Category Archives: Teachers’ Resources
Download English lesson plans for all topics
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 LESSON PLANS (FORM 1-4)
TEACHER’S NAME ……………………………………………….. TSC NO ……………………………………
SCHOOL ………………………………………………………
FORM 1
SUBJECT ENGLISH
SUBTOPIC COMPREHENSION-OBU’S FIRST DAY IN SCHOOL
WEEK LESSON 1
DATE …………………………………………………………………………… TIME……………
OBJECTIVES: By the end of the lesson the learner should be able to:
- a) Read the comprehension
- b) Answer the comprehension questions
|
TIME |
CONTENT |
LEARNING ACTIVITY |
LEARNING RESOURCE |
| 5 MIN | INTRODUCTION
Review on prior knowledge on the fears of joining a new school. |
Asking and answering questions
Listening |
New integrated English book 1 page 2-4 |
| 30 MIN | LESSON DEVELOPMENT
The learner should be able to :- -Read comprehension and understand it
-Give the meaning of difficult words
-Answer comprehension questions |
Role playing
Reading and answering questions
Discussion
Writing |
New integrated English Book 1
Page 2-4
Oxford English Dictionary
Chart on the meaning of the difficult words |
| 5 MIN | SUMMARY
Summarize by telling learners not to fear life in high school.
Giving assignments on expectations of joining a secondary school. |
Asking and answering questions
Taking down assignment |
New integrated English Book 1 page 4 |
TEACHERS NAME ……………………………………………. TSC NO…………………………………………………
SCHOOL ……………………………………………
FORM 1
SUBJECT ENGLISH
SUBTOPIC Sitting Arrangement LESSON………………………………….
WEEK …………………………………………… TIME…………………………………….
OBJECTIVE: By the end of the lesson the learner should be able to
- a) Give the advantages and disadvantages of seating front in class
- b) Give the advantages and disadvantages of seating at the back of the class
|
TIME |
CONTENT |
LEARNING ACTIVITIES |
LEARNING RESOURCES |
|
5 MINUTES |
INTRODUCTION
Review of the previous lesson
|
Asking and answering questions | New integrated English Book 1 page 2-4 |
| 30 MINUTES | LESSON DEVELOPMENT
The learner should be able to ;
a)Know the merits and demerits of sitting front in class
b) Examine the pros and cons of sitting behind in class. |
Discussion
Asking and answering questions writing
|
New integrated English Book 1 page 4 |
| 5 minutes | CONCLUSION
Summarizing by asking questions on merits and demerits of sitting both front and behind in class.
Giving out assignments
|
Asking and answering questions
writing |
New Integrated English Book 1 page 4 |
TEACHERS NAME ………………………………………………. TSC NO………………………………..
SCHOOL ………………………………………………..
FORM 1
SUBJECT Shopping List
WEEK …………………………………………….. LESSON………………………………..
DATE …………………………………………… TIME ………………………………….
OBJECTIVES: By the end of the lesson the learner should be able to:-
Write a shopping list using the correct format.
|
TIME |
CONTENT |
LEARNING ACTIVITIES |
LEARNING RESOURCES |
|
5 MINS |
INTRODUCTION
Review of the previous topic on sitting arrangement
Asking students on what they purchased when joining form 1
|
Asking and answering questions | New integrated English page 4 |
|
30 MINUTES |
LESSON DEVELOPMENT
a)Ask students to give a comprehensive list of things they bought while coming to school and the estimate cost of each item.
b)marking and correcting
c) Guide the students on the correct format of writing a shopping list. |
Writing
Asking and answering questions
Discussion |
New Integrated English Book 1 page 5 |
| 5 MINUTES | CONCLUSION
Summarizing by asking one of the learners to write a short shopping list on the blackboard
Giving out assignment on shopping list for Christmas |
Asking questions
Writing |
New Integrated English Book 1 page 5 |
TEACHERS NAME ……………………………………………. TSC NO ……………………
SCHOOL ……………………………………………..
FORM 1
SUBJECT ENGLISH
SUBTOPIC Proper ,Common and Collective Nouns
WEEK …………………………………………………… LESSON………………….
DATE ………………………………………………… TIME …………………..
OBJECTIVE By the end of the lesson the learner should be able to identify and classify nouns into different types and use them correctly in sentences.
|
TIME |
CONTENT |
TEACHING ACTIVITIES |
TEACHING RESOURCES |
| 5 MINUTES | Review of previous lesson on shopping list
Checking previous assignment and marking the assignment |
Asking and answering questions
Correcting assignment |
New Integrated English Book 1 page 7 |
| 30 MINUTES | LESSON DEVELOPMENT
Step 1 Give the teaching points on proper nouns, common nouns and collective nouns.
Illustrate the nouns in sentences
Step 2 Giving supervised exercise
Marking the exercise
Giving the answers |
Listening and speaking
Writing
Asking and answering questions
|
New Integrated English Book 1 page 8 |
| 5 MINUTES | CONCLUSION
Summarizing by telling learners types of nouns and examples from each. Giving out assignment Collecting assignment |
Discussion
Asking and answering questions
|
Visual aid chart |
TEACHERS NAME ……………………………………………………… TSC NO ………………………….
SCHOOL ……………………………………………………..
FORM 1 ………………………………………………………
SUBJECT ENGLISH
SUBTOPIC Abstract and Concrete nouns
WEEK ……………………………………………………….. LESSON ……………………………
DATE ……………………………………………………….. TIME ……………………………..
OBJECTIVES: By the end of the lesson the learner should be able to give the difference between concrete nouns and abstract nouns and use them in sentences.
|
TIME |
CONTENT |
LEARNING ACTIVITIES |
LEARNING RESOURCES |
|
5 MINUTES |
INTRODUCTION
Review of the previous lesson on common and collective nouns Going through the abstract and concrete nouns with students eliciting oral examples from students. |
Discussion
Asking and Answering questions |
New integrated English Book 1 page 13 |
| 30 MINUTES | LESSON DEVELOPMENT
Step 1 Going through the teaching points on abstract and concrete nouns
Define concrete nouns with examples
Define abstract nouns with examples. Step 2 Giving supervised exercise
Marking Exercise
Correcting exercise |
Listening and speaking
Asking and answering questions Writing Discussion
|
Visual Aid chart
New integrated English Book 1 page 13-14 |
| 5 MINUTES | CONCLUSION
Summarizing by emphasizing on the main points.
Giving out assignment |
Listening
Writing |
New Integrated English Book 1 page 14 |
TEACHERS NAME …………………………………………………………… TSC NO. ……………………………………….
SCHOOL ……………………………………………………………
FORM 1
SUBJECT ENGLISH
SUBTOPIC USING THE DICTIONARY
WEEK ………………………………………………………….. LESSON ……………………………………
DATE ………………………………………….. TIME ……………………………………….
OBJECTIVES: By the end of the lesson the learner should be able to use dictionary.
|
TIME |
CONTENT |
LEARNING ACTIVITIES |
LEARNING RESOURCES |
| 5 MINUTES
|
INTRODUCTION
Preview of the previous lesson on concrete and abstract nouns Checking the previous given assignment |
Asking and answering questions | Visual aid chart |
| 30 MINUTES | LESSON DEVELOPMENT
Showing the students how to use the dictionary following the alphabetical order.
Giving students supervised assignments to look up for words in the dictionary
Correcting the assignment |
Asking and answering questions
Writing Listening and speaking |
Oxford Dictionary
New Integrated English Book 1 page 15 |
| 5 MINUTES | CONCLUSION
Summarizing by showing the students different meanings of words as they appear in the dictionary
Giving out assignment |
Listening and speaking
Writing
|
New integrated English Book 1 page 17 |
TEACHERS NAME ………………………………………………… TSC NO …………………………………………………….
SCHOOL ……………………………………………..
FORM 1
SUBJECT ENGLISH
SUBTOPIC READING COMPREHENSION
WEEK ……………………………. LESSON ……………
DATE ……………………………………………… TIME ………………………………………..
OBJECTIVES: By the end of the lesson, students should be able to read the comprehension and use the information to fill in the cloze text.
|
TIME |
CONTENT |
TEACHING ACTIVITIES |
TEACHING RESOURCES |
| 5 MINUTES | INTRODUCTION
Review of the previous lesson Teacher allows student to read the comprehension in turns |
Asking and answering questions
Reading and Listening |
Oxford Dictionary
New integrated English Book 1 page 18-19 |
| 30 MNUTES | BODY DEVELOPMENT
Supervised assignment on cloze text
Marking of the assignment
Correcting the assignment |
Writing
Asking and answering questions |
New Integrated English Book 1 Page 18 – 19 |
| 5 MINUTES | CONCLUSION
Summarize by telling the students to make a list of dreams they may think about in Education, housing and transport. |
Listening
Writing |
New Integrated English Book 1 page 19 |
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KCSE REVISION MATERIALS
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GEOGRAPHY FORM 2 LESSON PLANS
GEOGRAPHY FORM TWO LESSON PLANS: TERM ONE
TEACHERS NAME .TSC NO
SCHOOL/ INSTITUTION
FORM: TWO
SUBJECT: GEOGRAPHY TOPIC: INTERNAL LAND FORMING PROCESSES
SUB TOPIC: EARTH MOVEMENTS
WEEK: 2 LESSON NO: 1
DATE ..TIME ..
OBJECTIVES: By the end of the lesson the learner should be able to:
- Define the term earth movements.
- Explain the types of earth movements
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCE MATERIALS |
| 5 Minutes | Introduction
Introducing geography form 2. Stating the areas of focus in form 2 geography. |
· Asking questions
· Answering questions |
· KLB Secondary Geography students book 2 page 1 |
| 30 Minutes | Content
Defining the term earth movements. Stating the types of earth movements. Explaining the types of earth movements.
|
· Discussions · Writing notes · Demonstration |
· KLB Secondary Geography students book page 1
· Oxford Certificate Geography Students book 2 · Chalk board · Diagrams · Charts |
| 5 Minutes | Conclusion
Review the whole lesson by giving a brief summary on earth movements. Giving the definition of earth movements. Stating the types of earth movements.
|
· Asking and answering questions
· Giving assignment on making notes on earth movements and the types of earth movements. |
· KLB Secondary Geography book 2 students book page
|
SELF EVALUATION
TEACHERS NAME .TSC NO
SCHOOL/ INSTITUTION
FORM: TWO
SUBJECT: GEOGRAPHY TOPIC: INTERNAL LAND FORMING PROCESSES
SUB TOPIC: CAUSES OF LAND MOVEMENTS
WEEK: 2 LESSON NO: 2
DATE ..TIME ..
OBJECTIVES: By the end of the lesson the learner should be able to:
- List the various causes of earth movements.
- Explain the causes of earth movements.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCE MATERIALS |
| 5 Minutes | Introduction
Recap the previous lesson on earth movements. Defining earth movements. Stating the types of earth movements. |
· Asking questions
· Answering questions |
· KLB Secondary Geography students book 2 page 1 |
| 30 Minutes | Content
Listing the causes of earth movements. Explaining how magma movements, gravitational force, convectional currents and isostatic adjustments cause earth movements.
|
· Writing notes · Discussions · Demonstration |
· KLB Secondary Geography students book 2 page 2-3
· Oxford Certificate Geography Students book 2 · Chalk board · Improvisations · Sections of text books
|
| 5 Minutes | Conclusion
Review the whole lesson by giving a brief summary on causes of earth movements. Listing the four causes of earth movement.
|
· Asking and answering questions
· Giving assignment on making notes on the causes of earth movements. |
· KLB Secondary Geography book 2 students book page 2-3
|
SELF EVALUATION
TEACHERS NAME .TSC NO
SCHOOL/ INSTITUTION
FORM: TWO
SUBJECT: GEOGRAPHY TOPIC: INTERNAL LAND FORMING PROCESSES
SUB TOPIC: THE CONTINENTAL DRIFT THEORY
WEEK: 2 LESSON NO: 3
DATE ..TIME ..
OBJECTIVES: By the end of the lesson the learner should be able to:
- Explain the continental drift theory.
- State the evidences supporting the continental drift theory
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCE MATERIALS |
| 5 Minutes | Introduction
Recap the previous lesson on causes of earth movements. Listing the four causes of earth movement. |
· Asking questions
· Answering questions |
· KLB Secondary Geography students book 2 page 2-3 |
| 30 Minutes | Content
Explaining the continental drift theory. Discussing the evidences supporting the continental drift theory.
|
· Taking notes · Class discussions · Demonstration |
· KLB Secondary Geography students book 2 page 3-4
· Oxford Certificate Geography Students book 2 · Film strips · Diagrams |
| 5 Minutes | Conclusion
Review the whole lesson by giving a brief summary on the continental drift theory. Describing the continental drift theory. Stating the evidences supporting the theory. |
· Asking and answering questions
· Giving assignment on making notes on the continental drift theory |
· KLB Secondary Geography book 2 students book page 3-4
|
SELF EVALUATION
TEACHERS NAME .TSC NO
SCHOOL/ INSTITUTION
FORM: TWO
SUBJECT: GEOGRAPHY TOPIC: INTERNAL LAND FORMING PROCESSES
SUB TOPIC: PLATE TECTONIC THEORY
WEEK: 3 LESSON NO: 1
DATE ..TIME ..
OBJECTIVES: By the end of the lesson the learner should be able to:
- Explain the plate tectonic theory.
- State the types of boundaries associated with plate tectonic movements.
LESSON PRESENTATION
| TIME | CONTENT | LEARNING ACTIVITIES | RESOURCE MATERIALS |
| 5 Minutes | Introduction
Recap the previous lesson on the continental drift theory. Describing the continental drift theory. Stating the evidences supporting the theory |
· Asking questions
· Answering questions |
· KLB Secondary Geography students book 2 page 3-4 |
| 30 Minutes | Content
Explaining the plate tectonic theory. Stating the assertions of the plate tectonic theory. Describing the types of boundaries associated with plate tectonic movements.
|
· Discussions · Asking and answering questions · Making notes |
· KLB Secondary Geography book students 2 page 5-7
· Oxford Certificate Geography Students book 2 · Chalk board · Film strips · Diagrams
|
| 5 Minutes | Conclusion
Review the whole lesson by giving a brief summary on the plate tectonic theory. Describing the plate tectonic theory. Stating the boundaries associated with plate tectonic movements.
|
· Asking and answering questions
· Giving assignment on stating the types of the plate tectonic boundaries. |
· KLB Secondary Geography book 2 students book page 5-7
|
SELF EVALUATION
Grade 2 CBC updated Schemes of Work
Updated Grade 2 CBC Schemes of Work.
Discover the latest revisions in Grade 2 CBC Schemes of Work. Stay informed and enhance your teaching approach. Download the free pdf schemes below:
GRADE 2 focus-on-hygiene-and-nutrition-schemes-of-work-term-1
GRADE 2 foundation-movement-activities-grade-2-term-1
GRADE 2 mathS-pupils-book-schemes-of-work-term-1
GRADE 2 our-lives-today-environmental-activities-schemes-of-work-term-1
GRADE 2 TERM 1 LITERACY SCHEMES
GRADE 2 TERM 1 MATHEMATICS SCHEMES
GRADE 2 TERM 1 SCRE SCHEMES
Free Set book notes, guides, English Literature notes, Poetry notes and Many More: A Doll’s House, Blossoms, The Pearl…
Literature forms an integral part of the English language subject that is offered in the current education system. Students preparing for the kenya Certificate of Secondary Education, KCSE, examinations require a number of guides for the various set books and poetry notes.
FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;
Get to download a number of set books guides, oral literature and poetry notes, here. These resources are available at no cost.
Get unlimited resources for all subjects by clicking on this link; Teachers’ Resources Hub.
You can at the same time get unlimited resources for all subjects by clicking on this link; Teachers’ Resources Hub.
Click on each of the listed links to download the Literature resources for free:
A DOLL’S HOUSE RESOURCES
- A doll’s house analysis-1
- A Doll’s House Notes and Analysis
- A DOLL’S HOUSE NOTES.
- A DOLL’S HOUSE STUDY GUIDE NOTES-1
- A Doll’s House Guide
- A DOLL’S HOUSE- ESSAY QUESTIONS AND SAMPLE ESSAYS
- A DOLL’S HOUSE-EXCERPT QUESTIONS (1)
- A GUIDE TO A DOLLS HOUSE
- DOLL’S HOUSE EXTRACTS &ANSWERS -3
- DOLL’S HOUSE GUIDE ANALYSIS-1
- DOLL’S HOUSE STUDY GUIDE
- Essays from A Doll’s
- SAMPLE ESSAY STRUCTURE – A DOLL’S
- STUDY_GUIDE_TO_A_DOLL S_HOUSE_BY
BLOSSOMS OF THE SAVANNAH RESOURCES
- BLOSSOMS OF THE SAVANNAH EXCERPTS
- EPISODES IN BLOSSOMS OF THE SAVANNAH 1 (1)-1
- GUIDE-TO-BLOSSOMS-OF-THE-SAVANNAH
STUDY RESOURCES FOR INHERITANCE
RESOURCES FOR ORAL LITERATURE & POETRY
STUDY RESOURCES FOR MEMORIES WE LOST
THE PEARL STUDY RESOURCES
KCSE Set Books Revision Questions and Answers (English and Kiswahili)
KCSE Set Books Revision Questions and Answers (English and Kiswahili)
A DOLL’S EXCERPTS S1 Q (5).pdf
A DOLL’S EXCERPTS S1 Q (6).pdf
A DOLL’S HOUSE GUIDE SP (5).pdf
A DOLL’S HOUSE GUIDE SP (6).pdf
A SILENT SONGS KCSE QNS-1 (4).pdf
A SILENT SONGS KCSE QNS-1 (5).pdf
A SILENT SONGS KCSE S2 (3).pdf
A SILENT SONGS KCSE S2 (4).pdf
AN ARTIST OF FLOATING WORLD GUIDE SP-1 (5).pdf
AN ARTIST OF FLOATING WORLD GUIDE SP-1 (6).pdf
ARTIST OF FLOATING WORLD ESSAYS S1 (3).pdf
ARTIST OF FLOATING WORLD ESSAYS S1 (4).pdf
BEMBEA YA MAISHA REVISION S3 (5).pdf
BEMBEA YA MAISHA REVISION S3 (6).pdf
BEMBEA YA MAISHA S2 Q (5).pdf
BEMBEA YA MAISHA S2 Q (6).pdf
CHOZI LA HERI GUIDE SP (5).pdf
CHOZI LA HERI GUIDE SP (6).pdf
CHOZI LA HERI KCSE QNS (5).pdf
CHOZI LA HERI KCSE QNS (6).pdf
FATHERS OF NATIONS ESSAYS S1 (5).pdf
FATHERS OF NATIONS ESSAYS S1 (6).pdf
FATHERS OF NATIONS ESSAYS S2 (5).pdf
FATHERS OF NATIONS ESSAYS S2 (6).pdf
FATHERS OF NATIONS EXCERPTS S1 (5).pdf
FATHERS OF NATIONS EXCERPTS S1 (6).pdf
FATHERS OF NATIONS EXCERPTS S2 (2).pdf
FATHERS OF NATIONS EXCERPTS S2 (3).pdf
FATHERS OF NATIONS EXTRACTS S3 (2).pdf
FATHERS OF NATIONS EXTRACTS S3 (3).pdf
FATHERS OF NATIONS GUIDE SAMPLE-1 (4).pdf
FATHERS OF NATIONS GUIDE SAMPLE-1 (5).pdf
FUNCTIONAL WRITING S1 (4).pdf
FUNCTIONAL WRITING S1 (5).pdf
ISIMU JAMII REVISION S1 (5).pdf
ISIMU JAMII REVISION S1 (6).pdf
KCSE INHERITANCE ESSAYS (5).pdf
KCSE INHERITANCE ESSAYS (6).pdf
KCSE ORAL NARRATIVE S1 (4).pdf
KCSE ORAL NARRATIVE S1 (5).pdf
KCSE POETRY REVISION S1 (5).pdf
KCSE POETRY REVISION S1 (6).pdf
MAPAMBAZUKO YA MACHWEO QNS-1 (5).pdf
MAPAMBAZUKO YA MACHWEO QNS-1 (6).pdf
MWONGOZO WA BEMBEA YA MAISHA SAMPLE-1 (5).pdf
MWONGOZO WA BEMBEA YA MAISHA SAMPLE-1 (6).pdf
MWONGOZO WA MAPAMBAZUKO SAMPLE-1 (5).pdf
MWONGOZO WA MAPAMBAZUKO SAMPLE-1 (6).pdf
NGUU ZA JADI GUIDE SAMPLE-1 (5).pdf
NGUU ZA JADI GUIDE SAMPLE-1 (6).pdf
ORAL LITERATURE S1 (5).pdf
ORAL LITERATURE S1 (6).pdf
PARLIAMENT OF OWLS GUIDE SP-1 (5).pdf
PARLIAMENT OF OWLS GUIDE SP-1 (6).pdf
SILENT SONGS GUIDE SPLE S1-2 (4).pdf
SILENT SONGS GUIDE SPLE S1-2 (5).pdf
THE SAMARITAN GUIDE SP S2 (4).pdf
THE SAMARITAN GUIDE SP S2 (5).pdf
THE SAMARITAN KCSE ESSAYS S1 (5).pdf
THE SAMARITAN KCSE ESSAYS S1 (6).pdf
THE SAMARITAN KCSE ESSAYS S2 (4).pdf
THE SAMARITAN KCSE ESSAYS S2 (5).pdf
orm 2 Rationalized Schemes
Free Form 2 Rationalized Schemes of Work for Term 2
FORM_2_TERM_2_AGRICULTURE_SCHEMES Free Download Link.
FORM_2_TERM_2_BIOLOGY_SCHEMES Free Download Link.
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FORM_2_TERM_2_CRE_SCHEMES Free Download Link.
FORM_2_TERM_2_ENGLISH_SCHEMES Free Download Link.
FORM_2_TERM_2_GEOGRAPHY_SCHEMES
FORM_2_TERM_2_HISTORY_SCHEMES Free Download Link.
FORM_2_TERM_2_IRE_SCHEMES_v2 Free Download Link.
FORM_2_TERM_2_KISWAHILI_SCHEMES Free Download Link.
KCPE Science Past Papers, Revision Exams Free Downloads
KCPE Science Past Papers, Revision Exams Free Downloads
KCPE SCIENCE 2002.pdf
KCPE SCIENCE 2003.pdf
KCPE SCIENCE 2004 (1).pdf
KCPE SCIENCE 2004.pdf
KCPE SCIENCE 2005.pdf
KCPE SCIENCE 2006.pdf
KCPE SCIENCE 2007.pdf
KCPE SCIENCE 2008.pdf
KCPE SCIENCE 2009.pdf
KCPE SCIENCE 2010.pdf
KCPE SCIENCE 2010.pdf
KCPE SCIENCE 2011.pdf
KCPE SCIENCE 2011.pdf
KCPE SCIENCE 2012.pdf
KCPE SCIENCE 2012.pdf
KCPE SCIENCE 2013.pdf
KCPE SCIENCE 2013.pdf
KCPE SCIENCE 2013.pdf
KCPE SCIENCE 2014.pdf
KCPE SCIENCE 2014.pdf
KCPE SCIENCE 2014.pdf
KCPE SCIENCE ANSWERS.pdf
KCPE SCIENCE ANSWERS.pdf
KCPE SCIENCE ANSWERS.pdf\
Class 8 KCPE Exam Papers 2023/2024; JESMA
Class 8 KCPE Exam Papers 2023/2024; JESMA
Jesma 002 2023 Eng (2).pdf
STD 8 MATHS PREDICTIONS SERIES 2023 (1).pdf new.pdf
STD 8 ENGLISH PREDICTIONS SERIES 2023.pdf-new.pdf
STD 8 KISWAHILI PREDICTIONS SERIES 2023.pdf-new.pdf
STD 8 SCIENCE PREDICTIONS SERIES 2023.pdf new.pdf
Jesma 002 2023 (2).pdf
Jesma 002 2023 Kis (2).pdf
Jesma 002 2023 Sci (2).pdf
Jesma 002 2023 SSRE.pdf
STD 8 SOCIAL STUDIES PREDICTIONS SERIES 2023.pdf new.pdf
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 paper consists of two sections: section I and section II.
- Answer all the questions in section I and any five in section II
- Section I has sixteen questions and section II has eight questions
- All answers and working must be written on the question paper in the spaces provided below each question.
- Show all the steps in your calculations, giving your answers at each stage in
the spaces below each question
- KNEC Mathematical table and silent non-programmable calculators
may be used.
FOR EXAMINER’S USE ONLY
SECTION I
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | Total |
SECTION II
|
|||
| 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | Total |
This paper consists of 14 printed pages
SECTION 1 (50 MARKS)
Answer any FIVE questions in this section in the spaces provided
1.Evaluate: + (3mks)
of ( +)
2.Express as a fraction. (2mks )
0.
3.Simplify (3mks)
- Fifteen tractors each working eight hours a day take eight days to plough a piece of land. How long would it take 24 tractors each working 10 hours a day to plough the same piece of land 3mks)
- The shaded region below shows the area swept out on a flat windscreen by a wiper. Calculate the area of the shaded region. (4mks)
4cm
16cm 120o
6.The mass of two bags of beans and three bags of salt is 410kg. If the mass of three bags of beans and two bags of salt is 390kg, find the mass of each bag. (3mks)
7.The interior angle of a regular polygon is twice the exterior angle.
- Find the number of sides of the polygon. (3mks)
- What is the name of the polygon? (1mks)
- The angle of elevation of a church tower from a point A, 50 metres away from the foot of the church is 24o. Find the distance between A and B if the angle of elevation of the tower from B is 20o. (4mks)
9.The figure below is a cross section of a swimming pool 8m wide. Calculate the capacity of the pool in litres. (3mks)
30m
1m
3m
- Three litres of water (density 1g/cm³) is added to twelve litres of alcohol (density 0.8/cm³).What is the density of the mixture? (3mks)
- The volume of two similar solid spheres are 4752cm³ and 1408cm³. If the surface area of the small sphere is 352cm², find the surface area of the larger sphere. (3mks)
- Solve for x in the equation = 32 (3mks)
- Momanyi spent one eight of his February Salary on farming, half on school fees and two thirds of the remainder on food. Calculate his February salary and the amount he spend on school fees if he spent sh. 3200 on food. (3marks)
- Form three inequalities that satisfy the unshaded region R. (3marks)
- A Kenyan tourist in US borrowed 10,000 US dollars to pay for his son’s examination.
He is expected to pay either in Kenyan shillings or through an account in the United Kingdom in
sterling pounds. If he decided to pay through United Kingdom, how much would he save given
that
1 US dollar = 82.4 Kenyan shillings
1 Sterling pound = 1.4 US dollar
1 Sterling pound = 105 Kenyan shillings (3mks)
- Solve for X in the equation. (3mks)
SECTION II (50MKS)
Answer any FIVE questions in this section in the spaces provided
- The figure below shows a glass in form of a frustrum of a cone whose top and bottom diameter of 7cm and 3.5cm respectively. Its depth is 10cm. Taking ,
Calculate;
- a) Its total surface area. (5 marks)
b). Its capacity in litres. (5 marks)
18.Two friends Jane and Tom live 40km apart. One day Jane left her house at 9.00am and cycled towards Tom’s house at an average speed of 15km/hr. Tom left at 10.30am on the same day and cycled towards Jane’s house at an average speed of 25km/hr.
- Determine;
- The distance from Jane’s house, where the two friends met. (4 marks)
- The time they met. (2 marks)
- How far Jane was from Tom’s house when they met? (2 marks)
- The two friends took 10 minutes at the meeting point and they cycled to Tom’s house at an average speed of 12km/hr. Find the time they arrived at Tom’s house. (2 marks)
- Town Q is 180km on bearing of 050o from town P. Another town R is on a bearing 110o from P and also on compass bearing S 30oE from Q. Town S is South of P and also West of R.
Using scale 1 cm rep. 20 km;
- Draw the scale diagram to show the positions of the four towns. (6 marks)
- Use your scale diagram in (a) above to find;
- The distance of R from P. (1 mark)
- The bearing of Q from S. (1 mark)
- The distance of Q from S. (1 mark)
- How far P is North of S. (1 mark)
- The mark of 100 candidates for mathematics examination were distributed as follows.
| marks | No of candidates(f) | Mid-point(x) | fx | c.f |
| 30-34
35-39 40-44 45-49 50-54 55-59 60-64
|
5
24 26 24 13 6 2
|
(a)Calculate
(i) The mean mark (2mks)
(ii) The median (3mks)
(b) On the grid provided, draw a histogram. (3mks)
(c) On the same graph, draw a frequency polygon. (1mk)
(d) Find the modal mark. (1mk)
- The figure below shows two circles of radii 10.5 and 8.4cm and with centres A and B respectively. The common chord PQ is 9cm.
(a) Calculate angle PAQ. (2 mks)
(b) Calculate angle PBQ. (2 mks)
(c) Calculate the area of the shaded part. (6 mks)
- Three business partners; Kamau, Tatwa and Makau contributed Ksh. 100,000, Ksh. 80,000 and Ksh. 50,000 respectively to start a business. After one year, the business realized a profit which they shared in the ratio of their contributions.
- If Makau’s share of profit was Kshs. 20,000, how much was the total amount of profit?
(3mks)
- At the beginning of the second year, Makau boosted his shares by Ksh. 10,000. If the business profit increased by 20% at the end of the second year, calculate:-
- Kamau’s share of the profit. (4mks)
- The difference between Kamau’s and Tatwa’s share of profit. (3mks)
- (a) Show by shading the unwanted region, the region which satisfies the following inequalities (8mks)
Y > -3
4y ≤5x + 20
2y < – 5 x + 10
4y≤ -3x – 12
(b) Calculate the area of this region in a square units (2mks)
- Triangle ABC has the vertices A (3, 1), B (2, 2) and C (3, 4).
(a) On the grid provided draw triangle ABC and its image A1B1C1 under a rotation of negative quarter turn about the point (0,0) (3 marks)
(b) (i) Draw triangle A11B11C11 the image of A1B1C1 under a reflection in the line y = -x (2 marks)
(ii) Describe fully the transformation that maps A11B11C11 onto ABC (2 marks)
(c) (i) On the same axes draw triangle A111B111C111 the image of A11B11C11 under a translation given by translation Vector
(iii) State the co ordinates of A111B111C111 (2 marks)
______________________________________________________________________________________
MATHEMATICS FORM 2
MARKING SCHEME
1Evaluate: + + (2mks)
of ( + )
: + +
of ( + )
+
=
=25+ = 25
- Let r= 0.1515
100r=15.1515
99r=15.0000
R= =
- Simplify (2mks)
a(y-x)= a(y-x) = a = -a
b(y-x) – b(y-x) –b b
- T D H
15 8 8
24 10
15/24 x 8/10×8= 4 days
5.
A1 = 0/360 r2
=120/360×3.142×202=418.933cm2
4cm = 2.68.117cm2
Area of shaded region.=418.933-268.17
16cm 120o =150.816cm2
- 2b+3s=410
3b+2s=390
4b+6s=820
9b+6b=1170
5b+0=350
5b=350
5 5
2×70+35=410
140+35=410
3s=410-140
3s=270
3 3
S=90
Beans=70bags
Salt=90bag
7a). Let the exterior angle be x
X+2x=180
3x=180
X=60o
no of sides
360/60=6
- b) Hexagon
- Tan 24o= h/50
50 tan 24o = H
Tan 20o = H/(50 +x)
(50+x) tan 20=H
18.1999+0.364x=22.26
0.3640c=22.26-18.199
0.364x=4.061
X=4.061
0.364
=11.16m
- Volume of water=Ah
A=1/2(1×3) x 30= 60m2
V=60m2 x 8m=480m3
1m3=1000L
480m3=?
480m3 x 1000L
1m3
= 480,000L
- Total vol = 15 litres = 15000cm³
Tota; mass = 3000g + (12000 ´ 0.8)g
= 3000g + 9600g = 12600g M1
Density = M1
= 0.84g/cm³ A1
- VSF = 3.375
LSF = M1
ASF = (1.5)²
Area of larger cylinder
= 352 x 2.25= 792cm² A1
- X 1- X = 32
( X 1- X =
13.
| 1.
February salary School fees
|
M1
A1
B1 |
14.
| 2. | B1
B1 B1 |
- 10,000 ´ 82.4 = 824000 M1
10,000 M1
824000 – 750000 =
Sh.74000 A1
- L.C.M=12 24x-16-12x+6=12-10x
24x-12x+10x=12-6+16
22x=22
X=1
SECTION II
| 17 |
a)
T.S.A = + ( RL – rL) = (r2 + RL – rL) = (1.752 + 3.52 x 19.69 – 1.75 x 9.85) = x 54.18 = 171.1cm2
b) Vol = R2H – r2h H = 20 h = 10 (R2H – r2h) (3.52 x 20 – 1.752 x 10) (245 – 30.625) x 214.375 cm3 |
B1
M1 M1 M1 A1
B1
M1 M1
M1 A1 |
| 18a) | i) 10.30
–9.00 1.30 Jane travelled = x 15 = 22.5 Distance before Tom starts journey Relative speed = 15 + 25 = 40km/hr T.T.T.M = = 0.4375 hrs 15 x 0.4375 = 6.5625km 22.5 + 6.5625 = 29.0625km
ii) They met after 0.4375 hrs = 0.4375 x 60 = 26 minutes 10.30 + 26 10.56am iii) Jane had travelled 29.0625km = 40.00 – 29.0625 = 10.9375km
b) = 0.91146 hrs 0.91146 hrs = 55 minutes Add rest time = 10 minutes = 65 = 1 hr 5 minutes 10.56 +1.05 12.01 pm |
M1
M1
B1
A1
M1
M1
B1 B1
M1
A1 |
|
| 10 |
| 19 | a)
b) i) Distance R from P = 13.4cm ± 0.1 But 1 cm rep 20km = 13.4 x 20 = 268km
ii) Bearing of Q from S 034o ± 001o
iii) Distance of Q from S 12.4cm ± 0.1 But 1cm rep 20km = 12.4 x 20 = 248km iv) How far P is north of S = 4.5cm But 1cm rep 20km = 4.5 x 20 = 90km |
B1
B1
B1
B1 |
| 21 | a)
< PAQ = <PAM + <QAM < PAM = sinθ1 = Sin -1 (0.4286) = 25.380 < QAM = <PAM = 25.38 →<LAP = 25.38×2= 50.76
b) <PBQ = < PBM + <QBM < PBM = sin∝1 = Sin-1 (0.5357) = 32.390 < PBM = <QBM = 32.390 <PBQ = 32.390x 2 = 64.78
c)i)
area of segment = area of a section – area of D Taking (i) = = 48.84 – 42.69 = 6.15cm2 Taking (ii) = = 39.89 – 31.92 = 7.97cm2 = (6.15 + 7.97) cm2 = 14.12cm2
|
M1
A1
M1
A1
M1
B1
M1M1
B1
A1 |
|
| 22.a) Kamau Tatwa Makau
100,000 80,000 50,000 10 : 8 : 5 5 = 20,000 23 1 = ? 20,000 x 23 5 = 92,000
(a) (i) New Ratio 5 : 4 : 3 120 x 92,000 100 New profit = 110,400
Kamau’s share = 5 x 110,400 12 = 46,000
(ii) Tatwa’s share = 4 x 110,400 12 = 36,800 Difference = 46,000 – 36,800 = 9,200
|
B1
M1
A1
B1
B1
M1
A1
M1
M1
A1 |
|
| 10 |
CBC assessment book grade 3 pdf
GRADE 3 REPORT CARD
Download a free copy of the report book here; Grade 3 Report Card.
LEARNER’S DETAILS
NAME :
LEVEL :
AGE :
UPI :
| STAMPED
PASSPORT PHOTO |
PARENT’S/GUARDIAN’S DETAILS
FATHER’S NAME :
CONTACT : SIGN
EMAIL ADDRESS :
MOTHER’S NAME :
CONTACT : SIGN
EMAIL ADDRESS :
FACILITATOR’S NAME :
CONTACT : SIGN
SCHOOL STAMP
MATHEMATICS ACTIVITIES ASSESMENT:
KEY:EX EXCEEDING EXPECTATION ,MT –MEETS EXPECTATION,AP-APPROACHES EXPECTATION BE-BELOW EXPECTATION.
| Tick appropriately under each category to rate learners ability | EX | MT | AP | BE | COMMENTS | |
| 1.0 | NUMBERS | |||||
| 1.1 | Number concept | |||||
| Use ordinary numbers to identify position from 1st -20th | ||||||
| 1.2 | WHOLE NUMBERS | |||||
| Count numbers forward and backward up to 1000 | ||||||
| Identify place value up to thousands | ||||||
| Read numbers 1-100 in words | ||||||
| Identify missing numbers in number patterns up to 1000 | ||||||
| 1.3 | FRACTION | |||||
| IDENTIFY ½,1/4,AND 1/8 as part of a whole | ||||||
| Identify ½,1/4,and 1/8 as part of a whole | ||||||
| 1.4 | ADDITION | |||||
| Add a 3 digit number to a 2 digit number without re-grouping with sum not exceeding 1000 | ||||||
| Add 3 digit numbers without regrouping | ||||||
| Add 3 single digit numbers with sum up to 27 | ||||||
| Add2-3 digits numbers with single re-grouping with sum not exceeding 1000 | ||||||
| Work out missing numbers In patterns involving addition up to 1000 | ||||||
| Create number patterns involving addition up to 1000 | ||||||
| 1.5 | SUBTRACTION | |||||
| Subtract up to 3 digit numbers without regrouping | ||||||
| Subtract up to 3 digit numbers without regrouping | ||||||
| Subtract up to 3 digit numbers involving missing numbers with single regrouping | ||||||
| Work out missing numbers in number pattern involving subtraction up to 1000 | ||||||
| 1.6 | MULTIPLICATION | |||||
| 1.7 | Division | |||||
| Represent division as repeated subtraction up to 5 times | ||||||
| Relate division to multiplication up to 9*10=90 | ||||||
| 2.0 | Measurement | |||||
| 2.1 | Measure length in meter | |||||
| Add and subtract length in meters | ||||||
| Estimate mass up to 20 meters | ||||||
| 2.2 | Mass | |||||
| Measure mass in kilogram | ||||||
| Add and subtract capacity in kg | ||||||
| 2.3 | capacity | |||||
| Measure capacity in liters | ||||||
| Add and subtract capacity in liters | ||||||
| Estimate capacity up to 5 liters | ||||||
| 2.4 | Time | |||||
| Read and tell time using the digital clock | ||||||
| Read and tell time using ‘past ‘and to the hours using the clock face | ||||||
| Write time using past and to the hour | ||||||
| Add and subtract time involving hours and minutes without conversion in real life situation | ||||||
| 2.5 | money | |||||
| identify Kenyan currency notes up to 1000 | ||||||
| Count money in different denomination up to cash 1000 | ||||||
| Add and subtract money involving up to 1000 | ||||||
| Relate money to goods and services up to cash 1000 | ||||||
| Carry out shopping activities involving change and balance | ||||||
| Appreciate spending and saving of money in real life situation | ||||||
| Differentiate between needs and wants | ||||||
| 3.0 | Geometry | |||||
| 3.1 | Position and direction | |||||
| Move along a straight line from a point | ||||||
| Turn to the right from a point | ||||||
| Turn to the left from a point | ||||||
| 3.2 | Shapes | |||||
| Make pattern involving rectangles,circles,triangle,ovals and squares |
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
ENGLISH ACTIVITIES ASSESMENT
KEY EX-EXCEEDING EXPECTATION, MT-MEETS EXPECTATION, AP-APPROACHES EXPECTATION, BE-BELOW EXPECTATION.
| Tick appropriately under each category to rate learners ability | EX | MT | AP | BE | COMMENT | |
| 1.0 | LANGUAGE ACTIVITY | |||||
| 1.1. | Listening and speaking | |||||
| Listen attentively during a conversation | ||||||
| Respond to simple specific directional instruction in communication | ||||||
| Use common gestures and facial expression in communication | ||||||
| 1.2 | Pronunciation and vocabulary | |||||
| Recognizes new words used in themes | ||||||
| Pronounce the vocabulary related to the theme correctly | ||||||
| Use vocabulary learnt to communicate confidently | ||||||
| 1.3 | Language structure and function | |||||
| Use subject verb agreement to construction sentences on daily activities in relation to when they take place | ||||||
| Use indefinite pronoun (nobody, anybody, somebody) in communication to talk about daily activities at home and at school | ||||||
| Use singular and plural forms of irregular nouns for effective communications e.g. foot-feet, tooth-teeth, mouse-mice, ox-oxen | ||||||
| Use will/shall to talk about what they would want to become In future | ||||||
| Identify words that express future time/action for effective communication | ||||||
| Use opposite to construct simple sentence about safety at home ,school and environment | ||||||
| Use preposition to talk about the position and location of objects, people, animals and places. | ||||||
| Ask questions using what, when, how, why and where to learn about saving | ||||||
| Respond correctly to questions using what ,when ,how ,why ,whose ,where | ||||||
| Identify wh –word in a story ,poem or conversation for effective oral communication | ||||||
| Use adjective to describe people, things and actions in a festival | ||||||
| Describe given nouns in relation to shape ,colour and size correctly | ||||||
| Identify comparative and superlatives that are to describe people and things during play time and sports | ||||||
| Form comparatives and superlatives appropriately based on given examples | ||||||
| Use conjunction to talk about nutrition and disease e.g. and ,but ,because | ||||||
| 2.0 | READING | |||||
| 2.1 | Letter sound knowledge (phoenix reading ) | |||||
| Read longer words with letter –sound correspondence and combine sounds to read longer words accurately | ||||||
| 2.2 | Word reading | |||||
| Read more and longer words without letter-sound txt correspondence | ||||||
| 2.3 | Connected text and fluency | |||||
| Read a text of about 200 words transitioning from phrasal to fluent reading | ||||||
| Read at least 90 words per minute fluently and accurately and with expression | ||||||
| 2.4 | Comprehension | |||||
| Make production based on picture and titles and anticipate possible outcomes on a common text | ||||||
| Read and retell a story, poem or conversation. | ||||||
| Answer a simple direct and indirect questions based on a text of about 200 words | ||||||
| 3.0 | WRITTING | |||||
| Handwriting | ||||||
| Demonstrate neat and legible handwriting | ||||||
| 3.1 | Spelling | |||||
| Spell and write words correctly for effective in communication | ||||||
| 3.3 | Punctuate | |||||
| Recognize appropriate punctuation marks in a text | ||||||
| Use full stops ,capital and small letters ,questions marks correctly | ||||||
| 3.4 | GUIDED WRITINNG | |||||
| Write words from a prompt to demonstrate mastery of vocabulary | ||||||
| Recognition the correct form and meaning of the words to be used in filling I |
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
SHUGHULI ZA KISWAHILI
Viwango:KUZ-kuzidishamatarajio,KUF-kukaribiamatarajio,MB-mbalinamatarajio
| Wekaalamakuashiriakiwango cha mwanafunzi
ipasavyo |
KUZ | KUF | KUK | MB | MAPENDEKEZO | |
| 1.0 | SHAMBANI | |||||
| 1.1 | Kusoma | |||||
| Kutambuasautimbilitofautizinazotamkwapamoja | ||||||
| Kutamkasautilengwaifaaavyo | ||||||
| Kusomasilabizasautilengwa | ||||||
| Kusomamaneno,vifungunahadithizinazohusishasautilengwa | ||||||
| 1.2 | Msamiati | |||||
| Kutambuanakuelezamaanayamsamiatiunaohusishashughulizashambani | ||||||
| Kutungasentensiakitumiamsamiatiwashambani | ||||||
| 1.3 | Kusikilizanakuzungumza | |||||
| Kusikilizamasimulizikuhusushambanikwamakini | ||||||
| Kutajanakuelezavifaavinavyotumikashamabani | ||||||
| Kuelezashughulizinazofanywashambani | ||||||
| 1.4 | KUSOMA HADITHI | |||||
| Kusomahadithizapichazinazohusushamba | ||||||
| Kusikilizahadithizikisomwanakujibumaswalikwausahihi | ||||||
| Uchangamfuwakusomahadithi | ||||||
| 1.5 | KUANDIKA | |||||
| Kuandikakisakifupikwahatinadhifukulingananamada | ||||||
| 1.6 | SARUFI | |||||
| Kutumianafasiyatatuwakatiujao- umojanawingikatikasentensikwausahihi | ||||||
| Kusomanakuandikavifungunanafsiyatatukwaumojanawingi | ||||||
| 2.0 | UZALENDO | |||||
| 2.1 | Kusoma | |||||
| Kutambuanakutamkasautimbilitofautizinazotamkwapamoja | ||||||
| Kusomasilabizasautilengwa | ||||||
| Kusomahadithizilizonamanenoyaliyonasautilengwa | ||||||
| Kusomakwakutumiasilabizinazotokananasautilengwa | ||||||
| 2.2 | MSAMIATI | |||||
| Kutambuamsamiatiambaounaohusiananauzalendo | ||||||
| Kuelezamaanayamsamiatiunaohusiananauzalendo | ||||||
| Kutumiamsamiatiwauzalendokatikasentensi | ||||||
| 2.3 | Kusikilizanakuzungumza | |||||
| Kutambuanakuyatumiamanenoyanayoonyeshauzalendokatikamawasiliano | ||||||
| Kusimulia visa vinavyojumuisha mambo yanayowezakuimarishauzalendo | ||||||
| Kuonyeshausikivukupitiakusikilizamasimulizi | ||||||
| 2.4 | KUSOMA HADITHI | |||||
| Kutambuarangizabendera | ||||||
| Kusomanakutambuamanenoyanayousiananauzalendo | ||||||
| Kusomanakusikilizahadithikuhusuuzalendo | ||||||
| 2.5 | KUANDIKA | |||||
| Kuandikakisakifupikwahatinadhifukulingananamada | ||||||
| 2.6 | SARUFI | |||||
| Kutungasentensiakitumia (-ake-na-ao) | ||||||
| 3.0 | MIEZI YA MWAKA | |||||
| 3.1 | Kusoma | |||||
| Kutambuanakutamkasautimbilizinazotamkwapamoja | ||||||
| Kusomasilabizasautilengwa | ||||||
| Kusomamanenokwakutumiasilabizinazotokananasautilengwa | ||||||
| 3.2 | MSAMIATI | |||||
| Kutambuamieziyamwaka | ||||||
| Kuandikamajinayamieziyamwakakwamfuatano | ||||||
| Kutungasentensikwakutumiamajinayamiezi | ||||||
| 3.3 | Kusikilizanakuzungumza | |||||
| Kusikilizamasimulizakuhusumieziyamwaka | ||||||
| Kusimuliakuhusumatukiokatikamiezitofauti | ||||||
| 3.4 | KUSOMA HADITHI | |||||
| Kusikilizahadithiikisomwanakujibumaswaliipasavyo | ||||||
| Kusomahadithikuhusumiezi | ||||||
| Kufahamuhadithiiliyosomwa | ||||||
| Kuchangamkiakusomahadithi | ||||||
| 3.5 | KUANDIKA | |||||
| Kuandikakisakifupikwahatinadhifu | ||||||
| Kujazamapengokwenyehadithikwamanenomwafaka | ||||||
| 3.6 | MSAMIATI(TARAKIMU) | |||||
| Kutambuanakusomanambari 1-100kwa maneno | ||||||
| 3.7 | sarufi | |||||
| Kuakifishasentensiipasavyokwakutumiakikomo. | ||||||
| 4.0 | Kazimbalimbali | |||||
| Kutambuanakutamkasautimbilizinazotamkwapamojailikuimarishamatamshi | ||||||
| Kusomasilabizasautilengwa | ||||||
| Kuandikasilabinamanenoyanayohusishasautilengwa | ||||||
| 4.2 | msamiati | |||||
| Kutambuamsamiatiwakazimbalimbali | ||||||
| Kutungasentensuiakitumiamsamiatiwakazi | ||||||
| 4.3 | Kusikilizanakuzungumza | |||||
| Kusikilizakwamakinimasimulizikuhusukazimbalimbali | ||||||
| Kuelezakuhusukazitofauti | ||||||
| Kuthaminikazitofauti | ||||||
| 4.4 | Kusomahadithi | |||||
| Kutambuapichazawatukazimbalimbali | ||||||
| Kusomahadithikwaushihi | ||||||
| 4.5 | Kuandika | |||||
| Kuandikakisakifupikwahatinadhifu | ||||||
| 4.6 | sarufi | |||||
| Kukanushanyakatikwausahihi(li, na –ta ) | ||||||
| 5.0 | usalama | |||||
| 5.1 | msamiati | |||||
| Kutambuamsamiatiambaohutumiwakatikausalama | ||||||
| Kutumiamsamiatiunaohusiananausalamakatikakutungasentensi | ||||||
| 5.2 | Kusikilizanakuzungumza (masimulizi) | |||||
| Kusimuliakuhusunjiazakudumishausalama | ||||||
| 5.4 | Kusomahadithi | |||||
| Kutambuapichazinazoonyeshausalama | ||||||
| Kusomahadithikuhusuusalamakwaustadi | ||||||
| Kusikilizahadithiunayosomewakwaumakini | ||||||
| 5.5 | Kuandika | |||||
| Kuandikakisakifupikwahatinadhifu | ||||||
| 5.6 | Sarufi | |||||
| Kutajanakuandikakinyume cha vitendokwausahihi | ||||||
| 6.0 | USAFI WA MAZINGIRA | |||||
| 6.1 | Msamiati | |||||
| Kutambuanakutajamsamiatiwausafiwamazingira | ||||||
| 6.2 | Kusikilizanakuzungumza | |||||
| Kutofautishamazingirasafinayasiyosafi | ||||||
| Kutambuaumuhimuwamazingirasafi | ||||||
| Kuelezakuhusuusafiwamazingiranajinsiyakuyatunza | ||||||
| 6.3 | Kusomahadithi | |||||
| Kutambuamsamiatiulioyumiwakatikahadithi | ||||||
| Kusikilizamwalimukwamakini | ||||||
| Kusomahadithikwaufasaha | ||||||
| 6.4 | Kuandika | |||||
| Kuandikakisakifupikuhusumazingirakwahatinadhifu | ||||||
| 6.5 | Sarufi | |||||
| Kutumiaharakanapolepolekwakutungasentensi | ||||||
| 7.0 | DUKANI | |||||
| 7.1 | msamiati | |||||
| Kutambuanakuelezamsamiatiwadukani | ||||||
| Kutumiamsamiatiwadukanikatikasentensi | ||||||
| 7.2 | Kusikilizanakuzungumza | |||||
| Kuelezashughulizadukani | ||||||
| Kusikilizamasimulizikuhusuuuzajikwamakini | ||||||
| 7.3 | Kusomahadithi | |||||
| Kusomahadithikuhusudukanikwaufasaha | ||||||
| Kudhaminibiasharamaishanikamanjiamojayakutegemeamaishani | ||||||
| 7.4 | Kuandika | |||||
| Kuandikakisakifupikwahatinadhifu | ||||||
| 7.5 | Sarufi | |||||
| Kutumiaalamayakuulizaipasavyokatikasentensi | ||||||
| 8.0 | NDEGE NIMPENDAYE | |||||
| 8.1 | Msamiati | |||||
| Kutajamajinayandegembalimbali | ||||||
| Kutambuamsamiatikuhusunjiazakutunzandege | ||||||
| 8.2 | Kusiklizanakuzungumza | |||||
| Kutajaainazandegewanyumbani | ||||||
| Kutambuandegeampendendayenakusimuliakumhusu | ||||||
| Kusikilizakwamakinimasimuliziyawengine | ||||||
| 8.3 | Kusomahadithi | |||||
| Kusomanakusikilizahadithizinazohusundege | ||||||
| Kufahamuhadithialiyoisomanaaliyoomewa | ||||||
| 8.4 | kuandika | |||||
| Kuandikakisakifupikwahatinadhifu | ||||||
| 8.5 | sarufi | |||||
| Kutumia “juuya” “chiniya” kwaufasahakatikasentensinamawasiliano | ||||||
| 9.0 | SOKONI | |||||
| 9.1 | Msamiati | |||||
| Kutambuamsamiatiunaohusiananashughulizasokoni | ||||||
| 9.2 | Kusikilizanakuzungumza | |||||
| Kutajavituvinavyopatikanasokoni | ||||||
| Kutajawatuwanaopatikanasokoni | ||||||
| Kuelezashughulizinazoendeshwasokoni | ||||||
| Kuelezaumuhimiwasoko | ||||||
| 9.3 | Kusomahadithi | |||||
| Kusomahadithikuhususokonikwaufasaha | ||||||
| Kufahamuhadithialiyoisomanaaliyosemewailikupataujumbe | ||||||
| 9.4 | Kuandika | |||||
| Kuandikakisakifupikutumihatinadhafu | ||||||
| 9.5 | Sarufi | |||||
| Kutumia ‘’ndaniya ‘’ na ‘’ njeya’’ katikasentensiilikuimarishamawasiliano | ||||||
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
C.R.E ACTIVITIES ASSESSMENT
KEY: EX- exceeding expectation, MT-meets expectation, AP-approaches expectation, BE –Below expectation
| Tick appropriately under each category to rate learners ability | EX | MT | AP | BE | COMMENT | |
| 1.0 | CREATION | |||||
| 1.1 | SELF AWARENESS | |||||
| Appreciate himself/herself as created in the image and likeness of God for his glory | ||||||
| Recognize god as the creator of every part of his/her body to glorify him | ||||||
| Control thoughts and feelings in daily life | ||||||
| Make choices that are acceptable to God in their life | ||||||
| 1.2 | MY FAMILY | |||||
| Recognize the head of the family and respect them | ||||||
| Name family members in the nuclear and extended family for identification | ||||||
| Draw the family tree to understand relationship within the family | ||||||
| 1.3 | ADAM AND EVE | |||||
| Acknowledge God as the creator of Adam and eve as our first parents o earth | ||||||
| Describe how Adam and eve disobeyed God and desire to obey God in their daily lives | ||||||
| State the results of disobeying Gods command to avoid sin | ||||||
| Explain the importance of obeying parents to live a harmonious family life | ||||||
| Explain the importance of obeying teachers to promote good relationship at school | ||||||
| 2.0 | THE HOLY BIBLE | |||||
| 2.1 | The bible as the word of god | |||||
| Differentiate the bible from other books as a holy book used by Christians | ||||||
| Explain how the writing of the bible was different from other books and respect it | ||||||
| Name the four gospel book in the new testament of Jesus Christ | ||||||
| Appreciate the bible as a guide in their daily lives | ||||||
| 2.2 | THE BIBLE STORY | |||||
| Narrate what happened in the story of Moses and the burning bush ad relate it with the holy place of worship | ||||||
| Discuss how Moses expressed obedience and apply it in their daily lives | ||||||
| 2.2.2 | The big fish swallows Jonah | |||||
| Narrate the story of Jonah and be obedient to God | ||||||
| 2.2.3 | Naaman is healed | |||||
| Describe the healing of Naaman and desire to have faith in God | ||||||
| Appreciate Gods as the healer of all diseases | ||||||
| 2.2.4 | The three Hebrew me are rescued from fire | |||||
| Narrate the story of the three Hebrew men to strengthen their relationship with God | ||||||
| Trust God to cope with daily challenges | ||||||
| 2.2.5 | Elisha and the boys | |||||
| Explain the story of Elisha and the boys and relate it to their daily challenges | ||||||
| Apply the story in their daily lives by respecting the elderly at home church school and the community | ||||||
| 3.0 | THE EARLY LIFE OF JESUS CHRIST | |||||
| 3.1 | Wise men guided by the star | |||||
| Identify the star that guided the wise men and desire to be by God in their daily lives | ||||||
| Describe how the wise men were guide by the stars | ||||||
| 3.2 | Home town of Jesus Christ | |||||
| Name the home town of Jesus Christ and their own towns to promote a sense of belonging | ||||||
| 3.3 | The good Samaritan | |||||
| Narrate the story of good Samaritan and relate it to their daily lives | ||||||
| Appreciate the act of the good Samaritan by being kind to people in need | ||||||
| 3.4 | The little boy with fives loaves and two fish | |||||
| Explain the miracles of the five loaves and two fish and practice kindness to others | ||||||
| State the number of baskets that remained after feeding the people and relate it to keeping the environment clean | ||||||
| Appreciate the miracle of the fives loaves and two fish by sharing with others | ||||||
| 3.5 | Jesus Christ walks o water | |||||
| Describe the miracle of Jesus Christ walking on water and having faith in god | ||||||
| Appreciate Jesus power in their lives to overcome daily challenges | ||||||
| 3.6 | Raising of Jairus daughter | |||||
| Analyze the miracle of raising Jairus daughter and have faith in god | ||||||
| Appreciate the power of Jesus over death | ||||||
| 3.7 | Easter | |||||
| Mention the importance of Easter in the of Christians | ||||||
| Identify the resurrection of Jesus Christ by taking part in Easter celebration | ||||||
| 4.0 | CHRISTIAN VALUES | |||||
| 4.1 | Honesty | |||||
| Narrate the story of animals and Saphira and desire to be honest in their lives | ||||||
| Explain the importance of respecting other peoples items for harmonious living | ||||||
| 4.2 | Thankfulness | |||||
| Describe ways of thanking God for crating them | ||||||
| Thank God for their family friends and teachers ad appreciate them at the time | ||||||
| 4.3 | Forgiveness | |||||
| Describe the story of the unforgiving servant and relate it to their interaction with others | ||||||
| Desire to forgive others I their day to day lives | ||||||
| 4.4 | TURST | |||||
| Identify people they can trust for their own safety | ||||||
| Mention the people to report to incase of danger for appropriate action to be taken | ||||||
| Discus the effect of talking about others for harmonious living | ||||||
| 4.5 | Responsibility | |||||
| Discus the importance of personal hygiene for healthy living | ||||||
| Develop responsibility by not expecting a reward when they do chores at home | ||||||
| 5.0 | THE CHURCH | |||||
| 5.1 | prayer | |||||
| Recite the lords and apply in their daily lives | ||||||
| Show respect to God during prayer by adopting different posture of prayer | ||||||
| 5.2 | The holy spirit | |||||
| Discus the coming of the holy spirit on the day of Pentecost and relate it to their lives | ||||||
| Identify the work of the holy spirit in the life of a Christian | ||||||
| Appreciate the fruit of the holy spirit by living harmoniously with others | ||||||
| Desire to be led by the holy spirit as they make decision in life |
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
| Tick appropriately under each category to rate learners ability | EX | MT | AP | BE | COMMENTS | |
| 1.0 | BASIC MOTOR SKILLS | |||||
| 1.1. | LOCOMOTORS SKILLS | |||||
| 1.1.1 | SKIPPING | |||||
| Name parts of the body that are in use during skipping | ||||||
| Appreciate the importance of observing health habits for our well being | ||||||
| 1.1.2 | GALLOPING | |||||
| Preforming galloping in different ways such as directions,pathways,levels and different tempo such as slowly, moderate and fast | ||||||
| Establish the relationship through galloping for critical thinking and problem solving | ||||||
| Observing rules | ||||||
| 1.1.3 | DODGING | |||||
| Name the body parts that are in use during dodging for the body awareness | ||||||
| Perform dodging in different ways: directions pathways and levels | ||||||
| Establish relationship while dodging | ||||||
| Appreciate dodging for strength,co-ordinates balance and self esteem | ||||||
| Obey riles when playing games for own and safety | ||||||
| 1.1.4 | SLIDING | |||||
| Explore sliding in different ways for the body awareness | ||||||
| Perform sliding In different ways | ||||||
| Establish relationship through sliding | ||||||
| Appreciate sliding for strength coordinate, balance and self esteem | ||||||
| Observe | ||||||
| 1.2 | NON-LOCOMOTOR SKILLS | |||||
| 1.2.1 | TWISTING | |||||
| Perform twisting I different ways | ||||||
| Establish relationship through twisting for critical thinking and problem solving | ||||||
| Appreciate twisting for strength,co-ordination balance and self –esteem | ||||||
| Obey rules when playing games | ||||||
| 1.3 | MANIPULATIVE SKILLS | |||||
| 1.3.1 | STRIKING | |||||
| Perform striking in different ways | ||||||
| Establish relationship through striking for critical thinking and problem solving | ||||||
| Observe rules while playing games | ||||||
| 1.3.2 | PUNTING | |||||
| Identify parts of the body use for punting | ||||||
| Perform punting in different ways | ||||||
| Establish relationship | ||||||
| 1.3.3 | DRIBBLING | |||||
| Name the body parts that are used in dibbling | ||||||
| Perform dribbling in different ways for co-ordinations ,endurance and balance | ||||||
| Appreciate and develop attitude and willingness while playing | ||||||
| 2.0 | SWIMMIING | |||||
| 2.1 | WATER SAFETY | |||||
| 2.1.1 | H.E.L.P (Heart escape lessening position) | |||||
| Name a floating technique that they know for self- esteem | ||||||
| Explain the meaning of H.E,L.P | ||||||
| PERFOM H.E,L.P FOR SURVIVAL | ||||||
| APPRECIATE H.E,L.P for rescue | ||||||
| Obey swimming rules for own and other safety | ||||||
| 2.2 | BASIS SWIMMING SKILLS | |||||
| 2.2.1 | ARM ACTION IN WATER FRONT CRAWL | |||||
| Demonstrate different actions that the arm can make in water for body awareness | ||||||
| perform the body action in front crawl in swimming | ||||||
| Observe the rule | ||||||
| Establish relationship in water | ||||||
| 2.2.2 | KICKING(LEG action in water) IN FRONT CRAWL | |||||
| Perform kicking –leg action in front crawl in swimming | ||||||
| Appreciate the game | ||||||
| Make relationship through playing the game | ||||||
| Observe rule | ||||||
| 2.2.3 | STRAFISH FLOAT | |||||
| Name some fish that lives in water | ||||||
| Perform starfish float In water for survival | ||||||
| Appreciate floating in water using the starfish float for survival | ||||||
| 3.0 | GYMNASTIC | |||||
| 3.1 | STASTIC BALANCE | |||||
| 3.1.1 | V BALANCE | |||||
| Name body parts in use during v balance | ||||||
| 3.2 | DYNAMIC BALANCE | |||||
| 3.2.1 | BEAM BALANCE | |||||
| Perform beam balance for strength, balance and co-ordination | ||||||
| Appreciate the beam balance perform | ||||||
| Make relationship through performance of beam balance | ||||||
| Observe rules while playing the game | ||||||
| 3.3 | STATIC BALANCE | |||||
| 3.3.1 | CRAB STAND BALANCE | |||||
| Perform the crab stand balance for strength and coordination | ||||||
| Appreciate performing the crab and stand balance | ||||||
| Make relationship through playing the game | ||||||
| Observe rules while playing the game | ||||||
| 3.4 | DYNAMIC BALANCE | |||||
| 3.4.1 | BACKWARD ROLL | |||||
| Name the body part in use during crab walk | ||||||
| Perform crabwalk | ||||||
| Appreciate crab walk strength ,coordination and excellence | ||||||
| Obey rules during crab walk |
PHYSICAL COMPETENCE ASSESSMENT
KEY: EX EXCEEDING EXPECTATION, MT –MEETS EXPECTATION, AP-APPROACHES EXPECTATION BE-
BELOW EXPECTATION.
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
LITERACY ACTIVITIES ASSESSMET
KEY: EX-exceeding expectation, MT-meets expectation AP-approaches expectation BE-Below Expectation
| Tick appropriately under each category to rate learners ability | EX | MT | AP | BE | COMMENT | |
| 1.0 | LISTENING AND SOEAKING | |||||
| 1.1 | IMITATION | |||||
| Creatively use appropriate language with different people | ||||||
| Listen and respond appropriately | ||||||
| Control thought and feelings in daily lives | ||||||
| 1.2 | Story telling | |||||
| Use digital knowledge to create stories | ||||||
| Acquire an accurately use appropriate words and phrase from stories | ||||||
| develop an interest in telling stories for pleasure | ||||||
| Demonstrate techniques of effective story telling | ||||||
| 1.3 | Effective communication (sharing experience ) | |||||
| Use compound and complex sentence to link thought | ||||||
| Listen and use talk to organize and clarify thoughts and ideas | ||||||
| Communicate needs and feelings in a variety of ways | ||||||
| Demonstrate willingness to interact with others | ||||||
| Appreciate the importance of sharing one another’s feelings | ||||||
| 1.4 | Talk about | |||||
| Identify messages conveyed in a thematic story and engage in oral discussions | ||||||
| Use appropriate expression to describe people situations and events | ||||||
| Develop an interest to read stories ad text | ||||||
| 1.5 | Presentation skills | |||||
| Ask critical question on the decision making in their environment | ||||||
| Subsequently position their views using appropriate words example :firstly ;secondly ;lastly | ||||||
| 2.0 | READING | |||||
| 2.1 | INDEPENDENT READING | |||||
| Identify the main idea in a passage | ||||||
| Silently read a given passage | ||||||
| Develop an interest In reading for pleasure | ||||||
| Effectively answer question from independent reading | ||||||
| Use learnt vocabulary from own reading | ||||||
| 2.2 | Reading comprehension | |||||
| Read with accuracy, fluency and understanding | ||||||
| Locate information in a text | ||||||
|
|
Develop an interest in reading widely on varied subject | |||||
| 3.0 | WRITING | |||||
| 3.1 | Sentence formation | |||||
|
|
Write a variety of compound and complex sentence structure | |||||
| Make and organize notes and paragraph appropriately | ||||||
| Use writing to generate and organize | ||||||
| 3.4 | Spelling instruction | |||||
| Correct misspelled words | ||||||
| Spell words correctly in writing | ||||||
| 3.3 | HANDWRITING | |||||
| Use capital letters correctly | ||||||
| Use appropriate spacing between words | ||||||
| Use of legible and neat handwriting | ||||||
| 3.4 | CREATIVE WRITING | |||||
| Creatively create simple texts in written and digital formats | ||||||
| Use connecting words appropriately and effectively in writing | ||||||
| Develop an interest in writing |
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
MUSIC ACTIVITIES ASSESMENT
KEY:EX-EXCEEDING EXPECTATION,MT-MEETS EXPECTATION,AP-APPROACHES EXPECTATION,BE –BELOW EXPECTATION
| Tick appropriately under each category to rate learners ability | EX | MT | AP | BE | COMMENTS | |
| 1.0 | PERFORMING | |||||
| 1.1 | Songs | |||||
| Identify and name different types of song performed for different purpose in the community for awareness | ||||||
| Sing a variety of age song appreciation songs in unison paying attention to accuracy in pitch and rhythm for enjoyment and self-expression | ||||||
| Sing all verses of the Kenya national anthem in English and Kiswahili with proper etiquette for patriotism cohesion and peaceful coexistence. | ||||||
| Sing 3- part rounds keeping to the respective parts for enjoyment | ||||||
| Execute the elements of music to the singing for effective communication | ||||||
| Express ideas feeling and emotions through singing for self | ||||||
| Appreciate the importance of singing songs from devices culture and time | ||||||
| Record own and others performance using electronic device for appreciation and digital literacy | ||||||
| 1.2 | Singing games | |||||
| Perform various singing games drawn from local and other culture for enjoyment | ||||||
| Perform singing games with coordinated body movements for aesthetic effect | ||||||
| Perform singing games while observing own and safety | ||||||
| Practice games etiquette for integrity | ||||||
| Share available resources during the performance of singing games for equity | ||||||
| Appreciate and enjoy performing singing games from diverse culture
|
||||||
| 1.3 | Musical instrument | |||||
| Identify and name different string instrument used in music making | ||||||
| Identify string instrument visually and aurally in preparation for improvisation | ||||||
| Demonstrate the skills of playing string instrument to improve performance | ||||||
| Use locally available materials to make improvised creativity | ||||||
| Use improvised string instrument to accompany song for enjoyment | ||||||
| Used improvised percussion wind and string instrument for enjoyment and digital literacy | ||||||
| 1.4 | DANCE | |||||
| Use body movement that are part of daily experience in variety of ways in dance enjoyment | ||||||
| Use body zones and body parts appropriately in response to music | ||||||
| Apply locomotors and non-locomotors/axial movement imaginatively to create own dance | ||||||
| Observe basic element of of dance in a dance performance for effective execution of dance | ||||||
| Practice etiquette during during dance performance for integrity | ||||||
| Perform appropriate simple dance from diverse culture for appreciation and enjoyment | ||||||
| Appreciate and enjoy performing different cultural dance for cultural preservation | ||||||
| Use digital devices to learn and record various dances for digital literacy and enjoyment | ||||||
| 2.0 | CRATING AND COMPOSING MUSIC | |||||
| 2.1 | Rhythm | |||||
| Improvise rhythmic accompaniment to familiar songs using body percussion and other instrument for enjoyment | ||||||
| Create own simple rhythmic patterns using body percussion and other improvised percussion for creativity and imagination | ||||||
| Use digital devices for creating rhythmic accompaniment to familiar songs for enjoyment | ||||||
| 2.2 | Melody | |||||
| Identify melodic variations in familiar simple tunes demonstrating an awareness of pitch and rhythm | ||||||
| Create melodic variation to familiar tunes in preparation for composition | ||||||
| Apply variation of tempo and dynamic of familiar songs for enjoyment | ||||||
| Use new words to a familiar tune for effective communication | ||||||
| Create own melodic patterns from differently pitched objects to enhance creativity | ||||||
| Use digital device In creating and recording own created melodic pattern for digital literacy and presentation to others for discussion | ||||||
| 3.0 | LISTENING AND RESPONDIG | |||||
| Element of music | ||||||
| Express initial personal reactions to musical performance for self-expression | ||||||
| Distinguish and categorize sounds heard for aural discrimination | ||||||
| Relate selected music to personal experience/story/event/for emotional expression | ||||||
| Imitate short melodies with literacy in pitch and rhythm for aural development | ||||||
| Use appropriate terminology in explaining/discussing music listened to effective communication | ||||||
| Relate specific music to appropriate events in the community |
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
HYGIENE AND NUTIRTION ACTIVITIES ASSESMENT
KEY (EX- Exceeding Expectation, MT-meet expectations, AP-approaches expectation, BE-Below expectations
|
|
Tick appropriately under each categories to rate of learners ability | EX | MT | AP | BE | COMMENT |
| 1.0 | HEALTHPRACTICES | |||||
| Importance of breakfast | ||||||
| State the meaning of breakfast | ||||||
| Identify time when breakfast | ||||||
| Name food items for breakfast as a healthy habit | ||||||
| Tell the importance of breakfast as a healthy habit | ||||||
| 1.2 | Oral hygiene | |||||
| Identify good habits that promote healthy teeth | ||||||
| Identify harmful oral habits that damage their teeth | ||||||
| Brush teeth properly | ||||||
| 1.3 | Uses of different rooms in the house | |||||
| name different rooms in the house | ||||||
| Mention uses of different rooms in the house | ||||||
| List equipment in different rooms in a house | ||||||
| 1.4 | Cleaning utensils | |||||
| Tell reasons for cleaning utensils | ||||||
| Name materials used for cleaning utensils | ||||||
| Clean dry and store utensils properly | ||||||
| 1.5 | Danger of second hand smoke | |||||
| Mention substances that people smoke that are harmful | ||||||
| Explain the word second hand smoke | ||||||
| Mention effect of the second hand smoke to our health | ||||||
| 1.6 | Keeping water safe from contaminated | |||||
| Explain water contamination | ||||||
| Show ways in which water is contaminated | ||||||
| 1.7 | Re-using water and soap at home | |||||
| Explain the meaning of reusing | ||||||
| Mention the way of re-using water at home | ||||||
| 2.0 | Personal hygiene | |||||
| Using and caring for personal items | ||||||
| 2.1 | Identify personal items used for personal cleanliness | |||||
| Identify reasons we shouldn’t share personal items | ||||||
| State method of cleaning personal items | ||||||
|
3.1 |
Food | |||||
| Basic taste of food | ||||||
| Identify four basic taste in a variety of food | ||||||
| Classify food according to their tastes | ||||||
| 3.2 | Eating habit | |||||
| Mention what family members and friends eat and drink | ||||||
| Mention food likes and dislike of friends and family members | ||||||
| Give reasons why different people like different foods | ||||||
| 3.3 | Meals and snacks | |||||
| Tell the number of meals taken daily | ||||||
| Tell the difference between meals and snacks | ||||||
| Mention the importance of taking meals and snacks at the right time | ||||||
| 3.4 | Grouping of foods | |||||
| Group foods according to different parts of the plant they come from | ||||||
| 3.5 | Food for school going children | |||||
| Mention foods eaten by school going children | ||||||
| State the amount of food suitable for school going children and dangers of eating too much | ||||||
| State importance of eating enough food | ||||||
| 3.6 | Food advertisement | |||||
| Tell the effect of food advertisement on their feeling and food choice | ||||||
| Can choose healthy foods without influence of advertisement and guide others to do the same | ||||||
| 3.7 | Handling an cooking food | |||||
| Name hygiene practice while handling food | ||||||
| State factors to observe when buying food from a food vendor | ||||||
| 4.0 | Safety education | |||||
| 4.1 | Waste disposal in classroom | |||||
| Identify types of waste found in the classroom | ||||||
| classroom | ||||||
| Practice waste collection and proper disposal of waste in the classroom | ||||||
| 4.2 | Accidents and basic first aid | |||||
| Tell accidents occurring in the classroom | ||||||
| Name the course of common accidents in the classroom | ||||||
| Explain ways of preventing common accidents | ||||||
| Demonstrate first aid procedure for accident |
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
ART AND CRAFT
KEY EX-Exceeding Expectations, MT-Meets Expectation, AP-Approach Expectation, BE-Below expectation
| Tick appropriately under each category to rate learners ability | EX | MT | AP | BE | COMMENT | |
| 1.0 | Drawing | |||||
| 1.1 | Forms | |||||
| Identify a variety of forms in physical and ICT | ||||||
| Identify tools and material used in drawing forms | ||||||
| Drawing simple forms | ||||||
| Appreciate own and others work | ||||||
| 1.2 | Texture | |||||
| Identify types of texture in physical and ICT | ||||||
| Identify materials and tools that can be used in creating texture | ||||||
| Create simple texture effect in drawing | ||||||
| 2.0 | PAINT AND COLOUR | |||||
| 2.1 | Paint shapes and observation | |||||
| Identify and name material used for painting | ||||||
| Mix paint correctly and paint simple shape | ||||||
| Draw and paint the national flag | ||||||
| Paint simple shapes using ICT | ||||||
| 3.0 | PARTTER MAKING | |||||
| 3.1 | TEXTURES PATTERN | |||||
| Create simple texture patterns for self-expression | ||||||
| 3.2 | Shape pattern | |||||
| Observe shape pattern in the environment and in digital media | ||||||
| Create simple shape pattern for self-expression | ||||||
| 3.3 | Letter pattern | |||||
| Observation of letter pattern in the environment and ICT | ||||||
| Create simple letter pattern fleshed or using ICT | ||||||
| 4.0 | Mounting technique | |||||
| 4.1 | collage | |||||
| Collection of materials from the sorounding | ||||||
| environment | ||||||
| Create simple pictures in collage using locally available materials | ||||||
| 5.0 | Decorating forms | |||||
| 5.1 | Decorating egg shells | |||||
| Observe teacher sample and decorate egg shells by painting and pasting colored papers | ||||||
| 5.2 | Decorating plastic containers | |||||
| Decorate plastic container by pasting colored papers | ||||||
| 6.0 | ornaments | |||||
| 6.1 | Double strand neckless | |||||
| Observe beaded ornaments from teachers sample | ||||||
| Create necklace with local materials using double strand beading | ||||||
| 6.2 | Double strand bracelet | |||||
| Observe teachers sample | ||||||
| Create own bracelet using double strand beading with local materials | ||||||
| 7.0 | FABRIC DECORATION | |||||
| Printing on fabric with cut out stamps | ||||||
| Observe cut out stamp printed fabric from teachers samples | ||||||
| Print fabric using cut out stamps for decoration | ||||||
| 8.0 | MODELLING | |||||
| 8.1 | Slab technique | |||||
| Observing items made using slab technique materials and tools from the teacher | ||||||
| Model simple objects using slab technique | ||||||
| 8.2 | Pallet technique | |||||
| Observing teachers items made using pallet technique materials tools | ||||||
| Model simple object using pallet technique | ||||||
| 9.0 | sculpture | |||||
| 9.1 | toys | |||||
| Make simple toys using local materials for playing | ||||||
| Appreciate playing with toys | ||||||
| 9.2 | kites | |||||
| Make simple kites using locally available materials | ||||||
| Appreciate playing with toys | ||||||
| 10.0 | weaving | |||||
| Weaving on a serrated card loom | ||||||
| Weave one color table mat using a serrated loom for self-expression |
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
ENVIRONMENT ACTIVITIES ASSESSMENT
KEY: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE-Below Expectation
| Tick appropriately under each category to rate learner’s ability | EX | MT | AP | BE | COMMENTS | |
| 1.0 | ENVIRONMENT AND ITS RESOURCES | |||||
| 1.1 | Weather | |||||
| Exploring unfavorable weather conditions | ||||||
| Describe unfavorable weather conditions | ||||||
| Observe the effects of unfavorable weather conditions for safety | ||||||
| 1.1.2 | Develop curiosity in identifying effects of weather | |||||
| Identify ways of keeping safe from unfavorable weather conditions | ||||||
| Keep safe from unfavorable weather conditions | ||||||
| Demonstrate knowledge of keeping safe from unfavorable weather conditions | ||||||
| 1.2 | Water | |||||
| 1.2.1 | Making water safe | |||||
| Identify ways of making water safe and clean for use at home | ||||||
| Make water clean and safe | ||||||
| Construct a simple water filter for cleaning water at home | ||||||
| Appreciate using clean and safe water to reduce health risks | ||||||
| 1.3 | Soil | |||||
| 1.3.1 | Exploring soil characteristics | |||||
| Differentiate soils by texture from provided soil samples | ||||||
| Differentiate soil by size of soil particle | ||||||
| Name the three type of soil based on their characteristics | ||||||
| Develop interest in characteristics of soil as an environmental resources | ||||||
| 1.4 | Plants | |||||
| 1.4.1 | Identify different type of plants | |||||
| Categorize plants in the immediate environment according to specified features | ||||||
| Appreciate the rich diversity in plants | ||||||
| 1.42 | Safety when handling plants | |||||
| Describe safe ways of handling different plants | ||||||
| Observe safety when handling different plants in the immediate environment | ||||||
| Appreciate the need to handle plants responsibly to reduce health risks | ||||||
| 1.5 | Animals | |||||
| 1.5.1 | Importance of animals | |||||
| State different uses of animals to people | ||||||
| Identify different uses of animals to people | ||||||
| Identify different animals that provide food products | ||||||
| Appreciate the importance of animals to people | ||||||
| 1.6 | Energy: heat | |||||
| 1.6.1 | Sources of heat | |||||
| Identify source of heat in the environment | ||||||
| Match different sources of heat to their fuels to the environment | ||||||
| Identify use of fuel energy in the environment | ||||||
| Use heat energy responsibly | ||||||
| 1.6.2 | Dangers of heat energy | |||||
| Identify materials that can start fire in the house | ||||||
| Identify dangers of heat energy at home | ||||||
| Demonstrate an understanding of safe ways of moving from the house in case of fire outbreak | ||||||
| 2.0 | SOCIAL ENVIRONMENT | |||||
| 2.1 | Harmonious leaving in the community | |||||
| 2.1.1 | Sanitation in the community | |||||
| Describe ways of keeping the market place clean | ||||||
| Participate in keeping the market place clean to promote social cohesion | ||||||
| Appreciate a clean market place for good health | ||||||
| 2.2 | Keeping safe in the community | |||||
| 2.21 | Identify the appropriate ways of responding to strangers in the community | |||||
| Respond appropriately to strangers in the community | ||||||
| Take personal responsibility in keeping safe to limit risks | ||||||
| 2.2.2 | Safe and dangerous places in the community | |||||
| Identify safe places in the community | ||||||
| Identify dangerous places in the community | ||||||
| Keep personal safety in the community | ||||||
| Respond appropriately to security threats in the community | ||||||
| 2.3.0 | Safe travel | |||||
| 2.3.1 | Basic road safety signs | |||||
| Recognize basic road safety signs | ||||||
| Use basic road safety signs appropriately to enable safe travel | ||||||
| Appreciate the use of basic road safety sign in enabling safe travel | ||||||
| 2.4.0 | Environmental and cultural events in the community | |||||
| State how cultural events promote environmental and social wellbeing in the community | ||||||
| Participate in cultural events that promote environmental and social wellbeing in the community | ||||||
| Develop interest in environmental and cultural events to promote social wellbeing in the community | ||||||
| 2.5.0 | Enterprise projects | |||||
| 2.5.1 | Waste management for income generation project at school | |||||
| Identify ways of using waste responsibly to generate income | ||||||
| Determine suitable waste management activity to generate income at school | ||||||
| Participate in waste management activity in school to generate income | ||||||
| Develop interest in undertaking income generating activities in waste management | ||||||
| 3.0 | CARING FOR THE ENVIRONMENT | |||||
| 3.1 | Caring for plants | |||||
| 3.1.1 | Communicating plants protection messages in the community | |||||
| Give ways of protecting plants in the community | ||||||
| Create and communicate persuasive messages on plants protection | ||||||
| Appreciate plant protection in the community | ||||||
| 3.2 | Caring for animals | |||||
| 3.2.1 | Caring for animals in distress |
TERM ONE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM TWO
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERM THREE
OPENING DATE: CLOSING DATE
Total Number of strands covered
From (1st Strand Sub strand
To (last strand) Sub strand
Strands/Sub strand not covered by the learner
Reason
Facilitator remarks based on: – Core competencies, achievements, PCIs development and value
Sign
TERMLY SUMMATIVE ASSESSMENT
TERM
| LEARNING AREA | GRADE EXAM 1 | GRADE EXAM 2 | GRADE EXAM 3 | AVERAGE GRADE |
| MATHEMATICAL ACTIVITIES | ||||
| LANGUAGE ACTIVITIES | ||||
| ENVIRONMENTAL ACTIVITIES | ||||
| CRE/IRE/HINDU ACTIVITIE | ||||
| LITERACY ACTIVITIES | ||||
| MOVEMENT ACTIVITIES | ||||
| HYGENE AND NUTRITION ACTIVITIES | ||||
| ART AND CRAFT ACTIVITES | ||||
| KISWAHILI ACTIVITIES | ||||
| MUSIC ACTIVITIES |
GRADING KEY (can be altered to suit the school’s grading criteria)
Percentage Grade
0 – 49 D
50 – 64 C
65 – 74 B
75 – 100 A
GENERAL REMARKS ON SUMMATIVE ASSESMENT
Class teacher’s comments:
Head teacher’s signature Date
Parent’s signature Date
TERMLY SUMMATIVE ASSESSMENT
TERM
| LEARNING AREA | GRADE EXAM 1 | GRADE EXAM 2 | GRADE EXAM 3 | AVERAGE GRADE |
| MATHEMATICAL ACTIVITIES | ||||
| LANGUAGE ACTIVITIES | ||||
| ENVIRONMENTAL ACTIVITIES | ||||
| CRE/IRE/HINDU ACTIVITIE | ||||
| LITERACY ACTIVITIES | ||||
| MOVEMENT ACTIVITIES | ||||
| HYGENE AND NUTRITION ACTIVITIES | ||||
| ART AND CRAFT ACTIVITES | ||||
| KISWAHILI ACTIVITIES | ||||
| MUSIC ACTIVITIES |
GRADING KEY (can be altered to suit the school’s grading criteria)
Percentage Grade
0 – 49 D
50 – 64 C
65 – 74 B
75 – 100 A
GENERAL REMARKS ON SUMMATIVE ASSESMENT
Class teacher’s comments:
Head teacher’s signature Date
Parent’s signature Date
TERMLY SUMMATIVE ASSESSMENT
TERM
| LEARNING AREA | GRADE EXAM 1 | GRADE EXAM 2 | GRADE EXAM 3 | AVERAGE GRADE |
| MATHEMATICAL ACTIVITIES | ||||
| LANGUAGE ACTIVITIES | ||||
| ENVIRONMENTAL ACTIVITIES | ||||
| CRE/IRE/HINDU ACTIVITIE | ||||
| LITERACY ACTIVITIES | ||||
| MOVEMENT ACTIVITIES | ||||
| HYGENE AND NUTRITION ACTIVITIES | ||||
| ART AND CRAFT ACTIVITES | ||||
| KISWAHILI ACTIVITIES | ||||
| MUSIC ACTIVITIES |
GRADING KEY (can be altered to suit the school’s grading criteria)
Percentage Grade
0 – 49 D
50 – 64 C
65 – 74 B
75 – 100 A
GENERAL REMARKS ON SUMMATIVE ASSESMENT
Class teacher’s comments:
Head teacher’s signature Date
Parent’s signature Date
ANNUAL SUMMATIVE ASSESSMENT
TERM
| LEARNING AREA | GRADE EXAM 1 | GRADE EXAM 2 | GRADE EXAM 3 | AVERAGE GRADE |
| MATHEMATICAL ACTIVITIES | ||||
| LANGUAGE ACTIVITIES | ||||
| ENVIRONMENTAL ACTIVITIES | ||||
| CRE/IRE/HINDU ACTIVITIE | ||||
| LITERACY ACTIVITIES | ||||
| MOVEMENT ACTIVITIES | ||||
| HYGENE AND NUTRITION ACTIVITIES | ||||
| ART AND CRAFT ACTIVITES | ||||
| KISWAHILI ACTIVITIES | ||||
| MUSIC ACTIVITIES |
GRADING KEY (can be altered to suit the school’s grading criteria)
Percentage Grade
0 – 49 D
50 – 64 C
65 – 74 B
75 – 100 A
GENERAL REMARKS ON SUMMATIVE ASSESMENT
Class teacher’s comments:
Head teacher’s signature Date
Parent’s signature Date
SOCIAL /BEHAVIOUR REPORT
KEY
S – SATISFACTORY
I – IMPROVEMENT
Report to be completed by the class teacher
| BEHAVIOUR | ASSESMENT |
| Considering for others | |
| Organization for school resources | |
| Accepts responsibility | |
| Works independently | |
| Works well with others | |
| Completes assignments at school | |
| Completes home assignments | |
| Participates in community service learning | |
| Use time wisely | |
| Has reverence for God as per a super being | |
|
OTHER COMMENTS FROM THE TEACHER |
|
Form 4 Paper 2 Mock Exams With Answers PDF
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 EXAM
Kenya Certificate of Secondary Education (K.C.S.E.)
FORM FOUR
English
Paper 2
INSTRUCTIONS TO CANDIDATES:-
- Write your name and admission number in the spaces provided.
- Sign and write the date of examination in the spaces provided above.
- Answer all questions in this question paper.
- Answers to all questions must be written in the spaces provided in this booklet.
For Examiner’s Use Only
|
QUESTION |
MAXIMUM SCORES |
CANDIDATE’S SCORES
|
|
1 |
20 |
|
|
2 |
25 |
|
|
3 |
20 |
|
|
4 |
15 |
|
|
Total Score |
80 |
QUESTION 1 (20mks)
Read the passage below and answer the questions that follow
Cities and towns are experiencing massive population growth the world over receiving huge numbers of migrants ever year.
In 1950, urban population accounted for only 29 percent of the world population, according to the United Nations Educational Scientific and Cultural Organization (UNESCO). At the turn of the century, the figure had risen to 45percent. This was enough to declare the Twentieth Century the century of urbanization and city life. Now the figure is projected to hit 70 percent by 2025.
In Africa, urbanization is most intense in Algeria, Tunisia and South Africa, which have more than 50 percent of their population living in urban areas. Generally, cities in the developing world are growing at a rate of 3.5 per cent per annum.
These figures indicate that there is a continuous massive movement of people from rural to urban areas worldwide. Driven by the desire for better living conditions, they flock to cities in droves in search of greener pastures. But, slowly the illusion disappears, and is replaced by harsh realities of urbanism: unemployment or underemployment, crime, poverty, hunger and life in the slums.
To cope with this fast – moving wave of rural flight requires new strategies for urban planning and the use of urban spaces. Thus urban planners, policymakers and governments seek pragmatic and timely ways of addressing this challenge. The process of urbanization transforms land use and farming systems, patterns of labour force participation, infrastructural requirements, and natural resource systems. When cities grow, their population expands, putting a strain on food production.
As a way of easing the food shortage, many urban households, particularly the poor, have taken to growing food on small plots. Today, if you take a walk through some of the residential estates in Nairobi such as Ngara, Eastleigh and Buru Buru, you might be forgiven for thinking that a green revolution is under way. And on the outskirts of the city, green – houses and ponds compete for space with small gardens planted with flowers, vegetables and fruits. Banana plants and palm trees dwarf wrought – iron gates, their green dotting the skyline, Kale, cabbage and maize gardens sprout in the middle of urban squalor. In this unusual rare blend, urban features and rural agrarian patterns are combined in a new form of settlement and one might call ‘garden cities.’
Although it is often not given much attention, urban agriculture is steadily increasing. The practice involves cultivating, processing and distributing food in and around a town or city. It also encompasses an array of activities including horticulture, aquaculture, animal husbandry and bee keeping.
- What are the challenges facing major cities and towns (2mks)
…………………………………………………………………………………………………
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- What does the mention of 70% by 2025 reveal? (2mks)
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- What do we learn about urbanization in Africa from the passage (2 mks)
…………………………………………………………………………………………………
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- Mention the reason for rural to urban migration (2mks)
…………………………………………………………………………………………………
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- How are urban households easing the problems of food shortage? (3 mks)
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- What is meant by the term ‘garden city?’ (1mk)
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- In note form, list the influences of urbanization (4 mks)
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- Urban populations accounted for only 29% of the world population (1 mks)
(Rewrite the statement adding a question tag)
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- Explain the meaning of the following words as used in the passage (3 mks)
- Illusion
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- Pragmatic
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- Squalor
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QUESTION 2: THE COMPULSORY SET TEXT (25 MARKS)
Nora: (jumping up and going to him) oh, dear, nice Doctor Rank, I never meant that at all. But surely you can understand that being with Torvald is a little like being with Papa –
(enter MAID from the hall)
Maid: if you please, ma’am. (Whispers and hands her a card)
Nora: (glancing at the card) oh! (Puts it into her pocket)
Rank: is there anything wrong?
Nora: No, no, not in the least. It is only something – it is my new dress –
Rank: what? Your dress is lying there.
Nora: Oh, yes, that one: but this is another. I ordered it. Torvald mustn’t know about it –
Rank: Oho! Then was the great secret.
Nora: Of course. Just go in to him: he is sitting in the inner room. Keep him as long as –
Rank: Make our mind easy; I won’t let him escape (goes into HELMER’S room)
Nora: (to the MAID) And he is standing waiting in the kitchen?
Maid: Yes; he came up the back stairs.
Nora: But didn’t you tell him no one was in?
Maid: Yes, but it was no good.
Nora: He won’t go away?
Maid: No; he says he won’t until he has seen you, ma’am.
Nora: Well, let him come in – but quietly. Helen you mustn’t say anything about it to anyone. It is a surprise for my husband.
Maid: Yes, ma’am, I quite understand. (exit)
Nora: This dreadful thing is going to happen! It will happen in spite of me! No, no, no, it can’t happen – it shan’t happen!
QUESTION 2 (25 marks)
- Place this excerpt in its immediate context (3 mks)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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…………………………………………………………………………………………………
- Indentify and illustrate the character trait of the following characters (4 mks)
i)Rank
…………………………………………………………………………………………………
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…………………………………………………………………………………………………
ii)Nora
…………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………………
- Who is in the kitchen and why has he come? (3mks)
…………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………………
- Identify and illustrate the dominant theme in the excerpt. (2mks)
…………………………………………………………………………………………………
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- “……… being with Torvald is a little like being with papa” what does Nora mean by this statement? (2mks)
…………………………………………………………………………………………………
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- Explain an incidence of dramatic irony from the excerpt. (2mks)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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- Why is Nora quick to usher Dr. Rank out of the room? (2 mks)
…………………………………………………………………………………………………
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- “This dreadful thing is going to happen. “Rewrite in reported speech. (1mk)
…………………………………………………………………………………………………
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- Explain the dreadful thing that Nora fears might happen? (2 mks)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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- Explain the meaning of the following expressions as used in the excerpt. (3 mks)
- Make your mind easy –
…………………………………………………………………………………………………
…………………………………………………………………………………………………
- I won’t let him escape –
…………………………………………………………………………………………………
…………………………………………………………………………………………………
- It was no good –
…………………………………………………………………………………………………
…………………………………………………………………………………………………
- Dreadful –
…………………………………………………………………………………………………
…………………………………………………………………………………………………
QUESTION 3: ORAL LITERATURE (20marks)
Read the narrative below and then answer the questions that follow.
Once upon a time, all animals in the jungle were of the same plain colour but when they were invited by king lion for his son’s wedding, they decided to decorate themselves for the occasion. The tortoise was given the task of making the dye to be used. Though he was slow, he was the most intelligent.
The big day was fast approaching but the tortoise had only managed to make one big pot of black dye. He called a meeting and they all decided to use the available dye to make various patterns in their skins.
The leopard was allocated the job of painting the rest of the animals. The zebra was the first on queue followed by the giraffe, then the donkey and all the other animals were to follow. The giraffe and the zebra were painted and they looked very beautiful.
Then the donkey’s turn came but he was undecided on the pattern to choose. The leopard decided to paint him like a zebra and got down to work. He had a long line along the donkey’s spine from head towards the tail. On reaching the tail, the donkey started giggling. The leopard continued and the donkey jumped and threw him his hind legs saying the brush was tickling and he could not contain himself any longer.
He had thrown his hind legs so hard that he hit the pot containing the dye. The dye spattered all over the animals on the queue. The cheetah got speckles all over his body, the leopard got spotted and the crow who happened to be passing by with an urgent letter for the king hanging on its neck was splashed by the dye which covered him the whole body apart from the neck where the letter was. On seeing this, the hyena started laughing but got a large splotch on his mouth.
All the animals rushed to the stream to try and wash out the dye but it was already dried and had become permanent. Nobody could get off the spots, streaks, speckles and splotches. And that is how the donkey was responsible for the various patterns we see on animal’s bodies today.
- Classify the narrative above. (2mks)
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- Indentify and illustrate any two social aspects of society from which this narrative is taken (4 marks)
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- Indentify and illustrate any three features peculiar to oral narratives evident in this narrative. (6mks)
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- Indentify and illustrate any two character traits of the Leopard. (4 mks)
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- Who would be the target audience of such a narrative (2mks)
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…………………………………………………………………………………………………
- If you were to collect this narrative from the field, what preparations would you make before the actual field work (2mks)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
QUESTION 4: GRAMMAR (15 mks)
- Rewrite the following sentences according to the instructions given after each. Do not change the meaning.
- The children welcomed the teachers.
(Begin with: The teachers)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
- John does not take Lunch. His sister does not take Lunch.
(Begin with: Neither)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
- Gatwiri asked, “Can we meet here tomorrow morning?”
(Rewrite in direct speech)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
- This novel is far better than the one I bought last week.
(Rewrite using the word ‘superior’)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
- It is not necessary to collect the garbage today.
(Rewrite being: You do not )
…………………………………………………………………………………………………
…………………………………………………………………………………………………
- Rewrite the following sentences to correct the errors.
- Of the two books, the first is longest
…………………………………………………………………………………………………
…………………………………………………………………………………………………
- The quarter of the three girls sleeps earlier.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
- I did not find any fellow colleagues in class when I arrived late.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
- Supply the appropriate question tags in the blank spaces in the following sentences.
- We needn’t worry about tomorrow,
…………………………………………………………………………………………………
…………………………………………………………………………………………………
- Let me have a taste,
…………………………………………………………………………………………………
…………………………………………………………………………………………………
- They’ll come early in the morning,
…………………………………………………………………………………………………
…………………………………………………………………………………………………
- Replace the underlined words with phrasal verbs formed from the words in brackets
- Lucy asked Julius not to involve himself with her personal matters. (keep)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
- My mother accidentally met me along Jamhuri highway in the town (run)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
- Use the words in bracket in their correct form to replace the underlined words.
- The candidate was not popular amongst the electorate. (famous)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
- The vehicle that was moving very fast caused the accident. (speed)
…………………………………………………………………………………………………
…………………………………………………………………………………………………
101/2
ENGLISH
(COMPREHENSION, LITERARY, APPRECIATION AND GRAMMAR)
PAPER 2
MARKING SCHEME
Question 1
- They are experiencing massive population growth/ 1 and receiving huge number of migrants every year / 1
- It reveals that there will be a massive increase in urban population by the year 2025 / 1 (1mk)
- Urbanization in Africa is mostly intense in Algeria, Tunisia and South Africa /1 which have 50 percent of their population living in urban areas. /1 (2mks)
- The desire to better living conditions / 1 in search of greener pastures / 2 (2mks)
- Growing food in small plots / ½, green house /½ and small gardens /½ (2mks)
- It refers to many small gardens in urban areas/ cities / 1 (1mk)
- (i) unemployment or underemployment / 1a
(ii) Crime / 1b
(iii) Poverty and life in slums / 1c
(iv) Hunger and strain on food production
(if in prose deduct ½ mk from the total score)
- didn’t they? (1mk)
(A comma before the tag, start with a small letter, must have an apostrophe and question mark. If any missing = 0)
- Illusion – belief that is not true
Pragmatic – realistic/ practical/ factional/down to earth
Squalor – filthy environment/ dirty environment.
- 2. COMPULSORY SET – TEXT (25 MKS)
(a) Before
– Dr Rank tells Nova that he has always felt love for her
– Nora tells him that she only thinks of him as a close family companion and not a lover.
After
- The maid opens the door for Krogstad to come in
- Krogstad has just received his dismissal letter from the bank
- He comes to enquire why Nora did not prevent his dismissal.
(b) (1) RANK
- Keen / observant (1mk) he quickly notices Nora’s behaviour change once she receives the card from the maid and enquires what is wrong with her.(1mk)
- Loyal/concerned (1mk) he promises to keep Helmer company for as long as Nora wishes.
(2) NORA
Secretive (1 mk) – she lies about the card to Dr. rank
– She lies about Krogstad to the maid
( c) it is Krogstad (1mk)
- He has received his dismissal from the bank (1mk)
- He wants to enquire from Nora why she couldn’t prevent his dismissal.
( d) Deception: Nora doest want Dr. Rank to know about Krogstad’s visit, she also lies to the maid that they’re planning a surprise for Helmer when Krogstad visits.
(e) That both Helmer and her father were domineering/ patronizing eg she was never free to express herself both at her father’s place and at Helmer’s place.
(f) The readers knows that Nora has received a card from the maid but Dr. Rank doesn’t know about the card.
(g) because she wants some time alone with Krogstad/ whatever she wants to discuss with Krogstad is secretive. / she doesn’t want Dr. Rank to know of Krogstad’s presence.
(h) Nora said that that dreadful thing was going to happen.
- That her husband will discover of her crime of forgery from Krogstad.
- (i) Relax
(ii) It will keep him busy
(iii) It was useless
(iv) Terrible/ very bad
- 3. ORAL LITERATURE(20 mks)
- A etiological / Explanatory narrative (1mk)
It talks of why the animals have different pattern/ spots (1mk)
- (i) wedding ceremonies (1mk) king lion had invited other animals for his son’s wedding (1mk)
(ii) communalism/Division of labour (1mk) each animal was allocated a different job eg leopard to decorate others, tortoise to make dye.
(c ) (i) Opening formular (1mk) once upon a time (1mk)
(ii) Closing formular (1mk) and that how …………. Today (1 mk)
(iii) Timelessness (1mk) once upon a time (lit can be applicable to any time in History)
(iv) Fantasy (1mk) animas have a wedding and decorating themselves for the same.(1mk)
- (i) meticulous/ rigorous/ precise (1mk)
He painted the Giraffe and Zebra till they looked beautiful (1mk)
(ii) Hardworking/ industrious (1mk)
He had to decorate all the animals (1mk)
(d)young children (1mk) as it serves the purpose of entertainment(1mk)
it also teaches them about natural phenomena eg why different animals have different colours.
- (i)Seek permission from the local authorities to be allowed to conduct the fields study.
(ii) Liaise with my resource person.
(iii) Make a pre – visit to the place.
NB: Accept any other correct answer.
GRAMMAR
- The teachers was welcomed by the children.
- Neither John nor his sisters take Lunch.
- Gatwiri asked them whether they could meet there the following morning
- This novel is superior to the one I bought last week
- You do not necessarily need to collect the Garbage today
(b)(1) Of the two books the first is the longer.
(2) The quarter of the three girls sleeps earliest.
(3) I did not find my colleagues in class when I arrived late.
(c) (1) Need we?
(2)Shall I?
(3)Won’t they?
(d) (1) Keep off
(2) Ran into
- (1)Infamous
(2) Speeding
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CHEMISTRY FORM ONE LESSON NOTES
CHEMISTRY FORM ONE NOTES
INTRODUCTION TO CHEMISTRY
Chemistry is a branch of Science. Science is basically the study of living and non-living things. The branch of science that study living things is called Biology. The branch of science that study non-living things is called Physical Science. Physical Science is made up of:
- Physics- the study of matter in relation to energy
- Chemistry- the study of the composition of matter.
Chemistry is thus defined as the branch of science that deals with the structure composition, properties and behavior of matter.
Basic Chemistry involves studying:
- States/phases of matter
Matter is anything that has weight/mass and occupies space/volume. Naturally, there are basically three states of matter.
(i) Solid-e.g. soil, sand, copper metal, bucket, ice.
(ii)Liquid- e.g. water, Petrol, ethanol/alcohol, Mercury (liquid metal).
(iii) gas- e.g. Oxygen, Nitrogen ,Water vapour.
A solid is made up of particles which are very closely packed. It thus has a definite/fixed shape and fixed/definite volume /occupies definite space. It has a very high density.
A liquid is made up of particles which have some degree of freedom. It thus has no definite/fixed shape. It takes the shape of the container it is put. A liquid has fixed/definite volume/occupies definite space.
A gas is made up of particles free from each other. It thus has no definite/fixed shape. It takes the shape of the container it is put. It has no fixed/definite volume/occupies every space in a container.
(b) Separation of mixture
A mixture is a combination of two or more substances that can be separated by physical means. Simple methods of separating mixtures at basic chemistry level include:
- i) Sorting/picking-this involve physically picking one pure substance from a mixture with another/other. e. g. sorting maize from maize beans mixture.
- ii) Decantation-this involve pouring out a liquid from a solid that has settled /sinking solid in it. e. g. Decanting water forms sand.
iii)Filtration-this involves sieving /passing particles of a mixture through a filter containing small holes that allow smaller particle to pass through but do not allow bigger particle to pass through.
- iv) Skimming-this involve scooping floating particles. E.g. cream from milk
(c) Metals and non-metals
Metals are shiny, ductile(able to form wires), malleable(able to form sheet) and coil without breaking. E.g. Iron, gold, silver, copper. Mercury is the only liquid metal known.
Non-metals are dull, not ductile (do not form wires), not malleable (do not form sheet) and break on coiling/brittle. E.g. Charcoal, Sulphur, pla-stics.
(d) Conductors and non-conductors
A conductor is a solid that allow electric current to pass through. A non-conductor is a solid that do not allow electric current to pass through.
All metals conduct electricity. All non-metals do not conduct electricity except carbon graphite.
(e) Drugs
A drug is a natural or synthetic/man-made substance that when taken changes/alter the body functioning. A natural or synthetic/man-made substance that when taken changes/alter the abnormal body functioning to normal is called medicine. Medicines are thus drugs intended to correct abnormal body functions. . Medicines should therefore be taken on prescription and dosage.
A prescription is a medical instruction to a patient/sick on the correct type of medicine to take and period/time between one intake to the other.
A dosage is the correct quantity of drug required to alter the abnormal body function back to normal. This is called treatment. It is the professional work of qualified doctors/pharmacists to administer correct prescription and dosage of drugs/medicine to the sick. Prescription and dosage of drugs/medicine to the sick use medical language.
Example
(i) 2 x 4 ; means “2” tablets for solid drugs/spoonfuls for liquid drugs taken “4” times for a duration of one day/24 hours and then repeated and continued until all the drug given is finished.
(ii) 1 x 2 ; means “1” tablets for solid drugs/spoonfuls for liquid drugs taken “2” times for a duration of one day/24 hours and then repeated and continued until all the drug given is finished.
Some drugs need minimal prescription and thus are available without pharmacist/ doctor’s prescription. They are called Over The Counter (OTC) drugs. OTC drugs used to treat mild headaches, stomach upsets, common cold include:
(i) Painkillers
(ii) Anti-acids
(iii) cold/flu drugs.
All medicine requires correct intake dosage. When a prescription dosage is not followed, this is called drug misuse/abuse. Some drugs are used for other purposes other than that intended. This is called drug abuse.
Drug abuse is when a drug is intentionally used to alter the normal functioning of the body. The intentional abnormal function of the drug is to make the victim have false feeling of well being. The victim lack both mental and physical coordination.
Some drugs that induce a false feeling of well being are illegal. They include heroin, cocaine, bhang, Mandrax and morphine.
Some abused drugs which are not illegal include: Miraa, alcohol, tobacco, sleeping pills.
The role of chemistry in society
(a) Chemistry is used in the following:
(i) Washing/cleaning with soap:
Washing/cleaning is a chemical process that involves interaction of water, soap and dirt so as to remove the dirt from a garment.
(ii) Understanding chemicals of life
Living thing grow, respire and feed. The formation and growth of cells involve chemical processes in living things using carbohydrates, proteins and vitamins.
(iii) Baking:
Adding baking powder to dough and then heating in an oven involves interactions that require understanding of chemistry.
(iv) Medicine:
Discovery, test, prescription and dosage of drugs to be used for medicinal purposes require advanced understanding of chemistry
(v) Fractional distillation of crude oil:
Crude oil is fractional distilled to useful portions like petrol, diesel, kerosene by applying chemistry.
(vi) Manufacture of synthetic compounds/substances
Large amounts of plastics, glass, fertilizers, insecticides, soaps, cements, are manufactured worldwide. Advanced understanding of the chemical processes involved is a requirement.
(vii) Diagnosis/test for abnormal body functions.
If the body is not functioning normally, it is said to be sick/ill. Laboratory test are done to diagnose the illness/sickness.
(b) The following career fields require Chemistry as one of subject areas of advanced/specialized study:
(i) Chemical engineering/chemical engineer
(ii) Veterinary medicine/Veterinary doctor
(iii) Medicine/Medical doctor/pharmacist/nurse
(iv) Beauty/Beautician
(v) Teaching/Chemistry teacher.
The School Chemistry Laboratory
Chemistry is studied mainly in a science room called a school chemistry laboratory. The room is better ventilated than normal classroom. It has electricity, gas and water taps. A school chemistry laboratory has a qualified professional whose called Laboratory technician/assistant.
All students user in a school chemistry laboratory must consult the Laboratory technician/assistant for all their laboratory work. A school chemistry laboratory has chemicals and apparatus.
A chemical is a substance whose composition is known. All chemical are thus labeled as they are. This is because whereas physically a substance may appear similar, chemically they may be different.
All Chemicals which are not labeled should never be used. Some chemicals are toxic/poisonous, explosive, corrosive, caustic, irritants, flammable, oxidizing, carcinogenic, or radioactive.
Care should always be taken when handling any chemical which have any of the above characteristic properties.
Common school chemistry laboratory chemicals include:
(i) Distilled water
(ii) Concentrated mineral acid which are very corrosive (on contact with skin they cause painful open wounds)
(iii) Concentrated alkali/bases which are caustic (on contact with skin they cause painful blisters)
(iv) Very many types of salts
The following safety guideline rules should be followed by chemistry laboratory users:
(i) Enter the laboratory with permission in an orderly manner without rushing/pushing/scrabbling.
(ii) Do not try unauthorized experiments. They may produce flammable, explosive or toxic substances that affect your health.
(iii) Do not taste any chemical in the laboratory. They may be poisonous.
(iv) Waft gas fumes to your nose with your palm. Do not inhale/smell gases directly. They may be highly poisonous/toxic.
(v) Boil substances with mouth of the test tube facing away from others and yourself. Boiling liquids spurt out portions of the hot liquid. Products of heating solids may be a highly poisonous/toxic gas.
(vi) Wash with lots of water any skin contact with chemicals immediately. Report immediately to teacher/laboratory technician any irritation, cut, burn, bruise or feelings arising from laboratory work.
(vii) Read and follow safety instruction. All experiments that evolve/produce poisonous gases should be done in the open or in a fume chamber.
(viii )Clean your laboratory work station after use. Wash your hand before leaving the chemistry laboratory.
(ix) In case of fire, remain calm, switch of the source of fuel-gas tap. Leave the laboratory through the emergency door. Use fire extinguishers near the chemistry laboratory to put of medium fires. Leave strong fires wholly to professional fire fighters.
(x) Do not carry unauthorized item from a chemistry laboratory.
An apparator /apparatus are scientific tools/equipment used in performing scientific experiments. The conventional apparator used in performing scientific experiments is called standard apparator/apparatus. If the conventional standard apparator/apparatus is not available, an improvised apparator/apparatus may be used in performing scientific experiments. An improvised apparator/apparatus is one used in performing a scientific experiment for a standard apparator/apparatus. Most standard apparatus in a school chemistry laboratory are made of glass because:
(i)Glass is transparent and thus reactions /interactions inside are clearly visible from outside
(ii) Glass is comparatively cheaper which reduces cost of equipping the school chemistry laboratory
(iii) Glass is comparatively easy to clean/wash after use.
(iv) Glass is comparatively unreactive to many chemicals.
Apparatus are designed for the purpose they are intended in a school chemistry laboratory:
- Apparatus for measuring volume
- Measuring cylinder
Measuring cylinders are apparatus used to measure volume of liquid/ solutions. They are calibrated/ graduated to measure any volume required to the maximum. Measuring cylinders are named according to the maximum calibrated/graduated volume e.g.
“10ml” measuring cylinder is can hold maximum calibrated/graduated volume of “10mililitres” /“10 cubic centimetres”
“50ml” measuring cylinder is can hold maximum calibrated/graduated volume of “50mililitres” /“50 cubic centimetres”
“250ml” measuring cylinder is can hold maximum calibrated/graduated volume of “250mililitres” /“250 cubic centimetres”
“1000ml” measuring cylinder is can hold maximum calibrated/graduated volume of “1000mililitres” /“1000 cubic centimetres”
- Burette
Burette is a long and narrow/thin apparatus used to measure small accurate and exact volumes of a liquid solution. It must be clamped first on a stand before being used. It has a tap to run out the required amount out. They are calibrated/ graduated to run out small volume required to the maximum 50ml/50cm3.
The maximum 50ml/50cm3 calibration/ graduation reading is at the bottom .This ensure the amount run out from a tap below can be determined directly from burette reading before and after during volumetric analysis.
Burettes are expensive and care should be taken when using them.
- (i) Pipette
Pipette is a long and narrow/thin apparatus that widens at the middle used to measure and transfer small very accurate/exact volumes of a liquid solution.
It is open on either ends.
The maximum 25ml/25cm3 calibration/ graduation mark is a visible ring on one thin end.
To fill a pipette to this mark, the user must suck up a liquid solution upto a level above the mark then adjust to the mark using a finger.
This requires practice.
(ii) Pipette filler
Pipette filler is used to suck in a liquid solution into a pipette instead of using the mouth. It has a suck, adjust and eject button for ensuring the exact volume is attained. This requires practice.
- Volumetric flask.
A volumetric flask is thin /narrow but widens at the base/bottom. It is used to measure very accurate/exact volumes of a liquid solution.
The maximum calibration / graduation mark is a visible ring.
Volumetric flasks are named according to the maximum calibrated/graduated volume e.g.
“250ml” volumetric flask has a calibrated/graduated mark at exact volume of “250mililitres” /“250centimetres”
“1l” volumetric flask has a calibrated/graduated mark at exact volume of “one litre” /“1000 cubic centimeters”
“2l” volumetric flask has a calibrated/graduated mark at exact volume of “two litres” /“2000 cubic centimeters”
- Dropper/teat pipette
A dropper/teat pipette is a long thin/narrow glass/rubber apparatus that has a flexible rubber head.
A dropper/teat pipette is used to measure very small amount/ drops of liquid solution by pressing the flexible rubber head. The numbers of drops needed are counted by pressing the rubber gently at a time
(b)Apparatus for measuring mass
- Beam balance
A beam balance has a pan where a substance of unknown mass is placed. The scales on the opposite end are adjusted to “balance” with the mass of the unknown substance. The mass from a beam balance is in grams.
- Electronic/electric balance.
An electronic/electric balance has a pan where a substance of unknown mass is placed. The mass of the unknown substance in grams is available immediately on the screen.
(c)Apparatus for measuring temperature
A thermometer has alcohol or mercury trapped in a bulb with a thin enclosed outlet for the alcohol/mercury in the bulb.
If temperature rises in the bulb, the alcohol /mercury expand along the thin narrow enclosed outlet.
The higher the temperature, the more the expansion
Outside, a calibration /graduation correspond to this expansion and thus changes in temperature.
A thermometer therefore determines the temperature when the bulb is fully dipped in to the substance being tested. To determine the temperature of solid is thus very difficult.
(d)Apparatus for measuring time
The stop watch/clock is the standard apparatus for measuring time. Time is measured using hours, minutes and second.
Common school stop watch/clock has start, stop and reset button for determining time for a chemical reaction. This requires practice.
(e) Apparatus for scooping
- Spatula
A spatula is used to scoop solids which do not require accurate measurement. Both ends of the spatula can be used at a time.
A solid scooped to the brim is “one spatula end full” A solid scooped to halfbrim is “half spatula end full”.
- Deflagrating spoon
A deflagrating spoon is used to scoop solids which do not require accurate measurement mainly for heating. Unlike a spatula, a deflagrating spoon is longer.
(f) Apparatus for putting liquids/solid for heating.
- Test tube.
A test tube is a narrow/thin glass apparatus open on one side. The end of the opening is commonly called the “the mouth of the test tube”.
- Boiling/ignition tube.
A boiling/ignition tube is a wide glass apparatus than a test tube open on one side. The end of the opening is commonly called the “the mouth of the boiling/ignition tube”.
- Beaker.
Beaker is a wide calibrated/graduated lipped glass/plastic apparatus used for transferring liquid solution which do not normally require very accurate measurements
Beakers are named according to the maximum calibrated/graduated volume they can hold e.g.
“250ml” beaker has a maximum calibrated/graduated volume of “250mililitres” /“250 cubic centimeters”
“1l” beaker has a maximum calibrated/graduated volume of “one litre” /“1000 cubic centimeters”
“5 l” beaker has a maximum calibrated/graduated volume of “two litres” /“2000 cubic centimeters”
- Conical flask.
A conical flask is a moderately narrow glass apparatus with a wide base and no calibration/graduation. Conical flasks thus carry/hold exact volumes of liquids that have been measured using other apparatus. It can also be put some solids. The narrow mouth ensures no spillage.
Conical flasks are named according to the maximum volume they can hold e.g. “250ml” Conical flasks hold a maximum volume of “250mililitres” /“250 cubic centimeters”
“500ml” Conical flasks hold a maximum volume of “500ml” /“1000 cubic centimeters”
- Round bottomed flask
A round bottomed flask is a moderately narrow glass apparatus with a wide round base and no calibration/graduation. Round bottomed flask thus carry/hold exact volumes of liquids that have been measured using other apparatus. The narrow/thin mouth prevents spillage. The flask can also hold (weighed) solids. A round bottomed flask must be held/ clamped when in use because of its wide narrow base.
- Flat bottomed flask
A flat bottomed flask is a moderately narrow glass apparatus with a wide round base with a small flat bottom. It has no calibration/graduation.
Flat bottomed flasks thus carry/hold exact volumes of liquids that have been measured using other apparatus. The narrow/thin mouth prevents spirage. They can also hold (weighed) solids. A flat bottomed flask must be held/ clamped when in use because it’s flat narrow base is not stable.
(g) Apparatus for holding unstable apparatus (during heating).
- Tripod stand
A tripod stand is a three legged metallic apparatus which unstable apparatus are placed on (during heating).Beakers. Conical flasks, round bottomed flask and flat bottomed flasks are placed on top of tripod stand (during heating).
- Wire gauze/mesh
Wire gauze/mesh is a metallic/iron plate of wires crossings. It is placed on top of a tripod stand:
(i) Ensure even distribution of heat to prevent cracking glass apparatus
(ii) Hold smaller apparatus that cannot reach the edges of tripod stand
3 Clamp stand
A clamp stand is a metallic apparatus which tightly hold apparatus at their “neck” firmly.
A clamp stand has a wide metallic base that ensures maximum stability. The height and position of clamping is variable. This require practice
- Test tube holder
A test tube holder is a hand held metallic apparatus which tightly hold test/boiling/ignition tube at their “neck” firmly on the other end.
Some test tube holders have wooden handle that prevent heat conduction to the hand during heating.
- Pair of tong.
A pair of tong is a scissor-like hand held metallic apparatus which tightly hold firmly a small solid sample on the other end.
- Gas jar
A gas jar is a long wide glass apparatus with a wide base.
It is open on one end. It is used to collect/put gases.
This requires practice.
(h) Apparatus for holding/directing liquid solutions/funnels (to avoid spillage).
- Filter funnel
A filter funnel is a wide mouthed (mainly plastic) apparatus that narrow drastically at the bottom to a long extension.
When the long extension is placed on top of another apparatus, a liquid solution can safely be directed through the wide mouth of the filter funnel into the apparatus without spirage.
Filter funnel is also used to place a filter paper during filtration.
- Thistle funnel
A thistle funnel is a wide mouthed glass apparatus that narrow drastically at the bottom to a very long extension.
The long extension is usually drilled through a stopper/cork.
A liquid solution can thus be directed into a stoppered container without spillage
- Dropping funnel
A dropping funnel is a wide mouthed glass apparatus with a tap that narrow drastically at the bottom to a very long extension.
The long extension is usually drilled through a stopper/cork.
A liquid solution can thus be directed into a stoppered container without spillage at the rate determined by adjusting the tap.
- Separating funnel
A separating funnel is a wide mouthed glass apparatus with a tap at the bottom narrow extension.
A liquid solution can thus be directed into a separating funnel without spillage. It can also safely be removed from the funnel by opening the tap.
It is used to separate two or more liquid solution mixtures that form layers/immiscible. This requires practice.
(h) Apparatus for heating/Burners
- Candle, spirit burner, kerosene stove, charcoal burner/jiko are some apparatus that can be used for heating.
Any flammable fuel when put in a container and ignited can produce some heat.
- Bunsen burner
The Bunsen burner is the standard apparatus for heating in a Chemistry school laboratory.
It was discovered by the German Scientist Robert Wilhelm Bunsen in1854.
(a)Diagram of a Bunsen burner
A Bunsen burner uses butane/laboratory gas as the fuel. The butane/laboratory gas is highly flammable and thus usually stored safely in a secure chamber outside Chemistry school laboratory. It is tapped and distributed into the laboratory through gas pipes.
The gas pipes end at the gas tap on a chemistry laboratory bench .If opened the gas tap releases butane/laboratory gas. Butane/laboratory gas has a characteristic odor/smell that alerts leakages/open gas tap.
The Bunsen burner is fixed to the gas tap using a strong rubber tube.
The Bunsen burner is made up of the following parts:
(i) Base plate –to ensure the burner can stand on its own
(ii)Jet-a hole through which laboratory gas enters the burner
(iii)Collar/sleeve-adjustable circular metal attached to the main chimney/burell with a side hole/entry. It controls the amount of air entering used during burning.
(iv)Air hole- a hole/entry formed when the collar side hole is in line with chimney side hole. If the collar side hole is not in line with chimney side hole, the air hole is said to be “closed” If the collar side hole is in line with chimney side hole, the air hole is said to be “open”
(v)Chimney- tall round metallic rod attached to the base plate.
(b)Procedure for lighting/igniting a Bunsen burner
- Adjust the collar to ensure the air holes are closed.
- Connect the burner to the gas tap using a rubber tubing. Ensure the rubber tubing has no side leaks.
- Turn on the gas tap.
- Ignite the top of the chimney using a lighted match stick/gas lighter/wooden splint.
- Do not delay excessively procedure (iv) from (iii) to prevent highly flammable laboratory gas from escaping/leaking.
(c)Bunsen burner flames
A Bunsen burner produces two types of flames depending on the amount of air entering through the air holes.
If the air holes are fully open, a non luminous flame is produced. If the air holes are fully closed, a luminous flame is produced. If the air holes are partially open/ closed, a hybrid of non luminous and luminous flames is produced.
Characteristic differences between luminous and non-luminous flame
| Luminous flame | Non-luminous flame
|
| 1. Produced when the air holes are fully/completely closed. | 1. Produced when the air holes are fully/completely open.
|
| 2. when the air holes are fully/ completely closed there is incomplete burning/ combustion of the laboratory gas | 2.when the air holes are fully/ completely open there is complete burning/ combustion of the laboratory gas
|
| 3. Incomplete burning/ combustion of the laboratory gas produces fine unburnt carbon particles which make the flame sooty/smoky | 3. Complete burning/ combustion of the laboratory gas does not produce carbon particles. This makes the flame non-sooty /non- smoky. |
| 4. Some carbon particles become white hot and emit light. This flame is thus bright yellow in colour producing light. This makes luminous flame useful for lighting | 4. Is mainly blue in colour and is hotter than luminous flame. This makes non-luminous flame useful for heating
|
| 5. Is larger, quiet and wavy/easily swayed by wind | 5.Is smaller, noisy and steady
|
| Luminous flame has three main regions:
(i)the top yellow region where there is incomplete combustion/burning (ii)the region of unburnt gas below the yellow region where the gas does not burn (iii) blue region on the sides of region of unburnt gas where there is complete burning |
Non-luminous flame has four main regions:
(i)the top colourless region (ii) Blue region just below where there is complete burning. It is the hottest region (iii) green region surrounded by the blue region where there is complete burning (Ii) The region of unburnt gas at the innermost surrounded by green and blue regions. No burning takes place here
|
Scientific apparatus are drawn:
(i) Using a proportional two dimension (2D) cross-sections. Three dimensions (3D) are not recommended.
(ii) Straight edges of the apparatus on a scientific diagram should be drawn using ruler.
(iii) Curved edges of the apparatus on a scientific diagram should be drawn using free hand.
(iv)The bench, tripod or clamp to support apparatus which cannot stand on their own should be shown.
CLASSIFICATION OF SUBSTANCES
Substances are either pure or impure. A pure substance is one which contains only one substance.
An impure substance is one which contains two or more substances. A pure substance is made up of a pure solid, pure liquid or pure gas.
A mixture is a combination of two or more pure substances which can be separated by physical means. The three states of matter in nature appear mainly as mixtures of one with the other.
Common mixtures include:
(a)Solutions/solid-liquid dissolved mixture
Experiment:
To make a solution of copper (II) sulphate (VI)/Potassium magnate(VII) /sodium chloride
Procedure
Put about 100 cm3 of water in three separate beakers. Separately place a half spatula end full of copper (II) sulphate (VI), Potassium manganate (VII) and sodium chloride crystals to each beaker. Stir for about two minutes.
Observation
Copper (II) sulphate (VI) crystals dissolve to form a blue solution
Potassium manganate (VII) crystals dissolve to form a purple solution
Sodium chloride crystals dissolve to form a colourless solution
Explanation
Some solids, liquids and gases dissolve in some other liquids.
A substance/liquid in which another substance dissolves is called solvent.
A substance /solid /gas which dissolves in a solvent is called solute.
When a solute dissolves in a solvent it forms a uniform mixture called solution.
A solute dissolved in water as the solvent exists in another state of matter called aqueous state. Water is referred as the universal solvent because it dissolves many solutes. A solute that dissolves in a solvent is said to be soluble. Soluble particles uniformly spread between the particles of water/solvent and cannot be seen.
Solute + Solvent -> solution
Solute + Water -> aqueous solution of solute
The solute dissolved in water gives the name of the solution e. g.
- Sodium chloride solution is a solution formed after dissolving sodium chloride crystals/solid in water. Sodium chloride exists in aqueous state after dissolving.
Sodium chloride + Water -> Sodium chloride solution
NaCl(s) + (aq) -> NaCl(aq)
- Ammonia solution is a solution formed after dissolving ammonia gas in water. Ammonia exists in aqueous state after dissolving.
Ammonia gas + Water -> aqueous ammonia
NH3 (g) + (aq) -> NH3 (aq)
- Copper (II) sulphate (VI) solution is a solution formed after dissolving Copper (II) sulphate (VI) crystals/solid in water. Copper (II) sulphate (VI) exists in aqueous state after dissolving.
Copper (II) sulphate (VI) + Water -> Copper (II) sulphate (VI) solution
CuSO4(s) + (aq) -> CuSO4 (aq)
- Potassium manganate(VII) solution is a solution formed after dissolving Potassium manganate(VII) crystals/solid in water.
Potassium manganate(VII)exist in aqueous state after dissolving.
Potassium manganate(VII) + Water -> Potassium manganate(VII) solution
KMnO4(s) + (aq) -> KMnO4 (aq)
(b)Suspension/ precipitates/solid-liquid mixture which do not dissolve
Experiment: To make soil, flour and Lead (II) Iodide suspension/precipitate
Procedure
Put about 100 cm3 of water in three separate beakers. Separately place a half spatula end full of soil, maize and lead (II) Iodide to each beaker. Stir for about two minutes.
Observation
Some soil, maize and lead (II) Iodide float in the water
A brown suspension/precipitate/particles suspended in water containing soil
A white suspension/precipitate/particles suspended in water containing flour
A yellow suspension/precipitate/particles suspended in water containing Lead (II) iodide. Some soil, maize and lead (II) Iodide settle at the bottom after some time.
Explanation
Some solid substances do not dissolve in a liquid. They are said to be insoluble in the solvent .When an insoluble solid is put in liquid:
(i) Some particles remain suspended/floating in the liquid to form a suspension /precipitate.
(ii) Some particles sink/settle to the bottom to form sediments after being allowed to stand.
An insoluble solid acquire the colour of the suspension/precipitate .e.g.
- A white suspension /precipitate have some fine white particles suspended /floating in the liquid. Not “white solution”
- A blue suspension /precipitate has some fine blue particles suspended /floating in the liquid.
- A green suspension /precipitate has some fine green particles suspended /floating in the liquid.
- A brown suspension /precipitate has some fine brown particles suspended /floating in the liquid.
- A yellow suspension /precipitate has some fine yellow particles suspended /floating in the liquid.
(c) (i) Miscibles /Liquid-liquid mixtures
To form water-ethanol and Kerosene-turpentine miscibles
Procedure
(i)Measure 50cm3 of ethanol into 100cm3 beaker. Measure 50cm3 of water. Place the water into the beaker containing ethanol. Swirl for about one minute.
(ii)Measure 50cm3 of kerosene into 100cm3 beaker. Measure 50cm3 of turpentine oil. Place the turpentine oil into the beaker containing kerosene. Swirl for about one minute.
Observation
Two liquids do not form layers.
Ethanol and water form a uniform mixture.
Kerosene and turpentine oil form uniform mixture
Explanation
Ethanol is miscible in Water. Kerosene is miscible in turpentine oil. Miscible mixture form uniform mixture. They do not form layers. The particles of one liquid are smaller than the particles of the other. The smaller particles occupy the spaces between the bigger particles.
- Immiscibles /Liquid-liquid mixtures
To form water-turpentine oil and Kerosene-water miscibles
Procedure
(i)Measure 50cm3 of water into 100cm3 beaker. Measure 50cm3 of turpentine oil. Place the oil into the beaker containing water. Swirl for about one minute.
(ii) Measure 50cm3 of water into 100cm3 beaker. Measure 50cm3 of kerosene. Place the kerosene into the beaker containing water. Swirl for about one minute.
Observation
Two liquids form layers.
Turpentine and water do not form a uniform mixture.
Water and kerosene do not form uniform mixture
Explanation
Kerosene is immiscible in Water. Water is immiscible in turpentine oil. Immiscible mixtures do not form uniform mixtures. They form layers. The size of the particles of one liquid is almost equal to the particles of the other. The particles of one liquid cannot occupy the spaces between the particles of the other. The heavier particles settle at the bottom. The less dense particles settle on top.
(d)Solid-solid mixtures/Alloys
Before solidifying, some heated molten/liquid metals dissolve in another metal to form a uniform mixture of the two. On solidifying, a uniform mixture of the metals is formed. A uniform mixture of two metals on solidifying is called alloy. In the alloy, one metallic particle occupies the spaces between the metallic particles of the other.
- c) Common alloys of metal.
| Alloy name | Constituents of the alloy | Uses of the alloy |
| Brass | Copper and Zinc | Making screws and bulb caps
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| Bronze | Copper and Tin | Making clock springs, electrical contacts and copper coins
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| Soldier | Lead and Tin | Soldering, joining electrical contacts because of its low melting points and high thermal conductivity
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| Duralumin | Aluminum, Copper and Magnesium | Making aircraft, utensils, and windows frames because of its light weight and corrosion resistant.
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| Steel | Iron, Carbon ,Manganese and other metals | Railway lines, car bodies girders and utensils. |
| Nichrome | Nichrome and Chromium | Provide resistance in electric heaters and ovens
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| German silver | Copper, Zinc and Nickel | Making coins
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METHODS OF SEPARATING MIXTURES
Mixtures can be separated from applying the following methods:
(a) Decantation
Sediments can be separated from a liquid by pouring out the liquid. This process is called decantation.
Experiment
Put some sand in a beaker. Add about 200cm3 of water. Allow sand to settle. Pour off water carefully into another beaker.
Observation
Sand settles at the bottom as sediments.
Less clean water is poured out.
Explanation
Sand does not dissolve in water. Sand is denser than water and thus settles at the bottom as sediment. When poured out, the less dense water flows out.
(b)Filtration
Decantation leaves suspended particles in the liquid after separation. Filtration is thus improved decantation.Filtration is the method of separating insoluble mixtures/particles/solids from a liquid.
Experiment: To separate soil and water using filtration
Fold a filter paper to fit well into a filter funnel. Place the funnel in an empty 250 cm3 beaker.
Put one spatula end full of soil into 50cm3 of water. Stir. Put the soil/water mixture into the filter funnel.
Observations
Clean water is collected below the filter funnel.
Soil remains above the filter paper.
Explanation
A filter paper is porous which act like a fine sieve with very small holes. The holes allow smaller water particles to pass through but do not allow bigger soil particles. The liquid which passes through is called filtrate. The solid which do not pass through is called residue.
Set up of apparatus
In industries, filtration is used in engine filters to clean up air.
(c)Evaporation
Evaporation is a method of separating a solute/solid from its solution. This involves heating a solution (solvent and solute)to vapourize the solvent out of the solution mixture leaving pure solute/solid. If a mixture contain insoluble solid, they are filtered out.
Experiment: To separate a mixture of soil and salt (sodium chloride).
Procedure:
Put one spatula end full of soil on a filter paper.
Put one spatula full of common salt/sodium chloride into the same filter paper. Mix well using the spatula,.
Place about 200cm3 of water into a beaker.
Put the contents of the filter paper into the water. Stir thoroughly using a glass/stirring rod for about one minute.
Fold a filter paper into a filter funnel.
Pour half portion of the contents in the beaker into the filter funnel.
Put the filtrate into an evaporating dish. Heat on a water bath.
Observation
(i)On mixing
Colourless crystals and brown soil particles appear on the filter paper.
(ii)On adding water
Common soil dissolves in water. Soil particles do not dissolve in water.
(iii)On filtration
Colourless liquid collected as filtrate below the filter funnel/paper.
Brown residue collected above the filter funnel/paper.
(iv)On evaporation
Colourless crystals collected after evaporation
Explanation
Solid mixture of sand and common salt take the colors of the two.
On adding water, common salt dissolves to form a solution.
Soil does not because it is insoluble in water and thus forms a suspension.
On filtration, a residue of insoluble soil does not pass through the filter paper.
It is collected as residue.
Common salt solution is collected as filtrate.
On heating the filtrate, the solvent/water evaporate/vaporize out of the evaporating dish leaving common salt crystals.
Vapourization/evaporation can take place even without heating.
This is the principle/process of drying wet clothes on the hanging line.
Set up of apparatus
(d) Distillation
Distillation is an improved evaporation where both the solute and the solvent in the solution are separated /collected. Distillation therefore is the process of separating a solution into constituent solid solute and the solvent. It involves heating the solution to evaporate/vaporize the solvent out. The solvent vapour is then condensed back to a liquid.
Experiment: To obtain copper (II) sulphate (VI) crystals and water from copper (II) sulphate (VI) solution.
Procedure:
Put one spatula end full of copper (II) sulphate (VI) crystals into a 250cm3 beaker.
Place about 200cm3 of water into the beaker.
Stir thoroughly using a glass/stirring rod for about one minute.
Pour half portion of the contents in the beaker into a round bottomed/flat/conical flask broken porcelain/sand/glass into the flask.
Put a few pieces of b Stopper the flask.
Connect the flask to a Liebig condenser using delivery tube.
Place a 200cm3 clean empty beaker/conical flask as a receiver at the end of the Liebig condenser.
Circulate water in the Liebig condenser.
Heat the flask strongly on a tripod stand with wire mesh/gauze until there is no more visible boiling bubbles in the flask.
Observation
Copper (II) sulphate (VI) crystals dissolve in water to form a blue solution.
On heating, colourless liquid is collected in the receiver.
Blue crystals are left in the flask.
(If gently heated further, the blue crystals turn to white powder)
Explanation
On heating blue Copper (II) sulphate (VI) solution, the colourless liquid solvents evaporate/vaporize.
The liquid vapour/gas passes through the delivery tube to the Liebig condenser.
The Liebig condenser has a cold water inlet near the receiver and cold water out let.
This ensures efficient cooling. If the cold water outlet/inlet is reversed, the water circulation would be less efficient.
The water in the receiver would be warm. In the Liebig condenser, the cold water condenses the liquid vapour into liquid.
The condensed liquid collects in the receiver as distillate.
The solute of blue Copper (II) sulphate (VI) crystals is left in the flask as residue.
During simple distillation, therefore, the solution is heated to vaporize /evaporate the solvent/one component which is condensed at a different part of the apparatus.
The purpose of pieces of broken porcelain/porous pot/glass/sand/ is to:
(i) Prevent bumping of the solution during boiling.
(ii) Ensure smooth and even boiling.
Salty sea water can be made pure through simple distillation.
Any mixture with a large difference /40oC in boiling point can be separated using simple distillation.
Set up of apparatus
e)Fractional distillation
Fractional distillation is an improved simple distillation used specifically to separate miscible mixtures with very close /near boiling points.
Fractional distillation involves:
(i) Heating the mixture in a conical/round bottomed /flat bottomed flask.
The pure substance with a lower boiling point and thus more volatile evaporates/boils/vaporize first.e.g. Pure ethanol has a boiling point of 78oC.Pure water has a boiling point of 100 oC at sea level/one atmosphere pressure.
When a miscible mixture of ethanol and water is heated, ethanol vaporizes /boils/ evaporates first because it is more volatile.
(ii)The conical/round bottomed /flat bottomed flask is connected to a long glass tube called fractionating column.
The purpose of the fractionating column is to offer areas of condensation for the less volatile pure mixture.
The fractionating column is packed with glass beads/broken glass/ porcelain/ shelves to increase the surface area of condensation of the less volatile pure mixture.
(iii)When the vapors rise they condense on the glass beads/broken glass /porcelain / shelves which become hot.
When the temperature of the glass beads/broken glass/porcelain/shelves is beyond the boiling point of the less volatile pure substance, the pure substance rise and condensation take place on the glass beads/broken glass/porcelain/shelves at a higher level on the fractionating column.
The less volatile pure substance trickles/drips back down the fractionating column or back into the conical/round bottomed /flat bottomed flask to be heated again. e.g.
If the temperature on glass beads/broken glass/porcelain/shelves is beyond 78oC, the more volatile pure ethanol rise to condense on the glass beads/broken glass /porcelain/shelves higher in the fractionating column.
Water condenses and then drip/trickle to the glass beads/broken glass /porcelain /shelves lower in the fractionating column because it is less volatile.
(iv) The fractionating column is connected to a Liebig condenser. The Liebig condenser has a cold water inlet and outlet circulation.
The more volatile mixture that reach the top of the fractionating column is condenses by the Liebig condenser into a receiver. It is collected as the first fraction.
(v)At the top of the fractionating column, a thermometer is placed to note/monitor the temperature of the boiling mixtures.
Pure substances have constant/fixed boiling point. When one mixture is completely separated, the thermometer reading rises.
E.g. the thermometer reading remains at78oC when ethanol is being separated. When no more ethanol is being separated, the mercury/alcohol level in the thermometer rises.
(vi)The second /subsequent fractions are collected in the receiver after noting a rise the mercury/alcohol level in the thermometer.
E.g. the thermometer reading rises to 100oC when water is being separated. It is passed through the Liebig condenser with the cold water inlet and outlet circulation. It is collected different receiver as the second/subsequent fraction.
(vii)Each fraction collected should be confirmed from known physical/chemical properties/characteristic.
Example
Ethanol
Ethanol is a colourless liquid that has a characteristic smell .When it is put in a watch glass then ignited, it catches fire and burn with a blue flame.
Water
Water is a colourless liquid that has no smell/odour .When it is put in a watch glass then ignited, it does not catch fire.
Set up of apparatus
Industrial application of Fractional distillation
On a large scale,fractional distillation is used:
(i)In fractional distillation of crude oil in an oil refinery.
Crude oil is a mixture of many fractions. When heated in a furnace, the different fractions separate out according to their boiling point. In Kenya,fractional distillation takes place at Changamwe in Mombasa.
(ii)In fractional distillation of air.
Air contain a mixture of three main useful gases which are condensed by cooling to very low temperature (-200oC) to form a liquid. The liquid is then heated. Nitrogen is the most volatile (-196 oC) and thus comes out as the first fraction. Argon (at -186 oC) is the second fraction. Oxygen ( at -183 oC) is the last fraction. The three gases are very useful industrial gases.
(f)Separation of immiscibles (Using a separating funnel)
Two or more liquids that form layers on mixing are immiscible. Immiscible mixture arrange themselves according to their densities
i.e. The denser liquid sink to the bottom. The less dense liquid floats on the denser one. Immicible mixtures can be separated from each other by using a separating funnel.
Experiment: To separate an immiscible mixture of paraffin and water.
Procedure
Place about 100cm3 of water into a 250cm3 beaker. Add about 100cm3 of paraffin into the beaker. Stir.
Transfer the mixture into a separating funnel. Allow to settle for about one minute. Open the tap, run out the lower layer out slowly into a clean beaker. Close the tap when the upper layer is very close to the tap.
Run out the intermediate small amount of the mixture near the tap into a beaker. Discard it.
Run out the remaining upper layer into a fresh beaker.
Place a portion of upper and lower layer into a watch glass separately after separating each. Ignite.
Observation
Water and paraffin are both colourless liquids.
Two layers are formed on mixing.
Colourless odorless liquid collected first. It does not catch fire.
A colourless liquid with characteristic smell collected later/second. It catches fire and burn with a yellow smoky flame.
Explanation
Water and paraffin are immiscible. Water is denser than paraffin. When put in a separating funnel, paraffin float on water. On opening the tap, water runs out. A mixture of water and paraffin at the junction of the two is discarded. It is not pure.
Set up of apparatus
(g)Sublimation/deposition
Some solids on heating do not melt to a liquid but change directly to a gas. The process by which a solid changes to a gas is called sublimation. The gas cools back and changes directly to a solid. The process by which a gas changes to a solid is called deposition. Sublimation and deposition therefore are the same but opposite processes.
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Sublimation Deposition
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Some common substances that undergo sublimation/ deposition include:
(i)Iodine (ii)Carbon(IV)oxide (iii)Camphor (iv) ammonium chloride (v)Iron(III)chloride (vi)Aluminum(III)chloride
(vii) benzoic acid
If a mixture has any of the above as a component, then on heating it will change to a gas and be deposited away from the source of heating.
Procedure
Place about one spatula full of ammonium chloride crystals into a clean dry 100cm3 beaker. Add equal amount of sodium chloride crystals into the beaker. Swirl to mix.
Place the beaker on a tripod stand.
Put about 100cm3 of water into another beaker. Place carefully the beaker containing water on top of the beaker containing the solid mixture. Light/ignite a burner and heat the solid.
Set up of apparatus:
Observation
(i)With ammonium chloride/common salt mixture
White fumes produced.
White sublimate deposited
Colourless residue left
(ii)With Iodine/common salt mixture
Purple fumes produced.
Dark grey sublimate deposited
Colourless residue left
Explanation
(i)On heating a mixture of ammonium chloride and common salt, a white fume of ammonium chloride is produced. The white fumes solidify as white sublimate on the cooler parts. Common salt remains as residue.
Chemical equation:
Ammonium chloride solid Ammonium chloride gas
NH4Cl(s) NH4Cl(g)
(ii)On heating a mixture of Iodine and common salt, a purple fume of Iodine vapour is produced. The purple fumes solidify as dark grey sublimate on the cooler parts. Common salt remains as residue.
Chemical equation:
Iodine solid Iodine gas
I2(s) I2 (g)
(h)Chromatography
Chromatography is a method of separating components of a solution mixture by passing it through a medium where the different components move at different rates. The medium through which the solution mixture is passed is called absorbent material.
Paper chromatography is a method of separating colored dyes by using paper as the absorbent material.
Since dyes are insoluble/do not dissolve in water, ethanol and propanone are used as suitable solvents for dissolving the dye.
Practically, a simple paper chromatography involve placing a dye/material on the absorbent material, adding slowly a suitable soluble solvent on the dye/material using a dropper, the solvent spread out on the absorbent material carrying the soluble dye away from the origin.
The spot on which the dye is initially/originally placed is called baseline. The farthest point the solvent spread is called solvent front.
The farthest a dye can be spread by the solvent depend on:
(i) Density of the dye-the denser the dye, the less it spread from the basely ne by the solvent.
(ii) Stickiness of the dye-some dyes sticks on the absorbent material more than other thus do not spread far from baseline.
Experiment: To investigate the colors in ink
Procedure
Method 1
Place a filter paper on an empty beaker. Put a drop of black/blue ink in the centre of the filter paper. Wait for about one minute for the ink drop to spread. Using a clean teat pipette/dropper add one drop of ethanol/propanone. Wait for about one minute for the ink drop to spread further. Add about twenty other drops of ethanol waiting for about one minute before each addition. Allow the filter paper to dry.
Experiment: To investigate the colors in ink
Procedure
Method 2
Cut an 8 centimeter thin strip of a filter paper. At about 3cm on the strip, place a drop of ink. Place the filter paper in a 10cm length boiling tube containing 5cm3 of ethanol. Ensure the cut strip of the filter paper just dips into the ethanol towards the ink mark. Cover the boiling tube. Wait for about twenty minutes. Remove the boiling tube and allow the filter paper to dry.
Set up of apparatus
Method 1
Set up of apparatus
Method 2
Explanation
When a drop of ink is placed on an absorbent material it sticks. On adding an eluting solvent, it dissolves the dye spread out with it. The denser and sticky pure dye move least. The least dense/sticky pure dye move farthest. A pure dye will produce the same chromatogram/spot if the same eluting solvent is used on the same absorbent material. Comparing the distance moved by a pure dye with a mixture, the coloured dyes in a mixture can be deduced as below:
Example 1
The chromatogram of pure dyes A, B ,C and a dye mixture D is shown below Determine the pure dyes present in D. On the diagram show:
(i)the solvent front
(ii) Baseline
(Iii) the most soluble pure dye
(i) Solvent extraction
Solvent extraction is a method of separating oil from nuts/seeds. Most nuts contain oil. First the nuts are crushed to reduce their size and increase the surface area. A suitable volatile solvent is added. The mixture is filtered. The filtrate solvent is then allowed to crystallize leaving the oil/fat. If a filter paper is rubbed/smeared with the oil/fat, it becomes translucent. This is the test for the presence of oil/fat.
Experiment: To extract oil from Macadamia nut seeds
Procedure
Crush Macadamia nut seeds form the hard outer cover .Place the inner soft seed into a mortar. Crush (add a little sand to assist in crushing).
Add a little propanone and continue crushing. Continue crushing and adding a little propanone until there is more liquid mixture than the solid. Decant/filter. Put the filtrate into an evaporating dish. Vapourize the solvent using solar energy /sunlight. Smear/rub a portion of the residue left after evaporation on a clean dry filter paper.
Observation /Explanation
Propanone dissolve fat/oil in the macadamia nuts. Propanone is more volatile (lower boiling point) than oil/fat. In sunlight/solar energy, propanone evaporate/vaporize leaving oil/fat(has a higher boiling point).Any seed like corn, wheat , rice, soya bean may be used instead of macadamia seed. When oil/fat is rubbed/ smeared on an opaque paper, it becomes translucent.
(j) Crystallization
Crystallization is the process of using solubility of a solute/solid to obtain the solute/solid crystals from a saturated solution by cooling or heating the solution.
A crystal is the smallest regular shaped particle of a solute. Every solute has unique shape of its crystals.
Some solutions form crystals when heated. This is because less solute dissolves at higher temperature. Some other solutions form crystals when cooled. This is because less solute dissolves at lower temperature.
Experiment; To crystallize copper (II) sulphate (VI) solution
Procedure:
Place about one spatula full of hydrated copper sulphate (VI) crystals into 200cm3 of distilled water in a beaker. Stir. Continue adding a little more of the hydrated copper sulphate (VI) crystals and stirring until no more dissolve. Decant/filter. Cover the filtrate with a filter paper. Pierce and make small holes on the filter paper cover. Preserve the experiment for about seven days.
Observation/Explanation
Large blue crystals formed
When hydrated copper (II) sulphate crystals are placed in water, they dissolve to form copper (II) sulphate solution. After some days water slowly evaporate leaving large crystals of copper (II) sulphate. If the mixture is heated to dryness, small crystals are formed.
Physical/Temporary and Chemical changes
A physical/temporary change is one which no new substance is formed and is reversible back to original.
A chemical/permanent change is one which a new substance is formed and is irreversible back to original.
The following experiments illustrates physical and chemical changes
(a)Heating ice
Place about 10g of pure ice in a beaker. Determine its temperature. Record it at time “0.0” in the table below. Heat the ice on a strong Bunsen flame and determine its temperature after every 60seconds/1minute to complete the table below:
| Time/minutes | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
| Temperature (oC) | -2 | 0 | 0 | 40 | 80 | 90 | 95 | 95 | 96 |
Plot a graph of time against Temperature (y-axes)
Explain the shape of your graph
Melting/freezing/fusion/solidification and boiling /vaporization /evaporation are the two physical processes.
Melting /freezing point of pure substances is fixed /constant.
The boiling point of pure substance depends on external atmospheric pressure.
Melting/fusion is the physical change of a solid to liquid.
Freezing is the physical change of a liquid to solid.
Melting/freezing/fusion/solidification is therefore two opposite but same reversible physical processes i.e.
A (s) A (l)
Boiling/vaporization/evaporation is the physical change of a liquid to gas.
Condensation/ liquidification is the physical change of gas to liquid.
Boiling/vaporization/evaporation and condensation/ liquidification are therefore two opposite but same reversible physical processes i.e.
B (l) B(g)
Practically
(i) Melting/liquidification/fusion involves heating a solid to weaken the strong bonds holding the solid particles together.
Solids are made up of very strong bonds holding the particles very close to each other (Kinetic Theory of matter).
On heating these particles gain energy/heat from the surrounding heat source to form a liquid with weaker bonds holding the particles close together but with some degree of freedom.
(ii)Freezing/fusion/solidification involves cooling a liquid to reform /rejoin the very strong bonds to hold the particles very close to each other as solid and thus lose their degree of freedom (Kinetic Theory of matter).
Freezing /fusion / solidification is an exothermic (–∆H) process that require particles holding the liquid together to lose energy to the surrounding.
(iii)Boiling/vaporization/evaporation involves heating a liquid to completely break/free the bonds holding the liquid particles together.
Gaseous particles have high degree of freedom (Kinetic Theory of matter).
Boiling /vaporization / evaporation is an endothermic (+∆H) process that require/absorb energy from the surrounding.
(iv)Condensation/liquidification is reverse process of boiling /vaporization / evaporation.
It involves gaseous particles losing energy to the surrounding to form a liquid.
AIR OXYGEN AND COMBUSTION
A.THE ATMOSPHERE
- The atmosphere is made up of air. Air is a mixture of colourless, odorless gases which is felt as wind (air in motion).All living things breath in air for respiration. Plants use air for respiration and photosynthesis.
- The main gases present in the atmosphere/air:
| Gas | Approximate % composition by volume |
| Nitrogen | 78.0 |
| Oxygen | 21.0 |
| Carbon(IV)oxide | 0.03 |
| Noble gases | 1.0 |
| Water vapour | Vary from region |
- The following experiments below shows the presence and composition of the gases in air/atmosphere
(a)To find the composition of air supporting combustion using a candle stick
Procedure
Measure the length of an empty gas jar M1. Place a candle stick on a Petri dish. Float it on water in basin/trough. Cover it with the gas jar. Mark the level of the water in the gas jar M2. Remove the gas jar. Light the candle sick. Carefully cover it with the gas jar. Observe for two minutes. Mark the new level of the water M3.
Set up of apparatus
Sample observations
Candle continues to burn then extinguished/goes off
Level of water in the gas jar rises after igniting the candle
Length of empty gas jar = M1= 14cm
Length of gas jar without water before igniting candle = M2= 10 cm
Length of gas jar with water before igniting candle = M1 – M2= 14- 10 = 4 cm
Length of gas jar with water after igniting candle = M3 = 8 cm
Length of gas jar without water after igniting candle = M1 – M3 = 10 -8 = 2 cm
Explanation
Candle burns in air. In a closed system (vessel), the candle continues to burn using the part of air that support burning/combustion. This is called the active part of air. The candle goes off/extinguished when all theactive part of air is used up. The level of the water rises to occupy the space /volume occupied by the usedactive part of air.
The experiment is better when very dilute sodium/potassium hydroxide is used instead of water. Dilute Potassium/ sodium hydroxide absorb Carbon (IV) oxide gas that comes out from burning/combustion of candle stick.
From the experiment above the % composition of the:
(i) Active part of air can be calculated:
M2 – M3 x 100% => 10- 8 x 100% = 20%
M2 10cm
(ii) Inactive part of air can be calculated:
100% –20% = 80% // M3 => 8 x 100% = 80%
M2 10cm
(b)To find the composition of active part of air using heated copper turnings.
Procedure
Clamp a completely packed/filled open ended glass tube with copper turnings. Seal the ends with glass/cotton wool.
Label two graduated syringes as “A” and “B” Push out air from syringe “A”. Pull in air into syringe “B”.
Attach both syringe “A” and “B” on opposite ends of the glass tube.
Determine and record the volume of air in syringe “B” V1.
Heat the glass tube strongly for about three minutes.
Push all the air slowly from syringe “B” to syringe “A” as heating continues. Push all the air slowly from syringe “A” back to syringe “B” and repeatedly back and forth.
After about ten minutes, determine the new volume of air in syringe “B” V2
Set up of apparatus
Sample observations
Colour change from brown to black
Volume of air in syringe “B” before heating V1 = 158.0cm3
Volume of air in syringe “B” after heating V2 = 127.2cm3
Volume of air in syringe “B” used by copper V1 – V2 = 30.8cm3
Sample questions
- What is the purpose of:
(i) glass/cotton wool
To prevent/stop copper turnings from being blown into the syringe/out of the glass tube
(ii) Passing air through the glass tube repeatedly
To ensure all the active part of air is used up
(iii) Passing air through the glass tube slowly
To allow enough time of contact between the active part of and the heated copper turnings
- State and explain the observations made in the glass tube.
Colour change from brown to black
Brown copper metal reacts with the active part of air/oxygen to form black copper (II) oxide.
Chemical equation
Copper + Oxygen -> Copper (II) oxide
2Cu(s) + O2 (g) -> 2CuO(s)
The reaction reduces the amount/volume of oxygen in syringe “B” leaving the inactive part of air. Copper only react with oxygen when heated.
- Calculate the % of
(i) Active part of air
% active part of air = V1 – V2 x 100% => 30.8cm3 x 100% = 19.493%
V1 158.0cm3
(ii) Inactive part of air
Method 1
% inactive part of air = V2 x 100% =>127.2cm3 x 100% = 80.506%
V1 158.0cm3
Method 2
% inactive part of air = 100% -% active part of air
=> 100 % – 19.493 % = 80.507%
- The % of active part of air is theoretically higher than the above while % of inactive part of air is theoretically lower than the above. Explain.
Not all the active part of air reacted with copper
- State the main gases that constitute:
(a )active part of air.
Oxygen
(b) Inactive part of air
Nitrogen, carbon (IV) oxide and noble gases
- If the copper turnings are replaced with magnesium shavings the % of active part of air obtained is extraordinary very high. Explain.
Magnesium is more reactive than copper. The reaction is highly exothermic. It generates enough heat for magnesium to react with both oxygen and nitrogen in the air.
A white solid/ash mixture of Magnesium oxide and Magnesium nitride is formed. This considerably reduces the volume of air left after the experiment.
Chemical equation
Magnesium + Oxygen -> magnesium (II) oxide
2Mg(s) + O2 (g) -> 2MgO(s)
Magnesium + Nitrogen -> magnesium (II) nitride
3Mg(s) + N2 (g) -> Mg3N2 (s)
(c)To find the composition of active part of air using alkaline pyrogallol
Procedure
Measure about 2cm3 of dilute sodium hydroxide into a graduated gas jar. Record the volume of the graduated cylinder V1.
Place about two spatula end full of pyrogallol/1, 2, 3-trihydroxobenzene into the gas jar. Immediately place a cover slip firmly on the mouth of the gas jar. Swirl thoroughly for about two minutes.
Invert the gas jar in a trough/basin containing water. Measure the volume of air in the gas jar V2
Sample observations
Colour of pyrogallol/1, 2, 3-trihydroxobenzene change to brown.
Level of water in gas jar rises when inverted in basin/trough.
Volume of gas jar /air in gas jar V1= 800cm3
Volume of gas jar /air in gas jar after shaking with alkaline pyrogallol/1, 2, 3-trihydroxobenzene V2= 640 cm3
Sample questions
- Which gas is absorbed by alkaline pyrogallol/1,2,3-trihydroxobenzene
Oxygen
- Calculate the
(i) % of active part of air
V1-V2 x 100% => (800cm3 – 640 cm3) x 100% = 20%
V1 800cm3
(ii) % of inactive part of air
V2 x 100% => 640 cm3 x 100% = 80%
V1 800cm3
(d)To establish the presence of carbon (IV) oxide in air using lime water
Pass tap water slowly into an empty flask as in the set up below
Sample observation questions
- What is the purpose of paper cover?
To ensure no air enters into the lime water.
- What happens when water enters the flask?
It forces the air from the flask into the lime water.
- What is observed when the air is bubbled in the lime water?
A white precipitate is formed. The white precipitate dissolves on prolonged bubbling of air.
- (a) Identify the compound that form:
(i)lime water
Calcium hydroxide / Ca(OH)2
(ii) White precipitate
Calcium carbonate/ CaCO3
(iii) When the white precipitate dissolves
Calcium hydrogen carbonate/ CaHCO3
(b)Write the chemical equation for the reaction that tale place when:
(i) White precipitate is formed
Calcium hydroxide + carbon (IV) oxide -> Calcium carbonate + water
Ca (OH) 2(aq) + CO2 (g) -> CaCO3(s) + H2O (l)
(ii) White precipitate dissolves
Calcium carbonate + water+ carbon (IV) oxide -> Calcium hydrogen carbonate
CaCO3(s) + H2O (l) + CO2 (g) -> CaHCO3 (aq)
- State the chemical test for the presence of carbon (IV) oxide gas based on 4(a) and (b) above:
Carbon (IV) oxide forms a white precipitate with lime water that dissolves in excess of the gas.
- State the composition of carbon (IV) oxide gas by volume in the air.
About 0.03% by volume
B.OXYGEN
- a) Occurrence.
- Fifty 50% of the earth’s crust consist of Oxygen combined with other elements e.g. oxides of metals
- About 70% of the earth is water made up of Hydrogen and Oxygen.
- About 20% by volume of the atmospheric gases is Oxygen that form the active part of air.
- b) School laboratory preparation.
Oxygen was first prepared in 1772 by Karl Scheele and later in 1774 by Joseph Priestly. It was Antony Lavoisier who gave it the name “Oxygen”
Procedure
Method 1: Using Hydrogen peroxide
Half fill a trough/basin with tap water. Place a bee hive shelf/stand into the water.
Completely fill the gas jar with water and invert in onto the bee hive shelf/stand.
Clamp a round bottomed flask and set up the apparatus as below.
Collect several gas jars of Oxygen covering each sample.
Sample observation questions
- What is observed when the hydrogen peroxide is added into the flask?
Rapid effervescence/bubbling/fizzing
- Describe the colour and smell of the gas
Colourless and odorless
- (a)Name the method of gas collection used.
–Over water
-Upward delivery
-Down ward displacement of water
(b)What property of Oxygen makes it to be collected using the method above?
-Slightly soluble in water
- What is the purpose of manganese (IV) oxide?
Manganese (IV) oxide is catalyst.
A catalyst is a substance that speeds up the rate of a chemical reaction but remain chemically unchanged at the end of the reaction.
Hydrogen peroxide decomposes slowly to form water and Oxygen gas.
A little Manganese (IV) oxide speeds up the rate of decomposition by reducing the time taken for a given volume of Oxygen to be produced.
- Write the equation for the reaction.
Hydrogen peroxide -> Water + Oxygen
2H2O2 (aq) -> 2H2O (l) + O2 (g)
- Lower a glowing splint slowly into a gas jar containing Oxygen gas. State what is observed.
The glowing splint relights/rekindles
Oxygen relights/rekindles a glowing splint. This is the confirmatory test for the presence of Oxygen gas
Method 1: Using Sodium peroxide
Half fill a trough/basin with tap water. Add four drops of phenolphthalein indicator.
Place a bee hive shelf/stand into the water.
Completely fill a gas jar with water and invert in onto the bee hive shelf/stand.
Clamp a round bottomed flask and set up the apparatus as below.
Collect several gas jars of Oxygen covering each sample.
Sample observation questions
- What is observed when water is added?
(i) Into the flask containing sodium peroxide
Rapid effervescence/bubbling/fizzing
(ii) Phenolphththalein
Remains colourless /Phenolphthalein indicator is colourless in neutral solution
- Describe the colour and smell of the gas
Colourless and odorless
3.(a)Name the method of gas collection used.
–Over water. Oxygen is slightly soluble in water.
- Test the gas by lowering a glowing splint slowly into a gas jar containing the prepared sample.
The glowing splint relights/rekindles. This confirms the presence of Oxygen gas
- Write the equation for the reaction.
Sodium peroxide + Water -> Sodium hydroxide + Oxygen
2Na2O2 (aq) + 2H2O (l) -> 4NaOH (aq) + O2 (g)
- Test the gas by lowering a glowing splint slowly into a gas jar containing the prepared sample.
The glowing splint relights/rekindles.
This confirms the presence of Oxygen gas
- Write the equation for the reaction.
Potassium Chlorate (V) -> Potassium Chloride + Oxygen
2KClO3 (aq) -> 2KCl (aq) + 3O2 (g)
- What is the purpose of manganese (IV) oxide?
Manganese (IV) oxide is catalyst.
A catalyst is a substance that speeds up the rate of a chemical reaction but remain chemically unchanged at the end of the reaction.
Potassium Chlorate (V) decomposes slowly to form potassium chloride and Oxygen gas.
A little Manganese (IV) oxide speeds up the rate of decomposition by reducing the time taken for a given volume of Oxygen to be produced.
(c)Uses of Oxygen
- Oxygen is put in cylinders for use where natural supply is not sufficiently enough. This is mainly in:
(i)Mountain climbing/Mountaineering-at high altitudes, the concentration of air/oxygen is low. Mountain climbers must therefore carry their own supply of oxygen for breathing.
(ii) Deep sea diving-Deep sea divers carry their own supply of Oxygen.
(iii) Saving life in hospitals for patients with breathing problems and during anesthesia.
- A mixture of oxygen and some other gases produces a flame that is very hot.
(i) Oxy-acetylene/ethyne flame is produced when Ethyne/acetylene gas is burnt in pure oxygen. The flame has a temperature of about 3000oC.It is used for welding /cuttingmetals.
(ii)Oxy-hydrogen flame is produced when Hydrogen is burn in pure oxygen. The flame has a temperature of about 2000oC.It is used also for welding /cuttingmetals.
- Oxy-hydrogen mixture is used as rocket fuel
- A mixture of charcoal, petrol and liquid Oxygen is an explosive.
(d) Chemical properties of Oxygen /combustion.
Oxygen is a very reactive non metal. Many elements react with oxygen through burning to form a group of compounds called Oxides.
Burning/combustion is the reaction of Oxygen with an element/substances.
Reaction in which a substance is added oxygen is called Oxidation reaction. Burning/combustion are an example of an oxidation reaction.
Most non metals burn in Oxygen/air to form an Oxide which in solution / dissolved in water is acidic in nature. They turn blue litmus red.e.g. Carbon (IV) oxide/CO2, Nitrogen (IV) oxide/ NO2, Sulphur (IV) oxide/ SO2
Some non metals burn in Oxygen/air to form an Oxide which in solution / dissolved in water is neutral in nature. They don’t turn blue or red litmus. E.g. Carbon (II) oxide/CO, Water/ H2O
All metals burns in Oxygen/air to form an Oxide which in solution/dissolved in water is basic/alkaline in nature. They turn red litmus blue.e.g.
Magnesium oxide/MgO, Sodium Oxide/ Na2O, Copper (II) oxide/CuO
Elements/substances burn faster in pure Oxygen than in air
Air contains the inactive part of air that slows the rate of burning of substances/elements.
(i)Reaction of metals with Oxygen/air
The following experiments show the reaction of metals with Oxygen and air.
- Burning Magnesium
Procedure
(a)Cut a 2cm length piece of magnesium ribbon. Using a pair of tongs introduce it to a Bunsen flame. Remove it when it catches fire. Observe.
Place the products in a beaker containing about 5cm3 of water. Test the solution/mixture using litmus papers
(b)Cut another 2cm length piece of magnesium ribbon. Using a pair of tongs introduce it to a Bunsen flame. When it catches fire, lower it slowly into a gas jar containing Oxygen.
Place about 5cm3 of water into the gas jar. Test the solution/mixture using litmus papers. Test the solution/mixture using litmus papers
Observations
(a)In air
Magnesium burns with a bright blindening flame in air forming white solid/ash /powder. Effervescence/bubbles/ fizzing Pungent smell of urine. Blue litmus paper remains blue. Red litmus paper turns blue
(b) In pure Oxygen
Magnesium burns faster with a very bright blindening flame pure oxygen forming white solid/ash /powder. No effervescence/bubbles/ fizzing. No pungent smell of urine. Blue litmus paper remains blue. Red litmus paper turns blue
Explanation
Magnesium burns in air producing enough heat energy to react with both Oxygen and Nitrogen to form Magnesium Oxide and Magnesium nitride. Both Magnesium Oxide and Magnesium nitride are white solid/ash /powder.
Chemical equations
Magnesium + Oxygen -> Magnesium Oxide
2Mg(s) + O2(g) -> 2MgO(s)
Magnesium + Nitrogen -> Magnesium Nitride
3Mg(s) + N2(g) -> Mg3N2 (s)
Magnesium Oxide dissolves in water to form a basic/alkaline solution of Magnesium hydroxide
Chemical equations
Magnesium Oxide + Water -> Magnesium hydroxide
2Mg(s) + O2 (l) -> 2MgO(s)
Magnesium Nitride dissolves in water to form a basic/alkaline solution of Magnesium hydroxide and producing Ammonia gas. Ammonia is also an alkaline/basic gas that has a pungent smell of urine.
Chemical equations
Magnesium Nitride + Water -> Magnesium hydroxide + Ammonia gas
Mg3N2 (s) + 6H2O (l) -> 3Mg (OH)2 (aq) + 2NH3(g)
- Burning Sodium
Procedure
(a)Carefully cut a very small piece of sodium. Using a deflagrating spoon introduce it to a Bunsen flame. Remove it when it catches fire. Observe.
Place the products in a beaker containing about 20cm3 of water. Test the solution/mixture using litmus papers
(b) Carefully cut another very small piece of sodium. Using a deflagrating spoon introduce it to a Bunsen flame. When it catches fire, lower it slowly into a gas jar containing Oxygen.
Place about 20 cm3 of water into the gas jar. Test the solution/mixture using litmus papers. Test the solution/mixture using litmus papers
Observations
(a)In air
Sodium burns with a yellow flame in air forming a black solid. Blue litmus paper remains blue. Red litmus paper turns blue
(b) In pure Oxygen
Sodium burns faster with a golden yellow flame in pure oxygen forming a yellow solid. Effervescence/bubbles/ fizzing. Gas produced relights glowing splint. Blue litmus paper remains blue. Red litmus paper turns blue.
Explanation
(a)Sodium burns in air forming black Sodium Oxide
Chemical equations
Sodium + Oxygen/air -> Sodium Oxide
4Na(s) + O2 (g) -> 2Na2O(s)
Sodium Oxide dissolves in water to form a basic/alkaline solution of Sodium hydroxide
Chemical equations
Sodium Oxide + Water -> Sodium hydroxide
Na2O(s) + H2O (l) -> 2NaOH (aq)
(b)Sodium burns in pure oxygen forming yellow Sodium peroxide
Chemical equations
Sodium + Oxygen -> Sodium peroxide
2Na(s) + O2 (g) -> Na2O2 (s)
Sodium peroxide dissolves in water to form a basic/alkaline solution of Sodium hydroxide. Oxygen is produced.
Chemical equations
Sodium Oxide + Water -> Sodium hydroxide + Oxygen
2Na2O2 (s) + 2H2O (l) -> 4NaOH (aq) + O2 (l)
III. Burning Calcium
Procedure
(a)Using a pair of tongs hold the piece of calcium on a bunsen flame.
Observe.
Place the products in a beaker containing about 2cm3 of water. Test the solution/mixture using litmus papers
(b)Using a pair of tongs hold another piece of calcium on a Bunsen flame. Quickly lower it into a gas jar containing Oxygen gas .Observe.
Place about 2cm3 of water. Swirl.
Test the solution/mixture using litmus papers
Observations
(a)In air
Calcium burns with difficulty producing a faint red flame in air forming a white solid. Blue litmus paper remains blue. Red litmus paper turns blue
(b) In pure Oxygen
Calcium burns with difficulty producing a less faint red flame Oxygen forming a white solid. Blue litmus paper remains blue. Red litmus paper turns blue
Explanation
(a)Calcium burns in air forming white calcium Oxide. Calcium Oxide coat/cover the calcium preventing further burning.
Chemical equations
Calcium + Oxygen/air -> calcium Oxide
2Ca(s) + O2(g) -> 2CaO(s)
Small amount of Calcium Oxide dissolves in water to form a basic/alkaline solution of Calcium hydroxide. The common name of Calcium hydroxide is lime water.
Chemical equations
Calcium Oxide + Water -> Calcium hydroxide
CaO(s) + H2O (l) -> Ca (OH) 2 (aq)
- Burning Iron
Procedure
(a)Using a pair of tongs hold the piece of Iron wool/steel wire on a Bunsen flame.
Observe.
Place the products in a beaker containing about 2cm3 of water. Test the solution/mixture using litmus papers
(b)Using a pair of tongs hold another piece of Iron wool/steel wire on a Bunsen flame.
Quickly lower it into a gas jar containing Oxygen gas .Observe.
Place about 2cm3 of water. Swirl. Test the solution/mixture using litmus papers
Observations
(a)In air
Iron wool/steel wire burns producing an Orange flame in air forming a brown solid. Blue litmus paper remains blue. Red litmus paper turns faint blue
(b) In pure Oxygen
Iron wool/steel wire burns producing a golden Orange flame in Oxygen forming a Brown solid. Blue litmus paper remains blue. Red litmus paper turns faint blue
Explanation
(a)Iron burns in air forming brown Iron (III) Oxide
Chemical equations
Iron + Oxygen/air -> Iron (III) Oxide
4Fe(s) + 3O2 (g) -> 2Fe2O3(s)
Very small amount of Iron (III) Oxide dissolves in water to form a weakly basic/alkaline brown solution of Iron (III) hydroxide.
Chemical equations
Calcium Oxide + Water -> Iron (III) hydroxide
Fe2O3(s) + 3H2O (l) -> 2Fe (OH) 3 (s)
- Burning Copper
Procedure
(a)Using a pair of tongs hold the piece of copper turnings/shavings on a Bunsen flame.
Observe.
Place the products in a beaker containing about 2cm3 of water. Test the solution/mixture using litmus papers
(b)Using a pair of tongs hold another piece of Copper turnings/shavings on a Bunsen flame. Quickly lower it into a gas jar containing Oxygen gas .Observe.
Place about 2cm3 of water. Swirl. Test the solution/mixture using litmus papers
Observations
(a)In air
Copper turnings/shavings burns with difficulty producing a green flame in air forming a black solid. Blue litmus paper remains blue. Red litmus paper turns faint blue
(b) In pure Oxygen
Copper turnings/shavings burns less difficulty producing a green flame in Oxygen forming a Brown solid. Blue litmus paper remains blue. Red litmus paper turns faint blue
Explanation
(a)Copper burns in air forming black Copper (II) Oxide
Chemical equations
Copper + Oxygen/air -> Copper (II) Oxide
2 Cu(s) + O2 (g) -> 2CuO(s)
Very small amount of Copper (II) Oxide dissolves in water to form a weakly basic/alkaline blue solution of Copper (II) hydroxide.
Chemical equations
Copper (II) Oxide + Water -> Copper (II) hydroxide
CuO(s) + H2O (l) -> Cu (OH) 2 (s)
(i)Reaction of non metals with Oxygen/air
The following experiments show the reaction of non metals with Oxygen and air.
- Burning Carbon
Procedure
(a)Using a pair of tongs hold a dry piece of charcoal on a Bunsen flame.
Observe.
Place the products in a beaker containing about 2cm3 of water. Test the solution/mixture using litmus papers
(b)Using a pair of tongs hold another piece of dry charcoal on a Bunsen flame. Quickly lower it into a gas jar containing Oxygen gas .Observe.
Place about 2cm3 of water. Swirl. Test the solution/mixture using litmus papers
Observations
-Carbon chars then burns with a blue flame
-Colourless and odorless gas produced
-Solution formed turn blue litmus paper faint red.
Red litmus paper remains red.
Explanation
Carbon burns in air and faster in Oxygen with a blue non-sooty/non-smoky flame forming Carbon (IV) oxide gas.
Carbon burns in limited supply of air with a blue non-sooty/non-smoky flame forming Carbon (IV) oxide gas.
Carbon (IV) oxide gas dissolves in water to form weak acidic solution of Carbonic (IV) acid.
Chemical Equation
Carbon + Oxygen -> Carbon (IV) oxide
(excess air/oxygen)
C(s) + O2 (g) -> CO2 (g) (in excess air)
Carbon + Oxygen -> Carbon (II) oxide
(limited air/oxygen)
2C(s) + O2 (g) -> 2CO (g) (in limited air)
Carbon (IV) oxide + Water -> Carbonic (IV) acid
CO2 (g) + H2O (l) -> H2CO3 (aq) (very weak acid)
- Burning Sulphur
Procedure
(a)Using a deflagrating spoon place sulphur powder on a Bunsen flame.
Observe.
Place the products in a beaker containing about 3cm3 of water. Test the solution/mixture using litmus papers
(b) Using a deflagrating spoon place sulphur powder on a Bunsen flame. Slowly lower it into a gas jar containing Oxygen gas. Observe.
Place about 5cm3 of water. Swirl. Test the solution/mixture using litmus papers.
Observations
-Sulphur burns with a blue flame
-Gas produced that has pungent choking smell
-Solution formed turn blue litmus paper faint red.
Red litmus paper remains red.
Explanation
Sulphur burns in air and faster in Oxygen with a blue non-sooty/non-smoky flame forming Sulphur (IV) oxide gas.
Sulphur (IV) oxide gas dissolves in water to form weak acidic solution of Sulphuric (IV) acid.
Chemical Equation
Sulphur + Oxygen -> Sulphur (IV) oxide
S(s) + O2 (g) -> SO2 (g) (in excess air)
Sulphur (IV) oxide + Water -> Sulphuric (IV) acid
SO2 (g) + H2O (l) -> H2SO3 (aq) (very weak acid)
III. Burning Phosphorus
Procedure
(a)Remove a small piece of phosphorus from water and using a deflagrating spoon (with a lid cover) places it on a Bunsen flame.
Observe.
Carefully put the burning phosphorus to cover gas jar containing about 3cm3 of water. Test the solution/mixture using litmus papers
(b) Remove another small piece of phosphorus from water and using a deflagrating spoon (with a lid cover) place it on a Bunsen flame.
Slowly lower it into a gas jar containing Oxygen gas with about 5 cm3 of water. Observe.
Swirl. Test the solution/mixture using litmus papers.
Observations
-Phosphorus catches fire before heating on Bunsen flame
-Dense white fumes of a gas produced that has pungent choking poisonous smell
-Solution formed turn blue litmus paper faint red.
Red litmus paper remains red.
Explanation
Phosphorus is stored in water. On exposure to air it instantaneously fumes then catch fire to burn in air and faster in Oxygen with a yellow flame producing dense white acidic fumes of Phosphorus (V) oxide gas.
Phosphoric (V) oxide gas dissolves in water to form weak acidic solution of Phosphoric (V) acid.
Chemical Equation
Phosphorus + Oxygen -> Phosphorous (V) oxide
4P(s) + 5O2 (g) -> 2P2O5(s)
Phosphorous (V) oxide + Water -> Phosphoric (V) acid
P2O5(s) + 3H2O (l) -> 2H3PO4 (aq) (very weak acid)
(e) Reactivity series/competition for combined Oxygen.
The reactivity series is a list of elements/metals according to their affinity for oxygen.
Some metals have higher affinity for Oxygen than others.
A metal/element with higher affinity for oxygen is placed higher/on top of the one less affinity.
The complete reactivity series of metals/elements
Element/Metal |
Symbol | ||
| Potassium | K | ||
| Sodium | Na | ||
| Calcium | Ca | ||
| Magnesium | Mg | ||
| Aluminum | Al | ||
| Carbon | C | ||
| Zinc | Zn | ||
| Iron | Fe | ||
| Tin | Sn | ||
| Lead | Pb | ||
| Hydrogen | H | ||
| Copper | Cu | ||
| Mercury | Hg | ||
| Silver | Ag | ||
| Gold | Au | ||
| Platinum |
Pt |
Metals compete for combined Oxygen. A metal/element with higher affinity for oxygen removes Oxygen from a metal lower in the reactivity series/less affinity for Oxygen.
When a metal/element gains/acquire Oxygen, the process is called Oxidation.
When metal/element donate/lose Oxygen, the process is called Reduction.
An element/metal/compound that undergoes Oxidation is called Reducing agent.
An element/metal/compound that undergoes Reduction is called Oxidizing agent.
A reaction in which both Oxidation and Reduction take place is called a Redox reaction.
Redox reaction between Magnesium and copper (II) Oxide
Procedure
Place about 2g of copper (II) oxide in a crucible with a lid. Place another 2g of Magnesium powder into the crucible. Mix thoroughly.
Cover the crucible with lid. Heat strongly for five minutes.
Allow the mixture to cool. Open the lid. Observe.
Observation
Colour change from black to brown. White solid power formed.
Explanation
Magnesium is higher in the reactivity series than Copper. It has therefore higher affinity for Oxygen than copper.
When a mixture of copper (II) oxide and Magnesium is heated, Magnesium reduces copper (II) oxide to brown copper metal and itself oxidized to Magnesium oxide. Magnesium is the reducing agent because it undergoes oxidation process.
Copper (II) oxide is the oxidizing agent because it undergoes redox reduction process.
The mixture should be cooled before opening the lid to prevent hot brown copper from being reoxidized back to black copper (II) oxide.
The reaction of Magnesium and Copper (II) oxide is a reaction
Chemical equation
- Copper (II) oxide + Magnesium -> Magnesium oxide + Copper
(black) (white ash/solid) (brown)
CuO(s) + Mg(s) -> MgO(s) + Cu(s)
(Oxidizing Agent) (Reducing Agent)
- Zinc (II) oxide + Magnesium -> Magnesium oxide + Zinc
(yellow when hot) (white ash/solid) (grey)
ZnO(s) + Mg(s) -> MgO(s) + Zn(s)
(Oxidizing agent) (Reducing agent)
- Zinc (II) oxide + Carbon -> Carbon (IV) oxide gas + Zinc
(yellow when hot) (colourless gas) (grey)
ZnO(s) + C(s) -> CO2 (g) + Zn(s)
(Oxidizing agent) (Reducing agent)
The reactivity series is used during extraction of metals from their ore. An ore is a rock containing mineral element which can be extracted for commercial purposes. Most metallic ores occur naturally as:
(i) oxides combined with Oxygen
(ii) sulphides combined with Sulphur
(iii) carbonates combined with carbon and Oxygen.
Metallic ores that naturally occur as metallic sulphides are first roasted in air to form the corresponding oxide. Sulphur (IV) oxide gas is produced. e.g.
Copper (I) sulphide + Oxygen -> Copper (I) Oxide + Sulphur (IV) oxide
Cu2S(s) + O2 (g) -> 2Cu(s) + SO2 (g)
Zinc (II) sulphide + Oxygen -> Zinc (II) Oxide + Sulphur (IV) oxide
ZnS(s) + O2 (g) -> Zn(s) + SO2 (g)
Lead (II) sulphide + Oxygen -> Lead (II) Oxide + Sulphur (IV) oxide
PbS(s) + O2 (g) -> Pb(s) + SO2 (g)
Iron (II) sulphide + Oxygen -> Iron (II) Oxide + Sulphur (IV) oxide
FeS(s) + O2 (g) -> Fe(s) + SO2 (g)
Metallic ores that naturally occur as metallic carbonates are first heated in air. They decompose/split to form the corresponding oxide and produce Carbon (IV) oxide gas. .e.g.
Copper (II) carbonate -> Copper (II) oxide + Carbon (IV) oxide
CuCO3(s) -> CuO(s) + CO2 (g)
Zinc (II) carbonate -> Zinc (II) oxide + Carbon (IV) oxide
ZnCO3(s) -> ZnO(s) + CO2 (g)
Lead (II) carbonate -> Lead (II) oxide + Carbon (IV) oxide
PbCO3(s) -> PbO(s) + CO2 (g)
Iron (II) carbonate -> Iron (II) oxide + Carbon (IV) oxide
FeCO3(s) -> FeO(s) + CO2 (g)
Metallic ores
WATER AND HYDROGEN
A.WATER
Pure water is a colourless, odorless, tasteless, neutral liquid. Pure water does not exist in nature but naturally in varying degree of purity. The main sources of water include rain, springs, borehole, lakes, seas and oceans:
Water is generally used for the following purposes:
(i) Drinking by animals and plants.
(ii) Washing clothes.
(iii) Bleaching and dyeing.
(iv) Generating hydroelectric power.
(v) Cooling industrial processes.
Water dissolves many substances/solutes.
It is therefore called universal solvent.
It contains about 35% dissolved Oxygen which support aquatic fauna and flora.
Water naturally exists in three phases/states solid ice, liquid water and gaseous water vapour.
The three states of water are naturally interconvertible.
The natural interconvertion of the three phases/states of water forms the water cycle.
Precipitation
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Liquid water in land, lakes, seas and oceans use the solar/sun energy to evaporate/vapourize to form water vapour/gas. Solar/sun energy is also used during transpiration by plants and respiration by animals.
During evaporation, the water vapour rises up the earth’s surface. Temperatures decrease with height above the earth surface increase. Water vapour therefore cools as it rises up. At a height where it is cold enough to below 373Kelvin/100oC Water vapour looses enough energy to form tiny droplets of liquid.
The process by which a gas/water vapour changes to a liquid is called condensation/liquidification.
On further cooling, the liquid looses more energy to form ice/solid. The process by which a liquid/water changes to a ice/solid is called freezing/solidification. Minute/tiny ice/solid particles float in the atmosphere and coalesce/join together to form clouds. When the clouds become too heavy they fall to the earth’s surface as rain/snow as the temperature increase with the fall.
Interconversion of the three phases/states water
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Evaporation Liquidification/
/boiling/Vapourization condensation
Melting Freezing liquidification
Solidification
Pure water has:
(i) fixed/constant/sharp freezing point/melting point of 273K/0oC
(ii) fixed/constant/sharp boiling point of 373K/100oC at sea level/1 atmosphere pressure
(iii) fixed density of 1gcm-3
This is the criteria of identifying pure/purity of water.
Whether a substance is water can be determined by using the following methods:
- a) To test for presence of water using anhydrous copper (II) suphate (VI)
Procedure
Put about 2g of anhydrous copper (II) sulphate (VI) crystals into a clean test tube. Add three drops of tap water. Repeat the procedure using distilled water.
Observation
Colour changes from white to blue
Explanation
Anhydrous copper (II) sulphate (VI) is white. On adding water, anhydrous copper (II) sulphate (VI) gains/reacts with water to form hydrated copper (II) sulphate (VI).
Hydrated copper (II) sulphate (VI) is blue.Hydrated copper (II) sulphate (VI) contains water of crystallization.
The change of white anhydrous copper (II) sulphate (VI) to bluehydrated copper (II) sulphate (VI) is a confirmatory test for the presence of water
Chemical equation
Anhydrous Hydrated copper (II) sulphate (VI) + Water -> copper (II) sulphate (VI)
(white) (blue)
CuSO4(s) + 5H2O (l) ->CuSO4.5H2O(s)
- b) To test for presence of water using anhydrous cobalt (II) chloride
Procedure
Put about 5cm3 of water into a clean test tube.
Dip a dry anhydrouscobalt (II) chloride paper into the test tube.
Repeat the procedure using distilled water.
Observation
Colour changes from blue to pink
Explanation
Anhydrous cobalt (II) chloride is blue. On adding water, anhydrous cobalt (II) chloride gains/reacts with water to form hydrated cobalt (II) chloride.
Hydrated cobalt (II) chloride is pink.
Hydrated cobalt (II) chloride contains water of crystallization.
The change of blue anhydrous cobalt (II) chloride to pinkhydrated cobalt (II) chloride is a confirmatory test for the presence of water Chemical equation.
Anhydrous Hydrated cobalt (II) chloride + Water -> cobalt (II) chloride
(Blue) (pink)
CoCl2 (s) + 5H2O (l) ->CoCl2.5H2O(s)
Burning a candle in air
Most organic substances/fuels burn in air to produce water. Carbon (IV) oxide gas is also produced if the air is sufficient/excess.
Procedure
Put about 2g of anhydrous copper (II) sulphate (VI) crystals in a boiling tube.
Put about 5cm3 of lime water in a boiling tube.
Light a small candle stick. Place it below an inverted thistle/filter funnel
Collect the products of the burning candle by setting the apparatus as below
Set up of apparatus
Observation
The sanction pump pulls the products of burning into the inverted funnel. Colour of anhydrous copper (II) sulphate (VI) changes from white to blue. A white precipitate is formed in the lime water/calcium hydroxide.
Explanation
When a candle burn it forms a water and carbon (IV) oxide.
Water turns anhydrous copper (II) sulphate (VI) changes from white to blue.
Carbon (IV) oxide gasforms white precipitate when bubbled in lime water/calcium hydroxide.
Since:
(i) hydrogen in the wax burn to form water
Hydrogen + Oxygen -> Water
(from candle) (from the air)
2H2 (g) + O2 (g) -> 2H2O (g/l)
(ii) carbon in the wax burn to form carbon (IV) oxide
Hydrogen + Oxygen -> Water
(from candle) (from the air)
C(s) + O2(g) -> CO2 (g)
The candle before burning therefore contained only Carbon and Hydrogenonly. A compound made up of hydrogen and carbon is called Hydrocarbon.
A candle is a hydrocarbon.
Other hydrocarbons include: Petrol, diesel, Kerosene, and Laboratory gas. Hydrocarbons burn in air to form water and carbon (IV) oxide gas.
Hydrocarbons + Oxygen -> Water + Oxygen
Water pollution
Water pollution takes place when undesirable substances are added into the water. Sources of water pollution include:
(i)Industrial chemicals being disposed into water bodies like rivers, lakes and oceans.
(ii)Discharging untreated /raw sewage into water bodies.
(iii)Leaching of insecticides/herbicides form agricultural activities into water bodies.
(iv)Discharging non-biodegradable detergents after domestic and industrial use into water bodies.
(v)Petroleum oil spilling by ships and oil refineries
(vi)Toxic/poisonous gases from industries dissolving in rain.
(vii) Acidic gases from industries dissolving in rain to form “acid rain”
(viii)Discharging hot water into water bodies. This reduces the quantity of dissolved Oxygen in the water killing the aquatic fauna and flora.
Water pollution can be reduced by:
(i) Reducing the use of agricultural fertilizers and chemicals in agricultural activities.
(ii) Use of biological control method instead of insecticides and herbicides
(iii) Using biodegradable detergents
REACTION OF WATER WITH METALS.
Some metals react with water while others do not. The reaction of metals with water depends on the reactivity series. The higher the metal in the reactivity series the more reactive the metal with water .The following experiments shows the reaction of metals with cold water and water vapour/steam.
(a)Reaction of sodium/ potassium with cold water:
Procedure
Put about 500cm3 of water in a beaker. Add three drops of phenolphthalein indicator/litmus solution/universal indicator solution/methyl orange indicator into the water.
Cut a very small piece of sodium .Using a pair of forceps put the metal into the water.
Observation
Sodium melts to a silvery ball that floats and darts on the surface decreasing in size. Effervescence/fizzing/ bubbles of colourless gas produced.
Colour of phenolphthalein turns pink
Colour of litmus solution turns blue
Colour of methyl orange solution turns Orange
Colour of universal indicator solution turns blue
Explanation
Sodium is less dense than water. Sodium floats on water and vigorously reacts to form an alkaline solution of sodium hydroxide and producing hydrogen gas. Sodium is thus stored in paraffin to prevent contact with water.
Chemical equation
Sodium + Water -> Sodium hydroxide + Hydrogen gas
2Na(s) + 2H2O (l) -> 2NaOH (aq) + H2(g)
To collect hydrogen gas, Sodium metal is forced to sink to the bottom of the trough/beaker by wrapping it in wire gauze/mesh.
Potassium is more reactive than Sodium. On contact with water it explodes/burst into flames. An alkaline solution of potassium hydroxide is formed and hydrogen gas
Chemical equation
Potassium + Water -> Potassium hydroxide + Hydrogen gas
2K(s) + 2H2O (l) -> 2KOH (aq) + H2(g)
Caution: Reaction of Potassium with water is very risky to try in a school laboratory.
(b)Reaction of Lithium/ Calcium with cold water:
Procedure
Put about 200cm3 of water in a beaker. Add three drops of phenolphthalein indicator/litmus solution/universal indicator solution/methyl orange indicator into the water.
Cut a small piece of Lithium .Using a pair of forceps put the metal into the water.
Repeat with a piece Calcium metal
Observation
Lithium sinks to the bottom of the water. Rapid effervescence/fizzing/ bubbles of colourless gas produced.
Colour of phenolphthalein turns pink
Colour of litmus solution turns blue
Colour of methyl orange solution turns Orange
Colour of universal indicator solution turns blue
Explanation
Lithium and calcium are denser than water. Both sink in water and vigorously react to form an alkaline solution of Lithium hydroxide / calcium hydroxide and producing hydrogen gas. Lithium is more reactive than calcium. It is also stored in paraffin like Sodium to prevent contact with water.
Chemical equation
Lithium + Water -> Lithium hydroxide + Hydrogen gas
2Li(s) + 2H2O (l) -> 2LiOH (aq) + H2 (g)
Calcium + Water -> Calcium hydroxide + Hydrogen gas
Ca(s) + 2H2O (l) -> Ca (OH) 2(aq) + H2 (g)
(c) Reaction of Magnesium/Zinc/ Iron with Steam/water vapour:
Procedure method1
Place some wet sand or cotton/glass wool soaked in water at the bottom of an ignition/hard glass boiling tube.
Polish magnesium ribbon using sand paper.
Coil it at the centre of the ignition/hard glass boiling tube.
Set up the apparatus as below.
Heat the wet sand or cotton/glass wool soaked in water gently to:
(i) Drive away air in the ignition/hard glass boiling tube.
(ii) Generate steam
Heat the coiled ribbon strongly using another burner. Repeat the experiment using Zinc powder and fresh Iron filings.
Set up of apparatus
Observations
(i)With Magnesium ribbon:
The Magnesium glows with a bright flame (and continues to burn even if heating is stopped)
White solid /ash formed
White solid /ash formed dissolve in water to form a colourless solution
Colourless gas produced/collected that extinguish burning splint with “pop sound”
(ii) With Zinc powder:
The Zinc powder turns red hot on strong heating
Yellow solid formed that turn white on cooling
White solid formed on cooling does not dissolve in water.
(iii)With Iron fillings:
The Iron fillings turn red hot on strong heating
Dark blue solid formed
Dark blue solid formed does not dissolve in water.
Procedure method 2
Put some water in a round bottomed flask
Polish magnesium ribbon using sand paper.
Coil it at the centre of a hard glass tube
Set up the apparatus as below.
Heat water strongly to boil so as to:
(i) drive away air in the glass tube.
(ii) generate steam
Heat the coiled ribbon strongly using another burner. Repeat the experiment using Zinc powder and fresh Iron filings.
Observations
(i)With Magnesium ribbon:
The Magnesium glows with a bright flame (and continues to burn even if heating is stopped)
White solid /ash formed
White solid /ash formed dissolve in water to form a colourless solution
Colourless gas produced/collected that extinguish burning splint with “pop sound”
(ii) With Zinc powder:
The Zinc powder turns red hot on strong heating
Yellow solid formed that turn white on cooling
White solid formed on cooling does not dissolve in water.
(iii)With Iron fillings:
The Iron fillings turn red hot on strong heating
Dark blue solid formed
Dark blue solid formed does not dissolve in water.
Explanations
(a)Hot magnesium burn vigorously in steam. The reaction is highly exothermic generating enough heat/energy to proceed without further heating.
White Magnesium oxide solid/ash is left as residue.
Hydrogen gas is produced .It extinguishes a burning splint with a “pop sound”.
Chemical Equation
Magnesium + Steam -> Magnesium oxide + Hydrogen
Mg(s) + H2O(g) -> MgO(s) + H2(g)
Magnesium oxide reacts /dissolves in water to form an alkaline solution of Magnesium oxide
Chemical Equation
Magnesium oxide + Water -> Magnesium hydroxide
MgO(s) + H2O(l) -> Mg(OH) 2 (aq)
(b)Hot Zinc react vigorously in steam forming yellow Zinc oxide solid/ash as residue which cools to white.
Hydrogen gas is produced .It extinguishes a burning splint with a “pop sound”.
Chemical Equation
Zinc + Steam -> Zinc oxide + Hydrogen
Zn(s) + H2O(g) -> ZnO(s) + H2(g)
Zinc oxide does not dissolve in water.
(c)Hot Iron reacts with steam forming dark blue tri iron tetra oxide solid/ash as residue.
Hydrogen gas is produced .It extinguishes a burning splint with a “pop sound”.
Chemical Equation
Iron + Steam -> Tri iron tetra oxide + Hydrogen
2Fe(s) + 4H2O(g -> Fe2O4(s) + 4H2(g)
Tri iron tetra oxide does not dissolve in water.
(d)Aluminum reacts with steam forming an insoluble coat/cover of impervious layer of aluminum oxide on the surface preventing further reaction.
(e) Lead, Copper, Mercury, Silver, Gold and Platinum do not react with either water or steam.
HYDROGEN
Occurrence
Hydrogen does not occur free in nature. It occurs as Water and in Petroleum.
School laboratory Preparation
Procedure
Put Zinc granules in a round/flat/conical flask. Add dilute sulphuric (VI) /Hydrochloric acid.
Add about 3cm3 of copper (II) sulphate (VI) solution.
Collect the gas produced over water as in the set up below.
Discard the first gas jar. Collect several gas jars.
Observation/Explanation
Zinc reacts with dilute sulphuric (VI)/hydrochloric acid to form a salt and produce hydrogen gas.
When the acid comes into contact with the metal, there is rapid effervescence/ bubbles /fizzing are produced and a colourless gas is produced that is collected:
(i) Over water because it is insoluble in water
(ii) Through downward displacement of air/upward delivery because it is less dense than air.
The first gas jar is impure. It contains air that was present in the apparatus.
Copper (II) sulphate (VI) solution act as catalyst.
Chemical equation
(a) Zinc + Hydrochloric acid -> Zinc chloride + Hydrogen
Zn(s) + 2HCl (aq) -> ZnCl2 (aq) + H2 (g)
Ionic equation
Zn (s) + 2H+ (aq) -> Zn2+ (aq) + H2 (g)
Zinc + Sulphuric (VI) acid -> Zinc Sulphate (VI) + Hydrogen
Zn(s) + H2SO4 (aq) -> ZnSO4 (aq) + H2 (g)
Ionic equation
Zn (s) + 2H+ (aq) -> Zn2+ (aq) + H2 (g)
(b) Chemical equation
Magnesium + Hydrochloric acid -> Magnesium chloride + Hydrogen
Mg(s) + 2HCl (aq) -> MgCl2 (aq) + H2(g)
Ionic equation
Mg (s) + 2H+ (aq) -> Mg2+ (aq) + H2 (g)
Magnesium + Sulphuric (VI) acid -> Magnesium Sulphate(VI) + Hydrogen
Mg(s) + H2SO4 (aq) -> MgSO4 (aq) + H2(g)
Ionic equation
Mg (s) + 2H+ (aq) -> Mg2+ (aq) + H2 (g)
(c) Chemical equation
Iron + Hydrochloric acid -> Iron (II) chloride + Hydrogen
Fe(s) + 2HCl (aq) -> FeCl2 (aq) + H2 (g)
Ionic equation
Fe (s) + 2H+ (aq) -> Fe2+ (aq) + H2 (g)
Iron + Sulphuric (VI) acid -> Iron (II) Sulphate (VI) + Hydrogen
Fe(s) + H2SO4 (aq) -> FeSO4 (aq) + H2 (g)
Ionic equation
Fe (s) + 2H+ (aq) -> Fe2+ (aq) + H2 (g)
Note
- Hydrogen cannot be prepared from reaction of:
(i)Nitric (V) acid and a metal. Nitric (V) acid is a strong oxidizing agent. It oxidizes hydrogen gas to water.
(ii) Dilute sulphuric (VI) acid with calcium/Barium/Lead because Calcium sulphate (VI), Barium sulphate (VI) and Lead (II) sulphate (VI) salts formed are insoluble. Once formed, they cover/coat the unreacted calcium/Barium/Lead stopping further reaction and producing very small amount/volume of hydrogen gas.
(iii) Dilute acid with sodium/potassium. The reaction is explosive.
Properties of Hydrogen gas
(a)Physical properties
- Hydrogen is a neutral, colourlessand odorless gas. When mixed with air it has a characteristic pungent choking smell
- It is insoluble in water thus can be collected over water.
- It is the lightest known gas. It can be transferred by inverting one gas jar over another.
(b)Chemical properties
(i)Burning
- Hydrogen does not support burning/combustion. When a burning splint is inserted into a gas jar containing Hydrogen, the flame is extinguished /put off.
- Pure dry hydrogen burn with a blue quiet flame to form water. When a stream of pure dry hydrogen is ignited, it catches fire and continues to burn with a blue flame.
III. Impure (air mixed with) hydrogen burns with an explosion. Small amount/ volume of air mixed with hydrogen in a test tube produce a small explosion as a “pop” sound. This is the confirmatory test for the presence of Hydrogen gas. A gas that burns with a “pop” sound is confirmed to be Hydrogen.
(ii)Redox in terms of Hydrogen transfer
Redox can also be defined in terms of Hydrogen transfer.
(i)Oxidation is removal of Hydrogen
(ii)Reduction is addition of Hydrogen
(iii)Redox is simultaneous addition and removal of Hydrogen
Example
When a stream of dry hydrogen gas is passed through black copper (II) oxide, hydrogen gas gains the oxygen from copper (II) oxide.
Black copper (II) oxide is reduced to brown copper metal.
Black copper (II) oxide thus the Oxidizing agent.
Hydrogen gas is oxidized to Water. Hydrogen is the Reducing agent.
Set up of apparatus
(a)Chemical equation
(i) In glass tube
Copper (II) Oxide + Hydrogen -> Copper + Hydrogen gas
(oxidizing agent) (reducing agent)
(black) (brown)
CuO (s) + H2(g) -> Cu(s) + H2O(l)
(ii) when excess Hydrogen is burning.
Oxygen + Hydrogen -> Water
O2 (g) + 2H2 (g) -> 2H2O (l)
(b)Chemical equation
(i) In glass tube
Lead (II) Oxide + Hydrogen -> Lead + Hydrogen gas
(oxidizing agent) (reducing agent)
(brown when hot/ (grey)
yellow when cool)
PbO (s) + H2 (g) -> Pb(s) + H2O (l)
(ii) when excess Hydrogen is burning.
Oxygen + Hydrogen -> Water
O2 (g) + 2H2 (g) -> 2H2O(l)
(c)Chemical equation
(i) In glass tube
Iron (III) Oxide + Hydrogen -> Iron + Hydrogen gas
(oxidizing agent) (reducing agent)
(Dark grey) (grey)
Fe2O3 (s) + 3H2 (g) -> Fe(s) + 3H2O (l)
(ii) when excess Hydrogen is burning.
Oxygen + Hydrogen -> Water
O2 (g) + 2H2 (g) -> 2H2O (l)
(iii) Water as an Oxide as Hydrogen
Burning is a reaction of an element with Oxygen. The substance formed when an element burn in air is the oxide of the element. When hydrogen burns, it reacts/ combines with Oxygen to form the oxide of Hydrogen. Theoxide of Hydrogen is called water. Hydrogen is first dried because a mixture of Hydrogen and air explode. The gas is then ignited .The products condense on a cold surface/flask containing a freezing mixture. A freezing mixture is a mixture of water and ice.
The condensed products are collected in a receiver as a colourless liquid.
Tests
(a) When about 1g of white anhydrous copper (II) sulphate (VI) is added to a sample of the liquid, it turns to blue. This confirms the liquid formed is water.
(b) When blue anhydrous cobalt (II) chloride paper is dipped in a sample of the liquid, it turns to pink. This confirms the liquid formed is water.
(c)When the liquid is heated to boil, its boiling point is 100oC at sea level/one atmosphere pressure. This confirms the liquid is pure water.
Uses of Hydrogen gas
- Hydrogenation/Hardening of unsaturated vegetable oils to saturated fats/margarine.
When Hydrogen is passed through unsaturated compounds in presence of Nickel catalyst and about 150oC, they become saturated. Most vegetable oil is unsaturated liquids at room temperature. They become saturated and hard through hydrogenation.
- In weather forecast balloons.
Hydrogen is the lightest known gas. Meteorological data is collected for analysis by sending hydrogen filled weather balloons to the atmosphere. The data collected is then used to forecast weather conditions.
- In the Haber process for the manufacture of Ammonia
Hydrogen is mixed with Nitrogen in presence of Iron catalyst to form Ammonia gas. Ammonia gas is a very important raw material for manufacture of agricultural fertilizers.
- In the manufacture of Hydrochloric acid.
Limited volume/amount of Hydrogen is burnt in excess chlorine gas to form Hydrogen chloride gas. Hydrogen chloride gas is dissolved in water to form Hydrochloric acid. Hydrochloric acid is used in pickling/washing metal surfaces.
- As rocket fuel.
Fixed proportions of Hydrogen and Oxygen when ignited explode violently producing a lot of energy/heat. This energy is used to power/propel a rocket to space.
- In oxy-hydrogen flame for welding.
A cylinder containing Hydrogen when ignited in pure Oxygen from a second cylinder produces a flame that is very hot. It is used to cut metals and welding.
Sample revision questions
- A colourless liquid was added anhydrous copper (II) sulphate (VI) which turned blue.
(a)Why is it wrong to conclude the liquid was pure water?
Anhydrous copper (II) sulphate (VI) test for presence of water. Purity of water is determined from freezing/melting/boiling point.
(b)Write an equation for the reaction that takes place with anhydrous copper (II) sulphate (VI)
Anhydrous copper (II) sulphate (VI) + Water -> hydrated copper (II) sulphate (VI)
CuSO4(s) + 5H2O (l) -> CuSO4.5H2O(s)
(c)(i)Which other compound would achieve the same results asanhydrous copper (II) sulphate (VI)
Anhydrous cobalt (II) chloride/CoCl2.6H2O
(ii)Write the equation for the reaction
Anhydrous cobalt (II) chloride + Water -> hydrated cobalt (II) chloride
CoCl2 (s) + 6H2O(l) -> CoCl2.6H2O (s)
(d)Complete the equation
(i) Sulphur (VI) oxide + Water -> Sulphuric (VI) acid
(ii) Sulphur (IV) oxide + Water -> Sulphuric (IV) acid
(iii) Carbon (IV) oxide + Water -> Carbonic (IV) acid
(iv) Nitrogen (IV) oxide + Water -> Nitric (V) acid
(v) Phosphorus (V) oxide + Water -> Phosphoric (V) acid
(vi) Sodium oxide + Water -> Sodium hydroxide
(vi) Sodium peroxide + Water -> Sodium hydroxide
- Metal B reacts with steam. Metal C reacts with cold water. Metal A does not react with water.
(a)Arrange the metals as they should appear in the reactivity series.
B
C
A
(b)A product residue in D which was brown when hot but turned yellow on cooling during the reaction of metal B was formed. Gas E was also evolved. Identify
(i)Metal B Lead/Pb
(ii)Residue D Lead (II) oxide/PbO
(iii)Gas E Hydrogen/H2
(c)A portion of product residue in D was added dilute nitric (V) acid. Another portion of product residue in D was added dilute sulphuric (VI) acid. State and explain the observations made.
When added dilute nitric (V) acid, D dissolves to form a colourless solution.
Lead (II) Oxide + dilute nitric (V) acid -> Lead (II) nitrate (V) + Water
PbO (s) + 2HNO3 (aq) -> Pb (NO3)2 (aq) + H2O (l)
When added dilute sulphuric (VI) acid, D does not dissolve. A white suspension/precipitate was formed. Lead(II)Oxide reacts with sulphuric(VI)acid to form insoluble Lead(II)sulphate(VI) that cover/coat unreacted Lead(II)Oxide, stopping further reaction.
Lead (II) Oxide + dilute sulphuric (VI) acid -> Lead (II) sulphate (VI) + Water
PbO (s) + H2SO4 (aq) -> PbSO4 (s) + H2O (l)
- (a) Hydrogen can reduce copper (II) Oxide but not alluminium oxide. Explain
(b) When water reacts with potassium metal the hydrogen produced ignites explosively on the surface of water.
(i) What causes this ignition? (ii) Write an equation to show how this ignition occurs
- In an experiment, dry hydrogen gas was passed over hot copper (II) oxide in a combustion tube as shown in the diagram below:
(a) Complete the diagram to show how the other product, substance R could be collected in the laboratory.
(b) Describe how copper could be obtained from the mixture containing copper (II) oxide
- The setup below was used to investigate the reaction between metals and water.
(a) Identify solid X and state its purpose
Solid X .…………………………………………………………………..
Purpose …………………………………………………………………..
(b) Write a chemical equation for the reaction that produces the flame. 4. Gas P was passed over heated magnesium ribbon and hydrogen gas was collected as shown in the diagram below:
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(i) Name gas P …………………………………………………………………………………………………
(ii) Write an equation of the reaction that takes place in the combustion tube (iii) State one precaution necessary at the end of this experiment
- When hydrogen is burnt and the product cooled, the following results are obtained as shown in the diagram below:
(a) Write the equation for the formation of liquid Y
(b) Give a chemical test for liquid Y
Jane set-up the experiment as shown below to collect a gas. The wet sand was heated before
heating Zinc granules
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(a) Complete the diagram for the laboratory preparation of the gas (b) Why was it necessary to heat wet sand before heating Zinc granules?
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(a) Between N and M which part should be heated first? Explain
(b) Write a chemical equation for the reaction occurring in the combustion tube.
- The set-up below was used to investigate electrolysis of a certain molten compound;-
(a) Complete the circuit by drawing the cell in the gap left in the diagram
(b) Write half-cell equation to show what happens at the cathode
(c) Using an arrow show the direction of electron flow in the diagram above
- Hydrogen can be prepared by reacting zinc with dilute hydrochloric acid.
- a) Write an equation for the reaction.
- b) Name an appropriate drying agent for hydrogen gas.
- c) Explain why copper metal cannot be used to prepare hydrogen gas.
- d) Hydrogen burns in oxygen to form an oxide.
(i) Write an equation for the reaction.
(ii) State two precautions that must be taken before the combustion begins and at the end of the combustion.
- e) Give two uses of hydrogen gas.
- f) When zinc is heated to redness in a current of steam, hydrogen gas is obtained. Write an equation for the reaction.
- g) Element Q reacts with dilute acids but not with cold water. Element R does not react with dilute acids. Elements S displaces element P from its oxide. P reacts with cold water. Arrange the four elements in order of their reactivity, starting with the most reactive.
- h) Explain how hydrogen is used in the manufacture of margarine.
- a) The set-up below is used to investigate the properties of hydrogen.
- On the diagram, indicate what should be done for the reaction to occur
- Hydrogen gas is allowed to pass through the tube for some time before it is lit. Explain
iii) Write an equation for the reaction that occurs in the combustion tube iv) When the reaction is complete, hydrogen gas is passed through the apparatus until they cool down. Explain
- v) What property of hydrogen is being investigated?
- vi) What observation confirms the property stated in (v) above?
vii) Why is zinc oxide not used to investigate this property of hydrogen gas?
- The set up below was used to collect gas K, produced by the reaction between water and
calcium metal.
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(a) Name gas K ……………………………………………………………..
(b) At the end of the experiment, the solution in the beaker was found to be a weak base. Explain why the solution is a weak base
ACIDS, BASES AND INDICATORS
INTRODUCTION TO ACIDS, BASES AND INDICATORS
- In a school laboratory:
(i)An acid may be defined as a substance that turns litmus red.
(ii)A base may be defined as a substance that turns litmus blue.
Litmus is lichen found mainly in West Africa. It changes its colour depending on whether the solution it is in, is basic/alkaline or acidic. It is thus able to identify/show whether another substance is an acid, base or neutral.
(iii)An indicator is a substance that shows whether another substance is a base/alkaline,acid or neutral.
- Common naturally occurring acids include:
| Name of acid | Occurrence |
| 1.Citric acid | Found in ripe citrus fruits like passion fruit/oranges/lemon |
| 2.Tartaric acid | Found in grapes/baking powder/health salts |
| 3.Lactic acid | Found in sour milk |
| 4.Ethanoic acid | Found in vinegar |
| 5.Methanoic acid | Present in ants, bees stings |
| 6.Carbonic acid | Used in preservation of fizzy drinks like coke, Lemonade, Fanta |
| 7.Butanoic acid | Present in cheese |
| 8.Tannic acid | Present in tea |
- Most commonly used acids found in a school laboratory are not naturally occurring. They are manufactured. They are called mineral acids.
Common mineral acids include:
| Name of mineral acid | Common use |
| Hydrochloric acid (HCl) | Used to clean/pickling surface of metals
Is found in the stomach of mammals/human beings |
| Sulphuric(VI) acid (H2SO4) | Used as acid in car battery, making battery, making fertilizers |
| Nitric(V)acid (HNO3) | Used in making fertilizers and explosives |
- Mineral acids are manufactured to very high concentration. They are corrosive (causes painful wounds on contact with the skin) and attack/reacts with garments/clothes/metals.
In a school laboratory, they are mainly used when added a lot of water. This is called diluting. Diluting ensures the concentration of the acid is safely low.
- Bases are opposite of acids. Most bases do not dissolve in water.
Bases which dissolve in water are called alkalis.
Common alkalis include:
| Name of alkali | Common uses |
| Sodium hydroxide (NaOH) | Making soaps and detergents |
| Potassium hydroxide(KOH) | Making soaps and detergents |
| Ammonia solution(NH4OH) | Making fertilizers, softening hard water |
Common bases (which are not alkali) include:
| Name of base | Common name |
| Magnesium oxide/hydroxide | Anti acid to treat indigestion |
| Calcium oxide | Making cement and neutralizing soil acidity |
- Indicators are useful in identifying substances which look-alike.
An acid-base indicator is a substance used to identify whether another substance is alkaline or acidic.
An acid-base indicator works by changing to different colors in neutral, acidic and alkaline solutions/dissolved in water.
Experiment: To prepare simple acid-base indicator
Procedure
(a)Place some flowers petals in a mortar. Crush them using a pestle. Add a little sand to assist in crushing.
Add about 5cm3 of propanone/ethanol and carefully continue grinding.
Add more 5cm3 of propanone/ethanol and continue until there is enough extract in the mortar.
Filter the extract into a clean 100cm3 beaker.
(b)Place 5cm3 of filtered wood ash, soap solution, ammonia solution, sodium hydroxide, hydrochloric acid, distilled water, sulphuric (VI) acid, sour milk, sodium chloride, toothpaste and calcium hydroxide into separate test tubes.
(c)Put about three drops of the extract in (a)to each test tube in (b). Record the observations made in each case.
Sample observations
| Solution mixture | Colour on adding indicator extract | Nature of solution |
| wood ash | green | Base/alkaline |
| soap solution | green | Basic/alkaline |
| ammonia solution | green | Basic/alkaline |
| sodium hydroxide | green | Basic/alkaline |
| hydrochloric acid | Red | Acidic |
| distilled water | orange | Neutral |
| sulphuric(VI)acid | Red | Acidic |
| sour milk | green | Basic/alkaline |
| sodium chloride | orange | Neutral |
| Toothpaste | green | Basic/alkaline |
| calcium hydroxide | green | Basic/alkaline |
| Lemon juice | Red | Acidic |
The plant extract is able to differentiate between solutions by their nature. It is changing to a similar colour for similar solutions.
(i)Since lemon juice is a known acid, then sulphuric (VI) and hydrochloric acids are similar in nature with lemon juice because the indicator shows similar colors. They are acidic in nature.
(ii)Since sodium hydroxide is a known base/alkali, then the green colour of indicator shows an alkaline/basic solution.
(iii) Since pure water is neutral, then the orange colour of indicator shows neutral solutions.
- In a school laboratory, commercial indicators are used. A commercial indicator is cheap, readily available and easy to store. Common indicators include: Litmus, phenolphthalein, methyl orange, screened methyl orange, bromothymol blue.
Experiment:
Using commercial indicators to determine acidic, basic/alkaline and neutral solutions
Procedure
Place 5cm3 of the solutions in the table below. Add three drops of litmus solution to each solution.
Repeat with phenolphthalein indicator, methyl orange, screened methyl orange and bromothymol blue.
Sample results
| Substance/
Solution |
Indicator used
|
||||
| Litmus | Phenolphthalein | Methyl orange | Screened methyl orange | Bromothymol
blue |
|
| wood ash | Blue | Pink | Yellow | Orange | Blue |
| soap solution | Blue | Pink | Yellow | Orange | Blue |
| ammonia solution | Blue | Pink | Yellow | Orange | Blue |
| sodium hydroxide | Blue | Pink | Yellow | Orange | Blue |
| hydrochloric acid | Red | Colourless | Red | Purple | Orange |
| distilled water | Colourless | Colourless | Red | Orange | Orange |
| sulphuric(VI)acid | Red | Colourless | Red | Purple | Orange |
| sour milk | Blue | Pink | Yellow | Orange | Blue |
| sodium chloride | Colourless | Colourless | Red | Orange | Orange |
| Toothpaste | Blue | Pink | Yellow | Orange | Blue |
| calcium hydroxide | Blue | Pink | Yellow | Orange | Blue |
| Lemon juice | Red | Colourless | Red | Purple | Orange |
From the table above, then the colour of indicators in different solution can be summarized.
| Indicator | Colour of indicator in | ||
| Acid | Base/alkali | Neutral | |
| Litmus paper/solution | Red | Blue | Colourless |
| Methyl orange | Red | Yellow | Red |
| Screened methyl orange | Purple | Orange | Orange |
| Phenolphthalein | Colourless | Purple | Colourless |
| Bromothymol blue | Orange | Blue | Orange |
The universal indicator
The universal indicator is a mixture of other indicator dyes. The indicator uses the pH scale. The pH scale shows the strength of bases and acids. The pH scale ranges from 1-14.These numbers are called pH values:
(i) pH values 1, 2, 3 shows a substance is strongly acid
(ii) pH values 4, 5, 6 shows a substance is a weakly acid
(iii) pH value 7 shows a substance is a neutral
(iv) pH values 8, 9, 10, 11 shows a substance is a weak base/alkali.
(v) pH values 12, 13, 14 shows a substance is a strong base/alkali
The pH values are determined from a pH chart. The pH chart is a multicolored paper with each colour corresponding to a pH value.i.e
(i) red correspond to pH 1, 2, 3 showing strongly acidic solutions.
(ii)Orange/ yellow correspond to pH 4, 5, 6 showing weakly acidic solutions.
(iii)Green correspond to pH 7 showing neutral solutions.
(iv)Blue correspond to pH 8, 9, 10, 11 showing weakly alkaline solutions.
(v)Purple/dark blue correspond to pH 12,13,14 showing strong alkalis.
The universal indicator is available as:
(i) Universal indicator paper/pH paper
(ii) Universal indicator solution.
When determining the pH of a unknown solution using
(i) pH paper then the pH paper is dipped into the unknown solution. It changes/turn to a certain colour. The new colour is marched/compared to its corresponding one on the pH chart to get the pH value.
(ii) universal indicator solution then about 3 drops of the universal indicator solution is added into about 5cm3 of the unknown solution in a test tube. It changes/turn to a certain colour. The new colour is marched/compared to its corresponding one on the pH chart to get the pH value.
Experiment: To determine the pH value of some solutions
(a)Place 5cm3 of filtered wood ash, soap solution, ammonia solution, sodium hydroxide, hydrochloric acid, distilled water, sulphuric (VI) acid, sour milk, sodium chloride, toothpaste and calcium hydroxide into separate test tubes.
(b)Put about three drops of universal indicator solution or dip a portion of a piece of pH paper into each. Record the observations made in each case.
(c)Compare the colour in each solution with the colors on the pH chart provided. Determine the pH value of each solution.
Sample observations
| Solution mixture | Colour on the pH paper/adding universal indicator | pH value | Nature of solution |
| wood ash | Blue | 8 | Weakly alkaline |
| soap solution | Blue | 8 | Weakly alkaline |
| ammonia solution | green | 8 | Weakly alkaline |
| sodium hydroxide | Purple | 14 | Strongly alkaline |
| hydrochloric acid | red | 1 | Strongly acidic |
| distilled water | green | 7 | Neutral |
| sulphuric(VI)acid | red | 1 | Strongly acidic |
| sour milk | blue | 9 | Weakly alkaline |
| sodium chloride | green | 7 | Neutral |
| toothpaste | Blue | 10 | Weakly alkaline |
| calcium hydroxide | Blue | 11 | Weakly alkaline |
| Lemon juice | Orange | 5 | Weakly acidic |
Note
- All the mineral acids Hydrochloric, sulphuric (VI) and nitric (V) acids are strong acids
- Two alkalis/soluble bases, sodium hydroxide and potassium hydroxide are strong bases/alkali. Ammonia solution is a weak base/alkali. All other bases are weakly alkaline.
- Pure/deionized water is a neutral solution.
- Common salt/sodium chloride is a neutral salt.
- When an acid and an alkali/base are mixed, the final product has pH 7 and is neutral.
Properties of acids
(a)Physical properties of acids
- Acids have a characteristic sour taste
- Most acids are colourless liquids
- Mineral acids are odorless. Organic acids have characteristic smell
- All acids have pH less than 7
- All acids turn blue litmus paper red, methyl orange red and phenolphthalein colourless.
- All acids dissolve in water to form an acidic solution. Most do not dissolve in organic solvents like propanone, kerosene, tetrachloromethane, petrol.
(b)Chemical properties of acids
- Reaction with metals
All acids react with reactive metals to form a salt and produce /evolve hydrogen gas.
Metal + Acid -> Salt + Hydrogen gas
Experiment: reaction of metals with mineral acids.
(a)Place 5cm3 of dilute hydrochloric acid in a small test tube. Add 1cm length of polished magnesium ribbon. Stopper the test tube using a thump. Light a wooden splint. Place the burning splint on top of the stoppered test tube. Release the thump stopper. Record the observations made.
(b)Repeat the procedure in (a) above using Zinc granules, iron filings, copper turnings, aluminum foil in place of Magnesium ribbon
(c)Repeat the procedure in (a) then (b) using dilute sulphuric (VI) acid in place of dilute hydrochloric acid.
Sample observations
(i) effervescence/bubbles produced/fizzing in all cases except when using copper
(ii) Colourless gas produced in all cases except when using copper
(iii) Gas produced extinguishes a burning wooden splint with an explosion/pop sound.
Explanation
Some metals react with dilute acids, while others do not. Metals which react with acids produce bubbles of hydrogen gas. Hydrogen gas is a colourless gas that extinguishes a burning splint with a pop sound. This shows acids contain hydrogen gas.
This hydrogen is displaced/removed from the acids by some metals like Magnesium, Zinc, aluminium, iron and sodium.
Some other metals like copper, silver, gold; platinum and mercury are not reactive enough to displace/remove the hydrogen from dilute acids.
Chemical equations
- Magnesium + Hydrochloric acid -> Magnesium chloride + Hydrogen
Mg(s) + 2HCl (aq) -> MgCl2 (aq) + H2(g)
- Zinc + Hydrochloric acid -> Zinc chloride + Hydrogen
Zn(s) + 2HCl (aq) -> ZnCl2 (aq) + H2(g)
- Iron + Hydrochloric acid -> Iron (II) chloride + Hydrogen
Fe(s) + 2HCl (aq) -> FeCl2 (aq) + H2(g)
- Aluminium + Hydrochloric acid -> Aluminium chloride + Hydrogen
2Al(s) + 3HCl (aq) -> AlCl3 (aq) + 3H2(g)
- Magnesium + Sulphuric (VI) acid -> Magnesium sulphate (VI) + Hydrogen
Mg(s) + H2SO4 (aq) -> MgSO4 (aq) + H2(g)
- Zinc + Sulphuric (VI) acid -> Zinc sulphate (VI) + Hydrogen
Zn(s) + H2SO4 (aq) -> ZnSO4 (aq) + H2 (g)
- Iron + Sulphuric (VI) acid -> Iron (II) sulphate (VI) + Hydrogen Fe(s) + H2SO4 (aq) -> FeSO4 (aq) + H2(g)
- Aluminium + Sulphuric (VI) acid -> Aluminium sulphate (VI) + Hydrogen
2Al(s) + 3H2SO4 (aq -> Al2 (SO4)3 (aq + 3H2 (g)
- Reaction of metal carbonates and hydrogen carbonates with mineral acids.
All acids react with carbonates and hydrogen carbonates to form salt, water and produce /evolve carbon (IV) oxide gas.
Metal carbonate + Acid -> Salt + Water+ Carbon(IV)oxide gas
Metal hydrogen carbonate + Acid -> Salt + Water + Carbon (IV) oxide gas
Experiment: reaction of metal carbonates and hydrogen carbonates with mineral acids.
(a)Place 5cm3 of dilute hydrochloric acid in a small test tube. Add half spatula full of sodium carbonate. Stopper the test tube using a cork with delivery tube directed into lime water. Record the observations made. Test the gas also with burning splint.
(b)Repeat the procedure in (a) above using Zinc carbonate, Calcium carbonate, copper carbonate, sodium hydrogen carbonate, Potassium hydrogen carbonate in place of Sodium carbonate.
(c)Repeat the procedure in (a) then (b) using dilute sulphuric (VI) acid in place of dilute hydrochloric acid.
Set up of apparatus
Sample observations
(i) effervescence/bubbles produced/fizzing in all cases.
(ii) Colourless gas produced in all cases.
(iii) Gas produced forms a white precipitate with lime water.
Explanation
All metal carbonate/hydrogen carbonate reacts with dilute acids to produce bubbles of carbon (IV) oxide gas. Carbon (IV) oxide gas is a colourless gas that extinguishes a burning splint. When carbon (IV) oxide gas is bubbled in lime water, a white precipitate is formed.
Chemical equations
- Sodium carbonate +Hydrochloric acid -> Sodium chloride + Carbon (IV) Oxide+ Water
Na2CO3(s) + 2HCl (aq) -> 2NaCl (aq) + H2O(g) + CO2 (g)
- Calcium carbonate +Hydrochloric acid -> Calcium chloride + Carbon (IV) Oxide+ Water
CaCO3(s) + 2HCl (aq) -> CaCl2 (aq) + H2O(g) + CO2 (g)
- Magnesium carbonate +Hydrochloric acid ->Magnesium chloride + Carbon (IV) Oxide+ Water
MgCO3(s) + 2HCl (aq) -> MgCl2 (aq) + H2O (g) + CO2 (g)
- Copper carbonate +Hydrochloric acid ->Copper (II) chloride + Carbon (IV) Oxide+ Water
CuCO3(s) + 2HCl (aq) -> CuCl2 (aq) + H2O (g) + CO2 (g)
- Copper carbonate +Sulphuric (VI) acid ->Copper (II) sulphate (VI) + Carbon (IV) Oxide+ Water
CuCO3(s) + H2SO4 (aq) -> CuSO4 (aq) + H2O (g) + CO2 (g)
- Zinc carbonate +Sulphuric (VI) acid ->Zinc sulphate (VI) + Carbon (IV) Oxide+ Water
ZnCO3(s) + H2SO4 (aq) -> ZnSO4 (aq) + H2O (g) + CO2 (g)
- Sodium hydrogen carbonate +Sulphuric (VI) acid ->Sodium sulphate (VI) + Carbon (IV) Oxide+ Water
NaHCO3(s) + H2SO4 (aq) -> Na2SO4 (aq) + H2O (g) + CO2 (g)
- Potassium hydrogen carbonate +Sulphuric (VI) acid ->Potassium sulphate (VI) + Carbon (IV) Oxide+ Water
KHCO3(s) + H2SO4 (aq) -> K2SO4 (aq) + H2O (g) + CO2 (g)
- Potassium hydrogen carbonate +Hydrochloric acid ->Potassium chloride + Carbon (IV) Oxide+ Water
KHCO3(s) + HCl (aq) -> KCl (aq) + H2O (g) + CO2 (g)
- Sodium hydrogen carbonate +Hydrochloric acid ->Sodium chloride + Carbon (IV) Oxide+ Water
NaHCO3(s) + HCl (aq) -> NaCl (aq) + H2O (g) + CO2 (g)
- Neutralization by bases/alkalis
All acids react with bases to form a salt and water only. The reaction of an acid with metal oxides/hydroxides (bases) to salt and water only is called neutralization reaction.
Since no effervescence/bubbling/fizzing take place during neutralization:
(i) The reaction with alkalis requires a suitable indicator. The colour of the indicator changes when all the acid has reacted with the soluble solution of the alkali (metal oxides/ hydroxides).
(ii) Excess of the base is added to ensure all the acid reacts. The excess acid is then filtered off.
Experiment 1: reaction of alkali with mineral acids.
(i)Place about 5cm3 of dilute hydrochloric acid in a boiling tube. Add one drop of phenolphthalein indicator. Using a dropper/teat pipette, add dilute sodium hydroxide dropwise until there is a colour change.
(ii)Repeat the procedure with dilute sulphuric (VI) acid instead of hydrochloric acid.
(iii)Repeat the procedure with potassium hydroxide instead of sodium hydroxide.
Sample observation:
Colour of phenolphthalein change from colourless to pink in all cases.
Explanation
Bases/alkalis neutralize acids. Acids and bases/alkalis are colourless. A suitable indicator like phenolphthalein change colour topink, when all the acid has been neutralized by the bases/alkalis. Phenolphthalein change colour frompink, to colourless when all the bases/alkalis has been neutralized by the acid.
Chemical equation
Sodium oxide + Hydrochloric acid -> Sodium chloride + Water
Na2O(s) + HCl -> NaCl(aq) + H2O(l)
Potassium oxide + Hydrochloric acid -> Potassium chloride + Water
K2O(s) + HCl -> KCl(aq) + H2O(l)
Sodium hydroxide + Hydrochloric acid -> Sodium chloride + Water
NaOH(s) + HCl -> NaCl(aq) + H2O(l)
Ammonia solution + Hydrochloric acid -> Ammonium chloride + Water
NH4OH(s) + HCl -> NH4Cl (aq) + H2O (l)
Potassium hydroxide + Hydrochloric acid -> Potassium chloride + Water
KOH(s) + HCl -> KCl(aq) + H2O(l)
Sodium hydroxide + sulphuric (VI)acid -> Sodium sulphate(VI) + Water
2NaOH(s) + H2SO4 -> Na2SO4 (aq) + 2H2O (l)
Potassium hydroxide + sulphuric (VI) acid -> Potassium sulphate (VI) + Water
2KOH(s) + H2SO4 -> K2SO4 (aq) + 2H2O (l)
Ammonia solution + sulphuric (VI) acid -> Ammonium sulphate (VI) + Water
2NH4OH(s) + H2SO4 -> (NH4)2SO4 (aq) + 2H2O (l)
Magnesium hydroxide + sulphuric (VI) acid -> Magnesium sulphate (VI) + Water
Mg (OH)2(s) + H2SO4 -> MgSO4 (aq) + 2H2O(l)
Magnesium hydroxide + Hydrochloric acid -> Magnesium chloride + Water
Mg (OH)2(s) + HCl(aq) -> MgCl2 (aq) + 2H2O(l)
KCSE REVISION AGRICULTURE FORM ONE TO FOUR PDF
FORM ONE TOPICS.
- a). What is Agriculture?
The art and Science of crop and livestock production.
b). State the roles played by agriculture in national development
- Food supply
- Source of raw materials for industries
- Employment opportunities
- Foreign exchange earnings
- Source of capital for development
- Market for industrial goods.
c). State the forms of employment in Agriculture
- Primary employment
– Working on farms
- Secondary employment
– In agriculture – based industries
- Tertiary employment
- In distribution of farm produce.
d). i) Briefly outline the problems that have hindered agricultural development
in Kenya.
- Lack of capital for investment
- Pests and diseases of crops and livestock
- Unpredictable climatic conditions
- Fluctuation of market prices
- Inadequate or poor storage structure leading to heavy lose
- Inadequate technical know-how
- Population pressure hence over-use of land
- Poor communication
- Perishability
- Bulky commodity prices
- ii) Suggest ways in which these problems can be alleviated
- Proper food preservation
- Improved communication network
- Industries located near bulky products
- Extension services/ advice
- Provide good seeds
- Credit facilities
- Pest and disease control
- Irrigation
- Proper storage facilities
- Government price control.
- a) i) What are the characteristics of shifting cultivation?
- Limited capital for investment
- Use of rudimentary tools and equipment
- Small land usually cultivated
- Slash and burn technique of clearing
- Crops not properly managed.
- ii) State the problems associated with shifting cultivation.
- A wasteful method of farming
- Slow rate of regeneration of vegetation allowing soil erosion to take place
- No incentive to develop land
- No permanent structures are put up hence a lot of time wasted in moving or travelling to the homestead
- A lot of time wasted in moving from one place to another.
- What is pastoralism?
- A major system of keeping livestock and moving with them from place of search of better pasture and water for livestock.
- State the factors to consider in choosing a type of farm
- Type of enterprise itself
- Environmental factors
- Knowledge and skills of the farmer about the enterprise
- Available resources e.g labour and capital
- Cultural factors/ social factors
- Governmental policy
- Type of market he is producing for.
- What is arable farming?
- Growing of crops only.
- i) State the limitations of mixed farming
- The farmer will obtain sustainable income throughout the year
- The farmer will never experience total loss
- Animals contribute manure to crops while crops contribute/ provide crop residues fed to animals.
- Labour is utilized efficiently throughout the year
- Animals can be used to do work in the farm e.g oxen ploughing
- ii) State the limitations of mixed farming
- Lack of enough land for more enterprises
- Lack of enough capital
- Lack of specialisation.
- i) Give the types of farming practised by small scale farmers
- Arable farming
- Pastoralism
- Mixed farming
- Name the types of large scale farming
- Plantations
- Ranching
- Why does the Kenya government put a lot of emphasis on ranching?
- Because arable land is becoming smaller
- Ranching will lead to higher production of livestock to meet the high demand for meat
- State the common features of ranching as a farming system:
- Done in marginal areas with poor pasture
- System is extensive
- Extension services provided
- Improved pastures
- Selective livestock breeding
- High level livestock management.
- i) State the advantages of plantation farming
- Provision of employment
- Revenue to government
- High outputs
- Foreign exchange earner
- Economies of large scale production
- Other activities done e.g processing.
- State the disadvantages of plantations.
- Overdependence on one enterprise
- High initial capital required.
- State the major characteristics of plantation farming.
- Most of the work is mechanised
- Requires skilled and qualified personnel
- Large tracts of land used
- Sometimes run by a company or the government or individuals
- The aim is to produce enough for local consumption and export market.
- Provides a lot of employment
- High output and quality of products
- Enjoys the economies of large scale production
- Scientific methods of farming used
- High investments of capital.
- a) List the ecological factors affecting agriculture.
- Rainfall
- Humidity
- Soil
- Temperature
- Wind
- Light
- Topography
- Mention the aspects of rainfall which are important in crop production
- Reliability
- Distribution
- Intensity of rainfall
- Amount of rainfall
- i) What is optimal temperature?
- Temperature at which plant growth is at its best.
- ii) State the effects of temperature on crop production.
- Photosynthesis
- Respiration
- Flowering and ripening
- Quality of the products.
- State the effects of wind to crops.
- Physical damage
- Stress through evaporation / chilling
- Spread of pests, weeds, diseases
- Soil erosion
- Increase of water and mineral uptake by increasing transpiration.
- a). i. Define the term soil.
- A collection of natural unconsolidated body covering the earth’s crust, where plants grow
ii). Name the ways in which soil is important to growing plants.
- Provides enchorage/ support for the plant
- Provides nutrients
- Provides moisture
b). i) State the factors which influence the soil forming process
- Climatic factors e.g rainfall
- Biotic factors e.g plants
- Type of parent materials
- Topography of land
- Time taken by the process.
ii). What biological agents influence the speed of the soil forming process?
- Movement of animals in large groups
- Man’s activities e.g cultivation, mining, road and railway construction.
- Micro-organisms ie. Decomposing plant and animal remains and adding to soil
- Earth worms, termites, moles etc mix up soil
- Roots of higher plants force their way through the rock cracks and further break them physically.
- i) Define the term soil Profile
- The vertical arrangement of soil layers
- ii) How does soil profile influence plant growth?
- Availability of plant nutrients
- Anchorage of plant
- Root penetration into soil
- How long soil moisture/ its availability
- Type of crop to be grown
- i) List the constituents of a fertile soil
- Soil water
- Soil air
- Organic matter
- Mineral salts
- Living organisms.
- ii) What role do micro-organisms play in soil?
- Decompose dead organic remains and convert them into humus, a source of plant nutrients
- Add nitrogen through nitrogen fixation.
- i) What is soil structure?
- Aggregation of soil particles.
- ii) State the farming practices that improve soil structure.
- Addition of organic matter
- Fallowing
- Mixed cropping including cereals and legumes
- Minimum tillage
- Good crop rotation programme
- Cultivation at right moisture content of soil
iii) Why is a good soil structure desireable for growing crops.
- Improves drainage and water infiltration.
- Improves aeration
- Minimises buildup of carbondioxide in the soil which becomes toxic to crops and micro-organisms.
- Facilitates better root penetration
- Creates favourable conditions for activity of micro-organisms
- Ensures adequate water retention for growing crops
- It makes tillage easier.
- i) What is soil texture?
- Proportion of different sizes of soil particles.
- State the properties of soil that are influenced by its texture.
- Aeration/ porosity
- Drainage
- Water holding capacity/ capillarity
- Stickiness/ consistency
- Cation exchange capacity / PH/ availability of nutrients
- Give the types of soil based on texture.
- Sandy soils
- Clay soils
- Loam soils
- a) State the advantages of using farm tools.
- They make work easier i.e increase working efficiency
- Help to avoid drudgery
- Timeliness of operations is achieved
- Operations e.g spraying to control pests and diseases are more exact hence effective
- List the factors that determine a farmer’s choice of tools and equipment.
- Nature of work to be done
- The financial status
- Type of power used on the farm
- Condition of land where the tool will be used.
- i) Why should tools and equipment to maintained well?
- To reduce cost of repair/ replacement
- To increase their durability/ last long
- To increase work efficiency
- Ensure safety of the user
- To remain in good working order.
- ii) How should tools and equipment be maintained?
- Store in sheds and racks
- Clean and oil moving parts
- Regularly sharpen cutting edges
- Clean tools thoroughly after use
- Keep metal parts rust free
- Replace or repair broken/ wornout parts
- Ensure there are no loose parts
- Use tool for its intended purpose
- Buy good quality tools and equipment
- Always keep tools in good working condition
- List the safety precautions necessary for tools and equipment
- Use the tool for its intended purpose
- Sharp points should always point away from user/ people
- Use protective clothing when working with tools
- Always replace/ repair broken parts/ keep handles smooth
- Handle delicate tools carefully/ store them safely.
- How is friction reduces in moving parts?
- Apply oil
- Apply grease
- Generally lubricate moving parts
- Name the categories of farm tools and equipment.
- Garden tools
- Workshop tools
- Livestock production tools
- Masonery and plumbing tools
- a) State the importance of land preparation.
- Removal of weeds
- Breaking the soil into smaller pieces
- Mixing organic matter into soil/ bury crop aeration
- Improve drainage/ water holding capacity
- Destroy pests and disease causing organisms.
- b) i) What is primary cultivation?
- All operations carried cut in opening up land for crop promotion.
- ii) Which factors influence choice of tools for primary cultivation.
- Type of soil
- Availability of implements
- Depth of ploughing
- Type of tilth required
- Condition of the land
- Type of crop to be growth
- Topography of the area
- Financial ability of the farmer
- Time remaining before planting
- i) What is secondary cultivation?
- Subsequent cultivation after primary cultivation to make seedbed fine and ready for planting.
- ii) Give reasons for secondary cultivation?
- Removing weeds which have just germinated break soil into small clods
- Make the field level
- Mixing organic matter with soil
- Make land ready for planting.
- i) Define minimum tillage
- To maintain soil structure
- To reduce soil erosion
- To reduce cost of seedbed preparation
- To conserve soil moisture
- To avoid damage to roots.
iii) State reasons for practising minimum tillage.
- Saves time
- Reduces cost of production
- Maintains soil structure/ controls soil erosion
- Maintains soil moisture
- Name the factors that determine the number of tillage operations during seedbed preparation.
- Implement used/ type of machinery used
- The crop to be planted
- Soil moisture
- Initial condition of the land
- Soil type/ soil condition
- Skill of operator
- Liability of soil to erosion/ topography
- Capital available/ cost of operation
- Time available for other operations.
- a) List the sources of water on the farm.
- Surface water
- Rain water/ rainfall
- Underground/ ground water
- How is water conveyed from one point to another?
- Transporting in containers by vehicles/ animals/ human
- Piping
- Use of channels
- State how water is stored on a farm
- Use of water tank/ container
- Use of dam/ pond
- i) Name the types of water pipes.
- Metal pipes
- Plastic pipes
- Hose pipe
- ii) Mention the types of metal pipe
- Aluminium pipes
- Galvanised iron pipes.
iii) What features are considered when buying plastic pipes?
- Quality of material used for making the pipes
- Size of the pipes i.e diameter/ length
- Working pressure of the pipes.
- Name the types of water pumps to be used on the farm.
- Centrifugal / rotodynamic
- Semi-rotary
- Piston/ reciprocating pumps
- i) Why should water be treated before use?
- Kill disease causing organisms
- Remove chemical impurities
- Remove bad smell and taste
- Remove sediments and other solids.
- ii) State the methods of treating water on the farm.
- Boiling
- Chlorination/ chemicals
- Aeration
- Sedimentation/ decanting
- Filtration
iii) How is water used on the farm?
- Domestic use e.g drinking, washing, cooking
- Processing farm produce
- Cooling farm engines
- Solution of chemicals e.g
- Livestock drinking
- Washing animals and farm structures
- Mixing with building materials e.g concrete, mud
- Irrigation purposes
- Operating grinding mill
- Generating hydro-electric power
- a) i) What is irrigation?
- Artificial application of water to the soil for the purpose of supplying sufficient amount to crops.
- ii) List the factors to consider in deciding to irrigate crops.
- Type of soil
- Capital availability
- Types of crops to be grown
- Source of water/ water availability/ rainfall pattern
- Size o land to be irrigated
- Profitability of irrigation.
- b) List the major types of irrigation
- Overhead/ sprinkler
- Sub-surface
- Surface
- Drip/ trickle
- a) What is land reclamation?
- The practice of putting unusable land into a form that can be used for agricultural production.
- State the importance of land reclamation
- To make land agriculturally productive
- To increase food production
- To reduce population pressure/ pressure on land
- To make uninhabitable areas habitable
- List the methods re
- Draining swampy land
- Irrigating dry land
- Terracing steep land/ soil erosion
- Afforestation/ reafforestation/ planting trees in wasteland
- Control of tsetseflies
- Deforestation/ bush clearance/ clearing forests.
- a) i) What are farm
- For planning and making decision
- Provide information for income tax assessment
- To determine farmer’s credit worthiness/ for loans
- Compare performance at different times
- Compare performance of different enterprises
- Compare performance of different farms
- To solve disputes when farmer dies without a will
- Provide history of the farm
- Determine profits and losses
- For partners to share profit losses or bonuses.
- List types of records kept on mixed farms.
- Production records
- Health records
- Field operations
- Feeding
- Inventory
- Breeding records
- List types of records kept by crop farmers.
- Field operations
- Marketing
- Production
- Labour
- a) i) What are livestock
- domesticated animals
- ii) Give examples of livestock
- Cattle, poultry, sheep, goat, pigs, bees, fish, donkey, camel
- b) i) Explain the role of livestock in human life food supply.
- Source of income
- Raw materials for industry
- Source of employment
- Cultural uses e.g dowry, sacrifices, etc
- Biological cooks e.g cocks
- For sports and recreation.
- ii) List factors that affect livestock industry in Kenya.
- Tradition and belief
- Product/ input prices
- Management
- Capital
- Selling prices marketing
- Climatic conditions
- Communication/ transport
- Diseases and parasites.
- c) i) List dairy breeds of cattle
- Friesian, Ayrshire, Guernsey, Jersey
- ii) State their characteristics.
- Triangular shaped
Well attached udder
- Little flesh on the body
Short, well set legs
- Ling, thin neck
Feminine appearance
- Wide spring of ribs
Long, thin tail.
- i) Name beef cattle breeds.
- Boran, Aberdean Angus, Hereford, Galloway, Charolais.
- ii) What are the characteristics of beef cattle.
- Blocky/ squared/ rectangular shape
- Low set/ have short legs
- Have a fleshy body
- Have short, thin necks
- Smaller udders.
- Name the important rabbit breeds in Kenya.
- Chinchilla, earlops, New Zealand, White, Kenya white, Californian Angora, Flemish giant.
- i) Which is the common species of camel in Kenya?
- Single humped/ dromedary
- ii) State the uses of camels
- Milk production
- Meat production
- Provide leather, wool and
- Transport people/ loads
- ii) State the general characteristics of camels.
- Beast of burden
- Provides meat, wool, milk and leather
- Adapted to life in dry regions
- Drink a lot of water
- Resistant to most diseases.
- i) What is the reasons for keeping poultry?
- For meat and egg production.
- List the characteristics of broilers.
- Have red waxy combs and wattles
- Beak free from yellow pigmentation
- Abdomen soft and pliable to touch
- Good distance between pelvic bones and breastbone
- Well developed bones
- Bent is crescent shaped, moist and white in colour
- Body is light
- List the characteristics of broilers.
- Heavier and bigger than layer
- Grow very fast
- Females lay very few eggs.
- Name the major breeds of sheep in Kenya and indicate the purpose they are kept for
- Hampshire down for meat
- Corriadace for multon and wool/ dual purpose
- Romney Marsh which is dual purpose
- Merino kept for wool
- South Down for mutton
- Locals e.g Black headed persia, Maasai sheep are kept for meat and skin production.
- Name important goat breeds and their uses
- Dairy breeds are Toggenberg and saanen
- Dual purpose are Boer, Nubian
- Meat is Jamnapar
- Meat and skin is small E. A goat
- Wool/ fur is the Angora goat.
- Name important pig breeds kept in Kenya.
- Large white
- Saddleback
- Landrace
- Hampshire
- i) Give the meanings of exotic and to indigenous breeds.
- Exotic means imported breeds while indigenous means local breeds.
- State the characteristics of exotic cattle that make them better suited to marginal areas than exotic cattle breeds.
- Able to walk long distances in search of pasture and water
- Tolerate high ambient temperatures
- Tolerate tick-borne diseases.
- What are the advantages of keeping a Jersey cow instead of Friesian for production of milk?
- Can tolerate high temperatures
- High butter fat content
- Small size hence less food required
- Can utilize poor pasture well.
- i) State the general characteristics of exotic cattle breeds.
- No humps
- Produce more milk
- Easily attacked by tropical diseases
- Susceptible to tropical heat
- Cannot tolerate hardy areas
- Early maturing
- ii) Give the characteristics of indigenous cattle
- Are humped
- Produce less milk
- Good resistance to tropical diseases like East Coast Fever
- Tolerate hardy areas
- Can withstand tropical heat
- Late maturing
FORM TWO TOPICS.
- a) i) What is soil fertility?
- The ability of a soil to provide all the required plant nutrients thereby producing and sustaining high crop yields.
- State the characteristics of a fertile soil.
- Suitable PH
- Good aeration
- Deep soil
- Good water holding capacity
- Good drainage
- Free from pests and diseases.
- How can a fertile soil loss its fertility
- Soil erosion
- Weed infestation
- Leaching of nutrients
- Alteration of soil PH
- Monocropping
- Accumulation of undesirable salts/ salination
- Burning the land
- Soil capping/ formation of impervious layer.
iv). State the ways of maintaining or improving soil fertility
- Improving water retention
- Crops rotation
- Maintain right PH value
- Erosion control
- Drainage to remove water logging
- Maintain adequate nutrient level
- Weed control
- Irrigation to add water
- i) What are plant nutrients?
- Minerals which constitute plant food and help to sustain plant life
- Mainly got from the soil
- ii) Name the major plant nutrients (macro-nutrients)
- Nitrogen, phosphorous, potassium, calcium, magnesium, sulphur.
- State the roles and deficiency of the following nutrients in plants.
- i) Nitrogen uses.
- Formation of proteins
- Part of chlorophyll
- Vegetative growth
- Increase grain size.
Deficiency.
- Chlorosis/ yellowing
- Stunted growth
- Premature leaf fall
- Very short roots
Excessive supply
- Excessive succulency in grains
- Lodging
- Weak stems
- Delayed maturity
- Phosphorous used.
- Protein and enzyme formation
- Shoot growth
- Root development
- Synthesis of sugar
- Seed formation
Deficiency
- Purplish leaves
- Less fruit/ grain/ low yield
- Stunted/ slow growth
- Delayed maturity
- Poor root development
- Weak/ slender stems
- Potassium uses.
- Carbohydrate formation
- Uptake of nutrients
- Resistance against diseases
- Strengthen straw/ cell wall
- Development of chlorophyll
- Neutralise organic acids.
Deficiency.
- Lodging/ weak stems
- Chlorotic leaf surface
- Scorching at tips and margin
- Premature defoliation
- Mottling/ brown spots on leaves
- Stunted growth.
- i) What is soil sampling?
- Taking a small representative quantity of soil from an area for testing.
- List the methods of soil sampling.
- Traverse/ diagonal pattern
- Zigzag / random collection.
- State the reasons for soil testing:
- To determine nutrient status of the soil
- To determine soil PH.
- Explain the procedure of soil sampling:
- Clear all vegetation
- Make a vertical cut and scoop soil at 15-25 cm depth
- Take soil from many places/ take representative sample
- Mix all soils thoroughly
- Break up soil clods.
- Get a small representative sample by quartering.
- State precautions necessary during soils sampling
- Avoid contamination e.g by cigarette ash
- Avoid unused areas like ant-hill manure heaps etc
- Avoid mixing top – soil with sub-soil.
- Name the methods of detecting nutrient deficiency in crops:
- Soil analysis
- Leaf analysis
- Observation of deficiency symptoms
- State the importance of soil PH to a crop:
- Determines availability of nutrients in a place
- Determines presence / activity of micro-organisms in soil
- Influences soil structure.
- a) i) Differentiate between manure and fertilizer:
- Manures are organic substances which contain plant nutrients
- Fertilizers are inorganic manures usually prepared artificially and sold commercially.
- List the common organic manures
- Farm yard manure
- Green manure
- Compost manure
- Organic mulches.
b). i) What is organic matter?
- Part of soil formed from dead and decomposed plant and animal remains.
- State the importance of organic matter
- Improves soil aeration
- Improves soil structure
- Improves water infiltration and retention in soil
- Adds nutrients after decomposition
- Reduces soil erosion
- Modify soil temperature
- How can organic matter be added to soil?
- Incorporating crop remains, weeds, etc
- Adding organic manure
- Mulching using organic materials
- c) i) Describe how to make farm Yard manure:
- Place plant materials in inside a shed on the floor
- Animals defecate on it and mix it with urine and dung
- Remove it from pen and heap it outside for 6 months
- Cover the heap with soil and polythene sheet to prevent leaching of nutrients
- Consolidate heap to prevent entry of water
- Allow it to rot completely before being used.
- ii) State the factors determining quality of farm yard manure
- Age of Farm Yard Manure
- Age of animal producing the waste
- Materials used for bedding
- Methods of storage
- Species of animal/ type
- Type of feed given to animals
iii) Give the advantages of using Farm Yard Manure over fertilizer:
- Improves soil structure
- Has longer residual effect
- Supplies more than one plant nutrient
- Promotes microbial activity in the soil
- It is locally available
- Imparts dark colour to the soil which raises / moderates soil temperature
- It buffers soil PH increases cation exchange capacity
- Give the disadvantages of using farm yard manure
- Is bulky hence difficult to apply / laborious
- Has less nutrients for given volume
- May spread weeds
- Releases nutrients slowly
- May spread diseases e.g black scurf disease in potatoes
- d) i) State the factors to consider when citing a compost pit.
- Nearness to the place where compost will be used
- Distance to the place where compost will be used
- Direction of prevailing winds in relation to the position of homestead/ milking shed
- In a well drained place
- In a sheltered place
- Accessibility to the site
- Describe how to make compost manure
- Materials are put in a pit or pits 1.2 x 1.2 x 60cm depth
- Chop large pieces into small pieces
- Keep compost well moistened and well aerated
- Add organic materials in layers
- Add some soil to provide micro-organisms
- Add ash to provide potash and sulphure
- Insert a stick to allow free air circulation, test temperature and to test degree of decomposition.
- Turn compost every two to three weeks to facilitate air
- Add water whenever compost becomes dry
- Keep the center warm
- Avoid contraction or waterlogging
- Do not use material infested with pests or disease
- Protect from rain and sun
- Materials include crop residues, animal waste, old manure, farm yard manure, inorganic fertilizers and top soil.
- i) How is green manuring done on the farm?
- A crop is grown and then ploughed under to be incorporated in the soil while it is still green.
- List the characteristics of green manure crops:
- Fast growth rate
- Preferably a legume
- Leafy / high foliage ratio
- Ability to rot rapidly
- What are the advantages of green manuring?
- Fixation of atmospheric nitrogen into the soil
- Improves soil aeration, water infiltration and absorption
- Increases organic matter and humus content of the soil
- Increases crop yields.
- a) Classify fertilizers by nutrient content.
- Straight fertilizers contain one type of nutrient e.g nitrogenous, potassic or phosphatic
- Compound contains two or more e.g DAP, MAP and NPK
- b) i) Name the common nitrogenous fertilizers.
- They supply nitrogen and include sulphate of ammonia, ammonium sulphate nitrate, ammonium nitrate, urea and calcium ammonium nitrate.
- State properties of nitrogenous fertilizers/ (characteristics)
- Highly soluble in water/ easily leached/ no residual effect
- Have a scorching / burning effect on plants
- They are volatile/ change into gaseous form
- Hygroscopic/ absorb moisture from the atmosphere/ cake easily.
- When are they applied and why at that time?
- When the crop is already growing e.g for maize at 30-45 cm height
- At this stage the crop has well developed roots to absorb dissolved nitrogen fertilizer.
- The crop has well developed leaves for foliar feed
- Crop is growing fast and required a lot of nitrogen.
- c) i) Name the common phosphatic fertilizers:
- They supply phosphorous and include DSP, SSP and TSP
- When are they applied and why at the time?
- Applied at planting time
- Applied for formation, development and early establishment of roots.
- Has long residual effect/ stays long in the soil
- Have low mobility
- Rather insoluble
- i) Name the common potassic fertilizers
- supply potassium and include potassium chloride (kcl) and muriate of potash.
- Characteristics:
- Easily soluble
- Mobile
- No fixation hence
- Easily absorbed
- Easily leached
- Have searching effect.
- i) What is fertilizer application?
- Restoring soil fertility by supplying growing plants with nutrients that may be lacking in the soil.
- List the methods of fertilizer application:
- Broadcasting
- Row application
- Top dressing
- Side dressing
- Foliar spraying
- What is top dressing?
- i) Calculate the amount of K2O (potassium chloride) contained in 400 kg of a compound fertilizer 25:10:5 – 5kg of K2O is contained in 100kg of 25:10:5
Therefore: 400kg of fertilizer contains (400 x 5) = 20kg of K2O
100
- A farmer is to apply a compound fertilizer 20:30:10 on a vegetable plot measuring 5 metres long by 4 metres wide, at the rate of 200kg per hectare.
- Calculate the amount of the fertilizer the farmer would require for the plot. (show your working)
- 10,000 sq. m require 200kg of fertilizer
- therefore 5 x 4 sq. m would require
- 20 x 200 = 0.4 kg / 400gm
10,000
- What do the figures 20, 30 and 10 in the fertilizer stand for
- 20 stands for the ratio of N2 (Nitrogen)
- 30 stands for the ratio for phosphorous
- 10 stands for the ratio of potassium
- How much of a fertilizer labeled (20:20:10) should be applied to a plot which requires 30 kg P2O5?
- 20 kg P2O5 are contained in 100 kg NPK (20:20:10)
- 30 kg P2O5 contain 100 x 30 = 150 kg NPK
20
- a) i) State the importance of the nitrogen cycle
- Makes available compound nitrogen for use by plants
- Improves soil fertility
- Describe the nitrogen cycle:
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Denitrifying
bacteria
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- Nitrogen is fixed by electrical charge into nitrates
- Nitrogen dissolve and is absorbed by plants
- Plants are fed on by animals and release ammonium compounds
- Nitrifying bacteria/ nitrosmonas change ammonia into nitrite then into nitrate
- Nitrite then into nitrate
- The nitrate releases nitrogen into the air or is used up by plants.
- What happens to nitrogen in the soil?
- May evaporate / volatilize
- Used up by micro-organisms
- May be used up by plants
- May be released into atmosphere by bacteria
- In the process of denitrification
- May be leached
- May be eroded.
- b) i) State the importance of carbon cycle
- Provides carbon dioxide for photosynthesis
- Production of energy for plant and animal use.
- Describe the carbon
- Compounds in plant residues digested/ oxidised to release carbon dioxide
- Carbon dioxide in the soil produces carbonic acid, carbonates and bicarbonates.
- Animals release carbon dioxide to the atmosphere during respiration
- Plants also release carbon dioxide to the atmosphere during respiration.
- How is carbon lost?
- Leaching
- Used by higher plants
- How can carbon be restored to the atmosphere?
- Enhancing process of photosynthesis
- Burning hydrocarbons
- During plant and animal respiration.
- a) i) Define crop propagation.
- Development and multiplication of new individual crops from existing ones.
- What are the methods of crop propagation?
- Seeds
- Vegetative materials
- b) i) List the different methods of vegetative propagation:
- Use of cuttings
- Layering
- Grafting
- Budding/ bud grafting
- Use of storage organs
- State advantages of vegetative propagation.
- Desirable characteristics reserved
- Disease resistance imported from some crops
- Short period to maturity
- Quick way of multiplication of low viability plants
- Gives more than one variety on one crop
- Short period to maturity
- Quick way of multiplication of low viability plants
- Gives more than one variety on one crop.
- State its disadvantages.
- Cannot produce new varieties
- Difficult to keep materials free from diseases
- Vegetative materials cannot be stored for long.
- i) What are the advantages of seed propagation
- Easy to store large number of seeds
- Plant can produce large number of seeds
- Can produce new plant varieties
- State the disadvantages of seed propagation
- Do not breed true to type
- Some seeds have long dormancy periods
- Seed may spread undesirable genes quickly
- Crops may take too long to produce fruits
- Seeds may be attacked by pests/ diseases
- i) Give the advantages of early planting
- Crops make good use of available rainfall
- Establishment is early hence withstand competition from weeds
- Crops escape attack by pests and diseases
- Crops use nutrients well before leaching e.g nitrogen
- Crops reach market early hence get good market
- Reduces labour competition for various operations
- State the factors to consider when selecting seeds or other planting materials for planting
- Quality of parent plant e.g high yielding, vigorous growth
- Disease and pest resistance
- Free from weeds and pest/ disease damage
- Early maturing/ suitable to the area
- High quality products/ good size and grade
- Should be viable
- What are the reasons for seed selection?
- To obtain high crop yields
- Reducing chances of disease / pest attack
- Obtain viable seeds
- Obtain high quality produce
- To get seeds suitable to the area
- What practices are carried out for seeds to ensure that they germinate?
- Proper seed selection
- Planting at same depth
- Proper seedbed preparation
- Planting at proper moisture content
- Treating seeds to break dormancy
- Treating soil against pests and diseases
- Plant at correct depth.
- i) List the methods of planting
- Dibbling
- Broadcasting
- Row planting
- Drilling
- State the advantages of row planting.
- Saves on seeds/ economy on seeds
- Easy to get correct spacing
- Makes subsequent operations easier
- State the factors which influence planting depth.
- Soil moisture
- Soil type
- Size of seeds.
- What factors determine crop spacing?
- Fertility status of soil
- Moisture content of soil
- Use to which crop is to be put
- Machinery to be used in subsequent operations
- Growth habit of crop
- Number of seeds per hole
- Prevalence of certain diseases/ pests
- Method of planting
- State the advantages of correct spacing
- Avoid competition for nutrients, light, water, space
- Obtain adequate plant population
- Controls spread of pests and diseases
- Easy to carry out subsequent operations/ easy to mechanics
- Why is correct plant population necessary?
- To obtain high quality crops
- Helps a farmer to control weeds / pest/ diseases
- Helps in soil and water conservation
- To obtain high yields
- Name the treatments necessary on planting materials before planting?
- Legume seed inoculation
- Seed dressing
- Breaking dormancy of seeds
- Pre-conditioning seeds
- List the field practices on crops;
- Thinning
- Gapping
- Pruning
- Roguing
- Staking/ training/ propping
- Earthing
- i) What is crop rotation?
- Growing of different crops in an orderly sequence on the same field/ seedbed
- Why is crop rotation important?
- Maintains soil fertility/ improves soil structure, aeration, water infiltration, addition of nitrogen by legumes
- Controls pests/ diseases
- Makes maximum use of soil nutrients
- Reduces chance of erosion
- Controls weeds.
- State the factors to consider when planning a crop rotation system:
- Nutrient requirement of different crops in the sequence
- The need to include grass loys in the programme
- Prevalent pests and diseases
- Types of crops in the sequence
- Growth habit of the different crops included.
- Why is it important to include a grass loy in a rotation programme?
- Grass loy improves soil structure/ maintains it
- They add organic matter in the soil/ increase fertility.
- i) What factors influence the time and stage at which crops are harvested?
- Purpose of the crop / intended use
- Kind of storage facilities available
- Method of harvesting the crop
- Type of crop to be harvested
- Moisture content e.g grains
- Mention the harvesting methods
- Manual / by hand
- Mechanical / using machines
- How can crops be prepared before storage?
- Processing / to put in usable/ acceptable form
- Inspection and sorting out into grades
- Hardening of fruits and root crops
- Drying or freezing to reduce spoilage rate
- Chemical treatment
- Adding preservatives.
- Why dry grains before storage?
- Prevents germination/ sprouting in storage
- Reduces pests/ disease attack
- Reduces attack by fungi.
- What factors are considered when grading crops for market?
- Size
- Colour
- Shape
- Dryness
- Damages on crops
- i) List the various storage structures on farms
- Traditional granaries
- Maize crib
- Bags
- Bulk storage e.g silos
- State the problems farmers face in storage of produce from farms.
- Vermin’s, insects and fungi
- Dampness in stores causes rot
- Storage facilities are poor
- Little knowledge on treatment before storage
- Lack of capital to construct good structures and buy chemicals.
- List the features a good crop storage structure has
- Raised from the ground adequately
- Leak-proof roof/ water proof roof
- Clean or easy to clean
- Vermin proof
- Strong enough to support the produce in store
- Strong enough to keep away thieves
- Well ventilated
- Easy to load/ unload
- a) What is a nursery?
- A place where seeds are grown to get special attention before being transferred into the main field/ seedbed
- State the reasons for using a nursery.
- When seeds are too small
- Easy to handle/ take care of seedlings
- Easy to select seedlings
- Some seeds are delicate hence not viable and require proper care
- Pest control is easy
- It is possible to carry out watering
- Uniformity of plants in the field
- For bulking up as in the case of sugarcane planting.
- State the nurseries management practices.
- Proper watering
- Hardening off
- Controlling pests and diseases
- Thinning or pricking out
- Explain the following nursery practices.
- i) Pricking out.
- Done to enable seedling to grow vigorously and healthy/avoid overcrowding
- Hardening off.
- Carried out to make the seedlings to get used to the actual field conditions.
- Removal of diseased crop plants
- a) i) What is health and diseases
- Health is the state of the body in which all body organs and systems are functioning normally and are normal.
- Disease is any alteration in the state of the body or any organs or systems which would interfere with or interrupt the proper functioning.
- State the importance of keeping livestock healthy
- To increase quantity of livestock products
- To increase quality of livestock products
- To increase profit level/ reduce cost of production
- To prevent the spread of diseases
- To increase productive life of an animal
- To enable them to breed regularly.
- State the signs of illness in cattle
- Dullness
- Abnormal urination e.g red water
- Rough hair-coat / hair falls off
- Abnormal respiration rate
- Dry mucus membrane
- Abnormally low or high temperature
- Loss of appetite
- Abnormal pulse rate
- Decline in production
- Abnormal defalcation e.g diarrhoea/ constipation
- Aggressive when approached.
- List the causes of animal diseases:
- nutritional cause
- chemical causes
- physical cause
- living organisms.
- What are the categories of diseases?
- Bacterial
- Viral
- Ricketsial
- Fungal
- Protozoan
- State the general methods of disease control.
- Use of prophylactic drugs e.g antibiotics/ prophylaxis
- Proper sanitation/ farm hygiene
- Use of antiseptics and disinfectants for cleaning
- Quarantine and isolation to reduce spread
- Slaughtering, culling or killing affected animals
- Routine vaccination to prevent infection
- Killing vectors e.g ticks, tsetsefly, etc
- Proper nutrition/ feed properly
- Use proper technique of milking to control mastitis
- Artificial insemination to avoid breeding disease e.g contagious abortion
- Proper disposal of carcass e.g for Anthrax
- Proper housing / avoid overcrowding
- Treat affected animals to avoid infecting others
- Avoid injuring animals
- Rotational grazing to control parasites / internal parasites
- Prevent / avoid factors causing stress.
- a) What is a parasite?
- Any organism that depends on another organism, called host, for nutritional and protective purposes.
- i) What are external parasites?
- Live on the host at lease for part of its life cycle.
- State examples of external parasites:
- Ticks, tsetsefly, mites, lice, fleas, keds
- State the signs of infestation by external parasites:
- Anaemia
- Irritation/ scratching
- Loss of hair
- Sores/ wounds on skin
- Presence of parasites on animals body
- List the harmful effects of external parasites.
- Transmit diseases/ cause diseases
- Suck blood and cause anaemia
- Irritation and discomfort
- Poor quality hides and skins
- Increase production costs.
- i) State the categories of tick.
- One-host
- Two-host
- Three-host
- ii) Give the stage of tick’s life cycle in proper order
- Egg, larva, nymph, adult.
iii) How are ticks controlled?
- Use of chemicals/ acarioides
- Ploughing the pastures or crop
- Burning infested pasture
- Hand picking and killing
- Rotational grazing
- Fencing the farm
- i) What are internal parasites?
- Stay inside body of host.
- Give examples of internal parasites
- Round worms
- Flukes/ liver fluke
- Tapeworms
- List the harmful effects of internal parasites:
- Retarded growth/ malnutrition/ emaciation
- Lower production rate
- Diarrhoea/ constipation
- Damage to the organs/ blindness/ pneumonia
- Blockage of organs
- Irritation / coughing
- Anaemia
- Death
- State the methods of controlling internal parasites of livestock.
- Regular drenching / deworming
- Rotational grazing
- Draining of swampy areas
- Proper sanitation in livestock houses
- Spraying swampy areas with appropriate chemicals
- Burning pastures t kill eggs
- Plough the pastures to bury eggs
- a) Name intermediate hosts for:
- i) Tape worm
- Pig/ cattle
- Liver fluke
- Snail/ mud or vaster snail
- Why should drenching alone not be an affective control measure for livestock
- It does not destroy intermediate hosts
- It does not destroy other stages of the parasites
- a) What is nutrition?
- Process by which an animal takes in, digests and assimilates food
- Describe the various nutritional elements:
- i) Carbohydrates
- Are energy foods
- Produces heat for all body processes
- Produces energy for maintaining animal alive
- Crude fibre in carbohydrates prevents constipation
- Excess converted to fats and stored
- Source includes roughage, cereals, tubers, lactose from milk.
- Proteins
- Are body building feeds
- Provides raw materials for synthesis of animal
- Products e.g milk, eggs, etc
- Used in synthesis/ growth of cells
- Used to produce energy
- For formation of enzymes and antibodies
- Maintain body tissues/ repair and replacement
- Deficiency leads to stunted growth, low fertility, low production, wearing out of body tissues and poor resistance to diseases.
- Fats
- Source of energy
- Sources include sunflower, fish meal, seeds, etc
- Classified as water soluble or fat soluble
- Functions are to promote growth, help in blood clotting, bone formation, muscular activities, prevent diseases and act as catalysts.
- Sources are most food eaten.
- Maintain osmotic pressure, regulate metabolism, bone formation and development, teeth development, increase food conversion, increase in appetite.
- Deficiency leads to reduced appetite, loss of weight, decrease in production, poor growth and loss of condition.
- Sources include mineral supplements.
- Water
Functions:
- Regulation of body temperature
- Make cells turgid and maintain body shape
- Transport of nutrients
- Biochemical reactions
- As a lubricant
- Factors influencing intake.
- Size of animal
- Productivity e.g milk
- Type of food given to animal
- Physiological status of animal e.g pregnant
- Ambient temperature
- Species/ kind of animal
- Explain what the following means:
- i) Concentrates
- A feed with high protein and/ or energy content but low in fibre
- Have high available nutrients per unit weight
- Compact in form mashes/ powder, granules, salt and mineral blocks, etc
- Fed in small amounts.
- Roughage
- A feed with high fibre contents and / or low energy
- Are bulky, of low digestibility, low in protein, and of plant origin e.g pasture, hay, silage, fodder.
- What is a ration?
- Amount of food that will produce essential nutrients to an animal to enable animal nest its nutritional requirements.
- Explain the meaning and importance of.
- i) Balanced ration
- Contains all nutritional requirements of animals
- Production ration:
- Feed given to an animal over and above the maintenance ration to produce a given product
- Used for production of products like milk, meat, also for foetal development, work and growth of young animals.
- Maintenance ration.
- The portion of a feed required by an animal to continue with the vital body processes
- State the desirable characteristics of a livestock ration:
- Balanced in terms of nutrients
- Palatable to the animals
- Highly digestible
- Free from poisonous materials/ free of contamination
- a) i) Outline the main differences between ruminants and non-ruminants
- Ruminants have four stomach compartments while non-ruminants have only one.
- Ruminants chew cud while non-ruminants do not chew cud
- Absence of ptyalin in ruminant saliva and presence in non-ruminant saliva
- Ruminant digest a lot of cellulose while non-ruminants digest only a little cellulose.
- Draw a ruminant stomach e.g cow and explain the functions of the four chambers.
Rumen:
- First chamber
- Stores and softens food
- Microbial action of food takes places here
Reticulum
- Separates coarse food from fine food particles
Omasum
- Grinds food and reduces water content
Abomasum
- Has enzymes which act on food thus causing food digestion
- How is grass digested in the rumen of an adult ruminant?
- Food is stored in the rumen
- Coarse grass is regurgitated from the rumen for further chewing in the mouth i.e chewing cud.
- Saliva that is mixed with feed when chewing cud creates alkaline PH suitable for bacterial action in the rumen.
- Food undergoes microbial fermentation in the rumen
- In the rumen carbohydrates are broken down into volatile fatty acids/ acetic acid and butyric acid.
- Gases like methane, carbon dioxide and hydrogen are released.
- Proteins are broken down into peptides/ amino acids
- Amino acids/ essential amino acids are synthesized from ammonia and other non-protein nitrogen by micro-organisms.
- Micro-organisms also synthesize certain vitamins e.g vitamin B complex, vitamin K.
- Much of the volatile fatty acids and ammonia are absorbed through bolching i.e carbon dioxide and methane.
- State the functions of the following parts of poultry digestive system.
- i) Crop
- Softening food
- Storage of food
- ii) Gizzard
- Contains small stones which help to grind food and break down cellulose.
- a) i) Draw the reproductive system of a hen and explain the stage taken during
the formation of an egg.
Ovary
- Produces ova
Infindibulum
- Site of fertilization and storage of sperm calls
- Yolk takes 15 minutes here
Magnum
- Albumen is added
- Egg takes 3 hours here
Isthmus
- Secretes the shell membrane
- Water, minerals and vitamins
- Process takes 1 ¼ hours
Uterus/ shell gland
- Has calcium deposits
- Shell added round eggs
- Completes the addition of albumen
- Process takes 18 – 22 hours
Vagina
- Pigmentation of egg takes place here
- Socrates mucus which reduces friction and facilitates expulsion of the egg
- Takes 1. 10 minutes
Cloaca
- Delivers the egg out gently.
- Draw a clearly labeled diagram to show the reproductive system of a cow and state the functions of the labeled parts.
Fallopian tube.
- This is a passage through which ova pass from the ovary.
- This is where fertilization takes place as the ovum passes to the uterus.
Ovary.
- Produce ova
- Produce sex hormones e.g oestrogen, progesterone
Uterus
- After fertilization foetus develops until birth here.
Vagina and Vulva.
- Receive male’s sperms
- Aid in expulsion of young from the womb during birth
- b) i) What is selection in animal breeding?
- The process of allowing certain animals to be parents of future generations.
- State the factors to consider during selection.
- Increase in yield
- Improved quality of products
- Resistance against diseases
- Resistance to heat or dry conditions
- Reduced maturity age.
- i) What is breeding?
- It involves mating of desirable males and females
- ii) State the importance of breeding.
- To obtain high quality products
- Increase production capacity
- Import disease resistance
- Increase tolerance to high ambient temperature
- To reduce maturity age.
- Give the methods of mating cattle
- Artificial insemination / AI
- Natural method
- i) What is natural mating?
- Taking a bull to serve cow
- State its advantages
- Heat detection by bull
- Bull stays with cow on heat
- No need for harder to detect heat.
- State the disadvantages of natural mating?
- May cause inbreeding if bull is not controlled
- Expensive/ uneconomical to keep a bull
- There is a risk of transmission of breeding diseases
- A bull may cause physical injury to a cow/ handler
- Only a limited number/ few cows can be mated by one bull within a given period of time.
- Explain the main systems of breeding.
- i) Grading up
- The process of crossing until an animal having desirable characteristics is obtained.
- Example is mating Boran bull to Friesian cow to obtain increased production and disease resistance.
- Line breeding
- Is the mating of two individuals originating from one ancestor or same line of breeding.
- Cross breeding
Meaning:
- Mating two pure breeds belonging to different breeds/ mating a pure bred sire of one breed to a high quality grade female of another breed.
Reasons:
- To produce a hybrid with hybrid vigour
- Imparts desirable genes from either of the parents.
What is hybrid vigour?
- The increased ability and performance of the offspring above the average of the two unrelated parents.
- Outcrossing
- Mating two unrelated animals of the same breed
Meaning.
- Mating of closely related animals
Aim
- To retain/ preserve certain desirable qualities
Disadvantages
- Increases embryonic mortality/ abortion
- Reduces disease resistance ability
- Reduces the vigour of the animal / causes weakness/ abnormality
- Reduces yield.
- i) What is artificial insemination?
- Obtaining semen from males and depositing it in female’s reproductive canal by artificial means.
- State its advantages.
- Cheap / can be afforded by many farmers
- Controls breeding diseases /
- One male can serve many females
- Makes use of good bulls/ quick way of improvement
- Young/ small females not injured
- Used to prevent inbreeding
- Semen can be used in distant places
- Give the disadvantages.
- Can quickly spread undesirable genetic traits
- Requires special equipment and good communication network
- Timing of optimum period is difficult
- Not readily available to small scale farmers.
- a) Discuss sheep management from selection of breeding stock to lambing.
- i) Selection of breeding stock.
- High fertility and regular breeding
- Good quality products
- Fast growing/ early maturing
- Healthy stock
- Good mothering instinct
- Good body conformation/ not physically deformed.
- Breeding
- Flush owes by giving extra concentrates/ high plant nutrition
- Flushing should be started about 3 weeks before mating and continued for three weeks after mating
- Clip wool around vulva for easy mating/ do crouching
- Raddling of rams before mating
- Use one ram for 35 – 60 owes
- Mating time for lambing to coincide with the season when there is enough pasture.
- If more than one ram used, use different colour of paste for each ram.
- Remove rams from owes after mating.
- Management during gestation
- Food owes on good pasture / concentrates 3 – 4 weeks before lambing / steam up
- Move owes to clean pasture three weeks before lambing
- Deworm owes 2 –3 weeks before lambing
- Vaccinate owes 2 –3 weeks before lambing against common diseases
- Provide clean water.
- Lambing management.
- Observe signs of lambing and supervise/ assist when necessary
- Disinfect navel cord immediately after lambing
- Ensure lambs suckle within first 1-2 hours
- Dagging / clipping of wool around teats after lambing
- Owes that give birth to more than one lamb should be given extra feeding.
- Disease the management of lambs from birth upto and including weaning.
- Weak lambs should be artificially reared
- Rejected/ orphaned lambs should be given to faster mothers
- Keep lambs and the owe on good pastures
- Dock the lambs within the first 2 weeks
- Castrate male lambs not needed for breeding within the first two weeks
- Introduce creep feed to the lambs from 6 weeks
- Dip/ spray / dust sheep as necessary against octoparasites
- Treat sick animals
- Wean lambs between 4 – 5 months or when 22kg live weight
- Put identification marks before weaning
- Trim hooves before mating
- Deworm lambs before weaning
- Keep records
- a) i) Describe the factors to consider when selecting a gilt for breeding.
- Maturity ie. Proper age / 12 months or 90 –100 kg live weight
- Good mothering instinct
- Fast growth rate
- Lack of physical defects
- Healthy i.e lacking history of many diseases
- What characteristics should be considered when selecting a breeding boar?
- Docile/ good temperament
- Good body conformation for the breed
- Lack of physical deformities
- Strong back and legs
- Fast growing/ early maturing
- What preparations should be carried out for a sow one weak before she farrows?
- Clean and disinfect the farrowing pen
- Wash / clean and disinfect the sow
- Treat the sow against external parasites
- Move the sow to farrowing pen/ orate within a week/ separate from the rest
- Reduce sow’s ration a day before farrowing
- Provide heat in the farrowing pen/ creep area
- Provide clean bedding material
- Provide bran to the sow as a laxative.
- Discuss the management of piglets from farrowing to weaning time.
- Keep watch over farrowing process/ help in the farrowing process
- Remove mucus and any foreign materials around piglet’s nostrils
- Put piglet in a safe warm place
- Tie/ out and disinfect umbilical cord
- Dispose of afterbirth/ stillborns
- Ensure piglets suckle colestrum/ piglets suckle immediately after birth
- Got rid of excess piglets/ rear excess piglets artificially/ give excess piglets to a foster mother
- Clip off the needle tooth
- Give piglets iron injection or iron paste to control anaemia
- Provide croop food to the piglets
- Give sow extra food according to the number of piglets sucking it
- Castrate male piglets not intended for breeding at about 3 weeks of age
- Put identification marks on piglet/ identify piglets using appropriate method
- Weigh piglets regularly weekly and later monthly
- Remove sow from farrowing pen to wean piglets
- Select the piglets to be used for breeding
- Provide piglets with extra food and water at weaning
- Keep farrowing pen clean throughout the rearing period
- Wean between 4 – 8 weeks of age
- Keep appropriate records
- Deworm piglets at weaning time
- Provide adequate water
- Control diseases as necessary/ vaccination
- Control external parasites
- How would you rear a gilt from weaning time to the time it farrows?
- Food gilt on atleast 3 kg of sow and weaner meal daily
- Provide clean drinking water
- Vaccinate the gilt to control common diseases
- Control external parasites by dusting with pesticides
- Treat gilt of sick
- House the gilt next to a boar at age of 12 months
- Ready to be served/ serve it at right age and weight
- Keep the pen clean by maintaining clean litter
- Flush gilt 3-4 weeks before service by feed on high quality diet
- Take gilt to the boars pen for service and let it stay for at least 12 hours.
- Observe the return to heat, if any, after three weeks, and repeat the service if necessary.
- Steaming up should start 1 ½ months before farrowing by giving 3-4 kg of feed
- 7-10 days before farrowing, the gilt should be washed and moved into a clean and disinfected farrowing pen.
- Sow and weaner meal should be reduced three days before farrowing
- Observe the signs of farrowing, and supervise the farrowing process.
- Deworm the gilt 7-10 days before farrowing.
- i) Give the reasons for culling a breeding boar.
- When the boar is old
- When the health of the boar is poor/ injury
- When the offsprings are being used as replacement stock/ to stop inbreeding
- When the bear is too fat and lazy/ back leg weakness
- When the performance of offsprings is poor
- When the bear lacks libido / infertile
- Why should a breeding sow be culled?
- Goats are browsers/ require less food
- They can do with little water
- They are easy to manage
- Less attack by diseases
- Good walkers/ good climbers.
- a) Why are goats suited to most parts of Kenya?
- Goats are browsers/ require less food
- They can do with little water
- They are easy to manage
- Less attack by diseases
- Good walkers/ good climbers
- What are the various management practices a goat farmer should carry out?
- If goats are kept for milk, the kids should be removed from their mother and fed from a bucket or a bottle
- The kid should be fed three times a day
- Solid food should be introduces at 2-3 weeks old
- Regular vaccination should be carried out after weaning
- Hoof trimming
- Confined meat producing goats may be fed on out forage
- Food on sweet potato vines, napier grass or green maize
- In addition to grazing, dairy goats food on roughage such as silage
- Concentrates must be fed to lactating goats to correct any mineral deficiency in roughage / provide mineral lick
- Proper records on various operations should be kept
- Spraying against external parasites/ farm hygiene
- Identification operations e.g tagging, branding, ear-notching tatooing
- Castrate males not required for breeding
- Give the methods of improving dairy goats.
- Proper selection/ bulling
- Proper breeding upgrading/ cross breeding
- Maintaining good health
- Proper feeding
- Proper milking methods
- Proper housing.
- a) State the factors that should be considered when selecting rabbits for breeding.
- Good body size
- Breeding efficiency
- Good body conformation
- Growth rate
- Good health
- Freedom from physical deformities.
- Why is it important that rabbits are fed on a balanced diet?
- For quick growth
- To prevent mineral deficiency
- To give good quality products
- To give maximum yield
- Prevention from diseases
- List the heat signs in a doe.
- Restlessness
- Rubs itself against any object
- Vulva swells
- Interested in other rabbits
- May lie on her side
- Name the types of rabbits keeping.
- Rabbitry and hutches
- Mordant i.e movable rabbit house built of light materials
- Warren
- Colony system.
- State the general routine management practices necessary to protect rabbits from diseases and parasites.
- Cleanliness in the housing units
- Do not feed on contaminated food
- Isolation and treatment of sick ones
- Disinfect cages, water and feed troughs
- Impose quarantine of two weeks on new rabbits.
- a) State the uses of bees on the farm.
- Pollination of flowers
- Production of honey and wax
- Give the functions of the various classes of bees found in a beehive.
- Queen is fertile and lays egg
- Drones are fertile males and mate with queen to fertilize the eggs
- Works are sterile male who take care of all other bees and the hive, and also offer protection to the hive.
- How can bees be attracted to a hive?
- Using honey
- Smear sugar syrup on hive
- Use of molasses.
- i) When is it recommended to harvest honey?
- Late in the evening
- Early in the morning
- State why smoke should be used when harvesting honey, but not fire.
- Smoke makes bees loss aggressive/ less active
- It does not kill bees/ breed
- Quality of honey obtained is sufficiently high
- What precautions are necessary when harvesting honey?
- Avoid excess smoke getting into the hive
- Prevent rain water from getting into hive
- Use clean utensils to avoid contamination
- Use of protective clothes
- i) Name diseases of bees.
- Acorive disease
- Foul breath disease
- Give examples of pests of bees.
- Safari ants
- Bee lose
- Private wasps
- Wax moth
- Birds
- Honey badger
- Beetles
- Robber bees
- What makes the camel suited to living and working in desert conditions?
- Can tolerate high temperature
- A browser which survives well on scanty vegetation
- Travels long distance and for several days without water
- Hooves are suited to walk on sand
- Mention the uses of donkeys.
- Transportation
- Work e.g pulling ox-ploughs for cultivation.
- b) What management practices are necessary to enable a donkey work
efficiently?
- Proper harnessing to avoid injuries
- Foot care and hoof trimming when necessary
- Proper feeding
- Enough rest after work
- Treat when sick
- Drenching using horse dewormer.
- a) i) Explain cropping in fish farming.
- The removal of marketable size of fish from the pond to provide more food for those left behind.
- What is fish harvesting?
- Removal of all fish from the pond
- List the features that are necessary in fish-pond construction.
- Inlet for fresh water
- Spillway to remove excess/ overflow water
- Outlet for drainage e.g when harvesting fish or replacing water
- Fence to keep away predators/ thieves
- Screen to prevent fish from escaping.
- Explain the maintenance practices necessary for a fish pond.
- Maintain optimum level of water by regulating inflow and outflow of water
- Immediate blockage of water leakages
- Remove any debris
- Out weeds or grass growing around pond
- Fertilize pond regularly
- Provide enough food to fish
- a) i) How can skin of an animal be damaged while animal is still alive?
- Poor branding
- Scratching by sharp objects such as wires / whipping/ injury by other animals
- Skin diseases
- Bites by parasites.
- State the treatment given to hides and skins after flaying.
- Washing
- Trimming
- Tanning
- Draining and fleshing
- Preserving by salting
- What are the uses of hides and skins?
- Source of revenue
- Used to make items e.g shoes, etc
- b) i) Give reasons why honey harvesting at night is not encouraged.
- To avoid bush fires
- Because one may not distinguish between honey combs and brood combs
- Loss damage to combs
- Little contamination of honey
- To avoid killing bees.
- Describe the procedure of harvesting honey.
- Wear protective clothing
- Approach beehive from behind
- Move smoothly
- Puff smoke, using smoker, into entrance holes
- Inspect combs thoroughly
- Harvest only where scaled combs
- Leave enough combs with honey, especially in dry season, to avoid starving bees
- Brush out bees from honey combs
- Avoid crushing bees.
- State the methods of extracting honey from honey combs
- Using heat method
- Crush and strain
- Using of extraction.
- iv) What factors influence the quality of honey?
- Presence of impurities/ foreign materials
- Source of nectar / food type
- Stage of ripening/ maturity / under 17% moisture content
- Season of the year/ rainy season/ flowering
- Method of extraction.
- c) Describe hoe to kill and prepare a rabbit carcass
- Kill by dislocating the neck
- Hold by back legs in the hand
- Strike a sharp blow with edge of hand, at base of skull behind the ears
- This causes bone separation and breaks blood vessels of the neck
- Hook up rabbit immediately by one leg
- Remove head to assist bleeding
- Slit abdominal wall and eviscerate / remove visceran/ remove internal organs
- Dry the skin using appropriate method
- Sell meat locally.
- i) State the difference between wool and hair.
- Wool is outer coat of sheep made of many fibres with crimp
- Appearance that make the fibres elastic
- Hair is smooth, lacks waviness and is inelastic
- What is fleece?
- Wool which has been shorn/ out from sheep
- Give the qualities of good wool.
- Clean / loss
- Long
- Fine/soft/wool count
- Be of pure colour/white
- Strong
- Elasticity/ crimpy.
- List the precautions to be taken during the sheep shearing process to ensure good quality wool
- Shearing on dry and fine weather/ season
- Use clean floor to avoid fouling of wool
- Avoid half cut wool as this lowers quality
- How are fish processed before cooking?
- Scaling
- Removal of offal’s/ eviscerating
- Sun drying or smoking to slow down deterioration
- ii) List the methods of preserving fish before sale to consumers
- Splitting then drying in the sun
- Smoking
FORM THREE TOPICS
- a) Define farm layout
- refers to how land on the farm is allocated to various uses.
- What is a good layout
- One which allows easy management of various enterprises on the farm
- One which satisfies the farmer and give him comfort.
- State the factors to consider when planning the layout of a mixed farm.
- Slope of land/ drainage / topography
- Direction of prevailing winds
- Type of soil
- Type of enterprises required/ other enterprises on farm
- Infrastructure/ accessibility/ other enterprises on farm
- Government regulation
- Existing permanent structures on the farm
- Land size
- Security of enterprises
- Existing ammonites e.g electricity, water
- Panoramic view
- a) List the common structures found on the farm.
- Nursery beds – Beehives
- Crushes – silo
- Calf pens – Compost heap/ pit
- Fish ponds – Store
- Dairy shed / milking parlour – rabbitry and hutches
- Fences
- Dips
- Pig sty
- Explain the factors to be considered in constructing a farm structure
- i) Sitting
- Sitting the structure in rotation to other buildings/ farm activities/ considering security/ accessibility/ topography/ drainage
- Orientation of the building in relation to wind direction/ light/ topography
- Design / purpose
- Design of the structure to fit the intended purpose or use/ to fit the climate of the area/ size of enterprise.
- Materials
- Choice of building materials considering type/ cost/ durability/ availability.
- Cost of structure/ finances available to put up the structure.
- Alternative uses of the structure
- Construction skills
- Availability of needed skills
- Governments regulations
- e follow the legal government regulations
- Type of building
- Permanent or temporary
- Future expansion
- Should consider space for future expansion.
- State the factors to consider when selecting materials to construct farm structures.
- Durability of materials
- Cost of materials
- Availability of skilled labour for construction
- Capital available
- Availability of materials
- Strength of materials
- i) Name the types of fences used on farms.
- Barbed wire fence
- Wooven wire/ wire knotting/ chicken wire fence
- Electric fence
- Pole fence/ timber / wooden/ post and rail fence
- Wall fence/ stone fence
- Plain wire fence
- Hedges/ live fence.
- State the advantages of barbed wire fence and any of its disadvantages in livestock farming.
Advantages
- Effective in stopping animals from forcing their way out.
Disadvantages.
- May injure animals
- Expensive per unit weight or per given gauge
- How are fences constructed?
- Locate the corners
- Clear the fencing area
- Make corners, strainers and passes
- Dig holes to specified depths
- Firm the posts by use of concrete mixtures
- Drill holes on the posts and fix the wires
- Strain the wires and fix onto the posts
- Fix the droppers to reinforce the wires.
- Describe the uses of farm fences.
- Provide security from thieves, wildlife/ control trespassers
- Enable paddocking/ rotational grazing/ mixed farming
- Control pests and diseases by keeping away other animals from the farm
- Demarcate boundaries
- Live fences act as windbreaks/shelter belts
- Provide aesthotic value to the farm
- Increase farm/ land value
- Help n soil and water observation in case of hedges
- Hedges may be a source of fruits and their trimmings may be a source of fodder or firewood or compost manure
- Isolate animals for different purposes e.g sick, bulls, calves, pregnant etc.
- Provide privacy.
- What maintenance practices are carried out on farm fences?
- Replacing broken posts, droppers etc
- Replacing / tightening loose wires
- Control termites and fungi from causing damage
- Replace struts if broken.
- State the uses of a crush.
- Hand spraying or hand dressing to control ticks
- Drenching or deworming against internal parasites
- Artificial insemination
- Applying identification marks
- Taking temperature
- Pregnancy diagnosis
- Milking
- Dehorning
- Castration
- (i) Name the main sections of a cattle dip stating its functions.
- Assembly yard is a waiting area for holding the animals before dipping
- Footbath for washing mud from cattle hooves to prevent dip contamination’s
- Dip tank which contains dip wash into which cattle got immersed
- Draining race/ drying race for holding animals after dipping to let the dip wash drip.
- State the main use of a dip.
- Where animals are immersed in a solution of acaricide and water/ dipwash to control external parasites e.g ticks.
- State the factors to consider when planning to construct a grain store.
- Sited on a well-drained ground
- Free ventilation without draughts
- Rainproof/ leakproof
- Adequate floor space
- Easy to clean
- Vermin/ pest proof/ have rat guards
- Keep away thieves/ predators.
- i) State the features of an ideal calf porn
- Well ventilated
- Leakproof
- Well drained floor
- Clean
- Draught free
- Enough space for calf
- What facts influence siting of calf pens?
- Topography / drainage of land
- Accessibility of pen
- Location of existing farm structures/ amenities
- Wind direction
- security
- Give the maintenance practices of a permanent calf pen.
- Repair / replace worn-out parts
- Whitewash walls of calf pens
- Regularly clean and disinfect the calf pen
- Ensure that the drainage system is working.
- Name the types of calf pens.
- Movable pen
- Permanent
- i) What are the requirements for constructing a poultry house for deep litter system?
- Roof to discourage insects
- Properly managed litter
- Enough space at food and water troughs
- Provide nests
- Provide perch.
- Give the maintenance practices necessary in a dip litter poultry house.
- Repair broken parts of the house
- Clean and remove the cobwebs and any dirt
- Improve drainage
- Fumigate against pests and diseases
- Paint some parts of the house.
- i) State the factors to consider in siting a rabbit hutch.
- The site should be safe and secure especially in or near a homestead
- It should be sized in an accessible place
- The place should be sheltered from strong prevailing winds
- The area should be well drained
- It should be located on the leeward side of the farm to avoid bad smell
- What factors should be considered in selecting the construction materials?
- Consider availability or materials
- Durable materials are preferred
- Consider cost of the material to use
- Select roofing materials that can keep off rain
- Some materials for the walls should allow enough light and ventilation
- Select some materials for the floor that will allow drainage of urine and from passage of droppings.
- Give the environment of a rabbit hutch.
- Lack proof
- Easy to clean
- Free from strong wind/ draught
- Safe from prodiors/ raised above ground level
- Floor to allow from drainage of urine and droppings
- Well ventilated
- Adequate space.
- State the reasons for raising rabbit hutches above ground level.
- To ensure security from attack by dogs, cats, etc
- To hasten drying of bedding
- To avoid dampness from the ground
- i) State the factors to consider when designing a piggery to ensure good health of pigs.
- Ventilation
- Space requirements according to recommended stocking rate
- Basking/ exercise area
- Security of piglets e.g constructing guard rails
- Drainage
- Position of food troughs and water troughs in relation to dunging area.
- a) State the reasons why maintenance of farm structures is important.
- Avoid accidents when using them
- Ensure efficiency of usage of structure
- Prolong the life of the structure/ farm
- a) i) What is land tenure?
- Ownership of rights to the use of land
- List the land tenure
- Collective e.g communal and cooperative tenure
- Individual e.g owner-occupier, company and tenancy and landlordism/ lease held system
- i) What is land refers?
- Any organised action taken to improve the structure of land tenure and land use/ deliberate change in the land tenure system
- State the methods of land refers.
- Land consolidation
- Land subdivision/ fragmentation
- Land adjudication and registration/ demarcation
- Settlement and resettlement
- i) Distinguish between settlement and resettlement.
- Settlement is planned transfer of population from one area to another
- Resettlement is transferring population from more densely populated area to less populated one.
- State the objectives of settlement and resettlement
- To settle the land lost
- To make use of idle land
- To create self employment
- To relieve population pressure
- To increase agricultural population.
- What were the contributions of settlement schemes?
- Have increased production
- Better use of extension services
- Increased agricultural credit
- Marketing cooperatives are being used
- There are more improved livestock
- Acceleration in development of infrastructure
- a) i) What is soil erosion?
- Detachment and carrying away of top soil by wind and water.
- Name the types of soil erosion.
- Splash/ raindrop erosion
- Gully erosion
- Streambank erosion
- Rill erosion
- Shoot erosion
- State the factors which influence the rate of soil erosion.
- Amount and intensity of rainfall
- Slope/ topography
- Vegetation cover
- Ploughing up and down the slope
- Soil type
- Soil depth
- i) What is soil conservation
- The use of resource without rendering them unproductive due to erosion or depletion of plant nutrients.
- State the reasons for soil conservation
- Prevent loss of plant nutrients from the soil/ to maintain the soil fertility
- Maintain soil structure.
- List the methods of soil and water conservation.
- Filter strips
- Out-off drains
- Grassed waterways
- Mulching
- Trash/ stone lines
- Ridging
- Terraces
- Diversion waterways
- Contour farming
- Forests/ afforestation
- Gabbions/ check dams/ porous dams
- Dams and reservoirs
- Bunds
- a) What is a weed?
- Any plant growing where it is not required and has more disadvantages than advantages
- How are weed classified?
- Life cycle
- Morphology
- Habitat
- List the economic classes caused by weeds.
- Compete with crops are nutrients, space, light, water
- Reduce quality of products
- Some are
- Some block irrigation channels and deprive fish of oxygen
- Some lower quality of pasture
- They increase production costs
- Describe the wed control methods
- Cultural
Includes mulching, cover cropping, field hygiene, timely planting, crop rotation, using clean planting materials, etc.
- Mechanical:
- By use of tillage, cultivation, slashing / defoliation and uprooting weeds
- Biological
- Deliberate use of a biological agent e.g insect, virus, fungi animal to reduce the population of a target weed.
- Use of herbicides to kill weeds
- Herbicides are chemicals which kill plants.
- a) i) What is a crop pest?
- Any organism that destroys/ is a nuisance to crops, either directly xxxxx, by feeding on tem or introducing disease causing
- ii) Name the categories of crop pest?
- Insects – Micro-organisms
- Mites – Higher animals
- Birds – Molasses
- Nematodes – Rodents
- How can pests be controlled on the farm?
- By use of chemical e.g pesticides
- Early planting of crops
- Field hygiene e.g destruction of affected crop residues
- Use of trap crops, trap cropping
- Close season
- Crop rotation
- Growing resistant varieties
- Trapping and killing pest.
- What is integrated pest management?
- The use of a combination of various control methods
- i) What is a plant disease.
- Any alteration in the state of a plant or of its parts, which interrupts or disturbs the proper performance of functions of its parts.
- Name the disease causing factors in crops.
- Viruses
- Mineral deficiency / nutritional in balance
- Bacterial
- Fungi
- Physiological disorders
- List the various practices carried out in the field to control crop diseases.
- Crop rotation
- Close season
- Roguing/ destroying infected
- Planting disease free plants/ use of certified seeds
- Early planting/ timely planting
- Pruning/ proper spacing
- Weed control
- Use of resistance varieties
- Quarantine
- Application of appropriate chemicals
- Use of clean equipment
- Heat treatment.
- Discuss the growing of the following crops.
- Sorghum
- i) Seedbed preparation
- Clearing land
- Cultivating the land to get rid of perennial weeds
- Harrow the land to fine tilth
- Planting
- Planting at beginning of rains
- Plant in rows/ broadcast seeds
- Spacing 60 x 1 cm
- 3 – 5 seeds per hole
- depth 2-5-5 cm
- seedrate 2-15 kg per hectare
- apply phosphatic fertilizers at planting at a rate of 20-40 kg per hectare
- Weeding
- Keep them weed free from early stages
- Cultivate regularly to control weeds
- Apply herbicides especially on breed leafed weeds
- Field management practices
- Thinning/ thin and leave two vigorous plants
- Thin when 5 cm long/ tall
- Pests and diseases.
- Scare the birds
- Apply appropriate insecticides to control stalk bearer
- Fungal disease control/ use resistant varieties, plant certified seeds
- Harvesting
- Ready 3-9 months depending on variety
- Cut head/ panicle
- Maize
- i) Seedbed preparation
- Clear land early before the rains
- Harrow the land to medium tilth
- Cultivate land to get rid of parannial weeds and allow vegetation to rot.
- Planting
- Done at the beginning of rains
- Dry planting is recommended
- Spacing varies with variety i.e 23-30 cm x 57 – 90 cm
- Plant seed at 2.5 – 10 cm deep
- Planting manually or mechanically
- Apply DAP at 100 – 150 kg/ hectare in planting hole
- Top dress with CAN at 200kg / hectare
- Weeding
- Weed at early stage to reduce competition for moisture
- Hand weeding done
- Herbicides sometimes used e.g simazine/ artrazine before germination and MCPA / 2,40 after germination.
- Field management
- Thinning done early to get consistent growth
- Gapping done early
- Pests control
- Scare birds e.g quellea and weaver birds
- Use appropriate control of pests e.g aphids, army worm e.g insecticides.
- Disease control
- Use appropriate control e.g fungicides for smut, rust and maize stork
- Harvesting
- Depending on altitude and variety
- Stock out maize or harvest cabs when dry in field
- Cassava
- i) Basic requirements
- Requires altitude of below 1500m.
- Moderate rainfall/ drought resistant
- Sandy soils / free draining soils
- Seedbed preparation and planting
- Deep ploughing recommended/ prepare ridges
- Plant stem cuttings 40cm long at 45o or less
- Spacing is 1.5m x 0.9m
- Bury half stem in soil.
- Field management
- Control weeds at early stages of growth.
- Pest control
- White scale controlled by clean planting materials.
- Mosaic disease causes melting of leaves and deformed tubers
- Control by planting resistant varieties.
- Harvesting
- Remove individual tubers or uproot whole plant
- Use stick or forked jembes to harvest
- Yields about 7-10 tons per hectare
- Millet
- i) Basic requirements
- Altitude from 0-1200m
- Rainfall of 500-600mm per annum
- Light sandy soils
- Seedbed preparation and planting
- Prepare seedbed of fine tilth
- Spacing is 60 x 30 cm
- Sometimes interplanted with other crops
- Field management
- Top dress with nitrogenous fertilizer when 30cm long
- Weeding done upto tillering stage
- Pest control
- Quelea birds cat seeds at miling stage
- Controlled by scaring
- Disease control
- Dowry mildow control using fungicides and crop rotation
- Harvesting
- Individual heads out using knife or sickle
- Sweet potatoes
- i) Basic requirements
- Altitude of C-2400m
- 750 mm of rainfall per year / drought resistant
- wide variety of soils
- warm to cool climate
- Seedbed preparation and planting
- Prepare flat seedbed/ ridges
- Plant cutting in form of apical pieces of vines
- Bury atleast half of vine.
- Field management
- Gives good yield with farm yard manure
- Weeding in early stages only as later covers soil
- Pest and disease control
- Control sweet potato weevils with insecticides and crop rotation
- Virus B transmitted by white flies causes stunting
- Control by planting resistant varieties
- Harvest few tubers at a time because of storage problem
- Use sticks for harvesting
- Good yield is 38 tones per hectare.
- i) Areas where grown
- Kano plains (Ahero), Mwea Tabere, Bunyala Irrigation Scheme.
- Conditions necessary for growing rice.
- Availability of water for irrigation
- Topography flat land
- Good soil type – with good water holding
- Favourable temperature/ warm and humid
- Availability of labour.
- Planting / transplanting.
- In flooded field
- Flood 1/3 of height of seedlings
- Spacing 10 x 10 cm or 10 x 20 cm or 20 x 10cm
- Seedlings 15 – 20cm in height/ after 1 – 1 ½ months
- Fertilizers
- Phosphates at planting at 55kg/ ha P2O5
- Nitrogen at planting at 15 kg/ha N
- Top dress 3 weeks after applying N at rate of 15kg/ ha N.
- Weeds
- Uproot woods
- Use chemical herbicides (2,4 – N)
- Start with clean field
| Pests | Control |
| – Birds | – Scaring |
| – Rice hispid, stem | – Spray with BHC, DDT dimention |
| – Field rats | – Field rat poison |
| Diseases | Control |
| – Rice blast | – Use loss nitrogen |
| – | – Use resistant varieties |
| – yellow mottling | – Quarantine. |
- Water regulation.
- Maintain water depth at 1/3 height of plant throughout growing period
- Ensure fresh water supply
- Drain off water 3 weeks before harvesting.
- Harvesting
- Rice reaches maturity at 4-5 months/ harvest when dry
- Out stem at base/ any correct method
- Dry to 12-14% moisture content
- Bag for dispatch.
- a) What do the following terms mean?
- i) Pasture
- A cover of grass or legume or grass and legume used for feeding livestock.
- Forage Crop
- A plant which either grows naturally or is cultivated by farmers and used for feeding livestock.
- A forage plant that is grown, harvested and given to livestock when ready.
- Outline the methods that can be used to improve permanent potatoes.
- Irrigation
- Control weeds
- Top dress with N-fertilizers to avoid denudation
- Reseeding
- Out back dry and unpalatable atoms with tractor mower to encourage fresh regrowth after grazing cycle
- Controlled grazing.
- What factors determine the forage crop species to be established at a place?
- Yield of forage species in terms of herbage is quantity per unit of land
- Resistance to pests and diseases
- Adaptability to the area where it is established
- Ease with which it can be established and eradicated
- Whether pure or mixed stand
- Growth rate and fast establishment
- i) In which form can pasture be considered?
- Silage
- Hay
- Standing hay
- Why is it important to conserve pasture?
- To distribute available forage for livestock throughout the year
- To provide feed for dry season
- To ensure better and full utilization of the available land
- Conserved forage can be sold for money.
- a) List the routes though which pathogens can enter the body of an animal.
- Skin, eye, nose, mouth, anus, ear, genital organs, mammary glands, navel cord.
- i) What is immunity?
- The ability of an animal to resist infection by disease
- Name the types of immunity.
- Natural immunity
- Artificial immunity
- What is a vector?
- A carrier of disease from one organism to another. It does not cause disease itself.
- Explain the term incubation in livestock diseases
- Period between infection by pathogen and showing of symptoms of the disease.
- Discuss the following diseases under appropriate sub-headings.
- Red water
- i) Causal agent
- Protozoa / bibesia bigomina
- Symptoms
- Red urine
- Fever/ high temperature
- Loss of appetite
- Anaemia
- Loss of production
- Jaundice
- Swollen lymph glands
- Licking soil
- Increased breathing
- Control measures
- Tick control e.g spraying, dipping, fencing, etc
- Anthrax
- i) Causal agent
- Bacteria / bacillus enthracis
- Symptoms
- Sudden death
- Bleeding form external crifices
- Bleated carcass
- High temperature/ shivering
- Dullness
- Bloody diarrhoea / milk ha blood stains
- Non-clotting blood
- Lack of rigor nortis
- Loss of appetite
- Control measures
- Vaccination
- Quarantine/ isolation
- Treatment of the herd/ tread early with antibiotics
- Proper disposal/ burying/ burning
- Public education
- Newcastle
- i) Causal agent
- Virus
- Symptoms
- Watery diarrhoea
- Staggering with dreeping wings and bent neck
- Soft-shelled eggs
- Sneezing
- Sudden death
- Nervousness/ restlessness
- Loss of production
- Thick mucus discharge from nostrils/ difficulty in breathing.
- Control measures.
- Vaccination
- Disinfection/ proper hygiene
- Quarantine
- Proper disposal / killing the flock
- Use birds that are certified to be clean
- Examination and treatment of suspected birds.
- East Cost Fever (ECF)
- i) Causal organism
- Protozoa/ theilleria parva
- Symptoms
- Loss of appetite
- Fever/ high temperature
- Loss of production
- Loss of condition
- Small hemorrhages in vulva
- Oral mucus discharge
- Swelling of lymph glands/ nodes
- Coughing
- Dullness
- Lachrimation/ running eyes/ tears
- Diarrhoae
- Partial blindness
- Control
- Use appropriate drugs e.g clexen
- Control ticks
- Foot and Mouth Disease (FMD)
- i) Causal agent
- Virus
- Symptoms
- Dullness
- Loss of appetite / difficulty in eating
- Profuse and continous salivation
- Lameness / wounds on heaves
- Loss of milk
- Wounds/ blisters on tongue, gums and udder
- Snacking of mouth
- Loss of condition
- Control
- Slaughter affected animals
- Quarantine/ isolation
- Regular vaccination
- Foot rot disease
- i) Cause
- A bacterium or virus/ fusifermis SPP
- Symptoms
- Lameness/ inability to walk
- Selling of affected feet
- Wound and ulcers/ pus/ foul smelling in affected feet
- Anorexia/ loss of appetite
- Loss of weight/ emaciation
- Control
- Trim heaves regularly
- Keep grazing land free from sharp objects
- Avoid grazing sheep in swampy areas
- Apply feet bath using a disinfectant e.g copper sulphate solution
- Isolate sick ones from healthy ones
- Treat affected sheep to avoid spread
- Brucellesis (contagious abortion)
- i) Cause
- Bacterial (Brucella abortus)
- Symptoms
- Premature birth of young
- Abortion at 5-7 months
- Retained placenta
- Placenta when left will show aedema, necrosis and appears bloody
- Barrenness
- Yellow and brown sticky odourless discharge from vulva
- Control
- Use of artificial insemination
- Vaccination
- Test culling and slaughter infected females
- Clean animal dwelling houses
- Boil milk
- Aborted foetuses should not be touched using bare hands
- a) i) Name the sources of farm power
- Human power
- Wind power
- Animal power
- Oil/ fuel power/ gas/ paraffin
- Electricity
- Solar energy
- Wood/ charcoal
- Biogas power
- Nuclear energy
- Mention the ways in which solar energy is used on the farm.
- Production of electric energy by use of photo-electric cell panel
- Electricity used for lighting, pumping water, healing etc
- Direct drying of crops
- Water heating
- Cooking
- Give the disadvantages of using wood fuel or charcoal as a source of power.
- Inefficient use of energy
- Leads to destruction of environment through indiscriminate felling of trees
- Snake produced pollutes environment
- Exhaustible source of power
- i) What are the requirements for animals used as a source of farm power?
- Good health/ healthy
- Fully grown/ maturing
- Well fed.
- Give the benefits of using animal power on the farm.
- Cheaper t buy than machines
- Loss time used than using human power
- Wider range of relief than tractor e.g hills
- Loss maintenance cost e.g no fuel needed
- Does more work than human power
- Not much skill and training needed to operate them
- Animals can provide manure
- State the limitations of using animal power
- Low work output than tractor power
- Extra piece of land required to grow forage for them
- Animals cannot be used in use tsetsefly infested areas
- Animals tire quickly
- Tiresome since it also requires two handlers
- Requires time to train animals and handlers
- Theft and production problems
- Slower rate of work therefore not suitable in large scale farming
- Cause damage to crops when used in weeding.
- i) State the advantages of farm mechanization.
- The rate at which a job can be completed is increased/ improves efficiency
- Number of man-days involved is reduces/ labour saving
- Products harvested mechanically are more uniform
- Uniformly harvested products are more acceptable to consumers
- Timeliness of operations
- Contributes to increased farm production
- Contributes to increased farm productivity
- Uniformity of operations e.g ploughing, planting
- Less labour / easy
- What are its disadvantages?
- Capital outlay on machinery is high
- May lead to problem of soil capping
- Mechanization is more worthwhile in large scale farming enterprises
- Maintenance is expensive
- May create an unemployment problem
- Requires skilled manpower
- Requires uniform produce
- Tractors and ox-ploughs can not be used on steep land
- Why is mechanisation on small scale farming not worthwhile?
- Low level of capital investment
- Use of machinery is uneconomical
- No efficiency in farm operations.
- i) Name the tractor drawn implements.
- Trailers, ploughs (disc and mouldboard), harrows and mowers
- Name the animal drawn implements.
- Ox – plough, ox-time cultivator, ex-cart
- State the functions of the following parts of a mouldboard plough.
- i) Landside
- Stabilises the plough/ absorbs side thrust caused by furrow slice
- Mouldboard
- Inverts furrow slice/ buries woods/ trash
- Coulter
- Vertically cuts the soil or trash
- Share point.
- Digs/ opens/ cuts or breaks the ground
- Frog
- Holds the frame onto the moldboard, landslide and share.
- State the functions of the following principal parts of a disc plough.
- i)
- Part of the plough on which all parts are joined
- Hitch most.
- Point at which the top link is connected to tractor
- Scrapper
- Inverting furrow slice/ cleans disc
- Cutting the ground/ ploughing/ inverting/ overturning
- Hub
- Contains roller bearings that allow the disc to roll while in operation.
- Standard
- Holds the discs
- Springs
- Absorbs vertical shock of plough
- Furrow wheel
- Absorbs side thrust/ used for adjusting the depth of ploughing.
- Crossbar
- Attachment for left and right arm
- Hitch point
- Where plough is attached to tractor.
- i) State the sources of tractor hire services
- Government hire services
- Private contractors
- Individual farmers
- Some cooperatives
- Give the advantages of tractor hire services.
- A farmer does not incur cost of buying tractor
- No cost of maintenance by farmer
- No risks of owning a tractor
- The farmer is able to carry out the task faster
- What are its disadvantages?
- May not be available when required
- May be very expensive to hire
- Some operators can produce poor quality work.
FORM FOUR TOPICS.
- a) Discuss the management of dairy cattle to ensure high milk production.
- i) Selection
- Select good animals on the basis of high yield
- Select healthy animals
- Select animals with good body conformation
- Should be of high fertility level
- To have good temperament it docile cattle
- Poor animals should be coulled
- Selecting and culling should be a continous exercise
- Breeding management
- Use superior bulls or semen from superior bulls
- Breed heifers when fully mature i.e right age and size
- Breed cows 60-90 days after calving to maintain a calving internal of 1 year.
- Feeding management.
- Feed on a balanced diet, water, minerals, vitamins
- Give adequate fee
- Feed should be clean and free from contamination.
- Housing
- Provide proper housing i.e well drained, clean, well ventilated, well lit
- Avoid overcrowding it provide enough space.
- Disease and parasite control
- Keep animals healthy by routine vaccination
- Control external parasites by spraying using appropriate drugs e.g acaricides
- Control internal parasites by routines drenching using appropriate drugs
- Treat sick animals
- Isolate and put new animals under quarantine
- Avoid physical injuries to animals by avoiding sharp objects or holes and using plain wires, not barbed
- Improve sanitation i.e hygiene or cleanliness in the farm
- General management practices.
- Milk at regular intervals
- Use proper milking techniques
- Observe heat signs and signs of disease closely
- Handle animals properly
- Keep proper and good records and use them to evaluate the herd.
- Describe the management of a dairy cow from the time of conception until calving (gestation period)
- Small breeds like Jersey and Guernsey should be served at 15-18 months of age having attained 250-270 kgs
- Large breeds at 18-20 months of age or 280 –320kg live weight
- Milking is done for 7 months after conception
- Pregnancy diagnosis ie. Checking conception is carried out in the fourth month after insemination.
- Drying off of incalf cow at 2 months before calving i.e in 7th month of gestation by skip milking or partial milking
- Mastities control antibiotics applied into feat canal i.e carry out dry cow therapy
- Drying up build body reserves hence increases milk production in the next location period
- The foetus also gets sufficient food hence born strong and healthy
- Food reserves are used to synthesize colostrum
- Initiate steaming up in order to give dam enough energy during calving
- Steaming up should include high quality pastures, concentrates and minerals
- Do not dip incalf cow in plunge dip to avoid abortion due to shock.
- Spraying the incalf cow
- Avoid drenching toward the end of gestation as this may be dangerous to foetus
- In preparation for parturition, the incalf should be taken to a parturition pen next to homestead and wait for parturition signs
- Parturition signs include disterned udder, enlarged vulva, clear mucus discharge from vulva, slackening of pelvic girdle muscles i.e relaxing of hip muscles, sometimes colostrum drips out of teats and dam frequently bellows
- Leave the cow to calve undisturbed
- Watch for malpresention, if present seek assistance of veterinarian
- Allow the dam to lick its calf clean of mucus or wipe mucus from nostril and mouth to allow it breath
- Artificial respiration may be performed when breathing is delayed
- The naval cord is out and tied and wound sterilized using iodine or methylated spirit to avoid infection.
- Separate the calf from the dam after it has been licked and take to a warm calf pen
- Check and ensure that the placenta comes out a few hours after birth but if not, consult a veterinarian.
- Explain the management practices of a dairy calf from birth until it is ready for the first service.
- Clean mucus from the calf as soon as it is born or ensure cow licks its calf dry
- Ensure the calf is breathing or administer artificial respiration if necessary
- Cut and disinfect umbilical cord
- Ensure the calf suckles the mother within the first 8 hours to get colostrum
- Feed the calf on colostrum for the first 4-7days
- Keep records on the performance of the calf
- Introduce feeding of whole milk or milk replacer from the 4th day
- Feed the calf with warm milk upto weaning time
- Observe strict hygiene in the calf pen
- Protect the calf against adverse weather conditions e.g wind by providing housing
- Provide adequate clean water from the third week
- Introduce palatable dry foods e.g concentrates and good quality out grass from the third week
- Provide mineral supplements
- Keep calf in individual pens until it is 3-4 months
- Spray or dip the calf against external parasites
- Release the calf occasionally for exercise
- Wean the calf at 8 weeks or late weaning at 16 weeks
- Drench or deworm the calf against internal parasites
- Vaccinate calf against prevalent diseases
- Release the calf occasionally for exercise
- Wean the calf at 8 weeks or late weaning at 16 weeks
- Dehorn the calf using appropriate method
- Graze the calf on good quality pasture, preferably ahead of mature animals
- Separate heifer calves from bull calves at puberty to avoid inbreeding
- Remove extra teats if necessary
- Any change of feeding should be done gradually to avoid feeding disorders
- Serve at the right age i.e at 15-20 months of 250-280 kg live weight
- Treat against disease when sick
- Weigh the calf regularly
- Describe the procedure of training a calf to drink milk from a bucked after separating it from its mother.
- Put 3 –4 fingers in the calf’s mouth]
- Let the calf suck the fingers
- Place a bucket of milk at a convenient raised position
- Gently lower the fingers into the bucket of milk while the calf is still sucking the milk
- Repeat the procedure until the calf is able to drink from the bucket on its own.
- What is zero grazing?
- The practice of rearing animals under confinement in stalls whereby food and water are brought to the animals.
- State the advantages of zero grazing
- Easy to control livestock diseases
- High production per unit area of land
- Proper utilization of pasture i.e no trampling or fouling
- Animals do not waste a lot of energy in walking
- Good method of accumulation and collection of farm yard manure for plant and dung for biogas
- Possible to keep livestock where there is bad terrain eg. Swampy, stony or steep slopes.
- Possible to keep livestock where land is limited
- High level of stocking rate achieved.
- List the limitation of zero grazing
- Expensive as it requires high initial capital
- Labour intensive i.e a lot of labour required
- May not be possible where there is in adequate water
- Requires a lot of technical sills to manage well.
- Discuss the management of beef cattle from birth until it is ready to be sold as steer.
- As soon as the calf is born ensure that it is breathing e.g by tickling the nose with straw
- If not, help the calf to start breathing by applying artificial respiration method
- Remove any foreign bodies from the mouth and nostrils e.g mucus and phlegm
- Disinfect to avoid infection
- Ensure that the calf is licked dry by mother or wipe the calf clean
- Ensure that the suckles colostrum within the first 12 hours of birth by helping weak ones
- Leave the calf to stay with its dam to suckle milk at will
- Ensure that disowned calves are given to foster mothers or prepare artificial colostrum where a foster mother is not producing colostrum
- Wean the calf when 6-8 months old
- Separate weaners to graze on good quality pasture after weaning
- Spray calves up to weaning time after which they can be dipped to control external parasites
- Dehorn calves within first two weeks to 4 months
- Castrate bull calves not intended for breeding at weaning time i.e 6-8 months age
- Identify calves as early as possible after birth
- Separate castrated bulls from heifers at weaning time
- Give mineral supplements when necessary
- Deworm ewaners regularly to control internal parasites
- Give supplementary feed in dry seasons
- Provide adequate clean water
- Vaccinate calves and weaners against prevalent diseases
- Observe and treat sick animals
- Animals should be ready for market between 12-30 months depending on breed
- Keep appropriate records.
- a) Describe the preparations one would make before the arrival of day old chicks on the farm.
- A poultry house should be constructed
- The house should be well ventilated and should not allow draught inside
- A brooder should be ready 2-3 days before chicks arrive
- A coccidiostat should be bought ready for use in case acoccidiosis attacks chicks
- Put newspapers on the floor of the brooder to prevent chicks from eating litter e.g saw dust.
- Spread food on the newspapers and some on feeders
- Avail proteins (DCP) and vitamins A and B.
- The protein and vitamin A encourage faster growth rate/ provide chick starter mash
- Provide feeders and waterers
- The farmer should ensure that the poultry house has a door to keep of predators like wild cats, jackals and foxes
- The door also keeps of cold wind entering the house.
- Discuss the artificial rearing of layer chicks from day old upto the end of brooding.
- This is between hatching time upto 3 weeks old
- Ensure brooder corners are rounded
- Provide enough brooding space according to the number and age of the chicks
- Clean and disinfect the brooder and house
- Provide proper litter on the floor e.g wood shavings
- Maintain appropriate range of temperatures according to the age of the chicks
- Temperature during the first week should be 32 – 35oC then reduce accordingly
- Provide fresh, adequate and quality feed e.g chick mash
- Provide brood with reliable and appropriate lighting
- Provide adequate and appropriate waterers according to age.
- Control diseases using appropriate methods e.g vaccination against Newcastle, fowl pox and marcocks diseases.
- Isolate and treat the sick chicks immediately
- Keep proper records
- Debeaking should be done 8 – 10 days towards the end of breeding
- i) What are growers?
- These are chicks that are between 9 – 22 weeks old
- Discuss briefly the rearing of growers upto the point of lay
- Provide adequate floor space i.e 18 – 20 cm sq per 100 birds
- Provide enough space at water and feed throughs and at roosts
- The house should be disinfected
- Provide enough clean litter on the floor
- Provide growers mash ( 16 – 17% protein)
- Provide insoluble grit for digestion
- Hang green vegetables e.g cabbage leaves to keep birds busy
- Provide plenty of clean water
- Vaccinate against fowl typhoid, newcastle diseases when necessary
- Keep a high level of hygiene
- Keep litter dry to avoid disease out break and change as necessary
- Control external parasites
- Describe the management of layers in deep litter system starting from the point of lay.
- The space in the house should be adequate for the number of layers kept
- This should range from 0.3 – 0.5 sq. m per layer or at least 0.2 – 0.3m 1 ½
- The litter should be kept dry i.e avoid dampness and dust by turning the litter adding unhydrated lime and providing movable perches
- Perches or roosters should be adequate and well spaced in the house
- Provide enough waterers which should be well distributed in the house
- Always provide clean and adequate water
- Keep the waterers and all the other equipment clean
- Replenish soft litter in the nests to prevent egg breakages
- Ensure the nest is dark enough to avoid cannibalism.
- Collect eggs frequently, atleast twice a day
- Provide atleast 20g of layers mash per bird per day
- Ensure the birds have enough calcium by providing oyster shell
- Supply some grits to help in digestion
- Ensure enough supply of grits or vitamins
- Cull poor layers and diseased birds
- Debeak birds to prevent cannibalism or egg eating if necessary
- Vaccinate birds regularly against predominant diseases or give prophylactic drugs
- Check birds for disease symptoms
- Check for occurrence of pests and apply appropriate pesticides.
- Avoid stress factors e.g noise, disturbance, etc
- Discourage broodiness among a the layers
- Maintain and repair the house and equipment as the need arises
- Provide enough feed throughs
- Provide grains in the litter to keep birds busy
- Isolate and treat sick birds
- Keep appropriate records
- Dispose off the dead birds by burying or burning and also dispose off broken eggs or shells
- Maintain correct concentration of disinfectant at foot bath.
- a) State the tests that should be carried out to determine the quality of fresh eggs.
- Candling
- Physical observation
- Floatation
- Shaking lightly.
- List the factors that should be considered when grading eggs for marketing.
- Size, weight or volume of egg
- Colour
- Shell quality e.g rough or broken
- Shape of egg
- i) What is candling?
- Examining an egg for abnormalities by looking at it against a strong source of light.
- Describe how to candle an egg
- Put a strong light under the egg and look at it contents
- Look at the external and internal contents
- If abnormalities are seen discord the egg
- State the reasons for candling an egg
- To check for fertility
- To confirm presence of chick during incubation
- Explain the occurrence of double yolked eggs
- A yolk delays in the infindibulum and is joined by the next yolk
- The two yolks travel together to the magnum
- They are then enclosed by one albumen and one shell
- a) What is milk?
- The white substance secreted in the mammary system of female mammals.
- Draw a well labelled diagram of a mammary glad.
- What is milk let-down?
- The flow of milk from the upper region of the udder (alveolar region) to the gland and test cistern.
- State the essentials of clean milk production.
- The milkmen should be clean
- Test for mastitis before milking
- Ensure clean milking utensils and equipment
- Have a clean milking parlour i.e shed
- Ensure the cows are free from diseases e.g T.B.
- Cows with mastitis should be milked last
- Clean the udder
- Sieve the milk
- Explain the procedure of hand milking
- Collect all milking equipment around so that you do not need to move unnecessarily once milking has started
- Restrain the cow
- Give some feeds
- Clean the udder with a clean towel
- Squeeze test to extract milk within 7 –8 minutes
- Strip the udder dry
- Apply milking jelly
- Dip the test in anti-mastitis solution
- Release the cow
- Weigh the milk
- Filtering and sieving
- Cooling or storage in cool place.
- e) State the factors which influence the amount of milk produced by a cow.
- Breed of animal
- Age of animal
- Period of lactation
- Health of the animal
- Temperament of the cow
- Feed and water supply
- Season of the year
- Animal handling during milking
- Discuss the field production of the following crops.
- Tea
- i) Biological requirements
- At least 1400mm rainfall per annum
- Altitude of 1900 – 2200m
- Soils should be well drained, fertile, deep slighly acidic.
- Land preparation
- Clear land well
- Remove all tree stumps to prevent almillaria
- Remove all parannial weeds
- Make cut off drains to divert storm water
- Terrace where land is steep
- Ring back trees six months before cutting
- Transplanting
- Dig holes 30 x 45cm
- Spacing of 1.2 x 0.9 m or 1.5 x 0.75m or 1.2 x 0.7m
- Plant when there is enough moisture in soil
- Apply phosphatic fertilizer in planting hole
- Apply shade when necessary
- Water when necessary
- Avoid planting in unusual places.
- Field management.
- Establish plucking table by frame formation or pegging
- Cutting back done after 4 years
- Pests and diseases control
- Control pests e.g. black tea thrips using insecticides
- Control armillaria root not by proper seedbed preparation
- Harvesting
- By plucking two leaves and a bud every 10 days
- Keep plucked tea in the shade
- Take to factory on the same day.
- Cotton
- i) Ecological requirements
- Requires 500 – 100mm, well distributed rainfall
- Altitude of 0-1500m
- Temperature above 15.5co but below 30oc
- Soils well drained with PH above 5 i.e alkalinic
- Black cotton soil or clay soil preferable
- Land preparation
- Clear the site of vegetation
- Remove all stumps and roots
- Remove all perennial or grass weeds
- Planting holes spaced at 30 x 90cm or 45 x 90cm-
- Plant early in the main rainy season
- Put one seed in spacing of 30 x 90 cm or two seeds in a spacing of 45 x 90 cm
- Apply DAP fertilizer at planting time at the recommended rate
- Initially plant 20 seeds per hole.
- Field management
- Keep field weed free
- Thin out plants not required
- Pests include cotton stainers, American Bellworm, pink bellworms and cotton lygus.
- They are controlled by using insecticides
- Control bacterial blight by using cultural means and jusarium with disease by using appropriate fungicides.
- Pick cotton in dry season when lint is dry
- Sort out into grade A and B
- Use clean hands when harvesting
- Pick only clean cotton
- Avoid sisal bags and any form of contamination.
- Ecological requirements
- Rainfall of 1500 – 2000 mm per year, which is well distributed
- Well drained, fertile, deep volcanic soils having 5.3 – 6.0 PH
- Altitude of 1400 – 2000m
- Prefers cloudy conditions so provide shade trees
- Land Preparation.
- Prepare land six months early
- Remove roots to prevent armillarial disease
- Carry out soil conservation e.g terracing
- Holes dug 3 months early
- Dimensions of holes are 60 x 60 x 60 cm
- Spacing at 2. X 2.7m or 1.3 x 1.3 m depending on a variety
- Transplanting
- Coffee is first planted in nurseries
- Transplant at onset of rains
- Holes reopened immediately before transplanting
- Spread roots well and place at same depth like in nursery or sleeves
- Apply mulch and fertilizers
- Water well after planting
- Provide shade.
- Field management
- Mulching at all stages to control weeds and water conservation
- Proper weed control by slashing, mechanically and use of herbicides
- Pruning by single or multiple stem facilitates picking, disease and pest disease and pest control, spraying of chemicals, avoids overbearing and die – back of roots and lateral buds.
- Pests and diseases
- Major pests are leaf miner and antestia bug both controlled chemically and culturally
- Major coffee diseases are coffee berry disease (CBD) and leaf rust both controlled by applying fungicides and planting resistant varieties.
- Done by hand
- Pick only crops berries or cherries
- Deliver to factory some day
- Harvest early to avoid loss of fruit through pests and over-ripening (overripe as” MBUNI”)
- i) Biological factors
- At least 1000mm rainfall yearly
- Short period of dry weather for high quality
- Altitude of 1500 – 3000m
- Temperature of 15.5oC
- Fertile, well drained soils with good water retention and PH of 5.6
- Land preparation
- Early land preparation
- Eradication of perennial weeds e.g grasses
- Dig deep
- Make ridges 60 – 90cm apart
- Spacing of 90 x 60cm on ridges
- Selection of planting materials
- From high yielding mother plant
- Pest free
- Disease free
- Vigorous
- Use splits instead of roots
- Transplanting
- At the onset of the rains
- Dig holes 10 – 15 cm deep
- Add 1 teaspoonful of TSP i.e 15gm or 30g DSP
- Mix fertiliser with soil
- Place splits as they were in the nursery
- Fill soil bit by bit
- Firm the soil around the roots
- Field practices.
- Weed using forked jembe
- Cutting back at end of dry period using sickle
- Crop rotation improves yield and prevents diseases
- Pests and diseases control
- Control root knot nematodes by crop rotation, soil fumigation, field hygiene and use of clean planting materials.
- Control pyrethrum thrips by insecticide spray
- Control red spider mites using appropriate chemicals
- Harvesting
- Starts 3 –4 months after transplanting
- Pick only flowers with horizontal ray forests
- Pick at intervals of 14-21 days
- Twist the flowers with fingers
- Use open or wooven baskets which are well ventilated to avoid fermentation
- Wet heads should not be picked
- Pick when the weather is dry
- Dry immediately after picking
- Do not press in the basket
- Coconut
- i) Ecology
- Altitude of 0-1000
- 1250mm – 2500mm annual rainfall
- deep, fertile, well drained soils with 5.0 – 8.0 PH
- Land preparation and planting
- Seeds first planted in nursery for 9 – 12 months
- Transplanting at ouset of rains
- Dig holes 60 x 60 x 60 cm in advance
- Plant nuts 30 – 40cm deep
- Spacing is 8 x 8m or 9 x 9m depending on variety
- Field Management
- Good fertilizer application to encourage growth
- Weeding in the first few years
- Pests and Diseases
- Rhinocerous beetle destroys growing points and can be controlled by field hygiene
- Bole rot causes wilting and is controlled by careful cultivation to avoid root damage.
- Coveid bug attacks young nuts and has no effective control
- Termites controlled by applying insecticides
- Harvesting
- Matures from 5 – 10 years after transplanting
- Nuts picked 7 – 10 months after flowering
- Citrus
- i) Ecology
- Altitude of 0 – 2000m
- Atleast 900mm, well distributed rainfall annually
- Deep, well drained soils with PH 5.0 – 7.0
- Land preparation and planting
- Plant by budding
- Buds mature early, are less thorny, seedless
- Rough lemon commonly used as root stock
- Nursery managed for 12 – 18 months before transplanting
- Holes are 60 x 60 x 60cm
- Refill holes with top soil, farm yard manure, and add phosphate fertilizer
- Spacing is 6 x 4 m
- Field Management
- Control weeds by mulching, chemicals, mechanically
- Apply compound fertilizers at recommended rate
- Mulch young plants
- Remove any flower appearing upto 2 yars
- After transplanting
- Remove suckers.
- Pests and Diseases
- Citrus aphids, false codling moth, fruit flies, scale, insects and mites are controlled using appropriate chemicals
- Gummosis and citrus tristeza controlled by use of resistant rootstock
- Harvesting
- Harvest by picking the fruits by hand
- Harvesting starts after 2 ½ years
- Avoid damage by bruising
- Pack fruits well.
- a) What do the following terms mean?
- i) Total digestible nutrients (T.D.N)
- The sum of all digestible organic nutrients i.e carbohydrates, proteins and fats in a feed.
- Starch Equivalent (S.E)
- Amount of pure starch which has the same energy as 100kg of that feed
- Digestible crude protein (DCP)
- Sum of all nitrogenous compounds in feed or total amount of proteins in a feed
- Dry matter (DM)
- Also called digestible matter
- This is the actual percentage of proteins, carbohydrates and minerals in a feed
- Crude fibre
- Cellulose and other carbohydrates resistant and insoluble that are not dissolved by weak acids and alkalis
- State the factors that would affect the degree to which a given foodstuff would be digested by a
- Chemical composition of feed e.g celluse, lignin
- Physical form of food e.g crushing of food, etc
- Amount of food an animal has eaten
- Rate of feeding
- Method of preparing the food i.e quality of food ratio of energy to protein (more energy loss digestibility)
- State the factors to consider when preparing foodstuffs for livestock
- Weight of the animals
- Age of the animal
- Level of production
- Availability of various food components
- Species of animals
- Cost of food
- Physical and processing characteristics.
- A foodstuff contains 7% digestible crude protein (DCP) while another contains 62% D.C.P. Calculate the amount of foodstuff, in kilograms required to prepare 100kg of poultry feed containing 20% D.C.P by using the pearson square method
7 42
- 13
55
Quantity of first foodstuff – 42/55 x 100 = 76.4kg
Quantity of second foodstuff = 13/55 x 100 = 23.6 kg
Total = 76.4 + 23.6 = 100kg.
- a) i) What is agricultural economics?
- The art and science of organising limited resources to achieve maximum returns
- Explain the meaning of scarcity and chice
- Productive resources are scarce in relation to demand i.e goods and services produced are not enough to satisfy human wants
- Therefore, a choice has to be made on which goods and services should be produced using the limited resources.
- Explain how the house hold and firm are both producers and consumers.
- The household demands goods and services and supplies labour and raw materials to firms
- Firms convert the raw materials and supplies finished goods to households.
- The relationship generates money to both sides therefore both are producers and consumers.
- What do the following terms mean?
- i) Gross domestic product (G.D.P)
- The sum total of goods and services produced by a country within one year.
- Gross national product (GNP)
- Total output from resources owned by the nationals of a country both within and outside the country within a year.
- Per capital income
- Gross national income divided by total population
- i) What does the term opportunity cost in farming mean?
- Cost of the foregone alternative when we make a choice.
- Example is choosing to grow maize instead of wheat.
- Opportunity cost is the value of wheat
- Opportunity cost only exists where there are alternatives.
- State the main implications of opportunity cost in farming.
- Poor decision leads to losses
- Correct decision leads to good profits
- When is opportunity cost nil or zero?
- When supply is unlimited
- When goods are free
- When there are no alternatives
- a) i) What is production?
- The process of transforming productive resources e.g land, labour and capital into consumption resources e.g potatoes, maize and milk over a period of time.
- State the factors of production.
- Land (provides space for production)
- Labour (human effort)
- Capital (man made to assist other factors)
- Management (organises other factors)
- i) Name the sources of capital for farming.
- Leading a genoies
- Personal savings and earnings
- Inherited property.
- How is labour classified?
- Permanent
- Casual
- Family
- State the functions of farm manager
- Planning
- Gathering information
- Comparing levels of production with those of neighbouring farms
- Detecting weaknesses and constraints and finding ways and means of overcoming them
- Keeping up to date farm records
- Implementing farm management decisions
- Taking responsibilities
- i) State the law of diminishing returns
- In a production process, if variable additional units of an input are increased while all other factors are held constant, there will be an increase in additional output until a point is reached when the additional output per additional units of input declines.
- State agricultural examples of this law.
- Use of varying units of labour on a fixed unit of land
- Feeding dairy cattle with varying units of feed for milk production
- Using varying units of fertilizer in the production of a given crop
- i) What is production function?
- The relationship between the units of input that a farmer employs in production and the corresponding units of output
- The out put depends on inputs hence output is a function inputs.
- Name the types of production function?
- Increasing returns
- Constant returns
- Decreasing returns
- What is a decreasing returns to a production function?
- A production function where each additional unit of input results into a smaller increase in output than the proceeding unit of input.
- State the ways in which farmers may improve the production efficiency in farming.
- Following proper livestock production practices
- Efficient use of labour
- Following proper crop rotation practices e.g spacing and control of pests and diseases
- Mechanization of farm operations
- Adoption of new techniques and methods of production
- Organising marketing activities to realize high prices as possible
- Revising farm plans when necessary
- Proper enterprise selection
- i) State the risks and uncertainties in farming
- Weather changes
- Disease and pest outbreaks
- Natural calamities e.g earthquakes
- Obsolescence (becoming out of date) g farm machinery
- New production techniques
- Changing prices of commodities
- Low or high yields of production
- Theft cases
- Change in government policy
- Fire outbreaks
- Sickness, injury or death.
- Give the ways through which farmers may adjust to risks and uncertainties.
- Diversification
- Selecting a more certain (promising) enterprise
- Contracting (giving contracts)
- Insurance e.g crops and livestock
- Input rationing
- Adopting modern methods of production
- Flexibility in production methods
- State how the government helps farmers to overcome risks and uncertainties
- Weather forecasts
- Providing extension services and advice
- Adjusting future commodity prices
- Giving farmers loans
- Price stabilization to avoid price fluctuation
- Research in crops and livestock
- Provide and subsidise agricultural inputs
- i) What is gross margin?
- Total output (income) less variable costs
- Use the information provided below to calculate the gross margin of beans per hectare.
| – Crop yields | 20 bags |
| – Price per bag | Shs. 2000 |
| – Casual labour | Shs. 1,000 |
| – Purchase of seeds | Shs. 3,000 |
| – Purchase of fertilizers | Shs. 1,200 |
| – Ploughing | Shs. 1,000 |
| – Purchase of gunny bags | Shs. 300 |
Gross margin = gross output – variable costs
Gross output = yield x price
20 bags x shs. 2000/=
= shs. 40,000
Total variable costs = shs. (1000 + 3000 + 1200 + 1000 + 300 = 6,500)
Gross margin = shs. 40,000 – 6,500 = 33,500/=
- What are the uses of gross margin analysis?
- To compare performance of one farm and another
- To compare the performance of the farm between one season and another
- To compare the contribution of one enterprise and another in the same farm
- To act as a measure of profit in a farm.
- i) What is budgeting?
- The estimation of inputs and outputs both physically and financially, in a production process.
- Name the types of farm budgets.
- Complete budget prepared for each enterprise on the farm
- Partial budget prepared for specific enterprises when there is a minor change required.
- State the importance of budgeting in farming
- Assists the farmer to estimate the required production resources e.g labour, capital etc
- Assists in making farm management decisions when comparing alternative
- Helps to reduce uncertainty in the farming process
- Encourage farmers to be efficient with the hope of meeting the project targets
- Show progress or lack of progress in the farm business i.e focus profit or foresee losses
- What factors should be considered when selecting a farm enterprise?
- Availability of market for the produce
- Prevailing climate
- Size of land available for the enterprise
- Common pests and diseases that may hinder implementation
- Technical skills that may be required to manage the enterprise
- Profit margin in relation to price fluctuation at different times of the season
- Availability of infrastructure to allow good communication
- Availability of labour according to requirements of the enterprise
- Availability of enough security
- Suitability of soil to the enterprise
- Socio-cultural factors.
- Name the sources of agricultural support services available to farmers.
- Extension services
- Research services
- Training services
- Veterinary services
- Artificial insemination services / bull camps
- Credit services
- Marketing services
- Tractor hire services
- Banking
- Farm input supplies
- Insurance services
- i) What is agricultural credit?
- Borrowed capital resources to be invested in agricultural projects
- Name types of agricultural credit and state their uses.
SHORT TERM
- A credit for seasonal purchases of seed, fertilizers, chemicals, livestock feeds, fuel, etc
- Usually repaid within one year.
MEDIUM TERM.
- Used for the purpose of minor land improvement e.g fencing and purchase of machinery
- Repaid in 2-5 years
LONG TERM
- Used for long lasting projects like land purchase, and major improvement within the farm e.g soil conservation and irrigation.
- Repaid in 6-15 or more years.
- a) State the uses of the following financial documents
- i) Invoices
- A document issued by a seller to a buyer for goods taken on credit
- Receipts
- A document issued as evidence when goods and services rendered are paid for
- Delivery notes
- A financial document given by the seller to the buyer as an evidence of goods supplied.
- Purchase order
- A document issued for requesting for the supply of goods or services on credit.
- What are the uses of the following financial books?
- i) Ledger
- The principal book of account where all entries contained in other books are recorded.
- Journal
- A financial book in which daily farm transactions are entered as they occur
- Inventory
- A financial book which shows all assets of the farm at a particular time
- It gives an estimated value of all farm assets and also enables him to know that is missing, stolen or lost
- Cash book
- A financial book where all transaction which involve cash receipts and payments are recorded.
- List the financial statements which are usually prepared on a farm.
- Balance sheet
- Profit and loss account or a training account
- Cash analysis
- i) What is a balance sheet?
- A statement which shows the financial position of the farm at a given date and is made at the end of the year.
- State the uses of a balance sheet
- Shows farm assets and liabilities
- Shows farm network and can therefore be used to negotiate for a loan or for correct income tax assessment.
- Can be used for decision making concerning the farm
- i) State the uses of a profit and loss account
- It shows all purchases and receipts made during a particular accounting period
- What is opening valuation in profit and loss account?
- A financial statement showing the worth of all assets one has at the beginning of the accounting period.
- Name the various columns that should be shown in a cash analysis.
- Sales and receipts
- Purchases and expenses
- Details or particulars
- Types of enterprises
- Money value
- i) What is a statement in financial accounts
- Document issued by a supplier to a buyer which summarises all transactions that have taken place and not yet paid for in a certain period e.g end of month.
- Explain the meaning of solvent and insolvent in a farming situation
- Solvent means the farm is able to pay up all its debts
- Insolvent means the farm is unable to pay up all debts owed by it to other people or farms.
- a) Explain the following terms.
- i) Market
- Market is a place where buyers and sellers meet to sell and buy goods
- Performance of business activities that direct the flow of goods and services from producers and consumers.
- State the following laws.
- i) Law of demand
- States that as price increases quantity of a good bought declines and as price decreases the quantity of goods bought increases.
- Law of supply
- At higher prices more quantity of goods are supplied and at lower prices less quantity is supplied.
- State the factors which affect price of goods
- Demand
- Cost of production
- Supply
- Government control policies
- Quality of the produce
- What is equilibrium price?
- A point at which quantity of demand equals quantity of supply
- State the various marketing functions
- Buying
- Selling
- Assembling by traders or middlemen
- Transportation i.e distribution
- Standardization by grading and sorting out
- Storage facilities
- Processing
- Packing or packaging
- Advertising i.e sales promotion
- Financing i.e provide credit to farmers
- Risk bearing
- Market research
- List the problems of marketing agricultural goods
- Perishability of agricultural products
- Bulkiness hence storage problems
- Poor transport network
- Seasonality of production
- Difficulty in storage and handling
- Name the agents and institutions that are involved in marketing agricultural products.
- Itinerant traders or middlemen
- Processors or manufacturing companies buy produce to process
- Wholesalers buy produce in bulk from farmers or processors and resell
- Brokers or commission agents act on behalf of other businessmen for a fee called commission
- Cooperative societies and unions buy farm produce locally
- Marketing boards created by acts of parliament to promote production and marketing of agricultural produce i.e buy produce from farmers
- a) i) what is a cooperative?
- An organisation of people with a common aim who pool their resources together to achieve a common objective e.g to market or purchase agricultural goods and services
- Outline the procedure of forming a cooperative society
- People or a person put the idea to others and they discuss
- Meetings are held and interim committee formed
- Committee draws up a constitution
- Committee registers cooperative with commissioner of cooperatives through local cooperative officer
- Minimum number is ten adult members.
- State the principles that govern the operations of farmers cooperative societies.
- Open membership which voluntary
- Equal rights e.g one person, one vote
- Share buying is limited
- Dividends distributed according to contribution
- Withdrawal is voluntary
- Sale of produce only through cooperative
- Total loyalty of members to the cooperative
- Education to members
- Non-profit motive by cooperative
- Cooperation with other cooperative organizations
- Only cash sale of produce
- Continous expansion
- Neutrality e.g in religion, politics or language
- State the functions of cooperative societies
- Marketing facilities
- Provision of inputs on credits
- Provide expert advice
- Storage of inputs and produce
- Giving loans all credit to farmers
- Educating for fair prices of inputs and produce
- Keep proper records of all activities
- Provide banking services to members.
- What problems are faced by cooperative societies?
- Poor management i.e administrative problems
- Shortage of capital
- Disloyalty of members
- Political interference.
- i) What is a statutory board?
- An organisation established by an act of parliament to run or manage an industry e.g KTDA, NCPB, CBK, etc
- State the functions of statutory boards
- Promote and regulate production of crops
- Carry out research
- Provide bulk planting materials
- Marketing i.e selling crops for farmers
- Represents government in international issues
- Provide licences for crops and processing factories
- Provide inputs
- Regulate prices of farm produce
- Quality control e.g inspect and maintain quality
- Provide storage facilities
- Risk bearing by sharing overhead costs
- Provide market information
- Provide credit to farmers
- Process farm produce
- Grade and standardize farm produce
- Storage of farm produce
- Packaging function
- Invest profits for benefit of farmers
- Advertisement i.e sales promotion
- State the functions of each of the following farmers organisations
- i) Kenya farmers National Union (KNFU)
- Better prices of farm produce
- Adequate supply of farm inputs at reasonable prices
- Better terms of loans
- Good roads and infrastructure to improve farming
- Adequate control of livestock and crop pests and diseases
- Education to farmers
- Agricultural society of Kenya (ASK)
- Organise agricultural shows and exhibitions
- Assist in administration of milk records schemes
- Publishes Kenya Study book and the Kenya Farmers magazine
- Organise national ploughing completion.
- 4 – K CLUBS
- Means Kuungana, Kuanya, Kusaidia Kenya
- Teaching youth to like agriculture
- Showing youth new techniques of farming
- Teaching youth on leadership qualities
- Participation in competitive shows
- Young farmers Clubs (YFC)
- Participating in shows and competitions
- Hold workshops and seminars in agriculture
- Organise youth exchange programmes
- Develop sense of self reliance and individual responsibility in the youth.