Category Archives: Teachers’ Resources

Computer Studies Form 4 KCSE Revision Exams, Mocks

 

 

 

NAME …………………………………………. INDEX NO …………………………….

 

CANDIDATES SIGN ……………………………..  DATE………………………..

 

 MOCK EXAM

451/1

Computer Studies

Paper 1

(THEORY)

2 ½ Hours

 

 

  1. State one function of each of the following.

(a) Peripheral devices                                                                                          (1 mark

 

(b) System software                                                                                             (1 mark)

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

  1. Give importance of having the following in computer laboratory;-             (3marks)
  2. Standard furniture in the laboratory

………………………………………………………………………………………………

  1. Antiglare screen/ monitor

………………………………………………………………………………………

  • UPS

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

  1. Describe future trends in microcomputers in relation to:

(a)       Hardware                                                                                            (2 marks)

…………………………………………………………………………………

(b)       Software                                                                                             (2 marks)

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

  1. Explain themeaningofBACKUP (2mks)

………………………………………………………………………………………

 

  1. Differentiate between the following terms as used in word processing. (3marks)
  • Drop Cap and Case

………………………………………………………………………………………

  • Superscript and subscript

…………………………………………………………………………………………

  • Indent and tab

………………………………………………………………………………………

  1. Statetwo advantages ofelectronicspreadsheets overmanual workshee (2marks)

……………………………………………………………………………………

  1. (a) State and explain any one type of computer processing file.                       (1mark)

………………………………………………………………………………………

(b)             List any two fileorganization methods                                                    (2marks) …………………………………………………………………………………………………………………………………………………………………………………………

  1. Defineaprimarykeyfield (3marks)

…………………………………………………………………………………………

  1. Statethetwo requirements of computerprogram testing (2marks)

 

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

 

  1. A computer studies form one student was requested to format his diskette in Windows XP Operating System environment. Instead, he selected and formatted the hard drive by mistake.

(a)       Explain why the student had to format his diskette.                         (1 mark)

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

(b)       Explain a possible consequence of the mistake made by the student.    (1 mark)

…………………………………………………………………………………………

(c)      Describe two situations when the computer user will be required to format a storage media.                                                                                               (1 mark)

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

  1. Worksheet cells are referenced usingthe column letter and row number e. D2 is cell in column D and row2.

Usethesampleworksheet provided to answerthequestions below.

 

 

 

  A B C D E F
1 Moth Jan. Feb Mar. April Total
2 Fees 460 460 460 460  
3. Food 300 350- 305 270  
4. Electricity 100 100 100 100  
5. Fuel 150 150 150 150  
6 Transport 38 270 150 300  
7 total          
a)

 

b)

Writedown thedatatypethat is stored in cells C5

 

What cell contains thedataitems representingtransport forthemonth of

(1mark)
  February? (1mark)
 

c)

 

Writedown the formulathat maybeused to computethetotal in cell F6.

 

(1mark)

 

 

  1. What is deadlock in reference to operating systems                                     (2marks)

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

  1. One way in which computing technology has impacted positively on society is the ease of communication through the e-mail. State two disadvantages of e-mail. (2 marks)

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

  1. Differentiate between baseband and broadband signal as used in networking. (2marks)
  2. Baseband signal

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

  1. Broadband signal

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

  1. Explain two ways of protecting data and information against unauthorized access. …………………………………………………………………………………………………………………………………………………………………………………(2marks)

 

 

SECTION B (60 MARKS)

Answer question 16 (compulsory) and any other three questions from this section.

  1. a) State the function of the following symbols as used in the flowchart.

(i)                                                                                                        (1 mark)

 

 

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

(ii)                                                                                                       (1 mark)

 

 

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

(b)To maintain a strategic fit Safaricom is introducing a tariff called the mega tariff that will lower costs to Safaricom to Safaricom calls and calls to other networks.  Calls to             Safaricom networks will be charged according to the time of the day as listed below:

-Between 8am to 12 noon – 6 Ksh

-Between 12 noon to 8pm-0.8 Kshs

-Between 8pm to 1 am -4Kshs

-Between 1 am to 8am- 1Kshs

Internal calls to other networks are charged at a fixed rate of Kshs 7 between 8am to 8pm             and Kshs 5 the rest of the day. International calls are charged at a rate of Kshs 25 between 8am to 8pm and Kshs 35 for the rest of the day.  All calls are charged per minute usage.

Mr. Wasswa Baale a business man who makes both internal and international calls would like to make maximum use of this tariff.

 

 

 

Write a pseudo code that would show him know the charges of calls with an appropriate label when he the inputs type of call and the time where appropriate.  Use a 24 hour clock.                                                                                                                                                (7 marks)

 

 

 

 

 

(c)       Design a flowchart for the pseudo code in 16(a) above.                               (6 marks)

 

 

 

 

 

 

  1. Perform the followingbinaryarithmetic andgiveyour answers in decimal notation:

(i)       1010.101 +11.011                                                                (3marks)

 

 

(ii)      1010.011 – 11.011                                                                  (3marks)

 

 

 

 

 

 

 

(b)Covert the following numbers into theirbinaryequivalents

 

 

(i)       0.562510                                                                                                                          (3marks)

 

(ii)      0.312510                                                                                                                          (3marks)

 

  1. c) Usingfour– bit twos compliment, perform the followingarithmetic (3marks)

1012-1112

 

 

 

 

 

 

 

 

 

 

 

 

  1. A school computer laboratory is scheduled to undergo major renovations. The lab is schedule to receive new computer whose specifications are given below:-

Pentium IV 2.8GHz processor

40GB HDD

3 ½ FDD

256MB RAM

56 x CD ROM

17” SVGA TFT monitor

The computers are going to be networked and will be able to browse the internet.

  1. Explain what is meant by the terms:-                                                           (2marks)
  2. FDD

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

  1. HDD

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

  • SVGA

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

  1. TFT

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

  1. The computer is to be networked, name one extra device that should be fitted on every computer to enable this to happen             (1mark)

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

  1. The computer is to receive internet facilities through the server on a dial; up system. Name and describe the function of a special device that needs to be connected to the server to complete the connection.       (1mark).

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

  1. (i) The school has to apply star topology to link up the computer. List two advantages of this type oftopology.                                                       (1mark)

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

(ii) Name the central device used to connect the computers in this topology.   (1mark)

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

  1. List two other types of topologies that the school could have opted for       (1mark)

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

  1. List four advantages of using a network                                                 (2marks)

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

 

  1. (i) Data transmission via the internet is done using a mode known as packet switching. Describe thisdata transmission mode.                                                             (1mark)

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

(ii) Name two other modes of transmission                                                        (1mark)

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

  1. (i) The school’s LAN is done using UTR cable. List two advantages of using this type of cable. (1mark)

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

(ii) List two advantages of using fibre cable in networking.                  (1mark)

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

  1. Data flows in the school’s LAN in a duplex manner. Discuss two other types of data transmission in network giving examples.                                                        (2marks)

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

  1. a) The growth and widespread use of computers and its related technologies has led to job displacement, creation and replacement. Define the following terminologies.

(i)        Job displacement                                                                                (1mark)

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

(ii)      Job creation                                                                                        (1mark)

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

(iii)      Job replacement                                                                     (1mark)

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

(b) Natural language processing is an area of computer systems evolution.

(i) Differentiate between natural language processing and voice input/output.(2marks)

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

(ii) State any two difficulties of implementing natural language processing.   (2 marks)

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

(c)(i) Explain three ways in which computers and related technologies can increase                         stress in the workplace.                                                                      (3 marks)

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

 

(ii) Suggest two ways in which computer related stress in the workplace can be minimized.

(2 marks)

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

(d)State any three examples of Internet use that may be considered morally wrong. (3 marks)

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

  1. Define the following terms
  • Database ( ½mark)

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

  • Database management system ( ½ mark)

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

  • Hierarchical database       (1mark)

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

  • Relational database (1mark)

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

  • Network database (1mark)

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

(b) List the advantages of using an electronic database system for storage of data over the file approach.                                                                                                              (4marks).

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(c ) Study the spreadsheet below and answer the questions that follow

  A B C D
1 WESTERN

COMPBOOK

CENTRE SALES

2 BOOK TITLE PRICE PER BOOK BOOKS SOLD  
3 DBASE IV 400.00 145  
4 LOTUS FOR DUMMIES 460.00 15  
5 OFFICE WORD IN 3 DAYS 300.00 65  
6 LEARN C++ IN 3 DAYS 700.00 100  
7 TEACH YOURSELF PASCAL 700.00 200  
8 COMPUTER STUDIES 500.00 300  
9 THE CLEVER FOOL

COMUTER

300.00 10  
10        

 

  1. Write down the formula that can be used to find the price of the most costly book. (1mark)

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

  1. Write down the formula that can be used to determine the total sales for the book titled COMPUTER STUDIES (1mark)

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

  • Write down the formula that can be used to determine the average price of the books.(1mark)

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

  1. Write down the formula in cell D6 that can be used to find the new price per book if they went up by a percentage written in cell B 10 and the formula has to be entered only in cell D3 then be copied to others.                                                                                       (1mark)

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

  1. Write down the output in D7 if in B6 is 10% (1mark)

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

(d) State any four advantages of using an electronic spreadsheet as compared to a traditional worksheet.                                                                                                            (2marks)

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

______________________________

 

451/1

Computer Studies

Paper 1

(THEORY)

2 ½ Hours

 

 

  1. State one function of each of the following.

(a) Peripheral devices                                                                                          (1 mark

 

(b) System software                                                                                             (1 mark)

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

  1. Give importance of having the following in computer laboratory;-             (3marks)
  2. Standard furniture in the laboratory

………………………………………………………………………………………………

  1. Antiglare screen/ monitor

………………………………………………………………………………………

  • UPS

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

  1. Describe future trends in microcomputers in relation to:

(a)       Hardware                                                                                            (2 marks)

…………………………………………………………………………………

(b)       Software                                                                                             (2 marks)

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

  1. Explain themeaningofBACKUP (2mks)

………………………………………………………………………………………

 

  1. Differentiate between the following terms as used in word processing. (3marks)
  • Drop Cap and Case

………………………………………………………………………………………

  • Superscript and subscript

…………………………………………………………………………………………

  • Indent and tab

………………………………………………………………………………………

  1. Statetwo advantages ofelectronicspreadsheets overmanual workshee (2marks)

……………………………………………………………………………………

  1. (a) State and explain any one type of computer processing file.                       (1mark)

………………………………………………………………………………………

(b)             List any two fileorganization methods                                                    (2marks) …………………………………………………………………………………………………………………………………………………………………………………………

  1. Defineaprimarykeyfield (3marks)

…………………………………………………………………………………………

  1. Statethetwo requirements of computerprogram testing (2marks)

 

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

 

  1. A computer studies form one student was requested to format his diskette in Windows XP Operating System environment. Instead, he selected and formatted the hard drive by mistake.

(a)       Explain why the student had to format his diskette.                         (1 mark)

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

(b)       Explain a possible consequence of the mistake made by the student.    (1 mark)

…………………………………………………………………………………………

(c)      Describe two situations when the computer user will be required to format a storage media.                                                                                               (1 mark)

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

  1. Worksheet cells are referenced usingthe column letter and row number e. D2 is cell in column D and row2.

Usethesampleworksheet provided to answerthequestions below.

 

 

 

  A B C D E F
1 Moth Jan. Feb Mar. April Total
2 Fees 460 460 460 460  
3. Food 300 350- 305 270  
4. Electricity 100 100 100 100  
5. Fuel 150 150 150 150  
6 Transport 38 270 150 300  
7 total          
a)

 

b)

Writedown thedatatypethat is stored in cells C5

 

What cell contains thedataitems representingtransport forthemonth of

(1mark)
  February? (1mark)
 

c)

 

Writedown the formulathat maybeused to computethetotal in cell F6.

 

(1mark)

 

 

  1. What is deadlock in reference to operating systems                                     (2marks)

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

  1. One way in which computing technology has impacted positively on society is the ease of communication through the e-mail. State two disadvantages of e-mail. (2 marks)

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

  1. Differentiate between baseband and broadband signal as used in networking. (2marks)
  2. Baseband signal

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

  1. Broadband signal

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

  1. Explain two ways of protecting data and information against unauthorized access. …………………………………………………………………………………………………………………………………………………………………………………(2marks)

 

 

SECTION B (60 MARKS)

Answer question 16 (compulsory) and any other three questions from this section.

  1. a) State the function of the following symbols as used in the flowchart.

(i)                                                                                                        (1 mark)

 

 

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

(ii)                                                                                                       (1 mark)

 

 

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

(b)To maintain a strategic fit Safaricom is introducing a tariff called the mega tariff that will lower costs to Safaricom to Safaricom calls and calls to other networks.  Calls to             Safaricom networks will be charged according to the time of the day as listed below:

-Between 8am to 12 noon – 6 Ksh

-Between 12 noon to 8pm-0.8 Kshs

-Between 8pm to 1 am -4Kshs

-Between 1 am to 8am- 1Kshs

Internal calls to other networks are charged at a fixed rate of Kshs 7 between 8am to 8pm             and Kshs 5 the rest of the day. International calls are charged at a rate of Kshs 25 between 8am to 8pm and Kshs 35 for the rest of the day.  All calls are charged per minute usage.

Mr. WasswaBaale a business man who makes both internal and international calls would like to make maximum use of this tariff.

 

 

 

Write a pseudo code that would show him know the charges of calls with an appropriate label when he the inputs type of call and the time where appropriate.  Use a 24 hour clock.                                                                                                                                                (7 marks)

 

 

 

 

 

(c)       Design a flowchart for the pseudo code in 16(a) above.                               (6 marks)

 

 

 

 

 

 

  1. Perform the followingbinaryarithmetic andgiveyour answers in decimal notation:

(i)       1010.101 +11.011                                                                (3marks)

 

 

(ii)      1010.011 – 11.011                                                                  (3marks)

 

 

 

 

 

 

 

(b)Covert the following numbers into theirbinaryequivalents

 

 

(i)       0.562510                                                                                                                          (3marks)

 

(ii)      0.312510                                                                                                                          (3marks)

 

  1. c) Usingfour– bit twos compliment, perform the followingarithmetic (3marks)

1012-1112

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. A school computer laboratory is scheduled to undergo major renovations. The lab is schedule to receive new computer whose specifications are given below:-

Pentium IV 2.8GHz processor

40GB HDD

3 ½ FDD

256MB RAM

56 x CD ROM

17” SVGA TFT monitor

The computers are going to be networked and will be able to browse the internet.

  1. Explain what is meant by the terms:-                                                           (2marks)
  2. FDD

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

  1. HDD

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

  • SVGA

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

  1. TFT

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

  1. The computer is to be networked, name one extra device that should be fitted on every computer to enable this to happen             (1mark)

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

  1. The computer is to receive internet facilities through the server on a dial; up system. Name and describe the function of a special device that needs to be connected to the server to complete the connection.       (1mark).

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

  1. (i) The school has to apply star topology to link up the computer. List two advantages of this type oftopology.                                                       (1mark)

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

(ii) Name the central device used to connect the computers in this topology.   (1mark)

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

  1. List two other types of topologies that the school could have opted for       (1mark)

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

  1. List four advantages of using a network                                                 (2marks)

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

  1. (i) Data transmission via the internet is done using a mode known as packet switching. Describe thisdata transmission mode.                                                             (1mark)

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

(ii) Name two other modes of transmission                                                        (1mark)

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

  1. (i) The school’s LAN is done using UTR cable. List two advantages of using this type of cable. (1mark)

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

(ii) List two advantages of using fibre cable in networking.                  (1mark)

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

  1. Data flows in the school’s LAN in a duplex manner. Discuss two other types of data transmission in network giving examples.                                                        (2marks)

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

  1. a) The growth and widespread use of computers and its related technologies has led to job displacement, creation and replacement. Define the following terminologies.

(i)        Job displacement                                                                                (1mark)

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

(ii)      Job creation                                                                                        (1mark)

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

(iii)      Job replacement                                                                     (1mark)

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

(b) Natural language processing is an area of computer systems evolution.

(i) Differentiate between natural language processing and voice input/output.(2marks)

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

(ii) State any two difficulties of implementing natural language processing.   (2 marks)

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

(c)(i) Explain three ways in which computers and related technologies can increase                         stress in the workplace.                                                                      (3 marks)

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

(ii) Suggest two ways in which computer related stress in the workplace can be minimized.                                                                                                                                                (2 marks)

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

(d)State any three examples of Internet use that may be considered morally wrong. (3 marks)

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

  1. Define the following terms
  • Database ( ½mark)

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

  • Database management system ( ½ mark)

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

  • Hierarchical database       (1mark)

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

  • Relational database (1mark)

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

  • Network database (1mark)

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

(b) List the advantages of using an electronic database system for storage of data over the file approach.                                                                                                              (4marks).

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

(c ) Study the spreadsheet below and answer the questions that follow

  A B C D
1 WESTERN

COMPBOOK

CENTRE SALES

2 BOOK TITLE PRICE PER BOOK BOOKS SOLD  
3 DBASE IV 400.00 145  
4 LOTUS FOR DUMMIES 460.00 15  
5 OFFICE WORD IN 3 DAYS 300.00 65  
6 LEARN C++ IN 3 DAYS 700.00 100  
7 TEACH YOURSELF PASCAL 700.00 200  
8 COMPUTER STUDIES 500.00 300  
9 THE CLEVER FOOL

COMUTER

300.00 10  
10        

 

  1. Write down the formula that can be used to find the price of the most costly book. (1mark)

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

  1. Write down the formula that can be used to determine the total sales for the book titled COMPUTER STUDIES (1mark)

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

  • Write down the formula that can be used to determine the average price of the books.(1mark)

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

  1. Write down the formula in cell D6 that can be used to find the new price per book if they went up by a percentage written in cell B 10 and the formula has to be entered only in cell D3 then be copied to others.                                                                                       (1mark)

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

  1. Write down the output in D7 if in B6 is 10% (1mark)

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

(d) State any four advantages of using an electronic spreadsheet as compared to a traditional worksheet.                                                                                                            (2marks)

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

____________________________

NAME……………………………………………..INDEX NO…………………….

 

 

CANDIDATE SIGN.……………………. DATE………………………

 

Mock Exam

451/2

Computer Studies

Paper 2

(PRACTICAL)

2 ½ Hours

 

QUESTION ONE

(a)       Type the following text using a word processor, font size 12’, line spacing 1 1/2 and save it as ACM1.                                                                                                                    (20mks)

Congress Endorses Computer Science Education as Driver of Innovation, Economic

Growth

AC (1 0/21/0 9,)

ACM and several computing community partners commend the U.S. I-House of Representatives

passage of a resolution to improve the visibility of computer science as a transforming industry

that propels technology innovation and improves economic productivity. The House resolution

designates the week of December 7 as ‘National Computer Science Education Week’ and calls

on educators and policymakers to improve computer science learning at all education levels and to encourage increased participation in computer science.

ACM is working with Microsoft. Google, Intel. the Computer Science Teachers Association (CSTA), the NationalCenter for Women & Information Technology (NC WIT), and the Computing Research Association to improve awareness that computer science education is a national priority. “National Computer Science Education Week will help us draw attention to the need for an educational system that values computer science as a discipline and provides students with critical thinking skills and career opportunities,” says ACM Education Policy Committee chairBobby Schnabel, dean of the School of Informatics at IndianaUniversity.

 

CSTA executive director Chris Stephenson notes the vital role that computing plays in people’s daily lives, and stresses the urgency of building a strong computing workforce. “We need to expose K- 12 students to computer science concepts to help them gain critical 21st century skills and knowledge. and we’re grateful for Congress’ recognition of this need as a national priority,” Stephenson says. NCWI CEO and co-founder Lucy Sanders says the annual commemoration of National Computer Science Education Week can strengthen efforts to inform students, teachers, parents, and the public about how computer science enables innovation in all science, technology, engineering, and mathematics fields and creates economic opportunities.

 

 

 

REQUIRED

(a)       (i)        Format the heading as follows: Uppercase, size 16’, double underlined.      (3mks)

(ii)       Apply two columns in the second paragraph.                                                            (2mks)

(iii)      Indent the third paragraph to 0.5” to the right and 0.5” to the left. (2mks)

(iv)      Save the document as ACM2.                                                                                    (2MKS)

(b)       (i)        Copy ACM1 into a new document.                                                                (2mks)

(ii)       Apply drop cap in the first paragraph.                                                                       (2mks)

(ii)       Apply page break in the document so that each paragraph is in its own page.             (2mks)

(iii)      Number the pages in the document.                                                                          (2mks)

(iv)      Enter the following in page two of the document.                                                    (3mks)

PACKAGE DURATION FEES
WORD   1500
EXCEL 20 HOURS  
ACCESS 25HOURS 3000
DTP 15 HOURS 3500

 

(iv)      Save as ACM3.                                                                                                           (3mks)

 

END

(c)       Print ACM1, ACM2 and ACM3.                                                                               (3mks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Question Two

A school keeps its students details in a computer database. The information below contains details obtained from two tables of database. Study the tables and answer the following questions.

                                                DETAILS

NAMES KCPE MARKS ADMNO Year Of KCPE DORMITORY
Tom Jose 250 2030 2011 Ruvuma
Okoth Rao 356 2031 2012 Zaire
Ken Otieno 412 2032 2012 Tana
Dan Muoso 205 2033 2011 Ruvuma
Adan Hassan 400 2034 2010 Zaire
Ahmed Kubasu 185 2035 2011 Tana
Mutai Jemo 289 2036 2012 Ruvuma
Mutua Sarafi 300 2037 2012 Zaire
Muesh Linda 426 2038 2011 Tana
Viena Oscar 405 2039 2010 Zaire
Violet Kadija 336 2040 2012 Tana

 

PERFORMANCE
ADMNO ENGLISH MATHS KISWAHILI COMPUTER
2030 59 48 56 83
2031 56 36 48 76
2032 29 25 59 80
2033 88 79 65 67
2034 70 29 62 91
2035 39 46 24 68
2036 82 78 18 84
2037 54 75 19 46
2038 69 54 46 87
2039 53 96 75 24
2040 74 20 49 50

 

  1. Create a new database called STUDENTS.       (2marks)
  2. Design two tables: DETAILS and PERFORMANCE with the following properties in their fields:

Validate the ADMNO entry to exactly four characters, three characters for KCPE MARKS and DORMITORY names each to start with capital letter.                                                            (4marks)

  1. c) Using appropriate primary and foreign keys create a relationship between the two tables and enforce referential integrity.                               (4 marks)
  2. d) Create and use forms to enter data into tables.       (12 marks)
  3. e) Create a query that would extract students whose name starts with letter “A” and save it as “Names”                                           (4marks)
  4. f) Create a query that would display ADMNO, NAME, ENGLISH, MATHS,KISWAHILI and COMPUTER and calculate the totals of the four subjects, sort the totals in descending order. Save it as “MARKS”                                                       (4marks)
  5. g) Create a query that would display only those students who sat their KCPE in 2012 and reside in Tana dormitory, save the query as “Tanas”                               (3marks)
  6. h) Using the performance table, compute the average for ENGLISH field, standard deviation for MATHS field and Variance for KISWAHILI field to be displayed on the same table. (3marks)

(i) Create a form to display all fields of details table with the following:                                (7marks)

  • Layout:-tabular
  • Style:-opulent
  • Title:-Dform
  • Add two form controlsto “print” and “close” the form.
  1. j) Create a report with the title “Excellent” using the query “MARKS” above.       (2marks)
  2. k) Print:
  3. Dform in portrait while the query “MARKS” in landscape       (2marks)
  4. Performance table       (2marks)
  • Report excellent

 

 

 

                                               END

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

QUESTION TWO

 

 

  1. a) The following information was extracted from a mark book maintained by a class teacher of a certain school. Using a spreadsheet, create a worksheet that contains the information and save as Test 1.                                                                                                                                                          (5 marks)
NAME MATH ENG KISW BIO PHY CHEM
Muigai K. 85 81 60 92 90 74
Wakhisi N. 81 50 48 56 68 52
Otieno J. 62 71 44 55 60 60
Nasimiyu C. 70 42 51 48 62 88
Wamaitha D. 21 44 30 72 22 40
Kimeli F. 48 55 31 45 60 50
Chepchumba G. 98 54 65 30 40 45
Nasong’o R. 48 52 28 47 50 54
Saidi A. 49 56 65 58 50 55
Okiya S. 65 74 45 80 42 50

 

  1. b) Create four new columns and label them as TOTAL, MEAN, GRADE and REMARK                                                                                                                (2 marks)
  2. c) i) Using formulas compute the total and  mean for Muigai K. and copy it             to other cells to generate values for the other students.                                                                        (4 marks)
  3. ii) Use an appropriate function to determine a grade and a remark for Muigai K. Use the following grading system to determine the student’s grade: (8 marks)

MEAN            GRADE                       REMARK

80 to 100                     A                     Excellent

70 to 79                       A-                    Very Good

60 to 69                       B                     Good

40 to 59                       C                     Fair

Below 40                     F                      Fail

  1. ii) Copy the formulas to other cells in order to generate total, mean, grades and remarks for all the other students. Save your work as Test 2.                                     (3 marks)

iii) Format the mean marks to one decimal place.                                                    (1 mark)

  1. d) The class teacher wishes to determine those students who are likely to qualify for a course in

medicine. For a student to qualify, he/she must have scored:

  • 70 marks and above in Biology,
  • 60 and above in either Chemistry or Physics,
  • 50 and above in either English or Kiswahili.

Create a new column labeled MEDICINE and use an appropriate function to determine those students who qualify. If a student qualifies, the function should return “QUALIFY”, otherwise it should return “UNQUALIFIED”.                                                                         (5 marks)

  1. e) Create a new column and label it as POSITION. Enter a function in cell L2 and copy it to other cells to determine the position of each student.             (4 marks)
  2. f) Apply borders to your worksheet as follows:
  3. i) Double outline border. (1 mark)
  4. ii) Single line for inside vertical and horizontal borders. (1 mark)
  5. g) Copy the data on sheet1 to sheet2 and rename the sheet2 as QUALIFY. Filter the worksheet to display the records of the students who qualify.                                                         (4 marks)
  6. h) Create a bar graph on a separate sheet to compare the performance of the first four students in the six subjects. Label the bar graph appropriately.                         (4 marks)
  7. i) Launch a word processor and type the following letter. Save as Confirmation. (3 marks)

15/03/2018

Dear <<NAME>>

We are pleased to inform you that you qualify to pursue a course in medicine having satisfied the admission board by posting a mean of <<MEAN>> and a mean grade of <<GRADE>> respectively. This performance placed in position             <<POSITION>>.

Thanks.

Yours faithfully,

  1. J. Mwanamoshi

DIRECTOR

  1. j) Merge the letter in (i) above (Confirmation) and the information on sheet 2 (QUALIFY) to generate letters for those students who qualify for a course in medicine. Save as Confirmation letters.                                                             (4 marks)
  2. k) Print Test 1, Test 2, Confirmation and any one of the confirmation letters.       (2 marks)

 

 

____________________________________________

NAME:…………………………………………………ADM/NO……………………STR……..

 

451/2

COMPUTER STUDIES

FORM THREE ENDTERM ONE EXAM

PAPER 2

PRACTICAL

 

KISUMU GIRLS HIGH SCHOOL

 

TIME: 2HOURS

TERM 1 2021

 

INSTRUCTIONS TO CANDIDATES

  • Type your name and admission number at the top right hand corner of each printout.
  • Write the name and version of the software used for each question attempted in the answer sheet.
  • Passwords should NOT be used while saving in the storage media.
  • Answer all questions.
  • All questions carry equal marks
  • All answers must be saved in your CD-R/RW. Make printouts of the answers on the answer sheets provided.
  • Hand in all the printout and the CD-R/RW
  • Candidates may be penalized for not following instruction given in this pager
  • Arrange your printout and staple them together.

 

 

 

 

 

 

 

 

 

 

 

 

QUESTION 1

  1. Table 1, table 2 and table 3 are extracts of records, kept in a carpentry shop. Use the information to answer the questions that follow;
CAPENTER _ID CAPENTER NAME CUSTOMER _ID CUSTOMER NAME
CAP_001 JAMES ALUSA CUST_01 MARY KHASANDI
CAP_002 JOHN KANYO CUST_02 DIANA KHAYANGA
CAP_003 ALEX MUYA CUST_03 ALEX NYUMBILA
CAP_004 ISAAC WESA CUST_04 MARTHA KHAOYA
CAP_005 MAURICE NDEYO CUST_05 SARAH WAFULA
CUST_06 JOHNSON LUVAHA

 

  1. Carpenter Table            Customer Table
  2. Order Table
CARPENTER _ID CUSTOMER _ID ORDER _NO ITEM ORDERED MONTH AMOUNT
CAP_001 CUST _01 1721 Bench January 18,000
CAP_002 CUST _02 1722 Coffee table January 25,000
CAP_003 CUST _03 1723 Office table January 10,000
CAP_004 CUST _04 1724 Single bed January 18,000
CAP_005 CUST _05 1725 Arm chair January 60,000
CAP_001 CUST _01 1726 Double bed February 75,000
CAP_002 CUST _04 1727 Dining table February 85,000
CAP_004 CUST _03 1728 Arm chair February 60,000
CAP_001 CUST _02 1729 Double decker bed February 72,000
CAP_002 CUST _06 1730 Kitchen table February 82,000
CAP_004 CUST _02 1731 Bench March 18,000
CAP_003 CUST _06 1732 bench march 18,000

 

  1. i) Using database application package, create a database file named;

CARPENTERINFORMATION                                                                                                                      (1mk)

  1. ii) Create three tables named Carpenter Table, Customer Table and Order Table that will be used to store the above data.                                       (10mks)

iii) Set the primary key for the tables                                                                                                      (2mks)

  1. iv) Create relationship among the tables         (2mks)

 

  1. i) Create a data entry form for each table         (3mks)
  2. ii) Enter the data in Carpenter Table, Customer Table and Order Table respectively

(11mks)

  1. i) Create a query named individual income to display the amount received from each customer every month.                                       (4mks)
  2. ii) Create a database object that computers Total income for each month. Save the query as                        (6mks)
  3. Create a query named loyalty to compute the total number of orders made by each customer over the three months.                                                                                                                  (3mks)
  4. Create a report to display order details, save the report as Order report                            (4mks)
  5. Print the three tables and the report         (4mks)

 

QUESTION 2

Use a spreadsheet to manipulate data in the table below.

Adm No Name Stream Comp Art Bus Eng Math Student Mean Rank
C001 Barasa H 56 45 36 56 26    
C002 Wangila K 58 57 90 54 23    
C003 Wafula H 48 56 54 45 25    
C004 Wanjala K 78 95 78 46 24    
C005 Kerubo H 49 86 68 35 52    
C006 Akinyi K 56 45 25 63 54    
C007 Odhiambo H 75 78 45 65 56    
C008 Okunyuku K 89 69 65 53 51    
C009 Nekesa H 69 58 45 54 52    
C010 Simiyu H 85 46 78 52 53    
  TOTAL                
  TOTAL FOR H              
  TOTAL FOR K              

 

  1. Enter the data in all bordered worksheet and auto fit all column. Save the workbook as

mark 1                                                                                                                                                                    (15mks)

  1. Find the total marks for each subject         (3mks)
  2. Find total for each subject per stream using a function         (5mks)
  3. Find mean mark for each student using a function         (5mks)
  4. Rank mean student in descending order using the mean         (5mks)
  5. Create a well labeled column chart on a different sheet to show the mean mark of every student. Save the workbook as mark 2.                                                      (7mks)
  6. Using mark1, use subtotals to find the average mark for each subject per stream. Save the workbook as mark 3                        (7mks)
  7. Print mark 1,mark 2 and the chart

 

Asumbi High School KCSE Mock Exams Plus Marking Scheme (All subjects)

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Get all the Asumbi High School KCSE Mock Papers in all subjects plus their marking schemes free on this site. Just download all the KCSE revision papers below at no extra cost:

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Biology Form 3 Best Notes for all Topics

Biology Notes

Form THREE

 

 

 “It is not what I do for you but what I will teach you to do for and by yourselves that will eventually make you successful beings in the society”

 

 

 

 

 

 

 

 

 

1.0 CLASSIFICATION II

 

  1. a) i) What is meant by the term binomial nomenclature?
  • scientific system of naming organisms using the generic(genus) and specific (species) names

 

  1. ii) State briefly the general principles of classification of living organisms
  • scientific names must be in Latin or should be latinised
  • family names are formed by adding the suffix “idea” to the stem of the genus e.g. the genus Rana become Ranaidea
  • generic names should be a single unique name

 

  1. b) State the main characteristics of the five kingdoms of organisms
    1. Monera
  • e.g. bacteria
  • unicellular (single celled)
  • prokaryotic (genetic material not surrounded by membrane)
  • cell wall without cellulose
  • lack most organelles
  • small in size (microscopic)
  1. Protista(protoctista)
  • single celled(unicellular)
  • eukaryotic (most cell organelles present)
  • when cell walls are present have no cellulose
  • e.g. protozoa and algae
  • usually microscopic
  • Fungi
  • have hyphae (which form mycelia)
  • absence of chlorophyll
  • have rhizoids (lack roots, leaves, stem)
  • have spore forming structures (sporangia)
  • e.g. mucor, rhizopus
  1. Plantae
  • most are green/contain chlorophyll
  • autotrophic/feed by photosynthesis
  • cells have cellulose cell walls
  • respond slowly to stimuli (tropism)
  • lack locomotion (are stationary)
  • indefinite growth (at meristems)
  • lack specialized excretory structures
  1. Animalia
  • cells do not have cell walls
  • most carry out locomotion
  • heterotrophic
  • fast response to stimuli (tactic)
  • have specialized excretory structures
  1. c) Describe the economic importance of:
  1. Fungi
  • some cause decay to our food
  • some cause diseases to humans and animals e.g. ringworms
  • may be used as food e.g. mushrooms, yeast
  • some are used in production of antibiotics e.g. penicillin, chloromycin, streptomycin
  • yeast is used in brewing industry, baking and source of vitamin B
  • many cause diseases to our crops e.g. late blight
  • important in recycling nutrients in soil since they cause decay of organic matter
  • mycorrhizal association in forest development may help in water intake/absorption
  • help in nitrogen fixation

 

Bacteria

  • are useful in the manufacture of antibiotics
  • silage formation,
  • fermentation of cheese, butter, milk yoghurt
  • curing of tea, tobacco and retting flax
  • formation of vitamin B12 and K
  • enzymes such as amylase and invertase
  • hormones such as insulin
  • vinegar, acetic acid, lactic acid, citric acid
  • in septic tanks and modern sewage works make use of bacteria
  • biogas production
  • saprophytic bacteria are used in compost decomposition or cause decay
  • symbiotic bacteria are used in compost decomposition or cause decay
  • symbiotic bacteria in herbivores/ruminants help in digestion
  • some diseases in animals/humans and plants are caused by bacteria
  • many bacteria cause food spoilage/decay
  • nitrifying and nitrogen fixing bacteria increase soil fertility/make nitrates available
  • denitrifying bacteria reduce soil fertility/convert nitrates into nitrogen/reduce nitrates

 

  1. d) State the main characteristics of the following division of kingdom plantae

 

  1. Bryophyte
  • e.g. mosses and liverworts
  • presence of rhizoids
  • lack of vascular tissues (lack phloem and xylem)
  • body parts not differentiated into root, stem, leaves
  • capsule or seta
  • gametophyte generation dominant.

 

 

  1. Pteridophyta
  • e.g. ferns
  • has true roots, stems and leaves
  • fond with sori on under-surface
  • vascular tissues present
  • sporophyte generation is dominant

 

  • Spermatophyte
  • photosynthetic
  • well differentiated into roots, stems and leaves
  • well developed vascular system
  • seed bearing plants

 

  1. e) Name sub-divisions of spermatophyte and state the characteristics of each class
  2. Gymnospermae (cornifers)
  • naked seeds (exposed
  • are all woody trees
  • reproduce by means of cones
  • show xerophytic characteristics
  • xylem have tracheids but lack vessels
  • phloem lacks companion cells
  • single fertilization
  • pollen lands directly on ovules

 

  1. Angiospermae (flowering plants)

 

  • reproduce by flowers
  • seeds enclosed (in fruits)
  • flowers bisexual hence double fertilization
  • herbaceous
  • pollen grains land on stigma of pistil
  • xylem contains vessels
  • phloem contains companion cells
  • ovules contained in ovary
  • Name the classes and state characteristics of angiospermae

Dicotyledonae

 

  • two seed leaves
  • network venation of leaves
  • regularly arranged vascular bundles
  • tap root system
  • broad leaves
  • secondary growth occurs

 

Monocotyledonae

  • one seed leaf
  • parallel venation of leaves
  • irregularly arranged vascular bundles
  • fibrous root system
  • narrow leaves
  • sheath like leaf stalk (petiole)
  • no secondary growth

 

  1. iv) State the importance of plants
  • balancing carbon IV oxide and oxygen in the atmosphere during photosynthesis and respiration
  • influence water cycle
  • reduce soil erosion by bind soil particles together
  • useful products e.g. food, medicine, timber, paper and clothing
  • habitat ( e.g. forests and grassland) for animals which may also be tourist attraction
  • earn money from sales of products
  • aesthetic value/beauty e.g. flowers, shade/shelter, live fences, windbreaks
  • Some are harmful e.g. poisons, weeds, injurious (stinging nettles, thorns), water hyacinth.

 

  1. f) i) Give the general characteristics of phylum arthropoda
  • jointed appendages
  • presence of exoskeleton
  • triploblastic and coelomate
  • segmented body
  • bilateral symmetry (similar halves)
  1. State the characteristics of the following classes of arthropoda

 

Diplopoda

  • the millipedes
  • two pairs of legs per segment
  • many segments
  • terrestrial habitat
  • body cylindrical and long
  • herbivorous
  • one pair of antennae

 

Chilopoda

  • the centipedes
  • one pair of legs per segment
  • many segments
  • terrestrial habitat
  • body long and ventro-dorsally flattened
  • carnivorous
  • last pair of legs pointing backwards with poison claws called maxillipedes
  • one pair of antennae

 

Insecta

  • three body parts i.e. head thorax, abdomen
  • six legs/three pairs of legs
  • a pair of compound eyes
  • presence of wings
  • a pair of antennae

 

Crustacean

  • two body parts
  • segmented body
  • have pincers (modified legs) to catch prey
  • have hard exoskeleton
  • a pair of compound eyes

 

Arachnida

  • body divided into two parts( abdomen and cephalothorax)
  • simple eyes
  • eight legs (four pairs of legs)

 

iii) State the economic importance of insects

 

Beneficial effects

  • food supply
  • important in food chains
  • pollinators
  • biological control of pests and other organisms
  • aesthetic value
  • contribute to decomposition e.g. litter feeders like beetles

 

Harmful effects

  • pests
  • vectors
  • dirt and disease carriers
  • injurious e.g. stings and bites

 

  1. g) i) State the general characteristics of chordate
  • notochord
  • dorsal slits (pharyngeal cleft during development)
  • bilateral symmetry
  • triploblastic (three layer body-ectoderm, mesoderm and endoderm)
  • clear cut head formation
  • multilayered epidermis
  • post anal tail
  • closed circulatory system
  • segmented muscle blocks(myotomes)
  • single pair of gonads

 

Give the characteristics of the following classes of chordate

 

Pisces

  • presence of fins for locomotion
  • two chambered heart
  • presence of overlapping scales
  • presence of gills or operculum for gaseous exchange
  • presence of lateral line for protection
  • streamlined body
  • poikilothermic (body temperature varies with that of environment)

 

Amphibian

  • partially live in fresh water and partially on land
  • poikilothermic
  • pentadactylous with two pairs of limbs
  • webbed feet for locomotion in water
  • body streamlined
  • heart is three chambered
  • moist skin for gaseous exchange

 

Reptilia

  • scales on body
  • poikilothermic
  • homodont teeth except tortoise and turtle
  • all have limbs except snakes
  • skin is dry
  • oviparous (lay eggs)
  • no pinna (external ear)
  • three chambered heart 9crocodile has four chambers)
  • skin not glandular
  • no mammary glands

Aves

  • the birds
  • homoeothermic (constant body temperature)
  • four chambered heart
  • streamlined body for locomotion in air
  • skin dry and covered by feathers
  • scales on legs
  • hollow bones
  • oviparous (lay eggs)
  • mouths modified into beaks

Mammalian

  • hair on the body
  • homoeothermic
  • viviparous (give birth to live young) except a few
  • have mammary glands
  • glandular skin e.g. sweat glands, sebaceous glands
  • four chambered heart
  • pinna (external ear)
  • two pairs of pentadactyl limbs
  • presence of diaphragm
  • have salivary glands

 

  1. i) What is a dichotomous key?

 

  • A biological device (tool) which enables one to identify an organism by progressively opting between two alternative observable characteristics

 

  1. State the necessity of using a dichotomous key

 

  • used to identify organisms quickly and accurately
  • by following the statements in the key we are able to identify each organism on the basis of a characteristic which is not to be found in other specimens

 

  1. List the rules followed in constructing a dichotomous key

 

  • use observable characteristics only
  • start with major characteristics, placing organisms into two groups at each stage
  • use a single characteristics at a time
  • use contrasting characteristics at each stage e.g 1(a) short, 1(b) tall
  • avoid repeating the same characteristics

 

  1. iv) Describe the procedure of using a dichotomous key. Make a list of major features of the characteristics to be identified

 

  • look at the features of similarities
  • look at the features of differences between the organisms
  • we can then be able to identify the organisms by distinguishing one from another
  • the key uses a method of elimination by following statements that are correct only for the organism

 

 

iv You are provided with a specimen kale leaf. Use the dichotomous key below to identify the taxonomic group to which the specimen belongs. Show the steps (number and letter) in the key that you followed to arrive at the identify of the specimen

 

1  a) leaf broad                                                go to 2

  1. b) leaf narrow Araicaria

 

2  a)  leaf parallel veined                                Cynodon

  1. b) leaf net-veined                                       go to 3

 

3 a) leaf with one lobe (simple)                      go to 4

  1. b) leaf with many lobes (compound)          Grevellea

 

4 a)  leaf fleshy                                               Kalanchoa

  1. b) leaf not fleshy go to 5

 

5  a)  leaf petiole modified to form sheath     go to 6

  1. b) leaf petiole not modified to form sheath Brassica

 

6 a)  leaf purple                                               Tradescantia

  1. b) leaf green Commelina

 

steps – 1a, 2b, 3a, 4b, 5b

Identify – Brassica

 

  1. v) You have been provided with four animals labeled K (mature adult housefly), L (mature adult grasshopper, M(maize flour beetle) and N(worker termite) use the dichotomous key below to identify the specimens. Write down in the correct order, the steps (number and letter) in the key that you followed to arrive at your answer.

 

Dichotomous key

 

1 a)  animal with wings                                              go to 2

  1. b) animal without wings go to 7

 

2 a) with two pairs of wings                                       go to 3

  1. b) with one pair of wings Diptera

 

3 a) with membranous wings                                      go to 4

  1. b) hind pair of membranous wings                          go to 6

 

4 a) with long abdomen                                              Odontata

  1. b) medium sized abdomen go to 5

 

5 a) wings with coloured scales                                  Lepidoptera

  1. b) wings without scales                                            hymenoptera

 

6  a) forewings hard and shell-like                              coleopteran

  1. b) forewings hard but not shell-like Orthoptera

 

7  a) body horizontally flattened                                Isoptera

  1. b) body laterally flattened Symphonoptera

Identify the orders o the various specimens as per the table below

 

Specimen Order Steps followed
K-housefly

L- grasshopper

M- beetle

M-termite

Diptera

Orthoptera

Coleoptera

Isoptera

 

1a,2b

1a, 2a, 3b, 6b

1a, 2a, 3b, 6a

1b, 7a

 

 

2.0 ECOLOGY

 

2 a) Define the following ecological terms

 

  1. Ecology
  • study of the interrelationships between organisms and their environment
  1. Environment
  • surrounding of the organism i.e. biotic or a biotic factors
  • Habitat
  • A specific locality (home) of a living organism with a set of factors (conditions) in which an organism lives.
  1. Ecological niche
  • Role of an organism in its habitat e.g. feeding relationship
  1. Population
  • Number (group) of organisms of a species occupying a given habitat
  1. Community
  • Refers to different species of (plants and animals) organisms in a given habitat (area) co-existing or interacting (living) with each other and the environment in which they live
  • Ecosystem
  • A community of organisms interacting with one another and the environment in which they live
  • Biosphere
  • The earth and its atmosphere where living organisms are found
  1. Autecology
  • Study of a single (individual) species of plants or animals within a community, ecosystem, habitat or environment.
  1. Synecology
  • Study of natural communities (plants and animals) or populations interacting within an ecosystem.
  1. Carrying capacity
  • maximum number of organisms an area can support without being depleted
  • Biome
  • geographical area with particular climatic conditions and flora and fauna
  • it constitutes many ecosystems
  • Biomass
  • dry weight (mass) of a living organism in a given area
  • units of measurement are kg/m2/year
  1. b) i) What are abiotic factors?
  • non-living components of the ecosystem
  1. ii) Explain how abiotic factors affect living organisms

Wind

  • this influences rate of water evaporation from organisms
  • therefore it affects distribution of organisms e.g. wind increases rate of transpiration and evaporation of water from the soil
  • wind is an agent of soil erosion, may break and uproot trees
  • may aid in the formation of sand dunes which can form habitats for some desert plants
  • wind disperses fruits, seeds, spores
  • wind forms waves in lakes and oceans which enhances aeration of water which replenishes oxygen concentration necessary for life
  • wind is an agent of pollination

Temperature

  • influences rate of enzyme action in photosynthesis and other metabolic reactions in plants and animals
  • organisms function within a narrow range of temperature
  • it affects distribution of organisms
  • changes in temperature affect rate of photosynthesis and biochemical reactions e.g. metabolism and enzyme reaction
  • temperature increases rate of transpiration

Light

  • needed by green plants and photosynthetic bacteria which are primary producers
  • animals depend on plants directly or indirectly for food
  • main source of light is the sun
  • light is necessary for synthesis of vitamin D in certain animals
  • some plants need light for flowering
  • seeds like lettuce need light for germination

Humidity

  • amount of water vapour held by the air
  • affects the rate at which water is lost from organisms body by evaporation and stomatal transpiration
  • when humidity is low the rate of transpiration increases
  • humidity influences distribution of organisms

PH

  • each plant requires a specific PH in which to grow (acidic, neutral or alkalinic)
  • pH affects enzyme reaction in metabolism

Salinity

  • some ions are needed for plant and animal nutrition
  • osmoregulation implants and animals is affected by salinity

Topography

  • altitude affects light, atmospheric pressure and light
  • Slope influences surface runoff, wind erosion, etc.
  • mountains affect distribution of organisms which differs in leeward side and windward side
  • mountains affect distribution of organisms which differ on lowlands and on highlands
  • mountains also form physical barriers to migration of organism and may cause isolation of species
  • background may offer camouflage to some organisms hence protection from enemies

Rainfall (water) or precipitation

  • amount and distribution of rainfall affect vegetation type
  • this consequently affects distribution of animals e.g. polar region water frozen hence only well adapted organisms survive
  • fewer organisms found in deserts where rainfall is less
  • Water is required for seed germination, raw material for photosynthesis, solvent for mineral salts. Provides turgidity for plant support, medium for transport, disperses fruits, seeds and spores

Pressure

  • the weight atmosphere exerts upon the earth
  • varies with altitude 9the higher the altitude the less the pressure
  • this variation implies change in density which directly means less oxygen for respiration and less carbon iv oxide for photosynthesis and this affects distribution of organisms

Mineral salts (trace elements)

  • these affect distribution of plants in the soil
  • plants thrive best where elements are available
  • Plants living in soil deficient in a particular element must have special methods of obtaining it.
  • They harbor nitrogen fixing bacteria and others have carnivorous habit
  • Plant distribution influences animal distribution
  1. c) i) What are biotic factors?
  • refers to living organisms in an area
  • biotic environment of an organism constitutes all organisms around it, which it relates or interacts with in various ways
  1. ii) Give examples of biotic factors affecting ecosystems
  • feeding relationships
  • predation
  • competition
  • diseases and pests
  • human activities
  1. d) Discuss how the various biotic factors affect living organisms
  1. Competition
  • organisms compete with one another for food, light, water, mates and shelter
  • organisms must live together for competition for available resources
  • those which cannot cope either structurally or behaviorally will migrate or die
  • those remaining, due to better adaptations will increase in population
  • competition between members of the same species is called intra-specific competition e.g. for mates
  • Competition between members of different species is inter specific competition e.g. for food and space.
  1. Predation
  • this is predator-prey relationship
  • predator feeds on prey hence both control the other’s population
  • Distribution of predator and prey is important as predator cannot survive without prey
  • It there is no predator the prey will increase in population beyond carrying capacity hence die due to environment depletion
  • Parasitism
  • an association where an organism lives in or on another living organism obtaining food(and other benefits) from it, causing harm to it (without necessary killing it)
  • parasites may kill host
  • they deprive host of food
  • make host weak by introducing diseases
  • make reproductive ability of host low hence host becomes susceptible to predation
  1. Diseases and parasites
  • make organisms weak and susceptible to predation
  • kill organisms and reduce their population
  1. Symbiotic

 

  • and association of organisms of different species where both benefit from the association i.e. there is mutual benefit
  1. Human activities
  • these are human factors which have an influence on the biosphere
  • examples are road construction, industrialization, deforestation, agriculture, pollution, poaching, fishing conservation, population control
  • affect ecosystem and balance of nature

 

Saprophytism

  • saprophytes are organisms which obtain organic matter in solution from dead and decaying tissues of plants and animals
  • they include saprophytic bacteria and fungi
  • they make available carbon, nitrogen and other elements form dead to living organisms
  • they are useful in recycling nutrients in nature

 

e)i) What is nitrogen cycle?

  • The process by which nitrogen in the air is made available plants and animals and eventually returns to the air.

 

  1. ii) Draw a simplified diagram representing the nitrogen cycle

 

 

 

 

iii) Describe the nitrogen cycle

  • during thunderstorms/lightning nitrogen gas combines with oxygen to form nitrogen oxides
  • nitrogen oxides dissolve in water to form nitric acid
  • acid is deposited in the soil by rain
  • nitric acid combines with chemical substances to form nitrates or nitric acid dissociates to form nitrates which are absorbed by plants
  • symbiotic bacteria (Rhizobium) which are found in root nodules of leguminous plants fix free nitrogen to nitrates
  • free living bacteria (clostridium and Azotobacter) fix nitrogen to nitrates
  • nostoc algae (Anabaema chlorella) fix nitrogen to nitrates
  • plants use nitrates to form plant proteins
  • animals feed on plants and convert plant proteins into animal proteins
  • plants and animals die and are decomposed by putrefying bacteria, fungi(saprophytes)
  • decomposing plants, animals and nitrogenous wastes release ammonia which is converted to nitrites by Nitrosomonas and nitrococcus bacteria

 

  • nitrites are converted to nitrates by nitrobacter bacteria
  • nitrates in the soil can be converted to free nitrogen (denitrification) by some fungi, pseudomonas and theobaccilus bacteria generally called denitrifying bacteria

 

  • Nitrogen in the atmosphere cannot be directly utilized by plants. State two ways by which this nitrogen is made available for plant use

 

  • fixation by microorganisms (Rhixobium, Axotobacter)
  • fixation by electrical discharge in atmosphere i.e. conversion by thunderstorm or lightning

 

  1. f) i) Describe how energy flows from the sun through the various trophic levels in an ecosystem

 

  • energy from the sun is trapped by green plants during photosynthesis, producing chemical energy9food or carbohydrates
  • green plants are producers and occupy the first trophic level
  • green plants are eaten by herbivores called primary producers as they occupy the second trophic level
  • herbivores are eaten by carnivores, secondary consumers, which occupy the third trophic level
  • when organisms 9plant and animals) die, fungi and bacteria which are saprophytic organisms feed on them thus causing them to decompose into simple substances e.g. mineral salts
  • these organisms are called decomposers and detrivores
  • decomposer feed on dead organic matter hence cause decomposition and decay which releases nutrients for plants, linking biotic and a biotic components
  • at all levels energy is lost through respiration

Give the reasons for loss of energy from one trophic level to another in a food chain

 

  • insufficient utilization of food resources(wastage) e.g by defalcation
  • through respiration
  • through excretion e.g. urination and sweating

Why are green plants referred to as primary producers in an ecosystem?

 

– They utilize the energy from the sun to manufacture food for themselves and for subsequent trophic level (consumers) and other organisms

 

  1. vi. Explain the following terms giving suitable examples

Food chain

  • a nutritional sequence between producers and consumers through which energy flows in a  straight line i.e. linear representation of feeding relationship between different organisms in an ecosystem
  • if one consumer or the producer is removed the food chain is broken
  • arrow points to the direction of energy flow e.g. green plant   herbivore   carnivore  decomposer

 

 

Food web

  • complex feeding relationship where a consumer feeds on more than one type of food while several herbivores feed on one type of plant
  • it is an interrelationship of many food chains
  • consumers are usually fewer than producers to ensure survival of both

 

 

Pyramid of numbers

 

 

 

 

 

 

  • this is a diagrammatic representation of numbers of organisms at each trophic level in a food chain
  • usually there are more producers than consumers
  • hence producers     herbivores    carnivore
  • the reason for the pyramid is because herbivores feed on many plants (producers) as carnivores feed on many herbivores
  • sometimes this may not be true e.g. when many caterpillars feed on one tree or parasites on a herbivore
  • this gives an inverted pyramid of numbers

Pyramid of biomass

 

 

 

 

 

 

  • refers to diagrammatic representation total dry weight of organisms at different trophic levels in a food chain
  • producers have greater biomass than any level of consumers progressively
  • size of organisms in successive e trophic levels increases
  • amount of individuals decreases in successive levels

Account for the decrease of biomass in the successive trophic levels

  • fixed energy which supports living matter decreases at each successive trophic level since energy is lost by respiration and indigested (unconverted) materials hence less biomass supported at each level

 

  1. h) i) Describe the three characteristics of a population growth
  • increase in numbers
  • decrease in numbers/growth rate
  • change in numbers

 

Dispersion

  • spread or distribution of organisms in a habitat

 

Density

  • the number of individuals per unit area

 

  1. ii) Explain how the following methods are used to estimate population of organisms

quadrat method

  • identify the study area
  • throw or mark out the quadrat in the area of study at random
  • identify or label the various species of plants in the quadrat
  • count plants of each species
  • record the numbers
  • repeat the process
  • work out the average per quadrat for each species
  • calculate the total number of different species in the area or calculate the population for the total area of habitat

 

Line transect

  • a string is stretched along an identified area
  • all plants touching the string are counted

 

Belt transect

  • preliminary study of the study area to estimate size or make a sketch  map
  • two parallel lines (strings or ropes) running for a determined distance and width
  • count the number of organisms in the transect
  • calculate the area covered by the transect
  • calculate the number of organisms being investigated per unit area
  • repeat this process at least three times in other parts of the study area
  • find the mean number of organisms per unit area from all the belt transects
  • from this figure calculate the total population of the desired organisms in the study area.

 

Capture-recapture method

  • e.g. grasshoppers or fish
  • capture the grasshoppers
  • count and mark using permanent ink
  • record
  • release and allow time
  • recapture and count the marked and unmarked
  • total population is equal to the number of marked and unmarked grasshoppers in the second sample multiplied by the number of marked grasshoppers in the first sample divided by number of grasshoppers marked in the second sample that were recaptured

 

  1. a) Describe the adaptations of plants to various habitats

 

  1. Xerophytes
  • grow in areas with scarcity of water
  • roots grow deeply and extensively (widely spread) to ensure access to water
  • thick succulent stems, roots and leaves for water storage
  • photosynthetic stems take place of leaves which would lose a lot of water
  • Leaves are needle-like (reduced to spines), scaly, have sunken stomata. Some have curled (rolled) leaves. Some have thick waxy cuticle, reduced number  of stomata to reduce water loss by transpiration
  • some shed leaves during dry season to reduce water loss
  • presence of thorns for protection
  • short life cycle to ensure survival
  • reversed stomatal rhythm

 

  1. Hyrophytes
  • grow in places with plenty of water(waterlogged)
  • aerenchyma a tissue (airspaces) and large intercellular spaces and long fibrous roots for buoyancy (floating in water)
  • poorly developed support tissues (sclerenchyma) because water provides the necessary support
  • upper epidermis of leaves have more stomata than lower epidermis for gaseous exchange or for increased rate of transpiration
  • poorly developed conducting tissues (xylem and phloem) because plants obtain water by diffusion

 

  • Mesophytes
  • grow in well watered soils (common plants)
  • no special adaptations, but depending on particular habitat, may have some adaptations
  • in forests they grow fast, tall to capture light. Have climbers while some are adapted to carry out photosynthesis in low light intensities (those that form undergrowth)
  • in places with adequate water they form broad leaves, thin cuticle and many stomata on both leaf surfaces
  • in direr regions they possess more stomata on the lower leaf surface and are deep rooted
  • some are shallow rooted and develop buttress and prop roots for support
  • some have waxy or glossy surface to reflect sun rays and drip off rain water

 

 

  1. Halophytes
  • plants that grow in very salty soil where the salt concentration is higher than that in the plant
  • have root cells which concentrate a lot of salts in them and enable then to take in water by osmosis
  • succulent roots to store water
  • have pneumatophores (breathing roots) to take in oxygen
  • some have buttress roots for support
  • secrete excess salt by use of salt glands
  • have large airspaces in leaves and stems for buoyancy and to store air
  • capable of photosynthesis at low light intensities
  • e.g. mangrove

 

  1. b) i) What is pollution?
  • any process which leads to adverse or harmful changes in the environment

 

  1. ii) Explain the various human activities that have caused pollution

Causes and effects of air pollution

 

  • sulphur iv oxide, hydrogen sulphide, chlorine, oxides of nitrogen produced by industries, sewage, decomposing organic matter and fumes affect gaseous exchange, makes acid rain and damage plant leaves
  • aerosols, herbicides, insecticides (agrochemicals), paint spays, acaricides and CFC’s sprayed to control diseases, pests and weeds affect respiratory organs of animals. The chemicals are residual and persistent (not easily broken down) and bring depletion of the ozone layer
  • smoke and fumes produced in areas with heavy industries, motor vehicles, fires which burn fuel, oil, wood and coal cause carbon ii oxide, poisoning affect respiratory systems and affect visibility
  • particles in smoke and fumes settle on leaves and stop photosynthesis
  • carbon iv oxide causes green house effect which causes temperature inversion as a result of heating the lower layers of atmosphere
  • sound and noise produced incessantly by machines, aeroplanes and heavy vehicles affect hearing in animals
  • dust from cement factories, quarries, dust roads settles on leaves limiting photosynthesis
  • removal of vegetation interferes with carbon cycle
  • radio-active emissions from nuclear reactors, mines and bombs cause cancer, mutations and death.

 

Control of air pollution

  • use of lead free petrol in motor vehicles, air craft, aeroplanes and petroleum engines
  • uses of smokeless fuels and electricity
  • filtration, dissolution and use of chemicals to remove harmful gases
  • factories should be erected far away from residential areas
  • use of tall chimneys
  • reduce volume or intensity of sound e.g. by use of ear muffs
  • concords should  fly at higher altitudes and aeroplanes to fly high up

 

State the causes, effects and methods of controlling and  prop roots for support water pollution

Causes and effects

 

  • agrochemicals e.g. fertilizers cause eutrophication leading to increase in animal population
  • Silting makes water surfaces shallow and silt clogs stomata and gills of fish reducing rates of photosynthesis and gaseous exchange. It also leads to reduction of algae which causes reduction of consumers i.e. animal population
  • industrial and domestic wastes contain toxic materials which kill producers and other organism while oily substances in wastes may clog gills of fish and may change pH of water oxygen solubility is also reduced by oily surfaces
  • Untreated sewage and effluents where decomposition or organic matter in sewage reduces oxygen supply and sewage provides food for bacteria increasing their population and demand for oxygen thus depriving fish of oxygen.
  • Human feaces causes eutrophication, carbon IV oxide produced by decomposition of faecal matter changes pH of water interferes with photosynthesis and may clog fish gills or block light penetration which interferes with producers thereby decreasing productivity.
  • Dumping of chemicals from industries with toxic pollutants which kill organisms
  • Spillage of oil and chemicals block oxygen and kill organisms
  • Discharge of water from industries into water body where high temperatures reduce amount of oxygen in the water causing organism to suffocate and die
  • Untreated sewage may lead to outbreak of epidemics

 

Control of water pollution

-pollution caused by domestic effluents may be controlled by treating domestic waste, using biotechnology, banning the use of phosphate-based detergents, using plastic pipes instead of those made from lead, recycling gabbage, using biodegradable detergents.

Pollution caused by industrial waste may be controlled by treating/cooling industrial waste, carrying out environmental impact assessment before establishing industries

Oil spillage may be controlled by cleaning spilled oil biotechnology and penalizing the industry individual or companies which cause oil spills/water pollution

Pollution caused by agrochemicals may be controlled by using mechanical control of weeds, biological control of weeds and pests, biodegradable organic fertilizer herbicides, insecticides pesticides, organic farming educate farmers on the use of correct amount of agrochemicals

  • silting may be controlled by appropriate farming practices, contour farming, reafforestation, building gabions and terracing

 

  1. iv) State the causes /effects and control methods of soil pollution

Causes and effects

 

  • Air pollutants e.g. sulphur IV oxide fumes form sulphuric acid with rain water. The acid rain alters soil pH therefore affecting plants that cannot tolerate acidic soil
  • most aerosols sprayed to control pests and diseases precipitate in the soil and are taken up by plants which make its concentration many times higher, increasing the toxicity in the plants which absorb them
  • petroleum products due to spillage by oil tankers making it impossible for plant roots to obtain oxygen in oil saturated soils, therefore plants are killed
  • agrochemicals and inorganic fertilizers contain heavy metals that are not used up by plants and eventually soil microorganisms cannot inhabit the soils
  • organic matter slows down, life ceases and soil becomes exhausted
  • community, household wastes and industrial wastes disposal is a major problem in big towns and cities. commodities packaged in metal tins, rubber, plastic containers, scrap metal, glass bottles, different types of paper are nuisance to the environment, rendering it useless for agricultural purposes

 

Control of soil pollution

  • use of organic farming techniques
  • biological control of pests, diseases, parasites
  • recycling of non-degradable containers or burying them safely after use
  • controlled burning of garbage
  • treatment of human and industrial waste for safe disposal
  • avoid spilling chemicals and oil when used

 

  1. v) Define biological control give suitable examples
  • using a living organism to regulate, control or reduce the population of another organism e.g beetles to feed on water hyacinth, fish to feed on mosquito larvae.
  1. vi) What is eutrophication?
  • enrichment of water bodies with nutrients due to discharge of sewage leading to rapid growth of surface plants
  1. What are the effects of eutrophication?
  • enrichment of water bodies with nutrients due to discharge of sewage leading to rapid growth of surface plants

vii) What are the effects of eutrophication?

– The plants block light from reaching plants underneath hence no photosynthesis

The plants die and decompose leading to lack of oxygen hence animals also die

  1. c) Describe the symptoms, mode of transmission and control of cholera, typhoid malaria and amoebic dysentery in humans
Disease Causative agent Transmission Symptoms Control
Cholera Vibrio cholerae(bacterium) Contaminated food or water

Spread by flies form faeces

Intestinal pain

Diarrhea

Vomiting

Dehydration

Proper hygiene e.g. boiling drinking water

Vaccination

Typhoid Salmonella typhi (bacterium)
  • contaminated food or water
  • spread by flies from faeces
  • fever
  • rashes
  • diarrhea + blood from bowels
  • proper sanitation
  • vaccination
Malaria Plasmodium (protozoa) – bite by infected female anopheles mosquito – fever

Joint pains

Vomiting

Headache

Anaemia

  • killing mosquito
  • killing the mosquito larvae
  • draining stagnant water
  • clearing bushes
  • treatment
  • sleep under mosquito net
Amoebic dysentery (amoebiasis) Entamoeba hystolytica (bacterium) – contaminated food or water due to improper disposal of faeces – intestinal pain

Diarrhea

Vomiting

Dehydration

  • sanitation
  • personal hygiene
  • cook food well
  • treatment using drugs

 

 

  1. d) Discuss Ascaris lumbricoides under the following sub-headings

 

  1. Mode of transmission
  • through ingestion of contaminated food
  • live in intestines
  1. Effects of parasite on the host
  • inflammation of lungs
  • pneumonia
  • produce toxic substances
  • intestinal obstruction
  • Adaptations
  • thick cuticle which protects it against digestion
  • lays many eggs to ensure survival
  • mouthparts for sucking partly digested food
  • lack of elaborate alimentary canal
  • tolerant to low oxygen concentration
  • two hosts to ensure survival
  • eggs have protective cover to ensure survival in adverse environments
  1. Control and prevention
  • proper sanitation
  • wash hand after defaecation and before eating

 

  1. e) Discuss schistosoma under the following sub-headings
  2. Mode of transmission
  • through contaminated water in swamps, etc
  1. Effects on host
  • bleeding in lungs
  • blood stained urine
  • unthriftiness

 

  • Adaptations
  • has two hosts to increase chances of survival
  • eggs have a hook like structure which raptures the walls of intestine or bladder
  • lay large number of eggs to ensure survival
  • larvae have a sucker for attachment on human skin which it digests
  • larva has a tail which it swims with in search of host in water
  • prolonged association between male and female to ensure that fertilization takes place
  • adults can tolerate low oxygen concentration (in the animal tissues)
  • adult worm secretes chemicals against antibodies
  • larvae and eggs (have glands that) secrete lytic enzymes to soften the tissues that ease penetration
  • larvae are encysted so as to survive adverse conditions

 

  1. iv) Control and prevention
  • proper use of toilet facilities
  • boiling water before use
  • avoid bathing/washing in infected water
  • Use of molluscicides (chemicals that kill snails/biological control/clearing water weeds on which snails feed.
  • Drainage of stagnant water
  • Wearing gum/rubber boots

 

3.0 REPRODUCTION IN PLANTS AND ANIMALS

 

  1. a) i) What is reproduction?
  • process by which living organisms give rise to new members of their own species which resemble the parents

 

  1. ii) Why is reproduction important?
  • for continuity of species/ to ensure survival of species
  • maintaining life of species
  • replace dead individuals

 

iii) Name the types of reproduction

  • sexual which involves fusion of male and female gametes
  • asexual in which no gametes are involved  but parts of a mature organism develops into new individuals

 

  1. b) i) What is cell division?
  • process by which cells are formed from pre-existing cells
  1. ii) What are chromosomes?
  • Threadlike structures found in nucleus of a cell.
  • The units called genes
  • Genes are factors that cause inheritance or determine characteristics of offspring

 

  1. c) i) What is mitosis?
  • A type of cell division that occurs during growth leading to increase in number of cells
  • all cells maintain the same chromosome constitution i.e. the diploid state
  1. ii) Describe the five stages of mitosis

Interphase

  • replication of organelles
  • duplication of DNA
  • production of energy (ATP) for cell division

 

Prophase

  • stage of dehydration
  • chromosomes shorten and thicken
  • chromosome replicates into two chromatids
  • chromatids joined at centromere
  • formation of spindle fibers

 

Metaphase

  • chromosomes move to equator (early metaphase)
  • chromosomes line up at the equator
  • homologous chromosomes do not associate

 

 

 

 

 

 

 

 

 

Anaphase

  • chromatids separate
  • move to opposite ends (poles) of the cell

 

 

 

Telophase

  • chromatids reach the poles
  • formation of two daughter cells occurs i.e. cytoplasmic division

 

 

 

 

 

  1. ii) State the significance of mitosis
  • ensures each daughter cell has same number and kinds of chromosomes as daughter cells
  • gives rise to new cells (responsible for growth)

 

  1. d) i) What is meiosis?
  • division of diploid cells to form gametes which are haploid

 

  1. ii) State the significance of meiosis
  • gives rise to gametes
  • source of variation

 

iii) Give a summary of the stages of meiosis

First meiotic division

 

Interphase

  • cell is in non-dividing condition
  • chromosomes appear threadlike

 

 

 

Prophase I

  • chromatic material shorten and thicken
  • double stranded chromosomes appear (bivalent)
  • double stranded chromosomes pair and twist round each other (synapsis)
  • point of contact of chromosomes is called chiasma

 

 

 

 

Metaphase I

  • paired homologous chromosomes line up at the equator

 

 

Anaphase I

  • paired homologous chromosomes move to the poles

 

Telophase I

  • paired homologous chromosomes reach the poles
  • two new nuclei are formed

 

 

 

Second meiotic division

Prophase II

 

  • chromosomes shorten, thicken and become visible,
  • stage of dehydration

 

 

 

 

 

Metaphase II

  • movement of chromosomes to equator

 

 

 

 

 

Anaphase II

-chromatids of each chromosome separate to the poles

 

 

 

 

 

Telophase II

  • reach the poles
  • four haploid daughter cells are formed

 

 

 

 

  1. iv) Give the similarities between mitosis and meiosis
  • both take part in cells
  • both involve division (cell multiplication)

 

  1. v) What are the differences between mitosis and meiosis?
Mitosis Meiosis
  • maintenance of chromosome number (diploid)
  • takes place in somatic cells/growth
  • no crossing over/no variations
  • results into 2 daughter cells
  • no pairing/no synapsis/no bivalent formed
  • a one division process of four stages
  • reduction/halving of chromosomes (haploid
  • occurs in reproductive cells/gonads/produces gametes
  • crossing over takes place/variation occurs
  • results into 4 daughter cells
  • there is paring/synapsis/bivalent
  • a two division process of four stages each

 

 

  1. d) i) What is asexual reproduction
  • formation of new individuals as a result of the fusion of two gametes
  • fusion is called fertilization

 

  1. ii) What is the significance of sexual reproduction in living organisms?
  • leads to genetic variation e.g. cross breeding which gives rise to hybrids

 

iii) State the advantages of sexual reproduction

  • genetic variation
  • greater adaptability to environment by offspring
  • few bad or good traits inherited/retained
  • greater amount of dispersal is possible
  • may result in stronger offspring

 

  1. iv) Give the disadvantages of sexual reproduction
  • less certainty in egg and sperm meeting
  • low rate of survival
  • sex-linked diseases easily transmitted
  1. e) i) What is asexual reproduction?
  • formation of new organisms without fusion of gametes
  • occurs with only one parent
  • parts of organism develop into new individual
  1. ii) State the advantages of asexual reproduction
  • retention of useful  characteristics/genes/traits
  • offspring establish faster/shorter life cycle
  • better chances of survival because of suitable environment

iii) Give the disadvantages of asexual reproduction

  • lack of genetic variation
  • lowered resistance to disease
  • loss of hybrid vigor
  • competition for resources due to overcrowding
  1. iv) Explain how reproduction occurs by the following methods of asexual reproduction

Sporulation

  • formation of spores
  • spores are small haploid cells produced by plants
  • spores give rise to new haploid organisms
  • includes moulds, ferns, bryophytes, pteridophytes

 

Budding

  • where an outgrowth arises from a parent and drops off to develop into a new organisms
  • hereditary material in the daughter cell and parent are exactly the same
  • occurs in organisms such as hydra, jelly fish, sea anemones, yeast and some fungi

 

Binary fission

  • a cell splits into two new cells of equal size
  • each daughter cell grows into anew organism
  • Occurs in organisms such as amoeba, euglena, paramecium, some fungi and bacteria.

 

  1. f) i) What is a flower?
  • this is the reproductive structure which bears the reproductive parts of a plant
  • it produces seeds and fruits

 

  1. ii) Draw a longitudinal section of a labeled diagram of a flower

 

 

 

 

 

 

 

iii) Give the functions of the parts of a flower

 

Receptacle

  • expanded end of stalk which bears floral parts

 

Calyx

  • consists of sepals
  • usually green
  • protect flower in bud

 

Corolla

  • consist of petals
  • often colored or scented to attract insects

 

Androecium

  • male part of flower
  • consist of stamens
  • each stamen consists of an anther containing pollen sacs
  • anther produces pollen grains which contain male gametes

 

Gynaecium

  • female part of flower
  • consists of one or more carpels
  • each carpel contains one or more ovules in an ovary
  • style bearing a stigma extends from ovary
  • ovary contains female gametes which when fertilized become seeds

 

  1. iv) What is inflorescence?
  • a group of flowers borne on the same branch (main stalk)

 

  1. v) Explain the meaning of the following terms which describe flowers

 

Hermaphrodite

  • one with both stamen and carpel
  • most flowers are hermaphrodite/bisexual

 

Unisexual

  • have only one of carpel or stamen i.e. either male or female

 

Carpelate

  • also called pistilate
  • contains only carpels hence a female flower

 

Staminate

  • also called male flower
  • contains only stamens

 

Dioecious plants

  • have pistilate and staminate flowers on different plants e.g. pawpaw

 

Monoecius plants

  • have pistilate and staminate on one plant
  • however, pistilate and staminate occur at different plants e.g. maize

 

 

Complete flower

  • Has all four parts i.e. Calyx, corolla, androecium and gynoecium

 

Incomplete flower

  • does not have all four parts
  • at least one is missing

 

  1. vi) Explain the meaning of the following types of ovary

Superior

  • ovary occurs above other floral parts on the receptacle

 

Inferior (epigynous)

  • other floral parts arise above ovary on the receptacle

 

  1. g) i) What is pollination?
  • transfer of pollen grains from anther of a stamen to stigma of a flower

 

  1. ii) Explain the types of pollination
  • self pollination takes place when mature pollen grains of a flower fall on the stigma of the same flower
  • cross pollination takes place when pollen grains of a flower fall on the stigma of another flower of the same species

 

iii) State the advantages of pollination

  • healthy offspring
  • leads to variation
  • greater chances of dispersal

 

  1. iv) List the agents of pollination
  • wind
  • water
  • insects

 

  1. v) How are flowers adapted to wind and insect pollination?

Insect pollinated flowers (entomophilus)

  • are scented to attract insects
  • have stick stigma for pollen grains to stick on
  • are brightly coloured to attract insects
  • presence of nectar to attract insects
  • have nectar guides to guide insects to the nectarines
  • have nectarines to secrete nectar
  • stigma/ anthers located inside the flower/tubal/funnel shaped corolla to increase chances of contact by insects
  • sticky/spiny/spiky pollen grains which stick on the body of insects and on stigma
  • large/conspicuous flowers easily seen by/attract insects
  • anthers firmly attached to the filament for insects to brush against them
  • landing platform to ensure contact with anthers and stigma
  • mimicry to attract (male) insects

 

Wind pollinated flower (anemophilus)

  • anthers/stigma hang outside the flower to increase chances of pollination
  • the style/filament is long to expose stigma/anthers
  • stigma is hairy/feathery/branched to increase surface area over which pollen grains land/to trap pollen grains
  • pollen grains are smooth/dry/light/small to be easily carried by wind
  • large amount of pollen grains to increase chances of pollination
  • anthers loosely attached to filaments to enable them to sway to release pollen grains
  • pollen grains may have structures which contain air to increase buoyancy
  • flowers have long stalks holding them out in the wind

 

  1. vi) State the ways in which plants prevent self-pollination
  • protandry(anthers/stamens mature first)
  • protagyny (pistils mature first)
  • monoecism (where male and female parts are on same plant but different parts)
  • dioecism(where male and female parts are on different plants)
  • incompatibility (self sterility)
  • heterostyly (styles at different heights)

 

vii) Give the characteristics that ensure cross pollination takes place in flowering plants

  • presence of special structures that attract agents of pollination
  • protandry/dichogamy
  • protagyny/dichogamy
  • monoecism
  • self sterility
  • heterostyly

 

viii State the advantages of cross pollination

  • hybrid vigour
  • less prone to diseases
  • promotes genetic variation
  • greater evolutionary potential

 

  1. h) i) What is fertilization?

– Fusion of male and female gametes to form a zygote

 

  1. ii) Describe how fertilization takes place in a flower
  • this follows pollination
  • pollen grain is deposited on the stigma
  • pollen grain sticks to the surface of the stigma
  • the surface of the stigma produces a chemical substance which stimulates the pollen grain to produce a pollen tube/to germinate
  • the pollen tube grows through the style tissues on which it feeds until it enters the ovary
  • the generative nucleus divides into two giving two male nuclei
  • embryo sac contains eight nuclei i.e. two synergids, egg cell, two polar nuclei and three antipodal cells
  • the pollen tube enters the embryo sac through the micropyle and one of the male nucleus fuses with the egg cell/ovum to form a zygote
  • the other male nucleus fuses with the two polar nuclei to form the triploid nuclei/endosperm)food storage used by developing embryo)
  • the pollen tube nucleus in the pollen tube disintergrates soon afterwards
  • this process is referred to as double fertilization
  • zygote grows into an embryo containing plumule, radicle and cotyledons

 

 

 

 

 

 

 

 

iii) What is double fertilization?

  • there are two male nuclei entering embryo sac
  • one fuses with the ovum to form a zygote, while the other fuses with the polar nuclei to form a triploid primary endosperm nucleus
  • therefore there are two fusions at fertilization

 

  1. iv) Name the changes that Occur in a flower after fertilization
  • petals, stamen, calyx and style wither
  • ovary wall changes into pericarp
  • intergument changes into seed coat/testa
  • zygote changes into embryo (by mitosis)
  • primary endosperm nucleus changes into endosperm
  • whole ovule changes into seed
  • ovary develops and grows into fruit(under the influence of gibberrellic hormone)

 

  1. i) Distinguish between a fruit and a seed
  • a fruit is a fertilized ovary and has two scars
  • a seed is a fertilized ovule and has one scar

 

  1. ii) How is a seed formed?
  • after fertilization, zygote grows into an embryo, primary endosperm nucleus developed into endosperm, interguments harden to form testa, hence the whole ovule becomes the seed
  • the seed loses water to become drier
  • the seed has plumule, radicle, seed leaves called cotyledons, a microphyle and a scar

 

iii) Draw a labeled diagram of a seed

 

 

 

 

 

 

 

  1. iv) Describe the main parts of a seed

 

Testa

  • also called seed coat
  • a tough outer covering which protects the seed from insects, bacteria etc
  • segment is the membrane inside the testa

 

Hilum

  • a scar
  • spot where the seed was attached to the fruit or pod

 

Micropyle

  • small hole through which water and air enter the seed

 

Radicle

  • embryonic root
  • grows into the shoot system

 

Cotyledons

  • embryonic leaves
  • store food for the germinating seed i.e. for plumule and radicle
  • when plumule and radicle grow, they use food stored in the cotyledon
  • in some seeds food is stored in the endosperm

 

  1. v) Draw a labeled diagram of a fruit

 

 

 

 

  1. vi) How is a fruit formed?
  • one of the organs that remains on the plant after pollination and fertilization is the ovary
  • within the ovary, the developing embryo produces special chemical substances that stimulate the young ovary
  • these substances also signal the start of the formation of the fruit, which is a mature ovary
  • the fruit may contain one or more seeds
  • during fruit formation the ovary increases in size while ripening or maturing
  • a true fruit is  formed from the ovary of a flower after fertilization
  • it has two scars(style scar and stalk scar) and contains seeds
  • some seeds are not formed from the ovary of a flower
  • some other parts of a flower develop to form a fruit
  • such fruits are called false fruits

 

vii) Explain the importance of fruits in the survival of plants

  • protect the seed against dessication, predators and adverse conditions
  • aid in seed dispersal by attracting agents of dispersal
  • stores food for the plant
  • Distinguish between parthenogenesis and parthenocarpy
  • parthenogenesis is development of new animals from unfertilized eggs
  • parthenocarpy is development of a fruit without fertilization

 

  1. iv) State the differences between a seed and fruit
Seed Fruit
  • fertilized ovule
  • attached to placenta through funicle
  • one scar called hilum
  • has seed coat/testa
  • seed wall undifferentiated
  • fertilized ovary
  • attached to branch through a stalk
  • two scars (style scar and stalk scar)
  • has fruit wall/pericarp
  • fruit wall is differentiated

 

  1. i) What is placentation?
  • arrangement of ovules within the plant ovary

 

  1. ii) Explain the following types of placentation

Marginal

 

 

 

 

  • placenta appears as one ridge on ovary wall
  • ovules are attached to placenta in rows e.g. peas in a pod

 

Basal

  • placenta formed at the base of the ovary with numerous ovules attached to it

Parietal

 

 

  • edges of carpels fuse together
  • dividing walls disappear, leaving one loculus
  • have numerous seeds e.g. passion fruit
  • placenta of each carpel appears as ridges on ovary wall

 

 

 Axile

 

 

 

 

 

 

 

 

 

 

  • edges of carpels fuse together to form a single central placenta
  • numerous ovules arranged on placenta
  • ovary divided into a number of loculi by walls of the carpel e.g.

 

Free central placentation

 

 

 

 

 

 

 

 

  • edges of carpels fuse together
  • dividing was disappears leaving one loculus
  • placenta appears at base of ovary
  • has numerous ovules
  1. i) How are fruits grouped?

Simple fruits

  • formed from a single flower or one ovary e.g. mango

Aggregate fruits

  • consists a group of ovaries that appear on a common receptacle e.g. strawberry

 

Multiple (compound) fruits

  • formed from several flowers whose ovaries fuse together after fertilization
  • form a bunch e.g. pineapple, figs
  • are always false fruits

 

  1. ii) What are succulent fruits?
  • also called fleshy fruits
  • all or part of pericarp (fruit wall) becomes juicy

 

iii) Give types of juicy fruits

-Berry

 

 

 

 

 

 

 

 

  • has many seeds
  • whole pericarp is succulent e.g. orange, tomato, pawpaw

 

Drupe

  • only one seed
  • pericarp divided into three layers i.e. epicarp, mesocarp(juicy) and endocarp(hard)
  • e.g. mango and coconut

 

 

 

 

 

Pome

  • juicy part is swollen receptacle
  • is usually a false fruit
  • example is a pear

 

  1. iv) What are dry fruits?
  • have a pericarp that is dry, hard and woody
  • either dehiscent or indehiscent
  • called dry because they are not succulent

 

  1. v) What are dehiscent fruits?
  • split open when ripe to release seeds
  • contain many seeds

 

  1. vi) Give types of dehiscent fruits

Legumes

  • split along two edges
  • are usually pods e.g. beans, peas, crotolaria

 

Follicle

  • split on one side only e.g. Sodom apple

 

Capsule

  • has several lines of weakness/sutures
  • open in many places e.g. castor oil, cotton

 

vii) What are indehiscent fruits?

  • non-splitting fruits
  • usually one seeded only

 

  1. Give main types of indehiscent fruits

Nut

  • pericarp woody, hard and thick e.g. cashew

Achene

  • has thin, tough pericarp e.g. sunflower
  1. i) What is seed and fruit dispersal?
  • spreading of seeds and fruits away from parents so as to settle where conditions are suitable for their germination

 

  1. ii) Why is dispersal of seeds and fruits necessary?
  • prevent overcrowding
  • reduces competition for space, nutrients and light
  • colonization of new areas is made possible
  • to increase chances of survival
  • to prevent inbreeding
  • to avoid extinction due to over competition for the necessities

 

iii) Explain how seeds and fruits are adapted to various methods of dispersal

Adaptations for wind dispersal

  • they have wings, feathers or hair-like structures to  increase surface area for wind to carry them easily/buoyancy
  • seeds/fruits are loosely attached on the stalks so that they can easily be released and carried away by wing
  • seeds/fruits are generally light and small sized to be easily carried by wind
  • some seeds/fruits have parachute-like structures to be easily carried b wind
  • some have censor mechanism where seeds and fruits are borne on long stalks that are loosely attached which allows swaying so that movements of capsule by wind releases the seeds

 

Water dispersal seeds

  • seed/ mesocarp has  air spaces thus light/buoyant to float hence carried by water
  • they have waterproof cover and tough pericarp protects seeds from getting soaked
  • fibrous and spongy mesocarp to easily float

 

Animal dispersal seeds

  • presence of hooks for attachment to animals thus carried to other parts
  • fruits are brightly coloured, succulent and scented to attract animals
  • seed coats are hard and resistant to digestive enzymes hence seeds are dropped away from mother plant
  • large in size or borne on clusters to be easily seen

 

Self dispersal/explosive

  • self opening seeds
  • they have  lines of weakness called sutures for violent opening thus scattering seeds away from parent plant
  1. a) i) Distinguish between external and internal fertilization in animals
  • in external fertilization fusion of the male and female gametes takes place outside the body of the female e.g. amphibians and fish
  • in internal fertilization union of gametes occurs inside the body of the female

 

  1. ii) State the advantages and disadvantages of external fertilization

Advantages

  • large numbers produced  therefore many offspring per breeding season
  • female does not suffer gestation stress
  • mother does not need to care for the young except in a few species
  • the surviving individuals are highly selected for better survival

Disadvantages

  • many predators surround the eggs before and after fertilization
  • fewer chances of fertilization/a lot of gametes wasted
  • embryo development at mercy of environment
  • large numbers of female gametes are required therefore female gets much exhausted

 

iii) State the advantages and disadvantages of internal fertilization

Disadvantages

  • number of gametes fewer hence less number of offspring
  • less adapted for sudden change of environment after birth
  • in mammals females suffer gestation stress

Advantages

  • more chances of fertilization
  • fewer predators of oval/fertilized egg protected in females body
  • stable internal environment
  • fewer gametes required

 

iii) Give a reason why it is necessary for frogs to lay many eggs

  • to increase chances of survival/fertilization

 

  1. iv) Compare external and internal fertilization
External Internal
  • occurs in water outside the bodies of animals
  • many eggs are laid
  • usually less contact between male and female
  • both fertilized eggs exposed to danger
  • occurs inside the body of the female animal
  • fewer eggs released from ovary
  • very close contact in form of copulation between male and female
  • Fertilized eggs are enclosed hence highly protected inside females’ body.

 

 

  1. b) i) Draw and label the human male reproductive system

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. ii) Describe how the mammalian male reproductive system is adapted to perform its functions

 

Penis

  • is highly vascularised/spongy
  • has a sensitive glands
  • becomes erect to allow entry into the vagina

Scrotum

  • contains the testes outside the body on whose walls the process of spermatogenesis takes place
  • the process is favored by lower temperature
  • it contains sertoli cells which nourish sperms until they are mature

Epididymis

  • long and coiled for the purpose of sperm storage

Vas deferens

  • muscular
  • upon contraction pushes sperms out and allows ejaculation

Gametes

  • produced in large numbers to increase chances of fertilization
  • the sperms have a tail for swimming/large number of mitochondria to provide energy/allow swimming to reach the egg

Accessory glands

  • are seminal vesicle, Cowper’s gland and prostate gland
  • they produce seminal fluid to provide a medium/ nutrients for sperms to swim

 

iii) How is the sperm adapted to perform its function?

  • acrosomes contain enzymes to digest egg membrane
  • nucleus contains genetic material
  • mitochondria produce energy to move the tail back and forth
  • the lashing movement of the tail enables the sperm to move/propulsion in fluid medium towards the egg
  • it is streamlined for faster/easier movement/swimming to meet the egg
  1. c) i) Draw and label the human female reproductive system

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. ii) Describe how the various structures of the human female reproductive system are adapted to their function

Ovaries

  • have several graafian follicles that develop and burst open to release/produce mature ova
  • secretes sex hormones)oestrogen) which initiate/control development of secondary sexual characteristics
  • produce hormones oestrogen and progesterone which prepare the uterus for implantation and subsequent nourishment of the embryo

 

Oviducts (fallopian tube)

  • are thin narrow and tubular to increase flowing speed of semen containing sperms
  • are funnel shaped on the end next to ovary which enables them to receive the ovum
  • their lining contains cilia which propel the ovum towards the uterus
  • has peristaltic muscles that enable movement of zygote/ovum to the uterus for  implantation
  • is fairly long to increase surface area for fertilization

Uterus

  • is muscular for protection of developing embryo
  • has elastic wall that allows growth and development of foetus/embryo
  • has a highly vascularised endometrium that provides nutrients/gaseous exchange to developing embryo

Cervix

  • has valves that close the lower end of the uterus to ensure continued pregnancy during gestation period
  • is capable of dilating
  • has narrow entrance/neck-like entrance to uterus that enables quick swimming of sperms to uterus
  • has suction mechanism that draws up/pulls sperms into uterus
  • has a “W” shape that fits well with the glands of the penis to ensure sperms are deposited at the right point

Vagina

  • is elastic and muscular to enable good accommodation or penetration of the penis thus proper deposition of sperms and for easy parturition
  • allows menstrual flow
  • has sensitive labial walls which secrete/produce lubricating substances that ensure/enable/facilitate good coition
  • capable of considerable enlargement, due to elastic muscles, to accommodate baby during parturition

Clitoris

  • has sensitive cells for orgasm

 

iii) Explain how the ovum is adapted to its function

  • nucleus contains genetic material
  • ventelline membrane encloses  plasma membrane which encloses yolky cytoplasm
  • yolky cytoplasm provides nourishment
  • jelly coat protects ovum against dehydration

 

 

 

  1. iv) Explain the differences between sperm and ovum
Sperm Ovum
  • long with a tail and head
  • small
  • locomotory
  • stores little food
  • has  acrosome (tip with lytic enzymes)
  • nucleus prominent but cytoplasm negligible
  • spherical
  • large
  • stationary
  • a lot of food stored in yolky cytoplasm
  • lacks acrosome
  • a lot of cytoplasm

 

 

 

  1. d) i) Explain the process of fertilization
  • a process whereby the egg and sperm are brought together and fuse to form a zygote
  • occurs in the fallopian tube after copulation
  • sperm head penetrates the outer coat of the ovum while the tail remains outside
  • penetration is due to reaction of acrosome
  • acrosome digests the vitelline membrane
  • thereafter a zygote is formed
  • zygote which is diploid undergoes rapid cell division to form a mass of cells called blastocyst
  • after fertilization a membrane forms around the ovum to prevent further entry of sperms
  • blastocyst eventually develops into an embryo

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. i) Explain the process of implantation
  • this is the embedding and attaching of the embryo in the uterine wall/endometrium
  • implantation marks the beginning of pregnancy
  • sometimes implantation occurs in the oviduct wall which is abnormal and results in ectopic pregnancy which is fatal
  • the outer wall of the blastocyst develops fingerlike projections which project into the uterine wall for attachment
  • the projections are called villi
  • the villi and endometrium develop into an organ that is called the placenta
  • the embryo is attached to the placenta through a cord called the umbilical cord

 

 

 

 

 

 

 

 

 

 

 

 

 

 

iii)

 

 

 

 

 State the functions of umbilical cord

  • it contains blood vessels umbilical artery, iliac arteries and umbilical veins)
  • it joins the placenta to the embryo
  • passage for nutrients from the mother
  • passage of excretory substances from foetus to mother for final discharge
  • gaseous exchange
  • passage of antibodies from mother to foetus, for protection of foetus against diseases

 

  1. iv) State the role of placenta
  • exchange of gases between mother and foetus
  • exchange of nutrients and nitrogenous wastes
  • anchorage/attachment of foetus
  • produces hormones (oestrogen and progesterone)

 

  1. e) i) What is gestation period?
  • time taken from fertilization to birth/pregnancy

 

  1. ii) Explain the functions of the membranes associated with placenta

Chorion

  • surrounds the embryo
  • has fingerlike projections that attach embryo to the uterus

Amnion

  • contains amniotic fluid
  • fluid surrounds embryo
  • protects embryo from mechanical injury by acting as shock absorbers
  • fluid also protects embryo from dehydration
  • distributes pressure equally over embryo

Yolk sac

  • surround the yolk
  • produces blood cells for embryo until its own liver is able to perform the task

Allantois

  • present only for a short time
  • removes and store waste material
  • it eventually becomes the umbilical cord

 

iii) Explain the events that take place to facilitate parturition

  • near birth the placenta produces less progesterone
  • oxytocin hormone is produced by posterior lobe of pituitary gland
  • because progesterone level has decreased the uterus becomes sensitive to oxytocin
  • oxytocin causes the contraction of the uterus (myometrium)
  • these contractions are called labour pains
  • just before parturition the head turns downwards
  • the contractions eventually push the baby through the vagina
  • amnion breaks and amniotic fluid is released
  • oxytocin dilates the cervix
  • foetus is expelled through cervix with head coming out first
  • finally the whole infant comes out
  • the umbilical cord is cut and the placenta is expelled as afterbirth

 

 

  1. iv) State the reasons why later in pregnancy the ovary will b e removed without disturbing the pregnancy
  • corpus luteum in the ovary secretes progesterone which maintains pregnancy and development of foetus after conception
  • after four months pregnancy is maintained by progesterone from the placenta

 

  1. f) i) What are secondary sexual characteristics

– Characteristics (physiological and anatomical) that start developing at puberty due to the influence of male and female hormones

 

  1. ii) State the main secondary changes in

Boys

  • deepening of the voice
  • growth of hair on face, pubic part, chest, legs
  • penis and testes become bigger
  • muscular development
  • sperm production begins at puberty and may continue throughout life

Girls

  • growth of hair on pubic part and armpits
  • widening/enlargement of hips
  • development of breasts
  • menstrual cycle starts as ovaries mature
  • body acquires extra fat

 

iii) Describe the role of hormones in secondary sexual characteristics in

Boys

Follicle stimulation hormone (FSH)

  • from pituitary
  • stimulates production of androgens(male hormones) mainly testosterone by testis

Testosterone

  • secondary sexual characteristics

Girls

FHS

  • from pituitary
  • development of follicles
  • stimulates oestrogen production by ovary

LH

  • from pituitary
  • ovulation
  • stimulates release of progesterone by ovary

Oestrogen

  • stimulates release of LH
  • secondary sexual characteristics

Progesterone

  • also from placenta
  • sustains pregnancy as it inhibits prolactin and oxytocin during pregnancy

Prolactin

  • milk formation

 

Oxytocin

  • parturition
  • milk ejection

 

  1. g) i) What is menstruation?

– vaginal discharge due to disintegration of endometrium

 

  1. ii) Describe the role of hormones in the human menstrual cycle
  • it is controlled by sex hormones which are responsible  for the onset of secondary sexual characteristics and also control of the menstrual cycle
  • the onset is signaled by discharge of blood/menses 14 days following the start of menstruation
  • anterior lobe of pituitary gland secretes follicle stimulating hormone(FSH)
  • Follicle stimulating hormone causes graafian follicle to develop in the ovary. It also stimulates tissues of the ovary/wall  (theca) to secrete oestrogen
  • oestrogen causes repair/healing of uterine wall
  • oestrogen stimulates anterior lobe of pituitary  to  produce luteinising hormonge (LH)
  • LH causes ovulation. It also causes graafian follicle to change into corpus luteum. LH stimulates corpus luteum to secrete progesterone
  • Progesterone causes proliferation/thickening of uterine wall
  • Oesterogen/progesterone inhibits the production of FSH by anterior lobe of pituitary, thus no more follicles develop and oestrogen production reduces
  • In the next two weeks progesterone level rises and inhibits production of LH from anterior lobe of pituitary
  • The corpus lutetium stops secreting progesterone and menstruation occurs when the level of progesterone drops
  • Anterior lobe of pituitary starts secreting FSH again.

 

iii) What is menopause?

  • end of ovulation in women
  • occurs after age of 45 years
  • does not occur in males

 

  1. h) Explain the symptoms, methods of transmitting and prevention (control) of the following sexually transmitted diseases

 

  1. i) Gonorrhea

–  caused by a bacterium called neisseria gonorrhea

– transmitted through sexual intercourse,

– infects urethra and vaginal tract (epithelia)

– Symptoms include pain, discharge of mucus and bad smell (females)

– Effects include sterility, heart diseases, blindness of foetus and arthritis

– Treatment by antibiotics

– Control and prevention by proper sexual conduct

  1. ii) Herpes
  • notably Herpes simplex and H. genitalis
  • caused by virus which attacks genitalia
  • symptoms are painful sores in genitalia, skin lesions
  • transmitted in saliva, sexual intercourse and injection by drug addicts
  • no treatment

iii) Syphilis

  • caused by bacterium called Treponema palladium
  • symptoms are painless wounds in genitalia
  • attack genitalia, nervous system, lips
  • treated by antibiotics
  1. iv) Trichomoniasis
  • caused by plasmodium called trichomonas
  • attacks reproductive tract
  • symptoms are itching and discharge of pus from the genitals
  • treated by antibiotics

 

  1. v) Hepatitis

– Viral disease

Affects the liver

Transmitted through sexual intercourse

No known treatment

 

  1. vi) Candidiasis
  • caused by fungus called candida albicans
  • transmitted through sexual intercourse
  • symptoms include itching urethra, and vaginal discharge (odourless)
  • controlled by personal hygiene, early treatment and responsible sexual behavior

 

vii) HIV/AIDS

  • caused by HIV virus
  • transmitted by sexual intercourse, blood transfusion, sharing piercing instruments from infected mother to foetus, infant and baby
  • symptoms include fever, swollen lymph nodes, night sweating, cough, weight loss, fatigue, loss of appetite, diarrhea, headache, a opportunistic infections and tumors
  • Control by responsible sexual behaviour, education, screening blood for transfusion and using sterile piercing instruments.

 

  1. GROWTH AND DEVELOPMENT

 

  1. a) Define the terms
  1. Growth
  • an irreversible change in size of a cell, organ or whole organism
  • growth is due to synthesis of protoplasm or extracellular substances
  1. Development
  • refers to a series of changes which an organism goes through in its lie cycle
  • during development both qualitative and quantitative changes take place(involves differentiation)
  • Differentiation

 

  • refers to changes in which the cells of the body undergo and become specialised to perform specific functions

 

  1. b) i) Differentiate growth in plants and animals
Plants Animals
  • confined to shoots/root tips (apical)
  • have definite growth regions(meristems)
  • often indefinite/continuous
  • growth results in branching
  • affected by light, auxins, hormones and temperature
  • occurs all over the body(intercalary)
  • different parts grow at different rates(allometric)
  • maximum growth on maturity(definite)
  • no branching
  • affected by nutrients

 

  1. ii) List the processes involved in growth
  • assimilation
  • cell enlargement
  • cell division(by mitosis)
  1. List the parameters used to measure growth
  • height/length
  • dry weight
  • number of individuals
  • volume
  • leaf area of plant

 

  1. iv) Name the patterns of growth in organisms
  • allometric and isometric
  • limited and unlimited
  • discontinuous growth

 

  1. c) i) Name the different types of growth curves
  • sigmoid curve(normal growth curve)
  • intermittent growth curve

 

  1. ii) Draw a sigmoid growth curve and explain its different phases/stages

 

 

 

 

 

A-lag phase

– Slow growth rate at first

Organism adapting to the environment

B-exponential phase

  • organisms already adapted
  • first growth due to birth rate that is higher than death rate

 

C- Stationary phase (plateau)

– Birth rate equals death rate (equilibrium)

Lack of nutrients, accumulation of toxic waste products

D-phase of decline

  • due to depletion of nutrients, accumulation of toxic wastes, lack of space
  • some individuals old hence not reproducing
  • death rate higher than birth rate

iii) Draw an intermittent curve and explain the various stages

 

 

 

 

 

 

A-growth

B-no growth

C- moulting/ecdysis

  • seen in arthropods
  • growth in in arthropods is intermittent(takes place during some time only because their hard cuticles (exoskeleton) does not expand to cause growth
  • the cuticle must be shed off first to allow further growth
  • the shedding is called ecdysis or moulting
  • when moulting has taken place animal grows but growth stops when the exoskeleton hardens again

 

  1. d) i) What is seed dormancy?
  • A state where a viable seed is incapable of germinating when all conditions are favourable.

 

  1. ii) State the biological importance of seed dormancy
  • gives embryo time to reach maturity
  • gives time for dispersal
  • allows plant to survive adverse conditions

 

iii) State the factors which cause seed dormancy

Internal factors

  • presence of abscisic acid/ABA/ presence of germination inhibitors
  • embryo not fully developed
  • absence of hormones/enzymes/inactivity of hormones/enzymes/gibberellins/cytokinins
  • impermeability of seed coat

External factors

  • unsuitable temperature
  • absence of light
  • lack of oxygen
  • lack of oxygen
  • lack of water

 

  1. iv) Give the conditions necessary to break seed dormancy
  • scarification/scratching to make seed coat impermeable
  • vernalisation/cold treatment in some seeds like wheat
  • burning/nicking/expose to heat e.g. wattle seeds
  • destruction of germination inhibitors
  1. e) i) What is seed germination?
  • process by which a seed develops in a seedling

 

  1. ii) What is viability
  • ability of a seed to germinate

 

iii) Discuss the various conditions necessary for the germination of seeds

Water

  • medium for enzymatic activity
  • hydrolysis of food into simpler substances
  • medium of transport
  • softens the seed
  • acts as a solvent

Air

  • in form of oxygen
  • oxygen is used for respiration/oxidation of food to release energy

 

Suitable (optimum) temperature

  • activates enzymes involved in mobilization of food reserves

 

Enzymes

  • breakdown and subsequent oxidation of food
  • conservation of hydrolyzed food products into new plant tissues

Viability

  • only viable seed are able to germinate and grow

 

  1. iv) Name and describe the types of germination

Epigeal

 

 

 

 

 

 

 

 

 

 

 

cotyledons are brought above the ground level during germination due to elongation of hypocotyls.

 

 

 

Hypogeal

 

  • the cotyledons remain below the surface during germination due to elongation of epicotyl e.g. maize

 

  1. v) Name the part of the bean seed that elongates to bring about epigeal germination

hypocotyl

 

  1. vi) Account for the loss in dry weight of cotyledons in a germinating bean seed
  • food stored is mobilized/used up for respiration and growth

 

vii) Describe the physiological changes that occur in a seed during germination

  • in presence of oxygen, optimum temperature and water, food reserves in the seed are hydrolysed or broken down into soluble diffusible form by enzymes
  • soluble food diffuses to the growing embryo
  • oils and carbohydrates provide energy
  • simple sugars converted to cellulose to form cell wall
  • amino acids make protoplasm
  • seed develops plumule and radicle hence germinates

 

viii) Explain the biological significance of cotyledons being brought above the ground in epigeal germination

  • cotyledons have inadequate food
  • they are brought above the ground to acquire chloroplasts to carry out photosynthesis before the formation of foliage leaves to supplement food supply required for growth during germination

 

  1. f) i) Distinguish between primary and secondary growth

Primary growth

  • occurs at the apical (shoot and tip) apices regions where meristematic cells occur
  • causes plant elongation since cells divide by mitosis

 

Secondary growth

-occurs at the cambium meristems

Increases width (girth) of the stem

 

  1. ii) What are meristems
  • dividing cells
  • meristem means they are dividing

 

iii) State the characteristics of meristematic cells

  • dense cytoplasm
  • thin cell walls
  • absence of vacuoles/cell sap
  1. iv) State the location and function of the following meristematic tissues

Apical meristem

  • located at tips of roots and shoots
  • increase length of stem and roots/primary growth

Intercalary meristem

  • found at bases of internodes
  • responsible for elongation of internodes and increase in leaf sheath in grasses

Lateral meristems

  • found near the periphery of stem and root
  • responsible for secondary growth/growth in girth of stem and root/lateral growth
  • called cambium and constitute vascular and cork cambium

 

  1. v) Describe primary growth
  • occurs at tips of shoots and roots in the meristematic tissues of apical meristem
  • at the apex there is a zone of cell division/mitosis
  • cells elongate at elongation zone
  • the elongated cells differentiate at the region of differentiation resulting in increase in size
  • in the stems meristems give rise to leaf premodia which envelop the apex to form a bud
  • the bud protects the delicate inner cells
  • in roots the meristem is protected by root cap
  • after cells differentiate the form permanent tissues

 

 

  1. vi) Describe secondary growth in plants
  • also called secondary thickening
  • only occurs in dicotyledonous plants that have cambium
  • monocotyledonous plants do not undergo secondary growth because they lack intervascular cambium
  • cambium cells divide to produce more cells on either side of the cambium
  • cells produced to the inside become secondary cambium
  • cells produced to the outside become secondary phloem
  • division of cambium cells occurs yearly producing new rings of secondary phloem and secondary xylem each year
  • intervascular cambium(cambium between vascular bundles) divide to form secondary parenchyma, thereby increasing growth of medullary rays
  • much more xylem is formed than phloem, thus pushing phloem and cambium ring outward
  • the rate of secondary growth is depended on seasons(rains) resulting in annual rings
  • cork cambium is located beneath epidermis ad is responsible for secondary thickening of the bark of perennial plants
  • cork cambium divides to form new cork(bark) tissues to accommodate increased growth on outside and secondary cortex on the inside
  • Cork cells (cells of the bark) are loosely parked at some points to form lenticels for gaseous exchange.

 

 

 

vii) State the significance of secondary growth

  • increase girth or circumference of trees
  • annual rings which show seasonal growth can be used to tell the age of trees

 

  1. g) i) Describe one method which can be used to measure the average growth rate of a single leaf of a plant

EITHER

  • chose/identify a young leaf(just unfolded)
  • use the same leaf throughout
  • measure (total) length of (whole) leaf
  • record
  • repeat at regular intervals until no more change occurs/constant length
  • average rate of growth is equal to total increase in length divided by the period taken to achieve full length

Average rate of growth =    Total increase in length

Period taken to achieve full length

OR

  • choose/identify a young leaf(just unfolded)
  • use the same leaf throughout
  • trace the outline on a graph paper and work out the area
  • record
  • repeat at regular intervals until regular area
  • average rate of growth equals to total increase in area divided by the period of time taken to achieve full area

Average rate of growth =    Total increase in area

Period of time taken to achieve final area

 

i

  1. i) Describe how the growth of a root can be determined

Materials

  • Fine thread, marking ink, germinating bean seedlings, blotting paper, ruler marked in millimeters, pins, cork, a boiling tube and moist cotton wool.

Procedure

  • dry seedlings using blotting paper
  • place inside against the ruler marked in mm
  • dip the fine thread in waterproof ink
  • mark the radicle at equal intervals
  • pin the seedling to the cork
  • suspend the seedling into the boiling tube containing moist cotton wool
  • allow the seedling to grow for two days/sometime observe the intervals with the marks
  • record your observations the widest intervals are found in the region just behind the tip indicating/showing region of greatest growth

 

 

 

 

iii) A boy hammered a nail in the bark of a tree at a height of 1.5metres above the ground.

Four years later, the nail was found at the same height although the tree had grown 3 meters taller. Explain the above observation

The nail was hammered at a point where vertical growth had stopped/further growth was confined to increase in width/diameter.

Vertical growth is confined to tips/apex/vertical apical meristem

 

  1. h) i) Describe the role of hormones in growth and development of plants

Indole acetic acid/IAA/ auxins

Cell division/increase in cell division

Tropic responses

Cell elongation/increases in ell elongation

Development of abscision layer

Growth of ovaries into fruits/parthenocarpy/initiates flowers

Inhibits growth of lateral buds/produces apical dominance

Stimulates adventitious/lateral roots

Gibberellins (Gibberellic acid/GA3

 

Promote cell elongation/rapid cell division/increase in length of the internodes

Promote fruit formation without fertilization/parthenocarpy

Reduces root growth

Breaks seed dormancy/promotes germination

 

Cytokinnins (Kinnins/Kinnetin/Zeatin)

  • breaks dormancy
  • promotes flowering
  • promotes cell division
  • stabilizes protein and chlorophyll
  • promotes root formation on a shoot
  • low concentration encourages leaf senses
  • normal concentration increases cell enlargement in leaves
  • stimulates lateral bud development

 

Ethylene (ethynelC2H4)

  • accelerates ripening in fruits
  • encourages fruit fall/leaf fall
  • induces thickening in stern/inhibits stem elongation
  • promotes flowering (in pineapples)
  • promotes germination in certain seeds

 

Abscisic acid (ABA) abscisin hormone/dormin)

  • causes bud dormancy
  • encourages fruit/leaf fall
  • high concentration causes closing of stomata
  • causes seed dormancy
  • inhibits cell elongation

 

Traumatin

  • heals wounds by callous formation

Florigen

  • promotes flowering

 

  1. ii) State the applications of plant hormones in agriculture
  • induce root growth in stem cuttings
  • selective weed killers
  • encourage sprouting of lateral buds
  • breaking seed dormancy
  • induce parthenocarpy
  • accelerate ripening of fruits
  • promote flowering
  • cause dormancy

 

iii) Explain apical dominance

  • a phenomenon whereby production of auxins by a growing apical bud of a shoot inhibits growth of lateral buds
  • this inhibition is due to high concentration of auxins (indoleacetic acid/IAA) in apical bud
  • removal of terminal/apical bud causes development and sprouting of several buds which later develop into branches
  • applied in pruning coffee, tea and hedges
  • this leads to more yield

 

  1. iv) Describe the role of hormones in the growth and development of animal

Somatotrophin (growth hormones)

  • from anterior pituitary
  • promotes cell division
  • overproduction causes gigantism
  • underproduction causes dwarfism

 

Thyroxine

  • promotes growth and metamorphosis
  • underproduction leads to a child becoming a cretin (mentally retarted)

 

Androgens

  • in males
  • growth of male reproductive organs

 

Oestrogen

  • in females
  • growth of female reproductive organs

 

Ecdysone

  • in arthropods
  • moulting (ecdysis)

 

  1. t) i) What is metamorphosis?
  • change in form during which there are changes in structure and function in body of organism
  • prepares organism for life in a different habitat

 

  1. ii) Explain complete metamorphosis

Radical changes in the body during the life cycle of an organism

Called holometabolous development

Example is egg    larva pupa   adult (imago)

Occurs in animals such as butterfly and bee

 

 

 

 

 

 

 

 

iii) What is the significance of each of the four stages in complete metamorphosis?

 

Larval stage

  • feeding takes place
  • larva is quite different from adult
  • larva sheds its cuticle (exoskeleton) several times to emerge as pupa
  • dispersal stage avoids overcrowding

 

Pupa

  • enclosed in a case called puparium (cocoon)
  • no feeding
  • organ formation takes place

 

Adult

  • emerges from puparium
  • reproductive stage of the life cycle

 

  1. iv) Describe incomplete metamorphosis
  • called hemimetabolous development
  • changes are gradual
  • eggs develop into nymphs which develop into adults
  • nymph resembles adult but are sexually immature
  • a nymph moults several times as some parts develop before it becomes an adult
  • stage of development between one moult and another is called instar
  • occurs in insects such as locust and cockroach

 

 

  1. v) Name the hormones that control metamorphosis in insects
  • brain hormone responsible for moulting because it simulates production of ecdyson (moulting hormone)
  • Ecdysone(moulting hormone) causes moulting
  • juvenile hormone causes moulting in larvae

 

 

  1. vi) State the advantages of metamorphosis in the life of insects
  • the adult and larvae exploit different niches
  • do not compete for food
  • pupa cam survive adverse pupa can survive adverse conditions eg-feeding stage
  • dispersal prevents overcrowding

 

 

 

 

 

LOCI, LINEAR INEQUALITIES MATHS NOTES FREE

LOCI,LINEAR INEQUALITIES

CALCULUS: CURVE SKETCHING,AREA APPROXIMATIONS

  1. The equation of the curve is y 3– 2x2+ 3x + 5.
  2. (i) Determine the stationary points of the curve. (3 marks)

 

(ii) For each point in a (i) above determine the nature of the points hence sketch the curve.                                                                                     (4 marks)

 

  1. Find the equation of the tangent to the curve at x = 2. (3 marks)

 

2018 Mocks PP1/87

2.a)      i)         Find the coordinates of the stationary points on the curve y=x3-3x+2. (3 marks)

  1. ii) For each stationary point determine whether  it is a minimum or a maximum.

(4 marks)

  1. b) In the space provided, sketch the graph of the function y=x3-3x+2. (3 marks)

2018 Mocks PP1/72

3.The equation of a curve is y = -2x2 + x + 1

 

  1. Find

 

  • The gradient of the curve at P(5, -44)                                   (3mks)

 

  • The y intercept (1mk)

 

(b)       (i)        Determine the stationary point of the curve              (3mks)

 

(ii)       Sketch the curve                                                         (3mks)

 

2018 Mocks PP1/48

 

4.Using a ruler and pair of compas only construct :

(a)        An equilateral triangle ABC of side 6cm

(b)        The focus of a point P inside the triangle such that AP < PB

(c)        The locus of a point Q such that AQ > 4cm

(d)        Mark and label the region x inside the triangle which satisfy the two loci.                                  (4mks)

 

2018/31 PP2

5.Above line AB = 10cm drawn below, construct and label in a single diagram, using a pair of a compasses and ruler only;

  1. The locus of a point X such that the area of a triangle ABX is 15cm2.
  2. The locus of a point Y such that angle AYB = 90o.
  3. Locate points P and Q where loci X and Y intersect. Measure PQ.
  4. Show by shading and labeling the region R which satisfies the conditions below simultaneously:
  5. Angle ARB ≥ 90o
  6. Area of triangle ABR ≥ 15cm2
  7. Calculate the area of the shaded region R in (d) above. (Take = 3.142)                        (10 marks)

2018/24/PP2

 

6.(a)Construct  rectangle ABCD with sideAB= 6.4cm and diagonal AC = 8cm.            (3mks)

(b)Locus,L1, is a set of points equidistant from A and B and locus, L2,is a set of points equidistant fromBC and BA.If L1and L2meets at N inside the rectangle, locate point N.(3mks)

(c)A point x is to be located inside the rectangle such that it is nearer B than Aand also nearer

ABthanBC. If its not greater than 3cm from Nshade the region where the points could be located.                                                                                                                              (4mks)

2018/21/PP2

7.Using a ruler and a pair of compasses only construct

  1. Triangle ABC, such that AB = 9cm, AC = 7cm  and  < CAB = 60°      (2mks)

 

  1. The locus of P , such that AP ≤  BP                                                             (2mks)

 

iii.           The locus of Q such that  CQ ≤  3.5cm

 

  1. Locus of R such that angle ACR ≤ angle BCR (2mks)

2018/11/PP2

 

8.The line segment BC = 7.5 cm long is one side of triangle ABC.

  1. a) Use a ruler and compasses only to complete the construction of triangle ABC in which

ÐABC = 45o, AC = 5.6 cm and angle BAC is obtuse.                                                             {3 marks}

  1. b) Draw the locus of a point P such that P is equidistant from a point O and passes through the vertices of triangle ABC.                                                                                                           {3 marks}
  2. c) Locate point D on the locus of P equidistant from lines BC and BO. Q lies in the region enclosed by lines BD, BO extended and the locus of P. Shade the locus of Q.                                            {4 marks}

HISTORY & GOVT PAPER 1 KCSE REVISION QUESTIONS AND ANSWERS

HISTORY & GOVT I

PAPER 1

SECTION A (COMPULSORY)

  1. Name two sources of Kenyan History.       (2mks)
  2. Give two ways in which Islam was spread in Kenya.       (2mks)
  3. Name two Coastal settlements in Kenya before 1500 AD.       (2mks)
  4. Who appoints District Commissioners in Kenya?       (1mk)
  5. What was the main Provision of the Carter Land Commission of 1932?       (1mk)
  6. State two reasons why the Colonial Government in Kenya built roads.       (2mks)
  7. State two reasons why Africans were not allowed to grow cash crops in Kenya. (2mks)
  8. What was the main feature of African Education in Kenya during the Colonial Period. (1mk)
  9. Name two independent churches which came up in Western Kenya during the

independence struggle.                                                                                                     (2mks)

  1. Name one political movement which was formed in Kenya between 1919 and 1930. (1mk)
  2. State two situations which may lead to by-elections in Kenya. (2mks)
  3. Give two roles of the local native councils in the Colonial administration of Kenya. (2mks)

 

SECTION B (30 MARKS)

 

13(a) State five reasons for the Bantu migrations into Kenya in the Pre-Colonial era.            (5mks)

  • Describe five political activities the Agikuyu community in the Pre-colonial period.                 (10mks)

14(a) List three ways in which the Christian activities facilitated the British Colonization of

Kenya.                                                                                                                         (3mks)

  • Describe briefly how the Central government was organized in Colonial Kenya. (12mks)

15(a) State five immediate causes of the MAU MAU movement.                                       (5mks)

  • Explain five problems which faced African nationalists in Kenya before 1945. (10mks)

 

SECTION C (30 MARKS)

 

16.(a) What was the I.P.P.G in full?                                                                                      (1mk)

  • Outline two ways in which the advent of Multiparty Politics has led to tribal

animosity in Kenya since 1991.                                                                             (2mks)

(c)  What is the role of Political parties in Kenya’s development.                                  (12mks)

17(a) What is an election Petition?                                                                                       (2mks)

  • Outline in a Chronological order the law making process in Kenya.   (3mks)
  • Discuss the functions of the Electoral Commission of Kenya.                       (10mks)

18(a) Name any two new districts created in Nyanza Province between 1997 and mid 1998.

(2mks)

  • What is the main reason for the creation of new administrative units in Kenya’s

Provincial administration since independence?                                                      (1mk)

(c) Explain six duties of District Commissioner  in Kenya.                                            (12mks)

 

HISTORY & GOVT I

PAPER I

MARKING SCHEME

 

  1. Sources of Kenyan History
  • – Archaeology
  • – Anthropology
  • – Linguistics
  • – Oral traditions
  • – Genetic studies / Zoology / Biology / Botany
  • – Written materials
  • Any 2 points, 1 mark each        

 

  1. Ways in which Islam was spread.
  • – Through Jihad’s / Holy wars
  • – Through conquests
  • – Through Trade / Commerce
  • – Through inter-marriages between the Arabs and Africans.
  • – Through Education
  • – Through Political administration / Sharia Any 2 points, 1 mark each    

                                                           

  1. The Coastal settlements in Kenya before 1500 AD.
  • – Mombasa
  • – Lamu
  • – Pate
  • – Malindi
  • – Vumba
  • – Gedi
  • – Manda
  • – Fazza
  • – Kilifi                                                 Any 2 points, 1 mark each.                            

 

  1. The District Commissioners in Kenya are appointed by:
  • – The president.
  1. The main Provision of the Carter Land Commission of 1932.
  • – It fixed the boundaries of the White Highlands and removed Africans from there.

 

  1. Reasons why the colonial government in Kenya built roads.
  • – To facilitate transportation of goods from the rural farms to the Urban Centres / Foods
  • – To provide links between individual European farms and the railway lines.
  • – To facilitate effective administrative control of the Kenya colony.
  • – To open up the African districts for labour supply.

Any 2 points, 1 mark each (2marks)

 

  1. Reasons why Africans were not allowed to grow cash crops in Kenya:-
  • – To avoid competition with the settlers
  • – To enable them tap cheap African labour from the reserves
  • – To render Africans poor so as to be completely dependent on the Whitemen
  • – To avoid rivalry in trade from such products.

Any 2 points, 1 mark              

  1. The main feature of African education in Kenya during the Colonial period.
  • – It was elementary and Craft-Oriented. 1 Point                                                                                       
  1. The independent Churches which came up in Western Kenya during the independence Struggle:-
  • – Nomiya Luo Church
  • – Dini ya Musambwa
  • – The Christian Universal Evangelist Union
  • – Dini ya Roho
  • – African Independent Pentecostal Church Any 2 points, 1 mark each                                 
  1. The political movements which were formed in Kenya between 1919 and 1930.
  • – The East African Association
  • – The Kikuyu Association
  • – The Young Kikuyu Association
  • – The Young Kavirondo Association
  • – The Kavirondo Tax payers Welfare Association
  • – The Kikuyu Central Association Any 1 point, 1 mark each                                   
  1. Situations which may lead to by-elections in Kenya:-
  • – When a member withdraws his citizenship or is grabbed by a Court of Law.
  • – When an incumbent member of parliament dies
  • – When an MP receives a jail term exceeding 12 months or receives death penalty from court of law
  • – When a member resigns from the party which sponsored him.
  • – When an MP resigns from the Parliament
  • – When a member is proved to have committed an election offence.
  • – When an MP is declared bankrupt by a Court of Law.
  • – When an MP fails to attend eight consecutive parliamentary sessions without a valid reason.

Any 2 points, 1 mark each.                

 

  1. The roles of the Local Native Councils in Colonial Kenya:-
  • – To provide a means through which the government could come to understand the African and be able to contain him.
  • – To encourage and develop a sense of responsibility and duty towards the state among the African leaders.
  • – To provide a forum through which Africans of all status could express themselves but be restricted to the district level.

Any 2 points, 1 mark each.    

                                   

SECTION B (30 MARKS)

 

13(a) Reasons for the Bantu migrations into Kenya in the Pre-colonial Period.

  • – Population pressure at their original homelands
  • – The iron technology enabled them to fight away their enemies and produce more food hence expansion began to chase their enemies and expand agriculture.
  • – Internal pressure caused by family quarrels
  • – Natural calamities like diseases, famines and drought befell them.

 

 

 

  • – The spirit of adventure
  • – External pressure by warring neighbours

Any 5 points, 1 mark each                                                     

 

  • The political activities of the Agikuyu in the Pre-Colonial Period:-
  • – The Agikuyu were organized into clans
  • – The clan was the highest Political unit
  • – The members of a clan occupied a single territorial called mbari, usually one ridge.
  • – Each clan was led by a council of elders, Kiama which had a Chairman called, Muthamaki
  • – Muthamaki emerged due to his personality and leadership potentials.
  • – The senior council of elders, i.e. the Kiama performed both religious and judicial roles
  • – The council ensured that law and order was maintained and settled disputes.
  • – The Riika (age-set) was a very vital unifying sector in the clan.
  • – Its members considered each other as brothers. They jointly received military training and thereafter made up a single fighting unit.
  • – During peace times performed tasks like the construction of paths, bridges and houses.
  • – The Kikuyu system was basically a decentralized type of Political Organization.

Any 5 points, 2 marks each

 

  1. (a) Ways in which the Christian Missionary activities facilitated the British Colonization

            of Kenya:-

  • – They built schools where Africans were taught Western culture and education hence Africans were pacified.
  • – The abolished slavery which had been on for years hence Africans saw their government to be a better one.
  • – They also provided free health services to Africans, hence many diseases could be treated, thus better partners
  • – Due to African hostility to them in some areas, they called for their governments to come for their protection. Any 3 points, 1 mark each       

 

  • How the central Government was organized in Colonial Kenya:-
  • – At the head of the Colonial administration was the Colonial Secretary based in London.
  • – At first the Headquarters was in Zanzibar. By 1900 it was transferred to Mombasa.
  • – The Governor was the head of the Colony.
  • – He was advised by an Advisory Council set up later.
  • – An executive council also emerged to ensure implementation of colonial policies
  • – A legislative council was set up in 1907 to make colonial laws with the governors assent.
  • – For easy centralization of authority, the colony was divided into administrative provinces headed by Provincial Commissioners
  • – Provinces were further divided into districts under District Commissioners and Officers, Manned by White Officers.
  • – Below them were the Chief heading locations under the Chiefs, Authority Act – They were Africans.
  • – Under them were the village headmen.

N/B The Chiefs main duties were to collect taxes, recruit African labour and maintain law

and order at grassroots.

– There was a very strict chain of command.

Any 6 points, 2 marks each                                      

 

 

 

15.(a) The immediate causes of the MAU MAU movement:-

  • – Pressure from the ex-world War II servicemen who demanded for fair rewards in 1947.
  • – The massacre of striking workers by the British Police at the Uplands Bacon Factory in 1947
  • – The brutal eviction of African residents at the Olenguruone settlement scheme by the Colonial government / The Olenguruone episode of 1947.
  • – The Urban crisis whereby the dwellers stayed in pathetic conditions i.e. unemployment, discrimination, poor housing etc.
  • – The closure of the vegetable factory at Karatina which led to loss of revenue and unemployment there, hence the farmers were really affected / The Karatina Factory incident.

Any 5 points, 1 mark each

           

  • Problems which African nationalists in Kenya before 1945:-
  • – They applied primitive fighting tactics compared to Britain who had better trained soldiers.
  • – They had communication problems as they did not have a lingua Franca and yet each tribe had its own language.
  • – The White government controlled the Mass Media against their wishes hence difficult to disseminate their grievances.
  • – Their was no adequate international support to add necessary pressure on the colonialists e.g. UNO & OAU.
  • – The African freedom to move within the country was curtailed by the Kipande system hence affecting their activities.
  • – The Africans also lacked the firearms which were widely used by the White army, hence they relied on weaker and proper types of weapons.
  • – Due to little or no formal education, some of them could not understand the need for national unity against a common enemy-the British
  • – Tribal feelings were strong in them at this time, hence they had very localized demands e.g. Luos, Agikuyu, Akamba e.t..c. Any 5 points, 2 marks each  

      

SECTION C (30 MARKS)

 

16.(a) The I.P.P.G. in full:-

  • – The Inter-Parties Parliamentary Group.

 

  • Ways in which the advent of Multiparty politics has caused tribal animosity in Kenya since 1991:-
  • – It has led to ethnic clashes in various parts of the country.
  • – Each tribe became suspicious of another as far as national leadership is concerned since 1992.
  • – Mushrooming of tribal-oriented Political parties
  • – Appointments to national top jobs is based on Political Affiliations/Tribal overlordship

Any 2 points, 1mark each                              

 

(c ) The role of Political in Kenya’s development:

  • – They participate in educating Kenyans about their democrative rights
  • – They teach Kenyans about their Policies and Manifestos so as to enable them choose which one to belong.
  • – They groom people who undertake national leadership roles e.g. President.
  • – They contribute to economic development by raising funds for the needy people or for building development projects e.g. schools, cooperatives, health centres, etc.
  • – The opposition put checks and balances on the ruling party which has to deliver to survive / can pass a vote of no confidence on an unpopular government.
  • – Political parties through parliament reduces the excesses of the Chief executive / abuse of power
  • – They also participate in preaching peace and harmony among Kenyans in their various constituencies.
  • – They discuss and make or amend the laws governing the country the August House.

Any 6 points, 2 marks each                                       

 

  1. (a) An election petition defined:-
  • – This is a legal complaint raised against a person who is suspected to have committed an election offence during an election in a country. The competent court of law has to try such a case e.g. High Court. A good definition                                               

 

(b) The law – Making process in Kenya takes an elaborate process going through several

            stages:-

  • – The first reading
  • – The second reading
  • – The committee stage
  • – The third reading
  • – The Residential Assent
  • – The Kenya Gazette

N/B The Chronology must be checked.

 

  • Functions of the Electoral commission of Kenya:-
  • – Preparation of nomination papers, voting cards and ballot boxes country wide
  • – Distribution of nomination papers, voting cards and ballot boxes to the voting stations.
  • – Supervising the voting in various polling stations.
  • – Counting of votes after the voting exercise is over.
  • – Fixing voting stations in every constituency throughout the country.
  • – Appointing returning officers to represent him in each constituency.
  • – Organizing a fresh register of voters
  • – Fixing new electoral boundaries Any 5 points, 2 marks each                                                   
  1. (a) The new districts created in Nyanza province between 1997 and Mid 1998.
  • – Gucha District
  • – Nyando District
  • – Bondo District Any 2 points, 1 mark each     

 

(b) Main reason for the creation of new administrative units in Kenya:-

  • – To bring government services closer to the local residents.

 

  • Duties of District Commissioners in Kenya:-
  • – To represent the President in his area of Jurisdiction e.g. during Public holidays
  • – To link the district residents with the government.
  • – To co-ordinate government administration in his district.
  • – To coordinate development projects in the District as the Chairman of the District Development committee.
  • – To intregret/ explain government policies at the district level.
  • – He is the chairman of the District liquor licensing Board
  • – He is the Chairman of the District land control board.
  • – He ensures that government policies are implemented at the district level.

 

  • – He is the chairman of the District Trade Licensing Board.
  • – He issues permits / licenses for Public meetings in the district.
  • – He is an ex-office member if the District country councils hence oversees their administrations.
  • – He may administer civil marriages on behalf of the state.
  • – He administers district revenue to ensure transparency and accountability in their use.
  • – He co-ordinates the works of all the government ministries and the NGO’s in his district.

Any 6 points, 2 marks each   

 

 

HISTORY & GOVT I

PAPER II

 

SECTION A (COMPULSORY)

 

  1. State two social activities of the early man during the Middle stone age.       (2mks)
  2. How did religion contribute to early Urbanization in Africa?                   (2mks)
  3. Give two raw materials which could be combined into bronze metal.                   (2mks)
  4. Give one way in which magazines and newspapers are useful to the modern man. (1mk)
  5. Name one missionary society who visited Buganda Kingdom before 1900. (1mk)
  6. List two differences between Islam and Christianity.                   (2mks)
  7. Give two advantages of road over railway transport.       (2mks)
  8. What was the main reason for Menelik’s resistance against the Italians?       (1mk)
  9. State two ways in which the opening of the Suez canal in 1869 contributed to the scramble

for African Colonies.                                                                                                       (2mks)

  1. What is balance of trade?       (1mk)
  2. List the two theories of agricultural origins and development in the world.       (2mks)
  3. Give two social effects of the Trans-Saharan Trade on west African people. (2mks)

 

SECTION B (30 MARKS)

 

13.(a) State three factors which have facilitated industrialization in the third World since Mid 20th.

(3mks)

  • Explain six factors which have hindered rapid industrialization in the third World countries.

                         (12mks)

14.(a) Give three factors for the development of trade between the West African Coast and the

outside World.                                                                                                                        (3mks)

  • Outline three ways in which slaves were acquired during the Trans Atlantic Slave trade.

(3mks)

  • Discuss the economic impact of the Trans-Atlantic Trade.   (9mks)

 

15.(a) State three reasons for Samori Toure’s resistance against the French Colonialists.            (3mks)

(b) Explain six factors for the protraction of this resistance                                            (12mks)

 

 

SECTION C (30 MARKS)

 

16(a) State three reasons for early agriculture in India.                                                       (3mks)

  • Discuss the effects of inherent food shortages on the economies of African countries        (12mks)

 

17(a) Name three gods among the Maya Society.                                                                (3mks)

  • Explain the six roles of traditional religion among the Maya of Central America (12mks)

18(a) Name any three iron working sites in Africa.                                                             (3mks)

  • Explain six results of the discovery and use of iron in Africa.                       (12mks)

 

 

HISTORY & GOVT I

PAPER II

MARKING SCHEME

 

SECTION A (20 MARKS)

 

  1. The social activities of the early man during the Middle Stone Age Period.
  • – Early man had fully developed language
  • – He wore animal skins
  • – Painted their bodies with red ochre and soils
  • – Had developed religious practices, e.g. burrying the dead.

Any 2 points, 1 mark each

 

  1. How religion contributed to early Urbanization in Africa:-
  • – The areas of worship were built with very strong and magnificent architectural designs/temples/shrines.
  • – Religion attracted hundreds of worshipers to regions of worship hence contributing to urbanization.
  • – Religious centres were generally sacred, hence enhancing unity and peace in such centres which was necessary for development e.g. in the East Coast of Africa / City States grew due to Islamic influence. Any 2 points, 1 mark each

 

  1. The two raw materials which could be combined into bronze metal are:-
  • – Tin
  • – Copper Any 2point, each 1 mark

 

  1. The ways in which magazines and newspapers are useful to the modern man.
  • – Sources of leisure / entertainment
  • – Provision of news
  • – Provision of advertising facilities / trade Any 1 point, 1mark    

 

  1. The Missionary Societies which visited Buganda Kingdom before 1900.
  • – The Church Missionary Society
  • – The Holy Ghost White Fathers / Roman Catholics.

Any 1 point

           

  1. Differences between Islam and Christianity.
  • – Mohammed was the lost prophet while Jesus one of the many prophets
  • – Islamic Doctrines allow for Polygamy while Christian one do not.
  • – The Holy book in Christianity is the Bible while Muslims use the Koran
  • – Islamic doctrines are more rigid while Christian ones are relaxed.

Any 2 points, 1 mark each     

 

 

 

  1. The advantages of road over railway transport:-
  • – Road transport is faster than railway transport where there are no electric trains.
  • – Railways are more expensive to construct compared to roads
  • – The wagons are more expensive to buy compared to vehicles
  • – Rails are less flexible compared to roads

Any 2 points, 1 mark each

 

  1. The main reason for Menelik’s resistance against the Italians.
  • – To preserve Ethiopia’s national sovereignty / independence.

Only 1 point

 

  1. Ways in which the opening of the Suez Canal in 1869 contributed to the Scramble for African colonies.
  • – It provided the shortest sea route to India
  • – Whoever controlled Egypt obviously controlled the Suez Canal.
  • – Whoever controlled the Nile waters also controlled Egypt and the Suez Canal and thus facilitated Colonization of Uganda
  • – Kenya was colonized as a route to India
  • – Countries who funded the construction of the Canal claimed refund in the name of colonizing Egypt. Any 2 points, 1 mark each                               

 

  1. Balance of trade definition.
  • – This refers to the money value difference between the exports and imports of a Country.

A good definition.      

 

  1. The theories of agricultural origins and development in the World:-
  • – The one area (centrifugal) theory which holds that agriculture first developed in a single place and then spread to other parts of the World.
  • – The independent theory which holds that the agrarian systems developed independently in different areas of the World. 2 points, 1 mark each

 

  1. The Social effects of the Trans Saharan Trade on West African People:-
  • – The introduction and spread of Islamic religion in Western Sudan
  • – It encouraged intermarriages between the peoples of North Africa and Western Sudan
  • – It led to Warfare as rulers built their armies to defeat one another.
  • – It led to the growth and development of towns and cities in West Africa e.g. Jenne, Gao, Timbuktu, etc.
  • – The Islamic type of Education was introduced where even schools and Universities were built.
  • – Diplomatic relations between the Western Sudan and North Africa improved.
  • – New architectural designs were copied by the people of Western Sudan.
  • – Islamic scholars were also employed in western Sudan.

Any 2 points, 1 mark each                             

 

SECTION B (30 MARKS)

 

13.(a) The factors which have facilitated industrialization in the Third World since Mid 20th.

  • – Availability of cheap labour.
  • – Availability of necessary raw materials e.g. agricultural and minerals.
  • – Acquisition of relevant technological know-how
  • – Existence of some indigenous industries which provided the foundation for the process of industrialization.
  • – Demand for the products both locally and in other countries
  • – Availability of capital from World Bank, IMF etc.
  • – Existence of a developed infrastructural facilities e.g. roads, railways, banks, insurance, etc.
  • – Availability of power e.g. Coal, HEP, oil, etc.
  • – Encouragement of foreign investment in the third World.
  • – Political Stability/Sound economic planning.

Any 3 points, 1 mark each     

 

  • Factors which have hindered rapid industrialization in the third world countries:-
  • – The large scale poverty which befalls such countries e.g. India.
  • – Political turmoil which leaves no room for meaningful development.
  • – Stiff competition from the developed world e.g. the USA.
  • – High population growth rates which differ to the national revenue to only feeding and social welfare activities.
  • – Poor network of transport and communication in such nations.
  • – Inadequate capital for industrial investment.
  • – Poor planning, hence less emphasis on the industrial sector.
  • – The bulk of the labour force is illiterate or semi-literate, hence the needed expertise and skills are lacking.
  • – Widespread restrictive and protective policies which don’t encourage private enterprise and investors.
  • – These countries lack the necessary natural resources e.g. minerals.
  • – Some lack the necessary power. Most of the tropical rivers have not been harnessed for HEP generation. any 6 points, 2marks each     

 

  1. (a) Factors for the development of trade between the West African Coast and the outside
     World:-
  • – High demand for the foreign goods in W. Africa and demand for Western goods too in the New World and Europe.
  • – Existence of local trade in the area
  • – Accessibility of the regions through the Atlantic Ocean
  • – Existence of a strong economy based on agriculture / availability of goods.
  • – Presence of good and able leaders who provided security to traders.
  • – Existence of rich merchants who invested in the trade.
  • – The availability of slaves which later became a vital trade commodity from the forest belt.

Any 3 points, 1 mark each

 

  • How slaves were acquired during the Trans Atlantic Slave Trade:-
  • – Organized raids by individual traders and chiefs.
  • – Warfare, through sale of war captives
  • – Through leaders selling out subjects
  • – Though kidnapping
  • – Through enticing e.g. with sweets
  • – Through panjaring / seizing of a debtor. Any 3 points, 1 mark

 

 

 

 

 

(c) The economic impact of the Trans Atlantic trade:-

  • – Slave trade stimulated the growth of trade between Europe and West Africa e.g. guns & cloth were brought into West Africa.
  • – Houses were destroyed and farms were burnt, while animals were killed hence destruction of property.
  • – It led to the decline of the famous Trans- Saharan trade.
  • – It led to economic underdevelopment and the strong men and women were taken away to captivity during slavery.
  • – The importation of manufactured goods led to the decline of local industry.
  • – The Africans developed a taste for the Western manufactured goods e.g. cloth, rum and glassware.
  • – It led to the emergence of a wealthy class of merchants who acquired wealth from the trade e.g. John Hawkins, Jaja of Opobo, Samori Toure, etc.
  • – It helped the United States to rise and grow as an industrial power using the skilled European and unskilled African slave labour
  • – It led to underdevelopment and overexploitation of resources in Africa and America by the Europeans. any 6 points, 1½ marks each             

 

15(a) Reasons for Samori Toure’s resistance against the French Colonialists:-

  • – To end the French Colonialists
  • – To end the French attempt to extend their pendence of the Mandinka Empire
  • – To enable him maintain his throne
  • – To defend the areas claimed by him
  • – The French violation of their treaty of friendship – BISANDUGU

any 3 points, 1 mark each

 

  • Factors for the protraction of this resistance.
  • – Samori had acquired a lot of wealth from trade and hence was capable of maintaining his workers and soldiers.
  • – He had a very strong standing army of about 12,000 regular and 90,000 reserves.
  • – His capability to manufacture most of his weapons locally including supplement from abroad / well equipped army.
  • – He had a determination of retaining and safeguarding his independence inspite of the foreign threats to occupy and rule it.
  • – Samori was a staunch Muslim, thus he waged a jihad against the infidels / pagan French Christians / Mass religions support.
  • – He had very good organizational skills hence was able to create highly swift and agile guerilla units within his army.
  • – He applied the scorched earth policy against the French.
  • – The creation of Boles United the Mandinka.

any 6 points, 2 marks each

 

SECTION C (30 MARKS)

 

16.(a) Reasons for early Agriculture in India:-

  • – Availability of water from R. Ganges and Indus for irrigation farmlands
  • – Existence of fertile soils which were deposited along river valleys.
  • – Existence of indigenous crops in the area.
  • – Establishment of settlements along river valleys created more demand for food / High population / high demand for food.
  • – Decrease in food supply from the natural environment led to starvation.
  • – Availability of farm labour
  • – Availability of storage facilities
  • – Availability of means of transport of wooden wheeled carts
  • – Use of good tools e.g. wooden plough
  • – Use of improved methods of irrigation e.g. earth dams and dykes
  • – Availability of adequate rainfall during certain times of the year promoted farming.
  • – Immigrants from Middle East who had agricultural knowledge introduced farming.

any 3 points, 1 mark each

 

  • Effects of inherent food shortages on the economies of African countries:-
  • It has led to high mortality rates due to either lack of food or malnutrition
  • Huge sums of money are spent on food importation / hinders industrialization
  • It leads to very high food prices, hence many poor remain hungry.
  • It sometimes causes political inrest due to soaring food prices e.g. Sudan, Somali, Ethiopia, etc.
  • It worsens the refugee problem is some countries. People move to the neighbouring nations in search of food and due to civil wars.
  • Countries remain, dependent on the West for food aid.
  • It extends the effects of neo-colonialism from the Western Capitalists.

Any 6 points, 2 marks each                            (12marks)

 

17.(a) The three gods according to the MAYA of Central America:-

  • Kunab Ku – Supreme god
  • Yum Kax – god of maize
  • Pipil – sun god
  • Chec – god of rain

Any 3 points, 1 mark each                              (3marks)

 

  • The roles of traditional religion among the Maya of Central America:-
  • Religion provided spiritual care to the members of the society.
  • Religion set moral standards in the society
  • It promoted unity and harmony in the society
  • Religious leaders played advisory roles in matters affecting the society.
  • Religion provided the basis for secular law
  • It was used to unite them against foreign invasion
  • It served as a link between the Spiritual world and man
  • It provided answers to the mysteries of nature
  • Medicinemen relied on religion to treat the sick.

any 6 points, 2 marks each                             (12 marks)

 

  1. (a) The iron working sites in Africa:-

– Nok               – Bahaya          – Taruga

– Meroe           – Aksum          – Winam Gulf

– Carthage       – Kwale

any 3 points, 1 mark each                              (3marks)

 

  • Results of the discovery and use of iron in Africa:-
  • The discovery of iron technology led to the manufacture of better and efficient tools for farming e.g. iron hoes and pangas
  • The use of iron tools enabled people to clear natural vegetation and bring more land under cultivation / increased food production.
  • The demand for iron ore and iron tools led to the development of trade between communities.
  • The development of iron technology led to the job specialization, iron smiths became very respectable members of the society.
  • The use of iron weapons in warfare intensified inter-community conflicts. The stronger communities conquered and absorbed the weaker ones
  • The possession of iron weapons made it possible for communities to improve their system of defence.
  • Possession of iron weapons led to the emergence of states through conquest e.g. Mali, Songhai, Ghana etc.
  • Possession of iron weapons and implements facilitated immigration of people – they were better armed and could face the dangers on the way.

any 6 points, 2 marks each                             (12 marks)

 

 

HISTORY & GOVT II

PAPER ONE

 

SECTION A: (25 MARKS)

 

  1. Give two examples of unwritten sources of history.       (2mks)
  2. State three characteristics that distinguish man from other primates.       (3mks)
  3. Identify two archeological sites in Tanzania.       (2mks)
  4. Give the major areas of study in history.       (2mks)
  5. Give two methods used by the archeologists to determine the age of fossils.       (2mks)
  6. State the theories put forward to explain the origin of man.       (2mks)
  7. State two economic activities of the Homo sapiens.       (2mks)
  8. Give reasons why Africa is considered the cradle of mankind.       (2mks)
  9. State two characteristics of Homo – sapiens.       (2mks)
  10. State two factors which contributed to the development of early agriculture in ancient

Egypt.                                                                                                                               (2mks)

  1. Identify the main impacts of early agriculture in India.       (2mks)
  2. State two ways in which the Agrarian Revolution contributed to the development of urban centres in Europe.       (2mks)

 

SECTION B (45 MARKS)

 

  1. (a) Discuss the factors which led to agrarian revolution in America.       (10mks)

(b) State five effects of food shortages in Africa.                                                                 (5mks)

 

  1. (a) Give five characteristics of industrial Revolution in Europe.       (5mks)

(b) What factors favoured the development of industries in Britain?                      (10mks)

 

  1. (a) Discuss the consequences of the use of Iran in Africa.       (10mks)

(b) What was the use of gold in Africa?                                                                    (5mks)

 

  1. (a) State three advantages of petroleum as a source of energy.       (3mks)

(b) What problems have faced Brazil in her efforts to industrialize?                      (5mks)

  • What was the role of priests in Ancient Egypt?             (5mks)
  • State two uses of modern wind energy.             (2mks)

 

SECTION C (30 MARKS)

 

  1. (a) Identify five factors that led to the rise of Asante Empire.       (5mks)

(b) Identify the main sources of the British constitution.                                                     (8mks)

  • What was the importance of the Odwira festival.             (2mks)

 

  1. (a) State some of the problems that European companies faced in Africa during the

19th century.                                                                                                                (5mks)

  • Identify the causes of the Chimurenge war.             (10mks)

 

  1. (a) What led to the downfall of Samouri Toure after keeping the French at bay for 15 years?

(10mks)

(b)  Why did Menelik fight the Italians at the battle of Adowa.                                     (5mks

 

 

HISTORY & GOVT II

PAPER ONE

MARKING SCHEME

 

  1. – Oral traditions –  Customs handed down from one generation to another by word of mouth.
  • Anthropology – Study of present day organisation of communities
  • Linguistics – Careful analysis of a peoples language will reveal the peoples past development.
  • Archeology – Study of mans past by scientific analysis of the material remains of his culture.
  • Paleontology – They deal with fossils to provide information about the physical characteristics of earlier farms of humanity. any 2 x 1 = 2mks

 

  1. – Development of speech
  • Development of brain
  • The upright posture. 1 x 3 = 3mks

 

  1. – Garusi
  • Olduvai Gorge
  • Peninj
  • Apis Rock
  • Isimila
  • any 2 x 1 = 2mks

 

  1. – Political history
  • Social history
  • Economic History. any 2 x 1 = 2mks

 

  1. – Carbon 14 method
  • Potassium organ method
  • Palea – magnetic dating
  •                                                             any 2 x 1 = 2mks

 

  1. – Creation
  • Evolution
  • Mythical (traditional theories.) any 2 x 1 = 2mks
  1. – He was a tool maker
  • He hunted and gathered wild animals and roots
  • He was also a fisherman
  • He practised agriculture
  • He kept animals
  • He also made baskets, pots and made clothes. any 2 x 1 = 2mks

 

  1. – Mans eaniest remains have been found in Africa.
  • Mans eaniest material culture has been found in Africa any 2 x 1 = 2mks

 

  1. – Sloping forehead / thick forehead
  • Large brain 1000cm3 – 1800cm3 or thinking man
  • Walked upright
  • Had refined speech
  • Had smaller jaws compared to earlier farms.
  • Had well – developed thumb for grasping
  • Thick and heavily built any 2 x 1 = 2mks

 

  1. – Fertile deposits of silt left by the flooding of the annually
  • Availability of water for irrigation form the Nile.
  • The improvement of basin irrigation by the invention of the shadoof
  • Shadoof irrigation made if possible to grow crops of grains annually
  • The invention of ox-drawn ploughs increased agricultural production.

any 2 x 1 = 2mks

 

  1. – Adequate food led to population increase.
  • Indian society was highly stratified especially in cities. Most of the people were labourers either in agriculture or performing low jobs in trade.  The wealthy few and administrators or kings and priest were merchants.
  • A type of writing consisting of pictograms was developed.

any 2 x 1 = 2mks

 

  1. – The enclosure system forced the landless peasants to migrate to urban centres to look for

wage labour.

  • Mechanization in agriculture also forced many peasants from the farms into the towns to seek employment. any 2 x 1 = 2mks

 

SECTION B ( 45 MKS)

 

  1. a) –  Immigrants from Britain due to enclosure system found fertile grounds in America to

practice their farming  skills.

  • Introduction of slave labour in the 16th century slaves cleared bushes and provided labour in the farms.
  • In America crops were grown in areas that favoured them eg. Carn in carn belt, wheat in wheat belt etc.
  • Introduction of plantation farming brought large areas under farming
  • Increased demand for raw materials for European industries encouraged expansion in agriculture
  • American government gave aid to farmers eg. 1860 homestead Act, which legalised land ownership and authorised the federal government to give loans to farmers.
  • Scientific inventions eg. Cotton gin in 1793 and John Deere’s Steel plough.
  • Application of new and improved farming methods
  • The development of food preservation methods eg. Canning and refrigeration
  • Development of good transport and communication network e.g roads and railway.

1 x 10 = 10mks

 

  1. – Many countries spend their foreign reserves on importing food stuff.  This has reduced capital investment in other industrial sector.
  • Due to food shortage, food prices go up thus forcing many people to go hungry
  • Some countries have been faced with political instability due to food shortage and high prices e.g Sudan, Tunisia in 1980s
  • Frequent food shortages force people to become refugees in neighbouring countries
  • Many countries faced with food shortage have to rely on aid from developed countries. Aid is usually given with certain conditions which affects that country politically and economically.
  • Death caused by lack of food or proper diet are high in such countries.

any 5 x 1 = 5mks

 

  1. a) –  The use of machines to replace human labour
  • Use of steam power to replace water, wind and animal power
  • Made use of loan and steel in many fields such as building of houses, machines instead of wood and iron.
  • Rise of factory system in towns instead of the cottage industries at home.
  • High standards of living
  • Development of science and the intensive application of scientific knowledge in production.
  • Growth of modern capitalism
  • Production of good in large quantities. 1 x 5 = 5mks

 

  1. – Britain had accumulated wealth from her trade with other countries and her colonies.  She was able to invest this capital in industry.
  • She had a powerful navy which she used to protect her merchants
  • She had a large population that provided labour in the industries as well as large market for her manufactured goods
  • She had valuable minerals like coal and iron ore that were very important for industrialization.
  • Existence of capitalists / entrepreneurs who were willing to invest in the industries.
  • Well developed transport and communication system eg. Good roads and railway system
  • Political stability and good leadership provided a good atmosphere for industrial growth
  • Availability of skilled labour
  • She had no internal custom barriers which could negatively affect industrialization.
  • Existence of banking and insurance system gave financial help and security to the industrialists
  • Scientific revolution led to improvement and expansion of industries.

any 10 x 1 = 10mks

 

  1. (a) Discuss the consequences of the use of Iran in Africa.
  • With new tools forests were cleared for cultivation and livestock rearing.
  • With new tools for cultivation food production increased.
  • Destruction of forests influenced environmental and climatic changes.
  • With increased food production migrants, took place leading to the settlement of wide areas.
  • Powerful states based on Iron technology know how arose e.g. Nubia and kush along Nile in Sudan and Azom and Ghana.
  • Kingdoms also rose as a result of use of Iron weapons e.g. Mwene Mtapa, Buganda and Bungaro kingdoms.
  • It led to rise of a special class of people – the blacksmiths.
  • It enhanced trade between different communities through trade.
  • Iran implements were also used as medium of exchange.
  • Use of Iran weapons intensified inter – communities conflicts. The stronger ones conquered the weaker ones. (10×1 = 10marks)

 

  • What was the use of Gold in Africa.
  • Decorations and making ornaments e.g. Jewellery, utensils, for kings in Egypt rings and bangles.
  • It was used to make coins in Egypt and Mesopotamia.
  • The rich in Egypt use it to make handles for their swords.
  • It was a measure of wealth due to the fact that it was a precious metal.
  • It was a trading commodity in central and West Africa.
  • It was used to make swords and blades. (Any 5×1 = 5marks)

 

  1. (a) State three advantages of petroleum as a source of energy.
  • It is cheap for the countries that produce it.
  • It is easy to transport.
  • It can be put into many uses e.g. kerosene, aviation fuel, petrol and cooking gas.

(1 x 3 = 3marks)

 

  • What problems have faced Brazil in her efforts to industrialize?
  • Internal poverty affecting 40% of the population such that they cannot buy the manufactured goods.
  • Inability to fully exploit her natural resources especially in the Amazon forest and Malo arosso plain. They are sparsely coastal belt.
  • Inadequate transport problems makes things worse.
  • High rate of inflation which makes goods very expensive.
  • High foreign debt is another problem. (1×5 = 5marks)

 

  • What was the role of the priests in Ancient Egypt?
  • Maintaining temples.
  • Presiding the future e.g. when floods or drought occur.
  • Advising pharaoh’s on administrative and religious issues.
  • Taught the pharaoh’s how to read, write hunt and turaws javelin.
  • They hatmarized different agricultural activities such as weeding planting and harvesting. (Any 5×1 = 5marks)

 

  • Uses of modern wing energy
  • Pump water
  • Generate electricity. (Any 1×2 = 2marks)

 

 

 

 

 

 

  1. (a) Identify five factors that led to rise of Asante Empire.
  • Several small Asante states emerged around Kumasi. They gave support to each other when need arose mainly because they belonged to Oyoko clan.
  • They got a lot of wealth from the Trans-Atlantic slave trade which she used to strengthen the kingdom.
  • Asante acquired guns ammunition from Europeans which she used to conquer other states.
  • Centralization of authority under the Asanthene have ensured effective administration.
  • Asante kingdom was endowed with very important items of trade e.g. gold and kola – nuts.
  • The area was fertile and ideal for mixed farming thus plenty of food for the population. (Any 5×1 = 5marks)

 

  • Identify main sources of the British constitution.
  • Decisions made by the British carts of law.
  • Writings of political twinkers
  • Bio graphics of statesmen
  • Textbooks
  • The Hansard
  • Government publications.
  • Historical documents
  • Parliamentary acts. (1 x 8 = 8marks)

 

  • What was the importance of the Odwira festival.
  • The kings (state) met in Kumasi and pledged to the Asantehene.
  • Honoured the dead
  • Settled any disputes among themselves. (Any 2×1 = 2marks)

 

  1. (a) State some of the problems that European companies faced in Africa during the 19th
  • They had anticipated to get a lot of profit from trade only to discover there was very little trade.
  • Most became bankrupt due to lack of revenue.
  • They encountered serious resistance from the Africans which made administration very expensive.
  • Transport was a big problem because most rivers were not navigable and other means were not developed e.g. roads and railway.
  • Lack of experienced staff – they employed soldiers who had no knowledge of administration. (1×5 = 5marks)

 

  • Identify the causes of the Chimurenge war.
  • Loss of independence. Both Shana and the Ndebele had lost their independence to the British.
  • Loss of their king. The Ndebele had lost their king Lobengula during 1893 war.
  • Loss of land. Most of the fertile land had been taken by the British and the Africans were pushed into unproductive reserves that had no water or were infested with tsetse fly e.g. Gwaii and Shangani.
  • Forced labour: The Shana were forcibly recruited to provide cheap labour in settler farms.
  • Africans were forced to pay taxes to the white government.
  • The Shona had always traded with the Portuguese but this had been disrupted by the British who took over the trade.
  • Material disaster such as famine, drought, locust, rinder pest were given a religious interpretation. To the priests their god mwari was annoyed with the presence of the whiteman.
  • Loss of cattle – The British confiscated cattle from the Ndebele and the Shona.
  • The Ndebele were annoyed because they had lost the Shona as their subject. They could no longer use them as (Holi) slaves.
  • Use of mashona police. The Ndebele angered them because the Shona were their subjects.             (1×1- = 10marks)

 

  1. (a) What led to the downfall of Samouri Toure after keeping the French at bay for 15 years?
  • He failed to achieve unity from the African e.g. Ahmad of Tokolor Empire and Tieba of Sikasso.
  • The French had powerful weapons.
  • The French army was well trained and well disciplined and equipped.
  • He moved his empire eastwards thus lost the Buremines which were a source of revenue for him.
  • His people got tired of being moved from place to place and started supporting the French.
  • The adoption of the scorched earth policy by Samori against local rulers made some people hostile towards him and helped the French.
  • Sierra Leone was declared a British protectorate: he could not impart arms any more.
  • He failed to get support of the British who bargained with the Mandinka for French concessions elsewhere in Africa.
  • As the war progressed the wanted more money and therefore imposed heavy taxes on his people. This made him very unpopular. (1×10 = 10marks)

 

  • Why did Menelik fight the Italians at the battle of Adowa.
  • He wanted to preserve the independence of his kingdom.
  • To protest against Italy’s claim that Ethiopia was their protectorate
  • Italy had annexed northern part of Ethiopia.
  • Italians had made effort to divide Ethiopian rulers by inciting the Northern chiefs against Menelik.
  • Their efforts to deter him from holding negotiations with Russia and France.

(1×5 = 5marks)

 

HISTORY & GOVT II

PAPER II

 

SECTION A.

 

  1. State the methods the historians have used to obtain the historical information concerning

their country.                                                                                                                    (2mks)

  1. What are the most common features of the political organisation of most Bantu communities.

(3mks)

  1. State three economic activities of the Kalenjin in Kenya during the pre-colonial period.

(3mks)

  1. State three reasons behind the Maasai migration during the pre-colonial period       (3mks)
  2. Describe the economic organisation of the Somali in pre-colonial period.       (3mks)

 

 

  1. What religious functions did the Orokoiyot of the Nandi perform during the pre-colonial

period?                                                                                                                             (3mks)

  1. State two religious practices of the Agikuyu.       (2mks)
  2. Give two reasons why the British allowed the Imperial British East Africa Company to administer their possession in East Africa during the 19th                       (2mks)
  3. Give two reasons why the Turkana were able to resist the incoming of the British for such

along time.                                                                                                                        (2mks)

  1. What were the reasons behind the construction of the Kenyan Uganda railway. (2mks)

 

 SECTION B  (45 MARKS)

 

  1. (a) What were the effects of the Maasai migration during the pre-colonial period? (7mks)

(b) What was the role of the council of elders among the Kenyan communities during the

pre-colonial period?.                                                                                                 (8mks)

 

  1. (a) What were the sources of information about the Kenyan Coast by the 16th (5mks)

(b) Describe the characteristics of Coastal towns by 1500.                                      (10mks)

 

  1. (a) What factors led to the Mau Mau uprising in colonial Kenya?           (10mks)

(b) Name five African leaders who were detained with the declaration of a state of emergency

in Kenya.                                                                                                                     (5mks)

 

  1. (a) In what ways did the colonial government provide settler agriculture?       (9mks)

(b) Name some of the enterpreneurial activities Africans engaged in during the Colonial

period in Kenya.                                                                                                        (6mks)

 

SECTION C (30 MARKS)

 

  1. (a) What are the duties and functions of the District Commissioners?       (9mks)

(b) Identify six categories of people whose personal liberty is limited.                   (6mks)

 

  1. (a) Identify the rules of using the wheel on people who used it.       (5mks)

(b) What is the role of KANU in government?                                                             (10mks)

 

  1. (a) Identify several types of elections in Kenya.       (6mks)

(b) State the conditions necessary for one to qualify to be elected as a member of parliament.

(9mks)

 

HISTORY & GOVT II

PAPER II

MARKING SCHEME

 

SECTION A (25 MARKS)

 

  1. Methods the historians used to obtain the historical information concerning their
  • Archeology
  • Anthropology
  • Written records
  • Oral traditions
  • Linguistics Any 2×1 = 2marks

 

  1. Features of the political organisation of most Bantu communities.
  • The Bantu were organized into clans.
  • They had age-set and the kinship systems.
  • Most of the Bantu societies were decentralized.
  • They had councils of elders who acted as the highest political constitutions.
  • They had warriors who defended each community.

Any 3×1 = 3marks

 

  1. Economic activities of the Kalenjin in Kenya during the pre-colonial period.
  • They were farmers growing millet & sorghum
  • They practised livestock keeping.
  • They were iron workers making iron tools and weapons.
  • Hunted and gathered wild fruits and roots.
  • Traded with neighbours e.g. Luo, Maasai and Abaluyia.
  • Had Craft Industry which included pottery and basketry and leather work.

Any 3×1 = 3marks

 

  1. Reasons behind the Maasai migration during the pre-colonial period.
  • Population increase / pressure.
  • Search for pasture for their animals.
  • Drought and famine.
  • Internal quarrels / civil wars.
  • External pressure / war with neighbours e.g. the Iteso, Turkana and Karamajong’.

Any 3×1 = 3marks

 

  1. Economic organisation of the Somali in pre-colonial period.
  • They were nomadic pastrolists who kept camels, cattle, goats and sheep.
  • They also practised smithing, pottery and weaving & other crafts.
  • Hunting and gathering. any 3×1 = 3marks

 

  1. Functions the Orokoiyot of the Nandi perform during the pre-colonial period
  • Acting as a priest / mediating between people and God.
  • Offering sacrifices to God on behalf of the people.
  • Blessing people before they undertook special activities e.g. blessing warriors before a raid.                                                                               any 1x 3 = 3marks
  1. Religious practices of the Agikuyu.
  • Ancestral worship
  • Worshipped God in sacred places
  • They offered sacrifices to God. any 2×1 = 2marks

 

  1. Reasons why the British allowed the Imperial British East Africa Company to administer their possession in East Africa during the 19th Century.
  • It would have been very expensive for the British tax payers to sustain.
  • The company officials were familiar with the region based in their trading experience in the area.
  • British government did not have enough personnel for administration.

any 2×1 = 2marks

 

 

 

 

  1. Reasons why the Turkana were able to resist the incoming of the British for such along time.

–    Their country was hilly, rocky and dry therefore they were able to relocate their

animals and  homesteads as soon as they sighted the British.

  • They knew their terrain better than the British.
  • They acquired arms from Ethiopia through their agents like the Dangiro and Merille.

Any 2×1 = 2marks

 

  1. Reasons behind the construction of the Kenyan Uganda railway.
  • To establish effective control over British East Africa.
  • To stop slave trade and promote legitimate trade.
  • To facilitate the movement of troops and government administrators.
  • To link Uganda with the East Coast and the outside world for greater economic growth. Any 2×1 = 2marks

 

SECTION B  (45 MARKS)

 

  1. (a) Effects of the Maasai migration during the pre-colonial period
  • Increase in population in Kenya.
  • Split of Maasai into two Ilmaasai and Iloikop.
  • Kwari took over cultivation. They were partly influenced by their agricultural neighbours and favourable climate and soil.
  • A number of communities were displaced by the Maasai e.g. Abagusii.
  • They intermarried with their neighbours e.g. Agikuyu, Gusii.
  • They traded with their neighbours i.e. Gusii, Agikuyu and Akamba.
  • They influenced improvements in the military techniques of their neighbours.

1×8 = 8marks

 

(b) Role of the council of elders among the Kenyan communities during the pre-colonial period.

  • Maintenance of law and order.
  • Settlement of disputes.
  • Presiding over religious ceremonies.
  • Dealt with war affairs & epidemics
  • Ensured peaceful relations with other communities by setting boundaries.
  • Determined inter-tribal marriages.
  • Declared times for social functions such as initiation.
  • Declared ware and make peace neighbours. 1×8 = 8marks

 

  1. (a) Sources of information about the Kenyan Coast by the 16th century
  • Greco Roman documentary that only makes indirect references to the Coast.
  • The periplus of the Erythrean sea written in Greek around 120 A.D. describing commercial voyage along the coast.
  • Geography – a title of a book written by Claudius Atolemy on the 5th It describes regular and busy commerce between outsiders and the local population.
  • Documents by Arab merchants such as Ibu-Batula and Al Masudi provide some information.
  • Several Swahili histories (chronicles) which have come down from early time e.g. the history of pate, Lamu and Mombasa.
  • Archeological evidence which include remains of pottery iron tools and coins which support the existence of international trade. Any 5×1 = 10 marks

(b) The characteristics of Coastal towns by 1500.

  • Kiswahili was the language of communication.
  • Islam was the common religion.
  • Architecture was African but with influence from Arabian, Persian and Indian designs.
  • Islamic law was used in administration
  • Prosperity was based on commerce across the Indian Ocean.
  • Trade was the main economic activity in the towns.
  • A sultan, Sheikh or diwan headed a city state government which was independent.
  • Towns were centres of commerce, religion and administration.
  • Competition among the city states for wealth and power was common.
  • Towns minted and used their own coins / money.
  • People wore woven and silk clothes. Any 10×1 = 10marks

 

  1. (a) Factors that led to he Mau Mau uprising in colonial Kenya
  • Loss of independence to Europeans
  • Failure by the colonial government to fulfil the promises made during recruitment of the war effort e.g. employment.
  • There was growing unemployment as well as deteriorating living and working conditions for African workers
  • Oppression by cruel chiefs and colonial police
  • Land alienation.
  • Refusal by the Colonial government to introduce political reforms.
  • Discrimination in the provision of Social services.
  • Police opening fire on upland Bacon factory workers who were on strike killing and wounding some.
  • The Olong episode October 1949 in Seme arid Yatta.
  • Taxation
  • Poor wages
  • Forced labour
  • European cultural arrogance.                       Any 10x = 10marks

 

(b) African leaders who were detained with the declaration of a state of emergency in Kenya.

–     Jomo Kenyatta

  • Bildad Kagia
  • Fred Kubai
  • Paul Ngei
  • Achieng Oneko
  • Kungu Karumba Any 5×1 = 5marks

 

  1. (a) In what ways did the colonial government provide settler agriculture?
  • They provided the settlers with land.
  • They provided continuos flow of labour.
  • African agricultural activities were controlled to reduce competition for markets e.g. Africans were not allowed to grow coffee until 1930’s.
  • They provided adequate transport network to ease marketing of produce and delivery of farm inputs e.g. roads were constructed and railway extended.
  • They established research stations to facilitate the development of better breeds for better yields.
  • The Colonial government established banks where the settlers got loans.
  • They encouraged settlers to form co-operatives for better marketing of their produce.
  • Through political representation in the legislative council they managed to get many Concessions from the government such as tariff barriers and removal of custom duties.
  • The Ministry of Agriculture was established to co-ordinate their agricultural activities. 1×9 = 9marks

 

(b) Name some of the enterpreneurial activities Africans engaged in during the Colonial period

in Kenya.

–     Food processing.

  • Trade
  • Mining
  • Beer brewing
  • Tailoring
  • Sheep keeping
  • Commercial transport. Any 6×1 = 6marks

 

 

SECTION C (30 MARKS)

 

  1. (a) The duties and functions of the district commissioners
  • He represents the president in National Celebrations at the district level.
  • He is responsible for the maintenance of law and order.
  • He Co-ordinates all government departments in the district. As such he guides and supervises the work of departmental heads.
  • He explains government policies to the people.
  • He also ensures that all government projects are implemented.
  • He is a member of local authorities in the district and therefore ensures that councils carry out their duties.
  • He issues licences and trade permits for example he is the chairman of liquor licencing board and the District Trade Licencing Board.
  • He administers marriages on behalf of the state.
  • He administers district revenue and Co-ordinate the functions of various non-government organisations. 1×9 = 9marks

 

(b) Identify six categories of people whose personal liberty is limited.

  • Convicted criminals
  • A person suspected of having committed or about to commit a criminal offence.
  • A person of unsound mind.
  • A drug addict.
  • A vagrant.
  • A young person under 18 years of age may be denied personal liberty for the purpose of his education and welfare.
  • A person with an infection or contagious disease be detained to prevent spread.

Any 6×1 = 6marks

 

  1. (a) Identify the rules of law that limit free speech.
  • If one makes or publishes openly false statement about another person, he commits a circuit offence.
  • It is an offence for anyone to disclose confidential information relating to the government e.g. National Security and defence.
  • It is an offence to incite people against the government or promote hostility among Kenyans.
  • Law prevents people from publishing anything which the courts and parliament consider as interference with their functions.
  • It is an offence to publish obscene matters. 5×1 = 5marks

 

(b) What is the role of KANU in government?

  • Promote the country’s economic and social development.
  • The party decides and formulates policy objectives within the government works.
  • The party keeps the government informed of the feelings of the people towards the establishment.
  • The party implements its policies through the civil service.
  • KANU officials advise the government on policies that are popular with the masses.
  • The party lays down policy to guide its members of parliament.
  • The party decides and proposes the various development project to be undertaken by the government.
  • Maintaining law and order.
  • Formulate foreign policies. 1x 10 = 10marks

 

  1. (a) Identify several types of elections in Kenya.
  • Civic elections i.e. Local government.
  • Presidential election.
  • General elections / parliamentary.
  • Elections of the speaker / Deputy Speaker of the National Assembly.
  • Party election.
  • By election. 1×6 = 6marks

 

(b) State the conditions necessary for one to qualify to be elected as a member of   

parliament.

  • Must be a Kenyan citizen.
  • Must be 21 years and above.
  • Be registered as a voter in the constituency one wants to contest in the election.
  • Be able to read and write in English and Kiswahili.
  • Must have been in the country for at least 6 months prior to the elections.
  • Be registered member of a registered political party.
  • Should not be one who has been declared bankrupt.
  • Must not hold other posts in the civil service.
  • Must not be insane.
  • Must pay 10,000/- shilling deposit.
  • Must not have been in jail or the last 6 months.
  • Must have either been born there or has an asset in the constituency or staying there.

Any 9×1 = 9marks

 

 

HISTORY & GOVT III

PAPER II

 

SECTION A (25 MARKS)

 

  1. What does the term Pre-History mean.       (1mk)
  2. Why are written records important as a source of information on History?       (1mk)
  3. How is Geology related to the study of History?       (1mk)
  4. What does the term “Homind” mean?       (1mk)
  5. What is the other name for Dryopithecus?       (1mk)
  6. Give three distinct characteristics of Homosapiens.       (3mks)
  7. What factors favoured the beginning of agriculture during the New Stone Age? (3mks)
  8. Name two early forms of energy.       (2mks)
  9. Name three forms of early transport.                                                                       (3mks)
  10. Give three reasons why Seyyid Said made Zanzibar his capital.       (3mks)
  11. Give two characteristics of Agrarian Revolution.       (2mks)
  12. What role does adequate population play in the industrial development of a country? (2mks)
  13. Why was Uganda important to the British during the scramble and partition of Africa?(2mks)

 

SECTION B (45 MARKS)

 

  1. (a) State factors that contributed to the development of early Agriculture in Ancient Egypt.

(5mks)

  • Explain the effects of the development of early Agriculture in Ancient Egypt.      (6mks)
  1. (a) Give five factors that led to rapid development of urban centres in Europe in the

19th Century.                                                                                                               (5mks)

  • Explain the results of urbanization in Europe in the 19th                             (10mks)

 

  1. (a) What was the effect of the use wheel on people who used it?                           (8mks)

(b) Explain the impact of railway transport on society.                                           (7mks)

 

  1. (a) What methods are used by the European powers to occupy Africa during the 19th?

(10mks)

(b) State five reasons why African leaders collaborated with the Europeans.              (5mks)

 

SECTION C (30 MARKS)

 

  1. (a) Describe the political organisation of the Ndebele during the Pre-Colonial period.      (9mks)

(b) Identify factors that led to the rise of the Asante Empire.                                 (6mks)

 

  1. (a) State some of the problems that European companies faced in Africa during the

19thC                                                                                                                           (5mks)

(b) Explain the consequences of indirect rule in Nigeria.                                            (10mks)

 

  1. (a) Discuss the causes of the Temne-mende Revolt.                                                    (10mks)

(b) What was the significance of the Buganda Agreement?                                    (5mks)

 

 

HISTORY & GOVT III

PAPER TWO

MARKING SCHEME

 

  1. Pre-History: Refers to history of man before written records were made.

(1×1 = 1mark)

  1. Written records are important as a source of information on History
  • Because they are permanent records for future reference. (1×1 = 1mark)
  1. Geology related to the study of History
  • It is a study of fossils which are used to restructure history. (1×1 = 1mark)

 

 

  1. “Homind” means : Man – like creature.                                                           (1×1 = 1mark)

 

  1. Other name for Dryopithecus :  Pron consul / woodland ape               (1×1 = 1mark)

 

  1. Characteristics of Homosapiens.
  • A big brain (about 1000CC)
  • Walked upright / Bipedal
  • Had a more refined speech.
  • Had ability to grasp objects (3×1 = 3marks)

 

  1. Factors favoured the beginning of agriculture during the New Stone Age
  • Development of tools
  • Development of settled life.
  • Increase in population leading to high demand for food.
  • Change in weather / climate conditions made wild food scarce.
  • Hunting and gathering were becoming tiresome.
  • Availability of variety of cereals e.g. wheat, barley.

(Any 3×1 = 3marks)

  1. Forms of energy.
  • Wood
  • Wind
  • Solar
  • Water (Any 2×1 = 2marks)

 

  1. Forms of early transport.
  • Human transport
  • Animal transport
  • Water transport
  • Land transport. (Any 3×1 = 3marks)

 

  1. Reasons why Seyyid Said made Zanzibar his capital.
  • Zanzibar supported his efforts.
  • Green and pleasant Island with better climate than Muscat.
  • Had good habours where ships could anchor.
  • Had fresh water and fertile soil (suitable for cultivating cloves).
  • To control Indian Ocean Trade. (Any 3×1 = 3marks

 

  1. Characteristics of Agrarian Revolution.
  • Invention and use of machines
  • Increased productivity of food.
  • Use of fertilizers / pesticides / control of livestock diseases. (Any 2×1 = 2marks)

 

  1. Role the adequate population play in the industrial development of a country
  • Provides adequate supply of labour as industrial workers.
  • Provides ample market for manufactured goods of trade. (Any 2×1 = 2marks)

 

  1. Uganda importance to the British during the scramble and partition of Africa?
  • The strategy of the River Nile with its source in Uganda but strategic in Egypt because of the British occupation of Egypt and shares of the Suez Canal.
  • Concern for missionaries who were being massacred in Buganda e.g. Bishop Hannington of C.M.S.             (2×1 = 2marks)
SECTON B  (45 MARKS)

 

  1. (a) Factors that contributed to the development of early agriculture in ancient Egypt.

–       Availability of  reliable source of water from the river Nile

  • Existence of fertile soils along the river Nile – i.e Silt /  Alluvial soils
  • The invention and use of Shadoof / canals / Irrigation methods
  • Existence of a stable government under the pharaoh / political able leaders
  • Existence writing helped them to keep accurate records of seasons and volume of floods
  • Use of slave labour on farms
  • Invention and use of farm implements e.g the Ox –drawn plough to replace sticks and

bronze drawn hoes

  • Foreign influence from South west Asia where crop farming was first practised
  • Building of food stores / storage facilities encouraged expansion of Agriculture .

                         ( Any 9×1= 9mks ) 

 

  • Effects of the development of early agriculture in Ancient Egypt
  • Improved farming methods led increased food production and high population
  • Farmers became settled down / permanency / led to free time to specialise in craft
  • activities such as pottery/containers.
  • Led to trade in food surplus due to increased food production .
  • Led to development of towns /urban centres like Memphis, Akhetetan, Thebes of
  • Aswan as food production centres along the river Nile valley
  • Led to development of writing (Thieroglyphics) Arithmetic geometry and the calender
  • which facilitated keeping of seasons etc
  • Leadership developed – pharaohs took charge both over Urban and rural areas
  • Agriculture influenced the development of religion . The pharaoh was regarded as the
  • god ruling  over humans . Religious ceremonies were held in temples e.g for good
  • harvests e.tc.                                                            ( any 6 x1 = 6marks)

 

  1. (a) Factors that led to rapid development of urban centres in Europe in the 19th c.            
  • Establishment of Industries / rapid industrialisation
  • Enclosure system created a class of landless people who migrated to urban centres in search of waged labour
  • Increased mining activities mining industry facilitated rise Urban centres.
  • Expansion of transport system – led to rise of urban centres as railway stations at crossroads
  • Expansion of trade with the Outside world /international trade
  • Availability of capital for investment led to business activities and rise of towns to accommodate such activities.
  • Existence of enterpreneurs who were willing to invest surplus capital facilitated the rise of urban centres
  • People moved into towns and concentration of population /labour force led to rapid development of towns   ( Any 5 x1 = 5mks )

 

(b)    The results of urbanization in Europe in the 19th Century.

  • Poor recreational and amusement facilities
  • Long working hours for low wage bracket for men women and children
  • Migrants of many people to towns led to overcrowding in Urban centres
  • Increased urban population put pressure on limited social amenities such as schools and hospitals
  • It led to the development of slums especially for those who could not afford to pay house rents – leading to epidemics –Cholera Typhoid  etc
  • Led to environmental pollution due to uncontrolled disposal of industrial and domestic wastes – leading to ill health (etc)
  • Crime increased with the increasing number of unemployed people in the urban centres
  • Establishment of industries in Urban centres created employment opportunities for rural craftsmen who moved to town for better wages
  • Led to improvement of communication infrastructure such as postal services
  • Led to expansion of commercial activities such as banking and trade
  • Too much rural urban migration led to Unemployment
  • The demand for raw materials  led to the expansion  in Agriculture
  • Urbanisation led to the interaction between different communities from different parts of Europe in urban centres . This promoted political awareness among masses.
  • Urbanisation led to Agricultural land being encroached upon as the urban centres expanded
  • Poor working conditions urban dwellers
  • Inadequate medical services and no insurance compensation for factory injuries
  • Low wages in relation to cost of living in urban centres

( Any 10 x1 = 10mks )  

     

16 .(a)  Effects of the use of the wheel on people who used it.

  • People made wagons pulled by pack animals for transport of people and goods of trade
  • Roads developed for wheeled wagons to travel on
  • Encouraged migration of people to borders and other regions
  • Influenced the invention of spoked wheels which replaced solid wheels, Spoked wheels influenced development of war Chariots
  • The wheel was adopted by potters to fashion day by Chinese and Sumerians
  • Water wheels ere used to generate energy in early industries in Europe/ led to improved industrial output .
  • Wheels were used to draw water from wells, facilitated irrigation process
  • In locomotives using steam engines to facilitate faster transport

( 1x 8 = 8mks )  

(b) The impacts of railway transport on society.

  • Led to expansion of trade in Europe and the rest of the world
  • Facilitated the movement of people and promoted greater integration .
  • Promoted agriculture and assured farmers of means of transport for their farm produce
  • Provided employment opportunities for people in the society
  • Led to growth and expansion of urban centres .
  • Facilitated industrial process by providing quick and cheap means of transport for raw materials, manufactured goods and industrial workers .
  • Environmental pollution through emission of large amounts of carbon –dioxide/smoke into the atmosphere.
  • Reduced transport cost of goods of trade.
  • Paved the interior of man countries of the world to mining and farming
  • Paved way for colonisation and exploitation of overseas countries of their resources
  • Led to migrations and settlements of people in new lands and consequence development of these lands                              (Any  7×1 = 7mk s ) 

 

17(a)  Methods used by the European powers to occupy Africa during the 19th Century.

  • Used chartered companies of traders to pioneer European motives e.g British South

African company and central  Africa .

  • Used diplomatic negotiations using tactics including trickery to win over Africans
  • Signed treaties both agreement and forced threats to have African lands.
  • Persuaded Africans using lavish promises, giving presents gifts to lure chiefs to allow them to occupy their lands – Lozi and Buganda .
  • Promised Africans protection and trade benefits to have treaties signed e.g with or between Lobengula and Moffat of British S.A company
  • Some established mission stations trading posts, military posts etc as bases to operate from.
  • Politicians in Europe made claims over large areas in Africa for their countries on information of men on the sport.
  • Used divide and rule methods/ played one society against the other caused friction/defeat  g  Fante against Asante.
  • Annexed land bases e.g Lagos to control hinterland
  • Forcefully conquered and occupied areas of resistance e.g in Matebele land .
  • Pressurised rulers to stop slave trade hence started legitimate trade as a means of occupation.
  • Used Benin Conference to determine the occupation of the interior during the scramble                                                                                                           (Any 10 x 1 = 10mks)      

  

  • Reasons why African leaders collaborated with the Europeans.
  • Many African leaders did not understand the intentions of Europeans and assumed they would soon leave .
  • Some wanted protection against their enemies
  • They hoped to save their independence
  • The leaders wanted to retain their positions
  • Material gains from the Europeans
  • Influence from the missionaries already present in their country.

( Any 5 x1 =5mks)

 

SECTION  C  ( 30 MARKS)

 

  1. The political organisation of the Ndebele during the pre-colonial period.
  • It was a kingdom headed by a king
  • The king was a supreme judge and commander in chief of the army
  • The kingdom was divided into a number of military towns
  • Each settlement was headed by an Induna .
  • The Indunas were governed merely by enforcing the rulers directives
  • The settlements ( regimental towns ) were further divided into units ruled by Junior officers
  • The King kept a standing army
  • The King provided the soldiers with  shields ,short stabbing  spears (a segai ) as well as feeding the regiments .
  • Soldiers remained in active service until 40 years when they were released to go and marry.  ( 9 x1 = 9 marks )

 

  • Factors that led to the rise of the Asante Empire.
  • Several small Asante states emerged around Kumasi . They gave support to each other when need arose mainly because they belonged to Oyoko clan .
  • They got a lot of wealth from the Trans Atlantic slave trade which she used to strengthen the Kingdom .
  • Asante acquired guns and ammunition from Europeans which she used to conquer other states
  • Centralisation of the authority under the Asantehene ensured effective administration .

 

 

  • Asante Kingdom was endowed with very important items of trade e.g gold  and Kola nuts
  • The area was fertile and ideal for mixed farming thus plenty of food for the population . (1 x 6 = 6mks )   

 

  1. 19. (a) Problems that European companies faced in Africa during the 19th
  • They had anticipated to get a lot of profit from trade only to discover there was very
  • little trade
  • Most became bankrupt due to lack of revenue
  • They encountered serious resistance from the Africans which made administration very expensive
  • Transport was a very big problem because most rivers were not navigable and other means were not developed e.g  roads and railway
  • Lack of experienced staff: They employed soldiers who had no knowledge of administration                                                                   (1 x 5 = 5mks)

 

  • The consequences of indirect rule.
  • It led to erosion of the traditional powers of the emirs and other African rulers
  • In South Nigeria the warrant chiefs who had been appointed were non-existent contributed  to the  modernisation of the region .
  • In south Nigeria the Missionaries built schools and hospitals and this helped raise the standards of living of he people
  • The introduction of law courts in the south helped to prevent people from taking law into their hands and traditional practices such as mutilation of limbs and human sacrifice were banned.
  • The North remained backward and conservative because missionaries were officially discouraged from going there: Education and health lagged behind.
  • Lack of skilled manpower in the North led to influx of southerners to work as teachers, clerks e.t.c . They dominated the Southerners which later brought about friction
  • The Emirs gained more power over people than before
  • In the North the system was successful because the subject felt that their traditions had been justly protected and were still ruled by their leaders
  • Indirect rule helped to spread the use of modern currency
  • It led to rise of Nationalism. The system had ignored elite and so were not happy . They spearheaded the development of nationalist movements.  

 (1 x10 = 10 mks)

 

20.(a)   The causes of the Temnemende revolt.

  • British extension of the protectorate to include interior Temne and Mende .
  • Use of Creoles in their occupation . Africans hated them because they despised their culture
  • Traditional chiefs had lost their power
  • Police force – The people despised the presence of police among them . They always interfered with the internal politics of African government. They lacked respect for chiefs
  • Loss of Independence
  • Abolition of slave trade – It was their source of livelihood.
  • Loss of land : their land was declared crown land
  • Introduction of hut – tax system – African would not understand the concept of paying for houses they had  built
  • Forced labour – to build barracks, roads
  • Flogging of chiefs in public   ( 1×10 = 10mks )     

 

  • The significance of the Buganda Agreement.
  • It gave legitimacy to British claim over Buganda
  • It gave them a basis for the  administration of Buganda, whose position in the  protectorate was strengthened
  • Kabakas powers were considerably reduced e.g chiefs did not have to rely on is patronage since they were British administrators
  • Saza chiefs were the real beneficiaries . The new land tenure gave them  land  right to impose land rent
  • The increase Sazas of from 1 to 20 by the confirmation of Buganda’s recent annexation of several countries from Bunyoro caused friction later with Bunyoro over her “lost countries”                                                     (1 x 5= 5mks)  

 

 

HISTORY & GOVT IV

PAPER ONE

 

SECTION A (  25 MKS)

 

  1. What is the meaning of Government?       2mks
  2. Give two reasons why the Africans were against the provision of labour for settlers. 2mks
  3. Name two independent religious movements, which were established in Kenya by 1930.       2mks
  4. State two factors that led to the migration of the Bantu people into Kenya.       2mks
  5. What were the reasons behind the construction of Kenya – Uganda railway?       2mks
  6. State two economic activities of the Akamba.       2mks
  7. Trace the administration system of the Mijikenda.       2mks
  8. Apart from trade, give two reasons why Arabs came to the Kenyan coast by 1500 2mks
  9. Name two city states that existed, flourished and declined on the Kenyan coast. 2mks
  10. State the significance of the presence of the Portuguese at the Kenyan coast between

the 15th and 17th centuries.                                                                                               2nks

  1. Mention two symbols of national unity in Kenya.       2mks
  2. Mention two methods used by European relations to establish their rule in Africa 2mks

 

 

SECTION B  (  45 MKS)

 

  1. a) Name three officials of IBEACo. Other than William Mackinnan.                    3mks
  2. b) For what aims was the IBEA Co. formed in Kenya       5mks
  3. c) What part did William Mackinon play in encouraging the British interest in Kenya.                                                                                                                                                            7mks
  4. a) Mention four present day Oromo speakers in Kenya.                                                     4mks
  5. b) What were the reasons for migration of the Oromo from their original homeland? 6mks
  6. c) Give and explain the consequencies of the expansion of the Oromo into Kenya by

1800                                                                                                                      5mks

 

  1. a) Give five reasons for the Akamba resistance against the British.                       5mks
  2. Discuss the reasons for the failure of armed resistance against the British by Kenyan

communities.                                                                                                       10mks

 

  1. a) Why did the Maasai collaborate with the British?                                               5mks
  2. b) What were the results of the collaborations?       10mks

SECTION C  (  30 MKS)

 

  1. a) Define Provincial Administration.                                                                       3mks
  2. b) Explain the functions of the chief.       12mks

 

  1. a) Name three occasions when the Kenyan National anthem is sung.                    3mks
  2. b) Explain six factors that promote National Unity       12mks

 

  1. a) Name three types of local authorities in Kenya.                                                 3mks
  2. b) What services are provided by Local Authorities in Kenya.       12mks

 

 

HISTORY & GOVT IV

PAPER ONE

MARKING SCHEME

 

  1. Meaning of Government.
  • Is a group of people who govern a nation or state.
  • Is an organised political community with the apparatus from the state.

 

  1. Reasons why the Africans were against the provision of labour for settlers.
  • Africans attached no importance to money
  • Many did not like to leave their families inorder to work for the Europeans.
  • The wages provided by the settlers were low
  • The poor and harsh conditions that Africans were subjected to by the white employers eg. Corporal punishment. 1 x 2 = 2mks

                                                           

  1. The independent religious movements which were established in Kenya by
  • Momiya Luo Mission
  • Christian universal Evangelical union
  • Kilumi movement
  • African independent Pentecostal church
  • African Orthodox church

–     Mumbo cult.                                                               Any 2 x 1 = 2mks

 

  1. Factors that led to the migration of the Bantu people into Kenya.
  • Population pressure
  • Search for pasture
  • Search of land for cultivation / farming
  • Iron work stimulated them as they were able to clear big portions of land.
  • Spirit of adventure / wander lust.                        Any 2 x 1 = 2mks

 

  1. The reasons behind the construction of Kenya – Uganda railway
  • To establish effective control over British East Africa
  • To stop slave and promote legitimate trade
  • To facilitate the movement of troops and government administrators.
  • To link Uganda with the East Coast and outside world for greater economic growth.                                                1 x 2 = 2mks

 

 

 

  1. Economic activities of the Akamba
  • Kept livestock
  • They were hunters
  • They were traders / practised commerce
  • They were also cultivators.                                              Any 2 x 1 = 2mks

 

  1. The administration system of the Mijikenda.
  • the political set up of the mijikenda was controlled by the clans.
  • The elders of the clan sorted all matters belonging to their Kaya
  • The clan leaders held some rituals of the Kaya
  • Oath taking was also administered by the elders. Any 2 x 1 = 2mks

 

  1. Reasons why Arabs came to the Kenyan coast by 1500
  • Some fled to the Kenya Coast as a result of religious and political persecution at home.
  • To spread Islam
  • To establish settlements
  • To explore the region
  • Adventure excitement.                                                         Any 2 x 1 = 2mks

 

  1. City states that existed, flourished and declined on the Kenyan coast.
  • Vumba
  • Gedi
  • Mombasa
  • Lamu

 

  1. The significance of the presence of the Portuguese at the Kenyan coast between the 15th and 17th
  • Building of Fort Jesus which became a historical site
  • They brought to the coast crops such as maize, groundnuts, sweet potatoes, cassava, pineapples, paw-paws and guavas.
  • Some of their words were added to Kiswahili
  • Formation of strong links with India
  • They introduced Christianity at the coast though it never had any impact on the local people
  • Their presence reduced the spread of Islam at the coast.

Any 3 x 1 = 3mks

  1. Symbols of National unity in Kenya.
  • The Kenya flag
  • The coat of arms
  • The loyalty pledge
  • The National Anthem
  • National awards                                                 any  2 x 1 = 2mks

 

  1. Methods used by European Nations to establish their rule in Africa.
  • Signing of treaties with African rulers
  • European nations came in to protect their nationals ie traders, missionaries etc
  • The Europeans used military action to force the acceptance of their colonial rule by Africans.                                                                          Any 2 x 1 = 2mks

 

 

 

SECTION B  ( 45 MKS)

 

  1. a) Officials of IBEA Co. other than William Mackinnon
  • Lord Lugard
  • Makenzie
  • Jackson

 

  1. IBEA Co. aims in Kenya.
  • To open up trade in the British territory with Sir William Mackinnon as its chairman
  • To help abolish slave trade in the interior of East Africa using the railway as a means of transport into the interior
  • To establish British influence and administration inland, particularly in Uganda region.
  • To assist in the exploration of East Africa so as to provide incentives for the Europeans to come and invest
  • To build the Uganda railway as a means of transport to the interior so as to exploit the resources.
  • To prevent the German encirclement of the British sphere of influence from within and the South of Kenya                                                                      Any 5 x 1 = 5mks

 

  1. Role of William Mackinnon in encouraging the British interest in Kenya.
  • Started the “British Indian Steamship company” which made friendship with the Sultans of Zanzibar which led to British protectorate over sultans territories.
  • Being a man of mixed motives; –  Religious philanthropist and commercial, he was part of businessmen in Europe who formed companies that financed missionaries to Africa e.g his IBEA Co. intervened in the case of missionary work in Uganda, – Kenya – Uganda protectorate was created.
  • His activities led to the signing of the Heligoland Treaty ( 1890) which divided E. Africa between Germany and Britain giving Kenya to Britain.
  • He encouraged investors from Europe to come to East Africa and help finance the building of the Kenya – Uganda Railway.
  • Urged the British Government for assistance to complete the railway. Though reluctant at first, the British consented later.
  • His company the IBEA Co. was used by the British to rule the Kenya protectorate and the government only took over when the company became bankrupt.
  • Because of the problems encountered by IBEA Co. eg. Keeping officials like captain lord Lugard being too expensive; the British govt decided to take over the rule. Invited the settlers to come and assist in raising revenue to help pay for the cost of building the railway and of administration.
  • Established a chain of forts and trading post from the coast to Uganda this gave the British a prospective view of the interior for exploitation purposes.
  • His company helped to soften the African response to British colonial advance eg. He made treaties with several rulers of the interior.

 

  1. a) Mention four present day Oromo speakers in Kenya.
  • Orma / Galla
  • Borana
  • Burji
  • Gabbra 1 x 4 = 4mks

 

 

 

  1. Reasons for migrations of the Oromo from their original homeland.
  • Search for pasture for their cattle
  • Oromo were running away from their enemies
  • They were forced to move because of cattle diseases
  • Natural calamities such as famine and draught forced them to migrate
  • They migrated in search for water for their animals
  • Family / clan feuds 1 x 6 = 6mks

 

  1. The consequencies of the expansion of the Oromo into Kenya by 1800
  • Through their expansion and settlement in Kenya, a new community, the Oromo came to exist in Kenya.
  • Expansion of Oromo into Kenya brought about population re-distribution. Some, weaker communities were displaced by the incoming Oromo.    Segeju were forced to flee their original homeland to Lamu Islands, Mwangea Hills in malindi and Lower Tana.
  • Oromo attacked Shungwaya the mythical settlement of the Eastern Bantu speakers dislodged them and forced them to migrate further South to safer areas such as Taita Hills and Mt. Kilimanjaro area.
  • Expansion of the Oromo into North Eastern Kenya intensified intercommunity conflicts over pastureland and water rights in the region.   Galla – Somali wars over pastureland.
  • Incoming Oromo communities intermarried with some of the Bantu communities eg. Mijikenda and Pokomo
  • Interaction between the Oromo and the Eastern Bantu groups brought about cultural fusion eg. Pokomo language has borrowed words from Oromo languages.

Any 5 x 1 = 5mks

 

  1. a) Reasons for the Akamba resistance against the British.
  • The British presence after the establishment of an administration station at Machakos adversely affected trade between the Akamba, and the coast. The British interfered with their trading activities, hence resistance.
  • The British porters and Askaris who were used by the British stole, raped and destroyed Akamba property.
  • The British had no respect for Akamba traditions. In 1890 the local British administrator, George Leith committed religious sacrilege by cutting down a tree form an “Ithembo” ( a sacred place) and using it as a flag pol.
  • British attempts to stop Akamba raiding activities on the Agikuyu caused discontent.
  • The British forces, who were stationed at their garrisons at Mwala and Mukuyuni were unpopular among the local communities as they looted and raped women.

1 x 5 = 5mks

 

  1. Reasons for the failure of armed resistance against the British by Kenyan communities
  • Disunity among the Kenyan communities. They at times fought one another,  thus giving room to the British to concentrate their soldiers in an area at a time and play one community against another.
  • Africans lacked modern weapons, thus while the British were using the machine gun they used spears, bow and arrows.
  • African warriors were not trained prior to their military encounters with the   Instead they were hapharzadly gathered in times of need.

 

 

 

  • Some communities had been reduced in population by epidemics and other natural calamities. So they were unable to offer effective resistance to the British.
  • Poor leadership –  Some leaders were even bribed with gifts eg. The Kamba leader accepted gifts of livestock and firearms to give up the armed struggle.

5 x 2 = 10mks

  1. a) Maasai collaboration with British.
  • The rise of the Nandi in the 1850’s due to political centralisation had greatly weakened the Maasai. The Nandi began to raid the communities that the Maasai raided before and even the Maasai themselves with their power and wealth, they could not offer any resistance.
  • The 19th century Maasai civil wars and succession disputes had further weakened them. The maasai fought amongst each other due to succession disputes.
  • Natural calamities e.g locust invasion, cholera epidemic ( 1869) pneumonia (1880s small pox and rinderpest weakened the Maasai.
  • Towards the end of the 19th century there was famine in Maasailand lenana therefore took some of his people to British forces and Gikuyu land to save them from imminent death. After the famine, he went for his people only to learn that they had been sold to slavery by the Agikuyu.  He was forced to seek help from the British.
  • The Kendong massacre where as a result of the killing of 650 Agikuyu and Swahili porters by the Maasai, the Maasai and the British were drawn together. After the attack two Europeans organised a counter- attack on the Maasai and 100 of them were shot to death.  The Maasai were impressed by the military might of the Europeans hence collaboration                                                                                                          5 x 2 = 10mks

 

  1. Results of collaborations?
  • The Maasai warriors were used to fight other uncooperative communities as auxiliaries and mercenaries.
  • Lenana was made “paramount chief of the Maasai.
  • The British used the existing friendship to negotiate for land concessions in 1904 and 1911. In 1904 the Maasai were settled in two reserves, the Laikipia and Ngong and a corridor was created to link the two.  In 1911 complaints from the settlers to the effect that Massai cattle were spreading diseases to their cattle led to the resettlement of the Maasai in one reserve Ngong.
  • The Maasai were given a favoured status by the British
  • They were rewarded with cattle acquired from uncooperative peoples
  • The Maasai were used to pacify resisting communities e.g Nandi, Luo, Bukusu.
  • The Maasai not only lost land but they also lost independence.
  • They were displaced and manipulated. 1 x 5 = 5mks

 

SECTION C.  ( 30 MKS)

 

  1. a) Provincial Administration.
  • Is part of the executive branch of the Central government, which operates at the provincial level.
  • It is composed of the provincial commissioner, District commissioner, District officers, Chiefs and Assistant chiefs.

 

  1. The functions of the Chief
  • Is the main link between the government and the people at the location level
  • Ensures that law and order are maintained. He is empowered to arrest law breakers with the help of administration police.

 

  • Explains government policies to the people in the location through public barazas.
  • Issues permits for both private and public functions.
  • Controls the use of dangerous drugs. Eg. Bhang, and the brewing of illegal drinks
  • Settles minor disputes involving people in his location.
  • He is the chairman of the locational development committee so promotes development projects in his location.
  • Mobilises wananchi to participate in public works eg the building of access roads bridges etc.
  • Checks on the payment of taxes eg. Coffee levy, radio, and bicycle licences.
  • Reports births and deaths and the outbreak of infectious diseases as soon as they occur. 1 x 12 = 12mks

 

  1. a) Occasions when the Kenya National Anthem is sung.
  • National celebrations eg. National days like Madaraka Day, Kenyatta day, Jamuhuri Day.
  • During functions that are presided over by the head of state and other dignataries.
  • The state opening of parliament
  • In schools during assemblies at least once a week.

 

  1. Factors that promote national unity in Kenya.
  • Kenya is a unitary state, and the constitution protects all Kenyans from all types of discrimination. It  also guarantees equality of opportunity to all Kenyans.
  • The government pursues the policy of fair and equitable distribution of resources. Social amenities such as schools, hospitals, are not based on race, religion or ethnic group.
  • Kenya offers the same education for all children in public schools. They use the same curriculum.
  • Social interactions in games, cultural activities, inter-communal marriages and in places of work promote national unity
  • Trade between different communities promotes national unity
  • A national language helps to foster national unity. In 1975 kiswahili was made the national language of Kenya.  It is a language which is spoken by Kenyans of different ethnic backgrounds, thus it promotes national unity.                    2 x 6 = 12mks

 

  1. a) Types of local Authorities in Kenya
  • Municipal councils
  • Urban councils
  • Area/ county councils
  • Town councils 1 x 3 = 3mks

 

  1. Services provided by local authorities in Kenya.
  • They serve the needs of the local people eg. In urban areas they provide markets and market facilities.
  • In rural areas they provided such services as the construction of cattle dips
  • They supplement government efforts by supplying certain services that the government is unable to provide
  • They help in development of participatory democracy as members of local authorities are elected
  • They provide employment opportunities for many eg. as councillors, administrators, clerks
  • They provide solutions to local problems since they are in a better position to understand them than the central government.

 

 

  • They pass by-laws for the smooth running of the local authority eg. For prohibiting rubbish dumping and hawking certain areas.
  • They bury destitute persons who die within their areas of jurisdiction and have no relating
  • They issue trade and business licences in their areas of Jurisdiction.

6 x 2 = 12mks

 

 

HISTORY & GOVT IV

PAPER TWO

 

SECTION A  ( 25MKS)

 

  1. Give short comings of oral traditions as a source of History.       2mks
  2. What is the stone Age?       1mk
  3. Give the names of the three main periods or phases of the stone Age.       3mks
  4. What was the differences between Olduwan and Acheulian tools?       1mk
  5. List the main uses of Acheulian hand axes.       3mks
  6. Which of the pithecines or hominids was also known as proconsul Man?       1mk
  7. Which type of tools is most typical of the late stone Age?       1mk
  8. What do historians call the first tool-making man?       1mk
  9. What was the capital of the Songhai Empire?       1mk
  10. Of which empire of the Western Sudan was Niani the capital?       1mk
  11. Who built boats using bundles of reeds?       1mk
  12. In Africa, drums were often used to send signals. In which country were talking drums

found?                                                                                                                               1mk

  1. What was Shungwaya?       1mk
  2. Which is the other name for the Oromo speaking people?       1mk
  3. Name three inventions which were made by Sir Isaac Newton       3mks
  4. State three results of the interaction between the Shona and the Ndebele during the

pre-colonial period.                                                                                                          3mks

 

SECTION B  (45 MKS)

 

  1. a) How did one become the King of the Asante in the 19th Century?                      1mk
  2. b) State seven economic activities of the Ndebele during the Nineteenth Century 7mks
  3. c) Discuss the social organization of the Buganda       7mks
  4. a) Identify five factors that led to rise of Asante empire.                                        5mks
  5. b) Describe the political organisation of the Asante.       10mks
  6. a) Explain the causes of the Maji Maji rebellion                                                                 6mks
  7. b) Give the reasons for the failure of the Maji Maji uprising.       9mks
  8. a) State three privileges enjoyed by the assimilated Africans.                               6mks
  9. b) Why did the policy of Assimilation fail?       9mks

 

SECTION C  ( 30 MKS)

 

  1. a) Give reasons for the rise and growth of the Buganda kingdom                           6mks
  2. b) Give an account of the establishment of European settlements in Africa before 1870

9mks

  1. a) Name three major world religions                                                                       3mks
  2. b) Discuss the role of religion in society       12mks

 

  1. a) Give reasons why European interest in Africa increased after 1850                   10mks
  2. Identify the factors that facilitated European conquest of African countries in the

19th century.                                                                                                          5mks

 

 

HISTORY & GOVT IV

PAPER II

MARKING SCHEME

 

SECTION A  ( 25MKS)

 

  1. Short comings of oral traditions as a source of History.
  • The information may be distorted due to exaggerations
  • The giver might be biased
  • Inaccurate
  • It may be difficult to distinguish what is real from what is imaginary
  • Failure of memory may lead to omission of facts.

Any 2 x 1 = 2mks

 

  1. Stone Age : Is the name historians have given that long period of mans history in which stone was the most important material used in the manufacture of tools and weapons

 

  1. Periods or phases of the stone Age.
  • Early or old stone Age ( lower palaeolithic)
  • The middle stone Age ( middle palaeolithic)
  • The late stone age / upper palaeolethic. 1 x 3 = 3mks

 

  1. Differences between Olduwan and Acheulian tools

Oldowan tools were fairly crude while Acheulian tools were made using more advanced stare working techniques.

 

  1. Main uses of Acheulian hand axes.
  • Skinning animals
  • Cutting and shaping bone and wood
  • Scraping animal skins
  • Gathering wild vegetable foods
  • Crushing bones for marrow
  • Any 3 x 1 = 3mks

 

  1. Dryopithecus Africanus 1 x 1 = 1mk

 

  1. Tools is most typical of the late stone Age
  • Microlith

 

  1. What historians call the first tool-making man                                               
  • Homohabilis

 

  1. The capital of the Songhai Empire
  • Gao

 

 

  1. The empire of the Western Sudan capital Miani         
  • Mali

 

  1. The Egyptians built boats using bundles of reeds

 

  1. The country where talking drums were found                                                             
  • Ghana

 

  1. Shungwaya – A Bantu settlement and point of dispersal           1 x 1 = 1mk    
  2. The other name for the Oromo speaking people – Galla
  3. Inventions which were made by Sir Isaac Newton
  • He discovered force of gravity
  • He discovered the nature of light and the speed at which it travels
  • He discovered the reflecting telescope and colours of the spectrum.

1 x 3 = 3mks

 

  1. Results of the interaction between the Shona and the Ndebele during the

pre-colonial period.

  • The Ndebele adopted Shona God Mwari
  • Ndebele began to participate in long distance trade
  • The shona were led by the Ndebele ie became their subject.

1 x 3 = 3mks

 

SECTION B  (45 MKS)

 

  1. a) How one became the King of the Asante in the 19th Century
  • Elected by the state kings (Omanihenas)

 

  1. b) Economic activities of the Ndebele during the Nineteenth Century
  • They were cattle keepers
  • They grew crops such a maize, cassava and millet
  • They were raiders, raising their neighbours for cattle
  • They traded with their neighbours
  • They were hunters and gatherers
  • They made pots and baskets
  • They were also iron workers. 1 x 7 = 7mks

 

  1. The social organization of the Buganda
  • They were organised into clans
  • The Kabaka was regarded as a semi-god
  • They have symbols of unity such as royal drums spears stools and throne
  • The umbilical cords of the Kabaka were preserved and the royal bones and tombs.
  • They worshipped their god – Katonda
  • They also practised ancestral worship
  • They had medicine men and sorcerers 1 x 7 = 7mks

 

 

 

 

 

  1. a) Factors that led to rise of Asante empire.
  • Several small Asante states emerged around   They gave supports to each other when need arose mainly because they belonged to Oyoko clan.
  • They got a lot of wealth from the Trans-Atlantic slave trade which she used to strengthen the kingdom
  • Asante acquired guns and ammunition from Europeans which she used to conquer other states
  • Centralization of authority under the Asantehene have ensured effective administration
  • Asante kingdom was endowed with very important items of trade eg gold and Kola – nuts
  • The area was fertile and ideal for mixed farming thus plenty of food for the population 1 x 5 = 5mks

 

  1. b) The political organisation of the Asante.
  • The Asante empire was ruled by a king / Asantehene.
  • He ruled with the advice of a confederacy or union council consisting of kings of the states forming the union
  • These state kings were called Omanhenes.
  • Each of these kings was required to swear an oath of allegiance to the Asantehene and had to give up the right of declaring war at will on a fellow king
  • Each king was required to give a contingent of soldiers when called upon to do so by the Asantehene
  • Asante states were bound together by the golden stool. It was the symbol of unity.
  • Each Omanhene was given a black stool
  • Each state had to pay tribute during wars and national emergencies.
  • The annual Odwira festival further strengthened the spirit of solidarity and nationhood.
  • The Asante had a strong military organisation
  • Each member state of the union was assigned a place in command of one of the wings.
  • The empire consisted of three divisions.
  1. Kumasi – directly under the Asantehene
  2. Amatoo or states outside Kumasi but which were part of the original union and lay 80km radius of modern Kumasi.
  • Conquered states which were considered as provincial and loosely bound to the Asantehene and the union
  • Asantehene appointed officers who represented him in the conquered states and in the diplomatic service. 1 x 10 = 10mks

 

  1. a) The causes of the Maji Maji rebellion
  • Germans were hated because of the way they treated the Africans
  • They imposed hut tax which was collected with a lot of ruthlessness
  • The use of the Arab and Swahili as Jumbos and Akidas was resented by the Tanzanians.
  • Africans were against forced labour. They were forced to work in public projects such as road construction or carrying timber from the forest.
  • Germans had no respect for African culture eg in Ugindo they slept with Mgindo women
  • African land was taken and given settlers
  • Desire by Africans to regain their independence.
  • Cotton scheme: Africans got little pay for the work eg. Zaramo got 35 cents after a whole years work                                                                               1 x 8 = 8mks

 

 

 

 

  1. b) Reasons for the failure of the Maji Maji uprising.
  • Germans had superior weapons compared to the Africans who used bows arrows and spears
  • Germans soldiers were well trained while the African used warriors who were only used to fighting when raiding for defending community. They had no military experience.
  • Germans were able to get reinforcement form Germany
  • The scorched earth policy used by the Germans destroyed corps, livestock leading to starvation of many Africans. This weakened their resistance.
  • Lack of unity among Africans
  • Lack of co-ordination by the Africans. Each tribe fought on its own.
  • The warriors got demoralised when the magic water failed to work
  • Many warriors get demoralised when leaders were captured and executed.
  • Some of the African communities collaborated with the Germans while others refused to join the uprising             1 x 9 = 9mks

 

  1. a) Privileges enjoyed by the assimilated Africans.
  • They enjoyed some civil and political rights as French men
  • They could vote and be voted for
  • They could become members of the French chamber of deputies
  • They were protected by French laws hence were not discriminated against
  • They could become French citizens
  • They were exempted from forced labour 1 x 6 = 6mks

 

  1. Why the policy of Assimilation failed
  • The school system did not indoctrinate the African sufficiently on the value of the policy. The schools were missionaries and were interested in converting the Africans to Christianity than in turning them into French man.
  • Cultural transformation takes generations to occur. Colonial rule lasted about

50 years.

  • French anthropologist rejected the ideas of assimilation. They argued that African culture and traditions should be respected.
  • Africans were strongly attracted to their own cultural values and therefore opposed the cultural imperialism e.g land ownership and polygamy
  • French businessmen saw Africans as a source of cheap labour and disapproved assimilation.
  • Assimilation was too expensive
  • Most Africans were Muslims and were not willing to change to Christianity.
  • French men believed in racial superiority
  • The assimilated Africans were alienated from the rest of the society

1 x 9 = 9mks.

 

SECTION C  ( 30 MKS)

 

  1. a) Reasons for the rise and growth of the Buganda kingdom
  • Steady food supply. The Baganda cultivated plantains in the fertile interlacustrine soils.  They also kept livestock.  These ensured a steady food supply.
  • The fall of the Chwezi dynasty. The Chwezi rule in the 15th century paved way for the rise of Buganda which had been under them.  The Kabaka of Buganda rallied his people behind him to annex some fertile pasturelands from neighbouring Bunyoro.
  • Iron – working: When Buganda took some areas from Bunyoro, the kingdom embarked on serious working and smelting.  This increased the provision of weapons for the kingdoms army agricultural implements and items of trade.
  • Expansion of trade – Buganda grew as a result of its trade relations with the coastal Arabs and swahili who entered the kingdom in the mid – 19th Contact with the Arabs made Buganda acquire firearms which were used in territorial annexation campaigns.
  • Political organisation: The successes of Buganda’s expansion was due to its stable centralised government.  It was centred on the Kabaka who extended his relations to all countries through marriages.
  • Strong standing army: unlike many chiefdoms of that time, the Baganda had a strong army led by skilled commanders.  The leader of the army, Mujuzi instilled good discipline in the soldiers.  A steady food supply                                              1 x 6 = 6mks

 

  1. b) Establishment of European settlements in Africa before 1870
  • The main European powers that set up settlement in Africa before 1870 were Britain, Portugal, France, Spain and Holland (the Netherlands)
  • The settlements were mainly along the coasts where the Europeans settled as traders.
  • The settling up of trading posts in places like the West African Coast, the Cape and along the Mediterranean coast.
  • They also settled on Islands such as the Canaries, madeira, Sao Tome in the Atlantic ocean and Mauritius, Madagascar and Seychelles in the Indian ocean.
  • By 1850 the Dutch (Boer) Trekkers had set up their republics in the interior of South Africa following the Great Trek events ( 1825 – 1840)
  • Trading posts were set up to link with the economically viable hinterland as was seen along the grain, ivory and slave coasts in West Africa.
  • Mission stations were set up in the interior as well as along the coast eg Abeokuta in Nigeria.
  • The construction of military forts and garrisons such as Fort Jesus provided security to Europeans settlers and traders.
  • Other settlements were set up as refreshment centres as was the case of the cape in 1652 by Jan Van Rieback’s group. 1 x 9 = 9mks

 

  1. a) Major world religions
  • Christianity
  • Islam
  • Hinduism
  • Buddhism any 3 x 1 = 3mks

 

  1. b) Roles of religion in society
  • Religion promotes unity in society since people who belong to the same religion are bound together by their religion.
  • Religion provides leadership in society. Early political leaders were also religious leaders.
  • Religion has played an important role in education. The first centres of learning in Europe were monasteries.  The first universities in Europe and Asia started as centers of religious studies.
  • Religious principles and laws from the foundation of modern law. Religious laws eg. The Decalogue ( ten commandments are among the earliest written laws and they have helped to lay a foundation for the development of modern law.
  • Religion has influenced architecture e.g Egyptian temples

 

 

  • Religion has contributed to poetry. Religious texts provide rich poetry e.g the songs of Solomon in the bible, the vedas.
  • Religion has led to a class of religious leaders eg priests, diviners and medicinemen. Because of their special roles in society, they have become important and highly political leaders eg. The pope
  • Religion has helped in the development of art eg painting, sculpture of religious scenes.
  • Religion provides comfort to man in times of problems and despair.

Any 6 x 2 = 12mks

 

  1. a) Reasons why European interest in Africa increased after 1850
  • European traders wanted trading partners.
  • Search for market for the industrial goods
  • They wanted a source of raw materials for the industrial goods
  • Prestige –  they considered colonies as a source of wealth hence a sing of great prestige.
  • Loss of America by Europe following the Manroe Doctrine of 1823 reduces European influence in America and increased their interest in Africa.
  • Emergence of Belgium, Italy and Germany as powers made them to take interest in Africa.
  • The spread of Christianity to check Islamic influence in Africa. Missionary societies urged their mother governments to give them protection against the Against the Africans who were hostile.
  • Surplus population in Europe including freed slaves necessitated search for new areas to resettle this population. Africa was regarded as having “vacant” land
  • Increased geographical knowledge of Africa.
  • The discovery of quinine
  • Improvement in transport eg. Railway and canal construction increased European interest in Africa.
  • Role of explorers and imperialists urged their mother governments to annex their African areas of interest. Any 10 x 1 = 10mks

 

  1. Factors that facilitated European conquest of African countries in the 19th century.
  • Poor military tactics which could not match with modern weapons of the Europeans
  • Poor military strategies
  • Inferiority of weapons
  • Disunity among the African communities
  • Luring of the Africans by the Europeans
  • Divided loyalty with the African communities
  • Punitive expeditions by the Europeans to suppress initial resistance scared the other communities.             5 x 1 = 5mks

 

 

HISTORY & GOVT V

PAPER I

 

SECTION A  ( 25 MARKS)

 

  1. Give two functions of the council of elders among the Akamba during the pre-colonial

period.                                                                                                                                     2mks

  1. State two functions of the Nabongo of Wanga kingdom during the pre-colonial period. 2mks
  2. Identify two factors which encouraged the spread of Islam in Kenya by 1500.       2mks
  3. State two seasons why the Portuguese were able to conquer the coastal settlements by

1500                                                                                                                                        2mks

  1. Give two social effects of missionary activities in Kenya in the nineteenth century.       2mks
  2. Identify two methods which were used by the British to establish colonial rule in Kenya. 2mks
  3. State two methods which were used by the colonial administration to attract white settlers

in Kenya.                                                                                                                            2mks

  1. List down two problems which were experienced by early political associations in Kenya.

2mks

  1. State two objectives of education offered by Christian missionaries in Kenya during the

colonial period.                                                                                                                  2mks

  1. State two factors which led to the formation of Taita Hills Association.               2mks
  2. Which provision in the Kenyan constitution protects the wealth of the individual in

Kenya.                                                                                                                                 2mks

  1. Identify two causes of division within opposition political parties in Kenya.               2mks
  2. Identify two situations which may lead to a by-election in Kenya               2mks

 

SECTION B  ( 45 MKS)

 

  1. a) Why did the Eastern Cushites migrate into Kenya before 1800?                                 5mks
  2. b) Explain the results of the migration and settlement of Eastern cushites in Kenya. 10mks

 

  1. a) What factors enabled the Akamba to participate in the long distance trade in the

nineteenth  century?                                                                                                5mks

  1. b) Explain the impact of the long distance trade to the people of Kenya.        10mks

 

  1. a) What were the terms the 1890 Anglo – German agreement.                                  5mks
  2. b) Discuss the factors which undermined IBEA Company activities in Kenya. 10mks

 

  1. a) How did the Kenya African Union (KAU) promote nationalism in Kenya between

1944 and 1953?                                                                                                      5mks

  1. Explain five constitutional changes which took place in Kenya between 1954 and
  2. 10mks

 

SECTION C ( 30 MARKS)

 

  1. a) What factors facilitated the introduction of many political parties in Kenya in 1991.

5mks

  1. b) Explain the role of opposition parties in government and nation building              10mks

 

  1. a) Why are parliamentary elections held regularly in Kenya                                           5mks
  2. b) Explain five powers that the constitution of Kenya gives the president of Kenya.   10mks

 

  1. a) What are the branches of the local government in Kenya                                          5mks
  2. b) Explain the benefits of local authorities in Kenya             10mks

 

 

 

 

 

 

 

 

 

HISTORY & GOVT V

PAPER I

MARKING SCHEME.

 

  1. – Ruled the community / settled disputes
  • Offered advice to the community
  • Prepared youth for war
  • Presided over religious ceremonies
  • Were the custodians of the social code of ethics/ moral values among the Akamba

Any  2 pts = 1mk each

  1. – Leader of the Buganda Kingdom
  • Appointed administrative officials in the kingdom
  • Controlled trade in the kingdom
  • Was the symbol of unity in the kingdom. 2 x 1 = 2 mks

 

  1. – Arab settlements along the coast
  • Intermarriages between Arabs and the local communities
  • Islam was more accommodating to African culture
  • Commercial activities between Arabs and Africans 2 x 1 = 2 mks

 

  1. – The Portuguese had superior arms
  • The coastal settlements were disunited
  • Portuguese got reinforcement from Goa / India
  • They were ruthless in their attacks. 2 x 1 = 2 mks

 

  1. – They introduced Western education
  • Introduced Western medicine / medical facilities
  • Fought against slave trade
  • Undermined African culture e.g polygamy 2 x 1 = 2 mks

 

  1. – Signing friendship treaties with the local rulers
  • Military force
  • Constructing operational bases
  • Building administrative posts
  • Constructing lines of communication e.g roads and railways
  • Trickery / luring African chiefs
  • Signing partition treaties eg 1886 and 1890 Anglo – German agreements.

2 x 1 = 2 mks

  1. – Giving them loans
  • Providing transport facilities
  • Advertising the availability of free land in Kenya
  • Assuring them about the existence of free / cheap labour

2 x 1 = 2 mks

  1. – Disunity among leaders
  • Inadequate funds to support their activities
  • Opposition by the colonial government
  • Arrest / detention of leaders. 2 x 1 = 2 mks

 

  1. – To teach Africans basic technical skills
  • To train African catechists
  • Civilize Africans
  • Teach Africans basic literacy and numeracy skills
  • Teach Africans better farming methods. 2 x 1 = 2 mks

 

  1. – To oppose the kipande system
  • To oppose the colonial policy of destocking
  • To oppose government move to relocate the Wadawida from Taita Hills to Samburu district.
  • To fight for their land that had been taken by white settlers

2 x 1 = 2 mks

  1. – The right to own property                                                         1 x 1 = 1mk

 

  1. – Personality differences
  • Rivalry over leadership
  • Ethnic affiliation
  • Ideological differences
  • Selfish motives
  • External interference                                                             2 x 1 = 2 mks

 

  1. – Death of a member of parliament (M.P)
  • Imprisonment of an M.P
  • When an M.P resigns from the party that sponsors him to parliament
  • Failure to attend parliamentary sessions for eight consecutive meetings
  • Nullification of election results by a court of law. 2 x 1 = 2 mks

 

SECTION B.

 

  1. a) –  Population pressure
  • They were searching for water and pasture for their livestock
  • External attack by hostile neighbours
  • Outbreak of cattle and human diseases
  • Search for cultivate land
  • Internal quarrels
  • Spirit of adventure. 5 x 1 = 5mks

 

  1. – They introduced livestock farming in the areas they settled
  • They increased human population in the areas they settled.
  • Their settlement led to increased rivalry and conflict over land ownership
  • They spread Islam religion in the areas they settled
  • They intermarried with the communities they came into contact with e.g the coastal Bantu and Samburu.
  • A new community i.e cushites was introduced in Kenya
  • They established trading contacts with the communities they came into contact with e.g they sold milk and butter to the Bantus in exchange for grains.
  • They attacked the Eastern Bantu communities at Shungwaya, thereby forcing them to migrate to their present homeland
  • They introduced new cultural practices to the Bantu communities eg circumcision.
  • Some sections of the cushites acquired the art of iron working from the Bantu communities
  • Some sections of the cushites became mixed farmers eg those who settled along river Tana.

5 x 2 = 10mks

 

 

  1. a) They had good hunting skills which enabled them to acquire ivory and animal skins which

were in great demand at the coast.

  • Their participation in the local trade gave them experience which enabled them to take part in the long distance trade
  • They were strategically located between the coastal Arab and Swahili communities and the

interior  communities  e.g the Agikuyu.

  • Rise of enterprising merchants among the Kamba e.g Kiboi and Munyanya.
  • Existence of good relationship between the Kamba and their neighbours eg Agikuyu and Ameru.
  • The Kamba had skilled worriers (Athiani) who protected their traders during their journey to and from the coast
  • Existence of Kamba settlements / communities at the coast

5 x 1 = 5mks

 

  1. b) – Led to the introduction of Islam religion in the interior parts of Kenya.
  • Led to the introduction of new crops in the interior e.g maize
  • Islam religion was introduced in the interior
  • Increased local trade between the interior communities e.g the Kamba, Agikuyu, Aembu and Ameru.
  • Interior communities acquired a taste for imported goods e.g cotton clothes and beads
  • Led to the development of lines of communication between the interior and the coast
  • Led to the introduction of slavery in the interior parts of Kenya.
  • Led to the introduction of fire arms / guns in the interior
  • Led to intercommunity wars in the interior due to the introduction of arms

5 x 2 = 10mks

  1. a) –  Uganda came under the British sphere of influence
  • Zanzibar and Pemba came under Britain
  • Boundary between Germany East Africa and British East Africa was extended to the Congo Free State.
  • Germany gave up her claims over the territory of Witu
  • Germany got the Sultan claims along the coast of Tanganyika
  • The sultan of Zanzibar was given a 16km ( 10 mile) coastal strip along the Kenyan coast
  • Britain gave the North Sea Island (Heligoland) to Germany.

5 x 1 = 5mks

  1. – Lack of adequate capital to carry out its activities
  • Kenya lacked adequate commodities for export
  • Poor coordination between its local agents in Kenya and the headquarters in Britain.
  • Inadequate managerial skills among its agents in Kenya
  • Corruption / embezzlement of funds by its agents
  • Commercial competition from Swahili, Arabs and Indian merchants.

5 x 2 = 10mks

  1. a) –  KAU supported trade Union activities in the country
  • It influenced the British colonial government to increase African representation in the legislature council (Legco)
  • Supported Eliud Mathu who had been appointed to the legco.
  • Published its own paper, Sauti ya Mwafrika to popularize its objectives throughout the country.
  • Presented African grievances in the international force
  • Supported the activities of Mau Mau freedom fighters by giving them moral and material support.

 

  • Provided leadership for the nationalist struggle
  • Organised rallies in most parts of the country to create awareness on the rights of Africans
  • Held discussions with the colonial government about Kenya’s political future.
  • Laid the foundation for the formation of KANU which led Kenya to independence
  • Opened up branches in various parts of the country to educate the Africans on the need to unite against European imperialists. 5 x 1 = 5mks

 

  1. – The Lyttleton constitution of 1954 led to the appointment of the first African minister

and  nomination of other African leaders to the Legco.

  • In 1957 the first all races elections were held and Africans were elected in 8 constituencies
  • The Lennox Boyd constitution gave more seats to Africans – from 8 to 14 members. For the first time more Africans were elected to the legco.
  • The first Lancaster House Conference (LHC) of 1960 gave Africans more seats in the Legco. Thus African representation moved form 14 to 33 members.
  • In 1960 the state of emergency was lifted and Africans were allowed to form country wide political parties KANU and KADU were thus formed.
  • The second LHC drew up the independence constitution whereby Kenya became a Majimbo / federal state.
  • In 1961 the first general elections were held and KANU won but refused to form the government until the release of Kenyatta. KADU formed the government with Ngala as the leader of government business.
  • KANU and KADU formed a coalition government whereby Ngala and Kenyatta became the two leaders of the government.
  • On June 1st 1963 Kenya got internal self – government with Kenyatta as the first prime minister
  • On December 12th 1963, Kenya attained full independence. 5 x 2 = 10mks

 

SECTION C.

 

  1. a) –  Economic hardships in the country i.e unemployment and inflation.
  • External pressure from the international community
  • Internal agitation for change by multi – party activists eg. Clergymen and lawyers.
  • Repealing of section 2 (A) in the Kenya constitution which legalized the formation of many political parties in the country.
  • End of the cold war. 5 x 1 = 5mks

 

  1. – They provide basis for peaceful solution of problems in Kenya.
  • Ensure that government of the day does not misuse its power.
  • Offer alternative programmes (policies to those of the ruling party.
  • Keeps the government of the day on its toes by pinpointing out its shortcomings.
  • Educate the masses on their rights
  • Ensure proper utilization of public funds through public investment committee (PIC).
  • Contribute to the process of law making
  • Mobilize people for participation in the political / democratic process.

5 x 2 = 10mks

 

  1. a) –  Elections are held regularly in line with what is stated / stipulated in the constitution of

Kenya.

  • In order for the sitting members of parliament (MPs) to effectively address the needs of the electorate

 

  • It is a way of giving people the mandate to the party of their choice to rule.
  • Gives Kenyans a chance to elect people of their choice
  • Gives the electorate an opportunity to chose leaders whom they have confidence in.
  • Gives Kenyans a chance to exercise their constitutional right of participating in the democratic process. 5 x 1 = 5mks

 

  1. – Power to prolong parliament
  • Power to dissolve parliament
  • Power to appoint and dismiss the vice president
  • Power to appoint and dismiss senior public officials / servants
  • Power to pardon criminals who are convicted in a court of law.
  • Power to maintain peace in the country by upholding the rule of law.
  • Power to preserve public security through declaring the state of emergency.
  • Power to permit ministers and other officers in the civil services to be out of the country.
  • Power to form government after a general election.
  • Power to declare war or make peace with enemies
  • Power to establish commissions of inquiry to investigate issues of national importance.
  • Powers to perform the official opening of parliament after general elections
  • Powers to nominate MPs after a general election. 5 x 2 = 10mks

 

  1. a) –  City councils
  • Municipal councils
  • Urban councils
  • Area councils
  • Town councils
  • County councils             5 x 1 = 5mks

 

  1. – They provide essential services to the people e.g marketing, medical and educational facilities
  • Give people a chance to exercise their democratic rights of choosing leaders.
  • Offer job opportunities eg. Employ clerks, and manual workers
  • Help to solve local problems e.g pollution of the environment
  • Pass by –laws which regulate public life in their local areas
  • Facilitate commercial activities in their local areas through provision of trade licences.

5 x 2 = 10mks

 

HISTORY & GOVT V

PAPER II

 

SECTION A  (  25 MARKS)

 

  1. Give two limitations of using written records as a source of African history.     2mks
  2. State two characteristics of Homo Sapiens     2mks
  3. Give two reasons why early man cultivated crops     2mks
  4. Identify two factors which favoured the development of crop growing in ancient Egypt 2mks
  5. Give two uses of Bronze in Ancient Benin    2mks
  6. Give two advantages of drum beating as a form of communication over the use of

smoke signals in Africa during the pre-colonial periods                                                                2mks

  1. Name two ways in which railway transport contributed to the Agrarian Revolution in

North America.                                                                                                                      2mks

  1. Give two limitations of using barter as a form of trade.      2mks
  2. Identify two factors which led to the decline of the Trans-saharan trade            2mks
  3. State two government policies which have contributed to Industrialization in India.      2mks
  4. Give two functions of Buganda traditional parliament.      2mks
  5. State the main reason why Samori Toure resisted the French      2mks
  6. Name two systems of colonial administration which were used by the British to

administer their colonies in Africa.                                                                                      2mks

 

SECTION B.  ( 45 MARKS).

 

  1. a) What were the features of religion in ancient Egypt                                                     5mks
  2. Explain the impact of the spread of Islam religion in Africa during the pre-colonial

period.                                                                                                                            10mks

  1. a) What factors undermine the process of  industrialization in the Third World Countries?

5mks

  1. Explain five factors which led to the emergence of Japan as an industrial power after
  2.                           10mks
  3. a) What factors facilitated the rise and development of Trans-atlantic trade                5mks
  4. Explain five ways in which Trans-Atlantic trade affected West African communities

10mks

  1. a) Why did some African communities resist European imperialists in the nineteenth

Century?                                                                                                                             5mks

  1. Discuss five problems which faced the Algerians during their struggle for independence.

5mks

 

SECTION C:  30 MKS.

 

  1. a) What were the economic activities of the Ndebele people during the pre- colonial

period?                                                                                                                                    5mks

  1. b) Describe the features of government in the pre-colonial Ndebele Kingdom                        10mks

 

  1. a) Why were African independent churches established?                                        3mks
  2. Explain six factors which promoted Christian missionary activities in Africa

during the nineteeth century.                                                                               12mks

 

  1. a) What are the sources of the British Constitution?                                               5mks
  2. b) Explain five functions of the Prime Minister in Britain.       10mks

 

 

HISTORY & GOVT V

PAPER II

MARKING SCHEME

 

  1. – Some contain inaccurate information.
  • Some records are biased
  • Some are not readily available
  • Some are written in foreign languages
  • Some have inadequate information
  • Some limited only to those who can read and write. 2 x 1 = 2mks

 

 

  1. – Had a large brain
  • Walked upright
  • Had a speech for communication
  • Had smaller jaws
  • Had a thick skull
  • Had a slopy forehead
  • Had a well developed thumb for grasping objects
  • Was heavily built. 2 x 1 = 2mks

 

  1. – Need to feed in creased population
  • Hunting and gathering was becoming tiresome
  • Scarcity of wild crops due to climatic changes 2 x 1 = 2mks

 

  1. – Availability of cheap labour
  • Invention and use of farming tools eg wood plough and hoe
  • Existence of indigenous type of grains eg oat and barley
  • Existence of fertile soil along the Nile valley
  • Availability of water for irrigation from the R. Nile
  • Existence of a stable government
  • Invention and use of the shadoof method of irrigation
  • Invention of a writing system which enabled the Egyptians to record their produce.
  • Invention of weather forecasting techniques
  • Influence from the far East ie. Mesopotamia. 2 x 1 = 2mks

 

  1. – Making royal regalia
  • Making weapons
  • Making statues of rulers, noblemen and worriors
  • Making ornaments
  • Making religious figures eg gods
  • Was used as an item of trade. 2 x 1 = 2mks

 

  1. – Drum beating could be used at any time – both day and night whereas smoke signals could

only be used during the day.

  • Drum beats relayed specific messages whereas smoke relayed different messages
  • Drum beats unlike smoke signals could be used during wet and dry seasons
  • Drum beats relayed messages faster than smoke
  • Drum beats unlike smoke spread messages over a wider area.

2 x 1 = 2mks

 

  1. – Provided transport for farm machinery and such inputs as fertilizers
  • Provided an efficient and reliable means of transport for agricultural produce
  • Provided cheap transport for farm labour / workers.

2 x 1 = 2mks

 

  1. – Some commodities are difficult to transport for they are either heavy or bulky.
  • It is not easy to establish the exchange rate of commodities
  • Perishable goods are likely to go to waste if negotiations are not done in time.
  • Requires double coincidence of need / demand
  • Some commodities are not divisible into smaller units

2 x 1 = 2mks

 

  1. – Competition from the Trans Atlantic trade
  • Shortage of trading items eg salt
  • Insecurity along the trade routes
  • Political instability in Western Sudan
  • Lack of adequate funds among traders to both buy goods and pay taxes.

2 x 1 = 2mks

  1. – Restriction of imported goods
  • Promotion of technical and scientific education
  • Development of heavy industries by state / government
  • Emphasis on industrialization in the five year development plans
  • Encouragement of foreign investment in the country

2 x 1 = 2mks

  1. – Made laws for the kingdom
  • Checked on the activities of government
  • Advised the Kabaka
  • Represented the interests of the people
  • Acted as a court of appeal / settling disputes
  • Planned government expenditure besides directing tax collection.

2 x 1 = 2mks

  1. – To preserve the independence of the Mandika Kingdom                    1mk

 

  1. – Indirect rule
  • Direct rule 2 x 1 = 2mks

 

  1. a) –  It was polytheistic
  • People believed in life after death
  • Religion controlled all aspects of peoples lives
  • Egyptians had priests who conducted religious ceremonies
  • They buried the dead with their property
  • The Egyptians offered sacrifices to the gods
  • They believed in the day of judgement
  • Pharoah / King was viewed as a god
  • They worshipped in temples. 5 x 1 = 5mks

 

  1. – Indigenous religion was replaced in some areas
  • Muslim system of government (Sharia) was introduced in some areas eg Western Sudan
  • Muslim traders introduced new crops in some areas
  • Led to intermarriages between Muslims and the indigenous communities
  • New / Arabic words were introduced into the local languages eg. Kiswahili
  • Arabic literacy skills were introduced in some areas
  • Arabic and Persian architecture was introduced in some areas eg West Africa and the Coast of E. Africa.
  • Led to the introduction of slave trade
  • Arabic / muslim culture was introduced in various parts of Africa e.g wearing of caps and veils among men and women respectively.
  • Islam became a unifying factor in some areas. 5 x 2 = 10mks

 

  1. a) –  Inadequate capital
  • Political instability
  • Competition from the developed nations
  • Poorly developed transport and communication facilities
  • Poor industrial development policies / programmes
  • Lack of adequate skilled human resources / manpower. 5 x 1 = 5mks

 

  1. – Emphasis on technical education
  • Existence of labour force with industrial knowhow
  • Favourable government policy e.g the government offers subsidies to industrial entrepreneurs
  • A well established industrial base which formed a foundation for Industrial growth after 1945
  • Availability of raw materials in the country eg silk
  • Availability of local and external market
  • Good industrial relations
  • Japanese work ethics which encourages hard work
  • Japanese goods are cheap and hence competitive in the international market
  • Scarcity of farming land
  • Good natural harbours
  • The government has a lot of investments in foreign countries
  • The government encourages foreign investments.
  • Japan received both technical and financial aid from USA after 1945.

5 x 2 = 10mks

 

  1. a) –  Demand for slave labour in America and the Caribbean
  • Demand for imported goods e.g cotton clothes, spirits and firearms in West Africa.
  • Availability of trading items in West Africa e.g slaves, Ivory, gold and animal skins
  • Decline of Trans-Saharan trade
  • Accessibility of the West African Coast by Sea.
  • Existence of strong states such as Denkyra, Ekwapin and Asante which provided a conducive atmosphere for the trade.                                      5 x 1 = 5mks

 

  1. – Many people lost their lives due to slave raiding activities
  • Some areas were depopulated due to slave trading activities
  • Created fear and insecurity in some areas
  • Led to the rise of rich African merchants e.g Jaja of Opobo
  • Slave raiding activities creates war and mistrust between communities.
  • Attracted European missionaries in West Africa, spread Christianity in the area.
  • Led to intermarriages between European traders and the local people.
  • West Africans acquired a taste for imported goods e.g spirits and cotton clothes
  • Led to the emergence of urban centers eg Lagos along the coast of West Africa.
  • Slave raiding disrupted productive economic activities eg farming thereby increasing incidence of famine in some areas. 5 x 2 = 10mks

 

  1. a) –  Some communities resisted to safeguard their independence
  • Some resisted for they undermined the military strength of the European imperialists
  • Some wanted to protect their land
  • Come communities resisted for they had a strong economic base to sustain the resistance
  • Some resisted to safeguard their economic structure e.g trade
  • Some communities resisted for they were assured of winning the war by their religious leaders
  • Some resisted to preserve their culture
  • Some were against the imposition of taxes and forced labour

5 x 1 = 5mks

  1. b) – Many Algerian nationalists were arrested and detained by the French colonial government
  • The nationalists had limited access to media hence were unable to effectively sell their policies to the people
  • The French colonial government used violence e.g murder against the nationalists
  • Inadequate funds to finance their nationalism activities eg purchase of arms
  • The nationalists were denied the right to hold meetings to sell their ideas to the people
  • Opposition from the white settlers (colons) in the country
  • Lack of a well trained army to challenge the French colonial government.
  • The French colonial government bought some nationalists who gave information to the government which was detrimental to the nationalist struggle
  • Banning of nationalist political parties by the French colonial government.

5 x 2 = 10mks

  1. a) –  The Ndebele kept cattle and goats
  • They grew crops eg millet and sorghum
  • They hunted wild animals for hides and meat
  • They gathered wild fruits and vegetables
  • They traded with their neighbour eg. Shona
  • They smelted iron
  • They made iron weapons and farming tools
  • They raided cattle from their neighbours. 5 x 1 = 5mks

 

  1. – Ndebele Kingdom was a centralized military state
  • The kingdom was headed by a king whose post was hereditary
  • The kingdom was divided into four administrative units /provinces
  • Each administrative unit was divided into regimental / military town under a chief / induna
  • The indunas were responsible for the maintenance of law and order in their respective areas
  • The kingdom had a regular army whose role was to protect the kingdom from external attack and punish uncooperative communities
  • Conquered people were allowed to retain their independence as long as they paid annual tribute to the Ndebele king. 5 x 2 = 10mks

 

  1. a) –  To incorporate some African cultural practices into Christianity
  • To provide leadership opportunities to the African clergy
  • Africans wanted to be independent from European domination in the church.
  • Africans wanted to force themselves from the rigidity of European missionaries.
  • To provide educational opportunities to the Africans
  • To protest against colonialism
  • Some Africans claimed to have had a vision in which they were instructed to start their own church. 3 x 1 = 3mks

 

  1. – Existence of already established trade routes which facilitated the movement of missionaries
  • Use of African guides and porters which facilitated the movement of missionaries and the transportation of their luggage
  • The learning of local languages by the missionaries
  • Translation of the Bible into local languages
  • The discovery of cure for some tropical diseases eg quinine which helped to treat malaria which reduced the number of death cases among the missionaries
  • Missionaries were protected by some local rulers

 

 

  • Support given to the missionaries by the colonial government
  • The existence of displaced people eg. Freed slaves who readily accepted Christianity.
  • The establishment of mission stations which acted as operational bases for the missionaries.

6 x 2 = 12 mks

 

  1. a) – Act of parliament eg the Magna Carta and the 1911 parliament Act
  • The British conventions, e.g those which protect the British citizens against the excess of the executive
  • Decisions made by British law courts from time to time become part of the British constitution.
  • Legal publications by reputable authorities eg lawyers, scholars, statesmen and political thinkers.
  • Hansard / parliamentary reports
  • Royal prerogatives eg to declare war or treaties. 5 x 1 = 5mks

 

  1. – The prime minister (PM) is the leader of the House of Commons
  • Is the head of the British government
  • Chairs cabinet meetings
  • Appoints and also dismisses ministers
  • Initiates both domestic and foreign policies
  • Represents Britain in international from. 5 x 2 = 10mks

 

 

HISTORY & GOVT VI

PAPER I

 

SECTION A :            ( 25 MKS)

 

  1. Give two reasons which led to the migration of the Luo into Kenya.       2mks
  2. What were the effects of their migration into Kenya.       2mks
  3. Why did the Bantu migrate from their coastal settlement at Shungwaya in the sixteenth century?                                                                                                                      2mks
  4. State two religious practices of the Agikuyu.       2mks
  5. Identify the main way in which Islam spread in the interior of Kenya            2mks
  6. Give two reasons why the British allowed the Imperial British East Africa to administer

their possession in East Africa during the 19th Century                                                 2mks

  1. What were the reasons behind Wanga’s collaboration?       2mks
  2. What were the reasons behind the construction of Kenya – Uganda railway?       2mks
  3. Give two reasons why the Africans were against the provision of labour for settlers. 2mks
  4. What grievances did Asians have against the colonial government in Kenya?. 2mks
  5. Why is the Devonshire White paper regarded as a turning point in the colony’s

development.                                                                                                                   2mks

  1. Name two independent religious movements which were established in Kenya by 1930.       2mks
  2. Name any one officer of the Provincial Administration who is appointed by the Public

Service Commission.                                                                                                       1mk

 

 

 

 

 

SECTION B. (45 MKS)

 

  1. a) Explain the factors which led to the collapse of Portuguese rule by 18th              10mks
  2. Give five reasons why the Omani Arabs were interested in establishing their control

over the Kenyan Coast.                                                                                        5mks

 

  1. a) Explain the factors that led to the establishment of the independent churches and

schools.                                                                                                                      10mks

  1. b) State five problems that faced the independent schools in colonial Kenya.             5mks

 

  1. a) Explain the problems that faced early political and social movements up to 1939. 3mks
  2. b) What led to the formation of trade unions in colonial Kenya.?       7mks
  3. Identify ways in which trade union movement contributed to the struggle for

independence in Kenya.                                                                                      5mks

 

  1. a) What was the significance of the Mau mau uprising.                                                      5mks
  2. b) Explain the results of the uprising          10mks

 

SECTION C.  (30MKS)

 

  1. a) Identify five categories of people whose personal liberty is limited.                             5mks
  2. b) What are the constitutional powers of a president in Kenya.           10mks

 

 

  1. a) Give any one type of a case handled by the judiciary in Kenya.                               1mk
  2. Identify the five branches of the Kenya police             5mks
  3. State the functions of the Armed forces in Kenya.             9mks

 

  1. a) What are the special courts and tribunals in Kenya.                                            5mks
  2. b) Identify the sources of revenue for local authorities.           10mks

 

 

HISTORY & GOVT VI

PAPER I

MARKING SCHEME.

 

SECTION A :            ( 25 MKS)

 

  1. Reasons which led to the migration of the Luo into Kenya.
  • Over population
  • Internal conflicts
  • External attacks
  • Spirits of adventure
  • Overstocking hence the need for new grazing lands.                         1 x 2 = 2mks

 

  1. Effects of their migration into Kenya.
  • Redistribution of people in Western Kenya
  • The Gusii were forced to mover from their homelands to other areas.
  • There were inter-marriages with their neighbours eg the Samia, Abagusii and Abakuria.

 

 

  • Some communities adapted some aspects of Luo culture eg. Abasuba and some Luyia groups adapted Luo words and customs.
  • The occupation of fertile land influenced some to take up farming.
  • They established trading links with their neighbours eg. Abagusii and Abaluyia.
  • There was population increase in Western Kenya.

1 x 2 = 2mks

 

  1. Why the Bantu migrated from their coastal settlement at Shungwaya in the 16th century

–     Invasion of the settlement by the Oromo (Galla).

  • Internal conflicts
  • Population increase
  • Natural calamities e.g outbreak of diseases epidermic/ drought
  • Search for more land for settlement and pasture. 1 x 2 = 2mks

 

  1. The religious practices of the Agikuyu.
  • Ancestral worship
  • Worshipped God in sacred places
  • They offered sacrifices to God. Any  2 x 1= 2mks

 

  1. Ways in which Islam spread in the Interior of Kenya

–   Through the influence of Arab and Swahili traders who were muslims.

                                                                                                                  Any  1x 2= 2mks

 

  1. Reasons why the British allowed the imperial British East to administer their possession in East Africa during the 19th
  • It would have been very expensive for the British Tax payers to sustain the administration of the colony.
  • The company officials were familiar with the region based in their trading experience in the area.
  • British government did not have enough personnel for administration.

Any  2 x 1= 2mks

  1. Reasons behind Wanga’s collaboration
  • He wanted to consolidate his position and that of his kingdom
  • He wanted to secure military support against his enemies, Luo, Abagusii and Bukusu.
  • He hoped to obtain material benefits from the British
  • He wanted to acquire military support to expand his kingdom.
  • He wanted to gain fame and prestige by associating with the British.

1x 2 = 2mks

  1. The reasons behind the construction of Kenya – Uganda railway
  • To establish effective control over British East Africa
  • To stop slave and promote legitimate trade
  • To facilitate the movement of troops and government administrators.
  • To link Uganda with the East Coast and outside world for greater economic growth. 1 x 2 = 2mks

 

  1. Reasons why the Africans were against the provision of labour for settlers.
  • Africans attached no importance to money
  • Many did not like to leave their families inorder to work for the Europeans.
  • The wages provided by the settlers were low
  • The poor and harsh conditions that Africans were subjected to by the white employers eg. Corporal punishment. 1 x 2 = 2mks
  1. Grievances did Asians have against the colonial government in Kenya.
  • Exclusion from the Highlands
  • Various farms of segregation especially in the urban centres
  • Equality with Europeans in matters of politics and economic opportunities.                                                                                                                                     1 x 2 = 2mks

 

  1. Why the Devonshire White paper is regarded as a turning point in the colony’s development.
  • It pleased neither the Europeans nor the Asians. The settlers realised they would never be able to achieve their goal of self government.
  • The Asians were bitter since they did not acquire equality with the settlers.
  • They refused to take upseats in the legco until 1933
  • Africans although not represented in the conference were the main beneficiaries.                                                                                                             1 x 2 = 2mks

 

  1. The independent religious movements which were established in Kenya by
  • Momiya Luo Mission
  • Christian universal Evangelical union
  • Kilumi movement
  • African independent Pentecostal church
  • African Orthodox church
  • Mumbo cult. Any 2 x 1 = 2mks

 

  1. Any officer of the Provincial Administration who is appointed by the Public Service Commission.
  • The chief
  • The District officer
  • The Assistant Chief. Any 1 x 1 = 1mks

 

SECTION B. (45 MKS)

 

  1. a) The factors which led to the collapse of Portuguese rule by 18th

–    Portugal was a small country with a small population and could not supply enough

administrators and soldiers to administer her overseas territory.

  • The Coastal communities organised constant rebellions against them which made them weak.
  • Portuguese administrators were corrupt greedy and inefficient. Their aim was to enrich themselves.  They embezzled funds meant for administration.
  • Trade along the Kenyan Coast declined due to constant wars and heavy taxation imposed on trading goods by the Portuguese. They suffered lack of revenue.
  • Their settlements were attacked by the Zimba from lower Zambezi valley, who looted property and killed people.
  • They were attacked by tropical diseases such as malaria which killed many of them.
  • The distance between Portugal the Coast was another problem. It delayed reinforcement.
  • Gold trade which had attracted them declined as traders diverted their route away from Portuguese controlled areas. This meant lack of revenue.
  • They were further weakened by commercial competitions between them and other Europeans eg Dutch, British and French.
  • The coastal communities obtained support against them from the Turks

 

 

  • The final blow was the attack by the Omani Arabs. They sieged Fort Jesus for 33 months finally forcing the portuguese to surrender due to hunger and disease.

Any  10 x 1= 10mks

 

  1. Reasons why the Omani Arabs were interested in establishing their control over the Kenyan Coast.
  • To control trade
  • To establish political control over the Kenyan Coast
  • Coast had a pleasant climate compared to Muscat which was hot and dry.
  • Good fertile soils for growing crops
  • Deep natural harbours for ships to anchor
  • Adequate water. Any 5 x 1 = 5mks

 

  1. a) Factors that led to the establishment of the independent churches and schools.
  • Cultural preservation – Africans were opposed to European attempt to eradicate essential cultural practices.
  • Paternalism –  Africans were regarded as incapable of leadership in churches administration, education etc.  they were considered immature and had to be led.  They resented this kind of attitude.
  • Discrimination / Segregation – Missionaries betrayed the Christian principle of love by considering Africans as primitive, backward, barbaric and needing salvation.
  • Denominationalism –  Africans received an already divided church.
  • Nationalism – They wanted to regain their lost independence and cultural heritage which had been eroded
  • They resented land grabbing
  • They did not want the 2nd class type of education offered to them.
  • They resented land grabbing
  • Doctrinal differences leading to many divisions especially in Protestant churches encouraged Africans to start their own
  • Africans were faced to work for Europeans at low wages
  • Taxation growing of cash crops and Kipande system.

Any 10 x 1 = 10mks

 

  1. b) Problems that faced the independent schools in colonial Kenya.
  • Organisation and planning e.g problems of quality of buildings, teaching material and teaching staff.
  • Opening of more schools had been prohibited by the colonial government.
  • The level at which to start the teaching of English in primary schools.
  • Which syllabus to follow
  • Lack of trained teachers
  • Lack of co-ordination. Any 5 x 1 = 5mks

 

  1. a) Problems that faced early political and social movements up to 1939.
  • Hostility from colonial government e.g leaders of political parties were arrested and departed.
  • The colonial government created local native councils as rival bodies through which African politicians channelled thereby weakening and even causing the extinction of the associations.
  • They were tribal based and became ineffective.

 

 

  • Leadership and membership was confined to the Western educated elite
  • There were constant conflicts and rivalry between the government
  • They lacked funds to promote their activities.

Any 3 x 1 = 3mks

 

  1. b) Factors which led to the formation of trade unions in colonial Kenya.
  • Laws enacted to legalise provision of labour eg. Hit tax ordinance of 1901 vagrancy ordinance of 1896, native registration ordinance of 1915 (Kipande system)
  • Conditions of employment were pathetic – overworked and underpaid
  • Introduction of poll tax
  • Improvement in housing, food rations, medical facilities etc.
  • Low wages
  • Racial discrimination – Africans doing the same job with white was paid less because of his race.
  • Partiality and disrespect shown to African workers whenever they were employed. 1 x 7 = 7mks

 

  1. Ways in which trade union movement contributed to the struggle for independence in Kenya.
  • Trade unions sensitized workers about the importance of joining political parties that struggled for independence.
  • They organised strikes and boycotts to oppose some policies of colonial government.
  • They contributed money to political parties to enable them sustain the struggle for independence.
  • They provided relevant training ground for nationalist leaders eg. Shikuku, Tom Mboya.
  • When political parties were banned trade unions continued with the nationalist activities.
  • Release of political prisoners e.g Harry Thuku.

1 x 5 = 5mks

  1. a) The significance of the Mau mau uprising.
  • The movement demonstrated that the minority settler government could not rule Kenya. This was because troops had to come from Britain to support the colonial government in Kenya.
  • The colonial administration realized that it had a wrong approach in its administration.
  • The movement focused international attention on Kenya. The international community was keen on finding out how the Africans were being treated by the whites in Kenya.  This forced them to improve African conditions.
  • The uprising caused a lot of suffering for many African communities e.g hunger, loss of lives, displacement and bitterness.
  • The Kikuyu community was divided into loyalist (home guards/ and Mau mau supporters. 1 x 5 = 5mks
  1. Explain the results of the uprising          
  • Many people lost their lives
  • The conflict resulted in a lot of destruction of property
  • Many people were arrested ad detained
  • The conflict created civil war in Kikuyu land between the loyalists and supporters of Mau Mau. The government fully supported the loyalists and encouraged them to form the home guard movement to protect their property.
  • The war drew the attention of the British people to the crimes which Africans suffered at the hands of the colonial government.

 

 

  • The rebellion struck a decisive blow at the political dominance of European settlers
  • The war speeded up the March to independence
  • It also led to restriction of political activities. African political parties were banned eg. K.A.U.
  • Britain was alerted to the fact that Kenya could no longer be denied a representative government.
  • It led to establishment of emergency villages, which were created to alienate the civil societies from Mau mau fighters
  • It led to the declaration of a state of emergency as a result of which curfews and other restrictions became the order of the day.
  • It led to political awakening of Africans of all ethnic groups.

Any 10 x 1 = 10mks

 

SECTION C.  (30MKS)

 

  1. a) Categories of people whose personal liberty is limited.                 
  • Convicted criminals
  • A person suspected of having committed or about to commit a criminal offence.
  • A person suspected of having committed or about to commit a criminal offence.
  • A person of unsound mind
  • A drug addict
  • A vagrant
  • A young person under 18years of age may be denied personal liberty for the purpose of his education and welfare.
  • A person with an infection or contagious disease be detained to prevent him from spreading it.                                     Any 5 x 1 = 5mks

 

  1. b) The constitutional powers of a president in Kenya.
  • He must protect the rights and freedoms of citizens ie incase of a serious security threat he can declare a state of emergency.
  • Attend parliamentary proceedings as a member of parliament
  • Dissolves parliament if the situation demands so
  • Has the power to appoint senior government officials such as ministers, provincial and District Commissioners, permanent secretaries.
  • He nominates members of parliament. He can give clemancy to people condemned to death offer other appeals have failed.
  • Gives assent to bills before they become Acts of parliament
  • He has power to appoint special commissions and boards to investigate matters of a public interest and to name members of such commissions.
  • He is the leader of the National Assembly ( he usually appoints the V.P. to be on his behalf.
  • He grants honours to deserving citizens on national days eg. Honour of elder of the Burning spear, Morans of the burning spear etc.
  • Hires assent to bills before they become Acts of parliament.

1 x 10 = 10mks   

  1. a) Type of a case handled by the judiciary in Kenya.
  • Criminal
  • Civil any 1 x 1 = 1mk

 

 

 

  1. Branches of the Kenya police
  • Regular police
  • Traffic police
  • Anti – stock theft unit
  • Police air wing
  • General service unit
  • Special branch
  • Criminal Investigations Department (CID) Any 5 X 1 = 5mks

 

  1. Functions of the Armed forces in Kenya.
  • Defend a Kenya from external invasions
  • The navy is responsible for dealing with illegal docking and departures of sea vessels
  • The navy protects marine life and prevent unauthorised fishing in Kenyan waters by foreign vessels.
  • They help in suppressing riots and other disturbances which the polices are unable to handle
  • They also build roads and bridges hence contributing towards national development.
  • They also help to put out forest fires
  • They also help in the evacuation of civilians from floods and other natural calamities.
  • They participate in the United Nations sponsored peace keeping missions
  • They organise parades during national celebrations.

1 x 10 = 10mks

  1. a) The special courts and tribunals in Kenya.
  • The industrial court
  • The rent Business tribunal
  • The Khadhis Court
  • The Court martial
  • The rent restriction tribunal. 5 x 1 = 5mks

 

  1. b) The sources of revenue for local authorities.
  • Fees for all services rendered e.g Mortuary services health services and sewage disposal.
  • Service charge by resident of various authorities
  • Rates from property owners
  • Rent charged on the authority houses and offices space belonging to them.
  • Sale of licences
  • Fines imposed on offenders
  • Donations loans from donors
  • Less on crops like coffee and tea in areas where such crops are grown.
  • Grants from central government
  • Returns from investments they have made. 1 x 10 = 10mks                      

 

 

HISTORY & GOVT VI

PAPER II

 

SECTION A ( 25MKS)

 

  1. Identify the two areas of the study of History.       2mks
  2. What is the meaning of government.       1mk
  3. Identify any two forms of government       2mks

 

  1. State any two sources of information on History and Government.       2mks
  2. Identify any one archaeological site in Tanzania.       1mk
  3. State two characteristics that distinguish man from other primates.       2mks
  4. List down any two theories that have been put forward to explain the origin of man 2mks
  5. Identify any two uses of bronze in the Kingdom of Benin.       2mks
  6. List two early sources of energy       2mks
  7. State two ways in which slaves were obtained in West Africa.       2mks
  8. State two objectives of international trade Agreements.       2mks
  9. Why were the Ghanians opposed to the Burns Constitution of 1946.       1mk
  10. State two problems facing the Pan African movement       2mks
  11. Give two reasons why Hitler was interested in Russia at the beginning of the 2nd World

War                                                                                                                                   2mks

 

SECTION B (45MKS)

 

  1. a) Explain seven ways in which Homo Erectus attempted to improve his way of life.      7mks
  2. Why did the early man change from hunting and gathering to plant and animal

production?                                                                                                           8mks

  1. a) Identify five ways in which research and development has benefited agriculture.      5mks
  2. b) Explain the factors that have led to inadequate food supply in Africa       10mks

 

  1. a) State five inventions during the 18th century which improved the textile industry in

Britain.                                                                                                                        5mks

  1. b) State the social problems brought about by the Industrial Revolution in Europe.            10mks

 

  1. a) Identify five early forms of communication.                                                       5mks
  2. b) Discuss the factors that led to the decline of Trans-Saharan Trade.       10mks

 

SECTION C  (30 MKS)

 

  1. a) Identify the organs of E.CO.W.A.S.                                                                     5mks
  2. b) Explain factors that led to the collapse of the East African Community.       10mks

 

  1. a) What did the league of nations achieve.                                                               10mks
  2. b) Mention five essential principles of the league of Nations Covenant.       5mks

 

  1. a) Identify three privileges enjoyed by members of the British parliament.          3mks
  2. b) Discuss the factors that might limit parliamentary supremacy in Britain.       5mks
  3. c) What are the powers of a Prime Minister in Britain.       7mks

 

HISTORY & GOVT VI

PAPER II

MARKING SCHEME.

 

SECTION A ( 25MKS)

 

  1. Areas of the study of History.
  • Political history
  • Social history
  • Economic history. Any 2 x 1 = 2mks

 

  1. The meaning of Government.
  • Forms of organised control
  • A group of people within a state or country who are vested with power to organise, direct and control the affairs of that country.

Any 1 x 1 = 1mk

  1. Forms of government
  • Democratic
  • Aristocracy
  • Monarchy
  • Dictatorship
  • Anarchy any 2 x 1 = 2mks

 

  1. Sources of information on History and Government.
  • Oral tradition
  • Archaeology
  • Written materials
  • Palaeonthropology / anthropology
  • Linquistics
  • Geology
  • Genetics
  • Electronic sources
  • Rock paintings
  • Palaeontology Any 2 x 1 = 2mks

 

  1. Archaeological site in Tanzania.

 

  1. Characteristics that distinguish man from other primates.
  • Development of speech
  • Development of brain
  • The upright posture. Any 2 x 1 = 2mks

 

  1. Theories that have been put forward to explain the origin of man
  • The creation theory
  • The evolution theory
  • Traditional / mythical theory. Any 2 x 1 = 2mks

 

  1. Uses of bronze in the Kingdom of Benin.
  • To make weapons
  • To make decorations / ornaments
  • Used as currency
  • Used as a trade item Any 2 x 1 = 2mks

           

  1. Early sources of energy
  • wood
  • wind Any 2 x 1 = 2mks       

           

  1. Ways in which slaves were obtained in West Africa.
  • Powerful rulers waged constant warfare to get slaves from the defeated state.
  • Raids were organised by individual traders or chiefs
  • Some people kidnapped others and sold them as slaves

 

 

  • Criminals and outcasts were also sold as slaves
  • Prisoners of war were also given out as slaves
  • Panyarring – seizure of a debtor or sometimes an innocent third party, who was held until a debt was paid.
  • Leaders also sold their subjects as slaves.    Any 2 x 1 = 2mks

 

  1. The objectives of international trade Agreements.
  • To regulate trade transactions among members
  • Control unfair competition of trade among members states
  • Promote trade relations through dialogue
  • To control restrictions on trade among members.

Any 2 x 1 = 2mks

 

  1. Why the Ghanians opposed to the Burns Constitution of 1946.
  • It provided for the election of 18 Africans to the Legco, 13 of who were to be chiefs elected by other chiefs. Therefore only five were popularly elected.

1 x 1 = 1mk.

 

  1. Problems facing the Pan African movement
  • From 1960’s the movement has been limited to the African continent. Black American involvement in African affairs has been slow.
  • 1960 it split into two camps
  • quarrel between various nations in Africa especially border disputes weakened the movement. Any 2 x 1 = 2mks

 

  1. Reasons why Hitler was interested in Russia at the beginning of the 2nd World War
  • It had rich natural resources such as oil coal and iron ore.
  • It provided a space for Germans expansion. Any 2 x 1 = 2mks

 

SECTION B (45MKS)

 

  1. a) Ways in which Homo Erectus attempted to improve his way of life.
  • Improved stone tools through the use of lavallois method ie the use of cores of smaller stones to hit bigger ones in a special way inorder to remove the relatively thin sharp pieces called flakes and blade forms.
  • Invented fire which he used for roasting meat, scaring wild animals, warmth and light at night.
  • Made and lived in caves for more permanent shelter and security
  • Made clothes from skin
  • Created leisure activities such as artwork – rock painting
  • Developed a form of language for communication
  • Migrated to warmer regions to improve his life.                 1 x 7 = 7mks

 

  1. Why the early man changed from hunting and gathering to plant and animal production
  • Overhunting leading to the need to domestic certain animals
  • Climatic changes as increased drought created deserts and threatened plant and animal life. Man could no longer rely on nature for his livelihood.
  • Competition for food between man and animals and between man themselves due to population increase resulted in inadequate food. They had to look for alternative source of food.
  • Hunting and gathering had become a tiresome job as people had to wonder over a large area to get adequate food.
  • Increasing aridity forced man to share water with certain wild animals which were eventually tamed.
  • Some like cattle were domesticated as a result of acquiring and keeping them for sacrificial purposes.
  • Some were fairly social and they learnt to tolerate and eventually accept man as part of larger social group eg. Cattle, sheep, goats and dog
  • Need for security. 1 x 8 = 8mks

 

  1. a) Ways in which research and development has benefited agriculture.
  • Genetic engineering (biotechnology has improved strains of high yielding crops and livestock which resist disease.
  • New foods are developed from existing crops.
  • Livestock are also genetically engineered for specific endowments eg. Pigs are made to grow faster and leaner.
  • Widespread application of fertilizer has also increased yield.
  • Use of selective weed killers and insecticides has also contributed to high yields.

1 x 5 = 5mks

 

  1. b) Factors that have led to inadequate food supply in Africa
  • Rapid population growth has put a lot of pressure on the available food resources leading to shortages
  • Settler farming in colonial African discouraged crops growing and laid more emphasis on cash crop farming. This has continued to be the case today leading to food shortages.
  • Poor transportation network has led to uneven distribution of food supplies in some countries eg. Food rot in the farms due to impassable roads.
  • Poor climate that led to famine over several years
  • Poor and inadequate storage facilities have led to wastage of a lot of food eg. Kenya is said to be loosing a million bags of grain between harvesting and consumption
  • Diseases and pests – a third of Africa in tsetsefly infested. This discourage human settlements.  Locust invasion is major cause of famine.
  • Poor farming methods have led to low agricultural yields eg. Over cultivation and overstocking.
  • Political instability – Civil wars or military take over thus causing insecurity which is not ideal for economic activities.
  • Rural urban migration which has left the old and weak in the rural areas. These can do little as far as food production is concerned.
  • Natural calamities such as foods, drought, army worms and locust invasion bring about food shortage.
  • Some of the indigenous crops which are drought resistance have lost their popularity. Such crops include cassava, yams, sorghum and millet .  instead farmers are growing crops that are unsuitable for certain areas eg. Maize, rice and wheat.

1 x 10 = 10mks

 

 

 

 

  1. a) Inventions during the 18th century which imported the textile industry in Britain.
  • Spinning Jenny by James Hargreaves which could spin eight threads at once.
  • The spinning mule by Samuel Crompton which produced high quality threads.
  • Power loam by Edmund Cartwright which facilitated the weaving process.
  • Water frame by Richard Arkwright
  • The flying shuttle by John Kay which increased the speed at which cloth could be woven. 1 x 5 = 5mks

 

  1. The social problems brought about by the Industrial Revolution in Europe.
  • Rural – urban migrations
  • Overcrowding in the urban centres
  • Shortages of lousing leading to creation of slums, shanties.
  • Sewage and sanitation were of extremely low standards
  • Immorality eg. Prostitution.
  • Increase in crime due to unemployment
  • Class struggle
  • Child labour
  • Poor working conditions – long hours of working, low wages, working under harsh discipline eg. Mending brokers thread from dawn to dusk in a standing posture.
  • Spread of diseases due to poor sanitation eg. Cholera, Typhoid
  • There was no adequate medical services and insurance compensation for factory injuries.
  • Pollution of water air due to waste from factories and smoke.

10 x 1 = 10mks

  1. a) Early forms of communication.
  • Messengers / runners
  • Signalling: The coded messages which included – smoke and fire signals
  • Horn blowing
  • Drum beats
  • Screams, cries and shouts
  • Written messages – recorded in materials such as scrolls, stone tablets and paper.             Any 5 x 1 = 5mks

 

  1. b) Factors that led to the decline of Trans-Saharan Trade.
  • Gold and salt mines got exhausted. This discouraged traders from coming to West Africa
  • Moroccan invasion of Sanghai in 1591 created a state of insecurity and merchants were afraid to invest in trade.
  • Political instability in the regions also brought anarchy and insecurity leading to fall of empires that had always provided security to traders.
  • The invasion of the marth by the Turks led to warfare which shifted attention from trade.
  • Capture of Morocco by the Portuguese and Spaniards weakened Morocco as an entry point for goods in and out of the region.
  • Trans-Atlantic trade grew and attracted some traders. Attention was now across the Atlantic instead of across the desert.
  • Colonization of Marth and West Africa by Europeans made trade impossible. They wanted to control all raw materials from the interior.
  • The journey across the desert was long, tiresome and slow. It took as many as 3 months.
  • Lack of common language made it difficult for traders to communicate. They had to use interpreters.
  • Lack of adequate water in the desert
  • Sand storms at times slowed trade
  • Desert animals and insects
  • Attack by robbers in the desert leading to loss of trade items.
  • Rivalry between caravans and competition at times led to war
  • In adequate funds to pay taxes, buy goods and pay guides.

Any 10 :  1 x 10 = 10mks

 

SECTION C (30 MKS)

 

  1. a) The organs of E.CO.W.A.S.
  • The Authority of Heads of state and government which meets once a year.
  • The council of ministers are from each member state which is responsible for general management.
  • The tribunal which interprets the treaty and settles disputes between member states.
  • The executive secretariat which serves a four year term of office and has its headquarters in Lagos
  • Specialised commission eg. In trade, industry, agriculture, social and cultural affairs. 1 x 5 = 5mks

 

  1. b) Factors that led to the collapse of the East African Community.
  • Ideological differences between member states made them pursue different economic policies eg. Kenya had a mixed economy, Tanzania socialism and Uganda had not yet decided after the common man charter was not implemented.
  • Political instability in Uganda undermined the activities of the community
  • Kenya was more developed than others and she was accused of accruing more benefits from the community.
  • Individual differences made it impossible for the Authority of Heads of state to meet. Therefore no decision could be ratified.  This was because Nyerere did not accept Idi Amin as the president of Uganda.
  • Financial constraints resulting from failure by member states to remit their contribution to the community
  • National interests of the individual country were given priority to those of the organisation.
  • Use of different currencies by the 3 states made transactions difficult
  • Hostility towards nationals from member states made things worse.
  • Too much power was placed onto the hands of the authority of the community such that if the three heads were not able to meet no decisions could be made.
  • Lack of trust in managing community resources by member countries led to unlawful nationalisation of the organisations assets
  • Personal ambition of the leaders. Each of them wanted to appear as the most powerful.
  • Tanzania’s closure of the common boarder with Kenya halted the community’s activities. Any 10 x 1 = 10mks
  1. a) The achievements of the league of nations.
  • Settled disputes between member states eg. Turkey and Iraq
  • Efficiently supervised the mandated territories e.g Tanganyika, Namibia, Togo
  • League assisted the refugees in continental Europe.
  • The league administered Saar region successfully.
  • Through its international court of Justice world peace was maintained for a while.
  • Its international labour organisation did a lot in the improvement of working conditions of workers
  • Epidermics such as cholera and smallpox were contained through the work of its health organisation
  • It helped eradicate vices such as trade in women and children and drug trafficking.

 

  • The league helped in the provision of famine relief food to flood or drought striken areas.
  • It helped in the regulation and private manufacture of arms and their sales and held disarmament conference. 1 x 10 = 10mks

 

  1. Essential principles of the league of Nations Covenant.
  • Elimination of causes of war by reducing armaments
  • Arbitration of disputes peacefully
  • Securing fair and human conditions of labour
  • Territories lost by the central powers were to be given to the allies to govern them on behalf of the league of nations.
  • To create permanent institutions to carry on the work of the league eg. Assembly council and secretarial. 1 x 5 = 5mks

 

  1. a) Privileges enjoyed by members of the British parliament.
  • Freedom from arrest within precincts of parliament building
  • Freedom of speech
  • Protection from arrest or civil offence for a period of 40 days before and after a session of parliament. 1 x 3 = 3mks

 

  1. b) Factors that might limit parliamentary supremacy in Britain.
  • They have to consider moral values of the British soviet before taking any decision.
  • They are sensitive to public opinion especially because if a government is unpopular it may not be re-elected.
  • Local authorities are empowered to make by-laws even without consulting parliament.
  • Interests of certain institutions such as the church and universities are always taken into consideration before passing any legislation’s
  • A legislation passed by one parliament can be changed by another.

1 x 5 = 5mks

  1. The powers of a Prime Minister in Britain.
  • Appointing and dismissing ministers with the consent of the Queen.
  • Presides over cabinet meetings
  • Leader of House of commons
  • Leader of parliamentary party that nominated him
  • Settles disputes between various departments
  • Ensures execution of cabinet decisions by various departments
  • He recommends to the Queen the appointments of high judicial officers
  • He recommends to the Queen the people to be awarded civil honours and distinctions. Any 7 x 1 = 7mks

 

HISTORY & GOVT VII

PAPER I

 

SECTION A : (25 MARKS)

 

  1. How does the study of History and Government of Kenya inspire patriotism and nationalist?                                                                                                                                                                  1mk
  2. Give the other three groups of Western Bantu apart from the Abasuba                             3mks
  3. What two national disasters led to the decline of the Maasai                   2mks
  4. Give two reasons that necessitated trading activities among the pre-colonial societies.       2mks
  5. How has tribalism been enhanced in modern Kenya        1mk
  6. What was the main role of chief Kivoi as a Kamba trader?       1mk
  7. In what two major ways did the Kenyan communities respond to British occupation? 2mks
  8. What was the main motive for collaboration with the British in Kenya.       1mk
  9. What are the two sources of foreign aid in Kenya ?                   2mks
  10. What is the main duty of the high court of Kenya as a constitutional court. 1mk
  11. Give three examples of indirect taxes in Kenya.             3mks
  12. In what three ways has the government of Kenya promoted culture since Independence. 2mks
  13. What does the term protection of the law mean. 1mk

 

SECTION B ( 45 MKS)

 

  1. a) Identify three Kenyan Communities who interacted with Kalenjins upto the 19th 3mks
  2. What factors contributed to the growth of Nandi military power during the pre-colonial

period                                                                                                                               12mks

 

  1. a) What factors made the British government to abolish slave trade in Kenya.    3mks
  2. Explain how Said Seyyid encouraged the development of international trade in Kenya.

12mks

  1. a) What were the grievances of the settlers against the colonial government. 3mks
  2. What were the consequences of the 1923 Devonshire white paper. 12mks

 

17.a) What were the characteristics of the early  political parties?                                            5mks

  1. Explain why the early political parties in Kenya failed by 1940s                 10mks

 

SECTION C ( 30MKS )

 

18.a) State five reasons as to why it is important to have national unity in Kenya.                  5mks

  1. Discuss the factors that undermine National unity in Kenya. 10mks

 

19 a) What problems are associated with multiparty democracy in Kenya.                              12mks

  1. Identify three things the ruling party should do to promote education in Kenya 5mks

 

20.a) Explain the meaning of the Independence of the judiciary.                                                3mks

  1. Discuss the Hierachical structure of the court system in Kenya. 12mks

 

 

HISTORY & GOVT VII

PAPER  ONE

MARKING SCHEME

 

  1. How study of History & Government in Kenya inspire patriotism and nationalist.

–  Students learn about the past political development and this makes them develop

feelings for their country. They become proud of it and they are ready to defend it.

 

  1. Groups of Western Bantu.

– The Abaluhya

– The Abakuria

– The Abagusii

 

  1. Natural disasters led to the decline of the Maasai.

–  Animal and human diseases

–  Drought and famine

  1. Reasons that necessitated trading activities among the pre-colonial Kenyan societies.

–     Different economic activities

  • Different environmental factors which made different areas to produce different items.

 

  1. How tribalism has been enhanced in modern Kenya.

–   Through creation of tribal  Geographical divisions

  • Through voting ( greedy politicians want to solicit votes from particular tribes)

 

  1. The main role of Chief Kivoi as a Kamba trade.

–     Resistance

  • Collaboration

 

  1. The main motive for collaboration with British in Kenya.

–  The collaborators mainly wanted to expand their empires as they were under threat of

powerful neighbors

 

  1. Sources of foreign aid in Kenya

–     Bilateral aid – Money given by other countries

  • Multilateral aid – Money from international institutions e.g.  World bank ,I.M.F, E.E.C

 

  • Duty of the high court of Kenya as a constitutional court.

– It interprets section of the constitution to determine whether or not the hearing of a

particular case is constitutional

 

  1. Examples of indirect taxes in Kenya.

–     Sale taxes

–     V.A.T

–     Cess

  • Custom duties

 

  1. How the government of Kenya promoted culture since independence.

–     Encouragement of music and drama  festivals in schools

–      Promotion of indigenous ( African crafts)

–      Promotion of indigenous literature

  • Use of mass media to encourage revival of culture / allowing vernacular radio stations

 

  1. Protection of the law means:-

– Every person is entitled to fair trial in the court of the law

 

 SECTION B

 

  1. Kenyan communities who interacted with the Kalenjins upto the 19th

–   Luo

–   Abaluhya

–   Abagusii

–   Maasai

–   Abakuria

 

 

 

 

  1. Factors that contributed to the growth of the Nandi military power during the pre-colonial period.

–   They were militarily strong -had strong warriors who were well equipped. The army was

able standing one

  • They had a mixed economy hence a strong economic base and hence devoted time     fighting
  • They raided other communities instilled fear and hence expanded through military conquests
  • They had the institution of Orkoiyot who was a unifying factor. The Nandi consequently united against their enemies
  • The decline of the Maasai – enabled them to fill the power vacuum.
  • The existence of the age-set system – always ensured that they had worriors .
  • The Nandi superiority/pride . They were always ready to fight and never wanted to loose in the war .
  • Their land was mountainous with many valleys hence were able to spy on their enemies and used guerilla warfare.
  • High population hence adequate provision of soldiers

 

  1. 14. a) Factors made the British government to abolish slave trade in Kenya.
  • Pressure from the humanitarians / slave trade was evil
  • Britain was Industrialized and needed people back in Africa to produce cheap materials for industries.
  • The use of machines required less labour as they were more efficient and reliable than slaves .
  • Public opinion in Britain influence by writers like D. living stone who argued that freemen walk better than slaves

 

  1. How said Seyyid encouraged the development of international trade in Kenya.

–     He reduced custom duty hence many  traders were encouraged to come

  • Improved monetary system-Said Seyyid introduced small copper coins to supplement silver currency
  • He encouraged the coming of Indian merchants called Banyons who organized credit facilities for the caravan going into the interior . The Banyans were also in charge of tax collection
  • Seyyid Said sent caravans into the  interior  who went back to the coast with a lot of goods
  • Seyyid Said affirmed that no one country would be allowed into the interior apart from Britain hence reduced competition and strengthened trade
  • Seyyid said signed treaties with U.S.A and other European countries which strengthened commercial ties between Kenya  and the rest of the world.
  • Seyyid Said established specific markets such as Zanzibar and Mombassa hence facilitated exchange of goods.

 

  1. The grievances of the settlers against the colonial government.

–     The sudden  recall of Sir Edward Northing also favored them

  • The decision of the government to open up the white highlands to all races.
  • The Increased numbers of Asians in the Legco threatened them
  • The issuance of the Devonshire White paper which dashed their hopes of making Kenya  a white mans country.

 

 

 

  1. The consequences of the 1923 Devonshire white paper.

–    It declared that Kenya was a primarily an African country and if and when the interests

of  the Africans and those of emigrants

  • It ruled out further advance towards self government under European rule hence no further constitutional privileges for the settlers
  • The paper however reserved the white highlands for the settlers
  • Asians were allowed to elect 5 members to the Legco. on a common role hence this was an increase in the number of representatives and the settlers were unhappy
  • The document ruled out racial segregation in residential areas and also restriction of Indian migration .
  • Africans interests were to be represented in parliament by a missionary Arthur.

 

  1. a) The characteristics of the early political parties.

–     They began after the first world war

  • They were regional/local in outlook
  • They were moderate in their demand not militant
  • They were mostly welfare organisations not interested in independence but to improve their conditions
  • They were tribal based
  • They had grievances against the ills of colonialism

 

  • Why the early political parties in Kenya failed by 1940’s

–     They were not so much concerned with the fight for independence but in eradication

of some ills of colonialism > so long as the ills of colonialism were not there they did

not bother i.e. Kipande, forced  labour e.t.c.

  • The Africans were divided – Each was fighting for its own welfare and hence they were easily crushed by the colonist
  • The parties were so moderate in their demands and they were not taken seriously by the colonist
  • The parties were local and hence lacked international support .
  • Most of the leaders were not educated and hence could not provide effective leadership
  • They lacked external influence /ideas and did not know how to command their own destiny
  • They lacked finances hence they could not carry out party activities effectively
  • They were internal disagreements and factions/rivalry among the leaders
  • The coming of the second World war disrupted their activities
  • The colonial government banned them
  • There were language barriers
  • Lacked general support

 

SECTION C (  30 MKS)

 

17.a).  Reasons as to why it is important to have national unity in Kenya.

–     Unity enables people to develop socially and economically

  • Unity enhances political stability
  • Unity minimizes and eventually eliminates intercommunity suspicions hence people develop a sense of belonging ness  and security
  • Unity promotes co-operation and opens opportunities to excellence e.g. through Harambee spirit .
  • Unity promotes collective responsibilities in the times of need/ crises e.g. disaster or natural calamities people help one another                                  

 

  1. Factors that undermine Naitonal Unity in Kenya.

–     Tribalism /nepotism /racism – all these forms of discrimination create  bitterness,

suffering which in the long run can lead to war ,suspicion and injustices.

  • Religious conflicts – They lead to lack of tolerance and respect of other peoples beliefs hence religious fighting’s / splits and general disorder
  • Corruption – makes public lose faith in national institutions, creates suspicion, frustration and hatred from those who cannot afford to bribe
  • Intolerance of divergent views – The intolerant leaders usually molest, harass, intimidate and silence opponents, this can result to fear, hatred and frustrations.
  • Discriminative laws: –  Different institutions governed by different laws eg. Gender laws, sharia, others outside are discriminated and this can create hatred and eventually disunity.
  • Ignorance –  lack of information and knowledge sometimes can cause confusion as propaganda and indoctrination are used in some sections of the society.
  • Greed – resulting to grabbing, cheating, misappropriation; Those left out feel frustrated, bitter and suspicious.
  • Poverty / unequal development – The poor are denied opportunities while those in the high circles are provided with many opportunities and services.  This leads to hatred and bitterness among the poor.
  • Capitalism – has led to very few rich and poor many.  Majority poor can rise against the established order which in most cases seem to be responsible for their plight.

 

  1. a) Problems associated with multiparty democracy in Kenya.
  • – Tribalism
  • Unequal development especially in areas that fail to support the ruling party
  • Tribal clashes
  • Rivalry between parties
  • Leadership struggle within parties
  • Rigging of election as every party struggles to win
  • Civil unrest and disobedience sometimes initiated by opposition
  • Poor image abroad and disgruntled members of loosing parties tarnish the name of the government.
  • Defections as members of parliament keep on moving form one party to another
  • Lack of adequate funds
  • Waste of national resources and individual wealth especially during campaigns
  • Poor relations with the ruling party as the opposition at times tries to discredit the ruling party while it struggles to maintain he status quo

 

  1. Things the ruling party should do to promote education in Kenya.

–   Provide free primary education

  • To expand educational facilities at all levels – primary secondary and tertiary.
  • Try and achieve gender balance in education
  • Offer scholarship to the deserving students.

 

  1. a) Meaning of the independence of the Judiciary.

–      The law courts are free to make legal decisions in strict accordance with the law

without fear of either the executive or the legislature.

  • The judiciary can make decisions without favouring anybody regardless of his position in the society.
  • Judges and magistrates are free to make professional decisions without fear or punishment, victimization or intimidation but the judgement must be based on laws.

 

  1. The Hierarchical structure of the court system in Kenya.
  2. District magistrate Courts  –  Dm 3, 2, 1
  • Found at District level
  • Listen to both original and appellate cases
  • Apart from Dm 3
  • Deals with cases of low magnitude.

 

  1. Resident magistrate courts: –

–     At provincial land.

  • Listen to both original and appellate cases.

 

  • Chief magistrate courts
  • Only situated in Nairobi
  • Administer matters affecting magistrates
  • Hears important criminal cases.

 

  1. High court
  • Presided over by judges
  • Has circuit system –  Visits provinces in cycles
  • Listens to both original and appellate cases of high magnitude

 

  1. Court of appeal
  • Highest in the land
  • Headed by appellate judges
  • Hears only appellate cases

 

  1. Special courts and tribunals

–     Hear cases from certain groups of people e.g Rent tribunal, industrial court, Kadhi,

martial courts ( order must be followed)

 

 

HISTORY & GOVT VII

PAPER TWO

 

SECTION A:  (25 MKS)

 

  1. List three main areas in the study of history       3mks
  2. List two methods used by archaelogists to determine the age of fossils.                   2mks
  3. Identify two characteristics of Homo Habilis.       2mks
  4. Give two reasons for the decline of the early urban centres in African.       2mks
  5. Give one way in which railway transport contributed to the Agrarian revolution in

Western Europe in the 19th century.                                                                                1mk

  1. What main event contributed to the decline of industrialization in Japan after 1945? 1mk
  2. Give two negative effects of development of science and technology       2mks
  3. What main factor contributed to the success of the triangular trade?       1mk
  4. State two disadvantage of coal as a source of energy though widely used during the

Industrial Revolution.                                                                                                      2mks

  1. State the African country where iron was first used before it spread to Africa.       1mk
  2. Give two reasons why Lewanika of Lozi collaborated with the British.       2mks
  3. What main role was played by Kabaka Mutesa I of Buganda in the colonization of his

country.                                                                                                                            1mk

  1. What two roles were played by Ghana in the achievement of independence in the rest

of Africa.                                                                                                                          2mks

  1. Give two reasons that made the Boers of S. Africa to establish Bantustants (black settlements)

in 1959.                                                                                                                             2mks

  1. What was the main political problem that Zaire faced immediately after independence. 1mk

 

SECTION B. (45 MKS)

 

  1. a) Identify any three forms of early transport.                                                        3mks
  2. b) In what six ways were the early means of transport limited.       12mks

 

  1. a) In what five ways did overseas colonies contribute to industrialization in Europe?      5mks
  2. State the problems which were created by industrialization in Europe from the mid

18th century.                                                                                                          10mks

 

  1. a) Identify five pillars of Islam.                                                                                5mks
  2. b) What factors contributed to the spread of Islam during the foundation stage? 10mks

 

  1. a) Name any three individuals in Africa who offered great resistance against European

occupation and expansion in Africa.                                                                         3mks

  1. b) Give reasons that enabled the British to defeat the Ndebele by 1907.                     12mks

 

 

SECTION C (30 MKS)

 

  1. a) Explain why the French used the policy of Assimilation in W. Africa.              5mks
  2. b) Account for the failure of the policy of assimilation.       10mks

 

  1. a) State the methods that were used by the blacks of  Africa in their struggle against

Apartheid.                                                                                                                   8mks

  1. b) What problems were encountered by African nationalists in the struggle for independence.                                                                                                                                     7mks
  2. a) What is the composition of the British parliament                                              3mks
  3. b) What are the functions of the British parliament.             12mks

 

 

HISTORY & GOVT VII

PAPER TWO

MARKING SCHEME

 

  1. Areas in the study of history
  • Political history
  • Economic history
  • Social history 1 x 3 = 3mks

 

  1. Methods used by archaelogists to determine the age of fossils.
  • Radio carbon dating
  • Potassium argon method
  • Stratigraphy
  • Fission track
  • Statistical dating – averaging length of generation 1 x 2 = 2mks
  1. Characteristics of Homo Habilis.
  • He had ability to grasp objects
  • Had ability to make pebble tools
  • Had brain capacity of about 680cc
  • He was omnivorous 1 x 2mks

 

  1. Reasons for the decline of the early urban centres in African.
  • Wars of conquest
  • Decline of trade
  • Exhaustion of mineral deposits
  • Lack of water 1 x 2 = 2mks

 

  1. Ways in which railway transport contributed to the Agrarian revolution in Western Europe in the 19th century.
  • Improved transport made it possible for bulky goods to be transported
  • Migration and settlement of people who engaged in farming
  • Trade was promoted and this encouraged agriculture as people could get markets for their farm produce.

 

  1. Event that contributed to the decline of industrialisation in Japan after 1945
  • The Second World War which two important cities (Hiroshima and Nagasaki) were bombed by U.S.A.

 

  1. Negative effects of development of science and technology
  • Promoted warfare
  • Polluted the environment
  • Manufacturing of dangerous drugs and other chemicals
  • Has led to unemployment 1 x 2 = 2mks

 

  1. Factor contributed to the success of the triangular trade
  • Proper organisation / high level organisation

 

  1. Disadvantage of coal as a source of energy though widely used during the industrial Revolution.
  • It is bulky
  • It is non renewable
  • It pollutes the air
  • It is expensive to mine

 

  1. African country where iron was first used before it spread to Africa.
  • Egypt

 

  1. Reasons why Lewanika of Lozi collaborated with the British.
  • To be protected from other European countries for he had seen how they were all struggling to control Africa / wanted the British to protect him against his neighbours such as the Ndebele, Kololo etc
  • He was influenced by Khama of Botswana who talked highly of them.
  • He was encouraged by the Christian missionaries eg who promised education to sons of chief.

 

 

  1. Role played by Kabaka Mutesa I of Buganda in the colonization of his country.
  • He invited Christian missionaries to settle in Buganda and later on they were joined by the colonists.

 

  1. Roles played by Ghana in the achievement of independence in the rest of Africa
  • Encouragement of the African leaders
  • Hosting of a Pan – Africa congress where issue of colonialism was discussed
  • Provision of financial assistance
  • Allowing military bases to be formed in Ghana.

 

  1. Reasons that made the Boers of S. Africa to establish Bantustans (black settlements) in 1959.
  • Wanted to control African countries
  • Wanted to improvise Africans so that they could provide labour in that farms, mines and industries
  • Wanted to enhance segregation inorder to retain ‘purity’ of the whites.

 

  1. What was the main political problem that Zaire faced immediately after independence.

–     Struggle for leadership which even led to the succession of the Katanga region

 

SECTION B. (45 MKS)

 

  1. a) Forms of early transport.
  • Land
  • Water
  • Human
  • Animal

 

  1. b) Early means of transport limited.
  • Some were very slow eg. Human transport
  • Some could not be used to carry bulky goods eg. Water transport
  • Some form of transport were restricted to some areas. Eg animal transports was mainly restricted to flat areas
  • Some of them carried limited goods eg human transport
  • Some of them were cumbersome
  • Some animals could be stubborn to move
  • Some were prone to danger eg human transport
  • Some were unreliable eg water transport could only be used when it was windy, animal / human transport could only be used during the day.
  • Some were huge and difficult to load eg elephants.

2 x 6 = 12mks

 

  1. a) Ways in which overseas colonies contribute to industrialization in Europe
  • They provided markets for industrial goods
  • They provided raw materials used in the industries
  • The Europeans exploited the resources to obtain capital which they used to invest in industries
  • They were able to obtain slaves who worked in the plantations which in return provided raw materials for the industries.
  • The colonies paid taxes which were used to set up industries in their mother countries.                                                                                                 1 x 5 = 5mks
  1. Problems which were created by industrialization in Europe from the mid

18th century.                                                                                                              

  • Led to rural urban migration hence farms were left without adequate labour
  • Led to conflicts and unhealthy competition between the powers and eventually led to the world wars.
  • Led to division of the world into two blocks (developed and developing countries)
  • Dangerous weapons were manufactured in the industries and this increased insecurity in the world.
  • Led to forced labour
  • Led to child and women labour
  • Led to the exploitation of the working class
  • Health of the workers deteriorated as they were subjected to pollution of all kinds – noise air and water pollution.
  • Led to pauperism as the poor increased especially those who moved into towns and were not employed.
  • Machines were not designed for human safety hence so many people were mutilated.
  • Poor working conditions, workers lined in congested slums, they were lowly paid and worked for long hours. 1 x 10 = 10mks

 

  1. a) Identify five pillars of Islam.
  • Prayers to Allah – 5 times a day
  • Payment of alms (Zakat) to the poor
  • Fasting during the month of Ramadhan
  • Making pilgrimage to Mecca atleast once in ones life time
  • Daily recital of the creed. 1 x 5 = 5mks

 

  1. b) Factors that contributed to the spread of Islam during the foundation stage
  • Trade between Arab merchants and other people, as they traded they converted people
  • Migration and settlement of Arabs over large parts of Africa and Southern Europe
  • Establishment of Islamic states especially in North African and Asia
  • Islam accommodated cultural practices of many societies hence it was appealing
  • The weaknesses of the Arab neighbours made the Arabs of easily conquer them.
  • Efficient means of transport and communication during the early years eg use of dhows and animals transport eg. Camels and horses
  • Islam spread through holy wars Jihad’s (wars of conquest) hence people were forced to accept Islam.
  • Conversions – Arab missionaries spread Islam to many parts of the World.
  • Islam spread through intermarriages 2 x 5 = 10mks

 

  1. a) Individuals in Africa who offered great resistance against European occupation

          and  expansion in Africa.        

  • Menelik
  • Lobengula and Ndebele
  • Samori Toure of Guinea 1 x 3 = 3mks

 

  1. b) Reasons that enabled the British to defeat the Ndebele by 1907.
  • The British used superior firearms against the Ndebele who still used locally manufacture simple arms
  • The Ndebele were let down by the other African communities e.g Shona who refused to unite and co-operate so that they would defeat the British.
  • The British retaliated so ruthlessly so the Ndebele got seared and discouraged from resisting further.
  • The British further were helped by some Africans so they became stronger by the Ndebele.
  • The Mwari cult let the Ndebele down and demoralized the fighter as the expected magic failed to work.
  • The flight and eventual death of Lobengula discouraged the fighters.
  • The British soldiers were better trained and more organised than the Ndebele fighters who lacked military strategy.
  • The Ndebele had different loyalties the youth supported Lobengula’s son, the older people a relative of a former king, some even decided to negotiate for peace.

2 x 6 = 12mks

 

SECTION C (15 MKS)

 

  1. a) Why the French used the policy of Assimilation in W. Africa.
  • The French assumed that their culture and civilization was superior to the others hence it was their burden to impose it on them.
  • They assumed that other people were capable of being assimilated into French culture.
  • French considered their colonies as part of France and unlike the British did not consider cost as a burden
  • Unlike the British, the French had no intention of preparing the colonies for eventual self – government.
  • The inhabitants has long contact with France hence would be assimilated easily.

1 x 5 = 5mks

  1. b) Failure of the policy of assimilation.
  • The governors faced strong opposition from the traditional rulers who were not ready to accept the French mode of civilization.
  • There were few Frenchmen to carry out the policy
  • The French traders were against the police for they feared competition from Africans if they became equal
  • The Africans had diverse culture and it was not easy to convince different groups to abandon their culture in favour of assimilation.
  • The French hoped to use the school system and it failed to sufficiently indoctrinate the Africans on the value of the policy.
  • The colonial period did not last long enough to enable a whole community to change cultural practices.
  • The French realized that the policy was expensive and hence defeated their purpose of acquiring colonies for economic gain.
  • The laws once passed in Paris took long to reach the local people.
  • The French administration were dishonest, as they rarely implemented the laws that were passed in Paris, Africans felt cheated and rose against them.
  • The Muslims resisted attempts to make them Christians which was one of the qualifications for assimilation.
  • The French citizens in France feared being out numbered in the chamber of deputies hence opposed assimilation.
  • There was rise of Negritude –  the movement advocated for the dignity of all black people no cultures was superior hence French had no moral right to impose their culture on other people.                                                                                             1 x 10 = 10mks

 

 

 

  1. a) Methods that were used by the blacks of Africa in their struggle against Apartheid.
  • Formation of parties eg. A.N.C
  • Use of diplomacy to convince the white regime to dismantle apartheid
  • Appealing to International bodies like U.N.O to pressurise S. Africa to dismantle Apartheid
  • Use of mass media to sensitize the public and international communities on evils of apartheid especially through films lie cry-freedom, Sarafina etc.
  • Hunger strikes among the jailed
  • Armed struggle
  • Organising defiance campaigns e.g boarding buses which were exclusively for Europeans, invading residential areas, parks and restaurants marked white only.
  • Organising peaceful demonstration and protests.
  • Preaching by churches led by people like Bishop Tutu – championing against apartheid.
  • Riots and uprising – eg Soweto uprising.

1 x 8 = 8mks

 

  1. b) Problems encountered by African nationalists in the struggle for independence.
  • Harassment, arrests and detentions of freedom fighter
  • Banning of political parties
  • Open violence and murder eg.Steve Biko
  • Obvious divide and rule tactics by the white regime to divide people – creation of Bantustans
  • Lack of money and other material resources
  • Denial of access to state owned media
  • Frustrations of national leaders no freedom of association, speech / intimidation by security agents

 

  • Emergency regulations which ensured that African meetings were censored
  • Pass laws which curtailed the movements of the Africans.

1 x 7 = 7mks

  1. a) The composition  of the British parliament
  • Monarch (Queen)
  • House of commons
  • House of the Lords 1 x 3 = 3mks

 

  1. b) The functions of the British parliament.
  • It is the law making organ of the government
  • It controls the government finances
  • It can pass a vote of no confidence against the government and force it to resign
  • It has power to declare war or state of emergency.
  • It represents the will of the people
  • It acts as a check on the possible abuse of power by other arms of the government.
  • It criticises government proposals with the aim of improving them
  • It promotes democracy
  • It approves government revenue and expenditure.

–     It has power to change the countries constitution.                2 x 6 = 12mks

COMPUTER STUDIES NOTES FREE PDF FORM 1-4

INTRODUCTION TO NETWORKING AND DATA COMMUNICATION

Chapter outline 

1.1 Introduction

1.2 Definition of terms used in networking

1.3 Types of computer networks

1.4 Purpose and limitations of networking

1.5 Elements of networking

1.6 Network topologies

1.7 Network security

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COMPUTER STUDIES NOTES FORM 1-4 PDF

Free Computer Studies notes, revision questions, KCSE past Papers, Exams, Marking Schemes, Topical revision materials, Syllabus and Many more

Definition of terms used in networking.

A computer network can be defined as a collection of computers linked together using transmission media for the purpose of communication and resource sharing. The term transmission media refers to any physical or non-physical link between two or more computers and in which a signal can be made to flow from source to destination. Some of the shared resources include programs, printers,storage devices, communication links etc.

Data communication

Data communication refers to the process of transmitting data signal from one point to another through the network. If all aspects related to data communication are taken into consideration, computer networking is the most recent, efficient and reliable means of transmitting data.

Terms used in data communication

Some of the terms used in data communication include: data signal, signal modulation and demodulation, multiplexing, bandwidth, base band, broadband transmission and attenuation.

Data signal: A data signal is a voltage level in the circuit which represents the flow of data. In data communication, data signals can either be analog or digital in nature. Analog data is made up of continuous varying waveform while digital data is made up of a non-continuous discrete waveform.

Signal modulation and demodulation: This is the process of converting data signals to a form that is suitable or transmission over a transmission medium. For example, a modem converts a digital signal to analog by superimposing it on an analog carrier signal which can be transmitted over analog telephone lines. This process is called modulation. A modem at the receiving end converts the analog signal into digital form, a process known as demodulation.

Multiplexing: Multiplexing is the process of sending multiple data signals over the same medium e.g. a wire conductor can be made to carry several data signals either simultaneously or at different times. Demultiplexing is the process of separating the multiplexed signals at the receiving end. Imagine a situation where one hundred computers in town A want to communicate with others of equal number in town B. If multiplexing is not used, each of the computers in town A will need a direct cable linking it to its partner in town B! However, with multiplexing, the computers can be made to share a single cable laid between the two towns hence save cost. The different frequencies create what is called different logical channels in the medium.    .

Bandwidth: A bandwidth is the maximum amount of data that a transmission medium can carry at anyone time. For example, a certain cable may have a bandwidth of 100 Mbps (Mega bits per second).

Baseband signal: Baseband signal is a digital signal that is generated and applied to the transmission medium directly without modulation. The signal takes the form of voltages of different magnitudes applied to the medium. The baseband signal utilises the full capacity of the transmission medium, hence at anyone time; only one signal can be sent. However, multiple signals can be sent at different times if they are multiplexed.

Broadband transmission: In broadband transmission, an analog signal is sent over the transmission medium using a particular frequency. This means that several data signals can simultaneously be sent through the same medium but at different frequencies. Frequency bands between these data signals prevent them from overlapping.

Attenuation: This is the decrease in magnitude and energy as a signal progressively moves along a transmission medium. If the signal is not boosted, it will totally be .lost along the way and may never reach the destination. Attenuation or signal loss is usually corrected by placing signal amplifiers also called repeater stations along the medium at appropriate distances in order to receive the weak signal, clean it, amplify it then retransmit it.

Modes of data communication

There are three modes of data communication namely: simplex, half

Duplex and full duplex.

Simplex transmission refers to communication in only one direction. An example of simplex communication is the normal radio or television broadcast. The listener or viewer cannot communicate back through the radio or television receiver back to the broadcaster.

Half duplex refers to communication in both directions but one direction at a time. A sender must send the data before the recipient can reply. For example, if two police officers are communicating using a ‘walkie talkie’ radio, one has to say “over” to mark the end of every statement in order for the other to respond.

Full duplex communication occurs in both directions simultaneously. An example of full duplex communication can be found in computers that are sending and receiving data on a network.

Types of computer networks

Computer networks can be classified using several aspects but the most common classification is according to size. Currently, there are several types of networks but the three most common are:

  1. Local area network (LAN)
  2. Metropolitan area network (MAN)
  3. Wide area network (WAN)

Local area network (LAN)

Local area network is a computer network that spans a relatively small geographical area like in one building or a school. One local area network can be connected to other local area network over any distance via data transmission lines or wireless media.

Most local area networks connect personal computers and server computers on a small network. A server computer is a computer dedicated to servicing requests for resources from other computers (workstations) on a network. Most local area networks are configured such that each workstation has its own central processing unit with which it executes programs, but it is also able to access data and devices anywhere on the local area network. Local area networks enable many users- to share expensive devices, such as laser printers, as well as data. Users can also use the local area network to communicate with each other, by sending messages or engaging in chat sessions.

Local area networks are capable of transmitting data at very fast rates, much faster than data transmitted over telephone lines.                                                    .

 

Metropolitan area networks (MAN)

A metropolitan area network is a network that covers a metropolitan area like a town or city. The metropolitan area network size typically covers a radius of between 5 to 50 km. The metropolitan area network infrastructure may be owned by a single company that has offices across a metropolitan area or by a service provider who provides network services to subscribers in the area. In essence, a metropolitan area network is made up of many local area networks in a metropolitan area.

 

Wide area networks (WAN)

A wide area net work is larger than a metropolitan area network and covers a large geographical area such as a country, a continent or the whole world. It consists of many local area networks and metropolitan area networks connected together to form one large network such as the Internet.

Purpose and limitations of networking

Purpose of networking

Some of the reasons for setting up computer networks include: resource sharing, remote communication, distributed processing facilities, cost effectiveness and reliability.

Resource sharing

A resource in the network environment means data/information, files, printers, modems, communication links, storage devices, fax machines, application programs and any other component that can’ be attached to the network for access by users.

 

Take for example an office setup where a number of users in a small business require access to. Common information. As long as all the computers are connected, they can share their files, exchange mail, send,

Faxes, schedule meetings and print documents from any point on the network. Users do not need to transfer files via removable storage but would send the work to a network printer. This centralised access to data and information leads to less waste of time and hence greater productivity.

 

Imagine the benefits of a user being able to directly fax a document from the softcopy in his/her word processor, rather than having to print it out, and then feed it into the fax machine.

 

In most network arrangements, the shared resources may be attached to a network server. The other computers on the network that send requests to the server are referred to as clients or workstations. Network servers run a special program called the server software which controls computers on the network and listens to client requests to service them over the network. For example, a print server will give permission for a particular client to print documents on the network printer. Figure 1.2 shows a simple diagram representing a computer network that is controlled by a server.

 

Remote communications

In the present computing environment, computer engineers are faced with two basic problems.

  1. Roaming of officers who by virtue of their work keep on covering long distances away from the workplace.
  2. Access to the organization’s information resources so that they can have up-to-date data or at least update the information servers with the status quo in the field.

Initially, the problem of roaming was addressed by the development of portable computers like laptops. But problem of access to the network’s information server remained! However, both problems have been addressed by remote communication. Remote communication refers to the transmission of data signals between two communication devices located at different geographical locations. A computer that tries to access resources from another computer on the network is called a remote client while the computer being accessed is called a remote host. Remote communication has been made possible by use of wireless transmission media such as radio waves, microwave and satellite as will be discussed in details later.

 

It is through remote communications that people can be able to share ideas and pass messages over the Internet.

Therefore, remote communications give a lot of freedom to the network users which translates to more productivity. Imagine continuing to work from home just as if you were in your office.

 

Distributed processing facilities

Distributed processing refers to the act of running the same programs or databases on different computers which are on the same network. However, users will not know that the processing is distributed but will think that everything is taking place on computer. The output can then be transmitted to another computer or the central computer on an organisations network. Before the advent of distributed processing, many organisations had centralised systems of management. This meant that all the data and information were sent from the dumb terminal (workstation with no processing power) for processing and storage in a central computer. It therefore followed that processing of data, release of information and decision making was centralised too.

However, with distributed processing, files reside on the user’s computer rather than on a central computer. Branch offices in a large organization have their own servers that store data, information and other resources required for their daily operations. These servers would then periodically update the central computer.

This model of data processing has a number of advantages. These include:

  1. The failure of the central computer does not affect the operations of the other terminals.
  2. Processing load is shared equally hence no time wastage.

 

Cost effectiveness

Networks are cost effective in the organization. Although the initial purchase and lying down of network components may be expensive, the savings experienced and the value added to service delivery make them a ready choice for enterprising managers.

One good thing about a network is that it greatly increases the efficient use of scarce resources. Imagine a large organization that has stand alone computers only. In such a case, the management has to buy a printer for each computer. However, with a network, only one printer is sufficient. The same applies to other resources like fax machines, optical drives, files and applications.

It should also be noted that computer networks have enhanced daily communication by providing a paperless communication environment. Users can send electronic messages and mail to each other instead of having to bear the cost of stamp duty or delivery charges. On the same note, company executives may not need to travel across continents to hold meetings. They can hold electronic video conferences instead and save the fare.

 

Reliability

A computer network is reliable in two ways especially when communicating or accessing information:

  1. Data can be transferred with minimum error from source to destination.
  2. In case one computer breaks down, a user can still access data and information from the other computers using another computer on the network.

 

Limitations of networking

Although networking has many advantages it also offers many challenges that are associated with implementation and human factors. Some of the limitations and disadvantages of networking include security issues, high initial installation cost, moral and cultural effects, spread of terrorism and drug trafficking and over reliance on networks among others.

 

Security issues

Data and information held on a network is prone to more illegal access threats than if the computer was not on the network. For example, a stand alone computer may be accessed by only a few people at home or in the office environment. However, once the computer is connected to the network, especially the Internet, many people can access it not only physically but also virtually over the network. Apart from this, when information is sent over the network from source to destination, it can be tapped or listened to by unauthorized parties.

Organisations find it very challenging to guard information systems from constant threats of illegal access. One of the common methods of data protection in a networked environment is encryption. This is the scrambling of information into a complex unintelligible form. Encrypted data cannot be understood by people who illegally access it unless they have the decryption key.

 

High initial cost

The initial cost of buying network hardware and software is very high. In fact, most institutions that have not set up their networks more often than not quote prohibitive cost as a limiting factor.

 

Moral and cultural effects

Large networks like the Internet have chat rooms and messaging services that may enable underage children to meet peers and adults on the net some of whom may have bad intentions. Access to pornographic and other negative material has also made the fight against social problems such as HIV/AIDS, bad sexual behaviour, drugs and substance abuse more complicated.

 

Spread of terrorism and drug trafficking

The Internet provides a rich recruitment ground for all types of illegal activities such as terrorism and drug trafficking. The easy flow of information from one place to another keeps even those who are on the wrong side of the law communicating easily. Terrorists and drug traffickers use information networks for their business communications. However, many countries have come up with methods of policing the Internet to try and break such syndicates.

 

Over-reliance on networks

Modem organisations have phased out most manual operations this means that all business processes and the society depend on computer networks. The disadvantage of this over reliance is that if by any chance the network fails or goes down, then many systems in the society can be brought to a halt! For instance, imagine the chaos if mobile phone services were to be abruptly brought to a halt. However, proper systems and network planning should be made to avoid such occurrences.

 

Elements of networking

A computer network is made up of several standard elements (components) which can be classified into three major categories namely:

  1. Data communication media.
  2. Communication devices.
  3. Networking software.

 

 

 

 

Data communication media

A data communication medium is a pathway used for carrying data and information from one point to another. The communication medium will more often than not dictate the type of signal that will be used to transmit a message. In essence, data communication media can be divided into two:

  1. Communication using cable (bounded media)
  2. Wireless communication (unbounded media)

 

Communication using cables (bounded media)

Data signals are transmitted from the source to the destination through a restricted pathway such as through a cable. For example, if the cable is a copper conductor, the data signal which may be in form of an electrical signal is propagated through the cable from the source to the destination. Any radiation from the guided medium is regarded as signal loss.

There are several types of bounded transmission media but the most common ones are:

  1. Two wire open lines cables.
  2. Twisted pair cables.
  3. Coaxial cables.
  4. Fiber optic cables.

 

1.Two wire open lines cables

They are made up of two parallel copper wires separated by a plastic insulator

They are used in telecommunication network to transmit voice signal e.g. the line running from a subscriber’s house to the nearest telephone post.

Although the plastic insulator is meant to reduce inter-line interference called crosstalk their linear nature allows an electromagnetic field to build around them during heavy data transmission which may cause interference to the signal. The wires also capture environmental frequencies e.g. radio waves hence causing noise in the transmission channel. In data communications, the word noise refers to random unwanted signals picked up by the channel.

 

2.Twisted pair cables

A twisted pair cable is made up of two solid copper wire strands wound around each other in a double helix manner the winding of the wires is meant to reduce the development of an electromagnetic field around the two wires as they transmit data. These cables are mostly used to transmit both voice and data signals. The two common types of twisted pair cables are the unshielded twisted pair (UTP) and shielded twisted pair (STP)

Unshielded twisted pair (UTP) cables do not have a shield that prevents electromagnetic interference (EMI) also called “electric noise” from the environment. The cable is therefore susceptible to noise and signal interference. Noise may come from lightening sparks, radio signal and even the radiations from spark plugs in motor vehicles. Unshielded twisted pair is therefore not suitable for environments that are electrically “noisy”.

Shielded twisted pair (STP) is similar to unshielded twisted pair except that a braided shield is wrapped around the wires to shield or protect them from noise.

 

Twisted pair cables are categorised into five groups according to the type of data transmitted and maximum rate of transmission, as shown below.

 

Table 1.1

 

  Suitable for Speed (max. limit)
Category Transmitting  
1 Voice Less than 1Mbps
2 Data 1 Mbps
3 Data 16 Mbps
4 Data 20 Mbps
5 Data 100 Mbps

 

  1. Mbps means Megabits per second.
  2. Today’s networks are approaching speeds of Gigabits per second.

Most organisations today use category 5 twisted pair cables to set up their local area networks. Although twisted pair cables can support high data rates (bandwidth) of up to 100 Mbps, they suffer from attenuation. For every cable length of 90 m, a device for restoring the signal called a repeateris needed to amplify the signal.

The advantages of twisted pair cabling include:

  1. Telephone systems use UTP which is present in most buildings. This means that it is easier to set up network media because connection is readily available.
  2. Installation equipment is cheap and readily available.
  3. It is cheap because of mass production for telephone use.

The disadvantages of twisted pair cabling include:

  1. It suffers high attenuation.
  2. It is sensitive to electromagnetic interference and eavesdropping.
  3. It has low data transmission rates as compared to other cables.

 

Coaxial cables

A coaxial cable resembles the cable that is used to connect television antenna to a television set. This cable has a central copper core which may be of solid or stranded wires surrounded by a dielectric material (insulator). The dielectric material is then surrounded by a hollow mesh conductor which is covered by a shield making the cable more resistant to electromagnetic interference than the twisted pair cable.

The braid (or mesh conductor) is made of copper or aluminium and serves as the ground for the carrier wire. Together with the insulation and any foil shield, the braid shield protects the carrier wire from radio frequency interference (RFI) and electromagnetic interference (EMI). However, although the cable has better protection against electrical interference than the twisted pair cables, it has a moderate protection against magnetic interference. The diameter of the centre core or conductor determines the attenuation rate. The thinner the core, the higher the attenuation rate. Data is carried on the cable using direct current (dc).

Coaxial cables have bandwidths of up to 1 Gbps (Gigabits per second). Hence, they are installed in a network to form the network backbone (a link that connects two or more separate local area networks). A good example where this cables are used is connecting different networks between buildings and routing trunk calls in telecommunication companies. There are two types of coaxial cables:

  1. Thin coaxial cable (Thinnet). It has one dielectric insulator
  2. Thick coaxial cable (Thicknet). It has two dielectric insulators around the core and is thicker than the thinnet

The advantages of coaxial cables include:

  1. They are very stable even under high loads.
  2. They have a large bandwidth (up to I Gbps) compared to twisted pair.
  3. They can carry voice, data and video signal simultaneously.
  4. They are more resistant to radio and electromagnetic interference than twisted pair cables.

The disadvantages of coaxial cables include:

  1. Thick coaxial cable is hard to work with.
  2. Coaxial cables are relatively expensive to buy and to install as compared to twisted pair.

Fiber optic cables

This is one of the latest types of bounded transmission media to be developed. Instead of carrying or transmitting data signals using electronic signals, the fiber optic cable utilises light to transmit data from one point to another on the network. The electrical signals from the source are converted to light signals, and then propagated along the fiber optic cable. To convert an electric signal to light, you need a Light Emitting Diode (LED) at the transmitter. At the receiving end, a photosensitive device can be used to convert the light signals back to electric signals that can be processed by the computer.

 

The fiber optic cable is made up of the core, cladding, buffer, strength members and the jacket. .

The core: The core is the central part of the cable and is made of a hollow transparent plastic or glass.

Cladding: This is a single protective layer surrounding the core. It has some light bending characteristics in that, when the light tries to travel from the core to the cladding, it is redirected back to the core. This is why even if a fiber optic cable is bent into coils and a light signal is inserted at one end it will still be seen coming out from the other end.

Buffer: The buffer surrounds the cladding and its main function is to strengthen the cable.

The jacket: It is the outer covering of the cable.

Fiber optic cables are of two types namely:

  1. Single mode fiber.
  2. Multimode fiber.

The single mode fiber cable has a very narrow centre core the light in the cable can therefore take only one path through it. Because of this, it has a very low attenuation rate and is preferred for long distance transmission. It has a bandwidth of 50 Gbps which is higher than that of the twisted pair’s 100 Mbps. Single mode fiber is very expensive and requires very careful handling during installation.

A multimode fiber has a thicker core than the single mode it allows several light rays to be fed in the cable at an angle. Because of multiple light signals navigating the cable at the same time, distortion of the signal is possible. Multimode cables have a high attenuation rate and are usually used for shorter distances than single mode.

The light signal travels through the core, through a process referred to as total internal reflection. The process that causes total internal reflection is called refraction. Refraction is the bending of light when it crosses the boundary of two mediums that have different density. When light signal is inserted into the cable, it tries to cross from the core to the cladding. The light is bent back into the core hence propagates along the length of the cable

The advantages of fiber optic cabling include:

  1. It is immune to electromagnetic interference and eavesdropping.
  2. It is fast and supports high bandwidth.
  3. Large distance can be covered because it has low attenuation.
  4. Can be used in hazardous places (highly flammable) because they do not generate electrical signal.
  5. It is smaller and lighter than copper cable hence ideal for space limited situations.

The disadvantages of fiber optic cabling include:

  1. Connectivity devices and the media are expensive.
  2. Installation is difficult because the cable must be carefully handled.
  3. It is relatively complex to configure.
  4. A broken cable is difficult and expensive to repair.

Wireless communication (unbounded media)

Wireless or unbounded media, is a type of media that is used to transmit data from one point to another without using physical connections. In this case transmitting antenna and receiver aerial facilitate the communication. Examples of wireless transmission media include microwaves, radio waves, and infrared transmission all use different frequencies of the electromagnetic spectrum. All these waves travel at the speed of light.

Microwave transmission

Microwave frequencies range from about 3GHz to 40GHz on the electromagnetic spectrum. Due to their small wavelength, they easily release their energy in water as heat hence they are also used in making microwave ovens used as domestic kitchen appliances. However, in networking, microwaves are very suitable for point to point transmissions. This means that a signal is directed through a focused beam from transmitter to the receiver station.

Satellite communication

A satellite is a microwave relay station. The microwave earth stations have parabolic dishes with an antenna fixed on them in order to focus a narrow beam towards the satellite in space. A satellite transmission system has three main components:

  1. Transmitter earth station that would set up an uplink to the satellite in order to transmit data. The uplink will have a unique frequency.
  2. A satellite that is somewhere in an orbit that receives, amplifies and retransmits the signal to a receiving earth station via a downlink frequency that is different from that of the uplink so as to avoid interference with the uplink signal.
  3. Receiving earth station that would receive the sent signal on the other side of the globe.

A communication satellite is usually launched into space about 36 000 km above the earth in such a manner that its speed will be relatively equal to the rotation speed of the earth. An observer on earth will therefore, see as if the satellite is stationary in space. These types of satellites are called geostationary satellites. They are convenient because the need to keep on moving the parabolic dish in a bid to track the line of sight is eliminated. A geostationary satellite offers a large constant line of sight to earth stations. The area on earth where the line of sight can easily be located is called the satellites footprint. The satellite transmits the signal to many recipient earth stations to form a point to multipoint transmission. In multipoint transmission the transmitted signal spreads out in all directions forming a cell of access radius.

The new trends in microwave transmission have seen the use of very small aperture terminal (VSAT) technology. This very small aperture terminal refers to a very small satellite dish used both in data, radio and TV communication. Many businesses are adopting this new technology because it enables direct access to satellite communication instead of having to go through the state owned or licensed satellite gateways.

The satellite produces strong signals that can be received by a satellite dish antenna of only about 2 metres in diameter. The signals are decoded using a decoder that is plugged directly to a television set or a computer.

Radio communication

Radio waves travel just like surface water waves, i.e. they are omnidirectional. This means that they start from a central point and spread outwards in all directions. As they travel outwards, their energy spreads outwards over the covered area. The waves are radiated into the atmosphere by a radio frequency antenna at constant velocity. Radio waves are not visible to the human eye. Radio waves are used in radio and television broadcasts. Data can also be transmitted over radio waves communication channels. For example, instead of laying telephone cables between two towns that are geographically separated, radiowave transmission can be used to connect the two towns. Radio waves can be of high frequency, very high frequency or ultra-high frequency.

The high frequency (HF) radio waves signal is propagated by directing it to the ionosphere of the earth. The ionosphere will reflect it back to the earth’s surface and the receiver will pick the signal. Before the advent of satellite communication, high frequency radio was the only way of communication beyond the horizon such as communicating to a ship that is on the high seas or communication between continents. The biggest challenge of high frequency communication is the danger of signal interception by unauthorised parties.

Very high frequency (VHF) radio waves are transmitted along the earth’s surface. Due to the curvature of the earth, the signal will most likely attenuate at the horizon. This means that repeater stations have to be placed strategically to maintain a line of sight in order to receive, amplify and propagate the signal from one area to another. This technology is popular for the hand held radio devices like “walkie-talkie” radios. The range of very high frequency is limited but it is preferred to high frequency where no major obstructions are encountered on the landscape. This is because with very high frequency, it is possible to make the wave to follow a narrower and more direct path to the receiver. To overcome the obstructions on the earth surface like mountains and buildings, repeater stations are built on raised areas.

 

Ultra high frequency (UHF) radio waves are like very high frequency when it comes to the line of sight principle. This means that there should be no barrier between the sending and the receiving aerial. However, they require smaller aerials. Notice that the television aerial for very high frequency is bigger than the one for ultra high frequency radio waves. This is because; ultra high frequency radio waves can be made to follow an even narrower and direct path to the receiver than very high frequency radio waves. Therefore ultra high frequency is popular for horizon limited broadcasts.

One of the latest radio transmission technologies is called Bluetooth technology. Bluetooth is a worldwide and short-range radio technology that enables people to use hand held communication devices such as cell phones and personal digital assistants to access the Internet. The main idea behind Bluetooth communication is to try and define one standard that will allow all personal communication devices regardless of their differences or size to be able to communicate with each other and through wireless technology. The main component in Bluetooth is a small low power two-way radio transceiver, small enough to be inserted in small devices. A network of bluetooth-enabled devices is called a wireless personal area network (WPAN) or piconet. This is because bluetooth networks are best suited for personal or hand held devices. This has made radio transmission to become very popular in mobile communication and Internet connectivity.

Infrared transmission

Infrared waves fall just below the visible light on the electromagnetic spectrum. Just like the radio waves, infrared waves are not visible to the human eye. Communication through this medium is achieved by having infrared transmitters and receivers (transceivers). Transceivers of infrared signals must be within a line of sight in the same room. This is because unlike radio signals, infrared signals cannot penetrate obstacles like walls. However, the signal can be reflected off surfaces like walls and ceiling until they reach their destination.

 

An example of an infrared device is the infrared transceiver on most mobile phones. Once activated, two people in the same room can send messages to each other using infrared technology on their mobiles without going through the mobile service provider hence avoid being charged.

In computer networking environment, the technology can be used to connect devices in the same room to each other without need for cables e.g. a computer to a printer. The computers infrared transceiver must maintain a line of sight with the one for the printer.

 

Advantages and disadvantages of wireless communications

Wireless communication offers numerous advantages that justify the cost of laying down the network. Some of the advantages are:

  1. Wireless medium is flexible in operation as compared to bounded media i.e. devices can be moved around without losing access to the network.
  2. Wireless networks can span large geographical areas easily.
  3. Wireless communication can take place via satellite even in very remote areas that do not have high cost physical infrastructure like telephone lines.

Some of the disadvantages of wireless communications include:

  1. It is relatively difficult to establish or configure.
  2. The initial cost is very high.

 

Communication devices

Computers and transmission media require communication devices for the network to be fully operational. These devices are more or less used as interfaces or junctions between the terminal devices. Terminal equipments are devices at both ends of the communication link such as a computer. Some examples of data communication devices include network interface cards (NIC), modems and codec’s, hubs, bridges, repeaters, routers, gateways, switches and access points.

Network interface cards (NIC)

Network interface cards (NIC) create a physical link between the computer and the transmission media. A network interface card is plugged into an empty expansion slot on the motherboard. However, most computer motherboards today come ready with an onboard network interface controller. The network interface cards have ports at the back in which the terminated end of a network cable can be plugged.

Modems and codecs

A modem is an important device in the world of communication. It converts a signal from digital to analog form for the purpose of transmission over the analog media, while a codec converts an analog signal to digital form for transmission via a digital medium. A modem can be external, an add-on card or built on the motherboard.

Hubs

A hub also called a concentrator is a component that connects computers on a network and is able to relay signals from one computer to another on the same network. A hub will usually connect networks that have a common architecture i.e. one that has the same set of communication software usually called protocols. Protocols are a set of rules that govern the communication between devices on a network. A hub transmits signals by broadcasting them to all the computers on the network. After the signal is broadcasted, the computer whose address is on the message picks the message from the network that is part of the broadcast domain. Some hubs called intelligent hubs are able to monitor the way computers are communicating on the network and keep the information in a small database of their own called a management information base (MIB). The network server can then use this information to fine-tune the network. Intelligent hubs can be able to manage a network by isolating computers that are not functioning properly. Several hubs can be connected together one after another to expand a network. However, this increases the broadcast range which may lead to broadcast storms on the network. The term broadcast storm refers to a condition where a network is overwhelmed with message broadcasts due to malfunctioning of network interface cards or hub related problems.

Bridges

This is a network device that selectively determines the appropriate network segment for which a message is meant for delivery through address filtering. Hence a bridge can divide a busy network into segments to reduce network traffic. The purpose of using a bridge therefore is to:

  1. Extend the length and number of stations that a segment can support.
  2. Reduce overall traffic flow by allowing broadcasts only in the destination segment of the network.

 

A bridge makes sure that packets that are not meant for a particular segment are not broadcast in that segment.

Repeaters

A repeater receives a signal from one segment of a network, cleans it to remove any distortion, boosts it and then sends it to another segment. Repeaters are the simplest way to expand a network because they broadcast the same message to other network segments. However, this is advisable due to broadcast storms that can develop. The repeater enables the network to eliminate attenuation problems.

 

Routers

The router interconnects different networks and directs the transfer of data packets from source to destination. Routing depends on network addresses. Each network has a unique identifier or address called the network address. Network addressing is enabled because of the use of a special internetworking protocol called the Internet Protocol (IP). Hence, the network address is usually called the IP address. All the computers on the same network have the same network address but different host numbers. The router receives a packet from another router on the internet work and checks the destinations network address. If the address is the same as the one on which the router is, it passes the data packet to the destination host by reading the host address otherwise the packet will be routed to the next network address. Some modem routing devices combine the functionality of a bridge and   router. Such a device is called a brouter.

Gateways

A gateway is any device that can be configured to provide access to wide area networks or Internet. One such device is the router. Because of this reason most people confuse a gateway and a router. However a gateway may not be necessarily a router, it may be a computer configured to provide access the Internet. Figure 1.21 shows a logical diagram of a local area network connected to a wide area network via gateways.

Switches

A switch, unlike a hub forwards a packet directly to the address node without broadcasting. A node refers to data terminal equipment such as a workstation or computer on the network. The switch does this by connecting two nodes point to point as if they were linked by a direct cable between them. This reduces the broadcast problems on the networks. It is important to note that some hubs also incorporate the switching mechanisms. Such a hub is referred to as a switching hub.

Typically, switches are more expensive than hubs. This means that one switch may be used as a bridge to connect several hubs in order to reduce collision problems caused by broadcasts.

Wireless communication devices

For a long time, networks have been implemented using tangible transmission media like cables. However, as the cost of wireless technology goes down and the quality of service increases, it is becoming cost effective for companies and individuals to extend the capability of wired networks by integrating wireless segments into their communications. Some of the most common devices used in wireless communication include access points and the antenna.

Access points (AP)

The access point is one of the most common wireless network components  As its name suggests, it is an entry point into a bounded network for people who have wireless devices such as personal digital assistants (PDA’s), laptops and computers with wireless links.

Wireless antennae

The access point needs to have antennas in order to detect signals in the surrounding. The waves may be radio waves, microwave or infrared waves in nature. In most cases, access points will have two antennas so that the one that receives the best signal at any particular time can be used.

 

Personal computer memory card international association (PCMCIA) cards

A personal computer memory card international association is an add-on card inserted into a device such as personal digital assistants or a laptop in order to enable wireless communication between the devices and a wired network server.

Network software

Computer networks have evolved from the simple linking of computers on a common transmission media to highly managed and optimised data and information transfer systems. This means that apart from data communications, the focus is now squarely on how best to utilise network resources. The issues of network security inter operatability and reliability have taken centre stage. Any network manager will be faced with the question of network load balancing and adopting best routing procedures.

 

All these tasks would be impossible if network software was not available. These software can be classified into two main groups namely:

  1. Network operating systems.
  2. Network protocols.

 

Network operating systems

These are operating systems specifically designed to optimise the networked computers ability to respond to service requests. Servers run on a network operating system. In addition to the functions of a normal operating system, this software performs the following network related functions:

  1. Provides access to network resources e.g. printers and folders.
  2. Enables nodes on the network to communicate with each other more efficiently.
  3. Supports interprocess communication i.e. enables the various processes on the network to communicate with one another.
  4. Respond to requests from application programs running on the network.
  5. Supporting network services like network card drivers and protocols.
  6. Implementing network security features.

In most cases, network operating systems are designed as multi-user operating systems that run the network server program. Once installed on the right hardware platform and configured as a server, the operating system will provide network management tools to network administrators. The administrator can use the tools to do the following:

  1. Secure the network against unauthorised access.
  2. Track network usage and keep a log of all the people who have used the network.
  3. Ensure inter-operatability between various systems on the network.
  4. Performance monitoring to ensure maximum throughput on the network.

Examples of network operating systems are Windows NT/2000/2003, UNIX, Linux and Novell Netware.

 

NB: Internetworking devices like routers also have operating systems of their own and hence they can be managed and configured for optimum performance. Note that routers are special purpose computers.

 

Protocols

Protocols are set rules and procedures that govern communication between two different devices or people. For example, a diplomat from a foreign country must adhere to the set of rules and procedures of communication when representing his country in the host country.

In computer networking, protocols are the rules and technical procedures that govern communication between different computers.

 

How protocols work

The data transmission process over the network has to be broken down into discrete systematic steps. At each step, a certain action takes place. Each step has its own rules and procedures as defined by the network protocols. The work of these protocols must be co-ordinated so that there are no conflicts or incomplete operations. This co-ordination is achieved through protocol layering. Network protocols are designed after the open systems interconnection (OSI) model. The open systems interconnection model is not a protocol as such but is meant to help designers to come up with high quality layered protocols. It has seven layers, each performing distinct functions as shown in Table 1.2.

 

Table 1.2

 

  Layer Function
7. Application layer User applications run here and generate requests for data transmission or open received

Information.

6. Presentation layer Adds formatting, display and encryption

Information to the data being sent.

5. Session layer Sets up data transmission sessions between two

Communicating devices.

4. Transport layer Manages data transfer over the network to ensure

Reliability.

3. Network layer Address information is added to the data packet

And routed to destination.

2. Data link layer Adds error checking information and prepares

Data for going onto the physical connection.

1. Physical layer The data packets are finally transmitted via the

network card through the transmission media in

form of bits

 

Application protocols work at the highest layer of the OSI model. They provide services to application programs. An example of an application program is an e-mail editor program that enables composing or reading of e-mail messages. Examples of protocols at the application layer include:

  1. Simple mail transfer protocol (SMTP) – An Internet protocol for transferring e-mails.
  2. File transfer protocol (FTP) – An Internet protocol for file transfer.
  3. Apple talk and apple share – Apple computers networking protocol suit.

 

Transport protocols ensure that data is passed between computers more reliably. Some examples include:

  1. Transmission control protocol (TCP): This is responsible for delivery of sequenced data over the network.
  2. Sequential packet exchange (SPX): This part of the Novell’s internet work packet exchange/sequential packet exchange (IPX/SPX) for sequenced data.
  3. NetBEUI: A local area network protocol for Microsoft and 1MB networks that establishes communication sessions between computers.
  4. Apple transaction protocol (ATP): Apple computer’s communication session and data transport protocol.

Network protocols provide link services. They handle addressing and routing information, error checking and retransmission of requests. Some examples of network layer protocols include:

  1. Internet protocol (IP): It does packet forwarding and routing.
  2. Internetwork packets exchange: Netware’s protocol for packet forwarding and routing.

 

Network topologies

The term network topology refers to the way in which computers and other devices have been arranged or how data is passed from one computer to another in the network. Therefore network topology can be viewed in two ways namely logical and physical topology.

 

Logical topology

Logical topology also called signal topology deals with the way data passes from one device to the next on the network. Examples of logical topologies are Ethernet and token ring. This means that two networks with different physical layout may have the same logical topology.

 

Ethernet topology

In Ethernet topology, all computers listen to the network media and can only send data when none of the others is sending.

 

Token ring topology

In token ring topology, a special package for data called a token goes around the network and only the computer whose address is on the data held in the token will take up the token to read the data then release the token. The token can then be captured by another computer which needs to transmit data.

 

Physical topology

Physical topology refers to the physical layout or arrangement of components on the network. Examples of physical topologies include star, bus, ring, mesh and tree/hierarchical topology.

 

Star topology

In star topology, all devices are connected to a central hub. Nodes communicate across the network by passing data through the hub. When the hub receives data from a transmitting computer, it broadcasts the message to all the other nodes on the network. Until recently, the star topology was found mostly in minicomputer and mainframe environments. The topology consists typically of a system of terminals or personal computers, each connected to a central server.

The advantages of star topology include:

  1. It allows centralisation of key networking resources like concentrators and servers.
  2. It gives the network administrator a focal point for network management. When something goes wrong with the network, the administrator can troubleshoot it from one place, usually a wiring closet, but possibly from a remote management terminal.
  3. Star networks are easy to configure.

 

The disadvantages of star topology include:

  1. The star-based network is costly because it requires one complete cable per computer. Each workstation is connected to the central concentrator by its own dedicated line. In some star-based network technologies this line is coaxial cable that runs from an active hub to a workstation.
  2. If the central hub fails, the entire network will be down.
  3. Installing is time consuming because each node forms a segment of its own.

 

Bus topology

All devices are connected to a central cable called the bus or backbone as shown in Figure 1.26. The sharing of the transmission media (or bus) has several problems. Most importantly, it means that the cable can carry only one message at a time and each workstation on the network must be capable of knowing when it can and cannot transmit using this shared medium.

 

A terminator is attached to each end of the cable to avoid signals from bouncing back and forth on the cable causing signal distortion. As the data passes along the cable, each station checks whether the data is addressed to it. If the address matches the machines address, it receives the data otherwise it rejects it. The network addresses of computers on a network are called the medium access control (MAC) address.

 

The advantages of the bus topology are:

  1. It is easy to install.
  2. It is less costly. Does not require a complete cable length per computer.

The disadvantages of bus topology are:

  1. A cable break in any section brings down the whole networks.
  2. Troubleshooting a cable fault is difficult because the fault could be anywhere on the cable.
  3. The bus topology limits the number of computers that can be connected to the cable because each computer is listening to the cable in order to transmit. This means that an increase in the number of computers results in an increased collision as machines compete for transmission.

Ring topology

In a ring topology, all devices are connected to one another in the shape of a closed loop each station is responsible for regenerating and retransmitting signals around the network to its neighbour. A token is used to exchange data from one station to another. A token can be viewed as an envelop or a bag where data is placed for transmission and carried around the network.

The advantages of ring topology are:

  1. They use a short length cable.
  2. Ring topology is simple to install.

The disadvantages of ring topology are:

  1. Modification may be difficult because adding or removing a device can disrupt the entire network.
  2. Troubleshooting can be difficult.
  3. One device or media breakdown may affect the entire network.

However, this is not the case with IBM token ring where a device called Multi Station Access Unit (MSA U) is used for station bypass in the event a station fails.

 

Mesh topology

This is the most common type of topology used in wide area network where there are many paths between different locations. Devices are connected with many redundant interconnections between the nodes. In a true mesh topology every node has a connection to every other node in the network. This is a hybrid topology. Groups of star-configured networks are connected to a linear bus backbone

 

Practical exercise

 

Setting up a peer-to-peer local area network

This practical activity is a step by step guide on how to set up a simple local area network. The following are some of the requirements you need.

 

Hardware requirements

  1. A computer running on any version of Microsoft Windows especially Windows 9x / 2000 / ME / Windows XP.
  2. Network Interface card. Some computers may have it already installed onboard so that you do not have to purchase one.
  3. A hub or a switch.
  4. Transmission media preferably unshielded twisted pair category 5. 5. RJ45 connectors.

 

Tools

  1. Crimping tool
  2. Cable tester
  3. Screw drivers.

Installing a network card

The network interface card acts as the physical interface or connection between the computer and a properly terminated transmission cable. As mentioned earlier, some motherboards come with on-board network interface cards hence you may not need to plug in a separate add-on card.

To physically install an add-on card:

  1. Disconnect the computer from the power source.
  2. Open the system unit and identify an empty expansion slot on the motherboard.
  3. Insert the card and screw it into place. Some little force may be needed to push the card into place squarely. Make sure that all the conductor points of the card sink into the expansion slot. Avoid touching the golden conductor points and chips on the card with your bare hands.

NB: Some cards are slotted into Industry Standard Architecture (ISA) slots while others are designed for Peripheral Components Interconnect (PCI) slots. Make sure you install in the right slot and then screw into place.

  1. Replace the casing then connect the computer to the power supply and boot it up. If you are using Microsoft Windows 9x and above, the computer will detect the new hardware because of the plug and play feature found in the operating system. It may install the protocols and device software needed for the proper operation of the network interface card automatically! If there is a problem of the card being detected, you may have to configure the card manually using software on a disk that comes with the card.

 

Installing the drivers manually

  1. Click tart, Settings then, ControlPane1. In the Control Panel window double click the Network /Network Connections icon. A dialog box will be displayed. (In some Windows versions you may have to double click the Network and Dial-up Connections icon found in the control panel then double-click the local area connection icon.)
  2. Click the configure button.
  3. Click adapter/drivers and then click ADD. Follow the on screen instructions.

 

Adding protocols

  1. Make sure the Network dialog box is open.
  2. Click ADD then protocol
  3. Click Microsoft, select TCP/IP and NetBEUI from the protocol list then ok
  4. Click Apply

 

Identifying your computer in a workgroup

A workgroup is a collection of computers that are on the same network. To specify your computer and the name of the workgroup:

  1. If you are using Windows 9x, click the identification tab from the Network dialog box. If you are using Windows Me, 2000 or XP. Identification (Computer Name) tab is located in system properties dialog box. Right click My computer, click Properties then click the computer name tab.
  2. Type your computer name and the workgroup name. The computer name you give must be unique.

 

Configuring transport control protocol/internet protocol (TCP/IP)

In order to communicate with other computers, you need to install and configure a protocol. In our case let us use TCP/IP. To configure TCP/IP,

  1. Select the TCP/IP Ethernet adapter from the list titled The following network components are installed/ This connection uses the following items.
  2. Click the properties button then the Specify the IP address option,
  3. Type in the IP address box an address such as 192.168.00.001. Each computer should have a unique IP address. Figure 1.32 shows a TCPI IP properties dialog box in Microsoft Windows XP.
  4. Specify the subnet mask. Subnet masks are values that allow the router to distinguish the network ID from host ID portions of the IP address. If the IP address is examined by the subnet mask and found to be identical, the message is destined to a host on the same network otherwise it is routed to another network. Typically, subnet masks use the format 255 .x.x.x. In our case let us use a subnet mask such as 255.255.255.0.
  5. Click APPLY then Ok The computer will prompt you to restart in order for the changes to be effected.
  6. Restart the computer

 

Media preparation and connection

In this practical, we are going to use twisted pair cabling technique because it has become almost the default method. This type of media uses a connector known as RJ45 to terminate the cable. RJ45 is attached to a UTP cable using crimping tool. To attach an RJ45 connector to a UTP cable, proceed as follows:

  1. Cut a piece of cable of suitable length approximately 3 metres.
  2. Strip off approximately a dimension centimeter of the cable sheath on both ends to expose the inner pairs.
  3. Untwist the pairs.
  4. Using the wiring diagram, place the wires in the correct order and trim the edges to make them even.

Key

  1. Green striped 2. Green
  2. Orange striped 4. Blue
  3. Blue striped 6. Orange
  4. Brown striped 8. Brown

 

  1. Insert the wires into the RJ45 connector; plug it in their correct order and then push it into the crimping tool.
  2. Squeeze the handles of the tool to make sure the wires are pierced and held tightly in the connector.
  3. Repeat steps 5 and 6 at the other end of the cable. Your cable should now be terminated on both ends
  4. You can then test the media for continuity and correct termination using the cable tester.

 

Connecting the computers to the hub/switch

It is now time to connect the computers together through the hub. To connect the computers:

  1. Connect one end of the cable to the RJ45 port of the network card and the other end to one port in the hub. If the hub is powered, a LED will indicate the connection. Repeat all this process for all other computers that you wish to connect on the network.
  2. To see if the networking is successful, right click the Network Neighborhood/ My Network Places on the desktop. If all the connected computers in the same workgroup can “see” one another then you have succeeded setting up a peer-to-peer network.
  3. if not, you may decide to test the connection using the PING command. For example if you have two computers with the IP addresses 192.168.001.001 and 192.168.001. 028. To test the connection between the two, proceed as follows:

(a) From the START, menu of the computer with IP address

192.168.001. 001, choose the RUN menu and type the command

PING 192.168.001. 028.

(b) Click, 0K.A connection failure will be displayed on the screen

Sharing network resources

If you have successfully installed the network, you can then start enjoying the benefits of networking by enabling resource sharing. For example if you are using Windows XP, you can share resources by enabling sharing and security as follows:

  1. Open Windows Explorer.
  2. From the explorer window, right click the drive folder or file you wish to share with others on the network then select sharing and security.
  3. Click the Sharing tab then enable “share this folder“.
  4. Type in the share name and set other options as required.
  5. Click 0.K.

Network security

Network security is like the security measures we implement in our homes. You do the best you can to protect yourself from intruders. Likewise in networking you should try to protect your data and information from intruders. In networking there are several ways of enforcing security one of them is share level and the other is the user level security.

 

Share level security

Share level security is a sample network security used in peer to peer networks. The user can decide which resources to give for sharing. Most desktop operating system such as Window 9X provide such kind of security.

 

User-level security

User level security model is used on server based networks. A network administrator assigns accounts to users. This means that each user is provided with a unique name and password which he or she can use to access network resources. For more on user level security, read documentations on operating system such as Microsoft Windows NT 4.0/2000/2003, UNIX, Novell Netware, Linux Fedora etc.

 

APPLICATION AREAS OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

 

Chapter outline

 

2.1 Introduction

2.2 Application areas of information and communication technology

2.3 Field work report

 

Introduction

Computers play an important role in every aspect of our society today. Hardly does a day pass without one coming across a computer system that is used in offering services that were initially done manually.

In this chapter, we shall look at how computers have been applied in the contemporary society to add value to the information systems of various organizations. An information system is a collection of specific human and machine efforts required to support the decision making process, data processing, information output and presentation.

 

Application areas of information and communication technology

Information and communication technology (lCT) has been applied in various areas such as in the development of financial systems, retail systems, reservation systems, educational systems, communication systems, industrial systems, scientific and research systems, library systems, entertainment systems, transportation systems, home use, office expert systems, marketing, virtual reality systems and law enforcement systems.

 

Financial systems

Financial systems enable organisations to manage their finances. They include:

  1. Payroll systems.
  2. Accounting systems.
  3. Banking systems.

 

Payroll systems

The primary purpose of this system is to process the accurate information of employees including gross pay, deductions and the net pay. Because money spent on human resource is one of the largest operating expenses of a business, a payroll system is also designed to produce several analysis reports e.g. a breakdown of payroll expenses against production/income of the company.

 

Accounting systems

Accounting systems are popular in business management. There are six key business accounting activities/subsystems:

  1. Customer order entry and billing
  2. Inventory management
  3. General ledger accounting
  4. Accounts receivable
  5. Accounts payable

 

Customer orders entry and billing

Customer orders entry and billing subsystem records incoming customer orders, authorises delivery of items or services ordered and produces invoices for customers who do not pay in advance or on cash basis.

 

Inventory management

Inventory management is used to keep track of the items in stock and help the management determine which items to reorder. This helps the management to have enough stock at all times to meet the needs of the customers.

 

General ledger accounting

General ledger accounting is used to keep track of how much a business makes and its worthiness by summarising the financial transactions. It produces reports on income, sources of income, expenses, and the net profit or loss earned. A summary report of these transactions is called a balance sheet and is usually generated at the end of an accounting period.

 

Accounts receivable

Accounts receivable system keeps track or records of the amount owed by each customer. This helps the management to make a follow-up by billing the customers for overdue payments.

 

Accounts payable

Accounts payable system keeps track of the amount the business owes others e.g. suppliers, tax organisations, transport e.t.c. Hence, it helps the management to produce cheques for payment of these amounts.

 

Banking systems

The banking industry was one of the earliest consumers of information and communication technology. The computerised banking services include:

  1. Processing customer transactions.
  2. Cheque clearing and processing.
  3. Electronic funds transfer.

Processing customer transactions

Computers are used in banks to carry out financial transactions such as recording deposits, withdrawals and calculating interests on savings and loans. Such systems also generate reports on the current status of accounts. In most banks, these transactions are entered via terminals, which are connected, to a central computer for centralised processing. The tellers have revolutionised banking activity by offering 24 hour service to customers and more flexibility in cash deposits and withdrawals.

 

Cheque clearing and processing

Computerised cheques clearing and processing is made possible due to the special characters on cheques printed using ink containing magnetic particles. The characters identify the bank in which the cheque is drawn, the customer account number, the cheque number and the amount of the cheque. Using a magnetic ink character reader, these details are automatically entered into a computer for cheque processing. Manual processing used to take lots of time but with computer systems, millions of cheques are processed every day hence improving efficiency in service delivery to customers.

 

Electronic funds transfer (EFT)

Electronic Funds Transfer (EFT) is the movement of money using information and communication technology. When a cash dispenser is used, the amount withdrawn by a customer is deducted from his/her account. Another example is when paying for goods and services using a credit card. Payment is transferred electronically from the customers account to the recipients account.

 

Retail systems

Computers are becoming more and more popular in retail stores such as supermarkets, distributor outlets etc. Computers are used in such stores for:

  1. Stock control
  2. Transactions handling at the electronic point of sale terminals (EPOS)

 

Stock control

A computerised stock control system enables a user to manage his/her stock more efficiently. This system is used to track what is in stock and what needs reordering so as to reduce the risk of under stocking or overstocking. Overstocking ties up valuable space and capital that could have been used for other valuable items. On the other hand under stocking causes customer dissatisfaction.

 

Transactions handling at the electronic point of sale terminals

An electronic point- of -sale (EPOS) is a computer terminal used in retail stores to input and output data at the point where sales are transacted e.g. at the supermarket checkout counter. An EPOS terminal has all facilities of a normal cash register, but with additional direct data capture devices, e.g. bar code reader, card reader, a monitor and a receipt printer. In such retail stores, goods are identified by means of bar codes. For each item, a record is stored in secondary storage medium containing: the item number, item name or description, quantity in stock and the price.

Transactions at the point of sale terminal may involve the following steps:

  1. The bar code reader (wand) is passed over the items bar code. The bar code is automatically converted to the item number, e.g. 2160, which is read to the computer.
  2. Using this number, the computer searches for the item with a corresponding number in the products database.
  3. Once the record is found, its description and price lookup file is used for processing the sale.

The advantages of electronic point of sales terminal systems are:

  1. Correct prices are used at the checkout counter.
  2. Faster since the attendant does not have to enter details manually.

 

Reservation systems

Reservation systems are distributed networked systems that are used mainly to make bookings in areas such as airlines, hotels, car-rental, theatres etc. Bookings are made from a remote terminal connected to a centralised computer database. To access the database, a customer makes enquiries via the remote terminal connected to the central computer.

For example to make airline booking enquiries such as finding out the seats reservation a customer uses a remote terminal in the nearest booking office. The response is immediately available to the customer within a few seconds.

Such a computerised reservation system is referred to as online enquiry since an individual directly requests for information through a terminal from a central computer and receives an immediate response.

Educational systems

Initially most educational institutions used computers for administrative tasks such as compiling examinational reports, writing memos and accounting purposes. Computers are playing an increasingly important role in educational institutions in the following ways:

  1. Computer aided instruction (CAI)
  2. Computer aided learning (CAL)
  3. Electronic learning (e-Learning)
  4. Computer based simulation

 

Computer aided instruction (CAI)                                                             

Computer aided instruction refers to the use of a computer to learn, drill and practice particular educational principles. For example when learning a new concept in foreign language such as Japanese, the learner is presented with the explanation of the concept. The computer then presents questions from which the learner is to select the correct answer.

Some CAI programs present learning content in form of educational games, which makes learning more fun especially for young children. A good example is a typing tutor program. Figure 2.3 below is an onscreen illustration of a sample typing tutor program that teaches a person to learn typing skills.

 

Computer aided learning (CAL)

Another educational technique that uses computers is computer aided learning. Unlike computer aided instruction, which is meant to drill the learner, computer aided learning present’s educational materials the way a teacher does in a classroom. For example, the program may pose a question and depending on the learner’s performance, it may present new content or revisit the topic.

In order to make learning effective, most computer aided learning programs have clear graphical presentations such as video clips and voice for demonstrating or explaining difficult concepts.

Electronic learning (e-Learning)

In e-Learning, lessons and lectures are presented from a central site and the presentation is transmitted to remote conference terminals or displayed on TV screens. The learner can also access learning material on the internet, sit for online examinations and receive results the same way. Learners therefore do not need to go physically to a college.

Computer based simulation

Computer based simulation refers to the science of representing the behavior of a real-life situation by using computerised models. Simulation has become very popular in learning and training institutions. For example, in distant or e-Learning, where a learner is not in physical contact with a trainer, simulation software can be used to provide the learner with clear illustrations about a certain concept or skill.

Simulation programs are mostly used in educational areas where practical skills have to be learnt like training drivers, pilots, engineers etc. have to be instructed using a virtual environment.

 

Communication systems

Communication refers to the distribution of information or data from one person or location to another. Effective and efficient data communication is achieved by use of high-speed electronic devices such as computers, cell-phones, radios and television. This integration of computerised electronic devices and telecommunication infrastructure for the purpose of communication is referred to as information and communication technology (lCT). Therefore ICT not only refers to computers but also all other devices that are used for effective and efficient communication. Examples of communication systems are:

  1. Facsmile (Fax).
  2. Radio.
  3. Television set.
  4. Video conferencing.
  5. Telecommuting.
  6. Internet.

Facsmile (Fax)

A facsmile machine, in short a fax, is a telecommunication device used to send documents via telephone lines. A document is placed in the machine, scanned and converted into analog form then transmitted over the telephone line. The receiving fax machine converts the analog data into the original softcopy and prints a hardcopy.

To send fax over the Internet, a special modem, called a fax modem is attached to the sending and receiving computers. This eliminates the need for a stand alone fax machine.

 

Radio communication

Computers can be used in radio broadcasting stations to do the following:

  1. Record and manage radio programmes meant for broadcasting.
  2. Manage the radio transmission and track performance. Most transmissions equipment are computerized for easy troubleshooting and operation.
  3. Automate the running of the selected programmes.
  4. Create slides, simulated objects and sound effects when preparing electronic and printed media advertisements.
  5. Download information from Internet that can be used in preparing programmes such as international news.

Television sets

Television sets (TV) have become increasingly important in information and communication technology because they are much more available at homes and many places than computers. Data or information is transmitted via a TV channel the same way the channel is used to broadcast conversional TV programs. The most common types of data transmitted via TV include: teletext (ceefax) and videotex (view data).

 

Teletext

Teletext refers to a computerised service whereby news and other information are provided on television screens to subscribers. A TV is configured using a special add-on card or adapter. The subscriber can browse for information using a remote controlled device. However teletext is a one way communication (simplex) which means that the subscriber cannot communicate back to the service provider.

 

Videotex (view data)

Unlike teletext, videotex also known as view data is a two way communication service half duplex over a telephone line or cable television channel. A subscriber can interact with the service provider database and the information is displayed on a home TV screen. View data is used in reservation bookings, ordering for goods and services as well as sending electronic mails.

 

Video conferencing

Video conferencing refers to the use of computers, a digital video camera, audio capturing equipment and communication networks to enable people in different locations to see and talk to one another.

Each participant’s computer is attached with a video camera (camcorder), speakers and a microphone. With such devices and appropriate communication software, a person can participate in a virtual conference room. In such a room, all participants can see each other on the computer screen as if they were seated in a real conference room.

 

Video conferencing communication is popular in TV broadcasting stations where a field reporter interacts with newscasters. It is also popular in organisations where top managers in different geographical locations hold meeting via the Internet or the organistions intranet.

Telecommuting

Telecommuting is a term used to refer to a situation where an employee works usually at home using a computer connected to the workplace network. Telecommuting takes advantage of the growing communication networks to reduce unnecessary travel to the place of work. This in turn translates to reduced travel expenses and less stress due to commuting inconveniences such as traffic jams.

The Internet

The Internet has become one of the most popular means of information transfer and efficient communication. Some of the services available on the Internet are:

  1. World wide web (www).
  2. Electronic mail (e-mail).

 

World wide web (www)

World wide web refers to a collection of web pages, which may be made up of text, images, animations, sounds and video held on web servers. One can access the information using a computer or any other communication device such as a mobile phone. However, for a mobile phone to be used to access the Internet, it must have the wireless application protocol (WAP). A computer connected to the Internet or a WAP-enabled mobile phone allows the user to access a wide range of information such as news, entertainment, banking, reservations, business news, e-mails among others.

 

E-mail

This is a very fast and efficient means of sending and receiving messages, data, files or graphics. Once you subscribe for Internet services through a service provider, you can send or receive e-mails to or from anyone connected to the Internet using a computer or a WAP-enabled cellular phone.

 

Industrial system

The application of computer technology in industrial or manufacturing processes has become one of the most effective methods of automated production. This has resulted in tremendous improvement in productivity.

 

Industrial plants such as motor vehicle manufacturers, chemical plants, refineries and mining plants use computer systems in a number of ways. Some include:

  1. Computer aided design and manufacturing.
  2. Simulation.
  3. Process control.

 

Computer aided design/computer aided manufacturing

Computer aided design Computer aided manufacturing (CAD/CAM) is an integrated system that allows products that have been designed using design application Software, to be transmitted into an automated manufacturing system for the product to be manufactured as per the computer model. For example design of motor vehicle brake pads involves designing the model using computer aided design software then feeding it to an automated machine which engineers the required shape and dimensions as per the specifications. One application of computer aided manufacturing is the use of robots to carry out assembly line operations. A robot is a computer controlled device that emulates a human being in carrying out operations that would otherwise be hazardous, repetitive and boring to a human being. Such operations may include welding, lifting heavy objects; spray painting of vehicle bodies, removing red-hot materials from furnaces etc.

Industrial simulation

Simulation allows some activities that would otherwise be expensive and dangerous in real life situation to be put under test. For example, a car or plane crash test simulation is the use of a virtual model on the computer screen that attempts to represent the real situation or object. This enables the manufacturers identify the weaknesses of the real situation or object hence put the correct reinforcement to their designs. E.g. motor vehicle seat belts can be tested for their effectiveness in case of a car crash using a computer model. The general name of using computer models in such circumstances is known as non­ destructive testing (NDT).

 

Process control

Computerised process control refers to the use of a computer system to control an ongoing physical process especially in manufacturing. Such process controls may include regulating temperature, pressure, fluid flow etc. Computerised process control is mostly used in petroleum refineries, chemical plants and other manufacturing companies to manage machine intensive processes.

 

Scientific and research systems

Computers have a wide variety of applications in science, research and technology. Some of which are:

  1. Weather forecasting.
  2. Medical research.
  3. Military and space exploration science.

Weather forecasting

Modern weather forecasting techniques have been automated using computerised systems; hence weather predictions are more accurate and reliable. Due to the large volume of data collected from rainfall, air pressure, humidity, temperature, wind speed and cloud cover, computers help in analysing, processing and predicting weather patterns using such data.

Another application of computers in weather forecasting is the use of geographical information system (GIS) and the geographical positioning system (GPS). This system represents geographical data in graphical form by positioning and superimposing it on the world map. Geographical information system is used to represent data on weather patterns in a clearer and coherent manner on a world map. Similarly, the path of storms can be accurately tracked and predicted. Such information is very important for the aviation industry and many other sectors of the economy.

 

Medical research

In health sciences, health professionals use computer technology for diagnosis, keeping patients’ records, inventory control etc. Computers are now being used to control devices that help to care for the handicapped such as the deaf, blind, bed ridden etc. In some health institutions, a more specialised computer system referred to as an expert system may be in use. An expert system is an interactive system that generates conclusions from captured data by comparing it with a set of rules held in a database called a knowledge base. The system emulates the reasoning of a human expert in a narrow field of specialisation. Expert systems have been developed to help medical professionals diagnose illnesses more accurately in the absence of human experts.

 

Military and space exploration science

The dynamic growth in military, space science and exploration would not be a reality today were it not for computer technology. Space exploration and military research bodies such as America’s national aeronautics and space administration (NASA) make extensive use of computer systems, for research, design, development and control of unmanned spaceships, aeroplanes and missiles.

 

Library systems

Libraries use computerised systems for a number of tasks. Examples are:

  1. Lending system
  2. Inventory control system.
  3. Cataloguing system.

 

Lending system

The library lending system manages the issuance and return of borrowed reading materials. Books, magazines, journals, reports etc. are given unique identification numbers or codes. Once a member borrows a book, his/her details are recorded. When the book is returned the borrower’s record is updated to reflect the new status.

 

Inventory control

This involves use of computers to manage stock, which includes checking for books currently in the shelves and those on high demand for the purpose of adding more. Similarly, books that have become obsolete can be retired to the archives.

 

Cataloguing

A catalogue is a collection of cards with information about each book or reference materials found in the library. These cards may be kept in a drawer sorted in alphabetic order either by title or author name. To enhance service delivery and efficiency, computerised cataloguing has replaced the manual cards catalogue. This electronic catalogue is updated constantly when new reference materials are acquired.

 

Entertainment systems

The advancement in multimedia technology has produced computers that can be used in recreational and entertainment. Some application areas of computers in recreation and entertainment include:

  1. Games
  2. Music and video

 

Games

Games have come a long way from the simple solitaire to modem simulated 3D games. Digital video disks (DVDs) and three-dimensional (3D) multimedia games are now possible on personal computers. There are computer games that simulate sports such as driving, war combat etc. such games gives the player maximum pleasure in a virtual environment on the screen.

 

Although some games can be played using other accessories e.g. on the TV screen using a game console, such games have been developed using computers.

 

Music and video

Video compact discs (VCD) and digital video discs (DVD) have become a common feature in the entertainment industry.

 

In music industry, computers are used in recording, synthesizing, editing and adding special effects to music.

In video industry, computers are used to produce highly simulated and animated movies, generate scenes and actors. Some movies use a lot of computer generated images that make the movie interesting.

 

Transportation systems

Computers play an increasingly important role in transportation industry in areas such as:

  1. Automobile traffic control
  2. Air traffic control

 

Automobile traffic control

In busy towns where there are round about and road junctions, you will mostly find traffic control lights. These lights control both human and motor vehicle traffic using the three lighting system i.e. green, red and amber. These lights are either controlled using a small clock switch or a computer system. The clock switches the lights at regular intervals. However, some clock controllers are intelligent enough to vary the frequency of light change according to traffic direction and volume during rush hours. Computerised traffic light systems have sensor pads laid underneath the road which detect the pattern of the traffic flow. The collected data is sent to a computer system which detects and analyses the traffic flow and builds up a simulated image of the actual scene. Control signals can then be output to the traffic lights or motorists through their receiver devices to vary  the light timings or redirect traffic to less busy roads.

 

Air traffic control

Computers are used to monitor air traffic movement, take off and landing of crafts. This has helped minimise human control errors and mistakes I that could result from human controlled systems. The computer technology used to direct aircrafts to follow the shortest path between two locations is known as geographical positioning system (GPS).

 

Shipping control

Computers are widely used to control and guide the paths taken by spaceships and water vessels as they travel to distant lands. The geographical positioning system is also used in shipping control.

Home use

Because microcomputers are nowadays affordable, most people are using computers at home for preparing domestic budgets, entertainment, research and teaching children on educational concepts.

 

Office expert systems

This is an information system usually developed and installed in the office of a human expert or knowledge worker. A knowledge worker is a person in any field who is formally trained to apply a specific set of knowledge in his work. Such as a system is capable of simulating the decision making process and intelligent problem solution just like a human expert. It also has a set of rules that help it to make conclusions when some parameters are entered.

Marketing

Without proper marketing, a business cannot survive in a competitive environment; hence computers are being used in a number of ways to enhance marketing. These include:

  1. Electronic commerce or e-business
  2. Electronic presentations
  3. Advertising

 

Electronic commerce/e-business

E-commerce is a new way of doing business where the transactions are carried out electronically without physical interaction between the seller and buyer. For example a customer may decide to buy an item through the Internet by visiting the supplier’s web site, selecting the item and placing it in a virtual shopping tray. The website tracks the whole session as the customer chooses various items and calculates the total bill. Payment is then made through a cheque, credit card or through electronic funds transfer. Once the payment is made, the item is shipped to the customer.

This method of trade has enabled people to do business without much movement hence saving money and time.

 

Electronic presentation

Using computers, marketing agents can create exciting presentations concerning the products of a business and present them to the audience using presentation software. Electronic presentation adds value to traditional marketing techniques because they are attractive.

 

Advertising

Using simulation, presentation and animation software, it is possible to design catchy advert materials and video clips. Such materials can then be displayed on billboards, broadcasted over a television or placed on the Internet.

 

Virtual or artificial reality

The term virtual reality (VR) or artificial reality refers to a condition in which a person becomes psychologically immersed in an artificial environment generated by a computer system. Other terms used instead of virtual reality are cyberspace, virtual worlds and virtual environment. To achieve this effect, the following interactive sensory equipment are used:

  1. Head mounted display/headgear
  2. Gloves
  3. Body suit
  4. Virtual reality software

 

Head mounted display (HMD)/headgear

A headgear is made up of two tiny display screens and sound systems that channel images and sound from the source to the eyes and ears thus presenting a stereo three dimensional sound effect in the virtual world. The wearer of the headgear is able to look around in the virtual environment.

A boom is an alternative to the often-uncomfortable head gear. Screen, optical and sound systems are housed in a box. The user looks into the box through the two screens to see the virtual world.

Gloves

Gloves worn on the hands allow the user to navigate through the virtual world and interact with virtual objects. The gloves have sensors that collect data about the movement of the hands and relay the data into the system. They give the wearer a sense of touch in the virtual world.

Body suit

A body suit, worn during virtual reality session is made up of conductor wires wound in a rubber suit. The wires sense the body movement and relay the data into the virtual reality system which in turn adjusts the position of the user in the virtual reality world.

 

Virtual reality software

Virtual reality software such as body electric gives the wearer of the sensory devices an interactive virtual sensory experience that makes him/her feel as if he/she is in a real  world. The software is responsible for simulation of all the aspects of the virtual reality world.

 

Application of virtual reality

Virtual reality is used to represent any three dimensional object or ideas that are either real or abstract.

 

Real objects include buildings, landscapes, underwater shipwrecks, spacecrafts, human anatomy, sculptures, crime scene reconstruction, solar system etc. For example, a house can be simulated before the actual building is physically set up. A client can be allowed to virtually move through the house, pull drawers and touch objects all in a computer generated environment

Other applications of virtual reality include entertainment, training in areas such as medicine, military, equipment operations, education, design evaluation, prototyping, simulation and assembly of sequences, assistance to the handicapped etc.

 

Law enforcement systems

Today, crime has become very sophisticated hence very difficult to deal with. Since immediate and accurate information is very crucial in crime detection, biometric analysis using computers is becoming a preferred tool in this area. Biometric analysis refers to the study, measurement and analysis of human biological characteristics. Biometric devices attached to a computer are used to identify people by recognising one or more specific attributes such as fingerprints, voice, lips, facial features like iris colour etc. Some of the devices that can be used here are video cameras and biometric scanners.

 

Field work report

Visit one of the information and communication technology (ICT) application areas discussed in this chapter and write a detailed report of about five pages on the use of computers in the area. The report should include the following:

  1. Title page
  2. Table of contents
  3. Introduction
  4. A detailed description of information and communication technology implementation in the area of field work study
  5. Conclusion

 

IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) ON SOCI ETY

 

Chapter outline

 

3.1 Introduction

3.2 Issues resulting from the use of information and communication technology

3.3 Evolution of computer systems

 

Introduction

This era of information and communication technology (ICT) continues to influence our lifestyle both positively and negatively. This chapter seeks to explain some of the issues that result from the use of ICT in the society.

 

Issues resulting from the use of ICT

The use of ICT offers a different set of opportunities and challenges in our society. Some of the effects of ICT in our society are:

  1. Effects on employment.
  2. Effects on automated production.
  3. Issues of workers’ health.
  4. Cultural effects.
  5. Breakthroughs in ICT.

 

Effects on employment

The introductions of computers in the workplace have resulted in creation of new jobs, replacement of computer illiterate workers and displacement of jobs that were formerly manual.

 

Job creation

ICT has introduced new employment opportunities that never existed before. The use of computers in financial institutions, reservation systems, educational institutions, communications etc. has created new job titles such as computer operators, programmers, network administrators, information technology or infof?1ation science managers, database administrators, software developers, system analysts etc.

 

Job replacement

Since the introduction of ICT in workplaces, some clerical and repetitive tasks that required a large number of employees have been made redundant. Computer illiterate people have been replaced with those who have the desired computer skills. The question in the mind of workers and managers is whether computers will in future take over all the work currently being done manually by human workers.

 

Displacement

Unlike in replacement where an employee may lose the job, in displacement an employee is moved to another place or department where computer skills are not required. For example, a clerk may end up being an office messenger if computers are introduced at the workplace and such a person is not willing to acquire new skills of using the computerised system.

 

However, to avoid losing competent employees, most employers organise in-service training for their employees on regular basis in order to help them keep up with the rapid changes in ICT.

 

Automated production

A number of manufacturing industries such as vehicle assembly plants, oil refineries and food processing companies are using computers to automate their processes with an aim of increasing production. Computer controlled robots and assembly lines are a common feature in manufacturing industries.

The advantages of using automated production are:

  1. Increased efficiency due to the balancing of workload and production capacity.
  2. Improved customer service. Adequate and high quality goods are produced in time.
  3. Efficient utilisation of resources such as raw materials, personnel and equipment hence less operating expenses are incurred.

However, automated production has its disadvantages too. These are:

  1. High initial cost of setting up 1an automated system. For example, the cost of buying one industrial robot is high compared to employing human resource.
  2. Automated production may lead to unemployment in some areas that are labour intensive. For example, what would have been done by thirty people may be done by one person using a machine.

 

Issues of workers’ health

The use of information and communication technology (ICT) and computers has some effect on our health. Some of the negative effects of ICT on our health include repetitive strain injuries, eye strain and headaches, electromagnetic emissions and environmental issues.

 

Repetitive strain injuries (RSI)

These are injuries resulting from wrist, hand, arm and muscle strain, tendonitis and neck strains due to forced repetitive movement e.g. when entering data using the keyboard. The cure for repetitive strain injuries is resting, sitting in a relaxed position and changing typing techniques.

 

Eye strain and headaches

Since computer users have their eyes at cross range with the monitor, there is danger of developing what is called computer vision syndrome (CYS). The syndrome is characterised by eye strain, headaches, double vision and other problems caused by the improper use of the monitors. The solution to this problem is to use monitors with good resolution and fitted with an antiglare screen that filters excess light. A computer user at all times must adjust the brightness of the screen to the intensity that is comfortable to the eyes.

 

Electromagnetic emissions

Electromagnetic field emissions are waves of electrical and magnetic energy that are emitted by current carrying conductors. Computer users are advised to use low emission devices in order to avoid exposing themselves to excess emissions.

 

Environment issues

Some of the environmental effects of information and communication technology include energy consumption and radiation, pollution, paper consumption and disposal.

 

Energy consumption and radiation

Initially computers consumed a lot of energy thereby generating a lot of heat and emitting electromagnetic radiations. However in recent years, the Environmental Protection agency (EPA) launched energy star policy to encourage minimal use of power by electronic devices. Electronic devices have to be energy star compliant to be recognised under this policy. You can tell whether your computer complies to EPA if it displays the star during boot up

 

Environmental pollution

Information technology has also contributed to environmental pollution. For example, huge garbage dumps of dead computer parts, printers, ink toner cartridges, monitors and other computer accessories are disposed in landfills hence causing environmental pollution. There has been concern on the disposal of Nickel Cadmium laptop batteries that contain toxic cadmium which when buried in a landfill can leak into underground water tables and catchments areas.

 

Cultural effects

The rapid growth of information technology does not only provide us with different ways of working, playing and thinking but also presents challenges to our moral and cultural values. It is the moral standards that help in guiding human behavior. Information and communication technology has changed the way we talk, affected our privacy, human rights and integrity. For example Internet users are exposed to a form of communication called flaming. Flaming is writing on-line messages that use derogatory, obscene or of dirty language. Also through the Internet, one can view pornographic materials that affect moral values negatively. These free flows of immoral information have negatively influenced the behaviour of both the young and old in the society.

Computer related crimes such as hacking, eavesdropping, piracy are on the increase. This has been accelerated by the free for all Internets. Therefore, a lot has to be done to improve on privacy and security of information.

To some extent, people with eroded integrity have used computers as a tool to accomplish their vices. Take for example where a person would use a computer to forge certificates, passport and other documents. This means that the person is cheating and therefore his/her moral integrity has been compromised.

However, ICT has its advantages too especially where it has been used as a campaign platform against diseases like AIDS and drug abuse.

 

Breakthroughs in information and communication technology

As explained in the previous chapter, there has been a lot of breakthroughs in the fields of health care, education, communication, research, commerce, art and design, entertainment, transport since the inception of ICT . These breakthroughs have greatly changed our lifestyles such that it is hard to imagine how life would be today if information and communication technology is to be withdrawn.

 

Evolution of computer systems

The rapid evolution of computers and information technology has a lot of promise. It has always been fashionable for scholars and technologists to look out into the future and to try and predict the events of tomorrow. Future trends in information and communication technology will be characterised by:

  1. Rapid evolution in computer hardware and software.
  2. Artificial intelligence.
  3. Expanded information superhighway.

 

Rapid evolution in computer hardware and software

Since the introduction of computers in the business world in the 1950s, a lot of technological improvements have been made both in hardware and software. The silicon revolution has seen rapid increase in microprocessor speeds and capabilities due to advanced research in the semi-conductor industry. Future trends will see reduction in size and cost of components but increase in capability. The capacity of computer memory is becoming larger and larger with reduced physical size and cost. Microprocessors of a thumb’s size can now execute instructions in a trillionth of a second hence leading to emergence of smaller but smart devices.

Artificial intelligence (AI)

Artificial intelligence can be defined as a branch of computer science that is concerned with the development of machines that emulate human­like qualities such as learning, reasoning, communicating, seeing and hearing. The idea of artificial intelligence developed from a need to develop computer programs that would even challenge human beings in playing games such as chess and scrabble! Computer scientists and engineers are still working hard and carrying out intensive research with the aim of coming up with smarter computers which can almost simulate human thinking and learning, instead of relying on static programmed instructions.

However artificial intelligence is still in its infancy stage and scientists are still working hard to make it a reality in the near future.

There are four main application areas of artificial intelligence namely:

  1. Expert systems.
  2. Natural language processing.
  3. Artificial neural networks.
  4. Robotics/perception systems.

Expert systems

This is software designed to make a computer operate at the level of a human expert in a specific narrow area of specialisation. Such software simulates the reasoning process of experts in certain well defined areas such as medical diagnosis, financial forecasting etc. An expert system consists of three components namely:

Knowledge base: This is the expert system’s database of knowledge about a particular subject. It contains relevant facts, beliefs, assumptions and procedures for solving a particular problem.

Inference engine: This is the software that controls the search for knowledge in the knowledge base and produces conclusions. It takes the problem posed by the user and seeks to analyse it in order to arrive at a conclusion.

User interface: This is the display screen that enables the user interact with the system.

An example of an expert system is MYCIN developed at Stanford University, USA. MYCIN is used in diagnosis of blood and meningitis infections. Another application area of expert systems is in predicting mineral deposits in a particular geographical area by analysing composition of soil samples.

Natural language processing

Natural languages are ordinary human languages such as Kiswahili, English, French etc. The problem of natural languages is that they are ambiguous and may be interpreted differently by different people. For example the word ‘sack’ has two meanings i.e. “a type of bag” and “the act of dismissing a worker from gainful employment”. Computer languages on the other hand are clearly defined.

 

Natural language processing is aimed at coming up with programming languages that would make computers recognise and understand natural languages, whether spoken or written. Currently there are voice recognition input devices and voice synthesisers are available but are limited to just a few vocabularies. However, before using them, the computer program must be trained to recognise the voice and the pronunciation of words by the user.

Artificial neural networks

The artificial neural network is the use of electronic devices and software to emulate the neurological structure of the human brain. The idea is to try and emulate the cognitive learning process of the human brain and how it recognises patterns. The human brain works by receiving signals from special sensory cells called neurons. When the neurons receive information, they either excite the cell to send a signal to the brain or not. Artificial neurodes in artificial networks work in similar manner by perceiving environmental stimuli and hence deciding whether to pass it on to the system or not.

The essential attributes of artificial neural networks are:

  1. The neurodes can be trained to distinguish between what constitutes a signal and what does not.
  2. They are capable of recognising patterns in large amount of data that are too complex for the human brain. From these patterns, they can make predictions and point out anomalies. For example, in banking the pattern of credit card usage can be tracked over time to try and generalise spending patterns of individual card owners. In case of loss or theft, the bank can notice the change of spending pattern and conclude that the card is in the wrong hands, hence take appropriate security measures even before loss of the card is reported.

Robotics

A robot is a computer controlled device that emulates a human being in carrying out tasks that would otherwise be dangerous and difficult. Although robots are being used in workplaces research is going on in order to come up with robots that will incorporate perception systems.

Perception systems are sensing devices that emulate the five common senses of a human being i.e. sight, hearing, touch, smell and taste. Such devices would operate under the control of a microprocessor. This development will give robots artificial senses. Such artificial senses include feeling the shape of an object, listening to ultrasound; detecting smell of a leaking gas or chemicals tasting food is quality and seeing using two miniature video cameras

Expanded information superhighway

Expanded information superhighway involves the integration of cabled and wireless technologies for the purpose of data and information transmission. In line with advancement in the other areas of information and communication technology, there is vast increase in throughput of various transmission media like fiber optic and wireless technologies. Scientists have demonstrated a fiber optic cable whose diameter is the size of a single strand of hair which is capable of carrying a trillion bit per second

Internet is growing tremendously causing what is generally referred to as a growth of the information superhighway to digital explosion or hurricane.

 

CAREER OPPORTUNITIES IN INFORMATION AND COMMUNICATION TECHNOLOGY

 

Chapter outline

 

4.1 Introduction

4.2 Description of career opportunities in information and communication technology

4.3 Further educational opportunities in information and communication technology

 

Introduction

 

The era of computers and automated information and communication technology has brought both blessings and disappointments in the workplace. Some people have acquired very well paying jobs while others have lost theirs. For example an ordinary typist has been replaced by one who can create documents using a computer. Many new jobs have been created in areas like banking, manufacturing, educational institutions, communication and other service industries.

 

Description of career opportunities in the field of ICT

Information and communication technology (ICT) has created new job titles such as computer operators, computer technicians, system analysts, computer programmers, software engineers, computer engineers, information systems manager, data base administrator, computer trainer, website administrators, computer graphics designers and network administrators. This section explains some responsibilities of these professionals who are generally called information technology workers.

 

Computer operator

Some of the responsibilities of a computer operator include:

  1. Entering data into the computer for processing.
  2. Keeping up-to-date records (log files) of all information processing activities.

 

Computer technician

Given that computers require regular maintenance, upgrading as well as emergency repairs, demand for computer technicians continues to grow as more and more people computerise their workplaces and homes.

Some of the responsibilities of a computer technician are:

  1. Troubleshooting computer hardware and software related problems.
  2. Assembling and upgrading computers and their components.
  3. Ensuring that all computer related accessories such as printers, modems, storage media and devices are in good working condition.
  4. In developed countries, technicians help hardware engineers in designing and creating some computer components such as storage devices, motherboards etc.

System analyst

This is a person who is responsible for analysing a company’s needs or problems then designs and develops a computer based information system. A good system analyst is one who has at least the following attributes:

  1. Good problem solving skills and creativity i.e. must have wide experience in solving problems.
  2. Good communication skills: The analyst must be able to communicate clearly and precisely both in writing and in speech. He/she must be able to talk to different groups of people e.g. managers, operators, attendant and general public.
  3. Must have business knowledge: The analyst must clearly understand the environment for which the system is being developed.
  4. Technical knowledge: A system analyst must be well trained in relevant areas of computer science such as hardware, software and programming knowledge.

Some of the responsibilities of a system analyst include:

(a) Reviewing the current manual or redundant information system and making recommendations on how to replace it with a more efficient one.

(b) Working with programmers to construct and test the system.

(c) Coordinating training for users of the new system.

 

Computer programmer

Large organisations such as insurance companies, banks, manufacturing firms and government agencies hire programmers to work together with system analysts in order to:

  1. Write in-house application programs or system programs.
  2. Customise commercial application packages to suite the organisations needs.
  3. Test, debug, install and maintain programs developed or customised for the organization.

Software engineer

A software engineer is one who is skilled in software development and technical operation of computer hardware. Some of the responsibilities of the software engineers are:

  1. Developing system and application software.
  2. Developing user and technical documentations for the new software.
  3. Maintaining and updating the software to meet day-to-day requirements while overcoming challenges.

 

Computer engineer

Computer and electronic engineers are coming up with new and more efficient technologies in information and communication technology almost daily. Since computers are electronic devices, hardware designers must be good in electronic engineering in order to be able to:

  1. Design and develop computer components such as storage devices, motherboards and other electronic components.
  2. Determine the electrical power requirement of each computer component:
  3. Re-engineer computer components to enhance its functionality and efficiency.
  4. Design and develop engineering and manufacturing computer controlled devices such as robots.

 

Information system manager

The information system manager controls, plans, staffs, schedules and monitors all the activities of the ICT department in the organization. Using computerised management information system (MIS), the manager can test the impact that an alternative course of action might have on the business.

Other responsibilities of an information system manager include:

  1. making sure that all tasks in the IT department are done correctly and on time in order to support business planning, control and decision making processes.
  2. Preparing budgets for the department.
  3. Keeping the department inventory records up-to-date.
  4. Managing the human resource within the department.

Database administrator (DBA)

The major purpose of computerising organisations or institutions is to store data in an organised way for easy access, retrieval and update. The organization requires a person who should be responsible for updating records in an information system database. For this reason, a database administrator is responsible for:

  1. Designing and developing database applications for the organization.
  2. Setting up security measures needed to control access to data and information.
  3. Keeping the database up-to-date by adding new records, modifying or deleting unnecessary records.

Computer trainer

Due to the dynamic nature of computers and information technology, there is a high demand for qualified ICT trainers. Some of the responsibilities of an ICT trainer are:

  1. Training people on how to use a computer and various application programs.
  2. Developing training reference materials.
  3. Guide learners on how to acquire knowledge through carrying out research.
  4. Advising the learners on the best career opportunities in the broad field of ICT.
  5. Preparing learners for ICT examinations.

 

Web administrator/webmaster

Internet is one of the areas of information and communication technology that has drawn the interest of most people. Thus people are able to exchange messages, search for information and do business through the Internet.

Business organisations, educational institutions and individuals put information on the Internet by developing websites. Most organisations hire the services of a web developer who is given the role of the company’s web administrator also referred to as a webmaster. A web administrator is responsible for:

  1. Developing and testing websites.
  2. Maintaining, updating and modifying information on the web site to meet new demands by the users.
  3. Monitoring the access and use of internet connection by enforcing security measures.
  4. Downloading information needed by an organization or institution from Internet websites.

Computer graphics designers and typesetters

In publishing skilled graphics designers and typesetters are required in order to design graphical objects and professional publications. Such people may get employed in publishing houses to typeset books, newspapers and magazines.

Self-employment

Self employment can be achieved by using computers or other ICT devices such as mobile phones to start bureau services, Internet services, consultancy services and computer hardware and software vendor business.

Network administrator

A network administrator is a specialist whose responsibilities are to:

  1. Set-up a computer network.
  2. Maintain and enforce security measures on the network.
  3. Monitor the use of network resources.
  4. Maintain and troubleshoot network related problems.

Computer sales representatives

Computer sales representative should have good knowledge in information and communication technology. This would helps them to analyse customer needs and advice them accordingly. A good computer salesman needs to be self confident, persuasive and proficient in business communication.

Further educational opportunities in ICT

Most computer related educational opportunities offered at post-secondary level are relatively new and dynamic in nature compared to other disciplines. It is therefore difficult for most institutions that offer ICT courses to update their ICT curricula in order to accommodate these rapid changes. These changes also make it difficult for aspiring ICT professionals to identify the best career opportunities and training institutions. ICT courses are offered in the following tertiary institutions:

  1. Universities
  2. Polytechnics
  3. Colleges

 

Universities

A university is considered as the highest institution in formal education. In most countries, universities are categorised into two major groups’ namely public and private universities.

Public universities

Public universities are established by the state through the award of a charter and are run by a state appointed management team. However, current trends in educational management point to the fact that even state universities should be allowed to operate in an autonomous manner. Admission to such a university is controlled by either the state or a recognised body. However, most universities in developed countries do their own independent admissions.

 

Private universities

Private universities are self-sponsored institutions set up by individuals, churches or any other organization. Such universities are privately run and students’ enrolment depends on whether the student is capable of sponsoring himself/herself. However, for these universities to operate they must be registered or accredited by the commission of higher education or any other quality assurance body that is recognised worldwide. Accreditation leads to public acceptance and confirmation evidenced by the grant of charters by the state or accrediting bodies.

Universities are authorised to offer approved diploma, undergraduate and postgraduate programmes. Some of the ICT related degree programs offered at university level courses include Bachelor of Science in computer science, Bachelor of Information Technology/Systems, Bachelor of Science in Computer Engineering etc.

 

Research institutions

Although for a long time universities have been considered as centers for research and excellence, other specialised research institutions that concentrate on narrow fields of study such as computer or ICT technology, agriculture and space science exist. There is a lot of research being undertaken in the field of computing such as artificial intelligence. It is possible to enroll in such institutions as a research trainee.

Polytechnics

These are institutions of higher learning that mostly offer diploma and certificate courses’ in technical fields such as ICT, mechanics, food production etc. A polytechnic may also be accredited by a university or the state to offer degree programmes.

Some of the ICT courses offered at polytechnic level are diploma and certificate in computer studies, computer repair and assembly, computer operator, management information system etc.

Colleges

Just like the polytechnics, middle level colleges offer diploma, certificate and craft courses in many disciplines such as technical, ICT, teacher training, business management etc.

Most public and private colleges are now offering ICT related courses both at certificate and diploma level.

The most important consideration to make before you join a college to pursue an ICT course is:

  1. Whether it offers ICT courses recognised both locally and internationally.
  2. The cost of training with such an institution.

 

DEVELOPING A PROJECT USING MICROSOFT ACCESS DATABASE

Chapter outline

5.1 Introduction

5.2 Preamble

5.3 Identification and definition of the problem

5.4 Fact-finding

5.5 System design phase

5.6 Constructing Bukuma information system

  1. 7 Database security and startup options

5.8 Testing and implementing the system

5.9 Sample user manual

5.10 Project appendix

5.11 Bibliography

5.1

Introduction

In this chapter, we undertake a case study entitled Bukuma information system. The objective of this case study is to help the student apply the system development techniques learnt in Form 3. We shall address each step that is required in developing a working information system.

5.2 . Preamble

Due to your expertise and experience in system development, you have been hired to be the head of Information Technology (IT) at Bukuma Limited, a company that runs a supermarket. Your first task is to develop a computer based information system that would ensure that:

  1. Stock control and monitoring is efficient and effective.
  2. Customers’ orders are processed accurately within the shortest time possible and invoices sent in time.
  3. Purchase orders are processed accurately in time t~ avoid delays in items delivery.
  4. Data entry screens or forms are easy to use hence eliminating data entry errors.
  5. On-demand reports by the management are generated within the shortest time possible. 6. Communication between the branches is efficient.
  6. Company data and information is secure from unauthorised users and only certain company employees can access certain reports.
  7. The overall operating cost is reduced by at least 40%.

By the end of this case study, we shall have demonstrated how to:

  1. Carry out the initial study.
  2. Carry out fact finding.
  3. Define system hardware and software requirements.
  4. Design a system using system and program flowcharts.
  5. Construct a system that would allow:

(a) Inputting of data through forms.

(b) Updating, modification, deletion of existing data.

(c) Carrying out of input validation and integrity checks.

(d) Search or filter specific records, query and retrieve specific records.

(e) Generate various transaction reports.

(f) Set up database security, menus and other startup options.

  1. A sample user manual has been provided to help the student identify some components of a good user manual.

Identification and definition of the problem

The problem at hand is to develop a computer based transaction processing system (TPS) that would capture and process data about business transactions. The system should also do data maintenance i.e.

provide for ability to update stored data. Some features of this system include:

  1. Input data collected from transactions products, orders etc.
  2. Output in the form of invoices, pay vouchers etc.
  3. The system is also supposed to produce a variety of reports that are to be used for managerial purposes. Such reports include inventory levels, sales reports, payroll, expenses etc.

Reports produced by the system can be classified according to purpose. These are:

  1. Summary reports – Shows totals and trends such as total sales by category.
  2. Track stock levels and automatically alert the purchases department when restocking is necessary.
  3. Produce monthly product sales and purchases reports.

In a nutshell, the following project charter outlines the objectives, preliminary investigation report and other pertinent issues that will be considered before embarking on system development:

 

Project charter for Bukuma information system

BUKUMA DISTRIBUTORS LTD.

             lndustrial area, Funzi Road Box 30307, NairobiKenya

Phone: 257- 020655147 Fax: 02065551418

Computerised transaction

Processing and stock control system

Project name: Bukuma computerised information system

Team leader: Jane Okindia, System analyst

Project objectives

The project development team will develop new computerised information system tl1at will support the operations of the company in order to realise the strategic vision for Bukuma products sales and delivery of customer services. It’s anticipated that the new system will provide highly integrated processes and. services that will not only reach out directly to customers and suppliers but also increase internal operational efficiency.

Therefore, improvement to the current system can result in a number of benefits. These include:

  1. Improving corporate profits by 10% through reduction of bouncing orders.
  2. Ensuring improved customer services by efficiently managing stock levels.
  3. Improved employee’s morale due to better processing and operations management.
  4. Improved internal decision support so that decisions are more reliable and made on time.
  5. Support the competitive strategy of the business.

Preliminary investigation

preliminary investigation and feasibility study of the current manual system and the proposed was done through:

  1. Studying the organisational chart.

 

  1. Quantifying work output against performance criteria.
  2. Observing the behaviour of the employees.
  3. Listening to external feedback from vendors, customers and suppliers.

By going through the investigative process, the team discovered the following problems with the current manual system.

  1. The constantly changing products presented to the market have created numerous internal inefficiencies and customer service problems.
  2. Increased customer base and sales through aggressive advertising may overload the current system’s ability to process transactions.
  3. Unpaid orders have increased from 4%, only two years ago, to 12%. The current credit management system has to be improved.
  4. Suppliers who have failed to deliver as per contracts have increased by 17% due to poor procurement procedures.
  5. Competition from other companies threatens the survival of the company unless there is a change in management strategies.
  6. Many orders are bouncing due to poor stock control. The orders that bounce are not given priority when new stock arrives.
  7. The management is not exploiting the Internet as a marketing and service delivery channel.

Scope of the system

The proposed computerised system will support the following internal business functions:

  1. Sales and customer order transaction processing.
  2. Inventory control and procurement processing.

Team vision

The strategic information management team has come up with the following recommendations for the new system.

  1. Adoption of automated data capture technology and methods e.g. using bar-coding as a means of capturing product stock records and sales, which is an automatic identification system currently being implemented in many modem business organisations.
  2. Triple the order processing capacity of the unit by the end of fiscal year.
  3. Reduce order response time by 50% by the end of fiscal year.
  4. Rethink any underlying business processes, procedures and policies that have any visible impact on member satisfaction and complaints.
  5. Provide improved marketing and promotion programs.
  6. Provide improved follow-up mechanisms for orders and backorders.

Feasibility of the proposed system

The feasibility analysis of the proposed system centered on the following:

Feasibility report

  1. Schedule: The system would take 9 months to develop.
  2. The technology required to develop the new system is readily available in the market.

.

  1. The system users are happy with the proposal to develop the new system.

Cost benefit analysis

(a) Costs: The entire development and operational costs can be estimated as follows:

(i) Development – Kshs 20 000 000

(ii) Monthly operational costs – Kshs 1 000000

(iii) Total lifetime of the new system – 5 years

Total lifetime costs = 20 000 000 + (12 x 1 000 000) x 5

= Kshs 80 000 000

(b) Benefits:

(i) Profit from increased sales per month – Kshs 100 000 000 (ii) Savings from introduction of paperless mail

Kshs 1 000 000

(iii) Savings from reduced travelling costs – Kshs 20000000

Total monthly benefits.                                   Kshs 121 000000

Total lifetime benefits = Kshs (121 000000 x 12 x 5) = Kshs 7 260 000 000

Conclusion

The development of the new system is cost effective and beneficial to the company because lifetime benefits greatly outweigh the costs.

 

Team resolutions

In order to develop the system within the shortest time possible, the team made the following resolutions:

  1. The team will hold weekly status meetings, chaired by the project manager (system analyst). All project status meetings minutes and reports will be shared with management and all IT directors.
  2. Team members will be communicating through e-mails, dialogue and written memos to keep in touch on project development.

Conclusion

This report is intended to help the management to make decisions about undertaking the project.

Although the system seems expensive it will contribute positively towards corporate objectives when implemented in the future. Its benefits will outdo the costs by billions of shillings throughout its operational lifetime.

Thanks.

Jane Okindia System analyst.

 

Fact finding

The management has responded and given the system development team an okay to start developing the information system. The next task now is

to discover user requirements of the new system through collection of facts. The members have been given the responsibility to carry out a detailed fact finding activity through the following:

  1. Documentations study.
  2. Interviews.
  3. Observation.
  4. Questionnaires.

Documentions study

A number of manual documents were analysed. These include products catalogue, invoices, purchase orders, sales reports etc.

Interviews

Various interviews were conducted which involved the management, employees in the company, customers and suppliers. For each of the interviewee an interview guide was used. Figure 5.1 shows a sample interview guide used with one of the staff at Bukuma distributors.

Interviewee.name.’ Interviewer
Date:.      
Time: .  
       
Subject.;    
     
Time Interviewer Interviewee
Allocated Question or Objective Response
I to 2 min. Objective

Open the interview:

-introduce ourselves

.. Thank Mr.&&&for his valuable time

State the purpose of the interview- to obtain an existing

credit..checking.policies.

 
   
   
   
   
   
5min Question. I

What conditions determine whether a customer’s order is approved for delivery?

Follow-up

 
   
   
   
5inin Question 2

What are the possible actions that might be taken once

These conditions have been evaluated?

Follow-up’

 
   
   
   
3 min Question3

How are customers notified when stock is unavailable

for their order?

Follow-1.Ip

 
   
   
   
Lmin Question 4

After a new order is received, approximately how long

Does it take to process it and put the order under shipment?

 
   
   
   
 

lmin

Question5    
  Who are the individuals that perform the credit checks? Follow-up  
       
1 -3min Question 6    
  May 1 please have permission to interview all the people  
  who carry out credit checking?  
  Follow-up    
  If so When would be the best time to meet with each of them?  
       
1 min Objective    
  Conclude. The interview:    
  Thank Mr. &&& for his cooperation and assure him that  
  He will be receiving. a copy of what transpired during the  
  interview.    
21 min Time allotted for base questions and objectives  
.9min Time allotted for. follow-up questions and redirection  
30min Total time allocated for interview

(2.00 p.m,to 3:00 p,m)

 

Fig,5.1: Sample interview guideline

 

Questionnaires

In our preliminary investigation of the business operations we decided to prepare some que.stionnaires that would help us seek some classified information without the respondent feeling threatened. Below is an extract of one of the questionnaires used.

 

BUKUMA DISTRIBUTORS INFORMATION SYSTEM

 

Date………. ,…….

 

.Introduction: The IT department is in the process of developing a new information system. Please, take a few minutes to fill in this questionnaire and return it to the IT office before date………..

.

Q I. How often do customer orders bounce due to lack of enough stock?

0 Very often 0 Often 0 Not often 0 Not at all

Q2. After receiving an order, how long does it take to process it from reception to date of shipping?

0 .1 hour () Several hours  () One day () Many days

 

Fact finding summary and recommendation report

As opposed to the preliminary investigation report which dwells on problems of the existing system from the general point of view, this report gives a more detailed analysis of the system and proposals for improving or overhauling it altogether. The following is a layout outline of the report.

 

Detailed system analysis report for Bukuma distributors

                              Current system: Manual system

                        Proposed system: Computerised model

  1. Executive summary (about 2 pages)

(a) Recommendations

(b) Summary of problems opportunities and alternatives

(c) Brief statement of objectives

  1. Background (about 2 pages)

(a) Details of all the fact finding methods used e.g. interviews.

(b) Description analytical techniques used.

  1. The current system (about 5 pages)

Models of the current system in terms of:

(a) Data entry techniques e.g. form.

(b) Files and data storage methods and media.

(c) Informatiol1processsingandmethods used.

  1. Analysis Of the current system communication (about 5.10 pages)

(a) Performance, problems, causes and opportunities.

(b) Economic Problems, causes and opportunities

(c) Security and control problems, causes and opportunities

(d) Efficiency and service problems, causes and opportunities

  1. Detailed recommendations (about 5-10 pages)

(a) Reason for the current system improvement.

(b) Limiting problems (recommendations).

(c) Proposed implementation plan for the new system:

(i) Scope and refinement.

(ii) Master plan.

(iii) Plan for the design phase.

  1. Appendixes

(a) System models.

(b) Other appropriate documents.

 

System design phase

This is the most crucial system development phase. The design phase has been broken into two:

  1. Preliminary design
  2. Detailed design

Preliminary design

Preliminary design describes the functional capabilities of the proposed information system. There are many tools that can be used at this stage. However, the system flowchart tool was selected to design the system.

System flowchart

The system flowchart shows an overview of the functionality of Computerised system. Considering Bukuma distributors, the proper system required should achieve the following:

  1. Process customer orders which may be in form of electronic messaging, post or personal visit.
  2. Maintain the stock levels by automatically alerting the management when .the items go below the reorder level.
  3. Produce various transaction documents like dispatch notes pay vouchers, various expenses and sales reports and invoices.

Figure 5.2 shows a system flowchart of the proposed system.

Detailed design

Once the general functionality of the system has been designed it is now possible to design detailed designs for various system functionalities. These include:

  1. Output design.
  2. Input design.
  3. Files and data stores design.
  4. Hardware and software requirements.

Output design

This design of both screen and printed output. The output requirements for Bukuma distributors system include: Picking lists, invoices, payment vouchers, inventories, sales reports. However in this design we shall only consider invoices, payment vouchers and sales reports.

Invoices

The sample invoice below is one of the reports that the system is expected to produce after delivery of goods to a customer. Notice that it is designed carefully to display all details necessary to seal a transaction.

BUKUMADISTRIBUTORS LTD.

Industrial area, Funzi Road Box 30307, Nairobi Kenya

                                    Phone:257-020655147 Fax: 02065551418

Invoice

Bill To:

Company name…………….                             Contact name ­…………….

Destination city………………..                        Postal code Sent via………………

Date due…………………                                 Country……………….

Order number Customer name Order date Required date Date shipped
         
Product name Quantity Unit price Discount Amount  
           
    Subtotal      
    Freight cost      
    Total      

 

Payment voucher

This is almost similar to an invoice only that it is used to authorise payments to the suppliers.

BUKUMA DISTRIBUTORS Industrial area, Funzi Road Box 30307, Nairobi Kenya

                        Phone: 257-020655147 Fax: 02065551418

Voucher

Payment To:

Supplier name———-       ­Contact title————­

Postal address—–­                   Region———-­

City————­                         Country——-­

Sent via——–­

Purchase ID Supplier name Date ordered Date required Date received
         
Product ID Quality delivered Purchase price Purchase discount Amount  
           
    Subtotal      
    Freight cost      
    Total      

Sales report

Sales report gives a summary of sales made with a period of time such as weekly, monthly or annually. Below is a sample sales report design.

 

BUKUMA DISTRIBUTORS

Product sales for the year ­Category name

Order ID Customer name Product Amount
       
    Total sales  

 

All other output reports were designed as per system requirements collected during the fact finding stage.

Input design

The quality of system input determines the quality of output. Well designed forms or screens should be effective, easy to use, attractive and consistent. The forms for data entry for Bukuma system should be clearly captioned and easy to use. Some examples of data entry forms

needed for this system are invoice processing form, products entry form, : customer entry form etc. Likewise all other entry forms should be appropriately designed according to the requirements collected.

Inventory and products entry form

Categories entry form is a compound form that should allow the user to enter or view both category and products in that category. This means that the products details should be a sub form in the categories main form. Below is the lay out of the categories and products entry sub form.

Category Details

Category ID ……………….

Category Name ……………..

Description…………………..

Products details subform

Product ID Product name Quantity per unit Price Unit in stock
         
         

Customer entry form

This is intended to be a columnar form with the following controls:

Customer ID                 Phone

Company Name            Region

Contact Name               City

Contact Title                 Country

Address

Since the fields for the customers are too many for one columnar form, they can be grouped into company information and personal information. The two categories will be implemented using a tab control form.

Company info tab                   Personal info tab

Employee ID                          Address

Last Name                              City

First Name                             Country

Title                                        Date of Birth

Hire Date                                Telephone

Invoice processing entry form

This form is intended to be a compound form used to enter customer details in the main form and the items purchased in the products sub form.

Bill To:

 Customer ID …………………

Order number…………………

Contact name………………..

Title …………………

Country………………

Destination name

Date ordered

Date required

Date dispatched

Freight cost

Product name Unit price Quantity shipped Discount Amount
         
         

Pay voucher processing entry form

Like the invoice processing entry form, pay voucher processing is also intended to be a compound form that allows the user to enter supplier’s details in the main form and the items delivered in the products sub form.

The controls in the supplier’s main form are:

Company Name                      Purchase Number

Contact Title                          Freight charges

Phone                                      Date Ordered

Country                                   Date Received

 

Products supplied sub form

Product name Unit price Quantity received Discount Amount
         
         

Suppliers entry form            .

Supplier’s details entry form may be a two tab form with company and contact information tabs.

 

Company Info tab 

Supplier 1D

Company Name

Contact Name

Contact Title

Contact tab

Address City

Region Postal Code

Country Phone Fax

 

Transporter entry form

Entry form for companies offering transport services to Bukuma may have the following controls:

Vehicle Number

Company Name

Postal Address

Phone

Files and data stores design

After designing the input and output, the last detailed design step is that of files or data store. The files and data store are considered the heart of any information system.

There are two methods of data storage in a computer namely flat files and databases.

Flat files

In flat files, records are stored in separate files each with particular details. The use of such separate files means that the same data is often stored in more than one place as illustrated by the tables below.

File A

Product Number Product Name Quantity Price
       

File B

Product Number Product Name Supplier ID Supplier Name
       

Database systems

A database is a centrally controlled store of data. It allows different users who share the database to have access to different data. This method of storage eliminates the validation problems of the flat file system.

In Bukuma Distributors Information System, the database approach is used. This will ensure that the following objectives are achieved:

  1. Sharing of data among the users of the system.
  2. Maintaining accurate and consistent data.
  3. Availability of data required for current and future applications.
  4. Giving users easy access to data.

Designing tables /tiles structures

The following points are considered before designing a file or a table structure:

  1. The types of files to be constructed – is the file a master, transaction or report file?
  2. Data access method in the file i.e. is it random, sequential or indexed­ sequential. .
  3. The size of the files hence the storage media to be used.

Data structures allow the system analyst to produce a view of the elements that make up the data structure. In our system, the basic data structure that will be used to store data elements of the various entities is the record.

The initial data structure design that shows only “what” the records will contain e.g. Name, Address etc. is called the logical design. This design would then eventually be converted to the physical design which specifies how the various data elements in the record will be implemented such as

 

Product Name as string, Product _Number as integer etc.

Below is the logical view of some of the file structures that will be designed for the Bukuma information system.

Table/file structure                                           Elements

Inventory                                           – Inventory number

– Inventory name

– Description                                

Products                                            – Product number      -Unit price

-Product name          – Purchase price

– Quantity/unit          – Quantity in stock

Customers                                         -Customer number   – Address

-Company name         – City

-Contact name            – Country

-Contact title

 

Supplier                                          –Supplier number – Contact title

-Company name      – Physical address

-Contact name

 

Purchase orders                             – Purchase number

– Product purchased

– Quantity purchased

Sales orders                                   -Order number     – Product ordered

-Customer name     – Unit price

-Order date             – Quantity

– Required date      – Discount

Transporter                                     -Transporter number -Physical address

-Company name            – Postal address

– Address                      -Phone

NB: The bolded attributes will be considered as the primary keys in the database. ‘

 

Entity relationship diagram (E-R diagram)

Some of the entities that may be used in constructing Bukuma distributor’s information database are categories, products, customers, employees, orders suppliers, transporters and purchase orders. The first step is to construct the entity relationship diagram. Figure 5.3. below shows an example of E-R diagram for customers and the products ordered.

Customer Places

 

Order Contains.

 

Product
                                                           1             Many                   1      Many

Fig. 5.3: Entity relationship diagram

Interpretation

One customer may place several orders but each individual order can be placed by only one customer (one-to-many relationship). Each order placed by customers may contain many products. However, many products can be contained in one order.

. Hardware and software requirements

After studying the detailed system design specifications and recommendations, the management of Bukuma decided to settle for a computer based system. This means that the development team must start looking for all the required hardware and software resources.

Hardware and software specialists in the team have already visited various suppliers in major towns and brought quotations and price lists for most

Table 5.1

  Hardware facility Example Estimated cost (Ksh)
1 Computer IBM desktop

Computer

Documents

collected from

various suppliers’

Quotations.

2 Storage media Optical disks,

magnetic disks

3 POS terminal

equipments

Wand reader,

magnetic card

reader, bar code

printer etc.

4 Printers Laser printer,

Matrix printer

5 Scanner  
6 Others  

of the required resources. Table 5.1 below gives a sample summary of the hardware requirements recommendations for Bukuma Distributors information system.

Table 5.2 below gives a summary of the software requirements for Bukuma distributor’s information system.

Table 5.2

  Software Example initial cost
I GUI based MS- Windows 9x, 2000,  
  Operating System XP; Mac OS9, X etc.  
2 Application MS-Office Suite, Lotus Documents
  programs Suite, Corel Word collected from
    perfect Suite various suppliers’
3 Antivirus software Norton, MacAfee, AVG. Quotations.

Constructing Bukuma information system

Since relational databases store data in a series of two-dimensional tables, the first step in designing the information base is to design tables that are related to each other via primary and foreign keys. Throughout this section the following shorthand’s will be encountered:

  1. PK – Primary key
  2. FK- Foreign key

Customer           Customer ID (PK),  Customer name……….

Sales order         Sales ID (PK), Customer ID (FK), ……

Product              Product ID (PK), Sales ID (FK), Inventory ID CFK) ……

Purchase order   purchase ID (PK), Inventory ID (FK), Supplier ID (FK)…….

Supplier             Supplier ID (PK), Supplier name . . . . . .

Transporter       Transporter ID (PK), Supplier ID(FK) ……

Inventory          Inventory ID……….

 

These entities can be implemented in an entity relationship

Setting up integrity constraints

After setting up the database based on the entity relationship diagram, some integrity constraints need to be set in the database to enhance accuracy. Examples of constrains are lookup fields and data integrity constraints.

Creating a lookup field

A lookup field displays a list of acceptable values that may be entered into a field. This avoids the problem of wrong data entry in a field. It is recommended that all foreign keys be lookup fields.

To create a lookup field:

  1. Display the table in design view.
  2. Select lookup wizard in the data type column of the desired fields. 3. Complete the prompts in the lookup wizard.

Figure 5.5 below shows how to set up a lookup for the category field in the Product table.

 

 

 

 

When the table is displayed in data entry mode (datasheet fonn), you simply select from the list as shown in Figure 5.6 below.

 

 

Data integrity constraints

Data integrity constraints are rules that govern entering, changing and deletion of data and records in a database. There are several types of integrity constraints. Some of them are:

  1. Entity integrity constraint.
  2. Referential integrity.
  3. Domain integrity.

Entity integrity

These are the rules that govern the composition of a primary key. A primary key cannot contain a null value, it must be unique. Null values are empty spaces in a field that have no data. Figure 5.7 below shows that the Customer ID field (which is the primary key) does not allow duplicates.

 

 

 

 

Referential integrity

Referential integrity governs the nature of records in a one-to-many relationships between tables in the database. All foreign keys in the child table must have a matching record in the parent table. Referential integrity is implemented in the following ways:

  1. Restricted database- The system deletes or updates a parent record if there are no matching child records. A parent record is the one that has the primary key of the relationship while a child record is the one that has the foreign key of the relationship in the second table.
  2. Cascaded database- Cascaded database will delete or update all matching child records when the parent record is deleted or updated. The cascade approach is better when changing records. For example if the customer ID changes, all foreign keys in the child records are updated as well. Figure 5.8 shows how to set up referential integrity between customer and orders table in Bukuma database.

 

 

 

 

Fig. 5.8: Setting referential integrity

 

Domain integrity

In databases, the term domain is used to refer to the acceptable range of values an attribute can have. This ensures that no field takes on a value outside the range of valid values. For example in the Purchase Orders table, the date of items received is always less than or equal to the current date <=Now() as shown in the validation rule property box in Figure 5.9. Now() is a function that returns the current date.

Fig. 5.9: Setting domain values

 

Constructing data entry and user-interface forms

The main purpose of creating forms is to reduce data entry errors. The volume of data to be entered should be minimised and validation and integrity checks such as data type, domain and referential integrity are enforced.

This section examines creating graphical user interface (GDI) forms in Microsoft Access using the appropriate controls, macros and Visual Basic for Applications (VBA) code. Notice the code that is associated with each form and the objects on the form. In Microsoft Access most of these codes are generated by the wizard associated to each during the design. However, in some cases, general subroutines have to be written by the programmer. For the purpose of clarity, these forms are grouped into two main categories namely primary and advanced forms:

Primary forms

These are the forms primarily used to enter data into underlying tables. They include customers, categories, employees, products, suppliers, transport and employees details forms.

Advanced forms

These are more complex forms that are based on underlying queries and unbound controls. The forms provide the user with easy access to and manipulation of data in the underlying tables and other database objects.

Creating the primary forms

The main factors to be considered in creating primary forms are:

  1. The general form properties e.g. record source that is, the underlying table.
  2. Control properties for each of the objects.
  3. Command buttons and their underlying event procedures and codes.

 

Customers form

It was designed as a columnar form as shown in Figure 5.10.

 

 

 

 

Fig. 5.10: Customers form

The form draws its data from the customers table. Apart from bound controls, the form has command buttons Add Customers, Search Close, and Delete. These buttons are brought to life by their underlying event procedures. The codes are generated using the command button wizard that automatically starts when you draw a command button on the form. Below are the code listings for each command button’s event procedure.

 

Option Compare Database

 

Private Sub CloseCustomers Click()

On Error Go To Err Close Customers Click

    DoCmd. Close

Exit  CloseCustomers Click:

Exit Sub

Err Close Customers Click:

­

MsgBox Err.Description

Resume Exit CloseCustomers Click

­

End Sub

Private Sub deleterecord Click()

On Error Go To Err deleterecord Click

– ­

DoCmd.DoMenultem acFormBar, acEditMenu, 8,, acMenu Ver70

DoCmd.DoMenultem acFormBar, acEditMenu, 6,, acMenuVer70

Exit deleterecord Click:

­

    Exit Sub

Err deleterecord Click:

­

    MsgBox Err.Description

 

 

Resume Exit deleterecord Click

­

                        End Sub

Private Sub addcustomer Click()

On Error Go To Err addcustomer Click

­

    DoCmd.GoToRecord” acNewRec

Exit addcustomer Click:

­

    Exit Sub

Err addcustomer Click:

­

MsgBox Err.Description

Resume Exit addcustomer Click

End Sub

Private Sub SearchRecord ClickO

On Error GoTo Err SearchRecord Click

­

Screen.PreviousControl.SetFocus

DoCmd.DoMenultem acFormBar, acEditMenu, 10,, acMenu Ver70

Exit SearchRecord Click:

­

    Exit Sub

Err SearchRecord Click:

­

MsgBox Err.Description

Resume Exit SearchRecord Click

­

    End Sub

Categories form

The categories table has many products. Hence, the fonn has the products list subfonn which shows the items in each category as shown in Figure 5.11.

 

 

 

 

Fig. 5.11: Inventories form

The main form is a columnar form. It is populated with data from the categories table. It has command buttons New Category, Search, close and Delete. In this case, the categories are the same as the inventory ID.

The subform is a data sheet form embedded in the categories form. It gets its data from the products table.

Products form

This is a single columnar form as shown in Figure 5.12.

 

 

 

 

 

Fig. 5.12: Products form

The text box controls are populated with data from the products table. Suppliers and Category are lookup controls that source data from Supplier and Categories tables respectively. To operate the form, four command buttons used i.e. New Record, Close and Delete.

Suppliers form

The suppliers form is designed using the tab tool from the toolbox. Figure 5.13 shows an illustration of the form.

 

 

 

Fig. 5.13: Suppliers form

The form is populated with data from the suppliers table. However, apart from the already discussed form operation buttons for adding a new record, closing a form, searching and deleting records, there is an Open Products Form button, brought to life by the OpenF orm wizard. The OpenForm event procedure code is as listed below:

Private Sub OpenProducts Click() 

On Error Go To Err OpenProducts _Click

Dim stDocName As String

Dim stLinkCriteria As String

stDocName = “Products”

DoCmd.OpenForm stDocName,,, stLinkCriteria

Exit OpenProducts _Click:

    Exit Sub

    ErrOpenProducts _Click:

    MsgBox Err.Description

    Resume Exit OpenProducts _Click

End Sub

Transporter form

This is a single columnar form as shown in Figure 5.14.

 

 

 

Fig. 5.14: Transporters form

The form is populated with data from the transporter table. The four command buttons are Add New, Delete and Close.

Creating advanced forms

As stated earlier, these are the forms which draw data from underlying queries. This section not only analyses the form properties but also gives illustrations of the underlying queries in design view and any event procedure used to automate the forms and controls. The advanced forms are further classified into groups namely:

  1. Data entry and manipulation forms.
  2. User interface forms.

Forms for data entry and manipulation

These are the forms used for entering and manipulating data in the underlying query. These forms include the customers invoice and suppliers’ pay voucher.

Customers invoice data entry form

This is a compound form that has the purchase orders subform contained within it as shown in Figure 5.15.

 

 

 

 

Fig. 5.15: Customer invoice form

The main form is a columnar form whose record source is Customer Bills query made from two tables, Customers and Orders as shown in Figure 5.16.

 

 

 

 

Fig. 5.16: Customer bills query

The customer details are automatically filled by selection from the lookup combo box of the customer control.

The sub form gets its data from the order amount query. The order amount query is designed using two tables, products and order details as shown in Figure 5.17.

Note that the query has a calculated field i.e. Amount that calculates the amount for each product ordered based on the UnitPrice, Quality and

 

 

Fig. 5.17: Order amount query

Discount. The expression for this field is:

Amount: ccur([order details). [unit price]*[Quantity]* (1-[Discount]/ 100)* 100

The subform has an event procedure for trapping data entry errors. This is tied to the on error event of the form properties. Since the user may forget to select a customer before entering products details in the main form section, the on error event procedure ensures that a customer is first selected before entering order details. A listing of on error event procedure is shown below.

Private Sub Form_Error(DataErr As Integer, Response As Integer)

, Errors can occur if the user has not selected a customer for

, this order on the main form. If there is an error and Orders!BillTo is Null

, inform the user and cancel the entry made in the subform.

If DataErr > 0 Then

If IsNull(Me.Parent!CustomerID) Then

MsgBox “Select a Customer to bill to before entering order details info.

RunCommand acCmdUndo

Me.Parent!CustomerID.SetFocus

        Response = acDataErrContinue

     Else

     Response = acDataErrDisplay

 End If

End If

End Sub

The ProductID in the subform is a lookup control that enables the user to select an item from the dropdown list. This control also has an event procedure used to automatically fill the UnitPrice control from the products table once an item is selected. This minimises errors that may result from erroneous unit price entry. The code listing for the UnitPrice lookup event procedure as shown below.

Private Sub ProductID AfterUpdate()

On Error GoTo Err _ProductID AfterUpdate

  Dim strFilter As String

, Evaluate filter before it’s passed to DLookup function.

  strFilter = “ProductID = “& Me!ProductID

, Look up product’s unit price and assign it to UnitPrice control.

  Me!UnitPrice = DLookup(“UnitPrice”, “Products”, strFilter)

Exit _ProductID AfterUpdate:

  Exit Sub

  Err _ProductID AfterUpdate:

  MsgBox Err.Description

  Resume Exit _ProductID AfterUpdate

End Sub

Command buttons that have been used include Print Preview invoices, Print and Close. Their underlying event procedures are similar to those generated in the other forms discussed earlier.

Suppliers voucher details entry form

This is almost similar in functionality to the customers’ invoices entry form but it is intended to process payment vouchers for goods supplied to Bukuma. Figure 5.18 shows the voucher processing form.

 

 

 

 

 

Fig. 5.18: Payment voucher

The main form is a columnar form that derives its data from Suppliers Delivery Note query. This is created from two tables, Suppliers and PurchaseOrders tables. The supplier details are automatically filled by selecting the supplier name from the lookup combo box of the Supplier control. Figure 5.19 shows the source query in design view.

 

 

 

 

 

Fig. 5.19: Suppliers delivery note query

The subform draws its records from an underlying query, Products Purchased shown in Figure 5.20.

 

 

 

Fig. 5.20: Purchase query

The Total Puchase is a calculated control with the expression:

Total Purchase: Ccur[purchase Details].[Purchase

Price]*{QuantityOrder]* ([Purchase Discountj)/l 00) * 100

Just like in the customers’ products ordered sub form, the product ID in the products purchased subform is a lookup control from which the user selects the product name. Once a product/item is selected, the Purchase Price is automatically filled with the purchase price from the products table using the lookup event procedure shown below:

Private Sub ProductID AfterUpdate()

On Error Go To Err _ProductID _After Update

  Dim strFi/ter As String

, Evaluate filter before it’s passed to DLookup function.

  strFi/ter = “ProductID = “& Me!ProductID

, Look up product’s purchase price and assign it to PurchasePrice control.

Me!PurchasePrice = DLookup(“PurchasePrice”, “Products”, strFilter)

Exit _ProductID AfterUpdate:

  Exit Sub

  Err _ProductID _AfterUpdate:

  MsgBox Err.Description

  Resume Exit _ProductID AfterUpdate

End Sub

Data validation and integrity checks have been enforced so that the pay voucher cannot be processed for a null or a non-existent supplier. This is achieved using the on error event shown in the listing below.

Private Sub Form Error(DataErr As Integer, Response As Integer)

, Errors can occur if the user has not selected a supplier for

, this order on the main form. If there is an error and PurchaseOrders!PaylTo is

Null , inform the user and cancel the entry made in the subform.

   If DataErr > 0 Then

   If IsNull(Me.Parent!SupplierID) Then

   MsgBox “Select a supplier to process the voucher for before entering pay details.”

RunCommand acCmdUndo

Me.Parent!SupplierID.SetFocus

Response = acDataErrContinue

Else

Response = acDataErrDisplay

EndIf

EndIf

End Sub

The command buttons used to control the form are New Voucher, Print Voucher, and Close.

User-interface forms

These are forms that enable the user to access, manipulate, display and print other forms and reports. Two such forms used in Bukuma System are sales report dialog and the main switchboard.

Sales report dialog form

As shown in Figure 5.21 this form is mainly designed using unbound controls such as radio buttons, a text box and command buttons.

The three groups of controls are tied together using the code listing shown below.

 

 

Fig. 5.21 : Select report

Option Compare Database’ Use database order for string comparisons.

Option Explicit’ Requires variables to be declared before they are used.

Sub PrintReports(PrintMode As Integer)

On Error GoTo Err-Preview-Click

, This procedure used in Preview_Click and Print_Click Sub procedures.

, Preview or print report selected in the ReportToPrint option group.

, Then close the Print Sales Reports Dialog form.

   Dim strWhereCategory As String

   strWhereCategory = “CategoryName = Forms![Sales ReportsDialog]! SelectCategory”

   Select Case Me!ReportToPrint

   Case 1

   DoCmd.OpenReport “Products stock level”, PrintMode

   Case 2

   DoCmd.OpenReport “Summary sales by date”, PrintMode

   Case 3

   DoCmd.OpenReport “Sales by category summary”, PrintMode

   Case 4

   IfIsNull(Forms![Sales Reports Dialog]!SelectCategory) Then

   DoCmd.OpenReport “Sales by Category”, PrintMode

   Else

   DoCmd.OpenReport “Sales by Category”, Print Mode, ,strWhereCategory

   End If

End Select

DoCmd.Close acForm, “Sales Reports Dialog”

Exit_Preview _Click:

Exit Sub

 

Err_Preview _Click:

Resume Exit_Preview _Click End Sub Private Sub Cancel- Click() , This code created by Command Button Wizard.

On Error Go To Err Cancel Click

 

, Close form.

   DoCmd. Close

Exit Cancel Click:

­

   Exit Sub

   Err Cancel Click:

­

   MsgBox Err.Description

   Resume Exit Cancel_Click

End Sub

Private Sub Preview Click()

, Preview selected report. This procedure uses the PrintReports

, Sub procedure defined in (General) section of this module.

PrintReports acPreview

End Sub

Private Sub Print Click()

, Print selected report. This procedure uses the PrintReports

, Sub procedure defined in (General) section of this module.

PrintReports acNormal

End Sub

Private Sub ReportToPrint AfterUpdate()

, Enable SelectCategory combo box if user selected Sales by Category

, report.

Const conSalesByCategory = 4

If MefReportToPrint. Value = conSalesByCategory Then

MefSelectCategory.Enabled = True

Else

MefSelectCategory.Enabled = False

 End If

End Sub

Main form (Switchboard)

The main form also referred to as the switchboard is the user-interface or main menu that is loaded when an application is started. The form mainly contains command buttons that enables the user to select the task to work on. Figure 5.22 shows the main form in design view used in Bukuma information system.

 

 

 

 

Fig. 5.22: Switchboard in design view

Creating reports

Reports present information to system users. These are the most visible components of a working system.

This section focuses on some of the reports expected from Bukuma information system. The main features to be highlighted in creation of reports are:

  1. General report properties and data source.
  2. Control properties, grouping and event procedures.
  3. The report in design view.
  4. Layout of report needed.

Sales by category

This is a comprehensive report that gives sales details for each product in each category group shown in Figure 5.23.

 

 

 

Fig. 5.23: A sample sales report

The report draws its data from products sales query. Figure 5.24 shows the query in design view.

 

 

 

Fig. 5.24: Product sales query in design view

The report has calculated controls for a number of items sold and total sales in each category whose expressions are:

Record count:

= Summary for” & ” “ & [CategoryName] & ” (” & Count(*) & ” ” & IIf(Count(*)= 1, “detail record”, “detail records”) & ”)”

Total sales: Sum([ Amount])

Sales by category summary

This is a compound report that has a chart subreport in it. The report gives summary total sales for each category both in tabular and graphical form as shown in Figure 5.25.

 

 

 

Fig. 5.25: Chart summarising sales by category

The graph shows that the most selling category is beverages followed by soaps. This report is meant for the management to decide which category of products sells more than the other.

The main report is populated with data from a select query, category sales summary shown in Figure 5.26.

 

 

 

 

 

Fig. 5.26: Category sales query design

Summary sales by date

On opening this report, the user is prompted to enter the beginning and ending date. Once the valid dates are entered, the sales for the duration are displayed as shown in Figure

 

 

 

 

Fig. 5.27: Yearly sales report

The record source for the report is the products by years query. The query has a compound criteria expression in the freight date field. The expression is:

Is Not Null And Between [Beginning Date] And [Ending Date]

Purchases by category summary

Just like the Sales summary, this is also a compound report that has a pie chart subreport in it. This report gives a summary of money spent on purchases.

The main report is populated with data from a select query, products purchased shown in design view in Figure 5.28.

 

 

 

Fig. 5.28: Purchases query

Products stock level

The stock report is meant to help the management make orders in good time. Figure 5.29 shows the items currently in stock and indicates those that need to be reordered.

 

Fig. 5.29: Stock report

The report draws its data from product sales query. The report is grouped by category and the stock balance is obtained using a calculated control:

= ([units in stock] (sum([Quantity])))

While the reorder remark Yes or No is obtained using an if function:

= Ilf(([UnitslnStock]-(Sum([ quantity])))<[ReorderLevel], “Yes”, “No”)

 

Invoice to customers

This is a report sent to the customer showing detailed description of what is to be paid for, the total payment and the due date. Figure 5.30 shows a sample invoice to one of the customer’s ofBukuma Distributors.

 

 

 

 

 

 

 

 

Fig. 5.30: Invoice sample report

The report draws its data from invoice to customers query. Figure 5.31 shows the source query in design view.

 

 

 

 

 

 

Fig. 5.31: Invoice query design

Calculated controls have also been used, these are as shown below:

 

Subtotal: = Sum([amount])

Total:= sum([amount])+ [freight]

Payment voucher

This is similar in design to the invoice, only that it is meant for the processing of payments for the suppliers of Bukuma Distributors. Figure 5.32 shows a sample pay voucher report to one of the suppliers.

 

 

 

Fig. 5.32: Pay voucher report

The report draws its data from the products purchased voucher query. It also has an unbound image of the company logo inserted using the image tool, from the toolbox. Calculated controls have also been used as follows:

Subtotal: = Sum([Total Purchase])

Total:            = sum([Total Purchase])+ [freightCost]

Products catalogue

This is a document available to the customers and other interested persons who may want to know the items sold and the unit price of each. Figure

5.33 shows a page of a catalogue generated from Bukuma’s information system.

 

 

Fig. 5.33: Products catalog

The report draws data from the products table.

NB: There are other reports that may be created in a real business environment but only a few have been considered. It is the responsibility of the learner to visit a computerised business organisation to learn more about the variety of reports used.

 

Database security and startup options

To protect the information system from unauthorised access, Microsoft Access database management software, provides a number of options. These includes:

  1. Password protection.
  2. User and group permissions.
  3. User-level security.
  4. Data encryption.

To set up any of these security options, click the Tools menu, point to security and then select the type of security you want to setup.

Password protection

This is the simplest security set-up that can be implemented using any Microsoft Windows operating system. A password to open or edit the database file is set for any user who wishes to do this action.

User and group permissions

Some operating systems like Windows New Technology (NT) lets an administrator assign permission to users on database objects such as queries, forms and reports. These permissions include opening and running the object, modifying etc.

The user and group accounts dialog box is used to assign accounts to the database users. However, this can only be done by a user who is a member of the Administrators group.

User-level security

This feature is used to assign permissions to users in order to limit user access to certain database objects. For example, the order entry clerk may not have access to payroll information. Figure 5.34 shows the log on dialog box used to log into Bukuma information system.

 

 

 

Fig. 5.34: Loging into an application

For more on setting up User Groups, Accounts and Permissions, read the online help of the Windows NT based operating systems.

Data encryption

If the database is to be used in a network or sent electronically, encryption secures the data from unauthorised access. Only the intended receipient can use the decryption key to read the message.   .

Start up options

The last step in developing a customised application is to specify the startup options. Figure 5.35 shows the startup settings for Bukuma information system.

 

 

 

 

 

Fig. 5.35: Setting up start up options

 

Testing and implementing the system

Testing

Individual system modules were tested using test data and found to work accurately and properly. Sample test data and error messages that were encountered due to invalid data entry are given in the appendix of this project report.

Implementation

This is the final stage in system development which involves putting the new system into use. The tasks during the implementation stage are:

  1. System management – This involves installation, resource and staff allocation.
  2. Staff training – This is done without interfering with the business operations.
  3. Security control and contingency planning incase the system breaks down
  4. Changing over from the old system to the new system using the most appropriate method.

Once the system has been installed and is running, the programming team must ensure that it is working as expected through a follow up evaluation. The evaluation report for Bukuma information system shows that apart from a few minor issues concerning the screen forms, the following issues have been addressed:

  1. Out of stock problems have been addressed satisfactorily.
  2. Stock transfer between warehouses is running smoothly.
  3. Store managers, accounts clerks and order processing managers feel that they are in full control of the system.

The programming team has promised to address the minor emergent problems encountered during the system maintenance phase.

 

Recommendation and conclusion

The new system received recommendation from all sectors of the organisation after the first month of operation.

Sample user manual

Below is a sample of user manual aimed at helping the users ofBukuma information system.

Introduction

Bukuma information system is a computerised information system that enables users to process business transactions more efficiently and accurately.

With this system, you can prepare most of the documents that take a lot of time to prepare manually such as invoices, pay vouchers, sales reports, profit and loss accounts and many others.

Loading the system To load the program:

  1. Click the Start button, point to programs then click Bukuma System. A logon dialog box shown in Figure 5.36 is displayed.

 

 

Fig. 5.36: Logon dialog box

  1. Enter your user name and password and click OK. The system main menu such as the one shown in Figure 5.37 below appears.

 

 

 

Fig. 5.37: Main menu ,

Menu descriptions

Within the main menu are submenus that help the user to choose on the specific task to process. These submenus are grouped into two:

  1. Details processing submenus.
  2. Viewing transaction reports.

You activate a submenu by clicking on its button. Figure 5.38 shows the customers submenu.

 

 

 

 

 

Fig. 5.38: Customers submenu

Description of submenu items

Customer’s submenu

Once you click the customer’s button, you will get the following items:

  1. Customer entry and editing form.
  2. Customer orders and invoice processing.
  3. Preview and print invoices.
  4. Preview and print a list Bukuma customers.

Categories and Products

Clicking this button displays categories submenu with the following options:

  1. Entering and editing and categories and products details.
  2. Preview products per category and invoices to customers.

Suppliers

This buttons displays the supplier’s submenu with the options

  1. Entering new editing the supplier details and products supplied.
  2. Processing purchase details for items below reorder level.
  3. Preview and print supplier’s payments.
  4. Preview and print a list of Bukuma suppliers.

 

Viewing transaction reports submenus

In this category, you activate a submenu by clicking on its button.

Sales reports

Clicking this button displays the sales dialog box from which you can select the report to preview or print.

Purchase reports

Click this button to preview purchases made for each purchase order.

Preview catalogue

This option is available to any authorised user who wants to preview or print the list of products available for sale to any interested client.

Exiting from the program

To exit the program, simply click the Exit button located at the bottom of the main menu.

Troubleshooting data entry related errors

Invalid and erroneous data entry results to error messages being prompted on the screen. Some of the error messages that you may encounter are:

Error message: The changes you requested to the table were not successful because they would create duplicate values in the index, primary key or relationship.

Description: You are trying to enter the same item twice.

Solution: Avoid double entry.

Error message: The field OrderDetails.ProductID cannot contain a null

value because the required property in the field is set to true. Description:You are trying to proceed to another record or field yet you have not selected the product name of the record in focus.

Solution: Select the product before proceeding to the next record. Error message: The value you entered isn’t valid for this field. Description: You are trying to enter an invalid data type in the field. For example, you are entering text in a numeric field or an invalid date such as 46/34/2005

Solution: Enter the correct data type.

Error message: Select a customer to bill to before entering order details info.

Description: You are trying to enter order details before selecting a customer.

Solution: Select or enter the customer before entering order or invoice details.

Incase you may experience other data entry related problems, please consult the system administrator.

Project appendix

Below is a sample appendix of the project report.

Test data used in Bukumu information system

Although a variety of test data was used to test each operation of our system, we have given only two test data tables to emphasize the need to provide test data in system development. In real situation, you are expected to provide as many test data as possible to prove the functionality of your system.

Inventory table

Table 5.3

Inventory Inventory Name Description
1 Beverages Soda
3 Washing Powders For Washing
4 Maize Flour For Ugali
5 Daily Products Milk, butte r, etc.

Order details query results

Table 5.4

 

Bibliography

Below is a sample bibliography of the project report.

The bibliography shows a list of books and reference materials used in

developing Bukuma information system.

  1. Sarah E.H, Glen J. c.: Microsoft Access 2000 Complete Edition, McGraw-Hill, 2000.
  2. Kendal E.K, Kendal J.E: System Analysis and Design, 5th Ed, Prentice-Hall (Now Pearson Education inc), 2002.
  3. Taylor G.: GCSE Computer Studies, Macmillan Press Limited, 1991.
  4. Jeffrey L. W etel: System Analysis and Design Methods, McGraw Hill, 2000
  5. Williams BK: Using Information Technology: A practical introduction to computers and communications, IRWIN, 1995,
  6. Saleemi N.A.: Systems Theory and Management Information systems, N.A. Saleemi Publishers, 1997 & 2000,
  7. Gareth W: Student Handbook. ICT, Pearsons Publishing, 2000.
  8. Microsoft Access 2000: Northwind sample database, 1999.

DEVELOPING A PROJECT USING VISUAL BASIC PROGRAMMING LANGUAGE

Chapter outline

6.1 Introduction

6.2 Preamble

6.3 Problem recognition and definition

6.4 Developing algorithms

6.5 Developing the system in Visual Basic

Introduction

In this chapter, we shall undertake a case study entitled A school canteen management system. The objective of this case study is to help the students to apply the programming techniques learnt in Form 3

Preamble

A school canteen operator sells confectionaries and toiletries to the students. The canteen operator requests you to develop a canteen management system that will accomplish the following:

  1. Allow storage of stock records in a file.
  2. Enable searching of a file to retrieve a particular record for editing and adding new stock.
  3. Process sales transactions and calculate the total bill and change due to a customer.
  4. Generate daily sales report showing all the items sold for a particular day.

Problem recognition and definition

A careful analysis of the above scenario reveals that the system will need the following tasks:

  1. Entering stock records and storing them in a file.
  2. Searching for the stock file to retrieve records.
  3. Processing of daily transactions.
  4. Recording of any sale transactions in a transaction file.
  5. Generating sales reports for a specified date.

 

Developing algorithms

Before coding, the programmer needs to develop algorithms for each task. These algorithms will enable the programmer to develop the code for each of the processes.

Algorithm for entering new stock records

The new stock module should enable the user of the system to continually enter new stock records in the file until he/she is through with the process. Therefore, the computer should request the user to key in records until the last item is entered. The following pseudocode extract can be used to represent the algorithm:

Output “Enter a new item?” Enter “yes” or “no”

Input reply

While Reply <> No

Output “Enter stock item details”

Write to stock file

Output “Are you through with entering the records Yes/No”

       Input Reply

loop

End While

Algorithm for searching for a record

This process will enable the user to access the records in a stock file and retrieve a particular record. The record search can be done as per the identification number of each record i.e. record ID. The search algorithm can be represented as follows:

Begin

Enter the code of the record

Open stock file for reading

While Not end of file Begin

       If code entered = record itemcode Then

       Output record details

       Else

       Output ‘Record not found’

 

End if loop End while Close file End

Algorithm for processing sales

Sales processing requires that the stock file be opened in order to read details of the items bought. The sales module then calculates the amount of the sale and the change owed to the customer. The module should also update the quantity of the items in stock. The following algorithm will be used:

Begin

Retrieve item from stock file by record ID

 Specify quantity to be sold

Compute bill and customer change

Save transaction in sales file

END

Saving a sales transaction

After selling an item, the sales details must be stored in the system for future reference. In our case, the current transaction has to be stored in a file which we shall refer to as a sales file.

Constructing the system in Visual Basic

Open Visual Basic and create a new project called Canteen.vbp. Create five forms in the project window i.e. Form1, Form2….Form5. To create a form, simply Click Project then Add Form command. Save the forms with the following names:

Form Name

Form I UserInterface
Form2 AddNewStock
Form3 SellItem
Form4 SearchItem
Form5 SalesReport

 

Remember while saving that all Visual Basic forms have the extension .frm. After saving, change the Name property for each form in the properties window to start withfrm e.g. frmCanteenManagementSystem for Form 1. Change the captions for each form as you proceed through the project. At the end of this activity, the forms in your project should look as shown in Figure 6.1 in the Project Explorer window.

NB: Simply click the Project explorer icon to view this window. Alternatively, click View project Explorer on the menu.

It is now time to start placing objects on the forms and entering the code associated to each of the objects.

Creating the user-interface form

  1. Double click UserInterface.frm in the project explorer window and design it as shown in Figure 6.2.

NB: Change both the Name and caption properties of the command buttons as shown below:

 

Control Property Setting
Command 1 Name

Caption

cmdAddNewStock

Add New Stock Record

Command 2 Name

Caption

cmdSellItem

Sell Item

Command 3 Name

Caption

cmdGenerateReport

Generate Sales Report

Command 4 Name cmdEnd
  Caption End Program
  1. The File menu on the form has only one command namely: Exit used to close the program when clicked.

To add this menu clicks the Menu Editor icon on the toolbar. Alternatively click, Tools then select: Menu Editor Command. Create the menu as shown in Figure 6.3 of the menu editor window:

  1. To place the command buttons on the form, simply double click their icons on the toolbar.

Since this is the first form that the user will see when the project is run, the various controls are meant to help the user access other forms in the project.

 

Adding code the “Canteen management system” form

This is the main form that has commands that enable the user to access other forms.

  1. Click the File menu then command Exit. Notice that the code window for the Exit command opens on the screen. Type the word “End” in the body of the event procedure as shown below:

Private Sub mnuExit click()

End

End Sub

This means that when the Exit command is clicked, the program will stop executing. Save and close this code window.

  1. Double click the “Add New Stock Record” button and add the code below in the body of the event procedure as shown:

Private Sub cmdAddNewStock- Click()

Load frmAddNewStock

frmAddNewStock Show

End Sub

 

This code loads frmAddNewStock form and display it on the screen when the user clicks Add New Stock record command button.

  1. Double click the “Sell Item” button and add the following code in the body of the event procedure as shown:

Private Sub cmdSellltem Click()

Load frmSellltem

frmSellltem.Show

End Sub

  1. Double click the “Generate Sales Report” button and add the following code in the body of the event procedure as shown:

Private Sub cmdGenerateReport Click()

Load frmDailySaleReport

frmDailySalesReport.Show

End Sub

  1. Double click the “End Program” button and add the following code in the body of the event procedure as shown:

Private Sub cmdEnd Click()

End

End Sub

Designing and adding code to the” Add New Stock to File” form

Design your AddNewStock form to look like Figure 6.4 below:

 

  1. Double click the “Click Here to Add New Stock Item” button and add the following code in the code window that appears. Ignore the line numbers.

1 Private Type Item

2          ID As Integer

3          ItemName As String * 20

4          Q As Integer

5          CostPrice As Integer

6          SellPrice As Integer

7 End Type

8 Private Sub cmdAddStock- ClickO

9 Dim ItemRecord As Item

10 Dim Old File As String

11 Dim Count As Integer

12 Dim Number As Integer, Reply As String

13 ‘CommonDialog 1. CancelError = True

14 ‘CommonDialog1.Filter = ”Data file (*.dat)l*.dat”

15 ‘CommonDialog 1.ShowOpen

16 ‘Old File = CommonDialog1.FileName

17 Open “c:\Program FilesIMicrosoft Visual

Studio I VB98 \ Old File. dat” For Random As #1 Len = Len (ItemRecord)

18 Reply = “No”

19 Do While Reply <> “Yes”

      20 ItemRecord.ID = InputBox(“Enter Record ID If”,“ItemRecord.ID ”)

      21 ItemRecord.ItemName = InputBox(“Enter Record Name”,”ItemRecord.Name ”)

      22 ItemRecord.Q = InputBox(“Enter Quantity”,”ItemRecord. Q”)

    23 ItemRecord.CostPrice = InputBox(“Enter the Cost Price”,”ItemRecord. CostPrice”)

   24ItemRecord.SellPrice = InputBox(“Enter the Selling Price”,”ItemRecord.SellPrice ”)

   25 Put # 1, , ItemRecord

   26 Reply = InputBox(“Are you through with record entry? Yes/ No”, “Reply”)

27 Loop

28 Close #1

29 EndSub

 

Explanations

Line 1: Declares a user defined data type called Item. The data type is a record.

Lines 2 – 6: Declares the fields in the record.

Line 7: Ends the type declaration.

Line 8: Declares an event procedure or subroutine which is executed on clicking a button called AddNewStockltem. You double click this button in order to get the code window.

Lines 9 – 12: Variable declarations.

Lines 13 -16: Notice that they are commented off, hence the computer will not execute them. However, if they are not commented, they would display the Open dialog box when the button is clicked

Line 17: It opens a file called OldFile.dat stored on the disk. This is the file in which all stock records are kept. Notice that the full path to the file has to be specified. This eliminates the need for an Open dialog box. The whole statement should be on the same line.

Lines 18 – 19: It sets a looping condition that will stop only when the variable Reply has a value of “Yes”. Each numbered statement should be on the same line.

Lines 20 – 24: Displays an input box on the screen which requests the user to input the various data elements of the record such as the ID, Name etc. Note the syntax of display a standard input box.

Line 25: It outputs a record to the file. The blank (, ,) ensures that the next record is written after the last Put operation. However if you want the record to be written to a particular position in the file, then you can specify e.g. Put # 1 ,1, ItemRecord, which means write the record at position 1 in the file.

Line 27: It encloses all the code that will be repeatedly executed in the loop.

Line 28: Closes the file after writing to it.

Line 29: Ends the event procedure.

  1. Double click the “Click Here to Update Existing Record” button and add the following code:

Private Sub cmdUpdateRecord Click()

 Load frm UpdateRecordDetails

frm UpdateRecordDetails, Show

End Sub

Save the code and exit from the code window.

Designing and adding code to sell Item form

In the Project Explorer window, double click frmSellItem and design it as shown in Figure 6.5. Remember that this form is loaded by

 

 

 

Fig. 6.5: Sell item

clicking the “Sell Item” command button that you created in the user-interface form.

  1. Design’ a menu bar on the form with the following commands:

(a) File

.. .. Open

…..Exit

(b) Transaction

….Save Transaction

Enter the following code in the mnuOpen code window:

Private Type Item

ItemID As Integer

ItemName As String * 20

Q As Integer

 

CostPrice As Integer

SellPrice As Integer

End Type

Private Sub mnuOpen Cliek()

Dim ItemReeord As Item, Quantity As String, Last As Integer

Dim Target As Integer, Current As Integer, First As Integer

CommonDialog 1. CaneelError = True

CommonDialog1.Filter = “Datafile (*.dat)/*.dat”

CommonDialog 1.ShowOpen

Old File = CommonDialog 1.FileName

Open “c: \Program Files \Microsoft Visual Studio \ VB98 \ Old File. dat”

For Random As #1 Len = Len(ItemRecord)

First = 1

Target = InputBox(“Please Enter ItemID of Item to be sold”, “Target”

Quantity = InputBox(“How many units are you selling”, “Quantity”)

Last = LOF(1)/ Len (ItemRecord)

Do While First < = Last

Get #1, First, ItemRecord

Current = ItemRecord.ItemID

If (Current = Target) Then

txtItemID. Text = ItemRecord.ItemID

txtItemName. Text = ItemRecord.ItemName

txtUnitPrice. Text = ItemRecord.SellPriee

txtQuantitySold. Text = Quantity

txtQuantityInStoek. Text = ItemRecord. Q – Quantity

       ItemRecord. Q = Int(txtQuantityInStoek.Text)

End If

First = First + 1

Loop

Close #1

End Sub

Explanation

This code enables the user to open a file on the disk called OldFile.dat by selecting it in the open dialog box. The use can then select a particular record from the file by entering its identification number (ID).

To sell another item after the first, you need to search for it in the file again. You can add the “Sell Next” button on the form having the same code as the one for the mnuOpen command.

Add the following code to the mnuSave _Transaction command that enables the user to save the details in the transaction file called SaleFile.dat

Private Type ItemSold

ItemID As Integer ItemName As String * 20 QSold As Integer

Sell Price As Integer DateSold As String * 9 Sale Value As Integer

End Type

Private Sub mnuSave Transaction Click()

Dim Sale As ItemSold

Dim First As Integer, Last As Integer

Open “c:\Program FilesIMicrosoft Visual

Studio \VB98 \SalesFile. dat” For Random As #2 Len = Len(Sale)

Last = LOF(2) / Len (Sale)

RecordNumber = Last + 1

Sale.ItemID = Int(txtItemID. Text)

Sale.ItemName = txtItemName. Text

Sale. QSold = Int(txtQuantitySold. Text)

Sale.SellPrice = Int(txtUnitPrice. Text)

Sale.DateSold = txtTodaysDate. Text

Sale. Sale Value = Val(txtBill. Text)

Put #2, RecordNumber, Sale

   Close #2

End Sub

Double click the compute totals button and then add the code listing below in its event procedure.

Private Sub cmdComputeTotals Click()

Dim Cashgiven As Integer, ItemRecord As Item

txtBill. Text = txtQuantitySold * txtUnitPrice. Text

Cashgiven = InputBox(“How much money has the customer given”, “Cashgiven”)

IblChange. Caption = Cashgiven txtBill. Text

Open “c: \Program FilesIMicrosoft Visual­

Studio\VB98\0IdFile.dat”

For Random As #1 Len = Len(ItemRecord)

ItemRecord.Q = Int(txtQuantityInStock.Text)

Close #1

End Sub

Finally double click the “Cancel” button and then add the code listing below in its click event procedure

Private Sub cmdCancel- Click()

Unload frmSellItem

End Sub

Designing and adding code to controls on Search Item form

This form lets the user add or edit the fields of an existing record in the stock file. For example, when you buy some more items, you enter the item quantity in the quantity control. Design the form as shown in Figure 6.6.

 

 

 

Fig. 6.6: Edit records form

Double click the button labelled “Search” and add the following code to it:

Private Type Item

ItemID As Integer ItemName As String * 20

 Q As Integer

CostPrice As Integer

 SellPrice As Integer

End Type

Private Sub cmdSearch Click()

Dim ItemRecord As Item

Dim Target As Integer, Current As Integer

Dim RecordNumber As Integer, Stock Value As String

Open “c: \Program Files\Microsoft Visual Studio \VB98\OldFile. dat”

For Random As #1 Len = Len(ItemRecord)

First = 1

Target = Int(txtRecordId.Text)

Last = LOF(1) / Len (ItemRecord)

Do While First < = Last

Get #1, First, ItemRecord

Current = ItemRecord.1temID

If (Current = Target) Then

Label3.Caption = “Search successful: Now edit details and Click Save”

txtName. Text = ItemRecord.1temName

txtQuantity. Text = ItemRecord.Q

txtCostPrice. Text = ItemRecord.Cost Price

txtSellingPrice. Text = ItemRecord.SellPrice

Stock Value = txtCostPrice. Text * txtQuantity.Text

IblStockValue. Caption = Stock Value ‘display total value of item in stock”

End if

First=First+1

Loop

Close #1

End Sub

 

Explanation

The code searches for a record whose ID is typed in the Record ID text box. After editing the retrieved record, the changes can be saved by clicking the “Save” button. Below is the code for save button:

Private Sub cmdSave Click()

Dim ItemRecord As Item, Stock Value As String

Open “c: \Program FilesIMicrosoft Visual Studio \ VB98\OldFile.dat”

For Random As #1 Len = Len(ltemRecord)

Target = Int(txtRecordID.Text)

First = 1 ‘first record in file is at position 1

Last = LOF(1) / Len (ItemRecord) ‘length of file equals record length

Do While First <= Last

Get #1, First, ItemRecord ‘get the record that was edited

Current = ItemRecord.ID

If (Target = Current) Then ‘search whole file for correct record

ItemRecord.ID = Int(txtRecordID. Text)

 ItemRecord.ItemName = txtName. Text

ItemRecord. Q = Int(txtQuantity. Text)

ItemRecord. Cost Price = Int(txtCostPrice. Text) ‘save fields as record

ItemRecord.SellPrice = Int(txtSellingPrice. Text)

Put #1, First, ItemRecord

Stock Value = txtCostPrice. Text * txtQuantity. Text

             IblStockValue. Caption = Stock Value

End If

       First = First + 1

Loop

Close #1

End Sub

Explanation

The code takes the contents in the text boxes of the form and saves them as a record in the file. Code for the cancel button is

Private Sub cmdCancel- Click()

Unload frmUpdateRecordDetails

End Sub

Designing and adding code to controls on Sales Report form

This form is used for displaying the daily transactions when the user specifies a particular date in the fomart mm/dd/yyyy. Design the report interface as shown in Figure 6.7.

 

Code for the sale report

.Double click the “show report” button and add the following code that will search for all the items sold on a particular day and display them on the form:

Private Type ItemSold

ItemID As Integer

ItemName As String * 20 QSold As Integer SellPrice As Integer DateSold As String * 9

        Sale Value As Integer

End Type

Private Sub cmdShowReport_Click(),

Dim Sale As ItemSold, Daysale As Integer

Open “c:\Program File&\Microsoft Visual

 Studio\VB98\SalesFile.dat” For Random As #2 Len = Len(Sale)

First = 1

DaySale = 0

Last = LOF(2) / Len (Sale)

Target = txt Target Date. Text

Print “”

 

Do While First <= Last

Get #2, First, Sale

Current = Sale.DateSold

If (Current = Target) Then

DaySale = DaySale + Sale. Sale Value

Print “”

Print Sale.ItemID, Sale.ItemName, Sale. QSold, Sale.SellPrice* Sale. QSold

End If

First = First + 1

Loop

Print “”

Print “Total sales/or”, Target, “Are: Ksh, DaySale” Close #2

End Sub

Running the project

To run the project click the Start button on the toolbar. Alternatively, click the Run then Start command on the menu. The user-interface screen comes on the screen as shown in Figure 6.8.

 

 

 

Before doing anything else, we need to create two files on drive C and enter all the records for the stock available. This program accesses the files in a folder called VB98 through the path:

c: \Program Files \Microsoft Visual Studio \ VB98

Open Microsoft Windows Notepad and save two blank files in the folder

VB98 having the names: OldFile.dat and SalesFile.dat

  1. Click the “Add New StockRecord” button and add the following records to the file that will hold all stock. This should be the OldFile.dat that you created on drive C. Enter the following records:

ID        Name          Quantity     Cost Price Selling Price

100      Bread          120             25               30

200      Milk           50               20               40

300      Jelly            200              40               50

400      Cake           300             15               30

500      Biscuit        1000           10               20

Figures 6.9 (a) to (f) shows sample input boxes for an item for sale. After entering all the records, type Yes in the input box (f) to stop this process.

 

 

 

 

Opening the stock file to sell an item

Click the “sellitem”command to display the form in Figure 6.10.

 

 

 

Fig. 6.10: Click File – Open.

Click the open command. Open dialog box of figure 6.11 appears.

Locate for the file OldFile.dat and open it. Notice that you have to provide a record number so that when the file opens, the record requested for is displayed on the form. Click the compute totals button. You will be prompted to state how much money the customer gives. This will compute the change due to the customer. Figure 6.12 shows a form with the amount payable and change due to the customer. The units in stock for the item sold also are updated automatically.

Save the transaction by clicking the “transaction” menu, then Save transaction command. To sell another Item, click the “Sell Next” button

 

Viewing a sales report

Click the “generate Report” button. The Daily Sales Report appears. Enter the date of the transactions you want to view then click the show report button. All items sold on the particular date will be displayed as shown in Fig 6.13 below.

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

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

APPLICATION FOR FULL TIME PROGRAMMES

Kirinyaga University invites qualified applicants for the following programmes to be offered under full time and partime mode of study in the academic year. The entry requirements for each programme are as shown below.

Applications can be done online through https://application.kyu.ac.ke/, downloading the application form from the University website www.kyu.ac.ke or obtain the form from the University reception.

NAME OF THE PROGRAMME. ENTRY REQUIREMENTS. PROGRAMME DURATION.
SCHOOL OF BUSINESS AND EDUCATION.
POSTGRADUATE PROGRAMMES.
Doctor of Philosophy in Business Administration Be a holder of a Masters of Business Administration

or its equivalent from an institution recognized by the University Senate.

 

3 Years

 

 

 

Masters of Business Administration

Be a holder of a Bachelor’s degree with at least Upper Second class honors in any discipline or its equivalent from an institution recognized by the University Senate.

OR

Be a holder of a Bachelor’s degree with Lower

Second class honors with two (2) years relevant experience in a relevant field.

 

 

 

 

2 Years

 

 

 

Masters of Economics

A holder of at least an Upper Second Class Honors Bachelor’s Degree in Economics or Economics and Statistics or Economics and Finance, or a relevant Social Science from a recognized University

OR

A holder of a Lower Second Class degree in the stated disciplines from a recognized university with two (2) years relevant work experience.

 

 

 

2 Years

 

 

 

MSc. Logistics and Supplies Chain Management

 

A holder of at least an Upper Second Class Honors Bachelor’s Degree in Procurement and Supply Chain Management, or a relevant Social Science from a recognized University

OR

A holder of a Lower Second Class degree in the stated disciplines from a recognized university with two (2) years relevant work experience.

 

 

 

 

2 Years

 

UNDERGRADUATE PROGRAMMES
 

 

 

Bachelor of Commerce

Be a holder of KCSE with a minimum of C+ or equivalent and a minimum of C (plain) in both mathematics and English.  

 

 

8 Semesters

OR
Be a holder of Diploma in a relevant discipline or equivalent
 

 

Bachelor of Business Management

Be a holder of KCSE with a minimum of C+ or equivalent and a minimum of C (plain) in both mathematics and English  

 

 

8 semesters

OR
Be a holder of Diploma in a relevant discipline or equivalent.
 

 

Bachelor of Procurement and Supplies Management

Be a holder of KCSE with a minimum of C+ or equivalent and a minimum of C (plain) in both mathematics and English  

 

8 semesters

OR

Be a holder of Diploma in a relevant discipline or

equivalent

 

 

 

Bachelor of Economics

Be a holder of KCSE with a minimum of C+ or equivalent and a minimum of C+ (plus) in mathematics and C (plain) in English/Kiswahili  

 

 

8 semesters

OR
Be a holder of Diploma in a relevant discipline or equivalent
 

 

Bachelor of Economics and Finance

Be a holder of KCSE with a minimum of C+ or equivalent and a minimum of C+ (plus) in mathematics and C (plain) in English/Kiswahili  

 

 

8 semesters

OR
Be a holder of Diploma in a relevant discipline or equivalent
 

 

Bachelor of Economics and Statistics

Be a holder of KCSE with a minimum of C+ or equivalent and a minimum of C+ (plus) in mathematics and C (plain) in English/Kiswahili  

 

 

8 semesters

OR
Be a holder of Diploma in a relevant discipline or equivalent

 

 

 

Bachelor of Economics and Mathematics

Be a holder of KCSE with a minimum of C+ or equivalent and a minimum of C+ (plus) in mathematics and C (plain) in English/Kiswahili  

 

 

8 semesters

OR
Be a holder of Diploma in a relevant discipline or equivalent
 

 

Bachelor of Economics and Global Business Studies

Be a holder of KCSE with a minimum of C+ or equivalent and a minimum of C+ (plus) in mathematics and C (plain) in English/Kiswahili OR

Be a holder of Diploma in a relevant discipline or

equivalent

 

 

8 semesters

 

Bachelor of Technology Education

Be a holder of K.C.S.E certificate with a minimum aggregate of C+ and a minimum grade of C in both Mathematics and English and a minimum of C+ in the required cluster subjects for areas of

specialization as follows:

 

 

 

 

 

 

 

 

 

 

 

 

8 Semesters

-Building and Construction Technology option -Building and Construction technology option
-Electrical and Electronics Technology option Minimum Requirements are: Mathematics C+, Physics C+ and Chemistry C+
-Mechanical Engineering Technology option -Mechanical Engineering Technology option
-Food and Textile Technology option Minimum Requirements are: are: Mathematics C+, Physics C+ and Chemistry C+.
   

-Electrical and Electronics Technology option

  Minimum Requirements are: are: Mathematics C+, Physics C+ and Chemistry C+.
  Food and Textile Technology
  Minimum requirements are: Chemistry C+ and Biology C+.
  OR
  Be a holder of Diploma in a relevant discipline or equivalent
 

Bachelor of Education (Science)

Be a holder of K.C.S.E certificate with a minimum aggregate of C+ and a minimum grade of C+ in the two (2) science teaching subjects (Physics, Chemistry, Biology, Mathematics and Computer  

8 Semesters

 

  Studies, Geography) and C(Plain) in English and Mathematics  
OR

Be a holder of KCSE mean grade C (Plain) with a Diploma in Education (Science) with minimum of a

credit pass

 

 

 

 

 

 

 

Bachelor of Education (Arts)

Be a holder of K.C.S.E certificate or its equivalent with a minimum aggregate of C+ and a minimum grade of C+ in any two teaching subjects from among the following subjects taught in secondary school level: History, CRE, Geography, English, Kiswahili, Mathematics and Business Studies and minimum C(Plain) in English and D+ in Mathematics  

 

 

 

 

 

 

8 semesters

OR
Be a holder of KCSE mean grade C (Plain) with an overall credit pass at Diploma in Education level (S1 level)
POST-GRADUATE DIPLOMA
Post-Graduate Diploma in Education Be a holder of any undergraduate degree from an institution recognized by the University Senate.  

One Year

SHORT COURSES
 

 

Proficiency certificate in Supervisory skills

Degree Holders in any area relevant to the Public Sector Services 4 Weeks – Fulltime
OR 6 Weeks – Part time
KCSE/KCE/KACE qualifications and a relevant Diploma from an institution recognized by the University senate  
 

 

Proficiency certificate in Senior Management skills

Degree Holders in any area relevant to the Public Sector Services 4 Weeks – Fulltime
OR 6 Weeks – Part time
KCSE/KCE/KACE qualifications and a relevant Diploma from an institution recognized by the University senate  
Proficiency certificate in Customer Care Degree Holders in any area relevant to the Public Sector Services 4 Weeks – Fulltime

 

  OR 6 Weeks – Part time
KCSE/KCE/KACE qualifications and a relevant Diploma from an institution recognized by the University senate
 

 

Proficiency Certificate in Strategic Management and Leadership

Degree Holders in any area relevant to the Public Sector Services. 4 Weeks – Fulltime
OR 6 Weeks – Part time
KCSE/KCE/KACE qualifications and a relevant Diploma from an institution recognized by the University senate.  
SCHOOL OF PURE AND APPLIED SCIENCES.
POST GRADUATE PROGRAMMES
Doctor of Philosophy in Information Science Be a holder of a Master of Information Science or its equivalent from an institution recognized by the University Senate.  

 

3 Years

Doctor of Philosophy in Applied and computational

Mathematics

Be a holder of a relevant Master degree in Applied mathematics or its equivalent from an institution

recognized by the University Senate.

 

3 Years

Doctor of Philosophy in Pure Mathematics Be a holder of a relevant Master degree in Pure

mathematics or its equivalent from an institution recognized by the University Senate.

 

3 Years

Doctor of Philosophy in Information Technology Be a holder of a Master of Information Technology

or its equivalent from an institution recognized by the University Senate

3 Years
Doctor of Philosophy in Statistics Be a holder of a Master of Statistics or its equivalent

from an institution recognized by the University Senate

3 Years
MSc. In Biostatistics Be a holder of a Bachelor’s degree with at least Upper Second Class honors in statistics as a major subject or its equivalent from an institution recognized by the University Senate.  

 

 

2 Years

OR
Lower Second Class honors with two (2) years relevant experience in a relevant field.
M.Sc. Statistics Be a holder of a Bachelor’s degree with at least Upper Second Class honors in statistics as a major subject or its equivalent from an institution

recognized by the University Senate.

 

2 Years

 

  OR  
Lower Second Class honors with two (2) years relevant experience in a relevant field
Masters in Computer Science Be a holder of a Bachelor’s degree at least at Upper second class honours in relevant discipline or its equivalent from an institution recognized University Senate.  

 

 

2 years

OR
Lower Second Class honors with two (2) years relevant experience in a relevant field
M.Sc. in Information Science Be a holder of a Bachelor’s degree with at least Upper Second Class honors in relevant discipline or its equivalent from an institution recognized by the

University Senate.

 

 

 

2 Years

 

 

Master in Information Technology

OR
Lower Second Class honors with two (2) years relevant experience in a relevant field.
MSc. Applied Mathematics Must hold a Bachelor of Science degree in mathematics, or a closely related subject, with substantial applied mathematics content with at least Upper second class honours from a recognized university  

 

 

 

2 Years

OR
Lower Second Class honors with two (2) years relevant experience in a relevant field
MSc. Pure Mathematics Must hold a Bachelor of Science degree in mathematics, or a closely related subject, with substantial pure mathematics content with at least Upper second class honours from a recognized university.  

 

 

 

2 Years

OR
Lower Second Class honors with two (2) years relevant experience in a relevant field
MSc Data Science and Analytics Must hold a Bachelor’s degree with mathematics and/or statistics as a major subject and at least an upper second-class honours or its equivalent from an institution recognized by the University Senate.  

 

2 Years

OR

 

  Lower Second Class honors with two (2) years relevant experience in a relevant field  
MSc Actuarial Science Be a holder of a Bachelor’s degree with Actuarial Science or Applied Statistics as a major subject and at least an upper second class honors or its equivalent from an institution recognized by the University Senate.  

 

 

 

 

2 Years

OR
Lower Second Class honors with two (2) years relevant experience in a relevant field
 

UNDERGRADUATE PROGRAMMES

BSc Information Technology Be a holder of KCSE with a minimum aggregate of C+(plus) with a minimum of C in both Mathematics and English.  

 

 

8 Semesters

OR
Mean Grade of C (Plain) at KCSE with a Diploma certificate in a relevant discipline from an institution recognized by the University Senate
Bachelor of Business Information Technology Be a holder of KCSE with a minimum aggregate of C+(plus) with a minimum of C in both Mathematics and English.  

 

 

8 Semesters

OR
Mean Grade of C (Plain) at KCSE with a Diploma certificate in a relevant discipline from an institution recognized by the University Senate
BSc Computer Science Be a holder of KCSE with a minimum aggregate of C+(plus) with a minimum of C in both Mathematics and English.  

 

 

8 Semesters

OR
Mean Grade of C (Plain) at KCSE with a Diploma certificate in a relevant discipline from an institution recognized by the University Senate
BSc. in Software Engineering Be a holder of KCSE with a minimum aggregate of C+(plus) with a minimum of C in both Mathematics and English.  

 

8 Semesters

OR

 

  Mean Grade of C (Plain) at KCSE with a Diploma certificate in a relevant discipline from an institution

recognized by the University Senate

 
BSc. Statistics Be a holder of KCSE with a minimum aggregate of C+ (plus) with at least C+(plus) in English and B- in Mathematics.  

 

 

8 Semesters

OR
Diploma in applied Sciences in which there has been a substantive mathematics content, with at least a credit pass in relevant subjects from an institution recognized by the University Senate.
BSc. in Mathematics and Computer Science Be a holder of KCSE with a minimum aggregate of C+(plus) with at least C+(plus) in Mathematics. In addition, applicants must have grade C-(minus) in

both Chemistry and Physics.

 

8 Semesters

BSc. in Actuarial Science Be a holder of KCSE with a minimum aggregate of C+(plus) with at least C+(plus) in English and Mathematics  

 

 

8 Semesters

OR
A mean grade of KCSE C (Plain) with C (plain) in Mathematics and a Diploma or equivalent in relevant discipline with at least a credit pass from an institution recognized by the University Senate.
BSc. in Computer Systems Engineering Be a holder of KCSE with a minimum aggregate of

C+(plus) with at least C+(plus) in Mathematics, English and Physics/ Physical Science.

 

8 Semesters

BSc. General Candidates must have passed with KCSE mean grade of C Plus (C+) or its equivalent and either a C+ in any two of the following subjects; Biology/Biological                                                    Sciences,                                                    Chemistry, Mathematics, Physics or Computer Science,

depending on the preferred combinations.

 

 

8 Semesters

BSc. Analytical Chemistry Be a holder of KCSE with a minimum aggregate of C+(plus) with at least C+(plus) or its equivalent in any three of the following subjects; Biology/Biological Sciences, Chemistry,

Mathematics, Physics or Geography.

 

 

8 Semesters

BSc. Applied Statistics KCSE mean grade of C Plus (C+) and at least C Plus (C+) in English and Mathematics 8 Semesters
BSc. Financial Engineering Kenya Certificate of Secondary Education (KCSE) mean grade of C+ Plus (C+) and at least C+ in both

English and Mathematics

 

8 Semesters

BSc Industrial Chemistry Kenya Certificate of Secondary Education (KCSE) mean grade of C+ Plus (C+) and at least C+ in 8 Semesters

 

  Chemistry/Physical Science, Physics/Biology and Mathematics  
SCHOOL OF HEALTH SCIENCES.
POST GRADUATE PROGRAMMES.
Masters of Public Health Be a holder of a Bachelor’s degree with at least Upper Second Class honors in relevant discipline or its equivalent from an institution recognized by the University Senate.

OR

Lower Second Class honors with two (2) years relevant experience in a relevant field

 

 

 

2 years

Masters in Forensic Science Be a holder of a Bachelor’s degree with at least Upper Second Class honors in relevant discipline or its equivalent from an institution recognized by the University Senate.  

 

 

2 years

OR
Lower Second Class honors with two (2) years relevant experience in a relevant field
MSc. in Medical Genetics Be a holder of a Bachelor’s degree with at least Upper Second Class honors in relevant discipline or its equivalent from an institution recognized by the University Senate.  

 

 

2 years

OR
Lower Second Class honors with two (2) years relevant experience in a relevant field
MSc. in Health Systems Management Be a holder of a Bachelor’s degree with at least Upper Second Class honors in relevant discipline or its equivalent from an institution recognized by the University Senate.  

 

 

 

2 years

OR
Lower Second Class honors with two (2) years relevant experience in a relevant field
MSc. Clinical  Medicine ( Reproductive Health), BSc. Clinical Medicine from an accredited University 9 Trimesters
MSc. Clinical Medicine (Paedriatics & Child Health) BSc. Clinical Medicine from an accredited University 9 Trimesters
MSc. Clinical Medicine (Oncology with Palliative Care) BSc. Clinical Medicine from an accredited University 9 Trimesters

 

MSc. Clinical Medicine (Forensic Medicine) BSc. Clinical Medicine from an accredited University 6 Trimesters
MSc. Nursing Options:

Critical Care Nursing

 

Community Health and Primary Clinical Care

Medical – Surgical Nursing

 

Nursing Leadership and Management

Mental Health and Psychiatry Nursing

Nursing Education

 

Midwifery Nursing

 

Oncology and Palliative Nursing

1.         B.Sc. Nursing from an accredited University

2.         Valid practising licence

3.         Registered with the Nursing Council of Kenya

6 Trimesters
Post Graduate Diploma in

Nursing Oncology and Palliative Care

Be a holder of a Bachelor’s degree in Nursing from accredited University.  

3 Trimesters

Post Graduate Diploma in Perioperative Nursing Be a holder of a Bachelor’s degree in Nursing from accredited University. 2 Trimester
Post Graduate Diploma in Nursing Midwifery Be a holder of a Bachelor’s degree in Nursing from accredited University. 3 Trimesters
Post Graduate Diploma in Nursing Education Be a holder of a Bachelor’s degree in Nursing from accredited University. 3 Trimesters
UNDERGRADUATE PROGRAMMES
BSc. Forensic Science Be a holder of KCSE with a minimum aggregate of C+ (plus) with C+ (plus) Chemistry and C+ (plus)

Biology /Biological Sciences.

 

8 Semesters

BSc. Clinical Medicine & Community Health Be a holder of KCSE with a minimum aggregate of C+ (plus) with C+ (plus) in English/Kiswahili,

Biology, Chemistry and Mathematics/physics.

 

12 Trimesters

BSc. Nursing Be a holder of KCSE with a minimum aggregate of C+ (plus) with C+ (plus) in

Biology, Chemistry, Mathematics/physics.

 

12 Trimesters

BSc. Environmental health Be a holder of KCSE with a minimum aggregate of C+ (plus) with C+ (plus) in 8 Semesters

 

  Biology, Chemistry and Mathematics/physics.  
BSc. Community Health & Development Be a holder of KCSE with a minimum aggregate of C+ (plus) with C(plain) in Biology, Chemistry and

Mathematics/physics.

8 Semesters
BSc. Epidemiology and Medical Statistics Be a holder of KCSE with a minimum aggregate of C+ (plus) with C+ (plus) in Biology and Mathematics/physics. 8 Semesters
BSc. Medical Biotechnology Be a holder of KCSE with a minimum aggregate of C+ (plus) with C+ (plus) in Biology and C(plain) in Chemistry and Mathematics/physics.  

 

8 semesters

BSc. Medical Biochemistry Be a holder of KCSE with a minimum aggregate of C+ (plus)

with C+ (plus) in Biology and C(plain) in Chemistry and Mathematics/physics.

8 Semesters
BSc. Medical Microbiology Be a holder of KCSE mean grade of C+ (plus), with C+ (plus) in Biology and C(plain) in Chemistry and Mathematics/physics. 8 Semesters
BTech. Medical Engineering Be a holder of KCSE with a minimum aggregate of C+ (plus), with C+(plus) in

Chemistry, Mathematics and physics.

8 Semesters
BSc. Health Information & Informatics Be a holder of KCSE with a minimum aggregate of C+ (plus) with C(plain) in English/Kiswahili ,

Biology, Chemistry and Mathematics/physics .

8 Semesters
BSc. Health Systems Management Be a holder of KCSE with a mean grade of C+ (plus)

with C(plain) in English/ Kiswahili, Mathematics/Physics, Biology and Chemistry.

8 Semesters
PROFESSIONAL SHORT COURSES
 

Short Course in Good Clinical Laboratory Practice (GCLP)

KCSE/KCE/KACE Certificate with a pass in Professional qualifications in laboratory sciences OR A holder of any other qualification accepted by the

university senate as equivalent to any of the above.

 

1 Week (Full time)

 

 

Short course in Mentorship

KCSE/KCE/KACE Certificate with a pass in health care Professional qualifications in laboratory sciences, nursing, medicine, clinical medicine, public health and community health and development OR A holder of any other qualification accepted by the university senate as equivalent to

any of the above.

 

 

1 Week (Full time)

 

 

 

Monitoring and Evaluation of Health Programmes

KCSE/KCE/KACE Certificate with a pass in health care Professional qualifications in laboratory sciences, nursing, medicine, clinical medicine, public health and community health and development. OR A holder of any other qualification accepted by the university senate as

equivalent to any of the above.

 

 

1week (Full time)

 

 

Infection prevention and Control

KCSE/KCE/KACE Certificate with a pass in health care Professional qualifications in laboratory sciences, nursing, medicine, clinical medicine, public health and community health and development. OR A holder of any other qualification accepted by the university senate as

equivalent to any of the above.

 

 

1week (Full time)

SCHOOL OF ENGINEERING AND TECHNOLOGY.
POST GRADUATE PROGRAMMES.
 

 

 

 

Master of Science in Construction Management

Be a holder of a Bachelor’s degree with at least Upper Second Class honors in relevant discipline or its equivalent from an institution recognized by the University Senate.  

2 Years

 

 

 

 

 

 

 

 

 

 

 

 

2 Years

OR
Lower Second Class honors with two (2) years relevant experience in a relevant field
 

 

 

Master of Science in Renewable Energy

Be a holder of a Bachelor’s degree with at least Upper Second Class honors in relevant discipline or its equivalent from an institution recognized by the University Senate.
OR
Lower Second Class honors with two (2) years relevant experience in a relevant field
UNDERGRADUATE PROGRAMMES
Bachelor of Technology in Construction and Property Management KCSE Mean Grade C+, (plus) with C+ (Plus) in Mathematics, C+(plus) in Physics/ Chemistry/ Biology/ Geography OR any other from group  III, IV, V

OR

A   relevant   Diploma   of   three-years                                                                              from an Institution recognized by the University Senate

 

 

 

8 semesters

 

Bachelor of Technology in Electronics and Computer Engineering KCSE Mean Grade C+, (plus) with C+ (Plus) in Mathematics, C+ (plus) in Physics/ Chemistry/ Biology/ Geography OR any other from group  III, IV, V  

 

 

8 semesters

OR
A   relevant   Diploma   of   three-years                                                                                        from an Institution recognized by the University Senate
Bachelor of Technology in Mechanical Engineering KCSE Mean Grade C+, (plus) with C+(plus) in Mathematics,                    C+                    (plus)                                               in Physics/Chemistry/Biology/Geography OR any other from group III, IV, V  

 

 

8 semesters

OR
A   relevant   Diploma   of   three-years                                                                                        from an Institution recognized by the University Senate
Bachelor of Water Irrigation and Environmental Engineering KCSE Mean Grade C+, (plus) with C (plain) in Mathematics,                    C                    (plain)                                               in Physics/Chemistry/Biology/Geography OR any other from group III, IV, V  

 

 

8 semesters

OR
A      relevant     Diploma      of     three-years        from            an Institution recognized by the University Senate
Bachelor of Technology in Mechanical ventilation and air conditioning KCSE Mean Grade C+, (plus) with C (plain) in Mathematics,                    C                    (plain)                                               in Physics/Chemistry/Biology/Geography OR any other from group III, IV, V  

 

 

8 semesters

OR
A relevant of three-years in Diploma from an Institution recognized by the University Senate
Bachelor of Technology in Renewable Energy KCSE Mean Grade C+, (plus) with C (plain) in Mathematics,                    C                    (plain)                                               in Physics/Chemistry/Biology/Geography OR any

other from group III, IV, V.

 

 

 

8 semesters

OR
A   relevant   Diploma   of   three-years                                                                                        from an Institution recognized by the University Senate.
Bachelor of Technology in Instrumentation and Control Engineering KCSE Mean Grade C+, (plus) with C (plain) in Mathematics,                    C                    (plain)                                               in Physics/Chemistry/Biology/Geography OR any

other from group III, IV, V.

 

8 semesters

 

  OR  
A   relevant   Diploma   of   three-years                                                                                        from an Institution recognized by the University Senate.
Bachelor of Technology in Telecommunication and Information Engineering KCSE Mean Grade C+, (plus) with C (plain) in Mathematics,               C                    (plain)                                               in Physics/Chemistry/Biology/Geography OR any other from group III, IV, V.  

 

 

8 semesters

OR
A   relevant   Diploma   of   three-years                                                                                        from an Institution recognized by the University Senate.
Bachelor of Technology in Chemical Engineering KCSE Mean Grade C+, (plus) with C (plain) in Mathematics,               C                    (plain)                                               in Physics/Chemistry/Biology/Geography OR any other from group III, IV, V.  

 

 

8 semesters

OR
A   relevant   Diploma   of   three-years                                                                                        from an Institution recognized by CUE and University Senate
Bachelor of Technology in Architectural Studies KCSE Mean Grade C+, (plus) with C (plain) in Mathematics,               C                    (plain)                                               in Physics/Chemistry/Biology/Geography OR any other from group III, IV, V.

OR

A relevant Diploma of three-years  from an Institution recognized by the University Senate.

 

 

 

8 semesters

Bachelor of Science in Civil Engineering KCSE Mean Grade C+, (plus) with C+ (Plus) in Mathematics,                C+                    (plus)                                               in Physics/Chemistry/Biology/Geography OR any other from group III, IV, V.

OR

A relevant Diploma of three-years  from an Institution recognized by the University Senate.

8 semesters
Bachelor of Science in Electrical and Electronics Engineering KCSE Mean Grade C+, (plus) with C+ (Plus) in Mathematics,                C+                    (plus)                                               in Physics/Chemistry/Biology/Geography OR any other from group III, IV, V.

OR

A relevant Diploma of three-years  from an Institution recognized by the University Senate.

8 semesters
DEPARTMENT OF TEXTILE TECHNOLOGY.

 

POST GRADUATE PROGRAMMES
Master of Science in Fashion design and Textile Technology Be a holder of a relevant Bachelors’ Degree with at least Upper Second Class Honours from an institution recognized by the University Senate

OR

Be a holder of a relevant Bachelors’ Degree with Lower Second Class Honours (2) years relevant experience in a relevant field

 

 

 

2 years

UNDERGRADUATE PROGRAMMES
BSc. in Fashion Design and Textile Technology Mean grade of C+ (plus) at KCSE, C (plain) in art design/home science or one science subject (Chemistry, Biology and Physics /one art subject (Geography, History)  

 

 

 

 

8 Semesters

OR
Pass in Diploma in fashion design or its equivalent with minimum C- at KCSE
Bachelor in Interior Design (BID) Mean grade of C+ (plus) at KCSE, C (plain) in art design/home science or one science subject (Chemistry, Biology and Physics /one art subject

(Geography, History)

 

 

 

8 Semesters

OR

 

Pass in Diploma in interior design or its equivalent with minimum C- at KCSE

 

 

Bachelor of Science in Textile Engineering

Applicants with an overall KCSE mean grade C+ (plus) or equivalent and a minimum of C (Plain) in both Mathematics and English.

OR

Applicants with an overall KCSE mean grade C (Plain) with KNEC/University Diploma in Textile Engineering with minimum of a credit pass

 
SHORT COURSES.
Apparel Accessories Be a holder of KCPE or KCSE Certificate 1 month
Interior Design and Fabric Decoration Be a holder of KCPE or KCSE Certificate 3 weeks

 

FORM 2 BIOLOGY END TERM 2 EXAMS PLUS MARKING SCHEMES

FORM II BIOLOGY END TERM OF TERM II  

NAME: ……………………………………………………………………………..  ADM NO: ………………

 

SECTION A

  1. Study the diagram below

 

  1. Name the apparatus (1mk)

 

 

  1. Suggest the use of the apparatus. (1mk)

 

 

  1. Name the part labeledA and state its function. (2mks)

 

 

 

 

  1. Name the field of biology that specializes in the study of the following; (3mks)
  2. Insects

 

  1. Interrelationships between organism and their environment.

 

 

  • Heredity and variations.

 

 

  1. The structure below was observed under the light microscope.

 

 

 

 

 

 

 

 

 

  1. Identify the cell structure. (1mk)

 

  1. Name the parts labeled A and B (2mks)

 

 

  1. State two functions of the above structure. (2mks)

 

 

  1. The diagram below shows a certain cell in living organisms.

 

 

 

 

 

 

 

 

 

 

 

  1. Identify the cell               (1mk)

 

 

  1. Give two reasons for your answer (2mks)

 

 

 

  1. Name the parts labeled; (3mks)

 

A     ……………………..                                    D……………………….

B     ……………………..                                    E…………………………

C    ……………………..                                 F………………………..

 

  1. State the functions of the parts labeled C, D and E.                        (3mks)

C…………………………………………………………………………….

D……………………………………………………………………………

E…………………………………………………………………………….

  1. Name the organelles in a cell which perform the following functions.(3mks)
  2. Excretion in Amoeba

 

  1. Secretion of synthesized proteins and carbohydrates.

 

 

  • Formation of cilia and flagella.

 

  1. The diagram below representsa cross section of a plant part.

 

 

 

 

 

 

 

  1. From which part of the plant was the section obtained? (1mk)

 

  1. Name the parts labeled A,B and C. (3mks)

 

 

A……………………………..    B………………………..    C……………………..

 

  • What is the function of the part labeled C? (2mks)

 

 

  1. What is transpiration? (1mk)

 

  1. Give two importance of transpiration in plants (2mks)

 

 

  • Name two sites for transpiration                                                                          (2mks)

 

 

  1. Name the instrument which is used to determine transpiration rate. (1mk)

 

 

  1. Name the :                                                                                                                        (2mks)
  2. Material that strengthens the xylem tissue
  3. Tissue that is removed when the bark of a dicotyledonous plant is ringed.

 

 

  1. Name the blood vessel that transports blood from; (2mks)
  2. Lungs to the heart

 

  1. The aorta to the liver

 

 

SECTION B 40 MARKS

  1. The diagram below illustrates blood circulation in certain organs in humans.

 

 

 

 

 

 

 

 

 

  1. Name the part labeled A ………………………………                 (1mk)

 

  1. Name the blood vessels labeled B,D,E and F. (4mks)

 

B……………………..                               E……………………………

D……………………..                             F……………………………

 

  1. State how the composition of blood in vessel E differs from that in vessel D. (3mks).

E                                                                      D

 

 

 

 

 

 

 

  1. Explain the role of bile in the process of digestion (2mks)

 

 

  1. Below is a diagrammatic summary of the main biochemical events in photosynthesis. Study it carefully and answer the questions that follow.

 

 

 

Stage A ——————— Chlorophyll

 

Molecule P       Water

 

 

Hydrogen atoms         Gas Q

Stage B —————————————–

Gas W

 

Glucose

Reaction Z

Starch

  1. Define photosynthesis (1mk)

 

  1. Name the stages  A and B                                                                  (2mks)

 

A……………………………….                     B ……………………………

  • Name the gases represented by the letters (2mks)

Q ………………………………..   W………………………………….

  1. Name the specific site for the reactions in stage A and B     (2mks)

A …………………………………….. B…………………………………….

  1. Name reaction Z ………………………………………….. (1mk)

 

  1. What name is given in splitting water molecule into hydrogen atom and gas Q? (1mk)

.

  1. Name one factor that affect the rate of photosynthesis (1mk)

 

 

  1. An experiment was set up as shown in the figure below.

 

 

 

 

 

 

 

 

 

The glucose solution was boiled and cooled before adding yeast. The set up was left in stand for about 30 minutes.

  1. What changes occurred in the
  2. lime water (1mk)

 

  1. glucose and yeast?                                                              (2mks)

 

 

 

  • Explain your answer in (a) above (3mks)

 

 

  1. Name the process that was being investigated. (1mk)

 

  1. What was the role of oil in the boiling tube? (1mk)

 

  1. Suggest control experiments for the above experiment. (2mks)

 

 

 

  • Suggest the reason for boiling and cooling glucose before adding yeast. (2mks)

 

 

  1. Distinguish between heterodonts and homodonts. (2mks)

 

 

  1. What is the significance of diastema in herbivorous mammals? (1mk)

 

  1. State the role of carnassial teeth in a lion? (1mk)

 

 

P

 

CCC

i

  • An organism was found to have the dental formula:
M

 

i

i

1    0               3            4

1                0               2                4

 

  1. Calculate the total number of teeth in the organism (1mk)

 

  1. With a reason suggest the mode of feeding of the organism from which dental formula was obtained.                                                                                                   (2mks)

 

 

 

  1. State one adaptation of the animals that uses the mode of feeding above. (1mk)

 

SECTION C

  1. Briefly describe the role of Osmosis in living organisms (10 mks)

 

 

 

 

 

 

 

  1. Explain 5 factors affecting the rate of breating in human beings. (10 mks)



MARKING SCHEME

FORM II BIOLOGY END TERM OF TERM II

 

  1. Pooter
  2. For sucking small animals from rock’s surface or barks of trees.
  3. Mosquito netting;

To prevent dirt from entering the suction tube;

  1. Entomology
  2. Ecology
  • Genetics
  1. Cell membrane
  2. B- Protein layer
  3. A- Phospholipids layer
  4. Allows selective movement of substances in and out of the cell;
  • Encloses cell contents;
  1. Plant cell
  2. Presence of cell wall;

iii. Large vacuole which is centrally located.

 

  1. [A – Cell wall B-Cell membrane    C– Nucleus  D- Chloroplasts   E– Sap Vacuole  F- Cytoplasm] 6/2 mks

 

  1. D- They form sites for photosynthesis

E- store sugars and salts

-Osmoregulation/contribute to the osmotic properties of the cell.

C- controls all activities of a cell.

  1. Contractile vacuoles
  2. Golgi apparatus/bodies
  • Centriloes
  1. Stem; of the dicotyledonous plant.
  2. A- phloem               B- Cambium         C- Xylem
  • Offers support

-transport water; and dissolved mineral salts up the plant;

  1. It is the process by which water in form of water vapour is lost to atmosphere.
  2. -It helps in replacing water lost through leaves,

-Through transpiration mineral salts and water are transported up the plant

-Brings  about cooling effect to plants

  • Stomata; lenticels and cuticles (any 2)
  1. Potometer
  2. A)
  3. lignin
  4. Phloem

 

  1. pulmonary vein
  2. hepatic artery

 

 

  1. Ileum /small intestines
  2. B- Aorta

D- Hepatic portal vein

F- venacava

E- hepatic vein

 

 

E                                                                                  D

-more urea                                                              -less urea

-Less    glucose                                                       -more glucose

-less amino acids                                                    – more amino acids

-less oxygen                                                            – more oxygen

-more carbon(iv)oxide                                          –less carbon(iv)oxide

Any 3 comparison at 3mks

 

  1. – common bile juice which emulsifies/break down fats into(small)droplets;decreasing their surface for action by lipase enzymes

-neutralizes acidic chime; (from stomach)

-Provides a suitable alkalinemedium for pancreatic enzyme                                     (Any two correct)

 

  1. Process by which green plants manufacture their own food in presence of sunlight as a source of

energy.                                                                                         (1mk)

  1. A- Light stage       (1mk)

B- dark stage        (1mk)

 

  • Q- Oxygen(1mk)

W –carbon(iv) oxide(1mk)

  1. A- Granum    (1mk)

B –    stroma(1mk)

  1. Condensation (1mk)
  2. Photolysis

 

  1. -Temperature

-Carbon(iv) oxide

-Light intensity

-Water availability      (Any correct)

 

  1. a)
  • There was formation of a white precipitate(1mk)
  • glucose/ yeast mixture- there was a rise in temperature (1mk)
  • effervescence occurred (1mk)

B   -An   anaerobic respiration/ fermentation occurredleading  to production of energy and carbon(iv) oxide.  (1mk)

– Fermentation led to rise in temperature,(1mk)

– carbon(iv)oxide turned limewater into a precipitate.    (1mk)

 

C           Aerobic respiration/fermentation

D         To prevent entry of air into the mixture

E  use of same apparatus but in place of glucose/yeast mixture, one could use glucose alone, or yeast alone,

or boiled yeast with glucose(2mks)

F      to expel any air, and cooled to avoid destroying the yeast cells      (1mk)

 

  1. Heterodont dentition is the one where there are different types of teethwhile homodont dentition refers to a situation where all teeth are of same size and shape.(2mk)
  2. It provides space for the tongue to turnand move food during chewing.(1mk)
  3. Modified smooth sides and sharpedges to slice through flesh and crush bones(1mk)

 

C

 

M

 

i

i

 

 

  1. I).
P

 

  • 1 0 3 48 2     = 30(1mk)
  • 0               2                4              6

 

  1. Herbivorous ;(1mk)

-Because they lack canines      (1mk)

  1. prescence of diastema for manipulation of food during chewing

 

  1. Absorption of water from soil by root hair; Root hair cells of a plant absorb water from the soil by osmosis. Osmosis also helps in distribution of water from cell to cell.(2mks)
  2. Support

-plant cells gain water by osmosis; become firm and rigid giving support to seedlings and herbaceous plants.

(2mks)

  • Opening and closing of stomata ;

-the guard cells synthesize glucose by photosynthesis; accumulation of glucose increases their osmotic pressure thus enables them to draw water from adjacent cells by osmosis.                      (2mks)

 

  1. Facilitates feeding insectivorous plants;

-plants trap insects; this changes the turgor pressure(2mks)

  1. Osmoregulation
  • Re-absorption of water from the kidney tubules occur by osmosis(2mks)

(5×2= 10mks)

  1. Physical activities-vigorous activities increase the breathing rate.
  • Age – young people have higher metabolic rate andtherefore breath faster than old people.
  • Health – the rate of breathing increases during sickness to remove toxins from the body
  • Altitude – the rate of breathing is higher at high altitudes than low altitudes because there is lower oxygen in higher altitudes.
  • Emotions – body emotions affect the production of hormone adrenaline which increases the general metabolisms and hence increased breathing.
  • Temperature – high temperature cause the breathing rate to increase.
  • Age –young people have higher demand for oxygen . they therefore have higher breathing rate

 

(Any 5×2= 10mks)

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AGRICULTURE FORM 1 SCHEMES OF WORK – TERM 1

 

WEEK

LESSON

TOPIC

SUB-TOPIC

LEARNING OBJECTIVES

TEACHING/LEARNING

ACTIVITIES

TEACHING/LEARNING

RESOURCES

REFERENCES

REMARKS

 
 

4

 

 

 

 

 

 

 

1

 

Introduction to Agriculture

 

 

Definition and branches of Agriculture

 

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

·        Define Agriculture

·        State main branches of Agriculture

 

·        Definition of Agriculture

·        Giving examples

·        Use of questions and answers

·        Note taking

 

·        Charts

·        Tree diagrams

·        Students book

·        Chalk board

·        handouts

 

·        KLB secondary Agriculture form 1 pg 1-3

·        Certificate Agriculture F1 pg 1-3

·         Longhorn secondary Agriculture form 1 pg 1-5

Teachers guide pg 37

·        Golden tips KCSE Agriculture pg 4-5

·        Top mark Agric Pg 2-2

   
   

2-3

 

Introduction to Agriculture

 

·        Crop farming

·        Livestock farming

·        Agricultural economics and engineering

 

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

·        State various types of crop and animal farming

·        Describe various types of crop and animal farming

·        Explain agricultural economics and engineering

 

·        Giving descriptions of crops and animals

·        Explanations

·        Note taking

 

·        Photographs

·        Charts

·        Students book

·        Chalk board

 

·        KLB secondary Agriculture form 1 pg 3-5

·        Certificate F1 Agriculture pg 3

·         Longhorn secondary Agriculture form 1 pg 2-6

Teachers guide pg 37

·        Golden tips KCSE Agriculture pg 5-6

·        Top mark Revision pg 2-4

   
 

5

 

1

 

Introduction to Agriculture

 

Systems of farming

Extensive

Intensive

Small scale

Large scale

 

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

·        State and describe farming systems

·        State and explain the advantages and disadvantages of each system

 

·        Asking questions

·        Answering questions

·        Describing farming systems

·        Stating advantages and disadvantages of each

·        Note taking

 

·        Student’s book

·        Charts

·        Diagrams

 

·        KLB secondary Agriculture form 1 pg 5

·        Certificate F1 pg 5-7

·         Longhorn secondary Agriculture form 1 pg 6-9

Teachers guide pg 38

·        Golden tips KCSE Agriculture pg 6-7

·        Top mark Revision pg 3

   
   

2-3

 

Introduction to Agriculture

 

Methods of faming

–        Mixed

–        Nomadic

–        Shifting

–        Organic

–        agro forestry

 

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

·        identify various methods of farming

·        explain the various methods

 

·        explanations of the methods

·        identification of methods

·        note taking

 

·        photographs

·        livestock product

·        charts

·        chalkboard

 

·        KLB secondary Agriculture form 1 pg 6-8

·        Certificate F1 pg 7-10

·         Longhorn secondary Agriculture form 1 pg 9-12

Teachers guide pg 39

·        Golden tips KCSE Agriculture pg 7-8

·        Top mark Revision pg 4-5

   
 

6

 

1

 

Introduction to Agriculture

 

Role of Agriculture in the economy

 

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

·        State and explain the roles of agriculture in economy

 

·        Explaining the roles of Agriculture in the economy

·        Appreciating the importance of Agriculture

·        Note taking

 

·        Raw Materials

·        Flow charts

·        Specimen on produce

·        Industrial goods

 

·        KLB secondary Agriculture form 1 pg 8-9

·        Certificate F1 pg 3-4 Longhorn secondary Agriculture form 1 pg 9-12

Teachers guide pg 39

·        Golden tips KCSE Agriculture pg 7-8

·        Top mark Revision pg 5

   
   

2-3

 

Factors influencing agriculture

 

Human factors

 

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

·        State and explain human factors influencing agriculture

 

·        Explaining the human factors influencing agriculture

 

·        Charts with HIV data

·        Photographs on means of transport

 

·        KLB secondary Agriculture form 1 pg 11-15

·        Certificate F1 pg 11-12

·         Longhorn secondary Agriculture form 1 pg 16-21

Teachers guide pg 43-44

·        Golden tips KCSE Agriculture pg 7-8

·        Top mark Revision pg 7

   
 

7

 

1

 

Climatic factors

 

Factors influencing Agriculture

 

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

·        Identify and explain the biotic factors influencing agriculture

 

·        Explaining the biotic factors

·        Identify the factors

 

·        Weather

·        Station equipment

·        Maps in students books

·        Maps showing rainfall distribution

 

·        KLB secondary Agriculture form 1 pg 16-17

·        Certificate F1 pg 20

·         Longhorn secondary Agriculture form 1 pg 21-24

Teachers guide pg 43-45

·        Golden tips KCSE Agriculture pg 7-8

·        Top mark Revision pg 7

 

   
   

2-3

 

Factors influencing Agriculture

 

Climatic factors

 

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

·        State climatic factors

·        Describe how climatic factors influence Agriculture

 

·        Stating climatic factors

·        Describing how climatic factors influence agriculture

 

·        Weather

·        Station equipment

·        Maps in students books

·        Maps showing rainfall distribution

 

·        KLB secondary Agriculture form 1 pg 18-21

·        Certificate F1 pg 13-129

·         Longhorn secondary Agriculture form 1 pg 24-32

Teachers guide pg 46

 

   
 

8

 

1

 

Factors influencing Agriculture

 

Edaphic Factors

 

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

·        Define soil

·        Describe soil formation processes

 

·        Defining soil

·        Describing soil formation processes

 

·        Soil samples

·        Diagrams in students book

 

·        KLB secondary Agriculture form 1 pg 22-29

·        Certificate F1 pg 21-26

·         Longhorn secondary Agriculture form 1 pg 33-38

Teachers guide pg 47

·        Golden tips KCSE Agriculture pg 7-8

·        Top mark Revision pg 9-10

 

   
   

2-3

 

Factors influencing Agriculture

 

Soil profile

 

By the end of the lesson, the learner should be able to describe the soil profile

Explain its influence on crop production

 

·        Describing soil profile

·        Explaining its influence on crop production

 

·        Diagrams in students books

·        Excavated areas charts showing soil profile

 

·        KLB secondary Agriculture form 1 pg 22-29

·        Certificate F1 pg 21-26

·         Longhorn secondary Agriculture form 1 pg 33-38

Teachers guide pg 47

·        Top mark Revision pg 9-10

 

   
 

9

 

1

 

Factors influencing Agriculture

 

Soil constituents

Mineral & organic matter

 

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

·        Determine soil constituents

·        State the importance of each constituents

 

·        Determining soil constituents

·        Stating the importance of soil constituents

 

·        Sieves

·        Soil samples

·        Lens

·        Diagrams and apparatus in students book

 

·        KLB secondary Agriculture form 1 pg 32-33

·        Certificate F1 pg 29-34

·         Longhorn secondary Agriculture form 1 pg 40-49

Teachers guide pg 49

·        Gateway secondary Revision paper 1 pg 15-17

·        Top mark Revision pg 12-13

 

   
   

2-3

 

Factors influencing Agriculture

 

Soil constituents

Organic matter

Air

Water

Living organisms

 

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

·        Determine soil constituents

·        State the importance of each constituents

 

·        Determining soil constituents

·        Stating the importance of soil constituents

 

·        Sieves

·        Soil samples

·        Lens

·        Diagrams and apparatus in students book

 

·        KLB secondary Agriculture form 1 pg 32-33

·        Certificate F1 pg 29-34

·         Longhorn secondary Agriculture form 1 pg 40-49

Teachers guide pg 49

·        Gateway secondary Revision paper 1 pg 15-17

·        Top mark Revision pg 12-13

 

   
 

10

 

1

 

Factors influencing Agriculture

 

Physical properties of soil

 

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

(i)                Classify soil according to structure

 

·        Classify soil according to structure

 

·        Soil samples

·        Diagrams in the students book

·        School farm

 

·        KLB secondary Agriculture form 1 pg 43-45

·        Certificate F1 pg 40-42

·         Longhorn secondary Agriculture form 1 pg 49-53

Teachers guide pg 47

·        Gateway secondary Revision paper 1 pg 17-19

·        Top mark Revision pg 12

 

   
   

2-3

 

Factors influencing Agriculture

 

Physical properties of soil

 

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

·        Classify soil according to texture and colour

 

·        Classifying soil according to texture and colour

 

·        Soil samples

·        Diagrams in the students book

·        School farm

 

·        KLB secondary Agriculture form 1 pg 46-54

·        Certificate F1 pg 35-39

·         Longhorn secondary Agriculture form 1 pg 53-59

Teachers guide pg 47

·        Gateway secondary Revision paper 1 pg 17-19

·        Top mark Revision pg 13-14

   
 

11

 

1

 

Factors influencing Agriculture

 

Influencing of physical and chemical properties of soil on crop production

 

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

·        Explain the chemical properties of soil

 

·        Explain  the chemical properties of soil

 

·        PH Meter

·        PH Papers

·        Diagrams

 

·        KLB secondary Agriculture form 1 pg 55-56

·        Certificate F1 pg 43-45

·         Longhorn secondary Agriculture form 1 pg 59-60

Teachers guide pg 47

·        Gateway secondary Revision paper 1 pg 19-20

·        Top mark Revision pg 13-14

   
   

2-3

 

Factors influencing Agriculture

 

Influence of physical and chemical properties of soil on crop production

 

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

·        Explain the effects of PH on mineral availability Relate crop and animal distribution to chemical and physical properties of soil

 

·        Explain the effects of soil PH relating crop and animal distribution on soil properties

 

·        Charts on PH

·        Distribution maps for crops and livestock in Kenya School

 

·        KLB secondary Agriculture form 1 pg 56-57

·        Certificate F1 pg 45-47

·         Longhorn secondary Agriculture form 1 pg 53-60

Teachers guide pg 47

·        Gateway secondary Revision paper 1 pg 17-20

·        Top mark Revision pg 13-14

 

   
 

END OF TERM ONE EXAMINATIONS

MARKING AND CLOSING

 
AGRICULTURE  FORM 1 SCHEMES OF WORK – TERM 2

 

 
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS  
 

1

 

1-2

 

Farm tools and Equipment

 

Garden and equipment

 

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

·        Identify various garden tools and equipments

·        Draw various garden  tools and equipments

·        Name the garden tools and equipments various parts

 

·        Identifying tools and demonstrating their use

·        Draw the garden tools and equipments

·        Name various parts

 

·        Garden tools and equipments

·        Diagrams in students books

·        photographs

 

·        KLB secondary Agriculture form 1 pg 59-62

·        Certificate F1 pg 49-54

·         Longhorn secondary Agriculture form 1 pg 63-67

Teachers guide pg 52-54

·        Gateway secondary Revision paper 2 pg 90-99

 

   
   

3

 

Farm tools and Equipment

 

Garden tools and equipment

 

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

·        State the use of various tools

·        Carry out maintenance practices on tools and equipments

 

·        State the use of tools

·        Practicing

·        Maintenance of tools and equipments

 

·        Photographs of tools

·        Diagrams in students book

·        School farm

 

·        KLB secondary Agriculture form 1 pg 59-62

·        Certificate F1 pg 49-56

·         Longhorn secondary Agriculture form 1 pg 63-67

Teachers guide pg 52-54

·        Gateway secondary Revision paper 2 pg 90-99

 

   
 

2

 

1-3

 

Farm tools and Equipments

 

Workshop tools and equipment

 

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

·        Identify workshop tools and equipment

·        Name various parts

·        State the use of various tools

·        Carry out maintain ace practices on workshop tools and equipment

 

·        Identifying tool

·        Demonstrating their use

·        Drawing the tools

·        Labeling the parts

·        Practicing maintenance of tools and equipment

 

·        Workshop tools

·        Diagrams in students text books

·        School store

·        School farm

 

·        KLB secondary Agriculture form 1 pg 75-93

·        Certificate F1 pg 59-71

·         Longhorn secondary Agriculture form 1 pg 84-101

Teachers guide pg 52-54

·        Gateway secondary Revision paper 2 pg 107-117

   
 

3

 

1-3

 

Farm tools and Equipment

 

Livestock production tools

 

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

·        Identify livestock production tools

·        Draw various livestock production tools

·        Name various parts of the tools

·        State the use of the various tools

·        Carry out maintenance practices on livestock production tools

 

·        Drawing tools

·        Labeling

·        Demonstrating their use

·        Identifying the tools

·        Practicing maintenance practices

 

·        Livestock

·        Diagrams on students book

·        Livestock store

·        School farm

 

·        KLB secondary Agriculture form 1 pg 63-74

·        Certificate F1 pg 54-59

·         Longhorn secondary Agriculture form 1 pg 74-84

Teachers guide pg 52-54

·        Gateway secondary Revision paper 2 pg 100-106

 

   
 

4

 

1-3

 

Farm tools and Equipment

 

Plumbing and masonry tools and equipment

 

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

·        Identify plumbing and masonry tools and equipment

·        Name parts of various plumbing and masonry tools and equipment

·        Draw the various plumbing and masonry tools and equipment

·        State the use of various plumbing and masonry tools and equipment

·        Carry out maintenance practices on plumbing and masonry tools and equipment

 

·        Naming parts of tools

·        Drawing various tools

·        Stating the use of the tools

·        Carrying out maintenance practices

 

·        School workshop

·        Drawing in the students book

·        Plumbing and masonry tools

 

·        KLB secondary Agriculture form 1 pg 99-102

·        Certificate F1 pg 72-75

·         Longhorn secondary Agriculture form 1 pg 97-101

Teachers guide pg 52-54

·        Gateway secondary Revision paper 2 pg 116-117

 

   
 

5

 

1

 

Land Preparation (Crop production 1)

 

Definition and importance of land preparation

Land clearing

 

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

·        Define land preparation

·        Explain importance of land preparation

·        Describing land clearing

 

·        Defining and preparation

·        Explaining the importance of land preparation

·        Describing land clearing

 

·        School farms

·        Panga

·        Slashers

·        digging

 

·        KLB secondary Agriculture form 1 pg 104-105

·        Certificate F1 pg 77-78

·         Longhorn secondary Agriculture form 1 pg 103-105

Teachers guide pg 56-57

·        Top mark Agric pg 28

 

   
   

2-3

 

Land Preparation

 

Primary cultivation

Secondary Cultivation

 

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

·        Define primary and secondary cultivation

·        Explain how each is carried out and importance

·        Discuss the choice of correct tool and equipment for each operation

 

·        Defining terms

·        Explain how each is carried out

·        Discussion the correct choice of tools and equipment

 

·        School farms

·        Jembes

·        Diagrams in students books

·        pangas

 

·        KLB secondary Agriculture form 1 pg 106-110

·        Certificate F1 pg 79-84

·         Longhorn secondary Agriculture form 1 pg 105-109

Teachers guide pg 58-59

·        Gateway secondary Revision paper 2 pg 116-117

·        Top-mark secondary Agric Revision pg 28-29

   
 

6

 

1

 

Land Preparation

 

Tertiary Operation

 

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

·        Identify tools used in tertiary operations

·        Explain how each of the operation is done

·        State the importance of the operation

 

·        Discussion

·        Identifying the tools

·        Explaining how operation is done

 

·        Drawing in the students book

·        Photographs of tools used

 

·        KLB secondary Agriculture form 1 pg 110-113

·        Certificate F1 pg 85-87

·         Longhorn secondary Agriculture form 1 pg 109-111

Teachers guide pg 59

·        Gateway secondary Revision paper 2 pg 116-117

·        Top-mark secondary Agric Revision pg 29

   
   

2-3

 

Land Preparation

 

Minimum tillage

Meaning

Importance

practices

 

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

·        Define minimum tillage

·        Explain how it is done

·        State the importance

·        List the practices involved in minimum tillage

 

·        Defining minimum tillage

·        Explaining how it is done

·        Stating the importance

·        Listing practices involved

 

·        School farm

 

·        KLB secondary Agriculture form 1 pg 112-113

·        Certificate F1 pg 85-86

·         Longhorn secondary Agriculture form 1 pg 112

Teachers guide pg 57-59

·        Top-mark secondary Agric Revision pg 29

   
 

7

 

1

 

Water supply irrigation and drainage

 

Water supply

Source

importance

 

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

·        Describe the various sources of water in the farm

·        State the importance in the farm

 

·        Describing sources of water

·        Stating the importance of water in the farm

 

·        Drawing in student book

·        Photographs of dam, boreholes

 

·        KLB secondary Agriculture form 1 pg 120-126

·        Certificate F1 pg 94-100

·         Longhorn secondary Agriculture form 1 pg 116-121

Teachers guide pg 62-63

·        Gateway Agriculture revision paper 1 page 127-288

   
   

2-3

 

Water Supply Irrigation and drainage

 

Water collection storage of water

Pumping of water

Conveyance of water

 

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

·        Describe collection, pumping and conveyance of water

 

·        Describing collecting, pumping and conveyance of water

 

·        Pipes

·        Pumps

·        Tanks

·        Water treatment plant

·        Diagrams in students book

 

·        KLB secondary Agriculture form 1 pg 120-126

·        Certificate F1 pg 94-100

·         Longhorn secondary Agriculture form 1 pg 116-121

Teachers guide pg 62-63

·        Gateway Agriculture revision paper 1 page 127-288

   
 

8

 

1

 

Water Supply irrigation and drainage

 

Water treatment methods and importance

 

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

·        State methods of water treatment

·        Describe the method

·        State the importance of water treatment

 

·        Stating the methods of water treatment

·        Describing the methods

·        Stating importance of water

 

·        Charts

·        Water treatment plants

·        Diagrams in the student book

 

·        KLB secondary Agriculture form 1 pg 126-129

·        Certificate F1 pg 98-100

·         Longhorn secondary Agriculture form 1 pg 121-125

Teachers guide pg 62-63

·        Gateway Agriculture revision paper 1 page 129-130

   
   

2-3

   

Irrigation

·        Definition

·        Importance

·        methods

 

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

·        define irrigation

·        state the importance of irrigation

   

·        charts

·        school farm

·        students book

·        photographs

 

·        KLB secondary Agriculture form 1 pg 129-130

·        Certificate F1 pg 101-103

·         Longhorn secondary Agriculture form 1 pg 125-129

Teachers guide pg 62-63

·        Gateway Agriculture revision paper 1 page 130

·        Top mark secondary Agriculture pg 16

   
 

9

 

1

 

Water supply, irrigation and drainage

 

Methods of irrigation surface/basin irrigation

Overhead irrigation

 

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

·        Describe surface and overhead irrigation

 

·        Describing surface and overhead irrigation

 

·        School farm

·        Drawings in students book

·        Photographs, sprinklers and spades

 

·        KLB secondary Agriculture form 1 pg 130-131,134

·        Certificate F1 pg 104-106

·         Longhorn secondary Agriculture form 1 pg 128-130

Teachers guide pg 62-63

 

   
   

2-3

 

Water supply, irrigation and drainage

 

Methods of irrigation

Drip irrigation

Sub-surface

 

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

·        Describe drip and sub-surface irrigation

 

·        Describe both drip and sub-surface irrigation

 

·        School farm

·        Drawings in the students book

·        Photographs

·        Bottles

·        pipes

 

·        KLB secondary Agriculture form 1 pg 132-134

·        Certificate F1 pg 107-108

·         Longhorn secondary Agriculture form 1 pg 131-133

Teachers guide pg 62-63

·        Gateway Agriculture revision paper 1 page 132,134

·        Top mark secondary Agriculture pg 16

   
 

10

 

1

 

Water supply and irrigation and drainage

 

Drainage

·        Definition

·        Importance

·        Causes of poor drainage

 

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

·        Define drainage

·        Explain the importance of drainage

·        Describe causes of poor drainage

 

·        Defining drainage

·        Explaining the importance of drainage

·        Describe the causes of poor drainage

 

·        Charts

·        Photographs

·        Diagrams in the student book

 

·        KLB secondary Agriculture form 1 pg 136-139

·        Certificate F1 pg 108-109

·         Longhorn secondary Agriculture form 1 pg 133-134

Teachers guide pg 63-65

·        Gateway Agriculture revision paper 1 page 134-134

 

   
   

2-3

 

Water supply irrigation and drainage

 

Methods of drainage

Water pollution

 

 

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

·        Describe methods of drainage

·        Define water pollution

·        Explain how farming practices causes pollution

 

·        Describe methods of drainage

·        Defining water pollution

·        Explain how farming practices cause pollution

 

·        School farm

·        Drawing in students book

·        Photographs

·        Polluted water

·        School farm

 

·        KLB secondary Agriculture form 1 pg 137-141

·        Certificate F1 pg 108-110

·         Longhorn secondary Agriculture form 1 pg 135-138

Teachers guide pg 63-65

·        Gateway Agriculture revision paper 1 page 136

   
 

11

 

1

 

Soil Fertility (organic)

(Manures)

 

Soil fertility

 

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

·        Define soil fertility

·        Explain the factor influencing soil fertility

 

·        Define soil fertility

·        Explain factors influencing soil fertility

 

·        Soil samples

·        Charts

·        School farm

 

·        KLB secondary Agriculture form 1 pg 140-144

·        Certificate F1 pg 112-113

·         Longhorn secondary Agriculture form 1 pg 140

Teachers guide pg 63-65

·        Gateway Agriculture revision paper 1 page 136

   
   

2-3

 

Soil Fertility

 

Soil Fertility

 

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

·        Explain how soil fertility loses its fertility

·        Describe how soil fertility can be maintained

 

·        Explaining how soil loses its fertility

·        Describing how soil fertility is maintained

 

·        Leached soils

·        Samples of fertile soil

·        Eroded soil

 

·        KLB secondary Agriculture form 1 pg 143-146

·        Certificate F1 pg 112-113

·         Longhorn secondary Agriculture form 1 pg 141-142

Teachers guide pg 68-69

·        Gateway Agriculture revision paper 1 page 61-62

 

   
 

12

 

1

 

Organic manure

 

Definition

importance

 

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

·        Define organic manures

·        Explain the importance of organic manure

 

·        Definition

·        Explanation of importance of organic manure

 

·        Chalkboard

·        School farm

·        charts

 

 

·        KLB secondary Agriculture form 1 pg 146-147

·        Certificate F1 pg 113

·         Longhorn secondary Agriculture form 1 pg 143-144

Teachers guide pg 69-71

·        Gateway Agriculture revision paper 1 page 62-63

 

   
   

2-3

 

Organic Manure

 

Types of organic manure

 

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

·        State the 3 types of organic manure

·        Describe preparation of green manure

·        Describe preparation of farmyard manure

·        Describe preparation of compost manure

 

·        Stating types of organic manure

·        Describing the preparation of green, farmyard and compost manure

 

·        Sample of green manure

·        Sample of compost manure

·        Sample of farm yard

 

·        KLB secondary Agriculture form 1 pg 148-154

·        Certificate F1 pg 114-117

·         Longhorn secondary Agriculture form 1 pg 145-150

Teachers guide pg 69-71

·        Gateway Agriculture revision paper 1 page 63-64

·        Top mark revision Agriculture for m 1 page 31-33

 

   
 

END OF TERM TWO EXAMINATIONS

 
 

 

 

 

 

 
 

AGRICULTURE  FORM 1 SCHEMES OF WORK – TERM 3

 
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS  
 

1

 

1

 

Livestock Breeds

 

Importance of livestock

 

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

·        Explain the importance of livestock to man

 

·        Explaining the importance of livestock to man

·        Asking and answering questions

 

·        Photographs of livestock

·        Livestock products e,g skin, milk

 

·        KLB secondary Agriculture form 1 pg 155

·        Certificate Secondary Agriculture F1 pg 118

·         Longhorn secondary Agriculture form 1 pg 152-153

Teachers guide pg 73-74

·        Gateway Agriculture revision paper 1 page 62-63

·        Top mark Agriculture page 173

   
   

2-3

 

Livestock Breeds

 

Cattle breeds

·        Exotic

·        indigenous

 

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

·        state examples of exotic and indigenous breeds

·        describe the characteristics of exotic and indigenous cattle

 

·        stating examples

·        describing the characteristics of exotic and local cattle breeds

·        charts

·        photographs

·        school farm

·        drawings from student books

 

·        KLB secondary Agriculture form 1 pg 155

·        Certificate Secondary Agriculture F1 pg 118

·         Longhorn secondary Agriculture form 1 pg 152-153

Teachers guide pg 73-74

·        Gateway Agriculture revision paper 1 page 62-63

·        Top mark Agriculture page 173

   
 

2

 

1-3

 

Livestock breeds

 

Dairy

Cattle

breeds

 

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

·        Identify various breeds

·        Describe their characteristics

·        Draw and label the external parts of cattle

 

·        Describing the characteristics of cattle breeds

·        Drawing the external parts of the cattle

·        Labeling the external parts of the cattle

·        Identifying various breeds

 

·        Charts

·        Photographs

·        Drawing from the students book

·        School farm

 

·        KLB secondary Agriculture form 1 pg 159-162

·        Certificate Secondary Agriculture F1 pg 119-122

·         Longhorn secondary Agriculture form 1 pg 158-162

Teachers guide pg 73-77

·        Gateway Agriculture revision paper 1 page 1-4

·        Top mark Agriculture page 173

   
 

3

 

1-2

 

Livestock Breeds

 

Beef breeds

 

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

·        Identify various breeds

·        Describe their characteristics

·        Draw the external parts of cattle

·        Label the external parts of the cattle

 

·        Identifying various breeds

·        Describing the characteristics of cattle breeds

·        Drawing external parts of cattle

·        Labeling the external parts of cattle

 

·        Charts

·        Photographs

·        School farm

·        Drawings from the student’s book.

 

·        KLB secondary Agriculture form 1 pg 162-165

·        Certificate Secondary Agriculture F1 pg 124-126

·         Longhorn secondary Agriculture form 1 pg 155-158

Teachers guide pg 73-77

·        Gateway Agriculture revision paper 1 page 3-4

 

   
   

3

 

Livestock Breeds

 

Dual Purpose Breeds

 

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

·        Identify various breeds

·        Describe their characteristics

·        Draw and label the external parts of the cattle

 

·        Identifying various breeds

·        Describing their characteristics

·        Drawing and labeling their external parts

 

·        Charts Photographs

·        Wall hangings showing dual breeds

·        School farm

·        Drawing from the students book

 

·        KLB secondary Agriculture form 1 pg 164-165

·        Certificate Secondary Agriculture F1 pg 127-129

·         Longhorn secondary Agriculture form 1 pg 164-168

Teachers guide pg 73-77

·        Gateway Agriculture revision paper 1 page 1-4

·        Top mark Agriculture page 75

   
 

4

 

1-3

 

Livestock Breeds

 

Sheep breeds

Wool sheep

Mutton sheep

Dual sheep

 

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

·        Identify various breeds

·        Describe their characteristics

·        Draw the external parts of sheep

·        Labeling the external pars

 

·        Identifying the various breeds

·        Describing their characteristics

·        Drawing the external parts of the sheep

·        Labeling the external parts

 

·        Charts

·        Photograph

·        School farm

·        Drawings from the students book

 

·        KLB secondary Agriculture form 1 pg 174-179

·        Certificate Secondary Agriculture F1 pg 129-134

·         Longhorn secondary Agriculture form 1 pg 164-168

Teachers guide pg 73-77

·        Gateway Agriculture revision paper 1 page 8

·        Top mark Agriculture page 75-76

   
 

5

 

1-3

 

Livestock breeds

 

Goats Breeds

·        Milk

·        Meat

·        Hair

 

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

·        identify various breeds

·        describe their characteristics

·        draw the external parts of the goat

·        label the external parts of the goat

 

·        identifying various breeds

·        describing the characteristics of goat breeds

·        drawing the external parts of the goat

 

·        charts

·        photographs

·        drawing from the student books

·        school farm

·        KLB secondary Agriculture form 1 pg 179-182

·        Certificate Secondary Agriculture F1 pg 135-137

·         Longhorn secondary Agriculture form 1 pg 169-173

Teachers guide pg 73-77

·        Top mark Agriculture page 76

   
 

6

 

1-3

 

Livestock Breeds

 

Pigs

Breeds

Bacon

pork

 

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

·        Identify various breeds of pigs

·        Describe their characteristics

·        Draw the external parts of pigs

·        Labeling the external parts of the goat

 

·        Identifying various breeds

·        Drawing the various external parts of a pig

·        Labeling the external parts

·        Describing the characteristics

 

·        Drawings from the students book

·        Photographs

·        Charts

·        School farm

 

·        KLB secondary Agriculture form 1 pg 165-171

·        Certificate Secondary Agriculture F1 pg 139-140

·         Longhorn secondary Agriculture form 1 pg 174-178

Teachers guide pg 73-77

·        Gateway Agriculture revision paper 1 page 5-6

·        Top mark Agriculture page 77

   
 

7

 

1-3

 

Livestock Breeds

 

Chicken

·        Light breeds

·        Heavy breeds

·        Dual purposes

·        hybrids

 

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

·        identify various breeds

·        describe their characteristics

·        draw the various external parts

·        draw the various external parts

·        label the various external parts

 

·          identify various breeds

·          describing the characteristic of various breeds

·          drawing the external parts of chicken

·          labeling the various parts of the chicken

 

·        school farm

·        photographs

·        charts

·        drawings from the students books

·        KLB secondary Agriculture form 1 pg 171-174

·        Certificate Secondary Agriculture F1 pg 143-145

·         Longhorn secondary Agriculture form 1 pg 178-182

Teachers guide pg 73-77

·        Gateway Agriculture revision paper 1 page 6-7

·        Top mark Agriculture page 77

   
 

8

 

1

 

Livestock breeds

 

Rabbit breed

Characteristics

drawings

 

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

·        Identify various breeds

·        Describe their characteristics

·        Draw and label the external parts

 

·        Identifying various breeds

·        Describing their characteristics

·        Drawing the external parts of rabbit

·        Labeling the various parts

 

·        Photographs

·        Charts

·        Drawings in the students book

·        School farm

·        KLB secondary Agriculture form 1 pg 182-184

·        Certificate Secondary Agriculture F1 pg 141-142

·         Longhorn secondary Agriculture form 1 pg 164-168

Teachers guide pg 73-77

·        Top mark Agriculture page 78

   
   

2-3

 

Livestock breeds

 

Camels, donkeys breeds

Characteristics

drawings

 

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

·        Identify various breeds

·        Describe characteristics

·        Draw and label external parts of camels

 

·        Identifying various breeds

·        Describing their characteristics

·        Drawing external parts

·        Labeling the various parts

 

·        Drawings in the students book

·        School farm

·        Charts

·        photographs

 

·        KLB secondary Agriculture form 1 pg 185-186

·        Certificate Secondary Agriculture F1 pg 146-147

·         Longhorn secondary Agriculture form 1 pg 186

Teachers guide pg 73-77

·        Gateway Agriculture revision paper 1 page 10-11

·        Top mark Agriculture page 78

   
 

9

 

1

 

Livestock breeds

 

Terms used to describe livestock

·        Age

·        Sex

·        Use

 

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

·                  Explain the terms used to describe livestock

 

Explaining the various terms used to describe livestock

 

·        School farm

·        Charts

·         Photographs

·        Drawing from the student book

·        KLB secondary Agriculture form 1 pg 164-165

·        Longhorn secondary Agriculture form 1 pg 164-168

Teachers guide pg 73-77

 

   
   

2-3

 

Agriculture Economics

 

Economics

·        Definition

·        Agricultural economics

 

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

·          Define economics

·          Define agricultural economics

·          Explain the factors of production

 

·        Defining economics

·        Explaining the factors of production

 

·        Flow chart

·        Students book

 

·        KLB secondary Agriculture form 1 pg 189

·        Certificate Secondary Agriculture F1 pg 149

·         Longhorn secondary Agriculture form 1 pg 190-191

Teachers guide pg 78-80

 

   
 

10

 

1

 

Agricultural Economics

 

Basic concepts of economics principles

Scarcity

Opportunity cost

Preference & choice

 

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

·        State basics concepts of economics

·        Explain the basic concepts of economics

 

·        State basic concepts

·        Explaining the basic concepts of economics

 

·        Students books

·        Chalk board

 

·        KLB secondary Agriculture form 1 pg 189-190

·        Certificate Secondary Agriculture F1 pg 149-150

·         Longhorn secondary Agriculture form 1 pg 191-192

Teachers guide pg 78-80

 

   
   

2-3

 

Agricultural Economics

 

Farm records define

Types of records

importance

 

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

·        Define farm records

·        Explain the uses of farm records

·        Describe breeding and feeding records

 

·        Defining farm records

·        Explaining uses of farm records

·        Describing breeding and feeding records

 

·        Sample records

·        School farm

·        Sample records in students book

 

·        KLB secondary Agriculture form 1 pg 190-191,194-196

·        Certificate Secondary Agriculture F1 pg 150-156-158

·         Longhorn secondary Agriculture form 1 pg 193-196

Teachers guide pg 80-81

 

   
 

11

 

1

 

Agricultural Economics

 

Farm records

·        Production records

·        Health records

·        Field records

 

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

·        State the farm records

·        Describing production health, field records

 

·        Stating farm records

·        Describing production, health and field records

 

·        Diagrams on students book

·        Charts

·        chalkboard

 

·        KLB secondary Agriculture form 1 pg 193,197

·        Certificate Secondary Agriculture F1 pg 152-154

·         Longhorn secondary Agriculture form 1 pg 198-200

Teachers guide pg 80-81

·        Gateway Agriculture revision paper 1 page 1-4

·        Top mark Agriculture page 75

   
 

END TERM THREE EXAMS

 
 

 

 

 

 

 

 
 

AGRICULTURE  FORM 2 SCHEMES OF WORK – TERM 1

 
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
 

1

 

1

 

Soil Fertility

 

Essential elements

 

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

(a)    List essential elements

(b)    Classify the essential elements

 

·        Listing essential elements

·        Classifying the essential elements

 

·        Students book

·        Charts on classification of essential minerals

 

·        KLB secondary Agriculture form 2 pg 1,6

·        Certificate Secondary Agriculture F2  pg 1-2

·         Longhorn secondary Agriculture form 2 pg 1-2

Teachers guide pg 33-36

·        Gateway Agriculture revision paper 1 page 37, 39

·        Top mark Agriculture page 37

 
   

2-3

 

Soil Fertility (II)

 

Essential elements

 

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

·        State the role of each macro-element

·        Describe the deficiency symptoms of the macro-nutrients

 

·        Stating the role of macro-elements

·        Describing the deficiency symptoms of the macro-nutrients

 

·        Photographs

·        Tables in student books

·        Plant samples

 

·        KLB secondary Agriculture form 2 pg 1-5

·        Certificate Secondary Agriculture F2 pg 2-5

·         Longhorn secondary Agriculture form 1 pg 2-12

Teachers guide pg 33-36

·        Gateway Agriculture revision paper 1 page 1-4

·        Top mark Agriculture page 37-38

 
 

2

 

1

 

Soil Fertility (I)

 

Essential elements

 

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

·        State the role of each micro-element

·        Describe the deficiency symptoms of the macro-nutrients

 

·        Stating the role of micro nutrients

·        Describing their deficiency symptoms

 

·        Photographs

·        Tables in the students book

·        Plant samples

 

·        KLB secondary Agriculture form 1 pg 6-7

·        Certificate Secondary Agriculture F1 pg 1-2

·         Longhorn secondary Agriculture form 1 pg 10-11

Teachers guide pg 33-36

·        Gateway Agriculture revision paper 1 page 66-68

·        Top mark Agriculture page 75

 
   

2-3

 

Soil Fertility (II)

 

Inorganic fertilizers

 

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

·        Classify fertilizers

·        Identify fertilizers

·        Describe the properties of various fertilizers

 

·        Classifying fertilizers

·        Identifying fertilizers

·        Describing the properties of various fertilizers

 

·        Photographs of fertilizers

·        Students book

·        Fertilizers samples

 

·        KLB secondary Agriculture form 1 pg 7-12

·        Certificate Secondary Agriculture F1 pg 5-8

·         Longhorn secondary Agriculture form 1 pg 11-18

Teachers guide pg 36-38

·        Gateway Agriculture revision paper 1 page 66-70

 

 
 

3

 

1

 

Soil Fertility (II)

 

Inorganic fertilizers

 

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

·        State methods of fertilizer application

·        Explaining various methods of fertilizer application

 

·        Stating various methods

·        Explaining various methods of fertilizer application

·        Describing the various methods of fertilizer application

 

·        School farm

·        Buckets

·        Fertilizer samples

·        Panga

·        Soil

·        Spade

 

·        KLB secondary Agriculture form 2 pg 12-13

·        Certificate Secondary Agriculture F2 pg 9

·         Longhorn secondary Agriculture form 1 pg 18-21

Teachers guide pg 36-38

·        Gateway Agriculture revision paper 1 page 70

 
   

2-3

 

Soil Fertility (II)

 

Inorganic fertilizers

 

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

·        Calculate the fertilizer grade

·        Calculate fertilizer ratio

·        Determine fertilizer amount per lecture

 

·        Calculating fertilizer rates

 

·        School farm

·        Students book

 

·        KLB secondary Agriculture form 1 pg 6-7

·        Certificate Secondary Agriculture F1 pg 1-2

·         Longhorn secondary Agriculture form 1 pg 10-11

Teachers guide pg 33-36

·        Gateway Agriculture revision paper 1 page 66-68

·        Top mark Agriculture page 75

 
 

4

 

1

 

Soil Fertility

 

Soil Sampling

 

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

·        Define soil sampling

·        Explain the sampling methods

·        Describe sampling procedures

 

·        Defining soil sampling

·        Explain the sampling methods

·        Describing sampling procedures

 

·        Charts

·        Soil samples

·        Students book

·        Polythene bags

 

·        KLB secondary Agriculture form 2 pg 20-21

·        Certificate Secondary Agriculture F1 pg 11

·         Longhorn secondary Agriculture form 2 pg 23-24

Teachers guide pg 39-41

·        Top mark Agriculture page 41-42

 
   

2-3

 

Soil Fertility

 

Soil testing

 

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

·        Define soil testing

·        Explain the importance of soil testing

·        Describe soil testing procedure

·        Explain how soil PH affects crop production

 

·        Defining soil testing

·        Explaining the importance of soil testing

·        Describing soil testing procedure

·        Explaining how

 

·        Test tubes

·        Diagrams in students book

·        Distilled water

·        Soil testing reagents

·        PH scale

 

·        KLB secondary Agriculture form 1 pg 22-26

·        Certificate Secondary Agriculture F1 pg 12-13

·         Longhorn secondary Agriculture form 1 pg 24-28

Teachers guide pg 39-41

·        Gateway Agriculture revision paper 1 page 71

·        Top mark Agriculture page 42

 
 

5

 

1

 

Crop Production (II)

 

Planting materials

 

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

·        Describe types of planting materials

·        State advantages and disadvantages of planting materials

 

·        Describing types of planting materials

·        Stating the advantages and disadvantages

 

·        Seed samples

·        Vegetative parts

·        Students book

·        School farm

 

·        KLB secondary Agriculture form 1 pg 27-28

·        Certificate Secondary Agriculture F1 pg 15-17

·         Longhorn secondary Agriculture form 1 pg 33-35

Teachers guide pg 45-46

·        Gateway Agriculture revision paper 1 page 28

 
   

2-3

 

Crop production (II)

 

Planting materials

 

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

·        State various parts used for vegetative propagation

·        Describe various parts used for vegetative propagation

 

·        Stating various parts

·        Describing various parts used for vegetative propagation

 

·        School farm

·        Various vegetative parts

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 2 pg 29-34

·        Certificate Secondary Agriculture F1 pg 15-17

·         Longhorn secondary Agriculture form 2 pg 35-40

Teachers guide pg 45-47

·        Gateway Agriculture revision paper 1 page 29-30

 

 
 

6

 

1

 

Crop Production (II)

 

Selection of planting materials

 

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

·        Select planting materials

 

·        Selecting planting materials

 

·        Tape measure

·        Student’s books

·        School farm

·        Planting line

·        Seed dressers

·        Planting materials

 

·        KLB secondary Agriculture form 2 pg 34-35

·        Certificate Secondary Agriculture F1 pg 18-19

·         Longhorn secondary Agriculture form 2 pg 35-40

Teachers guide pg 47-48

·        Gateway Agriculture revision paper 1 page 30

 

 
  2-3  

Crop Production (II)

 

Preparation of Planting

·        Breaking seed dormancy

·        Dressing

·        Seed inoculation

·        chitin

 

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

·        Prepare planting materials

·        Determine optimum planting time

·        Describe methods of planting

 

 

 

·        Preparing planting materials

·        Determining optimum planting time

·        Describing methods of planting

 

·        Planting line

·        Tape measure

·        Planting materials

 

·        KLB secondary Agriculture form 2 pg 35-39

·        Certificate Secondary Agriculture F1 pg 20-22

·         Longhorn secondary Agriculture form 2 pg 49-50

Teachers guide pg 35-39

·        Gateway Agriculture revision paper 1 page 30-32

 

 
 

7

 

1

 

Crop production (II)

 

Plant population

 

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

·        Calculate plant population of various crops

 

·        Calculating plant population

 

·        Charts

·        School farm

·        Seeds for planting

 

·        KLB secondary Agriculture form 2 pg 29-34

·        Certificate Secondary Agriculture F1 pg 26

·         Longhorn secondary Agriculture form 2 pg 49-50

Teachers guide pg 50-51

·        Gateway Agriculture revision paper 1 page 32

 

 
   

2-3

 

Crop Production (II)

 

Spacing seed rate planting depth

 

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

·        State factors determining spacing, seed rate and depth

·        Explain the factors which determine spacing depth and seed rate

 

·        Stating factors

·        Explaining factors which determine spacing, depth and seed rate

 

·        Tape measure

·        School farm

·        Panga

·        Jembe

·        Students book diagram

 

·        KLB secondary Agriculture form 2 pg 42-45

·        Certificate Secondary Agriculture F1 pg 24-26

·         Longhorn secondary Agriculture form 2 pg 50-54

Teachers guide pg 51-52

·        Gateway Agriculture revision paper 1 page 32-33

 

 
 

8

 

1

 

Crop Production (III) Nursery practices

 

Nursery practices

Nursery bed

Seed bed

Seedling bed

 

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

·        Define nursery practices

·        Describe nursery bed, seed bed and seedling bed

·        Distinguish between nursery, seedling and seed bed

 

·        Garden tools

·        School farm

·        Nursery beds

·        Students book

·        Diagrams on the students book

·        charts

 

·        garden tools

·        school farm

·        nursery beds

·        students book

·        diagrams on the students book

·        charts

 

·        KLB secondary Agriculture form 2 pg 46

·        Certificate Secondary Agriculture F1 pg 28

·         Longhorn secondary Agriculture form 2 pg 56-57

Teachers guide pg 54-56

·        Gateway Agriculture revision paper 1 page 34

 
   

2-3

 

Crop Production (III) Nursery Practices

 

Nursery bed

Importance

Site selection

Vegetable nurseries

 

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

·        State the importance of nursery in crop propagation

·        Select a suitable site for the nursery

·        Prepare a nursery bed for vegetables

 

·        Stating importance of nursery

·        Selecting suitable sites for nursery

·        Preparing nursery bed for vegetables

 

 

·        Nursery beds

·        School farm

·        Diagrams from students books

·        Garden tools

·        Students books

 

·        KLB secondary Agriculture form 2 pg 46-49

·        Certificate Secondary Agriculture F1 pg 28-29

·         Longhorn secondary Agriculture form 2 pg 57-58

Teachers guide pg 54-56

·        Gateway Agriculture revision paper 1 page 34-35

·        Top mark Agriculture page 34

 
 

9

 

1

 

Crop Production (III) Nursery Practices

 

Nursery establishment

 

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

·        Establish a vegetable nursery

·        Establish a tree nursery

 

·        Establishing a vegetable and a tree nursery

 

·        Charts

·        Diagrams from students book

·        School farm

·        School nurseries

·        Boxes

·        Grass

 

·        KLB secondary Agriculture form 2 pg 48-49

·        Certificate Secondary Agriculture F1 pg 29-32

·         Longhorn secondary Agriculture form 2 pg 58-60

Teachers guide pg 54-56

·        Top mark Agriculture page 34

 
   

2-3

 

Crop production (III)

 

Nursery Establishment

 

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

·        Establish tea nursery using cuttings

·        Manage a nursery bed

 

·        Establishing tea nursery using cuttings

·        Managing nursery bed

 

·        Tea cuttings photographs

·        School farm

·        Diagrams from students book

 

·        KLB secondary Agriculture form 2 pg 49-51

·        Certificate Secondary Agriculture F1 pg 30-32

·         Longhorn secondary Agriculture form 2 pg 60-62

Teachers guide pg 54-58

·        Gateway Agriculture revision paper 1 page 35

 
 

10

 

1

 

Crop production (III)

 

Grafting

 

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

·        Define grafting

·        Describe the methods of grafting

·        Give reasons for grafting

 

·        Defining grafting

·        Describing methods of grafting

·        Giving reasons for grafting

 

·        Knives

·        Grafting materials

·        Students book

·        Raising boxes

 

·        KLB secondary Agriculture form 2 pg 53-55

·        Certificate Secondary Agriculture F1 pg 35-36

·         Longhorn secondary Agriculture form 2 pg 64-65

Teachers guide pg 58-59

·        Gateway Agriculture revision paper 1 page 36

·        Top mark Agriculture page 35-36

 
   

2-3

   

Budding

 

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

·        Define budding

·        Describe methods of budding

·        State the importance of budding

 

·        Defining budding

·        Describing methods of budding

·        Giving reasons for budding

 

·        School farm

·        Water

·        Budding materials

·        Students book

·        knives

 

·        KLB secondary Agriculture form 2 pg 55-58

·        Certificate Secondary Agriculture F1 pg 34-35

·         Longhorn secondary Agriculture form 2 pg 66-70

Teachers guide pg 57-59

·        Gateway Agriculture revision paper 1 page 36

·        Top mark Agriculture page 35

 
 

11

 

1

 

Crop Production (III)

 

layering

 

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

·        Define layering

·        Describe methods of layering

·        State the importance of layering

 

·        Defining layering

·        Describing methods of layering

·        Giving importance of layering

 

·        Peg

·        Strings

·        School farm

·        Root medium

·        Student books

 

·        KLB secondary Agriculture form 2 pg 58-60

·        Certificate Secondary Agriculture F1 pg 41-44

·         Longhorn secondary Agriculture form 2 pg 71-72

Teachers guide pg 59

·        Gateway Agriculture revision paper 1 page 36-37

·        Top mark Agriculture page 35

 
   

2-3

 

Crop production (III)

 

Tissue culture

Transplanting seedlings

 

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

·        Define tissue culture

·        Explain importance of tissue culture in crop propagation

·        Describe the procedure of transplanting seedlings

 

·        Defining tissue culture

·        Explaining importance of tissue culture

·        Describing procedure of transplanting seedlings

 

·        School farm

·        Garden trowel

·        School nursery

·        Seedlings

·        Diagrams

·        Students books

 

·        KLB secondary Agriculture form 2 pg 61-66

·        Certificate Secondary Agriculture F1 pg 41-44

·         Longhorn secondary Agriculture form 2 pg 72-77

Teachers guide pg 60-61

·        Gateway Agriculture revision paper 1 page 36-37

·        Top mark Agriculture page 35

 

 
END TERM ONE EXAMINATIONS  
 

 

 

 

 

 
AGRICULTURE  FORM 2 SCHEMES OF WORK – TERM 2

 

 
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS  
 

1

 

1

 

Crop Production (IV) Field practices

 

Crop Rotation

 

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

·        Define crop rotation

·        Explain the importance of crop rotation

·        State principles of crop rotation

 

·        Defining crop rotation

·        Explaining the importance of crop rotation

·        Stating principles of crop rotation

 

·        Charts

·        School farm

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 2 pg 67-68

·        Certificate Secondary Agriculture F1 pg 50

·         Teachers guide pg 59

·        Gateway Agriculture revision paper 1 page 40

·        Top mark Agriculture page 43

   
   

2-3

 

Crop production (IV) field practices

 

Crop Rotation

 

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

·        Identify factors influencing crop rotation

·        Draw a crop rotation programme

·        Distinguish terms used in crop farming

 

·        Identifying factors influencing crop rotation

·        Drawing a crop rotation progamme

·        Distinguishing terms used in crop farming

 

·        Photographs

·        Charts

·        School farm

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 2 pg 69-71

·        Certificate Secondary Agriculture F1 pg 50-51

·         Longhorn secondary Agriculture form 2 pg 79-80

Teachers guide pg 84-88

·        Gateway Agriculture revision paper 1 page 40-42

 

   
 

2

 

1

 

Field Practices

 

Mulching

 

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

·        Define mulching

·        State the importance of mulching

 

·        Defining mulching

·        Stating the importance of mulching

 

 

 

·        Samples of mulch

·        School farm

·        Photograph in students book

 

·        KLB secondary Agriculture form 2 pg 71-72

·        Certificate Secondary Agriculture F1 pg 51-52

·         Longhorn secondary Agriculture form 2 pg 82-84

Teachers guide pg 59

·        Gateway Agriculture revision paper 1 page 36-37

·        Top mark Agriculture page 43

   
 

 

 

2-3

 

Field Practices

 

Routine

Field practices

Thinning

Gapping

Training

 

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

·        State the various routine practices

·        Describe importance of field practices

·        Carry out field practices

 

·        Stating various routine practices

·        Describing importance of field practices

·        Carrying out field practices

 

·        School farm

·        Pruning saw

·        Pruning knives

·        Jembes

·        Diagrams in students book

·        wire

 

·        KLB secondary Agriculture form 2 pg 72-74

·        Certificate Secondary Agriculture F1 pg 52-54

·         Longhorn secondary Agriculture form 2 pg 88-90

Teachers guide pg 67-68

·        Gateway Agriculture revision paper 1 page 36-37

·        Top mark Agriculture page 44

   
 

3

 

1

 

Field Practices

 

Pruning

 

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

·        Define pruning

·        Give reasons for pruning

·        Describe procedure of pruning

 

·        Defining pruning

·        Giving reasons for pruning

·        Describing the procedure of pruning

 

·        Running tools

·        School farm

·        Diagrams in the students book

·        secateurs

 

·        KLB secondary Agriculture form 2 pg 73-75

·        Certificate Secondary Agriculture F2 pg 41-44

·         Longhorn secondary Agriculture form 2 pg 91-93

Teachers guide pg 67-68

·        Gateway Agriculture revision paper 1 page 42-43

·        Top mark Agriculture page 44

   
   

2-3

 

Field practices

 

Tea Pruning

 

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

·        Describe methods of pruning in tea

·        Describe plucking table formation

 

·        Describe methods of pruning in tea

·        Describing the plucking table formation

·        Note taking

·        Demonstration of plucking table formation

 

·        Pegs

·        Rings

·        School farm

·        Charts

·        Diagrams in the students book

·        Photographs

·        farms

 

·        KLB secondary Agriculture form 2 pg 76-80

·        Certificate Secondary Agriculture F2 pg 54-57

·         Longhorn secondary Agriculture form 2 pg 93-96

Teachers guide pg 67-68

·        Gateway Agriculture revision paper 1 page 43

 

   
 

4

 

1

 

Field practices

 

Coffee pruning

 

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

·        Give reasons for pruning coffee

·        Describing the methods of pruning coffee

 

·        Giving reasons for pruning coffee

·        Describing the methods of pruning coffee

 

·        Farms

·        Photographs

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 2 pg 81-84

·        Certificate Secondary Agriculture F2 pg 57-59

·         Longhorn secondary Agriculture form 2 pg 96-98

Teachers guide pg 67-68

·        Gateway Agriculture revision paper 1 page 43-44

 

   
   

2-3

 

Field practices

 

Pruning in bananas

Pruning pyrethrum

Earthling up

Weed control

Pest and disease control

 

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

·        Describe how to carry out the routine field practices

·        State the importance of each practices

 

·        Stating the importance of various practices

·        Describing how to carry out the routine field practices

   

·        KLB secondary Agriculture form 2 pg 85-87

·        Certificate Secondary Agriculture F2 pg 60

·         Longhorn secondary Agriculture form 2 pg 98-101

Teachers guide pg 67-68

·        Top mark Agriculture page 44

   
 

5

 

1

 

Field Practices

 

Harvesting

 

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

·        State the stage of harvesting

·        Explain timing of harvesting

·        Describe the methods of harvesting

 

·        Stating the stage of harvesting

·        Explaining timing of harvesting

·        Describing harvesting methods

 

·        Crops

·        Photographs in students book

·        Diagrams in the students book

·        School farm

 

·        KLB secondary Agriculture form 2 pg 73-75

·        Certificate Secondary Agriculture F2 pg 60

·         Longhorn secondary Agriculture form 2 pg 101-104

Teachers guide pg 68

·        Top mark Agriculture page 44-45

   
   

2-3

 

Field Practices

 

Post harvesting practices

 

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

·        explain post harvesting practices

·        state importance of storage

·        describe storage methods

 

 

·        explaining post harvesting practices

·        stating importance of storage

·        describing harvesting methods

 

·        crops

·        photographs in students book

·        diagrams in the students book

·        school farm

 

·        KLB secondary Agriculture form 2 pg 90-94

·        Certificate Secondary Agriculture F2 pg 60-66

·         Longhorn secondary Agriculture form 2 pg 103-105

Teachers guide pg 67-68

·        Top mark Agriculture page 45

   
 

6

 

1

 

Crop production (V) vegetables

 

Cabbages/kales

 

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

·        State importance of vegetables

·        Describe the production of the vegetable crop from nursery to harvesting

·        Keep crop production records

·        Market the vegetable  produce

 

 

·        Stating importance of vegetables

·        Describing vegetable production

·        Keeping crop production record

·        marketing the vegetable produce

 

·        pesticides

·        herbicides

·        fertilizers

·        photographs

·        students book

·        school farm

·        crops

 

·        KLB secondary Agriculture form 2 pg 96-99

·        Certificate Secondary Agriculture F2 pg 74-78

·         Longhorn secondary Agriculture form 2 pg 107-111

Teachers guide pg 72-75

·        Gateway Agriculture revision paper 1 page 47-48

·        Top mark Agriculture page 45

   
   

2-3

 

Crop production (V) vegetable

 

Cabbages/Kales

 

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

·        State importance of vegetables

·        Describe the production of the vegetable crops from nursery to harvesting

·        Keep crop production records

·        Market the vegetable produce

 

·        Stating importance of vegetables

·        Describing vegetable production

·        Keeping crop production records

·        Marketing the vegetable produce

 

·        Pesticides

·        Herbicides

·        Fertilizers

·        Photographs

·        Diagrams from the students book

·        Crops

·        School farm

 

·        KLB secondary Agriculture form 2 pg 96-99

·        Certificate Secondary Agriculture F2 pg 60-66

·         Longhorn secondary Agriculture form 2 pg 107-111

Teachers guide pg 72-75

·        Gateway Agriculture revision paper 1 page 47-48

 

   
 

7

 

1

 

Crop production (V) vegetables production

 

Tomatoes

 

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

·        State the importance of tomatoes

·        Describe the production of tomatoes from nursery to harvesting

·        Keep crop production records

·        Market the produce

 

·        Stating the importance of tomatoes

·        Describing tomatoes production

·        Keeping crop production records

·        Marketing the produce

 

·        Photographs

·        Students book

·        School farm

·        Garden tolls

·        Pesticides

·        Herbicides

·        fertilizers

 

·        KLB secondary Agriculture form 2 pg 100-106

·        Certificate Secondary Agriculture F2 pg 67-71

·         Longhorn secondary Agriculture form 2 pg 112-115

Teachers guide pg 67-68

·        Gateway Agriculture revision paper 1 page 48-49

   
   

2-3

 

Crop production (V) vegetable production

 

Carrots

onions

 

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

·        State importance of carrots and onions

·        Describe the production of tomatoes from nursery to harvesting

·        Keep crop production records

·        Market the produce

 

·        Stating the importance of carrots & onions

·        Describing their production

·        Keeping crop production records

·        Marketing the produce

 

·        School farm

·        Garden tools

·        Pesticides

·        Herbicides

·        Fertilizers

·        photographs

 

·        KLB secondary Agriculture form 2 pg 90-94

·        Certificate Secondary Agriculture F2 pg 60-66

·         Longhorn secondary Agriculture form 2 pg 103-105

Teachers guide pg 67-68

·        Gateway Agriculture revision paper 1 page 42-43

·        Top mark Agriculture page 48-49

   
 

8

 

1

 

Livestock Health (I) Disease

 

Health disease

 

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

·        Define health and disease

·        State the importance of livestock health

·        State the predisposing factors of diseases

 

·        Defining health and disease

·        Stating the importance of livestock health

·        Stating the predisposing factors of diseases

 

·        Livestock species

·        Farm

·        Students book

 

·        KLB secondary Agriculture form 2 pg 115-119

·        Certificate Secondary Agriculture F2 pg 82-85

·         Longhorn secondary Agriculture form 2 pg 121-122

Teachers guide pg 77

·        Gateway Agriculture revision paper 1 page 52

·        Top mark Agriculture page 80

   
   

2-3

 

Livestock health (i) disease

 

Signs of ill/good health in livestock

 

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

·        Describe signs of sickness in livestock

·        Describe signs of good health in livestock

 

·        Describing signs of sickness in livestock

·        Describing signs of good health in livestock

 

·        Livestock species

·        Farm animals

·        Diagrams in the students book

·        Farm

 

·        KLB secondary Agriculture form 2 pg 116-119

·        Certificate Secondary Agriculture F2 pg 82-85

·         Longhorn secondary Agriculture form 2 pg 123-124

Teachers guide pg 77

·        Top mark Agriculture page 80

 

   
 

9

 

1

 

Livestock Health (Disease)

 

Classification of livestock diseases

Causes of livestock diseases

 

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

·        Explain the causes of livestock diseases

·        Classify livestock diseases

 

·        Explaining causes of livestock diseases

·        Classifying livestock diseases

 

·        Student book

·        Chart

·        Farm animals

·        Tables in the students book

·        KLB secondary Agriculture form 2 pg 120-125

·        Certificate Secondary Agriculture F2 pg 86-88

·         Longhorn secondary Agriculture form 2 pg 123-124

Teachers guide pg 77

·        Gateway Agriculture revision paper 1 page 52-53

 

   
   

2-3

 

Livestock Health (disease)

 

General methods of disease control

 

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

·        Describe the various methods of disease control

·        Carry out disease control measures

 

·        Describing methods of disease control

·        Carrying out disease control

 

·        Livestock tolls

·        Farm animals

·        Students book

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 2 pg 125-128

·        Certificate Secondary Agriculture F2 pg 89-91

·         Longhorn secondary Agriculture form 2 pg 126-127

Teachers guide pg 78-79

·        Top mark Agriculture page 80

   
 

10

 

1-3

 

Livestock Health (Disease)

 

Appropriate methods of handling livestock

 

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

·        State the reasons why animals are handled

·        Explain the reasons why animals are handled

 

·        Stating the reasons

·        Explaining the reasons why animals are handles

 

·        Farms animals

·        Charts

·        Diagrams in students book

·        Photographs

 

·        KLB secondary Agriculture form 2 pg 129

·        Certificate Secondary Agriculture F2 pg 92

·         Longhorn secondary Agriculture form 2 pg 128-133

Teachers guide pg 79-80

·        Gateway Agriculture revision paper 1 page 54

·        Top mark Agriculture page 81

   
 

11

 

1-3

 

Livestock Health (Disease)

 

Appropriate methods of handling livestock

 

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

·        State various methods of handling livestock

·        Demonstrate a caring attitude towards livestock

 

·        Stating various methods of handling livestock

·        Demonstrating a caring attitude towards livestock0

 

·        Diagrams in the students books

·        Farm animals photographs

·        Charts

·        Students books

 

·        KLB secondary Agriculture form 2 pg 129-132

·        Certificate Secondary Agriculture F2 pg 95-96

·         Longhorn secondary Agriculture form 2 pg 128-133

Teachers guide pg 79-80

·        Gateway Agriculture revision paper 1 page 54

 

   
 

END TERM TWO EXAMINATIONS

 
 

 

 

 

 

 

 
 

AGRICULTURE  FORM 2 SCHEMES OF WORK – TERM 3

 
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
 

1

 

1

 

Livestock Health II (Parasites)

 

Host parasite relationship

 

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

·        Define parasites

·        Explain their effects on host

 

·        Defining a parasite

·        Explaining the effects of parasites

 

·        Farm animals

·        Parasite specimen students book

·        Photographs

 

·        KLB secondary Agriculture form 2 pg 133-134

·        Certificate Secondary Agriculture F2 pg 98

·         Longhorn secondary Agriculture form 2 pg 134

Teachers guide pg 83

·        Gateway Agriculture revision paper 1 page 56

 

 
   

2-3

 

Livestock Health (II) parasites

 

Types of parasites –External parasites ticks

 

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

·        Identify types of ticks

·        Describe the life cycle of the parasite

·        Identify the livestock attacked

·        State the control measures

 

·        Identifying types of ticks

·        Describing the life cycle of the parasite

·        Identifying the livestock attacked stating the control measures

 

·        Parasite specimen

·        Photographs

·        Students book

·        Farm animals

 

·        KLB secondary Agriculture form 2 pg 138-143

·        Certificate Secondary Agriculture F2 pg 98-102

·         Longhorn secondary Agriculture form 2 pg 135-139

Teachers guide pg 83-85

·        Gateway Agriculture revision paper 1 page 56-58

·        Top mark Agriculture page 82

 
 

2

 

1

 

Livestock Health (Parasites)

 

External parasites

Tsetse fly

mites

 

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

·        Describe the life cycle of parasite

·        Identify the livestock attacked

·        State the control measures

 

·        Describing the life cycle of the parasite

·        Identifying the livestock attacked

·        Stating the control measures

 

·        Farm animals

·        Parasites specimen

·        Students book

·        Photographs

·        Diagrams from the students book

 

·        KLB secondary Agriculture form 2 pg 134-135

·        Certificate Secondary Agriculture F2 pg 103,104,107

·         Longhorn secondary Agriculture form 2 pg 139-141

Teachers guide pg 83-85

·        Gateway Agriculture revision paper 1 page 52

 

 
   

2-3

 

Livestock health (Parasites)

 

External parasites

·        Lice

·        keds

 

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

·        describe the life cycle of the parasite

·        identify the livestock attacked

·        state the control measures

 

·        describing the life cycle of parasite

·        identifying the livestock attacked

·        stating the control measures

 

·        farm animals

·        parasites specimen

·        students book

·        photographs

·        diagrams from the students book

 

·        KLB secondary Agriculture form 2 pg 136-138

·        Certificate Secondary Agriculture F2 pg 105-107

·         Longhorn secondary Agriculture form 2 pg 141-142

Teachers guide pg 83-85

·        Gateway Agriculture revision paper 1 page 56-58

 

 
 

3

 

1

 

Livestock (Parasites)

 

Internal parasites

Liver flukes (Trematodes)

 

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

·        Describe the life cycle of the parasites

·        Identify the livestock attacked

·        State the control measures

 

·        Describing the life cycle of the parasites

·        Identifying the livestock attacked

·        Stating the control measures

 

·        Farm animals

·        Parasites specimens

·        Student books

·        Photographs

·        charts

 

·        KLB secondary Agriculture form 2 pg 151-154

·        Certificate Secondary Agriculture F2 pg 110-113

·         Longhorn secondary Agriculture form 2 pg 142-144

Teachers guide pg 84-85

·        Gateway Agriculture revision paper 1 page 56-58

·        Top mark Agriculture page 83

 

 
   

2-3

 

Livestock Health (Parasites)

 

Internal parasites

Tape worms

 

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

·        Describe the life cycle of the parasite

·        Identify the livestock attacked

·        State the control measures

 

·        Describing the life cycle of the parasite

·        Identifying the livestock attacked

·        Stating the control measures

 

·        Charts

·        Farm animals

·        Parasites specimens

·        Students book

·        Photographs

·        Tables on the students book

 

·        KLB secondary Agriculture form 2 pg 144-148

·        Certificate Secondary Agriculture F2 pg 108-110

·         Longhorn secondary Agriculture form 2 pg 144-146

Teachers guide pg 83-85

·        Gateway Agriculture revision paper 1 page 60

·        Top mark Agriculture page 83

 

 
 

4

 

1

 

Livestock health (Parasites)

 

Internal parasites

Round worms

 

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

·        Describe the life cycle of the parasite

·        Identify the livestock attacked

·        State the control measures

 

·        Describing the life cycle of the parasite

·        Identifying the livestock attacked

·        Stating the control measures

 

·        Farm animals

·        Parasite specimen

·        Students book

·        photographs

 

·        KLB secondary Agriculture form 2 pg 149-151

·        Certificate Secondary Agriculture F2 pg 112-113

·         Longhorn secondary Agriculture form 2 pg 146-147

Teachers guide pg 83-85

·        Top mark Agriculture page 84

 

 
   

2-3

 

Livestock health (parasites)

 

Principles of controlling

Endoparasites

Treatment

Drug administration

 

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

·        Explain factors to consider when controlling endoparasites

·        Describe methods of administration of drugs

·        State the rules that are followed in treatment of parasites

 

·        Explaining factors considered in controlling endoparasites

·        Describing methods of drug administration

·        Stating the rules followed in treatment of parasites

 

·        Chart

·        Students book

 

 

·        KLB secondary Agriculture form 2 pg 154-155

·        Certificate Secondary Agriculture F2 pg 113-114

 

 
 

5

 

1

 

Livestock production nutrition (II)

 

Components of food

 

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

·        Define nutrition

·        Explain major components of food

 

·        Defining nutrition

·        Explaining major food components

 

·        Charts

·        Chalkboard

·        Students book

 

·        KLB secondary Agriculture form 2 pg 158

·        Certificate Secondary Agriculture F2 pg 115

·         Longhorn secondary Agriculture form 2 pg 148-149

Teachers guide pg 83-85

·        Top mark Agriculture page 85

 
   

2-3

 

Livestock Nutrition

 

Food nutrients

·        Water

·        Carbohydrate

·        fats

 

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

·        describe the food nutrients

·        describe the feed nutrients

·        explaining the functions of each feed

 

·        describing the feed nutrients

·        explaining the functions of each feed

 

·        students book

·        samples of feed nutrients

 

·        KLB secondary Agriculture form 2 pg 159-161

·        Certificate Secondary Agriculture F2 pg 115-116,118

·         Longhorn secondary Agriculture form 2 pg 149-152

Teachers guide pg 81-82

·        Gateway Agriculture revision paper 2 page 12

·        Top mark Agriculture page 85-86

 
 

6

 

1

 

Livestock production (II) nutrition

 

Feed nutrients

·        Proteins

·        minerals

 

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

·        explain the functions of each food

·        describe the food nutrients

 

·        explaining functions of each food

·        describing food nutrients

 

 

·        Feed specimen

·        Photographs

·        Farm stores

·        Students book

 

·        KLB secondary Agriculture form 2 pg 163-165

·        Certificate Secondary Agriculture F2 pg 117

·         Longhorn secondary Agriculture form 2 pg 157

Teachers guide pg 89-92

·        Gateway Agriculture revision paper 2 page 13

·        Top mark Agriculture page 86

 
   

2-3

 

Livestock Production (II) Nutrition

 

Food nutrients

vitamins

 

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

·        State various types of vitamins

·        Explain the importance of vitamins

·        Describe the food nutrients

 

·        Stating various types of vitamins

·        Explaining the importance of vitamins

·        Describing the food nutrients

 

·        Food store

·        Photographs of animals with deficiency

·        Feed specimen

·        Students book

 

·        KLB secondary Agriculture form 2 pg 163-165

·        Certificate Secondary Agriculture F2 pg 117

·         Longhorn secondary Agriculture form 2 pg 157

Teachers guide pg 89-92

·        Gateway Agriculture revision paper 2 page 13

·        Top mark Agriculture page 86

 

 
 

7

 

1

 

Livestock production (II) nutrition

 

Foods and foodstuffs

·        roughages

 

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

·        state the classifications of animals food

·        identify the food stuffs

·        state the characteristics of foodstuffs

 

 

·        Stating the classes of food stuffs

·        Identifying the food stuffs

·        Stating the characteristics of food stuffs

 

·        food stuffs

·        food store

·         photographs

·        Students book

 

·        KLB secondary Agriculture form 2 pg 169-170

·        Certificate Secondary Agriculture F2 pg 118-119

·         Longhorn secondary Agriculture form 2 pg 162-163

Teachers guide pg 89-92

·        Gateway Agriculture revision paper 2 page 14-15

·        Top mark Agriculture page 86

 
   

2-3

 

Livestock production (II) nutrition

 

Foods and foods stuffs

·        Concentrates

·        Proteins

·        Carbohydrate

·        Mixed succulents

 

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

·        Identify the food stuffs

·        State their characteristics

 

·        Identifying the food stuffs

·        Stating the characteristics of the food stuffs

 

·        Food stuffs

·        Students book

·        Food store

·        photographs

 

·        KLB secondary Agriculture form 2 pg 171

·        Certificate Secondary Agriculture F2 pg 117

·         Longhorn secondary Agriculture form 2 pg 163-164

Teachers guide pg 89-92

·        Gateway Agriculture revision paper 2 page 15

·        Top mark Agriculture page 86-87

 
 

8

 

1

 

Livestock production (II) nutrition

 

Concept of rationing

Terms used to express food values

 

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

·        State the terms used to express food values

·        Explain the various terms

 

·        Stating the terms used to express food values

·        Explaining the various terms

 

·        Charts

·        Students book

·        Chalk board

 

·        KLB secondary Agriculture form 2 pg 172-175

·        Certificate Secondary Agriculture F2 pg 125

·         Longhorn secondary Agriculture form 2 pg 162-164

Teachers guide pg 89-92

·        Top mark Agriculture page 87

 
   

2-3

 

Livestock production (II) Nutrition

 

Ratio computation

 

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

·        Explain the process of ration computation

·        Stating the methods

·        Compute a livestock station

 

·        Stating the methods

·        Explaining the process of ration computation

·        Computing livestock ration

 

·        geometric set

·        Students book

·        Charts

·        Tables in the students book

 

·        KLB secondary Agriculture form 2 pg 176-179

·        Certificate Secondary Agriculture F2 pg 126-128

·         Longhorn secondary Agriculture form 2 pg 166-169

Teachers guide pg 89-92

·        Gateway Agriculture revision paper 2 page 16-17

·        Top mark Agriculture page 87-88

 
 

9

 

1

 

Livestock production (II) nutrition

 

Digestion in livestock

 

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

·        Define digestion

·        Describe the  process of digestion generally

 

·        Defining digestion

·        Describing the process of digestion

 

·        Chart

·        Diagrams in the students book

·        Specimens of digestive systems

·        School farm

 

·        KLB secondary Agriculture form 2 pg 179-182

·        Certificate Secondary Agriculture F2 pg 120-121

·         Longhorn secondary Agriculture form 2 pg 173-175

Teachers guide pg 89-92

·        Top mark Agriculture page 88

 
   

2-3

 

Livestock production (II) nutrition

 

Digestion in non-ruminants (Pigs)

 

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

·        Describe digestion and digestive system of a pig

 

·        Describing digestion and the digestive system of a pig

·        Drawing diagrams

 

·        Chart

·        Specimens of digestive systems

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 2 pg 182-184

·        Certificate Secondary Agriculture F2 pg 121-122

·         Longhorn secondary Agriculture form 2 pg 172-173

Teachers guide pg 89-92

 

 
 

10

 

1

 

Livestock production (II) nutrition

 

Digestion in poultry

 

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

·        Describe digestion and digestive system of poultry

 

·        Describing digestion and digestive system of poultry

·        Drawing diagrams

 

·        Diagrams in the students book

·        Specimen of the digestive system

·        chart

 

·        KLB secondary Agriculture form 2 pg 185

·        Certificate Secondary Agriculture F2 pg 123-124

·         Longhorn secondary Agriculture form 2 pg 170-172

Teachers guide pg 89-92

·        Gateway Agriculture revision paper 2 page 18-19

·        Top mark Agriculture page 90

 
   

2-3

 

Livestock production (II) nutrition

 

Differences and similarities in 60th ruminant and ruminant digestive systems

 

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

·        State the differences & similarities in both ruminant and non-ruminant digestive systems

 

·        Stating the differences and similarities both in ruminant and non-ruminant digestive system

 

·        Diagrams in the students book

·        Specimens of digestive system chart

 

·        KLB secondary Agriculture form 2 pg 186-188

·        Certificate Secondary Agriculture F2 pg 123-124

·         Longhorn secondary Agriculture form 2 pg 175-176

Teachers guide pg 89-92

·        Gateway Agriculture revision paper 2 page 13

·        Top mark Agriculture page 90

 
 

11

 

1-3

 

Livestock production (II) nutrition

 

Appropriate livestock

Landling techniques while feeding

 

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

·        Handle livestock appropriately while feeding

 

·        Handling livestock appropriately

 

·        Farm animals

·        Charts

·        Farm structures

·        Students book

·        Diagrams from the students book

 

·        KLB secondary Agriculture form 2 pg 129-132

·        Certificate Secondary Agriculture F2 pg 128-131

·         Longhorn secondary Agriculture form 2 pg 176-178

Teachers guide pg 89-92

 

 
 

END TERM THREE EXAMS

 
 

 

 

 

 
 

AGRICULTURE  FORM 3 SCHEMES OF WORK – TERM 1

 
 

1

 

1

 

Livestock Production (III) selection

 

Reproduction and reproductive systems in cattle

 

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

·        describe reproduction and reproductive systems in cattle

 

 

·        Describing reproduction and reproductive systems in cattle

·        drawing reproductive systems in cattle

 

·        charts

·        diagrams in students book

·        farm animals

 

·        KLB secondary Agriculture form 3 pg 1-6

·        Certificate Secondary Agriculture F2 pg 123-124

·         Longhorn secondary Agriculture form 3 pg 1-5

Teachers guide pg 37-38

·        Gateway Agriculture revision paper 2 page 21-23

·        Top mark Agriculture page 91-92

 
   

2

 

Livestock production (III) selection and Breeding

 

Reproduction and reproductive systems in poultry

 

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

·        Describe reproduction and reproductive systems in poultry

 

·        Describing reproduction and reproductive systems in poultry

·        Drawing reproduction system in poultry

 

·        Charts

·        Farm animals

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 6-8

·        Certificate Secondary Agriculture F2 pg 123-124

·         Longhorn secondary Agriculture form 3 pg 6-8

Teachers guide pg 37-38

·        Gateway Agriculture revision paper 2 page 23-24

·        Top mark Agriculture page 92

 
   

3-4

 

Livestock production selection and Breeding

 

Selection of dairy and beef cattle

 

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

·        Define selection

·        Describe selection of the breeding of stock in cattle

 

·        Defining selection

·        Describing selection of the breeding stock in cattle

·        Drawings in students book

 

·        Farm animals

·        Diagrams in the students book

·        charts

 

·        KLB secondary Agriculture form 3 pg 8-9

·        Certificate Secondary Agriculture F2 pg 123-124

·         Longhorn secondary Agriculture form 3 pg 8-10

Teachers guide pg 38-39

·        Gateway Agriculture revision paper 2 page 24

·        Top mark Agriculture page 91-92

 
 

2

 

1

 

Livestock selection and breeding

 

Selection of sheep and goats

 

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

·        Describe selection of the breeding stock

 

·        Describing selection of the breeding stock

·        Note taking

·        Asking and answering questions

 

·        Farm animals

·        Diagrams in students book

·        charts

 

·        KLB secondary Agriculture form 3 pg 8-9

·        Certificate Secondary Agriculture F2 pg 123-124

·         Longhorn secondary Agriculture form 3 pg 11-12

Teachers guide pg 37-38

 
   

2

   

Selection of pigs and camels

 

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

·        Describe selection of the breeding stock

 

·        Describing the breeding stock

·        Note taking

·        Asking and answering questions

 

·        Farm animals

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 1-6

·        Certificate Secondary Agriculture F2 pg 123-124

·         Longhorn secondary Agriculture form 3 pg 1-5

Teachers guide pg 37-38

·        Gateway Agriculture revision paper 2 page 21-23

·        Top mark Agriculture page 91-92

 
   

3-4

 

Livestock section and breeding

 

Selection of breeding

Methods of selection

 

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

·        State factors considered when selecting a breeding stock

·        Describe the methods in selection

·        Define breeding

·        Explaining the importance of breeding

 

·        Stating factors considered in selection

·        Describing the various methods used

·        Defining breeding

 

·        Charts

·        Chalkboard

·        Diagrams on students book

·        Farm animals

 

·        KLB secondary Agriculture form 3 pg 11-16

·        Certificate Secondary Agriculture F2 pg 123-124

·         Longhorn secondary Agriculture form 3 pg 15-16

Teachers guide pg 38-39

·        Gateway Agriculture revision paper 2 page 24

·        Top mark Agriculture page 93

 
 

3

 

1

   

Breeding

 

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

·        Explain the terms used in breeding

 

·        Explaining the various terms

 

·        Charts

·        Chalkboard

·        Farm animals

 

·        KLB secondary Agriculture form 3 pg 16

·        Longhorn secondary Agriculture form 3 pg 16-19

Teachers guide pg 39-41

·        Gateway Agriculture revision paper 2 page 24-25

·        Top mark Agriculture page 93-94

 
   

2

 

Livestock selection and breeding

 

Signs of heat in livestock cattle, pigs rabbits

 

By the end of the lesson, should be able to

·        Explain the process of mating in cattle, pigs & rabbits

·        State signs of heat in cattle, pigs and rabbits

 

·        Explaining the process of mating

·        Stating signs of heat in pigs, rabbits and cattle

 

·        Farm animals

·        Photographs

·        Students book

·        Farm

 

·        KLB secondary Agriculture form 3 pg 16-19

·        Longhorn secondary Agriculture form 3 pg 19-23

Teachers guide pg 39-41

·        Gateway Agriculture revision paper 2 page 25

·        Top mark Agriculture page 94-95

 
   

3

   

Breeding systems of breeding

 

 

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

·        State various systems of breeding

·        Explain reasons for breeding systems

·        Describe various

 

 

·        Stating various systems of breeding

·        Explaining reasons for breeding

·        Describing various breeding systems

 

·        Charts

·        Farm animals

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 16-19

·        Longhorn secondary Agriculture form 3 pg 19-23

Teachers guide pg 39-41

·        Gateway Agriculture revision paper 2 page 25

·        Top mark Agriculture page 94-95

 
  4 Livestock selection and breeding  

Methods of service in livestock

Natural mating

Artificial insemination

Embryo transplant

 

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

·        Identify the various services in livestock

·        Describe the methods of services in livestock

·        Explain the advantages & disadvantages of the methods

 

·        Identifying the various methods of services

·        Describing the methods of services in livestock

·        Drawing diagrams

·        Explaining the advantages & disadvantages

 

·        Farm animals

·        A.I technicians

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 20-23

·        Longhorn secondary Agriculture form 3 pg 23-30

Teachers guide pg 41-43

 

 
 

4

 

1

   

Signs of parturition in livestock

·        Cows

·        Sows

·        Does

 

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

·        State signs of parturition in cows, sows and does

 

·        Stating signs of parturitions in cows, sows and does

 

·        Coral, photographs

·        A.I Technicians

·        Students book

·        Farm animals

 

·        KLB secondary Agriculture form 3 pg 24-25

·        Longhorn secondary Agriculture form 3 pg 41-43

Teachers guide pg 39-41

·        Gateway Agriculture revision paper 2 page 26-27

·        Top mark Agriculture page 96-97

 
   

2

 

Livestock production

Livestock rearing practices

 

Routine

Livestock rearing practices

 

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

·        Define a routine

·        Explain the routine practices in livestock rearing

·        State the importance of each of the practice

 

·        Defining a routine

·        Explaining the routine  practices

·        Stating the importance of each practice

 

·        Livestock structures

·        Livestock feeds

·        Animals farm

·        Livestock

·        Student book

·        photographs

 

·        KLB secondary Agriculture form 3 pg 27-31

·        Longhorn secondary Agriculture form 3 pg 33-35

Teachers guide pg 49-51

·        Gateway Agriculture revision paper 2 page 28-29

·        Top mark Agriculture page 98

 
   

3-4

 

Livestock production (IV)

 

Parasite and disease control practices

 

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

·        State various methods of parasite and disease control

·        Describe the various parasite and disease control practices

 

·        Stating the various control practices

·        Describing various control practices

·        Carrying out the various control practices

 

·        Livestock drugs

·        Livestock tools

·        Photographs

·        Diagrams on the students book

·        Livestock tools

·        Students book

 

·        KLB secondary Agriculture form 3 pg 32-36

·        Longhorn secondary Agriculture form 3 pg 35-39

Teachers guide pg 49-51

·        Gateway Agriculture revision paper 2 page 25

·        Top mark Agriculture page 98-99

 
 

5

 

1

 

Livestock production (IV)

Livestock Rearing

 

Breeding practices

 

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

·        State the breeding practices

·        Describe the various breeding practices

·        Carry out the various practices

 

·        Stating the breeding practices

·        Describing the various breeding practices

·        Carrying out the various practices

 

·        Livestock drugs

·        Livestock tools

·        Photographs

·        Students book

·        Diagrams on the students book

·        Livestock

·        Livestock farm

 

·        KLB secondary Agriculture form 3 pg 27-29

·        Longhorn secondary Agriculture form 3 pg 49-51

Teachers guide pg 49-51

·        Gateway Agriculture revision paper 2 page 30-31

·        Top mark Agriculture page 99

 
   

2

 

Livestock Rearing practices

 

Identification

De-breaking

Tooth clipping

culling

 

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

·        Describe de-beaking tooth, clipping and culling

·        Carry out these practices

 

·        Describing de-beaking, tooth clipping and culling

·        Carrying out the practices

·        Drawing the diagrams showing the practices

 

·        Livestock

·        Livestock drugs

·        Livestock tools

·        Students book

·        Photographs

·        Diagrams on the students book

 

·        KLB secondary Agriculture form 3 pg 41-48

·        Longhorn secondary Agriculture form 3 pg 41-44

Teachers guide pg 49-51

·        Gateway Agriculture revision paper 2 page 25

·        Top mark Agriculture page 99-100

 
   

3-4

   

Dehorning, shearing, castration

 

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

·        describe dehorning, shearing, castration

·        Carry out these practices

 

·        Describing  dehorning, shearing castration

·        Carry out these practices

 

·        Livestock

·        Livestock drugs

·        Livestock tools

·        Students book

·        Photographs

 

·        KLB secondary Agriculture form 3 pg 45-50

·        Longhorn secondary Agriculture form 3 pg 41-44

Teachers guide pg 49-51

·        Gateway Agriculture revision paper 2 page 25

·        Top mark Agriculture page 100

 
 

6

 

1

 

Livestock rearing practices

 

Management of cows during parturition

 

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

·        Describe the management of a cow parturition

 

·        Describing the management of a cow during parturition

·        Drawing diagrams

 

·        Cows

·        Photographs

·        Students book

·        Veterinary personnel

 

·        KLB secondary Agriculture form 3 pg 53

·        Longhorn secondary Agriculture form 3 pg 50-54

Teachers guide pg 49-51

·        Access secondary Agriculture Revision page 170, 295

·        Golden tips agriculture page 277

 
   

2

   

Management of sows, nannies, does, ewes

 

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

·        Describe the management, does & ewes during parturition

 

·        Describing the management of sows, nannies, does, ewes& during parturition

   

·        KLB secondary Agriculture form 3 pg 53-56

·        Longhorn secondary Agriculture form 3 pg 54-56

Teachers guide pg 49-51

·        Gateway Agriculture revision paper 2 page 33-34

·        Access secondary Agriculture Revision page 170, 295

·        Golden tips agriculture page 175,295-296

 
   

3-4

 

Bee- keeping

 

·        Importance

·        Bee colony

·        Sitting the a apiary

 

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

·        State the importance of bee keeping

·        Describe the importance of bee keeping

·        Describe the bee conolony

·        Explain factors to consider when citing an apiary

 

 

·        Stating the importance of bee keeping

·        Describing the bee colony

·        Explaining factors to consider when citing an apiary

 

·        Combs

·        Bee hives

·        Apiary

·        Bee handling tools

·        bees

 

·        KLB secondary Agriculture form 3 pg 56-60

·        Longhorn secondary Agriculture form 3 pg 51-52

Teachers guide pg 49-51

·        Gateway Agriculture revision paper 2 page 33-34

·        Access secondary Agriculture Revision page 175-176

 
 

7

 

1

 

Bee keeping

 

Types of bee hive stocking the bee hive

Management of bees

 

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

·        State the various types of bee hives

·        Describe the stocking of bee hive and management

 

·        Stating various types of bee hives

·        Describing the stocking of a bee hive and management

 

·        Beehives

·        Combs

·        Apiary

·        Bee handling

·        Students book

·        Protective clothing

 

·        KLB secondary Agriculture form 3 pg 60-69

·        Longhorn secondary Agriculture form 3 pg 59-62

Teachers guide pg 51-52

·        Gateway Agriculture revision paper 2 page 33-34

·        Access secondary Agriculture Revision page 175-176

·        Golden tips agriculture page 299-300

 
   

2

 

Bee keeping

 

Importance of fish farming

Types if fuse kept in farm ponds

 

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

·        Define fish farming

·        Explain the importance of fish farming

·        Identifying the types of fish kept in the fish pond

 

·        Defining fish farming

·        Explaining the importance of fish farming

·        Identifying the types of fish kept in pond

·        Drawing diagrams

 

·        Fish nets

·        Fish species

·        Fish ponds

·        Diagrams in the students book

·        Fish food

 

·        KLB secondary Agriculture form 3 pg 70-73

·        Longhorn secondary Agriculture form 3 pg 62-64

Teachers guide pg 51-52

·        Gateway Agriculture revision paper 2 page 36

·        Access secondary Agriculture Revision page 175-176

·        Golden tips agriculture page 301

 
   

3

 

Fish Farming

 

Importance of fish farming

Types of fish kept in farm ponds

 

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

·        Define fish farming

·        Explain the importance of fish farming

·        Identifying the types of fish kept in fish pond

 

·        Defining fish farming

·        Explaining the importance of fish farming

·        Identifying the types of fish kept in fish pond

·        Drawing diagrams

 

·        Fish nets

·        Fish species

·        Fish pond

·        Diagrams in the students book

·        Fish pond

 

·        KLB secondary Agriculture form 3 pg 73-77

·        Longhorn secondary Agriculture form 3 pg 65-70

Teachers guide pg 52-53

·        Gateway Agriculture revision paper 2 page 36-37

·        Access secondary Agriculture Revision page 177

·        Golden tips agriculture page 301-302

 
 

7

 

4

 

Fish Farming

 

Management

Fish farming

Harvesting and processing fish

 

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

·        Describe fish management

·        Explain fish harvesting and processing fish

 

·        Describing fish management

·        Explaining fish harvesting and processing

 

·        Fish pond

·        Fish species

·        Fish nets

·        Students book

 

·        KLB secondary Agriculture form 3 pg 73-79

·        Longhorn secondary Agriculture form 3 pg 65-70

Teachers guide pg 52-53

·        Gateway Agriculture revision paper 2 page 36-37

·        Access secondary Agriculture Revision page 177

·        Golden tips agriculture page 302-303

 
 

8

 

1

 

Livestock Rearing Practices

 

Appropriate handling of livestock during routine management

 

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

·        Demonstrate a caring attitude towards livestock

 

·        Demonstrating a carrying attitude towards livestock

·        Drawing diagrams

 

·        Diagrams from the student book

·        Farm animals

·        Photographs

·        Livestock handling tools

 

·        KLB secondary Agriculture form 3 pg 79-81

·        Longhorn secondary Agriculture form 3 pg 70-75

Teachers guide pg 53-54

·        Gateway Agriculture revision paper 2 page 36-37

·        Access secondary Agriculture Revision page 296

·        Golden tips agriculture page 296

 

 
   

2

 

Farm Structures

 

Farm buildings and structures

Citing parts of a building

Cite preparation

 

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

·        State factors considered when citing farm structures

·        Describe parts of a building

 

·        Stating factors considered when citing farm structures

·        Describing parts of a building

 

·        Farm buildings

·        Diagrams

·        School farm

·        Student’s book

 

·        KLB secondary Agriculture form 3 pg 83-88

·        Longhorn secondary Agriculture form 3 pg 77-80

Teachers guide pg 59-60

·        Gateway Agriculture revision paper 2 page 36-37

·        Access secondary Agriculture Revision page 235

·        Golden tips agriculture page 250

 
   

3-4

 

Farm Structures

 

Livestock Structures

Crushes

 

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

·        Identify materials used in constructions

·        State the maintenance of a crush

·        Explain the uses of a crush

 

·        Identifying materials used n construction of crush

·        Stating the maintenance of a crush

·        Explaining the various uses of a crush

 

·        Crush

·        Constructional materials

·        Student’s book

·        Photographs

 

·        KLB secondary Agriculture form 3 pg93-94

·        Longhorn secondary Agriculture form 3 pg 81-83

Teachers guide pg 59-60

·        Access secondary Agriculture Revision page 236

·        Golden tips agriculture page 251-252

 
 

9

 

1

 

Farm structures

 

Livestock Structures- Dips

 

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

·        Identify materials used in construction of a dip

·        State the maintenance of a dip

·        Explain the uses of a dip

 

·        Identifying materials used in constructions

·        Stating the maintenance of a dip

·        Explaining the uses of the dip

·        Drawing the structures

 

·        Dip construction materials

·        Photographs

·        Diagrams from the students book

 

·        KLB secondary Agriculture form 3 pg 95-96

·        Longhorn secondary Agriculture form 3 pg 83-86

Teachers guide pg 60-63

·        Gateway Agriculture revision paper 2 page 36-37

·        Access secondary Agriculture Revision page 236

·        Golden tips agriculture page 252

 
   

2

 

Farm structures

 

Livestock structures

·        Spray race

·        Dairy shed

 

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

·        Identify the constructional materials used

·        State the uses of these structures

 

·        Identifying materials used in construction

·        Stating the uses of the structure

·        Drawing the structures

 

·        Diagrams from the students book

·        Photographs

·        Construction materials

·        Spray race and dairy shed

 

·        KLB secondary Agriculture form 3 pg 99-102

·        Longhorn secondary Agriculture form 3 pg 86-90

Teachers guide pg 60-63

·        Gateway Agriculture revision paper 2 page 88

·        Access secondary Agriculture Revision page 236

·        Golden tips agriculture page 253-254

 
   

3-4

 

Farm structures

 

Livestock structure

Calf pens

Poultry houses

Rabbits hutches

Pig sty’s

 

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

·        Name the construction materials used

·        State the uses of these structures

·        Describe the construction of the materials

 

·        Naming the construction materials

·        Stating the uses of the structures

·        Describing the construction of the structures

 

·        Calf pens

·        Poultry houses

·        Rabbit hutches

·        Pig stys

·        Construction materials

·        Photographs

·        Students book

·        Diagrams on the students book

 

·        KLB secondary Agriculture form 3 pg 194-114,115

·        Longhorn secondary Agriculture form 3 pg 86-90

Teachers guide pg 60-63

·        Gateway Agriculture revision paper 2 page 88

·        Golden tips agriculture page 254-257

 
 

10

 

1

 

Farm Structures

 

Livestock structures

·        Fish pond

·        Silo

 

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

·        Identify the construction materials used

·        Explain the uses of these structures

 

·        Identifying the construction materials

·        Explaining the uses of these structures

 

·        Photographs

·        Students book

·        Constructional materials

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 115, 123

·        Longhorn secondary Agriculture form 3 pg 100-104

Teachers guide pg 60-63

·        Golden tips agriculture page 250

 
   

2

 

Farm structures

 

Zero grazing unit

Bee hive

 

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

·        Identify construction materials used

·        State the uses of these structures

 

·        Identifying the construction materials

·        Stating the uses of these structures

 

·        Zero grazing unit

·        Photographs

·        Students book

·        Construction materials

·        beehive

 

·        KLB secondary Agriculture form 3 pg 102-104

·        Longhorn secondary Agriculture form 3 pg 103-106

Teachers guide pg 60-63

·        Gateway Agriculture revision paper 2 page 88

·        Access secondary Agriculture Revision page 235

·        Golden tips agriculture page 259-260

 
   

3-4

 

Farm Structures

 

Farm Stores

 

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

·        Identifying the construction materials used

·        State the uses of these structures

·        Describe the process of constructing a farm store

 

·        Identifying the construction materials

·        Stating the uses of these structures

·        Describing the process of constructing a farm store

 

·        Diagrams in the students book

·        Photographs

·        Farm store

·        Construction materials

 

·        KLB secondary Agriculture form 3 pg 121-122

·        Longhorn secondary Agriculture form 3 pg 106-110

Teachers guide pg 64

·        Gateway Agriculture revision paper 2 page 89

·        Golden tips agriculture page 260-261

 
 

11

 

1-2

 

Farm structures

 

Fences

 

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

·        State the types of fences

·        Identify the construction materials used

 

·        Stating types of fences

·        Identifying the construction materials used

·        Explaining the uses of these structures

·        Drawing the fences

 

·        Fences

·        Construction materials

·        Students book

·        Photographs

·        diagrams

 

·        KLB secondary Agriculture form 3 pg 124-132

·        Longhorn secondary Agriculture form 3 pg 110-117

Teachers guide pg 65

 

 
   

3-4

 

Farm structures

 

Green Houses

 

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

·        State the construction materials used

·        Describe the process of constructing green house

·        Explain the uses of these structures

 

·        Stating the construction materials

·        Describing the process of constructing green house

·        Explaining the uses of the structures

 

·        Green houses

·        Construction materials

·        Diagrams from the students book

·        Students book

·        photographs

 

·        KLB secondary Agriculture form 3 pg 133-139

·        Longhorn secondary Agriculture form 3 pg 128-121

Teachers guide pg 66

·        Gateway Agriculture revision paper 2 page 89

·        Access secondary Agriculture Revision page 235

·        Golden tips agriculture page 262

 
 

END TERM ONE EXAMINATIONS

 
 

 

 

 

 
 

AGRICULTURE  FORM 3 SCHEMES OF WORK – TERM 2

 
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
 

1

 

1

 

Agricultural Economics (III)

Land tenure and reforms

 

Land tenure types

Collective tenure systems

 

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

·        Define land tenure

·        State the types of land tenure

·        Describe the collective tenure systems

 

·        Defining the term land tenure

·        Stating the types of land tenure

·        Describing the collective systems

 

·        Charts

·        Students book

·        Chalk board

 

·        KLB secondary Agriculture form 3 pg 140-141

·        Longhorn secondary Agriculture form 3 pg 123-125

Teachers guide pg 74

·        Gateway Agriculture revision paper 2 page 98-99

·        Access secondary Agriculture Revision page 120

·        Golden tips agriculture page 125

 
   

2

   

Individual Tenure System

 

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

·        State the types of individual tenure system

·        Describe individual tenure systems

·        State advantages and disadvantages of this tenure system

 

·        Stating the individual tenure systems

·        Describing individual tenure system

·        Stating advantages and disadvantages of the system

 

·        Title deeds

·        Charts

·        Students book

 

·        KLB secondary Agriculture form 3 pg 143-145

·        Longhorn secondary Agriculture form 3 pg 123-125

Teachers guide pg 74

·        Gateway Agriculture revision paper 2 page 98-99

·        Golden tips agriculture page 124

 
   

3-4

 

Land tenure and reform

 

Land Reforms

 

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

·        Define land reforms

·        Describe the various types of land reforms

·        Explaining the various settlement schemes in Kenya

 

·        Defining land reforms

·        Describing various types of land reforms

·        Explaining the various settlement scenes in Kenya

 

·        Title deeds

·        Students book

·        Charts

·        Chalk board

 

·        KLB secondary Agriculture form 3 pg 148-157

·        Longhorn secondary Agriculture form 3 pg 127-155

Teachers guide pg 75-76

·        Gateway Agriculture revision paper 2 page 99

·        Access secondary Agriculture Revision page 120-121

·        Golden tips agriculture page 125-126

 
 

2

 

1

 

Soil and water conservation

 

Soil Erosion

 

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

·        Define soil erosion

·        Explain factors that influence soil erosion

 

·        Defining soil erosion

·        Explaining factors that influence soil erosion

 

·        Excavated areas

·        School farm

·        Photographs

·        Diagrams on the students book

 

·        KLB secondary Agriculture form 3 pg 158-160

·        Longhorn secondary Agriculture form 3 pg 137-138

Teachers guide pg 80

·        Gateway Agriculture revision paper 2 page 121

·        Access secondary Agriculture Revision page 120-121

·        Golden tips agriculture page 126

 
   

2

 

Soil and Water Conservation

 

Soil Erosion

 

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

·        Explain the various agents of erosion

 

·        Explaining various agents

 

·        Photographs

·        School farm

·        Excavated areas

·        Students book

 

·        Longhorn secondary Agriculture form 3 pg 15-16

Teachers guide pg 38-39

·        Gateway Agriculture revision paper 2 page 24

·        Access secondary Agriculture Revision page 80

·        Golden tips agriculture page 26

 
   

3-4

 

Soil and Water Conservation

 

Soil Erosion

 

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

·        Describe the various types of soil erosion

 

·        Describing the various types of erosion

 

·        Photographs

·        Students book

·        School farm

·        Excavated areas

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 161-167

·        Longhorn secondary Agriculture form 3 pg 139-141

Teachers guide pg 80

·        Gateway Agriculture revision paper 2 page 24

·        Access secondary Agriculture Revision page 80-81

·        Golden tips agriculture page 27

 
 

3

 

1

   

River bank erosion

 

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

·        Define river bank erosion

·        Explain the effects of river bank erosion

·        State the control measures

 

·        Defining riverbank erosion

·        Explaining the effects of river

·        Bank erosion

·        Stating control measures

 

·        Photographs

·        River bank

·        Diagrams in the students book

·        charts

 

·        KLB secondary Agriculture form 3 pg 167-168

·        Access secondary Agriculture Revision page 87

·        Golden tips agriculture page 27

 
   

2

   

Mass wasting solifluction

 

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

·        Define mass wasting

·        Explain factors influencing mass wasting

·        Describing effects of mass wasting

 

·        Defining mass wasting

·        Explaining factors influencing mass wasting

·        Describing effects of mass wasting

 

·        Charts

·        Photographs

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 168-173

·        Access secondary Agriculture Revision page 87

·        Golden tips agriculture page 27

 
   

3-4

 

Soil and water conservation

 

Soil control

Measures

·        Biological and cultural control

·        Physical and structural control measures

 

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

·        Describe the biological, cultural physical and structural control

·        Measures on soil erosion

 

–        Describing the biological, cultural, physical and structural measures of controlling soil erosion

–        Drawing diagrams

 

·        Mesh wire

·        Poles

·        Quarry chips

·        School farm

·        Photographs

·        Excavated areas

·        Students book

·        Garden tools

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 173-186

·        Longhorn secondary Agriculture form 3 pg 142-149

Teachers guide pg 81

·        Gateway Agriculture revision paper 2 page 122-124

·        Access secondary Agriculture Revision page 81-83

·        Golden tips agriculture page 28-30

 
 

4

 

1-2

 

Soil and Water  Conservation

 

Water Harvesting

 

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

·        Name methods used to harvest water

·        Describe water harvesting and conservation techniques

·        Explain the micro catchment and their uses

 

·        Naming methods used to harvest water

·        Describing water harvesting and conservation

·        Explaining micro catchment

·        Stating their uses

 

·        Dams

·        Tanks

·        Reservoirs

·        Wells

·        Photographs

·        School farm

·        Garden tools

·        Gutters

·        Ponds

 

·        KLB secondary Agriculture form 3 pg 187-191

·        Longhorn secondary Agriculture form 3 pg 149-159

Teachers guide pg81-82

·        Gateway Agriculture revision paper 2 page 124-125

·        Access secondary Agriculture Revision page 83-85

·        Golden tips agriculture page 30-31

 

 
   

3-4

 

Weeds and weed control

 

Weeds

·        Definition

·        Identification

·        classification

 

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

(a)    define a weed

(b)    identify the various weeds

(c)     classify the weeds in various groups

 

·        defining weeds

·        observation

·        identifying the weeds

·        classify the weeds

 

·        weed specimen

·        school farm

·        photographs

·        students book

·        diagrams in the students books

 

·        KLB secondary Agriculture form 3 pg 192-201

·        Longhorn secondary Agriculture form 3 pg 161-164

Teachers guide pg 87-88

·        Gateway Agriculture revision paper 2 page 73-74

·        Golden tips agriculture page 63-64

 
 

5

 

1-2

 

Weeds and weed control

 

Weeds

Identification

classification

 

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

·        identify the various weeds

·        classify the various weeds

 

·        identifying the various weeds

·        classifying the various weeds

 

·        weed specimen

·        school farm

·        photographs

·        diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 193-200

·        Longhorn secondary Agriculture form 3 pg 161-164

Teachers guide pg 87-88

·        Gateway Agriculture revision paper 2 page 73-74

·        Access secondary agriculture page 89

·        Golden tips agriculture page 63-64

 
   

3-4

 

Weeds and weed control

 

Weeds competitive abilities of weeds

Harmful effects of weeds

 

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

·        Identify the various weeds

·        Classify the various weeds

 

·        Identify the various weeds

·        Classifying the various weeds

 

·        Weed specimen

·        School farm

·        Photographs

·        Diagrams in students book

 

·        KLB secondary Agriculture form 3 pg 200-202

·        Longhorn secondary Agriculture form 3 pg 159-161

Teachers guide pg 87-88

·        Gateway Agriculture revision paper 2 page 73-74

·        Access secondary agriculture page 89-90

·        Golden tips agriculture page 64-65

 
 

6

 

1

 

Weeds and weed control

 

Weed control

·        mechanical

 

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

·        Describe mechanical weed control

 

·        Describing mechanical weed control

 

·        weed specimen

·        school farm

·        photographs

·        diagrams in the students book

·        garden tools

 

·        KLB secondary Agriculture form 3 pg 209-210

·        Longhorn secondary Agriculture form 3 pg 169-170

Teachers guide pg 88-92

·        Gateway Agriculture revision paper 2 page 76

·        Golden tips agriculture page 64-65

 
   

2

 

 

 

Cultural and biological control

 

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

·        Describe biological and cultural weed control method

 

 

·        Describing the biological and cultural weed control method

·        Note taking

·        Asking and answering questions

 

·        Garden tools

·        Students book

·        Photographs

·        School farm

·        Farm specimen

 

·        KLB secondary Agriculture form 3 pg 210-211

·        Longhorn secondary Agriculture form 3 pg 178

Teachers guide pg 93-95

·        Gateway Agriculture revision paper 2 page 76

·        Golden tips agriculture page 65

 
   

 

3-4

   

Chemical and legislative weed control methods

 

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

·        Explain ways in which chemicals kill weeds

·        State the classification of herbicides

·        Explaining factors affecting selectivity and effectiveness of herbicides

·        Identifying the precautions in using chemicals

·        Stating the advantages and disadvantages of herbicides

 

·        Explaining ways in which chemicals kill weeds

·        Stating the classifications of herbicides

·        Explaining factors affecting selectivity and effectiveness of herbicides

·        Identifying the precautions in using chemicals

·        Stating the advantages and disadvantages of herbicides

 

·        Garden tools

·        Students book

·        Photographs

·        School farm

·        Weed specimen

 

·        KLB secondary Agriculture form 3 pg 203-208

·        Longhorn secondary Agriculture form 3 pg 170,172-175

Teachers guide pg 88-92

·        Gateway Agriculture revision paper 2 page 74

·        Golden tips agriculture page 90

·        Access secondary Agriculture page 65-66

 

 
 

7

 

1

 

Crop pest and diseases

 

Crop Pests

 

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

·        Define a pest

·        Explain harmful effects of crop pests

 

·        Defining a pest

·        Explaining the harmful effects of crop pests

·        Asking and answering questions

 

·        Students book

·        Specimens of crop pests

·        Crops attacked

·        Pesticides

·        Photographs

 

·        KLB secondary Agriculture form 3 pg 213-214

·        Longhorn secondary Agriculture form 3 pg 177-178

Teachers guide pg 93-95

·        Gateway Agriculture revision paper 2 page 76

 

 
   

2

   

Crop Pests

 

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

·        Classify pests based on mode of feeding

·        Classify pests based on crop part attacked

 

·        Classifying pests based on mode of feeding

·        Asking and answering questions

 

·        Crops attacked specimens of crop pests

·        Photographs of pests

·        Students book

 

·        KLB secondary Agriculture form 3 pg 214

·        Longhorn secondary Agriculture form 3 pg 177-178

Teachers guide pg 93-95

·        Gateway Agriculture revision paper 2 page 76

·        Golden tips agriculture page 67

·        Access secondary Agriculture page 97

 

 
   

3-4

 

 

 

Crop Pests

 

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

·        Classify pest on the basis of stage of growth classification (scientific)

·        Level of damage and place where they are found of habitat

 

·        Classify pests

·        Asking and answering questions

·        Note taking

 

·        Crops attacked

·        Specimen of crop pests

·        Photographs of pests

·        Students book

 

·        KLB secondary Agriculture form 3 pg 214-215

·        Longhorn secondary Agriculture form 3 pg 177-178

Teachers guide pg 93-95

·        Gateway Agriculture revision paper 2 page 76

·        Golden tips agriculture page 67

·        Access secondary Agriculture page 97

 
 

8

 

1-2

 

Crop pests and diseases

 

Crop pests

·        Identification

 

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

·        identify common pests

·        describe the various pests and the stage, part of the crop attacked

 

·        Identifying common pests

·        Describing the various pests on the various basics

·        Asking and answering questions

·        Note making

 

·        Diagrams in the students book

·        Photographs of pests

·        Pesticides

·        Crops attacked

·        Specimens of crop pests

·        Students book

 

·        KLB secondary Agriculture form 3 pg 215-226

·        Longhorn secondary Agriculture form 3 pg 179-184

Teachers guide pg 93-95

·        Gateway Agriculture revision paper 2 page 77-79

·        Golden tips agriculture page 67-69

·        Access secondary Agriculture page 97-98

 
   

3-4

   

Crop pests

·        identification

 

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

·        identify common pests

·        describe the various pests and the stage part of the crop attacked

 

·        Identifying common pests

·        Describing the various pests

·        Asking and answering questions

·        Note making

 

·        Crops attacked

·        Specimens of crop pests

·        Photographs of pests

·        Pesticides

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 215-226

·        Longhorn secondary Agriculture form 3 pg 179-184

Teachers guide pg 93-95

·        Gateway Agriculture revision paper 2 page 77-79

·        Golden tips agriculture page 67-69

 
 

9

 

1

 

Crop Pests and disease control

 

Crop pests

 

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

·        Describe harmful effects of pests

·        Identify pest control measures

 

·        Describing the effects of pests

·        Identifying pests control measure

 

·        Students book

·        Specimens of crop pests

·        Crops attacked

·        Pesticides

·        Photography

·        Pests

 

·        KLB secondary Agriculture form 3 pg 213-226

·        Longhorn secondary Agriculture form 3 pg 83-86

Teachers guide pg 60-63

·        Gateway Agriculture revision paper 2 page 88

·        Golden tips agriculture page 70-75

·        Access secondary Agriculture page 97-98

 
   

2

   

Crop pests control

·        cultural

 

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

·        Describe the cultural pest control measures

 

·        Describing the cultural pest

·        Control measures

·        Note taking

·        Asking and answering questions

 

 

·        Students book

·        Crops attacked

·        Pesticides

·        Photographs of pests

·        School farm

·        Specimen of crop pests

 

·        KLB secondary Agriculture form 3 pg 228-230

·        Longhorn secondary Agriculture form 3 pg 185-186

Teachers guide pg 63-70

·        Gateway Agriculture revision paper 2 page 79

·        Golden tips agriculture page 71-72

 

 
 

 

 

3

 

Crop pest and diseases

 

Crop pests

 

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

·        Describe the mechanical pest control

 

·        Describing mechanical pest control

·        Asking and answering questions

·        Note taking

·        Students book

·        Specimen of crop pests

·        Crops attacked

·        Photographs of pests

 

·        KLB secondary Agriculture form 3 pg 226-227

·        Longhorn secondary Agriculture form 3 pg 186-188

Teachers guide pg 95

·        Gateway Agriculture revision paper 2 page 80

·        Golden tips agriculture page 7

 
   

4

   

Crop pests

 

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

·        Describe the biological pest control

 

·        Describing biological pest control

·        Asking and answering questions

·        Note taking

·        Explanations

 

·        Photographs of pests

·        Crops attacked

·        Specimens of crop pests

 

 

·        KLB secondary Agriculture form 3 pg 232

·        Longhorn secondary Agriculture form 3 pg 186-188

Teachers guide pg 95

·        Gateway Agriculture revision paper 2 page 88

·        Golden tips agriculture page 73-74

 
 

10

 

1

   

Crop pests

 

 

 

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

·        Describe chemical methods of pest control

 

·        Describing the chemical methods of pest control

·        Note taking

·        Asking and answering questions

 

·        Photographs of pests

·        Crops attacked

·        Specimens of crop pests

 

·        KLB secondary Agriculture form 3 pg 230-232

·        Longhorn secondary Agriculture form 3 pg 188-190

Teachers guide pg 95

·        Gateway Agriculture revision paper 2 page 88

 

 
   

2

 

Crop pests and disease

 

Crop diseases

 

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

·        Define a plant disease

·        Classify plant diseases

·        Explain harmful effects of crop diseases

 

·        Defining a plant diseases

·        Classifying plant diseases

·        Explaining the harmful effects of crop diseases

 

·        Students book

·        Specimens of diseases crops

·        Photographs

·        Fungicides

 

·        KLB secondary Agriculture form 3 pg 233-236

·        Longhorn secondary Agriculture form 3 pg 190-191

Teachers guide pg 96-99

·        Gateway Agriculture revision paper 2 page 88

 
 

 

 

3-4

 

 

Crop pest and diseases

 

Crop diseases

 

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

·        Identify common crop diseases

 

·        Identifying common crop diseases

·        Asking questions and answering

·        Note taking

 

·        Students book

·        Specimens of diseased crops

·        Photographs

·        Fungicides

 

·        KLB secondary Agriculture form 3 pg 233-241

·        Longhorn secondary Agriculture form 3 pg 191-197

Teachers guide pg 96-99

·        Gateway Agriculture revision paper 2 page 82-84

 

 
 

11

 

1-2

   

Crop diseases

 

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

·        classify  plant diseases

 

·        Classifying plant

·        Diseases

·        Asking and answering questions

·        Explanations

 

·        Specimen of diseased crops

·        Photographs

·        Fungicides

·        Students book

·        Diagrams in the students books

 

·        KLB secondary Agriculture form 3 pg 233-238

·        Longhorn secondary Agriculture form 3 pg 191-197

Teachers guide pg 96-99

·        Gateway Agriculture revision paper 2 page 82-84

·        Golden tips agriculture page 74-77

·        Access secondary Agriculture page 97-98

 
   

3-4

   

Crop diseases

 

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

·        Describe the disease control crops

·        Carry out crop diseases control

 

·        Describing the disease control in crops

·        Carrying out crop disease control

 

 

 

·        Students book

·        Specimen of disease crops

·        Photographs

·        Fungicides

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 239-240

·        Longhorn secondary Agriculture form 3 pg 182-184

Teachers guide pg 95

·        Gateway Agriculture revision paper 2 page 84

·        Golden tips agriculture page 77-78

·        Access secondary Agriculture page 104-106

 
 

END TERM 2 EXAMINATION

 
   
 

AGRICULTURE  FORM 3 SCHEMES OF WORK – TERM 3

 
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS  
 

1

 

1

 

Crop Production (VI)

 

Production of maize

 

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

·        Name hybrids, composites of maize

·        State the ecological requirement of maize

·        Describe, field establishments, management and harvesting maize & marketing

 

·        Naming hybrids composites

·        Stating the ecological requirements

·        Describing management harvesting and field establishment

·        Note making

·        Asking and answering questions

 

·        Garden tools

·        Samples of maize

·        School farms

·        Student book

 

·        KLB secondary Agriculture form 3 pg 242-250

·        Longhorn secondary Agriculture form 3 pg 200-202

Teachers guide pg 101-102

·        Gateway Agriculture revision paper 2 page 52,54,55

·        Golden tips agriculture page 57-58

   
   

2

   

Production of millet

 

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

·        Name hybrids, composites and cutting of millet

·        State the ecological requirement of millet

·        Describe field establishment, management, harvesting and marketing

 

·        Stating the ecological requirements

·        Describing field establishment management harvesting and marketing

·        Note making

·        Asking and answering questions

·        Naming the hybrids, composites cultwas

 

·        Garden tools

·        School farm

·        Sample of millet

·        Diagrams on the students book

·        charts

 

·        KLB secondary Agriculture form 3 pg 250-255

·        Longhorn secondary Agriculture form 3 pg 201-214

Teachers guide pg 101-102

·        Gateway Agriculture revision paper 2 page 56

·        Golden tips agriculture page 82-84

·        Access secondary Agriculture page 58

   
   

3

   

Production of sorghum

 

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

·        Name composites, hybrids, cultivar of sorghum

·        State the ecological requirements of sorghum

·        Describe the field establishment, management marketing and harvesting

 

·        Naming the hybrids, composite cultivars

·        Stating the ecological requirement of sorghum

·        Describing the field establishment management, harvesting and marketing

·        Asking and answering questions

 

·        Charts samples of sorghum

·        Garden tools

·        Diagrams on the students book

 

·        KLB secondary Agriculture form 3 pg 250-255

·        Longhorn secondary Agriculture form 3 pg 201-204

Teachers guide pg 101-102

·        Gateway Agriculture revision paper 2 page 56

·        Golden tips agriculture page 84-85

·        Access secondary Agriculture page 59-60

   
   

4

 

Production Crop

 

Production of Beans

 

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

·        State the varieties of beans grown

·        Describe the varieties of beans grown

·        Explaining the ecological requirements of maize

·        Describe field establishment management and harvesting marketing

 

·        Stating the varieties

·        Explaining the ecological requirements of maize

·        Describing field establishment, harvesting and marketing

·        Note making

·        Asking and answering questions

 

·        School farm

·        Garden tools

·        Seed samples

·        Students book

 

·        KLB secondary Agriculture form 3 pg 250-255

·        Longhorn secondary Agriculture form 3 pg 214-215

Teachers guide pg 101-102

·        Gateway Agriculture revision paper 2 page 56-58

·        Golden tips agriculture page 85-87

·        Access secondary Agriculture page 59-60

   
 

2

 

1-2

 

Crop production

 

Gross Margin of Crop enterprises

 

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

·        Compare and contrast the gross margin of maize/millet, sorghum and beans

 

·        Comparing and contrasting gross margins of maize, millet, sorghum and beans

 

·        Charts

·        Receipts

·        Tables

·        Chair

·        Farm records

·        Students book

 

·        KLB secondary Agriculture form 3 pg 243-268

·        Longhorn secondary Agriculture form 3 pg 218-219

Teachers guide pg 101-102

·        Gateway Agriculture revision paper 2 page 56-58

·        Golden tips agriculture page 85-87,79-90

·        Access secondary Agriculture page 57-63

   
   

3-4

 

Crop production

 

Harvesting of cotton, sugarcane, pyrethrum

 

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

·        describe the harvesting of cotton, pyrethrum and sugarcane

 

 

·        describing the harvesting of cotton, pyrethrum and sugarcane

 

·        photographs

·        diagrams in the students book

·        school farm

·        farm harvesting tools

 

·        KLB secondary Agriculture form 3 pg 263-264

·        Longhorn secondary Agriculture form 3 pg 221-224

Teachers guide pg 102-103

·        Gateway Agriculture revision paper 2 page 58-59

·        Golden tips agriculture page 85-87,79-90

·        Access secondary Agriculture page 57-63

   
 

3

 

1

 

Crop Production

 

Harvesting of cotton, sugarcane, pyrethrum

 

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

·        Describe the  harvesting of cotton, pyrethrum and sugar cane

 

·        Describing the harvesting of cotton, pyrethrum and sugarcane

 

·        Photographs

·        Diagrams in the students book

·        School farm

·        Farm harvesting tools

 

·        KLB secondary Agriculture form 3 pg 264-266

·        Longhorn secondary Agriculture form 3 pg 224-226

Teachers guide pg 103-105

·        Gateway Agriculture revision paper 2 page 59

   
   

2

 

Crop production

 

Harvesting of tea and coffee

 

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

·        Describe the harvesting of tea and coffee

 

 

·        Describing the harvesting of tea and coffee

 

·        Diagrams in the students book

·        Photographs

·        Harvesting tools

·        Charts

 

·        KLB secondary Agriculture form 3 pg 226-268

·        Longhorn secondary Agriculture form 3 pg 226-228

Teachers guide pg 103-105

·        Gateway Agriculture revision paper 2 page 59-60

·        Golden tips agriculture page 88-89

 

   
   

3-4

 

Crops forage

 

Pastures classifications

 

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

·        Define pastures and forage crops

·        Classify pastures

 

·        Defining pastures and forage crops

·        Classifying pastures & forage

 

 

·        Students book

·        Specimens of pastures

·        Photographs of forage crops charts

 

·        KLB secondary Agriculture form 3 pg 269-272

·        Longhorn secondary Agriculture form 3 pg 230-234

Teachers guide pg 106-107

·        Gateway Agriculture revision paper 2 page 59-60

·        Golden tips agriculture page 108

·        Access secondary revision page 72

   
 

4

 

1

   

Pastures establishment management

 

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

·        Describe pasture establishment

·        Describe pasture management

 

·        Describing pasture establishment

·        Describing pasture management note taking

 

 

 

·        Specimens of pastures

·        Photographs of forage crops

·        Garden tools

 

·        KLB secondary Agriculture form 3 pg 272-276

·        Longhorn secondary Agriculture form 3 pg 234-236

Teachers guide pg 106-107

·        Golden tips agriculture page 109

·        Access secondary revision page 72

   
   

2

   

Pastures utilizations

 

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

·        Describe various methods of pasture utilization

 

·        Describing various methods of pastures

·        Utilization

·        Asking and answering questions

 

·        Specimens of pastures

·        Photographs of forage crops

·        Students book

 

·        KLB secondary Agriculture form 3 pg 277-280

·        Longhorn secondary Agriculture form 3 pg 326-340

Teachers guide pg 107

·        Gateway Agriculture revision paper 2 page 59-60

·        Golden tips agriculture page 109

 

   
   

3

 

Forage Crops

 

Grazing methods

 

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

·        Explain the two grazing methods

·        State the advantages and disadvantages of each

 

·        Explaining the two grazing methods

·        Stating the advantages and disadvantages of each

 

·        Diagrams in the students book

·        Photographs

·        charts

 

·        KLB secondary Agriculture form 3 pg 280-283

·        Gateway Agriculture revision paper 2 page 59-60

·        Access secondary agriculture page 73-74

·        Golden tips agriculture page 110-111

   
   

4

   

Folder crops

Napier grass

 

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

·        State the ecological requirements of Napier grass

·        Describe the field establishment, management and utilization

 

·        Describing the field production of Napier grass

 

 

 

·        Samples of folder crop

·        School farm

·        Photographs

·        Charts

·        Students book

 

 

·        KLB secondary Agriculture form 3 pg 283-287

·        Longhorn secondary Agriculture form 3 pg 241-242

Teachers guide pg 107

·        Gateway Agriculture revision paper 2 page 88

·        Access secondary revision page 94

   
 

5

 

1

 

Forage crops

 

Sorghum

Guatemala grass

 

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

·        Describe the production of Guatemala grass under ecological requirements, establishment, management and utilization

·        Describe the production of sorghum under ecological requirements establishment, management and utilization

 

·        Describing the field production of sorghum and Guatemala grass

 

·        Students book

·        Specimens of fodder crops

·        Photographs of forage crops

·        School farm

 

·        KLB secondary Agriculture form 3 pg 269-272

·        Longhorn secondary Agriculture form 3 pg 242-244

Teachers guide pg 108

·        Gateway Agriculture revision paper 2 page 89

 

   
   

2

   

Kales

·        Edible

·        Canaa

 

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

·        describe the production of kales under ecological requirements

 

·        Explanations

·        Note taking

 

·        School farm

·        Photographs of folder

·        Specimen of fodder crops

 

·        KLB secondary Agriculture form 3 pg 291-292

·        Longhorn secondary Agriculture form 3 pg 244-245

Teachers guide pg 108

·        Gateway Agriculture revision paper 2 page 89-90

·        Golden tips agriculture page 108

·        Access secondary revision page 75-76

   
   

3-4

   

Fodder crops

Lucerne

Kenya white clover

 

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

·        Describe the production of Lucerne under ecological requirements, establishment and utilization

·        Describe the production of Kenya white clover under ecological, requirement establishment, management and utilization

 

·        Describing the production of Lucerne, Kenya white clover

·        Note making

·        Asking and answering questions

 

·        Students book

·        Specimens of

·        Fodder crops

·        Photographs of Forage crops

 

·        KLB secondary Agriculture form 3 pg 269-272

·        Longhorn secondary Agriculture form 3 pg 230-234

Teachers guide pg 106-107

·        Gateway Agriculture revision paper 2 page 59-60

·        Golden tips agriculture page 108

·        Access secondary revision page 72

   
 

6

 

1

 

Forage Crops

 

Fodder crops

Disodium

Marigold

 

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

·        Describe the production of disodium under ecological requirements establishment, management and utilization

·        Describe the production of marigold under ecological requirements and utilization

 

·        Describing the field production of disodium and marigold

 

·        Students book

·        Specimens of fodder crops

·        Photographs of fodder crops

·        School farm

 

·        KLB secondary Agriculture form 3 pg 295-297

·        Longhorn secondary Agriculture form 3 pg 247-248

Teachers guide pg 108

·        Golden tips agriculture page 112

·        Access secondary revision page 77

 

 

   
   

2

 

Forage Crops

 

Agroforestry

 

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

·        Describe agroforestry under ecological requirement, management and utilization

 

·        Describing agro forestry tree/bushes

·        Asking and answering questions

·        Note making

 

·        Student’s book

·        Specimens of fodder crops

·        Photographs of forage crops

·        School farm

 

·        KLB secondary Agriculture form 3 pg 297-299

·        Longhorn secondary Agriculture form 3 pg 248-249

Teachers guide pg 108

·        Golden tips agriculture page 86,99

   
   

3-4

 

 

 

Forage Conservation

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

·        Define lay making

·        Describe silage making

·        Describe standing lay

 

·        Defining lay making

·        Describing the making of lay silage and standing lay

·        Asking and answering questions

·        Drawing diagrams

 

·        Tools used

·        School farm

·        Specimens of lay

·        Silage

·        School farm

·        Diagrams in the students book

 

·        Longhorn secondary Agriculture form 3 pg 250-253

Teachers guide pg 114-116

·        Gateway Agriculture revision paper 2 page 66-67

·        Golden tips agriculture page 112-113

   
 

7

 

1

 

Health Livestock Diseases (III)

 

Terms used in livestock diseases

Protozoan diseases

E.C.F (East Coast Fever)

 

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

·        Define terms used in livestock diseases

·        Describe cause symptoms and control

 

·        Defining terms

·        Describing the East Coast Fever

·        Asking and answering questions

·        Note making

 

·        School farms

·        Photographs of animals with the disease

·        Diagrams in the students book

·        Cattle dip

 

·        KLB secondary Agriculture form 3 pg 308-312

·        Longhorn secondary Agriculture form 3 pg 114-116

Teachers guide pg 106-107

·        Gateway Agriculture revision paper 2 page 66-67

 

 

   
   

2

   

Anaplasmosis

 

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

·        Describe the cause, symptoms and control of anaplasmosis

 

·        Describing anaplasmosis

 

·        School farm

·        Photograph of animal with the disease

·        Diagrams in the students book

·        Students book

 

·        KLB secondary Agriculture form 3 pg 312

·        Longhorn secondary Agriculture form 3 pg 256-257

Teachers guide pg 114-116

·        Gateway Agriculture revision paper 2 page 66-67

·        Golden tips agriculture page 316

·        Access secondary revision page 204

   
   

3

 

Livestock diseases

 

Protozoan diseases

Coccidiosis

 

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

·        Describe cause, symptoms and control of coccidiosisis

 

·        Describing coccidiosisis

·        Note making

·        Asking and answering questions

 

·        Photographs of animals with the disease

·        School farm

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 312-313

·        Longhorn secondary Agriculture form 3 pg 257-258

Teachers guide pg 114-116

·        Gateway Agriculture revision paper 2 page 66-67

·        Golden tips agriculture page 316

·        Access secondary revision page 204

   
   

4

   

Tryponosomiasis

 

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

·        Describe cause, symptoms and control of Trypanosomiasis

 

·        Describing trypanosomiasis

·        Note taking

·        Asking and answering questions

 

·        Photographs of animals with the disease

·        School farm

·        Diagrams in the students book

 

 

·        KLB secondary Agriculture form 3 pg 314

·        Longhorn secondary Agriculture form 3 pg 257-258

Teachers guide pg 114-116

·        Gateway Agriculture revision paper 2 page 66-67

·        Golden tips agriculture page 317

·        Access secondary revision page 204-205

   
 

8

 

1

   

Bacteria diseases

Fowl typhoid

 

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

·        Describe cause, symptoms and control of fowl typhoid

 

·        Describing fowl typhoid

·        Note making

·        Answering and asking questions

 

·        Farm

·        Photographs of the affected animals

·        Diagrams in the students books

·        School farm

 

·        KLB secondary Agriculture form 3 pg 317-318

·        Longhorn secondary Agriculture form 3 pg 259-260

Teachers guide pg 116-117

·        Gateway Agriculture revision paper 2 page 67-71

 

   
   

2

   

Foot rot

 

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

·        Describe cause, symptoms and control of foot rot

 

·        Describing foot rot

·        Disease

·        Note making

·        Asking and answering questions

 

·        School farm

·        Students book

·        Photographs of animal affected

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 318-319

·        Longhorn secondary Agriculture form 3 pg 260-261

Teachers guide pg 116-117

·        Gateway Agriculture revision paper 2 page 67-71

·        Access secondary revision page 205-206

   
   

3

 

Livestock Health (III) diseases

 

Bacterial diseases

Contagious abortion

 

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

·        Describe the causes, symptoms and control of contagious abortion

 

·        Describing contagious abortion

·        Note making

 

·        Photographs of affected students book

·        Farm (Livestock)

·        School farm

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 319-320

·        Longhorn secondary Agriculture form 3 pg 261-262

Teachers guide pg 116-117

·        Gateway Agriculture revision paper 2 page 67-71

·        Access secondary revision page 206

   
   

4

   

scours

 

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

·        Describe the causes, symptoms and the control of scours

 

·        Describing scours

·        Note taking

·        Asking and answering questions

 

·        Photographs of animals with the disease

·        Students book

·        Farm (Livestock)

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 320-321

·        Longhorn secondary Agriculture form 3 pg 261-262

Teachers guide pg 116-117

·        Gateway Agriculture revision paper 2 page 314

·        Access secondary revision page 206-207

   
 

9

 

1

   

Bacterial Black quarter

Mastitis

 

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

·        Describe the cause, symptoms and control of mastitis

·        Describe the cause, symptoms and control of black quarter

 

·        Describing the mastitis

·        Describing the black quarter

·        Note making

·        drawings

 

·        school farm

·        diagrams in the students book

·        Photographs of affected animals

·        Students book

 

·        KLB secondary Agriculture form 3 pg 321-322,315-317

·        Longhorn secondary Agriculture form 3 pg 263-264

Teachers guide pg 116-117

·        Golden tips agriculture page 314

·        Access secondary revision page 207

   
   

2

   

Anthrax Pneumonia

 

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

·        Describe cause, symptoms and control of anthrax

·        Describe cause, symptoms and control of pneumonia

 

·        Describing the Anthrax

·        Describing the pneumonia

·        Asking and answering questions

 

·        Photographs of animal with the disease

·        School farm

·        Livestock farm

·        Diagrams on the students books

 

·        KLB secondary Agriculture form 3 pg 312

·        Longhorn secondary Agriculture form 3 pg 256-257

Teachers guide pg 116-117

·        Gateway Agriculture revision paper 2 page 67-71

·        Golden tips agriculture page 314

·        Access secondary revision page 208-209

   
   

3-4

 

Livestock Diseases

 

Viral Diseases

Foot & Mouth

Rinderpest

 

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

·        Describe cause, symptom and control of foot and mouth

·        Describe cause, symptom and control of Rinderpest

 

·        Describing foot and mouth and Rinderpest

·        Asking and answering questions

·        Note making

 

·        Photographs  of the animal with the disease

·        Students book

·        Chalk board

·        School farm

·        Livestock farm

·        Diagrams in the students book

·        Charts

 

·        KLB secondary Agriculture form 3 pg 325-326

·        Longhorn secondary Agriculture form 3 pg 267-269

Teachers guide pg 116-117

·        Gateway Agriculture revision paper 2 page 71-74

·        Access secondary revision page 209-210

   
 

10

 

1

   

New castle

 

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

·        Describe cause, symptoms and control a new castle

 

·        Describing new castle

·        Asking and answering questions

 

·        Photographs of animal with the disease

·        School farm

·        Livestock farm

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 326-327

·        Longhorn secondary Agriculture form 3 pg 269-270

Teachers guide pg 117-118

·        Gateway Agriculture revision paper 2 page 71-74

·        Golden tips agriculture page 316

·        Access secondary revision page 210

   
   

2

   

Fowl Pox

 

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

·        Describe cause, symptoms and control of fowl pox

 

·        Describing fowl pox disease

·        Asking and answering questions

 

·        Livestock farm

·        School farms

·        Students book

·        Photographs of the affected animal

 

·        KLB secondary Agriculture form 3 pg 327-329

·        Longhorn secondary Agriculture form 3 pg 269-270

Teachers guide pg 117-118

·        Golden tips agriculture page 315

·        Access secondary revision page 211

   
   

3

   

Gumboro

 

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

·        Describe cause, symptoms and control of Gumboro

 

·        Describing Gumboro

·        Asking and answering questions

·        Note making

 

·        Photograph of affected animal

·        Livestock farm

·        School farm

·        Students book

 

·        KLB secondary Agriculture form 3 pg 329

·        Longhorn secondary Agriculture form 3 pg 271-272

Teachers guide pg 117-118

·        Golden tips agriculture page 315

·        Access secondary revision page 211

   
   

4

 

Livestock Diseases

 

African Swine Fever

 

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

·        Describe cause, symptom and control of African Swine Fever

 

·        Describing African Swine Fever

·        Note taking

·        Asking and answering questions

 

·        Photograph of animals with the disease

·        Diagrams in the students book

·        School farm

·        Livestock farm

 

·        KLB secondary Agriculture form 3 pg 330-332

·        Longhorn secondary Agriculture form 3 pg 272-273

Teachers guide pg 118-119

·        Gateway Agriculture revision paper 2 page 66-67

·        Golden tips agriculture page 317

·        Access secondary revision page 212

   
 

11

 

1

   

Nutritional disorders

Milk fever

 

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

·        Describe causes, symptoms and control, treatment of milk fever

 

·        Describing milk fever

·        Note making

·        Asking and answering questions

 

·        Photographs of animals with the disease

·        Diagrams in the students book

·        School farm

·        Livestock farm

 

·        KLB secondary Agriculture form 3 pg 330-332

·        Longhorn secondary Agriculture form 3 pg 272-273

Teachers guide pg 118-119

·        Gateway Agriculture revision paper 2 page 66-67

·        Golden tips agriculture page 317

·        Access secondary revision page 212

   
   

2

   

Bloat

 

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

·        Describe the cause, symptom and the control of bloat

 

·        Describing bloat diseases

·        Drawing the process of control using surgical means

·        Asking and answering questions

 

·        Troca and canular

·        Photographs of the animals with the disease

·        Diagrams in the students book

·        School farm

 

·        KLB secondary Agriculture form 3 pg 332-333

·        Longhorn secondary Agriculture form 3 pg 272-273

Teachers guide pg 118-119

·        Gateway Agriculture revision paper 2 page 66-67

·        Golden tips agriculture page 317

·        Access secondary revision page 212

   
REVISION  
 

 

 

 

 

 

 
 

AGRICULTURE  FORM 4 SCHEMES OF WORK – TERM 1

 
 

1

 

1

 

Livestock production (V) poultry

 

Parts of an egg

 

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

·        Identify the various parts of an egg

·        Explain the functions of each part of an egg

 

·        Identifying the parts of an egg

·        Explaining the functions of each part of an egg

·        Note making

·        Illustrations

·        Asking and answering questions

 

·        Text books

·        Labeled diagram of internal structure of an egg

·        Boiled egg

 

·        KLB secondary Agriculture form 4 pg 1-3

·        Longhorn secondary Agriculture form 4 pg 1-2

Teachers guide pg 114-116

·        Gateway Agriculture revision paper 2 page 39

·        Golden tips agriculture page 303-304

   
   

2

 

Livestock production (V) poultry

 

Natural incubation

 

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

·        Describe natural incubation

·        State the advantages and disadvantages of natural incubation

 

·        Describing natural incubation

·        Stating the advantages and disadvantages of natural incubation

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        A diagram illustrating natural incubation

·        An egg

·        Realic of nesting box

 

·        KLB secondary Agriculture form 4 pg 1-3

·        Longhorn secondary Agriculture form 4 pg 1-2

Teachers guide pg 114-116

·        Gateway Agriculture revision paper 2 page 39

·        Golden tips agriculture page 303-304

   
  3-4 Livestock production (V) Poultry  

Artificial incubation

 

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

·        Outline the conditions necessary for artificial incubation

·        Describe the management of an incubator

·        State the advantages and disadvantages of artificial incubation

 

·        Outline the conditions necessary for artificial incubation

·        Description

·        Stating the advantages and disadvantages of artificial incubation

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        Diagrams illustrating  the structure of an artificial incubator

·        Realic of an artificial incubator

·        An egg

 

 

 

·        KLB secondary Agriculture form 4 pg 7-9

·        Longhorn secondary Agriculture form 4 pg 5-6

Teachers guide pg 114-116

·        Gateway Agriculture revision paper 2 page 411

·        Golden tips agriculture page 305

   
 

2

 

1

 

Livestock Production (V) poultry

 

Natural Brooding

 

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

·        Define the term brooding

·        Describe natural brooding

 

·        Defining and describing natural brooding

·        Note making

·        Asking and answering questions

·        illustration

 

·        text books

·        diagram of broody hen

·        Realia of a broody hen

·        samples of chicken variety

 

·        KLB secondary Agriculture form 4 pg 9

·        Longhorn secondary Agriculture form 4 pg 7

Teachers guide pg 114-116

·        Gateway Agriculture revision paper 2 page 41-42

·        Golden tips agriculture page 305-306

   
   

2

 

Livestock Production (V) Poultry

 

Artificial Brooding

 

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

·        Explain artificial brooding

·        Identify the requirements in an artificial brooder

 

·        Explanation of artificial brooding

·        Identification of the artificial brooding requirements

·        Note making

·        Illustration

·        Asking and answering questions

 

·        Text books

·        Diagrams of a brooder

·        Realia of a brooder in a chicken

 

·        KLB secondary Agriculture form 4 pg 10-13

·        Longhorn secondary Agriculture form 4 pg 8-10

·        Gateway Agriculture revision paper 2 page 42

·        Golden tips agriculture page 306

   
   

3 and

4

 

Livestock Production (V) Poultry

 

Recring  systems

Free range

Fold system

 

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

·        Describe free range on fold system

·        Outline the requirements of free range systems

·        State the disadvantages and advantages of free range and fold system

 

·        Describing free range and fold system

·        Outline the requirements of free range

·        Stating the advantages and disadvantages of free range and fold

·        Asking and answering questions

 

·        Text books

·        Poultry Farm

·        Sample of chicken feed

·        Photographs

 

·        KLB secondary Agriculture form 4 pg 14-15

·        Longhorn secondary Agriculture form 4 pg 11-13

·        Gateway Agriculture revision paper 2 page 43

·        Golden tips agriculture page 306

   
 

3

 

1

 

 

Livestock Production (V) poultry

 

Rearing systems

Free range fold system

 

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

·        Describe free range on fold system

·        Outline the requirements of free range systems

·        State the disadvantages and advantages of free range and fold system

 

·        Describing free range and fold system

·        Outline the requirements of free range

·        Stating the advantage and disadvantages of free range and fold system

·        Illustration

·        Asking and answering questions

 

·        Text books

·        Poultry farm

·        Sample of chicken feed

·        photographs

 

·        KLB secondary Agriculture form 4 pg 16-18

·        Longhorn secondary Agriculture form 4 pg 12-13

·        Gateway Agriculture revision paper 2 page 43

·        Golden tips agriculture page 307

 

   
   

2

 

Livestock Production (V) Poultry

 

Rearing systems

Deep litter system

Battery cage system

 

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

·        Outline the requirements in deep litter system

·        State the advantages and disadvantages of the deep litter and battery cage system

 

·        Outlining the requirements of deep litter

·        Stating the advantages and disadvantages of deep litter on battery cage system

·        Note making

·        Illustration

·        Asking and answering questions

 

·        Test books

·        School poultry farm

·        Sample of chicken feed

·        photographs

 

·        KLB secondary Agriculture form 4 pg 18-21

·        Longhorn secondary Agriculture form 4 pg 12-13

·        Gateway Agriculture revision paper 2 page 45

 

   
   

3

 

Livestock production (V) poultry

 

Stress in chicken

 

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

·        Define the term stress

·        Identify the causes of stress in chicken

·        State the control measures of stress in chicken

 

·        Identifying the causes of stress in chicken

·        Stating the control measures of stress in chicken

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        Poultry farm

·        photographs

 

·        KLB secondary Agriculture form 4 pg 16-18

·        Longhorn secondary Agriculture form 4 pg 12-13

·        Gateway Agriculture revision paper 2 page 45

·        Golden tips K.C.S.E agriculture page 307

   
   

4

 

Livestock Production (V) poultry

 

Vices in chicken

 

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

·        Identify the kinds of vices in chicken

·        Identify the causes of such vices in chicken

·        State the control measures of vices in chicken

 

·        Identifying the vices in chicken

·        Identifying the causes of vices in chicken

·        State the control measures of vices in chicken

 

·        Text books

·        Poultry farm

·        Photos illustrating example of such vices

 

·        KLB secondary Agriculture form 4 pg 23-24

·        Longhorn secondary Agriculture form 4 pg 20-21

·        Gateway Agriculture revision paper 2 page 45

·        Golden tips K.C.S.E agriculture page 307

   
 

4

 

1

 

Livestock Production V Poultry

 

Marketing of poultry products

eggs

 

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

·        Describe the marketing of eggs

 

·        Describing the marketing of eggs

·        Note making

·        Illustration

·        Asking and answering question

 

·        Text books

·        Eggs

·        Poultry farm

·        store

 

·        KLB secondary Agriculture form 4 pg 24-25

·        Longhorn secondary Agriculture form 4 pg 22-23

·        Gateway Agriculture revision paper 2 page 46

·        Golden tips K.C.S.E agriculture page 307

   
   

2

 

Livestock production Poultry

 

Marketing of poultry production

Chicken meat

 

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

·        Describe the marketing of chicken meat

 

·        Describing the marketing of chicken meat

·        Note making

·        Illustration

·        Asking and answering questions

 

·        Text books

·        Poultry farm

·        photos

 

·        KLB secondary Agriculture form 4 pg 23-24

·        Longhorn secondary Agriculture form 4 pg 20-21

·        Gateway Agriculture revision paper 2 page 46

·        Golden tips K.C.S.E agriculture page 307

   
  3 and 4  

Livestock production VI (Cattle)

 

Raising of the young stock

 

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

·        Describe the feeding of a new born calf

·        Describe the preparation of artificial colostrums

·        State the importance of colostrums

 

·        Describing the feeding of a new calf

·        Describe the preparation of artificial colostrums

·        State the importance of colostrums

·        Illustrations

·        Note making

·        Asking and answering of questions

 

·        Text books

·        Dairy farm

·        Calf

·        Sample of artificial colostrums

 

·        KLB secondary Agriculture form 4 pg 23-24

·        Longhorn secondary Agriculture form 4 pg 20-21

·        Gateway Agriculture revision paper 2 page 45

·        Golden tips K.C.S.E agriculture page 307

   
5 1 Livestock Production VI (Cattle)  

Methods of calf rearing

 

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

·        Describe the natural and artificial methods of feeding a calf

·        State the advantages and disadvantages of both natural and artificial rearing

 

·        Describing the methods of rearing

·        Stating the advantages and disadvantages of the methods of rearing

·        Illustrations

·        Note making

·        Asking and answering of questions

 

·        Text books

·        Dairy farm

·        Calf

·        Sample of artificial colostrum

·        KLB secondary Agriculture form 4 pg 29-30

·        Longhorn secondary Agriculture form 4 pg 26-28

·        Gateway Agriculture revision paper 2 page 48

·        Golden tips K.C.S.E agriculture page 308

   
   

2

 

Livestock Production (Cattle

 

Weaning of calves

 

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

·        discuss late weaning and early weaning programmes

 

·        Discussing both weaning and late weaning

·        Illustrating

·        Note making

·        Asking and answering questions

 

·        Text books

·        Dairy farm

·        Calf

·        Sample of colostrums

 

·        KLB secondary Agriculture form 4 pg 30-32

·        Longhorn secondary Agriculture form 4 pg 30-32

·        Gateway Agriculture revision paper 2 page 48

·        Golden tips K.C.S.E agriculture page 308

   
   

3 and 4

 

Livestock production VI (Cattle)

 

Calf housing

 

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

·        Identify the types of calf pens

·        Outline the requirements of calf pens

 

·        Identifying the types of calf pens

·        Outlining the requirements of calf pens

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        Dairy farm

·        Calf pen

·        Diagrams and photos of calf pens

 

·        KLB secondary Agriculture form 4 pg 32-34

·        Longhorn secondary Agriculture form 4 pg 30-32

·        Gateway Agriculture revision paper 2 page 48

·        Golden tips K.C.S.E agriculture page 308-309

·        Top mark series Revision Agriculture pg 124

   
 

6

 

1

 

Livestock production VI (Cattle)

 

Routine management practices

 

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

·        Describe the various routine practices in managing a calf

 

·        Describing the routine management practices

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        Dairy farm

·        Realize on some tools for calf managements

 

·        KLB secondary Agriculture form 4 pg 34-36

·        Longhorn secondary Agriculture form 4 pg 30-32

·        Gateway Agriculture revision paper 2 page 49

·        Golden tips K.C.S.E agriculture page 308-309

   
   

2

 

Livestock Production VI (Poultry)

 

Milk and milking

Factors affecting milk composition

Milk secreting and let down

 

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

·         explain the factors that affect milk composition

·         Illustrate milk secretion and milk let down

 

·        Explaining factors that affect milk composition

·        Illustrate milk secretion and milk let down

 

·        Text books

·        Milk sample

·        Diagram illustrating the udder

·        Milking equipment

 

·        KLB secondary Agriculture form 4 pg 36-40

·        Longhorn secondary Agriculture form 4 pg 32-38

·        Golden tips K.C.S.E agriculture page 309-310

·        Topmark series Revision Agriculture page 124-126

   
   

3 and 4

 

Livestock production VI (Poultry

 

Milk and milking

Clear milk production

Dry cow therapy

 

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

·        Describe clean milk production

·        Describe the milking procedure

·        Explain dry low therapy

 

·        Describing clean milk production

·        Describing the milking procedure

·        Explaining dry low therapy

·        Illustration

·        Note making

·        Asking and answering question

 

·        Text books

·        Milking equipment

·        Dairy farm

·        cow

 

·        KLB secondary Agriculture form 4 pg 40-46

·        Longhorn secondary Agriculture form 4 pg 32-38

·        Top mark series Agriculture Revision Pg 120

   
 

7

 

1

 

Livestock production VI (Cattle)

 

Marketing of milk and beef cattle

 

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

·        Discuss the marketing of milk

·        Discuss the marketing of Beef

 

·        Discussing the marketing of milk and beef

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Students text book

·        Milk products

·        Photographs

 

·        KLB secondary Agriculture form 4 pg 47-48

·        Longhorn secondary Agriculture form 4 pg 38-41

·        Golden tips K.C.S.E agriculture page 310

   
   

2

 

Farm power and machinery

 

Sources of power in the farm

·        Human power

·        Animal power

 

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

·        Describe animal power

·        Describe human power

·        Stating the advantages and disadvantages of animal power

 

·        Describing human and animal power

·        Illustration

·        Note making

·        Asking and answering questions

·        Stating the advantages and disadvantages of animal power

 

·        Text books

·        Photo of farm workers

·        An agricultural farm

 

·        KLB secondary Agriculture form 4 pg 50-51

·        Longhorn secondary Agriculture form 4 pg 42-45

·        Gateway Agriculture revision paper 2 page 48

·        Top Mark Series Agriculture Revision pg 139

   
   

3 and 4

 

Farm power and machinery

 

Sources of power in the farm

·        Wing power

·        Water power

 

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

·        Describe wind power

·        Describe water power

 

·        Describing wind and water power

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        Diagrams of wind mill

 

·        KLB secondary Agriculture form 4 pg 50-51

·        Longhorn secondary Agriculture form 4 pg 42-45

·        Gateway Agriculture revision paper 2 page 77

·        Top Mark Series Agriculture Revision pg 139

·        Golden tips K.C.S.E agriculture page 308

   
 

8

 

1

 

 

Farm power and machinery

 

Sources of power in the farm

·        biogas

 

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

·        describe biogas wood and charcoal fuel

·        state the advantages of biogas charcoal and wood fuel

 

·        describing biogas wood and fuel

·        stating the advantages of biogas, charcoal and wood fuel

 

·        text books

·        wood and charcoal

·        biogas plant

·        photos

·        diagram of biogas digester

 

·        KLB secondary Agriculture form 4 pg 52-54

·        Longhorn secondary Agriculture form 4 pg 46-48

·        Golden tips K.C.S.E agriculture page 234-235

   
   

2

 

Farm power and machinery

 

Sources if power in the farm

Fossil fuels

Hydro-power

Geothermal power

 

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

·        Describe fossils fuels

·        Describe fossil fuels

·        Describe hydro-power

·        Describe geothermal power

 

·        Describing fossils fuels and hydro-electric power

·        Illustrations

·        Note making

·        Asking and answering questions

 

·        Text books

·        Photos of a geothermal station

 

·        Longhorn secondary Agriculture form 4 pg 46-48

·        Gateway Agriculture revision paper 2 page 71

·        Top Mark Series Agriculture Revision pg 139

 

   
   

3 and 4

 

Farm power and machinery

 

Sources of power in the

·        Nuclear power

·        Storage battery

·        Electrical power

 

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

·        Describe nuclear power

·        Describe storage battery

·        Describe solar power/radiation

·        Describe electrical power

 

·        Describing nuclear storage battery and solar power

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        Storage battery

·        Photos of solar panels

 

·        KLB secondary Agriculture form 4 pg 54-55

·        Longhorn secondary Agriculture form 4 pg 51-52

·        Top Mark Series Agriculture Revision pg 401

 

   
 

9

 

1

 

Farm power and machinery

 

Tractor engine

 

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

·        Describe a four stroke cycle engine

·        Differentiate between a petrol engine and a diesel engine

 

·        Describing a four structure engine

·        Differentiating between dsel and petrol engine

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        Models of engines

·         A tractor

·        photographs

 

·        KLB secondary Agriculture form 4 pg 56-61

·        Longhorn secondary Agriculture form 4 pg 53-56

·        Top Mark Series Agriculture Revision pg 140-141

·        Golden tips K.C.S.E agriculture page 308

   
   

2

 

Farm power and machine

 

Tractor engine

 

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

·        Describe a two stroke cycle engine

 

·        Describing a two stroke engine

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        Models of engines

·        A tractor

·        photographs

 

·        KLB secondary Agriculture form 4 pg 61-63

·        Longhorn secondary Agriculture form 4 pg 57-58

·        Top Mark Series Agriculture Revision pg 141

 

   
   

3 and 4

 

Farm power and machinery

 

Systems of a tractor

Fuel system

Electrical system

 

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

·        Describe the fuel system

·        Describe the electrical system

·        Describe the maintenance of the fuel and electrical systems

 

·        Describing the fuel and electrical systems

·        Illustrations

·        Note making

·        Asking and answering questions

·        Describing the maintenance of the fuel and electrical systems

 

·        Text books

·        Models of engines

·        A tractor

·        photographs

 

·        KLB secondary Agriculture form 4 pg 63-69

·        Longhorn secondary Agriculture form 4 pg 60-62

·        Top Mark Series Agriculture Revision pg 141-142

 

   
 

10

 

1

 

Farm power and machinery

 

Systems of a tractor

Cooling systems

Lubricating system

 

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

·        Describe the coding and its maintenance

·        Describe the lubricating system and its maintenance

 

·        Describing the coolong and lubricating systems and their maintenance

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        Models of engines

·        photographs

 

·        KLB secondary Agriculture form 4 pg 69-72

·        Longhorn secondary Agriculture form 4 pg 63-64

·        Top Mark Series Agriculture Revision pg 143-144

   
   

2

 

Farm power and machinery

 

Systems of a tractor

Transmission system

 

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

·        Describe the power transmission system

 

·        Describing the power transmission system

·        Note making

·        Illustration

·        Asking and answering questions

 

·        Text books

·        Models of engine

·        photographs

 

·        KLB secondary Agriculture form 4 pg 72-76

·        Longhorn secondary Agriculture form 4 pg 64-65

·        Top Mark Series Agriculture Revision pg 144

 

   
   

3 and 4

 

Farm power and machinery

 

Tractor servicing

Short term services

Long term services

 

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

·        Discuss the various practices on tractor maintenance, both short term services and long term services

 

·        Discussion the tractor maintenance Practices

·        Illustrations

·        Asking and answering questions

·        Note making

 

·        Text books

·        Models of engines

·        A tractor

·        photographs

 

·        KLB secondary Agriculture form 4 pg 76-77

·        Longhorn secondary Agriculture form 4 pg 65-66

·        Top Mark Series Agriculture Revision pg 144-145

 

   
PRE MOCK EXAMINATIONS  
 

 

 

 

 
 

AGRICULTURE  FORM 4 SCHEMES OF WORK – TERM 2

 
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS  
 

1

 

1

 

Farm power and Machinery

 

Farm implements

Tractor drawn implements

Disc plough

trailer

 

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

·        Outline the various methods of attachment

·        Describe a trailer and its maintenance

 

·        Outline the methods of attachment

·        Describing the trailer and its maintenance

·        Illustration

·        Note making

·        Asking and answering of questions

 

·        Text books

·        Photos illustrating the various implements

·        Agricultural farm

 

·        KLB secondary Agriculture form 4 pg 77-79

·        Longhorn secondary Agriculture form 4 pg 66-70

·        Gateway Agriculture revision paper 2 page 81

·        Top Mark Series Agriculture Revision pg 145

 

   
   

2

 

Farm Power and Machinery

 

Tractor drawn implements

Disc plough

Mould board plough

 

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

·        Identify the various parts of a disc plough and mould board plough

·        State the maintenance practices of a disc plough and mould board plough

·        State the differences between a disc plough and a mould board plough

 

·        Identification of the parts of a disc and mould board plough

·        Stating the maintenance practices of disc and mould board plough

·        Stating the differences between a disc and mould board plough

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        Photos illustrating a disc and mould board plough

·        An agricultural farm

 

·        KLB secondary Agriculture form 4 pg 79-82

·        Longhorn secondary Agriculture form 4 pg 73-77

·        Gateway Agriculture revision paper 2 page 81-82

·        Top Mark Series Agriculture Revision pg 145-148

 

   
   

3 and 4

 

Farm power and machinery

 

Tractor drawn implements

Harrows

Disc harrows

Spring time harrows

Spike tooth harrow

Sub soilers

 

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

·        Describe the various types of harrows and sub-soilers

·        State the maintenance practices of the various types of harrows and sub-soilers

 

·        Description of the various types of harrows and sub-soilers

·        Stating the maintenance of practices of the harrows and sub-soilers

·        Illustration

·        Asking and answering questions

·        Note making

 

·        Text books

·        Photos illustrating the harrows and sub-soiler

·        An agricultural farm

 

·        KLB secondary Agriculture form 4 pg 82-84

·        Longhorn secondary Agriculture form 4 pg 73-77

·        Gateway Agriculture revision paper 2 page 82

·        Top Mark Series Agriculture Revision pg 147-148

   
 

2

 

1

 

Farm power and machinery

 

Tractor drawn

Implements

Ridges

rotary tillers

 

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

·        Describe the ridges and rotary tillers

·        State the maintenance practices of the ridges and rotary tillers

 

·        Description of the ridgers and rotary tillers

·        Stating the maintenance practices of the ridges and rotary tiller

·        Illustrations

·        Not making

·        Asking and answering questions

 

·        Text books

·        Photos illustrating the ridges and rotary tillers

·        An agricultural farm

 

·        KLB secondary Agriculture form 4 pg 85

·        Longhorn secondary Agriculture form 4 pg 77-79

·        Gateway Agriculture revision paper 2 page 82

·        Top Mark Series Agriculture Revision pg 148-149

   
   

2

 

Farm power and machinery

 

·        Tractor drawn Implements

·        Mowers

·        Planters and seeders

 

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

·        Describe the various types of mowers and the planters and seeders

·        State the maintenance practices of the various types of mowers and the planters and seeder

 

·        Description of the various types of mowers and planters and seeders

·        Stating the maintenance of practices of mowers and planters and seeders

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        Photos

·        Illustrating the mowers and planters and seeders

·        An agricultural farm

 

·        KLB secondary Agriculture form 4 pg 85-88

·        Longhorn secondary Agriculture form 4 pg 79-81

·        Gateway Agriculture revision paper 2 page 83

·        Top Mark Series Agriculture Revision pg 149-151

 

   
   

3 and 4

 

Farm power and machinery

 

·        Tractor drawn implements

·        Cultivators and seeders

·        Sprayers

·        Harvesting machines

 

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

·        Describe the cultivators/seeders, sprayers and various types of harvesting machine

·        State the maintenance practices of the cultivators/seeders, sprayers and harvesting machines

 

·        Describing the cultivators/seeders, sprayers and harvesting machines

·        Stating the maintenance practices of the cultivators seeders, sprayers and harvesting machines

·        Illustrations

·        Note making

·        Asking and answering questions

 

·        Text books

·        Photos illustrating the

·        Cultivators/seeder

·        Sprayers

·        Harvesting machines

·        An agricultural farm

 

·        KLB secondary Agriculture form 4 pg 88-90

·        Longhorn secondary Agriculture form 4 pg 81-82

·        Gateway Agriculture revision paper 2 page 84

·        Top Mark Series Agriculture Revision pg 149-151

 

   
 

3

 

1

 

Farm power and machinery

 

·        Animal drawn implements

·        Ox-drawn plough

·        Ox-line harrow

·        Ox-carts

·        Ox-ridger

 

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

·        Describe the ox-drawn plough, ox-time harrow, ox-carts and ox-ridger

·        State the maintenance practices of animal drawn implements

·        Identify the parts of an ox-drawn plough

 

·        Describing the animal drawn implements

·        Stating the maintenance of the animal drawn implements

·        Identifying the parts of an ox-drawn plough

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        Photos illustrating the animal drawn implements

·        An agricultural farm

 

·        KLB secondary Agriculture form 4 pg 91-95

·        Longhorn secondary Agriculture form 4 pg 82-85

·        Gateway Agriculture revision paper 2 page 84-85

·        Top Mark Series Agriculture Revision pg 152-154

 

   
   

2

 

Agricultural economics (III) production economics

 

·        -nation income

·        GDP

·        GNP

·        Per capital income

 

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

·        Explain how household firms and central authority contributes to the national income

·        Explain the terms GDP, GNP and per capital income

 

·        Explaining how household firms and central authorities contribute to national income

·        Explaining  – GDP, GNP, Per capital income

·        Illustrations

·        Note making

·        Questioning and answering

 

·        Text books

·        Chart containing formulae

·        Newspapers

·        Statistical abstractor

 

·        KLB secondary Agriculture form 4 pg 96-98

·        Longhorn secondary Agriculture form 4 pg 87-90

·        Gateway Agriculture revision paper 2 page 101-102

·        Top Mark Series Agriculture Revision pg 161

 

 

   
   

3 and 4

 

Agricultural Economics (III) productions economics

 

Factors of production

·        Land

·        labour

 

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

·        discuss land and labour and factors of production

·        to explain how land and labour affect production

 

·        Discussing land and labour as factors of production

·        Explanation of how land and labour affect production

·        Illustrations

·        Note making

·        Questioning and answering

 

·        Text books

·        Newspapers

·        Statistical abstracts

 

·        KLB secondary Agriculture form 4 pg 99-102

·        Longhorn secondary Agriculture form 4 pg 92-94

·        Gateway Agriculture revision paper 2 page 102

·        Top Mark Series Agriculture Revision pg 161-162

 

   
 

4

 

1

 

Agricultural Economics (III) production economics

 

Factors of production

·        Capital

·        The management

 

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

·        Discuss capital and management as factors of production

·        Explain how capital and management affect production

 

·        Discussion of capital and management factors of production

·        Explanation of how capital and management affect production

·        Illustrations

·        Note making

·        Questioning and answering

 

·        Text books

·        News papers

·        Statistical abstracts

 

·        KLB secondary Agriculture form 4 pg 102-104

·        Longhorn secondary Agriculture form 4 pg 94-96

·        Gateway Agriculture revision paper 2 page 103

·        Top Mark Series Agriculture Revision pg 162

   
   

2

 

Agricultural economics (III) production economics

 

The production function

 

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

·        Define production function

·        Identify the types of production function

·        Describe the types of production function

 

·        Defining production function

·        Identifying the types of production functions

·        Describing the types of production functions

·        Illustrating

·        Asking and answering of questions

 

·        Text books

·        Graphs of various production functions

·        Tables of various production functions

 

·        KLB secondary Agriculture form 4 pg 104-111

·        Longhorn secondary Agriculture form 4 pg 96-99

·        Gateway Agriculture revision paper 2 page 103

·        Top Mark Series Agriculture Revision pg 162-163

 

   
   

3 and 4

 

Agricultural Economics (II) production economics

 

Economic laws and principles

Law of diminishing rations

 

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

·        State the law of diminishing returns

·        Explain how it affects agricultural production

 

·        Stating the law of diminishing return

·        Explanation of how the law affects agricultural production

·        Illustration

·        Questioning and answering

 

·        Text books

·        Graphs on the three zone of a production of a function

·        Tables on production under this law

 

·        KLB secondary Agriculture form 4 pg 111-115

·        Longhorn secondary Agriculture form 4 pg 100-102

·        Gateway Agriculture revision paper 2 page 103

·        Top Mark Series Agriculture Revision pg 163

   
 

5

 

1

 

Agricultural economics (II) production economics

 

Economic law and principles

Law of substitution

 

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

·        State the law of substitution

·        Explain how law of substitution affects Agricultural productions

 

·        Stating the law of substitution

·        Explanation of how the law affects agricultural production

·        Illustration

·        Asking and answering questions

 

·        Text books

·        Charts

·        Statistical abstracts

 

·        KLB secondary Agriculture form 4 pg 115-117

·        Longhorn secondary Agriculture form 4 pg 102-103

·        Gateway Agriculture revision paper 2 page 103

·        Top Mark Series Agriculture Revision pg 163

   
   

2

 

Agricultural economics (III) production economics

 

Economic law and principles

·        Law of equimarginal returns

 

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

·        State the law of equimarignal returns

·        Explain how the law of equimarginal returns affects production

 

·        Stating the law of equimarginal returns

·        Explaining how the law affects production

·        Illustration

·        Questioning and answering

 

·        Text books

·        Charts

·        Statistical abstracts

 

·        KLB secondary Agriculture form 4 pg 117

·        Longhorn secondary Agriculture form 4 pg 104-105

·        Gateway Agriculture revision paper 2 page 104

·        Top Mark Series Agriculture Revision pg 164

   
   

3 and 4

 

Agricultural Economics (III) production economics

 

Principle of profit maximization

 

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

·        State the principle of profit maximization

·        Describe various types of costs

·        Explain the concept of revenue

 

·        Stating the principle of profit maximization

·        Describe the various types of costs

·        Explanation of the concept of revenue

·        Illustration

·        Questioning and answering

 

·        Text books

·        Tables on revenues

·        Charts on revenue

·        Statistical abstracts

 

·        KLB secondary Agriculture form 4 pg 117-121

·        Longhorn secondary Agriculture form 4 pg 105

·        Gateway Agriculture revision paper 2 page 104

·        Top Mark Series Agriculture Revision pg 164-165

   
 

6

 

1

 

Agricultural economics (II) Production economics

 

Farm planning

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

·        Explain the factors to consider in drawing a farm planning

·        Outline steps in making a farm plan

 

·        Explaining the factor to consider when drawing a farm plan

·        Outlining the steps in making a farm plan

·        Illustration

·        Questioning and answering

 

·        Text books

·        Charts

·        Statistical abstracts

 

·        KLB secondary Agriculture form 4 pg 121-123

·        Longhorn secondary Agriculture form 4 pg 108-109

·        Gateway Agriculture revision paper 2 page 104

·        Top Mark Series Agriculture Revision pg 165

   
   

2

 

Agricultural Economics (III) production economics

 

Farm budgeting

 

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

·        Define farm budgeting

·        State the importance of farm budgeting

 

·        Definition of farm budgeting

·        Stating the importance of farm budgeting

·        Illustration

·        Note making

·        Questioning and answering

 

·        Text books

·        Farm records

·        Ag agricultural farm

 

·        KLB secondary Agriculture form 4 pg 123-127

·        Longhorn secondary Agriculture form 4 pg 110-112

·        Gateway Agriculture revision paper 2 page 104

·        Top Mark Series Agriculture Revision pg 165

   
   

3 and 4

 

Agricultural economics (III) production economics

 

Farm budgeting

 

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

·        Describe the types of budgeting in agriculture

 

·        Description of the types of budgeting

·        Illustration

·        Note making

·        Question and answering

 

·        Text books

·        Farm records

·        An agricultural farm

 

·        KLB secondary Agriculture form 4 pg 123-127

·        Longhorn secondary Agriculture form 4 pg 110-112

·        Gateway Agriculture revision paper 2 page 104

 

   
 

7

 

1

 

Agricultural Economics (III) Production economics

 

·        Agricultural support services available to the farmer

·        Extension and training

·        Banking

·        Credit services

·        Agricultural Research

·        marketing

 

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

·        explain the agricultural support services available to the farmers

·        extension and training

·        banking

·        credit

·        AI services

·        Agricultural research

·        marketing

 

·        Explanation of the Agricultural support services available to the farmer

·        Illustrations

·        Note making

·        Questioning and answering

 

·        Text books

·        Farm record

·        An agricultural farm

 

·        KLB secondary Agriculture form 4 pg 112-132

·        Longhorn secondary Agriculture form 4 pg 112-114

·        Gateway Agriculture revision paper 2 page 105-106

·        Top Mark Series Agriculture Revision pg 165-166

 

 

   
   

2

 

Agricultural Economics (III) production economics

 

Agricultural support services available to the farmers

Veterinary services

Farm input supplies

Tractor hive services

 

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

·        Explain the Agricultural support services available to a farmer

·        Veterinary services

·        Farm input supplies

·        Tractor hive services

 

·        Explanation of the Agricultural support services available to a farmer

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        Farm records

·        An agricultural farm

 

·        KLB secondary Agriculture form 4 pg 133-134

·        Longhorn secondary Agriculture form 4 pg 110-112

·        Gateway Agriculture revision paper 2 page 104

·        Top Mark Series Agriculture Revision pg 166-167

   
  3 and 4  

Agricultural economics (IV) farm accounts

 

Risks and uncertainties in farming

 

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

·        Identify the types of risks on uncertainties of a farmer may face

·        Outline the ways in which a farmer may adjust to uncertainty

 

·        Identification of the types of risk and uncertainties

·        Outlining the ways in which a farmer may adjust to the uncertainties

·        Illustration

·        Note making

·        Questioning and answering

 

·        charts

·        Text books

·        Financial documents

·        An agricultural farm

 

·        KLB secondary Agriculture form 4 pg 134-136

·        Longhorn secondary Agriculture form 4 pg 116-119

·        Gateway Agriculture revision paper 2 page 106

·        Top Mark Series Agriculture Revision pg 166-167

   
 

8

 

1

 

Agricultural economics (IV) farm accounts

 

·        Importance of keeping farm accounts

·        Type of farm accounts

 

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

·        State the importance of keeping farm accounts

·        Identify the types of farm accounts

 

·        Stating the importance of keeping farm records

·        Identification of the types of farm accounts

·        Illustration

·        A sample of financial documents

·        charts

 

·        charts

·        Text books

·        Financial documents

·        An agricultural farm

 

·        KLB secondary Agriculture form 4 pg 139

·        Longhorn secondary Agriculture form 4 pg 121

·        Gateway Agriculture revision paper 2 page 108

·        Top Mark Series Agriculture Revision pg 168

   
   

2

 

Agricultural economics (IV) farm accounts

 

Financial statements

Invoice

Statement of accounts

 

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

·        Describe an invoice and a statement of account

·        Distinguish between invoice and a statement of account

 

·        Distinguishing an invoice and a statement of account

·        Describing an invoice and a statement of accounts

·        Note making

·        Questioning and answering

 

 

·        Text books

·        An invoice

·        An agricultural firm

·        A chart

 

·        KLB secondary Agriculture form 4 pg 140-141

·        Longhorn secondary Agriculture form 4 pg 122-124

·        Gateway Agriculture revision paper 2 page 108

·        Top Mark Series Agriculture Revision pg 168

   
   

3 and 4

 

Agricultural economics (IV) farm accounts

 

·        Receipts

·        Delivery note

·        Purchase order

 

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

·        Describe a receipt, delivery note and purchase order

·        Distinguish between, receipts, delivery note and a purchase order

 

·        Description of a receipt delivery note and a purchase order

·        Distinguish the three documents

·        Illustrations

·        Note making

·        Questioning and answering

 

·        Text books

·        A receipt

·        A railway note

·        A purchase order

·        An agricultural farm

 

·        KLB secondary Agriculture form 4 pg 141-145

·        Longhorn secondary Agriculture form 4 pg 124-125

·        Gateway Agriculture revision paper 2 page 108

·        Top Mark Series Agriculture Revision pg 168-169

   
 

9

 

1

 

Agricultural Economics (iV) Farm accounts

 

Books of accounts

·        Cash book

·        inventory

 

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

·        identify the cash book and the inventory

·        state the uses of cash book and the inventory

 

·        identification of the cash book and the inventory

·        stating the uses of the cash book and the inventory

·        note making

·        illustration

·        questioning and answering

 

·        Text books

·        A cash account

·        An inventory

·        Charts

 

·        KLB secondary Agriculture form 4 pg 146-150

·        Longhorn secondary Agriculture form 4 pg 125-127

·        Gateway Agriculture revision paper 2 page 109

·        Top Mark Series Agriculture Revision pg 169

   
   

2

 

Agricultural Economics (IV) farm accounts

 

Books of Accounts

·        Journal

·        ledger

 

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

·        describe the journal and ledger

·        state the uses of a journal and ledger

 

·        description of the ledger and journal

·        stating the uses of the ledger and journal

·        illustration

·        questioning and answering

 

·        Text books

·         A ledger account page

·        A journal

·        Charts

 

·        KLB secondary Agriculture form 4 pg 150-153

·        Longhorn secondary Agriculture form 4 pg 127-129

·        Gateway Agriculture revision paper 2 page 109

·        Top Mark Series Agriculture Revision pg 169

   
   

3

 

Agricultural Economics (IV) farm accounts

 

Financial statements

·        Balance sheet

 

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

·        Analyses and prepare a balance sheet

 

·        Analyzing and preparing a balance sheet

·        Illustration

·        Questioning and answering

·        Note taking

·        Explanation

 

·        Text books

·        Charts

·        Format of balance sheet

·        A  balance sheet

 

·        KLB secondary Agriculture form 4 pg 154-157

·        Longhorn secondary Agriculture form 4 pg 124-125

·        Gateway Agriculture revision paper 2 page 109-111

·        Top Mark Series Agriculture Revision pg 169

   
 

10

 

1

 

Agricultural economics (IV) farm accounts

 

·        Financial statements

·        Profit and loss account

 

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

·        Analyse and prepare a profit and loss account

 

·        Analyzing and preparing profit and loss account

·        Note making

·        Explanation

·        Illustration

·        Questioning and answering

 

·        Text books

·        Charts

·        A format of profit and loss account

·        A profit and loss account

 

·        KLB secondary Agriculture form 4 pg 157-159

·        Longhorn secondary Agriculture form 4 pg 132-133

·        Gateway Agriculture revision paper 2 page 109-111

·        Top Mark Series Agriculture Revision pg 169

   
   

2

 

Agricultural economics (IV) farm accounts

 

Financial statements

Cash analysis

 

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

·        Analyses and prepare a cash analysis

 

·        Analyzing and preparing cash analysis

·        Explanation

·        Illustration

·        Note making

·        Questioning and answering

 

·        Text books

·        Charts

·        A cash analysis

 

·        KLB secondary Agriculture form 4 pg 159-162

·        Longhorn secondary Agriculture form 4 pg 133-135

·        Gateway Agriculture revision paper 2 page 111

·        Top Mark Series Agriculture Revision pg 169

   
MOCK EXAWMINATIONS  
 

 

 
 

 

AGRICULTURE  FORM 4 SCHEMES OF WORK – TERM 3

 
 

1

 

1

 

Agricultural Economics (V)

Agricultural marketing and organization

 

Market and marketing

 

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

·        Define marketing and market

·        Identify the types of markets

·        Describe the various types of markets available

 

·        Definition of market and marketing

·        Identification of the types of markets

·        Description of the various types

·        Note taking

·        Asking and answering questions

·        Illustrations

 

·        Text books

·        Charts

·        Local markets

 

·        KLB secondary Agriculture form 4 pg 137-138

·        Longhorn secondary Agriculture form 4 pg 164-166

·        Gateway Agriculture revision paper 2 page 109-111

·        Top Mark Series Agriculture Revision pg 173

   
   

2

 

Agricultural Economics (V)

Agricultural marketing and organization

 

Demand, supply and price theory

demand

 

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

·        Define demand

·        State the law of demand

·        Explain the factors influencing demand for a commodity

 

·        Define demand

·        Stating the law of demand

·        Explaining the factors influencing demand

·        Note taking

·        Asking and answering questions

·        illustration

 

·        Text books

·        Charts

·        A local market

·        Tables

·        Graphs

 

·        KLB secondary Agriculture form 4 pg 166-169

·        Longhorn secondary Agriculture form 4 pg 139-141

·        Gateway Agriculture revision paper 2 page 114

·        Top Mark Series Agriculture Revision pg 174

   
   

3 and 4

 

Agricultural Economics (V)

Agricultural marketing and organization

 

 

Elasticity of Demand (ED)

 

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

·        Describe elasticity of demand

·        Explain the factors influencing elasticity of demand

 

·        Description ofelasticity

·        Explanation of the factors that influencing elasticity of demand

·        Illustration

·        Note making

·        Questioning and answering

 

·        Text book

·        Local market

·        Tables

·        Graphs

 

·        KLB secondary Agriculture form 4 pg 170-174

·        Longhorn secondary Agriculture form 4 pg 140-144

·        Gateway Agriculture revision paper 2 page 114

·        Top Mark Series Agriculture Revision pg 174

 

   
 

2

 

1

 

Agricultural Economics (V)

Agricultural marketing and organization

 

Supply

 

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

·        Define supply

·        State the law of supply

·        Explain the factors influencing supply of a commodity

 

·        Definition of supply

·        Explanation

·        Stating the law of supply

·        Illustration

·        Note making

·        Questioning and answering

 

·        Text book

·        A local market

·        Charts

·        Tables

·        Graphs

 

·        KLB secondary Agriculture form 4 pg 174-177

·        Longhorn secondary Agriculture form 4 pg 144-145

·        Gateway Agriculture revision paper 2 page 115

·        Top Mark Series Agriculture Revision pg 174-175

 

   
   

2

 

Agricultural Economics (V)

Agricultural marketing and organization

 

 

Elasticity of Supply (ES)

 

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

·        Describe elasticity of supply

 

·        Description of elasticity of supply

·        Explanation

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        A  local market

·        Tables

·        Graph charts

 

·        KLB secondary Agriculture form 4 pg 177-178

·        Longhorn secondary Agriculture form 4 pg 145-149

·        Gateway Agriculture revision paper 2 page 115

·        Top Mark Series Agriculture Revision pg 17

   
   

3 and 4

 

Agricultural economics (V)

Agricultural marketing and organization

 

Price Theory

 

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

·        Define the term price

·        Discuss the determination of market prices

 

·        Definition of the term price

·        Discussion of the market price determination

·        Illustrations

·        Note taking

·        Questioning and answering

 

·        Text books

·        A local market

·        Tables

·        graphs

 

·        KLB secondary Agriculture form 4 pg 178-179

·        Longhorn secondary Agriculture form 4 pg 149-150

·        Gateway Agriculture revision paper 2 page 115

·        Top Mark Series Agriculture Revision pg 175

   
 

3

 

1

 

Agricultural Economics (V)

Agricultural marketing and organization

 

Price control

 

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

·        Describe price control

·        Illustrate the price control graphically

 

·        Description of price control

·        Illustration of price control graphically

·        Note taking

·        Asking and answering questions

 

·        Text books

·        A local market

·        Tales

·        Graphs

·        charts

 

·        KLB secondary Agriculture form 4 pg 178-179

·        Longhorn secondary Agriculture form 4 pg 149-150

·        Gateway Agriculture revision paper 2 page 115

·        Top Mark Series Agriculture Revision pg 175

   
   

2

Agricultural Economics (V)

Agricultural marketing and organization

 

·        Marketing

·        Marketing functions

 

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

·        Define the term marketing

·        Identify the meaning of the term marketing functions

·        Discuss the various marketing functions

 

·        Discussion

·        Defining marketing

·        Explanations

·        Illustration

·        Note making

·        Questioning and answering

 

·        Text books

·        Charts

·        A local market

 

·        KLB secondary Agriculture form 4 pg 186-189

·        Longhorn secondary Agriculture form 4 pg 153-156

·        Gateway Agriculture revision paper 2 page 116

·        Top Mark Series Agriculture Revision pg 176

   
 

4

 

1

Agricultural Economics (V)

Agricultural marketing and organization

 

Agricultural organizations

 

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

·        Describe agricultural organizations

·        List the various agricultural organizations

·        List the functions of the various organizations

 

·        Description

·        Listing the agricultural organization

·        Listing functions of the organization

·        Illustration

·        Note taking

·        Asking and answering questions

 

·        Text books

·        Charts

·        A local market

 

·        KLB secondary Agriculture form 4 pg 189-192

·        Longhorn secondary Agriculture form 4 pg 157-159

·        Gateway Agriculture revision paper 2 page 92-94

·        Top Mark Series Agriculture Revision pg 176

   
   

2

Agricultural Economics (V)

Agricultural marketing and organization

 

Co-operative societies

 

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

·        Define a co-operative

·        Describe the formation of a co-operative

·        Outline the principles of co-operatives

·        Give the types of co-operative societies

·        State the functions of farmers co-operative societies

 

·        Defining a co-operative

·        Description

·        Outlining principles of a co-operative

·        Giving types of co-operatives

·        Stating the functions of a co-operative

 

·        Text books

·        Local market

·        Wall charts

 

·        KLB secondary Agriculture form 4 pg 192-195

·        Longhorn secondary Agriculture form 4 pg 159-162

·        Gateway Agriculture revision paper 2 page 117

·        Top Mark Series Agriculture Revision pg 176-177

   
   

3 and 4

 

Agricultural Economics (V)

Agricultural marketing and organization

 

Association and unions

 

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

·        List the various agricultural union

·        State the roles of agricultural unions

 

·        Listing the various unions

·        Stating their roles

·        Illustrations

·        Asking and answering questions

 

·        Text books

·        Farmers

·        Magazines

·        Wall charts

 

·        KLB secondary Agriculture form 4 pg 192-195

·        Longhorn secondary Agriculture form 4 pg 159-162

·        Gateway Agriculture revision paper 2 page 117

·        Top Mark Series Agriculture Revision pg 177

   
 

5

 

1

 

Agroforestry

 

·        Forms of Agro foresty

·        Importance of agroforestry

 

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

·        Define agroforestry

·        Describe the various forms of agroforestry

·        State the importance of agroforestry

 

·        Definition of agroforestry

·        Description

·        Stating the importance of agroforestry

·        Illustration

·        Note taking

·        Questioning and answering

 

·        Text books

·        Specimen of fees and shrubs

·        Charts

·        Photos

·        Agroforestry farm

 

·        KLB secondary Agriculture form 4 pg 200-203

·        Longhorn secondary Agriculture form 4 pg 166-168

·        Gateway Agriculture revision paper 2 page 139

·        Top Mark Series Agriculture Revision pg 22

 

   
   

2

 

Agroforestry

 

Tree nursery

 

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

·        List various types of tree nurseries

·        Describe the various types of tree nurseries

 

·        Listing the types of nurseries

·        Description

·        Note making

·        Illustration

·        Asking and answering questions

 

·        Text books

·        Nursery books

·        Nursery beds

·        Agroforestry farm

·        Charts

·        photos

 

·        KLB secondary Agriculture form 4 pg 203

·        Longhorn secondary Agriculture form 4 pg 168-170

·        Gateway Agriculture revision paper 2 page 100-101

·        Top Mark Series Agriculture Revision pg 23

   
   

3 and 4

 

Agroforestry

 

Nursery establishment and management

 

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

·        Discuss the establishment of tree nurseries

·        Describe the management of tree nurseries

 

·        Discussion

·        Description

·        Illustration

·        Note taking

·        Asking and answering questions

·        explanation

 

·        text books

·        garden tools

·        tree seedlings

·        charts

·        watering cans

·        nursery beds

 

·        KLB secondary Agriculture form 4 pg 203

·        Longhorn secondary Agriculture form 4 pg 168-170

·        Gateway Agriculture revision paper 2 page 100-101

·        Top Mark Series Agriculture Revision pg 23

 

   
 

6

 

1

 

Agroforestry

 

Care and management of trees

Agroforestry practices

 

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

·        Discuss the various care and management of trees

·        Discuss the various agroforestry practices

 

·        Discussion

·        Explanation

·        Illustration

·        Asking and answering questions

·        Note making

 

·        Text books

·        Nursery beds

·        Watering cans

·        Garden tools

·        Tree seedlings

·        charts

 

·        KLB secondary Agriculture form 4 pg 208-212

·        Longhorn secondary Agriculture form 4 pg 174-175

·        Gateway Agriculture revision paper 2 page 143

·        Top Mark Series Agriculture Revision pg 25-26

   
   

2

 

Agroforestry

 

·        Sites for agroforestry trees

·        Tree harvesting methods

 

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

·        Describe the sites for agroforestry trees

·        Discuss the various tree harvesting methods

 

·        Description

·        Discussion

·        Note making

·        Illustration

·        Question and answers methods

 

·        Text books

·        Nursery  beds

·        Watery cans

·        Garden tools

·        Tree seedlings

·        Charts

 

·        KLB secondary Agriculture form 4 pg 212-217

·        Longhorn secondary Agriculture form 4 pg 176-179

·        Gateway Agriculture revision paper 2 page 144

·        Top Mark Series Agriculture Revision pg 26-27

 

   
 

STUDY LEAVE/PREPARATION FOR K.C.S.E

 

 

Best Agriculture Notes, Schemes of Work, Exams & KCSE Past Papers

Notes, Schemes of Work, Exams & KCSE Past Papers

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Maseno High School KCSE 2025 Exam Papers & Answers

Maseno High School KCSE 2025 Exam Papers & Answers

MASENO PHYC PP3 CONF.pdf
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MASENO HOME SCI PP3 2025 PREDICTIONS.pdf
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LESSON PLANS FOR CBC MATHEMATICS ACTIVITIES

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Number concept

Specific lesson learning outcome.

By the end of the lesson, the learner should be to sort and group objects according to texture.

KEY INQUIRY QUESTION (s)

How do you sort and group objects?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Soil.

Small stones, tins, paper.

Piece of cloth.

Mathematics pupil’s book 1 pg.127.

Mathematics teachers guide grade 1 pg. 154.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to sort and group objects according to colour.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to sort objects using the same of touch according to texture.

Step 2: Guide learners in pairs or groups to feel and sort objects according to texture.

Step 3: Learners to do activities in pupil’s book page 127

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to sort and group objects according to texture

EXTENSION OF ACTIVITIES

Learners to identify rough and smooth surfaces in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                           

                                                                                                                                                           

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Number concept

Specific lesson learning outcome.

By the end of the lesson, the learner should be to make patterns using objects of different colours.

KEY INQUIRY QUESTION (s)

How do you make patterns using objects?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Cups of different colours

Beads

Plastic bottle tops

Mathematics pupil’s book 1 pg.128

Mathematics teachers guide grade 1 pg. 155

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to make patterns using objects of different shapes.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to form a pattern using cups of different colours.

Step 2: Guide learners in pairs or groups to arrange objects of different colours to form patterns.

Step 3: Learners to do activities in pupil’s book page 128

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to display and discuss their patterns.

EXTENSION OF ACTIVITIES

Learners to practice making patterns using objects of different colour in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                           

                                                                                                                                                           

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Number concept

Specific lesson learning outcome.

By the end of the lesson, the learner should be to order and sequence objects in descending order.

KEY INQUIRY QUESTION (s)

How do you order and sequence objects?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Paper cut-outs.

Cups, paper strips.

Mathematics pupil’s book 1 pg.129.

Mathematics teachers guide grade 1 pg. 156.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to order and sequence objects in an ascending order.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to order and sequence cups using the attribute of size irrespective of their colour.

Step 2: Guide learners in pairs or groups to order and sequence objects in descending order.

Step 3: Learners to do activities in pupil’s book page 129

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to display and discuss their work

EXTENSION OF ACTIVITIES

Learners to order and sequence objects according to size in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                           

                                                                                                                                                           

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Number concept

Specific lesson learning outcome.

By the end of the lesson, the learner should be to recite number names in order up to 50.

KEY INQUIRY QUESTION (s)

How do you recite number names in order?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Audios.

Video clips.

Mathematics pupil’s book 1 pg.130.

Mathematics teachers guide grade 1 pg. 157.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to recite number names in order up to 30.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to recite numbers in order up to 50.

Step 2: Guide learners in pairs or groups to recite number names in order up to 50..

Step 3: Learners to do activities in pupil’s book page 130.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to do a rhyme on number names in order.

EXTENSION OF ACTIVITIES

Learners to sing songs involving number names in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                           

                                                                                                                                                           

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Number concept

Specific lesson learning outcome.

By the end of the lesson, the learner should be to represent numbers up to 30 using objects.

KEY INQUIRY QUESTION (s)

How do you represent numbers using objects?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Books.

Stones.

Straws, buttons, numbers cards.

Mathematics pupil’s book 1 pg.131.

Mathematics teachers guide grade 1 pg. 158.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to represent numbers up to 20 using objects.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to represent numbers up to 30 using objects

Step 2: Guide learners in pairs or groups to represent numbers up to 30 using objects as they fill in the table.

Step 3: Learners to do activities in pupil’s book page 131.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to represent umbers up to 30 using objects drawn on a chart.

EXTENSION OF ACTIVITIES

Learners to represent numbers up to 30 using objects in school, at home, according to their order, such as in play activities.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                           

                                                                                                                                                           

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Number concept

Specific lesson learning outcome.

By the end of the lesson, the learner should be to demonstrate through counting that a group in all situations has only one count.

KEY INQUIRY QUESTION (s)

How do you demonstrate that a group in all situations has only one count?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Pencils.

Stones, bottle-tops.

Buttons.

Mathematics pupil’s book 1 pg.133.

Mathematics teachers guide grade 1 pg. 159.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to show how conservation of number five using objects in a container.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners by counting that a group in all situations has one count.

Step 2: Guide learners in pairs or groups to count objects arranged vertically and when arranged horizontally to ascertain that in all situations, a group has one count.

Step 3: Learners to do activities in pupil’s book page 133.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to arrange objects in different orientation and ascertain that a group has one count in all situations.

EXTENSION OF ACTIVITIES

Learners to practice conservation of numbers using objects arranged in different orientation in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                           

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Whole numbers

Specific lesson learning outcome.

By the end of the lesson, the learner should be to count in 10’s up to 50 forward and backward.

KEY INQUIRY QUESTION (s)

How do you count numbers forward and backward?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Straws.

Bottle tops, stones.

Mathematics pupil’s book 1 pg.134.

Mathematics teachers guide grade 1 pg. 161.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to count numbers in 5’s up to 25 forward and backward.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to count in 10’s up to 50 forward and backward.

Step 2: Guide learners in pairs or groups to practice counting in 10’s up to 50 forward and backward starting from any point.

Step 3: Learners to do activities in pupil’s book page 134.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to count 10’s up to 50 forward and backward.

EXTENSION OF ACTIVITIES

Learners to practice counting in 10’s up to 50 forward and backward in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                           

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Whole numbers

Specific lesson learning outcome.

By the end of the lesson, the learner should be to count in 10’s up to 100 forward and backward.

KEY INQUIRY QUESTION (s)

How do you count numbers forward and backward?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Straws.

Bottle tops, stones.

Mathematics pupil’s book 1 pg.135.

Mathematics teachers guide grade 1 pg. 162.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to count numbers in 5’s up to 50 forward and backward.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to count in 10’s up to 100 forward and backward.

Step 2: Guide learners in pairs or groups to practice counting in 10’s up to 100 forward and backward starting from any point.

Step 3: Learners to do activities in pupil’s book page 135.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to play a game of 10’s

EXTENSION OF ACTIVITIES

Learners to practice counting in 10’s up to 100 forward and backward in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                           

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Whole numbers

Specific lesson learning outcome.

By the end of the lesson, the learner should be to represent numbers up to 50 using objects.

KEY INQUIRY QUESTION (s)

How do you represent numbers using objects?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Straws.

Bottle tops, stones, number cards.

Mathematics pupil’s book 1 pg.136.

Mathematics teachers guide grade 1 pg. 163.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to represent numbers up to 40 using objects.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to represent numbers up to 50 using objects.

Step 2: Guide learners in pairs or groups to represent numbers up to 50 using objects as they fill in the table.

Step 3: Learners to do activities in pupil’s book page 136.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to represent numbers up to 50 using objects drawn on a chart using number cards.

EXTENSION OF ACTIVITIES

Learners to represent numbers up to 50 using objects in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                           

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Whole numbers

Specific lesson learning outcome.

By the end of the lesson, the learner should be to identify place value of digits in numbers up to tens.

KEY INQUIRY QUESTION (s)

How do you identify place value of digits in numbers up to tens?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Place value chart.

Number cards.

Mathematics pupil’s book 1 pg.138

Mathematics teachers guide grade 1 pg. 164

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to represent place value of digits in numbers up to tens using number tins.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to represent 34 on the place value chart.

Step 2: Guide learners in pairs or groups to represent place value of digits in numbers up to tens on place value charts.

Step 3: Learners to do activities in pupil’s book page 138.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to use number cards to represent place value of digits in numbers up to tens on a place value chart.

EXTENSION OF ACTIVITIES

Learners to practice representing place value of digits in numbers up to tens on a place value chart at home.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Whole numbers

Specific lesson learning outcome.

By the end of the lesson, the learner should be to read and write number symbols up to 50

KEY INQUIRY QUESTION (s)

How do you read and write number symbols?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Number chart, video clips.

Number cards.

Mathematics pupil’s book 1 pg.139

Mathematics teachers guide grade 1 pg. 165

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to read and write number symbols up to 40.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to read and write number symbols 1 up to 50 using number charts and number cards. Pick, flash, read and write; one number at a time.

Step 2: Guide learners in pairs or groups to read and write number symbols using number cards for example jumble numbers in a box, then learners play a fishing game of reading and writing number symbols up to 50.

Step 3: Learners to do activities in pupil’s book page 139.

SUMMARY

Review the lesson and make summary points.

CONCLUSION (Assessment of Learning)

Learners to pick, read and write number symbols up to 50.

EXTENSION OF ACTIVITIES

Learners to practice reading and writing number symbols in schools in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Whole numbers

Specific lesson learning outcome.

By the end of the lesson, the learner should be to write numbers up to 10 in words

KEY INQUIRY QUESTION (s)

How do you write numbers in words?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Video clips.

Number cards with numerals and words.

Mathematics pupil’s book 1 pg.140.

Mathematics teachers guide grade 1 pg. 166.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to read and write numbers in words up to 5.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to write numbers 1 up to 10 in words. Pick, flash and write numbers in words one number at a time.

Step 2: Guide learners in pairs or groups to read and write numbers up to 10 in words using words using number cards.

Step 3: Learners to do activities in pupil’s book page 140.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to pick, read and write numbers up to 10 in words on the board.

EXTENSION OF ACTIVITIES

Learners to practice reading and writing numbers up to 10 in words in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Whole numbers

Specific lesson learning outcome.

By the end of the lesson, the learner should be to work out missing numbers in patterns up to 20.

KEY INQUIRY QUESTION (s)

How do you work out missing numbers in patterns?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Video clips.

Number cards.

Mathematics pupil’s book 1 pg.141.

Mathematics teachers guide grade 1 pg. 167

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to work out missing numbers in patterns up to 10.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Write. 11, 12, 13, 14, 15, _____, 17, 18, 19, 20 and 11, 12, _____, 14, 15, 16, 17, 18, 19, ____. Show learners how to identify the rule in the pattern and work out missing numbers in patterns 1 up to 20.

Step 2: Guide learners in pairs or groups to work out missing numbers in patterns 1 up to 20.

Step 3: Learners to do activities in pupil’s book page 141.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to work out missing numbers in patterns up to 20.

EXTENSION OF ACTIVITIES

Learners to play games involving patterns both in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Whole numbers

Specific lesson learning outcome.

By the end of the lesson, the learner should be to create number patterns up to 20.

KEY INQUIRY QUESTION (s)

How do you create number patterns?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Video clips.

Number cards.

Mathematics pupil’s book 1 pg.142.

Mathematics teachers guide grade 1 pg. 168

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to work out missing numbers in patterns up to 20.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to identify a rule for a pattern. Choose a starting point and then create number patterns up to 20.

Step 2: Guide learners in pairs or groups to create number patterns up to 20.

Step 3: Learners to do activities in pupil’s book page 142.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Put 20 numbers in a basket on the teacher’s table. Having a rule of increasing by 5 and starting at 5, create number pattern. Stick number 5 on the wall. Learners to identify the next number, pick the number and stick it next to number 5. The process continues in turns until the patterns is created.

EXTENSION OF ACTIVITIES

Learners to play games involving number patterns both in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Whole numbers

Specific lesson learning outcome.

By the end of the lesson, the learner should be to create and extend number patterns up to 20.

KEY INQUIRY QUESTION (s)

How do you create and extend number patterns?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Video clips.

Number cards.

Mathematics pupil’s book 1 pg.143.

Mathematics teachers guide grade 1 pg. 169.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to create and extend number patterns up to 10

LESSON DEVELOPMENT (Assessment as learning)

Step 1: identify a rule for the pattern. Choose a starting point. Create and extend number patterns up to 20.

Step 2: Guide learners in pairs or groups to create number patterns up to 20.

Step 3: Learners to do activities in pupil’s book page 143.

SUMMARY

Review the lesson and make summary points.

CONCLUSION (Assessment of Learning)

Put 20 numbers in a basket on the teacher’s table. Having a rule of increasing by 5 and starting at 5, create number pattern. Stick number 5 on the wall. Learners to identify the next number, pick the number and stick it next to number 5. The process continues in turns until the patterns is created. Extend the number pattern.

EXTENSION OF ACTIVITIES

Learners to play games involving number patterns both in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Addition

Specific lesson learning outcome.

By the end of the lesson, the learner should be to add 3-single digit numbers up to a sum of 10 in word task

KEY INQUIRY QUESTION (s)

How do you add 3-single digit numbers?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Counters.

Mathematics pupil’s book 1 pg.144.

Mathematics teachers guide grade 1 pg. 171.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to add 3-single digit numbers up to a sum of 10.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Write Amina has 3 balls. James has 2 balls and Anyango has 1 ball. How many balls do they have altogether? Show learners how to develop an additional sentence in symbols from the word sentence as

3 + 2 + 1 =

Step 2: Guide learners in pairs or groups to work out word tasks involving addition of 3-single digit numbers up to a sum of 10 in word tasks.

Step 3: Learners to do activities in pupil’s book page 144.

SUMMARY

Review the lesson and make summary points.

CONCLUSION (Assessment of Learning)

Learners to work out word task involving addition of 3-single digit numbers up to a sum of 10.

EXTENSION OF ACTIVITIES

Learners to practice adding 3-single digit numbers involving word tasks with the family members.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Addition

Specific lesson learning outcome.

By the end of the lesson, the learner should be to add a 2-digit number to a 1-digit number with sum up to 100 horizontally.

KEY INQUIRY QUESTION (s)

How do you add a 2-digit number to a 1-digit number?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Counters.

Basic addition table.

Mathematics pupil’s book 1 pg.145.

Mathematics teachers guide grade 1 pg. 172.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to add 2-digit number to a 1-digit number up to a sum of 50.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Write        54 + 5 =                 show learners how to add 5 to 54 by counting forward, 5 steps from 54 to get the answer 59

Step 2: Write        71 + 6 =                 Guide learners in pairs or groups to add a 2-digit number to a 1-digit number with sum up to 100 horizontally.

Step 3: Learners to do activities in pupil’s book page 145.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to add a 2-digit number to a 1-digit number with sum up to 100 horizontally.

EXTENSION OF ACTIVITIES

Learners to practice adding 2-digit number to 1-digit number with sum up to 100 horizontally in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Addition

Specific lesson learning outcome.

By the end of the lesson, the learner should be to add a 2-digit number to a 1-digit number with sum up to 100vertically.

KEY INQUIRY QUESTION (s)

How do you add a 2-digit number to a 1-digit number?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Counters.

Basic addition table.

Mathematics pupil’s book 1 pg.146.

Mathematics teachers guide grade 1 pg. 173.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to add 2-digit number to a 1-digit number up to a sum of 50 horizontally.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Write        65 + 2 =                 show learners that 65 + 2 is also written as

65

             67

+2

 

Step 2: Write                                            83

 

+3

 

Guide learners in pairs or groups to add a 2-digit number to a 1-digit number with sum up to 100 vertically.

Step 3: Learners to do activities in pupil’s book page 146.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to add a 2-digit number to a 1-digit number with sum up to 100 vertically.

EXTENSION OF ACTIVITIES

Learners to play digital games in addition in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Addition

Specific lesson learning outcome.

By the end of the lesson, the learner should be to add multiples of ten with sum up to 100 vertically.

KEY INQUIRY QUESTION (s)

How do you add tens?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Counters.

Basic addition table

Mathematics pupil’s book 1 pg.147.

Mathematics teachers guide grade 1 pg. 174.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to add 2-digit number to a 1-digit number up to a sum of 50 horizontally.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Write

60

 

+20

 

Show learners how to work out by first adding the ones (0 + 0 = 0) then the tens (6 + 2 = 8) to get the answer.

 

Step 2: Write                                            50

 

+10

 

Guide learners in pairs or groups to add multiples of 10 with sum up to 100 vertically.

Step 3: Learners to do activities in pupil’s book page 147.

 

 

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to add multiples of ten with sum up to 100 vertically.

EXTENSION OF ACTIVITIES

Learners to play digital games in addition in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Addition

Specific lesson learning outcome.

By the end of the lesson, the learner should be to work out missing numbers in number patterns involving addition up to 100.

KEY INQUIRY QUESTION (s)

How do you work out missing numbers in a pattern?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Counters.

Basic addition table

Mathematics pupil’s book 1 pg.148.

Mathematics teachers guide grade 1 pg. 175.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to add multiples of 10 up to 100.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Write        10, 20, 30, ______, _____ Show learners how to work out the missing number in the pattern by adding 10.

Step 2: Guide learners in pairs or groups to work out missing numbers in patterns up to 100, by adding 10.

Step 3: Learners to do activities in pupil’s book page 148.

SUMMARY

Review the lesson and make summary points.

CONCLUSION (Assessment of Learning)

Learners to work out missing numbers in patterns involving addition up to 100.

EXTENSION OF ACTIVITIES

Learners to play digital games in addition in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Subtraction

Specific lesson learning outcome.

By the end of the lesson, the learner should be to subtract 1-digit number from a 2-digit number involving basic addition facts in word tasks.

KEY INQUIRY QUESTION (s)

How do you subtract 1-digit number from a 2-digit number?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Counters.

Basic addition table.

Mathematics pupil’s book 1 pg.149.

Mathematics teachers guide grade 1 pg. 177.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to subtract a 1-digit number from a 2-digit number.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: What is 11 take away 5? Show learners that 11 take away 5 is written as 11- 5=                and use basic addition table to get the answer

Step 2: What is 14 take away 8? Guide learners in pairs or groups to work out given word tasks and share their results with other groups.

Step 3: Learners to do activities in pupil’s book page 149.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to subtract a 1-digit number from a 2-digit number in word tasks.

EXTENSION OF ACTIVITIES

Learners to practice subtraction of 1-digit number from a 2-digit number in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Subtraction

Specific lesson learning outcome.

By the end of the lesson, the learner should be to work out subtraction based on basic addition facts using the relationship between addition and subtraction.

KEY INQUIRY QUESTION (s)

How do you subtract 1-digit number from a 2-digit number?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Counters.

Basic addition table.

Mathematics pupil’s book 1 pg.150.

Mathematics teachers guide grade 1 pg. 178-179.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to write two subtraction sentences from a given addition sentence.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Write        13 – 6 =                show learners that 13 – 6 =                  is same as

                                                                                          9 +              = 13

9 +                = 13

Therefore 13 – 6 =

Step 2: Write 17 – 8 =             Guide learners in pairs or groups to work out subtraction using the relationship between addition and subtraction.

Step 3: Learners to do activities in pupil’s book page 150.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to work out subtraction using the relationship between addition and subtraction.

EXTENSION OF ACTIVITIES

Learners to practice subtraction by relating addition to subtraction with family members.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Subtraction

Specific lesson learning outcome.

By the end of the lesson, the learner should be to subtract multiples of 10 up to 90 in word tasks.

KEY INQUIRY QUESTION (s)

How do you subtract tens?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Bundles of sticks.

Hundred chart.

Mathematics pupil’s book 1 pg.151.

Mathematics teachers guide grade 1 pg. 180.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to make bundles of 10 sticks.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Write        Tony has 50 oranges. He sells 30 oranges. How many oranges are left? Show learners how to work out the question by arranging it vertically as

50

 

+30

 

Explain to the learners how to subtract the ones (0 – 0 = 0) tens (5 – 5 = 2) then write the digits in their correct place value.

 

Step 2: Write        Amina had 80 camels. She gave Ann 10 camels. How many camels was she left with?

      Guide learners in pairs or groups to subtract multiples of 10 up to 90 in word tasks

Step 3: Learners to do activities in pupil’s book page 151.

SUMMARY

Review the lesson and make summary points.

 

CONCLUSION (Assessment of Learning)

Learners to subtract multiples of 10 up to 90 in word tasks.

EXTENSION OF ACTIVITIES

Learners to practice subtraction of multiples of 10 up to 90 in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: NUMBERS

SUBSTRAND/SUB-THEME/SUB-TOPIC: Subtraction

Specific lesson learning outcome.

By the end of the lesson, the learner should be to work out missing numbers in patterns involving subtraction up to 100.

KEY INQUIRY QUESTION (s)

How do you work out missing numbers in patterns?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Counters.

Number cards.

Mathematics pupil’s book 1 pg.152.

Mathematics teachers guide grade 1 pg. 181.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to make bundles of 10 sticks.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Write        35, 30, 25, 20, _____ Show learners how to count backward in 5’s from 35. The missing number is 15.

Step 2: Write        67, 65, 63, 62, _______Guide learners in pairs or groups to work out missing numbers in the patterns involving subtraction up to 100.

Step 3: Learners to do activities in pupil’s book page 152.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to work out missing numbers in patterns involving subtraction up to 100.

EXTENSION OF ACTIVITIES

Learners to play digital games on number patterns in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: MEASUREMENT

SUBSTRAND/SUB-THEME/SUB-TOPIC: Length

Specific lesson learning outcome.

By the end of the lesson, the learner should be to compare length of objects directly

KEY INQUIRY QUESTION (s)

How do you compare length of two objects?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Sticks.

Biro pens.

Ropes.

Mathematics pupil’s book 1 pg.153.

Mathematics teachers guide grade 1 pg. 183.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to mention items they have in class and their uses.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to compare the lengths of different sticks. Describe using the words longer than, shorter than or same as. Write on board the results of the comparison.

Step 2: Guide learners in pairs or groups to compare lengths of different objects to find out which are loner than, shorter than or same as. Learners to share their results with the rest of the groups.

Step 3: Learners to do activities in pupil’s book page 153.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to identify objects that are shorter than, longer than or same as from a group.

EXTENSION OF ACTIVITIES

Learners to compare objects using the words shorter than, longer than or same as in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: MEASUREMENT

SUBSTRAND/SUB-THEME/SUB-TOPIC: Length

Specific lesson learning outcome.

By the end of the lesson, the learner should be to conserve length through manipulation

KEY INQUIRY QUESTION (s)

What happens to the length of an object when is at different positions?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Sticks

Strings

Mathematics pupil’s book 1 pg.154

Mathematics teachers guide grade 1 pg. 184

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to identify objects that are longer than, shorter than or same as.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to compare lengths of objects at different positions. Explain that changing of positions of an object does not change its length.

Step 2: Guide learners in pairs or groups to compare lengths of objects at different position. Learners to share results with other groups.

Step 3: Learners to do activities in pupil’s book page 154.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to demonstrate that length of an object remains the same at different positions.

EXTENSION OF ACTIVITIES

Learners to practice conserving length with family members.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: MEASUREMENT

SUBSTRAND/SUB-THEME/SUB-TOPIC: Length

Specific lesson learning outcome.

By the end of the lesson, the learner should be to conserve length through manipulation

KEY INQUIRY QUESTION (s)

What happens to the length of an object when is at different positions?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Sticks.

Strings.

Mathematics pupil’s book 1 pg.154.

Mathematics teachers guide grade 1 pg. 184.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to identify objects that are longer than, shorter than or same as.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to compare lengths of objects at different positions. Explain that changing of positions of an object does not change its length.

Step 2: Guide learners in pairs or groups to compare lengths of objects at different position. Learners to share results with other groups.

Step 3: Learners to do activities in pupil’s book page 154.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to demonstrate that length of an object remains the same at different positions.

EXTENSION OF ACTIVITIES

Learners to practice conserving length with family members.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: MEASUREMENT

SUBSTRAND/SUB-THEME/SUB-TOPIC: Length

Specific lesson learning outcome.

By the end of the lesson, the learner should be to measure length using arbitrary units.

KEY INQUIRY QUESTION (s)

How can you measure the length of your desk?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Desks.

Tables.

Pencil, exercise books.

Mathematics pupil’s book 1 pg.155

Mathematics teachers guide grade 1 pg. 185

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to measure length of their desks using handspan.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to measure the short length of the classroom using a learner’s stride. Write the number of strides.

Step 2: Guide learners in pairs or groups to measure the lengths of their desks using their exercise books. Learners to share their results with other groups.

Step 3: Learners to do activities in pupil’s book page 155.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to measure other lengths using a pencil, stick or an exercise book.

EXTENSION OF ACTIVITIES

Learners to measure other lengths using different items in school and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: MEASUREMENT

SUBSTRAND/SUB-THEME/SUB-TOPIC: Mass

Specific lesson learning outcome.

By the end of the lesson, the learner should be to compare mass of objects directly.

KEY INQUIRY QUESTION (s)

How do you compare mass of different objects?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Small stones, pieces of chalk.

Books, pencils, ruler.

Beam balance.

Mathematics pupil’s book 1 pg.156.

Mathematics teachers guide grade 1 pg. 187.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to mention objects in the classroom.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to directly compare mass of different objects using a beam balance. Write on the board the objects as “heavier than”, “lighter than” or “same as” another object

Step 2: Guide learners in pairs or groups to compare mass of different objects to identify the objects as heavier than, lighter than or same as. Learners to share their findings with the other groups.

Step 3: Learners to do activities in pupil’s book page 156.

SUMMARY

Review the lesson and make summary points.

CONCLUSION (Assessment of Learning)

Learners to select and compare objects and tell those that se “heavier than”, “lighter than” or “same as”

EXTENSION OF ACTIVITIES

Learners to compare the mass of objects in the environment and describe them using the words heavier than, lighter than, or same as.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: MEASUREMENT

SUBSTRAND/SUB-THEME/SUB-TOPIC: Mass

Specific lesson learning outcome.

By the end of the lesson, the learner should be to conserve mass through manipulation

KEY INQUIRY QUESTION (s)

What happens to the mass of an object when its shape changes?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Bottle tops.

Beam balance.

Soft stone, hammer.

Mathematics pupil’s book 1 pg.157.

Mathematics teachers guide grade 1 pg. 188.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to compare mass of different objects.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Balance two bottle tops on a beam balance. Crush some of the bottle tops to change their shape and balance them against the other bottle tops. Explain that the bottle tops have the same mass before and after crushing.

Step 2: Guide learners in pairs or groups to balance three pieces of chalk on each side of the beam balance. Crush three pieces of chalk on each side of the beam balance with the other three whole pieces. Learners to share their experiences with other groups.

Step 3: Learners to do activities in pupil’s book page 157.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to ask and answer questions on conservation of mass.

EXTENSION OF ACTIVITIES

Learners to compare the mass of objects in the environment.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: MEASUREMENT

SUBSTRAND/SUB-THEME/SUB-TOPIC: Mass

Specific lesson learning outcome.

By the end of the lesson, the learner should be to measure mass using arbitrary units

KEY INQUIRY QUESTION (s)

How can you measure the mass of an object?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Textbooks, exercise books,

Pebbles.

Beam balance.

Mathematics pupil’s book 1 pg.158

Mathematics teachers guide grade 1 pg. 190

ORGANIZATION OF LEARNING

Learners to work in pairs or groups

INTRODUCTION

Learners to compare mass of objects directly.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: show learners that the mass of a textbook can be measured using exercise books or using pebbles on a beam balance. Write the findings on the board.

Step 2: Guide learners in pairs or groups to measure the mass of several objects in terms of the textbooks using the beam balance. Learners to share their experiences with other groups.

Step 3: Learners to do activities in pupil’s book page 158.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to measure mass of other objects using exercise books and pebbles.

EXTENSION OF ACTIVITIES

Learners to measure the mass of objects using other smaller masses at home.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: MEASUREMENT

SUBSTRAND/SUB-THEME/SUB-TOPIC: Capacity

Specific lesson learning outcome.

By the end of the lesson, the learner should be to compare capacity of containers directly.

KEY INQUIRY QUESTION (s)

How do you compare capacity of containers?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Water.

Buckets, jugs.

Sufuria, kettles, basins, bottles.

Mathematics pupil’s book 1 pg.159.

Mathematics teachers guide grade 1 pg. 191.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to identify different types of containers found at school.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Using different types of containers show learners how to identify which container hold more, less or same as through emptying and filling.

Step 2: Guide learners in pairs or groups to fill and empty different types of containers to identify which holds more, less or same as. Learners to share their findings with other groups.

Step 3: Learners to do activities in pupil’s book page 159.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to discuss how to compare capacities of different containers.

EXTENSION OF ACTIVITIES

Learners to practice comparing capacities of containers in the environment and at home.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: MEASUREMENT

SUBSTRAND/SUB-THEME/SUB-TOPIC: Capacity

Specific lesson learning outcome.

By the end of the lesson, the learner should be to conserve capacity through manipulation.

KEY INQUIRY QUESTION (s)

What happens to the amount of water in a container of its transferred to bigger container?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Water.

Buckets, jugs.

Sufuria, kettles, basins, bottles.

Mathematics pupil’s book 1 pg.160.

Mathematics teachers guide grade 1 pg. 192.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to name containers that hold the same amount of water.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Fill a bottle with water and empty into a sufuria. Transfer the water back to the bottle. Explain to the learners that the amount of water remains the same even when transferred into another container.

Step 2: Guide learners in pairs or groups to fill a container with water and pour it into a bigger container. Observe what happens and pour the water back into the first container. Learners to share their observations with other groups.

Step 3: Learners to do activities in pupil’s book page 160.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to ask and answer questions on conservation of capacity.

EXTENSION OF ACTIVITIES

Learners to discuss conservation of capacity with family members at home.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: MEASUREMENT

SUBSTRAND/SUB-THEME/SUB-TOPIC: Capacity

Specific lesson learning outcome.

By the end of the lesson, the learner should be to measure capacity using arbitrary units.

KEY INQUIRY QUESTION (s)

How do you measure the amount of water a container can hold?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Water.

Buckets, jugs.

Sufuria, kettles, cups, tins, jerry can.

Mathematics pupil’s book 1 pg.161.

Mathematics teachers guide grade 1 pg. 193.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to name containers used in daily life.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Through emptying and filling activities, show the learners the number of times each of the given containers can fill a jerrycan.

Step 2: Guide learners in pairs or groups to use a small container to fill a larger container with water. Learners to count the number of small containers that are used to fill the larger container. Learners to share their findings with other groups.

Step 3: Learners to do activities in pupil’s book page 161.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to measure the capacities of given containers using smaller containers.

EXTENSION OF ACTIVITIES

Learners to discuss conservation of capacity with family members at home.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: MEASUREMENT

SUBSTRAND/SUB-THEME/SUB-TOPIC: Capacity

Specific lesson learning outcome.

By the end of the lesson, the learner should be to measure capacity of a given container using smaller containers.

KEY INQUIRY QUESTION (s)

How do you measure the amount of water a container can hold?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Water.

Buckets, jugs.

Sufuria, kettles, cups, tins, jerry can.

Mathematics pupil’s book 1 pg.162.

Mathematics teachers guide grade 1 pg. 194.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to name containers used in daily life.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Through emptying and filling activities, show the learners the number of times each of the given smaller containers can fill a basin. Write on the board the number of times.

Step 2: Guide learners in pairs or groups to use a smaller container to fill a larger container with water. Learners to count the number of small containers that are used to fill the larger container. Learners to share their findings with other groups.

Step 3: Learners to do activities in pupil’s book page 162.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to measure the capacities of given containers using smaller containers.

EXTENSION OF ACTIVITIES

Learners to practice measuring capacity of containers with family members.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: MEASUREMENT

SUBSTRAND/SUB-THEME/SUB-TOPIC: Time

Specific lesson learning outcome.

By the end of the lesson, the learner should be to relate days of the week with activities at home.

KEY INQUIRY QUESTION (s)

What do you do on different days of the week at home?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Calendar.

Digital devices.

Travel timetables.

Mathematics pupil’s book 1 pg.163.

Mathematics teachers guide grade 1 pg. 196.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to share experiences on their daily activities at home.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Write the days of the week on the board. Share with learners the activities done on different days of the week at home. Write the days of the week and the activities at home on the board.

Step 2: Guide learners in pairs or groups to discuss the activities they do at home on each day of the week. Learners to share their findings with other groups.

Step 3: Learners to do activities in pupil’s book page 163.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to name activities for each day at home.

EXTENSION OF ACTIVITIES

Learners to share their own experiences on activities at home with the other learners.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: MEASUREMENT

SUBSTRAND/SUB-THEME/SUB-TOPIC: Time

Specific lesson learning outcome.

By the end of the lesson, the learner should be to relate days of the week with activities at school.

KEY INQUIRY QUESTION (s)

What do you do on different days of the week at home?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Time table.

School routine.

Mathematics pupil’s book 1 pg.164.

Mathematics teachers guide grade 1 pg. 197.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to share experiences on their daily activities at school.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Write the days of the week on the board. Share with learners the activities done on different days of the week at school. Write the days of the week and the activities at school on the board.

Step 2: Guide learners in pairs or groups to discuss the activities they do at school on each day of the week. Learners to share their findings with other groups.

Step 3: Learners to do activities in pupil’s book page 164.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to name activities for each day at school.

EXTENSION OF ACTIVITIES

Learners to share their own experiences on activities at school with the other learners.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: MEASUREMENT

SUBSTRAND/SUB-THEME/SUB-TOPIC: Money

Specific lesson learning outcome.

By the end of the lesson, the learner should be to identify and sort Kenyan currency coins and notes by value and features up to sh. 100

KEY INQUIRY QUESTION (s)

How do you identify Kenyan currency?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Real money in notes and coins.

Mathematics pupil’s book 1 pg.165.

Mathematics teachers guide grade 1 pg. 199.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to share experiences with money in notes and coins.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners Kenyan currency coins and notes and identify their features and value.

Step 2: Guide learners in pairs or groups to sort the Kenyan currency coins and notes according to their value and features. Learners share their observations on the features of the coins and notes with the other groups.

Step 3: Learners to do activities in pupil’s book page 165.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to identify the value and features on the notes and coins.

EXTENSION OF ACTIVITIES

Learners to discuss the features on the notes and coins with family members.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: MEASUREMENT

SUBSTRAND/SUB-THEME/SUB-TOPIC: Money

Specific lesson learning outcome.

By the end of the lesson, the learner should be to carry out shopping activities in the classroom shop using coins and notes up to sh. 100.

KEY INQUIRY QUESTION (s)

What do you consider when shopping?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Real money in notes and coins.

Imitation money.

Mathematics pupil’s book 1 pg.166.

Mathematics teachers guide grade 1 pg. 200.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to share experiences on shopping activities.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to do shopping activities using the classroom shop.

Step 2: Guide learners in pairs or groups to role play buying and selling in the classroom shop. Discuss shopping activities and share with other groups.

Step 3: Learners to do activities in pupil’s book page 166.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to carry out shopping activities in the classroom shop

EXTENSION OF ACTIVITIES

Learners to participate in shopping activities using money in coins and notes.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: GEOMETRY

SUBSTRAND/SUB-THEME/SUB-TOPIC: Shapes

Specific lesson learning outcome.

By the end of the lesson, the learner should be to sort and group objects according to shape.

KEY INQUIRY QUESTION (s)

How do you sort and group objects?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Objects of different shapes and sizes.

Mathematics pupil’s book 1 pg.167.

Mathematics teachers guide grade 1 pg. 202.

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to identify different shapes and in the classroom.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Draw

                 

 

 

 

 

 

Show learners how to sort and group different objects according to shape.

Step 2: Guide learners in pairs or groups to sort and group different objects according to shape (rectangles, triangles and circles)

Step 3: Learners to do activities in pupil’s book page 167.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to sort and group objects according to shapes.

EXTENSION OF ACTIVITIES

Learners to practice sorting and grouping objects with family members.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LESSON PLAN MATHEMATICS ACTIVITIES

Week:                                                Lesson:                      

SCHOOL GRADE DATE TIME ROLL
  ONE      

STRAND/THEME/TOPIC: GEOMETRY

SUBSTRAND/SUB-THEME/SUB-TOPIC: Shapes

Specific lesson learning outcome.

By the end of the lesson, the learner should be to make patterns using rectangles, circles and triangles.

KEY INQUIRY QUESTION (s)

How do you make patterns using shapes?

Core competencies Values PCIs
●      Learning to learn

●      Communication and collaboration

●      Imagination and creativity

●      Problem solving

●      Unity

●      Respect

●      Patriotism

●      responsibility

Self-awareness

Self-esteem

LEARNING RESOURCES

Paper cut-outs of rectangles, triangles and circles.

Mathematics pupil’s book 1 pg.168.

Mathematics teachers guide grade 1 pg. 203

ORGANIZATION OF LEARNING

Learners to work in pairs or groups.

INTRODUCTION

Learners to draw rectangles, triangles and circles.

LESSON DEVELOPMENT (Assessment as learning)

Step 1: Show learners how to make patterns using triangles, rectangles and circles.

      Draw  

 

Step 2: Guide learners in pairs or groups to make patterns using concrete objects then draw the pattern

Step 3: Learners to do activities in pupil’s book page 168.

SUMMARY

Review the lesson and make summary points

CONCLUSION (Assessment of Learning)

Learners to draw patterns involving rectangles, triangles and circles.

EXTENSION OF ACTIVITIES

Learners to identify patterns with triangular, rectangular and circular shapes in the environment.

REFLECTION ON THE LESSON/SELF-REMARKS

                                                                                                                                                                       

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2022-KPSEA-TIMETABLE

FORM 2 TERM  BUSINESS OPENER EXAM WITH MARKING SCHEMES

BUSINESS FORM 2

 FORM 2 TERM  OPENER EXAM

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

INSTRUCTIONS: Answer all questions in the spaces provided   

  1. State the term given to each of the following descriptions (4mks)

(a) Study of activities that are carried out in an office……………………………………

(b) Study of the process of identifying a business opportunity, acquiring the resources to

Start and run a business………………………………………………………………

(c) Study of trade and aids to trade………………………………………………………

(d) Study of a systematic record keeping……………………………………………….

  1. High light four reasons why a business plan is necessary to an entrepreneur (4mks)

(a)………………………………………………………………………………………………………………………….

(b)………………………………………………………………………………………………………………………….

(c)………………………………………………………………………………………………………………………….

(d)…………………………………………………………………………………………………………………………

  1. State four characteristics of economic resources (4mks)

(a)………………………………………………………………………………………………………………………….

(b)………………………………………………………………………………………………………………………….

(c)………………………………………………………………………………………………………………………….

(d)………………………………………………………………………………………………………………………….

  1. Highlight four factors an organization would consider when an office layout (4mks)

(a)………………………………………………………………………………………………………………………….

(b)………………………………………………………………………………………………………………………….

(c)………………………………………………………………………………………………………………………….

(d)………………………………………………………………………………………………………………………….

  1. Classify each of the following as renewable or non-renewable resource (4mks)

(a) Wool…………………………………………………….

(b) Lead………………………………………………………

(c)Soda ash………………………………………………….

(d) Natural gas………………………………………………

  1. Identify the office etiquette described in the following statements. (4marks)

 

  Statement Office Etiquette
a) Handling people politely, pleasantly and with consideration  
b) Being committed to the organization one is working for  
c) Performing duties with excellence, precision and correctness  
d) Ability to keep time in attending duties and appointments  

 

  1. Outline the way through which each of the following types of utility may be created in production. (4marks)

 

(a) Time utility: …………………………………………………………………………………

(b) Form utility: …………………………………………………………………………………

(c) Pace utility……………………………………………………………………………………

(d) Possession utility…………………………………………………………………………….

  1. Highlight four reasons why a consumer should satisfy basic wants before secondary wants. (4mks)

(a)…………………………………………………………………………………………

(b)…………………………………………………………………………………………

(c)…………………………………………………………………………………………

(d)…………………………………………………………………………………………

  1. Outline four external business environments that may affect the performance of the

business.                                                                                                                      (4mks)

(a) ………………………………………………………………………………………………….

(b)  …………………………………………………………………………………………………

(c)  …………………………………………………………………………………………………

(d)  …………………………………………………………………………………………………

 

  1. Name the documents that each of the following descriptions refer to. (4mks)
  2. a) Used to correct an overcharge on an invoice ………………………………………….
  3. b) Used to alert the buyer that the seller received an order………………………………..
  4. c) It is used to inquire for goods…………………………………………………………..
  5. d) It is used to organize for transportation of goods between a seller and a public carrier.

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

 

  1. Give four characteristics of indirect production             (4 marks)

(a) ………………………………………………………………………………………………….

(b)  …………………………………………………………………………………………………

(c)  …………………………………………………………………………………………………

(d)  …………………………………………………………………………………………………

  1. Under what four circumstances would cheque payment be preferred most than cash payment?                                                                                                             (4mks)

(a) …………………………………………………………………………………………………

(b)  …………………………………………………………………………………………………

(c)  …………………………………………………………………………………………………

(d)  …………………………………………………………………………………………………

  1. State four characteristics of a departmental store.                                             (4mks)

(a) …………………………………………………………………………………………

(b)  …………………………………………………………………………………………

(c)  …………………………………………………………………………………………

(d)  …………………………………………………………………………………………

  1. State any four factors that can contribute to the success of business in a certain area                                                                                                                         (4mks)

(a) …………………………………………………………………………………………………

(b)  …………………………………………………………………………………………………

(c)  …………………………………………………………………………………………………

(d)  …………………………………………………………………………………………………

 

  1. Outline four features of a service.                                                                 (4mks)

(a) …………………………………………………………………………………………………

(b)  …………………………………………………………………………………………………

(c)  …………………………………………………………………………………………………

(d)  …………………………………………………………………………………………………

 

  1. Highlight four features of a good filing system. (4 marks)

 

(a) ………………………………………………………………………………………………….

(b)  …………………………………………………………………………………………………

(c)  …………………………………………………………………………………………………

(d)  …………………………………………………………………………………………………

 

  1. Outline any four roles of an entrepreneur in production. (4 marks)

(a) ………………………………………………………………………………………………

(b)  …………………………………………………………………………………………………

(c)  …………………………………………………………………………………………………

(d)  …………………………………………………………………………………………………

 

  1. As a student of business studies give two benefits you can get from learning

the subject                                                                                                                (2 Marks)

(a) ………………………………………………………………………………………………

(b)  …………………………………………………………………………………………………


BUSINESS FORM 2

MARKING SCHEME

FORM 2 TERM 1 OPENER EXAM

  1. a) Office practice

b)Entrepreneurship

  1. c) Commerce
  2. d) Accounting

 

  1. Importance of a business plan
  2. Show amount of finance required
  3. Motivates employees
  4. It is a requirement by financiers
  5. Helps in avoiding mistakes
  6. Identifying strengths and weaknesses
  7. Determines how resources are allocated
  8. Helps in adaptability of the business
  9. Characteristics of economic resources
  10. They are scarce/limited in supply
  11. Have monetary value
  12. Not evenly distributed in all regions
  13. Have utility
  14. Have multiple uses
  15. Are transferable from persons to persons
  16. Can be combined in proportion
  17. Factors to consider when choosing office layout
  18. Capital required
  19. Number of employees
  20. Cost of maintenance
  21. Area covered
  22. Nature of the organization
  23. Government policy/law
  24. Renewable and non-renewable resources
  25. Renewable
  26. Non- renewable
  27. Renewable
  28. Non-renewable
  29. Identify the office etiquette described in the following statements.

 

  Statement Office Etiquette
a) Handling people politely, pleasantly and with consideration courtesy
b) Being committed to the organization one is working for loyalty
c) Performing duties with excellence, precision and correctness accuracy
d) Ability to keep time in attending duties and appointments punctuality

 

  1. way through which each of the following types of utility may be created in production. (4 marks)

 

(a) Time utility: when goods are stored for future use

(b) Form utility: goods are processed to more usable state

(c) Pace utility: goods are transported from where they are produced to where they are needed

(d) Possession utility:goods are traded or exchanged for other goods or for money

 

  1. Reasons why a consumer should satisfy basic wants before secondary wants.
  2. Basic human wants are essential for survival/consumer cannot do without them.
  3. Consumer have limited resources
  4. Basic human wants can’t be postponed.
  5. All basic human wants are felt needs. ( any 4 x 1 = 4mks

 

  1. External environment
  2. a) Legal political environment
  3. b) Economic environment
  4. c) Demographic environment
  5. d) Physical environment
  6. e) Competitive environment
  7. f) Technological environment

 

 

 

  1. a)    Credit note

 

  1. b) Acknowledgment note
  2. c) Letter of inquiry
  3. d) Consignment note
  4. 11. Characteristics of indirect production
  5. a) Low quantity production
  6. b) Low quality production
  7. c) Encourages individualism
  8. d) Leads to low standards of living
  9.    e) Can be very tiring
  10. f) Does not encourage innovation and invention
  11. g) time wasting moving from one job to another

 

  1. Circumstances under which cheque payment would be preferred most than cash payment.

            (a) Where lump sun/huge funds are involved.

(b) Where security is attached on money involved in transaction.

(c) Incase evidence of payment is required by a business (written evidence)

(d) Where references are required in future for payment made.

(e) Incase privacy of carrying money is needed by organization/business.

(f) Incase it’s the policy of the business to be making payments using cheques.

 

13.Characteristics of a departmental store.                                              (4mks)

  1. Offer a wide variety of goods at relatively lower prices
  2. They are attractive and convenient to shop in.
  • They are usually situated in town centers
  1. They may provide services such as restaurants, reading rooms and post office.
  2. Each department is managed by a departmental manager dealing in a different line of goods.
  3. Factors that contribute to the success of business             (1×4)

 

  • Good and technical skills of the owner in managing the business
  • Good record keeping
  • Good customer relations
  • Government support
  • Adopting modern technology
  • Availability of market
  • Little or no competition
  1. Characteristics of a service
  2. Intangible
  3. Cannot be stored
  • Quantity cannot be standardized
  1. Inseparable from the provider
  2. .
  3. 16. Features of a good filing system.

(a)        Should occupy less space/compactness.

(b)        Should be simple and easy to understand/simplicity.

(c)        Should protect document from loss, misplacement, theft and destruction/safety.

(d)        Should be capable of expansion/elasticity.

(e)        Should be appropriate to the needs of the organization/suitability.

(f)        Should not be expensive to start and to maintain/economical.

(g)        Should be easy to retrieve information without disturbing other documents/ accessibility.            (Any 4 x 1 = 4 marks)

  1. 17. Roles of an entrepreneur in production.

(a)        Starts the business/project.

(b)        Controls the production process.

(c)        Makes the decision on what to produce and when to produce it.

(d)        Acquires and pays for all the factors of production.

(e)        Bears all the risks

(f)         Enjoys the profit

(g)          Pays all the expenses

(h)       Owns the whole project(4 marks)

  1. Benefits of studying business (2mks)
  2. a) Equips on with skills to start and run a business
  3. b) It is a career subject
  4. c) Helps one to understand the role of government in business.
  5. d) Assists one to appreciate the role of business in provision of goods and services
  6. e) Makes one appreciate the need for good management practices
  7. f) Helps one develop a positive attitude towards environment
  8. g) Equips one with knowledge to evaluate business performance
  9. h) helps one understand the role of communication and information technology in modern business management