (½ mark)

 

  • Find the value of K from                    (1mark)
  • Clamp the spring along side a meter rule as shown in the figure below
  • Hang the three masses of total mass m equal to 300g on the spring and record the extension, y produced in the table below.
  • Remove a mass of 100g from the spring and record the new extension. Repeat the procedure until there is no mass left. Record the extension produced each time and complete the table.
Mass,m (g) 300 200 100
Extension,y (cm)      
y/m (cmg-1)      

(1½ marks)

(n)  (i) Find the average value of Let this value be S.                                         ( ½ mark

(ii) Calculate the constant E of the spring from the formular.        (1mark)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SAMPLE 17

 

  1. You are provided with the following apparatus.

Volt meter

Ammeter

Resistance wire mounted on a 100cm scale

Cell holder

2 dry cells

Switch

8 connecting wires and one with a Jockey.

The Jockey and mounted resistance wire will form a variable resistance.

 

Procedure

  • Connect the circuit as shown in figure 1 below.

Figure 6

  • Record reading G of the voltmeter with switch S open

G = ——————                                                                                                       (1mk)

  • Set the variable resistance at a length
    • (i) Close the switch and take the reading of the ammeter I in Amperes and voltmeter reading V in volts.
  • Repeat the procedure for other given values of and record the voltmeter and ammeter reading in the table 1 below.
Length Ammeter reading I (A) Voltmeter reading V (v)
2    
3    
5    
10    
15    
20    

(8mks)

  • Plot a graph of V (vertical axis) against I.          (5mks)

 

  • From your graph, find the slope S.          (3mks)

 

 

  • Given that V = – Ir + E. determine:
    • (i) Internal resistance r.          (2mks)

 

 

  • (ii) The e.m.f. E of the cells.           (1mk)

 

 

 

  1. You are provided with a meter rule, a lens holder, a concave lens, a candle, a mounted white screen.

Figure 7

Proceed as follows:

  • (i) Set up the apparatus as shown in figure 2 above. (ensure that the candle and the lens are in the line)
  • (ii) With the candle placed a distance from the screen, determine the position of a sharply focused magnified image of the candle on the screen by moving the lens.
  • (iii) Determine the distance of the lens to the candle

u1 =————————————- cm                                                          (1mk)

 

  • (iv) Now move the lens towards the screen until you get a sharply focused diminished image. Determine the new distance of the lens from the candle, u2

u2 = ————————————cm                                                            (1mk)

 

 

  • (v) Calculate the displacement of the lens

(1mk)

 

  • (vi) Given that , Calculate the value of f.          (2mks)

 

 

(b) With the same set up ensuring that L = 100cm adjust the lens until you get a sharp diminished image on the screen. Measure the object distance u, and image distance v.

 

Figure 8

Repeat the procedure with L = 95cm, 90cm, 85cm, 80cm and 75cm each time recording the value of u and v and tabulating the results in the table II below.

L(cm) 100 95 90 85 80 75
U(cm)            
V (cm)            
           
  • (ii) Plot the graph of m against v.          (5mks)

 

 

  • (iii) Determine the slope of the graph (3mks)

 

  • (iv) Given that , determine the focal length of the lens from the graph above.

(2mks)

 

 

 

 

SAMPLE 18

QUESTION 1

You are provided with the following apparatus.

  • Two metre rules (one with a pin as a pointer)
  • Two retort stands with clamps and bosses
  • Two pieces of thread about 30cm and 1m long
  • One helical spring
  • One 200g mass
  • A stop watch
  • A convex lens and lens holder
  • A candle
  • A screen
  • Four small pieces of wooden blocks

Part A

Proceed as follows

Fig. 1

(i)  Set up the apparatus as shown in fig. 1 below.

 
 

 

(ii)  Suspend the ends of the metre rule with springs at 5cm mark from the end so that the metre rule with the pointer is horizontal.

Read the pointer position, Lo = ……………………………………………………… cm

(iii)  Hang 200g on the horizontal metre rule at a length L=10cm from the spring.  Record the extension, e, of the spring in the table.

e = ……………………………………………… cm

(iv)  Displace the mass slightly downwards and release it to oscillate vertically.  Time for 10 oscillations and record the results in the table.

(v)  Repeat (iii) and (iv) for other positions of L of the mass

(

Length, L(cm) 10 20 30 40 50
Extension, e(cm)          
Tiome for 10 oscillations (s)          
Periodic time, T(s)          
T2(sec)2          

(6mks)

  1. vi) Plot a graph of T2 (y-axis) against extension ‘e’             (4mks)

(viii)  Determine the slope of the graph.                                                                  (2mks)

  • Given that

T2  =    4π2e     + c determine the value of k.                         (3mks

k)

 

 

Part B

Proceed as follows;

  • Set up the apparatus as shown in fig. 2 below by placing a candle and the screen about 50cm apart. Place the convex lens between the screen and the candle but closer to the candle.
  • Move the lens towards the screen from the candle until a sharp image is formed. This point is U1.
  • Move the lens again until a second sharp image is formed on the screen of a smaller size. Mark this point U2.
Fig. 2
candle
Screen
  • Measure the displacement X1

X1= ………………………………………. Cm                                 (1mk)

 

  • Repeat the procedure in (ii) and (iii) using a value of Y=40cm. Find the displacement X2.

X2= ……………………………………… cm                                   (1mk)

(vi)      Given that 4f =   x21  – x22     (where Y1 = 45), find the value of f.               (3mks)

y

Question 2

You are provided with the following:

  • Voltmeter
  • A dry cell
  • Cell holder
  • 4 connecting wires, two with crocodile clips
  • A jockey
  • A resistance wire labelled S.
  • Micrometer screw gauge
  • Ammeter ( 0 – 0.1A)

Proceed as follows:

  1. Connect the apparatus provided as shown in circuit diagram below.

Measure voltages of the cell before you carry out the experiment.

Voltage, E =  ………………………………………… V                                          (1mk)

L
Ammeter
Jockey / Crocodile clip
Cell
  1. Adjust the length, L of the wire to 5cm using the jockey and record the ammeter reading in the table below.
Length (cm) 5 10 15 20 25 30
Current, I (A)            
1/I (A-1)            
  1. c) Repeat the procedure (b) above for the lengths given.                                  (3mks)
  2. d) Compute the values of 1/I                                                                               (1mk)
  3. e) Plot a graph of 1/I (A-1) y- axis against length L/cm                                      (5mks)

 

  • (i) Measure the diameter of the wire, d giving your answer in cm.

d = ………………………………………………….cm                                            (1mk)

 

(ii)  Determine the cross-sectional area, A of the wire.                                            (2mks)

 

  1. The relation between I and L is given by the expression

1          = KL      +   Q         where K and Q

I             EA            E

are constants.  Use your graph to determine.

(i)  the value of K.                                                                                                      (3mks)

END

(ii)  the value of Q.                                                                                                     (2mks)

 

 

 

 

 

 

 

 

 

 

SAMPLE 19

 

  1. You are provided with the following apparatus
  • One spiral with a pointer
  • One stand, two bosses and 2 clamps
  • One half- metre rule
  • One metre rule
  • A piece of cotton thread
  • A brick or some other heavy objects
  • One 100g mass

 

Proceed as follows

  1. Set the apparatus as shown in fig 1 below
Fig. 1
d
Brick
Retort stand
Thread
Spiral spring
  1. Suspend the spring with its pointer against a mm scale as shown
  2. Place one end of the metre rule against a brick and suspend the other end or the spring using a piece of thread. Adjust the thread so that the height (h) above the table is 30cm.
  3. (i) Measure and record the distance L0 in meters between the end of the rule pressing against the brick and the point of suspension of the metre rule

 

L0 = ………………………………………………. m                                   (1mk)

 

  1. ii) Note and record the position of the pointer reading in the table below for d= 0 (the pointer reading when there is no mass placed on metre rule )

iii) Place the mass M at a difference d= 20cm from the brick. Read and record the new position of the pointer reading.

  1. iv) Find the extension x of the spring and enter your value in the table below.
Distance d (cm) 0 20 30 40 50 60 70
Pointer reading (cm)              
Extension x (cm)              
  1. v) Repeat parts (iii) to (iv) above for the other values of d shown in the table above.(7mks)
  2. e) (i) Plot a graph of extension X (y axis) against d                                               (5mks)

(ii) Determine the slopes s of your graphs.                                                              (3mks)

(iii) Determine the value of constant K from.                                                          (2mks)

 

K = 0.98

S x L0

(iv) Use the graph to determine the pointer reaching when d = 35 cm.               (2mks)

  1. You are provided with the following
  • Two dry cells
  • A nichrome wire 1 m long labelled P Q
  • Ten connecting wires one of length 70cm having a jockey.
  • A micrometer screw gauge
  • A torch bulb
  • An ammeter
  • Voltmeter
  • Switch

Proceed as follows

a (i) Set up the circuit below.

Jockey
Switch
Voltmeter
Ammeter
Bulb
  1. ii) With the jockey at P i.e L = 100 note and record the Voltmeter and ammeter reading

Voltmeter reading V =                                    V

Ammeter reaching   I =                                  A                                             (1mk)

Repeat the reading for L = 80, 60, 40, and 20 and enter your results in the table.

L (cm) 100 80 60 40 20
P.d V (volts)          
Current I (amps)          

(4mks)

b (i) Plot the graph of p.d V (y axis) against current I                                              (5mks)

(ii) Determine the slope of your graph when V= 0.3 volts                                                 (4mks)

(iii) What physical quantity does the slope in (ii) represent?                                             (1mk)

(iv) What happens to this physical quantity named in (iii) above as the current increases. ( 1mk)

  1. c) (i) using the micrometer screw gauge measure the diameter of this wire;

d =        ______________ m                                                                                                   (1mk)

 

(ii) Calculate the quantity P where

P = pVd²    take p = 3.142.

4 I L

And state the units of P.                                                                                             (3mks)

 

 

 

 

 

SAMPLE 20

 

Question 1

 

You are provided with the following apparatus a metre rule.

  • a screen fitted with cross wires labelled o
  • a mounted white screen labeled s
  • a candle
  • a lump of plasticine
  • Two lenses labeled L1 and L2
  • A lens holder
  • a plane mirror
  • a piece of cello-tape.

 

a).  Arrange the apparatus as shown in Fig 1 so that the candle flame, the cross –wires and the centre of the lens on a straight line.

 

Fig. 1

 

Mirror fixed on L1 with cello-tape behind the lens holder
Lens L1
Hole with cross wire
Screen O
Candle flame

 

 

Adjust the position of the lens arrangement until a sharp image of the cross – wires is observed on the screen O.

Measure the distance d1; between the screen and the centre of the lens L1.                  (1mk)

…………………………………………………………………………………………….

Repeat the procedure with lens labelled B and measure the distance d2 between the screen and the centre of the lens L2.                                                                                      (1mk)

d2 = …………………………………………………………………………………                         Calculate the average of the two distances.                                                         (1mk)

dav = —————————————–

  1. Fix together lens L1 and L2 using some plasticine place the combined lenses between the screen, O behind which there is a lit candle and the mounted white screen labeled as shown in fig 2.
Fig. 2
Mounted screen labelled S
Screen O with

cross wire

 

With distance x equal to 12 cm, move the mounted screens, S until a sharp and inverted image is formed on it. Measure and record the distance , y , between the lens and the screens.

Repeat the same procedure when x = 15cm, 17cm, 22cm, 25cm and 30cm.

Record the readings in the table below

 

 

Distance from screen with cross-wire to lens, x(cm)

 

Distance from lens to mounted screen,s, y (cm) t= y / x
12

15

17

22

25

30

   

(6mks)

 

  1. c) Plot a graph of y (y- axis) against t on the grid provided below. ( 5mks)

 

  1. If the equation of the graph is given by y = at + b, determine.

(i)        the value of a                                                                                          (3mks)

(ii)      The value of b                                                                                         (1mk)

  1. e) Also, if 1/a = 1/d av + 1/c,

Find the value of c                                                                                              (2mks)

Question 2

Part 1

You are provided with the following apparatus.

  • one new dry cell
  • a cell holder
  • a switch, s
  • an ammeter
  • resistance wire labeled R and length, L= 30cm, mounted on the bench top.
  • six connecting wires, two with crocodile clips
  • a micrometer screw gauge(to be shared)
  • a voltmeter.

 

Proceed as follows

Set up the apparatus as shown in the circuit diagram in fig 3.

Fig 3
Crocodile clip
Crocodile clip

 

 

  1. Close the switch and record the ammeter and voltmeter readings.

Ammeter reading, I=————————————-                                                  (1mk)

Voltmeter reading , V=———————————-                                                   (1mk)

  1. Determine the diameter, d, of the resistance wire labeled R using the micrometer screw provided.

d = ————————————————————–                  (1mk)

  1. Determine the value of the constant, k given that

k = pd2V

4IL                                                                                                (2mks)

Part 2

You are provide with the following apparatus

  • A boiling tube
  • A thermometer
  • Clamp, boss and stand
  • A 250 ml beaker
  • A source of heat ( a Bunsen burner)

Proceed as follows

  1. Use the beaker provided to heat water upto a temperature of about 95°C .using tissue paper or a handkerchief, quickly transfer some of the hot water into the boiling tube as shown in fig 4.

 

Thermometer
Water
Boiling tube
Clamp and stand
Fig. 4
  1. Starting with a temperature of 80°C, note the temperature of the water at intervals of one minute.
temperature,°C                      
time, t(min) 0 1 2 3 4 5 6 7 8 9 10

 

 

  1. Plot a graph of temperature, q ( y – axis) against time t on the grid provided. (5mks)
  2. Find the gradient, of your graph at the temperature of 70°      (3mks)
  3. The rate of loss of heat to the surrounding by the hot water in the boiling tube is given by

R = k Dq , where k is 1.2 x 104

Dt

Find the rate of heat loss at the temperature of  70°C.                                              (2mks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SAMPLE 21

 

  1. You are provided with the following

–   retord stand

–  A wedge or pivot

–  Two pieces of thread ( one 40cm and the other 100cm)

–  100g mass marked M

–  Metre rule ( wooden )

–  Masses 10g, 20g (2), 50g, 100g

–  A single pulley

 

Proceed as follows

  • Balance the metre rule on the pivot or wedge. Note the point G where the metre rule balances.

G …………………………………………………..cm                                 (1mk)

  • Arrange the apparatus as shown in the diagram.
10cm
       10cm
  • Hang mass M on the metre rule and adjust the position so that the metre rule is in Equilibrium.

NOTE:  The thread over the pulley must be kept perpendicularly to the metre rule.  Use the set square to check this

  • Measure the distance X, between the point of suspension

X = ……………………………………………………                                 (1mk)

Repeat procedure (iii) above for masses 80g, 90g, 100g, 110g, 120g and 130g and each time the distance x and tension T due the suspended mass.

 

Complete the table below

Table 1

Mass (g) Tension T(N) Distance x (m)
70

80

90

100

110

120

130

   

(5mks)

  1. v) Plot a graph of distance x y-axis against the tension T.                                      (5mks)
  2. vi) Calculate the slope of the graph.                                                                   (3mks)

vii)  Measure the distance L, between G, centre of the rule and the vertical thread.

……………………………………………… cm

viii)  Given that    x  =  0.8K + LP – 0.8T

K

Obtain the values of the constants K and P from the graph.                         (3mks)

  1. ix) Using the graph determine the maximum load the beam balance can measure.            (2mks)
  2. You are provided with the following

–  Ammeter ( 0 – 1A)

– Voltmeter ( 0 – 2.5v, or 0 – 3.0v)

–  Resistance wire mounted on metre rule

–  A switch

–  A jockey attached to a long wire

–  A dry cell ( size D)

–  Six connecting wires.

–  Micro meter screw gauge

 

Proceed as follows

  1. a) Measure diameter d of mounted wire

Diameter D = ……………………………………. mm                                            (1mk)

 

 

  1. Set up the apparatus as shown below.
V
A
Resistance wire
Metre rule

 

 

 

 

 

 

 

 

 

 

 

 

  1. Close the switch S and tap the mounted wire with a jockey. Ensure both meters show positive deflection.  Open the switch.
  2. Press the jockey in the mounted milliameter scale L=0.2m. Close the switch.  Read and record in the table below the ammeter and voltmeter readings.
  3. Repeat the procedure ( c) for other values of L shown in the table below.
L(m) Voltage (V) Current A Resistance
0.2      
0.3      
0.4      
0.5      
0.6      
0.8      

(8mks)

(e) (i)  Plot a graph of resistance (y-axis) against L(m)                                           (5mks)

(ii)  Determine the slope (s) of the graph.                                                                (3mks)

(iii)  Given that K=SA where A is x-sectional area of the wire.  Find K.                (3mks)

 

 

 

 

 

 

 

 

SAMPLE 22

 

Question 1

  1. You are provided with

– 2 new dry cells

– An ammeter ( 0-2.5 A  or  0-5.0 A )

-A voltmeter ( 0 – 2.5 v   or  0 – 5.0 V )

– A switch

– 6 connecting wires

– Constantan wire 1m long on a mm scale

 

Switch
  1. a) Set up the apparatus as shown in the circuit diagram below.
Constant wire
Length (l)
Crocodile clip

 

  1. Starting with the length of the wire l = 2.5cm, close the switch and note the ammeter reading I and corresponding voltmeter reading V. Record the current ( I ) and p. d ( V ). Calculate the value VI and enter the results in the table.
  2. Vary the length of the wire, l , in steps of 2.5 cm at a time and repeat the procedure outlined in ( b ) above up to 20.0 cm.
  3. Vary the length of the wire ι, after 20.0 cm and in steps of 10.00 cm to 50.0 cm.

Fill the table below.

 

Length ι cm 2.5 5.0 7.5 10.0 12.5 15.0 17.5 20.0 30.0 40.0 50.0
Current І ( A )                      
p. d  V  ( v )                      
VI ( w)                      

(11 mks)

  1. e) Plot a graph of VI ( y- axis ) against length ι. (5mks)
  2. f) Using the graph, find the value of length L0 for which VI is maximum.                                    (2mks)
  3. g) What is the maximum value of VI.             (2mks)

QUESTION 2

  1. You Are provided with a spiral spring, micrometer screw gage, vernier calipers, metre rule, stand, clamp, boss, 6 – 100g masses and a stop watch.

(i)  Determine the radius, a, of the wire of the spring.                                              (1mk)

  1. ii) Determine the radius, R, of the coil of the spring.                                              (1mk)

iii)  Determine the number of turns of the spring.                                                    (1mk)

  1. b) Suspend the spring on the clamp of the stand.  Load the spring with a 100g mass.  Give the          mass a small vertical displacement  and allow the system to oscillate.

(i)  Measure the time, t, for 20 oscillations.

 

  1. Calculate the period, T, in seconds

T …………………………………………………………………..

iii)  Repeat the experiment for masses of 200g, 300g, 400g, 500g and 600g.  In each case calculate T and T2 and present your results in the table below.

Mass  m(kg) Time for 20 oscillations t(sec) Time period T(s) T2(S2)
0.0

0.1

0.2

0.3

0.4

0.5

0.6

     

(9mks)

  1. c) (i) On the grid provided, draw a graph of mass m(vertical) against T2 (horizontal).
  2. ii) Determine the slope, S, of the graph.                                                       (2mks)

 

  • Use the slope obtained to determine the value of the constant,m, in the formula.

T2 =   16p2 MNR3

ma4

Where M is the total suspended.                                                                    (3mks)

 

 

              SAMPLE 23

 

You are provided with the following apparatus

  • Two retort stands
  • Two clamps
  • Two bosses
  • Inextensible thread (about 120cm long)
  • One 50g mass
  • One stop watch

Proceed as follows

(a)       (i)        Set up the apparatus as shown in the figure 1 below

Fig. 1

(ii)       Attach the ends of the thread to the metre rule and fasten the loops tightly so that the distance between the loop d = 80cm

(iii)      Tie the mass with a thread about 10cm long. Fasten the mass at the centre of the thread on the rule such that the length of the pendulum from the point of suspension is 5cm as shown in the figure 1 above

(b)       (i)        Measure angle 2

(ii)       Give the mass a slight displacement towards you and release it to swing freely. The mass should oscillate perpendicular to the plane of the metre rule. Time 20 oscillations

(iii)      Repeat procedure b(i) and (ii) for different values of d in the table and complete table 1 below

 

 

 

 

 

 

 

Table 1 

d (cm) 0.8 0.7 0.6 0.5 0.4 0.3
2 0            
0            
Cos 0            
Time for 20 oscillations            
Periodic time T (s)            
T2 (s2)            

(10 marks)

 

(c)       (i)        Plot a graph of T2 against cos                                                                      (5 marks)

(ii)       Determine the slope S                                                                                                (3 marks)

(iii)      Determine A, the value of T2 when cos = 0

A = ………………………. (S2)                                                                     (1 mark)

(iv)      Given that A is given by

            Find the value of K                                                                                         (1 mark)

  1. You are provided with the following
  • A candle
  • A metre rule
  • A white screen labeled S
  • A lens labeled L, mounted on a lens holder
  • Cross – wire mounted on a cardboard
  • A match box
  • Plasticine

Proceed as follows:

(a)       Place a metre rule on a bench and hold it in position using plasticine. Arrange the screen S, the lens L and cross wire along the metre rule as shown in figure 2. The cross – wire should be placed next to the zero mark of the metre rule as shown in the figure. The distance between cross – wire and lens is labeled U and the distance between the lens and screen is labeled V

Fig. 2

(b)       Light the candle and place it next to the cross – wires such that the flame is at the same level with cross – wires

(c)       Adjust the position of the lens so that U = 15cm. Now adjust the position of the screen S until a sharply focused image of the cross – wire is obtained on S. Record the value of V in the table below.

(d)       Repeat the procedure in (c) above for other values of U in table 2 and complete the table

(8 marks)

Table 2

U (cm) V (cm) (U+V) cm
15    
17    
19    
21    
23    
25    
27    
29    

 

(e)      On the grid provided below plot a graph of (U+V) on the y – axis against V          (5 marks)

(f)       From the graph determine the values of V and U+V for which the graph has a minimum value

V minimum, Vm = ……………………………………………. (cm)                             (1 mark)

(U+V) minimum, (U+V)m …………………………………….(cm)                             (1 mark)

(g)       (i)        Calculate the values of h1, and h2 from the equations below                                    (2 mars)                                             = ………………………………. cm

= ……………………………. (cm)

(ii)      Determine h, the average of h1 and h2

                    h = ………………………….. (m)                                                                 (2 marks)

(h)      Using the graph determine V when U+V = 49.8cm                                                  (1 mark)

 

 

 

 

 

SAMPLE 24

 

QUESTION 1

You are provided with the following apparatus.

  • A metre rule
  • A wire of length at least 100cm
  • A retort stand, boss and clamp.
  • A stop watch or stop clock
  • A micrometer screw gauge
  • An overflow can
  • A beaker at least 50ml or more.
  • A 50ml measuring cylinder
  • A piece of thread about 30cm
  • Water in a 250ml beaker
  • Two pieces of wood.
  • Mass labelled m.

  Proceed as follows:

 

(a)       (i)        Fill the overflow can with water to overflowing and then allow it to drain.

Overflow can
Thread
Mass (m)
Beaker
  • Immerse the mass m into the can. Collect the overflow in a beaker as shown below in figure 1.

 

 

 

 

 

 

 

 

Fig. 1

(iii)      Using the measuring cylinder provided determine the volume V of the water collected in the beaker.

V =                                                       cm3                                                 (1mark)

                        (iv)      Calculate I given that I =         Where m = 0.30kg                (2 marks)

Boss
Pieces of wood
Mass (m)
Bench

(b)       Set up the apparatus as shown in figure 2 below. Ensure that the wire is free of kinks and the end tied to the hook is firm and the hook does not move.

 

 

 

 

 

 

 

 

 

 

 

 

Fig 2.

 

(c)       Adjust the length L, of the wire so that L = 70cm, Give the mass m, a slight twist such that when released it oscillates about the vertical axis as shown by the arrows in figure 2. Measure the time for twenty oscillations and record in table 1.

(d)      Repeat the procedure in (c) above for other values of L shown in table 1. Complete the table.

Table 1

 

Length L (cm) 70 60 50 40 30 20
Length L

(m)

 

           
Time for 20 oscillations

(s)

 

           
Period T

(s)

 

           
T2 (S2)            

(e)      On the grid provided, plot the graph of T2 (S2) (y – axis) against L (m)           (5 marks)

 

(f)       Measure the diameter d of the wire.                                                             (1 mark)

d = ………………………. metres

(g)       (i)        Determine the slope of the graph.                                                    (2 marks)

(ii)      Given that T2 =  where G is a constant, use the graph to determine the value of G.                                                                                           (3 marks)

 

QUESTION 2

You are provided with the following apparatus.

  • Two new dry cells
  • A resistor labeled Q
  • Wire mounted on a millimeter scale
  • 6 connecting wires with crocodile clips on one end of at least three
  • A voltmeter
  • An ammeter
  • A switch

Proceed as Follows:

(a)       Connect the apparatus provided as shown in figure 3 below.

 

Fig 3

(i)        Take the voltmeter reading when the switch S is open.

V1 = ……………………………… volts                                          (1 mark)

(ii)       Close the switch S, and take the voltmeter reading V2 and the ammeter reading I

V2 = ………………………………… volts                                              (1 mark)

I = …………………………………… Amperes                                       (1 mark)

(iii)      Calculate the quantity P =                                                          (2 marks)

(b)       Set up the circuit as shown in figure 4.

Fig 4

 

(i)        Take the voltmeter reading V and the ammeter reading I.                     (2 marks)

V = ………………………….

I = ……………………………

 

(ii)       Determine the resistance R of Q given that                                              (1 mark)

 

R =

 

(c)       Set up the circuit shown in figure 5.

 

 

 

 

 

 

 

Fig 5

 

(d)      Move the crocodile clip along the wire AB to a point such that L = 100cm

Note: the voltmeter reading and record in table 2.

(e)      Repeat (d) above for values of L = 80cm, 60cm, 40cm, 20cm and 0 cm, tabulate your results.                                                                                                            (5 marks)

Table 2

Length L

(cm)

100 80 60 40 20 0
         
Voltmeter Reading

(V)

           
 ( )            

 

(f)        Plot the graph of  against .                                                  (5 marks)

END

 

 
  1. g) Find the slope of the graph.           (2 marks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SAMPLE 25

 

QUESTION 1

You are provided with the following apparatus.

– Two new dry cells

– An ammeter (0 – 1.0A)

– A voltmeter  (0 – 5V)

-A resistance wire AB, mounted on a mm scale.

– Jockey

– Cell holder

– A switch

– Six connecting wires with crocodile clips on one end. Proceed as follows.

  1. a) Set up the electrical circuit as shown in figure 1 below.
  2. b) Close the switch. Connect the leads with the crocodile clips from the switch and the

voltmeter to the wire AB such that the length, L, of the wire AB = 0.20m. Measure and record, I, the current through the wire AB and the p.d.V. across it. Enter your results in

Table 1.

  1. c) Repeat part (b) above for the other values of L. Record the corresponding values

of I and V.                                                                                                       (5mks)

 

 

L (m) 0.2 0.4 0.5 0.6 0.8 1.0
p.d (v)            
I (A)            
           
 (A-1)            

 

  1. d) On the grid provided, plot a graph of  (A-1) against R ( )                      (5mks)
  2. e) Determine the slope, S of the graph             (3mks)
  3. f) Given that the graph obeys the equation

 

Determine:

  1. i) The value of E             (1mk)
  2. ii) The value of r                                                                                     (3mks)

QUESTION 2

PART I

You are provided with the following:

– A converging lens

– A lens holder

– A cross wire

– A metre rule

– A white screen

– Candle

Proceed as follows:

  1. Set up the apparatus as shown in fig 2.

 

 

 

 

 

 

 

 

  1. b) Let the distance, u, be 30cm. By adjusting the distance of the screen from the lens, determine the distance V that will give the sharpest image of the crosswires on the screen.

Record the value of V.

  1. c) Repeat (b) above for other values of u.                                                         (6mks)
u (cm) 30 32 35 50 55 60
v (cm)            
(u + v) cm            

 

  1. d) On the grid provided, plot a graph of (u + v)cm       (y – axis) against u(cm) (5mks)
  2. e) From the graph, state the value of
  3. i) V, where the graph is at a minimum

V min = __________________ cm                                                    (1mk)

  1. ii) u + v, where the graph is at a minimum

(u + v)min = ______________ cm                                                    (1mk)

  1. f) Given that                                                                       (2mks)

determine the average value of F.

  1. PART II

You are provided with the following;

– Complete retord stand

– Two pieces of strings

– A meter rule used in part A

– Three coins

– One mass labeled M

– A Piece of cellotape

Proceed a follows:

  1. a) Suspend the metre rule as shown in figure 3, so as to balance. Fix the balance point by

using the cellotape.

  1. b) Place one coin at a distance x = 10cm from the balance point.
  2. c) Adjust the position of mass M until equilibrium is attained. Measure and record the

distance Y.

  1. d) Repeat procedure (b) and (c) for the number of coins, N, given in the table below and

calculate the value of M.                                                                                (4mks)

 

No. of coins N 1 2 3
Length, y (cm)      
P = Y/N      

 

  1. e) Find the average value of P, from the table                                       (1mk)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SAMPLE 26

 

  1. You are provided with the following;

–   Mounted convex lens

–  White screen

–  Metre rule

–  Retort stand and clamp

–  Loose graph paper

–   Cellotape

Proceed as follows;

  1. Find the approximate focal length by focusing a sharp image of a distant object onto a screen. The object must be outside the laboratory at least 10m away.  Repeat this procedure twice.

 

Figure 1

 

  1. i) f1 =             (1mk)
  2. ii) f2 =                                                                                                                       (1mk)

iii)  Average =                                                                                                            (1mk)

  1. b) Now set up the lens above a sheet of graph paper so that you can look through the lens at the graph paper as shown in figure 2 below.                                                      Figure 2

 

Start with the lens close to the graph paper.  Look through the lens at the graph paper squares.  They appear magnified.  Now adjust the height of the lens by moving the clamp up and down in retort stand until 5 small (2mm) squares seen through the lens take the same length as 6 small squares on the graph paper as shown below in figure 3.

 

fig 3

  1. c) With the metre or half metre rule provided, measure the height h of the lens above the graph paper ab in fig 2 above. Now slowly raise the lens which will increase magnification.  Find the height h when 5 squares seen through the lens take the same length as 7 squares seen direct.

Repeat the procedure for increasing magnification up to 5 squares seen through the lens occupying the length of 12 squares seen direct.

 

Complete the table 1 below                                                                           (7mks)

 

Table 1

Number of squares seen through lens Number of squares seen direct (N) Height, h (cm)
5 6  
5 7  
5 8  
5 9  
5 10  
5 11  
5 12  

 

 

  1. d) Plot a graph of h against N on the grid provided.                   (6mks)

 

  1. The magnification is twice when 10 squares are seen direct for 5 squares through the lens. From your graph find h which gives magnification of:
  2. a) 5         h  =                                                                                          (2mks)

 

  1. b) 7 h  =                                                                                         (2mks)

 

PART A

  1. You are provided with the following

–   A 250cm3 beaker

–   Water

–   Screen

–   A meter rule

–   Candle

  1. a) Add 200cm of water to the beaker and measure its height, h in cm.                   (1mk)

 

Determine the approximate value of R, the internal radius in cm from the formular

R  =

 

R =                                                                                                                  (1mk)

 

 

 

This experiment uses a cylindrical vessel filled with water as lens and compares its radius with  the effective focal length.

 

  1. b) Set the apparatus as shown in Figure 4 below.
  2. c) Set U to be about 10R away from the centre of the ‘lens’ and use the screen to locate the

image formed.  The image is a sharp vertical line.  Measure U and V from the centre of the

vessel.

Repeat the experiment with the following multiples of R and record the corresponding values of U and V in table 2 below.                                                                           (4mks)

Table 2

  10R 9R 8R 7R 6R 5R 4R 3R
U (cm)                
V (cm)                

 

 

  1. d) Plot a graph of U (y-axis) against V.             (4mks)

 

  1. e) From the graph determine
  2. i) ‘V’  the value of V for which V = U

‘V’ = ___________________                                                            (½mk)

  1. ii) ‘U’  the value of U for which  U = 2v

 

‘U’ = __________________cm                                             (½mk)

  1. f) Determine the effective focal length of the ‘lens’ from the formular

(1mk)

  1. g) Give the appropriate value of R/F                                                                         (1mk)

 

PART B

You require

  • Two dry cells (size D)
  • Two cell holder
  • A voltmeter
  • An ammeter
  • A bulb
  • Mounted wire on a mm scale
  • 7 connecting wires (3 with clips)

Procedured as follows:

  1. i) Set the circuit as shown in figure 5 below.

 

 

  1. ii) With the crocodile clip at P (i.e L = 100cm) take the voltmeter reading V and the ammeter reading I. Repeat the procedure for values of L = 90, 70,50, 40 and 20cm respectively.

 

Record your readings in table 3 below.                                                                                 (3mks)

Table 3.

Length L (cm) 100 90 70 50 40 20
Voltmeter reading (V)            
Ammeter reading (A)            

 

 

 

iii)    What changes do you observe on the bulb as L decreases from P.                  (2mks)

 

  1. iv) Given the apparatus in (i) above, draw a diagram of a circuit you would use to determine the
      END

current through the resistance wire and the potential difference across it.         (2mks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SAMPLE 27

 

You are provided with the following:

  • 250 cm3 plastic beaker, B.
  • 100 cm3 measuring cylinder.
  • 300 cm3 of a liquid in a beaker labelled L.
  • 100 g mass with a hook.
  • A knife edge (wedge which is at least 20 cm tall).
  • Metre rule.

 

Proceed as follows:

(a)       Balance the metre rule on the knife edge as shown in Fig. 1 and record the balance point 0.

O……………………..……………………                                                               (1 mark)

(b)       Hang the plastic beaker B from the meter rule so that it is 20 cm from O. Hang the 100 g mass from the other side and move it until the metre rule balances horizontally. Record its distance, d0 from the point O.

d0………………..…………………………                                                               (1 mark)

(c)      Measure 50 cm3 of liquid using the measuring cylinder and pour it into B.

Move the 100 g mass until the metre rule balances horizontally. Measure and record the distance d from the point O.

(d)      Add 20 cm3 more of liquid into B so that the total volume of liquid is 70 cm3. Move the 100g mass until the metre rule balances horizontally. Measure and record the distance d from the point O.

(e)       Repeat for 90, 110, 130 150 and 170 cm3 of liquid. Tabulate the results.

 

 

Table 1

Volume, V (cm3) 50 70 90 110 130 150 170
Distance, d(cm)              

(3mks)

(f)        Plot a graph of V (y-axis) against d.                                                                          (6mks)

(g)      Determine the slope, k of the graph.                                                                          (4marks)

(h)      Given the equation p = k/3.5, determine p.                                                                  (3marks)

(i)        From the graph determine the distance d when the beaker B is empty.                   (2marks)

  1. Part A

You are provided with the following:

  • Lens
  • Plane mirror.
  • Half metre rule.
  • An optical pin mounted on a cork
  • 100 g mass with a hook.
  • A retort stand with clamp
  • A liquid dropper
  • Some water

Proceed as follows:

(a) Place the lens on the mirror as shown in Fig.3

(b) Move the pin up or down until there is no parallax between the pin and its image.

Measure the distance Y0.

Y0 = ……………………………………………….cm                                  (1 mark)

 

(c)       Repeat procedure in (b) to obtain two more values of Y0 and find the average value.

Average = ……………………………………………….cm                                                (2marks)

(d)       Remove the lens from the mirror and add  a few drops of water on the mirror.

(e)       Place the lens gently back as shown in Fig. 4. Measure the distance Y1.

Y1……………………………………………….cm                                      (1mark)

(f)        Obtain two more values of Y1and find the average value.

Average = ……………………………………….cm                                    (2 marks)

 

 

(g)       Find the value of K, given that:

K = 2 – (Y0/Y1)                                                                                   (3 marks)

Part B

You are provided the following:

  • The lens in part A
  • Metre rule
  • A torch bulb in a bulb holder
  • 2 new dry cells in a cell holder
  • Switch
  • Retort stand in part A
  • White screen
  • Lens holder
  • Three connecting wires

Proceed as follows:

(h)       Arrange the apparatus as in Fig. 5

(i)        Place the lens so that object distance u=20 cm and move the screen until a sharp image of the bulb is obtained.  Measure and record the image distance, v.

(j)        Repeat the procedure in (b) for u =25, 30, 35, 40 and 45cm.

(k)       Tabulate your results in table 2.                                                                                (3mks)

U(cm) 20 25 30 35 40 45
V(cm)            

 

(l)        Plot a graph of u (y-axis) against v in the grid provided.                                         (5marks)

(m)     Determine the focal length of the lens.                                                                     (3marks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SAMPLE 28

  1. You are provided with the following:
    • Metre rule
    • Helical spring (hooked)
    • Clamp, boss and stand
    • Two small pieces of wood to help in clamping
    • 2 masses of 10g each, 2 masses of 20g each
    • One mass of 50g

Proceed as follows: –

  1. i) Arrange the apparatus as shown. The pointer should be very close to the metre rule but not touching or rubbing it.

 

 

 

 

 

 

 

 

 

 

  1. ii) Read and record the pointer position, P, when no mass hangs from it

P = ____________________________ cm mark                                                      (1mk)

  1. i) Hang the mass of 10g from the hook of the spring and note down the new position of the pointer.

Repeat the experiment for masses of 20g, 30g, 40g, 50g, 60g and 80g in turns

Complete the table

 

Mass (g) Weight w(N) Pointer position (cm) Extension X (cm)
0      
10      
20      
30      
40      
50      
60      
80      

(2mks)                        (3mks)                                    (4mks)

  1. c) i) Plot a graph of extension X against weight W (5mks)
  2. ii) Calculate the slope ‘S’ (3mks)
  3. ii) Given that X = w/p where P is a constant, find the value of P (3mks)

 

  1. You are provided with the following
  • Metre rule
  • Convex lens
  • Supported screen
  • Candle
  • Lens holder
  • Mirror holder
  • Concave mirror

 

Procedure

  1. a) i) Set up the apparatus as shown

With the distance between the candle and lens X – 17cm move the screen towards and away from the candle and move it to and fro until a clear inverted image of the candle is formed on the screen.

 

(ii) Without changing the positions of the screen, lens and candle, place the concave mirror behind the candle and move it to and fro until a clear UPRIGHT image of the flame is formed on the screen besides the first image in (i). Measure the distance, d cm, between the lens and the mirror.

iii) Repeat a i) and ii) for values of X = 20cm, 23cm, 26cm, 29 cm, 32cm and complete the table.

 

X cm 17 20 23 26 29 32
V cm            
d (cm)            
30 – d (cm)            
i/v (M-1            
1/30 – d (M-1)            

(11mks)

 

  1. b) Plot a graph of i/v against 1/30 – d (5mks)

 

  1. c) Given that 1/f =1/v + 1/30-d, Use your graph to determine the value of f (focal length) (4mks)

 

 

 

 

 

 

 

 

SAMPLE 29

 

  1. You are provided with the following
  • A meter rule
  • A vernier calliper
  • 50 g mass and 100g mass
  • Two pieces of thread
  • Paraffin in a beaker
  • A beaker
  • Knife edge
  • Tissue paper at least 30cm long

 

PART 1:

  • Using the vernier callipers measure:-
  • The diameter of the 100g mass                                                                             (1mk)

(ii)      The length of the 100g mass cylinder                                                                     (1mk)

 

(b) Determine the volume, V, of the 100g mass in cubic metres.                                    (2mks)

PART II: Proceed as follows:

  • Balance the metre rule on knife edge as shown in 1 below.

 

Fig.9

 

NB: The balance point should be maintained throughout the experiment.

  • Hang the 100g mass at distance L1=10cm from the pivot and hang the 50g mass on the other side to balance the 100g mass.
  • Place a beaker such that the 100g mass hangs inside the beaker in (b) above.

 

  • Pour into the beaker paraffin until the 100g mass is fully immersed in the paraffin. NB: Support the rule to avoid toppling. Then move the 50g mass to balance the immersed 100g mass.

Fig.10

  • Record the distance L2 of 50g mass from the pivot in table 1 below.
  • By adjusting L1 repeat the procedure for values of L1 = 12cm, 15cm, 20cm, 25cm, 28cm, and complete table 1.

Table 1

L1(m) 0.10 0.12 0.15 0.20 0.25 0.26
L2(m)            

(6mks)

  • On the grid provided plot the graph of L2 (y – axis) against L1.         (5mks)
  • Determine the slope S, of the graph         (3mks)
  • Given that 20 = S + 2000Vρ determine ρ the density of the liquid. (2mks)

 

Q2.      You are provided with the following; an ammeter, a voltmeter, two dry cells, a mounted resistance wire, connecting wires, a torch bulb in a bulb holder, a cell holder, a switch and a jockey or crocodile clip.

 

  • Connect the apparatus provided as shown in the circuit diagram below.

 

 

  • With the jockey or crocodile clip at C, 10cm from A, record the voltmeter reading V, in the table below.

 

  • Repeat the experiment in (b) above for the following lengths, L = 20, 30, 40, 50, 60, 70, 80, 90cm respectively. (2mks)

 

Length(l cm) 10 20 30 40 50 60 70 80 90
p.d (v)                  

 

 

(d) Plot a graph of potential difference V against length, L (cm)                        (5mks)

(e) Determine the slope, s, of the graph.                                                                          (3mks)

(f) Replace the voltmeter with a torch bulb and an ammeter, connect in series as

shown in the circuit diagram below.

 

  • Read and record the ammeter reading i, i2 and i3 for the corresponding values of lengths:                                                                                                `                        (3mks)

L1 = 30cm                        l1 =………………………………………………………………………………..

L2 = 50cm                        l2 =………………………………………………………………………………..

L3 = 70cm                        l3 =………………………………………………………………………………..

 

  • Given that V = ls where V is the P.d across the length AC of the wire, S is the slope of the graph in (d) above and ℓ the length of resistance wire. Determine the potential differences V1, V2 and V3, across the length Ac of the wire for the lengths l1, l2 and l3 in (g) above.              (3mks)

(i) Using the values of V1, V2 and V3, and the corresponding currents l1, l2 and l3 calculate the corresponding resistance R1, R2 and R3 of the bulb.                        (3mks)

 

  • Compute the average of the resistance of the bulb.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SAMPLE 30

 

You are provided with the following:

  • retort stand, one boss and one clamp
  • a half meter rule
  • a 100 cm3 measuring cylinder containing coloured liquid
  • a 10 cm3 measuring cylinder
  • about 20cm3 of water in a beaker
  • a test tube

Proceed as follows:

  1. Set up the apparatus as shown in figure 1

 

  1. Put the test tube inside the 1000cm3 measuring cylinder as shown in figure 2. Note the reading Lo of the level of the coloured liquid in the measuring cylinder.

Lo              ——————————————————————cm                          (1mk)

  1. Using the 10cm3 measuring cylinder, measure 2cm3 of water and pour it into the test tube while the test tube is inside the measuring cylinder.Record the new reading, L, of the level of the coloured liquid.
  2. Repeat the procedure in (c) above for values of volume V = 2cm3, 4cm3, 6cm3, 8cm3 and 10cm3. Record your values for L in table I and complete the table.

Table 1

Volume. V (cm3)

 

2

 

4

 

6

 

8

 

10

 

L(cm)

 

 

 

 

 

 

 

 

 

 

 

h = L – LO (cm)

 

 

 

 

 

 

 

 

 

 

 

(6mks)

  1. i)   On the grid provided plot a graph of h(cm) against V(cm3)                                      (5mks)
  2. ii) Calculate the slope S1 of the graph.

iii) Given that      where S is the slope, calculate the value of R.                (3mks)

  1. From the graph, determine the reading of the level of the coloured liquid in the measuring cylinder when 7 cm3 of water is put in the test tube.                                  (2mks)
  2. This question consists of two parts A and B.

PART A

You are provided with the following:

  • 2 Dry cells and a cell holder
  • Voltmeter (0-2.5V)
  • Ammeter (0 – 1A)
  • Potentiometer, P, 50 ohms
  • 5V bulb abd a bulb holder
  • 7 connecting wires, 2 with crocodile clips at one end.
  • Switch

Proceed as follows:

  1. Set up the circuit as shown in figure 3
  2. Close the switch S, and adjust the potentiometer P, until the voltmeter reads 2.0V. Record the corresponding ammeter reading.
  3. Repeat the procedure in (b) above for other values o voltage as in the table 2 and then complete the table.
Voltage (V)

 

2,0

 

1.6

 

1.2

 

1.0

 

0.8

 

0.5

 

Current, I(A)

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. (i).  Plot a graph of voltage, V (y-axis) against current, I.                                            (5mks)

ii). From the graph,

Determine the resistance of the bulb when the voltage is 0.8 volts.                                  (3mks)

iii). Explain the shape of the graph.                                                                                     (1mk)

PART B:

  1. i). Clamp the cork so that the optical pin rests horizontally as shown in the set up below.

ii). Position the mirror on a flat surface so that the tip of the pin is directly above the centre of the curved mirror. Measure the distance OA.

OA =…………………………………………………………………………                (1mk)

iii). By viewing directly from above the tip of the pin move the Boss and Clamp, up and down the stand until a clear, image of the pin is seen. Position the pin at this point (p) and clamp firmly.

Describe the image observed fully

Use the rule to measure the distance OP. OP = ……………………………………………………      (2mks)

iv). Fill the mirror to the brim using liquid L and then adjust the position of the pin until a clear image of the pin is observed. Position the pin at this point R and measure the distance OR (1m

 

 

v). Use the values obtained above to determine the value of AP/AR, hence state itssignificance.

Significance …………………………………………………………………………        (3mks)

 

vi). What is the focal length of the mirror you have used?   (3 Marks)

 

Agriculture Free Notes Form 1 to 4 – Latest downloads

Agriculture Free Notes Form 1 to 4 – Latest

3. REVISION AGRICULTURE FORM ONE TO FORM FOUR TOPICS.doc
3. REVISION AGRICULTURE FORM ONE TO FORM FOUR TOPICS.doc
4. AGRICULTURE KCSE REVISION BOOKLET.doc
20-AGRICULTURE.pptx
2018 KCSE KNEC AGRICULTURE PP1 MARKING SCHEME.TextMark.pdf
2018 KCSE KNEC AGRICULTURE PP1.TextMark.pdf
2018 KCSE KNEC AGRICULTURE PP2 MARKING SCHEME.TextMark.pdf
AGRI-P2-QTS.pdf
Agric F 1.doc
Agric F 2.doc
Agric F 3.doc
Agric F 4.doc
AGRIC P2 KCSE 2019.pdf
agriculture form 1 notes.pdf
agriculture form 2 notes.pdf
agriculture form 3 notes.pdf
agriculture form 4 notes.pdf
AGRICULTURE FORM 4.docx
Agriculture KCSE 2018.pdf
AGRICULTURE KSCE PREDICTION 2019-1.pdf
AGRICULTURE NOTES FORM 1-4 BOOKLET.pdf
AGRICULTURE PAPER 2 MARKING SCHEME.DOC.doc
AGRICULTURE PAPER 2.DOC.doc
Agriculture PP1 (1).pdf
Agriculture PP1.pdf
AGRICULTURE PP2 (2).doc
Agriculture PP2-1.pdf
Agriculture PP2.pdf
AGRICULTURE QP F1.docx
AGRICULTURE-MOCKS-1.pdf
Agriculture-paper-2-marking-scheme-form-3-mid-term-2-exam-2017.pdf
FORM ONE AGRICULTURE NOTES-2.pdf
INTRODUCTION-TO-AGRICULTURE.docx
KCSE-AGRICULTURE-TOPICALS.pdf
REVISION-AGRICULTURE-FORM-ONE-TO-FORM-FOUR-TOPICS.docx

Grade 7 CBC CRE Complete Schemes of Work Free

SCHOOL GRADE LEARNING AREA TERM YEAR
  7 CRE

 

WEEK LESSON STRAND SUB-STRAND SPECIFIC LEARNING OUTCOME LEARNING EXPERIENCES KIQ LEARNING RESOURCES ASSESSMENT METHOD REFLECTION
1 1 Christian Living. Human Sexuality. By the end of the lesson, the learner should be able to:

(a).Define the term human sexuality.

(b).Outline and discuss the physical, mental, emotional, social and spiritual changes that boys and girls experience as adolescents.

(c). Prepare a PowerPoint presentation on the changes boys and girls experience as adolescents.

(d). Acknowledge the different changes boys and girls experience as adolescents.

In groups,learners are guided to:

mention some of the bodily changes boys and girls undergoes during adolescent.

discuss the meaning of human sexuality.

conduct an internet search on the physical, mental, social, emotional and spiritual changes that boys and girls experience as adolescents.

Prepare a PowerPoint presentation on the changes boys and girls experience as adolescents.

What are the bodily changes that adolescents experience during puberty?

What is human sexuality?

Digital devices.

Top Scholar CRE pg 116-117.

 

Oral questions.

Assessment rubric.

Written tests.

 
  2 Christian Living. Human Sexuality -Healthy and Unhealthy Relationships. By the end of the lesson, the learner should be able to:

(a). State the meaning of healthy and unhealthy relationship.

(b). Outline and discuss the indicators of healthy and unhealthy relationship among young people.

(c). Prepare flashcards showing the life skills needed to maintain healthy relationship.

(d).Desire to have and maintain a healthy relationship among the peers.

In groups,pairs,learners are guided to:

explain the meaning of healthy and unhealthy relationship.

discuss the examples or indicators of healthy and unhealthy relationship among young people.

search and discuss the life skills needed to maintain healthy relationships.

Prepare flashcards showing the life skills needed to maintain healthy relationship.

Prepare a one week journal on how you can promote healthy relationship and avoid unhealthy relationship.

How can you overcome unhealthy relationship?

What are some of the examples of healthy and unhealthy relationship among young people?

Top Scholar CRE pg 118-119.

Flashcards.

Digital devices.

Assessment rubric.

Journal.

Oral questions.

Written tests.

 
2 1 Christian Living. Human Sexuality. By the end of the lesson, the learner should be able to;

(a). Identify the circumstances that lead to an unhealthy relationship among peers.

(b). Discuss the circumstances that lead to unhealthy relationship.

(c). Summarize the points on circumstances that lead to unhealthy relationship in their exercise books.

(d). Recognize circumstances that may lead to unhealthy relationship among his/her peers.

In groups,pairs,learners are guided to:

read the story in learner’s book and identify the circumstances that lead to unhealthy relationship among peers.

discuss the circumstances that lead to unhealthy relationships among peers/young people.

summarize the points in their exercise books.

What leads to an unhealthy relationship among peers? Top Scholar CRE pg 120.

 

Observation.

Assessment rubric.

oral questions.

Checklists.

 
  2 Christian Living. Human Sexuality. By the end of the lesson, the learner should be able to:

(a).Define the term Sexual temptation.

(b). Discuss the circumstances that can lead to sexual temptation among young people.

(c). Sort out circumstances that can lead to sexual temptation.

(d). Summarize the points on circumstances that lead to sexual temptation on charts.

(e). Acknowledge the circumstances that can lead to sexual temptations.

In groups,pairs,learners are guided to;

brainstorm the meaning of sexual temptation.

identify and discuss the circumstances that lead to sexual temptation among the young people.

Prepare charts showing circumstances that lead to sexual temptation and display in class.

What is sexual temptation?

What circumstances can lead to sexual temptation?

Top Scholar CRE pg 121.

Charts.

Digital devices.

Assessment rubric.

Checklists.

Written tests.

Oral questions.

 
3 1 Christian Living. Human Sexuality. By the end of the lesson, the learner should be able to;

(a).State ways to avoid temptations and tempting places.

(b). Discuss the different ways or activities that helps in avoiding temptations and tempting areas in the community.

(c).Role play how to overcome tempting situations.

(d). Appreciate the different ways/activities that helps in avoiding temptations and tempting areas.

In groups,pairs,learners are guided to;

brainstorm the ways or activities that may help a person to avoid temptations and tempting areas.

discuss the ways of avoiding temptations and tempting areas.

summarize the points in exercise books.

role play how to overcome tempting situations in life and record themselves.

How do one avoid temptations and tempting places? Top Scholar CRE pg 122.

Digital devices.

Observation.

Written texts.

Role plays.

Checklists.

Anecdotal.

 

 

 
  2 Christian Living. Human Sexuality. By the end of the lesson, the learner should be able to:

(a).Read the different biblical texts.

(b). Discuss the biblical teachings on Sexual temptations.

(c). Summarize the biblical teachings on charts and present in class.

(d). Apply the biblical teachings in their lifes.

In groups,pairs,learners are guided to:

Take turns in reading the Bible texts;1st Corinthians 6:9,18,Phillipians 4:8-9, Galatians 5:23,1st Thessalonians 4:3.

identify and discuss the biblical teachings from the texts on sexual temptations.

summarize their points on charts and share with other groups for assessment.

What are the biblical teachings on sexual temptations? Good News Bible.

Flashcards.

Charts.

Top Scholar CRE pg 122-123.

Oral questions.

Checklists.

Written texts.

Assessment rubric.

 
4 1 Christian Living. Human Sexuality. By the end of the lesson, the learner should be able to:

(a).State reasons why young people should engage in sex before marriage

(b,). Conduct an internet search on the consequences of engaging in sex before marriage.

(c). Develop PowerPoint slides for presentations on the consequences of sex before marriage.

(d). Acknowledge the consequences of engaging in sex before marriage.

In groups, learners are guided to:

state reasons why young people should not engage in sex before marriage.

use digital devices to search the internet on the consequences of sex before marriage to an individual.

discuss the consequences of engaging in sex before marriage.

develop PowerPoint slides for presentation on the consequences of engaging in sex before marriage.

What are the consequences of engaging in sex before marriage? Top Scholar CRE pg 123-124.

Digital devices.

 

Assessment rubric.

Checklists.

Written test.

oral questions.

 
  2 Christian Living. Human Sexuality. By the end of the lesson, the learner should be able to:

(a). Interview a resource person and identify the values that guide good morals

(b). Discuss the values needed by boys and girls to lead a chaste life.

(c). Prepare flashcards showing the values needed by boys and girls to lead a chaste life.

(d).Desire to develop the values needed by boys and girls to lead chaste lives.

In groups,learners are guided to;

interview a resource person, identify and discuss the values that guide good morals.

discuss values needed by boys and girls to lead a chaste life.

make flashcards showing the values needed to lead a chaste life.

compose a song on “Lord help me overcome temptations”

Which values are needed by boys and girls to lead chaste lives? Top Scholar CRE pg 124-126.

Flashcards.

Digital devices.

Songs.

Assessment rubric.

Observation.

Checklists.

Oral questions.

Written test.

Interviewing.

 
5 1 Christian Living. Christian Marriage and Family. By the end of the lesson, the learner should be able to:

(a).Define the terms marriage and family.

(b). Mention and discuss the types of families in the community.

(c).Make charts with information on the types of families in the community.

(d). Appreciate the different types of families in the community.

In groups, learners are guide to;

brainstorm the meaning of marriage and family.

mention and discuss the types of families in the community.

Prepare charts with information on the types of families in the community.

What is the difference between marriage and family?

What are the different types of families in Kenya?

Top Scholar CRE pg 127-128.

Charts.

Digital devices.

Dictionaries.

 

Assessment rubric.

oral questions.

Checklists.

Written tests.

 
  2 Christian Living. Christian Marriage and Family. By the end of the lesson, the learner should be able to:

(a).Read biblical texts: Genesis 2:23-24 and Ephesians 5:25-33.

(b). Discuss the biblical teachings on marriage and family to develop positive attitudes.

(c). Summarize the biblical teachings on marriag and family on charts.

(d). Appreciate the biblical teachings on marriage and family.

In groups,learners are guided to;

take turns in reading the Bible texts: Genesis 2:23-24, Ephesians 5:25-33, Exodus 20:12, Psalms 127:3-5 & Ephesians 6:4.

identify and discuss the biblical teachings on marriage from Genesis 2:23-24 & Ephesians 5:25-33.

identify and discuss the biblical teachings on family from Exodus 20:12, Psalms 127:3-5 & Ephesians 6:4.

What are the requirements of a Christian marriage?

Why should children respect their parents?

Good News Bible.

Top Scholar CRE pg 129-130.

 

Reading and explaining biblical teachings.

Assessment rubric.

oral questions.

Written tests.

 
6 1 Christian Living. Christian Marriage and Family. By the end of the lesson, the learner should be able to:

(a). Explain ways through which christians promote values among young people before marriage.

(b). Discuss reasons why it is important for marriages and families to have harmonious relationships.

(c). Prepare PowerPoint presentation on the importance of families and marriages having harmonious relationship.

(d). Appreciate the importance of marriages and families in a community.

In groups,learners are guided to;

interact with a religious leader or resource person to find out ways through which christians promote values among young people before marriage.

search the internet on the importance of families and marriages to have harmonious relationship.

discuss their findings and prepare PowerPoint presentation.

Why is it important for families and marriages to have harmonious relationship? Digital devices.

Resource Person.

Top Scholar CRE pg 131-132.

Oral questions.

Written tests

Assessment rubrics.

Questionnaires.

 
  2 Christian Living. Christian Marriage and Family. By the end of the lesson, the learner should be able to:

(a). Identify the skills required to sustain and support stable families in the society.

(b). Discuss how the skills can contribute towards stable families.

(c).Role play a stable common family and record it using digital devices.

(d). Appreciate the skills that contribute towards stable families in the society.

In groups,learners are guided to;

conduct an internet inquiry on skills young people need to contribute to stable families.

discuss how each of the identified skill contribute towards stable families.

role play a stable common family.

compose poems on ‘God is the center for stable families.

Which skills do young people need to contribute towards stable families? Top Scholar CRE pg 133-134.

Digital devices.

 

Anecdotal.

Assessment rubric.

Written test.

oral questions.

 
7 1 Christian Living. Alcohol,Drugs and Substance Use. By the end of the lesson, the learner should be able to:

(a).List the commonly abused drugs in Kenya today.

(b). Discuss reasons why people abuse drugs today.

(c). Search the internet on the effects of abusing drugs and alcohol on an individual and families.

(d). Prepare PowerPoint presentation on the effects of abusing alcohol,drugs and substance on individuals and families.

In groups,learners are guided to:

mention the types of drugs commonly abused in Kenya today.

explain reasons why people abuse drugs today.

use digital devices to search the internet on the effects of abusing drugs, alcohol on individuals and families.

prepare PowerPoint presentation on the effects of abusing drugs and alcohol on individuals and families in the Kenya.

Which are the commonly abused drugs in Kenya today?

Why do people abuse drugs today?

What are the effects of abusing drugs on individuals and families?

Digital devices.

Top Scholar CRE pg 136-140.

Flashcards.

Assessment rubric.

Written tests.

Oral questions.

Checklists.

 
  2 Christian Living. Alcohol,Drugs and Substance Use. By the end of the lesson, the learner should be able to:

(a).Read biblical texts: Ephesians 5:18, Proverbs 20:1,1st Corinthians 3:17,6:9-10.

(b). Identify and discuss the biblical teachings on alcohol, drug and substance use.

(c). Identify skills and values that would help avoid alcohol,drugs and substance use.

(d). Prepare flashcards with details on skills and values that would help avoid drug, alcohol and substance use.

(e). Apply the values and skills to avoid drug, substance and alcohol use in life.

In groups,learners are guided to:

read the bible and identify the biblical teachings on drug, alcohol and substance use.

explain the biblical teachings on drug, alcohol and substance use from the Bible verses.

identify and discuss the values and skills that would help an individual to avoid drug, substance and alcohol use.

Which values and skills can help a person avoid drug, alcohol and substance use? Top Scholar CRE pg 140-143.

Flashcards.

Good News Bible.

Assessment rubric.

Checklists.

Written tests.

Oral questions.

Reading and explaining biblical teachings.

 
8 1 Christian Living. Gambling as a form of addiction. By the end of the lesson, the learner should be able to:

(a).Define the term gambling and identify the types of gambling in society.

(b). Explain the biblical teachings on addictions.

(c). Search the internet and discuss the causes of gambling in the society.

(d).Make charts with information on causes of gambling in the society.

In groups,pairs,learners are guided to:

brainstorm the meaning of term gambling and identify the types of gambling in the society.

read bible verses: Proverbs 13:11;28:20-22;1st Timothy 6:9.

explain the biblical teachings on addictions.

search the internet for the causes of gambling in the society.

summarize the findings on charts and display them in class.

What is gambling?

Why do people engage in gambling?

Top Scholar CRE pg 144-147.

Digital devices.

Charts.

Good News Bible.

Assessment rubric.

Oral questions.

Written tests.

Reading and explaining biblical teachings.

 

 
  2 Christian Living. Gambling as a form of addiction. By the end of the lesson, the learner should be able to:

(a). Outline the effects of gambling on individuals and families.

(b). Discuss the measures taken by christians and government to help young people overcome gambling.

(c). Identify and prepare flashcards on the skills and values that help a person avoid gambling.

(d).Desire to live an addiction free life.

In groups,pairs,learners are guided to;

outline the effects of gambling on an individual and families.

identify and discuss the measures taken by Christians and government to help young people overcome gambling.

identify and prepare flashcards showing the values and skills that would help one to avoid gambling.

draw a value tree and place the values on different parts of the tree.

What are the effects of gambling to an individual and families?

Which measures can be taken to help young people overcome gambling in the society?

Top Scholar CRE pg 148-152.

Flashcards.

Digital devices.

Good News Bible.

Assessment rubric.

Oral questions.

Written tests.

Checklists.

 
9 1 Christian Living. Social Media. By the end of the lesson, the learner should be able to:

(a).Define the term Social media platforms.

(b).List the social media platforms used by young people today.

(b). Outline and discuss ways of using the social media responsibly.

(c). Prepare PowerPoint slides on the precautions that one need to exercise as he/she engages on social media platforms.

(d). Acknowledge the dangers of chatting or meeting with online strangers.

In groups, pairs,learners are guided to:

define the term social media platform.

list the commonly used social media platforms by young people.

discuss the ways of using social media responsibly.

sort and write safety precautions to exercise as one engage on social media platforms.

prepare PowerPoint presentation on the precautions to exercise when engaging in social media platforms.

Which are the commonly used social media platforms by young people in Kenya?

Which dangers can one get involved in when chatting with online strangers?

Top Scholar CRE pg 154-157.

Pictures.

Digital devices.

Assessment rubric.

Written tests.

Oral questions.

Checklists.

 
  2 Christian Living. Social Media. By the end of the lesson, the learner should be able to;

(a). Outline ways in which social media is misused today.

(b). Define cyber bullying and give examples.

(c). Discuss ways of responding of responding to cyber bullying.

(d). Design posters and write skills one should use when using social media platforms.

(e). Apply Christian values while using different social media platforms.

In groups,pairs,learners are guided to:

explain the ways in which social media is misused today.

search the meaning of cyber bullying and cite examples.

identify and discuss ways of responding to cyber bullying.

identify the christian values and skills to apply while using different social media platforms.

design posters and write skills to apply while using social media platforms.

How is social media misused today?

What is cyber bullying?

How should one respond to cyber bullying?

Which skills and values can one apply when using social media platforms?

Top Scholar CRE pg 159-161.

Posters.

Digital devices.

 

Assessment rubric.

Oral questions.

Written tests.

Checklists.

 
10 ASSESSMENT AND CLOSURE OF SCHOOL

 

 

Education Hub Grade 7 Exams with Answers {Latest}

Education Hub Grade 7 Exams with Answers {Latest}:

Free Grade 7 Exams and Notes

Free Grade 7 Exams and Notes Agriculture Notes Grade 7 (2).docx GRADE 7 MATHEMATICS BOOK (2).pdf Health Education Grade 7 lesson Notes (2).pdf Home Science (2).pdf Home Science.pdf Intergrated Science…
Education resources

CBC Grade 7 Exam Papers & Answers

CBC Grade 7 Exam Papers & Answers ENGLISH MARKING SCHEME GRADE 7 SET 1–SOLANKIEDU.pdf KISW GRADE 7 SEC A MWONGOZO—SOLANKIEDU.pdf CRE_GRADE 7—MarkingScheme- SOLANKIEDU.pdf AGN_GRADE 7—MarkingScheme- SOLANKIEDU.pdf INT_grade 7—-MarkingScheme-SOLANKIEDU.pdf MAT_1GRADE 7…

CBC Grade 7 Exams, Notes, Schemes & Assessment Materials

Looking for Junior School CBC Grade 7 Exams, Notes, Schemes & Assessment Materials? Look no more. Download all the free Junior School  on this…
Best online courses

Free Grade 7 Exams & Answers

Download unlimited and free Grade Seven Exam Papers and Marking schemes on this site. Check for all the notes, exams and schemes at no…

Grade 7 Exams Free Downloads

Download Free Grade Seven Exams PDF English EXAMS.pdf GRADE 7 AGRIC MIDTERM 1 EXAM.pdf GRADE 7 COMP SCI MIDTERM 1 EXAM.pdf GRADE 7 ENG MIDTERM 1 EXAM.pdf GRADE 7…

Latest CBC Grade 7 Exams Free Downloads

Latest CBC Grade 7 Exams Free Downloads G7 T1 SOCIAL STUDIES MIDTERM-1.pdf G7 T1 PRETECHNICAL STUDIES MIDTERM.pdf G7 T1 MATHEMATICS MIDTERM.pdf G7 T1 KISWAHILI MIDTERM.pdf G7 T1 INTEGRATED SCIENCE…

Grade 7 Notes, Schemes of Work & Exams {Ultimate Downloads}

FREE GRADE 7 RESOURCES 1: Grade 7 CBC Exams, Free For Term 1 to 3 2: Grade 7, 8 & 9 Holiday Assignments/ Home Work {All Subjects) 3: Grade 7…

Grade 7 CBC Exams, Free For Term 1 to 3

Get thousands of Grade 7 CBC Exams, Free For Term 1 to 3 here: G7-AGN-MARKING-SCHEME G7-AGRICULTURE G7-AGRICULTURE-1 G7-AGRICULTURE-1-1 G7-AGRICULTURE-AND-NUTRITION (1) G7-AGRICULTURE-AND-NUTRITION G7-AGRICULTURE-AND-NUTRITION-1 G7-AGRICULTURE-AND-NUTRITION-2 G7-CAS (1) G7-CAS G7-CAS-1 (1) G7-CAS-1 G7-COMPOSITION (1) G7-COMPOSITION G7-COMPOSITION-1 (1) G7-COMPOSITION-1 G7-CREATIVE-AND-SPORTS-MARKING-SCHEME-1 G7-ENGLISH (1) G7-ENGLISH G7-ENGLISH-1 (1) G7-ENGLISH-1 G7-INSHA (1) G7-INSHA G7-INSHA-1 (1) G7-INSHA-1 G7-INTEGRATED (1) G7-INTEGRATED G7-INTEGRATED-1 G7-INTEGRATED-SCIENCE G7-INTEGRATED-SCIENCE-MARKING-SCHEME G7-KISWAHILI G7-KISWAHILI-MWONGOZO-WA-KUSAHISHA G7-MATHEMATICS…

Grade 7 Latest Exam Papers with Answers {Best Collection}

Download free Grade 7 Latest Exam Papers with Answers here: AGR GRADE 7 ANS AGR GRADE 7 QNS ARTS GRADE 7 ANS ARTS GRADE 7 QNS CRE GRADE 7…

Free Grade 7 & Exams (All subjects included)

In pursuit of Free Grade 7 & Exams (All subjects included)? Look no more. Download these and many more other CBC resources on this…

Grade 7 Free CBC Exams Plus Marking Schemes

Grade 7 Free CBC Exams Plus Marking Schemes BUSINESS.pdf C26733563 10007010046032021 C27147208 (2).pdf COMPO.pdf Grd-7-Maths-T1-2023.pdf HEALTH.pdf HOMESCIENCE.pdf KISWAHILI2.pdf MARKINGSCHEME.pdf MATH.pdf PCC-DETQO3MA-POLICE CLEARANCE CERTIFICATE.pdf PRETECHNICAL.pdf SCIENCE-2.pdf SOCIAL-1.pdf VISUAL.p   Also get; Business Studies Grade 7 CBC Free Schemes of Work CBC Grade 7…

Grade 7 & 8 Notes, Exams and Schemes- Junior School Notes

Download free Junior School Notes, Exams and Schemes- for Grade  7 & 8 here. , Get unlimited free access to Grade 7 CBC resources below: Grade 7…
Best online courses

Junior School Free CBC Notes, Exams for Grade 6, 7 & 8

Junior School Free CBC Notes, Exams for Grade 6, 7 & 8 JSS ENG {G7&8} TOPICAL REVISION.pdf JSS CRE {G7&8} TOPICAL REVISION.pdf JSS CAS {G7&8} TOPICAL REVISION.pdf JSS…

Grade 7 Free Exams: Junior Secondary Termly Exams and Answers

Grade 7 Free Exams: Junior Secondary Termly Exams and Answers Grade 7 Free Exams Form Term 2 GRADE 7 AGRIC TERM 2 OPENER .pdf GRADE 7 TERM…
Best online courses

Grade 7 Free CBC Exams and Marking Schemes

Grade 7 Free CBC Exams and Marking Schemes G7 AGRIC SERIES 1&2 ENDTERM 1 EXAMS (2).pdf GRADE 7 COMPUTER SCIENCE ENDTERM 1 EXAM.pdf GRADE 7 ASSESSMENT BOOK.pdf GRADE…

Grade 7 & 8 Free Exams, Holiday Assignments and Notes

Download unlimited free Junior School Grade 7 & 8 Free Exams, Holiday Assignments and Notes here. Get unlimited free access to Grade 7 CBC resources…

KJSEA Grade 7 & 8 CBC Exams- Term 2 Kenya Junior School Education Assessment Exams

THE KENYA NATIONAL EXAMINATION COUNCIL. JUNIOR SCHOOL ASSESSMENT. Download free Term 2 Kenya Junior School Education Assessment Exams for grade seven and eight at…
Best online courses

Grade 7 JSS Free Exams for all subjects

Download the latest & free Grade 7 JSS Free Exams for all subjects below: CRE GRADE 7 ANS.pdf AGR GRADE 7 ANS.pdf AGR GRADE 7 QNS.pdf C ARTS…

Free CBC Grade 7 Notes, Schemes of Work and Exams

Free CBC Grade 7 Notes, Schemes of Work and Exams Free Grade 7 Schemes of Work. grade-7-health-education-schemes-of-work-term-1.docx grade-7-pre-technical-studies-schemes-of-work-term-1.docx grade-7-pre-technical-studies-schemes-of-work-term-1 (2).docx grade-7-klb-social-studies-schemes-of-work-term-1.docx grade-7-klb-english-schemes-of-work-term-1.docx grade-7-kiswahili kurunzi schemes-of-work-term-1.docx grade-7-kiswahili 2 klb schemes-of-work-term-1.docx grade-7-home-science-schemes-of-work-term-1.docx grade-7-computer-science-schemes-of-work-term-1.docx grade-7-cbc-business-studies-schemes-of-work-term-1.docx grade_7_klb_physical_education_and_sports_schemes_of_work_term_1.docx GRADE 7 TERM 1…

Grade 7 free CBC Exams with answers

Latest Grade 7 free CBC Exams with answers English-edit.pdf Math_edit.pdf Performing Arts_edit.pdf Physical Education_edit.pdf Pretechnical Education_edit.pdf Religious Education_edit.pdf Social Science_edit.pdf Agriculture-edit.pdf Buisiness Studies-edit.pdf Computer Science-edit.pdf Health Education_edit.pdf Homescience_edit.pdf Integrated Science_edit.pdf Kiswahili_edit.pdf Life Skills_edit.pdf Marking Scheme_edit.pdf Also get; Business Studies Grade 7 CBC…

Grade 7 Free Knec Revision Exams

Grade 7 Free Knec Revision Exams Grade 7 CBC Complete PreTechnical Studies notes (4).pdf KICD DROPS 2 COMPULSORY LEARNING AREAS IN JSS-1.pdf grade-7-junior-secondary-health-education-full-notes (2).pdf grade-7-junior-secondary-home-science-complete-notes (2).pdf Grade 7 CBC…

Grade 7 Free CBC exams Plus Marking schemes

Grade 7 Free CBC exams Plus Marking schemes TARGETER WINGS ENGLISH PP2 GRADE 7.pdf TARGETER WINGS AGRIC GRADE 7 003 .pdf TARGETER WINGS 003 GRADE 7 SST.pdf TARGETER…

Grade 7 Free CBC Exam Papers & Answers

You can now download free Grade 7 JSS Free Exams for all subjects below at no extra cost:

Grade 7 Past KNEC Exam Papers & Answers

Grade 7 Past KNEC Exam Papers & Answers ,

Grade 7 CBC Exams Free

Get the best Grade 7 CBC Exams Free. Download now.

Term 1 Exams For Form 1-4, Grade 1-7

2023 Term 1 Exams For Form 1-4, Grade 1-7, Class 8 F1 TERM 1 (ENTRY) EXAM .pdf GRADE 1 TERM 1 OPENER.pdf GRADE 2 TERM 1 OPENER…

Grade 7 Teaching Notes & Exams | Free Resources

Grade 7 Free Teaching Notes & Exams Grade 7 Teaching Notes & Exams | Free Resources | Download free teaching notes and exams for Grade 7…

Grade 7 Free Resources: Assessment Exams, Notes & Schemes of Work

Grade 7 Free Resources: Assessment Exams, Notes & Schemes of Work Grade 7 Free Resources: Assessment Exams, Notes & Schemes of Work Boost your Grade 7…

Grade 7 Free Termly Assessment Exams

Grade 7 Free Termly Assessment Exams Grade 7 Free Termly Assessment Exams | Boost Your Performance | Get access to free termly assessment exams for Grade…

Free Grade 7 holiday Assignments (CBC Exams, Revisions and Answers)

Free Grade 7 holiday Assignments (CBC Exams, Revisions and Answers) G7 JSS VA END OF YEAR HOLIDAY ASSIGNMENT (2).pdf G7 AGRIC END OF YEAR HOLIDAY ASSIGNMENT…

kcse 2021 prediction questions and answers pdf download

Looking for the latest Mokasa joint examinations series plus their marking schemes? Look no further as you can now download all these KCSE revision papers here at no cost.

LATEST MOKASA JOINT EXAMINATIONS SERIES PLUS MARKING SCHEMES.

SERIES ONE

MOKASA ALL SUBJECTS MARKING SCHEMES

COMPUTER STUDIES MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

BUSINESS STUDIES MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

AGRICULTURE MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

CHEMISTRY MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

HOME SCIENCE MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

ENGLISH MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

MATHEMATICS MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

HISTORY AND GOVERNMENT MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

PHYSICS MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

KISWAHILI MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

GEOGRAPHY MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

SERIES TWO

KISWAHILI PAPER 3 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

HOME SCIENCE PAPER 3 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

PHYSICS PAPER 2 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

HOME SCIENCE PAPER 2 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

PHYSICS PAPER 3 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

PHYSICS PAPER 3 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

MATHEMATICS PAPER 1 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

KISWAHILI PAPER 2 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

MATHEMATICS PAPER 2 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

PHYSICS PAPER ONE MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

KISWAHILI PAPER 2 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

KISWAHILI PAPER 1 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

KISWAHILI PAPER 1 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

HOME SCIENCE PAPER 3 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

HOME SCIENCE PAPER 2 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

HOME SCIENCE PAPER 3 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

GEOGRAPHY PAPER 2 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

HOME SCIENCE PAPER 1 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

HISTORY PAPER 1 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

HOME SCIENCE PAPER 2 CONFIDENTIAL MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

HOME SCIENCE PAPER 1 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

HOME SCIENCE PAPER 2 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

GEOGRAPHY PAPER 2 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

GEOGRAPHY PAPER 1 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

HISTORY PAPER 2 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

HISTORY PAPER 1 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

GEOGRAPHY PAPER 1 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

FRENCH PAPER 2 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

FRENCH PAPER 1 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

FRENCH PAPER 3 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

FRENCH PAPER 2 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

ENGLISH PAPER 1 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

ENGLISH PAPER 3 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

FRENCH PAPER 1 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

ENGLISH PAPER 2 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

CRE PAPER 1 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

ENGLISH PAPER 3 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

ENGLISH PAPER 2 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

CRE PAPER 1 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

CRE PAPER 2 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

ENGLISH PAPER 1 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

CRE PAPER 2 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

BIOLOGY PAPER 2 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

COMPUTER PAPER 2 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

COMPUTER PAPER 2 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

COMPUTER STUDIES PAPER 1 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

COMPUTER STUDIES PAPER ONE MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

CHEMISTRY PAPER 3 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

CHEMISTRY PAPER 1 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

BIOLOGY PAPER 2 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

CHEMISTRY PAPER 3 CONFIDENTIAL MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

BUSINESS STUDIES PAPER 2 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

AGRICULTURE PAPER 1 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

AGRICULTURE PAPER 1 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

BUSINESS STUDIES PAPER 1 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

BUSINESS STUDIES PAPER 1 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

BIOLOGY PAPER 3 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

BUSINESS STUDIES PAPER 2 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

CHEMISTRY PAPER 1 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

BIOLOGY PAPER 1 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

BIOLOGY PAPER 3 CONFIDENTIAL MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

PHYSICS PAPER 1 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

PHYSICS PAPER 2 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

MATHEMATICS PAPER 1 MARKING SCHEME FOR MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

AGRICULTURE PAPER 2 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

MATHEMATICS PAPER 2 MARKING SCHEME MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

CHEMISTRY PAPER 3 MARKING SCHEME FOR MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

CHEMISTRY PAPER 2 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

AGRICULTURE PAPER 2 MOKASA KCSE REVISION JOINT EXAMINATIONS SERIES

SEE ALSO;

Form 4 KCSE 2021/2022 mocks, predictions, termly exams, home works and revision papers; All subjects

Form 4 KCSE 2021/2022 mocks, predictions, termly exams, home works and revision papers; All subjects

AGRICULTURE FORM 3 NOTES- SIMPLIFIED & EDITABLE

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.

QUALITY OF HEAT PHYSICS REVISION

QUALITY OF HEAT

  1. (a) Define the term specific heat capacity.

(b) A block of metal of mass 300g at 1000c is dropped into a logged calorimeter of heat capacity 40Jk-1, containing 200g of water at 200c. The temperature of the resulting mixture is 340c. (Specific heat capacity of water = 4200Jkg-1k-1)

Determine:

(i) Heat gained by calorimeter.

(ii) Heat gained by water.

(iii) Heat lost by the metal block.

(iv) Specific heat capacity of the metal block.

  1. (a) State two differences between boiling and evaporation.

(b) 200g of a solid was uniformly heated by a 0.2 kw heater for sometime. The graph in the figure below shows how the temperature of the solid changed with time.

(i) Explain what is happening between OA and AB.

(ii) Calculate the specific heat capacity of the solid.

(iii) Calculate the specific latent heat of fusion k of the solid.

  1. (a) Define the term heat capacity
  2. b) A block of metal of mass 150g at 100oC is dropped into a logged calorimeter of heat capacity 40Jk-1 containing 100g of water at 25o The temperature of the resulting mixture is 34oC. (Specific heat capacity of water = 4200J/KgK)

Determine;-

(i) Heat gained by calorimeter

(ii) Heat gained by water

(iii) Heat lost by the metal block

(iv) Specific heat capacity of the metal block

  1. (a) Distinguish between evaporation and boiling

(b) A jet delivering 0.44g of dry steam per second, at 100oC is directed on to crushed ice at 0.0oC contained in an unlagged copper can which has a hole in the base. 4.44g of water at 0.0oC flow out of the hole per second

  • How many joules of heat are given out per second by condensing steam and cooling to 0.0oC of water formed?(Latent heat of vaporization of steam = 2.26 x 106JKg-1, c for water = 4200JKg-1K-1)
  • How much heat is taken in per second by the ice which melts?
  • Suggest why these amounts above are different

(c) Figure 7 below shows a cross-section of a vacuum flask

 

(i) Name the parts labelled A and B on the diagram

(ii) Explain how the heat losses are minimized when hot liquid is poured into the flask

  1. (a) Figure 2 shows two identical thermometers. Thermometer A has a blackened bulb while thermometer B has a silvery bulb. A candle is placed equidistant between the two thermometers
Fig. 2

 

State with a reason the observations made after some time

(b) Figure 3 shows a test tube partially filled with water. An ice wrapped in wire gauze is

placed at the bottom of the test-tube. It is then held in the flame of a bunsen burner as

shown below

 

fig. 3

State and explain what will be observed after some time

  1. Give any two differences between evaporation and boiling
  2. Explain why steel feels colder than wood at the same temperature

 

  1. An electric heater 1KW 240V is used to raise the temperature of a 5kg copper block from 15oC to 33o If the specific heat capacity of copper is 400JKg-1K-1 and assuming no heat is lost to the surrounding,

Calculate the time taken

  1. (a) Define specific latent heat of fusion

(b) 0.5kg of naphthalene contained in an aluminium can of mass 0.4kg is melted in a water bath and raised to a temperature of 100oC. Calculate the total heat given out when the can and its contents are allowed to cool to room temperature, 20oC. Neglect losses by          evaporation during heating process  and give your answer to the nearest kilojoule.

           (For naphthalene melting point = 80oC , Specific heat  capacity for both liquid and 

             solid =2100J/KgK; specific latent heat of fusion = 170000J/Kg.

             For aluminium: specific heat capacity = 900J/Kgk                                                            

(c) Briefly explain two ways other than direct heating by which quantity of liquid may be made to evaporate more quickly

(d) The diagram below shows a charcoal refrigerator

 

(i) Explain why charcoal is used and why it is sprinkled with water

(ii) What is the role of the metallic tank and the wire mesh

  1. An electric kettle with a shinny outer surface would be more efficient than one with a dull outer surface. Give a reason for this
  2. A heating element rated 2.5 KM is used to raise the temperature of 3.0 kg of water through 50oC. Calculate the time required to Effect this. (Specific heat capacity of water is 4200J/kgK).
  3. An electric heater rated 6000W is used to heat 1kg of ice initially at -100c until all the mass turns to steam. Given that

Latent heat of fusion =334kJ-1

Specific heat capacity of ice= 2,260J kg -1 K -1

Specific heat capacity of water = 4, 200J kg-1 K-1

Latent heat of vaporization = 2, 260KJ kg -1 K -1

Calculate the minimum time required for this activity.

  1. a) Explain why a burn from the steam of boiling water more severe that of water itself?
  2. b) An energy saving stove when burning steadily has an efficiency of 60%. The stove melts 0.03kg of ice at 00c in 180 seconds.

Calculate; –

  1. i) The power rating of the stove.
  2. ii) The heat energy wasted by the stove.
  3. c) A pump uses a mixture of petrol and alcohol in the ratio 4: 1 by mass to raise 100kg of water from a well 200m deep.
  4. i) How much energy is given by 1g of mixture?
  5. ii) If the pump is 40% efficient, what mass of this mixture is needed to raise the water?
  6. d) i) Suggest two energy changes that accompany the changing

of a liquid in a vapour phase.

  1. ii) Explain why the time calculated in (i) above is minimum
  2. An immersion heater rated 90W is placed in a liquid of mass 2kg. When the heater is switched on for 15 minutes, the temperature of the liquid rises from 200C to 300 Determine the specific heat of the liquid.
  3. State two factors that would raise the boiling point of water to above 1000c
  4. a) State what is meant by the term specific latent heat of vaporization
  5. b) In an experiment to determine the specific latent heat of vaporization of water, steam at 1000c was passed into water contained in a well-lagged copper calorimeter. The following measurements were made:

Mass of calorimeter   = 50g

Initial mass of water   = 70g

Final mass of calorimeter + water + condensed steam = 123g

Final temperature of mixture = 300C

(Specific heat capacity of water = 4200 J kg -1K and specific heat capacity for copper = 390 J kg -1 K-1)

Determine the

  1. i) Mass of condensed steam
  2. ii) Heat gained by the calorimeter and water

iii)       Given that L is the specific latent heat of evaporation of steam

  1. Write an expression for the heat given out by steam
  2. Determine the value of L.
  3. A heating element rated 2.5 KW is used to raise the temperature of 3.0 kg of water through 500 Calculate the time required to effect this.  (Specific heat capacity of water is 4200 J/kgK)
  4. An electric heater is connected to the mains supply. A fault in the mains reduces the supply potential slightly. Explain the effect on the rate of heating of the heater.
  5. In an experiment to determine the power of an electric heater, melting ice was placed in a container with an outlet and the heater placed in the ice as shown in Fig. 2. The heater was connected to a power supply and switched on for some time. The melted ice was collected.

 

 

 

 

 

 

 

  1. a) Other than the current and voltage, state the measurement that would be taken to determine the quantity of heat absorbed by the melted ice in unit time.
  2. b) If the latent heat of fusion of ice is L, show how measurements in (i) above would be used in determining the power P, of the heater, (2mks)
  3. c) It is found that the power determined in this experiment is lower than the manufacturer’s value indicated on the heater.                    (1mk)
  4. Fig 11 shows the variation of temperature ‘q’ with time t, when an immersion heater is used to heat a certain liquid. Study the figure and answer questions below

 

 

 

 

 

 

 

  1. State the reason for the shape of the graph in the section labelled BC.
  2. Sketch on the same axes the graph for another liquid of the same mass but higher specific heat capacity when heated from the same temperature.
  3. State two factors that affect the melting point of ice.
  4. a) Define the term specific latent heat of vaporization of a substance.
  5. b) Figure 11 shows the features of domestic refrigerators. A volatile liquid circulates the capillary tubes under the action of the compression pump.

 

 

 

 

 

 

 

 

(i)              State the reason for using a volatile liquid.

(ii)             Explain how the volatile liquid is made to vaporize in the cooling compartment and to condense in the cooling fins.

(iii)                        Explain how cooling takes place in the refrigerator.

(iv)                        What is the purpose of the double wall?

  1. c) Steam of mass 3.0g at 1000c is passes into water of mass 400g at 100 The final temperature of the mixture is T. The container absorbs negligible heat. (Specific latent heat of vaporization of steam= 2260 kJ/kg, specific heat capacity of water= 4200Jk-1)
  2. i) Derive an expression for the heat lost by the steam as it condenses to water at temperature T.
  3. ii) Derive an expression for the heat gained by the water.

iii) Determine the value of T.

  1. A can together with stirrer of total head capacity 60j/k contains 200g of water at 100 dry steam at 1000c is passed in while the water is stirred until the whole reaches a temperature of 300c Calculate the mass of steam condensed.
  2. An immersion heater which takes a current of 3A from 240V mains raised the temperature of 10kg of water 300c to 500 How long did it take?
  3. 100g of boiling water are poured into a metal vessel weighing 800g at a temperature of 200c if the final temperature is 500 What is the specific heat capacity of the metal? (Specific Heat capacity of water 4.2 x 103J/kgk)
  4. 02kg of ice and 0.01kg of water 00c are in a container. Steam at 1000c is passed in until all the ice is just melted.  How much water is now in the container?
  5. In a domestic oil-fired boiler, 0.5kg of water flows through the boiler every second. The water enters the boiler at a temperature of 300c and leaves at a temperature of 700c, re-entering the boilers after flowing around the radiators at 300  3.0x 107J of heat is given to the water by each kilogram of oil burnt.  The specific heat capacity of water is 4200Jkg -1K-1

Use the information above to calculate the energy absorbed by the water every second as it passes through the boiler

Use the same information above to calculate the mass of oil which would need to be burnt in order to provide this energy.

  1. You are provided with two beakers. The first beaker contains hot water at 700  The second beaker contains cold water at 200c.  The mass of hot water is thrice that of cold water.  The contents of both beakers are mixed.  What is the temperature of the mixture?
  2. Calculate the heat evolved when 100g of copper are cooled from 900c to 100 (Specific Heat Capacity of Copper = 390J/Kgk).
  3. An-immersion heater rated 150w is placed in a liquid of mass 5 kg. When the heater is switched on for 25 minutes, the temperature of the liquid rises from 20 – 2700  Determine the specific heat capacity of the liquid.  (Assume no heat losses)
  4. Njoroge wanted to determine the heat energy, W, required to change one kilogram of water into vapour at a constant temperature. He set up the arrangement as shown below;

He took the reading M, of the balance at a given time interval. He obtained the following data

Mass (g) 100 97 95 93 91 81
Time (s) 0 135 210 330 405 495

(a) Plot a graph of mass against time

  • Determine the gradient of the graph
  • What does the gradient represent?
  • A steady current of 4A and potential difference of 12V were recorded during the experiment. Determine the value of W .
  1. (a) You are provided with the following apparatus:

A filter funnel, a thermometer, a stop watch, ice at 0°C, an immersion heater rated P watts, a beaker, a stand, boss and clamp and a weighing machine.

Describe an experiment to determine the specific latent heat of fusion of ice. Clearly state the measurements to be made.

(b) 200 g of ice at 0°C is added to 400g water in a well lagged calorimeter of mass 40g. The initial temperature of the water was 40°C. If the final temperature of the mixture is X°C, (Specific latent of fusion of ice L = 3.36 x 105 Jkg-1, specific heat capacity of water, c = 4200Jkg-1K-1, specific heat capacity of copper = 400 Jkg-1K-1.)

(i) Derive an expression for the amount of heat gained by ice to melt it and raise its temperature to X°C

(ii) Derive an expression for the amount of heat lost by the calorimeter and its content when their temperature falls to X°C.

(iii)     Determine the value of X.

(c) A hydrogen balloon of volume 1.2 m3 is released at the ground level where the pressure is 680 mmHg and a temperature of 20 °C. Determine the volume of the balloon at a height of 2500m above the ground where the pressure drops to 500 mmHg and the temperature is 4°C.

  1. a) State the two factors that affect the boiling point of water and in each case, explain how the boiling is affected.
  2. b) Distinguish between evaporation and boiling
  3. c) A copper block of mass 800g is suspended in a freezing mixture -600C for some time and then transferred to a large volume of water at 00 A layer of ice is formed on the block. Take specific heat capacity of copper =360JKg-1K-1, latent heat of fusion 336,000JKg-1
  • Give a reason for the formation of ice
  • State the temperature of the copper block after this change is complete
  • Determine the mass of ice formed
  1. (a) Define specific latent heat of fusion of a substance

(b)       Water of mass 400g at a temperature of 60oC is put in a well lagged copper calorimeter of mass 160g. A piece of ice at 0oC and mass 40g is placed in the calorimeter and the mixture stirred gently until all the ice melts. The final temperature, T, of the mixture is then measured. Determine;

  • The heat absorbed by the melting ice at 0oC
  • The heat absorbed by the melted ice (water) to rise the temperature T (Answer may be given in terms of T)
  • The heat lost by the warm water and the calorimeter (The answer may be given in terms of T)
  • The final temperature T of the mixture (Specific latent heat of fusion of ice = 334000J/kg, specific heat capacity of water = 4200J/kgK, specific heat capacity of copper = 900J/kgK)
  1. (a) Differentiate between heat capacity and Specific heat capacity of a substance

(b) Briefly describe an experiment to determine the specific heat capacity of a liquid                          substance using the electrical method.

(c)       An immersion heater rated 1000W is used to heat a block of ice of mass 500g initially at -10°C until the all the water evaporates at 95°C. Assuming that all the heat supplied is      used to heat the ice, calculate the time in minutes for the whole process to take place. (Take        specific heat capacity of water as 4200J/KgK, specfic heat capacity of ice = 2100J/Kg K specific latent heat of fusion = 3.35 x 105 J/Kg and specific latent heat of vapourization 2.26 x 105J/Kg)

  1. (a) What is meant by specific latent heat of Vaporization?
  2. b) In an experiment to determine the specific latent heat of vaporization of water, steam at 100oc was passed into water contained in a well lagged copper calorimeter.

The following measurements were made:

Mass of calorimeter = 50g

Initial mass of water = 70g

Initial temperature of water = 5oc

Final mass of water + Calorimeter + condensed steam = 123g

Final temperature of mixture = 30oc

Specific heat capacity of water = 4200jkg-1k-1

Specific heat capacity of copper = 390k kg-1k-1

 

  • Determine the

(i)Mass of condensed steam

(ii)Heat gained by water and calorimeter

(ii) Given that L is the specific latent heat of vaporization of steam

(i) Write an expression for the heat given out by steam

(ii)Determine the value of L

  1. 500g of water at 20oc is mixed with 200g of water at 55o Find the final temperature of the mixture.
  2. (a) Distinguish between heat and temperature

(b) Define specific heat capacity

(c) The figure below shows a graph of temperature against time for a given substance (water)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

State what happens in the section labelled

  • BC
  • CD
  • DE

(d) A hot-water tank for a house contains 150kg of water at 150C. the tank itself has a heat capacity of 6000 JK-1. an immersion heater is used to heat the water to 500c. the tank is well insulated and the power of the heater is 2500W (specific heat capacity of water =4200 JKg-1K-1

  • Find the amount of heat transferred to the water
  • find how much heat is absorbed by the tank
  • Determine the time it will take the heater to raise temperature to 500
  1. a)    Define specific latent heat of fusion of a substance
  2. A mass is receiving heat at the rate  per minutes and its temperature at various times recorded as follows
Time 2
Temperature
  • Plot a graph of temperature against time on the grid provided
  • Use your graph to find
    • The specific heat capacity of the substance in its liquid state
    • Its boiling point
    • Its melting point
    • The specific latent heat of fusion of the substances
  1. (a) Define specific latent heat of vaporization.

(b) In an experiment to determine the specific latent heat of vaporization of water,

steam at 1000C was passed into water contained in a well lagged copper calorimeter.

The following measurements were made

Mass of calorimeter = 50g

Initial mass of water = 70g

Initial temperature of water = 50C

Final mass of calorimeter + water + condensed steam = 123g

Final temperature of mixture = 300C

 

Specific heat capacity of water is 4200JKg-1k-1 and specific heat capacity of copper is 390JKg-1k-1 )

(I) Determine the:-

(i) Mass of condensed steam.

(ii) Heat gained by the calorimeter and water.

(II) Given that L is the specific latent heat of vaporization of steam.

(i) Write an expression for the heat given out by the steam.

(ii) Determine the value of L.

  1. (a) Define specific latent heat of fusion of a substance

(b) Water of mass 200g at a temperature of 60oC is put in a well lagged copper calorimeter of mass 80g. A piece of ice at 0oC and mass 20g is placed in the calorimeter and the mixture stirred gently until all the ice melts. The final temperature of the mixture is then measured

(Latent heat of fusion of ice = 33400Jkg-1, specific heat capacity of water  = 4200Jkg-1K-1)

Determine:

  • The heat absorbed by the melting ice at 0oC
  • The heat absorbed by the melted ice (water ) to rise to temperature T
  • The heat lost by the warm water and the calorimeter (Specific heat capacity of the calorimeter = 900Jkg‑1K-1)
  • The final temperature T of the mixture
  1. a) Ether is put into a beaker which is placed on a thin film of water. A student blows the ether through a pipe continuously.  State and explain the observation made after some time
  2. b) The rate of evaporation can be increased in a number of ways. State two ways in which this could be achieved
  3. c) Differentiate between specific heat capacity and heat capacity
  4. d) An electric kettle rated at 2.5kw contains 1.6kg of water.  It is left switched on after boiling.How much heat energy will be used in turning all the water to steam?
  5. e) Determine how long will it take for the 2.5kw kettle to boil dry
  6. (a) Distinguish between heat capacity and specific heat capacity of a substance.
  7. b) The figure below represent a set up used to determine the specific latent heat vaporization of water by electrical method.

 

(i)        State the measurements to be taken in order to achieve the aim of the experiment.

(ii)      State the conclusion from the observations made in the figure b(i) above.

  1. c) Why is the latent heat of fussion of water of lower value than latent heat of vaporization of the same water.

II a)     Why are the elements of domestic heating appliances made of nichrome

wire instead of tangsten wire.

  1. b) What property does a fuse wire have that make it suitable for controlling excessive currents in circuits.
  2. c) What do you understand by rating 150w, 240v indicated on an electric bulb?
  3. a) Define specific heat capacity
  4. b) State two factors that would raise the boiling point of water
  5. c) In a cooling system 100g of steam at 1000C was passed into cold water at 400 The temperature rose to 700C (specific heat capacity of water = 4200J kg-1K-1, latent heat of vaporization of steam = 2.2 x 106Jkg-1)

Calculate

  1. i) Heat lost by steam
  2. ii) Heat lost by condensed steam

iii)       The mass of cold water used

  1. (a) Define the term specific heat of vaporization.

(b) The setup shown below was used to determine the specific latent heat of vapourisation of water.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Describe how you would use the apparatus to determine the specific latent heat of vapourisation of water stating any assumption made and the measurements one would take.

(c) 50g of steam at 100oC was passed into cold water at 20oC.  The temperature on the water rose to 60oC.  Determine the mass of cold water used (specific heat capacity of water = 4200J/KgK and specific latent heat of vapourisation of water = 2.26 x 106 JKg-1)

  1. a) Define specific latent heat of vaporization of a substance
  2. b) Explain why food cooks faster in a pressure cooker than in an open sufuria
  3. c) 32g of dry ice was added to 200g of water at 250C in a beaker of negligible heat capacity. When all ice had melted, the temperature of water was found to be 100 (Take specific heat capacity of water to be 4200JKg-1K-1)
  4. i) Calculate the heat lost by water
  5. ii) Write an expression for total heat gained by ice to melt and for temperature to rise to 100C

iii)       Calculate the specific latent heat of fusion of ice

  1. (a) What is meant by specific latent heat of Vaporization?

(b) In an experiment to determine the specific latent heat of vaporization of water, steam at 100°c was passed into water contained in a well lagged copper calorimeter.

The following measurements were made:

Mass of calorimeter = 50g

Initial mass of water =70g

Initial temperature of water = 5°c

Final mass of water + Calorimeter + condensed steam =123g

Final temperature of mixture =30°c

Specific heat capacity of water = 4200Jkg-1k-1

Specific heat capacity of copper =390J kg-1k-1

(a) Determine the

(i)Mass of condensed steam

(ii)Heat gained by water and calorimeter.

(b) Given that L is the specific latent heat of vaporization of steam

(i) Write an expression for the heat given out by steam.

(ii)Determine the value of L

  1. c) 500g of water at 20°c is mixed with 200g of water at 55oC Find the final temperature

of the mixture.

  1. a) Define latent heat of vaporization.
  2. b) Figure 11 shows a set up by a student to determine the specific latent heat of vaporization of a liquid.

 

 

 

 

Fig. 11

 

 

 

 

 

 

 

 

 

 

 

 

  1. Identify the parts labelled X and Y
  2. State the measurements that should be taken.
  • Describe how the set up can be used to determine the specific latent heat of vaporisation of the liquid.
  1. What is the purpose of the condenser?
  2. a) Define specific heat capacity.
  3. b) State two feature which makes a liquid-in-glass thermometer sensitive.    c) In an experiment to determine the specific heat capacity of paraffin 2.0 kg of paraffin was supplied with 21600 J of heat and its temperature rose by 4.9oC calculate the specific heat capacity of paraffin.                                                                                                                d) Boiling water is poured into two identical vacuum flasks A and B. Flask A is partially filled while flask B is completely filled. Both are closed tightly. State with reason the flask in which the water is likely too have a higher temperature eight hours later.
  4. e) A block of ice of mass 40g at 0oC is placed in a calometer containing 400g of water at 20o Ignoring the heat absorbed by the calorimeter. Determine the final temperature of the mixture after all the ice has melted.

Specific heat capacity of water = 4200 J Kg-1K-1

Specific latent heat of fusion of ice = 340,000 Jkg-1

  1. A liquid at 80°C in a cup was allowed to cool for 20 minutes. State two factors that determine the final temperature.
    • What is meant by specific latent heat of vaporization?
    • In an experiment to determine the specific latent heat of vaporization L of water, steam at 100°C was passed into water contained in a well legged copper calorimeter. The following measurements were made.

Mass of calorimeter = 80g

Initial mass of water = 70g

Initial temperature of water = 5°C

Final mass of calorimeter + water +condensed steam = I 56g

Final temperature of mixture = 30°C

Specific heat capacity of water = 4200JKg-1K-1and specific heat capacity for copper = 390J/Kg-1K-1)

(i) Determine the:

(I) Mass of condensed steam

(II) Heat gained by the calorimeter and water

(ii) Given that L. is the specific latent heat of vaporization of steam

(I) Write an expression for the heat given out by steam.

(II) Determine the value of L

  1. An electric heater rated 6000W is used to heat 1kg of ice initially at -10oC until all the mass turns to steam. Given that:

Latent heat of fusion = 334KJkg-1

Specific heat capacity of ice=2100Jkg-1k-1

Specific heat capacity of water=4200Jkg-1K-1

Latent heat of vaporization=2260KJkg-1

(i) Calculate the minimum time required for this activity.

(ii) Explain why the time calculated in (i) above is minimum.

  1. (a) Define the following terms:
    • Specific heat capacity of water.
    • Specific latent heat of fusion of ice.

(b) A 200g mass of ice at -14°C was slowly heated by an electric heater of power 30w. The graph below shows how the temperature varies with time.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

From the graph above, determine the time corresponding to:

(i) The line QR.

(ii) The line RS

(iii) Hence label the time axis with suitable values and units.

Specific heat capacity of water = 4200J/kgK

Specific latent heat of fusion of ice = 336000J/kgK

(c) Determine a value for the specific heat capacity of ice

(d) Explain why it would be faster to cook food using a Sufuria with an air tight lid than one which is open when at the top   of a high mountain.

  1. a) Define specific latent heat of vaporization.
  2. Steam at 100oc was passed for sometime into ice at 0o At the end, temperature of the water obtained was 52oC and its mass 2g.  Calculate;
  3. i) The heat lost by steam
  4. ii) Mass of the ice used.
  5. Other than using steam, describe briefly using a diagram how you would experimentally determine the latent heat of fusion of
  6. Give a reason why it is not advisable to melt ice directly using an electric heating coil.
  7. a) Define specific latent heat of fusion of a substance.

(b) Figure 10 below shows a block of ice with two heavy weights hanging such that the copper wire connecting them passes over the block.

Fig. 10  
   Weights  

 

 

 

 

 

 

 

(i) It is observed that the wire gradually cuts through the ice block, but leaves it as one piece. Explain.

(ii) What change would be observed if the copper wire used in the experiment was placed by a cotton thread?

(c) A block of ice of mass 40g at 0oC is placed in a calorimeter containing 400g of water at 20oC. The heat absorbed by the calorimeter is negligible. The final temperature of the mixture after all the ice has melted is T. (specific latent heat of fusion of ice=340,000 J/kg, specific heat capacity of water=4200JKg-1k-1)

  • Derive an expression for the heat gained by the ice as it melts to water at temperature T.
  • (Derive an expression for the heat lost by the water.
  • Determine the value of T.

(d) State two differences between boiling and evaporation.

  1. (a) Define specific latent heat of vaporization.

(b) In an experiment to determine the specific latent heat of vaporization of a liquid using an electrical method, the amount of heat, Q, required to vaporize a given mass, m, of a liquid were recorded as shown in table 2.

Q (J) X 103 3.0 4.0 5.0 6.0 7.0 8.0
M (kg) X10-3 4.0 6.4 8.8 11.2 13.6 16.0

(i) On the grid provided plot a graph of Q (y-axis) against m.

(ii) From the graph, determine the specific latent heat of vaporization of the liquid.

(iii) Suggest a reason why the graph does not pass through the origin.

(iv) Write a possible equation of this graph.

(c) Calculate the amount of heat required to melt 30g of ice at 0oC. (Latent heat of fusion of ice is 3.34 x 105 Jkg-1). Give your answer correct to two decimal places.

  1. A certain substance contracts when heated at a certain temperature and expands when cooled at the same temperature.

(i)  Name the substance

(ii) State one disadvantage of this behaviour.

(b) The figure 6 below shows four brass pins pressed on a cooking stuck until they are flat on the wood. A white gummed paper was then stuck on the wood covering the pins. The stick was then passed over a Bunsen flame a few times.

Brass pin

 

 

 

 

 

 

 

 

It was observed that the paper got charred leaving four white spots. Explain this observation.

(c) The figure 7 below shows an experiment carried out by form one students.

 

wax

Fig 7

wax
Thick iron rod
Thin iron rod
 Hot water

 

 

 

 

 

 

 

 

(i)The students dipped two iron rods of the same length but different thickness into a beaker of hot water at the same time. What was the experiment about?

(ii) State and explain the observations made after about 10 minutes.

(iii) If the two rods were much longer, state and explain any difference from C (ii) above that would be made in the observation.

  1. (a) What is specific latent heat of fusion?

(b) State two factors which affect freezing point of ice.

(c) Figure 9 below illustrates an experiment in which electrical energy is used to determine specific latent heat of fusion.

 

 

Fig 9

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • Other than time, state other measurements that would be used to determine the quantity of heat Q, absorbed by ice in unit time.
  • Complete the circuit to show connection of the essential circuit components.

(d) In a similar experiment, the following readings were obtained when the heater was switched on for 5 minutes

Voltmeter reading = 6.0V

Ammeter reading = 1.25 A

Temperature rise reading = 10oC

If by the end of the experiment, 200g of water at 0oC was collected determine the latent heat of fusion of ice.

  1. a) A hot room cannot be cooled by leaving the door of a refrigerator
  2. b) The set-up below is used to determine the specific heat capacity of an aluminum block.

 

Figure 8

 

  1. i) Label the voltmeter and ammeter in the diagram
  2. ii) State and explain two precautions taken in the above experiment

iii)    In such an experiment a heater rated 2500w was switched on for 2 minutes. Within this   time the temperature of the block rose from 16º C to 186º C. If the block has a mass of      2kg, what is the specific heat capacity of aluminum?

  1. (a) Define the term specific heat capacity

(b)             A student decides to measure the specific heat capacity of aluminium by an electrical method. He selects his apparatus and then assembles the aluminium block, the thermometer and the heating element as shown.

 

 

The student intends to substitute his results into the relationship mcT VIt

(i)        Draw a diagram of the electrical circuit he would need to set up in order to be able to carry out the experiment.

(ii)       What other pieces of apparatus would he need?

(iii)      He carries out the experiment and then calculates his value for the specific heat capacity of aluminium. He discovers that his value is higher than the accepted value of 900 J kg-’ K-i. Suggest why his result is higher than 900 J kg-1 K-1 .

(iv)      With reference to the apparatus shown in the diagram, state two modifications that he should make in order to minimise the discrepancy.

1……………………

2……………………

(c )     If the specific latent heat of ice is 340000 J kg and the specific latent heat of steam is 2,300,000 J/kg and the specific heat capacity of water is 4200 Jkg – ‘k’ calculate the heat needed to change 2kg of ice at 0°C to steam at 100°C.

  1. a) Distinguish between latent heat of fusion and specific latent of fusion.
  2. b) Figure 8 shows a block of ice. A thin copper wire with two heavy weights hanging from its ends-passes over the block. The copper wire is observed to pass through the block of ice without cutting it in a process known as regelation.
  3. i) Explain this observation,
  4. ii) What would be the effect of replacing the copper wire with a cotton thread? Explain.
  5. c) Figure 9 shows one method of measuring the specific latent heat of fusion of ice.

Two funnels A and B contain crushed ice at 0°C.

Figure 9

The mass of melted ice from each funnel is measured after 11 minutes. The results are shown below.

Mass of melted ice in A = 24g

Mass of melted ice in B = 63g

(i)        What is the reason for setting up funnel A?

(ii)       Determine the:

  1. quantity of heat supplied by the heater.
  2. mass of ice melted by the heater.

III.        specific latent heat of fusion of ice.

  1. Water of mass 3kg initially at 20°C is heated in an electric kettle rated 3.0kw. The water is heated until it boils at 100°C. Taking specific heat capacity of water to be 4200Jkg’ K’, heat capacity of kettle = 450J/kg, specific latent heat of vaporization of water = 2.3MJ/kg, calculate

(i) The heat absorbed by the water

(ii) Heat absorbed by the electric kettle

(iii) The time taken for the water to boil

(iv) How much longer it will take to boil away all the water

  1. (a) State two differences between boiling and evaporation

(b) A metal of mass 10kg is heated to 1200C and then dropped into 2kg of water . The final temperature of the mixture is found to be 500 C . Calculate the initial temperature  of the water .(Specify heat capacity of the metal and water is 450Jkg-1K-1 and 4200Jkg -1 K-1  respectively )

(c) (i)        Give the property of water which makes it suitable for use as a coolant in machines

(ii) Formation of ice on roads during winter in cold countries is known to hamper vehicles. State two ways in which the melting of ice may be lowered to solve this problem

(d) Figure 11 shows some ether put in a combustion tube and two glass tubes inserted into the tube through a cork. The combustion tube is then put into a small beaker containing some water and a thermometer dipped in the water.

When air is blown into the ether as shown, the reading in the thermometer lowers.             Explain this observation

  1. (a) (i) Define the term latent heat of fusion.

(b) In an experiment to determine the power of an electric heater, melting ice was placed  in a container with an outlet and the heater placed in the ice as shown below. The melted ice was collected.

 

(i) Other than the current and voltage, state the measurement that would be taken to determine the quantity of heat absorbed by the melted ice in unit time.

(ii) If the latent heat of fusion of ice is L, show how measurement in (i) above would be used in determining the power P of the heater.

(iii) It is found that the power determined in this experiment is lower than the manufacturer’s value indicated on the heater. Explain.                                      (

(c) A mass of wax of 1kg was heated uniformly by a 100W heating element until it melted. The graph below shows how the temperature of the wax varies with time.

 

(i) Explain what is happening in the region.

AB________________________

BC________________________

(ii) Calculate the specific heat capacity of the wax.

(iii) Calculate the specific latent heat of fusion of wax.

Grade 5 Lesson Plans Free Download

Grade 5 Lesson Plans Free Downloads below:

Download link for grade-5-science-and-technology-lesson-plans-term-2

Download link for grade-5-rationalised-creative-arts-and-sports-lesson-plans-term-2

Download link for grade-5-social-studies-lesson-plans-term-1-2-and-3-super-minds

Download link for grade-5-term-2-english-lesson-plans

Download link for grade-5-oxford-english-lesson-plans-term-2

Download link for grade-5-kiswahili-lesson-plans-term-1-2-and-3-klb-visionary

Download link for grade-5-mathematics-lesson-plans-term-1-2-and-3-mentor-mathematics

Download link for grade-5-music-lesson-plans-term-1-2-and-3-foundation-music

Download link for grade-5-music-lesson-plans-term-1-2-and-3-foundation-music-1

Download link for grade-5-eaep-science-and-technology-lesson-plans-term-2

French KCSE Mock Exams and Answers {Latest Best Collections}

 

MOCKS 1 2023

FRENCH

Paper 1                                          

(Listening Comprehension, Dictation and Composition)

JULY 2023- 2  hours

 

Name…………………………… IndexNumber……………………………

Candidate’s signature…………………………… Date……………………………

 

 

Instructions to candidates

  1. Write your name and index number in the spaces provided above.
  2. Sign and write the date of examination in the spaces above.
  3. This paper consists of three sections.
  4. In section I, you have few minutes to read through the questions before the test starts. Before answering the questions you will listen to several recorded passages you will answer questions as indicated to you on the tape.
  5. In section II, you will listen to recorded once and start writing during the second listening.
  6. In section III, choose one composition from question 1 and one from question 2.
  7. Answer all the questions in the spaces provided.
  8. This paper consists of 10 printed pages.
  9. Candidates should check the question paper to ascertain that all the pages are printed as indicated and that no questions are missing.

 

 

For Examiner’s Use Only

section Maximum

Score

Candidates

Score

I 15  
II 15  
  Total score  

 

Passage 1

  1. (a) Bonpourtous est un …………………………… qu’on peut prendre pendant deux ……………………………    différentes.                                                                                                                                                  [1 point]

(b)   Dans le texte, on nomme ……………… parties du corps.                                                     [½ point]

 

Passage 2

  1. Notez les détails de l’invité.
 

(a)   Nom : ……………………………………………………………………………………………………………………………………       [½ point]

(b)  Prénom : ………………………………………………………………………………………………………………………………       [½ point]

(c)   Âge : ……………………………………………………………………………………………………………………………………       [½ point]

(d)  Anniversaire : ………………………………………………………………………………………………………………………   [½ point]

(e)   Passe-temps :

i.                 …………………………………………………………………………………………………………………………  [½ point]

ii.               ……………………………………………………………………………………………………………………………            [½ point]

iii.              ……………………………………………………………………………………………………………………………            [½ point]

(f)   No de téléphone : ………………………………………………………………………………………………………………         [½ point]

 

 

Passage 3

  1. (a) Quels sports pratique Guy ? ……………………………, ……………………………, ………………………………            [1½ points]
  • Quel est son sport favori ? ……………………………………………………………………………………………… [½ point]
  • Qu’est-ce qui a lieu samedi prochain ? …………………………………………………………………………… [½ point]
  • Guy est capitaine de ……………………………………… équipes.                         [½ point]

 

Passage 4

  1. (a) (i)         Combien de fois est-ce qu’on joue aux devinettes pendant la semaine ?
    ………………………………………………………………………………………………………………………       [½ point]

(ii)        A quelle heure ? ……………………………………………………………………………………………      [½ point]

(b)   Où joue-t-on aujourd’hui ?
………………………………………………………………………………………………………………………………       [½ point]

(c)   Comment peut-on participer au jeu ?
…………………………………………………………………………………………………………………………………       [½ point]

 

 

Passage 5

  1. (a) D’après ce texte, qui a besoin d’informations ? ……………………………………………………………        [½ point]

(b)   Ces informations sont pour …………………………………… ……………………………… et elles existent déjà sur ………………………………………………………………                                                                                 [1 point]

(c)   Comment peut-on trouver plus d’informations ?        ………………………………………………………………………………………………………………………………………                   [½ point]

 

Passage 6

  1. (a) Depuis ……………………………… Monsieur Leconte a un …………………………………… où il reçoit ……… clients  par jour.                                                                                                                                                                 [1 point]

(b)   A quels moments est-ce que les clients viennent ? ………………………………………………………                [½ point]

 

  1. Write the dictation passage in the spaces provided.        [5 points]
    ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

 

 

 

 

 

SECTION II   (Answer one question from 1 and one question from 2)    

COMPOSITION

1In 120-150 words, answer (a) or (b) according to the instructions given ( 10 points )

a)Vousêtes de plus en plus nombreuxdansvotrelycée a souhaitercréer un journal scolaire. En tantquedélégué des élèves, vousécrivez au directeur de I établissment pour demander I´autorisation de lancer ce journal. Vousluiindiquez les avantages d`un tel journal, et les bénèficesque le lycéepourrait en tirér.

 

b)Votre club de françaisest en train d’organiserunejournéeculturelle international. Redigez un programmedetaillé pour I’évènement. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

EITHER

2)Write in French a composition of about 150-180 words on beginning with (15 points)

a)Cematin-là en me réveillant je n’avaisaucune idée de I’aventure qui m’attendant………….

OR

Write in French a composition of about 150-180 words ending with the following proverb.

b)…………………………………………………………………………………………………………………………………… situn’as pas encore traversé la riviéren’insultepas le crocodile

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

FRENCH

Paper 2                                          

(Reading Comprehension and Grammar)

JULY 2023 – 1 hours

 

Name…………………………… IndexNumber……………………………

Candidate’s signature…………………………… Date……………………………

 

 

Instructions to candidates

  1. Write your name and index number in the spaces provided above.
  2. Sign and write the date of examination in the spaces above.
  3. This paper consists of two sections; I and II
  4. Answer all the questions in the spaces provided.
  5. This paper consists of 7 printed pages
  6. Candidates should check the question paper to ascertain that all the pages are printed as indicated and that no questions are missing.
  7. Candidates should answer all the questions in French.

 

For Examiner’s Use Only

section Maximum

Score

Candidates

Score

I 15  
II 15  
  Total score  

 

 

 

 

 

 

 

SECTION 1 (15 MARKS)

Read the following passages and answer the questions that follow after each passage

PASSAGE 1

Read the passage below and answer the questions that follow:-

HOTÊL DU MOULIN

  1. hotêl se trouve dans un village pittorésque de provènce et au milieu d’ un fôret de pins et au bord d’ un vaste Iac.

– 38 chambres

-24 chambres double avec bains

-14 chambres individuelles avec douche, radio et télévision couleur.

– Ascenceur

– Piscine chauffée

-Bateau et planche à voile sur le lac

 

QUESTIONS

  1. Quést- ce qui entoure l’hôteldu Moulin?………………………………………………………………..( 1 mark)
  2. Quést-ce qu’on peut faire dans les chambres doubles? ………………………………………………………………..( 1mark)
  3. Comment peut-on monter au premier étage? ………………………………………………………………..(1mark)
  4. Qu’est-ce qu’on peut faire pendant les heures de loisirs I’hotêl ………………………………………………………………..(1mark)

 

 

 

 

 

 

PASSAGE II

Pour arriver à I’excellence on doit apprendre à reconnaître la diversité des talents. II faut apprendre cela dès lʻécole .II s àgit dʻy dévéloper car tout le monde a au moins un don natuel. II nʻy a ni activités nobles  ni activités secondaries. Aux États unis aujourdʻhui, les sports des nobles; le golf et le tennis qui étaient dominés par les blancs sont maintenanta la domination noire. La célébre Oprah Winfrey, une femme noire dʻune famille pauvre symbolise la réussite à la télévision. En France, Zidane le joueur bien connu de football a fait plus pour les banlieues de Marseille que le maire de la ville.

QUESTIONS

  1. Quand doit-on commencer à chercher lʻexcellence (1 mark)………………………………………………………………..
  2. Oprah Winfrey et Zidane quʻest-ce qu ils ont en commun ………………………………………………………………..(1mark)
  3. Trouvez dans le passagele synonyme des mots
  4. “Dons˝………………………………………………………………..( 1mark)
  5. “Riches˝………………………………………………………………..(1mark)

Les Antonymes des mots

  1. ˝Uniformité˝…………………………………………………………..(1mark)
  2. ˝Échec…………………………………………………………………(1mark)

PASSAGE III

Etudiante sérieuse, symphathique et patiente donne des cours particuliers à domicile, de 17 heures à 19 heures. Séances ouvertes aux jeunes de 16 à 18 ans, à un prix de 15 Euros per heure.Téléphonez-lui au 68-92-15 les soirs.

  1. De quoi sʻagit-il dans cepassage?)………………………………………………………………..(mark)
  2. Quel est le public visé (0.5 point)………………………………………………………………..(mark)
  3. Oú trouverait-on la personne, les soirs)………………………………………………………………..(1mark)

 

 

 

 

PASSAGE IV

La Suisse est toute petite: du nord au sud, il ya 250km, et 4heures en voiture suffisent bien pour la traveser dans ce sens-là. De l ést à lʻouest,en plus, on ne compte que 350km. Pourtant, dans cette petite superficie au milieu des Alpes, on trouve une variété incroyable: de beaux villages, des sites historiques.  et touristiques et des musées. Pour les amateurs de bons repas, la selection des restaurants est inépuisable. Pour les vacanciers et les skieurs, il ne faut pas aller ailleurs!.

QUESTIONS

  1. Dans quel moyen de transport pourrait-on traverser la Suisse en quatre heures ?………………………………………………………………..(1mark)
  2. Selon le texte, nommez une attraction unique de la Suisse ? )………………………………………………………………..(mark)
  3. Qui sont attirés par la Suisse ?)………………………………………………………………..(1mark)
  4. Exprimez autrement le mot “ amateurs”………………………………………………………………..(1mark)

 

 

 

 

 

 

 

 

 

 

SECTION II

Grammar (15 marks)

Rewrite the sentences below, making appropriate changes. Avoid unnecessary repetitions.

  • Tu nʼ as vu personneSi…………………………………………………………
  • Marie se sent mal elle maintent une distance sociale.

Dèsque…………………………………………………………

  • Jʻavais fam, alors jʼai preparéquelquechose à Ayant…………………………………………………………
  • Luc demandé à Marie “ Tu eslà ce soir ?”

Luc lui a demandé…………………………………………………………

  • Voilà l’outil on se sert pour reparer cette machine.

Voilà lʼoutil…………………………………………………………

  • II mʼa écrit cette lettre. Non…………………………………………………………
  • Elle lave les mains, elle veut prévenir le corona virus.

Pourquʼelle…………………………………………………………

 

Fill in the blanks with one word only to make it meaningful.  (5 marks)

Salim: Zut ! je nʼai pluscrédit dans mon portable . Tu me  Prêter le tien?

Jean:Voiciqui tu veux parler ?

Salim : À Zoe´ , la Soeur de Marc, tusouviens dʼelle ?

Jean: Tiens , ils sont toujours à Navaisha ?

Salim: Oui, ils ne sont pas encore partis leur pére fait partie………………           groupe de scientifiquesétudient la pollution au lac Naivasha.

Jean: Et Sa femme et ses enfants en profitent pour fairetourismechance.

Salim: Leur mère travailleun groupe ……………femmes locales.

 

 

 

What would be the most appropriate question for each of the following (3marks)

  • ………………………………………………………………..

 

Dites la-nous.

  • …………………………………………………………………

je vais chez moi.

  • ………………………………………………………….

De rien.

 

 

MOCKS 1 2023

FRENCH PAPER 501/3.

INSTRUCTIONS.

EXPOSE.

Choose either card A or B and read aloud.

 

 

 

 

501/3

PAPER 3

READING CARD A

 

Depuis 1979, la ceinture de securité pour les places avant est obligatoire en toutes circonstances. Son utilisé est incontestable, en cas de choc à 60 km/h, seule la ceinture peut empêcher les passagers d’être projetés à travers le parrebrissés. De plus, en cas d’ accident, la ceinture permet aux conducteurs de conserver le contrôle de son véhicule et on a constaté qu’ il y a deux fois moins de risques d’ être tué dans un accident.

 

 

 

 

 

 

 

READING CARD B

 

 

L’ésclave est toujours exclu de quelque close. Dans l’ antiquité on était exclu de la citoyennété. Dans certains pays africains, il est exclu de la parenté;  une autre dimension de la société. La société donne donc au maître un droit absolu. il peut punir l’ésclave, mais il peut aussi le tuer parce que tel est son bon plaisir. L’ésclave n’a pas de droits. Il n’a que des devoirs.

 

En 1848 la France a decidé de rendre leur liberté aux esclaves de ses colonies.

 

 

 

 

 

 

ASUMBI EXAMS.

FRENCH PAPER 501/3.

INSTRUCTIONS.

EXPOSE.

Choose either card A,B,C or D and present an Expose on it.

 

 

 

 

 

 

 

 

 

 

CARD A

  • Imaginez le monde sans education

 

 

 

 

 

 

 

 

 

 

CARD B

 

  • Quelle est l’importance des forêts?

 

 

 

 

 

 

 

 

 

 

 

 

CARD C

 

  1. Parlez de votre vie à l’ école primaire

 

 

 

 

 

 

 

 

 

 

 

 

 

CARD D

 

Qu ‘est –cequ ‘il faut faire pour mieux dévélopper notre pays.

 

 

 

MOCKS 1 2023

 

MARKING SCHEME FRENCH PAPER 1

SECTION 1

LISTENING COMPREHENSION

Passage 1

1a) Boisson, deux

b)Trois

Passage 2

2a) Dupont

b)Daniel

c)14 ans

  1. d) 15 novembre

e)i) aller au cinéma

  1. ii) surfer surI’internet

iii) Faire du piano

  1. f) 22 51 73

Passage 3

3a) le football

Le tennis

Le partinage

Le ski

  1. b) le basketball
  2. c) Match de tennis

d)deux

Passage 4

4a) i) unefois

ii)treizeheures et cinq/13h05

b)À Brazzaville place de la concorde

  1. c) Écrivez à 10Rue de la liberté

69002 Lumbubashi

Passage 5

 

5a) Pièrre

  1. b) unProjet ,cassettes

 

Passage 6

6a)5 ans un restaurant,30

  1. b) le midi et le soir

 

 

 

SECTION II DICTATION

Il était 6 heures du matin; les quatre voyageurs attendaient le train  qui allait les émmener à la frontiere II faisait encore noir et la salleétaittrésfroideparcequ’iln’yavait pas  de feu. Les voyageurs n´étaient pas contents, ilsattendaientimpatiemment le train. Enfin  le train  estarrivé et ilssont partis.

 

  • Format d’onelettreofficielle
  • –adresse de I’expediteur (mark)

-adresse du destinataire (mark

-lie et date ( mark)

-object de la lettre (1mark)

-Formuled’appel ( mark)

-formule de politesse ( mark)

– signature ( mark)

Total 4 marks

  • Contenu

Demande de I’autorisation

Indique les avantages

Indique les bénéfices

Total ( 6marks) = 10 marks

II

Format d’un programme(1mark)

Titre (1mark)

Contenu – journéeculturelle international (8marks)

III

Students able to write an appropriate composition with a title check on tenses (description)

Use of connectors/proverbs/similes/idiomatique expressions.

Must begin with statement given.(15marks)

2) Must end with  the proverb

Must have title

Able to express in appropriate French Register (15 marks)

 

 

MOCKS 1 2023

MARKING SCHEME

FRENCH PAPER 2

SECTION 1

PASSAGE 1

 

  • Un Fôret(1mk)
  • Prendre un douche /se laver / se baigner(1mrk)
  • On peutmonter par un ascenceur (1mrk)
  • On peut faire la natation (1mrk)

Each correct answer 1mark total (4marks)

PASSAGE 2

  • A I’école (1mark)
  • IIs sont noirs/ilssontcélébres / symbolise la réussite (1mark)
  • a) talents (mark)
  1. b) Nobles (mark)

a)diversité (  mark )

  1. b) réussite ( mark )

PASSAGE 3

  1. Uneannonce (1mark)
  2. Aux étudiants (1mark)
  3. Chez elle/à samaison (1mark)

PASSAGE 4

  • En voiture (1mark)
  • Les Alpes (1mark)
  • Les tourists (1mark)
  • /. (1mark)

 

 

 

 

 

 

 

 

 

 

SECTION II

15 marks

I

  • Si, j’ai vu quelqu’un (1mark)
  • Dèsqu’elle se sentira mal ellemaintiendraune distance sociale (1mark)
  • Ayantfaim, j’aipréparéquelque chose à manger (1mark)
  • Luc lui a demandésielle sera làcesoira-la (1mark)
  • ViolàI’outildont on se sert pour reparercette machine (1mark)
  • Non elle ne me I’ai pas ecrite (1mark)
  • Pour qu’elleprévienne le corona virus , elle lave les mains (1 mark)

Each correct 1  mark Total 7 marks

II

Salim: de, peux

jean: le , À

Salim: te

Salim: d’ ,qui

Jean: par

Salim: pour,de

Each correct  marks

III

  • Dites nous – la response/

La nouvelle

La verité (1mark)

  • Où vas-tu?(1mark)
  • Merci ( 1mark)

Any correctly answered question (1mark)

(Totals 3 marks)