Category Archives: Teachers’ Resources

CRE FORM 1 EXAMS WITH MARKING SCHEMES

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U.P.I NO: ……………………                 Date: ………..………………..

CRE 

FORM 1 

END YEAR EXAMINATION

TIME: 2 HOURS

DUDI GIRLS SECONDARY SCHOOL

 

CRE

FORM 1 –

END YEAR EXAMINATION

  1. (a) Explain the benefits of learning Christian Religious Education in secondary schools in Kenya. (7mks)

(b)   State the versions of the Bible used by the churches in Kenya today.                                  (5mks)

(c)   From the Genesis stories of the fall of human beings, explain the results of sin.                            (8mks)

 

  1. (a)State the promises that God made to Abraham. (6mks)

(b)Give reasons why circumcision was important to the Jews.                                       (6mks)

(c)Explain four characteristics of a covenant demonstrated in the covenant between God and Abraham.                                                                                                             (8mks)

  1. (a)Describe the call of Moses (Exodus 3: 1 – 22)        (8mks)

(b)Outline seven plagues that God used to demonstrate His power in Egypt.                                         (7mks)

(c)What did the Israelites learn about God’s nature during exodus?                                           (5mks)

  1. (a)Give reasons why the Israelites demanded for a king.             (7mks)

(b)State the achievements of Solomon as King of Israel.                                                (7mks)

(c)State the functions of the Temple in the Jewish community.                                      (6mks)

  1. (a)Describe the nature of the canaanitereligion.                                                 (7mks)

(b)Identify ways in which King Jeroboam contributed to the spread of idolatry in Israel.            (8mks)

(c)Mention five Canaanite gods.                                       (5mks)




MARKING SCHEME

FORM 1 CRE 

1(a)     Benefits of learning Christian Religious Education in Secondary Schools in Kenya.

–           It equips the learner with an understanding of God / spiritual growth.

–           The learner acquires life skills to handle challenges in life.

–           It helps one to respect his / her own religion and that of others.

–           It helps one to acquire basic principles / teaching for Christian living / moral values.

–           It enables one to understand how to relate with other people / national unity.

–           It gives answers to questions / mysteries of life.

–           It explains the origin / purpose  of human beings on earth.

–           It leads to employment / career.

(7 x 1 = 7mks)

 

 

(b)       Versions of the Bible used in Churches in Kenya

  • Revised Standard Version
  • Living Bible
  • Amplified Bible
  • Jerusalem Bible
  • New International Version
  • Kings James Version
  • The Gideon International
  • New English Bible
  • Common Bible
  • Good News Bible

(5 x 1 = 5mks)

 

(c)       Results of sin from the Genesis stories of the fall of human beings (Gen, 3: 2 – 13)

–           All human beings were to die.

–           Their friendship with God changed to fear / God withdrew from Company

–           They experienced shame and guilt / were ashamed of their nakedness.

–           Women became subject to man.

–           Human beings would experience pain.

–           Human beings would have to toil / struggle inorder to eat / live.

–           The good relationship between human beings and wild animals was destroyed.

–           The ground was cursed because of them.

–           Murderous feeling entered people’s hearts.

–           Human language was confused.

–           Human beings were expelled from the garden of Eden.

–           Human beings / animals / plants were destroyed by the flood.

(8 x 1 = 8mks)

 

2(a)     Promises that God made to Abraham.

  • He would make Abraham’s name great / famous.
  • God would bless those who bless Abraham / curse those who curse him / protect him.
  • All the families of the world would be blessed through Abraham.
  • God would give land to Abraham’s descendants.
  • He would give Abraham many descendants / he would have a great nation.
  • God will bless Abraham.
  • God would give Abraham long life / he would die in peace.
  • He would give Abraham a son / heir.
  • Kings will come from Abraham’s descendants.

(6  x 1 = 6mks)

 

(b)       Reasons why circumcision was important to the Jews.

–           It was an outward sign of the inner faith.

–           It  was a physical badge / identity for all male children.

–           It showed that one had made a covenant with God / that benefits from God’s promises to Abraham.

–           It was a sign of obedience to God.

–           It signified purity / cleanliness.

–           Through it, one became a member of Jewish community / Abraham’s family.

–           It identified the Israelites as God’s chosen race.

–           Through it Abraham and his descendants were assured of inheriting God’s blessings.

–           It was a sign of continued  love and protection from God which the descendants were to enjoy.

(6 x 1 = 6mks)

 

(c)       The characteristics of a covenant demonstrated in the covenant between God and Abraham.

–           A covenant is made between two parties which enter into a mutual agreement. God and Abraham were the two parties that entered into a mutual agreement.

–           In a covenant promises are made, God made several promises of what He would do for Abraham.

–           The covenant is solemnized through rituals. Abraham offered animals / birds as a sacrifice to God.

–           A covenant has an outward sign, Abraham was to circumcise all his male children / descendants to show that he had made a covenant with God.

–           Covenants have conditions / obligations to be met. The covenant between God and Abraham was not to be broken, it bound even his descendants.

–           A covenant is sealed. It was sealed through the blood of animals.

(4  x  2  = 8mks)

 

 

 

3(a)     The call of Moses (Exodus 3: 1 – 22)

  • Moses was looking after his father – in – law’s sheep at Mt. Horeb / Sinai.
  • An angel of the Lord appeared to him in a burning bush which was not getting consumed.
  • Moses turned to see the bush, God called his name out of the bush.
  • Moses responded to God by saying “Here I am”
  • God commanded Moses not to move near / to remove his shoes because the place is holy.
  • God revealed Himself to Moses as the God of his ancestors. (Abraham, Isaac and Jacob)
  • Moses hid his face / was afraid to look at God.
  • God told Moses that he had seen the suffering of his people in Egypt / had come to deliver them / wanted to send Moses to Pharaoh to release his people.
  • Moses was reluctant to be sent to Pharaoh / God promised to be with him / gave him a sign.
  • Moses sought to know the name of God who was sending him / God revealed his name as “I am who I am.”
  • God told Moses to go and gather the elders of Israel / tell them God’s message about their deliverance.
  • Moses was told to go with the elders to Pharaoh to ask for their release from Egypt.
  • God promised to perform miracles to compel Pharaoh.
  • The Israelites will get favour from Egyptians / get jewellery.

(8  x 1 = 8mks)

 

(b)       Plagues that God used to demonstrate his power in Egypt.

–           The waters of Egypt turned into blood.

–           The land of Egypt was covered with frog.

–           The dust of Egypt became gnats.

–           Swarms of flies covered the land.

–           There was death of all Egyptian livestock.

–           There was an outbreak of boils on human beings / animals.

–           The plague of severe hailstorm.

–           There was a swarm of locusts.

–           Darkness covered the land of Egypt for three days.

–           Death of the first born males of the Egyptians.

(7 x 1 = 7mks)

 

(c)       Israelites new understanding of the nature of God  during the exodus.

–           He was the God of their forefathers.

–           God is more powerful than other gods.

–           God fulfils His promises.

–           God is holy.

–           God uses His chosen ones to carry out His mission.

–           God is a provider.

–           God is a personal God.

–           He is the only God.

–           He is transcendent / beyond human understanding.

–           God demands total obedience.

–           God is awesome as shown in people’s fear of Him as seen at Mt. Sinai.

–           God is omnipresent.

–           God is jealous.(5 X 1 = 5mks)

4(a)     Reasons why the Israelites demanded for a King.

  • Samuel had become old / unable to rule.
  • Samuel appointed his sons as judges / made the post hereditary.
  • The sons of Samuel were corrupt / failed as judges.
  • Israelites wanted to be like other nations.
  • They wanted a king who would lead them to war against their enemies.
  • They wanted a leader whom they could see / rejected God as King.
  • They wanted a political government governed with law and order.
  • They wanted a human leader with national authority to be recognized by other nations.

(7 x 1 = 7mks)

 

(b)       Achievement of King Solomon of Israel.

–           He built the temple of worship of Yahweh.

–           He established trade links with neighbouring nations.

–           He built many cities in Israel.

–           He reorganized the central government / established a strong army to maintain peace.

–           He established diplomatic links with other nations.

–           He built a magnificient palace.

–           He composed proverbs / songs for the worship of Yahweh.

–           He settled disputes wisely.

–           He installed the ark of covenant in the temple / dedicated the temple to God.

(7 x 1 = 7mks)

 

(c)       Functions of the Temple in the Jewish Community.

–           It was used for prayer.

–           It was the place where the law was taught to children and people.

–           Priests burnt sacrifices / offered incense in the temple to God.

–           Purification rituals were conducted in the temple.

–           It was a home for the priests.

–           Dedication / presentation of the babies were carried out in the temple.

–           It  was a business centre for the Jews.

–           The Jewish Council (Sanhedrin) held their sessions in the temple.

–           All the Jewish festivals were celebrated in the temple.

(6 x 1 = 6mks)

 

 

 

 

 

 

5(a)     The nature of the canaanite religion.

  • It was based on the nature / cosmic
  • It was polytheistic / comprised of many gods.
  • Symbols were made to represent each god.
  • Temple prostitution was part of the worship.
  • Both human and animal sacrifices were made to the gods.
  • Festivals and feasts were celebrated in honour of the gods.
  • Rituals were performed to ensure continued fertility.
  • There were prophets and prophetesses.
  • There was a chief god.
  • Had temples built for gods.

(7 x 1 = 7mks)

 

(b)       Ways in which King Jeroboam contributed to the spread of idolatry in Israel.

–           He made two golden bulls and placed one at Bethel and another at Dan to represent Yahweh.

–           He set up two rival places of worship and ignored Jerusalem.

–           He made the Israelites to offer sacrifices to golden bulls.

–           He chose priests from ordinary families to serve at worship centres.

–           He built other places of worship / shrines on hill tops.

–           He burnt incense at altars of the idols / offered sacrifices.

–           He instituted religious festivals in the months of his choice.

–           He lured the people against Yahweh.

(4 x 2 = 8mks)

 

(c)       Canaanite gods

–           EL

–           Asherah

–           Baal

–           Baalath / Ashtarte

–           Anat

–           Dragon

–           Mot

(5 x 1 = 5mks)

 

Chuka University Course List, Fees, Requirements, How to Apply

Chuka University Course List, Fees, Requirements, How to Apply

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Free Form 4 Term 2 Exams 2025 {Comprehensive}

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English language functional writing notes, guides, exams, revision questions

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Best Agriculture Schemes of Work Form 3 (As per the new School Term Dates)

SCHEME OF WORK           FORM THREE AGRICULTURE             TERM  ONE  

WK

NO

L/

NO

TOPIC   /

SUBTOPIC

LESSON / SPECIFIC
OBJECTIVES
TEACHING / LEARNING
ACTIVITIES
 

MATERIALS

             /

RESOURCES

REF. REM.

1

1

LIVESTOCK PRODUCTION I

 

Reproduction

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

 

Define terms related to reproduction.

 

 

Exposition of new terms such as hatcheries, broodiness, and incubation.

Discussion.

   

 

 

KLB BK III

Pg 1

 

2

Male reproductive system.

Identify parts of the reproductive system of a bull. Drawing and labeling of reproductive system of a bull.

Brief discussion.

Chart –reproductive system of a bull. KLB BK III

Pgs 2-3

 

3

Female  reproductive

Identify parts of the reproductive system of a  cow. Drawing and labeling of reproductive system of a cow.

Brief discussion.

Chart –reproductive system of a cow. KLB BK III

Pgs 4-5

 

4

Pregnancy, parturition and birth.

Define gestation period.

Identify signs of parturition.

Identify proper presentation at birth.

 

Probing questions;

Discussion;

Exposition.

  KLB BK III

Pgs 5-6

 

2

1

Reproductive system in poultry. Identify parts of the reproductive system of a  hen.

State functions of parts of reproductive system of a hen.

Drawing and labeling of reproductive system of a hen.

Brief discussion.

Chart –reproductive system of a hen. KLB BK III

Pgs 6-8

 

2

Breeding stock.

State factors considered when selecting a breeding stock. Probing questions;

Discussion;

Exposition.

  KLB BK III

Pgs 9-10

 

3

Methods of selecting breeding  stock.

 

Identify methods of selecting breeding  stock.

 

 

Exposition;

Brief discussion.

 

  KLB BK III

Pgs 11-12

 

4

Breeding.

Give reasons for breeding.

Define terms related to  breeding.

Probing questions;

Exposition of new concepts.

  KLB BK III

Pgs 12-16

 

3

1

Breeding systems

Inbreeding.

Give reasons for inbreeding.

State advantages and disadvantages of inbreeding.

 

Probing questions;

Exposition of new concepts.

  KLB BK III

Pgs 17-18

 

2

Outbreeding.

Give reasons for outbreeding.

State advantages and disadvantages of outbreeding.

 

Exposition of new concepts;

Discussion.

  KLB BK III

Pgs 18-19

 

3

Signs of heat in livestock.

Identify signs of heat in cattle, pigs and rabbits.

 

 

Brain storming;

Brief discussion.

  KLB BK III

Pgs 19-20

 

4

Natural mating and artificial insemination.

State advantages and disadvantages of natural mating.

State advantages and disadvantages of artificial insemination.

 

 

Discussion with questioning. Chart – artificial vagina. KLB BK III

Pgs 20-23

 

4

1

Embryo transplant.

State advantages and disadvantages of embryo transplant as a method of service. Exposition;

Brief discussion.

 

  KLB BK III

Pgs 23-24

 

2

Parturition.

Identify signs of parturition in cows, sows and does. Brain storming;

Brief discussion.

Written exercise.

  KLB BK III

Pgs 24-25

 

3

LIVESTOCK REARING PRACTICES

 

Routine livestock rearing practices.

Feeding.

 

 

 

 

Define flushing and steaming up.

Give reasons for flushing and steaming up.

 

 

 

 

 

Exposition of new concepts;

Discussion.

 

 

 

 

 

 

 

 

 

 

KLB BK III

Pgs 27-28

 

4

Creep feeding.

Describe creep feeding of piglets, lambs, kids and kindlings. Exposition of new concepts;

Probing questions;

Discussion.

  KLB BK III

Pgs 29-31

 

5

1

Vaccination.

State properties of good vaccines.

Give examples of common vaccines.

Exposition of new concepts;

Discussion.

  KLB BK III

Pgs 32-33

 

2

Deworming & docking. Explain reasons for deworming & docking.

 

Brain storming;

Brief discussion.

 

Sample dewormers. KLB BK III

Pgs 33,36

 

3

Hoof trimming.

Give reasons for hoof trimming.

Identify tools used in hoof trimming.

Brain storming;

Brief discussion.

 

Tools used in hoof trimming. KLB BK III

Pgs 36-38

 

4

Dusting, dipping and spraying.

Give reasons for dusting, dipping and spraying. Brief discussion with questioning.   KLB BK III

Pgs 38-40

 

6

1

Breeding-related practices.

Identify practices related to breeding. Exposition of new concepts;

Discussion.

  KLB BK III

Pgs 40-41

 

2

Identification of livestock.

Give reasons for identifying animals.

Outline various methods of identification.

Brain storming;

Brief discussion.

 

Ear notching patterns. KLB BK III

Pgs 41-44

 

3

Debeaking and tooth clipping. Give reasons for debeaking and tooth clipping. Q/A and brief discussion;

Practical activities.

Debeaking and tooth clipping tools. KLB BK III

Pg 45

 

4

Culling.

Give reasons for culling animals.

Cite basis of culling animals.

Brain storming;

Brief discussion.

 

  KLB BK III

Pgs 45-46

 

7

1

Dehorning.

Identify methods of dehorning.

Identify tools used for dehorning.

 

Q/A and brief discussion;

Practical activities.

Dehorning tools. KLB BK III

Pgs 47-48

 

2

Castration & caponisation.

Give reasons for castrating animals.

Outline methods of castration / caponisation.

 

 

Brain storming;

Brief discussion;

Practical activities.

Tools used in castration. KLB BK III

Pgs 49-52

 

3,4

Management during parturition.

Outline management practices during parturition in cattle, sheep, goats, pigs and rabbits.

Identify signs of farrowing.

Brain storming;

Exposition;

Detailed discussion.

 

  KLB BK III

Pgs 52-56

 

8

1

       TEST

         

2

BEE KEEPING

 

Importance of bee keeping.

Bee colony.

 

 

Outline importance of bee keeping.

Identify members of a bee colony.

 

 

Brain storming;

Detailed discussion.

 

  KLB BK III

Pgs 56-59

 

3

Life cycle of a bee.

 

Siting an apiary.

Describe the life cycle of a bee

State factors considered when siting an apiary.

Exposition,

Probing questions,

Brief discussion.

  KLB BK III

Pgs 59-60

 

4

Types of hives

& stocking a hive.

Identify types of hives.

Outline methods used to stock a hive.

Brief discussion with questioning. K.T.B.H. KLB BK III

Pgs 60-65

 

9

1

Bee management. Give reasons for feeding bees.

Identify  pests and diseases and their control.

Brief discussion with questioning.   KLB BK III

Pgs 66-68

 

9

2

Swarming of bees. Cite reasons for swarming of bees.

Identify proper practices for handling bees.

Brain storming;

Discussion.

Protective gear. KLB BK III

Pgs 68-69

 

3,4

Honey harvesting.

 

 

 

Honey processing.

Describe honey harvesting process.

Identify equipment for honey harvesting.

Outline methods of honey extraction.

Brief discussion;

Teacher demonstration-extracting honey

 

Equipment for honey harvesting, & extraction.. KLB BK III

Pgs 70-72

 

10

1

FISH FARMING

 

Importance of fish.

 

Requirements for fish farming.

 

 

 

Outline importance of fish keeping.

Identify requirements for fish farming.

 

 

 

Brain storming;

Discussion.

 

 

 

Fish pond.

KLB BK III

Pgs 72-73

 

2,3

Stocking, feeding, cropping and harvesting. Outline practices for stocking, feeding, cropping and harvesting of fish. Brief discussion with probing questions. Fish pond. KLB BK III

Pgs 77-80

 

4

FARM STRUCTURES

 

Planning and siting farm structures.

 

 

Explain factors considered when planning and siting farm structures.

 

 

 

Brain storming;

Discussion.

   

 

KLB BK III

Pgs 83-84

 

11

1,2

Types of construction materials.

Identify types of materials for construction. Brain storming;

Discussion.

  KLB BK III

Pgs 84-88

 

3

Farm buildings.

State purpose of farm buildings.

Identify parts of a farm building.

Q/A;

Brief discussion.

  KLB BK III

Pgs 89-93

 

4

Livestock structures.

Give examples of farm livestock structures.

Identify parts of a cattle plunge dip/ spray race /milking shed.

Brain storming;

Drawing diagrams;

Discussion.

Chart – Parts of  plunge dip/ spray race /milking shed. KLB BK III

Pgs 94-99

 

12,

13

END OF  TERM  ONE  EXAMS  

SCHEME OF WORK           FORM THREE AGRICULTURE             TERM  TWO    2018  

WK

NO

L/

NO

TOPIC   /

SUBTOPIC

LESSON / SPECIFIC
OBJECTIVES
TEACHING / LEARNING
ACTIVITIES
 

MATERIALS

             /

RESOURCES

REF. REM.

1

1

Livestock structures.

Zero grazing unit and calf pen.

Identify structural requirements for zero grazing unit and calf pen. Brain storming;

Drawing diagrams;

Discussion.

Zero grazing unit and calf pen. KLB BK III

Pgs 104-5

 

2

Poultry house,  piggery unit & rabbit hutch. Identify structural requirements for poultry house & a piggery unit. Brain storming;

Drawing diagrams;

Discussion.

Poultry house & a piggery unit. KLB BK III

Pgs 106-110

 

3

Fences.

 

 

State advantages of a live fence over a wire fence.

Identify types of wire fences.

 

Brain storming;

Discussion.

Chart – Parts of wire fence KLB BK III

Pgs 124-130

 

4

Seedbeds, nursery structures, seed boxes & vegetative propagation units.

Outline requirements for seedbeds, nursery structures, seed boxes & vegetative propagation units Brain storming;

Drawing diagrams;

Discussion.

Seedbeds, nursery structures, seed boxes & vegetative propagation units KLB BK III

Pgs 130-138

 

2

1

AGRICULTURAL ECONOMICS II

 

Meaning of land tenure.

 

Communal land tenure.

 

 

 

Define the term land tenure.

 

State advantages and disadvantages of communal land tenure.

 

 

 

Exposition of new concepts;

Discussion.

   

 

 

KLB BK III

Pgs 140-2

 

2

Individual land tenure

State advantages and disadvantages of individual owner operator, landlordism & tenancy. Exposition of new concepts;

Probing questions;

Discussion.

  KLB BK III

Pgs 142-4

 

2

3

Land fragmentation. Outline factors related to land fragmentation.

Highlight effects related to land fragmentation.

Exposition of new concepts;

Probing questions;

Discussion.

  KLB BK III

Pgs 144-7

 

4

Land reforms. Discuss land consolidation, tenure reforms, adjudication and registration. Exposition of new concepts;

Probing questions;

Discussion.

  KLB BK III

Pgs 147-152

 

3

1

Development of settlement schemes in Kenya.

Identify some settlement schemes in Kenya.

Outline requirements for settlement schemes to thrive in Kenya.

Exposition of new concepts;

Brief discussion.

  KLB BK III

Pgs 152-7

 

2

SOIL AND WATER CONSERVATION

 

Soil erosion.

 

 

 

Outline factors influencing soil erosion.

Identify types of soil erosion.

 

 

 

Brain storming;

Brief discussion.

   

 

 

KLB BK III

Pgs 158-167

 

3

Effects of soil erosion & control measure.

Highlight effects of soil erosion & measures of control. Brain storming;

Brief discussion.

  KLB BK III

Pgs 167-8

 

4

Mass wasting (solifluction)

Identify types of mass wasting.

State effects of mass wasting.

 

Brain storming;

Brief discussion.

  KLB BK III

Pgs 168-172

 

4

1

Methods of soil and water conservation.

Outline methods of soil and water conservation. Brain storming;

Drawing diagrams;

Brief discussion.

  KLB BK III

Pgs 178-183

 

2

Types of terraces.

Identify types of terraces. Observing terraces;

Drawing diagrams; brief discussion.

Terraces. KLB BK III

Pgs 183-8

 

3

Harvesting water.

Outline methods of harvesting water. Brain storming;

Brief discussion.

  KLB BK III

Pgs 188-190

 

4

WEEDS AND WEED CONTROL

 

Identification of common weeds.

 

 

 

Define a weed.

Identify common weeds.

 

 

 

Drawing Illustrative  diagrams;

Weed mounting;

 

 

 

 

Common weeds.

 

 

 

KLB BK III

Pgs 192-199

 

5

1

Effects of weeds.

Highlight harmful effects of weeds.

Highlight benefits of weeds.

Brain storming;

Brief discussion.

Useful and harmful weeds. KLB BK III

Pgs 200-2

 

2

Chemical weed control.

Outline ways in which chemicals affect crops.

Classify herbicides.

Expository and descriptive approaches. Common herbicides. KLB BK III

Pgs 203-4

 

3

Selectivity and effectiveness of herbicides.

Outline factors affecting selectivity and effectiveness of herbicides. Expository and descriptive approaches.   KLB BK III

Pgs 205-6

 

4

Herbicides and the environment. Highlight precautions observed when handling herbicides.

Discuss effects of herbicides on the environment.

 

 

Brain storming;

Brief discussion.

  KLB BK III

Pgs 208-9

 

6

1

Mechanical weed control. State advantages of tillage as a method of weed eradication. Brain storming;

Brief discussion.

  KLB BK III

Pgs 209-210

 

2

Cultural  biological & legislative methods of weed control. Identify some cultural and biological ways of controlling weeds.

Define legislative method of weed control.

Q/A & brief discussion.   KLB BK III

Pgs 210-1

 

3,4

C.A.T  & MID-TERM BREAK        

 

7

1

CROP PESTS AND DISEASES

 

Effects of crop pests.

 

Classification of pests.

 

 

 

State harmful effects of crop pests.

 

Outline criteria for classifying pests.

 

 

 

Brain storming;

Exposition of new concepts.

   

 

 

KLB BK III

Pgs 213-4

 

2

Field insect pests.

Identify common field insect pests. Examining some insect pests.

Identifying parts of crops attacked.

Common field insect pests,

Infested crops.

KLB BK III

Pgs 214-8

 

3

Piercing and sucking pests.

Identify common piercing and sucking pests. Examining some piercing and sucking pests.

Identifying parts of crops attacked.

Common Piercing and sucking pests.

Infested crops.

KLB BK III

Pgs 218-221

 

4

Other field pests.

Describe harmful effects caused by nematodes, mites, rodents and birds. Brain storming;

Brief discussion.

  KLB BK III

Pgs 221-3

 

8

1

Storage pests.

Identify common storage pests. Examining storage pests.

Identifying parts of crops attacked.

Storage pests, infested cereals. KLB BK III

Pgs 224-6

 

2

Crop pest control.

Outline methods for controlling pests. Brain storming;

Brief discussion.

  KLB BK III

Pgs 226-30

 
3

Pesticides.

 

 

 

 

 

Outline criteria for classifying pesticides.

Highlight factors affecting effectiveness of a pesticide. State advantages of using pesticides.

 

Exposition, detailed discussion.   KLB BK III

Pgs 230-2

 
4 Biological pest control.

 

Effects of diseases.

State advantages of using biological pest control.

 

Identify effects of crop diseases.

Brain storming;

Exposition;

Brief discussion.

Crop parts infected with diseases. KLB BK III

Pgs 233-4

 

9

1 Fungal diseases. Highlight harmful effects of diseases.

Identify some fungal diseases.

Expository and descriptive approaches. Crops affected by fungal diseases. KLB BK III

Pgs 234-7

 

2

Viral diseases. Identify some viral diseases. Expository and descriptive approaches. Crops affected by viral diseases. KLB BK III

Pg  237

 

3

 

4

Bacterial diseases.

 

Nutritional disorders.

Identify some bacterial diseases.

Identify nutritional disorders of crops.

Expository and descriptive approaches.

Q/A to review nutritional disorders of crops.

Crops affected by bacterial  diseases. KLB BK III

Pg  238-9

 

10

1

Control of crop diseases.

Highlight methods of controlling crop diseases. Brain storming;

Brief discussion,

Answer review questions.

  KLB BK III

Pg  239-240

 

 

 

 

 

2

 

 

 

3

 

 

 

 

CROP PRODUCTION VI FIELD PRACTICES II

MAIZE

 

Ecological requirements.

 

 

Describe land preparation

 

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

 

 

Outline the ecological requirements of maize.

Identify some varieties of maize.

Describe land preparation for maize establishment.

 

 

 

 

 

 

Brain storming;

Probing questions;

Brief discussion.

 

 

 

 

 

 

 

 

 

School farm.

 

 

 

 

 

 

KLB BK III

Pg  242-5

 

4

Field operations. Describe field operations on a maize stand. Q/A on spacing of crops and fertilizer application;

Brief discussion.

School farm. KLB BK III

Pg  245-6

 

11

1

Pest control & Disease control.

Identify field and storage pests that attack maize. Identify  diseases that attack maize Brain storming;

Probing questions;

Brief discussion.

 

Infested maize. KLB BK III

Pg  246-9

 

2

Harvesting, storage and marketing of maize. Describe harvesting, storage and marketing of maize. Brief discussion with oral questioning.   KLB BK III

Pg  249-250

 

 

11

3

FINGER MILLET

 

Ecological requirements and preparation for planting materials.

 

Outline the ecological requirements of finger millet.

Identify some varieties of finger millet.

 

Discussion;

Probing questions.

Finger millet. KLB BK III

Pg  250-2

 

4

Field operations, pest and disease control.

Discuss field operations, pest and disease control. Examine millet attacked by pests / diseases.

Discussion.

 

 

Millet attacked by pests / diseases.

 

KLB BK III

Pg  254-5

 

12,

13

END  OF  TERM  TWO  EXAMS  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SCHEME OF WORK           FORM THREE AGRICULTURE             TERM  THREE  2018  

WK

NO

L/

NO

TOPIC   /

SUBTOPIC

LESSON / SPECIFIC
OBJECTIVES
TEACHING / LEARNING
ACTIVITIES
 

MATERIALS

             /

RESOURCES

REF. REM.

1

1,2

SORGHUM

Ecological requirements and preparation for planting materials.

Outline the ecological requirements of sorghum.

Identify some varieties of finger millet.

Describe selection and preparation of planting materials.

 

Discussion;

Exposition;

Probing questions.

Finger millet. KLB BK III

Pg  250-2

 

3,4

Field operations, pest and disease control.

Discuss field operations, pest and disease control. Examine sorghum attacked by  pests / diseases.

Discussion.

Sorghum attacked by pests / diseases.

 

KLB BK III

Pg  255-9

 

2

1

BEANS

 

Ecological requirements and preparation for planting materials.

Outline the ecological requirements for beans.

Identify some varieties of beans.

 

Exposition and probing questions.   KLB BK III

Pg  260-1

 

2

Field operations, pest and disease control & harvesting of beans.

Discuss field operations, pest and disease control. Examine beans attacked by  pests / diseases.

Brain storming;

Discussion.

 

Bean plants attacked by pests / diseases.

 

KLB BK III

Pg  261-3

 

3

RICE

Ecological requirements and preparation for planting materials.

Outline the ecological requirements for beans.

Identify some varieties of rice.

 

Exposition and probing questions.   KLB BK III

Pg  260-1

 

4

Field operations, pest and disease control & harvesting of rice.

Discuss field operations, pest and disease control. Brain storming;

Discussion.

 

Bean plants attacked by pests / diseases.

 

KLB BK III

Pg  261-3

 

3

1

Harvesting pyrethrum.

Describe harvesting of pyrethrum. Exposition and probing questions. Pyrethrum shrubs .KLB BK III

Pg  265

 

2

Harvesting sugarcane.

Describe harvesting of sugarcane. Exposition and probing questions. Pyrethrum shrubs .KLB BK III

Pg  265

 

3

Harvesting coffee and tea.

Describe harvesting of coffee and tea. Brain storming;

Exposition and probing questions.

Pyrethrum shrubs .KLB BK III

Pg  265-8

 

4

FORAGE CROPS

 

Pasture classification.

 

 

Outline criteria for classifying pastures.

 

 

Exposition and probing questions.

 

 

Common types of grass.

 

 

KLB BK III

Pg  269-271

 

4

1

Pasture establishment.

Outline methods of sowing pasture crop.

Describe field practices for pasture establishment.

Brain storming,

Discussion.

  KLB BK III

Pg  272-4

 

2

Weed control and top dressing.

Cite reasons for weed control.

Cite reasons for topdressing.

 

Brain storming,

Discussion.

  KLB BK III

Pg  274-6

 

3

Pasture utilization.

State effects of early  / late defoliation.

 

Probing questions;

Exposition;

Discussion.

  KLB BK III

Pg  277-8

 

4

Rotational grazing systems.

State advantages of rotational grazing systems. Brain storming, discussion on paddocking, strip grazing, tethering.   KLB BK III

Pg  280-2

 

5

1

Zero grazing / stall feeding.

State advantages of zero grazing / stall feeding. Brain storming;

Discussion

  KLB BK III

Pg  283

 

2

Napier grass.

 

 

Outline the ecological requirements for napier grass.

Describe establishment of  napier grass.

Expository and descriptive approaches. Napier grass strands. KLB BK III

Pg  283-7

 

3,4

Guatemala.

Outline the ecological requirements for Guatemala.

Describe establishment of  Guatemala.

Brain storming;

Discussion

Guatemala strands. KLB BK III

Pg  287-292

 

6

1,2

Kenya white clover.

Outline the ecological requirements for Kenya white clover.

Describe establishment of  Kenya white clover..

Brain storming;

Discussion

Kenya white clover strands. KLB BK III

Pg  295

 

3,4

Lucerne & desmodium.

Outline the ecological requirements for Lucerne / desmodium.

Describe establishment of  Lucerne / desmodium.

Q/A & brief discussion;

Exposition.

Lucerne strands. KLB BK III

Pg

 

7

1,2

FORAGE CONSERVATION

Cite reasons for conserving forge.

Outline methods of conserving forage.

 

Discussion on hay / silage  making and silos.   KLB BK III

Pg  299-302

 

3,4

TEST & MID TERM BREAK        

8

1

Principles of conservation.

Discuss the principles of conservation of forage.

State characteristics of quality silage.

Brief discussion with exposition of new concepts.   KLB BK III

Pg  304-5

 

2

Silage requirements in dry matter.

Calculate silage requirements in dry matter. Exposition, calculations. Calculators. KLB BK III

Pg  305-6

 

3,

4

LIVESTOCK HEALTH III

 

Observable conditions of livestock.

&

Disease predisposing factors.

 

 

 

 

 

Identify conditions that help in observing disease symptoms.

 

Identify some disease predisposing factors

 

 

 

Brain storming,

Q/A to review disease and health.

Discussion.

 

   

 

 

KLB BK III

Pg  308-9

 

9

1,2

Terms related to livestock diseases.

Define the terms incubation period, mortality, natural and artificial immunity.

 

Probing questions;

Brief discussion.

  KLB BK III

Pg  309-310

 

3,4

Protozoan diseases.

Give examples of  protozoan diseases.

Identify symptoms of specific  diseases.

Cite control measures.

Discussion on ECF, anaplsmolysis, nagana, coccidiosis.   KLB BK III

Pg  311-2

 

10

1,2

Bacterial diseases.

Give examples of  bacterial diseases.

Identify symptoms of specific  diseases.

Cite control measures.

Identify animals affected by bacterial diseases.

Discussion on mastitis. Foot rot, contagious abortion, black quarter, scours, anthrax, pneumonia.   KLB BK III

Pg  314-325

 

3,4

Viral diseases.

Give examples of viral diseases.

Identify symptoms of specific  diseases.

Cite control measures.

Identify animals affected by viral  diseases.

Discussion on rinderpest, Newcastle, gumboro, foot and mouth disease, fowl pox.   KLB BK III

Pg  325-330

 

11

1

Nutritional disorders.

-Milk fever.

Cite symptoms of milk fever.

Explain control and treatment of milk fever.

Brain storming;

Brief discussion.

  KLB BK III

Pg  330-2

 

2

– Bloat.

Cite symptoms of milk fever.

Explain control and treatment of milk fever.

Brain storming;

Brief discussion.

  KLB BK III

Pg  332-3

 

3,4

REVIEW QUESTIONS        

12,

13

END  OF  YEAR  EXAMS  

 

MUDA: SAA 2

 

JINA:____________________________________NAMBARI:________DARASA:_______

 

1.INSHA (alama 20)

Uhalifu umejaa kitongojini mwenu,andika hotuba ya chifu wa eneo lenu kwa wanakijiji.

 

2.UFAHAMU

SOMA TAARIFA IFUATAYO KISHA UJIBU MASWALI YANAYOFUATA

Wanasayansi wengi wameshidnwa kuelewa ni kwa nini watu huvuta sigara jambo hili kuwa moshi wa sigara huathiri wavutaji wa sigara na watu walio karibu nao na pengine huleta ugonjwa wa moyo. Wavutaji hupatwa na kikohozi cha adaima kisichosikia dawa, maisha hupata limuewatatiza binadamu kwa karne nyingi zilizopita na kuwaacha  rundo la maswali kuhusu uvutaji sigara.

sigara au sigareti ni kitu cha uraibu wa kuvuta, kinachotengenezwa kwa majani ya tumbako yaliyokaushwa. Husokotwa katika karatasi maalum. Tumbako pia huvutwa kwenye kiko hunuswa na hutafunwa.. tumbako inayosagwa na kunuswa au kubwiwa huitwa ugoro.

Hapana shaka wavutaji sigara huharibu afya yao. Wataalamu wa sayansi na madaktari wamefanya uchunguzi na wamethibitisha maradhi mfano wa pumu kutokana na moshi wa sigara unaowakereta koo. Kuna pia wanaosema kwamba uvutaji sigara unasababisha saratani ya mapafu. Watu wengi hufa kwa ugonjwa wa ghafla kwa sababu ya sumu ya moshi wa sigara  ambao hutunguza na kuyatoboatoboa mapafu.

Baadhi ya wavuta sigara hutupa vipande vya sigara ovyo bila kuzimwa na hivyo husababisha hasara kubwa kama vile uchomaji wa misitu, nyumba na nguo na wakati mwingine husababisha hata vifo. Uvutaji sigara umefika kiwango cha kusikitisha, utaona vijana yaaniwasichana na wavulana  wadogo sana, wakivuta sigara mbele ya watu wazima bila kujali hii ni aibu kubwa sana.

Tabia hii inatokana na mifano wanayoiona kutoka kwa wazazi wao au watu wengine. Si ajabu kumsikia mzazi akimtuma mwanawe akamununulie pakiti ya sigara au kopo la tumbako. Wazazi  kama hao huwafanya watoto wavute sigara ili nao wajione kama  ni watu wazima.

Sababu nyingine ya kuvuta sigara ni kutaka kujionyesha ati wana nakidi na kwao, au umaarufu. Hivyo basi sigara hazifai kupatiwa matangazo yenye kuvutia kwa vijana.

Aina nyingine ya uaraibu ni uvutaji bangi. Bangi ni aina ya mimea Fulani unaolevya na kupumbuza akili yanapotafunwa au kuvutwa. Wavuta bangi kwa hakika hupatwa na baa nyingi mwilini. Hukonda na huvaringika akili sijue wanalofanya. Wataalamu husema bangi ikiingia akilini, huharibu kitivo cha fikira mpaka mtu huwa kama mwenda wazimu.

Ni muhimu wazazi na walimu wawakataze na wawakanye watoto wasishiriki katika tabia hizi mbaya.

 

 

MASWALI

  1. Ipe taaarifa uliyosoma kichwa mwafaka.       (alama 2)

 

 

  1. Taja madhara ya sigara katika afya zetu.  (alama 4)

 

 

  1. Sababu zipi hufanya watu huvuta sigara. (alama 3)

 

 

  1. Taja jukumu la wazazi na walimu dhidi ya uvutaji sigara wa vijana ni lipi? (alama 2)

 

 

  1. Hasara gani zinazopatikana katika mazingira yetu kutokana na uvutaji sigara (alama 2)

 

 

 

 

 

  1. Fafanua maana ya maneno haya kama yalivyotumiwa katika habari hii       (alama 2)
  • Uraibu

 

  • Nakidi

 

 

  1. MATUMIZI YA LUGHA (Alama 30)
  2. a) Eleza tofauti kati ya sauti hizi : (alama 2)

/r/ na /l/

 

b)Onyesha silabi inayowekwa shadda kwenye maneno haya : (alama 2)

  1. Karatasi
  2. Samahani
  3. c) Andika ukubwa wa: (alama 2)
  4. Mti
  5. Kiatu

d)Kanusha sentensi hii katika wingi:  (alama 2)

Kifaru anapatikana mbugani

 

e)Andika sentensi zifuatazo kwa kutumia kirejeshi amba-   (alama 2)

Mabondia hawa ni wale waliotuwakilisha hivi majuzi huku Ushelisheli.

 

  1. f) Eleza maana ya kiimbo (alama 2)

 

  1. g) Onyesha viambishi awali na tamati katika : (alama 2)

Uliotatizika

 

h)Tunga sentensi yenye sehemu hizi:  (alama 2)

N+V+T+E

 

g)Eleza maana mbili zinazojitokeza katika sentensi hii:   (alama 2)

Alimpigia mpira.

 

h)Andika sentensi hii katika hali ya udogo:  (alama 2)

Watu wale ni weusi tititi hawaonekani gizani.

 

i)Sahihisha sentensi  ifuatayo: (alama 2)

Musa alienda sokoni alikonunua ng’ombe mbili.

 

j)Eleza maana ya misemo ifuatayo:   (alama 2)

  1. Vaa miwani

 

  1. Kula kalenda
  2. k) Taja matumizi mawili ya kistari kifupi: (alama 2)

 

l)Andika maneno yenye sauti mwambatano zenye miundo hii: (alama 4)

  1. I+I

 

  1. K+K+I
  • K+K+K+I

 

  1. K+I+I

 

FASIHI SIMULIZI                                                                                                (ALAMA 5)

 

  1. a) Eleza umuhimu wa nyimbo

MWONGOZO

JINA:____________________________________ NAMBARI:____________________DARASA:_______

 

1.INSHA (alama 20)

Uhalifu umejaa kitongojini mwenu,andika hotuba ya chifu wa eneo lenu kwa wanakijiji.

a)KICHWA

Kiandikwe kwa herufi kubwa na kupigiwa mstari

Kiwe kikamilifu na cha kueleweka moja kwa moja

Neno “hotuba” lazima liwe

b)Utangulizi

salamu zikiwepo ziwe zimefuata itifaki, kuanzia vyeo vya juu hadi vya chini.

Kiini cha hotuba kitajwe.

c)Mwili

Ujumbe uelezwe kwa kina

Vipengele vya kuzingatia ni kama vile:

  • Matumizi ya dawa za kulevya
  • Ukosefu wa ajira
  • Umaskini
  • Kulipa kisasi
  • Kutotendewa haki
  • Kuogopa aibu na kulinda hadhi
  • Wivu wa mali

d)Hitimisho

 

 

2.UFAHAMU

SOMA TAARIFA IFUATAYO KISHA UJIBU MASWALI YANAYOFUATA

 

Wanasayansi wengi wameshidnwa kuelewa ni kwa nini watu huvuta sigara jambo hili kuwa moshi wa sigara huathiri wavutaji wa sigara na watu walio karibu nao na pengine huleta ugonjwa wa moyo. Wavutaji hupatwa na kikohozi cha adaima kisichosikia dawa, maisha hupata limuewatatiza binadamu kwa karne nyingi zilizopita na kuwaacha  rundo la maswali kuhusu uvutaji sigara.

sigara au sigareti ni kitu cha uraibu wa kuvuta, kinachotengenezwa kwa majani ya tumbako yaliyokaushwa. Husokotwa katika karatasi maalum. Tumbako pia huvutwa kwenye kiko hunuswa na hutafunwa.. tumbako inayosagwa na kunuswa au kubwiwa huitwa ugoro.

Hapana shaka wavutaji sigara huharibu afya yao. Wataalamu wa sayansi na madaktari wamefanya uchunguzi na wamethibitisha maradhi mfano wa pumu kutokana na moshi wa sigara unaowakereta koo. Kuna pia wanaosema kwamba uvutaji sigara unasababisha saratani ya mapafu. Watu wengi hufa kwa ugonjwa wa ghafla kwa sababu ya sumu ya moshi wa sigara  ambao hutunguza na kuyatoboatoboa mapafu.

Baadhi ya wavuta sigara hutupa vipande vya sigara ovyo bila kuzimwa na hivyo husababisha hasara kubwa kama vile uchomaji wa misitu, nyumba na nguo na wakati mwingine husababisha hata vifo. Uvutaji sigara umefika kiwango cha kusikitisha, utaona vijana yaaniwasichana na wavulana  wadogo sana, wakivuta sigara mbele ya watu wazima bila kujali hii ni aibu kubwa sana.

Tabia hii inatokana na mifano wanayoiona kutoka kwa wazazi wao au watu wengine. Si ajabu kumsikia mzazi akimtuma mwanawe akamununulie pakiti ya sigara au kopo la tumbako. Wazazi  kama hao huwafanya watoto wavute sigara ili nao wajione kama  ni watu wazima.

Sababu nyingine ya kuvuta sigara ni kutaka kujionyesha ati wana nakidi na kwao, au umaarufu. Hivyo basi sigara hazifai kupatiwa matangazo yenye kuvutia kwa vijana.

Aina nyingine ya uaraibu ni uvutaji bangi. Bangi ni aina ya mimea Fulani unaolevya na kupumbuza akili yanapotafunwa au kuvutwa. Wavuta bangi kwa hakika hupatwa na baa nyingi mwilini. Hukonda na huvaringika akili sijue wanalofanya. Wataalamu husema bangi ikiingia akilini, huharibu kitivo cha fikira mpaka mtu huwa kama mwenda wazimu.

Ni muhimu wazazi na walimu wawakataze na wawakanye watoto wasishiriki katika tabia hizi mbaya.

 

 

MASWALI

  1. Ipe taaarifa uliyosoma kichwa mwafaka.              (alama 2)                                                                                           

Uvutaji sigara

  1. Taja madhara ya sigara katika afya zetu.  (alama 4)

Huunguza na kutoboa mapafu

Husababisha saratani ya mapafu

Hupata maradhi ya pumu

Kufa kwa ugonjwa wa ghafla

  1. Sababu zipi hufanya watu kuvuta sigara. (alama 3)                                                                                          Kujiona wana nakidi ya pesa

Watoto huiga mifano ya wazazi wao

Hutokana na matangazo ya kuvutia

  1. Taja jukumu la wazazi na walimu dhidi ya uvutaji sigara wa vijana ni lipi?            (alama 2)

Wazazi na walimu wa wakanya  vijana kuvuta sigara

  1. Hasara gani zinazopatikana katika mazingira yetu kutokana na uvutaji sigara (alama 2)                                

Msitu huchomeka,nguo na nyumba

 

 

  1. Fafanua maana ya maneno haya kama yalivyotumiwa katika habari hii                 (alama 2)                                            
  • Uraibu-uzoefu,kupenda sana
  • Nakidi- pesa taslimu

 

  1. MATUMIZI YA LUGHA (Alama 30)
  2. a) Eleza tofauti kati ya sauti hizi : (alama 2)

                /r/ na /l/

                /r/ ni kimadende na /l/ ni kitambaza

b)Onyesha silabi inayowekwa shadda kwenye maneno haya : (alama 2)

  1. Karatasi- Kara’tasi
  2. Samahani-Sama’hani
  3. c) Andika ukubwa wa: (alama 2)
  4. Mti- Jiti
  5. Kiatu-Jiatu

d)Kanusha sentensi hii katika wingi:  (alama 2)

                Kifaru anapatikana mbugani

Vifaru hawapatikani mbugani.

e)Andika sentensi zifuatazo kwa kutumia kirejeshi amba-   (alama 2)

                Mabondia hawa ni wale waliotuwakilisha hivi majuzi huku Ushelisheli.

Mabondia hawa ni wale ambao walituwakilisha hivi majuzi huku Ushelisheli.

  1. f) Eleza maana ya kiimbo (alama 2)

Kupanda na kushuka kwa mawimbi ya sauti

  1. g) Onyesha viambishi awali na tamati katika : (alama 2)

                Uliotatizika

U-li-o viambishi awali

i-ka viambishi tamati

h)Tunga sentensi yenye sehemu hizi:  (alama 2)

                N+V+T+E

Mwanafunzi bora alituzwa jana. (mwalimu akadirie mifano zaidi)

(mwalimu akadirie miundo ingine mwafaka)

g)Eleza maana mbili zinazojitokeza katika sentensi hii:   (alama 2)

                Alimpigia mpira.

Alipiga kwa niaba yake

Aliupiga mpira kwenda upande wake

h)Andika sentensi hii katika hali ya udogo:  (alama 2)

                Watu wale ni weusi tititi hawaonekani gizani.

Vijitu vile ni vyeusi  tititi havionekani gizani.

i)Sahihisha sentensi  ifuatayo: (alama 2)

Musa alienda sokoni alikonunua ng’ombe mbili.

Musa alienda sokoni alikonunua ng’ombe wawili.

j)Eleza maana ya misemo ifuatayo:   (alama 2)

  1. Vaa miwani- kulewa
  2. Kula kalenda- Fungwa jela
  3. k) Taja matumizi mawili ya kistari kifupi: (alama 2)

kuandika tarehe km 03-03-2021

kuonyesha neno linaendelea katika mstari unaofuata

kutenga silabi na nyingine hasa katika ufunzaji wa Ushairi

kutenga neno au sentensi na ufanunuzi

(mwalimu akadirie maelezo na mifano)

l)Andika maneno yenye sauti mwambatano zenye miundo hii: (alama 4)

  1. I+I-oa
  2. K+K+I- m-cha
  3. K+K+K+I-mbwa
  4. K+I+I-kaa

 

FASIHI SIMULIZI (alama 5)

 

  1. a) Eleza umuhimu wa nyimbo

Kuburudisha

Kukejeli

Kuasa

Kupata riziki

Kuhifadhi na kuendeleza utamaduni

Kutimiza shughuli mbalimbali

 

Blossoms of the Savannah Best Revised Notes, Study Guide

Blossoms of the Savannah Best Revised Notes, Study Guide

TABLE OF CONTENT

PREFACE. 2

THE BIOGRAPHY OF HENRY OLE KULET. 3

 

CHAPTER ONE. 4

SYNOPSIS AND SUMMARIES OF CHAPTERS. 4

SYNOPSIS OF BLOSSOMS OF THE SAVANNAH.. 4

CHAPTER SUMMARIES. 5

 

CHAPTER TWO.. 18

CHARACTERS AND CHARACTERISATION.. 18

 

CHAPTER THREE. 40

THEMES. 40

DISCUSSION QUESTIONS ON THEMES. 64

 

CHAPTER FOUR.. 65

LANGUAGE AND STYLE. 65

 

CHAPTER FIVE. 76

SAMPLE AND PRACTICE EXCERPTS. 76

SAMPLE EXCERPTS. 76

ANSWERS TO SAMPLE EXTRACTS. 81

PRACTICE EXCERPTS. 85

 

CHAPTER SIX.. 91

GENERAL ESSAY QUESTIONS AND SAMPLE ESSAYS. 91

 

PREFACE

This study guide provides a detailed analysis of the novel Blossoms of the Savannah. The analysis is aimed at preparing KCSE candidates for both the excerpt and the compulsory essay question in paper two and three respectively. This guide is written in a manner that both the candidates and teachers will immensely benefit from it. This has been achieved through the presentation of a succinct synopsis, detailed chapter summaries, as well as deeply analyzed characters, themes and stylistic devices. At the end of each of these sections, there are sample essay questions to guide students in revising and preparing for both the internal and national exams. There are also general essay questions, sample and practice excerpts, all meant to prepare students for KCSE English paper two andthree.

This guide might not have exhaustively analyzed the novel, Blossoms of the Savannah. Therefore, students are advised to consult other authorities such as their teachers in order to enrich what is contained in this guide.

 

 

THE BIOGRAPHY OF HENRY OLE KULET

Henry ole Kulet was born in 1946. He is a veteran and award winning Kenyan writer known for his novels which capture aspects of environment, culture and experiences of Maasai people. He is an established author for he has written eight novels. Daughter of Maa is a story of quiet village that is stirred by a frenzy of activities by the arrival of a young and pretty community teacher, Anna Walangh. He authored It is possible in 1971, How To became a Man in 1972 and Bandits of Kibi in 1999. In Bandits of Kibi, he created sceneswhich came out during the Post-Election Violence in 2007 after the disputed elections.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER ONE

SYNOPSIS AND SUMMARIES OF CHAPTERS

 

SYNOPSIS OF BLOSSOMS OF THE SAVANNAH

The novel begins as Kaelo, his wife, Taiyo and Resian leave Nakuru for Nasila, a rural area in Maasai land.  This is as a result of retrenchment of Kaelo who has been working as the manager of Agribix Limited. On reaching Nasila, Ole Kaelo’s are welcomed by uncle Simiren’s family which consists of four wives and sixteen children.  In a move towards settling in Nasila the new home, Ole Kaelo visits his old friend Ole Sumpeyo.  It is thirty years since Ole Kaelo left Nasila for Nakuru.

The Kaelo’s hold a homecoming party in which they invite members from the five clans aimed at re-linking the Kaelo family to the other villagers. Taiyo and Resian observe that some young men are suspicious of them for they are not circumcised. In an attempt of acquainting the two girls with Nasila culture, Kaelo informs Joseph Parmuat to teach Taiyo and Resian traditional songs and dances. As the young ones spend more time together, a love relationship begins to develop between Taiyo and Joseph but unfortunately due to cultural demands the relationship is restrained.

Unfortunately, there is an attempted rape on Resian and Taiyo. Consequently, an ad hoc group of men is formed to hunt down the culprits. After it is known that Lante and Ntara are responsible for the heinous act, punishment is meted on them. The novel reveals of how females have contributed significantly to the beginning and continuation of FGM through the Olarinkoi legendary story.

 

Kaelo opens an agricultural shop and enters into business contracts through Oloisudori who isconversant with shady businesses. Oloisudori’s aim is to exploite Kaelo. After realizing that Kaelo has beautiful daughters, he chooses to marry one and organize for the other one to be married by his friend instead of extorting him. Oloisudori comes in a procession and gives gifts and money as dowry for the young Resian. Since Resian disagrees with Oloisudori and her father’s plan, Oloisudori plans to use anesthesia to render Resian unconscious so that he may snatch her for marriage by force. However, the girls craft a scheme of shaming Oloisudori in which they return the gifts Oloisudori had given them earlier.

The couple goes to consult Simiren and Sumpeyo on how to deal with Oloisudori’s demands as the girls go to the shop.  On their way back, the girls are almost raped by two callous young men. Later on, after Resian refuses to cooperate, Oloisudori gets enraged and slaps her mercilessly. It is Olarinkoi who supposedly saves her by whisking her away before she commits suicide.

Olarinkoi organizes with a pick-up driver so that he whisks Resian away claiming to ensure her safety from Oloisudori and her father. The three have a trek of terror which leaves Resian raped by Olarinkoi in a dark hut in the forest. On regaining consciousness, she finds herself under the care of Nabaru, a nurse who reveals everything that transpired.

Finally, with the help of Nabaru Resian comes face to face with Minik ene Nkoitoi, the activist against FGM in the sheep’s ranch. She welcomes Nabaru and Resian warmly. Resian learns that Oloisudori has advertised in the newspaper for her search.  Minik’s pivotal role is evident in that in the ranch there are other five hundred girls who have gone through a similar experience just like Resian. On the other hand, Taiyo faces the painful blade of the Olmurunya. While managing the ranch, Minik meets a new challenge in which the powerful in the government are threatening to close the ranch. However, Minik, the foresighted planner ensures the survival of the ranch. Resian learns of the unfortunate death of Joseph Parmuat. He is killed in his mission of saving Taiyo from a group that circumcises her by force. At long last, Resian meets Taiyo at the ranch

 

Oloisudori makes his last heinous kicks by visiting the ranch to demand Resian as his wife.  He is told off by Minik. With his company, he flees for his life after his cars are burnt down. The ultimate goal is attained when Minik takes Taiyo and Resian to Egerton University where Resian has a chance of studying her dream course.

CHAPTER SUMMARIES

CHAPTER 1: THE JOUNERY

As the novel begins, Ole Kaelo is reprimanding loaders for being slow. The couple is relocating from Nakuru to Nasila after Ole Kaelo is retrenched from Agribix Limited where he has been working as the commercial manager. Not long ago Kaelo had denied Taiyo a chance to go to Mombasa to develop her talent. That is why Taiyo sympathizes with the loaders who are receiving strict instructions from her father. The two girls visualize what life in the new environment will be like. The girls are experiencing apprehension. Nakuru town has always bustled with life and they fear the shop that their father aims at starting may not pick.

Taiyo encourages Resian that they should hope for the best. Resian requests Taiyo to plead with their father so that they can join Egerton University. Resian knows her father listens to Taiyo. Through a flash back, the reader learns that Ole Kaelo and his wife Mama Milanoi have lived for twenty two years since they married. Women from Nasila had earlier visited Mama Milanoi at Nakuru and hinted at the hostility expected especially because the daughters are not married.  Kaelo has been a hardworking man, a trait that led to his promotion at Agribix Limited. The retrenchment has triggered ambition to work so as to be rich. A few kilometers to Nasila one lorry breaks down but soon it is fixed and the family reach uncle Simiren’s homestead where they are welcomed warmly. It is now thirty years since Ole Kaelo left Nasila for Nakuru. In all this time he has been away, uncle Simiren has been representing his elder brother. Elders are not happy with Kaelo’s monogamous marriage. Simiren on his part has four wives and sixteen children

CHAPTER 2: NASILA

Life at the rural Nasila is contrasted with that of Nakuru town. Uncle Simiren is a polygamous man. He has four wives and sixteen children. Each of these wives has a house .The girls are introduced to the sixteen cousins by the senior most aunt, and the eldest wife. The children are aged between three and sixteen years and out of the four wives, two aunts are pregnant.Resian and Taiyo are allowed to go walking. The girls make the observation that the four aunts are not happy as well and the kids are not contented. Resian outrightly says she is not ready to be a parent and that she will first learn. They are accosted by a tall heavyset young man with thick dark beard and a moustache. Resian orders the man to leave Taiyo alone. According to the man, the girls are not decent for they are uncircumcised. The girls keep the ordeal as a secret.Ole Kaelo visits ole Sumpeyo, a famous cattle trader and a longtime friend who supports FGM. Ironically, even though a close friend, Sumpeyo is malicious and envious of Kaelo especially when he learns of his great business plan. He however warns him to be wary of Oloisudori, a business partner, and advises him to keep his daughters away from him.

CHAPTER 3: STRANGE VISITORS

Ole Kaelo ushers his family into the newlyconstructed house. The Kaelo’s are elated by the new house. In a flashback Mama Milanoi remembers how she was married by Kaelo while she was eighteen and Kaelo twenty four years old. The couple has enjoyed peace generally since then but since she does not have a son, Mama Milanoi feels she has failed Kaelo. In a dialogue, we learn that Taiyo and Resian areafraid of undergoing the act and wish to go back to Nakuru and join university. Ina dramatic irony we realizethat Kaelo has been hard and cruel to Resian for he expected a son to be born in her place. Although Taiyo does not understand the cause of the hatred, she always defends her sister devotedly even when her mother doesnot offer any protection. Probably Mama Milano is afraid of ole Kaelo.

CHAPTER 4: HOME COMING CEREMONY

In order to re-link himself to the community ole Kaelo holds a big celebration party which is also made for blessing his home. Members from the five Maa clans: Ilmolelian, Ilmakesen, Ilukumae, Ilaiser and illtarosero are invited. The Kaelo’s belong to the Ilmolelian clan. Ole Kaelo’s are very actively involved in the preparation of the homecoming ceremony. During the dances, Taiyo is attracted to the manager of music, a young local primary school music teacher Joseph Parmuat but unfortunately they belong to the same clan and forging any intimate relationship is an abomination. A carnival mood is witnessed during the party for the generous Kaelo, has offered plenty of foodstuffs.

In the danceTaiyo’s talent is brought forth for she is really attracted to the song and dance. We learn that she has always done well in music festivals too. Unfortunately, her father denied her a chance to go for a music extravaganza in Mombasa which would have developed her talent. Lastly, Musanka leads in the blessing section. He calls upon the community to welcome the Kaelo’s back home. Kaelo is advised to involve himself in the community affairs and Nasila. He is also advised to take care of his family and children.

 

CHAPTER 5: DEPRESSED ONE

Taiyo and Resian are distressed. Resian feels Taiyo is taking too long before broaching theissue of their university studies with their father. The issue of FGM makes the two girls have a sleepless night. Taiyo is also disturbed by the cultural law that does not allow her relationship with Joseph Parmuat, the primary school teacher and a music enthusiast. The two girls cry a lot that night. The day before, Joseph had promised to visit herand also coach her in traditional music.The thought ofenkamuratani(circumciser) andOlmurunya (circumcising blade) makes Taiyo shudder with dread.In Resian’s mind it is clear that enkamuratani and her Olmurunya cannot have their way with her, maybe over her dead body.

Contrastingly Kaelo and his wife enjoy a great night after the day of the great party and blessings.  They feel fulfilled for the great achievement, getting welcomed as well as being blessed.  In her morning thoughts, Mama Milanoi is at a dilemma, whether to force the girls to undergo the ritual and lose their faith, love and confidence or refuse to yield to the traditions and become a pariah in the Ilmolelian clan.Kaelo authoritatively states his demands; mama Milanoi is to counsel her daughters in preparations for circumcision while he is to ask Parmuat to teach the girls home truths and later enkamuratani to be called to do her part.Mama Milanoi interrogatively reflects on her stand and that of her family.  She feels her husband is turning into a deep Nasilian very fast.Afterwards, the Kaelo’s visit their agricultural shop. On arriving home, the three females welcome Joseph Parmuat delightfully. As the chapter ends, a second male visitor visits the Kaelo’s.

CHAPTER 6: OLARINKOI

Kaelo makes a pompous speech introducing Joseph Parmuat.  Despite the warning, Taiyo is still infatuated with Joseph and decides to make him a confidante.  Resian is critical and dismissive of her father’s pompous speech and generally how females are viewed by men.  In a defiant mood, Resian expresses her mind on the subject of unfair men towards women.  Surprisingly and daringly, sheportrays the defiance to her aunt, mother and Resian.

The listeners are deeply embarrassed.  Aunt Botorr says Resian has a bad spirit that can only be treated through circumcision.  Taiyo’s questionswho Olarinkoi is and is answered by Joseph by telling a legendary story.  Ilarinkon is a legend who was a great fighter who saved the Maa community from being wiped out by an adversary while their morans had gone for a raid.  Ilarinkon warriors abused women until one day women discovered how to deal with the problem.  Their collective resolution ironically gave birth to enkamuratani who was handed over an Olmurunya. Hence the birth of FGM and therefore according to Joseph, only women can stop the barbaric FGM.

CHAPTER 7: SHADOWY OLOISUDORI

Resian is in an optimistic mood that all will be well especially about their university education.  After Taiyo leaves for the shop, Mama Milanoi broaches the subject of FGM.  Even though Mama Milanoi supports FGM, Resian is categorical that it has been used by men as a tool of oppression to women. One Edward Oloisudori visits Kaelo’s home.  Resian is uncomfortable with him for he is immoral.  Mother scorns her for talking ill about him.  Father returns and due to Resian’s nervousness, he calls her names.  Kaelo clearly states that all members of Kaelo family must respect Oloisudori and that he should not be denied anything.  Resian learns that her father did not give in to the request about joining university.

Joseph reveals that Oloisudori is a shadowy figure; a Jack -of-all-trades. He is also, a poacher, smuggler, robber, extortionist and a hired assassin.  He had survived numerous jail terms and was now incorrigible.  Due to the revelation, the girls fear for their father.  When Oloisudori leaves, the countenance of Kaelo and Mama Milanoi changes; they are absent-minded and aloof even though Kaelo insists that everything is in control. Mama Milanoi even burns rice without realizing it.

CHAPTER 8: TROUBLED COUPLE

Oloisudori’s cruel demand, to marry Resian and organize the marriage of Taiyo renders Kaelo and Mama Milanoi a sleepless night.  Although Kaelo knew Oloisudori’s past criminal record, he still falls for his trap due to greed for wealth. Oloisudori’s initial plan was to extort money from Kaelo but on noticing his two beautiful daughters he changed his mind.Mama Milanoi suffers great pain and cries for the olden days when demands such as those of Oloisudori would be dealt with accordingly. Mama Milanoi recalls through flashback how women had invoked mass action on men in the past by depriving men food, milk and beating them up while naked.  She contrasts those times with the current times when Nasila River is polluted with chemicals.  She fears that Oloisudori may kill her daughter.Despite the hard times the Kaelo’s are experiencing, the following morning, the members manage to afford smiles as they take tea. Even the entrance of Olarinkoi does not dampen the high spirits embraced by the Kaelo’s.

CHAPTER 9: LOVE

Joseph Parmuat begins a routine practice of coaching Taiyo and Resian on traditional songs and dances and the trio enjoy it immensely. Joseph Parmuat guards against any untoward behavior so as to conserve his integrity.  The chapter then says a lot about the Maa Culture on different subjects.  He explains different types of loves to the two girls; elangatare andpatureishi.  Resian boldly asks Joseph to be her patureishi but he explains how it is impossible for that to happen due to Nasila cultural norms. Taiyo and Resian question the rigidity of Nasila culture and traditions. They question some negative practices like F.G.M Joseph clarifies that culture had dropped some negative practices like throwing the dead and the dying to the hyenas, abandoning very old and ill in deserted homesteads.  In a flashback, Taiyo accounts for her love to Joseph.  It began on the day their father organized a homecoming celebration and since then she has even visited Joseph in his house.  Joseph also feels strong love to her but traditions shields him from her.  They think of falling in love and leaving for a far destination.  Taiyo is ready but Joseph is prefers to abide by Nasila culture.

CHAPTER 10: OLARINKOI VERSUS THE RAPISTS

A cloud of apprehension hangs around the couple. Oloisudori does not turn up as he had promised earlier. After procrastinating for some time they find it unbearable. Mother and father leave their home so as to consult their friends; the wife to Simiren and Ole Kaelo to Supeyo, on the issue touching on Oloisudori’s callous demand to marry one of their daughters.  The two girls go to the shop to have their lunch prepared by the manager, Maiso.  On their return journey, they are attacked by two rude young men. On observing the two men, they realise one of the accosters was responsible for the earlier ambush.The two young men are frightening for they are in possession of knobkerries. They attempt to rape them but luckily the girls are rescued by Olarinkoi. The girls cannot thank Olarinkoi enough. The two girls detest the two young men’s behaviour. The girls feel terribly shaken. Resian feels she should leave Nasila for university. The incident strengthens Taiyo’s resolve as a combatant in a war zone.

 

 

CHAPTER 11: CHANGE OF ENVIRONMENT

Taiyo and Resian wait for their parent’s return to tell them of the near rape ordeal as they were coming from their shop at Nasila.  Ole Kaelo is very agitated on hearing that his daughters were assaulted with the aim of being raped.  Their father storms out of the house while their mother asks them to go to Simiren’s house to have a change of environment.

The girls are heartily welcomed at their uncle’s home and that enables them to settle very fast.  They get used to the communal and polygamous running of affairs at their uncle’s home.  They learn very many aspects of Nasila culture, both negative and positive.  They are told more about Minik ene Nkoitoi, the Emakererei and their role model by one of Simiren’s wives. They are told that she went to Makerere University where she studied veterinary medicine.  They admire her opposition of negative Nasila culture and say they would like to be like her. Through flashback, it is revealed that Resian’s interest in vet medicine began when she and Taiyo accompanied their father to agricultural show in Nakuru and since then, she has admired the profession.  Taiyo plans to compose a song with the help of Joseph Parmuat praising Minik and ridiculing three women who still clung on retrogressive Nasilian culture. Later, they are asked to return home by their parents.  A party, which their parents also attend, is held for them after which they return home.

CHAPTER 12: RETALIATION

Ole Kaelo hits the road angry and bitter and complaining to all he meets about the beastly attack on his daughter.  He goes to the school where Joseph teaches and explains the events heading to his anger.  Joseph parades all pupils, and sends boys from the Ilmolelian clan to go and call their elder brothers and fathers to an urgent meeting at Oerata plain.

The search party narrows down on Lante son of Kanyira of Ilukumae clan and Ntara son of Muyo, also of Ilukumae clan as the culprits.  They decide to embark on a revenge mission to prevent further provocation from the Illukumae clan. The retaliation is done by the young and old men from Iimolelian clan and the sympathizers from Limakesenclan. The search party comes across the two culprits who ran and fall under the feet of two old men begging for mercy.  According to Nasila culture, a man is spared of any crime if he hides his head between the legs of an old man.  Nevertheless, they are clobbered, slapped and kicked by Kaelo and his men.  It is realized after interrogation that one of the offenders was related to Taiyo and Resian for he was son of Mama Milanoi’s sisters.A cleansing ceremony is planned and Ole Kaelo is compensated for the trauma he underwent.  NtaraMuyo gives Taiyo and Resian each a heifer to remove the shame he caused them.  Lante pays two heifers.

Ole Kaelo continue to have mixed feelings about Oloisudori’s plan to marry his daughter.  He consoles himself that Oloisudori is not an ordinary man. And that his business success depended on him.  Thus reasoning, he decides to go along with Oloisudori’s plan.  He also dismisses negative rumours about Oloisudori assuring himself that his daughter was lucky to get such a man. Meanwhile, the girls’ visit to the uncle’s home has greatly changed their outlook on life.  It reduces their overreliance on their parents.  They are finally happy that they are getting acceptance in the highly traditional community.

CHAPTER 13: OLOISUDORI’S GRAND VISIT

Oloisudori changes his plans of coming for Resian in two weeks’ time and declares he would do so the following day.  He would be accompanied by his three friends and wants Resian to cook for them. Ole Kaelo asks Resian to remain at home and cook for them instead of going to help plaster the kitchen of Teiyo Kiti with Taiyo as they had planned. She is not comfortable with the idea saying she fears Oloisudori and that he is like a monster.  Her father hears none of her protestation. Resian seeks refuge in the garden.  She wonders why she has been chosen and not Taiyo.  She finds injustice in the way her father treated her unlike her sister Taiyo.Taiyo sympathizes with her situation.  She knows her father biasness in treating his daughters.  She thinks that the current demand from his father would make him hate her more.  She blames the new culture that her father has immersed himself into as the cause of all her problems. Traditionally, a girl was shielded from men and it was rare for a girl to interact with men.  Finally, Resian agrees to cook for the visitors after Taiyo is allowed to do it with her.

Oloisudori arrives in a procession of four wheel drive vehicles. He is immaculately dressed and so is his three friends.  Taiyo starts sensing that he could be targeting her sister Resian.  He gives each of the family membersgenerous gifts including a briefcase to their father.Later after leaving, Taiyo talks to her father to get more information about Oloisudori and his mission in their home but he reveals little.  After failing, she plans to ask him to enroll them at Egerton but she does not succeed.Ole Kaelo calls for his daughter Resian.  He talks to her pleasantly and tells her he has good news for her.  Resian misinterprets this thinking it’s about being enrolled at the university. Finding that they are on different pages, he dismisses her and calls for her mother.

CHAPTER 14: THE WEALTHY OLOISUDORI

Ole Kaelo and his wife visit one of Oloisudori’shomes in Naivasha. He wanted them to seethe home he is building for their daughter so that they can easily convince her to marry him.  Oloisudori compares Resian with one of the legendary beauty in the land and this greatly flatters Ole Kaelo.  He also compares her with lord Ngata an English lady who drove a legendary gentleman crazy but the lady finally refused to marry him hence making the gentleman hate women forever.  He intends to rectify that by building a palatial home that she would not turn down. Oloisudori is even ready to enroll her as a parallel student at Egerton if she marries him. However, she must undergo circumcision before he can marry her. Ole Kaelo regards Resian lucky and hopes his other daughter would find such a rich man who could give him generousdowry.

Ole Kaelo reminisces his journey with his wife to Oloisudori’s palatial home in Naivasha with pleasure. He still remembers with awe the grandeur and magnificence of the house Oloisudori was building for Resian in Milimani area of Nakuru which made him decide that Resian had to be married by Oloisudori come what may. Before parting, they hatch a plan of abductingResian if she offers resistance and are very happy about it. His wife is not very happy about the idea but has no option. She is unhappy that her daughter would miss a chance of going to Egerton University. Ole Kaelo also seems at conflict but keeps assuring himself that Oloisudori is a genuine man enjoying his own fruits of labour. Later, after a disturbed night, he has a dream in which Resian accepts to marry Oloisudori without any resistance and that raises husband and wife’s spirits.

Resian and Taiyo hatch a plan of returning all gifts Oloisudori had given them in his next visit to show him they were not on sale.  Resian receives Oloisudori warmly into their home and hands over the carton she and Taiyo had packed all his gifts. This catches Oloisudori by surprise and he is made to believe that the battle has been won.  He reveals his plans to marry her and she is shocked by the revelation. They have a nasty exchange of words with Resian telling him that she can only be his wife over her dead body.Resian storms out of the house and confronts her father in his shop at Nasila. Ole Kaelo confirms his intention to marry her off to his friend and says he has no intention of enrolling her to university. She has a nasty verbal exchange after which he slaps her twice. She tells him he better kill her than hand her over to his friend, the monster.

Their bitter exchange attracts a crowd outside the shop. Resian leaves in hurry and heads to the river where she contemplates committing suicide. Just then, Olarinkoi comes to what seems to be her rescue.  She tells her that Oloisudori men are looking for her all over and that he can help her reach Minik’s ranch.  Resian agrees to the idea and they plan to start off very early the following day.

CHAPTER 15: THE REAL OLARINKOI

After a sugarless breakfast served by a kind-hearted old woman, Resian and Olarinkoi gets into a pick up to start their journey to Minik’s ranch.  The old woman gives Resian a leso and a blanket to cover herself with.At the beginning, she is very optimistic and happy that finally her salvation has come.  Later the hot weather and the bumpy ride makes the journey very uncomfortable while dust, flies, mosquitoes and the fear of wild animals haunt along the way.  On the way, Olarinkoi is aloof, he does not communicate with Resian, but this does not bother her for her focus is to reach the ranch and meet Minik her mentor.

The pick- up stops outside a mud plastered house with a rusty tin roof and Olarinkoi orders her to alight.  He orders her to follow her into the desolate house which has two rooms Olarinkoi brings several foodstuffs he had brought with him in the pick-up, rudely gives Resian several instructions on how to cook a meal and leaves in a huff.Soon, she falls asleep and dreams where she meets Minik who promises to enroll her as a student at Egerton University and protect her from F.G.M. Her dream is interrupted by a loud bang on the door by Olarinkoi.  He reprimands her for not cooking food and tells her she is his wife.  He proceeds to take her by force and a struggle ensues. Resian bites his thumb and in defense, he hits her on the ribcage making her pass out before proceeding to rape her.

When consciousness returns, Resian realizes she was in a bed covered with bloody rags and naked. She begins to have recollection of what happened but cannot go beyond bitingOlarinkoi’s thumb.  She faints again and sees alternating images of both Olarinkoi and Oloisudori.When she regains consciousness, she notices another woman who she had been seeing in her hallucinations in the room.  The woman is called Nabaruand is the nurse that has been treating her. One evening after she is able to walk on her feet, Olarinkoi’s mother comes and admonishes her for biting her son’s thumb and abuses her for being uncircumcised.  She reveals that she intends to have her circumcised after recovering and thatshe and Olarinkoi would go to Tanzania to start their marriage.  The nurse comes when she is deep in thoughts and tells her that Olarinkoi’s mother is an enkoiboni, a prophet and had prophesied that her son would bring one of Ole Kaelo’s daughter home, circumcise her and make her his wife.The nurse tells her she has admired her courage and is ready to help her out in whatever plans she has.  The news gives Resian a new surge of hope.

CHAPTER 16: HELP

Resian has a life full of torment at Olarinkoi’s home from insects, reptiles as well as from the old enkoiboni. The Enkoiboni has a lot of bitterness directed to the well – to – do in the society such as Oloisudori.Nabaru informs Resian she is under a lot of pressure from Enkoiboni to have her recover so that she can undergo the initiation ritual. Resian pleads with her to take her to Emakererei’s ranch which Nabaru agrees to.

When her health improves a little bit, Resian starts venturing out of the homestead.  She keeps the company of some two young women who were married early.  Olarinkoi re-appears after disappearing for several days and tries to ask for forgiveness from Resian and even assures her that he would never molest her sexually again. He discloses that they plan to have her circumcised in two days’ time so that he can marry her. After the revelation, Resian realizes that her only hope is in Nabaru.  She waits for her eagerly but does not come that evening.She has a dream in which she fights the enkamuratani who wants to circumcise her, enkoiboni and when she is about to attack Nabaru, her dream is cut short by somebody calling out her name.Resian at first is unable to stand to open the door for Nabaru but after great effort, she reaches the door and opens it before collapsing. Nabaru administers some medicine through her mouth and she regains consciousness.The two women escape from the advancing enkoiboni,Olarinkoi and the enkamuratani. As they walk to the main road to board a lorry, they experience a big challenge, the heavy rain. Olarinkoi catches up with them as the lorry is about to leave, exchanges assaulting words with the two women before leaving him standing in the rain.

Finally, they reach the sheep ranch were MinikeneNkoitoi is the manager, and the place where she so longed to go. Resian is very grateful for Nabaru’s sacrifices to save her from Olarinkoi saying that only God could repay her for her love and kindness. Three motorbikes catch up with them as they wait for their lorry to cool down.  One of the riders is Minik who also recognizes Resian having seen her picture in the papers which advertised her disappearance and promised a big reward to whoever would find her.Minik orders the driver to take her to the farm so that they can talk more.  Resian is now towards the end of a torturous journey; homestretch as the lorry heads to the station.

CHAPTER 17: THE PROMISE

Resian finds Minik sitting on the veranda of her spacious house. She is awed by her presence for she reminds her of her highschool Principal. She welcomes Nabaru and Resian into her glamorous and elegant house. After bathing, she tells Minik the events leading to her present state.She discloses she has always admired Minik, wanted to meet her and wanted to study veterinary medicine which Minik herself did at MakerereUniversity. She also tells her that she would like to join her in the fight against FGM.

Minik observes that some cultural practices like F.G.M andemuata had outlived their usefulness and should cease being part of Maa’s culture.  Nabaru promises to join Minik in fighting the practice Minik also promises to have Taiyo and Resian enrolled at Egerton University, their lifelong dream.  She also promises Resian a scholarship and gives her a fully furnished house and a job in the ranch for the duration she would be studying at the university

CHAPTER 18: SISTERS’ REUNION

On her fifth day in the ranch one mid-morning, a vehicle that Minik had sent on a rescue mission comes in the ranch.  Minik goes to see the girl’s condition and later sends for Resian. Resian is gripped by anxiety and apprehension on finding Minik angry.  Minik is angry at the new culture brought by wealth where men would like young girls and forcefully circumcise them hence lowering their esteem.  She narrates the case about the girl.She tells Resian the girl’s rescue was not easy for the home where she was circumcised was heavily guarded and after luring the guards, they were able to rescue her but unfortunately, the man who assisted in rescuing the girl was speared to death by the thugs.  She tells Resian that the rescued girl was her sister and the killed man was Joseph Parmuat a teacher.

Through recollections, Taiyo remembers how her mother lured her to accompany three women promising they would take her to Resian.  When they got to Esoit village she was abandoned in a smoky hut and in the morning was forcefully circumcised. After that she went through several hallucinations. Resian goes to her room and the sisters hug and kiss passionately. The reunion of the two girls is very emotional. Taiyo slowly recovers with the help of Minik, nursing care of Nabaru and counseling by a teacher.

Taiyo fully recovers, she and her sister discuss their dark past events.  They blame their mother for accepting to agree to everything their father said.  They vow not to be subservient to their male counterparts. They also blame women for the perpetuation of F.G.M arguing that if all women said no to the practice, men would do nothing about it. As the chapter comes to a close, Taiyo is advised to accept what has happened to her and move on. She is also advised to ensure in future her children do not go through a similar experience. The three ladies agree that if they stand by their position the primitive culture would end.

CHAPTER 19: DREAM FULFILLED

Minik calls for Taiyo and Resian later in August that year. She discloses that the contents of the two envelopes she has are about their admission in Egerton University.  The girls are elated by the news. Minikorganizes a farewell party for the girls. She invites many workers and girls to come and celebrate with the girls. The girls from Intapuka-e-Maa sing a song that seeks to empower and energize them in their resistance of outdated cultural practices. In the song, they condemn F.G.M and envision themselves as great professionals just like men in the nation.As they sing, Oloisudori comes in a convoy of vehicles to demand to be given either Resian or Taiyo arguing that he has already paid enough to have them both.  Minik tells him to leave the place for he would have none of the girls.

Oloisudori starts insulting Minik calling her a spinster who lost a chance to get married and now masqueradesas an FGM crusader.  Oloisudori orders his men to take Resian by force and a vicious fight ensues between the ranch’s workers and Oloisudori’s men.  Oloisudori’s convoy is burnt to the ground and he and his men ran for their lives after a thorough clobbering.

On 5th September the following day, Resian and Taiyo are full of happy sensation as they climb the four wheel drive vehicle belonging to Minik to go to Egerton University, their Nirvana.Theythink of ways to repay Minik for her kindness but all in all agree that it is well that ends well.

 

 

 

CHAPTER TWO

CHARACTERS AND CHARACTERISATION

A character is a fictitious personage created by a novelist in order to convey an idea. Characterization is the process of selecting suitable characters that suit specific roles by the novelist. Characters are of many types: main, minor, shadow, protagonist, antagonist depending on their role and significance. With themes and style, they form the basic triangle in literary work. The three questions answered by the three basic aspects are what, how and who. The question answered by character and characterization is “who”. In this novel, the protagonist, the character every reader would wish to be like, is Resian. The family of Kaelo is a key family; Kaelo, Mama Milanoi and Taiyo. Close people to this family like Oloisudori, Olarinkoi, and Joseph Parmuat are equally key characters in this novel. There are still other characters that help in anchoring thematic concerns, the plot and style and they include:Simiren, his wives especially Yeiyoo Botorr and yeiyoo-kiti, Ole Supeyo, Nabaru, Minik, the enkamuratani and enkoiboni.

Parsimei Ole Kaelo

He is the husband to Mama Milanoi and father to Taiyo and Resian.  He is a retrenched commercial manager of Agribix Limited Company situated in Nakuru.

Strict

As the bread winner of the family and a senior officer at the work place Kaelo develops a strict character. As the novel begins, he is reprimanding the loaders of a lorry (p.1). He denies Taiyo permission to travel to Mombasa with other young men and women to attend an extravaganza.  He thinks Taiyo’s exposure to music extravaganza would make her a harlot (p.45). Taiyo tells Resian they hurry to the lorry before father spoils their day with his sharp tongue (p. 5).He also denies Resian a chance to go to the university saying her education is enough yet his aim is to enjoy the money (p.207). He terms Resian as stupid and myopic for insisting on going to school. (p.207). His daughters fear to report the heinous incident when they are accosted by a callous young man (p.20). When he is away, the house is joyous and comfortable. (p.35). The moment Resian sees him, she becomes clumsy and breaks a glass (p.40). During the homecoming ceremony, he sends a corrosive glance at Taiyo when Joseph approaches her. (p.48). When their father comes at the sitting room, Taiyo and Resian disappear to the kitchen (p.69)

Commanding/short tempered

He commands the loaders violently (p.1).Taiyo knew the sting of her father’s tongue.(p.1)When a lorry breaks down during relocation, he fuses, curses and mutters  expletives (p.10).When Resian becomes clumsy and almost breaks the glass he winces, grimaces and struggles to control himself (p 40).When mama Milanoi shows her dilemma about whether the girls should be circumcised or not, Kaelo commands, “You must immediately start counseling the girls”(p.61). After Supeyo fails to take him to Oloisudori, he gets very annoyed. He shouted in a thunderous booming voice (p.46). On learning that her girls were accosted he takes a sword and froths trembling (p.147).He furiously pursues the men who had accosted his daughters (p.159).

Hateful

He detests Resian from the moment she is born.  When she shows early signs of maturity he declares to himself “the earlier we disposed of her, the better” (p.10). This clearly shows his disregard to his own blood. Mama Milanoi attests that Kaelo had scolded and bullied her like half-witted child (p.29).  He wonders where in the world they fetched that awkward, overblown, stupid Resian. (p.40). When they make an accident with Resian at the door he curses, “Have you run amok?”(P.96). This is a disregard of the delicate emotional little girl. He brutally slaps Resian for not co-operating with Oloisudori (p.209) He gets dowry from Oloisudori without even informing his daughters (p.209).This is great disregard to Resian for she is the one expected to be in the marriage yet he does not inform her that he has picked dowry.

 

Hardworking

Kaelo remembers how while young he worked himself to the bone preparing for his future (p.8). He believes the way to the stars is hard work (p.8).  Hard work had seen him through the ranks from a clerk to the coveted position of a manager (p.9). He succeeds in whatever he puts his hands in (p.29). He goes to Nakuru to work and returns to Nasila with wealth (p.38). While organizing for the homecoming event, he wakes up at cock crow.  Mama Milanoi informs Yeiyo-Botorr that Kaelo is hard-working and that Taiyo resembles him (p.76).

Sexist

A sexist person is that who discriminates on grounds of sex. Right from the time Resian is born, he detests her for she is not male. It is unfair for a child is always innocent. In this case she did not participate in her birth. He uses abusive language on Resian most of the time. He instructs Joseph to coach her girls on traditional dances. Resian argues that if they were males their father would not have got them a trainer.It had been his prayer to get at least three boys (p.9).

Chauvinistic/egocentric

Taiyo is his pride.  When she is born, Kaelo proofs his fatherhood (p.10).  But when he gets the second girl, he is disappointed.  He detests Resian since then (p.10). When he sees Joseph talking to her daughter, he refers her to Mama Milanoi’s daughter (p .48) yet we know she belongs to both her father and mother but since he considers the gesture embarrassing he does not wish to be associated with her. He talks to her daughter through their mother (p.69).this is because his gloated manly feeling cannot allow him to address a young girl. He stays for long time without relaying critical information like the intention by Oloisudori to marry one of his daughters (p.114). Since she is a woman and her decisions are not necessary, he first weighs the issue independently.

Enterprising

His mentor is Ole Supeyo (p.20) who is a serious businessman in cattle trading. He owns a pick up for business (p.22). Plans to open the shop at the onset of rains (p.24).  He is about to sign a four-year’s contractwith the government through Oloisudori. (p.24). His mother-in-law is happy to get a son in law who is a businessman (p.28).

Greedy

Even after being warned by Supeyo against the corrupt Oloisudori, Kaelo insists on dealing with him due to financial gains.  He views the warning as envy on the part of Supeyo (p.26).  Because of greed, he becomes a sycophantic follower of Oloisudori.  This makes him mention reckless statements like “There is nothing that he ought to be denied in this home” (p.98).  He chooses to deal with Oloisudori the criminal due to greed (p.109).  He wishes to deal with the wealthy. (p.109). He does not care the means of getting wealthy (p.111).  He takes dowry for his two daughters even when they want to join university (p.111).

Modern

He tells off his brother when elders send him to tell him to marry other wives and get more children and sons.  He says polygamy is archaic.  He has only one wife and two daughters even when men have many wives and many children.  He builds a modern stone house for his family with red tiles (p.27). His shop in Nasila is also furnished tastefully to attract high-class customers.

Traitorous

Though a parent to Resian and Taiyo he betrays them. He does not provide parental love as he ought to. He does not support university education for his daughters and he supports their early marriage. He also supports their FGM so that he can receive dowry and safeguard his businesses.

Patriotic

During the homecoming ceremony, he swears never again will he Live away from Nasila nor abandon its culture (p.40). The twin sub clans of Ilmolelian Itoorasha Kiheji and Lelema will always be like two chambers of his heart. (p.40). He calls Joseph to train Taiyo and Resian Maa dance and culture (p.121).

Alienated

He had got detached from Nasila life for many years.  He has to hold a homecoming ceremony. (p.37). It is now thirty years since he left Nasila for Nakuru. He seems to embrace more of the modern culture than the traditional one. This makes him embrace the likes of Oloisudori

Perfectionist/Meticulous

He made sure that their furniture was loaded as fittingly as possible so that it does not break on the way (p.14).He organizes a homecoming party without fault (p. 37). He includes guests from all the five clans (p 37).

Ironical

When elders send Simiren to tell him to be polygamous, he dismisses polygamy as archaic yet later he encourages FGM on her daughters (p.13), which is equally a negative traditional cultural practice.

Stoic

Even when he is retrenched, he goes about the sudden news without physically showing he is beaten. He views the new change as an inevitability (p.7). When Resian runs and leaves Oloisudori at home on reaching the shop, Kaelo attempts not to show his great fury to the girl.  When asked about university studies he answers stoically, “I decided I am not sending you there” (p.207).

Stubborn

He stubbornly denies his daughters a chance to study at the university. Taiyo comments ‘You know the stubbornness of father’ (p. 4).

Sycophantic

When Oloisudori visits, Kaelo stands in order to please him. (p.177). He seems to be worshipping riches and wealth.

Jealous

He is hurt because Simiren is more appreciated and considered as the cultural leader of the Kaelo’s (p.9).

Dependable/Trustworthy

Ole Supeyo trusts him.  He would entrust him to count his money (p.4). Milanoi’s parents find him a dependable protector (p.29).

Corrupt

He is well versed with the murky business of the underworld. (p.23). He is about to sign a four-year’s contract with the government through the help of the corrupt Oloisudori (p.25).

Foresighted planner

Mama Milanoi expresses this fact on (p.29) in a flashback.  He planned homecoming ceremony meticulously (p.37). He tells Joseph that he had planned his future life when he was young (p.70).

Responsible

Mama Milanoi attests to the fact that Kaelo is responsible (p.28). She says since he married her he has always provided for the family.

Loving

Mama Milanoi confirms this trait (p.29). He calls her ‘Lanoo-ai-nayorr” an intimate expression (p.30).  Taiyo is his favorite daughter (p.111).

The role of Kaelo is to anchor the themes of patriarchy, culture, FGM, greed among others. He is useful in development of other characters especially Taiyo, Resian, Mama Milanoi and Oloisudori. The writer uses him to create flashbacks and his retrenchment helps in developing the novel’s plot.

Taiyo

She is sister to Resian and daughter to Kaelo and Mama Milanoi.

Intelligent

She understands her father well (p.1). For example she knows when he is not in the right mood to be spoken to.  She knows he does not like having his plans delayed.  She observes intelligently that “culture and traditions are never static but by being dynamic, culture sheds off aspects that are irrelevant” (p.127).

Sympathetic

She sympathizes with the loaders who are receiving stern instructions from Kaelo her father. (p.1) She had made it her duty to mop her young sister’s tears, sooth her anger and gently reassure her when shaken (p.34).  At the homecoming ceremony she sympathizes with the old man who struggles with meat with little success (p.50). She later comes to know he is Ole Musanka, a religious leader. She brings alternative soft food to him.

Bold/Daring

To the knobkerrie carrying young man she demands. “Let go of my hand.” She vows to fight F.G.M even when Nasila culture and her father promote it (p.88). She declares openly to Joseph that she has fallen in love with him.  “She does not give a hoot about it.” (p.129). She boldly visits Joseph’s house even when it is a risky affair (p.130). She thinks boldly that their relationship with Joseph must remain even if it means relocating to Tanzania and becoming people of undefined culture (p.136). The attack by callous young men strengthens her resolve (p.143).

Loving

She loves Joseph.  This is even after being warned against having a relationship with him by the father (p.71). She is infatuated and makes him a confidante.  She says “If by loving you I offend the sensibilities of Nasila then let me offend them and face the consequences of doing so.” (p.133). She sacrifices to go and see Resian so that Resian may eat when her mother lies to her that Resian has gone on a hunger strike (p.272).

Emotional

At the time they are leaving Nakuru for Nasila, Taiyo sheds tears (p.6, p.2). This shows the intimate relationship she has had with this town.  She is not ready to let go of the town.  She could also be afraid of relocating to a rural town.  She is not willing to part with her boyfriend from Nakuru, Lenjir (p.3). When she realizes her relationship with Joseph Parmuat is highly hindered by traditions, she weeps herself dry (p.56).

Responsible

She holds Resian’s cheek and registers that she has been devoted to her sister since they were in nursery school (p.34). She takes a lot of time before broaching the issue of going to university for she seeks an apt opportunity (p.54). Kaelo tells Joseph that the girls are intelligent but require cultural studies (p.70).  She responsibly and carefully prepares delicious meals (p.75). She advises Joseph that they keep a clandestine relationship and then reveal it later so as not to hurt Papaai (p.134). She advises Resian not to be left alone in the house with Oloisudori (p.197).

Alienated

She feels estranged for she has never visited Nasila before in herlifetime therefore shelacks basics of Nasila culture (p.70). She chooses to fall in love with Joseph even when the culture does not allow. This is because she is ignorant and alienated of the culture. She finds it hard to cope with Nasila culture at first. During the dance she takes a lot of time watching for she has no dancing skills of Nasila dances. She has to be trained traditional dances and culture by Joseph.

Stubborn

She stubbornly puts up a spirited struggle but later the battleis lost.  This is when she insists on attending an extravaganza at Mombasa but her father denies her permission (p.2). She stubbornly falls in love with Joseph (p.133).

Sociable

While in Nakuru, with Resian they always stand at the window every Sunday before they go to church (p.2). With Resian, they discuss petty issues like they observe that two out of four aunts are pregnant (p.18).Together with Resian they mingle with women folk and girls of Nasila and learn a lot (p.36).

 

Optimistic

She hopes that the new shop will succeed.  She says Nasila is an Agricultural area and fertilizer and other inputs will be in high demand (p.4). She hopes one day they will go to Egerton University (p.4).

Assertive

She tells the young man who accosts them “We are not the kind of women you have in mind.” (p.19). With Resian, while in the ranch they declare never to be subservient to their male counterparts (P.277).

Hardworking

On arriving in their new house at Nasila, Taiyo works to exhaustion even when Resian is just reading books (p.32).

Flexible

With Resian, they adapt to Nasila’s lifestyle and easily get used to welcoming impromptu visitors like Olarinkoi (p.35).

Her role in the novel in the novel is essential in developing the character of Resian. It is through her that we understand the character of Resian as assertive and committed to female empowerment.

Resian

She is sister to Taiyo and daughter to Kaelo and Mama Milanoi.

Inquisitive/Keen

She inquisitively questions the chances of her father’s new shop picking up (p.3).She questions on the rivalry and apprehension between the four houses of her uncle. (p.16). She interrogates and observes that Kaelo’s cheerfulness has decreased after meeting Oloisudori (p.120). She questions Olarinkoi’s sincerity about taking her to the ranch (p.217).

 

 

Critical

She questions why her father sought Joseph to be their teacher of culture “Why not a girl” (p.73). She observes that the arrangement is favoring men.  That Joseph is to prepare them to be suitable wives to their husbands (p.73). When mother tries to explain FGM to her, she dismisses it as a myth created by men to oppress women (p.90). She critically observes FGM to be useless in the current times (p.91). She fails to see any difference between the ancient Ilarinkon from the current Ilarinkon (p.91). She questions the intruding tendency by Nasilan’s into their house (p.91). She initially questions the significance of Kaelo – Oloisudori relationship (p.98).

Firm/ Determined/ Resolute

Even when told of their new shop she clearly says she does not want to work in the shop but to go to Egerton University. She does not just want to go to a university but Egerton University where she will take veterinary science and become a veterinary doctor (p.4).  When she is told by Taiyo that she will have a right to have as many children as she wishes she answers immediately saying, “I don’t want to be a parent.  At least not in the foreseeable future (p.18). She adds, “I want to study.” She resolves to face the callous Oloisudori firmly (p.200).  Even when she is beaten and denied a chance to join University by her father, she does not lose hope but still focuses on going to the university (p.211).She reminds herself when the lorry breaks down before reaching the ranch that she will not allow other people to sway her from her charted course (p.256). It should be noted that Resian’s decision to go to Egerton University began when with Taiyo and her father visited agricultural show. From that time she stuck to the goal till came to fruition.

Bold

On reaching Nasila, with Taiyo they manage to walk around even when they are not familiar with the environment (p.17). She asks her mother directly into her eyes, ‘what is the purpose of FGM today?” (p.90). She openly and boldly says she will not allow early marriage to occur in her life (p.129). She does not easily agree when told by her father that she is to wait for Oloisudori and three guests to cook for them (p.171). She comes up with a risky plan of humiliating Oloisudori (p.195). She is most attracted to bold personalities like Minik and Prof. Wangari Maathai (p.250). Nabaru confirms to us that Resian is a brave girl (p.253). Resian inspires the old lady Nabaru with her boldness so that she walks a long distance to organize for a lorry to take them to the ranch. Dr. Minik congratulates Resian for being firm and boldly resisting FGM (p.264).

Assertive

When they are accosted with Taiyo by knobkerrie welding young man she hisses, “Leave my sister alone.” (p.19). She strongly declares that she would rather live in the noisiest place than near a vagabond with intention of mutilating her (p.33). She feels Joseph’s lessons are taking her to the Stone Age era (p.72). She detests Joseph’s teachings on culture and insists she will be taught universal content at the university (p.73). Mama Milanoi thinks of her as a hard nut to crack for she knew her rights (p.118). She knows Oloisudori will not have a walkover on the issue of marriage (p.118). She observes that Nasila culture must soon shed off F.G.M and assertively notes that there are no two ways about it” (p.128).

Aggressive

She bites the thumb of Olarinkoi when he attempts to rape her (p.22).  In a dream, she tells the old enkamuratanithat she will never circumcise again.  She twists her hand that is holding the Olmurunyamercilessly (p.245). She descends on the mono eyed witch like a ferocious leopard and disfigures her face. She batters her mono eye (p.245). Resian hits the witch on the head like a snake.  The witch sprawls flat on the ground (p.245). All these happen in a dream.

Resentful

She instinctively detects the absence of love from her father.  She grows sullen, bewildered and resentful (p.10). She resents Oloisudori’s ill-motive and therefore tells him off when he visits and insists that she should serve him (p.205). She resentfully asks what is wrong with being born a woman. (p.205). She contemplates suicide after her plan to go to the university is cancelled by her father (p.210).

Remorseful

When she becomes clumsy and almost breaks the glass she apologizes to her father (p.40).  When chided by her mother against using rude words towards Oloisudori and yeiyo-botorr, she apologizes (p.94). When she learns Oloisudori is heart she says sorry (P.95).

 

Visionary/Ambitious

She has a dream of being called Dr. Resian Kaelo (P.94). She is always reading books so as to keep her ambition alive (p.135). When Kaelo tells her with finality that she is not joining university, she screams like one possessed with demented spirits (p.209).

Observant

She observes that her uncle’s four houses have rivalry and apprehension amongst themselves.  She observes that two of the four aunts are pregnant (p.18). Sheinterestingly observes that there is always a scramble for girls to marry in Nasila (p.128). She observes that the doors are well locked (p.138). Lastly, she observes that the term children always referred to girls in the Maa culture (p.175).

Pessimistic

At time she lacks hope. This is partly contributed by her father who disliked her right from her birth. Mama Milanoi observes that Resian is in a pessimistic mood most of the times (p.29). She hopes for the worst in their new house and requests Taiyo to plead with father so that they can go to university for studies and security (p.33).

Persuasive/ Persistent

She persuades Taiyo to plead with Kaelo her father to take them for university studies (p.5).

She does not change her stand. She always asks Taiyo whether she has talked to father about their university education (p.89).She persuades the young man accosting them not to harm them, (Taiyo & Resian) (p.18).

Sarcastic

“Wiser indeed!” jeered Resian. (P.72).She mocks her father’s words that Joseph will teach them. When asked by her father why she has left her guest (Oloisudori) alone in the house, she sarcastically answers, “I left him at home enjoying his tea and pancakes” (p.206).

Jealous

She fears Taiyo’s attraction to Joseph may lower her attention to her (Resian) (p.49). She declares to hate anyone who comes in between her and her sister (p.49). She is not ready to be abandoned by Taiyo as she falls in love with Joseph (p.72).

Lazy

In their new house, even when there are many duties to be done, she chooses to read a book (p.32). She tosses into the bed and declares that, “my body belongs to me.’ (p.33). Kaelo comments that she is lazy like an overfed lizard after comparing her with the industrious Taiyo (p.64).

Defiant

She said in a defiant voice that she has no problem with adding knowledge but not traditional knowledge (p.76).  Resian does not wish to please male counterparts (p.77). She is mad at Olarinkoi who is always doing nothing in the house (p.77).

Optimistic                      

She constantly hopes that one day she will join university (p.89). She imagines herself already admitted at the university and walking majestically (p.89).

Secretive

She agrees that they should not inform the father about the incident when they are accosted by a callous young man (p.20).

Resian’s role in the novel as a protagonist is critical. The author uses her to drive central themes like FGM, female assertiveness and determination. She compliments Taiyo her elder sister and a confidante. She also immensely develops dialogue as a style as well as the plot of the novel.

Mama JaneMilanoi

She is the wife to Kaelo and mother to Taiyo and Resian.

Meek/Submissive

She says she did not resist Kaelo’s marriage for traditions did not allow any resistance (p.2).  She prays God to open her womb so that she can bear a son for Kaelo (p.29). When she is taken to her new house she exclaims, “Father of all creation!” (p.30). When Taiyo requests her to allow Joseph Parmuat to come and coach her on traditional dances, she fears saying “that’s your father’s territory.” (p.56). She fears to broach the subject of circumcision of her daughters. (p.61). She is disturbed by Resian when she (Resian) uses harsh words on Oloisudori (p.94).She knows very little about her husband for he is a man (p.95). She honors her husband’s visitor and his friends (p.179). She burns rice as she is afraid of Kaelo after Oloisudori has just left (p.104).

 

Religious

Before embarking on their journey to Nasila, she leads in prayers.  Kaelo first spotted her at a church service at Nasila (p.9). She is to join women in ancestral prayers and songs of praise, a prayer for exhorting God to open women’s wombs so that she can bear a son for Kaelo (p.29).

Cautious

She cautions Taiyo and Resian against strangers who might take advantage of their unfamiliarity with Nasila. (p.17). She wishes to care for her children although she fears Nasila people for their intolerance (p.30).  She is torn between her love for Nasila culture and that for her daughters as well as her dutiful role of a faithful and obedient wife. (p.61). That iswhy she takes the subject of FGM cautiously.

Loving

She loves and cares for her daughters. She is worried by the FGM that is to be conducted on them (p.61). On learning that Oloisudori intends to marry one of her daughters she cries with pain. (p.113). Like a woman in labour, the story about selling Resian to Oloisudori highly hurts her (p.193).

Evasive/ Elusive

She avoids the girls’ demand to be taken to university (p.8). Even when the girls make this request she lingers.

Mama Milanoi as a character is important in addressing the issue of women subjugation by men in the patriarchal Maa community. The novelist uses her to demonstrate how women occupy a lowly position in the family. Dialogue and flashback as stylistic devices are used by the novelist through her. She is also used to address the issue of religion in the novel.

Traitorous

Her daughters expect her to voice their requests to their strict father but she disappoints them on the issue. The girls also expect the mother to side with them on the idea of FGM so that they do not undergo the cut but instead she supports their circumcision and keeps quiet about the arranged marriage of her daughters and Oloisudori even when she notes the gender disparity and the girls’ relentless desire to acquire university education.

Uncle Simiren Kaelo

He is the younger brother to Kaelo, uncle to Taiyo and Resian and brother in-law to Mama Milanoi.

Responsible

For thirty years, Parsimei Ole Kaelo has been away and during this time Simiren has acted as the head of the Kaelo family(p.11). “He ran all kinds of errands for his brother” (p.12). He purchases livestock for him (p.12). He also sells cattle for him (p.12). He participates in the construction of Kaelo’s two buildings (p.12). He always passes any critical information to him and keeps him updated on what is happening in Nasila. An apt example is when elders show displeasure in his monogamous state (p.13).

Humble/peaceful

“There had never been any rivalry between him and his brother ever since they were young” (p.12). He has always accepted his position to be subordinate (p. 12). Even when he has four wives and sixteen children while his brother has only one wife and two children he remains humble (p.12). When Ole Kaelo returns to Nasila, he humbly expects that Kaelo will take up his role as the eldest brother (p.12) When Kaelo gets enraged after he(Simiren) relays elders’ concerns to him(Kaelo) on their stand on polygamy, he does not argue with his brother (p.13).

Hospitable

He jovially welcomes the Kaelo’s; his brother’s family, back home from Nakuru where they have stayed for around thirty years.

Traditional/Conservative

He represents his brother during ritual and practices such as girls’ initiation, boys’ circumcision etc. (p.11, 12).

The novelist uses Simiren to show the positive aspects of the Maa culture. Humility, generosity, responsibility and hospitality are emphasized. He makes it possible for Kaelo to have a smooth transition to Nasila before and during the migration.

Yeiyo-Botorr

She is the first wife of Simiren, and aunt to Taiyo and Resian. She is accorded more roles in the family and has an obligation of leading the co-wives. In Simiren’s house, she is the eldest wife of the four wives.

Conservative/Superstitious

She thinks of Resian as a mad girl when she speaks ill about the lazy Olarinkoi.  She cannot bear an argument about female freedom and assertiveness (P.77). She believes Resian has a bad spirit because she is not circumcised (p.78).Yeiyo-botorr is used by the novelist to lay ground for polygamy in a Maa family. She is used to show cohesion in a traditional polygamous family.

Responsible

She introduces the other women to visitors (p.16).

Sincere

When she finds Taiyo and Resian doing house chores she genuinely praises them (p.76).

Soin Ole Supeyo

He is a respected elder of Ilmolelian clan, a longtime friend to Ole Kaelo as well as his mentor.

Honest

He honestly tells Ole Kaelo how much corrupt Oloisudori is and warns him sarcastically against him (p.26). He advises Kaelo to be careful with Oloisudori (p.26). He also warns Kaelo against Oloisudori’s immoral behavior by telling him to ensure he keeps his daughters away from him (p.26).

Sarcastic

He uses sarcastic remarks on Kaelo aiming at hurting him.  “Supeyo said, scornful smile twisting his lips.” (P.26)

Emakererei/ Minik eneNkoitoi

She is a doctor of veterinary science, manager of a big ranch and a crusader against FGM. She is the mentor to Taiyo and Resian. She is the manager of a ranch and a veterinary expert.

Bold

Though she is hated very much in Nasila, she champions freedom of females and crusades against F.G.M and early marriages (p.62. She boldly tells Oloisudori that none of the girls would leave the ranch (p.283). She looks boldly into Oloisudori’s eyes (p.283).She visits Ole Supeyo’s homestead to persuade him not to circumcise his daughter (p.22).She orders Oloisudori to leave the ranch for his own safety and the safety of his expensive machines (p.283). She refuse to comply with his demand to be given either Resian or Taiyo.

Authoritative

She orders the driver to take delivery notes to the office (p.254). Resian observes that Dr. Minik Nkoitoi has an authoritative aura like of a principal in a high school (p.259). She authoritatively makes it clear that Oloisudori and his group did not have a right to receive any invitation letter to the party (p.282).  She advises Oloisudori to leave the ranch in an angry tone (p.283).

Generous/ Helpful

She helps Resian and Taiyo get admission letters to Egerton University. She gives Resian a house and a job in the Ranch and saves Taiyo from her circumcisers. She holds a party for the two girls before they go to the university (p.280).

Educated/liberated

Mama Milanoi says she had gone to Makerere University in Uganda (p.61). She manages a vast ranch which requires a lot of expertise.

Loving/ Warm

She holds Resian on her shoulder and speaks to her calmly (p.259). She chooses to address Nabaru instead of Resian directly. (p.262). She develops a warm relationship with Resian (p.267).

Convincing

She convinces Nabaru that FGM is wasteful to females and Nabaru changes her position towards FGM (p.263).

Sympathetic

She feels sad when she sees a traumatized girl; she feels bitter bile sizzle inside herself and burn in her heart (p.269).

Courteous

The narrator comments about her courteous character when she calls the girls for the admission letters (p.279).

 

Minik is important to the novel for she is the agent of education, female empowerment as well as crusader of women freedom. Without her, the novelist cannot address the central issue of FGM in the novel. The last section of the novel takes place at the ranch and therefore she contributes significantly to plot development.

 

Edward Oloisudori Loonkiyaa

He is a close friend to Ole Kaelo and a jack of all trades.

Immoral

Supeyo warns Kaelo to keep his daughters away from him terming him as a randy he goat.His initial plan was to extort Kaelo but on noticing the two girls he changes his mind. (p.112). Resian certainly felt the fingers of his lifted hand graze the fullness of her breast (p.93). While in Kaelo’s house, Oloisudori’s eyes drop from face to Resian’s bosom (p.203). Kaelo is advised to keep off his daughters from him.

Cunning

He brings gifts to the girls without telling them he is also payingtheir dowry (p.179). He entices Resian and Taiyo’s parents by taking them for a visit in his own homestead (p. 186).  Ole Kaelo had even earlier reported to Oloisudori that girls are reporting at the University but instead he plans to marry them (p.187).  He ensnares Taiyo and Resian like antelopes (p.192).  He schemes a plan of grabbing Resian to be his wife (p.200).

Corrupt

Supeyo states clearly that Oloisudori’s corrupt nature is known by everybody in Nasila. Joseph refers to him as a monster (p.100). He also describes him as a shadowy figure (p.100) andextortionist (p.101). He takes part in hunting elephants and rhinos (p.236).

Authoritative

He authoritatively asks where Kaelo is (p.92). He authoritatively states that Resian is his wife (p.204) and that only death can part them (p.204).

Cynical/ Sarcastic

He tells Kaelo, that he is interested in his girl, Resian and his friend is interested in Taiyo bluntly (p.110).  He instructs that only Resian should cook for him and three guests (p.69). He tells Kaelo, “I would like to relieve you of your two daughters (p.110).

Sadistic

When Resian tells him off he laughs sadistically. (P.205). Resian tells Oloisudori that he is stark mad for thinking she is her wife. In response to this, Oloisudori laughs softly. This shows he derives pleasure from her displeasure.

Oloisudori is essential in the novel for he helps in creation of the theme of materialism / greed. The author uses him to create irony as a stylistic device.

Joseph Parmuat

He is a teacher in primary school and trainer of Taiyo and Resian on traditional dances.He is in love with Taiyo but traditions restrain the relationship.

Bold

He openly tells Taiyo and Resian that he will join them to fight FGM even when the environment is not friendly (p.88). He describes himself as a fish that had jumped out of water… on verge of death” This is when his relationship with Taiyo inclines to intimacy (p.136).

Dependable

Mama Milanoi corrects Kaelo’s thinking by informing him that Joseph is the finest and dependable young man of Nasila (p.48).  She does not disappoint Taiyo’s parents (p.132).

Loving

On meeting Taiyo, he falls in love with her.  He promises to visit her the following day and also coach her on traditional dance if allowed by Taiyo’s father.

Cautious

In dealing with Kaelo’s two girls, he is cautious of Nasila culture and respects his parents. (p.122). Heis alert so that with Taiyo they do not begin a clandestine relationship (p.123). He fears the condition of Intoiyenemengalana in the girls.  He cautiously weighs whether to fall in love with Taiyo and break his cultural law (p.137). He fears that the uncircumcised Taiyo may be wild and untamable.

Responsible

While dealing with Taiyo he always ensures that Resian is available (p.124). He follows Kaelo closely to ensure the old man was safe during the errands of pursuing his girls’ molesters (p.159). He helps in the rescue of Taiyo from her circumcisers although he dies by being speared to death in the process.

Intelligent/Informed

He observes that Maa culture has already shed off some traditional practices like throwing of the dead and the dying to hyenas, abandoning very old and terminally ill people to animals.”  (p.128). He observes how Nasila culture is violent once its sensibilities are violated (p.132).

Patriotic

Although there is a strong wave of marrying Taiyo who is uncircumcised, he sticks to his culture. He strongly feels that “Nasila culture was the father and mother that nurtured.” (p.137). in this case he views the culture as that which nourishes the members of the community. He resolves to decline her love (p.136).

Educated

In his house shelves are neatly packed with books. (P.131). He is a primary school teacher in Maasai land, an area with low education index.

Joseph Parmuat’s role is important in the novel.  The novelist uses him to anchor the theme of culture. He also helps in the emancipation of women through his sacrifice towards Taiyo’s education.

Old Ole Musanka

He is the old man who leads in blessing ceremony of Kaelo’s during the homecoming ceremony.

Religious

He leads in blessings of the religious section of the Kaelo’s homecoming function (p.51).  He blesses Taiyo and prophetically says she will be a mother of the next leader of Nasila (p.52).

Wise

He uses proverbs in his conversations.  He describes Kaelo as a tiny strand of hair that had been blown to show the insignificance of Kaelo compared to Maa culture (p.51).  He interprets Maa culture to the crowd (p.52). “Home is Maa, Home is Nasila, home is family and home is children” (p.52).

Conservative

He warns Taiyo and Resian not to follow the teachings of Emakererei.  He curses Emakererei the wasp, “may she go down with the setting sun!” (p.52).Ole Musanka is an important character in reinforcing the theme of religion as well as culture. His age and position as an elder as well as a prophet make him stand a better position in religion and culture. He also signals future and hope in Taiyo through his prophecy.

Patriotic

He advises Maa elders to cut loose the strings of alien culture from Ole Kaelo (p.52).

 

 

Olarinkoi

He is the young Maasai man who stays at Kaelo’s home. He is a suspicious character and through him the novelist employs suspense.

Intruding

He intrudes into the affairs of the girls while in the house of Ole Kaelo (p.74). He is not known by the Kaelo’s yet he keeps coming to Kaelo’s house.

Indifferent

He directs his attention to the girl’s parents and not the girls (p.75). While escaping with Resian, they travel for a very long distance in silence (p.127).

Lazy

He is always dozing off at the sitting room or idling somewhere else (p.77). He does not bathe and stinks terribly (p.240).

Secretive

He occasionally brings bundles of food to Kaelo’s (P.79). He knows the prophesy which states that he should marry Resian and keeps quiet about it as he waits for the opportune time. Protective

He protects Resian from committing suicide after her father beats herand denies her a chance to go for University studies (p.210). He rescues the girls from molestation by two young men

Mysterious

Joseph says Olarinkoi is a mystery (p.80) and only four men know about him. But the four always contradict in their facts about him (p.81).For example one says that he comes from Polonga, 200 kilometers from Nasila (p.80).

Abusive

He uses caustic language (p.211). He uses very abusive language on Resian even after she is emotionally unstable (p.217).  He calls Nabaru a filthy woman for escaping with Resian (p.249).

Rough/Violent

On the day he abducts Resian, he goes drinking and comes late in the night kicking the door roughly (p.221).

Beastly/bitter

He rapes Resian while drunk (p.221). He promises to do something nasty to Nabaru in case she returns after taking Resian to the ranch. (p.249). He strongly believes that Nabaru and Resian will be followed by a curse (p.249).

Olarinkoi is important as far as suspense is concerned. The author uses him to create suspense. He is used in the development of F.G.M as a theme as well as exploring the theme of violence.

Nabaru

She is the old woman who takes care of Resian after she regains her consciousness after the rape ordeal done by Olarinkoi.

Caring/Helpful

She encourages and cares for Resian until she regains her health (p.225). She promises to give Resian account of what transpired when she lost her memory (p.231). She is the enkabaani who informs Resian of great secrets and even the prophecy (p.232). She saves the life of Resian. (p.236). She also becomes her confidant (p.237) so that the two share a great deal.

Bold

She travels a long distance in a rough terrain at night to search for a lorry to ferry Resian to the ranch (p.253).

Independent minded

She thinks it is none of enkoiboni’sbusiness to want to circumcise Resian while her parents were still alive (p.238).Her role is vital in showing the possibility of a female helping a fellow female in overcoming challenges of FGM. The author uses her to develop dialogue as a major stylistic device in the novel.

Olarinkoi’s Mother

She is the old woman prophetess/enkoiboni

Scary

She looks like a witch and has ill motives (p.227).  She has a single, red rimmed eye that resembled a monster which is partly stone and partly human (p.227).

Cynical/Wicked

She shows mockery and disregard to Resian. She abuses her for biting her son’s thumb. She calls her names for being uncircumcised. She says Resian is not yet a woman because she is not circumcised (p.228).She shamelessly uncovers Resian’s stomach to check whether she is pregnant(p.235).

Sarcastic

She remarks sarcastically, “We have been trying to feed you from your bed with a silver spoon.” This is not true for Resian was always treated roughly by the witch. (p.228). She laughs sarcastically. She mocks her for her father has money (p.228).

Contemptuous

She has contempt for the rich corrupt people in the society (p.236). She feels political leaders and wealthy people in the country are responsible for the unequal distribution of resources.

In the novel, she represents women who are responsible for being stumbling blocks to their fellow women in the society. She is used by the writer to bring out the theme of women as enemies of themselves.

Lebutu/ Lorry Driver

Meek

He politely asks for more work from Dr. Minik (p.254). On their way to the ranch he uses polite language to address the two ladies. He is contrasted with the other driver who drives a pick up earlier in the novel carrying Olarinkoi.

 

 

 

CHAPTER THREE

THEMES

Themes are issues that are consistent in a creative work. They are sub categories or sub topics of the subject matter or the main idea in a work of art. They constitute the entire message the writer wishes to put across to his or her readers. Therefore, themes are the messages put across by a writer in a work of art. There are major and minor themes. Major themes cut across the text and are the main ideas the writer intends to pass to the readers. Minor themes are minor ideas which are still important in the text.

 

POSITIVE NASILIAN CULTURE/TRADITIONS

Culture refers to the customs, habits and behaviors that characterize a society’s, community’s or nation’s way of life. On the other hand, traditions form part of the culture of a people and are handed down from one generation to the next.

Positive aspects of culture in Nasila are important in holding people together. There are many aspects of Nasilian culture which are positive.The songs the young people and children sing during Ole Kaelo’s homecoming ceremony attest to the rich Maa culture. The narrator says, “From the children’s performance, it was evident that the cherished Nasilian traditional dance would stand the test of time.” (p.44). The writer says that the party was full of pomp and gaiety. This is brought out by jewelry won by the guests such as ivory, beads, coloured lesos, kangas and shukas (p.47), all attesting to the rich cultural heritage of the Maa.Generosity as a virtue is seen in Simiren who invites all those present in the party to savor his brother’s lavish hospitality (p.46). Food and drinks are served in generous measures to all those present (p.47). Ole Musanka, an elder who blesses Ole Kaelo’s home, glorifies Maa’s culture saying that it was the blood and marrow that gave sustenance to the body” (p.51). According to him, home is Maa, Nasila, family and children (p.52). His only problem is that he supports FGM, a cultural practice that does not assist women in any way.

When Resian and Taiyo go to stay at their uncle’s place for some time, they witnesssome positiveaspects of communal life and unity at their uncle’s home. We are told that, “Life and work in that home was communal. Although each mother had her own house and cooked her own food, all grown up daughters helped each one of them” (p.148). There is well laid down chain of command with the first wife being the deputy to their uncle. There are hardly any disagreements and virtues of selflessness and sharing are emphasized (p.149). When Ole Kaelo’s daughters are assaulted by two men, the communal way of life comes in handy. All Ilmolelian men join him in pursuing the men and meting punishment on them. He is not left alone to deal with the matter. During Ole Kaelo’s homecoming ceremony, young men and women from the clan work together to make the day successful. Ole Kaelo is touched after discovering that brotherhood, honour and selflessness still existed in Nasila and this makes him swear that he would never abandon the culture of his people or live outside his clan (p.40).

Nasila culture clearly defined relationships. “The founder had intended that the culture would regulate the lives of the people…It charted out the way for everyone, from cradle to the grave. It defined relationships, it created laws that governed the ownership of property and settled disputes. It did not discriminate, it did not favour anyone over the other, it gave everyone a chance to live a full life; it protected everyone within its confines and provided cleansing procedures for those who defiled it. It was simply a cherished way of life for all the Maa people…” (p.118).

Mama Milanoi appreciates Nasila culture which spares her nephew from death. She “…began to see the wisdom of the Maa founder who ensured that justice was always tempered with mercy” (p.163). According to Nasila culture, if a man sought refuge between the legs of an old man, he was to be spared despite the crime committed (p.162). Anybody who violates cultural values of Nasila culture is faced with laid down punishment. Both NtaraMuyo and Lante who had attempted to rape Resian and Taiyo are forced to pay fines to the girls and their father and somehow, justice is done. “The two boys had been fined two heifers each” and NtaraMuyo “…an extra heifer to cover the shame that he had occasioned by accosting his own sister” (p.164). Mama Milanoialso reminisces the old aspect of her culture which gave room for mass action in case somebody misbehaved and went against the expected conduct.  A case in point is where an old man got infatuated by a girl of fourteen years. When women realized it, they attacked the man, stripped him naked and beat him up to death. That served as a detractor to any other man who would harbor such intentions. Mama Milanoi wonders where such good aspects of Nasila culture had gone for they would shield her daughter from being forced to marry an old man like Oloisudori (pp.115-117).

A girl was always protected from men with evil intentions. Girls were kept away from male visitors in their homes and there was hardly any interaction between fathers and daughters (p.175). The rich Maa culture has different types of love. There is elangatare where boys did anything possible to win girls’ admiration (p.124). The elangatare love included feats by boys such as killing lions and defending people and their cattle from their enemies. There is also patureishi type of love where a girl and a boy were allowed to have a love affair alongside the conventional love. Such boys were the darlings of the girls and a song of praise would be composed by the girlfriend in praise of the valorous deeds of her boyfriend (pp.124-125). This relationship ended in marriage after a marriage ceremony. On the other hand, the patureishi did not end in marriage. It was meant to check the conduct and behavior of young people and keep them disciplined (p.126).

 

NEGATIVE CULTURE/TRADITIONS

Negative aspects of culture in Nasila are strongly opposed by the young generation. To them, such practices should be shunned because they have outlived their usefulness in a society that is slowly but surely embracing modernity and civilization.

Female Genital Mutilation (F.G.M) is an outdated cultural practice that has no standing in the changing Nasila. To those that support it, it is meant to tame a wild gender just as cattle that require to be dehorned (p.22). When it was discovered several years back, it was to find a lasting solution to the exploitation of the Maa women by the Ilarinkon warriors.  “…that gave birth to enkamuratani (the female circumciser). And her Olmurunya was shaped, sharpened and handed to her” (p.87).  Mama Milanoi also affirms the origin of this cultural practice saying, “It was the shame and anger that was provoked by Ilarinkon taunts, lewd teasing and provocative posturing that made the women do what they did to curtail those desires the worthless predators exploited to prey upon them” (p.90).

Resian is very much opposed to this retrogressive practice. She says, “I would rather live in the noisiest place on earth, than live anywhere near a vagabond who would accost me…with the intention of mutilating my sexuality (p.33). At this early point, she makes her stand clear that she is opposed to the practice that disfigures and damages female sexuality. She is bitter and has pain in her heart due to threats of undergoing F.G.M. The olmurunya, the instrument used to conduct is scary. The writer reveals that it “…was a bladelike tool shaped like a smoothing plane blade” and the enkamuratani “showed the way she went about her profession of transforming young girls into young women through the cut of olmurunya” (p.58). She wonders what the use of F.G.M in today’s woman is (p.90).  She observes that the practice is being fueled by men who use it to continue oppressing women. “…one of their ways of oppressing us is to demand that F.G.M be perpetuated against us forever” (p.91). The enkoiboni, mother to Olarinkoi tells Resian, “As soon as we clip that erogenous salacity from you that destroys homes, you will become a respected woman…” (p.229). This was not the original reason why F.G.M was invented but the practice has been maintained to purportedly keep women faithful.

F.G.M is so highly regarded that no girl would get married before getting circumcised. Such a girl was derogatorily referred to as entaapai and her family was not spared ridicule. To make matters worse, if she got pregnant, she would be circumcised at birth and married off to the oldest man in the village (p.63). According to enkoiboni, no mother would want an uncircumcised girl as a wife for her son (p.235).  This would prevent any other girl from doing such a thing. Circumcising the girl at birth is painful, dehumanizing and traumatizing. Joseph Parmuat opines that negative aspects of culture such as throwing the dead and the dying to hyenas or abandoning the old and very sick in deserted homesteads to be eaten by wild animals have already been expunged from Nasila culture (p.128). Resian is optimistic that soon, Nasila culture would do away with F.G.M as a cultural practice. Minik cites horrible and outdated cultural practice such as emuata that forced young brides to wear heavy copper around their limbs, legs, arms to make them beautiful and which had been discarded hence freeing women from pain. She opines that even girl child circumcision should be discarded for it has outlived its usefulness (p.263).

Sexism refers to preference given to either the male or the female gender child. It is an outdated tradition that is still embraced by individuals such as Ole Kaelo. We are told that he wanted at least three boys but instead gets two girls. This shows his preference for boys. When his wife gets pregnant again, he hopes for a boy who would carry his name to the next generation but instead, he gets a girl that he lives to loathe (p.10, 174).

The communal way of life in Nasila and clanship system also has negative effects. Its major negative effect is that it offered no privacy to those who needed it. Taiyo and Resian realize that in Nasila, home belonged to all members of the clan. We are told “It was not an unusual thing to get up in the morning to find the living room full of men and women who came that early…to share a sumptuous breakfast with their kith and kin” (p.35). Some intrude their homes even without being invited (65). Although they adjust to such a negative aspect of culture, it still remains a bad aspect of culture for it interferes with their privacy.

Taiyo is unhappy with the tradition that disallows marriage of young people from the same clan, however remotely related they are. According to Nasila culture, if such people married, there would be untold consequences (p.49). ) Taiyo finds this as a “gross unfairness of the outdated culture” and “a searing torment to her and to all others who were of progressive minds” (p.56). Joseph fears going against that tradition because he would be castigated and punished for doing such a thing. He would also be forced to pay cattle to Ole Kaelo as compensation and undergo a demeaning cleansing ceremony as well as a public rebuke (p.123). On the contrary, according to Taiyo, culture and traditions are never static but are dynamic in that culture “…shades off aspects that become irrelevant with time” (p.127). She cites F.G.M and the clan system that prevents people from the same clan from marrying (p.128). She observes that such practices should “…have disappeared at the turn of the last century” (p.128).

Another aspect of culture that Resian and Taiyo condemn is the practice of booking unborn baby girls (p.129). This denies women a chance to choose their marriage partners based on love but not what is dictated upon them by their parents. Apart from booking unborn baby girls, young women are also subjected to early marriages. Resian and Taiyo are the best cases in point. Ole Kaelo forces Resian to marry Oloisudori, his business friend against her expectations. She undergoes several challenges in order to overcome this plan. When she escapes from Oloisudori’s net, she is subjected to another forced marriage to Olarinkoi but she also escapes it. Taiyo is also not spared the practice. She is forcefully circumcised in order to be handed over to Oloisudori as a wife, although she is rescued by Minik.

ALIENATION

Alienation is becoming a stranger to what one initially belonged to or being isolated from others. Alienation in the novel, Blossoms of the Savannah is as a result of embracing new culture.

Ole Kaelo and his family have lived for thirty years in Nakuru where he has brought up his daughters until his retrenchment. This has alienated him from many cultural practices which he comes across with once he returns to Nasila.During his absence from Nasila, it was his brother Simiren who represented him in the Ilmolelian clan in sacred rituals such as girls’ initiation (p.11). While his brother has married four wives for the culture permits polygamy, Ole Kaelo has one wife and is contemptuously likened to a mono-eyed giant who stood on legs of straw (p.13) showing that his position and stand in Nasila is precarious and unstable. He regards himself as civilized and calls the clan elders “megalomaniacs” who were still trapped in archaic traditions that were better buried and forgotten” (p.13). During Ole Kaelo’s homecoming party, his daughters jokingly observe that he does not know how to dance and that he should be coached (p.45).  His inability to dance, perhaps, is a result of being away from Nasila for many years. After settling in Nasila, the writer says that a new Ole Kaelo was emerging and he was becoming a Nasilian very fast (p.62). Mama Milanoireveals that her husband was not a strict follower of Nasila traditions only prescribing to those aspects that he considered decent (p.60). Perhaps, that is why he allows Oloisudori to marry his daughter Resian, a thing that goes against the cultural grain of Nasila. She asks, “How could a man who was the age of her husband be her son-in-law? Where was Nasila culture?” (p.114).

Resian blames the tension which continues to be witnessed at their home to their father. She blames these developments and changes in their home on “a newborn mongrel; a new culture that was partly Maa and partly a combination of a myriads of cultures found in Nakuru town.” (p.174). She argues that that was the animal her father introduced into his home in Nasila and which was “…threatening to devour her first and thereafter everyone else, one by one” (p.174). By embracing the two cultural divides,he sees no problem in planning to marry his daughters to an old man, a plan that costs his family a lot including losing the trust of his two daughters.

One of the cultural practiceshe embraces is Female Genital mutilation. It is a practice he didn’t think about in Nakuru but which confronts him after he returns with his two daughters as Intoiye Nemengalana or uncircumcised. This has made them alienated from the people of Nasila. They contemptuously refer to them as Intoiye Nemengalana and they cannot be easily married in the culturally rich Nasila community (p.8, 58). Being not circumcised earns the girls constant ridicule and contempt because they are unlike other girls. The enkoiboniasks Resian contemptuously, “Are you not ashamed to be among intoiye nemengalana at your age” (p.228). Their state, which physically alienates them from other girls, has been a constant cause of harassment from all sorts of people “…all trying to discredit them for not having undergone the cultural rite of circumcision” (p.261). As a result of not having circumcised his daughters, Ole Kaelo is derogatively called the father of Intoiye Nemengalana.

Ole Kaelo has also alienated himself from his culture by marrying only one wife while the community allows polygamy. He is likened to a mono-eyed giant who stood on legs of straw (p.13). He is in constant clash with the Nasila culture which if he adhered to; he would not give his daughters to an old man like Oloisudori. For instance, culture prohibits girls meeting with male visitors but he insists that Resian should serve Oloisudori and his friend during his visit (p.175).

Both Resian and Taiyo clash with FGM tradition, forced early marriages and coaching about Nasila culture. Resian is very rebellious of FGM and forced marriage to Oloisudori. She also rejects cultural coaching saying, “I refuse to be taught to solely please male counterparts” (p.77-78). Resian and Taiyo have lost touch with Nasila culture as a result of being brought up in the city of Nakuru and being educated. They don’t know the types of love that exist in the rich cultural heritage of their community. Resian asks Joseph Parmuat whether patureishi really exists (p.127) showing her ignorance about the matter. Taiyo’s modern cultural values clashes with traditional Nasila culture. She falls in love with Joseph who is of her clan, a thing not allowed in the Nasilian culture.  She does not care about her disregard of such a cultural restriction arguing she cannot care about a primitive culture which also violates her right to marry anybody she falls in love with (p.133).

The positive aspects of Nasila culture are under threat from the imposing modern culture. The writer puts that this culture, “was no more … and just Nasila River has been polluted by chemicals, by the likes of Oloisudori. It had …” become mutable and now it contained defiant mutants that it could not regulate and which were above Nasila laws” (p.118). Mama Milanoi admits that her daughters were operating under a different culture from hers. She says they, “…knew very little of Nasila culture. They were children of a new undefined culture. Theirs was a mutant of another kind” (p.118).

Education is one of the causes of alienation. The Kaelo’s, for instance, want their daughters educated but at the same time are wary of the influence of education on them. We are told that the sons of Nasila who got educated “…got alienated and hardly came back home” (p.150). There is a clash between formal education, which is an aspect of modern culture, with traditional Nasilian culture. This clash makes Nasila culture to be “…grappling with the changes education brought.” These changes, according to the narrator, were “…threatening an explosion in the not too distant future” (pp.150-151).

CULTURAL CONFLICT

Several characters undergo cultural conflict or dilemma in the novel as a result of encountering and embracing the modern culture. Nasila culture, which is part of the larger Maa culture, is also in crisis as a result of clashing with modernity.

Mama Milanoi, wife to Ole Kaelo, is at cultural crossroads. She is in dilemma as far as the question of FGM is concerned. She understands the danger she would expose her daughters in Nasila where there are both positive and negative cultural practices and wishes she could “…shield them and protect them” (p.30). She knows this would not be possible because “Nasila people were very intolerant of those who ignored their cherished cultural sensibilities” (p.30). Sheknows that she is in breach of Nasila traditions by not having circumcised her daughters by then (p.60). While back in Nakuru and before her husband’s retrenchment, Mama Milanoi admits that FGM was a non-issue in the family for “She had regarded the practice as an archaic rite that had been discarded and forgotten. But there it was now, rearing its ugly head and threatening to wreak havoc in the young innocent lives of her daughters” (p.63).

Mama Milanoi is torn between yielding her daughters to the barbaric culture and losing their faith, love and confidence and going against Nasila culture and becoming an alien in the clan. She fears doing anything that would wrong her husband and hence chooses to tread carefully around the matter. She comes out as a weak woman who shies from declaring her stand on Nasila culture when she meekly tells her husband, “Our culture is everything and its rules, our lives” (p.61). Her dutiful role of a faithful and obedient wife to Ole Kaelo comes before her duty to her daughters hence chooses to obey his edicts. She wishes to join forces with the likes of Minik or Emakererei, and fight against practices like FGM but then fears for her marriage, “If she aligned herself with a person who Nasila regarded as having such an obnoxious reputation, where would her marriage stand?” (p.62). She even wonders whether as a family, they are traditionalists or modernists especially by embracing retrogressive cultural values (p.62).

Joseph is faced with cultural conflict when he falls in love with Taiyo who is from his clan. His culture does not allow such a union and hence he is torn between loyalty to that culture or love for Taiyo. He asks himself several questions that reveal this crisis. “Did he have to abandon Nasila culture in exchange of a woman who sneered at its tenets? He considered running away from Nasila and its culture but that left a sour taste in his mouth.” (p.137). He finally opts to stick by Nasila culture arguing that it was too valuable to be abandoned in exchange of a woman’s love. He finally resolves this conflict by declining Taiyo’s love (p.137).

Ole Kaelo’s alienation from his culture and embracing a culture that was neither modern nor traditional creates internal conflict in him. He is torn between marrying his daughter Resian to Oloisudori or turning down his request, thereby losing his business. He keeps wondering what sort of a man Oloisudori is and at some point, he has to assure himself that he is a morally upright man so that he can marry his daughter to him (p.194).

FEMALE ASSERTIVENESS

At the centre of fighting retrogressive cultural practices is Resian, Taiyo and Minik ene Nkoitoi who is commonly called Emakererei.

Both Resian and Taiyo resist F.GM and do all they can to fight the outmoded practice. Resian says she would not live anywhere near a man who would want to mutilate her sexuality while Taiyo says she would only be mutilated if only she were dead (p.33). This declaration sets the mood and tone in the rest of the novel where the girls fight various individuals that try to force them in taking a path they do not wish. Resian resists being circumcised by force in a dream by fighting the enkamuratani and the enkoiboni (pp.244-254). She tells Minik that she had heard of her relentless fight against F.G.M and underage marriage (p.262). Her stand is that girl child circumcision should disappear from Maa language and regarded extinct and that Intoiye Nemengalana (uncircumcised girl) should stop being derogatory (p.263). Minik is bitter and angry about the continued practice of F.G.M at a time she believes the rite has stopped being useful to women. She blames the practice on the neo-culture of wealth which was dampening the fight against such outdated practices. Her take is that “…there was need to plan new strategies to battle the new monster that was rearing its ugly head” (p.269). Resian has a different way out of the problem. She believes that if all women said no to the detestable culture, men would do nothing about it (pp.277-278). Women who have undergone F.G.M such as Minik and Nabaru agree that they are not different human beings hence downplaying its importance.

Resian is opposed to cultural coaching by Joseph Parmuat. Her father observes that though they may find some cultural demands detestable, it is such practices that nurtured and bound their people together (p.71).  To Resian, the coaching is worthless and she says that if they were sons, they would not be subjected to cultural coaching. She says, “I refuse to be taught. I will either be taught at the university what is universally beneficial to all mankind or be taught nothing” (p.73). She is opposed to informal education to girls meant to please men saying, “I refuse to be taught to solely please male counterparts. They can also cook, and they can, and should also learn to please us females” (p.77). She is described as someone who knows her rights by her mother and that she would not allow anyone trample on them (p.118). Later, she accepts to be coached but only after Joseph introduces interesting topics such as those of love.

When Taiyo falls in love with Joseph, she does not care about what others or the culture says about it. She boldly tells Joseph, “No, I don’t care about the oppressive Nasila culture. Why should I care about violating the backward culture when it does not care when it violates my own rights?” (p.133). She says this despite knowing very well that her culture does not allow inter-clan marriage. She assertively tells Joseph she does not care about her culture’s position on the matter when he tells her they cannot marry (p.134). She is ready to defend her love for Joseph including eloping with him to join others who share with her neo-cultural persuasion.

The two girls are ready to fight and resist forced marriages and Oloisudori’s advances on them. They plan and succeedin returning the gifts that he had brought them saying, “Woe to him if he thought she was a chattel to be secured by the content of a briefcase!” (p.198). She flatly rejects Oloisudori’s plans to marry her saying, “You are stark mad if you think I am your wife. I can only be your wife over my dead body” (p.204). She boldly tells her father that she would rather die than get married to a monster” (p.209). When Resian is abducted by Olarinkoi, she continues in her fighting and resisting spirit. The writer says, “Olarinkoi and his demonic mother may physically take her to Tanzania…take her as his wife…physically circumcise her, but mentally she was going to resist… She was going to refuse to be subdued…she was going to physically resist” (p.230).

The song by the girls from Intapuka-e-Maa during Taiyo’s and Resian’s farewell party is full of female assertion. They say they are proud to be uncircumcised and that they would be doctors, teachers and engineers and would build the nation together with men (p.281). This is a song of hope and optimism hence revealing a generation of young people that are not ready to be daunted by retrogressive cultural practices.

MORAL DECADENCE

Despite the rich cultural setting of the novel, there are many cases of immoral conduct or behavior that falls short of the morals of any society. This can be largely attributed to the clash or encounter between the traditional culture and modern culture. Many evils are perpetrated by Oloisudori and other characters with warped morality.

Oloisudori is totally morally decayed. He engages in all sorts of vices in order to amass wealth. He is corrupt, immoral, an extortionist, a smuggler, a poacher, a blackmailer, a thug and even a killer (p.101, 236). He is also suspected by Ole Kaelo to belong to the cult of ilmasonik, a cult that thrived on extortion and blackmail (p.107). These vices, allegedly associated with him, point at his moral deficiency.

When Ole Kaelo asks his friend Supeyo if Oloisudori is a man of integrity, he replies, “Don’t trust him any further than you would a hyena in your homestead…keep the fellow away from your daughters” (p.26). When Oloisudori meets Resian for the first time, his amorous character is evident. He openly scans her body (p.92) and cranes his neck to watch her (p.95). In his presence, Resian is uncomfortable for she felt from his looks as if her blouse was unbuttoned (p.96). She also feels as if he was caressing her entire body with his hands against her will (p.96). He tells Ole Kaelo his intention to marry his daughter very callously and as if he was talking about a goat or a sheep (p.110). In his first visit to Ole Kaelo’s home, “…he took a long time washing his hands as he gloatingly peered at her” (p.179). He has no shame taking the hand of Resian and kissing it without her consent. He looks at her in a sexually suggestive manner “…his gaze deliberately dropped from her face to her bosom and lingered there” (p.203). This is before he drops the bombshell; which is marrying her and making her the happiest woman in East Africa. He shamelessly tells Kaelo of his intention to circumcise Resian before marrying her. Ole Kaelo regards such talks as very abnormal between a father-in-law and a would be son-in-law. From such immoral talk, Ole Kaelo believes that the world had come to an end (p.112).

Apart from Oloisudori, there are many other morally rotten characters in the novel such as Olarinkoi warriors, Olarinkoi, and enkoiboni. The Olarinkoi warriors, who subdued the Maa for long, are morally rotten. They forced the Maa women to “…compose lewd songs which they had to perform in the most outrageous and indecent postures and styles” (p.86). They took advantage of the compromising situation of the Maa women to exploit them sexually knowing that “…they were not able to resist their natural instinctive desires…” (p.86).

Taiyo and Resian’s near rape by two men as they come from their father’s shop in Nasila points at moral decay in Nasila. (p.140). This incident causes the girls mental torture. Some of these deeds are done to them because they are uncircumcised. Olarinkoi is also immoral. He abuses Resian by telling her: “Today we shall see how educated your body is” (p.221). This is before physically assaulting and raping her after she passes out.

The foul language that enkoiboni, the mother to Olarinkoi, addresses Resian with is full of moral rottenness. Her language is full of abuses and bitterness. Enkabaani, Resian’s nurse does not support enkoiboni’s foul language and urges Resian to ignore her. She does not respect Resian’s privacy when she feels her stomach with her hands to check whether she was pregnant. All this time, “Resian seethed with anger at the blatant intrusion of her privacy and total disregard for her feelings” (p.235).

BETRAYAL

Betrayal is breaking of the trust that existed between individuals before. The greatest betrayal in the novel is that of Ole Kaelo to his daughters. On page one, we are told that Ole Kaelo refused to allow his daughter Taiyo to travel to Mombasa with other young men and women selected by an FM radio station for a music extravaganza (pp.1-2). He refused to allow her saying that no daughter of his “…would so demean herself and her family as to perform in public in exchange of monetary gain” (p.45). To him that would be like engaging in harlotry. In addition, he betrays his daughters’ ambitions to join Egerton University preferring instead to marry them off to Oloisudori, a very rich man. This shows he is not ready to help them realize their dreams as a father should do.

Ole Kaelo has betrayed Resian in many ways. He has not loved her as he should from her birth. We are told that “From the moment she was born, mute and helpless, he detested her” (p.10). This has contributed to Resian growing up “…sullen, bewildered and resentful” (p.10). He is biased in his treating of the two daughters for he does not love her as he loves Taiyo. Taiyo admits this emotional betrayal: “For reasons she did not understand, she had always found their father strangely and harshly impatient towards Resian” (p.34). However, she knew that he despised her ever since she was young (p.173). Ole Kaelo is strongly hateful and unappreciative of her: “…he wondered where in the world they fetched that awkward, overblown, stupid child…And the very look in her eyes, half-fearful, half-defiant and wholly troubled, was always enough to raise his temper to the highest pitch” (p.41). He also abuses her at the slightest provocation. He tells her: “While Taiyo works herself to the bone, she lazes about like an over-fed lizard in the hot afternoon sun!” (p.64). He goes on “Look at the way you slouch…I’ll not be surprised if you soon become a hunchback” (p.64). Even her mother fails Resian for we are told: “Even stranger was their mother’s failure to come to Resian’s defense. It was as if her motherly instincts could not extend her protective wings to cover Resian. Seeing her parents’ betrayal of her sister, Taiyo takes over to comfort Resian and reassure her when hurt especially by her father. Her role in Resian’s life is very important because she relies on her to make requests to their father on her behalf for she cannot approach him directly. The case in point is her quest to join university which she keeps pestering Taiyo to ask their father to do on her behalf. A parent that cannot communicate with his child has definitely failed in his parental responsibility.

Ole Kaelo and Oloisudori mercilessly hatch a plan to abduct Resian and marry her off without her consent if she does not cooperate. The plan is “If she declined, he would leave it at that until the evening when his men would pounce on her and abduct her” (p.191). After such a heinous plan, “The three of them …roared with rich laughter” (p.192).  He is even ready to have her circumcised so that she can get married to a man she does not even love. Mama Milanoi is not blameless because she is inwardly opposed to the abduction plan; but does not speak out to condemn such a wicked plan. When Oloisudori reveals his plan to marry Resian, it “dawned on her that her father had already sold her” (p.204). This greatly shocks her because she never thought that her father could go to the extent of selling her (p.205). He confirms the plan to marry her off to his friend Oloisudori and also shatters Resian’s dream of enrolling as a student at Egerton University. He tells her: “I thought about it alright, but decided that I am not sending you there!” (p.207). This discovery makes her cry, “accusing her father of hatred and betrayal by betrothing her to Oloisudori” (p.208). Resian does not absolve her mother from blame for she believes she also failed her (p.230) especially due to her silence when all those plans against her were being devised. She reasons that her mother should not have been silent when her daughter was being sold to the highest bidder for “Even the hyena’s greed spared its own young ones” (p.231).

Mama Milanoi also betrays her daughter Taiyo by allowing her to accompany three women to take her to Resian only for her to end up being forcefully subjected to F.G.M. We are told that “When she came to, two days later, she was sore, bitter and angry” (p.273). Her mother does all this out of her docile submission and fear of her husband. In addition, she has to play along with Ole Kaelo in his devious acts so that they cannot lose the wealth Ole Kaelo has corruptly acquired by doing business with Oloisudori. Later, when Resian and Taiyo are reunited, they blame their mother for their ordeals saying “She was an example of a wife they never wanted to become” and that they knew she was always in “awe of their father who held her captive and never for once allowed her to express her own opinion on any matter however small it was” (p.277).

MATERIALISM/GREED AND OPULENCE

Materialism is putting material possession before anything else in one’s life while greed is insatiable want for material possessions. Opulence in this novel refers to exaggerated display of wealth by characters.

Ole Kaelo’s house in Nasila is so magnificent that Mama Milanoi exclaims, “Father of all creation! This is but a dream” (p.30). Taiyo says that the house is magnificent while Resian exclaims she had never seen anything like it before (p.31).He has furnished his shop at Nasila extravagantly. We are told “It was splendid, large and well stocked. The décor was discreetly and fashionably done while taking into consideration the kind of customers that were expected” (p.65). This is a show of extravagance and opulence which the rich in this society strongly believe are indications of a wealthy man. Taiyo tells her ever critical sister: It’s important that the shop displays a certain measure of opulence” (p.65). This is so that their father can attract rich customers.

The genesis of Ole Kaelo’s troubles is his signing of a contract with Oloisudori to start a business in Nasila. We are told that “He had long realized the choice was between remaining a nobody; self-righteously and accepting, sensibly, that the man with the meat was also the same man with the knife” (p.25). He therefore gets into business with him. His friend, Supeyo, warns him in advance what kind of man Oloisudori is “…and Oloisudori is probably the most corrupt…keep the fellow away from your daughters” (p.26). Despite the early warning, he is unheeding a thing which makes him lose his two dear daughters finally. Oloisudori has his hands on all sorts of businesses both legal and illegal. These are; agriculture, finance, tourism, import and export, mining and motor trade, extortion, poaching, smuggling and robbing (p.101). When he comes visiting Ole Kaelo, his show of extravagance cannot fail to be noticed in his extravagant dressing. He has a pin-striped designer suit, a gold watch, gold bracelet and a gold chain. (p.177). He shows off his wealth by giving generous gifts to Ole Kaelo, Mama Milanoi, Resian and Taiyo. (p.178). He also hands over a briefcase to Ole Kaelo which is later revealed to have contained a half a million shillings (p.188).

Despite these ugly businesses, Ole Kaelo still deals with him in order to save his business from collapsing. He is not sure whether Oloisudori does not belong to a cult that thrived on blackmail and extortion and which after helping a businessman grow his business, would come back making outrageous demands like sacrificing their beloved ones to the gods of the cult (p.107). Despite knowing all these about him, Ole Kaelo comforts himself in order to defend the material path he has taken.  The narrator observes: “He knew it was pursuit of success that made him interact with Oloisudori….Success was attainment, fortune and prosperity; it was triumph and it gave one happiness. It did not matter how it was obtained….the end…justified the means” (pp.108-109). He consoles himself for having decided to marry his daughter to Oloisudori saying, “Where else would he ever get such a business offer as the one Oloisudori had offered him” (p.165). He decides that he is not ready to lose his business premises and home for these were a matter of life and death to him. In order to survive, “…he realized with finality, he had to change his attitude towards Oloisudori; he had to embrace him” (p.165). He sees the material side only if his daughter married Oloisudori, saying, “…she would soon have her own establishment and a wealthy husband who had much ambition” (p.166).

When Ole Kaelo visits one of the homes of Oloisudori and the house he is building for Resian, he falls instantly in love with the might of wealth that he witnesses. Ole Kaelo’s house is lavishly furnished and the writer says it “…must have been done by a person whose mind must have been preoccupied by the need to be showy, and ostentatious. On the other hand, the house being built for Resian leaves Ole Kaelo speechless and Mama Milanoi stupefied by its grandeur and magnificence (p.190).  Attracted by wealth, he concludes that “…it was only a stupid woman, like his daughter Resian, who would turn down the offer to own the riches they saw in Oloisudori’s home” (p.188). He also hopes that Taiyo, his other daughter would get a rich man to marry her and give him hefty sums of money just as Oloisudori had done. (p.188). After witnessing Oloisudori’s wealth, he decides that Resian must be married by Oloisudori and that “…he was not going to allow his daughter’s ignorance to destroy her future” (p.191). He so much wants the marriage plan to work that he devises a plan with Oloisudori to abduct Resian by force if she did not cooperate (p.191).in fact they agree on usage of a anesthesia to make her unconscious. The only saving grace that can prevent losing his business and house is the success of the marriage. He admits that, “the success or failure of the event would determine the fate of his business” (p.194). He fears being reduced to poverty by Oloisudori and therefore, betrays his own daughter in exchange of material possessions.

DETERMINATION/OPTIMISM

Not giving up in whatever one decides to do is very instrumental in achieving success. Resian’s determination to go to university from the beginning of the novel to the time her dream is achieved is remarkable. This determination is seen from the time they are in Nakuru to when they relocate to Nasila. As her father and family is busy packing so that they can go to their rural home in Nasila, she tells her sister “I don’t want to work at the shop…I want to come back to Nakuru and join Egerton University. I want to take a course in Veterinary Science and become a veterinary doctor” (p.4). She keeps urging her sister to talk to their father so that they can be enrolled at the university. To escape FGM, she tells her sister: “That’s why it’s imperative that you persuade Papaai to allow us go back to Nakuru and enroll at the university” (p.33). She is worried that her father had spent all the money in decorating the shop and left with nothing for their university education (p.65). Sometimes, she would imagine herself admitted at the university “…and walking majestically with other students into one of those awesome lecture theatres, while donning her academic regalia” (p.89). After their near-rape by two young men, Resian tells Taiyo to use that incident to compel their father to take them to university (p.144).

She dreams of graduating and getting a chance to work with Minik ene Nkoitoi, her lifelong role model. (p.153). She is determined to face Oloisudori and resist his advances on her. We are told that “She had vowed to face the monster gallantly…She was in the battle front and success or failure was in her hands” (p.200). Her optimism to join university does not reduce even at her lowest moment when she realizes her father’s intention to marry her by force to Oloisudori. She says, “If I don’t die and live to be eighty, I will still go to the university. I’ll go to Egerton University, Papaai…I hope you will be there to witness my graduation” (p.210).Even in her dream while held captive by Olarinkoi at his hut, she has a dream that showcases her gallant and determined nature. “She was determined that the old enkamuratani would never circumcise another girl again” (p.244). In the dream she fought both the enkamuratani and enkoiboni with a mallet.

Resian’s determination to get university educated and resistance against FGM start bearing fruits when she and Nabaru reach Ntare-Naaju sheep ranch. “She remembers the Maa adage that said: home was never far for one who was still alive” (pp.256-257). Her dreams of joining Egerton University are fulfilled when Minik promises that she would ensure that she and Taiyo get enrolled at the university as they wanted. This is fulfilled when she brings them letters of admission to the university towards the end of the novel. The song that the girls from Intapuka-e-Maa sing is full of determination. The girls are proud of being uncircumcised and have hopes of being doctors, teachers and engineers and contribute in building the nation with men (p.281).  Taiyo is determined to be married by Joseph. She says she won’t be dissuaded by Nasila culture that prevents inter-clan marriage saying, “…I cannot accept its verdict…I am too, ready to face any eventuality that may arise out of our love for one another” (p.134).

HELP/BENEVOLENCE

The overcoming of difficult situations by some characters would not be possible without help and benevolence from other characters. Some of these incidents of help and benevolence, though coincidental, are very important in not only shaping characters’ lives but also in shaping the novel’s plot. When Taiyo and Resian are about to be assaulted sexually by two men, we are told, “Suddenly and unexpectedly, a third man sprang out of the bushes like a ghost” (p.141). This man is Olarinkoi and he is the one that saves them by fighting the two men. The girls cannot imagine what would have happened to them if he had not come at that moment (p.142-143). Later, it is the same Olarinkoi who saves Resian from Oloisudori’s men. His appearance is timely because Resian has even been contemplating to commit suicide by jumping into a river (p.210).

Resian is nursed by Nabaru, a motherly woman after her sexual abuse by Olarinkoi (p224). “At times she held her up, giving her drinks of water, or milk, or feeding her; putting bits of olpurda dipped in honey into her mouth…” (p.224). Nabaru also promises to help Resian in whatever her plans are: “ I am willing to help you to do what you intend to do or go where you want to go once you are back onto your feet” (p.233).  She keeps her word by coming to rescue Resian when Olarinkoi’s mother is just about to attack and have her circumcised (p.246).

Further, Taiyo and Resian get help from Minik when she promises to have her enrolled at Egerton University (p.264). She keeps her promise when she gives the two girls letters of admission to the university. Resian also qualifies for a scholarship from the ranch which is managed by Minik to fund her education. She in addition gives her a job in the ranch, an advance salary, as well as a fully furnished house. Resian is sincerely appreciative of Minik’s benevolence, saying, “Your voice dear Emakererei is truly the voice of God” (p.265). Taiyo is rescued from the hands of her circumcisers by Minik. Both Nabaru and Minik are very instrumental in the physical and psychological healing of the two girls. We are told that with Nabaru’s nursing care, Minik’s encouragement and counseling sessions from a teacher from Intapuka-e-Maa school, Taiyo is able to fully recover (p.276).

MALE CHAUVINISM

Male chauvinism refers to the feeling of superiority by men and their domineering attitude over women in the society as a result of general male domination or patriarchy in a given society. Ole Kaelo is a male chauvinist. He beats his wife to submission to coerce her follow his decisions without any resistance. When his wife reasons that they should think of the family interests first with regard to adhering to Nasila culture, he irritably asks her, “What do you mean?” (p.61). When she realizes that he is getting angry, she beats a hasty retreat saying, “Our culture is everything and it rules our lives” (p.61). Although Mama Milanoi realizes when it is too late the role Oloisudori has played in shaping their material lives, she admits that she would not have helped to separate him from such a man because it “…Was the man who made decisions as to which direction their lives took” (p.114).

According to Resian, the ancient Ilarinkon were no different from the current ones. She is of the view that the current Ilarinkon are worse and that they are despotic oppressive tyrants who oppress women by ensuring that they are subjected to FGM for ever (p.91). The current Ilarinkon include Ole Kaelo, Oloisudori and Olarinkoi. Ole Kaelo forces Resian to attend to and serve his friend Oloisudori when her mother says nothing about it. He orders: “You have to be there…it is important to me that you are there” (p.171). Olarinkoi’s chauvinism is seen in his changed attitude towards Resian when he takes her to his house far from Nasila. He tells her, “You woman…You can either cook or keep standing stupidly or die of hunger…and Resian stared “…at the man who seemed to have suddenly turned from a person she had known for quite some time, to a beast” (p.218). He later molests her sexually after returning drunk. Oloisudori is a male chauvinist. This is seen in his address to Resian when she refuses his marriage offer. He tells her “You can never escape Resian…Whether you scream your heart out, or jump into the deep sea…you are mine. You are my wife from now henceforth” (p.204). He arrogantly tells her: No one plays games with Oloisudori. Ask your father, he will tell you” (p.204). (add more illustrations).

GENDER INEQUALITY

Men and women are not equal in this novel. Women’s position is lower than that of men who dominate over everythingand suppress women. This is especially seen at the family level where the husband is the sole decision maker and the wife just accepts those decisions without question. Ole Kaelo has a very easy time courting and marrying his wife. A woman is not supposed to resist a man who wants to marry her as per Nasilian tradition whether she loves him or not. We are told “She accepted him without any resistance. Tradition did not allow her to offer any and as expected of her, she did not resist” (p.29). Mama Milanoi is an unequal marriage partner to Ole Kaelo. She leaves decision making to her husband and does not oppose any of his decisions. She refuses to be drawn into the discussion about the coaching of her daughters by Joseph saying “It was Taiyo’s father’s territory” (p.56).Mama Milanoi cannot oppose him for “…in her culture there was no room for dissent, especially if the subject was in conformity with the culture” (p.61).

In this society, “…women had no say. It was a patriarchal society where the Emakererei and her ilk were fighting to find relevance with little success” (p.62). Such gender imbalance uplifts the man over the woman. In their case, it leaves Ole Kaelo with the sole responsibility of making final decisions on all matters affecting the family. We are also told that Mama Milanoi has been held captive by her husband who “…never for once allowed her to express her own opinion on any matter however small it was” (p.277). This suppression has prevented her from speaking her mind and opposing the subjection of her daughters to outdated cultural practices. Resian is opposed to her father’s hiring of Joseph to coach them about Nasilian culture. She says “I am beginning to think it is disadvantageous being a woman in this society” (p.73). She finds fault with the plan reasoning that if they were sons, they would not be subjected to such cultural coaching. Resian regrets living in a society where men thought they had right to every woman’s body (p.143). This is after their near-rape by two men. Such unjustified rights emanate from the fact that men deem themselves as superior to women and can do whatever they want with women.

CHANGE

Change refers to transition or transformation of characters or situations. Most of the changes in the novel Blossoms of the Savannah are caused by the erosion of the Maa culture as a result of its coming into contact with modern culture or civilization. This causes alienation in characters and as a result they change.

The Ole Kaelos are forced by destiny to relocate to Nasila after his retrenchment. This came as a thunderbolt at midday (p.7). The environment in Kaelo’s new home in Nasila is different from that in their urban home in Nakuru. Taiyo and Resian are woken up the first day in Nasila by “…a lively chatter of birds in the trees surrounding the house…What a contrast to what they were used to in Nakuru!” (p.14). In Nakuru, they were always woken up by hoots from Matatus, touts’ shouts, engine revving and banging on vehicles.

Nasila culture is changing due to alienation. Mama Milanoi cannot believe she can have a man as old as Oloisudori as her mother-in-law. She observes that in the past, such a thing would not have happened for “Culture would not have allowed it to happen” (p.114). She feels that if Nasila culture was intact, such a thing would not have happened and she wonders “…where that culture had fled to “…Had the culture become moribund, useless and impotent?” (p.117) This could be true because forced marriages to old people were not there in the past and any old man who showed interest in a young girl was met with much retribution from women and the entire society.” pp.115-117). The traditional Nasilian culture had many advantages to the people. It regulated lives of people, defined relationships, did not favour or discriminate and above all, was cherished by all. Sadly, according to Mama Milanoi, this culture was no more. “It was defiled and polluted by the likes of Oloisudori …had become mutable and contained defiant mutants that it could not regulate and which were above Nasila laws” (p.118). One of the causes of this great change in Nasila culture is education for Mama Milanoi goes on to observe that she had seen changes in her daughters. “They had gone through a school system that intermingled them with children from other cultures.” (p.118). As a result, her children know very little of Nasila culture. “They were children of a new undefined culture. Theirs was a mutant of another kind” (p.118). Indeed, Resian best exemplifies the epitome of this new undefined culture.

Joseph Parmuat observes that “Individualism, petty jealousy and lack of trust killed that once important aspect of Nasila culture” (p.127). The individualism of the likes of Ole Kaelo and Oloisudori are very central in eroding the culture of Nasila hence bringing many changes in the society. According to Taiyo, culture and traditions are never static. She says, “By being dynamic, culture shades off aspects that become irrelevant with time” (p.128). She hopes that the outdated FGM and restriction on inter-clan marriage should be abolished from Nasila cultural practices. Joseph and Minik cites cultural practices like throwing the dead to the hyenas, leaving the elderly and sick in deserted homesteads to be devoured by wild animals and emuata (pp.128, 263). This ascertains the dynamism and transformational characteristic of Nasilian culture over the years an aspect that gives hope to fighters against outdated practices such as F.G.M.

LOVE, MARRIAGE AND FAMILY

Ole Kaelo has effectively played his role as a father by providing and putting up a house for his family in Nasila. The house he has built for his family in Nasila is so magnificent that Mama Milanoi exclaims, “Father of all creation! This is but a dream” (p.30). Taiyo says that the house is magnificent while Resian exclaims she had never seen anything like it before (p.31). At another level, both parents fail in their emotional obligations to one of their daughters, Resian. Ole Kaelo for instance has instilled fear in her such that there is no free interaction between father and daughter, has hated her from birth, keeps reprimanding her, abuses her and finally greatly betrays her by conspiring to marry her off to his friend Oloisudori (pp. 206-210) and when this aborts, he turns to his favorite daughter Taiyo but not before he has her forcefully circumcised (p.273). The hitherto good and peaceful family especially when he was in Nakuru has fallen apart at the end of the novel due to his greed for wealth.

In the traditional Nasilian culture, love is not entirely a prerequisite to marriage. Although Ole Kaelo was smitten with love for Mama Milanoi the first time he saw her in the church, her feelings for him are not required for them to marry.  We are told that “From the moment he saw her, he had been obsessed and he was still obsessed twenty-two years later” (p.9). On his wife’s side, we are told, “She accepted him without any resistance. Tradition did not allow her to offer any and as expected of her, she did not resist (p.29). What she considers is his character. We are told she knew he was a good man, a great provider, a planner and a man with the will to succeed. She also knew he loved her genuinely (p.29). He continues loving his wife many years after their marriage showing his satisfaction with her. When he wakes up he says, “Oh, did he not have a wife there. He was elated” (p.59).

Simiren, brother to Ole Kaelo, is a polygamist but he treats all his wives equally. “It was only yeiyo-botorr, who occupied a special position in the home and who received favour from her husband without anyone frowning. Communal life, selflessness, and respect characterize this family and there are few disagreements and disputes. The family in general is a haven of peace, a thing that makes Resian and Taiyo admire traditional way of life in their uncle’s polygamous marriage (p.154).

Taiyo puts love first before cultural dictates on who one should marry. Their culture does not allow inter-culture marriage but nonetheless, she falls in love with Joseph Parmuat, who belongs to her own clan and hence they are not allowed to marry. Taiyo is assertive enough for she is the one who approaches Joseph saying, “I know you are in love with me the way I am in love with you” (p.133). Joseph reciprocates her love for him saying, “I loved you the moment I saw you during your father’s homecoming ceremony” (p.134). When Resian asks Joseph to be her Patureishi, he says that culture does not allow it for she is like his sister (p.127).Taiyo loves her sister so much that she has stepped in to fill the vacuum that has been left in Resian’s heart due to her parent’s cold attitude towards her. Resian has relied on her sister for protection since primary and Taiyo has made it her duty to mop hertears (p.34).

 

 

SUFFERING

There are several characters who suffer in the hands of the blunt Nasilian culture. Resian is slapped by her father for refusing to marry Oloisudori. After this, she undergoes a series of mental and physical suffering. She suffers as she is transported to the assumed Minik’s Sheep ranch by Olarinkoi. At night during the journey, she fears attack of wild animals. She also had “…a layer of dust in her mouth, in her nostrils, in her ears and on her eyelashes” (p.215). She suffers in the hands of Olarinkoi and his mother. She is physically assaulted by Olarinkoi until she passes out after which he proceeds to rape her. After the sexual assault, she falls sick and has hallucinations. We are told that when “…she later came to, confused fleeting impressions registered on her awareness” (p.223).

Taiyo also suffers the blunt of archaic retrogressive Nasilian culture. She is forced against her will to undergo FGM. During the painful rite, we are told “She screamed and screamed, but nobody came to her rescue. Then she fainted. When she came to, two days later, she was sore, bitter and angry” (p.273).

RELIGION AND SUPERSTITIONS

During the homecoming party of Ole Kaelo, an elder is expected to bless his home before Ole Kaelo can be received back in Nasila. We are told “The elders would also bless the wife, children and property that he brought back and which were all henceforth going to be the wealth of the Ilmolelian clan (p.38). The ceremony is conducted by Ole Musanka who is to conduct the sacred ceremony of officially receiving him into the Ilmolelian culture and offer blessings for his family’s well-being (p.50). Apart from blessing Ole Kaelo, the elder had special blessing for Taiyo. He even prophecies that she would be the mother of the next leader (p.52). This man also curses Emakererei, the wasp, whose real name is Minik for fighting F.G.M. He says “May she go down with the setting sun” (p.52).

TeiyoBottor, Resian and Taiyo’s aunt tell their mother that their daughter Resian has Olkuenyi, a bad spirit and it is only circumcision that could get rid of it (p.78). Mama Milanoi remembers that when she was young, diseases were treated through “…a blood-letting ceremony known as angam. “Several nicks were made on the ailing sections of the body and the blood sucked out” (p.79). Curses are indications of the superstitious nature of this community. The Enkoiboni, is a diviner. It is said that she had prophesied that Ole Kaelo would move to Nasila with his two uncircumcised daughters and that his son would go to live in that home and finally bring with him one of Ole Kaelo’s daughter to be circumcised before marrying her. Going by that, it is evident that her prophecies and predictions are true (p.232). As Nabaru and Resian escape from Olarinkoi, Olarinkoi curses her saying, “My mother’s curse will find you there” (p.249). He also boasts that his mother’s predictions always come to pass” (p.250).

WOMEN AS THEIR OWN ENEMIES

Much as the modern woman opposes retrogressive cultural practice such as F.G.M, majority of women support these practices. Mama Milanoi is in support of F.G.M even as her daughters fight to resist the harmful practice. The writer puts: “Did she not support female genital mutilation that was prevalent among her people in Nasila?” (p.63). Despite being a woman, she betrays her daughter by giving her over to the enkamuratani to be circumcised (pp.272-273). She also keeps quiet and does not speak to oppose her husband’s plans to marry off her daughters to an old man. This is despite the fact that she is inwardly opposed to the whole idea. According to Maa oral tradition, it was women who came up with the idea of F.GM. They made a lasting resolution to sexual exploitation of women by the Olarinkoi and that gave rise to enkamuratani.“And her olmurunya was shaped, sharpened and handed to her” (p.87). The same practice that was useful then comes to haunt young girls such as Taiyo and Resian.

Nabaru also finds fault with the Maa women. She believes that they were the perpetrators of FGM and that no woman had taken up the olmurunya to circumcise a girl. (p.277). Resian says that if all women said no to the detestable culture, men would do nothing and the practice would stop (p.278). However, women are not speaking in one voice hence it has becomes very difficult to fight cultural practices that harms them. Olarinkoi’s mother also greatly serves in oppressing fellow women. She is planning to have Resian circumcised before she can be married by her son. The three women that Taiyo composes a song to ridicule also serve in oppressing women. We are told that they collaborated with men to oppress women (p.153).

WAR/VIOLENCE

The traditional Maa community in which the novel is set takes pride in engaging in external battles and wars to protect their territory or as an economic undertaking. There are many cases of violence reported in the clan.

One remarkable war is that between Olarinkoi and Maa warriors that led to the Maa people being ruled for many years. After many years under the Ilarinkon rule, we are told that “the Maa people eventually revolted and overthrew the Olarinkoi despotic rule” (p.87). Ole Kaelo attacks his daughter Resian for refusing to cooperate in his plan to have her married to Oloisudori. “After a moment of frozen immobility, her father suddenly pushed his chair, moved fast from behind the desk and slapped her face, sending her reeling back so that she almost fell” (p.209).

The fight between the girls at Minik’s ranch and Oloisudori’s men ends the protracted oppression of the man on Kaelo’s daughters. We are told that his convoy “…was reduced to smoldering shells and acrid smell of burning tyres” (p283). There is also a fight between Olarinkoi and the men that wanted to rape Resian and Taiyo. The bravery of Olarinkoi saves the girls from being raped. When the two young men are caught up by Olarinkoi and his men, they are beaten up before being spared. Women are also violent. The case in point is the old man they punish for being infatuated by a young girl. We are told “Then all the women proceeded to the homestead of the accused, armed with all kinds of weapons that included firewood…and their husbands’ knobkerries” (p.115). They go on to “…beating him thoroughly and stripping him naked” (p.116). Finally, this man dies and the women feel satisfied that they have avenged their anger.

DISCUSSION QUESTIONS ON THEMES

  1. Explain four good aspects of Nasilian culture.
  2. Discuss four cases of culture conflict in the novel Blossoms of the Savannah.
  3. Identify and illustrate instances of alienation in the novel.
  4. “Determination is the key to success.” Write a detailed composition to illustrate the statement.
  5. Resian, Taiyo and Minik are justified in their fight against FGM because many cultural practices have been abandoned. Do you agree? Support your answer with illustrations from the novel.
  6. Illustrate cases of betrayal in the novel Blossoms of the Savannah and their impact on characters.
  7. Discuss four evils present in a morally decadent society.

CHAPTER FOUR

LANGUAGE AND STYLE

The language used in literature is different from that used in other disciplines. Language in literature goes a notch higher because it is not only used originally but also innovatively. This contributes to aesthetics or beauty in literary texts hence appealing to the readers. Style on the other hand can simply be defined as the unique manner of doing something. Just like everybody has a walking style and hair cutting style, playwrights have unique ways which they use to pass their messages to the audience. There are a number of stylistic devices in the novel Blossoms of the Savannah.This guidebook will enumerate some of these devices.

 

Vivid Description

The writer uses words to paint clear mental images on the readers’ mind.  This enables the audience to understand the text better. As the Kaelo’s are preparing to depart from Nakuru for Nasila the scenery is vividly described. “He was gesticulating violently, apparently reprimanding loaders for being slow and inept (p.1). This description points out clearly the character of Kaelo as stern.The welcoming ceremony of the Kaelo’s family by uncle Simiren’s family is vividly described “Chunks of meat went round…selected a piece from the tray” (p.12). The description helps in showing the generous nature of Kaelo as well as his meticulous planning abilities. Life at Nasila is vividly described “the intermittent crowing of roosters… a rare atmosphere of tranquility and serenity…” (p.14). The description is used to contrast the peaceful mood of the rural Nasila and the urban town of Nakuru that is characterized by hustles and bustles.

Simiren’s polygamous setting is described vividly “Three main houses stood within a well-tended and a evenly trimmed kei apple perimeter hedge… (p.14). “The sixteen or so children aged between three and sixteen were perched on benches, stools and chairs” (p.16). This description shows high birthrate in the family. It also paints a polygamous family in Nasila.  The vivid description of Ole Supeyo (p.23), “he lifted a corner of his shirt and scratchedhis belly while his other hand stroked the stubble on his chin…” shows his wealthy status in the society.

Oloisudori is described in uncomplimentary terms “wide gap…black eyes….looking like a warthog” (p.92). The description signals Oloisudori’s mean character and the readers can even form a picture of a criminal before much is disclosed to them. There is a vivid description of how women in the past dealt with an old man who sexually mistreated a young girl (p.117). Taiyo’s bold visit to Joseph’s bachelor house is vividly described (p. 130). It shows the feelings of the two lovers who are restrained by culture. The attack of the two girls by two menin which Olarinkoi saves them is vividly described. “He sprang like a ghost” (p.141). This shows the risk the girls are going though in the hostile Nasila environment.

The search conducted by thirty men with Kaelo and Joseph is vividly described to show the urgency of getting the girls’ molesters (p161). The resigned Resian is vividly described after she is required to serve Oloisudori and his group (p.172). “She walked to an oloponi tree at the centre of the garden. Finding a log underneath it, she sank down…her shoulders drooping…” It shows Oloisudori’s insensitive character.The journey by Oloisudori and the couple is vividly described (p. 190,191). It shows Oloisudori’s cunning and scheming character. The journey by Resian, Olarinkoi and the pick-up driver is vividly described to show the ill manners of the two young men (p. 212, 213). The escape by Resian and Nabaru is also vividly described to show the risk involved by the two females with strong character (p. 247).

Similes

A simile is a stylistic device that compares two things indirectly with an aim of drawing a mental picture in the mind of the reader. Before the Kaelo’s relocate to Nasila, some women from Nasila visit Mama Milanoi. They signal a future menace since the girls are not circumcised. The author says, “The words came to haunt her like a demented spirit” (p.8). This is later seen when mama Milanoi and Kaelo have to live alone in their old age after Taiyo and Resian go to the ranch and later to the university (p.13). “They had likened him to a mono- eyed giant who stood on legs of straw.”(p.13).Kaelo is compared to a giant because he holds a senior position in his home, as the head in his house yet he has chosen to be very weak by having only one wife and two daughters. The elders feel Kaelo is not stable. He should be supported by many sons like Simiren. Ole Supeyo compares effects of FGM with effects of dehorning cows. “Like cattle that required being dehorned to reduce accidental injuries to each other, a certain docility was required to keep more than one wife in one homestead” (p.22). This simile shows the chauvinistic nature of Supeyo.

“The sense of foreboding from the threat was still hanging in the air like the sword of Damocles.’ (p.27). This simile shows the apprehensive mood in which the girls are in after they are accosted by the callous young man. Mama Milanoi says her husband had bullied and scolded her “like half-witted child” (p.29). This shows how Kaelo considered her as a child. It also reveals the low position of a wife in a Maa family.

Uncle Simiren danced, his bald head shining like a piece of iron sheet in the afternoon sun.” (p.45). The simile shows the industry, age and alienation of Simiren as well as the celebratory mood in the event. After the drinks, voices of laughter of the revelers are described as: “they rose and fell like sound of waves beating upon flooded river banks to show the exuberant carefree mood (p.50). A simile describes Resian’s condition of insecurity, “Lonely stalked her like a lost young leopard.” (p.57). This shows the danger that looms in the new environment. Kaelo comments, “Your daughter Resian is like an overfed lizard in the afternoon sun” (p.64).The simile is used to comment on the lazy character of Resian.

Olarinkoi is described as “sitting quietly and staring unblinkingly like a leopard would while stalking an antelope (p.75). This shows Olarinkoi’s antisocial nature. It also indirectly reveals his real intention in Kaelo’s home. Yeiyo Botorr expresses her contempt for Resian’s assertive character in a simile. “One with olkuenyi (bad spirit) was shunned like plague” (p.78). “It was easier to fall in love with a serpent than with Olarinkoi” (p.80). Taiyo’s statements shows that Olarinkoi is antisocial and nobody would wish him to be their friend. Mama Milanoi cannot bear the pricking language of Resian on Oloisudori. She says, “You spoke like one with a demented spirit?” This shows Mama Milanoi’s fear towards Oloisudori and her meekness to Kaelo.

Kaelo comments, “Why do you run like one who has seen an apparition? (p.96). In this simile, Kaelo-Resian cold relationship is shown. After Oloisudori’s visit, the couple has sleepless nights. “They turned and turned like ilmintilis being roasted in the fire” (p.107). The simile shows the torture that the couple undergoes. After Oloisudori informs the couple that he is to have their two daughters, “a disaster loomed large like ominous black clouds” (p.121).

To express her aggressive character, Resian is described by use of a simile. “She sunk her teeth into the flesh like a ferocious animal” (p.221). After the ordeal, the writer says, “thoughts came back like a remote collection” (p.223). This simile evokes a sympathetic attitude on the part of the reader. To show the caring, sacrificing and protective nature of Nabaru, the writer says, “Nabaru scooped Resian like a little baby” (p.246).

Metaphors

It is a style which employs direct comparison of two things without using “as…as” “like” etc. with an aim of forming a mental picture in the reader’s mind. Ole Sumpeyo terms Oloisudori as a randy he goat so as to show the height of his sexual immorality. He warns Kaelo to keep off his daughters. (p.26). Ole Musanka describes Kaelo as a tiny strand of hair that has been blown away from its owner’s head by a gust of wind. (p.51). This shows that Kaelo is part of Maa culture and is owned by the Maa culture.” (p.51). It also brings out the wise character of Ole Musanka. To express her contempt and annoyance, Resian describes Oloisudori, “what an ill-mannered devil this man is.” (p.93). After the heinous act by Olarinkoi on Resian, rape, the sun is described as a bowl of red (p.226).

Personification

It is a stylistic device in which a novelist uses human attributes on non-living things with significance to the novel. For instance Nakuru is described as “That beloved town that was the mother of all flamingoes” (p.2). It is evident that the flamingoes make the area very attractive and probably that is one of the reasons Taiyo sheds tears and is hesitant to leave it for Nasila a rural set up. It could also be interpreted that Nakuru is enlivened by the flamingoes making it relaxing. On reaching Nasila, the tranquility is expressed, “a cool fresh breeze swept in and caressed her face soothingly.(p.14).The breeze in this case is emphasized by being given a human quality of caressing. A pot of ugali is said to hiss cheerfully at the side (p.280).The exaggeration is aimed at emphasizing on the significance of the happy event.

Dialogue

It is a novelistic style in which the writer presents the actual conversation between characters. It brings a break from prose and therefore breaks monotony on the part of the reader. Taiyo and Resian converse about their new residence (p.3). The dialogue shows their mixed attitudes towards Nasila. Resian is afraid of the new home. She fears that the new shop may not pick something which may make the family needy in the future. However, Taiyo encourages her to have faith.

While taking a walk around Simiren’s compound, Taiyo and Resian converse on the apprehension and rivalry among the four houses. This exposes the enmity in a polygamous marriage. The dialogue between Joseph and Ole Kaelo serves to warn Taiyo and Joseph against having any love relationship (p.70).

The heated conversation between yeiyo-Botorr, mama Milanoi, Taiyo and Resian on p.77 reveals Resian’s assertiveness and daring character. It also shows yeiyo-botorr as conservative. The dialogue between Taiyo, Resian and yeiyo-Kiti gives the girls more information about Minik Nkoitoi and adds curiosity on the part of the girls to see her in the future (p.151).

On the other hand, the heated dialogue between Kaelo and Resian (p. 210, 211) brings out Kaelo’s character as mean and abusive while it portrays Resian as sentimental. Lastly, the conversation between Resian, Taiyo and Minik on (p. 280) in Minik’s office brings out the manager’s character as courteous.

Flashback

It is a style in which a novelist takes us back to a time in the past with an intention of informing the reader on past occurrences. It reveals critical information to the audience as well as helping in plot development.We are informed of how the Kaelo’s got married twenty two years ago and how Kaelo got employed by Agribix Limited. In order for mama Milanoi to view the future in the right perspective, she first recalls on the past (p.7). Kaelo flashes back how he had first spotted Jane, his wife in a church service (p.9). The flashback helps in identifying Mama Milanoi as religious.

Through a flashback we are told of the humorous story of how Ole Supeyo would take Kaelo to the forest and instruct him to count a lot of money. From this flashback, we discover their deep rooted friendship (p. 21). The flashback in this case is also a source of humour. Mama Milanoi flashes back to a time when Kaelo married her twenty two years ago and how her parents were happy to get a wealthy son in law (p. 28). The flashback informs the audience of the concern Jane’s parents had for their daughter. Taiyo has a flashback on how she excelled in music festivals and was awarded and garlanded. An FM radio station sponsored her to attend an extravaganza (p.44). This flashback is essential in revealing Taiyo as a talented girl. It explains why she is interested with the Maasai dance as well. Mama Milanoi flashes back when an old man like Oloisudori would not have been allowed by culture to marry young girls. (p.114).in such a case Mama Milanoi would have appealed to an elder’s court which would rule him out of elders. It would also fine him.

Irony

This stylistic device entails a writer depicting what is contrary to what is expected by the reader. For instance, Mama Milanoi optimistically thinks that it would be easy for the couple to marry off their two girls at Nasila than Nakuru town (p.8).However, this proves to be difficult later in the novel. The two girls put up a spirited fight against their marriage to Oloisudori. Resian escapes from her prophesied marriage to Olarinkoi while Taiyo escape shortly after undergoing FGM.

It is ironical that Kaelo detests his daughter Resian simply because she is born a girl instead of a son as he wishes. Since the baby is innocent and did not contribute in her sex, we expect the father to appreciate her. Furthermore, according to biological sciences it is the man who carries male genes (p.10). It is ironical when Kaelo dismisses elders as practitioners of archaic traditions when they mount pressure for him to be polygamous yet later he supports F.G.M on his daughters which is an equally archaic humiliating practice. This clearly portrays greed that overwhelms him as well as his weak character (p.113). It is ironical that Kaelo had been warned against the criminal record of Oloisudori from Supeyo but still falls for his snare (p.108). It is ironical that after Joseph wins the hearts of Resian, his heart is filled with frightening premonition (p.136).

Although the first day at Simiren’s place begins happily, it ends while the girls are disappointed after they are accosted by a callous young man. It is ironical that mama Milanoi feels she has failed in giving Kaelo a son and even praises and praise God for a baby boy (p.29).It is ironical that the idea of Enkamuratani and Olmurunyawas hatched by women themselves (p.87). Many years later this practice becomes a source of humiliation and pain to the female population.It is ironical that FGM that adversely affects women in the Maa community is practically done by women (p.227).

It is also ironical that Olarinkoi, the mysterious young man Resian detested later saves their lives. (p.142). Still, it is ironical that when Kaelo calls Resian to inform her of marriage to Oloisudori, Resian thinks she is being called for admission in the university (p.182).Lastly, it is ironical that Emuata(a heavy copper ring is primarily made to make brides beautiful yet it is heavy and uncomfortable to the females (p.263).

 

Symbolism

The physical appearance of the two sisters and their mother is symbolically expressed,“Taiyo and Resian both head and shoulder taller than their mother, stood on” (p.11).The height of the two girls is physically compared to that of their mother. The height could be interpreted in terms of their contribution to female emancipation. The deeper meaning is that Resian and Taiyo’s role in fighting gender inequality is greater than that of their mother.

At the time of the planned circumcision of Resian, the sun is described, “it’s sad yellow light … discordant howls of hyenas…” (p.243). These symbols reinforces the mood. Also, as Nabaru and Resian leave the desolate village, there is a heavy downpour. The rain symbolizes hope in future. (p.248). At the ranch, Resian is led to a house with a soothingly cool carpet which cools her tired and thorn pricked feet (p.260). This symbol assures the comfortable life the future holds for Resian.

The conspicuous departure for Egerton University by Resian, Taiyo and Minik is symbolic. (p.246). They leave behind Oloisudori’s burnt vehicles. It symbolizes their victory over Oloisudori’s army, patriarchy, FGM and stereotype.

Local Dialect

It involves the use of Maasai and Swahili words in the novel by the author. The usage enriches the setting of the fiction; the Maasai geographical area of settlement and the rural set up aspect of the novel. It makes the story credible, authentic and alive as well as anchoring the elaborate theme of culture.In depicting the serene atmosphere, the author says, “Interspersed were the olive- green ilorienito(brown wild olive) trees whose fragrant…cluster of bushes of olobaaniIlkilenya climbers grew…” (p.15). Yeiyoo botorr (p.16), means eldest wife. Her presence portrays the different level of power in a polygamous marriage.

Still to emphasize the beauty and serenity the writer says about Kaelo’s home, “clusters of oleleshua,osinoni and olkirrpanyany bushes dotted the compound. (p.31). People visit Kaelo’s new home so as to observe the girls with an aim of commending them as inkainito (p.36).

Enkaitoyoni and enkamuratani came to make acquaintance with potential clients.(p.36). After feeding and dancing, people take esuguroi drink to gladden their hearts (p.46). Esuguroi is a fermented honey beer spiced with aloe. It is believed that Resian has Kisirani,an evil ominous harbinger to a terrible thing (p.78).

There are many other instances of use of local dialects such as intoiye nemengalana, olmurunya, papaai, enkoiboni, inkainito, shuka, olbitirr, mzee, mheshimiwa, patureishi, elangatare, oloiboni and many others. The meaning of these Maasai and Kiswahili words has been provided in the text or in the glossary of terms at the end of the novel.

Foreshadow

It is a stylistic device in which something ominous is signaled to happen in the future. Mama Milanoi experiences a pang of strange premonition that twists her nerves unpleasantly (p.17). This suggests the lurking danger especially because her daughters are in the status of intoiyenemengalana. Once they arrive in their new house, Resian says, “I feel an oppressive silence.”(p.32).This points at the rough episodes she encounters later (p.32). Taiyo and Resian experience a long night characterized by mournful calls of night birds (p.55). This signals the bad experience ahead. On page 138, Olmultut (a bird of bad omen) coos sorrowfully at Resian’s gate. This bird is a harbinger of bad news. Its cry is ominous (p.138).

Rhetorical Questions

It is a stylistic device which employs questions which do not necessarily require answers but are aimed at stimulating critical thinking. To show that Kaelo is going through a hard reflective moment, he asks, “Was not everybody doing business with him? Was he really that bad? Was it the usual business rivalry and envy? (Oloisudori) (p.27). These questions show the dilemma in which Kaelo is in. Mama Milanoi wonders what they stand for as a family. Are they traditionalists or modernists? (p.62). This shows her dilemma towards F.G.M and her daughters. Resian asks, “Was there a curse for being born a woman?” (p.205). She rhetorically asks, “Was it jealousy consuming her? (p.49). This is about the growing love between Taiyo and Joseph. Nabaru argues on page 277, “if the Enkamuratani threw away the olmurunya and refused to wield it again, what would happen?” it is a call for women’s awakening to rise to the occasion and fight F.G.M.

 

 

Oral Literature Devices

Narratives

Kaelo had learnt thatOdomongi and Orok-kiteng, the legendary twin homesteads of the founder that begot of the five clans of Nasila: Ilmolelian, Ilmakesen, Ilukumae, Ilaiser and Iltarrosero were the cradle of Nasila people (p.37). Mama Milanoi’s dilemma is aptly described in a summarized narrative. Her situation was like that of ole Nkipida who was chased into a deserted hut by a lion just to be confronted by a hungry python at the door (p.60). This describes the conflict brought about by F.G.M. There is a common myth that by spilling blood through F.G.M bad spirit is purged away” (p.78). Joseph narrates a moving story of the legendry Olarinkoi (p.81). In the story, women entertain Ilarinkon warriors who demeaned and sexually exploited women (p.86). The story also tells the origin of F.G.M (P.87).

Song and Dance

On page41, during the homecoming ceremony, a bevy of beautiful young women dance exciting traditional dance. Men also do a springy dance (p.41). It is from this dance that Taiyo falls in love with Joseph Parmuat. He leads primary school children into a song about welcoming the returning hero, Kaelo (p.42). Taiyo composes a song which she sings in her heart. The song is dedicated to three women who collaborated with men to oppress women folks (p.153).

Girls from Intapuka e Maa sing a song (p.281). This song makes the two girls shed tears for it praises intoiye nemengalana. (p.281). It also reveals women assertiveness and readiness to fight oppressive cultural practices as well as song of hope, victory and equality.

Proverbs

They are short statements laden with a deep meaning. They are mostly used by the elderly people as a measure of wisdom and experience. Ole Kaelo on p.25 says, “The man with the meat was the same man with the knife.” This signifies that for him to get contracts, he must work with the corrupt Oloisudori. On p.25 Ole Musanka quips, “When an old rat begins to smell, it returns to its mother’s home” (p.52). Meaning that Kaelo is old and had to return to Maa culture as well as home for a sense of belonging. What the superstitious Yeiyoo Botorr says to mama Milanoi about Resian is in form of a proverb, “To hide a boil that is under the armpit is unwise” (p.78). Meaning the girl’s condition of intoiye nemengalana is vicious and will soon burst. While encouraging Resian to escape to the ranch Olarinkoi says, “Home is never far for one who is still alive” (p.211).

Suspense

It is a device in which the writer creates a pleasurable emotion of anticipation and excitement regarding the outcome of events or phenomenon. In the novel, an air of suspense surrounds Olarinkoi. Kaelo does not introduce him to us at any point in the novel nor does he mention him. (p.79). The audience is let to think about him evoking curiosity which keep them reading. The breaking down of the lorry near the ranch attracts suspense (p.252). Readers wonder what is to happen next. They worry of the character’s safety. When Minik calls Taiyo and Resian in her office and stays for long without breaking the silence, suspense is created. Especially because she is holding two letters with unknown contents (p. 279). The readers remain in suspense for long as to whether Resian will agree to be married by Oloisudori or not. They also keep reading and to see whether she will be circumcised by force by Olarinkoi’s mother and be married by Olarinkoi as his mother had prophesied.

Dream

Kaelo has a dream in which Resian consents to marriage by Oloisudori (p.195). The dream shows the level of greed in Kaelo. While in a strange room belonging to Olarinkoi’s people, Resian has a dream in which she meets Minik. The dream fires her ambition. (p.220). Resian dreams a triumphant dream where she battles enkamuratani’s crew who want to circumcise her by force (p.244, 245).

Allusion

It is a style in which there is a reference to something which is supposed to be known but not explicitly mentioned. A writer can refer to history, politics, the bible, literature and so on. In this novel, there are literary and biblical allusions. Resian quotes from a famous speaker, “What pained one most was not the injustices carried out against one by the adversaries but the silence of those who called themselves his or her friends at the time the injustice was done” (p.231). This literary allusion is in reference to her mother who kept quiet all the time they were being exposed to barbaric Nasilian cultural practices. There are several cases of biblical allusion. Resian remembers the tribulations of the Biblical Job. (p.230). She suddenly fell on her knees and hugged the legs of the old woman washing them with tears” (p.234).The allusion in this context is that of Mary in the St Luke in the Bible where she chooses to anoint Jesus using her hair. In this context, the respect Resian has for the enkabaani is emphasized. Still, Resian reminds herself of what the Bible says, (p.257). Some scriptures on optimism are quoted. The Joseph in the bible alludes to the Biblical Joseph who sacrificed for Christ by offering his tomb to be used by Christ (p.277). Joseph in the novel finally sacrifices by dying for the sake of Taiyo.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER FIVE

SAMPLE AND PRACTICE EXCERPTS

 

SAMPLE EXCERPTS

  1. Read the extract below and answer the questions that follow.

“No Joseph,” she said in an infantile whimper. “Ican’t bear that we can’t express the love that we have for one another because of some primitive culture. If by loving you, I offend the sensibilities of Nasila then let me offend and face the consequences of doing so!”

“I also love you very much,” Joseph Parmuat responded finally. “I loved you the moment I saw you during your father’s homecoming ceremony. But then the clan matter came to separate us. It is true we have no blood relation. But Nasila culture dictates who are related and who are not. We are slotted among those who cannot marry.”

“No, it can’t be, I cannot accept its verdict,” she said petulantly her words agonised. “No way, never!” She stopped, confused and angry with herself at her inarticulate outburst. She took several long steadying breaths and then said, “I cannot accept that a culture that does not feed,clothe or house me comes to control my life. Our lives belong to us, Joseph. The destiny of our lives is in our own hands. We should guard it jealously.”At last they drew a little a part .His eyes were open, honest and steady upon her face.

  1. What happens before this excerpt? (3mks)
  2. For both Joseph and Taiyo, give and illustrate two character traits. (4mks)
  3. How is dialogue significant in this excerpt? (4mks)
  4. Explain any two thematic concerns addressed in the excerpt. (4mks)
  5. From elsewhere in the novel, how does Joseph sacrifice for his love for Taiyo?(4mks)
  6. Explain the meaning of the following vocabulary as used in the excerpt. (4mks)
  7. a) destiny
  8. b) infantile
  9. c) petulantly
  10. d) primitive
  11. What happens immediately after this extract? (2mks)

 

  1. Read the excerpt below and answer the questions that follow

You are mad!” Resian screamed at him. You are stark mad if you think I am your wife. I can only be your wife over my dead body. Yes, you and my father can kill me and carry my dead body to your palatial home.”

He was stunned by those harsh words. He winced as if he had been struck. Then already harsh line of his mouth tightened and he stood tense for a moment. Then he relaxed and watched her mockingly. “You can never escape Resian,” he repeated quietly, smiling. The very normality of his voice as he spoke those monstrous words was most shocking and disturbing to her. Whether you scream your heart out, or jump into the deep sea, Resian, you are mine. You are my wife from now henceforth”

“Iwant to go now.” Resian announced angrily shuddering with disgust and terror.

“You want to go?” he asked, the contemptuous quiet of his voice a menace by itself.” Go! You want to be persuaded, coaxed and pampered to marry Oloisudori Lonkiyaa? Sorry I will not do that!  If you want to go, please yourself. You may opt to go, but when you are mine, you will do as I please. No one plays games with Oloisudori. Ask your father, he will tell you.”

“Stop it! Stop it! Resian screamed excruciatingly pained by the disdainful remarks of Oloisudori. Putting her hands over her ears, she made a dash for the door. He made no effort to stop her but she flung it open and turned to glare at him with tearful eyes

You are mad! She screamed again sobbingly. “You are stark mad!  You hear me?  You are nothing but ol-ushuushi.”  She walked away and as she did so, she heard his soft laughter behind her.

  1. Say what happens before this excerpt. (3mks)
  2. How is Oloisudori portrayed in this excerpt? (4mks)
  3. Describe the feeling of Resian in this excerpt             (3mks)
  4. From other areas of the novel, state other crimes that are practiced by Oloisudori. (3mks).
  5. How does the writer utilize irony in this excerpt? (3mks)
  6. “You are my wife from now henceforth” Rewrite in the reported speech. (1mk)
  7. Explain the meaning of the following words (4mks)
  8. a) Pampered
  9. b) Disgust
  10. c) Mad
  11. d) Palatial
  12. What happens immediately after this extract? (3mks)
  13. Read the following excerpt and answer the questions that follow.

They were silent as they climbed the hill on their way back from Nasila river to draw water.  The water containers that they carried on their backs were now heavy.  The straps that supported the containers pressed down their heads with a painful exhaustion.

As they walked, each one of them allowed her mind to fleetingly roam the fanciful land of wishful thinking.

Resian thought how wonderful it would be, had she had a chance to enroll at the Egerton University and after graduation had a chance to work with her role model, Minik ene Nkoitoi, the Emakererei at the sheep ranch that she managed.  She imagined herself already there driving a large flock of sheep.  And when she thought of sheep, her mind flew back to fifteen years or so earlier and reminisced the first time she saw a sheep.  It was a childhood memory, a memorable picture from the swirling scene around her which had been captured and preserved by her mind when she and Taiyo accompanied their father to the Nakuru Agricultural Show.  She could still see in her mind a group of big, docile, tawny woolly animals that stood panting drowsily in a green pasture, with the sun beaming down brightly from a clear blue sky.  She had then admired the white long overcoats that the handlers wore.

Taiyo also thought of Emakererei.  She would ask Joseph Parmuat, to assist her compose a song in her praise.  She had already put words to a tune she had composed to ridicule the three women who she thought collaborated with men to oppress the women folk.  They were Nasila’s three blind mice who, she thought, did not seem to know that the world was changing.  Those were the enkasakutoni, who threatened to curse intoiye nemengalana and ensured they did not get husbands nor children: the midwife Enkaitoyoni who threatened to spy on the young women as they gave birth to ensure that any who was still among intoiye-nemengalana had her status altered there and then; and the dreadedEnkamuratani, who would never tire of wielding her olmurunya menacingly.

  1. Place the excerpt in its immediate context.             (4Mks)
  2. Identify and illustrate two aspects of style in this excerpt.             (4Mks)
  3. Discuss two themes evident in the excerpt.             (4Mks)
  4. Discuss one character trait of Resian and Taiyo in the excerpt.             (4Mks)
  5. The straps that supported the containers pressed down their heads with a painful exhaustion. Rewrite beginning: with………………………………………….            (1Mk)
  6. How do Resian’s thoughts now come to be fulfilled in future? Briefly explain. (4Mks)
  7. Explain the meaning of the following words as used in the excerpt.             (4Mks)

(i) Reminisced

(ii) Collaborated

(iii) Dreaded

(iv) Menacingly

  1. Read the following excerpt and answer the questions that follow

“Yes, Papaai,” Resian said apprehensively.  “I am here.  Taiyo tells me you are calling me?”

“Yes, yes,” her father replied.  “Please take a seat.”

“Yes, Papaai,” Resian repeated as she sat on a chair far away from her father.

“Come nearer…child,” her father said pleasantly.

“Why do you sit a mile away? Come nearer.”

Resian moved her chair hardly an inch from where it was and then she looked up into her

father’s face with eager expectation.

“If I do remember well,” her father began in a low even tone, “you will be nineteen in September this year, am I right”

“You are quite right, Papaai.” Resian answered eyeing him curiously. His face was unusually kind.  His eyes held hers as he smiled broadly.  That’s it!’ she thought triumphantly.  “That must be it!

“You and I have not discussed important issues for a long time,” he said with a friendly chuckle that was intended to bring her closer to him.  “I thought today would be the best day to break the news.  Your future is very important to me, my dear child.”

Resian thought the concern in her father’s voice, rang false.  She hesitated, but could not holdherself any more.  The anxiety was too great.

“Papaai, is it Yeiyo or Taiyo who spoke to you?” she asked sensationally, thinking she was stating the obvious.  But seeing her father’s face cloud, she added quickly.

“Who between them spoke to you about our enrolment at the Egerton University?”

“What are you talking about, child? Her father, who seemed dumbfounded, asked after a long and uncomfortable silence.

“Both Yeiyo and Taiyo promised to talk to you about it, and I thought she had.”

“What, in the name of God are you talking about, child?” he repeated, this time agitated and shaking his head vigorously.  “No, I have never spoken to anybody about any of you enrolling at the university.  Never! When I said I wanted us to discuss your future, that isn’t what I meant at all.  Of course not!” Resian looked at her father’s face enquiringly.

  1. What has happened before the excerpt?             (3mks)
  2. What is so ironical in this passage? Explain your answer referring to elsewhere in the novel.                                                                                                                                (3mks)
  3. “Your future is very important to me, my dear child” From elsewhere in the novel, explain why Ole Kaelo tells his daughter so.             (3Mks)
  4. Discuss two aspects of character in Resian in this excerpt.             (4Mks)
  5. What major issue is addressed in this excerpt?             (2Mks)
  6. Explain what happens after this excerpt.             (3Mks)
  7. “Who between them spoke to you about our enrolment at the Egerton university? “Rewrite in the direct speech.             (1Mk)
  8. A part from irony, discuss any other aspect of style evident in the excerpt.             (2Mks)
  9. Explain the meaning of the following words and expressions used in the excerpt. (4 Mks)

(i). Apprehensively

(ii). Sit a mile away

(iii). Hold herself

(iv). Agitated

 

ANSWERS TO SAMPLE EXTRACTS

Sample excerpt 1

  1. Taiyo visits Joseph’s bachelor house. She expresses her infatuation. Joseph feels infatuated too. She sobs uncontrollably
  2. Joseph is responsible. He has self-control aimed at preventing the duo from messing up.

He is patriotic. He chooses to take sides with the Nasila culture. He feels they should not break the norms

Taiyo is loving. She has strong feelings for Joseph.

Assertive. She is ready to offend sensibilities of Nasila culture for love.

Sacrificing. She is ready to risk herself for love.

  1. It brings out Taiyo’s interrogative nature. She skeptically questions the enslaving nature of Nasila culture. “I cannot accept culture that does not feed me.” She poses that culture should be beneficial.
  2. He accepts to be the contact man in the mission of rescuing Taiyo. He makes her captors drunk leading to her escape. The captors later kill him.

5.Love. Taiyo and Joseph express their views towards love. She feels it should be let to grow while he feels culture should restrain love feelings.

Culture. Their love relationship is held at ransom by culture that objects love between people of the same clan.

  1. a) Fate

b)Childish/ immature

  1. c) Grudgingly
  2. d) Fate
  3. Joseph says he is ready to face any eventuality that may arise out of love. Taiyo appreciates the new stance of Joseph. She sheds tears.

Sample excerpt 2

  1. Oloisudori informs Resian of the benefits she will get for marrying him. Resian gets very annoyed and speechless. Resian learns that her father has already received dowry for her marriage to Oloisudori. He reports to her that their fate is sealed.
  2. Contemptuous.“He asked, the contemptuous quiet of his voice a menace by itself.”

Proud. He feels superior and egocentric.“No one plays games with Oloisudori. Asked your father, he will tell you.”

  1. She is feeling disappointed and desperate of her father’s action of receiving dowry with an aim of sealing her marriage with Oloisudori. She feels really betrayed.
  2. Extortion, assassinations shadowy businesses, sexual immorality,robber, smuggler, poacher
  3. It is ironical that Oloisudori who is older than Resian’s father plans to marry Resian a young girl even after he is told her wish is to study at the university. It is also ironical that Kaelo has already picked dowry from Oloisudori and has never bothered to inform Resian of it.
  4. He told her that she was her wife from then henceforth.
  5. a) Insane
  6. b) Grand/ like a palace
  7. c) Strong loathe
  8. d) Treat with excessive care
  9. Resian rans blindly knocking a chair and a table and disappears past Oloisudori’s driver. She goes to her father’s shop. She is raving mad with indignation. She becomes very disappointed with her father.

Sample excerpt 3

  1. Before the excerpt, Taiyo and Resian go to the River to fetch water. They remember their discussion with their aunt and admire Minik’s fight against women oppression by men. They muse that men must be very angry with her for snatching five hundred girls from her. After the excerpt, Taiyo sings the song she has composed about three women whom she refers as mice silently in her heart. One of those women is the enkamuratani chasing a woman with a knife.
  2. Flashback- Resian recalls fifteen years back when she and Taiyo accompanied their father to the Nakuru agricultural show and she saw sheep the first time.

Vivid description-The sheep are vividly described as big, docile tawny wooly animals.

Metaphors-She calls the three women who collaborated with men to oppress women as Nasila’s three blind mice.

  1. Theme of Determination or optimism. Resian is full of optimism that one day she would join Egerton university.

Women as their own enemies. The three Nasila women collaborated with men to oppress women.

Negative cultural practices. The three women propagate negative cultural practices against women such as F.G.M.

  1. Resian is visionary. She thought how wonderful it would be, had she a chance to enroll at the Egerton University. She dreams of going to university.

Taiyo-critical-she wants to compose a song ridiculing three Nasilian women who collaborated with men to oppress women.

  1. With a painful exhaustion, the straps that supported the containers pressed down their heads.
  2. Later, she is rescued from a planned marriage by Nabaru and is taken to Minik’s ranch. There, she is given a house and a job. Minik also helps in securing their admission at Egerton University. She also gives a scholarship. The novel ends when she and Taiyo are going to University.
  3. Recall/Recalled

Worked together

Feared

Threateningly

Sample Excerpt 4

1.Ole Kaelo sends Taiyo to call Resian for him. Resian feels hopeful and excited that she is being called to be informed about admission to the university. She thinks that it is her mother or sister who has talked to her father about the matter.

  1. It is ironical for Resian to think that her father is going to tell her about her dream wish of joining Egerton University but he has plans to marry her off to his friend Oloisudori. This is even as he says “your future is very important to me”
  2. He says this because he has plans to marry her to his friend Oloisudori. If this succeeds, his business would be saved because Oloisudori had helped him establish the business and even building his house in Nasila.
  3. Ignorant- she thinks that her father has good news about joining university which is not the case. She says, “That’s it!” She thought triumphantly. “Is it Yeiyo or Taiyo who spoke to you?”

Apprehensive. She replies to her father apprehensively.

Fearful- she is in fear of her father. She sits on a chair far from her father.

  1. Determination/optimism. Resian is very much determined to join Egerton University. She thinks it is the reason why her father has called her. “Who between them spoke to you about our enrollment at the Egerton University.”
  2. After the excerpt, Ole Kaelo hesitates telling Resian what he wanted to tell her and tells her to go to the kitchen. He tells her to tell her mother to come.
  3. She asked him who between them had spoken to him about their enrollment at the Egerton University.
  4. Suspense. The reader is left in suspense wanting to know why Ole Kaelo had called his daughter.

Dialogue- there is dialogue between Resian and her father. It reveals the strained relationship between daughter and father.

Nervously/worriedly/fearfully

Sit far away

Control herself

Troubled/disturbed

PRACTICE EXCERPTS

  1. Read the following excerpt and answer the questions that follow

However, the notion that he was about to hand over his own daughter to a gangster continued to gnaw at the conscience of Ole Kaelo relentlessly.  He felt guilty, especially when he recalled the atrocities that were known to have been committed by Oloisudori over the years.  But another voice told him quietly that he was being foolish and unreasonable to question his own conscience over the matter of Oloisudori, for he was just one among many who were enjoying the fruits of their labour.  And it was hardly anybody’s business to know how honest that labour was.  After all, the small voice reassured him tauntingly, those who committed bigger crimes such as Goldenberg and Anglo-leasing, were still enjoying the ‘fruits of their labour.’ Had they not invested the yields of their ill-gotten money in housing estates, in shares, in import and exports in tourism, in transport and in other trades, just as Oloisudori had done?

When he went to bed later that evening, he remained awake for many hours pondering over those disturbing thoughts that went through his mind fleetingly, like water that churned violently in a turbulent sea.  He thought of Oloisudori’s impending visit and his intended marriage to Resian.  He knew the success of failure of the event would determine the fate of his business.  Even his continued ownership of that house where he and his family lived, depended on the outcomes of that event.  Should Oloisudori fail to get Resian and recall the loan he had extended to him to buy that house, he was done.  And knowing Oloisudori, he could very easily draw the rug from beneath his feet, leaving him vulnerable to all kinds of vagaries.  And the thoughts gave him anxious moments.

At dawn when sleep overtook him, Ole Kaelo had a pleasant dream.  Resian had consented to Oloisudori’s proposal.  After Oloisudori reported that to him, he was greatly pleased and relieved.  His wife was rapturous.  Although they were astonished at the turn of events, they were relieved to know that they would not have to live with the guilt of having forced their daughter to get married.  What a wise child his once hardheaded daughter had turned to be after all!  And how devious! After all those years of sullenness, awkwardness and tactlessness, she had finally brought relief to their life and ushered in a period of peace and tranquility.  But then, it was just that. A dream!

  1. Place the excerpt in its immediate context.             (4Mks)
  2. Discuss three major issues in this excerpt.             (6Mks)
  3. Discuss two character traits of Ole Kaelo in this excerpt.             (4Mks)
  4. “And the thoughts gave him anxious moments” Add a question tag.             (1Mk)
  5. Discuss any three aspects of style in this excerpt.             (6Mks)
  6. Explain the meaning of the following expressions from the excerpt.             (4Mks)

(i). Gnaw

(ii). Pondering

(iii). Impending visit

(iv). He was done.

  1. Read the following excerpt and answer the questions that follow.

Her dream was rudely and violently interrupted by a thunderous bang and a loud roar of laughter.  She woke up with a start, jumped up to her feet and stared at the door with wide panic-stricken eyes.  For a moment she could not figure out her surroundings and called out the name of her sister Taiyo.  She was terrified.  The door flung open and Olarinkoi staggered in.  He was stone drunk.  Resian stared at him unblinkingly as he walked towards her and she backed off terrified, squeezing herself flatly against the wall.  He followed her there and got hold of her shoulders and shook her violently glaring at her with his glittering eyes.

“You silly thing,” he thundered angrily.  “I tell you to prepare food and you refuse to do so, eh? Today you will know who is the owner of this home.  If you are still in doubt, let me tell you frankly that from today on you are my wife, hear that, eh? You are my wife.  For a long time you have been sneering at me, showing how highly educated you are.  Today we shall see how educated your body is! Yes, we shall see!’’

He got hold of her hand and began dragging her into the other room.  At first she did not understand his intention until he began unfastening her buttons with his rough trembling hands.  Then the truth came, and with it, terror and panic.  She tried to get away from him, but he held her effortlessly as he brutally continued fumbling with her dress, trying to loosen it.  She screamed as loudly as she could while she pushed him away and thrashed frantically about.  But that did not deter him and he totally ignored her screams holding her more firmly with his strong arms.  Against her loud protest, he tore her garments and began to push her towards the bed.

Then desperately she took the last chance of self defense and self-preservation.  Mustering all her strength, she thrust his thumb into her mouth; sunk her teeth into the flesh like a ferocious animal and tenaciously held onto it, tugging at it fiercely like a lioness.  She could feel the flesh tearing and she tasted the salt of his blood as it filled her mouth but she clung unto the thumb as Olarinkoi howled with pain.

  1. Make notes on the contents of Resian’s dream.             (4Mks)
  2. Discuss one character traits of Resian in this excerpt.             (2Mks)
  3. What has greatly changed in Olarinkoi in this excerpt compared to his earlier conduct in the novel?             (3Mks)
  4. Identify and illustrate two aspects of style in this excerpt.             (4Mks)
  5. Explain two major issues raised in the excerpt.             (4Mks)
  6. Explain what happens immediately after the excerpt.             (3Mks)
  7. “Today we shall see how educated your body is” Rewrite in reported speech. (1Mk)
  8. Explain the meaning of the following expressions in the passage.            (4 Mks)

(i). Unblinkingly

(ii). Effortlessly

(iii). Mustering

(iv). Howled

 

  1. Read the excerpt below and answer the questions that follow

“Nothing is wrong with me,” Resian retorted furiously. And pointing at the living room, with her figure, she fiercely charged,” I have no quarrel with my father for whom, I have tremendous respect. It is the likes of Olarinkoi I am mad at, and all those other males who come here ordering us to do that or the other for them, simply because they are males. When women visit us, they give us the leeway to respond to their requests. But as we burn our fingers here Mr.Olarinkoi is dozing off comfortably in our living room waiting for his lunch and possibly a little angry and impatient with us for delaying it.’

“It is enough,” cried Yeiyo – Botorr viciously. She instantly abandoned the peeling of potatoes and threw the knife into the pail that held the peeled potatoes. Supporting herself by holding onto a nearby wall, she painfully lifted a large, heavy body. “My enkaini, I agree with you that something is wrong with our child, and I think I know what ails her. Come along with me and I will tell you what I think ails her. “I am not sick… ” Resian was saying that when she was cut short by Taiyo.”  Even if you are not sick, you cannot argue with Yeiyo Botorr,” Taiyo told her sternly as soon as they were out of earshot of their mother and Yeiyo Botorr,“there are things one has to learn on their own. One of them is that you cannot antagonize the older people by arguing with them, however, untenable their argument may be. That goes without saying, my dear little sister.”

  1. What happens before this extract? (3mks)
  2. Comment on any two stylistic devices used in the extract. (4mks)
  3. Explain any issue brought about in this extract. (3mks)
  4. What is the character of Yeiyoo Botorr from this extract? (4mks)
  5. From elsewhere in this text how does Olarinkoi contribute to the plot development of the novel? (3mks)
  6. Re-write and add a question tag. (1mks)

Nothing is wrong with me.

  1. Write the meaning of the following vocabulary. (4mks)
  2. a) Sternly
  3. b) Antagonize
  4. c) Retorted
  5. d) Leeway
  6. What happens immediately after this extract? (3mks)
  7. Read the following excerpt and answer the questions that follow

At seven o’clock in the evening after the lights had been put on, and the traditional esuguroi drink had been served in generous measures, tongues loosened and hearts gladdened. Soon after, the party gathered momentum and voices rose. Within no time, one could hardly be heard over the hubbub of talk and laughter. And as the pleasurable and lively celebration progressed, voices became animated; hands and arms gesticulated vigorously while heads turned more often. Eyes searched out acquaintances within the throng of revelers.

And it was all pomp and gaiety as ivory adorned and bejeweled fingers fluttered; bare shoulders gleamed in the light multicoloured bead ornaments glittered upon elaborately bedecked necks: pendulous ilmiintoni of all colours dangled loosely down extended ear-lobes: and the bright colours of lesos, kangas, red shukas and multicoloured blankets, all turned the Ole Kaelo living room into a kaleidoscope of shifting light and colour.

  1. Place this extract in its immediate context. (4mks)
  2. State and explain two thematic concerns in this context.             (4mks)
  3. What is the significance of the use of words like esuguroi, ilmiintoni, lesos, kangas, and shukas? (3mks)
  4. Identify and explain two character traits of ole Kaelo.             (4mks)
  5. Eyes searched out acquaintances within the throng of revelers. Rewrite to form a question

(1mk)

  1. Which other party has an equal weight from the rest of the novel. What is its significance? (3mks)
  2. Comment on the prevalent mood in the context. (2mks)
  3. Explain the meaning of the following words: (4mks)
  4. a) Hubbub
  5. b) Gesticulated
  6. c) Gaiety
  7. d) Dangled

 

 

 

 

CHAPTER SIX

GENERAL ESSAY QUESTIONS AND SAMPLE ESSAYS

  1. Blossoms of the Savannah is a novel about hope that leads to victory; write a composition to illustrate on this statement.
  2. “In Oloisudori and Olarinkoi there is no lesser evil.” Write an essay to illustrate on this statement.
  3. “One has to know which side of bread is buttered.” By referring closely to the lives of Kaelo and Oloisudori show the truthfulness of this statement.
  4. “Kaelo digs his own grave.” Write a composition to show the truthfulness of this statement
  5. “Though Resian goes through the valley of death, her determination leads her to a victorious life.” Write a composition to show the validity of this assertion.
  6. Maa culture has not completely shed off archaic practices and traditions. Support this statement with illustrations from the novel.
  7. “Strong selfless friendship is the remedy to stormy times.” Using the lives of Taiyo and Resian, write a composition to illustrate truthfulness of the statement.
  8. Oloisudori, Kaelo, Mama Milanoi and Olarinkoi are to blame for the traumatizing life led by Resian. Write an essay in support of this argument.
  9. By referring to the lives of Oloisudori and Olarinkoi, show how bad deeds are paid with bad deeds.
  10. Blossoms of the savannah is a novel about women fighting for their redemption.” By referring to the lives of Minik and Nabaru support the assertion.
  11. Blossoms of the savannah is a novel about patriarchy.” Write an essay to validate this argument using the character Oloisudori and Olarinkoi.
  12. Optimism and ambition leads to victory support.
  13. “Women are their own enemies” Write an essay exemplifying this position.

 

  1. “The strong bond between Resian and Taiyo contributes significantly to their triumph.” Write an essay in support of the statement.
  2. The old and the young generations in Blossoms of the Savannah are in conflict. Discuss.
  3. Bad decisions can adversely affect our future. Write an essay in support of the statement with illustrations from the novel.
  4. Change is as good as rest. To what extent do you agree with the assertion as far as Blossoms of the Savannah is concerned?
  5. “Persistence, focus and determination is the secret behind success.” Expound on this position drawing your illustrations from the novel.
  6. Some cultural practices have no place in the current Nasilian society. Discuss.
  7. “Not all aspects of culture and traditions are bad.” Drawing your illustrations from the novel Blossoms of the Savannah, validate the assertion.
  8. “There is need for women to unite in their fight against harmful cultural practices” Discuss.
  9. “Greed for money is the source of most evils in the society.” Show how valid this statement is by getting supporting evidence from the novel Blossoms of the Savannah.
  10. “Our greatest enemies are those close to us.” Support this statement with illustrations from the novel.
  11. “Failure to take one stand on matters to do with culture can be very detrimental.” Write an essay reacting to this assertion.
  12. Write an essay showing why Mama Milanoi is to blame most for the ordeals her daughters go through.
  13. Write a composition in agreement with the assertion that harmful cultural practices against women would be history in Nasila if there were more women like Minik.
  14. “Women should speak and act in order to have their way in the society” Write an essay in support of the statement with illustrations from the novel.
  15. The rich cultural heritage of the Maa is under attack by modernity. Discuss
  16. Nothing is impossible to somebody with the will to succeed. Discuss
  17. “Resian has been wronged more by her father than the Nasilian society.” Write an argumentative essay reacting to this statement.
  18. Material security does not guarantee happiness.
  19. Gender inequality is tantamount to violation of human rights. Write an essay in support of the assertion drawing your illustrations from Blossoms of the Savannah.
  20. Cultural erosion is the root cause of most evil things in Nasila. Discuss.
  21. Help can come even when least expected. Discuss.

 

SAMPLE ESSAYS

  1. “Though Resian goes through the valley of death, her determination leads her to a victorious life.” Write a composition to show the validity of this assertion.

Resian in the  Blossoms of the Savannah seems to experience several challenging situations in her life. In the scenarios she seems resolute in her actions as shown in the following ways

Oloisudori declares his intention of marrying her at an early age. This follows after he changes his initial plan: extorting Kaelo. He demands that she should first be circumcised so as to get rid of her state as nemengalana intoiye.  He intends to use anesthesia to make her unconscious and grab her. Resian resolves not to be married.  She tells Oloisudori point blank that she cannot be his wife. She returns the gifts that he had earlier brought and escapes to her father’s shop. Her father beats her so as to submit to the marriage, but Resian remains steady is her decision.

A number of callous youth in Nasila wish to assault Resian and Taiyo. In the first days, Resian and Taiyo take a walk around uncle Simiren compound.  All of a sudden a young man emerges from the blues and grabs Taiyo. Resian order the callous young man to release Taiyo immediately. The Young man has no option but to give in though he promises to revisit his grave decision.

Though in a dream, enkamuratani and other two women surround Resian to circumcise her holding an olmurunya. Although Resian is in a strange land and is defenseless she does her best to combat the situation. Determined, Resian twists enkamuratani’s hand with an intention of ensuring that she does not initiate other girls in the future. She knocks the old witch using a mallet as well as fights the third woman until she disappears.

Olarinkoi disappears with Resian to a far hut in the forest. He locks her up and returns very late in the night while drank. Once he returns, he is in his mission of raping her. He unzips and this gesture sets her trembling. She bites Olarinkoi’s thumb so that the pain reduces his action of rape. Owing to the fact that Resian had earlier witnessed Olarinkoi’s fiery attacks when he dealt with two callous men, it calls for a lot of determination on the part of Resian to tackle him.

In summary, from the above illustrations it is evident that Resian suffers rough challenging times in her life but she deals with all these situations with determination.

  1. “The strong bond between Resian and Taiyo contributes significantly to their triumph.” Write an essay in support of the statement.

No man is an island. Human beings were created to relate mutually. The close friendship between Resian and Taiyo is the key to overcoming stormy times that present themselves in their lives as follows

In their new environment at Nasila, the girls meet unique challenges. They are not used to the communal life for all along they have stayed in an urban set up where life is individualistic. At Nasila, they have to get used to impromptu visitors and superior male counterparts. It is the love between the two girls that helps in these scenarios. The duo stay together most of the times. By so doing, they share a lot Taiyo counsels Resian on using kind language on Yeiyo Botorr her aunt. The two girls discuss about danger that lurks from the hostile youth especially because of their uncircumcised condition.

In overcoming the challenge of female genital mutilation (FGM), their friendship bond comes in handy. When Resian goes on a hunger strike she says it is only Taiyo who can change her stand. When Taiyo is informed of Resian’s condition, she does not hesitate to offer herself for Resian’s redemption even when there are risks all over. While at Nasila, they have a lot of time sharing their views towards FGM. The discussions must have strengthened their hard stands towards FGM. It is from these discussions that they vow never to give in to FGM.

In the incident when Taiyo and Resian are accosted by two callous young men their coordination and friendship save them. The incident finds them while they are walking together where they had visited Maiso for lunch. If the struggle had between two men versus one girl probably she would have been surmounted. Although most of the salvation is largely brought by Olarinkoi the fact that the two girls where together makes it easier for them to go about the ordeal. Their joint screaming and their escape unhurt is partly contributed by their togetherness.

The two birds of a feather hatch a scheme to outwit Oloisudori. They wrap the gifts he had brought them into a box and title it as a gift. They then plan how to execute the plan. They arrange on how Resian is to thank Oloisudori and give him the gift. They discuss the aim of the gesture; to clarify to Oloisudori the fact they cannot be cheated with gifts. From this co-operation, Resian manages to trick Oloisudori and tells off her father and later with Olarinkoi, they manage to leave Nasila.

It is clear from the above illustration that strong friendship bonds can help friend go about hard experiences and overcome them in their lives.

  1. Bad decisions can adversely affect our lives. Write an essay in support of the statement with illustrations from the novel.

The Choices we make can affect us positively or negatively. Bad choices definitely have adverse effects on our future. A character like Ole Kaelo makes several bad choices which not only affect his life but also his daughters.

Ole Kaelo is advised by his friend what kind of man Oloisudori is. He is told that he is not a man of integrity and warns him about doing business with him. He even warns him to keep his daughters from him. Oloisudori is unheeding to this warning. He goes on to sign business contracts and receiving a loan from him. Later, this man causes him great worry when he threatens to bring his business down if he does not give him his daughter in marriage.

Ole Kaelo makes the bad choice of agreeing to give his daughter Resian in marriage to Oloisudori. He does this to save his business empire and to acquire more wealth as dowry from him. This unleashes a myriad of problems in his family. He keeps assuring himself that his choice of Oloisudori is good and that the man is not all bad but inwardly, he has reservations about such a marriage. His decision worsens the already poor relationship between him and his daughter, who ran away and gets into more trouble with Olarinkoi. Taiyo also has her life ruined by being forcefully circumcised before being forced to marry Oloisudori. Finally, he loses his daughters trust and his fate is unknown because Oloisudori might come for him in person.

Olarinkoi is not known by the Kaelos yet nobody asks questions about him. He seems a mystery and with time becomes like a member of the family. This earns him trust among the Kaelos to the point that Resian trusts him to take her to Minik’s ranch. This man who the family trusted so much turns into a beast by raping Resian and even planning to circumcise her by force before marrying her. If the Kaelo’s had not trusted the stranger, Resian suffering in his hands would have been avoided.

Mama Milanoi makes a bad choice of giving over her daughter Taiyo to three strange women cheating her that she was being taken to her sister. Her plans is to have Taiyo circumcised before being married by Oloisudori. This action makes her lose the trust her daughters had for her. The wound she has caused them will definitely take time to heal. They too are angry with her that they vow that they would not want to be like her in marriage.

Bad decisions made knowingly or unknowingly will definitely have negative impact in our lives or on those that are dear to us.

  1. Gender inequality is tantamount to violation of human rights. Write an essay in support of the assertion drawing your illustrations from Blossoms of the Savannah.

Today’s position on the male and female gender is that men and women are equal and none of the gender should dominate over the other. In Blossoms of the Savannah, women are culturally forced to be subservient to men, a practice that denies them some fundamental rights as human beings.

A wife has the right to state his position on any matter even if it is contrary to the husband’s position. This is not the case with Mama Milanoi, wife to Ole Kaelo. She admits that she did not know which man her husband was doing business with and even if she did, she would not do anything about it for he was the one who carried the family’s vision. She thus leaves every aspect of decision making to him whether those decisions are good or bad.

A woman is a being to be loved and not to love back. Although Ole Kaelo genuinely loved Mama Milanoi when he saw her first, her feelings on him are immaterial. Women were not expected to resist a man’s advances according to Nasilian culture. This is a great violation of her right to love or hate. In her case there is no room for that. It is also expected that Resian should give in to Oloisudori’s plans to marry her. Refusal is regarded as stubbornness. In fact, Oloisudori claims that none of his wives put any resistance in his interest in them. This means that their feelings for him did not matter a great violation of their freedom to choose their marriage partner.

Resian and Taiyo are forced to undergo cultural coaching by Joseph Parmuat. Resian rebels this citing inequality in the plan. She opines that if they were boys, such a thing would not be done on them. Instead, they would be freely roaming Nasila with nobody bothering them. In their case, there is no such option simply because they are girls. Their right to choose what to and not to learn is violated. Girls are taught how to cook for their men but there are no lessons for boys on how to please women. Resian opposes such arrangements saying she would not be taught to solely please men. She claims that even boys should be taught how to please women.

Gender inequality in this society elevates man over the woman to the extent that Resian says that it made men assume that they had right over the body of any woman. This has reduced women to be objects of sex to be exploited by men at will. This practice started with the Ilarinkon warriors who sexually exploited women after arousing their desires. Taiyo and Resian undergo several rape attempts with Resian ending up being raped by Olarinkoi who assumes he has every right over her body. These inequalities have greatly undermined women’s right to privacy and to choose whom to have sexual relation with.

Gender inequality does not just stop at that. Instead, it is a major cause of violation of basic human rights that all should be accorded a chance to enjoy. Women in the novel have most of their rights curtailed as a result of gender imbalance between men and women.

  1. Help can come when least expected. Discuss.

Most people reach the end of the tether in difficult situations and are just about to give up when help comes. Most instances of help appear coincidental but nonetheless; they change the course of life of the character as well as shaping the rest of the novel.

Olarinkoi seems to be at the right place at the right time. He happens to be the savior of Resian and Taiyo when they need help most. He comes to the rescue of the two girls when they are coming from their father’s shop and are about to be raped by two men. Olarinkoi single-handedly saves the girls by fighting the men. Resian and Taiyo are much grateful and would not want to imagine what would have happened if he had not come at that time, even fearing that they would have been infected with HIV.

Olarinkoi again comes to the rescue of Resian when she discovers her father’sbetrayal by planning to marry her off to Oloisudori. He comes to her rescue when she is even contemplating committing suicide by drowning herself into the river. At the same time, Oloisudori and his men are looking for her to abduct her. Olarinkoi promises to take her to Minik whom she had been yearning to meet someday. Although the help turns disastrous with Olarinkoi turning against her, she is able to escape the current wrath of Oloisudori.

Taiyo is rescued from the hands of her circumcisers by Minik’s men. Minik’s rescue team use tricks to rescue her from the well-guarded home which she would not have escaped in her sickly state.  Were it not for Minik’s intervention, Taiyo would surely have been forcefully married off to Oloisudori after healing. The rescue gives Taiyo a new lease of life, reunion with her sister and of course quicker physical and emotional recovery.

Minik’s help to Resian and Taiyo perhaps is the most important event that completely changes their lives. She gives refugee to the girls in her ranch hence protecting them from marauding men like Oloisudori and Olarinkoi. She gives Resian a job in the ranch hence giving her something to live on and promises her a scholarship from the ranch. Most importantly, she is able to have the two girls enrolled at Egerton University, their dream university. These kind gestures create a happy ending in a novel that has been dominated by sad events.

When people are about to despair, that is usually the point when help comes. No matter how belated characters like Resian and Taiyo get help, their lives are greatly impacted and changed by those interventions.

 

 

 

KCSE Best Revision Mocks and Answers(Big and Best Schools Mocks)

KCSE Best Revision Mocks and Answers(Big and Best Schools Mocks)

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Maths form Four Notes

FREE FORM FOUR MATHEMATICS NOTES

Read all the form 4 notes here. You can also download a copy of the pdf notes on this link; MATH FORM FOUR NOTES 

See also; Free Mathematics notes, revision questions, KCSE past Papers, Exams, Marking Schemes, Topical revision materials, Syllabus and Many more

Specific Objectives

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

(a) Relate image and object under a given transformation on the Cartesian

Plane;

(b) Determine the matrix of a transformation;

(c) Perform successive transformations;

(d) Determine and identify a single matrix for successive transformation;

(e) Relate identity matrix and transformation;

(f) Determine the inverse of a transformation;

(g) Establish and use the relationship between area scale factor and determinant of a matrix;

(h) Determine shear and stretch transformations;

(i) Define and distinguish isometric and non-isometric transformation;

(j) Apply transformation to real life situations.

Content

(a) Transformation on the Cartesian plane

(b) Identification of transformation matrix

(c) Successive transformations

(d) Single matrix of transformation for successive transformations

(e) Identity matrix and transformation

(f) Inverse of a transformations

(g) Area scale factor and determinant of a matrix

(h) Shear and stretch (include their matrices)

(i) Isometric and non-isometric transformations

(j) Application of transformation to real life situations.

 

Matrices of transformation

A transformation change the shape, position or size of an object as discussed in book two.

Pre –multiplication of any 2 x 1 column vector by a 2 x 2 matrix results in a 2 x 1 column vector

Example

If the vector is thought of as apposition vector that is to mean that it is representing the points with coordinates (7, -1) to the point (17, -9).

Note;

The transformation matrix has an effect on each point of the plan. Let’s make T a transformation matrix T Then T maps points (x, y) onto image points

 

T

 

Finding the Matrix of transformation

The objective is to find the matrix of given transformation.

Examples

Find the matrix of transformation of triangle PQR with vertices P (1, 3) Q (3, 3) and R (2, 5).The vertices of the image of the triangle sis.

Solution

Let the matrix of the transformation be

=

Equating the corresponding elements and solving simultaneously

2a= 2

 

 

2c= 0

Therefore the transformation matrix is

Example

A trapezium with vertices A (1 ,4) B(3,1) C (5,1) and  D(7,4) is mapped onto a trapezium whose vertices are .Describe the transformation and find its matrix

Solution

Let the matrix of the transformation be

Equating the corresponding elements we get;

 

Solve the equations simulteneously

 

11b = -11        hence b =-1  or  a = 0

                                                                                        3c + d =3

The matrix of the transformation is therefore

The transformation is positive quarter turn about the origin

Note;

Under any  transformation represented by a 2 x  2 matrix, the origin is invariant, meaning it does not change its position.Therefore if the transformtion is a rotation it must be about the origin or if the  transformation is  reflection it must be on a mirror line which passses through the origin.

 

The unit square

The unit square ABCD with vertices A  helps us to get the transformation of a given matrix and also to identify what trasformation a given matrix represent.

Example

Find the images of I and J under the trasformation whose matrix is;

 

 

 

 

Solution

 

 

NOTE;

The images of I and J under transformation represented by any 2 x 2 matrix i.e.,  are

 

Example

Find the matrix of reflection in the line y = 0 or x axis.

Solution

Using a unit square the image of B  is ( 1, 0) and D is (0 , -1 ) .Therefore , the matrix of the transformation is

 

Example

Show on a diagram the unit square and it image under the transformation represented by the matrix

Solution

Using a unit square, the image of I is  (  1 ,0 ), the image of  J is ( 4 , 1),the image of O is ( 0,0) and that of K  is

 

 

 

 

 

 

 

 

Successive transformations

The process of performing two or more transformations in order is called successive transformation eg performing transformation H followed by transformation Y is written as follows YH or if A , b and C are transformations ; then ABC  means perform C first ,then B and finally A , in that order.

The matrices listed below all perform different rotations/reflections:

This transformation matrix is the identity matrix. When multiplying by this matrix, the point matrix is unaffected and the new matrix is exactly the same as the point matrix.

This transformation matrix creates a reflection in the x-axis. When multiplying by this matrix, the x co-ordinate remains unchanged, but the y co-ordinate changes sign.

This transformation matrix creates a reflection in the y-axis. When multiplying by this matrix, the y co-ordinate remains unchanged, but the x co-ordinate changes sign.

This transformation matrix creates a rotation of 180 degrees. When multiplying by this matrix, the point matrix is rotated 180 degrees around (0, 0). This changes the sign of both the x and y co-ordinates.

This transformation matrix creates a reflection in the line y=x. When multiplying by this matrix, the x co-ordinate becomes the y co-ordinate and the y-ordinate becomes the x co-ordinate.

 

This transformation matrix rotates the point matrix 90 degrees clockwise. When multiplying by this matrix, the point matrix is rotated 90 degrees clockwise around (0, 0).

This transformation matrix rotates the point matrix 90 degrees anti-clockwise. When multiplying by this matrix, the point matrix is rotated 90 degrees anti-clockwise around (0, 0).

This transformation matrix creates a reflection in the line y=-x. When multiplying by this matrix, the point matrix is reflected in the line y=-x changing the signs of both co-ordinates and swapping their values.

Inverse matrix transformation

A transformation matrix that maps an image back to the object is called an inverse of matrix.

Note;

If  A is a transformation which maps an object T onto an image ,then a transformation that can map   back to T is called the inverse of the transformation A , written as image .

If R is a positive quarter turn about the origin the matrix for R is  and the matrix for  is   hence

 

 

Example

T is a triangle with vertices A (2, 4), B (1, 2) and C (4, 2).S is a transformation represented by the matrix

  1. Draw T and its image under the transformation S
  2. Find the matrix of the inverse of the transformation S

Solution

  1. Using transformation matrix S =

 

  1. Let the inverse of the transformation matrix be. This can be done in the following ways

Therefore

Equating corresponding elements and solving simultaneously;

 

Therefore

 

 

 

Area Scale Factor and Determinant of Matrix

The ratio of area of image to area object is the area scale factor (A.S.F)

Are scale factor =

Area scale factor is numerically equal to the determinant. If the determinant is negative you simply ignore the negative sign.

Example

Area of the object is 4 cm and that of image is 36 cm find the area scale factor.

Solution

If it has a matrix of

 

Shear and stretch

Shear

The transformation that maps an object (in orange) to its image (in blue) is called a shear

The object has same base and equal heights. Therefore, their areas are equal. Under any shear, area is always invariant ( fixed)

A shear is fully described by giving;

  • The invariant line
  • A point not on the invariant line, and its image.

Example

A shear X axis invariant

 

Example

A shear Y axis invariant

 

 

 

Note;

Shear with x axis invariant is represented by a matrix of the form  under this trasnsformation,J (0, 1) is mapped onto .

Likewise a shear with y – axis invariant is represented by a matrix of the form ( ). Under this transformation, I (0,1) is mapped onto .

Stretch

A stretch is a transformation which enlarges all distance in a particular direction by a constant factor. A stretch is described fully by giving;

  • The scale factor
  • The invariant line

Note;

i.)If K is greater than 1, then this really is a stretch.

ii.) If k is less than one 1, it is a squish but we still call it a stretch

iii.)If k = 1, then this transformation is really the identity i.e. it has no effect.

Example

Using a unit square, find the matrix of the stretch with y axis invariant ad scale factor 3

Solution

The image of I is  therefore the matrix of the stretch is

Note;

The matrix of the stretch with the y-axis invariant and scale factor k is  and the matrix of a stretch with x – axis invariant and scale factor k is

Isometric and Non- Isometric Transformation

Isometric transformations are those in which the object and the image have the same shape and size (congruent) e.g. rotation, reflection and translation

Non- isometric transformations are those in which the object and the image are not congruent e.g., shear stretch and enlargement

End of topic

                            Did you understand everything?

If not ask a teacher, friends or anybody and make sure you understand before going to sleep!

 

Past KCSE Questions on the topic.

 

  1. Matrix p is given by 1          2

4          3

(a)        Find P-1

(b)        Two institutions, Elimu and Somo, purchase beans at Kshs. B per bag and

maize at Kshs m per bag. Elimu purchased 8 bags of beans and 14 bags of maize for Kshs 47,600. Somo purchased 10 bags of beans and 16 of maize for Kshs. 57,400

(c)        The price of beans later went up by 5% and that of maize remained constant. Elimu bought the same quantity of beans but spent the same total amount of money as before on the two items. State the new ratio of beans to maize.

  1. A triangle is formed by the coordinates A (2, 1) B (4, 1) and C (1, 6). It is rotated

clockwise through 900 about the origin. Find the coordinates of this image.

  1. On the grid provided on the opposite page A (1, 2) B (7, 2) C (4, 4) D (3, 4) is a trapezium

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a)        ABCD is mapped onto A’B’C’D’ by a positive quarter turn. Draw the image A’B’C’D on the grid

(b)        A transformation -2  -1   maps A’B’C’D  onto A”B” C”D” Find the coordinates

0    1     of A”B”C”D”

  1. A triangle T whose vertices are A (2, 3) B (5, 3) and C (4, 1) is mapped onto triangle T1 whose vertices are A1 (-4, 3) B1 (-1, 3) and C1 (x, y) by a

Transformation M =   a    b

c    d

  1. a) Find the:          (i)         Matrix M of the transformation

(ii)        Coordinates of C1

  1. b) Triangle T2 is the image of triangle T1 under a reflection in the line y = x.

Find a single matrix that maps T and T2

  1. Triangles ABC is such that A is (2, 0), B (2, 4), C (4, 4) and A”B”C” is such that A” is (0, 2), B” (-4 – 10) and C “is (-4, -12) are drawn on the Cartesian plane

Triangle ABC is mapped onto A”B”C” by two successive transformations

R =       a          b

c          d          Followed by      P =       0         -1

-1         0

(a)        Find R

(b)        Using the same  scale  and axes, draw triangles A’B’C’, the image of triangle ABC under transformation R

Describe fully, the transformation represented by matrix R

  1. Triangle ABC is shown on the coordinate’s plane below

 

 

 

 

 

 

 

 

 

(a)        Given that A (-6, 5) is mapped onto A (6,-4) by a shear with y- axis invariant

  • Draw triangle A’B’C’, the image of triangle ABC under the shear
  • Determine the matrix representing this shear

(b)        Triangle A B C is mapped on to A” B” C” by a transformation defined by the matrix -1         0

1½       -1

(i) Draw triangle A” B” C”

(ii) Describe fully a single transformation that maps ABC onto A”B” C”

  1. Determine the inverse T‑1 of the matrix 1   2

1   -1

Hence find the coordinates to the point at which the two lines

x + 2y = 7 and x – y =1

  1. Given that A = 0 -1 and B =   -1        0

3      2   2        -4

Find the value of x if

(i)         A- 2x = 2B

(ii)        3x – 2A = 3B

(iii)       2A – 3B = 2x

  1. The transformation R given by the matrix

 

 

A = a    b          maps 17            to         15        and       0          to   -8

c   d                0                          8                    17             15

(a)        Determine the matrix A giving a, b, c and d as fractions

(b)        Given that A represents a rotation through the origin determine the angle of rotation.

(c)        S is a rotation through 180 about the point (2, 3). Determine the image of (1, 0) under S followed by R.

 

CHAPTER FIFTY SEVEN

 

Specific Objectives

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

(a) State the measures of central t e n d e n c y;

(b) Calculate the mean using the assumed mean method;

(c) Make cumulative frequency table,

(d) Estimate the median and the quartiles b y

–  Calculation and

– Using ogive;

(e) Define and calculate the measures of dispersion: range, quartiles,interquartile range, quartile deviation, variance and standard deviation

(f) Interpret measures of dispersion

Content

(a) Mean from assumed mean:

(b) Cumulative frequency table

(c) Ogive

(d) Meadian

(e) Quartiles

(f) Range

(g) Interquartile range

(h) Quartile deviation

(i) Variance

(j) Standard deviation

 

These statistical measures are called measures of central tendency and they are mean, mode and median.

Mean using working (Assumed) Mean

Assumed mean is a method of calculating the arithmetic men and standard deviation of a data set. It simplifies calculation.

Example

The masses to the nearest kilogram of 40 students in the form 3 class were measured and recorded in the table below. Calculate the mean mass

Mass kg           47 48 49 50 51 52 53
Number of employees 2 0 1 2 3 2 5

 

54 55 56 57 58 59 60
6 7 5 3 2 1 1

 

 

 

 

 

 

 

 

 

 

Solution

We are using assumed mean of 53

 

Mass x kg t= x – 53 f ft
47

48

49

50

51

52

53

54

-6

-5

-4

-3

-2

-1

0

1

 

2

0

1

2

3

2

5

6

 

-12

0

-4

-6

-6

-2

0

6

 55 2 7 14
 

 

 56 3 5 15
57 4 3 12
 58 5 2 10
60 7 1

1

6

7

Σf = 40 Σft = 40

 

Mean of t

Mean of x = 53 + mean of t

= 53 + 1

= 54

Mean of grouped data

The masses to the nearest gram of 100 eggs were as follows

Marks 100- 103 104- 107 108- 111 112-115 116-119 120-123
Frequency 1 15 42 31 8 3

Find the mean mass

 

 

 

Solution

Let use a working mean of 109.5.

class Mid-point x t= x – 109.5 f f t
100-103 101.5 -8 1 – 8
104-107 105.5 -4 15 – 60
108-111 109.5 0 42 0
112-115 113.5 4 31 124
116- 119

120 -123

117.5

121.5

8

12

8

3

64

36

Σf= 100 Σft = 156

 

Mean of t =

Therefore,mean of x = 109.5 + mean of t

= 109.5 + 1.56

= 111.06 g

To get the mean of a grouped data easily,we  divide each figure by the class width after substracting the assumed mean.Inorder to obtain the mean of the original data from the  mean of the new set of data, we will have to reverse the steps in the following order;

  • Multiply the mean by the class width and then add the working mean.

Example

The example above to be used to demonstrate the steps

 

 

 

 

 

 

class Mid-point x t= f f t
100-103 101.5 -2 1 – 2
104-107 105.5 -1 15 – 15
108-111 109.5 0 42 0
112-115 113.5 1 31 31
116- 119

120 -123

117.5

121.5

2

3

8

3

16

9

Σf= 100 Σft = 39

 

= 0.39

Therefore   = 0.39 x 4 + 109.5

= 1.56 + 109.5

= 111.06 g

Quartiles, Deciles and Percentiles

A median divides a set of data into two equal part with equal number of items.

Quartiles divides a set of data into four equal parts.The lower quartile is the median of the  bottom half.The upper quartile is the median of the top half and the  middle coincides with the median of the whole set od data

Deciles divides a set of data into ten equal parts.Percentiles divides a set of data into hundred equal parts.

Note;

For percentiles deciles and quartiles the data is arranged in order of size.

Example

Height in cm 145- 149 150-154 155-159 160-

164

165-169 170-174 175-179
frquency 2 5 16 9 5 2 1

Calculate the ;

  • Median height
  • )Lower quartile
  1. ii) Upper quartile
  • 80th percentile

Solution

  1. There are 40 students. Therefore, the median height is the average of the heights of the 20th and 21st

 

class frequency Cumulative frequency
145-149 2                    2
150 – 154 5                    7
155 – 159 16                   23
160  – 164

165  – 169

9

5

                  32

37

170  – 174

175  – 179

2

1

                  39

40

 

 

Both the 20thand  21ststudents falls in the  155 -159 class. This class is called the median class. Using the formula m = L +

Where L is the lower class limit of the median class

N is the total frequency

C is the cumulative frequency above the median class

I is the class interval

F is the frequency of the median class

Therefor;

Height of the 20th student = 154.5 +

= 154.5 + 4.0625

=158.5625

 

Height of the 21st   =   154.5 +

= 154.5 + 4.375

=158.875

Therefore median height =

= 158.7 cm

  • (I ) lower quartile = L +

The 10th  student fall in the  in 155 – 159 class

= 154.5 +

5 + 0.9375

4375

(ii) Upper  quartile= L +

The 10th  student fall in the  in 155 – 159 class

= 159.5 +

5 + 3.888

3889

Note;

The median corresponds to the middle quartile  or the 50th percentile

  • the 32nd student falls in the 160 -164 class

= L +

= 159.5 +

5 + 5

Example

Determine the upper quartile and the lower quartile for the following set of numbers

5, 10 ,6 ,5 ,8, 7 ,3 ,2 ,7 , 8 ,9

Solution

Arranging in ascending order

2, 3, 5,5,6, 7,7,8,8,9,10

The median is 7

The lower quartile is the median of the first half, which is 5.

The upper quartile is the median of the second half, which is 8.

Median from cumulative frequency curve

Graph for cumulative frequency is called an ogive. We plot a graph of cumulative frequency against the upper class limit.

Example

Given the class interval of the measurement and the frequency,we first find the cumulative frequency as shown below.

Then draw the graph of cumulative frequency against upper class limit

 

Arm Span (cm) Frequency (f) Cumulative Frequency
140 ≤ x ‹ 145 3 3
145 ≤ x ‹ 150 1 4
150 ≤ x ‹ 155 4 8
155 ≤ x ‹ 160 8 16
160 ≤ x ‹ 165 7 23
165 ≤ x ‹ 170 5 28
170 ≤ x ‹ 175 2 30
Total: 30  

 

 

Solution

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Example

The table below shows marks of 100 candidates in an examination

1-10 11-20 21-30 31-40 41-50 51-60 61-70 71-80 81-90 91-100
4 9 16 24 18 12 8 5 3 1

Marks

FRCY

 

  • Determine the median and the quartiles
  • If 55 marks is the pass mark, estimate how many students passed
  • Find the pass mark if 70% of the students are to pass

 

 

  • Determine the range of marks obtained by

(I) The middle 50 % of the students

(ii) The middle 80% of the students

 

Solution

 

1-10 11-20 21-30 31-40 41-50 51-60 61-70 71-80 81-90 91-100
4 9 16 24 18 12 8 5 3 1

Marks

 

Frqcy

Cumulative 4    13        29        53      71      83       91           96       99     100

Frequency

Solution

  • Reading from the graph

The median = 39.5

The Lower quartile

The upper quartile

  • 23 candidates scored 55 and over
  • Pass mark is 31 if 70% of pupils are to pass
  • (I) The middle 50% include the marks between the  lower and the upper quartiles i.e. between 28.5  and 53.5 marks.

(II) The middle 80% include the marks between the  first decile and the 9th decile i.e between 18  and 69 marks

 

 

 

Measure of Dispersion

Range

The difference between the highest value and the lowest value

Disadvantage

It depends only on the two extreme values

 

Interquartile range

The difference between the lower and upper quartiles. It includes the middle 50% of the values

 

Semi quartile range

The difference between the lower quartile and upper quartile divided by 2.It is also called the quartile deviation.

 

Mean Absolute Deviation

If we find the difference of each number from the mean and find their mean , we get the mean Absolute deviation

 

Variance

The mean of the square of the square of the deviations from the mean is called is called variance or mean deviation.

Example

Deviation from mean(d) +1 -1 +6 -4 -2 -11 +1 10
fi 1 1 36 16 4 121 1 100

 

 

 

 

Sum

Variance =

The square root of the  variance is called the standard deviation.It is also called root mean square deviation. For the above example its standard deviation =

 

Example

The following table shows the  number of children per family in a housing estate

Number of childred 0 1 2 3 4 5 6
Number of families 1 5 11 27 10 4 2

 

Calculate

  • The mean number of children per family
  • The standard deviation

Solution

Number of children Number of fx Deviations f
(x) Families  (f) d= x -m
o 1 0 – 3   9 9
1 5 5 – 2  4     20
2 11 22 -1         1     11
3 27 81 0  0      0
4

5

6

10

4

2

40

20

12

1

2

3

1

4

9

    10

16

18

Σf = 60 Σf= – 40

 

  • Mean =
  • Variance =

 

 

Example

The table below shows the distribution of marks of 40 candidates in a test

Marks 1-10 11-20 21-30 31-40 41-50 51-60 61-70 71-80 81-90 91-100
frequency 2 2 3 9 12 5 2 3 1 1

 

 

 

 

Calculate the mean and standard deviation.

Marks Midpoint ( x) Frequency (f) fx d= x – m f
1-10           5.5 2 11.0 – 39.5 1560.25 3120.5
11-20 15.5 2 31.0 -29.5 870.25 1740.5
21-30 25.5 3 76.5 -19.5 380.25 1140.75
31 -40 35.5 9 319.5 -9.5 90.25 812.25
41 -50 45.5 12 546.0 0.5 0.25 3.00
51-60 55.5 5 277.5 10.5 110.25 551.25
      61- 70

71-80

81 -90

91 -100

65.5

75.5

85.5

95.5

2

3

1

1

131.0

226.5

85.5

95.5

20.5

30.5

40.5

50.5

420.25

930.25

1640.25

2550.25

840.5

2790.75

1640.25

2550.25

Σf= 40 Σf x=1800 Σf= 15190

 

Mean

Variance =

= 379.8

Standard deviation =

= 19.49

Note;

Adding or subtracting a constant to or from each number in a set of data does not alter the value of the variance or standard deviation.

More formulas

The formula for getting the variance

=

Example

The table below shows the length in centimeter of 80 plants of a particular species of tomato

length 152-156 157-161 162-166 167-171 172- 176 177-181
frequency 12 14 24 15 8 7

 

Calculate the mean and the standard deviation

 

Solution

Let A = 169

Length Mid-point x x-169 t= f ft
152 -156 154 -15 -3 12 -36 108
157 -161 159 -10 -2 14 -28 56
162 -166 164 -5 -1 24 -24 24
167 -171 169 0 0 15 0 0
172-176 174 5 1 8 8 8
177-181 179 10 2 7 14 28

 

=

Therefore

= -4.125 + 169

= 164.875 ( to 4  s.f)

Variance of t =

=

= 2.8 – 0.6806

= 2.119

Therefore , variance  of x = 2.119 x

= 52.975

= 52.98 ( 4 s.f)

Standard deviation of x =

= 7.279

= 7.28 (to 2 d.p)

End of topic

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If not ask a teacher, friends or anybody and make sure you understand before going to sleep!

 

Past KCSE Questions on the topic

 

  1. Every week the number of absentees in a school was recorded. This was done for 39 weeks these observations were tabulated as shown below
Number of absentees 0.3 4 -7 8 -11 12 – 15 16 – 19 20 – 23
(Number of weeks) 6 9 8 11 3 2

 

Estimate the median absentee rate per week in the school

  1. The table below shows high altitude wind speeds recorded at a weather station in a period of 100 days.
 Wind speed ( knots) 0 – 19 20 – 39 40 – 59 60-79 80- 99 100- 119 120-139 140-159 160-179
Frequency (days) 9 19 22 18 13 11 5 2 1

(a)        On the grid provided draw a cumulative frequency graph for the data

(b)        Use the graph to estimate

(i)         The interquartile range

(ii)        The number of days when the wind speed exceeded 125 knots

  1. Five pupils A, B, C, D and E obtained the marks 53, 41, 60, 80 and 56 respectively. The table below shows part of the work to find the standard deviation.
Pupil Mark x x – a ( x-a)2
A

B

C

D

E

53

41

60

80

56

-5

-17

2

22

-2

(a)       Complete the table

(b)        Find the standard deviation

  1. In an agricultural research centre, the length of a sample of 50 maize cobs were  measured and recorded as shown in the frequency distribution table below.
Length in cm Number  of  cobs
8 – 10

11 – 13

14 – 16

17 – 19

20 – 22

23 – 25

4

7

11

15

8

5

Calculate

  • The mean
  • (i) The variance

(ii) The standard deviation

  1. The table below shows the frequency distribution of masses of 50 new- born calves in a ranch

Mass (kg)Frequency

15 – 18             2

19- 22                           3

23 – 26             10

27 – 30             14

31 – 34             13

35 – 38             6

39 – 42             2

 

(a)        On the grid provided draw a cumulative frequency graph for the data

(b)        Use the graph to estimate

(i)         The median mass

(ii)        The probability that a calf picked at random has a mass lying between 25 kg and 28 kg.

  1. The table below shows the weight and price of three commodities in a given period

 

 

Commodity                  Weight       Price Relatives

X                                 3                      125

Y                                 4                      164

Z                                  2                      140

Calculate the retail index for the group of commodities.

  1. The number of people who attended an agricultural show in one day was 510 men, 1080 women and some children. When the information was represented on a pie chart, the combined angle for the men and women was 2160. Find the angle representing the children.
  2. The mass of 40 babies in a certain clinic were recorded as follows:

Mass in Kg                   No. of babies.

1.0 – 1.9                                   6

2.0 – 2.9                                   14

3.0 -3.9                         10

4.0 – 4.9                                   7

5.0 – 5.9                                   2

6.0 – 6.9                                   1

Calculate

(a)        The inter – quartile range of the data.

(b)        The standard deviation of the data using 3.45 as the assumed mean.

  1. The data below shows the masses in grams of 50 potatoes
Mass (g) 25- 34 35-44 45 – 54 55- 64 65 – 74 75-84 85-94
No of potatoes 3 6 16 12 8 4 1

(a)        On the grid provide, draw a cumulative frequency curve for the data

(b)        Use the graph in (a) above to determine

(i)         The 60th percentile mass

(ii)        The percentage of potatoes whose masses lie in the range 53g to 68g

  1. The histogram below represents the distribution of marks obtained in a test.

The bar marked A has a height of 3.2 units and a width of 5 units. The bar marked B has a height of 1.2 units and a width of 10 units

 

 

 

 

 

 

 

 

 

 

 

 

 

If the frequency of the class represented by bar B is 6, determine the frequency of the class represented by bar A.

  1. A frequency distribution of marks obtained by 120 candidates is to be represented in a histogram. The table below shows the grouped marks. Frequencies for all the groups and also the area and height of the rectangle for the group 30 – 60 marks.
Marks 0-10 10-30 30-60 60-70 70-100
Frequency 12 40 36 8 24
Area of rectangle 180
Height of rectangle 6

(a) (i)    Complete the table

(ii)   On the grid provided below, draw the histogram

 

(b) (i)   State the group in  which the median mark  lies

(ii) A vertical line drawn through the median mark divides the total area of the histogram into two equal parts

Using this information or otherwise, estimate the median mark

  1. In an agriculture research centre, the lengths of a sample of 50 maize cobs were measured and recorded as shown in the frequency distribution table below

 

Length in cm Number of cobs
8 – 10

11- 13

14 – 16

17- 19

20 – 22

23- 25

4

7

11

15

8

5

Calculate

(a)        The mean

(b)        (i)         The variance

(ii)        The standard deviation

 

  1. The table below shows the frequency distribution of masses of 50 newborn calves in a ranch.

 

 

Mass (kg) Frequency
15 – 18

19- 22

23 – 26

27 – 30

31- 34

35 – 38

39 – 42

2

3

10

14

13

6

2

(a)        On the grid provided draw a cumulative frequency graph for the data

(b)       Use the graph to estimate

(i)         The median mass

(ii)        The probability that a calf picked at random has a mass lying

between 25 kg and 28 kg

 

 

 

  1. The table shows the number of bags of sugar per week and their moving averages
Number of bags per week 340 330 x 343 350 345
Moving averages 331 332 y 346

(a) Find the order of the moving average

(b) Find the value of X and Y axis

 

 

 

CHAPTER FIFTY EIGHT

 

Specific Objectives

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

 

(a) State the geometric properties of common solids;

(b) Identify projection of a line onto a plane;

(c) Identify skew lines;

(d) Calculate the length between two points in three dimensional geometry;

(e) Identify and calculate the angle between

(i) Two lines;

(ii) A line and a plane;

(ii) Two planes.

Content

(a) Geometrical properties of common solids

(b) Skew lines and projection of a line onto a plane

(c) Length of a line in 3-dimensional geometry

(d) The angle between

  1. i) A line and a line
  2. ii) A line a plane

iii) A plane and a plane

  1. iv) Angles between skewlines.

 

Introduction

Geometrical properties of common solids

  • A geometrical figure having length only is in one dimension
  • A figure having area but not volume is in two dimension
  • A figure having vertices ( points),edges(lines) and faces (plans) is in three dimension

Examples of three dimensional figures

 

Rectangular Prism

A three-dimensional figure having 6 faces, 8 vertices, and 12 edges

 

Triangular Prism

A three-dimensional figure having 5 faces, 6 vertices, and 9 edges.

 

Cone

A three- dimensional figure having one face.

 

Sphere

A three- dimensional figure with no straight lines or line segments

 

Cube

A three- dimensional figure that is measured by its length, height, and width.

It has 6 faces, 8 vertices, and 12 edges

 

Cylinder

A three- dimensional figure having 2 circular faces

 

 

 

Rectangular Pyramid

A three-dimensional figure having 5 faces, 5 vertices, and 8 edges

 

 

 

 

 

Angle between a line and a plane

The angle between a line and a plane is the angle between the line and its projection on the plane

The angle between the line L and its projection or shadow makes angle A with the plan. Hence the angle between a line and a plane is A.

Example

The angle between a line, r, and a plane, π, is the angle between r and its projection onto π, r’.

height is 4 m

 

 

 

 

 

 

 

Example

Suppose r’ is 10 cm find the angle

Solution

To find the angle we use tan

 

Angle Between two planes

Any two planes are either parallel or intersect in a straight line. The angle between two planes is the angle between two lines, one on each plane, which is perpendicular to the line of intersection at the point

 

Example

The figure below PQRS is a regular tetrahedron of side 4 cm and M is the mid point of RS;

 

 

  • Show that PM is cm long, and that triangle PMQ is isosceles
  • Calculate the angle between planes PSR and QRS
  • Calculate the angle between line PQ and plane QRS

Solution

  • Triangle PRS is equilateral. Since M,is the midpoint of RS , PM is perpendicular bisector

cm

=     cm

Similar  triangle  MQR is  right angled at M

cm

=     cm

  • The required angle is triangle PMQ .Using cosine rule
  • The required angle is triangle PQM

Since  triangle PMQ is isosceles with triangle PMQ  =

<PQM

(109.46)

 

 

End of topic

                            Did you understand everything?

If not ask a teacher, friends or anybody and make sure you understand before going to sleep!

 

 

Past KCSE Questions on the topic.

  1. The diagram below shows a right pyramid VABCD with V as the vertex. The base of the pyramid is rectangle ABCD, WITH ab = 4 cm and BC= 3 cm. The height of the pyramid is 6 cm.

 

 

 

 

 

 

 

 

 

 

 

 

(a)                  Calculate the

  • Length of the projection of VA on the base
  • Angle between the face VAB and the base

(b)        P is the mid- point of VC and Q is the mid – point of VD.

Find the angle between the planes VAB and the plane ABPQ

 

 

 

 

  1. The figure below represents a square based solid with a path marked on it.

 

 

 

 

 

 

Sketch and label the net of the solid.

  1. The diagram below represents a cuboid ABCDEFGH in which FG= 4.5 cm, GH = 8 cm and HC = 6 cm

 

 

 

 

 

 

 

 

Calculate:

(a) The length of FC

(b) (i)   The size of the angle between the lines FC and FH

(ii) The size of the angle between the lines AB and FH

(c) The size of the angle between the planes ABHE and the plane FGHE

 

  1. The base of a right pyramid is a square ABCD of side 2a cm. The slant edges VA, VB, VC and VD are each of length 3a cm.

(a)        Sketch and label the pyramid

(b)        Find the angle between a slanting edge and the base

 

  1. The triangular prism shown below has the sides AB = DC = EF = 12 cm. the ends are equilateral triangles of sides 10cm. The point N is the mid point of FC.

 

 

 

 

 

Find the length of:

(a)        (i)         BN

(ii)        EN

(b)        Find the angle between the line EB and the plane CDEF

 

 

 

 

 

 

 

 

 

CHAPTER FIFTY NINE

 

Specific Objectives

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

(a) Recall and define trigonometric ratios;

(b) Derive trigonometric identity sin2x+cos2x = 1;

(c) Draw graphs of trigonometric functions;

(d) Solve simple trigonometric equations analytically and graphically;

(e) Deduce from the graph amplitude, period, wavelength and phase angles.

Content

(a) Trigonometric ratios

(b) Deriving the relation sin2x+cos2x =1

(c) Graphs of trigonometric functions of the form

y = sin x y = cos x, y = tan x

y = a sin x, y = a cos x,

y = a tan x y = a sin bx,

y = a cos bx y = a tan bx

y = a sin(bx ± 9)

y = a cos(bx ± 9)

y = a tan(bx ± 9)

(d) Simple trigonometric equation

(e) Amplitude, period, wavelength and phase angle of trigonometric functions.

 

 

Introduction

Consider the right – angled triangle OAB

AB = r

OA = r

Since triangle OAB is right- angled

Divide both sides by  gives

Example

If tanshow that;

Solution

Factorize the numerator gives and since

 

 

But

Therefore, =

 

Example

Show that

Removing the brackets from the expression gives

Using

Also

Therefore

Example

Given that

 

 

Solution using the right angle triangle below.

  • cos

therefore=

  • =
  • =1

 

 

Waves

Amplitude

This is the maximum displacement of the wave above or below the x axis.

Period

The interval after which the wave repeats itself

 

Transformations of waves

The graphs of y = sin x and  y = 3 sin x  can be drawn on the same axis. The table below gives the corresponding values of sin x and 3 sin x for

0 30 60 90 120 150 180 210 240 270 300 330 360
Sin x 0 0.50 0.87 1.00 0.87 0.50 0 -0.50 -0.87 -0.50 -0.87 -0.50 0
3 sin x 0 1.50 2.61 3.00 2.61 1.50 0 -1.50 -2.61 -1.50 -2.61 -1.50 0

 

 

 

 

 

390 420 450 480 510 540 570 600 630 660 690 720
0.5 0.87 1.00 0.87 0.50 0 -0.50 -0.87 -1.00 -0.87 -0.50 0
1.50 2.61 3.00 2.61 1.50 0 -1.50 -2.61 -3.00 -2.61 -2.61      0

 

 

 

 

 

 

The wave of y = 3 sin x can be obtained directly from the graph of y = sin x by applying a stretch scale factor 3 , x axis invariant .

Note;

  • The amplitude of y= 3sinx is  y =3 which is three times that of y = sin x which is y =1.
  • The period of the both the graphs is the same that is  or 2

Example

Draw the waves y = cos x and y = cos . We obtain  y = cos   from the  graph y = cos x by applying a stretch of factor 2 with y axis invariant.

 

 

Note;

  • The amplitude of the two waves are the same.
  • The period of   y = cos  is  that is, twice the period of y = cos x

 

Trigonometric Equations

In trigonometric equations, there are an infinite number of roots. We therefore specify the range of values for which the roots of a trigonometric equation are required.

 

Example

Solve the following trigonometric equations:

  • Sin 2x = cos x, for
  • Tan 3x = 2, for

 

Solution

  • Sin 2 x = cos x

Sin 2x = sin (90 – x)

Therefore 2 x = 90 – x

X =

For the given range, x =.

  • Tan 3x = 2

From calculator

3x =.

In the given range;

 

Sin      sin

 

 

 

 

End of topic

                            Did you understand everything?

If not ask a teacher, friends or anybody and make sure you understand before going to sleep!

 

 

Past KCSE Questions on the topic

 

 

  1. (a) Complete the table for the function y = 2 sin x

 

x 00 100 200 300 400 500 600 700 800 900 1000 1100 1200
Sin 3x 0 0.5000 -08660
y 0 1.00 -1.73

 

(b)        (i)         Using the values in the completed table, draw the graph of

y = 2 sin 3x for 00 ≤ x ≤ 1200 on the grid provided

(ii)        Hence solve the equation 2 sin 3x = -1.5

  1. Complete the table below by filling in the blank spaces

 

X0 00 300 600 900 1200 1500 1800 2100 2400 2700 3000 3300 3600
Cos x0 1.00 0.50 -0.87 -0.87
2 cos ½ x0 2.00 1.93 0.52 -1.00 -2.00

 

Using the scale 1 cm to represent 300 on the horizontal axis and 4 cm to represent 1 unit  on the vertical axis draw, on the grid  provided, the graphs of y = cosx0 and y = 2 cos ½ x0 on the same axis.

(a)        Find the period and the amplitude of y = 2 cos ½ x0

(b)        Describe the transformation that maps the graph of y = cos x0 on the graph of y = 2 cos 1/2 x0

 

 

  1.  (a)       Complete the table below for the value of y = 2 sin x + cos x.
X 00 300 450 600 900 1200 1350 1500 1800 2250 2700 3150 3600
2 sin x 0 1.4 1.7 2 1.7 1.4 1 0 -2 -1.4 0
Cos x 1 0.7 0.5 0 -0.5 -0.7 -0.9 -1 0 0.7 1
Y 1 2.1 2.2 2 1.2 0.7 0.1 -1 -2 -0.7 1

(b)        Using the grid provided draw the graph of y=2sin x + cos x for 00. Take 1cm represent 300 on the x- axis and 2 cm to represent 1 unit on the axis.

(c)        Use the graph to find the range of x that satisfy the inequalities

2 sin x cos x > 0.5

  1. (a) Complete the table below, giving your values correct to 2 decimal places.

 

x 0 10 20 30 40 50 60 70
Tan x 0
2 x + 300 30 50 70 90 110 130 150 170
Sin ( 2x + 300) 0.50 1

 

  1. b) On the grid provided, draw the graphs of y = tan x and y = sin ( 2x + 300) for 00 ≤ x 700

Take scale:        2 cm for 100 on the x- axis

4 cm for unit on the y- axis

Use your graph to solve the equation tan x- sin ( 2x + 300 ) = 0.

 

 

  1. (a) Complete the table below, giving your values correct to 2 decimal places

 

X0 0 30 60 90 120 150 180
2 sin x0 0 1 2 1
1 – cos x0 0.5 1

 

(b)        On the grid provided, using the same scale and axes, draw the graphs of

y = sin x0 and y = 1 – cos x0 ≤ x ≤ 1800

Take the scale:  2 cm for 300 on the x- axis

2 cm for I unit on the y- axis

(c)        Use the graph in (b) above to

(i)         Solve equation

2 sin xo + cos x0 = 1

  • Determine the range of values x for which 2 sin xo> 1 – cos x0

 

 

  1. (a) Given that y = 8 sin 2x – 6 cos x, complete the table below for the missing

values of y, correct to 1 decimal place.

 

X 00 150 300 450 600 750 900 1050 1200
Y = 8 sin 2x – 6 cos x -6 -1.8 3.8 3.9 2.4 0 -3.9

 

(b)        On the grid provided, below, draw the  graph of y = 8 sin 2x – 6 cos for

00 ≤ x ≤ 1200

Take the scale 2 cm for 150 on the x- axis

2 cm for 2 units on the y – axis

(c)        Use the graph to estimate

(i)         The maximum value of y

(ii)        The value of x for which 4 sin 2x – 3 cos x =1

 

  1. Solve the equation 4 sin (x + 300) = 2 for 0 ≤ x ≤ 3600

 

  1. Find all the positive angles not greater than 1800 which satisfy the equation

Sin2 x – 2 tan x = 0

Cos x

  1. Solve for values of x in the range 00 ≤ x ≤ 3600 if 3 cos2 x – 7 cos x = 6

 

  1. Simplify 9 – y2 where y = 3 cos θ

y

 

  1. Find all the values of Ø between 00 and 3600 satisfying the equation 5 sin Ө = -4

 

  1. Given that sin (90 – x) = 0.8. Where x is an acute angle, find without using mathematical tables the value of tan x0
  2. Complete the table given below for the functions

y= -3 cos 2x0 and y = 2 sin (3x/20 + 30) for 0 ≤ x ≤ 1800

 

X0 00 200 400 600 800 1000 1200 1400 1600 1800
-3cos 2x0 -3.00 -2.30 -0.52 1.50 2.82 2.82 1.50 -0.52 -2.30 -3.00
2 sin (3 x0 + 300) 1.00 1.73 2.00 1.73 1.00 0.00 -1.00 -1.73 -2.00 -1.73

 

Using the graph paper draw the graphs of y = -3 cos 2x0 and y = 2 sin (3x/20 + 300)

(a)        On the same axis. Take 2 cm to represent 200 on the x- axis and 2 cm to represent one unit on the y – axis

(b)        From your graphs. Find the roots of 3 cos 2 x0 + 2 sin (3x/20 + 300) = 0

 

  1. Solve the values of x in the range 00 ≤ x ≤ 3600 if 3 cos2x – 7cos x = 6

 

  1. Complete the table below by filling in the blank spaces

 

x0 00 300 600 90 10 1500 180 210 240 270 300 330 360
Cosx0 1.00 0.50 -0.87 -0.87
2cos ½ x0 2.00 1.93 0.5

 

Using the scale 1 cm to represent 300 on the horizontal axis and 4 cm to represent 1 unit on the vertical  axis draw on the grid provided, the graphs of y – cos x0 and y = 2 cos ½ x0 on the same axis

(a)        Find the period and the amplitude of y =2 cos ½ x0

Ans.  Period = 7200. Amplitude = 2

  • Describe the transformation that maps the graph of y = cos x0 on the graph of y = 2 cos ½ x0

 

CHAPTER SIXTY

 

Specific Objectives

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

 

(a) Define the great and small circles in relation to a sphere (including the

Earth);

(b) Establish the relationship between the radii of small and great circles;

(c) Locate a place on the earth’s surface in terms of latitude and longitude;

(d) Calculate the distance between two points along the great circles and small circles (longitude and latitude) in nautical miles (nm) an kilometers (km);

(e) Calculate time in relation to longitudes;

(f) Calculate speed in knots and kilometers per hour.

Content

(a) Latitude and longitude (great and small circles)

(b) The Equator and Greenwich Meridian

(c) Radii of small and great circles

(d) Position of a place on the surface of the earth

(e) Distance between two points along the small and great circles in nautical miles and kilometers

(f) Distance in nautical miles and kilometres along a circle of latitude

(g) Time and longitude

(h) Speed in knots and Kilometres per hour.

 

Introduction

Just as we use a coordinate system to locate points on a number plane so we use latitude and longitude to locate points on the earth’s surface.

Because the Earth is a sphere, we use a special grid of lines that run across and down a sphere. The diagrams below show this grid on a world globe and a flat world map.

 

Great and Small Circles

If you cut a ‘slice’ through a sphere, its shape is a circle. A slice through the centre of a sphere is called a great circle, and its radius is the same as that of the sphere. Any other slice is called a small circle, because its radius is smaller than that of a great circle.Hence great circles divides the sphere into two equal parts

 

 

 

 

 

 

 

 

Latitude

Latitudes are imaginary lines that run around the earth and their planes are perpendicular to the axis of the earth .The equator is the latitude tha divides the  earth into two equal parts.Its the only great circles amoung the latitudes. The  equator is , 0°.

The angle of latitude is the angle the latitude makes with the Equator at the centre, O, of the Earth. The diagram shows the 50°N parallel of latitude.  Parallels of latitude range from 90°N (North Pole) to 90°S (South Pole).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The angle 5 subtended at the centre of the earth is the is the is the latitude of the circle passing through  5 north of equator.The maximum angle of latitude is 9 north or south of equator.

 

 

 

 

Longitudes /meridians

They are circles passing through the north and south poles

They can also be said that they are imaginary semicircles that run down the Earth. They are ‘half’ great circles that meet at the North and South Poles. The main meridian of longitude is the prime meridian, 0°. It is also called the Greenwich meridian since it runs through the Royal Observatory at Greenwich in London, England. The other meridians are measured in degrees east or west of the prime meridian.

 

The angle of longitude is the angle the meridian makes with the prime meridian at the centre, O, of the Earth. The diagram shows the 35°E meridian of longitude.

Meridians of longitude range from 180°E to 180°W. 180°E and

180°W are actually the same meridian, on the opposite side of the Earth to the prime meridian. It runs through the Pacific Ocean, east of Fiji.

 

 

Note

  • If P is  north of the equator and Q is south of the quator , then the difference in latitude between them is given by
  • If P and  Q are on the same side of the equator , then the difference in latitude is

 

 

 

Position Coordinates

Locations on the Earth are described using latitude (°N or °S) and longitude (°E or °W) in that order. For example, Nairobi has coordinates (1°S, 37°E), meaning it is  position is 1° south of the Equator and 37° east of the prime meridian.

EG

Great Circle Distances

Remember the arc length of a circle is   where θ is the degrees of the central angle, and the radius of the earth is 6370 km approx.

On a flat surface, the shortest distance between two points is a straight line. Since the Earth’s surface is curved, the shortest distance between A and B is the arc length AB of the great circle that passes through A and B. This is called the great circle distance and the size of angle ∠AOB where O is the centre of the Earth is called the angular distance.

 

Note

  • The length of an arc of a great circle subtending an angle of (one minute) at the centre of the earth is 1 nautical mile nm.
  • A nautical mile is the standard international unit from measuring distances travelled by ships and aeroplanes 1 nautical mile (nm) = 1.853 km

If an arc of a great circle subtends an angle  at the centre of the earth,the arcs length is  nautical miles.

 

 

 

 

Example

Find the distance between points P() and Q  and express it in;

  • Nm
  • Km

 

Solution

  • Angle subtended at the centre is

Is subtended by 60 nm

Is subtended by; 60 x 60.5 = 3630 nm

  • The radius of the earth is 6370 km

Therefore, the circumference of the earth along a great circle is;

Angle between the points is .Therefore, we find the length of an arch of a circle which subtends an angle of  at the centre is  is subtended by arc whose length is

Therefore, 60. Is subtended by ;

Example

Find the distance between points A (  and express it in ;

  • Km

Solution

  • The two points lie on the equator, which is great circle. Therefore ,we are calculating distance along a great circle.

Angle between points A and B is (

  • Distance in km =

Distance along a small Circle (circle of latitude)

The figure below ABC  is a small circle, centre X and radius r cm.PQST is a great circle ,centre O,radius R cm.The angle  is between the two radii.

From the figure, XC is parallel to OT. Therefore, angle COT = angle XCO=.Angle CXO =9  (Radius XC is perpendicular to the axis of sphere).

Thus, from the right- angled triangle OXC

Therefore, r = R cos

This expression can be used to calculate the distance between any two points along the small circle ABC, centre X and radius r.

Example

Find the distance in kilometers and nautical miles between two points (.

Solution

Figure a shows the position of P and Q on the surface of the earth while figure b shows their relative positions on the small circle is the centre of the circle of latitude   with radius r.

The angle subtended by the arc PQ centre C is .So, the length of PQ

The length of PQ in nautical miles

=

 

In general, if the angle at the centre of a circle of latitude then the length of its arc is 60 where the angle between the longitudes along the same latitude.

 

Shortest distance between the two points on the earths surface

The shortest distance between two points on the earths surface is that along a great circle.

Example

P and Q are two points on latitude They lie on longitude  respectively. Find the distance from P to Q :

  • Along a parallel of latitude
  • Along a great circle

 

 

 

Solution

The positions of P and Q on earths surface are as shown below

  • The length of the circle parallel of latitude is 2  km, which is 2.The difference in longitude between P and Q is

 

PQ

  • The required great circle passes via the North Pole. Therefore, the angle subtended at the centre by the arc PNQ is;

– 2 x

 

 

 

 

Therefore the arc PNQ

 

=

=

Note;

Notice that the distance between two points on the earth’s surface along a great circle is shorter than the distance between them along a small circle

 

Longitude and Time

The earth rotates through 36 about its axis every 24 hours in west – east direction. Therefore for every  change in longitude there is a corresponding change in time of 4 minutes, or there is a difference of 1 hour between two meridians  apart.

All places in the same meridian have the same local time. Local time at Greenwich is called Greenwich Mean Time .GMT.

All meridians to the west of Greenwich Meridian have sunrise after the meridian and their local times are behind GMT.

All meridian to the east of Greenwich Meridian have sunrise before the meridian and their local times are ahead of GMT. Since the earth rotates from west to east, any point P is ahead in time of another point Q if P is east of Q on the earth’s surface.

 

Example

Find the local time in Nairobi ( ), when the local time of Mandera (Nairobi ( ) is 3.00 pm

Solution

The difference in longitude between Mandera and Nairobi is (, that is Mandera is .Therefore their local time differ by; 4 x 5 = 20 min.

Since Nairobi is in the west of Mandera, we subtract 20 minutes from 3.00 p.m. This gives local time for Nairobi as 2.40 p.m.

Example

If the local time of London ( ), IS 12.00 noon, find the local time of Nairobi ( ),

Solution

Difference in longitude is ( ) =

So the difference in time is 4 x 37 min = 148 min

= 2 hrs. 28 min

Therefore , local time of Nairobi is 2 hours 28 minutes ahead that of London  that is,2.28 p.m

Example

If the local time of point A  () is 12.30 a.m, on Monday,Find the  local time of a point B ( ).

Solution

Difference in longitude between A  and B is

In time is 4 x 340 = 1360 min

= 22 hrs. 40 min.

Therefore local time in point B is 22 hours 40 minutes behind Monday 12:30 p.m. That is, Sunday 1.50 a.m.

Speed

A speed of 1 nautical mile per hour is called a knot. This unit of speed is used by airmen and sailors.

Example

A ship leaves Mombasa (and sails due east for 98 hours to appoint K Mombasa (in the indian ocean.Calculate its average speed in;

  • Km/h
  • Knots

 

 

Solution

  • The length x of the arc from Mombasa to the point K in the ocean

=

=

Therefore speed is

  • The length x of the arc from Mombasa to the point K in the ocean in nautical miles

 

Therefore , speed =

= 25.04 knots

End of topic

                            Did you understand everything?

If not ask a teacher, friends or anybody and make sure you understand before going to sleep!

 

Past KCSE Questions on the topic.

  1. An aeroplane flies from point A (10 15’S, 370 E) to a point B directly North of A. the arc AB subtends an angle of 450 at the center of the earth. From B, aeroplanes flies due west two a point C on longitude 230 W.)

(Take the value of π 22/ 7 as and radius of the earth as 6370km)

(a)        (i)         Find  the latitude of B

(ii)        Find the distance traveled by the aeroplane between B and C

(b)       The aeroplane left at 1.00 a.m. local time. When the aeroplane was leaving B, what was the local time at C?

  1. The position of two towns X and Y are given to the nearest degree as X (450 N, 100W) and Y (450 N, 700W)

Find

(a)        The distance between the two towns in

  • Kilometers (take the radius of the earth as 6371)
  • Nautical miles (take 1 nautical mile to be 1.85 km)

(b)        The local time at X when the local time at Y is 2.00 pm.

  1. A plane leaves an airport A (38.50N, 37.050W) and flies dues North to a point B on latitude 520N.

(a)        Find the distance covered by the plane

(b)        The plane then flies due east to a point C, 2400 km from B. Determine the position of C

Take the value π of as 22/7 and radius of the earth as 6370 km

  1. A plane flying at 200 knots left an airport A (300S, 310E) and flew due North to an airport B (300 N, 310E)

(a)        Calculate the distance covered by the plane, in nautical miles

(b)        After a 15 minutes stop over at B, the plane flew west to an airport C (300 N, 130E) at the same speed.

Calculate the total time to complete the journey from airport C, though airport B.

  1. Two towns A and B lie on the same latitude in the northern hemisphere.

When its 8 am at A, the time at B is 11.00 am.

  1. a) Given that the longitude of A is 150 E find the longitude of B.
  2. b) A plane leaves A for B and takes 31/2 hours to arrive at B traveling along a parallel of latitude at 850 km/h. Find:

(i)         The radius of the circle of latitude on which towns A and B lie.

(ii)         The latitude of the two towns (take radius of the earth to be 6371 km)

  1. Two places A and B are on the same circle of latitude north of the equator. The longitude of A is 1180W and the longitude of B is 1330 E. The shorter distance between A and B measured along the circle of latitude is 5422 nautical miles.

Find, to the nearest degree, the latitude on which A and B lie

 

  1. (a) A plane flies by the short estimate route from P (100S, 600 W) to Q (700 N,

1200 E) Find the distance flown in km and the time taken if the aver age speed is 800 km/h.

(b)        Calculate the distance in km between two towns on latitude 500S with long longitudes and 200 W. (take the radius of the earth to be 6370 km)

 

  1. Calculate the distance between M (300N, 360E) and N (300 N, 1440 W) in nautical miles.

(i)         Over the North Pole

(ii)        Along the parallel of latitude 300 N

 

  1. (a) A ship sailed due south along a meridian from 120 N to 10030’S. Taking

the earth to be a sphere with a circumference of 4 x 104 km, calculate in km the distance traveled by the ship.

(b)        If a ship sails due west from San Francisco (370 47’N, 1220 26’W) for distance of 1320 km. Calculate the longitude of its new position (take the radius of the earth to be 6370 km and π = 22/7).

 

CHAPTER SIXTY ONE

 

Specific Objectives

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

(a) Form linear inequalities based on real life situations;

(b) Represent the linear inequalities on a graph;

(c) Solve and interpret the optimum solution of the linear inequalities,

(d) Apply linear programming to real life situations.

Content

(a) Formation of linear inequalities

(b) Analytical solutions of linear inequalities

(c) Solutions of linear inequalities by graphs

(d) Optimisation (include objective function)

(e) Application of quadratic equations to real life situations.

Forming linear inequalities

In linear programing we are going to form inequalities representing given conditions involving real life situation.

Example

Esha is five years younger than his sister. The sum of their age is less than 36 years. If Esha’s age is x years, form all the inequalities in x for this situation.

Solution

The age of Esha’s sister is x +5 years.

Therefore, the sum of their age is;

X + (x +5) years

Thus;

2x +5 < 36

2x < 31

X > 15.5

X > 0 ( age is always positive)

 

Linear programming

Linear programming is the process of taking various linear inequalities relating to some situation, and finding the “best” value obtainable under those conditions. A typical example would be taking the limitations of materials and labor, and then determining the “best” production levels for maximal profits under those conditions.

 

In “real life”, linear programming is part of a very important area of mathematics called “optimization techniques”. This field of study are used every day in the organization and allocation of resources. These “real life” systems can have dozens or hundreds of variables, or more. In algebra, though, you’ll only work with the simple (and graph able) two-variable linear case.

 

The general process for solving linear-programming exercises is to graph the inequalities (called the “constraints”) to form a walled-off area on the x,y-plane (called the “feasibility region”). Then you figure out the coordinates of the corners of this feasibility region (that is, you find the intersection points of the various pairs of lines), and test these corner points in the formula (called the “optimization equation”) for which you’re trying to find the highest or lowest value.

Example

Suppose a factory want to produce two types of hand calculators, type A and type B. The cost, the labor time and the profit for every calculator is summarized in the following table:

Type Cost Labor Time Profit
A Sh 30 1 (hour) Sh 10
B Sh 20 4 (hour) Sh 8

 

Suppose the available money and labors are ksh 18000 and 1600 hours. What should the production schedule be to ensure maximum profit?

Solution

Suppose  is the number of type A hand calculators and  is the number of type B hand calculators and y to be the cost. Then, we want to maximize  subject to

whereis the total profit.

Solution by graphing

Solutions to inequalities formed to represent given conditions can be determined by graphing the inequalities and then reading off the appropriate values ( possible values)

Example

A student wishes to purchase not less than 10 items comprising books and pens only. A book costs sh.20 and a pen sh.10.if the student has sh.220 to spend, form all possible inequalities from the given conditions and graph them clearly, indicating the possible solutions.

Solution

Let the number of books be x and the number of pens then, the inequalities are;

This simplifies to

  • .

 

All the points in the unshaded region represent possible solutions. A point with co-ordinates ( x ,y) represents x books and y pens. For example, the point (3, 10 ) means 3 books and 10 pens  could be bought by the students.

 

Optimization

The determination of the minimum or the maximum value of the objective function ax + by is known as optimization. Objective function is an equation to be minimized or maximized .

Example

A contractor intends to transport 1000 bags of cement using a lorry and a pick up. The lorry can carry a maximum of 80 bags while a pick up can carry a maximum of 20 bags. The pick up must make more than twice the number of trips the lorry makes and the total number of trip to be less than 30.The cost per trip for the lorry is  ksh 2000, per bag and ksh 900 for the pick up.Find the minimum expenditure.

 

 

 

Solution

If we let x and y be the number of trips made by the lorry and the pick up respectively. Then the conditions are given by the following inequalities;

The total cost of transporting the cement is given by sh 2000x + 900y.This is called the objective function.

The graph below shows the inequalities.

 

From the graph we can identify 7 possibilities

Note;

Co-ordinates stands for the number of trips. For example (7, 22) means 7 trips by the lorry and 22 trips by the pickup. Therefore the possible amount of money in shillings to be spent by the contractor can be calculated as follows.

 

We note that from the calculation that the least amount the contractor would spend is sh.32200.This is when the lorry makes 8 trips and the pick- up 18 trips. When possibilities are many the method of determining the solution by calculation becomestedious. The alternative method involves drawing the graph of the   function we wish to maximize or minimize, the objective function. This function is usually of the form ax +by , where a and b ar constants.

For this ,we use the graph above  which is a convenient point (x , y) to give the value of x preferably close to the region of the possibilities. For example the point ( 5, 10) was chosen to give an initial value of thus ,2000x + 900y = 19000.we now draw the line 2000x + 900y=19000.such a line is referred to us a search line.

Using a ruler and a set square, slide the set square keeping one edge parallel to  until the edge strikes the feasible point nearest  ( see the dotted line ) From the graph this point is (8,18 ),which gives the minimum expenditure as we have seen earlier.The feasible point furthest from the line  gives the maximum value of the objective function.

The determination of the minimum or the maximum value of the objective function ax + by is known as optimization.

Note;

The process of solving linear equations are as follows

  • Forming the inequalities satisfying given conditions
  • Formulating the objective function .
  • Graphing the inequalities
  • Optimizing the objective function

This whole process is called linear programming .

Example

A company produces gadgets which come in two colors: red and blue.  The red gadgets are made of steel and sell for  ksh 30 each.  The blue gadgets are made of wood and sell for  ksh 50  each.  A unit of the red gadget requires 1 kilogram of steel, and 3 hours of labor to process.  A unit of the blue gadget, on the other hand, requires 2 board meters of wood and 2 hours of labor to manufacture.  There are 180 hours of labor, 120 board meters of wood, and 50 kilograms of steel available.  How many units of the red and blue gadgets must the company produce (and sell) if it wants to maximize revenue?

 

 

Solution

 

 

The Graphical Approach

 

Step 1.  Define all decision variables.

 

Let:      x1  = number of red gadgets to produce (and sell)

x2  = number of blue gadgets to produce (and sell)

 

Step 2.  Define the objective function.

 

Maximize R = 30 x1+  50 x2   (total revenue in ksh)

 

Step 3.  Define all constraints.

 

(1)        x1                     £    50  (steel supply constraint in kilograms)

(2)                  2 x2        £120  (wood supply constraint in board meters)

(3)    3 x1  +   2 x2               £  180  (labor supply constraint in man hours)

x1 , x2³      0  (non-negativity requirement)

 

Step 4.  Graph all constraints.

 

Then determine area of feasible study

Note;

  • The area under the line marked blue is the needed area or area of feasible solutions.
  • We therefore shade the unwanted region out the trapezium marked blue

 

Optimization

List all corners (identify the corresponding coordinates), and pick the best in terms of the resulting value of the objective function.

 

(1)  x1 = 0         x2 = 0               R = 30 (0) + 50 (0) = 0

 

(2)  x1 = 50       x2 = 0               R = 30 (50) + 50 (0) = 1500

 

(3)  x1 = 0         x2 = 60             R = 30 (0) + 50 (60) = 3000

 

(4)  x1 = 20       x2 = 60             R = 30 (20) + 50 (60) = 3600  (the optimal solution)

 

(5)  x1 = 50       x2 = 15             R = 30 (50) + 50 (15) = 2250

 

 

 

End of topic

                            Did you understand everything?

If not ask a teacher, friends or anybody and make sure you understand before going to sleep!

 

 

Past KCSE Questions on the topic.

 

  1. A school has to take 384 people for a tour. There are two types of buses available, type X and type Y. Type X can carry 64 passengers and type Y can carry 48 passengers. They have to use at least 7 buses.

(a)        Form all the linear inequalities which will represent the above information.

(b)        On the grid [provide, draw the inequalities and shade the unwanted region.

(c)        The charges for hiring the buses are

Type X: Ksh 25,000

Type Y Ksh 20,000

Use your graph to determine the number of buses of each type that should be hired to minimize the cost.

  1. An institute offers two types of courses technical and business courses. The institute has a capacity of 500 students. There must be more business students than technical students but at least 200 students must take technical courses. Let x represent the number of technical students and y the number of business students.

(a)        Write down three inequalities that describe the given conditions

(b)        On the grid provided, draw the three inequalities

(c)        If the institute makes a profit of Kshs 2, 500 to train one technical students and Kshs 1,000 to train one business student, determine

  • The number of students that must be enrolled in each course to maximize the profit
  • The maximum profit.
  1. A draper is required to supply two types of shirts A and type B.

The total number of shirts must not be more than 400. He has to supply more type A than of type B however the number of types A shirts must be more than 300 and the number of type B shirts not be less than 80.

Let x be the number of type A shirts and y be the number of types B shirts.

  • Write down in terms of x and y all the linear inequalities representing the information above.
  • On the grid provided, draw the inequalities and shade the unwanted regions
  • The profits were as follows

Type A: Kshs 600 per shirt

Type B: Kshs 400 per shirt

  • Use the graph to determine the number of shirts of each type that should be made to maximize the profit.
  • Calculate the maximum possible profit.
  1. A diet expert makes up a food production for sale by mixing two ingredients N and S. One kilogram of N contains 25 units of protein and 30 units of vitamins. One kilogram of S contains 50 units of protein and 45 units of vitamins. The food is sold in small bags each containing at least 175 units of protein and at least 180 units of vitamins. The mass of the food product in each bag must not exceed 6kg.

If one bag of the mixture contains x kg of N and y kg of S

  • Write down all the inequalities, in terms of x and representing the information above ( 2 marks)
  • On the grid provided draw the inequalities by shading the unwanted regions                                                                                                       ( 2 marks)

(c) If one kilogram of N costs Kshs 20 and one kilogram of S costs Kshs 50, use the graph to determine the lowest cost of one bag of the mixture.

  1. Esha flying company operates a flying service. It has two types of aeroplanes. The smaller one uses 180 litres of fuel per hour while the bigger one uses 300 litres per hour.

The fuel available per week is 18,000 litres. The company is allowed 80 flying hours per week.

(a) Write down all the inequalities representing the above information

(b) On the grid provided on page 21, draw all the inequalities in (a) above by

shading the unwanted regions

(c) The profits on the smaller aeroplane is Kshs 4000 per hour while that on the

bigger one is Kshs. 6000 per hour. Use your graph to determine the maximum profit that the company made per week.

  1. A company is considering installing two types of machines. A and B. The information about each type of machine is given in the table below.

 

Machine Number of operators Floor space Daily profit
A 2 5m2 Kshs 1,500
B 5 8m2 Kshs 2,500

 

The company decided to install x machines of types A and y machines of type B

(a)        Write down the inequalities that express the following conditions

  1. The number of operators available is 40
  2. The floor space available is 80m2
  • The company is to install not less than 3 type of A machine
  1. The number of type B machines must be more than one third the number of type A machines

(b)       On the grid provided, draw the inequalities in part (a) above and shade the

unwanted region.

(c)        Draw a search line and use it to determine the number of machines of each

type that should be installed to maximize the daily profit.

 

CHAPTER SIXTY TWO

 

Specific Objectives

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

 

(a) Define Locus;

(b) Describe common types of Loci;

(c) Construct;

  1. i) Loci involving inequalities;
  2. ii) Loci involving chords;

iii) Loci involving points under given conditions;

  1. iv) Intersecting loci.

Content

(a) Common types of Loci

(b) Perpendicular bisector loci

(c) Locus of a point at a given distance from a fixed point

(d) Angle bisector loci

(e) Other loci under given condition including intersecting loci

(f) Loci involving inequalities

(g) Loci involving chords (constant angle loci).

 

 

 

 

 

Introduction

Locus is defined as the path, area or volume traced out by a point, line or region as it moves according to some given laws

 

 

In construction the opening between the pencil and the point of the compass is a fixed distance, the length of the radius of a circle. The point on the compass determines a fixed point. If the length of the radius remains the same or unchanged, all of the point in the plane that can be drawn by the compass from a circle and any points that cannot be drawn by the compass do not lie on the circle. Thus the circle is the set of all points at a fixed distance from a fixed point. This set is called a locus.

Common types of Loci

Perpendicular bisector locus

The locus of a point which are equidistant from two fixed points is the perpendicular bisector of the straight line joining the two fixed points. This locus is called the perpendicular bisector locus.

So to find the point equidistant from two fixed points you simply find the perpendicular bisector of the two points as shown below.

Q is the mid-point of M and N.

In three Dimensions

In three dimensions, the perpendicular bisector locus is a plane at right angles to the line and bisecting the line into two equal parts. The point P  can lie anywhere in the line provided its in the middle.

The Locus of points at a Given Distance from a given straight line.

In two Dimensions

In the figure below each of the lines from the middle line is marked a centimeters on either side of the given line MN.

The ‘a’ centimeters on either sides from the middle line implies the perpendicular distance.

The two parallel lines describe the locus of points at a fixed distance from a given straight line.

In three Dimensions

In three dimensions the locus of point ‘a’ centimeters from a line MN is a cylindrical shell of radius ‘a’ c, with MN as the axis of rotation.

Locus of points at a Given Distance from a fixed point.

In two Dimension

If O is a fixed point and P a variable point‘d’ cm from O,the locus of p is the circle O radius ‘d’ cm as shown below.

 

All points on a circle describe a locus of a point at constant distance from a fixed point. In three dimesion the locus of a point ‘d’ centimetres from a point is a spherical shell centre O and radius d cm.

Angle Bisector Locus

The locus of points which are equidistant from two given intersecting straight lines is the pair of perpendicular lines which bisect the angles between the given lines.

Conversely ,a point which lies on a bisector of  given angle is equidistant from the lines including that angle.P                                   C

Line PB bisect angle ABC into two equal parts.

 

 

Example

Construct triangle PQR such that PQ= 7 cm, QR = 5 cm and angle PQR = .Construct the locus L of points equidistant from RP and RQ.

Solution

L is the bisector of Angle PRQ.

P

L

Constant angle loci

A line PQ is 5 cm long, Construct the locus of points at which PQ subtends an angle of  .

Solution

  • Draw PQ = 5 cm
  • Construct TP at P such that angle QPT =
  • Draw a perpendicular to TP at P( radius is perpendicular to tangent)
  • Construct the perpendicular bisector of PQ to meet the perpendicular in (iii)  at O
  • Using O as the centre and either OP or OQ as radius, draw the locus
  • Transfer the centre on the side of PQ and complete the locus.
  • Transfer the centre on the opposite sides of PQ and complete the locus as shown below.
  • To are of the same radius,
  • Angle subtended by the same chord on the circumference are equal ,
  • This is called the constant angle locus.

 

Intersecting Loci

  • Construct triangle PQR such that PQ =7 cm, OR = 5 cm and angle PQR = 3
  • Construct the locus of points equidistant from P and Q to meet the locus  of points equidistant from Q and R  at M .Measure PM

Solution

In the figure below

  • is the  perpendicular bisector of PQ
  • is the perpendicular bisector of PQ
  • By measurement, PM is equal to 3.7 cm

 

Loci of inequalities

An inequality is represented graphically by showing all the points that satisfy it.The intersection of two or more regions of inequalities gives the intersection of their loci.

Remember we shed the unwanted region

Example

Draw the locus of point ( x, y) such that x + y < 3 , y – x  and y > 2.

Solution

Draw the graphs of  x + y = 3 ,y –x =4 and y = 2 as shown below.

The unwanted regions are usually shaded. The unshaded region marked R is the locus of points ( x ,y ), such that x + y   < 3 , y – X  4 and y > 2.

The lines of greater or equal to ad less or equal to (  ) are always solid while the lines of greater or less (<>) are always broken.

 

Example

P is a point inside rectangle ABCD such that APPB and Angle DAP  Angle BAP. Show the region on which P lies.

Solution

A                                                                 B

Draw a perpendicular bisector of AP=PB and shade the unwanted region. Bisect <DAB (< DAP = < BAP) and shade the unwanted region lies in the unshaded region.

Example

Draw the locus of a point P which moves that AP  3 cm.

 

Solution

  • Draw a circle, centre A and radius 3 cm
  • Shade the unwanted region.

 

Locus involving chords

The following properties of chords of a circle are used in construction of loci

(I)Perpendicular  bisector  of  any    chord  passes  through  the  centre  of  the  circle.

(ii) The perpendicular drawn from a centre of a circle bisects the chord.

(III) If chords of a circle are equal, they are equidistant  from the centre of the circle and vice -versa

(IV) In the figure below, if chord AB intersects chord CD at O, AO = x ,BO = y, CO = m and DO =n then

 

 

End of topic

                            Did you understand everything?

If not ask a teacher, friends or anybody and make sure you understand before going to sleep!

 

 

Past KCSE Questions on the topic.

 

  1. Using a ruler and a pair of compasses only,
  2. Construct a triangle ABC such that angle ABC = 135oC, AB = 8.2cm and BC = 9.6cm
  3. Given that D is a position equidistant from both AB and BC and also from B and C
  4. Locate D
  5. Find the area of triangle DBC.

 

  1. (a) Using a ruler, a pair of compasses only construct triangle XYZ such that XY = 6cm,

YZ = 8cm and  ÐXYZ = 75o

(b) Measure line XZ and ÐXZY

(c) Draw a circle that passes through X, Y and Z

(d) A point M moves such that it is always equidistant from Y and Z. construct the locus of M and define the locus

  1. (a) (i) Construct a triangle ABC in which AB=6cm, BC = 7cm and angle ABC = 75o

 Measure:-

(i) Length of AC

(ii) Angle ACB

(b) Locus of P is such that BP = PC. Construct P

(c) Construct the locus of Q such that Q is on one side of BC, opposite A and angle

BQC = 30o                                                                                                                                                                                                            

(d) (i) Locus of P and locus of Q meet at X. Mark x

(ii) Construct locus R in which angle BRC 120o

(iii) Show the locus S inside triangle ABC such that XS ³ SR

  1. Use a ruler and compasses only for all constructions in this question.
  2. a) i) Construct a triangle ABC in which AB=8cm, and BC=7.5cm and ÐABC=112½°
  3. ii) Measure the length of AC
  4. b) By shading the unwanted regions show the locus of P within the triangle ABC such that
  5. i) AP ≤ BP
  6. ii) AP >3cm

Mark the required region as P

  1. c) Construct a normal from C to meet AB produced at D
  2. d) Locate the locus of R in the same diagram such that the area of triangle ARB is ¾ the area   of the triangle ABC.
  3. On a line AB which is 10 cm long and on the same side of the line, use a ruler and a pair of compasses only to construct the following.
  4. a) Triangle ABC whose area is 20 cm2 and angle ACB = 90o
  5. b) (i) The locus of a point P such that angle APB = 45o.

(ii) Locate the position of P such that triangle APB has a maximum area and calculate this area.

 

  1. A garden in the shape of a polygon with vertices A, B, C, D and E. AB = 2.5m, AE = 10m,

ED = 5.2M and DC=6.9m.  The bearing of B from A is 030º and A is due to east of E

whileD  is due north  of E, angle EDC = 110º,

  1. a) Using a scale of 1cm to represent 1m construct an  accurate plan  of the  garden
  2. b) A foundation is to be placed near to CD than CB and no more  than 6m  from A,
  3. i) Construct the locus of points equidistant from CB and CD.
  4. ii) Construct the locus of points 6m from A
  5. c) i) shade and  label R ,the region within which the foundation could  be placed  in the  garden
  6. ii) Construct the locus of points in the garden 3.4m from AE.

iii) Is it possible for the foundation to be 3.4m from AE and in the region?

  1. a) Using a ruler and compasses only construct triangle PQR in which QR= 5cm, PR = 7cm and angle PRQ = 135°
  2. b) Determine < PQR
  3. c) At P drop a perpendicular to meet QR produced at T             d) Measure PT
  4. e) Locate a point A on TP produced such that the area of triangle AQR is equal to one- and  – a –   half times the area of triangle PQR
  5. f) Complete triangle AQR and measure angle AQR
  6. Use ruler and a pair of compasses only in this question.

(a) Construct triangle ABC in which AB = 7 cm, BC = 8 cm and ∠ABC = 600.

(b) Measure (i) side AC (ii) ∠ ACB

(c) Construct a circle passing through the three points A, B and C. Measure the radius of the circle.

(d) Construct ∆ PBC such that P is on the same side of BC as point A and ∠ PCB = ½ ∠ ACB,∠ BPC = ∠ BAC measure ∠ PBC.

  1. Without using a set square or a protractor:-

(a) Construct triangle ABC in which BC is 6.7cm, angle ABC is 60o and ÐBAC is 90o.

(b) Mark point D on line BA produced such that line AD =3.5cm

(c) Construct:-

(i) A circle that touches lines AC and AD

(ii) A tangent to this circle parallel to line AD

Use a pair of compasses and ruler only in this question;

(a) Draw acute angled triangle ABC in which angle CAB = 37½ o, AB = 8cm and  CB = 5.4cm.  Measure the length of side AC (hint 37½ o = ½ x 75o)

(b) On the triangle ABC below:

(i) On the same side of AC as B, draw the locus of a point X so that angle Ax C = 52½ o

(ii) Also draw the locus of another point Y, which is 6.8cm away from AC and on the same side as X

(c) Show by shading the region P outside the triangle such that angle APC ³ 52 ½o and

P is not less than 6.8cm away from AC

 

CHAPTER SIXTY THREE

 

Specific Objectives

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

 

(a) Find average rates of change and instantaneous rates of change;

(b) Find the gradient of a curve at a point using tangent;

(c) Relate the delta notation to rates of change;

(d) Find the gradient function of a function of the form y = x n (n is a positive

Integer);

(e) Define derivative of a function, derived function of a polynomial anddifferentiation;

(f) Determine the derivative of a polynomial;

(g) Find equations of tangents and normal to the curves;

(h) Sketch a curve;

(i) Apply differentiation in calculating distance, velocity and acceleration;

(j) Apply differentiation in finding maxima and minima of a function.

Content

(a) Average and instantaneous rates of change

(b) Gradient of a curve at a point

(c) Gradient of y= x n (where n is a positive integer)

(d) Delta notation ( A ) or 5

(e) Derivative of a polynomial

(f) Equations of tangents and normals to the curve

(g) Stationery points

(h) Curve sketching

(i) Application of differentiation in calculation of distance, velocity andacceleration

(j) Maxima and minima

 

Introduction

Differentiation is generally about rate of change

Example

If we want to get the gradient of the curve y =  at a general point ( x ,y ).We note that a general point on the curve y =   will have coordinates  of the form ( x )The gradient of the curve y= at a general point ( x, y ) can be established as below.

If we take a small change in x , say h. This gives us a new point on the curve with co-ordinates

[(x +h), (x + h]. So point Q is [(x +h), (x + h] while point P is  ( x ).

To find the gradient of PQ =

Change in y = (x + h

Change in x = ( x + h ) – x

Gradient    =

=

=

= 2x + h

By moving Q as close to p as possible, h becomes sufficiently small to be ignored. Thus, 2x +h becomes2x.Therefore, at  general point ( x,y)on the curve y =,the gradient is 2x.

2x is called the gradient function of the curve y = .We can use the gradient function to determine the gradient of the curve at any point on the curve.

 

In general, the gradient function of y =   is given by ,where n is a positive integer. The gradient function is called the derivative or derived function and the process of obtaining it is called differentiation.

The function

Delta Notation

A small increase in x is usually denoted bysimilarly a small increase in y is denoted by .Let us consider the points P ( x ,y ) and Q [ (x + ),(y + ) on the curve y =

Note;

X is a single quantity and not a product of  and x .similarly  is a single quantity.

The gradient of PQ, =

=

= 2x +

As  tends to zero;

  • can be ignored
  • gives the derivative which is denoted by
  • thus

When we find   , we say we are differentiating with respect to x, For example given y =; then

In general the derivatives of y =   e.g.  y =

 

 

 

Derivative of a polynomial.

A polynomial in x is an expression of the form  where  are constants

To differentiate a polynomial function, all you have to do is multiply the coefficients of each variable by their corresponding exponents/powers, subtract  each exponent/powers by one , and remove any constants.

Steps involved in solving polynomial areas follows

Identify the variable terms and constant terms in the equation.

A variable term is any term that includes a variable and a constant term is any term that has only a number without a variable. Find the variable and constant terms in this polynomial function: y = 5x3 + 9x2 + 7x + 3

  • The variable terms are 5x3, 9x2, and 7x
  • The constant term is 3

Multiply the coefficients of each variable term by their respective powers.

Their products will form the new coefficients of the differentiated equation. Once you find their products, place the results in front of their respective variables. For example:

  • 5×3 = 5 x 3 = 15
  • 9×2 = 9 x 2 = 18
  • 7x = 7 x 1 = 7

Lower each exponent by one.

To do this, simply subtract 1 from each exponent in each variable term. Here’s how you do it:

  • 5

 

Replace the old coefficients and old exponents/powers with their new counterparts.

To finish differentiating the polynomial equation, simply replace the old coefficients with their new coefficients and replace the old powers with their values lowered by one. The derivative of constants is zero so you can omit 3, the constant term, from the final result.

The derivative of the polynomial y =

In general, the derivative of the sum of a number of terms is obtained by differentiating each term in turn.

 

Examples

Find the derived function of each of the following

  • S=t ) A =

 

Solution

 

 

Equations of tangents and Normal to a curve.

The gradient of a curve is the same as the gradient of the tangent to the curve at that point. We use this principle to find the equation of the tangent to a curve at a given point.

Find the equation of the tangent to the curve;

at

Solution

At the point the gradient is 3 x + 2 = 5

We want the equation of straight line through (1, 4) whose gradient is 5.

Thus

A normal to a curve at appoint is the line perpendicular to the tangent to the curve at the given point.

In the example above the gradient of the tangent of the tangent to the curve at (1, 4) is 5. Thus the gradient of the normal to the curve at this point is.

Therefore, equation of the normal is:

5(y – 4) = – 1( x – 1 )

 

 

Example

Find the equation of the normal to the curve y =

Solution

At the point ( 1,-2) gradient of the tangent line is 1.Therefore the gradient  of the normal is -1.the required equation is

The equation of the normal is y = -x -1

Stationary points

Note;

  • In each of the points A ,B and C the tangent is horizontal meaning at these points the gradient is zero.so .
  • Any point at which the tangent to the graph is horizontal is called a stationary point. We can locate stationary points by looking for points at which   = 0.

Turning points

The point at which the gradient changes from negative through zero to positive is called minimum point while the point which the gradient changes from positive through zero to negative is called maximum point .In the figure above A is the maximum while B is the minimum.

Minimum point .

Gradient moves from negative through zero to positive.

Maximum point

Gradient moves from positive through zero to negative.

 

 

 

The maximum and minimum points are called turning points.

A point at which the gradient changes from positive through zero to positive or from negative zero to negative is called point of inflection.

Example

Identify the stationary points on the curve y =for each point, determine whether it is a maximum, minimum or a point of inflection.

Solution

At stationary point,

Thus

3

3

Therefore, stationary points are ( -1 , 4 ) and (1 ,0).

Consider the sign of the gradient to the left and right of x = 1

x 0 1 2
-3 0 9
Diagrammatic representation \ /

Therefore ( 1 , 0 ) is a minimum point.

Similarly, sign of gradient to the left and right of x = -1 gives

 

                         x -2 -1 0
9 0 -3
Diagrammatic representation / ___ \

Therefore  ( -1 , 4 ) is a maximum point.

Example

Identify the stationary points on the curve y =.Determine the nature of each stationary point.

Solution

y =

At stationary points,

Stationary points are (0, 1) and (3, 28)

Therefore (0, 1) is a point of inflection while (3, 28) is a maximum point.

 

Application of Differentiation in calculation of velocity and acceleration.

Velocity

If the displacement, S is expressed in terms of time t, then the velocity is v =

Example

The displacement, S metres, covered by a moving particle after time, t seconds, is given by

S =.Find:

  • Velocity at :
  • t= 3

 

  • Instant at which the particle is at rest.

 

Solution

S =

The gradient function is given by;

V =

=

  • velocity
  • at t = 2 is ;

v =

= 24 + 16 – 8

=32m/s

  • at t = 3 is ;

v =

= 54 + 24 – 8

=70m/s

  • the particle is at rest when v is zero

It is not possible to have t = -2

The particle is therefore at rest at   seconds

 

Acceleration

Acceleration is found by differentiating an equation related to velocity. If velocity v , is expressed in terms of time, t , then the acceleration, a, is given by a =

Example

A particle moves in a straight line such that is its velocity v m after t seconds is given by

v = 3 + 10 t – .

Find

  • the acceleration at :
  • t =1 sec
  • t =3 sec
  • the instant at which acceleration is zero

Solution

  • At t = 1 sec a = 10 – 2 x 1

 

  • At t = 3 sec a = 10 – 2 x 3

 

  • Acceleration is zero when

Therefore, 10 – 2t = 0   hence t = 5 seconds

 

Example

A closed cylindrical tin is to have a capacity of 250π ml. if the area of the metal used is to be minimum, what should the radius of the tin be?

Solution

Let the total surface area of the cylinder be A ,radius r cm and height h cm.

Then, A = 2

Volume = 2

Making h the subject, h =

=

Put h = in the expression for surface area to get;

A = 2

=2

For minimum surface area,

= 5

Therefore the minimum area when r = 5 cm

Example

A farmer has 100 metres of wire mesh to fence a rectangular enclosure. What is the greatest area he can enclose with the wire mesh?

Solution

Let the length of the enclosure be x m. Then the width is

Then the area A of the rectangle is given by;

A = x (50 –x)

= 50x –

For maximum or minimum area,

Thus, 50 – 2x = 0

The area is maximum when x = 25 m

That is A = 50 X 25 – (25

= 625 .

 

 

CHAPTER SIXTY FOUR

 

Specific Objectives

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

(a) Carry out the process of differentiation;

(b) Interpret integration as a reverse process of differentiation;

(c) Relate integration notation to sum of areas of trapezia under a curve;

(d) Integrate a polynomial;

(e) Apply integration in finding the area under a curve,

(f) Apply integration in kinematics.

Content

(a) Differentiation

(b) Reverse differentiation

(c) Integration notation and sum of areas of trapezia

(d) Indefinite and definite integrals

(e) Area under a curve by integration

(f) Application in kinematics.

 

 

 

 

 

 

 

Introduction

 

The process of finding functions from their gradient (derived) function is called integration

Suppose we differentiate the function y=x2. We obtain

 

Integration reverses this process and we say that the integral of 2x is .

From differentiation we know that the gradient is not always a constant. For example, if  = 2x, then this comes from the function of the form y=, Where c is a constant.

Example

Find y if is:

Solution

Then, y =

 

Then, y =

 

 

Note;

To integrate we reverse the rule for differentiation. In differentiation we multiply by the power of x and reduce the power by 1.In integration we increase the power of x by one and divide by the new power.

If  ,then, where c is a constant and n.since c can take any value we call it an arbitrary constant.

Example

Integrate the following expression

  • 2x +4

Solution

Then, y =

=

=

B.)

Then, y =

=

= –

 

C.) 2x +4

Then, y =

=

=

Example

Find the equation of a line whose gradient function is  and passes through (0,1)

Solution

Since  ,the general equation is y =.The curve passes through ( 0,1).Substituting these values in the general equation ,we get 1 = 0 + 0 + c

1 = c

Hence, the particular equation is y =

Example

Find v in terms of h if and V =9 when h=1

Solution

The general solution is

V  =

=

V= 9 when h= 1.Therefore

9 = 5 + c

4 = C

Hence the particular solution is ;

V

 

 

 

 

 

 

 

Definite and indefinite integrals

It deals with finding exact area.

Estimate the area shaded beneath the curve shown below

The area is divided into rectangular strips as follows.

 

 

The shaded area in the figure above shows an underestimated and an overestimated area under the curve. The actual area lies between the underestimated and overestimated area. The accuracy of the area can be improved by increasing the number of rectangular strips between x = a and x = b.

The exact area beneath the curve between x = a and b is given by

The symbol

Thus  means integrate the expression for y with respect to x.

 

 

The expression   ,where a and b are limits , is called a definite integral. ‘a’ is called the lower limit while b is the upper limit. Without limits, the expression is called an indefinite integral.

Example

The following steps helps us to solve it

  • Integrate with respect to x , giving
  • Place the integral in square brackets and insert the limits, thus
  • Substitute the limits ;

X = 6 gives

x = 6 gives

  • Subtract the results of the lower limit from that of upper limit, that is;

(162 + c) – (

We can summarize the  steps in short form as follows:

=

=

=150

Example

  • Find the indefinite integral

 

  • Evaluate

 

Solution

 

 

Evaluate

4 + 10 -4 ) – ( -)

= (27 – 18 +15) – (8 – 8 +10)

= 14

 

 

 

 

Area under the curve

Find the exact area enclosed by the curve y = ,the axis, the lines x = 2 and x = 4

 

Solution

 

2                  4

 

The area is given by;

Example

Find the area of the region bounded by the curve , the x axis x = 1 and  x = 2

Solution

 

 

 

 

The area is given by;

= (4 – 8 + 4) – (

= 0 –    =

Note;

The negative sign shows that the area is below the x – axis. We disregard the negative sign and give it as positive as positive .The answer is .

Example

Find the area enclosed by the  curvethe x – axis and the lines x = 4 and x =10.

Solution

The required area is shaded below.

 

 

 

Area =

Example

Find the area enclosed by the curve y and the line y =x.

Solution

The required area is

 

To find the limits of integration, we must find the x co-ordinates of the points of intersection when;

The required area is found by subtracting area under y = x from area under y =

The required area =

 

 

Application in kinematics

The derivative of displacement S with respect to time t gives velocity v, while the derivative of velocity with respect to time gives acceleration, a

Differentiation.                                                                                       Integration

Displacement.                                                              displacement

Velocity.                                                                           Velocity

Acceleration.                                                                    Acceleration

Note;

Integration is the reverse of differentiation. If we integrate velocity with respect to time we get displacement while if velocity with respect to time we get acceleration.

 

 

Example

A particle moves in a straight line through a fixed point O with velocity ( 4 – 1)m/s.Find an expression for its displacement S from this point, given that S =  when t = 0.

Solution

Since

S =

Substituting S = 4, t = 0 to get C;

4 = C

Therefore.

Example

A ball is thrown upwards with a velocity of 40 m s

  • Determine an expression in terms of t for
  • Its velocity
  • Its height above the point of projection
  • Find the velocity and height after:
  • 2 seconds
  • 5 seconds
  • 8 seconds
  • Find the maximum height attained by the ball. (Take acceleration due to gravity to be 10 m/.

Solution

  • = -10 ( since the ball is projected upwards)

Therefore, v =-10 t + c

When t = 0, v = 40 m/s

Therefore, 40 = 0 + c

40 = c

  • The expression for velocity is v = 40 – 10t
  • Since

When t = 0 , S = 0

C = 0

The expression for displacement is ;

  • Since v = 40 – 10t
  • When t = 2

v = 40 – 10 (2)

= 40 – 20

= 20 m/s

 

S =40t –

= 40 (2) – 5 (

= 80 – 20

= 60 m

  • When t = 5

V = 40 – 10 (5)

= -10 m/s

S

= 75 m

  • When t = 8

V = 40

S

= 320 – 320

= 0

  • Maximum height is attained when v = 0.

Thus , 40 – 10t = 0

t= 4

Maximum height S = 160 – 80

= 80 m

 

 

Example

The velocity v of a particle is 4 m/s. Given that S = 5 when t =2 seconds:

  • Find the expression of the displacement in terms of time.
  • Find the :
  • Distance moved by the particle during the fifth second.
  • Distance moved by the particle between t =1 and t =3.

Solution

S=4t + c

Since S = 5 m when t =2;

5 = 4 (2) + C

5 – 8 = C

-3 = C

Thus, S =4t – 3

  • )

II.)

CHAPTER SIXTY FIVE

 

Specific Objectives

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

(a) Approximate the area of irregular shapes by counting techniques;

(b) Derive the trapezium rule;

(c) Apply trapezium rule to approximate areas of irregular shapes;

(d) Apply trapezium rule to estimate areas under curves;

(e) Derive the mid-ordinate rule;

(f) Apply mid-ordinate rule to approximate area under curves.

 

Content

(a) Area by counting techniques

(b) Trapezium rule

(c) Area using trapezium rule

(d) Mid-ordinate

(e) Area by the mid-ordinate rule

 

 

 

 

Introduction

Estimation of areas of irregular shapes such as lakes, oceans etc. using counting method. The following steps are followed

  • Copy the outline of the region to be measured on   a tracing paper
  • Put the tracing on a one centimeter square grid shown below

 

 

  • Count all the whole squares fully enclosed within the region
  • Count  all the partially enclosed squares and take them as half square centimeter each
  • Divide the number of half squares by two and add it to the number of full squares.

Number of compete squares = 4

Number of half squares = 16/ 2 = 8

Therefore the total number of squares = 25 + 8

= 33

 

The area of the land mass on the paper is therefore 33

Note;

The smaller the subdivisions, the greater the accuracy in approximating area.

Approximating Area by Trapezium Method.

Find the area of the region shown, the region may be divided into six trapezia of uniform as shown

 

 

 

 

The area of the region is approximately equal to the sum of the areas of the six trapezia.

Note;

The width of each trapezium is 2 cm, and 4 and  3.5 are the lengths of the  parallel sides of the first trapezium.

The   area of the trapezium A =

Area of the trapezium B =

Area of the trapezium C =

Area of the trapezium D =

Area of the trapezium E =

Area of the trapezium F =

Therefore, the total area of the region is

If the lengths of the parallel sides of the trapezia (ordinates) are

Note;

In trapezium rule, except for the first and last lengths, each of the other lengths is counted twice. Therefore, the expression for the area can be simplified to:

In general, the approximate area of a region using trapezium method is given by:

;

Where h is the uniform width of each trapezium, are the first and last length respectively. This method of approximating areas of irregular shape is called trapezium rule.

Example

A car start from rest and its velocity is measured every second from 6 seconds.

Time (t) 0 1 2 3 4 5 6
Velocity v ( m/s 0 12 24 35 41 45 47

 

 

 

 

Use the trapezium rule to calculate distance travelled between t = 1 and t = 6

 

Note;

The area under velocity – time graph represents the distance covered between the given times.

To find the required displacement, we find the area of the region bounded by graph, t =1 and t =6

 

0     1   2    3  4   5   6

 

 

Solution

Divide the required area into five trapezia, each of with 1 unit. Using the trapezium rule;

;

The required displacement =

 

m

 

 

Example

Estimate the area bounded by the curve y = , the x – axis, the line x =1 and x = 5 using the trapezium rule.

Solution

To plot the graph y = , make a table of values of x and the corresponding values of y as follows:

 

x 0 1 2 3 4 5
  Y = 5 5.5 7 9.5 13 17.5

 

 

 

 

By taking the width of each trapezium to be 1 unit, we get 4 trapezium .A, B , C and D .The area under curve is approximately;

= sq.units

 

The Mid- ordinate Rule

The area OPQR is estimated:

The area of OPQR is estimated as follows

  • Divide the base OR into a number of strips, each of their width should be the same .In the example we have 5 strips where h =
  • From the midpoints of OE ,EF ,FG ,GH and HR , draw vertical lines ( mid- ordinates) to meet the curve PQ as shown above
  • Label the mid-ordinates
  • We take the area of each trapezium to be equal to area of a rectangle whose width is the length of interval (h) and the length is the value of mid –ordinates. Therefore, the area of the region OPQR is given by;

 

This the mid –ordinate rule.

Note:

The mid-ordinate rule for approximating areas of irregular shapes is given by ;

Area = (width of interval) x (sum of mid – ordinates)

 

Example

Estimate the area of  a semi-circle of radius 4 cm using the mid – ordinate rule with four equal strips, each of width 2 cm.

Solution

The above shows a semicircle of radius 4 cm divided into 4 equal strips, each of width 2 cm. The dotted lines are the mid-ordinates whose length are measured.

By mid- ordinate rule;

= 2 (2.6 + 3.9 + 3.9 + 2.6)

= 2 x 13

= 26

The actual area is

= 25.14  to 4 s.f

 

Example

Estimate the area enclosed by the curve y = and the x – axis using the mid-ordinate rule.

Solution

Take 3 strips. The dotted lines are the mid – ordinate and the width of each of the 3 strips is 1 unit.

By calculation,  are obtained from the equation;

y =

 

When x = 0.5,

When x = 1.5,

When x = 2.5,

Using the mid ordinate rule the area required is

A = 1

= 1 (1.125 + 2.125 + 4.125)

= 7.375 square units

 

End of topic

                            Did you understand everything?

If not ask a teacher, friends or anybody and make sure you understand before going to sleep!

 

Past KCSE Questions on the topic.

  1. The shaded region below represents a forest. The region has been drawn to scale where 1 cm represents 5 km. Use the mid – ordinate rule with six strips to estimate the area of forest in hectares. (4 marks)

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. Find the area bounded by the curve y=2x3 – 5, the x-axis and the lines x=2 and x=4.
  2. Complete the table below for the function y=3x2 – 8x + 10 (1 mk)
x 0 2 4 6 8 10
y 10 6 70 230

Using the values in the table and the trapezoidal rule, estimate the area bounded by the curve y= 3x2 – 8x + 10 and the lines y=0, x=0 and x=104.          Use the trapezoidal rule with intervals of 1 cm to estimate the area of the shaded region below

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. (a) Find the value of x at which the curve y= x- 2x2 – 3 crosses the x- axis

(b)        Find ò(x2 – 2x – 3) dx

(c)        Find the area bounded by the curve y = x2 – 2x – 3, the axis and the lines x= 2 and x = 4.

 

  1. The graph below consists of a non- quadratic part (0 ≤ x ≤ 2) and a quadrant part (2 ≤ x 8). The quadratic part is y = x2 – 3x + 5, 2 ≤ x ≤ 8

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a)        Complete the table below

x 2 3 4 5 6 7 8
y 3

(1mk)

(b) Use the trapezoidal rule with six strips to estimate the area enclosed by the

curve, x = axis and the line x = 2 and x = 8                                            (3mks)

(c) Find the exact area of the region given in (b)                                          (3mks)

(d) If the trapezoidal rule is used to estimate the area under the curve between

x = 0 and x = 2, state whether it would give an under- estimate or an over- estimate. Give a reason for your answer.

  1. Find the equation of the gradient to the curve Y= (x‑2 + 1) (x – 2) when x = 2
  2. The distance from a fixed point of a particular in motion at any time t seconds is given by

S = t3 – 5t2 + 2t + 5

2t2

Find its:

(a)        Acceleration after 1 second

(b)        Velocity when acceleration is Zero

  1. The curve of the equation y = 2x + 3x2, has x = -2/3 and x = 0 and x intercepts.

The area bounded by the axis x = -2/3 and x = 2 is shown by the sketch below.

 

 

 

 

 

 

Find:

(a) (2x + 3 x2) dx

(b) The area bounded by the curve x – axis, x = – 2/3 and x =2

  1. A particle is projected from the origin. Its speed was recorded as shown in the table below

 

Time (sec) 0 5 10 15 20 25 39 35
Speed (m/s) 0 2.1 5.3 5.1 6.8 6.7 4.7 2.6

 

Use the trapezoidal rule to estimate the distance covered by the particle within the 35 seconds.

  1. (a) The gradient function of a curve is given  by     dy = 2x2 – 5

dx

Find the equation of the curve, given that y = 3, when x = 2

(b)        The velocity, vm/s of a moving particle after seconds is given:

v = 2t3 + t2 – 1. Find the distance covered by the particle in the interval 1 ≤ t ≤ 3

  1. Given the curve y = 2x3 + 1/2x2 – 4x + 1. Find the:
  2. i) Gradient of curve at {1, –1/2}
  3. ii) Equation of the tangent to the curve at {1, – 1/2}

 

  1. The diagram below shows a straight line intersecting the curve y = (x-1)2 + 4

At the points P and Q. The line also cuts x-axis at (7, 0) and y axis at (0, 7)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. a) Find the equation of the straight line in the form y = mx +c.
  2. b) Find the coordinates of p and Q.
  3. c) Calculate the area of the shaded region.
  4. The acceleration, a ms-2, of a particle is given by a =25 – 9t2, where t in seconds after the particle passes fixed point O.

If the particle passes O, with velocity of 4 ms-1, find

(a)        An expression of velocity V, in terms of t

(b)        The velocity of the particle when t = 2 seconds

  1. A curve is represented by the function y = 1/3 x3+ x2 – 3x + 2

(a)        Find:    dy

dx

(b)        Determine the values of y at the turning points of the curve

y = 1/3x3 + x2 – 3x + 2

(c)        In the space provided below, sketch the curve of y = 1/3 x3 + x2 – 3x + 2

  1. A circle centre O, ha the equation x2 + y2 = 4. The area of the circle in the first quadrant is divided into 5 vertical strips of width 0.4 cm

(a)        Use the equation of the circle to complete the table below for values of y

correct to 2 decimal places

 

X 0 0.4 0.8 1.2 1.6 2.0
Y 2.00 1.60 0

 

(b)        Use the trapezium rule to estimate the area of the circle

  1. A particle moves along straight line such that its displacement S metres from a given point is S = t3 – 5t2 + 4 where t is time in seconds

Find

(a) The displacement of particle at t = 5

(b) The velocity of the particle when t = 5

(c) The values of t when the particle is momentarily at rest

(d) The acceleration of the particle when t = 2

  1. The diagram below shows a sketch of the line y = 3x and the curve y = 4 – x2 intersecting at points P and Q.

 

 

 

 

 

 

 

 

 

 

 

 

 

(a)        Find the coordinates of P and Q

(b)        Given that QN is perpendicular to the x- axis at N, calculate

(i)         The area bounded by the curve y = 4 – x2, the x- axis and the line QN                                                                           (2 marks)

(ii)        The area of the shaded region that lies below the x- axis

(iii)       The area of the region enclosed by the curve y = 4-x2, the line

y – 3x and the y-axis.

  1. The gradient of the tangent to the curve y = ax3 + bx at the point (1, 1) is -5

Calculate the values of a and b.

2007

  1. The diagram on the grid below represents as extract of a survey map showing

two adjacent plots belonging to Kazungu and Ndoe.

The two dispute the common boundary with each claiming boundary along different smooth curves coordinates (x, y) and (x, y2) in the table below, represents points on the boundaries as claimed by Kazungu Ndoe respectively.

 

X 0 1 2 3 4 5 6 7 8 9
Y1 0 4 5.7 6.9 8 9 9.8 10.6 11.3 12
Y2 0 0.2 0.6 1.3 2.4 3.7 5.3 7.3 9.5 12

 

(a)        On the grid provided above draw and label the boundaries as claimed by Kazungu and Ndoe.

(b)        (i)         Use the trapezium rule with 9 strips to estimate the area of the

section of the land in dispute

(ii)        Express the area found in b (i) above, in hectares, given that 1 unit on each axis represents 20 metres

  1. The gradient function of a curve is given by the expression 2x + 1. If the curve passes through the point (-4, 6);

(a)        Find:

(i)         The equation of the curve

(ii)        The vales of x, at which the curve cuts the x- axis

(b)        Determine the area enclosed by the curve and the x- axis

  1. A particle moves in a straight line through a point P. Its velocity v m/s is given by v= 2 -t, where t is time in seconds, after passing P. The distance s of the particle from P when t = 2 is 5 metres. Find the expression for s in terms of t.
  2. Find the area bonded by the curve y=2x – 5 the x-axis and the lines x=2 and x = 4.
  3. Complete the table below for the function

Y = 3x2 – 8 x + 10

X 0 2 4 6 8 10
Y 10 6 70 230

Using the values in the table and the trapezoidal rule, estimate the area bounded by the curve y = 3x2 – 8x + 10 and the lines y – 0, x = 0 and x = 10

  1. (a) Find the values of x which the curve y = x2 – 2x – 3 crosses the axis

(b)        Find (x2 – 2 x – 3) dx

(c)        Find the area bounded by the curve Y = x2 – 2x – 3. The x – axis and the

lines x = 2 and x = 4

  1. Find the equation of the tangent to the curve y = (x + 1) (x- 2) when x = 2
  2. The distance from a fixed point of a particle in motion at any time t seconds is given by s = t – 5/2t2 + 2t + s metres

Find its

(a)        Acceleration after t seconds

(b)        Velocity when acceleration is zero

  1. The curve of the equation y = 2x + 3x2, has x = – 2/3 and x = 0, as x intercepts. The area bounded by the curve, x – axis, x = –2/3 and x = 2 is shown by the sketch below.

 

 

 

 

 

 

 

 

 

(a)        Find ò(2x + 3x2) dx

(b)        The area bounded by the curve, x axis x = –2/3 and x = 2

  1. A curve is given by the equation y = 5x3 – 7x2 + 3x + 2

Find the

(a)        Gradient of the curve at x = 1

(b)        Equation of the tangent to the curve at the point (1, 3)

 

  1. The displacement x metres of a particle after t seconds is given by x = t2 – 2t + 6, t> 0

(a)        Calculate the velocity of the particle in m/s when t = 2s

(b)        When the velocity of the particle is zero,

Calculate its

(i)         Displacement

(ii)        Acceleration

  1. The displacement s metres of a particle moving along a straight line after t seconds is given by s = 3t + 3/2t2 – 2t3

(a)        Find its initial acceleration

(b)        Calculate

(i)         The time when the particle was momentarily at rest.

(ii)        Its displacement by the time it comes to rest momentarily when

t = 1 second, s = 1 ½ metres when t = ½ seconds

(c)        Calculate the maximum speed attained

 

AGRICULTURE FORM 1-4 NOTES IN PDF

AGRICULTURE TOPIC BY TOPIC REVISION QUESTIONS AND ANSWERS

Introduction to Agriculture

    Definition of Agriculture

  • Agriculture is the science and art of cultivation of crops and rearing of livestock.
  • As a science, it involves experimentation and application of scientific knowledge in such areas as;

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  • Soil analysis,
  • Control of pests and diseases,
  • Farm machinery and structures,
  • Crop and livestock breeding.
  • As an art, it involves the use of learned skills in;
  • Tilling the land,
  • Construction,
  • Measurement,
  • Harvesting of crops,
  • Feeding and handling of livestock

Branches of Agriculture

Crop Farming (Arable Farming)

  • The practice of growing crops on cultivated land.

      It is subdivided into:

  • Field crops Cultivation:
  • maize, beans, potatoes, coffee, tea, cotton to name but a few.
  • Horticulture:
  • It involves the growing of perishable crops which have high value.
  • It is further subdivided into:
  • Floriculture the growing of flowers.
  • Olericulture – the growing of vegetables.
  • Pomoculture – the growing of fruits.

 

Livestock Farming

  • This branch deals with the rearing of livestock for various products.

It is further subdivided into:

  • Pastoralism: This is the rearing of mammalian livestock such as cattle, sheep, goats, rabbits, pigs and camels.
  • Fish Farming (Aquaculture): This is the practice of rearing fish and other aquatic organisms , in ponds.
  • Bee Keeping (Apiculture): This involves the rearing of bees in structures known as beehives.
  • Poultry Keeping: This is the keeping of domesticated birds.

 

Agricultural Economics

  • It deals with the allocation of scarce resources (land, labour, capital and management) for agricultural production.

Agricultural Engineering

  • This branch of agriculture deals with the use and maintenance of farm tools, machinery and structures.

 

Farming Systems

  • A farming system is the organization of the various enterprises in a farm.

  It is determined by the following factors:

  • Resources available (land, labour, capital and management).
  • Skills of the farmer.
  • Environmental factors such as climate, soil type and topography.
  • Government policy.
  • Farmer’s choice and preference.
  • Enterprise requirement.
  • Social-cultural factors.

The following are systems of farming:

 

Extensive System:

  • It is a system where a large piece of land with low investment of resources per unit area is carried out.

Advantages

  •  It is cheap.
  •  Does not require high level of management.
  • Requires less labour.

Disadvantages

  • Low profit per unit area.
  • Cannot be practiced where land is limited.
  • Low output per unit area.
  •  The land is under-utilized,

Intensive Farming:

  • This system utilizes the factors of production to the maximum and involves high level of management.

Advantages

  • Maximum utilization of the resources.
  • Can be practiced even where land is a limiting factor.
  • Results in high yields.

Disadvantages

  • Labour intensive.
  • High capital investment is required.
  • Requires high level of management.
  • Can lead to high loses in case of poor management.

 

Large Scale Farming

  • Refers to the farming practice under large areas of land over 20 hectares.
  • It is used mainly for commercial purposes.
  • The system is highly mechanized.

Advantages

  • Results in high yields.
  • Due to economics of scale high profit is realized.

Disadvantages

  • Lack of diversification may lead to total failure in case of unfavorable conditions.
  • High level of management is required.
  • Heavy capital investment.
  • Requires skilled and qualified manpower.

Small Scale Farming

  • Refers to farming carried out on a small area of land less than 5 hectares.
  • Family or casual labour can be engaged during the peak periods.
  • Most of the Kenyan farmers are small scale due to unavailability of farmland.

Advantages

  • Requires low capital investment.
  • Possible where land is a limiting factor.
  • Does not require high management level unless under intensive system.

Disadvantages

  • Uneconomical 10 mechanize due to small size.
  • Low production.
  • Provides limited employment.
  • Labour intensive.
  • Difficult to specialize.

Methods of Farming

  • A method of farming is an established way of carrying out farming activities.
  • The following are the common methods of farming:

Mixed Farming

  • It is the practice of growing crops and keeping of livestock on the same land.
  • Its common in high potential areas.

Advantages

  • Mutual benefit between crops and livestock.
  • Crops supply feed for animals while animals supply manure for crops.
  • Acts as an insurance against total loss by the farmer.
  • The farmer is assured of an income throughout the year.
  • There is maximum utilization of the resources.
  • Animals can be used in the farm activities particularly draught animals.
  • Ensures proper utilization of labour and land throughout the year.

      Disadvantages

  • High initial capital.
  • Lack of specialization.
  • Land can be a limiting factor if both enterprises are to be raised.
  • Requires high level of management for both enterprises.

 

Nomadic-Pastoralism

  • This is the practice of livestock rearing whereby animals are moved from one place to another in search of water and pastures.
  • It is practiced in the arid and semi-arid areas where in most cases beef animals are kept.

     Nomadic pastoralism is gradually changing to ranching with the introduction of:

  • Improved pasture species, improved livestock breeds and supplementary feeding.
  • Efficient disease and parasite control measures.
  • Improved infra-structure such as roads, water supply, cattle dipping facilities.
  • Extension services.

 

     Advantages

  • Serves as the backbone of beef industry in Kenya.
  • Proper way of utilizing the arid and semi arid areas.
  • Source of income to the pastoral communities.

  

 Disadvantages

  • It encourages the spread of livestock pests and diseases due to communal watering points, grazing and dipping facilities.
  • There is a tendency to increased soil erosion and land degradation.
  • Source of conflicts and ethnic tension among the nomadic communities for the control of good pastures and water.
  • Difficult to control breeding and breeding diseases.
  • High rate of inbreeding leading to poor quality livestock.
  • Low production of milk, meat, hides and skins due to wastage of energy in traveling from one place to another in search of pastures and water.
  • High death rates as a result of walking for long distances.

 

Shifting Cultivation

  • It is a traditional method of cultivating a piece of land until the soil is exhausted and crop yields decline.
  • The land is abandoned and the farmer shifts to a new field as the previous land is left fallow to regain its fertility.

     Advantages

  • Land is allowed to rest and regain its fertility.
  • No build up of pests and diseases.
  • Soil structure is restored.
  • The cost of production is low since inorganic fertilizers and pesticides are not used.
  • Crop produce are chemical free.

    Disadvantages

  • Not practical where land is a limiting factor.
  • Farm planning and acquisition of credits for land development is ‘not possible.
  • It is a cumbersome method due to constant movement.
  • Lack of soil conservation measures
  • Not possible to grow perennial crops.
  • Low output per unit area due to poor farming methods.
  • Where fire is used to clear the land organic matter is destroyed.

Organic Farming

  • It is a fanning method where crops are grown and livestock reared without the use of agro­chemicals.
  • It is a method of farming which has been adopted to reduce the long term effect of the agro-chemicals on crops which may eventually end up in man and livestock.
  • Agro-chemicals are also expensive thus organic farming reduces the cost of production. Organically produced goods fetch high market prices.

      Advantages

  • Cheap and cost effective.
  • Make use of the locally available materials
  • Useful in improving the soil structures.
  • No side effects from the crops and livestock products.
  • No environmental pollution.

 

Agro-Forestry

  • This is the practice of integrating trees and crops on the same piece of land.
  • With land resources becoming more scarce, agroforestry is becoming more important.

Examples of common agroforestry trees and shrubs include:

  • Cajanus cajan
  • Grevillea robusta
  • Sesbania sesban
  • Calliandra calothyrsus
  • Casuarina equisetifolia
  • Leucaena leucocephala

Trees selected for agroforestry should have the following characteristics:

  • Able to grow fast.
  • Deep roots to minimize competition for nutrients.
  •  Should be preferably leguminous.

     Advantages

  • Trees reduce soil erosion in a given area.
  • Leguminous trees add nitrates into the soil thus improving the soil fertility.
  • Some trees can be used as livestock fodder to provide a high level of proteins.
  • They are important sources of wood fuel and timber.
  • There is maximum utilization of land.

Importance of Agriculture to the Economy of Kenya

 

  • Provides food to the population to meet nutritional requirements and to enable man to engage in other activities of farming.
  • Provides employment. This for example can be direct as a labourer in the farm, tea plucker or indirect for example, working in agricultural based industries.
  • Source of raw materials for industries for example cotton lint for textile industry.
  • Provides foreign exchange – through exporting agricultural produce.
  • Provides market for industrial goods ­agriculture is a consumer of the finished goods from agro-based industries.
  • Source of income – farmers as well as the government get revenue from the sale of agricultural produce and tax payment.

 

Factors Influencing Agriculture

Introduction

Agricultural production is influenced by external factors:

  • Human factors
  • Biotic factors
  • Climatic factors
  • Edaphic factors.

 

Human Factors

These are human characteristics which affect the way decisions are made and operations carried out.

  • Level of education and technology:
  • Skills
  • Technological ad van cements .
  • Human health/HIV-AIDS:
  • These affect the strength, the vigour, vision and the determination

to work.

  • HIV/AIDS is the biggest threat to human health today and has long

lasting effects on  agriculture, such as;

  • Shortage of farm labour.
  • Loss of family support.
  • Low living standards leading to despondency and hopelessness.
  • Increased criminal activities.
  • More time spent by the Government and NGO’s in Carring for the sick.
  • Economy;
  • Stability in the countries’ economy affect agricultural production.
  • Government Policy:
  • These are governmental laws which have been enacted to protect farmers, land and livestock.

              They include:

  • Food policy
  • Policies on control of livestock parasites and diseases.
  • Policies on marketing of both local and export products and others.
  • Transport and communication:
  • For agricultural goods to move from the farm to the consumers.
  • Cultural practices and religious beliefs:
  • These activities hinder important changes in a society that may bring agricultural development.
  • Market forces:
  • Demand and supply forces which affect prices of commodities in a free market.

Biotic Factors

These are living organisms which affect agricultural production.

  • Pests – Destructive organisms which destroy crops.
  • Parasites – These are invertebrates which live in or on other living organisms.
  • Decomposers – Organisms which act on plants and animal tissues to form
  • Pathogens – Micro-organisms which cause diseases.
  • Predators – Animals that kill and feed on other animals.
  • Pollinators – They transfer pollen grains from the stamens to the pistil of a flower.
  • Nitrogen fixing bacteria -They are micro-organisms which convert atmospheric nitrogen to nitrates ready for use by the plants.

 

Climatic Factors(weather elements).

  • Rainfall,
  • Temperature,
  • Wind,
  • Relative humidity
  •  Light.

Weather – Atmospheric conditions of a place at a given time period.

Climate – weather conditions of a place observed and recorded for a period of 30-40 years.

 

Rainfall

Supplies Water:

  • Which is necessary for the life process in plants and animals.
  • Which makes the plant turgid hence provides support.
  • Acts as a solvent for plant nutrients.
  • Cools the plant during transpiration.
  • Which is used as a raw material in photosynthesis.

   When plants lack enough water they respond in different ways as follows:

  • By closing the stomata to restrict water loss.
  • Hastens maturity.
  • Some will roll their leaves.

  Other plants have developed permanent adaptation to water stress such as:

  • Growing needle like leaves.
  • Develop fleshy leaves for water storage.
  • Develop long roots.
  • Wilting and death in extreme conditions.

Important Aspects of Rainfall:

  • Rainfall reliability;
  • This is the dependency on the timing of the onset of the rains.
  • Amount of rainfall;
  • Quantity of rain that falls in a given area within a given year.
  • Rainfall distribution ;
  • The number of wet months in a year.
  • Rainfall intensity;
  • Amount of rainfall that falls in an area within a period of 1

Temperature

  • This is the degree of hotness or coldness of a place measured in degrees Celsius.
  • Cardinal range of temperature ­ is the temperature required by plant to grow and thrive well.
  • Optimum range of temperatures – the best temperature for the best performance of plants.

 

Effects of Temperatures on Crop Production:

Low temperatures:

  • Slow the growth rate of crops due to slowed photosynthesis and respiration.
  • High incidences of disease infection.
  • Improves quality of crops such as tea and pyrethrum.

High Temperatures

  • Increase evaporation rate leading to
  • Wilting.
  • Hastens the maturity of crops.
  • Increase disease and pest infection.
  • Improves quality of crops such as pineapples, oranges and pawpaws.

Wind

Wind is moving air.

Good effects of wind include:

  • Seed dispersal
  • Cooling of land
  • Pollination in crops
  • Brings rain bearing clouds

 

Negative effects of wind:

  • Increases the rate of evaporation of water.
  • Causes lodging of cereals and distorts perennial crops.
  • Increases evapo-transpiration.
  • Spreads diseases and pests.
  • Destroys farm structures.

Relative humidity

  • The amount of water vapour in the air
  • Affects the rate of evapo-transpiration.
  • Forms dew which supplies soil with moisture under dry conditions.
  • High humidity induce rooting in cuttings.
  • Increases disease multiplication and spread.

 

 

 

Light

  • Provide radiant energy harnessed by green plant for photosynthesis.

 

Important aspects of light:

  • Light intensity ;
  • The strength with which light is harnessed by chlorophyll for photosynthesis.
  • Light duration;
  • The period during which light is available to plants per day.
  • Plant response to light duration is known as
  • Short-day plants require less than 12 hours of daylight to flower and
  • Long-day plants – require more than 12 hours of daylight to flower and seed.
  • Day-neutral plants require 12 hours of daylight to flower and seed.
  • Light wavelength;
  • This is the distance between two – successive crests of a wavelength.
  • It dictates the difference between natural and artificial light.
  • Chlorophyll absorbs certain wavelengths of light.

 

Edaphic Factors Influencing Agriculture

  • These are soil factors.
  • Soil is the natural material that covers the surface of the earth,
  • Made of weathered rock particles and decomposed animal and plant tissues, and on which plants grow.

Importance of Soil

  • Provides anchorage to the plants by holding their roots firmly.
  • Provides plants with mineral salts/ nutrients which are necessary for their growth.
  • Provide the plants with water.
  • Contains oxygen necessary for respiration of the plants and soil micro-organisms.

Soil Formation:

  • Soil is formed through weathering process.
  • Weathering is the breakdown and alteration of the parent rock near the surface of the earth to a stable substance.
  • Weathering process is a combination of disintegration (breakdown) and synthesis (build up) process.
  • Weathering process is continuous.

Types of Weathering

  • Physical weathering
  • Chemical weathering
  • Biological weathering

 

Agents of Weathering

 Physical Agents of Weathering

  • Include wind, water, moving ice and temperature.
  • Wind – carry materials which hit against each other to break into fragments.
  • Water – intensity of rainfall causes breakdown of rock.
  • Moving ice – has grinding effects which tear off rock particles.
  • Extreme temperature cause rocks to expand and contract suddenly peeling off their surface.

Chemical Weathering

  • Affects the chemical composition and structure of the rock.
  • Involves processes such as ;
  • Hydrolysis,
  • Hydration,
  • Carbonation
  • Hydration;
  • The process by which soluble minerals in the rocks absorb water and expand weakening the rock thus leading to disintegration.
  • Hydrolysis;
  • The process whereby water dissolves soluble minerals in the rock weakening it.

 

  • Oxidation;
  • The reaction of rock minerals with oxygen to form oxides which break easily.

 

  • Carbonation;
  • The process whereby carbonic acids formed when rain water dissolves carbon dioxide,
  • It reacts with calcium carbonates in limestone causing it to disintegrate.

 

Biological Weathering

 

This involves the action of living organisms, plants and animals on the rocks.

 

 

  • Burrowing animals, for example, termites and moles bring soil particles to the surface exposing them to other agents of weathering.

 

  • Big animals like, elephants, buffaloes, camels and cattle exert a lot of pressure on the rocks as they step on them due to their heavy weights causing the rocks to disintegrate.

 

  • Earthworms take part in the decomposition of plant matter with the soil particles.

 

  • Man’s activities like, mining and quarrying expose rocks to the surface during excavation. These activities breakdown large rocks into smaller rock particles.

 

  • Plant roots force their way through the cracks in the rocks thus widening and splitting them.

 

  • Humic acids formed when plant tissues decompose react with the rocks weakening them further.

 

  • Plant remains-decompose adding humus into the soil.

 

Factors influencing soil formation

 

  • Climate- (rainfall, temperature and wind)
  • Biotic factors – living organisms.

 

  • Parent material– Nature and properties of the original rock from which the soil is formed.

 

  • Time – length of time during which the soil forming processes have taken

 

  • Topography – influences the movement of disintegrated materials.

 

 

  • It is the vertical arrangement of different layers of soil from the ground surface to the bedrock.

 

  • These layers are also referred to as horizons.

 

  • The layers show differences in their contents and physical properties such as colour, texture and structure.

 

  • The layers include: organic matter region, top soil, sub-soil, weathered rocks and parent material.

 

Organic Matter Region

  • First layer of the soil found on the surface.
  • Made up of leaves and other plant remains at various stages of decomposition.
  • Some soil organisms may also be found here.

Top Soil

  • Has a dark colour due to the presence of humus.
  • Is rich in plant nutrients and well aerated.
  • It is a zone of maximum leaching (zone of eluviations)

Sub-Soil

  • It is compact and less aerated.
  • It is a zone of accumulation of leached material (zone of aluviation) from the top layers.
  • Deep rooted crops have their roots growing up to this region.
  • Hard pans normally form in this layer

Weathered Rocks

  • It is also called substratum.
  • Rocks at various stages of disintegration are found in this zone.
  • Most of the materials found in this zone originate from the parent rock.

 

Parent Rock

  • It exists as a solid mass which is un-weathered.
  • It is the source of the inorganic composition of the soil.
  • The water table is on the surface of this rock.

 

Soils Formed in Situ and Soils Deposited

  • Soil formed in the same place and remains there is said to be in situ.
  • However, soil can be formed due to deposition of soil particles carried from its original site of formation to another area which is usually in the lower areas of slopes.
  • Such soils are said to have been formed through deposition.

 

 

Soil Formed in Situ Soil Deposited
l.Has the colour of the parent rock 1. Has the characteristics of when: it came from.
2. Shallower 2. Deeper
3. Less rich in plant nutrients 3. Richer in plant nutrients
4. Easily eroded 4. Not easily eroded
5. Less silty 5. More silty
6. Have the same chemical composition 6. Differ in chemical composition from the
as that of the underlying parent rock. underlying parent rock.

 

Soil Depth

  • This is the distance between top soil layer and the bottom soil layer in a profile.
  • It dictates root penetration and growth
  • Deep soils are more suitable for crop growth since they contain more nutrients.
  • Have a larger surface are for root expansion.
  • Deep soils facilitate good drainage and aeration.

Soil Constituents

  • Organic Matter – Dead and decaying plants and animal remains
  • Living Organisms – Soil organisms and plant roots.
  • Micro-organisms (bacteria, protozoa and fungi)
  • Invertebrates -termites,
  • Earthworms and molluscs.
  • Higher animals – rodents and others.
  • Inorganic or Mineral Matter
  • Formed from the parent materials.
  • Supply plant nutrients
  • Form the skeleton and framework of the soil.
  • Air
  • Found in the pore spaces of the soil.
  • Used for root and organism respiration
  • Used for germination of seeds.
  • Helps in decomposition of organic matter.
  • Regulates soil temperature.
  • Regulates the movement of water through capillary action.

 

  • Water
  • Dissolves mineral salts
  • Maintain turgidity in plants.
  • Used for germination of seeds
  • Used by soil organisms.
  • Regulate soil temperature
  • Dictates the amount of air in the soil.

 

        Water in the soil exists in three forms namely:

  • Superfluous/Gravitational Water
  • Found in the large spaces (macro-pores) in the soil particles.
  • Held by gravitation forces.
  • When the pores are saturated, the soil is said to be waterlogged.
  • It moves and may cause leaching.

            

  • Hygroscopic Water
  • Water found in thin films on the soil particles.
  • Held by strong adhesive forces between water and soil particles.
  • Does not move and hence not available for plant use.

 

  • Capillary Water
  • Occupy micro-pores in the soil particles.
  • Held by cohesive forces between water molecules.
  • Moves through capillary action
  • Available to plants for use.

 

Soil Structure

  • This is the arrangement of soil particles in a soil horizon.
  • Types of Soil Structure
  • Single-grained
  • Crumby
  • Granular
  • Prismatic
  • Columnar
  • Platy
  • Blocky

 

 

Importance of Soil Structure on Crop Production

Soil Structure Influences

  • Soil aeration
  • Soil drainage and water holding capacity.
  • Plants root penetrability and anchorage.
  • Microbial activities in the soil.
  • Circulation of gases in the soil.

 

Farming practices which improve the soil structure are:

  • Application of inorganic manure into the soil.
  • Tilling the land at the right moisture content.
  • Crop rotation.
  • Minimum tillage.
  • Cover cropping.

Soil Texture

  • It refers to the relative proportion of the various sizes of the mineral particles of soil.

    Importance of Soil Texture on Crop Production;

  • Influences soil fertility
  • Affects the organic matter content
  • Influences the drainage of the soil.
  • Influences soil aeration.
  • Influences water holding capacity.
  • Influences the capillarity or movement of water in the soil.

 

Soil Textural Classes

 Sandy Soils

  • Made up largely of sand particles.
  • Have large pore spaces hence poor in water retention.
  • Easy to till (light soils).
  • Freely draining.
  • Low fertility due to leaching of minerals.
  • Easily erodible.

 Clayey Soils

  • Made up largely of clayey particles.
  • Have small pore spaces hence good in moisture retention.
  • Difficult to till (heavy soils).
  • Poorly ‘drained.
  • Expand when wet, crack when dry.
  • High capillary.
  • Rich in plant nutrients.

Loam Soils

  • About equal amounts of sand and clay.
  • Moderately good in both moisture and air retention.
  • Fertile soils.

Soil Colour

  • This depends on the, mineral composition of the parent rock and the organic matter content.
  • Soils containing a lot of iron are brownish, yellowing and reddish in colour.
  • Soils with a lot of silica are white.
  • Soils with a lot of humus are dark or grey.

Soil pH

  • This refers to the acidity or alkalinity of the soil solution/the concentration of hydrogen ions in the soil solution.
  • Soil pH is determined by the concentration of hydrogen ions (H+) or the hydroxyl ions (OH) in the soil solution.
  • A pH of less than 7 means that the soil is acidic.
  • A pH of more than 7 means that the soil is alkaline.
  • As the hydroxyl ions (OH) in the soil increase the soil becomes more alkaline.

 

Influence of Soil pH Crop Growth

  • It determines the type of crop to be grown in a particular area.
  • Most crops are affected by either very acidic or very basic soil pH.
  • Soil pH affects the choice of fertilizers and the availability of nutrients to crops.
  • At low pH the concentration of available iron and aluminium in the soil solution may increase to toxic levels, which is harmful to plants.
  • Very acidic or low pH inhibit the activity of soil micro-organisms.

Farm Tools and Equipment

 

Introduction

  • Farm tools and equipment perform specific jobs in the farm.
  • They make work easier and more efficient.
  • They can be classified according to their uses as follows:

 

Garden Tools and Equipment

 

  Tools Uses
1. Panga Cutting and shallow cultivation, making holes.
2. Jembe/hand hoe Cultivation, digging, shallow planting holes and trenches.
3. Fork iembe Cultivation, digging out roots, harvesting of root crops.
4. Rake Collecting trash, breaking large clods, levelling, removing stones
    from a seedbed and spreading organic manure.
5. Spade Scooping and carrying of soil, sand, concrete mixture and
    manure.
6. Spring balance Measuring weight.
7. Trowel Scooping seedlings during transplanting and .digging planting
    holes for seedlings.
8. Pruning hook Bending tall branches when pruning.
9. Secateur Cutting young stems and pruning branches.
10. Tape measure Measuring distances.
11. Axe Cutting big trees and roots and splitting logs of wood.
12. Soil auger Making holes for fencing posts.
13. mattock Digging hard soils
14. sprinklers Overhead irrigation.
15. Watering can Watering plants in nursery bed.
16. Wheel barrow Transportation of soil, fertilizers, farm produce, tools and equipment.
17. Levelling board For levelling a nursery bed.
18. Pruning saw Cutting old wood stems and pruning big branches.
19. Hose pipe For conveying water from a tap to where it is need.
20. Knap sack sprayer Applying agro-chemical by spraying.
21. Garden shear Trimming hedges.
22. Pruning knife Removal of small shoots.
23. Meter ruler Measuring distances.
24. Garden fork Shallow digging.

 

Livestock Production Tools and Equipment

 

  Tools Uses  
1. Drenching gun Administering liquid drugs to animals orally.  
2. Bolus gun/dosing gun Administering solid drugs or tablets to animals orally.  
3. Wool Shears Cutting off wool from sheep.  
4. Hypodermic syringe Administering drugs by injection for example in vaccination.  
5. Stirrup (bucket) pump Application of acaricide by hand spraying.  
6. Thermometer Taking body temperatures of farm animals.  
7. Burdizzo Used in bloodless method of castration.  
8. Halter Rope designed to restrain the animal.  
9. Trimming knife Cutting short the overgrown hooves.  
Elastrator Stretching rubber ring during castration, dehorning and docking  
    of lambs.  
Iron dehorner Applies heat on the horn bud to prevent growth of horns.  
Nose ring Fixed into the nose of a bull to restrain it.  
Strip cup Detecting mastitis in milk products.  
Trocar and cannula Relieving a bloated animal of gases particularly ruminants.  
Hard broom For scrubbing the floor.  
Ear notcher Making ear notches in livestock.  
        Bucket For holding milk during milking. ~
Milk chum For holding milk after milking.  
Milk strainer/sieve Removing foreign particles from milk for example hairs and sediments.  
       
        Rope Tying or tethering animals.  
        Milking stool Used by the milker to sit on while milking.  
Weighing balance Weighing milk after milking.  
 Teeth clipper Removal of canine teeth of piglets soon after birth.  
Chaff cutter Cutting fodder into small bits.  
 Dehorning wire Cutting grown horns.  
    ,  

 

 

 

 

 

Workshop Tools and Equipment

 

  Tools   Uses    
1. Spanner   Tightening and loosening nuts and bolts.  
2. Pliers   Cutting small wires and thin metal and gripping firmly.
3. Files   Sharpening tools, smoothening or shaping edges of metals,
4. Rasps   Smoothening and shaping of wooden structures.  
5. Chisels (wood)   Making grooves in wood.    
6. Cold chisel   Cutting and shaping metal.    
7. Screw drivers   Driving screws in or out of wood or metal.  
8. Saws .-      
  Cross cut saw   Cutting across the grain of wood.  
  Rip saw   Cutting along the grain of wood.  
  Hack saw Bow saw   Cutting metals.    
  Tenonlback saw   Cutting branches of trees.    
  Coping saw   Cutting Joints on wood and fine sawing.  
  Compass/keyhole saw   Cutting curves on thin wood.  
      Cutting either along or across the grain of wood especially
      when cutting key holes.    
9. Tin snip   Cutting metal sheets.    
10. Braces and bits.   Boring holes in wood. ,  
11. Drill and bits   Boring holes in metal work and woodwork. =
12. Hammer        
  Claw hammer   Driving in, removing and straightening nails.  
  Ball pein   Driving in nails, rivets and straightening metal. Also used
      on cold chisel    
13. Mallet   Hammering or hitting wood chisel.  
14. Jack plane   Fine finishing of wood.    
15. Scrappers/spokeshave   Smoothening curved surfaces of wood such as handles of
      jembes, axes.    
16. Measuring equipment   ~  
  Metre ruler   Measuring short length -.    
  Try square        
      Measuring length angles and to ascertain squareness.
17. Marking gauge   Marking parallel lines to the edge of wood.  
18. Fencing pliers   Cutting wires, hammering staples when fencing.  
19. Vice and clamps   Firmly holding pieces of work together.  

 

Tools Uses
20. Spirit level Measuring horizontal or vertical levels.
2l. Soldering gun Melting soldering rods when repairing or fabricating metal
    sheets.
22. Wire brush Brushing rough surfaces.
23. Divider Marking and laying out.
24. Centre punch Marking the point of drilling.
25. Paint brush Applying paint on surfaces.
26. Sledge hammer Ramming hardware, breaking stones.
27. Wire strainer Tightening wires during fencing.
28. Riveting machine Fix rivets when joining pieces of metal.
29. Claw bar Removing long nails from wood, straining fencing wires and
    digging fencing holes.

 

Plumbing and Masonry Tools

 

Tools Uses
l. Pipe wrench Holding, tightening and loosing metallic pipes.
2. Pipe cutter Cutting PVC pipes.
3. Levelling rod Levelling the floor during construction.
4. Mason’s trowel Placing mortar between construction stones and bricks.
5. Wood float Create a level surface on walls and floors.
6. Mason’s square Ascertain verticalness.
7. Plumb bob Spreading screed over floors and walls.
8. Shovel Mixing and scooping concrete or mortar, measuring cement.

 

Care and Maintenance of Tools and Equipment

Reasons for Maintenance

  • To increase durability.
  • To increase efficiency.
  • Reduce costs of replacement.
  • For safety of the user/avoid accidents.
  • Avoid damage to the tool.

Methods

  • Use tools for the right work.
  • Proper handling when using tools or equipment.
  • Clean and oil tools after work.
  • Keep tools in there right place.
  • Replace and repair worn-out parts
  • Sharpen cutting or digging edges
  • Grease moving parts to reduce friction
  • Use safety devices in the workshop to reduce accidents and breakages

 

CROP PRODUCTION 1

(Land Preparation)

 

Introduction

  • A piece of land which is prepared is known as seedbed.
  • A seedbed is a piece of land that is prepared ready to receive planting materials.

Seedbed Preparation

Reasons for Seedbed Preparation;

  • To enable water to infiltrate.
  • To kill weeds
  • To improve soil aeration.
  • To destroy pests and diseases.
  • To incorporate organic matter in the soil.
  • For easy planting.
  • To facilitate root penetration.

Operations in Land Preparation

Land Clearing

  • Clearing of land is necessary when:
  • Opening up a virgin land.
  • A stalk growing crop was previously plan
  • There is long interval between primary and secondary cultivation.
  • Land was left fallow for a long time.

Procedure

  • Tree felling and removal of stumps and roots.
  • Burning
  • Slashing
  • Use of chemicals.

     Note: Burning should be avoided where possible since it;

  • Leads to loss of organic matter,
  • Kills soil organisms
  • Destroys soil structure and plant nutrients.

 

Primary Cultivation

  • This is the initial breaking of land.
  • It is done early before the onset of the rains to:
  • Give time for soil organisms to act on organic matter.
  • Allow gaseous exchange to take place, thus carbon dioxide diffuses out of the soil while oxygen enters into the soil.
  • Allow other operations to take place in time.

Reasons for primary cultivation:

  • Remove weeds.
  • Burry organic matter.
  • Open up soil for infiltration of water and air.
  • Expose pests and disease causing organisms.
  • Soften the soil for easy planting.

Operations in primary cultivation

  • Hand digging ;

     Use of hand tools ;

  • Jembes,
  • Mattocks,
  • Fork-jembes.
  • Mechanical cultivation ;

   Use of mouldboard ploughs;

  • Disc ploughs,
  • Chisel ploughs,
  • Subsoilers
  • Rippers.
  • Use of OxPloughs ;

    Which can be drawn by;

  • Oxen,
  • Donkeys,
  • Camels

Depth of Cultivation

  Depends on:

  • The type of crop to be planted/size of seed.
  • The implements available.
  • The type of soil.

Choice of Implement

   Determined by:

  • The condition of land.
  • The type of tilth required/type of crop.
  • Depth of cultivation.

 

 

 

Secondary Tillage

  • These are refinement practices on the seedbed that follow primary cultivation.
  • It is also known as harrowing.

Reasons for secondary Tillage:

  • To remove the germinating weeds.
  • To break soil clods to produce required tilth.
  • To level the seedbed for uniform planting.
  • To incorporate organic matter/manure into the soil.

 

Factors determining number of secondary cultivation:

  • Soil moisture content.
  • Size of the planting materials.
  • Condition of the soil after primary cultivation.
  • Slope of the land.

 

Tertiary Operations:

  • Ridging ;
  • The process of digging soil on a continuous line and heaping on one side to produce a furrow and a bund (ridge).
  • It is important for root crops, to allow root expansion and for soil and water conservation.
  • Rolling:
  • It is the compaction of the soil to produce a firm surface which increases seed-soil contact and prevents wind erosion.
  • Levelling;
  • Production of an even, uniform surface which promotes uniform planting.

 

Subsoiling:

  • This is deep cultivation into the subsoil layer to break up any hardpan which might have developed.

It is done for the following reasons:

  • To facilitate drainage.
  • Bring up leached nutrients to the surface.
  • Increase aeration of the soil.
  • To improve root penetration.
  • The implements used include chisel plough and subsoilers.

 

Minimum Tillage:

  • This is the application of a combination of farming practices with the aim of reducing the disturbance of the soil.

Examples of which include:

  • Use of herbicides.
  • Mulching and cover-cropping.
  • Timely operations to prevent weed infestation.
  • Strip cultivation.
  • Uprooting and slashing of weeds.

Reasons for Minimum Tillage

  • To reduce cost of cultivation.
  • To control soil erosion.
  • To preserve soil moisture.
  • To prevent root exposure and damage.
  • To reconstruct destroyed soil structure.

Water Supply, Irrigation and Drainage

 

Introduction

  • Water is a very important natural resource.
  • It is necessary for both crops and livest

Uses of water in the farm;

  • Cleaning equipment.
  • Irrigation in dry areas.
  • Processing farm produce, for example, co
  • Drinking by livestock and m
  • Mixing agro-chemicals such as acaricide, fungicides and herbicides.
  • Providing power in water mills to grind grain crop
  • Cooling engines.
  • Construction work.

 

Sources of Water in the Farm

Three major sources of water in the farm:

  • Surface water:

 Includes water from;

  • Rivers,
  • Streams
  • Dams.
  • Ground water:

Includes water from;

  • Springs,
  • Wells
  • Borehole
  • Rain water:

This is water tapped in various ways such as;

  • Rooftops
  • Rock surface, when it is raining and stored in various ways.

 

Collection and Storage of Water

  • Dams:
  • These are structures constructed across rivers and channel
  • They collect and store water for use during the dry season.
  • Weirs:
  • These are structures constructed across rivers to raise the water level for easy pump
  • Unlike in the dams water flows over the barrier created across the river.
  • Water Tanks:
  • These are structures made of concrete, stone, metal sheets and plastics.
  • They store water from rain or that which has been pumped from other sources.
  • Tanks should be covered to prevent contamination from dust.

 

Pumps and Pumping of Water

  • Pumping is the lifting of water from one point to another by use of mechanical force.
  • Water is pumped from the various sources and then conveyed to where it is required for use or storage.

       Types of Water Pumps

Used to lift water from its source.

  • Centrifugal pumps
  • Piston or reciprocating pumps
  • Semi-rotary pumps and
  • Hydram

Conveyance of Water

  • This is the process of moving water from one point, usually the source or point of storage to where it will be used or stored.
  • Piping;
    • This is where water is moved through pipes.

The common types of pipes include:

  • Metal pipes
  • Plastic pipes
  • Hose pipes
    • Use of Containers:
      • In this case water is drawn and put in containers .
      • drums, jerry cans, pots, gourds, tanks and buckets .
      • Which are carried by animals, bicycles, human beings and vehic
    • Use of Canals:
  • In this case water is conveyed from a high point to a lower one along a gradual slope to avoid soil erosion.
  • Water conveyed through this way is mostly used for irrigation and livestock.

Water Treatment

  • Raw water contains impurities which may be dissolved, floating or suspended in water.

These impurities are grouped into three categories, namely:

  • Physical impurities: these are dissolved impurities detected by colour, taste and smell.
  • Chemical impurities: these are dissolved impurities detected by use of chemical analysis.
  • Biological impurities: these are microorganisms in water such as bacteria, viruses and algae.

 

Importance of Treating Water

  • To kill disease causing microorganisms such as cholera and typhoid bacteria that thrive in dirty water.
  • To remove chemical impurities such as excess fluoride which may be harmful to human beings.
  • To remove smells and bad taste.
  • To remove sediments of solid particles such as soil, sand and sticks.

Methods of Treating Water

  • Aeration: this is the removal of smell and odour from water by fine spraying or bubbling of air.
  • Sedimentation: this is where water is put in large containers so that solid particles such as sand, metal and others can settle at the bottom.
  • Filtration: this is passing water through fine granular materials to remove solid particles and biological substances.
  • Coagulation: addition of chemicals which precipitate impurities and help in softening of hard water.
  • Chlorination: Sterilization to destroy disease causing organisms.

 

Irrigation

  • It is the artificial application of water to crops in dry areas or where water is not enough.
  • It is one of the methods of land reclamation in case of arid and semi arid areas.

Factors to Consider in Identifying and Assessing the Potential of Land for Irrigation Development

  • Topography of the land
  • Soil type
  • Type of crop to be grown
  • Water availability
  • Human factors such as skill, capital availability and economic activities.

Types of Irrigation

  • Surface irrigation:
  • This includes flood irrigation and basin irrigation.
  • It is used in flat areas.
  • The problem with this method is loss of water through seepage.
  • It also increases soil salinity.
  • Sub-surface Irrigation:
  • This involves the use of porous pipes or perforated pipes.
  • It is used in slopy areas and where water is inadequate.
  • Overhead or Sprinkler Irrigation:
  • It is used in any area which is not steep.
  • Drip or Trickle Irrigation:
  • It is used where water is little and in relatively sloppy and flat areas.

 

 

Drainage

  • This is a method of removing excess water or lowering the water table from a marshy water-logged land.
  • It is also a method of land reclamation.

      Importance of Drainage as a Method of Land Reclamation

  • To increase soil aeration.
  • To raise soil temperature.
  • To increase microbial activities in the soil.
  • To reduce toxic substances from the soil.
  • To increase soil volume for exploitation by plant roots.

     Methods of Drainage

  • Use of open ditches.
  • Use of underground drain pipes.
  • French drains.
  • Cambered beds.
  • Pumping out water from the soil.
  • Planting tree species which absorb a lot of water for example eucalyptus.

Water Pollution

  • This is the process by which harmful substances get into the water.
  • The harmful substance is referred to as a pollutant.

 

Agricultural practices which pollute water include:

  • Use of inorganic fertilizers.
  • Use of pesticides.
  • Poor cultivation practices such as over cultivation, cultivating along the river banks.
  • Overgrazing which leads to erosion of soil thus causing siltation in water sources.

 

Methods of Preventing Water Pollution

  • Soil conservation measures which minimize soil losses through erosi
  • Fencing off the water sour
  • Adopting organic farming practices for example controlling pests and weed using non-chemical techniques.
  • Planting grass along river banks to minimize siltation in rivers.
  • Proper disposal of empty chemical containers.

 

Soil Fertility I

(Organic Manures)

Introduction

  • Soil fertility is the ability of the soil to provide crops with the required nutrients in their proper proportions.

Characteristics of a Fertile Soil

  • Good depth – Good soils give roots greater volume to obtain plant nutrients and provide strong anchorage.
  • Good aeration – for the respiration of plant roots and use by soil organisms.
  • Good water holding capacity – ensures provision of adequate water for plant growth.
  • Proper drainage – ensures provision of adequate air for plant growth.
  • Correct soil pH – different crops have different soil pH requirements.
  • Adequate nutrients supply – it should supply the required nutrients in the correct amounts and in a form available to plants.
  • Free from excessive infestation of soil borne pests and diseases.

How soil loses fertility

  • Leaching: vertical movement of dissolved minerals from the top to the lower horizons of the soil profile.
  • Soil erosion – The removal and carrying away of the top fertile soil from one place to another.
  • Monocropping – This is the practice of growing one type of crop on a piece’ of a land over a long time.
  • Continuous cropping – crops take away a lot of nutrients from the soil which are never returned.
  • Growing crops continuously without giving the soil time to rest makes the soil infertile.
  • Change in soil pH – changes in soil pH affect the activity of soil microorganisms as well as the availability of soil nutrients.
  • Burning of vegetation – burning of vegetation cover destroys organic matter. It also exposes the soil to the agents of soil erosion.
  • Accumulation of salts – soils with a lot of salts are said to be saline. State of having too much salt in the soil is referred to as soil salinity.
  • Salts accumulation cause water deficiency in plants. It may also lead to change in soil pH.

 

 

 

Maintenance of Soil Fertility

Soil fertility is maintained through the following methods:

  • Control of Soil Erosion ;
  • Terracing,
  • Contour cultivation,
  • Strip cropping,
  • Cut off drains
  • Planting cover crops.
  • Crop Rotation ;
  • Practice of growing different crops on the same field in different seasons in an orderly sequence.
  • Control of Soil pH :
  • Application of liming materials such as limestone, quicklime, magnesium carbonate and slaked lime if the soil is acidic.

 

  • Application of acidic fertilizers if the soil is alkaline.
  • Application of manures.
  • Proper drainage;

       Done through:

  • Breaking hard pan.
  • Construction of water channels.
  • Growing crops on cambered bed
  • Pumping out water from the soil.
  • Weed control:
  • Use of herbicides.
  • Slashing
  • Mulching
  • Use of proper farming practices such as early planting, correct spacing and cover crops.
  • Intercropping
  • Farming practice where different crops species are grown together in the field.
  • Minimum Tillage;
  • Use of herbicides.
  • Uprooting of weeds.
  • Slashing weeds
  • Mulching
  • Strip cultivation.
  • Use of Inorganic Fertilizer ;
  • Chemical compounds manufactured to apply specific plant nutrients for example calcium ammonium nitrate (CAN).

 

  • Use of Manure;
  • Well decomposed manures release nutrients into the soil and increase its water holding capacity.

Organic Manures

  • Manures are derived from plants and animal remains.
  • They supply organic matter to the soil which after decomposition releases plant nutrients.
  • The end product of this decomposition is known as humus.
  • It influences soil chemical properties and soil temperature.
  • Manures supply a wide range of essential plant nutrients.

Importance of Organic Matter in the Soil

  • Increases the soil water holding capacity of the soil.
  • Improves soil fertility by releasing a wide range of nutrients into the soil.
  • Provides food and shelter for soil micro-organisms.
  • Improves the soil structure.
  • Buffers soil pH/moderates soil pH.
  • Reduces the toxicity of plant poisons in the soil.
  • Moderates soil temperature by its dark colour.

Limitations in the Use of Manure

  • They are bulky – low nutritive value per unit volume.
  • Laborious in application and transport.
  • They spread diseases, pests and weeds.
  • Loss of nutrients if poorly stored.
  • If not fully decomposed crops may not benefit from them.

Types of Organic Manures

  • Green manure.
  • Farm yard manure.
  • Compost manure

Green Manure

  • Made from green plants which are grown for the purpose of incorporating into the soil.

  Characteristics of plants used for preparation for green manure:

  • Have fast growth rates.
  • Have high nitrogen content.
  • Capable of rotting quickly.
  • Capable of growing in poor conditions.

Preparation of Green Manure

  • Plant the green manure crop in the field.
  • Allow the crop to grow up to flowering stage.
  • Incorporate it into the soil through ploughing.
  • Allow the crop to decompose for two weeks.
  • Prepare the field for planting the major crop.

 

Reasons why green manure is not commonly used/limitations:

  • Most of the plants used as green manure are food crops.
  • Green manure crops may use most of the soil moisture.
  • Most of the nutrients are used up by soil micro-organisms in the process of decomposing the green manure.
  • Planting of the major crop is delayed.

 

Farm Yard Manure (FYM)

  • Is a mixture of animal waste and crop residues used as beddings in animal houses.

Factors that Determine the Quality of FYM

  • The types of the animals used.
  • Types of food eaten
  • Types of litter used.
  • Method of storage.
  • Age of farmyard manure.
  • Age of the animals used.

Preparation of FYM

  • Provide beddings in the houses of farm animals.
  • Animals deposit their droppings and urine on the beddings.
  • Animals mix them through trampling.
  • The beddings together with dung are removed and heaped under shed to decompose.
  • After sometime, the materials decompose and FYM is formed.
  • It can then be used in the farm

 

Compost Manure

  • Is manure prepared from heaped (composted) organic materials.

 

Factors to consider in selecting site for making compost manure:

  • A well drained place.
  • Direction of the prevailing wind.
  • Size of the farm.
  • Accessibility.

Preparation of Compost Manure

Two methods:

  • Four heaps method
  • Indore Method (Pit Method)

 

Indore Method (Pit Method)

Procedure ;

  • Select a sheltered place with a shade and near the field.
  • Dig a pit with the dimension 1.2m x 1.2m x 1.2m.
  • Place the materials in the following order:
  • Hedge cuttings or maize stalks to a depth of 30cm as a foundation
  • A layer of grass, green weeds or leaves and kitchen wastes to 30cm.
  • A well rotten manure/poultry droppings.
  • Wood ash and phosphatic fertilizers.
  • A layer of topsoil to introduce micro­organism for the decomposition of organic remains.
  • Note: Some water should be sprinkled to the materials to initiate the decomposition   process and regulate temperatures.

 

Four heaps method:

Procedure

  • Clear the site.
  • Level the site
  • Four posts 2m high are fixed 1.2m apart from four corners of the heap.
  • Fix wood planks on the sides.
  • Materials are placed in two heaps as in the pit method,
  • The two heaps make up heap 1.
  • After 3-4 weeks, the decomposed material from heap 1 is transferred to heap II.
  • After another 3 – 4 weeks the material is transferred to heap III.
  • After 3-4 weeks it is ready for use in the farm.

Indicators of well decomposed manure

  • Absence of bad odour.
  • Materials are lighter.
  • Manure is brown in colour.

Advantages of Compost Manure

  • One does not have to own livestock in order to prepare it.
  • A lot of manure can be produced within a short time.
  • A variety of materials can be used in its preparation.
  • Uses locally available materials thus cheaper than the artificial fertilizers.
  • Improves the soil structure.

Limitations of Compost Manure

  • It releases nutrients slowly into the soil.
  • Large quantities of compost manure are required to supply enough plant nutrients.
  • Its preparation is labour intensive.
  • It may induce soil-borne pests and diseases.

 

Livestock Production:

(Common Breeds)

 

Introduction

  • The term livestock is used to refer to all domesticated animals.
  • These animals include cattle, sheep, goats, poultry, pigs, rabbits, camels, bees, fish and donkeys.

The importance of keeping livestock:

  • Source of food.
  • Source of income.
  • Cultural values.
  • Source of animal power.
  • Provision of raw materials for industries.
  • Farmyard manure from the animals is used in maintaining soil fertility.
  • Cattle dung is used in the production of biogas.

Cattle Breeds

  • Cattle can be classified into two groups based on their origin.

     These are;

  • Indigenous cattle.
  • Exotic cattle.

Indigenous Cattle

  • Zebus

They are small in size and with a distinct hump and  include:

  • Nandi,
  • Bukedi
  • Maasai cattle.
  • The Borana
  • These are the cattle kept in the Northern parts of Kenya.
  • They are larger than the Zebus.
  • Indigenous cattle are hardy hence able to tolerate the harsh environmental conditions in the tropics.
  • They are the major suppliers of beef in Kenya.

Exotic Cattle  

  • Foreign cattle from the temperate regions.
  • They have distinct breed characteristics and are classified into various breeds.

 

General characteristics:

  • They have no humps.
  • They have low tolerance to high temperatures hence popular in cool climates of the Kenya highlands ..
  • They are highly susceptible to tropical diseases.
  • They have fast growth rates leading to early maturity.
  • They are good producers of both meat and milk.
  • They cannot walk for long distances.
  • They have short calving intervals of one calf per year if well managed.

 

Exotic cattle breeds fall under the following groups:

  • Dairy cattle breeds.
  • Beef cattle breeds.
  • Dual purpose breeds.

Dairy Cattle Breeds

  • They include;
  • Friesian,
  • Ayrshire,
  • Guernsey

Characteristics of Dairy Cattle

  • Wedge or triangular in shape.
  • Large stomach.
  • Docile with mild temperament.
  • Large, well suspended udders and teats.
  • Lean bodies.
  • Lean and smooth neck.
  • Large and long mammary milk wells and veins.
  • Cylindrical; uniform and well spaced teats.
  • Wide and well set hindquarters to accommodate the udder.

Friesian-Holstein (largest of all dairy breeds)

  • Origin: Holland
  • Colour: Black and white
  • Size: Cow weighs 550-680kgs Bull weighs 950 kg.
  • Highest milk producers of all dairy breeds about 9150 kg per lactation but with least butterfat content; 3.5%

Ayrshire

  • Origin: Scotland
  • Colour: White with brown markings.
  • Size: Cow weighs 360-590kgs Bulls weighs 500-720kg.

    Conformation:

  • Straight top lines, horns are long and face upwards.
  • Milk production is second to Friesian about 61OOkg per lactation with butter content of about 4%.

Guernsey

  • Origin: Guernsey Island off the coast of France.
  • Colour: Yellowish brown to red with white legs, switch and girth ..
  • Size: Bulls 540-770kg. Cow weighs 450- 500kgs

     Conformation:

  • Udders are less symmetrical.
  • Average milk production is about 5185kg per lactation with a butterfat content of 4.5% hence the yellow colour of milk.

Jersey (smallest of all the dairy breeds)

  • Origin: England
  • Colour: Yellow brown with black muzzle and switch.
  • Size: Bulls weigh 540-700kg. Cow weighs 350-450kgs

     Conformation:

  • Dished forehead, have straight top-line and level rumps with sharp w
  • Have protruding black eyes.
  • Average milk production 1270kg per lactation of butterfat content 5%.
  • They tolerate high temperatures.

Beef Cattle

Examples:

  • Aberdeen Angus,
  • Hereford,
  • Shorthorns,
  • Galloway,
  • American Brahman,
  • charolais
  • Santa Getrudis.

Characteristics of Beef Cattle

  • Blocky or square conformation.
  • Have thick muscles or are well fleshed.
  • Early maturing.
  • Deep chest and girth and short legs.
  • Straight top and lower lines.

AberdeenAngus

  • Origin: North East Scotland.
  • Colour: Black
  • Shape: Cylindrical, compact and deep; It is polled.

    Size:

  • Mature bulls weigh 900kg.
  • Mature cows weigh 840kgs.
  •  It is found in Timau area of Kenya

Hereford

  • Origin: Engla
  • Colour: Deep red and white-faced.
  • Size: Average weight of bulls is 1000kg.
  • Cows weigh 840kgs.
  • It is found in areas such as Naivasha.

Shorthorn

  • Origin: England.
  • Has easy fleshing ability
  • Colour: Red, Roan or white
  • Shape: Cylindrical, compact and deep.
  • It is polled.

      Size:

  • Bulls weigh 700-900kg,
  • cows weigh 545-630kgs.

Galloway

  • Origin: Scotland.
  • Colour: Black
  • Kept in the highland areas like Molo in Kenya.

Charolais

  • Origin: France.
  • Colour: Creamy white.
  • Size: Bulls weigh 1200kg, cows weigh 1000kgs.
  • It is found in ranches in Laikipia District.

Dual Purpose Breeds

    Examples: Sahiwal, Red Poll and Simmental.

Sahiwal

  • Origin: India and Pakistan ..
  • Colour: reddish brown.
  • Size: Bulls weigh 650kg,  and cows 400kg.
  • Milk production averages 2700-3000 per lactation with a butter fat content of 3.7%.
  • It has a pendulous udders which does not let down milk easily.
  • It is therefore said to be a difficult milker.
  • It is kept in semi-arid areas such as Naivasha.

    Red Poll

  • Origin: England.
  • Colour: Deep red with a white nose.
  • Conformation: Polled-deep girth and short legs.
  • Kept in semiarid areas such as Nakuru, Mogotio.

  Simmental

  • Origin:
  • Colour: Light red and white patches on the head.

Conformation:

  • It has broad and straight back, with well-sprung ribs and deep girth.
  • It is well fleshed at rear quarters, well suspended udders and large teats.

Sheep Breeds:

Purpose of Keeping Sheep;

  • Meat (mutton).
  • Wool production.

Exotic Sheep

  • Wool breeds -for example merino.
  • Dual purpose- for example Corriedale, Romney marsh.
  • Mutton breeds -for example Hampshire Down, Dorpers.

Merino

  • Origin: Spain

Characteristics:

  • It has white face and its lips and nostrils are pink in colour.
  • Rams have horns which are spiral in shape.
  • It is susceptible to foot rot, worm and respiratory diseases.

Corriedale

  • Origin: New Zealand.
  • Size: Rams 85 – 90kg. Ewes 60– 85 kg
  • This is a dual-purpose breed with white open face and white spots on the legs.
  • It is hornless and hardy.

Romney Marsh

  • Origin: England.
  • Size: Rams 100 – 115kg.
  • Ewes 84- 100 kg
  • It is a dual-purpose breed which s hornless with wide poll and black nostrils and lips.
  • It is average in prolificacy.
  • It is resistant to foot rot diseases and worm infestation.

Hampshire Down

  • Origin: England.
  • Size: Rams 125kg.
  • Ewes 80-100 kg
  • It is a mutton breed which is early maturing, hardy and prolific.
  • Fleece is of poor quality because of the black fibres.
  • Lambing percentage is 125-140.

Dorper

  • Is a crossbreed of Dorset horn and black head Persian sheep.
  •  It is mutton breed.

Dorset Horn

  • Dual purpose breed of sheep.
  • Indigenous Breeds of Sheep
  • Their bodies are covered with hair.
  • Their classification is based on their tails and their names vary according to different tribes.

Characteristics;

  • Thin tailed sheep found in West Africa.
  • Fat tailed such as Maasai sheep.
  • Fat rumped sheep.

Maasai Sheep

  • Found in South Western Kenya and Northern Tanzania.
  • Size: Ram 38kg,
  • Ewe 20-30kg.
  • Colour: Red and brown.
  • These are early maturing with long legs and small pointed horns.

Black Head Persian Sheep

  • Origin: South Africa
  • Colour: White with black head and neck.
  • It is polled with a big dewlap, fat rump and a curved tail..

Goats

Goats well adapted to a wide range of environmental conditions because of the following characteristics:

  • They feed on a wide range of vegetation.
  • They require very little amount of water.
  • They are tolerant to high temperatures.
  • They are fairly resistant to diseases.
  • They can walk long distances without losing weight.

Indigenous  Goat Breeds

  • Galla (white in colour). Adult female can weigh 25kg.
  • Somali (Boran): Found in Northern Kenya (white in colour).
  • Turkana/Samburu: (Long hair and bearded.
  • Mubende: (Black) (40-45kg). These are small and hardy and are kept for meat and milked by the pastoralists.

 

 

Exotic Breeds

Boer goat

  • Origin: South Africa
  • Colour: White
  • Has long ears and long hair on their bodies.

Anglo-Nubian

  • Origin: North East Africa
  • Colour: Roan and White
  • These have long legs, lopped ears and are polled.
  • They produce 1-2 litres of milk per , day.

Jumnapari

  • Origin: India
  • Colour: White, black and fawn.
  • They are horned, have large lopped ears
  • Produce 1-1.5_litres of milk per day.

Toggenburg

  • Origin: Switzerland
  • Colour: White patches on the body, white stripes on the face and neck.
  • Erect forward pointing ears and polled.
  • Can produce 2-3 of milk per day.

Saanen

  • Origin: Switzerland.
  • Colour: White
  • They have erect, forward pointing ears and polled.
  • Can produce 2-3 Iitres of milk per day.

Angora

  • Origin: Angora in Asia.
  • Colour: White
  • It is kept for wool production.

French alpine. Pigs

Characteristics:

  • They are sparsely haired and therefore cannot withstand cold.
  • Pigs wallow when it is hot due to absence of sweat glands.
  • They breathe fast when it is hot.
  • They have bristles instead of hair.

 

Breeds

Large White

  • Origin: Britain
  • _ Kept for bacon and pork production.
  • Long, large and white in colour.
  • Ears straight and erect.
  • Has dished face and snout.
  • Most prolific and with good mothering ability.
  • Fairly hardy.

Landrace

  • Origin: Denmark
  • White and longer than large white. _
  • Ears drooping.
  • Good for bacon production.
  • Very prolific with good mothering ability. _
  • Requires high level of management.

Wessex Saddle

  • Back Origin: England
  • Colour: Black with white forelegs and shoulders.
  • Straight snout and drooping ears. _
  • Good for bacon and pork.
  • Good for keeping outdoors.
  • Excellent mothering instincts.

Other pig breeds include:

  • Berkshire,
  • Middle-white
  • Duroc  Jersey pig.

Pigs can be crossed to obtain hybrids or crosses.

Advantages of Crosses

  • Increased litter size. _
  • Early maturing.
  • _ Increase in body length.
  • _ High proportion of lean meat to fat.

Poultry Breeds

There are three types of chicken breeds:

  • The light breeds kept for egg production.
  • The heavy breeds kept for meat production.
  • Dual purpose breeds – kept for both eggs and meat production.

Characteristics of Light Breeds

  • Never go broody hence poor sitters.
  • Excellent layers (over 220 eggs per year).
  • Poor meat producers (hens can attain 2kg; cocks 3kgs)
  • Very nervous and exhibit high degree of cannibalism.
  • Hen’s comb is large and bent over one eye and cock’s comb is large with 5 – 6 serrations.

      Examples:

  • Leghorns,
  • Anconas,
  • Silkies,
  • Minorcas.

Characteristics of Heavy Breeds

  • Can lay few eggs and provide good meat as broilers.
  • Can go broody.
  • Heavier and bigger in size.
  • Grow fast.

      Examples:

  • Light Sussex,
  • Cornish Dark
  • White.

Characteristics of DualPurpose Breeds

  • Go broody.
  • Have good meat.
  • Disease resistant (do not require high standard of management).
  • Rarely exhibit cannibalism.

 

        Examples: Rhode Island Red.

Hybrids

  • These are developed by crossing two different breeds.
  • They are superior in performance.
  • Can attain 2kg in 56 days for broilers and layover 200 eggs per year for layers.

Examples:

  • Shavers,
  • Thombers
  • Isabrown.

Rabbits

Kept for the following reasons:

  • To provide meat, fur, hair or wool.
  • To provide skin for leather.
  • To provide manure.
  • As pet ani
  • Used for research purposes.

Breeds

  • Californian white: white, very prolific black ears, nose and feet).
  • New Zealand white: (white with pink eyes – good for meat).
  • Flemish giant (dark grey – good for meat).
  • Angora rabbit (white, kept for wool production).
  • Chinchillah (greyish, kept for its fur).
  •  Earlops (white with droopy ears).
  • Kenya white (white, smallest of breeds).

Camels

       Kept for;

  • Transport,
  • Racing,
  • To provide milk, meat and wool.

There are two species of camels.

Dromedary (Camelus dromedarius)

  • Origin: Arabia and Syria
  • Are single humped, have light body
  • Good for racing and rapid transport.

Bacterian (Camelus bacterianus)

  • Origin: Central Asia
  • Has double humps, heavier and has shorter legs.
  • Can live in cold regions hence its thick and long coat acts as insulation.
  • Capable of shedding the coat during spring.

Terms used to describe livestock in different age, sex and use.

 

Livestock   Adult Replacement Stock Young Users)
Species Male Female Male Female One  
Cattle Bull Cow Bullock Heifer Calf Dairy – milk

Beef-meat

 

Sheep Ram Ewe Ram Hogget Lamb Mutton – meat

Wool sheep -wool

Goat Buck or Doe or Buck Doe Kid Dairy – milk
      Billy Nanny   Mutton – meat
Pigs Boar Sow Boar Gilt Piglet Pork – meat
            Bacon -cured
Poultry Cock Hen Cockerel Pullet Chick Broilers – meat
            Layers – eggs
Rabbits Buck Doe Buck Doe Kindling Meat
Camel Bull Cow Bull Heifer Calf Pack, trained for
            riding, racing milk,
            meat, fur

 

Agricultural Economics I

(Basic Concepts and Farm Records)

 

Introduction

  • Economics is the study of how man and society chooses to allocate scarce productive resources to produce various commodities, over time, and distribute them among various consumers in society.
  • It attempts to explain how man can best use the limited resources to produce goods and services which satisfies his needs with minimum wastage or loss of these resources

 Example;

  • food,
  • clothing
  • shelter
  • Agricultural economics is therefore defined as a science that aims at maximizing output while minimizing costs by combining the limited supplies of goods and services for use by the society over a certain period of ti
  • These are;
  • land,
  • capital,
  • labour
  • management

 

Basic economic Principles

 

Scarcity

  • Economic scarcity means resources are limited in supply relative to demand.
  • This principle implies that there is no time that man can have enough resources to satisfy all his need or desires

Choice/Preference

  • Human wants are many and varied and means of satisfying them are limited.
  • Therefore, man has to make a choice among the alternatives in order to use the resources available.
  • Man does this by satisfying the most pressing needs first.
  •  This is called scale of preference.

Opportunity Cost

  • Opportunity cost is the revenue forgone from the best alternative.
  •  It exists only where there are alternatives.
  • Where there are no alternatives the opportunity cost is equal to zero.
  • Opportunity cost helps in decision making.

 

Farm Records

  • Farm records are documents kept in the farm
  • They show farm activities carried out over a long period of time
  • Or information kept in the farm in written form, about the farm and all activities in it.

 

Uses of Farm Records

  • Show the history of the farm
  • Show whether the farm is making a profit or loss.
  • Show all the assets and liabilities of the farm which can be used to value the farm.
  • Help in supporting insurance claims on death, theft, fire or loss of farm assets.
  • Help in tax assessment to avoid over taxation.
  • Used as a guide in planning and budgeting.
  • Helps to detect losses or theft in the farm.
  • Make it easy to share profits or losses in partnerships.
  • Help in settling disputes among heirs to estate if the farmer dies without a will.
  • Provide labour information on terminal benefits for a worker.

Type of Farm Records

  • Production Records – Show the total yield and yield per unit of each enterprise.
  • Inventory Records – A record of all permanent and consumable goods in the farm.

Consumable Goods Inventory

 

Date Commodity Quantity Date Issued to Quantity balallce
  Item         Stock
  • Field Operation Records – Show in details all field practices carried out together with the input used for all the crop enterprises.
  • Breeding Records
  • Show all the breeding activities in the farm.
  • From these records it is possible to select the prolific animals and cull the infertile ones.
  • Feeding Records – A record of the types of feeds used in the farm and their quantities.
  • Health Records
  • Indicates the health conditions of the animals in the farm.

              From these records it is possible to:

Select and cull animals on health grounds. Soil Fertility II

(Inorganic Fertilizers)

 

Introduction

  • Plant nutrients occur in the soil in form of soluble substances.
  • These substances are taken in by the plants in different quantities depending on their roles in the plant tissues.

Essential Elements

  • These are nutrients needed by plants for various uses.
  • They are divided into two broad categories namely:
  • Macronutrients
  • micronutrients.

Macro-nutrients

  • These are also referred to as major nutrients.
  • They are required by the plant in large quantities.

They include;

  • carbon,
  • hydrogen,
  • oxygen,
  • nitrogen,
  • phophorus,
  • potassium,
  • sulphur,
  • calcium
  •  magnesium.

 

  • Nitrogen, phosphorus and potassium are referred to as fertilizer elements,
  • Calcium, magnesium and sulphur, are referred to as liming elements.

Role of Macronutrients in Plants

 Nitrogen (NO3,NH4++)

 

Sources:

  • Artificial fertilizers
  • Organic matter
  • Atmospheric fixation by lightning
  • Nitrogen fixing bacteria.

Role of Nitrogen in Plants

  • Vegetative growth
  • Chlorophyll formation
  • Build up of protoplasm.
  • Improves leaf quality in leafy crops such as tea and cabbages.

 

Deficiency Symptoms

  • Yellowing of the leaves/chlorosis.
  • Stunted growth.
  • Premature ripening.
  • Premature shedding of the leaves.
  • Light seeds.

Effect of Excess Nitrogen

  • Scorching of the leaves.
  • Delayed maturity.

Loss of Nitrogen From the Soil:

  • Soil erosion.
  • Leaching.
  • Volatilization.
  • Crop removal.
  • Used by microorganisms.

 

Phosphorus (H2 P04, HPO2-4 P2O5)

      Sources:

  • Organic manures
  • Commercial fertilizers
  • Phosphate rocks

Role of Phosphorus

  • Encourages fast growth of the roots.
  • Improves the quality of the plant.
  • Hastens maturity of the crops.
  • Influences cell division.
  • Stimulates nodule formation in legumes.

Deficiency symptoms

  • Growth of the plant is slow.
  •  Maturity is delayed.
  • Leaves become grey, purple in colour.
  • Yield of grains, fruits and seed is lowered.

 

Loss of Phosphorus From the Soil

  • Soil erosion.
  • Leaching
  • Crop removal
  • Fixation by iron and aluminium oxide.

Potasium (K+, K2O)

Sources;

  • Crop residue and organic manures.
  • Commercial fertilizers
  • Potassium bearing minerals e.g. feldspar and mica.

Role of Potassium in Plants

  • Increases plant vigour and disease resistance.
  • Increases the size of grains and seeds.
  • Reduces the ill-effects due to excess nitrogen.
  • Prevents too rapid maturation due to phosphorus.

Deficiency Symptoms

  • Plants have short joints and poor growth.
  • Plants lodge before maturing.
  • Leaves develop a burnt appearance on the margin.
  • Leaves at the lower end of the plant become mottled, spotted or streaked.
  • In maize, grains and grasses firing starts at the tip of the leaf and proceeds from the edge usually leaving the midrib green.

Loss of Potassium From the Soil

  • Crop removal.
  • Leaching.
  • Soil erosion.
  • Fixation in the soil.

 Calcium (Ca2+)

Source:

  • Crop residues and organic manures.
  • Commercial fertilizers.
  • weathering of soil minerals.
  • Agricultural limes for example dolomite, limestone.

Role of Calcium in Plants

  • Improves the vigour and stiffness of straw.
  • Neutralizes the poisonous secretions of the plants.
  • Helps in grain and seed formation.
  • Improves the soil structure.
  • Promotes bacterial activity in the soil.
  • Corrects the soil acidity.

Deficiency symptoms

  • Young leaves remain closed.
  • There are light green bands along the margins of the leaves.
  • Leaves in the terminal bud become hooked in appearance there is a die-­back at the tip and along the margins.

Loss of Calcium

  • Crop removal
  • Leaching
  • Soil erosion

Magnesium (Mg2+)

Sources:

  • Crop residues and organic manures
  • Commercial fertilizers
  • Weathering of soil minerals.
  • Agricultural limes.

Role of Magnesium in Plants

  • Forms part of chlorophyll.
  • Promotes the growth of the soil bacteria and enhances the nitrogen fixing power of the legumes.
  • Activates the production and transport of carbohydrates and proteins in the growing plant.

Deficiency symptoms

  • Loss in green colour which starts from the bottom leaves and gradually moves upwards.
  • The veins remain green.
  • Leaves curve upwards along the margins.
  • Stalks become weak and the plant develops long branched roots.
  • The leaves become streaked.

 

Sulphur (S04 2- ,SO2)

 

 Sources:

  • Commercial fertilizers.
  • Soil mineral containing sulphides
  • Atmospheric sulphur from industries.
  • Rain water

Role of Sulphur in Plants

  • Formation and activation of coenzyme-
  • Sulphur is a constituent of amino acids.
  • Influence plant physiological processes.

Deficiency Symptoms

  • Small plants/stunted growth.
  • Poor nodulation in legumes.
  • Light green to yellowish leaves/ chlorosis.
  • Delayed maturity.

 Micro-nutrients

  • Also referred to as trace or minor nutrients.
  • They are required in small quantities/traces.
  • They are essential for proper growth and development of plants.

They include;

  • Iron,
  •  Manganese,
  • Copper,
  • Boron,
  • Molybdenum
  • Chlorine.

Role of Micronutrients and Their Deficiency Symptoms

  • Copper
  • Role in oxidation-reduction reactions.
  • Respiration and utilization of iron
  • Deficiency symptoms-yellowing of young leaves.
  • Iron
  • Synthesis of proteins.
  • Takes part in oxidation-­reduction reactions.
  • Deficiency symptoms – leaf chlorosis
  • Molybdenum
  • Nitrogen transformation in plants.
  • Metabolization of nitrates to amino acids and proteins
  • Deficiency symptoms –leaf curl and scathing.
  • Manganese – Same as molybdenum.
  • Zinc
  • Formation of growth hormone.
  • Reproduction process
  • Deficiency symptoms – white bud formation.
  • Boron –
  • Absorption of water.
  • Translocation of sugar

Inorganic Fertilizers

  • These are chemically produced substances added to the soil to improve fertility.

Classification According to:

  • Nutrients contained
  • Straight contain only one macronutrient.
  • Compound fertilizers – contain more than one macronutrient
  • Time of application
  • Some applied when planting.
  • Top dressing after crop emergence
  • Effects on the soil pH.
  • Acidic fertilizers.
  • Neutral fertilizers.
  • Basic fertilizers.

Properties and Identification of Fertilizers

Nitrogenous Fertilizers

Characteristics

  • Highly soluble in water.
  • Highly mobile in the soil hence it is applied as a top dress.
  • Easily leached because of the high solubility hence does not have residual effect on the soil.
  • Has scorching effect on young crops during wet seasons.
  • Easy to volatilize during hot season.
  • They have a tendency to cake under moist conditions.
  • They are hygroscopic hence should be stored in dry conditions.

Examples:

  • Sulphate of Ammonia (NH4) 2 SO4

Physical appearance:

  • white crystals,
  • Has acidic effect,
  • Contains 20% N.
  • Ammonium Sulphate Nitrate [(NH4)2 SO4+ NH4 NO3]
  • Colour: granules which appear yellow orange,
  • less acidic,
  • contains 26% N.
  • Calcium Ammonium Nitrate (CAN)
  • Colour: greyish granules,
  • neutral in nature,
  • contains 21 % N.
  • Urea
  • Colour: small whitish granules
  • Easily leached or volatilized,
  • contains 45- 46%N.

 

Phosphate Fertilizers

  • Has low solubility and immobile.
  • Non-scorching.
  • Has a high residual effect hence benefit the next season’s crop.
  • Easy to store because they are not hygroscopic.

Examples;

  • Single super-phosphate
  • Appearance: whitish, creamy white granules,
  • contains 20-21 % P2O5
  • Double super-phosphate
  • Appearance: dark greyish granules,
  • Contains 40-42% P2O5
  • Triple super-phosphate
  • Appearance: small greyish granules,
  • Contain 44-48% P2O5

 

 

Potassic Fertilizers

Characteristics:

  • Has moderate scorching effect.
  • Moderately soluble in water.
  • Most Kenyan soils have sufficient potassium.

Examples;

  • Muriate of Potash (KCl)
  • Contain 60 – 62% K2O
  • Slightly hygroscopic.
  • Appearance amorphous white.
  • Sulphate of Potash (50% K2O)

 

Compound or Mixed Fertilizers

  • These are fertilizers which supply 2 or more of the macronutrients.

Examples;

  • Mono ammonium phosphate.
  • Di-ammonium phosphate
  • 20:20:20, 23:23:23

Advantages of application of compound fertilizers

  • Saves time and money.
  • Mixture gives improved storage properties and better handling.

Disadvantages of compound fertilizers application

  • Expensive.
  • Wasteful.
  • Mixing may not be thorough.
  • Incompatibility of the individual fertilizers.

Methods of fertilizer application

  • Broadcasting – random scattering of the fertilizers on the ground.
  • Placement method – application of fertilizers in the planting holes.
  • Side dressing – fertilizer is placed at the side of the plant within the root zone, in bands or spot-rings.
  • Foliar spraying – specially formulated fertilizer solution applied on the foliage in spray form.
  • Drip method – applied through irrigation water.

 

Determination of Fertilizer Rates

Contents of fertilizers are expressed as fertilizer grade or fertilizer analysis.

  • Fertilizer grade indicate the guaranteed minimum of the active ingredients (N, P2O5, K 2O) in the mixture.
  • It is expressed as a percentage on a weight to weight basis or percentage by weigh

Example 10:20:0 means for every 10kg of the mixture there are 10kg of nitrogen, 20kg of P2O 5 and 0kg of K2O.

Example

A farmer was asked to apply fertilizers as follows:

  • 60 kg/ha nitrogen (top dressing)
  • 60 kg/ha P2O5 (in planting hole).
  • 60 kg/ha K2O.

How much sulphate of ammonia (20%) would be required per hectare?

How much double super-phosphate (40%) P2O5would be required per hectare?

How much muriate of potash (50% K2O) would be required per hectare?

Answer/Solution

  • Sulphate of ammonia (SA) which gives 60kg/ha N

= 60

20x 100 =300kg SA

  • Double super phosphate (40%  P2O5)which gives 60kg/ha P2O5

60

= 40x 100 =150kg DSP

  • Muriate of potash (60% K2O) which gives 60kg/hK2O

= 60 x 100=100kg muriate of potash

                 60

 

Example

A farmer was asked to apply fertilizers as follows:

  • 200kg/ha of DSP (40% P2O5
  • 150kg/ha of muriate of potash (60% K2O)
  • 150kg/ha of sulphate of ammonia (20% N)

How much P2O5 did the farmer apply per acre?

How much K2O did the farmer apply per hectare?

How much N did the farmer apply per hectare?

Solution/Answer

  • P2O5  applied per hectare from 200kg of DSP

40                            

= 100x 200= 80kg/ha P2O 5

  • K2O5   applied per hectare from 150kg of muriate of potash

60

= 100×150=90kg/ha    K2O

  • N  applied per hectare from 150kg/ha sulphate of ammonia

20

= 100 x 150= 30kg/ha N

Soil Sampling

  • Refers to obtaining of small quantity of soil that is representative in all aspects of the entire farm.

Soil Sampling Procedures

  • Clear the vegetation over the site.
  • Dig out soil at depths of 15-25cm.
  • Place the dug out soil in a clean container.
  • Mix thoroughly the soil in the container.
  • Take a sample and send it to National Agricultural Laboratory for analysis.
  • The container carrying the sample should be properly labeled as follows:
  • Name of the farmer,
  • Location,
  • District
  • Address of the farmer.

Sites to Avoid

  • Dead furrows, ditches.
  • Swamps
  • Near manure heaps.
  • Recently fertilized fields
  • Ant hills.
  • Under big trees.
  • Near fence lines or foot paths.
  • Do not put them in containers which are contaminated with fertilizers or other chemical containers.

Methods Of Soil Sampling:

  • Zigzag method
  • Traverse method

Soil Testing

  • Soil testing is the analyzing of the soil sample to determine certain qualities of the soil.

Importance of Soil testing:

  • To determine the value of the soil hence determine the crop to grow.
  • To determine the nutrient content hence find out the type of fertilizer to apply.
  • To determine whether it is necessary to modify the soil pH for a crop.

How Soil pH affects Crop Production

  • Influences the physical and chemical properties of the soil.
  • Affects the availability of nutrients.
  • Influences the incidences of soil borne diseases.
  • Determine the type of crop to be grown at a given area.

 

Methods of pH Testing

  • Universal indicator solution
  • pH meter

 

  • Know the course of action to be taken in the event of a disease and maintenance of good health.
  • Know the prevalent diseases.
  • Calculate the cost of treatment.
  • Marketing Records show commodities sold, quantities and value of all the sales.

Labour Records – show labour utilization and labour costs. Crop production II (Planting)

  • Planting is the placement of the planting material in the soil for the purpose of regeneration in order to produce more of the plant species.

Types of planting materials

Seeds

  • Seeds are produced by flowering after pollination and fertilization. They contain the part of the plant that germinates and subsequently grows in to new plants.

Advantages of using seeds as planting materials.

  • Seeds are easily treated against soil borne pests and diseases.
  • They are not bulky therefore storage is easy.
  • They are easy to handle during planting making operation easy.
  • When planting seeds, it is easy to use machines like seed planters and drillers.
  • It is easy to apply manures and fertilizers together with seeds during planting.
  • Fertilizers and manures application can be easily mechanized.
  • It is possible to develop new crop varieties due to cross pollination.

 

Disantivantages of using seeds as planting materials.

  •  Some seeds have long dormancy and they may need special treatment in order to germinate.
  • Plants raised from seeds have variations from the mother plant due to cross pollination, This may introduce undesirable characteristics.
  • Soil borne pests may damage seeds if left for sometime in the soil before rain falls.
  • Some seeds may lose viability if stored for a long time. This leads to gaps in the farm.

  1. Vegetative materials.
    • These are plant parts which have the ability to produce roots, they grow and develop in to new plants.
    • Plant parts such as leaves, roots or stems can be used for planting as long as they are capable of rooting.

  

 Advantages of using vegetative materials for planting.

  • Crops originating from vegetative materials matures faster than those from seeds.
  • The crops shows uniformity in such qualities as disease resistance, seed size, colour, keeping or storing quality and chemical composition.
  • It is possible to produce many varieties of compatible crops on the same root stock.
  • Use of the vegetative materials is easier and faster, especially where seeds show prolonged dormancy.
  • The resulting plant has desired shape and size for ease of harvesting and spraying.
  • It facilitates the propagation of crops which are seedless or those that produce seeds which are not viable or have a long dormancy period.
  • Such crops include sugar-cane, bananas, Napier grass and others.

Disadvantages.

  • Vegetative propagation does not result in new crop varieties.
  • Keeping the materials free of diseases is difficult.
  • Materials cannot be stored for long.
  • The materials are bulky and there fore difficult to store and transport.

      Plant parts used for vegetative propagation.

    • These are tiny sisal plants produced in the inflorescence almost at the end of the plant growth cycle.
    • They resemble the mother plant except that they are smaller in size.
    • They are produced by the branches of the sisal pole.
    • When manure they mature they develop rudimentary roots and fall off to the ground just below the pole.
    • They are the collected and raised in the nurseries before they are transplanted t\o the main field.
    • One sisal pole may produce as many as 3,000 bulbils. They are usually 10cm long. They make good planting materials and are better than sucke

 

  1. Splits
  • These are plantlets divided from the existing mother plant with complete with complete leaves and rooting system.
  • They are used to propagate most pasture grasses and pyrethrum.
  • Pyrethrum splits are raised first in nursery and then transplanted to the field.
  • Crowns and slips
  • These are materials used to propagate pineapples
  • Crowns are born on top of the fruits and are broken off and prepared for planting.
  • They are more preferred to suckers because they give uniform growth and take two years to reach maturity.
  • Slips are borne to the base of the pineapple fruits.
  • They are cut and prepared for plantings.
  • Their growth rate is faster than for crowns giving average uniformity.
  • They take 22 months from planting to maturity.
  • Crowns and slips are planted in the nurseries first before transplanting to the main seed bed.

 

  1. Suckers
  • These are small plants that grow from the base of the main stem.
  • They have adventitious roots which grow quickly when planted to form a new plant.
  • They are used to propagate bananas, sisal, and pineapples.
  • When planted, suckers give uneven growth leading to maturity at different times. T
  • hey should be planted when they are young.

 

  1. Tubers
  • These are underground food storage organs which are short and thick.
  • They are used as vegetative propagation materials because they sprout and produce roots for growth.
  • There are mainly two types of tubers, the stem and root tubers.
  • Root tubers develop from the thickening of the adventitious roots.
  • Root tubers are not commonly used for propagation since they produce weak stems.
  • A good example of a root tuber is the sweet potato.
  • On the other hand stem tubers have some auxiliary buds which are sometimes referred to as ‘eyes’.
  • These eyes sprout to produce stems which grow into plants. Stem tubers are therefore swollen stems with scales leaves.
  • A good example of a stem tuber is Irish potato.

 

  • These are soft wood cuttings which produce roots easily upon planting to give rise to new plants.
  • They are cut from the mother plants and planted directly into the field.
  • Soft wood cuttings (vines) are taken from rapidly growing shoots.
  • The soft upper parts of the shoots are preferred.
  • When preparing the cuttings, some leaves and nodes are included.
  • Roots are produced from the nodes.

 

  • Cuttings and setts
    • Cuttings are portion of plants parts which are cut and then planted.
    • They may be from stems, roots or leaves.
    • A stem cutting must have a bud which develops into shoot.
    • The root cutting must have an eye. Cutting must have an eye.
    • Cuttings must produce leaves as soon as possible so that they can start making their own food.
    • Sometimes cuttings are induced to produce roots by use of rooting hormones.
    • Once the cuttings have developed roots, they give rise to new plants.
    • In some crops, the cuttings are big enough to be planted directly to the main seedbed whereas there are some plants whose cuttings are first raised in special nurseries before they are transplanted to the seedbed.
    • The cuttings of Napier grass and sugar-cane are planted directly on the seedbed but those of tea; have to be raised in special nursery before they are transferred to the seed bed.
    • Examples of crops which are propagated by use of stem cuttings include: tea, cassava, and sugar-cane and Napier grass.
    • The stem cuttings used to propagate sugar-cane are known as ‘setts’. Setts are stem cuttings which have 3-5 nodes are usually 30-45 cm long.

 

 

Factors affecting rooting of cuttings.

  • Temperature: for the cuttings to produce roots warm temperatures are required around the root zone while cool temperatures are important for the aerial part of the cuttings. For most species optimum day and light temperatures for rooting are 22 -27°c and 15-21° c respectively.
  1. Relative humidity: Proper rooting of cuttings requires high humidity which lower the transpiration rate. It also increases and maintains leaf turgidity all the time. As such, cuttings should be rooted in green houses or under shady conditions, where relative humidity can be regulated. Sometimes the propagation area can be sprayed with water to keep it moist.
  2. Light intensity: soft wood cuttings need high intensity light to produce roots. This is because light promotes the production of roots since it affects the rate of photosynthesis. Hard wood cuttings do well in dark conditions since they have high amount of stored carbohydrates and therefore rooting is excellent in darkness.
  3. Oxygen supply: plentiful supply of oxygen is required for root formation. The rooting medium used must therefore be capable of allowing proper aeration.
  4. Chemical treatment: these rooting hormones which promote the production of roots in cuttings. The common ones include IAA (Indoleacetic acid).
  5. Leaf area: Soft woods cuttings require a lot of leaves for photosynthesis while hardwood cuttings will produce roots better without leaves.

 

Selection of planting materials

When selecting materials for planting the following factors must be considered:

  • Suitability to the ecological conditions – the selected planting materials should be well adapted to the soil conditions, temperatures and amount of rainfall in the area. There are many varieties of maize, for example, which are suitable to different ecological conditions. Hybrid 622f or example is mainly for the high altitudes areas of Kenya 513 for the medium altitudes and the Katumani composites for the low rainfall areas while the coast composites are suitable for the coastal conditions each     variety will grow well and produce high yields if grown under the correct conditions
  • Purity of the materials – planting materials should be pure and not mixed with other off types the percentage purity of planting materials will affect the seed while higher seeds rates are used for impure seeds.
  • Germination percentage – This is a measure of the germination potential of seeds it is expressed as a percentage for example a germination percentage of 80 means that for every 10 seeds planted 80 of them are expected to germinate. Germination percentage helps to determine    the seed rates of crops lower seed rates are used for crops with higher germination percentage while higher seed rates are used for those with lower germination percentage.
  • Certified seeds –  These are seeds which have been tested and proven to have 100 germination potential  and free from diseases and pests they give high yields after the first planting but the subsequent yields decline if replaced therefore in this case it is always advisable to buy new seeds which are certified every time planting is done

In Kenya certified seeds are produced by the Kenya seed company (KSC) and distributed by Kenya Farmers Association (KFA) and other agents.

 

PREPARATION OF PLANTING MATERIALS.

After the planting materials are selected they are prepared in different ways before they are planted. Some of the methods used to prepare planting materials include the following:

 

       (a)Breaking the seed dormancy.

Some seeds undergo a dormancy period between maturity and the time they sprout. The dormancy period is the stage                 whereby a seed cannot germinate, the stage of inhibited growth of seed. It should be broken before the seed is planted.

Methods of breaking seed dormancy.

The following methods are used to break seed dormancy:

   (I) Mechanical method:  This is a method which aims at scratching the seed coat to make it permeable to water. Scarification is done by rubbing small sized seeds against hard surface such as sand paper, while filling or nicking the seed coat with a knife is done to large sized seeds such as croton seeds.

(ii) Heat treatment: this involves the use of hot water or burning the seeds lightly. It softens the seed coat making it permeable to water and thus is able to germinate. The seeds are soaked in hot water about 80’c for 3-4 minutes after which the water is allowed to drain off. Example of seeds treated in this way include:  leucean  calliadra and acacia.

Light burning also serves the same purpose as hot water treatment. In this case trash is spread over the seeds which are already covered with a thin layer of soil. The trash is burned, after which the seeds are retrieved and planted. Examples include acacia and wattle tree seeds. Overheating should be avoided as this will cook the seeds.

(iii)Chemical treatment: seeds are dipped in specific chemicals such as concentrated sulphuric acid, for two minutes and then removed. The chemical wears off the seed coat making it permeable to water. Care should be taken not to leave the seeds in the chemicals for too long as this will kill the embryo. Cotton seeds are normally treated with chemicals to remove the lint or fibres.

  1. iv) Soaking in water: seeds are soaked in water for a period of between 24 – 48 hours until they swell. They are then removed and planted immediately. The seeds treated thus germinate very fast. Pre-germinated seeds are used when raising rice in the nurseries.
  2. b) Seed dressing

This is the coating of seeds with fungicides or an insecticide or a combination of the two chemicals. This is particularly common with cereals, sugar-cane and legumes.

The chemicals protect the seedlings from soil-borne diseases and pests. Certified seeds which are sold by seed merchants in Kenya have been dressed with these chemicals. Farmers can also buy the chemicals and dress their own seeds.

  1. C) Seed inoculation

In areas where soils are deficient in nitrogen, legumes such as beans, clovers and peas should be coated with an inoculant. An innoculant is a preparation which contains the right strain of Rhizobium depending on the type of legume and encourages nodulation, hence nitrogen fixation. Below is a table showing different legume crops and their right strain of Rhizobium.

Crop inoculation group Rhizobium Species
Lucerne R. melioti
Clover R. trifoli
Pea R. leguminosarum
Bean R. phaseoli
Lupin R. lupini
soyabean R. japonicum

 

When handling inoculated seeds, care should be taken to prevent them from coming in contact with chemicals. This means that inoculated seeds should not be dressed with chemicals as these will kill the bacterium. They should also be planted when the soil is moist to avoid dehydration which kills the bacterium.

  1. d) Chitting

This practice is also referred to as sprouting. The selected seed potatoes ‘setts’ which are used as planting materials are sprouted before planting to break their dormancy. The setts of about 3-6 cm in diameter are arranged in layers of 2 or 3 tubers deep in a partially

 

 

 

 

 

darkened room. The setts should be arranged with the rose- end facing upwards and the heel-end downwards. Diffused light encourages the production of short, green and healthy sprouts. If Chitting is done in complete darkness, long, pale thin sprouts develop which break easily during planting. During Chitting potato aphids and tuber months should be controlled by dusting or spraying the sett with dimethoate. Sometimes a chemical known as Rendite is used to break dormancy, thus inducing sprouting. Chitting is done mainly to make sure that growth commences immediately the seed is planted so as to make maximum use of rains for high yields.

Time of planting

The timing of planting or sowing is influenced by the type of crop to be planted and the environmental conditions of the area.

Factors to consider in timing planting.

  • The rainfall pattern/moisture condition of the soil.
  • Type of crop to be planted.
  • Soil type.
  • Market demand.
  • Prevalence of pests and diseases.
  • Weed control.

Timely planting is necessary and should be done at the onset of rains. In some areas where rainfall is scare dry planting is recommended.

Advantages of timely planting.

  • Crops make maximum use of rainfall and suitable soil temperature, leading to vigorous growth.
  • Crops usually escape serious pests and diseases attack.
  • Crops benefit from nitrogen flush which is available at the beginning of the rain.
  • For horticultural crops, proper timing ensures that the produce is marketed when prices are high.
  • Crops establish earlier than the weeds, hence smothering them.

Methods of planting.

There are two main methods of planting :-

  • Row planting.

Broadcasting.

This method involves scattering the seeds all over the field in a random manner. It is commonly adapted for light tiny seeds such as those of pasture grasses. It is easier, quicker and cheaper than row planting. However, it uses more seeds than row planting and the seeds are spread unevenly leading to crowding of plants in some places. This results in poor performance due to competition. Broadcasting gives a good ground cover, but weeding cannot be mechanized. For good results, the seedbed should be weed-free, firm and have a fine tilth.

Row planting.

The seeds or other planting materials are placed in holes, drills or furrows in rows. The distance between one row to the other and from one hole to the other is known. In Kenya, both large and small – scale farmers practice row planting. It is practiced when planting many types of crops, especially perennial, annual and root crops.

Advantages of row planting.

  • Machines can be used easily between the rows.
  • It is easy to establish the correct plant population.
  • Lower seed rate is used than if broadcasting is adopted.
  • It is easy to carry out cultural practices such as weeding, spraying and harvesting.

Disadvantages of row planting.

  • It does not provide an ample foliage cover. Thus the soil is liable to being eroded by wind and water.
  • It is more expensive than broadcasting because of consuming a lot of labour and time.
  • It requires some skill in measuring the distances between and within the rows.

Seeds can also be planted by dibbling where the planting holes are dug by use of pangas or jembe, or by a dibbling stick (dibbler). Most of the dibbling is done randomly although  rows can also be used when using a planting line. Random dibbling is not popular in commercial farming due to low levels of production. It is only common among conservative farmers in planting of legumes such as beans, pigeon peas and cow peas.

Over-sowing.

This is the introduction of a pasture legume such as desmodium in an existing grass pasture. Some form of growth suppression of existing grass such as burning, slashing or hard grazing plus slight soil disturbance is recommended before over sowing. A heavy dose of superphosphate, preferably single supers at a rate of 200-400 kg/ha is applied. The grass must be kept short until the legume is fully established. Regardless of the method of establishment, the pastures and fodder stands should be ready for light grazing 4-5 months after planting if rainfall and soil fertility are not limiting.

Under-sowing.

This refers to the establishment of pasture under a cover crop, usually maize. Maize is planted as recommended and weeded 2-3 weeks after the onset of rains. Pasture seeds are then broadcasted with half the recommended basal fertilizer. No further weeding should be done and maize should be harvested early to expose the young pasture seedlings to sunlight. The benefits of under sowing include facilitating more intensive land utilization and encouraging an early establishment of pastures.

Fodder crops and vegetetively propagated pasture species may also be under sown as long as rainfall is adequate for their establishment. Timing is not very crucial in this case and planting can be done as late as 6-8 weeks after the onset of rains.

Plant population

This refers to the ideal number of plants that can be comfortably accommodated in any given area, without overcrowding or too few to waste space. Agricultural research has arrived at the optimum number of various crop plants to be recommended to farmers. Plant population is determined by dividing the planting area by spacing of the crop. This may be simplified thus:

Area of land

Plant population =

Pacing of crop

 

Example

 

Given that maize is planted at a spacing of 75 x25 cm, calculate the plant population in a plot of land measuring 4×3 m.

 

Working

Area of land

Plant population =

Pacing of crop

 

Area of land                                   =  400cm x 300 cm

 

Spacing of maize                        = 75 cm x 25 cm

 

Therefore, plant population    = 400 cm x 300 cm

75 cm x 25 cm

 

=   64 plants.

 

Spacing

It is the distance of plants between and within the rows. Correct spacing for each crop has been established as shown in table below.

 

 

 

 

 

 

crop spacing
Maize

(Kitale)

hybrids

75 – 90 cm x 23 – 30 cm
Coffee

(Arabica) tall varieties

2.75 cm x 2.75m
Tea 1.5 m by 0.75 m
Beans (erect type) 45 -60 m by 25 cm
Bananas 3.6 – 6.0 m by 3.6 – 4.5 m
Coconut 9 m x 9 m
Tomatoes (Money maker) 100 x 50 cm
kales 60 x 60 cm

 

Spacing determines plant population and the main aim of correct spacing is to obtain maximum number of plants per unit area which will make maximum use of environmental factors. Wider spacing leads to a reduced plant population which means lower yields, whereas closer spacing could lead to overcrowding of plants and competition for nutrients and other resources would occur. Correctly spaced crops produce yield of high quality that are acceptable in the market.

Spacing is determined by the following factors:

  • The type of machinery to be used.

The space between the rows should allow free passage of the machinery which can be used in the field. For example, the spacing between rows of coffee is supposed to allow movement of tractor drawn implements.

  • Soil fertility

A fertile soil can support high plant population. Therefore closer spacing is possible.

  • The size of plant

Tall crop varieties require wider spacing while short varieties require closer spacing, for example, Kitale hybrid maize is widely spaced than Katumani maize.

  • Moisture availability.

Areas with higher rainfall are capable of supporting a large number of plants hence closer spacing than areas of low rainfall.

  • Use of crop.

Crop grown for the supply of forage or silage material is planted at a closer spacing than for grain production.

  • Pest and diseases control.

When crops are properly spaced, pests might find it difficult to move from one place to the other, for example, aphids in groundnuts.

  • Growth habit.

Spreading and tillering crop varieties require wider spacing than erect type.

 

 

Seed rate.

Seed rate is the amount of seeds to be planted in a given unit area governed by ultimate crop stand which is desired. The objective of correct spacing of crop is to obtain the maximum yields from a unit area without sacrificing quality. Most crops are seeded at lighter rates under drier conditions than under wet or irrigated conditions. Seeds with low germination percentage are planted at higher rates than those which have about 100% germination percentage. There is an optimal seed rate for various crops. For example, the seed rate for maize is 22 kg per hectare, wheat is 110 kg per hectare and cotton is between 17 to 45 kg per hectare.

 

Factors to consider in choosing seed rates.

  • Seed purity.

When planting seed which is pure or with a high germination percentage, less seed is required. On the contrary, more seeds are required when using impure or mixed seeds.

  • Germination percentage.

Less seed is used when its germination percentage is higher. Seed of lower germination percentage is required in large amounts.

At closer spacing, more seeds are used than in a wider spacing.

  • Number of seeds per hole.

When two or more seeds are planted per hole, higher seed rate is required than when only one seed is planted per hole.

  • The purpose of the crop.

A crop to be used for silage making is spaced more closely than one meant for grain production. This would require use of more seeds. Maize to be used for silage making, for example, requires more seeds than that meant for production of grain.

 

Depth of planting.

This is the distance from the soil surface to where the seed is placed. The correct depth of planting is determined by:

  • Soil type: seeds will emerge from grater depths in sandy soil that are lighter than in clay soils.
  • Soil moisture content: It is recommended that one plants deep in dry soils in order to place the seeds in a zone with moist soil.
  • Size of the seed: Larger seeds are planted deeper in the soil because they have enough food reserves to make them shoot and emerge through the soil to the surface.
  • Type of germination: seeds with epigeal type of germination (carry cotyledons above the soil surface) such as beans, should be planted shallower than those with hypogeal type of germination (leave cotyledons under the soil) such as maize.

 

 

Suggested Activities.

  1. Learners to carry out planting using broadcasting method and planting rows.
  2. Learners to identify different vegetative propagation materials displayed by the teacher.
  3. Learners to determine the correct plant population for a given area by mathematical calculations.
  4. Learners to collect samples of different tree seeds and prepare them for planting by various methods of breaking seed dormancy.
  5. Learners to determine the germination percentage of different samples of cereals and legume seeds.

Crop Production III

(Nursery Practices)

 

Introduction

  • Planting materials are either planted directly in a seedbed or indirectly through a nursery bed.
  • A seedbed is a piece of land which could be small or large and prepared to receive planting materials.
  • A nursery bed on the other hand is a small plot of land specially prepared for raising seedlings or planting materials before transplanting.
  • It is usually 1m wide and any convenient length depending on the quantity of seedlings to be raised.
  • A seedling bed is a special type of nursery bed used for raising seedlings pricked out from the nursery bed due to overcrowding before they are ready for transplanting.
  • Pricking out refers to the removal of seedlings from a nursery bed to a seedling bed.
  • Nursery practices refer to all the activities carried out throughout a nursery life to raise seedlings. .

 

Importance of Nursery Bed in Crop Production

  • To facilitate the production of many seedlings in a small area.
  • It is easy to carry out management practices in a nursery than in the seedbed.
  • It facilitates the planting of small seeds which develop into strong seedlings that are easily transplanted.
  • It ensures transplanting of only healthy and vigorous growing seedlings.
  • It reduces the period taken by the crop in the field.
  • Excess seedlings from the nursery may be sold to earn income.

 

Selection of a Nursery Site

Factors to consider;

  • Nearness to the water source.
  • Type of soil.-should be well drained, deep and fertile, preferably loam soil.
  • Topography.-it should be situated on a gentle slope to prevent flooding and erosion through surface run-off.
  • Previous cropping.-to avoid build up of pests and diseases associated with particular plant families, consider the preceding crops.
  • Security.-select a site that is protected from theft and destruction by animals.
  • Protection against strong winds and heat of the sun.-select a sheltered place. i.e. to avoid excessive evapotranspiration and uprooting seedlings.

 

Types of Nurseries

Categories of nurseries:

  • Vegetable Nursery:
  • They are used for raising the seedlings of vegetable crops.
  • Tomatoes, cabbages, kale, onions, brinjals and peppers.
  • Vegetable Propagation Nurseries:
  • They are used for inducing root production in cuttings before they are transplanted,
  • The cuttings can be planted directly in the soil and hence called bare root nurseries.
  • Or planted into containers such as pots, polythene bags and others, hence called containerized nurseries.
  • Tree Nurseries:
  • These are used for raising tree seedlings.
  • The seedlings can be raised in bare root nurseries or in containerized nurseries.

Nursery Management Practices:

  • These are the practices carried out in the nursery while the planting materials are growing.

They include:

  • Mulching. –light mulch should be applied on thenursery bed.It be  should be removed on the 4th day
  • Weed control.
  • Shading.
  • Pricking out.
  • Pests and disease control.
  • Hardening off
  • Watering.

 

Preparation of vegetative materials for planting:

  • Cuttings -These are plant parts such as stems, leaves and roots induced to produce roots and used as planting materials.
  • Grafting
  • It is the practice of uniting two separate woody stems.
  • The part bearing the roots is referred to as root stock while the part which is grafted onto the rootstock is known as
  • The scion has buds which develop into the future plant.
  • The ability of the rootstock and the scion to form a successful union is termed as

Methods of Grafting

  • Whip or tongue grafting:
  • In this case the diameter of the rootstock and the scion are the same.
  • It is carried out when the diameter of the scion and the rootstock is ‘pencil’ thick.
  • Side grafting: In this case the diameter of the rootstock is bigger than that

                              of  the scion.

Other types of grafting include ;

  • Approach grafting,
  • Notch grafting
  • Bark grafting.

 

Budding:

  • It is the practice of uniting a vegetative bud to a seedling of another plant.
  • The scion has only one bud and some bark with or without wood.
  • The bud is inserted in a slit made on the bark of the stock.
  • It is held tightly on the stock by tying with a budding tape until it produces a shoot.

Methods of Budding:

  • T-budding
  • Top budding
  • Patch budding.

Importance of Budding and Grafting:

  • Plants with desirable root characteristics but with undesirable products may be used to produce desirable products for example lemon­-orange graft.
  • They facilitate the changing of the top of the tree from being undesirable to desirable
  • They make it possible to grow more than one type of fruit or flower on the same plant.
  • They help to propagate clones that cannot be propagated in any other way.
  • They help to shorten the maturity period.

Layering

  • It is the process by which a part of a plant is induced to produce roots while still attached to the mother plant.
  • Once the roots have been produced, the stem is then cut off and planted.

Types of layering;

  • Marcotting or aerial layering.
  • Tip layering.
  • Trench layering.
  • Compound or serpentine.

 

Tissue Culture for Crop Propagation

  • Tissue culture is a biotechnology used in cloning vegetatively propagated plants.
  • It is based on the ability of plant tissue (or cells) to regenerate other parts of the plant.
  • The tissues are derived from shoot tips where cells are undergoing rapid cell division and are not differentiated.
  • The cells are then provided with the right conditions which enable them to multiply and develop roots.

 

    The Right Conditions  for tissue culture:

  • Culture medium.
  • Correct temperature.
  • Correct light intensity and
  • Correct relative humidity.

Importance of Tissue Culture in Crop Propagation

  • It is used to recover and establish pathogen-free plants especially in the control of viral diseases.
  • It is used in mass production of plantlets or propagules.
  • It is fast and requires less space than the cultural methods of using cutting which requires a bigger space.

Transplanting Seedlings

  • Transplanting of vegetable and tree seedlings are generally the same.
  • Generally, vegetable seedlings are ready for transplanting when they are one month old or have 4 -6 leaves or are about 10-15cm in height.
  • Before transplanting, the nursery bed is adequately watered 3 – 4 hours before lifting the seedlings.
  • This ensures the seedlings are lifted easily with a ball of earth around the roots to minimize root damage.
  • Tree seedlings take a little longer to reach transplanting age compared to vegetable crop seedlings.
  • The roots are trimmed before lifting the seedlings.
  • Transplanting should be done at the onset of the long rains to give the young trees a good start.
  • After transplanting the young trees should be protected from damage by animals for a period of about one year.

 

 

Crop production IV (Field Practices I)

 

Introduction

  • Field practices are activities carried out on the field to facilitate proper growth and maximum yield of the various crops grown.

They include the following:

  • Crop Rotation
  • Mulching
  • R0uting field practices
  • Crop protection
  • Harvesting

 

Crop Rotation

  • This is the growing of different types on the same piece of land in different seasons, in an orderly sequence.

Importance of Crop Rotation

  • Maximizes use of nutrients and moisture.
  • Breaks the life cycle of pests and disease agents.
  • Maintains good soil structure.
  • Reduces soil erosion due to adequate soil cover.
  • Controls weeds that are specific to certain crops e.g. striga on cereals
  • Improves soil fertility when legumes are included in crop rotation.

Factors Influencing Rotational Programme

  • Growth habits and nutrient req uirements.
  • Liability to soil erosion.
  • Crops attacked by the same pests and diseases should not follow one another in the programme.
  • Availability of capital and market for example beans or peas in legumes.

Mulching

  • This is the placement of materials such as banana leaves or polythene sheets on the ground next to the growing crop.
  • These materials should not come into contact with the base of the crop as they may encourage pest attack.

Importance of Mulching

  • Reduction of evaporation rate.
  • Smothers weeds.
  • Moderation of soil temperature.
  • Reduction of speed of run offs.

Types of Mulching Materials

  • Organic mulching materials such as;
  • Sawdust, wood shavings, coffee pulps, rice husks,
  • Dry grass, banana leaves, dry maize stalk, napier grass.
  • Inorganic or synthetic materials commonly used are either black or transparent polythene sheets.

Advantages of Mulching

  • Prevents water evaporation thus maintaining moisture in the soil for crop use.
  • Acts as an insulator thus modifying the soil temperature.
  • It helps to control soil erosion.
  • It controls weeds by suppressing them.
  • After decomposition organic mulch add nutrients to the soil thus improving its fertility.
  • Humus produced after the decomposition of organic mulch improves soil structure and the water holding capacity of the soil.

Disadvantages of Mulching

  • It is a fire risk.
  • Provides a breeding ground as well as a hiding place for pests that finally may attack the crops.
  • Traps the light showers of rainfall thus lowering the chances of rain drops reaching the soil.
  • It is expensive to acquire, transport and apply.

 

Routine Field Practices

Thinning

  • Removal of excess, weak, damaged or diseased seedlings.
  • Allows the remaining seedlings to get enough nutrients and moisture.
  • It is aimed at obtaining optimum plant population.

Gapping

  • Filling the gaps so as to maintain proper plant population.
  • Gaps occur as a result of failure of seeds to germinate or dying of seedlings.
  • It should be done early enough for the seedlings to catch up with the other plants

Rogueing

  • This is the removal and destruction of a diseased part of a plant or the whole plant.
  • The destruction can be achieved through burning of the uprooted plant.

Pruning

  • Removal of extra unwanted parts of the plant.

Reasons for pruning are:

  • To remove old, unproductive or diseased, damaged parts of the plant.
  • To train plants to take a desirable shape for example formative pruning in tea.
  • To control crop leave ratio hence avoiding overbearing.
  • To control diseases and pests for example antestia bugs in coffee.
  • To facilitate other operations such as spraying, picking and seeding.
  • To reduce wastage of chemicals applied on the crop.
  • To remove branches that  interfere with traffic, telephone lines and view.
  • Open up the plant to allow free air circulation and exposure of leaves to sunlight.

       Note: Tools used are secateur, pruning saw and pruning knife.

Earthing-up

  • This is the placement of soil in form of a heap around the base of the plant.
  • It is mostly carried out in tuber crops such as Irish and sweet potatoes to improve tuber formation.
  • It is also carried out in groundnuts and maize.
  • In groundnuts it promotes production of pods while in maize it provides support to prevent lodging.

Crop Protection

Weed Control

  • Weeds are plants growing where they are not wanted, that is a plant out of place.
  • Such plants include blackjack, couch grass, thorn apple and Mcdonald’s eye.
  • Such plants should be eradicated or controlled using recommended methods.

Pest Control

  • Crop pests are living organisms that are harmful to the crops.
  • They include; insects, nematodes, rodents, thrips and mites.
  • They cause great damage to crops in the field and stored produce.

Control of Crop Diseases

  • A disease is any alteration in the state of an organism and functions of a plant or its parts.
  • Disease causing organisms are known as pathogens.
  • They include fungi, viruses and bacteria.
  • Diseases caused by fungi are referred to as fungal diseases while those caused by viruses and bacteria are referred to as viral and bacterial respectively.

Harvesting

  • It is the gathering or of the farm produce after maturity.

    Time of harvesting depends on:

  • Stage of maturity of the crops.
  • Use of the crop.
  • Tastes and preferences of consumers.
  • Weather conditions, hence liability to spoilage.
  • Moisture.

Methods of harvesting is determined by:

  • Scale of farming for example large scale farming machines are used.
  • Type of crop for example pyrethrum is harvested by hand.
  • Uniformity in ripening of the crop for example wheat is harvested by use of combined harvester while coffee is harvested by hand.
  • Uniformity in height of the crop and size of seed, fruits and flowers.
  • Financial status of the farmer.
  • Part of the plant to be harvested.

Post-Harvest Practices

  • These are the preparations carried out on crop produce before it gets to the consumer.  They include;
  • Threshing/shelling.
  • Drying.
  • Cleaning.
  • Sorting and grading.
  • Dusting.
  • Processing.
  • Packaging.

Storage

     Purpose of storage is to;

  • Prevent spoilage
  • Make the produce available for future use
  • To await good market prices.

Requirements for proper store are:

  • It should be clean.
  • It should be well ventilated.
  • It should be raised from the ground to prevent damp conditions.
  • It should be dry.
  • It should be strong to hold crop produce.
  • It should be easy to clean.
  • It should be vermin-proof.
  • It should be secure from theft.
  • It should be treated against pests such as weevils.

 

Types of Storage

  • Traditional storage structures.
  • Modern storage structures.

Preparation of the Store

  • Cleaning the store.
  • Maintenance
  • Dusting the store with appropriate chemicals.
  • Clearing the vegetation around the store to keep off vermin.

 

Crop Production V: (Vegetables)

 

Introduction

  • A vegetable is any crop that is grown and eaten fresh.
  • Vegetables are important both for nutritional and commercial reasons.
  • They are categorized on the basis of the part used as food.
  • Such parts include;
  • Leaves,
  • Stems,
  • Roots,
  • Fruits,
  • Flowers,
  • Pods

Vegetables are grouped into the following categories:

  • Leaf vegetables for example kales and cabbages.
  • Root vegetables for example carrots, beets, radishes and turnips.
  • Fruit vegetables for example French beans and okra.
  • Stem vegetables for example asparagus, leeks and spring onions.
  • Bulb vegetables for example bulbed onions and garlic.

 

Tomatoes (Lycopersicon esculentum)

  • Tomatoes are fruit vegetables widely grown in Kenya.
  • The ripe fruit may be eaten raw cooked or processed to make tomato sauces, juices and pastes.

  Ecological Requirements

  • Altitude: 0-2100m above sea level.
  • Rainfall: 7S0-1300mm per annum.
  • Soils: deep, fertile and well drained.

Varieties

  • Fresh market varieties:
  • Money maker,
  • Marglobe, hundred fold,
  • Beef eater,
  • Hot set,
  • Super marmande
  • Processing varieties:
  • Kenya beauty,
  • San -marzano,
  • Roma,
  • Heinz 13S0,
  • Primabel,
  • Rutgers hybrid
  • Cal- J.

Nursery Practices

  • Choose a site which has not been grown Solanaceae crop in the last three years.
  • Nursery beds are raised about 15cm above the ground level.
  • Make drills of 20cm apart and 1cm deep drill and cover the seeds.
  • Provide shade or mulch material.
  • Water twice a day.
  • Apply phosphatic fertilizers during planting.

Seedbed Preparation

  • The land should be dug deeply to control weeds.

 

Transplanting

  • Seedlings are ready for transplanting when they are 10-15cmhigh after about one month.
  • Holes are made at a spacing of 60cm x 90cm.
  • Apply 20gm of DSP in the planting hole.
  • Transplant with a ball of soil around the roots.
  • Apply mulch around each seedling.
  • Transplanting is normally in the evening or on a cloudy day.

Field Maintenance

  • Early control of weeds is necessary.
  • Top dressing is done after crop establishes.
  • Pruning and staking are done to train the plants to grow vertically.

Pests Controls

  • American Bollworm
  • Nature of damage: boring holes on the fruits.
  • Control: spraying insecticides.
  • Tobacco White Fly
  • Nature of damage: suck plant sap from the underside of the leaf, hence may transmit viral diseases.
  • Control: Destroy infected plant and spray insecticides.

Disease Control

  • Late Blight
  • Cause: Fungus
  • Symptoms: dry patches on the leaves and fruits.
  • Control: use of fungicides, crop rotation and destruction of affected materials.
  • Blossom-end Rot

Caused by;

  • Too much nitrogen in early stages.
  • Irregular or infrequent watering.
  • Calcium deficiency.
  • Control: Apply calcium ammonium nitrate and correction of the above problems.

Harvesting

  • For canning, fruits should be fully ripe.
  • For fresh market, fruits should be partially ripe and packed in crates to avoid damage.
  • The fruits should be graded according to;
  • Size,
  • Colour,
  • Ripeness
  • Freedom from blemishes.

 

Cabbage

  • It is a leaf vegetable related to other brassica crops such as kales, cauliflower, Chinese cabbage and Brussels sprouts.
  • Cabbage leaves may be eaten raw in salads, steamed, boiled or cooked in a variety of ways.
  • The leaves can also be fed to livestock.

Ecological Requirements

  • Altitude:
  • Those with small heads: 900-1500m above sea level
  • Those with Large heads: 1800-2700m above sea level.
  • Temperature: require cool condition.
  • Rainfall:
  • 750-2000mm per annum.
  • Should be well distributed throughout the growing period.
  • Soils:
  • Deep,
  • Fertile
  • Well drained.

 

Varieties

  • Early maturing:
  • Brunswick,
  • Sugar loaf,
  • Early jersey,
  • Copenhagen market,
  • Chinese cabbage,
  • Celery cabbage,
  • Cafe splits kool
  • Gloria, mukuki,
  • Golden acre .
  • Late maturing:
  • Drumhead,
  • Savoy,
  • Perfection,

Nursery Practices

  • The beds should be raised, dimension 1 m wide and any convenient length (usually 2-3m in length).
  • Make drills of 15-20cm apart.
  • Sow seeds by drilling and cover to a depth of 1 cm.
  • Provide shade or mulch material.
  • Apply phosphatic fertilizers and mix thoroughly with soil during planting.
  •  Water twice a day.

Seedbed Preparation

  • Cultivation should be done during the dry season so that all the weeds are killed.
  • Dig holes at the spacing of 60cm x 60cm.
  • Incorporate farm yard manure in the soil.

Transplanting

  • Water the seedlings before uprooting.
  • Seedlings are ready for transplanting after one month that is when they are 1O-15cm in height.
  • Select healthy and vigorous seedlings.
  • Transplant the seedlings with balls of soil to prevent root damage.
  • Plant to the same depth as they were in the nursery.

Field Maintenance

  • Apply fertilizers during planting and top dress later.
  • Control weeds to reduce competition.

Pest Control

  • Diamond Black Moth
  • Damage: Eats the underside of the leaf making windows or holes in the leaf.
  • Control: Spray recommended insecticides.
  • Cutworms
  • Damage: Attacks the stem at the ground level causing he plant to fall.
  • Control: Spray recommended insecticides.

Disease Control

  • Black Rot
  • Cause: Bacteria
  • Symptoms: Leaves turn yellow and rotting of the stem giving an offensive odour,
  • Control: Closed season, crop rotation, use certified seeds and spray appropriate chemicals.
  • Black Leg
  • Cause: Fungus
  • Symptoms: Brown to black spots on seedlings and dark canker on the stem.
  • Control: crop rotation, destroy infected materials.

Harvesting

  • Cabbages are ready for harvesting 3-4 months after transplanting.
  • The heads are cut when they are solid and compact.
  • Harvested cabbages are sold immediately.

Carrots (Daucus carota)

  • It is a root vegetable grown in the cool areas of Kenya.
  • It is commonly eaten raw in salads but can also be cooked.

   

Ecological Requirements

  • Altitude: 0-2,900m above sea level.
  • Rainfall:
  • 750 – 1,000mm.
  • Well distributed throughout the growing period.
  • Soils:
  • It requires deep,
  • Fine tilth
  • Well drained soils that are free from obstacles to allow for root expansion.
  • Temperatures: it requires cool to warm temperatures as very high temperatures result in the production of pale and short roots.

Varieties

  • Fresh market varieties for example Chantenay and Nantes.
  • Canning varieties for example Nantes
  • Fodder varieties for example Oxhast.

Land Preparation

  • The field should be well dug to a depth of about 20cm.
  • The soil clods should be broken to give a fine tilth before planting.
  • Manure should not be applied as it induces forking which reduces the crop quality.

Planting

  • Carrots are planted directly into the main seedbed.
  • Seeds are drilled into rows made 20-30cm apart.
  • The seeds are then covered lightly and the soil pressed down.
  • 90kg/ha of DSP should be applied at planting time in the drills.
  • It should be mixed well with the soils before placing the seeds.

 

Field Practice

  • Thinning — it is done 2 weeks after germination.
  • Weed control– the field should be kept weed free.
  • Earthing up should be done while weeding to encourage root expansion ..
  • Topdressing: after weeding 60kg of nitrogen per hectare should be applied as top dress.
  • Irrigation – this should be carried out where or when there is not enough rainfall.

Pest Control

  • Carrots do not have many field pests except the green aphids.
  • These can be controlled by use of the appropriate pesticides.

Disease Control

  • Occasionally attached by the mildews especially in wet and humid environment.
  • Thinning can be done to reduce humid conditions.

Harvesting and Marketing

  • Carrots are ready for harvesting 3-5 months after planting depending on the variety.
  • They are lifted from the soil and sold fresh or canned.

 

Onions (Allium cepa)

  • Onions are bulb vegetables grown in the warm areas of Kenya.
  • They are used as a vegetable in salads and for flavouring foods, soups and stews.

    Ecological Requirements

  • Altitude: 0-2, 100m above sea level.
  • Rainfall:
  • 1,000mm of rain per year
  • Irrigation in dry areas .
  • Soils:
  • Requires well drained fertile soils
  • pH of 6.0 – 7.0 .
  • Temperatures:
  • Onions are a warm climate crops.
  • However, some varieties prefer cool conditions.
  • They require a fairly long dry period for ripening.

Varieties

  • Red creole,
  • Tropicana hybrid
  • White creole.

Land Preparation

  • The land should be well prepared leaving a fine tilth.
  • Farm yard manure at 40 – 50 tonnes per hectare should be applied and mixed well with the soil.

 

 

Planting

  • Direct: Seeds are drilled in rows 30cm apart and 8cm within the rows. 20kg/ha of DSP fertilizer is used.
  • Indirect: Seeds are established in the nurseries before transplanting them in rows 30cm apart and 8 cm within the rows.
  • Shallow planting is recommended for bulb expansion.

Field Management Practices

Thinning

  • It is carried out only in the crop that has been directly planted so as to achieve spacing of 8cm between two plants within the row.
  • The thinned plants referred to as spring onions are used as vegetables in salads.

Topdressing

  • Calcium ammonium nitrate at the rate of 250kg per hectare is recommended for topdressing onions.
  • This is done 3 months after planting.

Pest Control

Onion Thrips:

  • These cause silvering and withering of leaves from the tips downwards.
  • They are controlled by spraying with appropriate insecticides such as Diazinon or fenthion.

Disease Control

Purple Blotch and Downey Mildew

  • Purple blotch;
  • Characterized by oval greyish lesions with purple centres on leaves.
  • This causes leaf curling and die back.
  • Downey mildew;
  • Characterized by brown spores covering the leaves leading to death of the whole plant.
  • The two diseases are effectively controlled by crop rotation and application of appropriate fungicides.

Harvesting and Marketing

  • Onions are ready for harvesting 5 months after planting.
  • When leaves start drying the tops are broken or bent at the neck.
  • This hastens the withering of the stems.
  • The bulbs are then dug out and left to dry in a shade for a few days.
  • Onions are graded according to size and marketed in nets of about 14 -16kgs.

 

 

Livestock Health  I

(Introduction to Livestock Health)

 

Introduction

  • Health is the state of the body in which all the organs and systems are normal and functioning normally.
  • Disease is any deviation from the normal health of the animal.

 

Importance of Keeping Livestock Healthy:

  • Healthy animals give high income due to low treatment
  • The productive life span of a healthy animal is longer.
  • High production.
  • Healthy animals can multiply regularly.
  • Healthy animals give high quality products for example eggs.
  • Safety of consumers of livestock products.

Predisposing Factors to Livestock Diseases

  • These are conditions within or around the animal that make it easy for an animal to contract a disease.

 They include:

  • Animal factors such as;
  • species,
  • breed,
  • age,
  • sex
  • colour of the animal.
  • Environmental factors such as;
  • chilling,
  • being rained on,
  • exposure to hot sun
  • dampne
  • Management factors such as;
  • poor feeding,
  • housing,
  • handling
  • hygiene,
  • overcrowding .

 

 

Signs of ILL-Health in Livestock

  • Abnormal behaviour for example separation from the rest of the herd and restle
  • Abnormal posture for example limping and lameness.
  • Alimentary canal disfunction such as blood stained faeces and abnormal defecation, diarrhoea and dysentery.
  • Urination: high frequency or too low and having strange colour.
  • Skin: rough with scaly skin, blisters on the skin and hair loss.

Causes of Diseases

  • Pathogenic causes ;
  • viruses,
  • rickettsia,
  • bacteria,
  • protozoa
  • fungi.
  • Physical causes;
  • fractures,
  • dislocation,
  • sprains .
  • Nutritional disorders for example milk fever.
  • Chemical causes for example poisoning by agrochemicals.

Categories of Diseases

  • Notifiable diseases ;
  • These are diseases which cause high economic losses.
  • Any case should be reported to the Chiefs, D.O.s, veterinary officers or the police.
  • Tick-borne diseases – Transmitted by ticks.
  • Breeding diseases – Transmitted through mating.
  • Nutritional diseases for example milk fever and bloat.
  • Parasitic diseases for example ascariosis.

General Methods of Disease Control

  • Quarantine.
  • Vaccination.
  • Control of vectors by use of acaricides and rotational grazing.
  • Disinfecting the equipment and buildings.
  • Use of preventive drugs.
  • Proper feeding of livestock.
  • Culling of the animals which are carriers/slaughtering the affected animals.
  • Use of artificial insemination to control breeding diseases.
  • Proper selection and breeding of animals.
  • Proper housing and hygiene,
  • Isolating sick animals.

 

 

Appropriate Methods of Handling Livestock

    Animals are handled for the following reasons:

  • When inspecting the animal to ascertain any abnormality or signs of diseases.
  • When administering any form of treatment such as drenching, injection and mastitis control.
  • When spraying or hand dressing the animal with chemicals to control external parasites.
  • When milking the animal.
  • When performing some of the management practices such as dehorning, disbudding, castration, hoof trimming .

When carrying out these activities animals should be restrained in a crush.

Other methods of restraining animals include the use of;

  • halters,
  • ropes,
  • bull ring
  • lead stick.

 

 

Livestock Health II (Parasites)

 

Introduction

  • A parasite is an organism which obtains its livelihood from another organism (host) which suffers damage.
  • Parasitism is the association between a parasite and a host.

 

The effects of parasite on the host animal are:

  • Depriving the host of its food.
  • Sucking blood.
  • Damaging the organs of the host.
  • Cause irritation on the skin of the host.
  • Destruction of hides and skins.
  • Transmission of diseases.
  • Cause obstruction in body passages.

General Symptoms of Parasites Infestation:

  • Ema
  • Pot bellied condition.
  • Swellings in the jaw or other areas.
  • Rough hair or rough coat.
  • Anaemia.
  • Diarrhoea.
  • Presence of worm segments and blood stains in the defecat

Types of Parasites

There are two types of parasites:

  • External (ecto-parasites)
  • Internal (endo-parasites)

External parasites are;

  • ticks,
  • tsetse flies,
  • mites,
  • lice,
  • fleas
  • keds

Life Cycle of ticks

  • Eggs are laid in cracks on the grou
  • They hatch in 4-6 weeks into larvae which climb on the grass waiting for a passing animal.

 OneHost Tick

  • This requires one host to complete its life cycle.
  • Example: blue tick (Boophilus decoloratus).
  • Preferred sites: face, neck, dewlap and side of the body.
  • Disease transmitted: Redwater and anapl

Two-Host Tick

  • This requires two different hosts to complete its life cycl
  • Example: The red legged tick (Rhipicephalus everts)
  • Preferred sites: Ears, anus, udder and the tail.
  • Disease transmitted: Redwater and east coast fever.
  • Example: Bont legged tick (amblyomma spp.)
  • Preferred sites: Udder, scrotum and tail switch.
  • Disease transmitted: Sweating sickn

 Three-Host Tick

  • This requires three hosts to complete its life cycl
  • Example: The brown ear tick (Rhipicephalus appendiculatus)
  • Preferred sites: Ears, tail switch and around the eyes.
  • Disease transmitted: East coast fever and redwater.
  • Bont tick transmit heartwater (amblyomma spp.)

Control of Ticks

  • Dipping/spraying/hand dressing with acaricides.
  • Rotational grazing.
  • Ploughing the land to break the life cycle.
  • Hand picking and killing.
  • Fencing of the grazing fields to keep off other animals including wild game.
  • Burning of grass to kill them in various stages.

Endo-parasites (internal Parasites)

  • Endoparasites are helminths.

    They can be divided into:

  • Platyhelminthes/flatworms which include;
  • Trematodes (flukes)
  • Cestodes (tapeworms).
  • Nemato-helminthes/nematodes. E.g Roundworms.

 

General Symptoms of Helminthiasis

  • Diarrhoea which foul the anal and tail region.
  • Dullness.
  • Anaemia.
  • Big stomach (pot bellied condition).
  • Presence of worm segments in faeces.
  • Coughing.

Trematodes (Liver Fluke)

  • There are two species of flukes:
  • Fasciola gigantica
  • Fasciola hepatica.
  • Fasciola hepatica  is more common.
  • It is commonly found in the liver and bile duct of cattle, sheep and goats.
  • Liver fluke is a problem in marshy and low lying wet areas.

Life Cycle of the Liver Fluke

  • Adult fluke in the liver of the primary host lays eggs.
  • Eggs pass through the bile duct into the small intestines and are passed out in faeces onto the pasture.
  • Under moist conditions, they hatch into a miracidium larva which swims about in search of a secondary host (fresh water snails).
  • In the snail, it develops through sporocyst, redia and cercaria.
  • When it leaves the snail, the cercaria gets encysted on vegetation and becomes metacercari
  • This is swallowed by the primary host with grass.
  • The young fluke migrates into the liver through blood vessels when it matures.

Control of Liver Fluke

  • Keep livestock off marshy areas near the rivers/streams/lakes and dams.
  • Drench affected animals.
  • Drainage of swampy areas.
  • Eradicate the intermediate host by use of molluscicides.
  • Provide water to livestock in elevated troughs.

Tapeworms

  • There are many species of tapeworms

Eexample;

  • Taenia solium
  • Taenia saginata.

The adults live in the small intestines of man (the primary host).

  • The intermediate host of Taenia solium is pig .
  • The intermediate host of Taenia saginata is cattle.

Life Cycle of Tapeworm

  • Adult tapeworms live in man’s intestines where it lays eggs.
  • Eggs are passed out with faeces,
  • Then they develop an outer covering known as onchosphere.
  • The eggs are swallowed by intermediate host.
  • The outer covering is digested and the young worm emerges.
  • This bores into the blood vessels and is carried to specific muscles such as the tongue, heart, thigh muscles.
  • It develops into an encysted form called bladderworm.
  • When the animal is killed and meat is eaten raw or in an inadequately cooked form, man gets infected by the bladder­-worm.
  • In man, the bladder-worm evaginates and attaches itself onto the intestinal wall where it develops into an adult.

Control of Tapeworms

  • Meat should be well cooked before eating.
  • Use of drugs in primary host.
  • Meat inspection by meat inspectors/ veterinary officers.
  • Use of pit latrines by man.

 

Nematodes (Roundworms)

Common ones are;

  • Ascaris suum (pig roundworms),
  • Ascaris lumbricoides found in man and sheep
  • Haemonchus contortus found in sheep, cattle and goats.
  • Roundworms are common in warm areas especially in areas where the standards of hygiene and sanitation are low.

     Nature of Damage

  • Damage is done to the liver and lung tissues as they migrate in the body.
  • Suck out blood.
  • Deprive the host of food.

Control of Roundworms

  • Use of drugs.
  • Rotational grazing.
  • Use of proper stocking rates to avoid overgrazing.
  • Practicing high standards of cleanliness and hygiene such as use of latrines.

 

 

Livestock Production II (Nutrition)

 

Introduction

  • Animals are fed for the purpose of production and body maintenance.
  • The edible material given to animals is called food.
  • It is digested, absorbed and· utilized in the body.
  • Nutrients are organic and inorganic substances contained in the food materials.

Components of Food material

  • water,
  • protein,
  • carbohydrates,
  • fats and oils,
  • vitamins
  • mineral salts.

Water

Sources

  • Free water (through drinking)
  • Bound water (contained in feeds).
  • Metabolic water (obtained from oxidation of food).

Functions

  • Regulates body temperature.
  • Transport agent in the body.
  •  Universal solvent in the body.
  • Gives shape to the cells (turgidity).
  • Acts as a lubricant.
  • Acts as constituent of body fluids.

Factors Determining the Requirements of Water by Livestock

  • Production level.
  • Amount of dry matter eaten.
  • Temperature of the surrounding area.
  • Type of animal.
  • Type of food eaten.

Protein

Sources:

  • Groundnut cakes,
  • cotton seed cakes,
  • fish meal,
  • meat meal.

Functions:

  • Growth of new tissues.
  • Repair of worn out tissues (body building).
  • Synthesis of antibodies.
  • Synthesis of hormones and enzymes.
  • Production of energy during starvation.

Digestion of Proteins

In non-ruminants, protein digestion takes placed in the stomach.

  • Food is subjected to mechanical breakdown through chewing into small particles.
  • Protein is acted on by enzymes to turn into amino acid which is assimilated into the bloodstream.

In ruminants, protein digestion initially takes place in the rumen.

  • Food is acted on by micro-organisms into microbial protein.
  • Later, enzymatic action takes place in the “true stomach” or abomasum where proteins are broken down into amino acids which are then assimilated into the bloodstream.

Carbohydrates

Sources:

  • Cereals,
  • tubers
  • commercially mixed feeds.

Functions:

  • Supply energy and heat to the body.
  • Excess is stored in form of fat for insulation of the body.

Digestion of Carbohydrates

  • In non-ruminants;
  • carbohydrate feeds are broken down by chewing into small particles.
  • Then enzymatic action further breaks down carbohydrates into glucose, fructose and galactose which are then assimilated into the bloodstrea
  • In ruminants;
  • mechanical breakdown of carbohydrate feeds is followed by microbial activities which break down cellulose into volatile fatty acids.
  • These are absorbed through the rumen walls.
  • Some carbohydrates are broken down by enzymatic action in the “true stomach” or abomasum.

Fats and Oils

Sources:

  • Cotton seeds,
  • soya beans
  • groundnuts.

Functions:

  • Supply energy and heat to the body.
  • Excess is stored as fat adipose tissues.
  • Source of metabolic water in the body.
  • Required for the development of neural system.
  • Insulator in the body.

Digestion  of lipids in Ruminants

  • Fats are hydrolysed in the rumen into fatty acids and glycerol.
  • Others are fermented into propionic acid,
  • The shorter chains are passed to the true stomach where enzymatic action takes place.

Vitamins

Sources:

  • Green materials,
  • dried grass
  • fish liver oil.

Functions:

  • Protects the body against diseases.
  • Regulate the functions of all parts of the body.
  • It acts as a co-enzyme in the body.

Examples:

  • Vitamin A,
  • vitamin B2
  • vitamin C,
  • vitamin E
  • vitamin K.

 Minerals

Sources:

  • Salt licks,
  • bone meal,
  • legumes
  • cerea

Functions:

  • Form part of the tissues such as bones and teeth.
  • Work together with the enzymes.
  •  Act as acid -base balances.
  • Act as electrolyte in the body.
  • Regulate osmotic balance in the body.

Examples:

  • Calcium,
  • phosphorus,
  • magnesium,
  • iron,
  • iodine,
  • sodium
  • chlorine.

 

  • Calcium and phosphorus –
    • Needed for teeth and bone formation.
    • Lack of these minerals leads to rickets, osteomalacia.
      • Lack of iron leads to anaemia.

Classification of Animal Feeds

This is based on nutrient composition:

  • Roughages.
  • Concentrates.
  • Feed additives.

Roughages

  • Are feeds of low available nutrients per unit weight and high fibre content.

     Examples:

  • Dry roughages,
  • succulent roughages,
  • residues from agricultural by products and conserved materials.

Characteristics

  • Low level of available nutrients.
  • Have high level of calcium especially legumes.
  • Good source of vitamin A.
  • Have high fibre content.

Concentrates

  • Are feeds of high available nutrients per unit weight.

      Examples:

  • Maize germ and bran,
  • malt extract,
  • milk products,
  • soyabeans,
  • oil seed cakes,
  • meat meal,
  • bonemeal
  • bloodmeal.

Characteristics

  • Low fibre content.
  • Feed content is consistently high.
  • High digestibility of the feed.
  • High in nutrient content.

Feed Additives

    These are substances added to the feed to increase;

  • palatability,
  • medication
  • or hormones to make animals produce more.

There are two types:

  • Nutritive additives, such as mineral licks (maclick).
  • Non-nutritives additives, such as;
    • medicants (coccidiostats),
    • Stilboestrol (used in beef animals)
    • oxytocin (to increase milk let down).

Functions

  • Stimulate growth and production.
  •  Improve feed efficiency.
  • Prevent disease causing organisms.

Compounded Feeds

  • These are the feeds prepared and mixed by use of machines.
  • These feeds can be round, pelleted, pencils, cubes or mash.

Poultry feeds can be categorized as:

  • Chick mash having 20% D.C. given to chicks.
  • Growers mash having 16% D.C. given to growers.
  • Layers mash having 12-15% D.C.P. given to layers.

Meaning of terms used to express feed values

  • Nutritive ratio (NR):
  • Is the proportion of protein to carbohydrates and fats.
  • In young animals 1:3:6
  • In old animals 1:8.
  • Crude protein (C.P): Is the total amount of protein contained in a feed.
  • Digestible Crude Protein (D.C.P): Is the portion of crude protein which an animal is capable of digesting.
  • Crude Fibre (C.F.):
  • Is the total amount of fibre contained in a feed.
  • It is mainly lignin and cellulose.
  • Digestible Fibre (D.F.): Is the portion of the total fibre contained in a feed which an animal is capable of digesting.
  • Dry Matter (D.M.): Is the material left in a feed after water has been removed.
  • Starch equivalent (S.E.): Is the amount of pure starch which has the same energy as 100kg of that feed.
  • Total Digestible Nutrients (T.D.N.): Is the sum of all the digestible organic nutrients such as fats, proteins, carbohydrates and fibre.

Computation of Livestock Rations

  • Ration:
  • Is the amount of food that will provide essential nutrients to an animal in a 24 hour period
  • to enable that animal to meet its maintenance and production requirements.
  • Balanced ration:
  • Is the ration that contains all the essential nutrients in required amounts and in the right proportion.
  • Maintenance ration:
  • is the portion of a feed required by an animal to continue with the vital body processes with no loss or gain in weight.
  • Production ration:
  • Is the feed required by animals over and above maintenance ration to enable the animal to produce;
  • for example; milk, eggs, wool, grow in size, perform work, reproduce and fatten.

 

Steps in ration formulation

  • Finding out the animal’s feed requirement based on body weight.
  • List all the available feeds, with their nutrient composition and their prices.
  • Calculate the amount of ingredients required in the ration to meet the animals needs.

 

   Methods used in ration formulation

  • Trial and error method
  • Pearson’s square method
  • Graphical method
  • Linear programming(use of computers)

Examples;

Mix a Pigs ration 22% protein using soya bean meal 40% DCP and maize meal containing 8%DCP.

Soya bean meal     (14 *100)=43.75kg

                                32

 

Maize meal   (18*100=56.25kg

                           32

 

Digestion and digestive systems

  • Digestion is the process through which food is broken down into small particles in the alimentary canal ready for absorption into the blood stream.

 

Digestion of food in livestock takes place in three stages;

  • Mechanical breakdown and chewing
  • Microbial breakdown by bacteria and protozoa in the rumen of ruminants
  • Chemical breakdown by enzymes.

 

 

 

 

 

Rumen-

  • Breakdown of food by micro-organisms and also stores food.
  • Synthesis of vitamin B-complex.
  • Synthesis of amino acids from ammonia gas.
  • Proteins are broken to peptides and amino acids.
  • Carbohydrates are broken to volatile fatty acids.

   Reticulum:

  • Separates large food particles from the small particles.
  • Retains foreign materials such as stones, hard wood and sand.

   Omasum:

  • Breaks up food by grindin
  • Reduction of water content from the feed stuff.

   Abomasum:

  • Enzymatic digestion takes place here ..
  • Contains some microbes which digest cellulose.
  • Breaks up food by grinding.
  • It is also found in non­-ruminants.

 

 

Comparison Between Digestion in Ruminant and Nonruminants

  • Differences

 

Ruminants Non ruminants
  • ,
 
  • l.
  • Chew the cud.
  • l.
  • Do not chew the cud.
 
  • 2.
  • Have four stomach chambers-thus
  • 2.
  • Have one stomach chamber
 
      polygastric.
           – thus monogastric.
 
  • 3.
  • Regurgitate food.
  • 3.
  • Cannot regurgitate food once
 
  • 4.
  • Can digest cellulose. Have
                swallowed.
 
  • micro-organisms in the rumen
  • 4.
  • Have no micro-organisms
 
  • that digest cellulose.
     in the stomach hence cannot
 
  • 5. Have no Ptyalin in saliva hence
  • digest cellulose except those
  • no enzymatic digestion in the mouth.
  • animals with micro-organisms
 
  • 6.
  • Most digestion and absorption takes
       in the caecum.
 
  • place in the rumen.
  • 5.
  • Have Ptyalin in the saliva hence
 
  • 7.
  • Have alkaline saliva due to presence
   enzymatic digestion starts in the mouth  
  • of ammonia.
  • 6.
  • Most digestion and absorption takes place
 
       in the small intestines.
 
  • 7.
  • The saliva is neutral pH.
 

 

 

 

 

 

 

Functions of the Parts of Poultry

 

  • Crop:     
  • Storage of food.
  • Softening of food by secretions from small glands in the walls.
  • Proventriculus: Enzymes start the breakdown of food.
  • Gizzard:-Crushes and grinds the coarse food (has small grit and gravel).

 

Comparison Between Digestion In Ruminants and NonRuminants

 

 

 

Similarities Between Digestion In Ruminants and NonRuminants  

 

  • Digestion in young ruminants is similar to that in non-ruminants as they do not have a developed rumen-reticulum complex.
  • Final protein digestion takes place in the small intestines in both cases.

 

  • Water absorption takes place in the colon in both ruminants and non­ ruminants

 

Livestock Production III…

(Selection and Breeding)

 

Introduction

  • The breeding of animals is under human control, and the breeders decide which individuals shall produce the next generation.
  • The breeder makes a choice.
  • The breeding of animals is based upon the fact that certain qualities are genetic ,hence valuable qualities are passed on from parents to off -springs.
  • The qualities can be maintained or improved in the next generation.

 

The performance of an animal is influenced by two major factors; 

  • Genetic potential
  • The environment, which includes:
  • Feeding,
  • Health,
  • Care
  • The ecological conditions.
  • The genetic potential of an animal is inherited from its parents.
  • In selection and breeding animals with superior characteristics are selected and allowed to mate.
  • In the process they transmit the superior characteristics to their offspring.
  • When this is done over a long period of time, it results in livestock improvement.

 

Reproduction and Reproductive Systems

 

  • Reproduction is the process by which off-springs are produced.
  • All farm animals multiply by means of sexual reproduction.
  • It begins with fertilization which is the fusion of male and female gametes to form a zygote.
  • Fertilization takes place internally in the body of the female.
  • The embryo(zygote) formed develops inside body of mother, fed and protected until end of gestation period.
  • In poultry, the process is different in that eggs are fertilized internally but laid and development of the chick takes place outside during incubation.
  • In both male and female, certain organs are specialized for the process of reproduction.
  • Some of these organs secret fluids which are necessary for the movement and survival of the gametes(reproductive cells.)

 

 

 

Reproduction in Cattle

  • The male reproductive organs produce the male gametes,the spermatozoans.
  • These are introduced into female reproductive system, where they fuse with the sperm to form zygote.

 

 

  • The testis:
  • There are two testes hanging loosely between hind legs.
  • Enclosed by loose skin (scrotum)scrotum regulate temperature of testis for optimum production of sperms.
  • Produce spermatozoa(sperms)which are stored in coiled tube called epididymis.
  • Epididymis: Storage of spermatozoa.
  • Sperm ducts:
  • Conveys sperm from the testis and urine through the penis.
  • sphincter muscles contract to allow each to pass separetly.
  • Seminal vesicles produce fluid called semem.
  • semen carries sperms out of penis in fluid form.

 

  • Prostate gland -produce fluid that neutralize the acidic effects of urine in the urethra preventing death of sperms.
  • Accessory glands: Include seminal vesicles cowpers gland and prostate gland.
  • Urethra: Conveys urine and semen.
  • Penis:
  • Surrounded by a sheath which is an extension of skin.
  • It introduces sperms into the vagina of a cow through the vulva during mating.
  • It is a copulatory organ, also used for urination.

 

 

Ovaries and fallopian tubes(oviduct)

  • Two ovaries located in abdomen, left and right.
  • Produce ova/eggs and hormones which control sexual cycle.
  • Oestrogen produced by graafian follicle inside ovary induces oestrus
  • ie. Heat period so that the cow shows signs of heat
  • After every 21 days the ovary releases a mature ovum and the cow comes on heat.
  • The ovum travels through the fallopian tubes to the uterus.
  • The release and movement of the ovum down to the uterus is called ovulation.
  • If mating is done at this time, fertilization will take place.
  • The fertilized egg implants itself onto the endometrium(walls of uterus)and  develops into foetus.

 

Fallopian tubes:

  • Fertilization takes place here.
  • Also a passage for the egg from the ovary to the uterus.

The uterus:

  • Embryo develops h
  • The cervix: Closes the uterus.

The vagina and Vulva:

  • Vulva is the external opening of female reproductive system.
  • It allows mating to take place so that sperms are deposited into the vagina.
  • The foetus and urine are removed through the vulva.

 

Pregnancy

 

  • Is period between fertilization of ova and the expulsion of the foetus through the vulva.
  • Also called gestation period.
  • In cattle gestation period is 270-285 days.
  • Ends with the birth of a calf.
  • The reproductive tract undergoes a period of rest during which it is repaired and returns to normal.
  • During pregnancy, hormone called progesterone is produced by the placenta to maintain the foetus in the uterus.

 

Parturition(giving birth)

  • Act of giving birth called parturition.
  • This time the foetus expelled through the birth canal.

 

When an animal is about to give birth, it shows signs;-

  • Distended udder which produces thick milky fluid called colostrums.
  • Swollen vulva producing thick mucus.
  • Loose and slackened pelvic girdle.
  • Visible pin bones.
  • General restlessness.
  • Animal parturates within 2-3 hours after this signs.
  • The correct presentation is with the front feet first ,and the head outstretched and resting in between the fee.
  • Any other presentation called mal-presentation or breech presentation and requires assistance.

 

 

Reproduction in Poultry

 

  • The cock has no penis but a small opening near the vent through which sperms are emitted.
  • Cock has testes within the body.
  • The hen has elongated oviduct for formation of an egg.
  • Fertilization occurs internally.
  • During mating the cloaca of the hen and the vent of the cock fit into each other and then semen is poured into the cloaca ,then  sucked to the oviducts.

 

The Reproductive System of a Hen

                                                                             

Ovary

  • Hen has two ovaries but one functional.
  • Ova formed in ovaries.
  • 3500-4000 ova present inside ovary held by follicle.
  • Mature ovum released via rapture of follicle.
  • It moves into oviduct received by the funnel.

 

Funnel(infundibulum)

  • Fertilization occurs here.
  • Chalazae also added to yolk.
  • Time here is 15 minutes.
  • It is 11.6cm long.

 

Magnum

  • Thick albumen is added.
  • Stays for 3hrs.its 33cm long.

 

 Isthmus

  • Its 10.6cm long.
  • Shell membranes added.
  • Determines shape of egg.
  • Water, mineral salts and vitamins added.
  • Takes 15 minutes.

 

Uterus(shell gland)

  • Calcium deposited 9ie.shell added around the egg.
  • Pigments added.
  • Addition of albumin finished.
  • Stays here for 18-22hours.

Vagina

  • Short, 6.9cm long.
  • For temporal storage of egg before laying

Cloaca

  • Egg moves out of cloaca through the vent.
  • The cloaca extents out to prevent the egg from breaking.

 

NB;

  • Egg formation not depended on fertilization.
  • Egg formation takes 24-26hours.
  • The components of egg are obtained from body reserves of the hens body.

 

 

Selection of a Breeding Stock

 

  • Selection is used as a tool for livestock improvement.
  • A breeding stock is a group of males and females which act as parents of future generations.
  • Selection is the process of allowing certain animals to be parents of future generations while culling others.
  • Culling is the removal of animals which do not perform to the desired level, from the herd.
  • The animals retained have certain desirable characteristics which make them produce more.
  • Selected animals make up the breeding stock.
  • The breeding stock should pass the good qualities to their offsprings for better performance, to improve the livestock.
  • Selection process repeated for many generations increases chances of formation of desirable qualities in an animal.
  • Genetically termed as gene frequency(occurrence of the genes that carry desirable characteristics.)
  • Selection increases occurrence of desirable genes and decreases occurance of undesirable genes.
  • During selection, the characteristics to be selected for are first studied closely to ascertain that it is not influenced by the environment, but mainly by the genetic make-up.
  • Selection helps improve characteristics which are highly heritable.
  • Heritability means the likelihood of a particular trait to be transmitted to the offspring and they are strongly inherited.
  • A character like milk yield is lowly heritable, i.e. it is weakly inherited and a bigger percentage of the character is affected by the environment.

 

The degree to which selection affects a character depends on the following factors;

  • The heritability of the character
  • The intensity with which the selection is done
  • The interval between generations and kind of selection being practiced.

 

 

 

Factors To Consider When Selecting A Breeding Stock.

 

  • Age
  • Level of performance
  • Physical Fitness
  • Health
  • Body Conformation
  • Temperament or Behaviour
  • Quality of products
  • Mothering Ability
  • Adaptability
  • Proliferation

 

  • Age
  • Young animals,
  • Those that have not parturated for more than 3-times, should be selected.
  • They have a longer productive life.
  • Old animals are poor breeders and low producers.
  • Production and breeding efficiency decline with age.
  • Level of performance
  • Animals with highest production level selected.
  • Performance best indicated by records.

Good performance of animal indicated by;

  • High milk, wool and egg production,
  • Good mothering ability
  • High prepotency which is the ability of a parent to pass good qualities to their offsprings.
  • The animals with poor performance should be culled.
  • Good records kept and used by the farmer for this purpose.
  • Physical Fitness

Animals selected should be free from any physical defect

e.g.

  • mono-eyed,
  • limping,
  • irregular number of teats,
  • scrotal hernia,
  • defective and weak backline

 

  • Health
  • Sick animals do not breed well and are expensive to keep.
  • Animals that are resistant to diseases pass these characteristics to their offsprings

 

  • Body Conformation

 

  • Animals for breeding to be selected according to proper body conformation.
  • A dairy cow should be wedge-shaped with a large udder, thin legs, long neck.
    • Temperament or Behaviour
  • Animals with bad behaviors should be culled.eg
  • Cannibalism, egg eating, aggressiveness, kicking

 

  • Quality of products
    • Select animals that give products of high quality.
  • Mothering Ability
    • Animals selected should have a good mothering ability,
    • That is animals with good natural instinct towards their young ones.
    • This will enable them to rear the young ones up to weaning.

 

  • Adaptability
    • Animals selected should be well adapted to the prevailing climatic condition in the area.
    • Prolificacy
      • Animals selected should be highly prolific.
      • That is, animals with the ability to give birth to many offsprings at a time(larger litter).
      • This is a quality that should be considered when selecting pigs and rabbits.

 

Selection in cattle, and sheep,

 

Selection in cattle

Consider the following;

  • Level Of Performance Which Include;
  • Milk Yield Buter Content.
  • Length Of Lactation Period.
  • Calving Intervals.
  • Age Of The Animal,
  • Fertility,
  • Physical Fitness,
  • Health Of The Animal,
  • Body Conformation,
  • Suitability Of The Enterprise-Milk Or Beef

 

Selection in sheep

Consider the following;

  • Level of performance which includes;
  • Mothering ability
  • Growth rate
  • Wool quality
  • Carcass quality
  • Twining rate
  • Age
  • Suitability to the enterprise-wool or mutton
  • Flocking instinct
  • Health of the animal
  • Physical fitness
  • Inheritable defects
  • Fertility
  • Inheritable defects.
  • Fertility.

Selection in Goats

 Consider the following:

  • Fertility.
  • Mothering ability.
  • Growth rate.
  • Twining rate
  • Carcass quality/dressing percentage.
  • Growth rate.
  • Suitability to the enterprise – milk or mutton.
  • Health of the animal.
  • Age.

Selection in Pigs

  • Consider the following:
  • Carcass quality/dressing percentage.
  • Suitability to the enterprise (bacon or pork)
  • Growth rate.
  • Health of the animal.
  • Mothering ability.
  • Prolificacy.
  • Number of teats.
  • Temperament.
  • Body formation.
  • Age.
  • Heredity defects

Selection in Camels

  • Health of the animal.
  • Age.
  • Temperament.
  • Foraging ability.
  • Fertility.
  • Level of performance-milk, meat, fur and transport.

Method of Selection

These include:

  • Mass selection – Animals with superior characteristics are selected from a herd and then allowed to mate among each other.
  • Progeny testing – assessing on the breeding value of an animal on the basis of performance of its offsprings.
  • Contemporary comparison ­-comparison of performance between heifers of the same age and sexual maturity.

Breeding

  • Process of mating selected males and females to produce offspring with the desired characteristics.

Reasons:

  • To expand the inherited potential of the animal.
  • To improve production.
  • To overcome production problems created by the environment.
  • To satisfy consumers taste.
  • For economic reasons.

Terms Used in Breeding

 Inheritance

  • Genetic transmission of characteristics from parents to offsprings.
  • The mechanism of inheritance is carried by the sex cells (gametes) and is controlled by genes found in the chromos
  • Genes are very tiny units of inheritance carrying particular characteristics, such as colour, body shape and amount of milk production.
  • Chromosomes are  genetic materials which carry genes.
  • They exist in pairs paternal and maternal) in the nucleus f the body cells.
  • They are always constant in number.

 

 

Dominant and Recessive Characteristics

  • A dominant gene is one that suppresses the othe
  • It produces a dominant characteristi
  • A recessive gene is one that is suppressed by the other.
  • It produces a recessive characteristic.

Hybrid and Hybrid Vigour

  • A hybrid is an animal which is the product of crossing animals of two different breeds.
  • Hybrid vigour or heterosis is increased vigour and performance resulting from crossing two superior breed

Epistasis

  • This is the masking of the effect of one gene by another gene which is non-allelic, that is situated on different locus.

Breeding Systems

Inbreeding

  • Mating of animals which are related. Reasons:
  • To increase genetic uniformity in a herd.
  • Used to fix the required characteristics in new breeds.
  • To increase phenotypic u
  • To get proven si

Limitations

  • It can bring about loss of hybrid vigour.
  • It may lead to decline in fertility.
  • It may lead to high rate of pre-natal mortality.

Systems of Inbreeding

  • Close Breeding: mating between very closely related animals, for example sib-mating and parents sib-mating.
  • Line Breeding: mating of distantly related animals that had a common ancestor for example cousins.

Outbreeding

  • Mating of animals which are not related.

 

Reasons:

  • To introduce new genes in an existing breeding herd.
  • To exploit heterosis resulting from a cross between two breeds.
  • To develop a new breed or a grade animal.

Limitations

  • Lack of uniformity in animals that result from outbreeding.
  • Desirable characteristics may be lost due to variation.

Systems of Outbreeding

  • Cross-breeding

Mating of animals from two different pure breeds.

  • OutCrossing

Mating of unrelated animals from the same breed.

  • Upgrading/Grading up

Mating where the female of a cow grade stock (locals) is mated with a pure breed sire.

The resultant animal is referred to as a high grade.

Mating in Livestock

Mating in Cattle

  • Heat signs occur every 21 days.
  • The heat period last for 18-30 hours­ on average 24 hours.
  • Cow should be served 12-18 hours after showing the first heat signs.

      Heat Signs

  • Restlessness.
  • Mounting on others and when mounted on she stands still.
  • Rise in body temperature.
  • Drop in milk production in lactating cows.
  • Vulva swells and becomes reddish.
  • Clear or slimy mucus from the vulva.
  • Bellowing or mooing frequently.

Mating in Pigs

  • Heat signs in pigs occur after every 21 days.
  • The heat lasts about 72 hours.
  • Sows or gilts should be served in 18- 36 hours of the heat period.

Signs of Heat

  • Restlessness.
  • Frequent urination.
  • Swelling and reddening of the vulva.
  • Clear or slimy discharge from the vulva.
  • Frequent mounting on others.
  • It responds very well to the ‘riding test’.

Mating in Rabbits

  • Does are ready for mating 6-7 months of age.
  • Heat signs occur every 14 days.
  • The doe should be taken to the buck and not vice versa.

Signs of Heat

  • Restlessness.
  • Frequent urination.
  • Swollen vulva.
  • The doe throws herself on the side.
  • The doe rubs herself against the wall or any other solid object.
  • The doe tries to contact other rabbits in the next hutch by peeping.

Methods of Service in Livestock

 Natural Mating

Advantages:

  • It is more accurate.
  • It is less laborious.
  • Useful when heat signs of females cannot be easily detected.

Disadvantages

  • Inbreeding is not easily controlled.
  • Transmission of breeding diseases.
  • Extra feed for the male is required.
  • Large males can injure small females.
  •  Wastage of semen.
  • It is cumbersome and expensive to transport a bull to remote areas.

Artificial  insemination

  • Introduction of semen into the female reproductive tract by artificial means.

Advantages

  • There is economical use of semen.
  • It controls transmission of breeding diseases.
  • Sires that are unable to serve cows due to heavy weight or injury can produce semen to serve cows.
  • It prevents large bulls from injuring small cows.
  • It reduces the expenses of keeping a male animal.
  • A small scale farmer who cannot afford to buy a superior bull can have the cows served at a low cost.
  • Semen can be stored for long.
  • It helps to control inbreeding.
  • It eliminates the threat of keeping dangerous bulls from the farm.
  •  It makes research work easier.

Disadvantages

  • Harmful characteristics can be spread quickly by one bull to the offsprings.
  •  It requires skilled labour.
  • Low chance of conception due to death of semen during storage.
  • It is laborious:

Embryo Transplant

  • It is the implantation of an embryo (fertilized ova) from a high quality female (donor) in the uterus of a low grade female (recipient).

Advantages

  • Faster multiplication of an animal with superior characteristics .
  • It is easier to transport embryos than the whole animal.
  • Embryos can be stored for a long period awaiting the availability by recipient females.
  • It stimulates milk production in a female (recipient) that was not ready to produce milk.
  • Low grade animals can be used in production and rearing of high quality animals.
  • Offsprings of a superior female can spread quickly in an area.

Disadvantages

  • It is expensive.
  • It requires skilled personnel.
  • It requires special equipment for fertilization and storage of embryos.

Signs of Parturition in Livestock

  • Parturition is the act of giving birth in female animals.

Parturition in Cattle

  • The gestation period in cattle is 270-285 days averaging 280days.

     Signs of Parturition

  • Restlessness
  • Enlarged or swollen vulva.
  • Clear mucus discharge from the vulva.
  • Slackening of the pelvic muscles.
  • Full and distended udder.
  • Thick milky fluid from the teats.
  • A water bag appears and bursts just before calving.

Parturition in Pigs

  • The gestation period in pigs is about 4 months or 3 months, 3 weeks and 3 days.

     Signs of Parturition

  • Restlessness.
  • The vulva turns red and swells.
  • The udder becomes full with a milky fluid the sow starts to prepare a nest by collecting some beddings at one comer of the pen.

Parturition in Rabbits

  • The gestation period in rabbits is 28-32 days.

     Signs of Parturition

  • Preparing a nest by plucking off hair from her belly.
  • Goes off feeding
  • Restlessness.
  • The udder distends.

Livestock Production IV

(Livestock Rearing Practice)

 

Introduction

  • In the management of livestock there are many activities that are carried out on animals to enhance production.
  • They require care in feeding, health, breeding.
  • Specific management also important in bee and fish farming.

Routing livestock rearing practices.

  • A routine is a fixed/regular way of doing something.
  • done repeatedly after a certain period of time

Feeding Practice

  • Animals are fed to cater for both maintenance and production requirements.
  • These are special types of feeding carried out on certain animals to cater for specific needs.

These include:

Flushing

  • The practice of giving extra quality feed to an animal around service time.
  • In sheep it is done 2-3 weeks before tupping and 3 weeks after tupping.
  • In pigs it is done 3-4 weeks before service.

Importance of Flushing

  • It increases conception rates.
  • It enhances implantation of the zy
  • In sheep it increases twinning percentage by 15-20%.

Steaming Up

  • Giving extra quality feed to an animal during the last weeks of gestation.
  • In cattle it is done 6-8 weeks before calving.

Importance Steaming Up

  • It provides nutrients for maximum foetal growth.
  • It helps in the build up of energy for parturition.
  • It ensures the birth of a healthy animal.
  • It promotes good health of the mother.
  • It increases and maintains high milk yield after birth.

Creep Feeding

  • Feeding of young animals from birth to weaning.

Piglets

  • 10 days old – introduced to creep pellets.
  • 5 weeks old – creep pellets mixed with sow and weaner meals.
  • 8 weeks old – weaning.

Lambs

  • Run with their mothers for natural suckling.
  • Bucks – introduced to succulent feeds and concentrates.

Kids

  • Meat goats kids suckle naturally.
  • Dairy goats, fed on milk artificially,
  • Given 0.5-1.25 litres up to the third week.
  • Introduced to concentrates at 3-4 months.
  • Weaned at 6-8 weeks of age.

Parasite and Disease Control Practices

 

Vaccination

  • Introducing active disease organsms which are reduced in strength or virulent into the animals’ body to induce immunity.

Administration of Vaccination done through:

  • By injection.
  • Orally through the mouth.
  • By inhalation through the nose.
  • Eye drops.

Deworming

 

  • Practice of killing/removing internal parasites by administering drugs known as dewormers / antihelmitics.

 

Hoof Trimming

 

  • Cutting back overgrown hooves with the help of a hoof trimming knife, a hoof cutter or a hoof rasp.

     Importance

  • Facilitate easy movement.
  • Control of foot rot disease.
  • Facilitate mating – prevent the ram from injuring the ewe during tupping.

 

Docking /tailing

  • This is the removal (cutting oft) of tails in sheep during the first week after birth.

Importance

  • Even distribution of body fat.
  • Facilitate easy mating in adult life.
  • Minimise fouling of the wool with faeces.
  • Reduce incidences of blowfly infestation.

 

   Methods of Docking /tailing

  • Cutting with sharp knife or scalpel.
  •  Use of elastrator and rubber ring.

Dipping and Spraying

 

  • These are methods of applying acaricides on the animals to control external parasites.

 

Dusting

 

  • It is the application of chemical powders on the animal body or on the walls of the animal house to control external parasites.
  • It is used to control stick-fast parasites and fleas in poultry.

 

Breeding Practices

 

These are practices carried out to enhance successful breeding.

 

  • Crutching and Ringing

 

  • Crutching – cutting of wool around the external reproductive organs of female sheep.
  • Ringing – trimming wool around the sheath of the penis of the rams to facilitate mating.

 

  • Tupping and Serving

 

  • Tupping refers to mating in sheep and goats.
  • Serving refers to mating in cattle and pigs.

 

  • Raddling

 

  • This is the practice of fitting the rams with breeding chutes which are painted in different colours during mating
  • to identify mated ewes and to indicate the active rams hence help in culling of the weak rams.

 

Identification

 

The practice of putting identification marks on animal.

  • Branding – burning marks on the animals skin.
  • Ear tagging – placing marked plastic or metallic tags on the animals ears.

 

  • Ear notching – cutting different shapes bearing different values on the ear lobes.
  • Tattooing – use of permanent ink or dye to mark animals with light skin.
  • Neck strap or chain – Fixing of tags round the animals neck with a chain or a strap.

 

Importance/ purpose of Identification

  • record keeping
  • Setting disputes in case animals get mixed up in the pasture.

 

Debeaking

  • Cutting about 1/3 of the upper beak with a knife, scissors or hot iron.

 

  • Importance
  • Control egg eating.
  • Control cannibalism.

Tooth Clipping

  • The removal (clipping) of the needle (canine) teeth in piglets 24 hours after birth.

Culling

  • Removal of undesirable animals from a herd.

Dehorning

  • Removal of horns or horn buds from an animal.

       Importance

  • It prevents animals from injuring each other.
  • It makes the animal docile and therefore easy to han
  • For easy transportation and feeding.
  • Prevents destruction of farm structures.

Shearing

  • The practice of cutting wool from all over the body of a sheep.
  • It starts at the age of 8 months and then done once a year.
  • Should be done during the dry season.
  • Tools used: wool shears.
  • Care must be taken not to cut the skin, testicles, udder, vulva and penis.

Castration

  • It is the rendering unserviceable the testicles of a male animal.

    Importance

  • To control breeding diseases.
  • To control breeding.
  • For faster growth rates.
  • Increase quality of meat by removing unpleasant smell especially in goats.

Methods Used:

  • Closed/bloodless method
  • involves use of burdizzo or rubber ring and ela
  • Animals do not bleed but may not be 100% effecti
  • Open method
  • A surgical method used for castrating cocks, piglets and rabbits whose testes are internal.
  • Also used for lambs, kids and calves.
  • Animals bleed a lot.
  • However, it is 100% effective.
  • It is not recommended for mature adults.
    • Caponisation
  • It is the practice of making male birds lose their male characteristics by use of hormones.
  • Hormones used include stilboestrol which is injected into the birds when they are one day old and female hormones implanted beneath the skin at the neck.
  • Birds which have lost their male characteristics in this way are referred to as capons.

Management During Parturition

  • Parturition is the act of giving birth to fully grown foetus.

Parturition in Cattle

  • It is referred to as calving.
  • Gestation period lasts 270-285 days after conception.
  • When the signs of parturition are observed the cow should be separated from the rest of the herd.
  • Normal calving should take 2 hours and the normal presentation is the muzzle, face or fore head on top of the forelegs first.
  • In case of other presentations the mother should be assisted.
  • Provide the mother with plenty of water and feed after par
  • If the after birth does not come out within 48 hours a veterinarian should be called to remove it.

Parturition in Sheep

  • It is referred to as lambing.
  • Gestation lasts 21 weeks (150 days) after conception.
  • The ewe lamb naturally without any problem.
  • If complications arise the ewes should be assisted.

     Signs of Parturition in Sheep

  • Udder becomes full.
  • Teats are bright red in colour.
  • Restlessness and bleating.
  • Slackening of the hip muscles.

After these signs are seen the ewes should be separated from the others.

  • The normal presentation is forelegs and head first.
  • After birth the mother should be allowed to lick the lamb to ensure the coat is dry.

Parturition in Goats

  • It is referred to as kidding.
  • It takes place 150 days after conception.
  • Nannies carrying twins, kid a few days earlier.
  • Kidding nannies should be kept in a clean dry place which should be well sheltered.
  • Signs of parturition are similar to those of ewes.
  • Kidding nannies should be kept with another female for company.

Parturition in Pigs

  • It is referred to as farrowing.
  • Gestation period 113-117 days ( 4 months).

Signs of Farrowing

  • The sow becomes restless.
  • There is enlargement of the vulva .
  • Muscles on each side of the tail slacken.
  • There is loss of appetite.
  • The udder and the teats become enlarged.
  • The sow collects bedding material in one comer to build a nest.
  • Milk present in the teats 24 hours before farrowing.

After the signs are seen;

  • Farrowing takes about 2-6 hours under normal conditio
  • An attendant should be there to assist the mother and piglets.
  • Ensure the removal of the after birth to prevent the sow from eating it.
  • The sow should be fed well and given plenty of clean water.

Parturition in Rabbits

  • It is referred to as kindling.
  • It takes place 28-32 days after conception.
  • Provide a nesting box and plenty of dry soft beddings in the hutch towards the fourth week of gestation .

 Signs of Parturition

  • The doe plucks off the fur from her body.
  • Uses the fur to build a nest about 3-10 days earlier.

 

Bee Keeping (Apiculture)

  • Bees are insects which live in very well organised colonies.

Each colony consists of:

  • Queens – fertile females that breed to ensure the continuity of the species.
  • Drones – fertile males that mate with the queen for reproduction process.
  • Workers – non-fertile or sterile females that maintain the colony.

Duties of Workers

  • They rear and nurse the brood (eggs, larvae and pupae), queen and drones.
  • They collect nectar and make honey.
  • They make the honey combs.
  • They protect the hives.
  • They clean the hive.

Importance of Bees

  • Collect nectar from flowers.
  • Make honey – a nutritious product used by man as food.
  • Helps in crops pollination of plants.
  • Bees produce wax used to make candles.
  • They make propolis – a bee product which is medicinal.

Routine Management

Siting/locating of an Apiary

Factors to consider;

  • Nearness or accessibility to nectar or flower-producing vegetation.
  • Areas with shade. Bees are sensitive to the sun’s heat and require some shade to protect them.
  • Safe distance from human residence and other livestock.
  • Bees are stinging insects and can be a hazard to humans or other animals.
  • Nearness to a source of water for use in their nutrition.
  • A good distance from source of noise and other disturbances.
  • Safety from predators for example honey badgers, ants (safari ants), birds and other parasites such as wax moths.

    Feeding

  • Normally bees are self-sufficient in providing their food from the honey they make.
  • However, during the dry season, their feeding should be supplemented by providing a solution (syrup) of sugar water or giving molasses.
  • This should be placed strategically so that it is easily accessible to the bees.

Parasites

  • Ants
  • Wax moths
  • Bee louse
  • Honey badger

Control of Parasites

  • Use of physical barriers such as Vaseline/grease to control ants.
  • Smoke the hive to control bee louse.
  • Suspend the hive to control honey badgers.
  • Burn infected combs to control wax moths.

Diseases and Control

  • African bees are seldom attacked by diseases.

Harvesting Honey

Factors to consider;

  • Stage of ripening: Honey must be harvested when it is fully matu
  • Season of the year: Harvested at the end of the rainy season.

Procedure

  • Blow light smoke through the hole.
  • This makes bees suck honey and become engorged and docile.
  • Lower the hive to the ground.
  • Open the hive to expose honey combs.
  • Brush the bees off the honey combs.
  • Cut the honey combs, leaving a small margin on the bars and keep them in a closed container.

Honey Processing

  • Using heat in a water bath to melt the honey.
  • Crushing and straining.
  • Using a centrifugal extractor.

Precautions When Handling Bees

  • Avoid excessive smoking.
  • This kills the brood and lowers quality of the honey.
  • Use protective clothing to avoid sting.
  • Protect the hive from rain water.
  • Use clean equipment and containers to avoid contamination of the honey.
  • Use recommended method of extracting honey.
  • Use recommended type of hive such as Kenya top bar hive.

Fish Keeping (Aquaculture)

Introduction

  • The rearing or keeping of fish is called fish farming and is normally carried out in specially prepared ponds.

A good fishpond should have the following features:        

  • Site should be on a fairly level ground with a permanent supply or source of water.
  • The area should have clayey soil to avoid loss of water through seepage.
  • Water must be free from any pollutants such as chemicals and other wastes.

Construction should provide for:

  • an inlet for fresh supply of water,
  • a spill ­way channel to take off overflow or excess water,
  • an outlet to drain off the water when it is necessary to replace pond water,
  • a fence to keep off predators and other intruders.

Feeding Fish

  • Fish naturally feed on worms, insects and algae in the ponds.

These sources of food must be supplemented by throwing in the pond ;

  • kitchen wastes,
  • chopped vegetable materials such as cabbage leaves,
  • cereal brans
  • brewers’ grain .

Management Practices to Ensure Maximum Harvest of Fish

  • Control of stocking rate, that is to, have the recommended population of fish in a pond at anyone time.
  • Harvest at the correct maturity stage.
  • This is done by using the fishing net with correct mesh sizes to avoid catching the fingerlings.
  • Avoid water pollution in the ponds which may poison fish.
  • Ensure adequate supply of food in the pond.
  • Water in the ponds should be kept in motion to facilitate aeration.
  • Maintain appropriate depth (level) of water.
  • Control predators and/or thieves.
  • Drain and refill ponds with fresh water as necessary.

Harvesting Fish

  • Harvesting or extracting fish from the fish­ ponds for consumption

Two main methods:

  • Hookandline method:
  • This is slow, injures small fish and is inefficient.
  • It is only suitable for small-scale fishing.
  • Use of fishing nets:
  • This is the most efficient method as long as a net with the correct mesh sizes is used.
  • Harvesting may be done 6-8 months after the introduction of fingerlings into the fish pond.

Maintenance of the Fish Pond

  • Repairing the dyke or any structure on it.
  • Cleaning the pond and removing foreign materials.
  • Planting grass where necessary.
  • Removing un desirable vegetation.
  • Removing the silt.

Fish Preservation

Practices before preservation:

  • Clean the fish to remove mud and any worms.
  • Removing scales and slime.
  • Opening the fish on the side to remove the gut and the intestines referred to as gutting.             .
  • Cleaning the abdominal cavity thoroughly.
  • Keeping fish in open containers.

Methods of Preservation

  • Freezing
  • Salting
  • Sun drying
  • Smoking

 

 

Appropriate Handling of Livestock During Management

  • Physical beating should be avoided.
  • Structures which help in restraining animals should be used whenever applicable.
  • The correct methods of securing and casting animals should be used.
  • Use as little force as possible.
  • Equipment such as ropes, halters, lead stick and bull rings are used to handle animals appropriately.

Farm Structures

 

Introduction

  • Farm structures are physical constructions on the farm used to increase efficiency in production.

Construction of Farm Structures

 Involves:

Planning for farm structures ;

Consider;

  • Farm activities.
  • Size of the enterprise.
  • Future of the enterprise.
  • Accessibility.
  • Soil type.

Siting farm structures;

Consider:

  • The location of the homestead.
  • Accessibility.
  • Security.
  • Drainage/topography.
  • Wind direction.
  • Relationship between the structures.
  • Proximity to social amenities.
  • Farmer’s taste and preference.

 

Materials for Construction

       Structural Materials and Use

Factors which determine the type of materials to use are;

  • durability,
  • strength,
  • labour,
  • availability,
  • workability,
  • serviceability,
  • cost
  • sa

 

Stones and Bricks

 Advantages

  • Stones and bricks are durable, easy to disinfect, resistant to weather and insects decay and are easily available.

 

       Disadvantages

  • They are bulky and require skilled labour to make them.

Plastic and Synthetic Materials

These include;

  • glass,
  • asbestos fibre
  • polythene materials.

Advantages

  • Light,
  • cheep depending on quality,
  • easy to disinfect,
  • can be moulded into any shape,
  • are durable,
  • cannot be destroyed by insects and fungus
  • are water-proof.

Disadvantages

  • Are easily destroyed,
  • fragile,
  • very expensive
  • require skilled labour.

Wood (Timber)

Advantages

  • They are workable,
  • cheap,
  • can be re-used
  • are fairly strong.

Disadvantages

  • They can catch fire easily,
  • decay if exposed to water
  • are affected by fungus and insects.

 

Concrete

  • Is a mixture of cement, sand, aggregate and water
  • e.g. in making blocks the ratio is 1:2:3; one part cement, two parts sand and three parts aggregate.

 Uses

  • Making posts for fencing.
  • Making walls and floor of buildings.
  • Making gabions and water channels to prevent erosion.
  • Making water troughs.

 

Advantages

These materials are;

  • durable, workable,
  • easy to disinfect,
  • cheap to maintain,
  • fire resistant

Disadvantages

  • These materials are ;
  • expensive,
  • require skilled labour,
  • bulky,
  • cannot be reused

 

Animal handling structures

 

  • The crush –used when doing following activities;
  • Spraying livestock to control ticks,
  • milking,
  • examining sick animals,
  • artificial insemination,
  • treating animals, eg drenching, vaccination,
  • dong routine jobs such as dehorning, identification marks,
  • The spray race-used in the control of ticks by spraying livestock with acaricides
  • The dip- machakos type, and the pludge dip. This is used in the control of ticks by dipping livestock

 

Farm Buildings

Factors to be considered in site selection;

  • Security
  • Nearness to a source of water
  • Topography
  • Direction of the prevailing wind
  • Direction of the sun
  • Personal whims/tastes and preference
  • Nearness to means of communication.

 

 

 

Types of farm buildings

 

  • Houses for farm animals.
  • Stores for farm produce.
  • Stores for equipment, tools and supplies.
  • Buildings for growing crops e.g  green house.
  • Building for processing plant e.g  milk plant.

 

Parts of a building

  • The foundation,
  • The walls,
  • The roof

 

 

 

Include;

  • kingpost,
  • rafters,
  • struts,
  • tie beam,
  • rafter batten

 

 

 

Include;

  • concrete floor,
  • foundation wall,
  • PVC sheet (damp-proof course)
  • the compacted fill (hard core).

Fences

  • Importance of Fence in a Farm
  • Keep out intruders to the farm,
  • Define the boundary lines of the farm.
  • Paddocking of fields to make rotational grazing possible.
  • Live fences serve as windbreaks.
  • Fences are used in mixed farming to protect crops from. damage by livestock.
  • Fences add aesthetic values to the farm.
  • It is easy to control breeding.
  • It is easy to isolate sick animals from the rest of the herd.

Types of Fences

  • Dead fences.
  • Barbed wire fences.
  • Electric fence.
  • Concrete fence.
  • Chicken wire fence (mesh wire fence).
  • Woven wire fence (chain link).
  • Wooden fence.

Fencing Practice

  • Materials include;
  • wires,
  • staples,
  • nails,
  • posts,
  • droppers
  • concrete materials.
  • Size of posts:
  • General purpose 2.5m by 25cm in diameter
  • Strainer units and corner posts 3m by 30cm in diameter:
  • Distance between the posts:
  • 3m between posts, 10m if droppers are to be used.
  • 200m between strainer units.
  • Depth of holes – 60cm.

Gate Posts, Gates and Strainer Units

  • Gates should be hung on posts separate from the fence.
  • Mechanical implements for example tractors require 4.0-4.5m width of gate.
  • Entrance gates for pedestrians can be accommodated within the fence.

 

Steps in Fencing

  • Locate the corners
  • Clear the fencing area.
  • Mark gates, strainers, pass places and standards by pegging.
  • Dig holes to proper depths.
  • Fix the standard posts.
  • Firm around posts or apply concrete.
  • Fix wires on posts.
  • Fix the droppers.

 

 

 

Agricultural Economics II

(Land Tenure and Land Reforms)

Introduction

  • Land is an important factor of production.
  • Without land it is impossible to practice the agricultural business.
  • However the efficiency of utilization of land is influenced to a large extent by the condition of holding the land.

Land Tenure

  • Land tenure is defined as the possession of the legal rights to the use of land.
  • Various kinds of rights to the use of land give rise to different tenure systems.

Land Tenure System

  • All land tenure systems fall into two major classes, namely:

Collective Tenure Systems

This includes:

 Communal Tenure Systems

  • This involves the possession of rights over land by the whole community.
  • It works quite well under conditions of unlimited, land res

 Advantages of Communal Tenure

  • Landless problem does not exist.
  • Land is not fragmented.
  • Allows for free movement of animals in search of better pastures and water.
  • Promotes community spirit among the members.

Disadvantages of Communal Tenure

  • No incentive among the users to conserve the land resources.
  • Everybody strives to maximize returns from the land without the drive to invest, for example, in terms of soil conservation and maintenance of soil fertility.
  • There is a tendency of overstocking and continuous cropping; which leads to soil erosion and loss of land productivity.
  • As a result of communal grazing of livestock, it is impossible to improve livestock through;
    • controlled breeding,
    • proper feeding,
    • disease and parasite control.
  • Since there is no title deed, (certificate of ownership) it is virtually impossible to secure loans to develop the land.

Co-operative Tenure System

  • This category includes various collective arrangements under the government or other authorities.
  • Farmers voluntarily group together and buy land which they subsequently operate on co-operative basis.
  • Examples are co-operative ranches.

 

Advantages of Co-operative Tenure

  • No land disputes.
  • Labour is well utilized.
  • Profit is distributed according to the number of shares.
  • Resource use is enhanced for high production.

 

Disadvantages of co-operative tenure.

 

  • Incase of poor management everybody will loose.

 

  • No individual title deed hence cannot secure loans.

 

 

State ownership

  • Land is owned by the whole state and is refered to as government land.

Examples in Kenya;

  • Areas not allocated to individuals
  • Land under local county councils/cities and towns
  • Land under forest, game reserve and parks, land for infra-structure and public utility

 

Advantages of state ownership

  • Generation of income for the state
  • All the citizens benefit from whatever comes out of the land.

Disadvantages

  • Non-competitive in terms of production
  • No individual motivation when working on the land.

Individual Tenure system

The various forms of individual land tenure are;

  • Owner operator,
  • Plantation and Concestion,
  • Land-lordism/Tenancy

 

Owner operator

  • This category includes all persons who operate on land to which they have absolute individual rights.
  • Examples are the majority of individual land owners in areas where demarcation and registration of land has taken place and title deeds issued.

Advantages

  • The owner is free to make permanent production plans.
  • The owner can pledge the land title deed to secure loans(credit) from lending agencies for further development
  • An individual is motivated to work harder than when under communal arrangement
  • Managerial failures usually affect small units of production and are therefore negligible.
  • It is easy for the owner to get agricultural advice.

Disadvantages

  • Cost such as machinery for processing may be too high for the individual owner
  • Innovation may be inadequate due to low levels of education.
  • Lack of capital to invest.

Plantation and concession

  • In this form of land tenure, the individual is usually a company or a corporation.
  • Most of them engage in the production of only one commodity
  • They are rigid in their production plans and in most cases labour is hired on wage basis.
  • Example are coffee, tea, sugarcane, sisal estates in Kenya.

Advantages

  • High production from the land hence high economic gains
  • Allows foreigners to use and develop land
  • No land disputes
  • Create employment for the local people
  • Generate government revenue through taxation.

Disadvantages

  • Individuals own large pieces of land while others are landless
  • Large areas of land may be left underdeveloped.
  • Foreigners may repatriate profit to their countries.

Landlordism and tenancy

  • The arrangement here involves the ownership of land by one individual or group of individuals (landlord) who lease it to another individual (tenant).
  • A legal lease specifies the length of time during which the tenure is operative;

and that serves as a security of tenure to the tenant.

  • The efficiency of production in this arrangement is greatly affected by the length of lease, its legal backing and rent payable.

Advantages

  • A person without land can get a chance to use land.
  • A landlord who cannot operate the land, for any reason, can still earn income by leasing it to a needy tenant.
  • It is a flexible arrangement; that is, it allows room for change of production plans should need arise.
  • Security of tenure gives the tenant incentive to invest depending on the length of tenure.

Disadvantages

  • Poor land use and low production if the tenant does not have enough funds to improve on land.
  • Tenants cannot produce long term crops,
  • Landlords can exploit the tenants by overcharging.
  • Lack of incentives to improve land by the tenants since it does not belong to them.

Land Reforms

Definition

  • Land reform is any organized action designed to improve the structure of land tenure and land use.

Forms of Land Reform

Land Consolidation

  • This means bringing or putting together, into one piece; fragmented parcels or pieces of land scattered over a large area.

 

The objective of land consolidation are :

  • To save on time spent while moving from one piece of land to another.
  • To facilitate effective and efficient farm planning.
  • To create an incentive among land operators to invest on and develop land.
  • To facilitate mechanization and improve production through efficiency.
  • To improve level of production through effective supervision of the labour force and sound farming methods,

 

Land Fragmentation and Sub-division

  • This is the subdividing of a (large) piece of land into smaller portions.
  • Sometimes it becomes necessary to sub-divide land for the following reasons:
  • To sell part of the land.
  • The parent may wish to subdivide and distribute his land among the sons, daughters and other dependants.
  • The government may decide to subdivide large farms in order to settle landless citizens.

 

Land Adjudication and Registration

  • Land adjudication involves;
  • Establishing the legitimate ownership,
  • Measurements (to make permanent boundaries)
  • Recording of land details.
    • Once land has been adjudicated, and any disputes concerning the same land are settled,
    • It is then registered in the “Register of Land”.
    • And the owner is issued with a land title deed or certificate of legal ownership.

 

Importance of land title deed

 

  • The legal owner of the land has security of tenure and hence an incentive to invest and improve productivity.
  • A farmer can mortgage the land by offering land title certificate as a security to loaning agencies to secure capital to finance development projects.
  • If a farmer who cannot operate the farm, he can still earn income from it by leasing it.
  • Disputes concerning land boundaries and/or land ownership no longer arise.

 

 

Land Settlement and Resettlement

 

Definition

  • Land settlement means the occupation of land which was previously uninhabited.
  • Land resettlement, on the other hand, is the transfer of people from an already densely populated area to a sparsely populated one.

Objectives

  • To settle the landless citizens.
  • To relieve population pressure in densely populated areas.
  • To increase or promote agricultural productivity by farming on land that was previously unused or lying idle.
  • To create self-employment thus improving the living standards.
  • Land reclamation, especially by creating tsetse fly-barriers.

Soil and Water Conservation

 

   Introduction

  • Soil and water are two very important natural resources in farming.
  • They should therefore be well maintained and used without wastage to sustain continuous production.
  • Water loss during the rainy season should be prevented and excess water conserved for use during scarcity.
  • Soil erosion must be controlled at whatever cost if soil is to be conserved.

Soil Erosion

  • It is the removal and carrying away of the top soil by the action of water or wind.

Factors Influencing Soil Erosion

  • Amount and intensity of rainfall.
  • The steeper the land the higher the velocity of surface runof
  • The higher the velocity of surface runoff the greater is its erosive power/effect.
  • Type of soil for example sandy soils are more easily detached and carried away than clayey soil
  • Soil depth;
  • The deeper the soil, the longer it takes to be saturated with
  • Land use:
  • Overstocking leads to bareness of the land and looseness of the soil.
  • Deforestation – indiscriminate removal of trees leads to exposure of soil to heavy rainfall and high te
  • Indiscriminate burning of vegetation exposes the soil to erosive agents.
  • Clean weeding leaves the soil bare.
  • Ploughing along the slope.
  • Monoculture or continuous cultivation.
  • Ground cover
  • Trees act as windbreakers.
  • Roots of vegetation cover hold the soil particles together.
  • Leaf fall act as mulch which reduces erosion.
  • Leaves of vegetation cover intercepts raindrops reducing their erosive power.

Agents of Erosion

  • Water – moving water has erosive power.
  • Wind – wind carries away soil.
  • Human beings – through man’s activities such as cultivation and mining.
  • Animals – through overgrazing and creating footpaths where soil erosion takes place.

 

 

Types of Erosion

  • Raindrop (splash) – displacement of the soil caused by raindrops.
  • Sheet – uniform removal of soil in thin layers from flat or gently sloping areas.
  • Rill – removal of soil from small bur well defined channels or rills.
  • Gulley – removal of soil from channels which become progressively deeper and wide
  • Riverbank Erosion – removal of soil along river banks by the river water.
  • Solifluction – gravitational flow of soil saturated with wa
  • Land slides – mass movement of rock debris and soil down a slope,

For example;

  • Slip movement of earth or rock masses for a short distance.
  • Debris slide – materials move at a greater speed.
  • Debris fall – movement of materials/debris along vertical cliff.
  • Rock fall – movement of rock down a very steep slope.
  • Rock slides – mass of rock materials that slide along a bedding plate, a joint or a fault face.

 

Soil Erosion Control Measures

Soil conservation measures can be classified into:

  • Biological or cultural control
  • Physical or structural control

Biological or Cultural Control Measures

These measures are applicable where land slope is between 2-12%.

  • Grass strips/filter strips;
    • These are narrow uncultivated strips along the contour left between cultivated strips.
  • Cover cropping ;
  • The establishment of a crop that spreads out over the surface of the soil to provide it with a cover.
  • Contour farming ;
  • Carrying out all land operations along the contour.
  • Mulching ;
  • Covering of the soil with either organic or synthetic materials.
  • Proper cropping systems such as:
  • Crop rotation
  • Correct spacing
  • Inter-cropping
  • Ridging/furrowing
  • Strip cropping
  • Controlled grazing;
  • Proper stocking rate, rotational grazing.
  • Strip cropping;
  • Growing crops which give little ground cover in alternate strips with crops such as beans which have a good ground cover.
  • Afforestation/re-afforestation.
  • Afforestation – growing of trees where non-existed.
  • Re-afforestation – growing of trees where they have been cut down.
  • Agroforestry – land use that involves the growing of trees in combination with crops and pastures on the same piece of land.

 

Physical or Structural Control Measures

  • These are soil and water conservation measures which involve mechanical constructions on the earth.
  • They are used in areas of moderate slope between 13-55%.

They include:

  • Trash or stone lines;
  • These are rows of heaped crop’ residues or stones made along the
  • Filter strips;
  • It involves the growing of an open crop in the upper side of the slope followed by a dense crop to reduce speed of wate
  • This increases infiltration.
  • Terraces;
  • Are structures constructed across a slope to reduce the length of a slope thus reducing run-off.
  • Bench terraces;
  • Are constructed where the slope is 35-55%.
  • Tree crops are suitable for such areas.

 

Importance of a Bench Terrace: –       

  • Reduces slope of the land.
  • Conserves soil moisture.
  • Better retention of soil fertility.
  • Narrow based terraces Cannot allow cultivation by machines.
  • Broad based terraces – Is wide enough to allow cultivation by machines.
  • Graded terraces:
  • Have a drainage channel to lead off excess water to a vegetated plac
  • They should be about 100m in length.
  • Level terraces:
  • Have no outlet channels,
  • The aim is to have water infiltrating,
  • Hence no water can flow from the ends of the terr
  • Fanya juu:
  • A ridge made by digging a channel and throwing the soil uphill.
  • Fanya chini:
  • In this case the soil is heaped on the lower side of the channel.
  • Bunds: heaps of soil (earth) made along the contour.
  • Cutoff drains:
  • An open trench with an embankment on the lower side into which water from the farm dra

Water from the trench should be discharged into;

  • Natural waterways,
  • Artificial waterways,
  • Rocky ground
  • Grassland
  • Gabion/Porous dams:
  • Galvanized wire mesh boxes filled with stones which are built across slopes and gullie
  • Dams and reservoirs ;
  • Dams – barriers built across a river/waterway to hold and store water. It reduces speed of runoff.
  • Reservoirs – these are large storage ta
  • Ridging heaps of soil to reduce the speed of water,

They retain the water for some time.

 

Water Harvesting Methods

 

  • Water harvesting and storage should be done during the rainy seasons to avoid wastage.

This should be done using the following methods:

  • Roof catchment – trapping and collection of rain water from roof tops.
  • Rock catchment – water is harvested by constructing a barrier on the lower side of a large impervious rock to trap surface runoff from the rock.
  • Weirs and dams.

 

  • Dam – a barrier constructed across a river or a dry valley so that it can hold water.
  • Weirs – barriers constructed across a river or a stream to raise the water level and still allow water to flow over it.
  • Ponds – water retention excavations’ made to hold excess surface water.
  • Retention ditches/level terraces.-These are terraces constructed with blocked ends to retain water.

 

            Micro-Catchments

  • A system of harvesting limited rainfall and storing the water in the ground for use by the planted crops.

              Types of Microcatchments;

  • Triangular/Vshaped/Negarims;
  • V­-shaped bunds measuring 25cm
  • Are built with soil from the excavated planting holes to direct runoff water towards the basin area around the base of each plant
  • Semicircular bunds;
  • Formed around the growing plant to hold water around the plant.
  • Trapezoidal bunds;
  • Trapezoidal shaped bunds, which enclose a large area where the crops are grown.
  • Contour bunds/furrows ;
  • These are furrows made along the contours between the rows of crops where agro­forestry trees are intercropped with annual cro
  • Planting holes/pits ;
  • These are extra large planting holes made and filled with dry plant materials before filling in with soil.

 

Use of Micro-Catchments

  • Slow down the speed of surface runoff.
  • Used during landscaping of the compound, parks and roadside nest areas.
  • Reclamation of land for food crop in dry areas.
  • Water collected and stored can be used for irrigation
  • Afforestation in dry areas.

Weeds and Weed Control

Introduction

  • Weeds cause heavy crop losses if not controlled.
  • Their control is important so as to maintain high quality and quantity produce.

Definition:

  • A weed is any plant growing where it is not required.
  • And whose economic disadvantages outweigh the advantages.

Harmful Effects of Weeds

  • Weeds compete with crops for nutrients, space, light and soil moisture.
  • Some weeds, for example, Striga spp are parasitic to cultivated crops such as maize.
  • Some weeds lower the quality of agricultural produce for example:
  • Mexican marigold gives undesirable flavour to milk if dairy cows feed on it.
  • Devils horsewhip, black jack, bristly fox-tail and others get attached to sheep wool thus lowering its quality.
  • Some weeds are poisonous to human beings and livestock for example:
  • Thorn apple (Datura stramonium)
  • Sodom apple (Solanum incanum)
  • Some weeds have allelopathic effects to cultivated crops.
  • Water weeds block irrigation channels.
  • Aquatic weeds such as Salvinia in Lake Naivasha and water hyacinth in Lake Victoria affect fishing.
  • Some weeds are alternate hosts for insects, pests and disease causing organisms for example:
  • Wild oat (avena fatua) is an alternate host for rusts.
  • Mallow (malva verticillata) is an alternate host for cotton stainers.
  • Weeds lower the quality of pasture for example:
  • Tickberry (Lantana camara)
  • Nut grass (Cyperus rotundus),
  • Manyatta grass (Eleusine jaegeri)
  • Some weeds irritate workers thus reducing the efficiency in which they are controlled for example:
  • Double thorn (Oxygonum sinuatum),
  • Stinging nettle (Urtica massaica) ,
  • Devil’s horse whip (Achyranthes aspera).

Factors Contributing to the Competitive Ability of Weeds

  • They produce large quantities of seeds for example pigweed and black jack.
  • Their seeds remain viable in the soil for a long time awaiting conducive germination conditions.
  • They have effective seed dispersal mechanisms.
  • Some weeds propagate by means of elaborate underground storage structures.
  • They are efficient in utilizing little moisture, nutrients and sunlight.
  • Some have short life cycles.
  • They have elaborate root systems for supporting the plant and absorbing nutrients and water.

Weed Classification

 It is based on:

  • Life cycles for example:
  • Annuals – complete their life cycle in only one season.
  • Biennuals complete their life cycles in two seasons o
  • Perennials – complete their life cycle in more than two seasons.
  •  Morphology – leaf formation such as size, shape and venation.
  • Broad leaved weeds for example black jack, lantana, pig weed, oxalis and others.
  • Narrow leaved weeds for example couch grass, setaria, nut-grass, manyatta grass and others.
  • Habitat some weeds are terrestrial (grow on land) while others are aquatic (grow on aquatic/marine conditions).

Weed Identification

  • Weeds are identified by their common (individual) names and botanical names.
  • They are named according to specific features or according to person who identified them.

 

Common Name                               Botanical Name

  • Black Jack  ………………………Bidens pilosa
  • Mexican marigold ………………Tagetes minuta
  • 0xalislsorrel ……………………..Oxalis spp.
  • Double thorn ……………………Oxygonum sinuatum
  • Thorn apple ……………………..Datura stramonium
  • Couch grass ……………………..Digitaria scalarum
  • Nut grass ………………………..Cyperus rotundus
  • Wandering Jew …………………Commelina bengalensis
  • Sow thistle ………………………Sonchus ole race us
  • Devil’s horsewhip ……………….Achyranthes aspera
  • Macdonald’s eye/ Gallant soldier. Gallinsoga parviflora
  • Sodom apple …………………….Solanum incanum
  • Black night shade ………………..Solanum nigrum
  • Chinese lantern…………………. Nicandra physalodes
  • Bracken fern ……………………..Pteridium aquillium
  • Love grass/ Bristly foxtail ……….Setaria verticillata
  • Cleavers …………………………Gallium spurium
  • Stinging Nettle …………………..Urtica massaica
  • Fat hen/Goose foot ………………Chenopodium spp.
  • Rape weed ………………………Brassica nap us
  • Wild oats …………………………Avena fatua
  • Lantana/Tick berry ………………Lantana camara
  • Water hyacinth ………………….Eichhornia crassipes
  • Striga/Witch weed ………………Striga hermontheca
  • Creeping indigo ………………….Indigofera spicata

Weed Control Methods

     The methods of weed control determined by:

  • The weed being controlled.
  • Weather conditions.
  • Capital availability.
  • Effect on environment.

 

METHODS OF WEED CONTROL INCLUDE:

 

Chemical Weed Control

  • The use of chemicals known as herbicides to control weed

Classification of Herbicides

Based on:

  • Formulation – the physical form of the herbicides for example:
  • Liquids
  • Wettable powders
  • Emulsion
  • Dust
  • Time of Application
  • Pre-emergence – applied before the planted crop germinates.
  • Post emergence – applied after the planted crop germinates.
  • Selectivity
  • Selectiv
  • Non selective.
  • Mode of Action
  • Contact – herbicides that kill only the parts of the plant which it comes into contact.
  • Translocated systemic herbicides that will kill the whole plant even if it comes into contact with only a small part of it.

Methods of Herbicide Application

  • Spraying – application of solutions.
  • Dusting – application of dusts.
  • Fumigation – application of fumigants into the soil.

Safety Measures in the Use of Chemicals

  • Read manufacturer’s instructions and follow them.
  • Wear protective clothing such as overalls, breathing mask, gloves and boots.
  • Avoid inhaling the herbicides.
  • Wash thoroughly after handling chemicals.
  • Do not blow or such blocked nozzles.
  • Avoid herbicide drift to unintended crops and other plants.
  • Avoid herbicide drift to livestock feed and water.
  • Avoid spilling herbicides in pastures and fodder crops.
  • Dispose off the empty containers properly for example burying them in the soil.
  • Do not wash spraying equipment in water sources used by animals and human beings.
  • Store chemicals in a safe place.
  • Wash the spraying equipment thoroughly.
  • Sink left over chemicals into the soil after the day’s work.

 

Advantages of Chemical Weed Control

  •  It is less laborious.
  • Effective in the control of difficult weeds such as couch grass and sedges.
  • It does not disturb crop roots and other underground structures.
  • It makes the control of weeds in certain crop easier.
  • It is efficient in both wet and dry conditions.
  • It does not destroy soil structure.
  • Cheaper in large scale production than the use of manual or mechanical cultivation.

Disadvantages of Chemical Weed Control

  • It requires skilled labour in mixing and application.
  • Cause environmental pollution.
  • Herbicides have long residual effects which may interfere with future crops.
  • It is very expensive.

 

Mechanical Weed Control

  • It involves the following operations:

  

Tillage/Cultivation

  • This is the opening and loosening up of the soil.
  • It can be done by hand tools or tractor drawn implements.

Advantages

  • Cheap in small scale production.
  • Increases water and air infiltration into the soil.
  • Incorporates crops residues into the soil.
  • The earthing-up done during tillage encourages root growth.

Disadvantages

  • If done repeatedly it destroys soil structure.
  • It is laborious and expensive in large scale production.
  • It may not effectively control weeds.
  • It may lead to soil erosion and loss of soil moisture.
  • Damage crop roots.

Slashing/Mowing

  • Mechanical removal of shoots from weeds.
  • It is effective in the control of annual weeds.

Uprooting

  • It is done when the crops are too close
  • To allow mechanical cultivation or where weeds are scattered.

Cultural Weed Control

It involves the following practices:

  • Mulching.
  • Cover cropping.
  • Crop rotation.
  • Timely planting.
  • Use of clean seed/planting materials.
  • Proper spacing.
  • Proper seedbed preparation.
  • Flooding.

Biological Weed Control

  • The use of living organisms to control weeds.

     Examples are:

  • Use of livestock to graze and control growth of weeds especially in plantations.
  • Use of weed eating fish to control aquatic weeds.
  • Use of moths to control cactus.
  • Limitations: the method is not reliable.

 

Legislative Weed Control/ Quarantine

  • It involves government laws and regulations which prevent the introduction and spread of foreign weeds in a country or an area. Done by KEPHIS.
  • Limitations: Only samples are checked while the bulk of the materials may have some weed seeds.

Crop Pests and Diseases

 

Introduction

  • Crop pests and diseases lead to high losses in crop production hence efficient control measures are
  • Proper control measures require the farmers to be able to;
  • Identify these organisms,
  • Know their life cycles, feeding habits
  • The damage they cause to crops.

Crop Pests

Definition of a Pest:

  • It is a living organism that destroys crops/ trees either directly or indirectly by introducing pathogens (disease causing germs).

 

Classification of Pests

Pests are classified according to the following:

  • Mode of Feeding
  • Pests with biting and chewing mouth parts – they cause physical damage and reduce the photosynthetic area of the plant.
  • Pests with piercing and sucking mouth parts – they suck out the nutritious plant sap and in the process may introduce disease causing organisms.
  • Crops Attacked
  • Some crop pests attack specific crops for example, stem borers prefer cereal crops.
  • Stage of Growth of Crops Attacked
  • There are pests of seedlings attack when the crop is young, for example cutworms.
  • Pests of fruits – attack the crops at fruiting stage.
  • Pests of grains attack the crops when the grains are formed.
  • Field and Storage Pests
  • Some pests attack the crops while in the f
  • Other pests attack the produce after it has been harvested and stored.

 

Identification of Common Pests

Name of Pest Crop Attacked Damage Done Control Measures
Armyworms (i) Cereal crops Defoliate the (i) Early planting
(Spodoptera (ii) Sugar cane whole plant (ii) Use of effective insecticides
exempta) (iii) Grasses      
Cut worms Young seedlings Cut the seedlings (i) Early planting
(Agrotis Spp.)     at the stem base (ii) Use of soil applied insecticides
          (fumigants)
        (iii) Flood/irrigation
Boll worms Cotton, tomatoes, Eat and destroy (i) Crop rotation
(Heliathis migera) citrus, maize, the fruits and (ii) Field hygiene
  beans, millet, other seeds (iii) Spraying with insecticides
  legumes   (iv) early planting
Maize stalk borer Maize sorghum Destruction of the (i) Early planting
(Busseola fusca)     stem and young (ii) Field hygiene
and     growing tissues (iii) Crop rotation
(Chilo partellus)       (iv) Use of stalk borer dust.
Loopers Coffee Make windows in (i) Use of effective insecticides.
(Ascotis selena ria)     crop leaves (ii) Use of parasitic wasps, birds
          and chameleons
Leaf Miner Coffee Make mines in (i) Use of parasitic wasps (natural
( Leucoptera     the leaves   enemies)
meyricki and L.     reducing (ii) Use of effective insecticides.
caffeina)     photosynthetic    
      area.    
Stainers Cotton Stain the cotton (i) Use of parasitic tachinid flies
(Dysdercus spp.)     lint reducing (ii) Spraying with insecticides.
      quality (iii) Control alternate hosts.
        (iv) Crop rotation
Aphids Several crops such (i) Transmit (i) Natural enemies for example,
(Aphis spp.) as citrus, maize, viral diseases.   lady birds
  cotton, beans. (ii) Suck out (ii) Overhead irrigation
  cabbages and sap leading (iii) Use of insecticides
  others to stunted    
      growth.    

 

Other Crop Pests Include:

  • Mealy bugs – coffee
  • Thrips – coffee
  • Beetles – field and storage pests.
  • Birds – field pests – cereals and fru
  • Rodents – field and storage pests ,cereals and t
  • Nematodes – soil borne pests – tomatoes, potatoes, sunflower, beans.

Harmful Effects of Crop Pests

  • Pests such as squirrels and rodents, unearth planted seeds, resulting in poor
  • Some pests like nematodes, termites and moles damage crop roots causing wilting and death of the crops.
  • They lower the quality and quantity of farm produce.
  • They increase the cost of production since farmers will incur expenses in purchasing chemicals to control them.
  • They transmit diseases to crops for example, aphids transmit streak virus disease in maize.
  • Chemicals used to control the pests cause pollution to the environment.
  • They exterminate the crop by feeding on them for example eating embryo of the seed.

Control of Pests

  • If pest population causes damage beyond tolerance then it is said to have reached economic injury level (EIL) hence control measures should be effected before this level.

Before any control measure is effected ,the following should be considered:

  • Know the life cycle of the pest.
  • Correct identification of the pest.
  • Correct assessment of the damage.
  • The weather conditions.
  • The value of the crop in question.
  • The cost factor of the control method.

Methods of Controlling the Pests

  • Cultural methods.
  • Physical/mechanical measures
  • Biological methods.
  • Chemical methods.
  • Integrated pest management.

Cultural Methods:

  • These are farming practices which aim at reducing the pest population by destroying the life cycle of the pests either by exposing them to adverse conditions or denying them food.

These include:

  • Timely planting to escape pest attack.
  • Timely harvesting.
  • Proper tillage.
  • Close season: this is the period when a susceptible crop is not grown in order to control a certain pest.
  • Trap cropping: These are crops which attract pests diverting them from the main crop. The trap crop is grown together with the main crop.
  • Crop rotation: It breaks the life cycle of the pest.
  • Planting resistant varieties: These are plants with natural protective mechanisms against pest for example hairy cotton against jassid bugs, goose necked sorghum against birds, high tillering in sorghum against shoot fly.
  • Field hygiene: This includes rogueing and removal of crop residues which harbour pests from field.
  • Alterations of environmental conditions, such as, creating a micro­climate which is not conducive to pests for example open pruning in coffee.
  • Crop nutrition: application of fertilizers and manures to make the crop strong and able to escape pest attacks.
  • Destruction of alternate hosts, for example, weeds like mallow which harbour cotton stainers.
  • Use of clean planting materials. This helps to prevent introduction of crop pests.
  • Proper spacing: if well spaced some pests find it difficult to move from one plant to another.
  • Use of organic manure, for example, farmyard manure discourages eel worms (nematodes).

Chemical Control

  • Chemicals used to control pests are known as pesticides.
  • Pesticides are administered through dusting, spraying or fumigating.

Classification of Pesticides:

Pesticides are classified on the basis of:

 

Mode of Entry

  • Stomach – ingested by the pest together with the crop materials.
  • Contact – absorbed through the body tissues.
  • Fumigants – through the breathing mechanism.
  • Systemic – translocated to all parts.

Mode of Action

  • Respiratory poisons – interfere with breathing mechanisms.
  • Coagulants – cause the blood of the pest to coagulate.
  • Neurotoxins – act on the nervous system.
  • Protoplasmic poisons – cause the cells to disintegrate.

Target Pests

  • Insecticides – kill insect pests
  • Molluscicides – kill snails and slugs.
  • Rodenticides – kill rodents.
  • Nematocides – kill nematodes.

Formulation .

  • Dusts, granules and powders
  • Emulsifiable concentrates.
  • Miscible liquids.
  • Wettable powders.
  • Fumigants.

Factors That Affect the Efficiency of Pesticides

  • Concentration of the pesticides.
  • Weather conditions at the time of application.
  • Timing of application – efficiency is high if applied when the pest is most susceptible.
  • Persistence of the pesticide having long residual effect in the soil.
  • Resistance of the pests.

Advantages of Chemical Pest Control

  • Faster
  • Immediate results are achieved.
  • Low labour requirements.

Disadvantages of Chemical Pest Control

  • Expensive to buy.
  • Cause pollution to the environment.
  • Require skilled labour to apply.
  • Some pesticides may kill beneficial organisms and predators.
  • Some target pests may build up resistance.

Mechanical Pest Control/Physical

  • This involves the killing of the pests using physical methods.
  • Or creating physical barriers to prevent pests from getting into contact with the crops .

   Example:

  • Flooding/irrigation; for example, moles are suffocated through flooding.
  • Use of lethal temperatures: either too cold or too hot.
  • Suffocation; commonly used in grain storage bins by being made air tight.
  • Trapping and killing, for example, rats.
  • Creation of physical barriers, such as, rat bafflers, sticky materials on tree trunks.
  • Proper drying: this makes them too hard to be destroyed by pests.
  • Scaring devices especially in rice plantations to control birds.
  • Use of explosives thrown at breeding places of birds to kill or scare them away.

Biological Pest Control

  • It involves the use of living organisms to reduce the pest population.

Predator                            Target Pest

  • Parasitic wasp——————-White fly in citrus, boll worms, stalk borers
  • Birds——————————— Crickets, locusts, caterpillar llars.
  • Lady Bird ————————–Aphids
  • Trachnid flies ——————-cotton stainer
  • Praying mantis—————–giant loppers
  • Majimoto ants —————–scales
  • Cats ———————————-moles,rats,mice
  • Brachonid wasps————-mealy bugs
  • Chicken —————cotton stainer, larvae of beetles, grasshoppers, crickets

 

Advantages

  • Cheap
  • No environmental pollution
  • Saves on labour.

Disadvantages

  • Takes too long to get the correct agent
  • Difficult to control the pest effectively.

 

Integrated Pest Management

  • It is a new method which involves the combination of the methods  mentioned above.
  • The aim is to have least hazards to the user and to the environment.
  • Example, attractant-pheromones are used to attract pests to one place where they are sprayed and eradicated.

 

Legislative Method/Quarantine

  • Legislative mearsures of pest control are effected  by the Kenya Plant Health Inspectorate Service(KEPHIS) through seed inspection.

Crop Disease And Their Control

  • A disease is any deviation from the normal performance or functions.
  • A plant disease is any harmful physiological disorder in a plant caused by pathogenic agents such as virus, bacteria, fungi.
  • The study of plant disease is called plant pathology.

Economic importance of crop diseases

  • They lower crop yield
  • They reduce the quality of the produce thus reducing their market value
  • They cause food poisoning. E.g ergot in wheat, afflatoxin in grain crops by fungus.
  • They reduce photosynthetic area of the plant.

 

Classification  and identification of plant disease

 

  • Plant disease are classified according to their causal agents;

Fungal diseases;

  • Fungi are non-green plant-like.
  • Some are parasitic and others are saprophytic.

        Parasitic fungi divided into;

  • Obligate parasites- those that depend on other living organisms for food.
  • Falcultative parasites-those that are able to live on both the living and dead tissues.

    Examples of fungal disease

  • Panama disease(Fusarium oxysperium—bananas)
  • Cigar-end rot(Verticilium theobromae)-bananas
  • Die back –attack the tips of shoots and roots
  • Mildews-foliar disease of several crops
  • Armillaria root rot(Armillaria mellea)-coffee and tea
  • Damping off-disease of seedlings in the nursery
  • Anthracnose (Colletotrichum spp)-coffee,beans,tomatoes.

 

  • Fungus also cause damage to stored grains which are not properly dried or if the store is damp.
  • Fungus cause food poisoning and lower seed viability for example Aspergillus flavus which produces a highly toxic compound called afflatoxin.

 

  Examples of fungal disease

 

Disease/cause Crops attacked Symptoms of attack Control measures
Late blight

(Phytopthora

infestans)

Members of

Solanaceae family

(potatoes, tomatos)

Dry patches on the leaves and fruits (necrotic lesions) -Crop rotation

-effective fungicides

-treated seeds

-resistant varieties

 

Rusts (Pucinia spp) Rice, wheat , sorghum, maize Red and brown pistules on the leaves, shriveled grains -resistant varieties

-Recommended fungicides

-Early planting

Smuts(Ustilago spp) Wheat, maize ,

sugarcane

Black powder mass on the spikes and the ear -Field hygiene,

-certified seeds,

-resistant varieties,

-crop rotation

Blasts(Piricularia oryzae) Rice -Small blue sports on leaves with grey centre.

-Attack inflorescence to cause ‘’empty heads’’

-Seed dressing

-Resistant varieties eg        sindano

-Destruction of affected plants

-fungicides

Coffee Berry Disease(CBD) (Colletotrichum coffeanum) Coffee -Dark blotches spots on   the flowers

-Brown concentric rings on the leaves

-Dark sunken wounds on the berries.

-Resistant varieties eg Ruiru 11

-Proper pruning

-Effective fungicides

-strippung

 

 

Bacterial Diseases

  • Bacteria are microscopic single-celled organisms which reproduce by binary fission
  • Transmission; Through irrigation water, seeds, fertilizers, manures, wind ,
  • raindrop splash, insects, soil and mechanical means.

Symptoms of Bacterial Diseases

  • Wilting
  • Cankers(necrotic tissues)localized necrosis
  • Gall formation in infected tissues.

 

 

Examples of bacterial diseases

 

Disease/Cause Crops Attacked Symptoms of Attack Control Measures  
Halo blight Beans i. Irregular dark lesions on 1. Use of resistant varieties  
(Pseudomonas     leaves and pods.   for example Wairimu. ,
phaseolicola)   ii. Yellow band round the ii. Effective fungicide.  
      lesions called “halo”. iii. Crop rotation  
    iii. Water soaked lesions      
Fusarium wilt Tomatoes l. Stunted growth. i. Use of resistant varieties.  
(Fusarium   ii. Yellowing and shedding      
oxysporum)     of leaves.      
    iii. Wilting of the plant.      
Black arm Cotton i. Small round spots on the i. Field hygiene.  
(Anthomonas     cotyledons of young ii. Use of certified seeds.  
malvacearum)     seedlings.      
    ii. The spots elongate to      
      form black lesions on the      
      stem.      
Bacterial wilt Tomatoes and Uniform. wilting of the whole i. Use of certified seeds.  
(Pseudomonas potatoes plant even with enough ii. Crop rotation.  
solanacearum)   water.      

 

 

Viral Diseases

  • Viruses are small living organisms which can only be seen under a very powerful electronic microscope.
  • Viruses interfere with photosynthesis, respiration, transpiration and nitrogen utilization

Symptoms of Viral Infection

  • Leaf chlorosis.
  • Leaf curling.
  • Mosaic(light green or yellow patches).
  • Malformation(distortion)of plant parts.
  • Rosettes; Development of abnormally short internode.

Transmission

  • Through the use of infected vegetative materials and insect vectors like aphids, mealybugs and leafhoppers.

Viral diseases

 

Disease/Cause crops Attacked Symptoms of Attack Control Measures
Ratton stunting Sugar cane Red discoloration on the vascular I. Use of clean materials.
    bundles. 11. Treatment of seed
          canes.
Maize streak Maize Yellow stripes alternating with i. Control leaf hopper.
    green, parallel to the midrib. ii. Use if certified seeds.
        iii. Field sanitation.
Greening Citrus i. Yellow mottling of the leaves. i, Use of clean tools when
disease   ii. Die back.   budding.
    iii. Premature leaf fall. 11. Control of insect vectors.
Leaf mosaic Suzgar cane, i. Yellow mottling. i. Control of aphids.
  cassava. sweet II. Necrosis of stem. ii. Use of clean materials.
  potatoes.     iii. Seed treatment.
Tristeza Citrus I. Dwarfing of plants. i. Stripping affected fruits.
    ii. Die back. ii. Use of clean equipment
          of budding.

 

Other Causes of Crop Diseases

  • Flooding forming ammonia which is poisonous to the crops causing a burning effect on leaves.
  • Chemicals: some may be toxic.
  • Poor weather: Extremes of day and night temperatures.
  • Stress: such as irregular watering as in tomato blossom end rot.

Control of Crop Diseases

  • Cultural method: This involves use of
  • Healthy planting materials.
  • Practicing field hygiene.
  • Proper seedbed preparation.
  • Proper spacing.
  • Heat treatment of the planting materials for example sugar cane.
  • Proper drying of cereals and pulses to 13%M.C.
  • Growing disease resistant varieties.

Legislative Method

  • Involves the imposing of regulations and laws especially in case of disease outbreaks to prevent the introduction and spread of diseases.

Chemical Control

  • Used as a last resort.

Chemical control measures include:

  • Seed dressing before planting.
  • Soil fumigation to control soil borne diseases.
  • Spraying: application of fungicides.

 

 

Crop Production VI

(Field Practices II)

 

Introduction

  • There are many crops cultivated in Kenya.
  • These crops are grown for various uses and require different ecological conditions.

Definitions:

  • Hybrids These are crop varieties developed by crossing two pure lines.
  • Composites – These are crop varieties developed through repeated mass selection.
  • Cultivars – these are varieties of crops which are cultivated in a given area.

Maize

  • Main growing areas: Trans-Nzoia, Nakuru, Uasin Gishu, Laikipia districts and others.
  • Ecological Requirements
  • Altitude: Upto 2000m above sea level.
  • Temperature: About 25°C
  • Soils: Freely draining, fertile loam soils.
  • Rainfall: 750-12S0rnm critical at silking and pollination stage.
  • Varieties
  • High altitude areas: Hybrids 611, 613 and 614C.
  • Medium altitude areas: 511,512,622 and 632.
  • Marginal rainfall areas: Katumani composite and Makueni composite.
  • Coast regions: Coast composite and Katumani composite.

Seedbed Preparation

  • Ploughing should be deep and done during the dry season to eradicate weeds.
  • Require medium tilth.
  • Plant spacing 75-90cm x 20-30cm.
  • Planting done at the onset of the rains. This helps to reduce pest attack.
  • Dry planting in areas with inadequate rainfall is necessary.

Field Maintenance:

  • Apply phosphatic fertilizer during planting at a rate of 120kg/ha P2O5
  • Also nitrogenous fertilizers as top dress at the rate of 200kg of ASN or CAN.
  • Control weeds by cultivation, use of appropriate herbicides, uprooting, slashing and mulching.

 

 

Pest Control

  • Maize Stalk Borer:
  • Nature of damage: Boring the leaves causing windowing effect, boring the stems and cobs.
  • Control: Destruction of previous years crop residue, closed season and apply chemicals
  • Maize Weevils:
  • it is a storage pest.
  • Damage: Bores holes into the maize grains, eating the contents.
  • Control: Proper hygiene and sanitation in the stores.
  • Use of chemicals such as Actellic Super.

Disease Control:

  • Rust
  • Cause:
  • Symptoms: Red or brown pustules on the. leaves.
  • Control: Plant resistant varieties and crop rotation.
  • Smuts
  • Cause: Fungus
  • Symptoms: Black sooty mass of spores on maize heads or cobs(ear).
  • Control: Crop rotation, growing resistant varieties and destruction of affected plant parts.
  • Maize Streak Virus
  • Cause: Virus
  • Symptoms: Yellow longitudinal stripes parallel to the midrib.
  • Control: Certified seed, early planting and rogueing.

Harvesting

  • Harvest the crop 3-9 months after planting depending on variety.
  • Maize stalks are cut and stocked in the field.
  • Cobs removed by hand.
  • For large scale harvesting, combined harvesters are used.
  • Yields about 3,OOOkg and 4500kg/ha.

Bulrush Millet

Areas where grown:

  • Lower areas of Kirinyaga,
  • Embu,
  • Meru,
  • Parts of Machakos
  • Kerio Valley.

Ecological Requirements

  • Altitude: Does well in areas below 1200m.
  • Rainfall: 500-600mrn per annum.
  • Soils: Light sandy soils.
  • Varieties: Serere 2A, 3A, 6A, 17, 16/9

Seed Bed Preparations

  • Ploughing of land during the dry season.
  • Soil should be of fine tilth since the seeds are small.

Planting:

  • Done at the onset of the rains.
  • Planted by broadcasting and row planting at a spacing of 60cm x 15cm.

Field Maintenance:

  • Weeding is done until tillering.
  • Top-dressing is done by use of sulphate of ammonia.

Pest Control

      Birds

  • Nature of Damage: Eats the seeds at milky stage.
  • Control: Bird scaring devices.

Disease Control

Ergot

  • Cause: Fungus.
  • Symptoms: Heads become sticky.
  • Control: Use of certified seeds, crop rotation and destruction of affected crops.

Downy Mildew

  • Cause: Fungus.
  • Symptoms: Long, whitish lines on the leaves.
  • Control: Crop rotation and field hygiene.

Harvesting

  • Done by cutting off the heads.
  • Drying of the heads.
  • Threshing and winnowing of the grains.
  • Stored under well ventilated dry conditions.
  • Yields about 1000kg/ha with good management.

Finger Millet

  • Areas where grown: Western Kenya and Uganda.

Ecological Requirements

  • Altitude: 0-2400m above sea level.
  • Rainfall: 900mm, drought resistant in the early stages.
  • Soils: Free draining fertile soils.

Varieties:

  • Serere varieties developed at Serere in Uganda.
  • Ultra lupin
  • 5.18 oats.

 

Land Preparations

  • The seedbed should be thoroughly prepared to a fine tilth due to the small size of the seeds.
  • It also helps to control weeds.

Field Operations

Planting

  • Finger millet should be planted as early as possible in the season.
  • It is usually broadcasted by hand.
  • If planted in rows, the furrows should be 30-33cm apart and the plants should be thinned to 5cm apart within the rows.

Fertilizer Application

  • Sulphate of ammonia at the rate of 125kg/ha is recommended for topdressing finger millet.

Weed Control

  • Clean seedbed preparation
  • Uprooting

Pest Control:

  •  Birds are controlled through scaring.

Disease Control

Head blast:

  • Cause: Fungus
  • Symptoms: Brown spots with grey centres on the leaves and stems below the inflorescence.
  • Control: Use of resistant varieties.

     Harvesting

  • Individual heads are cut with knives.
  • Heads are dried, threshed and winnowed.
  • Yields  1650kg/ha with good management.

 

Sorghum

  • It is grown in Western, northern, Rift Valley, Eastern and some parts of Central Province.

    Ecological Requirements

  • Altitude: 0-1500m above sea level.
  • Rainfall: 420-630mm. It is drought resistant.
  • Soils: Fairly fertile and well drained soils.

  Varieties

  • Dobbs variety.
  • Serena variety.

  Field Operations

  Planting

  • Broadcasting the seeds on the firmly prepared seedbed.
  • Intercropped with other crops especially maize and beans.
  • Can be planted in pure stands at a spacing of 60cm x 15cm

  Fertilizer Application

  • Responds well to farmyard manure (FYM).
  • Inorganic fertilizers are not commonly used in growing sorghum.

 Pest Control

  • Bird pests: They are the most common sorghum pests.
  • They include
  • quelea,
  • aethiopica (Sudan Dioch),
  • weaver birds,
  • starling bird
  • bishop’s bird.
  • They are controlled through;
  • killing them using explosives,
  • poison spraying in their breeding places
  • use of flame throwers.
  • Sorghum shoot-fly controlled by early planting, closed season and application of insecticides.
  • Stem borer – control by use of insecticides and field hygiene.

 

Disease Control

       Common sorghum diseases include:

  • Leaf blight
  • Anthracnose.
  • Sooty stripe.
  • Loose smut
  • Head smut

       Smuts are controlled by seed dressing-while the other diseases are controlled by growing resistant varieties.

Harvesting

  • Sorghum is ready for harvesting 3-4 months after planting.
  • Heads are cut off using a sharp knife after which they are sun-dried, threshed, winnowed and stored.
  • Up to 3000kg/hectare can be obtained with good management.

 

Beans

  • Grown in all provinces where maize is grown.

Ecological Requirements

  • Altitude: 10.00-2100 metres above sea level.
  • Rainfall: Average of 62Smm per annum.
  • Soils: Well drained loamy soils rich in organic matter.

Varieties

  Varieties for dry beans:

  • Rose Coco,
  • Mwezi Moja,
  • Canadian Wonder,
  • Wairimu,
  • Haricot,

   Variety for canning: Mexican 142.

   Varieties for French Beans:

  • Primeur,
  • Long Tom,
  • Saza,
  • Master Piece
  • Monel.

Seedbed Preparation

  • Land should be prepared early.
  • Primary and secondary cultivation done to control perennial weeds.

Seed Selection and Treatment

  • Select wholesome seeds free from damage and wrinkles.
  • Seeds are dressed against bean fly.
  • Seeds should be inoculated with appropriate bacteria (none dressed seeds)

Planting

  • Planted at the onset of the rains.
  • Spacing 30-45cm x 15cm.
  • Apply phosphatic fertilizer during planting time.
  • Plant 2-4 seeds per hole.

Field Maintenance

  • Provide sticks for the climbing varieties.
  • Control of weeds through shallow cultivation.
  • Top-dress with nitrogenous fertilizer for example CAN.

PestControl

  • Bean-Fly
  • Nature of damage: Feeds on the stems causing swelling at the roots.
  • This results in wilting and death.
  • Control: Dressing of seeds, early planting and spraying with insecticides.
  • Bean Bruchid (Storage Pest)
  • Nature of damage: Make dark circular windows on the grains.
  • Control: Clean stores, fumigation, and seed dressing.

 

Diseases Control

  • Bean Anthracnose
  • Cause’ Fungus
  • Symptoms: Brown or black lesions on the underside of the leaves, pods and stems.
  • Control: Growing resistant varieties, crop rotation, destruction of crop residues and spraying with fungicides.
  • Bean Rust
  • Cause: Fungus
  • Symptoms: Red brown pustules on the leaves.
  • Control: Planting resistant varieties and spraying copper fungicides.

Harvesting

  • Done during the dry season for dry beans and when the pods are dry.
  • Threshing and winnowing done.
  • Sorting of rotten, off types and damaged ones.
  • Sold to National Cereals and Produce Board when dry.
  • For French beans, pick the pods when soft and green.
  • Market immediately to avoid shrivelling.

 

Rice Production

     Areas where grown;

  • Mwea Tabere Irrigation Scheme
  • Ahero Pilot Scheme in Kano plains.
  • Bunyala in Busia.
  • Bura in Tana River.

Land Preparation

  • Plots of 0.4 hectare are made with bunds constructed around them.
  • Plots are flooded for four days.
  • Rotavators/jembes are used to work the flooded fields on the fifth day.
  • The land is then levelled and allowed to drain.

Water Control

  • During land preparation, water level should be about 7.5-10cm.
  • During levelling water level should be  5cm
  • Water is drained off completely for direct sowing.
  • For transplanted rice, water level should be 5cm at transplanting.
  • Water level should be maintained at 1/3 the height of plant until maturity.
  • Water should be allowed to flow slowly through the fields.
  • Old water should be changed every 2- 3 weeks if the flow of water is not possible.
  • Water introduced should always be warm to ensure pollination.

Fertilizer Application

  • S.A applied in the nursery.
  • Rate of 25kg SA for every nursery unit of 18.5m x 18.5m.
  • Phosphatic fertilizers broadcasted in the field.
  • Rate of 120kg ha DSP before planting.
  • S.A applied in the field in two splits before and after transplanting at a rate of 250kg/ha

Flooding in Rice

Flood water in rice production is important for the following reasons;

  • It provides good conditions for growth such as high humidity.
  • Kills soil organisms.
  • Prevents denitrification.

Weed Control

  • Controlled through flooding.
  • Appropriate herbicides such as propanil and butachlor are also used.

Harvesting of Industrial Crops

  • cotton, pyrethrum, sugarcane, coffee and tea.

Harvesting of Cotton

Stage of harvesting

  • Takes 4 months to mature.
  • Harvest when bolls are dry and fully opened.

Method and Procedure

  • In Kenya cotton is picked manually.
  • Sort out grade AR (safi) from grade BR
  • (fifi) into separate containers.

Precautions

  • Harvest during dry conditions to prevent dirtifying the lint.
  • Avoid use of gunny bags to prevent contamination.
  • Avoid picking leaves.
  • Harvest on weekly basis.

Harvesting of Pyrethrum

Stage of harvesting

  • Takes 3-4 months to mature.
  • Harvest the flowers with disc florets which have assumed a horizontal position.

Methods and Procedure

  • Pyrethrum is picked manually.
  • Flowers are picked by twisting the heads so that no stem is attached.

Precaution

  • Clean harvesting should be done.
  • Avoid picking leaves.
  • Flowers are placed in woven baskets.
  • Overblown flowers are picked and thrown off.
  • Pick the flowers when the dew is dry.
  • Harvested flowers should be taken to the factory the same day.
  • Avoid compaction of flowers in the basket.
  • Harvesting interval, once in two weeks during the wet season and once in a month during the dry season.

Harvesting Sugarcane

Stage of harvesting;

  • Take 14-20 months for the plant crop to mature and 12-16 months for the ratoon crop.
  • Sampling of cane is done before harvesting to ascertain the correct sugar content.

Methods and Procedures

  • Cut the cane at the ground level to avoid yield loss.
  • The green tops are removed from the canes.
  • Harvesting matchet is used for cutting the cane.

Precaution

  • Cane should be harvested immediately at maturity to avoid lowering quality.
  • The green tops should be removed immediately after cutting to avoid reduction of sugar content by enzyme invertase.
  • Burnt cane should be harvested immediately after burning to prevent rapid inversion to monosaccharides.
  • The cane should be processed within 48 hours.

Harvesting of Coffee

Stage of harvesting;

  • Takes 2-4 years depending on the pruning system.
  • Harvest only ripe berries.

Methods and Procedures;

  • Hand picking is done so that ripe berries can be selected.
  • During picking hooked sticks can be used to bend the tall trees.

Precautions

  • Only the uniformly ripe berries should be picked.
  • Over-ripe and under-ripe berries should be dried and sold as buni.
  • Ripe cherries should be processed on the same day they are picked.

Harvesting Tea

Stage of harvesting

  • It takes 2-4 years for tea to mature depending on the method of bringing young tea into bearing.

Method and Procedures

  • Tea harvesting is known as plucking.
  • Fine plucking – 2 leaves and a bud are removed.
  • Coarse plucking – 3 leaves and a bud are removed.
  • A straight fitto(straight stick) is used to guide the plucker on the plucking table.
  • Tipping is done by cutting off shoots that appear above the fitto.

Precautions

  • Plucked tea is placed in woven (well ventilated) baskets to prevent fermenting before it reaches the factory.
  • The plucked tea should be kept in a cool place awaiting transport.
  • It should be processed within the same day of harvesting.
  • Harvesting is done on a weekly basis under wet conditions and once after every two weeks under dry conditions.

Forage Crops

 

 

Introduction

  • These are plants which either grow naturally or are cultivated by man to be used for feeding livestock.
  • The term forage crops include pasture and fodder crops.
  • Fodder crops are purposely grown for feeding livestock.
  • They are cut or uprooted when ready
  • Pasture is a ground cover of grass or a mixture of grass and legumes grazed directly or cut and fed to livestock.

 

Classification of Pastures

  • According to type of stand.
  • Either pure
  • Mixed stands.
  • According to ecological zones .
    • Low altitude,
    • Medium altitude,
    • High altitude pastures
  • According to the establishment .
  • Natural
  • Artificial pastures.

Examples of grasses

  • Napier,
  • Rhodes,
  • Setaria,
  • Molasses,
  • Congo signal,
  • kikuyu,
  • star,
  • Guatemala,
  • Sudan

Examples of legumes;

  • Lucern,
  • Clover,
  • Desmodium,
  • Glycine,
  • Stylo,
  • Centrio,

 

Pasture Establishment

 

     Seedbed Preparation

 

  • This involves clearing the land, primary and secondary cultivation to a fine tilth because the seeds are small.
  • This is done during the dry season.

 

     Selection of planting materials

  • Select seeds of high germination percentage,
  • Free from impurities or buy certified seeds.
  • If vegetative materials are used, select from high yielding, vigorous-growing and healthy plants.

 

    Treatment of legume seeds

  • Legume seeds are inoculated with the correct strain of bacteria which fix nitrogen for the crop.

    Planting

  • This is done at the beginning of the rains

     Methods of sowing are;

  • Direct sowing,
  • Under sowing,
  • Over-sowing

 

Oversowing

This is introduction of a pasture legume in an existing grass pasture.

Undersowing

The establishment of a pasture in an already existing crop which acts as a cover crop.

     Seeds  rate depend;

  • On purity of seeds,
  • Pasture species
  • Whether pure or mixed stand.

Apply phosphatic fertilizer when planting and later top-dress  with nitrogenous fertilizer.

 

Pasture management

  • Re-seeding or gapping; Re-seeding is done if the grass is completely denudated.
  • But if partially, gapping can be done
  • Control of weeds by slashing, uprooting and mowing
  • Fertilization of pastures-done by use of manures and nitrogenous fertilizer.
  • Topping;This is the removal of stemmy fibrous material left behind after grazing.It allows new growth  after the rains
  • Control of pests-done by trapping of moles, use of pesticides and biological means.

Pasture Utilization

  • Pastures should be utilized at maturity when nutritive value is high.

       It is utilized through the following methods:

  • Direct grazing – this can be done through rotational grazing or herding.
  • Zero grazing – this is where the pasture is cut and fed to the animals in the stalls.

 

Common fodder Crops

Edible Cana

  • Altitude: 1500 – 2000m above sea level.
  • Establishment: Young tubers or bulbs are used.
  • Spacing: 1m x 1m.
  • Management: Does well with application of farmyard manure and requires fertile land.
  • Utilization: Tops and tubers are sliced and fed to livestock.
  • Conservation: Bulbs or tubers are sliced and stored.

   Napier Grass

  • Altitude: 0 – 2000m above sea level.
  • Establishment: Stem cuttings or splits.
  • Spacing: 1 m x 50cm.

Management:

  • Apply phosphatic fertilizers during planting time.
  • Top-dress with nitrogenous fertilizers in split application.
  • Clean weeding when young.
  • Cut when 6-8 weeks or 1m-1.5m in height.
  • Utilization: Cut stem is fed to livestock.
  • Conservation: Ensiled when in plenty.

Types of Napier Grass:

  • Bana grass (broad-leaved with hairy leaves)
  • Clone (thin-stemmed and hairless)
  • French Cameroon (thin-stemmed and not hairy).
  • Pakistan hybrid (thin-leaved with hairy leaves).
  • Used for silage making.

Lucerne

  • Altitude: 1500 – 2500m above sea level.
  • Soil: Deep red soil are ideal.
  • Establishment: Inoculated seeds are planted 30-50cm apart in the rows.
  • Management: Weeding and fertilizer application.
  • Utilization: Cut wilted and fed to livestock before flowering stage.
  • Conservation: Hay, silage, dried materials such as cubes or pencils.

 Mangolds

  • Is a root crop.
  • Root is utilized as livestock feed.
  • Ripe ones are used.

 Kales

  • Leaves used as livestock feeds.

 Guatemala Grass

  • Leaves and stems used as livestock feed.

  Sorghum Grass

Two varieties:

  • Columbus grass
  • Sudan gras
  • Established from seeds which are drilled or broadcasted.
  • Columbus grass should be dried before feeding to animals to avoid hydrocyanic and prussic acid poisoning.

Desmodium (Desmodium spp)

Two varieties ;

  • Green leaf
  • Silver leaf.
  • Established from seeds on thoroughly prepared clean beds.
  • Can also be inter-planted with Napier grass.
  • Cut and wilted before feeding to livestock.

Agroforestry, trees used as fodder crops include:

  • Leucaenia
  • Calliandra
  • Atriplex
  • Sesba

Forage Conservation

Forage can be conserved as;

  • Hay,
  • Silage
  • Standing forage.

Importance of forage conservation:

  • To reserve excess forage for use during time of shortag
  • To avoid unnecessary wastage of f
  • Conserved forage can be sold.
  • To have sustained supply of feed for livestock throughout the year.

Methods

Hay Making

  • This is the dehydration of green pastures to a moisture content of 16-20 per cent:

Steps in hay making:

  • Cut the crop when the sun is shining.
  • Dry the materials for 1-2 days.
  • Windrow the dry material to allow for further drying.
  • Bale the dry materials for storage.
  • Store under shed or shelter.

Factors Determining Quality of Hay

  • Stage of growth at which forage is harvested.
  • Leaf content of the forage material.
  • Method of handling and curing the hay.
  • Form in which material is fed to livestock.
  • Species of forage used.
  • Amount of foreign materials in forage.

 Silage Making

  • This is a feed produced by conserving forage in succulent form through the process of fermentation by anaerobic bacteria.

Steps in silage making:

  • Cut the crop and transport it to the silo,
  • Material with a high moisture content is wilted in the sun for 4-48 hours before ensiling .
  • Material is chopped to reasonable size pieces before filling in the silo.
  • Spread the chopped material evenly.
  • Check temperature if below 31°C, needs further filling; if above 31 °C compaction is necessary.
  • Filling should be complete by the end of the third or fourth day.
  • The silo is covered with 15cm of straw, sawdust then 15cm of soil to make it air and water tight.
  • A trench is dug round the silo to keep off surface water.

Factors Affecting the Quality of Silage

  • Maturity stage of the crop when cut.
  • Type of crop.
  • Moisture content of the material
  • Additives such as molasses.
  • Degree of compaction.
  • Size of pieces ensiled.
  • Amount of foreign materials included in the silage.
  • Amount of leaf of the ensiled material.

Standing Forage

  • This is forage left in the field to be used during the dry season.

Livestock Health III: (Diseases)

 

Introduction

Livestock diseases are classified according to causative agents as follows:

  • Protozoan diseases -caused by protozoans.
  • Bacterial diseases – caused by bacteria:
  • VIral diseases – cause by virus.
  • Nutritional diseases – brought about by nutritional disorders.

Protozoan Diseases

  • East coast Fever (ECF).
  • Anaplasmosis (gall sickness)
  • Coccidiosis
  • Trypanosomiasis (Nagana)

East coast Fever

  • Animals attacked: Cattle
  • Cause: Protozoan. (Theileria parva)
  • It is a tick-borne disease transmitted by red-­legged tick and brown ear tick.

Symptoms

  • Rise in body temperature.
  • Swelling of lymph glands below the ear.
  • Difficulties in breathing.
  • Dullness.

Control and Prevention

  • Control of vectors through dipping and fencing.
  • Treatment by use of clexon in the early stages.

 

Anaplasmosis (gall sickness)

 

Animals attacked:

  • Cattle between 2 months and 2 years.
  • Poult
  • Lambs and kids.
  • Rabbits.

 

Cause: Protozoan (Anaplasma marginale)

  • Transmitted by the blue tick
  • contaminated surgical instruments and hypodermic needles.

Symptoms

  • Fever/rise in body temperature.
  • Constipation or hard dung.
  • Paleness in the gums, eyes and lips.
  • Drop in milk production.

Control

  • Tick control.
  • Intramuscular injection of antibiotics and iron giving injections.
  • Coccidiosis

 

Coccidiosis of Poultry

  • Cause: Protozoan (Eimeria spp.)

Symptoms

  • Sudden death of chicks.
  • Whitish, yellow and blood stained diarrhoea.
  • Ruffled feathers.
  • Chicks become paralysed before dying.
  • Chicks become anaemic and dull.

Control

  • Disinfection of chick house.
  • Prevention of contamination of food and water with droppi
  • Use of prophylatic drugs for example, Coccidiostats.

Trypanosomiasis (Nagana)

  • Animals attacked: cattle, sheep and goats.
  • Cause: Protozoan of the trypanosome species,
  • Vector-tsetse flies.

Symptoms

  • Fever.
  • Dullness.
  • Anorexia/loss of appetite.
  • Loss of body condition/emaciation.
  • Swollen lymph nodes.
  • Lachrimation which leads to blindness.
  • Diarrhoea
  • Rough coat and sometimes without hair and may be cracked.
  • Swelling in parts of the belly.
  • Drop in milk production in lactating cows.
    • /’
  • Loss of hair at tail end.
  • Anaemia.
  • Abortion may occur in pregnant females.

Control

  • Treating animals with trypanocidal drugs.
  • Effective  vector (Tsetse flies)control
  • Confinement of wild animals in game parks.

 

Bacterial Diseases

  • Fowl typhoid
  • Foot rot.
  • Contagious abortion.
  • Scours.
  • Blackquarter.
  • Mastitis.
  • Anthrax.
  • Pneumonia.

Fowl Typhoid

  • Animals attacked: All domestic birds which include chicken, turkey and ducks.
  • Causes: Bacteria (Salmonella gallinarum}

Symptoms

  • Depression/appearing very sick.
  • Respiratory distress.
  • Dullness.
  • Drooping wings.
  • Sleepy eyes.
  • Anaemia resulting in pale and shrunken
  • combs and wattles.
  • Greenish yellow diarrhoea.

Control

  • Killing all affected birds and proper disposal of the carcasses.
  • Maintaining hygiene in the poultry house.
  • Ensuring that the house is dry and well ventilated.
  • Obtaining chicks from reliable sources.
  • Treatment using sulphur drugs which are mixed in drinking water or mash.
  • For example: application of Furazolidone (Furazol) at the rate of 0.04% in mash for 10 continuous days treats the disease effectively.

Foot Rot

  • It is also referred to as foul-in-the foot.
  • Animals attacked: cattle, sheep and goats.
  • However, it is most serious in sheep.
  • Cause: Bacteria (Fusiformis necrophorus and Fusiformis nodosus).

Symptoms

  • Animal’s foot becomes swollen.
  • Lameness is observed.
  • Pus and rotten smell come out of the hoof.
  • Sheep are found kneeling while grazing when the front feet are affected.
  • Animals spend most of their time lying down when the hind feet are affected.
  • Emaciation due to lack of feeding.

 

Control

  • Hygiene in the living places.
  • Regular foot examination and hoof trimming.
  • Use of a foot bath of copper sulphate solution at 5-10% solution or formalin at 2-5% solution.
  • Treating wounds on the feet with antiseptics.
  • Affected animals should be given antibiotic injections.
  • Isolation of sick animals from healthy ones.
  • Avoid dampness and muddy conditions.

Contagious Abortion (Brucellosis/ Bangs Disease)

  • Animals attacked: cattle, sheep, goats and pigs.
  • It also affects ma
  • Cause: Bacteria
  • Brucella abortus in cattle,
  • Brucella suis in pigs
  • Brucella malitensis in goats and sheep.

Symptoms

  • Spontaneous abortion or premature birth.
  • Retained placenta if abortion occurs during the later stages of pregnancy.
  • Infertility in cows while bulls have low libido and inflamed testis also known as orchitis.
  • A yellowish brown, slimy, odourless discharge from the vulva may occur after the abortion.

Control

  • Use of artificial insemination.
  • Slaughtering affected animals followed by proper disposal of their carcasses.
  • The attendant to the animals should avoid contact with the aborted foetus.
  • A blood test should be carried out for all breeding animals to detect the infected ones.
  • Hygiene in the animals’ houses.

Scours (white Scours)

  • Animals atacked: calves, piglets, lambs and kids.
  • Cause: A bacterium which attacks young animals in the first week of life.

Symptoms

  • White or yellowish diarrhoea.
  • Pungent smelling faeces.
  • Fever.
  • Anorexia/loss of appetite.
  • Listlessness.
  • Sunken eyes.
  • Undigested milk and mucus with blood spots observed in the faeces.
  • Faecal matter sticks to the hind quarters.
  • Sudden death if no treatment is given.

Control

  • Maintaining hygiene in the young animal housing units.
  • Avoiding dampness on the floor of the house.
  • Fingers of the attendant training calves to drink milk from a bucket must be disinfected.
  • Calving should be carried out in a clean area.
  • Have separate attendants for the infected calves to prevent disease spread.
  • Replacing milk with warm water mixture.
  • Treating affected animals with antibiotics.

Black Quarter

  • It is also known as black leg.
  • Animals attacked: All ruminants aged between 8 – 18 months.
  • Cause: Bacteria (Clostridium chauvei and Chauvei septicum)

Symptoms

  • Lameness.
  • Fever.
  • Fast and heavy breathing.
  • Cracking on the swollen parts if touched.
  • Swelling of the affected parts usually the hindquarters, shoulders and chest or back.
  • Dullness.
  • Anorexia.
  • Grunting and grinding of teeth.
  • Animal stops chewing cud.

Control

  • Treating with recommended antibiotics.
  • Vaccinating using black quarter vaccine known as blanthax.
  • Burying the carcass deep or burning it completely.

Mastitis

  • Is an inflammation of the udder.
  • Animals attacked: Goats, cows, pigs and human beings.
  • Cause: Bacteria (Streptococcus spp. or Staphylococcus spp.)

Predisposing Factors:

  • Incomplete milking.
  • Injuries on the udder and teats.
  • Weak sphincter muscles of the teats allowing free flow of milk.

Symptoms

  • Milk is watery, blood stained or clotted.
  • Swollen udder

Control

  • Proper milking techniques.
  • Treatment by use of antibiotics.
  • Culling of animals which are often attacked.

Anthrax

  • Attacks all domestic animals.
  • Cause: Bacteria (Bacillus anthracis)

Symptoms

  • Sudden death.
  • High fever.
  • Grinding of the teeth.

Pneumonia

  • It is an inflammation of the lungs.
  • Animals attacked: Calves, kids, lambs, piglets and poultry.

Cause:

  • Bacteria (Mycoplasma mycoides)
  • dust
  • worms in the lungs.

Symptoms

  • Dullness.
  • Anorexia/loss of appetite.
  • Staring coat.
  • Emaciation.
  • Breathing rapidly.
  • Abnormal lung sounds when breathing.
  • Coughing if the chest is pressed.
  • Fluctuating body temperature.
  • Nasal discharge.

Control

  • Keeping young animals in warm pens.
  • Proper sanitation.
  • Isolation of the affected animals.
  • Treating using antibiotics.

 

Viral Diseases

  • Rinderpest.
  • Foot and mouth disease (FMD).
  • New Castle
  • Fowl pox
  • Gumboro
  • African swine fever

Rinderpest

  • Animal attacked: Cattle and wild game.
  • Cause: virus.

Symptoms

  • Harsh staring coat.
  • Rise in temperature.
  • Eye discharge (Lachrimation)
  • Diarrhoea and dysentery.
  • Ulcers in the mouth.

Foot and Mouth Disease

  • Animals attacked: Cattle, sheep, goats and pigs.
  • Cause: Virus .

Symptoms

  • Sharp rise in temperature.
  • Blisters in the mouth, hooves, udder and teats.
  • Loss of appetite.

Control

  • Vaccination.
  • Quarantine
  • nursing wounds with disinfectant.

New Castle

  • Animals attacked: Poultry.
  • Cause: Virus.

Symptoms

  • Difficulties in breathing.
  • Beaks remain wide open and necks are strained.
  • Birds become dull.
  • The birds stand with eyes closed all the time.
  • Anorexia/loss of appetite.
  • Nasal discharges which force the birds to shake their heads to clear it.
  • Birds walk with a staggering motion.
  • Paralysis of wings and legs may occur.
  • Birds have their beaks and wings down.
  • Birds produce watery greenish diarrhoea.
  • Birds lay soft shelled eggs.

Control

  • Killing all birds and burning them followed by cleaning and disinfecting the houses before bringing in new stock.
  • Vaccination should be done during the first 6 weeks and then 2-3 months later.
  • Quarantine.

FowlPox

  • Animals affected: Poultry.
  • Cause: A virus known as avian fox.

Symptoms

Two types of fowl pox with different symptoms.

  • Cutaneous type
  • Diptheritic type

The cutaneous type affects the skin and has the following signs:

  • Injuries on the combs and wattles, legs, vent and under the wings.
  • Loss appetite.

The diptheritic type affects internal membranes and has the following symptoms:

  • Injuries in the inside of the throat and mouth membranes resulting in difficult breathing and swallowing.
  • Eyes and nose produces a watery liquid.
  • Loss of appetite.
  • Dullness.
  • Emaciation.

Control

  • Killing all affected birds followed by proper disposal of their carcasses.
  • Vaccinating remaining healthy birds.

Gumboro

  • It is also referred to as poultry AIDS.
  • Animals attacked: Poultry.
  • Cause: A virus known as Birma virus.

Symptoms

  • The glands above the vent (bursa) become swollen.
  • Drop in egg production.
  • Birds develop respiratory distress.
  • Loss of appetite.
  • Low water intake by birds.
  • Loss of immunity making the birds more susceptible to opportunistic diseases.

Control

  • Vaccination.
  • Administering vitamins and especially

African Swine Fever

  • Animals attacked: All domesticated pigs.
  • Cause: A virus known as Irido virus.

Symptoms

  • Fever.
  • Loss of appetite.
  • Depression/dullness.
  • Emaciation.
  • Coughing.
  • Nasal discharge.
  • Diarrhoea in serious conditions.

Control

  • Vaccination.
  • Quarantine.
  • Killing all affected animals and proper disposal of their carcasses.
  • Double fencing to keep wild animals away.

Nutritional Diseases/Disorders

Milk Fever

  • It is a non-infectious disease brought about by calcium deficiency in animals which have recently given birth.
  • Animals attacked: Cows, goats and pigs that have recently given birth.

Causes:

  • Due to low calcium levels in the blood.
  • Which leads to an increase in the magnesium and sugar level in the blood.
  • Mostly occurs in high producing cows in the first few months of lactation.
  • This is because these animals loose more calcium through milk secretion than they are getting from the diet.

Symptoms

  • Dullness.
  • Muscular twitching causing the animal to tremble.
  • Staggering as the animals move.
  • Animal falls down ands becomes unconscious.
  • The animal lies down on its side and the whole body stiffens.
  • Body functions such as urination, defecation and milk secretion stops.
  •  Stomach contents are drawn into the mouth which later cause lung fever when breathing in.
  • Loss of appetite.

Treatment

  • Intravenous injection of soluble calcium salt in form of calcium boro-gluconate ,60gms dissolved in 500cc of water.
  • Keeping the animal in a comfortable position on its sternum.
  • Giving fresh water.

Note: The animals suffering from milk fever should not be given medicine orally for   the following reasons:

  • It will not be able to swallow medicine.
  • The medicine may get into the lungs thereby promoting lung fever.

Control

  • Partial milking for the first 10 days.
  • High yielding cows should be given rations containing phosphorus and calcium.
  • Giving high doses of Vitamin D.

Bloat

  • Animals attacked: Cattle and sheep.
  • Cause: Accumulation of gases as a result of fermentation in the rumen.

Symptoms

  • The left side is blown up.
  • Sudden death.

Control

  • Relieve by use of trocar and cannula.
  • Chasing the animal around if noticed early.
  • Drenching by use of stop bloat.
  • Feeding ruminants with dry roughages during the wet season before grazing on lush pastures.

Livestock Production V (Poultry)

Introduction

  • Poultry industry in Kenya has developed tremendously due to the use of artificial incubation and brooding and easy availability of hybrid birds, both eggers and broilers.
  • Poultry production has become an easy source of income and food for the rural as well as the urban communities.
  • The term poultry includes domestic birds such as turkeys, ducks, geese, pheasants, doves and pigeons.
  • Of late ostrich farming has become a lucrative activity.
  • Poultry production starts with incubation of eggs.

 

 

 

Parts of an Egg

  • Shell
  • Forms 10-12% of the whole egg content.
  • Made of calcium and phosphorus.
  • Protects the inner egg contents.

 

  • Shell membrane
  • Made of inner and outer membranes.
  • Lining of the egg shell.

 

  • Constitutes 1 % of the total egg content.
    • Albumen (egg white)
  • About 55-60% of the total egg content.
  • It is divided into chalaza, thick and thin albumen.

 

  • Chalaza holds the egg yolk in position.
  • Albumen serves as food for the chick.
    • Yolk
  • 30-33% of the total egg content.

 

  • Supply embryo with nutrient
  • Germinal disc -The embryo which develops into a chick if fertilized.
  • Vitelline membrane – Gives the yolk its round shape.
  • Air sac
  • Keeps the egg fresh by allowing gaseous exchange.
  • Provides oxygen for the embryo

Egg Candling:

  • This is the practice of determining the internal qualities of an egg by examining it against a light source.

Procedure

 

  • The egg is placed on a hole made on a .cardboard box.
  • This is called a candling box.
  • A source of light is placed in the box directly under the egg.

 

  • The observer then looks through the egg against the source of light below.
  • Abnormalities on and within the egg can be seen through the translucent shell.

 

Incubation

  • Involves the provision of fertile eggs with the proper condition for embryonic development.

 

Selection of Eggs for Incubation

 

  • Should be fertile.
  • Should be of medium size about 55- 60gms in weight.
  • Should have smooth shell.
  • Should be oval shaped.
  • Should not be cracked.
  • Eggs should be clean to ensure that pores are open.
  • Should not have abnormalities such as blood spots, meat spots and double yolk.                .
  • Eggs should not be more than 5 days old.
  • Eggs should be fresh that is collected within one week.

Internal egg qualities can be determined through the egg candling process.

Methods of Incubation

Natural Incubation

  • This involves the use of a broody hen which sits on the eggs to provide them with conditions necessary for hatching.
  • Takes 20-21 days.
  • The hen is given about 10-15 eggs.

Signsof Broodiness in Poultry

  • Tendency to sit on an egg after laying.
  • Moulting of the hen.
  • Making some noise at the laying nests.
  • Feathers are raised.
  • It becomes aggressive when disturbed.
  • It stops laying.

Preparation and Management of Natural Incubation

  • The hen is given “China eggs” to sit on to induce broodiness.
  • When broody the hen should be provided with a nesting nest or a saucer­shaped nest scooped on the ground.
  • The nest shall be lined with soft bedding and fertile eggs provided.
  • The eggs are set in the evening or night.
  • The bird is dusted to control external parasites.
  • The hen is allowed t hour outside to feed and exercise everyday.
  • Broken eggs should be removed immediately.
  • The hen should not be disturbed.

Advantages of Natural Incubation

  • It is cheap.
  • High hatchability.
  • Low risk involved.
  • Useful in small scale production.
  • Less skill is required.
  • Less laborious.

Disadvantages of Natural Incubation

  • Egg production is low because the hen will not lay eggs during incubation.
  • It is not possible to plan when to incubate.
  • If the hen dies the eggs will be destroyed.
  • If the hen deserts the eggs or refuses to sit on them the farmer will incur losses.
  • Only few chicks can be hatched at a time by one hen.
  • Diseases and parasites could easily be transmitted to the chicks.

Artificial Incubation

  • This is the use of artificial device known as an incubator for hatching eggs.

Conditions Necessary for Artificial Hatching of Eggs

  • Temperature – maintain at 37.5°C-39.4 °C throughout to control the rate of embryonic development of the chick. High or low temperatures are lethal.
  • Ventilation – Good air circulation.
  • Carbon dioxide: oxygen ratio maintained at 0.03%:21 %.
  • Relative humidity – Maintained at 60%.
  • High humidity leads to marshy chicks
  • low humidity the chick may stick to the shell.
  • Turning of Eggs –
  • Done 3-4 times a day to facilitate uniform distribution of heat for uniform development of chick.
  • Turn slowly 180 ° clockwise along the axis to avoid breaking the blood v
  • Some incubators have automatic turning mechanism.
  • Cleanliness – cleaning and disinfecting the incubator with formaldehyde solution.

Advantages of Artificial Incubation

  • It facilitates large scale production of chicks.
  • Incubators are always ready when needed.
  • Artificial incubation leads to higher egg production because broodiness in the hens is not required, so there is more time for laying eggs.

Disadvantages of Artificial Incubation

  • High initial capital in buying an incubator.
  • High level of management and attention is required.
  • It is not economical for only a small number of eggs.
  • High risks involved in turning the eggs.

Brooding and Rearing of Chicks

  • Brooding is the rearing of day old chicks upto 8 weeks old for the layer chicks and 2 weeks for the broiler chicks.
  • For successful brooding the source of the chicks should be considered.

Sources of Chicks

The following factors should be considered:

  • The reputation of the supplier (hatchery).
  • Time taken by the chicks in transit.
  • Proper sexing and breed identification.

Brooding

Natural Brooding

  • A hen is allowed to take care of the chicks.
  • She provides them with warmth and security.
  • She stays with the chicks for 8 weeks and then rejects them.

Advantages

  • It is cheap.
  • Less labour is needed.
  • Suitable for small scale.

Disadvantages of Natural Brooding

  • Not possible to produce large numbers of chicks.
  • The hen goes off laying during brooding time.
  • Only possible when a broody hen is available.

Artificial Brooding

  • The chicks are raised artificially in a structure known as a brooder until they are 8 weeks old.

Brooder Requirements

  • Temperature – should be about 35°C in the 15th week and reduced to 21°C by the 8th week.
  • Litter – wood shavings which are capable of absorbing 60% moisture without showing wetness should be used.
  • Space confinement – Done by use of hardboards which are about 25cm high and form a circular space. A space of 1m2 for 25 chicks is required.
  • Feeders and waterers – should be enough for the chicks and evenly distributed in the brooder.
  • Ventilators – windows should be enough to allow proper air circulation but direct draught should be avoided.

Types of Heaters in the Brooder

  • Electric heaters – one ordinary bulb 100 watts can raise 30 chicks.
  • One infra­red bulb 240 watts can raise 100 chicks.
  • Kerosene burners – Hurricane lamps can raise 100 chicks.
  • Charcoal burners – these are specially made jikos with heat deflectors.

Brooder Management

Preparation Before Chicks Arrive

  • Start 2-3 days before arrival.
  • The brooder house should be cleaned to remove old litter and then disinfected.
  • New litters 5-1Ocm high should be put in and covered with absorbent materials/news papers.
  • Equipment should be cleaned, disinfected and tested to make sure that they are working.
  • The brooder is lit about 6 hours before the chicks arrive.
  • Feed and water should be placed into shallow containers.
  • Brooder space should be confined with a hard board to prevent chicks straying far from the source of heat.

Management After Arrival of the Chicks

  • Chicks are placed in the brooder during the day to familiarize with the brooder.
  • If chicks arrive stressed and weak they should be given glucose solution in the waterers.
  • In case the heat source is charcoal burners they should be covered with wire mesh.
  • Feed chicks with chick mash which is later mixed with growers mash as the chicks grow.
  • Clean water should be provided and changed regularly.
  • Constant attention should be given to the chicks for the first 2 weeks.
  • Any vices should be checked and controlled.
  • Any dead chicks should be removed as soon as seen.
  • Ventilation should be used to control the temperature and humidity in the brooder.
  • Constant disinfection is required at the entrance to avoid diseases.
  • Brooder space should be increased as the chicks grow.
  • Debeaking should be done at 10 days old.
  • Vaccination against diseases such as Gumboro after 2 weeks, New Castle at 3-4 weeks and fowl typhoid at 7 weeks.
  • Dusting to control external parasites.
  • Growers’ mash should be introduced gradually at 7 weeks old.
  • Chicks are removed from the brooder when they are 8 weeks old.
  • On average the chick uses about 1.5kg – 2.2kg of chick mash by the time it is 8 weeks old.

 

Temperature Control in the Brooder

If the brooder temperatures are low the following should be done:

  • Brooder space is reduced.
  • Heaters are increased.
  • Ventilators are closed.

If the brooder temperatures are too high the following should be done:

  • Brooder space is increased.
  • Heaters should be reduced.
  • Ventilators should be opened.

Management of the Growers

  • The growers are birds at the age of 9 weeks to the point of lay that is at 18 weeks.
  • Growers should be fed on growers’
  • By this time the growers should be occupying the main poultry house.
  • Sick birds should be isolated and treated.
  • A foot bath for constant disinfection should be placed at the entrance.
  • Each bird is fed 115 gms per day of growers’ mash.
  • Greens and soluble grit should also be provided.
  • Clean water should be provided all the time (adilibitum).
  • Drenching against internal parasites should be done by adding a dewormer into the water.
  • Vermins should be controlled.
  • Litter should be kept dry by turning.
  • Vaccination should be done as required.
  • Layer pullets require dimly lit house.

Management of the Layers

  • Layers’ mash should be introduced at 18 weeks and increased gradually.
  •  The birds start laying at 18-21 weeks.
  • The birds should be vaccinated against New Castle and fowl typhoid.
  • Enough floor space roosts, feeders and waterers should be provided.
  • Each hen should be given 120gms per day of layers’ mash.
  • Clean water should be provided adlibitum.
  • Eggs should be collected twice a day at noon and in the evening.
  • Green leaves should be provided to keep the birds busy thus preventing cannibalism and improve the yellow colour of the yolk.
  • Grains should be given in addition to the layers’ mash at the rate of 65gms per bird per day.
  • Soluble grit or oyster shells should be provided at all times for efficient digestion and strong shelled eggs.
  • Layers should be fed according to their body weight and the rate of egg production for example a 70kg bag should feed 100 layers for 4-5 days.
  • Enough laying nests should be provided at least 1 per 5 layers.
  • The laying boxes should be dimly lit to reduce egg eating.
  • Debeaking should be done when necessary.
  • Broken eggs and dead birds should be disposed off properly.
  • The non-layers and cannibals should be culled.

Management of Broilers

  • Broilers are table birds kept for meat production.
  • They have high growth rates or high feed conversion ratio.
  • The objective is to produce a kilogram of quality poultry meat from less than two kg of broiler feed.
  • The broiler chick requires special broiler feed from day old to 4 weeks of age.
  • Broiler starters’ mash or crumbs should be fed.
  • This contains coccidiostat, high level of protein, vitamins and trace elements for early growth.
  • From 4 weeks to 8 weeks they are given broiler follow-on mash or pellets.
  • This feed contains high level of metabolisable energy to ensure a good cover of subcutaneous fat in the finished broiler.
  • From 8 weeks until slaughter finisher pellets should be given to increase the size.
  • Adequate clean water should be provided at all times (adlibitum).
  • High level of hygiene should be maintained to reduce mortality rate.  
  • Birds should be dusted with appropriate pesticides to control external parasites.
  • Deworming should be done routinely.
  • Vaccination against common diseases should be done.
  • Dead birds should be disposed off properly.
  • Broilers should be kept under deep litter system, the house should be well ventilated and well lit.

Poultry Rearing Systems

  • extensive,
  • semi intensive
  • intensive systems.

The Extensive Systems

Free Range

  • Birds are set free throughout the day to fend for themselves.
  • Birds are confined in night shelters for the night.
  • There is no supplementation.

Advantages

  • Birds eat insects and green leaves therefore less feed is required.
  • Cheap method.
  • Cannibalism and egg eating are reduced since the birds are not crowded.
  • Manure is evenly spread in the runs.
  • Low labour requirement.
  • Birds get plenty of exercises thus helping to keep in good health.
  • No need to provide grit as birds pick it from the soil.

Disadvantages

  • More land is required if a farmer wants to rear many birds.
  • Birds can be stolen or eaten by predators.
  • Eggs get lost in the vegetation or stolen.
  • Eggs get dirty.
  • Difficult to determine layers from non-­layers.
  • Birds get easily infected with diseases and parasites of the area.
  • Breeding programme is not easy to follow.
  • Birds can destroy crops where perimeter fencing is not constructed.
  • Low productivity per unit area.

Semi-Intensive

Fold System

  • Birds are confined in small portable structures called folds.
  • A fold measures 3.5m long, 1.5m wide and 1.5m height.
  • 1/3 of the fold is roofed while the rest is enclosed with wire mesh.
  • Birds get plenty of sunlight.
  • Birds get fresh grass as the fold is moved to new grounds.

Advantages

  • Manure is evenly spread in the field.
  • Less feed is used because birds eat grass.
  • Reduces build up of parasites and diseases since the fold is moved often.
  • Birds are protected from predators.

Disadvantages

  • Few birds are kept per fold.
  • It is laborious since the folds are moved from one place to the other.
  •  Individual egg production record is difficult to keep.
  • The fold does not last long because of
  • high frequency of handling.
  • The return per unit area of land is low.

 

Intensive System

Deep Litter System

  • Birds are confined in a house throughout their life.
  • The floor of the house is made up of litter which accumulates over time.
  •  Enough feeders, waterers and laying boxes are provided depending on the number of birds and space available.
  • Movable roosts and perches made of timber frames should be provided in the house.
  • Stress and vices should be watched closely and controlled.
  • Eggs should be collected as frequently as possible to prevent dirt and egg eating.
  • The house should be dimly lit.
  • The floor space requirement should be 1m2 per 2-3 birds.

Advantages

  • High stocking rate per unit area of land.
  • Low labour requirement.
  • Fast accumulation of manure.
  • There is control of feeding, egg production and movement of birds.
  • Safety of the birds is guaranteed from predators.
  • No loss of eggs.
  • Useful method when rearing breeding stock.
  • Regular cleaning of the house is not necessary since the litter absorbs the droppings.
  • Easy collection of eggs.

Disadvantages

  • High incidence of cannibalism like egg eating, feather plucking and toe pecking.
  • Pests and disease causing organisms accumulate in the litter.
  • Individual records of the birds are not possible.
  • May be difficult to find litter.
  • Eggs become dirty if laid on the floor.
  • Feeders and waterers may be contaminated by the litter.
  • The system encourages broodiness in hens.
  • High infestation of diseases if the management is below standard.
  • If there is a disease outbreak, it can spread very quickly throughout the house due to the communal housing.
  • High cost of building deep litter house.

Battery Cage System

  • Birds are confined in cages which are placed in the poultry house.
  • The cages are made of wire mesh
  • Each cage contains 1-3 birds.
  • Water and feed troughs together with eggs trays are fitted along the front side of the cages.
  • The floor of the cages should be slanting to allow the eggs to roll out of the cages.
  • Droppings from the cages fall from behind for easy cleaning.

Advantages

  • Records are easily kept therefore culling is easy.
  • Birds do not become broody.
  • More eggs are collected due to restricted movement of the hens and complete control of egg eating.
  • Tender meat is obtained from the culls because the muscles have not been toughened much.
  • Handling is easier than in the other systems and individual attention to hens is given.
  • Stocking rate is very high.
  • Vices are greatly reduced.
  • Eggs are clean because hens do not step on them.
  • The system can easily be mechanised.
  • Birds do not contaminate the food and water.
  • Sick birds can be detected easily and isolated for treatment.
  • Wire floors prevent re-infestation of parasitic worms and coccidiosis.
  • No bullying during feeding.
  • Low labour requirement.

Disadvantages

  • Initial costs for cages, equipment and house are excessively high.
  • Requires high level of management.
  • Higher maintenance costs where automation is used.
  • Birds may get fatigue due to lack of exercises thus lowering productivity.
  • In case of disease outbreak, spreading is very fast.
  • Birds develop bruises on combs, breasts and toes as they stick their necks out-to feed and walk in the cages.
  • Not useful when rearing breeding stock and the rearing of broilers.
  • Cannot be used for brooding young chicks.

 

 

Stress and Vices in Chicken

  • Stress is a condition imposed on the birds making them disturbed and uncomfortable.
  • Stress reduces production and brings about poor performance.
  • Vices are habits developed by animals.
  • These affect production and health of the birds.
  • Usually they are bad habits.

Cause of Stress in Poultry

  • Sudden changes in routine management.
  • Presence of strangers in the poultry house.
  • Presence of animals and vermins.
  • Too much noise.
  • Constant and poor handling.
  • Sudden weather changes.
  • Disturbance of the pecking order.
  • Overcrowding
  • Poor hygiene.
  • Disease and pest attack.
  • Lack of food and water.

Control of Stress

  • Poultry house should be kept quiet and constructed away from noise.
  • Poultry house should be insulated to maintain constant temperatures.
  • Parasites and diseases should be controlled.
  • Change in routine management should be gradual.
  • Enough feed and water should be provided.

Vices

  • Feather pecking.
  • Cannibalism (toe and vent pecking).
  • Egg eating.

Pecking and Cannibalism

  • Situation where birds peck at each other resulting in death or injury.

Effects:

  • Feather and body growth rate IS reduce
  • Loss of birds due to death may result from cannibalism.
  • Culling rate is increased (economic loss).
  • The appearance of the carcass is spoiled thereby reducing its market value.

Causes of Cannibalism

  • Overcrowding in the house.
  • High temperatures in the poultry house making the birds uncomfortable.
  • Too bright light.
  • External parasite infestation.
  • Inadequate and incorrect feeding.
  • Idleness of the birds.
  • Greediness of the birds.
  • Disturbances of the pecking order.
  • Prolapses of the rectum which occurs once in a while.
  • Bright light in the lying boxes.

Preventive Measures

  • Ample spacing should be provided on the floor, feeders, waterers and laying boxes.
  • Overheating should be avoided during brooding.
  • The house should be dimly lit for the layers.
  • Laying nests should be darkened and above the groun
  • Dusting should be done to control external parasites.
  • Provide enough balanced ration.
  • Birds should be kept busy.
  • New/strange birds should not be allowed in the house.

Egg Eating

A vice influenced by the following:

  • Presence of broken or soft shelled eggs.
  • Idleness of the birds.
  • Inadequate laying nests.
  • Mineral deficiencies.
  • Bright light in the laying nests.
  • Greediness of the birds.

Preventive Measures

  • Eggs should be collected regularly.
  • Laying boxes raised above the ground.
  • Laying boxes should be darkened.
  • Birds should be given balanced ration.
  • Debeaking should be done as need be.
  • Birds should be kept busy with greens.
  • Birds should be kept according to age groups.
  • Injured birds should be isolated and treated.

Marketing of Poultry Products

  • Poultry products include eggs and meat.

Marketing of Eggs

  • Eggs are delicate and perishable foods and have the highest value when fresh.

The factors considered when sorting out and grading eggs for the market include:

  • Size/weight of the egg – large eggs fetch high prices than small ones. The average weight should be about 57gms.
  • Shape of the egg – The normal egg shape is oval, with a broad end and a narrow end.
  • Cleanliness – Consumers prefer clean eggs.
  • Colour of the shell – Brown eggs are popular with the consumers.
  • Candling qualities – candling is done to determine freshness of the eggs and presence of any other egg abnormalities.
  • Shell texture – should be smooth and without cracks.

Poultry Meat

  • Broilers are slaughtered at the age of 1-2.5months old with a life weight of 1.5-2kgs.
  • The birds are killed and dressed in a clean way before being wrapped in clean bags ready for sale.
  • The meat is sold in hotels and restaurants.
  • Whole birds can be sold live in local markets.

Livestock Production VI (Cattle)

 

Introduction

  • Cattle production is a widely distributed enterprise in Kenya.
  • Most farming communities choose between the exotic and the’ local breeds or their crosses depending on the environmental conditions.
  • Whereas the backbone of beef industry in Kenya is made up of the indigenous animals and their crosses, and based in the somewhat drier areas, the-dairy industry is mainly based on the exotic breeds and their crosses and common in the wetter regions of Kenya.
  • Whatever production undertaken, the returns depend mostly on the management levels provided to these animals.
  • A productive herd starts with good management of the young stock.

Raising of Young· Stock.

  • The young one of cattle is known as a calf.

Feeding Dairy Calves

  • Newborn calves should be given colostrums within the first 3-5 days of their life.
  • Colostrum is important for the following reasons:
  • It is highly digestible.
  • It contains antibiotics.
  • It is highly nutritious.
  • It serves as a laxative.
  • It is highly palatable.
  • Calves can be fed using natural method (direct suckling) or artificially/bucket feeding.

Natural Method

  • In this method, calves suckle the mother directly.

Advantages

  • The calf takes milk at body temperature.
  • The milk is free from contaminants.
  • Less problems of scouring.

Disadvantages

  • Underfeeding of the calf may result.
  • Cows may not let down milk in case the calf dies.
  • Difficult to keep accurate production records.

Artificial/Bucket Feeding

  • The calf is trained to feed from the bucket immediately after birth.

The calf is trained as follows:

  • Well measured milk is put in a clean bucket.
  • Index finger is inserted into the mouth of the calf.
  • The head of the calf is lowered slowly into the bucket until the calf starts to drink the milk.
  • The finger is withdrawn slowly as the calf continues to drink from the bucket.
  • The procedure is repeated until the calf gets used to the process.

Advantages

  • Easy to keep accurate production record/milk yields of the cow.
  • Possible to regulate the amount of milk given to the calf
  • The cow does not need the presence of the calf in order to let down milk
  • Easy to maintain high hygiene standards.

 

Disadvantages

  • Laborious
  • Calf may be given cold milk
  • Equipment used and the stockman may be dirty leading to scours

 

Preparation of artificial colostrums

Ingredients used

  • A fresh egg whipped in 0.86 litres of warm water
  • Litre of warm water
  • One teaspoonful of cod liver oil
  • One tablespoonful of castor oil
  • Note; colostrums is fed to the calves three times a day for the first 4 days of life and thereafter twice a day.

 

Weaning of calves

Early weaning

  • Calf is fed on whole milk up to the tenth week then it is weaned
  • Calf is given milk equal to 10% of its body weight up to the 8th week
  • After 8th week, milk is reduced gradually by 1 kg until weaning
  • Calf is given early weaning concentrates and soft forage

 

Early Weaning Guide

Age in weeks Whole milk(kg/day) Concentrates(kg/day)
1 Colostrums ad libitum
2-3 5
4-5 6 0.25kg/day
6-7 6 0.5kg/day
8-9 5 0.75kg/day
10-11 4 1.00kg/day
12-3 1.50kg/day
14-15 2.ookg/day
16 2.ookg/day

 

Late weaning

  • Calf is fed on whole milk up to the 3rd week, when milk is replaced gradually with skim milk.
  • At the age of 3weeks the calf is introduced to calf pellets or pencils and green fodder.
  • The calf is given plenty of clean water.
  • The calf continues to be given additional skim milk up to the age of 14 weeks when maximum amount of milk is given.
  • Skim milk is reduced from 14 weeks to 16 weeks when weaning is done.

 

      Late weaning guide

Age in weeks Whole milk

(kg/day)

Concentrates

(kg/day)

Skim milk

(kg/day)

1 Colostrums ad libitum
2 3.5
3 4
4 4.5 0.25kg/day 1
5 4.0 0.5kg/day 3
6 3.0 0.75kg/day 5
7 1.00kg/day 7
8-14 2.00kg/day 8
15 2.00kg/day 4
16 2.00kg/day 4

 

Rearing of replacement stock

  • The replacement stock includes young heifers and bulls which have been selected for breeding to replace the old stock.

Management Practice

  • Parasite control-Spraying against external parasites and deworming against internal parasites.
  • Disease control-Calves are vaccinated routinely against diseases such as;
  • Blackquater-at 4 months old.
  • Anthrax and Blackquater at 6 months old
  • Brucellosis – 3-8 months old (heifers).
  • Castration – for male calves not selected for breeding.
  • Identification – Suitable methods are used. It allows proper record keeping.
  • Removal of Extra Teats ;
  • These teats are known as supernumerary teats which make milking of the animal difficult.
  • They are clipped off with teat clippers.
  • Dehorning/Disbudding – The removal of horn buds using suitable methods.

Calf Housing

Requirement of a Calf Pen;

  • Should be clean and easy to clean.
  • Be warm and dry.
  • Have adequate space to allow exercise and feeding.
  • Should be properly lit and allow sunlight for Vitamin D.
  • Have proper drainage to avoid dampness.
  • Draught free to prevent chilling.
  • Be well ventilated to allow fresh air.

 

Types of Pens

These can be;

  • permanent
  • mobile/movable.

Permanent Pens

  • Have a solid floor raised above the ground.
  • The floor should be slanted for drainage.
  • Constructed near the milking parlour.

Mobile/Movable Pens

  • Have an open floor to allow grass into the pen.
  • Easily moved from one place to another to avoid soiling.
  • Kept outdoors in the pastures to allow the calf to nibble on pastures.

Single Housing

  • Calves should be housed singly up to the age of 3 weeks, when they are put in group pens.
  • This is to avoid them licking each other and swallowing hairs which form indigestible balls.

Milk and Milking

  • Milk is the white lacteal substance secreted by the mammary glands of the female mammals.

Composition of Milk

  • Protein – Casein and whey.
  • Fat – Butter fat.
  • Carbohydrates – Lactose
  • Minerals – mainly calcium and phosphorus.
  • Water

Factors Affecting Milk Composition

  • Age of the animal.
  • Conditions of the animal.
  • Stage of lactation and pregnancy.
  • Completeness of milking.
  • Type  of breed.
  • Season of the year.
  • Type of food eaten.
  • Physiological conditions such as diseases.

 

Milk Secretion and Milk Let-down

  • Milk is secreted by the mammary glands which is an accessory gland of the reproductive system.
  • The mammary gland of a cow is known as an udder.

 

 

 

Structure of the Udder

The udder is composed of the following parts:

  • Alveolus cells – synthesize and secrete milk.
  • Lobule – a group of alveolus cells.
  • Lobe – Several lobules grouped together and drained by lactiferous ducts.
  • Gland cistern – space where milk collects from the lobes.
  • Teat cistern – A space where milk collects before emission.
  • Teat -An organ which drains each quarter of the udder.

 

Milk Secretion

 

  • The process of milk secretion is known as lactogenesis.
  • The digested food is taken to the udder via blood vessels.

 

  • In the udder the nutrients are carried into the alveoli cells where metabolic reactions take place to build up these nutrients into milk.
  • A hormone prolactine is secreted by pituitary gland which brings about lactogenesis.
  • The milk secreted is then stored in the upper parts of the udder waiting to be released.

 

Milk Let-Down

 

  • The process of milk let-down occurs naturally when the animal is stimulated.
  • Milk secreted moves from alveolar region through the ducts to the gland cistern.
  • Oxytocin, a hormone secreted by the pituitary gland causes the contraction of the udder muscles forcing the milk down the teats.
  • Oxytocin hormone lasts 7 -10 minutes in the blood stream hence fast milking is important to withdraw the milk.
  • Milk is withdrawn from the teats by gently squeezing them.

 

Factors Influencing Milk Let-Down

  • Presence of the calf.
  • Presence of the milkman/milker.
  • Rattling of the milk equipment.
  • Site of the food/feeding the animal.
  • Massaging or washing the udder.
  • Sight of the milk parlour.

Factors Inhibiting Milk Let-Down

 

  • Beating the animal/inflicting pain to the animal.
  • Presence of strangers and animals for example dogs.
  • Poor milking techniques.
  • Absence of the calf (in case the cow is used to it).

Clean Milk Production

The following factors are essential for clean milk production:

  • A healthy lactating cow.
  • A healthy and clean milker.
  • Clean and properly constructed milking parlour.
  • Clean and disinfected milking equipment.
  • Proper handling of the milk after milking.

Milking Procedure

  • The animals are brought near the milking parlour 15-20 minutes before milking to get into the mood of being milked.
  • Milking materials such as equipment, feeds, ropes, stools and salve are collected and placed near the milking parlour.
  • The animals are allowed into the milking stall one by one as the milking proceeds as follows:
  • The animal is restrained in the stall.
  • Feed is weighed and placed into the feed trough.
  • The udder is thoroughly washed, disinfected and dried with a clean cloth.
  • A strip cup is used to test for mastitis on each quarter.
  • Milking proceeds by squeezing the teats with the full hand. If machine milking the teat cups are placed on the teats.
  • For hand milking start with the hindquarters and finish with the forequarters.
  • Fast milking should take about 8 minutes then end with stripping the udder.
  • The milk is weighed and recorded.
  • The animal is then released.

Dry Cow Therapy

  • This is the infusion of antibiotics into the teat canal of a cow that is preparing for drying off.
  • It prevents bacterial infection which leads to mastitis.

Milk Products

  • Pasteurized milk – milk that is heated and cooled immediately.
  • Ultra Heat Treated (UHT) – milk heated to a temperature of 130-135C, packed and then cooled.
  • Butter – Milk butter fat separated by a process known as churning.
  • Cream -A layer of is: that collects at the top of the milk when left to stand.
  • Cheese – Milk proteins which have been compressed.
  • Ghee – Milk fat made from heating cream or butter.
  • Skim milk – Milk without butter fat.

Marketing of Milk

  • The Kenya Dairy Board regulates the production and sale of milk and milk products through various Dairy Co-operative Societies.
  • Processors and distributors of milk and milk products include;
  • KCC,
  • Brookside Dairies,
  • Tuzo,
  • Delamere Dairies
  • Limuru Dairies.

Marketing of Beef

Done by the following:

  • Individual fanners through the local slaughter house.
  • Livestock marketing division.
  • Kenya Meat Commission.
  • Farmer’s Choice.

Farm Power and Machinery

 

Introduction

  • Farm power is any form of energy used in the farm to do work.       .

Sources of Farm Power

Human Power

  • Performs light tasks.
  • Quality of work produced is variable.
  • Takes a long time to complete a task.

Animal Power

  • Done by draught animals such as camels, donkeys, horses and elephants.
  • Used in land preparation and transportation.

Disadvantages

  • Slow.
  • Animals are liable to sickness and get tired.
  • Need enough food.

Wind Power

 

  • To pump water from boreholes.
  • To winnow crops such as beans, finger millet and rice.
  • Generate electricity.

Disadvantages

  • Not easy to control and may not be available when needed.

Water Power

  • Irrigation.
  • Grinding mills (to grind maize grains).

Disadvantages

  • Difficult to use in the farm because it is not easy to control.

Biomas

This includes:

  • wood or charcoal
  • biogas power.

Charcoal/Wood Fuel Energy

Uses

  • Provides heat for boiling water and cooking.
  • Dehydrating of some crops.
  • Curing of tobacco.

Disadvantages

  • Exhaustible.
  • It cannot be used directly in some farm operations.
  • Large quantities are required.
  • They are bulky hence difficult to transport.

Biogas

Uses

  • Provides heat and light for cooking, boiling water and lighting.
  • Produces electricity.

Disadvantages

  • Only possible where there are animals under zero grazing unit.
  • It is labour-consuming.
  • Large quantities of dung are required.
  • Cannot be used directly in some farm operations.

Fossil Fuels

These include:

  • coal,
  • petroleum oils
  • natural gas.

Uses

  • Petrol or diesel is burned in internal combustion engines to produce power.
  • Kerosene is the main source of power to light rural homes.
  • Natural gas is used for cooking, heating and lighting.

Electrical Power

It includes:

  • hydro-electrical power (HEP),
  • geothermal,
  • nuclear
  • power stored in batteries.
  • Nuclear energy is a potential source of power which has not yet been used in the farms.

Uses of Electrical Power

  • Runs stationary machines such as milling machines, grinding mills, cooling machines and water pumps.
  • Supplies heat and light for operations of brooders.

Disadvantages

  • Cannot be used directly in some farm operations.
  • Lack of electricity in the rural areas.
  • Power failures can lead to high losses.
  • It is costly to install and maintain.

 

Solar Energy

Energy obtained from the sun.

Uses

  • Provides heat and light.
  • Used by all the plants in photosynthesis.
  • Dehydrating crops such as vegetables, maize grains, beans and hay.
  • Boils water which drives turbines to produce power for minor uses.

Disadvantage

  • Low concentration of energy on cloudy d
  • Expensive In collecting and concentrating equipment.
  • Cannot be used directly in some farm operation
  • Requires skilled labour to install and maintain.

Tractor

  • The tractor has an internal combustion engine which burns petrol or diesel to produce power.
  • This power is then passed to the gear box from where it is transmitted in various ways.
  • The common tractor engine is a four stroke cycle engine.

The four strokes are:

  • Induction stroke.
  • Compression stroke.
  • Power stroke.
  • Exhaust stroke.

Induction Stroke

  • Piston moves down.
  • Inlet valve opens.
  • Fuel and air get into the cylinder.

Compression Stroke

  • Inlet valve is closed.
  • Piston moves up the cylinder.
  • Fuel-air mixture is compressed.

Power Stroke

  • A spark is produced at spark plug, igniting the fuel-air mixture.
  • The increased pressure forces the piston down the cylinder.

Exhaust Stroke

  • Exhaust valve opens.
  • Piston moves up the cylinder.
  • Burned fuel-air mixture expelled.

 

Advantages of the Four Stroke Engines

  • Produce high power which can do heavy farm work.
  • Have efficient fuel and oil utilization.
  • Perform a wide range of farm operations.
  • Are effectively cooled with water thus allowing the production of large engine size.
  • Exhaust gasses are effectively expelled from the cylinders.

 

Disadvantages

  • Are expensive to buy and maintain
  • Their use is limited in some areas;
  • Tractor can only be used on flat or gently sloping areas
  • Require skilled personnel and support services

 

The Two Stroke Engines

 

  • Found in small machines such as mowers, motor bikes, and water pumps which do light jobs in the farm.
  • All the cycles are completed in two strokes of the piston.

        These strokes are;

Induction and compression stroke

  • The piston is at the bottom
  • Piston moves up uncovering the inlet port
  • Fuel-air mixure is drawn in
  • Ignition occurs when the piston reaches the top
  • Piston is forced downward compressing the mixture in the crank.

Power and exhaust stroke

  • The piston is at the top
  • Ignited gases produce pressure which force the piston downwards
  • The piston covers the inlet port and traps fresh fuel-air mixture in the crank case
  • Piston moves further down to uncover the exhaust port
  • Fuel-air mixture transferred from the crankcase to the combustion chamber.

 

 

What Advantages of two stroke engine?

  • Cheap to buy and easy to maintain
  • Economical in fuel consumption
  • Can be used in a wide  range of farmland, including hilly areas
  • Can do small tasks in the farm which would be un-economical to do using the four stroke engine.

What disadvantages of two stroke engine?

  • They produce less power hence cannot be used for heavy duties.
  • They are inefficient in burning fuel to produce power.
  • They are air cooled thus limiting the size of the engine.

 

 

 

Systems of a Tractor

The modern tractor has the following systems:

  • The fuel system.
  • Electrical system
  • Ignition system
  • Cooling system
  • Power transmission system.

The Fuel System

Supplies fuel to the engine.

Categorized into two types depending on the fuel used.

These are:

  • The petrol fuel system.
  • The diesel fuel system

The Petrol Fuel System

Consists of:

  • Fuel tank – storage of fuel.
  • Fuel filter – removes foreign particles from the fuel.
  • Carburettor
  • atomises fuel into spray.
  • introduces fuel-air mixture into the engines.
  • Regulates fuel-air into suitable proportion
  • Fuel pump – forces fuel into the carburettor.
  • Delivery pipe – connects all the devices.

 

Maintenance

  • Cleaning the carburettor regularly.
  • Cleaning the fuel filter in petrol.
  • Cleaning the hole in the fuel tank cap.

The Diesel Fuel System

Consists of:

  • Fuel tank – storage of fuel.
  • Fuel injection pump – pumps diesel through injection nozzles and breaks into fine spray.
  • Fuel filters – remove foreign particles from the fuel.
  • Delivery pipes – connect the various devices.

 

Maintenance

  • Replacing the fuel filter.
  • Bleeding in case air is trapped in the system.
  • Cleaning the sediment bowl regularly.

 

 

Structural and Functional Differences Between Petrol and Diesel Engines

Petrol engine Diesel Engine
·        1. ·  It has a carburettor ·        1. ·      It has an injection pump.
·        2. ·  Fuel and air are mixed in the carburettor ·        2. ·      The fuel and air are mixed within the
·         before it gets into the engine. · cylinder.
·        3. ·  Fuel is ignited by an electric spark. ·        3. ·      Fuel is ignited by compression of air and
·   · fuel mixture in the cylinder.
·        4. ·  It produces little smoke because ·        4. ·      It produces a lot of smoke since the diesel
·        petrol is completely burnt. · is not completely burnt.
·        5. ·  Petrol engine is light in weight and ·        5. ·      It is relatively heavy in weight and suited
·        suited for light duties. · for heavy duties.

 

 

 

Electrical System

Consists of the following:

  • Battery
  • Converts chemical energy into electrical energy.
  • Stores electrical energy produced by the running
  • Ignition circuit – provide the electrical required by the spark plugs.

current that produces a spark in the engine.

  • Generator circuit – provide the electrical current that starts the engine.
  • Lighting circuit – supply the electrical current required for the lighting system.
  • Starter motor circuit – starts the engine.

 

Care and Maintenance of a Tractor Battery

  • The level of electrolyte should be kept just above the plate by topping with distilled water.
  • Corroded terminals should be scrapped clean and smeared with grease.
  • The battery should be tightly fixed in a box to avoid spillage and damage.
  • The battery should be fitted correctly on the tractor.
  • The battery should be charged regularly and periodically.
  • In case of long storage the battery contents should be kept upside down.
  • The generator fan belt should always be functional to ensure the battery is always charged.

 

 Ignition System

 

Consists of:

 

  • Ignition change the low voltage from the battery to high voltage current  required by the spark plugs.
  • Condenser – absorbs the self-induced current in the primary circuit.
  • stores current for a short time.
  • passes electric current to the distribut
  • Distributor – distributes the high voltage current to the spark plugs.
  • Contact breaker – Interrupts the normal flow of current in the primary circuit.

State the Maintenance practices carried on  the Ignition System

  • The carbon deposits on the spark plug electrodes should be removed.
  • The spark plugs whose electrodes are worn out should be replaced.
  • The contact breaker points should be cleaned.
  • The breaker points should be adjusted so that they lie between O.30mm and 0.50mm.
  • The condenser should be replaced regularly.
  • The ignition systems should always be kept dry.
  • Ignition wires with poor insulation should be replaced.

 

Cooling System

  • The cooling system aims at preventing the engine from overheating which would cause piston zeisure in the cylinder.
  • Some tractor engines are cooled by air while others are cooled by water.

State the Characteristics of Air Cooled Engines

  • They are simple in construction.
  • They have fins and a fan blade which assists the circulation.
  • They are light in weight for they have no radiators and water jack

 

 

Limitations

  • They get hot quickly and use heavy lubricating oil.
  • The cooling is not adequate under all conditions especially when carrying heavy load

 

Water Cooled Systems

  • It consists of the radiator, water jackets, water hoses, water pump, thermostat and a fanning mechanism.
  • Water is used to absorb heat from the engine block at a reasonable rate.

 

Care and Maintenance of Water Cooling system

  • The water pumps should be lubricated regularly.
  • Clean water should be used in the radiator and trash removed from the fins.
  • All pipes should be fitted tightly to avoid blockage.
  • The radiator should be filled with clean water before starting the day’s work.
  • Fan belt tension should be checked regularly and if too tight or too loose should be adjusted accordingly.

Lubrication System

  • This system is aimed at supplying oil to all parts of the engine where friction is likely to occur.

Importance of Lubrication system

  • It helps to increase the efficiency of the machine and reduces the rate of wear and tear of moving parts.
  • It reduces the heat created by the rubbing surfaces and acts as a seal between them.
  • It acts as a cleaning agent because it washes off all the dust, dirt, soot and metal chippings from the oil paths to the sump.

Types of Lubrication Systems;

  • Splash feed type
  • Force feed type
  • Oil mist type

Types of Lubricants

  • SAE 10 – This is thin engine oil which gives little protection when heated.
  • SAE 50 – This is thicker engine oil which is recommended for protecting the bearings.
  • SAE 90 – 100 – These are transmission oils which are recommended for clutch, gear box, wheel lubrication and ball bearings.

 

      Note: SAE Society of Automobile Engines.

Care and Maintenance of Lubrication Systems

  • Old or contaminated oil should not be used for lubrication.
  • Oil should be drained when still hot to avoid sticking on the walls of the sump.
  • The oil filters should be replaced when necessary.
  • The correct type of oil should be used as per the manufacturers’ instructions.

Power Transmission System

  • The function of this system is to transfer power from the tractor engine to the drive shaft, the wheel axle, the power take off shaft and the hydraulic system.
  • The system consists of the clutch, gear box, differential and the final drive.

The power transmitted from the engine is made available for use through the following:

  • The propeller shaft – it connects the gear box to the differential.
  • The power take off shaft (PTO shaft)­ -It is located at the rear part of the tractor and rotates at the same speed as the crankshaft of the engine.
  • Hydraulic system – it is operated by the use of a lever near the drivers seat.
  •  It is connected to the 3-point linkage and helps to lower or raise implements mounted on the 3-point linkages such as ploughs, mowers, planters and sprayers.
  • Draw bar –
  • It is a one-point linkage at the rear part of the tract
  • It serves for the attachment of trailed implements that can be used during harrowing, transportation or rolling.

Tractor Servicing

  • The aim of tractor servicing is to keep the tractor in good and efficient working conditions.
  • Tractor servicing is either;
  • short
  • long term.

List the Short Term Tractor Servicing

 It includes:

  • Checking the engine oil daily by use of a dip stick.
  • If the oil level is low, it should be added.
  • The fuel level should be checked at the start of every day’s work and added if necessary.
  • Water level in the radiator should be checked and if possible topped up.
  • The level of the electrolyte should be checked daily and topped up with distilled water accordingly.
  • Nuts and bolts should be tightened every day.
  • Lost nuts and bolts should be replaced before the day’s work.
  • Grease should be applied by use of grease gun through the nipples.
  • Large sediments from the sediments bowl should be removed.
  • The tyre pressure should be checked daily before the day’s work.
  • The fan belt tension should be checked to ensure that it deflects between 1.9cm and 2.5cm when pushed.
  • The brake shaft bearing should be greased.
  • The brake fluid level is maintained at the recommended level.

Long Term Services

  • The engine oil should be drained completely from the oil sump and replaced with new oil.
  • The gear box oil should be checked and refilled as recommended.
  • The oil in the differential should be replaced as recommended.
  • The linkage and the pulley attachment should be greased.
  • The pulley oil level should be checked and added if need be.
  • The dirty oil should be removed and replaced with clean one.

 

Farm Machinery

Tractor Drawn Implements

 

  • These are implements which are attached to the tractor during opera

State the two categories. Tractor Drawn Implements

 

  • Onepoint hitch implements ;
  • Are attached to the tractor at only one point that is, the draw bar.
  • They include all trailed implements such as the trailers, heavy harrows, planters and roller
  • Three point hitch implements;
  • Are implements attached to the tractor at three points that is, the top linkage point and two lower linkage point
  • They are operated by the hydraulic system.
  • They include ploughs, most harrows, sub­soiler, planters, mower, ridgers, sprayers and rotavators.

 

Trailers

  • They are one-point hitch implements.
  • They are used for transportation of goods.
  • Small ones have two wheels while big ones have four wheels.

 

Maintenance

  • All the moving parts should be lubricated.
  • Tyre pressure should be adjusted to the correct pressure.
  • Worn out tyres should be replaced.
  • Loose nuts and bolts should be tightened, worn-out ones should be replaced.
  • The implements should be kept under a shed during long storage.

 

Ploughs

 

  • They are primary tillage implements.
  • The common type of ploughs include:
  • Disc plough
  • Mould board ploughs.

Disc ploughs

 

  • It is made up of heavy steel concave discs of 60-70cm diameter.

 

 

Parts and Functions of a disc plough

  • The hitchmast:
  • Is an attachment for the three point hitch.
  • Made up of two side links and a top link.
  • These are parts connected to hydraulic system of a tractor for lifting and pulling.
  • The beam: Supports all other parts. It also adds weight for better penetrati
  • Depth wheel:
    • Used when driving on highway,
    • it also controls the depth of plou
    • May not be present in all disc ploughs.
  • The standard or leg: Connects the discs to the beam.
  • The hub: Allows the discs to rotate smoothly hence does the cutting of furrow slices.
  • The scrapers: Remove the trash and mud or soil which cling to the discs,
  • Disc blades: Cut and invert the furrow slice
  • Rear furrow wheel: Controls the depth of digging and stabilises the discs.

 

Adjustment                .

  • The cutting angle should be adjusted at 35° – 50° from the I ine of travel.

Achieved by pivoting the beam or the standard.

  • Depth of digging: This is corrected by changing the height of depth wheel or adjusting hydraulic system and adding weight

Care and Maintenance of Disc Plough

  • Check for loose nuts and bolts and replace them.
  • Sharpen the disc blades if blunt.
  • Lubricate the rotating parts by use of oil/grease to reduce friction.
  • Paint the exposed parts for example the beam/framework.
  • Clean the implement at the end of each day’s work before storage.
  • Store the implements in a shed.
  • The unpainted parts should be coated with old engine oil to prevent rust.

Uses of a Disc Plough

      Used in areas with the following conditions:

  • Virgin land with many obstacles.
  • Land with too much trash or tall vegeta
  • Opening up pasture land.

Mouldboard ploughs

  • This primary tillage implement is suited in areas without obstacles such as stones, tree stumps, and roots.
  • It gives a uniform depth of ploughing.

 

 

Parts and Functions Mouldboard ploughs

 

  • Share: This makes the horizontal cut and starts the turning of the furrow slices.
  • Mouldboard: Continues the turning of the furrow slices and pulverizes the soil.
  • Disc coulter: Makes a vertical cut in the soil to separate the furrow slice from the un-ploughed land.

 

  • Skim coulter: Removes any trash from between the furrow slices.
  • Frog: It is the part where the share, mould board and the landside are attach

 

  • Landside: Stabilizes the plough and absorbs the side forces created when furrow is turned.
  • Shin: Leading edge of a mouldboard.
  • Knife coulter: Is a vertical knife which cuts trash and earth ahead of the share.

 

Care and Maintenance

  • Lubricate the rolling parts for example wheel bearings and disc coulter bearings.
  • Paint scratched parts of the plough.
  • Sharpen the share or replace if worn out.
  • Check all loose nuts and bolts and replace where necessary.
  • Clean the implement after each day’s work to remove soil, mud and trash.
  • For long storage, keep under a shed and apply lubricants.

Adjustment

 

  • Depth:
  • Controlled by raising or lowering the depth wheel.

 

  • Controlled by hydraulic control lever setting.

 

  • Pitch: controlled by altering the length of the top li

 

  • Front furrow width: Controlled by cross shaft adjustment lever or by rotating the cross shaft crank.

 

  • Lateral levelling: Controlled by tractor lift rod.

 

 

Operational differences between a disc and a mouldboard

Disc Plough Mouldboard Plough
·        1. ·        Suitable on field with stones, ·        1. ·        Cannot be used on fields with stone,
·                roots and stumps. ·         roots or stumps.
·        2. ·        Does not invert the furrow slices ·        2. ·        Inverts the furrow slices completely.
·        completely. ·  
·        3. ·        More secondary operations are ·        3. ·        Fewer secondary operations are
·         necessary after it has been used. · needed.
·        4. ·        Cuts at varying points. ·        4. ·        Operates at uniform depth.
·        5. ·        Not easily broken by obstacles. ·        5. ·        Can easily be broken by obstacles.
  • 6.
  • Requires less power to operate.
  • 6.
  • Requires more power to operate.

 

 

Harrows

 

  • They are secondary cultivation implements.
  • There are different types of harrows.
  • The common ones are:
  • disc, Harrows
  • spring tine Harrows
  • spike tooth harrows.

 

Disc Harrows

 

 

  • It comprises of a set of gangs with concave discs.

 

 

 

 

 

 

Uses

  • Mixing the soil particles.
  • Levelling the seedbed by breaking large
  • lumps of soil.
  • Killing weeds.

 

Disk harrows can be classified according to the arrangement of the gangs such a;

  • s tandem,
  • double tandem
  • offset tandem.

Depth Adjustment

 

  • Adding weights on the harrows.
  • Use of hydraulic force.
  • Use of light or heavy harrows.
  • Use of regulating wheels.

Care and Maintenance

  • Check for loose nuts and bolts daily.
  • Lubricate the shafts and bearings.
  • Clean and oil before storage.

Spring Tine Harrow

  • Is made up of flat and curved tines which act as springs.

 

 

    Uses

 

  • Levels and smoothens the seedbed.
  • Breaks the soil clods.
  • Mixes trash and soil thus preventing wind erosion.
  •  Aerates the soil.

Adjustments

 

  • Depth is controlled by the horizontal connecting link and depth wheel.
  • For individual tine, use crossbar and loosening the screws.

Care and Maintenance

  • Check for loose nuts and bolts and tighten them if necessary.
  • Clean after use.
  • Oil the lever mechanism.

 

 

Spike Tooth Harrows

 

  • Consists of a metal framework with rigid metal spikes which break up the soil by vigorously hitting large lumps of soils as it is pulled through the soil.

      Uses

  • It smoothens and compacts the soil.
  • It breaks big lumps of soil into small particles.
  • Can be used for cultivating small crops if well set.

Subsoilers

  • Heavy and require high horse power to pull.
  • Ploughing depth of 51-90cm.

 

Functions

 

  • Break up compacted soil.
  • Break up the hardpan.

Care and Maintenance

  • Clean it after use
  • Check the point and if worn out, replace it.
  • Oil when not in use.

Ridger

  • It is double mould board plough used to make ridges and furrow
  • It is used to prevent water logging and draining through furrows for easy harvesting of root crops.

 

Rollers

  • This is an equipment used to compact the soil gently especially where tiny seeds are to be planted.

Rotavators: (Rotary cultivators)

  • Work on the principles of high speed of revolving flail blades which beat and cut the soil together with trash.
  • It is an equipment for both primary and secondary tillage operations.
  • It is driven by the P.T.O. shaft of a tractor.

    Uses

  • Breaks up large soil particles into small ones.
  • Mixes the vegetation and the soil.
  • Achieves two operations in one pass.

    Adjustments

  • Forward speed of the tractor gives a fine tilth of the seedbed done through the gearbox.
  • Depth of work done by control of depth wheel.
  • Slip clutch may break in case the knives come across obstructions

 

 

Mowers

Uses

  • Cutting grass for hay or silage making,
  • cutting overgrown grass
  • clearing the field.

Reciprocating Mower

Parts and Functions

  • Swath stick: Keeps the cut crop falling correctly.
  • Swath board: To remove the cut crop.
  • Shoe: Has a runner to absorb the weight and wear.
  • Cutter bar: Is a flat bar which guides the fingers.
  • Wear plate: Counteracts downward force and holds the knives.

      Adjustments

  • To adjust knife register by moving the whole bar away or towards the yoke.
  • Knife lead: The outer shoe should be adjusted to be outer than the inner shoe by 4cm.

Maintenance

  • Check for loose nuts and bolts and tighten where necessary.
  • Keep knife section sharp.
  • Lubricate the knife parts.
  • Check knife to ledger plate cup for best cutting.
  • Keep all the parts tight.

 

Rotary Mowers

  • Cutting edge consists of two blades fitted opposite to each other on horizontal disc.
  • The cutting blades swing round at high speed horizontally to the ground hence cutting is effected.

Adjustment and Maintenance

  • Blades should be sharp.
  • Guards to be fitted around the blades to protect the operator from flying objects.
  • Lubricate the P.T.O. shafts.
  • Check the gear-box oil regularly and fill to the right level if necessary.

Planters

  • They are machines used for sowing seeds.
  • There are two types:
  • Row crop planters.
  • Seed drills.

 

Functions of the Planters

 

  • Meter the seed and fertilizers from seed and fertilizer
  • Open the seed furrow.
  • Deposit the seed in the furrow through the delivery tubes.
  • Cover the seed

 

Functions of Parts of a Seed Plate

 

  • Filler plate: gives proper seed depth.
  • False ring: allows the seed to fall from the seed plate into the boot.
  • Knockout pawl: pushes the seeds out of the cell by the roller action.
  • Cut-off pawl: prevents more than one seed remaining in a plate cell.
  • Cells: shaped holes to hold the seed.

 

Adjustments

  • Adjust the coulters depth for the right crop.
  • Fix the right seed plate.
  • Place the planter in the level position.
  • All the shafts should be free to turn.

 

Care and Maintenance

 

  • Check all loose nuts, bolts and tighten them.

 

  • Clean and oil the planter after use.
  • Grease the drive sprockets regularly.

 

Seeders

 

  • The grain drill sows grains of wheat, barley, oats, peas, beans and alfalfa seeds.

Parts that can be adjusted to change the sowing rate;

  • Select the side of the feed wheel recommended on the drill charts for the seed-rate.
  • Change the speed of the wheels by changing the gears or sprockets or both.
  • Change the position of the feed gate in the cup.
  • Use reducers below the feed wheel.

Care and Maintenance

 

  • Keep seed and fertilizer hoppers dry and clean after each day’s work.

 

  • Check the drive shaft and lubricate them.
  • Paint the parts for example fertilizer
  • hopper to be shiny

 

Combine Harvester

 

     Use

  • Harvesting cereal crops for example maize, wheat and barley.

It is designed to do the following:

  • Cutting
  • Threshin
  • Winnowing
  • Bagging

Parts of a Combine Harvester

  • Cutter bar – cuts the grain head.

 

  • Pick up reel- direct crop into the cutter bar,
  • Elevator – channels the cut grain to the threshing drum.

 

  • Winnowing ran – fans trash up onto a straw walker and directs it out of the combine harvester.

 

  • Delivery tube – delivers the clean .grains into a collecting tank from where it is bagged.

Maintenance of a Combine Harvester

  • Loose nuts and bolts should be tightened.
  • Remove all foreign materials stuck in the machine at the end of the day’s work.

Ridgers

  • They are used for harvesting tuber crops and for making furrows or ridges.

     Maintenance

  • Lubricate the moving parts.
  • Clean the implement after use.
  • Store under a shed.
  • Repair or replace worn-out or broken parts.
  • Loose nuts and bolts should be tightened.
  • Unpainted parts should be oiled during long storage.
  • Shares should be sharpened if blunt.

Foragers

  • They are tractor mounted and operated by power from the P.T.O. shaft .
  • Used for harvesting forage crops such as Napier grass, sorghum and maize.

    Maintenance

  • Tighten loose nuts and bolts.
  • Lubricate moving parts.
  • Store in a shed.
  • Clean after the day’s work.
  • Repair/replace worn out or broken parts.
  • Unpainted parts should be oiled to prevent rust.

 

Maize Shellers

  • These are stationary implements which are either hand or tractor driven.
  • They consist of. a rotating disc which shell maize grains from cobs.

 

Maintenance

  • Greasing moving parts.
  • Removing any stuck maize cobs.
  • Repair or replace worn out or broken parts.
  • Store in a shed.

Animal Drawn Implements

Ox Plough

  • Ox-plough is a simple type of a mouldboard plough which is pulled by a pair of oxen, donkeys or camels.

 

 

 

Explain the functions of the following parts of an ox-plough

 

  • Main beam – It is the main component onto which all the other parts are attached.
  • Mouldboard – It inverts the cut furrow slice upside down.
  • Plough share -It cuts the furrow slices.
  • Land wheel- It regulates the depth of plough.
  • Draft rod It is on this rod that a chain is connected on which a yoke is linked.
  • It forms the draught mechanism of the plough.

What are the Advantages of an Ox-Plough Over Tractor­ Drawn Plough ?

  • Less skill is required to operate it.
  • Useful where tractors cannot be used for example steep slopes.
  • Cheap to buy and maintain.

 What are the disadvantages of an Ox-Plough Over Tractor­ Drawn Plough ?

  • Much time is wasted in training oxen.
  • Tedious and laborious to the driver of the animals and the controller of the implement.
  • Animals can be sick or in poor physical state.
  • Extra land is required as grazing fields for the oxen.

 

Adjustments

  • Depth of plough is controlled by the land wheel and draft rod

 

Care and Maintenance

  • Sharpen or replacing of the worn out share
  • Replacement of worn out parts such as hooks and draw bar assembly.
  • Oiling the shiny parts e.g  mouldboard
  • Wash off the soil after use.
  • Paint the handles, beam and braces to prevent rusting.

 

Ox-Drawn Cart

  • These are small carriages harnessed to the animals by a yoke
  • The small carts have only two wheels bigger ones have four.
  • They are pulled by animals in singles or in pairs
  • Carts are used for transport.

 

Maintenance

 

  • Moving parts should be oiled
  • The yoke should be repaired when worn out or replaced if not repaired
  • Tyre pressure should be checked and adjusted accordingly
  • Repair other damages on the cart.

 

 

 

Agricultural Economics III:

(Production Economics)

 

Introduction

  • The agricultural sector is a key player in the economy of our countr
  • It is a major employer and brings a lot of national income through foreign exchan

National Income

  • These are the total earnings from goods and services produced by a country in a period of one year.

 Relationship Between Firm and Household

  • A household is considered to be a unit comprising a farmer and family members.
  • It produces raw materials and consumes manufactured goods.
  • A firm on the other hand, is any manufacturing or processing unit which consumes raw materials and produces manufactured good
  • Both household and firm generate income, which in turn, is used to:
  • Improve the standard of living of the household members by paying for essential goods and servi
  • The firms build more industries to create more employment and revenue through salaries and wages.
  • Finance government projects through taxes and hence further national development.

 

 Gross Domestic Product (G.D.P.)

  • This is the sum total of all goods and services produced in a country in a period of one year.

 

 Gross National Product (G.N.P.)

  • Is the sum total of G.D.P. and the difference between income inflow (revenue coming into the country from outside) and income outflow (money going out of the country by foreign investors).
  • It represents the total income earned within the country and from abroad.

 

 Per Capita Income

  • Is the Gross National Income (in terms of revenue) divided by the number of people living in the cou
  • It is not a good measure of the economic well-being of the people  because of the uneven distribution of income among th

 

 

 

 

 

 

 

Contribution of Agriculture to National Development

  • The interaction between household and the firm generate income which is used to finance further expansion of the firms.
  • This creates more employment and revenue.
  • The government taxes the income to finance national development programmes such as;
  • health,
  • education,
  • water, energy
  • communication.

 

Factors of Production

  • A factor of production is anything that contributes directly to output, that is, it is a productive resource.
  • Productive resources usually employed in the production of goods and servi

Incl ude:

  • Land
  • Labour
  • Capital
  • Management

 Land

  • As a factor of production, refers to the natural characteristics and properties of a given area of land.
  • The key factor here is productivity for example soil fertility, presence of water and minerals and is always fixed and has no geographical mobility.

 

 Labor

  • Besides being a consumer, human beings are also a factor of productio
  • They provide the labour force (human power) required in the production process.
  • Labour is assessed in terms of productivity and not mere numbers of workers or labourers.
  • Labour is measured in terms of man hours, man days or man mon

The labourer’s productive capacity depends on such factors as;

  • age,
  • health,
  • state of nutrition
  • level of education.
  • The amount of work and the efficiency with which it is performed determines the quality of labour.

Capital

  • Capital refers to all man-made assets that help land and labour to produce.
  • It is categorized into:
  • Fixed/durable;
  • Working capital
  • Liquid capital

 

 

 

Fixed/durable;

      Capital for example

  • machinery,
  • buildings
  • permanent improvements on land like fences,
  • roads,
  • irrigation facilities
  • water­ supply system.

 

Working capital;

        Which include consumer goods such as;

  • fertilizers,
  • livestock feeds,
  • fuel in store,
  • pesticides.

 

Liquid capital;

       For example;

  • ready money,
  • bank deposits,
  • shares in financial i

Management;

  • It is a process of decision making in the farm.
  • Managers use their knowledge and judgment to decide how to combine the other three productive resources in the best way possible.
  • They make plans, execute them and bear the risks or consequences which such plans entail.

Production Function

    Definition

  • Production function is a physical relationship between inputs and outputs in a production process.
  • It tells the quantity of output (product) that may be expected from a given combination of inputs.
  • Production function may be expressed in table form or graphically as a curve.

 

 

Examples:

 

Feeding pigs for pork production at varying levels of concentrate feed.

 

Unit of feed Body wt. Marginal
  Gains (kg) products
    (kg)
0 212
10 222 10
20 238 16
30 251 13
30 261 10
50 269 8
60 275 6
70 280 5
80 283 3
90 285 2
100 286 1

 

Types of Production Functions

  • A production function assumes three forms which may be treated as different types:
  • Increasing Returns
  • Constant Returns
  • Decreasing (Diminishing) Returns

 

 Increasing Returns

  • In this type, each additional unit of input results in a larger increase in output than the preceding unit.
  • This shows that resources are under utilized.

Constant Returns

  • The amount of the product increases by the same amount for each additional input; that is constant returns to input factor.
  • Again here resources are under uti

Decreasing (Diminishing) Returns

  • Here, each additional unit of input results in a smaller increase in output than the preceding unit.
  • Resource use is stretched to the maxi
  • It is the most commonly encountered form in agricultural enterprises;
  • It gives rise to the law of Diminishing Returns.

Examples:

  • Feeding dairy cows for milk production with varying amounts of feed.
  • Crop responses to application of varying amounts of fertilizers.
  • Use of varying units of labour on fixed unit of land.

 

Economic Laws and Principles

The Law of Diminishing Returns

 

  • The law of diminishing returns states that;

’’if successive units of one input are added to fixed quantities of other inputs a point is eventually reached where additional product (output) per additional unit of input declines.’’

  • This law is encountered practically in all forms of agricultural production.
  • It is useful in determining the most rational and profitable level of production.

 

Example:

Production of maize at varying levels of N.P.K. fertilizer application on a fixed area of land.

 

 

Unit ofNPK Total Product Marginal
Fertilizer Yields Products
(bags)   (bags)
30 10
60 27 17
90 42 15
120 56 14
150 63 7
180 65 3
210 65 0
240 60 -5
270 52 -8
300 42 -10

 

Zones of a production function curves

 

 

Zones of a production function curves these are:

  • Irrational zone or Zone I.
  • Rational zone or Zone II
  • Irrational zone or Zone III.

 

  • The three zones are arrived at by drawing two perpendicular lines through the production function curve, one at MP = AP and another at MP=
  • In Zone I resources are not fully utilized while in Zone III, excessive application of resources leads to production decline or loss.
  • It is not economical to produce at these levels.
  • In Zone II resources are maximally utilized resulting in maximum production.
  • It is therefore economical (or wise) to produce at this level.

 

 Principle of Substitution

States-’’if the output in a production process is constant, it is profitable to substitute one input factor for another, as long as it is cheaper than its next alternative.’’

 

  • This principle is applicable in a situation where more than one variable input factors are used.
  • For example feeding hay and concentrates for milk production, farmyard manure and phosphatic fertilizers in the production of maize.
  • The basic problem that the producer wishes to solve when two input factors are used in combination is in what proportions must the variable inputs be combined in order to produce at a minimum cost and hence attain maximum profit.
  • To solve the above problem, the producer must determine the least cost combination of inputs used.
  • The least cost combination is attained at a point where the Marginal Rate of Substitution (MRS) equals the inverse of price ratio of the factors involved.

 

That is:

x2 = P X1

 

 

X1= P X2

 

X1 – first input factor

X2– second input factor

 

– change (increase or decrease)

P – price (cost of input fators)

 

Examples:

  • Producing 20 bags of maize using varying combinations of farmyard manure and phosphate fertilizers.
  • Price of farm yard manure (FYM) is KShs10/- per unit and that of phosphate fertilizer is Kshs 50/- per unit

 

 

 

 

 

 

 

 

 

 

 

 

X1 (P-fert) x2 (N-fert) X2(MRS)

X1

100kg units 100kg units  
I 9.00
2 4.00 5.1
3 2.80 1.20
4 2.40 0.40
5 2.00 0.40
6 1.80 0.20
7 1.65 015
8 155 0.10
9 1.45 0.10
10 1.45 0.05

 

 

In the above example, the following assumptions are made:

  • A fixed quantity of output is to be produced.
  • Input factors in combination substitute for one another at varying rates.
  • Relative prices of input factors do not change drastically during the period of production.

NOTE: one input factor substitutes for the other at diminishing varying marginal rate of substitution.

 

Principle of Equimarginal Returns

  • This principle states ;’’ That the last unit of an input factor spent in one enterprise yields a marginal return exactly equal to the marginal return earned from the last unit invested in each of the other enterprises.’’

 

Example

  • If the last shs.100/- spent buying cattle feed will return more than shs. 100/= spent on buying fertilizer for growing maize, then it is advisable to purchase more feed up to a point where the last shs.lOO/- spent on it will return exactly the same as the last shs.100/- spent on fertilizers.
  • This concept is only relevant in a situation where farmers do not have adequate capital to employ inputs up to the level where marginal revenue equals the marginal cost.

 

The principal of Profit Maximization

  • The profit is defined as the difference, in monetary terms, between the total returns (income) and total costs (expenses) in a production process.
  • Profit maximisation aims at obtaining the highest returns at a minimum cost per unit of input factor used.
  • This can be done by considering two concepts.

Marginal Concept

  • Profit is maximised when the marginal (additional or extra) revenue (MR) is equal to, or slightly higher than, the marginal cost (Mc).
  • At this point every added input factor brings in higher returns than the expenses incurred in investing it.

 

Net Revenue Concepts

  • Profit is said to be maximized in a production process when the Net Revenue (differences between total revenue and total costs) is the highest that is ;

NR = TR – TC.

  • This is arrived at by analyzing the total cost and total revenue earned from a particular enterprise and then subtracting the former from the latter.

 

When calculating the profit using whatever concept, the following assumptions are made:

  • Cost of inputs (such as fertilizers, labour) remains constant during the period of production.
  • Price of the produce (product) remains unchanged.
  • Fixed costs are ignored that is only varying costs directly involved are considered.

 

Farm Planning

  • Planning is the process of establishing the organizational objectives and defining the means of achieving them.

Factors to consider in drawing a farm plan.

  • Size of the farm.
  • Environmental factors.
  • The current trends in labour markets.
  • Farmer’s objectives and preferences.
  • Possible production enterprises.
  • Existing market conditions and price trends.
  • Availability and cost of farm inputs.
  • Government regulations/
  • Security.
  • Communication and transport facilities

Farm Budgeting

  • Farm budgeting is the process of estimating the future outcomes of a proposed farm plan,
  • That is; the future incomes and expenses of a farm plan.

Importance of Farm Budgeting

  • It helps the farm in decision making.
  • It helps the farmer to predict future
  • returns that is planning ahead.
  • It helps the farmer to avoid incurring losses by investing in less profitable enterprises.
  • It helps the farmer to secure loans from financial institutions such as Agricultural Finance Corporation and commercial banks.
  • It ensures a periodic analysis of the farm business.
  • It acts as a record which can be used for future reference.
  • It pinpoints strengths or weaknesses in farm operations.

 

Types of Budgets

 

Partial Budget

  • It represents financial effects on minor changes in a farm organisation.
  • It is necessary when a farmer wants to replace or reduce enterprise.

 

 Complete Budget

  • A complete budget is necessary when the farmer wants to start a new business where both the variable costs and the fixed costs are likely to be affected.
  • It involves a major change or reorganization in the farm business.

 

Agricultural Services Available to the Farmer:

  • Agricultural production efficiency is greatly increased by services rendered to the farming communities by;
  • Government institutions
  • Non-governmental organizations.

Some of these services are:

  • Extension and Training:
  • Banking Services:
  • Credit:

 

 

Extension and Training:

  • In the field and in farmer’s training centres.

 

Banking Services:

  • These enables the farmers to save some of their farm income and invest them in future projects.

Credit:

  • Credit is a financial assistance advanced to agricultural farmers to finance their farm projects and repay it with interest.
  • It is a borrowed resource.

 

Types of Credit

  • Credit is categorised according to;
  • Time of repayment
  • The types of projects to be financed.

   Examples are:

Short-term Credit

  • Repayable within one year and is advanced for the purchase of;
  • seeds,
  • fertilizers,
  • animal feeds .

 

Medium-term Credit

  • Repayable within 2 – 5 years and is used to finance projects such as;
  • fencing materials,
  • purchase of livestock,
  • light farm equipment .

 

Long-term Credit

  • Repayable period is up to 15 years and even more.
  • It is given for the long-term or durable projects such as;
  • purchase of land,
  • construction of soil and water conservation structures,
  • farm buildings,
  • irrigation projects for perennial cash crops for example;
  • coffee,
  • farm machinery
  • implements.

Sources of Credit

  • Co-operative societies and unions.
  • Crop boards.
  • Commercial banks.
  • Agricultural Finance Corporation.
  • Insurance companies.
  • Individual money lenders.
  • Settlement fund trustee.

 

Artificial Insemination Services:

  • Provides farmers with semen from improved or superior bulls to improve their livestock herds through controlled breeding.

 

Agricultural Research Organization

  • These develop and pass on to farmers, improved production techniques as well as crop and livestock species with better performance in different ecological zones.

Marketing Outlets

  • These are agencies that ensure effective and efficient conveyance of farm produce to points of processing and consumption.
  • They are largely crop marketing boards or corporations and cooperative societies.

 Veterinary Services

  • In the field are veterinary officers who help the farmer in treating and controlling livestock diseases and parasites.

Farm Input Supplies

  • Farmers are able to obtain their farm inputs from organizations such as co-operatives and private companies.
  • These organizations bring inputs closer to the farmers for example Kenya Farmers Association and private agro­

 

 Tractor Hire Services

  • This involves hiring of tractors and machinery at a cost by farmers who are not privileged to own their own.

 

Sources

  • Ministry of Agriculture
  • Private contractors.
  • Individual farmers.
  • Other service providers.

Risks and Uncertainties in Farming

  • Uncertaintyis the state of not knowing about future events or outcomes.
  • Risks-is the difference (divergence) between the expected and the actual

outcome.

 

Types of Risks and Uncertainties

  • Fluctuation of commodity prices.
  • Physical yield uncertainty.
  • Ownership uncertainty.
  • Outbreak of pests and diseases.
  • Sickness and injury.
  • New production technique.
  • Obsolescence for example machinery may become outdated or obsolete within a short time.
  • Death of either farmer or lives
  • Natural catastrophies such as;
    • floods,
    • drought,
    • earthquakes,
    • storm and strong winds which may destroy crops or kill the animals.

Ways in Which Farmers Adjust to Risks and Uncertainties

  • Diversification.
  • Selecting more certain enterprises.
  • Contracting.
  • Insurance.
  • Input rationing.
  • Flexibility in production methods.
  • Adopting modern methods of production.

 

Agricultural Economics IV:

(Farm Accounts)

 

Introduction

  • Financial and physical records if accurately kept in the farm serve as very important tools in decision-maki
  • The records are kept in several books and statements as follows:

Financial Documents

They include:

  • Invoices.
  • Receipts.
  • Delivery notes
  • Purchase records.

An Invoice

  • This is a document issued by the seller to the buyer for goods taken on credit, and payment to be done later.
  • The original is given to the buyer and duplicate retained by seller.

The invoice shows the following:

  • The buyer and seller.
  • Date of transaction.
  • Amount involved.
  • Invoice number.

A Receipt

  • This is a document issued by the seller to the buyer when cash payment for goods delivered is made.

It shows the following:

  • The buyer and the seller.
  • Date of transaction.
  • Amount involved.
  • Serial number

Delivery Note

  • It is a document which shows that the goods have been delivered.
  • The receiver verifies the goods and then signs on the delivery note.

 

 

Features:

The delivery note shows the following:

  • Goods delivered as per order.
  • Quality or condition.
  • People involved in the transaction.
  • Date of delivery.

Journal:

  • It is a book of first entry showing a record of all business transactions arranged in the order in which they occur.
  • Its pages are divided vertically into five sectio
  • The information is posted to the ledger

Inventory:

  • This is a list of all the possession/assets item by item and their market value.
  • Such items are land, livestock, tools and equipment and crops in the store.
  • Valuation is an estimation of the value of each asset or item, based on market price or cost of production.

 Local Purchase Order:

  • Issued by the purchasing officer of the supplier for example school.
  • It shows people involved in the transaction, types and amounts of goods ordered and dates.
  • It should be written and signed by the authorised officer.
  • It is written in duplicate and the original is given to the supplier.

Financial Books

Ledger:

  • Is a book which contains individual accounts.
  • It is a principle book of accounts in which entries contained in all the other books are enter
  • It is a storehouse of all the transactions.
  • Each page is numbered and vertically divided into two equal parts namely credit and debit.
  • Each part is further sub-divided into four sections.

Cash Book:

  • It is a book where transactions involving cash or cheque payments are record
  • It involves cash or cheque payments and receipt
  • It is divided into two parts – debit and credit side.
  • All the receipts of cash or cheque are recorded on the debit and all payments are recorded on the credit

side.

 

 

 

 

Example: Enter the following entries in the cash book.

  • 1.05 -Received shs.2,000 from Ndete by cheque.
  • 7.05-Bought D.A.P. fertilizer and paid cheque of shs. 5,000.
  • 7.05-Received shs.5,000 cash from Ngala.
  • 4.7.05 -Paid water bill for shs 400 in cas
  • 7.05-Paid telephone bill of 1,500 by cheque.
  • 11.05 -Deposited shs.2,000 in the bank.
  • 20.7.05 -Withdrew shs.2,000 from the bank for home use.

 

Cash Book record

           
  DR       CR    
Date Details Cash Bank Date Details Cash Bank
1.7.05 Received from Ndete   2,000 2.7.05 D.A.P   5,000
3.7.05 Received from Ngala 5,000   4.7.05 Water bill 400  
11.7.05 Cash 2,000   9.7.05 Telephone billl 500  
        20.7.05 Cash   2,000

 

 

Financial Statements

 

Cash Account Sheet

  • It involves the recording of sales and receipts, purchases and ex
  • Each sale or purchase is entered twice, once in the total column and once in the analysis column.
  • The sum of all the entries in the total column should always equal the sum of the entries in all the other columns.
  • The cash analysis account sheet is given above.

 The Balance Sheet

  • It is a financial statement of assets and liabilities recorded on a given date.
  • It shows the financial position of a farm business at a glance (snapshot).

Assets are items owned by the farmer,

These include:

  • Property (money, goods and buildings).
  • Debts receivable from other people.
  • Goods and services paid for in advance.

Assets can be divided into two:

  • Fixed assets: assets of permanent nature and not easily converted into cash.
  • Current assets: assets which can be easily converted into cash.

 

 

 

 

  • Liabilities are claims to the farmer’s property such as bank overdraft and debts payab

They are divided into:

  • Current liabilities – debts which must be paid within a short time.
  • Long term liabilities – debts which are payable over many years or over a long period.

Profit and Loss Account

  • Prepared at the end of a calendar year.
  • It is a final account which summarises the sale and receipts (income flowing in the business) and the purchases and expenses (flowing out of the business).

 

  • Note: If assets are more than liabilities then the balancing factor is net capital (in the liability side) hence the farm business is said to be solvent.
  • If the liabilities are more than the assets, then the balancing factor is a loss (in the asset side) hence the farm business is insolvent.
  • To calculate profit or loss, account, valuation is done by having an inventory of all the assets.
  • Valuation of the assets is determined by market price and cost of  production for machinery and buildings as depreciation factor, is attached.

 

Format of  a balance sheet

Balance sheet of Katilo school as 31-12-2009

 

Assets Shs. Cts. Liabilities Shs. Cts.
Fixed Assets     Long-term Liabilities    
Land     Long-term loan for land development    
Buildings     Loans payable over 15 years    
    Fences and other structures          
Current Assets     Current Liabilities –    
Livestock     -Debts payable    
Debts receivable     -Credits from friends    
Cash in bank     -Short-term loans    
Cash in hand          
Sub-total     Sub-total    
Total     Total    

 

 

 

 

 

 

Format

Profit and Loss Account of Kitheko Farm at 31122009

 

Sales and Receipts Shs. Cts. Purchase & Expenses Shs. Cts.
I. Income during the year     I. Opening valuation    
2. Debts receivable     2. Expenditure during the year    
3. Closing valuation     3. Debts payable Balance (being    
  Balance (being a loss)       farm a profit or net income)    
  TOTAL       TOTAL    

 

Agricultural Economics V

(Agricultural Marketing and Organizations)

 

Introduction

  • Agricultural marketing is an economic activity which involves the distribution of farm produce from the farm to the consumer.

Market and Marketing

  • Market is an institution for the exchange of goods and services or a place where selling and buying of goods takes place.
  • Marketing refers to the flow of goods and services from the producer to the consumers.

Marketing Functions

  • Transportation – Movement of goods from production centres to the consumption centres.
  • Buying and selling – Purchase of goods from the producer to be sold to the consumer.
  • Storage – Agricultural products are seasonal hence storage is necessary.
  • Processing-Changing of raw form into utili sable form.
  • Grading and standardisation – Sorting into uniform lots of certain qualities.
  • Assembling – Collecting the farm produce from the farm to the market centres.
  • Collecting market information – To know the prices, supply and demand of certain commodities.
  • Advertising – Making the consumers aware of the produce.
  • Bearing of risks – Such as fire risk, price fluctuation.
  • Financing or expenditure on other processe
  • Packaging or putting into small packs and labelling.
  • Packing or putting produce In containers such as bags.

 

Marketing Agencies and Institutions

  • Middlemen (itinerant trader) – are the people who buy from the producer and sell to other agencies.
  • Wholesalers – Buy in bulk and sell to the retailers.
  • Retailers – Buy from the wholesalers and sell in small units to the consumers.

Problems in Marketing Agricultural Produce

  • Farm produce are bulky, that is weight and volume are high but low in monetary value thus difficult to transport.
  • Most of the agricultural products are perishable for example milk, vegetables and fruits.
  • Storage problems (since they are bulky they require a lot of space).
  • Lack of proper transport system since agricultural products are in the rural areas and the market are situated in urban centres.
  • Lack of market information hence farmers are exploited by middlemen.

 

Price Theory

  • Price is the amount of money paid in exchange for goods or services.
  • Price theory is concerned with the determination of price of any commodity.
  • Price is determined where demand for and supply of any commodity are equal to each other.

Demand

  • It is the quantity of any commodity which is purchased at any price within a given time.
  • The law of demand states that quantity demanded changes inversely with the price.

Demand Curve

  • The curve slopes from left to right downwards.
  • This means people buy more at lower prices and vice vers

 

 

Demand Curve

 

 

 

 

Factors Affecting the Demand of a Commodity

  • Population
  • Income of the consumer.
  • New inventions.
  • Taste and preference of the individual.
  • Price of the substitute commodities.
  • Price expectations.
  • Advertisement.
  • Culture and social values of the consumers.
  • Price of commodities having joint demand for example tractors and diesel.

Elasticity of Demand

  • It is the responsiveness of demand to a change in price.
  • Elasticity of demand = Percentage change in quantity demanded

Percentage change in price

 

 

Types of Elasticity of Demand

  • Elastic demand is one where the ratio is more than 1.
  • Unitary elasticity is one where the ratio is equal to 1.
  • Inelastic demand is one where the ratio is less than 1.

 

Supply

  • Supply is the quantity of any commodity which is offered for sale at any price at a given time.
  • The law of supply states that when price rises, quantity supplied increases and when price falls quantity supplied decreases (other factors held constant).
  • The curve rises from left to right upwards.
  • This means that people are willing to offer more for sale at higher prices.

 

SUPPLY CURVE

SUPPLY CURVE

 

Factors Affecting Supply of a Commodity

  • Number of sellers
  • Price of substitute commodities.
  • New technology.
  • Price expectation.
  • Peace and security.
  • Weather conditions.
  • Policy of the government.
  • Cost of production of the commodities.

Elasticity of Supply

This refers to the rate at which quantity supplied changes due to a change in price level.

 

. .                                                               Percentage change in quantity supplied

Elasticity of Supply=      Percentage change in Price

Type of Elasticity of Supply

  • Elastic supply one where the ratio is more than 1.
  • Unitary elasticity of supply is one where the ratio is equal to 1.
  • In elastic supply is one where the ratio is less than 1.
  • One of the problems of agricultural produce is that supply does not readily adjust to price changes.

Equilibrium Price

  • Is the price at which demand and supply are equal.
  • That means whatever is offered for sale at the market is bought.
  • In the graph below, the quantity supplied and demanded are equal at a price of Shs.300 and quantity of 80kg.
  • At this point the price is higher than shs.300 then the supply will be greater than demand and there will be surplus hence price will fall.
  • If, on the other hand, the price is less than shs.300 demand will be greater than supply hence shortage and rise in price.

 

 

Agricultural Organization

  • Agricultural organizations are agencies which, through their activities, promote agricultural development.
  • These organizations are co-operatives and statutory boards.

Co-operatives

  • A co-operative is an organisation of people with a common aim of pooling their resources to achieve their objecti

Functions of Co-operatives

A co-operative society carries out the following functions:

  • Collecting and assembling members’ produce.
  • Processing the farm produce after collecti
  • Transportation of members’ produce to market poi
  • Negotiation of fair prices with the purchasing agencies for the members’ produc
  • Purchase and distribution to members of farm inputs.
  • Storage of members’ produce before transmission to market points.
  • Provision of credit facilities to members on easy terms.
  • Training and education of members on improved farming techniques.
  • Offering farm machinery services to their members on hire terms for farm operati
  • Co-operatives may invest in other viable ventures and the profits realised are shared among members in form of dividends or bonu

Formation and Structure of Co-operatives

   The formation of a cooperative takes the following stages:

  • Individuals with common interest collect together to form a primary co- operative society
  • At least ten (10) members qualify for registration.
  • Each primary co-operative society elect their office bearers consisting of chairman, secretary and treasu
  • Several primary co-operative societies are usually amalgamated to form a district co-operative union.
  • Tertiary co-operative unions are nation­wide organizations to which the secondary co-operative unions are affiliate
  • Examples are Kenya Planters Co-operative Union, Kenya Farmers Union, Kenya Co-operative Creameries, Co-operative Bank of Kenya, etc.
  • Apex organization This is represented in Kenya by Kenya National Federation of Co-

operatives which is an affiliate of the International Co-operative Alliance.

Problems Facing Co-operatives

Cooperatives encounter the following problems in their operations:

  • Managerial problems arising from:
  • Financial mismanagement due to poor accounting.
    • Corruption and misappropriation of co­operative resources by the personnel in the syste
    • Lack of advisory services on technical operations.
    • Inability to meet the set obligations of providing credit facilities due to malpractic
  • The nature of agricultural products and associated problems.
  • Bulkiness hence difficulties in transportation and storage.
  • Perishability of produce hence difficult to sustain quality.
  • Inadequate capital to invest in the co­operative undertakings.
  • Transport problems due to poor roads.
  • This hampers the produce getting to the market points in ti

Statutory Boards

  • A statutory board is an organization established by an Act of Parliament and charged with the running or managing of a certain industry within the government s

Marketing Boards

  • Some of the statutory boards are charged with the marketing of certain farm produce and are thus called marketing boards.
  • Examples are the Coffee Board, Pyrethrum Board, Cotton Seed and Lint Marketing Board, Tea Boards, National Cereals and Produce Board, Kenya Meat Commission, the Dairy Board of Kenya and others.
  • Their marketing functions are to look for market and better prices.

 Research Organization

  • These are research centres which among other things, carry out research and trials on:
  • Development of new varieties and cultivars of crops.
  • Breeding disease and pest resistant varieties of crops and types of animals.
  • Adaptations of crop and livestock species to ecological conditions of certain areas.
  • Use of fertilizers and pesticides on crops in specific areas.
  • Development of early maturing and high yielding species.
  • Soil testing and crop analysis. Advisory services of agro-economic aspects.

Other Organizations

Kenya National Farmers’ Union negotiates for:

  • Reasonable and affordable prices of farm inputs.
  • Better prices for farm produce.
  • Better credit facilities.
  • Better control of diseases and pest.

Agricultural Society of Kenya

  • Organizes agricultural shows in the country.
  • Encourages improvement of livestock through exhibitions and educating farmers
  • Organizes the running of young farmers’ clubs.
  • Organizes and finances the ploughing contests during which farmers learn the modern techniques of seedbed preparation.
  • Publish “Kenya Farmers” magazines.

 

Young Farmers and 4K Clubs.

       These are student organizations whose objectives are:

  • To expose the young students and encourage them to appreciate agriculture as a profession in their career.
  • To encourage the youth to develop leadership qualities through assignment of small farming projects.
  • Organizing students exchange programmes with other club members both locally and abroad.
  • To develop better farming skills through judging competitions, annual rallies and camps.

Agricultural Based Women Groups

  • These are self-help groups whose objective is to uplift the economic status of their members by carrying out agricultural related activities.

    

 Their success depends on the following factors:

  • Commitment of their leaders.
  • Motivation of the members.
  • Sacrifice for each other.

 

 

Agroforestry

Introduction

  • In Kenya land use is changing from extensive methods of farming to more productive and sustainable intensive methods.
  • Agroforestry is a method of farming which has become increasingly important.

Definition

  • This is the practice of integrating a variety of land use
  • It combines tree growing, pasture and crop production practice on the same piece of land to improve the output of the land.

 

Forms of Agroforestry

  • Agroforestry;
  • It is a combination of trees/shrubs and crops in agricultural production.
  • Silvopastoral:
  • It is a combination of growing tree/shrubs, pastoral and keeping of livestock.
  • Agrosilvopastoral:
  • It is a combination of growing trees/shrubs, animals, pastures, and crops.

Importance of Agroforestry

  • Environmental protection.
  • Source of income.
  • Afforestation for timber production.
  • Maintenance of soil fertility.
  • Aesthetic value.
  • Labour saving in firewood collection.
  • Source of food and feed.
  • Source of fuel wood.

 

Important Trees and Shrubs for Particular Purposes

  • Eucalyptus Spp;
  • Timber,
  • Bee forage,
  • Fuel wood,
  • Medicinal,
  • Production of essential oils.
  • Acacia Spp;
  • Leaves and pods eaten by animals,
  • Provision of shade.
  • Cajanus cajan (pigeon peas);
  • Proteinous feed for human,
  • Used as fodder
  • Croton megalocarpus(croton);
  • Fuel wood timber for poles
  • Handles for hand tools.
  • Erythrina abyssinica (flame tree);
  • Wood carvings,
  • Bee forage,
  • Nitrogen fixation
  • Markhamia lutea (markhamia tree)­;
  • Timber for construction,
  • Shade,
  • Soil protection,
  • Bee forage.
  • Grevillea robusta (silky oak.)
  • Timber,
  • Fuel wood,
  • Fodder,
  • Bee forage,
  • Soil protection,
  • Wind breaker
  • Sesbania sesban (sesbania);
  • Fodder,
  • Nitrogen fixation,
  • Shade,
  • Fuel wood.
  • Calliandra calothyrsus (calliandra);
  • Fuel wood,
  • Fodder,
  • Nitrogen fixation,
  • Shade,
  • Bee forage.
  • Persea american (avocado) ;
  • Fodder,
  • Fruit production,
  • Shade,
  • Fuel wood.
  • Mangifera indica (mango);
  • Fruit production,
  • Shade trees,
  • Wind break,
  • Soil protection,
  • Fuel wood.

 

Characteristics of Agroforestry Tree Species:

  • Fast growth rate.
  • Deep rooted.
  • Nitrogen fixation ability.
  • By-product production ability.
  • Be multipurpose in nature.
  • Should not possess competitive ability with main crop ..
  • Have coppicing and lopping ability.
  • Have appropriate canopy – should not shade others.
  • Nutritious and palatable.

Trees and Shrubs to Avoid at Certain Sites and Reasons

  • Eucalyptus Spp.-should not be planted near water sources because it would absorb the water.
  • Eucalyptus Spp. -should not be planted on the arable land as the roots have allelophathic effects on other vegetation including crops.
  • Tall trees should not be planted near farm buildings because they may fall and damaging the buildings, their roots will break the building stones gradually.
  • Bushy trees or shrubs should not be near farm buildings as they may harbour predators.
  • Tall trees planted with main crop of a lower canopy intercept the rainfall, affecting the growth of the main crop.
  • Cypress trees have leaves which produce acidity in the soil preventing undergrowth beneath the tree.
  • These trees should not be planted within the farm but at the periphery.

Tree Nursery

  • Tree nurseries are structures used to raise tree seedlings until they are ready for transplanting.
  • There are 2 main types:

Bare root nurseries:

These are also known as ‘Swaziland’ beds where the seedlings are raised directly into the soil.

Advantages

  • Cheap and less time consuming.
  • Require less labour
  • Occupy a small space.
  • Many seedlings are raised in a small space.
  • Transportation of seedlings is easy.

Disadvantages

  • Root damage when uprooting the seedlings.
  • Difficult to transport.
  • Lower survival rate after transplanting.

Containerized nursery:

  • The seedlings in this type of nursery are raised in containers such as pots, polythene bags or tubes and tins.

Advantages

  • Higher survival rate after transplanting.
  • No root damage.
  • Successful in arid areas.

Disadvantages

  • Labour intensive.
  • Difficult to get containers.
  • Sometimes it may be difficult to get the right type of soil to use in the containers.

Seed Collection and Preparation

Seed Collection

Seeds should be collected from;

  • Adaptable trees,
  • High yielding,
  • Healthy
  • Resistant to pests /diseases.
  • The mother plant should be identified first.

 

The following methods used to collect seeds.

  • Shaking the tree.
  • Gathering from under the tree.
  • Lopping of the tree.
  • Climbing on the trees.
  • Hooking method.

 

Seed Preparation

  • This done when seeds are collected from a fresh fruit, they should be soaked in water, then washed and dried.
  • Cleaning and sorting: done to remove immature seeds, rotten seeds, broken or damaged seeds.
  • Drying: Done by sun-drying or oven drying.
  • Seed testing: this determines;
  • Seed quality for percentage purity,
  • Seed weight,
  • Moisture content,
  • Germination percentage.
  • Seeds should be stored in dry containers at room temperature.
  • Seed treatment: seeds are treated first to break the seed dormancy and ensure rapid germination;
  • Hot water treatment: used to soften the seed coat to make it more permeable to water.
  • Examples of seeds which require this treatment are leucaenia, calliandra and
  • Mechanical breaking: done by nicking the seed coat with a knife for easy entrance of water for example seeds of croton
  • Light burning: applied to the wattle tree seeds.

 

Nursery Management

The following are the practices carried out in the nursery when the seedlings are growing:

  • Mulching:
  • Aim is to reduce excessive evaporation,
  • Moderates the soil temperature,
  • When it decays it improves the soil structure,
  • Reduces the impact of the raindrops.
  • Weeding:
  • Done to reduce competition for growth factors by uprooting the weeds,
  • Use a sharp pointed stick.
  • Watering:
  • Done by use of a watering can
  • Done twice a day in the morning and in the evening.
  • Pricking out:
  • It is the removal of seedlings in an overcrowded area to another nursery bed,
  • This allows the seedlings to grow strong and healthy.
  • Root pruning:
  • It is the cutting of the roots longer than the pots.

              Root pruning is done for the following reasons;

  • Make lifting easier
  • Encourage fast establishment.
  • Reduce damage to the seedlings.
  • Encourage development of a short dense and strong rooting system.
  • Shading:
  • Done to reduce the intensity of sunlight .
  • Dark conditions should be avoided.
  • Pest and disease control:
  • Use of appropriate chemicals,
  • Sterilization of soil through heat treatment,
  • Fencing to protect seedlings against animal damage.
  • Hardening off:
  • It is the practice of preparing seedlings to adapt to the ecological conditions prevailing in the seedbed.
  • It involves gradual reduction of shade and watering 1-2weeks before transplanting.
  • Transplanting:
  • The practice of transferring seedlings from the nursery bed to the main field where they grow to maturity.

Procedure of Transplanting

  • Holes are dug early before transplanting.
  • Topsoil is mixed with compost manure.
  • The seedlings are watered well a day before transplanting.
  • The seedlings are removed from the nurseries carefully with a ball of soil for the bare root seedlings and roots trimmed for the containerized seedlings.
  • The seedling is placed in the hole at the same height it was in the nursery.
  • The container is removed carefully.
  • The soil is returned into the hole and firmed around the seedling.
  • The seedling is watered and mulched.

Care and Management of Trees

  • Protection:
  • From damage by animals such as goats and cattle by eating the leaves.
  • It is done by fencing the fields or using small poles around each seedling with or without wire nettings, can be done for individual trees or an entire field.
  • Pruning and trimming:
  • Pruning is the removal of extra or unwanted parts of a plant.
  • The unwanted part may be due to breakage, overcrowding, pests or disease attacks and over production.
  • Pruning initiates growth of shoots and trains the tree to have the required shape.
  • Regular cutting back of the trees is known as coppicing,
  • It is done at the beginning of each cropping season to reduce competition for water, minerals, nutrients and sunlight with crops.
  • The materials pruned or coppiced are used as fuel wood or for fodder crops.
  • Grafting old trees:
  • This is the practice of uniting two separate woody stems.
  • The part with the rooting system is known as root stock (base)
  • The part which is grafted onto the rootstock is called a scion which has buds that develop into the future plant.
  • The ability of the scion and the rootstock to form a successful union is known as compatibility.
  • Methods of grafting include whip or tongue grafting, side grafting and approach grafting.

 

Agroforestry Practices

  • Alley Cropping/Hedgerow Inter­cropping:
  • The growing of multipurpose trees and shrubs together with crops.

   Benefits

  • Improve soil fertility through nitrogen fixation and organic matter.
  • Provision of green manure.
  • Used as fence and mark boundaries.
  • Acts as windbreaks.
  • Suppress weeds.
  • Source of timber and fuel wood.

 

  • Multi-storey cropping ;
  • This is the growing together of trees of different heights.
  • The system is based on crops which can tolerate shading.
  • The trees and crops form different levels of canopy which look like storey.

         Benefits

  • Increases water conservation for pastures.
  • None of the crops or trees included will be shaded.
  • Act as windbreak for crops.
  • Creates suitable micro-climate in the area.
  • Trees are used for timber, fuel wood and forage.

 

  • Woodlots (farm forests)
  • These are plots of land set aside for trees only.
  • They are established in the hilly and less productive parts of the farm.
  • Fast growing tree species such as Eucalyptus spp. should be grown.

 

Sites for Agroforestry:

  • Farm boundaries – provide live fences.
  • River banks – protect water catchment areas.
  • Homesteads – provision of shade and windbreak
  • Terraces – for soil conservation.
  • Steep slopes – as contour hedges to encourage water seepage.

 

Tree Harvesting Methods

  • Pollarding;
  • This is the extensive cutting back of the crown of the tree about 2-3 meters above the ground level to harvest all the side branches.
  • It stimulates the development of a new crown and branches.
  • Coppicing;
  • Cutting the main stem of the tree completely at a height of 10 – 50 cm above the ground.
  • The tree should be cut in a slanting angle.
  • Lopping or side pruning ;
  • The removal of selected branches of the tree
  • Done to produce fuel wood and fodder.
  • Shaking of the tree ;
  • This is a method of harvesting pods and seeds from trees without cutting the tree.
  • Cutting back;
  • The tree is cut from the base to allow new growth as done in coffee when changing the cycle.
  • Thinning;
  • The removal of some of the trees growing in lines to give the remaining trees enough space to grow.

SMARTPASS ENGLISH PAPER 1 EXAMS PLUS ANSWERS IN PDF

Name………………………………………………………………Index No…………………….

Candidate’s signature………………………………………………Date………………………….                                                                                                                         

101/1

ENGLISH

Paper 1

(Functional writing, cloze test and oral skills.)

 2 Hours

SMARTPASS EXAMINATION

Kenya Certificate of Secondary Education (KCSE)

MODEL ONE 

ENGLISH

Paper 1

INSTRUCTIONS TO STUDENTS

  1. Write your name admission number and class in the spaces provided above.
  2. Answer all the questions in this question paper.
  3. All your answers must be written in the spaces provided in this question paper.
  4. This paper consists of 7 printed pages.
  5. Candidates should check the paper to ascertain that all the pages are printed as indicated and that no questions are missing.

For Examiner’s use only

Ques. Max. Score Student’s Score
1 20  
2 10  
3 30  
TOTAL SCORE  

 

  1. FUNCTIONAL WRITING 20 MARKS

You are the organizing secretary of the Youth Club in your school. You have planned to invite a school from a far place to discuss some emerging issues that affect the youth.

Fax the invitation, including some emerging issues to be discussed and instructions on how to get to your school.

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

  1. CLOZE TEST (10 MARKS)

Read the passage below and fill each blank space with an appropriate word.

As a teenager, I ______1______ very rebellious. I ______2______ lived my life on my own terms no matter what the advice I got, until an experience transformed all that.

Curiosity and adventure got the _______3_______ of me soon after completing high school and I found ________4________ taking opium. Soon I got hooked and started craving the stronger stuff ________5________ cocaine and heroin. The obedient pre-teenager youngster was all gone. In his place was a beast that could steal anything to _______6_______ an ill habit. Before long, my world came caving in when my best friend killed herself ________7________ overdosing intravenously. At her funeral, it was disclosed that she was HIV positive as well. This sobered me _______8_______. I immediately did what I had to do and got tested. The ______9______ were as expected. With my reckless lifestyle, there wasn’t going to be any other result. I had no one to blame but myself for contracting this dreaded disease at only 20 years of age. It is this very incident that confirmed _______10_______ everyone had been warning me about.

 

  1. ORAL SKILLS (30 MARKS)
  2. Read the story below and answer the questions that follow.

 

THE CRUEL STEP-MOTHER

Once upon a time, there was a man and wife who had a baby girl, unfortunately, the wife died, and so, the man married again. He got another girl with the second wife. The two girls became extremely close, so that whenever the mother sent one on an errand, the other was sure to accompany her. The mother, however, did not like the child of the deceased. She would always show her dislike by denying her certain favors. Her feelings became so bad that she decided to get rid of the girl. To do this, she dug a hole in her bedroom on a day when the husband was absent and covered the hole with a cow’s hide. She then called her daughter and sent her to the house of a friend some kilometers away. As usual, the two girls wanted to go together but the woman refused giving the excuse that she wanted to send the other one elsewhere.

After the departure of her daughter, she tailed the other girl and sent her for her snuffbox in the bedroom. Unaware of what lay ahead, the girl eagerly rushed into the room only to fall into a hole! The mother very quickly filled the hole with soil, completely disregarding the girl’s screams for help.

When the daughter came back, she merely assumed that the absence of her dear companion was justified. After hours of waiting, she, however, became impatient and questioned the mother.

‘Where is my sister?’ she asked.

‘But she followed you. As soon as she did what I wanted, she ran after you. Now stop bothering me,’ the mother retorted.

Time passed and now the anxious girl went around calling out the name of the other one, but all in vain. Alas…. She cried the whole night and the next day and refused to touch any food. The father helped in the search but to no avail.’

After three days, the girl still cried and called the other one. She then heard a very weak voice responding in song:

Maalya Maalya

Maalya Maalya

Na mwenvu niwe mwai iiee malya

Ekwinza muthiko iiee malya

Wakwisa kunthika iiee malya

 

Maalya Maalya

And your mother is the wise one iiee Malya

She dug a grave iiee Malya

For interring me in iiee Malya

 

The girl dashed towards the direction of the voice, repeated her cries and again got the same response. She came to the conclusion that whoever was responding was definitely underground somewhere in the house. Immediately the father came that day (before the arrival of the mother), she told them what had happened. After hearing the song, the father dug up the place and pulled out an extremely weak and disfigured daughter. All three, wailed and wailed. Eventually, the father gave her a mixture of blood from a goat and milk to drink after which she vomited all the soil she had eaten. He gave her some more of the mixture after which he hid her.

 

When the wife eventually came back, the man did not let her get into the house but sent her for a cow in a far-off place. He explained away his action by telling her that he had decided to host a feast for relatives (including his in-laws). In the meantime, he sent for all of them. When the woman came back with the cow, she found everyone waiting for her. Uneasy now, she sat down in the place she was shown by her husband. He then called upon the wife to explain the circumstances leading to the sad episode. She hauntingly repeated the now commonly known story. When she sat down, the husband told this woman’s daughter to repeat her earlier wails after which all heard:

 

Maalya Maalya

Maalya Maalya

Na mwenvu niwe mwai iiee malya

Ekwinza muthiko iiee malya

Wakwisa kunthika iiee malya

 

All were surprised to hear the words of the other girl’s song and at that moment, the ‘dead’ girl joined them. The woman was as though paralyzed by shock. The husband then explained the truth of the matter and told the in-laws to take their daughter with them. They said that if that was what she had done to the girl, they couldn’t have such a monster in the house. The woman was disowned by all and chased away.

 

  1. Questions:

 

  1. If you were performing this story what oral skills would you use? (4 marks)

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

  1. As a story teller, how would you deliver the two songs to portray the different contexts.                                                                                     (2 marks)

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

  • If you were one of the relatives invited by the girl’s father, how would you portray your reaction towards the revelation of the step-mother’s behaviour? (1 mark)

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

 

  1. In each of the following groups of words, three words begin with the same consonant sound while one does not. Underline the words that begin with a different consonant.

(3 marks)

  1. Wrist, Write, Rattle, Wasp

………………………………………………………………………………………

  1. Fish, Psychology, Phantom, Physics

………………………………………………………………………………………

  • Chase, Cheat, Chord, Charm

………………………………………………………………………………………

 

  1. Underline the stressed syllables in the following words                         (3 marks)

 

  1. Palatial
  2. Rejuvenation
  • Police

 

  1. You are attending a debate club competition in your neighbouring school. When a student from your school takes the podium. You notice that she/he is afraid.

Write down three indicators that would tell you the student is afraid and suggest how to overcome them.                                                                                              (6 marks)

 

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

 

  1. Identify the odd one out for each of the following according to the pronunciation of the underlined part.                                                                         (3 marks)

 

  1. Garage, Passage, Damage, Rummage

………………………………………………………………………………………

  1. Expect, Explosive, Extract, Exploration

………………………………………………………………………………………

  • Jealous, Heavy, Thread, Meal

………………………………………………………………………………………

  1. Read the following conversation between a teacher and a student and answer the questions that follow:                                                                                     (8 marks)

 

Student:          Excuse me sir, I would like you to give me permission to go out.

Teacher:          Why do you need to go out just when I have entered the class?

Student:          I am sorry about that sir, but I suffer incontinence.

Teacher:          Stop using big words! Do you think that you can impress me with that?

Student:          I did not mean to offend you sir. All I am trying to say is that I am unable to control my bladder.

Teacher:          So now you take me for a simpleton!

Student:          No sir!

Teacher:          Now get out of my sight before I lose my temper.

 

Now rewrite the teacher’s responses in this conversation to show proper etiquette and empathetic listening.                                                                                           (8 marks)

 

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

………………………………………………………………………………………………




101/1 SMARTPASS ENGLISH PAPER 1 MARKING SCHEME MODEL ONE 

  1. Functional Writing

The question tests the candidate’s ability to write a fax, invitation and how to give directions.

Points of Interpretation

  1. Format of a fax 5mks

Name of inviting institution (at the top)       ½

Fax no. (of invited institution)                       ½

No. of pages                                                   ½

Attention of                                                    ½

From                                                               ½

Date                                                                ½

Salutation e.g. Dear                                        ½

Closing (yours +Name)                                  ½

NB if name is missing deny the mark

 

Body

  1. Candidate should state that it is an invitation at the introductory level e.g. welcome you to, I invite you to etc
  2. The reason for the invitation- at least 3 emerging issues e.g. ICT, Drugs, HIV and AIDS etc
  • The date, time and venue 4mks
  1. The direction 5mks

Candidates should give brief, clear and precise instructions to guide the invited school to arrive without getting lost.

What to Mark:

  • Direction – compass directions e.g. left, right, East 1mk
  • Distance – idea of distance expressed in miles and kilometers 1mk
  • Landmarks – rivers, mountains, at least 2 2mks
  • Time- e.g. 2 hrs 1mk

 

Language:       5mks

Award as follows:

A         4 – 5                No errors

B         3                      A few errors

C         2                      Multiple errors

D         1                      Broken

 

 

  1. CLOZE TEST (10 MARKS)

 

  1. Was
  2. Only
  3. Better
  4. Myself
  5. Like
  6. Satisfy
  7. After
  8. Up
  9. Results
  10. What

 

  1. ORAL SKILLS (30 MARKS)

 

  1. Tonal variation to distinguish the different characters i.e. the narrator, the girl and the mother.

Singing the song

Use of gestures e.g. digging, covering the hole with a cow’s hide etc.

Use of facial expressions e.g. surprise after the girl is discovered, portray weak and disfigured girl, etc.

Dramatise – mother quickly filling the hole with soil.

Any two- 1 mk for identification 1mk for illustration

No mark for illustration without identification

4 mks

  1. 1st song – low intonation (weak/pleading tone to show despondency/helplessness/despair/stress 1mk

2nd song – Higher intonation (confident tone /forceful/tone of malice/condemnation                         1mk

 

  • Gesture of surprise

Shaking of head in disbelief

Clicking in disgust

A sign of relief           (Any 1mk)

  1. Wasp
  2. Psychology
  • Chord
  1. Palatial
  2. Rejuvenation
  • Police

 

  1. Trembling hands
  2. Beads of sweat on the forehead
  • Stammering and trembling lips
  1. Avoiding eye contact with audience
  2. Shaky paper or the reading material he/she is holding

(Any 3 × 1) = 3mks

How to overcome

  1. Taking a deep breath before presentation
  2. Mastering the content
  • Organising the presentation/points in a logical manner
  1. Looking over the audience instead of looking at them directly
  2. Rehearsing well before the presentation with a friend or in front of the mirror.

(Any 3 × 1) = 3mks

 

  1. Garage
  2. Exploration
  • Meal
  1. May I know why you need to go out just when I have entered the classroom?
  2. I am sorry, but I do not get what you mean by incontinence
  • I am sorry to hear about that. By the way, thank you for teaching me a new word.
  1. You may go out.

2 marks for each correct answer: total = 8 marks

KJSEA Grade 9 Free CBC exams Plus Marking schemes

Download Grade 9 Free CBC exams Plus Marking schemes:

G9 AGRIC TW 003.pdf
G9 Kisw PP1 TW003.pdf
G9 INTEGRETED sci TW 003.pdf
G9 ENG TW 003.pdf
G9 Sst TW003.pdf
G9pretech (2).pdf
Grade-9-cre-kusomaplex (2).pdf
G9-Social (2).pdf
G9 SOCIAL TW003.pdf
G9 TW003 Ms.pdf
G9 Pre-tech PP1 TW003.pdf
G9 Eng PP2 TW003.pdf
G9 CA Pp2 TW003.pdf
𝐺9 𝐶𝑅𝐸 𝑇𝑊003(2).pdf

 

Maranda and Bunyore Form 4 KCSE Exams Plus Answers in all subjects

Maranda and Bunyore Form 4 KCSE Exams Plus Answers in all subjects

AVIATION
AGRICULTURE
BIOLOGY
BUSINESS
CHEMISTRY
COMPUTER
CRE
ENGLISH
GEOGRAPHY
HISTORY
HOMESCIENCE
IRE
KISWAHILI
MATHS
PHYSICS
Art & design p2 ms.docx
Art & design p2 Q.docx
Building &con p1 ms.docx
Building construction p1 Q.docx
DD p1 ms.docx
DD p1 Q.pdf
DD p2 Q.pdf
Elec p1 ms.docx
Elec p1 Q.docx
Elec p2 Q.docx
French p1 ms.docx
French p1 Q.docx
Germ p1 Q (1).docx
Germ p1 Q.docx
Germ p3.docx
Metal work ms (1).docx
Metal work ms.docx
Music p3 Q.pdf
Pm p2 Q.docx
Wood work p1 ms.docx
Wood work p1 Q.docx

Agr p1 ms.docx
Agr p1 Q.docx
Agr p2 ms.docx
Agr p2 Q.docx

Aviation p1 ms.docx
Aviation p1 Q.docx
Aviation p2 Q.docx

Bio confidential.docx
Bio p1 ms.docx
Bio p1 Q.docx
Bio p2 ms.docx
Bio p2 Q.docx
Bio p3 ms.docx
Bio p3 Q.docx

Bs p2 ms.docx
Bs p1 ms.docx
Bs p1 Q.docx
Bs p2 Q.docx

Chem p1 Q.docx
Chem conf.docx
Chem p1 ms.docx
Chem p2 ms (3).docx
Chem p2 Q.docx
Chem p3 ms.docx
Chem p3 Q.docx

Comp p1 Q.docx
Comp p1 ms.docx
Comp p2 ms.docx
Comp p2 Q.doc

C.R.E p1 Q.docx
C.R.E p1 ms.docx
C.R.E p2 ms.docx
C.R.E p2 Q.docx

Eng p2 ms.docx
Eng p1 ms.docx
Eng p1 Q.doc
Eng p2 Q.docx
Eng p3 ms.docx
Eng p3 Q.docx

Geo p2 ms.docx
Geo p1 ms.docx
Geo p1 Q.docx
Geo p2 Q.docx

His p1 Q.docx
His p1 ms.docx
His p2 ms.docx
His p2 Q.docx

Hsc p1 Q.docx
Hsc p1 ms.docx
Hsc p2 ms.docx
Hsc p2 Q pattern.pdf
Hsc p2 Q.docx
Hsc p3 ms.docx
Hsc p3 Q.docx

I.R.E p1 ms.docx
I.R.E p2 Q.docx
I.R.E p1 Q (1).docx
I.R.E p1 Q.docx
I.R.E p2 ms.docx

Kis p1 Q.docx
Kis p1 ms.docx
Kis p1 Q (1).docx
Kis p2 ms.docx
Kis p2 Q.docx
Kis p3 ms.docx
Kis p3 Q.docx

Maths p1 Q.docx
Maths p1 ms.pdf
Maths p2 ms.pdf
Maths p2 Q.docx

Phy p1 Q.docx
Phy p1 ms.docx
Phy p2 ms.docx
Phy p2 Q.docx
Phy p3 conf.docx
Phy p3 ms.docx
Phy p3 Q.docx

Asumbi Girls KCSE Papers with marking schemes

Primary Science Syllabus In PDF

SCIENCE

Introduction

The Science syllabus covers areas in Science, Home science and Agriculture.

In the first three sessions of this INSET, the three areas have been integrated in line with the integrated primary science syllabus. In the next three sessions the three science subjects are separately.

In the course of the training the learners are expected to enhance their acquisition scientific knowledge, skills and attitudes. To achieve this learners are exposed to adequate practical activities.

Besides the coverage in class assignment and projects, the learners are to be exposed to a variety of teaching methods and resources. The topics have been given in the order in which they are to be covered in subsequent sessions and the duration expected for each topic.

General objectives

At the end of the course, the learner should be able to:

  • (i) Demonstrate acquisition of adequate scientific knowledge which will improve competence in handling primary science.
  • (ii) Demonstrate and apply the scientific process skills and technology necessary for solving problems.
  • Acquire attitudes necessary in the problem solving process.
  • Use locally available resources necessary for science learning.
  • (v) Adopt practices for sustainable use of the environment.
  • Foster practices that will enhance physical and mental health.
  • Identify and utilize opportunities for productive work in the college, home and community.
  • Develop creativity and critical thinking in addressing new emerging challenges.
  • Use a variety of strategies that stimulate the learner to investigate.
  • (x) Use locally available materials for improvisation
  • Demonstrate the ability to use teaching/learning resources to promote sound science learning in children.
  • Use the principles and skills acquired as a foundation for further education and training in various fields.
  • Apply skills, knowledge and attitudes to improve the standard of living for self, family and community.
  • Measure and evaluate learning outcomes.

 

TOPICS

SESSION TOPIC DURATION
1.
  • PHILOSOPHY OF SCIENCE
  • METHODOLOGY
  8 HOURS
20 HOURS
2.

 

 

  • HEALTH EDUCATION
  • WEATHER AND ASTRONOMY
  • SOIL
  • ENVIRONMENT
  7 HOURS
  6 HOURS
  5 HOURS
  8 HOURS
3.
  • PLANTS
  • ANIMALS
  • FOOD AND NUTRITION
  • PROPERTIES OF MATTER
   7  HOURS
  7  HOURS
  8 HOURS
  8  HOURS
4.
  • SIMPLE MACHINES
  • WATER
  • ACIDS, BASES AND SALTS
  5 HOURS
  3 HOURS
  5 HOURS
5.
  • ENERGY
14  HOURS
6.
  • HUMAN BODY
  9  HOURS
 

 

 

 

 

 

PHILOSOPHY OF SCIENCE

1.1   Introduction

In this topic we are going to find out what is Science; what different science from other subjects, what methods to use in science.  We are also going to find out what skills and attitudes that one should have when learning science.

1.2 Objectives

By the end of this topic, you should be able to;

  • Define science
  • Explain static and dynamic views
  • Describe the scientific process skills and attitudes.
  • Identify different methods of recording in science.
  • Apply problem solving skills to the burning candle and pendulum experiment.
  • Acquire scientific attitudes as they perform the burning candle and pendulum experiment.
  • Acquire scientific attitudes as they perform the burning candle and pendulum experiments.

1.3 Subtopics

  • What is science/philosophy of science
  • Definition of science
  • Nature of science (static/dynamic view)
  • Problem solving process
  • Scientific skills and attitudes

1.4 What is science?

Philosophy of science is a branch of philosophy concerned with the foundations, methodsand implications of science.

  • Its concerns what qualifies as science, what is science, purpose of science, difference between science and other subjects and is there a scientific method.

Activity:  In groups let everyone write down in a paragraph what is science and each group presents.

1.5  Definition of Science

Many definitions exist and include

  • Science is a method of acquiring knowledge through carrying out activities.
  • Science is organized knowledge acquired through system observation and testing of facts about the physical world, natural laws and living organisms.
  • Science is a study that involves establishing of facts, principles and methods through experiments.

1.4  Nature of Science

Refers to approaches or views of teaching science.

There are two views

Static view

Dynamic view

Activity:  (i) Give the meaning of the terms ‘static and dynamic’

(ii) Give examples of everyday usage of words.

Static view

  • Sees science as a lobby of knowledge /concepts to be observed and passed on from generation to generation.
  • Considers science as a way of explaining universe.
  • Emphasizes theories, laws and principles
  • Presents systematized information
  • Science is considered as a way of internalizing formulated statements and facts.
  • Argues that learning science can be done without practical approach.

Teachers using this view to teach science will;

  • Prepare elaborate notes
  • Ensure proper note taking
  • Rarely do activities
  • Require learners to listen and comply

 

Advantages of static view

  • Cheap because it requires fewer resources
  • Wide coverage of syllabus
  • Easy to conduct for teacher
  • Class control is easy
  • Good for large classes

Disadvantages

  • Teacher centered
  • Learners easily forget what is learnt
  • Few skills and attitudes developed
  • Does not create interest in learners

1.42  Dynamic View

  • Considers science as an activity
  • Looks at present state of knowledge as a basis for further investigations.
  • Sees investigations as key in science.
  • Emphasizes use of scientific skills in problem solving
  • see science as a continuous search of knowledge
  • Allow the possibility that what is recorded as true can change.

 

Teachers who use this view to teach science will:

  • Act as a guide in learning science
  • Believe pupils have ability to find out
  • Engage pupils in experiments and practical’s
  • Initiate collection of materials for pupils to work in a class.

Advantages of dynamic View

  • Learners are engaged in activities
  • Creates interest in learners
  • Develops scientific skills and attitudes
  • High retention of knowledge
  • Can help solve scientific problems.

Disadvantages of dynamic View

  • Time consuming
  • It’s expensive because it requires more resources
  • Requires detailed planning by teacher
  • Difficult to use with large groups

 

Question:  Does the definition of science support the static or dynamic view?

Explain

 

Advantages of static view

  • Cheap because it requires fewer resources
  • Wide coverage of syllabus
  • Easy to conduct for teacher
  • Class control is easy
  • Good for large classes

 

Disadvantages of static view

  • Teacher centered
  • Learners easily forget what is learnt
  • Few skills and attitudes developed
  • Does not create interest in learners.

 

1.6 SCIENTIFIC SKILLS

A skill is the ability to do something well.

Skills can be either manual or mental and are acquired through a practice.

Scientific skills are abilities learners need to acquire as they learn science.

They include:

(i) Observation – employs senses to perceive objects or events

– Must select out what is important in investigation

–  Skill can be developed in learners by engaging them in activities to practice using their senses.

 

(ii)  Recording – Information gathered or observations made are recorded and stored for.

  • Future reference
  • Communication information to others
  • Enable analyses of information and drawing conclusions
  • Help to make predictions

Methods of recording include-:

  • Note making
  • Drawing diagrams
  • Mounting
  • Tabulation
  • Modeling
  • Using graphs
  • Photographs
  • Audio and Audio-visual recording
  • Printing

Question:  Identify methods of recording suitable for lower and upper primary.

 

(iii)   Asking questions – helps learners to seek information think and sort out after observation.

  • The skill helps learners to learn more and get clarification.

(iv)   Sorting and classifying

  • Sorting involves putting things separately due to differences and similarities.
  • Classifying involves arranging things according to their characteristics.

Question: What is the relationship between sorting and classification?

(v)  Measuring – Involves finding out size, weight, quantity etc.

-Involves use of instruments e.g. ruler, weighing scales, thermometers etc.

– It allows one to make conclusions

-Younger children measure by estimation

Question:-  Give activities you would engage in class to develop the skill of measurement?

(vi)  Drawingconclusion – involves making decision on basis of observations, conclusions can         also be a basis for further investigations.

(vii)  Communication involves passing information gathered to others.

  • It allows other people to give you a feedback.
  • Learners communicate by drawing, modeling, writing, painting, speaking, group discussion, student presentation etc.

(viii) Counting – involves allocating numbers to objects.

  • Can be used in making observation and recording.

(ix)  Formulating hypothesis

-Involves suggesting an explanation and then testing it by experiment.

(x)  Prediction – To test hypothesis predictions are made.

-It foretells what is likely to happen

– Must be based on careful observation of past events and patterns.

(xi)  Manipulating –  involves physical handling of apparatus or materials appropriately.

  • Usually a manual skill and therefore developed by engaging learners in hands on activities.

(xii) Designing experiments –

-Involves setting an experiment to practically carry out investigation.

– Design depends on problem to be solved and hypothesis formulated.

(xiii)  Controlling variables

A variable is a measurable factor which can be altered during experiment.

In experiment we have:

 

-Independent variable is the one that is controlled and manipulated by the experimenter.

– Dependent variable is the factor that changes as a result of altering the independent

variable.

– Constant variables – factors that are maintained the same during experiment.

In experiments we have a test experiment and a control experiment.

Question:  Differentiate between a test experiment and control experiment?

(xiv)  Inferring – ability to reach an opinion based on available evidence.

  • Inferences help solve problems and predict future events.

 

 

1.7   SCIENTIFIC ATTITUDES

An attitude is a mental predisposition towards people, objects, subjects, events etc.

  • A learner’s attitude carries a mental state of readiness.
  • A learner with positive attitude will perceive science objects, topics, activities and people positively
  • Attitudes are learned and organized through experiences as children develop.
  • Teachers have a great influence on a learner’s science attitude.
  • Teacher’s role is to preserve positive attitudes in children and develop new ones which do not develop naturally.

The attitudes include:-

(i)  Curiosity – Children are naturally curious and when playing will try to answer the

what would happen if?

  • Curiosity makes learners inquisitive which is needed in learning science.
  • Teacher should strive and keep the natural curiosity in learners alive as they grow older.

Question: – In groups discuss how the teacher can enhance the attitude of curiosity in learners.

 

(ii)  Genuine Interest:-

Interest is a desire to learn or hear more or be involved in something.

Genuine interest is the desire of the learner to carry out an activity with the right motive.

  • Learners should do activities to learn and not to please the teacher.
  • To develop this attitude the teacher should create conducive learning atmosphere.
  • Genuine Interested learners ask questions readily
  • Bring resources required
  • Apply what the learn
  • Carry out activities without supervision

(iii)  Self-confidence – an inner feeling that one has the ability to succeed when they carry out a

task.

  • It gives one the will power to carry out a task.
  • Develops as one successfully accomplishes a task

Question: – State ways in which a teacher can develop this attitude in learners

(iv) Co-operation -Willingness to work together with others to achieve a common goal.

Develops as one appreciates other individuals who have different talents i.e.potentials that can benefit group members.

  • Skill is developed by engaging learners in group work during activities.
  • Every learner should be given a task which will contribute to completion of activity

(v)  Responsibility – Implies one can be relied on to carry out a given task as instructed.

– Can be developed in learners by giving them different tasks during activities.

Question: – State ways through which co-operation can be enhanced in group work.

(vi)  Open-mindedness

  • Willingness to listen to views contrary to your own
  • In science, there are no perfect answers in investigations.

Learners therefore need an open mind to learn science.

A pupil with an open mind:-

  • is willing to change mind in face of new reliable evidence
  • Respects other people’s points of view.
  • Looks at a problem from many sides
  • Only concludes after gathering enough evidence.

(vii)  Practical approach to solving problems

–  Developed by encouraging learners find answers to their own questions

–  Pupils with this attitude seek their answers using the problem solving approach.

–  Teachers role is to direct the learning process and give direction to enable learners

to arrive at possible answers.

1.8:  Application of Problem Solving Skills To Burning Candle And Pendulum Experiment

1.8.1:  Burning Candle Experiment

Problem:  What fraction of air is used during burning?

Instructions: -You have been provided with the following materials per group;

  • (i) Candle
  • (ii) Match box
  • (iii) Trough
  • (iv) Water
  • (v) Clear glass jar
  • (vi) Ruler
  1. a) Using the materials provided;

-Write down the procedure you will use to successfully carry out the experiment.

Question:  Write down three questions that will guide you in making your observations

  1. b) Predict what would happen
  • (i) If a larger glass jar is used to cover the candle
  • (ii) If two candles are used instead of one
  1. c) Identify skills and attitudes that can be enhanced in learners when performing this experiment.

1.8.2:  The Pendulum Experiment

Problem:  Does the angle of release of pendulum affect the number of oscillations?

You have been provided with the following materials in your groups.

  • Support
  • Weight
  • Strings
  • Metal bob

Procedure

  • (i) Tie the metal bob with the string and fix it to the support
  • (ii) Release the metal bob at different angles and count, then record the number of oscillations.

From your results what is the relationship between the angle of release and the number of

oscillations.

Question: – Does the length of the string affect the number of oscillations.

Design an experiment to answer this question.

 

 

 

 

 

2.0 METHODOLOGY

  • SPECIFIC OBJECTIVES
  • Explain the methods of teaching Science.
  • State the various teaching/learning resources.
  • Construct teaching/learning resources
  • Improvise teaching/learning materials
  • Prepare a Scheme of Work and Lesson Plan.
  • State the meaning and purpose of Assessment
  • Explain the different methods of Assessment
  • Identify the different types of tests
  • Describe levels of mental ability
  • Construct a table of specification
  • List down the characteristics of a good test.
  • Construct different test items’

Analyze past K.C.P.E. test papers

2.2.1 OBJECTIVES

2.2.2 APPROACHES TO TEACHING SCIENCES

2.2.3 Questioning Technique

This is an important technique that a teacher can use to effectively engage learners in a lesson

Purpose of asking question

  1. To find out whether a learner has understood what has been taught
  2. To find out the background knowledge a learner has before teaching(diagnostic)
  3. To enhance participation of learners in a lesson {stimulate interest] in learners.
  4. To seek more information from a learner {probing and clarification}
  5. Develop critical thinking in learners by asking higher order question and their problem solving skills.
  6. To identify and correct learners misunderstanding{misconceptions}

 

Qualities of A Good Question

  1. They should be clear
    • Learner should understand what the question requires .They should not be ambiguous.
  2. Should be suitable
    • Use appropriate language for that level of learners.
    • Relevant to what has been taught.
  3. Have appropriate length {precise}-especially the stem.

Effective questioning strategies

  1. Create a conducive atmosphere for learners’ participation
    • Respond to learners’ response in a non –threatening manner.
    • Respond to learners response positively e.g nod, complicating and corrections which are not harsh.
  1. Use both preplanned and emerging questions.
  • Those planned during lesson planning.
  • Follow –up questions from discussions for probing, refocusing etc
  1. Use questioning to develop the various cognitive levels {Bloomstaxonomy}
  • Recall of facts /knowledge
    • Comprehension
    • Application
    • Analysis
    • Synthesis
    • Evaluation

Don’t always dwell on recall of knowledge but develop critical thinking skills by asking questions from the other levels

  1. Avoid questions that just require a Yes or No answer
  • They deny the learner an opportunity to justify or give a reason for his answer
  1. Phrase question clearly
  2. Have sufficient wait time
  • Give learners 5-10 sec to think and respond to your questions
  1. Address a question to the whole group and then identify the one answer
  2. Respond to learners’ response

2.2.4 METHODS OF TEACHING SCIENCE

  • Practical Work
  • Experimentation
  • Demonstration
  • Discussion
  • Science Walk
  • Field Trip
  • Lecture
  • Project
  • Dramatization/Role Play

2.2.5 RESOURCES FOR TEACHING SCIENCE

  • Types of Resources
  • Preparation of Learning Resources

2.2.6 SCHEME OF WORK

  • Purpose of Scheme of Work
  • Factors to Consider when Writing a Scheme of Work
  • Component of a Scheme of Work
  • Preparation of a Sample Scheme of Work
  • Reasons for Stating Skill, Knowledge and Attitudinal Objectives.

2.2.7 LESSON PLAN

  • Purpose of a Lesson Plan
  • Main Components of a Lesson Plan
  • Preparation of a Sample Lesson Plan

2.2.8 ASSESSMENT

  • Meaning of Assessment
  • Purpose of Assessment
  • Methods of Assessments
  • Different Types of Tests
  • Characteristics of a Good Test
  • Construction of Tests
  • Demonstration Teaching

 

SECTION 1: INTRODUCTION TO METHODOLOGY

Recent findings in the learning of Sciences emphasize the importance of using inquiry-based approach to teaching and learning.

 

The power of an inquiry-based approach to teaching and learning is its potential to increase intellectual engagement and foster deep understanding through the development of a hands-on, minds-on and research-based towards teaching and learning.

 

Inquiry provides opportunities for both teachers and pupils to collaboratively build, test and reflect on their learning.  As contrasted with more tradition forms of teaching and learning, inquiry emphasizes the process of learning in order to develop deep understanding in learners in addition to the intended acquisition of content knowledge, skills and attitudes.

 

Curriculum implementation is a process and in this unit you will learn about the professional documents the teaching methods and the resources required by the Science teacher.

 

SECTION 2:  METHODS OF TEACHING SCIENCE

2.1   Practical Work

Quality practical work can engage students, help them to develop important skills, help them to understand the process of scientific investigation and develop their understanding of concepts.

 

A good practical task is one that achieves its objectives of effectively communication a clearly defined set of ideas.  A good question to consider before planning to carry out any practical activity is:

What do I expect the learners to learners to learn by doing this practical task that they could not learn at all, or not so well, if they were merely told what happens?  Asking this question will help to define the objectives of the activity and justify its use.

 

  • Skills development
  • Experimental learning
  • Pupils confidence
  • Manipulation of materials and objects
  • Observing using all senses
  • Working in teams
  • Development of scientific attitudes when using this method the teacher should
  • Avail the teaching/learning resources
  • Discuss instructions/procedure on how the activity will be conducted.
  • Involve the learners in the practical and use relevant questions stop promote thinking and direct pupils observations.
  • Discuss learners observations
  • Ensure learners record their observations using the most appropriate method.
  • Ensure the safety of learners

 

Most of the topics in the Primary Science Syllabus can be taught using practical work.

Early experiences in practical science work help the learners to develop problem-solving skills that empower them to participate in an increasingly scientific and technological world.

 

2.2   Experimentation

An experiment is something we do in order to test the truth of an idea or a statement.It is important that children should discover that they can test the truth or a statement by doing a recommended activity.

Experiments from the foundation of the science curriculum.  The practical work captures and retains the interest of young pupils and makes the phenomena studied more real and interesting.

The purposes of developing experimental skills during the teaching of primary school science are to:

(a)  Encourage accurate observation and careful recording

(b)  Promote a simple common sense scientific method of thought.

(c)  Develop manipulative skills

(d)  Give training in problem solving

(e)  Explain observations and aid comprehension

(f)  Arouse and maintain interest in pupils.

(g)  Making, biological, chemical and physical phenomena clearer through actual experience.

 

2.2.1 PATTERN OF CONDUCTING EXPERIMENT

In any experiment you intend to use in your teaching, either as demonstration or pupils themselves, plan well in advance to prevent

  • Waste of time
  • Accidents and ensure that pupils
  • Ensure that pupils will experience as much as possible.

 

If the equipment is not sufficient and depending on the subject, you may be required to group the pupils.  But the size of such a group will depend on the materials available.  In such groups, the participation of each individual pupil should be ensured.  You should in other words, involve the pupils as much as possible in the setting up of the experiments.

In most cases experiments will serve in the presentation phase of the lesson, and therefore the following procedure is suggested.

  • After discussion of the topic, confront the pupils with the problem to be investigated.
  • Develop the procedure for the experiment that will be suitable for use with the materials available. Children should be involved as much as possible.  They should contribute to the design of the experiment.
  • Demonstrate the correct way of handling of apparatus and materials, but NEVER give away.
  • Give directions for the recording of the experiment. Children should be allowed to propose the suitable method for this.
  • Describe how the cleanup is to be carried out and how waste materials are to be removed.
  • Have a pupils re-state the purpose or aim of the experiment.
  • Give signal for group work to begin.
  • Supervise from work place to work place.
  • Announce the time for stopping the work and cleanup.
  • Discuss pupils’ observations, pupils should be given opportunity to report and record their observations.
  • From all the results help the pupils to formulate a statement (s) or the class’s findings.

 

2.3 DEMONSTRATION

A demonstration is any planned practical performance by the teacher based on a scientific activity or experiment.

 

As a teaching technique, a demonstration is available alternative TQ getting pupils to learn by doing.  While learning by doing is ideal. Adopting this approach is not always possible with large number of pupils for example the time, space and resources required to enable all of them.  To engage in hands-on activities may not be available.

 

Similarly, learning by doing may not be appropriate where there are possible safety risks.

 

Teacher demonstration can introduce to specialized equipment and materials and show them how they are used.

During the demonstration, the learners should be involved in:

  • Making observations
  • Recording observations
  • Answering questions
  • Carrying out simple tasks
  • Asking questions

 

Planning a classroom demonstration careful planning will contribute to the success of classroom demonstration.

The teacher should consider the following:

  • Identify the intended learning outcomes of the demonstration so that these can be communicated to the students.
  • Consider the various steps involved in the demonstration listing the equipment and other material that you will need to collect together before the lesson.
  • Check whether you require teaching aids such a charts, pictures, posters and models to complement the demonstration.  The board may be used to highlight key words and important points.
  • Check the classroom seating arrangements provide your pupils with a clear view of the demonstration.
  • Rehearse the demonstration so that you are sure of the order in which to do things and can address any possible problems.
  • List the questions that you can ask pupils before during and after the demonstration to engage them and focus the attention.
  • Identify as many opportunities as possible to develop scientific enquiry.  Allow learners to predict what will happen, observe any perceptible changes, record their observations and draw their own conclusions.

 

A good classroom demonstration should capture pupils’ interest from the start, with an appropriate introduction to the topic reference to the intended learning outcomes and some exploratory questions to establish their current knowledge and understanding.

 

As you undertake the demonstration, you should explain what you are doing.It is important to carry out the demonstration neatly and systematically.

 

 

 

 

2.4 DISCUSSION METHOD OF TEACHING/LEARNING

 

Discussion refers to the exchange of ideas between several people in the classroom environment; discussion is the best way of promoting conducive learning and convenient teaching, situation.

 

It refers to the method of instruction which give pupils an opportunity to express their views or opinions orally on certain issues.  One person speaks at a time, while others listen.

 

Discussion involves sharing ideas and experiences solving problems and promoting tolerance with understanding.

 

There are different forms of discussion that can be used in the classroom.

 

Kochhar (1985) identifies two major types of discussion which are formal and informal.

 

Informal discussions are governed by pre-determined set of rules and it includes debates, panels, symposia etc.

 

Formal discussions may involve

 

  • Whole group /class discussions
  • Small groups.

 

In the classroom discussions involve a free verbal interchange of ideas for all pupils as a whole.

Here the teacher is the leader who guides the discussion and asks questions.

 

Small group discussions are better than a whole class discussion.  It encourages more pupils to give their own views through open participation. Learners are divided into small groups of four, five or seven and given questions or task to discuss and then report back.

 

Each group should have a group leader who is instructed to control the discussion process and someone who can report back of what has been discussed.

 

The group seating arrangement should be in such a way those pupils are related and can hear, see each other well.

The teacher should identify the objectives of the lesson.

Discourage domination of the discussion by the outspoken members in the group.

  • Encourage shy children to contribute
  • Ensure pupils  stick to the topic

 

Advantages of Discussion Method

 

  • It teaches interpersonal skills such as understanding and communication.
  • It is child centered by providing an opportunity for pupils to learn from each other thus encouraging teamwork.
  • It promotes tolerance and helps pupils to understand there are many aspects or opinion to any one topic.
  • It also helps to develop leadership, speaking and listening skills.

 

Going on a science walk with children is an excellent way to inspire a love and appreciation for the nature world and also developing interest in science.

 

Learning should not be limited to the classroom and children should be taken for science walk in the local environment.

 

Through science walks children can easily learn about nature, weather, energy and have a better understanding of the environment.  During the science walk the teacher should:

 

  • Ensure the safety of the children
  • Direct pupils observations
  • Guide pupils activities
  • Ensure that pupils record their observations.
  • Encourage pupils to ask questions.
  • Ask probing question

 

Science walks can be taken to any area of learning value such as ponds, gardens, weather station, construction sites etc.

 

2.6 FIELD TRIP

 

There is no substitute for seeing plants and animals in their native habitats if the teacher is to put into practice the principles of effective observation.There is a wide variety of places where the teacher can take pupils for learning purposes such as;

  • Ponds
  • Nature trail
  • Streams
  • Gardens
  • Parks
  • Industries
  • Museums
  • Garages
  • Construction sites
  • Airports
  • Weather stations and many other

 

Proper organization is needed if the pupils are to learn more on the field trip than they would in their own classroom.  The Head Teacher, school committee and parents must be assured before the teacher undertakes the trip.

 

The teacher is legally responsible for the safety of children under his/her care and so should caution them on all possible dangers and give the necessary precautions.

 

The role of the teacher is key, when using this method.

 

Assignment:-

Find out and record the following

 

  • Essential preparations before the visit
  • The role of the teacher during the visit
  • Follow up work after the trip.

 

2.7 LECTURE

 

The lecture has been used.  Frequency in elementary and Secondary Schools, Colleges and Universities.  However with the current emphasis on “Inquiry Training” or discovery learning many educators consider lecturing outmoded for the following reasons:

 

  • The lecture dues not engage the learners in active learning
  • Knowledge taught through lectures is quickly forgotten.
  • Lectures do not adequately motivate the learners

 

Those who support the lecture method as an instructional technique argue that, it is not the technique itself, but rather its abuse, that is at fault.

 

A formal lecture is purely verbal; communication is basically one-way, from speaker to audience in an informal lecture, communication is two-way: from speaker to listener and from listener to speaker.

 

An informal lecture allows listeners to interrupt with questions or comments.  Such a lecture can also be enhanced by use of visual aid and audio-visual media.

 

2.8 USE OF PROJECT

A project means a piece of work carried out by an individual pupil or a group of pupils or a group of pupils on a specified topic. It may be a practical work e.g. construction of weather measuring instruments; mathematical, evaluative or research based project.The project should have well defined objectives so that a pupil will have something definite to aim at.

 

Assignment:-

 

State five reasons that would make a teacher apply this method.

 

2.9 DRAMATIZATION/ROLE PLAY

Drama and role play can be fun and used successfully in any area of the Curriculum.This method makes learning memorable encouraging co-operation and empathy.

The method helps to develop communication and language skills of the learners.

A role lay places the learner into a learning situation closely resembling the real live environment in which the desired knowledge and behavior is exhibited.

This method improves children’s social skills and their creativity in role play, the learners assume the roles of characters and pretend to perform the various tasks.

Assignment

 

Highlight the role of the teacher when this method is used.

 

SECTION 3 : RESOURCE FOR TEACHING SCIENCE

 

Included under this term is a wide variety of materials whose purpose is essentially to make the presentation more vivid and concrete.  Such materials are referred to as teaching aids.  However the term teaching/learning resources include the reference materials e.g. books used by the teacher in preparation for teaching.

 

Unplanned and indiscriminate use of teaching aids particulars audio-visual aids is to be discouraged.

In every instance the teacher must have a specific purpose which is to be achieved through the use of teaching aid.

 

3.1   LEARNING RESOURCES

This refer to all the materials used by teacher to make the learning experience more effective in the classroom and in the school in general

When being prepared and used the teacher should think in terms of how they will promote learning.

There are 2 types of resources:-

1)  References – these are the specific page as of give of given text book, magazine e.tc from which       the teacher/pupils obtain information about the topic.

2) Learning aids    – are objects or representations of objects which are used in the course of teaching /learning    to increase the no of senses used in learning.

Benefits of Learning Aids

  • Stimulate pupil’s interest
  • Capture pupils interest
  • Clarify abstract concepts by giving then concrete dimensions.
  • Provide variety in learning
  • Evoke responses from the pupils
  • Promote critical thinking
  • Improve the class environment by providing materials.
  • Show details of some objects through magnification or simplification.
  • Bring distant environment to the classroom.
  • Save teaching time
  • Give meaning to words
  • Stimulate imagination
  • Aid memory.

 

 

     3.2 TYPES OF LEARNING RESOURCES

  • Realia, print, models, environment, apparatus, equipment, audio-visual, resources persons.

Realia: – These are real objects or specimens and can be plants or plant parts, animals or

animal produces and substances.

Realia can be obtained for use in the classroom through collecting during nature work of

or field trip; or practical work.  If specimens are collected they should be preserved and      labeled before storage.

Advantages

  • Motivating
  • Provide direct experience
  • allow learners to use various senses in learning
  • Are available in large quantities and are easily obtained.

Limitations

  • Some are too big to bring into the classroom
  • Some may scare pupils and make class control a problem.
  • Some are too small to be seen with naked eye.
  • Some are dangerous or may harm learners.

 

Specimens

  • A specimen is a thing or part of a thing taken as a representative of its

Advantages

  • Allow learners to observe and study some objects that they would not be able to see at close range on normal circumstances.
  • Specimens are not alive and can be stored.
  • They are portable and preservable and can be collected from far.
  • Can be used for long if well preserved.

 

 

Disadvantages

  • Are not alive and active like real things
  • Easily damaged if not well handled
  • Preservatives are used and can have bad odour.

Models

A model is used in the absence of real objects or specimens, when real objects is delicate, too big or too small.

  • To show internal parts of an organism without destroying the real objects.
  • A model is a recognizable representation of the real thing.
  • A model may be complete in every detail or simplified in detail that real things , some are

commercial, while others are made locally.

Advantages

  • Is a three dimension object that gives feeling of depth and substance like real thing.
  • Gives feeling of presence of real thing
  • Can be handled
  • Can be used to enlarge or reduce object
  • Can be used to show interior structures of objects in details.
  • Can be used to represent very complex processes.

Disadvantages 

  • Can give wrong impression of real thing May be over simplified and misrepresent the real thing.

 

Environment

Involves taking pupils to areas in school or around school for learning.

Allows learners to interact with organisms/objects in the natural settings.

Apparatus and equipments

Are commercial or improvised items used during experiments, practical work or projects.

Apparatus include – burners, test tubes, beakers glass, thermometers.

Equipment e.g. fridge, cookers microscope etc.

Even in cases where commercial apparatus are available, the teacher/pupils can improvise to save on cost and to utilize locally available material.

Audi aids

Resources that target the use of ears during learning process e.g. radio, cassette, VCD players.

In Kenya the K.I.E broadcasts radio programs for different subjects and levels.

Teacher can also record or buy recorded cassettes or VCDs during lesson.

  • Audio aids enhances learning
  • They develop the skill of listening in the pupils.

Visual Aids

Learning areas which target the use of eyes during the learning process include, pictures,

photographs, charts, posters maps etc.

Posters

A poster is a visual combination of bold design and message.

  • Delivers message which should hold attention of passer by long enough to reinforce important message.

Charts

A learning resource that summarizes important information and idea through combination of drawings, words, symbols and pictures.

Pictures/Photographs

  • 2 dimensional representation of objects
  • Pictures are obtained from newspapers calendars, magazines etc.
  • Photographs are developed from photographic film used in cameras.
  • When used during learning choose those that are relevant to the topic,

appropriate for age of learners, are bold, clear and accurate, have straight forward

message and are big enough.

Audio-Visual Aids

Learning areas  that appeal to both eyes and ears during learning process.

  • Include television, films and video shows
  • They combine sound and picture making learning more real.
  • They have movements and can be used to show a process.
  • Create impression that view is watching something real due to three dimensional impacts.

Print

  • Include textbooks, newspapers and magazine articles.
  • These resources contain pictures and illustration that enhance understanding, may

contain current information relevant to the  learners and provide information that learners has difficulties expressing in words.

During learning a teacher  can use them to refer to pupils to obtain information or to display

pictures or diagrams.

When text books are used to give exercises, they engage pupils during the lesson.

 

Resource Person

Involves inviting guest to provide some useful information to learners.

Resource persons can be:-

(i) Professionals

  • People who have knowledge and skill by virtue of training e.g. Doctor ,Nurse, engineer, Architect etc.
  • Give learners insight from experience at work and training
  • Used when teacher wants learners to obtain some technical details from expert.

 

Experience Group

  • Involves use of people with knowledge and skills by virtue of what they have gone through in life e.g. Cancer survivor, Accident survivor etc.

 

How to use a resource Persons

Preparation before the presentation:-

(i)  Discuss with resource person the following;

  • Objectives of topic
  • Scope
  • Language level of learners
  • Time available
  • Level of learners

(ii)  Inform the learners about topic of discussion.

During presentation;

  • Introduce guest
  • Note areas requiring clarification
  • Help learners to ask questions
  • Maintain class discipline
  • Summarize the main points learnt

 

Improvisation

  • Involve making something from whatever is available
  • Apparatus/Equipment can be improvised for doing experiment.

Advantages

  • Improvised apparatus are easier to handle
  • Makes use of locally available materials
  • Develops many scientific skills and attitudes
  • Cheaper compared to commercial apparatus.
  • Can be used when commercial apparatus are not available.

 

Disadvantages of Improvisation

  • Time consuming in making
  • Improvised object may not resemble real apparatus.
  • Does not give accurate measurements
  • Some apparatus cannot be improvised
  • Materials to use in improvisation may not be available.

 

Activity

 

  • List five reasons why a science corner should be maintained in the classroom.
  • List ten items that are suitable for display in the science corner.

 

 

 

 

 

SECTION 4: SCHEME OF WORK

A scheme of work is the breakdown of the syllabus topic into teachable units to be covered in a given period of time such as a term or a year.It is therefore the teachers plan to cover the syllabus for a given subject.  A Scheme of Work is part of the teacher’s preparation for Teaching and Learning.

 

4.1 PURPOSE OF A SCHEME OF WORK

Why it is necessary to prepare a scheme of work?

 

  • It enables the teacher to cover the syllabus topics in a systematic and logical sequence.
  • It helps the teacher topics within the given time.
  • It helps the teacher to identify and prepare the teaching and learning resources.
  • It helps the teacher to project ahead for other schools programmes such as drama, sports and music.
  • It helps the teacher to prepare the teaching and learning activities and approaches to use.
  • It makes handing over and taking over from one teacher to another easier.

 

  • FACTORS TO CONSIDER WHEN WRITING A SCIENCE SCHEME OF
    WORK

(i)  The Prevailing Weather Conditions

Some topics such as plants, light are best done when the weather conditions are favorable.  Certain observations are better done at certain times of the year.

The wise teacher will keep such ideas in mind when selecting what activities to do.

 

(ii)  Long Term Projects

Some units such as the weather require observations to be made for a few minutes daily over many weeks.  Teachers should select other units to be taught concurrently with these longer term projects and should scheme accordingly.

 

(iii)  Local Resources

 

Materials to teach many activities can be found in the local environment, teachers should plan in their schemes that such materials are collected for use well in advance.

 

(iv)  Children’s Interest

Teachers should develop their schemes of work with the interest of the pupils in mind.  It is not wise to scheme ten lessons for unit and continue to teach if children have become bored after the seventh lesson.Similarly if children are still productively involved at the end of a unit, there is no reason why the teacher should not extend his teaching for a few extra lessons.The teacher should also be prepared to interrupt the planned teaching for unexpected events that interest children.

 

(v)  The content and the scope of the syllabus should also be considered to ensure syllabus
coverage within the stipulated time.

 

4.3.      COMPONENT OF A SCHEME OF WORK

The following are the basic component of a scheme of work.

  1. Week
  2. Lesson
  3. Topic/sub-topic
  4. Objectives
  5. Teaching activities
  6. Learning activities
  7. Teaching/Learning resources
  8. Assessment
  9. Remarks

Thus the scheme of work consists of nine columns, the SRE of each being determined by the content.

  1. Week

Each term consist of a specific number of weeks depending on the term dates provided by the Ministry of Education.  The teacher therefore is guided by the term dates and should plan for all the weeks.  These normally range from 11-14 weeks.  Adequate content should be identified from week on (1) to be taught from week one (1) to the last week, taking into account examinations, other co-curricular activities and national holidays.

  1. Lesson

The number of lessons taught per week, per subject is determined by the Kenya Institute of curriculum development.  In preparation, the scheme of work, the teacher should plan the teachable units in terms of each lesson.  e.g. is three lessons  are provided for in the time table, the teacher should prepare to teach the three lessons i.e. 1,2,3 every week.

 

  1. Topic/sub-topic

The topics for each class are indicated in the syllabus. The teacher should indicate the topic in capital letters and the sub-topic in small letters.  For accurate interpretation of the curriculum, the teacher should closely follow the syllabus.

 

  1. Preparing instructional objectives

 

The first step in both teaching and evaluation is that of determining the learning outcomes to be expected from classrooms instruction e.g. what should pupils be like at the end of the learning experience?

 

What knowledge and understanding should they possess?

What skills should they be able to display?

What interests and attitudes should they be able to display?

What specific changes are we striving for?

The intended learning outcomes are established by the instructional objectives.A clear description of the intended outcomes of instruction aids in :-

  1. Selecting relevant materials and methods of instructions
  2. In monitoring pupil learning progress.
  3. In selecting or constructing, appropriate evaluation procedures.
  4. Conveying instructional intent to other.
  5. Selecting appropriate teaching and learning activities.

The main purpose of classroom instruction is to help pupils achieve a set of intended learning outcomes.  These outcomes would typically include all desired pupil changes in the

  • Intellectual
  • Emotional and
  • Physical spheres.

The intended learning outcomes are expressed in terms of instructional objectives and stating them clearly in terms of desired learning outcomes can we provide direction to the teaching process.  Blooms Taxonomy of educational objectives divided objectives into three major areas.

  1. The cognitive domain is concerned with knowledge outcomes and intellectual abilities and skills.
  2. The affective domain which is concerned with attitudes, interests, appreciation and modes of adjustment.
  3. Psychomotor Domain is concerned with motor skills.

Each of these three domains is further divided into categories and sub-categories.

The major categories of the cognitive domain consist of the following levels of abilities in order of increasing complexity.

  • Knowledge
  • Comprehension
  • Application
  • Analysis
  • Synthesis
  • Evaluation
  1. Knowledge

Knowledge is defined as the remembering of previously learned material.This may involve the recall of a wide range of material, from special facts to complete theories, but all that is required is the bringing to mind of the appropriate information.Knowledge represents the lowest level of learning outcomes in the cognitive domain.

  1. Comprehension

Comprehension is defined as the ability to grasp the meaning of material.  This may be shown by translating material from one form to another, by interpreting material, explaining or summarizing and by estimating future trends.

  1. Application

Refer to the ability to use learning materials in new and concrete situations.  This may include the application of such things as rules, methods, concepts, principles, laws and theories.

  1. Analysis

Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood.  This may include the identification of the parts, analysis of the relationships between parts and recognition of the organizational principles involved.

 

  1. Synthesis

Synthesis refers to the ability to put parts together to form a new whole.  This may involve a plan of operations (research proposal). Synthesis stress creative behavior and formulation of new patterns or structures

(6)  EVALUATION

Evaluation is concerned with the ability to judge the value of material, (statement, poem, research report for a give purpose.

The judgments are to be based on definite criteria e.g. organization and relevance.

IDENTIFYING INSTRUCTIONAL OBJECTIVES

Involves staidly the types of pupil performance to be expected (demonstrated) at the end of the teaching / learning experience.

NB:  What should the pupils be able to do by the end of the lesson that they could not do at the beginning?

This question should always be answered in terms of;

  • Knowledge
  • Scientific skills
  • Scientific attitudes

Thus a science lesson should have at least three objectives.

TYPES OF OBJECTIVES

  1. Knowledge objective
  2. Skill objective
  3. Attitude objective

STATING OBJECTIVES

Verbs used should be specific i.e. indicate definite observable responses i.e. responses that can be seen and evaluated by an outside observer.The terms used should make it clear precisely what the pupils will do to demonstrate their understandably.Such vague terms as realize see know and believe describe internal states and are not observableunless expressed by different types of overt behavior.

ILLUSTRATIVE VERBS FOR STATED INSTRUCTIONAL OBJECTIVES.

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

-Define

– Describe

-Label

-Match

– Name

– Outline

– State

COMPREHENSION                                             APPLICATION

  • Distinguish                                        – Demonstrate
  • Estimate         – Predict
  • Explain                     – Show

– Solve

– Use

ANALYSIS                                                     SYNTHESIS    

  • differentiate – Device
  • distinguish – Design
  • Identity – Organize
  • Illustrate – Reorganize
  • Separate

EVALUATION 

  • Compare
  • Conclude
  • Criticize
  • Justify
  • Interpret

Acceptable instructional objectives must fulfill the following qualities;

  • Be specific
  • Measurable
  • Achievable
  • Realistic
  • Time bound

(5)  Teaching Activities

The desired pupil changes in terms of knowledge, skills and attitudes are brought about by          the planned teaching and learning activities.

In this particular column the teaching should indicate how he/she intend to engage the learners in the learning process in order to achieve the specified objectives e.g. if the knowledge objective indicates that learners should be able to define  the term energy; then as a teaching activity the teacher should plan to discuss and demonstrate the meaning of the term energy  thus the teacher systematically indicate all the activities that reflect the teacher’s role in the lesson from introduction to conclusion of the lesson.

(6)  Learning Activities

In this column the teacher should indicate specific ways in which the learners will participate in the lesson.

NB:  For every teaching activity there should be a correspondent.

LEARNING ACTIVITY

For example if the teacher intends to discuss pupils observation after a practical activity then the

Corresponding learning activities would be;

  • Learners report their observations
  • Learners record observations

The teacher must ensure that the activities highlighted in this column are as systematic, clear and precise e.g.

  • Answering question on examples of simple machines
  • Observing and identifying simple machines
  • Recording a simple procedure on how light travels

N.B:  Both teaching and learning activities should develop and evaluate the types of pupil performance specified in the objectives.

(7)  TEACHING / LEARNING RESOURCES

For effective teaching and learning it is important that the teacher avail as many different

ty.

pes of teaching and learning resources as possible.  Under this title the teacher should indicate

  • Teaching Aids
  • References in terms of books, titles, relevant pages, author(s) and publisher.

The teacher must prepare suitable teaching aids in terms of numbers, quality and relevance to the sub-topic.

(8)  ASSESSMENT

Assessment is a process of evaluation and measurement of the pupil’s attainment during and after a learning experience.

There is a wide range of methods that the teacher can use and the most appropriate should be selected.

  • Oral test /Questions
  • Written tests/exercises
  • Projects
  • Finished products
  • observing pupils while at work
  • Practical tests
  • REMARKS

In this column the teacher should record the feedback on whether

  1. Was the lesson taught?
  2. If not taught the reason
  3. When the lesson will be taught
  4. What were the pupils able to do in terms of the specified objectives

4.4       Preparation of a Sample Scheme of Work

Assignment

Using the above guidelines and with the help of your subject tutor you will be expected to use the primary science syllabus to discuss and prepare a sample scheme of work.

4.5       Reasons for stating skill, knowledge and attitudinal objectives

As discussed earlier the main purpose of classroom instruction is to help pupils achieve a set of intended learning outcomes. These outcomes would typically include all desired pupil changes in the;

  1. Intellectual
  2. Emotional
  3. Physical spheres

Bloom’s taxonomy of educational objectives also divides objectives into three areas;

  1. The cognitive domain which is concerned with knowledge outcomes and intellectual abilities and skills.
  2. The affective domain concerned with attitudes, interests, appreciation and modes of adjustments.
  • Psychomotor domain which is concerned with motor skills to meet the requirements of the scientific approach to problem solving. Every science lesson should have the three types of objectives in order to enable the learners acquire
    1. The desired knowledge
    2. Develop the scientific problems solving skills
    3. Develop the necessary scientific attitudes

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

Knowledge Objectives

Give examples of soluble and insoluble solids

Skill Objectives

Classify solids into soluble and insoluble solids

Attitudinal Objectives

Develop further the attitude of curiosity as they investigate soluble and insoluble solids

Assignment

List all the scientific skills and attitudes and use them to formulate suitable instructional objectives

 

SECTION 5:  LESSON PLAN

5.1 PURPOSE OF A LESSON PLAN

A lesson plan is a systematic description of both the teaching and learning activities the teacher intends to cover in a particular lesson to cover in a particular lesson in line with the specified objectives and as per the scheme of work.

  1. The lesson plan enables the teacher to present the lesson in a systematic manner.
  2. Facilitates effective use of available time
  3. Enables the teacher to internalize the content to be taught
  4. Builds teachers confidence in terms of readiness to teach
  5. Lesson planning enhances the effectiveness of the teacher
  6. Enhances progressive coverage of the syllabus

A lesson plan provides an objective basis for assessment and self-evaluation of a teacher.

5.2       Main Components of a lesson Plan

The main components of a lesson plan consist of:

  1. Administrative details; class, roll, subject, date and time
  2. Topic- written in capital letters
  3. Sub- topic write in small letters
  4. Specific objectives e.g. by the end of the lesson the learner should be able to;
    1. Knowledge
    2. Skill
    3. Attitudinal
  5. Teaching/ learning resources
    1. Teaching aids (materials, apparatus, charts)
    2. References (indicate title, author, pages and publisher)

LESSON PRESENTATION

This is the systematic organization of the teaching and learning activities in terms of introduction development conclusion with an introduction of various steps and the time allocated.

EXAMPLE

STEP 1

 

TIME

 

TEACHING ACTIVITIES LEARNING  ACTIVITIES

 

Introduction 5 min Must realistically link new work with previous pupil  experience Focus pupils attention

-motivate pupils

Development      
II 5 min Discuss instructions and procedure to investigate solubility of different sounds Observe and record the procedure.
III  5 Min Involve learners in activities to  investigate

Solubility of solids

Mixing different solids with water e.g. sand, sugar
IV 5 min Discuss pupils observations and assist them to classify solids Report observations

Record soluble and insoluble solids.

V 5 min Give written exercise Do the written exercise
VI 5 min Use oral questions to review the main lesson Answer oral questions on solubility of solids.

 

 

CHALK BOARD PLAN

DATE SCIENCE PROPERTIES OF MATTER CLASS

STD 6

New words Soluble and insoluble solids

material apparatus

 

 

 

PROCEDURE

(1)

(2)

(3)

 

Observation

 

 

Charts

Sketches

-Illustration

Self-Evaluation

The teacher should reflect on the lesson conducted with the open mind and write comments on the positive and weakness of the lesson e.g. the lesson was successful and learners conducted all the planned activities.

  • Preparation of a sample lesson plan

Using the lesson plan guidelines given above, prepare a sample lesson plan drawn from your science scheme of work prepared earlier for a specified class.

 

2.2.8 ASSESSMENT

Measurement gives numerical value on an achievement of an attribute in a person. It can be done quantitatively by giving numerical values e.g 60%. It can also be done using qualitative description e.g good, excellent, weak.

 

When measuring the achievement of instructional objective various measurements are used. This includes continuous assessment tests, examination and standardized tests. The word assessment is at times used for measurement. In the teaching and learning processes assessment would include preparing the tests, giving out the tests, marking and awarding marks.

 

Evaluation involves marking a value judgment e.g.  How good the learner is such a learner pass or fail? What is the quality of the score? Evaluation can use assessment scores to make judgments e.g.

Scores                  Grades (helps give a value judgment)

90-100                         A

85-89                           A-

80-84                           B+

75-79                           B

70-74                           B-

65-69                           C+

60-64                           C

55-59                           C-

50-54                           D+

45-49                           D

40-44                           D-

0-39                             E

 

This can help us answer the question “How good is a learner who gets 60%?”

Purpose of Assessing Learners

 

  1. To find out whether the objectives set at the beginning of the lesson have been achieved.
  2. Find out whether learners have understood what has been taught.
  3. To evaluate the effectiveness on teaching methods used.
  4. To motivate learners to study.
  5. To determine learners abilities for the purpose of grouping.
  6. To identify weak learners who may require special attention or remedial work.
  7. To find out the progress of the learners so as to give this information to the parents and guardians.

FORMS OF ASSESSMENT

Assessment can either be done formally or informally.

  1. Formal assessment
  1. Done using written tests and projects.
  1. Informal assessment

Done using oral questions as one teaches, it gives immediate feed-back.

  1. Formative assessment.

Assessment done to provide information that would be used to enhance the learning of learners involved. It gives the teacher feed-back no the progress of learners and is done frequently within a term. It is planned as the teacher plans the lesson. It can be done formally or informally.

  1. Summative assessment

Assessment carried out at the end of a course (terminal) for the purpose of awarding certificates and accountability. It is used to show whether the objectives of the course have been achieved. It is usually done formally

 

  1. Diagnostic assessment

Assessment carried out to diagnose (find out/ identify) learners specific needs. This provides the teacher with information that can be used to take the necessary corrective measures in teaching or planning what to teach those learners. This may be done formally or informally

Methods of Assessment
There are three areas one may want to assess in a learner:

  1. Acquisition of knowledge by learner
  2. Skills acquired or developed
  3. Attitudes developed

Some of the methods that can be used are (Methods of evaluation)

 

  1. Observation

This involves the teacher making direct observation as the learner performs a practical tasks or activity. It is a form of continuous assessments to help teachers to diagnose areas where learners need guidance.

  • This method can be used to evaluate some skills in particular those that relate to practical activities i.e. manipulative skills e.g. designing and setting up an experiment, measurement, controlling of variables etc.

 

  • A good and standard criterion to award marks or grades needs to be made otherwise, the assessment would be subjective e.g.

Grade

-Using the correct procedure

-Using appropriate experimental techniques.

-Completion of the activity

-Organization of the materials

 

This is the method that is used to evaluate attitudes.

 

 

 

  1. Oral questions

 

  • Involves teacher asking questions orally and the learners’ answers oral as the lesson progresses.
  • This method can be used to develop and assess communication skills in a learner.
  • It also gives the teacher an immediate feed-back.
  • In a class having hearing and hearing impaired (challenged) learners this method would disadvantage the hearing impaired learners. It would be necessary to also write the question asked on the chalk board or have a sign language interpreter to sign for hearing impaired learners

 

  1. Written tests
  • Involves giving written questions to be answered by learners
  • It is important for the teacher to mark the questions and then do corrections.

Written questions may be in the form of essay or objective questions.

 

  1. Essay questions

Involves giving a question in which learners’ answer is in their own words.

They may require learners to write long answers or they may be structured such that learners write short answers.

Structured essay questions are more objective I scoring than long answer essay questions which are subjective in scoring.

 

Advantages of essay questions

  1. Relatively easy to set
  2. Learners are given the opportunity to express themselves and thus explain their answers.
  3. Can be used to test for creativity and originality.
  4. Develops communication skills in a learner.

 

 

 

Disadvantages of essay tests

  1. Difficult to mark
  2. Difficult to have objective scoring
  3. Disadvantages learners who have communication problems. Therefore, it is not appropriate for learners who are starting to learn like those in lower primary.
  4. Tests a small area of content covered by learners

 

  1. Objective questions

There are four types:

  1. Multiple choice questions
  2. Matching type questions
  3. Completion type questions
  4. True/ False questions
  1. Multiple choice questions

A scientific statement forms the stem. It is usually followed by four closely related responses. The correct response is called the key and the incorrect responses are called the distracters. The stem should be clear and not too long. There should be only one key.

Setting multiple choice questions

EXAMPLE

Which is the correct name of the female part of a flower?

  1. Stigma           B)  ovary          C)  stamen      D)  pistil
  2. Matching type

A column of items is given and a column of responses to match. The number of items and responses are different; one then matches the items with the correct responses

Example

            Animals                       Name of group

Cow                             Reptile

Frog                            Mammal

Lizard                         Amphibians

Bat                              Birds

Chameleon

  • Completion type

Sometimes referred to as “filling in blanks” questions. A blank space is left within or tats the end of a scientific statement. One is required to fill the blank with the correct word or words.

Example

A sweet potato tuber is an example of a ______________tuber.(stem,  root)

  1. True/False questions

A scientific statement is given and at the end you put the words TRUE/FALSE

one decides whether the given statement is true/ false

Example

A chameleon is a reptile. True or False.

Setting multiple choice questions

  1. Write the stem first
  • It should be clear not ambiguous
  • Use language level appropriate to the learners being tested.
  • Should be precise (not have irrelevant information)
  • Avoid negatively stated points
  1. Write the key (correct response)
  • Ensure there is no clue in the stem
  • The position of the key should vary from one question to another

 

  1. Read the stem and the key

 

  • To ensure the key is correct for the stem

 

  1. Write the distracters

 

  • Should as closely to the key as possible
  • Distracters and the key should be of the same length

 

  1. Read the stem and the responses to ensure there only one key

 

Correction for guessing

Assuming that every long item is because of guessing the formulas below can be used to penalize learners for this guessing. (However note such wring items may also be as a result of  having wrong information)

 

  1. True or False questions

 

S = R – W

S = final score            R = number of items right      W = number of items wrong

 

Length Should be brief as too much information tends to confuse a candidate

 

Practical test

They have questions which require one to carry out a practical task in order to answer the questions. Such questions may involve setting up experiments an experiments and making observations, construction of improvised apparatus etc. such tasks enable examiner evaluate manipulative skills in a learner as well as the scientific attitudes

 

e.g. Design and set up an experiment that can be used to investigate whether water is necessary for rusting to take place

There should be clear guide-line in assessing practical work   e.g.

 

  • Following instructions (procedure) correctly
  • Way of handling apparatus
  • Ability to control variables
  • Using suitable ways to record information
  • Drawing logical conclusions
  • Quality of product made
  • Make correct observations

 

 

Consider the following when developing a test

  1. Objectives of a topic and the content taught
  2. Amount of subject matter covered per topic. Questions should correspond to the size of content area in a topic.
  • Identify areas given more emphasis by the syllabus and allocate questions accordingly
  1. Duration of the test

This will be determined by a number of questions

Number of questions testing different levels. Levels in the Blooms Taxonomy can be used as a guide.Making a table of specification or specification grid can help. It shows topic tested and number of questions in each of the levels.

BLOOM’S TAXONOMY

 

  COGNITIVE LEVEL
Topics

(Content)

Knowledge Comprehension Application Analysis Synthesis Evaluation TOTAL
Properties of matter 3 1 1 1 1 1 8
Animals 4 0 2 1 1 0 8
Plants 2 3 2 1 0 0 8
Weather 1 0 4 0 0 0 5
Water 3 1 1 0 0 0 5
Human body 5 1 1 1 0 0 8
Soil 2 1 1 1 0 0 5
Energy 1 0 2 0 0 0 3
TOTAL 21 7 14 5 2 1 50

Questions can be classified according to the level of mental ability they test

  1. Recall (knowledge) questions
  2. Comprehension questions
  3. Application questions
  4. Analysis questions
  5. Synthesis questions
  6. Evaluation questions

The above classification is based on Blooms taxonomy

Bloom’s Taxonomy

This taxonomy was developed by Benjamin Bloom. It gives various cognitive levels which a teacher can engage a learner through questioning. It is important for the teacher to utilize both lower order questions in the knowledge and comprehension levels and also develop learner’s reasoning abilities by asking them questions in the higher order of Application, Analysis, Synthesis and Evaluation.

 

LEVEL ABILITY REQUIRED COMMON VERBS USED
Knowledge Recalling of ideas, principles, places, events, Names, observations made, procedures or information as it was learnt

It requires one to have memorized information required.

Who , Name,  List down,

Define, State, When, Where

Comprehension -Understanding information or data or facts based on prior learning

-Organizing ideas

-Grasping the meaning of terms

-Translating from one medium to another

-Predicting consequences given the background

-Describe

-Discuss

-Summarize

-Paraphrase

-Interpret

-Illustrate

-Predict

Application -Problem solving using the information or principles learnt

-Use of facts, rules and principles in new situations

-Apply information learnt to produce some result

-Relating practical use with principles learnt

-Use  information learnt to choose or explain why some materials are better than others in some uses e.g. constructions

-Transfer of knowledge to solve new situations.

Use …

Solve …

Apply …

Examine …

Classify …

Compute…

Demonstrate…

Construct …

Show …

Modify…

Relate …

Analysis -Breaking down / subdividing/ separating a whole into its component parts to identify any patterns

-Comparing and contrasting

-To identify motives

–        Looking for similarities and differences

Analyze…

Classify …

Select …

Compare and contrast

Explain why …

Distinguish …

Separate …

Synthesis -Integrate/ combine parts to form a whole

-Combine ideas to form a plan or proposal

-To form a prediction or inference

-Draw a collusion from given facts

-Design an experiment

Create …

Design…

Make a hypothesis…

Draw a conclusion…

Make an inference…

Develop a plan…

Evaluation -Make a judgment/ decision using specific criteria or standard

-Make  a critique

-Assess performances

-Prioritize items

-Make choices after presentations

Do you agree…

Assess…

Recommend…

What do you think about…

Is there a better solution to…

Examples of questions from the various levels

  1. Knowledge
  2. Kamau was sent to the shop to buy sugar. On the way from the shop the sugar fell and mixed with sand. Which of the ways below would be used to recover the sugar?
  3. Dissolve in water, Stir, Evaporate, Filter.
  4. Filter, Dissolve in water, Stir, Evaporate
  5. Stir, Dissolve in water, Filter, Evaporate
  6. Dissolve in water, Stir, Filter, Evaporate

 

  1. One of the following sources of energy is renewable. Which one is it?

 

  1. Biogas from cow-dung
  2. Kerosene
  3. Coal
  4. Cooking gas from crude oil
  5. Comprehension
  • It tests understanding of facts or principles
  • It involves:

-Understanding information or concepts learnt

-ability to explain those ideas in our own words or identify those ideas when stated in different words. Interpretation of data and extrapolation is tested under comprehension

  • Requires learners to translate, interpret, explain, describe, summarize and extrapolate
  1. The diagram below show reproductive parts of a flowering plant

 

 

(diagram of a reproductive part of a plant)

 

  1. Which parts receive the pollen grains?

 

A:  X               B:  Y               C:  W              D:  Z

 

  1. the diagram below shows one form of dispersal

(diagram)

 

The seeds from this plant are dispersed by

A:  Wind         B:  Water        C:  Explosive mechanism                  D:  Animals

 

The graph below shows the increase iof antelopes in a area

 

Which year had the highest number of antelopes?

 

A:  1986          B:  1986          1990                19928

  1. Application
  • Involves facts or principles to solve problems
  • Application question usually take one of the following forms
  • Conditions are given and the resulting effects, one is then required to  give the underlying principle
  • The principle is given with the appropriate conditions. One is required to give the results
  • The principle is given together with results. One is then required to give the conditions.

Application questions will involve the use of logic or reasoning

Examples

  1. Adila cut his hands while peeling potatoes. The blood that spurt from the finger was dark. This shows that Adila has cut a
  2. vein    B)  artery        C)  capillary    D)  blood
  3. which of the materials given below would be the most suitable for making a handle of a frying pan?
  4. Iron B) Copper       C) Plastic        D) Aluminum
  5. The reason why fish is able to move easily in water is because
  6. It has fins
  7. It has hard scales
  8. It is streamlined
  9. It has gills

ANALYSIS

Involves breaking down an idea into small parts and then examining those parts to determine their relations and significance.It may involve deductive and inductive reasoning before giving an answer.

Requires learner to connect, relate, differentiate, classify, arrange, check, group, distinguish, organize, categorize, detect, detect, infer.

Examples

Which of the experiments shown below would be used to show that carbon?

 

 

 

 

 

 

 

3.0 HEALTH EDUCATION

WORMS

Worms are parasites that are in our bodies.  They get nutrients from the body.  Poor hygiene was the chances of worm infestation.

Roundworm (Askaris)

  • They are usually 20-30cm long
  • They are pink or white in colour
  • They are spread from faeces-to-mouth as a result of poor cleanliness
  • The eggs pass from one person’s stool to another person’s mouth.

Effect on Health

  • Once swallowed the young worms hatch and enter the blood stream.  This may cause general itching.
  • The young worms travel to the lungs, causing, causing a dry cough or preumonia with coughing of blood.
  • The young worms are coughed up, swallowed and reach the intestines where they grow to full size.
  • Many round worms in the intestines may cause discomforts, indigestion and weakness.
  • Children with many round worms often have very large swollen bellies.
  • Sometimes they may cause asthma, fits or blockage of the gut.
  • When a child has fever the worms come out in stool or crawl into the airway causing gagging.

Prevention

  • Use latrines
  • Wash hands before eating or handling food.
  • Protect food from flies
  • Follow guidelines of cleanliness

Hookworms

  • They may be 1 cm long and red in colour
  • They cannot be seen in the faeces.
  • A stool analysis is needed to prove their presence

How Hookworms Spread

  • The baby hookworms enter a person’s bare feet,  this can cause itching.
  • In a few days they reach the lungs through the bloodstream.  This may cause a dry cough.
  • The person coughs up the young worms and swallows them.
  • A few days later the person may have diarrhea or a stomachache.
  • The hookworms attach themselves to the wall of the gut.  Many worms can cause weakness and severe anemia.
  • The hookworm eggs leave the body in the person’s stool. The egg hatch on moist soil and back to step 1 – 6.

Prevention

  • Use latrines
  • Wear shoes

Tapeworms

  • In the intestines tape worms grow several metres long
  • They are small, flat, white pieces (segment) found in the faeces about 1 cm long.

How it Spreads

  • People get tapeworm from eating porkmeat, beef or other meat that is not well cooked.
  1. When a person eats poorly cooked meat the cysts become tapeworms in the intestines.
  2. The cysts may cause headache, fits or death.
  3. The egg enters the person’s mouth from his faeces
  4. Pig or cow eats the egg in the man’s stool.
  5. The worm eggs the cow or pig has eaten forms cysts in the meat and again this goes back to
    Step 1 – the person eats poorly cooked meat.

Effects on Health

  • Tapeworms in the intestines may cause mild stomachache
  • The greatest danger exists when cysts get into a person’s brain.  This happens when the egg passes from his stool to his mouth.

Prevention

  • Eat meat that is properly cooked especially pork, ensuring that no parts at the centre are raw.
  • Wash hands after handling dogs.
  • Follow guidelines on cleanliness.

Common Communicable Diseases

Definition

These are easily passed from one person to another through air, physical contact and sharing unclean common user facilities:-

  • Through air, coughs, sneezes – airborne
  • Vectors – they suck blood – vector borne diseases – contagious diseases
  • Physical contact –skin of unhealthy person – sharing of personal items.
  • Water – human faeces or urine – waterborne.

Tuberculosis (T.B)

Tuberculosis of the lung is a chronic (long-lasting) contagious (easily spread) disease that anyone can get.

  • It strikes person between 15 – 35 years especially those who have Aids, or who are weak, poorly nourished or live with someone who has T.B.
  • T.B. is curable.

 

Frequent Signs

 

  • Chronic cough often worse just after waking up.
  • Mild fever in the afternoon and sweating at night.
  • Pain in the chest upper back.
  • Chronic loss of weight and increasing weakness.

 

Serious/advanced Signs

 

  • Coughing up blood
  • Pale, waxy skin
  • Hoarse voice

 

In Children

 

  • Steady loss of weight
  • Frequent fever
  • Light skin colour
  • Swelling in the neck (lymph glands) or the belly

 

Tuberculosis is usually only in the lungs, but can affect any part of the body.

  • It may cause menegitis to children
  • It may also cause skin problems e.g. tumors that disfigure, chronic patchesof sores, skin ulcers or big warts.

 

 

To Check For Tuberculosis (T.B)

 

  • Get a skin test. , take an ex-ray and examine sputum.
  • To cure Tuberculosis takes from 6 months up to one year.

 

How To Manage Tuberclulosis (T.B)

 

  • Eat foods rich in energy, proteins and vitanmins
  • Rest is important
  • Tuberculosis is very contagious.  People who live with infected persons can catch the disease.  Therefore:
  • The whole family should be tested for Tuberculosis
  • Children should be vaccinated against Tuberculosis
  • Infected person should sleep separately
  • One should cover mouth when coughing
  • Avoid spitting anywhere
  • Watch for weight loss and other signs of T.B. among the members of the family.

 

Malaria

 

This is the infection of the blood that causes chills and high fever.

 

  • It is spread by mosquitoes, which suck up the malaria parasites in the blood of an infected person and injects it into the next bite.

 

Signs

 

The attack has three stages

 

  • It begins with chills and often headaches
  • The person shivers and shakes
  • Chills are followed by fever after 400 c or more
  • The person is weak, flushed skin and at times delicious.  Fever may last several hours.
  • Finally the person begins to sweat and temperature goes down.  After an attack the person feels weak but may feel more or less okay.

 

NB:-

 

  • Malaria will cause fever every 2 – 3 days depending on the kind of Malaria.  It is important to have a blood test to check for malaria parasites.
  • Chronic malaria causes enlarged spleen and anemia
  • In children anemia and paleness can begin in a day or two.
  • When malaria affects the brain it is called cerebral malaria.  Fits may be followed by periods of unconsciousness.

 

Prevention

 

  • It occurs often in hot rainy weather/season.
  • Avoid mosquitoes – sleep in mosquito nets.
  • Co-operate with malaria control workers when they spray around homes.
  • People should go for testing when they suspect to have malaria and get to avoid spreading to others.
  • Destroy mosquitoes and their young ones. Clear pods, pits, old cans or broken pots that collect water, drain or put paraffin oil on pools or marshes where mosquitoes breed.
  • Malaria can be prevented or reduced by talking anti-malaria medicines on a regular schedule.

SKIN DISEASES

Skin problems are caused by

  • Diseases or irritations
  • Could be signs of diseases that affect the whole body e.g. measles, pellagra.
  • Could be signs of serious diseases e.g. Tuberculosis, syphilis or leprosy.

(a)  Scabies 

This is common in children.  It causes itchy little bumps that appear all over the body.

Most common:-

  • Between the fingers
  • On the wrist
  • Around the waist
  • On the genitals
  • Between toes

Causes of Scabies

It is caused by small insects similar to ticks or jiggers.

How it spreads

  • It is spread by touching affected skin or clothes or beddings
  • Scratching can cause infection, producing sores with pus and swollen lymph nodes or fever.

Treatment

  • Personal cleanliness is important.  Change clothes regularly.
  • Cur finger nails very short to reduce spreading and infection.
  • Wash all clothing and beddings or boil them and hang in the sun.
  • Wash the whole body vigorously with soap, towel and hot water.

 

(b)  Ringworms (Tinea-Fungus Infection)

 

Fungus infection may appear on any part of the body but occurs mostly on:-

 

  • Scalp (tinea)
  • Parts without hair (ringworm)
  • Between the legs (jock itch)

 

Most fungus infections grow in the form of ring.  They often itch.  Ringworm of the head can produce round patches with scales and loss of hair.

 

  • Fingers and toe nails infected with the fungus become rough and thick.

 

Treatment

 

  • Wash the infected part every day with soap and water keep the affected area dry and exposed to the air or sunlight.  Change underwear and socks often.
  • Keep the affected are dry and exposed to the air or sunlight.  Change underwear and socks often.

 

Prevention of fungus infections

 

All fungus infections ate contagious

 

  • Do not let a child with fungus infection sleep with others.
  • Do not allow different children to share personal effects
  • Treat an infected child at once.

WATERBORNE DISEASES

 

(a)  Cholera

 

  • Cholera often comes in epidemics (striking many people at once)and is usually worse in older children and adults.
  • Severe dehydration can develop quickly especially if there is vomiting.
  • It is vital to report to health facility.

 

Transmission

 

  • Food and drink may be contaminated by bacteria
  • If faeces of a person suffering from intestinal disease (cholera) are deposited in/near water source, these are likely to be present in the water.
  • Disease bacteria may get into food when washed with contaminated water or deposited by flies.
  • Unwashed hands may be contaminated and bacteria is transferred during food handling.

 

Prevention

 

  • Drinking water should be treated
  • Wash hands after visiting lavatory.
  • Observe personal and food hygiene.

 

(b)  Typhoid

 

  • It is an infection of the gut that affects the entire body.
  • It is spread from faeces –to-mouth in contaminated food and water and comes in epidemics.

 

Signs

 

1st Week

 

  • It begins like a cold or flu.
  • The headache, sore throat and a dry cough
  • Fever goes up and down and may reach 400 C
  • Slow pulse
  • There may be vomiting, diarrhea or constipation

 

 

2nd Week

 

  • High fever, slow pulse
  • Trebling
  • Spots may appear on the body
  • Delirium (not thinking properly)
  • Weakness, weight loss and dehydration

 

Treatment

 

Seek medical help.

 

Prevention

 

  • Avoid contamination of water and food by human faeces.
  • Use pit latrines which are a safe distance from sources of water
  • Causes of typhoid often appear after floods. Care must be taken with cleanliness.
  • Take clean drinking water.
  • To avoid spread persons with the disease should stay in a separate room.
  • After recovery some people still carry the disease and may spread to others without affecting themselves.

 

(c)  Bilharzias

 

There are three species of bilharzias worms or flukes called schistosomiasis.  They are 1 – 2 cm long and live in the veins of the bladder, large or small instestine.

 

  • Bilharzia is caused by the damaged and inflammation caused by the escape of the eggs from the infected organs to the outside world.
  • Eggs are laid in the veins where the worms are, then move through the wall of the bladder or instestine causing inflammation, pain and bleeding.

 

How Blood Flukes Spread

 

  • Infected person urinates or defecates in water.
  • Urine or faeces has worm eggs it.
  • Worm eggs hatch and go into snails.
  • Young worms leave snail and go into another person.
  • In this way someone who washes or swims in water where an infected person has urinated or defecated also becomes infected.

 

Signs

 

  • Any person who has blood in his urine or stools should have a sample of it tested for fluke eggs.
  • Common sign is blood in urine (bloody diarrhea)
  • Pain in the lower belly and between legs and worse at the end of urinating, low fever, weakness and itching.
  • After months or years the kidneys or liver may be badly damaged this may cause death.

 

Prevention

 

Blood flukes are not directly from person to person.  Part of their life must be inside a certain kind of small water snail.

 

  • Co-operate with programmes to kill nails and treated infected persons should prevent schistosmiasis.
  • Everyone should learn to use latrines.

 

(d)  Amoebiasis

 

Amoeba cannot be seen naked eyes.

 

Transmission

 

The stools of infected persons contains millions of these parasites.  Because of poor sanitation they get into the source of drinking water or into food and other people become infected.

 

Signs

 

Many healthy people have amoebas without getting sick.

 

  • Amoeba are a common cause of severe diarrhea or dysentery (diarrhea with blood)
  • It is already in persons already weakened by other sickness or poor nutrition.
  • On rare cases it may cause painful abscess in the liver.

 

Amoebic Dysentry Will Cause

 

  • Diarrhea that comes and goes, may alternate with constipation.
  • Cramps in the belly and a need for frequent bowel movement. At times mucus may come

out.

  • Many loose (not watery) stools with a lot of mucus stained with blood
  • There is no fever.

 

NB:-

 

Sometimes bloody diarrhea has other causes.  To be sure of the cause a stool analysis is vital.

 

Sometimes amoebas get into the liver and form an abscess (a pocket of pus)

 

  • This causes tenderness or pain in the right upper belly
  • Pain may extend to the chest (right side) and worse when a person walks.
  • If a person with these signs begins to cough up brown liquid, an amoebic abscess is draining into his lungs.

 

Treatment

  • Seek medical attention.
  • Have a stool analysis.

 

Prevention

 

  • Make use of latrines
  • Protect sources of drinking water.
  • Eat well and avoid fatigue and drunkness.
  • Follow cleanliness guidelines

SEXUALLY TRANSMITTED INFECTIONS

 

Definition:

 

These infections usually transmitted through sexual intercourse or contact.

 

(a)  Gonorrhea and Chlamydia

 

These two infections are spread by sexual contact and have the same early signs

 

  • Often a person has both gonorrhea and Chlamydia at the same time and has to be treated for both.

 

Signs in Men

 

  • Pain and difficulty with urination.
  • Drops of pus from the penis
  • Sometimes painful swellings of the testicles.

 

After Weeks Or Months

 

  • Painful swelling in one or both knees, ankles or wrists
  • Rash or sores all over the body.
  • He may become sterile (cannot sire children)

 

Signs in Women

 

  • At first there are no symptoms
  • She may feel a little pain when urinating or slight vaginal discharge.

 

 

After Weeks Or Months

 

  • Pain in the lower belly (pelvic inflammation)
  • Menstrual problems
  • She may become sterile
  • She may experience urinary problems

 

In men the first signs begin 2 – 5 days after sexual contact with an infected person.

 

In women signs may not show up for weeks or months.

 

Treatment

 

Seek medical help.

 

NB:-

 

A person who does not show signs can pass the disease to someone else starting a few days after infection.

 

  • A woman with gonorrhea or Chlamydia has fever and pain in the lower belly may have pelvic inflammatory disease.
  • Anyone who has had sex with person infected with gonorrhea or Chlamydia should be treated (wives or infected men).  If the wife is not treated she will infect the man again.
  • Protect the eyes of new born baby from gonorrhea and Chlamydia which may cause blindness.
  • Persons with gonorrhea and Chlamydia may have syphilis without knowing it.
  • Get full treatment for syphilis to prevent the first signs (but not to cure the disease).

 

 

 

Prevention

 

  • Be careful with whom to have sex.  Avoid contact with many persons (have one partner)
  • Use condoms.  This helps to prevent STI’s but does not assure complete protection.
  • Get treatment right away to avoid infecting other persons.
  • Tell your partner to get treatment.

 

(b)  Syphilis

 

This is a common and dangerous disease that is spread by sexual contact.

 

Signs

The first sign is a sore called chancre and appears 2 – 5 weeks after sexual contact.

 

  • The chancre looks like a pimple, a blister or open sore
  • It appears in the genital area (or less common on lips, fingers anus or mouth)
  • The sore is full of germs which are easily passed on to another person.
  • The sore is painless, if inside the vagina a woman may not know and can infect others.
  • The sore lasts a few days and goes away without treatment, but the disease continues spreading through the body.
  • Weeks or months later there may be sore throat, mild fever, mouth sores or swollen joints or the following signs may appear on the skin:-

 

  • A painful rash or pimples all over the body
  • Ring shaped patches on the body
  • An itchy rash on the hands and feet.

 

NB:-

 

  • All these signs go away by themselves, but the disease continues to spread.
  • Without treatment the disease can invade any parts of the body causing heart disease, paralysis, insanity among many other diseases.

 

Treatment

 

  • Get medical help when you see a strange rash or skin condition showing up days or weeks after a pimple or sore appears on the genitals.

 

Prevention

 

Same as for gonorrhea.

 

(c)  Candidiasis

 

Otherwise known as thrush or moniliasis

 

  • Candidiasis is caused by a fungal producing a thick white discharge
  • It is more common in women than in men , usually affecting the vagina but also other  areas of mucus membrane notably those inside the mouth.
  • The infection may be spread by sexual intercourse, but other clinical conditions may encourage the fungal growth.  These include the use of oral contraceptives, the hormonal changes associated with pregnancy and diabetes mellitus.
  • Accompanying the discharge there may be itching and irritation of the infected area, and discomfort when passing urine.
  • In men infection may cause inflammation to the head of the penis.  If the infection is in the mouth, sore raised creamy-yellow patches will be present in the mucus lining.

Treatment

 

  • The diagnosis is confirmed by laboratory analysis of the discharge
  • Treatment takes the form of anti-fungal preparations supplied tablets, vaginal suppositories or creams.
  • Change of oral contraceptives (where this is a causative factor)

 

(d)  Herpes

 

  • One of the many different herpes viruses, genital herpes is caused by the herpes simplex virus and produces after about a week, a sore burning sensation, itching and small blisters scattered around the genital area.
  • The blisters open and leave small ulcers which may take as long as three weeks to heal.
  • A person with herpes virus may feel generally unwell and may also have a fever and a headache.

Treatment

 

  • Currently there is no cure for genital herpes, but early diagnosis and palliative treatment with anti-viral drugs will help to reduce the symptoms and the severity of the condition.
  • Pain killers and other soothing measures to be applied to the blisters/ulcers.
  • There may be future flare-ups of the above symptoms, but the effect can be minimized by ongoing anti-viral treatment.

 

HIV AND AIDS

 

Definition

 

This refers to the situation when the Human Immunodeficiency virus infects a human person and affects the immune system causing a collection of diseases that make the syndrome – Aids.

 

(a)  MODES OF TRANSMISSION.

 

HIV transmission is the passing on of the virus from one infected person to another who may or may not be infected.

 

  1. Through sexual intercourse with an infected person. About 80% cases occur as a result of
    sexual intercourse.
  2. Blood or blood products or contact. About 10% cases are known to occur through blood
    transfusion or use of blood product and having contact with blood.

 

For Example:

 

  • Through transfusion
  • Use of contaminated needles and syringes
  • Sharing of circumcision knives.

 

  1. Mother to child transmission. This causes a considerable number of cases of HIV.  For
    instance:

 

  • During pregnancy HIV may be transmitted across the placenta to the foetus.
  • During delivery /at birth and the risk is higher with about 60-70%, because HIV may be transmitted through the mother’s blood.
  • During breastfeeding.
  • Through the use of contaminated body piercing objects.  these include needles, syringes, blades, knives, surgical instruments. If the mentioned objects are used on infected persons then HIV will be easily transmitted to another person.

 

(b)  Stages of Development

 

There are six stages of HIV progression.  These are:-

 

  • HIV infection stage
  • Window period
  • Sero conversion sero (+ve or –ve)
  • A symptomatic HIV infection.
  • Related illnesses/opportunities infections
  • Aids stage (full blown)

 

Stage I

 

When first infected by the virus a person looks normal and healthy and is unaware of the fact.  However, the person still carries the virus and can infect other people.

 

Stage II

 

This is the period at which the body begins to develop antibodies to fight the virus.  The period paves the way for window period – which refers to the period acquiring the virus and the time a person tests positive.  A person can infect other people during the window period.

Stage III

Seroconversion stage is the period when an infected person changes from a negative status to a positive status.

Stage IV

This is the symptomatic HIV infection period.  During this stage a person has no symptoms of Aids but the virus is slowly multiplying in the white blood cells destroying the body’s immunity status.  The virus suppresses the person’s immunity exposing him to opportunistic infections displaying a symptomatic HIV infection.

 

Stage V

This is the opportunistic stage whereby the disease such as Tuberculosis, herpes zoster and candiasis are known to take advantage of the body’s lowest immunity.  These illnesses strike the body with the purpose of establishing themselves, a condition that leads to AIDS.

 

Stage VI

AIDS stage.  This is the period that surfaces as a result of weakness in body’s immune system.  It is the final period HIV virus.

 

 

(c)  Counseling and Testing

 

What is VCT?

 

  • It stands for voluntary Counseling and Testing.  It refers to the process by which a person finds out whether or not he/she is infected with HIV, the virus that causes AIDS.

 

Counseling

 

Refers to a helping relationship established between a healthcare provider and a visiting client to a VCT centre.

 

Who Should Receive VCT?

 

  1. Anyone serious about behaviour change
  2. Those with more than one sexual partner.
  3. Those diagnosed with STD or TB
  4. Anyone 18 years and above
  5. Couples before starting a relationship, before marriage and for pregnancy planning.
  6. Mature minors (15-18 years) who have already engaged in risky behavior.

 

NB:-

 

Children under 15 years should be served only with parental consent and only if there is a clear benefit to the child.

 

Basic Steps Involved in Counseling for HIV

 

  1. HIV/AIDs information
  2. Pre-testing and test decision Counseling
  3. Post-test Counseling
  4. Plans for reducing risky behavior

 

What is Pre-test Counseling?

 

This is the counseling done before the HIV test.  It involves assessing one risk of contracting HIV, discussion on the test and expected results, thinking through the possible results and discussing basic HIV facts as well as risk reduction methods.

 

What is Post-Test Counseling?

 

This is done after the patient receives his/her results.  Other issues discussed at this point are positive living, risk reduction, planning, window period, partner notification and additional counseling sessions for both positive and negative individuals.

 

Benefit of Counseling and Testing to Individuals

 

  1. It empowers the uninfected person to protect himself/herself from HIV.
  2. It assists infected persons to protect others from being infected and live positively.
  3. it offers opportunities for early treatment of HIV and HIV associated infections.
  4. For couples and families if offers/supports safer relationships thereby enhancing faithfulness.
  5. It encourages family planning and treatment to help prevent mother to child transmission of

HIV.

  1. It allows couples and families to plan for the future.

 

(d)  Myths and Misconceptions

 

There are several myths and misconceptions about HIV transmission.  One does not get HIV from hugging, sharing toilets, sharing utensils, shaking hands, sharing clothes, living in the same house, mosquito bites, kissing, but this might be risky if one has bleeding gums, wounds or when saliva is mixed with blood.

 

Development and Disease Progression

 

The virus is spread from one infected person to another person following exchange of body fluis that contain the virus.

 

(a)What are CD4+Lymphocytes?

 

They are types of white blood cells which are important in the body’s immunity.

 

(b)  Where are the CD4+Lymphocytes Found?

 

They are found in blood and body tissues where they form a front line defence against invading germs.  There are parts of the body which always have a high concentration of CD4+Lymphocytes.  These are:-

 

  • The vagina
  • Foreskin of the penis (Prepuce)
  • Alimentary tract from mouth to anus.
  • Sites of injury e.g.wounds

 

(c)  How does the body react to the HIV Virus?

 

  • The body reacts by producing anti-bodies to fight the HIV virus.

 

(d)  How does the virus affect the body and Cause Disease?

 

  • The virus attaches to white blood cells in particular the CD4+Lymphocytes and enters the cell.  (The virus has a special affinity for the CD4+Lymphocytes).  Once inside these cells the virus multiplies to produce many more of its kind.  Eventually these infected cells die or become too weak to work effectively.
  • This results in a weakened Immune System predisposing the infected person to many other diseases, which under normal health circumstances the body is able to fight.
  • Owing to overwhelming infections by these diseases which may multiply or too severe, the person becomes weaker and weaker and eventually dies.

 

(e)What is The First Stage of HIV Virus Infection?

 

Once a person is infected the HIV virus is transmitted all over the body attaching itself to CD4+Lympocytes.  This is called an acute HIV syndrome.

 

  • It prevents with skin rash, cough, swollen lymph nodes sore throat among others which then disappears.
  • The affected person tests negative to the standard HIV tests in this stage.

 

NB:-

 

In this stage one can transmit the virus to another person.

 

(f)  Care and Support for those Infected and Affected

 

Persons living with HIV/AIDS require care and support as this can prolong their lives and ensure that the stigma is eroded and positive living is ensued.  Therefore, the following should be considered:

 

  1. Nutrition

 

  • They require a balanced diet to be in good health.
  • They should be encouraged to take meals regularly.
  • Meals of quality and quantity should be served to strengthen their bodies.

 

  1. Hygiene

 

  • They should be advised to keep themselves clean.
  • They should be observant of healthy aspects by avoiding infections and taking exercises regularly.
  • The affected i.e. wife of husband, children, relatives should support the sick in all ways possible.
  1. Emotional Support

 

  • The moods and feelings of the sick should be understood.
  • Sympathy sand empathy should be considered.
  • Other people should come in to support the affected so as to keep the former from fear and anxiety.
  1. First Aid and Home Nursing

 

  • The health workers e.g. community workers should equip the affected with First Aid and Home Nursing knowledge so as to render the appropriate service to those infected when need be.
  1. Developing Positive Attitudes

 

  • Other people should remove fear from the infected people.
  • The affected and other people should prepare the infected psychologically for the purpose of stable mind.
  • Religious support is vital and the affected should be encouraged to avoid fear and shame.
  1. Financial and Material Support

 

  • This is necessary as quite often the infected lose their sources of income.  This support will help to meet their basic needs e.g. food, bills, clothing and education fee.
  •  Also the affected may be orphans or parent/guardian may be weak to work for a living.

 

 

 

  1. Appropriate Information

 

  • The infected will require information on how to reveal their status to other people e.g. to a spouse.
  • They should be informed

IMMUNIZATION

 

Definition

 

It means giving the baby special injections or medicines to prevent him or her from catching serious diseases.

 

Importance

 

  • To protect children against dreadful diseases
  • Vaccinations provide immunity and when the disease emerges, it is easily managed.
  • To bring up healthy and upright human beings.

Immunization Schedule for Infants.

 

Disease                       Age                                                     Method of Immunization

 

Tuberculosis (TB)                  Birth & 5 years                                   Injection (BCG)

 

Diptheria, Polio                      3, 4 & 5 months                                  Injection

Whooping Cough &                                                                           Oral

Tetenus

Measles                                   9 months                                             Injection

 

NB:-

 

In case of any need especially in the case of an outbreak of some disease, doctors will advise the mothers whether or not a new vaccine is required.

Safety when handling chemicals used at home

 

Chemicals are poisonous and care must be taken when using them to ensure proper protection. The following precautions should be observed:

 

  • Chemicals should be labeled appropriately and correctly to avoid confusion.
  • They should be kept away from children’s reach.
  • Chemicals should not be kept in the obvious places as this is tempting.
  • Keep chemicals separately according to their purposes.
  • Only knowledged persons should be allowed to handle chemicals to avoid
  • Personal protection should be observed e.g. when wearing hands after handling

Chemicals.

3.9       Drugs

Definition:

 

Drug is a medicine or substance which has marked effect when taken into the body.

 

  • This effect may be positive or negative to the user.

 

Classification

 

Drugs may be classified into two categories.

 

(i)  Legal Drugs:-

 

  • These are drugs or medicine that a doctor prescribes for depression.
  • The patient uses the dose for a certain period and according to the physician’s directives.

 

(ii)  Illegal Drugs:-

 

  • These are substances which when taken they alter the brain functions and create dependence.  The victim will be uneasy once they have skipped a fix.
  • Illegal drugs such as cannabis, ecstasy, LSD cause negative results to the user and should be avoided by all might.

 

Proper Use and Storage of Drugs:-

 

Drugs should be administered according to the doctor’s prescription.  Taking more or less than advised can be detrimental to one’s health.

 

  • When using drugs, time and duration are of paramount importance
  • Correct dosage enhances quick recovery and quite often the disease/ailments disappear for good.
  • Appropriate storage should be considered.  Drugs should be kept away from children’s reach.
  • Drugs will be affected by light and so it is advisable to keep drugs in enclosed  places where lighting is controlled.
  • Clear labeling is vital to curtail confusion.
  • The self-live of medicine should be considered.  This avoids use of expired drugs which could be poisonous to the users.

 

3.10     Drug and substance abuse

 

Definition

 

Drugs refer to all the substances which alter the organic functions and the behavior of thiose who take them.

 

 

Commonly abused drugs and substances

 

  1. Tobacco:-

 

  • Smokers inhale poisonous substances e.g. tar, nicotine and carbon-monoxide. This poisonous gas is also breathed in by non-smokers when they are close to smokers.
  • Tobacco produces its effect very slowly e.g. it can take decades to see the results of smoking.  Also some people may not seem to be affected by smoking.

 

Effects of Smoking

 

  • Tobacco causes diseases of the heart, cancer, stroke, bronchitis, bad circulation and

ulcers.

  • Pregnant women who smoke usually have smaller babies i.e. underweight babies.
  • Their babies have a great risk of death at birth.
  • Smoking habit is very strong smokers who wish to give up are unable to to do it on their

own.

  • Smoking provokers withdrawal symptoms, thus they feel on intense desire to smoke

when they have not done it for a while.

 

NB:- 

 

According to WHO tobacco is the first preventable cause of death.

 

  1. Alcohol

 

The effects of alcohol are immediate.

 

  • Drinkers feel happy and talkative shortly after drinking. If they continue drinking they

become drunk.

  • Short term alcohol makes all the muscles including the heart numb.
  • Sharpness of the sight is lost particularly at night and with artificial light.
  • Personality changes e.g. the person becoming more impatient and aggressive.

 

Long Term

 

(i)    Drinkers have a risk of cirrhosis of the liver, a cancer of the mouth and esophagus.

(ii)   Drinkers run the risk of suffering from memory loss, hallucinations and degenerative
dementia.

 

  1. AMPHETAMINES

 

These are medications that doctors sometimes prescribe for depression.

 

  • Some are manufacturers in illegal laboratories
  • Some people use them to keep themselves awake.
  • They are usually in form of pills.  When illegally handled they are in powder form to be

snorted through the nose.

  • They may even be injected.

 

Effect

 

  • When taken feelings of euphoria and self-confidence follow.
  • When the effect passes, feelings of anxiety (fear0 and irritability appear.

 

NB:-

 

  • It is very easy to get hooked on this drug.
  • The dose must be increased to achieve the high of previous times.
  • Those who use them can intoxicate themselves easily and suffer from hallucinations.
  • There is the tendency of becoming anti-social.

 

  1. COCAINE (CRACK CAKE, SNOW WHITE LADY)

 

  • Cocaine can be taken in several forms
  • The most common form is by nosal absorption
  • It may also be injected or smoked in a cigarette or in a pipe.

 

Effect

 

(i)      Its effects are similar to those of amphetamines although the make-up is very different.

(ii)    Also the symptoms of intoxication are similar, but the hallucinations come quicker

(iii)   Repeated doses produce extreme agitation and anxiety.

(iv)   Excessive doses lead to death from respiratory depression, convulsions or heart rhythm
disturbances.

(v)    Intoxication by cocaine provokes the risk of accidents and sicides.

 

NB:-

 

  • Cocaine is very expensive and this leads to frequent adulteration.
  • The adulterations cause very unpleasant effects and sometimes even death by poisoning.

 

5.MOMA – Ecstasy (Disco Biscuits. Adam, Arm Drug, e, XTC)

 

  • Ecstasy –  it is active ingredient is a stimulant known as MDMA
  • It is a designer drug (synthetic) similar to amphetamines
  • It is presented in pills, the size of a lentil.
  • It started out by being used as a drug in psychiatry, but it was made illegal in due to its risks.

Effects 

 

  • An Ecstasy ‘high’ takes the form of a euphonic rush or a feeling of serenity
  • It produces nausea, dry mouth and a rise in blood pressure.
  • High doses over a long time can produce anxiety, panic confusion, insomnia and possibly psychosis, paranoia, etc.
  • Most of those who have died have exhibited symptoms connected with heart stroke.

 

It is tough that the accumulative effects of MDMA (which has a stimulant makes it possible for the addict to dance for long periods without feeling exhausted) and dehydration from dancing in hot night clubs.

 

  • Some evidence suggests that ecstasy triggers the body’s release of anti-diuretic hormones which limit the effectiveness of the kidneys at processing fluids.
  • Some people have responded to the stimulant aspect of drug with very high blood pressure, causing heart attack or brain hemorrhage.
  • Fundamental risk is its toxicity on the nervous system.
  • Difficulty in muscular co-ordination.
  • Cold feelings.
  1. Cannabis (Hashish, Marijuana)

 

It is a preparation from the dried flowering tops of the hemp plant and is smoked, chewed or  drunk to induce Euphoria.

 

  • Slang equivalents include ‘pot’, ‘grass’, ‘weed’, ‘dope’, and as a cigarette, ‘joint’ and ‘reefer’.
  • It may also be presented in the form of chocolate drops.

Effects

 

  • The effects are quick and smokers feel relaxed, talkative and unworried about their problems.
  • Regular smoking of cannabis affects certain mental functions e.g. it decreases memory, reasoning and capacity for resolving problems as it disturbs the connections between neurons.
  • It affects personal motivation.  Regular smokers are usually unmotivated, apathetic without goals or objectives and without goals or objectives and without the wish to succeed in anything.
  • Cannabis smoke is more carcinogenic than tobacco smoke.  A big % of the addicts of heroin and other hard drugs begin by smoking cannabis/marijuana.

 

  1. HEROIN (‘Horse’, ‘smack’)

 

  • Is a white odourless, bitter crystalline compound.
  • It is obtained from Opium, a substance from an oriental plant called the Opium Poppy.
  • It is injected into the veins or muscle and some people smoke or sniff it and others take it orally.

 

Effects

 

  • It is calming.  It takes away physical and psychological pain leaving a felling of pleasure.
  • It is a highly addictive narcotic (addiction sets in within months).  The beginners get hooked quickly, committing robberies and even homicide to get a ‘fix’.
  • Main lining – (injects into a vein).  This results in veins becoming swollen, blocked or collapsed.
  • Addicts feel euphoric.  This feeling lasts a few hours.  When this feeling leaves, they experience muscular pains, cold sweats, shaking, fever and diarrhea.  This shows another dose (fix) is needed.
  • For tolerance, addicts need a great dose.  As a result an over dose may be reached.  This leads to nausea, irregular breathing, convulsions, state of coma and death.
  • Premature ageing sets in
  • Chronic skin ulcers
  • Heart problems

 

 

Other Risks From Heroin

 

(a)  Decreased immunological systems.

 

  • The organisms lose defenses and tend to contact diseases.

 

(b)  Chemical Adulterations

 

  • Obtain more doses, the dealers use inexpensive substances some are very dangerous and can cause death.

 

(c)  Hepatitis and AIDS

 

  • The virus of these diseases is easily transmitted by the use of needles and syringes which have been used by other people.

 

(d)  Hematomas

 

  • The repeated injections produce internal injuries and deterioration in the tissues and prevent blood circulations.

 

  1. INHALANTS

 

Certain gases given off by dissolvent produce effects similar to those obtained by alcohol.

 

  • The presence of these dissolvent in glues, paints aerosols etc make many young people try these volatile substances.

 

 

Effects

 

  • The effects are immediate because they pass quickly into the blood stream and then reach the brain.
  • Similar to alcohol, sniffing drugs by these substances can be pleasant or terrifying.

Other Risks Are:-

The speed of their effects

 

  • People have died, asphyxiated when putting the spray in their mouths.
  • The sprays cause paralyzing of the respiratory tracts hence death.
  • It may lead to death after becoming unconscious when breathing in from a plastic bag with the substance in it.

SOCIAL, HEALTH AND ECONOMIC IMPLICATIONS OF ABUSING DRUGS AND SUBSTANCES

  • Breaks-up of friendship and the near impossibility of establishing any kind of social relationship except with groups of fellow users with similar habits.
  • Diseases and the consequences of self neglect.
  • Poor health as a result of lack of appetite.
  • Mental functions are affected e.g. decrease in memory, reasoning and capacity for resolving problems because drug abuse disturb the connections between neurons.
  • Break-up of families.
  • When death occurs the affected people suffer a great deal.
  • The impossibility of acquiring or holding down a job because of thee effect of drugs on co-ordination balance and the ability to think and retain.

 

Safety When Handling Chemicals Used At Home

 

  • The physical properties of pure H
  • Which component part of the Scheme of Work would enable the teacher to prepare teaching Aids.

4.0       TOPIC:  WEATHER AND ASTRONOMY

Introduction

What is weather

This is a condition of the atmosphere at a certain place for short period of time  (a few minutes to a few years ) Compare this with climate ; Which is average weather condition of a particular place for a long period of time (30-35 years). The weather of a place changes from time to time

Why study weather?

The impact of weather in our lives cannot be ignored, our activities and behavior are directly or indirectly affected by weather

Some activities which are affected by weather include;

  1. Farming:  By studying  weather farmers would be able to decide the appropriate time for carrying out activities like; preparing the land for planting, spraying , harvesting and migration in normadic communities
  2. Animals can migrate from one place to another depending on weather changes e.g. wildbeasts migrate from Serengeti national park in Tanzania to Maasaimara in Kenya  in July/ August. Birds migrate from cold regions to wamer regions
  3. Some reporting activities can be planned depending on prevailing weather conditions. E.g. Mountain climbing, surfing and sailing, skiing and swimming
  4. Air travelers need to know the prevailing weather conditions of their destinations
  5. Knowlegde of weather conditions would help people decide on the type of clothing to put on

Elements of weather

Wind

This is air in motion. It is caused by unequal heating of the earths surface.

In hot regions air is heated up faster than in cold regions. The heated air becomes less dense and rises up. Cold air from the cold regions move to take the place of risen hot air

 

Point B is heated up than A. Air in B becomes less dense and movesup. Cold air from A moves to yake place of risen air in B due to pressure in B.

Globally there are wind systems caused by different positions of the sun as the earth resolves round it.

In march and September when the sun is at the equator, air is heated up and rises along the equator cold air moves from the tropics to the equator and causes inter-tropical convergence zone (ITCZ)

Winds control the temperature of a place. Cold or warm wind blowing into a place changes the temperature.

Rainfall

Heat from the sun causes water on the surface of the earth to evaporate into the atmosphere as water vapour. Plants give out water to the atmosphere through transpiration. Human beings give water to artmosphere through precipitation. As the water vapour rises up, it is cooled and condenses to form clouds. The clouds become heavy and fall as rain.

Temparature

This is the hotness or coldness of a place or a thing. The earth is heated up by the sun. The earth radiates long wave energy which heats up air. Hot air moves up and cold air flows to replace it. This causes conventional currents.

Humidity

This refers to the amount of water vapour in the atmosphere. Absolute humidity is the amount of water vapour in a given amount of air.

Relative humidity is the ratio of the amount of water vapour at a certain temperature to the maximum amount the air can hold at that temperature.

If the humidity is low air can be described as dry. If humidity is 100 % is dew point. Hot air is capable of holding more moisture than cold air.

 

Atmospheric pressure

This is the pressure exerted on the earth’s surface by air above it. The air pressure is as a result of the weight on the air objects below it. It is less at high altitudes and great at low altitudes. The atmospheric pressure at sea level is 760mm of mercury (760mmHg)

Sunshine

This refers to the sun rays reaching the surface of the earth. The sun produces huge amounts of radiant energy but only a fraction reaches the earth.

The rays from the sun can only reach us when there are no clouds. The type of clouds, determine the amount and duration of sunshine if there are no clouds, the intensity of sunshine is high.

Clouds

Clouds are masses of tiny droplets of water or ice particles or both suspended in free atmosphere. Clouds are formed when water vapor condenses. Condensation is the process where water vapour changes into liquid state.

Formation of cloud depend on temperature, air pressure, humidity and wind.

There are three main groups of clouds i.e. high, medium and low

High clouds

They include cirrus, cirrocumulus and cirrostratus.

Medium clouds

They include altocumulus

The low clouds include:

  • Stratocumulus
  • Stratus
  • Cumulus
  • Cumulonimbus

Activity

Explain how the formation of clouds depends on:

  1. Temparature
  2. Air pressure
  3. Humidity
  4. Wind

Describe the appearance of the following clouds in the sky

  1. Cirrus
  2. Cirrocumulus
  3. Cirrostratus
  4. Altocumulus
  5. Stratocumulus
  6. Stratus
  7. Cumulus
  8. Cumulonibus

IMPROVISED WEATHER EQUIPMENTS

Various elements of weather can be observed and measured. Different weather instruments can be used for this purpose.

Wind

Various aspects of wind can be measured

Aspect Instrument for measuring the aspect
Direction Windvane
Strength and direction Wind sock
Speed Anememetre

CONTSTRUCTION OF IMPROVISED WEATHER INSTRUMENTS

Windvane

This is a weather instrument for measuring direction of wind. It consists of a horizontal of wind. It consists of a horizontal arm in the shape of an arrow that rotates freely on a frame. There are other arms that show the four main types the four main compass directions.

The arrow of the windvane will always point to the direction from which the wind blows.

Activity

  1. Name materials that can be used to construct an improvised wind-vane
  2. Describe how the windvane can be constructed

 

Windsock

This instrument shows both direction and strength of wind. It is a light cylindrical cloth bag or polythene bag attached to two rings, a big and smaller one.

It is tied to one end of a wooden post which is erected on the ground as shown above.

 

Activity

Describe how a windsock can be used to measure

  1. The direction of wind
  2. Strength of wind

Raingauge

This is an instrument which is used to measure the amount of rain falling in a place. Rain gauge consists of cylindrical container in which a glass can for colleting rain water is put. A funnel at the top directs water into a jar.

The diameter of the funnel is 13cm. The height of the funnel above is 30cm

This is to prevent water from splashing into the raingauge from outside. The cylindrical container is buried in the ground to avoid being dislodged by run off.

The rain gauge is placed in an open place. All the water collected is poured into a special measuring cylinder where the amount of rain can be read directly in mm.

Activity

  1. Name locally available materials that can be used to construct an improvised raingauge
  2. Describe how the rain gauge can be constructed using the materials named above.

Thermometer

This is an instrument used for measuring temperature. Commercial thermoter use either mercury or alcohol. These two liquids have the ability to expand when temperature rises and contract which temperature decreases.

 

They can show significant changes for small changes in temperature. The instrument consists of a glass bulb which is attached to a narrow glass tube. The narrow tube is enclosed in a larger glass tube. The bulb is filled with mercury and capillary tube is sealed at other end of the bulb

Activity

  1. Describe how the mercury or the alcohol thermometer works
  2. Give characteristics of mercury which makes it good as a thermometric liquid
  3. Compare the properties of alcohol and mercury as thermometric liquids.

Improvised air thermometer

How the glass bottle is warmed the air inside expands and pushes the liquid in the narrow tube which risen through capillary action downwards. This goes to record a higher temperature.

When the glass bottle is cooled the air inside contracts . A partial vaccum is formed and liquid is pushed upo by atomospheric pressure acting on it. In the basin. This leads to a lower leading

Activity

  1. Why is the liquid coloured?
  2. Why used tight titted cork?
  3. What is the underlying principle in the working of this instrument

Liquid thermometer

  • Colored water is put in a glass bottle.
  • An inner biropen tube is inserted into a cork which is lighting fitted to the mouth of the glass bottle.
  • A scale made from manila paper is fixed on the biropen tube using sellotape. The scale is graduated from bottom upwards such that high readings are at the top and lower readings at the bottom.

How does it work?

When temperature rises the coloured water expands and moves upwards through the tube to indicate high temperature. When temperature falls, the water contracts and the level in the tube drops to indicate low temperature.

Hair Hygrometer

  • This is an instrument used to measure humidity
  • Construct a wooden stand as shown in the diagram
  • Tie a hair strand to a nail fixed on the side of a stand. Tie it to a weight on the other end.
  • Pass the hair strand on a roller to which a pointer is fixed.

HOW IT WORKS

When the air is moist, the hair absorbs moisture and contacts linearly as it expands laterally. This results in shortening of the hair strand which pulls the roller upwards and the pointer indicates a higher reading.

When the air is dry, the hair relaxes and expands linearly. This pulls the roller downwards and the pointer indicates a low reading

Barometer

This is a weather instrument for measuring atmospheric pressure

Mercury barometer

Mercury barometer is made up of glass tube which is open on one side. The tube is filled with mercury and the immersed vertically in a bowl of mercury with the open end facing downwards.

A column of mercury is supported by air pressure outside the tube upto 760mm above the mercury in the tube is vacuum.

Improvised Air Barometer

When the atmospheric pressure increases more than the pressure inside the bottle, the thin rubber sheet is pushed inwards and the pointer in turn moves upwards to record a high pressure

When the atmospheric pressure decreases the pressure inside the bottle, the thin rubber sheet is pushed inwards and the pointer moves upwards to record a high pressure.

When the atmospheric pressure decreases the pressure inside the bottle would be greater than the pressure outside. The thin rubber sheet is pushed upwards and in turn the pointer moves downwards to record a low pressure.

RECORDING WEATHER

Weather station:

This is a place set aside for the purpose of observing , measuring and recording weather elements. These are mostly found in meterogiocal centers, agricultural institutions , schools and colleges.

SITE FOR A WEATHER STATION

For a weather station to serve its purpose effectively choice of a suitable site is important. The following factors need to be taken into account when setting up a weather station.

  1. It should be in an open place where there is free flow of air.
  2. The site should provide a wide view of the surrounding landscape and the sky.
  3. Site should be fairly level or gently sloping
  4. Site should be free from flooding

RECORDING WEATHER

It is important to observe, measure and record weather on daily basis. The weather can be recorded on a chart symbols

WEATHER CHART

The daily weather can be observed and recorded in the morning and afternoon on a chart as shown below

 

WEATHER FORCASTING

This is the predicting of the state of the atmosphere in a particular region over a period of 24 hours or 48 hours

Inorder to predict the expected weather condition, certain weather elements must be observed. These include wind direction, pressure , temperature, cloud cover.

The past weather conditions are also important in forecasting future weather phenomena.

Balloons carrying instruments are released into the atmosphere twice in a day.

The instrument transmit data back to receivers at the weather stations which is processed  to create weather forecast.

Today, satellites are used which transmit photographs on weather conditions daily.

The photographs show cloud systems give information on movement of cyclones

 

Traditional  beliefs about weather

Activity

Discuss the traditional beliefs about weather in your community

Discuss how the following factors affect weather

  1. Wind
  2. Distance from equator
  • Altitude
  1. Nearness to the ocean
  2. Humidity
  3. Cloud cover
  • Rain

PROJECTS

This work should be done at home

Construct the following weather instruments

  1. Wind-vane
  2. Wind-sock
  • Rain gauge
  1. Air thermometer
  2. Liquid thermometer
  3. Air barometer
  • Hair hygrometer

ASTRONOMY

Definition:-

Astronomy is the study of heavenly bodies that include sun, planets, moon, steroids, meteors

and comets.

 

Stars

A star is a huge ball of glowing gases.

  • There are countless stars in the sky
  • The sun is a star that is nearest to earth.
  • Some stars are bigger than the sun but appear smaller because they are further from

the earth.

  • Stars are of many different colours and size.
  • The colour of the star is an indicator of its temperature.
  • White stars are the hottest and red stars are the coolest.

 

Constellations

  • These are groups of stars that form a recognizable pattern in the sky.
  • Some constellations include:-

(i)  Orion (Hunter)

– has more bright stars than other constellations.

– Can be seen during early months of the year

 

 

 

 

(ii)  Plough (Ursa major/great bear)

  • Has seven stars, with four forming a rectangle and three forming a tail
  • Observed when you face northwards.

 

 

 

 

(iii)  The Southern Cross

  • Group of four stars with a cross shape
  • Observed when facing south.

 

 

(iv) The scorpion

  • Brightest of all constellations
  • Shaped like a scorpion.

 

 

 

 

(v)  Canis major (great dog)

The brightest star in the sky is part of this constellation.

Galaxy

Large group of stars in outer space

  • Our solar system belongs to the galaxy called the Milky Way.
  • There are many other galaxies.

The Solar System

Consists of the sun and its family of planets together with other smaller bodies-: moons,

steroid belt, comets, meteors and dwarf planets.

 

The sun – centre of solar system

  • Revolves and within its gravitational pull are revolving planets.
  • Planets revolve round the sun in circular paths called orbits.

 

Planets

There are eight planets in solar system.

  • The planets are arranged in order

 

Meteors

Small pieces of rock that circulate in space.

  • When a meteor enters the earth’s atmosphere, it burns up due to the

heat generated by friction with air.

  • This produces a streak of light in sky, called a shooting star.
  • Sometimes a meteor may reach the earth’s surface before it has burnt
  • out completely. It is then called a meteorite.

Activity: – Make a model of the solar system, showing the positions of planets, sun

and their paths.

 

Question: – What differentiates Saturn from the other planets.

 

Movement of the Earth

The earth has two types of movements:-

  • Rotation on its own axis
  • Revolution around the sun

 

Rotation of the Earth

  • Earth rotates on its axis once every 24 hours in an anti-clockwise manner

from west to east through 360 ̊ of increasing distance, away from the sun.

Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune.

 

  • The four outer planets are gland planets.

 

  • The two largest planets are Jupiter and Saturn.

 

  • The outer planets are gaseous in nature, but may have a solid core.

 

  • The four inner planets are smaller in size and are made of rock and metal.

Asteroid belt

  • Found between Mars and Jupiter.
  • An asteroid made of rock and metal.
  • Revolve round the sun like planets

 

Comets

  • Fairly large bodies which consist mainly of gases together with a few rocks.
  • When a comet passes near the sun it glows and forms a tail which point away from the sun.
  • This means that every one moment one side of the earth faces sun.
  • The side facing the sun experiences day time while the other time has night time.
  • The axis is an imaginary line through the centre of the earth from North pole to

South Pole.

 

Effects of rotation of Earth:-

(i)  It causes day and night

(ii) Causes high and low tides

(iii) Causes deflection of winds and ocean currents.

(iv) Causes time differences between longitudes

 

Revolution of the earth:-

  • It’s the movement of the earth around the sun.
  • Movement of the earth is in a path called orbit around the sun.
  • Revolution takes 365¼ days

 

Effects of revolution of Earth

(i)   It causes the four seasons in a year (summer, winter, autumn and spring) in

temperate areas.

(ii)  Longer days and shorter nights in northern hemisphere in June.

  • Shorter days and longer nights in northern hemisphere in December .i.e.

unequal days and nights.

(iii)  During summer each affected pole experiences 24 hours day light, while winter

each affected pole experiences 24 hour night.

(iv)  Changes in the position of the midday sun at different times of the year.

 

Phases of the moon

  • The moon is the earth’s natural satellite.
  • Rotates on its own axis
  • Revolves around the earth once every 29½ days.
  • The moon has no light of its own and reflects light from the sun.
  • Depending on how much of the lighted side of the sun we see the moon has several phases.

 

  • When moon is nearest the sun, the lighted side does not face earth and the

night is dark.

  • As it moves further from the sun it can be seen a little at a time.
  • The first appearance of the moon after a dark night is called new moon.
  • After 15 days it moves to the other side of the earth farthest from the sun.
  • At this time the earth is between the sun and the moon.
  • This stage is called the full moon and it can be fully seen from the earth.
  • Once again its size begins to decrease until it disappears from the sky and it is said to be waxing (getting bigger)
  • After a full moon, when the moon is getting smaller, it is said to be waning

(getting smaller)

 

  • A crescent is when less than half lighted side of the moon can be seen while when more than half the dark side can be seen it is said to be a crescent.

 

Assignment: – Draw an illustration showing the phases of the moon relative to the position of

sun, moon and earth.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5.0 SOIL

DEFINATION

Natural material on the earth crust which the roots of plants are anchored- (Top layer of the earth crust)

Types of soil.

Clay – which has few particles poorly drained   terms clocks when dry.

Loam – mix of sand and clay and has good amount of humus. Contain good amount of plant nutrients and best for agriculture most productive soils for crop production its characterized by most soils

Sand – / light soil

Characterized by large soil particles which are loosely packed.

– They are well aerated

– Heats up quickly

– Poor water holding capacity.

5.2.3 Composition of the soil.

(i) Mineral particles – are dissolved in water and absorbed by plant roots

(ii) Air found in the spaces between soil particles. Role – for respiration of plants of plants and other organisms.

(iii). Water – found as a thin film around the surface of the particles held by force of adhesion.

(iv) living organism

Include both large and micro organisms. They break down the plant residues. Nitrogen fixing bacteria add nitrates to the soils.

(v) Organic Matter- formed from the decomposition of dead plants and animal remains.

Importance.

Improve soil aeration

Source of nutrients

Make ploughing easy.

Experiment to prove soil has the above

5.24 assignments

Soil profile

It’s the vertical arrangements of various soil layers horizon

 

-Horizon A – top layer dark in color because of humus

-Has a variety of decaying matter permeable to water

-Well aerated

Horizon B – less permeable to water and air than horizon A referred to as the layer of accumulation.

Horizon c- layer weathered parent lock. Contains gravel/coarse particles

Horizon D – parent rock / bed r where rock from where the soil is formed

Assignment – Model the soil profile

Soil texture

Refer to the relative proportions of the various sizes of mineral particles in a sample of soil.

E.g.

Stone 72000mm gravel, 20mm -2000mm

Fine gravel 2omm – 0.2 mm

Coarse sand 0.2 – 0,002mm

Fine sand 0.2 – 0.02 mm

Silt           0.02 -0.002mm

Clay   – 0.002mm

The texture of the soil influences the growth of the crops.

 

Physical properties – assignment

5.2.7    Soil Erosion

It’s the removal and carrying way of the soil by agent of soil erosion agents.

– Water

-wind

– Animals

– mans activities.

Types of erosion

Splash erosion – removal of soil particles by the impact of the rain drops, the rain drops have energy, and this energy disposes the soil particles by detaching and transporting them in splashes.

Sheet erosion.Uniform removal of soil in thin layers caused by surface flow.

Rill erosion – removal of soil by water from small but well defined channels.(tills)

Gully erosion – it’s an advanced stage of till erosion. Its removal of soil from large channels (gullies).

 

Soil Fertility

Compound fertilizers – supply two or more nutrients at a time.

eg Nitrogen Phosphorus +potassium

N                P                      K

20                             20                    5

Manures organic manures Types

-Farm manure

-Green manure

-Compost manure

-Farm yard manure – consists of waste from the livestock dung, urine and beddings.

-Compost manure

-Gotten from decomposing of plant and animal materials.

 

 

Four heap system

 

 

 

 

Materials                                                                                                materials

 

 

 

 

Field

Materials placed in heap labeled x after 5 weeks they are transferred to heap the labeled y.

After another 3wks they are transferred to heap labeled 7 then taken to the field for decomposition.

Green – made by ploughing or digging into the soil a growing crop.

Characteristics of a good soil for green manure:-

– Have high nitrogen content

– should have ability to decay rapidly

– should have the ability to produce lots of foliage

– should have the ability to grow fast

– should have the ability to grow in poor soils.

Assignment – advantage of fertilizer and manure.

 

 

 

 

 

 

 

6.0 PLANTS

6.1 SPECIFIC OBJECTIVES

At the end of the topic, the learner sho7ld be able to;

  1. State characteristics of plants.
  2. Classify plants.
  3. State the structure and functions of the main parts of flowering plants.
  4. Draw a flower and label the parts.
  5. Describe pollination and fertilization.
  6. Draw various seeds and label the parts.
  7. Explain agents and significance of seed and fruit dispersal.
  8. Describe the process of germination
  9. Design experiments ton show conditions, types and stages of seed germination.
  10. Explain the meaning of vegetation reproduction.
  11. Identify types of vegetation reproduction.
  12. State the advantages and disadvantages of vegetative reproduction.
  13. Identify different types of crops .crop pests and diseases.
  14. State the effect of crop pests.
  15. State the effects of crop diseases.
  16. State methods of controlling the pests.
  17. Identify common weeds and state methods of controlling the weeds.
  18. State signs of wealthy crops.

 

 6.2.1 THE CHARACTERISTICS OF PLANTS

Plants show the following characteristics:-

  1. They respire.
  2. They reproduce.
  • They grow.
  1. They excrete.
  2. They reproduce.
  3. They respond to stimuli (irritability).
  • They feed. Green plants their own food trough photosynthesis. fungi or non-green plants obtain food from decayed organic matter.

 

     6.2.2   CLASSIFICATION OF PLANTS

Plants can be classified into

  1. Green plants and non-green plants.
  2. Flowering and non-flowering plants.

GREEN AND NON-GREEN PLANTS.

  1. GREEN PLANTS

The plants have a green pigment called chlorophyll in their leaves that gives them the green color.

Green plants make their own food through a process known as photosynthesis.

EXAMPLES

  • Maize
  • Beans
  • Tea
  • Kales
  • Trees

 

NON-GREEN PLANTS

They lack chlorophyll and and therefore don’t make their own food.  They obtain their food from decaying organic matter.

EXAMPLES

  • Mucor (mould)
  • Ring worms
  • Penicillin
  • Yeast

 FLOWERING AND NON-FLOWERING PLANTS

NON-FLOWERING PLANTS

  • The plants do not produce flowers
  • They reproduce by spores or budding.

EXAMPLE

.  Mosses

.  Liverworts

.  Fungi

.  Ferns

FLOWERING PLANTS

  • They produce flowers.
  • They are classified into

.  Dicotyledonous

.  Monocotyledonous

  1. DICOTYLEDONOUS
  • They have two cotyledons or seed leaves.
  • Their leaves are net veined and broad in shape.
  • They mainly have a tap root system.

E.g. Herbs such as beans, cabbage, tomatoes, pigweed, tomatoes and black jack.

  • Shrubs

Eg Coffee, tea, hibiscus

  • Trees

E.g. mango, lemon, avocado, eucalyptus and oak tree.

                           MONOCOTYLEDONOUS

  • They contain one seed leaf or cotyledon.
  • They have narrow leaves with veins running parallel to each other.
  • They have a fibrous root system.eg maize, barley, wheat , millet , sorghum , Napier grass.
  1. C) STRUCTURE AND FUNCTIONS OF MAIN PARTS OF A PLANT

A plant is made up of three main parts. They include.

  1. Leaves
  2. stem
  • roots

LEAVES

A leaf is made up of a stalk (petiole) , lamina , veins , mid-rib , margin and apex.

Internal structure of a leaf

Scan the internal structure of a leaf

Ref. distinction science for P.T.E page 101 figure 6.11(a)

 

Functions of the leaf

  1. photosynthesis
  2. respiration
  3. transportation
  4. gaseous exchange
  5. excretion of excess water

STEM

Stem forms the lower parts of the shoot that supports brunches, leaves, and flowers

  1. Functions of a stem
  1. Supports the branches, leaves and flowers.
  2. Transports food from leaves to other parts and water and mineral salts from roots to leaves.
  3. Some stems store water e.g. cactus
  4. Some plants store food e.g. sugarcane
  5. Green stems also carry out photosynthesis
  1. STRUCTURE OF A STEM
  • A stem is composed of the following parts.

.  Epidermis

.   Pericycle

.  Cortex

.  Cambium

.  Phloem

.  Xylem

NB   Scan the transverse section of a stem on page 120 primary teacher education science.

 

ROOTS- Part of the plant that normally grows underground

Functions of roots

  • Anchorage of the plant firmly in the ground.
  • Absorption of water and mineral salts from the soil.
  • Storage of food eg in carrots and cassava.

There are two main root system

  • Tap root
  • Adventitious (fibrous) roots

Structure of roots

Internal structure of a root consists of

.  Epidermis

.  Cortex

.  Vascular tissues

.  Root hair

.  Pericycle

.  Endodermis

 

NB Scan figure 6.7 young monocotyledonous root

REF Distinction science pp 98 P.T.E

 

6.2.5 FLOWERS

A flower is the reproductive system of a plant.  It is the reproductive structure in flowering plants.

  1. Structure of a flower.

A flower is made up of the following main parts.

  • Receptacle / stalk
  • Sepals (calyx)
  • Corolla
  • Stamen .{ anther , filament} male parts of a flower
  • Pistil {stigma, style, ovary} female parts of a flower.

NB   scan structure of a flower on pg 124 P.T.E science year 1 and 2

 

  1. FUNCTIONS

The main function of flowers is to facilitate sexual reproduction in flowering plants.

  1. POLLINATION

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

There are two types of pollination

  1. Self pollination- This is the transfer of pollen grains from the anthers to the stigma of the same flower and another flower of the same plant.
  2. Cross pollination- This is the transfer of pollen grains from the anther to the stigma of another flower on a different plant of the same species.

ACTIVITY

1a)  State the agents of pollination.

  1. Describe characteristics of insect and wind pollinated flowers.

 

FERTILIZATION

This is the fusion (joining together) of the nuclei of the male and female garmets to form a zygote.

After pollination the pollen grains germinates and forms a pollen tube which grows downwards through the style and gets into the ovary.

  • At the tip of the pollen tube is a tube nucleus and behind it are two male gamete nuclei.
  • The pollen tube enters the ovule through the microphyle and penetrates the embryo sac releasing the two male gametes nuclei.
  • One nucleus fuses with the female egg cell (gamete) to form zygote. Zygote later forms the embryo.
  • The other nucleus fuses with diploid nucleus to form triploid primary endosperm which forms the endosperm. The fusion of the two male gamete nucleus at the same time is called double fertilization.

 

NB Scan the diagram on page 128 P.T.E science.

  1. C) STRUCTURE OF SEEDS

A seed is a small embryonic plant that is enclosed in a seed coat.

It consists of

  • Testa- outer covering that protects the seed.
  • Hilum- A scar on the seed coat where the seed was atched to the ovary wall
  • Microphyle- A tiny hole in the testa.
  • Radical- p[art of the seed that grows into the root.
  • Plumule- part of seed that grows into a shoot.
  • Cotyledon- seed leaves which contain food reserved used during early stages of germination.

6.2.6   SEEDS AND FRUIT DISPASAL

Seeds dispersal is the spread of the seeds from the parent plant to new areas.

  1. Significance of seed and fruit dispersal
  • It enables seeds reach to the ground where there are suitable conditions conditions for germination and growth.
  • Dispersal gives the seedlings higher chances of survival by growing far apart from each other.
  • Seed dispersal ensures colonisation of new areas by plants, this improves bio diversity.

 

  1. Agents of seed and fruit dispersal.

Agents of dispersal includes includes.

  1. Wind
  2. Water
  • Animals
  1. Self dispersal mechanism

Seeds and fruits have adaptations that favor dispersal by a particular agent

 

ACTIVITY

Explain how the following agents help in seed and fruit dispersal

  1. Wind
  2. Water
  • Animals
  1. Self dispersal

 

GERMINATION OF SEEDS

Germination is the process by which a seed develops into a seedling.

During germination

  • Water enters the seed through the microphyle and diffuses into the cell of the endosperm this softens the testa and makes it to swell up.
  • The starch and protein in the seed are digested to soluble forms by enzymes in the seed.
  • This passes to the growing radical and plumule.
  • The radical then grows out through the microphyle and downwards into the soil.

 

Conditions necessary for germination.

To germinate a seed requires water, oxygen and warmth

WATER

.  It promotes the medium for enzymes to act

.  It dissolves the broken down food.

.  It transports the dissolved food substances to growing parts.

.  It softens the seed coat to facilitate the emergence of the radical.

 

OXYGEN

It is required for oxidation of food substances stored in the seed.

 

TEMPRETURE / WARMTH

Temperature influences the activity of enzymes involved in germination.  High temperatures denature enzymes.  Optimum temperature for seeds to germinates 30o c

ACTIVITY

The following materials were provided to investigate the conditions necessary fo germination.

  • Four test tubes
  • Bean seeds
  • Cotton wool
  • Oil
  • Hot water

Using the above materials design experiments to show conditions of seed germination.

 

TYPES OF SEED GERMINATION

There are two types of germination

Hypogeal germination

This occurs in monocotyledonous like maize in this type the seedlings or cotyledons remain below the surface of the soil.

Epigeal germination

This occurs in dicotyledonous like beans in this type the seed leaves remain on the new shoot and are brought above the ground.

6.2.7 VEGETATIVE REPRODUCTION IN PLANTS.

It is a form of a sexual reproduction where by a new plant grows from a part of the plant e.g. stem.

Types of vegetation reproduction

They include

  1. Corms
  2. Bulbs
  • Rhizomes
  1. Stem tubers
  2. Creeping stems e.g.- runners

-stolons

– Suckers

  1. vi) Root tubers e.g. sweet potatoes.

 

ACTIVITY

Draw and write a brief description of

  • Corns
  • Bulbs
  • Rhizoids
  • Stem tubers
  • Runners
  • Stolons
  • Suclcers

ADVANTAGES OF VEGETATIVE REPRODUCTIVE IN PLANTS.

  • Crops mature faster compared to use of seeds.
  • It is easier and faster to propagate especially where seeds have prolonged dormancy.
  • Plants that cannot produce seeds can also grow successfully.
  • Resulting plants have desirable characteristic such as disease and pest resistance.
  • The offspring is similar to the parent.

 

DISADVANTAGES OF VEGETATIVE REPRODUCTION IN PLANTS

  • Difficult for new crop varieties.
  • Planting material cannot be stored for a long time.
  • Materials are bulky and difficult to handle, store and transport.
  • Diseases or pests are easily transmitted to the new plant.
  • Sometimes it requires skill to carry out desired propagation method.

 

6.2.8                                                                CROPS

Definition

Plants grown for economic purpose or consumption.

Types Food Crops

  • Cereals –maize, wheat , barley. They give use to grains eaten when cooked.
  • Legumes – beans, soya beans, ground nuts. Roots of legumes have nodules.
  • Vegetables – have fibre and nutrients protect the body against diseases. They can be root or leaves.  Root vegetable carrots, beetroot turnip.  Leave vegetable – spinach .lettuce, kales.
  • Fruit – have fibre and vitamins. Important for protection e.g. mango. Oranges Avocado.

CASH CROPS

Grown for economic purpose (income) they are:-

Beverages

Fibre

Oil

Beverage make drinks – tea, coffee or cocoa.

They vary on the parts of plants harvested to make them e.g. tea leaves, coffee seeds

Fibre

Priovide fibre e.g.

Cotton

Sisal

Coconut

The fibre can make baskets, bags, mats, ropes.

 

Oil Crops

 

The plants provide oil e.g.

Sunflower

Castor

Coconut

 

CROPS PESTS

 

Divided in two categories

 

  • Field pests
  • Storage pests

Pests any animal/insects which is destructive to the crop.

 

Field Pests

 

Aphids – attack cabbage, beans, citrus and suck juice.

Cut worms – attack seedlings cutting them at the base.

Termites attack sugarcane, cassava, maize eat planted materials.

Insects – damage leaves, flowers, fruits by chewing.

 

Storage pests – they attack the produce in the stores e.g. rodents, weevils, white ants.

Effects

 

  • Damage the produce
  • Reduce value of the produce
  • Poison and contaminate produce

 

Control

 

  • Complete drying of produce
  • Dusting the produce
  • Good sanitation in stores
  • Distance of the store should be far from the field
  • Rat proof metals

 

6.2.10                                                         CROP DISEASE

 

Deviation from good health.Signs of unhealthy crops.

 

  • Wilting of crops
  • Discoloration of leaves
  • Lodging of crops
  • Necrosis – patches on either leaves or fruits
  • Rotting of fruits
  • Curling of leaves
  • Malformation

 

Harmful effects

 

  • Lower crop yields
  • Lower quality of produce
  • Cause food poisoning (aflatoxin)
  • Increase cost of production
  • Lowers farmer’s income.

 

6.2.11                                                              WEEDS

 

Definition – a plant growing where it is not needed.

Types of Weeds

  • Annual
  • Biannuals
  • Perennials

 

Assignment identification of various types of weeds

 

Advantage of weeds

 

  • Used as vegetables
  • Used as animal feeds
  • Cover soil against erosion
  • Provide herbal medicine
  • Produce toxic substance that can kill pests.

 

Disadvantage

 

  • Weeds compete with plants for nutrients.
  • Weeds increase cost of production
  • May be poisonous
  • Reduce land value
  • Lower quality of pastures

 

Control of Weeds

  • Cultural
  • Mechanical
  • Chemical
  • Biological
  • Legislation

 

Cultural Method

 

  • Mulching
  • Use of certified seeds
  • Early planting
  • Use of crop rotation
  • Use of fertilizers and manures
  • Proper spacing
  • Flooding

 

Assignment on chemical use.

 

 

 

 

 

 

 

 

 

 

 

7.0. ANIMALS

7.1.      Specific Objectives

At the end of this topic, the learner should be able to:

  1. State the characteristics of animals
  2. Compare the characteristics of animals and plants
  3. State general characteristic of the main group of animals
  4. Classify animals according to their characteristics
  5. Describe structure and life cycle of insects
  6. State the difference between complete and incomplete metamorphosis
  7. Identify products of farm animals
  8. Classify farm animals according to their products
  9. Define livestock parasites
  10. Identify livestock parasites
  11. Compare livestock parasites
  12. Classify livestock parasites
  13. State effects and control measures of livestock parasites.
  14. Identify signs of ill-health in livestock
  15. State effects of livestock diseases
  16. Identify different types of animal feeds
  17. Describe balanced diet for a farm animal
  18. Compare animal feeds
  19. Describe methods of grazing
  20. Compare methods of grazing.

7.2.0 Content

7.2.1. General characteristics of animals

  • They feed
  • They breakdown food to release energy (respiratory)
  • They excrete
  • They undergo growth and development
  • They reproduce
  • They move
  • They respond to stimuli (irritability)

Comparison of characteristics of animals and plants

  ANIMALS   PLANTS

 

1 Growth occurs in all parts of the body at the same time and stops on reaching a certain age. 1 Growth occurs in localized areas like root apex and meristems and continue until death
2 They feed on readymade food 2 They make their own food during photosynthesis
3 Animals move their whole body from one place to another 3 Movement is by growth.  Some lower plants move from one place to another
4 Animals respond to stimulus immediately 4 Plants take long to respond

INVERTEBRATES AND SUB-GROUPS

These are animals which do not have backbone (notochords)

Invertebrates can further be subdivided into the following phyla

  • Protozoa
  • Porifera
  • Coelenteratea
  • Playtyhelminthes (flatworm)
  • Nematoda
  • Anielida
  • Mullusca
  • Echinodermata
  • Arthoropoda

i).       Protozoa

Characteristics

  • They are single celled
  • They can be found in fresh water, the sea, damp soil, and in the blood of animals and humans
  • They reproduce through cell division
  • They move from one place to place
  • Example –amoeba, paramecium, plasmodium and euglenas.

 

 

  1. ii) Porifera

Characteristics

  • They are made of many cells
  • Females produce fertilized eggs
  • They do not move. They are endorsed to rocks or ocean buttons
  • They are found.

 

iii)        Coelenterates

Characteristics

  • They are cylindrical in  shape
  • They are made of two layers
  • Most of them have stinging cells
  • They have one opening in their bodies
  • They are aquatic
  • The mouth is surrounded by tentacles e.g. hydra, jerry fish, sea anemone and coral

 

  1. iv) Echinoderms

Characteristics

  • Some have spines which may be used to give poisonous stings
  • Their bodies have radical symmetry
  • Others have  hard skins instead of spines
  • Star fish, sea urchins and see cucumber
  1. v) Molluses

            Characteristics

  • They are soft bodied and unsegmented
  • They can live in sea, fresh water or on land.
  • Some have shells-some may have one or two shells
  • Examples: snails, oyster, catfish, squid, slugs, octopus
  1. vi) Annelids

Characteristics

  • Their bodies are made up of a number of rings or segments.
  • They are soft bodies and shining
  • They breathe through their skin
  • They have a mouth, anus, male and female reproductive organs

Examples e.g. earthworm, leeches, sandworm, lungworms.

vii)    Nematodes

 

    Characteristics

  • They have long thin unsegmented bodies
  • They have round body with pointed ends.
  • They have a complete digestive tract i.e. gut, with mouth and anus
  • Some are microscopic while others are 10cm long
  • Most are parasites and live in other living animals or plants

 

Examples

 

Roundworms

Hookworm

Threadworm

 

 

 

Platy helminthes (flatworms)

 

Characteristics

  • They have no circulatory system
  • Use cilia rather than muscle for locomotion
  • They are flattened and segmented
  • Digestive system is either absent or much reduced
  • Most of them are parasites
  • The reproductive system is hermaphroditic

 

Examples

Planaria

Liver fluke

Tape worm

 

They can further be subdivided into the following classes

-Trematoda

-Monogenea

Cestoda

Turbellaric

Arthropoda

 

    Characteristics

 

  • They have segmented bodies.
  • They have chitinous exoskeleton or cuticle that covers the entire body
  • They move by jointed appendages (limbs)
  • There is periodic shedding of exoskeleton (moulting or ecdysiast)
  • Their vascular system is composed or hear, vessels and haemocoel
  • They posses two types of excretory organs

Malphigian and tubules and saccyules

 

They have well developed sensory organs

Examples : ticks, locusts, scorpion

Arthropods can further be subdivided into for main groups.

  1. Constraceans e.g. crabs, wood louse, pawns and lobsters

 

  1. Insecta (insects belong here e.g. butter flies, lallybords, bees, dragon flies

 

  1. Aradinids e.g.   mites, spider and ticks

 

  1. Myriapods e.g. Millipedes and centipedes

 

Vertebrates

These are animals with a backbone.  They can be grouped into five phyla.

 

  1. Pieces              –           e.g. fish
  2. Amphibian                  e.g.      newts, toads, frogs and salamanders
  3. Reptiles                       e.g.      snakes, turtles, tortoise, lizards and crocodiles
  4. Ave                 e.g.      all the birds
  5. Mammalia                  e.g.      humans
  1. Ave

Characteristics

 

  • They have two pairs of limbs. Fore limbs are adopted for flying while the hind limbs are adopted for walking.
  • Most can fly but a few cannot
  • They are warm-blooded
  • Their bodies are covered with feathers
  • They have beaks with no teeth
  • They lay eggs which are covered in hard shell

Examples:   chicken, penguin, ostriches, ducks and cranes.

2.AMPHIBIAN

            Characteristics

-They have a moist skin

-They live in both water and land

-They lay eggs in water which are fertilized externally

– They have gills for breathing when young and lungs when adults

– They do not have scales on their bodies

-Their body temperature changes according to that of the surrounding

  1. REPTILIA

            Characteristics

-Their bodies are covered with dry scales; some like tortoise have shells

-They use lungs for breathing

-They are cold blooded

-Most except snake have four short limbs

_They reproduce by laying eggs which are internally fertilized. A few give birth to the young        ones

-They mainly live on land with a few living in water

 

  1. PIECES (THE FISHES)

            Characteristics

-They are all aquatic animals

-They breathe by means of gills

-The body is covered with scales

-They lay eggs which are fertilized outside the body

-They have fins for movement

-Their body temperatures changes with the surrounding environment

  1. MAMMALIA

            Characteristics

–           They have fur or hair in their bodies

–           They have mammary glands and feed their young ones on milk

–           They are warm blooded

–           They have two pairs of limbs

–           They use lungs for breathing

–          They have large complex brains

–           They have teeth of different types

Their heart and lungs are separated from the abdomen by the diaphragm

They give birth to live young ones except duck-billed platypus which lay eggs

Mammals have internal fertilization; examples of mammals are whale, human gorillas,           and elephants

 

7.2.2.   Insects

They belong to the phylum arthropod and the class insect. They belong to the largest             single class of animals.

            Structure of insects

The insect body is divided into:-

  1. Head
  2. Thorax
  3. Abdomen
  4. Head

–  It has a pair of antennae or feelers and a pair of compound eyes. The mouth is                                       also found on the head.

 

  1. Thorax

-It has three segments.

– Most insects have two pairs of wings.

-The first pair is attached to the second middle segment.

-The second pair is attached to the last segment

-Some insects have only one pair of wings e.g. mosquitoes and house flies

-Other insects have no wings e.g. ants

  1. Abdomen

The abdomen is segmented .These segments contain spiracles through which the insects             breathe

The life cycle of insects

Life cycle of insects involves changing in form from one stage to the other.. Insects lay             eggs which hatch into young ones. Most young ones differ from adult insects. The series   of         molts and changes that transform the immature form into adult is called metamorphosis.

            Types of Metamorphosis

There are two types of metamorphosis;

  1. Complete metamorphosis
  2. Incomplete metamorphosis
  3. Complete Metamorphosis

There are four stages involved in complete metamorphosis.

Egg- Larva- Pupa-Adult

The insect lay eggs which hatch into larvae .The larvae is quite different from in form behavior from adults. They are called grabs, maggots or caterpillars depending on the             species of the insect. The larva is a vicious feeder and the most destructive stage of the       insect pests. It sheds its cuticle several times and grows rapidly.On reaching full size the            larva becomes inactive, neither feeding nor moving. Extensive breakdown and      reorganization takes place within its body, eventually giving rise to pupa. Pupa is a             prolonged resting stage. Further changes take place giving rise to adult.

Examples of insects that undergo complete metamorphosis are butterflies, house flies, mosquitoes and bees.

  1. Incomplete metamorphosis

This is where some insects undergo three development stages e.g cockroaches,             grasshoppers and locusts.

The three stages are;

Eggs- Nymphs-Adult

Eggs hatch directly into smaller insects called nymphs which look like the adult except             that they are smaller. Nymphs molt five times and the stage between each molt is called instars’.

Each instar last for 4-5 days. The fifth instars takes 8 days after which it changes             into      adult.

Nymphs move by crawling or leaping with hind eggs.

7.2.3 Farm animals

Classification of farm animals according to their products

Cattle

  • Dairy animals-for milk production e.g. Guernsey, Jersey.
  • Beef animals for meat production e.g. Aberdeen angus, boran.
  • Dual purpose for both milk and meat e.g. Red poil.
  • Sheep kept for-:

Wool e.g. merino, muttondorper, dual purpose – corriedale

  • Goats kept for hair – Angora goat, meat – black head Persia, milk – Toggenburgh
  • Pigs kept for pork- for pork- middle white, bacon-large white,

Dual purpose – saddle back.

 

Poultry kept:

Eggs – e.g. Light Sussex

Meat – e.g. hairy Sussex

8)  Rabbits-kept for-:

Meat –  e.g. Newzealand white

Fur – Angora rabbit

9) Ash kept for  -Meat e.gTillapia

10) Bees kept for:-

  • Honey
  • Wax
  • Pollination

 

7.2.4 Livestock parasite

 

Definition of a parasite

Parasite -organism that depend on another organism for survival.

 

Types of parasites

  1. a) Internal parasites
  2. b) External parasites
  3. a) Internal – The living within the body of the animal e.g.

– Round worm

– Tape worm

– Liver flukes

– wire worms/ thread worms

 

  1. b) External parasites

They live on the body of the  animal e.g.

  • TseTse fly
  • Keds
  • Ticks
  • Fleas
  • Lice

 

Effects

  • Cause aneamia
  • Reprieve the host animal food
  • Injury and damage the tissue of animal
  • Biting parasites – break the skin of animal exposing it to secondary infection.
  • Transmit disease transmission
  • Cause infection
  • Obstruction of internal organs

Control

  • Use of de-wormers
  • Keep animal house clean and disfested
  • Keep feeders and wterers clean
  • Use of latrines by farm workers
  • Proper inspection
  • Control of fresh

 

7.2. 5 Livestock diseases

Definition of a disease

A disease is any deviation or alternation in the state of an animal or its organs which interrupts the proper performance of its functions.

 

Signs of ill health

  • Stunted growth
  • Loss of weight
  • Reduction in production
  • Rough coat
  • Coughing
  • Blood in stool
  • Poor appetite
  • Diarrhea
  • Change in temperature
  • Swelling on the body parts
  • Limping

 

Effects

  • Low yields
  • Reduction in quality of products
  • Transimission of diseases to human beings.

 

Shorteus  the productive live of the animal (through death)

Increase cost of livestock production.

 

7.2.6 Animal feeding

Types of animal feeds

(a) Roughage – These are feeds with high fibre contents in them

Eg .

-nappier grass

-Hay

-silage

 

Characteristics

  • Have high fibre
  • Usually low in energy and protein
  • Constitutes main diet for luminants.

(b) concepts feeds with high level of nutrient/nutrients in them

Eg

  • ground cakes
  • Fish meeal
  • Bone meal.

 

 

Characteristics

  • Have high nutrient content
  • Have low fibre content
  • Constitute main diet for non – luminants.
  • Readily digestive and soluble.

 

Methods of grazing                   

 

There are various methods of grazing cattle.

Example

  • Rotational grazing \zero grazing
  • Herding

 

Rotational grazing

Under rotational grazing animals move from one place to another when the farmer realizes the pastures/grass is finished.

Example of rotational grazing :-

  • Padlocking\strip grazing
  • Ferthering

 

Advantages of rotational grazing

  • Good varieties of grass continue
  • High milk yield
  • Isolation is possible
  • Control of diseases
  • Disadvantages
  • Require big pieace of land
  • Expensive

 

 

Zero grazing / stall feeding

Zero grazing is when dairy cattle mostly high yielders are realed in a confined area/ a stall.

It’s a remote mto

 

Advantages

  • High yield is experienced
  • Control of breeding
  • Small area utilized
  • Control of parasites
  • Control of diseases

 

Disadvantages

  • Labour intensive
  • Expensive

 

Herding

  • This is the grazing of animals in open places.

It’s a remote method of heardinganimals,but highly applicable in pastrol community.

 

  1. 0 PROPERTIES OF MATTER

8.1 Specific objectives

8.2.0 Content

8.2.1 States of Matter and change of state

8.2.2 Properties of solid and their applications

  • Hardness
  • Density (of regular and irregular solids)
  • Pressure
  • Expansion and contraction
  • Brittleness
  • Solubility

8.2.3 Properties of liquids and their applications

  • Boiling point
  • Pressure
  • Density
  • Shape
  • Miscibility
  • Expansion and contraction
  • Viscosity
  • Capillarity
  • Surface tension
  • Adhesion and cohesion

8.2.4 Properties of gases and their applications

  • Pressure
  • Weight
  • Expansion and contraction
  • Volume
  • Air
  • Composition
  • Uses
  • Mixture
  • Types of mixtures
  • Separation of mixtures

8.2.1 States of matter and change o f state

What is matter?

In order to understand what matter is carry out the following activities

Activity 1

Observe inside your class and list everything you can see, feel or touch.

From your list

  1. Which things occupy space?
  2. Do they have mass?

Matter is anything that occupies space and has mass.

States of matter

Matter can be classified into three states.  Thus solid, liquid and gas

 

KINETIC THEORY AND CHANGE OF STATE

Matter is made up of particles.

Activity 2

Take a sheet of paper and cut it into two.  Take one of the pieces and also cut it into two.  Repeat the activity for six times.

What do you observe?

 

Discussion

The paper can be cut into very many minute pieces and this can go on and on.

 

Activity 3

Take a piece of chalk and crash it using a piece of stone and observe.

In activity 1 and 2, it can be deduced that matter is made up of small particles which can closely held together.

Kinetic theory states that matter is made up of particles which are always in a state of continuous random motion.

In solids the particles are very close together and forces of attraction between them hold them in rigid positions.  The particles can only vibrate about their fixed positions.  Solids have definite volume and shape.  When solids are heated they absorb energy and the particles vibrate faster.  This continues until the forces between them are weakened and the solid to liquid is change of state from solid melts.  This is change of state from solid to liquid.

In liquid state, the forces of attraction between the particles in high but not as in solids, the vibrations, the liquid particles can slide over each.  This explains why liquids have definite volume but no definite shape.  Liquids will occupy the shape of containers they are put in.

When liquids are heated, they absorb energy and the temperature rises until a paint is reached where forces of attraction between the particles is completely broken.  This occurs at boiling point.  The liquid changes to gas where particles can move independent of each other.

In gaseous state only weak forces of attraction exist between the particles.  This is vanderwaals forces.

The gas particles can move independent of each other.  This explains why gases have no definite volume and no definite shape.  Gases assume the volume and shape of containers where they are put.

Heating

 
 
 

Melting                                 Vaporization

Freezing                               Condensation

Cooling

On cooling, gases condense to form liquids, liquids freeze to form solids.

 

8.2.2 PROPERTIES OF SOLIDS AND THEIR APPLICATIONS

Hardness

This is the ability of a solid to resist scratching, bending and breaking.  Solids that are hard do not break easily.

Examples of hard substances are metals, diamond and glass.

Those that are easily, scratched, bend or broken are soft.  Examples are soaps, some plastics or sponge.

Some solids change shapes on hammering without breaking.  Then form sheets.  Such solids are said to be malleable e.g. Iron.

Other can be pulled to form strings or wires.  Such solids are ductile.  Ductility in the ability to be pulled into wires without breaking.

Hard solids are used in bending constructions; construction of bridges and other structures which are durable.

Brittleness

This is inability of a solid to bend due to lack of elasticity.

Elasticity is the ability of a substance to regain its original shape and size after distortion or when pressure is applied.

Brittle solids crack and break when force is applied on them.

Examples of brittle substances: glass, chalk, porcelain and dry clay.

Density

Density of solid is defined as mass of the solid per unit volume.  The units of density are g/cm3 or kg/m3.

Exp.To determine the destiny of a solid with regular shapes.

Materials:  wooden cuboids, rulers, spring balance.

Procedure

Measure the dimensions of the regular solid.  Weigh out the solid to determine its mass.

Calculations

V = axb x c cubic units

=  abc cubic units

Mass, M =  mg

 

Density  = Mass

Volume

=  m   g/cubic units

g            m       g/cm3

Abc

Abc

 

 

 

 

 

For cuboids, volume given by length x height

 

In cylindrical objects

V  =  IIr2h

 

Density of irregular solids

Method 1

Fill a measuring cylinder halfway with water.  Read out the volume of water.  Tie the irregular solid and lower it into the water.  The solid displaces the water upwards.  Read off this final reading.

The volume of the solid would be;

 

Final reading – Initial reading

 

Weight out the solid to determine its mass

Method 2

Use of overflow can

Fill an overflow can with water until it flows through the spout.

Tie the solid with a thread and immerse it in the water.

The solid displaces its own volume of water which is (detected in a measuring cylinder and the volume read off.

 

 

The solid is weighed out to determine the mass.

 

Density   =      Mass

Volume

 

  1. Vehicle bodies are made of materials which are hard but of low density e.gAluminium whose density is 2.7 g/cm3.
  2. To put up structures engineers need to know the weight of the building materials to see if the foundations can sustain the weight.  This can be calculated if the densities of the building materials are known.
  3. Substances can be distinguished if their densities are known.  Pure gold has density of 19.2 g/cm3.  Therefore by determining the density it can be established if a given sample of gold is pure or impure.
  4. Density of nitrogen earlier known by scientists was found to be different from that of nitrogen prepared from chemicals.  This led to investigations to discover Argon, one of the inert gases.

 

Pressure

Pressure is defined as force acting per unit area. Units of pressure are, Newtons/Square meter (N/M2).  This unit is also called Pascal (Pa).

 

1 Pa = 1N/M2.

Exp.  To determine pressure exerted by a glass slab when resting on a table with different faces.

Take a glass slab

 

Weigh out the glass slab to determine its weight.

Measure out the edges using a ruler or a tape measure.

Calculate the area of faces A, B, and C using the formula.

A  =  L x breadth

 

Pressure when slab is resting on the table with face A.

=    Weight of the slab

Area of face A

 

Pressure when slab rests with face B.

Record the data in the table below.

 

 

Face Force (N) Area (cm2) Pressure (N/M2)
A      
B      
C      

 

Discussion

The pressure varies depending on the area of the face.  The smaller the area the larger the pressure.

 

Applications

  1. Sharp objects exert more pressure than blunt ones.
  2. Carrying a bag with wide belt reduces the pressure exerted on the shoulder.

 

Activity

Write down among other applications of pressure in solids.

 

Expansion and contraction

Activity 4

Ball and ring apparatus

  1. Take a ball and apparatus, pass the ball through the ring.
  2. Heat the ball and hold it to pass through the ring as before.
  3. Allow the ball o cool and try to pass it through the ring.
  4. What do you observe in all the cases?

 

 

 

Discussion

Initially the ball passes through the ring.  On heating the ball does not pass through the ring.  This is because it expands.  On cooling it passes through the ring since it contracts.  Hence solid expands on heating and contract on cooling .

 

Activity 5 (In groups)

Design two other experiments to show that solids expand on heating and contracts on cooling.

(Nail and tin can and wire expansion apparatus)

Different solids expend on different rates.

 

Bimetallic strip

This consists of two metal strips of same size but different expansion rates e.g. iron and brass.

 

Activity 6

Heat the bimetallic strip made of iron and brass.  Observe.

 

Discussion

 

Before heating, that strip is straight.  On heating it bender in such a way that brass is on the outside of the curve. This is because brass expands faster than loan and therefore because longer.  Since the two metals are rewetted together brass would be on the outside of the curve since longer than iron.

 

Disadvantages of expansion in solids

 

  • Cracking of the chimney of an hurricane lamp. If some water falls on the grass of  a hot lamp, it suddenly contracts from outside when it is expanding from inside and this loads to cracking.
  • If hot water is poured into a thick glass, if cracks since it expands from inside more than outside. Pyrex glass with low expansion rate can be used to minimize this problem.
  • Fences and power lines appear longer in hot weather. So when erecting them an allowance should be given for expansion and contraction.
  • Railway lines have gaps left between them to allow for expansion in hot weather.
  • Steel bridges are not fixed at ends and made to rest on rollers at one of the ends. This allows them to slide easily when they expand in hot weather.
  • Hot water powered on utensils can distort their shape due to sadden expansion.

 

Uses of expansion

 

  1. When glass stoppers stick in the necks of glass bottles, the mouths of the bottles can be warmed to expand and allow the stoppers to be removed.
  2. Rivets to join metal plates are first heated to be red hot before they are hammed until the ends are rounded.  When the rivets cool they contract and hold the plates tightly together.
  3. Weathering of rocks take place due expansion in hot and contraction in cold weather.  The alternate expansion and contraction lead to breaking of the rocks.
  4. Thermostats are used to automatically switch on and off electrical appliances like pressing box, water heaters and refrigerators.   They have a bimetallic strip which bends on heating to break circuit and strengthens on cooling to make the circuit at different temperatures.  Hence can be used to maintain a certain temperature range.

Solubility

Activity 7

To investigate substances that are soluble and those that are insoluble in different liquids.

 

Materials:  sugar, salt, chalk powder, soil, water, kerosene, cooking oil, containers, stirrer.

 

Procedure

  1. Put some water into a transparent container until it is quarter full. Add a half spoonful of sugar into the water, stir and observe.  Repeat the experiment using salt, chalk powder and soil.
  2. Repeat the process using kerosene instead of water.
  3. Repeat using cooking oil instead of water.

 

Record your observations in the table below.  Where soluble put tick  (   ) where insoluble put cross (x).

  a b c
Solid Liquid Water Cooking oil
Sugar      
Salt      
Chalk powder      
Soil      

 

Discussion

When solids dissolve in liquid they form a uniform mixture – solution.

Solid     + liquid                            Mixture

(solute)   (solvent)                         (Solution)

When two solid dissolves, it is said to be soluble.

When solid does not dissolve, it is insoluble.

 

Saturated solution

A solution that cannot take more of the solute at that particular temperature.

Suspension

Small particles of solid that do not dissolve and remain floating in whole body of the liquid, when allowed for some time, they settle at the bottom of the container.

 

Factors that increase solubility

Activity 8

Discuss the factors that increase solubility.

(Temperature, surface area, stirring)

 

Applications

  1. Stains in clothes can be removed using correct solvents.

 

Activity 9

Which solvent can you suitably use to remove the following stains?

Stain                                                    Stain remover

  1. Grass stain
  2. Paint
  3. Blood
  4. Ink

 

8.2.3 PROPERTIES OF LIQUIDS

 

Boiling point

Exp.To determine the boiling point of water.

Method:  Water, container, source of heat, thermometer.

 

Procedure

Pour some water into a metallic container until it is half filled.  Heat the water and record the temperature at regular intervals of two minutes.

 

 

Record your observations in the table below.

Temperature (oC)

Time (minutes) 0 2 4 6 8 10 12
Temperature              

 

Plot a graph of temperature against time.

 

Discussion

It is observed that on plotting the graph, the temperature rises with time until a maximum is reached and remains constant.  Here the graph levels off.  The temperature at which the graph levels off is the boiling point.

 

 

 

 

 

 

 

 

Bp – Temperature at which a liquid changes gaseous state.

 

PRESSURE

EXPERIMENT TO SHOW PRESSURE VARIATION IN LIQUIDS

Materials:  Container, pail, water, sell tape/masking tape.

Procedure:-

 

Using a nail make three holes AB and C along a vertical line on the same side of the container.

Cover the holes with masking tape.

Fill the container with water.

Suddenly remove the masking tape and observe.

Record your observation.

 

Discussion

 

It is observed that the water rushes out in jets.  The lowest jet goes further away from the container.  The jet from the top hole is closest to the container.

 

This shows that pressure at the bottom is highest and decreases upwards.  Hence pressure is liquids depend on depth.

Application of Pressure in Liquids

 

  1. Foundations of water tanks should be made stronger to withstand the high liquid pressure at
    the bottom.
  2. Walls of a dam and water tanks should be thicker towards the base to withstand increased
    pressure.

 

Shape

Put water in containers of different shapes.

 

 

 

 

 

 

The water takes the shape of the container.  Liquids have no definite shape.

Density

Exp. To determine density of water

Materials:  Container, measuring cylinder, water, weighing balance.

Procedure:-

Weigh out the container to determine its mass.  Put some water into the container until it is half full.  Weigh out to determine mass of container and water.

Pour the water into a measuring cylinder to determine the volume.

Calculate the mass water by subtracting mass of container from mass of water and container.

Calculate the density of water using the formula

Density    =        Mass

Volume

MISCIBILITY

When liquids are mixed some will completely mix while others will not.  Those that mix completely form a homogenous solution and are said to be miscible.

Those that do not mix completely are said to be immiscible.  They form emulsions.  Emulsion is a mixture where droplets of one liquid appear floating in another liquid.  When allowed to settle, the small droplets join until the two liquids separate forming different layers.

 

An emulsifying agent  is a chemical that can be added to emulsions to prevent them from separating, e.g. soap can be used as an emulsifying agent for water and cooking oil since it attracts both of them.

 

EXPERIMENT TO INVESTIGATE MISCIBILITY IN LIQUIDS

Materials:  Water, Kerosene, methylated spirit, cooking oil, transparent containers stirrer

Procedure:-

(a)  Pour some water in container until it is quarter full.  Add some methylated spirit until half
full. Stir and observe.

Repeat the experiment using cooking oil instead of methylated spirit.

(b)   Repeat (a) above using kerosene and cooking oil.

Record your observations in the table below (tick (   ) for miscible and cross (x) for Immiscible)

No.       Liquids Miscible Immiscible
1 Water + Methylated Spirit    
2 Water + Cooking Oil    
3 Water + Kerosene    
4 Kerosene + Cooking Oil    

 

Discussion;-

Miscible Liquids

  1. Water + Methylated Spririt
  2. Kerosene methylated spirit

Immiscible Liquids

  1. Cooking Oil + Water
  2. Kerosene + Water

 

 

 

Applications

Oil secreted in our bodies attracts dirt on the surface of the skin.  To remove the oil and dirt one needs to wash with soap and water.  Soap is a suitable emulsifying agent.  To remove grease from your hands you need to wash with turpentine.

EXPANSION AND CONTRACTION

Experiment to demonstrate expansion of liquid

Materials:  Transparent container, water, capillary tube/straw (transparent), cork.

Procedure:

Fill a glass jar with water.  Fit in a transparent straw into a cork and cork the bottle tightly.  Heat the bottle gently spreading the flame on the sides to avoid heating directly on the same spot.

Observe what happens and record.

Discussion

On corking the flask the water rises up the straw to a certain level.  On heating the glass flask, the level of water in the straw drops due to expansion of the flask.  After sometime the level starts rising up and goes beyond the initial level.

This shows that water expands on heating.

Different liquids expand at different rates.

Activity 10

Design an experiment to compare expansion rates of different liquids:

Water, cooking oil and engine oil

Application

  1. Principle of expansion of liquids is used in thermometers. Mercury and alcohol are used to
    show temperature changes.

8.2.3 PROPERTIES OF LIQUIDS

VISCOSITY

Some liquids flow easily when they are poured out while others do not.  Those that do not flow easily are said to be viscous.

Experiment to compare the viscosity of different liquids

Materials:  Smooth cardboard, droppers, piece of timber, water, cooking oil, engine oil and methylated spirit.

Procedure:-

Put the cardboard on a slanting position by placing timber underneath one end.  Using droppers place about 5 drops of each of the liquids provided at the raised end of the cardboard at the same time.  Observe and record the liquid that reaches the bottom end earlier.

Discussion

The liquids flow down at different rates.  Water flows faster than cooking oil.

Water methylated spirit, cooking oil and engine oil.

Increase in rate of flow slowest of the liquids.

Viscosity is the measure of resistance to flow that a liquid offers.

Activity 11

Design another experiment that can be used to show viscosity 0in liquids.

Application

More viscous liquids can be used as lubricants e.g. grease and oil.  High viscous liquids are also used in hydraulic system e.g. in cranes.

Capillarity

Ability of a liquid to be drawn along a narrow tube.

When a glass with a narrow bore is dipped in a liquid, the level rises or drops depending on the type of liquid.

EXPERIMENT TO SHOW CAPILLARY ACTION

Materials:  Capillary tubes open ended at both sides, container, water and mercury.

Procedure

Put water in a container.  Dip a capillary in the water and hold it upright observe.

Repeat using mercury instead of water.

Level of water rises                                                                           Level of mercury drops

in the capillary tube                                                                          in the capillary tube.

Activity 12

Describe another experiment which can be used to show capillarity.

Applications

  1. Spreading of ink over a blotting paper is due to capillary action.
  2. Kerosene rises up the weak of a lamp.
  3. The rise of water from the soil up the plants.
  4. Towels are used for drying our bodies after bathing.

Activity 13

Explain how each of the above is applications is as a result of capillary action.

Note:  Capillary action can cause dampness on walls of buildings.  How can this be avoided?

Surface Tension

It is observed that liquids form drops, water wets some surfaces but runs off others.  Some insects walk on water surfaces without sinking.

If a razor blade is placed carefully on water surface it floats.

This happens because the water surface behaves like stretched thin elastic skin.  This ‘Skin’ has a tendency to shrink to have a minimum surface area or an elastic membrane.  The force which causes the liquid surface to behave this way is called surface tension.

Particles of liquid are always attracting each other.  Those inside the liquid are attracted sideways and downwards.  This makes the surface to develop some tension.  This makes light objects like a razor blade float.

EXPERIMENT TO DEMONSTRATE SURFACE TENSION

Materials:  Container, water, razor blade, soap solution.

Procedure

Put some water in a container until it is almost full.  Place a razor blade slowly and carefully on the surface of the water observe.

Put two drops of soap solution on the surface of the water near the razor blade.  Observe.

Discussion

The razor blade floats on the surface of water without sinking.  This demonstrates surface tension of water.

When soap solution is introduced, the razor blade sinks.  This is because the soap solution reduces the surface tension.

Factors affecting surface tension

  1. Impurities – they reduce surface tension e.g. detergents weaken the forces of attraction
    between liquid molecules.
  2. Temperature – Increasing temperature increases the energy of the particles, they move faster
    increasing the intermolecular distances hence weaken the forces of attraction between them.

Application

  1. Water insects can rest of the surfaces of water.
  2. Mosquito larvae float on water. Oiling the surface breaks the surface tension and the larvae
    sink.

 

COHESIVE AND ADHESIVE FORCES

Activity 14

  • (i) Put some water in a transparent container until it is half full.  Observe meniscus.

(ii)   Put mercury in a transparent container also and observe the shape of the meniscus.

  • (i) Put about five drops of water on the surface of a wooden table.

(ii)   Repeat (b) (i) using mercury.

Discussion

(a)  Meniscus of water is concave in shape whereas that of mercury is convex in shape.

(b)  Drops of water spread of the surface of wooden table whereas mercury forms droplets which
do not spread.

Explanations

In (a) the forces of attraction between water molecules is less than the forces of attraction between the water molecules and the walls of the container.  This makes the water tend  to move upwards at the walls making the meniscus appear concave.

In mercury, the forces of attraction between the particles are more than that between the mercury particles and the walls of the container.  This makes the mercury tend to move downwards at the walls making the meniscus appear convex.

In (b) water spreads on the surface because forces of attraction between and the wood particles is greater than that between the individual water particles.

The mercury forms droplets because the forces of attraction between its own particles are greater than that between the mercury and the wood particles. Forces of attraction between particles of the same substance are cohesion whereas that between particles of different substances is adhesion.

Application

Cohesion reduce rate of evaporation.

8.2.4 PROPERTIES OF GASES

Pressure

Gases exert pressure.

Activity 15

(a)  The Crushing Can Experiment

Put a little water in a metallic container until the water boils.  Close the container immediately and allow it to cool.  Observe.

(b)  Fill a glass with water.  Cut a piece of paper to cover the mouth of the glass. Holding the paper with your hand, turn the glass upside down. Remove the hand holding the paper and
observe.

Discussion

In activity 15

(a) thecan crashes on cooling because on driving out the air in it with the steam as the water boils, the pressure inside would be less than atmospheric pressure outside.  The pressure outside forces the container to crush.

In activity 15 (b) the atmospheric pressure acting on the paper upwards is able to hold the weight of the water in the glass.

 

 

Activity 15 (c)

Put two glass panes together.  Separate them.  Now et the panes and put them together.  Try to pull them apart.

 

Discussion

It is observed that dry panes separate easily.  However when wet it is difficult to separate them.

On wetting the air between the panes is driven out.  The atmospheric pressure acting on the sides make it difficult to separate them.

Applications

  1. In drinking straws and pipettes. The air inside is sucked, thus pressure inside would be less
    than atmospheric pressure out.  This forces liquids up the straw or pipette.
  2. Before filling a fountain pen air inside is pushed out. Thus pressure outside the pen would be
    more than pressure inside hence ink is pushed into the pen.
  3. Sucking air in a siphon reduces pressure inside. Greater atmospheric pressure causes the
    liquid to flow provided the other end of the siphon is at a lower position than the level of the
    liquid.

WEIGHT

Air has weight.

Activity 16

To show that air has weight.

Inflate two balloons with air and balance them on a beam balance as shown below.

 

 

 

 

 

 

Prick one of the balloons with a pin to deflate it.  Observe.

The beam balance tilts to show that the inflated balloon is heavier than the deflated one.

This shows that air has weight.

EXPANSION AND CONTRACTION OF AIR

Air expands on heating and contracts on cooling.

Activity 17

Arrange the apparatus as shown above .heat the glass flask gently and observe.

Discussion

On heating, air inside the flask expands and escapes through the straw.  Bubbles are observed at the mouth of the straw.

On cooling, air inside the flask condenses.  Pressure inside the flask would be less than pressure outside because some of the  air inside escaped.  This forces water up the straw.

Application

  1. This heating and expanding of air can be used to explain formation of land breeze and sea
    breeze.

Exercise

Explain:

  • How land breeze is formed.
  • How sea breeze is formed

 

 

 

8.2.5  AIR

Composition of air

Air is made up of gases: Nitrogen, Carbon dioxide and inert gases.  The percentage composition is as given in the pie chart below;

 

 

 

USES OF AIR

Different components of air have different uses.

Activity 18 (In Groups)

Discuss the uses of

  • Oxygen
  • Carbon dioxide
  • Nitrogen
  • Inert gases (Helium, Argon, Neon

 

Activity 19

Design experiments to show that;

  • Oxygen is used in breathing
  • Oxygen is used in burning
  • Oxygen is used in germination

MIXTURES

When two or more substances are put together and not chemically combined.  There are three types of mixtures.

  • Solid/solid mixtures
  • Solid/liquid mixtures
  • Liquid mixture.

METHODS OF SEPARATION OF MIXTURES

Solid-Solid Mixtures

The following methods can be used to separate these mixtures.

  • Winnowing
  • Sieving
  • Picking
  • Use of magnets
  • Filtering
  • Sublimation

Activity 20

Discuss each of the above methods.

Solid-Liquid Mixtures

The following methods can be used;

  • Filtering
  • Decantation
  • Evaporation
  • Simple distillation

Activity 21

Discuss how each of the methods above are used.

Liquid-liquid mixtures

  • Fractional distillation
  • Chromatography
  • Use of separating funnel

Activity 22

Discuss how each of the methods  mentioned above are used to separate liquid mixtures.

 

 

 

9.0 FOOD NUTRIENTS AND NUTRITIONAL DISORDERS

9.2.1 Definition of terminologies

  1. Food – any substance, liquid or solid, that can be taken into the body in order to maintain life and growth.
  2. Food nutrients: elements found in foods which when absorbed into the body, perform different functions, e.g. carbohydrates, fats and oils, proteins, vitamins, mineral salts and water.
  3. A balanced diet: any meal which contains all the food nutrients required by the body
  4. Nutrition: processes in the body for making use of food.

The processes of nutrition

  • Eating the correct kinds and amounts of food the body needs
  • Digestion of foods so that the body can use the nutrients
  • Absorption of the nutrients into the bloodstream
  • Use of the individual nutrients by the cells for production of energy, maintenance and growth of cells, tissue and organs
  • Elimination of wastes
  1. Malnutrition: inadequate or excess intake of nutrients in the body
  1. Undernourishment: a form of malnutrition due to adequate nutrients in the body
  2. Over nourishment: a form of malnutrition as a result of excessive intake of certain nutrients

Causes of malnutrition

  1. Poverty: due to lack of financial resources to obtain adequate food, people end up suffering various nutritional deficiency diseases
  2. The body’s inability to utilize certain nutrients:  a condition in which a specific nutrient is not absorbed into the body. E.g. due to allergies
  3. Parasites:  presence of some parasites in the body deprives the host some essential nutrients e.g. infestation of worms and malaria parasites reduce the amount of iron and vitamin B12 leading to anaemia.
  4. Food taboo: food taboos, superstitions and religious beliefs may lead to the prohibition of eating certain foods.
  5. Ignorance: lack of information on healthy foods leading to consumption of less nutritious foods leading lack of proper nutrients to sustain body’s health and its ability to perform its functions.
  6. Natural calamities:  calamities such as floods, drought and war affect food production and distribution leading to food in availability
  7. Corruption: corrupt people grab land and hoard resources like relief food leading to low food production and distribution.
  8. Lifestyle: modern changes are lifestyle may lead to an increased intake of certain nutrients; this may lead to diseases such as obesity, gout, diabetes and hypertension.

9.2.2 Classification of foods and food nutrients

Foods are classified according to their food nutrients and functions in the body.

  1. Body-building foods

These are foods that contain proteins. Examples include meat, milk, legumes like beans etc.

  1. Energy-giving foods

These foods contain carbohydrate and fats and oils. Examples are starchy and sweet foods, oily and fatty foods like oily fish and nuts.

  1. Protective foods

These foods contain minerals and vitamins. They are mainly found in fruits and vegetables.

 

Protein

  • Proteins are made up of tiny building units known as amino-acids
  • Amino-acids are grouped into Essential amino acids which cannot be made by body. Non essential amino acids which can be made by body.
  • Proteins that contain all essential amino acids are known as complete or first class proteins. They are found in foods of animal origin like eggs, meat and milk. Soya bean is the only plant product that contains all essential amino acids.
  • Incomplete or second class proteins do not contain all essential amino acids. They are found in foods of plant origin like beans, peas, green grams and nuts.
  • In order to supply adequate proteins in the body, appropriate sources of proteins should be eaten.

Functions of proteins in the body

  • Body building which results in growth of body parts. Proteins are major component of boody muscles, brain, blood, enzymes, hormones and antibodies.
  • Repair of damaged tissues
  • Reproduction of heat and energy when there is inadequate supply of energy-giving foods
  • Prevents deficiency diseases called kwashiorkor which mainly affects children under the age of five years.

Carbohydrates

  • These foods are made up of carbon, hydrogen and oxygen molecules
  • Carbohydrates are broken down to produce energy.

Classification of carbohydrates

  1. Monosaccharide: glucose, fructose, galactose and mannose
  2. Disaccharides: sucrose, glycogen, cellulose (roughage)
  • Carbohydrates are absorbed into the body in form of monosaccharides so disaccharides and polysaccharides (starch and glycogen) must be broken down to monosaccharide before absorption
  • Cellulose is indigestible but is used as a dietary fibre

 

Functions of carbohydrates in the body

  • Provision of heat and energy. The body needs a steady supply of energy to function properly
  • Storage of glycogen. Glycogen stored in the liver and muscles is broken to provide energy when enough carbohydrates are not taken in. when adequate amounts of carbohydrates are taken to provide energy; the proteins in the body are spared. This allows proteins to be used for tissue building and repair and not provision of energy.
  • Roughage– (cellulose) aids in digestion and prevents constipation.

Fats and oils

  • These are food substances that are greasy to touch and insoluble in water
  • Fats and oils contain carbon hydrogen and oxygen
  • Fats are solid at room temperature and oils occur in liquid form at room temperature.

Functions of fats and oils

  • Energy provision
  • Fats and oils provide twice as much as energy as carbohydrates
  • Excess fats are stored in the body as fat deposits and are converted into energy when the body needs it
  • Body insulator– fats deposited under the skin acts as an insulator against cold.
  • Protection- fats deposits around internal organs protect them from physical injury.

Vitamins

  • Vitamins protect the body against diseases.
  • They are classified as follows
  1. water soluble vitamins all vitamin B (except B12) and vitamin C
  2. Fat- soluble vitamins. Include A,D,E,K

Minerals

  • These are compounds which occur naturally in the earth
  • The most common minerals needed by the body are iron, calcium, phosphorus, sodium, chlorine, iodine and fluorine.

Functions of minerals in the body

  • Building and regulating body processes
  • Maintaining good health

 

 

9.2.3 IMPORTANCE OF WATER IN THE DIET

Water is important because it:

  1. Forms about 70% of the weight.
  2. Forms a medium for all body reactions such as digestion and absorption.
  3. Is needed to lower body temperature when environmental temperature is too high. Water absorbs latent heat from the body to change into vapour which evaporates from the skin surface leaving a cooling effect.
  4. It constitutes fluids at major body joints( synovial fluid) which acts as a lubricant hence reducing friction during movement.
  5. It constitutes the medium for blood cells, tissue fluid and lymph. In this medium nutrients and gases such as carbon dioxide and oxygen are transported round the body.

Importance of fibre in the diet.

Fibre is also known as roughage. It arises from indigestible cellulose in plant materials. Sources of fibre are mainly vegetables and fruits. The function of fibre is to enhance movement of food along the alimentary canal, especially the large intestine. When there is insufficient in the diet, one is likely to suffer from constipation which can result in bowel cancer if it occurs frequently.

Nutrition for people with HIV and AIDS

With good nutrition people with HIV and AIDS can reduce the effects of HIV infection and regain goo health to some extent.

Usually, a person with HIV may feel that his/her health is not improving. He/she may experience the following.

  1. Poor appetite.
  2. Poor digestion of food.
  3. Due to poor digestion he/she passes out stools and urine that show that he/she is not well.
  4. Lack of deep, restful sleep.

 

  1. a) How to help the person to regain appetite

The person can improve his/her appetite by:

  1. Using chilies and vinegar. They can create a hunger of food.
  2. Using ginger and coriander. Ginger helps in digestion of food. It prevents food form staying undigested in the digestive system is too long. When food overstays due to slow digestion, we experience a feeling of being full, passing of gas and diarrhea. Ginger helps to correct this. Coriander helps to increase appetite. It also helps to control fungi and bacteria. Ginger and coriander give a pleasant taste.
  1. b) How to help the person have a good digestion.

The person should when hungry and not necessarily mealtime.

  1. Eat wholesome foods. These include fresh vegetables and fruits. They should also use unrefined maize or wheat flour. The maize milled without removing the husks is better than sifted flour- similarly brown bread is better than white bread.
  2. Eat slowly and mix a lot of saliva with each mouthful. Eating too fast is not good for the digestive process and the immune system. Digestion begins in the mouth. Chewing well assists digestion in the stomach and small intestines. It also assists the immune system to work well and prevent HIV infection from spreading.
  3. Include fruits like paw paw and pineapple in the diet. These fruits help in digestion and improve appetite. Good digestion and absorption help immune system to fight diseases.
  4. Eat digestive spices (herbs) with the food. These include coriander, ginger, cloves, cinnamon curry powder and turmeric. They help in digestion and increase appetite. They also make the food tasty, act like medicine and kill bacteria.
  1. c) How to help the large intestine to deal with food.

It is common for HIV infected people to experience diarrhea over a long period of time. This shows that there is a problem when food passes through the large intestines. To improve the work of the large intestines we can do the following:

  1. Feed them a diet rich in such as whole meal maize flour, whole wheat brown bread, oat meal, millet, cabbage, cowpeas leaves, carrots, raw garlic, green bananas, pears, apples, plums, rinds of citrus fruits (lemons, oranges and grapefruit), beets and lady’s fingers (okra).
  2. Give them fermented milk products and yoghurt. They make the environment in the intestine unsuitable for the increase of HIV.
  3. Give raw garlic. This stops increasing of HIV and kills other germs.
  4. Give cabbage when raw cabbage juice or fermented cabbage juice.
  5. Give coconut oil or milk or use it for cooking instead of cooking fat.
  1. d) How to choose foods that make their excretory system work well.

They should:

  1. Have fresh foods, salads and fruits.
  2. Have less fat, less salt and more fibre.
  3. Have less meat and more plant protein. He/she may include eggs and milk in the diet.
  4. Eat small quantities of meals regularly.
  5. Drink a lot of water (8 glasses per day).
  6. Avoid alcohol.

 

  • Balanced Diet

A balanced diet comprises nutrients needed by the body in the right quantities. The nutrients include carbohydrates, proteins, fats and oils, vitamins, minerals, water and fibre. It is important to ensure that one eats a variety of foods in every meal. This enhances obtaining of a variety of nutrients by the body. There should be no preference for certain foods only at the expense of others. Having a balanced diet can be made up cheap using foods that are in season.

9.2.5 Common nutritional disorders

These are caused by an inadequate or excessive intake of a given food nutrient. They can also be caused by poor absorption and use of food nutrients.

  1. Kwashiorkor

A protein deficiency disease

Occurs when a child stops breast feeding at an early age and is fed foods lacking in proteins.

Signs and symptoms

  • Selling of the stomach, face, hands and feet. A condition known as Oedema.
  • Hair is scanty, thin, brownish and looks straight
  • Child looks dull and inactive
  • Retarded growth
  • In severe cases, skin peels off patches leaving wounds. Brain development is affected.

 

  1. Marasmus
  • A deficiency disease which is caused by inadequate intake all food nutrients over o period.
  • Occur in both children and adults, especially during drought and famine. May also be as result of a chronic illness like HIV/AIDS, Tuberculosis and Cancer.

Signs and symptoms

  • Extreme loss of weight. One is skinny and may weigh half the expected weight.
  • There is no fat under the skin, especially around the upper part of arms, the thighs, buttocks and stomach which are wrinkled
  • The child looks like an elderly person because the face is wrinkled
  • The ribs can be seen and the child is generally alert or anxious
  • The hair may look normal, but the head will look big in comparison to the rest of the body
  • The child is weak and growth is retarded
  1. Scurvy

Deficiency disease caused by lack of vitamin C in the diet

Symptoms of scurvy

  • Weak blood capillaries which break easily
  • Bleeding gums
  • Anaemia (vitamin C is important for absorption of iron in the body)
  • Unhealthy skin
  • Wounds that take long to heal
  • General body weakness
  1. Iron- deficiency anaemia
  • Occurs as a result of lack of iron in the body.
  • Iron and proteins are important for the formation of red blood cells and haemoglobin which carries oxygen to the body organs
  • Usually, babies are born with enough iron to last them the first six months of life
  • Teenage girls and women of child bearing age should eat more iron rich- foods since they are more likely to be anaemic than other groups. They lose blood during menstruation and child birth.
  • Chronic malaria and hookworms’ infestation can also lead to anaemia.

Signs and symptoms

  • Paleness of tongue, gums and the inner side of the eyelids
  • Weakens and dizziness which result in fainting
  • Sometimes the heartbeat is pronounced
  • Shortness of breath occurs when doing tasks which under normal circumstances would not cause it
  1. Rickets
  • Caused by lack of vitamin D in the body resulting to poor formation of bones
  • Vitamin D is necessary for the proper use of calcium and phosphorus in bone formation

Signs and symptoms

  • Weak bones
  • Poor development of teeth
  • Knock-knees or bowlegs
  1. Osteomalcia
  • This is rickets in adults
  • Caused by inadequate intake of calcium, phosphorus and vitamin D in the diet, causing the bones to become weak and fragile
  • Osteomalcia is common among women who have frequent birth

Signs and symptoms

  • Fragile bones that fracture easily
  • Deformity of the pelvis as a result of weakened pelvic bones
  • Pain in lower back. Legs and pelvis
  • Uncontrollable twitching of muscles, especially of the face and hands.
  1. Beriberi
  • Caused by lack of thiamin (vitamin B1)
  • Common among people whose diets consists mainly of highly polished or refined cereal grains
  • May occur in form of ‘wet’ or ‘dry’ beriberi ion adults. In early stages the symptoms of both are same.
  • Children under six months suffer from infantile beriberi

Signs and symptoms

  • Fluids are retained in the body tissues (oedema)
  • Pronounced and rapid heartbeat
  • Chest pains
  • Reduction in amount of urine passed due to the retention of fluid in the body.

Signs and symptoms of dry beriberi

  • Fluids are not retained in the body tissues
  • Weakness and wasting of muscles
  • Numbers and feeling of pin pricks on the feet arms
  • Difficulty in walking and rising from a squatting position

Infantile beriberi

Affect children who receive inadequate amounts of thiamin from breast milk, due to deficiency of the vitamin in the mothers’ body.

Signs and symptoms

  • Whining and weakness
  • Diarrhea, loss of weight and vomiting
  • Development of Marasmus, oedema and fits if the disease progresses
  1. Pellagra

Caused by lack of nicotinic acid in the diet

Signs and symptoms

  • Loss of strength
  • General weakness
  • Mental depression
  • Rough skin and reddish rashes
  • Diarrhea
  • Checked growth in children
  • Possible insanity
  1. Goitre

Disease caused by a deficiency of iodine. It is characterized by the swelling of the thyroid gland situated at the lower part of the neck

Signs and symptoms

  • Enlargement of the thyroid gland
  • Irritability
  • Tiredness
  • Weight loss
  • Change of eating habits
  1. Keratomalacia
  • Deficiency disease caused by lack of vitamin A
  • Usually begins with night blindness and if not corrected, leads to total blindness

Signs and symptoms

  • Night blindness (difficulty in adjusting from good lighting to dim light at night)
  • Drying and hardening of the fluids of the eye come out and cause blindness
  • Mouth becomes dry and cracked
  • Skin becomes dry and scaly

 

9.2.6 Nutrition for special groups

Meals for  children

  • Give a balanced diet rich in calcium and phosphorous for strong bones and enough energy foods.
  • Provide variety foods to allow choice.
  • Provide crunchy and crispy foods to exercise teeth and jaw bone.
  • Serve small quantities in small plates or bowls.
  • Present attractively
  • Serve at regular intervals and punctually.
  • Food should not be highly seasoned, flavoured or sweetened.
  • Avoid giving snack in between meal other than milk and fruits
  • Give enough fluid to aid digestion and replace fluids lost during play.
  • Give vegetables and fruit to provide roughage which prevents constipation.

Meals for lactating mother  (breast feeding /nursing mother)

 

Points to consider:

  • The meal should be well balanced
  • Provide enough proteins iron, carbohydrates, fats and vitamins A and C.
  • Give adequate calcium for strong bone and teeth.
  • Provide plenty of fluids to increase milk production
  • Serve the attractively
  • Serve the meals punctually and at regular intervals to avoid monotony.
  • The meals should be well flavoured to improve the appetite.
  • Mix different foods for strict vegetarian to ensure a complete protein supply.
  • Provide appropriate amount of vegetables fat and oil.
  • For lacto – vegetarians make a good use of animal products to provide a complete protein supply.

9.2.7 FOOD HYGIENE

Definition of food hygiene

This refers to health practices that safeguard against food contamination. Kitchen hygiene refers to cleanliness of surfaces, equipment and proper disposal of refuse.

 

Kitchen hygiene practices

 

  1. Keep kitchen clean always that is free of spilt foods crumbs and scarabs which may attract household pests.
  2. Keep kitchen utensils clean at all times.
  3. Large bins outside the house should have tight fittings kids, positioned away from windows and disinfected regularly.
  4. Kitchen clothes must be washed daily and boiled to kill germs
  5. Keep storage equipment such as refrigerators kitchen stores etc clean at all times
  6. Kitchen refuse bin should lined before user and must have a tight fitting lid. should be emptied daily and washed.
  7. Kitchen work surfaces should be cleaned appropriately with warm water and detergent.
  8. Clean water should be used in food preparation and washing the utensils.
  9. DO not reheat food more than once to prevent food poisoning.
  10. Cool left over foods and store immediately in clean containers and in cool/cold places to prevent poisoning.

Personal Hygiene In Relation To Food Hygiene

  1. Wear protective clothing to prevent contaminants from outdoor clothing coming into contact with food, surfaces and equipment.
  2. Wash hands with warm soapy water and dry before handling food especially after visiting the toilet, handling money activities which bring hands into contact with mouth should be avoided.
  3. People suffering from water borne diseases should not handle food during preparation, cooking or serving people.

9.2.8 Table manners

-These are table manners which should be observed at all times

  • Do not talk with the food in the mouth
  • Pass the food to other people after serving yourself
  • Watch and copy on the use of cutlery if you don’t know how to use them
  • Avoid overstretching to reach out for salt and other condiments but instead request for them
  • Chew the food with the mouth closed
  • Keep to the pace of others while eating
  • Avoid serious discussing during meals
  • Use low tone to communicate at the table
  • Do not place elbows on the table
  • Cover the nose and mouth when sneezing or coughing
  • Avoid clearing the throat loudly or spitting on the floor
  • Do not handle or comb the hair during meal time
  • Use toothpicks not fingers to pick the teeth and a clean handkerchief for the nose

 

9.2.9 Food Spoilage and Poisoning

  1. Food spoilage

Refers to the deterioration of food resulting in the food becoming unfit for human consumption

  1. Causes of food spoilage

 

  • Oxidation of chemicals present in fats and fatty foods
  • Chemicals present in pesticides and herbicides sprayed on fruits and vegetables.
  • Chemicals present in food containers, wrapping and packets.
  • Action of enzyme in fruits that make them overripe and finally rot or natural poisons found in some food.
  • Rancidity that is decomposition of fats.
  • Bacteria/fungi that contaminate s poorly stored food.
  • Mould yeast.
  1. Food poisoning

It is an illness caused by consumption of spoilt food containing toxins from chemical poisons, natural poisons and harmful micro-organisms which react with the body.

 

Causes of food poisoning

  • Chemical contamination
  • Bacterial contamination
  • Natural poisons

NB:  all these produce toxins which poison the body.

 

Signs and symptoms of food poisoning

  • Severe abdominal pains
  • Diarrhea
  • Dizziness
  • Fever/headaches
  • General body weakness
  • Vomiting which is severe.

 

        Prevention of food poisoning and spoilage

  • Observe hygiene when handling food.
  • Buy food which is not expired by observing the expiry date.
  • Wash fruits and vegetables thoroughly using boiled cooled water.
  • Do not store chemicals near food
  • Dry cereals completely before storing.
  • Cook food well to kill germs/bacteria
  • Avoid eating in dirty restaurants or suspicious places
  • Buy food from clean markets and vendors.
  • Avoid reheating food more than once.

9.2.10  Food Preservation

Food is made is made up of living materials, which are subject to gradual process of decay and deterioration or change.  This may be caused by any or combinations of the following:

  1. Chemical changes in the living parts of the food facilitated by the action by the cell enzymes.
  2. Micro-organism that get into the from outside such as bacteria, yeast and moulds.
  3. Pests such as weevils and rats which attack food destroy it.

Definition of Food Preservation

Giving food a treatment in order to either slow down or stop decay and deterioration

Reasons for preservation:

  • To destroy the micro-organisms, for example, by applying heat]
  • To render food undesirable for the survival of micro-organisms by, for example, by freezing.
  • To stop the enzyme or chemical action, by drying or by heating.

Advantages of Food Preservation

  • preservation is necessary so that it can be used when out of season
  • For proper storage and proper use
  • For easier transport and convenience
  • To avoid Wastage
  • Some method of food after preservation produce variety i.e. certain type of food can be used differently.

 

Disadvantages of Food Preservation

  • Some type of vitamins may be destroyed due to preservation
  • Can cause food poisoning if poorly preserved.
  • Some chemical preservatives alter the natural taste of food.
  • Some changes may be stopped by food preservations e.g. Preserved mild cannot

Methods of preserving food

  • Application of heat
  • Removal of water
  • Exclusion oxygen
  • Freezing
  • Adding sugar, salt, acids and chemical preservations.

Traditional Methods of preserving Food

Drying or Dehydration:

Drying is one of the oldest method and widely used.  Micro-organism cannot grow on dried foods.

It also concentrates the soluble ingredients in food.

Complete drying destroys neither enzymes nor the harmful organisms.

It only inactivates them.

Aflatoxins develop in cereals when stored in damp conditions, which causes serious poisoning.

General rules for drying foods

  1. Use clean hands, equipment and water
  2. b) Use fresh food, which is in good condition
  3. c) For sun drying, cover the food with mesh or neeting to prevent dust, flies, insects or pests from contaminating.
  4. d) Do not dry food directly on the ground. Spread them on a clean surface or material.
  5. e) Store dried food in tightly containers, away from pests, dirt and moisture.

The following points should be observed when preserving vegetables

  • Wash them thoroughly in clean water.
  • Shell or prepare vegetables as for cooking.
  • Blanch the vegetables before drying to stop the action of enzymes, so that food will not spoil during drying.
  • Blanching kills bacteria and helps in retention of vitamins, minerals and the colour of vegetable.
  • They are then cooled in cold iced water for an equal time as that of boiling the water.
  • Drain the vegetables
  • Spread the vegetables on a tray or mat so that they quickly dry.
  • Cover the tray or mat with a piece of netting, muslin cloth or thin wire netting.
  • Place the tray under direct sunlight if possible.
  • Turn the food regularly so that it dries quickly.
  • Test the food for dryness by squeezing it in the hand. It should be crispy and dry.

Store in airtight containers

Drying root vegetables

  • peel the vegetable and cut in to small pieces
  • spread the pieces on a wire tray or canvas
  • Cover with another wire or canvas to keep the birds away.
  • Leave in the sun but turn occasionally until they dry.

Drying Cereals or pulses

  • Harvest them when the quite dry
  • Complete drying them by spreading them on a mat in the sum.
  • Treat and store appropriately.

Drying Meat fish

  • Cut meat into thin strips, clean fish as for cooking and cut it open.
  • Dry on a tray covered with a thin cloth netting, or thin wire mesh. Meat and fish can be hanged on a string to dry.
  • Place the tray in a such a position that no animal or insect can reach it , as they will be attracted to the smell.
  • Meat and fish canal so be dried in a wire cage which is covered by a lid.

Modern Methods of Preserving Food

  1. Solar and Mechanical Drying

Drying food is by solar (sun) drying and mechanical drying (dehydration)

(a)  Sun (Solar) drying

In sun solar drying, the sun provides the heat to dry whereas the    wind currents drive away the moisture-laden air from the food.

This may take several day and is practical where sun is in abundance.

 

(b) Dehydration (mechanical drying)

This is done using machines.  The heat is artificially produced.

Temperature and humidity are controlled.    A mechanical drying machine has fans, which cause air to move, carrying away moisture from the food.

 

(c)  Improvised drying and smoking

It is done in a big drum which is specifically prepared for that purpose.

Fire is made at the bottom part.  The rising smoke and hot air dry and smoke the food quickly.

Milk and eggs are preserved in powder form by drying.

 

  1. Salting

A high concentration of salt kills micro-organisms and prevents the action of enzymes.

  1. 3. Use of Vinegar

Food preserved in vinegar can keep for a long time and will have an interesting flavor.

Vinegar is often combined with salt.

  1. Use of Sugar

The action of enzymes is also impaired by a high concentration of sugar.

Fruits left whole or cut can be preserved this way

  1. Use of Heat

(a)  Bacteria, yeast, moulds and natural enzymes are destroyed

 

 

 

 

 

 

 

10.0 ENVIROMENT

10.1 Specific objectives

At the end of the topic, the learner should be able to;

  • define environment
  • describe the component of environment
  • observe different habits
  • describe different types of habitats
  • explain interdependence between organisms
  • construct food chain and food web
  • explain how various organisms are adapted to their habitats
  • state factors that affect population growth
  • define pollution
  • describe different types of pollution and their causes
  • state effects of pollution on environment
  • describe control measures of pollution
  • describe measures of conserving soil, water, plants and animal life
  • Describe ways of handling waste.

10.2.0 Content 

10.2.1 Definition of Environment

It refers to the totality of conditions and circumstances that surround an organism.

It includes the external conditions, stimuli and resources with which an organism interacts and which affects its survival, development and population.

10.2.1 Components of Environment

The environment includes the non-living physical aspects of the place where an organism lives, and the living things that may affect the organisms.

The non- living aspects of the environment make the abiotic environment while the living components make the biotic environment.

The Biotic environment

These include living organisms both plants and animals.  It is the living component of the environment.

The living organisms interact with each other in a number of ways as follows:-

(a)  Competition

This is the interaction between members of the same population or of two or more populations that share the same resources, often present in limited supply.

Competition is greatest among organisms that have similar requirements or life styles.

Plants always compete with each other over sunlightand water.

Herbivores may compete for vegetation while carnivorous will compete for prey.

(b) Predation

This is an interaction between organisms where one organism the predator feeds on another living organism the prey.

The feeding of living organism can be by animals eating plants, animals eating other animals or plants eating animals.

An example of predation is a cheetah feeding on gazelle.

(c)   Symbiosis

This is an intimate association between two or more organisms of different species.

Parasitism, Mutualism and Commensalism are all examples of symbiotic interactions.

        Parasitism–   This is the interaction between two organisms in which only one, the parasite

Benefits and the other, the host is harmed.

  • For example fleas feed and live on a dog which is unwilling host.

Mutualism – This is an association which is beneficial to both and no harm is inflicted on either of the organisms.

  • A good example of mutualism is seen in lichens.

This is an association between a fungus and an Algae.  The algae is provided with a means of

attachment and obtain water, carbon dioxide and minerals salts.

The fungus in turn obtain oxygen and carbohydrates made by the Algae through

Photosynthesis

    Commensalism 

This is an association between two organisms where only one benefits and the other is

neither harmed nor benefits.

Some examples include Bryophytes and the trees on which they grow or a tree and the birds

nest on it.  The tree is not affected

 

The Abiotic Environment

The following are abiotic factions that affect an organism:-

(i)  Temperature

It affects the distribution of organism since reactions within the cells occur within a given temperature range.

 

(ii)  Air

It is needed for respiration; Note air contains Oxygen.

(iii) Water

Plants use water during photosynthesis.

Water is also used as a coolant, solvent and a habitat for aquatic life such as fish.

(iv) Humidity

This is the amount of water vapor in the atmosphere.

It affects the rate of evaporation.

(v) Topography

This refers to the gradients or slope of the land.

It influences service run-off, hence important in the formation of water masses like rivers and lakes.

(vi)  Soil PH

Soil PH refers to the acidity or alkalinity of the soil.

It play a big role in the availability of nutrients hence determines the type of organisms to inhabit a given area.

 

(vii) Sunlight

It is necessary during photosynthesis

Other factors include the Hydrological cycle, Atmospheric pressure, Wind and Ocean currents.

  • Types of habitats

A habitat is defined as the specific place where an organism lives.

For example all the organism living in a freshwater bond

The following area examples of habitats-:

(i)  Terrestrial (Land) habitat

(ii)  Aquatic habitat freshwater, salty water or swampy habitat.

The characteristics of organisms in each of the habitats are influenced by the existing conditions which may be physical or chemical.

 

10.2.4 Interdependence

This is a situation whereby organisms depend on each other for survival.

The organisms can be plants or animals.

Plants and animals depend on each other in different ways.

Some plants depend on other plants while some animals depend on other animals.

 

Interdependence between plants

(i) Plants providing support

Plants that have weak stems to grow upwards and get sufficient sunlight get support from plants with strong stems.

This is seen in climbers and creepers.

(ii) Plants providing a habitat for others

This is seen in the mistletoe.

This is a parasitic plant which lives on another plant to get food and shelter.

When you observe the stem and barks of trees especially during the rainy seasons you will also see lichens and moss.

 

(iii) Plants providing shade

Some plants depend on each other to conserve water.

Some small plants loose water easily because they are directly exposed to sunlight.

To avoid this, they grow under big trees which provide shade for them by their dense canopies.

This is clearly seen in forests.

 

 

Interdependence between plants and animals

Plants and animals depend on each other in the following ways-:

(i)  Food and Nutrients

Whereas green plants can make their own food during photosynthesis.

Animals feed on plants directly or indirectly.

The animals which feed on green plants are call herbivores.

Examples of herbivores are Antelopes, Elephants, Cattle and Zebras.

Some animals eat the animals which feed on plants.  Example of such animals are Lions feeding on herbivores like lizards.

These animals are called carnivores flesh eaters.

Some plants also feed on animals especially insects.

Such plants are called insectivorous plants.

Examples are the Pitcher plant, Venus fly trap and Sundew.

Animals depend on plants from shelter and security.  For squirrels to escape from danger, they climb plants.

(ii) Pollination and dispersal

Another observation where plants are seen to depend on animals in pollination and fruit and seed dispersal.

Birds and insects carry pollen grains from one flower to another in the process of searching for nectar in flowers. This promotes pollination and hence reproduction in plants.

Animals help in dispersing seeds somewhere away from parent plant.

At times, the seeds stick to the body of the animal and are dropped far away.

When such seeds find conducive conditions they germinate and grow into adult plants.

(iii)  Medicines

Human beings also depend on plants to get a number of medicines.

The medicines are used to treat diseases.

Some plants are used as spices in food preparation like onions, pepper, garlic and cloves.

 

Interdependence between animals

This is seen in some interrelation ships like predator – prey relationship.

If a carnivore like a lion feeds on a herbivore like a zebra, the lion population in that particular environment will depend on the abundance of the prey i.e. the herbivores.

In the savannah grassland, the scavengers like vultures, hyenas and jackals wait for the kill made by the supper predators like the lions who are more skillful hunters.

They then scavenge for the remains and this way they depend on the super predators like lion, cheetah and leopards.

 

10.2.5 Adaption of organisms to their habitats

Adaption is development of some features that make a group of organisms better suited to live and reproduce in their environment.

Plants

Water availability is the most important environmental factor that determines the natural distribution and abundance of plants in various surroundings of the earth.

Each species of plants possesses various adoptions that enable it to cope with the level of water availability in its natural environment.

Based on these adoptions plants are classified into the following four groups:-

 

  1. Xerophytes

Plants that are able to live and survive in very dry areas are called Xerophytes.

Examples of xerophytes are Acacia, Pear cactus, Aloe, Sisal and some desert shrubs.

The major problem of plants living in very dry places is the scarcity of water.

These plants have developed structural Physiological and behavioral adaptations that can enable them to conserve the little water they get.

The following are some adaptations-:

(i)  Some plants have developed extremely long roots that go very deep in search for underground water.  An example of these plants is the acacia plant.

(ii)  Most plants have leaves which are reduced in size needle-like in shape or which have been reduced to spines or thorns.

This reduces the surface area of the leaf and hence reduces water loss by transpiration.

The spines also protect the plants from being fed on by animals.

(iii)  Some desert plants are deciduous plants.

They shed their leaves when water is in short supply.  This reduces transpiration of water.

(iv) Some plants have their leaves covered with a thick waxy cuticle which further reduces loss of water by evaporation

(v) A plant like cactus has no leaves but has a thick fleshy green stem for photosynthesis.

The thick stem does not allow much water to be lost by evaporation.

The stems are also swollen with stored water.

  1. Hydrophytes

Plants that are able to live in water or very wet conditions like swamps are called

hydrophytes

The major problem of hydrophytes is how to get enough oxygen and get rid of excess water.

Examples of hydrophytes are water hyacinth, water lily, duck weed, rice and buttercups.

Hydrophytes have the following adaptations;

(i)  Many have large flat leaves to increase the surface area so that they can float easily for example the water lily.

(ii) They have thin cuticle covering the leaf surface to allow for faster water loss.

(iii) They have an increased number of stomata.

Most of stomata are on the upper surface and remain open most of the time.

This is to allow for absorption of gases and light for photosynthesis and increase water loss through transpiration.

(iv) Their leaves have air sacs which also enable the plants to float.

(v)  Their stems are flexible so that they can sway with the water currents without being

broken

(vi) Some hydrophytes have small roots to reduce the surface area for water absorption.

The roots are also feathery to support and balance the plant as it floats in water.

Most hydrophytes have their flowers raised above the water for visibility and to allow cross-pollination by small insects.

  1. Mesophyte

These are plants that live in well-watered soils or areas with optimum (normal) conditions.

Mesophytes have the following adaptions:

(i)  Their leaves are relatively broad with a thin lamina containing large numbers of stomata on both sides.

This offers a large surface area for transpiration.

(ii)  The roots are usually shallow since water is often present close to the soil surface.

(iii)  They have a thick cuticle which prevents water loss through transpiration.

(iv) Most of their stomata are located on the lower surface of leaves, which is shielded from direct sunlight and wind.

(v)  Mesophytes that are found in dense forests face a problem of obtaining enough sunlight.  Trees grow very tall in an attempt to get sunshine.

–  Other plants called Lianas have coiled woody stems that climb to the top the forest in an attempt to obtain sunlight.

–  Others called Epiphytes grow perched on other trees through not obtaining nutrition from them.  This enables them to obtain sunlight

Examples of epiphytes are them Mistletoe, Certam ferns and the Carnivorous pitcher plant.

  1. Halophytes

These are plants that live in areas of high salinity such as salt marshes and estuaries.

They have the following adaptations;

(i) Some accumulate salt actively in their calls.   This increases the osmotic pressure in the cells

enabling the plants to take up water by OSMOSIS.

(ii)  Some have salt glands in their leaves which excrete excess salts.

(iii)  Some have succulent tissues where they store water which they absorb when the salt content is relatively low.

(iv)  Some have large air spaces in stems and leaves which accumulate gases making them available to the submerged parts.  The gases also provide buoyancy to submerged parts.

(v) Some halophytes e.g. Red Mangroves have some have slit-like roots which anchor them firmly to the ground and bind the mud.   This protects them from being washed away by waves and tides.

(vi)  Some like the white mangroves have breathing roots.  These grow vertically upwards from the main root system into the air.

They have lenticels through which air enters.  They help to supply the oxygen required for respiration to the submerged parts of the root system.

 

Animals

Adaption to grassland ecosystem

The African tropical grassland also called the savannah occupies about half the area of East Africa.

The savannah is the home of a large variety of animals both herbivores and Carnivores.

Some of the herbivores are grazers that feed on grass.  They are mainly found in open grassland and include Antelopes, Wildebeests and zebras.

Others are browsers that feed on leaves and small branches of trees.

These are found mainly in wooded areas and include the Giraffes, Rhinoceros and elephants.

The Carnivores include the Lions, Leopards, Hyenas and Vultures.

The herbivores of the savannah usually adopt a body colour which matches that of the surroundings.

For example, the antelopes which are mainly found in open grassland have a brownish colour more or less the color dry grass.

The browsers like giraffes have a spotted green color, move or less similar to that of the trees.

This helps them to camouflage in the background environment an important way of hinding from predators.

In addition most of the herbivores can run very swiftly, which help them to escape from their carnivorous predators.

Carnivorous have the following adaptations:-

(i)  They have a very good sense of smell.

(ii) They have good eye sight

(iii)  They are good at hearing

(iv)  Their body color blends with the environment especially for those in the savannah.

(v)  They have powerful legs and muscles for faster movement.

(vi)  They have sharp and strong claws.

(vii) They have powerful and well-differentiated teeth.

 

Adaption of birds

Birds have a number of adaptive features such as beaks and feet.

Birds also have special features, for example wings for flying.

Flesh eaters or birds of prey.

Examples are eagles, hawks, kites and vultures.

These birds are hunters.  They catch and eat chicken, rats, mice, fish among others.

They have the following adaptations

(i) They have strong and sharp curved or hooked beaks, suitable for killing prey and

eating flesh.

(ii)  They have long toes and strong curved nails or talons for gripping their prey.

(iii)  They also have powerful eyesight to enable them spot their even from very far.

 

The following are adaptations of the body of a bird for flight:-

(i) They have strong and sharp curved or hooked beaks suitable for killing prey and  tearing flesh.

(ii)  They have long toes and strong curved nails or talons for gripping their prey.

(iii)  They also have powerful eyesight to enable them spot their prey even from very far.

The following are the adaptations of the body of a bird for flight:-

(i) Streamlined body shape which allows it to move quickly with less resistance to

friction from the air.

(ii) The have hollow bones to reduce weight and the backbone is fused to give it ridity.

(iii)  The head is small and is attached to a long neck.  This allows the bird to move its     head quickly and easily.

(iv) They have a reel for attachment to its powerful and strong pectoral muscles which

are used for moving the wings.

(iv)  It has nictitating membrane which covers the eye and protects it against moving air.

(v)  It has no pinna to obstruct the flow of air.

 

Adaptations in fish

A fish has the following features:-

  • It has a streamlined body which helps it to move easily in water.
  • A slippery skin which helps to reduce friction as it swims.
  • The body is covered with scales for protection.
  • The body color of a fish from above is generally dark and silvery white from below

This color combination makes it hard for the enemies to see the fish.

  • It has got gills adapted for breathing while in water.
  • Fish has a lateral line which helps it to sense any danger that may arise.
  • It has got different types of fins which helps it to move and maintain balance in

water.

  • Factors affecting population growth

10.2.7 Pollution

  • Define pollution
  • Causes ,effects and control
  • Pollution of:
  • Water
  • Air
  • Soil

Sound pollution

  • Conservation of soil , water , plants and animals

Most countries, soil is commonly subjected to erosion and degradation by people through bad farming other activities.

Soil needs to be conserved to improve crop yields. Also vegetation needs to be planted to prevent desertification.

Soil can be degraded by water by water and wind erosion.

Soil erosion by water and can be prevented in the following ways:-

  • Ploughing following containers and making terraces.
  • Making gabions where there are gullies to prevent further loss of soil.
  • Preventing of cutting vegetation that holds the soil together. This reduces soil erosion.
  • Deforestation must be discouraged as much as possible and where a few trees are cut more be planted.

Soil degradation

Degradation refers to change of soil, ph, structure and texture.

Such soils fail to support vegetation crop tied decreases and makes farmers use a lot of agrochemicals, biocides and fertilizers which continue to pollute soil and water.

One of the major causes of soil degradation is over cultivation potential areas. Due to population pressure in the medium and high potential areas the land is over cultivated thereby exhausting the soil. Farmers are therefore forced to usefertilizers and other agrochemicals to improve the yield. These chemicals with changes the soil ph and texture.The following are ways through which degradation of soil can be avoided:-

  • By the farmers using natural composite manure.
  • Soil can be allowed to rest
  • Soil degradation

10.2. 9 Handling waste

Making good use of waste materials

  1. Coffee husks
  • Until recently coffee husks were being thrown away as a waste product.
  • It has been realized that coffee husks can be compressed and made into coal
  • Kahawa coal is available in the market and can be used as a substitute for coal.
  1. Cow dung:-
  • Cow dung is a waste product generated in the forms and ranches.
  • In traditional societies cow dung had been put into many uses
  • When mixed with mud cow dung to pastor the walls and floors of rational houses.
  • It can also be used as rich manure and help farmers to increase soil fertility
  • It can be dried and used as fuel for cooking.
  • Nearly 150 – 400 million tons of dung is burnt every year throughout the third world countries energy purposes.
  • Today cow dung and other dung’s is used as biogas which can be used in gas stoves to generate heat for cooking in a turbine to generate electricity.
  • Biogas is a mixture of methane and carbon dioxide gases.
  1. Ashes
  • Ash is obtained as a result of complete combustion of wood and dried cow dung etc.
  • Ash is rich in potassium salts which are a nutrient in the soil.
  • Ash is also used as a detergent for cleaning utensils.
  • Small scale farmers can use ash for food grain preservation.
  • Although some chemical can be used for this purpose, they are expensive.
  • Ash has no harmful effects on quality and usability of food grants.

Recycling of materials

Definition

Recycling refers to the conversation of waste into reusable material.

  1. Dirty water

The water which we use should be clean and free from impurities and microbes.

 

It is important to treat dirty water by physical, chemical and biological means to it safe for human use.

Domestic and sewage. Wastes should be suitably treated before being realized into water.

In primary treatment the sewage waste is passed through a series of screens to remove large particles and then through grinding mechanism.

The sewage is now passed through several settling chamber s to remove heavy gift and other suspended solids

Thus primary treatment is by physical process like sedimentation, floating and filtration.

In secondary treatment the sewage obtained after primary treatment is pumped into aeration tank where it is mixed with air and sludge which contains bacterial and algae.

The bacteria decomposes and consume the organic matter where as algae provides oxygen for the bacteria.

In tertiary treatment even after microbial decomposition the water is unfit for drinking due to the presence of pathogenic,bacterial, protozoa and harmful chemical

Tertiary treatment is done by use of urine.

The principals of purification of sewage are modified according to the discharged into it.

In factories water is used as a coolant, this must be used over and over again to cut down on operational cost.

Water is also used as a solvent in some cases well as for washing and other purposes.

If this re-cycling is not the factories may discharge their industrial effluents into rivers causing water pollution.

The waste water from the factories is prevented in what is known as high rate. Rate biofitters and then released to go into the connectional sewage treatment plant and goes the same process describe above.

The treatment effluent from the sewage can now be used for industrial purposes or released to flow as clean water down the stream, dam or river.

 

  1. Waste paper

Paper manufacturing consumers a lot of forest products and water

Both forests and water are our valuable resources in Kenya and he should conserve as much of both.

Making use of waste paper and recycling paper can help us to achieve this.

Old newspapers can be used to make paper bags and for wrapping items.

Used office stationery and old newspapers can be collected shredded and mixed with water to make pulp.

Some of this paper pulp can also be made into thick paste called paper mache.

Paper mache can be used for modeling in the schools.

  1. candles

Candles are made of paraffin wax which melts very. When a candle has burnt out a lot of wax remain unused.

– All this unused wax can be scraped collected and melted to make new candles.

– One can also make some fancy type of multi – colored Christmas candles

– Used wax can also be used for modeling.

  1. Scrap metal

Whenever an object is prepared from raw metal some waste is left out in the form of granules or strips and is known as scrap metal.

The scrap of different metal is used for different functions:-

  • Iron dust is used to detect magnetic field and is obtained from wrought iron
  • Copper dust – may be widely used in chemical analysis of different substances
  • Copper turnings – are used in electroplating.

These turnings can be melted and drawn in the form of sheet or wire so as to be used again.

  • Zinc dust is melted and drawn into sheets so as to be reused. Zinc dust may also be used into the manufacture of batteries.
  • Iron scraps obtained from iron sheets can be used in the manufacture of batteries
  • A aluminum dirt obtained from aluminum sheets during manufacturing of useful products like utensils frames can be melted and used to make sheets.

Disposal of waste

  1. Polythene/Plastics

Plastic items should be labeled to enable people to know what type of plastic they are.

In some countries this because some plastics has poisonous dioxin

Plastics which are not made of materials which contain dioxin are disposed of by melting to make new items (re-cycled).

The soft ones made into baskets and the strong ones can be made into roofing tiles and posts.

  1. Sewage

The Sewage consists of human excretions and other waste released from houses toilets

Sewage can be used to produce biogas which can be as a fuel in households and to generate electricity for domestic use.

The residual matter, left in the digestive tank is good manure which farmers can use in their farms.

  1. Garbage

Definition

Garbage consists of organic materials like vegetables, grass, fruit, and peelings from the kitchen.

They are various ways of disposing garbage:-

  • Garbage can is used for making composite manure.
  • Some garbage like grass can be used as mulching
  • Some garbage such peels and beans pods may be given it animals as feeds.
  • In some advanced countries garbage from the kitchen is disposed of by grinds the garbage into powder from the sewage through pipes to the sewage plant.

This is why Mwalimu Sacco members will now receive reduced loan amounts

Mwalimu National Sacco has reviewed the loans’ lending rates for members. In the latest move, members’ loan borrowing ability will be limited.

Members of the Sacco have been enjoying increased borrowing ability following the Pay As You Earn, PAYE, tax relief of 5% at the onset of the Covid pandemic. The waiver was granted by President Uhuru Kenyatta to cushion citizens against the adverse effects of COVID- 19 and is to cease by 31st December 2020.

“We do, therefore, notify all our esteemed members on revision of our lending terms that the tax relief will not be used as part of borrowing ability for all our credit facilities effective 12th October, 2020. This policy change ensures that, members borrow within the two-third of the salary allowable deduction as required by the law and our organization’s By-laws.” Says Mwalimu National Sacco Chief Executive Officer, Alphonse Kaio via a circular dated October 9, 2020.

Kaio says the latest move will ‘also forestall the likelihood of Non-Performing loans that could pose a challenge to our financial performance.’

“The change on lending terms will be applicable on all loans and advance forms, received by the Society with effect from 12th October 2020.” He adds.

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