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KISWAHILI FORM 3 END TERM EXAMS PLUS ANSWERS IN PDF

October 5, 2025 Maverick John Leave a comment

SHULE YA UPILI YA ULTIMATE ACHIEVERS

JINA………………………………………………………..NAMBARI………..

TAREHE………………………………SAHIHI………………………………

TATHMINI YA MWISHO WA MUHULA

KIDATO CHA TATU

MATUMIZI YA LUGHA NA FASIHI

MUDA: SAA 2 1/2

Maagizo

Jibu maswali yote katika sehemu ya ufahamu, isimujamii na matumizi ya lugha.

Chagua maswali mawili katika sehemu ya fasihi.

SWALI LA KWANZA – UFAHAMU

Soma kifungu kifuatacho kisha ujibu maswali

Inasemekana kwamba bila saa shughuli zote duniani zitakwama. Hii ndiyo maana mfumo wa saa umewekwa ili kuwawezesha walimwengu kutekeleza majukumu yao wakati ufaao. Saa ni kitambulisho cha ustaarabu. Kila mtu aliyetia kiguu shuleni hana budi kuvaa saa zilizotengenezwa kwa vito vya thamani kama dhahabu.Saa hupatikana kila mahali. Minara, majengo, magari, redio na hata simu za mkononi zina saa. Kwa nini basi watu wengi hasa waafrika hawazingatii saa? Kwani kuchelewa ni ada ya Mwafrika?

Hakuna dakika inayopita bila kisa cha kuchelewa. Mikutano karibu yote huchelewa kuanza kwa sababu wahusika hawaji wakati ufaao. Ibada nazo hucheleweshwa kwa uzembe wa waumini.Na mazishi je?Taratibu hucheleweshwa vilevile.Ingawa hapa yaweza kufikiriwa kuwa pengine wampendao marehemu hawataki kuharakisha safari yake ya mwisho. Lakini hata arusi ambazo huwa na misururu ya mikutano ya maandalizi siku itimiapo shughuli huchelewa.Si ajabu sherehe kuendelea mpaka usiku ambapo ratiba ilionyesha ikome alasiri.

Uchunguzi unabainisha kuwa watu huchelewa kwa sababu mbalimbali. Sababu moja- wapo ni kutowajibika, yaani, wengi hawaoni umuhimu wa kuzingatia saa. Wengine hufanya hivi kwa kisingizio kuwa ni kawaida ya mwafrika kutozingatia muda. Huu ni upuuzi mtupu. Wazee wetu walizingatia muda ipasavyo tangu jadi ingawa hawakuwa na saa wala kalenda. Hii ndiyo sababu walipanda walipohitajika, wakavuna na hatimaye wakapika na kuandaa ipasavyo. Wahenga hawa walituachia methali nyingi kama funzo, kwa mfano “Chelewa chelewa utampata mwana si wako” na “Ngoja ngoja huumiza matumbo”

Watu wengine huchelewa kwa sababu ya kutojiandaa kwa yale yatakayojiri. Watu wasiopanga shughuli zao na kuzifanya kwa kushtukia aghalabu hushindwa kuhudhuria hata mahojiano ya kuajiriwa kazi kwa wakati ufaao. Hawa huwa neema kwa washindani wao.Kujitayarisha si jambo gumu. Anachopasa kujua mhusika ni saa ya miadi na hali ya usafiri. Hivi viwili vitamwezesha kujua muda wa safari na hivyo kukadiria wakati wa kuondoka. Ni wangapi wameona milolongo ya watu nje ya milango ya benki wakiwasihi mabawabu na pengine kuwahonga wawaruhusu kuingia?Hawa huwa si wageni.Ni wateja wanaojua ratiba ya kazi lakini hushindwa kupanga mwenendo wao barabara.

Mikutano, sherehe na shughuli nyingi huchelewa kuanza kwa saa nyingi kwa sababu eti mgeni mashuhuri amechelewa kufika. Muda wa kungoja huwa mrefu zaidi kutegemea ukubwa wa cheo cha mhusika. Watu hawa huchelewa makusudi kwa sababu pengine ya kiburi. Majivuno haya huwafanya wafurahi wanaposubiriwa na watu wadogo. Wakubwa hawa wanapofika, badala ya kuomba msamaha, hujigamba kuhusu majukumu yao mengi na makubwa.

Aidha kuna watu ambao hupenda kutekeleza mambo mengi kwa wakati mmoja. Tujuavyo ni kuwa mambo mawili yalimshinda fisi. Pia watu wanaposhika mengi, mahudhurio yao katika baadhi ya mambo hutatizwa na hivyo huchelewa. Isitoshe, kuna watu ambao hushindwa kuhudhuria shughuli kwa wakati ufaao kwa sababu ya uzembe. Watu wa aina hii hata wakipewa ratiba mapema, hujikokota na hivyo hupitwa na wakati.

Ingawa sababu tulizotaja hutokana na watu wenyewe, kuna zile zinazosababishwa na dharura nyingine. Hizi ni pamoja na misongamano ya magari, kuchelewa kwa vyombo vya usafiri na hata kuharibika kwa vyombo. Hii ndiyo maana inashauriwa kuwa mtu anapoamua kutekeleza jambo, atenge muda takribani wa dakika 30 kwa ajili ya dharura fulani. Kwa hivyo, hata anapopata tuseme pancha njiani, bado atafika kwa wakati ufaao.

Kuchelewa hakuudhi tu watu wanaocheleweshwa bali huwa na matokeo mengine mengi. Mara nyingi watu waliochelewa huharakisha mambo ili kufidia muda waliopoteza. Kama wana gari basi huzidisha kasi. Matokeo huweza kuwa ajali ambayo mara nyingine huleta vifo na ulemavu.

Ratiba ya mambo ichelewapo, watu waliofika mapema hupoteza muda kusubiri. Muda huu wangeutumia kwa harakati muhimu. Mfumo wa uchumi wa kisasa unahitaji mamilioni ya watu kukurubiana, kutagusana na kuendesha shughuli kwa ujima. Aidha watu hawana budi kubadilishana bidhaa na huduma. Mambo haya yanapotekelezwa basi gharama huwa kubwa. Tatizo hili hubainika sana katika afisi za umma.

Ni kawaida watu kufika kazini dakika nyingi baada ya wakati wa kufungua milango au kazi. Ajabu ni kuwa wafanyakazi wawa hawa huwa wa kuanza kufunga kazi kabla ya kipindi rasmi. Inakisiwa Kenya inapoteza shilingi bilioni 80 kila mwaka kupitia uzembe wa kutozingatia wakati.

Hebu tuchukue mfano wa vipindi vya masomo shuleni. Ikiwa mwanafunzi atachelewa kwa dakika tano kila kipindi katika shule yenye utaratibu wa vipindi vinane kwa siku,hii ni sawa na kipindi kimoja. Ni kama kusema mwanafunzi atapoteza takribani miezi miwili ya mafunzo kila mwaka.

Mtu binafsi anapojipotezea wakati si neno. Tatizo ni kule kuwapotezea wengine kwa hivyo, kuna haja ya kulikabili tatizo hili ili kuliondoa. Jambo la kwanza ni kuweka sera ya kitaifa inayolenga kuwaelimisha wananchi umuhimu wa kuzingatia saa. Hali kadhalika kanuni iwekwe ya kuwafungia nje watu wanaochelewa kuhudhuria shughuli za mikutano au hafla. Wananchi nao wazinduliwe kuwa ni haki yao kufumkana muda wa shughuli unapowadia kabla mgeni wa heshima kufika. Nchi ya Ekwado (Ecuador) imefanikiwa kutekeleza haya. Kenya pia haina budi kuandama mwelekeo huo. Hii ndiyo njia mojawapo ya kufufua uchumi na kuhakikisha taifa linapiga hatua kimaendeleo.

Maswali.

Kipe kifungu hiki kichwa mwafaka. (alama 1)

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Wataje walio na mazoea ya kuchelewa kufika kwenye shughuli walizoalikwa. (alama 2)

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Eleza sababu zinazofanya baadhi ya watu kuchelewa kufika kwenye shughuli walizoalikwa kwa wakati ufaao. (alama 3)

Kuchelewa kuna athari gani? (alama 3)

Fafanua njia zilizopendekezwa za kuondoa tatizo hili la kuchelewa. (alama 3)

Eleza maana ya maneno yafuatayo jinsi yalivyotumika katika taarifa. (alama 3)

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Ujima

Kufumkana

SARUFI NA MATUMIZI YA LUGHA

a) Bainisha mzizi, viambishi awali na tamati katika sentensi hii (alama3)

Asihukumiwe.

b) Andika kwa umoja (alama2)

Pulikeni wanetu, msicheze na dunia. Mnasikia?

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

c) Andika kwa msemo wa taarifa (alama3)

“Mimi nitawakaribisha wageni leo jioni, kisha nitaondoka kwenda kwangu kesho,” Maria alimwambia Yusufu.

d) Akifisha sentensi hii (alama3)

Oh huu ndio mkutano aliotuitia mmoja wao aliropoka.

e) Toa mifano miwili ya; (alama4)
i) Sauti ghuna ambazo ni vipasuo.

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

ii) Sauti sighuna ambazo ni vikwamizo.

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f) Andika sentensi kwa kinyume. (alama1)

Kijakazi aliangika vyombo vya tajiri wake.

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g) Mwajiri wao amekuja kuwalipa mshahara. Kanusha. (alama2)

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h) Andika kisawe cha kielezi (alama1)

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i) Ainisha nomino zilizopigiwa mistari katika sentensi ifuatayo. (alama2)

Kikosi cha askari kiliwanasa wezi na kuwarejesha ng’ombe wa maziwa walioibiwa kutoka tarafa ya Kilibwoni.

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

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j) Bainisha kirai katika sentensi hii, na ueleze ni cha aina gani . (alama2)

Kitabu kizuri kimenunuliwa.

k) Iandike sentensi upya kulingana na maagizo

Mwanariadha mmoja tu ndiye aliyefuzu katika mbio hizo.(Tumia hakuna/ila) (alama2)

l) Tumia vitenzi vifuatavyo katika kauli ulizoonyeshwa katika sentensi (alama4)
i) Safiri (tendewa) ……………………………………………………………………..………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
ii) pa(tendeka)

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m) Eleza matumizi ya ‘ku’, ‘ji’ na ‘ki’ katika sentensi zifuatazo. (alama3)
i) Kuliko na miti hakuna wajenzi ……………………………………………………………………………………………………..
ii) Mimi ninajivunia nchi yangu ya Kenya

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

iii) Nikija nitakueleza ……………………………………………………………………………………………………..

n) Changanua sentensi ifuatayo kwa njia ya mishale. (alama3)

Mama anapika vizuri.

ISIMU JAMII

MWISHO

Kuna madai kwamba lugha ya kiswahili ni zao la lugha za kibantu. Kwa mfano mitano thibitisha madai haya. (alama 10)

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FASIHI ALAMA 20

Jibu swali moja kutoka sehemu hii.

HADITHI FUPI

Tumbo Lisiloshiba Na Hadithi Nyingine Na Alifa Chokocho Na Dumu Kayanda

Mame Bakari

“..Yallahi, dunia gani ametuumbia?”

Eleza muktadha wa dondoo hili. Alama 4
Fafanua sifa tatu za mhusika katika dondoo hili Alama 6

Fafanua madhila anayoyapitia mwanamke katika jamii hii. Alama 10

Riwaya

Chozi La Heri Na Assumpta Matei

Wanawake katika riwaya ya Chozi la Heri ni mawakala wakuu wa ukiukaji wa haki za binadamu. Dhibitisha. Alama 20

Tamthilia

Kigogo na Pauline Kea

“…Lazima chatu mmoja atolewe kafara ili watu wajue kuwa usalama upo”

Eleza muktadha wa maneno haya. Alama 4
Eleza sifa tatu za anayeambiwa maneno haya Alama 6

Eleza umuhimu wa anayeambiwa maneno haya Alama 4

Taja na ueleze mbinu moja ya lugha inayojitokeza katika dondoo hili. Alama 2
Eleza kinaya kinachojitokeza katika dondoo hili Alama 4

ANSWERS

UFAHAMU

Kuchelewa/kuchelewa ni ada ya mwafrika (alama 1)

Zingatia saa

.Wahusika katika mikutano

Waumini
Maharusi
Waombolezaji (2 x 1 = 2)

.Kutowajibika

Kutojiandaa kwa yale yatakayojiri
Kisingizio kwa kuchelewa ni ada ya Mwafrika
Kuchelewa kwa mgeni mashuhuri
Uzembe
Watu kupenda kutekeleza mambo mengi kwa wakati mmoja (3 x 1 = 3)

. Huudhi watu

Ajali au hata vifi
Kupoteza muda kwa wanaomsubiri mtu fulani Afrika
Wanafunzi hupoteza muda mwingi wa mafunzo (3 x 1 = 3)

. Kuweka sera ya kitaifa inayolenga kuwaelimisha wananchi umuhimu wa kuzingatia

saa

Kanuni iwekwe ya kuwafungia nje watu wanaochelewa kuhudhuria shughuli za mikutano au hafla.
Wananchi wazinduliwe kuwa ni haki yao kufumkana muda wa shughuli unapowadia kabla ya mgeni wa heshima kufika. (3 x 1 = 3)

. Ada – desturi/tabia/mwenendo

Ujima – ushirika/umoja
Kufumkana – kutawanyika/kwenda zao (3 x 1 = 3)

MWONGOZO WA MATUMIZI YA LUGHA

(a) Asi – viambishi awali

Hukum – mzizi

Iwe – tamati (1×3 = 3)

(b) Pulika ü mwananguü, usichezeü na dunia. Unasikia?ü (½x4=2)

(c) Maria alimwambia Yusuf kuwa/ ya kwamba yeye angewakaribisha wageni siku hiyo jioni kisha angeondoka kwenda kwake siku iliyofuata (3)

(d) “üüAh!ü Huuü ndio mkutano aliotuita?ü” Mmojaü wao akaropoka.(½x6=3)

(e) (i) / b / d / g / – sauti ghuna – vipasuo

(ii) / f / th / sh / h/ – sauti sighuna-vikwamizo (1X4=4)

(f) Kijakazi aliangua vyombo vya tajiri wake (alama 1)

(g) Mwajiri wao hajaja kuwalipa mshahara (alama 2)

(h) Kisawe ni chagizo (alama 1)

(i) Kikosi cha askari – Jamii/ makundi

Ng’ombe – kawaida

Maziwa – wingi

Kilibwoni – pekee (½ x4=2)

(j) Kitabu kizuri – kirai nomino (alama 2)

(k) Hakuna mwanariadha aliyefuzu mbio hizo ila mmoja (alama 2)

(l) Kila sentensi

(i) Safiriwa

(ii) Peka (2×2=4)

(m) ku – mahali

Ji – kirejeshi

Ki – masharti (1×1=3)

(n) S KN+KT

KN N

N Mama

KT T+E

T Anapika

E Vizuri alama (6x½= 3)

ISIMU JAMII

Kama yalivyo maneno ya lugha za kibantu, maneno yote ya Kiswahili yasiyo ya asili ya kigeni yanafuata utaratibu wa viambishi na mizizi.
Msamiati wa msingi wa lugha ya kiswahili ni ule ule unaojitokeza katika lugha za kibantu
Muundo wa maneno ya kiswahili kama yale ya lugha zakibantu ni wa silabi zilizounwa kwa irabu au konsonanti na irabu.
Maumbo ya maneno kwa Kiswahili na lugha za kibantu yana viambishi.

k.m mu-ndu.

m-tu

Ø Kuna mfanano wa kimsamiati katika lugha ya Kiswahili na lugha za Kibantu.

k.m kuhoa, korora, kooa.

Ulimi.lulimi

Ø Lugha ya Kiswahili mara nyingi huwa na muundo wa silabi wazi/huru. Mfumo huu vile

vile hudhihirika katika lugha nyingi za Kibantu.

Kikombe/shikombe.

Kitabu/shitapu.

Ø Nomino hupangwa katika ngeli kama tu ilivyo katika lugha nyingine za Kibantu.

A/WA Mtu anaenda.

Watu wanaenda.

M/A Mundu athi

Andu mathi.

Ø Upatanisho wa kisarufi ni sawa k.m Baba analima/Baba arima.

Ø Katika lugha za Kibantu kuna uwezekano wa kuunda maneno kutokana na aina nyingine

ya maneno. Mfano kuunda nomino kutokana na vitenzi.

Ø Mpangilio wa maneno katika tungo ni sawa.

Mtu anakuja leo/Mundu anecha juno

Ø Kuna mnyambuliko wa vitenzi katika lugha ya kiswahili jinsi tu ilivyo katika lugha

nyingine za Kibantu.

Lia – lilia/Rira – ririra.

Piga – pigwa/khupa- khupwa. 5×2=10

FASIHI ALAMA 20

HADITHI FUPI

Tumbo Lisiloshiba Na Hadithi Nyingine Na Alifa Chokocho Na Dumu Kayanda

Mame Bakari

Ni fikra/mawazo ya Sara

Yuko chumbani mwake

Baada ya kugundua ana mimba inayotokana na kubakwa na mtu asiyemfahamu

Anafikiria jinsi angelaaniwa na wazazi na mwalimu mkuu 4×1=4

Msamehevu-anamsamehe mbakaji

Mwoga-aliogopa kumwambia yeyote kuwa amebakwa akihofia kulaumiwa

Msiri-alipobakwa, hakumwambia yeyote

Msomi-aliendelea na masomo hata baada ya ujauzito

Mwenye utu/huruma-alikataa fikra za kuavya mimba.

Kadiria jibu la mwanafunzi 3×2=6

Kubakwa

Kuozwa kwa lazima

Unyanyapaa kwa sababu ya jinsia

Kupigwa kwa wale wameolewa

Kudhalilishwa kwa matusi

Kutwikwa mzigo wa malezi

Kubaguliwa katika uridhi/elimu

Kufanyizwa kazi za sulubu. 5×2=10

Chozi la Heri

Subira, Naomi na Mama Sauna wanasambaratisha asasi ya familia kwa kuwatoroka waume zao.
Mama Pete anamkataza Pete masomo ili amwoze kwa Mzee Fungo
Mama Pete anamwoza mwanawe Pete kwa lazima kwa mzee aliye na wake watatu
Mama Sauna anamdhulumu mwanawe Sauna kwa kumwonya dhidi ya kumwambia yeyote jinsi babake wa kambo amekuwa akimbaka.
Sauna anawaiba Dick na Mwaliko kwa lengo la kuwauza kwa Bi. Kangara.
Kangara anawatumia Watoto wadogo kwa biashara haramu -mapenzi na ulanguzi wa dawa za kulevya
Mama Kaizari anamdhulumu Subira kwa sababu ya tofauti za kiusuli-Bamwezi
Annette anahamia ughaibuni na kumwacha mumewe Kiriri akiteseka/kwa upweke
Mama Kipanga anakataa kumwambia Kipanga babake halisi ni nani.
Satua anamdhulumu Chandachema baada ya kuhamia nyumbani kwake-sukari na sabuni zinakwisha kwa haraka
Wanawake wanajifungua na kuwatupa Watoto jaani kama yule aliyeokolewa na Neema.
Pete anakunywa dawa ya kuulia panya ili afe.
Tuama anaunga mkono upashaji tohara wa wasichana
Tindi anampeleka nduguye Lemi klabuni na kucheza densi hadi che
Bi Kangara anamwingiza Sauna na Wengine katika biashara haramu ya kuwaiba Watoto na kuwauza.
Mwangemi na Mwangeka wananyimwa chakula na mama zao kama njia ya kuwaadhibu.
Wanawake wanafanya ukahaba na Tenge machoni pa Chandachema na Watoto wa Tenge.
Zohali anakataa kumfahamisha mwanawe Nasibu kwamba alikuwa na babu na nyanya.
Zohali aliwaua wazaziwe wakiwa hai kwa kudanganya kuwa walikufa miaka minane iliyopita.

Zozote 10×2=20

Kigogo

Ni maneno ya Majoka

Akimwambia Chopi

Katika hoteli ya Majoka and Majoka Modern Resort

Ilikuwa ni baada ya kupata habari za kifo cha Ngurumo 4×1=4

Mnyanyasaji-anawatesa na kuwapiga wafungwa kwa amri ya majoka

Mfuasi kipofu-anaamrishwa na Majoka awaambie polisi wawafyatulie risasi na vitoza machozi waandamanaji.Anaendeleza maovu ya Majoka

Katili-anamdhuru Tunu kwa nia ya kumuua

Mpyaro-anatumia maneno makali kwa Sudi 3×2= 6

Ni kielelezo cha ukoloni mamboleo

Anawakilisha watumishi wa viongozi ambao wanaendeleza maovu ya viongozi kwa nia ya kujifaidi wenyewe/tamaa 2×2=4

Nahau-toa kafara-sadaka inayotolewa kwa lengo la kupata kinga dhidi ya mizimu

Kutaja, mfano 2×1=2

Anazungumzia kuua mtu mmoja ilhali anarejelea kuwepo kwa usalama katika jamii.

Wanazungumzia kuua mtu (kafara) ili kuleta mambo mema ilhali kifo cha mtu hakiwezi kuleta mema katika jamii 2×2 =4

MWONGOZO WA INSHA

KIDATO CHA TATU 2019 MUHULA 2

Hii ni ripoti ya kawaida

Sura

Mada-ikionyesha kiini cha ripoti
Utangulizi -uwe na maelezo mafupi kuhusu lengo la kuandaa ripoti
Mwili-usheheni vijimada vidogo ambavyo vinabeba hoja kuu.
Tamati-iwe na jina la mwandishi wa ripoti na cheo chake.

Maudhui

Kuanzisha miradi ya kunyunyizia mashamba maji
Kulima mimea inayostahimili kiangazi
Kukusanya na kuhifadhi maji ya mvua
Kufuga Wanyama wanaostahimili kiangazi kama vile ngamia, punda, kuku
Upanzi wa mimea anuwai ili kuwa na mawanda mapana ya kupata chakula
Uhifadhi wa mazingira/ kupunguza uchafuzi wa mazingira
Kulinda chemichemi za maji na misitu
Kutenga sehemu za ujenzi ili watu wasikate miti ovyo.
Kulazimisha viwanda kuwajibika katika uhifadhi wa mazingira. n.k.

MWONGOZO WA KUDUMU

UTANGULIZI.

Karatasi hii imedhamiria kutathmini uwezo wa mtahiniwa wa kuwasiliana na msomaji na kuwasilisha ujumbe kimaandishi,akizingatia mada aliyopewa. Mawasiliano haya yatategemea ukwasi wa lugha ya mtahiniwa, kwa mfano, kutunga sentensi sahihi zenye mtiririko mzuri kimawazo, lugha ya kuvutia na yenye mawazo asilia, ubunifu mwingi na hati nadhifu. Kwa kutegemea maagizo ya swali lenyewe na umahiri wa lugha, ni lazima kutilia mkazo mtindo, mada na uwezo wa mtahiniwa kufuata maagizo vilivyo. Mtahini lazima aisome insha yote huku akizingatia sarufi, hijai, hoja, msamiati na mtindo ili aweze kuikadiria kwa kurejelea viwango mbalimbali vilivyopendekezwa. Viwango vyenyewe ni A, B, C na D kutegemea uwezo wa mtahiniwa.

VIWANGO MBALIMBALI.

KIWANGO CHA D KWA JUMLA MAKI 01-05.

i) Insha haieleweki kwa vyovyote vile ama uwezo wa mtahiniwa wa kutumia lugha ni hafifu sana, hivi kwamba mtahinilazima afikirie kile mtahiniwa anachojaribu kuwasilisha.
ii) Mtahiniwa hana uwezo wa kutumia maneno ya Kiswahili kwa njia inayofaa.

iii) Lugha imevurugika, uakifishaji haufai na insha ina makosa ya kila aina.

iv) Kujitungia swali na kulijibu.
v) Insha ya urefu wa robo ikadiriwe hapa.

NGAZI MBALIMBALI ZA KIWANGO CHA D.

D- (D YA CHINI) MAKI 01-02.

i) Insha haina mpangilio maalum na haieleweki kwa vyovyote vile.
ii) Kujitungia swali tofauti na kulijibu.

iii) Kuandika kwa lugha isiyo Kiswahili au kuchanganya ndimi.

iv) Kunakili swali au maswali na kuyakariri.
v) Kunakili swali au kichwa tu.

D WASTANI MAKI 03.

i) Mtiririko wa mawazo haupo.
ii) Mtahiniwa amepotoka kimaudhui.

iii) Matumizi ya lugha ni hafifu mno.

iv) Kuna makosa mengi ya kila aina.

D+ (D YA JUU) MAKI 04-05.

i) Insha ya aina hii hukuwa na makosa mengi ya kila aina, lakini unaweza kutambua kile ambacho mtahiniwa anajaribu kuwasilisha.
ii) Hoja hazikuelezwa kikamilifu/ mada haikukuzwa vilivyo.

iii) Mtahiniwa hana uhakika wa matumizi ya lugha.

iv) Mtahiniwa hujirudiarudia.
v) Insha itakayozingatia sura lakini ikose maudhui ikadiriwe hapa.

KIWANGO CHA C KWA JUMLA MAKI 06-10.

i) Mtahiniwa anajaribu kuishughulikia mada japo hakuikuza na kuiendeleza vilivyo.
ii) Mtahiniwa anawasilisha ujumbe kwa njia isiyovutia

iii) Mtahiniwa anaakifisha sentensi vibaya.

iv) Mtiririko wa mawazo unaanza kujitokeza japo kwa njia hafifu.
v) Insha ina makosa mengi ya sarufi, ya msamiati na ya tahajia (hijai).

C- (C YA CHINI) MAKI 06-07.

i) Mtahiniwa ana shida ya kuwasilisha na kutiririsha mawazo yake.
ii) Mtahiniwa hana msamiati wa kutosha wala miundo ya sentensi ifaayo.

iii) Mtahiniwa anafanya makosa mengi ya sarufi, ya hijai na ya msamiati na insha yake haieleweki kwa urahisi.

C WASTANI MAKI 08.

Mtahiniwa anawasilisha ujumbe lakini kwa njia hafifu.
i) Dhana tofauti tofauti hazijitokezi wazi.
ii) Mtahiniwa hana ubunifu wa kutosha.

iii) Mtiririko wa mawazo ni hafifu na hana ufundi wa lugha unaofaa.

iv) Anajaribu kushughulikia mada aliyopewa.
v) Mtahiniwa ana shida ya uakifishaji.
vi) Mtahiniwa anafanya makosa mengi ya sarufi, ya hijai na ya msamiati lakini bado insha inaeleweka.

C+ (C YA JUU) MAKI 09-10.

i) Mtahiniwa anawasilisha ujumbe vizuri akizingatia mada lakini kwa njia isiyo na mvuto.
ii) Dhana tofauti tofauti zimejitokeza japo kwa njia hafifu.

iii) Kuna mtiririko wa mawazo japo hana ufundi wa lugha unaofaa.

iv) Misemo na methali zimetumika kwa njia hafifu.
v) Ana shida ya uakifishaji.
vi) Kuna makosa ya sarufi, ya msamiati na ya hijai yanayoathiri mtiririko wa mawazo.

KIWANGO CHA B KWA JUMLA MAKI 11-15

i) Mtahiniwa anaonyesha hali ya kuimudu lugha.
ii) Mtahiniwa anatumia miundo tofauti tofauti ya sentensi vizuri.

iii) Mtahiniwa ana uwezo wa kutumia lugha kwa ufasaha.

iv) Mada imekuzwa na kuendelezwa kikamilifu.
v) Insha ya urefu wa robo tatu ikadiriwe katika kiwango hiki.

Ngazi mbalimbali za kiwango cha B.

B- (B YA CHINI) MAKI 11-12

i) Mtahiniwa anawasilisha ujumbe vizuri kwa kueleza hoja tofauti tofauti akizingatia mada.
ii) Mtahiniwa ana mtiririko mzuri wa mawazo.

iii) Mtahiniwa anatumia mifano michache ya msamiati unaovutia.

iv) Makosa yanadhihirika kiasi.

B WASTANI MAKI 13

i) Mtahiniwa anadhihirisha hali ya kuimudu lugha.
ii) Mawazo ya mtahiniwa yanadhihirika akizingatia mada.

iii) Mtahiniwa anateua na kutumia mifano michache ya msamiati mwafaka.

iv) Sarufi yake ni nzuri.
v) Makosa ni machache/ kuna makosa machache.

B+ (B YA JUU) MAKI 14-15

i) Mawazo ya mtahiniwa yanadhihirika na anajieleza waziwazi.
ii) Mtahiniwa anawasilisha ujumbe kwa njia inayovutia na kwa urahisi akizingatia mada.

iii) Mtahiniwa ana mchanganyiko mzuri wa msamiati unaovutia.

iv) Sarufi yake ni nzuri.
v) Uakifishaji wa sentensi zake ni mzuri.
vi) Makosa ni machache ya hapa na pale.

KIWANGO CHA A KWA JUMLA MAKI 16-20

i) Mtahiniwa ana ubunifu wa mawazo yanayodhihirika na kutiririka akizingatia mada.
ii) Mtahiniwa anadhihirisha ujuzi wa lugha yenye mnato.

iii) Ana uwezo wa kutumia tamathali za usemi ili kutoa hisia zake kwa njia bora na kwa urahisi.

iv) Umbuji wake unadhihirisha ukomavu na ukakamavu wake kimawazo.
v) Insha ina urefu kamili.

USAHIHISHAJI NA UTUNZAJI KWA JUMLA.

Mtahini ni sharti aisome insha yote akizingatia vipengee muhimu. Vipengee hivi ni maudhui, msamiati, mtindo, sarufi na hijai.

MAUDHUI.

Maudhui ni hoja au mambo yanayozungumziwa, kuelezewa au kuhadithiwa kwa mujibu wa mada iliyoteuliwa. Maudhui ndio hasa uti wa mgongo wa insha yoyote ile. Ubunifu wa mtahiniwa hukisiwa kwa kutathmini uzito wa maudhui yake kulingana na mada teule.

MSAMIATI.

Msamiati ni jumla ya maneno yatumiwayo katika lugha husika. Mtahiniwa anatarajiwa kutumia msamiati unaooana na mada teule. Kutegea ukwasi wa lugha alionao, mtahiniwa anatarajiwa kuikuza mada kwa kuifinyanga lugha kiufundi. Ni muhimu kuelewa kwamba kutokana na maendeleo na ukuaji wa teknolojia na mawasiliano, maneno mapya yanaibuka kila uchao.

MTINDO.

Mtindo unahusu mambo yafuatayo:

Mpangilio wa kazi kiaya.
Mtiririko na mshikamano wa mawazo kiaya na katika insha nzima.
Hati nzuri na inayosomeka kwa urahisi.
Matumizi ya tamathali za usemi, kwa mfano methali, misemo, jazanda na kadhalika.
Kuandika herufi vizuri kwa mfano Jj, Pp, Uu, Ww na kadhalika.
Sura ya insha.
Unadhifu wa kazi ya mtahiniwa.

SARUFI.

Sarufi ndio msingi wa lugha. Ufanisi wa mawasiliano hutegemea uwezo wa mtahiniwa wa kutunga sentensi sahihi zenye uwiano wa kisarufi. Mtahini ataonyesha makosa yote ya sarufi yaliyo katika insha anayosahihisha. Makosa ya sarufi huweza kutokea katika:

Matumizi ya alama za uakifishaji.

Kutumia herufi kubwa na ndogo mahali pasipofaa.
Matumizi yasiyofaa ya ngeli na viambishi, viunganishi, nyakati, hali, vihusiano na kadhalika.
Mpangilio wa maneno katika sentensi.
Mnyambuliko wa vitenzi na majina.
Kuacha neno linalohitajika au kuongeza neno lisilohitajika katika sentensi.
Matumizi ya herufi kubwa katika:
Mwanzo wa sentensi.
Majina ya pekee.
Majina ya mahali, miji, nchi, mataifa na kadhalika.
Siku za juma, miezi n.k

iii. Mashirika, masomo,vitabu n.k

Jina la mungu.
Majina ya kutambulisha hasa wanyama wa kufugwa, kwa mfano yale ya mbwa- Foksi, Jak, Popi, Simba,

Tomi na mengineyo.

MAKOSA YA HIJAI/TAHAJIA.

Haya ni makosa ya maendelezo. Mtahini anashauriwa asahihishe huku akiyaonyesha yanapotokea kwa mara ya kwanza tu.

Makosa ya tahajia huweza kutokea katika:

Kutenganisha neno kwa mfano ‗aliye kuwa‘

Kuunganisha maneno kwa mfano ‗kwasababu‘

Kukata silabi visivyo afikapo pambizoni kama vile ‗ngan – o‘.

Kuandika herufi isiyofaa kwa mfano ‗ongesa‘ badala ya ‗ongeza‘

Kuacha herufi katika neno kwa mfano ‗aliekuja‘ badala ya ‗aliyekuja‘

Kuongeza herufi isiyohitajika kama vile ‗piya‘ badala ya ‗pia‘

Kuacha alama inayotarajiwa katika herufi kama vile j i

Kukosa kuandika kistari cha kuendelezea neno afikiapo pambizoni au kukosa kukiandikia mahali pasipofaa.

Kuacha ritifaa au kuiandikia mahali pasipofaa, kwa mfano ngombe, ngom‘be, n‘gombe, ngo‘mbe n.k

Kuandika maneno kwa kifupi kama vile k.v, k.m, v.v, n.k na kadhalika.

Kuandika tarakimu kwa mfano 27-08-2010.

UKADIRIAJI WA UREFU WA INSHA.

Maneno 9 katika kila mstari – ukurasa moja na nusu.

Maneno 8 katika kila mstari – ukurasa moja na robo tatu.

Maneno 7 katika kila mstari – kurasa mbili.

Maneno 6 katika kila mstari – kurasa mbili na nusu.

Maneno 5 katika kila mstari – ukurasa mbili na robo tatu.

Maneno 4 katika kila mstari – kurasa tatu na robo tatu.

Maneno 3 katika kila mstari – kurasa nne na nusu

Teachers' Resources

Grade 8 Rationalized Notes

October 5, 2025 Maverick John Leave a comment

Grade 8 Rationalized Notes:

Download free Grade 8 Rationalized Notes here:

GRADE-8-INTEGRATED-SCIE-TEACHING-NOTES.pdf
GRADE-8-AGRICULTURE-TEACHING-NOTES.pdf
GRADE-8-FRENCH-TEACHING-NOTES.pdf
GRADE-8-IRE-TEACHING-NOTES.pdf
GRADE-8-CRE-TEACHING-NOTES.pdf
GRADE-8-KISWAHILI-TEACHING-NOTES-1.pdf
GRADE-8-ENGLISH-TEACHING-NOTES.pdf

Teachers' Resources

PHYSICS ELECTROMAGNETIC SPECTRUM REVISION QUESTIONS

October 5, 2025 Maverick John Leave a comment

ELECTROMAGNETIC SPECTRUM

State one-way of detecting ultra violet radiation.
Arrange the following radiations in order of increasing wavelengths.

Ultraviolet Gamma Rays

Radio Waves Infra Red

Name two types of electromagnetic radiations whose frequencies are greater than that of visible light.
Calculate the wavelength of the KBC FM radio waves transmitted at a frequency of 95.6 mega hertz.
The chart below shows an arrangement of different parts of the electromagnetic spectrum. Complete the table.

Type of Radiation	Detector	Uses
Ultraviolet	Photographic paper, fluorescent material, phototransistor
Radio waves	Balanced thermometer	Warmth sensation, making toast.
Radio waves		Communication

Arrange the following in order of increasing frequency. Visible light, infrared radiation, x-rays, u.v. radiation, radio waves.
State the difference between X-rays and gamma rays in the way in which they are produced
Other than a photographic film state one other detectors of
i) X-rays
ii) UV radiation

iii) Visible spectrum

iv) Infra-red radiations
State 3 uses of infra- red radiation.
Name two properties of ultra-violent radiation.
State the origin of all electromagnetic -radiation from radio waves to x-rays.
State where Gamma rays originate.
State one common property for electromagnetic waves and state one use of microwaves and one for ultraviolet radiation.
State one common property for electromagnetic waves and state one use of microwaves and one for ultraviolet radiation.
Name the radiation represented by A.

Radio Infrared visible A- rays Gamma Rays

Complete the table below to show the name and use of some types of electromagnetic radiation.

Type of radiation	Use
	Sending information to and from satellites
	Normal photography
	Producing shadow pictures of bones
Gamma rays

Give one important use of each of the following electromagnetic-waves.
i) Microwaves
ii) Infrared

The figure below shows emitters of electromagnetic waves. Fit in their detectors (3mks)

Name the part of the electromagnetic spectrum used in communication by mobile phones.

The audible frequency range for a certain person is 30Hz to 16500Hz. determine the largest wavelength of sound in air the person can detect. Speed of sound 340m/s
Arrange the following electromagnetic waves in ascending order of frequency.

Infrared, x – rays, visible light, radio waves

Arrange the following radiations in order of increasing wavelengths.

Gamma rays, purple light, ultraviolet and infrared

Arrange the following radiations in order of increasing wavelength. Radio waves, Gamma rays infrared and ultraviolet.

The table below shows an electromagnetic spectrum. Complete the table in the order of increasing wavelength from A – B. (2 marks)

Visible

Light

Name one region of the electromagnetic spectrum which has a wavelength greater than visible light and state briefly how the radiation can be produced.

Arrange the following radiation in order of increasing wavelength; ultraviolet, gamma rays, radio waves and visible light.

Arrange the following waves in the order of increasing wavelength :- X-rays, visible light, infra-red, T.V waves, micro waves

The figure 4 shows regions of the electromagnetic spectrum. D is the region of visible light

Decreasing wave length

Indicate the region for the following; ( 2 marks )

X – rays _______________________________________________
Ultraviolet ______________________________________________

Light of frequency 5.5 ´ 10¹⁴HZ is made to strike a metal surface whose work function is 2.5eV. Show that photoelectric effect will not take place. (Planck’s constant h = 6.63 ´ 10ˉ³⁴JS, charge on an electron e = 6 ´ 10^ˉ19C).
Below is part of the electromagnetic spectrum in order of increasing wavelength.

Visible light

Infra-red

How are waves A produced?

The chart below shows an arrangement of different parts of the electromagnetic spectrum.

Radio

Visible

Ultra-

violet

X-Rays

Gamma

rays

Name the radiation represented by A.

The figure below shows regions of the electromagnetic spectrum. F is a region of x-rays. Indicate the region of visible light.

The following are electromagnetic waves. Arrange them according to their increasing frequency. Gamma rays, microwaves, ultra-violet, TV waves and blue light.
Complete the following table

Radiation	Source	Detector	Application
Radio			Communication
	Hot body		Drying clothes

a) Name two properties common to all electromagnetic waves
Arrange the following waves in ascending order of frequency
V
Radio waves

Light

X-rays
c) V. Waves have a frequency of 3×10^-4 HZ. Determine the their wavelength
Name one method of detecting radio waves
e) State one application of microwaves
(a) Consider the table below for some electromagnetic waves

Radiation	Production	Detection	Application
Radio waves	A	Aerials	B
Infrared	Thermal vibration of atoms of hot bodies	C	D

(i) Fill in the spaces labeled (4mks)

A…………………………………………………………………………………….

B……………………………………………………………………………………

C……………………………………………………………………………………

D…………………………………………………………………………………….

(ii) State one similarity between ultraviolet rays and gamma rays in terms of their

Dangers

Teachers' Resources

Lenana High School KCSE 2025 Exam Papers & Answers

October 5, 2025 Maverick John

Lenana High School KCSE 2025 Exam Papers & Answers

Teachers' Resources

Kala KCSE 2025 Joint Exam Papers & Answers

October 5, 2025 Maverick John

Kala KCSE 2025 Joint Exam Papers & Answers

Teachers' Resources

Best Form 2 Topical Revision and Questions for all subjects

October 5, 2025 Maverick John Leave a comment

Best Form 2 Topical Revision and Questions for all subjects

KCSE F2 PHYSICS TOPICALS.pdf
KCSE F2 MATHS TOPICALS.pdf
KCSE F2 KISWAHILI TOPICALS.pdf
KCSE F2 HISTORY TOPICALS.pdf
KCSE F2 HISTORY TOPICALS (1).pdf
KCSE F2 GEOGRAPHY TOPICALS.pdf
KCSE F2 ENGLISH TOPICALS.pdf
KCSE F2 CRE TOPICALS.pdf
KCSE F2 BUSINESS TOPICALS.pdf
KCSE F2 BUSINESS TOPICALS (1).pdf
KCSE F2 BIOLOGY TOPICALS.pdf
KCSE F2 AGRIC TOPICALS.pdf

Teachers' Resources

Grade 3 schemes of work free downloads

October 5, 2025 Maverick John Leave a comment

Are you in need of free grade 3 schemes of work? You can now download all the grade 3 schemes of work here at no cost. Schemes of work is one of the many professional documents that a teacher must have.

FREE GRADE 3 SCHEMES OF WORK.

TERM TWO SCHEMES

Get the schemes below at no cost;

[embeddoc url=”https://educationnewshub.co.ke/wp-content/uploads/2020/12/GRADE-THREE-CRE-SCHEME-OF-WORK-TERM-TWO.pdf”]

Click here for a free download of the schemes of work.

[embeddoc url=”https://educationnewshub.co.ke/wp-content/uploads/2020/12/ENVIRONMENTAL-SCHEME-GRADE-THREE-TERM-TWO.pdf”]

Click here for a free download of the schemes of work.

[embeddoc url=”https://educationnewshub.co.ke/wp-content/uploads/2020/12/MATHEMATICS-GRADE-THREE-SCHEME-OF-WORK-TERM-TWO.pdf”]

Click here for a free download of the schemes of work.

[embeddoc url=”https://educationnewshub.co.ke/wp-content/uploads/2020/12/MAAZIMIO-YA-KAZI-YA-KISWAHILI-MUHULA-WA-PILI.pdf”]

Click here for a free download of the schemes of work.

[embeddoc url=”https://educationnewshub.co.ke/wp-content/uploads/2020/12/GRADE-THREE-MUSIC-SCHEME-OF-WORK-TERM-TWO.pdf”]

Click here for a free download of the schemes of work.

[embeddoc url=”https://educationnewshub.co.ke/wp-content/uploads/2020/12/GRADE-THREE-MOVEMENT-SCHEME-OF-WORK-TERM-TWO.pdf”]

Click here for a free download of the schemes of work.

[embeddoc url=”https://educationnewshub.co.ke/wp-content/uploads/2020/12/GRADE-THREE-HYGIENE-AND-NUTRITION-SCHEME-TERM-TWO.pdf”]

Click here for a free download of the schemes of work.

[embeddoc url=”https://educationnewshub.co.ke/wp-content/uploads/2020/12/GRADE-THREE-ENGLISH-SCHEME-OF-WORK-TERM-TWO.pdf”]

Click here for a free download of the schemes of work.

Didn’t find what you were looking for? Worry not. Get all primary and secondary materials here.

Teachers' Resources

CBC Grade 4 Free Exams Downloads- Term 1 to 3

October 5, 2025 Maverick John Leave a comment

CBC Grade 4 Free Exams Downloads- Term 1 to 3

PHYSICAL_HEALTH_AND_EDUCATION_GRADE_4_Grade_4_CBC_Exams_2023_Term.pdf
ENGLISH_ACTIVITIES_GRADE_4_Grade_4_CBC_Exams_2023_Term_3_Set_2.pdf
SCIENCE_AND_TECHNOLOGY_GRADE_4_Grade_4_CBC_Exams_2023_Term_3_Set.pdf
SOCIAL-STUDIES Grade 4 CBC Exams 2023 Term 3 Set 2.pdf
ART AND CRAFT ACTIVITIES Grade 4 CBC Exams 2023 Term 3 Set 2.pdf
KISWAHILI Grade 4 CBC Exams 2023 Term 3 Set 2.pdf

Teachers' Resources

Download CRE lesson plans for all topics

October 5, 2025 Maverick John Leave a comment

Here are all the CRE secondary school lesson plans for all topics. You can also download the editable and pdf lesson plans below.

FREE CRE LESSON PLANS (FORM 1-4)

Check on https://educationnewshub.co.ke/category/teachers-resources/ for more lesson plans.

2021 CHRISTIAN RELIGIOUS EDUCATION

LESSON PLANS

FORM 1 TERM 1

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

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

FOPRM: 1

SUBJECT: CRE

TOPIC: SINAI COVENANT (MOSES)

SUB TOPIC: THE TEN PLAGUES

WEEK: 12 LESSON NO: 1

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

OBJECTIVES:

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

State and discuss the attributes of God from the Ten plagues

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCE MATERIALS

5 Minutes

30 Minutes

5 Minutes

Introduction

Recap of the previous lesson.

Content

Step 1: The Plagues

The plague of boils
The plague of hail
The plague of locusts
The plague of darkness

The death of Egyptians’ male first borne

Conclusion

Review of the lesson. Mention the next topic.

Discussing

Asking and answering questions

Note taking

Reciting

Discussing

Asking and answering questions

Note taking

Discussing

Asking and answering questions

Note taking

Writing board

Lesson notes

Golden Tips

Students’ books

SELF EVALUATION: _______________________________________________

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

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

FORM: 1

SUBJECT: CRE

TOPIC: SINAI COVENANT

SUB TOPIC: THE PASSOVER

WEEK: 12 LESSON NO: 2

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

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

Define Passover in the context of the Israelites in Egypt

Identify the events that took place on the night of the Passover

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCE MATERIALS

5 Minutes

30 Minutes

5 Minutes

Introduction

Review of the previous lesson on the Ten plagues.

Content

Defining the word Passover, from the bible and dictionary, discussing the instruction given to Moses the night of Passover.

Events that took place before and during the Passover.

Conclusion

Review of the lesson by giving a brief summary on meaning of Passover.

Asking and answering questions

Stating

Defining

Explaining

Discussing

Narrating

Bible reading

Note taking

Asking and answering questions

Writing board

Lesson notes

Golden Tips

Students’ books

SELF EVALUATION: _______________________________________________

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

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

FORM: 1

SUBJECT: CRE

TOPIC: SINAI COVENANT

SUB TOPIC: THE EXODUS

WEEK: 12 LESSON NO: 3

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

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

Define Exodus

Describe the Exodus

Identify how God cared for the Israelites during the exodus

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCE MATERIALS

5 Minutes

30 Minutes

5 Minutes

Introduction

Review of the previous lesson on the Passover

Content

Step 1: Definition of Exodus

Step 2: Describing the Exodus

Step 3: How God cared for the Israelites during the Exodus

Conclusion

Review of the lesson by giving a brief summary on meaning of the Exodus.

Asking and answering questions

Stating

Defining

Explaining

Discussing

Narrating

Bible reading

Note taking

Asking and answering questions

Writing board

Lesson notes

Golden Tips

Students’ books

SELF EVALUATION: ______________________________________________

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

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

FORM: 1

SUBJECT: CRE

TOPIC: SINAI COVENANT

SUB TOPIC: THE MAKING OF THE SINAI COVENANT

WEEK: 13 LESSON NO: 1

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

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

Discuss the Sinai Covenant

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCE MATERIALS

5 Minutes

30 Minutes

5 Minutes

Introduction

Review of the exodus and Passover feast

Content

Stating the step of preparation of Sinai covenant, identifying instruction given to Moses.

Explaining the Sinai Covenant

Conclusion

Review of the lesson by giving a brief summary on the Sinai Covenant.

Asking and answering questions

Stating

Defining

Explaining

Discussing

Narrating

Bible reading

Note taking

Asking and answering questions

Chalkboard

Student book

Note book

Writing board

Bible

Charts

Chalkboard

Student notes

SELF EVALUATION: ____________________________________________________

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

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

FORM: 1

SUBJECT: CRE

TOPIC: SINAI COVENANT

SUB TOPIC: THE TEN COMMANDMENTS

WEEK: 13 LESSON NO: 2

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

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

State the Ten Commandments

Explain the Ten Commandments

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCE MATERIALS

5 Minutes

30 Minutes

5 Minutes

Introduction

Defining a Commandment

Content

Stating the Ten commandments

Explaining the Ten Commandments

Conclusion

Review of the lesson by giving a brief summary on the Sinai Covenant.

Asking and answering questions

Stating

Defining

Explaining

Discussing

Narrating

Bible reading

Note taking

Asking and answering questions

Writing board

Lesson notes

Golden Tips

Students’ books

SELF EVALUATION: __________________________________________

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

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

FORM: 1

SUBJECT: CRE

TOPIC: SINAI COVENANT

SUB TOPIC: THE TEN COMMANDMENTS: IMPORTANCE OF RULES AND REGULATIONS

WEEK: 13 LESSON NO: 3

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

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

Explain why rules and regulation is important to the society with reference to the Ten

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCE MATERIALS

5 Minutes

30 Minutes

5 Minutes

Introduction

Defining a Commandment

Content

Defining Rules and Regulations

Importance of rules and regulations to the society with regard to the ten commandments.

Conclusion

Review of the lesson by giving a brief summary on the importance of rules and regulation.

Asking and answering questions

Stating

Defining

Explaining

Discussing

Narrating

Bible reading

Note taking

Asking and answering questions

Writing board

Lesson notes

Golden Tips

Students’ books

SELF EVALUATION: ____________________________________

CHRISTIAN RELIGIOUS EDUCATION

LESSON PLANS

FORM 1

TERM 2

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

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

FORM: 1

SUBJECT: CRE

TOPIC: SINAI COVENANT

SUB TOPIC: THE BREAKING OF THE SINAI COVENANT

WEEK: 2 LESSON NO: 1

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

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

Describe the breaking of the Sinai Covenant

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCE MATERIALS

5 Minutes

30 Minutes

5 Minutes

Introduction

Review of the making of Sinai covenant and sealing of the covenant.

Content

Discussing the process of breaking of Sinai covenant and the renewal of the Sinai covenant

Conclusion

Review of the lesson by giving a brief summary on the process of breaking of Sinai covenant and the renewal of the Sinai covenant

Asking and answering questions

Stating

Defining

Explaining

Discussing

Narrating

Bible reading

Note taking

Asking and answering questions

Chalkboard

Student book

Note book

Writing board

Bible

Charts

Chalkboard

Student notes

SELF EVALUATION: ____________________________________________

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

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

FORM: 1

SUBJECT: CRE

TOPIC: SINAI COVENANT

SUB TOPIC: THE RENEWAL OF THE SINAI COVENANT

WEEK: 2 LESSON NO: 2

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

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

State the conditions set for the renewal

Identify the nature of God from the renewal of the covenant

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCE MATERIALS

5 Minutes

30 Minutes

5 Minutes

Introduction

Review of the breaking of the Sinai Covenant

Content

Conditions set for renewal of the Sinai Covenant

The nature of God evident from the renewal of the Sinai Covenant

Conclusion

Review of the lesson by giving a brief summary on the process of renewal of the Sinai Covenant.

Asking and answering questions

Stating

Defining

Explaining

Discussing

Narrating

Bible reading

Note taking

Asking and answering questions

Chalkboard

Student book

Note book

Writing board

Bible

Charts

Chalkboard

Student notes

SELF EVALUATION: ___________________________________________________

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

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

FORM: 1

SUBJECT: CRE

TOPIC: SINAI COVENANT

SUB TOPIC: HOW ISRAELITES WORSHIPPED GOD IN THE WILDERNESS

WEEK: 2 LESSON NO: 3

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

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

Explain the types of sacrifices and offerings offered by the Israelites in the wilderness

Discuss the different festivals conducted by Israelites to worship God.

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCE MATERIALS

5 Minutes

30 Minutes

5 Minutes

Introduction

Explaining the meaning of worship

Content

Types of Sacrifices and offerings offered to God by the Israelites in the Wilderness

Festivals conducted by the Israelites to worship God.

Conclusion

Review of the lesson by giving a brief summary on the different ways how God was worshipped in the wilderness, the various way which God was worshipped in the wilderness

Asking and answering questions

Stating

Defining

Explaining

Discussing

Narrating

Bible reading

Note taking

Asking and answering questions

Chalkboard

Student book

Note book

Writing board

Bible

Charts

Chalkboard

Student notes

SELF EVALUATION: ______________________________________________

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

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

FORM: 1

SUBJECT: CRE

TOPIC: SINAI COVENANT

SUB TOPIC: HOW ISRAELITES WORSHIPPED GOD IN THE WILDERNESS

WEEK: 3 LESSON NO: 1

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

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

Describe the practice of alter building by the Israelites

Discuss the Tent of Meeting as practiced by the Israelites

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCE MATERIALS

5 Minutes

30 Minutes

5 Minutes

Introduction

Recap of the previous lesson.

Content

The practice of alter building by the Israelites

The Tent of meeting

Conclusion

Review of the lesson by giving a brief summary on the different ways how God was worshipped in the wilderness, the various way which God was worshipped in the wilderness

Asking and answering questions

Stating

Defining

Explaining

Discussing

Narrating

Bible reading

Note taking

Asking and answering questions

Chalkboard

Student book

Note book

Writing board

Bible

Charts

Chalkboard

Student notes

SELF EVALUATION: ___________________________________________

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

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

FORM: 1

SUBJECT: CRE

TOPIC: SINAI COVENANT

SUB TOPIC: REVISION EXERCISE

WEEK: 3 LESSON NO: 2

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

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

Attempt all questions related to the topic, Sinai Covenant-Moses

LESSON PRESENTATION

TIME

CONTENT

LEARNING ACTIVITIES

RESOURCE MATERIALS

5 Minutes

30 Minutes

5 Minutes

Introduction

Writing of the topical questions on the board for learners to copy in their exercise books

Content

Learners copying the questions in their Exercise books

Learners attempting to answer the questions provided.

Conclusion

Collection of learner’s books for a later assessment.

Writing

Answering of questions

Collecting of exercise books

Chalkboard

Student book

Note book

Writing board

Bible

Charts

Chalkboard

SELF EVALUATION: __________________________________________________________

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SECONDARY ENGLISH NOTES FORM THREE IN PDF

October 5, 2025 Maverick John Leave a comment

SECONDARY ENGLISH NOTES

FORM THREE

LISTENING & SPEAKING FOR FORM 3

PRONUNCIATION

STRESS AND INTONATION IN SENTENCES

STRESS

Not all syllables in a word are given equal emphasis. By the same token, not all words in a sentence are said with equal length.

The relative emphasis that may be given to certain syllables in a word, or certain words in a sentence is what we refer to as stress.

You say a syllable or a word is stressed when it is said louder or longer than the rest.

Stress is studied in two levels:

Word level; and
Sentence level.

Stress at the Word Level

A part of a certain word when said louder or longer then it is stressed.

Rules of Word Stress

For two-syllable nouns and adjectives, stress the first, for example

Cloudy carton table

For verbs with two syllables and prepositions, emphasize the second syllable, for example
Words with three syllables.

Those ending in –er, -ly, emphasis put on the first syllable, for example,
Stress the first, for those ending in consonants and in –y, for example,
Stress the last syllable if the word ends in –ee, -ese, -eer, -ique, -ette, for example,
Look at the ones with the suffixes below, where stress is placed on the second,

-ary: library

Cial: judicial, commercial

-cian: musician, clinician

-tal : capital, recital

Stress is important in studying the heteronyms. A pair, or group of words is referred to as heteronym when those words are spelled the same way but have different pronunciation and meaning. We have two main categories of heteronyms:

Noun- verb pairs; and
Verb -and-adjective pairs.

We stress the first syllable if noun and the second if verb.

Examples of noun-and-verb pairs are included in the table below:

Noun	Verb	Noun	Verb
Abuse		Graduate
Record		Cement
Convert		Wind
Abuse		Sin
Contest		Produce
Duplicate		Excuse
Polish		Insult
Rebel		Permit

In sentences;

Many factories produce the produce we import.
Allan became a convert after deciding to convert to christianity.

Sentence Stress

Sentence stress is accent on certain words within a sentence.

Most sentences have two basic word types:

Content words which are the key words carrying the sense or meaning- message.

Structure words which just make the sentence grammatically correct. They give the sentence its structure.

Look at the sentence below:

Buy milk feeling tired.

Though the sentence is incomplete, you will probably understand the message in it. The four words are the content words. Verbs, nouns, adjectives, are content words.

You can add words to the sentence to have something like:

Will you buy me milk since I am feeling tired?

The words: will, you, me, since, I, are just meant to make the sentence correct grammatically. They can also be stressed to bring the intended meaning.

Now let’s study the sentence below:

Joan doesn’t think Akinyi stole my green skirt.

Each word in the sentence can be stressed to bring the meaning as illustrated in the table.

Sentence	Meaning
Joan doesn’t think Akinyi stole my green skirt.	She doesn’t think that, but someone else does.
Joan doesn’t think Akinyi stole my green skirt.	It is not true that Joan thinks that.
Joan doesn’t thinkAkinyi stole my green skirt.	Joan doesn’t think that, she knows that.
Joan doesn’t think Akinyi stole my green skirt.	Not Akinyi, but someone else. Probably Njuguna or Adhiambo.
Joan doesn’t think Akinyistole my green skirt.	Joan thinks Akinyi did something to the green skirt, may be washed it.
Joan doesn’t think Akinyi stole my green skirt.	Joan thinks Akinyi stole someone else’s green skirt, but not mine.
Joan doesn’t think Akinyi stole my green skirt.	She thinks Akinyi stole my red skirt which is also missing.
Joan doesn’t think Akinyi stole my green skirt.	Joan thinks Akinyi stole my green shirt. She mispronounced the word.

Exercise 1

The words that follow can be nouns or verbs dependingon the stressed syllable. Use each as both the verb and noun in a single sentence.

Cement
Address
Permit
Content

Underline the part of the word in boldface you will stress in each of the following sentences.

The boy has been asked to sert the de.sert.
My handsome cortwilles.cort me to the dance.
After updating my sume, I will re.sume my job search.
They have to testin the annual Math con.test.
If you vict me, I will remain a con.vict for 5 years.

Exercise 2

Each word in the sentences below can be stressed to bring the meaning. What will be the meaning when each word is stressed?

I love your sister’s handwriting.
You came late today.

INTONATION

It is the rise and fall of voice in speaking.
Intonation is crucial for communication.
In English there are basically two kinds of intonation: rising and
We can use arrows to show the intanotion – whether rising or falling. ↘ represents falling intonation while ↗ represents the rising one.

Falling Intonation

Falling intonation is when we lower our voice at the end of a sentence.
This usually happens in:
Statements, for example,
I like↘
It is nice working with ↘
She travelled to↘
W/H Questions
What is your ↘name?
Where do you ↘live?
How old are↘ you?
Who is this young↘ man?
Commands
Get out ↘
Give me the ↘
Close your ↘
Exclamatory sentences e.g.
What a wonderful ↘present!
How ↘nice of you

Rising intonation

When we lower our voice.
Used in:
General Questionsg.

Do you visit them↗ often?

Have you seen ↗her?

Are you ready to ↗start?

Could you give me a↗ pen, please?

Alternative questionsg.

Do you want ↗coffee or ↘tea?

Does he speak↗ Kiswahili or ↘English?

Before tag questionsg.

This is a beautiful ↘place, ↗isn’t it?

She knows↘ him,↗ doesn’t she?

Enumeratingg.

↗One, ↗two,↗ three, ↗four,↘ five.

She bought ↗bread, ↗cheese, ↗oranges, and ↘apples.

Exercise

Using an arrow, determine whether rising or falling intonation is used in the sentences.

This music sounds good.
I love watching horror movies.
My sister’s name is Amina.
Blue is my favourite colour.
Is that tv good?
Do you like that movie?
Are you hungry?
Get me my shoes.
Study your lessons now.
Are you insane?
How many more hours before you are done with your work?
Which novel is the best for you?
He is a little bit nervous, isn’t he?
You should listen to your parents’ advice.
Did you finish your homework?
Water is good for the body.
This is good!
What a crazy show.

RHYTHM IN POETRY

Rhythm is the recurrence of a beat.
In poetry, it is the recurrence of a pattern that gives a distinct beat to a line(s) in a poem.
Rhythm is something that happens with regularity.
To create rhythm in a poem, a poet can use:

Consonance which is the repetition of consonant sounds within the nearby words.
Assonance which is defined as the repetition of vowel sounds within nearby words.

A word or phrase recurring.

This is the repetition of initial consonant sounds in two or more words within a line.
Rhyme which is the repetition of ending sounds, especially in two or more lines.

Study the poem below and identify ways in which rhythm has been achieved.

A sunshiny shower

Won’t last an hour.

Rain before seven

Clear by eleven.

March winds and April showers

Bring forth May flowers.

Wishes

Won’t wash dishes.

Early to bed and early to rise

Makes a man healthy, wealthy, and wise.

Rhyme has been used. Several pairs of words rhyme. Examples include:

Shower and hour

Seven and eleven

Showers and flowers

Won’t and wash are alliterative (the sound /w/.
Consonance in the words “healthy” and ”wealthy”

Exercise

Read the poem below and identify how rhythm has been achieved in it.

My dog has a special twist,

She can’t go a day unkissed

She’s not a normal dog,

Her furs the colour of a log

Her tails as pointy as a stick,

She’d get a 10 from a critic.

Her body is as long as a telephone pole,

She’s the total opposite of a troll.

Her name is Roxie,

Also known as a Doxie.

ASSONANCE AND ALLITERATION IN POEMS

Assonance and alliteration are sound patterns used in the poem. While assonance makes use of vowel sounds, alliteration makes use of consonant sounds. These sounds are repeated in the words close to one another.

Now read the poem below aloud by Steven Henderson.

Path Choices

Best, Boy, Believe

That, There, Two

Placed, Possible, Paths

Willing, Wanting, Waiting

Appraising, Asking, Applying

Lessons, Learned, Leads

Compass, Chosen, Course

Fools, Find, Fate

Sin, Street, Set

Driven, Determine, Destiny

Searching, Seeking, Seeing

Offering, Openly, Often

In the poem you realize there is repetition of the beginning consonant sounds. Look at the illustrations:

Best, Boy, Believes – sound /b/ has been repeated.
Placed, Possible, Paths – sound /p/ is repeated

This repetition of initial consonant sounds is alliteration. Illustrate other instances of alliteration in the poem.

There is also repetition of vowel sounds in the words close to each other. Examples we have seen are:

Seeking, seeing – the sound /i:/ has been repeated.
Openly, Often – the sound /e/ has been repeated.

This repetition on vowel sounds in the nearby words is assonance .

Further Practice

Pick out all the instances of assonance and alliteration in the poem that follows.

My Puppy Punched Me in the Eye

My puppy punched me in the eye

My rabbit whacked my ear

My ferret gave a frightful cry

And roundhouse kicked my rear

My lizard flipped me upside down

My kitten kicked my head

My hamster slammed me to the ground

And left me nearly dead

So my advice? Avoid regrets;

No matter what you do

Don’t ever let your family pets

Take lessons in kung Fu

CONSONANCE

Just like alliteration, consonance makes use of consonant sounds, only that these sounds are in in the inner parts of the words (middle or end, but not beggining).

There are illustrations for this in the two poems we have read. In the poem ‘My Puppy Punched me in the Eye’ there are the illustrations as follow.

rabbit, wacked – the sound /t/ has been repeated.
hamster slammed – there is repetition of the sound /m/

Note: Alliteration, assonance, and consonance don’t have to have the same letters – it is the sound that must be repeated.

Role Played by Alliteration, Assonance, and Consonance

Provide musical rhythm.
Make poem interesting.
Make the poem easier to memorize.

Exercise

Read the poem below and then identify, with illustrations, instances of alliteration, assonance and consonance.

BLACK BREWRIES BRAVENES

By John Chizuba

Black breweries braveness

In ink incorporative individualism

Those tinny tracers ticking Time

Be-little black braveness baselessly

Mirror my motion moves momentously

Directed diagonal deeply

Hurt humans heart heavy

Because better black believes

Dedication, determined destinies

Of our oddity, obviously occupied

We welcome world words with warrant

Blacks built braveness buxom butterflies

Enlightment enchanting ego enlarged

Decade braveness debut delightfully.

ETIQUETTE

APPROPRIATE CHOICE OF REGISTER

Register denotes the choice of language, whether that be formal or informal.
It is the choosing of appropriate language for the context.
There are factors that determine the language we use.
It is important to select the right language for the right situation.
The choice of register is affected by:
The setting of the speech;
The topic of the speech;
The relationship that exists between the speakers; and
The age.

The Setting

There are words we use depending on the field. There are those we use in the field of medicine, in the field of law etc. they are also those that we use at home when talking to family members. A chemist, for example, will ask for ‘sodium chloride’ while at the laboratory, while at home she will request for ‘salt’. At work place, people tend to use formal language while informal language at home.

Topic

If, for example, you want to ask for something valuable from a brother you would say: ‘I was wondering if you could lend me….’. This is a formal language even though it is your family member you are talking to.
When offering your boss tea or coffee, you will still use formal language for example: ‘Would you mind being served tea or coffee? ’ and to a friend you will say: ‘Tea or coffee?’

Relationship

There are words you use when speaking to different people in different situations. More often than not, an intimate couple will use words like ‘darling’, ‘honey’, etc. These words cannot be used to address your colleague at work place; or even your pastor.

Age

There are ways to speak to a child and those of speaking to adults. To a baby, we use words like ‘popopoo’ while to an adult ‘long call’, etc.

The Words used in Different Fields

Field of Medicine

Some words used in the hospitals, clinics and other health stations include: X-ray, syringe, paracetamol, doctor, nurse, mortuary, patient, etc.

Police Station

Lockup, cell, bond, etc.

Airport

Aircraft, flight, air hostess, etc.

Information Technology

Computer, laptop, CPU, Monitor, software, hardcopy, hard disk, etc.

School

The words used by the teachers, students and others at school are: chalk, ruler, blackboard, senior teacher, deputy principal, dean of studies, etc.

Law

Technical terms used by lawyers and in the courts of law include: adult probation, affidavit, alimony, Amicus Curiae brief, annulment, appeal, appellant, appellee, arrest, plaintiff, defendant, dismissal, oath, revocation hearing, learned friend, etc.

Exercise

Read the conversation below and then answer question that follow.

Caller:Is this the Credex?

Receptionist:Yes, how may I be of help to you?

Caller:It’s Dorothy calling.

Receptionist:Oh, Dorothy! How is the going?

Caller: Lunch today?

Receptionist: Of course..

Caller: what time then?

Receptionist: After I have seen the deputy principal. There are packets of chalk I am supposed to deliver.

Giving the reasons, where is the Credex?
What is the relationship between the caller and the receptionist?
Explain the formality of the language the receptionist and the caller use.
Give illustrations for (c) above.

SPEECHES

Have you ever stood in front of a big group of people to present your talk? Well here we shall learn how to prepare your speech and deliver it effectively.

Preparation for Speech Delivery

There are steps any speaker should follow in preparation for presentation of speech. They include:

Doing some research on the topic to present. Get the facts about the topic. If you do enough research, your confidence level will be boosted.
Practice in front of a group of friends or relatives. This can also be done in front of a mirror, or videotaping your rehearsals. You will be able to correct your gestures, postures etc.
Write down the points about the topic on a note pad. You can refer to them when giving the speech.
Plan on how to groom and dress decently. You should appear presentable to feel confident.

Grabbing and Keeping Audience Attention

Your opening determines how long your audience will listen to your presentation. Of they are bored from the beginning; the chance that your message will effectively get across is very little.

The most commonly used methods are:

Asking a question. The question should make them think about the topic. For example, ‘How many of you would like to be millionaires?’
Stating an impressive fact connected to the topic of your presentation. For example: ‘About 30% of Kenyans are millionaires.’
Telling a story closely connected to the topic. It should neither be too long nor intended to try to glorify the speaker. For example: “Dear audience, before I begin I would like to tell you a short story about Maina Wa Kamau became a millionaire. Don’t worry, it’s not too long. …..”

Other methods of beginning a speech are:

Using humour
Starting with a quote that ties with your topic.
Using sound effect.

Presentation of Speech

There are various techniques of delivering speech. They are what will ensure understanding of your message. Some of these techniques include:

Use gestures effectively to reinforce the words and ideas you are trying to communicate to your audience. For example, when talking about love, you can use your hands to form a cup shape to indicate how tiny something is.
Make eye contact with your audience members to study their reactions to you. If you sense boredom, you need to improve and if you sense enthusiasm, it will help pump you up.
Use movements to establish contact with your audience. Getting closer to them physically increases their attention and interest, as well as encouraging response if you are asking questions.
Your posture should be upright. The way you conduct yourself on the platform will indicate you are relaxed and in control. Do not lean or slouch.
Wear appropriate facial expressions to show feelings and emotions. Smile to show happiness, for example.
Speak loud enough to be heard by all your audience members.
Pronounce the words correctly and speak clearly for your message to be understood.
Pause at key points to let the message sink.

Stage Fright

Almost all speakers are nervous. Even the most experienced do. Fear of addressing a group is not wrong, but how we deal with it is what is possibly not good enough. Those speakers who seem relaxed and confident have learnt how to handle anxiety.

Symptoms of Nervous Speakers

An anxious speaker can be identified in case of:

Shaking hands
Sweating palms
Dry mouth
Rapid heartbeat
Squeaky voice
Knocking knees
Facial flushes
Watery eyes
Mental confusions
jitters

Causes of Fear

Past failures during presentation. Plan to succeed instead.
Poor or insufficient preparation. Nothing gives you more confidence than being ready.
Discomfort with your own body and movement.

Dealing with Anxiety

A speaker can try the suggestions below to deal with anxiety before and on the day of speech.

Before the day;

Know your topic by doing adequate and thorough research. You will be sure of presenting accurate information and be able to answer questions asked by audience members.
Practice delivering your speech several times. This helps you be sure of your organization of the main points.

On that day;

Do some physical exercises like press ups, push walls, etc. to reduce anxiety.
Use simple relaxation techniques like taking deep breath, tightening and relaxing your muscles, etc.
Wear clothes that you feel confident in. when you feel good about of you feel, your confidence level is boosted. You don’t need to adjust your clothes or hair during your speech.
Spot friendly faces in the crowd. These are people who give you positive feedback (e.g. nodding, smiling). Such faces give you encouragement to speak.
Come up with ways to hide your anxiety. For example,

When mouth goes dry, drink some water
Incase of excessive sweating, wear clothes that will not allow your audience detect
If your hands shake, use gestures to mask the shaking.

Exercise 1

In the next three days, you are presenting a speech on the topic: Effects of HIV/AIDS.

Write down any three ways you would prepare for the speech delivery.
State the techniques you would employ to ensure your audience listens to you throughout and that they understand the message during the presentation.

Exercise 2

Makufuli is presenting his speech. Your friend, Makwere claims that Makufuli is not confident.

What could have warranted this claim?
State four reasons that could be behind Makufuli’s state?

DISCUSSION

Discussion is a process where exchange of ideas and opinions are debated upon in a group.
A group which comprises a small number of people is given a topic to discuss.

Preparation for Group Discussion

Do the following before you start the discussion:

Select/choose group leaders. Choose the secretary to write the points down and the chair to lead the discussions.
Research round the topic to make sure you have the points. You can get the points from the sources including:

Newspapers and magazines
Friends, relatives and teachers
Text books
Internet
Television

Arrive early for discussions. It is advisable you do so so that you start early and finish early.
Gather writing materials – pen and note book.
Prepare with questions to ask.

Participating in a Group Discussion

Remember the tips below for success during the discussion:

Learn to listen to each other and respond to what other people have to say.
Speak with moderation. What you say is usually more important than how much you say. Quality is needed rather than the quantity.
Back up each point you put across. You can explain your points in a number of ways including:

Providing facts or statistics to support it;
Quoting expert opinion;
Explain why said what you said; and
Referring to your own experience.

Stay calm and polite. Use polite words like ‘May I ….?, please …, etc.’
Take notes of important words and ideas.
Speak clearly.
Speak loud enough to be heard by all the group members.

The Common Discussion Mistakes

Having learnt what you should do during the discussion, let us now learn what under no circumstances y do. You should never:

Dominate the discussion;
Interrupt abruptly;
Be inaudible;
Carry out mini-meetings; or
Talk over each other.

Exercise

You and your group members have been assigned the topic: ‘Responsibilities of a Good Citizen’ by your teacher of History and Government. You are supposed to discuss this before you give the presentation in two days.

State three ways in which you would prepare before you start discussing the topic.
How would you ensure your group members and yourself benefit from this discussion?

READING FOR FORM THREE

ORAL LITERATURE

INTRODUCTION TO ORAL LITERATURE

ORAL LITERATURE DEFINED

It is a form of art verbalized, dramatized and performed.
Oral literature can be categorized as either fiction or nonfiction.
Nonfiction is informational text that deals with an actual, real-life subject.
Fiction is a text that deal with non factual subject.

FORMS OF ORAL LITERATURE

There are various genres of literature.
These genres include:

Oral narratives
Oral Poems/Songs
Proverbs
Riddles
Tongue-twisters
Puns

Proverbs, riddles, tongue twisters, and puns are short forms of oral literature. This is because of their length.

REASONS FOR LEARNING ORAL LITERATURE

Study of oral literature is important to a student since he/she :

Is able to understand his/her culture and appreciate the culture of others.
Is able to appreciate his/her history.
Appreciates the creativity in oral literature as a means of understanding other African arts.

FIELDWORK

Definition of Fieldwork

It refers to the process of collecting oral literature material from the field.
Field study can be carried out by anyone including a student.

Importance of Fieldwork

Since oral literature is a performed art, a student can witness and experience the performance. When this written, the live aspects are lost.
It enables a student to have a contact with the community and the culture of that community.
A student is equipped with research skills.
It also enables for recording of history of a community.

Stages in Fieldwork

There are five key stages in fieldwork:

Preparation

Adequate preparation should be taken in to consideration for a meaningful research. You can do the following:

Identify the narrator or informant.
Identify the location of the informant.
Plan when to visit the informant.
Plan the necessary tools for recording the materials.
Get the administrative permission to conduct the research.
Decide on the method of data collection to use.
Budget for the fieldwork.

Material collection

This is where the actual information is gathered.
There are different methods of collecting oral literature materials:

Observation
Interviews

Participation

Use of questionnaires, etc.

Do this carefully.

Recording of information

You can record the material collected by:

Writing the information;
Taping the information; or

Filming it.

Processing the information

In preparation for interpretation, analysis and dissemination, scrutinize the information.
Put down the recorded information in writing. You can do this word for word. This is called transcription.
You can translate it in the language you would like it to be shared. This is

Analysis and Interpretation of material

At this stage:

Classify the material into genres and sub-genres using particular criteria.
Identify the themes.

Identify styles used.

Identify functions of the item.
Interpret the information.
Draw conclusions.

Methods of Collecting Oral Literature Materials

Interviews

An interview involves meeting the respondent face to face and verbally asking questions in order to seek the required information.

Recording performance

First hand information on things like performance and chanting can be recorded using tape recorders, etc. during the festivals in which they are performed.

Observation

This is a way of gathering information or data by watching behavior, events, or noting physical characteristics in their natural setting.
Observation can either allow one know he/she is being observed, or without him/her not being aware.

Participation

The collector of the material can also participate in the enactment of the oral forms like dance and song, etc. if he/she has the skills to.
It is important to note that his/her participation should not distract him/her from her investigative roles.

Administering Questionnaires

A questionnaire is a research instrument containing series of questions and prompt given to the informant for the purpose of gathering the information.

Methods of Recording Oral Literature Materials

Memory of the Researcher. There are individuals who can remember all the information collected especially if it is not long.
Use of tape recorders.
Videotaping
Written records. You can have writing materials to put down the information gathered.

Challenges Likely to be Encountered during the Fieldwork

An oral researcher can encounter problems while in the field.
Some of the challenges one is likely to face in an attempt to seek the required information are:

Language barrier. If the researcher is unable to understand the language of the informant, and vice versa, no information is likely to be collected.
Hostility of the informant community.
Transport challenges.
It might be expensive.
The informant might ask for payments.

ORAL NARRATIVES

Definition of an Oral Narrative

A narrative is a prose that recounts events, people, and places.
A narrative can either be fictional (non factual) or nonfictional (factual).
The terms used to mean the same as a narrative are tale, folktale, or a story.
At its essence, an oral narrative is a story spoken to an audience.
An oral narrative is handed down from generation to generation by word of mouth.
As we learnt earlier, an oral narrative is one of the genres of oral literature.
A person who tells a story is known as a narrator.

Qualities of a Good Narrator

A good narrator :

Is confident.
Is able to use the non-verbal skills like gestures, facial expressions, etc.
Uses stage well.
Involves their audience in the narration.

Classification of Oral Narratives

Narratives are categorized into different classes.
These classes are:
Myths
Legends
Ogre or monster stories
Trickster stories
Etiological Narratives
Dilemma stories
Fables
Spirit tales
Allegory
Myths
Deal with origins.
There is a supernatural being involved.
They explain the origin of death, origin of a group of people, etc.

Characteristics of Myths

A story that is or was considered a true explanation of the natural world (and how it came to be).
Characters are often non-human – e.g. gods, goddesses, supernatural beings, first people.
Setting is a previous proto-world (somewhat like this one but also different).
Plot may involve interplay between worlds (this world and previous or original world).
Depict events that bend or break natural laws (reflective of connection to previous world).

Legends
A legend is a story about an outstanding person who has participated in the historical events of a community.
A legend is a story of a hero known to people.
Based on fact but also includes imagination material.
There is also an element of exaggeration.
There are also historical events.
Some well known legends are:

Koome Njue
Wangu wa Makeri

Mugo wa Kibiru

Mekatilili wa Menza
Fumo Liyongo
Luanda Magere

The target audience of legends are usually the youth so that they can emulate the hero or heroine.

Main Features of Legends

There are extraordinary actions done by the hero.
Facts in such stories are historical.
Features mentioned are actual ones.
In some, there is an aspect of betrayal.
Element of exaggeration is common.
Birth or death is associated with some mystery.
Events are in the present world; the one we live in.
Ogre Stories
An ogre usually represents an evil.
Ogre are usually destroyed at the end.
They have happy ending.

Functions of Ogre Stories

They warn against strangers.
They caution youth against marrying the people they don’t know.

Trickster Stories
A character makes up for a physical weakness with cunning and subversive humour.
The trickster alternatives between:

Cleverness and stupidity;
Kindness and cruelty;

Deceiver and deceived; and

Breaker of taboos and creator of culture.

Etiological Narratives
They explain the origin of a certain phenomenon.
An etiological narrative is an imaginative story triggered by question “how or why” something came to be in the world.
Examples are:

Why rainbow appears in the sky after it rains.
Why hare has a short tail.

Why Turtles Live in Water

Turtles used to live on the land, they say, until the time a clever

turtle was caught by some hunters. They brought him to their village

and placed the turtle before the Chief, who said, “How shall

we cook him?”

“You’ll have to kill me first,” said the turtle, “and take me out of

this shell.”

“We’ll break your shell with sticks,” they said.

“That’ll never work,” said the turtle, “Why don’t you throw me

in the water and drown me?!”

“Excellent idea,” said the Chief. They took the turtle to the river

and threw him into the water to drown him.

They were congratulating themselves on their success in drowning

the turtle, when two little green eyes poked up in the water and the laughing turtle said, “Don’t get those cooking pots out too

fast, foolish people!” As he swam away he said, “I think I’ll spend

most of my time from now on, safely in the water.”

And it has been that way ever since.

Dilemma Stories
A dilemma story shows a character or a group of characters faced with two or more alternatives, none of which is easy to make.
The conflicting situation arises for a character to choose from.
A dilemma story is a morally ambiguous story, thus allows the audience to comment or speculate upon the correct solution to the problem posed in the story.
A dilemma story has a perplexing situation, which presents different possibilities, and both of them seem practically acceptable.

Functions of Dilemma

Dilemma gives the audience an insight into characters’ lives.
It also creates suspense. This is because the audience will be left wondering which choice the character will make.

Fables
Feature animal characters.
Animals speak as human beings.
Now read the story below.

Once upon a time, there was a hare who loved to boast of his speed in front of the other animals. He asked the tortoise to take up the challenge in the next competition with him.

All the animals were surprised that the tortoise took up the challenge. He was known to be a very slow animal. However, a day was fixed for the great race and all the animals looked forward to it.

On the day of the race, no animal went to the market. No one went hunting; all the animals gathered together, excited to watch the race between the tortoise and the hare. Both animals were ready, each of them felt confident and everyone wondered why the tortoise was so confident since they felt he was no match for the hare.

The elephant started them off when he blew his big whistle and the sound rang across the entire jungle. Every year was alert, every eye fixed on the two competitors. Who will win the greatest animal race in history?

The hare darted almost out of sight at once, but soon stopped. In order to show that the tortoise was no match for him and should not have accepted his challenge in the first instance, he lay down to have a nap.

Slowly but surely, the tortoise plodded on. He had a goal, he had a focus and he never looked back. When the hare awoke from his sleep, he saw the tortoise near the finish line. He jumped up and tried to catch up with him but it was too late. The deed had been done.

To the amazement of all the animals, the tortoise had crossed the finish line. It was unbelievable. The hare

was humbled. He had no choice but to congratulate the tortoise and accept him as the winner. All the animals learnt a very important lesson from the tortoise.

Spirit Tales

Ghosts or spirits feature in such stories.

Allegory
Real life is represented by characters and events.
Though embodies real life, it is presented as if it is fictional.

Setting in Oral Narratives

Through a community’s oral narrative, we can learn a lot about them.
An oral narrative give information on the following:

The physical environment. Features like lakes, mountains, forests, etc. are mentioned.
Economic activities.

These are the activities or occupations through which the community earns its livelihood.
These activities include:
Hunting
Livestock keeping
Crop farming or cultivation
Bee-keeping, etc
the mention of products like honey, tools, sorghum, milk, etc will lead us know the economic activities of that community.

Social activities

These are activities like ceremonies, religious practices and forms of entertainment.

Political activities

Here we learn:

The power structure
War activities

FEATURES OF ORAL NARRATIVES

Oral narratives have many features. The main ones include:

Use of opening formula. This is used to indicate the beginning of a story. It also removes the audience from the world of reality and take them to the world of fantasy. A world of fantasy is where bones speak, a king is the lion, etc. some commonly used opening formula phrases are ‘ a long time ago…’, ‘once upon a time’, ‘there once was ….’, and ‘long, long ago…’

Opening Formula serves the following functions:

Announces the coming of a narrative.
Gets the attention of the audience.
Removes the audience from the world of reality.
Identifies the narrator.

Use of Closing formula. It makes the end of a story. It also removes the audience from the world of fantasy and take them back to the world of reality. Here are examples of closing formulae:
And that is why …
And there ends my story.
From then onwards …
To come to the end of my story …

A closing formula serves such functions as:

Announcing the end of the narrative.
Momentarily releases the audience from concentration.
Brings back the audience to the world of reality.
Clears the way for the next narrative or activity.

Use of idiophones. There is the use of words that imitate the movement or sounds made by characters in the story. For example,
The bees flew buzz buzzbuzz.
The woman laughed hahahahaha.
The branch was cut kacha.
A word, phrase, a song, or even a sentence can occur more than once in a story. The repetition is meant to:

Bring out the meaning.
Emphasize a point.

Maintain the rhythm.

Sustain the mood in the story.

Use of songs. Many narratives have songs. The songs perform the following functions:
Brings out the character traits.
Brings out the theme.
To entertain.
Imaginary and factually impossible things are created in the story.

Familiar objects or persons well known are referred to.
Complex problems are explained and clarified by referring to something the audience is familiar with, eg.

The bible
History
Famous people
Use of suspense.
Here the audience is left wondering what will happen next.
The climax is delayed.
There is also the use of dialogue. A character speaks directly to the other. Dialogue is used to bring out the theme, character traits as well as to develop the plot of the story.

TECHNIQUES OF STORY TELLING

There are several story telling devices a narrator can decide to use when delivering an oral narrative.
The techniques a narrator can use include:
Use of gestures. Gestures are meant to reinforce the idea. For example when talking about a character going, you can stretch your arm to show that.
Altering your facial expressions according to the emotion and feelings in the story. Do not frown when the emotion happy.
Varying the tone of your voice depending on what you are saying and who is saying it. The tone should be low when for example a small animal talks, and high when a big one speaks.
Changing the pace of narration. There are those unimportant details that can be said faster.
Involving the audience in the narration. Asking them to join you when singing will be okay.
Use of mimicry. Here a narrator imitates the speech, action or other mannerisms of the character, for example, the walking style of a character, etc.

Read the story below and then answer questions after it.

A long time ago, there was a pregnant woman whose husband had gone to work in a distant place. The husband was a blacksmith. At the woman’s delivery, an ogre played mid-wife to her. Apart from that the ogre also assisted her in gathering firewood from the forest and also cooked her food.

Every time the ogre came back from the forest, he would pretend to offer her food saying, “wagaciari nduke tuhiuhio” (Translated as: Newly delivered mother, take this delicacy). He then munched down the food himself. He would repeat this with whenever offering her gruel saying:”Wagaciari nduke gacuru. Wrega nganywa.” And drank it himself.

This continued for a while, and while the ogre became fat and sleek, the nursing mother became very thin and weak.

During those days, women used to put castor seeds out to dry in the sun. While the seeds dried,the doves could come and steal those seeds. One day, the woman spotted a dove and said to him:

“You dove, you have eaten all my castor seeds. Now, if I send you on an errand, will you carry it out?”

“Yes, I can,” the dove answered.

“Right, I would like you to fly to the land of blacksmiths and once you get there, pass the following message:

Muthuri uguturai blacksmith I say, oh you

Cangarara-il-ca Ciangarara-I-ca

Taratura narua-il Hasten to finish whatever you are doing.

Cangarara-il-ca Cangarara-I-ca

Mukaguo niaachiarire-I your wife is with child

Cangarara-i-ca Cangarara-i-ca

Agiciaithio ni irimu-I An ogre is playing nurse to her

Cangarara-i-ca Cangarara-i-ca

Ekwiruo nduke tuhiuhio-I She is being offered food

Cangarara-i-ca Cangarara-i-ca

Na warega ngaria-I But the ogre eats eats it all

Cangarara-il-ca Cangarara-i-ca

The dove delivered the message as requested. When she got to the land of the blacksmiths, she sang the song. The blacksmiths heard the dove singing and asked each other, “Whose wife is expecting a baby?”

One of them confessed he had an expectant wife and he was asked by the rest to find out what was happening at home. When he got home, the wife told him the whole story.

All this while, the ogre was in the forest gathering firewood. The husband sharpened the knife in readiness to face the ogre. The ogre came back and dropped the firewood with a thud,thu. He then rebuked the mother saying: “Wagaciairi urogua na mururumo ucio.” (Newly delivered mother, may you fall with the same thud!)

The nursing mother responded back, “O nawe urogu.”(You too!)

The ogre was surprised. He said, “You surprise me with your arrogance today. Could it be that the blacksmith is back?”

The blacksmith got angry and even before the ogre finished talking, he speared him. Shortly, before the ogre died, he cried with aloud voice saying, “It is just as I had thought. The sojourners have come back. Oh dear me I am dying because of my greed!” And with these words, he died.

There ends my story.

Questions

What features of this story qualify it as an oral narrative?
If you were the one narrating the story, how would you have performed the last paragraph?

Read the narratives below and then answer questions that follow.

Girl and the King

Long ago there was a wealthy king who started off on a journey to visit the king of a neighbouring country. On his way he was accompanied by his bodyguard and a large group of ministers. Owing to the nature of the landscape, the only means of transport was by camel. Somewhere along the way, he found a group of girls fetching water from a well. At once he was struck by the resemblance of the girls, but on closer observation he identified one girl he had fallen in love with. He at once decided that he would do something to engage her. He gave the girl his blazer, which he instructed her to wear always as a sign of identify. He further promised that once he was back in his country, he would send for her and the emissary would identify her by her jacket.

After the king’s departure, the other girls begun to envy the lucky girl and constantly begged her to let them try the blazer on, but she wouldn’t budge. Days passed into weeks and the girl still faithfully kept wearing the king’s coat. Over time she begun to wonder whether the king had forgotten his promise but still she kept wearing the coat.

One day she went to collect firewood in the company of the other girls. As she was moving about in the bush she saw a pirate monkey admiring her and she stopped to give it the time. The pirate greeted her and commented on the beauty of the blazer she was wearing. She immediately told the pirate the story behind her acquisition of the coat. The pirate then requested that she let him try it on so that she could see how beautiful it was.

The girl reluctantly agreed to let the pirate try the coat on and no sooner had it done so than it jumped into a tree and left the girl in wonder. The girl begun to climb the tree and the pirate jumped to the next tree. As the girl ran from tree to tree, the pirate kept jumping and soon disappeared from the girl’s sight. The girl returned home miserable but consoled by the thought that after all the king had forgotten his promise.

Shortly after that incident the king sent his messengers to collect the girl and reminded them that they would find several identical girls and that they would identify the bride by a blazer bearing his seal which she would be wearing When the messengers came to the village where the girls lived they were unable to identify the one they were looking for, as all of them resembled one another. The particular girl tried to explain that she was the one but the messengers did not take her because she did not have the king’s coat.

They searched the whole village without finding the girl and eventually gave up, and were on their way home when one of them spotted the pirate in the tree.

The messengers then ran after the pirate and managed to arrest it and take it home to the king.

Classify this narrative.
Identify the features of oral narratives present in it.

GRAMMAR FOR FORM THREE

PARTS OF SPEECH

NOUNS

TYPICAL NOUN DERIVATIONS
Derivation is a word formation process in which there is addition of affixes to create new words.
A noun can be derived from the following categories:
verb
adjective
another noun

Deriving Nouns From Verbs

To derive a noun from a verb, add one of the following suffixes to the verb:

Verb	Suffix	Noun
Carry	Age	Carriage
Arrive	Al	Arrival
Dominate	Ance /ence	Dominance Persistence
Write	ing	Writing
Manage	Ment	Management
Separate Motivate	Tion	Separation Motivation
Divide	Sion	Division
Close	Ure	Closure
Defend	Ant	Defendant
Market	Er	Marketer
Sail	Or	Sailor
Type	ist	Typist

Deriving Nouns from Adjectives

To derive a noun from an adjective, add to that adjective, one of the following suffixes:

Adjective	Suffix	Noun
Active	Ion Ity	Action Activity
Lazy	ness	Laziness
Strong	th	Strength

Exercise 1

Create nouns from the words listed in the table below.

Word	Noun
Clean
Teach
Advise
Animate
Audit
Govern
Operate
Conduct
Negotiate
Play
Supervise
Determine
Supply
Drum
Publish
Observe
Build
Materialize
Capture
Move

Exercise 2

Use the correct form of word in brackets to complete the sentence.

Your _______________ to this job has been recognized. (commit)
_______________ of this word is difficult. (pronounce)
What is the ________________ of this table. (measure)
There has been great ______________ in her language. (develop)
I have heard this ______________ over and over. (narrate)
I prefer ___________________ course to medicine. (engine)
They should improve their level of __________________. (concentrate)
This professor is a great _____________. (history)
I will pay for this phone in ________________. (install)
He can’t walk alone because of his _______________. (blind)

GENDER SENSITIVE LANGUAGE
Gender sensitive/neutral language is that which is free of stereotypes and biases.
Avoid using gender-specific titles like poetess. Instead use “poet”.
Avoid using expressions with generic term For example, don’t say “layman”. Use ‘lay’ in stead.
Make sure you use parallel constructions in correspondence. For example, Mr. and Mrs. Gyle, but not, Alice and Mr. Gyle.
The table below shows the gendered nouns and gender-neutral nouns.

Gendered Nouns

Gender-Neutral Nouns

Man

Freshman

Mankind

Man-made

The common man

To man

Postman/mailman

Policeman

Steward/stewardess

chairman

Congressman

Dear sir

Cattleman

sportsman

Cowboy

Workman

Newspaperman

Businessman

Foreman

Salesman

Craftsman

Clergyman

Fisherman

Clansman

Watchman

Spokesman

headman

Person/individual

First-year student

People/human beings/humanity

Machine-made/synthetic

Average person/ordinary person

To operate

Mail carrier/letter carrier/postal worker

Police officer

Flight attendant

Chair/chairperson/coordinator

Congress person/legislator

Dear sir or madam

Cattle rancher

Sportsperson

Cowhand

Worker

Journalist

Business person

Shift boss/ foreperson/ supervisor

Salesperson

Craftsperson

Clergy/ clergyperson

Fishes folk

Clan member

Security officer/security guard

Spokesperson

Chief/ head/leader

With Pronouns;

Use sex-neutral third person as appropriate.
Write both pronoun options.
Use “she or he” or “she/he”

PRONOUNS

PRONOUN CASE
A pronoun can be effective when we use an appropriate case (form). If this does not happen, the reader may remain puzzled or distracted.
There are three common pronoun cases:
Subject pronouns (subjective case)
Object pronouns (objective case)
Possessive pronouns (possessive case)
Subjective Case
Used as the subject of a sentence or of a subordinate clause.
The pronouns used in this position are:
I
We
You
He
She
It
They
Also referred to “nominative case”. Examples,
You called me the new student.
We are ready for the race.
I like it.
He runs faster.
They never appreciate anything.
Objective Case
Pronouns in this case function as the recipients of the actions.
They are used as objects of verbs or prepositions.
The pronouns in this form include:
Me
Us
You
Him
Her
It
Them

Examples in sentences

It never rains on me.
Moraa bought him a flower.
She showed us around the town.
The baby has been named after you.
Possessive Case
They show who or what owns something.
The pronouns used in the possessive case include:
Mine
Ours
Yours
Hers
His
Its
Theirs

Examples in Sentences

The new phone is
Of all the songs, it is yours I enjoyed the most.
His son is coming soon.
All efforts should be made not to confuse one pronoun case with another.

Exercise

In each sentence below, replace the underlined word(s) with an appropriate pronoun form.

I sold my bike to Abdi.
I sold my bike to Abdi and Yussra.
I sold my bike to Abdi and Yussra.
The bike’s brake was bad.
Abdi gave the bike to Abdi and Yussra’s
The son promised to pay his parents for the bike.
The son’s girlfriend rode the bike into a fish pond.
The pond belongs to me and my family, and my family and I are unhappy.
The fish’s temper is almost as bad as my temper.
Abdi and Yussra have offered to pay me and my family for the damage.

DEMONSTRATIVE PRONOUNS
To demonstrate is to show, to indicate, or to point to.
A demonstrative pronoun represents a thing or things:
Near in distance or time, for example,
This
these
Far in distance or time, for example,
That
Those
Look at the examples in sentences
This lasts longer.
Have you seen that?
Those were the days.
Look at these.

Exercise

Fill the blanks with: this, that, those, these.

_____________ one here is my friend.
I hate ____________ books over there. They lack so much.
Could you bring me _____________ chair I left outside.
___________ bananas are sweet! Could you add me more?
How could you buy a thing like __________? Get me the other one.

VERBS

TRANSITIVE AND INTRANSITIVE VERBS

Transitive Verbs

A transitive verb has two features:
It is an action verb that expresses a doable activity. For example, eat, jump, click, etc.
It must have a direct object. A direct object is something or someone who receives the action of the verb.
A n indirect object can also be there but it preceds the direct object.
Look at the sentences below and say whether the verbs in them have direct objects.
Joan bought him an handkerchief.
Colman drew the picture.
I eat bananas and mangoes.
My wrist watch costs a lot of money.
Did you make coffee this morning?
My niece called me earlier yesterday.
In the sentences that follow, the direct objects are in boldface while the indirect objects are underlined.
We can call you Martha.
Our parents teach us poems.
Alice wrote June a love poem.
Bring me a cup of tea

Intrasitive Verbs

They can be followed by a complement.
The complement is usually an adjective or an adverb.
Study the sentences below.
The athletes ran fast.
The food tastes insipid.
The rain rains every morning.
In the three sentences above, the actions or states denoted by the verbs ‘ran’, ‘tastes’, and ‘rains’ are represented as remaining in the subjects ‘athletes’, ‘food’, and ‘rain’, and not as passing over to an object.
The three verbs do not require objects to complete the sense. They are called intransitive verbs.
An intrasitive verb is one that does not require an object to complete the sense.
Some verbs are used both as transitive and intrasitive. For example,
The bird flies. intransitive verb
The boy flies his kite. Transitive verb

Exercise

Say whether the verb(s) in the sentence are transitive or intransitive.

Junior likes phones.
Jenifer brushes her teeth every morning.
I smile whenever I play games.
Richard sleeps 8 hours a day.
My boss offered me a new job.
The horse runs faster.
She promised me she would visit.
The family works in the field everyday.
Njeri cooks me dinner.
The food smells good.
I owe you hundred shillings.
All the candidates passed the test.

INFINITIVES
An infinitive is a type of verbal consisting of the word ‘to’ plus a verb. Examples are
To fly
To enter
To catch
To belong
To become
To draw
To stand etc
The verb here should be in its simplest stem form.
An infinitive functions as a noun, an adjective or an adverb.

Examples in Sentences

Everyone wanted to leave.
To swim is my hobby.
You lack the strenth to resist.
An infinitive has the following functions in a sentence:

As a subject of a verb, for example,

To cry is what I hate most.

As an object of a verb, for example,

She wants to go.

As a subject complement, for example,

My dream is to fly.

As an adjective, for example,

He lacks the skill to swim.

Exercise

Rewrite each of the following sentences using the verb in brackets. Be careful not to change the meaning of the sentence.

I started reading. (read)
He stopped smoking. (smoke)
Writing is more difficult than reading. (write, read)
Jogging is a good exercise. (jog)
I like cycling. (cycle)
I enjoy swimming. (swim)

PHRASAL VERBS
A phrasal verb is a verb plus a preposition or adverb, or a combination of both, and which creates a different meaning from the original verb.
There are transitive phrasal verbs. They are those that can be followed by an object. Example

I ran into my old friend.

“my old friend” is the object of “ran into”

There are also intransitive phrasal verbs. They cannot take an object. Example

Did he show up?

Some transitive phrasal verbs have the object placed before the preposition. Example,
We kept our relationship from my friends for sometime.
Some transitive phrasal verbs are inseparable. The object is only placed after the preposition. For example,
I always hand in my assignment in time.
She is looking forward to mid term break.
Some transitive phrasal verbs can take an object at both places – before and after the preposition. For example,
The brothers put out the fire before the firemen came.
The brothers put the fire out before the firemen came.

The Commonly Used Phrasal Verbs

Ask (somebody) out – invite on a date
Ask around – ask several people the same question.
Add up to (something) – equal
Back (something) up—reverse
Back (somebody)up – offer support
Blow (sth) up – explode
Break down – stop working/functioning (of a machine, or a vehicle)
Break down – to be upset
Break (sth) down – divide it into smaller parts
Break in – enter a building forcibly
Break in – to interrupt
Break into (sth) – enter forcibly (house, etc)
Break out – escape
Break out in (sth) – develop a condition (skin)
Break up – end a relationship
Break up – start laughing
Bring (sbdy) down – cause the person to be unhappy
Bring (sbdy) up – raise a child
Bring (sth) up – start talking about a topic
Bring (sth) up – vomit (one can bring the food up)
Call around – make phone calls to several people
Call (sbdy) back – return a phone call
Call (sth) off – cancel
Call on (sbdy) – ask for an opinion or an answer from someone
Call on (sbdy) – visit someone
Call (sbdy) up – phone the person
Calm down – after being angry, one calms down
Catch up – get to the same place/point as someone else
Check in – arrive, and register at a hotel or airport
Check out – leave a hotel
Check out(sbdy/sth) – to look at
Cheer up – become happier than before
Cheer (sbdy) up – make someone happier
Chip in—help
Clean (sth) up – to clean, or tidy something
Come across (sth) – unexpectedly find something
Come apart – separate
Come down with (sth) – become sick
Come forward – to give evidence or volunteer do something
Count on (sbdy/sth) – rely on
Cross (sth) out – draw a line through
Cut back on (sth) – consume less
Cut (sth) down – make something fall to the ground
Cut in – interrupt
Cut in – start operating(engine or an electrical device)
Cut (sth) off – stop providing (electricity, water, etc)
Cut (sth) off – remove with something sharp
Cut (sbdy) off – take out of a will
Cut (sth) out – remove part of something (usually with a razorblade, or scissors)
Do away with (sth) – discard
Do (sth) up – close, or fasten
Dress up – wear nice clothing
Drop back – move back in a position
Drop by/in/over – come without an appointment
Drop (sbdy/sth) off – take someone/something somewhere and leave them/it there.
Drop out – quit a class, school, college, etc
Eat out – eat at a restaurant
End up – eventually decide/do/reach
Fall apart – break into pieces
Fall down – fall on the ground
Fall out – separate from an interior (pocket, for example).
Fall out – become loose and unattached (hair, teeth, etc)
Figure (sth) out – find an answer, understand
Fill (sth) in– to write information in blanks (eg on a form, questionnaire)
Fill (sth) up – fill to the top
Find out – discover
Get (sth) across/over – communicate, make something to be understood
Get along/ on – like each other
Get around – have mobility
Get away – go on a holiday
Get away with (sth) – do something without being punished
Get back – return
Get (sth) back – receive something you had before
Get back at (sbdy) – take revenge
Get back into (sth) – become interested in something again
Get on (sth) – step onto a vehicle
Get over (sth) – recover from an illness, loss, or difficulty
Get over (sth) – overcome a problem
Get together – meet (for social reasons)
Get up – get out of bed
Get up – stand
Give (sbdy) away – reveal hidden information about someone
Give (sth) away – ruin a secret
Give (sth) away – give someone something for free
Give (sth) back – return a borrowed thing
Give in – stop fighting or arguing reluctantly
Give (sth) out – give something to many people (normally for free)
Give (sth) up – quit a habit
Give up – stop trying
Go after – follow someone
Go after (sth) – try to achieve something
Go against (sbdy) – compete, oppose someone
Go ahead – start, proceed
Go back – return to a place
Go out – leave home to on a certain social event
Go out with (sbdy) – date
Go over (sth) – review
Go over – visit somebody who is nearby
Grow apart – stop being friends over a period
Grow up – become an adult
Grow into (sth)– grow big enough to fit
Hand (sth) down– give something that has been used to someone else
Hand (sth) in – submit
Hand (sth) out – to distribute to a group of people
Hand (sth) over – unwillingly give something
Hang on – wait a short time
Hang out – spend time relaxing
Hang up – end a phone call
Hold (sbdy/sth) back – prevent from doing or going
Hold (sth) back – hide an emotion
Hold on – wait a short time (formal)
Hold onto (sbdy/sth) – hold firmly using hands or arms
Hold (sbdy/sth) back – rob
Keep on doing (sth) – continue doing
Keep (sth) from (sbdy) – not tell
Keep (sbdy/sth) out – prevent from entering
Keep (sth) up – continue at the same rate
Let (sbdy )down – disappoint, fail to help
Let (sbdy) in – allow to enter
Look after (sbdy/sth) – take care of
Look down on – consider inferior, think less of
Look for (sbdy/sth) – try to find
Look forward to (sth) – be excited about the future
Look into (sth) – investigate
Look out – be careful, be vigilant, or take notice
Look out for (sbdy/sth) – take notice
Look (sth) over – check, examine
Look (sth) up – search and find information about something
Look up to (sbdy) – have a lot of respect for
Make (sth) up – invent, lie about something
Make up – forgive each other
Make (sbdy) up – apply cosmetics to someone
Mix (sth) up – confuse things
Pass away – die
Pass out – faint
Pass (sth) out – give the same thing to several people
Pass (sth) up – decline (normally something good)
Pay (sbdy) back – return owed money
Pay for (sth) – be punished for doing something bad
Pick (sth) out – choose
Point (sbdy/sth) out – indicate using a finger
Put (sth) down – put what you are holding on a surface or floor
Put (sbdy) down – insult, make someone feel stupid
Put (sth) off – postpone
Put (sth) out – extinguish
Put (sth) together – assemble
Put up with (sbdy/sth) – tolerate
Put (sth) on – put clothing or accessories on your body
Run into (sbdy/sth) – unexpectedly meet
Run over (sbdy/sth) – drive a vehicle over a person or thing
Run over/ through (sth) – rehearse, review
Run away – escape, leave unexpectedly
Run out – have none left
Set (sth) up – arrange, organize
Set (sbdy) up – trick, trap
Shop around – compare prices
Show off – act as though special.
Sleep over – stay somewhere for the night
Sort (sth) out – organize, resolve a problem
Stick to – continue doing something, or limit yourself to a particular thing.
Switch (sth) off – stop the energy flow, turn off
Switch (sth) on – start the energy flow, turn on
Take after (sbdy) – resemble a family member
Take (sth) back – return an item
Take off – start to fly
Take (sth) off – remove something (especially clothing)
Take (sth) out – remove from a place or a thing
Take (sbdy) out – pay for someone to go somewhere with you
Tear (sth) up – rip into pieces
Think back – remember
Throw (sth) away – dispose of
Turn (sth) down – decrease the volume or strength (of heat, light, etc)
Turn (sth) down – refuse
Turn (sth) off – stop the energy flow, switch off
Turn (sth) on – start the energy flow, switch on
Turn (sth) up – increase the volume or strength (of heat, light, etc)
Turn up – appear suddenly
Try (sth) out – test
Use (sth) up – finish the sipply
Wake up – stop sleeping
Warm (sth/sbdy) up – increase the temperature
Warm up – prepare body for exercise
Wear off – fade away
Work out – exercise
Work out – make a calculation
Work out – be successful

Examples in Sentences

I want to blow this balloon up
My wife and I broke up last month.
The thief broke out of the crowd without anyone noticing.
We are going to a far off place so you have to dress up.
We wanted to surprise her about the wedding but she found it out.

Exercise

Fill in the blank with a phrasal verb beginning with the correct form of verb in brackets.

___________ the blanks with appropriate words. (fill)
His child’s teeth started to ____________ at the age of six. (fall)
I would advise we _____________ this syllabus. It has lost its meaning. (do)
Do not ________________ me _____________ when I am listening to the music. (cut)
Kimutai ___________________ malaria last week. (come)
Akinyi is trying to ___________ her point ___________ but the other students are making noise. (get)
All the students have ____________ from their long December holidays. (get)
She ___________ free books to young children every month. (give)
The bad boy has finally ____________ drinking. (give)
They __________ their dog _________ whenever the visitors come. (hold)

(d) IDIOMATIC EXPRESSIONS

1.She was tickled pinkby the good news.

Made very happy

You were hands downthe best player on the team.

There was no competition

I’ve been feeling pretty down in the dumpslately.

Sad or depressed

I’m feeling sick as a dog!

Very sick

I’ve been feeling under the weather.

Not well

Rise and shine!

Wake up and be happy!

Close, but no cigar.

You were very close, but you did not make it.

I could play outside till the cows come home.

For a very long time

9. Acid Test:

Acid test proves the effectivenes of something.

10. Cut the ground from under feet :

When you cut the ground from under someone’s feet, you do something which weakens their position.

11. Chase your tail:

Spending a lot of time and energy doing a lot of things but actually achieving too little.

12. Whole bag of tricks –

Means trying all the clever means to achieve something.

13. Deliver the goods –

Do what is expected or promised.

14. Fine-tooth comb –

Examining something carefully to not miss out any details.

15. Explore all avenues

Trying out every possibility to get a result.

16. Fast track something –

Rating something higher on your priority list to achieve the desired result.

17. Get ducks in a row –

Getting your things well organized.

18. Get the show on the road –

Putting up a plan or idea into action.

19. Keep your fingers on the pulse –

Being constantly aware of the most recent developments.

20. Mean business –

Being serious about what you announce.

21. Think on your feet –

Adjusting quickly to changes and making fast decisions.

22. Sail through something –

– Being successful in doing something without difficulty.

23. Tricks of the trade :

Meaning – Clever or expert way of doing something.

24. Not let grass grow under feet –

Meaning – Don’t delay in getting something done.

25. Work like a charm –

Works very well or has the desired effect.

26. Back-room boys –

People who perform important work but have no contact with the public.

27. Dead wood –

People or things which are no longer useful or necessary.

28. Get the axe –

Meaning – lose the job.

Example – The projects team was undergoing a major restructuring, recruitment executives were the first to get the axe.

29. Plum job –

Desirable position which is well-paid and considered relatively easy .

Example – This looks like a plum job but it has its own bunch of complications.

30. Shape up or ship out –

This expression is used to warn someone that if they do not improvetheir ways, they will have to leave their job.

31. Golden handshake –

Meaning – Big sum of money given to a person when they leave a company or retire.

32. Separate sheep from goats –

Examining a group of people and deciding their suitability

33. Waiting in the wings –

Waiting for an opportunity to take action, mostly to replace someone else in their job.

Examples in Sentences

Since the teacher is about to retire, there are five other teachers in the waiting wings to take his position.
At his retirement, he will be offered a golden handshake.
Teaching, to many, seems to be plum job to many young youths.

PARTICIPLES

A participle is a type of verbal.
A verbal is a verb form that looks like a verb but does not act as the verb in a sentence.
A participle functions as an adjective to modify a noun or a pronoun.
There are three types of participles:
Present Participles which is the “-ing” form.
Past Participles. Regular verbs end in “-ed”, while irregular ones end in –en, -n, -t, or various other endings.
Perfect participle
Used to shorten or combine clauses that have the same subject.
One action is completed before the next one starts.

Examples in Sentences

Present Participle

I am running.
The lesson is boring.
He is afraid of swimming.

Past Participle

The door was opened.
I have written the letter.
He was really bored.

Perfect Participle

She bought a pen and ran to school.
She arrived home and ate her lunch

ADJECTIVES

QUANTIFIERS
They are adjectives and adjective phrases that give approximate answers to the questions like:
How much?
How many?

Examples of Quantifiers

‘A few’ versus ‘A little’

A few (for countable nouns) and a little (for uncountable nouns) describe the quantity positively.
These words can be used in the following ways:
I have a few pens. This means perhaps not many, but enough.
There is a little money left. It means there is enough to live on.

Few versus Little

They describe quantity in a negative way.
They can be used in the following ways:
Few students visited the site last weekend. Almost none visited the site.
I have little money left. Almost no money

A great number of/a large number of/a large quantity of are also quantifiers.

Cardinal Numbers versus Ordinal Numbers

The cardinal numbers like one, three, ten, etc refer to the quantity.
The ordinal numbers like first, third, tenth etc refer to distribution.
In the sentences below, we can learn how they are used.

Number	Cardinal Number	Ordinal Number
3	Three days are enough.	We will be through by the third day.
13	Call me the thirteen girls.	The thirteenth girl will be punished.
33	There are thirty three students who sat for the exams.	The thirty-third student will have to resit the exams.

PREDICATIVE AND ATTRIBUTIVE ADJECTIVES
A predicate adjective is an adjective that follows a linking verb and the subject of the linking verb.
A predicate adjective contrasts with an attributive adjective, which typically sits immediately before the noun it modifies.
Study the two sentences below.
The dress is expensive.
The expensive dress has been bought.
In the first sentence, adjective ‘expensive’ comes after the linking verb “is”. It is therefore predicative.
In the second sentence, it sits before the verb . it has been used attributively.
Look at the sentences and phrases below. The adjective in boldface has been used attributively, while the one underlined, predicatively.
This sea is blue.
The blue will be visited.
The boys are happ
The happy boys are coming.

ADVERBS

FORMATION OF ADVERBS
There are rules that help one form adverbs. These rules are:

Adverbs are formed by mostly adding –ly to an adjective. Examples

Adjective Adverb

Cheap cheaply

Slow slowly

Quick quickly

If the adjective ends in –y, replace the “y” with “i” and add “-ly”. For example,

Adjective Adverb

Easy Easily

Lucky Luckily

Happy Happily

Angry Angrily

If the adjective ends in –able, “-ible”, or “-le”, replace the “-e” with “-y”. examples,

Adjective Adverb

Probable Probably

Terrible Terribly

Gentle Gently

If the adjective ends in “-c”, add “-ally”. Examples,

Adjective Adverb

Basic basically

Tragic tragically

Economic economically

Some adverbs have the same form as the adjective, for example,

Adjective Adverb

Early Early

Fast Fast

Hard Hard

High High

Wrong Wrong

Staright Straight

Near Near

Late Late

Read the sentence and note whether the word has been used as an adjective or as an adverb.

It is a fast car.
The car was driven fast.
It is a hard assignment.
The assignment is hard.

“Well” and “good”

Well is just an adverb correspondent of the adjective “good”.

Look at the sentences below:

She is a good pianist.
She plays piano well.
They are good writers.
They write well.

FUNCTIONS OF ADVERBS (MODIFIERS)

Adverbs are words which describe or modify other verbs. For example,
The athlete ran quickly.
The new student acts stupidily.
He left
Adverbs also modify other adverbs. For example,
The student very easily wrote the answers.
The student behaves really
Adverbs also modify adjectives. For example,
The very beautiful girl won his heart.
This tea is extremely
An adverb can also modify prepositional phrase, for example,
The boy was punished just outside the staffroom.
An adverb at times modifies the whole sentence, for example,

Luckily, we met the man we have always wanted to see.

Exercise

Underline the adverbs in the sentences below and then identify how each functions in the sentence.

The girl hardly ever believes what she is told.
The very tall tree was cut this morning.
Certainly, the man chose the wrong way.
We noticed that the cow was almost in the water.
The new student gladly followed all the instructions given.
This wall was frantically painted.

PREPOSITIONS

DISTINGUISHING PREPOSITIONS FROM CONNECTORS AND ADVERB PARTICLES

The three are all used in joining ideas.

Connectors

Connectors join separate ideas in two sentences or paragraphs.
Connectors usually come at the start of a sentence.
Examples are:
Firstly, next, meanwhile, consequently, etc

Examples in Sentences

I like dancing. Furthermore, I enjoy
John was on the way to my home. Meanwhile, my son was busy preparing them dinner.

Conjunctions

They join ideas in a single sentence.
Examples of conjunctions are:
Even if
Because
Even though, etc

Example in a Sentence

I like him because he is kind to me.

Prepositions

They express relations between parts of a sentence.
The following are examples of prepositions:
Above
Against
Before
At etc

CONJUNCTIONS

CORRELATIVE CONJUNCTIONS

They connect two equal grammatical items.
They must always connect two elements that are grammatically similar, meaning same structure applies.If, for instance, a noun follows “either”, then a noun will also follow “or”. Look at these examples,
In the evening, Kilonzo will either wash the clothes or clean the house.
Neither the boy nor the girl has visited their parents in the past one week.
Below are some common correlative conjunctions pairs.
As—as
Both – and
Either – or
Neither – nor
Not only – but also
Whether – or
When using correlative conjunctions, be careful about:
Verb agreement;
Pronoun agreement ; and
Parallel structure.
Verb Agreement

The second subject must agree with the verb that follows it when you connect two subjects with a correlative conjunction. For example,

Neither Kamau nor the two girls come to school late. Or
Neither the two girls nor Kamau comes to school late.

It is incorrect to say:

Neither Kamau nor the two girls comes to school late. Or
Neither the two girls nor Kamau come to school late.
Pronoun Agreement

When you connect two antecedents with a correlative conjunction, the second one must agree with the pronoun that follows it. For instance,

Neither Kamau nor the two girls understood why their teacher punished them. Or
Neither the two girls nor Kamau understood why his teacher punished them.
Parallel Structure
Maintain parallel structure when you use the correlative conjunctions. This is because the two connected elements must be balanced.
Most often you can correct any mismatched grammatical items that prevent parallel structure by simply adding a word to create the same type of phrase or by rearranging how a sentence is worded. The two sentences below are incorrect,
It was both a long name and difficult to pronounce.
Valentine is a time not only for exchanging flowers, but also for spending time with the loved ones.
When corrected they will be:
The name was both long and difficult to pronounce. Or

It was both a long name and a difficult one to pronounce.

Valentine is a time not only for exchanging flowers, but also for spending time with the loved ones.

PHRASES

ADJECTIVE PHRASES

An adjective phrase tells us something about the noun it is modifying.
The principal word in an adjective phrase is an adjective. Examples,
Cheap but nice
Unhappy with
So hot
The examples in sentences are,
This dress looks cheap but nice.
Linet is unhappy with her boss.
This is so hot.
At times, a word group work as an adjective. Read the sentences below:
He is a doctor with a lot of experience.
He is an experienced doctor.

In the first sentence, ‘a lot of experience’ is an adjective phrase. In the second, ‘experienced’ has served the same purpose as the phrase in the first.

Exercise

Replace the underlined adjective with an equivalent adjective phrase. The first one has been done for you.

He has bought a metallic

He has bought a door made of metal.

Husband wore a golden
A white cow was slaughtered.
He lives in a stone
I have passed several sleepless
The white used the Ugandan
Heroic deeds are worth praises.
Theirs was a brave
It was a horrible
Many Kenyans talk about English
This teacher is a wealthy

PREPOSITIONAL PHRASES

A prepositional phrase will begin with a preposition and end with a noun, pronoun, gerund, or clause, which is the object of the preposition.
The object of the preposition usually has one or more modifiers descrbing it.
Below are patterns for prepositional phrases:
Preposition+Noun, for example, at home, on time
Preposition + Pronoun, for example, with him
Preposition + Gerund, for example, by dancing
Preposition + Clause, for example,

He is telling us a story about the lion who killed my cat

Preposition Noun Clause

Preposition + modifier + noun/pronoun/geund/clause, for example,

Under the big table

_{preposition modifiers noun}

The sentences that follow have prepositional phrases. Underline them and identify their parts.
I received this letter from my sister.
Before break, the teacher asked us to collect our books.
The pen on the floor is new.
He drove the car along the busy, two-lane

Exercise

Complete the sentences below with appropriate prepositions. From the completed sentence, write the prepositional phrase in it.

Do your parents live _____________ Nairobi?
We will go out to dinner ___________ Friday night.
The keys are _______________ the kitchen cupboard.
He drove the car __________________ excessively worrying.
He is stiff ____________ yesterday’s long exercise.
Angela has been diognosed ___________ malaria.
The plane touched down ____________ difficulty.
A matatu transported them ___________ their hotel comfortably.
We all laughed when Njuguna came to school ___________ his pyjamas.
I would rather have coffee ________________ of porridge.
He is standing here_________ his friend.
____________ fire, use the emergency window.
_______________ the rains, we went out.
___________ the whole, they like that teacher.
We are pleased with your perfomance _________ general.

CLAUSES

NOUN CLAUSES

A dependent clause that acts as a noun is the noun clause.
A noun clause can begin in any of the following words:

When
How
What
Where
Whoever
Whichever
Whomever
Whom
Whether
Whatever
Why

Noun clauses perform the following functions in sentences:

Act as subjects, for example,

Whoever wishes the king death is a big fool.

in above, “whoever wishes the king death” is the noun clause and acts as the subject.

This clause contains “whoever” which is the subject, and a verb “wishes”.

That he is a polygamist is known to you.

Act as objects of verbs. Consider the sentence below.

The king ordered that the man should be stoned to death.

The noun clause in boldface is the object of the verb “ordered”.

Remember to buy whoever loves you a flower.

The clause in bold is the indirect object.

Act as objects of the prepositions, for example,
Give the pen to whomever you like to.

It is the object of the preposition “to”.

Exercise 1

Underline the noun clause in each sentence.

That you hate him is your own problem.
You cannot rely on what David says.
It is true that his father has passed on.
The news that more than 100 soldiers were killed is a big lie.
It was unfortunate that the terrorist escaped.
He wondered whether the King learnt of the news.
I will punish whoever fails this test.
I can give this to whomever pleases me most.

Exercise 2

Put the words in brackets in their correct order to fill the blank space.

I wonder _____________________ wait for her. (should how we long)
Do you know ________________ ? (be will what weather the )
He told me _________________ . (not would that go he)
I don’t know _____________ . (he gone has where)
Moris asked _____________ . (was my how family )

I wonder how long we should wait for her.
Do you know what the weather will be?
He told me that he would not go.
I don’t know where he has gone.
Moris asked how my family was.

ADJECTIVE CLAUSES

Also referred to as adjectival or relative clause.
An adjective clause must meet such requirements as:
It contains a subject, and a verb.
It begins with a relative pronoun (like who, whom, whose, that, or which) or with a relative verb (for example, when, where, or why)
It functions as an adjective. The adjective in this case answers the questions, ‘Which one?’, ‘How many?’, or ‘What kind?’
There are two patterns followed by an adjective clause:
Relative pronoun/adverb + subject + verb, for example,
Whose bag was stolen.

_{relative subject verbs}

_pronoun

Why Kim cannot stand that smell.

_{relative subject verbs}

_adverb

Relative pronoun (which is the subject)+ verb, for example,
Who jumped over the fence.

_{relative pronoun verb}

_(subject)

In a sentence, we can have something like,
Juma is the boy whose bag was stolen.
He is allergic to bad smell is one reason why Kim cannot stand that smell.

Punctuating an Adjective Clause

Before you decide to use a comma, you have to decide whether the clause is essential or nonessential.
Essential ones require commas while the others do not.
The first example has an nonessential clause, while the second, a n essential clause.
Transline Galaxy, which people don’t like, is often fast.
The new boy who everyone likes is my favourite student.

Exercise

Combine the pair of sentences to make one sentence using an adjective clause. The first one has been done for you.

I met Akinyi in town. Akinyi is a thief.

I met Akinyi, who is a thief, in town.

The man was sick. He looked very pale.
He was sitting in the emergency room. It was very crowded.
A nurse was nearby. The man called to her.
The nurse called the doctor. The doctor came quickly.
The doctor asked him to lie down. The doctor looked very worried.
The doctor gave the man an injection. The injection made him go to sleep.

CONDITIONAL CLAUSES

They are used to express that the action in the main clause can only take place if a certain condition is fulfilled.
There are various subordinating conjunctions used in joining the clauses. Some of them are:
If
Unless
Only
Until

“If” Clauses

It consists of two parts.
The first part is the condition. It is the half with the word “if”.
The other part is the action to occur if the condition is fulfilled. This half is the main clause.
Consider:

What will happen when you see the president?

If I see the president I will be very happy.

The action that will occur when this person sees the president is being happy.

Examples in Sentences

You will have to walk if you miss the 6 am bus.
If you find the door open, kindly close it.
If the Israelites had not broken the covenant, the covenant wouldn’t have been renewed.
If I have a problem, he always help.

Unless Clauses

Basically, it means the same thing as,”if ….not.”
Example in a sentence.

You will fail unless you work hard. Or

Unless you work hard, you will fail.

The first sentence means, “you will fail if you don’t work hard.”

The second means, “If you work hard, you will not fail.” Or “if you work hard, you will pass.”

More Examples

I will arrive at 9 unless I wake up late.
Unless I am very busy, I will write you a letter.
You will remain unhappy unless you stop seeing her.

Exercise

Use the correct form of words in brackets to complete the sentences below.

She _______________ (forgive) unless you tell her the truth.
We _____________ (pass) the exams if we don’t work harder.
_______________(if/unless) she ____________ (take) a painkiller, she _________ (feel) much better soon.
_________ (if/unless) they __________ (be) here next week, they _________ (try) to go to Warda’s party.
_____________ (you/go) to the party __________ (if/unless) she __________ (send) you an invitation card?

DIRECT AND INDIRECT SPEECHES

We often have to give information about what people say or think.
To give such information, one has to use direct (quoted) speech, or indirect (reported) speech.
Direct/Quoted Speech
This is the saying of exactly what someone has said.
What a person says is within quotation (“….”)
What is said is word for word. For example,
“I will take you out tomorrow,” Timothy said.
He complained, “your phone is always off.”
Indirect/Reported Speech
There is no use of quotation to enclose what the person said.
What is said doesn’t have to be word for word.
The verb usually changes when reporting. This is because we normally report something said in the past.

The past tense is used as what was originally spoken was done in the past

Direct Speech Indirect Speech

She said, “It is going to rain.” She said it was going to rain.

The singer said, “I have been singing since 2010.” The singer said he had been singing since 2010.

The teacher said, “I will teach tomorrow.” The teacher said he would teach the next day.

Expressions of Time if Reported on a Different Day

Direct Speech

Indirect Speech

This (evening/afternoon/month etc)

Today

These (days/months etc)

Now

(a day/a month etc) after

Last weekend

Here

Next (week/year etc)

Tomorrow

Day after tomorrow

Yesterday

The day before yesterday

That

That day

Those

Then

(a day/a week/ etc)Before

The weekend before or the previous weekend

There

the following

the next day/ the following day

in two days time

the day before/ the previous day

two days before

ANSWERS TO SOME GRAMMAR EXERCISES

PARTS OF SPEECH

NOUNS

TYPICAL NOUN DERIVATIONS

Exercise 1

Word	Noun
Clean	Cleaner
Teach	Teacher
Advise	Advisor
Animate	Animator
Audit	Auditor
Govern	Governor/ governance /government
Operate	Operator/operation
Conduct	Conductor
Negotiate	Negotiator/ negotiation
Play	Player/play/playwright
Supervise	Supervisor
Determine	Determination
Supply	Supplier
Drum	Drummer
Publish	Publisher
Observe	Observant/observation
Build	Builder/building
Materialize	Materialism
Capture	Captive
Move	Movement

Exercise 2

Commitment
Pronunciation
Measurement
Development
Narrative
Engineering
Concentration
Historian
Installment
Blindness

GENDER SENSITIVE LANGUAGE

PRONOUNS

PRONOUN CASE

I sold my bike to Abdi. him
I sold my bike to Abdi and Yussra. us
I sold my bike to Abdi and Yussra. it
The bike’s brake was bad. its
Abdi gave the bike to Abdi and Yussra’s their
The son promised to pay his parents for the bike. he
The son’s girlfriend rode the bike into a fish pond. his
The pond belongs to me and my family, and my family and I are unhappy. Us, we
The fish’s temper is almost as bad as my temper. Its, mine
Abdi and Yussra have offered to pay me and my family for the damage. They, us

(b)DEMONSTRATIVE PRONOUNS

This
Those
That
These
That

VERBS

TRANSITIVE AND INTRANSITIVE VERBS

Junior likes Transitive
Jenifer brushes her teeth every morning. Transitive
I smile whenever I play games.

Smile: intransitive

Play:Transitive

Richard sleeps 8 hours a day. Intransitive
My boss offered me a new job. Transitive
The horse runs Intransitive
She promised me she would visit. Transitive
The family works in the field everyday. Intransitive
Njeri cooks me dinner. Transitive
The food smells Intransitive
I owe you hundred shillings. Transitive
All the candidates passed the test. Transitive

PHRASAL VERBS
Fill in
Fall out
Do away with
Cut, in
Came down with
Get, across/over
Gotten back
Gives out
Given up
Hold, back

INFINITIVES

I started reading.

I started to read.

He stopped smoking.

He stopped to smoke.

Writing is more difficult than reading.

To write is more difficult than to read.

Jogging is a good exercise.

To jog is a good exercise.

I like cycling.

I like to cycle.

I enjoy swimming.

I enjoy to swim.

PHRASAL VERBS

Idiomatic Expressions

PARTICIPLES

The students worked around the clock. They completed the project.

Working around the clock, the students completed the project.

The student was frustrated by lack of progress. The student dropped out of school.

Frustrated by the lack of progress, the student dropped out of school.

The student frustrated by lack of progress dropped out of school.

The dog was wounded. The dog stumbled through the muddy field.

The wounded dog stumbled through the muddy field.

Wounded, the dog stumbled through the muddy field.

The man threw out the television. The television was broken.

The man threw out the broken television.

Martha was listening to loud music. Martha could not hear her parent calling.

Listening to the loud music, Martha could not hear her parent calling.

The man was sitting in the library. He was reading a newspaper.

Sitting in the library, the man was reading a newspaper.

She walked home. She met an old friend.

Walking home, she met an old friend.

The dog wagged its tail. It bit the thief.

Wagging its tail, the dog bit the thief.

The technician was working in the lab. He cut his finger.

Working in the lab, the technician cut his finger.

Njoroge was relaxing on his chair. Njoroge fell asleep.

Relaxing on his chair, Njoroge fell asleep.

The man was disappointed. He stomped his foot and left angrily.

Disappointed, the man stomped his foot and left angrily.

FUNCTIONS OF ADVERBS (MODIFIERS)

The girl hardly ever believes what she is told.

It modifies the adverb ‘ever’.

The very tall tree was cut this morning.

It modifies adjective ‘tall’.

Certainly, the man chose the wrong way.

It modifies the sentence, ‘The man chose the wrong way.’

We noticed that the cow was almost in the water.

It modifies prepositional phrase ‘in the water’.

The new student gladly followed all the instructions given.

It modifies the verb ‘followed’.

This wall was frantically painted.

It modifies the verb ‘painted’.

PHRASES

ADJECTIVE PHRASES

He has bought a metallic

He has bought a door made of metal.

Her husband wore a golden

Her husband wore a ring made of gold.

A white cow was slaughtered.

A cow with white skin was slaughtered.

He lives in a stone

He lives in a house built of stone.

I have passed several sleepless

I have passed several nights without sleep.

The white used the Ugandan

The white used the railway running through Uganda.

Heroic deeds are worth praises.

Deeds of heroism are worth praises.

Theirs was a brave

Theirs was an act of bravery.

It was a horrible

It was a movie full of horror.

Many Kenyans talk about English

Many Kenyans talk about the league of England.

This teacher is a wealthy

This teacher is a person of great wealth.

PREPOSITIONAL PHRASES

In , in Nairobi
On, on Friday night
In, in the kitchen cupboard
Without, without excessively worrying
From, from yesterday’s long exercise
With, with malaria
Without, without difficulty
To, to their hotel comfortably
In his pyjamas
Instead of, instead of porridge
on behalf, on behalf of his friend
in case of, in case of fire
in spite of, in spite of the rains
on, on the whole
in, in general

CLAUSES

NOUN CLAUSES

Exercise 1

That you hate him is your own problem.
You cannot rely on what David says.
It is true that his father has passed on.
The news that more than 100 soldiers were killed is a big lie.
It was unfortunate that the terrorist escaped.
He wondered whether the King learnt of the news.
I will punish whoever fails this test.
I can give this to whoever pleases me most.

Exercise 2

I wonder how long we should wait for her.
Do you know what the weather will be?
He told me that he would not go.
I don’t know where he has gone.
Moris asked how my family was.

ADJECTIVE CLAUSES

I met Akinyi in town. Akinyi is a thief.

I met Akinyi, who is a thief, in town.

The man was sick. He looked very pale.

The man who was sick looked very pale.

He was sitting in the emergency room. It was very crowded.

The emergency room, where the he was sitting, was very crowded.

A nurse was nearby. The man called to her.

The man called the nurse who was nearby.

The nurse called the doctor. The doctor came quickly.

The doctor, who was called by the nurse, came quickly.

The doctor asked him to lie down. The doctor looked very worried.

The doctor, who looked very worried, asked him to lie down.

The doctor gave the man an injection. The injection made him go to sleep.

The doctor gave the man an injection, which made him go to sleep.

CONDITIONAL CLAUSES

She will not forgive you unless you tell her the truth.
We will not pass the exams if we don’t work harder.
If she takes a painkiller, she will feel much better soon.

Unless she takes a painkiller, she will not feel much better soon.

If they will be here next week, they will try to go to Warda’s party.

Unless they will be here next week, they will not try to go to Warda’s party.

Will you go to the party if she sends you an invitation card?

FORM 3 WRITING

BUILDING SENTENCE SKILLS AND PARAGRAPHING

COHESION IN PARAGRAPHS

Cohesion refers to how a group of sentences “hang together.”
Consider the paragraph below:

Some astonishing questions about the nature of the universe have been raised by scientists studying black holes in space. A black hole is created by the collapse of a dead star into a point perhaps no larger than a marble. So much matter compressed into so little volume changes the fabric of space around it in puzzling ways.

USING TRANSITIONAL WORDS AND PHRASES

Transitions are words or phrases that specify a relationship between sentences and between paragraphs.
They help direct the reader from one idea to another.
Below are some common transitional words:

To Specify Sequence	again, also, and, and then, besides, finally, first . . . second . . . third, furthermore, last, moreover, next, still, too
To Specify Time	after a few days, after a while, afterward, as long as, as soon as, at last, at that time, before, earlier, immediately, in the meantime, in the past, lately, later, meanwhile, now, presently, simultaneously, since, so far, soon, then, thereafter, until, when
To Specify Comparison	again, also, in the same way, likewise, once more, similarly
To Specify Contrast	although, but, despite, even though, however, in contrast, in spite of, instead, nevertheless, nonetheless, on the contrary, on the one hand . . . on the other hand, regardless, still, though, yet
To Specify Examples	after all, for example, for instance, indeed, in fact, of course, specifically, such as, the following example, to illustrate
To Specify Cause and Effect	accordingly, as a result, because, consequently, for this reason, hence, if . . . then, since, so, then, therefore, thereupon, thus, to this end
To Specify Place	above, adjacent to, below, beyond, closer to elsewhere, far, farther on, here, near, nearby, opposite to, there, to the left, to the right
To Specify Concession	although it is true that, granted that, I admit that, it may appear that, naturally, of course
To Specify Summary, Repetition, or Conclusion	as a result, as has been noted, as I have said, as mentioned earlier, as we have seen, in any event, in conclusion, in other words, in short, on the whole, therefore, to summarize

PUNCTUATION

The Colon

The colon expands on the sentence that precedes it, often introducing a list that demonstrates or elaborates whatever was previously stated.

Examples

There are three things I hate: eating while walking, being late for the lesson, and being abused.
She brought various fruits: bananas, mangoes, guavas, and apples.
Your problem is one: talking too much.

The colon is also used to divide the hour from the minutes in writing a time in English.

Examples

12:30
11:10

THE SEMICOLON

The semicolon is somewhere between a full stop and a comma.
Semicolons can be used to join phrases and sentences that are thematically linked without having to use a conjunction, for example,

I did not go out; it was raining.

Jane is tall; Albert is short.

DASHES

Dashes can be used to add parenthetical statements or comments in much the same way as you would use brackets.
In formal writing you should use the bracket rather than the dash as a dash is considered less formal.
Dashes can be used to create emphasis in a sentence.

Examples

He might emerge the winner – you can’t tell..
She might come to the party – you never know.

PERSONAL WRITING

REMINDERS
We keep track of everything we need to do.
Your reminder will help you get things done by including relevant information like phone numbers.
A reminder helps one remember important occasions and appointments.

Sample Reminder 1

REMINDER

APPOINTMENT WITH MR. KANJIRA

DATE: 11^th February, 2016

TIME: 4.15 p.m.

PLACE: Staffroom

I will be having an appointment in the staffroom with Mr. Kanjira. To carry with me are:

· Two pens (blue and black)

· Notebook

I should be punctual.

Sample Reminder 2

MY REMINDER

DAY	DATE	TIME	EVENT	PLACE
Saturday	13^th March	3.00 pm	Pschology Lectures	Room 45
Friday	19^th March	2.00 pm	Appointment with Dr James	St Joseph’s Hospital
Monday	22^nd March	8.00 am	Guidance and counselling lesson	College chapel
Tuesday	23^rd March	4.30 pm	Shopping	TRM

Personal Journals

As discussed earlier.

SOCIAL WRITING

NOTES OF THANKS
A Thank You Note is thoughtful way to express your gratitude and appreciation for someone who has done something great for you.
The note doesn’t have to be long to be meaningful. Your thoughts count more.

Elements of a Thank You Note

Date
Salutation
Personalizing the note. Think of one or two specific instances when you were helped by the person.
Concluding the note. Say thank you again to the person.
Sign

Sample Thank You Note

9^th April, 2016

Dear Ms Becky:

I am writing to thank you for everything you did last year to help me prepare for my exams.

I really appreciated when you asked me to be coming to see you whenever I had difficulty in your subject. You also advised me to work harder in class. But more than that, you guided me on how to answer questions in the exams.

All the support you gave me helped me receive the grade I have received. I could have never received anything near this grade without you. Thank you.

Sincerely,

Murkomen Abdi

CONGRATULATORY NOTES
We always recognize the accomplishments by others.
Writing a congratulatory note adds warmth to the relationships.
We write congratulations notes incase of the following achievements:
Promotion(job, class)
Retirement
Graduation
New title
New job
Scholarship
Successful speech
Birth
Engagement
Marriage
Winning competition

The Dos when Writing Congratulations Note

Write soon after hearing the news.
Use the word “congratulations” early.
Tell the person how impressed you are.
Express your wishes for the person’s continued success.

Steps to Writing Congratulatory Note

STEP	EXPLANATION	EXAMPLE
Writing Salutation	The person might like see their own name written.	Dear Aliow,
Offering Congratulations	· Done early. · Mention the occasion.	Congratulation on your promotion to deputy principal!
Express your happiness.	Tell them how impressed you are.	I was thrilled when I heard the news!
Relate the person’s achievement with something.	Relate something about the person that could have led to their achievement.	Ever since we worked together at Maragua Muslim Girls’ School, I knew you were one of the best. I am very glad that your passion for teaching has been recognised.
Sending wishes for continued success.	· Assure them that there achievement is just one of the many others on nthe way. · Wish them the best.	Best of luck in your new position. I hope that this is just the start of the many more successes to come.
Closing	· Add a closing remark. · Choose from the list: (i) Sincerely, (ii) Sincerely yours, (iii) Regards, (iv) Warm regards, (v) Yours Truly, (vi) Cordially, (vii) Best wishes, · Write your name after this	Best Wishes, Fardoly Mohamed

Exercise

Juma Maxwel, your elser brother has just got a new job after working in another company for two years. In his new place of work he will be receiving twice the salary he used to be offered in the previous company. Write him a note congratulating him.

Condolences Notes
Writing a condolence note is not an easy thing to do. This is because we often don’t know what to say. Because of this, we may even put the task off until the time to write has seemingly passed.
In a condolence note, we reflect our genuine thoughts and feelings.
Keep your message short yet thoughtful.
Try as much as possible to mention a fond or funny memory of the deceased if you knew them.

Steps to Writing Condolence Note

Introduce your note. Example,

I was deeply saddened when I learned about Joan’s passing.

I was deeply saddened by the news of Joan’s passing.

We are very saddened to hear your recent loss of Joan.

Express your condolences, referring to the person’s death as a “loss”. For example,

Please accept my heartfelt sympathies for your loss. My thoughts are with you and your family during this difficult time.

Share a short story or memory you have about the deceased. It will allow the bereaved know how much their loved ones meant to you. Probably it will give them a reason to at least smile if not to laugh. If possible, tell them that the deceased will be missed. For example,

Joan was a source of inspiration to me. I will never forget her!

Joan spent her time serving others. I am very grateful o have known her.

If you don’t know the person who has passed, you may say:

I will always remember your stories about…..

I will always remember how much you loved ….

Acknowledge the cause of death especially if it comes after a long period of suffering or illness. For example,

I know Joan experienced a great deal of suffering since she was diognosed with cancer. I pray that you find comfort in knowing that she is no longer in any pain.

Offer some assistance. Give specific ways in which you would like to help. For example,

In this stressful moment, please let me know whether I can help in any way. I would like to ……….

Sum up your note using an appropriate phrase. You can choose from the list below:
You are in my thoughts
With Deepest Sympathy
With Heartfelt Condolences,
Thinking of you
My sincere sympathy
I’m praying for you

Exercise

Your friend’s sister has passed on following the road accident on the eve of the new year. That same day you spend most of the time with her before she meets her tragedy. Write a note to Angela expressing how you feel about the sudden death of Mary, her sister.

TELEGRAMS
A telegram is a text message sent by wire using Morse code.
The codes are transcribed into language and printed.
Telegrams can be sent all over the world within a couple of hours.

Wording telegrams

The right way of wording is economical, while the wrong way is wasteful.
Avoid unnecessary words—words that might be omitted without impairing the sense of the message.

Writing figures

The suffixes ‘th’, ‘rd’, ‘nd’ appended to figures are counted as words.
Spell the words as ‘fourth’ instead of ‘4^th ’etc.

Get rid of small connecting words such as ‘a’, ‘the, etc’.
Make use of sharp sentences and phrases.

Sample Telegram

KENYAN POST AND TELEGRAM

TELEGRAM

Sender’s Name: _______________________________________________-

Sender’s Address: _________________________________________________

Receipient’s Name: ________________________________________________

Receipient’s Address: ______________________________________________

Dear Allan,

HEARD YOU WERE LITTLE BIT UNDER WEATHER AT THE MOMENT [STOP]JUST REST UP AND LET THE DOCTORS DO THEIR MAGIC[STOP] YOU WILL BE UP AND ABOUT IN NO TIME

Exercise

Your sister who lives in Chicago, USA, has delivered of a baby girl. Write her a telegram congratulating her on arrival of the new baby.

PUBLIC WRITING

Letters of Application
Also known as cover letter, a letter of application is a document sent together with your curriculum vitae to provide additional information on your skills to your prospective employer.
Detailed information on why you are qualified for the job should be provided.
This letter will let your prospective employer know what position you are applying for.

Letter of Application Format

In the table that follows, all that should be included in a letter of application are captured.

Item	Explanation	Example
Sender’s Address	· Write the name(yours or an institution’s) · Postal address follows. · Write the name of the city after.	KIMITI NJERI P.O. BOX 777 – 40400 SUNA-MIGORI
Date	In full	23^RD July, 2016
Receiver’s Address	· Start with the position of the recipient. · Write the name of the institution. · Add the box number. · Lastly, write the town or city.
Salutation	Let it be formal.
In regards to (written ‘RE’)
First Paragraph	Here: · Mention the job you are applying for. · Mention where you found the listing.
Middle Paragraphs	· Mention why your skills and experience are a good fit for the job. ·
Last Paragraph	· Say thank you to your recipient for considering your letter. · Note how you will follow up.
Closing
Signature	· End your letter with your signature. · Write your name after it

Sample Letter of Application

Vijana Werevu High School

P.O. Box 888 – 30200

MACHAKOS

31^ST January, 2016

The Director

Makusudi Secondary School

P.O. Box 434 – 50000

NAIROBI KENYA

Dear Sir/Madam:

RE: ENGLISH/LITERATURE TEACHER

I am writing to express my interest in the position of teaching English and Literature that has arisen with your school and that was listed in the Wednesday Nation on 31^st December, 2015. I believe I am an excellent fit for this position, given a chance. Besides teaching the two, I also teach History and Physical Education. I am a 2013, diploma graduate from Nikufunze Teachers’ Training College.

I am a conscientious person who works hard and pays attention to details. I am also quick to learn new skills as well as to learn from others. I am keen to work for a school with a great reputation like Makusudi Secondary School. I have the enthusiasm and determination to make ensure that I make success of the position when offered it.

I enjoy training students and helping them build confidence in their ability to achieve, both academically and socially. In addition, I have computer skills that will be a great asset when developing class resources.

Find my curriculum vitae attached.

Thank you for taking the time to consider this application and I look forward to hearing from you at your earliest convenience.

Yours faithfully,

[sign here]

Seen Later

Exercise

A job has just been advertised. You have been a doctor for three years. When you see this advert you feel like you have to apply for the job. Write your curriculum vitae you will attached in your letter of application.

STUDY WRITING

SYNOPSIS
Synopsis answers the question: What is the story of the novel, play, etc?
Just write what happens in the book.
Often not long, so try to capture only pertinent details.
Go into the detail about the setting.

The River and the Source Synopsis

THE RIVER AND THE SOURCE

The novel begins with the birth of a girl child. ……….………….…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Exercise

Assume you are the author of “Caucasian Chalk Circle”. The play has not been published. When you ask the publishers to publish it, they tell you to write the synopsis of the play before they consider publishing it. Write its synopsis.

REPORTS
A report is a systematic, well organized document which defines a problem, and analyses it.
Reports are written following research or study on a currently trending topic.
There are short and long reports.
A report has sections, and sub sections
There are elements found in both the short and the long reports. They include:
Heading
Here we include things such as:
Date
Officer to whom the report is presented
Committee members (if done as a group)
Terms of reference. This is where we write the objective of the study.
Methods of data collection. How the information was gathered is discussed here. The different methods of collecting data are use of:
Questionnaires
Observation
Interviews

State what you learned.
Conclusions
State how the findings can help improve the situation.

Reports are always:
Accurate;
Concise;
Clear; and
Well structured.

Sample Report

REPORT ON WHY MOST GIRLS AT NAIVASHA CHRISTIAN SCHOOL DROP OUT OF SCHOOL

Introduction

The principal asked a group of students to find out the reasons why there is high drop out among girls at Naivasha School. The committee included:

1. Njagi Cool

2. Kimotho Macha

3. Jane Kilonzo

The study started on 3^rd February and ended on 10^th of the same month.

Procedure

The group used different methods to gather the information. The following are the methods used collect data:

(a) Questionnaire

About five students, among them three girls were issued with questionnaires that they filled with ease. At first they were not ready to do so but when they were assured a token, they were more willing to respond. They took approximately ten minutes each to provide response to the questions and prompts.

(b) Interviews

One of the committee members, Kimotho Macha, was appointed to lead in interviewing two students. The two students gave several reasons for the high drop out. One of them even wanted to have been included in the committee. The interviews were conducted at the school quadrangle.

(c) Observation

One week was enough for the committee members to study the other students. It was noted, in the way they talk in small groups, why they drop out. In fact one of the female students left the school before the actual day of submitting this report.

Findings

It was found out that:

(a) Since most girls are idle during the weekends, they yield to pressure from the fellow students who push them into leaving the school. While at home, majority fail to get admission in other schools.

(b) Some of the students are not satisfied with the quality of the meals cooked . They feel they don’t match the amount of money they pay.

Conclusions

The committee concluded that:

(a) Some of the girls do not know how to make use of their free time.

(b) Some of the students value food more than education services offered at the school.

Recommendations

(a) The students should be guided on how to benefit from their free time.

(b) The quality of meals should be improved or at least provide alternative diet to those not satisfied.

Report compiled by: Amos Ngotho

Signature:

Position: FORM 2 STUDENT

Exercise

It has been noted that students at Kinya High abuse drugs. The deputy principal calls you one day and asks you to form a committee to investigate the causes of drug abuse at your school. Write the report to contain:

Introduction
Three methods of data collection
Four findings
Four conclusions
Four recommendations.

ARGUMENTATIVE ESSAYS
The argumentative essay is a genre of writing that requires the student to investigate a topic; collect, generate, and evaluate evidence; and establish a position on the topic in a concise manner.
The structure of the argumentative essay is held together by the following.

A clear, concise, and defined thesis statement that occurs in the first paragraph of the essay.

In the first paragraph of an argument essay, students should set the context by reviewing the topic in a general way.

Clear and logical transitions between the introduction, body, and conclusion.

Without logical progression of thought, the reader is unable to follow the essay’s argument, and the structure will collapse. Transitions should wrap up the idea from the previous section and introduce the idea that is to follow in the next section.

Body paragraphs that include evidential support.

Each paragraph should be limited to the discussion of one general idea.

Evidential support (whether factual, logical, statistical, or anecdotal).

The argumentative essay requires well-researched, accurate, detailed, and current information to support the thesis statement and consider other points of view.

A conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided.

Do not introduce any new information into the conclusion; rather, synthesize the information presented in the body of the essay. Restate why the topic is important, review the main points, and review your thesis. You may also want to include a short discussion of more research that should be completed in light of your work.

INSTITUTIONAL WRITING

NOTIFICATIONS OF MEETINGS
A notice of meeting is sent to members of a particular group to inform them of the:
Time of the meeting
Date of the meeting
Location of the meeting
Information to be discussed. This is where the agenda come.

Writing a Notice of Meeting

To write a good notice of meeting, follow the steps that follow:

Write the name of the organization/institution at the top of the page.
Write “Notice of Meeting” a few lines down. Write “Notice of Public Meeting” if your meeting will be open to the public.
Below write the name of the group.
In the body of the notice, include such things like:
Time of the meeting
Date of the meeting
Location of the meeting
Agenda of the meeting
Any pertinent information
Sign off

Sample Notice of Meeting

USHIKWAPO SHIKAMANA MIXED DAY SECONDARY SCHOOL

NOTICE OF MEETING

DRAMA CLUB

To All Drama Club Members:

RE: DRAMA CLUB MEETING

This is to inform all members that the club will hold a meeting on 2^nd February,2016 from 4.20 p.m. at the school chapel.

The following business will be transacted during this meeting:

· Preliminaries;

· Confirmation of previous minutes;

· Matters arising;

· Rehearsals for drama festival;

· Welcoming the trainer;

· Raising money to buy costumes;

· Any other business; and

· Adjournment.

You are requested to be punctual for the meeting and to come with writing materials. Refreshments will be served.

Yours Sincerely

[sign here]

Kijiko Kirefu

CLUB SECRETARY

Exercise

You are the school head prefect. You want to call for the urgent prefects’ meeting. Notify them of the meeting.

AGENDA
An agenda is the list of activities in a meeting and the order in which they should be taken up.
Any organized meeting requires a well written agenda.
If the agenda is not clearly written, the result will be that the meeting will become over-long, inefficient, or even slog.
Agenda is written and handed to the members participating in a meeting prior to the meeting.
Most secretaries prefer including the agenda in the notice of meetings.

Steps to Writing an Agenda

Write the name of the institution. If possible, have a the institution letterhead.
Give your agenda a title. Write “AGENDA”, “MEETING” and the name of the group to hold the meeting.
Include the date, time, and venue of the meeting.
Introduce your agenda.
List the items to be discussed. Start with preliminaries, then reading and confirmation of previous minutes, followed by matters arising(some people write: unfinished business), then list all the other items to be discussed. From there add “any other business” and lastly, “adjournment”.

Sample Agenda Note to Group Members

NIPE NIKUPE MUSLIM BOYS’ HIGH SHOOL

AGENDA OF THE MEETING OF SCOUTS CLUB

DATE: 24^TH JANUARY, 2016

TIME: 9.00 AM

VENUE: SCHOOL REFECTORY

There will be the second meeting of the year with the following items to be discussed:

· Preliminaries

· Reading and confirmation of previous minutes

· Matters arising

· Camping trip

· Planting flowers

· Any other business

· Adjournment

Sign

Denis Benjam

CLUB SECRETARY

MINUTE WRITING
Minutes of what is discussed is written soon after the meeting.
During the meeting, the secretary only takes notes.
Minutes are the official records of a group in an organization.
It is crucial that they be accurate as they are legal record of the proceedings of that group.

Minutes Format

ELEMENT	EXPLANATION
Heading	The heading comprise: · Name of the group; · Date of the meeting; · Time of the meeting; and · Place where the meeting was held.
Present	We write the names of all the members present here.
Not Present	· Members who fail to attend the meeting. · At times they are classified first, as Absent with Apology, then, as Absent. · In other organizations, secretaries only write “Members Absent”. They write in brackets “Pre-Arranged” for those who send their regrets. · Either ways seem acceptable.
In Attendance	Name(s) of people who attend the meeting but are non members of the group are written under this.
Preliminaries	· It is the introductory remark made before the meeting. · Included are prayers, welcoming members by the chair, and congratulating members on being punctual.
Confirmation of Previous Minutes	We include: · Reading of the minutes; · Confirmation of the minutes by a member, and seconding by another; · Approval of the minutes.
Matters Arising	· Problems or questions arising from the previous meeting are discussed here. · It is also referred to as “unfinished business”.
New Business	Key to be captured are: · The issue discussed as a problem. · The solution reached.
Any other Business	Subjects that members mention after the main subjects have been discussed. Not discussed exhaustively as the main ones.
Adjournment	When meeting ends. Date and time of the next meeting is usually announced.
Approval of Minutes	· The minutes of one meeting are normally approved at the next meeting. · Once approved both the secretary and the chair append their signatures.

Sample Minutes

WILDLIFE CLUB MEETING HELD IN THE SCHOOL REFECORY ON 13^TH FEBRUARY, 2016, AT 4.00 PM

MEMBERS PRESENT

1. Noisemaker Awuor – Chair

2. Beaker Laboraory – Secretary

3. Catherine Njagi – Treasurer

4. Sukuma Wiki – Member

5. Kijiko Povu

6. Jemimah Akinyi

7. Jeremy Kanyari

MEMBERS NOT PRESENT

1. Alot Manumu

2. Kiny Abiro

IN ATTENDANCE

Kibaki Akello – Club Patron

MIN 1/2/2016: Preliminaries

Meeting was called to order at 4.01 pm by the club chair. She welcomed all members and congratulated everyone on keeping time.

MIN 2/2/2016: Confirmation of the Previous Minutes

Minutes from the meeting on 12^th January, 2016 was read. It was confirmed as the true records of what was transacted by Annabel and seconded by Felix Kimutai. It was therefore approved without modification.

MIN 3/2/2016: Matters Arising

1. A member wanted the date for commencing trees planting be announced.

2. A member asked that drinks should be served whenever a meeting is held.

MIN 4/2/2016: Registration of New Members

It was discussed that new members was to be registered. This was a result of many students who had completed school last year. Registration was to start in a week’s time. Each new member was to pay sum of sh. 250 before being registered.

MIN 5/2/2016: Trip to Mau Forest

Members discussed the trip to Mau Forest scheduled for 1^st March. Each registered member was requested to remit their Sh. 300 contribution through the club patron before the end of February. A member requested that the school management be asked to assist in making the trip a success.

Other things to carry included:

· Toiletries

· Snacks

· Enough clothing

MIN 6/2/2016: Any Other Business

1. A member asked whether new members were eligible to visit the Mau Forest.

2. A member wanted to know when the rabbits owned by the club could be sold in order to supplement their budget for the trip.

MIN 9/2/2016: Adjournment

12^th March,2016 5.00 pm and school refectory were fixed as the date, time and place for the next meeting. There being no other business, the meeting was adjourned at 6.13 pm.

MINUTES APPROVED BY:

SECRETARY CHAIRPERSON

NAME ……………………………………………………………………. ………………………………………………………………

SIGN ……………………………………………………………………. ……………………………………………………………..

DATE …………………………………………………………………….. ………………………………………………………………

MEMORANDA
A memorandum is a brief written message sent from one person or department, to another person or a group in an organization.
A memo has twofold purpose:
It brings attention to a problem; and
It solves that problem.
They inform the reader about new information such as price increases, or by persuading them to take an action.

Memo Format

FORMAT	EXPLANATION	EXAMPLE
Institution/Organization’s Name	If possible add the letterhead.	HABA NA HABA MIXED SECONDARY SCHOOL
Heading	· State that this is a memorandum. · The words “internal memo” are usually written then underlined.	Internal Memo
Reference	Written differently depending on the organization.	Ref 3/2015
“To” field	· Write the job title of the person you are sending the memo.	TO: All Teachers
“Cc” field	· Indicate who will receive a “Courtesy Copy” of the memo. · It is directed to a person who should remain informed.	CC: Principal
“From” field	Write your job title.	FROM: The Deputy Principal
Date	Write the complete date, spelling out the month	DATE:11^th January,2016 or DATE: January 11^th, 2016
“Subject” field	· It is a line that gives the reader an idea of what the memo is about. · Be specific but concise.	SUBJECT: SUBMISSION OF END TERM EXAMS RESULTS
Body	· Two issues are discussed: the problem and the solution. · Introduce the problem in the first paragraph. · Give the solution to the problem in the second paragraph. Suggest the actions that should be taken. · The third paragraph(normally the last) close the memo with a positive and warm summary.	As of 3^rd August, 2015, only two teachers had submitted the end of term two examination results. The results were supposed to have entered into the computer by 3^rd. You are requested to increase your speed in marking the remaining papers. Before 7^th of this month, ensure you have entered the marks. We will be glad to see all that done by the newly set deadline. We wish all the best as you work towards meeting that deadline.
Signing off	· Sign · Write your name	Yours Sincerely, [signature] Mr. Mamboga Japheth

Teachers' Resources

ENGLISH FORM 4 POST-MOCK EXAM WITH MARKING SCHEMES IN PDF

October 5, 2025 Maverick John Leave a comment

101/3

FORM 4 ENGLISH

Paper 3

(Creative compositions and essays based on set texts)

Time: 2 ½ Hours

MWAKICAN JOINT EXAMINATIONS

ENGLISH

Paper 3

2 ½ Hours

Instructions to candidates

Answer three questions only on the answer sheets provided
question one and two are compulsory
In question three, choose only one of the optional texts which you have prepared on.
Each of your essays must not exceed 450 words
Your answers must be written in English
Where the candidate presents work on more than one optional texts, only the first one to

IMAGINATIVE COMPOSITION (COMPULSORY) (20 MARKS)
Write a composition ending with the words:

From that day, I learnt never to trust anybody.

Write a story to illustrate the saying

Pride comes before a fall.

COMPULSORY SET TEXT (Blossoms of the Savannah) (20 MARKS).

Our greatest enemies are those close to us; support this statement with illustrations from the text.

OPTIONAL SET TEXTS (20 MARKS)

EITHER

The short story: Memories we lost and other stories

Using adequate illustrations from the story ‘Almost Home’ by Barvy Mc kinley, write an essay with the title ‘The Challenges of illegal Immigration,’

The Novel: The Pearl – John Steinbeck

‘Great expectations make frustrated men’. Using illustrations from the novel, write an essay supporting this statement.

MWAKICAN JOINT EXAMINATIONS MARKING SCHEME

PAPER 3 FORM 4 ENGLISH

Q1 a. Deduct 4 marks AD if the candidate does not end with the given words.

Deny marks if the meaning of the proverb is given. Meaning should be from the story.

TABLE OF CATEGORIZATION

D CLASS (01-05)

The candidate either does not communicate at all or his language ability is so minimal that the examiner practically has to guess what the candidate wants to communicate. The candidate fails to fit English words he knows into meaningful sentences.

The subject is glanced at or distorted. Practically no valid punctuation. All kinds of errors are “Broken English.”.

D- (01-01) Chaotic. Little meaning whatsoever. Question paper or some words from it simply copied.

D (03) Flow of thought almost impossible to follow. The errors are continuous.

D+(04-05) Although English is often broken and the essay is full of errors of all types one can at least guess what the candidate wants to communicate.

C CLASS (06-10) – Generally, there is difficulty in communication.

The candidate communicates understandably but only more or less clearly. He/she is not confident with their language. The language is often undeveloped. There may be some digressions. Unnecessary repetitions are frequent. The arrangement is weak and the flow is jerky. There is no economy of language mother tongue influence is felt in spelling; there is direct translation.

C- (06-07)- The candidate obviously finds it difficult to communicate his ideas. He is seriously hampered by his very limited knowledge of the language structure and vocabulary. This results in many gross errors of agreement, spelling, misuse of prepositions, tenses, verb agreement and sentence construction.

C 08 The candidate communicates but not with consistent clarity. His linguistic abilities being very limited, he cannot avoid frequent errors in sentence structure. There is little variety or originality. Very bookish English. Links are weak, incorrect and at times repeated.

C+ (09-10) The candidates communicates clearly but in the flat and uncertain manner. Simple concepts and sentences are often strained. There may be an overuse of clinches or unsuitable idioms. Proverbs are misquoted or misinterpreted. The flow is still jerky. There are some errors of agreement, tenses and spelling.

B CLASS (11-15) Generally, there is fluency in communications

This class is characterized by greater fluency and ease of expression. The candidate demonstrates that he/she can use English as a normal way expressing himself. Sentences are varied and usually well constructed. Some candidates become ambitious and even over ambitious i.e the candidate may use too much vocabulary in an effort to impress. There may be items of merit of the one word or one’s expression types. Many essays in this category may be just clean and unassuming but they still show that the candidate is at ease with the language.

B(11-12) The candidates communicates fairly and with some fluency. There may be little variety in sentence structure gross errors are occasional.

B 13 The sentences are varied but rather simple and straight forward. The candidate does not strain himself in an effort to impress. There is a fair range of vocabulary and idiom. Some items or merit, economy of language. The candidate seems to express themselves naturally and effortlessly.

B+ (14-15) The candidate communicates his ideas pleasantly and without strain. There are few errors and slips. Tenses, spellings and punctuations are quite good. A number of merit of “whole sentence” or the “whole expression” type are evident.

A CLASS (16-20) Communication is efficient

The candidate communicates not only fluently, but attractively, with originality and efficiency. He has the ability to make the reader share his deep feelings, emotions, enthusiasm. He expresses himself freely and without any visible constraint. The script gives evidence of maturity, good planning and a tinge of humour. Many items of merit which indicate that the candidate has complete command of the language. There is no strain, just pleasantness, clever arrangement and felicity of expressions.

A-(16-17) The candidates shows competence and fluency in using language. He may lack imagination or originality which usually provides the “spark” in such essays. Vocabulary, idioms, sentence structure, links and variety are impressive. Gross errors are very rare.

A18 Positive Ability.

A few errors that are felt to be slips. The story or arguments has a definite impact. No grammar problem. Variety of structures. A definite spark.

A+(19-20) The candidates communicates not only information and meaning, but also and especially the candidate’s whole self, his feelings, taste, points of view, youth and culture, this ability to communicate his deep self may express itself in many ways: wide range effective vocabulary, original approach, vivid and sustained account in case of a narrative, well developed and ordered argument in case of a debate or discussion. A very definite spark.

Q 2. Blossoms of the Savannah.

√ Ole Kaelo. as a father he is close to his daughters and should therefore advocate for their best interest. He however betrays them. He does not support their bisg dream of joining Egerton university. He marries Resian off to Oloisudori. He denies Taito a chance to go to Mombasa for a Music extravaganza. He loved which is ironical.

√ Olarinkoi. pretends to be a guardian angel when he rescues Taiyo and Resian from the vagabonds. However he betrays Reslains trust when he attempts to rape her after kidnapping her. He also wants to marry her against her wish.

√ Mama Milanoi. A mother is supposed to nurture and protect her children. Mama Milanoi does the opposite when she assists the Enkamuratani get access to Taiyo. She sides with the Ole kaelo’s idea of having to Oloisudori.

√ Ole supeyo. He is a close friend and mentor to Ole kaelo. When Ole kaelo goes for his help to evade Oloisudori’s demands, Ole supeyo declines to buy the stocks and contracts that had imprisoned Ole kaelo to Oloisudori “……..But Ole supeyo had declined the offer effectively throwing him back to the hyena.”

√Oloisudori. He is a close business associate to Ole Kaelo. He visits Ole Kaero’s home after their contract. His eyeing Ole Keiro daughter Resian and his opportunism to wanting to forcefully marry Resian is enough betrayal to Ole Kaelo. He also blackmails Ole Kaelo by demanding for his two daughters; one to go with his friend.

Introduction – 2MKS

Body – 3×paragraphs= 12MKS

Conclusion – 2MKS

Language – 4 MKS

a) SHORT STORY

Individual who unlawfully move to a foreign county are bound to suffer certain challenges. By moving to Ireland illegally, Ali Mah fouz experiences a multitude of challenges.

Any other relevant introduction

Impersonation – Ali impersonate a medical student. He told people he was a medical student. His face book picture should an eager young man standing outside the college of surgery with a bundle of books, two of which are telephone directories. He buys an iPod even though he doesn’t know how to load the device with music. – pg 74
Odd jobs – He worked for two Egyptian brothers, slicing kebab meat into a half moon pan. He powers washed cars, scrubbed pots, wiped down tables, sold Christmas trees door to door, worked in meat packing plant.
Arrests-he makes his first attempt to escape an arrest by jumping and running to a French woman who doesn’t help him. He alarms other passengers by calling out he is a terrorist. He in another escape attempt, ducked down and dashed under the body of a trailor, barely dogging the moving wheels. When he pushes between tourist buses and is caught by a tow bar, the pain is instant and crippling.
Violence

Ali is hit by Tarrant – ….. and ran straight into Tarrant’s fist, a wall made of bone and skin. Ali licked his laps and tasted blood.

Disillusionment

Although the “felt …. cut the Mediterranean like scissors through close, Ah, or remembering what awaits him back home himself ‘and now three years in jail ahead of him …. He swallowed a mouthful and then he swallowed some more…..”

Conclusion

Those who illegally move to foreign countries experience a number of challenges.

Mark 3.3.3.3. introduction – 2 conclusion. 2 grammar 4

3 b)THE PEARL

Kino and Juana’s expectations to have Coyotito treated.

When Coyotito is stung by the scorpion, Kino and Juana rush him to the doctor. Although Kina is aware that the doctor was not of his people, and could kill the doctor more easily than talk to him. (pg 26) Later when the doctor learns Kino had found the pearl of the world, he has great expectations of benefiting from the pearl. He even goes to treat Coyotito at home. The doctor frustrates them by not treating the boy. Kino hits the gate with frustration.

Priest

When the father heard that Kino had found great fortune, a great pearl, he goes to Kino’s home and tells him that he hoped “they will remember to give thanks, my son, to him who has given them this treasure….” Pg48. Expectations were that if the pearl was not bought, it could have been given to the church. (pg 42,63,68)

Beggars

When grapevine reaches beggars about the pearl of the world, they have great expectations for “they knew that there is no alms give in the world like a poor man who is suddenly lucky” pg 42, Every man suddenly became related to kino’s pearl and kino’s pearl went into the dreams, the speculations, the schemes, the plans, the future, the wishes, there heeds, the lusts, the hungers….” Pg 43

Thieves

Attempts are made by thieves to make away with Kino’s pearl. The night before he goes to sell his pearl, a thief comes to steal it but both Kino and the thief are hurt. (pg 59-61) The thieves also pursue Kino and his family as they go to sell the pearl.

Before he leaves the house, he is attacked and searched. When Juana tries tothrow the pearl away, Kino attack her. He is as well attacked by an assailant whom he kills. (pg 86-89)

He is further pursued to the mountains where he kills his assailants and his son Coyotito is killed. (pg 115-116)

Kino’s family

Kino and his family have great expectations from the pearl. In the pearl he saw Juana and Coyotito and himself standing and kneeling at the high alter…. being married, …how they were dressed. Juana in a shawl stiff with newness…” Then to come with little things Kino wanted …… pg 44-45 . He knew the pearl would see Coyotito join school.

Pearl buyers

The pearl buyers had great expectations on Kino’s pearl. “They got out papers so that …….. they put their pearls in the desks for it is not good to let an inferior pearl be seen beside a beauty” pg 69 When they negotiate, ‘the dealers hand had become a personality.” pg 71 when Kino grabs the pearl from them, the dealers “knew they had played too hard they knew they would be disciplined for their failure …” pg 75

Conclusion

When our expectations are high, so are our frustrations when they are not met.

Mark 3.3.3.3

Teachers' Resources

MWONGOZO WA KIGOGO IN PDF

October 5, 2025 Maverick John Leave a comment

MWONGOZO WA KIGOGO MTIRIRIKO;

ONYESHO LA KWANZA.

TENDO LA KWANZA.

Ni katika karakana ya soko la Chapakazi,Sudi, Boza na Kombe wanafanya kazi ya uchongaji.Sudi amefungulia radio huku wakiendelea na kazi yao.Ashua anawaletea chai ya mkandaa na mahamri na kuondoka.

Habari inatolewa kwa wananchi wa Sagamoyo kuwa wana kipindi cha mwezi mzima kusheherekea uhuru wao, wawakubuke majagina wao waliopigania uhuru na kuwanasua kutoka utumwani, wimbo wa kizalendo unachezwa mara kwa mara.

Sudi anatofautiana na mpango wa kusheherekea uhuru kwa mwezi mzima; kwake majagina wanaosheherekewa hawakufanya lolote katika historia ya Sagamoyo.

Kuna uchafuzi wa mazingira, viongozi hawajawajibika kusafisha soko wanadai kodi na kitu juu pia vitisho kwa wanasagamoyo.

WAZO KUU.

Kuna wale ambao wanaunga viongozi mkono kwa sababu wanafumbwa kwa mambo yasiyo ya kimsingi.Aidha kuna wale ambao wamezinduka na kuhisi kuwa viongozi hawajawajibika. Sudi haoni umuhimu wa sherehe za uhuru kupewa maandalizi ya kifahali na kipindi cha mwezi mzima.

TENDO LA PILI.

Katika karakana sokoni,Kenga (ambaye ni binamu na mshauri wa majoka) anawatembelea Sudi, Boza na Kombe.Ametumwa na Majoka kuchukua vinyago vya mashujaa.Ni msimu wa mashujaa Sagamoyo, Sudi anachonga kinyago cha shujaa wa kike ambaye kwake ni kiongozi halisi wa Sagamoyo.Shujaa huyo hakufanya lolote, bali analifahamika sana katika jimbo la Sagamoyo.

Miradhi ya kuchonga vinyago inafadhiliwa kutoka nje na wananchi wanatakiwa kulipa baada ya miaka mia moja.

Sudi anashawishiwa kuchonga kinyago cha baba yake majoka Marara bin Ngao ili maisha yake yabadilike na jina lake kushamiri; aidha apewe likizo ya mwezi mmoja ughaibuni.Sudi anakataa kuchonga kinyago, Kenga anawapa keki lakini Sudi hali kwa kuwa ni makombo.Kombe anazinduka kutokana na kauli hii, anamuunga mkono Sudi kwa muda .Kenga anaondoka kisha Tunu na Ashua wanawasili huku wakihema na kusema kuwa mzee Kenga anapanga njama ya kuhutubia wahuni.Wote wanaondoka.

WAZO KUU.

Maskini wanatumikizwa, wanadhalalishwa, kuletewa makombo na kukumbukwa katika kipindi fulani tu ili kufaidi viongozi wao.

Miradi isiyo muhimu inafadhiliwa na wananchi kubakia na jukumu la kulipa ufadhili huo kupitia kodi.Viongozi hushawishi wanyonge ili kuwatumikia.

TENDO LA TATU

Ni katika nyumba ya Sudi barazani siku mbili baada ya soko kufungwa.Tunu na Siti wanafika katika hali ya taharuki, waantoa taarifa kwamba wafanyakazi wa kiwanda cha majoka and majoka wamegoma na vijana watano kuuliwa na wafanyakazi kuumia.

Kiini cha maandamano ni bei ya chakula Kupandishwa na soko limefungwa.

anapopata habari kuhusu maadamano na vifo vya baadhi ya waadamanaji, Sudi anaathilika na anataka kwenda kuzitetea haki za waadamanaji lakini anapatwa na changamoto ya wanawe Pili na Pendo kwani hawajapata kiamsha kinywa.

Boza anatumia fursa hiyo kuyadhihaki na kuyakemea mapambano ya kina Sudi na Tunu. Kauri ya Boza inasababisha mgogoro wa kinafsia katika moyo wake Sudi.

Hatimaye , Siti anawapeleka watoto wa Sudi kwa mamaye Tunu (Bi. Hashima). Tunu na Kombe wanaondoka na kwenda kwenye maadamano.

WAZO KUU.

Kuna maandamano na migomo,walimu na wauguzi wanagoma.Migomo hiyo inatokana na kutowajibika kwa viongozi ambao wana nia ya kujifaidi.

Umoja na mshikamano miongoni mwa wazalendo (Tunu na sudi) unaonekana.

ONYESHO LA PILI

TENDO LA KWANZA.

Ni ofisini mwa Mzee Majoka, anaongea kwa simu Chopi anapoingia.Ashua anafika kumwona Majoka,anataka kumkumbatia lakini Ashua anakataa.Majoka anakasirika Ashua anapomwita mzee na kufurahi anapomwita Ngao, jina lake la ujana.

Ashua amefika kuomba msaada lakini Majoka anamtaka kimapenzi.Anajaribu kumbusu lakini Ashua anakwepa.Majoka anamshawishi, anajisifu na kujilinganisha na Lyonga wa uswahilini na Samsoni Myaudi.

Majoka anasema kuwa soko limefungwa kwa sababu ya uchafu, anatenga eneo hilo ili kujenga hoteli ya kifahari.Wanasagamoyo wanalitegemea soko hilo kula, kuvaa na kuendesha maisha yao.

Inabainika kuwa Ashua alikataa kazi ya ualimu aliyopewa katika Majoka and Mahoka academy, Majoka anasema kuwa sasa angekuwa mwalimu mkuu katika shule mojawapo ya kifahari.

Ashua anaeleza kuwa hangeweza kufanya kazi katika shule ya kihuni ambapo wanafunzi walikuwa makabeji baada ya kujidunga sumu ya nyoka (dawa za kulevya) Majoka anajitetea na kusema kuwa hakuna aliyekuwa na ushahidi kuyahusu.

WAZO KUU.

Viongozi hunyanyasa wachochole ili kujifaidi, Majoka anafunga soko na kunyakua eneo hilo kujijengea hoteli ya kifahari.Anataka kutumia mali na mamlaka yake kumteka Ashua kimapenzi.

TENDO LA PILI.

Husda mkewe majoka anaingia ofisini na anamkabili Ashua kwa hasira, anamtusi kuwa kidudumtu, shetani wa udaku na mwenye kuwinda wanaume wa watu Wanaangushana na Ashua kuzabwa makofi.

Sauti ya kenga inamjia Majoka akilini kuwa soko lifungwe ili kulipiza kisasi kwa Sudi na Ashua, kisha Ashua aitwe ofisini na Husda wakabiliane.

Mwango na Chopi wanawachukua Ashua na Husda ndani, agizo linatolewa Husda atolewe ndani baada ya nusu saa.

WAZO KUU.

Wanyonge hutafutwa kwa lolote lile na kunyanyaswa.Viongozi hutumia mamlaka yao hata kupanga njama kuwateka wanyonge,Ashua kutiwa ndani ni njama iliyopangwa.

ONYESHO LA TATU

TENDO LA KWANZA.

Ni ofisini mwa mzee Majoka, wana mazungumzo ya faragha na mshauri wake Kenga.

Njama yao ya kumtia Ashua ndani inatimia kisha wanamtarajia Sudi, achonge kinyago cha shujaa ndiposa Ashua aachiliwe.

Kenga anamwonyesha Majoka picha za waandamanaji gazetini.Kuna habari kuwa Tunu aliongoza maandamano kisha kuwahutubia wanahabari kuwa:

pesa za kusafisha soko zimefujwa,
soko lilifungwa badala ya kusafishwa,
haki za wauzaji zimekiukwa,
hawatalegeza msimamo wao hadi soko lifunguliwe.

Majoka anapanga kumwadhibu Tunu.

Maoni ya wengi gazetini ni kuwa,Tunu apigigwe kura za kuongoza Sagamoyo.Kenga anamshauri Majoka kutangaza kuwa maandamano hayo ni haramu kisha Polisi watumie nguvu, Majoka anapinga wazo hilo kwa kuwa;

maandamano yatatia doa sherehe za uhuru,

Tunu atazidi kupata umaarufu.

Tunu ana mpango wa kuleta wachunguzi kutoka nje kuangalia ajali ya Jabali.Majoka anasema wazuie uchunguzi huo naye Kenga anakiri kuwa itawagharimu kwa kuwa watatumia mbinu tofauti.

Majoka anaamua kuwashughulikia Tunu na Sudi.

Kuhusu mishahara ya wauguzi na waalimu, wanaafikiana waongezwe kwa asilimia kodogo kisha kodi ipandishwe.

WAZO KUU.

Viongozi wanatumia mbinu tofauti kutawala;

kupanga njama,
kuadhibu waandamanaji,
kutojali maslahi ya wanyonge.

Hata hivyo, wananchi wamezinduka na nia yao ni kubadili uongozi usiofaa.

TENDO LA PILI.

Majoka akiendelea kusoma gazeti,Kenga anarejea kwa vishindo kuwa kuna habari zinazoenea katika mitandao ya kijamii na kupeperushwa katika runinga ya mzalendo.

Kenga anashauri kuwa, runinga ya mzalendo ichukuliwe hatua, maandamano yanaonekana kuharibu sherehe za uhuru.Majoka anamlaumu Chopi kwa polisi kutowatawanya waandamanaji.

Tunu na Sudi wanafika, wanaagizwa kuingia na Majoka anatoa bastola, na kuwaambia Kenga wamzuie na askari.

WAZO KUU.

Habari za maandamano zinazidi kuenea na Majoka ana wasiwasi kutimuliwa mamlakani kwa kuwa Tunu anazidi kupata imaarufu.

Viongozi hutumia vyombo vya dora visivyo, Majoka anapanga vituo vya habari vifungwe na kibakie kituo kimoja tu Sagamoyo.

TENDO LA TATU.

Ni ofisini mwa mzee Majoka,Tunu na Sudi wanaingia.Majoka anataka kusema na kila mmoja lakini wanakataa kwa kuwa na nia moja.

Sudi anaarifiwa kuwa Ashua mkewe yuko ndani kwa kuleta fujo katika ofisi ya kiserikali.

Majoma anamshawishi Tunu kuwa amampangia jambo la kifahari, kumwoza Ngao Junior atakaporejea kutoka ng`ambo.

Tunu hakubaliani ma kauli hii, anamkabili Majoka na kumwambia ukweli kuwa wao ni wahuni na wauaji.Tunu anatishiwa kutiwa ndani.Tunu anafichua ukweli, Majoka walipie kila tone la damu waliyomwaga Sagamoyo

Majoka anagharamia masomo ya Tunu hadi ng`ambo; ni haki yake kuwa babake alifia Majoka company

WAZO KUU.

Viongozi hushawishi wapinzani kwa ahadi ili wawaunge mkono, hata hivyo wanamapinduzi wanashikilia msimamo wao

TENDO LA NNE.

Ni katika chumba cha wafungwa.Sudi amefika kumwona Ashua ambaye anadai kuwa ni kosa lake Sudi kutiwa ndani.Ashua anaomba talaka.

Ashua hataki tena mapenzi ya kimaskini, amechoka na kuchukua mkondo tofauti.Kwake anahisi kuna kitu baina ya Tunu na Sudi.

WAZO KUU.

Asasi ya ndoa inaonekana kuwa na changamoto.Kuna kutoaminiana katika ndoa,Ashua anashuku uhusiano baina ya Tunu na Sudi.

ONYESHO LA NNE.

TENDO LA KWANZA.

Ni nyumbani kwa kina Tunu, Bi.Hashima anapepeta mchele huku akiimba.Siti anafika na habari kuwa wahame Sagamoyo sio kwao.

Hali Sagamoyo inaonekana kubadilika ardhi inateketea na mito na maziwa yanakauka. Kigogo amefungulia biashara ya ukataji miti.

Tunu anafika akihema baada ya kuota kuwa Mzee Marara anamfukuza akitaka mkufu wake wa dhahabu.

Tunu amaumizwa mfupa wa muundi,uvumi unaenea kuwa Sudi na Ashua ndio wanawinda roho ya Tunu.

Tunu anataka kukutana na Majoka na watu wake.Hashima anaona hatari Tunu akienda kukutana nao.

WAZO KUU.

Hali Sagamoyo inazidi kubadilika, kiangazi kimesababishwa na kigogo kufungulia ukataji miti, viongozi hawajali maslahi ya wananchi.

Viongozi hueneza uvumi ili kutawanya wananchi, hata hivyo; vijana wamejitolea kujenga jamii mpya licha ya vikwazo vinavyowakumba.

TENDO LA PILI.

Tunu na Sudi wanafika Mangweni ambapo shughuli za ulevi zimeshika kani, wanaletewa kileo lakini wanakataa.

Ngurumo anaonekana kusheherekea uhuru, kwa mujibu wa Sudi,mashujaa Sagamoyo ni waliouliwa msituni wakipigana, waliohangaisha wakoloni na kuwatimua.

Tunu amefika Mangweni kuwaalika katika mkutano mkubwa utakaofanyika katika soko la Chapakazi siku ya maadhimisho ya uhuru.

Kulingana na Ngurumo, mkutano huo si muhimu, cha muhimu kwake ni kuendelea kulewa kwa mamapima

Mtu mmoja anagaragara kwa sababu yu hoi, wengine walizikwa kwa sababu ya pombe na wengine kuwa vipofu.Mtu huyo anamshawishi Tunu asipoteze bahati yake ya kuolewa na Ngao Junior.

WAZO KUU.

Watu wanapumbazwa hasa walevi kwa pombe na kuendelea kutetea viongozi wasiofaa.

Tunu na Sudi wamejitolea kutetea wanyonge Sagamoyo, wameandaa mkutano kuzindua umma.

ONYESHO LA TANO.

TENDO LA KWANZA.

Ni katika hoteli ya Majoka and Majoka modern resort, Husda anafika kutoka kuogelea.Kenga naye anafika na habari kuwa mipango haikwenda walivyopanga,Tunu hakuvunjwa mguu.Chopi anapangiwa kwenda safari kwa kutotekeleza njama hiyo.

Sokoni, taka zote zimeondolewa, vibanda vimeng`olewa, vifaa vya ujenzi vimewasili kutoka bandarini na kuna ulinzi mkali.

Chopi anafika na habari mbaya kuwa Ngurumo amenyongwa na chatu akitoka Mangweni.Majoka anaagiza Ngurumo azikwe kabla ya jua kutua.

Ushauri wa Majoka ni kuwa chatu mmoja atolewe kafara, na baada ya watu kuandanana waachwe katika hali ya taharuki.

Chopi tena anarejea na habari kuwa Ngao Junior kapatikana katika uwanja wa ndege akiwa na sumu ya nyoka, Majoka anazirai.

WAZO KUU.

Viongozi hupanga njama za kuwaangamiza wapinzani wao.

Viongozi wanaishi maisha ya kifahari huku maskini wakihangaika.

Viongozi hawajali hata vifo vya wananchi vikitokea.

TENDO LA PILI.

Ni ndani ya ambulensi, Majoka hataki kufungua macho kuliona ziwa la damu.Majoka anasema yuaelekea jongomeo, kuwa amefungwa minyororo.Anataka safari isitishwe kwa kuwa haina stara.

Majoka anamfananisha Husda kama mke anayeishi ndani ya ngozi ya kondoo (kuwa Husda ni mnafiki). Husda anapenda mali ya Majoka na alilazimishwa kumwoa lakini moyo wake unampenda Ashua.

Daktari anamjuza Husda kuhusu kifo cha Ngao Junior,anazirai.

WAZO KUU.

Asasi ya ndoa imesawiriwa kuwa na changamoto; Husda hakumpenda Majoka ila aliolewa naye kwa sababu ya pesa.

Ili kuokoa asasi ya ndoa, wanaume wanapaswa kujidadisi, wawe na heshima na waseme na wake zao.Wake nao wajirudi ili ndoa zidumu.

ONYESHO LA SITA.

TENDO LA KWANZA.

Ni katika chumba cha wagonjwa, hali ya Majoka inaonekana kurejea.Anahukumiwa kuwa msaliti kwa wanasagamoyo na mashtaka mengine mengi.

Mayowe yanasikika na Majoka anadai kuwa hivyo ni vilio, wanalilia damu yake kisha Majoka anazungumza na babu ndotoni.

Majoka anawachukia marubani kwa kuwa waongo ilihali yeye pia ni rubani(kiongozi), hang`amui mambo kwa vile hajapambua ngozi yame ya zamani.Safari haijaanza au pengine chombo kinaenda kinyume badala ya mbele.

Safari ya babu na Majoka inatofautiana, Majoka anashauriwa asalimu amri, achague sauti ya moyo na babu yake.

Babu anamshauri Majoka afungue masikio, macho na moyo wake kwa kuwa maisha yana ncha mbili.

Kulingana na babu, kuna misimu ya fanaka na ya kiangazi, kadhia na kuishi kwa kutojali ni muhali. Mkwea ngazi huteremka hivyo mtu achague kutenda mema, kwa maana wema hauozi. Mtu akiishi kwa wema, atajiandikia tarijama njema huku ahera.

WAZO KUU.

Maovu yana mwisho na kila aliye juu hatakaa juu milele.Wema ni muhimu katika maisha ya binadamu.

ONYESHO LA SABA.

TENDO LA KWANZA.

Ni katima uwanja wa ikulu ya Majoka palipoandaliwa sherehe.Ni saa nne na watu kumi tu ndio wamefika, wengine wako sokoni.

Sauti inasikika kwa mbali watu wakimsifu Tunu.Majoka anaelekea ilipo sauti, Kenga na umati wanawafuata.

WAZO KUU.

Wananchi wana nguvu zaidi kuliko viongozi .Wananchi wana mchango mkubwa kujikomboa kutokana na shida wanazozipitia zinazoletwa na uongozi mbaya.

Ili kujenga jamii mpya, wanachi hawana budi kuzinduka na kuleta mapinduzi.

TENDO LA PILI.

Ni katika lango la soko la Chapakazi, Majoka anawahutubia watu na kuwaita wajinga.Kenga anamnyanganya kinazasauti.

Tunu anabebwa juu juu na watu, anawahutubia huku wakimpigia makofi.Amejitolea kutetea haki za wanasagamoyo ili;

wapate maana halisi ya uhuru,
watendewe haki,
soko lifunguliwe na kujengwa upya,
huduma muhimu ziletwe karibu kama vile; hospitali, barabara, maji, vyoo, nguvu za umeme, elimu, ajira kwa vijana na kadhalika.

Tunu anahimiza wanasagamoyo wachague viongozi wanaolinda haki za wanyonge na kuwajibika.

Majoka kwa hasira anaamuru watu wapigwe risasi, Kingi anapokataa kwa kuwa ni kinyume cha katiba kufyatua risasi anafutwa. Kenga anasalimu amri, anajiunga na umati.

Kingi na Kenga wanajiunga na umati, wanashangiliwa, walinzi nao wanajiuzuru.Majoka kwa hasira anadai kuwa hata asipopigigwa hata kura moja atashinda.

Tunu anasindikizwa jukwaani, mamapima anafika kuomba msamaha.Anajuta sana kwa kuwalaghai walevi na kukiri kuwa aliwapunja kwa kuongozwa na tamaa ya pesa, sasa wamemgeuka.

Sudi anafika na kinyago, anasema kuhusu maana ya uhuru: shujaa ni mmoja tu Sagamoyo, ambaye ni Tunu.

WAZO KUU.

Kila kilicho na mwanzo kina mwisho, uongozi wa Majoka unafikia nwisho.Juhudi za wanamapinduzi zimezaa matunda.Maana ya uhuru sasa imepatikana na wananchi wanatarajia mengi mema.

JALADA LA TAMTHILIA.

Kuna sura ya mwanamme ambaye ameketi akiwa na rungu mkononi.Huyu ni Majoka ambaye ni kiongozi Sagamoyo na rungu mkononi mwake inaashiria uongozi.

Mwanamme huyo anatazama jabali lenye rangi nyeusi ambalo si laini. Jabali ni Sagamoyo na kutokuwa laini ni ishara kuwa Sagamoyo kuna shida,wanasagamoyo wana matakwa mengi. Weusi wa jabali ni uongozi mbaya unaoendelezwa Sagamoyo na viongozi.

Juu ya jabali hilo kuna mwanga, ishara kuwa kuma matunaini ambayo yanatarajiwa Sagamoyo, wanamapinduzi wanapigania haki ili kujenga jamii mpya.

ANWANI YA TAMTHILIA.

Kigogo ni mtu mwenye madaraka makubwa kiutawala.

Majoka anatumia madaraka yake kulaghai wananchi, anachukua vilivyo vyao.

Anatangaza kipindi cha mwezi mzima cha kusheherekea uhuru kutumia madaraka aliyonayo.

Majoka anafunga soko la Chapakazi ili sehemu hiyo ajenge hoteli ya kifahari kwa kutumia madaraka aliyonayo.

Anapandisha bei ya chakula katika kioski kwa vile ana madaraka.

Majoka anatumia mamlaka yake kumteka na kumtia ndani Ashua.Anamtendea ukatili, Ashua ana majeraha kutokana na kichapo.

Majoka anapanga kifo cha Jabali, mpinzani wake. Anampangia ajali na kuangamiza wapinzani wake pamoja na chama chake kwa kutumia mamlaka yake..

Majoka anapanga kutumia mamlaka yake kuzima uchunguzi wa Tunu kuhusu kifo cha Jabali.

Majoka anafuja pesa za kusafisha soko huku akijua hakuna wa kumhukumu kwa kuwa ndiye kiongozi.

Majoka anatumia mamlaka yake kudhibiti vyombo vya habari Sagamoyo, anasema sagamoyo kitabakia kituo kimoja tu cha habari; sauti ya mashujaa, vingine havina uhai.

Majoka kwa mamlaka yake anaamuru polisi kutawanya waandamanaji.

Majoka anafungulia biashara ya ukataji miti Sagamoyo kwa kutumia mamlaka yake bila kujali athari zake kwa wananchi.

Majoka anampa mamapima kibali cha kuuza pombe haramu kwa kutumia mamlaka yake.

Kwa mamlaka yake, Majoka anafadhili miradi isiyo muhimu, anafadhili mradi wa kuchonga vinyago kutoka nje.

Majoka anaamuru wafadhili wa wapinzani kuvunja kambi zao Sagamoyo. Anamfuta Kingi kazi kwa kutomtii apige watu risasi.

DHAMIRA YA MWANDISHI.

Mwandishi anadhamiria kuonyesha uongozi mbaya na athari zake hasa katika mataifa yanayoendea.Viongozi hutumia mbinu mbalimbali kuongoza zinazowanyanyasa wananchi huku wakijinufaisha wenyewe bila kujali.

Kuonyesha kuwa ili kijenga jamii mpya, mapinduzi ni muhimu na ni sharti wananchi wajitolee kwa uzalendo ili kupigania haki zao na usawa na kupinga viongozi wasiofaa.

Mwandishi anaonyesha kuwa licha ya changamoto zinazomkumba mwanamke katika jamii, mwanamke ana nafasi muhimu katika uongozi na kuleta maendeleo katika jamii.

MAUDHUI.

1) UONGOZI MBAYA.

Viongozi huangaisha wanyonge, Ashua anasema,

“…na kuhangaishwa na wenye nguvu ndio

hewa tunayopumua huko.” (uk 2)

Wachochole hutumikizwa na viongozi, Kombe, Boza na Sudi wanafanya kazi ya kuchonga vinyago vya mashujaa kwa ajili ya sherehe za uhuru.

Viongozi hawajawajibika, kazi yao ni kukusanya tu kodi.Ni jukumu la viongozi kuhakikisha kuwa soko ni safi lakini hawajawajibika kulisafisha. Licha ya wananchi kutoa kodi,soko ni chafu.(uk 2)

Viongozi kutangaza kipindi kirefu cha kusheherekea uhuru ni ishara ya uongozi mbaya. Mashujaa wanaenziwa kwa kipindi kirefu ilhali mambo ya kimsingi hayajazingatiwa.Wanasagamoyo wana matakwa mengi kuliko kipindi kirefu cha kusherehekea uhuru.

Majoka anafadhili mradi usio na msingi wa kuchonga vinyago huku watu wakiwa na njaa na wao ndio watalipia mradi huo.

Viongozi hushawishi wananchi kwa ahadi ili wawaunge mkono. Sudi anashawishiwa na Kenga kuchonga kinyago ili apate malipo mazuri; kuwa mradi huo utabadilisha maisha yake na jina lake lishamiri. Pia atapata tuzo nyingi na likizo ya mwezi mzima ughaibuni na familia yake (uk 11)

Aidha viongozi hutumia zawadi kufumba wananchi kuwa wanawajali na kujali hali zao.Kenga anawaletea Sudi, Boza na kombe keki ya uhuru.

Kulingana na Sudi, hayo ni makombo na keki kubwa imeliwa kwingineko.

Viongozi hawalindi usalama wa wananchi, wananchi wanaishi kwa hofu. Ashua anahofia usalama wao kuwa huenda wakashambuliwa.(uk 15)

Migomo inayotokea Sagamoyo na maandamani ni kwa sababu ya uongozi mbaya.Wauguzi wanagoma na pia walimu wakidai haki zao. Wafanyakazi wananyanyaswa.

Majoka hajali maslahi ya wanasagamoyo. Anafunga soko ambalo wananchi wanategemea na kupandisha bei ya chakula. Uchumi Sagamoyo unasorota kutokana na soko kufungwa, watu hawana mahali pa kuuzia bidhaa zao.

Majoka anafungulia biashara ya ukataji miti bila kujali hali ya anga Sagamoyo, hasara ni kwa maskinii, viongozi wamejichimbia visima. Mito na maziwa yanakauka na mvua isiponyesha, hata maji ya kunywa yatatoka ng`ambo.

Majoka hajali kuhusu kifo cha Ngurumo licha ya kuwa mfuasi wake. Anaagiza Ngurumo azikwe kabla ya jua kutua (uk 69)

Viongozi hupanga njama ili kuangamiza wapinzani wao;

a) Majoka na Kenga wanapanga njama ya kumtia Ashua ndani.Wanapanga aitwe ofisini mwa Majoka kisha Husda aitwe ili wafumaniane. Ashua anazingiziwa kuzua sogo katika ofisi ya serikali na kutiwa ndani. Husda anafunguliwa baada ya nusu saa.

b) Kifo cha Jabali kilipangwa. Jabali alikuwa mpinzani wa Majoka mwenye wafuasi wengi. Akapangiwa ajali barabarani kisha wafuasi wake wakazimwa na kumfuata jongomeo, chama chake cha mwenge kilimfuata ahera.

c) Tunu anapanga kufanya uchunguzi kuhusu chanzo cha ajali ya Jabali. Majoka anapopata habari hizi, anapanga kuzima uchunguzi huo.

d) Kenga na Majoka wanapanga kuondoa chatu mmoja. Chatu hapa wanarejelea Sudi au Tunu kwa kuwa ndio wanaoongoza mapinduzi. Wanahofia kutolewa uongozini na ili kuzuia hali hii, wanapanga kumwondoa mmoja wao.

“…chatu mmoja atolewe kafara ili watu wajue usalama upo, wakereketwa waachwe katika hali ya taharuki”

e) Majoka anapanga njama Tunu auliwe, anaumizwa mfupa wa muundi nia yake ikiwa ni kumkomesha asimpinge. Majoka anatumia polisi wake kutekeleza ukatili huo.

Katika hotuba ya Tunu anayowahutubia waandamanaji, Sagamoyo kuna uongozi mbaya.Anasema kuwa;

pesa za kusafisha soko zimefujwa,
soko linafungwa badala ya kusafishwa,
haki za wauzaji zimekiukwa.

Viongozi hawasikilizi matakwa ya wananchi. Majoka hana wakati wa kuwasikiliza waandamanaji. Hataki kujua chanzo cha maandamano wala suluhu lake.

Majoka anadhibiti vyombo vya habari Sagamoyo, habari zinazopeperushwa katika runinga ya Mzalendo na picha za watu wengi sokoni wakiongozwa na Tunu zinamfanya Majoka kufunga runinga hiyo ya mzalendo.

Viongozi hutumia vitisho. Majoka anatishia Chopi kumwaga unga wake kwa vile polisi hawakuwatawanya waandamanaji, wanasagamoyo wanatishiwa kuhama Sagamoyo kwa juwa sio kwao, wanarushiwa vijikaratasi. (uk 52)

Majoka anatumia askari kutawanya raia badala ya kulinda uhuru wao.

Viongozi ni waongo. Majoka anatumia uongo ili kumteka Tunu. Anamhaidi jambo la kifahari, kumwoza Ngao Junior akirudi kutoka ng`ambo.

viongozi hutendea wananchi ukatili, watu wanaotiwa jela huchapwa na haki zao hukiukwa. Ashua ana majeraha kutokana na kichapo.

Viongozi hupanga uvamizi, Sudi anavamiwa (uk 54)

Viongozi wamekiuka sheria. Mamapima anadai kuwa anauza pombe haramu kwa kibali kutoka serikali ya Majoka. Ni hatia kuuza pombe haramu lakini viongozi huvunja sheria na kuwapa wauzaji kibali. (uk 61)

Sagamoyo hata viongozi hawafuati katiba.

“…huku ni Sagamoyo, serikali na katiba ni mambo mawili tofauti.” (uk 61)

Uongozi wa Majoka una ubaguzi, unafaudi wachache tu, wanaomuunga mkono. Asiya bibiye Boza anapata mradi wa kuoka keki mwa vile anauunga uongozi wa Majoka Mkono.

Viongozi hujulimbikizia mali. Kuna hoteli ya kifahari Sagamoyo, Majoka and Majoka modern resort.

Viongozi ni wanafiki. Majoka amepanga kuficha maovu yake mbele ya wageni. Ukumbi unapambwa na kurembeshwa huku kukiwa na maovu mengi Sagamoyo. Kuna mauaji, unyakuzi, njaa,maziara yamejaa Sagamoyo.

2) UZALENDO.

Wananchi wa Sagamoyo ni wazalendo, wanalipa kodi ili kuleta maendeleo licha ya kulaghaiwa.

Katika enzi za ukoloni, mashujaa walijitolea mhanga wakahatarisha maisha yao na hata kufa ili wavune matunda baada ya uhuru. (uk 4)

Wimbo unaoimbwa katika rununu ni wa kizalendo kuonyesha kuwa wanasagamoyo wanalipenda jimbo lao, sagamoyo.(uk 5)

Sudi anaelewa kuwa uongozi wa Majoka haufai. Anawaeleza Boza na Kombe umuhimu wa kuandika historia ya Sagamoyo upya. Kinyago anachokichonga Sudi ni cha shujaa halisi wa Sagamoyo, anaelewa kuwa Tunu ndiye anapaswa kuwa kiongozi halisi.

Tuni ni mzalendo katika taifa lake. Anasema kuwa jukumu lake ni kulinda uhai, haki na uhuru. Amajitolea kwa vyovyote vile kutetea haki Sagamoyo .Wamekula kiapo kutetea haki Sagamoyo hata kama ni kwa pumzi zao za mwisho baada ya mafanikio. (iuk18). Akiwa mwanafunzi katika chuo kikuu walipambana kama viongozi wa chama cha wanafunzi chuoni hadi kuleta mafanikio.

Tunu ni mzalendo Sagamoyo, anawahutubiawananchi na kuwaarifu hali ilivyo Sagamoyo.Pesa za kusafisha soko zimefujwa,soko limefungwa badala ya kusafishwa na haki za wauzaji kukiukwa. Wamejitolea kutolegeza msimamo wao hadi soko lifunguliwe.

Tunu anamkabili Majoka kwa uovu wake. Anamwambia wazi kuwa atalipa kila tone la damu alilomwaga Sagamoyo, yeye na watu wake. (uk 43)

Tunu anatetea maslahi ya wanyonge, anamwambia Majoka kuwa Wanasagamoyo wana haki ya kuishi, anamwambia ugatuzi si unyakuzi na kumkashifu kwa kubomoa vioski katika soko la Chapakazi.(uk 45)

Tunu anamkashifu mamapima kwa kuuza pombe haramu kwa vile ni kinyume cha sheria. Anatetea katiba ya nchi inayofafanua sheria zinazohusiana na uuzaji na unywaji wa pombe.

Tunu anajitolea kuwatumikia wanasagamoyo. Yeye ni mtu wa vitendo na wala si vishindo. Anaita mkutano ili soko lifunguliwe na kuapa kutoondoka hadi soko litakapofunguliwa. Tunu amejitolea kuikomboa Sagamoyo ili kuleta mabadiliko, anakiri kuwa mambo hayatapoa, kumewaka moto na kutateketea.(uk 55)

3) NAFASI YA MWANAMKE.

Sudi anapochonga kinyago cha shujaa mwanamke, Kenga anamwambia Sagamoyo haijawahi kuwa na shujaa mwanamke. Katika historia ya Sagamoyo wanawake wametengwa katika uongozi.(uk 10).

Kenga anasema kinyago hicho hakitanunuliwa na afadhali achonge kinyago cha Ngao.

Wanawake wamesawiriwa kuwa hawara, Sudi anapokataa kuchonga jinyago, Kenga anamwambia kuwa amelishwa kiapo na hawara wake.(uk12)

Wanawake hutumiwa kama pambo katika jamii ya Sagamoyo. Majoka anamwambia Ashua kuwa, urembo wake hauna mfanowe.

“…nikufanishe na nini? urembo wako hauna mfanowe Ashua” (uk 20)

Majoka anamshauri Ashua atumie urembo wake kwa kuwa ni wa muda.(uk 25)

Husda anakiri kuwa mwanamke ni pambo mbele ya mwanamme.(uk67)

Wanawame wamesawiriwa kuwa wenye maringo. Majoka anadai kuwa Ashua alikataa kazi ya ualimu kwa sababu ya maringo. (uk25)

Wanawake wamadharauliwa. Majoka anawadharau Ashua na Husda kwa kusema wanawake ni wanawake tu, si kitu mbele yake. (uk 26)

Adui wa mwanamke ni mwanamke. Husda anamwita Ashua mdaku, kimada wa kuwinda wanaume wa watu. Hali halisi ni kuwa, Ashua hana nia hii.

Majoka anamweleza Sudi kuwa mkewe Ashua hajui maana ya ndoa. Anasema kazi yake ni kuzururasurura .wanawake hulaumiwa.

Mwanamke amedharauliwa, mvamizi anamkanya Tunu aache kunyemelea wanaume wa watu.

Ngurumo anamdharau Tunu kwa kuwa mwanamke. Anaposema soko lifunguliwe, Ngurumo anamdharau na kumuuliza yeye ni nani Sagamoyo, wanawake hawatambuliwi.

Mwanamke katika jamii ya Sagamoyo ni kuolewa na kumtumikia mwanamme. Wimbo wa Ngurumo kwa Tunu unamshauri aolewe, kwa kuwa ana elimu asije akazeekea nyumbani kwao.

Wanawake wamechukuliwa kuwa dhaifu kwamba hawawezi kuongoza. Majoka anasema hawezi kuaibishwa na mwanamke.(uk 90)

Hata hivyo, wanawake ni wasomi,Ashua ana shahada ya ualimu.

Wanawake wamajipigania kujikomboa. Tunu anakataa kuozwa kwa Ngao Junior na kujitetea kuwa anaweza kusubiri aolewe na mume ampendaye.(uk42)

Mamake Tunu anajifunga kibwebwe baada ya kifo cha babake ili Majoka agharamie masomo ya Tunu.

Wanawake ni wanamapinduzi na viongozi bora.Tunu anaongoza mapinduzi ili kuleta haki Sagamoyo.

4) MIGOMO/MAANDAMANO.

Wauguzi Sagamoyo wanaandamana.

Walimu Sagamoyo wanagoma wakiwa likizoni.

Kiwandani Majoka and Majoka company anapofanya kazi siti, watu wanagoma. Vijana watano wanauliwa..

Wachuuzi sokoni wanaandamana, wengine wanaumizwa. Wanaandamana kwa sababu ya soko kufungwa. Wanaume Sagamoyo ni kukimbizana na waandamanaji.

Waandamanaji huandamana kila siku, kuna picha za waandamanaji gazetini kila siku.

Habari gazetini zinaonyesha kuwa Tunu ameongoza maandamano na anaandamana na wanaojiita wanaharakati. (uk 32)

Tunu anawahutubia wanahabari na kusema kuwa pesa za kusafisha soko zimefujwa, soko kufungwa badala ya kusafishwa. (uk 33)

Kenga anamshauri Majoka ayapuuze maandamabo yanayoendelea. (uk 34)

Kuna habari kwenye mtandao wa mijamii kuhusu maandamano. Watu wengi wanaandamana sokoni wakiongozwa na Sudi. Maandamano yanazidi kuharibia sherehe ya uhuru.

5) MATUMIZI MABAYA YA VYOMBO VYA DORA.

Majoka anatunia polisi kuwatawanya waandamanaji na kuwaumiza wapinzani wake, Tunu anaumizwa mguu.

Runinga ya mzalendo haina maisha Sagamoyo kwa sababu ya kupeperusha habari za maandamano. Majoka anaamua kufunga vituo vya habari na kibakie tu kituo kimoja.

Kenga anamshauri Majoka waichukulie hatua runinga ya mzalendo kwa kuwa haipendi yeye.

Majoka anatumia vyombo vya habari kuimba nyimbo za kizalendo ili kumsifu yeye.

Vyombo vya habari hueneza propaganda, kuna habari katika vyombo vya habari kuwa Tunu hawezi kupigania haki za Wanasagamoyo kwa kuwa amelemazwa mguu.

6)ASASI YA NDOA

a)NDOA KATI NYA ASHUA NA SUDI.

Ni ndoa yenye mapenzi yanayoegemea upande mmoja. Sudi anampenda Ashua kwa dhati, anajitahidi kwa udi na uvumba ili kumkidhi Ashua. Kila kitu anachokipata humletea.

Sudi ni mwaminifu katika ndoa yake, hajamwenda Ashua kinyume hata Ashua anapotiwa ndani na Majoka.

Aidha, ndoa hii imejengwa katika misingi ya kutoaminiana. Ashua anamshuku mumewe kuwa ana mipango ya kimapenzi na Tunu.

Ashua amechoshwa na Sudi na anaswema kuwa ni afadhali alipo jelani. Anadai kuwa, mawazo ya Sudi,hisia zake, nafsi yake ma kila kitu chake kimesombwa na Tunu.

Ashua ametawalwa na tamaa ya mali na kumwambia Sudi kuwa amechoka kupendwa kimaskini, anabadilika akiwa ndani kwa Majoka, awali alimpenda mumewe kwa dhati lakini baadaye anaomba talaka. Anafurikwa na tamaa na ubinafsi.

b) NDOA KATI YA MAJOKA NA HUSDA.

Ni ndoa ambayo imejaa lawama, Majoka anamlaumu Husda kuwa hampendi bali aliolewa na mali yake.( uk 75)

Hakuna mapenzi ya dhati katika ndoa hii. Majoka hampendi Husda. Alimoa ili kutimiza wajibu wake katika jamii na kama kiongozi, alipaswa kuoa. Alilia usiku huo baada ya kumwoa Husda lakini moyo na nafsi yake viko kwa Ashua. (uk75)

Majoka anampenda Ashua zaidi ya kumpenda hata anaweza kumfia. Anapanga njama ili kumpata. Majoka anakiri kuwa Ashua anamuua moyoni kwa penzi. Anamkondesha na kumkosesha raha kwa kumkataa. Ashua kumkimbia Majoka alimwachia Majoka aibu na penzi lake kwa Ashua linamsongoa. (uk 76).

Asasi ya ndoa imo hatarini kwa kutawaliwa ma tamaa ya mali. Baadhi ya wanaume huoa ili kutimiza matakwa yao na wanawake huolewa kwa sababu ya tamaa ya mali na ubinafsi.

Wanaume wanapaswa kujidadisi na wakae na wake zao kwa heshima. Wanawake nao wanapaswa kujirudi vinginevyo asasi ya ndoa imo hatarini. (uk 77)

Uaminifu na mapenzi ya kweli ni kigezo muhimu ili ndoa idumu.

7) ULEVI NA ATHARI ZAKE.

Mangweni kwa mamapima shughuli za ulevi zimeshika kani.

Ngurumo ni mlevi kupindukia, anajulikana Sagamoyo kwa uraibu wake wa vileo. Anajunywa pombe zaidi ili kusherehekea sherehe za uhuru.

Vijana ni walevi kwa mamapima hadi wanasimama kwa taabu.

Ulevi umepotosha baadhi ya vijana, Ngurumo alisoma darasa moja na Tunu lakini ni mlevi kupindukia, hajitambui.

Kwa mamapima kila mtu hupewa vileo kwa raha zake.

Ulevi umemfumba Ngurumo hadi haoni athari za soko kufungwa, yeye anadai kuwa yuko sawa na hataki soko lifunguliwe. (uk60)

Mamapima hatambui hatari za ulevi, anaona kulewa ni raha, anawaambia Tunu na Sudi wajipe raha kwa kulewa.

Mtu mmoja ni hoi kutokana na ulevi, anaanguka chini na kuanza kugaragara.

Tunu anasema kuwa juzi waliwazika watu kutokana na pombe na wengine kugeuka vipofu kwa sababu ya pombe.

8) VIFO/MAUAJI.

Vijana watano wanauliwa watu wanapoandamana katika kampuni ya Majoka.

Watu huuliwa Sagamoyo.

“Natumai hakuna aliyeuliwa, sitaki kujipaka matope tena” (uk 31)

Kifo cha Jabali kilipangwa katika ajali kwa kuwa mpinzani wa majoka hata chama chake cha Mwenge kikamfuata ahera.

Tunu anamwambia Majoka kuwa yeye na wenzake ni wauaji. (uk43)

Viongozi humwaga damu Sagamoyo. Tunu anamwambia Majoka kuwa atalipa kila tone la damu lililomwagwa Sagamoyo.

Babake Tinu anakufa katika Majoka and Majoka company. Marara na watu wake walimtemdea ukatili.

Hashima anasema damu nyingi imemwagika Sagamoyo hadi ardhi imeingia najisi

Mashujaa wengine walienda jongomeo kwa kuleta uhuru Sagamoyo.

Ngurumo ananyongwa na chatu akitoka Mangweni.

Majoka anapanga kutekeleza mauaji kwa kumwondoa chatu mmoja ili pawe na usalama Sagamoyo. Kuomdoa chatu ni kuua Sudi au Tunu.

Kifo cha Ngao junior kinatokea, anapatikana katika uwanja wa ndege akiwa na sumu ya nyoka.

Majoka anasema kuwa ziwa kubwa limefurika damu furifuri kumaanisha vifo vya watu wengi vimetokea Sagamoyo. Watu wanalilia damu ya Majoka, wanataka kumuua.(uk 79)

9) UFISADI.

Serikali ya Majoka ina ufisadi, inampa mamapima kibali cha kuuza pombe haramu.

Mamapima ni fisadi, anawapunja walevi.

Majoka anatumia pesa za umma visivyo kugharamia njama ili kuzima uchunguzi wa Tunu kuhusu ajali ya Jabali.

Viongozi Sagamoyo ni fisadi, wanaitisha kitu kidogo kutoka kwa wananchi. Wakati mwingine viongozi hudai kitu kikubwa au kitu chote. (uk 3)

Viongozi hutumia mali ya umma visivyo kufadhili miradi isiyo muhimu, kufadhili mradi wa muchonga vinyago ni kufisidi wananchi maana watalipia mradi huo.

Majoka anafisidi wananchi kwa kufunga soko ili ajenge hoteli ya kifahari. Soko ni chafu ilihali wananchi wanalipa kodi ya kusafisha soko. Majoka anadai kuwa ana mradi muhimu wa mushughulikia kuliko kusafisha soko.

Majoka ni fisadi, alikuwa na mpango wa kumpa Ashua kazi ya ualimu katika Majoka and Majoka academy kwa njia isiyo halali.

10) USALITI.

Majoka anawasaliti wanasagamoyo, watu wote wanamhukumu kwa kuwasaliti.

Majoka anatumia polisi kuwatisha wanasagamoyo badala ya kulinda usalama wao akiwa kiongozi wao.

Kingi anamsaliti Majoka wakati wa mwisho, anampinga amri yake kuwapiga watu risasi, siku zote alimtii Majoka.

Majoka anawasaliti wanasagamoyo kwa kuwafungia soko, anapaswa kulisafisha badala ya kulifunga.

Majoka anawasaliti wanasagamoyo kwa kupanga mauaji badala ya kulinda na kutetea haki zao.

Ashua anamsaliti Sudi kwa kuomba talaka licha ya kuwa sudi anampenda kwa dhati.

Boza na Kombe wanawasaliti wanamapinduzoi kwa kuunga mkono uongozi mbaya wa Majoka.

Majoka anamsaliti Husda kwa kukiri kuwa hampendi licha ya kuwa mkewe.

11) UTABAKA.

Jamii ya Sagamoyo imegawika katika matabaka mawili ;tabaka la watawala na tabaka la watawalwa. Watawala wanaishi maisha ya kifahari huku watawalwa wanaishi maisha ya uchochole.

watawala/walalahai.

Viongozi wana madaktari wao wa kuwahudumia, Majoka anapozirai, daktari wake anaitwa.

Watawala wana shule za kifahari, Majoka and Majoka academy ni shule ya kifahari.

Watoto wa viongozi huishi ng`ambo palipo na maisha bora. Ngao Junior yuko ng`ambo.

Watawala wanaishi maisha ya starehe,

Mzee Kenga ana gari la kifahari na walinzi,

Majoka anasema apikiwe kuku kwa chapati

Majoka ana hoteli la kifahari

Watawala wamejichimbia visima, Majoka anafungulia biashara ya ukataji miti huku wanasagamoyo wakiteseka kwa kiangazi.

Ofisini mwa Majoka anakalia kiti cha kifahari, kando yake kumepangwa medhali kadhaa, anaishi maisha ya kifahari.

b)Watawalwa/wachochole.

Soko la Chapakazi ni la wachochole.

Wachochole wana njaa, watoto wa Sudi wanalia njaa, Sudi anakula embe bovu.

Maskini wanateseka, mvua isiponyesha hata maji ya kunywa wayatoa ng`ambo.

Wauguzi wanagoma kwa sababu ya mishahara duni huku viongozi wakiwa na madaktari wa kuwahudumia.

12) UNYANYASAJI

Wanasagamoyo wananyanyaswa. Kilicho chao kinachukuliwa na wanatishwa.

Wananchi wanatumikizwa, Sudi wanaambiwa wachonge vinyago ili kufaidi viongozi.

Wanasagamoyo wananyanyaswa, keki ya uhuru inaliwa kwingineko na wanaletewa makombo.

Wananchi wanafungiwa soko ambalo ni tegemeo lao. Hawana mahali pengine pa kuuzia bidhaa zao.

Sagamoyo watu wananyanyaswa kwa kulazimishwa kulipa kitu kidogo wakati mwingine kitu kikubwa au kitu chote.

Ashua ananyanyaswa kwa kutiwa ndani bila kosa.

13) TAMAA.

Majoka ana tamaa ya uongozi, hataki kuondoka mamlakani. Anafanya kila awezalo kuondoa wapinzani wake.

Anataka kumtambulisha Ngao Junior rasmi kuwa mrithi wake kwenye siasa.

Majoka anadai kuwa hata asipopigigwa kuta moja atashinda. Ana tamaa ya uongozi.

Majoka ana tamaa ya mali, ananyakua uwanja wa soko ili kujenga hoteli ya kifahari.

Majoka anawafisidi wananchi ili kujilimbikizia mali kwa sababu nya tamaa

Mamapima ana tamaa ya mali, anawapunja walevi.

Husda ana tamaa ya mali, anaolewa na Majoka kwa sababu ya mali yake.

Tamaa inamtawala Ashua hadi anaomba talaka. Anadai amachoka kupendwa kimaskini kwa kuongozwa na tamaa ya mali.

14) UCHAFUZI WA MAZINGIRA.

Kuna maji chafu ambayo yametabakaa mitaroni Sagamoyo. Povu jeupe limechacha

Soko la Sagamoyo limegeuka uwanja wa kumwaga jemikali na taka.

Uchafuzi wa mazingira unaatharisha maisha ya wanasagamoyo. Sudi anakiri kuwa nusra wafe kwa sababu ya mazingira chafu.

“…Mungu anatupenda, vinginevyo tusingekuwa hai.”

Sagamoyo hakukaliki kwa sababu ya uvundo kila mahali.

MBINU ANAZOTUMIA MAJOKA KUONGOZA SAGAMOYO

Uvumi. Watu wa Majoka wanaeneza uvumi kuwa Sudi na Ashua ndio wanawinda roho ya Tunu.

Ahadi za uongo. Madai ya Majoka kuwa atatoa chakula kwa wasiojiweza si ya kweli.

Kenga mshauri wa Majoka anawashawishi Sudi kuchonga kinyago cha Ngao ili apate malipo mazuri na maisha yake kubadilika. Kuwa jina lake litashamiri na apate tuzo nyingi zaidi ya hayo apate likizo ya mwezi mzima ughaibuni. Ahadi hizi zote ni za uongo.

Zawadi. Kenga anawaletea Sudi, Boza na Kombe zawadi ya keki kuwafumba ili wamuunge mkono Majoka.

Vitisho. Wanasagamoyo wanatishwa kwa kurushiwawa vijikaratasi wahame.

Majoka anatumia polisi kuwatisha wanasagamoyo. Matokeo yake ni watu kuhofia usalama wao.

Majoka anamtishia Chopi kuwa aramwaga unga wake kwa kutomamrisha polisi kutawanya waandamanaji.

Mapendeleo. Ashua baada ya kufuzu kutoka chuo kikuu alipewa kazi katika Majoka and Majoka academy akakataa, sasa angekuwa mwalimu mkuu katika mojawapo ya shule za kifahari, viongozi hupendelea wengine kutumia njia sisizo halali.

Majoka alimpa Tunu kazi kiwandani akakataa.

Jela. Viongozi hufungia wanao apinga jela. Ashua anatiwa ndani, kuna washukiwa wengi ndani.

Polisi. Majoka anatumia polisi kutawanya waandamanahi wanaodai haki zao.

Viongozi hutumia nguvu. Majoka anadai wafadhili wa wapinzani lazima wavunje kambi zao Sagamoyo, kuwa Sagamoyo yajiweza.

Anapanga kumkomesha Tunu dhidi ya kuongoza maandamano kutumia nguvu zake kiutawala.

Kenga anamshauri Majoka atangaze maandamano ni haramu kwa mutumia nguvu kisha maafisa wa polisi watumie nguvu zaidi.

Ulaghai. Majoka anapanga kuongoza mishahara ya waalimu na wauguzi kwa aslimia kidogo kisha apandishe kodi.

Kudhibiti vyombo vya dora. Majoka anapanga kufunga vituo vya runinga sagamoyo ili abakie na vichache anavyotaka vya kutangaza habari anazotaka.

Wavamizi. Majoka anatumia wavamizi, Tunu anaumizwa mfupa wa muundi, Siti ana majeraha kutokana na uvamizi.

Ulinzi mkali. Majoka na watu wake wana ulinzi mkali. Kenga ana walinzi, Majoka analindwa na maafisa wa polisi.

Tunu na watu wake nanafurushwa wanapojaribu kukaribia soko la Chapakazi.

Kufuta kazi wasiomuunga. Majoka anamfuta kazi kingi kwa kutomtii kupiga watu risasi sokoni Chapakazi.

MATAKWA YA WANASAGAMOYO.

Soko ambalo ni tegemeo lao linafungwa. Waataka soko lao lifunguliwe na kujengwa upya pia lisafishwe.
Hawana usalama, askari wanatumiwa kuwatawanya na kuwatishia. Wanaishi kwa hofu.
Hawana uhuru wa kutangamano kwani viongozi wao wahahofia maanamano.
Haki zao zimekiukwa. Mauaji yanapangwa kwa njama za kuwaangamiza.
Wanataka kujengewa hospitali, barabara na vyoo.Waletewe nguvu za umeme.
Wanataka wapate elimu Sagamoyo na ajira kwa vijana.
Wanasagamoyo wana njaa
Walimu na wauguzi Sagamoyo wana mishahara duni.
Kuna vilio Sagamoyo, mauaji yanapangwa. Wanasagamoyo wanataka mauaji haya yakome na haki kutendwa.
Wanasagamoyo wananyanyaswa na viongozi, bei ya chakula inapandishwa ilihali wengi wa wananchi ni maskini.
Mazingira Sagamoyo ni chafu hadi kuhatarisha maisha yao. Wanataka soko kusafishwa.

WAHUSIKA

MAJOKA.

Ni kiongozi wa jimbo la Sagamoyo.

Ni katili.

Anaamuru Tunu auliwe, anavunjwa mfupa wa muundi.

Anamwambia kingi awapige watu risasi katika soko la Chapakazi.

Ni mkware.

Anapanga njama ya kumpata Ashua, anamtaka kimapenzi licha ya kuwa na mke na mtoto.

Ashua anapofika ofisini mwake, anataka kumkumbatia na kumbusu.

Mwenye hasira.

Anakasirika Ashua anapokataa asimkumbatie na kusema kuwa hasira yake imeanza kufunganya virago. (uk 20)

Mwenye majisifu.

Majoka anataka sifa, anauirahi sana Ashua anapomwita Ngao jina lake la ujana.

Anajisifu kuwa yeye pia anajua kuzaa na wala si kuzaa tu bali kuzaa na kulea. (uk22)

Mwenye dharau.

Anawadharau watoto wa Ashua kwa kuwaita vichekechea. (uk22)

Anamdharau Sudi mumewe Ashua kwa kumwita zebe.

Anamdharau Tunu kuwa ni daktari na hana kazi ya maana.

Tunu anapokataa poza ya Ngao Junior anamdharau kuwa msichana mdogo hata ubwabwa wa shingo haujamtoka.

Mpenda anasa.

Majoka anamwambia Ashua asilie bali aseme na ampendaye, astarehe kwenye kifua cha shujaa wake.(uk22)

Anataka kumpa Ashua huba ,anamwita muhibu wake.(uk21)

Mnafiki.

Anamwambia Ashua kuwa,

“…haja zako ni haja zangu, shida zako ni shida zangu na kiu yako ni kiu yangu.”

Nia yake ni kumteka Ashua kimapenzi, hana moyo wa kujali.

Anadai kuwa hapendi rafu Ashua wanapopigana na Husda ofisini huku ni yeye huzua rafu Sagamoyo kwa kupanga mauaji hadi watu kuandamana.

Mpyoro.

Anawatusi wanasagamoyo kuwa wajinga katika soko la Chapakazi.

Anamwita Sudi mumewe Ashua Zebe.

“…uliona nini kwa huyo zebe wako.” (uk24)

Mwenye kiburi.

Anajiita mwana wa shujaa kwamba ana akili ndipo kuwa mwana wa shujaa. Anasema kuwa aliitwa Ngao kwa kuwa na sifa.

Anajifananisha ma Samsoni Myaudi na shujaa Lyona wa Waswahili.

Anadai kuwa Ashua amembandika jina la kumkwaza kwa kumwita mzee.

Ni katili.

Anamfungia Ashua licha ya kumwomba msamaha kuwa ananyonyesha.

Anapanga njama za mauaji bila kujali haki za raia.

Anawafungia wanasagamoyo soko ambalo ni tegemeo lao biala kujali.

Ni dikteta.

Majoka hutoa amri, polisi watawanye waandamanaji.

Kenga anasubiri amri ya Majoka ili amkomeshe Tunu kufanya uchunguzi kuhusu kifo cha Jabali.

UMUHIMU WA MAJOKA.

Ametumika kuonyesha jinsi ambavyo viongozi hutumia mamlaka yao vibaya kunyakua ardhi ya umma, kuvunja sheria za katiba, kudhibithi vyombo vya dora, kupanga njama za mauaji, kunyanyasa maskini na kudhulumu wnawake kimapenzi.

Ni kielelezo cha viongozi katika mataifa yanayoendelea na shida zinazoyakumba kutokana na uongozi mbaya.

TUNU.

Ni mwanamke Sagamoyo ambaye anapinga maovu ya Majoka, rafikiye Sudi na mtoto wa Hashima.

Ni mwanamapinduzi.

Anaongoza maandamano Sagamoyo.

Anahutubia wanahabari kuhusu hali halisi Sagamoyo.

Anakiri kutolegeza msimamo wao hadi soko lifunguliwe.

Ni msomi.

Ana shahada ya sheria kutoka chuo kikuu.

Ni mtetezi wa haki .

Anapanga kuleta wachunguzi kutoka nje ili kuchunguza kuhusu kifo cha Jabali .

Anamwambia Majoka wazi kuwa kila mtu Sagamoyo ana haki nya kuishi.

Mwenye msimamo dhabiti.

Anakataa wazo la Majoka kumwoza kwa Ngao Junior.

Licha ya kuumizwa mguu, halegezi kamba kuwapigania wanasagamoyo.

Ni jasiri.

Haogopi yeyote, anataka kukutana na viongozi katili ili awakashifu.

Anamwambia Majoka wazi kuwa hawezi kuolewa na mhuni, kwanba wanakula watu kwa jina la ugatuzi. (uk42)

Ni mzalendo.

Tunu anapigania haki za Wanasagamoyo, anamwambia Majoka kuwa wanasagamoyo wana haki ya kuishi na kuwa ugatuzi si unyakuzi.

Mdadisi.

Anamdadisi mamake ili ajue maana ya ndoto ya Mzee Marara kumfukuza ili amnyanganye mkufu wake wa dhahabu.

Anapanga kuchunguza ajali iliyosababisha kifo cha Tunu.

Mwajibikaji.

Tunu amawajibika, anaelewa athari ya pombe, na kukataa pombe anayopewa kwa mamapima.

Mwenye usawa

Anapigania usalama wa kila mtu Sagamoyo, habagui yeyote. Hambagui mamapima anapomwomba msamaha.

UMUHIMU WAKE.

Tunu ametumika kuonyesha kuwa kuna wazalendo katika jamii ambao wamejitolea kupinga uongozi mbaya ili kuleta haki na usawa katika jamii.

Mwandishi amemtumia mhusika Tunu kuonyesha kuwa licha ya changamoto zinazomkumba mtoto wa kike, bado ana nafasi muhimu katika ujenzi wa jamii mpya, wanawake ni muhimu katika uongozi ili kuleta maendeleo.

ASHUA

Ni mkewe Sudi, mamake Pendo na Pili

Ni mwenye msimamo thabiti.

Licha ya kushawishiwa kimapenzi na Majoka, hakubaliani na kauli yake. Anashikilia msimamo wake kuwa ana mume na hataki kuvunja ndoa yake, anakataa huba kutoka kwa Majoka.

Ni jasiri.

Anamkabili Majoka kwa kupasa sauti ofisini mwake, haogopi. Anamwambia kwa ujasiri kuwa anefika kwake kuomba msaada.

Ni mnyenyekevu.

Ananyenyekea mbele ya Majoka ofisini mwake na kumwomba msamaha, anamwomba Majoka amkanye Husda asimtusi.

Ni mwenye heshima.

Anakiri kuwa anamheshimu Majoka.

Ni mwaminifu.

Ashua ni mwaminifu katika ndoa yake. Anakataa kufanya mapenzi na Majoka kwa kuhofia talaka yake.

Anathamini ndoia yake, anakataa pendekezo la Majoka kwa madai kuwa yeye ni mke wa mtu.

Ni msomi.

Ashua amesoma na ana shahada ya ualimu.

Amezinduka.

Anadai kuwa kampuni ya Majoka ni ya wahuni. Anaelewa kuwa wanasagamoyo wamenyanyaswa hivyo kujiunga na wanamapinduzi kupigania haki.

Ni mkali.

Ashua anamkabili Husda kwa ukali ofisini mwa Majoka.

Ni mwenye tamaa.

Ashua baada ya kutiwa ndani kwa Majoka, tamaa inamjaa. Anamwambia Sudi kuwa amechoka kupendwa kimaskini, tamaa ya mali inamtawala.

Asiye na subira.

Subira inamhama Ashua. Hawezi kusubiri hadi Sudi awe na uwezo wa kumtunza.

UMUHIMU WAKE.

Ametumika kuwakilisha wanawake ambao wanathamini na kuzienzi ndoa zao, wanawake waaminifu lakini kwa sabavu ya kutawaliwa na tamaa ya mali na ubinafsi, huaribu ndoa zao.

SUDI.

Ni mumewe Ashua, fundi wa kuchonga vinyago Sagamoyo ambaye anashirikiana na Tunu kupinga maovu ya Majoka.

Ni mzalendo.

Kwake taarifa za Majoka hazimfai, za kutangaza mashujaa waliopigania uhuru Sagamoyo.

Haoni maana ya uhuru huo hivyo kutomuunga mkono.

Ana jukumu la kulinda uhai, kulinda haki na kulinda uhuru.

Wanaitaji kuandika historia ya Sagamoyo upya.

Ni mwenye bidii.

Anafanya kazi ya kuchonga vinyago kwa bidii.

Ni mwenye msimamo thabiti.

Licha ya kushawishiwa na kuhaidiwa mengi na Kenga ili achonge kinyago cha Ngao, anakataa na kushikilia msimamo wake.

Ni jasiri.

Anamwambia Kenga kwa ujasiri wamemulikwa mbali. (uk12).

Haogopi kuchonga kinyago cha mwanamke.

Amezinduka.

Hali keki ya uhuru wanayoletewa na Kenga kwa madai kuwa ni makombo. Anaelewa kuwa viongozi wanawanyanyasa.

Ni mwajibikaji.

Sudi amewajibika, anajitahidi kwa udi na uvumba ili kumkidhi Ashua. Kila kitu anachokipata humletea Ashua.

Ni mwenye mapenzi ya dhati .

Sudi anampenda mkewe kwa dhati. Hufanya kila kitu ili kumkidhi.

Ni mwaminifu.

Sudi ni mwaminifu katika ndoa yake. Anampenda Ashua na anajelea kumpa talaka Ashua anapoiomba.

Ni msomi.

Sudi ana shahada, walisoma shule moja na Tunu.

UMUHIMU WAKE.

Mwandishi amemtumia mhusika Sudi kuonyesha kuwa kuna, wazalendo katika jamii ambao wamejitolea kuoigania haki ili kujenga janii mpya, watu ambao wamejitolea kupinga uongozi mbaya.

KENGA.

Ni mshauri mkuu wa Majoka.

Ni mshauri mbaya.

Anamshauri Majoka visivyo. Anamwambia atangaze kuwa maandamano ni haramu kisha aamuru maafisa wa polisi watumie nguvu zaidi.

Ni kikaragosi.

Anamuunga Majoka mkono hata kwa mambo yasiyofaa nia yake ikiwa ni kujinufaisha kutokana na uongozi wake.

Ni fisadi.

Yeye na Majoka wanadai kitu kidogo kutoka kwa wanasagamoyo.

Baada ya soko kufungwa, Majoka anamwambia kuwa kipande chake cha ardhi kipo. Anakipata kwa njia isiyo halali.

Ni mwoga.

Kenga abahofia maandamano yanayoendelea na kumshauri Majoka asiyapuuze

Ni mwenye matumaini.

Hafi moyo, anasema atarudi tena na tena ili kusema na Sudi ili achonge kinyago.

UMUHIMU WAKE.

Kenga anawakilisha washauri wabaya wa viongozi katika jamii, watu ambao nia yao ni kujinufaisha wenyewe bila kujali maslahi ya wanyonge.

Washauri ambao ni katili na hata hupanga njama za mauaji ili kuendelea jufaidi kutoka kwa viongozi. NGURUMO.

Ni kijana mpenda anasa, mfuasi wa Majoka.

Ni mlevi.

Ngurumo ni mlevi kupindukia,anajulikana Sagamoyo kutokana na ulevi wake.

Ni msaliti.

Anasaliti wanamapinduzi kwa madai kuwa Sagamoyo ni pazuri tangu soko kufungwa.

Anasaliti katiba ya nchi yake kwa kunywa pombe haramu, kinyume na sheria.

Ni mpenda anasa.

Ngurumo anapenda anasa, kwake kulewa ni starehe.

Mwenye taasubi ya kiume.

Anamdharau Tunu kwa kuwa mwanamke, anadai kuwa yeye si kitu Sagamoyo.

Anamwimbia wimbo wenye ujumbe kuwa aolewe ili asije akazeekea kwao

Ni kikaragosi.

Yeye ni mfuasi wa Majoka, anaunga uongozi wake mkono licha ya kuwa haufai.

UMUHIMI WAKE.

Mwandishi amemtumia Ngurumo kuonyesha kuwa kuna vijana ambao wamepotoshwa na anasa katika jamii na kukosa mwelekeo. Ngurumo ni kijana lakini mlevi kupindukia.

BOZA

Ni fundi wa kuchonga vinyago Sagamoyo, mumewe Asiya (mamapima)

Ni mwenye hasira.

Anamwambia Sudi kwa hasira kuwa embe lake linanuka fee. (uk1)

Ni kikaragosi.

Anatetea viongozi kuwa ni jukumu lao kusanya kodi, kuwa huku ndilo kujenga nchi na kujitegemea. (uk3)

Anafurahia wimbo wa uzalendo unaosifia uongozi wa Majoka ilhali hali ni tofauti Sagamoyo kulingana na maudhui katika wimbo huo.

Anamuunga Majoka mkono ili afaidi.

Mwenye majisifu.

Anajisifu kuwa keki ya uhuru imeokwa na mke wake mwenyewe.

Ni msaliti.

Anawasaliti wanamapinduzi kwa kuunga mkono uongozi Mbaya wa Majoka mkono.

UMUHIMU WAKE.

Boza ametumika kuonyesha watu ambao hawajazinduka katika jamii, wanaotumikizwa na viongozi na kufumbwa kwa mambo madogomadogo ili waendelee kuunga uongozi mbaya mkono.

HUSDA

Ni mkewe Majoka.

Ni mwenye tamaa ya mali.

Anaolewa na Majoka kwa sababu ya pesa na wala si mapenzi halisi

Ni mkali.

Anasema atamuua mtu anapompata Ashua na Majoka.

Mpyoro.

Anamtusi Ashua na kumwita kidudumtu na mdaku.

Mbinafsi.

Husda ana ubinafsi, anaolewa sababu ya mali ili kujinufaisha.

UMUHIMU WAKE.

Husda ni kielelezo cha wanawake wanaoongozwa na tamaa ya mali hata hata katika ndoa, wanawake wanaoolewa kwa sababu ya mali na wala si mapenzi ya kweli.

MAMAPIMA

Huyu ni Asiya mkewe poza anayeuza pombe Sagamoyo.

Ni laghai.

Anawapunja walevi.

Ni mwenye tamaa ya pesa.

Anawapunja walevi kwa sababu ya tamaa ya pesa.

Amekiuka sheria.

Anauza pombe haramu kinyume cha sheria.

UMUHIMU WAKE.

Mamapima ametumika kuonyesha watu ambao huongozwa na tamaa hadi kiwango cha kukiuka sheria.

BABU.

Ni babuye Majoka ambaye ametokea ndotoni.

Ni mshauri mwema.

Anamshauri Majoka abadili mienendo yake na asikie vilio vya wanasagamoyo na aone maovu aliyoyatenda. (uk 83)

Ni mwenye hekima.

Anathibitisha kauli kuwa maisha ni mabadiliko na maovu yana mwisho.

Anamwonya Majoka dhidi ya kuishi kwa kutojali, kuwa hasara itamwandama akataliwe na watu asiwe mtu tena.

Anampa Majoka wosia kuwa binadami ni mavumbi na atarejea mavumbini kwa hivyo asihishi kwa kuwanyanyasa wengine wala asiongozwe na tamaa maishani.

Anamshauri kuwa mkwea ngazi huteremka. (uk84).

Anamwambia Majoka atende wema daima na ataishi maisha mema iwapo atakufa, atajiandikia tarijama njema huko ahera.

UMUHIMU WA BABU.

Mwandishi amemtumia kuonya umma kuwa si vyema kutendea wengine mabaya, maana maovu yana mwisho. Wanadamu wasiishi kwa kuwanyanyasa wengine wala kuongozwa na tamaa bali watende mema daima

MBINU ZA UANDISHI.

KINAYA.

Habari zinazotolewa na mjumbe katika rununu ni za kinaya, kuwa wanasagamoyo wasirudishe maendeleo nyuma bali wafurahie ufanisi ambao umepatikana katika kipindi cha miaka tisini baada ya uhuru.

Ujumbe huu ni kinaya kwa vile Sagamoyo hakuna maendeleo wala ufanisi. Watu wana njaa na wanakosa mambo ya kimsingi kama vile maji, elimu na matakwa mengine mengi.

Boza anadai kuwa kulipa kodi ni kujenga nchi na kujitegemea. Kauli hii ni kinaya kwa vile kodi wanayolipa wanasagamoyo haitumiki kujenga nchi kwa vyovyote vile.

Sudi anasema kuwa katika kipindi cha mwezi mzima wa uhuru wale mali walizochuna kwa miaka sitini. Ni kinaya kwa kuwa hakuna walichovuna, viongozi hujilimbikizia mali.

Boza anamwambia Sudi kuwa wanatia doa kwa kila jambo nzuri. Ni kinaya kwa vile hakuna mambo mazuri ambayo Majoka amefanya Sagamoyo. (uk5)

Wanasagamoyo kusheherekea miaka sitini ya uhuru ni kinaya kwani hakuna cha muhimu kusheherekewa, hakuna maendeleo Sagamoyo.

Boza anadai kuwa kinyago chake chapendeza na kufanana na shujaa Marara Bin Ngao, ni kinaya kwani kinyago hicho hakifanani na shujaa huyo.

Mzee Majoka kudai kuwa anamheshimu sudi ni kinaya. Majoka hana heshima kwa raia wake, nia yake ni kutaka Sudi amchongee kinyago. (uk13)

Kenga kumwambia Sudi kuwa ipo siku atamtafuta mzee Majoka ni kinaya kwani Sudi hana haja naye.

Majoka kudai kuwa takataka za soko zitaaribu sifa nzuri za jimbo la Sagamoyo ni kinaya kwa vile hakuna sifa nzuri Sagamoyo. Viongozi wanaendeleza maovu na hata kupanga mauaji.

Kauli ya Husda kuwa Ashua ni kimada wa Majoka ni kinaya kwa vile Ashua hana nia yoyote na Majoka. Amefika kwake kuomba msaada.

Ni kinaya kwa polisi Sagamoyo kutawanya waandamanaji. Polisi wanapaswa kulinda na kutetea haki za wananchi.

Majoka kusema kuwa Sagamoyo wanajiweza ni kinaya. Watu wana matakwa mengi, ni maskini, wana njaa na hata kupata ufadhili kitoka nje kwa miradi isiyo muhimu.

Ni kinaya Kenga anapomwambia Majoka aache moyo wa huruma, kwa sababu Majoka hana hata chembe cha huruma. Anapanga mauaji na kunyanyasa raia.

Majoka anaposema kuwa juhudi za Tunu kuandaa migomo hazitamfikisha mahali ni kinaya kwa vile Tunu wanafanikiwa katika maandamano yao na hata kuungwa mkono na wengi.

Ni kinaya kwa Ashua kumwambia Sudi kuwa ni kosa lake kutiwa ndani. Kosa ni la Majoka na njama yake ya kutaka kuchongewa kinyago.

Ashua anasema kuwa katika jela kuna amani na amechoshwa na Sudi. Ni kinaya kwani Ashua anapata maumivu akiwa jelani.

Uvumi unaoenea kuwa Sudi na Ashua ndio wanaowinda roho ya Tunu ni kinaya kwani wote hawa ni wanamapinduzi wanaopigania haki Sagamoyo.

Madai ya Ngurumo ni kinaya kuwa tangu soko kufungwa Sagamoyo ni pazuri mno. Eti mauzo ni maradufu ilihali watu hawana mahali pa kuuzia bidhaa zao, kifungwa kwa soko kunawaangaisha raia hata zaidi.

Ngurumo kusema kuwa pombe ni starehe ni kinaya kwani watu wanaangamia kutokana na pombe, wengine kuwa vipofu.

Watu wengi wanatarajiwa kufika katika uwanja wa ikulu ya Majoka kusherehekea uhuru siku ya sherehe lakini ni kinaya kwa kuwa ni watu kumi tu ambao wanafika.

JAZANDA.

Kinyago cha shujaa anachochonga Sudi kwamba shujaa huyo ni mkubwa kuliko jina lake na urembo wa shujaa huyo ni bora zaidi. Shujaa anayerejelewa hapa ni Tunu, yale ambayo anatendea Sagamoyo ni makuu kuliko jina lake, kutetea haki za wanyonge. (uk10)

Husda anamwambia Ashua kuwa hawezi kumtoa bonge kinywani hivi hivi. Bonge ni Majoka bwanake Husda kuwa Ashua hawezi kumnyanganya bwana.

Husda kumwita Majoka pwagu, pwagu ni mwizi na Majoka amewaibia wanasagamoyo; ananyakua ardhi, anaiba kodi na kuwalaghai wanasagamoyo. (uk27)

Husda anamwambia Ashua kuwa ameshindwa kufuga kuku na kanga hatamweza. Kuku ni mumewe Sudi, na Kanga ni Majoka, kwamba Ashua ameshindwa kumtunza Sudi na Majoka hampati. (uk28)

Tunu kuwekewa vidhibitimwendo ni kukomeshwa au kuwekewa vikwazo ili afe moyo kutetea haki za wanasagamoyo.

Majoka anasema kuwa hatatumia bomu kuulia mbu. Anamrejelea Tunu kuwa mbu kunaanisha hatatumia nguvu nyingi kumwangamiza. (uk35)

Majoka anasema ili kuongoza Sagamoyo ni lazima uwe na ngozi ngumu, kumaanisha ni lazima uwe mkali na mwenye nguvu.

Jukwaa kupakwa rangi kwa ajili ya sherehe ya uhuru ni kufunika uozo ulio Sagamoyo.

Majoka anaposema salamu zinamgoja Sudi kwake, salamu ni Ashua mkewe aliye ndani ya jela.

Majoka anamshauri Sudi anawe mikono iwapo anataka kula na watu wazima. Kunawa mikono ni kukubali kuchonga kinyago ndiposa Ashua mkewe aachiliwe.

Chopi anamwambia Sudi iwapo shamba limemshinda kulima aseme. Shamba anarejelea Ashua kuwa iwapo Ashua amemshinda kutunza, aseme atunziwe na Majoka.

Siafu huwa wengi na si rahisi kuwamaliza. Siafu ni wanasagamoyo ambao ni wengi kuliko Majoka na si rahisi kuwashnda. Hatimaye raia wanamshinda Majoka. (uk52)

Tunu anasema kuwa moto umewaka na utateketea wasipouzima. Moto ni harakati za mapinduzi Sagamoyo .Kuteketea nice kumng`oa Majoka mamlakani.

Hashima anamwonya Tunu asijipeleke kwenye pango la joka.Pango la joka anarejelea majoka na watu wake ambao ni kati na wauaji.

Majoka anadai lazima mtu mmoja atolewe kafara ili watu wajue kuwa kuna usalama Sagamoyo. Chatu anamrejelea Sudi au Tunu ambao ni tishio kwa uongozi wake na kuwatoa kafara ni kuua mmoja wao ili kukomesha maandamano.

Majoka anaposema yupo kwenye chombo cha safari ya jongomeo anamaanisha kuwa mwisho wake uko karibu kuondolewa mamlakani.

Kinyago cha mke mrembo shujaa anachochonga Sudi kinaashiria Tunu ambaye ni shujaa wa kweli Sagamoyo

Husda anafananishwa na chui anayeishi ndani ya ngozi ya kondoo kuashiria kuwa yeye ni mnafiki. Hana mapenzi ya kweli kwa Majoka ila aliolewa naye kwa sababu ya mali.

Jazanda ya marubani ambao hawaendesha vyombo vyao vizuri ni viongozi ambao hawaingozi kwa haki. wamejawa na ulaghai na tamaa. (uk80)

Babu anamwambia Majoka kuwa hawezi kuelewa mambo kwa vile hajapambua ngozi yake ya zamani. Majoka anapaswa kubadili mienendo yake mbaya.

Chombo anachopanda Majoka kinaenda kinyume badala ya kwenda mbele, Majoka hajafanya maendeleo Sagamoyo kwa sababu ya ufisadi na tamaa. (uk81)

Kisima kuingiwa na paka maji hayanyweki tena. Sagamoyo ni dhiki tele, hakukaliki kwa kuwa na shida nyingi; soko kufungwa, mauaji kutekelezwa na unyakuzi.

SADFA.

Majoka akiwa ofisini mwake, Ashua anaingia bila kutarajiwa.

Ashua akiwa na Majoka ofisini, Husda anaingia bila kutarajiwa, Ashua anamaka na kubakia kinywa wazi.

Majoka anaposoma gazeti anaona maoni kuwa Tunu awanie uongozi Sagamoyo, hakutarajia kuyaona maoni hayo gazetini.

Chopi wanapozungumza na Majoka Mwango anafika na habari kuwa Majoka ana wageni, Tunu na Sudi ambao hakutarajia.

Majoka anapongojea Husda katika hoteli ya kifahari Sagamoyo, Kenga anafika na habari kuwa mipango haikwenda walivyopanga, kuwa Tunu bado yupo, hakuvunjwa miguu, Majoka hatarajii Tunu kuwa mzima.

Ni sadfa kwa kifo cha Ngao Junior kutokea sawia na kifo cha Ngurumo.

Majoka anazirai siku kabla ya sherehe ya uhuru, anapopata habari kuhusu kifo cha Ngao Junior.

Inasadafu kuwa siku ya sherehe ndio waandamanaji wanakuwa na mkutano katika soko la chapajazi wakati ambapo wanatarajiwa juhudhuria sherehe.

WIMBO.

WIMBO WA UZALENDO.

Wimbo huu unaimbwa katika kituo cha habari cha wazalendo, ni wimbo unaosifu Sagamoyo na kiongozi wake kuwa;

Sagamoyo ni jimbo tukufu, wanamtukuza Ngao kuwa kiongozi shupavu.

Maudhui katika wimbo huu ni kinaya kwa vile Majoka sio kiongozi shupavu, uongozi wake una dosari. (uk5)

WIMBO WA HASHIMA.

Anaimba wimbo huu akiwa nyumbani kwake. Wimbo huu unaashiria kuwa mambo hubadilika, kila siku wasema heri yalipita jana. (uk51)

WIMBO WA MAMAPIMA.

Ni wimbo wa kishairi unaorejela Sudi na Tunu. Mamapima anawashauri wajipe raha kwa kujiunga nao katika ulevi. (uk60)

WIMBO WA NGURUMO.

Ngurumo anaimba wimbo kwa mamapima akimrejelea Tunu. Ni wimbo wa kumsuta Tunu kwa kuwa yeye ni mwanamke anapaswa kuolewa.

WIMBO WA UMATI.

Umati unaimba wimbo katika lango la soko la chapakazi. Watu wanaimba kuwa yote yanawezekana bila Majoka. Wimbo huu unasifia juhudi za Tunu kuikomboa Sagamoyo na kuleta uhuru halisi.

WIMBO WA ASHUA.

Ashua anaimba kuwa soko lafunguliwa bila chopi kumaanishwa vikaragosi hawana nguvu dhidhi ya wanamapinduzi. (uk92)

USHAIRI.

Majoka anatunia ushairi kupitisha ujumbe wake kuwa Ashua anamuumiza Majoka moyoni kimapenzi. Kuwa anamkondesha na kumkosesha raha kwa kumkataa. Ashua kumkimbia alimwachia aibu Majoka na penzi lake kwa Ashua linamsongoa. (uk76)

Ushairi wa babu, anamshauri Majoka abadili mienendo yake, asikie vilio vya wanasagamoyo ,aone maovu anayoyatenda, ahisi dhiki zinazowakumba wanasagamoyo.

Anamshauri kuwa maisha ni njia mbili: mema na maovu na kuwa maovu yana mwisho.

NDOTO.

Tunu anaota ndoto kuwa anafukuzwa na mzee Marara akitaka mkufu wake wa dhababu.

Mzee marara kumfukuza Tunu ni ishara kumkomesha asiwe kiongozi Sagamoyo (kumnyanganya mkufu), mkufu wa dhahabu ni ishara ya uongozi. (uk53)

Majoka anasema na babu katika ndoto. Babu anamshauri Majoka abadili mienendo yake na asikie vilio vya wanasagamoyo.

Babu anamwonya Majoka dhidi ya kuishi kwa kutojali na kumwambia Majoka atende mema.

TAHARUKI.

Kombe na Boza wanaagizwa wachonge vinyago, je wanavichonga?

Majoka anampenda sana Ashua, anampata? kama hakumpata, alifanya nini?

Ashua anaomba talaka yake akiwa jela, je anapewa?

Kuna wafungwa ambao wamefungiwa, walifanya kisa gani? je wanaachiliwa? iwapo hawakuachiliwa, hatima yao ilikuwa ipi?

Wageni wanatarajiwa Sagamoyo siku ya uhuru. Je wanafika?

Mpango wa Majoka kumsafirisha Chopi kwa kushindwa kumvunja Tunu mguu, je anasafirishwa? iwapo anasafirishwa, anachukuliwa wapi na kufanyiwa nini?

Anwani ya tamthilia, kigogo ni nani? anafanya nini na wapi?

Kuna taharuki kuhusu kifo cha Ngao Junior. Ni kipi kinasababisha kifo chake? Majoka na Husda wanafanya nini? ni nani atakuwa mrithi wa Majojka katika siasa?

Hoteli la kifahari Majoka analotaka kulijenga baada ya kufunga soko, je anafaulu kulijenga?

Majoka anaagiza Ngurumo azikwe kabla ya jua kutua, je anazikwa? watu wanasema nini kuhusu kifo chake.

MBINU REJESHI/KISENGERE NYUMA.

Majoka anakumbuka hadithi kuwa binadamu siku zote humwauni kuku na kumhini kunguru. (uk22)

Majoka anarejelea siku Ashua alipokataa pete yake ya uchumba kuwa hiyo ndiyo siku aliyojikosea heshima na sasa hangekuwa ombaomba.

Majoka anarejelea kisa cha kifo cha Jabali na wafuasi wake, jinsi walivyopanga njama na kumwangamiza.

Ashua anakumbuka mengi Sudi aliyomwahidi siku zao za kwanza za mapenzi.

Tukio la Mzee Marara kumfukuza Tunu ndotoni ni la zamani, la utotoni.

Hashima anakumbuka jinsi alivyoathirika na marehemu mume wake, Marara na watu wake waliwatendea ukatili.

Sudi akiwa kwa mamapima anakumbuka mashujaa waliofungwa wakati wa ukoloni. Mashujaa hao waliangaisha wakoloni na hata wengine wakaenda jongomeo. (uk59).

KIANGAZAMBELE.

Maoni gazetini kuwa Tunu awanie uongozi Sagamoyo, baadaye Tunu anakuwa kiongozi baada ya kumpindua Majoka.

Majoka anahofia kuwa maandamano yatatia doa sherehe za uhuru, siku ya sherehe, watu hawahudhurii.

Majoka anahofia kuwa waandamanaji watafika ofisini wammalize. Mwishowe wanammaliza wanapomtoa mamlakani.

TAMATHALI ZA USEMI.

METHALI.

Fuata nyuki ule asali (ukitaka kula asali kaa na nyuki) (uk7).

Methali hii imetumika kuonyesha kuwa ukitaka kupata kitu, kaa na walionacho.

Asiya na Ngurumo walimwandama Bi. Husda hadi wakapata kandarasi ya kuoka keki.

Chelewa chelewa utapata mwana si wako.

Boza, Kombe na, Sudi wasichelewe kuchonga vinyago ili wafaidi, na majina yao yajulikane nje.(uk9)

Mbio za sakafuni, huishia ukingoni.

Kenga anatumia methali hii kurejelea kuwa harakati za Tunu kuleta mabadiliko Sagamoyo hayatafanikiwa. Kauli hii ni kinaya, (uk12).

Udongo haubishani na mfinyanzi.

Wenye nguvu hawabishani na wanyonge. Boza anatumua methali hii kumwonya Sudi asibishane na Majoka anapodai kuwa keki wanayoletewa ni makombo. (uk13)

Aketiye na cha upele, haishi kujikuna.

Sudi anatumia methali hii kurejelea Kombe anapomuunga mkono na kusema mambo yamekwenda kombo Sagamoyo. (uk15)

Simba hageuki paka kwa kukatwa makucha.

Kuwa Majoka alikosa fursa ya kumwoa Ashua haimanishi hana uwezo wa kumfanyia lolote. (uk21)

Kuvuja kwa pakacha ni nafuu kwa mchukuzi.

Kuvunjika kwa ndoa ya Ashua au Ashua kutalikiwa itakuwa heri kwa Majoka ili ampate Ashua

Heri kufuga mbuzi, binadamu wana maudhi.

Majoka anatumia methali hii Ashua anapokataa ombi lake. (uk26)

Kila mwamba ngoma, ngozi huivuta kwake.

Kenga anarejelea wafadhili wa gazeti kuwa walimtetea Tunu na habari kumhusu zimetiwa chuvi. Waandishi wa gazeti ni wafadhili wa Tunu. (uk33)

Dalili ya mvua ni mawingu.

Tunu huenda akaongoza Sagamoyo.(uk34)

Ukitaka kuwafurusha ndege, kata mti.

Kenga anamrejelea Jabali, kuwa ukitaka kuwaangamiza maadui ua kiongozi wao. Jabali alikufa na wafuasi wake kumfuata ahera. (uk35)

Udongo uwahi ungali mbichi.

Wangemkomesha Tunu kabla ya kupata umaarufu.

Asante ya punda ni mateke.

Majoka anamrejelea Tunu kwa kumpinga baada ya kugharamia masomo yake baada ya kifo cha babake.

Maji ukiyavulia nguo yakoge.

Majoka amekubali kuhukumiwa na kujibu mashtaka kwa kutowajibika kwake na kusaliti nchi yake. (uk79)

MASWALI BALAGHA.

Hiyo rununu hitulii mfukoni, yakuuma? (uk1)

Kwani umeota pua ya pili? (uk1)

Kwani u mjamzito? (uk1)

Kwa nini washerehekee mwezi mzima? (uk5)

Eeh! viini ni nini? (uk16

Hujayaacha hayo?

Siwezi nini? (uk21)

umenizidi kwa nini?

*kuna mifano zaidi.

KUCHANGANYA NDIMI.

look at the bigger future man (uk18)

Its for our good

what? (uk35)

But one stone is enough (uk36)

Live coverage. (uk38)

Over my dead body (uk45)

Ni afadjali iwe one touch (uk68)

Chopi, time is money. Humjui Asiya (uk71)

*mifano zaidi.

NIDAA.

Linanuka fee! (uk1)

Enhe! (uk19)

Kisa na maana ni wewe! (uk26)

Chunga ulimi wako! (uk27)

Na wewe! (uk27

TAKIRIRI.

Siwezi suwezi, mimi siwezi.

Kila kitu ni Tunu,Tunu,Tunu,Tunu (uk48)

TASHBIHI.

Ashua angeishi kama malkia.

Husda hataki jua lifanye ngozi yake ngumu kama ya mamba (uk67)

Pengime Tunu atambae kama nyoka. (uk69)

Siku hizi wake hawashikiki, ni kama masikio ya syngura. (uk76)

Kuishi kulivyo ni kama mshumaa. (uk80)

MASWALI.

A) Maswali ya insha.

1) Jadili jinsi maudhui ya uzalendo yamejitokeza katika tamthilia ya Kigogo. (al 20)

2) “Mwandishi wa tamthilia ya kigogo anadhamiria kujenga jamii mpya” Thibitisha ukweli wa kauli hii. (al 20).

3) “Maandamano na migomo ni tatizo sugu katika mataifa yanayoendeleaa.” Kwa kurejelea tamthilia ya kigogo, eleza chanzo na athari za maandamano na migomo. (al20)

4 )Jadili ufaafu wa anwani “kigogo” katika tamthilia ya kigogo. (al 20)

5) “Mataifa mengi ya Afrika yamekumbwa na tatizo la uongozi mbaya.” Thibitisha ukweli wa kauli hii kwa kurejelea tamthilia ya kigogo. (al 20)

6) “Katika jamii ya kisasa, asasi ya ndoa imo atharini.” Kwa kutoa mifano katika tamthilia ya kigogo, tetea ukweli wa kauli hii. (al 20)

7) Jadili jinsi mwandishi wa tamthilia ya kigogo alivyofaulu kutumia mbinu ya kinaya katika kazi yake. (al 20)

8) “Majoka ni mfano halisi wa viongozi katika mataifa mengi ya Afrika.” Thibitisha kauli hii. (al20)

9) Eleza umuhimu wa mhusika Tunu katika tamthilia ya Kigogo. (al 20)

10) Fafanua mbinu anazotumia Majoka kuongoza Sagamoyo. (al 20)

11) “Wananchi katika mataifa ya Afrika hukumbwa na matatizo si haba.” Thibitisha kauli hii kwa kutolea mifano kutoka tamthilia ya kigogo. (al 20)

12) Jadili nafasi ya mwanamke katika jamii kwa kurejelea tamthilia ya kigogo. (al 20)

13) Vifo/mauaji ni suala ambalo mwandishi wa tamthilia ya kigoo ameangazia. Eleza chanzo cha vifo/mauaji haya. (al 14)

b) eleza umuhimu wa mhusika babu katika tamthilia ya kigogo. (al 6)

B) Maswali ya dondoo.

14) “…mmemulikwa mbali.”

a) eleza muktadha wa dondoo hili. (al 4)

b)Taja na ueleze sifa mbili za msemaji wa maneno haya. (al 4)

c) kulingana na dindoo hili, ni nani na nani wamemulikwa? (al 2)

d)Fafanua mambo ambayo warejelewa waliyafanya ambayo yamemlikwa Sagamoyo.

(al 10)

15) “…kulinda uhai, kulinda haki, kulinda uhuru…”

a)Weka dondoo hili katika muktadha,wake. (al 4)

b)Taja na ufafanue maudhui mawili yanayojitokeza katika dondoo hili. (al 4)

c)Msemaji wa maneno haya alifanikiwa kulinda uhai, kulinda haki, kulinda uhuru. Thibitisha kwa kurejelea tamthilia nzima. (al 12)

16) ” Sitaki kazi ya uchafu hapa Sagamoyo.”

a) Eleza muktadha wa dondoo hili. (al 4)
b) Taja na ueleze maudhui mawili yanayojitokeza katika dobdoo hili. (al 4)

c)Sagamoyo kuna uchafu.Thibitisha kwa kurejekea tamthilia nzima. (al 12)

17) “…wa kujichunga ni wewe pwaguzi.”

a) Eleza muktadha wa dondoo hili.(al 4)

b)Eleza sifa ya msemewa kutokana na dondoo hili (al 2)

c)Taja tamathali ya usemi iliyotumika katika dondoo hili. (al 2)

d) Kwa kurejelea tamthilia nzima, thibitisha kuwa msemewa wa maneno haya alikuwa pwagu Sagamoyo. (al 12)

18) “Siafu huwa wengi na si rahisi kuwamaliza.”

a)Eleza muktadha wa dondoo hili.(al 4)

b)Eleza mbinu ya uandishi iliyotumika katika dondoo hili.(al 2)

c) Ni maudhui yepi yanayojitokeza katika dondoo hili? (al 2)
d) Thibitisha ukweli wa kauli kuwa siafu ni wengi, na si rahisi kuwamaliza kwa kurejelea tamthilia nzima. (al 12)

19) “Kimba ni kimba tu.”

a)weka dondoo hili katika muktadha wake. (al 4)

b)Taja sifa mbili za msemaji kulingana na dondoo hili.(al2)

c) Kwa kutolea mifamo mwafaka, fafanua mambo yaliyosababisha kuwepo kimba Sagamoyo. ((al 14)

20) “Kuishi kwa kutojali ni muhali.”

a)Eleza muktadha wa dondoo hili (al 4)

b)Fafanua sifa mbili za msemaji wa maneno haya. (al2)

c) Msemewa wa maneno haya aliishi kwa mutojali. Thibithisha kwa kurejelea tamthilia nzima. (al 8)

d )Ni vipi kutojali kwa msemewa hapo juu kulikuwa muhali Sagamoyo? (ak 6)

Teachers' Resources

HOME SCIENCE REVISION BOOKLET (QUESTIONS & ANSWERS)

October 5, 2025 Maverick John Leave a comment

HOME SCIENCE I

How can you ensure that a sitting room is well ventilated? (3mks)
What two precautionary measures should be taken when using paraffin as a fuel? (2mks).
State two reasons for using white ceramic tiles in the kitchen? (2mks).
State three qualities of good lighting. (3mks).
State two advantages and two disadvantages of steaming as a method of cooking?
Care should be taken to ensure that left over foods remain fresh. How can this be

done? (2mks)

State two qualities of fruit for jam making? (2mks).
Give three reasons for coating food before deep frying? (3mks).
State three ways of preparing clothes before washing? (3mks)
Two methods which can be used to sterilize baby’s feeding equipment? (1mrk)
What two was you use to disinfect kitchen clothes. (1mrk)
Give two ways of using a crossway strip in garment construction. (1mrk)
Give the following I-T -C – L – C ( International Textile Care Labeling Code). (1¹/₂mks).

(a)

(b)

Give the two reasons of airing clothes after ironing. (1mrk).
Two stitches that may be used to neaten an overlaid seam. (1mrk).
Two ways of finishing the neckline of a night dress. (1mrk).
17. Two qualities of a thimble. (1mrk).
What causes suffocation? (1¹/₂mrks)
Two things to prevent in first treatment of a cut. (1mrk).
Using the diagram below, name the most suitable seam for joining the pieces labeled A and B, the suitable side seam and the piece labeled A of a child’s dress. (3mks).

Seam joining A and B ……………. Side seam …………

Piece labeled A………

What points should you look for when buying a zip? Give two. (2mks)
Use the pattern piece below to answer the question that follow.

Pattern pieces. (1¹/₂mrk)

A………. B ……….

C……….

Pattern symbol. (1 ¹/₂mrk)

X ………. Y ……….

Z ……….

SECTION B.

(a) After completing your cookery practical lesson you found that your white cotton

apron has the following stains

(i) Grease (ii) Coffee

State clearly how the stain can be removed. (5mks)

(b) What factors should be considered when choosing brooms and brushes? (6mks)

(d) What factors should be considered when choosing floor covering? (5mks)

French seam is commonly worked on children’s clothes.

(a) i. What are the advantages of the seam? (2mks)

With aid of clear diagrams show the working of the seam. (6mks)

(b) What are the advantages of combing wool with Nylon. (4mks)

maximum service. (4mks)

(d) Of what use is pattern drafting to tailor ? (4mks)

(a) Explain four rules to be observed when preparing left over foods. (4mks)

(b) Discuss the advantages of food preservation. (4mks)

(d) (i) Explain points to be considered when serving invalids. (4mks)

(ii) A sauce is served with lumps in it, what possible mistakes are likely to have been

done? (4mks)

HOME SCIENCE I

MARKING SCHEME

SECTION A.

– Doors should be large enough.

Windows should be large enough.
Room should be spacious.
Furniture should not be congested.
Artificial ventilation e.g. fans should be provided.
Rooms should be well cleaned daily.

– Do not store in sodas bottles.

– Lids should be tight fitting.

Store away from foodstuffs.
Keep away from children’s reach.

– Easy to clean.

Easily show dirt.
Protect wall from dampness.
Last long as they easy to maintain.

– Should not contrast with background to avoid straining the eyes.

Light should be well distributed to avoid shadows on working areas.
Work should be done efficiently without straining.
It should minimise accidents and ease in movement.
It should enhance interior decoration.
It should be without a glare.

Advantages.

– Easy to digest no fats are added or direct heating.

– Saves time and fuel when food is cooked over a pot of boiling water in which other

foods are cooked.

Nutrients are retained as no liquid media is used.

Disadvantages.

– A slow method of cooking

– Expensive method if done a lone.

Steamed food tends to lack flavour.

– Put food in clean containers which are covered to prevent contamination by dust and

flies.

Food should be cooled quickly and stored in the fridge clean cool place.

– Should be firm or hard.

– Should not be over ripe or unripe.

Should be unbruised.
Should not be withered.

– To prevent it from breaking into pieces.

– To prevent it from overcooking.

To improve it’s appearance.
To prevent food from getting too greasy.

– Mending

Soaking
Removing stains.

Commercial sterilizers e.g. Milton.

Commercial disinfectant e.g. Dettol.

– To neaten raw edges.

For decoration.
To strengthen out edges.
To make rouleu loops.

– Drip dry.

b.- Do not bleach.

c.- Use warm iron.

– To get rid of excess dampness.

– To remove any smells or odours.

– Loop stitches.

– Button hole.

– Overcasting.

– Bias binding / cross way strip.

Collar
Double yoke.

– Should be strong to last long

Should not rust
Should fit the figure.

– Breathing poisonous gases.

Blocked windpipe
Wearing objects over there

– To control too much bleeding which can lead to death

– Prevent entry of germs.

– Overlaid seam.

– French seam.

– Yoke.

– Choose a good brand.

– Test to see that zip glides smoothly and easily.

– Length of zip should suit length of poening.

– Colour of zip tape must match colour of fabric.

A – Front Bodice.

B – Back Bodice.

C – Front facing.

X – Dart.

Y – Starting grain.

Z – Place to Fold.

SECTION B.

23.(a) (i) – Wash in very hot water with a little washing soda in it.

– Carbon tetrachloride may be used on the stubborn stain.

(ii) – Rub salt on the stain and pour boiling water through the stain.

Rub salt and lemon juice and pour boiling water through if stain is a bit stubborn.
Use wood ash or Borax in same way as salt if stain is very stubborn.

(b) – Bristles should be firmly and closely set on the head.

Handle should be of comfortable length.
Head should be smooth and slightly curved to reduce damage on furniture.
Should be selected for the correct purpose and use.
Material should be of good quality so that they last long.

The material is expensive.
Solution may cause damage on the fabric.
Solutions are inflammable.
Solution are poisonous.

(d) – Should relate to the colour scheme of the room ( Harmonize with rest of the

colour)

Design of the upholstered furniture.
Texture of the fabric or material used.
Size of the room.
Cleaning and care required.
Amount of money available.

– The purpose of the covering e.g soft carpet for sitting room, bed rooms and

corridors and hard carpet for kitchen and bathroom.

(a) (i) Narrow and strong with two lines of machining.

(ii) Neat seam as edges are concealed.

(iii) Easy to launder.

Easy to work.

Tack and stitch 6mm from, the edge outside the fitting line.
Remove tacking press open the seam and trim to 4mm.
Fold a long the stitching line with Right sides together.
Tack 6mm from the edge enclosing the raw edges completely.
Stitch below the tacking line i.e on the fitting line remove tacking.

(b) – The fibre produce is much more stronger and hence long lasting.

The fibre is warmer than Nylon.
The fibre is easier to launder.
The fibre is cheaper to buy.

Replace broken parts immediately.
Have the machine checked by mechanic regularly.
Oil the machine regularly.

(d) – Development of skills.

Money saving as patterns are made at home.
Less time wasted as shopping for patterns is not done.
Using of individual person’s measurements.
No adjustment required and correction is easy to do.

(a) – Food be re heated and not re-cooked.

Large pieces should be cut into small ones.
Additional moisture should be added in form of gravy or stoch may be added to replace what was lost during cooking.
Food may be coated with batter to prevent it from over heating.
Food should be well garnished to enhance appearance.
Avoid repeated re- heating by preparing just enough.
Serve food in anew form to avoid monotony.

(b) – Food in season can be preserved to be used when out of season.

Preserved food can be transported to reach places of storage.
Preservation slows down food decay.
May be done where there is surplus.

Store in well ventilated rooms.
Preserve grains before storage.
Place storage containers on racks.
Do not keep toxic chemical in the grain store.
Rock grain store and check frequently.
Use old stock before the one.

(d) (i)

Meals should be balanced.
Serve meals punctually.
Prepare, cook and serve hygienically.
Food should be palatable and appetizing.
Serve attractively.
Give small amounts at a time.
Give hot foods hot and cold foods cold.
Food should be soft and easy to digest.
Avoid strong flavourings and smells in food.
Follow doctors orders.

(ii)

Flour is added to very hot fat.
Using too much heat during cooking.
Adding liquid too fast without adequate stirring.
Inadequate stirring during cooking.
Roux not well cooked.
Blending of flour not adequately done.

HOMESCIENCE II

Give two reasons for folding in flour in creamed cake mixtures (2mks)
Explain the following terms used in cookery (3mks )

– Dextrinisation

– Gelatinization

– Caramelization

Give two reasons for airing clothes before storage (2 mks)
Differentiate between a split level house and a storeyed house (2mks)
Explain three ways in which blending viscose with polyester would modify the characteristics of the viscous (3mks)
State two advantages of dry cleaning clothes (2mks )
Give two causes of a black ring in hard boiled egg (2mks)
List down four nutrients found in eggs (2mks)
Give three reasons why soaking is necessary for cotton and not for woolen fabrics (3mks)
State three qualities of fabric for underwear (3mks)
Explain two points on care of the Kitchen sink (2mks)
State three factors to consider when selecting flowers for flower arrangement (3mks)
Give three pre-caution to take when cleaning plain wooden surfaces (3mks)
Explain the advantage of a refrigerator with two doors as opposed to one door (1mk)
Give two ways of saving time and energy when performing house hold duties

( 3mks)

State two effective means of communication when passing information to children

(2 mks)

Give two important points to bear in mind when choosing fastenings (2mks )

SECTION B

(a) State and explain five points to consider when planning meals (5mks)

Give two reasons for the following faults in baking
Cracked Swiss roll (2mks )
Creamed cake sunken at the middle (2mks)

c). Explain three causes of malnutritional disorders and in each case give an

example (6 mks)

Minerals perform varied and inter-related Discuss (4mks)

19 .(a) Discuss properties of cotton which make it important for hospital linen.

(8mks)

Describe how to make an open seam at the side of a popline blouse (6mks)
Your niece who is short and plump wishes to make a two piece outfit for a special occasion. Advice (4mks)
Give two advantages of smoking on a child’s outfit (2mks )

(a) Explain clearly how to remove a grease stain on cotton Apron (5mks )

State four points to observe when laundering non fast coloured articles

(4mks)

Your brother living in Kisumu is considering buying a plot to build a house . Suggest five points he should consider (5mks)
State four factors which determine the cleaning frequency of a room (4mks)
State two remedies for static fabrics in wear ` (2mks )

(a) Discuss four points on use and care of brooms (4mks)

Discuss five points one should consider when choosing a method of fullness disposal on a garment. (5mks)
Give four qualities of aluminium which make it popular for household utensils (4mks )
Suggest factors which influence consumer choice (5mks )
Give two uses of salt in laundry work . (2mks )

HOMESCIENCE II

Reasons for folding in flour

To incorporate air
To retain the already incorporated air

( 2×1 = 2 marks )

Meaning of terms

Dextrination – When starch is exposed to dry heat it changes to form a sugar known as dextrin . the process is known as dextrinisation ( 1mk)
Gelatinization – Starch when exposed to moist heat – absorbs water swells and burst (1mk )
Caramelisation – Sugars exposed to heat melts to form a caramel hence caramelisation (1mk )

Reasons for airing clothes

– To get rid of dampness

– To remove bad smells

( 2×1 = 2 marks )

Split level in a house is where rooms are placed at individual levels of the ground . A storeyed house has rooms on top of others .

– Reduces creasing

Reduces shrinkage
Makes it lighter

Advantages of dry cleaning

Fibres not affected
Colour is maintained
Texture is maintained

( 2×1= 2marks)

Black ring in eggs

Overboiling
Stale eggs
Not cooling in cold water .

( 2×1 = 2 marks )

Nutrient in eggs

Vitamin A
Vitamin D
Iron
Protein
Fats
Phosphorous

( ½ x 4 = 2 marks)

Soaking necessary for cotton and not for wool

Wool is weak when wet
Wool felts and shrinks
Soften cotton for dirt
Dirt does not adhere to woolen fabrics as much as any other

(any other relevant answer 3×1 = 3 marks )

– Not bulky

Soft to the skin
Non static
Not irritating
Absorbent
Colour fast

( any other 3×1= 3 marks)

Care of the kitchen sink

Pour hot water occasionally
Do not allow big particles down the sink

( 2×1 = 2 marks )

– Selecting flowers

Fresh
Not strong scented
Do not pick when full bloom
Clean foliage

– Plain wooden surfaces

Scrub along the grain
Avoid harsh abrasives
Avoid use of hot water -it discolors
Do not expose to direct sunlight – it warps
Avoid sharp things.

– A two door refrigerator allows the frozen food to stay undisturbed unlike one

door where frequent opening affects the freezer compartment

– Use of correct and efficient tools

Use correct posture
Use labour saving devices
Make use of trays and trolleys ( 2×1 = 2 marks)

– Bold posters

– Real objects any other ( 2×1 = 2 marks )

– Choice of fastening

Position of the garment
The weaver
Type of fabric
Type of garment

( any other relevant point 2×1 = 2 mks )

SECTION B

(a) Planning meals

Cooks capability
Amount of money
Clients
Equipment available
Time available

( any other 5 x1 = 5 marks )

– Cracked Swiss roll

– Not rolled immediately

– Too high temperature

– A lot of baking time

– Creamed cake sunk in the middle
Too soft mixture
Not cooked
A lot of sugar used

c ) Causes of malnutrition

Excessive intake of nutrient – Obesity
Lack of nutrients – Anaemia, Kwarshiokor
Inability of body to absorb nutrients – Anaemia, Rickets

d) General functions of minerals

Protects body from diseases
Helps in the formation of body cells
Regulate body processes
Helps maintain water composition in the body

( 3×1 = 3 marks )

19 (a) Properties of cotton

Absorbent
Warm to the body
Soft to the skin
Withstands frequent washing / strong
Easy to launder
Not affected by alkalis and acids hence can be bleached effectively

( 4 x 2 = well explained points )

b) Making open seam .

Place two pieces (½) pieces together S (½) Facing
Pin (½) Tack (½) and machine stitch (½) along the fitting line (½) on w. s (½ )
Remove tacking (½) press (½) seam open (½)
Trim (½) raw edges and neaten (½) by machine fold (½) , binding , blanket stitch t.c.

c) Advice on two piece outfit

Matching colour .
Dark and dainty fabric
Good draping quality
Not clinging to the body
Choose fabric with vertical lines

d) Advantages of smoking

Style features
Can let down for added width

20 (a) Removal of grease stain

Scrape (1) as much as possible
Place blotting (1) paper on stain
Iron using hot iron (1) from outside (1) towards center .
Wash (1) article in hot water (5marks)

Laundering non fast coloured articles
Do not
Wash quickly
Dry undershade
Use warm iron
Iron s only (4×1 = 4marks)

Points on plot buying

Type of soils
Social amenities
Neighbourhood
Security
Slope of land
Nearness to place of work

( any other relevant point 5 x1 = 5 marks )

d) Cleaning frequency

Condition of room
User of the room ( occupants )
Time available for cleaning
Cleaning equip and material available
Use of the room
Location of the room

e) Remedies of clinging fabric

– Use fabric softener in last rinse

– Wear with cotton underwear’s

(a) Use and care of brooms

Remove fluffs
Clean in heavily built soapy water
Store with the head between two nails
Dry Facing down – with no pressure on the bristles

b) Choice of method of fullness of

Position on garment
Type of fabric ( weight )
Age of wearer
Type of garment
Fabric texture

c) Qualities of aluminium

Shinny appearance
Light in weight
Does not rust
Good conductor of heat

d) Factors which influence consumer choice

Location
Money available
Fashion
Other consumers
Time available

e). Use of salt in Laundry

Fix color of loose colored garments
Cut mucus

HOMESCIENCE III

SECTION A

What causes mildew stain (1mk)
Give two methods of lengthening a skirt that has become too short (2mks)
You have a polyester dress that clings to the body. Suggest two remedies for this problem

(3mks)

State two factors to consider when planning meals for invalids (2mks)
Give two methods of aerating flour mixtures and in each case give an example of a raising agent used. (2mks)
(a) Give three uses of fats in cookery (3mks)
(b) Describe stewing as a method of cooking (1mk)
Give two disadvantages of advertising to the consumer (2mks)
State four ways of preventing skin diseases. (2mks)
Give two disadvantages of concealed drainage system (2mks)
Give two reasons why batter is allowed to rest after making before use. (2mks)
State two disadvantages of soaking clothes for more than 24 hours (1 ½ mks)
List four factors to consider when selecting fabric for children’s garment (2mks)
What four factors contribute to efficiency when performing household tasks (2mks)
The size of a patch pocket depends on several factors . Give four. (2mks)
List any four preparations an expectant mother should make for home confinement

(2mks)

State one way of protecting the baby against each of the following
(i) Prickly heat (1mk)
(ii) Nappy rash (1mk)
List four differences between brooms and brushes (2mks)
State three factors which determine method of controlling fullness (1 ½ mks)
State four ways of conserving energy when lighting (4mks)

SECTION B.

(a) State and explain four factors to consider when planning meals (4mks)
(b) Give four general rules to bear in mind when preparing pastries                 (4mks)
(c) Give four points to consider when entertaining                                            (4mks)
(d) Discuss three reasons for preserving food.                                                   (6mks)
(e) Give two reasons for blanching vegetables before freezing                         (2mks)

(a) Give four precautionary measures to take when laundering woolen articles (5mks)
(b) Explain how to make boiling water starch (5mks)
(c) Explain four importance of good ventilation in a house                               (4mks)
(d) Give four reasons why disposal of sewage in rivers and streams is prohibited   (4mks)
(e) State four factors to consider in choice of wall finishes                               (2mks)

(a) Explain how to attach a zip fastener using edge to edge method (1mk)
(b) State three qualities of a well made hem (3mks)
(c) Discuss 4 qualities suitable for underwear fabrics (8mks)

(a) Explain how to work French seam at the side of a child’s petticoat (9mks)
(b) Explain the functions of the following machine parts
(i) Feed dog                                                                                                     (2mks)
(ii) Presser foot                                                                                               (2mks)
(iii) Stop motion screw                                                                                   (2mks)
(c) Give three qualities of a well made dart                                                       (3mks)
(d) Name two methods of graining a fabric before cutting out.                         (2mks)

HOMESCIENCE III

MARKING SCHEME

– Caused by folding and storing damp clothes (1 x 1 = 1mk)
Ways of lengthening a skirt
– Adding a frill
– Let down the hem
– Put a false hem (2 x 1 = 2mks)

Remedies for static electricity
– Wear dress with cotton petticoat
– Put fabric softener in the last rinsing water (2 x 1 = 2mks)

Planning meals for invalids
–Easily digested
– Fresh foods
–Adhere to doctor’s instructions
– Not greasy (2 x 1 = 2mks)

Chemical – Baking powder
– Biological – Yeast
– Mechanical – Air ( 2 x 1 = 2mks)

(a) Uses of fats
– Cut short gluten strands
– Soften mixtures
– Add flavour and colour
– Increase self life (3 x 1 = 3mks)

(b) Long slow moist method of cooking food. Food is not allowed to boil. Done in

casserole in oven or on top of a stove (1 x 1 = 1mk)

Disadvantages of advertising to the consumer
– Increases cost of goods
– Gives false information
– Confuses consumer due to many brands advertised (2 x 1 = 2mks)

Preventing skin diseases
– Avoid sharing personal items
– Sterilise shared items
– Bath regularly
– Eat food rich in vitamins (4 x ½ = 2mks)

– Can only be used where there is piped water
– Expensive to install
– Careless use may make maintenance difficult

Reasons for resting batter
– So that starch grains can absorb liquid
– So that air bubbles can escape ( 2 x 1 = 2mks)

– fibres are weakened
– Water becomes slimy
– Bad smells develop (3 x ½ = 1 ½ mks)

– Shrink resistance
– Strong
– Light
– Absorbent
– Non – Irritating
– Inflammable (4 x ½ = 2mks)

– Correct equipment and material
– Having a time plan
– Good speed
– Correct tools
– Correct methods of working

– Purpose
–   Position
–   Purpose of garment
–   Age of wearer
–   Size of garment                                             (4 x ½ = 2mks)

– Inform midwives
– Prepare clean and sterile room
– Make transport available
– Clean razor blade and string (4 x ½ = 2mks)

(i) Prickly heat – avoid overdressing (1mk)
(ii) Nappy rash – change napkins when used

– Rinse napkins thoroughly (1mk)

– Brooms have long handle while brushes have short handle
– Brooms sweep large areas – while brushes small areas
– Brooms have soft bristle while brushes have stiff bristles
– Brooms remove loose dirt while brushes remove fixed dirt (4 x ½ = mks)

– Type of garment
– Position on garment
– Figure type
– Weight, texture and washability of fabric (3 x ½ = 1 ½ mks)

– Use daylight as much as possible
– Lighting designed to suit purpose
– Avoid bulbs of higher wattage than required
– Ensure all light fittings are clean
– Turn off lights when not in use ( 4 x 1 = 4mks)

SECTION B.

(a) – Balanced – Protein, carbohydrate, vitamins
– Individual requirements
– Time available
– Occasion
– Colour variety
– Food in season
– Any other (4 x 1 = 4mks)

(b) Weigh ingredients accurately
– Use mixture of lard and margarine
– Use cool equipment and work in a cool place

(c)- Entertaining
– Number and type of guests
– Type and style of service
– Cutlery and crockery available
– Number of dishes to be served
– Time of the day and weather (4 x 1 = 4mks)

(d) Discuss three reasons for preserving foods
– Ease transportation for foods like vegetables and fruits
– Preserve so as to be used when out of season
– No food will keep indefinitely so food is preserved for future use
(well discussed points) (3 x 2 = 6mks)

(e) Two reasons for blanching vegetables before freezing
– To help retain colours
– Reduce bulk
– Retain nutrients

Precautions to take when laundering woolen articles
– Do not soak as they are weak when wet
– Use water of same temperature throughout
– Dry flat
– Press do not iron to avoid stretching

(any other) (5 x 1= 5mks)

(b) Boiling water starch
– Measure 1 tablespoon (1) Starch. 2 tablespoons cold water(1) Make smooth paste

(½) Add ½ litre (1) boiling water (½) Stir and boil for a short while (½) Dilute as

required (½) (5mks)

(c) Importance of Good ventilation
– Get rid of surplus heat from people and machinery
– Get rid of bad ordours
– Allow circulation of fresh air
– Avoid drowsiness (4 x 1 = 4mks)

(d) Reasons for not disposing waste in rivers
– Causes water to smell foul
– Poses, health problems to animals and human beings
– Affects plants and destroys aquatic life
– Carrier of water borne diseases

Choice of wall finishes
– Size of wall
– Money available
– Care required
– Availability of the material

(4 x ½ = 2mks)

(a) Method of attaching zip
– Tack ½ the seam and neaten ½ the edges
– Open and press it open
– Work form R.S. and the zip closed ½ and the tag level with the fitting line ½ pin one

side of the opening to the zip length ½
– Pin the other side so that the folds meet (½)

– Tack firmly down on the side and up (½) of the other closing at the base of the zip

teeth (½)
– Hold the folds together (½) with 1cm tacking stitches (½) from the end to end.
– Working on the R.S (½) machine down (½) one side and up the other 6mm ½ from

the fold ( ½ ) according to the width of the zip teeth
(Diagrams can be used to make explanation clear) (9mks)

(b) Qualities of well made hem
– Flat
– Well eased
– Hemming stitches evenly distributed
– Equal in depth (3 x 1 = 3mks)

Three qualities of fabric for underwear
– Should be absorbent since they are worn next to skin
– Easily laundered – cleanliness is absolutely essential due to accumulation of body

waste
– Should not be bulky, should not be seen over outer garment
– Non – clinging for outer garment to slide over easily
– Good quality – Cheap materials will not survive constant wear and washing

(4 x 2 = 8mks)

(a) How to work a french seam at the side of a child’s petticoat
– With w.s. of the fabric together and edges even pin tack ½ along the fitting line ( ½ )
– Machine ½ along the tacking (½) remove all the tacking and trim ( ½ ) the seam

turning to about 5mm (½)
– With the right side (½) of the fabric facing (½) fold over along the seamline, pin, tack

along the fitting line ½ about 6mm below the seam (½)
– Machine or backstitch ( ½ ) along the fitting line
– Remove tacking and press ½ the seam towards the back of the garment (½) (9mks)

(b) Feeddog – Regulate amount of fabric passing through when needle is stitching
Presser foot – Holds fabric in place and presses it to the feed dog
Stop motion screw – Stops the needle from moving up and down. ( 3 x 2 = 6mks)

(c) Three qualities of a well made dart
– Tapers gradually to a point
– Straight line of stitching
– Firmly secured at the point
– Correct length and width
– Pressed to the right side

Graining fabric
– Pulling diagonally
– Pulling a thread across the fabric and cut through

(2 x 1 = 2mks)

HOMESCIENCE IV

SECTION A:

Give four precautions a mother should take to ensure that an active toddler does not accidentally suffer from burns and scalds. (2 mks)
State two causes of anaemia other than nutritional deficiency. (2 mks)
State three factors to consider when planning lighting for various rooms in the house.

(1½ mks)

Explain why laundry blue is in minimal use today for laundry work. (1 mk)
Explain four qualities for making lingerie. (4 mks)
Giving a reason in each case name two nutrients which should be emphasized in school

children diet. (2 mks)

State two reasons why clothes should be dried thoroughly before storage. (2 mks)
State two general rules to observe when setting a table for a meal. (2 mks)
Heavy close texture is a common fault in sponge cake. Give two causes. (2 mks)
Give two reasons why vitreous enamel finish is used on cookers. (2 mks)
List four methods of finishing a plain seam on the side of a denim skirt. (2 mks)
The following is a poorly planned menu for a family which includes a three year old child.

Ugali, Sweet potatoes, Sukuma wiki fried with tomatoes.

(a) (i) give two reasons why it is a poor menu. (2 mks)

(ii) suggest one dish to improve the meal. (1 mk)

State three qualities to look for when buying a tape measure. (1 ½ mks)
Explain two qualities that make crossway strips useful in dressmaking. (2 mks)
Give four factors to consider when buying wooden utensils. (2 mks)
State two qualities of a well-made hem. (2 mks)
Give two reasons why weaning should be a gradual process. (2 mks)
Good eyesight is essential at all times. Give three points on care of eyes. (3 mks)
Give three reasons for cooking and decorating cakes. (2 mks)

SECTION B:

(a) Silk is a common fabric for making evening wear. Give three factors that make it

popular for the above occasion. (3 mks)

(b) Give four steps to ensure that a sewing machine gives good stitches when stitching.

(4 mks)

Describe how to work a machine fell seam at the yoke of a poplin shirt. (8 mks)
Give four factors that determine the method of disposing fullness in a garment.

(2 mks)

(a) Giving reasons in each case state four basic rules in the use and care of a refrigerator.

(8 mks)

(b) Give four points you would advice your aunt on in choice of curtains for her new

house. (4 mks)

above statement. (4 mks)

(d) Suggest four reasons why a family should prepare for a baby’s arrival. (4 mks)

(a) Explain the meaning of the following terms used in cookery. (4 mks)

Bake blind.

Batter.

Braising.

Creaming.

(b) What advice would you give to a friend who is going to get married about planning family meals? Assume that as a career girl she has very little experience. (5 mks)

Breast milk is the perfect food for a baby. Give four advantages of breastfeeding.

(5 mks)

(d) Give four points of personal hygiene that are essential to a food handler. (4 mks)

(e) What are the reasons for folding in flour in creamed cake mixtures? (2 mks)

(a) (i) Give four points to consider when buying commercial paper patterns. (4 mks)

(ii) Explain three points to consider when choosing a zip fastener. (3 mks)

(b) A wise shopper is a wise consumer. Give five points a consumer should look for

before buying an item. (5 mks)

(d) Give four reasons for budgeting family income. (4 mks)

HOMESCIENCE IV

MARKING SCHEME

Four precautions a mother should take to ensure an active toddler does not suffer from burns and scalds. ( ½ x 4 = 2 mks)

– Keep metal boxes out of reach of children.

– Have fire guards round open fires.

– Do not place hot liquids where children can reach them.

– Children should not be locked in houses alone.

– Handles of pans and pots should be turned away from path ways.

Causes of anaemia other than nutritional deficiency. (1 x 2 = 2 mks)

– Genetic (sickle cell).

– Excessive loss of blood.

– Sickness e.g. malaria, leukemia.

– Parasites e.g. hookworm.

Factors to consider when planning lighting for various rooms. ( ½ x 3 = 1½ mks)

– Purpose of the room.

– Size of the room.

– The existing colour scheme.

Explain why laundry blue is in minimal use today: (1×1 = 1 mk)

– This is because most of the soapless detergents made these days have flourescent whitener which have the same function as laundry blue.

Qualities of fabric for making lingerie.

– Soft not to irritate skill.

– Not bulky not to be seen over the outer garment.

– Absorbent to absorb sweat.

– Strong to withstand frequent washing.

– Should not generate static electricity not to cling to the body.

Nutrients to be emphasized in a school child’s diet: (2×1 = 2 mks)

– Carbohydrate/fat because they are active.

– Protein because they are growing.

– Vitamins for protection.

– Minerals for strong bones.

Reasons why clothes should be rinsed thoroughly:

– Remove smells of soap.

– Freshens.

– Avoid skin irritation from detergents.

– Prevent damage to fibres by detergent.

– Mention original colour.

8. General rules to observe when setting a table: (2×1 = 2mks)

– Table should be clean.

– The tablecloth should be clean and well pressed.

– Allow space eof about 60 cm per person.

– Place clean cutlery 2.5 cm from the edge of the table.

Causes of heavy texture in sponge cakes: (2×1 = 2 mks)

– Too hot oven.

– Insufficient whisking.

– Poor folding in.

– Too rapid addition of flour.

– Too much flour.

Why vitreous enamel finish is used on cookers: (2×1 = 2 mks)

– Attractive.

– Easy to clean and maintain.

Four methods of finishing a plain seam on the side of a denim skirt:(½ x4 = 2 mks)

– Edge stitching.

– Zig zagging.

– Overcasting.

– Pinking.

– Loop stitching.

(i) Reasons why it is a poor menu: (2×1 = 2 mks)

– Contains a lot of carbohydrates.

– The meal has no protein.

(ii) A protein dish e.g. meat stew, chicken, currry, ndengu (1 mk)

Qualities of a good tape measure: ( ½ x 3 = 1 ½ mks

– Clearly marked.

– Not stretchable.

– Reinforced ends.

– Should not fray at sides.

– Markings should not fade off.

Qualities that make crossway strip useful in dress making stretches therefore can be manipulated round curves and corners: (2×1 = 2mks)

Forms a contrast in grain or print therefore decorative.

Factors to consider when buying wooden utensils:

– No scratches. – Well grained.

– Ordourless. – Non toxic.

– Durable. – Smooth.

Qualities of a well-made hem: (1×2 = 2mks)

– Same width.

– Correct for fabric and style.

– Not puckered.

– Seams matched.

– Well pressed.

Reasons why weaning should be gradual: (1×2 = 2 mks)

– Allow baby to get accustomed to the new food.

– Allow mother time to observe the baby for any allergic reactions.

Good eye sight is essential. Points on care: (1×3 = 3 mks)

– Eat a diet rich in vitamin A and C.

– Work in well lit area but avoid very bright unprotected light.

– Clean your face every morning paying attention to areas around the eyes.

– Any evidence of bad eyesight or soreness should be reported to the doctor.

Two reasons for decorating cakes: (1×2 = 2 mks)

– To make the cake attractive.

– Prevent cake from drying.

– Encourages creativity.

SECTION B:

(a) Factors which make silk popular for evening wear: (1×4 = 4mks)

– Lustre – the nature shine makes it suitable for fancy wear.

– Has good draping quality.

– Warm – gives warmth on cold nights.

– Sheds creases easily.

(b) Steps to ensure a sewing machine gives good stitches: (1×4 = 4mks)

– Correct tension.

– Thread machine correctly.

– Firm and accurate tacking.

– Correct size of needle for fabric.

– Thread should match fabric in thickness.

– Interfacing is used on small areas while interlining is used on large areas.

– Interfacing is used on the facing while interlining is used between the lining and the garment.

– Interfacing is used to give crispness (stiffening) while interlining gives warmth and body to garment.

(d) How to work a machine fell seam: (8 mks)

– Place two pieces of material together edges matching.

– Pin , tack, on the fitting line.

– Machine on the fitting line.

– Trim one side to less than 0.5 cm.

– Trim the other side to 1.2 cm.

– Press, open.

– Fold over the wider turning to the shorter one and tack.

– Machine close to the fold.

Remove tacking and press.

(e) Factors which determine methods of controlling fullness: (½ x 4 = 2mks)

– Type of garment.

– Position of fullness.

– Type of fabric.

– Age of wearer.

(a) Basic rules in use and care of refrigeration: (2×4 = 8 mks)

– Do not keep hot food in the fridge as it lowers the temperature causing spoilage of other foods.

– Do not use sharp instruments to scrap of ice from the fridge. It scratches and causes marks on the fridge.

– Store food in polythene papers to prevent drying.

– Do not overload – to allow free circulation of air.

– Place fridge in the coolest part of the kitchen to avoid heat interference.

(state 1mk reason 1mk)

(b) Choice of curtains: (1×4 = 4 mks)

– Colour fast not to fade.

– Durable fabric.

– Easy to launder.

– Colour within the colour scheme of the room.

– Non inflammable fabric.

– Shrink resistance.

(c) Importance of goods drainage:

– Frees house from dampness.

– Avoid bad smells.

– Makes places attractive.

– Minimizes risk of getting diseases.

– Precludes breeding places for pests.

(d) Reasons why a family should prepare for baby’s arrival: (1 x 4 = 4 mks)

– Help a family to manage their finances better.

– Avoid last minute rush and anxiety after baby is born.

– Challenges the family to look for room and bed for baby.

– Allows mother to get the best for the baby.

– Gives parents time to prepare younger children to accept the new baby.

(a) Meaning of following terms: (1 x 4 = 4 mks)

– Bake blind – baking of pastry without a filling.

– Balter – mixture of flour and water usually with an egg.

– Braising – cooking of food usually of meat on a bed of fried root vegetables known as a mirepoix creaming. Beating fat or fat and sugar until it is creamy in both texture and colour.

(b) Points to consider in meal planning: (1×5 = 5 mks)

– Family meals should be nutritionally balanced.

– Make use of food in season as its cheaper.

– Money available – food budget within the finances means of the family.

– Plan meals to be prepared with equipment available.

– Should vary colour of dishes.

– Should consider individual taste. (Any other relevant answers)

– More nutritious and easily digested.

– Always at the right temperatures.

– Does not need preparation.

– Contains antibodies.

– Has no harmful micro-organisms.

(d) Points of hygiene to a food handler: (4×1 = 4 mks)

– Wash hands before touching food.

– Do not handle cooked food with bare hands.

– Health carriers of infectious diseases should not b e allowed to handle food.

– Wear kitchen clothes when handling food e.g. apron or overall.

(e) Reasons for folding in flour in creamed cake mixture: (2×1 = 2 mks)

– To incorporate more air.

– Prevent the already incorporated air from escaping.

(a) (i) Points to consider when buying commercial patterns: (1×4 = 4 mks)

– Measurements should correspond with one’s body measurements.

– Style should fit the figure.

– Fashion should be current.

– Choose one with several styles.

– Beginner should choose simple patterns.

(ii) Choice of zip fastener: (1×3 = 3 mks)

– Length – buy correct length for the garment being made.

– Colour – should match the garment as nearly as possible.

– Weight – buy correct weight for purpose. Heavy zips cause sagging.

(b) Points a consumer should look for before buying an item: (1×5 = 5 mks)

– Should do window shopping to compare prices in different shops.

– Should ship for quality – a good quality product will last long. Reputation on item is good guide to quality.

– Should look for features of a product. Buy one with useful features.

– Should examine tag and label on an item to get information on use and care.

– Should find out about quarantee. The more expensive an item is the more the coverage on quarantee one needs.

– Find information on installation, delivery, servicing etc.

– The occupants of the house e.g. young children or adult.

– Amount of dirt or dust getting into the house.

– Conditions of the house e.g. cracked floors.

– Available time for cleaning.

– Cleaning equipment and material available.

(d) Four reasons for budgeting family income: (1 x 4 = 4 mks)

– Helps a family to live within their income.

– It promotes organized living and planning.

– The family knows how the money is being spent and they are able to evaluate their financial situation.

– Budgeting encourages sensible control of various expenses.

– Budgeting helps a family to look at their income sources realistically.

HOMESCIENCE V

You have brought a denim material to make a pair of shorts for your brother. What seam

would you choose and why? (2mks)

The temperature of water is important in stain removal processes. Explain the effect of

hot water in the following stains. (2mks)

Blood

Grease

Mention two hazards caused by water pollution. (2 mks)
List four materials used for interfacing. (2mks)
Explain the importance of using acidic substances in cooking bony beef meat. (2mks)
State four points to consider when buying fish (4mks)
State three reasons why a knot should not be used to start stitches. (3mks)
Explain two reasons why it is important to transfer pattern marking from paper pattern to

fabric before cutting out. (2mks)

Give two advantages of flourescent lighting over filament bulb. (2mks)

(a) what is advertising (2mks)

(b) give three disadvantages of advertising (3 mks)

State two disadvantages of using a knitted articles (2mks)
Give three points on choice, use and care of pegs (4 mks)
State three points on care of brooms and brushes (3 mks)
Give two functions of fats in cake making. (2 mks
Three causes of sewing machine not feeding the fabric properly (2mks)

SECTION B.

(a) Oil paints are commonly used as wall finish. Give three advantages of oil paints.

(3mks)
(b) Sufficient ventilation is important in a house. Give four points in support of the above

statement.                                                                                                       (4mks)
(c) Suggest five steps to take to ensure that shoes last long                               (5mks)
(d) Give four differences between soap and soapless detergents                       (4mks)
(e) Explain how to dry clean a scarf.                                                                   (4mks)

(a) Give three points in each case to consider when drawing up diets for
(i) Aged (3mks)
(ii) Vegetarians (3mks)

(b) What causes the following faults in pastry making
(i) Shrunken pastry                                                                                       (3mks)
(ii) Too short and crumbly pastry                                                                (2mks)
(c) Give four basic rules in use and care of a refrigerator                               (4mks)
(d) Discuss two factors which determine an individual’s nutrient requirements.

(a) State four factors to consider when choosing an opening for a garment. (4mks)
(b) Give two advantages and two disadvantages of man made fibres. (4mks)
(c) Describe how to work an overlaid seam on the yoke of a silk blouse. (9mks)
(d) What advice would you give to your friend who has narrow hips about choice of

attire? (3mks)

(a)(i) Give four reasons as to why interlining is used in garment construction. (4mks)
(ii) List four areas on an article where interlining is done (2mks)
(b) Define the following cookery terms
(i) Bake blind (2mks)

(ii) Chopping (2mks)

(iii) Glazing (2mks)

Discuss three advantages of table setting (3mks)
What is meant by the term raising agent? (1mks)

HOMESCIENCE V

MARKING SCHEME

Suitable seam for a pair of shorts
– Double stitched seam (1mk)
Reason
– Strong due to double stitching
– Flat hence comfortable
– Easy to launder (1mk)

Effects of hot water on the following stains
– Blood – hot water fixes the stain (1mk)
– Grease – Hot water emulsifies it (1mk)

Hazards of water pollution
– Kills marine life
– May cause poisoning
– Kill sea plants (2x 1mrk)

Interfacing materials
– Villene
– Organdie
– Staflex
– Calico
– Canvas
Use of acidic substance in cooking meat
– Acid changes collagen to gelatin thus softening the meat. (2×1=2mks)

Factors to consider when buying fish
– No unpleasant smell
– Red gills
– Bright and prominent eyes
– For shell fish the shell should be tightly closed (4×1=4mks)

Why a knot should not be used to start stitches
– Can tear fabric
– Can undo and the stitch is destroyed
– Causes tiny lumps when fabric is pressed (3×1=3mks)

Reasons for transferring pattern marks
– Ensure right parts are joined together
– Ensure good fit/size i.e. stitching line is followed (2×1=2mks)

Advantages of fluorescent lighting
– Fluorescent is long lasting
– gives bright light
– consumes less energy (3×1=3mks)
Meaning of advertising
– Simple way of informing the public about goods and services available in the market.
b. Disadvantages
– Appeals to emotions hence influences consumer psychologically
– The manufacturer will bear the cost of advertising
– can cause product of low quality to be preferred to that of high quality (3×1=3mks)

Disadvantages of knitted Articles
– Ladders Very Easily
– Bulges At Knees And Elbow
– Easily Pulls out of shape

Points on choice use and care of pegs
– Should be made of good quality material – plastic or wood
– Ensure they are clean and dry before use
– Keep pegs in a clean container or bag. (4×1=4mks)
– Should be strong and well designed to hold clothes firmly on the line

Care of brooms and brushes
–Store With Head Between Two Nails
– Remove Fluffs After Use
– Shake Off And Dust Before Storage (3×1=3mks)

Functions of fats in cake making
– Shortens The Mixture
– Improves The Keeping Quality
– Helps In Aeration
– Improves Colour (2×1=2mks)
Causes of a sewing machine not feeding fabric properly
– Fabric Held Too Tightly
– Feed Dog May Be Covered
– Insufficient Pressure On The Pressure Foot
– Length Too Short

SECTION B.

(a) Advantages of oil paints
– Water repellent hence easily cleaned
– Surface is smooth therefore dust does not settle on it.
– Oil paint is durable (3×1=3mks)

(b) Prevent humidity
– Get Rid Of Surplus Heat From People And Machinery
– Remove Any Ordours
– Increase Free Circulation of air (4×1=4mks)

(c) – Polish to preserve
– Repair Immediately When Torn
– Store On Shoe Rack
– Dry in a cool place
– Wear With socks to absorb perspiration (5×1=5mks)

(d) Soapless detergents do not foam fast with hard water while soap does
– soaps are made from animal\vegetable fat while soapless are from chemicals
– soapless come in different strengths
– soapless forms lather in both warm and cold water (4×1=4mks)

(e) Dry-cleaning a scarf
– Shake dust
– Put solvent in a container and immerse garment in it squeezing gently
– squeeze out and hang in open air
– leave solvent to settle and drain then store. (4mks)

Factors to consider in drawing a diet for
(i) Aged
– Balanced
– Easy to digest
– Less energy giving foods
– Food rich in minerals and vitamins
– Serve in small amounts (3×1=3mks)

(ii) Vegetarians
– Balanced
– Well flavored
– Varied to avoid monotony
– use vegetable fats and oils for preparing (3×1=3mks)

(b) Shrunken pastry
– Insufficient relaxing
– Stretching during shaping
– stretching during rolling (3×1=3mks)

(ii) Short and crumbly pastry
– too much fat
– too little water (2×1=2mks)

Basic rule in use and care of a refrigerator.
– Do not store hot food in the refrigerator, it lowers the temperatures
– Store food in covered containers or polythene papers to prevent dehydration
– Do not overload to allow free circulation of air
– Store meal size portions
– Place fridge in the coolest part of the kitchen
– Do not use sharp instruments to remove ice to prevent scratching the surface.
Three classes of beverages and give an example of each
– Stimulants – Tea or coffee
– Nourishing – milk
– Refreshing – Fruit juices

(e) Two factors which determine an individual’s nutrient requirement (2×1=2marks)
– Age – young children require more protein
– Climate – cold areas – more energy foods
– Body size
– State of health – invalids and convalescents
(stating ½mrk, explaining ½mrk)

(a) Factors to consider in choice of an opening (4×1=4mks)
– Position of opening
– Type of fabric
– Type of fastening
– Age of wearer
– Purpose of opening

(b) Advantages of man made fibers (2×1=2mks)
– Durable
– Resistant to sunlight
– Thermoplastic (can be pleated)
– Smooth, Soft. Slippery

Disadvantages (2×1=2mks)
– Yarn spillage is common
– Poor absorbency
– Not resistant to abrasion
– Holds and generates static electricity

(c) How to work overlaid seam, (11mks)
– Turn seam allowance ½ on the F.L. ½ of the overlay ½ to the wrong side ½ .
– Press and hold with tacking
– Place the overlay ½ over the underlay ½ with folding ½ of overlay lying on the F.L.

½ of the overlay.
– Pin , tack ½ and machine ½ close ½ to the fold on R.S. ½ . Remove tacking ½
– Turn to the W.S. trim ½ the raw edges to within hem ½ of the fitting line.
– Neaten ½ raw edges using loop stitches ½ . Press ½ the completed seam

(d) 3 pieces of advice you would give to your friend who has narrow hips on choice of clothes (3×1=3mks)
– She should wear pleated skirts
– Wear over blouses
– Bulky fabrics are suitable
– to avoid tight fitting skirts

(i) Reasons for using interlining (4×1=4mks)
– Gives added crease resistance
– Increases life to garment
– Adds warmth
– Adds firmness to a complete silhouette

(ii) – Areas ( ½ x 4mks)
– Pockets
– Collar
– Hems
– Cuffs
– Waistband

(b) Cookery terms
(i) Bake blind – refers to the baking of pastry without a filling (2mks)
(ii) Chopping – cutting finely especially of vegetables (2mks)
(iii) Glazing – applying of egg white on an item before baking to give a good

appearance (2mks)

(c) Steps in making a budget (4×1=4mks)
– Establish family financial goal both present and future
– Estimate income from all sources
– List committed, fixed and unchangeable expenses
– Total plan for expenditure and compare with estimated income

(d) Advantages of table setting (3×1=3mks)
– Makes the act of eating easier
– It increases the diners’ appetite as items are smartly presented
– It gives order during meal times

(e) Raising agent is any substance which when added to a flour mixture provides a gas which expands upon heating, raising the mixture. (1mrk)

HOMESCIENCE VI

SECTION A

State three points on choice, use and care of a charcoal iron (3 mks)
List three disadvantages of using hard water in the home (3mks)
(a) Define the term accessories (1 mk)
List two examples of accessories that are both functional and decorative (1 mk)
State four uses of milk in cookery (2 mks)
Give four points to consider when buying fabric for soft furnishing (4 mks)
Write four points to consider when planning meals for the family (4 mks)
State three reasons for using interlining on garments (3 mks)

(a) Define glare (1 mk)

(b) Give three attributes of good artificial light (3 mks)

State four factors to consider when buying a house (2 mks)
Heavy close texture is a common fault in creamed cakes. State three causes for the above (3 mks)
Give three qualities of a good dust bin (1½ mks)
State three rules of sewing on buttons (1½ mks)
Give three advantages of sponging in laundry work (3 mks)
Give two causes of fabric puckering during sewing (2 mks)
Suggest three reasons for using fullness in garment construction (1½ mks)
State three points to bear in mind when choosing flowers for flower arrangement

(3 mks)

State three changes that occur in meat during roasting (3mks)
State the importance of play in the life of a young child (3 mks)
Budgeting for one’s income is very important. List three factors to consider when

making a budget (1½ mks)

SECTION B.

(i) Explain briefly why the following processes are done in laundry work

(ii) Starching (2 mks)

(iii) Boiling (2 mks)

(iv) Dampening (2 mks)

(v) State four advantages of using carpets as floor covering materials (4 mks)

(vi) Discuss five factors to consider in choice of a washing machine (10mks)

(a) Osteomalacia is a common disorder among women of child-bearing age. Give four

symptoms of the above disorder (4 mks)

(b). Discuss five uses of fruits in cookery (4 mks)

(c). Discuss five points to consider when preparing meals for children (5 mks)

22 (a) Mention five properties which make synthetic fabrics suitable for household articles (5mks)

(b) Give clear instructions on how to work darts (7 mks)

23.(a)French seam is a popular seam in children articles. Explain clearly how to work the

seam (8 mks)

(b). State and explain four general rules to observe when removing stains (4 mks)

(d). Define the following terms used in cookery

(a) Raising agent (2 mks)

(b) Braising (2 mks)

HOMESCIENCE VI

MARKING SCHEME

Three points on choice, use and care of charcoal iron

– Firmly fixed screws

– Comfortable handle and sufficient pressure

– Close iron well and clean sole before using

– Empty after use

– Store in cool, dry place

(1 X 3 = 3 mks)

– Wastes soap during washing

– Forms scum with soap when rinsing hence discolours clothes

– Can cause blockage in pities

– Discolours kettles and boilers

(1 X 3 = 3 mks)

a) – Assessories are small things worn or carried as part of ones dressing (1 mk)

(b) Ring, watches, hair clips

(½ X 1 = 1 mk)

– Sauces e.g. custard sauce

– Bulters

– Beverages – tea, milkshake

– Puddings

– For enriching e.g. mashed potatoes

(½ X 4 = 2 mks)

– Colour must be fast

– Fabric should be shrink resistant

– Should be crease resistant

– Colour blends well with rest of décor

– Easy to launder

– Durable (1 X 4 = 4 mks)

– Should be balanced

– Individual requirements

– Food in season

– Money available

– Climate

– Time available

– Fuel

– Facilities available

(1 X 4 = 4 mks)

– Give added crease resistance

– Prevent stretching or sagging

– Increase life of garment

– Add warmth

– Add firmness to a complete suhoule

(1 X 3 = 3 mks)

8.(a)- Glare is any brightness within the field of vision which causes the eye to strain

(1 mk)

(b) – Does not cast shadows

– Not cause glare

– Not waver or fricker

– Does not discharge impurities in the air

(1 X 3 = 3 mks)

– Buying a house

– Cost. Should be within

– Value of house. Seek professional advice to determine worth

– Location of house

– Construction

– Orientation

– Reliability of seller

– Family requirements

(½ X 4 = 2 mks)

– Insufficient creaming

– Too much liquid

– Too slow an oven

– Too hot oven

– Insufficient cooking

(1 x 3 = 3 mks)

– Made of strong leak proof material

– Well fitting lid

– Large enough

(½ x 3 = 1½ mks)

– All flat buttons must be sewn leaving a shank

– Buttons should be sewn on double fabric

– Buttons with a stem do not need a shank

– Should be firmly fixed

– Accurately positioned

– Place right side upright

(½ x 3 = 1½ Mks)

– Solutions are simple to make at home

– Saves money and time since it reduces on commercial dry cleaning

– Reduces risk of colour loss or shape

(1 x 3 = 3 mks)

– Needle too coarse for fabric

– Stitches too long incase of fine fabric

(1 x 2 = 2 mks)

– Using fullness

– Provide fashion feature

– Shape the garment

– Give a good fit

(1 x 3 = 3 mks)

– Make sure follage is clean

– Choose fresh flowers

– Use a mixture of flat and pointed flowers

– Avoid using strong scented flowers

Avoid cutting too many flowers in full bloom as they wither quickly

(1 x 3 = 3 mks)

– The fat melts

– Colour changes from red to brown

– Soluble proteins coagulated resulting in meat being firmer

– Elasting contracts causing meat to shrink

(1 x 3 = 3 mks)

– Play helps a child to develop mentally e.g. building blocks

– Helps a child to socialize with the others

– Help in physical development e.g. climbing, running

(1 x 3 = 3 mks)

– Amount of money available

– Needs of the individual family members

– Needs should be ranked in order of priority

– Fixed expense should be listed down

– Saving should be done

(½ x 3 = 1½ Mks)

SECTION B.

20.i. (a) Starching

– Give articles a glossy appearance

– Give a smooth surface which dirt does not adhere to

– Stiffens (gives body)

– Whitens articles (2 mks)

(ii) Boiling

– Whiten articles

– Kills germs

– Removes stubborn stains (2 mks)

(iii) Dampening

– Sprinkle warm water – it spreads better

– Helps in removal of creases (2 mks)

Advantages of carpet

– They are warm

– Deaden sound

– Comfortable to the feet

– Add to the colour scheme of the room

(1 x 4 = 4 mks)

v. Five points in choice of a washing machine

– Size of family or establishment to determine size to be bought

– Space available for storage

– Cost and maintenance

– Consider control of the machine

– Buy from reputable dealer

– Should have instruction manual

– Consider serviceability of the machine

(2 x 5 = 10 mks)

21.(a) Symptoms of osteomalacia

– Bone tenderness

– Patients walk with legs wide apart appearing to waddle

– Twitching of muscles

– Spontaneous fracture may occur

(1 x 4 = 4 mks)

(b) Uses of fruits

– In jam making – plum, pineapple

– As a dessert – fruit salad

– For garnishing – cakes

– Making sauces – apples

– Making jelly

– As a filling for a dessert pineapple upside down

– Fruits in jelly

(1 x 4 = 4 mks)

Factors to consider in preparing meals for children

– Well balanced

– Easy to digest foods

– Serve their food punctually

– Present their food attractively

– Breast milk is best for baby

– Contains nutrients in their right amounts

– Is at the right temperature for the baby

– Contains antibodies

– Free from contamination

– Helps develop bond between mother and child

(Well discussed 2 x 3 = 6 mks)

22.(a) Five properties which make synthetic popular

– Smooth and have a luxurious appearance

– They are resilient, creases hang out easily

– Light in weight even if given bulk treatment hence suitable for air travel

– Resistant to sunlight except for nylon

– Not attacked by moth

– Not absorbent hence dry quickly

– Thermoplastic – can be permanently pleated

(1 x 5 = 5 mks)

(b) Working dart

Fold (½) fabric right sides (½) together matching stitching (½) line pins (½) and tack

(½)

Starting from broad end (½) stitch (½) along the fitting line (½) until dart tapers to

nothing in the fold (½)

– Leave long threads (½) fasten by weaving or back stitch (½)

– Remove tacking (½) press (½) dart towards correct direction (½)

– Five general rules for making seams

– Always stitch along the grain for good hang

– Match all balance marks and fitting lines before stitching

– Tack firmly along fitting line

– Stitch exactly on the fitting line

– Conceal all raw edges or strengthened by protective stitching

– All seams must be inconspicuous as possible

– Should be fine

Sharp

Stainless

Eye should be smoothly finished

Easy to thread

Assorted (1 x 3 = 3 mks)

23.(a) Working French seam

– Place two pieces of material W.S (½) together with notches and fitting line matching

(½)

– Pin (½) and tack (½) on the F.L line (½ ) machine ¼”(½) above the fitting line

– Remove tacking (½) trim turning (½) to less than the finished width of the seam press

(½) open (½)

– Turn so that the R.S. (½) of material is inside and crease along the stitching line pin

(½) tack (½) machine (½) on the F.L

– Remove tacking (½) press the seam (½) to one side of garment (8 mks)

(b) General rules on stain removal

– Remove when fresh as they become fixed with time

– Use less harmful method first for unknown stains

– Use correct agents for stains clearly identified

– Stains removing agents must be in solution when used on coloured fabrics

– Wash garment thoroughly after stain removal

– If agent is suspected to be too strong for fabric try it first on hidden parts of the garment

– Study the general appearance of the stain first

(Any other 1 X4 = 4 mks)

(c) Advantages of advertising

– Informs consumers about goods and services

– Consumers can choose what they want

– Advertising increases demand for a product

– Competition among manufacturers is increased leading to quality goods

(1 x 2 = 2 mks)

Disadvantages

– Gives false information to the consumers

– Increases cost of goods

– Can make goods of low quality to be preferred to those of low quality

(1 x 2 = 2 mks)

(d). (a) Raising Agent

– Any agent which when added to flour mixtures produces a gas which expands upon

heating raising the mixture (2 mks)

(b) Braising

– Methods of cooking food especially meat and poultry on a bed of fried root vegetables

known as the mire poix (2 mks)

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Physics Form 2 Notes, Revision Questions And Answers Free PDF

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TOPIC: MAGNETISM

Magnets attract certain materials known as magnetic materials e.g. iron, cobalt and their alloys. Magnets are made of these magnetic materials.

PROPERTIES OF MAGNETS

The ends of a magnet where attraction is strongest are known as magnetic poles.

A straight line drawn passing through ends is called magnetic axis.

Directional property of a magnet

A magnetic compass or a plotting compass always rests in North-South direction of the earth. The pole that points towards the North is called North Pole (N) or North-seeking pole. The other one is the South-seeking pole or South Pole (S).

Therefore a magnet can be used as a compass.

TYPES OF MAGNETS

Magnets are classified according to their shapes as shown

Ceramic magnet- Has poles at its faces. They are stronger than other magnets.

MAGNETIC AND NON-MAGNETIC MATERIALS

Magnets can be classified according to their magnetic properties. There are those materials that are attracted by magnets and others are not attracted by a magnet.

An object/material which is attracted by a magnet is called a magnetic material. Metals such as cobalt, iron, nickel together with their alloys are strongly attracted by magnets are called ferromagnetic materials.

An object/material which is not attracted by a magnet is called non-magnetic material. For example copper, brass, aluminium, wood, glass and plastics. These objects have very weak magnetic property.

THE BASIC LAW OF MAGNETISM

The basic law of magnetism can be summarised as like poles repel and unlike poles attract.

Testing polarity of a magnet

The polarity of a magnet can be tested by bringing both its poles, in turn, adjacent to the known poles of a suspended magnet. Repulsion only occurs between the like poles of a magnet. Attraction might occur between unlike poles and a magnetic material thus repulsion is the only sure way to test for polarity.

MAGNETIC FIELD PATTERNS

When a magnetic material is placed near one pole of a magnet, it is attracted. This shows that there is a magnetic effect in the space around a magnet. The region or space where the magnetic influence is felt is called magnetic field. The field is stronger near the poles of a magnet and is weaker farther away from the poles.

DIRECTION OF A MAGNETIC FIELD

The direction of a magnetic field at a point is the direction which a free north pole would move if placed at that point in the field.

Magnetic fields have the following properties,

They originate from North Pole and end at the South Pole.
They repel each other side ways and form closed paths never intersecting other lines of forces.
They are closer together where the field is strongest.

For example,

MAGNETIC FIELD PATTERNS

Field patterns of a bar magnet

The lines of force originate from North Pole and end at the South Pole as shown,

Field pattern around a magnet

Field patterns between unlike poles

Each magnet has it is own magnetic field. The two fields combine to form a single magnetic field as shown,

Field patterns of Horse-shoe magnet

The direction of the lines of force is from the North Pole to the South Pole. The field lines between the poles being more concentrated.

FIELD PATTERNS BETWEEN LIKE POLES

When like poles are placed adjacent to each other, the lines of force do not cross. Lines from one pole are deflected by the lines from the other pole. This indicates repulsion.

Effects of soft iron rod and ring

Lines of force from the magnet get concentrated along the soft iron rod. The lines emerge on the far end of the rod, thus preventing them from reaching certain regions as shown below,

A soft iron ring concentrates the magnetic lines of force as shown

This prevents the lines of force from entering region P. Region P is thus said to be shielded by the ring from magnetic fields.

Both the iron rod and the ring can be used in magnetic shielding for screening.

Earth’s Magnetic Field

When a bar magnet is suspended freely, it comes to rest in North-South direction. This is as if the magnet is trying to align itself with a certain magnetic field. This alignment of the bar magnet is due to the magnetic field of the earth.

A bar magnet placed anywhere near the earth’s surface will have its magnetic field combining with the field of the earth as shown.

At point marked X, the magnetic field of the earth and that due to the magnet are equal and opposite. The resultant magnetic field is therefore zero at these points, which are called neutral points.

At P, the field of the magnet is stronger than that of the earth while it is weaker at Q.

Example

The diagram below shows the magnetic field pattern between two magnets, P and Q

Identify the poles of P and Q
State which of the two magnets P and Q is stronger. Explain

THE DOMAIN THEORY

Magnets are made up of small magnetic groups called domains which are composed of smaller sub-atomic magnets called magnetic dipoles.

Magnetic dipoles in a given domain point towards a common direction. The domains vary in shape and size but with a common axis with one end being a North Pole and another South Pole.

In unmagnetized state, the dipoles are randomly arranged such that the resultant magnetism of all domains is zero as shown

But when a material is placed in a magnetic field most of the domains are aligned in one direction and the material is said to be magnetised under the process of magnetisation, as shown,

When all domains get aligned until no further alignment can take place even when the magnetic field is increased the material is magnetically saturated. (Strong magnet)

MAGNETISATION OF A MAGNETIC MATERIAL

MAGNETISATION is the process of making a magnet from a magnetic material.

There are four major methods of making magnets from a magnetic material,

Induction
Stroking i.e. single stroke and double stroke

Hammering

Electrical method

INDUCTION

When a magnetic material e.g. steel pins is placed on the ends of a permanent magnet, the material acquire a polarity that is opposite to the magnetising pole while the other end acquire a similar pole to the one used.

The magnetic dipoles in the material get aligned along the magnetic axis of the magnetising magnet. However, the magnetism acquired by the steel pins is short lived (does not last for a long time) after the magnetising magnet is taken away. The material (steel pins) has been magnetised

Example

Explain the diagrams below

STROKING METHOD

When a steel needle (magnetic material) is stroked using one end of a strong magnet repeatedly, the magnet is magnetised.

Single stroke

The dipoles in the steel needle align itself with the magnetic axis of the earth. The steel needle is magnetised by stroking method.

The end of the needle where the magnet Y finishes stroking acquires an opposite polarity to that of the stroking end of the magnet.

The disadvantage of this method is that it produces is that it produces magnets in which one pole is nearer the end of the magnetised material than the other. This is avoided by using double stroke method.

Double stroke

The end A of the steel bar acquires a North pole while end B acquires a South pole. The steel bar has been magnetised by double stroking.

If a steel bar is magnetised by the double stroke using North poles of two magnets, the bar acquires a South pole at each end and a double North pole at the centre as shown

HAMMERING

This method makes use of the influence of the earth’s magnetic field. A steel bar to be magnetised is placed in a North-South position and the upper end hammered several times as shown

ELECTRICAL METHOD

It is the best and quickest method of making a magnet and it utilises the magnet effect of an electric current.

The method is widely used in industrial production of magnets.

A coil with many turns of insulated copper called a solenoid is used. A direct current (d.c) is passed through the solenoid.

EXPERIMENT: To magnetise a steel bar by electrical method

APPARATUS: steel bar, battery, switch, connecting wires

Connect the apparatus as shown below

Switch on the current for some time and then switch off. Test for polarity of the steel bar.

Observation

The steel bar is magnetised. The polarity of the magnet depends on the direction of electric current.

The poles of A and B can be identified using clock rule which states that, if on viewing on one end of the bar, the current flows in clockwise direction, then that end is a South pole. If anticlockwise then its a North pole.

Clock rule

The poles of A and B can also be identified using the right hand grip rule for a current carrying coil.

Right hand grip rule

The right hand grip rule states that if a coil carrying a current is grasped in the right hand such that the fingers point in the direction of current in the coil, then the thumb points in the direction of North Pole.

Allowing current to flow for a long time does not increase the extent of magnetic saturation but it only causes overheating of the solenoid which adversely affects magnetism.

DEMAGNETISATION

This is the disorientation of magnetic dipoles of a magnet. The disorientation of magnetic dipoles weakens or destroys the magnetic properties of a magnet.

This can be achieved by hammering or passing alternating current through the magnet placed in East-West direction (to avoid chances of the magnet acquiring any magnetism from the earth’s magnetic field)

Dropping magnets against hard surfaces destroys them

Methods of Demagnetisation

Hammering and heating

A magnet is demagnetised by heating or hammering it when placed in East-West direction. Magnetism is lost because mechanical hammering or heating disorients magnetic dipoles.

When heating, a magnet is heated until red hot and cooling it suddenly when resting in East-West direction.

Electrical method

A 12V alternating current (a.c) voltage is connected in series with a solenoid which is placed with its axis pointing East-West direction as shown

The bar magnet to be demagnetised is placed inside the solenoid and alternating current (a.c) switched on. After a few minutes its withdrawn slowly from the solenoid.

The magnet loses its magnetism because the alternating current (a.c) reverses many times per second, disorienting the magnetic dipoles.

The alternating current (a.c) disorients or disaligns the magnetic domains of a magnet.

NOTE: The magnets are placed in East-west direction so that they do not retain some magnetism due to the earth’s magnetic field.

Hard and soft magnetic materials

Soft magnetic materials are those magnetic materials that are easily magnetised but do not retain their magnetism for long e.g. soft iron, nickel e.t.c. they are used in making electromagnetic transformer cores.

Hard magnetic materials are those materials that are not easily magnetised but retain their magnetism for long after magnetisation e.g. steel. They are used in making permanent magnets.

Storing magnets

A bar magnet tends to become weaker with time due to self-demagnetisation. This is caused by the poles at the end which tend to upset the alignment of the domains inside it. To prevent this magnets are stored in pairs with small iron bars called keepers placed across their ends. Unlike poles of the magnet are placed adjacent to one another as shown

The keepers acquire polarities so that the dipoles in the magnet and the keepers form complete loops. The dipoles thus retain their orientation and magnetism is maintained.

Uses of magnets

Magnets have a wide application in real life. For example in hospitals, they are used to remove a piece of iron from the eye.

They are used in making compasses, loudspeakers, telephone receivers, bicycle dynamos, generators and electric motors.

Magnetic field-This is the region or space where the magnetic influence is felt.

Magnetic lines of force- This is the path along which a North Pole would move if free to do so.

Shielding a magnetic material – A process that limits the coupling of a magnetic field between two locations

Self demagnetisation – Is as a result of internal repulsion of like poles within the magnet.

2.MEASUREMENT II

Engineer’s callipers

It is used to measure distances on solid objects where ordinary metre rule cannot be used directly.

It consists of a pair of hinged steel jaws which are closed until they touch the object in the desired position.

Diameters of round objects can be measured using outside and inside callipers. One kind is changed to the other by turning the jaws completely round as shown

When using the callipers, the jaws are opened just to slip past the cylinder or the widest part of the sphere. The distance between the jaws is transferred and read on an ordinary scale as shown below

VERNIER CALLIPERS

A vernier calliper consists of a steel frame with a fixed jaw and a sliding jaw. The steel frame carries the main scale which is graduated in centimetres but also has millimetre division as shown

Vernier calliper

The name vernier refers to the special scale on the sliding jaw which gives reading to tenths of a millimetre. The vernier scale has 10 divisions which are slightly smaller than millimetres(actually) 0.9mm) this scale gives readings to 0.1 mm or 0.01 cm. The length of the vernier scale is 0.9cm. So, each division of the vernier scale is 0.09cm.

The difference in length between the main scale division and the vernier scale division is known as the least count.

Least count=0.1-0.09=0.01cm

Most vernier callipers have both inside and outside jaws. The outside jaws are used to measure external diameter while the inside jaws are used for measuring the internal diameter.

Using vernier callipers

Draw a vernier calliper with the following readings 5.08cm, 3.40cm and 0.87cm

ZERO ERROR
when the jaws of the vernier callipers are closed without an object between them, the zero mark should coincide with the zero mark of the vernier scale.

The vernier callipers have a zero error sometimes when the zero mark does not coincide with the zero mark of the vernier scale.

Measurements taken with such callipers are normally corrected by either adding or subtracting the zero error.

Negative errors are normally added to the reading and the positive errors are normally subtracted. The zero error can be positive or negative depending on the position of the zero mark.

Example

Vernier calliper without a zero error

Vernier calliper with a negative error (-0.03cm)

Vernier callipers with a positive zero error (+0.14cm)

Example

Use the vernier calliper in (b) above to get the correct reading in the vernier calliper below

M.S.R= 2.10cm

V.S.R=3X0.01=0.03cm

2.13cm (add the zero error in (b) above)

0.03cm

2.16cm

Assignment

a) Do exercise 2.2
b) What is the reading indicated by the scale of the vernier calliper below?

MICROMETER SCREWGAUGE

The micrometer screw gauge is used to measure small diameters such as the diameter of a thin wire. It consists of a U-frame carrying an anvil at one end, a thimble which carries a circular rotating scale known as a thimble scale and a spindle which can move forward and backwards when the thimble is rotated.

The ratchet at the end of the thimble prevents the user from exerting undue pressure on an object when the micrometer is in use. The sleeve has a linear scale in millimetre and the thimble has a circular scale of 50 equal divisions.

The distance moved by the spindle in one complete rotation of the thimble is known as the pitch of the micrometer.

The pitch of the micrometer is 0.5mm. Each division represents a spindle travel of

= 0.01mm

If the thimble rotates through one division, the spindle advances by 0.01mm.

NOTE: Some micrometer screw gauges have a pitch of 1.0mm and 100 divisions on the thimble.

USING A MICROMETER SCREWGAUGE

The object whose diameter is to be found is held between the anvil and the spindle (jaws). The micrometer is closed using the ratchet until the object is held gently between the anvil and the spindle.The ratchet will slip when the object is gripped firmly enough to give accurate readings

Example

Find the reading in the figure below

Assignment

Draw a micrometer screw gauge with the following readings; 5.52mm, 9.02mm

ZERO ERROR

In the micrometer screw gauge, there occurs a zero error. Arises when the zero mark of the thimble scale does not coincide exactly with the centre line of the sleeve scale when the micrometer is closed.

The anvil is used for adjustment of the zero error, so that the micrometer has no zero error.

However the zero error occurs when the centre line does not coincide with the zero mark of the thimble scale. For example in the figures shown below

In (a) the zero mark of the thimble scale coincides with the centre line of the sleeve scale(no zero error).

In (b) above the zero mark of the thimble scale does not coincide with the centre line of the sleeve scale. It has a negative zero error and it is added to the reading.

In (c) the zero mark of thimble scale does not coincide with the centre line of the sleeve scale. It has a positive zero error and it is subtracted from the reading.

EXAMPLE

SIGNIFICANT FIGURES

The digits 1-9 are all significant when they appear in a number.

The first digit from the left of the number is the first significant number.

The number of significant figures is determined by counting the number of the digits from the first significant figure on the left.

Zero is sometimes significant and at times it is used as a place holder. When a zero occurs at the left end of a number, it is not significant. E.g. the zeros in 0.005m, 0.00025cm are just place holders. (in 0.075, the first significant number is 7).

If the zeros occurs between non-zero digits e.g. 20012 the zeros are considered significant.

If also zeros occurs at the right hand end after the decimal point, it is significant e.g. 2.0cm, 2.00cm ( 7.00m has 3 significant figures).

If the zero occurs at the right hand end of an integer it may or may not be significant e.g. 640000 could be correct to 2,3,4,5 or 6 significant figures. When expressed to 2 significant figures, none of the zeros is significant, conversely, to 6 significant figures all the zeros are considered significant.

Example

Find the area of a rectangle that measures 4.26m by 2.77m and write your answer correct to 2 significant figures and 4 significant figures.

Solution

A=L X W = (4.26 X 2.77)CM²

11.8002CM² (4 significant figure)

12 CM² (2 significant figures)

Calculate the area of a circle of radius 4.2cm correct to 3 significant figures. (take

THE STANDARD FORM

A positive number is said to be in standard form when written as A x 10ⁿ, where A is such that 1≤A≤10 and the index n is an integer.

Example

1026 can be written in standard form as 1.026 x 10³

NOTE: when the number lies between 0 and 1, then the index n becomes negative E.g 0.00256 in standard form is 2.56 x 10^-3

Express the following numbers in standard form

2001
087
00000009876
100000

The use of standard form is a convenient means of writing large and small quantities e.g. the speed of light is 3.0 x 10⁸m/s.

THE OIL DROP EXPERIMENT

This is an experiment used to estimate the size of a molecule in a laboratory.

THEORY

When an oil drop is carefully put in contact with the surface of water, it spreads out to form a very thin layer, which is almost circular. This is because the oil breaks the surface tension of the water, whose particles pull away from the oil.

The thin layer is approximated to be one molecule thick.

ASSUMPTIONS

The oil is assumed to be spherical which can be calculated as V= Πr³.
The patch formed on the surface is almost circular, A=Πr².
The thin layer is approximated to be one molecule thick.

Volume of the oil drop, V =Area of the patch, A x Thickness of the patch,(h)

V= Ah

Estimating the size of a molecule

Examples

In an experiment to estimate the size of a molecule of olive oil, a drop of oil of volume 0.12mm³ was placed on a clean water surface. The oil spread into a patch area of 6.0 x 10⁴mm². Estimate the size of a molecule of olive oil.

V=V/A=0.12/6×10⁴

=2.0 x10^-6mm

In an experiment to determine thickness of an oil molecule, a drop of oil of volume 1.0 x 10^-4cm³ spreads to an area of 300cm². Calculate the thickness of the film.
Oil contained in a needle’s 0.3mm wide, 0.6mm long and 0.2mm thick was used to form an oil film on water. The film was found to have a radius of 7cm. If the molecule in the oil film are spread into a single layer, estimate the thickness of the oil molecule

TURNING EFFECT OF A FORCE

The turning effect of a force is called the moment of a force. Force is that which changes the state of an object.

Moment of a force is the product of the force (F) and the perpendicular distance from the line of action of the force and the point of support. The point of support is called pivot/fulcrum.

Examples of activities in which a force produces a turning effect;

Closing or opening a door
Steering a car
Turning of a water tap
Tightening a nut

Moment =Force(f) x Perpendicular distance

F x d

The SI unit is Nm

Example

Find the moment of force in the figure below, if F=10N and d=30cm

Moment of force about the pivot=Fd

=10 x 0.3= 3Nm

Find the moment of force in the figure below

Moment =6 x 4

=24Nm

PRINCIPLE OF MOMENTS

Consider the following,

The force w₁ tends to make the rule turn in an anticlockwise direction. The moment is due to w₁ is called anticlockwise moments.

The force w₂ tends to make the rule to turn in a clockwise direction. Its moment about the pivot is called clockwise moments.

Clockwise moments=w₂x d₂

Anticlockwise moments=w₁ x d₁

At equilibrium, w₁ x d₁=w₂ x d₂

The principal of moments

It states that, for a system in equilibrium, the sum of clockwise moments about a point must be equal to the sum of anticlockwise moments about the same point.

Also referred as the law of the lever

Example

A uniform metre rule pivoted at its centre is balanced by a force of 4.8N at 20cm mark and some other two forces, F and 2.0N on the 66cm and 90cm marks respectively. Calculate the force F.
A uniform metre rule is suspended vertically from a pivot at the zero mark. It is maintained in the vertical position by three horizontal forces acting in the directions shown. Given that the 12.0N force acts through the 10cm mark while the 8.0N force acts through the 90cm, calculate F which acts through the 60cm mark.
In the figure below shows a uniform bar which has negligible weight and is balanced under the action of force shown. Determine the value of X hence the length of the bar.

A very light uniform metre rule is balanced at its mid-point A, under forces of 10N, 5N and P acting at point 10cm, 80cm and 100cm points from the point respectively as shown. Find P

Applications of anti-parallel forces

Steering wheel

Cars are made to turn round corners by exerting two equal forces F, acting tangentially to the steering as shown.

Water taps

A water tap is opened or closed by applying two equal forces as shown,

Bicycle handle-bars

When a bicycle is turned round a bend with both hands on the handle bars, two equal and opposite forces are applied.

The forces constitute anti-parallel forces which produce a moment about the axis of rotation O.

Water sprinklers and wheel spanner

EQUILBRIUM AND CENTRE OF GRAVITY

EQUILBRIUM is the state of balance where the sum of clockwise moments is equal to the sum of anti-clockwise moments. When the state is achieved the body is said to be stable.

Stability depends on the surface area of the base and the centre of gravity of the body.

The centre of gravity of a body is the point where the whole weight of the body appears to act from or is the point of application of the resultant force due to the earth’s attraction on the body.

Centre of gravity of objects with regular shapes

The centre of gravity of a body depends on its shape. The centre og gravity can be determined by construction as shown,

Object	Diagram	Centre of gravity
Uniform rod		By balancing. The centre of gravity is at the centre of the rod
Metre rule		By balancing. The centre of gravity is at 50cm mark.
Square plate		Construct the diagonals. The point of intersection is the centre of gravity.
Rectangular plate		Construct the diagonals. The point of intersection is the centre of gravity.
Triangular plate		The point of intersection of the perpendicular bisectors of the sides is the centre of gravity.
Circular plate		The point of intersection of their diameters is the centre of gravity.
Cubic plate		The point of intersection of their diagonals is the centre of gravity
Cylinder		The point of intersection of vertical and horizontal axes (midpoints of axis) is the centre of gravity.
Sphere		The centre of the sphere (point of intersection of the diameter) is the centre of gravity.
Cone		Construct the perpendicular bisectors from the base. The point of intersection is the centre of gravity.
Ring		The point of intersection of the diameters is the centre of gravity
L-shape		Divide the shape into two. Construct the diagonals on each. Join the points of intersection and bisect the line.
Square with centre cut off		The point of intersections of the diagonals is the centre of gravity.

Centre of gravity of an irregularly shaped lamina

Experiment: To determine the centre of gravity of an irregularly shaped object

Apparatus: Plump line, stand, cardboard on the edges

Set the apparatus as shown below,

Remove the cardboard and balance it on the tip of a pencil.

Observation

The suspended object will always rest with its centre of gravity vertically below its point of support.

The object balances on the tip of the pencil it placed at its centre of gravity.

Example

A uniform metal bar, 100cm long balances at 20cm when a mass of 1.5kg is attached at the 0 cm mark as shown. Calculate the weight of the bar. (take g=10N/kg)
A uniform metre rule pivoted at the 60cm mark is kept horizontally by placing a 50g mass on 80cm mark. Calculate the mass of the metre rule. (take g=10N/kg)

States of equilibrium

There are three states of equilibrium;

Stable equilibrium
Unstable equilibrium

Neutral

Consider a wooden cone resting on a horizontal table in various positions i.e.

When the cone is tilted through a small angle by applying a force, the vertical line through the centre of gravity still falls inside the base. When the applied is withdrawn, the cone falls back to its original position. The cone is said to be stable equilibrium.

The cone has a broad base and low centre of gravity. When it is given a slight push, the centre of gravity is raised, but it falls back to make this centre of gravity as low as possible.

When the cone is balanced on its tip, a small sideway push causes the vertical line through its centre of gravity to fall outside the base. This makes the cone to topple over. The cone is said to be unstable equilibrium

The cone has a very small area of base and high centre of gravity. A slight lowers its centre of gravity and it falls to make the centre of gravity as low as possible.

If the cone is laid on its sides, a force applied on it, will not change the centre of gravity. This condition is described as neutral equilibrium

Factors affecting stability of objects

The stability of an object depends on the position of its centre of gravity and the turning effect of its weight about an axis or point.

Area of the base

If the base is large, the line through the centre of gravity of the body remains within the base even if the body is tilted through a large angle. A body with a broad base is more stable than the one with a narrow base.

The position of the centre of gravity

A body is more stable when its centre of gravity is as low as possible. This can be achieved by making the base heavier. Bodies with high centres of gravity are less stable.

Applications of stability

Motor industry

Bases are made more stable by having light materials for the upper parts of the body and heavy at the bottom.

A racing car has a low centre of gravity and a wide track which allows a large angle of tilt. It can negotiate corners with high speeds without toppling.

Area of support

To alight from a moving bus, a person has to spread out his legs to increase the area of support. This lowers centre of gravity and increases stability.
A person carrying a bucket of water in one hand has to lean or bend his body to the other side to adjust his centre of gravity.
A Bunsen burner has a wide heavy base. This lowers centre of gravity.

REFLECTION AT CURVED SURFACES

Curved surfaces may be obtained from hollow shapes of spheres, cones or cylinders. When these surfaces are highly polished, they become reflectors.

In a sphere, if the inner surface is highly polished then the portion of the sphere is described as a concave reflector and if the outer portion of the sphere is highly polished, then the portion is described as a convex reflector.

CURVED MIRRORS

Curved mirrors whose reflecting surfaces curve inwards are called concave mirrors while those with reflecting surfaces bulging outwards are called convex mirrors

Spherical mirrors……….are mirrors made from spheres.

A parabolic mirror……….is a special curved mirror cut from a section of a cone.

a)concave mirror b)convex mirror c)parabolic(concave) mirror

NOTE: silvering of the inner surface of glass produces a convex mirror, while a highly polished outer surface gives a concave reflector which behaves like a concave mirror.

DEFINITION OF TERMS

Consider the mirrors shown below,

TERMS

APERTURE

This is the length of the curved mirror i.e. XY

POLE

This is the centre, P, of the mirror

CENTRE OF CURVATURE, C

This is the centre of the sphere which the mirror is part. For a concave mirror the centre of curvature is in front of the mirror, while for a convex mirror the centre of curvature is behind the mirror.

PRINCIPAL AXIS

Is the line joining the centre of curvature to the pole or centre of the mirror? (Main axis)

PRINCIPAL FOCUS, F,

Is a point on the principal axis to which all rays originally parallel and close to the principal axis converge (concave mirror) or from which they appear to diverge (convex mirror) after reflection by the mirror.

The principal focus of a concave mirror is a real focus, for the convex mirror the principal focus is virtual focus. (Not real)

FOCAL PLANE

A plane perpendicular to the principal axis and passes through the principal focus

Radius of curvature(r)

Is the radius of the sphere of which the mirror is part (distance PC)

Focal length(f)

Is the distance from the pole of the mirror to its principal focus?

A ray of light that is close to and parallel to principal axis meets a concave mirror and is reflected through a point on the principal axis called a focal point. For a convex mirror (diverging mirror), this is the point where the reflected ray appear to originate.

A concave mirror has a real principal focus while a convex mirror has a virtual principal focus.

Virtual rays are represented by dotted lines. All rays should be arrowed to show the direction in which the light is travelling.

If parallel rays, incident on the mirror are not parallel to the principal axis they will converge at a point of the principal axis such that the line joining that point to focal point is perpendicular to the principal axis.

For rays to be converged to a point they must be close to the principal axis or the aperture must be small.

REFLECTION OF LIGHT BY CURVED MIRRORS

In a concave mirror, the rays converge at a point F, after reflection. For a convex mirror, the rays are reflected so that they all appear to diverge from the principal focus F behind the mirror.

For a ray converging at the principal focus (F), a parallel beam is obtained for both the concave and convex mirror after reflection as shown,

This shows that light rays are reversible. This is a demonstration of the principle of reversibility of light which states that the paths of light rays are reversible.

LAWS OF REFLECTION AND CURVED MIRRORS

Laws of reflection apply to both concave and convex mirrors i.e.

Incident ray, reflected ray and the normal lie on the same plane at the point of incident.
The incident angle is equal to the reflected angle, i=r

The normal drawn at the point of incidence in curved mirrors passes through the centre of curvature C.

An incident ray parallel and close to the principal axis is reflected through F in a concave mirror and appears to come from F in a convex mirror

<i=<r

<ABC=<BCF

<i=<BCF

<CBF is isosceles

CF=BF

CF=1/2CP

CF=1/2r

CF=FP=focal length

F=1/2r or f=r/2

NB: The focal length of a concave mirror is half the radius of curvature, r (f=r/2)

RAY DIAGRAMS

Ray diagrams can be used to explain how images are formed by curved mirrors and the characteristics of these images.

The reflecting surface is represented by a straight line and a small curve used to show the type of mirror as shown

Concave convex

The following are used or observed in the construction of ray diagrams;

A ray through C or passing through C

Concave convex

A ray parallel and close to the principal axes passes through the focal point after reflection as shown

An incident ray passing through F is reflected parallel to the principal axis

A ray at an angle to the principal axis and incident to the pole. The ray is reflected in a such a way that the angle of incidence is equal to the angle of reflection as shown

IMAGE FORMATION AND CHARACTERISTICS

The nature, size and position of the image of an object formed by a concave mirror depend on its position (distance) from the mirror,

Object at infinity

The image is;

The image formed is smaller than the object
Inverted

Real

Formed at F
Object beyond C

The image formed is,

Between C and F
Real

Inverted

Smaller than the object
OBJECT AT C

The image formed is;

At C
Real

Inverted

Same size as the object
OBJECT BETWEEN C AND F

The image formed is;

Beyond C
Real

Inverted

Magnified (larger than the object)
OBJECT AT F

The object formed is at infinity

OBJECT BETWEEN F ANF P

Image formed is;

Behind the mirror
Virtual (not real)

Erect (upright)

Larger than the object

NOTE: full lines represent real rays and objects while dotted lines represent virtual rays and images.

In a ray, an arrow is drawn to show the direction in which light is travelling.

A real image can be focussed on a screen while virtual images are formed by apparent intersection of rays and cannot be formed on a screen.

CONVEX MIRRORS

Concave mirrors form either real or virtual images depending on the position of the object. Images formed by convex mirrors are always upright, smaller than the object and between P and F as shown,

GRAPHICAL CONSTRUCTION OF RAY DIAGRAMS

Images obtained from a curved mirror can be drawn to scale in a ray diagram. The construction of a ray diagram is best done on a graph paper using a suitable scale.

Examples

An object of height 10mm is placed 50mm in front of a concave mirror of focal length 30mm. By scale drawing, determine;
Position of the image (distance)
Size of the image
Nature of the image formed
A convex mirror of focal length 9cm produces an image on its axis 6cm away from the mirror. If the image is 3cm high, determine by scale drawing;
The object distance from the mirror
The size of the object

LINEAR MAGNIFICATION

Images formed by curved mirrors vary in size. It is therefore important to compare the size of the object with that of the image formed.

The comparison of the image size with object size is called magnification.

Magnification is given by;

Magnification, M =

Magnification can also be given by;

Magnification, M =

Therefore, M=

Examples

A concave mirror of focal length 20cm forms a sharply focussed image of a small object on a screen placed at a distance 80cm from the mirror. Graphically determine;
The position of the object
Linear magnification of the image.
A concave mirror of focal length 20cm produces an upright image of magnification 2. Graphically determine the object distance. (h_o:h_i)
A concave mirror of focal length 10cm forms a real image four times the size of the object. If the object. If the object height is 5cm, determine graphically;
The object distance
The image distance

Relationship between focal length, f and radius of curvature, r

THE MIRROR FORMULA

If an object is at a distance U from a curved mirror of focal length f, its image is formed at a distance V from the mirror.

The object distance U, image distance V and focal length f can be related by the formula;

= +

This is called the mirror formula and applies to all spherical mirrors

= +

SIGN CONVENTION

To determine the position and nature of the image formed by curved mirror, a sign convention is normally used.

Real-is-positive sign convention

When applying this convention;

All distances are measured from the mirror as the origin.
Distances are real objects and real images are considered positive (+).

Distances of virtual objects and images are considered negative (-).

A concave mirror has real principal focus (F) and therefore positive focal length, while a convex mirror has a virtual principal focus hence has a negative focal length.

Example

An object is placed 30cm from a concave mirror of focal length 20cm. Calculate;
Image position
Magnification

f=+20cm, U= +30cm

= +

V= +60cm

Image is 60cm from the mirror and real (+)

M = 60/30

An object is placed a) 18cm and b) 4cm in front of a concave mirror of focal length 12cm. Determine the position and nature of the image formed in each case;
U= +18cm, f=+ 12cm

= +

V =36cm

The image is formed 36cm from the mirror. The image is since it is positive.

U= +4cm, f= +12cm

= +

V=-6cm

The image formed is 6cm from the mirror and is virtual since V is negative.

A convex mirror of focal length 9cm produces an image on its axis 6cm from the mirror. Determine the position of the object.

f= -9cm (convex mirror), V= -6cm

= +

U= +18cm

The object is real since U is positive and 18cm in front of the mirror

Practice questions

A convex mirror of focal length 18cm produces an image on its axis 3cm from the mirror. Calculate the position and nature of the object.
An object is placed 18cm in front of a convex mirror of focal length 10cm. Calculate the image distance and state the nature of the image formed.
The distance between an erect image and the object is 30cm. The image is twice as tall as the object.
What is the object distance?
Determine the radius of curvature

Graphical analysis of the mirror formula

If a graph of 1/u against 1/v is plotted, a straight line with a negative gradient is obtained i.e

(cm^-1)

Therefore the image is inverted relative to the object.

The X-intercept and the Y-intercept gives of the mirror used.

If a graph of UV against (U+V) is plotted, a straight line passing through the origin is obtained i.e

UV(cm²) = + rearranging

U+V (cm)

The gradient gives the focal length of the mirror

From the formula;

= + (multiply by V)

= + 1 but = m

= + 1 therefore m = – 1

A graph of m against V is a straight line i.e.

-1 v (cm)

The gradient of the graph is and y-intercept is -1

APPLICATIONS OF CURVED MIRRORS

CONCAVE MIRRORS

They are used as;

Shaving mirrors

When the object is placed within the focal length of the mirror, a magnified erect image is obtained.

By dentists when examining teeth

When the object (teeth) is placed within the focal length of the mirror, a magnified erect image is obtained as shown;

In telescopes for astronomical observations

When an object as at infinity (very far) e.g. a star, the rays from any point on it appears to originate from a particular point and is therefore parallel. The image is thus formed at the focal point.

As a reflector behind a projector lamp

The lamp is placed at the centre of curvature of the concave mirror to reflect light travelling away from the projector, hence increasing the illumination of the slide.

Solar concentrators

The heat and light energy from the sun can be brought to focus by a concave mirror e.g. in solar cookers, parallel rays are converged or concentrated at the focal point of a concave mirror.

CONVEX MIRRORS

They are used;

As driving mirrors
In supermarkets

This is because;

The form an upright image regardless of the object distance
They provide a wide field of view
DISADVANTAGE

In driving mirror, the image formed is diminished giving an impression that vehicles behind are further away than they actually are. This is dangerous.

DEFECTS OF SPHERICAL REFLECTORS

For a concave mirror, incident rays parallel and close to the principal axis called paraxial rays, converge at the principal focus F.

But rays parallel to the principal axis and not close to the principal axis called marginal rays are not brought to focus at the principal focus but behind it. The parallel beam produces blurred focus after reflection. This is called spherical aberrations. The reflected rays intersect to form a surface called a caustic curve.

Paraxial rays marginal rays

This defect (spherical aberration) may be overcome by using parabolic reflector as shown,

Parabolic reflector…………focus the ray parallel (marginal rays) to a common focus.

MAGNETIC EFFECT OF AN ELECTRIC CURRENT

Relationship between electric current and magnetism

(Oersted experiment)

Magnetic effect of an electric current was discovered by Oersted in 1819.

He discovered that the direction of a compass needle near the current carrying conductor changes immediately the current the current is switched on.

The direction of the compass also depends on the relative position of the compass from the wire and also the direction of the current.

Therefore it implies that there is a relationship between an electric current and magnetism. i.e.

The extent to which the needles deflects increases with the strength of current flowing. Reversing the direction of current reverses the direction of deflection.

Magnetic field due to electric current

A magnetic field around a straight current carrying conductor is a pattern of concentric circles as shown

When the card is tapped, the iron filings settle in concentric circles round the wire due to influence of magnetic field around the wire. As the distance from the centre increases, the concentric circles become less significant.

The direction of the magnetic field

If several plotting compasses are used instead of iron filings we will have the following;

When the direction of current is reversed, the compass needle points in the opposite direction. This implies that the direction of the field reverses when the current direction is reversed.

Rules for determining the direction of magnetic field

The direction of magnetic field can be determined using the following rules

Fleming’s right hand grip rule
Right hand corks screw rule

Fleming’s right hand grip rule

If a conductor carrying current is grasped in the right hand and with the thumb pointing along the wire in the direction of current, the fingers will point in the direction of the magnetic field as shown below,

Maxwell’s corkscrew rule

If a right handed screw is driven forward in the direction of conventional current, then the direction of rotation of the screw is the direction of the field lines.

If you imagine holding and turning a screw in your right hand with the screw pointing in the direction of current, in turning it in clockwise so that it advances in the direction of the current, the clockwise rotation of the screw gives the direction of the field due to the current in the conductor.

Magnetic field pattern of a circular current-carrying conductor

If iron filings are sprinkled on the cardboard in the above set up and the current switched on, the iron fillings form a pattern similar to a small magnet.

When current is switched and compass needles used instead of iron fillings they trace the magnetic field and give its direction when the switch is closed as shown.

The right hand grip rule for current carrying loop states that, if fingers of the right hand encircle the current loop such that they point in the direction of current, the thumb points in the direction of the magnetic field formed through the inside of the loop.

Magnetic field pattern of a solenoid carrying current

A solenoid is a wire wound into a long cylindrical coil with a series of interconnected loops as shown;

When a compass needle is placed at end X, its North Pole is repelled.

When the field inside and outside the solenoid is explored, the following properties emerge

The field near the ends is non-uniform compared to the field inside the solenoid.
The field near the end of the solenoid is weaker than that inside the solenoid.

The field outside the solenoid is oppositely direct to that inside the solenoid.

The field outside the solenoid is less than that inside the solenoid.

Thus a solenoid carrying current behaves like a bar magnet. It is referred as electromagnet since its magnetism arises from the flow of current.

The clockwise and anticlockwise rule can be applied to predict the polarities of the electromagnet formed. The rule states that, if the direction of current in the coil as observed from one end is clockwise, this end is the south pole and if current is anticlockwise the end becomes the north pole.

The right hand grip rule can also be applied to predict the north pole of an electromagnet as follows; if a coil carrying current is held in the right hand such that the fingers encircle the loops while pointing in the direction of current flow, the thumb points in the direction of North Pole.

Example

Identify the polarities in the figures below

Practical electromagnets require that coils be wound on a soft iron core to increase magnetic power.

The factors affecting the strength of the electromagnet include;

The size of current in the solenoid

When current is increased the strength of the magnet also increases. Beyond a particular value, the strength of the electromagnet remains constant.

The number of turns of wire in the solenoid

Increasing the number of turns increases the strength of an electromagnet.

The shape of the core

The strength of an electromagnet depends on the shape of the core i.e. iron bar or u-shaped core.

The length of the solenoid

The strength of an electromagnet increases with increase in length.

FORCE ON CURRENT-CARRYING CONDUCTOR IN A MAGNETIC FIELD

Consider the figure below

When the current flows along AB, the rod rolls along the brass rod X and Y towards the plastic support.

When either the direction of the current or that of the magnetic field is reversed, the direction of the movement of AB also changes.

When current is increased the rod moves faster.

When the magnet is turned so that the magnetic field is parallel to the length of AB, the rod remains stationary.

A force acts on a current-carrying conductor when it is placed in a magnetic field. The magnitude of this force increases with increase in current and therefore field strength.

The force is maximum when the angle between the conductor and the field is 90^o and becomes zero when the conductor is parallel to the field.

The force also increases with increase in the length of the conductor in the magnetic fields.

The fields tend to concentrate more on one side than the other as shown below

(as viewed from A)

The weak field is due to the two fields opposing each other. Magnetic lines of force act like elastic bands, concentration of the lines on the other side of the conductor produces a catapult effect that pushes the conductor in the opposite direction.

When the direction of current or magnetic field is reversed, the direction of the force on the conductor also reverses.

For a conductor carrying current in a magnetic field the direction of the force acting on it can be predicted using Fleming’s left hand rule.

FLEMING’S LEFT HAND RULE (MORTAR RULE)

States that;

If the left hand is held with the thumb, the first finger and the second finger mutually at right angles so that the first finger points in the direction of field and the second finger in the direction of the current, then the thumb points in the direction of motion as shown

NOTE: The direction of current in this rule is the conventional direction, i.e. the direction of flow of positive charge. It should be noted that the rule applies only if the magnetic field and current are perpendicular to each other. When the field and current are parallel to each other, there is no force on the conductor.

Force on a current carrying coil in a magnetic field

The figure below shows a rectangular coil ABCD put in a magnetic field

When the current flows through the coil in the direction DCBA, the resultant field pattern is as shown below

The catapult force acting on the sides of the coil causes it to turn in clockwise direction. Application of Fleming’s left hand rule makes it easier to predict the direction of motion than drawing the field pattern.

FORCE ON A CHARGED PARTICLE IN A MAGNETIC FIELD

Moving charges produce a magnetic field. An electron moving through a magnetic field will therefore experience a force.

Considering that the direction of movement of electron is opposite to the flow of conventional current, the direction of the force on the charge can be predicted using Fleming’s left hand rule to be downward as shown

FORCE BETWEEN PARALLEL CONDUCTORS CARRYING CURRENT

Two parallel aluminium foil strips attract each other when current is flowing through them is in the same direction and repel when the current is flowing in the opposite direction.

The magnetic field patterns are as shown below,

The fields between the strips cancel each other, leaving a region of zero resultant magnetic fields called neutral point.

The field on the outside part of each strip act as a catapult forces, pushing the two strips towards each other.

Current in opposite directions
The magnetic fields between the two strips reinforce each other. The two strips therefore are pushed away from each other.

Fleming’s left hand rule can be applied to the two situations above.

If strip A is taken to produce the field, Fleming’s left-hand rule applied at B is towards A. If strip B is taken to produce the field, the rule indicates that the force on A is towards B.

Magnetic field patterns of a conductor carrying current in the earth’s magnetic field

The earth’s magnetic field lines are taken to be parallel, except at the poles. The interaction of the field due to the earth and that due to the conductor produces the pattern shown below,

The conductor thus experiences a force

USES OF ELECTROMAGNETS

Electromagnets are used in various industrial and domestic instruments or devices such as;

Electrical bell

An electric bell consists of a u-shaped electromagnet whose winding on one arm is opposite to that of the other. A contact screw presses onto a soft iron strip, which acts as a spring. Its completed through a battery and switch S.

When the switch S is closed, the current flows through the circuit and the core becomes magnetised, the electromagnet induces magnetism in the soft iron strip (armature), which is then attracted to the poles of the electromagnet. The hammer attached to the armature thus strikes the gong.

The attraction of the soft iron armature separates the contacts breaking the circuit. The magnetism in the core therefore dies off and the spring returns the armature to its original position. Contact is made again and the process is repeated.

So long as the switch is closed, the hammer strikes the gong repeatedly, making continuous ringing sound. The steel spring and screw contact where the current is automatically switched on and off constitute a make-and-break mechanism. The frequency at which the make and break takes place is controlled by the screw.

Electric motor

An electric motor is a device that converts electrical energy to rotational kinetic energy.

A simple direct current electric motor consists of insulated wire ABCD, which can turn about a fixed axis and a strong curved permanent magnet to provide a radial magnet field as shown,

The current enters and leaves the coil through a split copper ring called commutator having two halves P and Q insulated from each other. Carbon brushes press slightly against the commutator and are connected to battery terminals.

When the coil is in horizontal as shown above, and the current switched on, it flows through the coil in the direction as shown. By Fleming’s left hand rule, side AB of the coil experiences an upward force and side CD a downward force. Since the current in both sides is the same, the forces are equal and opposite. This forces cause the coil to rotate in clockwise direction until it reaches its vertical position with side AB up and CD down.

In this position, the brushes touch the space between the two halves of the split rings, cutting off current flowing in the coil. Consequently, no force acts on the sides AB and CD. Since the coil is in rotation, its momentum carries it past this position and the two split rings exchange brushes. The direction of current through the coil is reversed and consequently the direction of force on each side of the coil changes. This process is called commutation.

Side AB is now on the right hand side and side CD on the left hand side. Side AB experiences a downward force and side CD an upward force. The coil ABCD will continue rotating in the clockwise direction so long as the current is flowing through it. The speed of rotation of the coil increases with increase in the strength of the current flowing through the coil.

If the terminals of the battery are interchanged, the direction of current reverses and the direction of rotation of the coil are reversed.

Sides AB and CD do not experience any force because current in these sides is parallel to the direction of the magnetic field.

The simple direct current electric motor described is not powerful. It can be improved by;

Winding the coil on a soft iron core. The soft iron core becomes magnetised and concentrates its magnetic field in the coil.
Increasing the number of turns of the rotating coil.
Using a stronger magnet
Multiplying the number of coils and commuter segments.

HOOKE’S LAW

Materials are selected for particular uses depending on their qualities to withstand the forces they may be subjected to. The following characteristics are used to describe materials;

Strength

This is the ability of a material to resist breakage when under stretching, compressing or shearing force. A strong material is one which can withstand a large force without breaking.

Stiffness

This is the resistance a material offers to forces which tend to change its shape or size. Stiff materials are not flexible and resist bending.

Ductility

This is the quality of a material which leads to permanent change of size and shape. Materials which elongate considerably under stretching forces and undergo plastic deformation until they break are known as Ductile materials e.g. plasticine, lead, copper and wrought iron.

Ductile materials can be rolled into sheets, drawn into wires or worked into useful shapes without breaking. They are used in making such implements as stables, rivets and paper clips.

Brittleness

This is the quality of a material which leads to breakage just after the elastic limit is reached. Brittle materials are fragile and do not undergo any noticeable extension on stretching, but snap suddenly without any warning e.g. chalks, bricks, cast iron, glass and dry biscuits.

Elasticity

This is the ability of a material to recover to its original shape and size after the force causing deformation is removed.

A material which does not recover but deformed permanently is called plastic e.g. plasticine while those that can regain their shapes once the force causing deformation is withdrawn are called elastic e.g. rubber bands, springs and metal wires.

STRETCHING OF MATERIALS

The forces between the molecules in a solid account for its characteristic elastic or stretching properties. When a solid is stretched, the spaces between its molecules increase slightly. The tension felt in a stretched material e.g. rubber band, is due to all the forces of attraction between molecules in it.

EXPERIMENT: To investigate the stretching of a spiral spring

APPARATUS: A spiral spring with a pointer attached to it, a metre rule, retort stand, two sets of clamps and bosses, 20g masses.

Arrange the apparatus as shown,

Note the position of the pointer when the spring is unstretched, or not loaded.

Suspend a mass at the end of the spring and note the new position of the pointer.

Increase the load in steps of 20g and record the reading of the pointer for each load as shown in the table.

Unload the spring in steps and again record the pointer readings.

NOTE: Care should be taken not to use too heavy weights which would overstretch the spring.

Mass on the spring m (kg)	Stretching force F=mg(N)	Scale reading (Cm)			Extension, e( m)	F/e (N/m)
Mass on the spring m (kg)	Stretching force F=mg(N)	loading	unloading	mean	Extension, e( m)	F/e (N/m)

Plot a graph of stretching force (F) against extension, e

Observation

Provided the weights are not too heavy, the spring always returns to its original length on unloading. The ratio of stretching force to extension is constant.

The graph of stretching force F against extension, e is a straight line through the origin as shown

Conclusion

The extension, e, of a spiral spring is directly proportional to the stretching force F.

The same kind of result is obtained if a straight steel wire is stretched. If the stretching force is increased beyond a certain value, permanent stretching occurs. The graph of extension against stretching force is as shown

Beyond point B, further extension causes permanent extension

HOOKE’S LAW

This is a law relating the stretching force and extension. It states that for a helical spring or other elastic material, the extension is directly proportional to the stretching force provided the elastic limit is not exceeded i.e.

F∞e

Hence F= Ke ( K is a constant of proportionality and it depends on the material of the spring)

The constant is also referred as spring constant

The gradient from the figure above is the spring constant, whose units are N/m or Nm^-1.

The area under a force against extension graph is equal to the work done in stretching the spring as shown

Area under the graph = ½ Fe but f=Ke and K=F/e

Area =½Ke²

Hence work done =½Ke²

Examples

A mass of 100g is suspended from the lower end of a spring. If the spring extends by 100mm and elastic limit is not exceeded, what is the spring constant?

A metal cube suspended freely from the end of a spring causes it to stretch by 5.0cm. a 500g mass suspended from the same spring stretches it by 2.0cm. if elastic limit is not exceeded;
Find the weight of the metal cube
By what length will the spring stretch if a mass of 1.5kg is attached to its end?

Compressing a spring

When the two ends of a spring are squeezed together, it shortens. There is change in length that is referred to as compression. The spring on its part exerts a counter force which resists the compression.

The variation of length against compression of a spring obeys Hooke’s law as shown

Beyond the point E, the turns of coils are virtually pressing onto one another and further increase in the force achieves no noticeable decrease in length

Hooke’s Law applied to loading of Beams

(Experiment: 7.2: To investigate the sagging of beams)

A graph of load against amount of sagging, X, is a straight line through the origin. This shows that the sagging is in accordance with Hooke’s law.

Some materials regain their original shapes after being stretched, even though they do not extend according to Hooke’s law e.g. rubber. Rubber stretches by a large amount for a small increase of force but beyond a certain point tends to stiffen up showing a very little extension with increase in force.

Brittle materials like concrete and glass exhibit elasticity but suddenly snap without becoming plastic.

Materials like polythene and metal wires display elasticity, but go through plasticity before snapping.

Combination of springs in series and parallel

Series combination

K_s=½K₁ (K₁ is one of the spring constants)

K_s=K₁/n (where n is the number of springs)

Parallel combination

K_p=2K₁ (K₁ is one of the spring constants)

K_p=nK₁(n is the number of springs)

Example

A spiral spring produces an extension of 6mm when a force of 3.0N is applied to it. Calculate the spring constant for a system when two such springs are arranged in (a) series (b) parallel

Waves

A wave is a transmission of a disturbance. Waves can be classified as;

Electromagnet waves
Mechanical waves

Electromagnetic waves

These waves do not require material medium for transmission e.g. radio waves, radiant heat, light and microwaves

Mechanical waves

They require a material medium for transmission. This transmission is effected by the vibration of the particles in the medium e.g. water waves and sound waves.

Mechanical waves can either be transverse or longitudinal

Transverse waves

The vibration of the particles is at right angles to the direction of the wave travel e.g. water waves, waves on a string and electromagnetic waves (light, radio and microwaves)

Formation of transverse waves on a slinky spring or a rope may be used. The spring or rope is stretched along a smooth floor or bench top. One end is attached to a rigid support while the other end is held in the hand. The end held in the hand is swung up and down at right angles to the spring or rope as shown;

The displacement of an individual particle in relation to the direction of wave motion is as shown;

Longitudinal waves

The vibration of the particles is in the direction parallel to the direction of the wave travel e.g. sound waves.

Formation of a longitudinal wave, a slinky spring may be used as shown;

The continuous to and fro movements at one end result in the formation of sections of compression alternating with rarefactions along the length of the spring.

The displacement of a particle in a longitudinal wave in relation to the direction of wave motion is as shown

The wave motion affects the inter-particle spacing. Particles in the sections of compression are pushed closer together while in those in rare factions are pulled slightly farther apart.

Variation in inter-particle separation is accompanied by variation in pressure, so that sections under compressions are at higher pressure while those under rare faction are at low pressure. This variation causes the wave motion.

Progressive Waves

These are waves that move continually away from the source. They can be transverse or longitudinal. For example if a long slinky spring is continuously vibrated at one end, the waves move forward, carrying the energy of the vibrations along its length. Also a stone dropped in a water surface, the resulting water waves move outwards carrying the energy of the impact away from the source. As the waves moves away from the source, the energy is spread over an increasing large area. This causes gradual decrease in wavelength.

Pulses

A pulse is generated when a single vibration is sent through a medium. It can be transverse or longitudinal in nature as shown;

Note: Wave trains are generated as a result of continuous vibrations at a constant rate in a medium. The medium is distorted into repeated patterns of crests alternating with troughs for transverse waves while for longitudinal wave train; the medium is set into repeated patterns of section of compression alternating with those of rarefaction.

Characteristics of wave motion

Can be explained with reference to the oscillatory motion of a mass attached to a spring or that of the bob of a swinging pendulum as shown;

One complete oscillation occurs when the mass moves through positions N-M-L-M-N i.e. when it has returned to its starting position and is moving in the same direction.

NOTE: M-N-M is not a complete oscillation. This is because although the mass has returned to its starting position, it is moving in the opposite direction.

For the pendulum, the bob makes a complete oscillation when, after an initial displacement to say, position X, it swings through X-Y-Z-Y-X as shown above.

If the mass takes 2 seconds to a complete oscillation, a sketch of displacement-time graph for the motion will appear as shown

The following terms are associated with waves,

Amplitude

The amplitude A of a wave is the maximum displacement on either side of the mean position. S.I unit is metre (m).

LM or MN and XY and YZ are the amplitudes of the waves.

Frequency

The frequency f of a wave is the number of complete oscillations made by a particle in one second.

The S.I unit of frequency is the hertz (Hz) or cycles per second.

Period

The period T of oscillation is the time taken by a particle to complete one oscillation.

The S.I unit of period is seconds (s).

In the figure above, the particle takes 2 seconds to go through one complete oscillation and its period therefore 2 seconds.

F= and

T=1/f =1/2 = 0.5 Hz

Wavelength ,λ

A transverse wave train viewed from the side would give a displacement-position graph as shown below;

The wavelength, λ is the distance between two points on a wave train which are in phase. Also defined as the distance between two successive crests or troughs in a transverse wave or the distance between two successive rare factions or compressions in a longitudinal wave.

Wavelength is measured in metres

Distances AC, BD and EF are all equivalent to one wavelength.

Speed

The speed V is the distance covered by a wave in one second. Its S.I unit is m/s.

Relationship between speed, wavelength and frequency

Suppose the period of a wave is T. Then, the distance covered in time t is λ,

= but T=

=λf

This implies that velocity, V =λf

NOTE: While the rate of vibration of the source determines the frequency, the speed in a given medium is constant.

From V =λf, an increase in frequency results in a decrease in wavelength.

Examples

Waves on a spring are produced at the rate of 20 wavelengths every 5 seconds.
Find the frequency of the wave motion
If the wavelength of the waves is 0.01, find the speed of the wave.
Find the period of the wave
Frequency =

= = 4Hz

V =λf

V=4 x 0.01

=0.04m/s

T= =1/4 =0.25 seconds
A water wave travels 12m in 4 s. If the frequency of the wave is 2Hz, calculate;
The speed of the wave
The wavelength of the wave

V= 12/4 = 3m/s
F=v/λ =3/2 = 1.5m

More Examples and exercises

Sound

Sound originates from vibrating bodies. The nature of these vibrations determines the type of sound produced.

The vibrations may be felt or seen e.g. when a string of a guitar is plucked or when a tuning fork is struck. In some cases, the vibrating origin of sound may not be felt or seen.

Sources of sound

Vibrating wooden strip
Vibrating wire
Vibrating drum
Tuning fork
Vibrating air columns
Air siren
Cog wheel and card
Voice box (larynx)
Loudspeakers
Cell phone or telephone membrane

Propagation of sound energy

Sound waves from vibrating prongs of a tuning fork produce compression (areas of high pressure) and rare faction (areas of low pressure) of air molecules as shown,

As the prong or the tuning fork moves from A to B, it compresses the air molecules, transferring energy to the molecules in the direction in which compression occurs.

A high pressure region is thus created. This leaves a region of low pressure (a rare faction) on the left of A. The prong moves back to A and then to C and the process is repeated.

A series of compressions and rare factions are thus produced transferring energy to the air particles (molecules) to the left and right. The energy transfer alternates in the direction just as the motion of the prong.

A progressive sound wave in air may be described as a travelling pressure wave as shown,

Sound energy moves forward in the medium without net forward movement of the medium.

The direction of vibrations of the particles is parallel to the direction of the sound energy. Hence, sound wave is a longitudinal wave

To show that sound requires a medium for propagation

Set the apparatus as shown,

Switch on the current to make the bell ring continuously as air pumped slowly out using the vacuum pump.

Observation

The intensity of sound diminishes as the air in the jar becomes less.

Explanation

The sound grows faint because the jar is deprived of air. A vacuum does not transmit sound and the little sound that reaches us does so only through the connecting wires, rubber and the walls of the jar.

Factors affecting velocity of sound in air

In normal conditions, the speed of sound in air is about 330m/s. This speed is however dependent on;

Temperature

Sound travels faster in hot air than in cold air.

Humidity of the air

The velocity of sound in air increases with humidity.

Wind

Wind blowing in the same direction as sound increases the velocity of the latter.

Sound transmission in solids, liquids and gases

To show that solids transmit sound energy

Set the apparatus as shown,

Hold the tray boxes so that the string is taut. Let one student speak at end A as another listens at end B. Note what happens

Observation

When the student speaks at one end softly, the other student hears clearly.

Explanation

Sound travels through a solid medium

Generally, solids transmit sound at a speed of 6,00m/s. This velocity varies from solid to solid depending on the density of the material. Denser solids transmit sound faster.

In addition to gases and solids, liquids also propagate sound energy. A swimmer easily hears sound of water waves when underneath the water and fish similarly respond to sounds produced in water.

Liquids transmit sound energy at different speeds depending on their densities. The velocity of sound in fresh water is 1400m/s and in salty water is 1500m/s.

Gases transmit sound slowest, while solids transmit sound fastest.

Properties of sound waves

Reflection of sound

When a sharp sound falls on an obstacle, it is reflected. Reflected sound is called an echo.

Reflected sound is more pronounced from hard surfaces such as wood, stone walls and metal surfaces. Reflection from liquid surfaces is considerably weaker.

In some halls, sound waves are reflected from the walls, floor and ceiling. Since the echo time is very short, the echo overlaps with the original sound. The original sound thus seems to be prolonged, an effect called reverberation.

Surfaces of materials such as cotton wool and foam rubber absorb most of the energy of incident sound waves. Because of this property, such materials are used in places where echo effects are not desirable. The walls of broadcasting studios and concert halls are thus made of absorbent materials.

To demonstrate reflection of sound

Apparatus: Two plastic tubes, a ticking clock, a smooth hard wall

Procedure: Place the clock near the end of one of one of the tubes as shown

Point the open end of the tube towards a hard wall at an angle of incidence, i.

With the ear close to the end of the second open tube, listen to the reflection of sound from the wall at different angles of reflection, r and note the angle at which the reflected sound is loudest.

Observation

The maximum loudness of the reflected sound occurs when;

The angle of reflection, r is equal to the angle of incidence, i.
Both tubes and the normal to the reflecting surface lie in the same plane.

Conclusion

Sound waves obey the laws of reflection.

Applications of reflection of sound

Determination of the speed of sound

The echo from one tap coincides with the sound from the next tap, the time taken to make a tap after the proceeding one equals the time taken by sound to travel from the observer to the wall and back.

If the distance between the observer and the wall is d metres, the number of tap intervals n and the time t seconds, the sound travels 2d metres in seconds.

Hence, speed

V= m/s

Pulse-Echo technique

The pulse-echo technique involves measuring distances by producing sound of known speed and measuring the time taken to receive the echo.

Sound of frequency of over 20 kHz (ultrasound) is used, because it penetrates deepest and can be easily reflected by tiny grains.

The distance of the reflecting obstacle from the source of sound is then calculated using the formula;

Distance, d = speed of sound x ½ (time taken)

This technique is used in ships to determine the depth of the sea.

The technique is also used;

In under-water exploration for gas and oil.
In fishing boats with pulse-echo equipment to locate shoals of fish.

In special types of spectacles used by blind people to tell how far objects are ahead of them. The spectacles have transmitters that emit ultrasound and receivers that collect the echo and convert them into audible sound.

Bats use echoes to detect the presence of obstacles in their flight path.

Examples

A disc siren with 100 holes is rotated at constant speed making 0.20 revolutions per second. If air is blown towards the holes, calculate;
The frequency of sound produced
The wavelength of sound produced, if velocity of sound in air is 340m/s.
A cog wheel rotating uniformly produces sound of wavelength 1.65m. if it makes 10 revolutions per second, find the number of teeth on the wheel, given that the velocity of sound in air is 330m/s.
Two boys stand 200m from a wall. One bangs two pieces of wood together while the second starts a stop-watch and stops it when he hears the echo. If the time shown on the stop-watch is 1.2 seconds, calculate the speed of sound.
The speed of sound in air is 340m/s. A loudspeaker placed between two walls A and B, but nearer to wall A than wall B, is sending out constant sound pulses. How far is the speaker from wall B if it is 200m from wall A and the time between the two echoes received is 0.176 seconds?
Two people stand facing each other 200m apart on one side of a high wall and at the same perpendicular distance from it. When one fires a pistol, the other hears a report 0.6 seconds after the flash and a second sound 0.25 seconds later. Explain this and calculate;
The velocity of sound in air
The perpendicular distance of the people from the wall.
The speed of sound at the top of Mount Kenya is less than the speed of sound at Mombasa. Explain this observation.

b.A girl is 120m away from a high wall. She claps two blocks of wood at a constant rate such that 40 claps are made in 30 seconds. If each clap coincides with the echo of one before, determine the speed of sound

Fluid flow

A fluid refers to both gases and liquids. A fluid flows as a result of pressure difference.

Types of flow

streamline (steady) flow

If all the particles passing through any given point in a fluid have the same velocity, they trace same path called the line of flow as shown,

A streamline is a curve whose tangent at a given point is along the direction of the displacement of the fluid particle at that point as shown

Laminar flow

A moving fluid has many streamlines or layers. The flow is laminar if the particles in a given streamline or layers have the same velocity, which may be different from other particles in the adjacent parallel layers as shown,

Effects of a ruler on streamlines

Study the figures shown below,

The streamlines are as shown above. With the flat side of the ruler, more effort is required to move the ruler than when it is moved with its sharp edge cutting through the water. Ripples are set up in the water, which tend to follow the ruler as it moves.

This breaking of streamlines into ripples (disorderly flow) is referred to as turbulent flow, i.e, flow in which the speed and direction of the fluid particles passing any point vary with time. The ripples or eddies have a drag effect on the object moving through the fluid.

Effects of various shapes on streamlines

In shape (a) requires little effort to move and has no eddies behind it. Shape (b) requires more effort than (a) and gives rise to more eddies than (c). Shape (c) requires more effort than (a), but less effort than (b).

Shapes designed for streamline flow

Shapes suited to streamline flow are designed in such a way that they easily cut through fluids and reduce the formation of eddies behind them. This reduces resistance to their motion e.g. a moving car, jumbo jet e.t.c.

Other streamlined bodies include ships, submarines and rockets.

There are also bodies that are naturally streamlined e.g. birds, fish e.t.c.

Effects of speed of flow on streamlines

The set up below can be used to study the effect of speed of flow of streamlines,

Reservoir A contains potassium permanganate solution, which is released in controlled amounts into the water flowing through a cylindrical glass jacket C by a fine jet B. The speed of water through C is varied by the clip D. If a small amount is allowed to flow out through D, a fine coloured stream is observed along the tube C, indicating a steady flow.

but when a large amount of water is allowed to flow out, the velocity of water in the tube increases rapidly and this breaks the coloured stream, indicating that turbulence has set in.

Summary

Streamlined bodies do not affect the distribution of the streamlines behind it.
Non-streamlined shapes produce eddies (turbulence) which offers a drag on the moving shapes.

Streamlines do not cross each other but are closer together where the water is moving faster.

Note: Turbulence sets in when the fluid flow is beyond a certain velocity known as critical velocity.

TUBE OF FLOW

It is possible to define boundaries to a set of streamlines in a fluid flow. If the boundaries encompass a tubular region, then the resulting section is called a tube of flow as shown,

The equation of continuity

In deriving the equation of continuity, the assumptions made are that, the fluid is;

Flowing steadily
Incompressible, i.e, changes in temperature produces insignificant change in density.

Non-viscous

Definitions

Volume flux (flow rate)

The volume flux is the volume of a fluid passing through a given section of a tube of flow per unit time as shown,

From the figure,

Volume flux = area of cross section x distance

= A_x x d_x

But velocity V_x= =

Hence, velocity V_x = d_x since t= 1 second

Thus volume flux = A_x x d_x

The S.I unit of volume flux is m³/s or m³s^-1

Mass flux

Density=
mass= Density x volume

Hence mass flux = Density x volume flux

=ᵉ_xA_xV_x

=A_xV_xᵉ

The unit of mass flux is kg/s or kgs^-1

Mass flux is the mass of the fluid that flow through a given section per unit time.

Since the fluid is incompressible, the mass of the fluid entering region X is equal to the mass of the fluid leaving region W with the same period, i.e., mass is conserved

Mass flux at W = mass flux at X

A_wV_wᵉ = A_xV_xᵉ

Hence, A_wV_w = A_xV_x

This is the equation of continuity. A_wV_w or A_xV_xis called the flow rate and is constant

Area x velocity = constant

AV = K

Therefore it can be deduced that for non-viscous steady flow, the area of cross-section of the fluid is inversely proportional to the velocity of the fluid.

The speed of the fluid increases when it flows from a pipe of big cross-section area to a smaller one and vice versa as shown

Examples

A lawn sprinkler has 40 holes, each of cross-section area 2.0 x 10^-2 cm². It is connected to a hose-pipe of cross-section 1.6 cm². If the speed of the water in the hose-pipe is 1.2m/s. Calculate;
The flow rate in the hose-pipe
The speed at which water emerges from the holes

Solution

Flow rate = AV

= 1.6 x10^-4 x 1.2

=1.92 x 10^-4m³/s

A₁V₁= A₂V₂

40 x 2 x 10^-2 x 10^-4xV₁ =1.6 x10^-4 x 1.2

V₁= 2.4m/s

Water flows along a horizontal pipe of cross-section area 40cm² which has also a constriction of cross-section area 5cm². If the speed at the constriction is 4m/s, calculate;
The speed in the wide section
The mass flux (density of water = 1000kg/m³)

Solution

A₁V₁= A₂V₂

40 x 10^-4 x V = 5 x 10^-4 x 4

V= 0.5m/s

Mass flux =ᵉ x AV

=1000 x 5 x 10^-4 x 4

=2kg/s

250cm³ of fluid flows out of a tube, whose inner diameter is 7mm, in time of 41seconds. What is the average velocity of the fluid in the tube?

A =Πr² = 3.142 x (3.5 x 10^-3)²

=3.85 x 10^-5m²

Volume flux = =

=6.098 x 10^-6

But volume flux = AV

6.098 x 10^-6 = 3.85 x 10^-5m² x V

V =0.158m/s

The velocity of glycerine in 5cm internal diameter pipe is 1.0m/s. Find the velocity in a 3cm internal diameter pipe that connects with it, both pipes flowing fully

A₁V₁= A₂V₂

x (2.5 x 10^-2)² x 1 = 3.142 x (1.5 x 10^-2)² x v

BERNOULLI’S PRINCIPLE

The pressure of a fluid at rest in a uniform tube is the same at all points in the tube. However, if the fluid flows, the pressure will vary from point to point as shown,

A pressure gradient is needed to make a liquid flow through a pipe. The cause of the pressure difference is the friction between the liquid and the walls of the pipe.

Relationship between speed of water and the pressure it exerts

The level in manometer B is lower than the levels in other tubes.

Explanation

Pressure in the stationary fluids is given by pressure = hᵉg (ᵉ is density). Hence, the pressure exerted by the fluid in the narrow constriction is lower than that at X and Z. It is also slightly lower at Z than at X.

Velocity also in the narrow constriction is higher than that at wider sections. Thus, the higher the speed of the fluid the lower the pressure it exerts. This relation is known as Bernoulli’s effect, which is stated as provided a fluid is non-viscous, incompressible and its flow streamline, an increase in its velocity produces a corresponding decrease in the pressure it exerts.

Bernoulli’s effect in air

Some books are arranged on a table and a piece of paper placed on them.

When air is blown into the channel made by the books, the pressure under the paper decreases and the atmospheric pressure acting on top of the paper presses it down. The paper thus curves downwards.

The pressure in the channel decreases because the velocity of air in the channel increases.

If a light paper is held in front of the mouth and air blown horizontally over the paper, it will be observed that the paper gets lifted up.

Initially, part of the paper suspended because its weight and the atmospheric pressure acting on the two surfaces balance. When air is blown over the paper, its velocity gets higher than the initial state when air is stationary. Increase in velocity causes a corresponding decrease in the pressure being exerted on the top side of the paper. The atmospheric pressure acting underneath becomes higher and produces the force that lifts up the paper.

If two pieces of paper are held close to each other and air blown between them, the two papers close in towards each other. The moving air between the papers lowers the pressure it exerts on their inner surfaces. The higher atmospheric pressure acting on the outside surfaces causes the papers to move closer to each other.

The same effect is observed when air is blown between two suspended pith balls.

The spinning ball

When a tennis ball of negligible weight is moving through still air with a constant speed, the streamlines around it are uniformly spread as shown,

The direction of the streamlines is in the direction of the relative motion between the ball and air.

If the ball is now made to spin as it moves, it is moved to curve out of its initial path. As the ball spins, it drags air along with it, which opposes the relative motion on one side of the ball. This causes a reduction in the relative speed and the streamlines are spread as shown,

On the opposite side, the dragged air is in the direction of the relative motion, resulting in an increase in speed and consequential decrease in pressure. The pressure difference on the two sides of the ball produces a resultant force that causes the ball to curve out of its initial path.

Lifting a light ball using a funnel

The streamlines as air is blown down the narrow section of the funnel are very close to each other, signifying high velocity and therefore low pressure. When streamlines emerge into the wider region, they spread, signifying reduced velocity and therefore high pressure. The high pressure below the ball (atmospheric pressure) lifts the ball up the neck of the funnel as shown,

BERNOULLI’S EQUATION

Bernoulli’s principle can be expressed as an equation.

Consider a liquid of mass m flowing through a pipe with velocity V. Let the pressure at a given point be P,

Then, kinetic energy per unit volume = but e =

Hence kinetic energy per unit volume = ½ eV²

Similarly, potential energy per unit volume = but e =

= egh

Bernoulli found that if the liquid is incompressible, non-viscous and its flow streamline,

P+ ½ eV² + egh =constant

That is, the sum of pressure, kinetic energy per unit volume and potential energy per unit volume is a constant. This is Bernoulli’s Principle.

Applications of Bernoulli’s principle

The Aerofoil

This is a structure constructed in a such a way that the fluid above it moves with a higher velocity than that flowing below as shown,

Aircraft wings and helicopter rotor blades are examples of aerofoils.

Because the fluid flowing above the aerofoil has to travel a longer distance than that flowing below, it has to travel at a higher speed (low pressure) compared to the low speed (high pressure) underneath.

The pressure difference (P₁ – P₂) gives rise to the lift of the aerofoil, called the dynamic lift. The force of the lift is given by F = (P₁ – P₂) A where A is the area of the aerofoil

Bunsen burner

When a gas is made to flow into the Bunsen burner from the gas cylinder, its velocity is increased when it passes through the nozzle. Because of the atmospheric pressure outside the barrel, air is then drawn in as shown,

The air and the gas then mix as they rise up and when ignited, a flame is produced.

Spray gun

The figure below shows a hand spray gun

When the piston is moved forward, air is made to flow through the barrel, some of it going down tube A and the remainder blowing past the mouth of tube B, where it causes low pressure. Because of increased pressure on the surface of the liquid and reduced pressure at the mouth B, the liquid is compelled to move up tube B and blown to the nozzle by the air from the barrel.

The velocity of the liquid is increased as it passes through the nozzle because of reduced cross-section area. The liquid thus emerges as a fine spray.

The carburettor

Due to action of the engine pistons, air is drawn into the venturi as shown,

The fast moving air causes low pressure above the petrol pipe. Petrol is drawn into the venturi due to low pressure in the venture and atmospheric pressure in the float chamber. The mixture of air petrol is thus drawn into the cylinders for combustion.

Flow meters

Venture meters

A device used in measuring the volume flux of a fluid.

Pitot tube

It is used for measuring velocity of a moving fluid.

HARZADS OF BERNOULLI’S EFFECT

Blowing off of roof-tops

The air flowing over a roof-top has a high velocity compared to the one flowing underneath. Consequently, the pressure acting on the roof from underneath will be higher than that acting from above. Hence, the roof is blown off.

Road accidents

A small car travelling at a very high velocity is likely to be dragged into a long track travelling in the opposite direction, also at high speed.

This is because the air between them moves with very high speed, reducing the pressure between them. The atmospheric pressure acting from the sides of the two vehicles will push them closer together, increasing chances of an accident.

Examples

Water with negligible viscosity flows steadily through a horizontal pipe of varying cross-section area. At the A of cross-section area 10cm², the velocity is 0.2m/s. Calculate the velocity at point B, of cross-section 2.5cm².
Water flows steadily along a horizontal pipe at a volume rate of 8 x 10^-3m³/s. If the area of cross-section of the pipe is 20cm². Calculate the velocity of the fluid.

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(d) IDIOMATIC EXPRESSIONS

9. Acid Test:

10. Cut the ground from under feet :

11. Chase your tail:

12. Whole bag of tricks –

13. Deliver the goods –

14. Fine-tooth comb –

15. Explore all avenues

16. Fast track something –

17. Get ducks in a row –

18. Get the show on the road –

19. Keep your fingers on the pulse –

20. Mean business –

21. Think on your feet –

22. Sail through something –

23. Tricks of the trade :

24. Not let grass grow under feet –

25. Work like a charm –

26. Back-room boys –

27. Dead wood –

28. Get the axe –

29. Plum job –

30. Shape up or ship out –

31. Golden handshake –

32. Separate sheep from goats –

33. Waiting in the wings –

PUNCTUATION

The Colon

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SECTION B

SECTION A

HOMESCIENCE III

MARKING SCHEME

HOMESCIENCE V

MARKING SCHEME

HOMESCIENCE VI

SECTION A

SECTION B.

HOMESCIENCE VI

MARKING SCHEME

– Cost. Should be within

SECTION B.

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