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BIOLOGY PAST KCSE QUESTIONS & ANSWERS PER TOPIC (RECEPTION, RESPONSE AND CO-ORDINATION)

RECEPTION, RESPONSE AND CO-ORDINATION

PAST KCSE QUESTIONS ON THE TOPIC

  1. State one structural and  one functional  differences between  motor and sensory  neurons

Structural differences
Functional differences                                                                       ( 2 marks)

  1. The table below shows two mammalian hormones. For each hormone, state the site of production  and  its function in the body.

 

Hormone Site  of  production Function
Oestrogen    
Aldosterone    

 

 

 

 

 

 

(i)        With an arrow, indicate on the diagram the direction of the impulse through the neurone                                                                 ( 1 mark)

(ii)       State the functions of parts labeled P and Q                          ( 2 marks)

  1.  (a) How are structures of the human eye adapted to their functions           ( 14 marks)

(b) State three defects of the  eye and how each can be corrected    ( 6 marks)

  1. State the changes that occur in a nerve axon to produce an action potential

( 3 marks)

  1. In an accident a victim suffered brain injury. Consequently he had  loss  of memory. Which part of the brain was damaged?                                 ( 1 mark)
  2. The diagram below  shows surface view  of a human brain

 

 

 

 

 

 

(a) Name the parts labeled  B  and C                                                 ( 2 marks)

(b) State three functions of the part labeled A                                  ( 3 marks)

(c) State what would  happen if the part labeled B was damaged.    ( 1 mark)

  1. What is the function of the following cells  in the retina of the human eye?

(2 marks)

(a)  Cones

(b) Rods

  1.  (a) State the functions of the following  parts of the mammalian ear

(i)  Tympanic membrane                                                                   ( 3 marks)

(ii) Eustachian tube                                                                            ( 1  mark)

(iii) Ear ossicles                                                                                 ( 2 marks)

(b) Describe how semi- circular canals perform their functions      ( 2 marks)

  1. State the importance of tactic response among some members of Kingdom Protista?                                                                                                ( 1  mark)

(a)       What name is given to response to contact with surface exhibited by

tendrils and climbing stems in plants?                                  ( 1 mark)

(b)       State three biological importances of tropisms to plants      (3 marks)

  1. The diagram below represents a reflex arc in human

 

 

 

 

 

 

 

 

(a) Name the parts labeled X and Y                                                         ( 2 marks)

X __________________________

Y __________________________

(b) Name the substance that is responsible for the transmission of an impulse across

the synapse                                                                                         ( 1 mark)

  1.  (a) State the function of the ciliary muscles in the human eye.       (1 mark)

(b) State two functional differences between the rods and cones in the human eye                                                                                                                        ( 2 marks)

  1. State the function  of each  of the  following  parts  of  human ear  ( 4 marks)
  • Ear ossicles
  • Cochlea
  • Semi- circular canals
  • Eustachian tube
  1.  (a) Where in the human body are relay neurons found?                  ( 1 mark)

(b) The diagram below represents a neurone

 

 

 

 

 

 

 

 

 

 

 

 

 

(i) Name the neurone                                                                         ( 1 mark)

(ii) Name the parts labeled P and Q                                                   ( 2 marks)

  1.  (a) Name the hormone that is responsible  for apical dominance   ( 1 mark)

(b) What is thigmotropism?                                                               ( 1 mark)

  1. Describe the structure and functions  of the various parts  of the human ear

( 20 marks)

  1. Nocturnal animals such as the owl are capable of seeing fairly well at night

What two retinal adaptations have made this possible?                   ( 2 marks)

  1. State two functions of the human ear?                                              ( 2 marks)
  2. State four differences between co- ordination of the human eye’s internal response to light and that of tropic movement of the flowering plant in response to light.                                                                                                   ( 4 marks)

 

 

 

  1. The figure below  shows a stem of a plant growing round a tree trunk

 

 

 

 

 

 

(i) What is the name of the response, which causes the twisted growth?

( 1 mark)

(ii) Explain how the twisting process is accomplished         ( 2 marks)

(iii) Identify the state of leaves if the plant is autotrophic   ( 2 marks)

  1. Euglena is positively phototactic. Of what biological significance is this characteristics?                                                                       ( 1 mark)
  2. State the function  of acetylcholine                                       ( 2 marks)
  3. Where in the human body is the relay neurone located?      ( 1 mark)
  4. State three effects  of  nicotine  to human health                  ( 3 marks)
  5. state the part of the eye involved in

(i) Colour vision

(ii) Maintaining shape of the eyeball

(iii) Change in diameter of the lens

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FORM TWO ENGLISH NOTES- SIMPLIFIED & EDITABLE

FORM TWO ENGLISH NOTES

LISTENING AND SPEAKING FOR FORM TWO

PRONUNCIATION

STRESS

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

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

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

Stress is studied in two levels:

  • Word level; and
  • Sentence level.

Stress at the Word Level

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

Rules of Word Stress

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

Cloudy  carton    table

  1. For verbs with two syllables and prepositions, emphasize the second syllable, for example
  2. Words with three syllables.
  • Those ending in –er, -ly, emphasis put on the first syllable, for example,
  • Stress the first, for those ending in consonants and in –y, for example,
  • Stress the last syllable if the word ends in –ee, -ese, -eer, -ique, -ette, for example,
  • Look at the ones with the suffixes below, where stress is placed on the second,

-ary: library

Cial: judicial, commercial

-cian: musician, clinician

-tal : capital, recital

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

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

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

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

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

 

In sentences;

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

Sentence Stress

Sentence stress is accent on certain words within a sentence.

Most sentences have two basic word types:

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

 

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

 

Look at the sentence below:

Buy milk feeling tired.

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

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

Will you buy me milk since I am feeling tired?

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

Now let’s study the sentence below:

Joan doesn’t think Akinyi stole my green skirt.

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

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

 

Exercise 1

 

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

 

  • Cement
  • Address
  • Permit
  • Content
  1. Underline the part of the word in boldface you will stress in each of the following sentences.
  • The boy has been asked to sert the de.sert.
  • My handsome cortwilles.cort me to the dance.
  • After updating my sume, I will re.sume my job search.
  • They have to testin the annual Math con.test.
  • If you vict me, I will remain a con.vict for 5 years.

Exercise 2

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

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

 

 

INTONATION

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

Falling Intonation

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

 

Rising intonation

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

Do you visit them↗ often?

Have you seen ↗her?

Are you ready to ↗start?

Could you give me a↗ pen, please?

  • Alternative questionsg.

Do you want ↗coffee or ↘tea?

Does he speak↗ Kiswahili or ↘English?

  • Before tag questionsg.

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

She knows↘ him,↗ doesn’t she?

  • Enumeratingg.

↗One, ↗two,↗ three, ↗four,↘ five.

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

Exercise

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

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

 

 

 

 

 

 

 

 

 

PUNS/WORD PLAY

  • A pun is a form of word play that suggests several meanings, by either exploiting the multiple meanings of a word, or substituting a word for another similar sounding word, the result of which is humorous.
  • A pun is also known as paronomasia.
  • There are two main types of puns:
  • Homophonic puns

This is where a word is substituted for another similar sounding word or word pronounced almost in the same way . For example,

Fishermen are reel men.

Explanation: There is a twist on the word ‘reel’ which is originally supposed to be spelt ‘real’.

Can you now explain the pun in the following homophonic puns?

  1. What do sea monsters eat for lunch? Fish and ships.
  2. I am on a seafood diet. Every time I see food, I eat it.
  3. Did you about the Italian chef with terminal illness? He past away.
  4. Beauty is in the eye of the beer holder.
  5. What tea do hockey players drink? Penalttea
  6. What do ghosts serve for dessert? I scream.
  7. What did the tree sya to the autumn? Leaf me alone.
  8. What did the boy cat say to the girl cat on valentine’s day? You’re purr-fect for me.
  9. What day does an Easter egg hate the most? Fry-days.
  10. Why did the scientist install a knocker on his door? He wanted to win the No-bell prize!

 

  • Homographic puns

Homographic pun is formed by using a word that has multiple meanings. You might not tell what exactly what the speaker means.

For example;

Rose is the flower of my life.

Explanation: The word ‘Rose’ is a female name. it could be the person the speaker loves.

It  is also a type of flower.

The other examples are;

  1. My math teacher called me average. How mean!
  2. What do prisoners use to call each other? Cell phones.
  3. No matter how much you push the envelope, it’ll remain stationery.
  4. Have you ever tried to eat a clock? It’s very time consuming.
  5. A waist is a terrible thing to mind.
  6. I am reading a book about anti-gravity. It’s impossible to put down.
  7. What part of football ground is never the same? The changing room.
  8. I want to tell you a chemistry joke but I know I will not get a reaction.
  9. Why did the bee get married? Because he found his honey.
  10. Did you hear about the guy who got hit in the head with a can of soda? He was lucky it was a soft drink.

Features of Puns

Puns are characterized by;

  1. They are short.
  2. They are humorous.

Functions of Puns

They serve functions such as:

  • Teaching pronunciation. For example, homophones.
  • Enhancing creativity. One has to think in order to form their puns.
  • When said one wonders what the speaker intends, the audience will laugh.

Exercise

Explain the pun in:

  • I used to be a banker but I lost interest.
  • A bicycle can’t stand on its own because it is two-tired.
  • I don’t trust these stairs because they are always up to something.
  • Santa’s helpers are known as subordinate clauses.
  • The man who drank battery acid got charged.

 

 

 

 

 

 

 

TONGUE TWISTERS

  • A phrase or a sentence which is hard to speak fast because of alliteration or a sequence of nearly similar sounds is the tongue twister.
  • It is worth noting that there is usually the use of mnemonic feature (sound devices or sound patterns) in the tongue twisters.
  • Let us read the following tongue twisters fast.
  • She sells sea shells on the sea shore.
  • Any noise annoys an oyster but noisy noise annoys an oyster more.
  • Kindly kittens knitting mittens keep kazooing in the king’s kitchen.

Sound Patterns in Tongue Twisters

  1. Read the tongue twister below fast.

She saw a fish on the seashore and I am sure the fish she saw on the sea shore was a saw-fish.

In the words: she, shore and sure, there is the repetition of the consonant sound /ᶴ/ at the beginning of the words. This is alliteration.

Alliteration is the repetition of the initial consonant sound in the nearby words.

Can you identify any other instance of alliteration in the above tongue twister?

  1. Read this other tongue twister and take note of the highlighted letters.

A skunk sat on a stump and thank the stump stunk, but the stump thank the skunk stunk.

The sound pattern here is consonance.

Consonance is the repetition of the inner consonant sound in the nearby words. An inner sound is that which comes after the first.

There is another instance of consonance. Can you illustrate it?

  1. Repetition
  • In most tongue twisters, there is repetition of words or phrases. In (1) above, the words ‘saw’, ‘fish’, etc. have been repeated.
  • Now pick out the words and phrases repeated in these tongue twisters.
  • If you tell Tom to tell a tongue twister, his tongue will be twisted as tongue twister twists tongues.
  • The sixth sick Sheik’s sixth sheep’s sick.
  1. Assonance

Let’s look at:

How much wood could a wood chopper chop, if a wood chopper could chop wood?

There is repetition of the /u:/ in the words; wood,could. This is assonance.

Assonance is the repetition of vowel sounds in the nearby words.

Features of Tongue Twisters

A tongue twister will have the following features:

  • it is short and brief.
  • It is alliterative.

Functions of Tongue Twisters

  1. They entertain. When one confuses the pronunciation of sounds, the audience will laugh.
  2. They teach pronunciation. We can, for example, learn the pronunciation of the sounds /f/ and /v/, /s/ and /ᶴ/ etc.
  3. Enhance creativity.

Exercise 1

With illustrations, identify the sound patterns in:

  • It’s not the cough that carries you off, it’s the coffin they carry you off in!
  • If two witches were watching two watches, which witch would watch which watch?
  • If a black bug bleeds black blood, what colour of blood does a blue bug bleed?
  • I wish to wash my Irish watch.

Exercise 2

Read the item below and then answer questions after it:

We surely shall see the sun shine soon.

  • Identify the genre.
  • Which two sounds has the item been used to teach?

 

 

 

 

 

 

 

 

 

 

 

RHYME

  • Rhyming words are the words that sound the same at the ends. Examples of rhyming words are:
  • When a poem has rhyming words at the end of its lines, these are called ‘end rhymes’. Look at these two lines:

That keep me locked up tight

All of the things that make me feel not right

The words ‘tight’ and ‘right’ rhyme.

  • By contrast, internal rhyme/ middle rhyme, is a rhyme that occurs either when:
  • Two or more rhyming words occur within the same line;
  • Two or more rhyming words appear in the middle of two separate lines, or sometimes more;
  • A word at the end of a line rhymes with one or more in the middle of the following line.

 

  • Read the poem below and then try to identify the instances of rhyme in it.

Mystic Travel

Mystic travel time

Too endless islands in your mind

 

Tiny lights majestic and free

Open the skies soar me

 

Travel your minds unseen road

To mysterious lands secrets untold

 

The mountains valley lay quiet

As a shower carries away

 

The warmth of an evening breeze

Built from within a day

 

Heat dances shadows on the lakes fiery bay

Constructing temples where gods could play

 

Today is the finest piece

For tranquil emptiness

 

Suggestions of fluent sensations

Congregated illusions of masturbations

 

Sympathize the richness of the truth

Energize the expected thoughts of youth

 

 

Reading the poem aloud, we can point out several rhyming couplets. They include among others:

  • Free and me
  • Away and day
  • Sensations and masturbations
  • Truth and youth

Internal Rhyme in Separate Lines

Here is are two examples of pairs of lines with middle rhymes in separate lines.

I see a red boat that has a red flag

Just like my red coat and my little red pail

 

The words ‘boat’ and ‘coat’ rhyme.

 

I’d like to jump into the ocean

But don’t dump me instead.

 

The rhyming words are ‘jump’ and ‘dump’.

 

Now read the stanza below from the poem ‘The Raven’ and identify all the pairs of rhyming words.

 

Once upon a midnight dreary, while i

Pondered, weak and weary

Over many a quaint and curious volume of

Forgotten  lore.

While I nodded, nearly napping, suddenly

There came a tapping

As if someone gently rapping, rapping at

My chamber door

’’Tis some visitor,’’ I muttered, ’’tapping at

My chamber door;

Only this, and nothing more.’’

Rhyme Scheme

  • This is a way of describing the pattern of the end rhymes in a poem.
  • The points below will help you in reading and notating the rhyme scheme.
  • Each new sound at the end of a line is given a letter.
  • The letters start with ‘a’ , then ‘b’, and so on.
  • If an end sound repeats the end sound of an earlier line, it gets the same letter as that earlier line.
  • Here are four different stanzas, each with a different rhyme scheme, that can help you understand rhyme scheme.
  1. From Voices in My Head, by Ivor Davies

Suddenly a voice appears

I hear it in my mind

Within my head not in my ears

Not of the normal kind

 

The rhyme scheme is: abab

It is regular rhyme scheme as it is easy to predict when the sound will next appear.

  1. From Falling Raindrops’ Prayer for the Broken.

I pray for the crying

For the hurt and the dying

For those burned and screaming

For each helper crying

 

The rhyme scheme is aaaaa

This too is regular.

  1. From the poem by Robert Broadbent.

 

Early or late,

Patient …can’t wait

Lost or your found

The world goes around

 

The rhyme scheme here is aabb. This is a Regular scheme

  1. From Happy Holidays by John Lumber.

Christmas Eve

Oh how supreme!

When Santa comes

Every night!

Then, next day,

I just can’t wait,

When the tree is all alight.

 

The rhyme scheme is abcdedd. This is irregular.

The irregular rhyme scheme occurs when you can’t predict when the end sound will be repeated.

 

Why Rhyme?

  • Rhyme creates rhythm in the poem.
  • It also makes reading or reciting the poem interesting.
  • The poem is also made easy to memorize.

 

 

 

Exercise 1

Describe the rhyme scheme of the poem below by Robert Broadbent.

One Day at a Time

Happy or sad

Good days or bad

Cherry or down

The world goes around

 

Give up or try

Out going or shy

A smile or a frown,

The world goes around

 

Early or late,

Patient …can’t wait,

Lost or your found,

The world goes around

 

Angry, serene

Out spoken, unsent

Tense or unwound,

The world goes around

 

All future days,

Are hidden in haze,

Don’t worry, just learn,

To let the world turn.

 

Exercise 2

The incomplete poem below has the rhyme scheme: aabccbddebfe. Complete it with appropriate words.

Death did not take Paris silently

Rumbled the grave screaming _______________________

No child slept easy that _______________________

Twenty minutes of terror waking

Wee ones from sleep in cold sweats __________________________

Stealing their peaceful birthright.

 

Indelible imprints of ______________________

Ingrained in young psyches forever;

Post traumatic stress syndrome.

They may age, but they will not ____________________

The bloody death that evil begets

Shadows lurk in dreaming’s gloam.

(By Catie Lindsey)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SONGS

  • LULLABIES
  • they are sung by a nanny, sibling, aunty, etc.in order to:
  1. Send the baby to sleep.
  2. Calm the crying baby.
  3. Give promise to the crying baby. The promise can be that one of the parents is coming back.
  • They are normally sung softly so as to lull the baby.
  • If you have to clap, or hum, or whistle to the rhythm, do it softly and slowly.
  • In the case where a child cries, rock the baby as you sing.
  • You can also gently tap the back of the baby.
  • They are normally short.
  • They are also repetitive.
  • Read the song below and then attempt the questions that follow.

Sleep baby sleep

Sleep baby sleep

Your father tends the sheep

Your mother shakes the dreamland tree.

  1. Identify two features of lullabies in the above song.
  2. Give the main reason for singing the above song.
  • How would you do the following as you sing the song:
  1. Clap to the rhythm of the song.
  2. Rock the baby as you sing.
  • CHILDREN SONGS
  • They are sung by children during their playtime.
  • Also referred to as play songs.

Features of Children Songs

  1. Repetition is used. A word, sentence, and even a whole stanza can be repeated.
  2. They are often short.

Functions of Children’s  Songs

  1. They help in developing children’s language skills as they listen to familiar words in the songs.
  2. Help develop children’s listen skills, thus concentrate.
  3. Encourage creativity in children. At times you find children adding words that were not initially mentioned in the original versions of the songs.
  4. Some teaching counting of numbers.
  • Now read the song below. You can practice singing it.

In and out the bamboo forest

In and out the bamboo forest

In and out the bamboo forest

You are my partner.

Beat a beat on my shoulder

Beat a beat on my shoulder

Beat a beat on my shoulder

You are my partner.

  • Teasing Songs
  • Sung to make fun of someone.
  • Religious Songs
  • Sung and performed during religious occasions.
  • Sung mostly at places considered holy grounds.
  • Sung softly and slowly.
  • Love Poetry/Songs
  • They are based on romance.
  • Sung by one to the loved one.
  • They are sung softly and slowly as they should present romantic elements.
  • They are sung to:
  1. Express romance.
  2. Mend the damaged relationship between lovers.

 

  • Cradle Songs/Poetry
  • Performed to mark the birth of a child.
  • In most cases, a child is wished a successful life in future.
  • Mostly performed by women and girls.
  • During this time, a child or child’s mother is presented with gifts.
  • War Poetry
  • Performed by warriors during war.
  • Sung loudly to show bravery.
  • During the singing, weapons are held in the hands of the performers.
  • Hunting Songs
  • Hunters perform hunting songs.
  • Sung on the way to and from hunting trip.
  • Hunting tools carried in the process.
  • Just like war songs, they are sung loudly.
  • They are on the way to hunt to encourage themselves on the possibility of killing fatter and enough animals.
  • Also to pass time on their way.
  • Satirical Songs
  • One’s folly is criticized in this song.
  • They are meant to help the wicked in some areas to change.
  • Epics/Heroic Poetry
  • They are elaborate and talk about the lives of heroes known to the community.
  • The heroic deeds of the heroes are mentioned.
  • Dirges
  • Also referred to as funeral songs or funeral poems.
  • They are sung after learning about the death of someone.
  • Can also be sung during the funeral ceremony.
  • Should also be sung softly to show the sadness that result from losing someone’s beloved one.
  • In some cases, weapons are held during the performance.
  • There is the use of apostrophe. This is style of addressing an object or a death as if it is alive and can respond.
  • While women sing, men chant.
  • Panegyrics
  • In its specialized form panegyric is a type of song and one meant to praise someone.
  • The praise song can be sung by someone else or sung by one for self praises. Sometimes these are self-praises
  • Formalized praises are directed publicly to kings, chiefs, and leaders, composed and recited by members of a king’s official entourage.
  • One can be praised in case of:
  1. personal achievement in war ; or
  2. Achievement in hunting.
  • Look at the panegyric in the next page.

Ogun kills on the right and destroys on the right.
Ogun kills on the left and destroys on the left.
Ogun kills suddenly in the house and suddenly in the field.
Ogun kills the child with the iron with which it plays.

Ogun kills in silence.
Ogun kills the thief and the owner of the stolen goods.
Ogun-kills the owner of the slave—and the slave runs away.
Ogun kills the owner of thirty ’iwofa’ [pawns]—and his money, wealth and children disappear.
Ogun kills the owner of the house and paints the hearth with his blood.
Ogun is the death who pursues a child until it runs into the bush.
Ogun is the needle that pricks at both ends.
Ogun has water but he washes in blood.

 

 

 

 

 

 

 

 

 

 

 

 

 

ETIQUETTE

TELEPHONE ETIQUETTE

Telephone etiquette are the rules that demonstrate the proper and polite way to use your phone/telephone.

It starts from how you prepare for phone calls to when you end the call.

Preparation for Phone Call

The following should be done before placing a call:

  • Ensure you have enough time. It will not auger well to suddenly end the conversation because of insufficient airtime.
  • Go to a place where there is silence. Too much noise will distract your attention.
  • Think through exactly what you want to say. Write it down if possible so you don’t forget what to say or ask and look as though you didn’t have anything to say.

Tips to Display When Making a Call

Whether at work, at home, or on your mobile phone, remember to display the tips below at all times:

  1. Identify yourself at the beginning of the call.
  2. Speak clearly and slowly especially when leaving the message.
  3. Speak with a low tone of voice. Be sure to know how loud you may be.
  4. Always end with a pleasantry, for example,’ Have a nice day.’
  5. Let the caller hang up first.
  6. Stay away from others while talking on the phone. They don’t need to hear your private conversation.

What to Avoid

  1. Avoid being distracted by other activities while speaking. Some of these activities include:
  • Rustling papers
  • Chewing
  • Driving
  • Speaking with someone
  • Shopping
  • Working on the computer
  1. Avoid allowing interruptions to occur during the conversation.
  2. Do not engage in an argument with the caller.
  3. Talking too loudly.

 

 

 

Not at these Places

The following are places you should not make a call. You should even have your cell phone in a silent mode or switch it off altogether.

  • Bathrooms
  • Hospitals
  • Waiting rooms
  • Meetings
  • Museums
  • Places of worship
  • Lectures
  • Live performances
  • Funerals
  • Weddings

Telephone Conversations

Here we shall focus on majorly business telephone conversations. It should be noted that there are patterns that are followed; but not all will follow this rigid pattern. The six patterns include:

  1. The phone is answered by someone who asks if he/she can help.
  2. The caller makes a request either to be connected to someone or for information.
  3. The caller is connected, given information or told that that person is not present at the moment.
  4. The caller is asked to leave a message if the person who is requested for is not in.
  5. The caller leaves a message or asks other questions.
  6. The phone call finishes.

Exercise 1

Read the telephone conversation below and then answer questions that follow.

Pauline: (a form two student, Wajanja School) ring ring… ring ring …

Secretary: Hello, Wajanja School, this is Ms Esther speaking. How may I be of help to you?

Pauline: Yes, this is Pauline Karanja a form two student calling. May I speak to the principal, please?

Secretary: I am afraid MsKaluma is not in the office at the moment. Would you like to leave a message?

Pauline: I would really want, thanks. When she comes back, tell her I wanted to ask for one day permission. My brother is sick and I would like to request her that I report one day after the opening day. It is I who will be left with my siblings as the brother goes to the hospital. That is all.

Secretary: Sorry for that, I wish him quick recovery. I would give her the message as soon.

Pauline:I would be grateful madam. Thanks again.

Pauline:Welcome Pauline. Just ensure you report as stated here.

Secretary: Ok have a nice day madam.

Pauline:You too have a perfect day. Goodbye

  • With examples, outline the patterns of telephone conversation in above.
  • Identify evidences of telephone etiquette tips displayed by Pauline in the conversation above.

Exercise 2

Your sibling is very sick. You are planning to make a doctor a phone call to come to your home to provide medication.

  • State any three preparations you would put in place before making this important call.
  • Give four bad habits you would avoid when making this call.

Exercise 3

Joan has just called the parent to ask them to pay the school fee. Unfortunately, the parent is not happy with the way she has made the call. Identify any four telephone etiquette tips shecould have failed to display.

 

 

 

 

 

 

 

 

 

 

 

 

MASTERY OF CONTENT

INTERVIEWS

Have you ever attended the formal meetings where you are asked questions and are expected to respond to them? More than once you will be invited to attend interviews. You can also invite someone to interview. For this reason, you should some interview tips.

The two participants in an interview are the interviewer (at times a panel of interviewers), and the interviewee.

Tips for the Interviewees

Job Interview Preparations

If you really want to be considered for a particular job following an interview, you have to adequately prepare to succeed. The following are the preparations the interviewee would put in place before the interview:

  • Contact your referees to alert them that you will be interviewed and they are likely to receive a call.
  • Prepare your documents. Make sure they are neat and well arranged.
  • Know the location where you are having the interview. It will help you know how long it will take you to reach there.
  • Do some research about the organization.
  • Prepare what to wear and how to groom.
  • Anticipate potential questions and prepare answers correctly.
  • Arrive early enough for the interview.
  • Prepare questions to ask the interviewer at the end. It will show how much you are interested in working there.

During the Interview;

  • Greet the interviewer.
  • Knock on the door and wait for response before you enter. Shut the door behind you quietly.
  • Wait until you are offered the seat before sitting.
  • Sit or stand upright and look alert throughout.
  • Make good eye contact with the interviewer to show you are honest.
  • Explain your answers whenever possible and avoid answering questions with yes/no as answers.
  • Answer questions honestly. Don’t ever lie!

Common Blunders you MUST Avoid

Avoid falling foul of the following:

  1. Turning up late for the interview.
  2. Dressing and grooming inappropriately.
  3. Giving simple yes/no as answers.
  4. Speaking negatively about your previous employer.
  5. Sitting before invited.
  6. Discussing time-off or money.

As an Interviewer

Before the Interview:

  1. Write down questions to ask.
  2. Call the prospective employee’s referees.
  3. Prepare the place for the interview.
  4. Alert the interviewee about the interview. Mention the time and place.
  5. Arrive early for the interview.

During the Interview:

  1. Allow them enough time to respond to questions.
  2. Encourage them to speak by, for example, nodding your head when they answer questions.
  3. Speak and ask questions politely. Be friendly but formal as much as you can.
  4. Make eye contact with the interviewee to show you are listening to them.

 

Exercise 1

you are the secretary of journalism Club at Maembe Dodo Mixed School. On Friday you would like to interview your school Deputy Principal on the issue of Students’ Discipline.

  • Write down any three questions you would ask him/her.
  • Other than writing down questions to ask, how else would you prepare prepare for this day?
  • State four things you would do as you interview him.

Exercise 2

Read the conversation below and then answer questions after it.

Ms Naomi: Welcome to our Doctor’s office.

Mr. Josh: Nice to be here.

Ms Naomi: I see from your resume that you are a cardiologist with 10 years of practice.

Mr. Josh: That’s right.

Ms Naomi: This interview is just to get to know you a little and then there are follow up interviews. So what do you do in your free time?

Mr. Josh: I like golfing and swimming. I also like to read newspapers.

Ms Naomi:Why did you want to be a doctor?

Mr. Josh:Actually I love helping people get well. I think cardiology has made great strides recently and I would like to share my findings with others.

Ms Naomi:Have you written in any scientific journals so far?

Mr. Josh:Not yet. But hopefully soon.

Ms Naomi:OK, we’d like to learn more about you. Let’s go for lunch wwith our colleagues, if that’s OK.

Mr. Josh:That’s fine, I am free.

 

  • What two things qualify Ms Naomi as a good interviewer?
  • Identify two evidences of interview tips displayed by Mr. Josh.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

READING FOR FORM TWO

 READING SKILLS

SCANNING AND SKIMMING..

Reading

  • There is a lot of reading you will engage in. To cope with it all, you’ll need to develop some reading techniques.
  • Here we’ll talk about scanning, skimming and reading for study.

Scanning

  • When you scan a text, you search for one particular item (or set of items) while ignoring everything else.
  • Suppose, for example, that you’re writing an assignment  on Effects of Drug Abuse, and you’re looking through a copy of Drug Addict’s Story, to see if there are any relevant material. You scan the list of contents to find the part written Drug Abuse , then scan the materials listed there.

Skimming

  • Whereas you scan for specific information, you skim a text to get a general idea of what information it contains.
  • In this case you might pick up the copy of Drug Addict’s Story in a library, skim through the contents, turn to a couple of articles that interest you and skim through the paragraphs to get a sense of what they are saying.
  • You wouldn’t read every word, or even look at every paragraph.
  • You just read enough to find out whether the book/newspaper is worth reading/buying.

 

 

 

 

 

 

 

 

 COMPREHENSION SKILLS

SUMMARY AND NOTE- MAKING.

SUMMARY

  • An excellent summary is a summary written to show that you have read and understood something.
  • You will get assignments that ask you to read a certain material and summarize it.

How to produce a summary:

1.Read the material to be summarized and be sure you understand it.

2.Outline the major points.

3.Write a first draft of the summary without looking at the material.

4.Always use paraphrase when writing a summary.

5.Target your first draft for approximately 1/4 the length of the original.

6.Never put any of your own ideas, opinions, or interpretations into the summary. This means you have to be very careful of your word choice.

  1. Write in prose – not point form.

NOTE MAKING

How to Make Notes

The following tips will come in handy when making notes:

  1. Read the material carefully and thoroughly.
  2. Underline the key sentences as you read. This will help in forming the title.
  3. Make a rough note of the main points in a logical sequence.
  4. Write the final notes.

You should have in mind that a note:

  1. Should be short and to the point.
  2. Contain all the important and relevant information.
  3. Should have information systematically divided and subdivided.
  4. Should have a short title. Avoid long sentences as titles.
  5. Must be written in points only.

 

Notes Template

TITLE …………………….

  • ………………………………………….
  • …………………………………………
  • ………………………………………..
  • ………………………………………..

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

GRAMMAR FOR FORM TWO

PARTS OF SPEECH

NOUNS

  • COLLECTIVE NOUNS
  • A collective noun is a word for a group of specific things or people regarded as an entity.
  • Collective nouns are grouped under three categories:
  1. Category of people
  2. Category of animals
  • Category of things
  1. Category of People

The collective used here are:

  • An audience of listeners
  • A babble of barbers
  • A bench of bishops
  • A blush of boys
  • A promise of barmen
  • A board of directors
  • A class of students
  • An army of soldiers
  • A band of musicians
  • A bunch of crooks
  • A cast of actors/players (also a company or cry of)
  • A choir of singers
  • A crew of sailors
  • A crowd of people/ spectators
  • A flock of tourists
  • A gang of labourers
  • A gang of thieves
  • A goring of butchers
  • A group of dancers
  • A pack of thieves
  • A panel of experts
  • A regiment of soldiers
  • A staff of employees
  • A tabernacle of bakers
  • A team of players
  • A thought of barons
  • A tribe of natives
  • A troop of boy scouts
  • A troupe of artists/dancers

 

  1. Category of Animals

Those used for animals include:

  • An army of ants
  • A catch of fish
  • A drove of goats/bullocks
  • A fall of lambs
  • A flight of birds
  • A flock of birds
  • A flock of sheep
  • A haul of fish
  • A herd of buffaloes/cattle/deer/elephants/goats
  • A hive of bees
  • A host of sparrows
  • A kennel of dogs
  • A knot of frogs
  • A litter of cubs
  • A litter of kittens/puppies
  • A murder of crows
  • A pack of wolves
  • A pack of hounds
  • A swarm of bees/flies
  • A team of horses
  • A team of ducks/horses/oxen
  • A tribe of goats
  • A troop of lions/monkeys
  • A zoo of wild animals

 

  1. Category of Things
  • An album of autographs/photographs/stamps
  • An anthology of poems/stories
  • A basket of fruits
  • A bowl of rice
  • A bouquet of flowers
  • A bunch of keys
  • A chest of drawers
  • A cloud of dust
  • A convoy of lorries
  • A fleet of ships/lorries
  • A forest of trees (also; stand, clump, grove of)
  • A galaxy of stars
  • A group of islands
  • A hedge of bushes
  • A library of books
  • A nest of rumours
  • A pack of cards
  • A pack of lies
  • A pair of shoes
  • A range of mountains
  • A rouleau of coins
  • A stack of wood
  • A string of pearls
  • A wad of notes

 

Exercise 1

What name is given to a group of:

 

  1. Writers
  2. Widows
  3. Witches
  4. Tailors
  5. Judges
  6. Grammarians
  7. Shoemakers
  8. Girl guides
  9. Foresters
  10. Prisoners
  11. Preachers
  12. Candidates
  13. Matrons
  14. Magistrates
  15. Lawyers

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • COMPOUND NOUNS
  • A compound noun is a noun that is made with two or more words.
  • There are three forms for compound nouns:
  • Open or space – space between words, for example, man servant
  • Hyphenated – hyphen between words, for example, sister-in-law
  • Closed or solid – neither space nor hyphen between words, for example, witchcraft

Compound Nouns Combinations

The following are the compound noun combinations with examples:

Noun + Noun

Football

Eyelid

Adjective + Noun

Greenhouse

Hotdogs

Verb + Noun

Washing machine

Dinning table

Noun + Verb

Haircut

Rainfall

Verb + Preposition

Check-out

Noun + Prepositional Phrase

Master of ceremonies

Sister-in-law

Preposition + Noun

Underdog

Noun + Adjective

Spoonful

Plural Forms of Compound Nouns

  • In general, we make the plural of the compound noun by adding –s to the most significant one. Look at the table
Singular Plural
Head teacher

Passerby

Mother-in-law

Wallpaper

Head teachers

Passersby

Mothers-in-law

Wallpapers

 

  • There are variations with those ending in –ful, like spoonful. You can either say spoonsful (new style), spoonfuls (old style). It is advisable you remain consistent in your choice.
Compound Noun New Style Old Style
Spoonful

Bucketful

Cupful

Truckful

Mouthful

Spoonsful

Bucketsful

Cupsful

Trucksful

Mouthsful

 

Spoonfuls

Bucketfuls

Cupfuls

Truckfuls

Mouthfuls

 

 

  • There are those nouns that have no obvious significant word. They will require you to consult the dictionary to find their plural. For example,
  • Go-betweens
  • Good-for-nothings
  • Grown-ups
  • Higher-ups etc
  • For compound nouns made of noun +noun, the first noun is taken as an adjective, and does not take an –s. examples
  • Apple trees
  • Toothbrushes
  • Bus stops , etc

Exercise

Using compound nouns, shorten the underlined phrases in the sentences below.

  • She is cleaning a room for stores.
  • He bought a new ruler for measuring up to 30 cm.
  • June is the assistant class secretary for form two.
  • We had to stop at the station for the buses.
  • Get me size of cables.
  • They bought it as there was reduction in cost.
  • Students are given two breaks of twenty minutes.
  • These are the plugs with three pins.
  • The mechanic has carried two metal boxes for the tools.
  • Are you the wife of my son?

 

 

 

 

  • POSSESSIVES
  • A noun can be a possessive when it can also have “of a” or ”of the” preceding it. For example,

The watch of a girl – a girl’s watch.

The milk of the cow – the cow’s milk.

Singular Possessives

  • A singular noun is usually made possessive by adding ‘s to the end of the noun. For example,

The man’s wheelbarrow is lost.

  • Most proper nouns are made possessives by adding ‘s to the end of the word, for example,

Khalwale’s shirt is dark.

  • A singular noun that ends in s can be made possessive by either adding ‘s to the end of the word, or by only adding to the end of the word. Example,

Matthews’ job is good.

Matthews’s job is good.

Plural Possessives

  • A plural noun that ends in s can be made possessive by only adding to the end of the word. Example

All the technicians’ fingers were cut.

  • A plural noun that ends in other letters apart from s can be made possessive by adding ‘s  to the word. For example,

The women’s team will play next week.

Possessive Pronouns

  • Most possessive pronouns do not use an apostrophe to indicate possession. Examples
  • That is its tail.
  • His is the new one.
  • Ours has been received.
  • Some possessive pronouns use ‘s, for example,

Grade “A” is everyone’s dream.

This is someone’s wrist watch.

Note: “it’s” is a contraction for “it is” and not a possessive.

 

 

 

 

 

 

 

 

PRONOUNS

  • NUMBER AND PERSON IN PRONOUNS

Pronoun Number

  • A pronoun can be singular or plural.
  • Singular pronouns are:
  • I, me, he, him, his, she, her, it, anyone, this, etc
  • Plural pronouns are:
  • We, us, they, them, these, all, those, etc

Pronoun Person

  • Pronouns are divided into three grammatical persons. These divisions are:
  • First person

It refers to the one or ones speaking.

The pronouns used here are I, me, mine, we, us, ours

  • Second person

The one spoken to, or directly addressed, is referred to here.

The pronouns in the second person are you, yours

  • Third person

It refers to the one or ones spoken about.

Some pronouns used in the second person are it, its, they, theirs, them

Examples in Sentences

  1. She likes me.
  2. Fred bought him an umbrella.
  • Yours is the smallest.

 

 

 

 

 

 

 

 

 

 

  • INDEFINITE PRONOUNS
  • An indefinite pronoun does not refer to any specific person, thing or amount.
  • Some common indefinite pronouns are:

 

  • All
  • Another
  • Any
  • Anybody
  • Anyone
  • Anything
  • Anywhere
  • Both
  • Each
  • Either
  • Enough
  • Everybody
  • Everyone
  • Everything
  • Few
  • Many
  • Nobody
  • None
  • One
  • Several
  • Some
  • Somebody
  • Someone
  • Somewhere etc

 

  • Most indefinite pronouns are either singular or plural. Some of them can, however, be used as singular and plural depending on the context.
  • A singular pronoun takes a singular verb. Examples,
  1. Each teacher has written her/his lesson notes.
  2. There are two cups. One is
  • By the same token, a plural pronoun takes a plural verb for agreement. Examples,
  1. Many have been here.
  2. Both are my friends.

Meaning of Some Typical Indefinite Pronouns

Singular Indefinite Pronouns

Pronoun Meaning Example in a Sentence
Another Additional That cook was stubborn. Can you help me get another?
Anybody/anyone No matter what person Is there anyone at home?
Anything No matter what thing Is there anything left there?
Each Every one of two or more Each has to pay for the damage.
Either One of the two Either is ok.
Enough As much as needed There is enough money to take us the whole week.
Everybody/everyone All people Since everyone has arrived has left, you can lock the gate.
Everything All things Everything that belongs to them have been swept by flood.
Neither Not one and not the other of the two I always advise Muktar and Asiya but neither listens to me.
Nobody/no-one No person I have written to many people but no-one has replied.
Nothing Not anything Nothing has been heard from them since.
One An unidentified person or thing One has not been found.
Other A different one from the one that has been mentioned One of the twins is brown while the other is dark.
Somebody/someone Unknown or unspecified person Someone is missing.
Something An unspecified thing I hope she is cooking something.

 

Plural Indefinite Pronouns

  • Both
  • Many
  • All

Exercise 1

Complete the sentence with the most appropriate indefinite pronoun from the list given below.

 

Everyone

Somewhere

Everybody

Nothing

Anywhere

Anything

Anybody

Something

 

 

  1. Would like ______________ to drink?
  2. I couldn’t see _____________ in the dark.
  3. Does _________ know her?
  4. Don’t ask where she has gone. Dorothy can go __________ she feels like going.
  5. The weapons were found ____________ here.
  6. There is ____________ to watch.
  7. Since _____________ has left, the shop can be closed.
  8. We will get you _____________ you are. You can’t hide for long.
  9. ____________ has approved our proposal.
  10. We were told that there is a good school _____________ near here.

Exercise 2

Rewrite each sentence using the word in brackets.

  1. He said nothing useful. (anything)
  2. There is no anything left. (nothing)
  3. Can anyone answer this question? (no-one)

 

 

 

 

 

 

 

VERBS

  • AUXILIARY VERBS
  • Auxiliary (or Helping) verbs are used together with a main verb to show the verb’s tense or to form a negative or question.
  • There are two categories of auxiliary verbs:
  • Primary Auxiliaries
  • Modal auxiliaries
  • Primary Auxilliaries
  • The most common auxiliary verbs are have, be, and do.
  • The three have their forms as shown below.
Verb Forms
Be ·        Be

·        Am

·        Is

·        Are

·        Was

·        Were

·        Been

·        Being

Have ·        Have

·        Has

·        Had

Do ·        Do

·        Does

·        Did

 

 

Examples in Sentences

  1. Emiliana is running away from us.
  2. If she doesn’t come on time, she’ll have to do all the work.
  3. Does your name begin with an “F”?
  4. The boys have finished the race.
  5. I am writing you a notice
  6. The milk has been drank by the cat.
  7. I have purchased a new pair of shoes to replace the ones that were lost in my luggage.
  8. We hope you don’t drop out of school.
  9. She was asking Wachira a question.
  10. Richard has been working hard the whole year.
  11. Sarah doesn’t ski or roller skate.

(b)   Modal Auxiliary Verbs

  • Unlike the primary auxiliary verbs, modal auxiliaries never change form.
  • Look at the list of modal auxiliary verbs follows:

 

  • Can
  • Could
  • May
  • Might
  • Must
  • Need
  • Ought to
  • Shall
  • Should
  • Will
  • Would

 

 

Functions of Auxiliary Verbs

Auxiliary verbs, also known as helping verbs, add functional or grammatical meaning to the clauses in which they appear. They perform their functions in several different ways:

  • They express tense. For example past, present and future.
  • Make sentences grammatically correct.
  • They quantify verbs.
  • Sentences are emphasized through them.

Auxiliary verbs almost always appear together with a main verb, and though there are only a few of them, they are among the most frequently occurring verbs in the English language.

Auxiliary Verb Exercises

Fill in the blank with the correct auxiliary verb from the choices presented:

  1. What ________________ the kids doing when you last saw them? (was, were, are, did, been)
  2. Carla ________________ always wanted to try skydiving. (was, doesn’t, has, is, have)
  3. Where __________________ you go on your summer vacation? (were, been, are, did, does)
  4. Why do you think she __________ call you like she said she would? (didn’t, is, hasn’t, has been, have)
  5. Mary _____________ going to be upset when she hears what happened. (will, don’t, is, didn’t, has)
  6. Jeremy _____________ want to go to the movies; he wants to stay home instead. (doesn’t, isn’t, wasn’t, hasn’t, was not)
  7. I _________________ appreciate his jokes. They weren’t funny. (did, have, been, didn’t, haven’t)
  8. I really like fish but I _______________ care for meat. (weren’t, been, don’t, is, was)
  9. Where _____________ you going when I saw you last night? (were, was, is, do, did)
  10. Tara ________________ called yet; she’s late as usual. (are, were, has, hasn’t, wouldn’t)

Answers: 1 – were, 2 – has, 3 – did, 4 – didn’t, 5 – is, 6 – doesn’t, 7 – didn’t, 8 – don’t, 9 – were, 10 – hasn’t

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • PERFECTIVE ASPECT
  • Also called complete aspect, is the aspect of a verb which expresses a completed action.
  • The completed action can be:
  • In the past, for example,
  • We had met.
  • She had left.
  • They had drunk.
  • In the present, examples,
  • I have seen it.
  • He has taken his bag.
  • It has drunk its milk.
  • In future, for example,
  • She will have left.
  • They will have gone.
  • Helsy will have completed.

How to Form the Perfective Aspect

  • Formed by using the auxiliary verb have and the past participle form of the main verb.

Past Perfect Tense

  • Expresses action completed in the past.
  • There could be one action completed before the one started.

Examples in Sentences

  1. When he arrived, I had already eaten.
  2. John had finished high school by the time I joined form one.
  3. Gregory had seen them.

The Present Perfect Tense

  • Expresses the action completed in the present, before the next one starts.
  • Examples of sentences in this tense are:
  • He has played.
  • We have finished.
  • I have jumped already.

The Future Perfect Tense

  • The future perfect tense refers to a completed action in the future. When we use this tense we are projecting ourselves forward into the future and looking back at an action that will be completed some time later than now. It is most often used with a time expression.
  • The future perfect is composed of two elements
    the simple future of the verb “to have” (will have) + the past participle of the main verb

 

Affirmative Negative Interrogative Negative Interrogative
I will have jumped I won’t have jumped Will I have jumped? Won’t I have jumped?
You will have jumped You won’t have jumped Will you have jumped? Won’t you have jumped?
He will have jumped He won’t have arrived Will he have arrived? Won’t he have arrived?
We will have jumped We won’t have jumped Will we have jumped? Won’t we have jumped?
They will have jumped They won’t have jumped Will they have jmped? Won’t they have jumped?

Function

Examples
  • I will have been here for six months on June 23rd.
  • By the time you read this I will have left.
  • You will have finished your report by this time next week.
  • Won’t they have arrived by 5:00?
  • Will you have eaten when I pick you up?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • PROGRESSIVE ASPECT
  • It expresses an on-going action.
  • The action could have been in the past, present, or will happen in future.
  • Verbs in this aspect are recognizable by the present participle (-ing)

Progressive Aspect with Past Tense

We use the pattern:

Was or were + present Participle,

Examples

  • We were travelling.
  • She was writing.

Progressive Aspect with Present Tense

The pattern below is used

Is or are +present participle, for example

  • She is writing.
  • They are dancing.

Progressive Aspect With Future Time

To form this, we use the pattern:

Will be + present participle

  • He will be cyling.
  • They will be crying.

 

 

 

 

 

 

 

 

 

  • FUTURE TIME
  • There are a number of different ways of referring to the future in English. It is important to remember that we are expressing more than simply the time of the action or event.
  • Future always refers to a time ‘later than now’, but it may also express our attitude to the future event.

All of the following ideas can be expressed using different tenses:

  • Simple prediction: There will be strike next week.
  • Arrangements: She is running to Kilgoris tomorrow.
  • Plans and intentions: They are going to fly to London in December.
  • Prediction based on present evidence: I think it’s going to rain!
  • Willingness: She will pay your
  • An action in progress in the future: This time next year he will be in form three.
  • An event or action that is a routine: You will be seeing Perpetua in the church tomorrow.
  • Obligation: You are to drive directly to my house.
  • An action or event that will take place immediately or very soon: The train is about to leave.
  • Projecting ourselves into the future and looking back at a completed action: A month from now he will have finished all his exams.

The four future verb tenses in English are:

Simple future tense

The simple future refers to a time later than now, and expresses facts or certainty.

Examples in Sentences

  • I will see you later.
  • She will do it. Do not worry.

How to Form the simple future

  • The simple future tense is composed of two parts: will / shall + the infinitive without
  • study the table below:
Affirmative Negative Interrogative
I will visit I won’t visit.

I will not visit.

Will I visit?

Won’t I visit?

She will visit. She won’t visit.

She will not visit.

Will she visit?

Won’t she visit?

They will visit. They won’t visit.

They will not visit.

Will they visit?

Won’t they visit?

 

Contractions in simple Future

I will = I’ll
We will = we’ll
You will = you’ll
He will = he’ll
She will = she’ll
They will = they’ll
Will not = won’t

Future continuous

  • The future continuous refers to an unfinished action or event that will be in progress at a time later than now.
  • The future continuous is made up of:
    the simple future of the verb ‘to be’ + the present participle (base+ing)
  • The future continuous is used for quite a few different purposes. These functions include:
  • To project oneself into the future. Example
This time next month she will be writing her final paper.
  • To predict or guess about future events. Example

You’ll be missing these meals once leave high school.

  • To ask politely for information about the future. Example

Will you be attending my weeding this weekend?

  • To refer to continuous events expected to happen in the future. Examples

I’ll be tracing him next month.

Future perfect

  • The future perfect tense refers to a completed action in the future.
  • In using this tense, we project ourselves forward into the future and looking back at an action that will be completed sometime later than now.
  • It is most often used with a time expression.
  • To form it, include:
    the simple future of the verb “to have” (will have) + the past participle of the main verb

Examples in Sentences

  • Won’t you be here for my party for three hours next week?
  • You will have evacuated the building by the time the constructors arrive.
  • She will have left by the time we arrive.

Future Perfect Continuous

  • This tense is used to project oneself forward in time and to look back.
  • It refers to events or actions in a time between now and some future time are unfinished.
  • It is most often used with a time expression.
  • The future perfect continuous is composed of two elements
    the future perfect of the verb “to be” (will have been) + the present participle of the main verb (base + ing)
  • Study the examples below:
  • I will have been doing my degree at the university for two years by 2019.
  • By 2030 he will have been driving his car for 15 years.
  • Next year I will have been learning in this school for three years.

 

 

 

ADJECTIVES

ORDER OF ADJECTIVES

  • Adjectives denoting attributes usually occur in a specific order.
  • In general, adjectives follow the following order:
Order Examples
Quantity Thirty, many, some
Opinion Nasty, dirty, beautiful
Size Short, tiny, huge
Shape Square, round, circular
Age Young, new, 20-year-old
Colour Green, indigo, pink
Origin/Nationality Kenyan, English, Chinese
Purpose Serving, sleeping,
Material Glass, earthen, metallic
Noun  

 

Examples in Sentences

  1. Hamisi has decided to sell his flashy new German
  2. I met several charming Indian
  • There are three big football balls in the store.
  1. She has bought a few small white sleeping

 

 

 

 

 

 

 

 

 

 

 

 

ADVERBS

  • ADVERBS OF PLACE
  • They talk about when the action happened, will happen, or happens.
  • They are placed after the main verb or object.
  • Examples of adverbs of place are:
  • Up
  • Down
  • Far
  • Overseas
  • Nearby
  • North, etc

Examples in Sentences

  1. She went there.
  2. The supermarket is
  3. She went overseas.
  4. The bedroom is upstairs.
  • ADVERBS OF DEGREE
  • An adverb of degree tells us the intesity at which at which an action occurs, or degree of an adjective or another adverb.
  • Examples of adverbs of degree are:
  • Extremely
  • Quite
  • Very
  • Almost
  • Just etc

 

Examples in Sentences

  1. It very cold outside.
  2. This water is extremely hot.

 

 

 

 

 

 

 

 

PREPOSITIONS

COMPLEX PREPOSITIONS

  • A complex preposition consists of two or three word combinations but acting as a single unit.
  • Below are the examples:
  • In accordance with
  • On behalf of
  • In aid of
  • In line with
  • With respect to
  • By mean of
  • In relation to

Examples in Sentences

  1. I am writing in regard to what we discussed yesterday.
  2. He came on behalf of his boss.
  3. A word can be distinguished on the basis of stress.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CONJUNCTIONS

SUBORDINATING CONJUNCTIONS

  • A subordinating conjunction joins a subordinate clause (dependent) to a main clause (independent clause).
  • A subordinating conjunction is always followed by a clause.
  • It reduces the importance of one clause so that the reader understands which of the two ideas are important.
  • Separate the subordinate clause from the main clause with a comma when the sentence begin with a subordinate clause.
  • The following is a list of common subordinating conjunctions:

 

  • After
  • Although
  • As
  • As if
  • As long as
  • As much as
  • As soon as
  • As though
  • Because
  • Before
  • Even if
  • Even though
  • How
  • If
  • Inasmuch
  • In order that
  • Lest
  • Now that
  • Once
  • Provided
  • Provided that
  • Since
  • So that
  • Than
  • That
  • Though
  • Till
  • Unless
  • Until
  • When
  • Whenever
  • Where
  • Whereas
  • Wherever
  • While
  • Why

 

Examples in Sentences

  1. When the door was knocked, Joan rose to open it.
  2. It is hard to give up drugs once you get addicted.
  • Because I was sick, I went to see the doctor.
  1. Although it was cold, he took off his coat.
  2. I can’t take you out since I have no money.

Exercise

Combine the pair of sentences using subordinating conjunction. Choose the conjunction from the list below.

 

Rather than

 While

Whereas

Now that

Before

Whether or not

Once

Even though

Since

 

 

  1. Henry passed the exams first time. Jane had to retake the exams twice.
  2. My sister likes Math. I prefer Chemistry.
  3. It was raining. I didn’t get wet.
  4. I will be late today. There is jam in town.
  5. Njuguna passed the test. Njuguna did not revise.
  6. I will leave. There is someone to take care of the baby.
  7. John is a boy. Mary is a girl.
  8. Go to play. Call your sister.
  9. I didn’t give the money to my sister. I gave the money to my cousin.
  10. You know him personally. You have to agree that he has done a lot for this country.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

INTERJECTIONS

  • A word(s) used to exclaim or protest or command.
  • An injection conveys an emotion. The emotion can be of joy, disgust, surprise, excitement, etc.
  • This word is normally placed at the beginning of a sentence.
  • A forceful injection is followed by an exclamation mark.
  • A less forceful injection is followed by a comma.

Examples in Sentences

  1. Wow! I have won it!
  2. Jeepers, that was too close.
  • Indeed, I like it.
  1. Good! I can now relax.
  2. Oh, I didn’t know about that
  3. No, leave me alone.

Interjections which are Sounds

Interjections that follow are of sounds:

  • Phew
  • Ah!
  • Mmm!
  • Humph

Exercise

Fill the blanks with appropriate interjections.

  1. __________, I can’t see you tomorrow.
  2. _________, I will wait for you.
  3. __________ ! The train is leaving!
  4. ___________ I can now go and play.
  5. _________ ! I am lost in this big town!
  6. _________, that is wonderful.

 

 

 

 

 

 

PHRASES

  • CONSTITUENTS OF VERB PHRASES
  • A sentence must have a verb.
  • A verb phrase has a verb as the head word.
  • A verb phrase consists of a main verb plus auxiliary veb(s).
  • Look at the sentence below.

These girls are annoying.

Are annoying is the verb phrase.

Are is an auxiliary verb.

Annoying is the main verb.

  • The main verb normally comes at the end of the phrase.

More Examples In Sentences

  1. The prices have fallen.
  2. They could be running from me.
  3. They have been asking this question over and over again.
  4. She should have been writing the book.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • CONSTITUENTS OF ADVERB PHRASES
  • An adverb phrase is a word group with an adverb as the main word.
  • An adverb phrase can modify a verb, an adjective, or an adverb.

Constituents of Adverb Phrases

An adverb phrase can consist of:

  • An adverb
  • Pre modifier, which can be an adverb, adjective, or a preposition.
  • Post modifier

Adverb Phrases Examples

  1. Quite slowly

Quite is the pre modifier, while slowly is the adverb

  1. On Friday night

Pre modifier is the preposition on . night is the post modifier

Examples in Sentences

  1. The project was done very slowly.
  2. We talked all day long.

 

 

 

 

 

 

 

 

 

 

 

 

 

CLAUSES

  • INDEPENDENT AND SUBORDINATE CLAUSES

Independent Clauses

  • A clause is independent when it meets the following conditions:
  • It has a subject
  • It has an action—what the subject is doing.
  • It expresses a complete thought.

Examples

  1. We left home.
  2. He lives in Nairobi.

Subordinate Clauses

  • A subordinate clause (or dependent) clasuse cannot stand alone as a sentence since it does not express a complete thought.
  • A dependent clause begins with a subordinate conjunction or relative pronouns or a relative adverb.
  • It leaves one wondering “what happened?”

Examples

  1. Where she went
  2. Before Khamisi arrived.
  3. After she abused me.

 

 

 

 

 

 

 

 

 

 

 

 

  • COMPOUND SENTENCES
  • A compound sentence has two independent clauses.
  • An independent clause, as earlier discussed, has a subject and and a verb and expresses a complete thought.
  • The two independent clause forming a compound sentence are joined using a coordinating conjunction. At times, a semi colon is used.
  • The coordinating conjunctions are:
  • For
  • And
  • Nor
  • But
  • Or
  • Yet
  • So

These conjunctions can be best remembered by a handy mnemonic: FANBOYS.

  • Here is an example of a compoud sentence:

He works in Wajir, but he stays in Isiolo.

  • The sentence has two independent clauses: he works in Wajir and he stays in Isiolo.
  • But is the coordination conjunction joining the two clauses.

Other Examples

  1. Rose wanted to buy a dress, but she didn’t have enough money.
  2. They did not go to church, yet their parent advised them to.
  3. Do you want to go to Rongo or Homabay?

 

 

 

 

 

 

 

 

 

 

  • COMPLEX SENTENCES
  • A complex sentence is made up of an independent clause and at least one dependent clauses.
  • A dependent clause lacks one of the elements that would make it a complete sentence.
  • The clauses making up the complex sentence are combined using a subordinating conjunction.
  • Here is an example for you:

Mobile phones have helped a lot since they came to the market.

  • The independent clause mobile phones have helped a lot is joined to the dependent clause since they came to the market.

More Examples in Sentences

  1. Although deer eat my crops, they are cute.
  2. Before you leave, give me your address.
  3. While I prefer a permanent house, my wife prefers a semi permanent one.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • ACTIVE AND PASSIVE VOICE
  • A sentence can either have a verb in active form or passive form.

Active Voice

  • In a sentence with an active verb, the subject performs the action denoted by the verb.
  • Here is a sentence where the subject is performing the verb’s acton.

James is writing the notes.

  • James is the subject doing the action “writing”.
  • Since the subject James does the action, the sentence is said to be in the active voice.

More Examples

  1. Richard locked the door.
  2. Akoth painted the room.
  3. He is buying the phone.

Passive Voice

  • A normal order of many active sentences can be changed, such that the subject is no longer active.
  • In the case above, the subject is being acted upon by the verb.
  • Here is an example for you:

The notes were written by James.

  • The subject is the notes.
  • it is passive as it is acted upon by the verb.
  • Since the subject is being acted upon, the sentence is said to be in a passive voice.

More Examples

  1. The door was locked.
  2. The room was painted by Akoth.
  3. The phone is being bought by him.

Changing a  Sentence from Active Voice to Passive Voice

Follow the steps below in order to change the sentence from active to passive voice:

  • Move the active sentence’s direct object in the subject’s slot.
  • Place the active sentence’s subject into a phrase beginning with the preposition “by” .
  • Add a form of the auxiliary verb “be” to the main verb and change the main verb’s form.

 

 

 

 

Exercise

Change the sentences below to passive voice.

  1. Juliet changed the flat tire.
  2. Gregory painted the entire house.
  3. Who taught you Physics?
  4. No one answered my call.
  5. Who stole my bag?
  6. The hunter killed the antelope.
  7. They will send her a success card.
  8. The terrible news shocked everyone.

 

GRAMMAR ANSWERS

PARTS OF SPEECH

NOUNS

COLLECTIVE NOUNS

 

  • Worship
  • Ambush
  • Coven
  • A disguising
  • Bench
  • A conjunction
  • Blackening
  • Company
  • Stalk
  • A pity/a gang
  • Converting
  • Slate
  • Riches
  • Bench
  • Eloquence

 

 

  • COMPOUND NOUNS
  1. She is cleaning a room for stores.

She is cleaning a storeroom.

  1. He bought a new ruler for measuring up to 30 cm.

He bought a 30-cm ruler.

  1. June is the assistant class secretary for form two.

June is the assistant form two class prefect.

  1. We had to stop at the station for the buses.

We had to stop the bus station.

  1. Get me size of cables.

Get me  cable size.

  1. They bought it as there was reduction in cost.

They bought it as there was cost reduction.

  1. Students are given two breaks of twenty minutes.

Students are given two-twenty minute breaks.

  1. These are the plugs with three pins.

These are the three-pin plugs.

  1. The mechanic has carried two metal boxes for the tools.

The mechanic has carried two metal toolboxes.

  1. Are you the wife of my son?

Are you my daughter-in-law?

PRONOUNS

INDEFINITE PRONOUNS

Exercise 1

  • Something
  • Anything
  • Anybody
  • Anywhere
  • Somewhere
  • Nothing
  • Everyone/everybody
  • Anywhere
  • Everyone/everybody
  • Somewhere

Exercise 2

  • He didn’t say anything useful.
  • There is nothing left.
  • No-one can answer this question.

SUBORDINATING CONJUNCTIONS

  1. Henry passed the exams first time. Jane had to retake the exams twice.

Henry passed the exams the first time while/whereas Jane had to retake them twice.

  1. My sister likes Math. I prefer Chemistry.

Whereas/while my sister likes Math, I prefer Chemistry.

  1. It was raining. I didn’t get wet.

Even though it was raining, I didn’t get wet.

I didn’t get wet even though it was raining.

  1. I will be late today. There is jam in town.

I will be late today since there is jam in town.

Since there is jam in town, I will be late today.

  1. Njuguna passed the test. Njuguna did not revise.

Even though Nuguna did not revise, he passed the test.

  1. I will leave. There is someone to take care of the baby.

Now that there is someone to take care of the baby, I will leave.

  1. John is a boy. Mary is a girl.

John is a boy while Mary is a girl.

  1. Go to play. Call your sister.

Before you go to play, call your sister.

  1. I didn’t give the money to my sister. I gave the money to my cousin.

Rather than giving the money to my sister, I gave it to my cousin.

  1. You know him personally. You have to agree that he has done a lot for this country.

Whether or not you know him personally, you have to agree that he has done a lot for this country.

 

INTERJECTIONS

 

  • No,
  • Well
  • Hurry
  • Phew
  • Alas
  • Ahh

 

 

ACTIVE AND PASSIVE VOICE

  1. The flat tire was changed by Juliet.
  2. The entire house was painted by Gregory.
  3. By whom were you taught Physics?
  4. My call was not answered by anyone.
  5. My bag was stolen by whom?
  6. The antelope was killed by the hunter.
  7. A success card will be sent to her.
  8. Everyone was shocked by the terrible news.

 

 WRITING FOR FORM TWO

SPELLING

COMMONLY MISSPELT WORDS

The table below contains words that are normally misspelt.

absence
accidentally
accommodate
accumulate
achievement
acquaintance
acquire
acquitted
advice
advise
amateur
among
analysis
analyze
annual
apartment
apparatus
apparent
appearance
arctic
arguing
argument
arithmetic
ascend
athletic
attendance
balance
battalion
beginning
belief
believe
beneficial
benefited
boundaries
Britain
business
calendar
candidate
category
cemetery
changeable
changing
choose
chose
coming
commission
committee
comparative
compelled
conceivable
conferred
conscience
conscientious
conscious
control
controversial
controversy
criticize
deferred
definitely
definition
describe
description
desperate
dictionary
dining
disappearance
disappoint
disastrous
discipline
dissatisfied
dormitory
effect
eighth
eligible
eliminate
embarrass
eminent
encouragement
encouraging
environment
equipped
especially
exaggerate
excellence
exhilarate
existence
existent
experience
explanation
familiar
fascinate
February
fiery
foreign
formerly
forty
fourth
frantically
generally
government
grammar
grandeur
grievous
height
heroes
hindrance
hoping
humorous
hypocrisy
hypocrite
immediately
incidentally
incredible
independence
inevitable
intellectual
intelligence
interesting
irresistible
knowledge
laboratory
laid
led
lightning
loneliness
lose
losing
maintenance
maneuver
manufacture
marriage
mathematics
maybe
mere
miniature
mischievous
mysterious
necessary
Negroes
ninety
noticeable
occasionally
occurred
occurrence
omitted
opinion
opportunity
optimistic
paid
parallel
paralysis
paralyze
particular
pastime
performance
permissible
perseverance
personal
personnel
perspiration
physical
picnicking
possession
possibility
possible
practically
precede
precedence
preference
preferred
prejudice
preparation
prevalent
principal
principle
privilege
probably
procedure
proceed
profession
professor
prominent
pronunciation
pursue
quantity
quizzes
recede
receive
receiving
recommend
reference
referring
repetition
restaurant
rhyme
rhythm
ridiculous
sacrifice
sacrilegious
salary
schedule
seize
sense
separate
separation
sergeant
severely
shining
similar
sincerely
sophomore
specifically
specimen
statue
studying
succeed
succession
surprise
technique
temperamental
tendency
tragedy
transferring
tries
truly
tyranny
unanimous
undoubtedly
unnecessary
until
usually
village
villain
weather
weird
whether
woman
women
writing

 

Task

Write the correct spelling for:

 

  • absense
  • acceptible
  • accidentaly
  • accomodate
  • acheive
  • acknowlege
  • acquaintence
  • aquire
  • aquit
  • acrage
  • adress
  • adultary
  • adviseable
  • agression
  • allegience
  • allmost
  • alot
  • amatuer
  • annualy
  • apparant
  • arguement
  • athiest
  • aweful
  • becuase
  • becomeing
  • begining
  • beleive
  • bouy
  • busines
  • calender
  • camoflage
  • catagory
  • cauhgt
  • cemetary
  • changable
  • cheif
  • collaegue
  • colum
  • comming
  • commited
  • conceed
  • congradulate
  • consciencious
  • concious
  • concensus
  • contraversy
  • cooly
  • decieve
  • definate
  • definately
  • desparate
  • diffrence
  • dilema
  • disapoint
  • disasterous
  • drunkeness
  • embarass
  • equiptment
  • excede
  • exilerate
  • existance
  • experiance
  • extreem
  • facinating
  • firey
  • flourescent
  • foriegn
  • freind
  • guage
  • greatful
  • garantee
  • guidence
  • harrass
  • heighth
  • heirarchy
  • humerous
  • hygene
  • hipocrit
  • ignorence
  • immitate
  • imediately
  • independant
  • inteligence
  • judgement
  • liesure
  • liason
  • libary
  • lisence
  • maintainance
  • millenium
  • mischievious
  • mispell
  • neccessary
  • neice
  • nieghbor
  • noticable
  • occassion
  • occasionaly
  • occurence
  • occured
  • ommision
  • orignal
  • outragous
  • parliment
  • passtime
  • percieve
  • perseverence
  • personel
  • playwrite
  • posession
  • potatos
  • preceed
  • presance
  • privelege
  • professer
  • promiss
  • pronounciation
  • prufe
  • questionaire
  • readible
  • realy
  • recieve
  • reciept[
  • recommend
  • refered
  • referance
  • relevent
  • religous
  • repeatition
  • restaraunt
  • ryme
  • rythm
  • secratary
  • sieze
  • seperate
  • sargent
  • similer
  • skilfull
  • speach
  • sucessful
  • supercede
  • suprise
  • tomatos
  • tommorrow
  • twelvth
  • tyrany
  • underate
  • untill
  • usible
  • vaccum
  • vehical
  • visious
  • wether
  • wierd
  • wellfare
  • withold
  • writting

 

Answers

 

  1. absence
  2. acceptable –
  3. accidentally/accidently
  4. accommodate
  5. achieve
  6. acknowledge
  7. acquaintance
  8. acquire
  9. acquit
  10. acreage
  11. address
  12. adultery
  13. advisable
  14. aggression
  15. allegiance
  16. almost
  17. a lot
  18. amateur
  19. annually
  20. apparent
  21. argument
  22. atheist
  23. awful
  24. because
  25. becoming
  26. beginning
  27. believe
  28. buoy
  29. business
  30. calendar
  31. camouflage
  32. category
  33. caught
  34. cemetery
  35. changeable
  36. chief
  37. colleague
  38. column
  39. coming
  40. committed
  41. concede
  42. congratulate
  43. conscientious
  44. conscious
  45. consensus
  46. controversy
  47. coolly
  48. deceive
  49. definite
  50. definitely
  51. desperate
  52. difference
  53. dilemma
  54. disappoint
  55. disastrous
  56. drunkenness
  57. embarrass
  58. equipment
  59. exceed
  60. exhilarate
  61. existence
  62. experience
  63. extreme
  64. fascinating
  65. fiery
  66. fluorescent
  67. foreign
  68. friend
  69. gauge
  70. grateful
  71. guarantee
  72. guidance
  73. harass
  74. height
  75. hierarchy
  76. humorous
  77. hygiene
  78. hypocrite
  79. ignorance
  80. imitate
  81. immediately
  82. independent
  83. intelligence
  84. judgment
  85. leisure
  86. liaison
  87. library
  88. license
  89. maintenance
  90. millennium
  91. mischievous
  92. misspell
  93. necessary
  94. niece
  95. neighbor
  96. noticeable
  97. occasion
  98. occasionally
  99. occurrence
  100. occurred
  101. omission
  102. original
  103. outrageous
  104. parliament
  105. pastime
  106. perceive
  107. perseverance
  108. personnel
  109. playwright
  110. possession
  111. potatoes
  112. precede
  113. presence
  114. privilege
  115. professor
  116. promise
  117. pronunciation
  118. proof
  119. questionnaire
  120. readable
  121. really
  122. receive
  123. receipt
  124. recommend
  125. referred
  126. reference
  127. relevant
  128. religious
  129. repetition
  130. restaurant
  131. rhyme
  132. rhythm
  133. secretary
  134. seize
  135. separate
  136. sergeant
  137. similar
  138. skilful
  139. speech
  140. successful
  141. supersede
  142. surprise
  143. tomatoes
  144. tomorrow
  145. twelfth
  146. tyranny
  147. underrate
  148. until
  149. usable/useable
  150. vacuum
  151. vehicle
  152. vicious
  153. weather
  154. weird
  155. welfare
  156. withhold
  157. Writing

 

 

 

 

 

 

BUILDING SENTENCE SKILLS AND PARAGRAPHING

 

DEVICES OF DEVELOPING PARAGRAPHS

  • Giving Reasons
  • Giving reasons is one way to illustrate or develop paragraphs.
  • Many topic sentences give the writers’ personal opinion. Suppose, for example, that your write a paragraph with the topic sentence Living in the village is more comfortable than in towns.
  • To make others accept your opinion, you have to explain why you think that is the case.

Reasons answer the question why? Why do you think life in villages is more comfortable? You could have reasons as follow:

Reason: Food is fresh from the garden.

Reason: There is no rent and to pay.

Reason: The challange of traffic jam does not exist in the villages.

  • Can you write a paragraph using the reasons and topic sentence above?
  • Reasons are not just stated; they are supported by details. Some details may be facts, some opinions..

 

  • Comparing and Contrasting
  • Some writing topics will ask you to consider the relationship between two things, for example, the houses in your village and those in the town you currently reside.
  • Those kind of topics may allow you to organize your paragraph either around the similarities between these two subtopics or around the differences between them.

Sample Paragraph

Comparison Paragraphs Organized by Similar Points

Consider the following paragraph:

     The houses in my village and the houses in the town I currently reside have several things in common. First, both are small and have very few people staying in them. For example in the houses in the village, between 5-10 people stay in such houses. Similarly, in the houses in my present reidential area, Faruku, a household has about eight people. A second way in which the two are similar ……..

Comparison Conjunctions

  • In the comparison paragraphs there are various conjunctions that contribute to paragraph coherence.
  • Here is a list of comparison conjunctions you can use:
Short Conjunctions Longer Expressions
 

Similarly,

Likewise,

…the same…

…the same as…

…also…

…, too.

both

 

In the same way,

X is similar to Y in that (they)…

X and Y are similar in that (they)…

Like X, Y [verb]…

In like manner,

One way in which X is similar to Y is (that)…

Another way in which X is similar to Y is (that)…

Contrast Conjuctions

Here are some contrast conjunctions that you can use:

Short Conjunctions Subordinating Conjunctions
However,

In contrast,

By contrast,

…, but

…, yet

 

On the other hand,

even though + [sentence]

although + [sentence]

whereas + [sentence]

unlike + [sentence]

while + [sentence]

nevertheless,

 

  • Using Idiomatic Expressions
  • Read the paragraph below. The words in boldface are the idiomatic expressions.

When I entered university, I lived in a small town near Ngunjiri. That was the first time I lived alone. I felt it was a feather in my cap. I had nothing but a small bicycle. But I felt happy every day. I wasn’t afraid to lose my shirt because I always lived on a shoestring. I didn’t become hot under the collar because everyone helped me kindly.I found a part-time job in supermarket. The owner was a bit of a stuffed shirt. So I tried to keep his shirt on and to handle our customers with kid gloves.The experience taught me a sense of responsibility.

 

  • Using Facts/Statistics
  • Another way to develop a paragraph is to include Include Facts and Statistics.
  • Offer precise data from your own knowldege, or from authoritative sources, possibly in numerical form.
  • Summarize the results, or quote your sources.
  • Facts and statistics are the kinds of evidence many readers consider convincing proof of generalizations and opinions.
  • Facts and statistics also help readers understand a subject/topic.
  • Using Rhetorical Questions
  • A rhetorical question cannot be answered to you but the reader might answer the question to himself/herself.
  • A question which is posed without the expectation of an answer is called a “rhetorical question.”

 

 

PUNCTUATION

QUOTATION MARKS

  • Quotations marks ( “” ) are a pair of punctuation marks used primarily to mark the beginning and end of a passage attributed to another and repeated word for word.
  • They are also used to indicate meanings and to indicate the unusual or uncertain status of a word.
  • Single quotation marks (‘) are used most frequently for quotes within quotes.
  • Use quotation marks to cite something someone said exactly. Examples
  • “I’m coming right now,” she said.
  • Kim told me, “Don’t leave your shoes at the door. They will be stolen.”
  • Harry told me not to forget my soccer jersey.

 

  • When rephrasing what someone told you, no quotation marks are needed. Example,

She said she was coming then.

  • If quoting others within a quote, both single and double quotation marks are used to set the two separate quotations off from each other.

 

 

APOSTROPHE

  • An apostrophe (‘) is used to indicate the omission of a letter or letters from a word, the possessive case, or the plurals of lowercase letters.
  • Examples of the apostrophe in use include:
  • Omission of letters from a word: Are you comin’.
  • Possessive case: Joels house has been painted black.
  • Plural for lowercase letters: They were told to mind their p’s and q’s.
  • The apostrophe has two different, but important uses in English: possession and contractions.

The contraction Apostrophe

The apostrophe is placed where the omitted letter would be in that case.

Type Without contractions Contractions
NOT is not, has not, had not, did not, would not, can not isn’t, hasn’t, hadn’t, didn’t, wouldn’t, can’t
IS she is, there is, he is, it is, Mary is, Jim is, Germany is, who is she’s, there’s, he’s, it’s, Mary’s, Jim’s, Germany’s, who’s
AM I am I’m
WILL I will, you will, she will, we will, they will I’ll, you’ll, she’ll, we’ll, they’ll
WOULD I would, you would, he would, we would, they would I’d, you’d, he’d, we’d, they’d
HAVE I have, you have, we have, they have I’ve, you’ve, we’ve, they’ve
ARE you are, they are, we are you’re, they’re, we’re

The possessive apostrophe

In most cases you simply need to add ‘s to a noun to show possession

Examples
  • Boy’s voice
  • Teacher’s students

HYPHEN

  • A hyphen is used between the parts of a compound word or name or between the syllables of a word, especially when divided at the end of a line of text.
  • Examples of this in use include:
  • Between a compound noun: father-in-law
  • Within a compound word: back to back
  • In general, hyphens are used to join two words or parts of words together while avoiding confusion or vagueness.
Examples
  • go-down
  • up-to-date
  • There are some cases where hyphens maintain written clarity such as where there are letter collisions, where a prefix is added, or in family relations. Many words that have been hyphenated in the past have since dropped the hyphen and become a single word (email, nowadays).
Examples
  • co-operate
  • post-colonial
  • great-grandmother
Ø  Hyphens are also used in numbers
Examples
  • Thirty-six
  • Three-fifths
  • Use a hyphen when a number forms part of an adjectival compound
Examples
  • The school allows a 30-minute break.
  • Most of us were born in the tweentienth-century.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. STUDY WRITING
    • SUMMARIES

SUMMARY

  • An excellent summary is a summary written to show that you have read and understood something.
  • You will get assignments that ask you to read a certain material and summarize it.

How to produce a summary:

1.Read the material to be summarized and be sure you understand it.

2.Outline the major points.

3.Write a first draft of the summary without looking at the material.

4.Always use paraphrase when writing a summary.

5.Target your first draft for approximately 1/4 the length of the original.

6.Never put any of your own ideas, opinions, or interpretations into the summary. This means you have to be very careful of your word choice.

  1. Write in prose – not point form.

 

  • DESCRIPTIVE ESSAYS
  • This type of essay requires the writer to describe
  • The writer should be quite vivid in their description.
  • The writer should also be observant.

Describing a person

  • When you are describing a person, you are telling the reader something about him or her. The quality of your description will depend on your observation and on how well you can express yourself in writing.

Example:

Victor Kumasi

We hear about him a lot. He is always the first to arrive in the classroom. This has made him our class teacher’s favourite. When it comes to running, I don’t know what to say; he runs faster than most of the athletes we admire. The only surprising thing is that he never speaks English. Even at that he remains the most loved in the whole school.

 

Describing a place

In describing a place, you need to use your five senses. just consider :

  • What you see
  • What you hear
  • How it smells
  • The taste
  • How it feels like

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. CREATIVE WRITING

IMAGINATIVE COMPOSITIONS

Elements of Imaginative Compositions

In order to write a good story, use these important elements:

  1. a) Characters: Refers to those who act in the story. They should be people, animals or objects that think and talk.
  2. b) Setting: Describes time and place of the story for example: classroom, lakeside, town etc.
  3. c) Plot: Refers to the series of actions that the characters go through as they try to solve a problem. In the plot, we have the:
  1. Introduction: This is usually short. It presents the character, the situation or the problem, and part of the setting.
  2. Development: This simply shows how the situation affects the characters and what they do to try and solve the problem.
  3. Conclusion: This shows the solution of a problem. It is usually short. It may lead to a happy, sad or surprise ending.

When writing a story, remember to organise the flow of your events so that the reader’s interest is maintained throughout the story. The element of suspense should also be created and maintained so that the reader will want to find out what is most likely to happen in your story.

You can create suspense by:

  1. Including mystery
  2. Changing the scene
  3. Creating unexpected events
  4. Including dialogue
  5. Giving surprise ending
  6. Moving from one character to another

 

 

 

 

 

 

  1. INSTITUTIONAL WRITING
  • Business Letters
  • Usually from one organization/company/institution to another, or between such and their customers and other external parties.
  • A business letter is any letter with two addresses, salutation, RE, and ends with a sinature, and whose contents are professional in nature.
  • It is more formal than personal letters.
  • You must have the formatting down.
  • Some types of business letters are:
  • Sales letters
  • Order letters – sent by consumers or businesses to manufacturers, retailers or wholesalers to order goods and services. The contents include quantity, name, etc of the product.
  • Complaint letters – use a tone that will make your complaint be satisfied.
  • Inquiry letters. Written to elicit information from the recipient.
  • Letters of Recommendation. Usually written by previous employer describing the sender’s relationship with and opinion of the job seeker.
  • Others include: cover letters, acknowledgment letters, letters of resignation, follow-up letters, and adjustment letters.

Business Letters Format

  • There are two layouts of business letters: Block and Indented layouts.
  • When you choose to use block layout, all the information is written flush left.
  • Provide your address first.
  • Then skip one line and provide the date.
  • Skip one more line and provide the inside address of the addressee.
  • Note that when using letterhead, there is no need of writing your address. Only begin with the date.
  • Skip yet another line and write salutation. This is followed by a colon. Comma is used for personal correspondence.
  • Write “RE” and write the subject.
  • Write the body. Skip lines between the paragraphs.
  • After the body, write complementary close, followed by a comma, sign, then type your name and title(only if applicable)
  • When you choose to use indented layout:
  • Your address appears on the right.
  • Date on the right.
  • Addressee’s address, salutation on the left.
  • Typing do not start from the flush left.
  • No skipping lines between paragraphs.
  • Type the closing and signature in the center.

Note: Block format looks professional.

Sample Business Letter

 

Kamato Academy,

P.O. Box 789 – 20100,

OGONGO – KENYA

 

January 3rd , 2016

 

The Director

Kamato Academy

P.O. B ox 789 – 20100

OGONGO – KENYA

 

Dear Ms Jane:

 

RE: RESIGNATION FROM KAMATO ACADEMY

 

I am writing to provide formal notice of my resignation from Kamato Academy. My last day will be 31st January this year.

 

I trust four weeks is sufficient notice for you to find a replacement for my position. I would be pleased to help train the person you choose to take my place before I finally leave.

 

Thank you for offering me the job for the past two years. My experience as a teacher, head of various departments and patron of clubs and societies here has been positive and I am confident that I will use most of the skills I have learnt at Kamato Academy in future.

 

If you have any concerns, please let me know. I will be more willing to listen to you.

 

All the best,

 

[sign]

D’Matteo Kichapo

TEACHER ASSISTANT

 

 

Kipchoge Muslims School

P.O. Box  567 – 30300

WAJIR KENYA

 

July, 13th 2016

 

Manager,

Leakey Village Inn

P.O. Box 1234 – 103450

Kirema – Kenya

 

Dear Sir,

Reservation of Rooms for Motivational Camp

I am writing on behalf of the Scouts Club of Kipchoge Muslims School. We are organizing a two-day-one-night motivational camp and have selected your hotel as the venue for the camp. The tentative dates for the camp are 23 and 24 August 2016. We would like to know if you will be able to accommodate us for the period.

Altogether, there will be forty students and four teachers on this trip. We will need two rooms for the teachers (twin sharing). For the students we would need fourteen rooms only (twin sharing as well). Please include an extra bed in each room to accommodate a third person.

We plan to arrive at 2 o’clock in the afternoon of Friday 3 August. We hope you will be able to serve some light refreshments. We will begin our program at 4 p.m. We will require the use of a conference room that can accommodate 40 people. We would like a microphone, projector and screen, a stage and a rostrum. Since the students will be working in groups, we would like eight tables arranged in two rows. We also hope that water can be made available in the room at all times so that students can have a drink right there and do not have to leave the room too often.

Regarding meals, we expect to have dinner at 7 p.m., breakfast at 7 a.m., the next morning and lunch at 11 a.m., just prior to our departure. We hope to be able to check out by midday on Saturday 4 August.

We would like to know your rates for students, and whether you have a special rate for group bookings. Also, what are your charges for the use of the conference room and the equipment? Please let us know if payment can be made by credit card or cheque.

We look forward to hearing from you soon. Please contact us if you need us to furnish you with further details.

Thank you.

Yours faithfully,

 

 

 

 

 

 

 

 

  • POSTERS
  • A poster is any piece of printed paper designed to be attached to a vertical surface e.g. a wall.
  • A poster is intended to convey message at the same time appeal to the audience.
  • A poster can be professionally used for advertisements, announcements, or to share information.
  • A poster can focus on topics like:
  • Child labour
  • Drug abuse
  • Corruption
  • Prostitution
  • Domestic violence
  • Road accident, etc.

 

How to Create Posters

  • Find a good idea for a poster. You can focus on cars, sports, etc.
  • Create an image or picture with a clearly inspiration point. If for example, talking about child labour, one can draw a child working in the fields, and being whipped.
  • Balance between the picture and the writings.
  • Emphasize the most important information. You can write them in different ink, or underline them.
  • The picture/image and the writing should be within the borderline.
  • Be concise.

Activity

Let  the students choose any of the topics above and design their posters in groups. Ensure there is a balance between the picture and the words. After they finish, allow them pin their posters on the wall.

Exercise

The habit of shirking assignments in your class has become rampant. You don’t like it and you want to design a poster to warn your classmates against it. Design that poster.

 

 

 

 

 

 

 

 

  • ADVERTISEMENTS
  • Advertising is how a company/individual encourages people to buy their products, services or ideas.
  • An advertisement (short form: ad)is anything that draws excellent attention towards these things.
  • Ads appear on television, as well as radio, newspapers, magazines and as billboards in streets and cities.
  • They try to get people to buy their products, by showing them the good rather than bad of their products.
  • First impression is very important and there is usually no second chance at making a good first impression.
  • An advertisement should catch the attention within seconds – if it doesn’t, then it is considered failed.
  • It is crucial to showcase your product in a very clever way.

How to Create an Advertisement

  • Grab the attention of the audience by coming up with a tagline that is catchy. You can consider using:
  • Humour
  • Thyme
  • Puns
  • Metaphor
  • Alliteration, etc
  • Type the name of the business.
  • Have a picture to reinforce your message.
  • Balance between the picture and the wordings.

Activity

Let the students design their own adverts. They can advertise things like;

  • New books
  • New brand of pen
  • Anything

 

 

 

 

 

 

 

 

  1. PERSONAL WRITING
  • PERSONAL JOURNALS
  • A personal journal is a record of individual’s impression of a given event, occurrence or a person.
  • Record what strikes you the most.
  • What you record could have happened to you or to others.

Contents of A Personal Journal

  1. Date
  2. Day
  3. At times, the calendar
  4. Entry

Sample Personal Journal

MY PERSONAL JOURNAL

 

Calendar

February, 2016

Sun Mon Tue Wed Thu Fri Sat

1     2        3     4     5     6

7        8     9       10   11   12   13

14      15   16      17    18  19   20

21      22   23      24    25  26   27

28

(circle/underline the date)

 

ENTRY

Today was particularly my best in the month of February, in fact from January. Can you believe Tom, of all the form two students, has been appointed the new class prefect. This has marked the end of bad news and opened the door to fortunes. I will do all I can to improve that class!

 

I had never given it thought until I was told my name had been mentioned by the deputy principal. It was my friend, Huggies who told me it was me and not any other Tom. Of course I am the only Tom in that great class. I must express my happiness at this. A small, small class prefect in a big, big classroom.

 

My happiness cannot allow me write more than I have written, my dear journal. Let the rest be said tomorrow. Goodnight.

 

 

 

  • SHOPPING LISTS
  • A shopper needs to write a list of all the items to be purchased.
  • Written before a shopping trip to a shop, grocery, or supermarket.
  • Writing a shopping list will help cut down on money wastage and time for thinking on what to buy while at the shopping center.

Contents of A Shopping List

  • A shopping list contains the following:
  1. A title must have what the shopping is intended for and the words “shopping list”.
  2. Budgeted amount. Write how much you have at hand to do shopping. Don’t use more than what you have. Budget carefully. You can’t also remain with a certain amount. If you are left with too much from what you were to use, it will also mean you don’t know how to budget.
  3. Item category. Items are normally put under different categories. It is a good idea to group related items together for ease in shopping. Items are categorized as;
  • Snacks e.g. cake, chips, etc.
  • Toiletries e.g. soap, toothpaste, tissue papers, etc.
  • Foodstuff
  • Drinks/beverages
  • Electronics
  • Clothing
  • And others
  1. Write items under the right category.
  2. Write the type of item you want. Prices might also be different. If for example you want to buy juice, write the type you want, for instance, savanna, pineapple. Their prices vary.
  3. Say how many or how much you need to buy. If a liquid use mililitres, litres etc. if solid, grams, kilograms, will do.
  4. Price. The amount to be spent on each item is written in this column.
  5. Total. Write the amount in total to spend. Never spend more than budgeted for.

 

  • More creative individuals add to their shopping lists:
  • Expected balance/change
  • Where shopping to be done. For example: shopping to be done at Uchumi Supermarket.
  • Who to do shopping, among other things.

 

 

 

 

 

 

 

 

Sample Shopping List

                            BACK TO SCHOOL SHOPPING LIST

BUDGETTED AMOUNT: Sh. 6 100

 

NO ITEM CATEGORY ITEM QUANTITY DESCRIPTION PRICE

IN KSH.

1 Stationery Exercise books

Ruler

Mathematical set

Pens

8-200 pages

2

1

10

Crown

Helix

Oxford

Bic

800

100

300

200

2 Clothing Blouse

Skirt

Cardigan

Neck tie

1

1

1

1

Short sleeved

Dark grey

Indigo one

Red stripped

500

500

600

200

3 Books Set Books 3 The River and the Source

Betrayal in the City

Mstahiki Meya

600

 

500

 

600

 

4 Drinks Soda

Juice

3-1 Litre

2 L

Coke

Delmonte

300

300

5 Snacks Crackers

Cookies

Pretzel

50g

100 g

100 gm

Cheez it

Oreo

Bold Gold

110

200

200

  TOTAL       6010

Expected Balance:                                                                                                     Sh. 90

 

Exercise

You are form two class prefect. Your class is throwing the end of the year class party. Before this happens, there is contribution by all the class members. If the total amount raised is sh. 9 000 which you are supposed to budget for, prepare the shopping list of the item you would buy.

 

 

 

 

 

 

 

  1. SOCIAL WRITING
  • INVITATIONS
  • Sending invitations is the appropriate way to communicate to your guest what is it that you are celebrating and what the event is all about.
  • There are two types of invitations:
  • Informal invitations
  • Formal invitations
  • Invitations also take form of: invitation cards or invitation letters.
  • Invitation Cards
  • They are designed to invite individuals to various ceremonies and parties.
  • When designing an invitation card remember to :
  • Provide the name of the host for the party.
  • Extend the invitation by choosing appropriate formal wording, such as, “request your presence” or less formal wording, such as “totally invites you”.
  • Include honorifics (Dr./Mr./Ms/ etc.) before the guest’s name especially if formal.
  • Answer the question “what?” Tell the guest what the event is for. Is it for birthday party, wedding party, birth of a new baby, fundraising etc. if, for example, it is a birthday party ensure you tell them who is it for and age the person is celebrating. By the same token, if it is graduation, tell them who it is for and mention the education milestone they completed. The purpose of the event is stated clearly.
  • Be clear about the date and time of the event. Day of the week should also be included. Example Saturday, 16th May 2016 at 4.00 pm.
  • Be clear on the venue. Tell them where the party will be held. If the party is held off-site (not where is known to all), you can even give directions.
  • Write “RSVP”. Under this, write the name of the people to be contacted and their contact details. You can write the phone number to allow them contact you so as to inform you ahead of time whether or not they will be attending. RSVP is French abbreviation for “respondez sil’vous plait” which simply means “please respond”.
  • Give instructions to your recipients on for example, how to dress, or bring something, if to bring another guest, or any other thing to do.
  • You can also include the teaser. Include something that will drive them to the party even before the actual day. You can mention things like drinks, dance, etc. These make them looking towards attending the party.
  • Include simple but a picture that ties with the party. You can have a picture of a cake if birthday party.

 

 

 

 

 

Sample Invitation Card

Informal Invitation Card

                  Because you have believed in

Them,

Celebrated with them

Loved and encouraged them,

 

We, Ruth Kimani and John Kimani

Ask you to join us in honouring our

Children

 

Jenifer Wanjiku

And

Joseph Njoroge

 

As they celebrate the beginning of

Their adventures together

On Saturday, January 11th , 2016

At 9.00 am

 

Ceremony followed by dinner,

Drinks, and awkward but

Enthusiastic dancing

 

RSVP:

Mr. john Kimani            or       Ms Ruth Kimani

Mobile: 0711111111                 Mobile: 0712121212

 

Formal Invitation Card

           THE FAMILY OF MR AND MRS KAIMOSI

 

             Calls for the contentment of

 Dr/Pst/Mr/Mrs/Ms/Eng/ ……………………………………………..

            Company

            At the marriage of

      Arsenal Chelsea and Migingo Island

             On Saturday, the second of January; 2016

At half past 4.00 in the evening

             At their Kasarani home

Dress as you wish, dine as you like

Dance as you please

 

RSVP:

Mr. Kaimosi                               Mrs Kaimosi

Email: kaimosi4@gmail.com       Phone: 0716602808

 

 

  • INVITATION LETTERS
  • An invitation letter, normally business, is written to invite people to various events, such as, seminars, conferences, and many other functions.
  • It takes the format of other business letters.
  • In an invitation letter one should include the details required. Only the pertinent information regarding the event should be included.
  • They are written to invite:
  • A resource person to school
  • Teachers, students, etc to seminars, conferences, drama festivals, etc

Elements of  Invitation Letters

An invitation letter will include things like:

  • Brief description of the institution/ organization. Let the recipient know what you do and to know whether you have the right to hold such an event.
  • Include all the pertinent information.
 

Jehova Jireh School,

P.O. Box 2345 – 30456,

BETHLEHEM –PALESTINE.

 

February 6th, 2016

 

The Chairperson,

NACADA,

P.O. Box 966 – 40500

NEBUCHADNEZER – CANAAN.

 

Dear Mr. Herod:

 

RE: INVITATION TO GIVE A TALK ON DRUG ABUSE

 

On behalf of Environmental Club, Jehova Jire School, it is my pleasure to extend the invitation to our school parents’ day in the school refectory on Friday, 6th March, 2016 at 9.00 am. You are invited to give a talk on drug abuse.

 

Jehova School is one of the three schools in Bethlehem in which students have continued to abuse drugs. However, most of them are ready to respond to what they are told on dangers of hard drugs. Environmental club has been given the power to curb the use of such drugs.

 

I do hope you will be able to confirm your attendance to this invitation. We look forward to your presence at this big day.

 

Yours sincerely,

 

[sign]

Abraham Father Luke – ENVIRONMENTAL CLUB CHAIR

 

 

  1. PUBLIC WRITING
  • TELEPHONE MESSAGES
  • People who work in offices often answer phones for others especially in their absence.
  • When you answer such calls, you need to take the messages for them.
  • The telephone messages have the following elements:
  • Name of the person the caller wanted to talk to.
  • The name of the caller.
  • Date and time of the call.
  • Telephone number of the caller.
  • Details of the message. Here you write something like: She called to ask whether you will attend the fundraising ceremony at Migingo Hotel.
  • The name of the receiver of the call.
  • Look at the telephone note pad below.
                   SUKUMA WIKI HIGH SCHOOL                  

                TELEPHONE MESSAGE NOTE PAD

DATE: ____________________________

TIME: __________________ AM/PM

TO: ______________________________________

FROM: ____________________________________

TELEPHONE: ___________________________

Telephoned   Please call  
Called to see you   Will call again  
Wants to see you   Returned your call  

 

MESSAGE: ………………………………………………………………………………

……………………………………………………………………………………………….

……………………………………………………………………………………………….

……………………………………………………………………………………………….

RECEIVED BY: _________________________________________

 

 

Exercise

Your name is Elliot Kumo. As the youth leader in your ward, you have the responsibility of ensuring the garbage in your area are collected by the company known as Matakataka Chafu Garbage Collectors. One day they fail to do that and you decide to call the manager to complain about this and that they should bring the truck the next day to pick up the garbage. Unfortunately, the secretary called Amina Salim picks the call. In a telephone message note pad, write the message Amina will take.

 

 

 

 

Answer

                                 MATAKATAKA CHAFU GARBAGE COLLECTORS

TELEPHONE MESSAGE NOTE PADS

DATE: 15TH January, 2016

TIME: 9.00 AM/PM

TO: Makau Collins – Manager

FROM: Elliot Kamau – Youth Leader, Kijiko Ward

TELEPHONE: 254-720467987

Telephoned Please call  
Called to see you   Will call again  
Wants to see you   Returned your call  

 

MESSAGE: He called to complain about the failure of garbage truck to pick up their garbage today. He is wondering whether the truck could stop tomorrow and pick it up.

 

RECEIVED BY: Amina Salim

SECRETARY

 

  • FILLING FORMS
  • Filling forms might seem easy to majority of people but this is usually not the case.
  • To fill the form as required, you need to consider the points below:
  • Go through the whole form before you start filling it in.
  • Read the instructions and ensure you understand them.
  • Fill one section at a time to avoid confusion.
  • Fill all the blanks unless stated for official use only.
  • If there is a part

Sample Form

 

               EMBE DODO MIXED SECONDARY SCHOOL

          (Email: embdod@yahoo.com, phone: 071666666, Website: www.embedodo.go.ke)

                                             ‘ Making future from the present’

                                               STUDENT’S ADMISSION FORM

INSTRUCTIONS TO STUDENTS

1.      Use black ink only.

2.      Fill all the blanks you are required to.

3.      Complete each section in BLOCK letters.

(a)   Student’s Personal Details

Student’s Name: ………………………………………………………………………

Date of Birth: …………………………………………………………………………..

Gender:    …………………………………

Religion: …………………………………..

Name and classes of brother(s)/sister(s) in school

Sibling’s Name Sibling’s Class
   
   
   
   

 

(b)   Parent’s Details

Parent/Guardian’s Name: ………………………………………………………………………………..

Profession: …………………………………………………………….

Address: ……………………………………………………………

Mobile Number: ………………………………………………….

(c)    Academic Details

Class in which Admission is sought: ……………………………………………………………………..

KCPE Marks: ……………………………………………………………………..

Last Term Grade: ……………………………………………………………..

(d)   Health

Have you been diagnosed with cancer or HIV/AIDS? Yes/No

If yes for how long ____________________________________________________________________________________________________________________________________________________________

Do you suffer from any heart disease? Yes/No

(e)    Declaration

I declare that what I have written here is the true and I am responsible for any eventuality that might result from this.

Sign: ­______________________________

Name: ___________________________________________________

Date: ______________________________

 

(f)    For Official use only

Qualified for admission: _________________________

Remarks: ____________________________________________________________________________________________________________________________________________________________

Signature of the officer: _________________________________________

 

  • LETTERS OF APOLOGY
  • We all make mistakes from time to time. When that happens, it is worthwhile that the situation be mended early.
  • One way to mend the situation is by writing a letter apologizing for the wrong done.
  • A letter of apology is written in order to:
  • Lay out your mistakes clearly;
  • Ask for forgiveness;
  • Exhibit regret;
  • Provide assurances for change; and
  • Allow for building of relationships.
  • When writing a letter of apology:
  • Begin the letter by saying you are apologizing.
  • Admit you were wrong and accept the responsibility.
  • Offer a way you can help resolve the situation.
  • Reassure the person that you will do your best to prevent the problem from occurring again.
  • Tell the person you are looking forward to rebuilding the damaged relationship.
  • Apologize again to close the letter.
  • Be sincere.

How to Write Apology

STEP EXPLANATION EXAMPLE
  ·        Say you are sorry I am writing to apologize for coming late to school.
  ·        Clearly state the problem.

·        Explain as much as you can what went wrong.

My brother was recently admitted at the hospital. This morning no one was left at home with my youngest sibling. She was crying and I had to first wait for any of my relatives to come.
  ·        Try to solve the problem.

·        Give examples of how you can do this.

To mend this, I promise to come early from tomorrow. I will let my parents know that the next time they leave they should leave someone behind to babysit the child.
  ·        Apologize again Again, I am sorry for reporting late. I hope that we can put this issue behind us. I look forward to rebuilding the relationship.

 

 

 

 

Exercise

One of the school rules state: “ONLY English and Kiswahili are the official languages to use at school”. The school head of Languages department has caught you speaking in your mother tongue. Write him the letter, apologizing for your action.

Answer

KEMBOI HIGH SCHOOL

P.O. BOX 434 – 30300

ELDORET – KENYA

 

14TH January, 2016

 

THE HEAD OF DEPARTMENT – LANGUAGES

KEMBOI HIGH SCHOOL

P.O. BOX 434 – 30300

ELDORET – KENYA

 

Dear Mr. Kipchoge:

 

RE: APOLOGY FOR SPEAKING IN MOTHER TONGUE

 

I am sorry for breaking one of the school rules.

 

I knew that speaking in mother tongue is prohibited at school, when I spoke it. I am deeply sorry for acting as though I am above the rules everyone should follow. It was impolite to both you and the other teachers.

 

I promise to obey all the school rules now that I have learnt that no one is above the school rules. It was inappropriate of me to speak the language not acceptable at school. I know that punishment meted on me is completely deserved.

 

Once again, I am sorry for my stupid behavior. I will from now on speak in the two official languages.

I hope our differences have been put behind us and that our relationship remains undamaged.

 

Yours Sincerely,

[signature]

Kimita Keino

FORM 2 STUDENT

 

PHYSICS SCHEMES OF WORK FORM 2 IN PDF

PHYSICS SCHEMES OF WORK

FORM TWO 

TERM I

REFERENCES:

  1. Secondary Physics KLB
  2. Comprehensive Secondary Physics
  3. Principles of Physics
  4. Golden Tips
  5. Teacher’s Book
WK LSN TOPIC SUB-TOPIC OBJECTIVES L/ACTIVITIES L/T AIDS REFERENCE REMARKS
1 1-4 REPORTING AND REVISION OF LAST TERM’S EXAMS  
 

2

 

1-2

 

Magnetism

 

Magnetism and magnetic materials

 

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

-Identify magnetic and non-magnetic materials.

 

-Observing attraction and repulsion of magnets.

-Identifying the test for magnetic materials.

-Describing natural and artificial materials.

-Carrying out experiments to identify magnetic and non-magnetic materials.

 

-Magnets

-Nails

-Pins

-Wood

-Plastics

-Tins

-Spoons

-Strings

-Razor blade

-Stand, bosses and clamp

Comprehensive secondary physics students book 2 pages 1-2

Comprehensive secondary physics teachers book 2 pages 1-5

Secondary physics KLB students book 2 page

Principles of physics (M.Nelkon) pages 442-443

Golden tips physics page 124

 
 

3-4

 

Magnetism

 

Properties of magnets and the law of magnetism

 

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

-Describe the properties of magnets.

-State the law of magnetism.

 

-Investigating properties of magnets.

-Stating the laws of magnetism.

 

-Magnets

-Iron fillings

-Strings

-Stand, bosses and clamp

Comprehensive secondary physics students book 2 pages 1-2

Comprehensive secondary physics teachers book 2 pages 1-5

Secondary physics KLB students book 2 page 1-4

Principles of physics (M.Nelkon) pages 149

Golden tips physics page 124

 
 

3

 

1-2

 

Magnetism

 

The compass

 

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

-Construct simple compass.

 

-Constructing a simple compass.

 

-Pin/screw

-Magnet

-Cork

-Glass top

-Water trough

-Piece of stiff paper

-Razor blade

-Glue

Comprehensive secondary physics students book 2 pages 3-5

Comprehensive secondary physics teachers book 2 pages 1-5

Secondary physics KLB students book 2 page 5

Principles of physics (M.Nelkon) pages 151

Golden tips physics page 127

 
   

3-4

 

Magnetism

 

Magnetic field patterns

 

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

-Describe magnetic field patterns.

 

-Plotting the field of a bar magnet using a compass and iron filings

 

 

 

-A compass

-Iron fillings

-Bar magnets

-Can with lid

-Card board

-Sheet of papers

 

Comprehensive secondary physics students book 2 pages 3-5

Comprehensive secondary physics teachers book 2 pages 1-5

Secondary physics KLB students book 2 page 6-7

Principles of physics (M.Nelkon) pages 444

Golden tips physics page 124-125

 
 

4

 

1-2

 

Magnetism

 

Making magnets by induction and stroking

 

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

-make magnets by :

-Induction

-Stroking

 

-Demonstrating induction

Magnetizing a steel bar by stroking single and double strikes.

-Defining hard and soft magnets.

 

-Bar magnets

-Steel bars

-Nails

-Iron bars

Comprehensive secondary physics students book 2 pages 6-7

Comprehensive secondary physics teachers book 2 pages 1-5

Secondary physics KLB students book 2 page 19-22

Principles of physics (M.Nelkon) pages 441-442

Golden tips physics page 125-126

 
 

3-4

 

Magnetism

 

 

Making magnets by an electric current

 

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

-Magnetize a material by an electric current.

 

-Magnetizing a steel bar by an electric current.

 

-Insulated wire

-Battery cell

-Steel bar

Comprehensive secondary physics students book 2 pages 8

Comprehensive secondary physics teachers book 2 pages 1-5

Secondary physics KLB students book 2 page 23-24

Principles of physics (M.Nelkon) pages 440

Golden tips physics page 125-126

 
 

5

 

1-2

 

Magnetism

 

Demagnetization and caring for magnets

 

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

-Describe the methods of demagnetizing.

-Describe how to care for magnets.

 

-Describing ways of demagnetizing of magnet.

-Explaining how to care for magnets.

-Carrying out experiments to demagnetize and care for magnets.

 

-Battery/cell

-Keepers

-Bar magnets

-Chart on demagnetization and care for magnets

Comprehensive secondary physics students book 2 pages 8-9

Comprehensive secondary physics teachers book 2 pages 1-5

Secondary physics KLB students book 2 page 25-26

Principles of physics (M.Nelkom) pages 442

Golden tips physics page 126-127

 
 

3-4

 

Magnetism

 

Uses of magnets

 

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

-Describe the uses of magnets.

 

-Describing uses of magnets

-Discussions

-Using magnets

 

-Magnets

-Metallic bars

-Non-metallic bars

Comprehensive secondary physics students book 2 pages 9

Comprehensive secondary physics teachers book 2 pages 1-5

Secondary physics KLB students book 2 page 27

Principles of physics (M.Nelkon) pages

Golden tips physics page 127

 
 

6

 

1-2

 

Magnetism

 

The domain theory of magnetism

 

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

-Explain the domain theory of magnetism

 

-Describing the domain theory of magnetism.

-Explaining the application of the domain theory of magnetism.

 

-Charts on domain theory

-Bar magnets

-Iron fillings

-Test tubes

-Cork

Comprehensive secondary physics students book 2 pages 9-10

Comprehensive secondary physics teachers book 2 pages 1-5

Secondary physics KLB students book 2 page 17

Principles of physics (M.Nelkon) pages

Golden tips physics page 127

 
   

3-4

 

Magnetism

 

Revision

 

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

-Attempt questions on magnetism.

 

-Questions and answers

 

 

-Questions and project to the students book 2

Comprehensive secondary physics students book 2 pages 11-12

Comprehensive secondary physics teachers book 2 pages 5-6

Secondary physics KLB students book 2 page 27

Principles of physics (M.Nelkon) pages

Golden tips physics page 131

 
 

7

 

1-2

 

Measurement II

 

The vernier calipers

 

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

-Measure length using vernier calipers

 

-Measuring length and diameter of various objects using a venier calipers.

 

-Vernier calipers

-Circular containers

-Nail

-needles

Comprehensive secondary physics students book 2 pages 13-15

Comprehensive secondary physics teachers book 2 pages 6-11

Secondary physics KLB students book 2 page 31-36

Principles of physics (M.Nelkon) pages

Golden tips physics page 3-4

 
 

3-4

 

Measurement II

 

The micrometer

Screw gauge

 

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

-Measure length using the micrometer screw gauge

 

-Measuring small diameters and thickness using the micrometer screw gauge.

 

-Micrometer screw gauge

-Charts on how to read the scale of a screw gauge

-Wires

-paper

Comprehensive secondary physics students book 2 pages 15-17

Comprehensive secondary physics teachers book 2 pages 6-11

Secondary physics KLB students book 2 page 36-40

Principles of physics (M.Nelkon) pages

Golden tips physics page 4-5

 
 

8

 

1-2

 

Measurement II

 

Decimal places, significant figures and standard form

 

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

-State numbers in standard form, decimal places and significant figures.

 

-Working out problems in decimals.

-Identifying the significant figures of a number.

-Writing numbers in standard form.

-Question papers Comprehensive secondary physics students book 2 pages 17-19

Comprehensive secondary physics teachers book 2 pages 6-11

Secondary physics KLB students book 2 page 40-41

Principles of physics (M.Nelkon) pages

Golden tips physics page 8-9

 
 

3-4

 

Measurement II

 

Determining the size of a molecule

 

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

-Estimate the diameter of a drop of oil.

 

-Measuring the diameter of an molecule

 

-Oil

-Burette

-Wire

-Trough

-Water

-Flour or pollen grain

-strings

Comprehensive secondary physics students book 2 pages 6-11

Comprehensive secondary physics teachers book 2 pages 19-21

Secondary physics KLB students book 2 page 42-44

Principles of physics (M.Nelkon) pages

Golden tips physics page 9

 

 
 

9

 

1-2

 

Measurement II

 

Revision

 

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

-Attempt questions involving measurement.

 

-Problem solving

-Identifying values on appropriate scale

-Carrying out a project work

 

-Questions and project in the students book 2

-Questions work sheet

Comprehensive secondary physics students book 2 pages 21-23

Comprehensive secondary physics teachers book 2 pages 11

Secondary physics KLB students book 2 page 46-49

Principles of physics (M.Nelkon) pages

Golden tips physics page 10

 
   

3-4

 

The Turning Effects Of A Force

 

The moment of a force

 

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

-Define moment of force about a point.

-State the SI unit of moment of force.

 

-Defining moment of force

-Calculating moment of a force.

 

-Meter rule

-Knife edge

-Strings

-Spring balance

-Masses

Comprehensive secondary physics students book 2 pages 24

Comprehensive secondary physics teachers book 2 pages 12-14

Secondary physics KLB students book 2 page 50-52

Principles of physics (M.Nelkon) pages

Golden tips physics page 13

 
 

10

 

1-2

 

The Turning Effects Of A Force

 

Principle of moments

 

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

-State and verify the principle of moment

 

-Stating the principle of moment of a force.

-Calculating moments.

 

-Meter rule

-Knife edge

-Strings

-Spring balance

-Masses

Comprehensive secondary physics students book 2 pages 24

Comprehensive secondary physics teachers book 2 pages 12-14

Secondary physics KLB students book 2 page 53-56

Principles of physics (M.Nelkon) pages

Golden tips physics page 14-15

 
 

3-4

 

The Turning Effects Of A Force

 

Revision

 

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

Solve problems involving moments.

 

-Problems solving

-Discussion of correct procedure

-Questions and answers

 

-The exercise in the student book

Comprehensive secondary physics students book 2 pages 27-28

Comprehensive secondary physics teachers book 2 pages 13-14

Secondary physics KLB students book 2 page 65-67

Principles of physics (M.Nelkon) pages

Golden tips physics page 14-15

 
 

1-2

 

Equilibrium And Centre Of Gravity

 

Equilibrium

 

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

-Identify and explain the states of equilibrium.

 

-Identifying the states of equilibrium.

-Explaining the conditions of equilibrium.

 

-Objects with stable, unstable and neutral equilibrium

Comprehensive secondary physics students book 2 pages 33

Comprehensive secondary physics teachers book 2 pages 15-17

Secondary physics KLB students book 2 page 17-18

Principles of physics (M.Nelkon) pages

Golden tips physics page 15-16

 
 

11

 

3-4

 

Equilibrium And Centre Of Gravity

 

Centre of gravity

 

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

-Define Centre of gravity.

-Determine Centre of gravity of lamina objects.

 

-class discussion

-teacher demonstration

 

-Lamina objects

-Plumb line

-pencils

Comprehensive secondary physics students book 2 pages 30

Comprehensive secondary physics teachers book 2 pages 15-17

Secondary physics KLB students book 2 page 68-76

Principles of physics (M.Nelkon) pages

Golden tips physics page 15

 
12  

1-2

 

Equilibrium And Centre Of Gravity

 

Stability

 

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

-State and explain the factors affecting stability of an object.

 

-class discussion

 

-Chart showing factors of stability

Comprehensive secondary physics students book 2 pages 31-33

Comprehensive secondary physics teachers book 2 pages 15-17

Secondary physics KLB students book 2 page 78

Principles of physics (M.Nelkon) pages

Golden tips physics page 16

 
 

12

 

 

 

3-4

 

Equilibrium And Centre Of Gravity

 

Stability

 

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

-Explain where stability is applicable

 

-Explaining the application of stability

-Discussions

 

-Pictures and charts showing applications of stability

Comprehensive secondary physics students book 2 pages 15-17

Comprehensive secondary physics teachers book 2 pages 33

Secondary physics KLB students book 2 page 79-80

Principles of physics (M.Nelkon) pages

Golden tips physics page 16

 
   
13   END OF TERM EXERMINATIONS  
14   REPORT MAKING AND CLOSURE  
       
       
       
       
       
       

 

 

PHYSICS SCHEMES OF WORK

FORM TWO 2012

TERM II

 

 

 

 

 

REFERENCES:

  1. Secondary Physics KLB
  2. Comprehensive Secondary Physics
  3. Principles of Physics
  4. Golden Tips
  5. Teacher’s Book

 

 

WK LSN TOPIC SUB-TOPIC OBJECTIVES L/ACTIVITIES L/T AIDS REFERENCE REMARKS
1 1-4 REPORTING AND REVISION OF LAST TERM’S EXAMS  
 

2

 

1-2

 

Reflection At Curved Surfaces

 

Spherical mirrors

 

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

-Describe concave, convex and parabolic reflectors.

 

-class experiment

-Class discussion

 

-Concave mirrors

-Convex mirrors

-parabolic mirrors

-Plane papers

-Soft board, pins

Comprehensive secondary physics students book 2 pages 35

Comprehensive secondary physics teachers book 2 pages 18-22

Secondary physics KLB students book 2 page 83

Principles of physics (M.Nelkon) pages

Golden tips physics page 102

 
 

3-4

 

Reflection At Curved Surfaces

 

Parts of spherical mirrors and parabolic surfaces

 

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

-Describe using any diagram, the principle axes, principle focus, centre of curvature, radius of curvature and related terms.

 

-Describing parts of a curved mirrors

-Observing reflection at spherical mirrors

 

-Variety of a curved mirrors

-Graph papers

-Rulers

Comprehensive secondary physics students book 2 pages 35-37

Comprehensive secondary physics teachers book 2 pages 18-22

Secondary physics KLB students book 2 page 85-87

Principles of physics (M.Nelkon) pages

Golden tips physics page 102

 
 

3

 

1-2

 

Reflection At Curved Surfaces

 

 

Locating images in curved mirrors and parabolic surfaces

 

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

-Use ray diagram to locate images formed by plane mirrors.

 

-Drawing ray diagrams

-Describing image

-characteristics of images

 

-Graph papers

-Soft boards

-Plane papers

-Pins

Comprehensive secondary physics students book 2 pages 37-38

Comprehensive secondary physics teachers book 2 pages 18-22

Secondary physics KLB students book 2 page 86

Principles of physics (M.Nelkon) pages

Golden tips physics page 103

 
   

3-4

 

Reflection At Curved Surfaces

 

 

Characteristics of images formed by concave mirrors

 

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

-Determine experimentally the characteristics of images formed by concave mirrors.

 

.Experimenting with concave mirrors.

-Describing the nature of images formed in concave mirror.

 

-Concave mirrors

Comprehensive secondary physics students book 2 pages 39-40

Comprehensive secondary physics teachers book 2 pages 19-22

Secondary physics KLB students book 2 page 95-100

Principles of physics (M.Nelkon) pages 439-440

Golden tips physics page 103

 
 

4

 

1-2

 

Reflection At Curved Surfaces

 

Applications of curved reflecting surfaces and magnification

 

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

-Define magnification.

-State and explain the applications of curved mirrors.

-State the defects of spherical mirrors.

 

.Explaining magnification and formula in curved mirrors.

-Describing the uses of curved mirrors.

-Asking questions

 

-Curved mirrors

-Exercise in students book 2

Comprehensive secondary physics students book 2 pages 40-43

Comprehensive secondary physics teachers book 2 pages 19-24

Secondary physics KLB students book 2 page 104-120

Principles of physics (M.Nelkon) pages

Golden tips physics page 105

 
 

3-4

 

The Magnetic Effect Of Electric Current

 

Magnetic field due to current

 

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

-Perform and describe an experiment to determine the direction of a magnetic field round a current carrying conductor.

 

.Observing and describing the direction of magnetic field round a current carrying a conductor.

-Carrying out experiments.

 

-Compass

-Wires

-Battery

-Ammeter

-Compass needle

-Cardboard

-Screws

-Iron fillings

Comprehensive secondary physics students book 2 pages 44-47

Comprehensive secondary physics teachers book 2 pages 25-28

Secondary physics KLB students book 2 page 123-128

Principles of physics (M.Nelkon) pages 439-440

Golden tips physics page 128

 

 
 

5

 

1-2

 

Magnetic Effect Of Electric Current

 

Magnetic field pattern

 

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

-Determining the magnetic field patterns on straight conductors and solenoid.

 

-Constructing a simple electromagnet.

 

-Soft iron

-Nails

-Compass

-Solenoid

Comprehensive secondary physics students book 2 pages 47-48

Comprehensive secondary physics teachers book 2 pages 25-28

Secondary physics KLB students book 2 page 128

Principles of physics (M.Nelkon) pages 439-440

Golden tips physics page 129

 
 

3-4

 

Magnetic Field Of Electric Current

 

Magnetic field pattern

 

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

-Construct a simple electromagnet.

 

-Constructing a simple electromagnets

 

-Solenoid

-Soft iron

-Nails compass

Comprehensive secondary physics students book 2 pages 47-48

Comprehensive secondary physics teachers book 2 pages 25-28

Secondary physics KLB students book 2 page 143

Principles of physics (M.Nelkon) pages 439-440

Golden tips physics page 130

 
 

6

 

1-2

 

Magnetic Effects Of Electric Current

 

Strength of an electro-magnet

 

 

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

-Explain the working of simple electric motor and an electric bell.

 

-Investigating the factors that affect the strength of an electromagnet.

 

-Battery

-Ammeter

-Different magnetic

-materials

Comprehensive secondary physics students book 2 pages 48-49

Comprehensive secondary physics teachers book 2 pages 25-28

Secondary physics KLB students book 2 page 131

Principles of physics (M.Nelkon) pages

Golden tips physics page 130

 
   

3-4

 

Magnetic Effects Of Electric Current

 

Applications of electromagnets

 

 

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

-Explain the working of a simple electric motor and an electric bell.

 

-Discussing the use of an electric bell.

-Discussing the use of electric motor.

 

-An electric bell

-An electric motor

Comprehensive secondary physics students book 2 pages 49-58

Comprehensive secondary physics teachers book 2 pages 23-28

Secondary physics KLB students book 2 page 143-151

Principles of physics (M.Nelkon) pages

Golden tips physics page 130

 
 

7

 

1-2

 

Magnetic Effects Of Electric Current

 

Construction of an electric bell

 

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

-Construct a simple electric bell.

 

-Constructing an electric bell.

 

-Materials for constructing an electric bell.

-Chart in electric bell.

Comprehensive secondary physics students book 2 pages 48-49

Comprehensive secondary physics teachers book 2 pages 25-28

Secondary physics KLB students book 2 page 131

Principles of physics (M.Nelkon) pages

Golden tips physics page 131

 
 

3-4

 

Magnetic Effects Of Electric Current

 

Motor effect

 

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

-Experimentally determine direction of a force on a conductor carrying current in a magnetic field.

 

-Experiments on motor effects.

-Flemings rule illustrated.

 

-Magnets

-Wires

-Battery

-Pins

Comprehensive secondary physics students book 2 pages 52-53

Comprehensive secondary physics teachers book 2 pages 25-28

Secondary physics KLB students book 2 page 150-151

Principles of physics (M.Nelkon) pages

Golden tips physics page 130

 
 

8

 

1-2

 

The Magnetic Effect Of Electric Current

 

Factors affecting force on a current carrying conductor

 

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

-State and explain factors affecting force on current carrying conductors in magnetic fields.

 

-class discussion

-class experiment

 

-Battery

-Magnets

-Wires

-Ferromagnetic materials

Comprehensive secondary physics students book 2 pages 49-51

Comprehensive secondary physics teachers book 2 pages 27

Secondary physics KLB students book 2 page 131

Principles of physics (M.Nelkon) pages

Golden tips physics page 130

 
 

3-4

 

The Magnetic Effect Of Electric Current

 

Construction of a simple electric motor

 

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

-Construct a simple electric motor

 

-Constructing an electric motor.

 

-Source of current

-Wire

-magnets

Comprehensive secondary physics students book 2 pages 49-51

Comprehensive secondary physics teachers book 2 pages 25-28

Secondary physics KLB students book 2 page 150-151

Principles of physics (M.Nelkon) pages

Golden tips physics page 130

 
 

9

 

1-2

 

The Magnetic Effect Of Electro-Current

 

Revision

 

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

-Answer questions on magnetic effects of an electric current.

 

-Questions and answers

-Doing research/projects

 

-Information and exercise in the students book 2

 

Comprehensive secondary physics students book 2 pages 58-59

Comprehensive secondary physics teachers book 2 pages 28-29

Secondary physics KLB students book 2 page 152-153

Principles of physics (M.Nelkon) pages

Golden tips physics page 131-132

 
 

10

 

1-2

 

Hook’s Law

 

Hook’s law

 

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

-State and derive Hook’s law.

 

-Defining Hook’s law.

-Deriving Hook’s law.

 

-Wire springs

-Masses

-Spring balance

-Graph paper

Comprehensive secondary physics students book 2 pages 60-61

Comprehensive secondary physics teachers book 2 pages 30-32

Secondary physics KLB students book 2 page 158

Principles of physics (M.Nelkon) pages 439-440

Golden tips physics page 17

 
 

3-4

 

Hook’s Law

 

Spring constant

 

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

-Determine spring constant of a given spring.

 

-Determining the spring constant of a given spring.

-Suspending masses on springs.

 

-Springs

-Meter rule

-Graph papers

-Masses

 

Comprehensive secondary physics students book 2 pages 61-63

Comprehensive secondary physics teachers book 2 pages 30-31

Secondary physics KLB students book 2 page 158-164

Principles of physics (M.Nelkon) pages

Golden tips physics page 18

 
 

11

 

1-2

 

Hook’s Law

 

The spring balance

 

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

-Construct and calibrate a spring balance.

 

-Making and calibrating a spring balance.

 

-Wires

-Wood

-Meter rule

-Masses

Comprehensive secondary physics students book 2 pages 63-65

Comprehensive secondary physics teachers book 2 pages 30-32

Secondary physics KLB students book 2 page 165

Principles of physics (M.Nelkon) pages

Golden tips physics page 18

 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

12

 

3-4

 

Waves I

 

Pulses and waves

 

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

-Describe the formation of pulses and waves.

 

-Describing the formation of pulses and waves.

 

-Strings/ropes

-Ripple frank

-Water

-Stones

-Basins

Comprehensive secondary physics students book 2 pages 67

Comprehensive secondary physics teachers book 2 pages 34-35

Secondary physics KLB students book 2 page 173-176

Principles of physics (M.Nelkon) pages

Golden tips physics page 87

 
 

1-2

 

Waves I

 

Transverse and longitudinal pulse and waves

 

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

-Describe transverse and longitudinal pulses and waves.

 

-Distinguishing between transverse and longitudinal waves.

– Pulses and waves.

-Forming pulse and waves.

 

-Sources of transverse and longitudinal waves.

Comprehensive secondary physics students book 2 pages 67-69

Comprehensive secondary physics teachers book 2 pages 34-35

Secondary physics KLB students book 2 page 170-173

Principles of physics (M.Nelkon) pages

Golden tips physics page 87

 
 

 

 

3-4

 

Waves I

 

Characteristics of waves

 

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

-Define amplitude (A),  the wave length (l) the frequency (f) and the period (T) of a wave.

 

 

-Describing and defining the characteristics of waves.

 

-Ripple tank

-Rollers

-Springs

-Chart showing the characteristics of waves.

Comprehensive secondary physics students book 2 pages 69-71

Comprehensive secondary physics teachers book 2 pages 34-35

Secondary physics KLB students book 2 page 174-183

Principles of physics (M.Nelkon) pages

Golden tips physics page 89

 

 
 

 

   

 

         
13   END OF TERM EXAMINATIONS  
14   REPORT MAKING AND CLOSURE  

 

 

PHYSICS SCHEMES OF WORK

FORM TWO 2012

TERM III

 

 

 

 

 

REFERENCES:

  1. Secondary Physics KLB
  2. Comprehensive Secondary Physics
  3. Principles of Physics
  4. Golden Tips
  5. Teacher’s Book

 

 

WK LSN TOPIC SUB-TOPIC OBJECTIVES L/ACTIVITIES L/T AIDS REFERENCE REMARKS
1 1-4 REPORTING AND REVISION OF LAST TERM’S EXAMS  
 

2

 

1-2

 

Evaluation

 

Revision

 

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

-Get the correct responses to the holiday assignments.

 

-Discussions on correct answers to holiday assignment.

 

-Marking scheme for holiday assignment.

Comprehensive secondary physics students book 2 pages 69-71

Comprehensive secondary physics teachers book 2 pages 34-35

Secondary physics KLB students book 2 page 183-185

Principles of physics (M.Nelkon) pages

Golden tips physics page 89

 
 

3-4

 

Sounds

 

Production of sounds

 

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

-Demonstrate that sound is produced by vibrating objects.

 

-Producing sound by vibrating strings, tins and bottles.

 

-Strings

-Tins

-Bottles

-Stick

-Tuning forks

-Nails

-shakers

Comprehensive secondary physics students book 2 pages 73

Comprehensive secondary physics teachers book 2 pages 37-39

Secondary physics KLB students book 2 page 186-189

Principles of physics (M.Nelkon) pages

Golden tips physics page 93

 
 

3

 

1-2

 

Sounds

 

Propagation of sounds

 

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

-Show that sound does not travel in vacuum.

 

-Demonstrating that sound requires a material for its transmission.

 

-Bell jar

-Vacuum pump

-Electric bell

Comprehensive secondary physics students book 2 pages 74

Comprehensive secondary physics teachers book 2 pages 37-39

Secondary physics KLB students book 2 page 190-193

Principles of physics (M.Nelkon) pages

Golden tips physics page 94

 
   

3-4

 

Sounds

 

Nature of sound waves

 

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

-Describe the nature of sound waves.

 

-Describing and observing the characteristics of sound waves using the echo methods to find the speed of sound.

-Discussions

 

Open tube

Closed tube

Strings

bottles

Comprehensive secondary physics students book 2 pages 74-76

Comprehensive secondary physics teachers book 2 pages 37-39

Secondary physics KLB students book 2 page 194

Principles of physics (M.Nelkon) pages

Golden tips physics page 93

 
 

4

 

1-2

 

Sound

 

Speed of sound

 

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

-Determine the speed of sound in air by echo methods.

 

-Investigating the factors determining the speed of sound.

 

-Stop clock/watch

-Chart on procedure for formulating the speed of sound.

Comprehensive secondary physics students book 2 pages 77-78

Comprehensive secondary physics teachers book 2 pages 37-39

Secondary physics KLB students book 2 page 190-193

Principles of physics (M.Nelkon) pages

Golden tips physics page 95

 
 

3-4

 

Sound

 

Factors affecting the speed of sound

 

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

-State factors that affect the speed of sound.

 

-Discussing how different aspects of nature affect the speed of sound.

 

-Sources of sound

-Solid

-Water

-Air

Comprehensive secondary physics students book 2 pages 78-79

Comprehensive secondary physics teachers book 2 pages 38-39

Secondary physics KLB students book 2 page 193

Principles of physics (M.Nelkon) pages

Golden tips physics page 95

 

 
 

5

 

1-4

 

Sound

 

Revision

 

 

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

-Solve problems involving sound.

 

-Questions and answers

-Carrying out projects

 

-Exercise in the student`s book 2.

Comprehensive secondary physics students book 2 pages 79-80

Comprehensive secondary physics teachers book 2 pages 39

Secondary physics KLB students book 2 page 198-203

Principles of physics (M.Nelkon) pages

Golden tips physics page 96

 
 

6

 

1-2

 

Fluid Flow

 

Structure and turbulent flow

 

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

-Describe the streamline and turbulent flow.

 

-Discussions

-Observing and defining

Streamline and turbulent flow

 

-Water

-Pipes of varying diameter

-Sheet of paper

Comprehensive secondary physics students book 2 pages 81

Comprehensive secondary physics teachers book 2 pages 40-42

Secondary physics KLB students book 2 page 204-208

Principles of physics (M.Nelkon) pages

Golden tips physics page 48

 
 

3-4

 

Fluid Flow

 

Equation of continuity

 

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

-Derive the equation of continuity.

 

-Deriving the equation of continuity

-Discussions

 

-pipes of varying diameter

charts on equation of continuity

Comprehensive secondary physics students book 2 pages 82

Comprehensive secondary physics teachers book 2 pages 40-42

Secondary physics KLB students book 2 page 210-215

Principles of physics (M.Nelkon) pages

Golden tips physics page 49

 
 

7

 

1-2

 

Fluid Flow

 

Bernoulli’s effect

 

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

-Describe experiments to illustrate Bernoulli’s effect.

 

-Illustrating Bernoulli’s effect by experiments.

 

-Paper funnel

-Plane paper

Comprehensive secondary physics students book 2 pages 83-84

Comprehensive secondary physics teachers book 2 pages 40-42

Secondary physics KLB students book 2 page 215-221

Principles of physics (M.Nelkon)

Golden tips physics page 49

 
 

3-4

 

Fluid Flow

 

Application of Bernoulli’s effect

 

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

-Describe where Bernoulli’s effect is applied such as in the Bunsen burner, spray gun, carburetor, aerofoil and spinning ball.

 

-Describing the application of Bernoulli’s principle.

 

-Bunsen burner

Comprehensive secondary physics students book 2 pages 84-87

Comprehensive secondary physics teachers book 2 pages 40-42

Secondary physics KLB students book 2 page 221-231

Principles of physics (M.Nelkon) pages

Golden tips physics page 49-50

 
 

8

 

1-4

 

Fluid Flow

 

Revision

 

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

-Solve problems involving the equation of continuity.

 

-Answering the questions

-Discussing answers to assignment

 

-Exercise in the students’ book 2

-assignment

Comprehensive secondary physics students book 2 pages 88

Comprehensive secondary physics teachers book 2 pages 42

Secondary physics KLB students book 2 page 231-234

Principles of physics (M.Nelkon) pages

Golden tips physics page 50

 
9-10 1-4 TOPICAL REVISION  
11   END YEAR EXAMINATIONS  
11   END YEAR EXAMINATIONS  
12   REPORT MAKING AND CLOSURE  
WK LSN TOPIC SUB-TOPIC OBJECTIVES L/ACTIVITIES L/T AIDS REFERENCE REMARKS
1 1-4 REPORTING AND REVISION OF LAST TERM’S EXAMS  
 

2

 

1-2

 

Magnetism

 

Magnetism and magnetic materials

 

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

-Identify magnetic and non-magnetic materials.

 

-Observing attraction and repulsion of magnets.

-Identifying the test for magnetic materials.

-Describing natural and artificial materials.

-Carrying out experiments to identify magnetic and non-magnetic materials.

 

-Magnets

-Nails

-Pins

-Wood

-Plastics

-Tins

-Spoons

-Strings

-Razor blade

-Stand, bosses and clamp

Comprehensive secondary physics students book 2 pages 1-2

Comprehensive secondary physics teachers book 2 pages 1-5

Secondary physics KLB students book 2 page

Principles of physics (M.Nelkon) pages 442-443

Golden tips physics page 124

 
 

3-4

 

Magnetism

 

Properties of magnets and the law of magnetism

 

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

-Describe the properties of magnets.

-State the law of magnetism.

 

-Investigating properties of magnets.

-Stating the laws of magnetism.

 

-Magnets

-Iron fillings

-Strings

-Stand, bosses and clamp

Comprehensive secondary physics students book 2 pages 1-2

Comprehensive secondary physics teachers book 2 pages 1-5

Secondary physics KLB students book 2 page 1-4

Principles of physics (M.Nelkon) pages 149

Golden tips physics page 124

 
 

3

 

1-2

 

Magnetism

 

The compass

 

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

-Construct simple compass.

 

-Constructing a simple compass.

 

-Pin/screw

-Magnet

-Cork

-Glass top

-Water trough

-Piece of stiff paper

-Razor blade

-Glue

Comprehensive secondary physics students book 2 pages 3-5

Comprehensive secondary physics teachers book 2 pages 1-5

Secondary physics KLB students book 2 page 5

Principles of physics (M.Nelkon) pages 151

Golden tips physics page 127

 
   

3-4

 

Magnetism

 

Magnetic field patterns

 

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

-Describe magnetic field patterns.

 

-Plotting the field of a bar magnet using a compass and iron filings

 

 

 

-A compass

-Iron fillings

-Bar magnets

-Can with lid

-Card board

-Sheet of papers

 

Comprehensive secondary physics students book 2 pages 3-5

Comprehensive secondary physics teachers book 2 pages 1-5

Secondary physics KLB students book 2 page 6-7

Principles of physics (M.Nelkon) pages 444

Golden tips physics page 124-125

 
 

4

 

1-2

 

Magnetism

 

Making magnets by induction and stroking

 

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

-make magnets by :

-Induction

-Stroking

 

-Demonstrating induction

Magnetizing a steel bar by stroking single and double strikes.

-Defining hard and soft magnets.

 

-Bar magnets

-Steel bars

-Nails

-Iron bars

Comprehensive secondary physics students book 2 pages 6-7

Comprehensive secondary physics teachers book 2 pages 1-5

Secondary physics KLB students book 2 page 19-22

Principles of physics (M.Nelkon) pages 441-442

Golden tips physics page 125-126

 
 

3-4

 

Magnetism

 

 

Making magnets by an electric current

 

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

-Magnetize a material by an electric current.

 

-Magnetizing a steel bar by an electric current.

 

-Insulated wire

-Battery cell

-Steel bar

Comprehensive secondary physics students book 2 pages 8

Comprehensive secondary physics teachers book 2 pages 1-5

Secondary physics KLB students book 2 page 23-24

Principles of physics (M.Nelkon) pages 440

Golden tips physics page 125-126

 
 

5

 

1-2

 

Magnetism

 

Demagnetization and caring for magnets

 

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

-Describe the methods of demagnetizing.

-Describe how to care for magnets.

 

-Describing ways of demagnetizing of magnet.

-Explaining how to care for magnets.

-Carrying out experiments to demagnetize and care for magnets.

 

-Battery/cell

-Keepers

-Bar magnets

-Chart on demagnetization and care for magnets

Comprehensive secondary physics students book 2 pages 8-9

Comprehensive secondary physics teachers book 2 pages 1-5

Secondary physics KLB students book 2 page 25-26

Principles of physics (M.Nelkom) pages 442

Golden tips physics page 126-127

 
 

3-4

 

Magnetism

 

Uses of magnets

 

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

-Describe the uses of magnets.

 

-Describing uses of magnets

-Discussions

-Using magnets

 

-Magnets

-Metallic bars

-Non-metallic bars

Comprehensive secondary physics students book 2 pages 9

Comprehensive secondary physics teachers book 2 pages 1-5

Secondary physics KLB students book 2 page 27

Principles of physics (M.Nelkon) pages

Golden tips physics page 127

 
 

6

 

1-2

 

Magnetism

 

The domain theory of magnetism

 

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

-Explain the domain theory of magnetism

 

-Describing the domain theory of magnetism.

-Explaining the application of the domain theory of magnetism.

 

-Charts on domain theory

-Bar magnets

-Iron fillings

-Test tubes

-Cork

Comprehensive secondary physics students book 2 pages 9-10

Comprehensive secondary physics teachers book 2 pages 1-5

Secondary physics KLB students book 2 page 17

Principles of physics (M.Nelkon) pages

Golden tips physics page 127

 
   

3-4

 

Magnetism

 

Revision

 

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

-Attempt questions on magnetism.

 

-Questions and answers

 

 

-Questions and project to the students book 2

Comprehensive secondary physics students book 2 pages 11-12

Comprehensive secondary physics teachers book 2 pages 5-6

Secondary physics KLB students book 2 page 27

Principles of physics (M.Nelkon) pages

Golden tips physics page 131

 
 

7

 

1-2

 

Measurement II

 

The vernier calipers

 

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

-Measure length using vernier calipers

 

-Measuring length and diameter of various objects using a venier calipers.

 

-Vernier calipers

-Circular containers

-Nail

-needles

Comprehensive secondary physics students book 2 pages 13-15

Comprehensive secondary physics teachers book 2 pages 6-11

Secondary physics KLB students book 2 page 31-36

Principles of physics (M.Nelkon) pages

Golden tips physics page 3-4

 
 

3-4

 

Measurement II

 

The micrometer

Screw gauge

 

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

-Measure length using the micrometer screw gauge

 

-Measuring small diameters and thickness using the micrometer screw gauge.

 

-Micrometer screw gauge

-Charts on how to read the scale of a screw gauge

-Wires

-paper

Comprehensive secondary physics students book 2 pages 15-17

Comprehensive secondary physics teachers book 2 pages 6-11

Secondary physics KLB students book 2 page 36-40

Principles of physics (M.Nelkon) pages

Golden tips physics page 4-5

 
 

8

 

1-2

 

Measurement II

 

Decimal places, significant figures and standard form

 

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

-State numbers in standard form, decimal places and significant figures.

 

-Working out problems in decimals.

-Identifying the significant figures of a number.

-Writing numbers in standard form.

-Question papers Comprehensive secondary physics students book 2 pages 17-19

Comprehensive secondary physics teachers book 2 pages 6-11

Secondary physics KLB students book 2 page 40-41

Principles of physics (M.Nelkon) pages

Golden tips physics page 8-9

 
 

3-4

 

Measurement II

 

Determining the size of a molecule

 

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

-Estimate the diameter of a drop of oil.

 

-Measuring the diameter of an molecule

 

-Oil

-Burette

-Wire

-Trough

-Water

-Flour or pollen grain

-strings

Comprehensive secondary physics students book 2 pages 6-11

Comprehensive secondary physics teachers book 2 pages 19-21

Secondary physics KLB students book 2 page 42-44

Principles of physics (M.Nelkon) pages

Golden tips physics page 9

 

 
 

9

 

1-2

 

Measurement II

 

Revision

 

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

-Attempt questions involving measurement.

 

-Problem solving

-Identifying values on appropriate scale

-Carrying out a project work

 

-Questions and project in the students book 2

-Questions work sheet

Comprehensive secondary physics students book 2 pages 21-23

Comprehensive secondary physics teachers book 2 pages 11

Secondary physics KLB students book 2 page 46-49

Principles of physics (M.Nelkon) pages

Golden tips physics page 10

 
   

3-4

 

The Turning Effects Of A Force

 

The moment of a force

 

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

-Define moment of force about a point.

-State the SI unit of moment of force.

 

-Defining moment of force

-Calculating moment of a force.

 

-Meter rule

-Knife edge

-Strings

-Spring balance

-Masses

Comprehensive secondary physics students book 2 pages 24

Comprehensive secondary physics teachers book 2 pages 12-14

Secondary physics KLB students book 2 page 50-52

Principles of physics (M.Nelkon) pages

Golden tips physics page 13

 
 

10

 

1-2

 

The Turning Effects Of A Force

 

Principle of moments

 

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

-State and verify the principle of moment

 

-Stating the principle of moment of a force.

-Calculating moments.

 

-Meter rule

-Knife edge

-Strings

-Spring balance

-Masses

Comprehensive secondary physics students book 2 pages 24

Comprehensive secondary physics teachers book 2 pages 12-14

Secondary physics KLB students book 2 page 53-56

Principles of physics (M.Nelkon) pages

Golden tips physics page 14-15

 
 

3-4

 

The Turning Effects Of A Force

 

Revision

 

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

Solve problems involving moments.

 

-Problems solving

-Discussion of correct procedure

-Questions and answers

 

-The exercise in the student book

Comprehensive secondary physics students book 2 pages 27-28

Comprehensive secondary physics teachers book 2 pages 13-14

Secondary physics KLB students book 2 page 65-67

Principles of physics (M.Nelkon) pages

Golden tips physics page 14-15

 
 

1-2

 

Equilibrium And Centre Of Gravity

 

Equilibrium

 

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

-Identify and explain the states of equilibrium.

 

-Identifying the states of equilibrium.

-Explaining the conditions of equilibrium.

 

-Objects with stable, unstable and neutral equilibrium

Comprehensive secondary physics students book 2 pages 33

Comprehensive secondary physics teachers book 2 pages 15-17

Secondary physics KLB students book 2 page 17-18

Principles of physics (M.Nelkon) pages

Golden tips physics page 15-16

 
 

11

 

3-4

 

Equilibrium And Centre Of Gravity

 

Centre of gravity

 

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

-Define Centre of gravity.

-Determine Centre of gravity of lamina objects.

 

-class discussion

-teacher demonstration

 

-Lamina objects

-Plumb line

-pencils

Comprehensive secondary physics students book 2 pages 30

Comprehensive secondary physics teachers book 2 pages 15-17

Secondary physics KLB students book 2 page 68-76

Principles of physics (M.Nelkon) pages

Golden tips physics page 15

 
12  

1-2

 

Equilibrium And Centre Of Gravity

 

Stability

 

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

-State and explain the factors affecting stability of an object.

 

-class discussion

 

-Chart showing factors of stability

Comprehensive secondary physics students book 2 pages 31-33

Comprehensive secondary physics teachers book 2 pages 15-17

Secondary physics KLB students book 2 page 78

Principles of physics (M.Nelkon) pages

Golden tips physics page 16

 
 

12

 

 

 

3-4

 

Equilibrium And Centre Of Gravity

 

Stability

 

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

-Explain where stability is applicable

 

-Explaining the application of stability

-Discussions

 

-Pictures and charts showing applications of stability

Comprehensive secondary physics students book 2 pages 15-17

Comprehensive secondary physics teachers book 2 pages 33

Secondary physics KLB students book 2 page 79-80

Principles of physics (M.Nelkon) pages

Golden tips physics page 16

 
   
13   END OF TERM EXERMINATIONS  
14   REPORT MAKING AND CLOSURE  

 

 

PHYSICS SCHEMES OF WORK

FORM TWO 2012

TERM II

 

 

 

 

 

REFERENCES:

  1. Secondary Physics KLB
  2. Comprehensive Secondary Physics
  3. Principles of Physics
  4. Golden Tips
  5. Teacher’s Book

 

 

WK LSN TOPIC SUB-TOPIC OBJECTIVES L/ACTIVITIES L/T AIDS REFERENCE REMARKS
1 1-4 REPORTING AND REVISION OF LAST TERM’S EXAMS  
 

2

 

1-2

 

Reflection At Curved Surfaces

 

Spherical mirrors

 

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

-Describe concave, convex and parabolic reflectors.

 

-class experiment

-Class discussion

 

-Concave mirrors

-Convex mirrors

-parabolic mirrors

-Plane papers

-Soft board, pins

Comprehensive secondary physics students book 2 pages 35

Comprehensive secondary physics teachers book 2 pages 18-22

Secondary physics KLB students book 2 page 83

Principles of physics (M.Nelkon) pages

Golden tips physics page 102

 
 

3-4

 

Reflection At Curved Surfaces

 

Parts of spherical mirrors and parabolic surfaces

 

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

-Describe using any diagram, the principle axes, principle focus, centre of curvature, radius of curvature and related terms.

 

-Describing parts of a curved mirrors

-Observing reflection at spherical mirrors

 

-Variety of a curved mirrors

-Graph papers

-Rulers

Comprehensive secondary physics students book 2 pages 35-37

Comprehensive secondary physics teachers book 2 pages 18-22

Secondary physics KLB students book 2 page 85-87

Principles of physics (M.Nelkon) pages

Golden tips physics page 102

 
 

3

 

1-2

 

Reflection At Curved Surfaces

 

 

Locating images in curved mirrors and parabolic surfaces

 

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

-Use ray diagram to locate images formed by plane mirrors.

 

-Drawing ray diagrams

-Describing image

-characteristics of images

 

-Graph papers

-Soft boards

-Plane papers

-Pins

Comprehensive secondary physics students book 2 pages 37-38

Comprehensive secondary physics teachers book 2 pages 18-22

Secondary physics KLB students book 2 page 86

Principles of physics (M.Nelkon) pages

Golden tips physics page 103

 
   

3-4

 

Reflection At Curved Surfaces

 

 

Characteristics of images formed by concave mirrors

 

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

-Determine experimentally the characteristics of images formed by concave mirrors.

 

.Experimenting with concave mirrors.

-Describing the nature of images formed in concave mirror.

 

-Concave mirrors

Comprehensive secondary physics students book 2 pages 39-40

Comprehensive secondary physics teachers book 2 pages 19-22

Secondary physics KLB students book 2 page 95-100

Principles of physics (M.Nelkon) pages 439-440

Golden tips physics page 103

 
 

4

 

1-2

 

Reflection At Curved Surfaces

 

Applications of curved reflecting surfaces and magnification

 

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

-Define magnification.

-State and explain the applications of curved mirrors.

-State the defects of spherical mirrors.

 

.Explaining magnification and formula in curved mirrors.

-Describing the uses of curved mirrors.

-Asking questions

 

-Curved mirrors

-Exercise in students book 2

Comprehensive secondary physics students book 2 pages 40-43

Comprehensive secondary physics teachers book 2 pages 19-24

Secondary physics KLB students book 2 page 104-120

Principles of physics (M.Nelkon) pages

Golden tips physics page 105

 
 

3-4

 

The Magnetic Effect Of Electric Current

 

Magnetic field due to current

 

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

-Perform and describe an experiment to determine the direction of a magnetic field round a current carrying conductor.

 

.Observing and describing the direction of magnetic field round a current carrying a conductor.

-Carrying out experiments.

 

-Compass

-Wires

-Battery

-Ammeter

-Compass needle

-Cardboard

-Screws

-Iron fillings

Comprehensive secondary physics students book 2 pages 44-47

Comprehensive secondary physics teachers book 2 pages 25-28

Secondary physics KLB students book 2 page 123-128

Principles of physics (M.Nelkon) pages 439-440

Golden tips physics page 128

 

 
 

5

 

1-2

 

Magnetic Effect Of Electric Current

 

Magnetic field pattern

 

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

-Determining the magnetic field patterns on straight conductors and solenoid.

 

-Constructing a simple electromagnet.

 

-Soft iron

-Nails

-Compass

-Solenoid

Comprehensive secondary physics students book 2 pages 47-48

Comprehensive secondary physics teachers book 2 pages 25-28

Secondary physics KLB students book 2 page 128

Principles of physics (M.Nelkon) pages 439-440

Golden tips physics page 129

 
 

3-4

 

Magnetic Field Of Electric Current

 

Magnetic field pattern

 

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

-Construct a simple electromagnet.

 

-Constructing a simple electromagnets

 

-Solenoid

-Soft iron

-Nails compass

Comprehensive secondary physics students book 2 pages 47-48

Comprehensive secondary physics teachers book 2 pages 25-28

Secondary physics KLB students book 2 page 143

Principles of physics (M.Nelkon) pages 439-440

Golden tips physics page 130

 
 

6

 

1-2

 

Magnetic Effects Of Electric Current

 

Strength of an electro-magnet

 

 

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

-Explain the working of simple electric motor and an electric bell.

 

-Investigating the factors that affect the strength of an electromagnet.

 

-Battery

-Ammeter

-Different magnetic

-materials

Comprehensive secondary physics students book 2 pages 48-49

Comprehensive secondary physics teachers book 2 pages 25-28

Secondary physics KLB students book 2 page 131

Principles of physics (M.Nelkon) pages

Golden tips physics page 130

 
   

3-4

 

Magnetic Effects Of Electric Current

 

Applications of electromagnets

 

 

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

-Explain the working of a simple electric motor and an electric bell.

 

-Discussing the use of an electric bell.

-Discussing the use of electric motor.

 

-An electric bell

-An electric motor

Comprehensive secondary physics students book 2 pages 49-58

Comprehensive secondary physics teachers book 2 pages 23-28

Secondary physics KLB students book 2 page 143-151

Principles of physics (M.Nelkon) pages

Golden tips physics page 130

 
 

7

 

1-2

 

Magnetic Effects Of Electric Current

 

Construction of an electric bell

 

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

-Construct a simple electric bell.

 

-Constructing an electric bell.

 

-Materials for constructing an electric bell.

-Chart in electric bell.

Comprehensive secondary physics students book 2 pages 48-49

Comprehensive secondary physics teachers book 2 pages 25-28

Secondary physics KLB students book 2 page 131

Principles of physics (M.Nelkon) pages

Golden tips physics page 131

 
 

3-4

 

Magnetic Effects Of Electric Current

 

Motor effect

 

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

-Experimentally determine direction of a force on a conductor carrying current in a magnetic field.

 

-Experiments on motor effects.

-Flemings rule illustrated.

 

-Magnets

-Wires

-Battery

-Pins

Comprehensive secondary physics students book 2 pages 52-53

Comprehensive secondary physics teachers book 2 pages 25-28

Secondary physics KLB students book 2 page 150-151

Principles of physics (M.Nelkon) pages

Golden tips physics page 130

 
 

8

 

1-2

 

The Magnetic Effect Of Electric Current

 

Factors affecting force on a current carrying conductor

 

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

-State and explain factors affecting force on current carrying conductors in magnetic fields.

 

-class discussion

-class experiment

 

-Battery

-Magnets

-Wires

-Ferromagnetic materials

Comprehensive secondary physics students book 2 pages 49-51

Comprehensive secondary physics teachers book 2 pages 27

Secondary physics KLB students book 2 page 131

Principles of physics (M.Nelkon) pages

Golden tips physics page 130

 
 

3-4

 

The Magnetic Effect Of Electric Current

 

Construction of a simple electric motor

 

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

-Construct a simple electric motor

 

-Constructing an electric motor.

 

-Source of current

-Wire

-magnets

Comprehensive secondary physics students book 2 pages 49-51

Comprehensive secondary physics teachers book 2 pages 25-28

Secondary physics KLB students book 2 page 150-151

Principles of physics (M.Nelkon) pages

Golden tips physics page 130

 
 

9

 

1-2

 

The Magnetic Effect Of Electro-Current

 

Revision

 

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

-Answer questions on magnetic effects of an electric current.

 

-Questions and answers

-Doing research/projects

 

-Information and exercise in the students book 2

 

Comprehensive secondary physics students book 2 pages 58-59

Comprehensive secondary physics teachers book 2 pages 28-29

Secondary physics KLB students book 2 page 152-153

Principles of physics (M.Nelkon) pages

Golden tips physics page 131-132

 
 

10

 

1-2

 

Hook’s Law

 

Hook’s law

 

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

-State and derive Hook’s law.

 

-Defining Hook’s law.

-Deriving Hook’s law.

 

-Wire springs

-Masses

-Spring balance

-Graph paper

Comprehensive secondary physics students book 2 pages 60-61

Comprehensive secondary physics teachers book 2 pages 30-32

Secondary physics KLB students book 2 page 158

Principles of physics (M.Nelkon) pages 439-440

Golden tips physics page 17

 
 

3-4

 

Hook’s Law

 

Spring constant

 

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

-Determine spring constant of a given spring.

 

-Determining the spring constant of a given spring.

-Suspending masses on springs.

 

-Springs

-Meter rule

-Graph papers

-Masses

 

Comprehensive secondary physics students book 2 pages 61-63

Comprehensive secondary physics teachers book 2 pages 30-31

Secondary physics KLB students book 2 page 158-164

Principles of physics (M.Nelkon) pages

Golden tips physics page 18

 
 

11

 

1-2

 

Hook’s Law

 

The spring balance

 

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

-Construct and calibrate a spring balance.

 

-Making and calibrating a spring balance.

 

-Wires

-Wood

-Meter rule

-Masses

Comprehensive secondary physics students book 2 pages 63-65

Comprehensive secondary physics teachers book 2 pages 30-32

Secondary physics KLB students book 2 page 165

Principles of physics (M.Nelkon) pages

Golden tips physics page 18

 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

12

 

3-4

 

Waves I

 

Pulses and waves

 

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

-Describe the formation of pulses and waves.

 

-Describing the formation of pulses and waves.

 

-Strings/ropes

-Ripple frank

-Water

-Stones

-Basins

Comprehensive secondary physics students book 2 pages 67

Comprehensive secondary physics teachers book 2 pages 34-35

Secondary physics KLB students book 2 page 173-176

Principles of physics (M.Nelkon) pages

Golden tips physics page 87

 
 

1-2

 

Waves I

 

Transverse and longitudinal pulse and waves

 

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

-Describe transverse and longitudinal pulses and waves.

 

-Distinguishing between transverse and longitudinal waves.

– Pulses and waves.

-Forming pulse and waves.

 

-Sources of transverse and longitudinal waves.

Comprehensive secondary physics students book 2 pages 67-69

Comprehensive secondary physics teachers book 2 pages 34-35

Secondary physics KLB students book 2 page 170-173

Principles of physics (M.Nelkon) pages

Golden tips physics page 87

 
 

 

 

3-4

 

Waves I

 

Characteristics of waves

 

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

-Define amplitude (A),  the wave length (l) the frequency (f) and the period (T) of a wave.

 

 

-Describing and defining the characteristics of waves.

 

-Ripple tank

-Rollers

-Springs

-Chart showing the characteristics of waves.

Comprehensive secondary physics students book 2 pages 69-71

Comprehensive secondary physics teachers book 2 pages 34-35

Secondary physics KLB students book 2 page 174-183

Principles of physics (M.Nelkon) pages

Golden tips physics page 89

 

 
 

 

   

 

         
13   END OF TERM EXAMINATIONS  
14   REPORT MAKING AND CLOSURE  

 

 

PHYSICS SCHEMES OF WORK

FORM TWO 2012

TERM III

 

 

 

 

 

REFERENCES:

  1. Secondary Physics KLB
  2. Comprehensive Secondary Physics
  3. Principles of Physics
  4. Golden Tips
  5. Teacher’s Book

 

 

WK LSN TOPIC SUB-TOPIC OBJECTIVES L/ACTIVITIES L/T AIDS REFERENCE REMARKS
1 1-4 REPORTING AND REVISION OF LAST TERM’S EXAMS  
 

2

 

1-2

 

Evaluation

 

Revision

 

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

-Get the correct responses to the holiday assignments.

 

-Discussions on correct answers to holiday assignment.

 

-Marking scheme for holiday assignment.

Comprehensive secondary physics students book 2 pages 69-71

Comprehensive secondary physics teachers book 2 pages 34-35

Secondary physics KLB students book 2 page 183-185

Principles of physics (M.Nelkon) pages

Golden tips physics page 89

 
 

3-4

 

Sounds

 

Production of sounds

 

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

-Demonstrate that sound is produced by vibrating objects.

 

-Producing sound by vibrating strings, tins and bottles.

 

-Strings

-Tins

-Bottles

-Stick

-Tuning forks

-Nails

-shakers

Comprehensive secondary physics students book 2 pages 73

Comprehensive secondary physics teachers book 2 pages 37-39

Secondary physics KLB students book 2 page 186-189

Principles of physics (M.Nelkon) pages

Golden tips physics page 93

 
 

3

 

1-2

 

Sounds

 

Propagation of sounds

 

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

-Show that sound does not travel in vacuum.

 

-Demonstrating that sound requires a material for its transmission.

 

-Bell jar

-Vacuum pump

-Electric bell

Comprehensive secondary physics students book 2 pages 74

Comprehensive secondary physics teachers book 2 pages 37-39

Secondary physics KLB students book 2 page 190-193

Principles of physics (M.Nelkon) pages

Golden tips physics page 94

 
   

3-4

 

Sounds

 

Nature of sound waves

 

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

-Describe the nature of sound waves.

 

-Describing and observing the characteristics of sound waves using the echo methods to find the speed of sound.

-Discussions

 

Open tube

Closed tube

Strings

bottles

Comprehensive secondary physics students book 2 pages 74-76

Comprehensive secondary physics teachers book 2 pages 37-39

Secondary physics KLB students book 2 page 194

Principles of physics (M.Nelkon) pages

Golden tips physics page 93

 
 

4

 

1-2

 

Sound

 

Speed of sound

 

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

-Determine the speed of sound in air by echo methods.

 

-Investigating the factors determining the speed of sound.

 

-Stop clock/watch

-Chart on procedure for formulating the speed of sound.

Comprehensive secondary physics students book 2 pages 77-78

Comprehensive secondary physics teachers book 2 pages 37-39

Secondary physics KLB students book 2 page 190-193

Principles of physics (M.Nelkon) pages

Golden tips physics page 95

 
 

3-4

 

Sound

 

Factors affecting the speed of sound

 

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

-State factors that affect the speed of sound.

 

-Discussing how different aspects of nature affect the speed of sound.

 

-Sources of sound

-Solid

-Water

-Air

Comprehensive secondary physics students book 2 pages 78-79

Comprehensive secondary physics teachers book 2 pages 38-39

Secondary physics KLB students book 2 page 193

Principles of physics (M.Nelkon) pages

Golden tips physics page 95

 

 
 

5

 

1-4

 

Sound

 

Revision

 

 

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

-Solve problems involving sound.

 

-Questions and answers

-Carrying out projects

 

-Exercise in the student`s book 2.

Comprehensive secondary physics students book 2 pages 79-80

Comprehensive secondary physics teachers book 2 pages 39

Secondary physics KLB students book 2 page 198-203

Principles of physics (M.Nelkon) pages

Golden tips physics page 96

 
 

6

 

1-2

 

Fluid Flow

 

Structure and turbulent flow

 

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

-Describe the streamline and turbulent flow.

 

-Discussions

-Observing and defining

Streamline and turbulent flow

 

-Water

-Pipes of varying diameter

-Sheet of paper

Comprehensive secondary physics students book 2 pages 81

Comprehensive secondary physics teachers book 2 pages 40-42

Secondary physics KLB students book 2 page 204-208

Principles of physics (M.Nelkon) pages

Golden tips physics page 48

 
 

3-4

 

Fluid Flow

 

Equation of continuity

 

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

-Derive the equation of continuity.

 

-Deriving the equation of continuity

-Discussions

 

-pipes of varying diameter

charts on equation of continuity

Comprehensive secondary physics students book 2 pages 82

Comprehensive secondary physics teachers book 2 pages 40-42

Secondary physics KLB students book 2 page 210-215

Principles of physics (M.Nelkon) pages

Golden tips physics page 49

 
 

7

 

1-2

 

Fluid Flow

 

Bernoulli’s effect

 

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

-Describe experiments to illustrate Bernoulli’s effect.

 

-Illustrating Bernoulli’s effect by experiments.

 

-Paper funnel

-Plane paper

Comprehensive secondary physics students book 2 pages 83-84

Comprehensive secondary physics teachers book 2 pages 40-42

Secondary physics KLB students book 2 page 215-221

Principles of physics (M.Nelkon)

Golden tips physics page 49

 
 

3-4

 

Fluid Flow

 

Application of Bernoulli’s effect

 

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

-Describe where Bernoulli’s effect is applied such as in the Bunsen burner, spray gun, carburetor, aerofoil and spinning ball.

 

-Describing the application of Bernoulli’s principle.

 

-Bunsen burner

Comprehensive secondary physics students book 2 pages 84-87

Comprehensive secondary physics teachers book 2 pages 40-42

Secondary physics KLB students book 2 page 221-231

Principles of physics (M.Nelkon) pages

Golden tips physics page 49-50

 
 

8

 

1-4

 

Fluid Flow

 

Revision

 

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

-Solve problems involving the equation of continuity.

 

-Answering the questions

-Discussing answers to assignment

 

-Exercise in the students’ book 2

-assignment

Comprehensive secondary physics students book 2 pages 88

Comprehensive secondary physics teachers book 2 pages 42

Secondary physics KLB students book 2 page 231-234

Principles of physics (M.Nelkon) pages

Golden tips physics page 50

 
9-10 1-4 TOPICAL REVISION  
11   END YEAR EXAMINATIONS  
11   END YEAR EXAMINATIONS  
12   REPORT MAKING AND CLOSURE  

 

FORM 2 GEOGRAPHY NOTES UPDATED PDF

FORM 2 GEOGRAPHY

INTERNAL LAND FORMING/ENDOGENETIC PROCESSES

Processes operating in the interior of the earth resulting in the formation of natural physical features or landforms.

They are caused by earth movements.

Examples of these processes are folding, faulting and Vulcanicity.

Formation of land forms by internal land forming processes is determined by:

  • Nature and age of earth materials
  • Type of movement involved
  • Intensity and scale of movement involved

Crustal Earth Movements

Displacement of the earth’s crustal rocks.

They are brought about by tectonic forces which originate and operate in the interior of the earth e.g. tensional forces (which operate along horizontal plane moving away from each other), compressional forces (which operate along horizontal plane moving towards each other), shear forces (which move past each other with unequal strength) and gravitational forces (which attracts things to the earths centre).

Earth movements are of 2 types:

  1. Horizontal/lateral/orogenic movements
  2. Vertical/epeirogenic movements

Horizontal Earth Movements

-Movements which act along a horizontal plane within crustal rocks.

They are caused by tensional and compressional and shear forces.

Effects

They cause:

  • Strain and stretching of crustal rocks due to stretching caused by tensional forces which cause formation of cracks or faults.
  • Squeezing and shortening of crustal by compressional forces rocks which cause them which also cause formation of faults.
  • Crustal rocks to shear by slipping past each other or by dividing into layers which is caused by shear forces.

Results of Horizontal Earth Movements

results in the formation of the following features:

 

  1. Faults
  2. Rift valleys
  3. fold mountains
  4. Escarpments
  5. Basins
  6. Tilt blocks
  7. Block mountains

Vertical Earth Movements

-Movements which occur along the earth’s radius or towards the earth’s surface or towards its centre.

 

Effects

Causes:

  • Subsiding/sinking/downwarping or pulling of crustal rocks downwards.
  • Uplifting/upwarping or pushing of crustal rocks upwards
  • Tilting of crustal rocks or shearing in vertical direction due to grater uplift on one side.

Results of Vertical Earth Movements

 

  1. Raised cliffs
  2. Tilt blocks
  3. Rift valleys
  4. Fault scarps/escarpments
  5. Plateaus
  6. basins

 

 

Causes of Earth Movements

  • Magma movement within the earths crust.
  • Gravitational force
  • Convectional currents in the mantle
  • Isostatic adjustment

Magma Movement within the Earths Crust

  • When magma moves with force pushing crustal rocks horizontally or vertically.
  • When magma moves from reservoir and leaves empty spaces onto which crustal rocks are pulled inwards.

Gravitational Force

 

-When the attractive force of the earth pulls crustal rocks into empty spaces left after magma escaping from the reservoir.

Convectional Currents within Mantle

-When convectional currents in magma in mantle drug crustal rocks by friction.

Horizontal movement of currents cause horizontal movements while vertical cause vertical movements.

 

Isostatic Adjustment

-Rising of continental masses to restore the upset state of balance between sial and sima layers.

-Isostacy is the state of balance between sial and sima layers.

It can be disturbed by erosion on continents and melting of continental ice sheets.

The reduced weight causes continental masses to rise.

( skip 8 lines for diagaram klb bk 2 pg2 )fig 1.3

Theories Explaining the Earths Movements

A theory is reasoned ideas intended to explain facts or ideas.

There are 2 theories which explain the earth’s movements namely the Continental Drift Theory and the Plate tectonics theory.

i)Theory of Continental Drift

Its proponent was A. Wegener.

It explains the origin of 6 continents.

It states:

  • The earth was a single sialic land mass called Pangaea surrounded by a huge ocean called Panthalasa whose floor was a mass of sima.
  • Pangaea broke into two parts called Laurasia (N. Hemisphere) which lay around equator and Gondwanaland (S. Hemisphere) which lay around south pole which were separated by a narrow ocean called Tethys (the present Mediterranean Sea).
  • Laurasia broke into Laurentian Shield and Fennoscandia (Europe, Asia and N. America) and moved northwards to their present positions.
  • Gondwanaland broke into Africa, Australia, S. America and Antarctica and India subcontinent.
  • Africa and India drifted northwards.

Evidences Supporting the Theory

  1. Fitting of western coast of Africa and S. America into a jigsaw.
  2. Discovery of coal 40◦N and 55◦N which was formed by burying of tropical vegetation.
  3. Considerable displacement of rocks along some faults e.g. along the Great Glen Fault of Scotland.
  4. Cape and Buenos Aires folds resemble one another by having east west trend.
  5. Red sea shores show evidence of having undergone lateral displacement an indication that it was formed by movement of the earth’s crust.
  6. Evidence of ancient Glaciation to the south of equator in Africa in Madagascar and India where there is presence of ancient glacial deposits suggesting these areas were once around south pole.

 

 

ii)Plate Tectonics Theory

It states that:

  • The earths crust is made of blocks called plates.

7 Large Ones

 

  1. Eurasian plate
  2. Australian plate
  3. Africa plate
  4. Antarctic plate
  5. American plate
  6. American plate
  7. Pacific plate

 

Smaller Ones

  1. Indian
  2. Arabian

 

  1. Caribbean
  2. Cocos
  3. Somali plates
  4. Juan de Fuca
  5. Nazca
  6. Philippine
  7. Scotia

 

  • These plates are two types : tectonic plates:
    1. Oceanic plates which form major areas of the ocean floor including coastal lowland.
    2. Continental plates which form the bulk of the continental land mass.
  • The plates float on molten mantle layer called
  • The plates move relative to each other due to convectional currents in the mantle.
  • They move away from each other forming extension or constructive boundary called so because magma fills the space between.
  • They move towards each other forming compressional or destructive boundary called so because materials between are crushed. The movements of those two types of plates have the following effects:
  1. When two oceanic plates meet
  • There is subduction and the ocean floor is pulled inwards forming a trench e.g. Java Trench .Subduction is the passing of edge of one plate beneath the edge of another.
  • Sediments on the sea floor in the region of subduction are compressed to form Fold Mountains.
    1. When an oceanic plate meets a continental plate the edge of the oceanic plate slides beneath the continental plate in a movement called subduction.
  • Sediments on the sea floor in the region of subduction are compressed to form Fold Mountains.
  • Fold Mountains are also formed at the edge of the continent when the sial layer is compressed.
  • The edge of the oceanic plate bends into the mantle forming a trench.
    1. When two continental plates collide the sial layer is folded into mountains.

 

  • They move past each other forming transform or conservative boundary called so because there is neither construction nor destruction which occurs where the plates are separated by a major fault.

Significance of Plate Movements

  1. Are sources of earthquakes and Vulcanicity.
  2. Causes formation of land forms such as Fold Mountains and ocean trenches.
  3. Spectacular landscapes formed are a tourist attraction.
  4. Eruption of magma can result in formation of valuable minerals.

 

FOLDING

-Process in which crustal rocks are distorted by compressional forces by being caused to bend upwards and downwards.

It occurs on fairly young sedimentary rocks.

Parts of a Fold

  • Anticlines (upfolds)-parts of the earths surface which bend upwards when folding occurs.
  • Synclines (down folds)-Parts of the earths surface which bend downwards when folding occurs.
  • Crest-upper most part of Anticline.
  • Trough-lowest part of a syncline
  • Limp-rock layers sloping on both sides of a fold
  • Axis-imaginary line drawn vertically through the centre of the anticline.

Types of Folds

1.Simple Symmetrical Folds

-Which are symmetrical about the anticline.

-Formed by 2 compressional forces of equal magnitude.

2.Asymmetrical Folds

Which are asymmetrical about the anticlines axis or in which one limp is steeper than the other.

-Formed by two compressional forces of unequal magnitude in which one is stronger than the other.

3.Over Folds

-In which anticline of one fold is pushed over the limp of the other.

4.Isoclinal Folds

-Which are packed closely together and with limps almost parallel to each other.

-Vertical Isoclinal folds are formed by compressional forces of equal magnitude while inclined Isoclinal folds are formed by forces of unequal magnitude.

5.Recumbent Folds

-Which lie in a horizontal manner.

-Formed by two compressional forces one of which is very strong.

6.Nappe/Overthrust Fold

– In which one limp is pushed over the other limp.

-The forces are very strong and they cause a fracture/fault to develop.

7Anticlinorium and Synclinorium Complex

-Folds characterised by minor upfolds and minor downfolds.

  • Land is first subjected to weak compressional forces resulting into minor folds.
  • Later the land is subjected to much greater compressional forces resulting into new upfolds with minor folds (Anticlinorium) and new down folds with minor folds (Synclinorium).

Resultant Features Due To Folding

1.Fold Mountains and Their Distribution

-Worlds highest and most impressive mountains and the most conspicuous feature of folding.

 

  • Himalayas-Asia
  • Everest-Nepal-Tibet border-highest point.
  • Andes-Peru in S. America
  • Alps-South Central Europe
  • Rockies-W.N. America
  • Atlas-N.W. Africa.
  • Appalachian-E.N. America

 

Theories of Origin of Fold Mountains

1.Contraction Theory

During the earth’s formation surface rocks cooled faster and wrinkled to form Fold Mountains.

2.Convectional Currents Theory

  • Horizontal convectional currents in the mantle exerted frictional pull on crustal rocks.
  • Continental crusts were pulled towards each other.
  • Sediments between them were squeezed into folds.

3.Continental Drift Theory

  • During break of Gondwanaland India drifted northwards and collided with Eurasia.
  • Sediments between were squeezed to form fold mountains e.g. Himalayas and Everest.

4.Plate Tectonics Theory

  • When an oceanic plate meets another or it meets a continental plate the sediments under the sea are compressed to form Fold Mountains.
  • When two continental plates meet the sial layer is compressed to form fold mountains

-E.g. Alps was formed when Africa plate pushed against the rigid European plate.

 

 

 

2.Escarpments

-A relatively continuous line of steep slopes facing the same direction.

Formed one compressional force causes folding resulting in one steep limp of the anticline which forms the escarpment.

3.Depressions

Formed when not very strong forces cause folding causing some parts of the earths surface to form synclines forming basins.

4.Ridges and Valleys

When folding occurs anticlines form uplands/ridges/hills while synclines form valleys.

5.Rolling Plains

Plains which appear to rise and roll.

-Formed when plains are acted upon by weak compressional forces resulting into gently sloping anticlines and very wide synclines.

 

 

6.Inter-montane Plateaus

-A high fairly level land between mountains.

-Formed when rocks at the edges of a region become intensely folded and the middle parts resist folding resulting into mountains which enclose a high fairly level land.

7.Inter-montane basins

-Formed when some parts of inter-montane plateau sink more to form basins.

Significance of Folding

To Human Activities/Economic significance

Positive/advantages

  1. Fold Mountains are a tourist attraction which brings foreign exchange.
  2. Fold Mountains are water catchment areas and sources of rivers.
  3. Some fold mountains have valuable mineral deposits such as coal and petroleum.
  4. Fold Mountains act as protective barriers during war.
  5. Some fold mountains on the path of rain bearing rainfall influence rainfall causing the windward slopes to receive heavier rainfall.
  6. Folding can lead to formation of valuable minerals due to metamorphism.
  7. Folding brings valuable minerals to the surface making them easily available.

Negative/disadvantages

  1. Fold Mountains on the path of rain winds cause the leeward slopes to receive less rainfall.
  2. Fold Mountains discourage settlement due to cold temperatures and rugged terrain
  • Folding can lead to burying of minerals.
  • Fold Mountains are a barrier to road and railway where there are no passes and where there are passes they may be covered by snow. Orographic fog hinders pilot’s visibility.

To Physical Environment

  1. Folding can result in submerged coastal zones which are used as harbours.
  2. Can lead to metamorphism of rocks changing their original state and making them more resistant to erosion.
  3. Depressions formed by folding turn into wet land important for water purification.
  4. Folding leads to faulting and magma may escape through faults leading to Vulcanicity and earth quakes.

FAULTING

Faulting is the cracking/fracturing of the brittle crustal rocks due to tectonic forces.

Faults are fractures or cracks that develop in the crust.

  • When tensional forces cause crustal rocks to stretch and fracture at the region of maximum tension.
  • When compressional causes squeezing of crustal rocks to fracture at the areas where they are intensely squeezed.
  • When vertical movements exert pressure on rocks leading to fracturing.
  • When shear forces cause crustal rocks to tear.

Parts of a Fault

  1. Upthrow-part of the land displaced upwards.
  2. Down-throw-part of the land displaced downwards.
  3. Throw-vertical displacement.
  4. Heave-horizontal displacement
  5. Hade-inclination of fault to vertical plane
  6. Fault line-fault path
  7. Fault plane-separation of land created by the fault

Types of Faults

Normal Faults

Type formed by tensional forces in which one block slides downwards in relation to the other.

  • Rocks are subjected to tensional forces
  • A normal fault develops
  • One block slides downwards.

Reverse Fault

Type formed by compressional forces in which one block of land is pushed upwards in relation to the other.

  • Rocks are subjected to compressional forces.
  • A reverse fault develops.
  • One block is pushed over the other.

 

Shear/Tear Fault

Type formed by shear forces in which adjacent blocks of land slide past one another. If a shear fault occurs between continents it’s called a Transform fault e.g. San Andrean fault of California and great glen fault of Scotland.

 

 

Thrust Faults

Type formed when very strong compressional forces cause almost horizontal faults to develop and one block of land is pushed over the other.

Anticlinal fault

Type formed when anticlines are compressed further and cracks form on the crest.

Features Resulting From Faulting

Fault Scarp/Escarpment

Steep line of slopes formed by vertical movement of earth along a fault e.g. Mau, Nguruman, Nyandarua and Nandi.

-Are exposed parts of a fault plane.

It may be formed due to normal faulting or reverse faulting when overhanging blocks are eroded.

Fault Steps

-Land resembling the staircase or steps of a house with a series of fault scarps at different levels.

  • Parallel vertical faults develop.
  • Land between the faults is unequally displaced downwards.
  • A series of fault scarps at different levels is formed.

-E.g. Keiyo escarpment and at Kijabe.

Fault Blocks/Block/Horst Mountains

 

Blocks of land raised above the surrounding land.

  • Where tectonic forces cause faulting and land on one side of the fault get raised or sink along the fault planes.

Examples of fault blocks are Aberdare/Nyandarua ranges, Mau escarpment and Nandi Hills.

2.

  • Where Blocks of land bordered by normal faults which are almost parallel to each other sink leaving the middle block standing.

Examples of horsts are Ruwenzori of W. Uganda and Usambara and Pare mountains of Tanzania.

Tilt Blocks

-Fault blocks which are inclined on one side.

  • Occurs when the fault block, horst or fault steps have greater uplift on one side and as a result they are not flat at the top but tilted. The resultant features are tilted fault blocks, tilted horst and tilt fault steps which form ridges and fault guided valleys.

 

 

 

Rift Valley

-Along narrow trough with steep escarpments on both sides.

Theories of Formation

Tensional Theory

  • Rocks are subjected to tensional forces.
  • Normal faults which are almost parallel develop.
  • One block slides downwards forming the rift valley.

Compressional Theory

  • Rocks are subjected to compressional forces.
  • Reverse fault which are almost parallel develop.
  • The side blocks are pushed over the middle block.
  • Overhanging blocks are worn out by denudation to form escarpments

Anticlinal Theory

Suggests the rift valley was formed by Anticlinal arching.

  • Upward forces pushed sedimentary rock strata upwards.
  • The rock layers bent into a big arch.
  • A gaping/huge crack developed at the crest of the arch due to tension forming the rift valley.

The Great Rift Valley/The Great E.A Rift Valley

The world’s biggest rift valley.

It starts in Syria and ends in Mozambique.

It’s divided into 4 parts.

  1. Ethiopian Rift system-starts from Afar in Ethiopia to the Kenyan border around L. Stephanie.
  2. Gregory Rift system-Starts from the northern border of Kenya with Ethiopia to Tanzania. It has a small N.E-S.W branches:
    • Kano Rift valley in Kenya
    • Eyasi Rift Valley in Tanzania
  3. Western Rift valley-Starts at Sudan border to south of L. Rukwa. Features which are here are Ruwenzori Mountain and Lakes Albert, Edward, Kivu, Tanganyika and Rukwa.
  4. Malawi Rift valley-a continuation of Gregory Rift system to Zambezi River in Mozambique. It has a small N.E-S.W branch called Luangwa valley.

The Gregory Rift Valley

-Named after a geologist called Gregory J.W who carried out extensive studies in this area.

It’s where the Rift Valley features are more pronounced.

Features associated with it

  • Fault blocksAberdare range, Mau, Nandi and Cherangani hills.
  • Step faults-Kijabe and Tambach
  • Tilt blocks-Aberdare range uplifted and tilted eastwards and Mau escarpment uplifted and tilted westwards.
  • Lava flows and volcanic cones e.g. Menengai and Ngorongoro crater.
  • Rift Valley lakes formed when unequal sinking created faults which were later filled with water. The lakes are deep and elongated. Examples are Lakes Naivasha, Nakuru, Elementaita, Baringo, Bogoria, Ol Bolossat and Turkana. Most of the lakes are salty with exception of L. Naivasha which has fresh water.

Why Most Rift Valley Lakes Are Salty

  • Lack of outlets to drain away salts contained in them.
  • Lack of enough water to dilute salinity due to little rainfall and lack of rivers flowing in them.
  • High rates of evaporation causing increased accumulation of salts.
  • Lake’s water being in contact with rocks with mineral salts which it directly dissolves.
  • Washing into the lake of mineral rich soils by surface runoff.

 

Why L. Naivasha Has Fresh Water

  • It has underground drainage to the Indian Ocean.
  • There is inflow of fresh water from rivers and rain.
  • The latest volcanic eruption covered the bed rock with lava.

Major Faulted Areas of the World

  • The Great Rift Valley from Syria to Mozambique.
  • Northern England and the Great Glen Fault of Scotland.
  • The Central Massif of Europe.
  • The middle Rhine Rift Valley region.

Significance of Faulting

To Human Activities

  1. Rift valley lakes are important for fishing, irrigation and domestic use.
  2. The Rift Valley and associated features are a tourist attraction which earns foreign exchange.
  3. Hot springs and geysers formed during faulting can be harnessed for geothermal power.
  4. Block Mountains are water catchment areas and sources of rivers due to the heavy rainfall they receive on the windward side.
  5. Faulting results in the exposure of minerals such as diatomite in Gilgil and Fluorspar in Kerio Valley.
  6. Fault scarps may expose underground water resulting in the formation of scarp springs.
  7. Unequal subsidence caused by faulting may cause formation of depressions which may form lakes which useful for fishing, transport and mining e.g. L. Naivasha.

Negative

  1. Faulting disrupts transport and communication by disjointing land.
  2. Faulting may lead to loss of life and property by causing land to sink.
  3. Faulting may cause a river to disappear or change its course and flow along the fault line.
  4. Steep scarp slopes formed by faulting are prone to soil erosion.
  5. Faulting has given rise to semi-desert conditions in some areas when Block Mountains on the path of rain winds cause leeward sides to receive little rainfall.

VULCANICITY

-Process in which solid, liquid or gaseous materials are forced out of the interior of the earth into the earth’s crust or onto the earth’s surface.

These materials are magma, lava, gases, dust, ash and cinder.

Causes of Vulcanicity

  • Magma under high temperature and pressure moving through lines of weakness or faults.
  • When tectonic plates move away from each other and boundaries give way to magma.
  • Underground water coming into contact with hot materials hence changing into gaseous form.

There are 2 types of Vulcanicity:

Extrusive Vulcanicity (volcanic): in which materials intrude crustal rocks and don’t reach the earth’s surface. Magma is the molten material while it’s underground.

Intrusive Vulcanicity (plutonic): in which materials reach the earth’s surface. Lava is the molten material after it reaches the surface.

There are two types of lava and magma, acidic and basic. Acidic lava is viscous and solidifies quickly and doesn’t spread far but accumulates around the vent. Basic lava is more fluid or less viscous and takes longer before cooling and spreads for great distances before doing so. Other materials emitted are gases, ashes, dust and cinder. The solid materials are called pyroclasts. Materials come out through a hole/vent (vent eruption) or crack/fissure (fissure eruption).

Features Resulting From Vulcanicity

-Divided into intrusive and extrusive features or landforms.

Intrusive/Plutonic Features

-Features formed by intrusive Vulcanicity when materials intrude the earth’s crust.

Sill

An igneous intrusion which lies along a bending plane of rock strata.

-Formed when magma forces its way between rock layers then cools and solidifies.

-It forms ridge like escarpments when exposed by erosion e.g. Fouta Djalon highland of Guinea and 3 sisters of S. Africa.

Dyke

-A wall-like igneous intrusion which lies across the bedding plane of rock strata.

-Formed when magma intrudes cracks or faults cutting across bedding planes of rocks then cools and solidifies.

-Can be vertical or inclined.

When exposed it forms ridges e.g. Kaap Valley in Transvaal S. Africa and Jos Plateau in Nigeria.

Laccolith

-A mushroom-shaped igneous intrusion lying between bending planes of a country rock.

-Formed when viscous magma pushes its way through a vent and accumulates around the vent before reaching the earth’s surface pushing the overlying rock into a dome shape.

-Its so high that land is turned into mountains e.g. El Koub Hill in Algeria, Henry Mountains in Utah U.S.A and Fonjay Massif in Madagascar.

Batholiths

-Largest igneous intrusion formed underground formed when very hot magma intrudes bedding planes of rocks and replaces or metamorphoses it e.g. Chaila Massif in Gabon, Ikhonga-Murwe in Kakamega and the largest is in British Columbia.

Lopolith

-a large saucer shaped igneous intrusion formed when viscous magma intrudes into bedding planes of a country rock. They form shallow depressions on the earths surface of the earth e.g. Bushveld complex in S. Africa and Duluth Gabbro mass in U.S.A.

Phacolith

A lens shaped igneous intrusion which forms in the crest or trough of an   anticline e.g. Corndon Hill in England.

Extrusive/Volcanic Features

-Formed when magma reaches the earth’s surface through vents or fissures.

Volcanoes

A volcano is a cone shaped hill formed when volcanic materials flow out and accumulate around a vent. Volcanoes are classified into three groups:

  1. Active volcano- which is known to have erupted in recent times e.g. OL donyo Lengai in Tanzania and Mt. Cameroon, and Mauna Loa in Hawaii.
  2. Dormant volcano-not known to have erupted in the recent past but show signs of volcanic activity such as presence of hot springs, geysers and fumaroles e.g. Mt. Kilimanjaro, Longonot and Menengai.
  3. Extinct volcano-which has not shown signs of possible future eruptions e.g. Mountains Kenya and Elgon.

Types of Volcanoes

Acidic Lava Domes

A steep dome shaped volcanic hill made of acidic lava.

  • Viscous lava flows out through a vent.
  • It accumulates around the vent because it’s viscous.
  • Eruptions occur later and lava flows out covering the layers below.
  • A steep sided dome shaped mound of volcano is formed e.g. Itasy Massif of Madagascar, Mt. Kenya and Kilimanjaro.

Characteristics

  • Its dome-shaped
  • Has steep slopes
  • Made of acidic lava
  • Has lava layers
  • Has steep slopes
  • Has a narrow base

Basic Lava Domes/Shield Volcanoes

A low lying volcanic hill made of basic lava.

  • Basic magma flows out to the surface through a vent.
  • The lava flows far before solidifying because its fluid.
  • Eruptions occur later and lava spreads over the old lava.
  • A shield shaped mound of volcano is formed e.g. Canary Islands, Cape Verde and Sao Tome which are volcanic Islands in the Indian Ocean.

Characteristics

  • Dome/shield shaped
  • Has gentle slopes
  • Made of basic lava
  • Has lava layers
  • Has a broad base

Ash and Cinder Cones

A volcano built from ash and cinder or small fragments of lava.

  • Violent vent eruption occurs.
  • Ash and pyroclasts are emitted and thrown high.
  • Some materials fall and settle around the vent forming a hill.
  • Light materials are blown by wind to the leeward side e.g. Chyulu Hills, Teleki and Likaiyu near L. Turkana.

Characteristics

  • Made of pyroclasts
  • Asymmetrical about the axis
  • Cone shaped
  • Has smooth slopes
  • Has steep windward slope and gentle leeward slope

Composite /Complex/Stratified Volcanoes

A volcano made of alternating layers of lava and pyroclasts and conelets.

  • The first eruption throws out pyroclasts.
  • Then viscous lava flows out and solidifies on them.
  • Eruption occurs later blowing the rocks sealing the vent.
  • The pieces of rock settle on earlier solidified lava.
  • Another mass of lava flows out and spreads over pyroclasts and solidifies.
  • The process is repeated causing the volcano to build upwards
  • The conelets are formed when magma is unable to overcome the plug and finds its way through weak lines at the sides and then pyroclasts and lava accumulate around the side vent e.g. Mountains Kenya, Longonot, Elgon and Kilimanjaro.

Characteristics

  • Cone shaped
  • Stratified (made of alternating layers of lava and pyroclasts.
  • It has conelets (parasitic cones).
  • It has steep slopes.
  • Made of acidic lava

 

Plug Dome/volcano/Spine

-A column of very viscous lava which sticks above the ground.

  • A column of very viscous magma flows out of the ground.
  • It cools and hardens rapidly as it rises vertically.
  • Pieces of rock break from the plug and accumulate on the sides e.g. Mont Pelee in West Indies, Hyrax and Fischer’s Tower at Hells gate in Naivasha and Devils Tower in U.S.A.

Characteristics

  • Made of very viscous lava.
  • It is dome shaped like a mushroom germinating out of the ground.
  • Has debris on its sides.
  • Has very steep sides
  • Cylindrical in shape
  • Disintegrates fast due to rocks undergoing rapid cooling.

Volcanic Plug

-Stump of rock formed when magma which solidified inside a vent (plug) is exposed by denudation.

  • A volcano is first formed.
  • Lava on the sides of the volcano is eroded fast due to cooling fast.
  • The lava in the vent which is hard due to slow cooling is exposed forming a stump of rock e.g. Peaks of Mt. Kenya, Rangwa Hill and Tororo Rock.

Characteristics

  • It resembles a stump of a tree.
  • Its dome shaped.
  • Very steep at the top and less steep at the bottom
  • Made of hard/resistant rock

Lava Plains and Plateaus

Lava plain: fairly level lowland below 500m above sea level covered by thin lava layers.

Lava plateau: fairly level highland/upland above 500m above sea level covered by thick layers.

-Formed by fissure eruption.

  • Magma of low viscosity comes out of the ground through a fissure.
  • It flows for a long distance before cooling and solidifying filling depressions and valleys forming a plain.
  • Eruption occurs later and lava flows out through lines of weakness on crustal rock and solidified lava.
  • The new lava spreads on top of the old lava forming a new layer.
  • The process is repeated and a plateau is formed e.g. Mwea, Nandi and Laikipia Plains and Yatta and Uasin Gishu Plateaus.

Craters

A funnel shaped depression found on top of a volcano.

Modes of Formation

Cooling and Contraction of Magma

  • Eruption occurs and a volcano is formed.
  • Magma in the vent cools and contracts.
  • It withdraws into the vent leaving a depression at the vents mouth e.g. Ngorongoro and Menengai craters.
  • Rain water or water from melting snow may collect into craters to form crater lakes e.g. L. Paradise on Mt. Marsabit, L. Magadi on Ngorongoro Crater and L. Chala on Kenyan Tanzanian border.

Explosion

  • Gases underground expand due to heat from magma.
  • They force their way out through a weak line in the crustal rocks.
  • An explosion occurs leaving a hole in the ground called a ring craterg. Ghama and Dobot craters in Tanzania and Hora craters in Ethiopia.
  • Water from underground or rivers may accumulate into ring craters to form lakes called maarsg. Lakes Katwe and Nyungu in Uganda.

 

Falling of a Meteorite

  • A meteorite falls on the earth’s surface.
  • It sinks into the rocks leaving a depression.
  • Water may collect into the depression forming a lake e.g. L. Bosumtwi in Ghana.

Calderas/Basal Wreck

A very large basin-shaped depression on the summit of a volcano.

Modes of Formation

Violent Explosion

  • Gases and water heated by magma expand.
  • They force their way through a vent.
  • The rocks at the top of the volcano are blown off forming a large depression e.g. Nyirarongo Caldera in DRC and Sabiro Caldera in Uganda.

Block Subsidence/Cauldron

  • Eruption occurs to form a volcano.
  • An empty space (cauldron) is left in the magma reservoir in the mantle.
  • The rocks forming the middle of volcano are pulled inwards by gravity.
  • The middle of the volcano collapses forming a large depression at the top e.g. Menengai Caldera near Nakuru and Ngorongoro caldera which is the largest in E. Africa and 6th largest in the world.
  • Water from rain or underground may fill calderas to form lakes e.g. L. Magadi in the Ngorongoro caldera and L. Ngozi in Tanzania.

Outward Collapsing

  • Ash and pyroclasts volcano grows high.
  • Materials on top exert pressure on those below.
  • Materials at the base begin to spread outwards.
  • The top of volcano collapses inwards forming a collapse caldera e.g. Napak Caldera in Uganda.

A vent in a volcano which emits gases.

 

 

Fumaroles

The gases come from chemical reactions in crustal rocks when heated by magma or when minerals in rocks come into contact with hot air and steam underground.

They are of two types:

Mofette: fumarole which emits carbon dioxide.

Solfatara: fumarole which emits gases with sulphurous compounds.

Hot Springs and Geysers

Hot spring is a place where hot water is emitted from the ground quietly e.g. at the shores of Lakes Magadi and Bogoria.

A geyser is a jet of water and steam which are violently ejected from the ground e.g. at Olkaria and western shores of L. Bogoria.

How They Are Formed

  • Percolating water is heated by hot rocks or magma.
  • Some collect into chambers called sumps where it develops pressure causing it to be superheated super heated.
  • The pressure forces the steam outwards towards the earths surface through holes and cracks in rocks.
  • The steam comes out of the ground which reduces pressure in sumps causing the water to expand/boil and come to the surface.
  • The steam comes out with a whistling sound accompanied by water forming a geyser.
  • The escaping steam heats ground water in surrounding rock.
  • The heated water may find its way to the surface where it quietly comes out of the ground forming a hot spring.

Differences

Hot spring Geyser
-Water comes out quietly.

 

-only water comes out.

-water may just be warm.

-Water and steam come out violently.

-water is accompanied by steam.

-water is very hot.

Pools of Boiling Water

Small area of still water which appears to be boiling.

  • Actual heating of pool water by gases and steam causing the water to boil.
  • Gases and steam coming out below the pool of water causing the pool to bubble and appear as if it’s boiling.

World Distribution of Volcanoes

  • Regions of faulting e.g. the Great Rift Valley of E. Africa.
  • Mid-Atlantic ocean ridge.
  • The western coast of America.
  • Zones of recent mountain building e.g. fold mountains of S.E Asia.

Significance of Vulcanicity

Positive

  • Volcanic rocks weather to form fertile agriculturally productive soils e.g. basalt.
  • Geysers are sources of geothermal electricity e.g. at Olkaria.
  • Hot springs water is pumped into houses for heating during winter e.g. Iceland.
  • Volcanic features are a tourist attraction e.g. hot springs, geysers and snow capped Mt. Kenya.
  • Igneous rocks e.g. phonolites are crushed to make ballast for building roads, bridges, etc.
  • Crater lakes are a source of fish e.g. L. Katwe in Uganda, sources of minerals e.g. L. Magadi and sources of water for domestic use.
  • Volcanic mountains are catchment areas, sources of rivers and habitats for wildlife.
  • Pumice a volcanic rock is used as a scrubbing stone.
  • Vulcanicity is useful for production of gases e.g. carbon dioxide used in soft drinks manufacture.

Negative

  • Volcanic eruptions cause of life and destruction of property e.g. sulphur dioxide, ash, cinder and lava may bury houses and farm land.
  • Volcanic mountains are barrier to transport and communication.
  • Volcanic mountains on the path of rain winds cause leeward slopes to receive little rainfall by preventing rain bearing winds from reaching there.
  • Volcanic eruptions cause environmental pollution from dust, ash and sulphur dioxide.

EARTH QUAKES

-Sudden and rapid movement of the earths crust.

-areas prone to them are called seismic zones and those not prone are called aseismic zones.

It’s caused by shock waves.

There are 3 types of earthquake waves namely:

  1. Primary waves-which travel fastest and cause the rock particles to vibrate in a push and pull manner and can pass through gases, liquids and solids.
  2. Secondary waves-which cause rock particles to vibrate at right angles to the direction of wave movement.
  3. Surface longitudinal waves-which cause surface rocks to shake sometimes causing buildings to collapse.
    1. Rayleigh waves-Which cause surface rocks to move in elliptical orbits.
    2. Love waves-which cause rock particles to move in a horizontal manner at right angle to the direction of wave.

Earth quake originates from a point known as seismic focus/origin.

The part of the earth vertically above the seismic focus and where the shock waves are first experienced is called epicentre.

Causes of Earthquakes

Natural Causes

  • Tectonic movements e.g. movement of tectonic plates. They cause tectonic earthquakes.
  • Vulcanicity when magma movement displaces rocks suddenly shaking and shuttering them.
  • Gravitative force when crustal rocks collapse into cauldron due to gravity.
  • Energy release in the mantle when radioactivity takes place in mantle releasing explosive energy which sends shock waves outwards.
  • Isostatic adjustment when the continental masses rise to restore the upset state of balance between sial and sima layers.

Human Causes

  • Exploding nuclear bombs underground which causes shock waves which spread outwards and are felt in the neighbourhood.
  • When a train rolls on its rails causing the ground to vibrate.
  • Explosion of explosives used in mining and quarrying which cause vibrations to be felt in the neighbourhood.
  • When large reservoirs are constructed and the heavy weight of water reactivate dormant faults causing tremors.

Measurement of Earthquakes

Seismograph is a pendulum based instrument used to measure earthquakes.

It records seismic impulses on a graph-like record called seismogram mounted on it.

Earthquakes are measured by their intensity and magnitude.

Intensity

-Measure of how strong/hard the quake shakes the ground.

It’s seen from the effects the earthquake has on people, buildings and other structures.

It’s measured on the Mercalli Scale which uses a scale running from Roman i-xiii e.g.

  • I- description -imperceptible
  • V-rather strong-sleepers are awakened and there is swinging of objects.
  • VIII-destructive-gaping cracks in walls some brought down.
  • XII- major catastrophe-every building destroyed.

Magnitude

-Measure of amount of energy given off by an earthquake.

It’s measured on Ritcher Scale which ranges from 0-8.9.

Intensity values depend on how far a place is from epicentre.

The higher the scale the more severe the earthquake is.

  • Intensity I-magnitude 2
  • Intensity VIII-magnitude 6
  • Intensity XII-magnitude 8.5.

World Distribution of Earthquakes

  • Within the zones of major faulting e.g. Rift Valley.
  • In areas of Vulcanicity e.g. Oldonyo Lengai in Tanzania.
  • Along boundaries of tectonic plates e.g. Japan, Philippines, East Indies and west coast of north and South America.

Effects of Earthquakes

  • Can cause loss of life and property when buildings collapse burying people.
  • Disrupt transport and communication by vertically and laterally displacing land which disconnects pipelines, electricity lines, roads and railways.
  • Causes landslides which also cause loss of life and property and disrupts communication.
  • Causes raising and lowering of the sea floor and the coastal regions.
  • Cause huge sea waves called Tsunami which may flood the neighbouring coastal areas.
  • Trigger folding, Vulcanicity and fires.
  • Give off a lot of explosive energy more than an atomic bomb.
  • Cause fear and panic.
  • Hinder settlement as it is restricted to aseismic areas.
  • Cause violent motions of the earth’s surface.

MAP WORK

Map – representation of the whole or part of the earth’s surface drawn to scale.

  • Shows outline of objects on the ground
  • Drawn as if the drawer was above the ground
  • It shows details
  • Most of the features are indicated by symbols.

Picture: image of a real object.

  • Gives details in their visible shapes and sizes
  • Can be inform of free hand, drawing, painting or a photograph
  • Not drawn to scale

Plan: outline of something drawn to scale.

  • Also drawn as if a person was directly above the ground
  • It represents a very small place
  • The scale is large to show details e.g. house plan
  • Gives specific information

Types of Maps

Classified according to the purpose for which each map is drawn.

Topographical Maps: This shows selected natural physical features on a small portion of a country.

Atlas maps: this is a collection of maps in one volume.

Sketch maps: maps which are roughly drawn. A good sketch map should have the following characteristics:

  1. neat and clear
  2. title
  3. frame
  4. key
  5. compass direction

Uses of Maps

  1. Sketch maps are used to summarise information for easy reference.
  2. Used for locating other countries.
  3. Used for comparing sizes of countries.
  4. For locating climatic regions of different parts of the world.
  5. Give information on distribution of geographical phenomena e.g. vegetation on the earth’s surface.
  6. Help travellers to find their way.
  7. Used to calculate distance of a certain place.
  8. Used to locate physical features like landforms.

Marginal Information

Information contained in the area surrounding the map.

  1. Map name e.g. Yimbo.
  2. Sheet title e.g. East Africa 1:50000 (Kenya).
  3. grid system numbers
  4. latitudes and longitudes
  5. Compass direction with grid, true and magnetic north.
  6. scales
  7. key
  8. publisher and copyright
  9. Map identification
    • Map series
    • Sheet number or sheet index

Map Scales

A scale is a ratio of a distance on a map to a corresponding distance on the ground.

Types of Scales

Statement scale –expressed in words e.g. 1cm represents 1km, 1cm to 1km.

Representative Fraction (RF)-expressed as a fraction or ratio e.g. 1/200,000 or 1:200,000.

Linear scale-shown by a line which is subdivided into smaller units.

Conversion of Scales

Statement scale into RF

1cm rep 1km to RF

Multiply the number of kilometres by 100,000 (1km=100,000cm) i.e. 1×100000=100,000.

Statement scale is 1/100,000 or 1:100,000.

2cm rep 1km

Divide both sides by two to get 1cm rep ½ kilometres.

Multiply ½ by 100,000 to get 50,000.

RF is 1/50,000 or 1:50,000.

RF to Statement Scale

Divide the denominator by 100,000.

Write the scale in statement form.

Linear Scale to Statement Scale

  • Measure a unit distance off a linear scale e.g.
  • The distance is 4-3=1km which is represented by 2cm.
  • Use the methods in (1) and (2) above.
  1. Given that the ground distance is 200km while the distance on map is 20cm calculate the scale.

Sizes of Scales

  1. Small scales- show a large area of land on a small size of paper. They show limited details e.g. 1:250,000, 1:500,000, 1:1,000,000.
  2. Medium scales- used to represent a relatively smaller area on a given size of paper e.g. 1:50,000, 1:100,000, 1:125,000.
  3. Large scales-used to represent a small area of land on a given piece of paper. They show a lot of details e.g. 1:2,500, 1:10,000, 1:25000

Arranging Scales in Order

Ascending Order-smallest to largest

Descending Order-largest to smallest

(1)1/500,000

(3)1:25,000

(4)1/10,000

(2)1cm rep 500m

Uses of Scales

  1. Estimating distances on maps
  2. Measuring distances accurately-use dividers and ruler, piece of string or thread for curved distances or straight edge of paper.

E.g. calculate actual distance of a line 8.5cm long on a map using the following scales.

(i) 2cm rep 1km

(ii) 1:100,000

  1. Calculation of areas-no. of full grid squares+ number of ½grid squares/2 or use of rectangles (l×b) or triangles (½ b×h).

Direction

-Course upon which something is pointing to.

Methods of Showing Direction

Traditional Methods

  1. Use of Stars

-E.g. use of groups of stars called plough to find northern direction by locating the pole star and use of Southern Cross by using the brightest star which is over South Pole to find northern direction.

  1. Use of Shadows

-E.g. morning, shadow of flag pole cast to your left you are facing north, etc.

  1. Land Marks

-Using conspicuous features such as hills, buildings even roads to get direction.

Modern Methods

  1. Land Marks
  2. Compass Direction.

-Use of magnetic compass which has a needle which always points north.

It has 16 cardinal points and 4 are basic.

Bearing

Expression of direction in degrees of an angle.

It’s measured from north in a clockwise direction.

Calculation of Bearing

Draw N-S line through observation point.

Join the two points. If it’s a feature the line should end at the centre of that feature.

Using a protractor measure the angle between the N-S line and the line joining the 2 points in a clockwise direction.

Bearing is expressed in degrees, minutes and seconds. 1◦=60’(min), 1 min=60” (sec)

The degrees are always expressed in 3 figures e.g. 030◦

Types of Norths

  1. True North

-Position on the globe where all longitudes meet or the direction of N. Pole.

  1. Grid North

-Point where Eastings meet at the N. Pole.

  1. Magnetic North

-Point which the magnetic needle rests when left to swing freely.

Types of Bearing

  1. Grid Bearing

-Bearing calculated from Grid North.

  • Join the two points on the topographical map using a line.
  • Measure the angle where the Eastings intersect the line joining the two points e.g. 030◦.
  1. True Bearing

Bearing calculated from True North. Its calculated when the type of bearing isn’t specified.

-E.g. from our compass diagram true bearing will be 30◦-1’=29◦59’

  1. Magnetic Bearing

-Bearing calculated from Magnetic North.

Position of Magnetic North changes slightly every year.

Steps

  • Years which have elapsed × Annual change. (No need if annual change is negligible). E.g. from our compass diagram annual change =(2009-1991)×4.8’=18×4.8’’=86.4’’=1◦26.4’
  • Add to the angle between the grid and magnetic bearing 1.e. 1◦26.4’+2◦30’=3◦56.4’
  • Add to the Grid bearing (if change is towards E) or Subtract (if change is towards W). 30◦ +3◦ 56.4’=334’

Location of Places

Showing of position of a place or feature on a topographical map.

Methods

Use of Place Names

-Locating a feature by using the name of the place it’s at e.g. a river in Kisumu, Nakuru, etc or if it isn’t at a named place locate by the nearest name place e.g. a meander near Garissa town.

Use of Direction, Bearing and Distance

This is from a stated position e.g. Locate Nakuru from Nairobi.

Nakuru is 157km N.W of Nairobi.

Latitudes and Longitudes

The main longitudes are I.D.L and Greenwich /Prime Meridian.

The main lines of latitudes:

  • The equator/Great Circle (0◦) which is the longest.
  • Tropic of Cancer (23½◦N) of equator.
  • Tropic of Capricorn (23½◦) south of equator.
  • The Arctic Circle (66½◦N).
  • Antarctic Circle (66 ½ ◦ S).

They are marked at the margins. Latitude is stated first (N or S) and longitude later (E or W) e.g. X◦N Y◦E

  • Identify a place.
  • Identify the nearest numbered latitude and longitude.
  • Estimate to the nearest 1◦.

Grid Reference

Grid lines: network of lines on topographical maps.

-Numbered in small and large numbers and the large ones are used.

Eastings: N-S grid lines called so because they are numbered eastwards.

Northings: W-E grid lines called so because they are numbered northwards.

Grid reference is given in 4 figures or six figures. In 4 figure the nearest grid line is stated while the 6 figure is estimated in fractions by dividing the space between grid line into 10 equal parts.

Easting is stated first followed by northing.

In the example below the 4 figure grid references are:

  • A-6856
  • B-6856
  • C-6857

6 figure grid references are:

  • A-675555
  • B-680560
  • C-682568

Methods of Representing Relief on Topographical maps

Relief is the nature of landscape e.g. plain, plateau, valleys, hills, etc.

Spot Heights

-Points on map whose positions and heights have been determined by surveyors. They are shown by a dot and a figure e.g. (.1827).

  • Advantage-show actual heights
  • Disadvantage-can’t be used to identify landforms.

Trigonometrical Stations/Points

-Carefully chosen points carefully chosen and their altitude determined which —Are used as a basis for surveying an area.

They are marked on the ground by concrete pillar or slab.

They are indicated on topographical maps by:

Isohypes/Contours and Form Lines

A contour is a line on a map joining all points of the same height above sea level. They are browner in colour and have heights written on them.

Form lines are lines drawn on a map joining places of approximately the same height above sea level. They are less brown than contours and not all have values written on them.

Both contours and form lines are referred to as contours.

Contour/Vertical interval is the difference in height between any two successive contours.

Advantages of contours:

  • They show actual heights.
  • Can be used to identify land forms.

Pictorials

-Showing relief by drawing landforms at approximate positions where they are found e.g. mountains, hills, valleys, etc.

Disadvantages:

  • They obscure details behind them.
  • Don’t give height above sea level.
  • Limited variety of landforms can be accommodated.

Hachures

-Short lines drawn to represent direction of slope.

  • On steep land they are thick and close together.
  • On gentle slopes they are thin and wide apart.

Their disadvantage is that they can’t be drawn on flat land.

Hill Shading

-Showing relief by shading to show shadows where by steepest slopes  which are list lit have darker shade while hill tops, surfaces of plateaus and plains and valley bottoms are well lit have lighter shade.

 

 

Layer Tinting

-Colouring or shading land within a certain range of altitude or using a single colour with varying tones where the colour gets darker with increasing altitude.

PHOTOGRAPH WORK

A photograph is an image of an object, person or scene recorded by a camera on a light sensitive film or paper.

Types of Photographs

  1. Ground Photographs

-Taken from the ground. They are of 2 types:

Ground Horizontals- taken with the camera at the same level as the object. They are of 2 types.

Ground close ups/particular view photographs-taken from the ground with a camera focused on one particular object.

Ground General View Photographs-taken from the ground with camera focused on general scenery.

Ground Obliques-taken from the ground with a camera slanting/held at an angle.

  1. Aerial Photographs

Taken from the air e.g. from aircrafts, balloons or satellites. They are of 2 types:

Aerial Obliques-taken from the air with camera tilted towards the ground.

Vertical Aerial Photographs-taken from the air with the camera directly above the object or scenery.

Parts of a Photograph

Left back ground Centre background Right background
Left middle ground Centre middle ground Left middle ground
Left foreground Centre foreground Right foreground

Uses of Photographs

Used in learning geography because they bring unfamiliar features in the classroom enabling the students to understand them better.

Photographs showing vegetation and human activities can be used to deduce the climate of an area.

Aerial photographs show vital information on land use.

Photographs showing land forming processes help us to understand those processes.

Limitations in the Use of Photographs

Coloured photographs are generally expensive to produce.

Black and white photographs don’t show the real colours of objects or scenery e.g. it’s difficult to distinguish ripe coffee berries from green ones.

Some aerial photographs have objects which are far away and hence unclear which may lead to the wrong interpretation.

Vertical aerial photographs are difficult to interpret without special instruments like stereoscopes.

Photographs are difficult to interpret if they are brulled because it’s difficult to distinguish objects which look similar e.g. wheat and barley.

Interpretation of Photographs

-Means to explain the meaning of the objects or features on a photograph. It involves the following:

Determining the Title

Photographs show human activities, physical features, natural catastrophes etc e.g. nomadic pastoralism, drought, flooding, etc. when determining the title  examine the photograph carefully and apply the knowledge you have learnt in geography.

Estimating Time

-In the tropics the shadows are short at noon and longest in the morning and afternoon.

If the camera is facing south and the shadow is cast to the right it’s in the morning and if cast to the left it’s in the afternoon.

Estimating Season

Dry season

Bright clear skies

Dry vegetation

harvesting

Light clothes e.g. shirts and T-shirts since temperature is high (also an indication of high temperature.

Rainy season

Rain clouds

Luxuriant vegetation

Young crops

Flowering plants

Weeding

Heavy clothing e.g. pullovers or jackets since temps are low (also an indication of cool season).

Determining Compass Direction

It it’s in the morning and the shadow of flag pole is cast to the left the photographer is facing north and if cast to the right he was facing south.

It it’s in the morning and the shadow is facing towards you the photographer was facing east and it taken in the afternoon and the shadow is facing towards you the photographer was facing west.

Interpretation of Physical Features on Photographs

Relief

Flat land

  • Rice crop
  • Irrigation
  • Combine harvesters
  • Swamps
  • Meanders
  • Oxbow lakes
  • Inselbergs (isolated hills)

Hilly/Mountainous landscape/Highland Area

Steep slopes

Terraced landscape

Tea, wheat crops which grow at high altitude

rapids

Water falls

Interlocking spurs

Drainage

Youthful Stage

Rapids

Waterfalls

Interlocking spurs

Middle Stage

meanders

oxbow lakes

Lower Stage

  • deltas
  • distributaries
  • meanders and oxbow lakes
  • flood plain

Vegetation

Natural

  • Indigenous species
  • Dense undergrowth
  • Trees grow haphazardly
  • Different species of trees
  • Not of the same height

Planted

  • Exotic species
  • In rows
  • Little undergrowth
  • Same species
  • Same heights

Tropical Rain Forests

  • Trees
  • Broad leaves
  • Umbrella shaped

Marshes

  • swamps

Savannah Grassland

  • Grass and short trees (woodland).

Desert Vegetation

  • Thorny leaves
  • Baobab and acacia
  • Scrub-land covered with shrubs and underdeveloped trees (shrubs).

Climate

High Temperatures and low rainfall

  • Sugar cane
  • Grass
  • Sisal
  • Scrub and bush land vegetation
  • Dense forests
  • Light clothes

Cool Temperature and High rainfall (Sufficient, Reliable and well distributed)

  • Tea
  • Coffee
  • Wheat
  • Dairy farming

Soils

Acidic and Volcanic Soils

  • Coffee
  • Tea

Clay Soils

  • Rice

Black Cotton Soils

  • Cotton
  • Rice

Loamy Soil

  • Horticultural crops

Human Activities and evidence

Settlement

-Group of dwellings where people live.

Rural Settlements

  • Semi permanent houses
  • Farming or fishing activity
  • Uneven distribution of settlements
  • Presence of villages

Urban Settlements

  • Permanent buildings
  • Storied buildings
  • Heavy traffic presence
  • Regular street patterns

Agriculture/Farming

Subsistence Farming

  • Temporary and permanent houses
  • Small pieces of land
  • Mixed cropping
  • Simple implements
  • Local and exotic breeds of livestock

Crop farming

  • Crops
  • People preparing land or weeding or Harvesting

Commercial Crop Farming

  • cash crops
  • machinery
  • feeder routes
  • processing factories

Plantation Farming

  • Single crop on extensive piece of land e.g. tea, coffee, etc.
  • Many labourers
  • Nucleated settlement within farms

Livestock Rearing

Nomadic Pastoralism

  • Cattle grazing in a grassland or semi-arid region

Daily Farming

  • Zero grazing
  • Cattle with big udders

Ranching

  • Paddocks
  • Wind mills

Mining

  • Quarry
  • Large open pits
  • Large excavators
  • Lorries carrying loads of rocks

Industrial Manufacturing

  • Buildings with large chimneys
  • People engaged in a processing activity such as Jua kali artisans.

Lumbering

  • People cutting trees using power saws
  • People loading timber into lorries
  • Logs pilled near a saw mill
  • Forests with stumps
  • Logs floating on a river

Transport

Motor transport

  • Vehicles on roads

Railway Transport

  • Railway line
  • Trains

Air Transport

  • Flat tarmacked piece of land
  • Aircraft

Water Transport

  • Boats
  • Ships
  • Ferries

Communication

  • Telephone lines
  • Telephone booths
  • Post office
  • Satellite masts
  • V and radio stations

Sketching Diagrams from Photographs

  • Draw a rectangle the same size as the photograph.
  • Divide it into squares using faint lines.
  • Subdivide the photograph into 9 sections.
  • Insert the features in their exact positions using simple lines being guided by the squares.
  • Label the important features e.g. vegetation, land use, prominent buildings, transport, and communication.
  • Give the sketch a suitable title.

Graphs

-2 dimensional drawings which show relationships between 2 types of data representing two items also called variables. These are dependent variable which is affected by the other e.g. temperature (on y axis) and independent variable whose change is not affected by the other e.g. altitude (on x axis).

Steps

  • Draw x and y axis.
  • Choose suitable scale to accommodate the highest and lowest value.
  • Plot the values accurately using faint dots.
  • Join the dots using curved line. If it’s a bar graph the dots should be at the middle of the top line. Years should also be at the middle. You should have also decided on the width of the bars.
  • In data without continuity e.g. crop production there should be gaps between bars and for one with continuity e.g. rainfall bars should not have gaps.
  • Draw vertical lines on either side of the dot then draw horizontal line to join them with the dot.
  • Shade uniformly if they are representing only one type of data and differently if representing one type of data.
  • In combined line and bar graph temperature figures are plotted on the right hand side of y-axis while rainfall on the left
  • Don’t start exactly at zero.
  • Include temperature and rainfall scales.
  • Start where the longest bar ends.

What a Well Drawn Graph Should Have

  • Title
  • Scale/scales
  • Labelled and marked x and y axis starting at zero.
  • Key if required e.g. in comparative bar graph.
  • Accurately plotted and lines, curves or bars properly drawn.

Simple Line graph

Advantages

  • Easy to construct
  • Easy to interpret
  • Easy to read/estimate exact values.
  • Shows trend or movement overtime.

Disadvantages

  • Doesn’t give a clear impression on the quantity of data.
  • May give false impression on the quantity especially when there was no production.
  • Poor choice of vertical scale may exaggerate fluctuations in values.
  • Difficult to find exact values by interpolation.

Simple Bar Graph/histogram

Advantages

  • Easy to construct.
  • Easy to interpret.
  • Easy to read.
  • Gives a clear visual impression on the quantity of data.

Disadvantages

  • Poor choice of vertical scale may cause exaggeration of bars.
  • Doesn’t show continuity/ variation of data overtime.
  • Unsuitable technique when values exist in continuity.
  • Not possible to obtain intermediate values from the graph.

Combined Line and bar Graph

Advantages

Easy to construct.

Easy to read.

It shows relationship between two sets of data.

Disadvantages

  • Difficult to choose suitable scale when values of variables differ by great magnitude.
  • Considerable variation of data represented by the line may cause the line the bars thus obscuring the relationship.
  • Doesn’t show relationship between the same sets of data of more than one place.

Temperature and Rainfall for Thika

Month J F M A M J J A S O N D
Temp(◦c) 24 24 23 22 19 17 17 18 19 20 22 23
Rainfall(mm) 109 122 130 76 52 34 28 38 70 108 121 120

Analysis and Interpretation

  • The month with heaviest rainfall is May.
  • The month with lowest rainfall is July.
  • The hottest month was January and February.
  • The months with lowest temperature were June and July.

Crop Production in Kenya in the Years 2001 and 2002

 

 

 

 

crop Amount in metric tonnes
  2001 2002
Tea 300,000 500,000
Coffee 120,000 80,000
wheat 120,000 150,000
Maize 250,000 400,000

 

Value of export Crops from Kenya (ksh million)

Crop 1997 1998 1999 2000 2001
Tea 24126 32971 33065 35150 34485
Coffee 16856 12817 12029 11707 7460
Horticulture 13752 14938 17641 21216 19846

If the data has large figures e.g. 195262 plot in 1000s=195, 184,988=185.

You can draw comparative/group/multiple line and bar graphs from the data.

Comparative/Group/Multiple Line Graph

Advantages

  • Simple to construct
  • Suitable when comparing trends or movements
  • Comparison of items is easy because the graphs are drawn using common axis
  • Its easy to read exact values from each graph

Disadvantages

  • Number of items which can be represented are limited
  • Crossing of lines may make interpretation and comparison difficult and confusing.
  • Total amount of variable cant be established at a glance.

Comparative Bar Graph

Advantages

  • Easy to construct
  • Easy to read and interpret
  • Easy to compare similar components within different bars.
  • Gives a good impression of totality.
  • Individual contribution made by each component is clearly seen.
  • Differences in quantity of components are clearly seen.

Disadvantages

  • Doesn’t show trend of components over time.
  • Not easy to compare components where bars are many
  • Not suitable for many components.

 

Divided Bars or Rectangles

Production of Sugarcane in 1000 tonnes of 5 major factories in Kenya

Factory Production(ooo tonnes) Length in cm
Sony 50 0.5
Nzoia 100 1
Chemilil 200 2
Muhoroni 250 2.5
Mumias 400 4
Total 1000 10

Reported Visitor Arrivals by Continent for the Year 2000

Continent No. of visitors Length of strip (cm)
Africa 153904 1.5
America 77271 0.8
Asia 58784 0.6
Europe 663906 6.6
Other 82672 0.8
Total   10.3

Look for a convenient scale say 1cm rep 100000 visitors

  • Draw a divided rectangle 10 cm long to represent the data.
  • Show your calculations.

-It should have the following:

  • Title
  • Different shades
  • Key
  • Width of 2cm

Analysis and Interpretation

-To get the meaning of

  • Factory leading in sugar production is Mumias.
  • The 2nd leading is Muhoroni.
  • Factory with the lowest production of sugar is Sony.
  • Calculation of %s.

Advantages

  • Easy to construct
  • Easy to compare components because they are arranged in ascending or descending order.
  • Takes less space than when the data is presented using graphs.
  • Each component proportion to the total can easily be seen at a glance.

Disadvantages

  • Can’t be used for a large data.
  • Only one unit of measurement can be used.
  • Difficult to asses values of individual component
  • The visual impression isn’t as good as pie charts.

Exercise

Temperature and Rainfall for Kisumu

Month J F M A M J J A S O N D
Temp(◦c) 19 20 20 18 20 19 19 18 18 18 18 18
Rainfall(mm) 18 38 66 127 114 84 112 104 69 56 38 31
  • Draw a bar graph to represent rainfall figures.
  • Calculate the mean monthly temperature for the place.
  • Calculate the mean annual temperature range.
  • calculate the annual rainfall totals.

2.

Temp/Day Mon Tue Wed Thurs Fri Sat Sun
Max ◦c 28 27 28 26 29 29 26
Min ◦c 18 18 20 16 22 21 19
  • Calculate the diurnal/daily temperature range for Tuesday.
  • Calculate the mean daily temperature for Sunday.
    1. Suppose at 40 ◦c air can hold 60g/m3 of water vapour and the maximum vapour it can hold is 70g/m3. Calculate the relative humidity.
    2. (a) Calculate the time at Lamu 70◦E when time at GWM is noon.

(b) Calculate the longitude of Watamu whose time is 6pm when time at GWM is 9am.

  1. Students from a certain school obtained the following marks in their end of term geography examination.

74, 52, 48, 60, 48, 32, 80, 67 and 85.

Calculate the following:

  • Median
  • Mode
  • Mean
  • State their advantages and disadvantages.
    1. (a) Calculate the scale given that the ground distance is 200km while the distance on the map is 20cm.

(b) A student measured the length of a road on a map from point A to B and found it to be 3.6 cm. Use a scale of 1:50000 calculate the actual/ground distance in km.

  1. Students intend to carry out field study of a forest around their school.
  • State two ways in which they’d prepare themselves.
  • State 2 objectives they’d have formulated for their study.
  • List two problems they’d have encountered in the field.
  • State two follow up activities they would have after the field study.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CLIMATE

-Average weather conditions of a given place over a long period of time usually 30-35 years.

Factors Influencing Climate

Latitude

  • It influences temperature whereby low latitudes have high temperature and high latitudes have low temperature due to the angle at which the sun rays strike the earth and the distance travelled by the suns rays.
  • It also influences rainfall whereby places in the equator receive rainfall in two seasons when the sun is overhead there while northern and southern tropical areas receive rainfall when the position of the sun is overhead in those areas.

Inter-Tropical Convergence Zone

It’s a low pressure belt around equator where trade winds converge.

It influences rainfall in the following ways:

  • Places further from equator experience one rainy season when the sun is overhead and a long dry season when the sun is in the S. hemisphere.
  • Regions near equator have 2 seasons of heavy rainfall because they experience passage of ITCZ twice.

Altitude

  • It influences temperature whereby at low altitude temperature is high while at high altitude its lower due to the thickness of atmosphere determining the number of particles to store heat and distance from space where terrestrial radiation is lost.
  • It also influences rainfall whereby mountains on the path of rain winds receive Orographic rainfall and the windward slopes receive heavier rainfall than leeward slopes.

Distance from the Sea

  • It influences temperature whereby places in temperate regions near the sea experience low temperature during summer onshore winds blowing over cold ocean water and taking the cooling influence on adjacent land because the water is heated at a slower rate than land.
  • Places near the sea also experience higher temperatures during the winter or cool season due to sea breezes carrying warmer air to the land because water loses heat at a slower rate than land.
  • Temperatures in the interior of continents tend to be high in summer and very low in winter due to lack of marine influence.
  • It also influences rainfall whereby coastal regions receive a lot of rain when the winds are onshore and the continental interiors receive less rain mainly in summer because onshore winds will have dropped most of moisture along the way.

Ocean Currents

  • It influences temperature whereby coasts which are washed by warm ocean currents are warmer while those washed by cold ocean currents are cooler due to the onshore winds being either warmed or cooled and then taking the warmth or coolness to the land.
  • It influences rainfall whereby coasts washed by warm ocean currents experience heavy rainfall when moist onshore winds are warmed by the current and made to hold on to moisture which they release on reaching the land.
  • The coasts washed by cold ocean currents on the other hand experience low rainfall as a result of moist winds being cooled and moisture in them condensed resulting in rain falling over the ocean thereby bringing little or no rain to the coastal areas. This is the cause of western margin deserts e.g. Kalahari and Namib deserts.

Aspect

-Direction of slope in relation to sunlight and the rain bearing winds. Its effect on temperature is more pronounced in the northern and southern hemisphere.

  • In the N and S hemispheres the slopes facing sun are warmer while those facing away are cooler.
  • The slopes in the direction of rain winds i.e. the windward slopes receive heavier relief rainfall than the leeward side.

Winds and Air Masses

Wind blowing from a warm region warms the region its passing over and if blowing from a cool region cools the region it’s passing over since wind is a medium of transfer of heat.

  • Sea breezes take cooling influence on land during hot afternoons.
  • Katabatic winds cause low night temperatures on valleys and foot of mountains.
  • Fohn and Chinook which are descending dry winds take dryness to the leeward sides of Alps and Rockies.

Winds influence rainfall in the following ways:

  • Anabatic winds cause afternoon showers on mountainous regions.
  • Moisture laden winds cause heavy rainfall.
  • Persistent dry winds cause desert like conditions in the area they pass over e.g. Harmattan winds from Sahara which blow over W. Africa.
  • Regions around large water bodies experience high rainfall because of the effect of land breezes.

Configuration of Coastline

Coastal regions across the path of moisture laden winds receive higher rainfall because winds deposit moisture on land e.g. Mombasa while those lying parallel to the path of those winds receive less rainfall because moisture is deposited on the sea e.g. Lamu.

Forests

Forested areas experience a micro climate whereby:

  • Temperature is lower due to shades of trees reducing solar insolation reaching the ground.
  • Rainfall is heavier due to high rate of evapotranspiration and friction between trees and rain bearing winds.

Human Activities

  • Man has caused deforestation in the process of creating room for settlement and agriculture which has caused drop in rainfall amounts leading to semi-arid conditions.
  • Man has constructed dams across rivers and done afforestation which has caused semi-arid regions to become wetland.
  • Gases especially co2 emitted from burning fossil fuels and chlorofluorocarbons layer cause global warming through the green house effect and destruction of ozone layer respectively.

The Climatic Regions of Kenya

Modified Equatorial Climate

-Experienced along the coast and along the coast from Somali-Tanzanian border and L. Victoria basin regions around the lake.

Along the Coast

Characteristics

  • High temperatures throughout the year mean annual about 27◦c.
  • Small mean annual range of temperature about 4◦c.
  • Hottest months are December and January.
  • Experiences rainfall throughout the year/ no real dry season.
  • Double maxima rainfall regime (2 rain seasons) in May and October.
  • High humidity due to high temperature causing high rates of evaporation and nearness to the sea.
  1. Victoria Basin

Characteristics

  • Temperature is lower than the truly equatorial climate due to modifying influence of the lake (mean annual range between 22-26◦c).
  • There are no real dry months.
  • Heavy rainfall ranging from 1000-600mm.
  • Double maxima rainfall regime.
  • Receives convectional type of rainfall which falls mainly in the afternoons.
  • High relative humidity due to high temperature and nearness to the lake which is a source of moisture.

Modified Tropical Climate

-Experienced in central highlands E and W of R. Valley.

Characteristics

  • Mean annual temperatures averages between 17-24◦c.
  • Lower warmer slopes and cooler higher slopes due to modification by altitude.
  • Receives rainfall throughout the year (1000-2000mm).
  • Receives Orographic rainfall caused by S.E Trade Winds.
  • Double maxima rainfall regime in eastern highlands and single maximum in the W. highlands.
  • Humidity is moderate.

Tropical Continental/desert Climate

-Experienced in about ½ of Kenya in most of N, N.E, most of E and S Kenya.

Characteristics

  • High temperatures throughout the year with mean between22 and 27◦c.
  • Generally dry with less than 500mm of unreliable rainfall.
  • Large diurnal range of temperature.
  • The skies are generally clear.
  • Low humidity.
  • Temperature has been modified by relief in some areas e.g. Voi-25◦c and Garissa -28.5◦c.

Tropical Climate

-Experienced in Narok, S. Taita and Kwale region.

Characteristics

  • High temperatures (mean annual temp-16.5◦c).
  • Temperature is modified by relief in some areas e.g. Loita, Taita and Narok which has made the place suitable for human habitation.
  • Generally low rainfall amounts.
  • Rain falls in one season.
  • A long dry season lasting up to 6 months.

Tropical Northern Climate

-experienced in a small area in the N. W part of Kenya bordering Uganda.

Characteristics

  • High average temperatures.
  • Temperatures are modified in some places by altitude.
  • Low mean annual rainfall of about 850mm.
  • Rain falls mainly in June and September.
  • Experiences a long dry season of up to 6 months.

Desert Climate

-Experienced in central northern Kenya where there are pure deserts such as Chalbi, Karoli and Kaisut deserts.

Characteristics

  • Temperatures are very high throughout the year averaging 30◦c due to cloudless skies.
  • Very low rainfall of less than 250mm per year.
  • Characterised by diverging or descending winds which don’t bring any rain.
  • Night temperatures are extremely low.
  • Humidity is low.
  • Sandstorms are common occurrences.

World Climatic Regions

Classifications

  1. Hot climates
  2. Warm climates
  3. Cool climates
  4. very cold climates
  5. Mountain climates
  6. micro/local climates

Hot/Tropical Climates

-Experienced within the tropical latitudes.

-Subdivided into:

  • Equatorial climate
  • Tropical monsoon climate
  • Savannah climate/Sudan type
  • Tropical desert climate
  • Tropical marine climate

Equatorial climate

-Experienced in the following areas:

  • Amazon basin in S. America.
  • Along west coast of Africa from guinea to Cote d’ Ivoire.
  • Southern part of Nigeria through Cameroon, Gabon, Central African Republic, Congo to Zaire.
  • E Asia in Malaysia, Indonesia and a stretch between Burma and Vietnam.

Characteristics

  • High temperatures throughout the year (between 24-27◦c).
  • Temperature neither rises nor drops too low due to thick cloud cover all year round.
  • Heavy rainfall throughout the year (mean annual of about 2000mm).
  • Double maxima rainfall regime.
  • Experiences convectional rainfall in low lands and relief rainfall in areas of high relief.
  • High relative humidity of over 80% due to convergence of moist air masses and high evapotranspiration rates.
  • Low pressure all year round.
  • There are no seasons.

Tropical Monsoon Climate

It’s found in the following areas:

  • E Asia in parts of Pakistan, India, Bangladesh, S. china and Philippines.
  • Along the northern coastal region of Australia.

Characteristics

  • High mean annual temperatures of about 28◦c.
  • Seasonal reversal of winds.
  • Heavy rainfall when monsoon winds are onshore (600-1300mm) climate.
  • Rain falls in a few months and the rest of the year is dry due to influence of latitude.
  • Low pressure in summer when winds blow onshore.
  • High pressure in summer when winds blow offshore.
  • Cloudy skies in summer and clear skies in winter.

Tropical Marine Climate

It’s found on windward slopes of islands and coastal areas on the east of continents under the influence of S.E Trade Winds in the following areas:

  • America in S. Mexico through Guatemala, Nikaragua and Panama.
  • coast of S. America.
  • Caribbean islands of Cuba, Haiti and Jamaica.
  • Coastlands of E. Africa from Kenya, Tanzania through Mozambique and E. Malagasy.

 

Characteristics

  • Summer temperatures are very high approximately 30◦c.
  • High rainfall totals in summer when winds are onshore (1000-2000mm).
  • Orographic and convectional rainfall in summer.
  • Dry winters due to winds being offshore.
  • High humidity due to coastal location.
  • Experiences tropical cyclones towards end of hot season.
  • Winters are cool (about 21◦c).

Tropical Continental/Savanna/ Sudan type

The largest natural climatic region in Africa.

It’s found in the following areas:

  • In Africa it extends from Senegal through E. Africa to the northern part of s. Africa.
  • Western Madagascar.
  • A broad belt in N. Australia.
  • W and S.E of Amazon Basin called Llanos and Campos.

Characteristics

  • Higher temperatures of up to 32◦in hot season.
  • Large diurnal range of temperature in dry season.
  • Convectional rainfall in summer averaging 765mm annually.
  • High humidity during the hot wet season.
  • Low humidity in cooler drier months.
  • Prevailing winds are mainly trade winds.

Types of deserts

  • Erg – Sandy deserts with large amounts of deposited sand.
  • Hamada – Rocky deserts made of bare surfaces.
  • Reg – Rocky deserts covered with angular pebbles, gravels and boulders.
  • Hot continental interior deserts found on the interior of continents on the leeward sides of high mountains e.g. Sahara and Arabian Desert.
  • Coastal deserts of western margins characterised by offshore trade winds and cold ocean currents e.g. Atacama of S. America, Namib in Namibia and Arizona in U.S.A.
  • Mid latitude deserts of continental interiors with high summer and low winter like Gobi in C. Asia.

Ice and snow deserts of polar lands like Greenland and Antarctica desert. Tropical Desert Climate

-Found on the western coasts of continents washed by cold ocean currents.

They are the following:

  • Arabian Desert of the middle East
  • Sahara, Kalahari and Namib deserts in Africa.
  • Atacama Desert in S. America.

Mohave and Colorado deserts of U.S.A. and Mexican deserts in N and C America.

  • Jordan, Syria, Iran, Iraq, Saudi Arabia, Israel and Afghanistan.
  • The great Australian desert in the greater western part of the continent.

Characteristics

                             Characteristics

  • High temperatures during the day and very low temperatures during the night due to high terrestrial radiation.
  • Large diurnal range of temperature.
  • Clear/ cloudless skies.
  • Receives less than 250mm of rainfall annually.
  • Rainfall is localised, short and torrential and accompanied by storms which cause flash floods.
  • Rain falls for a short period and the rest of the year or even several years are dry.
  • High wind velocity due to little frictional force.
  • Some areas experience temperatures below zero in winter with ice forming on the oasis.
  • Humidity is low and evaporation rate is high.
  • Sand storms are very common i.e. sand being blown through the air by the wind.

Warm Climates

They border tropical climates and they experience moderate temperatures lower than of tropical climates.

They are situated in the zone of divergence of trade winds and westeries (subtropical high pressure belt).

Subdivided into:

  1. Warm temperate Western margin/Mediterranean Climate.
  2. Warm Temperate Interior/continental Climate.
  3. Warm temperate Eastern marginal Climate.
  4. Warm temperate Deserts.

Warm Temperate Western Margin

-Also known as Mediterranean Climate.

-Found on the western margin or sides of continents in the following areas.

  • Southern Europe and N. Africa in the lands bordering Mediterranean Sea.
  • W tip of Africa around Cape Town.
  • Central Chile in S America.
  • W and S Australia.

Characteristics

  • Hot summers with temperatures of about 21◦c.
  • Mild winters with temperatures of about 10◦c.
  • Characterised by hot and cold local winds called Mistral and Sirocco.
  • There is high sunshine duration and intensity in summer.
  • Experiences cyclonic rainfall in winter when westeries are onshore.
  • Rainfall decreases inland.
  • Summers are dry due to trade winds blowing offshore.
  • There are distinct seasons i.e. summer, autumn, winter and spring.

Warm temperate Interior Climate

-Also called Steppe Type.

It’s found in the interior of continents in the following areas (grasslands):

  • Steppe Land of U.S.S.R.
  • Veldt of S Africa.
  • Prairie lands of Canada and U.S.A.
  • Pampas lands of Argentina.
  • Downs of Australia.

Characteristics

  • Warm short temperatures between 18-21◦c.
  • Long winters with extremely low temperatures due to continentality which can fall up to -20◦c.
  • Precipitation is received all the year round.
  • Most rainfall is received in summer and snow precipitation in winter.
  • Rainfall is moderate with annual mean of 500mm.
  • Summer rainfall is caused by convection and depressions.
  • There is high humidity in summer.

Warm temperate Eastern Margin climate

-Also known as China Type.

It’s experienced on the eastern margins of continents in the following areas.

  • E China and S. Japan.
  • E Australia.
  • S and S.E states of U.S.A.
  • America in S. Brazil, Uruguay, E. Paraguay and coast of Argentina.

Characteristics

  • Hot summers with a mean annual of about 26◦c.
  • Mild to cool winters due to marine influence and local winds (4-13◦c).
  • Receives rainfall throughout the year (about 1000mm).experiences hurricanes and typhoons.
  • Convectional rainfall is common in summer.
  • Rainfall is moderate between 760 and1500mm.

Warm Temperate Deserts

-Also known as Mid-Latitude Desert climate.

It’s experienced in the following areas:

  1. Nevada and Utah states of U.S.A.
  2. Pentagonia in S. America.
  3. Gobi Desert extensive desert area of southern Mongolia and northern China and the largest desert in Asia.
  4. Turkey, Turkmenistan, Uzbekistan and Kazakhstan.

Characteristics

  • High summer temperatures (27-37◦c).
  • Cold winters as low as -7◦c.
  • Very large diurnal and annual ranges of temperature.
  • Low and unreliable rainfall due to great distance from the sea about 250 mm annually.
  • Most rainfall falls in late winter or early spring.

Cool Climates

They differ from warm climates by having definite seasonal variations in temperature.

Subdivided into:

  1. Cool Temperate Western Margin
  2. Cool Temperate Continental Interior
  3. Cool Temperate Eastern Margin

Cool Temperate Western Margin Climate

Also known as British Type.

It’s under coastal influence.

-Found in the following areas:

  • British Isles (Island)
  • Central and N.W Europe
  • W U.S.A. and British Columbia in Canada.
  • Chile
  • Tasmania in Australia

Characteristics

  • Warm summers (13-15◦c).
  • Cool winters (2-7◦c).
  • Small temperature range.
  • Well distributed rainfall throughout the year (760-2000mm).
  • Cyclonic rainfall in the coastal lands and relief rainfall in mountainous areas.
  • High humidity in winters.
  • Long summer days with irregular thunderstorms.
  • Convergence of sub-tropical and polar air masses.
  • Onshore westerly winds are dominant.

Cool Temperate Continental Interior Climate

-Also called Siberian type.

-Found in the following areas:

  • Alaska and most of Canada
  • Eurasia covering Sweden, Finland, Poland, Germany, across former U.S.S.R. up to Kamchatka Peninsular in the east.

Characteristics

  • Warm summers with temperatures of about 18◦c.
  • Generally short summers.
  • Extremely cold winter temperatures which go below 20◦c.
  • Long winters with long nights.
  • Precipitation is mainly in form of snow during winter (annual precipitation 400-500mm).
  • Convectional rainfall in summer is accompanied by thunderstorms.

Cool Temperate Western Margin Climate

It’s also known as Laurentian Type.

Areas:

  • U.S.A. and S Canada.
  • Argentina.
  • N & S Korea, N. China, C and N Japan and E. Siberia.

Characteristics

Long warm summers with temperatures of about 18◦c.

Cold winters (-40-0◦c).

Precipitation all year round (600-1000mm).

Snow precipitation in winter.

High humidity in summer.

Cold Climates

-Also known as Polar Desert Climates or Arctic and Antarctic Climates.

-Found beyond Arctic Circle i.e. 66 ½◦N and S of equator.

-Classified into Tundra and Polar Climates.

Tundra Climate

Areas:

  • Coast of N. America bordering Arctic Ocean.
  • N part of America from Alaska through Canada to Greenland.
  • From N coast of Scandinavia to the N.E of Russia.
  • Baffin Island.

Characteristics

  • Short cool summers with average temperatures of about 10◦c.
  • Long cold winters (-29 – -40◦c).
  • Continuous days in winter and summer for several days.
  • Low annual precipitation of about 250mm.
  • Precipitation in form of rain and snow in winter.

Polar Climate

-experienced at the poles in the interior of Iceland, Green land and Antarctica.

Characteristics

Temperature is permanently below freezing point.

There is permanent snow cover and ice on the ground (permafrost).

Snow storms (blizzards) are common.

  • Continuous winter nights and summer days with exception of equinox when sun rises above horizon.

Mountain Climates

-Experienced on high mountain ranges of the world.

 

Areas:

  1. Kenya (5199)
  2. Ruwenzori (5109)
  3. Kilimanjaro (5895)
  4. Everest (8848)
  5. Atlas mountains in Africa
  6. Rockies of N. America
  7. Alps of Europe
  8. Himalayas in Asia

Characteristics

  • Temperature decreases with increasing altitude.
  • Temperature ranges from cool to cold.
  • Experiences Orographic rainfall.
  • Rainfall increases with altitude up to 3000mm and starts to decrease because air is cold and hence has poor capacity to hold moisture.
  • Windward slopes are wetter than leeward slopes.
  • Atmospheric pressure decreases with increasing altitude.
  • Local winds are common and blow up the slope during the day and down slope at night.
  • In temperate regions slopes facing the equator are warmer than those facing the poles.
  • Atlas mountains in Africa
  • Rockies of N. America
  • Alps of Europe
  • Himalayas in Asia

Local/Micro Climates

Climate experienced within a small area which is slightly different compared to the general climate of the area.

It occurs on the immediate surroundings and within some phenomenon on the earth’s surface.

Micro-climates can be found in the following areas:

  • Within and around a forest
  • Experience low temperatures due to trees preventing solar insolation from reaching the ground.
  • Experiences high rainfall due to high rates of evapotranspiration.
  • Urban areas
  • Higher temperatures due to green house effect (situation where atmospheric gases absorb heat that is given off by the earth (terrestrial radiation) before its sent back to space causing the temperature of the lower atmosphere to increase.
  • Around man made lakes
  • Experience high convectional rainfall due to high moisture content.
  • Around natural lakes experiences land breezes which cause early morning showers and sea breezes which lower temperatures during the hot season.

Aridity and Desertification

Aridity-state of land being deficient of moisture leading to little or no vegetation.

Desertification-process in which desert like conditions slowly and steadily encroach on formerly productive agricultural land.

Causes of Aridity and Desertification

  1. Low and unreliable rainfall below 250mm per annum causing little or no vegetation and absence of animal and biological life causing soil forming processes to be incomplete.
  2. High temperatures which cause high rates of evaporation which exceed evaporation or low temperatures which reduces air capacity to hold moisture causing a place to receive little or no rain..
  3. Where a place is washed by ocean currents causing moist onshore winds to cool and then drop moisture over the sea and reach the land as dry winds e.g. Kalahari when onshore westeries cross the cold Benguela Current.
  4. Where relief barriers such as hills or mountains cause some areas to lie on the rain shadow hence rain winds drop most of their moisture on the windward side and they drop on the leeward side, are warmed and hold onto moisture causing dry conditions e.g. Kalahari and Namib on the rain shadow of Drakensberg mountains.
  5. Location of some places very far from the sea causing them to be far removed from wet onshore winds e.g. Gobi Desert.
  6. Where hot dry winds blow over a region causing drying effect on land e.g. Harmattan over West Africa.
  7. Where cool air descends causing no rain because cool air has to rise before condensation takes place.

Human Activities

  1. When people clear forests which causes runoff to exceed infiltration which interferes with the water cycle.
  2. Keeping large number of animals which exceed the carrying capacity of land they eat vegetation leaving the land bear exposing the land to soil erosion.
  3. Poor agricultural practices such as overcultivation, monoculture and slashing and burning which lead to soil erosion.
  • Industrialisation which releases green house gases such as co2 to the atmosphere which absorb more heat making the earths temperature to rise.
  1. Reclamation of water logged areas which lowers the water table causing arid conditions to set in plants when plants can’t access ground water.
  • Poor irrigation methods when evaporation takes place and salt from below are brought to the surface and are deposited on the top soil making the soil salty and hence unable to support plants.

Effects of Aridity and Desertification

  1. Infertile soils which support little or no vegetation.
  2. Low agricultural production due to insufficient rainfall leading to famine.
  3. Shortage of water for domestic and industrial use which may also lead to shutting down of my sons.
  4. Migration of people from areas affected by aridity and desertification leading to population pressure and eventually conflicts.
  5. Destruction of vegetation which exposes land to soil erosion.
  6. Can lead to extinction of some plants and animal species causing loss of biodiversity.

Solutions to Aridity and Desertification

  1. Afforestation and reafforestation because trees protect soil from erosion, increase run off and release moisture to the atmosphere leading to increased rainfall.
  2. Adopting soil conservation measures such as terracing, contour ploughing, planting cover crops etc.
  3. Rearing a number of animals which is proportional to the carrying capacity of land.
  4. Irrigating dry lands.
  5. Introduction of energy saving stoves to reduce demand for wood fuel which will reduce deforestation.
  6. Use of alternative sources of energy which don’t pollute the environment e.g. solar and water.
  7. Introducing drought resistant crops in the arid areas.
  8. Controlling industrialisation by setting laws governing pollution.

Climate Change

-Establishment of a new climatic state.

-Continuous changes in climatic states such as temperature and precipitation over time.

Causes of Climate Change

Natural Causes

  1. Variations in the Earths Orbital Characteristics

-Changing or earths orbital characteristics within 1000 years from elliptical (aphelion) to nearly circular (perihelion) when the earth is nearest to the sun and  receives maximum solar energy and back to elliptical when the earth is farthest from the sun and receives least solar energy.

  1. Variation in the Atmospheric Carbon Dioxide

-When natural rise in temperature cause carbon dioxide held up in cold ocean waters to be released to the atmosphere after oceans warmed.

  1. Volcanic Eruptions
    • When large quantities of volcanic ash and dust thrown out of the ground block some of the solar insolation from reaching the earths surface causing temperatures on the earths surface to drop for a short period.
    • When sulphur dioxide given off during volcanic eruptions reacts with water vapour forming a bright layer within stratosphere reducing the amount of solar radiation reaching the surface by reflecting some of it back which also lowers temperatures on the surface.
  2. Variation in Solar Output

changes in the amount of solar energy given off by the sun whereby at times its less causing drop of temperature on the earths surface and at others its gives off more causing rise in temperature on the surface.

Human Causes

  1. Burning of fossil fuels in industries, transportation, electricity generation etc. which contributes 65% of additional co2 in the atmosphere which is the main green house gas.
  2. Burning of vegetation e.g. in shifting cultivation and forest fires which also adds co2 in the atmosphere.
  3. Clearing large tracts of forests foe agriculture, settlement etc. which reduces the main deposal system for co2 from the atmosphere by photosynthesis.
  4. industrial developments which add gases like methane, nitrous oxide and those containing chlorine and chlorofluorocarbons which damages ozone layer which filters a greater percentage of ultra violet radiation given off by the sun which causes the average temperatures on the earth to rise.

Consequences of Climate Change

  1. Global warming due to green house effect by gases added in to the atmosphere and destruction of ozone layer.
  2. Increased rainfall as a result of high temperatures causing high rates of evaporation causing wet areas to become wetter and dry areas to become drier.
  3. Effect on agriculture by causing crop growing areas to shift to cooler altitudes and latitudes e.g. wheat growing areas of Canada shifting to the poles and causing dropping or failure of crop yields in area where temperatures have increased.
  4. Water shortage when climate becomes drier causing less water to infiltrate underground and hence less water to feed rivers.
  5. Submergence of coastal areas causing flooding when Antarctic and Arctic glaciers melt and water is added to the oceans.
  6. Heat waves due to increased temperature which leads to death of people.
  7. Receding and disappearance of ice caps on mountains e.g. Mt. Ruwenzori.
  8. Abnormal growth of plants due to increased amounts of co2 causing increased rate of photosynthesis which may lead to increased yields of major crops, poor soils due to soils having to sustain high rates of plant growth.
  9. increased levels of ultra violet radiation which causes human diseases such as skin cancer, lowering crop production by slowing photosynthesis and germination, lowering fish population by damaging plankton which fish eats and degradation of paint and plastics.

Solution to Climate Change

  • Afforestation and reafforestation.
  • Use of energy saving stoves to reduce the rate of deforestation.
  • Use of alternative sources of energy which are environmentally friendly e.g. solar and water instead of fossil fuels.
  • Proper maintenance of vehicle to reduce emissions from their exhausts.
  • Use of public transport to reduce the amount of fossil fuel used and hence the amount of co2 added into the atmosphere.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

VEGETATION

-Plant cover on the earths surface.

Types of Vegetation

  1. Natural Vegetation

-Which grows by natural means of seed dispersal without interference and modification by man.

  1. Semi- Natural/Derived Vegetation

-Natural vegetation which is in the process of recovering from interference by man.

  1. Planted/Cultivated Vegetation

-Vegetation planted by people e.g. forests of exotic trees, trees in Agroforestry and plants used as hedges e.g. cypress.

Factors Influencing Types and Distribution of Vegetation

Topographical Factors

  1. Altitude
  • Coniferous trees are found at high altitudes because they are adapted to cool conditions.
  • There is no vegetation on mountain tops because there are very low temperatures which inhibit plant growth.
  1. Terrain
  • Gentle slopes which have deep and well drained soils are best suited for plant growth than steep slopes which have thin soils due to severe erosion and less soil water to sustain plant growth due to high runoff.
  • Flat areas have poor drainage hence are swampy and can only support swamp plants.
  1. Aspect

There are a wide range of plants on the slope facing the sun and in the direction of rain bearing winds as they are warm and wetter. Grass lands are dominant on the leeward side because they are drier.

  1. Drainage

There is a large variety of plants on well drained soils while water logged soils have swamp plants such as reeds and papyrus.

Climatic Factors

  1. Temperature
  • Plants in warm areas are large in number and grow faster e.g. in the tropical lands. Also there are deciduous trees which shed leaves to reduce the rate of transpiration.
  • In areas with low temperatures there is slow growth of plants and coniferous forests are found there.
  1. Precipitation
  • There are a large number of plants in areas with high precipitation and these areas are dominated by forests which are broad leaved to increase the rate of transpiration.
  • Areas with moderate rainfall are dominated by grasslands and those with little rainfall have scanty vegetation of scrub and desert types.
  1. Sunlight
  • There is large number of plants in areas experiencing long sunshine duration.
  • There is little undergrowth in tropical rain forests because the canopy prevents sunlight from reaching the ground.
  1. Wind
  • There is heavy rainfall in areas where warm moist blow to and hence a large number of plants which may be broad leaved to increase the surface area for transpiration.

Edaphic/Soil Factors

  • Fertile soils have a larger number of plants while infertile soils have scanty vegetation.
  • Soil pollution e.g. oil spillage cause drying up of plants.
  • Deep soils have deep rooted plants such as trees while shallow rooted soils have shallow rooted plants such as grasses and shrubs.

 

 

Biotic/Biological Factors

  1. Living Organisms
  • Bacteria, earth warms and burrowing animals improve soil fertility resulting into more vegetation growth.
  • Insect and birds pollinate plants enhancing their propagation.
  • Bacteria and insects cause plant diseases of plants resulting in death of some e.g. aphids which affected cypress in late 80s.
  • Large herds of wild animals can destroy vegetation through overgrazing and can turn grasslands into deserts.
  1. Human Activities
  • Clearing of natural vegetation for settlement, agriculture etc. can lead to desertification.
  • Bush fires such as burning grasslands for the grass to sprout can cause extinction of some plant species.
  • Overstocking can lead to overgrazing turning grasslands into deserts.
  • Rehabilitation of deforested areas can stop the spread of deserts.

Vegetation in Kenya

  1. Forests

The area under forest is less than 7%.

The bulk is found in Central Highlands

  • Plateau Forests

It used to cover extensive areas around L. Victoria but today there are few patches around the lake in Maragoli, Kakamega, Kaimosi, Malava, Turbo and Tinderet forests.

They are tropical rain forests with tall trees standing among shorter trees intertwined with creepers.

  • Lowland Forests

-Found along the Kenyan coast.

The main types are:

  • Mangrove forests which grow in shallow waters and
  • Tropical rain forests in Shimba hills in Kwale District and Arabuko Sokoke in Kilifi.

 

  • Highland/Mountain Forests

-Found on the slopes of Mt. Kenya, Aberdare forests, Iveti, Mbooni, Kilala and Marsabit forests.

Indigenous hardwoods are olive, Meru oak, mvule, Elgon teak and camphor while indigenous softwoods are podocarpus and African pencil cedar and bamboo.

They have been planted with exotic hard wood trees e.g. eucalyptus and silver oak and exotic softwoods such as pines, cypress, fir and wattle.

  1. Savanna

-Most widespread vegetation covering about 65% of the total area.

  • Wooded/Tree Grassland

-Found along the coastal strip and on the plateau bordering highlands east of rift Valley.

-Consists of grass of 1m mixed with thorny acacias.

Where rain decreases trees become fewer and shorter and the grassland becomes more open.

There are many large trees along water courses due to abundant moisture (riverine or gallerie forests).

The trees shed leaves during the dry season to reduce the loss of water by transpiration.

(b) Bushland and Thicket

Covers about 48% of savannah.

-Found between coastal land and Machakos and extends into Kitui, Mwingi, Garissa, Wajir and Mandera districts.

-Consists of a mixture of thorny acacias and shorter thorny shrubs between forming thorn bush with gaps between bushes which are bare or covered by scattered varieties of grasses.

Plants are adapted by:

  • Having thin leaves and hard cuticle to reduce transpiration rate.
  • Baobab has large trunk to store water for use during long dry period.
  • Shedding of leaves to conserve water.

(c) Highland Grassland

Found on the undulating slopes of grasslands.

-Grasses are such as red oat, wire, Manyatta and Kikuyu grass where forests have been cleared.

-Clover grows along kikuyu grass where rainfall is over 1000mm.

  1. Semi-Desert and Desert Vegetation

-Covers about 21% of Kenya.

It’s found on the parts of N.E and N Kenya including Marsabit and Turkana districts.

It receives insufficient rainfall of less than 380mm annually.

It has mainly scrub type of vegetation (covered with underdeveloped trees or shrubs). A shrub is a plant lower than a tree with a small woody stem branching near the ground.

The shrubs are up to 1m and grasses are up to 3m and in between there is bare ground.

Tree species are acacia and comiphora.

Real deserts hardly have any vegetation.

Adaptations plants (Xerophytes)

  • Some have thick leaves to store water.
  • Long tap roots to access water from rocks below.
  • Needle like leaves to conserve water.
  • Shedding of leaves to conserve water (deciduous).
  1. Heath and Moorland

-Vegetation found towards the mountain tops.

  • At lower altitudes there is groundsel, lobelia and heather.
  • Where there is poor drainage there is mountain swamp vegetation referred to as bogs.
  • At high altitudes there is tussock grasses, flowering plants and alchemilla shrubs. This vegetation is adapted to cold windy conditions towards the summit.
  1. Swamp Vegetation

-Vegetation found in areas with flat relief in wet areas along river courses and areas experiencing periodic flooding e.g. along the course of R. Tana, Lorian swamp in Isiolo, Wajir and Garissa and the mangrove belt along he coast.

Vegetation found there are marshes, grasses with smooth surfaces and long blades and papyrus which is dominant.

Vegetation Zones of the World

  1. Forests

A forest is a continuous growth of trees and undergrowths covering large tracts of land.

  1. Tropical Rain Forests

-Known as Selvas in S. America.

It’s found in the following areas:

  1. Congo Basin
  2. Amazon Basin
  3. Western sides of India, Burma and Vietnam.
  4. Coastal land of Queensland Australia.

Characteristics

  • Closely set trees with three distinct canopies.
  • There is less undergrowth on the forest floor due to light being obstructed by canopies.
  • Trees take long time to grow.
  • Trees have large trunks with buttress roots (radiating wall like roots).
  • Trees have broad leaves to increase the surface area for efficient transpiration due to high precipitation.
  • There is varied number of plants species over a small portion.
  • Trees are tall, have smooth stems and straight trunks.
  • Some trees are evergreen shedding a few leaves at a time while others shed leaves and are left bare.
  • Some trees are very heavy and don’t float on water.
  • Trees take very long time to mature between 70-100years.

Types of trees present are mahogany, ebony, ironwood, rose wood, camphor and Sapele.

Tree creepets and parasites are found around tall main trees.

Uses of tropical rain Forests

  • Trees are valuable sources of timber for furniture, building and construction.
  • Oil palms are for production of palm oil.
  • Cacao crops for production of cocoa beans used to make cocoa used to make chocolates and beverages.
  • Chicle from the bark of Zabote tree is used to make chewing gum.
  • Ivory nuts are used for making buttons.
  • Fibres from torquilla palm are used for making hats, mats, baskets and thatching materials.
  • Cinchona tree’s bark contains quinine used in malarial treatment.
  1. Mangrove Forests

-Found in low lying muddy coasts of tropical seas with shallow salty waters.

Areas

  1. Along the east coast of Africa.
  2. Near the estuary of Amazon River in S. America.

Characteristics

  • Dominated by mangrove trees and 30 other species of trees.
  • Mangrove trees have special roots which are partly aerial to aid breathing. Some grow horizontally and then vertically downwards into mud while some grow horizontally in mud and bend upwards to aid breathing and others have net work of roots resembling stilts.

Uses of mangrove Forests

  1. Mangrove trees provide tannin used for tanning leather.
  2. Mangrove poles are used for building and construction because they are very strong.
  3. Mangrove trees are also used for firewood.
  4. Mangrove forests are habitats for marine life used for tourist attraction.

 

  1. Tropical Monsoon Forests

Location

  1. W and S coast of Mexico
  2. parts of India, Bangladesh, Burma, Vietnam and Indonesia
  3. Monsoon lands of Australia

Characteristics

  • Most trees shed leaves during dry season and grow during hot wet season.
  • Smaller number of tree species than tropical rain forests.
  • Tall species of trees rising up to 30m.
  • Trees don’t grow together.
  • Trees have more branches because of light penetrating at lower levels.
  • Denser undergrowth than tropical rain forests.
  • Particular species of trees dominate an area (pure/definite stands) e.g.

-Leak in Burma

-Sal in India

-Eucalyptus in Queensland Australia

-Bamboo in S.E Asia

  • Dominant tree species are leak, bamboo, acacia, camphor, ebony, Sapele and Pyinkaido.

Uses of tropical Monsoon Forests

  • Teak in Burma and Thailand is used for building houses and boats because it’s hard and resistant to termites.
  • Bamboo and rattan creeper are used for making furniture, baskets and weaving.
  • Young tender shoots of bamboo are consumed as vegetables.
  1. Mediterranean Forests

Areas

  1. Europe and N. Africa areas bordering Mediterranean Sea.
  2. Around Cape Town on S.W end of Africa.
  3. Central coast of California.
  4. Around Perth in S.W Australia.

Characteristics

  • Forests are open woodlands.
  • Many trees are deciduous.
  • Some trees are evergreen e.g. oak
  • There is woody scrub vegetation in areas which are dry and with poor soils which is called marquis in France, Chaparral in California and Machia in Italy.
  • Many plants are sweet smelling (aromatic) e.g. rosemary, lavender, oleander, broom and myrtle.
  • Many trees are xerophytes e.g.
    • Trees have long tap roots to reach the water deep below during long dry spells.
    • Waxy leaves to reduce transpiration
    • Storing water in their thick leaves or stems
    • Small spiny leaves
  • Types of trees are olive, sweet chestnut, beech, cedar, cypress, sequoia, eucalyptus

Uses

  • Cork oak is used to make corks for bottling wine.
  • Olive tree fruits are used for cooking and extraction of olive oil.
  • Timber from sweet chest nut, beech, cedar, cypress and pine is used for building houses and making furniture.
  • Shrubs and grasses are used as pasture for goats.
  1. Temperate Evergreen Forests

-Found in areas experiencing warm temperate eastern margin or China Climate.

Areas

  1. Along Natal coast in S. Africa
  2. china and S. Japan
  3. E Australia
  4. E and S. states of U.S.A.

Characteristics

  • Evergreen because of abundant rainfall throughout the year.
  • Most trees have broad leaves to increase the surface are for efficient transpiration.
  • Many evergreen trees are hardwoods.

Uses

  • Hard woods such as oak and iron wood are used for furniture and building materials.
  • Soft woods such as cypress and pines are used for furniture.
  • Wattle trunks are used in the coal mines of natal.
  • Bamboo is used for making furniture and building in China and Japan.
  • Walnuts provide nuts used for making chocolate.
  • Ivory nuts are used for making buttons.
  • Young shoots of bamboo are eaten as vegetables in china and Japan.

 

 

  1. Temperate Deciduous Forests

-Found in areas experiencing cool temperate western marginal climate.

Location

  1. and W. Europe.
  2. Most of E. states of U.S.A.
  3. Chile in S. America.

Characteristics

  • Trees are deciduous and shed leaves in autumn and become green in summer.
  • Individual species of trees are scattered and their density per unit area is small.
  • Trees are smaller in size.
  • Trees are broad leaved.
  • Most of the trees are hardwoods
  • There is rich undergrowth because of being fairly open.
  • Trees grow in pure stands in some regions and at others they are mixed.
  • Trees are easier to exploit than tropical hardwoods.

Uses

  • Hardwoods such as oak and birch are used for timber, wood fuel and charcoal.
  • Chestnut and walnut nuts are edible.
  • Oak tree fruits are used for feeding pigs.
  • Tung tree yields oil for making paint and furnish.
  • Maple sap is used for making maple syrup.

Trees include eucalyptus (blue gum), olive, birch, walnut, elm and ash.

Coniferous Forests

It’s dominant in cool climates. It’s known as Taiga and Boreal in Russia.

Location

  1. coast of Canada.
  2. Scandinavia across Russia to the Pacific coast.

Characteristics/of soft woods in Canada

  • Their seeds are cone shaped.
  • Most trees are softwoods and are light in weight.
  • Trees mature faster than hardwoods of tropical regions.
  • Trees have big proportion of stem compared to leaves.
  • Most tree species are evergreen with few shedding leaves e.g. larch and fir.
  • Tree species occur in big pure stands.
  • Very little undergrowth due to acidic humus from leaf fall.
  • Trees have straight trunks.
  • Trees mature after a long period of time (50-70 years) due to the cold conditions especially in winter.

Species of trees found here are pines, Fir, spruce, larch and Hemlock.

Adaptations

  • Needle-like leaves to reduce transpiration.
  • Leaves with tough waxy skin to protect them from winter cold.
  • Tree crowns are cone shaped and flexible crowns to allow snow to slide off to prevent it from accumulating on the branches.
  • Trees are evergreen to have maximum utilisation of sunlight during the short summers.
  • Flexible tree trunks to allow swaying so as to allow swaying so as not to break during strong winter winds.
  • Widely spread root system for maximum utilisation of moisture from top soil because sub soil is permanently frozen.

Used

Soft woods such as spruce, fir, pine and larch are used for construction, wood pulp used in paper manufacture.

  1. Mixed Forests

-Found at the zone of transition between temperate deciduous and coniferous forests.

Location

  1. Saskatchewan and Alberta provinces of Canada
  2. Scottish regions in Europe
  3. low lying Mediterranean regions

Characteristics

A mixture of broadleaved deciduous and coniferous trees.

Uses

Cedar and hazel are used for fencing posts.

Grazing activities are carried out where forests are open.

Softwoods such as spruce, fir and pine are used to make wood pulp used for paper manufacture.

Hardwoods such as oak and birch are valuable sources of timber, wood fuel and charcoal.

Maple tree syrup is used for making maple syrup.

  1. Grasslands

-Found in climatic regions where a seasonal pattern occurs with a prolonged drought of about 5-7 months.

Tropical Grasslands/ Savanna

-Found in areas experiencing tropical continental climate.

Areas

  1. N and S of Congo Basin.
  2. Between Sahel and equatorial forests in E. Africa plateau.
  3. E of Australian Desert.
  4. Brazilian highlands

It’s divided into:

  • Open grasslands where grass is dominant and
  • Woodlands in areas which receive more rainfall.

Characteristics

  • Grasslands with widely spaced trees such as acacias.
  • Grasses die in dry season and sprout quickly when it rains.
  • Grasses are tall (up to 3m with stiff blades and elephant grass is tallest reaching up to 4m.
  • Trees are of medium size up to 13m
  • Tree crowns are umbrella shaped to provide shade around roots to reduce evaporation.
  • Most trees are deciduous and shed leaves during dry season.
  • Trees have small leaves and thick barks to reduce transpiration.
  • Trees have long tap roots to reach the water deep below during long dry spells.

Uses

  • Grass is for grazing and commercial ranching though it’s of low nutritional value due to lack of phosphorous.
  • Cereals e.g. wheat farming because the soil is rich in humus resulting from the grass cover.
  • Vegetation acts as soil cover to reduce soil erosion.
  • Homes of wild animals which attract tourists e.g. E. and C. African savannas.
  • Trees are habitats for bees which provide honey.
  • Some shrubs and herbs are used for medicine.
  • Trees such as acacia provide fuel wood and charcoal.

Temperate Grasslands

-Found in continental interiors of temperate grasslands where rainfall isn’t sufficient to sustain forests.

Location

The Prairies

Areas

-Canadian provinces of Alberta, Saskatchewan, Manitoba and neighbouring states of U.S.A.

Characteristics

Continuous tuft grass

Grasses are nutritious.

Grass is short

Grass is interspersed with bulbons and leguminous plants.

Grass is mixed in some areas with species such as stipa, buffalo and gamma grasses.

Tall grasses in areas with rainfall of over 500mm.

The Steppes

-Found in Eurasia- temperate interiors of Europe and Asia.

Characteristics

True Steppes-rich carpet of grass and some flowering plants.

Desert steppes-Coarse grass growing in tufts

-Grass doesn’t form a continuous cove on the ground.

-Short grass which grows very close to the ground.

The Pampas

-Found in Argentina.

Characteristics

Feather-like grass

Grass forms individual tussocks with patches of bare soil.

Forests are present in some areas due to increased moisture.

Xerophytic or drought resistant plants are present in some areas.

The Veldt

-Found in S. Africa.

Characteristics

  • Grasses are extensively spread.
  • There is little or no mixture of trees or shrubs.
  • There is a uniform cover of grass on high plateaus.

The Downs

-Found in Australia and New Zealand.

Characteristics

  • Tall grass mixed with trees.
  • Semi desert areas have patches of dominant grass.
  • Mixture of temperate and tropical grass species.
  • Grass is nutritious and nutritious for livestock.
  • Natural grasses of Argentina have been replaced by Alfalfa and in New Zealand British meadow grasses now dominate.

Uses of Temperate Grasslands

  • For grain cultivation e.g. wheat which requires as low as 325mm of rainfall.
  • For cultivation of other crops e.g. oil seeds, Soya beans, vegetables and millet and sorghum widely grown in the Veldt.
  • For livestock farming e.g. cattle, sheep, goats and horses. There are scientifically managed ranches called Estancias in Argentina.

Desert Vegetation

Tropical Desert Vegetation

-Found in tropical deserts.

Characteristics

  • Vegetation is present except in bare rock and sand covered areas.
  • There are more plants on oasis e.g. date palms and a variety of shrubs.
  • Some plants are succulent to have high water storage capacity.
  • Some have spines to protect them from animals.
  • Some have thorn-like leaves to reduce rate of transpiration.
  • Some have long roots to enable them to tap water from deeper parts of rocks.
  • Some shed leaves during dry season and grow new leaves during wet periods to reduce water loss.
  • Some are salt tolerant (halophytic) by having many water storing cells to counter soil salinity or alkalinity.

Temperate and Arctic Desert Vegetation

Found in warm temperate deserts and arctic climates.

Characteristics

  • Grasses and woody plants.
  • Woody plants which are Xerophytic and halophytic.
  • Shrubs have shallow roots due to permafrost.
  • Plants flower and produce fruits within short wet season.
  • There is scarce vegetation in Tundra.
  • Plants present in arctic deserts are such as lichens, mosses and flowering plants such as anemones and marsh marigold.

Uses of Desert Vegetation

  • Bilberries in temperate deserts bear edible fruits.
  • Small trees are source of fuel foe Eskimos who live in arctic region.
  • Vegetation in tropical deserts is important in arresting sand dunes to prevent them from burying oasis and settlements.
  • In tropical deserts fringes vegetation is valuable food for animals.
  • Date palm is cultivated for its fruit.

Mountain Vegetation

Vegetation found towards the top of the mountain.

Uses of Mountain Vegetation

  • Grasslands are used for grazing.
  • Alpine meadows in temperate regions provide summer grazing pastures.
  • Mountain forests provide timber, building materials, fuel wood and charcoal.
  • Mountain forests are habitats for wild animals e.g. elephants.
  • Mountain vegetation makes mountains to be water catchment areas.
  • Mountain forests help to purify air by absorbing carbon dioxide and providing oxygen.
  • Mountain vegetation is used for research.

 

Significance of Vegetation

  • Forests add beauty to country’s landscape.
  • Vegetation protects soil from erosion by wind and rainwater.
  • Vegetation partly decays forming humus making the soil fertile.
  • Some plants roots, barks and leaves are used for medicine.
  • Forests modify the climate of the surrounding area by increasing rainfall and reducing temperatures.
  • Some plants such as bamboo shoots and wild fruits are consumed as food.
  • Some fibrous plants such as sisal and jute are used for making ropes, sacks, mats, etc.
  • Latex from rubber tree is used for manufacture of rubber used in tire manufacture.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FORESTRY

Forestry is the science of developing and managing forests including cultivating them.

Type of Forests

  1. Natural forests-which grow by natural means of seed dispersal.
  2. Semi-natural/derived/cultivated forests-which is in the process of recovering from interference by man.
  3. Planted/cultivated forests-which have been planted by man.
  4. Indigenous forests-which are native to a region or which have grown in a region from the beginning.
  5. Exotic forests-which have trees which have been introduced to a place from other countries.
  6. Other types have been discussed in the chapter of vegetation.

Factors Influencing Types and Distribution of Forests

Temperature

  • High temperature causes fast growth of trees while low temperature causes slow growth.
  • Rain forests are found at low altitudes which are warmer while coniferous forests are found at high altitudes which are cooler.

Aspect

  • Dense forests are found on windward slopes of mountains because they are wetter than leeward slopes and they start at a lower level than on the leeward slopes.
  • In temperate region slopes facing equator have dense forests because they are warmer while those facing the poles have coniferous forests which are adapted to low temperatures.

Precipitation

  • There are dense forest where there is heavy precipitation while there is less forest cover consisting of stunted trees in areas with little precipitation.
  • Coniferous forest have cone-shaped crowns to allow snow to slide off so as not to accumulate on the branches and cause them to break off.

Soil

  • Deep soils support huge tropical trees while shallow soils support coniferous trees which have shallow and wide spread root system to be able to maximally utilise water on the top soil since the sub soil is permanently frozen.
  • Poor or infertile soils have stunted trees.

Human Activities

  • Deforestation and shifting cultivation- man has cleared forests to create room for agriculture settlement etc. which has reduced forest cover on the earth’s surface.
  • Afforestation and Agroforestry-man has planted trees in areas where they never existed establishing forests there.
  • Reafforestation-man has replanted forests which he has cleared with indigenous and exotic trees causing natural forests to become semi-natural/secondary or derived forests.

Importance of Forests to Kenya

  1. Forests are water catchment areas which supports agriculture and H.E.P. generation.
  2. Forests provide us with wood fuel e.g. firewood, charcoal and saw dust.
  3. Forests prevent soil erosion by their roots binding the soil together, reducing run off thereby reducing incidents of flooding and dam siltation.
  4. Forests are habitats of wild animals which are a tourist attraction which brings foreign exchange used to import goods and services and fund development projects.
  5. Forests are a disposal system for carbon dioxide which they use in photosynthesis and release oxygen thereby purifying air and reducing global warming.
  6. Forests increase soil fertility when leaves fall and rot forming humus.
  7. Forests regulate the climate of an area by creating a micro climate causing heavy and frequent rain by evapotranspiration and lowering temperatures.
  8. Forests are a source of timber for construction and furniture making.
  9. Forests beautify the environment by flora (plants) and fauna (animals).
  • Some forest’s trees are a source of medicine.
  • Presence of forests has led to the development of infrastructure as roads have been constructed to make forests accessible.
  • Forests provide employment to people e.g. forest guards, forest officers, lumberjacks, carpenters and timber merchants.

Importance of Forest Products

  1. Forests are a source of food e.g. fruits, honey, mushrooms and bamboo tender leaves which are used for vegetables.
  2. Forests provide wood used for manufacture of paper, soft boards, ply wood etc.
  3. Animals in forests are hunted for food, skins and horns.
  4. Leaves of trees and forest undergrowth are used as livestock fodder.
  5. Forests provide wood which is used in cottage industries for making carvings and wooden utensils which are sold locally and exported.
  6. Forest flora and fauna are a rich reservoir for research.

Problems Facing Forestry in Kenya

  1. Encroachment by people by clearing them to create room for agriculture and settlement, grazing etc. which puts some plants and animal species in danger of extinction.
  2. Destruction especially of young trees by herbivorous wild animals such as elephants due to rapid increase in the population.
  3. Destruction of huge tracts of forests by fires caused by poachers, honey harvesters etc. especially during the dry season.
  4. Pests and diseases outbreak which can result in destruction of large tracts of land with valuable tree species e.g. there was an outbreak of aphids in 1980s which destroyed cypress.
  5. Overexploitation whereby the trees are harvested at a higher rate than which they are being replaced naturally and also harvesting of immature trees.
  6. Excision of forests e.g. by converting some parts of forests into private land, government land like Nyayo Tea Zones and public utilities like Agricultural Show Grounds which has resulted into reduction of the area under forests.
  7. Poor management of forests e.g. clear cutting which may lead to harvesting of immature trees in future, government officials carrying out illegal logging and government in the past having not been strict in forest conservation of forests which led to destruction of large areas of forests.

Management and Conservation of Forests

Conservation of forests is protection of forests against interference and destruction by man while forest conservation is effective planning and control of forests and forest resources.

Conservation Measures

  1. Creation of forest reserves to protect indigenous forests from extinction e.g. Mt. Kenya forest, Shimba Hills and Arabuko Sokoke.
  2. Setting of forest guard posts in the forests to protect forests against illegal logging (tree felling).
  3. Setting Nyayo Tea Zones to act as protective belts to prevent people from trespassing into the forests. They are also a source of employment and foreign exchange.
  4. Afforestation and reafforestation.
  5. Agroforestry (intercropping of various crops with trees) which:
    • Supplies wood resources
    • Provides animal fodder
    • Provide food e.g. fruits e.g. mangoes and avocadoes for good health and nutrition
    • Acts as wind breakers and
    • Shade for crops.

Management Measures

  1. Research to determine which tree species are suitable for which area and how to combat pests and diseases outbreak.
  2. Carrying out public campaigns through mass media on the importance of forests.
  3. Use of alternative sources of energy e.g. sun, wind, biogas and water to reduce the rate of tree felling.
  4. Use of energy saving stoves to reduce the rate of overexploitation of wood fuel.
  5. Improvement on cutting practices by selective falling of trees and replanting more trees than those cut.
  6. Control of pests and diseases which affect trees.

Importance of Forest Management and Conservation

  1. Are a source of utility products e.g. firewood for fuel and food from fruits and nuts.
  2. For ecological reasons in that they help in the following ways:
    • To preserve flora and fauna
    • It’s a water catchment area
    • Moderating the flow of water reducing soil erosion and floods which also prevents siltation of dams.
  3. For posterity i.e. so that the future generation will have forest resources available for their use.
  4. Industrial reasons because forest products are used as raw materials in the industries such as furniture, paper making, etc.
  5. Forests are important for scientific research such as on herbal medicine and genetic mapping of the species of plants and animals which haven’t been identified.

Softwood Forests in Kenya and Canada

Factors Favouring the Development of Softwood Forests

Kenya

  1. Cool climate of Kenya highlands which enables coniferous forests to thrive e.g. Mt. Kenya and Aberdares.
  2. Heavy rainfall received in Kenya highlands and low evaporation rates which supports forest growth.
  3. Ruggedness and steepness of some parts of Kenya highlands making them unsuitable for settlement thereby leaving forests to thrive.
  4. High demand for timber and wood products locally and outside the country which encourages tree farming.

Canada

  1. Cool and cold climate which favours growth of coniferous forests.
  2. Very low average temperatures in the interior which favours the growth of coniferous forests.
  3. Ruggedness and steepness such as of British Columbia which discourages agriculture and settlement leaving forests to thrive.
  4. Very low population density leaving a lot of land available for forests.
  5. Heavy rainfall on the windward slopes of mountain ranges of British Columbia and low evaporation in the east giving sufficient moisture to sustain forests.

Mode of Exploitation

Kenya

  • Workers are transported daily to logging sites in Kenya while in Canada settlement is set for workers within forests.
  • Power saws are used in both countries to fell trees but axes are used to a limited extent in Kenya.
  • In Kenya transportation of logs is by tractors and lorries while in Canada rivers are widely used to transport logs by floating.
  • In both countries logging is systematic and it is done in blocks.

Factors Favouring Exploitation of Softwoods

Kenya

  1. Doesn’t experience winter so logging can go on throughout the year.
  2. Soft wood forests in Kenya are easier to exploit because trees are planted in rows unlike in Kenya where they are natural and trees grow haphazardly.
  3. In Kenya forests are accessible throughout the year unlike in Canada where forests in the north are inaccessible during severe winter and ruggedness.
  4. In Kenya logging can go on throughout the year because there is no winter.
  5. Availability of water from R. Nzoia for pulp and paper manufacture at Webuye.
  6. Ready market due to high demand for wood products locally and outside in COMESA.

Canada

  1. Mild winters in British Columbia which makes it possible to transport logs throughout the year.
  2. Availability of water from many rivers providing plenty of water for paper and pulp manufacture.
  3. Cheap H.E.P. for factories from many rivers in Canada.
  4. Cheap and efficient land and water transport system easing transport of logs to factories and to markets.
  5. Coastal location of major producing areas making exportation of timber to U.S.A. and Japan easy.
  6. High demand for forest products in the neighbouring U.S.A. and locally due to high purchasing power.
  7. Existence of natural coniferous forests in pure stands (one tree species covering a large area) making exploitation easy.
  8. Absence of undergrowth which makes exploitation easy (due to dead leaves resulting in acidic humus.

Planted soft Woods in Kenya

  • Planted in clear rows.
  • Clear cutting
  • Mature at the same time.

Products

In Kenya and Canada products are poles sawn timber, pulp, paper, block board, ply wood, clip board etc.

Economic Significance of Softwood Forests in both Countries

  1. Provides employment to people e.g. lumberjacks, tree farmers and in timber related industries.
  2. Has led to development of timber/wood related industries e.g. furniture, paper manufacture etc.
  3. A foreign exchange earner when in Canada timber is exported to U.S.A. and when products in Kenya are exported to COMESA.
  4. Saving some foreign exchange when the country produce wood products to cater for their needs on which they’d otherwise spend foreign exchange.
  5. Infrastructural development when roads are constructed to ease transportation of logs to industries and products to markets.
  6. Provide income to tree farmers.

Problems in Kenya and Canada

  1. Forest fires which destroy large tracts of land where in Canada the greatest number of fires are caused by lighting while in Kenya they are caused by illegal loggers, poachers, etc.
  2. Pests and diseases e.g. aphids which destroyed cypress in 1980s.
  3. Overexploitation leading to soil erosion as trees takes long time to mature and provide sufficient cover to the soil after planting.
  4. Canada’s trees take long time to mature (50-60 years due to severe winters which slow their growth. In Kenya they take 12-35 years.
  5. In Canada there is problem of inaccessibility of forests in the northern part in winter and due to rugged terrain while in Kenya they are planted and easily accessible.

Comparison of softwood forests in Kenya and Canada

Similarities

  • Soft wood forests in both countries experience the problems of pests and diseases, fires, soil erosion and overexploitation.
  • Softwood forest products are similar e.g. sawn timber, wood pulp, paper, poles, etc.
  • Softwood forests in both countries grow in places with heavy rainfall, cool temperatures, heavy rainfall and rugged terrain.
  • Forest products earn foreign exchange in both countries.
  • Tree species are similar e.g. there is pine in both countries.

Differences

  • Species of trees differ e.g. in Kenya there is Kenya cedar and podo while in Canada there is Douglas fir and white pine.
  • Canada’s soft woods are mainly natural while Kenya’s are mostly planted.
  • Kenya’s softwood forests are found in highlands while Canada’s are found in lowlands due to cool temperatures.
  • Canada’s softwood forests cover large tracts of land than Kenya’s.
  • In Kenya softwood forests are propagated by afforestation while in Canada it’s by leaving some trees uncut so that they produce seeds to be dispersed naturally.
  • Canada’s softwood forests take longer to mature than Kenya’s due to severe winter temperatures.
  • Kenya’s softwood forests are planted in rows and easily exploitable unlike Canada’s which grow naturally and haphazardly.

KCSE Mokasa Chemistry Paper 1 Joint Exams and Marking Schemes Free Access

Name: …………………………………………………………………………Class: …………  Adm.No……………..

School: ………………………………………………………………………..Date: ………………Sign: ………………

233/1

CHEMISTRY

Paper 1

Time: 2 hours

 

M O K A S A 2   J O I N T   E X A M I N A T I O N –

Kenya Certificate to Secondary Education

INSTRUCTIONS TO CANDIDATES

  • Write your name, admission number, date and school in the spaces provided.
  • Answer all the questions in the spaces provided.
  • All working must be clearly shown where necessary.
  • Scientific calculators may be used.

 

FOR EXAMINERS’ USE ONLY

 

1 2 3 4 5 6 7 8 9 10
                   
11 12 13 14 15 16 17 18 19 20
                   
21 22 23 GRAND TOTAL    %  
           

 

 

 

This paper consists of 17 printed pages.  Candidates are advised to check and to make sure all pages are as indicated and no question is missing. 

 

 

 

 

 

 

 

  1. a) Define the term isomerism. (1mark)

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

  1. b) Draw and name two isomers of C4H10 (2 marks)

 

 

 

 

 

  1. The figure below shows the behavior of emission from a radioactive isotope M. Use it to answer the questions that follow.

 

 

 

 

 

 

 

 

 

  1. Explain why isotope M emits radiations (1 mark)

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

  1. Name the radiations labeled P and J (1 mark)

P…………………………………………..

J…………………………………………..

  1. Explain why radiation A is not deflected (1 mark)

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

  1. 68gof aluminiumsulphate were dissolved in 600cm3 of water, calculate the concentration of the sulphate ions in the solution. (Al=27,S=32,O=16) (3 marks)

 

 

 

 

 

 

 

  1. a) Using an equation explain the observation made when concentrated nitric (V) acid is added into a beaker containing copper turnings. (2 marks)

 

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

  1. b) What property of nitric acid is shown in the equation above? (1 mark)

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

  1. An element Z is atomic number 13, Z reacts with both oxygen and chlorine. Explain why the oxide of Z has a melting point of 10200C while the chloride of Z sublimes at 124oC (2marks)

 

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

 

 

  1. Study the flow chart below and answer the questions that follows.
Ammonia gas
Drying agent
Heated black solid
Copper metal
X
Nitrogen

 

 

 

 

 

 

 

 

  1. Name a suitable drying agent used in the process above (1mark)

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

  1. Describe one chemical test for ammonia gas (1mark)

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

  • Name substance X (1mark)

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

  1. Lead (II) nitrate solution forms a white precipitate when reacted with sodium hydroxide. The precipitate dissolves in excess sodium hydroxide to form a colourless solution.

 

  1. Identify;
  2. The white precipitate …………………………………………… (1mark)
  3. Colourless solution ……………………………………………… (1mark)
  4. Write an ionic equation for the formation of the colourless solution (1mark)

 

 

 

 

 

  1. The set up below shows the investigation of the effect of a certain gas on heated iron powder. Use the diagram to answer the questions that follow.
Conc H2SO4
NaCl(s)
Conc H2SO4
Combustion tube
Iron
Water
Heat
B

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. State the observation made in the combustion tube. (1mark)

………………………………………………………………………………………………

  1. State and explain the difference in the observation made if chlorine gas was used instead of the gas produced in the set up above. (2marks)

 

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

  1. Identify the amendment that would be made in the set up above when chlorine gas is to be used. (1 mark)

 

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

  1. Describe one chemical test that can be used in a school laboratory to distinguish between ethanol and ethanoic acid. (2mark)

 

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

K
L
M
  • The diagram below shows a piece of heating apparatus. Study it and answer the questions that follow.

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. Name the parts labeled L and M (2marks)

L………………………………………………………………………….

M…………………………………………………………………………

  1. State the function of the parts labeled K (1mark)

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

  1. Hydrazine gas N2H4 burns in oxygen to form nitrogen gas and steam.
  2. Write a balanced chemical equation when hydrazine burns in oxygen (1mark)

 

 

  1. Use the bond energies given below to calculate enthalpy change for the reaction in (a) above.             (3marks)

 

Bond Bond energy (kJmol-1)
N         N
N         N
N         H
H         H
O         O
944
  163
  388
  496
  463

 

 

 

 

 

 

 

 

 

  1. A form four students accidentally mixed the following: iron filling, sodium chloride, aluminium chloride and copper (II) oxide. Describe how the student can obtain a pure sample of sodium chloride crystal.       (3marks)

 

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

  1. Explain how a student can prepare a crystal of silver nitrate in the school laboratory starting with silver metal.       (3marks)

 

A 2+(aq) +     2e–                                      A(s)                      -2.72
B 2+(aq) +      2e–                                      B(s)                      -1.78
C + (aq) +       e–                                         C2 (g)                  0.00
D 2+(aq) +      2e–                                      D(s)                      +0.34
F2 (g) +          2e–                                      F (aq)                +2.44
EθVolts

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

  1. Use the standard electrode potential below to answer the questions that follow. The letters do not represent the actual symbol of the elements.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. Identify element C (1mark)

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

  1. Draw a well labeled diagram for the electrochemical cell formed when the half cells of A and B are combined.      (3marks)

 

 

 

 

 

 

 

 

 

 

  1. Carbon (II) oxide was passed over heated lead (II) oxide in a combustion tube as shown in thediagram below.
Lead (II) oxide
Dry

Carbon (II) oxide

Heat
Tube A
Calcium hydroxide

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. State the observation made in tube A (1mark)

…………………………………………………………………………………………………

  1. Write a well-balanced chemical equation for the reaction that took place in the combustion tube.                             (1mark)

 

  1. Graphite is one of the allotropes of carbon:
  2. Name one other element that exhibits allotropy (1mark)

………………………………………………………………………………………

  1. Give a reason why graphite is an ideal lubricant than ordinary oil (1mark)

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

  1. a) State the Grahams’ law of diffusion (1mark)

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

  1. b) In an experiment 60cm3 of a gas Q diffuse through a porous plate in 10 seconds. Another gas P diffuse through the same plate in 30 seconds. Given that the density of gas Q is 25g/cm3, calculate the density of gas P. (3marks)

 

 

 

 

 

 

 

 

 

 

 

  1. An element Q reacts with excess oxygen to form a yellow solid.
  2. Write a balanced chemical equation for the reaction between Q and water. (1mark)

 

 

  1. State one observation made when Q reacts with water (1mark)

………………………………………………………………………………………………

  1. Study the graph below and answer the questions that follow. The letters do not represent the actual symbols of the elements.
100
200
300
400
500
600
P
Q
R
3
11
19
Atomic number
 
Ionization

energy

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. What is meant by the term ionization energy? (1mark)

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

  1. What is the general name given to the group in which elements P,Q and R belong to (1mark)

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

 

  1. Explain why R has the lowest ionization energy (1mark)

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

  1. Hydrogen chloride gas was bubbled into three boiling tubes A, B and C containing methylbenzene, distilled water and excess sodium hydroxide solution respectively. A piece of magnesium ribbon was then added into each boiling tube. State and explain the observations made in boiling tubes A and B. (3marks)

 

 

Boiling

tube

 

                Observation

 

                       Explanation

A    
B    
  1. An element C reacts moderately with an acid to produce hydrogen gas. It also reacts with

steam to form a black solid and hydrogen gas.

 

  1. State the name of the name of the product formed when C is exposed to moist air (1mark)

………………………………………………………………………………………

  1. Write the equation for the reaction between C and steam.        (1mark)

 

 

 

 

 

 

 

 

  1. The figure below represents extraction of sulphur by frasch process.
Z
X
Y
Ground level

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. Identify the substance carried through pipe X (1mark)

…………………………………………………………………………………………………

  1. State two properties of molten sulphur that make it possible for sulphur to be extracted by the method shown above. (2 mark)

 

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

  • Explain why sulphur is not extracted by open cast mining method. (1mark)

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

 

Metallic cup
Ag(s)
Ag+ (aq)
  • The set up below was used by Anthony a form four student who wanted to electroplate his metallic cup with silver. He passed a current of 2A for 2 hours.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. If the initial mass of the cup was 98g, determine the mass of the cup after the 2hours (1F=96,500C Ag=108) (3marks)

 

 

 

 

 

 

 

  • State one importance of electroplating (1mark)

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

 

 

 

  1. Study the diagram below and answer the questions that follow.
Dry Chlorine gas
Dry flower petals
Fresh flower petals
Chlorine gas
A
B

 

 

 

 

 

 

 

 

  1. State and explain the observations made in gas jar A and B (3marks)
Gas

jar

Observation Explanation
A    
B    

 

  1. Write the chemical equation that occurs in gas jar B (1mark)

 

 

 

 

 

  1. Study the flow chart below and answer the questions that follows.
Ore
Oxide X
Metal X +Hydrogen gas
Salt solution
Colourless solution
CO2
Heat
HCl (aq)
Excess NH3 (aq)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. Name the chief ore from which metal X is extracted             (1mark)

………………………………………………………………………………………………

  1. Name the main cation in the colourless solution (1mark)

………………………………………………………………………………………………

  1. Write the chemical equation for the reaction between the oxide of X and carbon (II) oxide when heated.             (1mark)

 

 

 

 

 

 

 

 

 

 

 

 

 
Time (sec)
A
B
  • In an experiment magnesium ribbon was reacted with dilute hydrochloric acid and the volume of hydrogen gas produced with time recorded. The graph below shows the volume of hydrogen gas produced against time.

 

 

 

Volume of hydrogen m3

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Explain the following observations:

  1. The curve is steep at the beginning (2mark)

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

  1. The curve flattens at region AB    (1mark)

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

  • On the same axis plot the curve that would be obtained if the acid used was ethanoic acid in place of hydrochloric acid    (1mark)

Grade Four CBC Rationalized Schemes of Work

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MATHS FORM 1 LESSON PLANS IN PDF

FORM 1

TERM 2
MATHEMATICS.

TOPIC 9: ALGEBRAIC EXPRESSIONS.

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

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

FORM: 1                                          TERM: 2                       YEAR……………..

NUMBER OF STUDENTS……………………………..  SUBJECT:  MATHEMATICS

TOPIC: ALGEBRAIC EXPRESSIONS.

SUB-TOPIC: REPRESENTING NUMBERS WITH LETTERS.

WEEK:  1                                                                              LESSON NUMBER: 1

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

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

-Use letters to represent numbers

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Ask probing questions to test the learner’s knowledge of algebra.

Discussion.

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

-Secondary mathematics KLB students book 1 page 80-81

 

30 MINUTES BODY DEVELOPMENT

Lead the learners in representing numbers with letters.

-Discussions

-Doing exercises

-Guessing

-Demonstrations

 

-Counters

-Groups of items

 

-Discovering secondary mathematics book 1 page 85-86

-Secondary mathematics KLB students book 1 page 80-81

 

5 MINUTES CONCLUSION

Giving assignment on the sub-topic.

 

 

 

Question and answers

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

-Secondary mathematics KLB students book 1 page 80-81

 

 

SELF-EVALUATION:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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

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

FORM: 1                                          TERM: 2                        YEAR……………..

NUMBER OF STUDENTS……………………………..   SUBJECT:  MATHEMATICS.                                               

TOPIC: ALGEBRAIC EXPRESSIONS.

SUB-TOPIC: SIMPLIFYING ALGEBRAIC EXPTRESSSIONS.

WEEK:  1                                                                              LESSON NUMBER: 1

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

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

Simplify algebraic expressions

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Review the previous lesson.

Discussion.

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

-Secondary mathematics KIE book 1 page 49-51
30 MINUTES BODY DEVELOPMENT

-Discussions

-Doing exercises

-Grouping items together

-Adding objects

-Multiplying and dividing

 

-Discussions

-Doing exercises

-Grouping items together

-Adding objects

-Multiplying and dividing

 

-Counters

-Groups of items

-charts

 

-Discovering secondary mathematics book 1 page 86-88

-Secondary mathematics KLB students book 1 page 82-84

-Advancing mathematics book 1 page 74-75

-Secondary mathematics KIE book 1 page 49-51

5 MINUTES CONCLUSION

Giving assignment on the sub-topic.

 

 

Question and answers

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

-Secondary mathematics KIE book 1 page 49-51

 

SELF-EVALUATION:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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

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

FORM: 1                                          TERM: 2                         YEAR……………..

NUMBER OF STUDENTS……………………………..   SUBJECT:  MATHEMATICS

TOPIC: ALGEBRAIC EXPRESSIONS.

SUB-TOPIC: MULTIPLYING ALGEBRAIC EXPRESSIONS.

WEEK:  1                                                                              LESSON NUMBER: 1

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

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

Multiply algebraic expressions

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Review the previous lesson.

Discussion.

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

-Secondary mathematics KIE book 1 page 49-51
30 MINUTES BODY DEVELOPMENT

-Discussions

-Simplification of algebraic expressions

-Multiplying algebraic expressions

-Grouping like items

-Doing exercises

 

-Discussions

-Simplification of algebraic expressions

-Multiplying algebraic expressions

-Grouping like items

-Doing exercises

 

-Groups of unlike items

-Groups of like items

 

-Discovering secondary mathematics book 1 page 87

-Secondary mathematics KLB students book 1 page 89

-Advancing mathematics book 1 page 75

-Secondary mathematics KIE book 1 page 49-51

5 MINUTES CONCLUSION

Giving assignment on the sub-topic.

 

Question and answers

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

-Secondary mathematics KIE book 1 page 49-51

 

SELF-EVALUATION:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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

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

FORM: 1                                          TERM: 2                         YEAR……………..

NUMBER OF STUDENTS……………………………..   SUBJECT:  MATHEMATICS.                                               

TOPIC: ALGEBRAIC EXPRESSIONS.

SUB-TOPIC: DIVIDING ALGEBRAIC EXPRESSIONS.

WEEK:  1                                                                              LESSON NUMBER: 1

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

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

Divide algebraic expressions

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Review the previous lesson on multiplying the algebraic expressions.

Discussion.

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

Secondary mathematics KIE book 1 page 49-51
30 MINUTES BODY DEVELOPMENT

-Discussions

-factorization

-Grouping like items

-Doing exercises

-Puzzles

-games

 

-Discussions

-factorization

-Grouping like items

-Doing exercises

-Puzzles

-games

 

-Groups of like items.

 

-Discovering secondary mathematics book 1 page 87-88

-Secondary mathematics KLB students book 1 page 89

-Advancing mathematics book 1 page 76

 

5 MINUTES CONCLUSION

Giving assignment on the sub-topic.

 

Question and answers

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

Secondary mathematics KIE book 1 page 49-51

 

SELF-EVALUATION:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

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

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

FORM: 1                                          TERM: 2                         YEAR……………..

NUMBER OF STUDENTS……………………………..   SUBJECT:  MATHEMATICS.                                               

TOPIC: ALGEBRAIC EXPRESSIONS.

SUB-TOPIC: USE OF BRACKETS IN ALGEBRAIC EXPRESSIONS.

WEEK:  1                                                                              LESSON NUMBER: 1

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

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

-Use of brackets in algebraic expressions

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Review the previous lesson.

Discussion.

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

-Secondary mathematics KIE book 1 page 52-53
30 MINUTES BODY DEVELOPMENT

-Discussions

-Adding

-Subtracting

-Demonstrations

-Matching items

-Multiplying

-Dividing

-Doing exercises

 

-Discussions

-Adding

-Subtracting

-Demonstrations

-Matching items

-Multiplying

-Dividing

-Doing exercises

 

-Groups of like items/objects

 

-Discovering secondary mathematics book 1 page 88-89

-Secondary mathematics KLB students book 1 page 85

-Advancing mathematics book 1 page 77

-Secondary mathematics KIE book 1 page 52-53

5 MINUTES CONCLUSION

Giving assignment on the sub-topic.

 

 

Question and answers

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

-Secondary mathematics KIE book 1 page 52-53

 

SELF-EVALUATION:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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

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

FORM: 1                                          TERM: 2                         YEAR……………..

NUMBER OF STUDENTS……………………………..   SUBJECT:  MATHEMATICS.                                               

TOPIC: ALGEBRAIC EXPRESSIONS.

SUB-TOPIC: FACTORIZATION IN ALGEBRAIC EXPRESSIONS.

WEEK:  1                                                                              LESSON NUMBER: 1

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

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

-Use factorization in algebraic expressions

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Explain the meaning of factorization.

Discussion.

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

-Secondary mathematics KIE book 1 page 57-58
30 MINUTES BODY DEVELOPMENT

-Discussions

-Factorizing

-puzzles

-Adding

-Substitutions

-Doing exercises

-Playing games

 

-Discussions

-Factorizing

-puzzles

-Adding

-Substitutions

-Doing exercises

-Playing games

 

-Groups of like items/objects

 

-Discovering secondary mathematics book 1 page 88-91

-Secondary mathematics KLB students book 1 page 90

-Advancing mathematics book 1 page 81-83

-Secondary mathematics KIE book 1 page 57-58

5 MINUTES CONCLUSION

Giving assignment on the sub-topic.

 

 

Question and answers

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

-Secondary mathematics KIE book 1 page 57-58

 

SELF-EVALUATION:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 

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

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

FORM: 1                                          TERM: 2                        YEAR……………..

NUMBER OF STUDENTS……………………………..   SUBJECT:  MATHEMATICS.                                                

TOPIC: ALGEBRAIC EXPRESSIONS.

SUB-TOPIC: SUBSTITUTION AND FACTORIZATION.

WEEK:  1                                                                              LESSON NUMBER: 1

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

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

-Substitute and factorize algebraic expressions.

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Explain the meaning of substitution.

Discussion.

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

-Advancing mathematics book 1 page 80& 84

 

30 MINUTES BODY DEVELOPMENT

-Discussions

-Dividing

-multiplying

-Adding

-Subtracting

-Solving puzzles

-Substitutions

-Doing exercises

-Playing games

 

-Discussions

-Dividing

-multiplying

-Adding

-Subtracting

-Solving puzzles

-Substitutions

-Doing exercises

-Playing games

 

-Groups of like items/objects

 

-Discovering secondary mathematics book 1 page 91-94

-Secondary mathematics KLB students book 1 page 91-92

-Advancing mathematics book 1 page 80& 84

 

5 MINUTES CONCLUSION

Giving assignment on the sub-topic.

 

 

 

Question and answers

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

-Advancing mathematics book 1 page 80& 84

 

 

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GEOGRAPHY SYLLABUS FREE PDF DOWNLOAD

GEOGRAPHY Examination Syllabus

* FORM 1

  1. INTRODUCTION TO GEOGRAPHY
  2. Definition
    1. Geography
    2. environment

    2. branches of geography
    1. physical Geography
    2. Human Geography

    3. importance study of geography

    4. relationship between geography and other disciplines

    2. THE EARTH AND THE SOLAR SYSTEM
    1. composition of the solar system

    2. origin, shape,size,and position of the earth in the solar
    system
    3. rotation and revolution of the earth and their effects

    4. structure of the earth
    1. the atmosphere
    2. the hydrosphere
    3. the lithosphere/crust
    4. the asthenosphere /mantle
    5. the core (outer and inner core)

. WEATHER

  1. definition of weather
    2. elements of weather
    3. factors for siting weather station
    4. instrument for measuring elements of weather condition
    5. recording and calculating weather conditions
    6. structure and composition of the atmosphere
    7. weather forecasting
    8. factors influencing weather

    4. STATISTICAL METHODS

  2. definition of statistics
    2. types of statistical data
    3. source of statistical data
    4. method of collecting data
    5. methods of recording data
    6. analysis of data by working out
  3. arithmetic mean
    2. median
    3. mode
    4. percentage
    5. range

    7. statistical representation through;
    1. simple lines
    2. simple bars
    3. combination bar and line graph
    4. simple wind rose

    8. advantage and disadvantage of each method of data
    presentation

    5. MAPS AND MAP WORK

  4. definition of pictures, plans and maps
    2. distinction between pictures, plans and maps
    3. types of maps
  5. atlas maps
    2. topographical maps
    3. sketch maps
    4. uses o maps
    5. marginal information
    6. map scales
  6. estimations and measurements
    2. calculation of area of regular and irregular shopes


    6. FIELD WORK

  7. Definition of field work
    2. types of field work
    3. importance of field work
    4. field work procedure
    5. problems likely to be encountered during field study
    6. field work within the local environment

    7. MINERALS AND ROCKS

  8. Definition of minerals
    1. rocks
    2. characteristics of minerals
    3. classification of rock according to mode of formation
    4. characteristics of rocks
    5. distribution of major types of rocks in Kenya
    6. significance of rocks in Kenya

    8. MINING

  9. Definition of mining
    2. factors influencing the occurrence of minerals and their exploitation
    3. methods of mining
    4. distribution of major minerals in kenya
    5. significance of minerals in kenya
    6. problems fancing the mining industry in kenya
    7. effects of mining on the enviroment
    8. study of trona on lake magadi
    1. gold amd diamond in south Africa
    2. petroleum in middle east

    * FORM 2

  10. INTERNAL LAND FORMING PROCESSES
  11. Earth movement
    1. definition
    2. types of movements horizontal and vertical
    3. Causes

    2. Theories of
    1. Continental Drift
    2. Plate tectonics

    3. Folding
    1. definition
    2. Processes
    3. types of folds and the resultant features
    4. World distribution of folds mountain systems
    5. Significance to human activities

    4. Faulting
    1. Definition
    2. Processes
    3. Types of faults and the resultant features
    4. A study of the great rift valley
    5. World distribution of features due to faulting
    6. Significance of faulting to human activities

    5. Vulcanicity
    1. definition
    2. types and the resultant features
    3. World distribution of features due to vulcanicity
    4. Significance of vulcanicity to human activities

    6. Earthquakes
    1. Definition
    2. causes
    3. measurements
    4. Distribution of major earthquake zones in the world
    5. effects of earthquake

    2. MAP WORK

  12. Direction and bearing
    1. distinction between direction and bearing
    2. Traditional and modern methods of showing direction
    3. Calculation of bearing

    2. Location of places using
    1. Direction, bearing, and distance
    2. Places names
    3. Latitude and longitudes
    4. Grid reference system

    3. Methods of representing relief on topographical maps

    3. PHOTOGRAPH WORK


  13. types of photographs
    2. Parts of a photograph
    3. interpretation of a photograph by
    1. Estimating actual size of photographs
    2. Sketching from photographs
    3. Studying physical features and human activities in
    photographs

    4. STATISTICAL METHODS

  14. Statistical presentation, analysis and interpretation of:
    1. comparative group multiple line graphs
    2. Comparative group multiple bar graphs
    3. Divided bars rectangles

    2. advantage and disadvantage of each method of data
    presentation

    5. CLIMATE

  15. Distinction between weather and climate
    2. Factors influencing climate
    3. Distribution and characteristics of climatic regions of
  16. Kenya
    2. The world

    4. Causes effects and possible solution to
    1. Aridity
    2. Desertification

    5. Causes and consequences of climate change

    6. VEGETATION

  17. DEFINITION OF VEGETATION

    2. Factors influencing the distribution of vegetation
    3. Characteristics of major vegetation region of
    – Kenya
    –  The world
    4. Significance of vegetation
    5. Field work

    7. FORESTRY
    1. definition
    1. Forestry
    2. Forest

    2. Factors influencing the distribution and types of natural forest
    3. importance of forests and forest products to Kenya
    4. Problems facing forestry in Kenya
    5. Management and conservation of forests with specific emphasis to Kenya
    6. Related study on softwood in Kenya and Canada

    * FORM 3

  18. STATISTICAL METHODS
    1. statistical presentation, analysis and interpretation of
    1. Compound/cumulative bar graphs
    2. proportional circles
    3. Pie charts/dividing circles

    2. advantages and disadvantages

    2. MAP WORK

  19. INTERPRETATION of physical features and human activities
    on topographical maps
    1. Land forms
    2. vegetation
    3. Drainage
    4. economic activities
    5. Settlements

    2. Enlargement and reduction of maps
    3. Drawing of cross sections
    4. calculations and interpretation of
    1. vertical exaggeration
    2. gradient

    5. Intervisibility

    3. EXTERNAL LAND FORMING PROCESSES

  20. Weathering
    1. definition
    2. Agents
    3. Types and processes
    4. Significance of weathering

    2. Mass wasting
    1. Definition
    2. Factors influencing mass wasting
    3. Types and processes
    4. Effects of mass wasting on the physical and human environments
    3. Hydrological cycle
    1. Definition
    2. Process
    3. Significance

    4. Action of rivers
    1. Definition
    2. the work of rivers and the development of rivers
    3. The resultant features
    4. River capture and rejuvenation
    5. Drainage patterns
    6. The significance of rivers and the resultant
    features

    5. Lakes
    1. Definition of lake
    2. Formation and classification of lakes
    3. Significance of lakes

    6. Oceans Seas and their coasts
    1. distinction between oceans and seas
    2. Nature of ocean water
    3. water movement meaning causes and significance of
    4. Wave action and the resultant features
    5. types of coast
    6. significance of oceans ,coast and coastal features

    7. Action of wind and water in arid areas
    1. Process and the resultant features
    2. Significance of the resultant features

    8. Action of water in limestone areas
    1. Process of surface and underground water and the
    resultant features
    9. Glaciation
    1. Definition of
    2. Process of glaciation and the resultant features in
    highlands and low lands areas
    3. Significance of glaciation

    10. Field work

    4. SOILS

  21. Definition of soil
    2. Composition of soil
    3. Soil forming processes
    4. Properties and characteristics of soils

    5. Soil profile and soil catena

    6. Soil degeneration
    1. definition
    2. Types of soil degeneration
    3. Soil erosion

    7. Classification of soils

    8. Significance of soils

    9. Management and conservation of soil

    5. AGRICULTURE

  22. Definition of agriculture
    2. Factors influencing agriculture
    3. Types of agriculture

    4. Crop farming
    1. major cash crops in kenya
    2. study of Tea Sugar cane,and maize
    3. Study of cocoa in Ghana
    4. Oil palm in Nigeria
    5. Related study in coffe in kenya and brazil,wheat in
    kenya and canada ,horticalture in kenya and the netherlands

    5. Livestock Farming
    1. Pastrol farming in kenya
    2. Daily farming in kenya and Denmark
    3. Beef farming in kenya and Argentina

    6. Field work

    * FORM 4

  23. STATISTICAL METHODS
  24. Statistical representation through age-sex pyramids

    2. Analysis and interpretation of
    1. Age-sex pyramids
    2. Dot maps
    3. Choropleth maps

    2. LAND RECLAMATION
    1. A study of
    1. mwea-Tebera irrigation scheme
    2. Pekera irrigation schemes

    2. Definition of
    1. land reclamation
    2. land rehabilitation
    3. Significance of irrigation farming in kenya
    4. Problems experienced in irrigation farming in kenya
    5. Methods of land reclamation and rehabilitation kenya
    6. Related studies on land reclamation in kenya and the Netherlands

    3. FISHING

  25. Definition of;
    1. Fishing
    2. Fisheries
    2. Factors influencing fishing
    3. Distribution of major fishing grounds of the world
    4. types and methods of fishing
    5. Fresh water and marine fisheries in East Africa
    6. Problems facing in Kenya and their solutions
    7. Comparative study of fishing in Kenya and Japan
    8. Management and conservation of fresh water and marine fisheries

    4. WILDLIFE AND TOURISM

  26. Wildlife
    1. Definition of wildlife
    2. factors influencing the distribution of wildlife in
    East Africa
    3. Distinction between game reserve ,national park and sanctuaries
    4. location of national parks major reserves and
    sanctuaries in East Africa
    5. Significance of wildlife
    6. Problems facing wildlife in East Africa
    7. Management and conservation of wildlife in East Africa

    2. TOURISM

  27. Definition of ;
    2. Distinction between domestic and international tourism
    3. factors influencing tourism in kenya
    4. Tourism attraction in kenya
    5. Significance of tourism
    6. Problems facing and associated with tourism in Kenya
    7. Related study on tourism in Switzerland
    8. The future of tourism in Kenya

    5. ENERGY

  28. Definition of energy
    2. Sources and types of energy
    3. Electric power projects in Kenya and Uganda
  29. Hydro-electric power projects
    2. Geothermal power projects in Kenya

    4. Location and other hydro-electric power projects in Africa
    5. Significance of energy
    6. The energy crisis
    7. Management and conservation of energy

    6. INDUSTRY

  30. definition
    1. Industry
    2. Industrialization

    2. factors influencing the location and development of industries
    3. Types of industries
    4. Distribution of industries in kenya
    5. Significance of industrialization in kenya
    6. Problems of industrialization and their possible solutions
    7. A study on
    1. Cottage industry in india
    2. Iron and steel industry in the Ruhr region of Germany
    3. Car manufacture and electronics industry in Japan

    7. TRANSPORT AND COMMUNICATION

  31. Definition
    1. Transport
    2. Communication

    2. Mode of transport and types of communication
    3. The role of transport and communication in the economic development of Africa
    4. Problems facing transport and communication in Africa andefforts being made to solve them

    5. A study of the Great lakes and the St Lawrence seaway

    8. TRADE

  32. Types of trade
    2. factors influencing trade
    3. Major exports and imports of kenya
    4. Significance of trade to kenya
    5. problems facing trade in kenya
    6. The future of international trade in kenya
    7. The role played by the following regional trading blocks
    in the economic of their respective regions
    1. COMESA
    2. SADAC
    3. ECOWAS
    4. EU

    9. POPULATION

  33. Definition of population
    2. Factors influencing population
    3. Factors influencing population growth in ;
    1. fertility
    2. Motality
    3. Migration

    4. Population structure
    5. Consequences of population growth and structure
    6. Related studies on population in kenya and Sweden

    10. SETTLEMENT

  34. Definition
    1. settlement
    2. Urbanization

    2. Factors influencing
    1. Settlements
    2. patterns of settlement

    3. Distribution of major urban centers in East Africa

    4. Factors influencing the growth of major urban center in
    East Africa

    5. Study of the following towns in kenya
    1. Thika
    2. Kisumu
    3. Eldoret

    6. Related studies with the following
    1. Cities Nairobi and New York
    2. Port Mombasa and Rotter

    7. Effects of urbanization

    11. MANAGEMENT AND CONSERVATION OF THE ENVIRONMENT

  35. definition of;
    1. Management
    2. conservation

    2. the need for environmental management and conservation

    3. Environmental hazards

    4. Selected environmental hazards the associated problems
    and measures for combating them
    1. Floods
    2. Lightning
    3. Wind storm
    4. Pest and diseases
    5. Pollution

    5. Environmental management and conservation measures in kenya
    6. field work

Agriculture syllabus pdf

443 – AGRICULTURE

GENERAL OBJECTIVES

The Secondary Agriculture course aims to:

  1. develop an understanding of agriculture and its importance to the family and the nation;
  2. promote interest in agriculture as an industry and create awareness of opportunities existing in agriculture and related sectors;
  3. demonstrate that farming is a dignified and profitable occupation;
  4. enhance skills needed in carrying out agricultural practices;
  5. provide a background for further studies in agriculture;
  6. develop self-reliance, resourcefulness and problem solving abilities in agriculture;
  7. develop occupational outlook in agriculture;
  8. enable schools to take an active part in national development through agricultural activities;
  9. create awareness of the role of agriculture in industrial and technological development;
  10. enhance understanding of the role of technology and industrialization in agricultural development;
  1. promote agricultural activities which enhance environmental conservation;
    12. promote consciousness of health promoting activities in agricultural production.

1.0.9 INTRODUCTION TO AGRICULTURE

1.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) define agriculture;
b) state the main branches of agriculture;
c) describe farming systems;
d) describe farming methods;
e) explain the role of agriculture in the economy.

1.2.0 Content
1.2.1 Definition of agriculture.
1.2.2 Branches of agriculture.

  • Crop-farming (Amble farming) – Field crops; Horticulture – Floriculture (flower farming), Olericulture (vegetable farming) and Promoculture (fruit farming).
  • Livestock farming: Pastoralism (mammalian livestock farming); Fish farming; Apiculture (Bee keeping); Poultry keeping
  • Agricultural economics
  • Agricultural engineering.

1.2.3 Systems of fanning; Extensive, Intensive, Large scale, and Small sea Study these under the following headings; Meaning, Advantages and

Disadvantages.

1.2.4 Methods of farming: Mixed farming; Nomadic Pastoralism; Shifting cm Organic farming; Agro-forestry.
1.25 Roles of agriculture in the economy: Food supply; Source of employment Foreign exchange earner; Source of raw materials for industries; Provision market for industrial goods; Source of capital.

2.0.0 FACTORS INFLUENCING AGRICULTURE

2.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) explain the human factors influencing agriculture;
b) explain biotic factors influencing agriculture;
c) explain how climatic factors influence agriculture;
d) define soil;
e) describe the process of soil formation g) determine soil constituents;
h) classify soils by physical characteristics;
i) explain chemical properties of soils;
j) relate crop and livestock distribution to soils in different regions.

2.2.1 Content
2.2.2 Human factors: Levels of education and technology; Health — HIV/AIDS and health in general; Economy (include liberalization); Transport and communication; Market forces (local and international); Government policy; Cultural and religious beliefs.
2.2.3 Biotic Factors: Pests, Parasites, Decomposers, Pathogens, Predators, Pollinators
Nitrogen fixing bacteria

2.2.4 Climatic Factors

  • Rainfall: Intensity, Reliability, Quantity; Distribution.
  • Temperature: – How topography and altitude affect temperature.

– How temperature influences crop and livestock production.

  • Wind: Evapotranspiration, Lodging, Pollination, Seed dispersal, Soil erosion
  • Light — Intensity, Duration — long, neutral and short day plants, Wavelength

Note: – Each factor to be discussed with respect to Land potentiality, Crop production, Livestock production, Crop and livestock distribution in Kenya.

2.2.5 Edaphic factors: Definition of soil, Soil formation, Soil profile (definition, characteristics of different soil layers, difference between soil formed in situ and depositions, Soil depth and its influence on crop production).

  • Soil constituents: Constituents, Importance of each constituent, Physical properties of soil.
  • Soil Structure — definition, types, influence on crop production.
  • Soil texture —definition, soil textural classification, influences on crop growth and production, porosity, capillarity, drainage and water retention capacity.
  • Soil colour
  • Chemical properties of soil -Soil pH, PH influence on crop growth and production, effects of pH on mineral availability.

3.0.0 SOIL AND WATER CONSERVATION

3.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) define soil erosion;
b) explain the various factors that influence erosion;
c) list the agents of erosion;
d) describe various types of erosion;
e) describe various methods of erosion control;
1) carry out soil erosion control measures;
g) describe water harvesting and conservation techniques;
h) describe micro-catchments and their uses;
i) design and construct a micro-catchment.
3.2.0 Content

3.2.1 Soil erosion – definition

3.2.2 Factors influencing erosion: land use and ground cover, topography-gradient and
length of slope (horizontal and vertical intervals).

  • Soil type and condition (Erodability)
  • Rainfall intensity (Erosivity)

3.2.3 Agents of erosion: Water, Wind, Human beings and Animals.

3.2.4 Types of erosion: Splash/rain drop, Sheet, Rill, Gully (gully formation, types of gullies), River bank, Solifluction, Landslides.
3.2.5 Biological/cultural control: Grass strips, Cover crops, Contour farming and strip cropping, Mulching, Afforestation/forestation.
.2.6 Physical/structural control: Stone lines, Filterstrips, Trashlines, Terraces (level, graded, broad-based, narrow-based. Bench, fanya juu, fanya chini), Bunds, Cutoff-drains/Diversion ditches, Gabions/porous dams, Ridging.
3.2.7 Water harvesting: Roof catchments, Rock catchments, Weirs and dams, Ponds, Retention ditches/Level terraces.
3.2.8 Micro-catchments: Types, Uses, Laying out and construction methods.
4.0.0 WATER SUPPLY, IRRIGATION AND DRAINAGE

4.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) state the sources of water for the farm;
b) describe collection, storage, pumping and conveyance of water;
c) describe water treatment and explain its importance;
d) define irrigation;
e) explain the importance of litigation;
1) describe methods of irrigating land;
g) list the equipment used in litigation;
h) grow a crop through irrigation;
1) cart: out maintenance oil drilling equipment and facilities;
j) define drainage;
k) explain the importance of drainage;
1) describe the methods of drainage;
m) explain how agricultural activities pollute water and how this can be prevented;

4;2;0 Content

4;2;l Water supply: Sources of water4 Collection and storage of water Pumps and pumping, Conveyance of water (Piping types of pipes Choice of pipes, Canals, Transportation in containers), Water treatment (Meaning, Methods, Importance), Uses of water on the farm
4;2;2 litigation: Definition, Importance (include irrigation as a method of land reclamation) Methods (surface4 subsurface, overhead, drip).

Note.’- the advantages and the disadvantages of each.

Maintenance practices of each irrigation system.
4;2i Project on crop production through any method of Irrigation.
414 Drainage: Definition, Importance (include as a method of land ret lamatioii)5
Methods of drainage (surface, sub-surface, pumping, planting of appropriate trees);
4;2; Water Pollution: Meanings Agricultural practices that pollute water, Methods of pollution prevention and control.

SOIL FERTlLITY  I (Organic Manures)

Specific Objectives

By the end of the topic5 the learner should be able to:
a) define soil fertility;
b) explain how soil fertility can be maintained; describe how soil loses fertility;
l) define and distinguish organic matter manure and humus;
e) explain the Importance of organic matter In the soil

  1. f) describe the different organic manures;
    g) prepare compost manure

Soil fertility Definition4 How soil loses fertility, Maintenance of soil fertility. Organic Manure Organic matter and humus4 Importance of organic matter in the soil, types of organic manures – green manure, Famyard  manure Compost manure

Note; For each type, describe its preparation, advantages and disadvantages and u4c.
5.2.3 Compost manure: Meaning, Materials used and materials to avoid, Preparation methods and procedure (Heap and Pit).

6.0.0 SOIL FERTILITY: II (INORGANIC FERTILIZERS)

6.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) list the essential elements;
b) classify’ the essential elements;
c) state the role of each macro-nutrients, micro-nutrients;
d) describe the deficiency symptoms of the macro-nutrients, micro-nutrients;
e) identify and classify fertilizers;
1) describe the properties of various fertilizers;
g) describe soil sampling and testing procedures;
h) use appropriate methods of fertilizer application;
i) calculate fertilizer application rates;
j) explain how soil acidity and alkalinity affect crop production.

6.2.0 Content

6.2.1 Essential elements
• Macro-nutrients: carbon, hydrogen and oxygen, fertilizer elements (N.PK.), liming elements (Ca, Mg), Sulphur, Role of macro-nutrients in crops,
Deficiency symptoms of macro-nutrients ts in crops
• Micro-nutrients: Role of micro-nutrients in crops, Deficiency symptoms of micro-nutrients in crops,
6.2.2 Inorganic fertilizers: Classification of fertilizers, Identification of fertilizers, Properties of fertilizers, Methods of fertilizer application, Determination of fertilizer rates..
6.2.3 Soil sampling: Meaning, Soil sampling methods and procedures, Sites to avoid, Preparation and Procedure of sending soil for testing.
6.2.4 Soil testing: Meaning, Importance, Testing for pH, How soil pH affects crop production.

Note Learners to make a table showing optimum pH range for various crops.

7.0.0 FARM TOOLS AND EQUIPMENT

7.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) identify various farm tools and equipment;
b) name parts of various farm tools and equipment;
c) describe the use of various tools and equipment
d) carry out maintenance practices on tools and equipment.,

7.2.0 Content

7.2.1 Garden tools and equipment
7.2.2 Workshop tools and equipment: Woodwork tools and equipment, Metalwork tools and equipment.
7.2.3 Livestock production tools and equipment
7.2.4 Plumbing tools and equipment
7.2.5 Masonry tools and equipment.

Note: Study the above tools under the headings: Name and uses, Parts and uses, Maintenance practices
See the appendix for the list of tools and equipment to be studied.
8.0.0 CROP PRODUCTION I (LAND PREPARATION)

8.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) explain the importance of land preparation;
b) describe the various types of cultivation;
c) relate cultivation operation to correct tools and or implements;
d) prepare a piece of land ready for crop production.
8.2.0 Content
8.2.1 Land preparation: Definition, Importance.
8.2.2 Operations in land preparation: Clearing land before cultivation (importance include clearing as a method of land reclamation; Methods and equipment.

  • Primary cultivation: Definition and importance, Timing, Choice of tools implements
  • Secondary cultivation: Definition and importance, Number of operations, Relating final tilth to the intended planting material.
  • Tertiary operations: Ridging, Rolling, Leveling

Note: For each operation: give reasons and explain how it is carried out.
• Sub-soiling: Meaning, Importance, Equipment used.
8.2.3 Minimum tillage: Definition, Importance, Practices.
9.0.0 CROP PESTS AND DISEASES

9.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) define pest and disease;
b) state the main causes of crop diseases;
c) describe the harmful effects of crop pests and diseases;
d) identif’ and classify some of crop pests and diseases;
e) carry out general disease and pest control measures.
9.2.0 Content
9.2.1 Pests: Definition, Classification of pests (mode of feeding, Crops attacked, Stage of growth of crop attacked, Field and storage pests), Identification of common pests, Harmful effects of pests, est control measures.
9.2.2 Diseases: Definition, Classification of diseases according to cause, Identification of common diseases, Disease control, Harmful effects of diseases, Disease control measures.
10.0.0 CROP PRODUCTION II (PLANTING)

10.1.0 Specific Objectives

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

  1. a) state the correct planting materials for various crops;
    b) select and prepare planting materials;
    c) determine the optimum time of planting;
    d) state the factors which determine the depth of planting;
    e) describe the planting procedures for different crops;
    f) state the factors that determine seed rate, spacing and plant population;
    g) calculate plant population.

10.2.0 Content

10.2.1 Types of planting materials

  • Seeds: Description, Advantages, Disadvantages,
  • Vegetative materials: Description, Advantages, Disadvantages
  • Plant parts used for vegetative propagation: Slips, Splits, Bulbils, Crowns,

Suckers, Tubers, Vines, Cuttings and setts.
10.2.2 Selection of planting materials: Suitability to ecological conditions (use maize hybrids and coffee varieties as examples), Purity, Germination percentage,
Certified seeds.
.2.3 Preparation of planting materials: Breaking dormancy, Disease and pest control/seed dressing, Seed inoculation, Chitting.
Note: Give appropriate crop examples for each practice.
10.2.4 Planting:

  • Timing – factors to consider, advantages of timely planting.
  • Methods of planting: broadcasting, row planting, oversowing (refer to pastures), undersowing.

note: Give appropriate crop examples for each method
Plant population:

  • Spacing – factors to consider, seed rate
  • Calculation of plant population per unit area. : Factors to consider

110,0 CROP PRODUCTION III (NURSERY PRACTICES


11,1,0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) describe a nursery bed;
(b distinguish between a nursery bed, a seedling bed and a seed bed;
(c) state the importance of a nursery bed;
(d) select a suitable site for a nursery
(e) prepare a nursery bed;
(0 establish a nursery bed
(g manage a nursery bed;
(h) transplant crops from a nursery;
(1) bud a seedling;
Q) graft a seedling;
(k) explain the importance of budding, grafting, layering and tissue culture;
(I) describe damage caused by animals on tree seedling and how to prevent it

11 2,0 Content


Nursery bed
:

Definition, Difference between a nursery bed, seedling bed and a seed bed, importance, Site selection, nursery establishment (vegetable nursery, tree nursery, vegetative propagation nursery (tea as an example)
use of sleeves and other innovations for growing young plants making and using seedling boxes for growing young plants preparation of rooting medium
preparation of cuttings.

11,22 Routine management in raising seedlings: Seed drilling, Mulching, Watering, Shading, Pricking out, Hardening off, Weed control, Pest control, Disease control,

I I,23 Budding: Meaning, Methods and procedure, Appropriate plants, Appropriate tools and materials.
Note: Learners to practise budding of orange scions on lemon root-stocks or other appropriate plants,
II l4 Grafting: Meaning, Methods and procedure, Appropriate plants, Appropriate tools
and materials.
Note: Learners to practice grqlIing on appropriate fruit trees.
1124 Importance of budding and grafting.
11.2.6 Layering: Methods, Importance, Appropriate crops/plants tbr layering, Materiah used in layering.

11.2.7 Tissue culture fbr crop propagation
11.2.8 Transplanting of vegetable seedlings from nursery to seedbed: Timing, Procedure and precautions

11.2.9 Transplanting of tree seedlings: Timing, Digging appropriate holes, Planting including firming and watering, Protecting the seedlings after transplanting
– Shading
– Damage caused by animals on tree seedlings and how to prevent it.

12.0.0 CROP PRODUCTION IV (FIELD PRACTICES I

12.IS Specific Objectives

By the end of the topic the learner should be able tot
(a) define crop rotation;
(I,) state the importance of crop rotation;
(c) draw a crop rotation programme;
(d) distinguish terms used in crop fanning;
(e) state the importance of mulching in crop production;
(f) describe the importance of various routine field practices In crop production;
(g) catty out various field practices;
(h) state the correct stage rot harvesting various crops;
(i) describe harvesting practices for various crops

122O Content

12.2.1 Crop rotation: Definition, Importance, Factors influencing crop rotation, Rotational programmes.

12.12 Terms used in crop production; Monocropping, intercropping, Mixed cropping
12.2.3 Mulching; Meaning, Importance, Types of mulching materials (organic, inorganic), Advantages and disadvantages of mulching materials.

12.24 Routine field practices: Thinning, Rogueing; Gapping, Training Pruning(  Coffee single and multiple stem, capping, de-suckering, changing cycles; banana stool management; pyrethrum – cutting back), Earthing up, Crop protection (weed control pests and disease control

Note:- Study the importance and timing of each activity and the appropriate kite crops.
12.2.5 Harvesting: Stage and timing of harvesting, Methods of harvesting, Precautions during harvesting

12.2.6 Post = harvesting practices: Threshing/shelling, Drying, Cleaning, Sorting and grading, Dusting, Packaging.
12.2.7 Storage: Importance, types of storage, Preparation of *tore.

13.0.0 CROP PRODUCTION V (VEGETABLES)

13.1.1 Specific Objectives

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

(a) grow a vegetable crop from nursery establishment to harvesting;
(b) keep a crop production records;
(c) market farm produce.
13.2.0 Content
13.2.1 Vegetable crops: Tomatoes (use varieties that require pruning and staking), Carrots, Onions, Cabbages/Kales.

14.0.0 CROP PRODUCTION VI (FIELD PRACTICES II

By the end of the topic, the learner should be able to:
(a) describe management practices in crop production;
(b) carry out management practices for a given crop;
(c) explain how crop production can be an economically lucrative activity.
14.2.0 Content
14.2.1 Production of: Maize/millet/sorghum, Beans
• Discuss the above crops under the following:-
– Meaning of hybrids, composites and cultivars
– Selecting best hybrids, composites or cultivars for given climatic regions.
– Raising of a maize/sorghum/millet and bean crop from seed bed preparation to harvesting.
– Keeping records in production of maize/sorghum millet and beans.
14.2.2 Rice production: Land preparation, Water control, Use of flooding in rice-field, Fertilizer application, Weed control.
14.2.3 Harvesting of the following crops: Cotton, Pyrethrum, Sugar cane , Tea, Coffee Under the following: Stage of harvesting; ; Method and procedure of harvesting; Precautions in harvesting.
Note: Compare cost of production with value of product for maize/sorghum/ millet and beans
15.0.0 FORAGE CROPS

15.1.0 Specific Objectives

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

(a) define and classify pastures;
(b) identify forage crops;
(e) describe the ecological requirements of forage crops;
(d) describe the establishment and management of pastures and fodder;
(e) describe forage utilization and conservation.
15.2.0 Content
15.2.1 Pastures: Definition, Classification, Establishment, Management, Utilization – grazing systems -rotational grazing, herding, zero grazing.
15.2.2 Fodder crops: ; Napier/bana grass; Guatemala grass; Sorghum; Kale; Edible cana Lucerne; Clovers; Desmodium; Mangolds; Agro-forest trees/bushes used as fodder.
Nb. Study the above crops under the following: Ecological requirements, Establishment and management, Production per unit area, Utilization.
15.2.3 Forage conservation: Hay making, Silage making, Standing hay.
16.0.0 WEEDS AND WEED CONTROL

16.1.0 Specific Objectives

By the end of the topic, the learners should be able to:
(a) define a weed;
(b) identify weeds;
(e) classify weeds;
(d) explain the characteristics which make the weeds competitive;
(e) describe ways of controlling weeds;
(f) state harmful effects of weeds;
(g) control weeds;
(h) exercise safety measures to oneself, to crops and the environment while controlling weeds.
16.2.0 Content
16.2.1 Weeds: Definition of a weed, Weed identification and classification, Competitive ability of weeds (Appropriate examples for each ability), Harmful effects of weeds (appropriate examples for each effect).
Note:- See appendix Resources B on weeds to be studied.
16.2.2 Weed control methods: Chemical weed control (classes of herbicides, methods of application and safety measures in use of chemicals), Mechanical weed control, Cultural weed control, Biological weed control, Legislative control.
17.0.0 AGRO-FORESTRY

17.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) define agro-forestry;
(b) state the importance of agro-forestry;
(c) describe various forms of agro-forestry;
(d) explain the importance of trees;
(e) select appropriate trees for different uses;
(f) describe tree nursery management and transplanting;
(g) explain routine tree management;
(h) select appropriate sites for trees in the farm and other areas;
(i) describe various methods of tree harvesting.

17.2.0 Content

17.2.1 Definition of agro-forestry: Forms of agro-forestry
17.2.2 Importance of agro-forestry
17.2.3 Importance of trees and shrubs: Important trees and shrubs for particular purposes; Trees and shrubs to avoid at certain sites and reasons.
17.2.4 Tree nursery: Types of nurseries, Seed collection and preparation, Nursery management, Transplanting.
17.2.5 Care and management of trees: Protection, Pruning and training, Grafting old trees.
17.2.6 Agro-forestry practices: Alley cropping, Woodlots in farms.
17.2.7 Sites for agro-forestry trees: Boundaries, River banks, Terraces, Slopes, Homestead.
17.2.7 Tree harvesting methods.

18.0.0 LIVESTOCK PRODUCTION I (COMMON BREEDS)

18.1.0 Specific Objectives

By the end of the topic the learner should be able to:
(a) state the importance of livestock;
(1,) name various livestock species;
(e) define the terms livestock, breed and type;
(d) describe the various breed characteristics;
(e) state the origin of various livestock breeds;
(f) classify the various breeds into types;
(g) name the external parts of the various livestock species.
18.2.1 Content
18.2.2 Importance of livestock
18.2.3 Livestock species: Cattle (exotic and indigenous), Goats, Sheep, Pigs, Poultry (chicken), Rabbits, Camels.
Discuss each under the following: Breed, origin and characteristics, Type of each breed, External parts of each livestock species, Typical conformation
18.2.4 Terms used to describe livestock in different species by age, sex and use.

19.0.0 LIVESTOCK PRODUCTION III (SELECTION AND BREEDING)

19.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) describe reproduction and;
(b) reproductive systems;
(c) select breeding stock;
(d) describe breeding systems;
(e) identify signs of heat in livestock;
(f) describe methods used in serving livestock;
(g) describe signs of parturition in cattle, pigs and rabbits.

19.2.0 Content

19.2.1 Reproduction and reproductive systems: Cattle and Poultry.
19.2.2 Selection: Meaning; Factors to consider in selecting a breeding stock- Cattle, Sheep, Goats, Pigs, Camels; Methods of selection – mass selection , contemporary comparison, progeny testing.
19.2.3 Breeding: Meaning; Terms used in breeding – dominant and recessive genes, Heterosis (hybrid vigour), Epistasis; Breeding systems – Cross-breeding, Upgrading, Inbreeding, Line breeding, Out-crossing

Note: Discuss under the headings: Definition, Advantages and Disadvantages
19.2.4 Signs of heat in Cattle, Pigs and Rabbits.

Note: Study the oestrus cycle of each of the above.

19.2.5 Methods of service in livestock: Natural mating, Artificial insemination, Embryo transplant.
Note: Discuss advantages and disadvantages of each
19..2.6 Signs of Parturition in Cattle, Pigs and Rabbits.
Note: Learners to handle livestock in appropriate caring manner.

LIVESTOCK HEALTH I (INTRODUCTION TO LIVESTOCK HEALTH)

20.1.0 Specific Objectives

By the end of the topic the learner should be able to:
(a) define health and disease;
(b) describe signs of sickness in animals;
(c) state the predisposing factors of livestock diseases;
(d) categorize animal diseases;
(e) carry out disease control practices;
(fl state the importance of maintaining livestock healthy;
(g) describe appropriate methods of handling livestock.
20.2.0 Content
20.2.1 Health and disease: Definitions; Importance of keeping livestock healthy; Predisposing factors of livestock diseases; Signs of ill-health in livestock.
20.2.2 Classification of livestock diseases by cause.
20.2.3 General methods of disease control
20.2.4 Appropriate methods of handling livestock.

21.0.0 LIVESTOCK HEALTH II (PARASITES)

21.1.0 Specific Objectives

By the end of the topic the learner should be able to:
(a) describe host parasite relationship
(b) identify different parasites;
(c) describe the life-cycle of parasites;
(d) state signs & symptoms of attacks;
(e) explain methods of parasite control in livestock.
21.2.0 Content
21.2.1 Host: Parasite relationship; Effects of parasites on hosts.
21.2.2 External parasites: Ticks, Tsetse flies, Mites, Lice, Fleas, Keds
21.2.3 Internal parasites: Roundworms (Ascaris spp); Tapeworms (Taenia spp); Flukes (Fasciola spp).
Note: The parasites should be studied under the following: -Identification, Livestock species attacked, Part(s) of livestock attacked or inhabited and mode of feeding.
21.2.4 Signs and symptoms of attack.
21.2.5 Describe the life cycles of the following:Roundworm (Ascaris spp); Tapeworm (Taenia spp); Liver fluke (Fasciola spp); Ticks (appropriate example one host, two host , three host)
Note: Indicate whether soft or hard tick
21.2.6 Methods of parasite control giving appropriate example of a parasite for each method.
2.0.0 LIVESTOCK HEALTH III (DISEASES)

22.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) describe causes and vectors of main livestock diseases;
(b) state the incubation period;
(c) describe the signs of each disease;
(d) state the predisposing factors where applicable;
(e) carry out simple control measures of livestock diseases;
(fl state the measures taken to avoid environmental pollution.

22.2.0 Content

22.2.1 Protozoan diseases: East coast fever; Anaplasmosis; Coccidiosis; Trypanosomiasis (Nagana).
22.2.2 Bacterial diseases: Fowl typhoid; Foot rot; Contagious abortion (Brucellosis); Scours; Blackquarter; Mastitis; Anthrax; Pneumonia
22.2.3 Viral diseases: ; rinderpest; Foot and mouth ; Newcastle; Fowl pox; Gumboro; African Swine fever.
22.2.4 Nutritional diseases: Milk fever; Bloat.
All the above diseases should be studied under the following:

  • Animal species attacked
  • Cause/casual organism/agent and or vector
  • Predisposing factors (where applicable)
  • Incubation period (where applicable)
  • Signs and symptoms of disease
  • Simple control measures of the diseases
  • Appropriate measures to avoid environmental pollution.

23.0.0 LIVESTOCK PRODUCTION II (NUTRITION)

23.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) identify and classify livestock feeds;
(b) describe digestion;
(c) define terms used to express feed values;
(d) compute a livestock ration;
(e) prepare balanced ration for various livestock;
(0 describe the appropriate livestock handling techniques while feeding.
23.2.0 Content
23.2.1 Livestock nutrition: Feeds and Feeding (identification, classification of feeds, terms used in expressing feed values, computation of livestock rations, preparation of livestock rations); Digestive systems (ruminant eg cattle, and non- ruminant eg pig and poultry); Digestion in cattle, pig and poultry.
23.2.2 Appropriate livestock handling techniques while feeding.
24.0.0 LIVESTOCK PRODUCTION IV (LIVESTOCK REARING PRACTICES)

24.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) describe livestock rearing practices;
(b) carry out livestock rearing practices;
(c) describe appropriate handling techniques of livestock during routine management.

24.2.0 Content

24.2.1 Routine livestock rearing practices: Feeding practices (flushing, steaming up, creep feeding); Parasites and Disease control practices (vaccination, dehorning, hoof trimming, docking, dipping/spraying, dusting); Breeding practices (crutching, tupping and serving, raddling, ringing); Identification; Debeaking; Tooth clipping; Culling: Describe general methods and carry out practicals on cattle, poultry; Castration (open, closed, caponization);

Management during parturition:- pigs, cattle, sheep, goats and rabbits.

24.2.2 Bee Keeping (Apiculture): Importance; Colony; Siting of the apiary and hive; Stocking a bee hive; Management — feeding and predator and pest control; Honey harvesting and processing.

24.2.3 Fish Farming (aquaculture): Importance; Types of fish kept in farm ponds; Management; Harvesting; Processing and preservation.
24.2.4 Appropriate handling of livestock during routine management.

25.0.0 LIVESTOCK PRODUCTION VI (CATTLE)

25.1.0 Specific objectives

By the end of the topic, the learner should be able to:
(a) raise young stock;
(b) describe milk by its components;
(c) describe milk secretion and let-down;
(d) milk using correct procedure and technique;
(e) describe marketing of beef cattle and milk;
25.2.0 Content
25.2.1 Raising young stock: ; Feeding; Weaning ; Housing; Routine practices.
25.2.2. Milk and milking: Milk composition,; Milk secretion and let down; Clean milk production (equipment and materials (include milking machine), cleanliness of the milk man /milk woman, milking procedure (by hand and by machine), Milking techniques); Dry cow therapy.
25.2.3 Marketing of milk
25.2.4 Marketing beef cattle.

26.0.0 LIVESTOCK PRODUCTION V (POULTRY)

26.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) identify parts of an egg;
(b) select eggs for incubation;
(e) describe conditions necessary for artificial incubation;
(d) identify, suitable sources of chicks;
(e) describe broodiness and natural brooding; (fl describe brooder and brooder management;
(g) describe rearing systems;
(h) describe the feeding for each age and category of poultry;
(i) identify stress and vices;
0) state the causes of stress and vices;
(k) state the effects of vices and stress in poultry;
(1) state control measures of vices and stress;
(m) describe marketing of eggs and poultry meat;
(n) select, sort and grade eggs for marketing;
(o) explain how poultry production can be an economically lucrative activity.

26.2.0 Content

262.1 Parts of an egg
26.2.2 Incubation: Meaning; Selection of eggs for incubation; Natural incubation (Signs of broodiness in poultry, Preparation and management of natural incubation); Artificial incubation (management of the incubator).
26.2.3 Sources of chicks
26.2.4 Brooding: ; Meaning; Natural brooding; Artificial brooding (brooder and brooder management, conditions equipment, management of layers and broilers.
26.2.5 Rearing systems: Extensive (free range); Semi-intensive (fold system); Intensive (deep litter and battery cage system.)

Note: Include advantages and disadvantages of each system.
26.2.6 Chicken feeding: Broilers and Layers.
26.2.7 Stress and vices in chicken: Identification; Causes; Control.
26.2.8 Marketing: Eggs —(-include grading of eggs for marketing) and meat.

27.0.0 FARM STRUCTURES

27.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) describe parts of a building;
(b) identify materials for construction;
(c) describe various farm structures and their uses;
(d) describe siting of various structures;
(e) construct and maintain farm structure.
27.2.0 Content
27.2.1 Farm building and structures: Siting; Parts of a building (foundation, wall, roof
27.2.2 Livestock buildings and structures: Crushes; Dips; Spray race; Dairy shed/parlour; Calf pens; Poultry houses and structures (deep litter, Coops, folds/arks, Runs, battery cages); Rabbit hutches/Rubbitry; Piggery/pigs sty; Fish ponds; Silos (for silage); Zero grazing unit; Bee hives.
27.2.3 Farm stores: Feed; Farm produce; Chemical; Machinery; Tools
27.2.4 Green house: Meaning; Construction materials used; Uses.
27.2.5 Fences in the farm: Types of fences and materials used; Uses — advantages and disadvantages; Gates and passes in fences; Fence reinforcement.

Note: Construct any of the following structures: a crush, a beehive, a hutch

28.0.0 FARM POWER AND MACHINERY

28.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) describe various sources of power in the farm;
(b) describe various systems of a tractor;
(c) describe the various tractor drawn implements, their uses & maintenance;
(d) describe the various animal drawn implements, their uses and maintenance;
(e) describe tractor service and maintenance practices.

282.0 Content

28.2.1 Sources of power in the farm: Human ; Animal; Wind; Water; Biomass (wood/charcoal, biogas); Fossil fuel (coal, petroleum, natural gas); Electrical (hydro, geothermal, nuclear, storage battery); Solar.
28.2.2 Tractor Engine: four stroke cycle engine (diesel and petrol); Two stroke cycle engine
28.2.3 Systems of the tractor: Fuel system; Electrical; Ignition; Cooling; Lubrication; Transmission (clutch, gears, differential, final drive).
28.2.4 Tractor service and maintenance
28.2.5 Tractor drawn implements, their uses and maintenance: Attachment methods (one point hitch – draw bar, three point hitch — hydraulic and power take off- P. T. 0); Implements (trailer, disc plough, mould board plough, harrows – disc [plain, notched], spike toothed, spring tined, sub-soilers, ridgers); Rotary tillers; Mowers (Gyro, reciprocating, planters and seeders); Cultivators/weeders; Sprayers; Harvesting machines (grain, root crops, forage); Shellers.
28.2.6 Animal drawn implements, uses and maintenance: ploughs; carts; ridgers.

29.0.0 AGRICULTURAL ECONOMICS I (BASIC CONCEPTS AND FARM RECORDS)

29.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) define economics and agricultural economics;
(b) explain basic concepts of economics;
(c) describe the importance of agricultural economics;
(d) explain the importance of farm records;
(e) describe the different types of farm records;
(0 keep farm records.

29.2.0 Content

29.2.1 Definition: Economics and Agricultural Economics.
29.2.2 Basic concepts of economics: Scarcity; Preferences and choice; Opportunity cost.
292.3 Uses of farm records
29.2.4 Types of farm records: Breeding; Feeding; Production; Health; Field operations; Inventory; Labour; Marketing.

30.0.0 AGRICULTURAL ECONOMICS II (LAND TENURE AND LAND REFORM)

30.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) define the term tenure;
(b) describe tenure systems;
(c) describe land reforms

30.2.0 Content

30.2.1 Land tenure: Definition; Tenure systems – (I) individual (types, advantages and disadvantages) and (ii) Collective (description, advantages and disadvantages).
30.2.2 Land reforms: definition; types of reform and reasons for each (fragmentation, consolidation, adjudication, registration (emphasize the importance of a title deed); Settlement and resettlement.
31.0.0 AGRICULTURAL ECONOMICS III (PRODUCTION ECONOMICS)

31.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) explain various parameters of national development;
(b) relate national development to agricultural production;
(c) state the factors of production and explain how each affects production;
(d) describe how the law of diminishing returns relates to agricultural production;
(e) describe agricultural planning and budgeting in a farming business;
(0 state sources of agricultural support services;
(g) describe risks and uncertainties in farming;
(h) explain ways of adjusting to risks and uncertainties.

31.2.0 Content

31 .2.1 National income: Household-firm relationship; Gross Domestic Product (GDP); Gross National Product (GNP); Per Capita Income; Contribution of agriculture to national development.
31.2.2 Factors of production: Land (definition and methods of acquisition); Labour (definition, types, measures of labour, ways of increasing labour efficiency; Capital (definition, types and sources); Management (definition, role of a farm manager)
31.2.3 Production function: Increasing returns; Constant returns; Decreasing returns
3 1.2.4 Economic laws and principle: The law of diminishing returns; The law of substitution; The law of equimarginal returns; Principle of profit maximization.
31.2.5 Farm planning: Meaning; Factors to consider; Steps
31.2.6 Farm budgeting: Definition; Importance; Types (partial and complete)
3 1.2.7 Agricultural services available to the farmer
3 1.2.8 Risks and uncertainties in farming: Meaning; Common risks and uncertainties; Ways of adjusting.

32.0.0 AGRICULTURAL ECONOMICS IV (FARM ACCOUNTS)

32.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) state the importance of farm accounts;
(b) distinguish and describe the various financial documents and their uses;
(c) identify various books of accounts and their uses;
(d) prepare and analyse financial statements.

32.2.0 Content

32.2.1 Financial documents and books of accounts: Financial documents (Invoices,
Statements, Receipts, Delivery notes, Purchase orders); Books of Accounts
(Ledger, Journal, Inventory, Cash book); Financial statements; Cash analysis;
Balance sheet; Profit and loss account.

33.0.0 AGRICULTURAL ECONOMICS V (AGRICULTURAL MARKETING AND ORGANIZATIONS)

33.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) define market and marketing;
(b) describe the various types of markets;
(c) describe how the law of supply and demand affects the prices of agricultural products;
(d) state various marketing functions, agents and institutions;
(e) identi problems in marketing of agricultural products;
(f) list various agricultural organizations;
(g) describe the role of each of the agricultural organizations.
33.2.0 Content
33.2.1 Market and marketing
33.2.2 Types of markets
33.2.3 Demand, supply and price theory
33.2.4 Marketing functions
33.2.5 Problems of marketing agricultural products and possible solutions
33.2.6 Marketing boards, agents and institutions
33.2.7 Co-operatives: Formation; Functions
33.2.8 Associations and unions: Agricultural society of Kenya (ASK); Young Farmers Clubs (YFC); Kenya National Farmers Union (KNFU); Agricultural based Women groups.
APPENDIX RESOURCES

A TOOLS AND EQUIPMENT TO BE STUDIED
1. GARDEN TOOLS AND EQUIPMENT TO BE STUDIED

Panga Knap-sack sprayer
Axe Sprinkler
Mattock/pick axe Hose pipe
Jembe/hoe Garden shear
Fork jembe Pruning saw
Spade Pruning knife
Wheelbarrow Meter rule
Watering can Secateurs
Rake Garden fork
Tape measure Pruning-hook
Soil auger Levelling boards.

  1. LIVESTOCK PRODUCTION TOOLS AND EQUIPMENT

Elastrator Stir-up pump
Burdizzo Milk churn
Syringes and needles Strainer/sieve
Thermometer Rope
Halter Milking stool
Hoof trimmer Weighing balance
Strip cup Hot iron
Trochar and canula Tooth clipper
Hard broom Drenching gun
Wool shears Dosing gun
Ear notcher Bolus gun
Bull ring and leading stick Dehorning wire
Bucket Chaff cutter

  1. WORKSHOP TOOLS AND EQUIPMENT

Cross cut saw Jack plane
Tenon/back saw Scrapper
Coping saw Try square
Compass saw/key hole saw Wood clamp
Rip saw Sash clamp
Bow saw G-clamp
Hack saw Mallet
Wood chisel Soldering gun
Cold chisel Tin-snip
Mes and rasps Claw hammer
Divider Sledge hammer
Center punch Wire strainer
Spoke share Pliers
Screw drivers Brace and bits
Spanners Hand drills and bits
Pipe wrench Riveting machine
Pipe cutter Crow bar
Levelling rod Masons’ square
Spirit level Plumb bob
Mason’s trowel Metal float
Wood float Shovel
Meter rule

  1. WEEDS TO BE STUDIED

COMMON NAME BOTANICAL NAME

  1. Black Jack Bidens pilosa
  2. Mexican marigold Tagetes minuta
  3. Oxalis/sorrel Oxalis species
  4. Double thorn Oxygonum sinuatum
  5. Thorn apple Datura stramonium
  6. Couch grass Digitaria scalarum
  7. Nut grass Cyperusrotundus
  8. Wandering Jew Commelina benghalensis
  9. Sow thistle Sonchus oleraceus
  10. Devil’s horsewhip Achyranthes aspera
  11. Macdonald /gallant soldier Gallinsoga parvfrlora
  12. Sodom apple Solanum incanum
  13. Black nightshade Solarium nigrum
  14. Chinese lantern Nicandra physalodes
  15. Bracken fern Pteridium acquilinum
  16. Love grass/Bristly foxtail Setaria verticillata
  17. Cleavers Gallium spurium
  18. Stinging nettle Utica massaica
  19. Fat hen/Goosefoot Chenopodium species
  20. Rape weed Brassica napus
  21. Wild oats Avenafatua
  22. Lantana/tick berry Lantana camara
  23. Water hyacinth Eichhornia crassipes
  24. Witchweed Striga hermonthica
  25. Creeping indigo Indigofera spicata
  1. CROP PESTS TO BE STUDIED
  1. Armyworm
  2. Cut worm
  3. Locust
  4. Moths
  5. Fruitfly
  6. Mealybug
  7. Thrips
  8. Beetles
  9. Weevils — field and store
  10. Birds — weaver, sudan dioch, Mouse bird
  11. Rodents — Squirrels, Moles and Rats
  12. Boll worms
  13. Stainers
  14. Nematodes
  15. Leaf miners
  16. Aphids
  17. Stalk borers
  18. Loopers
  19. Scales.
  1. CROP DISEASES TO BE STUDIED
  2. maize streak
  3. Smuts
  4. Blasts
  5. Leaf blight
  6. Anthracnose
  7. Rusts in cereals and leaf rust in coffee
  8. Leaf spot
  9. Blight-halow, Early and late
  10. Panama disease
  11. Cigar-end-rot
  12. Mildew
  13. Mosaic
  14. Die-back
  15. Greening
  16. Tristeza
  17. Wilts – Fusarium and Bacterial
  18. Black arm
  19. Damping off
  20. Coffee Berry Disease
  21. Rosette
  22. Ratoon stunting disease
  23. Armillaria root-rot.

Nyambaria High School KCSE 2025 Joint Exam Papers & Answers

Nyambaria High School KCSE 2025 Joint Exam Papers & Answers

NYAMBARIA BOYS PHYC PP3 CONF.pdf
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NYAMBARIA BOYS PHYC PP3 2025 PREDICTIONS.pdf
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AGRICULTURE REVISION BOOKLET FOR ALL TOPICS

TOPICS COVERED

SECTION I QUESTIONS

  •  INTRODUCTION TO AGRICULTURE………………………………………………………..3
  • CROP PRODUCTION I (LAND PREPARATION) ……………………………………………5
  •  FACTORS WHICH INFLUENCE AGRICULTURE……………………………………………5
  • WATER SUPPLY, IRRIGATION AND DRAINAGE…………………………………..………….
  • SOIL FERTILITY 1 (ORGANIC MANURE) ………………………………………………..…..8
  • AGRICULTURE ECONOMICS  (BASIC CONCEPTS AND FARM RECORDS) ……………9
  •  SOIL FERTILITY II (IN ORGANIC FERTILIZERS) ……………………………….………..10
  • CROP PRODUCTION II (PLANTING) ………………………………………………..……….12
  • CROP PRODUCTION III (NURSERY MANAGEMENT PRACTICES) …………………….14
  • CROP PRODUCTION IV (FIELD MANAGEMENT PRACTICES) …………………………15
  • CROP PRODUCTION V (VEGETABLES) …………………………………………………..16
  • LIVESTOCK HEALTH (INTRODUCTION TO LIVESTOCK HEALTH) ……………………17
  • AGRICULTURAL ECONOMICS II (LAND TENURE AND LAND REFORM) …………….18
  • SOIL AND WATER CONSERVATION…………………………………………………………18
  • WEEDS AND WEED CONTROL………………………………………………………………19
  • CROP PESTS AND DISEASES………………………………………………………………….21
  • (pp1): CROP PRODUCTION VI  ( FIELD PRACTICES FOR MAIZE, MILLET, SORGHUM,
  • BEANS AND RICE: HARVESTING OF COTTON PYRETHRUM, SUGAR CANE COFFEE
  • AND TEA CROP PRODUCTION III(NURSERY MANAGEMENT PRACTICES) …………23
  • FORAGE CROPS…………………………………………………………………………………24
  • AGRICULTURAL ECONOMICS III (PRODUCTION ECONOMICS)………………………..25
  • CROP PRODUCTION IV (FIELD MANAGEMENT PRACTICES) ……………………………
  • CROP PRODUCTION V (VEGETABLES)……………………………………………………….
  • AGRICULTURAL ECONOMICS IV………………………………………………………….29
  • LIVESTOCK HEALTH (INTRODUCTION TO LIVESTOCK HEALTH) ……………………
  •  AGRICULTURAL ECONOMICS II (AND TENURE AND LAND REFORM) …………….…
  • SOIL AND WATER CONSERVATION……………………………………………………..…..
  • WEEDS AND WEED CONTROL………………………………………………………………..
  • CROP PESTS AND DISEASES………………………………………………………………..
  • CROP PRODUCTION VI  (FIELD PRACTICES FOR MAIZE, MILLET,
  • SORGHUM, BEANS AND RICE:
  • HARVESTING OF COTTON, PYRETHRUM, SUGAR CANE COFFEE & TEA………………
  •  AGRICULTURE ECONOMICS (V) …………………………………………………….……..32
  •  AGRO FORESTRY…………………………………………………………………………….32

      SECTION I ANSWERS………………………………………………………………..……..34

  • SECTION II QUESTIONS
  • FARM TOOLS AND EQUIPMENT…………………………………………………………….92
  • LIVESTOCK PRODUCTION I (COMMON LIVESTOCK BREEDS) ………………………96
  •  LIVESTOCK HEALTH II     (LIVESTOCK PARASITES) ……………………………………97
  • LIVESTOCK PRODUCTION II (NUTRITION) ………………………………………………..98
  •  LIVESTOCK PRODUCTION III (SELECTION AND BREEDING) ……………………..    99
  • LIVESTOCK PRODUCTION IV (LIVESTOCK MANAGEMENT PRACTICES)…………..100
  • FARM STRUCTURES ………………………………………………………………………103
  •  LIVESTOCK HEALTH III    (LIVESTOCK DISEASES) ……………………………………108
  • LIVESTOCK PRODUCTION V (POULTRY) ………………………………………………110
  • LIVESTOCK PRODUCTION III (LIVESTOCK REARING PRACTICES) …………………112
  • FARM POWER AND MACHINERY…………………………………………………………..113

SECTION II   Answers ………………………………………………………………………..117

SECTION I : QUESTIONS

INTRODUCTION TO AGRICULTURE

This topic entails the following:-

  • Definition of agriculture
  • Main branches of agriculture
  • Farming systems
  • Farming methods
  • Role of agriculture to Kenya’s economy
  • Varied opportunities in agriculture.

 

The following relevant questions and their answers in this topic will help and motivate the user to       comprehend and understand the required concepts and practices:

 

  1. Give two factors which characterize intensive farming
  2. State three reasons why organic farming is encouraged in farming
  3. State two ways in which agriculture contributes to industrial development
  4. State four ways by which wind affects the growth of crops
  5. State one physical characteristic used in classifying soil
  6. Outline four advantages of organic farming
  7. State two conditions under which shifting cultivation is practiced
  8. Differentiate between the following terms as used in Agriculture:-

(a) Oleculture and floriculture

(b) Apiculture and aquaculture

 

FACTORS WHICH INFLUENCE AGRICULTURE

In this topic, the following factors influence agriculture.

-Human factors e.g. -level of education, -Health HIV/AIDS, -Economic status of the farmer e.t.c

– Biotic factors e.g. pests, parasites, decomposers, pathogens, pollinators, predators e.t.c.

– Climatic factors e.g. rainfall, temperature, wind and relative humidity, light

– Edaplus factors e.g. type of soils, soil profile, soil structure, soil texture, soil chemical properties.

The following relevant questions and their answers in this topic will greatly help and

motivate the user to comprehend and understand the required concepts:

 

  1. State two roles of humus in the soil that are beneficial to crops
  2. a) outline five activities that may be  undertaken in organic farming
  3. List four effects of temperature on crop growth
  4. State four ways by which wind affects the growth of crops
  5. Name two factors related to light that affect crop production and distribution in Kenya
  6.  Describe the environmental conditions that may lead to low crop yields
  7. List three environmental factors that affect crop distribution in Kenya
  8. State one physical characteristic used in classifying soil
  9. Outline four advantages of organic farming
  10. The diagrams below show an experiment carried out by a form 1 class. Study them carefully and
E
D

answer questions that follow:

(a) What was the aim of the experiment?

(b) What was the observation that form 1 students made at the end of the experiment in

flasks D and E?

(c) Give the reason for the observation made in flask D

           

  1. Briefly explain how sub-soil as a horizon in a soil profile can affect soil productivity
  2. (a) What are the three aspects of light that are important to a farmer?

(b) Mention three ways through which relative humidity affect crop production

  1. The diagram labeled E and F below illustrates some type of soil structure. Study the diagrams

carefully and answer the questions that follow:

 

 

 

 

 

 

 

 

 

 

(a) Identify the types of soil structure illustrated in diagrams E and F

(b) Identify the parts labeled (i) and (ii) in diagram F

(c) Outline the influence of physical characteristics of soil on its properties

  1. State three physical characteristics of soil
  2. Study the diagram below and answer the questions that follow

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. a) State merits of horizon A                                                                                                  
  2. b) State distinct features of horizon B
  3. c) What does the term transition zone refer to in soil profile
  4. i) Name horizon C and state its importance
  5. Outline two ways temperature affects crop production
  6. List four ways by which biological agents can enhance the process of soil formation
  7. List four environmental factors that affect crop production in Kenya
  8. Explain the role played by topography in soil formation
  9. Mention two importance of parent’s material in soil profile
  10. Mention four ways of modifying soil temperature in crop production
  11. a) Mention two factors that   affect  selectivity of herbicides
  12. b) Name two farming practice that cause water pollution
  13. Give four factors that influence soil formation
  14. State three properties of soil that is influenced by soil texture
  15. Name any three agents of biological weathering

 

 

 

CROP PRODUCTION I (LAND PREPARATION)

  • Land preparation entails the following farming practices.
  • Land clearing or bush clearing tools, chemicals and equipment used.
  • Primary cultivation, tools and equipment as machines used.
  • Primary cultivation, tools and equipment as machines used.
  • Secondary cultivation, tools and equipment used.
  • Tertiary operations e.g. ridging, rolling and leveling.
  • Sub-soiling, tools used and reasons for the same.
  • Minimum tillage and reasons for the secure.

 

The following relevant questions and their answers in this topic will greatly help and motivate

the user to comprehend and understand the required concepts and farming practices:

 

  1. Give three factors that determine depth of ploughing during land preparation
  2. List four reasons for cultivating land before planting
  3. (a) What is minimum tillage?

(b) Give four farming practices that help in achieving minimum tillage.

  1. (a) Describe the establishment of grass pasture from the time the land is ploughed using a mould

board plough to the time the pasture is ready for grazing

(b) Explain five practices that a farmer should carry out to ensure uniform germination of seeds         (c) Describe five factors that determine the number of cultivations when preparing a seedbed

  1. State four physical conditions of the seedbed that need to be changed to facilitate germination
  2. State four importance of sub soiling as a tertiary operation
  3. Outline four advantages of rolling in seedbed preparation
  4. State four disadvantages of minimum tillage
  5. The diagram below illustrate a tertiary operation carried out in the farm

 

 

 

 

  1. a) Identify the tertiary operation
  2. b) (i) State the importance of the tertiary operation identified in 20(a) above

(ii) Give two other  tertiary operations carried out in the field besides the one identified above

  1. Give two reasons why it is advisable to cultivate the field during the dry season
  2. How are hard pans caused by cultivation?
  3. Give four factors that determine the number of secondary cultivation operations
  4. Define the term minimum tillage
  5. List four advantages of timely planting
  6. State any two factors that determine the number of cultivation on a field before it is ready for

planting

  1. Give three benefits of timely planting of annual crops
  2. State four factors determining the depth of ploughing land

 

 

 

 

 

 

 

WATER SUPPLY, IRRIGATION AND DRAINAGE

 

This topic entails the following:

  • Hydrological cycle
  • Sources of water on the farm
  • Water collection and storage
  • Pumps and pumping of water
  • Types water pipes
  • Water treatment
  • Uses of eater of the farm.
  • Types of irrigation advantages and disadvantages.
  • Importance and methods of drainages
  • Water pollution causes and prevention.

 

The following relevant questions and their answers in this topic will greatly help and motivate the         user to comprehend and understand the required concepts and practices:

 

  1. State two reasons for treating water for us on the farm
  2. State three reasons for draining swampy land before growing crops
  3. Use the diagram below of irrigation method to answer the questions that follow.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. a) Identify the method of irrigation
  2. b) State four advantages of the above irrigation system
  3. c) State three factors that determine the type of irrigation on the farm
  4. d) State two disadvantages o f the above system of irrigation
  5. a) What is irrigation
  6. b) Outline three methods of irrigation
  7. a) List four use of water on the farm
  8. b) Give four methods of harvesting water on the farm
  9. c) Outline the stages involved in water treatment process
  10. List any four uses of water in the farm
  11. State two types of irrigation used in Kenya
  12. Outline four disadvantages of cambered beds

Describe the process of water treatment

  1. Give four roles of drainage as a method of land reclamation
  2. Name two types of water pumps which can be used in the farm
  3. Name any four examples of working capital in maize production
  4. List four types of water pumps which can be used in the farm
  5. State four methods of drainage
  6. Distinguish between a dam and a weir                                   
  7. How do the government control prices of essential farm produce
  8. What is the difference between pumping and piping of water in the farm?
  9. List four reasons of draining water logged soils before planting.
  10. Give three Agricultural practices which lead to water pollution
  11. The diagrams below illustrate some methods of irrigating crops in the field. Study the diagrams

and answer the questions that follow:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) Identify the methods used ;   (i) A              (ii) B

(b) State two advantages of method A over method B

(c) What material should be inserted at point T

  1. b) Name two farming practice that cause water pollution
  2. Give four reasons for practicing irrigation
  3. a) State four  importance  of water to plants
  4. b) State four reasons for treating water before use c) Describe water treatment system in a chemical treatment plant
  5. Name four diseases caused to man by drinking untreated water
  6. State the functions of the following chemicals as used in water treatment;

(a) Chlorine.

(b) Aluminum sulphate (AIlum)

  1. The diagrams labeled S and T illustrate some methods of draining waterlogged fields; use it to

answer the questions that follow:

 

 

 

 

 

 

(a) Identify the methods illustrated

            (b) What are the materials in S labeled M and N

           (c) Name two types of crops that can be planted in the field instead of carrying out the practice

illustrated in S and T

(d) What is the importance of carrying out land reclamation?

 

 

SOIL FERTILITY 1 (ORGANIC MANURE)

This topic entails the following:

  • Characteristics of a fertile soil
  • How soil loses soil fertility
  • Soil fertility maintenance
  • Reasons of adding organic matter to soil
  • Disadvantages of organic manure
  • Types of organic manure i.e green manure, farm yard manure and compost measure.

 

The following relevant questions and their answers in this topic will greatly help the user to             comprehend and understand the required concepts and practices:

 

  1. State two roles of humus in the soil that are beneficial to crops
  2. List four characteristic of fertile soil
  3. The diagram below illustrates a compost heap. Study it and answer the questions that follow

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. a) Name the part labeled Q and state its function
  2. b) What is the function of each of the following components in preparation of compost manure
  3. i) Top soil
  4.       ii) Wood ash

iii) Rotten manure

 

 

  1. The illustration below shows a four heap system of making compost manure. Study it and answer

the questions that follow.

 

 

 

 

 

 

 

 

 

(a) By use of arrows indicate on the diagram above how the following material should be

transferred from one heap to another till the manure is applied in the field

(b) How long does the material take to be ready for application in the field as manure?

(c) Give a reason for turning the material in the heap regularly

(d) Give two reasons why it is necessary to sprinkle water on the heap

  1. Name four indicators of well-decomposed manure
  2. (a) State two factors that should be considered when siting a compost manure heap

(b) When preparing compost manure, explain the importance of each of the following:-

(i) Addition of ash

(ii) Regular turning of the compost manure

  1. What is leaching?
  2. State four advantages of adding organic matter to a sandy soil
  3. (a) Describe the preparation of the following farm materials:-

(i) Farm yard manure

(ii) Hay

(b) Explain the factors considered in timely planting of annual crops

  1. A ration containing 18% protein is  to be  made  from  maize and sunflower cake. Given

that maize contains 7% protein, and sunflower seed cake 34% protein. Use Pearson square

method to calculate the value  of feedstuffs  to be used to prepare 100kgs  of the feed

  1. ii) A part from Pearson square method, name two other methods that can be used to formulate

feed ration

 

AGRICULTURE ECONOMICS

(BASIC CONCEPTS AND FARM RECORDS)

This topic entails the following

  • Definition of scarcity, preference and classic, opportunity cot as used in agriculture production.
  • Uses of farm records
  • Types of farm records i.e production records, filed operation records, breeding records, feeding records, health, labour records and master roll.

 

The following relevant questions and their answers in this topic will greatly help and motivate

the user  comprehend and understand the concepts and practices.

 

  1. (a) What are the uses of farm records to a farmer?

 

  1. Identify the farm record below and the questions that follow:
Date Disease symptoms Animals affected Drug used Cost of treatment Remarks
           

(a)Identity of the record

(b) State two different information that should be entered in the remarks column

(c) Give two importance of keeping the farm record illustrated above

  1. State four uses of farm records
  2. State four uses of farm records
  3. Outline two ways the level of education and technology influence the efficiency of agricultural

production

  1. Study the illustration below of farm records:- Use it to answer the questions that follow:

Enterprise

Month                     

Name of cow DAYS IN MONTH
  1   2   3   4   5   6  
AM PM AM PM AM PM AM PM AM PM AM PM
                       

 

(a) Name the type of the farm record illustrated above

(b)  Give three reasons for keeping health records in a livestock production

(c) Give three pieces of information a dairy farm manager should collect for planning purposes

  1. List down four pieces of information recorded in a field operation record.
  2. List two events occur during induction stroke in a four stroke engine
  3. Give two conditions under which a farmer may prefer the use of donkey trailed cart instead of

a tractor drawn trailer in his farm

 

 

SOIL FERTILITY II (IN ORGANIC FERTILIZERS)

 

This topic entails the following;

  • Essentials elements required by cops
  • Classification of essential elements
  • Role o micro-nutrients
  • Deficiency symptoms of macro-nutrients and micro-nutrients.
  • Identification and classification of fertilizers.
  • Soil sampling and testing methods of fertilizer application.
  • Effect of soil acidity/alkalinity air crops
  • Fertilizer rate calculations

 

The following relevant questions and their answers in this topic will greatly help and motivate the         user to comprehend and understand the required concepts and practices:

 

  1. State four advantages of applying lime in clay soil
  2. a) Give the form in which the following elements are absorbed by crops
  3.     i) Sulphur
  4. ii) Nitrogen

iii) Carbon

  1.     iv)  Magnesium
  2. b) List three effects of nitrogen to plants
  3. Mr. Malombe of Shinyalu village prepared to top dress 10 hectares of nappier grass using

sulphate of ammonia (21%N). Sulphate of ammonia is applied at rate of 150kg per hectare.

Calculate

  1. a) The quantity of sulphate ammonia fertilizer the farmer will need for 10 hectares
  2. b) The number of 50kg bags of fertilizer he will purchase
  3. Give two disadvantages of using farmyard manure
  4. State four factors which influence the stage at which the crops are harvested
  5. A form four student was given a sample of a fertilizer with the following characteristics:

(i) Grey in colour

(ii) It is granular

(iii) Causes no corrosion

(iv) It is highly hygroscopic

(v) It is neutral

(a) Identify the fertilizer

(b) At what stage of growth of maize should it be applied?

(c) Calculate the amount of K2O contained in 400kg of a compound fertilizer 25:10:5

  1. State two pieces of information that soil sample should have before being taken to the laboratory

for testing

  1. A compound fertilizer bag has the labels 20-20-0. What do the figures stand for?
  2. Give four functions of sulphur in crops
  3. State four advantages of lining as a measure of soil improvement
  4. State two methods of increasing soil PH
  5. (a) State three factors that determine the amount of inorganic fertilizers needed to be applied

to crops

(b) What are the necessary precautions observed when carrying out soil sampling?

  1. List three functions of nitrogen in crops
  2. (a) Distinguish between fertilizer grade and fertilizer ratio

(b) List four elements whose deficiency results into chlorosis in plants

  1. The diagram below shows a method of soil sampling

 

 

 

 

 

 

 

 

 

 

 

(a) Name the method illustrated in the diagram

(b) State three precautions taken when collecting the soil for testing using the above method

(c) Give four reasons why soil from the farm is tested

  1. A farmer was advised to apply compound fertilizer 20-20-10 on an orchard measuring

20m X 10m at the rate of 80kg/ha. Calculate the amount of fertilizer the farmer would require

for the orchard.                                                                                     (Show your working)

  1. a) A compound of fertilizer  has a fertilizer grade of 25:10:5.calculate  the a mount

of phosphorus fore sent in 400kg of this fertilizer

  1. b) The diagram below illustrate methods of collecting soil sample from a field

 

 

 

 

 

 

 

 

 

 

 

 

  1. i) Identify the methods illustrated 1-
  2. ii) xx

iii) State three importance of carrying out soil sampling and testing

  1. (a) What is an incomplete compound fertilizer?

(b) State four reasons why a maize crop continued showing deficiency of potassium despite

applications recommended amount of potassic fertilizer

  1. The diagram below shows a soil sampling method.

 

 

 

 

 

 

 

 

(a) Identify the method illustrated above

(b) Name any two spots in a farm that should be avoided during sampling

(c) Describe the steps followed while carrying out the exercise in (a) above

 

CROP PRODUCTION II (PLANTING)

This topic entails the following:

  • Correct  planting materials for various crops
  • Selection and preparation of planting materials
  • Determination of optimum time of planting
  • Factors which determine planting depth
  • Planting procedure for different crops
  • Factors which determine seed rate, spacing and plant population.
  • Calculation of plant population
  • Economic value of land.

The following relevant questions and their answers in this topic will greatly help and motivate

the user to comprehend and understand the required concepts and practices:

 

  1. State two reasons for seed treatment of tree species before planting
  2. Give three factors that determine spacing of beans
  3. State four reasons for using certified seeds for planting
  4. Below are diagrams showing vegetative material used for propagation.

 

 

 

 

 

 

 

 

 

 

  1. a) Name the propagation materials A, B, C, D
  2. b) What is the term used for inducing B to start germinating?
  3. c) State four advantages of vegetative propagation on crop production
  4. Differentiate between hybrid and composite
  5. a) A farmer planted 100 maize seeds and 90 seeds germinated.

Calculate the germination percentage

  1. b) Given that maize is planted at a spacing of 75cm by 25cm, calculate the plant population in a

plot measuring 4m by 3m

  1. Give four qualities of a mother plant which should be considered when selecting vegetative

material for propagation

  1. Explain five practices that a farmer should carry out to ensure uniform germination of seeds
  2. State two factors which determine the depth of planting
  3. State two advantages of adding organic matter to sandy soil

 

  1. Calculate the number of tea plants in two hectares (2ha) given that the spacing is 150cm x 75cm

and one seedling is planted per hole

  1. Outline four reasons why training is important in some crops
  2. Give four factors that influence the depth of planting
  3. Two precautions taken when harvesting cotton
  4. Outline four reasons why training is important in some crops
  5. Give four factors that influence the depth of planting
  6. Two precautions taken when harvesting cotton
  7. State four factors that determine the spacing of annual crops
  8. Outline four advantages of rolling in seedbed preparation
  9. List two factors that effect rooting of cuttings in crop production
  10. Outline three ways of preparing materials before sowing
  11. Outline three ways of preparing materials before sowing
  12. Distinguish between over sowing and under sowing

 

  1. Study the illustration below of a tea vegetative material and answer the questions that follow

 

 

 

 

 

 

 

 

  1. a) What name is given to the vegetative material drawn above for tea propagation
  2. b) State two devisable characteristics of the selected plants used to develop the plant shown
  3. c) Give two precautions observed during the preparation of the material above before planting
  4. The diagram below illustrates the spacing which is used when planting beans. Study the diagram

and answer the questions that follow:

 

 

 

 

 

 

 

 

 

 

 

  1. a) State the spacing illustrated above
  2. b) Suppose the student is asked to use the illustrated spacing to plant in a plot 4m by 3m leaving

30cm distance from the edge; calculate;

  1. i) The number of rows on the wider side of the plot
  2. ii) Calculate the plant population
  3. Using planting material whose diagram is shown below, list four factors that would influence the

rooting of the structure

                           

 

 

 

 

 

 

 

 

  1. Describe the selection, preparation and raising of vegetative tea seedlings in the nursery
  2. Explain the factors considered in timely planting of annual crops
  3. Give four disadvantages of broadcasting as a method of planting.
  4. Define the following terminologies as used in Agriculture
  5. Give two advantages of producing crops by use of seeds over vegetative propaganda
  6. State four ways of preparing planting materials before planting

 

 

 

 

CROP PRODUCTION III

NURSERY MANAGEMENT PRACTICES

 

This topic entails the following:

  • A nursery bed
  • A nursery bed and a seed bed
  • Reasons of establishing nursery bed
  • Suitable site for nursery bed
  • Nursery bed preparation
  • Nursery bed management practices
  • Transplanting seedling crops from nursery bed
  • Budding a seedling
  • Grafting a seedling
  • Reasons for budding, grafting and layering
  • Tissue culture
  • Damage caused by animals to a seedling and prevention.

 

The following relevant questions and their answers in this topic will greatly help and motivate the         user to comprehend and understand the required concepts and practices.

 

  1. Name three methods of grafting that are used in propagation of plants
  2. State two practices done during hardening-off of seedlings in a nursery bed.
  3. List two methods of budding used in crop propagation
  4. List four management practices carried out on a nursery bed
  5. Outline two importance of tissue culture in crop propagation
  6. Differentiate between a nursery bed and a seedling bed
  7. Give four advantages of under sowing in pasture production
  8. Give four advantages of under sowing in pasture production
  9. The diagram below shows a structure used in crop production:

 

 

 

 

 

 

 

 

 

 

 

 

(a) Identify the structure above

(b) Give a reason for carrying out each of the following practices in the structure shown above

(i) Pricking out

(ii) Hardening off

(c) State three importance of the part labeled A in the above structure

  1. (a) Describe the siting and establishment of a crop nursery

(b) Explain management practices in a crop nursery

  1. State four importance of thinning seedlings in the nursery bed
  2. State the difference between a seedling bed and a seedbed.
  3. Below is a diagram of a nursery for raising the seedlings

 

 

 

 

 

 

 

 

 

 

(a) State two advantages of having the part labeled J

(b) State any three management practices that should be carried out on the nursery from the time

seedlings emerge to the stage of transplanting

 

 

CROP PRODUCTION IV (FIELD MANAGEMENT PRACTICES)

This topic entails the following:

  • Crop rotation
  • Reasons for crop rotations
  • Crop rotation programme
  • Terms used in crop farming
  • Mulching
  • Reasons for various field management practices
  • Correct stage for harvesting crops
  • Harvesting practices of various crops.

 

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices:

 

  1. Distinguish between staking and propping as a field management practice on crops
  2. Explain five advantages of crop rotation
  3. State four factors which influence the stage at which the crops are harvested
  4. The diagrams labelled B and C below are illustrations of coffee plants established using two

different formative pruning systems.

Examine the diagrams and answer the questions that follow:-

 

 

 

 

 

 

 

 

 

 

(a) Identify the system of pruning illustrated in B

(b) Identify the system of pruning in C

(c) Outline the procedure of how pruning in diagram C is carried out

  1. Give two functions of earthing up in crop production
  2. Describe the factors which determine the stage of harvesting of crops
  3. Give two ways in which inorganic much helps to conserve water
  4. State four factors that determine the spacing of annual crops
  5. Explain the importance of each of the following practices: (i) Hardening off

(ii) Pricking out

(iii) Gapping

  1. Outline two factors that determine the stage of harvesting crops
  2. (a) List four factors that determine harvesting sage of a crop

(b) Give four practices that can be used to control storage pests

  1. List four benefits of pruning in crop production
  2. (a) What is winnowing?

(b) Give one importance of the following practices:            (i) Mulching                                                                                                                                                   (ii) Threshing

(c) Which factors are considered when carrying out a crop rotation program?

  1. What is frelishing?
  2. Briefly explain how each of the factors listed below will determine the stage at which a crop is harvested

(a) Intended use of the crop

(b) Market demand

  1. What is roguering in crop production?
  2. What is meant by the term “changing the cycle” in coffee growing?
  3. The diagram below shows a practice carried out on various crops on the farm. Study them

carefully and answer the questions that follow;

 

 

 

 

 

 

 

 

 

 

(a) Identify the farm practice represented by B

(b) State the importance of the above practice in the following crops;

(i) Maize

(ii) Irish potatoes

(c) At what stage of growth should the above practice be carried out in maize?

  1. Mention four factors which determine the stage at which crops are harvested
  2. State two limitation of using polythene sheets as mulching materials in a field of tomatoes
  3. Give two management practices carried in a banana stool
  4. State two functions of polythene sheet when used as mulch material
  5. Give four crops requiring training

 

CROP PRODUCTION V (VEGETABLES)

This topic entails the following:

  • Growing or production of a vegetable crop form nursery establishment to harvesting
  • Keep records of crop production.
  • Market vegetable crop produce
  • Give reasons or importance of growing vegetable crops.
  • The vegetable crops include the following: Tomatoes, cabbages, onions, carots, kales.

 

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices:

 

 

 

 

  1. The diagram below is of a tomato plant. Study it and answer the questions that follow:-

 

 

 

 

 

 

 

 

 

 

  1. a) State three management practices that have not been carried on the plant above                         b) For each management practice state one reason why it should be carried  out
  2. c) Name two diseases that attack the crop above in the field
  3. Describe the production of tomatoes (lycopersicon esculentum) under the following subheadings
  4. a) Varieties
  5. b) Nursery establishment
  6. c) Field management practices
  7. List four symptoms of late blight in tomatoes
  8. State any four factors considered when grading tomatoes for fresh market
  9. State two ways of controlling purple blotch in onions
  10. The following is an illustration of an infected tomato plant. Study it carefully and answer the

questions below:-

 

 

 

 

 

 

 

 

(a) Identify the disease which may have caused the condition shown in the illustration

(b) Name any other crop which may be affected by the disease identified in (a) above             (c) Mention two other factors which can lead to the same condition as shown by the illustration

(d) State two measures that can be sued to control the disease named in (a) above

  1. Give two ways in which pruning helps to control diseases in tomatoes
  2. Outline four ecological requirements for cabbages
  3. a) Mention two pests which attack tomatoes
  4. b) Give two causes blossom end rot disease in tomatoes
  5. List three ecological requirements of tomatoes.

 

 

LIVESTOCK HEALTH

(INTRODUCTION TO LIVESTOCK HEALTH)

 

This topic entails the following:

  • Definition of Health and disease.
  • Signs of sickness in animals livestock diseases
  • Categories of livestock diseases
  • Reasons for keeping livestock in good health
  • Disease control practices
  • Appropriate methods of handling livestock.

The following relevant questions and their answers in this topic will greatly motivate and help the user to comprehend and understand the required concepts and practices.

  1. Identify four physical appearances to be observed in a sick animal
  2. State two reasons why tsetse fly control is considered to be a land reclamation method
  3. a) Explain five factors to consider when siting a fish pond
  4. b) Explain the measures used to control livestock diseases
  5. a) Name four notifiable diseases in livestock
  6. b) Discuss four ways in which livestock disease are spread in the farm
  7. c) Describe the methods of controlling livestock disease giving an example of different disease

in each case

 

AGRICULTURAL ECONOMICS II

(LAND TENURE AND LAND REFORM)

  • Definition of land tenure.
  • Description of tenure systems.
  • Descriptions of land reforms.

The following relevant questions and their answers in this topic will greatly motivate and help the user to comprehend and understand the required concepts and practices.

 

  1. State four ways by which Re-afforestation help in land reclamation
  2. State three objectives of land reforms that are taking place in Kenya
  3. State two causes of land fragmentation in Kenya since independence
  4. Outline the process followed in land adjudication
  5. State four benefits of a farmer having land title deed
  6. State four reasons for practicing land consolidation
  7. Give four advantages of communal land tenure system
  8. State four advantages of landlordism and tenancy
  9. Outline four objects of land tenure reform
  10. State three advantages of communal land tenure system
  11. List down four important details in a land title deed.

 

SOIL AND WATER CONSERVATION

This topic entails the following:

  • Definition of soil erosion
  • Explanation of various factors which influence erosion.
  • Agents of erosion
  • Description various methods of erosion
  • Description of various methods of erosion control
  • Description of micro-catchments and then uses.

 

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices:

 

  1. Name three human activities that may influence soil erosion
  2. Below is a diagram showing soil erosion control method
Soil
Cultivated land with crops

 

 

 

 

 

 

 

 

  1. a) Identify the structure used to control soil erosion
  2. b) What is the function of the structure made
  3. c) Why was soil not put on the upper side of the trench made
  4. d) State four effects if water was allowed into the cultivated land
  5. Give two roles played by Grassley in soil erosion control
  6. List three materials that may be used for constructing a gabion
  7. State one factor that would determine the width and depth of a cut off drain
  8. Explain five ways by which grass helps to conserve soil
  9. Give four farming practices that help in reducing the effects of water shortage in crop production
  10. Name two types of terraces
  11. Name two forms of gully erosion

9          -V- shaped

-U – shaped

  1. Explain the cultural methods of soil erosion control
  2. Mention four control measures of river bank erosion
  3. The figure below represents a physical soil and water conservation measure used on various slopes

 

 

 

 

 

 

 

 

 

  1. a) Identify the measure represented above
  2. b) Describe the construction of the identified measure above
  3. a) What is soil erosion
  4. b) Give four types of water erosion
  5. c) Explain factors which influence soil erosion
  6. d) State any seven cultural ways of controlling weeds
  7. Give two ways through which gabions control soil erosion

 

 

WEEDS AND WEED CONTROL

This topic entails the following:

  • Definition of a weed
  • Identification of weeds
  • Classification o weeds
  • Competitive ability of weeds
  • Description of weed control methods
  • Harmful effects of weeds

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices:

 

  1. Study the diagram below and answer the questions that follow:

 

 

 

 

 

 

 

 

(a) Identify the weed

(b) Why is it difficult to control the weed?

(c) State the economic importance of the weed shown above

 

 

 

 

  1. The following is an illustration of a common weed of arable land

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) Identify the weed                                                                                                                          (b) Why is it difficult to control the weed?

(c) State one harmful effect of the weed on crop production

(d) Give two measures used to control the weed

  1. Below is a diagram of some common weeds. Study then and answer the questions that follow:-

 

 

 

 

 

 

 

 

 

 

 

 

(i) Identify weed A and B                                                                                                                   (ii) State two effects of weed B on crop production

(iii) Give a reason why weed B is difficult to control

(iv) State the effective method of controlling weed B                                             

  1. Give four methods of propagation which make weeds have a high competitive ability

over crops

  1. The diagrams below show weeds:-
C
D

 

 

 

 

 

 

 

 

 

 

 

 

 

Identify the weeds C and D

(b) State why it is difficult to control weed C                                                                      

(c) State two economic importance of weed D

  1. (a) List any four types of weeds known to be poisonous to livestock

(b) At what stage of life cycle is best recommended to control weeds?

  1. State two disadvantages of using herbicides
  2. a) Name four herbicides that can be used to control weeds in a field of maize
  3. b) At what stage of growth of maize should the weeds be controlled by use of a post

emergence herbicides

  1.       (b) Give an account of economic importance of weeds
  2. a) mention two factors that   affect  selectivity of herbicides
  3. Listing specific examples of weeds describe their harmful effects in agricultural production

 

 

 

 

CROP PESTS AND DISEASES

This topic entails the following:

  • Definition of a pest and a disease
  • Main cause of crop diseases
  • Description of harmful effects of crop pests and diseases
  • Identification of crop pests and diseases
  • Control measures of crops pests and diseases

 

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices:

 

  1. State two possible causes of swelling on the roots of legume crops
  2. Discuss the various cultural methods of controlling pests in crops
  3. What does the term ‘close season’ mean in crop production?
  4. Explain five cultural methods of pest control in stored grains
  5. Name four symptoms of viral infections in plants
  6. Study the illustrations given below and then answer the questions that follow:-
C

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) Identify the pests shown by the illustrations B, C and D

(b) State one effective method of controlling the pest labelled

(c) Name the type of crop commonly attacked by the pest labelled ‘C

  1. State the various practices carried out in the field to help control crop diseases
  2. State two ways in which pesticides kill crop pests

 

 

 

 

 

 

  1. The diagram below shows kale seedling attacked by a pest

 

 

 

 

 

 

 

 

 

 

 

(a) Identify the pest

(b) What damage does the pest cause to the crop

(c)  State two methods of controlling the pest

  1. Define the term ‘economic injury level of a pest and integrated pest control management
  2. List four harmful effects of crop pests
  3. The diagram below shows a fungal disease in a section of potato crop leaf

 

 

 

 

 

 

 

 

 

 

 

 

  1. a) Identify the fungal disease
  2. b) (i) State  the causal  organism of  the disease identified above
  3. ii) Give two symptoms of the above disease
  4. c) Give two control measures of the disease
  5. The diagram below shows a banana fruit infected by a certain disease.

 

 

 

 

 

  • Identify the disease
  • Suggest any one control measure for the disease you have named in (a)
  1. The diagram below shows a crop pest;

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) Identify the crop pest

(b) State two damages the pest would cause to crops

 

  1. Give two symptoms of nematode attack on bananas.
  2. Give four cultural practices used in controlling crop pests
  3. State three symptoms of coffee berry disease.

 

19        (i) Use the diagrams below to answer the question that follow.

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) Identify the crop pests labeled M, N and P

(b) State one control measures of crop pests labeled M                                                                  

(c) State the damage caused to crops by crop pest labeled N

  1. State and explain the cultural methods of pest control

 

 

CROP PRODUCTION VI

FIELD PRACTICES FOR MAIZE, MILLET, SORGHUM, BEANS AND RICE: HARVESTING OF COTTON PYRETHRUM, SUGAR CANE COFFE AND TEA

 

This topic entails the following:

  • Description of management practices of the food crops from planting to harvesting and marketing.
  • Economic value of food crops and industrial crops

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices:

 

  1. List four management practices carried out in maize field at 45cm high
  2. Why is it not recommended to use sisal bags in handling cotton
  3. Describe the production of rice under the following sub-headings:-

(a) Land preparation

(b) Water control

(c) Fertilizer application

(d) Weed control

(ii) Describe the environmental conditions that may lead to low crop yields

  1. Describe the production of maize for dry grain production under the following sub-headings:-

(a) Seedbed preparation                                                                                                                     (b) Planting

(c) Weed control

(d) Pest control

(e) Disease control

(f) Harvesting

  1. Two precautions taken when harvesting cotton
  2. Describe production of maize under the following sub-headings ;

(a) Varieties

(b) planting

(c) pest and pest control

(d) harvesting and storage

  1. Describe the field production of maize under the following sub headings
  2. a) Ecological requirement
  3. b) Varieties
  4. c) Seedbed preparation
  5. d) Pests and diseases
  6. e) Harvesting
  7. a) Discuss harvesting of cotton                                  b) Explain the roles of Agricultural co-operatives in Kenya
  8. Describe the production of maize under the following sub-headings:

(a) Ecological requirements

(b) Land preparation                                                                                                                          (c) Planting and field management

(d) Pests and disease control

(e) Harvesting and marketing

  1. Give two precautions measures a farmer should put into consideration when harvesting cotton
  2. Describe the production of beans under the following sub headings:

(a) Ecological requirements

(b) Seedbed preparation                                                                                                                                 (c) Planting                                                                                                                                                    (d) Pest and pest control

 

 

FORAGE CROPS

This topic entails the following:

  • Definition and classification of pasture crops.
  • Identification of pasture corps
  • Description of ecological requirements of forage crops
  • Description of the establishment of pasture and fodder crops
  • Description of forage utilization and conservation.

The following relevant questions and their answers in this topic will greatly motivate and help the user to comprehend and understand the required concepts and practices.

 

  1. State three factors which affects the quality of standing forage given to livestock
  2. Explain Napier grass production under the following sub-headings
  3. i) Seedbed preparation
  4. ii) Planting

iii) Fertilizer application

  1. iv) Weed control
  2. v) Utilization
  3. Why is it necessary to allow freshly cut nappier grass to wilt before ensiling
  4. Describe the establishment of grass pasture from the time the land is ploughed using a mould

board plough to the time the pasture is ready for grazing

  1. State two causes of failure in pasture establishment
  2. State two advantages of grass-legume mixture
  3. List four factors that determine the quality of hay
  4. i) Discuss the production of Guatemala grass (Trypsacum Laxum) under the following headings
  5. a) Ecological required
  6. b) Land preparation
  7. c) Planting
  8. d) (i) Utilization and defoliation
  9. ii) Discuss six effects of late defoliation of fodder
  10. Give four factors that determine the nutrient content in hay
  11. (a) Describe the preparation of the following farm materials:-

(i) Farm yard manure

(ii) Hay

(b) Explain the factors considered in timely planting of annual crops

  1. (a) What is topping in pasture management

(b)State two methods used in topping in pasture management

  1. Give two advantages of grass-legume pasture over pure grass pasture
  2. Why are farmers encouraged to conserve excess forage in the farm?
  3. Give two factors affecting the quality of hay

 

 

 

AGRICULTURAL ECONOMICS III

(PRODUCTION ECONOMICS)

 

This topic entails the following:

  • Parameter of national development
  • Factors of production
  • Law of diminishing returns
  • Farm planning and budgeting
  • Agricultural services
  • Risks and uncertainities
  • How to adjust to risks and uncertainities.

 

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices:

 

  1. State four ways of increasing labour efficiency on the farm
  2. The table shows egg production from individual birds with varying mounts of layers mash

 

100 layers

(Fixed number)

Layers mash

Kgs/week

Total egg production per week Marginal production per week
100 0 140 0
100 10 155 15
100 20 180 25
100 30 240 60
100 40 340 100
100 50 470 130

(a) Sketch a graph representing the total egg production per week against amount of feed given

(b) Identify the type of production function represented by the graph in (a) above

 

  1. (a) What are the uses of farm records to a farmer?                             (b) Explain four ways in which a farmer may improve Labour productivity in the farm

(c) Outline the process followed in land adjudication

  1. Name any three types of agricultural services available to the farmer
  2. Outline four management guideline questions which assist a farm manager in making accurate

farm decisions

  1. Give four ways of improving labour productivity
  2. List four variable inputs in sorghum production
  3. List four agricultural support services available to a crop farmer in Kenya
  4. Define the following as used in Agricultural economics:-

(a) Gross domestic product (GDP)

(b) Per capita income

  1. Explain the various ways in which farmers may adjust to risks and uncertainties
  2. (a) The table below represents the yield of maize in 90kg bags in response to application of

different quantities of planting fertilizer

(i) Fill in the blank spaces

 

Input 50kg bag fertilizer Out put 90kg bag maize Average product (AP) Marginal product (MP)
0

1

2

3

4

5

6

7

8

6

10

24

31

36

40

43

43

40

 

(ii) Suggest the best level of production in relation to the inputs and output

(b) A farmer is considering undertaking the production of either maize or beans. Study the

following  information about the two crops then answer the questions that follow:

 

(i) Maize

Yield per hectare                                5,500 kg

Price                                                    15 per kg

Cost of cultivation / ha                       Kshs. 3000

Amount of seeds/ha                            25kgs

Cost of DAP fertilizer/bag                 Kshs.1,500

Amount of DAP fertilizer/ha             3bags

Cost of seeds/kg                                 Kshs.100

Labour requirements/ha                     50 man days

Cost of labour                                    Kshs.150 per man day

Amount of CAN fertilizer/bag           3 bags

Cost of CAN fertilizer/bag                 Kshs.1000

 

(ii) Beans

Yield per hectare                                5000kg

Price                                                    50per kg

Cost of cultivation / ha                       KShs.3600

Labour requirements/ha                     75 man days

Cost of labour                                     Kshs. 200 per man day

Cost of DAP fertilizer/bag                 Kshs. 1500

Amount of DAP fertilizer/ha             2bags

Cost of seeds/kg                                 Kshs.800

Amount of seed/ha                             20kg

Amount of CAN fertilizer/bag           1bag

Cost of CAN fertilizer/bag                 Kshs.1,000

Cost of sprays                                                 Kshs.3,000

(i) Calculate the gross margins for each crop                                                                                   (14mks)

(ii) From your calculation, which crop is profitable to grow?

  1. Below is a graphical representation of the law of diminishing returns.

 

 

 

 

 

 

 

 

 

 

 

 

NPK fertilizer input (in 50kg bags)

 

 

(a) Explain what happens in each of the three zones marked I and III in relation to the output

of maize     and the NPK fertilizer input

(b) Which of the three is a rational zone of production

  1. Give four variable costs in maize production
  2. A farmer has the following yield from a two hectare millet crop enterprise at Oluch irrigation schemes.

Study it and prepare his gross margin. is it  profitable to grow millet? He spent the following in

his operations

Weed                        800/=

Seeds                        20kg/ha

Irrigation                  600/=/ha

Ploughing                500/=/ha

Clearing the land   1200/=

Cost of seeds           300/= /10kg bag

Planting                   400/= /ha

Harvesting              1200/= /ha

Yield                       32bags

DAP fertilizer         2 bags at 10 000/= /50kg bags

CAN fertilizer        2 bags at 700/= /50kg bags

Gunny bags            40/= /bag

Transport to market    2000/=

  1. A farmer has the following yield from a two hectare millet crop enterprise at Oluch irrigation schemes. Study it and prepare his gross margin. is it profitable to grow millet? He spent the following in his operations

Weed                        800/=

Seeds                        20kg/ha

Irrigation                  600/=/ha

Ploughing                500/=/ha

Clearing the land   1200/=

Cost of seeds           300/= /10kg bag

Planting                   400/= /ha

Harvesting              1200/= /ha

Yield                       32bags

DAP fertilizer         2 bags at 10 000/= /50kg bags

CAN fertilizer        2 bags at 700/= /50kg bags

Gunny bags            40/= /bag

Transport to market    2000/=                                                             (20mks)

 

  1. What is profit maximization in Agricultural Economics
  2. a) A farmer is considering undertaking the production of either maize or beans. Study the

following information about the two crops and then answer the questions that follow:

 

Maize  
Yield per hectare 5500kg
Price Kshs.15 per kg
Cost of cultivation/ ha Kshs. 3000/=
Amount of DAP fertilizer/ bag Kshs.1500/=
Amount of DAP fertilizer/ ha 3 bags
Cost of seed/ Kg Kshs.100
Labour requirements / ha 50 man days
Cost of labour Kshs.150 per man day
Amount of CAN fertilizer 3 bags
Cost of CAN fertilizer/ bag Kshs.1000

 

Beans  
Yield per hectare Kshs.5000
Price Kshs.50 per kg
Cost of cultivation/ ha Kshs.3600
Labour requirements/ ha 75 man- days
Cost of labour Kshs.200 per man day
Cost of DAP fertilizer/ bag Kshs.1500
Amount of DAP fertilizer/ ha 2 bags
Cost of seed/ kg Kshs.80
Amount of seed/ ha 20kg
Amount of CAN fertilizer/ 1 bag
Cost of CAN fertilizer/ bag Kshs.1000
Cost of sprays Kshs.3000

 

  1. i) Calculate the gross margin for each crop
  2. ii) From your calculation which crop is profitable to grow
  3. b) Discuss five factors considered when planning a farm
  4. Using the data provided in the table below, make an interpretation and advice the farmer on which

crop to grow ;

Type of crop Gross margin (Ksh)
Cotton 18,400
Ground nuts 20,050
  1. Outline three advantages of budgeting in farm business
  2. A farmer has 1 Ha piece of land on which he grows maize. His farm record on maize

production for nine years is as shown in the table below:

Year Fertilizer applied (bags) Total output of maize (bags)
1995 0 4
1996 2 10
1997 4 28
1998 6 42
1999 8 52
2000 10 60
2001 12 66
2002 14 66
2003 16 64

 

(a) i) Using an appropriate scale, with input on the X-axis draw a graph to show the relationship

between inputs and total output

(ii) From the graph you have drawn, how many bags of maize would the farmer produce if

he applied 9bags of fertilizer?

Calculate the farmers marginal products and average products for the years                                  (i) From the data given, what rate of fertilizer application would the farmer choose if he

wanted to grow maize in 2004?

(ii) Give an explanation for your choice in (c) (i) above

(b) Assuming that the average price of fertilizer over the years recorded was shs. 1,200/= per bag

and the price of maize was ksh.1000/= per bag :

Calculate the gross income for the years 2002 and 2003

Calculate the net income for the year 1999. (Assume no other costs were incurred)

  1. Name five types of costs incurred in a farming business
  2. List any four sources of credit to farmers.
  3. List three ways in which labour peaks can be overcome in the farm (1½ mks)
  4. State four ways of improving farm labour productivity
  5. A farmer had a plot of land measuring 5 hectares in which be intended to plant maize.

He was advised to apply 150 kg of P20 per hectare at planting and 200kg N per hectare during

top dressing. The fertilizer available in the market was Calcium Ammonium Nitrate containing

20% N and Di-ammonium phosphate 46% P205. Calculate.

(a)  (i) The amount of Di—ammonium phosphate required

(ii) The amount of calcium ammonium nitrate required

(b) Baraka farm manager plans to grow Irish potatoes or maize for grains. Study the information

below and answer the questions that follow:

 

Irish potatoes

Cost of fertilizers/ha____________________________ Ksbs 10,000.

Labour requirements/ha ______________________ Kshs 50 man – days

Yield /ha ___________________________________ 10,000kg

Seed potato/ha ________________________________Kshs20, 000

Cost of labour ___________________________ Kshs 200 per man day

Cost of fungicides___________________________ Kshs 5000

Cost of ploughing____________________________ Kshs 4000

Selling price of potatoes per kg __________________ Kshs 30.

 

Maize

Yield per hectare ______________Kshs.7,500kg

Selling price of maize per kg _____________Kshs 20.

Cost of ploughing /ha ________________Kshs.4000

Seed maize/ha _____________________Kshs.3000

Labour requirement /ha _________________________ 200 man days.

Cost of fertilizers /ha ____________________Kshs 10,000

Cost of top dressing fertilizers __________________Kshs 4,800

Cost of labour _____________Kshs 150 per man – day

 

(i) What is gross margin?

(ii) Calculate the gross margin of each of the crops

(iii) From the calculation above which crop should the farm grow?

(d) Describe the environmental factors that may lead to poor yields in crop production

                       

AGRICULTURAL ECONOMICS IV

 

This topic entails the following:

  • Importance of farm accounts
  • Financial documents and their uses
  • Analysis  of financial statements
  • Books of accounts and their uses.

 

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices:

 

  1. Name three methods of grafting that are used in propagation of plants

2          a) The following transactions were extracted from Mr. Tembo’s financial books for the year

ending 31st Dec 2003.study and answer the questions that follow:

            Particulars                                                       cost (ksh)

Milk sale                                                          8 000

Goat sale                                                             500

Purchase of farm tools                                     1 000

Construction of zero grazing unit                  10 000

Depreciation of machinery                                 800

Closing stock                                                 16 000

Veterinary bills                                                     400

Interest payable                                                   750

Wages                                                              4 800

Sales of cabbages                                                750

Sales of tea                                                       4 700

Opening stock                                                 12 000

Sales of heifers                                                  9 400

Purchase of pesticides                                          300

 

(a) i) Prepare a profit and loss account for Mr. Tembo’s farm for the year ending 31st Dec. 2003

  1. ii) Calculate the percentage profit or loss made by the farm
  2. b) i) Give five functions of farmer’s cooperative societies
  3.     ii) Outline five common risks and uncertainties in farming

 

  1. State four reasons for using certified seeds for planting
  2. List any two financial statements which may be prepared on a farm
  3. The following information was obtained from Lang’at’s farm records for the year ending

December, 2004. Study it and answer the questions that follow:-

Goats                              4,000

Poultry                          15,000

Causal workers             12,000

Opening valuation      150,000

 

His sales and receipts are as follows:

Mohair                        75,000

Rabbits                        3,600

Eggs to hotel               15,000

Closing valuation       200,000

(a) Prepare the profit and loss A/C of Lang’at’s farm

(b) State the benefit of a profit and loss A/C to Mr. Lang’at

 

 

 

 

  1. (a) List any four financial documents used in the farm

(b)  Prepare a profit and loss account for Mr. Rob’s farm for the year ending 31st Dec. 2009, given

the following information:-

Sale of milk                Kshs.10,000

Sold two heifers         kshs.10,000

Cabbage sold              Kshs. 20,000

Debts payable                         Ksh.4,200

Sold tomatoes             Kshs. 3,000

Veterinary bills          Kshs.2,500

Bought livestock feeds Kshs.2,500

Purchase fertilizers    Kshs.5,000

Bought seeds              Kshs. 4,000

Debts receivable         Kshs.20,000

Opening valuation      Kshs.150,000

Closing valuation       Kshs.200,000

(c) Did the farm make a profit or a loss? Calculate the percentage profit or loss made by the Farm

(d) Explain the various ways in which farmers may adjust to risks and uncertainties

  1. a) The following transactions were extracted from Mr. Tembo’s financial books for the year

ending 31st Dec 2003.study and answer the questions that follow:

            Particulars                                                       cost (ksh)

Milk sale                                                          8 000

Goat sale                                                             500

Purchase of farm tools                                     1 000

Construction of zero grazing unit                  10 000

Depreciation of machinery                                 800

Closing stock                                                 16 000

Veterinary bills                                                     400

Interest payable                                                   750

Wages                                                              4 800

Sales of cabbages                                                750

Sales of tea                                                       4 700

Opening stock                                                 12 000

Sales of heifers                                                  9 400

Purchase of pesticides                                          300

 

  1. i) Prepare a profit and loss account for Mr. Tembo’s farm for the year ending 31st Dec 2003
  2. ii) Calculate the percentage profit or loss made by the farm
  3. b) i) Give five functions of farmer’s cooperative societies
  4.      ii) Outline five common risks and uncertainties in farming

 

  1. At the end year ended 31/12/2005 Bidii farm recorded the following:

Perennial crops           250,000

Bank loans                  30,000

Cash at hand               5,000

Bank overdrafts          15,000

Land                            350,000

Unpaid wages             3,000

Debts receivable         20,000

Stocks in store                        25,000

Livestock                    200,000

Bank balances             100,000

(a) Prepare a balance sheet as at 31/12/2005

(b) Did Bidii farm qualify for a loan and why?

 

  1. State one condition in which each of the following documents is used.
  2. i) Invoice
  3. ii) Delivery note

iii) Receipt

  1. Below is a transaction showing Mrs.Okello’s financial position in her business for the year 2009

-Purchase of pesticides                           3,000  00

-Milk sales                                              8,000  00

-Sales of goats                                        5,000  00

-Construction of store                           10,000  00

-Closing valuation                                 16,000  00

-Depreciation of machinery                     3,000 00

-Interest payable                                      1,750  00

-Purchase of farm tools                               800 00

-Veterinary bills                                        1,400 00

-Sales of tomatoes                                    1,750  00

-Wages                                                   10,000  00

-Sales of heifer                                       10,000  00

-Opening valuation                                 12,000  00

-Sales  of coffee                                        5,000  00

  1.  i) Prepare a profit and loss account for Mrs. Okello’s farm
  2. ii) Calculate the percentage profit or loss that Mrs. Okello made during the year 2009

iii) Explain six ways in which farmers adjust to risk and uncertainties in farming

  1. Name two examples of liabilities in a balance sheet

 

AGRICULTURE ECONOMICS (V)

This topic entails the following:

  • Market and marketing
  • Types of markets
  • Supply and demand
  • Marketing functions
  • Problems of marketing
  • Agricultural organizations

 

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices.

 

  1. a) Explain the principle that govern the  operations of farmers’  co-operative societies
  2. b) Explain the role of agricultural cooperatives in Kenya
  3. c) Explain various functions of agricultural marketing
  4. a) Give four marketing functions
  5. b) Outline four problems associated with marketing of agricultural products
  6. State two roles of agricultural society of Kenya
  7. (a) What is elasticity of demand for a commodity

(b) Given that at a price of shs.1000 per bag, 20 bags of maize are demanded but when the price

changes to shs.800 per bag, 22 bags are demanded. Calculate the elasticity of demand. Show

your working

(c)Outline six problems of marketing maize as an agricultural product

(d) Determine nine principles governing cooperatives in Kenya

  1. Outline four reasons why training is important in some crops
  2. (a) Explain marketing activities in Agriculture

(b) Discuss problems experienced in marketing of Agricultural products

  1. What is elasticity of supply

 

  1. How do the governments control prices of essential farm produce
  2. b) Explain the roles of Agricultural co-operatives in Kenya
  3. State the law of demand and supply.
  4. What do the following initials stand for?

(i) K.N.F.U – Kenya National Farmers Union

(ii) H.C.D.A – Horticultural Crops Development Authority

  1. (a) What is a co-operative society

(b) List two functions of co-operatives

(c) State and explain the nine principles of governing co-operatives

  1. Give four factors which influenced the demand of tomatoes in the market

 

 

 

 

AGROFORESTRY

 

This topic entails the following:

  • Definition of agro forestry
  • Importance of agro forestry
  • Forms of agro forestry
  • Importance of trees
  • Selection f trees to plant
  • Routine management practices on trees
  • Methods of tree harvesting.

 

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices.

 

 

  1. State two reasons for seed treatment of tree species before planting
  2. State four ways by which Re-afforestation help in land reclamation
  3. List four advantages of agro-forestry
  4. The illustrations below are techniques of harvesting agroforestry trees. Study them carefully and

then answer the questions below:-

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) Identify the harvesting techniques represented by techniques A and B

(b) Give an example of a tree species suitable for technique B and C as a method of harvesting

  1. State four factors considered when choosing trees for Agroforestry
  2. (a) Five characteristics of trees used in agroforestry are;

(b) The benefits of agroforestry are:

  1. Name four forms of agro- forestry
  2. Give four characteristics that good agro-forestry tree should posses

 

 

 

 

 

 

 

 

ANSWERS SECTION 1

 

INTRODUCTION TO AGRICULTURE

 

  1. two factors which characterize intensive farming
  • Small farms
  • Huge capital
  • Skilled labour
  • Produce for sale

Mechanization done

  1. three reasons why organic farming is encouraged in farming
  • Cheap
  • Environmental friendly

No chemical residues in produce

  1. two ways in which Agriculture contributes to industrial development.

– Provide raw materials for industries.

– Provide market for industrial goods.

– Is a source of capital for starting industries.

  1. four ways by which wind affects the growth of crops.

– Causes physical damage to crops.

– Cause rapid spread of diseases/ pests/ weeds.

– Can cause water stress as a result of evaporation.

– Causes stress of crops due to chilling caused cold winds.

– Encourage transpiration hence water and mineral uptake.

  • Agriculture – rearing of fish in fish ponds
  1. One physical characteristic used in classifying soil is:
  • Colour,
  • Texture,
  • Structure
  1. Four advantages of organic farming
  • Environmental friendly
  • Products do not have organic farming
  • Products do not have organic chemical residue
  • Improve soil structure
  • Replenishes nutrients in the soil as it uses organic manure
  • Enhances soil water retention
  • Provides food for soil microbes
  • Enhances soil water infiltration
  1. Two conditions under which shifting cultivation is practiced are:
  • Can only be practiced where land is abundant
  • Practiced where population is sparse
  • Practiced where number of livestock per units low (2 ½mks)
  1. Four factors that determine the time of planting a crop

(a) Olericulture – production of vegetables

  • Floriculture – production of flowers

(b) Apiculture – bee keeping

  • Agriculture – rearing of fish in fish ponds

 

 

 

 

FACTORS WHICH INFLUENCE AGRICULTURE

  1. two roles of humus in the soil that are beneficial to crops
  • Provide nutrients
  • Increase water holding capacity
  • Increase soil temperature

Neutral soil PH

  1. a) five activities that may be  undertaken in organic farming
  • Mulching
  • Apply manure
  • Use medicinal plants to control parasites and diseases
  • Crop rotation
  • Rear livestock on natural organically grown pasture
  • Physical/ cultural/ biological/ pests, weeds and disease control
  1. four effects of temperature on crop growth

Low temp-slow growth rate

-increase incidence of negative infection e.g. CBD

-improve quality of some crop

High temp-cause wilting

-increase growth rate

-improve quality of some crops

-increase pest and disease incidences (1/2×4=2mks)

  1. four ways by which wind affects the growth of crops.

– Causes physical damage to crops.

– Cause rapid spread of diseases/ pests/ weeds.

– Can cause water stress as a result of evaporation.

– Causes stress of crops due to chilling caused cold winds.

– Encourage transpiration hence water and mineral uptake.

  1. Two factors related to light that affect crop production and distribution in Kenya:-
  • Light intensity
  • Light duration

–     Light wavelength

  1. The environmental conditions that may lead to low crop yields
  • Poor soil fertility /infertile soil
  • Damage by hailstorms
  • Less rainfall/unreliable/drought
  • Poor soil type resulting into leaching or water logging
  • Inappropriate soil PH
  • Inappropriate temperature (too low or high)
  • Excessive wind leading to increase in water loss from the soil
  • Extreme relative humidity
  • Extreme of light intensity
  • Topography / some attitudes e.g. very high may limit crop growth ( 1mk x any 7pts = 7mks)
  1. – Rainfall
  • Soil
  • Topography
  • Light
  • Wind
  1. One physical characteristic used in classifying soil is:
  • Colour,
  • Texture,
  • Structure

 

 

 

  1. Four advantages of organic farming
  • Environmental friendly
  • Products do not have organic farming
  • Products do not have organic chemical residue
  • Improve soil structure
  • Replenishes nutrients in the soil as it uses organic manure
  • Enhances soil water retention
  • Provides food for soil microbes
  • Enhances soil water infiltration ( 4x ½ = 2mks)
  1. (a) The aim of the experiment was:- to show presence of living organisms in the soil

(b) observations were:

  • Flask D  – Limewater turns milky/turbid       (1mk)
  • Flask E – Lime water remains clear  (1mk)

(c)  The reason for the observation in flask D is:-

Carbon dioxide which turns water milky in flask D would have been produced only during the respiration of living organisms present in fresh soil

  1. – It may have hard pan which interfere with water infiltration
  2. a) – Light duration
  • Light intensity
  • Light wave length ( ½ x3=1 ½ mks)
  1. b)  Evapotranspiration
  • Presence of pest
  1. a) – E – Single grained structure

– F – Granular structure                                                                                                (1×1=1 mk)

  1.  b)        i) Humus with clay                                                                                         (1×1=1 mk)
  2. ii) Air space (1×1=1 mk)

c)-  Colour affects soil texture and hence micro- organisms in the soil Ö

– Texture – affects drainage, aeration and capillary

– Structure – affects aeration and root penetration

  1. three physical characteristics of soil (1 1/2mks)
  • Soil structure
  • Soil texture
  • Soil colour
  1. a) State merits of horizon A
  • source of plant nutrients
  • support/anchor the crops
  • store of water for the crops
  • sources of soil micro organism
  1. b) State distinct features of horizon B
  • deficient of humus(nutrients)
  • contain leached nutrients
  • contains more compact soil particles
  • presence of hard pans in  some soils
  1. c) Transitional zone-this is a zone bordering two adjacent layer of soil profile

i)Weathered rock

Importance

  • Give rise  to sub soil
  • Source of minerals
  • Determine mineral content of  soil and type  of soil

16

  • Low temperatures encourages crop diseases such as leaf rust
  • Low temperatures may increase or lower the quality of farm produce
  • High temperatures hastens maturity/ improves the quality/ lower the quality
  • Increases the rate of evapo transpiration which may result loss plant moisture/ leading to wilting of crops
  • Movement of animals in large numbers
  • Decomposition of plant and animal remains by soil micro- organisms
  • Physical breaking of rocks by roots of higher plants
  • Man’s activities e.g. cultivation, mining and road construction
  • Mixing up of soil by animals e.g. earth worms and
  1. – Temperature/ Altitude

– Soil type;

– Prevailing winds;

– Rainfall;       (4x ½ =2mks)

  1. – It influences the movement of the weathered materials hence affecting the depth of soil development;
  2. two importance of parent’s material in soil profile
  • Determine  soil characteristics
  • Determine  soil  depth

Determine  soil  nutrients

  1. four ways of modifying soil temperature in crop production
  • Mulching
  • Pruning
  • Shading of crops
  • Irrigation (4x ½ mks)
  1. a) two factors that   affect  selectivity of herbicides
  • Stage of plants  growth
  • Plants morphology and anatomy
  • Mode  of action
  • Environmental factors (2×1=2mks)
  1. b) Name two farming practice that cause water pollution
  2. four factors that influence soil formation
  • Parents  rock  material
  • Climate
  • Topography
  • Biotic/organic/living organism
  1. – Drainage

-Aeration

-Water-holding capacity

-capillary

  1. -large animals e.g. Buffaloes

-Man activities e.g. farming

-Root pressure of plants

-Burrowing animals e.g moles, termites

 

 

CROP PRODUCTION I (LAND PREPARATION)

 

  1. three factors that determine depth of ploughing during land preparation
  • Crop to be planted
  • Implement available

Type of soil

  1. Four reasons for cultivating land before planting.

– To improve soil aeration.

– To improve germination.

– Destroy weeds.

– Destroy weeds.

– Incorporate organic matter in the soil.

– Increase water infiltration.

  1. (a)Is a situation in which least possible cultivation operations are carried out in crop

production.

(b) – Clearing the land / bush clearing.

– Using appropriate chemicals to kill the existing vegetation.

– Weeding using herbicides.

– Planting / drilling seeds directly into the stubble of previous crop.

  1. (a) – Harrow the land to a fine filth;

– Harrow during the dry or before the rains;

– Make the seed be weed – free / ensure clean seed bed;

– Firm the seed bed using rollers after sowing;

– Select a desirable variety of seed for the ecological zone,;

– Sow seeds at the onset rains/ early planting;

– Apply phosphatic fertilizers at appropriate rate of 200 – 300 kgs/ ha at planting time;

– Drill or broadcast  the seeds evenly;

– Use a recommended seed rate for the variety / seed rate of 1.5 – 2.0 kh/ha pure seeds;

– Bury seeds at 2 ½ times their diameter;

– Control weeds by uprooting/ apply a suitable herbicide;

– Apply nitrogenous fertilizers about 6 weeks after germination in split application.

– Avoid grazing when the pasture is too young.

– Practice light grazing in the field phase of pasture establishment.            (10 x 1 = 10 mk)

(b) – Select seeds of  the  same size, variety, age and free from pests and diseases.

– Plant seeds at the same time.

– Prepare the whole field to required uniform tilth.

– Plant at the right moisture content of the soil / irrigation uniformly.

– Treat seeds before planting i.e. break dormancy.

– Plant at the correct depth.                                                                                        (5 x 1 = 5 mks)

(c) – Soil moisture content.

– Type of soil.

– Cost of operation.

– Size of seed/ type of planting material/ type of crop.

– Type of machinery available / use of tractors.

– Topography / gradient of the land/ liability of soil erosion.

– Skills of the operator.

– Initial conditions of the land/ the cropping history of the land.

– Time available to carry out the operation before planting.

  1. Four physical conditions of the seedbed that need to be changed to facilitate

Germination

  • Size of soil clods (clods (made small or medium size
  • Appropriate soil depth
  • Soil looseness
  • Should be weed free

–    Soil moisture content improved

 

  1. Four importance of sub soiling as a tertiary operation
  • Brings leached nutrients to the surface
  • Breaks hard pans
  • Promotes aeration of the soil
  • Promotes water infiltration

–    Ensures better root penetration

 

  1. Four advantages of rolling in seedbed preparation are:
  • Press the seeds against the soil moisture
  • Controls soil erosion
  • Ensure uniform germination
  • Controls removal of small seeds by wind
  • Breaks large soil cods
  1. four disadvantages of minimum tillage
  • The less porous surface increased soil erosion especially  in heavily sols
  • Difficulty in weed control
  • Speed of planting to reduce due to large amount of residues in the soil and big clods

Leads  to accumulating of soil borne  pests and diseases

  1. a)      – ridging
  2. b) (i) Encourage tuber expansion
  • Allow easy harvesting of crop roots

(ii)     Rolling

  • Leveling
  • Leads to timely planting
  • Weeds are appropriately controlled especially the perennial such as couch grass
  • Farmers take advantage of availability of labour reducing the cost of labour
  • Control of soil borne pests

Gives time for better organic decomposition

  1. – By repeated cultivation at the same depth;

– Cultivating the soil when wet using heavy machinery;

  1. – Type and size of planting material;

– Topography/slope f land;

– Soil moisture content;

– (Initial) condition of land/amount of vegetation on the land;

-Capital available

– Type of implement used;

  1. It is the least number of cultivation operations either during preparation of the seed bed or

during the management of the crops.

14.

  • Market demand
  • Type of crop to be planted
  • Moisture condition of the soil and rainfall pattern
  • Prevalence of pests and diseases
  • Prevalence of weeds
  1. two factors that determine the number of cultivation on a field before it   is ready for planting
  • purpose of crop
  • moisture content
  • concentration  of desired  chemical
  • weather
  • market demand
  1. – Enables crop to benefit maximumly from available moisture

-Crops make use of nitrogen flush available at that time

-Crops fetch high market prices

-Crops escape from pests and diseases

-There is high vigour in crops that resist diseases

-Ensures timely harvesting

  1. – type of crop to be planted

-Implements available

-Type of soil

-Climatic conditions

WATER SUPPLY, IRRIGATION AND DRAINAGE

  1. State two reasons for treating water for us on the farm
  • Remove chemical impurities
  • Remove foreign material
  • Remove disease earning organisms

Remove bad smell & taste

  1. State three reasons for draining swampy land before growing crops
  • Increase soil volume
  • Improve aeration
  • Increases activities of micro organisms
  • Control erosion

Reduce toxic substance in soil

3 .         a )Sprinkle irrigation

  1.  b) four advantages of the above irrigation system
  • Little water required
  • Done on nay topography
  • Control weeds between rows
  • Water under low pressure
  • Prevent fungal diseases
  1. c) three factors that determine the type of irrigation on the farm
  • Where tree crops are planted
  • Little water supply
  • Enough capital for the method is available
  • Slope land                                                                                                       3x ½ = 1 ½ mks
  1. d) two disadvantages o f the above system of irrigation
  • Difficult to carry field mechanization
  • Require a lot of capital
  • Require clean water
  • Regular repair of broken pipes and blocked pipes

Applicable where tree plants are grown

  1. a) Artificial√ application of water to the soil  surface for purpose of supplying enough

moisture√  for plants growth(mark  whole)

  1. b) Surface,

overhead,

subsurface,

drip/trickle

  1. a) four use of water on the farm
  • Irrigation
  • Domestic use
  • Diluting  chemicals
  • Construction work
  • Watering  livestock and washing buildings
  • Processing  farm produce(1/2×4=2mks)
  1. b) four methods of harvesting water on the farm (2mks)
  • roof cantonment
  • weirs
  • rock cantonment
  • dams
  • ponds

 

  1. c) the stages involved in water treatment process
  • filtration of  water intake
  • softening
  • coagulation and sedimentation
  • filtration in  tanks
  • chlorination  storage  (1/2×6=3mks)
  1. four uses of water in the farm.

– For diluting chemicals used to control pests.

– For watering livestock.

– For watering plants e.g. irrigation.

– For washing utensils, calf pen bully sheds.

– For domestic use e.g. drinking, cooking.

– For rearing fish.

– For recreation

– Processing of farm produce.

– In construction of buildings.

  1. two types of irrigation used in Kenya.

– Overhead / sprinkler.

– Surface / Flood / furrow/ basin.

– Drip/ trickle.

  1. Four disadvantages cambered beds
  • High cost of maintenance
  • Provides breeding ground for vectors of malaria
  • Prevents proper mechanization of the farm

–     Labour intensive

(c) Stage I:      Filtration of water intake.

– Water from source river is made to pass through a series of sieves.

– Large particles of impurities are trapped by the sieves.

– Water then enters into the large pipe to be directed to the mixing chamber.

Stage II:          Softening of the water.

  • Water circulates in the mixing chamber and doses of soda ash to soften the water.

Stage III:         Coagulation and sedimentation

  • Water is passed through coagulation tank where fresh air enters to remove bad smell/ chloride of lime used.

 

  • Water stays for 36 hours thus solid particles settle and bilharzias causing organisms killed.
  • Alum added to coagulated solid particles which settle at the bottom.

Stage IV:         Filtration

  • Water is passed through filtration tank with layers of sand and gravel to filter it.
  • Water leaving the filtration tank is clean.

Stage V:          Chlorination

  • Water is passed through chlorination tank where chlorine is added.
  • Micro-organisms in the water are killed by chlorine.

Stage VI:         Storage

– The treated water is stored in large overhead tanks before distribution and use.

  1. – Improves soil aeration
  • Raises soil temperature
  • Increases activities of micro- organisms
  • Increases soil volume

–     Prevent accumulation of poisonous substances in the soil

  1. – Semi-rotary
  • Hydram
  • Piston/ reciprocating
  • Centrifugal
  • Rotary
  1. Four examples of working capital in maize production are;
  • Seeds
  • fertilizer
  • Herbicides
  • Pesticides
  • Fuel fragticides
  • Casual labour  (4x ½  = 2mks)
  1. four types of water pumps which can be used in the farm
  • Centrifugal/rotadynathic pumps
  • Piston/reciprocating pump
  • Semi-Rotan pump
  • Hydram pump
  1. four methods of drainage

Open ditches

  • Under ground drain pipes
  • French drains
  • Cambered beds
  • Pumping
  • Planting of trees/planting of trees such as Eucalyptus
  1. A dam is a barrier constructed a cross a  river  or a dry valley to hold water and raise its level

to form a reservoir  or  lake

  • A weir is a barrier constructed across a river to raise  the level  of water and still allow water to flow over it
  1. – Giving subsidies by reducing the cost of production inputs

Fixes prices of the related products

  1. – Piping is the conveyance of water through pipes from one place to the other while pumping is the lifting of water from one point to another by use of mechanical force;

17.

  • To facilitate the action of soil living organisms
  • To check or reduce leaching
  • To moderate or increase soil temperature
  • To reduce accumulation of dissolved soil salts
  • To reduce erosion rate of top soil
  • To improve soil structure
  • To increase effectiveness of phosphorous fertilizer and conserve soil nitrogen
  • As a way of reclaiming areas such as coastal plains and the river belts which may have high water tables
  • In rice fields, water should be controlled by draining the water for a different crop cycle.

18.

  • Allowing livestock to graze near water sources often results in organic waste products being washed into the water ways.
  • Fertilizer application
  • Pesticides
  • Over grazing
  • Irrigation
  • Over cultivation
  • Use of farm machinery
  1. a) i) A – Drop/ trickle irrigation
  2. ii) B – Sprinkler/ overhead irrigation
  3. b) Two advantages of method A over method B
  • Conserves water
  • Does not damage flowers, leaves
  • Does not cause splash/ splatter irrigation
  • Does not encourage spread of fungal diseases from crop to crop
  • Does not encourage the growth of weeds all over the field
  • Agro- chemical can be dissolved in the water and directly applied to the crop
  1. c) i) Cotton wool
  2. ii) Rough sand
  3. four reasons for practicing irrigation
  • Increase crop production by  applying adequate  moisture
  • To reclaim  dry areas
  • To meet  moisture requirement  of crops
  • To produce and  benefit  from off  season crops
  • Growing  of paddy vice
  1. – to prevent rotting

-For processing

– For long storage

– Prevent pest and disease attack

  1. (a) Kill germs

(b) For sedimentation

  1. S- French drainage T- Vambedred peds                M – soil- stones

 

SOIL FERTILITY 1 (ORGANIC MANURE)

  1. two roles of humus in the soil that are beneficial to crops
  • Provide nutrients
  • Increase water holding capacity
  • Increase soil temperature

Neutral soil PH

  1. four characteristic of fertile soil (2mks)
  • Well drained
  • Correct PH
  • Good water  holding capacity
  • Adequate  plant  nutrients
  • Free from pest   and diseases
  • Correct soil nutrients
  1. a) Q-stick√

Function-checking temperature√ and other conditions within the heap

  1. b) i) Top soil-introduces organisms to effect composition√
  2. ii) Wood ash-increases the level of phosphorus and potassium√

iii) Rotten manure-provides food for micro-organism√

  1. The illustration below shows a heap system of making compost manure. Study it and answer

the questions that follow.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. a) use of arrows indicate how the decomposing material should be transferred from one heap

to another till the manure is applied in the field.

b)- 3  – 6 wks

  1. c) one reason for turning the material in the heap regularly.

– Proper decomposition.

– Facilitate air circulation.

– Microbial activities.

  1. d) two reasons why it is necessary to sprinkle water on the heap.

– To regulate the internal temperatures in the heap.

– Create moist environment for microbial activity.

  1. Four indicators of well-decomposed manure
  • Absence of bad odour and instead the smell of forest soil
  • Light weight
  • Brown colour
  • Moist but not wet
  • – Original nature of material not noticeable (½ x 4pts = 2mks)
  1. (a) Two factors that should be considered when siting a compost manure heap are:-
  • Accessibility
  • Drainage
  • Direction of prevailing wind
  • Size of the farm/proximity

(b) Five advantages of rotation grazing are: (5mks)

  • Livestock with maximum use of pastures
  • Reduces build up of parasites and diseases
  • Animal waste evenly distributed
  • Pasture area given time to regenerate
  • Excess pasture conserved
  • Possible to apply fertilizer in the parts of the pasture which are not in use (5×1=5mks)
  1. It is movement of dissolved nutrients front p soil to lower horizons of soil becoming

Unravel able to crops

  • Improves soil structure
  • Adds nutrients
  • Increases cation exchange capacity
  • Increases microbial activity in the soil
  • Improves water holding capacity/ reduces leaching
  • Buffers soil PH

Moderates soil temperature

  1. (a) (i) Preparation of farm yard manure:-
  • Collect animal waste/refuse/dung and urine;
  • Collect animal bedding/litter and other rotten plant residues;
  • Store collected materials under roof/shed to prevent leaching and oxidization of nutrients;
  • Turnover the materials regularly;
  • Sprinkle water if dry;
  • leave the material to rote completely before use; (6×1=6mks)

(ii) Preparation of Hay

  • Cut the grass /legume in the field when 50% of it is starting to flower;
  • The cut forage is spread in the field for four continuous days (sunny days)
  • The cut forage is turned daily for even for four uniform drying;
  • Gather the dried material in a central spot;
  • Bale the material;
  • Properly store the baled hay (6×1=6mks)

 

 

 

(b) Factors to consider in timely planting of annual crops

  • Escape from serious weed competition;
  • Utilization of early rainfall;
  • Exploitation of Nitrogen flush in the soil that has accumulated during dry season;
  • Escape from serious pest + disease attack e.g. stalk borer in maize;
  • Fetch high market prices when harvested early;
  • Reduce competition for labour during labour peak period;
  • For harvesting season to coincide with dry period to reduce losses e.g. cotton

Early planting means early farming/calendar for the farmer to enable him /her to finish up other farm activities;          (8×1=8mks)

 

  1. i) A ration containing 18% protein is  to be  made  from  maize and sunflower cake. Given

that maize contains 7% protein, and sunflower seed cake 34% protein. Use Pearson square

methods to calculate the value of feedstuffs to be used to prepare 100kgs of the feed (3mks)

  1. ii) two other methods that can be used to formulate feed ration (2mks)
  • Linear programming
  • Trial and error

Graphical method.

 

AGRICULTURE ECONOMICS

(BASIC CONCEPTS AND FARM RECORDS)

  1. (a) – Help to determine the value of the farm/ determine assets and liabilities.

– Provide history of the farm.

– Assist in planning and budgeting in various fields.

– Helps to detect losses or theft in the farm.

– Assists when sharing losses or profits (dividends)for communal owned farms/ partnership.

– Help to settle disputes in the farm among heirs.

– Help to support insurance claim e.g. against fire and theft.

– Provide labour information like terminal benefits, NSSF due, Sacco dues for all employees.

– Help to compare the performance of different enterprises within a farm or other farms.

– Help in the assessment of income tax to avoid over or under taxation.

– Records, helps to show whether the farm business is making profit or losses. This information

helps in obtaining credit.                                                                                     (10 x 1 = 10 mks)

 

  1. (a)Health record

(b) Next date of treatment /vaccination

  • – Occurrence of the disease
  • – Response to treatment ( ½ x 2 =1mk)

(c) – Select and cull animals on health ground

  • Know the course of action to be taken in the event of a disease and maintenance of good health
  • Know the prevalent disease

–    Calculate cost of treatment

 

3          Four uses of farm records are;

  • Used to compare the performance of different enterprise
  • Shows history of the farm
  • Help in planning and budgeting of farm operations
  • Assessment of income tax
  • Calculation of profits and losses
  • Securing loans
  • Settling disputes where no will is left
  1. four uses of farm records
  • Help compare performance  of different enterprises within  the farm  and other farms
  • Shows the history of the farm
  • Guide a farmer in  planning and budgeting  of farm operations
  • Helps to detect losses or theft on the farm
  • Helps to avoid over taxation or under taxation
  • Helps to determine the value of the farm in terms of assets and liabilities
  • Helps in sharing of profits and losses  in partnership
  • Helps  in setting disputes among heirs in absents of a will
  • Shows whether the farm business is making profit or losses
  • Helps in supporting insurance claims of farm assets
  • Provide labour information
  • Understanding the technical language used in agriculture
  • Application of the right amounts of inputs
  • Correct/ appropriate measurements in farming

Uses of appropriate technology

 

  1. (a) Milk production record (1×1=1mk)

(b) Determine prevalent diseases;

– Establish treatment of diseases;

– Establish disease control method;

– Determine cost of medication/health care;

– Determine the health status of different animals;  (4×1=4mks)

 

(c) Price trends/market situation

– Production techniques

– Labour trends

– Breeds of dairy cattle

– Production constraints/risks and certainties

  • Field
  • Area of the land
  • Season
  • Crop planted
  • Crop variety
  • Land preparation date
  • Type of fertilizer at planting
  • Type of fertilizer at top dressing
  • Seed rate used
  • Type of  weed and date of weed control
  • Type of pest and date of pest control
  • Date of harvesting
  • Remarks    (Any 4)

 

  1. List two events occur during induction stroke in a four stroke engine. (1mk)
  • Piston moves down from TDC
  • Exhaust valve is closed
  • Inlet valve is open
  • Air / fuel mixture get into combustion chamber
  • Piston reaches BDC. (4x ½ = 2mks)

 

  1. – Where the resources are free

– where there is no alternative

– where the alternatives are very many.

 

SOIL FERTILITY II (IN ORGANIC FERTILIZERS)

 

  1. four advantages of applying lime in clay soil
  • Lower soil acidity
  • Increase calcium content
  • Hastens decomposition of organic matter
  • Improve soil structure/ improve drainage
  • Facilitates availability and absorption of nitrogen and phosphorous
  • Improve legume nodulation and nitrogen fixation

Increase multiplication of micro- organisms

  1. a) i) Sulphur- SO₄²⁻,SO₂
  2. ii) Nitrogen-NO₃⁻,NH₄

iii) Carbon-CO₂

  1. iv) Magnesium-mg²⁺
  2. b) three effects of nitrogen to plants (1 1/2mks)
  • delayed maturity
  • excessive succulence
  • excessive vegetative growth
  • weak stems
  • lodging
  1. a) The quality of sulphate ammonia fertilizer the farmer will need for 10 hectares (1mk)

100kg SA supplies   21kg N

1ha requires 150kg SA

10ha requires (150×10) kg SA

= 1500kg SA in 10ha

  1. b) The number of 50kg bags of fertilizer he will purchase (1mk)

50kg fill 1 bag

  • 1 x 1500=30bags (1)

50

  1. two disadvantages of using farm yard manure

– It’s bulky hence difficult to apply by one laborer.

– It may spread weeds.

– It may spread diseases.

– It releases nutrients slowly.

  1. four factors which influence the stage at which the crops are harvested.

– Purpose of the crop / maturity.

– Moisture content.

– Concentration of certain chemicals.

– Water condition.

– Market demand.

  1. a) – Calcium Ammonium Nitrate CAN.

b)- Knee high

– 30 – 45 cm height.

  1. c) Calculate the amount of K2O contained in 400 kg of a compound fertilizer 25 : 10 : 5.

5 kg of K2O is in 100 kg of 25 : 10: 5

∴ 400 kg of compound fertilizer

400 x 5            = 20 kg of K2O

100

  1. Two pieces of information that soil sample should have before being taken to the laboratory

for testing are:-

–     Name of the farmer

  • Address of the farmer
  • The type of test to be carried out

–      Date of sampling

  1. A compound fertilizer bag has the labels 20-20-10. What do the figures stand for
  • 20 – 20% Nitrogen (N)
  • 20 – 20% Phosphorous Pentoxide (P2O5)

–     0- 0% Potassium Oxide (K2O)

  1. Four functions of sulphur in crops are:-
  • Amino acids/protein synthesis
  • Formulating enzymes and hormones
  • Increase oil content and hormones
  • Needed for formation of chlorophyll

Needed in carbohydrate metabolism

  1. – Improves soil PH hence microbial activities
  • Allows wide production of different crop varieties
  • Improves soil aeration
  • Improves drainage

Improves soil structure

  1. -Liming
  •  use of alkaline fertilizer (2 ½ = 1mk)

 

  1. a) -Type of crop
  • Fertilizer characters
  • Type of soil
  • Environmental condition ( ½ x3=1 ½  mks)
  1. b) – Avoid unique sites e.g. compost, along fence
  • Remove all vegetation parts
  • Mix the samples thoroughly

Make as many samples as possible

  1. three functions of nitrogen in crops                                                                       (1 1//2mks)
  • Protein synthesis/formation
  • Forms part of chlorophyll molecule
  • Encourages vegetative growth
  • Regulate availability of phosphorus and potassium in plant
  • Increase to  size of grains and protein  content increases
  1. Fertilizer ratio is the proportion of various nutrients in a fertilizer grade is the percentage of

nutrients in a fertilizer;

(b)- Nitrogen

– Calcium

– Potassium

– Magnesium

– Sulphur

 

  1. (a) Diagonal/transverse method; (1×1=1mk)

(b) – Avoid contamination/use sterilized container;

– Avoid sampling soil from unusual sites e,g ant hills

– Avoid mixing top soil with sub-soil;          (3×1=3mks)

(c) – To determine the nutrient status of te soil;

– To determine the soil PH/type of fertilizer to add to the soil/lime to add to the soil;

– To determine the type of crop to grow;

– May help in diagnosing low crop yield/mineral deficiency;

  1. Area – 10×20 =200m² (1mk)

100,000m²   require 80kgs of 20-20-10

200m² will require

200 x  80

10,000

═ 1.6kgs                          (1mk)

  1. a) A compound of fertilizer  has a fertilizer grade of 25:10:5.calculate  the a mount

of phosphorus fore sent in 400kg of this fertilizer

N:P:K

25:10:5

If 10kg P2O5√1 = 100kg NPK

?             = 400kg NPK√1

= 400 x 10

100

= 40kg P2O5√1  (3 steps x 1=3mks)

  1. b) i)    – zigzag method
  2. ii) xx –traverse/diagonal

iii) State three importance of carrying out soil sampling and testing

  • determine  the type  of  crop  to grow
  • determine the  type of fertilizer  to be used
  • determine  type of  nutrients  in the  soil (3×1=3mks)
  1. (a) Lacks one of the major fertilizer NPK elements

(b) – The soils could be very acidic

– Too much rainfall.

  1. (a) Random/zigzag soil sampling

(b) – old manure heaps

– Ant hills

-Dead furors

-Fence lines

-Cattle bomas

(c)  – Clear vegetation

– Mark points using pegs

Collect top soil and sap soil n different paper bag.

– Dry the soil and mix thoroughly

– Sent dispatch to laboratory for fasting

 

 

 

 

CROP PRODUCTION II (PLANTING)

  1. two reasons for seed treatment of tree species before planting
  • Break dormancy

Control pests and diseases

  1. three factors that determine spacing of beans
  • Type of soil
  • Moisture in soil
  • Species/ size of bean plant
  • Machinery to be used
  • Purpose of beans

Stand in the field

  1. four reasons for using certified seeds for planting
  • High yielding
  • Quality produce
  • High germination percentage
  • Grow faster

 

  1. a)      A   Banana sucker

B  Stem tubes

C     Bulb

D Stem cutting

  1.  b)        Chitting
  2.  c) four advantages of vegetative propagation on crop production
  • Grow faster
  • True copy of mother plant
  • Have no dormancy period
  • Easy to obtain             4x ½ = 2 mks
  1. Differentiate between hybrid and composite
Hybrid composite
Seeds produced  by

crossing  inbreedlines

and controlled pollination√

Seeds  produced  by  growing  different

varieties together under uncontrolled

pollination√     2//

 

 

 

 

 

  1. a) Germinated seed x100√

Total seeds planted

=90 x100                              (2)

100  = 90%√

  1. b) Given that maize is planted at a spacing of 75cm by 25cm, calculate the plant population in a plot measuring 4m by 3m

plant ppl = land area

Spacing

4mx3m

75x25cm

400cmx300cm

75cmx25cm           = 64plants√             (2)

  1. four qualities of a mother plant which should be considered when selecting vegetative

material for propagation.

  • High quality.
  • High yielding.
  • Disease resistance / healthy/ disease tree.

Fast growth/ fast maturity.

  1. – Select seeds of the  same size, variety, age and free from pests and diseases.

– Plant seeds at the same time.

– Prepare the whole field to required uniform tilth.

– Plant at the right moisture content of the soil / irrigation uniformly.

– Treat seeds before planting i.e. break dormancy.

– Plant at the correct depth.                                                                                        (5 x 1 = 5 mks)

  1. two factors which determine the depth of planting

–      Soil type

  • Size of seed
  • Soil moisture content

–    The type of germination

  1. – Reduces leaching
  • Improves water holding capacity
  • Improves soil structure
  • Suffer soil pH
  • Moderate soil temperature
  • Increases microbial activities
  • Increases cation exchange capacity

–    Improve fertility of the soil after decomposition

 

  1. Area

Spacing

Tea population (10,000×2

1.5mx 0.75)                1

20,000m²

1.125m²                           1

= 17,777 plants

Needed in carbohydrate metabolism

  1. Four reasons why training is important in some crops
  • Facilitate field practices of spraying and harvesting
  • Improves crop quality by preventing solving
  • Enable crop grow in the required direction
  • Improve yield
  • Control pest and diseases

 

  1. Four factors that influence the depth of planting are:
  • The size of the seed
  • Soil moisture content
  • Type of soil /soil texture
  • Type of germination

14.

  • Avoid mixing with foreign materials
  • Harvesting during the dry weather
  • During harvesting separate grade A and B

Don’t put in gunny/sisal bags

Needed in carbohydrate metabolism

  1. Four reasons why training is important in some crops
  • Facilitate field practices of spraying and harvesting
  • Improves crop quality by preventing solving
  • Enable crop grow in the required direction
  • Improve yield
  • Control pest and diseases
  1. Four factors that influence the depth of planting are:
  • The size of the seed
  • Soil moisture content
  • Type of soil /soil texture
  • Type of germination

17

  • Avoid mixing with foreign materials
  • Harvesting during the dry weather
  • During harvesting separate grade A and B

Don’t put in gunny/sisal bags

  1. – Moisture content of soil
  • Use of which the crop is to be put
  • Number of seeds per hole
  • Prevalence of certain diseases/ pests
  • Machinery to be used in subsequent operations
  • Fertility status of the soil
  1. Four advantages of rolling in seedbed preparation are:
  • Press the seeds against the soil moisture
  • Controls soil erosion
  • Ensure uniform germination
  • Controls removal of small seeds by wind
  • Breaks large soil cods
  1. two factors that effect rooting of cuttings in crop production
  • Temperature
  • Relative humidity
  • Light  intensity
  • Oxygen  supply
  • Chemical treatment
  • Leaf area
  • Breaking seed dormancy
  • Seed dressing

Seed inoculation

  • Breaking seed dormancy
  • Seed dressing

Seed inoculation

  1. Under sowing is the establishment of pasture under a cover crop usually maize while over sowing is the establishment of pasture legume in an existing grains pasture
  2. a) Stem cutting

b)

  • High yielding
  • High quality
  • Good rooting ability
  • Adaptable to the ecological zone

c)

  • Make top cut near the auxiliary bud as close as possible and sloping away from it
  • Lower cut must be sloping at an angle and be 2.5 – 4cm below the leaf
  • Single leaf internodes cuttings must be kept shaded and wet floating in water from the time of cutting to planting

 

25        a) (30 X 15) cm2  / 30cm X 15cm

b)

4M – 0.6 M   + 1

0.3M

3.4    +  1

0.3= 12 raws

  1. c) Plant population

3M – 0.6    +1

0.15

= 2.4    + 1

0.15

= 16 plants X 12 raws = 192 plants

  1. – Temperature;

– Relative humidity;

– Light intensity;

– Oxygen supply;

– Leaf area;

– Chemical treatment;

  1. Selection of mother plants (tea);

– Select healthy bushes/free of pests and diseases;

– Select high quality bushes;

– Select those which are high yielding;

– Select those with good rooting ability;

– select those which adapt to a wide range of ecological conditions;            (4×1=4mks)

Preparation of planting materials

  • Prune the selected tea bushes and leave unchecked for six months;
  • Select and cut good branches for making cuttings
  • Obtain the cuttings form the middle of the branches/discard the brown and the hard bottom part/ the green soft top part
  • Make single leaf internodes cutting carefully 2.5-4cm long;
  • Make slant cut with the use of scalpel/sharp knife taking away from the node;
  • Make top cutting near the auxiliary bud as much as ossible;
  • Keep the cuttings wet in the water to avoid dehydration until they are planted;
  • Keep the cutting under the nursery;

Raising of tea seedlings in the nursery

  • Plant cuttings on rooting medium in polythene sleeves/sleeves measure 25 x 7.5-10cm and sealed
  • Rooting medium consists of fertile sub-soil and phosphate fertilizer;
  • Plant single leaf internodes per polythene sleeve,
  • Place the sleeves in the vegetative propagation units,
  • Erect wooden hoops over the sleeves cuttings, then place polythene sheet over it/erect shade over the nursery;
  • Water sleeved seedlings every 3weeks/main high humidity;
  • Uproot weeds when they appear;
  • Hardening off done 4 months after raising (9×1=9mks)
  1. Factors to consider in timely planting of annual crops
  • Escape from serious weed competition;
  • Utilization of early rainfall;
  • Exploitation of Nitrogen flush in the soil that has accumulated during dry season;
  • Escape from serious pest + disease attack e.g. stalk borer in maize;
  • Fetch high market prices when harvested early;
  • Reduce competition for labour during labour peak period;
  • For harvesting season to coincide with dry period to reduce losses e.g. cotton

Early planting means early farming/calendar for the farmer to enable him /her to finish up other farm activities;          (8×1=8mks)

29.

  • It is wasteful because a higher seed rate is used.
  • It is not possible to use machines.
  • It is not possible to establish plant population.
  • Lack of uniformity in seed establishment.
  1. (i) Seed inoculation;
  • It is the treatment of legume seeds with Nitro-culture/artificial bacteria to increase their Nitrogen fixation in the soil ,if grown in Nitrogen deficie soils.

(ii)Chitting;- Breaking of dormancy in Irish potatoes before planting

(iii) Tipping;- Removal of three leaves and a bud from each shoot above the required height of the

table in tea during plucking table formation / formation of a uniform and flat plucking table in tea.

  1. two advantages of producing crops by use of seeds over vegetative propaganda
  • Seed treatment is easier
  • Seeds can  be  stored for a long time
  • Faster and uniform germination
  • Mechanization of farm operation is easy/possible

Application of fertilizer/manure is easy and  can also be mechanized

  1. four ways of preparing planting materials before planting
  • Breaking  seed dormancy
  • Seed dressing
  • Chitting
  • Seed cleaning
  • Seed inoculation

Root trimming  as  in banana  or tree seedlings

CROP PRODUCTION III

NURSERY MANAGEMENT PRACTICES

  1. three methods of grafting that are used in propagation of plants
  • Whip are tongue grafting
  • Side grafting
  • Approach grafting
  • Bark grafting

Notch grafting

  1. two practices done during hardening-off of seedlings in a nursery bed.
  • Gradual removal of shade

Gradual reduce of watering

  1. two methods of budding used in crop propagation (1mk)
  • T-budding
  • Top budding
  • Paten budding

 

  1. four management practices carried out on a nursery bed (2mks)
  • Watering
  • Shading
  • Pest  an  disease control
  • Weed control
  • Mulching
  • Hardening off
  • Pricking out  (1/2×4=2mks)
  1. Two importance of tissue culture in crop propagation
  • Propagate pathogen free plants
  • Appropriate soil depth
  • Soil looseness
  • Should be weed free

–     Soil moisture content improved

  1. – A nursery bed is a portion of land specially prepared to raise seedlings before transplanting while a seedling bed is a specially prepared portion of land for receiving pricked out seedlings from the nursery bed Mark as a whole (1 mk)
  2. Four advantages of under sowing in pasture production
  • Amino acids/protein synthesis
  • Formulation of  enzymes and hormones
  • Increase oil content and hormones
  • Needed for formation of chlorophyll
  • Aid in nitrogen fixation in legumes

Needed in carbohydrate metabolism

  1. Four advantages of under sowing in pasture production
  • Amino acids/protein synthesis
  • Formulation of  enzymes and hormones
  • Increase oil content and hormones
  • Needed for formation of chlorophyll
  • Aid in nitrogen fixation in legumes

Needed in carbohydrate metabolism

  1. (a) The structure is a nursery

(b) Reason for carrying out each of the following practices in the structure shown above is:-

  • Pricking out – to avoid overcrowding /allow seedling to grow strong and healthy transfer seedlings from one nursery to another
  • Hardening off – To prepare seedlings to ecological conditions in the main field/reduce transplanting shock

(c) Three importance of the part labeled A in the above structure  (1/2 x 3= 1 ½ mk)

  • To reduce the amount of water through vaporization
  • To modify nursery temperature
  • To reduce the impact of raindrops/hailstones hence minimizing damage on seedlings
  • Reduce splash erosion
  • Reduce the scorching effect in the seedlings
  • Reduce the scorching effect in the seedlings
  1. a) – Sitting crop nursery
  • Good soil fertility
  • Security against destruction
  • Accessibility
  • Should be near source of water
  • Topography should discourage water logging (1×5=5 mks)

b)- Establishment

  • Prepare fine filth
  • Add manure or fertilizers to the nursery
  • Sterilize soil against soil borne pests/ diseases
  • Shade the nursery bed
  • Ensure nursery is 1m wide
  • Plant seeds in drills and cover with light soil layer (1×5=5 mks)
  1. b) Management practices
  • Mulch to conserve moisture and suppress weeds
  • Water regularly in the morning and afternoon
  • Pricking – remove excess seedlings and transfer to another nursery or use polythene sleeves
  • Weed control – done by hand uprooting
  • Pest and disease control – use clean seeds and apply chemicals as recommended
  • Hardening off – Done by removal of shade
  • 1 week to transplanting to make seedlings survive after transplanting
  1. State four importance of thinning seedlings in the nursery bed
  • To control  spread  of pests and diseases
  • To create space far  other seedlings
  • To avoid  competition for light, nutrients
  • Allow rapid growth of seedlings/vigorous(1/2×4=2mks)
  1. Seedling bed is where overcrowded seedlings from the nursery bed are transferred while

seedbed is the final land where planting materials are raised until they are ready for harvesting.

  1. a) two advantages of having the part labeled J
  • To reduce the amount of water loss through evapo- transpiration
  • To modify the temperature
  • To reduce the impact of the raindrops thereby minimize the damage of seedlings/ reduce splash
  • Retaining water
  1. b) Management practices carried out on the nursery from the time the seedlings emerge to stage of transplanting
  • Proper watering
  • Controlling weeds
  • Hardening off
  • Pricking out

 

CROP PRODUCTION IV

(FIELD MANAGEMENT PRACTICES)

  1. Staking is supporting tall varieties of tomatoes using a stick fixed next to the plant and tied with

sisal string while propping is supporting banana plant with sticks Mark as a whole= 1 mk

  1. five advantages of crop rotation
  • Improves soil fertility: where legumes are included nitrogen is fixed/ added in the soil
  • Control pests and diseases: disrupts the life cycle of certain pests and diseases
  • Control weeds: control weeds which are specific to certain crops e.g. striga in cereals/ cover crops in a rotation will smother certain weeds
  • Better use of the soil nutrients: different crops (due to differing root systems) draw nutrients from varying soils horizons/ different crops require different nutrients
  • Control of soil erosion: cover crops included reduce soil erosion
  • Improve soil structure: When grass lays are included which during the period organic matter will accumulate to enrich the soil and improve soil structure
  1. four factors which influence the stage at which the crops are harvested.

– Purpose of the crop / maturity.

– Moisture content.

– Concentration of certain chemicals.

– Water condition.

– Market demand.

  1. a) B.   –  Single stem pruning system.          (1×1=1mk)
  2. b) Identify the system of pruning in C.

– Multiple stem pruning system.        (1×1=1mk)

  1. c) Outline how pruning in diagram C is carries out.

– Main stem of the seedling is capped/ cut stem at 38 – 60 cm high.

– Two or three suckers are selected and allowed to grow while the rest are removed

  1. Two functions of earthling up in crop production
  • To influence tuber expansion
  • To retain water between the ridges which increases water conservation/infiltration
  • Reduces soil erosion

–    To prevent the greening effect in potatoes

  1. (a) The factors which determine the stage of harvesting of crops
  • Stage maturity of the crops
  • Use of the crop
  • Tastes and preferences of consumers
  • Weather conditions
  • Chemical conditions
  • Chemical concentration of the chemical
  • Moisture content ( 1mk x any 6pts = 6mks)
  1. – Reduces runoff thus increasing amount of water into the soil

Reduces evaporation thus increasing the amount of water retained

  1. – Moisture content of soil
  • Use of which the crop is to be put
  • Number of seeds per hole
  • Prevalence of certain diseases/ pests
  • Machinery to be used in subsequent operations
  • Fertility status of the soil
  1. i) To acclimatized the seedlings to direct light/ conditions in the seedbed
  2. ii) To avoid overcrowding and reduce competition for light.

iii) Produce healthy and strong seedling

  1. iv) To obtain correct plant population
  2. Two factors that determine the stage of harvesting crops are:-
  • Purpose of crop
  • concentration of required chemical

11        a)    –   Weather condition

  • Use/ purpose
  • Stage of growth
  • Concentration of the required chemicals (i.e. tea) ( ½ x4=2 mks)
  1.  b)    –    Proper drying of produce
  • Keeping storage facility/ structure clean
  • Use of pesticides on storage structure
  • Treating produce with pesticides e.g. cereals

Use of rodent guards

  1. Enable controlling over bearing by ensuring required leave ratio
  • Open up canopy for air and light penetration
  • Reduce chemical waste
  • Control pests and diseases
  • Allow other field operation

Give crop desired shape

(c) Which factors are considered when carrying out a crop rotation program?

  1. a) -Removing of chaffs by use of wind

b)i)-  Prevent erosion

  • Add organic matter
  • Conserve soil moisture
  • Raise soil temperature ( ½ mk)
  1. ii) – improve quality of grains by separating them from rest of plant (½ x1= ½ mks)
  2. c) – Root systems of crops
  • Botanical relation of crops
  • Nutrient absorption by plant

Susceptibility to pests, diseases or weeds

  1. a)This is support  given  to crops with  weak stem. So as to grow in the desired direction
  2. b) -Makes the plant to get enough sunlight to manufacture food i.e. prevent shading

-leads to more productivity

-reduced infections of diseases from the grounds

  1. (a) Some crops are harvested earlier e.g. maize for silage at silking stage while maize for grains when the grains are dry;

(b) A crop can be harvested earlier when the market demand is high;

  1. It is a farming practice that involves the removal and destruction of crop plants which are heavily

infested with pests and diseases from the field.

  1. It is the replacement of old bearing stems by suckers. The cycle is usually changed

after 4 – 6 years.

  1. a)- Earthening up
  2. b) Importance of the above practice
  3. i) Maize – provides support to prevent lodging
  4. ii) Irish potatoes – Improves tuber formation
  5. c) During second weeding
  6. Four factors which determine the stage at which crops are harvested
  • Original  conditions of land
  • Soil type
  • Cost
  • Size  of  planting materials
  • Soil moisture type of implement
  1. Two limitation of using polythene sheets as mulching materials in a field of tomatoes Expensive
  • Requires skilled labour
  • Does  not  decompose

May overheat soil around  crop roots

  1. – suckering

-Pruning of leaves

-Propping

-Mulching

-Earthing up

  1. – Smothers weeds

-Regulate soil temperature

-Conserve moisture

  1. -passion fruits

-Deep rooted

-Nitrogen fixing

-Good by-products

– Friendly too crops / not affent crop

 

 

CROP PRODUCTION V

(VEGETABLES)

  1. a)three management practices that have not been carried on the plant above
  • Pruning
  • Staking
  • Weed control 3x ½ = 1 ½ mks
  1.  b) For each management practice state one reason why it should be carried out
  • Pruning
  • Staking – prevents lying on ground where fruits are soiled and get diseases

Easy movement in field                                                                             1x ½ = ½ mk

  • Weeding – reduce competition for nutrients, water and space 1x ½ =1/2 mk

 

  1. c) Name two diseases that attack the crop above in the field
  • Tomato blight
  • Bacterial wilt

Blossom – end rot

  1. the production of tomatoes (lycopersicon esculentum) under the following subheadings
  2. a) Varieties
  • fresh market e.g. money maker, beef eater, marglobe  supermande
  • processing varieties-cal –j, marzano, Kenya  beauty  (1/2×4=2mks)
  1. b) Nursery establishment
  • select  site and  clear
  • dig to remove weeds and  narrow  to fine tithe
  • mark out  nursery  beds I  wide with convenient length   and level it
  • make drills 10cm apart  and  crop seeds  singly in furrows
  • cover with  thin layer of  soil, mulching, water (1/2×4=2mks)
  1. c) Field management practices
  • gabbing-to  reduce dad seeds  and maintain  optimum plant  population
  • weed  control-remove  weeds  mechanically to  prevent competition  avoid during flowering
  • top  dressing-use fertilizers at 20kg/ha when  plants are 25-30cm tall
  • staking-train  plants  to  grow  in desired   shape; to produce clean fruits, control pests  and disease
  • pruning-to remove unwanted  braches  to input micro climate  facilitate  spraying
  • pest control-use pesticides  and  other  appropriate methods to control pests e.g. aneucal ball worm, leaf hopper
  • disease  control-use  fungicides, legislative  methods ,etc to control early blight, damping off, bacterial  wilt  (7×2=14mks)

 

  1. two symptoms of late blight in tomatoes.

– Rapid drying of leaves.

– Brownish dry rots of fruits.

– Destruction / drying of the whole plant.

 

 

  1. four factors to consider when grading tomatoes for fresh market.

– Size i.e. large, medium, small.

– Degree of ripeness of fruit.

– Damage of tomatoes e.g. bruises on skin.

– Shape of the fruit.

  1. Two ways of controlling purple blotch in onions
  • Crop rotation

–     Application of fungicides

  1. (a) The disease which may have caused the condition shown in the illustration

.Bacterial with (Pseudomonas solana cerum). ( ½ x 2 = 1mk)

(b) Any other crop which may be affected by the disease identified in (a) above

  • Irish potatoes( ½ x 2 = 1mk)

(c) Two other factors which can lead to the same condition as shown by the illustration

  • Nematode attack
  • Lack of water
  • Physical damage on the roots/male attack ( ½ x 2 = 1mk)

(d) Two measures that can be sued to control the disease named in (a) above

  • Crop rotation
  • Regueing /field hygiene

–    Use of certified seeds

  1. -Enables efficient coverage of plant with chemicals
  • Creates unfavorable micro climate for disease causing organism
  • Diseased branches are removed hence reduced incidences of disease spread

Remove branches touching the ground to avoid infection

 

  1. – Altitude – 900-2900 meters above sea level

–  Rainfall – well distributed throughout the growing period

– 750mm – 2000 mm per annum

– practice irrigation

– Soils – well drained

– Deep rich

– Slightly acidic PH of 6.5

  1. a)
  • American boll worm
  • Cut worm
  • Red spider mite
  • Nematodes
  1. b) Lack of calcium
  • Irregular watering
  • Excessive application of Nitrogen in early stages of the plants growth

 

10

  • Altitude                       0 – 2100m above sea level.
  • Temperature range      18 – 29º C
  • Sunlight is important during ripening to give the tomatoes a bright red or yellow colour depending on the variety
  • Rainfall – well distributed during the growing season. (760 – 1300mm pa)
  • Soils      – warm and well drained soils with a PH of 5.5 – 7.0

 

LIVESTOCK HEALTH

(INTRODUCTION TO LIVESTOCK HEALTH)

  1. four physical appearances to be observed in a sick animal
  • Behaviour of  animal-over  excitement, aggression, abnormal  sores
  • General  appearance-dull  eyes, restlessness
  • Movement of  animals  -limping/straining  when walking
  • Posture (4x ½ =2mks)
  1. two reasons why tsetse fly control is considered to be a land reclamation method
  • Allows livestock rearing
  • Enables human settlement
  1. a) Siting a fish pond
  2. i) Soil type- clay soil is the best
  3. ii) Topography – requires gentle slope not Lilly and flat

iii) Source of water – near reliable source

  1. iv) Marketing centre should be close
  2. v) Accessibility from the homestead
  3. vi) Security – protected against predators

vii) far from natural source of fish

b)

  • General farm hygiene, cleanliness of houses, equipment proper carcass disposal by burning/ burying/
  • Disinfection to destroy pathogens e.g. Anthrax and calf diseases
  • Isolation of sick animals – separated from healthy ones to avoid spread of diseases e.g. foot mouth
  • Drenching/ deworming to control internal parasites e.g. tapeworms and roundworms
  • Treatment of the sick animal – to prevent spread of diseases
  • Vaccination to create resistance to diseases on regular basis e.g. foot and mouth, anthrax, new castle
  • Control vectors – to avoid disease transmission e.g. ECF, nagana/ specific method
  • Prophylactic approach/ use of drugs to avoid injection e.g dry cow therapy against mastitis
  • Trypanocidal drugs to control trypanosomiasis
  • Proper breeding to control breeding diseases e.g. brucellosis
  • Proper feeding to prevent nutritional disorders e.g. milk fever, anaemia
  • Slaughtering/ killing – to prevent spread of contagious diseases e.g. anthrax
  • Quarantine – to avoid spread of diseases
  • – prevent introduction of diseases
  • Proper housing to avoid predisposing the animal to diseases e.g. ventilation, spacing
  • Foot trimming to minimize occurrence foot rot
  1. a) four notifiable diseases in livestock   (4mks)
  • Lumpy skin disease
  • Newcastle
  • Anthrax
  • African swine fever
  • Rinderpest
  • Rabbies (4×1 = 4 mks)
  1. b) Discuss four ways in which livestock disease are spread in the farm (4mks)
  • Ingestion of contaminated feed and water.
  • By carrying agents /vectors
  • Through wounds
  • Through inhalation of pathogens
  • By abrasion in the body
  • Through contact with the disease causing organisms. (4×1 = 4mks )
  1. c) the methods of controlling livestock disease giving an example of different disease in each case
  • Use of prophylactic drugs e.g.coccidiostat to control coccidiosis
  • Use of antiseptics / disinfectants to maintain farm hygiene to control calf scours
  • Quarantine to control foot and mouth disease
  • Isolation to control infectious diseases e.g. foul pox
  • Mass slaughter to control zoonotic diseases e.g. anthrax
  • Vaccination to control black quarter
  • Control vectors like tsetse flies to control nagana.
  • Use of healthy breeding stock / to prevent breeding diseases
  • Proper nutrition to control bloat and milk fever.
  • Treat sick animals to prevent spread e.g. mastitis
  • Drenching /control of internal parasites like flascioliasis , ascariosis
  • Keep resistant breeds e.g. zebu to control ECF
  • Foot trimming to reduce occurrence of foot rot
  • Proper housing to control pneumonia. (12×1 =12mks)

 

 

AGRICULTURAL ECONOMICS II

(LAND TENURE AND LAND REFORM)

  1. Four ways by which Re-afforestation help in land reclamation
  • Add organic matter from falling leaves
  • Recycles soil erosion
  • Control soil erosion
  • Improve drainage of swampy areas

Play part in hydrological cycle

 

  1. three objectives of land reforms that are taking place in Kenya
  • Increase output from land
  • To meet changing national and market demands
  • To achieve increasing productivity of both land and labour
  • Proper utilization of national land resources and arid lands
  • Increases commercial farming

Increase land conservation and improvement

 

  1. two causes of land fragmentation in Kenya since independence.

– People buying pieces of land elsewhere.

– Compensation when the government takes pat of ones land for public use.

– Inheritance of land.

 

4  – Establishment of land ownership.

– Measurement of land size.

– Description of the land.

– Recording and mapping of the surveyed land.

– Solving objections if any.

– Submission of the maps and records to the district land office registration

  1. Four benefits of a farmer having land title deed
  • As security to get a loan
  • As security of land ownership
  • Minimizes land disputes
  • Acts as an encouragement to the farmer to carry out long term investment on the land
  1. Four reasons for practicing land consolidation are
  • To save time and transport
  • Make supervision of land easier and more effective
  • To facilitate mechanization of farm
  • To make it easy for long term investments in the farm
  • To have sound farm planning
  1. four advantages of communal land tenure system
  • Problems  of landlessness does not exist
  • Land cannot be easily fragmented
  • The system allows free  merchant of  livestock
  • The  land is  left rest  for a  while so s  to allow pasture regeneration
  • No  land dispute
  1. four advantages of landlordism and tenancy
  • Enables  landlords  who cannot use land  to get income from tenants
  • Idle  land can be  put into good agriculture use increasing agricultural production
  • The landless c an  rent  land  to earn a living
  • Ensure equitable distribution  of land as a  natural resource
  • It reduces land  dispute since  the  land  lord  or  the state control its allocation
  • To achieve flexibility in farming patterns to meet changing national and market demands
  • Achieve effective utilization of National land and introduction of irrigation schemes
  • Encourages measures on the land and general improvement of land
  • To achieve increasing productivity of both land and labour
  • Encourage commercial instead of subsistence production in order to ensure meaningful self employment in rural areas
  • Encourages farmers to invest more through offering security of tenure
  1. – Freedom to us eland by all members

– Promotes unity among members

– Promotes use of land according to general requirements of the community

11.

  • The number of the title deed
  • Size of the land
  • The name and identity of the owner
  • Date of registration
  • Type of land ownership
  • Seal of the government
  • Issuing officer’s signature

 

SOIL AND WATER CONSERVATION

  1. Three human activities that may influence soil erosion
  • Ploughing up and down slope
  • Over cultivation
  •  Planting annual crops on slopes
  • Overstocking/ burning vegetation/ clean weeding

Over irrigation

  1. a)Cut off drain             1×1=1 mk

b)Collect water from uncultivated land and drain it into a water bay                     1×1=1 mk

c)Will be washed by water back to the trench, filling it then to cultivated land

  1.  d) four effects if water was allowed into the cultivated land
  • Will wash top fertile soil away
  • Will uproot planted crops
  • Expose unproductive soil

Soil washed will cover crops on the lower end of the farm

  1. two roles played by Grassley in soil erosion control (1mk)
  • Improves  soil  structure by  holding loose particles  together
  • Provides ground cover  to prevent exposure of soil to  agents of soil erosion
  • Reduce movement  of surface run  off
  1. three materials that may be used for constructing a gabion.

– Wires.

– Stones.

– Concrete/ sand/ cement/ water/ ballast.

– Wood/ poles/ metal pegs/ rods.

  1. one factor that would determine the width and depth of a cut off drain.

– Expected volume of run – off.

– Bed rock / soil type.

  1. (a) – Reducing the speed of surface run-off – hence reducing the runoffs water erosive power.

– Trap soil from surface run-off/ filter out soil.

– Reduce the impact of rain drops on the soil thus reducing splash erosion.

– Grass holds soil particles together hence reducing soil erosion.

– Soil structure is improved by organic matter from grass thus rate of water infiltration increases.

  • Water stays for 36 hours thus solid particles settle and bilharzias causing organisms killed.
  • Alum added to coagulated solid particles which settle at the bottom.

Stage IV:         Filtration

  • Water is passed through filtration tank with layers of sand and gravel to filter it.
  • Water leaving the filtration tank is clean.

Stage V:          Chlorination

  • Water is passed through chlorination tank where chlorine is added.
  • Micro-organisms in the water are killed by chlorine.

Stage VI:         Storage

– The treated water is stored in large overhead tanks before distribution and use.

  1. Four farming practices that help in reducing the effects of water shortage in crop production are:-          -Mulching
  • Early planting
  • Planting early maturing crops
  • Practice land fallowing

–     Contour cropping/Contour farming

  1.  – Fanya juu terraces
  • Broad base terraces
  • Bench terraces
  • Narrow based terraces

–    Fanya chini terraces

  1. The cultural methods of soil erosion control are:
  • Planting cover crops – The more the soil is covered by a crop or grass, the less erosion will occur
  • Early planting- Established an early ground cover by crops thus reducing the risk of soil erosion
  • Inter-cropping – Increases the ground cover protecting the soil from erosion
  • Crop rotation – improves soil structure where the rotation includes a grass
  • Strip cropping/contour/field strip cropping – This is the growing of alternate strips of different crops in the same field with the purpose of interrupting the continuous flow of water or wind
  • Weed or disease and pest control – This ensures a good crop stand that covers the soil more
  • Harvesting procedures that leave crop residues on the field
  • Mulching- The covering of the soil with organic or inorganic materials
  • Contour farming follows the contours during ploughing, ridging and planting which reduces surface run off
  • Grass strips formed by either leaving narrow strips of land un ploughed or planting grass on strips along the contour
  • Afforestation and reafforestation
  • Fallowing – leave the land uncultivated for same time        (any 10×2=20mks)
  1. – Construction of dams
  • Construction of dykes
  • Planting trees along river bank to hold soil together

Observing government regulation on leaving a sizeable strip of an uncultivated land along

the river bank

  1. a) Bund
  2. b) It is constructed along the contours
  • A channel is dug with the upper width (y) 1.5cm and bottom width (x) 90cm
  • Excavated soil is put on the lower part of the channel leaving the part (W) the ledge
  • The steeper the slope the closer the bunds
  1. a) It is the process by which top soil is detached, removed and carried away from one place to

another place where it is not useful

  1. b) four types of water erosion
  • rain drop/splash erosion
  • sheet erosion
  • rill erosion
  • gully erosion
  1. c) factors which influence soil erosion
    • Amount and intensity of the rainfall
    • Excess water run off take with it loose soil articles
    • Slope of the land (topography)
    • Sped of water as it flows to determine by the slope of the land .the steeper
    • The slope the higher the rate of erosion
    • Type of soil
    • Some soils drain water faster than the other as sandy soil is easily eroded than sandy soil
    • Soil depth
    • Shallow soil become saturated with water quickly than deep soils
    • Vegetation cover
    • Forests protect soil against erosion than bare soil
    • Overstocking
    • Overstocking increase soil erosion
    • Deforestation
    • Cutting down of trees expose   soil to agents of erosion leading tom soil erosion
    • Planting annual crops in steep slope
    • It leads to frequent cultivation hence exposure soil to erosion
    • Indiscriminate   burning of vegetation before cultivation
    • The land is exposed to erosive forest of rain and wind
    • Clear weeding
    • This leaves the soil less protected against water erosion
    • Pruning up and down the slope
    • Increase soil erosion
  1. d) seven cultural ways of controlling weeds

i)matching-matching smother weeds

ii)cover  cropping-cover  crop smother weeds

iii) Crop rotation-some weed only grow well when in association with certain crops

e.g.  Striga grow only where some cereal crops and sugar cane are growing .when

these crops are rotated with dicots, striga does not germinate

  1. iv) Timely planting-crops establish early before weeds thus smothering them
  2. v) use of clean seed/planting material-prevents the introduction of weeds to the form land
  3. vi) Proper spacing-helps to create little space for weed growth

vii) Clean seedbed-this starts off the crops on a clean bed so that they effectively compete

with weeds

viii) flooding-mainly practiced in  rice fields

  1. -Slow down surface run – off

-Filter soil particles from surface run off

WEEDS AND WEED CONTROL

 

  1. Oxalis (sorrel)

-(oxalis latifolia)

b)- The weed contain builbs i.e Elaborate  & extensive root system that support the plant.

– Because it has rhizomes.

  1. c) State the economic importance of the weed shown.

– Reduces yields of crops.

– Increases cost of production.

– It’s a livestock feed.

– Fixation of nitrogen.

  1. (a)Couch grass Digetaria Scalarum ( ½mk)

(b) Why is it difficult to control the weed?

  • It has got underground rhizomes which grow deep in the soil ( ½ x 1pt =  1mk)

(c) One harmful effect of the weed on crop production

  • Competes with crops for nutrients/soil moisture and space resulting to low yields
  • Increases the cost of production when controlling it

(d) Two measures used to control the wed

  • Use of appropriate herbicides

–    Physical removal of rhizomes

  1. i)- A-Double thorn (oxygonium sinuatum)

– B- Coach grass (Digiteria  scalarum)

  1.  ii)  – Lower the quality of produce
  • Lower yields
  • Compete with intended plants for nutrients and water

iii)  Weed B is difficult to control as it has underground rhizomes

  1.  iv)   Can be effectively controlled by use of chemicals
  2. Four methods of propagation which make weeds to have a high competitive ability over crops
  • Availability to produce many viable seeds
  • Ability to propagate vegetative –with bulbs, rhizomes
  • Ability to regenerate woody stems-quickly
  • Efficient means of propagation

Ability to remain viable in the soil for a long period of time

  1. Weed C – Nutgrass (Cyprus rotundus)

Weed D – Sow thistle (sonchus oleraceous)

  1. a) – Thorn apple
  • Sodom apple
  • Oxalis
  • Tick berry                                                             ( ½ x4=2 mks)
  1. b)     – Before flowering to avoid spread through seeds

– Early stage before spreading underground organs

  • Requires skilled labour
  • Have long residual effect which interferes with future crops

It is not environmental friendly/ pollutes the environment

  1. a)
  • MCPA
  • 2 – 4 – D
  • Bentazon
  • Bromoxynil
  • Linuron
  • Loxyyril
  • Atrazine
  • Metrubuzin

 

  1. b) – 10 – 15cm high

– 2 – 4 weeks after emergence

  • Complete for nutrients/ light/ space
  • ACD as alternate host of insect pests
  • Some produce poisonous substances
  • Blocks water cords
  • Lowers the quality of pasture
  • Poisonous to man and livestock
  • Parasites of desired crops
  • Aquatic weeds affect navigation and water animals
  • Increase the cost of production
  • Cause irritation to workers
  • Some have medicinal value
  • Eaten by man and livestock
  • Acts as soil cover
  • Add organic matter in the soil

–     Some are legumes

  1. a) two factors that   affect  selectivity of herbicides
  • Stage of plants  growth
  • Plants morphology and anatomy
  • Mode  of action
  • Environmental factors (2×1=2mks)
  1. specific examples of weeds describe their harmful effects in agricultural production
  • Compete with crops for  nutrients spacing  ,light, moisture lowering yield  e.g. MacDonald’s  eye  etc
  • Some  are  parasitic  e.g.  wihhweed
  • Low  quality of  produce e.g. Mexican  marigold lowering quality of milk/pigweed  seeds  in finger millet
  • Poisonous to both  man and livestock e.g. Dahira  stramonium, Bracken fern
  • Allirnate  hosts  for  pests and  diseases  e.g. mallow weed –for  cotton strainer
  • Some  are  allelopallic/hinder  germination  e.g.  Mexican marigold
  • Block irrigation channel e.g. salvinia/water hyacinth
  • Affect  fishing and navigation-salvinia and water hyacinth
  • Lower quality of pasture e.g. manyatta grass
  • Reduce workers  efficiency/irritate  e.g. double  thorn, shnging nelthe, devil’s  horse whip

 

CROP PESTS AND DISEASES

 

  1. two possible causes of swelling on the roots of legume crops
  • Infection by nematodes

Nodulation/ nitrogen fixing bacteria

  1. the various cultural methods of controlling pests in crops
  • Timely planting-done early e.g. maize escape stalk borer
  • proper  tillage-to expose  soil boring pest i.e. white grubs
  • Timely harvesting-enables crops i.e.  maize to escape weevil attacks
  • close season-avoids  growing  susceptible crops for   some period to control pink worms in cotton
  • trap cropping-plant  crops together with main crop  to  trap/attract pests before they attack e.g. sorghum round the  maize plantation
  • trap rotation-rotate crops preferred  by certain  pests  with those  which are  not e.g. groundnuts and  potatoes rotated with maize  and beans to starve  pests
  • establishing resistance crop varieties-this enables crops  to resist pest using natural mechanism e.g. goose neck sorghum  against birds ,tiltering  sorghum against  shoot fly
  • field/farm hygiene-keep the  field free  from  any plant material harboring  pests by rouging ,removal  of crop residues
  • Alteration of environmental conditions by creating microclimates that are not conducive to some pests e.g. open pruning, mulching for  traps
  • Destruction of alternative host especially weeds that host pests e.g. Removal of mallow weeds help control cotton strainers. Use of clean planting material e.g. seeds, suckers, crown bananas weevils are  controlled
  • Proper  spacing-makes it  difficult for pests to move  from one  plant  to another  through close spacing in  ground  nuts  controls aphids
  • Using  organic  manure  which  discourages  eelworms
  • Irrigation-overhead  irrigation in  cabbages controls aphids(any 10×2 must  be  discussed)
  1. What does the term close season mean in crop production?

– A period during when a particular crop is not supposed to grown in a given areas so as to

control   diseases and pests built up.

  1. – Use of clean planting materials.

– Timely planting.

– Proper seed bed preparation.

– Use of resistant crop varieties.

– Proper weed control/ destruction of alternate host.

– Observing field hygiene.

– Mulching.

– Use of  close season.

– Use of trap crops.

– Proper spacing.

– Timely harvesting.

– Use of crop rotation.

  1. Four symptoms of viral infections in plants

– Leaf curling

– Mosaics

– Malformation/distortions

– resetting (short internodes)

– Leaf chlorosis

 

(a)       B – American bollworm ½mk

C – Weaver bird ½mk

D – Mongoose bird     ½mk

(b)- Flooding with water

  • – Fumigation of the soil with furadan
  • – Physical killing ( ½ x1 = ½mk)

(c)    Fruits      ( ½ x 1 = ½mk)

  1. (b) The various practices carried out in the field to help control crop diseases
  • Crop rotation
  • Rugueing/destroy infected plants
  • Plant disease-free plant/use certified seeds
  • Closed season
  • Early planting /timely planting
  • Proper spacing
  • Timely weed control
  • Use of resistant varieties
  • Application of appropriate chemicals
  • Use of clean equipment
  • Quarantine
  • Heat treatment to kill pathogens
  • Pruning to create unfavorable micro-climate for diseases

–     Proper nutrition to prevent deficiency

 

  1. – Some pesticides cause suffocation of pests by blocking respiratory surfaces
  • Some pesticides are stomach poisons that kill pests by damaging the cells/ tissues
  • Some pesticides damage the pests nervous system

–    Some pesticides kill pests by destroying digestive system

  1. a) Cutworm
  2. b) – Cuts the stem causing lodging

– Reduce plant population

  1.  c) – Use of appropriate insecticides

Removing and killing it

  1. i) This is a situation in which pest population caused damage beyond tolerance
  2. ii) This is the use of combination of both chemical and cultural pest control methods
  3. four harmful effects of crop pests
  • Some e.g. nematodes  damage crop roots  causing wilting and death of the plant
  • Some like squeals unearth planted seeds leading to low plant population some destroy crop leaves lowering photosynthetic area-result to reduced yield
  • Sucking pest deprive plants  of  food by  sucking plants sap
  • Some pests attack fruits  berries  and  flowers lowering  their quality and quantity
  • Some pests destroy embryo seeds lowering  their germination potential
  • Some transmit crop diseases
  • Some e.g. stalk borer eat the growing points causing retarded growth
  • They lower mansetabills of crops produce  by lowing quality
  • Where the leaf is the major product pest  damage lower the  quality and  quantity  through defoliation
  1. a)Potato blight
  2. b) (i) Pythophthora infestants
  3. ii) dry patches i.e. necrotic lessiory on leaves and fruits
  • affected fruits appear rotten and fall off prematurely
  1. c) spraying with copper fungicides
  • rogueing the affected crop
  1. (a) – Anthracnose of Bananas / Banane anthrancnose;(1×1=1mk)

(b) – Spray with (appropriate) fungicide

– Plant resistant varieties

  1. a)- Mouse bird
  2. b) – Destroys grains in records

– Destroys fruits e.g. tomatoes

16.

  • Cause swellings called galls on the roots.
  • Leads to blockage of the vascular vessels which transport materials within plants leading to wilting and stunting growth of the crops.
  1. four cultural practices used in controlling crop pests
  • Timely planting
  • Proper tillage
  • Close season
  • Trap  cropping
  • Timely harvesting
  • Crop rotation
  • Planting resistant  varieties

Field  hygiene

  1. three symptoms of coffee berry disease.
  • Fungal disease
  • Favoured by high rainfall
  • Flowers have dark brown blotch /stred on brown petals
  • Green servier have small dark sunken parches/lessions
  • Barry (dip in the ground/dry up on the  in the black mummified condition and when squeezed they are empty
  1. (a) M – hedgehog N- Squirrel      P – Rat

(b) M – Use dogs

N- eat germinating maize/bean seedling

– timely planting

  • Early planting
  • Timely harvesting
  • Early harvesting
  • Proper tillage
  • Close season- period when that crop is not grown anywhere trap cropping
  • Crop rotation
  • Planting resistant carieties
  • Field hygiene
  • Alteration of environmental
  • Crop nutrition
  • Destroying alternative host
  • Use of clean planting material
  • Proper spacing
  • Lose of organic manure
  • Irrigation.

 

CROP PRODUCTION VI

FIELD PRACTICES FOR MAIZE, MILLET, SORGHUM, BEANS AND RICE: HARVESTING OF COTTON PYRETHRUM, SUGAR CANE COFFE AND TEA

  1. four management practices carried out in maize field at 45cm high
  • Weed control
  • Thinning
  • Farthing up
  • Top dressing
  • Pest and disease control
  • Rouging (1/2×4=2mks)
  1. To prevent contamination of the cotton by the sisal strings
  2. (i)             (a) Land preparation
  • Land is plaughed /dug
  • Ploughs/jembes used for primary cultivation
  • The land is leveled
  • Bunds are constructed around the plots to control water
  • The land is flooded up to a depth of 5cm
  • The soil-water mixture should be worked on until a fine mud is produced

 

(b) Water control

  • Bunds are constructed around the plots to control the water level
  • The land is flooded with water to a depth of 5cm before transplanting
  • The level of water is gradually increased to a height of 15cm by the time the rice crop is fully grown
  • Water should be allowed to flow slowly through the field
  • Old water should be drained and fresh one added where the flow of water is not possible
  • Old water should be drained every 2-3weeks
  • The field should be drained off 3weeks before harvesting ( 1mk x any 4pts = 4mks)

 

(c) Fertilizer application

Sulphate of Ammonia is applied in the nursery before sowing

  • Sulphate of Ammonia s applied at the rate of 25kg for each nursery unit of 18.5m x 18.5m
  • Sulphate of Ammonia is applied in two splits before transplanting and 40days after transplanting
  • Sulphate of ammonia is applied at the rate of 125kg/ha before transplanting and 125kg/ha about 40days after transplanting
  • Double super phosphate is broadcasted in the field before transplanting
  • DSP is applied at the rate of 120kg/ha ( 1mk x any3pts = 3mks)

 

(d) Weed control

  • Flooding
  • Uprooting
  • Use of herbicides such as propanil against aquatic weeds ( 1 x any 3pts = 3mks)

(ii) The environmental conditions that may lead to low crop yields

  • Poor soil fertility /infertile soil
  • Damage by hailstorms
  • Less rainfall/unreliable/drought
  • Poor soil type resulting into leaching or water logging
  • Inappropriate soil PH
  • Inappropriate temperature (too low or high)
  • Excessive wind leading to increase in water loss from the soil
  • Extreme relative humidity
  • Extreme of light intensity
  • Topography / some attitudes e.g. very high may limit crop growth ( 1mk x any 7pts = 7mks)

Seedbed preparation

  • Prepare land in dry period/ early/ before onset of rains
  • Clear the land
  • Remove stumps/ perennial weeds
  • Plough/ primary cultivation
  • Harrow/ carry out secondary cultivation           (1×5=5 mks)

Planting – Early planting/ plant at onset of rains

  • Select suitable variety/ certified seed
  • Depth of planting 2.5 cm-10 cm
  • Plant with 1-2 seeds per hole
  • Plant with DAP/ SSP/ DSP at rate of 120kg/ ha DAP/100-150kg/ha/DSP
  • Plant 1-2 seeds per hole
  • Spacing 75-90cmx23-30 cm

 Weeding- Uproot weeds

  • Tillage
  • Use herbicides

 Pest control

  • Use chemicals/ pesticides
  • Early planting
  • Planting certify seeds
  • Rogueing/ field hygiene

Disease control- Uprooting and burning affected crop/rogueing

-Use appropriate chemicals

-Crop rotation

-Field hygiene

Harvesting      –Harvested after 4-6 months depending on variety and ecological time

– Harvested when dry 14-20 % moisture content

– Stalk, are cut and stoked in the field

– Cabs are removed by hand

 

  1. Two precautions taken when harvesting cotton
  • Avoid mixing with foreign materials
  • Harvesting during the dry weather
  • During harvesting separate grade A and B

Don’t put in gunny/sisal bags

  1. a) – Maize varieties
  • Different varieties are developed for different ecological zones
  • Example: Hybrids and composites available
  • Kitale hybrids e.g. 612, 622 for high and medium altitudes
  • Embu hybrids 511, 513 e.t.c. for medium altitudes
  • Composites for lower altitudes like katumani composite, coast composite e.t.c. (1×5=5 mks
  1. b) Planting
  • Plant early at the onset of rains
  • Dry planting is encouraged in low rainfall areas
  • Depth of planting 3 – 10 cm
  • One – two (1-2) seeds per hole
  • Spacing vary with variety (i.e. 20-30cm x 75-90cm)
  • Plant either manually or use planters    (1×5=5 mks)
  1. c) Pest and pest control
  • Maize stalk borer – early planting, rogueing, destroy crop remains, apply appropriate pesticides (placed in cone)
  • Army warm – use of recommended pesticides
  • Aphid – spray with appropriate pesticides
  • Maize weevil – proper drying and dusting with pesticides
  • Red flour beetle – good storage
  • Rats – use rat proof stores, cats, traps or poison

Pests 5x ½ = 2 ½

Control 5x ½ = 2 ½

  1. d) – Harvesting and storage
  • Storing in cool areas can be practiced
  • Carry out direct delusking in other warm areas
  • Store in bulk (grains)
  • Stored on cobs

Can be stored in bags

  1. a) Ecological requirement (3mks)
  2. i) Altitude 0-2200m above sea level
  3. ii) SOU- fertile alluvial or loam soil well drained

iii) temperature-moderate

  1. iv) rainfall-moderate

v)PH-neutral or alkaline

  1. b) Varieties (3mks)
  • Kenya flat complex
  • Double comb variety
  • Kitale hybrids
  • Embu hybrids
  • Coast composites
  • Katumani composite
  1. c) Seedbed preparation (5mks)

 

  • early land preparation  to allow rotting  of vegetation
  • clearing of land using appropriate tools
  • Ploughing done using  appropriate  implementing e.g. disc or mould board plough
  • harrowing  ids done where  the seedbed  is rough  to a medium tilth
  • does not require a very fine tilth
  • eradicate perennial weeds

 

  1. d) Pests and diseases (3mks)

 

PEST CONTROL
Maize stalk borer
  • Early planting
  • rogueing
  • Burning infected maize crops
  • Use of pesticides
Army warm
  • Dusting with appropriate chemicals
aphids
  • Spraying using suitable  insecticides
birds
  • Scared  away
Maize weevil
  • Dusting maize comb or shelled  maize with  appropriate chemical
  • Proper  storage hygiene
rats
  • Use  of rat  proof  stores, cats, traps
  • Bush  clearing around stores
                       (1×4=4mks)
DISEASES CONTROL
White  leaf blight
  • Planting resistant variety
Maize streak
  • Early planting
  • Use of resistant  varieties
  • rogueing
rust Planting resistant variety
smut   Crop rotation
                         (2×1=2mks)

 

 

 

 

 

 

 

  1. e) Harvesting
  • Period varies from one variety to anther
  • In some cases stalks are cut and stocked in the field to allow combs to dry

Properly followed by removal of the combs which are stoked   in the store

  • De-husking directly in the field
  • Use of the combined harvesters
  1. a) Harvesting of cotton
  • Harvesting is the picking of the cotton lint
  • Harvesting is done 4 – 5 months after planting
  • Cotton picking is done at weekly interval
  • Picked lint is placed clean containers/ never use sisal bags whose fibres may mix with the lint
  • Never pick wet lint
  • Grade lint as it is picked in the field
  • Place clean lint AR (safi) in one container and BR(fifi) in another container
  • Pick lint which is exposed/ fully opened and the lint dry
  • Harvesting is done in dry season
  • Avoid picking lint with contamination such as twigs, dry leaves or soil
  1. b) The role of Agricultural Co-operatives in Kenya
  • Co-operators pool their resources together to buy expensive machinery e.g. tractor for use by the members
  • Provide education/ technical information to members
  • Provide loans to members in form of inputs and cash
  • Negotiate for higher prices for members
  • Reduce overhead costs e.g. transportation, storage and use of machinery
  • Bargain with supplier to give discount on seed, fertilizers and other farm inputs/ provide inputs at lower prices
  • Provide employment for their members
  • Benefit members from lower taxes charged
  • Provide strong bargaining power for members on policy issues
  • Market farmers produce
  • Invest and pay out returns to members in form of dividends
  • Help to negotiate for loans for members without security
  • Some provide banking services to members
  1. Field production of maize under the following sub-headings
  2. a) Ecological requirements

– Altitude (0 – 2200) m above sea level

– Temperatures 23 – 27c

– Rainfall 750mm-1250mm

– Soils, fertile, well drained PH 7 -8

  1. b) Field preparations

– Done during the dry season

– Disc, mold board ploughing to a depth of 20cm

– Disk harrowing to break the soil clods to a medium tilth

–  Ridging done at spacing of 75cm apart

  1. c) Planting and field management

– Seeds placed in the ferrous at a spacing of 30cm and covered with soil mixed with DAP

– Gapping, thinning done depending on germination percentage

– Clean weeding done after every 4 weeks interval.

– Top dressing done at interval i.e. 1st done with CAN when the crop is knee high, 2nd when the

crop is tussling

  1. d) Pests and disease control

– Spraying the crop with fungicides (head smut control)

– Uprooting fully infected crops and burning them

– Spraying the crop with insecticides and dusty the base of the leaves (control stalk borer)

– Field hygiene

  1. e) Harvesting and marketing

–  Hand harvested by plucking the cobs/ or machine harvested

– Shelled, dusted for storage pests and packed

– Delivered to millers consumers

– Delivered to national cereals and produce board

  1. Give two precautions measures a farmer should put into consideration when harvesting *RCH*
  • Lint  should not e mixed  with  foreign  matter
  • Use different containers  for  different cotton  grades
  • Avoid picking during  wet weather

Avoid using  gunning bags

  1. (a) – Rainfall that is well distributed

Well drained fertile soils

Neutral soils

Warm temperatures

(b)       Clear the land/vegetation plought to appropriate tilth

Levelise for uniform planting

(c)       – Make holes 45 x  15cm

– put in 1 teas spoonful of DAP and cover with soils lightly

– Put I seed per hole and cover with soil when soils are moist

(d)pests           – Been aphids

Been brachids

American ball worm

Golden ring month

Hens at flowering stage

Control – spray using appropriate pesticide e.g diazinol

 

 

FORAGE CROPS

  1. three factors which affects the quality of standing forage given to livestock
  • Forage species
  • Stage of harvesting

Mode of feeding

  1. i) Seedbed preparation
  • Done during dry period/ done early
  • Clear vegetation/ remove stumps
  • Carry primary cultivation/ harrowing to
  • Make furrows/ holes
  • Spacing 90cm x 50cm for cutting and 90cm x 50cm for splits
  1.  ii) Planting
  • At on set of rains/ early planting/ irrigate if necessary
  • Select variety for ecological condition of the area
  • Use health planting material
  • Place the planting material in holes/ furrows
  • Cover the planting material with soil to an appropriate depth
  • Use cuttings or splits
  • Select cutting from mature cane/ stems
  • Cutting should have 3-5 nodes

iii) Fertilizer application

  • Apply phosphatic fertilizer at planting 200kg/ha
  • Apply manure before planting, 7-10 tonnes/ha
  • Top dress phosphorous fertilizer after 8 weeks after planting
  • Apply manure after harvesting and dig it
  1.  iv) Weed control
  • Cultivation/ tillage/ mechanical
  • Uprooting
  • Slashing
  • Suitable herbicide application
  • Interplanting legumes as cover crops e.g. Desmodium,
  1. v) Utilization
  • Cut and take to animals when proportion of leaf is higher than the stem/ 3-5 months after planting/ frequency 8 weeks
  • Cut down excess foliage to conserve as silage or hay
  • Cut and sold
  • Cut when mature to get stem cuttings for planting
  • Cut stems at 2.5 – 5cm above the ground surface
  • Use a sharp panga for harvesting
  • Chop forage into small pieces before feeding
  • Na[pier grass is cut, dried and used as mulching material
  1. to reduce moisture content √ which can lead to  rotting  instead of formation  during   ensiling
  2. (a) – Harrow the land to a fine filth;

– Harrow during the dry or before the rains;

– Make the seed be weed – free / ensure clean seed bed;

– Firm the seed bed using rollers after sowing;

– Select a desirable variety of seed for the ecological zone,;

– Sow seeds at the onset rains/ early planting;

– Apply phosphatic fertilizers at appropriate rate of 200 – 300 kgs/ ha at planting time;

– Drill or broadcast  the seeds evenly;

– Use a recommended seed rate for the variety / seed rate of 1.5 – 2.0 kh/ha pure seeds;

– Bury seeds at 2 ½ times their diameter;

– Control weeds by uprooting/ apply a suitable herbicide;

– Apply nitrogenous fertilizers about 6 weeks after germination in split application.

– Avoid grazing when the pasture is too young.

– Practice light grazing in the field phase of pasture establishment.            (10 x 1 = 10 mk)

  1. Two causes of failure in pasture establishment
  • Poor seed germination due to wrong placement of seeds
  • Poor inoculation of legume seeds
  • Lack f nutrients in the soil
  • Unfavourable chemical conditions in the soil
  • Poor drainage

–     Pest and disease attacks

  1. – High nutritive value
  • relieve bloat
  • Higher yields of forage per unit area
  • Improve soil fertility due to nitrogen fixation

Economy in use of nitrogen fertilizers

  1. four factors that determine the quality of hay
  • Forage species  used
  • Stage  of  harvesting i.e. leaf-stem ratio
  • Length of drying period
  • Weather condition during process
  • Conditions of storage  structure
  1. a) Altitude           – High altitude

– 2000 m above sea level

Soils                – well drained

– deep fertile

Rainfall           High rainfall above 900mm per annum

Well distributed throughout the growing period

b)

  • Prepare land early enough/ during dry season/ before onset of rains
  • Carry out primary cultivation appropriately
  • Harrow to a medium tilth
  • Remove all perennial weeds

 

  1. – Establishment from stem cutting or splits or seeds makes furrows at a spacing 1m apart. Plant the grass 0.5m apart within the rows. Holes may also be used

Planting is done on the onset of long rains

Phosphate fertilizers are used as planting fertilizers

DAP fertilizer is applied at the rate of 100 – 150kg/ ha

Organic manure is applied at the rate 10 tones/ ha

 

d)

Utilization – chopped and fed to livestock as green fodder

Detoliation – can be harvested when it is over 8 – 12 weeks

 

ii)

  • Forage has high DM content hence high DM yield
  • High cellulose content hence it is woody and fibrous
  • High lignin cuten lannin and silia content which are all indigestible
  • It has low crude protein content
  • It has low leaf stem – ratio
  • It has low dry matter digestibility
  1. – Weather conditions during dry process;

-Length of the drying period

– Stage of growth at harvesting time/leaf-stem ratio of the plant species;

– Species of the hay crop;

– Storage facilities/method of storage;

– Period of storage

– Disease and pest attack on the crop;

– Fertility of the soil;

  1. (a) (i) Preparation of farm yard manure:-
  • Collect animal waste/refuse/dung and urine;
  • Collect animal bedding/litter and other rotten plant residues;
  • Store collected materials under roof/shed to prevent leaching and oxidization of nutrients;
  • Turnover the materials regularly;
  • Sprinkle water if dry;
  • leave the material to rote completely before use; (6×1=6mks)

(ii) Preparation of Hay

  • Cut the grass /legume in the field when 50% of it is starting to flower;
  • The cut forage is spread in the field for four continuous days (sunny days)
  • The cut forage is turned daily for even for four uniform drying;
  • Gather the dried material in a central spot;
  • Bale the material;
  • Properly store the baled hay (6×1=6mks)

(b) Factors to consider in timely planting of annual crops

  • Escape from serious weed competition;
  • Utilization of early rainfall;
  • Exploitation of Nitrogen flush in the soil that has accumulated during dry season;
  • Escape from serious pest + disease attack e.g. stalk borer in maize;
  • Fetch high market prices when harvested early;
  • Reduce competition for labour during labour peak period;
  • For harvesting season to coincide with dry period to reduce losses e.g. cotton

Early planting means early farming/calendar for the farmer to enable him /her to finish up other farm activities;          (8×1=8mks)

  1. (a)It is the constant removal of the steruny fibrous material left behind after continuous grazing

(b) -Done by slashing the whole pasture to the base, leaving only the maintenance forage.

– Burning is also done.

  1. two advantages of grass-legume pasture over pure grass pasture
  • More  nutritious to livestock
  • Improves soil fertility through nitrogen fixation
  • More total  yield per unit  area
  • Security against total  pasture lose (2×1=2mks)

-to feed animals during the dry seasons

– forage species used

-Stage of harvesting / leaf to stem ratio

-Length of drying period

-Weather conditions

-Storage conditions

 

AGRICULTURAL ECONOMICS III

(PRODUCTION ECONOMICS)

  1. four ways of increasing labour efficiency on the farm
  • Training them
  • Giving incentives
  • Supervision
  • Good operator – worker relationship
  • Farm mechanization
  • Assigning tasks according to skills & specialization
  • Proper remuneration : Attractive salaries

 

  1. a) graph representing the total egg production per week.

 

 

 

 

 

 

 

 

  1. b) – Increasing returns production function.
  2. (a) – Help to determine the value of the farm/ determine assets and liabilities.

– Provide history of the farm.

– Assist in planning and budgeting in various fields.

– Helps to detect losses or theft in the farm.

– Assists when sharing losses or profits (dividends)for communal owned farms/ partnership.

– Help to settle disputes in the farm among heirs.

– Help to support insurance claim e.g. against fire and theft.

– Provide labour information like terminal benefits, NSSF due, Sacco dues for all employees.

– Help to compare the performance of different enterprises within a farm or other farms.

– Help in the assessment of income tax to avoid over or under taxation.

– Records, helps to show whether the farm business is making profit or losses. This information

helps in obtaining credit.                                                                                     (10 x 1 = 10 mks)

(b) – Training worker e.g. in F.T.C’s, during field days, Agricultural shows, through

demonstrations and workshops.

  • Measuring farm operations to supplement the labour force.
  • Providing incentives to workers such as attractive wages, free protective wear, housing, medical facilities, proper feeding, rewarding good workers. Et.c
  • Supervising and counseling workers.
  • Creating good operator – worker relationships.
  • Assigning specific tasks to the labor force.

(c) – Establishment of land ownership.

– Measurement of land size.

– Description of the land.

– Recording and mapping of the surveyed land.

– Solving objections if any.

– Submission of the maps and records to the district land office registration

  1. Three types of agricultural services available to the farmer
  • Credit
  • Extension and training
  • Agricultural research
  • Banking
  • Artificial insemination

–     Veterinary

  1. Four management guideline questions which assist a farm manager in making accurate

farm decisions

  • What product to produce?
  • How much to produce?
  • What to produce?

–    For whom to produce?

  1. – Training
  • Farm mechanization
  • Labor supervision
  • Giving incentives and improving terms and conditions of service

Assign specific tasks

  1.  – Fertilizers                – Seeds
  • Pesticides -Casual labor
  1. – Banking
  • Extension and training
  • Credit facility
  • Agricultural research
  • Marketing
  • Farm input supplies

Tractor hire service

  1. (a) Is the sum total of goods and services produced by a country within a period of one year (b) -Per capital income: Is the gross national income divided by the number of people living

in a country

  1. -Diversification- Setting up several and different enterprises on the farm. If one fails the

farmer cannot  incur total loss.

  • Contracting- farmers can enter into contract with consumers. It guarantees a constant fixed market for goods/services
  • Insurance- Taking an insurance cover to compensate them incase of loss
  • Input rationing- Farmers can control the quantities of inputs used in various enterprises to reduce losses
  • Flexibility in production methods- Ability to change from one enterprise to another in response to demand changes
  • Adopting modern methods of production e.g. disease control, irrigation, mechanization e.t.c.
  1. Application of fertilizer
Input 50kg bag fertilizer Out put 90kg bag maize Average product (AP) Marginal product (MP)
0

1

2

3

4

5

6

7

8

6

10

24

31

36

40

43

43

40

10

12

10.33

9

8

7.18

6.14

5

0

4

14

7

5

4

3

0

-3

(ii) The best level of production in relation to the inputs and out put is level 3

(b) (i) Gross margins for the crops

(i) Maize

Value of maize/incomve 5,500 x 15 = 82,500/=   (1mk)
Cost of labour      50x 150 = 7,500/=   (1mk)
Cost of cultivation /ha 1 x 3,000 =    3,000/=   (1mk)
Cost of seed 25 x 100  =    2,500/=    (1mk)
Cost of DAP fertilizer 3 x 1,500 =    4,500/=   (1mk)
Cost of C.AN fertilizer 3 x 1000 =     3,000/=    (1mk)
Total variable costs                     20,500/=    (1mk)
GM for maize 82,500 – 20,500 = 62,000 (1mk)

(ii) Beans

Value of beans/income 5,000 x 500 = 250,000/=   (1mk)
Cost of labour      75 x 200 = 15,000/=   (1mk)
Cost of cultivation /ha 1 x 3,600 =    3,600/=   (1mk)
Cost of seed 20 x 80  =    1,600/=    (1mk)
Cost of DAP fertilizer 2 x 1,500 =    3,000/=   (1mk)
Cost of C.AN fertilizer 1 x 1000 =     1,000/=    (1mk)
Total variable costs                     27,200/=    (1mk)
GM for beans 250,000 – 27,200 = 222,800 (1mk)

 

(b) (ii) The crop which is profitable from the calculation is that :   (1mk)

  • It is more profitable to grow beans than maize
  1. a) ZONE I

– For each additional unit of input applied the output of maize increased at an increasing

rate because the fertilizer resources are underutilized Ö1                          (1×2=2 mks)

ZONE II

– For each additional unit of input applied the output of maize increased at a decreasing

rate because the resources are used to the maximumÖ1                             (1×2=2 mks)

ZONE III

– For each additional unit of input applied the output of maize decreases because

the fertilizer/ resources are excessively appliedÖ1                                                (1×2=2 mks)

  1. b) ZONE II
  2. Give four variable costs in maize production
  • Cost of fertilizer
  • Cost of seeds
  • Cost of pesticide
  • Cost of weeding
  • Cost of  harvesting
  • Cost of casual  labour
  • Cost of  fuel

 

ITEM QUANTITY NO. OF UNITS COST  PER UNIT TOTAL      VARIABLES

COST

Weeding

Seeds

Irrigation

Ploughing

Clearing land

Planting

Harvesting

DAP fertilizer

DAN fertilizer

Gunning bags

transport

20kg

2bags

2bags

32

2

2ha

2ha

2ha

2ha

2

2

32

300

600

500

400

1 200

10 000

700

40

800                   00

600                   00

1200                 00

1000                 00

1200                 00

800                   00

2400                 00

20 000              00

1400                 00

1280                 00

2000                 00

Total variable cost       32 680              00
income 32bags 1200 38 400              00

 

Gross margin=total revenue-total variable cost

= 38400-32680  = 5720.00

  • Profit maximization is the profit in a production process where the highest net returns (Net revenue) on invested capital is realized/ when the difference between total revenue (TR) and total cost (TC) is the highest point in a production process/ where profit is highest
  • Is where marginal revenue (MR) is equal to or almost equal to marginal costs

 

  1. a) i)  Gross margins for the crops

 

Value of maize/ income 55000 X 15 = 82500 1 mark
Cost of labour 50 X 150 = 7500 1 mark
Cost of cultivation/ ha 1 X 3000 = 3000 1 mark
Cost of seed 25 X 100 = 2500 1 mark
Cost of DAP fertilizer 3 X 1500 = 4500 1 mark
Cost of CAN fertilizer 3 X 1000 = 3000 1 mark
Total variable costs                    20500 1 mark
GM for maize 82500- 20500 = 62000 1 mark

 

 

 

 

  1. ii) Beans
Value of beans/ income 5000 X 500 = 250000 1 mark
Cost of labour 75 X 200 = 15000 1 mark
Cost of cultivation/ ha 1 X 3600 = 3600 1 mark
Cost of seed 20 X 80 = 1600 1 mark
Cost of DAP fertilizer 2 X 1500 = 3000 1 mark
Cost of CAN fertilizer 1 X 1000 = 1000 1 mark
Cost of sprays                     3000 1 mark
Total variable costs                    27200 1 mark
GM for beans  250000 – 27200 = 222800 1 mark

iii) It is more profitable to grow beans than maize 1 mark

b)

  • Size of the farm
  • Climatic conditions
  • Fairness objectives and preferences
  • Existing market conditions
  • Available resources
  • Expected returns
  1. – The farmer should grow groundnuts;

– The crop has a higher gross margin than cotton;

  1. – The farmer may be able to estimate the required production resource e.g labour capital e.t.c

– Assists farmer when e.g. labour capital etc

– Assists farmer in making management decisions;

– Helps to reduce uncertainties in the production process;

– Shows progress or lock of progress in farm business;

  1. (a) (i) See the graph paper

(ii) 56 bags;    (1×1=1mk)

(b) Table – (    16x ½ =8mks)

Year Fertilizer applied (bags) Maize output (bgs) Marginal  product Average product
1995

1996

1997

1998

1999

2000

2001

202

2003

0

2

4

6

8

10

12

14

16

4

10

28

42

52

60

66

66

64

6

18

14

10

8

6

0

-2

5

7

7

6.5

6

5.5

4.7

4

(c) (i) 4 bags (1×1=1mk)

(ii) MP is maximum;           AP is maximum;           (2×1=2mks)

(d) Gross income = Total output x price per unit

in 2002  66 x 1000 = 66000/=            (1×1=1mk

in 2003: 64 x 1000 = 64000/=            (1×1=1mk)

(ii) Net income = Total income – Total cost

in 1999: Total income was 52 x 1000 = 52000/=

total cost was 8 x 1200 = 9,600/=

Hence 5200/= – 9600; (1mk)

= Shs. 42,400/=           (1mk)

 

 

21.

  • Flood costs (F.C)
  • Variable costs (V.C)
  • Total costs (T.C)
  • Average costs (A.C)
  • Marginal costs (M.C)

 

22.

  • Co-operative societies
  • Crop boards
  • Commercial banks
  • Agricultural finance corporation (A.F.C)
  • Settlement fund trustees
  • Hire purchase companies
  • Insurance companies. (Any 4 )
  1. three ways in which labour peaks can be overcome in the farm
  • Overtime  working  for casual labourers
  • Greater use of casual workers
  • Mechanization
  • Use of  contractors  who may  be  engaged to do some work  at a fee
  • Cropping system devised such that  ripening  of crops could be  at  different times

Work study to devise new techniques of  doing  work more  quickly and   efficient

24        . – training

-giving incentives/motivation

-farm mechanization

-labour

  1. (a) 1000kg of NAP con 46kg P2O5S

150 x 100 – 150

50

300kg of DAP per hectar

1ha = 300kg of DAP

5ha x 300

1                      = 1500g of DAP

1 bag = 50kg

1500 x 1 = 1500kg

50        = 30bags pf DAP

N/B Approximation = 3obags

 

CAN

100kg contain 20kg of price N

200x 100 = 200kg

30                    = 1000kg

I ha = 1000kg

5ha = 1000 x 5 = 5000kg

1bag = 50kg

5000 x 1 = 5000kg

50

= 100bags of CAN

 

 

(b) (i) – cross margin is variable cost – total revenue

Gross margin of irish potatoes

Cost of fert = shs 10000 x 5 = 50000

Cost labour requirement = 50 x 200 x 5 = 50,000

Cost of seed potatoes 20,000 x 5 = 100000

Cost of fungicides 5000 x 5 = 25000

Cost of ploughing 400 x 5 = 50,000

Total variable cost shs.145,000

Total revenue = shs.50,000 x 50 = shs.1,500,00

Gross margin shs. 1,500,000 – shs.145,000 =shs.1,255,100

 

(i)                    Maize

Cost of fert. shs 10000 x 5 = shs.50000

Cost of fert. shs. 4800 x 5 = shs.24000

Cost of maize seed shs.3000 x 5 = shs.15000

Cost f labour shs.200 x 150x 5 = shs.150000

Cost of ploughing shs.4000 x 5 = shs.20000

Total cost                          = shs.259000

Revenue 750000 X 5 X 20= Shs.750000

Gross margin   = 750000

259000

Shs.481000

(ii)He should grow potatoes

– pests

Diseases

Unreliable rainfall

Change in temperature

Strong wind

Light aspect

Infertile soils

 

AGRICULTURAL ECONOMICS IV

  1. three methods of grafting that are used in propagation of plants
  • Whip are tongue grafting
  • Side grafting
  • Approach grafting
  • Bark grafting

Notch grafting

  1. a) i) Prepare a profit and loss account for Mr. Tembo’s farm for the year ending

31st December 2003                                                                                                        (9mks)

PROFIT AND LOSS ACCOUNT FOR MR. TEMBO√

FARM FOR THE YEAR ENDING 31ST DEC 2003

  Sales and receipts
                                                     sh         cts    
Opening stock√

Purchase of farm tools√

Zero grazing unit construction√

Machinery depreciation√

Interest payable √

Pesticide  purchase√

Veterinary  bills √

wages √

 

TOTAL

net profits √

 

12000   00

1000    00

10000   00

800    00

750    00

300    00

400    00

4800    00

 

30050   00

9300  00

Milk sale√

Sale  of goats√

Cabbage sale√

Sale of heifers√

Sale of tea√

Closing valuation√

8000         00

500       00

750       00

9400         00

4700         00

16000    00

 

 

 

39350         00

 

 

 

 

  39 350   00   39 350√    00

 

  1. ii) Calculate the percentage profit or loss made by the farm (1mk)

%profit=profit x 100

Total income

=9300 x 100

39350           = 23.6%

  1. b) five functions of farmer’s cooperative societies
  • function of farmers cooperative societies
  • marketing farmers produce
  • negotiating fair  prices for  produce and input
  • keeping records  of the  cooperative activities and  in forming the members accordingly
  • paying dividends to members
  • giving loans in kind  to members
  • educating members on matters relevant  to cooperative(5×1=5mks)
  1. ii) Outline five common risks and uncertainties in farming
  • risks and uncertainties
  • pest and diseases outbreak
  • price fluctuation
  • sickness and  injury
  • natural  catastrophes e.g. floods, earth quakes ,storm ,strong  wind
  • new technologies  of  production
  • ownership  uncertainty
  • physical yield  on  what is expected
  1. four reasons for using certified seeds for planting
  • High yielding
  • Quality produce
  • High germination percentage
  • Grow faster
  1. two financial statements which may be prepared on a farm.

– Balance sheet.

– Cash analysis.

– Profit and Loss Account.

  1. (a) Profit and loss A/C for Langat’s farm for the year ending 31st December, 2004

 

Purchases & Expenses Shs. Cts Sales & receipts Shs. Cts
Opening  valuation

Goats

Poultry

Casual worker

Subtotal

Net profit

150000

4000

15000

12000

181000

112600

00

00

00

00

00

00

Mohair

Rabbits

Eggs to hotel

Closing valuation

75000

3600

15000

200000

00

00

00

00

 

Total 293,600     293,600  

Awarding:-

–  Title (½mk)

– (Purchases & expenses and sales & receipts) ½mk

– Entries each ½ x 10 (5mks)

 

(b) State the benefit of a profit and loss A/C to Mr. Lang’at

  • Helps the farmer to detect whether he has loss or profit
  • Helps in tax assessment to avoid over taxation

–   Acts as evidence when a farmer requires a loan

  1. a) – Invoice
  • Receipt
  • Delivery note
  • Purchase order
  • Statement of account        (4×1=4 mks)

 

 

  1. b) ROBS,

PROFIT AND LOSS ACCOUNT

AS AT 31ST DEC, 2009

Purchases and expenses√ ½ mk Sales and receipt√ ½ mk
Opening stock                150,000

Vetenary bills                       2500

Livestock feeds                     2500

Fertilizer                              5000

Seeds                                   4000

Debts payable                       4200

TOTAL    √ ½ mk                168000   Profit   √ 1 mk                       94,800

 

263000

 

 

Sale of milk                                             10,000

Sale of cabbages                                       20,000

Sale of two heifers                                     10,000

Sale of tomatoes                                            3000

Debts available                                            20,000

Closing valuation                                        200,000

√ ½ mk                     263,000

√ 1 mk                            263,000

( ½ mk each entry 6 mks)

Total 10 mks

.

  1. c) It made profit

Profit ksh. 94,800√ 1 mk

% profit= profit   x 100

Opening Valuation

 94,800×100

150,000

= 63.2%√ 1 mk

 

  1. d) -Diversification- Setting up several and different enterprises on the farm. If one fails the

farmer cannot  incur total loss.

  • Contracting- farmers can enter into contract with consumers. It guarantees a constant fixed market for goods/services
  • Insurance- Taking an insurance cover to compensate them incase of loss
  • Input rationing- Farmers can control the quantities of inputs used in various enterprises to reduce losses
  • Flexibility in production methods- Ability to change from one enterprise to another in response to demand changes
  • Adopting modern methods of production e.g. disease control, irrigation, mechanization e.t.c.

 

 

 

 

 

  1. a) i) profit and loss account for Mr. Tembo’s farm for the year ending 31st Dec. 2003

PROFIT AND LOSS ACCOUNT FOR MR. TEMBO√

FARM FOR THE YEAR ENDING 31ST DEC 2003

 

Purchases and expenses Sales and receipts
                                                     sh         cts    
Opening stock√

Purchase of farm tools√

Zero grazing unit construction√

Machinery depreciation√

Interest payable √

Pesticide  purchase√

Veterinary  bills √

wages √

 

TOTAL      net profits √

 

12000   00

1001    00

10000   00

801    00

751    00

301    00

401    00

4801    00

 

30050   00

9300  00

Milk sale√

Sale  of goats√

Cabbage sale√

Sale of heifers√

Sale of tea√

Closing valuation√

8001         00

501       00

751       00

9401         00

4701         00

16000    00

 

 

 

39350         00

 

 

 

 

  39 350   00   39 350√    00
  1. ii) Calculate the percentage profit or loss made by the farm (1mk)

%profit=profit x 100

Total income

=9300 x 100

39350

= 23.6%

 

  1. b) five functions of farmer’s cooperative societies
      • Function of farmers cooperative societies
      • marketing farmers produce
      • negotiating fair  prices for  produce and input
      • keeping records  of the  cooperative activities and  in forming the members accordingly
      • paying dividends to members
      • giving loans in kind  to members
      • educating members on matters relevant  to cooperative(5×1=5mks)
  1. ii) five common risks and uncertainties in farming
    • Risks and uncertainties
    • pest and diseases outbreak
    • price fluctuation
    • sickness and injury
    • natural catastrophes e.g. Floods, earth quakes ,storm ,strong  wind
    • new technologies of  production
    • ownership uncertainty
    • physical yield on  what is expected

 

 

 

 

 

 

  1. a) Prepare a balance sheet s at 31.12.2005

BIDII FARM BALANCE SHEET AS AT 31.12.2005

LIABILITIES                           SHS                 CTS

Current liabilities

Overdraft                      15000                 00

Unpaid wage                3000                  00

Long term liabilities

Bank l                           30000                 00

Net worth                 897000                   00

 

 945000                    00

 

ASSETS                           SHS                 CTS

Current assets

Debt receivable                 20000                 0

Stocks                               25000                 00

Bank balance                 100000                 00

Fixed assets

Perennial crops               250000                00

Land                              350000                 00

Livestock                        200000                00

 945000                  00

 

  1. b) Yes it qualified for a loan because it was solvent i.e. has more assets than liabilities
  2. one condition in which each of the following documents is used.
  3. i) Invoice –when  goods //services are sold /bought  on credit
  4.  ii) Delivery note-when goods are  physically  delivered  to the buyer

iii) Receipt-when goods/services are bought or rendered on cash

  1. i) Prepare a profit and loss account for Mrs. Okello’s farm

profit  and loss A/C  for Mrs.Okello’s farm  for the  year ending 31/12/2009

Purchase  and  expenses Sales and receipts
Opening valuation                      12000    00

Pesticides                                     3000     00

Construction  of  store                 10000    00

Depreciation  of  machines            3000   00

Interest payable                                1750   00

Purchase  of  tools                              800    00

Veterinary  bills   1                           400

Wages  10,000

 

Net profit         3800

 

Milk sales         8000

Sales  of  goats  5000

Sales of tomatoes 1750

Sales  of  heifer     10 000

Sales of coffee 5000

Closing valuation  16000

 

 

 

 

 

                                    45750                          45750

 

Award  of  marks        Title -1mk

Purchases and expenses  side -1mk

Sales and receipt sales-1mk

Net profit – 1mk

Both totals-1mk  (5×1=5mks)

Each of the correct  entries in purchase and expenses  and sales and receipt sides (14x ½ =7mks)

  1. ii) Calculate the percentage profit or loss that Mrs. Okello made during the year 2009

3800 x100√1

45750

= 8.3%√1

iii) six ways in which farmers adjust to risk and uncertainties in farming

  • diversification-production of services  products at the same time to  avoid risks  due  to  weather, fluctuation in price  and disease
  • contracting-make  contracts  with dealers  to  supply or  buy  certain commodities at fixed prices  thus  transfer the risk  of  drop in demand and  supply
  • insurance-purchase security by  payment of  small  sum of  money for compensation in case of  failure
  • input rationing-use  of inputs  sparingly to avoid wastage
  • flexibility in production-combination and  substitution of  inputs  and  techniques of  products for  each  other use the cheapest
  • use of  government price stabilization policies
  • adapting modern methods of farming-use  of  researched  varieties, breeds better  adapted to local conditions

selecting more certain   enterprises-engage in enterprises  with  more surerity  of success i.e. artificial insemination as opposed to natural insernimation (any 6×1=6mks)

  1. – Bank overdraft

-Bank loans

-Debts payable

-Tax payable

-rent

 

AGRICULTURE ECONOMICS (V)

  1. a) the principle that govern the  operations of farmers’  co-operative societies
  • Open membership
  • Equal rights
  • Share limit
  • Neutrality
  • Non- profit motive
  • Loyalty
  • Withdrawal of membership
  1. b) the role of agricultural cooperatives in Kenya
  • Provide education/ technical information to members
  • Negotiate for higher prices for members products
  • Market farmers produce
  • Help to negotiate for loans for members without security
  • Provide inputs to members at lower prices
  • Invest and pay out returns to members in form of dividends
  • Provide transportation, storage and use  of machinery to farmers
  1. c) various functions of agricultural marketing
  • Advertising: They advertise farm products in order to increase demand
  • Financing: Provide capital to carry out agricultural activities
  • Transportation: Provide transport to farm produce to the areas of consumption
  • Storage: store farm produce after harvest in order to minimize losses
  • Selling: Sell on behalf of the farmer
  • Packing: pack the farm produce to reduce storage space and make transportation easy
  • Processing: process the farm produce in order to provide a variety, increase value and prolongs shelf life
  • Grading: putting into grades to provide uniform standards
  • Assembling: gathering the farm produce for bulking and transportation
  • Insurance: Bearing risks by protecting farm damage
  1.  d) Explain five problems farmers face in marketing agricultural products
  • Perishability: detoxation of quality
  • Seasonability: affect price and storage problems
  • Bulkiness: occupy large space hence problems of handling and storage
  • Storage: lack of storage facilities on farms
  • Poor transport system: Lead to spoilage of farm produce
  • Change in market demand: time between planning and actual production create lack of market
  • Lack of market information: concerning prices, how much to produce, where to sell goods; farmers end up disposing of the surplus at throw away prices
  • Fluctuation in market price due to seasonality in nature of agricultural products
  • Poor marketing systems for some produce: Result in lack of market
  1. a) four marketing functions (4mks)
  • Buying and assembling
  • Transportation and  distributing
  • Storage
  • Packing
  • Processing
  • Grading
  • Marketing research
  • Selling
  • Financing
  • Bearing risk                                                                                                    (4×1=4mks)
  1. b) Outline four problems associated with marketing of agricultural products. (4mks)
  • perishability
  • seasoning
  • bulkiness
  • poor  storage facilities
  • poor transport system
  • lack of  market  information
  • limited  elasticity  of demand
  1. Two roles of agricultural society of Kenya

–     Promotes the agricultural industry

  • Organizes national ploughing competitions
  • Publish the Kenya farmer magazine
  • Improve useful indigenous animals
  • Publish a ‘stud’ book
  • Hold competitive shows
  • Hold trade fairs on livestock
  • Demonstration on how to use agricultural machinery

–    Encourage breeding and importation of pure breed stock

  1. (a) Elasticity of demand for a commodity is the degree of responsiveness of demand to price

OR – The sensitivity of demand to change in price  (1mk) (mark as a whole)

Pmk

(b) Calculation of  the elasticity of demand:-                                                                                   (4mks)

Elasticity of demand = % D Quantity

% D price

% DQuantity = Change in quantity x 100

Pmk

Quantity

=  (1000 – 800 ) x 100 = 25%

800

% DPrice= Change in price x 100

Pmk

price

= (20- 22) x 100 = 9%

Pmk

22

Ed = 25 = 2.8

9

(c) Six problems of marketing maize as an agricultural product

  • Bulkiness
  • Poor storage
  • Seasonality of crops hence demand
  • Perishability of farm produce
  • Poor transport system
  • Delayed payments
  • Competition from cheap imports ( 1mk x any6pts = 6mks)

 

 

(d)  Nine principles governing cooperatives in Kenya

  • Open membership- voluntarily joining on payment of membership fees
  • Equal rights – One man one vote run democratically
  • Share limit – A member buys shares up to a specific maximum limit.
  • Interest on shares – Any money distributed according to shares
  • Withdrawal form ownership – voluntarily
  • Loyalty – Members to be faithful and loyal
  • Education – continuously educating its members
  • Co-operative principle- cooperative members joint cooperative movement

–    Non-profit motive – cooperatives are non-profit making organizations

  1. Four reasons why training is important in some crops
  • Facilitate field practices of spraying and harvesting
  • Improves crop quality by preventing solving
  • Enable crop grow in the required direction
  • Improve yield
  • Control pest and diseases

6 .        a) – Buying and assembling – acquisitions from small scale farmers and accumulate

  • Transporting and distribution – from area of production to areas of consumption and retailers
  • Storage – kept to accumulate in amount before selling off or to wait for time of scarcity
  • Packing- to protect agent damage, theft
  • Processing – involve preparation of produce for consumption e.g. pasteurizing milk
  • Grading and sorting – placing in groups according to size, colour e.t.c.
  • Each group attracts different prices
  • Packaging – presentation of produce in a way to attract consumers e.g. labeling, good packing materials
  • Collecting marketing information – through media, on prices and demands of goods on markets
  • Selling – Final presentation of produce to consumer’s e.g. advertising, display e.t.c.
  • Financing – availing capital for marketing activities
  • Bearing risks – at each stage of marketing, apart is to bear the cost of uncertainties
  1. b)   – Marketing problems of agri products
  • Perishability – short life cycle
  • Seasonality – supply depends on the season/ vary with season
  • Bulkiness – demand for more space Vs value
  • Storage – need costly storage e,g. cold rooms, refrigeration
  • Poor transport system especially in rural areas
  • Changes in market demand – take long to produce hence cannot meet changes in market
  • Limited elasticity of demand – restrict supply
  • Lack of market information
  1. Is the degree of responsiveness of supply to change in price
  2. – Giving subsidies by reducing the cost of production inputs

Fixes prices of the related products

  1. b) The role of Agricultural Co-operatives in Kenya
  • Co-operators pool their resources together to buy expensive machinery e.g. tractor for use by the members
  • Provide education/ technical information to members
  • Provide loans to members in form of inputs and cash
  • Negotiate for higher prices for members
  • Reduce overhead costs e.g. transportation, storage and use of machinery
  • Bargain with supplier to give discount on seed, fertilizers and other farm inputs/ provide inputs at lower prices
  • Provide employment for their members
  • Benefit members from lower taxes charged
  • Provide strong bargaining power for members on policy issues
  • Market farmers produce
  • Invest and pay out returns to members in form of dividends
  • Help to negotiate for loans for members without security
  • Some provide banking services to members
  1. Law of demand – when the price of a good or service is low, many consumers are able and willing to

buy it and vice versa

  • Law of supply – when the price of commodity is high, many sellers are able to provide the commodity in market for sale. (mark as a whole )
  1. (i) K.N.F.U – Kenya National Farmers Union

(ii) H.C.D.A – Horticultural Crops Development Authority

  1. a)- It is an organization of people who have joined together voluntarily with a common purpose

for  a mutual economic benefit

  1. b) Two functions of co-operatives

– Marketing farmers produce

– Negotiating for fair prices for farmers produce and also for Inputs

– Keeping records of the co-operative activities and informing the members accordingly

– Paying dividends to the members

– Giving loans in hand to the members

– Educating the members on matters relevant to their co-operative through field days,

seminars, workshops and demonstrations

  1. c) – Open and voluntary membership: Rights of anybody who fulfills the conditions set out by the

laws of co-operative society

  • Democratic control: All members have equal rights to say on the affairs of the co-operative
  • Each member is only allowed one vote regardless of shares possessed
  • Share limit: All members should have equal chances of buying shares
  • Distribution of dividends: Any profits should be distributed to members as dividends depending on their share contributions
  • Withdrawal of membership: Should be voluntary
  • Selling of produce: Only members can sell their produce through the co-operatives
  • Loyalty: members are bound to be loyal to their co-operative society
  • Non- profit motive: Co-operatives are not supposed to be profit motivated. They should sell their products to members at seasonable prices
  • Co-operative organization: The co-operative should join the co-operative movement from primary level to national or international level
  • Co-operative should sell on cash – goods sold on credit are sometimes not paid for
  • Continuous expansion: Co-operatives should aim at continuous expansion in terms of membership and physical facilities
  • Neutrality: Co-operatives should be neutral in terms of religion, politics or language
  1. four factors which influenced the demand of tomatoes in the market
  • Quality of  tomatoes
  • Price of  tomatoes
  • Presence of other  substitutes
  • Price of the  substitute

 

 

 

AGROFORESTRY

  1. two reasons for seed treatment of tree species before planting
  • Break dormancy

Control pests and diseases

  1. four ways by which Re-afforestation help in land reclamation
  • Add organic matter from falling leaves
  • Recycles soil erosion
  • Control soil erosion
  • Improve drainage of swampy areas

Play part in hydrological cycle

  1. four advantages of agro forestry
  • Source  of wood fuel (energy)
  • Source of  income
  • Conserve  environment/reduce  soil  erosion/improve water catmint
  • Source of food /fruits
  • Medicine/value
  • Aesthetic value
  • Feed  for  livestock
  • Labour saving
  1. (a) A – Pollarding technique (½mk)

B – Coppicing (½mk)

(b) An example of a tree species suitable for technique B and C as a method of harvesting     B

(i) Calliandra              calothyrus

(ii) Markahmia           lutea

(iii) Psidum                guajava

(iv) Croton                  macrostachyus                        ( ½ x 1 = ½mk)

C (i) – Grevillea          robusta

Calliandra     calothyrsus

Croton           cacrostachyus ( ½ x 1= ½mk)

  1. -Deep rooted
  • Nitrogen fixing/ leguminous
  • Fast growing

Good in by product production

  1. (a) Five characteristics of trees used in agroforestry are;
  • Fast growth rate
  • Nitrogen fixing/leguminous
  • Good in by product use timber, fruits etc
  • Deep rooted
  • Nutritious and palatable
  • easily coppiced
  • Non-competitive ability with main crop (5×1=5mks)

(b) The benefits of agroforestry are:

  • Provides food
  • Source of energy/fuel
  • Fodder for livestock
  • Aesthetic value
  • Provides shelter
  • Income generation
  • Soil and water conservation
  • Balancing of atmospheric gases (8×1=8mks)
  1. four forms of agro- forestry
  • Alley cropping
  • Woodlots
  • Multi-storey
  • Source of wood fuel
  • Source of income
  • Labour saving
  • Aesthetic value
  • Reduces the carbon dioxide reducing the depletion of Ozone layer

Used as a method of soil and water conservation

  1. – Border//edge grow
  • Source of wood fuel
  • Source of income
  • Labour saving
  • Aesthetic value
  • Reduces the carbon dioxide reducing the depletion of Ozone layer
  • Used as a method of soil and water conservation
  1. – fast growth

-Deep rooted

-Nitrogen fixing

-Good by-products

– Friendly to crops/not affent crop

 

 

PAPER ONE AND TWO

SECTION II QUESTIONS

 

FARM TOOLS AND EQUIPMENT

 

There are five categories of farm tools and equipment namely:

  • Garden tools and equipment e.g. pangas, jembe, pick axe, spade e.t.c.
  • Workshop tools and equipment e.g. saws, hammers, planes, chisels e.t.c
  • Livestock production tools and equipment e.g. milking stool, strip cup, milk churn etc.
  • Masonry tools and equipment e.g. wood float, spirit level, plumb bob e.t.c
  • Plumbing tools e.g. pipe wrench spanner, stock and die e.t.c

 

It is very important to identify the farm tools and equipment, give the correct users and      maintenance practices.

 

The following relevant questions and their answers in this topic will greatly help and motivate the         user to comprehend and understand the require concepts and practices:

 

  1. List four maintenance practice carried out on a cross-cut saw
  2. Identify the following tools and state their functions

 

 

 

 

 

 

 

 

 

 

 

 

 

Identify A, B, C, D

  1. Study the illustration below and answer the questions that follow.

 

 

 

 

 

 

 

 

 

 

 

  1. i) Identify the equipment represented by the illustration
  2. ii) What is the use of the equipment?

iii) Name the parts labeled A and B

  1. iv) What is the function of the part labeled A and B
  2. What is the use of a garden fork?
  3. Name the tool that a builder would use to check the vertical straightness of a wall during

construction

  1. Name the farm tool that can be used when removing nails from timber
  2. Give two examples of equipment that a livestock farmer can use in administering oral

anti helminthes

  1. Below are farm tools, study them and answer
O………………………………………
……………………………….

the questions that follow:-

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) Identify the tools L, M, N, O

(b) Give one functional advantage of tool M over tool N   

  1. Name a tool used to perform the following functions on the farm;

(i) Drilling of small holes on metal

(ii) Bore holes on wood

  1. State the common faults in the operation of Knapsack spray
  2. (a) Name the three tools in castration of livestock
  3. Name the most appropriate set of animal handling tools that a farmer uses for the following operations:-

(i) Restraining a large bull when taking it around the show ring

(ii) Cutting tail in sheep

  1. a) Below are illustrations of  farm tools

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. i) State the use of the tools
  2. ii) Name the type of hammer that may be used for driving tool K during work

 

  1. b) Given below is an illustration of one of the routine management practices in livestock

Production.

Study the diagram and answer the following questions

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. i) Name the practice indicated in the diagram above
  2. ii) Describe the procedure you would follow when carrying out the practice named

in (i) above in piglets

 

  1. Study the diagram below and answer the questions that follow;

 

 

 

 

 

 

 

 

 

 

 

 

  1. i) Identify the tools
  2. ii) Give the use of each of the tools named above

iii) State two maintenance practices that should be carried out on tool D

  1. List two equipments used in handling cattle during an Agricultural exhibition
  2. Mention the use of the following tools.
  3. i) Dibber
  4. ii) Spokeshaves

iii) Tinsnips

  1. iv) Burdizzo

 

  1. List four precautions that should be taken when using workshop tools and equipment.
  2. i) Below is an illustration of a farm equipment. Study it and answer questions that follow

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. a) Identify the farm equipment illustrated above                                                                                          b) What is the use of the equipment                                                                                                              c) Name the parts labelled W, X and
  2. d) What is the functions of Y on the equipment
  3. Use the diagram below to answer questions which follow

 

 

 

 

 

 

 

 

 

 

  1. i) Identify the above diagram
  2. ii) Name the parts labelled A and B

 

 

 

 

LIVESTOCK PRODUCTION I

COMMON LIVESTOCK BREEDS

This topic entails the following:

  • Reasons of keeping livestock
  • Parts of a cow
  • Characteristics of indigenous and exotic cattle breeds
  • Dairy cattle breeds
  • Beef cattle breeds
  • Dual purpose cattle breeds
  • Pig breeds
  • Sheep breeds
  • Goat breeds
  • Rabbit breeds
  • Camel breeds

 

The following relevant questions and their answers in this topic will greatly help and motivate the         user to comprehend and understand the re1quired concepts and practices:

  1. State two reasons for treating water for us on the farm
  2. State four advantages of applying lime in clay soil
  3. State four ways by which Re-afforestation help in land reclamation
  4. Give two distinguishing features between the following breeds of rabbits; Kenya white

and California white

  1. Give four reasons why most farmers keep livestock in Kenya
  2. Give three ideal conformation features of beef cattle
  3. (i) Name a dual purpose cattle breed reared in Kenya
  4. ii) State three uses of a rotavator
  5. Name a pig breed with the following features:

White body colour, erect ears, dished snout, big in body size

  1. What does the term ‘epistasis’ mean in livestock improvement?
  2. (a) Explain the role of livestock industry in Kenya’s economy

(b) Outline the general characteristics of indigenous cattle

  1. Below is a diagram of a cattle. Study it an answer the questions that follow:-

 

 

 

 

 

 

 

 

 

 

 

 

(i) What type of animal is represented above?

(ii) If you stand at a point marked X, state five characteristics that tells you that the animal belong

to type name in (i) above?

(iii) State three areas on the body of a cow where ticks are commonly found

  1. Name four breeds of dairy goats
  2. List two distinguishing characteristics of Californian breed of rabbit
  3. Name the common milk breed of goats reared in Kenya
  4. Name four dairy cattle breeds reared in Kenya.
  5. Differentiate between ‘breed’ of animal and ‘type’ of animal.

17        Name the camel breed that is adapted to cooler regions and has a woolly body covering

  1. State any two channels through which beef is marketed in Kenya.

 

 

(LIVESTOCK HEALTH II

(LIVESTOCK PARASITES )

 

This topic entails the following:

  • Host-parasite relationships
  • Effects of parasites on livestock
  • Life cycle of parasites
  • Methods of parasite control in livestock
  • Identify different parasites

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices:

  1. Name two chemical methods used in deworming cattle
  2. a) state six  effects  of parasites
  3. b) Describe the life cycle of Taenia solium species of tapeworm
  4. c) State four control measures of the tapeworm
  5. Give two functions of calcium in dairy cows
  6. Give two control measures of fleas in a flock of sheep
  7. Give two measures a poultry farmer can use to control fleas in flock
  8. State two reasons why drenching alone is not an effective method of controlling internal parasites
  9. Give two forms in which a tape worm is found in livestock
  10. Below are diagrams showing different types of internal parasites. Study them carefully and

answer the questions that follow:-

 

 

 

 

 

 

 

 

 

 

 

 

  1. a) Identify the parasites K & M
  2. b) Identify the parts labelled
  3. c) Name the organs where each parasites is found
  4. d) Give the intermediate host of parasite M
  5. Give any two effects of external parasites that are harmful to livestock
  6. Outline the procedure followed when hand-spraying cattle to ensure effective use of acaricides

to control ticks

11        a) A boar gained 90Kg live weight after eating 360Kg pig finisher meal over a period of

time. Calculate the feed conversion ratio

  1. b) Describe digestion in the four stomachs of the ruminant animal
  2. c) Give the significance of lubrication system
  3. State four ways of controlling tsetseflies
  4. Name two types of roughages
  5. Name the common milk breed of goats reared in Kenya
  6. Why are the element calcium and phosphorus important in the diet of young livestock?

16        Give two parasites of cattle which are also disease vectors

17        Give three control measures of fleas in a flock of layers

 

 

LIVESTOCK PRODUCTION II (NUTRITION)

This topic entails the following:

  • Identification and classification of livestock feeds.
  • Digestion and digestive systems of cattle, pigs and poultry
  • Definition of terms used to express field values
  • Preparation of balanced ration for various livestock
  • Functions and deficiency symptoms of various nutritional elements.

 

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices;

 

  1. Give two ways by which production ration may be utilized by dairy goats
  2. Given that the livestock reared require a ration of 18% DCP and the farmer has maize bran of

10% DCP and sunflower meal of 30% DCP. Use Pearson’s square method to calculate how

much of the feedstuffs a 150kg rations

  1. State the importance of the following in livestock nutrition: i) Water                                                                                                                                                        ii) Vitamin A
  2. Name the compartment of the ruminant stomach where microbial digestion takes place.
  3. i) A ration containing 18% protein is  to be  made  from  maize and sunflower cake. Given

that maize contains 7% protein, and sunflower seed cake 34% protein. Use Pearson square

method to calculate the value  of feedstuffs  to be used to prepare 100kgs  of the feed

  1. ii) A part from Pearson square method, name two other methods that can be used to formulate

feed ration

  1. (a) Define the term ration as used in livestock nutrition

(b) A farmer wanted to prepare a 200kg of pig’s ration containing 16% D.C.P. Using the persons

square method, calculate the amount of maize containing 10% D.C.P and cotton seed

containing              28% D.C.P the farmer would need to prepare the ration (show your work)

  1. Give two livestock feed additives
  2. State three factors that would determine the amount of concentrate fed to dairy cattle
  3. State three factors that would determine the amount of concentrate fed to dairy cattle

 

 

LIVESTOCK PRODUCTION III

(SELECTION AND BREEDING)

 

This topic entails the following:

  • Description of reproduction
  • Description of reproduction systems
  • Selection f breeding stock
  • Description of breeding system.
  • Identification of livestock on heat
  • Description of methods used in serving livestock.

 

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices.

 

  1. State four ways of minimizing disowning of lambs by ewes
  2. State the gestation period of the following farm animals
  3.  i) Pigs
  4. ii) Rabbits
  5. i) What is selection in live stock production
  6. ii) State three methods used in selection of livestock
  7. Give four signs of heat observed on female rabbit
  8. Name four meat breeds of rabbits
  9. State four reasons for cutting a breeding boar
  10. List the methods of selection in livestock
  11. Define the following terms as used in livestock breeding
  12. i) Heterosis
  13. ii) Epistasis
  14. State three signs of heat in Does (Female Rabbits)
  15. Give the gestation period of the following:
  16. i) Cow
  17. ii) Sow
  18. State three disadvantages of natural methods of mating in cattle breeding
  19. a) Explain the advantage of battery cage system of rearing layers
  20. b) Outline ten factors considered when selecting dairy cattle for breeding
  21. What is upgrading as used in livestock production?
  22. Define the word breech of birth as used in livestock production
  23. What does the term “drift lambing’ mean in livestock production?

 

LIVESTOCK PRODUCTION IV

(LIVESTOCK MANAGMENT PRACTICES)

 

This topic entails the following:

  • Description of livestock rearing practices
  • Carrying out livestock rearing practices
  • Livestock routine management practices i.e. feeding, de-beaking e.t.c.

 

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices:

 

  1. Give four reasons of carrying out crutching sheep management
  2. Name two ways a farmer can perform closed methods of castration on his male livestock
  3. Below is a diagram of a farm animal. Study the diagram carefully and then answer the questions

that follow

 

 

 

 

 

 

 

 

 

 

 

  1. a) On the drawing, mark the letters indicated in brackets the part of the animal where:
  2. i) Branding should take place (B)
  3.       ii) Vaccination should be carried out (V)

iii) Body temperature of the animal should be taken (BT)

  1.       iv) Mastitis infection may occur (M)
  2. b) Name three areas of the animal body where ticks are likely to be found
  3. c) Name the parts of the animal numbered 1-4

 

  1. a) What is castration as used in livestock production?
  2.  b) State four reasons why castration is done in livestock
  3. (a) Describe the management of a gilt from weaning to furrowing

(b) Discuss the preparation a poultry farmer should make before the arrival of day old chicks

  1. Outline two reasons for raddling in sheep management
  2. State any four reasons for castrating male piglets
  3. What are the methods of stocking bees? Give two.
  4. State two ways that show how good feeding help to control livestock diseases
  5. Name any two recommended methods of docking lambs
  6. State three disadvantages of inbreeding
  7. State four routine management practices that should be carried out on a lactating ewe
  8. (a) Describe the procedure which should be followed to castrate a three weeks old piglet using

surgical  method

(b) (i) State five factors that should be considered when sitting a bee hive in a farm

(ii) Describe the management practices that would ensure maximum harvest of fish from a

fish pond

  1. Give three types of bees found in a bee colony
  2. List three methods of castrating farm
  3. Outline the routine management practices of piglets from the 1st day to the 8th week
  4. List three types of calf pens
  5. State two factors that could lead to failure to conceive in sows after service
  6. List three advantages of hoof trimming in sheep production
  7. State four factors considered when citing an apiary in the farm
  8. Name three methods of stocking a beehive with honey bees
  9. List three common methods of extracting honey from the combs
  10. a)The illustration below shows a method  of  identifying pigs, study  the diagram  and answer the questions  that follow:-

 

 

 

 

 

 

 

 

 

 

  1. i) On the diagram A provided below, draw the mark to indicate a pig number 147,

using the procedure of ear-notching in diagram

 

 

 

 

 

 

 

 

A

 

 

 

 

  1. ii) What is the recommended stage of growth in pigs at which the ear-notching should be

carried out?

iii) State any three reasons why weight is an important routine management practice in pig

production

  1. b) Below are illustrations showing the various parts of the Kenya top bar hive. Use the illustration

to answer the question that follow

D

 

C

 

 

 

 

 

B

 

 

 

  1. i) label the parts B ,C and D                                                                                                                       
  2. ii) How can a farmer attract bees to colonize a new hive?

iii) Outline the procedure of opening the hive to harvest honey

  1. a) Below are illustrations of  farm tools
E
G
F
H

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. ii) State the use of the tools

iii) Name the type of hammer that may be used for driving tool F during work                                         b) Given below is an illustration of one of the routine management practices in livestock

production.

Study the diagram and answer the following questions

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. i) Name the practice indicated in the diagram above
  2. ii) Describe the procedure you would follow when carrying out the practice named

in (i) above in piglets

  1. a) State and explain four advantages of  age  grouping farm animals as a management  practice
  2. b) Explain four major causes of lamb mortality from birth to weaning
  3. c) Describe brucellosis under the following sub headings

i)Cause

  1. ii) Transmission

iii) Symptoms

  1. iv) Control measures
  2. a) Explain the advantage of battery cage system of rearing layers
  3. Give two reasons why it is important to castrate animals when they are still young
  4. (a) Give two reasons why dehorning is carried out in farm animals

(b) State four methods of dehorning livestock

  1. (a) What is steaming up in livestock production?

(b) Give two reasons why the practice is important in pig rearing

  1. State four management practices that should be carried on a fish pond in order to obtain

maximum fish production.

  1. List four factors considered when formulating livestock ration. (2mk)

 

  1. Study the diagram of a cow below and answer the subsequent questions

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. i) Identify the livestock equipment marked E above
  2. ii) State two uses of the equipment in 17(i) above

iii) Name the two types of identification marks applied on the animal above

  1. iv) Show with an arrow and mark with letter P where pye-grease acaricide should be applied

on the anima1

  1. v) Give one disadvantage for each of the identification marks made on the animal

 

Identification  marks  Disadvantage
A  
 
B  
 

 

  1. a) Describe the management practices of a gilt from weaning to the time of farrowing
  2.  b) State five factors to consider in selecting a gilt for breeding stock.

 

  1. State four conditions that necessitate the handling of farm animals .
  2. Give any two reasons why docking is an important practice in sheep management.
  3. Why is crutching a very important management practice in sheep breeding.

 

  1. Study the diagram of a sheep shown below carefully and answer the questions that follow:

 

 

 

 

 

 

 

 

 

 

(i) What operation is usually carried out on the part labelled A?

(ii) Give two reasons for carrying out the operation in (i) above

(iii) At what age should the above operation be carried out?

(v) Name routine management practice carried out on the part labelked B

 

 

FARM STRUCTURES

 

This topic entails the following:

  • Description of parts of a building
  • Identification of materials for construction
  • Description of various farm structures and their uses
  • Construction and maintenance of farm structures.

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices:

 

  1. Mention four disadvantages of using steel materials for construction of farm structures
  2. Give two reasons for placing a polythene sheet on a foundation of farm buildings
  3. What is “calf crop” in beef production?
  4. a) Outline the procedure  in construction of a  barbed wire  fence
  5. b) List any four wood preservatives
  6. c) Give four factors that will determine the choice of farm building materials
  7. i) Give four factors considered when citing a fish pond
  8. ii) Give four features of a good laying nest

6          State two uses of a footbath in cattle dip

7          a) What is a green house

  1. b) Name four materials used in green house construction
  2. c) Give four maintenance practices carried out on a green house
  3. d) Explain the importance of maintaining farm structures

8          Give two disadvantages of a barbed wire fence when used in paddocking

9          The diagram below illustrates a cross-section of a fish pond. Study it carefully and answer the

questions that follow:-

 

 

Y
Z
X

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) Identify the parts marked A, B, C and C

(b) On the diagram the points marked X, Y and Z are possible sites where fish feeding

can be done.  Which is the most appropriate point for feeding?

(c) Give two reasons why the floor of the pond should be covered with lime 14days before

filling it   with water                                                                                                                                 (d) Why should part marked B be screened?

(e) State three maintenance practices carried out on the structure

 

  1. Study the farm structure below illustrating a pass:-

 

 

 

 

 

 

 

 

 

 

 

 

(a) Identify the type of pass illustrated above

(b) Distinguish between a pass and a gate

(c) Name one type of live fence

11        State four requirements of a good maize store

12        State three factors that determine the depth and size of foundation in a farm building

13        (a) Explain the uses of  various hand tools in the construction of a poultry house

(b) Describe the procedure of erecting wooden rail fence

(c) Explain various factors considered when choosing the construction materials for farm building

14        State four features of a good calf pen

15        State four uses of a fence

 

16        Below is a diagram of a cross section of a farm structure. Study it carefully and answer the

following questions.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(i) Identify the labeled parts A, B, and C

(ii) What is the importance of the part labeled B to the structure

(b) (i) When making concrete blocks the ratio 1:3:5 may be used. What do these figures

represent?

(ii) In a concrete mixture 1:3:5, twenty four cubic metres of sand were recommended to be

used in putting up of a foundation of a building. Find the volume of the other two

17        (a) Explain the maintenance practices of a fish pond

(b) Give four ways of controlling fish predators in a fish pond

18        Mention four reasons of treating timber before roofing farm buildings

19        List four uses of crushing in the farm

20        a) Define  the term fence                                                                                                       

  1. b) List various types of fences
  2. c) Describe advantages of fences

21        Study the illustration of a farm structure below and answer the questions that follow

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. i) Name the parts labeled
  2. ii) State the function of the parts labeled

iii) Name two chemicals preservatives used to treat the wooden parts of the structure against

insects and fungal damage

 

  1. Below is a diagram of a fish pond, study it and answer the questions that follow

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1.     i) Label the parts marked K and L
  2. ii) Give a reason why part M is usually deeper than the rest of the pond

iii) State three maintenance practices carried out in the pond

  1. a) Explain five factors to consider when siting a fish pond
  2. b) Explain the measures used to control livestock diseases
  3. State four factors which influence the selection of materials for constructing a diary shed
  4. a) State five  maintenance practices of a  mould board plough
  5. b) Explain five structural and functional differences between  the petrol and diesel engines                  c) List five uses of farm fences
  6. State four uses of farm buildings
  7. List four structural requirements for proper housing of farm animal to maintain good health
  8. The diagram below is part of a farm structure. Study it and then answer the questions that follow:

 

 

 

 

 

 

 

 

 

 

 

(a) Name part of structure represented above

(b) Identify parts labeled P, Q, R, and S

(c) Give the functions of the part labeled P and S

  1. The diagram below shows an activity of processing a farm product. Study it and answer the

questions that follow:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) Name the product being processed

(b) Identify the method used in processing the product names in the diagram

(c)  Outline the procedure used when harvesting the product named in the diagram

(d) List two factors that affect quality of the product processed in the diagram

 

31        (a) Describe five parts of a plunge dip

(b) Outline six uses of live fences on the farm

(c) Outline four factors that influence power output of drought animals

  1. a) Explain the factors a farmer needs to consider before siting a farm structure on his farm
  2.  b) Outline the desirable features of a good grain store
  3. c) Describe the uses of farm fences in promotion of agriculture
  4. Name any two pests that attack timber used for construction in the farms
  5. State three factors that may lead to dip wash being exhausted or weakened while in the

dip tank

 

 

LIVESTOCK HEALTH III

(LIVESTOCK DISEASES)

 

This topic entails the following:

 

  • Description of causes and vectors of the main livestock diseases.
  • Signs of each stated livestock disease
  • Stating predisposing factors where applicable
  • Control measures of livestock disease

 

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices.

 

  1. Name two diseases that affect female animals only
  2. Give four pre disposing factors of foot rot disease in sheep
  3. i) Name the causative organism of contagious abortion in cattle
  4. ii) Give four symptoms of contagious abortion in cattle

iii) State three methods of controlling contagious abortion in cattle

  1. What is a vaccine?
  2. (a) Discuss black quarter under the following sub-headings:-

(i) Animal affected

(ii) Casual organism

(iii)Symptoms of disease

(iv) Control measures

(b) (i) Explain four measures used to control liver flukes

(ii) Name an intermediate host of liver fluke

(c) Explain the following terms as used in livestock production

(i) Embryo transfer

(ii) Artificial insemination

(iii) Line breeding

(iv) Cross breeding

(v) Up-grading

  1. Give four predisposing factors of foot rot disease in sheep
  2. (a) Discuss coccidiosis disease under the following headings:-

(i) Causal organism

(ii) Livestock species attacked

(iii) Symptoms of attack

(iv) Control measures

(b) (i) What are the characteristics of an effective acaricide?

(ii) Explain three methods of acaricide application

  1. Name four ways of controlling coccidiosi in the farm
  2. State four predisposing factors of scour in calves
  3. Name four notifiable diseases of livestock
  4. Name two diseases of poultry that are controlled by vaccination
  5. State three signs of anthrax injection disease observed in the carcass of a cattle
  6. Differentiate between active immunity and acquired passive immunity
  7. Name four systems of a tractor engine
  8. State two adjustments that should be carried out on a tractor – mounted mould board plough

in preparation for ploughing

 

  1. List three causes of ruminal lympany (Bloat) in ruminant animals
  2. (a) Give four symptoms of milk fever

(b) State two methods of controlling milk fever

 

  1. (a) Describe East Coast Fever (E.C.F) under the following sub-topics:

(i) Animal attacked

(ii) Causal organisms

(iii) Symptoms of attack

(iv) Control and treatment

(b) Explain ten measures used to control livestock diseases

 

  1. Name two livestock diseases that are spread through natural mating.
  2. a) Give the method used in introducing a vaccine to poultry against fowl typhoid             b) State other methods introducing vaccines to livestock

 

 

 

LIVESTOCK PRODUCTION V

(POULTRY)

This topic entails the following:

 

  • Identification of parts of an egg.
  • Selection of eggs for incubation
  • Identification of suitable sources for chicks.
  • Descriptions of broodiness
  • Description of condition for incubation
  • Description of rearing systems
  • Categories of poultry feds according to age-of birds
  • Stating causes of stress and vices in poultry and control measures.
  • Marketing of eggs and poultry meat.
  • Selection, sorting and grading of eggs.

 

The following relevant questions and their answers in this topic will greatly motivate and help the             user to comprehend and understand the required concepts and practices.

 

  1. A deep little poultry house measures 9mx3m. Suppose the amount of space allowed for one

bird is 0.27m2.Calculate the number of birds that can be kept comfortably in the house. Show

your working

  1. Give two functions of isthmus in female bird
  2. Give four features of a good laying nest
  3. State four qualities of marketable eggs
  4. Study the diagram showing the behaviour of chicks in a brooder and answer the questions that

follow:-

Heat source
B
Chicks
A
Heat source
C
Brooder guard

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) State the behaviour of chicks in A, B and C                                           

(b) Explain why the brooder guard is rounded as shown in the diagram

  1. Mention six characteristics of an egg selected for incubation
  2. Describe the management of layers in deep litter system
  3. State four reasons for egg breaking and drinking by layers in a deep litter rearing system
  4. Below are diagram showing condition of eggs seven days after incubation study them and answer

the questions

 

 

 

 

 

 

  1. a) Identify the conditions of eggs
  2. b) Identify the egg which suitable for incubation and give a reasons for your answer
  3. c) Name the practice which used to determine the state of eggs above
  4. The diagram U below illustrates an activity carried by a poultry farmer keeping layers. Study the

diagram carefully and answer the questions that follow

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. a) Identify the activity carried out using the set up illustrated in diagram U
  2. b) List down four preparations that should be carried out structure U before arrival of

day old chicks

  1. c) List down one behaviouristic activity which would indicate that the chicks are under stress

 

  1. Give two reasons for using litter in a poultry house
  2. Give two reasons why it is important to castrate animals when they are still young
  3. (a) Give two reasons why dehorning is carried out in farm animals

(b) State four methods of dehorning livestock

  1. State four abnormalities of eggs that can be detected during egg candling.
  2. Describe the management of day old chicks in a deep litter system from preparation of brooder up

to eight (8)weeks old

  1. a) Describe the management practices of a gilt from weaning to the time of furrowing
  2.  b) State five factors to consider in selecting a gilt for breeding stock.
  3. Study the diagram of an egg be1ow and answer the questions that fol1ow:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. i) Name the parts labeled N, O and P
  2. ii) State the functions of the parts M and L

iii) Why should the egg be turned during incubation

  1. State three reactions of chicks in a brooder which has higher temperature than normal.
  2. Give three types of bedding material a poultry farmer may use in deep litter rearing of layers
  3. Give two properties of good eggs for incubation

 

 

 

LIVESTOCK PRODUCTION III

(LIVESTOCK REARING PRACTICES)

 

This topic entails the following:

  • Raising young stock
  • Milk and milk components
  • Milk secretion and milk let-down
  • Correct milking techniques
  • Marketing of milk and beef.

 

The following relevant questions and their answers in this topic will greatly motivate and help

the user to comprehend and understand the required concepts and practices:

 

  1. What is “calf crop” in beef production?
  2. a) Describe the procedure of hand milking in a dairy cow
  3. b) Explain the practices observed in clean milk production
  4. Give two reasons for washing a cow’s udder with warm water before milking
  5. Give two roles of uterus in egg formation process
  6. The diagram below is a structure of part of a cow’s udder

 

 

 

 

 

 

 

 

 

O

 

 

 

 

(i) Name the parts labeled M, N, and O on the diagram above

(ii) State the functional difference between the following hormones which influence milk

let-down;

(a) (i) Oxytoxin

(ii) Adrenalin

(b) Mention three qualities of clean milk

  1. Give four characteristics of clean milk
  2. State three maintenance practices carried out on a milking machine
  3. State four reasons for feeding Colostrums to calves immediately after calving
  4. Give three ways of stimulating milk let down in a dairy cow
  5. a) Describe the operational differences of a disc plough and mould board plough
  6. b) Explain six marketing problems affecting dairy farming in Kenya
  7. c) State four reasons for culling a boar
  8. List three advantage of artificial method of calf rearing
  9. State three methods that may be used to improve milk production in a breed

of indigenous goats

  1. (a) Outline ten physical characteristics between a good layer and a poor layer in a deep

litter house

(b) Describe five factors that influence milk production in a dairy herd

  1. a) State two reasons for washing the udder of a cow with warm water before milking.
  2. b) Name the hormone that causes each of the following in dairy cows:.
  3. i) milk letdown.
  4.  ii) lactogenesis
  5. State four methods of increasing the depth of penetration of a disc harrow.
  6. List four farm machines implements that obtain power from P.T.O shaft of a tractor
  7. List two  tractor  drawn implements used for  breaking  hardpan  in  a crop field

 

  1. State any three machines which are used for harvesting crops

 

  1. a) describe the daily maintance and  servicing of  a tractor before use
  2. b) State one function of each of the following parts of a tractor engine.
  3.     i) Fly wheel
  4.     ii) Ignition coil

iii) Thermostat

  1.     iv) Injector
  2.    v) Piston

 

 

FARM POWER AND MACHINERY

 

This topic entails the following:

  • Sources of farm power
  • Systems of a tractor
  • Tractor implements, uses and maintenance
  • Animal drawn implements uses and maintenance
  • Tractor servicing and maintenance practices

The following relevant questions and their answers in this topic will greatly motivate and

help the user to comprehend and understand the required concepts and practices:

 

  1. Give four farm operations powered by engines

 

  1. a) Describe the maintenance practices required on a tractor before it is put to daily use
  2. b) Outline the factors that influence the power output by a draught animal

 

  1. State two uses of gear box in a tractor
  2. State two uses for which wind power is harnessed
  3. Name three implements that are connected to the power take-off shaft
  4. Below is a farm implement, study it keenly and answer the questions that follow:-
N

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) Name the farm implement drawn above

(b) Identify the parts labelled L and M above

(c) Give the function of the part labeled M

(d) State the field condition under which the implement can work better than the others  (½mk)

 

 

  1. (a) Explain the factors that a farmer should consider in ensuring fast and efficient cultivation

by oxen

(b) Outline the importance of lubrication system in a tractor

(c) State the daily maintenance and servicing of a tractor

 

  1. State the functions of the following parts of power transmission in a tractor:

(i) Hydraulic system

(ii) Draw bar

(iii) Propeller shaft

(ii) State three sources of tractor hire service

 

  1. (i) What is a tractor hires services (1mk)

(ii) State three sources of tractor hire service           (1½mks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. The diagram below represents an assembled differential of a tractor. Use it to answer the
D
A
B
Wheel

questions   that follow:-

 

 

 

C

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) Name the parts labeled A, B, C and D

(b) State two functions of differential system of a tractor

(c) Give two reasons why wheel skidding of a tractor is not allowed

 

  1. State four sources of power in the farm

 

  1. Give the four strokes of a four stroke cycle tractor engine

 

  1. State four factors which ensure efficient working by oxen in the farm

 

  1. Mention two sources from which farmers can hire tractors
  2. (a) Below is a diagram of a farm implement

 

 

 

 

 

 

 

 

 

 

(i) State the use of the implement shown above

(ii) Name the parts labeled A, B, C, and D                                                                           

                (iii) State two methods of increasing the depth of penetration of the implement

 

  1. State four ways through which a farmer would ensure maximum power output from

ploughing animals

 

  1. State three advantages of a disc plough over mould board plough

 

  1. a) Explain the differences  between petrol and chisel engine
  2. b) Describe components of transmission system of a tractor

 

  1. Name four systems of a tractor engine

 

  1. Give one function of the clutch

 

  1. State two adjustments that should be carried out on a tractor – mounted mould board plough

in preparation for ploughing

  1. The diagram below illustrates a farm implement. Study it and answer the questions that follow

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. a) Identify the implement
  2. b) Name the parts labeled X, Y and Z
  3. c) State three maintenance practices that are carried out on a disc plough

 

  1. a) Describe the operational differences of a disc plough and mould board plough
  2. b) Explain six marketing problems affecting dairy farming in Kenya
  3. c) State four reasons for culling a boar

 

  1. Name the role of the following parts of a mould board plough
  2. a) Share .
  3. b) Mould board
  4. c) Land side….

 

  1. a) State five  maintenance practices of a  mould board plough
  2. b) Explain five structural and functional differences between  the petrol and diesel engines                  c) List five uses of farm fences

 

  1. Give two uses of ox-drawn fine harrow

 

  1. List four care and maintenance of a tractor battery

 

 

 

 

 

 

 

 

 

  1. Study the diagram of a farm implement shown below and answer the questions that follow:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) Identify the farm implement illustrated above

(b) Label parts A, B and C

(c)  Outline the functions of  the parts labeled E and F

(d) Give two care and maintenance of the above implement

 

  1. Outline six uses of live fences on the farm

 

  1. List two possible causes of over heating in a tractor engine

 

  1. List two events occur during induction stroke in a four stroke engine

 

  1. i) the diagram below shows a tractor drawn implement.

 

 

 

 

 

 

 

 

  1. a) Name the implement
  2. b) Give two uses of the implement above
  3. c) State three maintenance practices carried out on the above implement.       ii) Below is an illustration of a farm equipment. Study it and answer questions that follow

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. a) Identify the farm equipment illustrated above                                                                                          b) What is the use of the equipment                                                                                                              c) Name the parts labelled W, X  and Y                                                                                                        d) What is the functions of Y on the equipment

 

  1. a) Explain the factors that influence  the power  output of farm animals
  2. b) State the importance of farm fences

 

  1. Study the illustration of a biogas digester plant and answer the questions that follow.

 

 

 

 

 

 

 

 

 

 

 

  1. a) Name the major component of biogas that is trapped in part L above
  2. b) Give the name of the material deposited in part labeled M and its use
  3. c) What is the component of K in the biogas production
  4. d) Give three disadvantages of biogas as a source of farm power

 

  1. Other than hydro-electricity mention two sources of electrical energy which can be available

for use in the farm

 

  1. a) Describe the maintenance practices required on a tractor before it is put to daily use
  2.  b) Discuss the factors that influence the power output by a draught animal

 

PAPER ONE AND TWO

SECTION II ANSWERS

FARM TOOLS AND EQUIPMENT

  • Store the saw properly after use
  • Oil the blade for long storage to avoid rust
  • Sharpen the teeth properly

Tighten the handle screw if loose

 

  1. A-Tin snip – cutting thin metal sheets

B-Spokes have – smoothing curved and circular surfaces

C- Ceardeners trowel – uprooting seedlings during transplanting

D-Brace drill – boring/ drilling holes in wood

 

  1. i) Stir up pump/ bucket pump
  2. ii) Spraying livestock with acaricide

iii) A – Nozzle                  B – lance handle

  1. iv) A – Atomises the acaricide into spray      B – Direct the nozzle to the parts to be sprayed

 

  1. Garden fork is a tool used in weeding in the nursery beds/and in carrot fields

 

  1. The tool for checking the vertical straightness of a wall is Plumb bob and plumbline

 

  1. A tool for removing nails from timber is a claw harmer (1mk)

 

  1. Two examples of equipment that a livestock farmer can use in administering oral

anti-helminthes                                                                                                                      (1mk)

  • Narrow necked bottle
  • Drenching gun

–    Dosing gun

 

8.

O………………………………………

(a)       L…- Pickaxe                           M- Adjustable spanner

N..- Ring spanner                   O..- Pipe wrench

(b) Give one functional advantage of tool M over tool N     ( ½

 

  1. Tools used to perform functions on the farm

– Hand drill

– Bit brace

 

  1. – Blockage of nozzles and filters leading to uneven or no release of spray.

– Control pump may slacken or loosen, making it difficult to regulate the rate of spraying.

– Inadequate operating pressure due to leakages in the compressor pump, hoses or control valves.

 

  1. (a) – Elastrator and rubber ring.

– The burdizzo.

– Sharp knife / scalpel.

(iii) Extracting blood samples for laboratory analysis

 

  1. most appropriate set of animal hand tools that a farmer uses for the following operations:-

(i) Restraining large full when taking it around the show ring-bull  ring and  lead  stick    (1mk)

(ii) Cutting tail in sheep-rubber  ring  and  elastrator           (1mk)

(iii) Extracting blood samples for laboratory analysis-hypodermic needle and syringe

 

  1. Provision of extra and quality feeds to sheep, two or three weeks before mating

 

  1. ai) On the diagram a provided below, draw the mark to indicate a pig number 147,

using the procedure of ear-notching in diagram above

  1. ii) the recommended stage of growth in pigs at which the ear-notching should be carried out?
  • before  wearing/3-7 weeks of age/21-56 days/1 month-22months)

iii) three reasons why weight is an important routine management practice in pig production

  • to determine  growth rate  i.e. weight gain
  • facilitate  administration of drugs  e.g. drenching
  • for feeding i.e.  to  know  the  amount  of feed to give
  • to determine the service/breeding time  (1×3=3mks)

 

  1. b) i)B-entrance

C-top bar/bar

D-top  cover/lid(1×3=3mks)

 

  1. ii) by applying bees wax/honey/molasses on the sides or top  of the  hive/jaggery/sheep

sorrel/saliva /sugar syrup (Accept concentrated sugar solution-reject-sugar solution)  (1×1=1mk)

iii) Outline the procedure of opening the hive to harvest honey

smoke  the  hive  through  the entrance using  a  smoker then light the hid  to  remove  the  top  bar(the  order must be  considered)  (1×2=2mks)

 

  1. a) i) E-key hole saw/compass saw

F-wood chisel

G-cold/metal chisel

H-plumb bob  (1/2×4=2mks)

  1. ii) E-to cut  or make key holes              F-cutting timber

G-cutting  metal                     H-checking  whether a  tall wall is vertical

iii)  wooden hammer/mallet(1mk)

 

b)i) open castration/surgical castration  (1mk)

  1. ii) procedure you would follow when carrying out the practice named in( i) above in piglets
  • restrain  the  piglets
  • sterilize the  blade
  • disinfect the secretal sac
  • slit  the secretal sac  to  expose  the testicle
  • locate  and  hold  the  sperm duct
  • cut  the  sperm  dust  by scrapping  with the slide
  • sew up  the wound
  • sterilize/disinfect  the wound
  • release the animal(piglet

 

  1. i) A – Sickle

B- Pruning saw

C- Hoof cutter

D- Metal float

  1. ii) A sickle is used in harvesting grass, rice, wheat by cutting

B    Pruning saw is used for pruning tree crops, cutting hard stems in coffee

C      Hoof cutter – Trimming hoofs in animals e.g. cattle, goats, sheep

D     Float (wood or metal) smoothing concrete during plastering

iii) Maintenance on B

  • Sharpen and reset the teeth
  • Replace broken handle
  • Oil the blade for long storage
  • Halter
  • Rope
  • Nose ring and leading stick

 

  1. Mention the use of the following tools.
  • -making holes for  transplanting
  • Spoke shaves.-planning curved surface
  • Tin snip.-cutting metal/iron  sheets
  • Burdizzo-castration (4x ½ =2mks)

 

  1. four precautions that should be taken when using workshop tools and equipment.
  • Use tools for correct purpose.
  • Maintain them in good working conditions.
  • Keep them safely after use.
  • Handle tools correctly during use.

Use of safety devices / protective clothes

 

  1. a) Bucket pump /stir – up pump (1×1 = 1mk)
  2. b) Spraying acaricide on livestock (1×1 =1mk)
  3.  c) W – Nozzle
  •             X – Trigger
  •             Y –  Pail /bucket

d)For holding acaricide solution during spraying. (1×1 = 1)

 

  1.  i) Identify the above diagram   (1mk)
  • Artificial vagina.
  1.  ii) Name the parts labelled A and B (2mks)
  • A – warm water
  • B – collecting cap

 

 

LIVESTOCK PRODUCTION I

COMMON LIVESTOCK BREEDS

  1. two reasons for treating water for us on the farm
  • Remove chemical impurities
  • Remove foreign material
  • Remove disease earning organisms

Remove bad smell & taste

 

  1. four advantages of applying lime in clay soil
  • Lower soil acidity
  • Increase calcium content
  • Hastens decomposition of organic matter
  • Improve soil structure/ improve drainage
  • Facilitates availability and absorption of nitrogen and phosphorous
  • Improve legume nodulation and nitrogen fixation

Increase multiplication of micro- organisms

 

  1. four ways by which Re-afforestation help in land reclamation
  • Add organic matter from falling leaves
  • Recycles soil erosion
  • Control soil erosion
  • Improve drainage of swampy areas

Play part in hydrological cycle

 

  1. Distinguishing feature between Kenya white and California Kenya white is white all over the body, has pink eyes California white is white with black nose and eras; has black/ brown eyes

 

  1. Reasons why farmers keep livestock in Kenya
  • Source of food
  • Source of income
  • Cultural uses e.g. paying dowry, recreation
  • Provide source of power e.g. oxen

–    Provides raw material to the industries

 

  1. Ideal conformation features of beef cattle
  • Blocky/ square/ rectangular
  • Deep well flashed bodies
  • Short strong legs to support their heavy bodies

–    Compact body

 

  1. (i) Dual purpose cattle in Kenya.

– Sahiwal;

– Red Poll;

– Simmental;

(ii) Uses of Rotavator.

– Mixes trash and the soil;

– Cuts the furrow slices and harrows them; 92 in one pass).

– Break up large soil clods into smaller ones / performs 20 tillage;

– Cut the furrows slices / primary tillage;

 

  1. Large white is the pig with such characteristics

 

  1. Epistasis is s combination of genes which on their own could have been inferior on undesirable(1mk)

 

  1. (a) The role of livestock industry in Kenya’s economy
  • Provision of food; various livestock products such as milk, eggs, meat and honey are used as food
  • Source of labour: some livestock can be used to provide power for carrying out various activities e.g. oxen, donkeys and camels
  • Provides employment; Several people are employed in the livestock industry ether directly of indirectly e.g. those employed by KMC
  • Social cultural uses: depending on the culture of the society e.g. dowry, status, symbol e.t.c
  • Source of income when livestock and livestock products are sold either locally or internationally: income is earned whish is used for national development which is used for national development
  • Industrial development, various products are processed n industries which are taxable to raise income or national development

(stating any 5pts = 1mk x 5; Explanation each 1mk x 5pts =5mks          (10mks)

(b) The general characteristics of indigenous cattle

  • they have large thoracic humps for storing fat
  • they are tolerant to high temperatures
  • They are able to resist tropical diseases e.g East Coast fever
  • They have relatively long calving interval (beyond one year)
  • They have a slow growth rate and mature rate
  • They have smooth and short coat of hair
  • They have along and narrow head
  • they have a relatively short lactation period
  • they can walk for long distances without serious loss in condition
  • They are relatively small in size even when mature (1mk each for any 10pts = 10mks)

 

  1. (i) Dairy cattle

(ii) five characteristics that tells you that the animal belong to type name in (i) above?

  • Straight  top line
  • Large udder/well develop udder
  • Prominent milk vein
  • Large swell develop head  quarter
  • Triangular  shape
  • Large  stomach capacity (any 5×1=5mks)

(iii) three areas on the body of a cow where ticks are commonly found      (1½mk)

  • Base of ear/inside the  ears
  • Neck
  • Flanks
  • Tail switch/tail
  • Belly
  • Brisket/dew  lap (any 3x ½ =1 ½ mks)

 

  1. 4 dairy goats

– Saanen

– Jamnapari

– Anglo- Nubian

– Toggenburg

– British Alphine

 

  1. two distinguishing characteristics of Californian breed of rabbit
  • White body
  • Black ears /nose/paws/tail  (2x ½ =1mk)

 

  1. two common milk breed of goats reared in Kenya
  • British Saaren
  • The  Toggenburg
  • Anglo-Nubian
  • Jamnapari
  • The  British alpine ( ½ x2=1mks

 

  1. four dairy cattle breeds reared goats in Kenya.
  • Ayrshire
  • Friesian
  • Guernsey
  • Jersey   (4x ½ =2mks)

 

  1. Differentiate between breed of animal and type of animal. (2mk)
  • Breed-group of animals with similar characteristics and common origin.
  • Type –the purpose for which the animal is kept. (2x1mk = 2mks)    (mark as whole)

– smothers weeds

– Regulate soil temperature

– Conserve moisture

 

 

(LIVESTOCK HEALTH II

(LIVESTOCK PARASITES )

 

  1. – Use of caustic potash stick (potassium hydroxide)

– Use of dehorning collodion

 

  1. a)
  • Cause anaemia
  • Deprive the hoof animal of food
  • Cause injury and damage to animal tissue and organs
  • Transmit diseases
  • Cause irritation
  • Cause obstruction to internal organs
  1. b)
  • Human beings drop tapeworm segments/ progloltudes together with their faeces
  • Eggs are released from the segment. Once outside the human body
  • Eggs are picked by pigs when feeding
  • Eggs hatch into embryos in the intestine of pigs
  • The embryo penetrate the intestinal wall and enter into the blood stream
  • Embryo localize in the liver
  • Embryos are disturbed throughout the muscle where they become cyst/ bladder worms
  • Bladder worms get into human beings through eating under cooked pork/ bacon
  • Once inside the human intestines the cyst wall dissolves and the bladder worm attach themselves to the wall of intestines
  • Bladder warm develop into adult tape worm
  • Adult tape worm releases segments/ progloltides containing fertilized eggs with human faeces
  1. c)
  • Use prophylactic drugs/ deworms to kill the internal parasites
  • Keep animal houses clean and disinfected
  • Practice rotational grazing
  • Use of clean feeding and watery equipment
  • Use of latrines/ proper disposal of human faeces

Proper cooking of meat

  1. Functions of calcium in dairy cows.

– Milk and egg formation / production;

– Bones / skeleton / teeth formation;

– Blood clotting;

 

  1. Control measures of fleas.

– Keep clean animals sleeping places;

– Dust animal surroundings with appropriate insecticides;

– Cover with petroleum jelly to suffocate stick fast fleas;

 

  1. Control measures of fleas             *NYR*
  • Dusting with appropriate insecticide in the pen
  • Ensuring cleanliness in poultry house
  • Dusting of the birds with correct insecticide
  • Applying petroleum jelly on infected parts (1mk each for any 2 pts = 2mks)

 

  1. two reasons why drenching alone is not an effective method of controlling internal parasites
  • Cannot  kill  all  stages  of  parasites
  • Cannot kill  the  eggs (2x ½ =1mk)

 

  1. -Embryo

-Cyst/bladder worm (2x ½ =1mk)

 

  1. a) K-tapeworm M-liver fluke
  2. b) a-hooks     b-suckers

c-mouth          d-digestive glands

  1. c) i) Small intestine
  2.         ii) the liver
  3. d) Water snail (1×1=1mk)

 

  1. – External parasites effects

– Transmit diseases

– Causes anemia/ sucks blood

– Causes irritation/ discomfort

– Causes wounds on the skin that may predispose animal to secondary infection

– Loss of hair

 

  1. – Read the manufacturers instructions carefully
  • Mix the acaricide appropriately
  • Pour the chemical solution into the knapsack sprayer through the sieve/ stir up pump container
  • Restore in the animal
  • Spray along the back to loin
  • Spray the sides
  • Spray under the belly including the udder/ scrotum
  • Spray the rear/ hind quarters
  • Spray fore limbs
  • Spray the face, the eras last
  • Allow the animal to drain the chemical
  • Release the animal

 

  1. a) Feed conversion is 90Kg/360Kg = ¼  = 1 : 4                                                                          *MMS*
  2. Digestion in ruminant animal – 4 stomachs
  3. i) Rumen (A pauch)

– Stores food temporarily

– Fermentation of food

– contains bacteria, fungi, protozoa which breaks down cellulose

– Synthesis of amino acids from ammonia gas

– Synthesis of vitamin B complex

  1. ii) Reticulum (Honey comb)
  • Sieves and separates fine from coarse food particles
  • Retrains foreign and undigestible materials

iii) Omasum (Many plies or book)

  • Stores food temporarily
  • Grinds and sieve food particles
  • Absorption of water
  1. iv) Abomasum (True stomach)
  • Enzymetic digestion takes place

c)

  • Prevents rusting of surfaces
  • Reduces the rate of wear and tear of moving parts
  • Minimizes power loss due to friction
  • Acts as a cleaning agent
  • Reduces the heat created by the rubbing surfaces and acts as a seal between them

 

  1. Bush clearing to destroy breeding places

– Spraying breeding places with insecticides

– use fly traps with impregnated nets

– use stressing agents e.g. radio isotopes on male file sand then releasing them

 

  1. – Succulent

– Dry

 

  1. two common milk breed of goats reared in Kenya
  • British Saaren
  • The  Toggenburg
  • Anglo-Nubian
  • Jamnapari
  • The  British alpine ( ½ x2=1mks

 

  1. the element calcium and phosphorus important in the diet of young livestock?
  • For bone  formation  and development
  • For proper  teeth  development
  • For  increased  conversion  of feed
  • Increase livestock appetite  (  ½  x1=1mk)

 

16        two parasites of cattle which are also disease vectors

  • Ticks
  • Tsetse flies

Mosquitoes

 

  1. -training

-Giving incentives/motivation

-Farm mechanization

-Labour supervison

 

 

 

LIVESTOCK PRODUCTION II (NUTRITION)

  1. Production ration may be utilized by dairy goats in:
  • Milk formation
  • Growth

–     Foetal/embryo development

  1. Use Pearson’s square method to calculate how much of the feedstuffs a 150kg rations (5mks)

 

 

 

 

 

 

 

 

 

Maize bran = 12 x 150 = 90kg maize bran

20

Sunflower   8 x 150 = 60kg sunflower

20

 

  1.         i) Water (1mrk)
  • Transport  medium
  • For  metabolic processes
  • Regulates  body  temperature
  • Maintains  shell  shape
  • Component of livestock product
  • Lubricant of body joints (2x ½  = 1mk)
  1.  ii) Vitamin A (1mrk)
  • Bone formation
  • Prevents diseases / Increases disease resistance
  • Improves vision

Improves vigour/ for proper growth

 

  1. Rumen.

 

  1. i) A ration containing 18% protein is  to be  made  from  maize and sunflower cake. Given

that maize contains 7% protein, and sunflower seed cake 34% protein. Use Pearson square

methods to calculate the value of feedstuffs to be used to prepare 100kgs of the feed (3mks)

  1. ii) two other methods that can be used to formulate

feed ration

  • Linear programming
  • Trial and error

Graphical method.

 

  1. (a) The daily amount of food given to an animal/ the amount of food given to an animal

per day

 

 

(b) Quantity of maize = 12 x 200Kg

18   = 133.33kg

Quantity of cotton seed = 6 x 200

18    = 66.67kg

 

  1. Hormones

Antibiotics

Medicants

  • Qualities of roughages
  • Availability of the concentrates
  • Level of production
  • Physiological states of the animals
  • Quality of concentrates
  • Economic factors
  • Qualities of roughages
  • Availability of the concentrates
  • Level of production
  • Physiological states of the animals
  • Quality of concentrates
  • Economic factors

 

 

LIVESTOCK PRODUCTION III

(SELECTION AND BREEDING)

  • Steaming up of ewes to have milk to be suckled
  • Use of lambing pens
  • Ewes as made to recognize lambs after lambs
  • Blind folding ewes to activate maternal instinct
  • Attend/ treat inflamed udders/ painful
  • Pig 112 – 15 days

Rabbits 28 – 32 days

3          (i) Selection.

– It is the process of allowing certain animals to be the parents of the future generations while

culling  others;

(ii) Methods used in selection.

  • Mass selection;
  • Progeny testing;
  • Contemporary comparison;

 

  1. – Restless.

– Frequent urination.

– Swollen vulva.

– The doe throws itself on its side.

– She (does rubs herself against the wall or any other solid object.

– The doe tries to contact other rabbits in the next hutch by peeping through the cage walls.

 

  1. four meat breeds of rabbits
  • Flemish giant
  • California white
  • New Zealand white
  • Ear lop
  • chinchilla

 

  1. four reasons for cutting a breeding boar
  • Bareness/loss of Libido
  • Loss of sight, limb, cannot mate
  • Old age
  • Perpetual sickness/contract
  • Reproductive diseases
  • Aggressiveness/wildness

 

  1. – Mass
  • Progerry testing
  • Comparison

 

  1. (i) Heterosis- Increased vigour/ performance resulting from mating two superior unrelated Breeds

(ii) Epitasis- Is a combination of genes that individually could have been both undesirable

or inferior

  • Heat signs in rabbits (doe)
  • The doe throws itself on its sides
  • She rubs herself against walls or solid objects
  • Tries to contact other rabbits in the next hutch (peeping)
  • Restlessness
  • Swollen vulva
  • Frequent urination
  1. Gestation periods of :- Cow 270 – 285 days

Sow – 113 117 days

  1. Disadvantages of natural mating
  • A lot of semen is wasted
  • High chances of inbreeding
  • Large males can injure small females
  • Expensive to transport bull over long distance
  • May need extra pasture, extra cost

 

  1. a) the advantage of battery cage system of rearing layers
  • Higher  egg production due  to  less  energy wastage  by  birds
  • Accurate egg production records re kept
  • Cannibalism and egg  eating are  controlled
  • Eggs are clean
  • Allows for  mechanization
  • Birds  do not  contaminate food  and water
  • Makes handling  easy as birds  are restricted  within small areas
  • Discourages broodiness
  • Increases the sticking rate
  • Sick  birds can easily  be isolated
  • The  wire floor prevails re-infection on the parasites, worms  and coccidiosi
  • There  is no bully during feedings
  • There is low labour requirement (1×10=10mks)
  1. b) Outline ten factors considered when selecting dairy cattle for breeding
  • age-young animals  have  longer  productive live and are more productive and

Economical to keep than old animals

  • level of  performance-animals  with highest production level  be kept
  • health-consider  animals which are less susceptive to  disease
  • body  confirmation  go  for ones well people dairy characteristics
  • temperature/behaviour select only decline animals which  are easy to  handle mothering ability
  • adaptable under suitability  to  the environment
  • prolycacy  ability to give  built to  many  off springs at a time
  • physical defects
  • quality of products  (1×10=10mks)

 

 

 

 

 

 

  1. A type  of mating  where  the female of  low grade  is  mated  to a pure  bred sire of

superior  quality (1mk)

 

LIVESTOCK PRODUCTION IV

(LIVESTOCK MANAGMENT PRACTICES)

 

  1. Reasons of carrying out crutching in sheep.

– Facilitates easy mating;

– Minimizes blowfly infestation;

– Provides hygienic conditions at lambing time;

– Allows easy access to the teats by the lambs;

– Provides hygienic suckling conditions;

 

  1. Ways of performing closed castration.

– Use of elastrator and rubber ring;

– Use of the burdizzo;

 

  1. (a)
  • B – Should take place – Hooks, cheek, rump
  • V – Is done – Thigh muscles and the shoulders
  • BT – is taken – Anus
  • M – May occur – Udder and teats
  1. b) — Ears (ear lobes)

– Tail switch..

– Under the tail head.

– Both fore and head flanks.

– Between the hooves.

  1. c) 1 – Muzzle

2 – Poll

3 – Shoulder

4 – Heart girth

 

  1. (a) – The removal of the testicles in male livestock or stoppage of production of spermatozoa or

semen.

– It is the rendering of male reproductive organs non- functional.

(b) – To control breeding and inbreeding.

– To make animals, especially the bulls docile.

– To improve quality of meat by removing unpleasant smell especially in goats.

– To encourage faster growth rates of the castrated male animals.

– To control breeding diseases such as brucellosis, vaginitis trichonomiasis and others that area

transmitted through mating.

 

  1. (a) The management of a gilt from weaning to furrowing
  • Feed gilt on at least 3kg of sow and weaner meal daily/balanced diet
  • Provide clean drinking water
  • Control any external parasites by spraying with pestcides or washing
  • Treat the gilt next to the bear at the age 12months ready to be served/serve gilt at the right age.
  • Keep the pen clean by maintaining clean
  • Flush the gilt 3-4weeks before service by feeding high quality diet
  • Take the gilt to the boar’s pen for service and let it stay there for at least 12hours
  • Observe the return to heat, f any after three weeks, and repeat the services if necessary
  • Steaming up should start 1 ½ months before furrowing by giving 3-4kg of feed
  • 7-10days furrowing, the gilt should be washed
  • The gilt should be moved to disinfected pen/clean en
  • provide guard rails or furrowing crate in a furrowing pen
  • Provide a source of heat
  • Sow and weaner meal should be reduced three days before furrowing and fed with bran
  • Observe the signs furrowing and supervise the process of furrowing
  • Deworm the gilt 7-10days before furrowing
  • Weigh the gilt regularly
  • Keep proper records

 

(b) The preparation a poultry farmer should make before the arrival of day old chicks

  • Ensure the brooder is ready 2-3days before arrival of chicks
  • Brooder should be cleaned and disinfected to reduce risk of disease infection
  • Spreading litter on the floor to provide warmth
  • Provide a functional heat source e.g. electric bulb, lantern e.t.c
  • Provide adequate feeding equipment
  • Ensure adequate floor space considering the number of chicks
  • Ensure the chick mash is ready before chicks arrive
  • Provide wire guard
  • Make holes on the walls of brooder for ventilation
  • To identify mated ewes
  • To indicate active rams hence help in culling

Identify the sire of each lamb

  • Promote docility
  • Improve meat quality
  • Control breeding diseases
  • Control interbreeding/ control hereditary defects

Improve growth rate

  • Use of swarm net
  • Use of catcher box

Placing the hire in a strategic position  for bees to occupy

  • Control deficiency diseases
  • Impact resistance to diseases

Good physical appearance/ good coat cover

 

  1. two recommended methods of docking lambs
  • Use elastrator and  rubber ring
  • Sharp knife/scalpel (2x ½ =1mk)

 

  1. three disadvantages of inbreeding
  • Loss  of  hybrid vigour
  • May lead to decline fertility  leading to species extinction
  • May  bring about reduction in performance
  • Leads to high rate of prenatal mortality (any 3x ½ =1 ½ mks)

 

  1. four routine management practices that should be carried out on a lactating ewe
  • Inadequate  feeding  /balance diet
  • Spraying/dipping  to control external  parasite
  • Drenching/deworming  to   control internal  parasite
  • Provision of clean  water  ad-lib
  • Tugging
  • Avoid extensive movement
  • Provide mineral licks (any 4x ½ =2mks)
  1. the procedure which should be followed to castrate a three weeks old piglet using

surgical Method

  • Assemble  equipment and sterilize
  • Restrain the  animal to be castrated
  • Thoroughly  wash  hands before opening  up  animals  skin
  • Artery of  forces  is used to close up the open blood vessel to stop excess  bleeding
  • Cut the  skin of scrotum
  • Remove  the  two  tests  completely, leaving  on empty scrotal sac
  • Disinfect the wound
  • Animals  heals faster  since  its  castrated  when young (7×1@=7mks)

(b) (i) State five factors that should be considered when sitting a bee hive in a farm

  • Away  from  homestead, pastures and road
  • Sheltered/quiet place
  • Near  source  of water
  • Nearest to flowers producing ants
  • Safe from predators (5×1=5mks)

 

(ii) Describe the management practices that would ensure maximum harvest of fish from a fish

pond

  • Control stocking rate
  • Control  water pollution
  • Supply  enough  food to fish
  • Aerate  the  water/constant  in flow  and  out flow of  water
  • Maintain appropriate depth of water
  • Control predators
  • Harvest fish art  correct  maturity stage
  • Fertilize  the pond/adequate  water  plants

 

 

  1. three types of bees found in a bee colony
  • The queen
  • The drown
  • The workers
  1. List three methods of castrating farm
  • Closed method-use buidizzer
  • Open method-use surgical method
  • Caponization-use  hormones

 

  1. the routine management practices of piglets from the 1st day to the 8th week
  • Placenta  disposal
  • Umbilical cord  cutting  with sharp and sterilized scalpel
  • Disinfecting  the umbilical  cord with iodine solution
  • Extracting needles teeth/teeth clipping/di-tusking
  • Keeping  piglets in  warm creep area
  • Weighing   the  piglets 24hrs  after birth
  • Feeding the piglets on colostrums
  • Iron supplementation through the intra-muscular injection/paste
  • Vaccination against diseases
  • Feed  the piglets with creep  feeds
  • Water provision  at adlibitum
  • Nose ringing
  • Putting if identification  marks e.g. ear notching
  • Deworming /drenching with antihelminthes
  • Tail  cutting of the  piglet
  • Castration of the male piglet
  • Ensure that  they are breathing
  • Assist  the weak piglets  to suckle
  • Changing  the beddings regularly
  • Removing dead piglets from the pen
  • Providing furrowing crate  to avoid crushing  of  piglets
  • Raised pers with slatted floor
  • Permanent calf pen with concrete floor
  • Movable calf pen
  • Temporary calf pen
  1. Poor nutrition – infertility

Poor timing of service

  1. three advantages of hoof trimming in sheep production
  • Facilitate easy movement
  • Control foot rot disease
  • Prevents the ram  from injuring the ewe during mating ( ½ x3=1 ½ mks)
  1. State four factors considered when citing an apiary in the farm
  • Availability  of water
  • Availability  of flowers
  • A sheltered  place
  • An area free from noise/disturbance
  • Away  from lime stead and grazing grounds
  • Well drained area (2×2=4mks)

 

  1. three methods of stocking a beehive with honey bee
  • Use  swarm nets
  • Use of a catcher box
  • Use of  an  empty  hive  ( ½ x3=1  ½ mks)

 

  1. three common methods of extracting honey from the combs
  • Use of  heat
  • Crushing  and straining

Centrifugal extractor

  1. a) i)
  2. ii) before wearing/3-7 weeks of age/21-56 days/1 month-22months)

iii) -to determine  growth rate  i.e. weight gain

  • -facilitate  administration of drugs  e.g. drenching
  • -for feeding i.e.  to  know  the  amount  of feed to give
  • -to determine the service/breeding time  (1×3=3mks)

 

  1. b) i) B-entrance

C-top bar/bar

D-top  cover/lid(1×3=3mks)

  1. ii) by applying bees wax/honey/molasses on the sides or top  of the  hive/  jaggery/sheep

sorrel/salvial/sugar syrup

(Accept concentrated sugar solution-reject-sugar solution)  (1×1=1mk)

iii) Outline the procedure of opening the hive to harvest honey

smoke  the  hive  through  the entrance using  a  smoker then light the hid  to  remove  the  top  bar(the  order must be  considered)  (1×2=2mks)

 

  1. a) i) E-key hole saw/compass saw

F-wood chisel

G-cold/metal chisel

H-plumb bob  (1/2×4=2mks)

  1. ii) E-to cut  or make key holes

F-cutting timber

G-cutting  metal

H-checking  whether a  tall wall is vertical  (1/2×4=2mks)

iii)  wooden hammer/mallet(1mk)

b))i) open castration/surgical castration  (1mk)

  1. ii) procedure you would follow when carrying out the practice named in( i) above in piglets
  • restrain  the  piglets
  • sterilize the  blade
  • disinfect the secretal sac
  • slit  the secretal sac  to  expose  the testicle
  • locate  and  hold  the  sperm duct
  • cut  the  sperm  dust  by scrapping  with the slide
  • sew up  the wound
  • sterilize/disinfect  the wound
  • release the animal(piglet)  (1/2×6=3mks)
  1. four advantages of  age  grouping farm animals as a management  practice
    • Avoids bullying among the animals
  • Facilitate feeding /adequate and economic use  of feed
  • Facilitate  the administration of  drugs e.g. drenching
  • Easy keeping  of management records
  • Facilitate  breeding/cutting  of livestock  (2×4=8mks)
  1. b) four major cause of lamb mortality from birth to weaning
  • chilling
  • scours
  • internal parasitic infertation
  • loss of  mother/lack of foster  parents
  • inadequate mothers  milk/malnutrition
  • crushing  by t he  mother (1×4=4mks)

 

  1. c) i)cause-bacteria/brucella abortus brucells
  2. ii) Transmission-sexually transmitted/it is a breeding diseases

iiI) Symptoms

  • abortion/premature  birth
  • yellowish  slimy  and odourless discharge through  the vulva
  • retained afterbirth/placenta
  • the cow  may become  barren  (1×4=4mks)
  1. iv) Control measures
  • vaccination
  • use of healthy semen/bull/Al
  • cull/destroy  affected cattle
  • proper  disposal of foetus  and carcass (1×2=2mks)

 

  1. Reasons for castrating animals when young
  • Less pain
  • Quick healing

–    Little loss of blood

 

 

  1. a) Reasons for dehorning farm animals
  • Reduce space occupied by animal
  • Making handling easier
  • To reduce destruction of farm structures
  • To make them
  • To reduce risk, injury to farmer and other animals 2x ½ = 1 mark
  1. b) Methods of dehorning livestock
  • Use of caustic potash stick (Potassium hydroxide)
  • Use of dehorning iron
  • Use of dehorning saw or wire
  • Use of rubber ring and elastrator

–     Use of dehorning collation

  1. a)Is the giving of high quality seeds to a gestating animal towards end gestation period
  2. b) Reasons for steaming up
  • Increase milk yield after farming
  • Help build up body reserves for lactation
  • Ensure rapid growth and development foetus

–     Ensure healthy and string young at birth

 

  1. four management practices that should be carried on a fish pond in order to obtain maximum

Fish production.(2mrk)

  • Control predators.
  • Control Water pollution.
  • Maintain appropriate water level.
  • Maintain correct stocking rate.
  • Supply adequate food. (4x ½  =2mks

 

  1. four factors considered when formulating livestock ration. (2mk)
  • Body weight / size
  • Available feeds
  • Cost of feeds
  • Nutrient composition of feeds available.
  • Ingredients required in the ratio.
  • Animals level of production.
  • Age / stage of growth.

Type of production.

 

  1. four conditions that necessitate the handling of farm animals. (2mk)
  • During treatment
  • When spraying or hand dressing
  • When milking
  • When performing some management practices e.g. dehorning

When inspecting animals for any signs of a disease

 

  1. – Large animals e.g. buffaloes

– man activities e.g. farming

– root pressure of plants

– burrowing animals e.g. moles, termites

 

  1. (a) – Random/zigzag soil sampling-Arrow roots

(b) -Old manure heaps

– Ant hills

– Dead furrows

– Rice

– Fence lines

– Cattle bomas

 

 

FARM STRUCTURES

  • Steel is expensive
  • Require high skilled labour
  • Heavy and difficult to transport
  • Rusts easily

Low workability

  • To prevent termites from rising up to the wall
  • To reduce moisture rising up the wall
  1. A group of calves kept according to age

 

  1. a) Procedure in construction of a barbed wire fence
  • Slash/ clear vegetation around fence line 2 m wide
  • Measure and mark spots for holes using pegs
  • Dig holes 60cm – 90cm deep depending areas where the poles are to be placed
  • Assemble poles and other requirement materials
  • Drop pole and struts at respective points
  • Prepare concrete mixture
  • Erect poles in pole holes
  • Align the poles and put concrete using spade or soil
  • Compact the concrete in holes
  • Allow to settle for a few days while curing
  • Put barbed wire around using appropriate tools
  • Tighten the wire using wire strainer
  • Mail barbed wire using fencing staple at required distance
  • Put droppers along the fence as required             12×1=12 mks
  1. b) Wood preservatives
  • Creosote
  • Old engine oil
  • Paint/ far/ tanesc
  • Copper sulphate
  • Sodium dichromate
  • Arsenic pentoxide
  • Pentachloroplenol
  • Triputyl tin oxide             4×1=4 mks
  1. c) Choice of farm building materials
  • Cost of materials
  • Availability/ strength of the material
  • Workability

Type of enterprise

 

  1. (i) Factors considered when sitting a fish pond.

– Reliable source of water/ water source;

– Soil type / poorly drained clay soil the best;

– Topography / gently sloping;

– Security/ be secure from thieves / predators;

– Water quality / free of pollutants;

– Machine milking;

(ii) Features of a laying nest.

  • Dimly lit; dark;
  • Spacious / large enough to accommodate bird comfortably;
  • Dry clean beddings;
  • Have lockable doors;
  • Kept in secluded parts of the house;
  • Have slanting roofs to prevent birds from perching on;
  1. Uses of footbath in cattle dip.

– To wash the foot off mud;

– Contains chemicals for controlling foot rot; CUSO4 (blue vitriol/ formalin solution;)

  1. (a) – A green house is a farm structure made up of glass or translucent material as wall and

roof to  enhance and achieve optimum condition for valuable horticultural crop production.

(b) Material used in green house construction.

– Galvanizing iron.

– Aluminium or wooden frame.

– Glass or clear polythene sheet.

– Fibre glass or reinforced panels.

(c) Maintenance practices on green house.

– Dirty polythene sheet should be clear.

– Blocked systems should be repaired and cleared.

– Torn polythene material should be replaced.

– Should be fenced for security.

(d)  Importance of maintaining farm structures.

– Last longer/ enhance durability.

– Reduce replacement cost.

– Protect livestock from predator.

– Prevent straying animals.

– To prevent diseases brought by cold winds.

– Make them effective in their use.

 

  1. Disadvantages of barbed wire fence in paddocking:-
  • Can remove wool from sheep
  • Barbs can injure the animals

–    Smaller animals can pass through if the wire strands are widely spread

 

  1. (a)       A .Inlet

B – Spillway/ overflow.

C –  Drain pipe/outlet             (1 ½ mk each = 1 ½  mks)

(b) The most appropriate part for feeding is part X  (1mk)

(c) Two reasons why the floor of the pond should be covered with lime

  • Facilitate the work of fertilizer in the pond
  • Maintain PH of pond water            ( ½  mk each 2pts = 1mk)

(d) Why should part marked B be screened?

  • Prevent escape of fish
  • Prevent entry f foreign /unwanted organisms ( ½ x 1pt = ½mk)

(e) three maintenance practices carried out on the structure

  • Removing weeds
  • Unblocking inlet and outlets
  • Maintaining same water level
  • repairing leakages on walls, floor e.t.c

–    Draining of water during harvesting

 

  1. (a)Stille ( ½ mk x 1pt =  ½ mk)

(b) A pass allows only human passage while gate allows for both human and livestock in and

out of the farm      ( ½mk mark as a whole)

(c) One type of live fence

  • Electric

–    Hedges

 

  1. four requirements of a good maize store
  • Leak proof
  • Rat proof
  • Properly ventilated
  • Easy to clean
  • Raised off the ground properly drained
  • easy to load and unload/spacious (any 4x ½ =2mks)

 

  1. three factors that determine the depth and size of foundation in a farm building
  • Function  of  building
  • Soil type
  • Soil  depth
  • Drainage of area (any 3x ½ =1 ½ mks)

 

  1. (a) the uses of various hand tools in the construction of a poultry house
  • Jembe- levelling the  ground
  • Spade-scooping soil
  • Tape-measuring distance
  • Wheel barrow-carrying small load
  • Spirit level-checking whether surface  is vertical or  horizontal
  • Rip-saw/tenor saw-cutting  timber
  • Hand drill/bit brace-boring in  wood
  • Claw hammer-driving  in/hitting and removing nails
  • G-clamp-holding  objects /wood  when  joining
  • Tin-snip-cutting  iron  sheet
  • Chisel
  • Mallet (any 10×1=10mks)

(b) the procedure of erecting wooden rail fence(7mks)

  • Locate  the area  to  be fenced off
  • Determine the amount of  material  needed
  • Treat  the  post
  • Clear the area
  • Measure  the  distance  3-4m  apart and  place  pegs
  • Dig  holes  up to 60cm deep
  • Put fencing  post  in hole and  reinforce with  concrete
  • Place 3-4 horizontal rails
  • Space at  about 125mm,175mm, 225mm  and 275mm from  ground
  • Fixed  them  onto  post using nail (10x1pt=10mks)

(c) factors considered when choosing the construction materials for farm building

  • Purpose  of building determine  strength and durability of material
  • Availability of capital; depends  on  ability to purchase
  • Aesthetic aspect:-determine by economic status of farmers
  • Availability of material: easily obtained
  • Durability: good quality .not be  repaired  often
  • Resistant to extreme weather  condition
  • Safely  of  farm animals and farmer:- not have side  effects/workability
  • Suitability of the  material.(any5pointsx2mks=10mks)

 

 

  1. – Have adequate space

– single housing ( 1caf per pen)

– Properly lit

– Have proper drainage

-Well ventilated

– Drought free

 

  1. – Demarcates boundaries of farms

– Prevents intruders, wild animals, thieves in the farms

– Facilitate mixed farming

– Enhance paddocking of farm for effective rotational grazing

– Control unnecessary movement in the farm

– Control inbreeding

– Isolate sick animal

 

  1. (a) (i) A – Wall plate/team beam/lintel

B – Damp proof coarse

C- Hard core

(ii) – Prevents termite invasion

– Prevents water capillarity /dampness

(b) (i) 1 bag of cement

3 parts/wheel barrows of sand

5 parts /wheel barrows of ballasts or gravel

(ii) Sand

3 parts of sand = 24m3

1 bag = 1×24 = 8m3

3

ballast

parts = 24m3

5 parts = 5×24 = 40m3 (½mk)

3

  1. (a) Maintenance of the fish pond

– Protection of the pond – regularly check pond walls, plant grass on the walls to help control soil erosion

– Pond bottom repair- check water seepage problems regularly, It can be done introducing an even layer of clay to seal off the bottom of pond properly

– Removal of weeds; -regularly remove all weeds that grow on the walls and around the ponds

– Maintenance of appropriate water level: Maintain the same level of water in the pond by use of inlet and outlets

– Inspection of pond: – Regularly check for cracks in the walls and seal immediately

– Cleaning the pond- once n a while to drain out the pond water, remove all stones, silt or roots that may have settled at the pond bottom, lime the water before refilling it with water

– removal of organic materials – any vegetative matter or food remains should be removed as soon as they are noticed to ensure they do not start decomposing

– Repair fence around the pond- In case of worn out posts, repair/replace immediately

(b) Ways of controlling of fish predators in a fish pond

– Put a strong wire fence around the pond

– Provide a wire screen above the pond to guard against prevatory birds

– A sire screen is put in the inlet, outlet and in the spillway

– Scare away in the binds as necessary

– occasionally drain the ponds to kill all unwanted predatora in the pond bottom

 

  1. four reasons of treating timber before roofing farm buildings
  • Prevent attack from insects
  • Prevent attack from fungi (rotting)
  • Resist weather condition:-extreme temperature
  • Resist water penetration
  • To harden woo-make it durable and more strong
  • To avoid warping

 

  1. four uses of crushing in the farm
  • Spraying livestock  against external parasites
  • Identifying animals by use  of  such   methods as branding ,ear-tagging and ear notching
  • Vaccination
  • Administering prophylactic drugs to the animals
  • Treating sick animals
  • Dehorning
  • Pregnancy test
  • Artificial insemination
  • Taking  body temperature
  • Hoof trimming
  • Milking

 

  1. a) A fence is a structure that encloses a designated area and forms a physical barrier for

animals and human

  1. b) List various types of fences
  • live  fence
  • electric  fence
  • barbed wire fence
  • chicken wire  fence
  • wooden fence
  • pole and rail fence
  • plain  wire  fence
  • trench fence
  • wall  fence
  1. c) Describe advantages of fences
  • keep off intruders/thieves
  • prevent  damage of crops  by  animals
  • control grazing in paddocks
  • control breeding by separating male and female
  • acts as wind break
  • control pests and disease by controlling  wild animals
  • add aesthetic value
  • provide livestock feed or human fruits  or firewood
  • add value  to the farm
  • provide security to the  house stead and farm animas
  • they form perimeter fence along the boundary to demarcate farm land from the  neighbours
  • used to isolate sick animals from the rest of the herd  to prevent spread of diseases
  • separate crop field from pasture facilitating mixed farming

 

  1. i) E – rafter         F- Struct

G- Eaves                     H- Wall plate

  1. ii) E (Rafter) – To provide support for the roofing materials

F (Strut) – To support the rafter/ holding the weight of the roof

G (Eaves) – Prevent rain from falling on the wall

H- (wall plate)- To support the roof

iii) Chemicals for treating timber

  • Tar
  • Sodium dichromate
  • Copper sulphate
  • Arsenic pentoxide
  • Old engine oil
  • Pentachlorophenox
  • Tributyl tin oxide
  • Creosote
  • Paint

 

  1. i) K- Spill way (reject over flow pipe)

L- Drainage channel

  1. ii) M is deeper to provide breeding place for the fish

iii) Maintenance of the pond

  • Cleaning the pond by removing all foreign materials
  • Repairing the dyke (bunds)
  • Maintain good level of water
  • Control predators
  • Weed control around the pond
  • Plant grass on dykes to prevent erosion
  • Remove the silt if accumulated
  • Regular pond fertilization
  • Apply lime before refilling

 

  1. a) Siting a fish pond
  2. i) Soil type- clay soil is the best
  3. ii) Topography – requires gentle slope not Lilly and flat

iii) Source of water – near reliable source

  1. iv) Marketing centre should be close
  2. v) Accessibility from the homestead
  3. vi) Security – protected against predators

vii) far from natural source of fish

b)

  • General farm hygiene, cleanliness of houses, equipment proper carcass disposal by burning/ burying/
  • Disinfection to destroy pathogens e.g. Anthrax and calf diseases
  • Isolation of sick animals – separated from healthy ones to avoid spread of diseases e.g. foot mouth
  • Drenching/ deworming to control internal parasites e.g. tapeworms and roundworms
  • Treatment of the sick animal – to prevent spread of diseases
  • Vaccination to create resistance to diseases on regular basis e.g. foot and mouth, anthrax, new castle
  • Control vectors – to avoid disease transmission e.g. ECF, nagana/ specific method
  • Prophylactic approach/ use of drugs to avoid injection e.g dry cow therapy against mastitis
  • Trypanocidal drugs to control trypanosomiasis
  • Proper breeding to control breeding diseases e.g. brucellosis
  • Proper feeding to prevent nutritional disorders e.g. milk fever, anaemia
  • Slaughtering/ killing – to prevent spread of contagious diseases e.g. anthrax
  • Quarantine – to avoid spread of diseases
  • – prevent introduction of diseases
  • Proper housing to avoid predisposing the animal to diseases e.g. ventilation, spacing
  • Foot trimming to minimize occurrence foot rot

 

 

 

  1. four factors which influence the selection of materials for constructing a diary shed
  • Kind of dairy shed i.e.  permanent  or  temporary
  • Availability of  materials
  • Cost of  materials
  • Environment conditions of climate and soil type
  • Durability of materials a
  • Availability of killed labour for  construction
  • Capital available  (1/2×4=2mks)

 

  1. a)
2
  1. i) On the diagram a provided below, draw the mark to indicate a pig number 147,

using the procedure of ear-notching in diagram above

ii)the recommended stage of growth in pigs at which the ear-notching should be carried out?

  • before  wearing/3-7 weeks of age/21-56 days/1 month-22months)

iii) State any three reasons why weight is an important routine management practice in pig production

  • to determine  growth rate  i.e. weight gain
  • facilitate  administration of drugs  e.g. drenching
  • for feeding i.e.  to  know  the  amount  of feed to give
  • to determine the service/breeding time  (1×3=3mks)

 

  1. b) i) B-entrance

C-top bar/bar

D-top  cover/lid(1×3=3mks)

 

  1. ii) by applying bees wax/honey/molasses on the  sides or top  of the  hive/ jaggery/sheep

sorrel/salvial/sugar syrup

(Accept concentrated sugar solution-reject-sugar solution)  (1×1=1mk)

iii) Outline the procedure of opening the hive to harvest honey

smoke  the  hive  through  the entrance using  a  smoker then light the hid  to  remove  the  top  bar(the  order must be  considered)  (1×2=2mks)

 

  1. a) State five  maintenance practice of a  mould board plough
  • Lubricate  the moving pests
  • Sharpen blunt  share
  • Tighten bolts and   nuts
  • Clean  the  plough after  use
  • Coat  the unpainted  parts with old engine oil before any storage
  • Replace worn out parts (1×5=5mks)
  1.  b) Explain five structural   and functional differences between the petrol and diesel engines
Petrol engine Diesel engine
i)has a carburetor

ii)fuel and air mixed in the carburetor

iii)fuel ignited by an electric spark

 

iv)produces little smoke

v)is  light  in weight

i)Has  an  injector pump

ii)Fuel and air  mixed  within  the cylinder

iii)fuel ignited by  compression of air and  fuel

mixture  in the cylinder

iv)produces  a lot of  smoke

v)relatively  heavy

 

  1.  c) List five uses of farm fences
  • keep of wild  life ,predation and  intruders
  • demarcates boundaries
  • separate crop field from pasture land
  • divide pasture land into  paddock
  • control  movement of  animals and people within  the farm and  prevent formation of unnecessary pests
  • control disease  and parasites helps in isolate  sick animals
  • helps in  controlling breeding
  • provide security
  • act as  wind break  (1×5=5mks)

 

  1. Uses of farm buildings
  • Protect the farm animals from predators
  • Provide shelter to the farmer and livestock
  • Used to store farm produce and valuable inputs
  • Controls livestock diseases and parasites

–     Enhances efficiencies in farm planning, budgeting and production

 

  1. Structural requirements for proper housing
  • Well ventilation
  • Free from cold/ draught
  • Adequate space
  • Proper drainage
  • Leak proof roof
  • Well lighting
  • Easy to clean/ concrete floor

 

  1. a) – roof
  2. b) P- purklin                    Q- Rafter

R- Cross tie                 S- Gutter

  1. c) P- Support roofing material/ iron sheet

Q – Collect water and safely directs it away from building

 

  1. a) Honey
  2. b) Crushing and straining
  3. c) Procedure of harvesting the named product
  • Wear protective clothes
  • Approach hive quietly from behind
  • Blow smoke around hive then through entrance
  • Lower hive
  • Remove lid/ cover
  • Lift top bars and brush off with bees
  • Cut honey combs with honey leaving 3cm of wax
  • Put combs in container
  • Place back bars
  • Put lid
  • Return hive in position
  1. d) Factors that affect quality of product harvested
  • Type of plant from which nectar is obtained
  • Maturity stage
  • Method of harvesting
  • Method of processing
  1. i)Docking
  2. ii) Reasons for carrying out the operation
  • Avoid incidences of blowfly
  • Make mating easy
  • Even distribution of fat in body
  • Avoid dirtifying wool

iii) Age of operation

  • within two weeks from lambing
  1. iv) Methods used for operation
  • use of rubber ring and elastrator
  • cutting with sterilized docking knife
  • use of burdizzo
  • use of hot iron bar
  1. v) Routine management practice carried out on part B

– hoof trimming

 

  1. a) Five parts of plunge dip
    1. Holding yard- Hold animal before dipping
    2. Foot bath- Wash animal feet off dung, mud

-Prevent foot rot/ contain copper sulphur,

  • Jump- Narrow entrance allow single animal easily to jump in dip wash
  1. Draining race- Animal held while dip wash drain back in dip tank
  2. Drying yard- Animals need to dry before allowed to pasture, avoid contamination
  3. Silt trap-raps mad, dung before dip wash flow back to dip tank, prevent siltation of dip tank
  • Shelter-Prevent evaporation

-Prevent dilution of dip wash with rains

  1. b) Six uses of live fences
  • Thorn species prevent wild animals and other invaders into the farm
  • Tall varieties act as wind breakers
  • Add aesthetic value to the homestead
  • Roots holds soil firmly controlling soil erosion
  • Species such as lantana canara can be used to feed livestock
  • Provide shade to livestock and man
  • Trimmed branches can be used as organic manure, wood fuel
  • Some species have medicinal value       1×6=6 marks

 

  1. c) Four factors that influence power output of drought animal
  2. i) Training- Proper training of oxen will plough better and faster than untrained animal
  3. ii) Feeding- Well fed animals work better than poorly fed animals

iii) Rest-Animals given enough rest work better than those that are not

  1. iv) Honestly-Animals housed are protected from harsh condition e.g. cold thus work better
  2. v) Disease control- Animals treated when sick, vaccinated, sprayed/ dipped against

external parasites/ dewormed against internal parasites are more efficient

  1. vi) Age of animals- Young and very old animals give low output than averagely aged

 

 

 

LIVESTOCK HEALTH III

(LIVESTOCK DISEASES)

  1. -Mastitis

– Milk fever

  1. Pre-disposing factors of foot rot.

– Overgrown / untrimmed hooves;

– Tick infestation between hooves;

– Muddy / filthy living / grazing areas;

– Presence of sharp objects e.g. stones;

  1. (i) Causative agents of Brucellosis.

Brucella abort – Cattle

Brucella suis  – Pigs

Brucella malitensis – sheep and goats;                                                                   (½ x 1 = ½ mk)

(ii) Symptoms of contagious abortions.

  • Retained after birth;
  • Sterility in cows;
  • Spontaneous abortion;
  • Yellowish – brown, slimy discharge, odourless discharge from the vulva after abortion;

 

(iii) Methods of controlling contagious abortion.

  • Use of artificial insemination (A.I).
  • Vaccination against the disease in young animals;
  • Avoid contact with the aborted fetus;
  • Blood tests of all breeding animals before mating;

Cull, slaughter infected animals;

 

  1. A vaccine is an active disease pathogen reduced in strength /virulence or killed and is

introduced into an animals body to induce immunity

 

  1. (a) Discuss black quarter under control predators under the following sub-headings:-

(i) animal affected-cattle, sheep, goats

(ii) casual organism-clostridium chauvei

(iii) Symptoms of disease      (5mks)

  • Rise in body temperature
  • Lameness  and  swelling of  upper part  of  limbs,  making animals  lie on side
  • Swollen  shoulders  on either side of  body, chest or  back,  formation of gas under skin
  • Difficulties in breathing
  • Muscle appear black and spongy
  • Grunting and grinding of teeth
  • Failure to  chew cud
  • On  exposure  to air, muscle of  body rapidly  darken

(iv) control measures (3mks)

  • Annual vaccination  using  black  quarter  vaccine
  • Burning  of   carcass
  • Carcass  should not be  skinned or  opened
  • Cleaning  and treating  of  all wounds  with antiseptics (any 3×1=3mks)

(b) (i) Explain four measures used to control liver flukes    (4mks)

  • Controlling liver flukes
  • Draining  swampy  areas
  • Avoid grazing animals in swamps  area
  • Burning heavily infested pastures
  • Apply  chemicals (copper  sulphate) to kill snails
  • Remove and  kill snails
  • Fencing  off swampy area (any 4×1=4mks)

(ii) Name an intermediate host of liver fluke

Water  snail (limnea sp.)

(c) Explain the following terms as used in livestock production

(i) Embryo transfer

  • Method  of breeding  which involve  removal of ova  from a  superior animal, fertilize externally   in a test tube  then transfer to a foster mother which carry pregnancy to term

(ii) Artificial insemination

  • Introduction of semen  in to the females reproductive system by  use of a tube

(iii) Line breeding

  • Is mating  of distantly related animals but  within the same breed

(iv) Cross breeding

  • Mating  of animals  belonging  to  different breeds e.g. fresian bull and  jersey cow

(v) Up-grading

  • Is   the  mating  of high grade  bull/sire  to a low  grade cow/dam (05×1=5mks)

 

 

  1. – Overgrown hooves

– Presence of sharp objects/stores

– Muddy living/grazing areas

– Living infestation between hooves

  1. (a) (i) Coccidia

(ii) Poultry, calves, young rabbits, kids, lambs

(iii) -Diarrhea

– Dysentery in the dung

– Euraciation

– Ruffled feathers

– Birds become dull with dropping wings

– sudden death in birds, rabbits and kids

(iv) Drugs such as coccidiostats mixed with food or water

– Isolation of infected animals

– Avoid filthy, unhygienic animal surroundings

– Avoid common dunking points for livestock from different farms

– Avoid overcrowding in poultry houses

(b) (i) – Able to kill ticks

– Harmless to both human beings and livestock

– stable – remains effective even after contamination by dung, mud or hair

(ii) – Spraying animals

  • dipping – involves immersing the animal into the acaricide or wetting the animal by the acaricide

– Hand dressing – involves smearing pyegrene on areas not likely to be reached by the acaricide

e.g. in the ears

  1. four ways of controlling coccidiosis in the farm
  • Avoid overcrowding in poultry
  • Provision of coccidiostat in feeds and water
  • Use of portable calf pen
  • Practicing proper hygiene
  1. four predisposing factors of scour in calves
  • Unhygienic  condition in the house of the young ones
  • Feeding  the calves on cold milk
  • Lack of colostrums and
  • Feeding at irregular intervals
  1. four notifiable diseases of livestock
  • Rinderpest
  • Foot and mouth
  • Anthrax
  • Rift valley fever
  • New  castle  disease: mud cow disease
  1. New castle, fowl pox, fowl typhoid, gumboro, marek – injections, pursaa disease
  • Signs of anthrax in carcasses
  • Blood does not clot
  • No rigormatics after death
  • Stomach swells/ bloat
  • Darkened blood oozes out through the natural opening
  1. Differentiate
  • Active immunity – animal producing antibodies
  • Acquired/ passive immunity – external source of immunity
  • Fuel system
  • Electrical system
  • Cooling
  • Lubrication
  • Transmission
  • Ignition
  • Hydraulic

 

  1. 2 adjustment on mould board plough
  • Adjust the plough depth
  • Front furrow depth
  • Lowering/ raising ploughing pitch
  • Front furrow width

 

  1. a) Disc plough reject disc alone
  2. b) X – Disc scrapper

Y-  Rear wheel/ furrow wheel

Z – Disc

  1. c) – Replace broken discs
  • Clean plough after use reject wash plough
  • Lubricate hubs and furrow wheel bearing/ moving parts reject movable parts
  • Lighten loose nuts and bolts
  • Store in a cool dry place
  • Apply old engine oil to prevent rusting during long storage/ paint implement
  1. Causes of ruminal tympany (Bloat)
  • Obstruction of esophagus due to bulky food e.g. potatoes
  • Abnormal pressure exerted on esophagus by swelling in wall of chest

Indigestion due to eating poisonous herbs, soft young green foliage

 

  1. a) Symptoms of milk fever
  • Muscular twitching
  • Staggering
  • Animal lies down on its side most of the time
  • Animals lies on sternum with rock twisted on one side
  • General paralysis
  • Breathing becomes slow and weak 4x ½ =2 marks
  1. b) Control measures of milk fever
  • Feed animal o diet rich in calcium
  • Give intramuscular injection of calcium 2-3 days before cavity
  • Partial milking

–     Cull susceptible animal

 

  1. East coast fever (ECF)
  2. i) cattle 1×1=1 mark
  3. ii) Theirelia parva Reject if not underlined, spellings are wrong

iii)

  • Fever/ high temperature
  • Salivation
  • Lachrimentim/ tears from eyes
  • Difficult in breathing
  • Haemorrhages in vulva/ mouth
  • Coughing
  • Sight impairment                              6×1=6 marks

iv)

  • Regular spraying/ dipping/ hand dressing with acaricide
  • Fencing/ rotational grazing
  • Treatment using appropriate drugs       2×1=2 marks
  1. b) Ten measures used to control livestock diseases
  2. i) Proper breeding and selection

– Animals fed on balanced ration adequate in quantity and quality are strong and able to resist    diseases

  1. ii) Proper breeding and selection

– Animals selected that are free from diseases or resistant to diseases will prevent transmission of diseases

 

iii) Proper housing and hygiene’s

– Animals houses should be built to meet construction requirement e.g. ventilation, space, drainage, leak proof, lighting and will prevent and protect animals from contracting diseases

  1. iv) Isolation of sick animals

– Is separation and confinement of animals from health ones while undergoing treatment, this prevents spread of the diseases

  1. v) Imposition of quarantine

– Is restriction of movement of animals and their products from and into affected areas, thus prevents spreads of diseases

  1. vi) Prophylactic measure and treatment

– Involves use of drugs before disease attack to prevent occurrence e.g. use of coccidiostat to control coccichosis, drenching to prevent anti helminites

– Also involve vaccination, spraying with appropriate acaricize and treatment to restore good health

vii) Slaughtering affected animla

– Highly infection and contagious diseases e.g. rinderpest, new cattle foot and mouth animals should be slaughtered and carcasses will dispose to prevent spread

viii) Use of antiseptics and disinfectants

– Applied on skin to kill germs or clean livestock to maintain hygiene

  • Vaginitis.
  • Brucellosis.
  • Trichomaniasis.
  • Vaginitis.
  • Brucellosis.
  • Trichomaniasis.
  • Leptospirosis. (2x ½  = 1mk)

 

  1. (a) injection             (b)oral

 

 

LIVESTOCK PRODUCTION V

(POULTRY)

  1. One bird occupies 0.27m2                    

Area available 9m x 3m= 27m2

1 bird        0.27m2

?          27m2

= 27m2    = 100 birds        1×2=2mis

0.27m2

 

  1. Functions of isthmus.

– Shell membranes formed/ determines shape of egg;

– Water mineral salts and vitamins added;

 

  1. Features of a laying nest.
  • Dimly lit; dark;
  • Spacious / large enough to accommodate bird comfortably;
  • Dry clean beddings;
  • Have lockable doors;
  • Kept in secluded parts of the house;
  • Have slanting roofs to prevent birds from perching on;

Have an appropriate height from floor;

 

  1. Qualities of marketable eggs.
  • Smooth texture;
  • Right shape, colour, size and weight;
  • Right shell hardness;

Clean and fresh;

 

  1. (a)           A – Too high temperature

B- draught C chilliness from left side

C – Inadequate heat supply /low temperatures          ( ½ x 3 = 1 ½ mk)

(b) Explain why the brooder guard is rounded as shown in the diagram

To avoid overcrowding in the corners which can lead the suffocation and death

 

  1. – Fertilized

– Medium size (55-60gm)

– oval shaped

– free form abnormalities e.g. double yolk/ blood spots

– Be freshly collected (not more than 1 week)

– Have smooth shells

– Be free from cracks in the shells

– Be clean

 

  1. Adequate space

– Litter to be kept dry and free form dust

– Turn the liter frequently

– Perches and rosters should be adequate and well spaced

– Adequate waterers

– Well distributed waterers

–  Provide clean and adequate water

– equipment to be kept clean

– Replenish soft litter in the nest

– ensure the nest is dark

– Collect eggs regularly

– Feed the birds well

– Supply gut to assist in digestion

– Keep the birds busy by hanging greens

– Curl the birds and pool layers

– De-beak birds to prevent cannibalism

– Vaccinate birds regularly

– Check birds for disease symptoms

– control parasites

– Avoid stress factors

– Discourage broodiness

– Maintain and repair the houses

– Provide enough fed troughs

– Keep proper records

– Dispose off dead birds

 

 

  1. four reasons for egg breaking and drinking by layers in a deep litter rearing System Bright light in the laying boxes/over corroding/few laying boxes
  • Poor feeding without mineral rich feeds
  • Undebeaked birds
  • Irregular egg collection

 

  1. a)      a-infertile (clear)

b-fertile egg

c-damage yolk

  1. b) Identify the egg which suitable for incubation and give a reasons for your answer Egg b-it is fertile and will develop into a chick
  2. c) Name the practice which used to determine the state of eggs above

Candling

 

  1. a) Brooding of chicks (1×1=1mk)
  2. b) four preparations that should be carried out structure U before arrival of day old chicks

cleaning the house and brooder with disinfectant

  • dusting with chemical to kill etoparasites
  • placing  the polythene  paper on  fresh  and clean saw  dust
  • fixing  and setting of sources of heat  and  light
  • Fixing the feed and water troughs and putting fresh feed and water.
  1. c) List down one behaviouristic activity which would indicate that the chicks are under stress Moving away or close to the heat source
  • Fighting
  • Cannibalism

 

  1. – Litter gives comfort and warmth to the birds

– Helps in drying dropping

– keeps birds bust

  1. Reasons for castrating animals when young
  • Less pain
  • Quick healing

–    Little loss of blood

 

  1. a) Reasons for dehorning farm animals
  • Reduce space occupied by animal
  • Making handling easier
  • To reduce destruction of farm structures
  • To make them
  • To reduce risk, injury to farmer and other animals                         2x ½ = 1 mark
  1. b) Methods of dehorning livestock
  • Use of caustic potash stick (Potassium hydroxide)
  • Use of dehorning iron
  • Use of dehorning saw or wire
  • Use of rubber ring and elastrator

–     Use of dehorning collation

  1. four abnormalities of eggs that can be detected during egg candling. (2mk)
  • Absence of yolk.
  • Double / triple yolk.
  • Air space in wrong position.
  • Excessively large air space.
  • Cracks on egg shell.
  • Blood / meat spots.
  • Deformed / broken yolk.
  1. The management of day old chicks in a deep litter system from preparation

of brooder up to eight (8)weeks old (20mks)

  • ensure  brooder is  working  well 2-3days  before  arrival  of  chicks
  • provide  brooded  with  litter  for  warmth and  moisture  absorption
  • provide  heat  source
  • put  wire gauze around  the  heat source
  • make holes on the  brooder to provide fresh  air
  • provide dim light to prevent  cannibalism
  • cover  litter with  polythene  sheet  or  newspaper  and place feeds on them to discourage  chicks  from  eating litter
  • check the temperature at  above 15cm above  the  floor to  ensure  that  the temperature  is  appropriate
  • from 4th -6th week withdraw the  heat source gradually
  • feed  chicks  on chicks mash
  • provide  plenty of  clean water
  • vaccinate against  Newcastle disease  after 2-3  weeks
  • keep proper records
  • dust  birds  with  insecticide  to control external parasites
  • at 6 weeks  introduce growers  mash
  • isolate sick birds  from  healthy ewes
  • remove  and treat sick birds
  • clean  and  disinfect the  house
  • provide  greens
  • remove dead  chicks from the  house
  • provide  foot bath with disinfectants

 

  1. (a)- Piglets are weaned at the age of 8 weeks and feet on sow and weaner meal.

– Deworming should be done to control internal parasites.

– Vaccinate to control diseases e.g African swine Fever.

– Spray to control external parasites

– Identification is done by ear notching

– Take it to pork when it shows signs of being heat

-Trim over grown hooves.

– Gestation period is 4 months

– Prepare furrowing pen by disinfecting the walls

– Sow brought to furrowing pen 3 days to.

 

(b) -Age

-Mothering ability be good

-Physical fitness

-Health of gut

-Body confirmation

-Temperament of behaviour

-Adaptability

-prolificacy

 

  1. (i) M- Chalaza                       L- Space

N- Yolk                              O- Inner shell membrane       P- Shell

(ii) M- Hold the yolk in position at centre of the egg.

L- Air trappd in this space used by developing embryo

(iii) – To avoid germinal disc sticking on the egg shell

 

  1. – Move away from the source of heat to the periphery

 

  1. -saw dust

Wood shavings

Crushed maize cobs

Coffee husks

Rice husks

20.

  • Be fertilized
  • Should be medium in size i.e 50-65 gm in weight
  • Have smooth shells
  • Be oval in shape
  • Be free of any cracks in shells
  • Be clean to ensure that pores are clean
  • Not have any fresh i.e collected withine one week
  • Should be fresh i.e collected within one week

 

 

LIVESTOCK PRODUCTION III

(LIVESTOCK REARING PRACTICES)

  1. A group of calves kept according to age

 

  1. (a) – Assemble all milking equipments such as buckets, milking can and towels.

– Put animals in milking shed and restrain appropriately.

– Wash udder and teat using warm water mixed with an appropriate sanitizing agent.

– Dry the udder using a towel.

– Use trip cup to test the first few drops of milk for mastitis.

– Carry out milking by squeezing out the milk / teats.

– Strip the udder dry.

– Dip the teats in ant-mastitis solution after milking.

– Apply milking jelly 9milk salve) on the teats.

– Release the cow.

– Weigh and record the milk.

– Strain the milk into the milking can to cover immediately.

-Cool the milk  rapidly to a temperature of 40c.

(b)       – Keep cow healthy/ free from diseases.

– Wash cow flanks, udder  and region around the udder using clean water then dry using clean

towels.

  • Milking shed should be clean, wash after every milking and disinfect.
  • Clean and sterilize milking utensils.
  • Keep milk in a dust free environment.
  • Deliver milk to collecting centres.
  • Don’t feed cows on feeds which may taint milk a few hours to milking e.g. Mexican marigold, silage, garlic e.t.c.
  • Do not expose milk to direct sun.
  • Milk should be carried in aluminium container.

Copper and iron containers may cause oxidation of milk fats.

 

  1. Reasons for washing a cow’s udder with warm water
  • To remove dirt
  • To stimulate milk let down ( ½ mk each = 1mk)

 

  1. two roles of uterus in egg formation process
  • Additional of calcium which harden egg shell
  • Additional of egg pigmentation (2x ½ =1mk)

 

  1. (a) M – Alveolus N – Gland cistem        O – Teat          ( ½ x 3= 1½mks)

(ii) Oxytocin – Controls the muscle fibres surrounding alveoli to allow milk secretion

adrenalin – A hormone that relaxes the udder muscles to all milk let down            (1×2=2mks)

(b) Free from disease causing organisms

  • Has no hair/dirt dust
  • Its of high keeping / lasting quality
  • Chemical composition is within the expected standards ( ½  x3=1 ½mks)

 

  1. four characteristics of clean milk
  • Has normal taste
  • Free  from physical materials
  • Free from pathogens
  • Free from foul smell
  • It is of  high  keeping quality
  • Is chemical composition  is within  the expected standards

 

  1. three maintenance practices carried out on a milking machine
  • Flushing the tubes under high pressure to deblock it
  • Greasing/orling the rotating parts in the pump
  • Storing it to dry upside down after through washing

 

  1. four reasons for feeding Colostrums to calves immediately after calving
  • Easily digested
  • Has high nutritive value
  • Contains antibodies which protect the calf from diseases
  • Has laxative effect

 

  • Presence of milk man/ milky parlour
  • Washing/ massaging udder
  • Feeding
  • Sounds associated with milking
  • Maintain regular milking time
  1. a) Differences operational
Disc plough Mould board plough
Can be used in fields with obstacles Cannot be used in fields with obstacles
Ploughs/ cuts at varying depths Ploughs/ cuts at constant depths or confirm depth
Requires less skills to operate Requires more skills to operate
Works well in sticky soils Does not work well in sticky soils
Rotates and not easily broken since rolls over obstacles Easily broken by obstacles
Requires more harrowing Requires fewer harrowing
Poor furrow slice inversion Proper furrow slice inversion
Does not require constant replacement of parts More power to pull

b)

  • Poor communication network/ poor infrastructures
  • Lack of cooling/ handling facilities/ processing facilities
  • Competition with non- dairy products/ cheap imported dairy products
  • Prevalence of Zoonotic diseases
  • Inefficient/ poor management of marketing society/ dairy boards
  • Late/ non- payment by marketing agents/ exploitation by marketing agents/ middle men
  • Lack of capital to finance marketing activities
  • Price fluctuation due to changes in supply
  • Lack of market information
  1. c) Reasons for culling livestock
  • Old age
  • Poor health
  • Low libido/ infertile
  • Physical deformities
  • Hereditary defects
  • To avoid inbreeding

 

  1. three advantage of artificial method of calf rearing
  • Accurate records  of milk  yield may be  kept
  • It is easy to regulate the amount of  milk  taken by  the calf
  • Cows  produce milk eve in  the absence  of  the  calf
  • It is easy to maintain high standard of cleanliness/sanitations
  • The farmer  is likely  to sell more milk  hence  maximizing profit (1/2×3=1 1/2mks)

 

  1. three methods that may be used to improve milk production in a breed of indigenous goats
  • Proper selection/culling
  • Proper breeding/upgrading/ cross  breeding
  • Maintaining good  health
  • Proper feedings
  • Proper milking  methods
  • Proper housing   ( ½ x3=1  ½ mks)

 

  1. a) Physical characteristics between good layer and poor layer
Part/feature Good Poor
Comb/wattle Large warm,wavy Small, shrunken, dry, scaly pace, cold
Eyes Bright, orange, alert race Dark, pace, yellow
Beak Oval, moist, reddish, active Yellowish
Vent Soft, pliable, wide Round, dry, less active
abdomen Soft, pliable,wide Hard, full
Space between keel and petric bone Wide fits 3-4 fingers Small fits 1-2 fingers
Temperate Alert- active Dull, less active
Moulting Start late Start early
Plumage Dry,rugged, rough Preened, glossy, smooth
Shanks Pace Yellowish
broodiness rare common

 

  1. b) i) – Young animals produce with high butter fat content than older animals
  2. ii) Pregnant, emaculated animals have lower butter fat content than normal animals

iii) early and late stage of lactation has lower butter fat content while middle phase has higher butter fat content

  1. iv) last drawn milk from udder has more butter fat
  2. v) – Different breeds of animals produce milk with different % composition e.g. Jersey produces milk with high butter fat content than fresian
  3. vi) Season of the year
  • Fat % increases during cold season of year but decreases during dry season

vii) Animals fed roughages produce milk with high fats, protein and lactase than those fed on

grains

viii) mastitis reduces lactose composition in milk

  1. ix) Certain drugs are known to lower milk composition if animal is under treatment

 

  1. a) – Remove dirt.

– Stimulate milk letdown  (2x ½  =1mk)

  1. b)           i) Milk letdown – oxytocin
  2.  ii) Lacto genesis – Prolactin (2x ½  = 1mk

 

  1. four methods of increasing the depth of penetration of a disc harrow
  • Exert more hydraulic force.
  • Use fewer discs.
  • Increase space between discs.
  • Add weights.

Increase cutting angle of discs

  • Boom sprayer
  • Spray race
  • Rotavator
  • Maize Sheller

Mowers

  • Chisel plough

Sub soiler

  • Combine harvester
  • Forage harvester
  • Potato lifter

Mowers

 

 

  1. a)
  • Oil bath air cleaner – check for oil level and add more if low
  • Check for cleanliness in oil bath and wash bowl – replace oil if dirty
  • Battery – check for electrolyte level and top up if low
  • Fuel – check and fill if low
  • Radiation- check for water level and top up with clean water if low
  • Check for trash in tins and remove if any
  • Fan belt- checks for tension and tighten if loose
  • Engine oils – check oil level using a dip stick and add more if level is low
  • Tyres- check for tyre pressure and add if low
  • Bolts, nuts and pins- check for tightness and tighten if loose
  • Grease all the moving parts
  • Check for any physical abnormalities and rectify accordingly
  • Check sediment bowl and drain if dirty
  • Use of right type of oil                                                                                               15×1=15 mks
  1. b) i) Flywheel – maintain the rotational motion of the crankshaft
  2. ii) Ignition coil – steps up the voltage from the battery

iii) thermostat – controls engine temperature

  1. iv) Injector – Atomises the fuel into very fine spray/ injects fuel into cylinder
  2. v) Piston – compresses air/ fuel mixture in the cylinder/ expels exhaust gases/ transmits power

 

 

FARM POWER AND MACHINERY

  1. Farm operations powered by Engines.

– Ploughing and harrowing / land preparations;

– Transporting farm produce;

– Spraying of herbicides/ pesticides.

– Mowing the grass;

– Lighting of homes;

– Pumping water for irrigation.

– Harvesting farm produce;

– Machine milking.

 

  1. (a) Maintenance practices required on a tractor before setting out to work.

– Check the engine oil daily using dip stick.

– Check fuel and add if necessary.

– Nuts and bolts are tightened whenever they loosen.

– Water level in the radiator be checked and added if necessary.

– Battery electrolyte be checked daily and if below level, top up be done using distilled water.

– Greasing be done on the bearings.

– Tyre pressure be checked and if low, should be added.

– Fan belt tension be checked.

– Break shaft bearing  should be greased.

– Ensure break fluid and clutch fluid levels are maintained.

– Sediments from the sediment bowls should be removed.

– Check battery terminals and grease.

– Oil cleaner be cleaned.

(b) Factors that influence power output by a draught animal.

– Age – Mature animals produce more power output than young ones.

– Breed & Type – Indigenous animals are more hardy than exotic.

– Training Level – better trained animals have better work output.

– Body Weight – A draught animal  can pull 10 – 20% of its body not for 6 – 8 hours.

(The bigger the animal, the more output).

– Harnessing of the animal – well harnesses animal is more efficient at work than poorly

harnessed  work.

  • Condition of working equipment on well maintained equipment have higher work output with the draught animal than poorly maintained ones.
  • Environmental/ Ambient temperature – Cool temperatures lead to higher work output with a draught animal than high temperature.
  • Health Status – A healthy draught animal has higher workout put than a sick animal.

 

  1. Uses of a gearbox:-
  • Stops the tractor without switching off engine
  • Provides different forward speeds
  • Enables reversing ( ½ x 2pts = 1mk)

 

  1. Two uses for which wind power is harnessed
  • To pump water
  • To generate electricity
  • For processing /winnowing of grains e.g. millet, rice e.t.c
  1. Name three implements that are connected to the power take-off shaft
  • Sprayers
  • Rotarators
  • Reciprocating (1mk each = 3mks)

 

  1. (a) Implement identity – Disc plough

(b)           L – Furrow wheel                  M – Beam

(c) – Adds weight

  • Forms attachment of all the other parts ( ½ x 1pt = ½ mk)

(d) Where there are hidden obstacles e.g. stumps , rocks e.t.c

–    Heavy soils

 

  1. (a) Factors that a farmer should consider in ensuring fast and efficient cultivation by oxen
  • A well trained personnel
  • Using well trained animals
  • use of efficient implement
  • Avoiding overworking the animals (allow them to rest
  • Good working environment should be created for the animals
  • Animals should be handled well
  • Feeding the animals properly
  • Using of males animals to do the work
  • Using healthy animals only to do the work (1mk x 8pts = 8mks)

 

(b) The importance of lubrication system in a tractor

  • Prevents rusting i.e when oiling is done
  • It pacts as a cleaning agent as it washes off the dirt, dust
  • Reduces the heat/cooling
  • Increases efficiency of the machine and reduces the rate of wear and tear on moving parts

 

(c) The daily maintenance and servicing of a tractor

  • Checking of maintenance and servicing of a tractor
  • Checking of engine oil by use of dip stick and add if low
  • The level of electrolyte in battery should be checked daily and add if low
  • Inspect the H2O level in radiator and add if low
  • Loose nuts and bolts should be tightened
  • Tyre pressure should be checked and added if low
  • Level of fuel should be checked and added if low
  • Removal of large sediments from the sediment bowl
  • Greasing should be done by use of grease on nipples of bearings
  • Fan belt tension should be checked to ensure that it deflects between 1.9–2.5cm when pushed
  • Break shaft should be greased
  • Maintain break fluid level (1mk each for any 9pts= 9mks)

 

 

  1. (i) Hydraulic system-raise and  lower  mounted  implements like  plough

(ii) Draw bar-attachment  of trail  implement

(iii) Propeller shaft-connect gearbox to  differential which has  axle  to  drive wheel

making tractors  to move backwards or forward.(@ 1mkx3=3mks

 

  1. (i)Hiring of tractors and  implements  by  farmers  who do not  have  them(correct definition=

(ii) three sources of tractor hire service        (1½mks)

  • Government tractors  hire service
  • Private  contractors
  • Individual  farmers
  • Cooperative  societies (any 3x ½ =1 ½ mks)

 

  1. (a) A-ring pinion gear

B-bevel side gear

C-wheel exle

D-drive pinion gear

(b) State two functions of differential system of a tractor    (2mks)

  • Change  direction  of  drive to right angle for power to be transmitted  to rear  wheel
  • Enable  rear  wheel to  travel faster/slower than other when negotiation corner (1×2=2mks)

(c) Give two reasons why wheel skidding of a tractor is not allowed          (1mk)

  • To make tyres  last  longer
  • To make  it easy to control the  tractor
  1. Wind , water, human, animal, biogas, wood fuel, charcoal, kerosene, fossil fuel, petroleum,

ethane (natural gas), hydroelectric power, nuclear , Geothermal, storage battery

  1. Induction, compression, power exhaust
  2. – Keeping them healthy

– Proper feeding

– Proper handling e.g not over working /not beating them

– Proper training

– Not overloading them

  1. Individual owners

– Government tractor hire service

– Co-operative societies

– Companies

  1. (i) Primary cultivation

A- To link bracket

B _ scrapper

C- Standard/disc hanger

D – Rear finow wheel / thrust wheel  2mks

(ii) Adding weight on beam

  • exerting more hydraulic force
  • – Sharpen the disc blade
  • – Increased space between the disc
  • – Loosen the area of disc contact with the soil
  • Increase the cutting angle
  1. four ways through which a farmer would ensure maximum power output from

Ploughing animals

  • Feeding and watering animals well before working
  • Training animals on  draft techniques
  • Allowing  animals  to rest well after a day work/avoid overworking the animals
  • Keeping the  animals in good  health while working
  1. three advantages of a disc plough over mould board plough
  • Tears and wear is less
  • Needs less power to pull
  • It can ride over obstacle
  1. a) the differences  between petrol and diesel engine
Diesel Petrol
i)use diesel as fuel

ii)has injector pump

iii)has no spark  plug

iv)fuel is ignites by  compression

v)air and fuel first meet in cylinder  before ignition

vi)specific fuel consumption is low

vii)higher air compression ratio

viii)air/fuel ratio is not constant

ix)has sediment bowls

x)operation cost is lower

xi)it is  heavy in weight and suited  to heavy machines

xii)produces a lot  of smoke

 

Use petrol as  fuel

Has carburetor

Has  spark plug for ignition

Fuel ignites by spark  plug

Air and fuel meet in carburetor before  ignition

 

Specific fuel consumption is high

Lower air compression ratio

Air/fuel ratio is  constant

No sediments bowls

Operation cost  is  high

Operation cost is  high light in weight and suited to light machines

Produce  minimal smoke

 

  1. b) Describe components of transmission system of a tractor
  2. i) Clutch- It disconnects the engine from the rest of the transmission system. It is mounted on the

flywheel and made up of pressure plates and clutch plate in the middle. The clutch

allows the driver to temporarily interrupt the power flow from the engine to the fear

box and shift from one gear to the other

  1. ii) Gear- These are toothed wheels. They provide towards speed or reverse. The set of gears are

housed in the gear box.

iii) Differential- it is located between the wheel axial. it enables one wheel to move faster than the

other while negotiating a corner

  1. iv) Driving axial- The final drive is brought about by driving axial which gets the power from the

differential.

When the axial rotates they rotate the wheels making the tractor to move either engorged gear

  1. Wheels- Comprises of the tyres, tubes rims nuts and bolts. They must be inflated to the

movement  of the tractor

  • Fuel system
  • Electrical system
  • Cooling
  • Lubrication
  • Transmission
  • Ignition
  • Hydraulic

 

  1. Functions of clutch
  • Connects or disconnects the drive shaft to or from the engine
  • Facilitates smooth and gradual take off
  • Provides power from the engine to the P.T.O (Power Take Off)
  1. 2 adjustment on mould board plough
  • Adjust the plough depth
  • Front furrow depth
  • Lowering/ raising ploughing pitch
  • Front furrow width
  1. a) Disc plough reject disc alone
  2. b) X – Disc scrapper                               Y-  Rear wheel/ furrow wheel

Z – Disc

 

  1. c) – Replace broken discs
  • Clean plough after use reject wash plough
  • Lubricate hubs and furrow wheel bearing/ moving parts reject movable parts
  • Lighten loose nuts and bolts
  • Store in a cool dry place
  • Apply old engine oil to prevent rusting during long storage/ paint implement
  1. a) Differences operational
Disc plough Mould board plough
Can be used in fields with obstacles Cannot be used in fields with obstacles
Ploughs/ cuts at varying depths Ploughs/ cuts at constant depths or confirm depth
Requires less skills to operate Requires more skills to operate
Works well in sticky soils Does not work well in sticky soils
Rotates and not easily broken since rolls over obstacles Easily broken by obstacles
Requires more harrowing Requires fewer harrowing
Poor furrow slice inversion Proper furrow slice inversion
Does not require constant replacement of parts More power to pull

b)

  • Poor communication network/ poor infrastructures
  • Lack of cooling/ handling facilities/ processing facilities
  • Competition with non- dairy products/ cheap imported dairy products
  • Prevalence of Zoonotic diseases
  • Inefficient/ poor management of marketing society/ dairy boards
  • Late/ non- payment by marketing agents/ exploitation by marketing agents/ middle men
  • Lack of capital to finance marketing activities
  • Price fluctuation due to changes in supply
  • Lack of market information
  1. c) Reasons for culling livestock
  • Old age
  • Poor health
  • Low libido/ infertile
  • Physical deformities
  • Hereditary defects
  • To avoid inbreeding
  1. a) Share-makes a horizontal cutting  on  the furrow slice
  2.  b) Mould board-completes the turning of the furrow  slice
  3.  c) Land side-stabilizes the plough by absorbing the side pressure ( ½ x3=1 ½ mks)
  4. a) five  maintenance practice of a  mould board plough
  • Lubricate  the moving pests
  • Sharpen blunt  share
  • Tighten bolts and   nuts
  • Clean  the  plough after  use
  • Coat  the unpainted  parts with old engine oil before any storage
  • Replace worn out parts (1×5=5mks)
  1.  b) five  structural   and functional differences between  the petrol and diesel engines
Petrol engine Diesel engine
i)has a carburetor

ii)fuel and air mixed in the carburetor

iii)fuel ignited by an electric spark

 

iv)produces little smoke

v)is  light  in weight

i)Has  an  injector pump

ii)Fuel and air  mixed  within  the cylinder

iii)fuel ignited by  compression of air and  fuel

mixture  in the cylinder

iv)produces  a lot of  smoke

v)relatively  heavy

  1.  c) List five uses of farm fences
  • keep of wild  life ,predation and  intruders
  • demarcates boundaries
  • separate crop field from pasture land
  • divide pasture land into  paddock
  • control  movement of  animals and people within  the farm and  prevent formation of unnecessary pests
  • control disease  and parasites helps in isolate  sick animals
  • helps in  controlling breeding
  • provide security
  • act as  wind break  (1×5=5mks)
  1. Uses of ox-dram tine harrows
  • Leveling of seed bed
  • Breaking large soils clod
  • Mixing up soil with organic matter
  • Destroy weeds
  • Cover seeds

Collecting trash

  1. Care and maintenance of tractor battery
  • Maintain correct level of electrolyse by topping up with distilled water
  • Scrap corroded terminals and smear with grease
  • Fix battery tightly in box to avoid spillage and damage
  • Charge regularly and periodically
  • Under storage empty battery and keep it upside down
  • Generator belt should always be functioned to charge
  1. a) moulboard
  2. b) A – Shaire                   B- Mouldboard                       C- Disc coulter
  3. c) E- Stabilize the plough

– absorb side thrust by pressing against furrow wall

F- Scrapes of mind from disk coulter

  1. d) Care and maintenance
  • Lubrication of moving parts
  • Loose nuts and bolts should be tightened
  • Clean after use/ remove trash and wet soil
  • For long shortage paint with old engine to prevent
  • Replace/ repair worn out parts
  1. Six uses of live fences
  • Thorn species prevent wild animals and other invaders into the farm
  • Tall varieties act as wind breakers
  • Add aesthetic value to the homestead
  • Roots holds soil firmly controlling soil erosion
  • Species such as lantana canara can be used to feed livestock
  • Provide shade to livestock and man
  • Trimmed branches can be used as organic manure, wood fuel
  • Some species have medicinal value
  1. two possible causes of over heating in a tractor engine
  • Slack fan belt
  • Low  oil  level

Low water level in radiator

  • Deformed / broken yolk.
  1. two events occur during induction stroke in a four stroke engine. (1mk)
  • Piston moves down from TDC
  • Exhaust valve is closed
  • Inlet valve is open
  • Air / fuel mixture get into combustion chamber
  • Piston reaches BDC. (4x ½ = 2mks)
  1. i) a)   Spike tooth harrow (1×1 =1 m k)
  2. b) two uses of the implement above.(2mks)
  • Level seed bed
  • Break soil clods
  • Stir soil
  • Destroy weeds
  • Incorporate fertilizer in the soil
  • Removing trash from the field. (2×1 = 2)
  1. c) three maintenance practices carried out on the above implement.(3mk)
  • Replace worn out parts
  • Clean after work
  • Tighten loose bolts and nuts
  • Oil unpainted parts for storage. (3×1 = 3mks)
  1. ii) a) Bucket pump /stir – up pump (1×1 = 1mk)
  2.         b) Spraying acaricide on livestock (1×1 =1mk)
  3.        c) W – Nozzle                  X – Trigger                 Y –  Pail /bucket
  4. d) For holding acaricide solution during spraying. (1×1 = 1)
  5. a) the factors that influence  the power  output of farm animals (8mks)
  • Training
  • Level  of  nutrition
  • Harnessing  animals properly
  • Body  weight
  • Age-mature ones produce  more  power than young
  • Handling  of  animals
  1. b) State the importance of farm fences (12mks)
  • demarcates farm land from that  of  neighbours
  • keeps  wild  animals  and other intruders from entering  the  farm
  • separates crop field  from pastures facilitating mixed  cropping
  • used  to divide  pastures into paddocks facilitating controlled  grazing
  • controls  movement  of  animals  and people preventing  formation of  unnecessary paths  in the  farm
  • helps  control spread of  diseases  and  parasites in the  farm by keeping  wild animals  away
  • helps  isolate sick animals from the rest of the herd preventing  the  spread of diseases
  • enables farmer to control breeding rearing  different  animals in different  paddocks
  • provide security  to the homestead
  • they have  aesthetic value
  • live  fences  act as  animal feeds
  • live  fences  act  as wind breakers (1×12=12mks)
  1. (a) Methane

(b) slurry

(c) Fresh mixture of waste material

(d) Initial capital investment is high hence very expensive

Requires management skills that may not be available & it available expensive

Requires large number of farm animals to produce animal waste.

35        . – Solar panels

– Petrol and diesel generators

– wind mills

– steam production form boilers using organic or inorganic

  1. (a) Check engine oil, fuel, water level, electronic in the battery

-Tighten nuts and bolts

-Apply grease

-Remove large sediments from sediment bowl

-Check the tyre pressure and inflated or deflated appropriately

-Fan belt tension should be checked to ensure it defients between 1.9cm to 2.5cm when punched

-Grease the brake shaft and maintain brake fluid level

(b) -Health of animal

-Level of feeding

-Animal slpeciesa

-Care and handling

COMPUTER STUDIES NOTES FORM 1-4 BOOKLET

INTRODUCTION TO MICROCOMPUTERS

Section I

Objectives

In this section you will learn:

  • The Rise and Development of Computers
  • Computer Generations
  • Characteristics of Computers
  • Various Areas of Computer Applications

1.0       The Rise and Development of the Computer

Since the earliest days of civilization man has been preoccupied with mathematics and logic, and the attempts to create a machine to carry out calculations on numbers – additions, subtractions, multiplications, divisions – began in the days of the great thinkers of Asia, Greece and Egypt.

The abacus and later mechanical implements were developed, but until the twentieth century no machine has been invented which could “store” a sequence of calculations and repeat them as required. Every calculation needed to be carried out afresh.

It was a Victoria gentleman called Babbage who invented, in the late nineteenth century, the first “programmable” computer. That was a machine built of thousands of intricate geared cylinders interlocked in incredibly complex ways which could carry out instructions under the control of a “program” contained in the holes in punched cards – an idea inspired by the jacquard loom, a card-controlled loom (weaving machine) which wove extremely complex patterns.

Early in the twentieth century, the idea was developed of storing the instructions electronically, instead of mechanically, using valves. That was so successful that the first “real” computers were built; but the number, complexity and size of their components were so great that the machine were enormous in size and cost.

Until the mid-1950’s, computer development and use were largely confined to a few universities in Britain and the United States of America, here their main use was the rapid solution of mathematical and scientific problems.

Gradually computers came to be used more for government administration and business purposes, but their huge size, cost and complexity limited their use to only the largest enterprises and institutions.

As transistors replaced valves as the essential components of computers, medium-size businesses and industries found the sizes and costs of computers more suited to their needs and resources. As the new computers were still designed primarily for complex mathematical and engineering problems, however, operators of the computers still had to be specially trained to use them, and highly skilled programmers were needed to produce the results required by the “users”.

Soon “thin-film” technology was able to etch many transistorized components on a single chip of silicon – the “silicon chip” – giving use the integrated circuit.

Rapid developments in the 1970’s provided vast increases in the density of such circuits which could be packed on to a single silicon chip, with dramatic improvements in speed, reliability and versatility – and immense reduction in costs. The power and capabilities of a computer, which would once have filled a whole room and would have hundreds of thousands of pounds, could now be held in a microcomputer capable of being housed on a desk and costing well within the financial resources of the average small business.

In addition to the developments in the size and cost of computes, clear changes have taken place over the years in the manner of usage of such computers, and each stage can be clearly defined.

  • Computer Generations

The first generation of modern electronic computers was, as has been described, remote, large, difficult, expensive and – usually – single-purposed, capable of carrying out just one “user task” at a time.

The Second Generation of computers was, however, characterized by being less large, difficult and expensive, and general-purpose rather than being dedicated to a particular objective. But such computers were still somewhat remote, with very scientifically-minded and trained programmers being needed to write the instructions for them and highly skilled operators being needed to control the running of them. Most importantly, they were still capable of carrying out a succession of single user tasks (often described as operating in a ‘batch processing mode’). Such equipment became known generally as mainframe computers.

The third generation of computers became known as mini-computers.

(Smaller and cheaper than the huge mainframe, )They continued the trend, too, of making the actual programming part of getting the machine to perform something useful – which is, after all, the whole purpose of computers and computing – much more “approachable”. Gradually programming languages were developed which became more easily available for many people who were not trained computer scientists to learn; and computer programming became a skill, which many people with the necessary level of ability could learn and use.

The fourth generation (Microcomputers) in this family of decreasing size and increasing power. They were, in fact, a development in concept from the hand-held calculator, which in its early days had the disadvantage of not being able to store and repeat complex instructions (or programs). At first the microcomputer appealed only to the “hobbyist”, who purchased it in “kit” form to build, smaller to hi-fi, radio and television equipment.

Then the fascinating of programming – of actually being able to instruct this electronic machine to do something useful and variable – began to take hold. It was very soon realized that here was a means of carrying out “personal” or even “small business’ computing applications at a price affordable for the first time by a whole range of people who never before had been given that opportunity.

As micro-computers became more generally available, the demand for less complex, more easily usable programs grew, and there has been a steady increase in the number of generalized programs which can, within limits, be adapted to meet the requirements of individual businesses. Use of these program packages, avoids the very high costs of writing programs for each user.

The microcomputer, originally produced by International Business Machines (IBM), but imitated – and is some cases improved upon – by many other computer manufacturers, has established a ‘standard’ throughout the business world. Within a relatively short period of time, PC-compatible micros have appeared on managers’ desks, offering a wide range of facilities never before available in such variety and breadth. Equipment and programs compatible the “PC standard” have proliferated, taking full advantage of the ease of transfer now available between one PC-compatible computer and another.

The speed of developments in the computer industry is so breath-taking that it is almost impossible to keep up to date with it. Every month new and exciting inventions and enhancements are being announced, and explored and developed.

The portable computer, which fits into a briefcase or on a lap, with its own screen, keyboard and mini-printer, is available in a variety of forms. Many micro-computers use a “mouse” – a hand-held remote control box, to move an arrow around the screen to instruct the computers are a reality, with only the cost of these newer features limiting their wider popularity. Modern microcomputers can produce pictures, graphs, charts, play tunes, as well as undertake many necessary administrative and clerical functions.

The fifth generation of computers is often mentioned in the news. Major research in the field of artificial intelligence is continuously under way, and it will not be too long before computers will be developed which can “think” more like a human brain. These will be used to make very complex decisions, based on a huge number of factors, and will eventually come to the aid of those such as doctors and lawyers, researchers and all those others who have need to rely on intuition and experience.

Whole areas of uses for computers have yet to be opened up, and the manager who thinks ahead and who wishes to harness the latest contributions of technology for the better service of his enterprise, will do well to keep in touch with the rapid developments of the computer world.

 

1.2       Characteristics of Computers

 

This following summary will give you an insight into many ways in which the use of computers can improve the efficiency of management in the Armed Forces, and of many businesses, whatever their sizes.

 

Speed – Computers work at incredible speeds, performing hundreds, thousands, even millions of calculations in a second. The speed at which electrical signals pass within the computer’s “brain” is approximately the speed of light. It is this speed, measured in terms of microseconds (millionths of a second), or even in nanoseconds (thousand-millionths of a second), which enables the provision of instant information, for example, on tomorrow’s weather, today’s flight bookings, this year’s sales by department – answers within seconds whereas previously considerable research and manual documentation might have been necessary.

 

Storage and Retrieval of Information – Computers can store vast quantities of information, which they can “sift” through when so instructed. They can then present relevant details of that information, exactly in the format required, within seconds.

 

Diligence – Computers, unlike frail human beings, do not become bored or tired or lose concentration when performing highly repetitive work. If a computer has to perform a certain calculation on a million numbers, it will calculate the first and the last with equal diligence. This enables trust to be placed in the results generated by computers, and confidence to be replaced in their ability – neither of which can always be replaced in humans!

 

Accuracy – The computer is capable of doing only what it is told to do. If the human beings who design a given application make a mistake, in invoicing customers for example, then it is hardly fair to “blame” the computer, when correctly programmed computers are far more accurate than human beings. It must be remembered always that computers are only machines to be used by humans, as are typewriters, calculators, etc., and the results produced by computers are only as good as the skills of those who designed and operate them.

 

There is a phrase well known to computer users: “GIGO”, which means “garbage in, garbage out”. In other words, if rubbish is fed into the computer, the results will be rubbish too. It is therefore, for the user to ensure:

 

 

  • That information being fed into the computer is always accurate, well organized and clear.
  • That the programs chosen to run the computer are the ones necessary to give the desired result(s).
  • That the people who are to operate the computer have the right levels of skill and ability.

 

It cannot be emphasized enough that computer is NOT a replacement for human competence. It is an office machine, an aid to administration and management, and as such it is only as good as the people who use it.

 

1.3       Various Areas of Computer Applications

 

  • Accounts receivable, payable, sales, purchases, nominal ledger, aged debts, balance sheets, profit and loss statements
  • Payroll and cheque printing
  • Stock control, finished goods, re-order highlighting, on-self reports, stock levels.
  • Mailing lists, customer lists, letter writing, invoice reminders, credit control.
  • Sales analysis, sales commission statements and lists, prospect highlighting.
  • Cash flow control and analysis.
  • Manufacturing and production control, work scheduling, time costing, shop floor loading.
  • Order entry, sales order processing, back-order reports, credit reports, customer billing.
  • Monitoring overdue accounts, identifying profitable and unprofitable accounts.

 

Section II

 

 

Objectives

 

In this section you will learn:

 

  • Definition of a Computer
  • Classification of Computers
  • Types of Computers
  • Parts of a Computer System
  • How a Computer System Works
  • Computer Programming Languages

 

 

2.0       Definition Of A Computer

 

A computer is an electronic machine or device that accepts data (raw facts) from an input device, performs arithmetical and logical operations (processing) in accordance with a stored pre-defined program and finally transfers the processed data  (information) to an output device.

 

The above definition will be understood excellently when we come to illustrate how a computer system works later in this section.

 

2.1       Classification of Computers

 

All electronic computers are basically the same in their functional design. The main essential differences are in four categories:

 

  • Cost

This refers to the initial and maintenance cost which is determined by the technology involved and the accompanying facilities, e.g. the power of processing.

 

  • Functional performance

This refers to the capability of the CPU to handle input data and instructions to generate information to the recipients.

  • physical size

This is influenced by the computer generation.

  • Storage facility

The storage facility is influenced by the type of media that the computer supports and/or information to be stored.

 

2.2       Types of Computers

 

Basically, there are three main types of computers. These are:

 

  • Mainframe computers

Mainframes are large computers with almost unlimited power allowing many users access to them simultaneously. They have large storage capacity and can perform calculations at very high speeds.

 

  • Mini-computers

As technology improved, it was possible to design smaller computers especially after the invention of integrated circuits. Minicomputers were designed for use in a normal office environment, providing extensive processing power, adequate for medium sized organizations.

 

  • Micro-computers

Microcomputers (commonly called personal computers, PCs) are the smallest computers and were intended for use in an office, fitting on a desktop. Their design is based on large-scale circuit integration that confines several physical components to a small element.  Their internal memory is smaller than the mini and mainframe computers and they support limited backing storage media. They are relatively cheaper and are the most commonly used computers in offices today.

 

2.3       Parts of a Computer System

There are two basic parts of a computer system namely:

 

  • Computer Hardware.
  • Computer Software.

 

Computer Hardware Components.

The computer hardware comprises of the physical and tangible components. They are the parts of the computer that you can see when it is displayed. If it is visible, then that is hardware.

The hardware is again divided into two basic parts namely: –

 

  • Central Processing Unit (CPU)
  • Peripheral Devices
  • Central processing unit (CPU) has a data store, an arithmetic and logic unit, and a control unit. The storage unit holds data, together with instructions until it is ready to work on it. The functions of each unit is as described below:

 

  • Arithmetic Logic Unit (ALU) – Does all arithmetic and logic operations.
  • Control Unit (CU) – Coordinates all activities of the computer and causes an instruction to be fetched and to be executed.

 

  • Main Memory (MM) also called main storage – Stores data which is to be processed, stores (programs) instructions and information. The main memory is volatile (it loses its memory once power is switched off).

 

 

 

 

 

 

 

v    Peripheral Devices are divided into: –

 

  • Input Devices
  • Output devices
  • Backing Storage

 

v Input Devices:

 

  • which allow data as well as instructions to be input into the computer. E.g. Keyboard, Mouse, Optical scanner etc.

 

  • Keyboard is that part of a computer that allows you to enter information into the computer. The keys allow you to type information into the computer like one would type on a typewriter.

 

  • The Mouse may have got its name from the fact that it looks like a mouse especially with the long tail coming from one end. This tail will be attached to your computer, or if the mouse is a cordless one, it runs on a battery. A mouse’s primary purpose is to allow you to choose what you would like to happen on your screen without typing. All you have to do with a mouse is point and click on your choice of instructions.

 

 

 

 

 

 

 

v Output Devices which:

 

  • Collect data and send it out to the user e.g. Monitor, Printer.

 

  • Monitor is the device that looks like a television set. It where text and images are displayed on a screen. The monitor has controls to adjust the quality and contrast of pictures displayed on the screen.

 

 

 

 

 

 

  • A Printer produces paper copies of what the computer has created. There are several types of printers. They include the following;
  • Dot Matrix Printer
  • Ink Jet Printer
  • Laser Jet Printer
  • *Solid Ink Printer
  • *Thermal Ink Printer
  • *Dye Sublimation Printer

 

The last three (*) provide high quality colour images and are favourites in the graphic industry. While all printers will produce images, not all printers are compatible with all computers and software. Remember to choose a printer according to your printing needs.

 

 

 

 

 

v Backing Storage is a permanent storage device used to store data, program instructions and information for future use.

 

We either use Magnetic tapes or magnetic disks to store information Magnetic disks are commonly used.

 

Magnetic disks are of two types:

 

  • Hard disk which is fixed into the computer and consists of one or more large disks permanently mounted on a horizontal spindle rotating at high speed, which can provide very high volume capacity. They are frequently used when a large amount of data needs to be stored and accessed rapidly.

 

  • Floppy disk are smaller units of storage, each one consisting of a flexible plastic material (hence the adjective “floppy”) in a protective envelope. It is inserted into a special drive attached to the computer. Original floppy diskettes developed in the early 1970s were 8” in diameter. These have progressively reduced in size, first to 5i/4 and now 51/4” and now 31/2”. These disks are cheap and easily interchanged and stored, so their use has become increasingly popular, particularly in connection with micro-computers.

 

 

 

 

 

 

 

 

 

 

 

Computer Software.

Software cannot be seen even though it comes packaged in boxes that you can see. Software is a set of electronic instructions that tell a computer how to do the job. It is actually the programs that run the computer. Some people have described it as the language that the computer uses to understand what you want it to do.

 

There are three main types of software, and they are used for different purposes:

 

  • Tailor-made programs
  • Application packages
  • Standalone Operating systems

 

Tailor-made programs, sometimes called Bespoke, are written for “one specific user”, and to meet “specifically defined needs.” The programs work for that user ONLY. They will not be of any use to any other organization unless its requirements are exactly the same , and its input date is organized in exactly the same way.

 

In order to understand this concept, we will use the analogy of buying a garment. There are many shops that have ready-made clothes. But there are occasions when no shop has a garment that fits a customer’s specification. In such a case, the customer goes to a tailor who makes a custom-made garment. The garment suits his exact needs. His needs may not suite anyone else unless similar specifications prevail.

 

The advantage of tailor-made software – provided that it is well written – is that it does “fit the bill”, and provides exactly the solution which is required for that user-organization’s problems.

 

The disadvantage is that because such software is so specialized, it is expensive to design and to develop. In other words, a great deal of time has to be “invested” in discovering exactly what is needed and in writing every program to match those needs.

 

Examples of Tailor- made programs are:

  • Payroll system
  • Tea stock system
  •  Accounts processing system

 

Application packages are groups of programs written for particular types of usage. For example, most enterprises will have a need for a payroll system and an accounts system; many will need a stock control system and/or a sales invoicing system. In practice, many of the features within each individual organization’s requirements will coincide with – be very similar to – those of another organization. A variety of “standard” applications have therefore been designed and “packaged” to suit a number of users with similar needs.

 

Examples of application software are:

  • Word processorsg. Ms-word, Word Perfect

(deal with manipulation of textual information)

  • Spreadsheetsg. Ms-excel, Quatropro

(deal with production of business financial statements and calculation of figures)

  • Databaseg. Dbase, Ms-access, Paradox

(deal with record keeping, data manipulation and sharing).

 

Standalone Operating Systems are designed to manage the resource of a computer and control its interface to other systems. Such operating systems are held in the processor memory during the whole of the time that the computer is being used. It supervises the execution of programs, assigns and controls the use of available hardware, monitors the flow of data and, in some cases, decides which programs are to be operated at certain times.

 

The operating system can perhaps be compared to the system of roads and traffic regulations without which it would be impossible to travel. If we regard the car or automobile as the hardware of the system and the planned journey as the function of the software, then we can see that the possibility of the journey depends primarily on the existence of a road system and on the observance of basic traffic conventions. For example, vehicles must travel on the same side of the road in each direction, must observe certain speed limits etc.

 

There are several well-known and commonly used operating systems which operate on a range of micro-computers, and which enable a wide choice of packaged software to be run on those computers. Among them, are MS-DOS, PC/DOS, OS/2, UNIX, XENIX, MS Windows and many more.

 

Included in the standalone operating systems are utility programs, which serve to simplify the operation of the complete system.  Example of these programs would be Antivirus programs (Dr. Solomon’s toolkit, Fprot), Compressing and decompressing programs, back-up programs, etc. Such utility programs do the following:

 

  • Perform maintenance routines in the computer e.g. formatting routines, file copying routines, back-ups, file protection routines, housekeeping routines etc.
  • They translate other programs into machine sensible form e.g. translators & compilers.
  • They issue error messages to the VDU screen or printer when faults occur.

 

Features of good Software

 

Whatever the language in which a set of programs may be written, their most important features are

  • That they should work without errors.
  • That they should be totally reliable.
  • That they should do the job required of them.

 

 

2.4    Computer Programming Languages

 

There are three main categories of programming languages:

  • Machine language
  • Low-level language
  • High-level language

 

 

 

 

Machine language

 

All instructions to the computer are given in strings of 1’s and 0’s, using the binary number system known as “machine code”. The reason for using the binary number system is that, as an electronic machine, the computer can respond only to two conditions whether transmitted by valve, transistor or integrated circuit.

 

Low-level languages (Assembly languages)

 

Low-level languages are written in symbolic form, with one machine instruction corresponding to one written instruction. Instead of using machine code operation numbers, the programmer is able to use easily learnt and understood operation mnemonics (i.e. ADD, SUB, MULT, etc.) and symbolic operands (names allocated by the programmer and used to refer to particular data areas in the program) to replace numeric operands.

 

Although programming is now made easier, the symbolic language must be translated into the machine code which ‘works’ on a particular computer. This can be done manually, but computer manufacturers will supply an assembler program, which translates the operation mnemonic and replaces the symbolic operands by the precise storage location address reserved for them. The low-level language source program is thus assembled into the machine code object program; the process involves translation, allocation of storage space and the picking of grammatical and logic errors.

 

High-level languages

 

High-level languages have extensive vocabulary of words and symbols used to instruct a computer to carry out the necessary procedures, regardless of the type of machine being used. High-level languages are designed for interactive use via a terminal and they provide facilities for the programmer to make corrections and/or changes to his program during its compilation and execution.

 

High-level language program has to be translated into machine code before it can be used. This is done by a compiler program which compiles the source program into the object program. It translate words much closer to ‘real’ language into machine code and back again, so that the English-speaking programmer could write programs in words which are meaningful in English, such as ‘READ’, ‘ADD’, etc.; the French programmer could use similar words in French, and so on.

 

Today, mainly ‘high-level’ languages are used, in particular for micro-computers, the best known among them are:

 

 

  • COBOL (Common Business Oriented Language) – used mainly for business applications.
  • FORTRAN (Formula Translation) – for scientific and mathematical uses.
  • BASIC (Beginners All-purpose Symbolic Instruction Code) – is an easy language to learn and is widely used in educational establishments and in time-sharing applications.

 

2.5       How A Computer System Works

 

Having mentioned the basic parts of a computer system and their brief individual functions, it is significant at this juncture to put them together and assimilate how a computer system actually works.

 

In order to be able to appreciate how a computer system actually does it is essential to examine the various “activities” which are involved in the manual performance of a fairly simple and straightforward routine office task.

 

Scenario

  • A retail stationery business employs a clerical assistant to complete sales invoices before sending them to customers. Each completed invoice is to contain the name and address of the relevant customer, plus the quantity, description and catalogue number of each item of goods purchased on credit by that particular customer. The assistant’s function is to look up the unit price of each item in the relevant price-list, and then to calculate the total cost by multiplying the quantity purchased by the unit price. He has then to write the total cost for each entry on the invoice, and must finally add up the total invoice charge and write that in the appropriate place on the invoice.

 

 

Explanation

 

  • Reading the item catalogue number and quantity stated on the invoice, i.e. receiving new information. (input)
  • Looking up the item unit price in the price-list, i.e. referring to information already recorded or stored. (main storage)
  • Calculating the total entry cost. (arithmetic)
  • Writing the total cost on the invoice. (output)
  • If there are no more entries, calculating and writing the total invoice charge; if there are more, repeating the sequence again. (logic)

 

A simple outline procedure is as shown in the diagram below.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

How Data Flows in the Computer System

The above explanation can be amplified further by examining the way data flows from the moment it is keyed into the computer system and the time it is available as a as soft copy (at the VDU) or hard copy print out from any printer.

 

F From input devices data goes into main memory (main storage) ready to be processed and the results of processing flow from main storage to output devices.

F Data flows from main storage to the ALU. The ALU performs operations on the data thus generating results, which flow back to main storage.

F Data in main storage, which is not required immediately, may be passed to backing storage from where it may subsequently be brought back to main storage when needed for processing.

F Instructions (essentially a special form of data) flows from main storage to control unit, which interprets them and causes the required hardware operations to take place.

F Commands flow from the control unit to other elements of the computer system and are distinct from data flow.

 

NB: The ALU and the Control Unit form the processor.

 

 

 

Section III

 

Objectives

In this section you will learn:

 

  • Why Computer Security
  • Common Risks and Threats
  • Fraud and its Elements
  • Computer-related Crimes
  • Managing Computer Fraud and security

 

Computer Security and Fraud

 

  • Physical Security (Hardware)
  • Data Security

 

3.1       Why Computer Security

 

There are many good reasons to justify critical appraisal of security issues particularly in a highly computerized organization. The use of computers presents immense benefits to all organizations, and more specifically to information-based organizations.

 

The objective of security is to ensure that both hardware and software continue to operate successfully and provide expected service levels. To understand why computer security is important, let us examine the results of poor security. Firstly, the loss of essential irreplaceable data means that appropriate decisions cannot be made. Secondly, where such data can be recovered, the cost of reconstruction can be high and time consuming. Thirdly, if people discover that they can “get away with it”, there will be all the temptation to perpetuate fraud. All these will result in unnecessary losses to the organization and create operating difficulties.

 

Vulnerabilities

 

The main areas of vulnerabilities are:

 

  • Processors – is vulnerable to failure and misuse of privileged instructions. The software of the central processor is vulnerable to bypassing of file protection and access control programs or falsification of user identification.
  • Storage devices – are vulnerable to unauthorized copying of stored information and theft of removable electronic data processing media and to hardware or software failure that could result in compromise.
  • Communication facilities – can be compromised by undesired signal data emanations, cross-talk between secure and insecure circuits and the insinuation of technical surveillance devices.
  • Users – may misrepresent or gorge their identification or authorization, may seek unauthorized access to sensitive material by rousing; and can use debugging procedures to circumvent security mechanisms.
  • Remote terminals – can produce undesired signal data emanations, they are vulnerable to technical surveillance devices, and they can produce a potentially compromising text in the form of hard copy or as permanent images on platens or ink ribbons.
  • System personnel – have normal access to supervisor programs, accounting files, system files, protective features, core dumps, and files stored on removable electronic data processing media and, if they are not loyal and reliable they can become serious security risks.

 

3.2    Common Risks and Threats

 

  • Deliberate sabotage
  • Fire and other hazards
  • Through equipment failure
  • Operator negligence
  • Unauthorized access to computer systems.
  • Password exposure
  • Insufficient security
  • Virus and malicious codes
  • Unauthorized access to computer network

 

In analyzing the security problems of a modern computer environment and seeking solutions to those threats, an overall view is useful. It can tell us in general where we are, what we are up against, and what resources are available to us for defence. But it is unfortunate that most organizations  ‘gain confidence’ and think that security measures are too costly and are bad for the morale of their employees. This ‘negative attitude’ breeds a culture for FRAUD to take up roots.

 

 

3.3       Fraud and its Elements

 

Why fraud occur

 

Fraud can be defined as a dishonest business transaction aimed at a financial gain to the fraudster and a subsequent loss to the victim. It is an act of stealing. It generally takes place because there is opportunity (access, skill, and time) and motivation (need, justification and challenge) to commit it.

 

 

 

Why fraud can easily take place

 

  • Trust and greed
  • No victim awareness till very late
  • Official reaction differ
  • Low penalties due to the fact that proving the case beyond reasonable doubt is not easy
  • High profit compared to the low risks involved
  • There is unwillingness to report because of:

 

  • Embarrassment to self
  • Embarrassment to organization
  • Some thing that police cannot help

 

Fraud warnings

 

  • Autocratic line management – a forceful (domineering) person can exert authority to his/her status. This may allow controls to be over-ridden or favourable information to be suppressed: conditions essential to the concealment of many frauds. This problem sometimes arises where an individual sees himself as the driving force behind a business and start to behave more as owner than manager.
  • Low morale – low staff morale is conducive to fraud. Unhappy staff are less likely to operate controls effectively and may cut corners. If for example, a major redundancy plan is in progress or a site is to be closed there is a risk that staff may avenge themselves at the expense of the company.
  • High staff turnover – high staff turnover may indicate disquiet at fraudulent activity or the way the business is managed and a reluctance to continue working under such conditions. Departing employees should always be debriefed by someone independent of their line management.

 

Rule:  watch for the signs of increased risk and investigate.

 

Fraud alerts

 

Fraudsters often test a fraud by making several small deniable or inconsequential attempts before a single large transaction. Detection of small frauds may indicate more substantial attempted fraud. It is therefore vital to react quickly and effectively to fraud alerts. Common fraud alerts are:

  • Anonymous letters
  • Lifestyle
  • Untaken holidays
  • Unusual, irrational or inconsistent behaviors.

 

Rule: recognize and investigate all fraud alerts.

 

 

3.4       Computer-related crimes

 

The concept of computer crime is necessarily founded on new and different concepts from those of traditional crimes. This is because the patterns of conduct treated as misuse or abuse differ, to a great extent, from those of traditional crimes. Computer crime is understood by legal scholars to be antisocial activity related to computer systems.

 

This broad concept can be concretized by surveying the circumstances related to the commission of computer crimes and by classifying the crimes themselves. Many classifications have been attempted, but most commonly they fall into five categories:

 

  • Manipulation of data – e.g. false account numbers, changing values through written input documents, altering cheques, values, names or account numbers.
  • Unauthorized computer use – gaining access to confidential information and changing it. Most common types of computer fraud are in payroll systems, the internal transfer of funds in customer accounts, inventory ledgers etc. this is usually done by creating ghost employees, stock, items, customers, etc.
  • Computer sabotage – malicious damage to computer hardware or software programs. This may occur if there is a motivation, eg. Justification, revenge etc.
  • Computer theft – this may include theft of information and computer-related assets.

 

3.5    Managing Computer Fraud and Security

 

The protective features that computer security shares with other kinds of security consist of administrative and organizational measures, provisions to ensure the loyalty and reliability of personnel and traditional physical and environmental safeguards.

 

The protective features involve measures relating to hardware, software and communications if a remote environment is under consideration. The underlisted are some of the measures, which can be enforced to ensure fraud does not occur and also maximum security prevail.

  • Establish authority
  • Establish fraud policy
  • Ensure loyalty and reliability of employees by doing the following:
  • Segregation of duties
  • Delegation of duties
  • Rotation of duties
  • Pre-employment screening (vetting)
  • Education (exposure)
  • Establish means whereby authorizing actions may clearly be recognized as valid.
  • Identify assets deserving protection
  • Count your protected assets
  • Concentrate your valuable assets so that they can be protected
  • Reduce exposure of protected assets
  • Document actions affecting protected assets
  • Investigate all discrepancies
  • Punish deviations
  • Fix responsibility for protected assets
  • Accounts must be analyzed and reconciled
  • Variance between actual and budgeted
  • Access control software
  • Decentralized security administration
  • Antivirus products
  • Off-site storage of backup files
  • Password management
  • Network access control
  • Computer room security
  • Dial-up port protection

Best Poetry, Oral Literature High School Notes

Best Poetry High School Notes

Section C- QUESTIONS

 Read the story given below and answer the questions that follow:-

THE HARE  AND THE TORTOISE

The hare was always laughing at the tortoise because he walked so slowly. “Really I don’t know why you bother to go at all,” she sneered. ‘By the time you get there it will all be over-whatever it is.’

The tortoise laughed. “I may be slow.’ He   said, ‘but I bet I can get to the end of the field before you can. If you want to race, ill prove it to you.’

Expecting  an easy  victory  the hare  agreed and  she  bounced off as  fast  as  she  could  go. The tortoise plodded steadily after her.

Now it was in the middle of a very hot sunny day and before long, the hare started to feel a little drowsy. I think ill just take a short nap under this hedge. ‘She said to herself.’ Even if the tortoise passed by ill catch him up in a flash. The hare lay down in   the shade and was soon fast a sleep. The tortoise plodded on under the midday sun. Much later, the hare awoke. It was later than she had intended but she looked round confidently ‘No sign of old tortoise, I see, even if I did have rather more than forty winks.’

Away she went, running through the short grass and the growing corn, leaping ditches and brambles with ease. In a  very short  time   she  turned  the  last corner  and  paused  for a  moment  to look  at the place  where the  rope was to end. There, not a yard from the finishing line was the tortoise, plodding steadily on. One foot after another, nearer and nearer to the end of the race.

With a great bounce the hare streaked   forward. It was too late.  Though she threw herself panting over the line , the tortoise  was there  before her.

‘Now do you believe me?’  Asked the tortoise. But the hare was too out of breath to reply.

 

 

  1. i) Classify the above narrative
  2. ii) Why did the hare always laugh at tortoise?

iii)        Why did the hare feel drowsy?

  1. iv) What made it possible for hare to lose the race?
  2. v) Try to picture yourself as the story teller charged with the responsibility of narrating this

particular story.  What story telling devises would you employ?

  1. vi) Why did the tortoise laugh at Hare’s comment?

vii)       Describe how tortoise’s own words “…. I may be slow but I bet I can get to the end of the

fields before you can…..”eventually proved to  be  true.

viii)      Mention any two moral lessons you can learn from this story

 

  1. POETRY                                                                                    

Read the poem below and answer the questions that follow:-

                                                 CRAZY PETER PRATTLES

 

So what is the mountain deal

about the minister’s ailing son

that he makes boiling news?

 

How come it was not whispered

when Tina’s hospital bed crawled with maggots

and her eyes oozed pus

because the doctors lacked gloves?

 

What about Kasajja’s only child

who died because the man with the key

to the oxygen room was on leave?

 

I have seen queues

of emaciated mothers clinging to

babies with translucent skins

faint in line

and the lioness of a nurse

commanding tersely

“Get up or leave the line’

 

Didn’t I hear it rumoured that

the man with the white mane

and black robes

whose mouth stores the justice of the land

ushered a rape case out of court

because the seven-year-old

failed to testify?

 

Anyway, I only remember these things

when I drink,

they are indeed tipsy explosion

 

(Crazy Peter Prattles’ by Susan Nalugwa Kiguli in Echoes Across the Valley: Ed. Arthur I. Luvai and Kwamchetsi Makokha)

 

(a) What problems are highlighted in the poem about the state of health care?

(b) What is the significance of the rhetorical question in the first stanza?

(c) Pick out any two images in this poem and explain their significance

(d) (i) Identify the problem that the fifth stanza deals with

(ii) How does this connect with the problems in the previous stanzas?

(e) Explain the meaning of the following words as they are used in the poem

(i) Oozed     ….

(ii) Emaciated………………..

(iii) Translucent ..

(f) What is the significance of the last stanza?

 

 

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

 

I MET A THIEF

 

On the beach, on the coast,

Under the idle, whispers coconut towers,

Before the growling, foaming, waves,

I met a thief, who guessed I had

An innocent heart for her to steal.

 

She took my hand and led me under,

The intimate cashew boughs which shaded

The downy grass and peeping weeds

She jumped and plucked the nuts for me to suck:

She sang and laughed and pressed close

 

I gazed; her hair was like the wool of a mountain sheep,

Her eyes, a pair of brown –black beans floating in milk.

 

Juicy and round as plantain shoots

 

Her legs, arms and neck:

And like wine-gourds her pillowy breasts:

Her throat uttered fresh banana juice:

Matching her face-smooth and banana-ripe.

 

I touched-but long I even tasted,

My heart had flowed from me into her beast:

And then she went-high and south-

And left my carcass roasting in thee

 

  1. a) Who is the persona?
  2. b) What is the relevance of the title?
  3. c) Paraphrase the last stanza
  4. d) Identify and explain the significance of the three stylist devices employed in the poem
  5. e) Of what race is the ‘thief’ in the poem?
  6. f) Explain the meaning of the line ‘an innocent heart for her to steal’
  7. g) Identify one economic activity portrayed in the poem

 

  1. Read the poem below and answer the questions that follow:

                                       THE PROSTITUTE

There I see her coming

With borrowed steps

Like a coward ghost

Out of grass covered graveyard

 

She comes

Bearing no more

That attractive dames

Cover like soft babes

 

These

She has exposed

to bitter weather

and lusty eyes.

 

There I see her coming

like a nestles bird

that enters any nest

for a transient stay

at times

finding snakes

or hostile hawks

There I see her coming

like a black jack

a poisonous pest

that infects the city’s plantation

diseasing the young

and old plant

 

There I see her

coiling herself around

tourists and bosses

like a parasitic

climbing plant

 

 

There I see her coming

from the back door

like a forged coin

that assumes the high value

yet always hounded by spies

 

I stand to see her

when the forged coin is found

when the immigration birds

are back in their nests

or when the dog

that it constantly feeds on

is washed with DDT

or when the dog is dead

on a tarmac road

and when the stems are cut

in the dry windy season

 

  1. a) Name FOUR things the person referred to as ‘her’ has been likened to.
  2. b) What is the main theme of the poem? Explain with suitable examples
  3. c) What is the attitude of the poet towards the subject of the poem? Illustrate using words or

phrase  from the poem?

  1. d) Identify three stylistic devices used in the poem and show their effectiveness in bringing out

the poet’s message.

(e) Explain the meaning of the last stanza – what mood does it express?

 

 

 

  1. ORAL LITERATURE

Read the passage below and then answer the questions that follow:                           

THE WICKED CHIEF

There lived once a wicked chief. Nobody liked him, because of his wickedness. He was wicked to old men and women. By pretending to be kind he tried to be popular to young men who lived in that country. When the chief won over young men, they all liked him.

One day, the chief called all the young men and told them, “My friends, don’t you see?” They asked, “What?” you should kill all of them. Everybody should kill his father.”

Ah: (that they should kill their fathers). As a result, everybody whose father was old brought him to be killed. This one went and brought him to be killed. This one went and brought him to be killed, the other went brought his father to be killed. They killed all the old men, leaving one only.

He was a father of a man who said no. “Why should the chief kill all old men and why would I send my father to be killed?” He got down and went to dig a large hole and concealed it nicely. He sent his father there, where he had dug. He fetched wood and put it across and coved it with soil, making a small hole for air to pass through. At that time, they had finished to kill all the old men.

When the chief finished executing them, he then called all the young men. “My friends we have now finished killing all our old men. This is a cow I am giving to you. I am so happy we have got rid of these old men, so go and kill the cow. When you have killed the cow, cut the best part of its meat and bring it to me. If you don’t bring it, you yourself are not safe.”(That is all right) eh;

The young men rushed out and slaughtered the cow, which is the best part of the meat of a cow? They were worried

They went and cut the liver and sent it to him. He asked whether or not that was the best part of the meat. They answered yes. They added part of the bile. He said that wasn’t the best part of the meat and they should go and find it quickly. The people became more worried.

Every night the young man secretly took food to his father. One day he took food to his father, who asked about the news of the town. He said, “My father, now we are suffering. When we killed all the old men, the chief gave us a cow to go and kill. When we killed the cow, he said we must both find the sweetest and the best part of the meat and bring to him, that if we do not bring them, we are not safe ourselves. This is what is worrying us.” The old man laughed, but asked him if he knew the sweetest part of the meat. He said no. He again asked if he did not know the bitterest part. He said no. “Then the sweetest and the bitterest is the tongue. When you go, cut the tongue and sent it to him and say that is the sweetest part of the meat and the bitterest.”

The man rushed home while all the people sat down, undecided about what to do. If something had not happened they might have thrown the whole meat away and run away. When the boy arrived he said, “My friends take the tongue of the cow in.” they cut the tongue for him, and he took it to the chief’s palace.

He went and threw it down and said, “Chief, see the sweetest part of the meat and the bitterest part also.”

The chief sat down quietly and finally said, “You did not kill your father. Speak the truth. You have not killed your father.”

He said, “It is the truth, I didn’t kill him. When all the other men were killing their own fathers I went and hid mine.”

He said, “You are the son of a wise old man. The sweetest and the bitterest part of a meat is the tongue. As for that all these young men are fools. Why should somebody send his father to be killed? But if you want the sweetest part of the meat, find the tongue, were it not for your tongue, you would not have an enemy: it is also because of your tongue that you will not have a friend.”

 

  1. Classify the above narrative
  2. State any two characteristics of oral narratives present in the narrative above
  3. Identify and discuss any two characteristics traits of the chief and any one character of the                     young man (who didn’t kill the father)
  4. Explain any moral lesson that can be learned from this narrative
  5. Give one economic activity practices by the community from which this narrative

was  taken

  1. Identify any two styles in the oral narrative
  2. Why do you think the chief wanted all the old men to be killed?

 

  1. Read The Poem Bleow And Answer The Questions Below:                        

Would you know my name if I saw you in heaven?

Would it be the same if I saw you in heaven?

I must be strong and carry on, cause I know I don’t belong here in heaven.

 

Would you hold my hand if I saw you in heaven?

Would you   help me stand if I saw you in heaven?

I’ll find my way through night and day, cause I know I can’t just stay here in heaven

 

Time can bring you down, time can bend your knees

Time can break the heart; have   you ‘begging’ “please” ‘begging’ “please”

Beyond the door there’s peace, I’m sure

And I know there will be no more tears in heaven.

Would you know my name if I saw you in heaven?

Would you be the same if I saw you in heaven?

I must be strong and carry on, cause I know I don’t belong here in heaven.

‘Cause I know I don’t belong here in heaven.

 

  1. a) What is the subject matter of this poem? Illustrate your answer
  2. b) Identify and illustrate the feature of style evident in stanza three
  3. c) Give and illustrate two examples of the persona’s statements to illustrate his attitude

of  admiration

  1. d) What is the implication of rhetorical questions beings set in conditional tenses?
  2. e) What is the personas imagination of life in heaven? f)          In note form, give the main item of the last stanza
  3. g) Explain the meaning of the following phrases as used in the poem
  4.  i) Hold my hand……     –
  5. ii) Break the heart……

iii) No more tears………

 

 

  1. Read the poem below and answer the questions that follow:-                         *UGU* You see that Benz sitting at the rich’s end?

Ha! That Motoka is Motoka.

It belongs to the minister for fairness

Who yesterday was loaded with doctorate

At Makerere with whisky and I don’t know what

Plus I hear the literate thighs of an undergraduate.

 

You see those market women gaping their mouths?

The glory of its inside has robbed them of words

I tell you the feathery seats the gold steering

The TV the radio station the gear!

He can converse with all the world presidents

While driving in the back seat with his darly

Between his legs without the driver seeing a thing!

Ha! Ha! Ha!

 

Look at the driver chasing the children away

They want to see the pistol in the door pocket

Or the button that lets out bullets from the machine

Through the eyes of the car – Sshhhhhhhhh

Lets not talk about it.

 

But I tell you that Motoka can run

It sails like a lijato, speeds like a swallow

And doesn’t know anyone stupid on its way

The other day I heard

But look at its behind, that mother of twins!

A-ah That Motoka is Motoka.

 

You just wait, I’ll tell you more

But let me first sell my tomatoes

(By THEOLUZUKA)

 

(a)        Who is the persona?

  1. b) Briefly explain what the poem is all about.
  2. c) Identify any two stylistic devices used in the poem.
  3. d) Explain the character of the market women as portrayed in the poem.
  4. e) Explain the meaning of the following lines as used in the poem.
  5.  i) Ha! That Motoka is Motoka.
  6.  ii) The glory of its inside has robbed them of the words.

iii) But look at its behind, that mother of twins. *UGU*

  1. f) Describe the tone of the poem and comment on the persona’s attitude towards the

                         minister   for fairness.

  1. g) Identify the economic activity of the people portrayed in this poem.

 

  1. Read the poem below and then answer the questions that follow:-

AFTER A WAR

The outcome? Conflicting rumours

As to what faction murdered

The one man who, had he survived

Might have ruled us without corruption

Not that it matters now:

We’re busy collecting the dead

Counting them, hard though it is

To be sure what side they were on

What’s left of their bodies and faces

Tells of no need but for burial

And mutilations was practiced

By right, left and centre alike

As for the children and women

Who knows what they wanted

Apart from the usual things?

Food is scarce now, and men are scarce

Whole villages burnt to the ground

New cities in disrepair

The war is over, somebody must have won

Somebody will have won. When peace is declared

 

(a)        According to the poem, what are the consequences of war?

(b)       What techniques has the poet employed and what are their effects?

(c)        What is the poet’s attitude towards war?

(d)      Explain the meaning of the following lines:                                                                        

(i) Food is scarce now, men are scarce*KSW*

(ii) Whole villages burnt to the ground

(e)       From the poem, why would you say that war is a no win situation?

(f)        What’s the mood of the poem?

 

 

  1. Read the oral narrative below and answer the questions that follow:            

Why Zebra has stripped skin

Long ago, man tamed only the dog. Before he started taming any other animal, it was said that the donkey could also be tamed. This story came from one hunter.

One day while hunting, this hunter killed a large animal, which was too heavy for him to carry along. So, as he wondered how to carry his kill he saw a donkey pass nearby and an idea came to his mind.  “Why not place this carcass on the donkey so that it can help me?” he wondered. He did not know what would happen if he tried this because the donkey was also a wild animal. Nevertheless he decided to try.

So he followed the donkey and luring it with sweet words and grass, the donkey allowed him to place his load on its back without resistance. He then led the way until they arrived home. After unloading the donkey, he gave it more grass and some water. It ate and drunk and appeared happy. From that day, the donkey never left the hunter’s homestead; and he gave the donkey food and drink daily. The donkeys multiplied and there were many donkeys in this homestead, all helping the hunter to carry his loads. Soon, the story went round that somebody had tamed a donkey, which he was using as a beast of burden. Villagers came to see for themselves and they were impressed with the way the hunter’s donkeys were working. Having satisfied their curiosity, they also went out into the wild to look for donkeys to tame. The donkey became a famous beast of burden in the whole village and beyond, carrying all the heavy loads that men and women could not even lift with assistance.

As all this was happening, the donkeys which were left in the wild did not know what was going on. They would only see their friends go away with men and women never to return. They came to understand that they had been deserted only after most of their friends had been taken away. The few who were left started to hide deep in the woods to avoid any contact with human beings. But their efforts to hide were all in vain!  Human beings had realized that donkeys were very useful animals. So they made every possible effort to catch them even from deep in the forest.

This problem disturbed the wild donkeys. Many of their kind had been captured by human beings. The rumours spreading around were that the captured ones were made to work very hard with only little food, since there was no time to graze, while those left in the wild grazed the whole day and even during the night.

Indeed, this was frightening. The rest of the donkeys decided to act quickly, lest they too be captured. They called a meeting at which they discussed what should be done to stop the movement of donkeys into people’s homes. When the meeting came to a stalemate, one donkey suggested that they should seek help from Hare since he was known to be cunning and clever. All agreed to seek advice from Hare.

The next morning, the donkey representative went to Hare. Hare was only too willing to help. Therefore Hare asked him to tell all his friends to come to his compound early the next morning. They agreed. When they arrived, they found Hare with whitewash in a large bucket and a brush in his hand. They were all at a loss as to know how this whitewash was going to help them. When they enquired, Hare attempted to explain but they could not understand.

So Hare asked one of them to volunteer for a demonstration but none wanted to. Then Hare approached one old donkey and whispered in its ear saying, “Once you have been painted, you will not be a donkey any more and human beings will not take you away.” The old donkey said, “I will volunteer because if the human beings take me and put loads on my back, I will die.” So the Hare quickly started painting stripes of whitewash on this donkey. Soon, the entire body of the donkey was filled with white and grey stripes. When the other donkeys looked at the painted donkey, they admired it and some wanted to be painted. But others came to the painted donkey and it whispered something in their ears. So they rushed and crowded around Hare and although he warned them that they had to be careful with the whitewash, they did not heed his warning. They jostled, pushed, fought and even bit each other in the struggle to be the next one to be painted. It was during this struggle to be painted that one donkey toppled the bucket containing the whitewash, pouring the entire contents on the grass from where it could not be recovered. The donkeys that had been painted remained in the forest because human beings did not capture them for they looked different from the domesticated ones. The striped donkeys changed their name from donkey to Zebra. All the ones that remained unpainted after the whitewash were captured by the human beings and taken to their homes to labour for them up to this day. And there ends my story.

(Adapted from Kenya Oral Literature Narratives, A selection edited by Kavetsa Adagala

and Wanjiku .M. Kabira. East African Educational Publishers.)

 

.           (a) Classify , with reasons, this story

(b) Identify and illustrate the following:-

(i) One economic activity

(ii) One social activity.

(c) Explain the use of personification in this narrative

(d) What was the agenda of the meeting held by the donkeys?

(e) What is the attitude of the donkeys towards the Hare?

(f) What were the consequences of the donkey’s struggle to be painted?

(g) Apart from personification, what other features of oral narratives have been used in this story

(h) Explain the character of the donkeys in the 2nd last paragraph

(i) Explain the meaning of the following words and expressions as used in the story

(i) Beast of burden……..

(ii) Demonstration…..

(iii) Toppled…………………..

 

 

  1. 10. Read the following poem and answer the questions that follow            

                        SYMPTOMS OF LOVE

Love is a universal migraine,

A bright stain on the vision

Blotting out reason.

Symptoms of true love

Are leanness, jealousy,

Laggard dawns;

 

Are omens and nightmares-

Listening for a knock.

Waiting for a sign:

 

For a touch of her fingers

In a darkened room,

For a searching look

 

Take courage, lover!

Could you endure such pain

At any hand but hers?

(Literature: Reading Fiction, Poetry and Drama, McGraw-Hill, 2000)

 

 

Questions

  1. a) Identify the persona in the poem (2 mks)
  2. b) What is the persona’s attitude towards love? (Explain) (3 mks)
  3. c) Describe the tone of the poem with evidence from it (3 mks)
  4. d) Identify and explain any three figures of speech used in the poem (6 mks)
  5. e) Describe the mood of the poem citing evidence to support your answer (3 mks)
  6. f) Explain the rhetorical question at the end of the poem (2 mks)
  7. g) Explain the meaning of each of the following expressions as used in the poem
  8. i) Migraine
  9.  ii) Laggard dawn’s

iii) Searching look

 

 

 

  1. Read the following oral poem and answer the questions that follow:-

Don’t cry baby

Sleep little baby

Father will nurse you

Sleep baby sleep

 

Little bird flitting away to the forest so fast

Tell me, little bird, have you seen her

Have you seen my crying baby’s mother?

 

She went to the river at early dew

A pot upon her head

But down the water floats her pot

And the path from the river is empty

 

Shall I take him under the palm?

Where the green shade rests at noon?

Oh no, no

For the thorns will prick my baby

Shall I take him under the giant baobab

Where the silk cotton plays with the wing?

 

Oh no, no

For the termite- eaten bough will break

And crush my little baby

My little sleeping baby

The day is long and the sun grows hot

So, sleep, my little baby, sleep

For mother is gone to a far, far land- Alas!

She is gone beyond the river.

 

  1. a) Give four features which prove that the above oral poem is a lullaby
  2. b) Identify and illustrate the two speakers in the poem
  3. c) Why is the singer hesitant to take the baby under the shade?
  4. e) Identify and illustrate any two characteristics of oral poems evident in the above poem
  5. f) What is the singer’s attitude towards the baby?
  6. g) Comment on social organization of the people in the community where this song was collected

 

 

 

 

  1. Read the following oral poem and answer the questions that come after it:

                       

The earth   does not get fat,

It makes an end of those who wear the head plumes,

We shall die on the earth

The earth does not get fat. It makes an

end of those  who  act  swiftly as heroes

Shall we die on the earth?

 

Listen O earth. We shall mourn because of you,

Listen O earth. We shall die on the earth?

 

The earth does not get fat. It makes an end of chiefs

Shall we all die on the earth?

The earth does not get fat.

It makes an end of the women chiefs

Shall we die on earth?

 

The earth does not get fat. It makes an end of the royal women

Shall we die on earth?

 

Listen O earth. We shall mourn because of you.

Listen O earth. We shall die on the earth?

 

The earth does not get fat. It makes

an end of the beasts.

Shall we die on the earth?

 

Listen you who are a sleep, who are

left tightly closed in the land.

Listen you who are asleep, who are left tightly closed in the land.

Shall we all sink into the earth?

Listen O earth, the sun is setting tightly.

We shall all enter into the earth

                   (Source: Akivaga.K   and Odaga A.B, Oral Literature: A school certificate course)

 

 

 

  1. a) Classify this song and give reasons for your classification
  2. b) What is the subject matter in this song?
  3. c) Identify and comment on two features of style that are characteristic of songs
  4. d) Describe the attitude of the singer to the subject he/she is singing about
  5. e) What social belief is brought out in this song?
  6. f) Explain the meaning of the following lines :-
  7. i) The earth does not get fat
  8. ii) We shall all enter into the earth                                                                                                              iii)…… who are tightly closed in the land.                                                                           

 

 

 

 

 

 

 

  1. Read the poem below and then answer the questions that follow

 

I SHALL RETURN

I shall return, I shall return again

To laugh and love and watch with wonder eyes

At garden noon the forest fires burn,

Wafting their blue black smoke to sapphire skies

I shall return to loiter by the streams

That bathe the brown blades of bending grasses,

And realize once more my thousand dreams

Of waters rushing down the mountain passes

I shall return to hear the fiddle and fife

Of village dances, dear delicious tunes

That stir the hidden depths of native life

Stray melodies of the dim-remembered tunes

I shall return, I shall return again

To ease my mind of long, long years of pain

(Claude McKay)

 

(a) Explain briefly what the poem is about                                                             (3mks)

(b) In NOTE form, identify four things which the persona is longing to return to         (4mks)

(c) With illustration from the poem, identify and illustrate any three stylistic devices

used in the  poem                                                                                              (6mks)

(d) What is the tone of the poem? Illustrate your answer                                     (2mks)

(e) In what kind of environment is the persona living? Explain your answer            (2mks)

(f) What specific name is given to the poems with one stanza and fourteen lines as

one above?

(g) What is the name given to the last two lines ending in similar sound?                 (1mk)

 

 

  1. Read the poem below and answer the questions that follow:

POETRY:- OUT CAST

 

They met by accident                                                So they had to separate

He proposed the idea                                                            The boy remains illegitimate.

She gave her consent

All the way to the alter.                                            Last month not long ago

They both took their go

The casualty was male                                               Coincidentally by accident

And his pigment was pale                                         Nothing to inherit.

Unlike his alleged sire

Who was black with Ire                                             The poor boy is hardly ten

And knows no next of kin

The recourse was legitimate                                     He roams the street of town.

He declaimed responsibility                                      Like a wind sown outcast.

So they had to separate

The boy remains illegitimate.

 

  1. a) Who is the persona in this poem? (2 mks)
  2. b) What is the message in the poem? (4 mks)
  3. c) Comment on any three stylistic device used in the poem. (6 mks)
  4. d) What is the persona’s attitude towards the ”they?” (2 mks)
  5. e) Comment on the last stanza. (3 mks)
  6. Read the poem below and then answer the questions that follow:

 

The inmates

Huddled together,

Cold biting their bones,

Teeth chattering from the chill,

The air oppressive,

The smell offensive

They sit and they reflect.

 

The room self-contained,

At the corner the gents’ invites

With the nice fragrance of ammonia,

And fresh human dung,

The fresh inmates sit thoughtfully.

 

Vermin perform a guard of honour,

Saluting him with a bite here,

And a bite there,

Welcome to the world’ they seem to say.

 

The steel lock of the door,

The walls insurmountable

And the one torching torturous bulb

Stare vacantly at him.

Slowly he reflects about the consignment

That gave birth to his confinement

Locked in for conduct refinement

The reason they put him in the prison.

 

The clock ticks

But too slowly

Five years will be a long time

Doomed in the dungeon

In this hell of a cell.

 

(a) What is the attitude of the speaker towards the fresh inmate?                                        (4mks)

(b) Explain the atmosphere created through description in the poem                       (4mks)

(c) Why is the fresh ‘inmate in prison?                                                                          (2mks)

(d) Identify and explain any three stylistic devices in the poem                                  (6mks)

(e) Explain the mood of the new convict                                                                       (2mks)

(f) Explain the meaning of the following line:

‘Locked in for conduct refinement                                                                             (2mks)

 

  1. Read the following poem and answer the questions that follow:                         (20mks)

THE FOOLISH OLD MAN

My father began as a god

Full of heroic tales

Of days when he was young

His laws were as immutable

As if brought down from Sinai

which indeed he thought they were.

He fearlessly lifted me to heaven

By a mere swing to his shoulder

And made me a godling

By seating me astride

Our milk cow’s back and too,

Upon the great white gobbler.

of which others went in constant fear.

 

Strange then how he shrank and shrank

Until by my time of adolescence

He had become a foolish small old man

with silly and outmoded views

of life and morality.

 

Stranger still

that as I  became older

his faults and his intolerances

scatted away into the past

revealing virtues

such as honesty, generosity, integrity.

 

Strangest of all

how the deeper he recedes into the grave

the more I  see myself

as just one more of the little men

who creep through life

no knee – high to this long-dead god.

(Ian Mudie)

 

(a) Briefly comment on the theme of the poem                                                                  (4mks)

(b) Comment on the suitability of the tittle of the poem                                                   (3mks)

(c)What is the attitude of the persona towards his father?                                                           (3mks)

(d) Identify and explain any three stylistic devices used in the poem                               (6mks)

(e) What do the following groups of people learn from the poem?

(i) Parents. ………………                         (ii) Children………

(f) Explain the meaning of the following words as used in the poem.                              (2mks)

Immutable……………                 Outmoded……………………

 

17 .                  ORAL LITERATURE                 

Read the story below and then answer the questions which follow:-

When she is the only one at the foot of the mortar-stones the hen only scratches with one paw. For she has, so she thinks, plenty of time to choose her grains for corn.

Ponda certainly was not the only girl in M’badane, but she had only to appear for the most beautiful, and far from being fastidious and difficult to please as might have been expected, she was only too anxious to find a husband, as she was afraid of growing into an old maid, for she had already turned sixteen. On their side suitors were not lacking: every single day her girl-friends’ brothers and fathers, young men and old men from other villages, sent griots and dialis bearing gifts and fine words to ask her hand in marriage.

If it had only depended on herself Ponda would certainly by now have a baby tied on her back, either good, or bad-tempered and crying. But in the matter of marriage, as in all things a girl must submit to her father’s will. It is her father who must decide whom she is to belong to: a. Prince, a rich dioula or a common badolo who sweats in the field in the sun; it is for her father to say it he wishes to bestow her on a powerful marabout or an insignificant talibe.

Now Mor, the father of Ponda had demanded neither the immense bride-price of a rich man, nor the meager possession of a badolo; still less had he thought of offering his daughter to a marabout or to a marabout’s disciple in order to enlarge his place in paradise. Mor simply told all those who come to ask for his daughter, whether for themselves, for their masters, for their sons or for their brothers:

“I will give Ponda without demanding bride-price or gifts, to the man who will kill an ox and send me the meat by the agency of a hyena; but when it arrives not a single morsel of the animal must be missing.”

That was more difficult than making the round-cared Narr-the-Moor keep a secret. It was more difficult than entrusting a calabash full of honey to a child and expect him not  to even dip his little finger in. You might as well try prevent the sun from leaving his home in the morning or retiring to bed to the end of the day. You might as well forbid the thirsty sand to drink the first drop s of the first rains. Entrust meat to Bouki-the-Hyena? You might as well entrust a pot of butter to a burning fire. Entrust meat to Bouk and prevent her from touching it.

But how can you entrust meat; even dried meat to a hyena, and prevent her to touch it? It was an impossible task, so said the griots as they ended their way home to their masters: so said the mothers who had come on their sons’ behalf, so said the old men who had come to ask for the

beautiful Ponda for themselves.

A day’s walk form M’Badane lay the village of N’diour. The inhabitants of N’Diou were by no means ordinary folk’ they were, or so they believed, the only men and the only women since earliest times to have tamed the double hyenas, with whom in fact they lived in perfect peace and good understanding. It is true that the people of N’Diour did their share to maintain these good relations.

Every Friday they killed a bull which they offered to Bouki-the-Hyena and her tribe. Of all the young men of N’Diour, Birane was the best at wrestling as well as working in

the fields, he was also the most handsome. When his griot brought back presents that Mor had refused, and told him the conditions which Ponda’s father had laid down, Birane said to himself:

“I shall be the one to win Ponda for my bed,” He killed an ox, dried the meat, and put it in a goatskin; the skin was enclosed in a coarse cotton bag and the whole thing placed in the middle of ‘a truss straw.

On Friday, when Boruki came with her family to partake of the offering given by the people of N’Diou Birane went to her and said, ‘My griot, who has no more sense than a babe at the breast and who is as stupid as an ox has brought the fine gifts that I sent to Ponda, the daughter of Mor of N’Badane. I am certain that if you, whose wisdom is great and whose tongue is as honey, took this simple truss of straw to N’Badane to the house of Mor you would only need to say, “Birane asks for your daughter, “for him to grant her to you”.

“I have grown old, Birane, and my back is no longer very strong, but N’Bar, the oldest of

my children, is full of vigour and he has inherited a little of my wisdom. He will go to N’Badane

for you, and I am sure that he will acquint himself well of your mission.”

M’Bar set off very early in the morning, the truss of straw on his back. When the dew moistened the truss of straw the pleasant Odour of the meat began to float in the air. M’bar-thehyena stopped, lifted his nose sniffed to the right, sniffed to the left, then resumed his way, a little less hurriedly it seemed. The smell grew stronger, the Hyena stopped again, bared his teeth, thrust his nose to the right, to the left, into the air, then turned round and sniffed to the four winds. He resumed his journey, but now hesitating all the time, as if held back by this penetrating, insistent smell which seemed to come from all directions.

Not being able to resist it any longer, M’Bar left the track that led from N’Diour to N’Badane, made huge circling detours in the veld, ferreting to the right, ferreting to the left continually retracing his steps, and took three whole days instead of one to reach N’Badane.

N’Bar was certainly not in the best of tempers when he entered Mor’s home. He did not wear the pleasant expressions of a messenger who comes to ask a great favour. This smell of meat that impregnated all the grass and all the bushes of the veld and still impregnated the huts of N’Bedane and the courtyard of Mor’s home, had made him forget on the ‘way from N’Diour all the wisdom that Biouki had instilled into him, and stilled the gracious words that one always expects from a petitioner. M’Bar scarcely even unclenched his teeth to say: Assalamou aleyokoum!” and nobody could even hear his greeting; but as he threw down the truss of straw from his back had bent under its weight, he muttered in a voice that was more than disagreeable, ‘Bitane of N”Diour sends you this truss of staw and asks for your daughter. Under the very eyes of M’Bar the Hyena, first astonished, then indignant, then covetous Mor cut the liana ropes that bound the truss of a straw, opened it up and took out the bag of coarse cotton; from the coarse cotton bag of he took out the goat-skin and from the goatskin the pieces of dried meat.

‘Go’, ‘Mor, said to M’Bar-the-hyena, who nearly burst with rage at the sight of all that meat he had unsuspectingly earned for three days, and which was spread out, there without his being able to touch a single bit. (for the folk of N’Badane were not like the inhabitants of N’Diour, and in M’Badane hunting spears were lying all round). ‘Go,’ said Mor, ‘go and tell Birane that I give him my daughter. Tell him that he is not only the most spirited and the strongest of all the young men of N’Diour, but he is also the shrewdest.

He managed to entrust meat to you, hyena, he will be able to keep a sharp watch on his wife and outwit all tricks.’

 

  1. a) What type of oral narrative is this?
  2. b) State one economic activity of the community from which the story is taken. c)         What two aspects of Birane’s character come out in this story?                                           d)         What moral lesson do we learn from this narrative?
  3. e) Identify two significant devices used in this narrative and comment on their

effectiveness

  1. f) Identify three aspects of social life in the community from which the oral narrative is set

 

 

 

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

 

                                 “SYMPATHY”

I know what the caged bird feels, alas !

When the sun is bright on the upland slopes;

When the wind stirs soft through the springing grass

And the river flows like a stream of glass;

When the first bird sings and the first bud opens,

And the faint perfume from its petals steals-

I know what the caged bird feels!

 

 

I know why the caged bird beats his wing

Till its blood is red on the cruel bans;

For he must fly back for his perch and cling

When he rather would be on the branch a – swing;

And a pain still throbs in the old, old scars

And they pulse again with a keener sting –

I know why he beats his wing!

 

I know why the caged bird sings, ah me,

When his wing is bruised and his blossom sore,

When he beats his bars and would be free;

It is not a song of joy or glee,

But a prayer that he sends from his heart’s deep core,

But a plea, that upward to Heaven he flings –

I know why the caged bird sings !

                                                                                      (Adapted from the poem by Paul Lawrence Dunbar

                                                                                      In American Negropoetry, edited by Arna Bontemps.

                                                                                      New York: Hill and Wang, 1974)

 

 

(a) Explain briefly what the poem is about .

(b) What does the poet focus on in each of the three stanzas?  Give your answer in note form.

(c) How would you describe the persona’s feelings towards the caged bird?

(d) What can we infer about the persona’s own experiences?

(e). Identify a simile in the first stanza and explain why it is used.

(f).  Explain the meaning of the following lines:                                                                                                                 (i) “And the faint perfume from its petals steals”.

(ii) “And they pulse again with a keener sting “

CHEMISTRY LESSON PLANS FORM 3

FORM 3

TERM 1

SUBJECT: CHEMISTRY.

TOPIC 1: GAS LAWS.

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

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

FORM: 3                                                          TERM: 1                          YEAR……………..

NUMBER OF STUDENTS…….                     SUBJECT:  CHEMISTRY

TOPIC: GAS LAWS.

SUB-TOPIC: BOYLE’S LAW.

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

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

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

-State Boyle’s law.

-Explain Boyle’s law using kinetic theory of matter.

-Represent Boyle’s law mathematically and graphically.

-Solve further problems involving Boyle’s law.

-Plot and interpret graphs involving pressure and volume of gases.

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

State the Boyle’s law.

Discussion.

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

K.L.B. BK III

PP. 1-5

 

30 MINUTES BODY DEVELOPMENT

-State Boyle’s law.

-Explain Boyle’s law using kinetic theory of matter.

-Represent Boyle’s law mathematically and graphically.

-Solve further problems involving Boyle’s law.

-Plot and interpret graphs involving pressure and volume of gases.

 

-State Boyle’s law.

-Explain Boyle’s law using kinetic theory of matter.

-Represent Boyle’s law mathematically and graphically.

-Solve further problems involving Boyle’s law.

-Plot and interpret graphs involving pressure and volume of gases.

 

Chart

Volume-pressure relationship.

Syringes.

Calculators.

Graph papers.

K.L.B. BK III

PP. 1-5

Longhorn Book III

PP 1 -8

5 MINUTES CONCLUSION

Giving assignments.

 

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

K.L.B. BK III

PP. 1-5

 

 

SELF-EVALUATION:­­­­­­­­­­­­­­­­­­­_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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

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

FORM: 3                                                          TERM: 1                          YEAR……………..

NUMBER OF STUDENTS…….                     SUBJECT:  CHEMISTRY

TOPIC: GAS LAWS.

SUB-TOPIC: CHARLE’S LAW.

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

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

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

State Charles’ law.

Explain Charles’ law using kinetic theory of matter.

Convert temperature in degree Celsius to Kelvin and vice-versa.

Express Charles’ law with equations.

Give a graphical representation of Charles’ law.

Solve numerical problems based on Charles’ Law.

 

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

-State Charles’ law.

 

 

Discussion.

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

Longhorn Book III  PP 9-14

 

30 MINUTES BODY DEVELOPMENT

Teacher demonstration:- To show expansion of air when heated and contraction when pressure is constant.

Explain increase in volume when temperature is raised.

Q/A: – relation between volume and temperature, leading to Charles’ law.

Teacher explains inter-conversion of the units.

Students complete a table of temperature in the two units

Derive equations from volume and temperature relationship.

 

Exposition: – Teacher exposes a volume-temperature graph and extrapolates it to obtain the absolute temperature. The definition of absolute temperature is exposed.

Worked examples.

Supervised exercise.

 

Teacher demonstration:- To show expansion of air when heated and contraction when pressure is constant.

Explain increase in volume when temperature is raised.

Q/A: – relation between volume and temperature, leading to Charles’ law.

Teacher explains inter-conversion of the units.

Students complete a table of temperature in the two units

Derive equations from volume and temperature relationship.

 

Exposition: – Teacher exposes a volume-temperature graph and extrapolates it to obtain the absolute temperature. The definition of absolute temperature is exposed.

Worked examples.

Supervised exercise.

 

Calculators.

Colored water,

Glass tube,

Warm water,

Cork and

Flask.

K.L.B.

BK III  P. 6-12

 

Longhorn Book III  PP 9-14

 

5 MINUTES CONCLUSION

Giving assignment on the sub-topic.

 

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

Longhorn Book III  PP 9-14

 

 

SELF-EVALUATION:­­­­­­­­­­­­­­­­­­­_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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

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

FORM: 3                                                          TERM: 1                          YEAR……………..

NUMBER OF STUDENTS…….                     SUBJECT:  CHEMISTRY

TOPIC: GAS LAWS.

SUB-TOPIC: COMBINED LAW.

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

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

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

-Derive the Gas Law.

-Derive the combined gas law equation.

-Solve numerical problems using the equation.

 

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCE
5 MINUTES INTRODUCTION

Explain and deduce a formulae for the combined gas equation.

Discussion.

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

K.L.B.

BK III P. 12

 

30 MINUTES BODY DEVELOPMENT

Q/A: – Combining Boyle’s and Charles’ Laws.

Worked examples.

Q/A: – Combining Boyle’s and Charles’ Laws.

Worked examples.

Calculators. K.L.B.

BK III P. 12

 

Longhorn Book III  PP 14-16

 

5 MINUTES CONCLUSION

Oral evaluation on the sub-topic.

 

Questions and answers.

 

-Chalk board/white board.

-A piece of chalk/ marker pen.

 

K.L.B.

BK III P. 12

 

 

SELF-EVALUATION:­­­­­­­­­­­­­­­­­­­_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________