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Kiswahili syllabus pdf Free
SILABASI YA KISWAHILI
* KIDATO CHA KWANZA
- KUSIKILIZA NA KUZUNGUMZA
- Matamshi bora
1. Kiimbo
2. Shadda
3. Irabu/vokali-/a/,/e/,/i/,/o/,/u/
4. Konsonanti-/b/,/ch/,/d/,/dh/,/f/,/g/,/gh/,/h/,/j/,/k/
,/l/,/m/,/n/,/ng/,/ny/,/p/,/r/,/s/,/sh/,/t/,/th/,/v/,/w/,/y/,/z/
5. Ala za sauti/kutamkia
6. Namna ya kutamka na aina za sauti k.m
ghuna,sighuna/hafifu,vipasuo,vikwamizo n.k
7. Silabi
8. Maneno
9. Vitate k.m baba,papa
10. Vitanza ndimi
2. Maamkizi na mazungumuzo -
Maamkizi na mazungumuzo ya: (i)Nyumbani (ii)Dukani
(iii)Mtaani (iv)Sokoni (v)Shuleni
2. Mahojiano k.m mwalimu na mwanafunzi
3. Mijadala k.m umoja na utangamano katika familia
4. Hotuba3. Ufahamu wa kusikiliza
1. Ufahammu wa taarifa za kusikiliza4. Kusikiliza na kudadisi
1. Utangulizi wa fasihi:(i)Maana (ii)Aina
2. Fasihi simulizi (i)Hadithi (ii)Semi (iii)Ushairi
3. Maigizo:Yategemee shabaha na muktadha k.m
jandoni,sherehe za arusi n. - SARUFI ZA MATUMIZI YA LUGHA
- Lugha
1. Maana ya dhima ya lugha
2. Sauti (i)Irabu/vokali (ii)Konsonanti (iii)Mpangilio
wa sauti katika silabi na maneno
3. Vipasho vya lugha:sauti-silabi-neno-sentensi2. Aina za maneno
1. Aina za maneno(i)Nomino-N (ii)Vitenzi-T
(iii)Viwakilishi-W (iv)Vivumishi-V
(v)Vielezi-E(vi)Viunganishi-U(vii)Vihusishi-U(viii)Vihusishi-I
2. Kubainisha maneno katika tungo k.m Mtoto analia
3. Ngeli za nomino
1. A-WA,U-I,U-YA-YA-YA,LI-YA,KI-VI,I-ZI,I-I,U-ZI,U-U,KU,
PA-KU-MU
4. Viambishi
1. Maana
2. Aina-awali -Tamati
5. Nyakati na hali
1. Nyakati
2. Hali
3. Ukanushaji kutegemea
6. Mnyambuliko wa vitenzi
1. Viambishi vya mnyambuliko
2. Kauli Za vitenzi (i)Kutenda
(ii)Kutendewa(iii)Kutendeka(iv)Kutendana(v)Kutendea(vi)Kutendwa(
vii)Kutendesha7. Sentensi ya kiswahili
1. Maana ya sentensi
2. Mpangilio na uhusiano wa maneno kimantiki katika
sentennsi ya kiswahili
3. Muundo wa sentensi
4. Sentensi sahili -Upambanuzi wa sentensi sahili
kuonysha muundo wake kwa njia ya mstari8. Uakifishaji
1. Alama za kuakifisha: 1.Nukta/kitone/kikomo(.) 2.
Mkato/kipumuo/kituo/koma(,) 3. Nukta mkato/semi koloni(;)
4.Nukta pacha/nukta mbili/koloni 5.Kiulizi/kiulizo(?) 6. Alama
hisi(!) 7.Alama mtajo/za kunukuu/za usemi(\”\”)
8.Mkwaju/mshazari(/) 9.Kistari kifupi(-) 10. Kistari (_)
11.Mstari 12.Ritifaa/kibainisha(\’)
13.Mabano/vifungo/Parandesi(),[] 14..Herufi kubwa (H) na
herufi ndogo(h) 15. Herufi nzito (Hh) 16.Herufi
mlazo/italiki(Hh) 17.Nukta za dukuduku/mdikezo(…) 18.
Kinyota(*)
9. Ukubwa na udogo10. Umoja na udogo
3. KUSOMA
- Kusoma kwa sauti
1. Sauti mwambatano k.m/kw/mb/mw/ng/nj/nd/n.k
2. Sentensi
3. Vifungu vya maneno na aya
2. Kusoma kwa ufahamu
3. Kusoma kwa kina
1. Riwaya
2. Tamthilia
3. Ushairi
4. Kusoma kwa mapana
5. Matunizi ya maktaba
6. Matumizi ya kamusi4. KUANDIKA
- Uandishi wa kawaida
1. Majibu ya ufahamu
2. Muhtasari
3. Imla
4. Uchambuzi wa maandishi mbalimbali2. Utungaji wa kiuamilifu
1. Maana na dhima ya utungaji
2. Barua (i )Kirafiki (ii)Ramsi
3. Ratiba kama vile ya sherehe ya kuzaliwa
4. Tahadhari (i)Onyo (ii)Ilani
5. Matangazo
6. Maagizo/maelekezo
7. Kujaza fomu,stakabadhi na orodha
8. Taarifa
9. Mahojiano na dayolojia
3. Uandishi wa insha -
Maana na aina za insha (a)Picha (b)Mdokezo
(c)Maelezo (d)Masimulizi
4. Utungaji wa kisanii
1. Mashairi mepesi
2. Hdithi fupi
3. Vitendawili,mafumbo na chemsha bongo* KIDATO CHA PILI
- KUSIKILIZA NA KUZUNGUMUZA
- Matamshi bora
1. Silabi tatanishi km
pa/ba,sa/sha,la/ra,cha/sha,za/sa n.k
2. Sauti tatanishi k.m b/mb,d/nd,g/ng,n.k
3. Vitate k.m kua/kuwa
4. Vitanza ndimi2. Maamkizi na mazungumzo
3. Ufahamu wa kusikiliza
4. Kusiliza na kudadisi2. SARUFI NA MATUMIZI YA LUGHA
- Misingi ya maneno
2. Aina za maneno na migawanyo yake
1. Aina za maneno
2. Vivumishi
3. Vitenzi
4. Viwakilishi
5. Vielezi3. Vinyume
4. Nyakati na hali
5. Sentensi ya kiswahili
6. Mnyambuliko wa vitenzi
7. Uakifishaji
8. Usemi halisi na usemi wa taarifa
9. Uundaji wa maneno
10. Ukubwa na udogo
11. Ukanushaji
12. Umoja na wingi3. KUSOMA
- Kusoma kwa sauti
1. Sauti na maneno tatanishi k.m
p/b,s/sh,l/r,ch/sh,s/z(papa /baba,tata/dada,susu/zuzu)
2. Vitate k.m kua/kuwa,pua/bua,vua/fua
3. Maneno tatanishi yenye sauti mwambatano k.m
mbali/bali,kindani/kidani,buni/mbuni
4. Sentensi zenye maana tatanishi
2. Kusoma kwa ufahamu
3. Kusoma kwa kina
1. Riwaya
2. Ushari
3. Tamthilia
4. Kusoma kwa mapana
5. Kusoma maktabani
6. Matumizi ya kamusi4. KUANDIKA
- Uandishi wa kawaida
1. Majibu ya ufahamu ya maandishi
2. Muhtasari
3. Imla2. Utungaji wa kiuamilifu
1. Barua (i)Rasmi (ii)Mialiko (iii)Risala (iv)Simu
2. Hotuba
3. Ratiba k.m siku ya wazazi shuleni
4. Matangazo
5. Tahadhari (i)Ilani (ii)Onyo
6. Maagizo/maelekezo
7. Shajara
8. Resipe
9. Orodha ya mambo
10. Taarifa
11. Mahojiano
12. Dayolojia3. Uandishi wa insha
1. Maelezo
2. Mazungumzo
3. Mdokezo
4. Methali
4. Utungaji wa kisanii
1. Hadithi fupi
2. Mashairi
3. Michezo ya kuigiza* KIDATO CHA TATU
- KUSIKILIZA NA KUZUNGUMZA
1. Maamkizi na mazungumzo
1. Maamkizi ya heshima na mazungumzo katika mazingira
2. Mahojiano kama vile baina ya watu wawili
3. Mjadala kama vile umoja wa kitaifa
4. Hotuba2. Ufahamu wa kusikiliza
3. Kusikiliza na kudadisi
1. Dhima ya fasihi kwa jumla
2. Umuhimu wa fasihi simulizi
3. Muainisho wa fasihi simulizi2. SARUFI NA MATUMIZI YA LUGHA
- Umoja na wingi
1. Ngeli za nomino na upatanisho wa kisarufi kwa
mintaarafu ya: (a)Viulizi (b)Idadi (c)-A-unganifu (d)Virejeshi
\’O\’ na \’amba-\'(e)Visisitizi (f)Pekee (i)-enye (ii)-enyewe
(iii)-ote (iv)-o-ote (v)-ingine (vi)-ingineo
2. Vielezi
1. Vielezi vya: (a)Namna (b)Wakati (c)Idadi/kiasi
(d)Mahali
3. Viwakilishi
4. Mwingiliano wa maneno
5. Vitenzi - Mzizi wa kitenzi
2. Viambishi awali katika vitenzi
3. Viambishi tamati katika vitenzi
4. Vinyume vya vitenzi
5. Hali ya kuamrisha
6. Uundaji wa nomino
7. Sentensi ya kiswahili - Aina za (i)Virai (ii)Vishazi
2. Muundo wa sentensi
3. Aina za sentensi
4. Uchanganuzi wa sentensi kwa njia ya: (i)jedwali
(ii)mchoro wa matawi (iii)mstari
8. Nyakati na hali
1. Nyakati -LI-,-NA-,-TA-
2. Hali ya,-KI-,-KA-,-A-,-PO-,-KU-
3. Ukanushaji
4. Uakifishaji
5. Mnyambulik wa vitenzi3. KUSOMA
- Kusoma kwa sauti
2. Kusoma kwa ufahamu
3. Kusoma kwa kina
4. Kusoma kwa mapana4. KUANDIKA
- Uandishi wa kawaida
1. Majibu ya ufahamu na uchanganuzi
2. Muhtasari
3. Tahakiki za kazi za kisanii
2. Utungaji wa kiuamilifu
1. Barua
2. Ratiba k.m sherehe za arusi
3. Taharadhi (i)Ilani (ii)Onyo
4. Matangazo
5. Maagizo/maelekezo
6. Tawasifu
7. Wasifu
8. Resipe
9. Kumbukumbu
10. Ripoti
11. Mahojiano na dayolojia
12. Kujaza fomu na hojaji
13. Insha za kitaaluma k.m makala ya redio na runinga
3. Uandishi wa insha
4. Utungaji wakisanii
1. Michezo ya kuigiza
2. Mikusanyiko ya kazi za fasihi simulizi
3. Mashairi* KIDATO CHA NNE
- KUSIKILIZA NA KUZUNGUMZA
- Maamkizi na mazungumzo
2. Ufahamu wa kusikiliza
3. Kusikiliza na kudadisi
1. Sifa bainifu za fasihi simulizi na fasihi andishi
2. Muanisho wa fasihi simulizi (i)semi (ii)Masimulizi
ya hadithi (iii)Mazungumzo
3. Maigizo kutegemea shabaha na miktadha
4. Ngomezi
5. Ushairi2. SARUFI NA MATUMIZI YA LUGHA
- Ngeli za nomino
1. Ngeli za nomino na upatanisho wa kisarufi kwa
mintarafu ya: (i)Virejeshi \’O\’ na \’amba\’ (ii)Vivumishi
2. Aina mbalimbali za maneno
1. Viunganishi
2. Nomino
3. Vitenzi
4. Viwakilishi
5. Vivumishi
6. Vielezi
7. Vihusishi
8. Vihisishi3. Mwingiliano wa aina mbalimbali za maneno k.m kivumishi
kuwa nomino
4. Muundo wa sentensi ya kiswahili
5. Mnyamuliko wa vitenzi vya:
1. Asili ya kigeni
2. Silabi moja
3. Asili ya kibantu6. Nyakati na hali
1. Nyakati: LI,NA.TA
2. Hali:ME,HU,NGE,NGELI,NGALI,PO,A,KA,KI,KU
3. Hali ya kuamuru
4. Ukanushaji kutegemea nafsi7. Uakifishaji
8. Uundaji wa maneno
1. Nomino kutokana na mzizi wa nomino
2. Nomino kutokana na mzizi wa kitenzi
3. Kitenzi kutokana na mzizi wa nomino
4. Kivumishi kutokana na mzizi wa nomino
5. Nomino kutokana na mzizi wa kivumishi
6. Kivumishi kutokana na mzizi wa kitenzi
7. Kitenzi kutokanan na mzizi wa kivumishi
9. Matumizi ya maneno na viambishi maalum
10. Umoja na wingi3. KUSOMA
- Kusoma kwa sauti
2. Kusoma kwa ufahamu
3. Kusoma kwa kina
4. Kusoma kwa mapana4. KUANDIKA
- Uandishi wa kawaida
1. Majibu ya ufahamu na uchanganuzi
2. Muhtasari
3. Tahakiki za kazi za kisanii2. Utungaji wa kiuamilifu
3. Uandishi wa insha
1. Masimulizi
2. Mazungumzo
3. Mawazo
4. Maelezo
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kicd Kiswahili syllabus pdf
KISWAHILI Examination Syllabus 102
* FORM 1
- KUSIKILIZA NA KUZUNGUMZA
- Matamshi bora
1. Kiimbo
2. Shadda
3. Irabu/vokali-/a/,/e/,/i/,/o/,/u/
4. Konsonanti-/b/,/ch/,/d/,/dh/,/f/,/g/,/gh/,/h/,/j/,/k/
,/l/,/m/,/n/,/ng/,/ny/,/p/,/r/,/s/,/sh/,/t/,/th/,/v/,/w/,/y/,/z/
5. Ala za sauti/kutamkia
6. Namna ya kutamka na aina za sauti k.m
ghuna,sighuna/hafifu,vipasuo,vikwamizo n.k
7. Silabi
8. Maneno
9. Vitate k.m baba,papa
10. Vitanza ndimi2. Maamkizi na mazungumuzo
1. Maamkizi na mazungumuzo ya: (i)Nyumbani (ii)Dukani
(iii)Mtaani (iv)Sokoni (v)Shuleni
2. Mahojiano k.m mwalimu na mwanafunzi
3. Mijadala k.m umoja na utangamano katika familia
4. Hotuba3. Ufahamu wa kusikiliza
1. Ufahammu wa taarifa za kusikiliza4. Kusikiliza na kudadisi
1. Utangulizi wa fasihi:(i)Maana (ii)Aina
2. Fasihi simulizi (i)Hadithi (ii)Semi (iii)Ushairi
3. Maigizo:Yategemee shabaha na muktadha k.m
jandoni,sherehe za arusi n.k2. SARUFI ZA MATUMIZI YA LUGHA
- Lugha
1. Maana ya dhima ya lugha
2. Sauti (i)Irabu/vokali (ii)Konsonanti (iii)Mpangilio
wa sauti katika silabi na maneno
3. Vipasho vya lugha:sauti-silabi-neno-sentensi2. Aina za maneno
1. Aina za maneno(i)Nomino-N (ii)Vitenzi-T
(iii)Viwakilishi-W (iv)Vivumishi-V
(v)Vielezi-E(vi)Viunganishi-U(vii)Vihusishi-U(viii)Vihusishi-I
2. Kubainisha maneno katika tungo k.m Mtoto analia3. Ngeli za nomino
1. A-WA,U-I,U-YA-YA-YA,LI-YA,KI-VI,I-ZI,I-I,U-ZI,U-U,KU,
PA-KU-MU4. Viambishi
1. Maana
2. Aina-awali -Tamati5. Nyakati na hali
1. Nyakati
2. Hali
3. Ukanushaji kutegemea6. Mnyambuliko wa vitenzi
1. Viambishi vya mnyambuliko
2. Kauli Za vitenzi (i)Kutenda
(ii)Kutendewa(iii)Kutendeka(iv)Kutendana(v)Kutendea(vi)Kutendwa(
vii)Kutendesha7. Sentensi ya kiswahili
1. Maana ya sentensi
2. Mpangilio na uhusiano wa maneno kimantiki katika
sentennsi ya kiswahili
3. Muundo wa sentensi
4. Sentensi sahili -Upambanuzi wa sentensi sahili
kuonysha muundo wake kwa njia ya mstari8. Uakifishaji
1. Alama za kuakifisha: 1.Nukta/kitone/kikomo(.) 2.
Mkato/kipumuo/kituo/koma(,) 3. Nukta mkato/semi koloni(;)
4.Nukta pacha/nukta mbili/koloni 5.Kiulizi/kiulizo(?) 6. Alama
hisi(!) 7.Alama mtajo/za kunukuu/za usemi(\”\”)
8.Mkwaju/mshazari(/) 9.Kistari kifupi(-) 10. Kistari (_)
11.Mstari 12.Ritifaa/kibainisha(\’)
13.Mabano/vifungo/Parandesi(),[] 14..Herufi kubwa (H) na
herufi ndogo(h) 15. Herufi nzito (Hh) 16.Herufi
mlazo/italiki(Hh) 17.Nukta za dukuduku/mdikezo(…) 18.
Kinyota(*)
9. Ukubwa na udogo10. Umoja na udogo
3. KUSOMA
- Kusoma kwa sauti
1. Sauti mwambatano k.m/kw/mb/mw/ng/nj/nd/n.k
2. Sentensi
3. Vifungu vya maneno na aya2. Kusoma kwa ufahamu
3. Kusoma kwa kina
1. Riwaya
2. Tamthilia
3. Ushairi
4. Kusoma kwa mapana
5. Matunizi ya maktaba
6. Matumizi ya kamusi4. KUANDIKA - Uandishi wa kawaida
1. Majibu ya ufahamu
2. Muhtasari
3. Imla
4. Uchambuzi wa maandishi mbalimbali2. Utungaji wa kiuamilifu
1. Maana na dhima ya utungaji
2. Barua (i )Kirafiki (ii)Ramsi
3. Ratiba kama vile ya sherehe ya kuzaliwa
4. Tahadhari (i)Onyo (ii)Ilani
5. Matangazo
6. Maagizo/maelekezo
7. Kujaza fomu,stakabadhi na orodha
8. Taarifa
9. Mahojiano na dayolojia3. Uandishi wa insha
1. Maana na aina za insha (a)Picha (b)Mdokezo
(c)Maelezo (d)Masimulizi4. Utungaji wa kisanii
1. Mashairi mepesi
2. Hdithi fupi
3. Vitendawili,mafumbo na chemsha bongo* FORM 2
- KUSIKILIZA NA KUZUNGUMUZA
- Matamshi bora
1. Silabi tatanishi km
pa/ba,sa/sha,la/ra,cha/sha,za/sa n.k
2. Sauti tatanishi k.m b/mb,d/nd,g/ng,n.k
3. Vitate k.m kua/kuwa
4. Vitanza ndimi2. Maamkizi na mazungumzo
3. Ufahamu wa kusikiliza
4. Kusiliza na kudadisi2. SARUFI NA MATUMIZI YA LUGHA - Misingi ya maneno
2. Aina za maneno na migawanyo yake
1. Aina za maneno
2. Vivumishi
3. Vitenzi
4. Viwakilishi
5. Vielezi3. Vinyume
4. Nyakati na hali
5. Sentensi ya kiswahili
6. Mnyambuliko wa vitenzi
7. Uakifishaji
8. Usemi halisi na usemi wa taarifa
9. Uundaji wa maneno
10. Ukubwa na udogo
1. Ukanushaji
12. Umoja na wingi3. KUSOMA - Kusoma kwa sauti
1. Sauti na maneno tatanishi k.m
p/b,s/sh,l/r,ch/sh,s/z(papa /baba,tata/dada,susu/zuzu)
2. Vitate k.m kua/kuwa,pua/bua,vua/fua
3. Maneno tatanishi yenye sauti mwambatano k.m
mbali/bali,kindani/kidani,buni/mbuni
4. Sentensi zenye maana tatanishi2. Kusoma kwa ufahamu
3. Kusoma kwa kina
1. Riwaya
2. Ushari
3. Tamthilia
4. Kusoma kwa mapana
5. Kusoma maktabani
6. Matumizi ya kamusi4. KUANDIKA - Uandishi wa kawaida
1. Majibu ya ufahamu ya maandishi
2. Muhtasari
3. Imla2. Utungaji wa kiuamilifu
1. Barua (i)Rasmi (ii)Mialiko (iii)Risala (iv)Simu
2. Hotuba
3. Ratiba k.m siku ya wazazi shuleni
4. Matangazo
5. Tahadhari (i)Ilani (ii)Onyo
6. Maagizo/maelekezo
7. Shajara
8. Resipe
9. Orodha ya mambo
10. Taarifa
11. Mahojiano
12. Dayolojia3. Uandishi wa insha
1. Maelezo
2. Mazungumzo
3. Mdokezo
4. Methali4. Utungaji wa kisanii
1. Hadithi fupi
2. Mashairi
3. Michezo ya kuigiza* FORM 3
- KUSIKILIZA NA KUZUNGUMZA
1. Maamkizi na mazungumzo
1. Maamkizi ya heshima na mazungumzo katika mazingira
2. Mahojiano kama vile baina ya watu wawili
3. Mjadala kama vile umoja wa kitaifa
4. Hotuba2. Ufahamu wa kusikiliza
3. Kusikiliza na kudadisi
1. Dhima ya fasihi kwa jumla
2. Umuhimu wa fasihi simulizi
3. Muainisho wa fasihi simulizi2. SARUFI NA MATUMIZI YA LUGHA - Omoja na wingi
1. Ngeli za nomino na upatanisho wa kisarufi kwa
mintaarafu ya: (a)Viulizi (b)Idadi (c)-A-unganifu (d)Virejeshi
\’O\’ na \’amba-\'(e)Visisitizi (f)Pekee (i)-enye (ii)-enyewe
(iii)-ote (iv)-o-ote (v)-ingine (vi)-ingineo
2. Vielezi
1. Vielezi vya: (a)Namna (b)Wakati (c)Idadi/kiasi
(d)Mahali
3. Viwakilishi
4. Mwingiliano wa maneno
5. Vitenzi - Mzizi wa kitenzi
2. Viambishi awali katika vitenzi
3. Viambishi tamati katika vitenzi
4. Vinyume vya vitenzi
5. Hali ya kuamrisha
6. Uundaji wa nomino
7. Sentensi ya kiswahili - Aina za (i)Virai (ii)Vishazi
2. Muundo wa sentensi
3. Aina za sentensi
4. Uchanganuzi wa sentensi kwa njia ya: (i)jedwali
(ii)mchoro wa matawi (iii)mstari8. Nyakati na hali
1. Nyakati -LI-,-NA-,-TA-
2. Hali ya,-KI-,-KA-,-A-,-PO-,-KU-
3. Ukanushaji
4. Uakifishaji
5. Mnyambulik wa vitenzi3. KUSOMA - Kusoma kwa sauti
2. Kusoma kwa ufahamu
3. Kusoma kwa kina
4. Kusoma kwa mapana4. KUANDIKA - Uandishi wa kawaida
1. Majibu ya ufahamu na uchanganuzi
2. Muhtasari
3. Tahakiki za kazi za kisanii2. Utungaji wa kiuamilifu
1. Barua
2. Ratiba k.m sherehe za arusi
3. Taharadhi (i)Ilani (ii)Onyo
4. Matangazo
5. Maagizo/maelekezo
6. Tawasifu
7. Wasifu
8. Resipe
9. Kumbukumbu
10. Ripoti
11. Mahojiano na dayolojia
12. Kujaza fomu na hojaji
13. Insha za kitaaluma k.m makala ya redio na runinga3. Uandishi wa insha
4. Utungaji wakisanii
1. Michezo ya kuigiza
2. Mikusanyiko ya kazi za fasihi simulizi
3. Mashairi* FORM 4
- KUSIKILIZA NA KUZUNGUMZA
- Maamkizi na mazungumzo
2. Ufahamu wa kusikiliza
3. Kusikiliza na kudadisi
1. Sifa bainifu za fasihi simulizi na fasihi andishi
2. Muanisho wa fasihi simulizi (i)semi (ii)Masimulizi
ya hadithi (iii)Mazungumzo
3. Maigizo kutegemea shabaha na miktadha
4. Ngomezi
5. Ushairi2. SARUFI NA MATUMIZI YA LUGHA - Ngeli za nomino
1. Ngeli za nomino na upatanisho wa kisarufi kwa
mintarafu ya: (i)Virejeshi \’O\’ na \’amba\’ (ii)Vivumishi
2. Aina mbalimbali za maneno
1. Viunganishi
2. Nomino
3. Vitenzi
4. Viwakilishi
5. Vivumishi
6. Vielezi
7. Vihusishi
8. Vihisishi3. Mwingiliano wa aina mbalimbali za maneno k.m kivumishi
kuwa nomino
4. Muundo wa sentensi ya kiswahili
5. Mnyamuliko wa vitenzi vya:
1. Asili ya kigeni
2. Silabi moja
3. Asili ya kibantu6. Nyakati na hali
1. Nyakati: LI,NA.TA
2. Hali:ME,HU,NGE,NGELI,NGALI,PO,A,KA,KI,KU
3. Hali ya kuamuru
4. Ukanushaji kutegemea nafsi7. Uakifishaji
8. Uundaji wa maneno
1. Nomino kutokana na mzizi wa nomino
2. Nomino kutokana na mzizi wa kitenzi
3. Kitenzi kutokana na mzizi wa nomino
4. Kivumishi kutokana na mzizi wa nomino
5. Nomino kutokana na mzizi wa kivumishi
6. Kivumishi kutokana na mzizi wa kitenzi
7. Kitenzi kutokanan na mzizi wa kivumishi
9. Matumizi ya maneno na viambishi maalum
10. Umoja na wingi3. KUSOMA
- Kusoma kwa sauti
2. Kusoma kwa ufahamu
3. Kusoma kwa kina
4. Kusoma kwa mapana4. KUANDIKA - Uandishi wa kawaida
1. Majibu ya ufahamu na uchanganuzi
2. Muhtasari
3. Tahakiki za kazi za kisanii2. Utungaji wa kiuamilifu
3. Uandishi wa insha
1. Masimulizi
2. Mazungumzo
3. Mawazo
4. Maelezo
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IRE Form 1-4 Notes, Revision Questions And Answers Free PDF
FORM ONE IRE NOTES
CHAPTER 1
QURAN
Read [Q: 36:2]; [Q: 85:21];[Q: 17:9]
Meaning of the Quran
The Quran is a religious book used by Muslims all over the world as a book of guidance. Most of the
world religions have their specific books which they use for reference. Do you know any religious
books used by members other faiths? Can you mention any of them? Just as every religion has its
own religious book, Muslims have the Quran as their main source of reference and they have a duty
to learn, understand and constantly refer to it. As a Muslim, have you read the Quran? Muslims
believe that the Holy Quran is the last book to be revealed by Allah. It is because of its important
position in the Islamic faith that throughout our course we shall be using the Quran as our immediate
source of reference.
Can you remember the meaning of the word Quran from your Islamic Religious Education in Primary school?
This word comes from an Arabic root qara’a which means “to read or to recite.” Quran in Arabic
therefore literally means recitation or something that is continuously recited. It is equivalent in
meaning to qira’ah, as both come from the same verb ‘qara’a.’
This name is specifically mentioned in the text of the Quran as a reference to itself in several places. From the verses you have read, you will learn that the Quran has been referred as a book of guidance, a book full of wisdom and a Glorious. Read the following verses:
In Islam the word Quran is defined as the divine speech of Allah Subhanahu Wa Taala (S.W.T), sent down upon the last Prophet Muhammad Peace be Upon Him (P.B.U.H), through the Angel Jibril Aleihi Swalatu wa Salaam(A.S) to human kind. Since its revelation the Quran has remained the same without being distorted.
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Other Names of the Quran
Do you know that the Quran is referred to with other different names? Mention some of these names. For the names you have mentioned, it can be seen that some of the names of the Quran have been referred to in the Quran itself while others are derived from the functions of the Quran. Among these names are:
Furqaan (criterion) “Blessed is He Who sent down the Criterion to His servant, that it
may be an admonition to all creatures.” [Q: 25: 1]
Nadhir (warner) “Verily this Quran Doth guide to that which is most right (or stable), and
giveth the Glad tidings to the believers who work deeds of righteousness, that they have a
magnificent reward.”[Q: 17:9]
Rahma (mercy) “A guide and a Mercy to the doers of good”[Q: 31:3]
Tanzil (revelation) “Verily this is a Revelation from the Lord of the Worlds.”[Q: 26: 192] Dhikr (reminder) “We have without doubt, send down the message; And We will assuredly
guard it (from corruption)[Q: 15: 9]
Kitab (The book) “We have revealed for you (O men) a Book in which is a message for
you: will you not then understand.”[Q : 21:10]
Hudan (Guidance) “We gave Moses the book, and made it a Guide to the children of Israel,
(commanding): “Take not other than Me as disposer of (your) affair.”[Q:17: 2:5]
All these names reflect one of the various aspects of the revealed words of Allah. Other
names include Nur (Light), Majid (Glorious), and Mubarak (Blessed) Bashir (Announcer),
among others. Can you mention the other names of the Holy Quran that have not been listed
above?
- a) Ulumul Quran
The term Ulum means ‘a science.’Itrefers to the detailed scientific study of a subject. If you look at
the various subjects you are offered in Form one, you will notice that each of them has a different approach of studying it.These approaches are what we refer to as Ulum (theScience).The Quran, being a wide subject area of study also has its unique features that must be studied in a particular way. Therefore, Ulumul Quran is a scientific study that includes a variety of fields related to Al –
Quran such as it’s:
Revelation.
Collection and compilation.
Order and arrangement of suras.
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Translation of the Quran (tafsir).
Reasons for the translation of the suras ( Asbaabu Nnuzul) Characteristics of language
Style of writing and theme
Recitation (Tajweed) among other
We are going to look at one of the above areas in our next discussion.
Need for the revelation of the Quran.
In life everything has a reason and a purpose for its being, just as we have a purpose for coming to school. Why do you think the Quran was revealed to humankind? Revelation of the Quran came at a time when there was ignorance and the socity was full of social vices, a period referred to as Jahiliya. Someof the reasons for revelation of the Quran are as follows:
- The earlier scriptures were tampered and interfered with by man thus losing their
authenticity. Hence the revelation of the Quran was to correct the wrong message. - The Quran was given to Prophet Muhammad, the seal of the prophet with a universal
message unlike the other books which were sent to particular generations at specific time. For example The Torah (Taurat) was sent to the Children of Israel through Prophet Musa (A.S) while Zabur was sent to the followers of Prophet Daud.
Read the following two verses from the Holy Quran:
Almighty Allah (S.W.T) Says:“To the Thamud people (We sent) Salih, one of their own
brethren: He said: ‘O my people! Worship Allah; ye have no other god but Him.Now has
come unto you a clear signfrom your Lord! This she camel of Allah is a sign unto you…”
[Q: 7:73]
Almighty Allah (S.W.T) Says:“To the Ad people, (We send) Hud, one of their own brethren: He said: ‘O my people! Worship Allah! You have No other god but Him. Will you not fear (Allah)?”[Q: 7:65]
- To fulfill Allah’s promise as well as prophesies of the other earlier revealed scriptures on the
coming of the Quran and that of prophet Muhammad (P.B.U.H).
Almighty Allah (S.W.T)Says:“And remember, Jesus, the son of Mary, said: ‘O children of
Israel! I am the messenger of Allah (sent) to you confirming the law (which came) before
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me and giving Glad Tidings of a messenger to come after mewhose name shall be
Ahmad.But when he came to them with clear signs, they said, ‘This is evident sorcery.”[Q:
61:6]
- To narrate and summarizestories and events of the earlier generation in order to offer
teachings, lessons, warnings and guidance to shape community.
Almighty Allah (S.W.T)Says:“There is in, their stories,instructions for men endued with
understanding.It is not a tale invented,but a confirmation of what went before it-A detailed exposition of all things,and a guide and a mercy to any such as believe.” [Q: 12: 111]
- Believe in One True God: The most important topic mentioned throughout the Quran is the
belief in the One, True God. God informs us that He has no partner, no son, no equal, and
that none has the right to be worshipped except Him alone. Nothing is comparable to God
and none of His creation resembles Him. The Qur’an also rejects the notion of attributing
human qualities and limitations to Allah (SWT).
Almighty Allah (S.W.T) says, “And your god is One God. There is no god but He, the Most Gracious, the Most Merciful.” [Q 2:163]
- Rejection All False Gods: Since Allah alone is the only One worthy of worship, false gods
must be rejected. The Quranalso rejects the notion of attributing divine qualities to anyone or
anything other than Allah.
Almighty Allah (S.W.T) Says: “And worship Allah and associate none with Him…” [Q:
4:36]
- To remind us of the Day of Judgment:This Holy Quranreminds us that everyone will taste
death and will be held accountable for all their actions and sayings:
Almighty Allah (S.W.T) says: “We shall set up scales of justice for the Day of Judgment, so that not a soul will be dealt with unjustly in the least…”[Q: 21:47]
- Fulfilling the Intended Way of Life: The purpose of life is to worship Allah alone, and live
one’s life according to the way of life prescribed by Allah. In Islam, worship is a
comprehensive term that includes all actions and sayings (whether private or public) that
Allah loves and is pleased with. Therefore, by doing what Allah commands, a Muslim is
worshipping God and fulfilling his purpose in life.
Almighty Allah (S.W.T) says, “I have only created Jinns and men, that they may serve
Me.”[Q: 51:56]
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REVELATION
Revelation is the divine communication of Allah (S.W.T) to his creatures. In this communication, Allah (S.W.T) either uses the Arch Angel Jibril or any by other methods which shall be studies in Form Two. An example of this communication is when Allah (S.W.T) revealed to the Holy Prophet (P.B.U.H) the first five verses of Sura al-Alaqa through Angel Jibril. Refer to [Q: 96:1-5]
The above paragraph shows us thatthe Almighty Allah (S.W.T) communicates to his Prophets in the form of revelations. Allah (S.W.T) says in the Holy Quran that;
“It is not fitting for a man that Allah should speak to him except by inspiration, or from behind a veil, or by sending of a messenger to reveal, with Allah’s permission, what Allah will; for He is most High, Most Wise.”[Q: 42:51] From the verse we have readwe see the Arch Angel Jibril acting as an intermediary between Allah (S.W.T) andthe prophets as the bearer of the revelation.Angel Jibril undertook the following duties in the revelation of the Qur’an:
- a) The role of Angel Jibril
- He lowered the Quran from Lauhil Mahfudh (well preserved tablet), the seventh heaven to
Baitul- Izza; the lowest heaven.
- He lowered the Quran from Baitul-Izza to earthand revealedit in portions to the prophet
throughout his 23 years of prophet hood.
- He taught the prophet how to recite the Holy Quran correctly. He would
- He assisted the prophet in the order and arrangement of the Quran. He used to appear before
the prophet at the beginning of every month of Ramadhan and the prophet used to recite all
the chapters while Jibril would guide him on the order and arrangement.
5. He played an intermediary role between the Almighty Allah to the prophet (P.B.U.H).
6. He assisted the prophet in memorizing the Quran during revelation; he would only leave after
the prophet had grasped the verses. - Assisted the prophet in interpreting and understanding the QuranHe was the comforter of the
prophet because revelation was a difficult experience.Aisha (R.A.) reported thatAl – Harith
bin Hisham asked Allah Apostle (P.B.U.H) how the divine inspiration was revealed to Him.
Allah’s Apostle replied; “sometimes it is revealed like the ringing of a bell, this form of
inspiration (wahyi) is the hardest of all and then this state passes off after I have grasped
what is inspired. Sometimes the Angel comes in the form of a man and talks to me and I
grasp whatever he says.”
What are the other duties that Angel Jibril played in the life of the prophet apart from revealing the
Qur’an?
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b)REASON WHY THE QURAN WAS REVEALED IN PORTIONS.
We have just learnt that Arch Angel Jibril lowered the Quran from Baitul-Izza and revealed it in portions. What do you think are the reasons why the Quran was revealed in portions? Let us consider the following points:
- To address the prophet continuouslyin order to strengthen his heart.
Almighty Allah(S.W.T) says:
“You and those who disbelieve say “why is the Quran not revealed to him all at once?” but it is like that in order that we may steady your heart with it, and I have arranged its component parts in an orderly, consistent manner.”[Q: 25:3]
(It is) a Quran which we have divided (into parts from time to time) in order that you might recite it to men at intervals: We have revealed it by stages.”[Q: 17:106]
- The process of revelation was a very difficult experience considering human ability and
limitations; therefore it was revealed in portions to ease the task. - To provide room for spiritual growth and development for the prophet and his companions.
- To progressively implement the sharia of Allah(S.W.T) that is providing continuous
guidance. - To make it easy for the believers to understand and apply the rules of the Quran.
- To make itsmemorization easier because the Arabs chiefly relied on memory to preserve
information.
Allah says (S.W.T) “(These are) the ones who wait and watch about you, if you do gain a
victory from Allah, they say: were we not with you? But if the unbelievers gain an advantage over you, and did we not guard you from the believers?” [Q: 4:141]
- Dealing with problems as they arise whenever a new happening emerges the Quran was there
to provide the necessary solutions and answer. Example of this is when the Almighty Allah
says(S.W.T):
“And they ask you about Dhul Qarnayn tell them I will read to you a report.”[Q: 18:83]
- An indication of the true source of the Quran as it was revealed in a period of 23 years
without any contradictions.
The Almighty Allah says (S.W.T):“Won’t they contemplate the Quran if it had come from
other than Allah; they would have found in it many contradictions?” [Q: 4:82]
SURAT UL FATIHA
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Al-Fâtiha is the first sûrah (chapter) of the Quran, and was one of the earliest portions of the Quran
revealed to the prophet Muhammad by the angel Jibril. The word ‘Fatiha’ comes from the Arabic
root verb ‘Fataha’ which means an opening, beginning or commencement. Therefore it is referred to
as “Fatihat ul Kitab” (the opening chapter of the Book) or simply Surat ul Fatiha (The Opening
Chapter). The idea of opening or beginning is significant in several ways: first, this is the opening
verse of the Quran, secondly, this is said to be the first complete sûrah that was revealed to the
Prophet, but more importantly this name also symbolizes the fact that the grace of Allâh has opened
the doors of Life to us and that as we begin to live our lives in harmony with the ways of Allâh, the
heart truly begins to open, thereby allowing us to begin to allow the Divine Presence of
Allah(S.W.T) to consciously manifest openly through our daily lives, and thus, it is we that have
been opened by His Power.
It is also called ‘sab al mathani’ .i.e. the seven ayahs as these are seven ayahs that no equivalent of them has ever been sent to the previous prophets before. It is called ‘Umm ul Kitab’ i.e. ‘the mother of the whole book’ because it encompasses the theme of recognition of Allah, belief in Him and worshipping Him only and genuinely.
Let us now look at the Arabic transliteration and meaning of its verses.
Bismillāhi r-raḥmāni r-raḥīm
1:1 In the name of Allah, Most Gracious, Most Merciful.
Al ḥamdu lillāhi rabbi l-’ālamīn
The r herisher and ,hraise and thanks be to Allah 1:2Sustainer of the worlds,
Ar raḥmāni r-raḥīm
,Most Merciful ,Most aracious 1:3
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Māliki yawmi d-dīn
.Master of the aay of Judgement 1:1
Iyyāka na’budu wa iyyāka nasta’īn
worship eou alone we 1:1 and You alone we ask for help.
Ihdinā ṣ-ṣirāṭ al-mustaqīm
:auide us to the straight path 1:6
Ṣirāṭ al-laḏīna an’amta ‘alayhim ġayril maġḍūbi ‘alayhim walāḍ ḍāllīn
1:7 The path of those on whom you have bestowed your Grace, and not the path of those who earned your anger, nor of those who went astray.
Teachings of the surah
- Allah is the most Gracious and most Merciful.
- We should praise Allah for all the favors He has bestowed to us.
- He is the controller and overall judge of everything during the Day of Judgment.
- He is the only one worth of our devotion so all our prayers should be directed to Him.
- Whoever needs any help should seek divine intervention of Allah.
- Man should ask for Allah’s guidance to the path of righteousness.
- The path of righteousness is a favor from Allah(S.W.T).
- Man should shun all evils to avoid the wrath of Allah. The worshipper is reminded not to
transgress. - Mankind should follow the teachings of Allah (S.W.T) in order to avoid His anger.
10.The recognition of the oneness of Allah brings us closer to Allah and keeps us far from Iblis.
Importance of the sura
- Sura tul Fatiha brings us closer to Allah through the words of praise contained in it.
- It is a supplication (dua) that the prophet recommended to be usedoften.
| P a g e 8
- It is the opening chapter of the Quran.
- It’s the foundation of faith.
- It is the mother of the Quran.
- It is one of the pillars of prayers.
- It’s one among the surahs that no other prophet was given except Muhammad only.
Surat Al-Fīl (The Elephant) – ليفل ا ةروس(Q 105)
Historical back ground to the revelation of Suratul Fiil.
Suratul Fiil derived its roots from the incident of the elephants during the period of the birth of the Prophet Muhammad (P.B.U.H).
The term Fiil refers to the elephants mentioned in the first verse of the Sura. These elephants were used in the army of Abraha Al Ashram who was governor of Yemen on behalf of the King of Ethiopia. He was sent to go and destroy the Al-Kaaba.
Abraha built a shrine at a place called Sanaa and had wanted the Arabs to perform Pilgrimage at the shrine instead of the Kaaba which they refused. He became furious and decided to send an army to go and destroy the Kaaba.
We shall now look at the meaning of its verses and their transliteration.
مس بلالهنمحرلاميحرلا
Bismillahi rrahmani rraheemi
In the name of Allah, the Beneficent, the Merciful.
Alam tara kaifa faala rabbuka bi as-haabil fiil
105:1 Have you (O Muhammad) not seen how your Lord dealt with the companions of the Elephant?
Alam yaj’al Kaidahum fii tadhlil
105:2 Did He not make their treacherous plan into misguidance?
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Wa-arsala alaihim twairan abaabila.
105:3 And He sent against them birds in flocks,
Tarmihim bihijaa-ratin min sijiil
105:4 Striking them with stones of baked clay,
Fajaa’lahum ka’asfinm ma kulin
105:5 Then did He make them like an empty field of stalks and straw, (of which the corn) has been eaten.
Teachings of Suratul Fiil
There are several lessons that can be learnt from this sura as follows;
- Al-Kaaba is protected by Allah.
- Allah is in position to destroy theplans of anybody who intends to harm others.
- Allah is very powerful and sees everything.
- No creature can fight the might of Allah
- Material possession of a man cannot defeat the Allah’s property.
- Mankind should rely on Allah for anything because Allah protects.
- Allah does not allow evil to flourish.
- Allah gives protection to the righteous
- The wrong doers will always be punished by Allah.
- No one can prevail against Allah
- Allah has the ability to end a person’s pride and arrogance.
- Allah wanted tohonor the birth of the prophet (P.B.U.H).
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Surat Al-`Aşr (The Declining Day) – رصعلا ةروس (Q 103)
Historical Background
The early Muslims called it Al-`Asr. Also, in most of the books dedicated to explaining the Quran (tafsir), this name is given to the surah.
The majority of scholars hold that it was sent in the Makkan Period at the early stages of Islam where the Muslim population was small. The surah consists three verses, making it the shortest chapter in the Quran but summarizes all the teachings of Islam because of its vast meaning. Imam Shafi commended that Suratul Asr would have sufficed all the other Surahs of the Quran if they had not been revealed.
We shall now look at the meaning of its verses and their transliteration.
Bismillahi rrahmani rraheemiميحرلا نمحرلالالهمسب
In the name of Allah, the Beneficent, the Merciful.
WaalAasri
103: 1By Al-‘Asr (the time).
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Inna al-insana lafee khusrin
103: 2Verily! Man is in loss,
Illa allatheena amanoo waAAamiloo alssalihati watawasaw bialhaqqi watawasaw bialssabri
103: 2Except those who believe (in Islamic Monotheism) and do righteous good deeds, and
recommend one another to the truth (i.e. order one another to perform all kinds of good deeds (Al-
Ma’ruf)which Allah has ordained, and abstain from all kinds of sins and evil deeds (Al-
Munkar)which Allah has forbidden), and recommend one another to patience (for the sufferings, harms, and injuries which one may encounter in Allah’s Cause during preaching His religion of Islamic Monotheism or Jihad, etc.).
Teachings of the Surah
- The surah starts with an oath where Allah swears by the time (Asr) because it is only Allah
(S.W.T) who has the sole right to swear by anything because everything belongs to Him. - It affirms great loss for those who reject aod’s message after it reached them correctly, and
for those who accepted it but failed to live according to it. Loss means losing Allah’s
blessings and favors for the unbelievers. - Those excluded from the state of loss include the believers, those who perform righteous
deeds, - It encourages one to follow the truth and enjoin one another to be patient.
- They are also be committed to the truth of Islam.
Suratul Nasr(The Divine Support) – رصنلا ةروس (Q110)
Historical Background
The Sura is called Suratul Nasr because it is a word that appears in the first verse of the chapter.It literally means help. And here it refers to Allah’s help that caused the conquest of Makkah.
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This Sura was revealed after the conquest of Makkah. It was the time when many people were embracing Islam, thus the Sura was to remind the Prophet and the Muslims believers at large to consider the victory from Allah only. The victory in which multitudes of people from different tribes embraced Islam was the victory from Allah (S.W.T)this is believed to be the last surah given to Prophet Muhammad and a sign to his approaching death.
Meaning and transliteration of Surat An-Naşr
Bismillahi rrahmani rraheemiميحرلا نمحرلالاله مسب
Itha jaa nasru Allahi waalfathu
110:1When the victory of Allah has come and the conquest,
Waraayta alnnasa yadkhuloona fee deeni Allahi afwajan
110:2And you see the people entering into the religion of Allah in multitudes,
Fasabbih bihamdi rabbika waistaghfirhu innahu kana tawwaban
110:3Then exalt [Him] with praise of your Lord and ask forgiveness of Him. Indeed, He is ever
Accepting of repentance.
TEACHINGS OF SURATUL NASR
This surah has the following teachings
It recognizes Allah as the only source of help and victory.
It is a sign of victory when people are seen accepting Islam in multitudes. For any victory(help) people must glorify the praises Allah.
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heople should glorify Allah’s name and also ask for forgiveness. They should also seek
Allah’s forgiveness with confidence, as he is the one who accepts people’s repentance.
Suggested study Questions and Activities
Answer the following Questions in your I.R.E revision exercise book.
- State the lessons Muslims can learn from Suratul Fiil.
- Define the following term Ulumul Quran.
- Discuss the need for the revelation of the Quran
- What are the teachings of surah Asr?
Activity:
Narrate the story of Abraha Ashram in relation to Sura al Fiil.
CHAPTER 2
HADITH
The literal meaning of hadith is news, statement, report, stories or narrations.
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Technically, the term hadith refers to the prophetic sayings, reports, statement which came forth
from the prophet’s gems or mouth. It also includes the prophet’s action and deeds.
The term hadith is sometimes used to refer to Sunnah although there is a difference between the two as follows:
Differences between Hadith and Sunna
Hadith
This is what the prophet said or what he taught
Is what the prophet kept quiet about or approved
It is the prophet’s interpretation of the Quran
Is the prophet’s treaties and declaration
Is the prophet’s guidance on how to behave towards others
Sunnah
This refers to what he did or his actions
Is the way in which he conducted the affairs of the Ummah.
It is his actual reading of the Quran
Is the implementation of those treaties and declarations
Is how he related to other people
This is the prophet’s instruction on how to Refers to the demonstrationsand howhe
worship conducted the religious acts.
EVOLUTION OF HADITH
The term evolution has been used to refer to the origin, beginning or emergence. Therefore, evolution of Hadith traces the origin and gradual development of hadith
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It can best be looked into by studying the drivers of evolution. These are the factors that made the Prophet to come up with the volumes of hadith and sunnah Muslims today rely on as a significant code of reference after the Quran.
There are four ways in which contributed to the evolution of hadith:
- Through the prophets own initiative
- As a response asked by his companions
- As a demand of circumstances
- As an interpretation of the Quran
The prophet’s initiative
The prophet was devoted to teaching the MuslimUmma about the right way. He would come up with an issue of which he felt that there was need for the Muslims to know about. In this case he would talk to the Muslims to address it.
One instance is illustrated by the hadith below:
Abu Hureira (RAA) narrates that the Prophet (P.B.U.H) used to say (in supplication), “O Allah! Set right for me my religion, which is the safeguard of my affairs. And set right for me the affairs of the world wherein is my living. Decree the hereafter to be good for me. And make this life, for me, (a source of) abundance for every good and make my death (a source of) comfort to me and protection against every evil.”(Muslim)
This is an example in which the prophet took an initiative to teach the Muslims the dua they need to recite.
“Whoever speaks in the Jum’a while the Imam is delivering the khutba is like a donkey who is carrying books, and for he who tells him to be quiet, there will be no (reward for his) Jum’a prayer. “Related by Ahmad)
The objective of this hadith is to teach about the importance of keeping quiet and attentively listening to the Friday khutba when it is on.
The third instance is when Al Mughira bin Shu’ba said:
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I was with the prophet (during an expedition). He started to perform ablution and I was about to remove his socks (khuff), when he said, “Leave them, for I put them on while I was in a state of purity,” and he wiped over them. (Bukahari and Muslim)
As a response to questions asked by his companions
The prophet was the leader and sole authority in all matters concerning the Muslims. People would approach him with questions on religion, social, political and any other issues affecting them. He was the resourceof reference in addressing people’s issues. Therefore, his suggested solutions became part of hadith.
Aisha (R.A) narrated: “I asked the prophet about turning here and there in prayer. He replied: “It is a kind of theft by which Satan takes away (a portion of) the person’s prayer.”(AlBukhari and At-Tirmidhi).The latter’s wordings are,“Avoid turning while you are engaged in prayer for it leads to the destruction of your religion. If you have to do it, then do it in the voluntary prayer.”
The hadith is an example that evolved through a question that the prophet had to respond to a question that Aisha, his wife, asked on matters concerning turning during prayers. The other hadith below shows another hadith that was as a result to questions asked.
Abu Huraira narrated that the prophet was asked:
“Which kind of sadaqa was better?’ He replied, “That which is given by one who does not have much property. And begin by giving your dependents.” (Ahmad, Abu Dawoud. In Khuzaima, Ibn Hibban) Al Hakim graded it as sahih.
This hadith is another evidence of evolution of hadith as a respond to questions from the companions.
Ibn Abbas narrated that a woman from the tribe of Juhainah came to the prophet and said, “My
mother vowed to perform Hajj but she died before fulfilling her vow. Should I perform Hajj on
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her behalf?’ The prophet said, “Yes, perform Hajj on her behalf. Had there been a debt on your mother, would you have paid it or not? So pay off her debt to Allah, for He is most deserving of settlement of His debt.”(Al- Bukhari.)
As a demand of circumstances
r ircumstances and situations would arise and the companions would demand the prophet’s
suggestions and solutions as their leader, hence their suggestions and solutions became Hadith.
Ibn Abbas(R.A) narrated that when the prophet sent Muadh bin Jabal to Yemen (as governor); he
said to him:
“You are going to a people who are people of the scripture. Invite them to testify that none has the right to be worshipped but Allah and that I am His Messenger. If they obey you in this, then teach them that Allah, the Glorious One, has enjoined five prayers upon them in every day and night, and if they obey you in this, then tell them that Allah has made it obligatory for them to pay zakat upon their assets and it is to be taken from the wealthy among them and given to the poor among them.”(Al- Bukhari).
This hadith shows a situation where the prophet had to give instructions to a potential leader on the duties he should carry out. Another instance is explained in the hadith below:
Jabir bin Abdullah(R.A) narrated that the prophet visited a sick person and found him praying while sitting on a cushion. The prophet pushed it aside and said to him:
“Pray while sitting on the ground if you can, and if you cannot, then pray by nodding your head, and make a lower nodding for prostration than that for bowing (rukuu).”(Al- Baihaqi).
The other hadith below shows another circumstance that the prophet had to give decisions:
Anas narrated that the prophet narrated that the prophet passed by a fallen date in the street and
said:
“Were it not for my doubt that this might have been given for charity, I would have eaten it.”(Bukhari and Muslim
As an interpretation of the Quran
The verses of the Qura’n were revealed to the prophet (h.B.U.H).It was the duty of the prophet to explain the meaning and application of those verses to his companions. Therefore his
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explanations and commentaries became Hadith. This proves that prophet had a duty of giving further clarification whenever the need arose as Allah says in the Holy Qura’n:
“With clear signs and books (We sent the messengers). And we have also sent down to you (O Muhammad ) the Dhikr [reminder] that is Quran, that you may explain clearly to men what is sent to them that they may give thought.”[Q: 16:44]
Following are examples of how the prophet interpreted the Quran using Hadith.
- Interpretation on Jumaa prayer
“Oyou, who believe, when the call is proclaimed to prayer on Friday, hasten earnestly to the
remembrance of Allah and leave off business: That is best for you but knew.”[Q: 62:9]
Prophet’s Hadith
- a) Abdullah bin Umar and Abu Huraira (R.A) narrated that they heard the messenger of
Allah (P.B.U.H) say while standing on his pulpit, “ Those who are not attending Friday
prayer should stop doing so, otherwise Allah the Exalted will seal their hearts and they
will be reckoned among the heedless”(Muslim)
- b) Ibn Umar (R.A) narrated that the messenger of Allah said, “whoever catches only one
rakat of the Jumaa prayer, or any other, he should then add to it another one, and his
prayer will be complete” (AN-Nisai , Ibn-Maaja, Daraqutni)
- Interpretation on Ribaa
“Those who devour Ribaa will not stand except as stands one whom the Satan by his touch has driven to madness. That is because they say, “trade is like ribaa,” but Allah has permitted trade and forbidden ribaa. For who after receiving admonition from their Lord desist shall be pardoned for their past; their case is for Allah to judge; but those who repeat (the offence) are companions of the fire: they will abide therein (forever).” [Q: 2:275 -276]
Prophet’s Hadith
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Abu Huraira (R.A) narrates that the messenger of Allah said: “whenever gold is exchanged with gold it should be equivalent in amount and quality, and whenever silver is exchanged for silver it should be equivalent in amount and quality. Whoever gives more or asks for more, this is considered ribaa.”(Muslim)
Forms of Hadith.
Hadith have been classified into four forms determined by the way they were presented by the prophet. These forms are:
Fiil (what he did)
Qaul (what he said)
Iqrar (what he silently approved)
Sifat(his attributes)
Fiil
This form of Hadith refers to the virtuous deeds or actions done by the Prophet (P.B.U.H). The following are examples of the prophets Hadith:
- Aisha (R.A) relates,” I never saw the messenger of God laughing in a way that the inside of
his mouth is apparent, he only used to smile.” (Al-Bukhari).
- Narrated by Jaaber (God be pleased with him) relates that on the day of the Idd (feast), the
prophet (peace be upon him) used to go to Idd prayer by one route and come back by another
route. (Al-Bukhari).
Qaul
This form of Hadith refers to sayings, reports or what came by word of mouth from the prophet (P.B.U.H). An example of Qaul is the following:
Abu-Huraira (God be pleased with him) relates that the messenger of God peace be upon him said,
“A hypocrite has 3 signs by when he can be known: if he speaks he lies, if give a promise he never
fulfill it, if he is entrusted with something he betrays the trust.”(Al-Bukhari and Muslim)
Iqrar
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Iqrar is also referred to as Takrir. It refers the deeds done by the Swahabas when the prophet kept quiet about them instead of disapproving them or rather he silently approved them. His silent approval was like giving them a go ahead to continue with the deeds. An example of this form of Hadith is as follows:
Ibn Abbas (R.A) narrated, “We used to pray two rak’at after sunset (before the Maghrib prayer, and the prophet would see us, but he did not order us to do so, nor did he prohibit.” (Muslim)
aive more examples of hadith that emerged through the prophet’s own initiative.
Sifat
This refers to general appearance and especially bodily characteristics and the physical tributes the prophet possessed.It includes the qualities and attributes that the prophet displayed in his life. The Swahabas were able to observe his general conduct and follow them. Mention any attributes of the prophet that you can see being practiced today.The following are examples of hadith that emerged as a result of his Sifat:
- Narrated by Abu-Huraira (R.A) relates that Al- Hassan Ibn Ali (the prophet’s grandson
(R.A) picked up a date from the dates set for charity and put it in his month. The messenger
of God said, “Kikh Kikh” (dirt! Keep away!) Throw it out. Do you not know that we (the
Prophet (P.B.U.H) and his household) do not eat from charity?” (Al-Bukhari and Muslim).
2. Narrated by Aisha (R.A) relates that the messenger of Allah (P.B.U.H) used to like using the
right hand-side in all his affairs: his cleansing, combing his hair, putting on his footwear…
(Al-Bukhari and Muslim).
Contributions of hadith to Islamic thought and culture
1) The content of hadith provides an explanation of the verses of the Quran thus enhancing its
understanding and application of its teachings. For example; the holy Quran gives a ruling
that Muslims should pay Zakat without outlining the details of how much, on which items or
when to give the Zakat. We learn all these details from the hadith.
2) The study of Hadith has made tremendous contributions to the growth and development of
Islamic sharia. Muslim jurists like the four imams of the schools of thought studied the
sciences of hadith and simplified its understanding and application.
3) Hadith have provided a clear guidance on the code of conduct expected from the Muslims.
Muslims should adhere to specific mannerisms of walking, sleeping eating among others as
taught by our prophet(P.B.U.H)
4) Hadith have summarised the prophets exemplary life which Muslims emulate to mould their
character.
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5) Hadith is the second source of sharia after the Quran. This was confirmed by the prophet in
his farewell address confirmed when he said “Verily, I have left among you the book of
Allah and the sunnah of his apostle which if you hold fast you shall never go astray.”
REVISION QUESTION
Give a brief explanation on the following forms of Hadith.
1) Qaul
2) Fiyl
3) Iqrar
4) Sifaat
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CHAPTER 3
Pillars of iman
The literal meaning of Iman is to belief in or to have faith in something.
There are six pillars of Iman as mentioned in the Quran: “The messenger believes in what
has been revealed to him from his Lord as do men of faith. Each one (of them)
believesinAllah, HisAngels, His books and His messengers. We make no distinctions (they
say) between one and another of His Messengers. ‘And they say ‘We hear and we obey 🙁
we seek) Your forgiveness our Lord and to you is the end of all journeys.” [Q: 2:285]
The prophet (saw) said “Iman is to believe in God, and His Angels, and His Scripture, and His apostles, and to believe in the resurrection and the last day and the divine premeasurement of good and evil, and to have faith in all these things.”(Muslim)
TAWHEED:
Literally Tawheed comes from the word Wah-hada,which means to make something Waahid(singular).
Technically-Tawheed means attributing oneness to Allah and describing Him as being one and unique.It is the first pillar of the six pillars of Iman and the most fundamental and important teaching of all the prophets and messengers who all taught the believe in the oneness of Allah’It is expressed in the hrimary Kalima“LA ILLA ILA LLAH” Meaning there is no God but Allah, or there is no one who has the right to be worshipped except Allah.Tawheed differentiate between a Muslim and a Kafir.
Allah says – “Say (O Muhammad). He is Allah the one. Allah, theself-sufficient master, whom all creatures need. He begets not, nor was he begotten. And there is none equal or comparable unto Him.”[Q112]
Allah says:“There is nothing like unto him and He is the All-Hearer, the All-sear.” [Q: 42: 11]
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Categories of tawheed
- Tawheed ar-rubabiyah.
This concept of Tawheed is based on the belief of unifying Allah(SWT) as the sovereign Lord(Rabbi).And that He is the sole Lord of the universe who sustains and maintains all creation with any need for it or for it.According to this category, since God is the real power in existence, it is He Who gives all things the power to move and to change. Allah mentions this concept in many Quranic verses:
“Say: “who is it that sustains you (in life) from sky and from the earth? Or who is it that has power over hearing and sight? And who is it that brings out the living from the dead and the dead from the living? And who is that rules and regulates all affairs? They will soon say “Allah” say, “Will you not then show piety (to him)?”[Q: 10:31]
Allah (S.W.T) says“And if indeed thou ask them who it is that sends down rain from the sky, and gives life therewith to the earth after its death, they will certainly reply “Allah” say “praise be to Allah!” But most of them understand not.”[Q: 29:63]
- Tawheed al-Uluhiyah
This means to believe that Allah (Swat) the most High is the one worth of true worship.
Therefore all acts of worship likeSalat, working, fasting, among others should be dedicated to
Allah alone. Hence it’s not permissible to associate anything in worship with Him.
Allah says,“To the ‘Aadpeople (we sent) Hud, one of their (own) brethren: He said,” O my
people! Worship Allah! You have no other god but him. Will you not fear (Allah)?”[Q:
7:65]
Allah (SWT) also says, “Say; Truly, my prayer and my service of sacrifice, my life and my death, are (all) for Allah, The cherisher of the worlds”.[Q: 6:162]
- Tawheed al-asma wasifat. (Names and attributes).
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This category helps us to understand who our creator is through His names and qualities
through which we know that Allah (SWT) is beyond our imagination and bears no
resemblance.
Allah says “And (All) the most beautiful names belongs to Allah, so call on him by them.”[Q: 7: 180]
Attributes of Allah
The Prophet said “Allah has ninety nine names, i.e. one hundred minus one, and whoever guards [or counts] them (i.e. believes in their meaning and acts accordingly), will enter paradise: And Allah is witr (one) ‘and loves the witr.’
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Significance of tawheed.
- It is the first fundamental principal of the Islamic Faith.
- It assures the creatures that the creator is near them and ready to answer their request.
III. It distances mankind from worshipping other than Allah.
- It increases Taqwa since one is aware that Allah sees him wherever he may be and is aware
of even what is hidden in ones heart and mind.
- It leads one to ensure his respect and maintain his dignity as a respect to his creator.
- It gives an attitude of peace and contentment in a person since he knows that Allah will take
care of his needs if he in truly obedient and hardworking.
VII. It leads to unity and brotherhood amongst human beings.
VIII. It makes a believer to be dutiful and upright, since he knows that Allah(S.W.T) will ask
everybody of his responsibility on the day of the judgment. Therefore he does his duties
whole heatedly and this keeps him ways from neglecting his duties and from sin.
IX. It removes the fear of people since one strongly believes that not only his life but everything
is in the hands of Allah.
- It removes greedy and jealously and the desire to achieve success through even evil means as
one believes in the powers of Allah and not one’s endeavor.
- It does not allow him to be proud or arrogant.
XII. It makes a believer brave and courageous.
XIII. It makes a believer to be patient and preserving for he will know that whatever the problem
Allah(S.W.T) will have to solve it for his gradually.
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Shirk (polytheism)
The term shirk comes from the Arabic word sharaka which means to associate or form partners with. In the Islamic context shirk means ascribing a partner or rival to Allah (S.W.T) in worship or His names and attributes.
Allah (S.W.T) says,“Allah forgive not that partners should set up with Him; but He forgives anything else to whom he pleases; to set up partners with god is to devise a sin most heinous indeed.”[Q: 4: 48]
Allah (S.W.T) says “Allah has said: ‘Take not (for worship) two gods. For He is just one God. Then fear me and me alone.”[Q: 16:51]
Forms of shirk.
There are three forms of shirk, namely:
- Shirk – al-akbar-major.
- Shirk al-asghar – minor.
- Shirk al-khafii – inconspicious/hidden.
- shirk-akbar(major shirk)
This form of shirk is manifested in the following four ways:
- Shirk ad-dua.
- Shirk a-niyaah.
- Shirk al-Taah.
- Shirk al -mahabah.
- Shirkad-dua
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It implies invoking supplication or praying to others besides Allah(S.W.T) such as to supplicate to the dead in the grave or worship via the ancestors.
Allah(SWT) Says,“And when they embark on a ship, they invoke Allah, making the faith pure for him only, but when he brings them safely to land behold, they give a share of their worship to others”.[Q:29:65]
- Shirk an- Niyyah wal Irada wal Qasd.
It means intention, determination or purpose in acts of worship not for Allah but towards others. Allah (S.W.T) says,“Whoever desires the life of the world and its glitters, to them shall pay in full their deed therein, and they will have no domination therein. They are those for whom there is nothing in the here after but fire and ruin is the deeds they did. And of no effect that which they used to do.”[Q: 11:15-16]
Allah (S.W.T) says:
“Have you seen him whom takes for his God his own passion?”[Q: 25: 43]
III. Shirk Taah.
This type means obeying any other authorities against the willAllah. Allah(S.W.T) says,“They Jews and Christians took their rabbis and their monks to be their Lords besides Allah, and Messiah son of Mariam while they were commanded (in Taurat and lnjil) to worship none but Allah Lailla to Huwa. Praise and glory is to him for having the partners they associate.”[Q: 9:31]
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- Shirk al Mahaba
This is showing the love that is due to Allah to others other than Him. Allah (S.W.T) says,
“And of mankind are some who take (for worship) others besides Allah as rivals. They love them as they love Allah. But those who believe love Allah more. If only those who do wrong could see, when they will see the torment that all power belongs to Allah is severe in punishment.”
- Shirk al-asghar (minor shirk).
It also termed as Ar-riya.
Ar-riya is any action which is performed in order to receive praise, fame or any other worldly gain.It is performing Ibaada to show off for example performing swalat so that you can be seen or praised.Any actions that are done out of showing off will not be rewarded by Allah(S.W.T) “Those who want but to be seen.”[Q: 107:6]
Allah says “The hypocrites seek to deceive Allah but it is Allah who deceives them. When they stand up to prayer, stand without earnestness, to be seen of men, But little do they hold Allah in remembrance.”[Q: 4:142]
- Shirk al khafi i.e Inconspicous Shirk.
Have you ever had a feeling of dissatistfaction n something? What are some of the things in
life that leave you dissatisfiedor makeyou keep wishing that you had better things than what Allah (S.W.T) has provided you with? Having this feeling may lead you to performing Shirk al Khafi.
This type of Shirk involves being inwardly dissatisfied with the inevitable condition that has being ordained for one by Allah (S.W.T) conscientiously lamenting that had you done or not done such and such or had you approached such and such you would have had a better status. It is one of the most dangerous forms of shirk as people cannot see when they are performing it.This Shirk is so hidden and difficult that even the one committing it cannot recognize it. The prophet said “ashirk alkhafii in the muslim nation is more inconspicuous than the creeping of a black ant on a black rock in the pitch darkness of the night.”
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While commenting on this Hadith Ibin Abbas said that kind of shirk is like when one tells his
friends. “You and God what you wished is what happened” If it was not so and so”.
Hadith narrated by Abu Sa‘id Al-Khudri that the Prophet (sallallahu alayhi wassallam) said,
“Should I not inform you of what I fear more for you than Al-Masih-ul-Dajjal (the
Antichrist)?” The people said, “Yes, O Messenger of Allah.” He said, “It is the hidden Shirk; a person stands up in Salah (Prayer) and tries to make it perfect when he realizes that others are looking at him.” (Related by Imam Ahmad)
Why Quran condemn shirk
- Shirk is the highest of the wrong doing according to the instructions given by Luqman to his
son. “Behold, Luqman said to his son by way of instructions: ‘o my son join not in worship
(others) with Allah: for false worship is indeed the highest wrong doing.” [Q: 31:13]
- When one attaches Allah’s attributes to any of his creations, he or she undermines Allah’s
sovereignty yet Allah is supposed to sovereign.
- It is of all the sins, Allah (S.W.T) vows not to forgive anyone who commits it knowingly.
This is because a person who commits such a sin undermines Allah’s function as the creator,
sustainer and destroyer of life.Allah (S.W.T) says,“Allah forgive not that partners should
set up with Him; but He forgives anything else to whom he pleases; to set up partners with
god is to devise a sin most heinous indeed.”[ Q: 4: 48]
- Belief in Shirk creates amenity in the society, since people will always be suspicious of each
other and they will divot themselves with the belief in Allah as one who predetermines
people’s destiny. - Shirk makes man to have little or no confidence in God but in other things most especially in
times of danger which defames the status of man as Allah’s vicegerent as the best of his
creation. - Shirk makes a person to distance him or herself from Allah (S.W.T) yet man is supposed to
always be nearest to God pray to him whenever he or she has a problem. Yet those who
practice other objects created by Allah. “And who is more astray than one who invokes
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,besides Allah,such as will not answer to the day of judgment, and who(in fact)are unconscious of their call(to them)” [Q: 46:5]
- Shirk makes an individual not to be dutiful and upright, one who performs shirk does not his
carry out or her duties whole heartedly and this makes her or him near to sinking all the time.
- Shirk makes a person behave like a coward as he or she will always be thinking that even
objects which have no life can protect her or him from any danger or misfortune e.g. wearing
of emulates.
BELIEF IN ANGELS
The belief in the angelsis the second pillar of Iman.
Angels are holy and pure creatures of Allah(S.W.T) to whom He Has bestowed the power to perform specific divine duties.
“O you who believe!Save yourselves and your families from a fire whose fuel is men and stones, over which are (appointed) angels stern (and) severe, who flinch not (from executing the commands they receive from Allah, but do (precisely) what they are commanded.” [Q: 66:6]
From the above ayat, Angels do not execute their duties just for the sake of it but are dedicated to their duties for which they were created. They are characterized by the following main features:
- They are creatures of Allah that He created from Noor (light).Aisha(RAA)narrates
that the messenger of Allah says, ‘Angels were created from light, jinns were created from smokeless fire and Adam was created from that which was described to you (in the Quran, which is clay.)’(Sahih Muslim.)
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- Allah created them outside blood relationship, hence unlike human beings;they are
not associated with having such relations as parental (parent to child), fraternal (brother to brother/sister) or any other blood relation.
iii. They are not associated with any gender like the human beings are.“And they make
into females Angels who themselves serve Allah Did they witness their creation? Their evidence will be recorded,and they will be called to account.” [Q: 43:19]
- Allah has not bestowed unto them the feelings of hunger, thirst or such related
desires. This is told in the story of Nabii Ibrahim when Allah(S.W.T) send
messengers to him,
“There came our messengers to Abraham with glad tidings .They said, “Peace!”
He answered “peace!” and hastened to entertain them with a roasted calf. But when he saw their hands went not towards the (meal), he felt some mistrust of them, and conceived a fear of them. They said, ‘Fear not: We have been sent against the people of Lut.”[Q 11:69-70]
- They were relieved by the divine powers of Allah, from fatigue, monotony and the
desire to either relax or sleep.
- They have no definite bodies to be identified with but Allah has bestowed them with
the ability to be in any form that is relevant with the prevailing circumstance e.g. Birds (when they appeared to Adam to teach him on burial), man (when they appeared to prophets Lut and Muhammad) or invisible (when they helped the Muslims during the battle of Badr).
vii. Allah has prepared their abode (the place of their convergence) in heaven.
viii. They diligently praise Allah and glorify Him in deeds and articulation.
ANGELS AND THEIR DUTIES
- Jibril (Gabriel)
He communicated the revelation to all prophets by taking the divine message with the order
of Allah to the relevant recipients.
“Say, (O Muhammad) the Holy Spirit (i.e. Jibril) has brought it down from your Lord in truth in order to strengthen those who believe, and as guide and glad tidings to the Muslims.”[Q: 16:102]
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- Mikail
He is in charge of rain.
“Whoever is an enemy to Allah and His Angels and His Messengers and Jibril and Mikailthen indeed Allah is an enemy to the disbelievers.”[Q: 2:98]
- Israfiil
Do you know about the day of judgement? On the day the horn will be blown to call every
one to accont for his deeds. The Angel in charge of blowing this trumpet is known as Israfiil. Even though his name is not mentioned in the Quran his duty has been mentioned when Allah (S.W.T) says,
“And the horn will be blown. That is the day of the threat.”[Q: 50:20]
“The trumpet shall be sounded, behold! When people will rush forth from their graves to their Lord.”[Q: 36:51]
- Israiil
Allah (S.W.T) has said in the holy Quran that every living thing shall test death. During
theremoval of the souls, a special Angel called Malakul-Maut (The Angel of death) is sent by Allah to take the soul back to its creator.
He is in charge of removing souls at the time of death.
“And He is the subjugation over His servants and He sends over you guardian Angels until, when death comes to one of you, our messengers (i.e. Angels of death) take him and they do not fail (in their duties).”[Q: 6:61]
Say: “The Angel of death, put in charge of you, will (duly) take your souls.Then shall you be brought back to your lord.”[Q: 32:11]
- Atid and Raqiib (Kiraman Katibun)
Islam encourage sthe doing of good always thogh at times we may commit mistakes in life.
Are we aware that all the things we do in life are recorded? Just as we keep our records in a
diary, Allah has his Angels whom he has given the responsibility of keeping every human
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beings record. The Quran refers to them as Kiraman Katibun. They are angels in charge of recording good and evil deeds of individuals.
“When the two receivers (recording Angels receive), seated on the right and left….”[Q: 50:17]
“For each (such person, there are Angels in succession. Before him: they guard him by command of Allah.Verily never will Allah change the condition of a people until they change it themselves (with their own souls)” [Q: 13:11]
- Malik
He is in charge of Hell fire.
“And they will call, ’O Malik let your Lord put an end to us!’ Indeed, you will remain.”[Q: 43:77]
- Ridhwan
He is in charge of paradise. In the Quran, Allah (SWT) mentions them as many Angels
welcoming those who used to do good deeds in the Janna (paradise). “Gardens of perpetual bliss: They shall enter there, as well as the righteous amoung their fathers, their spouses, and their off springs: And Angels shall enter unto them from every gate (with the salutation”) [Q: 13:23-24]
- Munkar and Nakir
They are Angels in charge of questioning in the grave. They also discharge severe punishment to the
dead people who had committed sin.
Suggested study questions and class activities.
Answer the following questions in your I.R.E revision excersise book.
- Explain the meaning of term Tawheed.
- What are the characteristics of Angels?
- Elaborate on the three types of shirk.
Activity.
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Find out how shirk is manifested in your community.
CHAPTER 4
DEVOTIONAL ACTS
Pillars of Islam
There are five pillars of Islam which are the frame work of a Muslim life. These are the basic beliefs that shape the Muslim thought, deeds and society.
Diagram of the pillars of the pillars of Islam:
SHAHADA
(DECLARATI
ON)
HAJJ
(PILGRIMA
GE)
PILLARS OF
ISLAM
SAUM
(FASTING)
PRAYERS
(SWALAT)
ZAKAT
(ALMS)
SHAHADA
Meaning of Shahada
The word Shahada is an Arabic term which means to testify or to bear witness.
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Literal meaning: Shahada is a special sentence: La illaha ila Allah wa Muhammadun rasoolollah (There is no (other) Lord except Allah and Muhammad is the Messenger of Allah.
(Lailaha illa-Allahu Muhammad rasul Allah)
Measuring of Shahada.
Shahada is the first pillar of Islam whichconsists of two main parts.
The first part of the shahada says: (Lailaha illa-Allahu Muhammad rasul Allah) That there is non worthy of worship except Allah.
Thispart declares the absolute unity of Allah, his oneness as the only one who deserves to be worshipped. Muslims are not supposed to render complete obedience for no human nor material object possess power and authority equal to Him.
It is the gateway way to Islam.
The second part of the shahada says:Muhammadun rasoolollahMuhammad(P.B.U.H) is His messenger.
The Prophet Mohammad (P.B.U.H) as the messenger of Allah.
His being mentioned in the Shahada confirms that he is the universal and final prophet sent to all mankind.
Mankind has the obligations in following the teachings and commandments of prophet Muhammad (P.B.U.H).
They have a duty to adhere to the teachings in order to seek Allah Pleasure although he is the last in the ladder of the prophets of Allah.
Significance of Shahada in the life of a Muslim.
- Shahada makes a believer to surrender all his/her life to God. This makes a believer to fulfill
aod’s command. - It produces in a believer a high degree of confidence and respect towards His creator.
- Instills in a believer feeling of contentment for he/she will know that Allah(S.W.T) willtake
care of all his needs.
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- It makes a believer to be brave and courageous as he will know that it is Allah who owns his
life. - It recognizes and re-affirms that prophet Mohammad (P.B.U.H) is the chosen messenger of
Allah (S.W.T) - It makes believers develop trust and heed to the guidelines of the prophet.
- It gives an opportunity to the believers to know how Allah (S.W.T) has honoredProphet
Mohammad. (P.B.U.H). - Gives Allah the absolute right to be worshipped.
- It affirms that prophet Muhammad(P.B.U.H) is the chosen messenger of Allah(S.W.T)
10.When uttered by a Muslim on his death will lead one to enter paradise.
4.22 Swalat read Q: 4:103
As-Salah: In the Arabic language it means prayer (Invocation).
Salat, which is the second pillar of Islam, may be defined as a special a process of worshipping A which includes supplication of duas, glorification of Allah’s name, prostrations in order to seek blessings and forgiveness.
In this process ofworship, there are certain known and prescribed invocations and acti
systematically performed starting with Takbeer (saying Allah Akbar;God is the Great) which
ending with Tasleem (saying: as-salaam ‘alaykum wa Rahmatul-lahi wabarakaatuh; may All
Peace, Mercy, and Blessings be upon you) do you perform swalat? Can you demonstrate how sw
is performed? If you perform swalat regularly,you will discover that there are two types of sawlat,
obligatory and the voluntary prayers. We shall now look at each of these prayers in details.
1.Fardn-ain( obligatory prayers)
These are prayers compulsory for every Muslim under the obligation by the shariah to perf
them.Failure to perform them pens one to punishment in the hereafter. Allah(S.W.T) says in
“And establish regular prayers at the two ends of the day and at the approaches of the night those things that are good remove those that evil:But that the word of the rememberance to th who remember(their Lord)” [Q:11:114]
Let us now look at the obligatory prayers and the times prescribed for there performance accordin Islamic Sharia.
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- Fajr
This is the morning prayer which consists of two rakats(units).It’s time occurs when a vertical
pillar of faint light appears in the east and spreads on the horizon,distinct from the darkness of night.This is just before sunrise. Quran recitation is loud for the two rakaats.
- Dhur
This is the early afternoon prayer.It consist of four raka’at (units) and it’s time occurs after the
sun has gone (passed over head) after reaching the highest point in the sky.)
iii. Asr
This prayer is said in the late afternoon.It consist of four raka’at(units)
- Maghrib
This is the sunset prayer.It consists of three raka’at(units).It has the shortest duration which
starts immediately after the sun has set.Quran recitation is loud for the first two raka’ats.
- Isha
This prayer is performed immediately after Maghrib prayer.It consists of four raka’at in which
the first two Raka’at are recited aloud.Its time extends to the later part of the night.
2.Fardh kifaya
These are obligatory prayers which must be performed by atleast one muslim in the community.If it is
performed by a single Muslim, then the obligation is lifted from the others.Incase it’s not performed by one at all the whole society gets sin.e.g Swalatul Janaza. Can you demonstrate before your friends how this prayer is performed?
3.Sunnah prayers (optional)
These are prayers that are not compulsory for the muslims.They are performed to follow the
exemplary teachings of the prophet(P.B.U.H) and are therefore recommended.
Can you give examples of Sunnah prayers and mention the number of rakaats for each? Some of the sunnah prayers are as follows:
- Tahhiyatul Masjid.
The prayer of tahhiyat al-masjid (greeting of the masjid) is a confirmed sunna once a day, and
recommended thereafter. It consists of two rakaats and is best preformed before sitting down even
though the sunna is not lifted if one does sit first. One can intend this prayer along with their sunna or
fard if they do not have time to pray it. One should not pray the tahhiyat al-masjid during a disliked
time.
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- Tahajjud
This prayer is performed at night and it is recommended that it be performed after first going to sleep
for some part of the evening. Its time falls between the prayer times of the isha’a prayers and the Fajr
prayers. It is also recommended that the prayers be done in the last third of the night. Muslims believe that the reward is greater for those who do this prayer at a later time.
The Tahajjud prayer consists of a minimum of tworakaatand the maximum number is unlimited.
It’s reported about the Messenger of Allah (Allah bless him and give him peace) that he said: “Adhere to night prayer, for it is the habit of the righteous before you, and a means of drawing nearer to your Lord; it is an expiation for sins, and a deterrent from wrongdoing.” [Tirmidhi & al-Hakim]
III. Tarawih
Tarawih is an optional prayer in that can be done only during the Muslim fasting month ofRamadhan.
This prayer can be done alone, in a group, at home, or in a mosque or other public meeting area it.
Typically, Muslims gather together and perform tarawih as a group. Others may meet in their local
mosque, a meeting hall, or even in an outdoor field. The minimum number of raka’ah of Tarawih is
eight with a maximum of Twenty. It is also customary for the Imam in the main mosque to recite the
entire Qur’an during the fasting month by reading approximately one section per day. This practice of
reading the Qur’an completely is known as khatm (complete recitation).
- Witr prayer
Witr prayer starts after a person prays the Isha prayer until dawn. Evidence for this is that the Prophet
(P.B.U.H) said: “Allah has prescribed for you a prayer (by which He may increase your reward), which is Witr; Allah has enjoined it for you during the time between ‘Isha’ prayer until dawn begins.” (Narrated by al-Tirmidhi)
It is better to pray the witr prayer in the final third of the night because prayer at this time is witnessed by the angels. However, if a person fears that he will not get up at the last third of the night then he or she can pray it straight in the beginning third so that he or she does not miss the prayer.
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One should make the night prayers and odd number and thus the Witr prayer is an odd number of rakkats. It may consist of one, three, five, seven, nine or any other odd number. Most Muslims perform three rakaats. If you are praying the witr prayer and dawn is approaching then you should pray one rakkat so that you can pray witr before the start of dawn.
- Swalatu-l Istikhara
Istikhara is Arabicword which means to ask Allah to guide one to the right thing.Have you been in a
difficult situation especially when you have to choose between two permissible alternatives? Mention
some of the difficult decision you have had to choose.Allah (S.W.T) provides an answer whenever a
Muslim is in such a difficult situation. This is by offering a two rakaat prayer to seek guidance. Sa’ d
ibn Waqas reported that the hrophet(h.B.U.H) said, “Istikharah (seeking guidance from Allah) is one
of the distinct favors (of Allah) upon man, and a good fortune for the son of Adam is tobe pleased
with the judgment of Allah. And a misfortune of the son of Adam is his failure to make istikharah
(seeking Allah’s guidance), and a misfortune for the son of Adam is his displeasure with the judgment
of Allah.”
After completing the two-rak’ats, one praises Allah (S.W.T) and sends salutations to the hrophet (P.B.U.H) and recites the following supplication as narreted by Jabir.
“(O Allah! I ask guidance from Your knowledge, and Power from Your Might and I ask for Your great blessings. You are capable and I am not. You know and I do not and You know the unseen. O Allah! If You know that this job is good for my religion and my subsistence and in my Hereafter-(or said: If it is better for my present and later needs)-then You ordain it for me and make it easy for me to get, and then bless me in it, and if You know that this job is harmful to me in my religion and subsistence and in the Hereafter-(or said: If it is worse for my present and later needs)-then keep it away from me and let me be away from it. And ordain for me whatever is good for me, and make me satisfied with it).” (Sahih Bukhari)
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- Tahiyyatul-Masjid
This is the prayer of salutation to the mosque and is performed upon entering the mosque .It consists
of two rakaats. In case a person who was sitting inside the mosque went out of it, and then returned to it after a short period of time then he is not required to perform the prayer of salutation to the mosque. However, if he performs this prayer he will be rewarded for doing so.
VII. Swalatu-l Dhuhaa
It is the mid-morning Prayer. Its time starts when sun risesto the height of a spear and ends close to
midday. The best time is when mid-morning heat has intensified. The minimum number of rakaat is
two but can be prayed upto eight rakaats.
VIII. Qabliyya and Baadiya prayers
These prayers are offered before or after the Fardh prayers. The number of rakaats varies from one
prayer to another. This can be illustrated by the table below:
Fardh swalat Number of rakaat before Number of rakaat after
Fajr 2 None
Dhuhr 2 2
Asr None None
Maghrib None 2
Isha 2 2
TWAHARA
The term twahara is Arabicword which means cleanliness.It is used in Islam to imply a state of ritual purity. This is a requirement in the observance of the acts of worship mention other instances where a muslim is require to be pure.
Ritual purity is attained through three ways;Ghusl(ritual bath),udhu(ablution)and tayammum(dry
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ablution)Let us now discuss each of the three ways:
Ghusl
It’s a form of a ritual bath which involves the washing of a whole body.The following conditions makes it compulsory for a muslim to perform ghusl:
After sexual intercourse
After completing menstruation(Heidh)
Immediately after giving birth.
Ø When a person dies it’s the duty of the Muslims to wash the body.
After completing the post birth bleeding(Nifas)
Ejeculation of sperms when one is asleep or awake.
There Are other instances when the ritual Baath becomes optional.Can you mention any of them? Let us consider the following occasions:
Before going for Friday prayers.
Before going for the two Idd prayers (Idd ul adha and Idd ul Fitr)
After washing the deadbody.
When a non Muslim converts to Islam.
Before performing prayers for the rain.
Before praying holy city of Makka.
Before standing at Arafat during Hajj.
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Before going round the Kaaba.
Ø Before running between the two hillocks of swafa and marwa(Sa’i)
Before entering the Holy city of Madina.
Before throwing pebbles at Mina during the three days. Steps of performing ghusl.
There are several essential steps that are followed in performing ghusl.These steps are also referred to as fardh or integral steps and must be followed for ones Ghusl to be valid. These include the following:
Niyyat (Intention)
eou must declare your intention of cleansing to seek Allah’s pleasure and to perform the acts
of worship.
Removal of impurities.These are those substances that block the penetration of water into the skin. Can you give examples of such impurities?
Ensuring that water reaches all the parts of the body from the head to the toe.
Sunna acts of Ghusl
Apart from the Fardh steps, we have some acts that are included in the performance of ghusl but are not compulsory. These are termed as sunnah or optional acts of ghusland include th efollowing:
Starting with the basmallah
Performingudhu.
Washing the whole body three times.
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Passing the hands all over the body.
Starting from the right then left.
Reciting a dua after Ghusl.
Acts forbidden while in the state of janaba(impurity)
Even though the performance of the acts of Ibada earns a Muslim reward,in the state of ritual impurity,it is forbidden for a muslim to indulge in the following:
Recitation of Quran
Performing of prayers
Entering the mosque
Touching the Quran
Performing Tawaff during Hajj.
In addition,a woman in menstruation is forbidden to perfom the following acts: Recitation of the Quran.
Holding or touching Quran.
Performing swalat
Observing any tipes of fast whether Fardh or Sunnah. Having sexual relations with the husband.
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Entering the mosque.
To be divorced.
To perform tawwaf.
Wudhu’ Read [Q: 5:6]
When you go to any mosque, you will notice people sitting or standing where there are waer points o taps performing some preparations for prayers(swalat) Have you ever asked yourself why they do so.The reason is for purification. You can remember what we learnt about Twahara. What did we say about it? In this section,we shall look at wudhu as another way of attaining purity(Twahara)
Wudhu therefore is an is an Arabic word which means ablution .It involves washing ones face, hands,
head and feet in order to perform the acts of ibada.There are essential steps of performing Wudhu
Essential steps of wudhu
These are fardh or obligatory acts.They must be observed by however is performing wudhu. Failure to observe any of them will cosequencially render the process incomplete and your prayers null ansd void. A muslim must therefore follow the following steps while perfoming Wudhu:
Making the intention to perform udhu’.
Washing the face from the top of the forehead to the chin and between the two ear lobes. Washing both arms up to and including the elbows.
Wiping a part of the head with wet hands.
Washing both feet up to and including the ankles.
Following the prescribed sequence without inter-changing any step.
Optional steps of performing wudhu
In the performance of Wudhu, we have some steps that we observe and have not been mentioned IN the above essentials. Could you mention any of these to you friend? The perfomance of these acts is considered as following the example of our Prophet (P.B.U.H). They are referred to as the sunna acts of wudhu and include the following:
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Ø Reciting: “Bismillahir-Rahmanir-Rahim” (in the Name of aod, the All-Merciful, and the All-
Compassionate) before you starttaking wudhu.
Brushing of the teeth.
Washing the palms up to the wrists three times, including the parts between the fingers. Cleaningthemouth with a brush or a finger and gargling three times.
Rinsing the nostrils three times.
Passing ones wet fingers through the beards. To run water through ones fingers and toes. Performingeach act three times.
Starting with the right hand side before the left. Wiping the whole head and the back of the neck Wiping the ears in and out.
Taking the entire udhu at once without breaking. Reciting dua during and after Wudhu.
Performing the acts systematically.
Washing the parts one after the other without pausing, so that no part dries up before completion of wudhu.
Facing the direction of Qibla during the performance of wudhu.
Recommended acts (mustahab) of wudhu
Reciting the kalima(shahada)after ablution.
Avoiding worldly talk during the time for wudhu.
Avoiding extravagance (wasting water) during ablution.
Choosing a clean place for the performance of wudhu.
Nullifiers of wudhu
Wudhu is meant for perfomance of the acts of worship. A Muslim preparing for prayers can perform
wudhu and sustain it for the swalat of the rest of the day. However, there are certain acts that
invalidate wudhu (often referred to as “breaking wudhu”).It is therefore important to note that the
absence of wudhu will imply that those intended acts of worship will not be valid.We must therefore
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have the knowledge of the things that will‘break wudhu’. These are what we refer to as nulliers.The following are among the acts that nullify wudhu’:
- Coming out of either solid, liquid or gas/wind from the two private parts (front and
back) - Emission of blood, pus or yellow matter from a wound, boil, pimple, or something
similar to such an extent that it flows beyond the wound’s mouth. - Vomiting a mouthful of matter.
- Physical contact for pleasure between men and women without any obstacle (e.g.,
clothes). - Loss of consciousness through sleep, drowsiness, and any such condition that may
affect the proper functioning of the mind. - Temporary insanity, fainting, hysteria, or intoxication.
- Touching the private parts with bear hands(without any barrier)
Tayammum
Supposing you were travelling and the time of prayer finds you at a place where there is no water, How would you purify yourself for Swalat? Taking into consideration that swalat is a must for a muslim and is performed at prescribed times; Allah (S.W.T) has given a solution to such an eventuality in the Quran. Almighty Allah (S.W.T) says: “…But if you are ill,or on a journey,or one of you comes from offices of nature,or you have been in contact with women and you find no water,then take for yourselves clean sand or earth and rub therewith your faces and hands.Allah does not wish to place you in a difficulty, but to make you clean…”[Q:5:6]
In reference to this verse, the use of clean sand for purification in preparation for swalat is refeerd to as tayammum.
Even though the word tayammum literally means an aim or a purpose, in this context it refers to dry ablution where clean sand is used to wipe the face and the limbs as an alternative of wudhu’.
Hudhaifa (R.A) narrated that the Messenger of Allah (P.B.U.H) said: “And the soil of the earth has
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been made for us as a means with which to purify ourselves (for prayer) when we cannot find water.”
(Muslim)
Reasons for performing Tayammum
Even though the sharia allows the use of pure sand for purification,it is only permissible on specific occasions.This occasions may be necessitated by the following reasons:
- In case there is scarcity of water. This is when there is acute shortage of water or the available
water is insufficient for performing ablution. - For health reasons.If one is injured or ill and fears that use of water will worsen the condition.
- If the water is too cold and it is likely to cause physical harm to the user.
- If the process of getting water is dangerous or life threatening.
- When the available water is reserved for domestic use.
- Fear of missing a prayer by the time one gets to the source of water.
- If the the available water is impure.
Conditions of tayammum
When performing Tayammum,you should consider the following three conditions:
- One must use clean sand.
- It should be performed at the time of that particular prayer.
- The tayammum of one prayer ends at the termination of that particular prayer e.g one cannot
use tayammum of Dhuhr for another prayer.
Essential steps of tayammum.
Besides the three conditions of perfoming Tayammum,the following steps should be followed while in the actual process:
- You must make the intention of performing tayammum.
- Strike the first heap of pure soil lightly with the palms of both hands and passing the palms
over the face one time. - Strike the second heap of pure soil with one’s palms and rubbing the right and left arms
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alternately from the fingertips to the elbows.
- Follow the order above.
Nullifiers of tayammum.
As you learnt earlier, wudhu can be nullified by certain acts. Do you remember some of these acts? Similarly,thre are acts that if done will nullify tayammum.These acts include the following:
- All that nullifies wudhu will also nullify tayammum.
- As soon as the cause for performing it is removed (i.e., the sick person recovers or pure water
is found). - Performance of fardh prayer. A Muslim is not supposed to perform two fardh prayers with the
same tayammum. - When one denounces Islam.
Significance of Swalat- (Prayers)
As already seen, Swalat is the second pillar of Islam. It is a practical pillar since it must be observed by following specific steps. The entire process of swalat which starts right from purification to its actual performance leaves a positive impact on the Muslim and society at large. What is the importance of swalat to you as a Muslim? How different is a society in which prayers are offered from one in which they are not? In this section, we shall look at how prayers benefit the society both spiritually and socially.
Social Benefits
It trains a Muslim to avoid evil and shameful deeds. Allah(S.W.T) says “and established
regular prayer for prayer restrains from shameful and evil deeds.”[Q: 29:45]
Prayer is a means of leveling all differences of rank, creed, color, status and nationality, thus promoting equality. This is achieved through the use of similar facilities by all, standing side by side during swalat regardless of the differences in status, race or rank.
Promotes leadership qualities. For example the choosing of an Imam among the Muslims who is given and respect honor by all.
It encourages a Muslim to enjoin good and forbidevil.
It brings cohesion and unity among Muslim who will meet at the mosque frequently thus renewing their friendship.
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It encourages a Muslim to be timeconcious since each prayer is conducted at a prescribed
time; you are expected to arrive in the mosque or area of conducting the prayers in good time. It instills self-respect, self-discipline, self-control, love, peace and harmony.
Spiritual Benefits
It is the second pillar of Islam which therefore be observed by every Muslim.
It makes a Muslim realize his duty is to worship Allah (S.W.T) alone.Allah (S.W.T)
says: “Verily I am Allah; there is no God but I: So serve non other than Me (only)
and establish regular player for my remembrance.”[Q:20:40]
It is a sign of obedience for all those who perform prayers since it is a command from
Allah.
Is a means through which Muslims communicate directly to God thus discouraging
polytheism (shirk).
Prayers distinguish believers from non-believers since they are only performed by
those who believe in Allah (S.W.T) and if performed by the non believer, then it does
not become acceptable.
Swalat ul jamaa
Prayers are offered either individually or in congregation. When offered in congregation,it is refeered Swalat ul Jamaa.Itis the performance of prayers together by more than one person. Mention any prayers that are offered collectively.There are several prayers that are performed in congregation,theseinclude the five daily prayers, Friday noon prayers, prayers during eclipse (solar and lunar), the two Idd prayers (Al Fitri and Al Adha),swalatul Janaza(funeral prayers) and Al Istisqai (prayer for seeking rain).
Conditions for Jamaa prayer.
You must have noted during the performance of prayers in congregation, ther are certain things that should be observed. Below, we are going to explain to you some of these conditions which you may have performed unknowingly in your mosque or when you were attending a swalat in Jamaa.
Ø It should be conducted at an accessible place where anybody is not deprived of the
chance to attend it ie the place should be open and accessible to all.
Ø The place should be such that people are neither shy nor scared from entering or
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attending.
Ø herforming Jamaa with one’s family is highly recommended because it gives a chance
to teach the young members how to pray. It encourages members of the family to
perform prayers without laziness and enables the head of the family to monitor the
attitudes of the family members.
Ø The Imam should understand the steps to be followed and he should follow them.
Ø Both the imam and the followers must be at the same place. The followers in two
mosques can not be led by the same Imam.
Ø The followers should not perform any step before the Imam for example one should
follow the Imam when going for rukuu, sijda or any other step.
Ø A female Imam can only be allowed when leading other females otherwise she can
neither lead males nor a congregation of both males and females. Generally, the
women are not as compelled to perform Jamaa prayers as males because of their roles
as mothers andcaretakers of the family.
Ø A non Muslim is not allowed to lead a congregation prayer even if he is
knowledgeable and there is no one to lead prayers.
Ø An insane cannot lead prayers. This is so because he might not comprehend the
pronunciation of words and format of the prayer.
Ø When leading the prayers, the Imam should pronounce the words clearly without
substituting the sounds and syllables.
Ø The Imam should be more knowledgeable over the rest in Fiqh (Islamic Jurisprudence)
and aspects of swalat, among other branches of Islamic knowledge. When there is
more than one knowledgeable person, other attributes like piety should be considered.
Where all of them are pious, then the oldest can be made the Imam.
Importance of swalat ul jamaa
In most communities you will observe that members are encouraged to do most of the activities together and in unity.Usually success is achieved when things are done in unity thus the Swahili proverb; umoja ni nguvu utengano ni udhaifu(unity is strength).Can you mention some of the
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activities that are done communually in your society? Similarly, in Islam the prophet(P.B.U.H)highly recommended the Jamaat prayers as stated in the following hadiths:
Abu Huraira (R.A) narrated that a blind man came to the prophet (P.B.U.H) and said to him, “O
messenger of Allah, I have no one to guide me to the mosque.’(He was asking for the permission of
the prophet to pray in his house) the prophet (P.B.U.H) gave himpermission to pray at home, but
when he turned to go back, the prophet called him and said, “do you hear the Adhan?” the blind man
said, “Yes” the prophet then said, “then respond to it (by coming to the mosque)” (related by
Muslim.)
IbnAbbas (R.A) narrated that the messenger of Allah said, “If any one hears the Adhan but does not cometo the congregational prayer,the prayer he offers will not be accepted unless he has an excuse” (Ibn Ma’ja,Ibn Hiban, Al Hakim)
The above two hadith can briefly illustrate to us how the prophet laid emphasis on the observance of prayers in Jamaa. Let us also consider the following benefits of Jamaa prayers:
- Muslims have a chance of converging five times a day to cement their brotherhood when
the prayers are performed at the mosque behind the Imam. - One can unite his family members and monitor their performance in ibadah by performing
prayers with them in Jamaa. - Muslims learn from others how to perform prayers correctly. This is of specific
importance to children and new converts who need to learn religious practices from others
who are experienced. - It promotes confidence in performance of prayers.
- It promotes discipline since the maamumatare not supposed to preceed the Imam. Such
discipline makes and proves the Islamic system of worship to be orderly - It promotes strictness and concentration.
- Develops and promotes leadership qualities. For example the selection of one of the
members to be an imam shows respect and honoraccorded to him. - The reward for Jamaa prayer is twenty seven times more than praying alone.
- It promotesMuslims of different social, political, economic and professional background
keep off their differences and converge together for prayers.
Prayers for special occasion
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Even though we have prayers prescribed for particular times, Islam gives room for certain prayers to be offerd during special occasions. Can you mention any prayers that are offered at times other than the time for the normal daily prayers? How differently are these prayers performed? In addition to what you have mentioned we shall consider the following as special acassions:
Swalatul Musafir: (Prayer of a Traveler)
Read [Q:4:101]
In normal life situation people travel from one place to another for various reasons.Suggest some of the reasons as t why people travel. At one point you must have also travelled from your home area to another place, either far or near. Can you recall the furthest place you have travelled to?
In Arabic language, a traveler is known as a musafir. But in thecontext of special prayer,a musafir is a Muslim who sets out intending to travel for more than 77 kilometers regardless of the mode of transport. He is regarded a musafir the moment he comes out of the boundaries of his town or city.
During traveling, a muslim may not be in a position to offer the prayers in the normal way due to the conditions experienced in the journey. Allah (S.W.T) Has not left out his favors and has given the Muslim traveler privileges which include swalatul Musafir.This prayer can be performed inthree ways.These are:Jamu’ Taqdim, Jamu’ Taakhir and Qasr.
Allah says “When you travel through the earth, there is no blame on you if you shorten the
prayers, for fear the unbelievers may attack you: For the unbelievers are unto enemies.”[Q 4:101]
Jamu’ Taqdim
This is to bring forward a prayer e.g. to bring forward Asr and pray it at Dhuhr time.
Muadh (R.A) narrated, “We set out with the prophet on the expedition of Tabuk and he combined Dhuhr and Asr together…” (Muslim)
Jamu’ Taakhir
This is delaying of one prayer and performing it at the time ofthe next prayer. For example, delaying Dhuhr and then performing it with Asr during Asr time.Anas (R.A) narrated that:“Whenever the messenger of Allah started on a journey before the sun had passed its meridian (before noon) he would delay the Dhuhr prayer till the time of Asr…”(Bukhari and Muslim)
Qasr
It is the shortening of the 4 rakaats prayer to perform then in two rakats.For example, Dhuhr, Asr and Isha can all be shortened to two rakaats.
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There is no reduction of rakaats for the fajr and maghrib swalaats. One has to offer them completely as he normally does.
Anas (R.A) narrated: “We travelled with the prophet from Madina to Makka and he used to pray two rakaat prayers until we returned to Madina.” (Bukhari and Muslim)
Other prayers for special occasions include the following;
Kusuf wal Khusuf
Have you ever witnessed either of the eclipses? What do you normally do when there is an eclipse of the sun or the moon? Are you aware that Islam has offered a clear and definite practice to be done during any of the eclipses? This is by performing two rakaat prayers.
Aisha(RA) Narrated that , “ The messenger of Allah recited the Quran aloud during the eclipse prayer and performed a total of two rakaat” (Bukhari and Muslim)
Swalatul Istisqa’a
Allah (S.W.T) has created different seasons like summer, winter, spring and autumn. Some of these seasons are favourable to man while others are harsh. These seasons are associated with different conditions. Among theseconditions is drought. Have you ever experienceda drought condition? What practices do the members of your community perform to ward off the drought? You will realize that most communities offer sacrifices and prayers to their ancestors and other creatures besides Allah(S.W.T). This is shirk and is totally forbidden in Islam.In the event of a drought, Islam prescribes a special prayer to be performed. This prayer is referred to as Swalatul Istisqa’a, which isA two rakaat congregational prayer is offered.
Anas (RA) narrated that, “The messenger of Allah supplicated Allah for rain and he pointed with the back of his hand to the sky.” (Muslim)
Swalatul Eid
There are two Eid prayers which are performed in two different ocasions;
- a) Idd-ul Fitr: It is a two rakaat prayer performed to mark the end of the month of Ramadhan.
- b) Idd-ul Adha: It is a two rakaat prayerperformed on the tenth of Dhul Hijja to mark the end of
the activities of Hajj.
Aisha (R.A) narrated that, the messenger of Allah said, “Breaking the fast at the end of Ramadhan is
(determined) when people break their fast and Idd ul Adha (the Idd of sacrifice)is determined when
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people offer their sacrifices.” (At-Tirmidhy)
Swalatul JanaizaFuneral Prayer:
Can you recall one of the fardh al kifaya prayers which must be performed by at least one Muslim in the community? Salatul Janazah is Fardh Kafayah, that is, if one performs the prayer then all are free of the responsiblity. Jamma (congregation) is not a condition for this prayer as it is sufficient even if one person prays.This is a prayer performed for the dead. When a muslim passes on, it is the responsibility of those who are around him during the time of his or her death to wash the body and pray for it.On the prayer of Janaiza, Aisha (R.A) narrated, “By Allah, the messenger of Allah offered funeral prayer in mosque for the sons of Baida’ (Sahl and suhail).” [Muslim]
There are two parts of this Prayer:
To say Allahu Akbar
Qiyam, which has three sunna Muaqada:Sana, Durood and Duaa for the deceased
How to perform swalatul Janaza
- Niyyat: The performer should make the intention, “I make the niyyat for the prayer of this
janaza for Allah, duaa for this deceased, behind this imam.” - Takbiratul-Ihram: The perfomers shouldraise their hands to their ears and fold their hands
underneath the navel as usual whilst saying Allahu Akbar and read Sana,
Sana:
Glory be to You Oh Allah, and praise be to You, and blessed is Your name, and exalted is Your Majesty, and there is none to be served besides You.
- Then raise the hands, say Allahu Akbar and read the duroode Ibraheem; Duroode Ibraheemi:
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O Allah! Shower Your mercy upon Muhammad and the followers of Muhammad, as You showered
Your mercy upon Ibrahim and the followers of Ibrahim. Behold, You are Praiseworthy, Glorious.
Oh Allah! Shower Your blessing upon Muhammad, and the followers of Muhammad as You showered Your blessings upon Ibrahim and the followers of Ibrahim. Behold, You are Praiseworthy,
Glorious.
- Then raise the hands, say Allahu Akbar and read the duaa.
Duaa for an adult man or woman:
Oh Allah! Forgive those of us that are alive and those of us that are dead; those of us that are present
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and those of us who are absent; those of us who are young and those of us who are adults; our males and our females. Oh Allah! Whomsoever You keep alive let him live as a follower of Islam and whomsoever You cause to die, let him die a Believer.
Duaa for a boy:
Oh! Allah, make him (this child) a source for our salvation and make him a source of reward and treasure for us and make him an intercessor for us and one whose intercession is accepted.
Duaa for a girl:
Oh! Allah, make her (this child) a source for our salvation and make her a source of reward and treasure for us and make her an intercessor for us and one whose intercession is accepted.
- After the duaa, say Allahu Akbar, drop the hands and then turn the head both sides for salaam.
Sijdat
Demonstration of a worshipper in the sujuud position.
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Read [Q 7:206]; [Q:19:58];[Q:25:60];[Q:32:15];[Q:84:21]
Can you identify one thing that is common in all the verses you have read? It s evident that all these verses mention the word sijdah.Sijadah is a very important act of worship in the life of a muslim and that is why several verse of the Quran that mention it. You will also observe that sijdah is part of the obligatory steps in swalat.
Sijda is an act ofworship which involvesprostration and glorification where by the fore head, palms and the knees firmly touch the ground facing the direction of the Qibla.
Narrated al-Bara’ bin A-zib (R.A) that the messenger of Allah said, “Whenever you prostrate place the palms of your hand (on the ground) and raise your elbows.” (Muslim)
Types of Sijdats
Besides sijda during swalat, there are other three types of Sijdat namely:-
Sijdatul Tilawa
Sijdatul Shukr
Sijdatul Sahw
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Sijdatul Tilawa
Earlier in this section, we have learnt that there are several verses in the Quran that mention the word
sijda.What do you do when you come across these verses? Definitely you will have to pause and
prostrate then continue with your recitation. This prostration is what is referred to as Tilawa.
There are fourteen places of prostration in the Holy Quran as agreed upon by all the Muslim religious
scholars, while Imam Shafi suggests prostration at Quran 22:77 to make them a total of fifteen.
Allah says in the Quran, “But fall ye down in prostration to Allah and adore Him.”[Q 53:62]
Ibn Abbas(RA)narrated , “the messenger of Allah prostrated when he recited suratul Najm[Q: 13]” Quotation of verses in the quran that require prostration
NAME OF NUMBER OF NUMBER OF THE WORD
SURAH SURAH VERSE
Al-A’raf 7 206 WalahuYasjuduuna
Ar-Rad 13 15 Walillaahi yasjudu
An -Nahl 16 49 Walillaahi yasjudu
Al-Isra 17 107 Yakhirruuna
lil adhqaani sujjadaa
Mary am 19 58 Kharruu sujjadan
Al-Hajj 22 18 Yasjudu lahu
Al-Hajj 22 77* Wasjuduu wa’buduu
Al-Furqaan 25 60 Wa idha qiila
Lahumusjuduu
An-Naml 27 25 Al-la yasjuduu lillaahi
As-Sajda 32 15 Kharruu sujjadan
Sad 38 24 Kharraraaki’an
Fussilat 41 37 Wasjuduu lillaahi
An-Najm 53 62 fasjuduu lillaahi
Al-Inshiqaq 84 21 Laa yasjuduun
Al Alaq 96 19 Wasjud
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Sijdatul Sahw
Human beings have a tendancy of frogeting. At times we forget and even skip certain steps during the performance of swalat. In such an eventuality, what do you do?
Whenever a worshipper omits by forgetting to perform an important pillar of swalat (Arkanu swalat) he is supposed to perform sijdatu-Sahwi(prostration for forgetfulness)
This type of sijda is usually performed in swalat before the first salaam and just like the ordinary
prostration.For example, if one forgets to perfor the ruku’,or sijdah or any other pillar of swalat.
Imran bin al-Hussein (R.A) narrated the messenger of Allah led them in prayer and forgot (to do something) so he made two prostrations and recited the tashahud and then said the Tasleem. (Abu Dawoud and At-Tirmidhy)
Sijdatul Shukr
Muslims should always be grateful and thankful to Allah (S.W.T) Prostration is one of the ways of
showing gratitude to Allah (S.W.T). This type of sijda is performed for the purposes of showing ones
gratefulness and appreciation towards Allah after attaining any good thing e.g. passing of
examinations, getting a new born babysit is a way of thanking Allah.It can be performed in any place
that is clean.
Abu Bakar (R.A) narrated, “Whenever the prophet received something which pleased him,he would
make the Sajda in gratitude to Allah” (Related by the six Imams except An-Nasai)
5.00 ZAKAT
Meaning of zakat
Every society will have people who are well off and those who need assistance. Have you met
people who may be friends, relatives, neighbours or even strangers and they needed your help? How
did you react to their request? In many cases, every society will have its own way of dealing with
such situations. Islam as a complete way of life has not been left behind. The plight of the poor and
the needy has been well taken care of by the institution of Zakat. It is one of the major religious
dutiesand the third pillar in Islam.Zakat was made obligatory on Ummahs of all prophets even before
Prophet Mohammad (P.B.U.H) this is evident when we look into the Holy Quran where we see that
from ancient times Salah and Zakat were ordained as compulsory.For example, there is mentioning
about Prophet Ibraham and the Prophets of his race when Allah says in the Quran:
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“And We made them leaders of men. They guided the people according to Our command, and We inspired in them the doing of good deeds and right establishment of Salah and giving of Zakat and they were worshippers of Us.” [Q: 21:73]
About Prophet Ismael it is said:
“He enjoined upon his people Salah and Zakat and was acceptable in the sight of his Lord.” [Q: 19:55]
Prophet Moses prayed for his ummah:
“O God! Bestow upon us the well-being of this world as also the well-being of the Hereafter.”
Do you know in reply to it what Allah answered?
“I shall smite with my punishment whom I will. Although My mercy embraced all things, but I shall ordain it for those who will fear Me and give Zakat and those who will believe in Our revelations.”[Q: 7:156]
“And Allah said:‘O Children of Israel! I am with you, if you offer Salah, and give Zakat and
believe in My messengers and support those messengers who are to come, and lend unto Allah a nice loan surely I shall remit your sins.’”[Q: 5:12]
Before Prophet Muhammad (P.B.U.H) the last Prophet was Prophet Issa. The commandment about Salah and Zakat was given to him also by Allah, as is found in Suratul-Mariam:
“And hath made me blessed wheresoever I may be, and hath enjoined upon me Salah and Zakat so long as I remain alive.” [Q: 19:31)
This shows that the religion of Islam has been established from the beginning, in the ministry of every prophet, on the two great pillars of Salah and Zakat, and it never happened that any Ummah believing in Allah (S.W.T) was exempted from these two obligatory duties.
Let us now define Zakat.
Literally the term Zakat is Arabic word which means both ‘purification’ and ‘growth’. It refers to the
purification of a believer’swealth and soul. Wealth purification denotes the mobilization of assets for
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the purpose of financial growth and justified distribution. Purification of the soul implies freedom from hatred, jealousy, selfishness, uneasiness and greed. Almighty Allah (S.W.T) says, “And be steatfast in prayer; practice regular charity; and bow down your heads with those who bow down (in worship).”[Q: 2:43]
Technically, it involves distributing a portion of one’s wealth to those prescribed by the Quran. OtherQuranic connotations also include the purification of sin.It is one of the most important principles of Islam andthe third pillar.
Allah (S.WT) says, “And they have been commanded No more than this: To worship Allah, Offering Him sincere devotion, being true in (faith); to establish regular prayers; And to practice regular charity; and that is the religion Right and Straight.”[Q: 98:5]
There are three types of Zakat namely; Zakatul Maal, Zakatul-Fifr and Sadaqa.
Zakatul-maal
Zakat-ul-Maal is the obligatory charity paid by an individual to the needy from the property which
he possesses. It is obligatory on an individual who possesses wealth equal toor above a minimum
amount called Nisab for an entire lunar year. Forthe purpose of calculating Zakat, different
categories of wealth are defined,this shall be demonstrated by the table (on page ) on
specific items on which Zakat is payable.
In terms of Islamic jurisprudence (Fiqh), Zakatul-Maal is an obligatory duty (Fardh) on every
Muslim possessing wealth equal toor exceeding the prescribed amount ofNisab. It is a
prescribedwelfare-contribution from one’s stored wealth. It is the right of Allah (S.W.T) on a
Muslim’s wealth. Paying Zakat-ul-Maal is the responsibility of theowner. If one fails to carry out this
obligation, he is a sinner, consequently incurring Allah’s displeasureand His punishment in the
hereafter.
Zakat-ul-fitr
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Zakatu-ul-Fitr is Zakat on the individual. It is a special charity paid to the needy onor before the day of Eid -ul-Fitr, which is the first day of the month ofShawwal following the month of Ramadhan. Zakat-ul-Fitr is paid asatonement for any shortcomings in the worship of Fasting during the month of Ramadan.
On the day of Eid -ul-Fitr, which marks the completion of the month ofRamadhan, every Muslim possessing an amount of food in excess of his family’s need for a day (24 hours) is mandated to pay Zakat-ul-Fitr on his own behalf and for all his dependent(s).Zakat-ul-Fitr or Fitrah is “the one full meal per person or cash equivalent to the cost of one full meal, given directly to the needy ofthe community before Eid-ul-Fitr prayer. Arrangements for payingFitrah should be made ahead of time so that it reaches the eligiblerecipients in time for them to make use of it on Eid day. The quantity ofZakat-ul-Fitr traditionally amounts to one Sa`, which is equivalent to 21/2kilograms of food such as wheat, barley, rice, or the like.
Ibn Abbas (RA) narrated that, “The messenger of Allah (P.B.U.H) enjoined Zakatul Fitr on the one who fasts in the month of Ramadhan to purify him from any indecent act or speech and for the purpose of providing food fortheneedy… (Abu aawoud and Ibn Ma’jah)
SADAQAH
Sadaqah is an Arabic term widely used to cover all kinds of charity.
Although Sadaqah and Zakat are often used interchangeably, Sadaqah implies voluntary charity and is not limited to giving out money or food.
All good deeds are considered Sadaqah and are rewarded by Allah (S.W.T)These even include practices that may look simple such as removing a thorn from the path,helping the old to cross a busy road among othersEvery Muslim is exhorted togive Sadaqah.
The Prophet Muhammad (P.B.U.H) said:“Every Muslim has to give Sadaqah.” The people asked: “OProphet of Allah, what about the one who has nothing?”Hereplied: “He should work with his hand to giveSadaqah.” They asked: “If he cannot find (work)?” Hereplied: “He should help the needy who ask for help.” Theyasked:“If he cannot do that?” He replied: “He should then do good deeds and shun evil, for this will be taken asSadaqah.”(Sahih al-Bukhari)
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Muslims practice charity and earn rewards from Allah (S.W.T) by doing good deeds all their
lives.They can continue earning Allah’s rewards even after their death.This is called perpetual
Sadaqah(sadaqatul-Jariyah) Abu Hurayra (R.A) narrated that the Messenger of Allah (P.B.U.H) said,
“When the son of Adam dies, his actions are cut off except for three: Sadaqah Jariyah (on-going
charity), knowledge which brought benefit, and a virtuous son who makes supplication for him.”
[Muslim]
Sadaqah Jariyah means Continuous Alms/Charity. A continuous charity is an action that someone does that remains active even after the person is dead. For example, if a person digs a well then people can use it for a very long time – even after the person dies. This type of charity is very effective and serves better than just giving money as the person who initiated the action will get thawab even after he dies.
DIFFERENCES BETWEEN ZAKAT AND SADAQAH
ZAKAT
Zakat is a pillar of Islam
Zakat has a nisab- (the minimum amount one must have before it becomes compulsory.)
There is a fixed amount to be paid on the saved money or cash.
Zakat is paid on specific and particular items.
There is fixed period within which one must pay Zakat.
Zakat is payable to specific recipients mentioned in the Quran.
SADAQA
Sadaqah is an act of charity.
Sadaqah has no minimum amount.
Any amount can be given as sadaqa.
Sadaqah is paid on anything one wish to give from.
Sadaqah can be paid at any time.
Sadaqah can be given to any person in need whether a Muslim or a non Muslim.
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Zakat is compulsory to the Muslims who Sadaqah is voluntary to whoever wishes to give it.
qualify to pay it.
Conditions for zakat payment
Even though payment of Zakat is a must to the able Muslims, certain conditions have to be observed. These include the following:
- One paying it must be a Muslim.
- One must be a free man and not a slave.
iii. One must be of sound mind (sane.)
- The giver of Zakat must have attained maturity.
- The wealth to be paid should have reached nisab.
- The wealth or property must have been in ones possession for a full year.
vii. Zakat-ul- Fitr should be paid before one goes for the Eid prayers.
Differences between Zakat-ul-Fitr and Zakat-ul-Maal
Zakaat-ul -Maal
1 The wealth must have been in
Possession for one year.
2 The rate should be calculated
according to the property to be
given out.
3 It should be given to recipient
prescribed in the Quran.
4 One may also give in the form
of cash.
Zakaat-ul- Fitr
It should be given in the month of Ramadhan before one goes for Idd Prayers.
It should be given on 21/2 kg of the staple food
It can be given to any needy or destitute Muslim
This must represent the exact equivalent of the
market value of the kind and quality of the staple
food which would have otherwise been offered. e.g.
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cash, animals,minerals,fruits among others.
5 The nisab depends on the
amount of wealth.
6 It purifies wealth
7 It is given at any time of the
year when it is due.
The value is determined by the number of
dependants in the family.
It purifies saum
Given only in the month of Ramadhan
Condition for distribution of zakat
During the distribution of Zakat, it is very important that it is done according to the sharia.The following conditions should be considered:
- The intention (Niyyat) should be for the sake of fulfilling Allah’s command and not for
any other reasons. - It should be given to the recipients prescribed by the Quran.
- It should be given promptly, when it is due.
- Zakat of one place should not be transferred to another place.
- The item payable for Zakat should not be exchanged for another item. For example it is
permisable to use the nisab for animals when you are supposed to pay zakat for
mineralsbut one can convert the cows into currency and then a rate of the currency is
given out for Zakat.
Items on which zakat is payable
- Domestic animals such as camels, sheep, oxen which are not kept as articles of trade.
- Agricultural produce such crops and fruits of the field like wheat, barley, dates, raisins,
rice, maize and vegetables. - Gold, silver and other mineral products.
- Dug out treasures whose ownership has not been identified for one year.
- Trade and merchandise(goods for trade)
- Savings from the sale of goods should be paid for Zakatafter a year.
- Savings from the house rent and land rates.
- Personal income.
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INSERT NISAB RATES FROM INTERNET
Agricultural
produce
Items on which Zakat is not payable
Even though Zakat is an obligatory Pillar in Islam and that one has to pay,there are certain items which a Muslim is not supposed to give.These items include the following:
- Private houses in which the owner dwells in.
- Animals used for transportation.
- Furniture, clothing Weapons or tools for daily use.
- Books which are not for sale.
- Jewellery or ornaments which have not reached nisab.
- Machinery used for manufacture of goods.
(d)Recipients of Zakat
There are those people whom the Quran has singled out to be the rightful beneficiaries of Zakat.The Quran has identified a list of deserving persons to whom Zakat should be given.
Allah says“Alms are for the poor and the needy, and those employed to administer the ( funds); For those whose hearts have been recently reconciled to the truth; and for those in bondage and in debt; in the course of Allah; and for the wayfarer:”(Thus is it) ordained by Allah, and Allah is full of knowledge and wisdom.”[Q: 9:60]
According to the above verse the recipients of Zakat are as follows:
- The poor(Fuqara)
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These are the Muslims who do not have any means of livelihood and material possession to support themselves and their families.
- The needy(Masaakin)
These are the Muslims who lack sufficient means of livelihood to meet their basic
requirements.
- Zakat collectors(Aamil)
They are the Muslims who have been entrusted with the responsibility of collecting and
distributing Zakat.They receive it as their source of income.
- The new converts(Mualaf)
They are also referred to as sympathizers. They are the people who have just embraced
Islam and need help to settle down and strengthen their faith.
- The captives(Riqab)
These are prisoners of war or hostages who need to be ransomed in order to secure their
freedom.
- Debtors(Gharimin)
These are Muslims who have incurred debts through halal transactions. Zakat can be used
to pay off there debts which they incurred to meettheir basic needs.
- Those on the course of Allah(Fisabillillah)
Zakat can be used to finance any form of struggle or course for the love of Allah (S.W.T)
such as aa’wa.sponsering students educational expence among others.
- The wayfarers(Ibnu Sabil)
These are stranded travelers on lawful journey who are in difficulty and may need
assistance to cater for their travel and basic needs.
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Importance of Zakat.
Allah (S.WT) has prescribed the pillars in Islam for the benefit of humankind. These benefits
include social, spiritual and even economical. Let us now look at the importance of Zakat.
Spiritual Importance of Zakat.
- A believer gets rewards by fulfilling this third pillar of Islam.
- It is a commandment of Allah (S.W.T)and therefore must be observed by every Muslim who
qualifies to give it. - Giving of Zakat purifies the wealth of the giver.
- It blesses the wealth of the giver.
- The institution of Zakat enables one to fulfill his religious obligation.
- Develops spiritual growth and piety.
Social Importance
- Creates good relationship between the giver and receiver.
- Remove jealously/ mistrust of the rich.
- Restores hope, dignity and worthiness of the poor.
- Reduces the gap between the rich and poor
- Develops and fosters a healthy social relationship among members of the community.
- Removes pride, selfishness or greed among rich.
- Job creation for the Zakat collectors who secure employment.
- Fighting corruption
- Clearing debts of citizens
10.It helps foster equality among the Muslims.
11.Promotes unity and brotherhood among the Muslim Ummah.
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12.It fosters love among the Muslims.
Economic importance
- Zakat Helps raise living standards of the poor less, fortunate and the marginalized
communities. - It helps the poor and needy by relieving their hardships and troubles.
- Helps create a self supporting community which does not require financial or
economic assistance in form of food or material. This enables the Muslim
communityto be self reliant and independent. - Zakat contributes to the national budget as it is a form of tax.
- It helps in the creation of job and employment opportunities.
- Those in debt are able to settle them from the Zakat.
- Zakat assists in improving the economy in the society by creating job opportunities
for example the Zakatcollectors and distributors, clearance of debts and establishment
of social amenities.
Differences between Zakat and Tax
ZAKAT
It is the third pillar of Islam
It is only paid annually
The rate of Zakat is fixed till the day of judgment.
It is a commandment of Allah (S.W.T) Q2: 110
TAX
It is a law of the government or rather the policies of state
It can be paid monthly, weekly, daily or even hourly.
Its rate keeps fluctuating or rather it is
determined by the amount of income one
earns.
It is authorized by the government, King or the ruler of the state.
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It is payable on one’s saving
It is rewarded by Allah and therefore cannot be evaded
It is calculated from the gross salary or
net profit.
It is rewarded by the state ruler or government hence one is fined for not giving it out.
The role played by Zakat in promoting integrity.
Zakat plays a very important role in the promotion of integrity in the society through the following ways:
1) It enhances the sense of responsibility in that the giverfeels obliged to perform the acts as an
obligatory duty upon him.
2) It also promotes loyalty which is an aspect of integrity. The giver shows loyalty to Allah who
has commanded those with wealth to give it in charity. Zakat has been mentioned eighty two
(82) times in the Quran.
3) It assists in curbing vices such as theft, by regulating the owning of resources in the society
and creating a balance.
4) Giving of Zakat helps in minimizing vices such as jealousy and envy in that the receiver feels
satisfied when he is given the share from it. And to the giver it reduces extravagance and
greed for wealth.
5) It encourages hard work because every Muslim has an incentive to work since he is expected
to give something to the needy and earn thawab.
6) Zakat reduces injustices such as unfair distribution of wealth in that only the rightful
recipients are given.
7) Zakat promotes unity in the society by bringing together both the rich and the poor.
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Suggested study Questions andActivities.
Answer the following questions in your I.R.E revision exercise book.
- a)Describe the performance of Sijdatul Tilawa, Sijdatul Shukr and Sijdatul Sahw.
b)Identify the various methods of purification
2.a)Give the acts which invalidate wudhu.
b)Discuss the significance of shahada in the life of a Muslim.
3.a) Give the differences between Zakat-ul Fitr and Zakat-ul maal. b)Expalin the items on which Zakat is payable.
Activities
- Demonstrate the performance of udhu and identify the Sunnah acts.
- Demonstrate the performance of swalatul Janaza.
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CHAPTER 5
Akhlaq (morality)
Akhlaq refers to the standard behaviour or code of conduct which an individual is expected to uphold or observe according to his or her society. Therefore Islamic morality refers to the code of conduct prescribed by the Quran and Hadith which a Muslim is expected to adhere to
The Islamic moral system stems from its primary creed of belief in One God as the Creator and Sustainer of the Universe. Islam considers the human race to be a part of aod’s creation, and as His subjects. From an Islamic perspective, the purpose of human life is to worship God, by leading this worldly life in harmony with the Divine Will, and thereby achieving peace in this world, and everlasting success in the life of the hereafter. Muslims look to the Glorious Quran and the Traditions of the Prophet as their moral guides.Morality in Islam addresses every aspect of a Muslim life, from greetings to international relations. Muslims must not only be morally healthy, but also contribute to the moral health of the entire society.
The almighty Allah says:“You are the best of the nations raised up for (the benefit of) men; you enjoin what is right and forbid the wrong and believe in God; and if the followers of the book had believed it would have been better for them; of them(some) are believers and most of them are transgressors.”[Q: 3:110]
The prophet (P.B.U.H) summarized the conduct of a Muslim when he said:
“My Sustainer has given me nine commands: to remain conscious of Allah, whether in private or in public; to speak justly, whether angry or pleased; to show moderation both when poor and when rich, to reunite friendship with those who have broken off with me; to give to him who refuses me; that my silence should be occupied with thought; that my looking should be an admonition; and that I should command what is right.”
The alorious Qur’an says:
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“It is not righteousness that ye turn your faces Towards east or West; but it is righteousness- to believe in Allah and the Last Day, and the Angels, and the Book, and the Messengers; to spend of your substance, out of love for Him, for your kin, for orphans, for the needy, for the wayfarer, for those who ask, and for the ransom of slaves; to be steadfast in prayer, and practice regular charity; to fulfill the contracts which ye have made; and to be firm and patient, in pain (or suffering) and adversity, and throughout all periods of panic. Such are the people of truth, the Allah-fearing.”[Q: 2:177]
This verse emphasizes the Islamic belief that righteousness and piety is based on a true and sincerefaith. The key to virtue and good conduct is a strong relation with God, who sees all, at all times and everywhere. He knows the secrets of the hearts and the intentions behind all actions. Therefore, Islam enjoins moral behavior in all circumstances.It may be possible to deceive the world, but it’s not possible to deceive the r reator.
Morality in Islam centers on certain basic beliefs and principles as follows:
- a) Allah (S.W.T) is the creator and source of all goodness, truth and beauty.
- b) Man is a responsible, dignified and honorable agent of his Creator.
- c) Allah (SW.T) has put everything in the heavens and the earth in the service of
- d) By His Mercy and Wisdom, Allah (S.W.T) does not expect the impossible from man
or hold him accountable for anything beyond his power. Nor does Allah (S.W.T)
forbid man to enjoy the good things of life. - e) Moderation, practicality and balance are guarantees of high integrity and sound
- f) All things are permissible in principle except what is singled out as obligatory, which
must be observed and what is singled out as forbidden, which must be avoided. - g) Man’s ultimate responsibility is to Allah (S.W.T) and his highest goal is the pleasure
of his Creator.
Dimensions of Islamic morality
In the beginning of this chapter, we have learnt that Akhlaq involves moral values and that Allah (S.W.T) always wants us to lead a pious life.
Islamic morality is measured in two ways: Maarufat (virtues) and Munkaraat (vices)
It entirely deals with the relationship between man and the other and creatures of the universe, man
and his innermost self. The Muslim’s relationship with Allah (S.W.T) should be one of love and
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obedience, complete trust, stead fastness and active devotion;it is this kind of behaviour that should inspire and nourish morality at the human level.
In relating to his fellow men, a Muslim should show kindness, care and respect to relatives, neighbours and strangers whatever their status in the society. He must also honor the legitimate rights of others as much as he fulfills his own.
A Muslim should also use nature for the benefit of humanity as signs of Allaah (S.W.T) without waste of humility as signs of Allaah (S.W.T) without waste or excess.
A Muslims moral obligation is also to stand for what is right and fight what is wrong, seek what is
true and abandon what is false, uphold what is wrong, seek what is beautiful and wholesome and
avoid what is indicent.To him, simplicity and compassion are his trademarks, while he keeps away
from arrogance and pride. A man once asked the prophet (S.W.T) on virtues and he replied.
“Ask your heart. Virtue is that which satisfies the soul and comforts the heart, And sin (evil), is that which perturbs the soul and troubles the heart even if people should pronounce it lawful.”(Ahmed &Dearani)
Islamic morality (Akhlaaq is divided into two dimensions
(a) Maarofoat (The Virtues )
(b) Munkaraat (The vices )
- a) Maaroofaat [the virtues]
These are deeds or practices which are permitted in Islam.They couldbe in the form of actions
gestures or statement. A Muslims is encouraged to acquire these virtues. The Holy Prophet (P.B.U.H) said: “The most perfect amongst you in faith is the best of you in behavior.”
Examples of Maarufat
(i) Visiting the sick and escorting the deceased to the grave.
(ii) Feeding the poor.
(iii) Honoring the aged.
(iv) Trustworthiness: Muslims have to be people who keep their words in any promise,
contracts among others.
(v) Having contentment [Qanaa]or satisfaction with whatever Allah[sw] has decreed for
him/her.
(vi) Self control
(vii) Contentment
(viii) Patience
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(ix) Trust in responsibility
(x) Truthfulness
Mention other things that are classified as maarufat.
b)Munkaraat [the vices]
These are all kinds of bad practices or deeds that are prohibited in Islam. These vices can be in the form of actions gestures or statements. Allah (S.W.T) has prohibited all forms of Munkaraat whether practiced in the open or in secrecy.
Allah (S.W.T) says: “Say: The things that May Lord has indeed forbidden are: Shameful deeds
,whether open or secret; sins and trespasses against truth or reason; assigning of partners to Allah, for which He Has given no authority and saying things about Allah of which you have no knowledge.”[Q: 7:33]
Examples of Munkaraat
(i) Arrogance and pride.
(ii) Slander and gossips.
(iii) Telling lies.
(iv) Calling one another by offensive nicknames.
(v) Dissatisfaction and lack of contentment.
(vi) Looking down upon others because, class or wealth, race etc.
(vii) Wishful thinking.
(viii) Drug and substance abuse.
(ix) Gambling and games of chances.
(x) All forms of sexual perversions.
Significance of Islamic morality
Islamic morality is intended to build in a Muslim a sound mind, peaceful soul and a strong personality.
Islamic morality is meant to build in the human being a sound mind and body and a
peaceful soul.
It makes a Muslim have a distinctive Islamic personality when interacting with others. Islamic moral values are meant to cultivate in a Muslim the best character in the most
whole some manner.
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It strengthensthe bonds between human beings and Allah thus developing a strong taqwa. Islamic morality guards the Muslims external behaviors and his manifest deeds to be in
line with Allah (S.W.T) the teachings of Islam.
It shields a Muslims from evil since it guards his external behavior and his manifest
deeds to be in line with Allah(S.W.T)
It promotes positive thinking by guiding individual Muslims to be occupied with
constructive ideas and serious pursuits of how to lead a positive life on this earth and the
hereafter.
It discourages a Muslimfrom practicing prohibitions such as use of intoxicants.
The Munkaraat have been prohibited by Allah (S.W.T) for the spiritual and mental well
being of man as well as for the moral and material benefit of humanity.
It promotes peace and harmony in the society in that the prohibitions discourage vices. It generates affection and respect between the members of the family and the society in
general hence promoting brotherhood.
Allah has promised rewards for those who abide by the Islamic morals and avoid evils
deeds.
Amr bil Ma’ruf Wa Nahyi Anil Munkar. (Enjoining good and forbidding evil)
Allah (S.W.T) commanded Muslims to always enjoin good and forbid evil in the
society.Commanding of good should start with self-restrain. This means avoidance of those acts
which displease Allah.Beinga practical religion, Islam teaches the Muslimsto strive to follow the religious teachings and abide by its code of conduct and ethics.
Allah says, “Let there arise in you a band of people inviting to all that is good,enjoining what is right and forbidding what is wrong:They arethe ones to attain felicity.”[Q: 3:104]
The prophet (P.B.U.H) also emphasize on the importance of morals in a hadith reported by Abu Sa’id Al-Khudri who says that the messenger of Allah says, “He of you who sees an abomination should change it with his hand; if he could not, then with his tongue; if he could not, then in his heart; and this is the faintest in faith.” (Muslim)
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Islam is a complete way of life and a very practical religion.Even though it isenshrined in laws, beliefs and practices, morals form the basis of each and every act of Ibada’. For exampleIslam prohibits the use of intoxicants as they interfere with normal functioning of the body and mind hence one cannot attend to his religious duties.
It isalso very important to keep off evil so that we can preserve the purity of the soul and have it more concentrated on performing ibadah.Muslims should keep reminding each other of the good things expected from them and talk about the evil things and howthey can avoid them.And Allah tells us in the Quran, “And remind, for indeed, the reminder benefits the believers.”
What benefits do you get as a Muslim when you practice and remind each other of good deeds?
On the other hand,the soul of the human being is very subtle to temptations which arise from weaknesses to remain firm and steadfast in the path of Allah.The environment we stay in may also affect our morals and divert us from the good path.If for example you walk with friends who smoke,you need a very strong conviction and Iman(faith)so that you are not tempted to smoke.But in as much as you may not be smoking,it is your religious duty to command good and forbid evil.Therefore you should remind your friend of the evils of smoking.
There are various ways in which a Muslim can command well and shun evil. Examples of such ways are; observing the five daily prayers, fasting during the month of Ramadhan, speaking the truth, visiting the sick, giving out charity,advising those doing the wrong among others.
Would you wish to be among the successful on the Day of Judgment? What are the things you need to in order to attain this success?
Morality based on iman and swalihat
The good morals of anybody are shaped by the faith that he possesses and the dutifulness towards his creator. Surat ul Asr supports that:
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“I swear by the time (Asr) surely man is in great loss, save those who believe and perform good
deeds and exhort each other on truth and exhort each other to endurance[Q:103:1-3].
Iman thus takes the first preference before good deeds. Good deeds that are not accompanied with
Iman are known to have no reward before Allah. Consider those who do good things just to be seen
and praised, the corrupt people who do good things in exchange of various favors not to mention the
philanthropists who give a lot of wealth for pleasure without bringing the intention of doing it for the
sake of Allah. Such deeds usually may lead to actions that are forbidden according to the doctrine of
Islam.
Obedience of Allah’s commandments leads to righteous deeds in that in order for you to perform them, you should first fear Allah. Iman and Swalihat cannot be separated because they are interdependent in their functioning. Therefore in Islam, faith and good deeds go hand in hand.
Abu Said Al-Khudri (R.A) narrates that he heard the prophet (P.B.U.H) says: Whenever anyone of sees anything contrary to Allah’s approval, he should change it with his hand, or if he cannot, then by his tongue, if he cannot, then by his heart and that is the weakest faith.”
Suggested revision Questions and class activities.
Answer the following questions in your I.R.E revision exercise books.
- Explain the basic principles of Islamic morality.
- Discuss the significance of commanding good and forbidding evil. Activity
Identify the common vices you see being practiced in your neighbourhood.Suggest ways of stopping them.
CHAPTER 6
MUAMALAT
The family
Every living creation of Allah (S.W.T) belongs to a specific family. The idea of a family can be well
understood if we bear in mind our surrounding environment. Let us take an example of a busy city
during the day. Busy with men,women and children, moving all over.Inthe evening, during the rush
hours, you will see everyone getting into a matatu and the streets will remain empty. Where do all
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these people go to? Ask yourself why they can’t remain in the streets until the next day. They must go and look for shelter, company, a good meal among other needs which are provided for within this social institution we call a family.
We now have an idea idea about what a family is. Can youmention the people who constitute a family?A family according to Islam isasocial institutionwhereby members are united by the same ethical values hence have responsibilities over one another.This bond starts right from marriage and includes but not limited to all the relations from either sides of the married couples. Are there any other people who may not be staying with you but are part of your family? In Islam the concept of a family stretches far beyond the father, mother and children.The following three factors keep peopletogether and united in an Islamic society:
Ø Kingship and blood ties-it involves the father /mother- child relations, brother-sister among
others these are the strongest natural ties. It determines how members relatewith one another
thus controlling their behavior. It binds together the family and assists people to live
peacefully.
Ø Marital commitment-It includes husband-wife relations,the in-laws of either side. This helps
to keep the family together in that each member has defined roles to play.
Ø Faith-It is the main binding factor which enhances the achievement of family goals and
interests. It goes beyond the close relatives to include all the Muslims who are brothers and
sisters. We should therefore be ready to accommodate our fellow Muslims when they need
our help since they form part of the larger Muslim family.
Importance of the family
We have seen who comprise of a family.These entiremembers are kept together by a common goal which should be directed towards benefitting the entire society. The things done within the smaller unit of the society, which is the family, will have either direct or indirect impact to all the members of the community.Let us look at the importance of the family:
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Provide room for procreation to enhance the widening of the larger society.Being a very
important unit of the society,procreation forms part of the responsibilities of those who get
married to ensure continuity of the lineage and general growth of the society.
A family serves as strong founding unit or rather the first school for the children where the
values habit and rites are passed to the children, preparing them to fit in the wider society.
The children need to therefore allow their parents and other family members to give them
guidance and ask for their advice.
A family offers security needs and provides a sense of belonging and identity in that it bonds
an individual to a respective family giving him/her confidence.
A family serves as a foundation stone to the society. A family is founded through marriage
which promotes interfamily alliance through matrimonial relation. It brings people of
different social status and race together hence removing social prejudice in the society.
A family acts as barometer to regulate the moral conduct of certain individuals in the society.
Thiscontributes topeace and harmonious as it provides a set of rules to be observed e.g.
marriage shields indecency.
A family promotes a sense of responsibility in that each member has specific roles to play in
order to achieve the goals of the family for example; the husband is responsible for
livelihood of his family while the wife has to fulfillthe functions as motherhoodsuch as child
upbringing and household chores.
A family is a source of stability to the society, in thatstable families producemembers who fit
well in the wider society.
The family serves as a learning institution.Children brought up in family are taught Islamic
morals, values, norms and traditions by the parents. The knowledge learnt during the
formative years is peculiar to the home environment. It happens that children brought up
from different environment swillend up with different moral behavior. This is due to the
socialization skills taught in individual families or the moral and traditional practices that
may be seen in the two environments.Are ther things that you learnt in your childhood and
are different from your friend’s? Mention some of them.
Nikah (Marriage)
Definition of Marriage (Nikah)
What is marriage? Nikah is an Arabic term used for marriage which means a contract. Marriage is a
mutual contract or legal union between a man and a woman, sane and mature who have expressed
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their willingness to stay as a husband and wife in order to become a pious family and a society. The contract must be guided by the Quran and Sunnah of the prophet (P.B.U.H)
Marriage in Islam
Marriage is a vital part of a Muslim’s life. In fact marriage is so important in Islam that it is declared to be a half of a Muslim’s faith. As a Muslim one should live in accordance with the Islamic Jurisprudence in the way shown by the Holy Prophet Muhammad (P.B.U.H).
Allah (S.W.T) says,“Marry those among you who are single or the virtuous ones among your slaves male or female: if they are in poverty, Allah will give them means out of His grace: for Allah encompasses all, and He knows all things.”[Q: 24:32]
One can see from the above verse that the Creator of mankind has ordered us to marry.The Prophet married and also encouraged others to marry
Ibn Mas’ud (R.A) narrated that the messenger of Allah (h.B.U.H) said to us, “O young people! Whoever can marry among you should marry, for that will help him lower his gaze and protect his chastity. Whoever is not able to marry is recommended to fast and that will be his shield.” (Bukhari and Muslim)
Purpose of marriage
The basic objectives of marriage in Islam are:
To fulfill Allah’s (S.W.T) command.Marriage is a commandment from Allah (S.W.T) which must therefore be fullfilled by every Muslim who is able. It isconsidered as completing half of ones religion and we therefore earn Allah’s rewards.
Secondly, marriage secures a comfortable atmosphere for boththe husband and the wife.A Muslim
couple who follow the teachings of the Holy Quran willalways be a source of comfort for each other.
Their relationship should go beyond that of mere sexual enjoyment and should be based on a cordial
friendship accompanied by mutual understanding.The Holy Quran says: “One of His signs is that
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He created for you spouses of your own species, so that you might find comfort with them. And He put mutual love and affection in your hearts. Surely in this there are lessons for the thinking people.” [Q: 30:21]
The other purpose is for procreation. Through marriage,a new generation of healthy, faithful and virtuous children isborn. The family is the school for morals.The Holy Prophet (P.BU.H) said. “As soon as a suitor, who is religious and who has manners that satisfy you comes to you asking for a matrimonial alliance, take action to join in marriage with him. If you do not do so, you will have deviated from the right path and may be faced with a great crisis.”
It ensures financial competence in the community. A Muslim man must provide means of living to his wife and children, even if the wife is wealthy or earns a salary.
The fourth reason is for companionship. Marriage provides close interaction between the man and the woman in mutual sharing of responsibilities and ideas. This relationship makes the husband and the wife to live together harmoniously. For example, in our homes our parents consult each other on matters related to our welfare like paying of our school fees, buying of our cloths among other responsibilities.
Marriage helps to safeguard one’s Iman (faith). It prevents one from committing immoral acts. Sins such as intermingling with members of the opposite sex or having sexual relations outside marriage are not acceptable in Islam because it creates immorality and immodesty.
It promotes inter-family alliance. Through marriage, family ties are strengthened between the
families of the couple who become relatives. This promotes peace, harmony and friendship in the
society.
The other purpose of marriage is to safeguard the legitimacy of children who if begotten through marriage are entitled to inheritance.
Marriage improves the couples’ social status through earning respect and dignity in the society.
Conditions and regulations of marriage
We have seen that the family begins with marriage. A marriage is valid only if the following conditions are observed:
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The formula (Al-Ssigha’)
This is the formula of marriage which includes the offer (Ijab) and the acceptance (Qabul).
The offer may be presented directly or through an agent which then gives room for the acceptance.In this case,the process begins with the man’s proposal which presents his full identification and intention. On the other hand the woman has to state clearly her wishes and has the liberty to accept or decline the offer.This first stage enhances familiarization to instill confidence.
The contracting parties (al-Aqidaan)
This refers to the bride and the groom who must satisfy conditions of marriage such as:
Be of sound mind
Have attained maturity
Must give their consent Abu Huraira(R.A) narrated that the prophet (S.A.W) said, “A woman
without a husband shall not be married until she gives consent,nor a virgin be married till her
consent is sought. They asked: How shall be her permission? He said, If she remains silent.”
(Agreed upon)
They should not belong to the prohibited degrees of marriage.
Witnesses (as-shuhud)
The issue of witnesses has been given great importance in Islam and therefore the marriageshould be
contracted before two male Muslim witnesses whomust be mukhalaf (mature and sane). In
addition,they must understand the language in which the marriage ceremony is being conducted. Regarding the witnesses, Ibn Abass reports that the prophet (S.A.W) said, “The fornicatresses are those who marry by themselves without witnesses.” (At-Tirmidhy)
Guardianship(Al-Wilayat)
The guardian is in charge of giving consent or permission for the marriage to proceed. Abu Musa
(R.A) narrates that the prophet said, “There is no marriage without a guardian.” (Ahmad,At-
Tirmidhy,Abu Dawoud, Ibn Majah) The Shariah gives the father the first position as the guardian. In the case that the father is absent, then the guardianship will take the following order of merit:
o The grand father
o Full brother
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o Uncle (the father’s brother)
In case the guardian declines to give consent for a reason which is not valid according to theSharia,then the Kadhi actsas the guardian.
Dowry (Al-Mahr)
Allah (S.W.T) says in the Quran, “And give the women (on marriage) their dowry as a free gift, but if they,of their own good pleasure emit any part of it to you, take it and enjoy it with right good cheer.”[Q: 1:1]
Dowry is the obligatory gift given to the woman in marriage.It can either include a service or other material things like money, property or any other assets.This can be paid either in full or partially on the day of Nikah.Thewoman is given the right to request for whatever dowry she wants. This should be done on measurable termswithout over burdening the groom.In the event where the woman asks for divorce she is obliged to return the dowry.
The following diagram respresents the components of an Islamic marriage.
Summary of the conditions for marriage:
Dowry (Al-
Mahr)
The contracting
parties (al-
Aqidaan)
Guardianship
(Al-Wilayat)
The formula
(Al-Ssigha’)
Witnesses (as-
shuud)
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The Muslim marriage ceremony
The actual Muslim wedding is known as a nikah. It is a simple ceremony, in which the bride does
not have to be present so long as she sends two witnesses to the drawn-up agreement. Normally, the
ceremony consists of reading from the Qur’an, and the exchange of vows in front of witnesses for
both partners. No special religious official is necessary, but often the Imam is present and performs
the ceremony. He may give a short sermon. Let’s now briefly look at what should be included in
the sermon:
The Sermon
The assembly of nikah is addressed with a marriage sermon (khutba-tun-nikah) by the Muslim who is officiating the marriage. This should be done by a state appointed Muslim judge (Qad’i) who also keeps the record of the marriage contract. However any trust worthy practicing Muslim can conduct the nikah ceremony. The documents of marriage contract/certificate are filed with the mosque
(masjid) and local government for record.
The Prophet (S.A.W) made it his tradition to have marriage sermon delivered in the assembly to solemnize the marriage. The sermon invites the bride and the groom, as well as the participating guests in the assembly to a life of piety, mutual love, kindness, and social responsibility.
The Khutbah-tun-Nikah begins with the praise of Allah. His help and guidance is sought. The
Muslim confession of faith that ‘There is none worthy of worship except Allah and Muhammad is His servant and messenger” is declared. The three Quranic verses (Quran 4:1, 3:102, 33:70-71) and one Prophetic saying (hadith) form the main text of the marriage. This hadith is:
‘By Allah! Among all of you I am the most God-fearing, and among you all, I am the super most to save myself from the wrath of Allah, yet my state is that I observe prayer and sleep too. I observe fast and suspend observing them; I marry woman also. And he who turns away from my Sunnah has no relation with me”. (Bukhari)
The Muslim officiating the marriage ceremony concludes the ceremony with a supplication (Dua)
for bride, groom, their respective families, the local Muslim community, and the Muslim community at large (Ummah)
it is important for us to note here that marriage is considered as an act of worship (ibadah). It is therefore virtuous to conduct it in a Mosque keeping the ceremony simple. Islam advocates simplicity in ceremonies and celebrations.
There are certain things which are basic to all Muslim marriages. Marriages have to be declared
publicly. They should never be undertaken in secret. The publicity is usually achieved by having a
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large feast, or walimah – a party specifically for the purpose of announcing publicly that the couple are married and entitled to each other. Aisha (R.A) narrated that the prophet said, “hroclaim this marriage and solemnize it in mosques and beat aafs over it.”(At-Tirmidhy-Rare Hadith)This is
usually held after the consummation of the marriage. The relatives, neighbours, and friends are
invited in order to make them aware of the marriage. Both rich and poor of the family and
community are invited to the marriage feasts. It is recommended that Muslims attend marriage
ceremonies and marriage feasts upon invitation.
Prophet Muhammad (S.A.W) said:
“…and he who refuses to accept an invitation to a marriage feast, verily disobeys Allah and His Prophet”. (Ahmad & Abu Dawood)
POLYGAMY
The word “holygamy” may not be a familiar one although it is the commonest type of marriage in most cultures and traditions. Polygamycomes from two Greek words, namely “poly” meaning many or more than, and “Gamy” which stands for marriage or a sexual union.Thus polygamy means marrying more than one wife.
Islam permits polygamy and it should be clearly understood that it is a Sunnah practiced by the prophet and his predecessors. This means that marriage to more than one wife is a continuation of the practice established by the previous religions.For example; prophet Yaqub had four wives, Prophet Ibrahim had two wives and Prophet Suleiman had several wives.
Islam polished and reformed the old practice that was there before the advent of Prophet Muhammad (P.B.U.H) that had a lot of violation brought in by pagans who had come after the previous prophets.This was done by setting up certain rules and regulations to control this important feature in the social life of Muslims.
Conditions for polygamy
It should be noted with great care that it is not compulsory that one marries more than one wife but it is permissible under very strict conditions.These conditions have been laid because of the challenges that arise in the polygamous family. What are some of the disadvantages that you may have seen in your society as a result of having more than one wife? Due to the reasons that you have mentioned, the shariah has restricted polygamy to the following conditions:-
- The number of wives must not exceed four at any one given time.
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- The husband should be equally fair to all his wives in relation to life’s daily needs such as
providing them with clothing, feeding and housing without favor or discrimination to any one of them. Also on the basis of emotional side such as spending the same number of nights with each one equally.
It should be noted that for a man to favor emotionally all of his wives is sometimes beyond the
human ability; however, one should not abuse this fact by unjustly mistreating any of the wives.
Abu Huraira (R.A) narrated that the prophet (P.B.U.H) said: “Whoever has two wives and inclines to
one of them, will come on the day of judgment with one of his sides paralyzed.”If one of you had two
wives and did not treat them equally according to others justly, he would come at the Day of
Judgment walking lamely.”(Related by Ahmad and the four Imams with a sound chain of narrators)
If this condition is not fulfilled, then polygamy is absolutely forbidden because in such a case it would bring injustice and means for misbehaving.
iii. One should be in a position to fulfill the wives conjugal rights before he commits himself
to another one, because one of the main objectives of marriage is fulfillment of sexual
desires.
- One should be financially able to sustain and support the wives and the children because
it is the man’s responsibility to provide for the family.
Failure to observe the above conditions, a Muslim man is not encouraged to marry a second wife
because Allah (SWT) says:
“…And if you fear that you shall not be able to deal justly withthe orphaned girls marry other women of your choice, two, three or four, but if you fear that you shall not be able to deal justly (with them), then only one or (the slaves) that your right hand possess. That is never to prevent you from justice….”[Q: 4:3]
Reasons for polygamy
We have already discussed the conditions of polygamy. We shall now focus our attention on the following reasons for the institution of polygamy.
- If the wife is unable to bear children after years of marriage and it has been medically proven
that the wife is barren and there is nothing wrong with the husband then the husband is
permitted to marry another wife. It is howeverrecommended that the firs wife be provided for
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by the husband and given all the rights she deserves.the first wife continues to enjoy her rights such as support and maintenance.
- The population of women is higher than that of men therefore polygamy provides an
opportunity to the otherwise would be unmarried women to get married. This safe guards the society against social evils like adultery and prostitution.
iii. If the wife suffers from contagious or other terminal illness which prevents her from
honoring her conjugal obligation, plurality of wives serves the purpose for the man.
- For the sake of preservation and maintenance of the Muslim society.When men die either
naturally or in a battle and widows are left behind, it becomes necessary that they should be taken care of.The sharia therefore provides room for polygamy so that they can be married and offered support and protection.
- To increase the Muslim population through pro-creation.
Anas bin Malik (R.A) narrated that the Messenger of Allah (P.B.U.H) used to command us to
get married and would very strictly prohibit us from remaining in celibacy and say, ‘Marry the woman who is child bearing and loving for I shall over all the nations by your number on the day of resurrection.” (Ahmad bin Hanbal. Ibn Hiban graded it as Sahih)
Marriage of Prophet Muhammad (p.b.u.h)
Prophet Mohammad (P.B.U.H) underwent a marriage life and it is from him that we emulate the best practices of marital life.
By the time of his death, he had nine wives, however, this should not be perceived as a violation of Allah’s (S.W.T) instructions as he was the only one who had been permitted to do so by Allah (S.W.T) due to the following reasons:-
- To continue with the practice that Allah had prescribed to his predecessors’ like prophets
Ibrahim, Yaqub and Suleiman (A.S)
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- To eradicate the Quraish traditionsand prejudices. That’s why the hrophet married from
different ethnic groups, clans and among the Quraish tribe.Before this, the Quraish used to see themselves as superior beings to other tribes.
iii. To establish and implement the Islamic law. Allah (S.W.T) ordered the prophet (P.B.U.H) to
marry Zainab bint Jaash who had been married by his adopted son Zayyid bin al-Harith so that He could put to an end the Arab practice of referring to adopted sons their own.
- For protection and security of the widows whose husbands had died in jihad wars. For
example his marriage to Saudah bint Zamah (widowed by Sakran bin Amro) and Zainab bint Khuzaimah(widow to Abdullah bin Jaash).
- To foster good relations between Muslims and non Muslims. For example his marriage to
Jurawrriya bint al Harith who was the daughter of a tribal chief of Banu Mustaliq clan of Arabia, Swafiyyah bint Huyay and Ummu Habibah.
- To disseminate Islamic knowledge and in particular enforce domestic laws. He married
Aisha Bint Abu Bakar (R.A.) and Ummu Salamah (R.A.) who memorized a number of hadith and used to train the other women on religious and family matters.
The prophet (P.B.U.H) married twelve wives whom the Muslims refer to us mothers of the believers
(Ummahaatul Mu’uminiin).The prophets wives have been given this honor because of the love, dedication and support they showed to the prophet (P.B.U.H)
The prophet’s Wives
1). Khadija bint Khuwaylid – She was twice widowed and was a wealthy merchant who
commanded respect, honor and dignity among the Quraish. She was the prophet’s wife for
nearly twenty years and bore him four girls; Zainab, Ruqayyah, Ummu Kulthum and
Fatimah, as well as two sons; Qassim and Abdulla (both of whom passed away in infancy).
2). SaudahbintZum’aa – She was a widow whose husband passed on while returning from exile
in Abyssinia (Ethiopia).
3). Aisha, the daughter of Abu- Bakar as- Swiddiq (R.A) – She was a scholar of hrophet’s Sunna
(Hadith) and other sciences.
4). Hafswahbint Umar bin al- Khattab (R.A) – She was a widow. Her husband was martyred in
the battle of Badr. She married prophet Muhammad (P.B.U.H) in the second year of Hijra.
5). ZainabBint Khuzaimah- She was known as the ‘mother of the poor’ because of her kindness
and special empathy to the underprivileged.
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6). UmmuSalamah (Hind bint Abi Umayyah bin Mugheerah) – Her father was one of the famous
Quraish leaders. Her husband was martyred in the battle of Uhud.
7). Juwairiyyah bint al-Harith: – She was among the hostages during the battle between the
believers and Banu Mustaliq. Prophet Muhammad (P.B.U.H) married her so as to save her
from humiliation.Her name was Barrah before her marriage to the holy prophet (P.B.U.H)
8). ZainabbintJa’sh – She was the daughter of the prophet’s paternal aunt and the divorced wife
of his adopted son,Zaid bin Al- Harith.
9). Ummu Habibah – She was the daughter of Abu Sufyan. Her husband denounced Islam after
migration to Abyssinia. When he later died the prophet (P.B.U.H) married her to alleviate her from the problems she was facing.
10). SwafiyyahbintHuyay – She was a daughter of a Jewish chief of Banu Nadhir. Her father was
one of the greatest opponents of Islam. Later their tribe was banished from Madina after the fall of Khaybar in the seventh year of Hijra. She was among the captives who converted to Islam and prophet Muhammad (P.B.U.H) married her.
11). Maimunah bint al- Harith – She was the daughter of Harith of the Khawazin tribe. She was a
widow in Makkah and married the prophet (P.B.U.H) in the seventh year of Hijra. .
12). Mariyya al- Qibtwiyyah – She was the last wife of the prophet (P.B.U.H). She was presented
to the prophet as a gift by the King of Egypt after the prophet had sent an invitation to Egypt and other countries to join Islam. She was the only one after Khadija to bear the prophet (P.B.U.H) a child called Ibrahim who also died in childhood.
Rights and duties of family members
The bond in the family involves mutual expectation of rights and duties that have been prescribed by the religion and enforced by the Islamic sharia. This implies, therefore, that every family member has certain commitments to meet over the other. The role of each member depends on their position in the family. Let us now look at the rights and duties of each family member.
Rights of the parents:
These are the duties which should be performed by the children towards their parents. Allah says in the Quran, “eour Lord Has decreed that:
- They should be treated with kindness.
- Children should take care of them when they get old or need their help.
- They should remember them in the prayers.
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- Do not turn away from them in case they need you.
- Obey them in whatever they ask you and are in accordance with the sharia.
- Pay their debts when they pass on.
- Show them a good send off when they die.
- Children should continue praying for their parents even after they have died.
Duties of the husband: Rights of the wife.
Islam honours the husband as the head of the family. Infact Allah (S.W.T) emphasizes in the holy
Quran thus; “Men are the protectors and maintainers of women because Allah has given the one
more strength than the other and because they support them from their means…”[Q: 4:34]There
are certain duties which as a husband you have to observe towards your wife. They include the
following:
- He should protect his wife from any social, physical or psychological harm.
- He should consult with his wife in kindness in matters relating to the family.
- He has the full responsibility of financially and materially supporting and maintaining his
wife. - He must be faithful to his wife and not keep any marital secrets from her.
- He should respect the feelings of his wife and treat her with love, sympathy and
understanding. - He should fulfill the wife’s matrimonial needs.
- He should establish a rich Islamic atmosphere in the home.
- He should keep the marriage life a secret.
Duties of a wife: The rights of the husband
Allah (S.W.T) says in the Qur’an: “And those who pray, ‘Our Lord! Grant unto us wives and off
springs who will be the comfort of our eyes, and give us (the grace) to lead the righteous.” [Q:
25:74]
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Anas bin Malik (R.A)narrated that the prophet said, “If a woman says her prayers, fasts her month
(Ramadhan), guards her private parts and obeys her husband, she may enter paradise by any
door(gate)’. (Related by Abu Nu’aim).The wife is therefore expected perform the following duties;
- She should not observe any Sunnah fast when the husband is present except with his
permission. - She should not allow anybody in the house without his permission.
- She is answerable to her husband in ensuring that duties of worship are observed by all
family members in the house. - She should fulfill the conjugal rights of the husband.
- She should not leave the house for visiting friends and relatives without her husband’s
permission. - She should keep herself neat and clean to guard her husband from external temptations.
- She should not take advantage of her sexual obligation to manipulate her husband.
- She should not receive gifts or favors from other men without the consent of the husband.
- She should take care of the husband’s property.
Rights of the children: Duties of the parents
Just as thechildren should observe certain obligations towards their parents, so should the parents to their children. Some of these duties include the following:
- They should be provided with both religious and secular education.
- They should be given good names.
- The parents should provide them with the basic needs like food, shelter and
clothing. - They should be given security and protection from external danger and influence
which may lead to misguidance or injury. - They have a right to be loved and shown affection.
- They have a right to inherit from their parents after they have passed on.
- They have a right to legitimacy and know his rightful father and
mother.
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Rights of extended family members
- They should be assisted when they are in need.
- Muslims should be kind and treat them with gentleness.
- We should protect them from external attacks.
- We should show them love and affection and talk to them nicely.
- We should freely interact with them so that they can get a sense of belonging.
Suggested study questions and activities.
Answer the following questions in your I.R.E revision exercise books.
- a) What is Nikah (Marriage) in Islam?
b)Explain the purpose of Marriage in Islam.
c)Give reasons why the family is the basic unit of the society.
- a) Highlight the conditions and regulations of marriage.
- b) Discuss the roles of each family member in the society.
Activity
Visit your local Kadhi’s office and find out how an Islamic marriage is conducted.
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Map of Arabia before the advent of Islam
Map of Arabia showing the major trade routes during the pre Islamic Arabia
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CURRENT MAP OF ARABIA
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CHAPTER 7
HISTORY OF ISLAM
PRE- ISLAMIC ARABIA
Pre Islamic Arabia refers to the period before the prophet started preaching Islam.This period was
characterized by acts of Jahiliya which means the age in which ignorance, barbarism, darkness
from aod’s guidance were witnessed in the Arabian peninsula before the introduction of Islam.
The lives of the Arabs can be discussed in the following areas: Religious, social/moral, economic
and political.
1.Religious Conditions
The following religious groups and worship practices prevailed in Arabia during the pre-Islamic era;
- Idolatry (Idol worship)Most of the Arabs were idolatrous.They used to curve idols
from wood and stone which they used to worship. Each clan had its own idols to
worship. They offered sacrifices to them and sought their blessings and guidance.
There were 360 idols in Makkah alone. The leading idols were Al -Lata, Uzza,
Manata and Hubbal. - Christians. These were the followers of Prophet Issa (A.S) and had settled at Najran
and followed the teachings of the Injil. - Magians. These were the people who worshipped fire. These fire worshippers
originated from Persia. - Hanifs or Hunafaa. These were the followers of prophet Ibrahim (A.S). These people
worshiped and believed in one God as they embraced the teachings of prophet
Ibrahim and Ismail. Most of them accepted Islam when the prophet started peaching. - Jews who practiced Judaism. These were the followers of prophet Musa (A.S) and
were the descendants of Israel (Banu Israil). They followed the teachings of the book
of Taurat which was revealed to prophet Musa (A.S)They mostly dwelt in Yathrib
and Khaybar.
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2.Social and moral conditions.
During pre-Islamic Arabia, the following social conditions were evident:
- The Arabs engaged in leisure activities such as drinking, intoxication and
gambling.These activities were done mostly during social gatherings. - Women were denied their rights such as inheritance from their parents and
husbands but instead were inherited as property and when a man died his son
would inherit all his wives except his own mother. - Women were denied the right to life since baby girls were buried alive because
they were considered as weak and could not beable to defend their community
from external aggression. - The women were also forced into sexual pervasions like prostitution and
subjected to rape. They were also forced to marry more than one husband
(polyandry). - Women were taken as articles of trade as they could be sold and be exchanged
with goods or merchandise in the market. - The art of poetry was highly cherished by the Arabs. They organized poetry
competitions in open places where poems with vulgar language were recited. - The Arabs practiced polygamy without any limits and they would marry and
divorce women at will.
- Economic conditions
- a) They practiced Agriculture near the oasis where they used irrigation. This was done in
areas ofYathrib, Taif and Southern parts of Arabia.
- b) Makkah had many historical sites which included the Kaaba. People from
several parts of the world toured those sites making the Arabs earn profit.
- c) Nomadism: During this period the Arabs lived a nomadic life and wandered in the desert
with their animals in search of water and pasture. Most of them kept sheep, camels and goats as there source of livelihood.
- d) Barter trade. Those who settled in the town(town dwellers) practiced barter trade. They
used to exchange goods and commodities.
- Political Conditions
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Arabia did not have a centralized government.There was a chieftainship political system where each
tribe was led by a tribal chief. The tribal chief was appointed on the basis of merit while age was
consideredas one of the important factors. This was because the Arabs associated old age with
wisdom and experience.The Bedouins who were in the desert led and independent life under tribal
leaders.Tribal clashes were very common among the Arabs of that time. Most of the conflicts were
as a result of revenge missions. In some of the parts, there were Kings who ruled their subjects.
Life history of Prophet Mohammad
FAMILY TREE OF THE PROPHET
QURAISH
QUSWAYY
ABD MANAF
HASHIM
ABDUL MUTWALIB (SHAYBA)
HAMZA ABU TWALIB ABDULLAH ABBAS (AMIR) ABU LAHAB
(+ AMINA)
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ALI MUHAMMAD
+ FATMA (+KHADIJA)
HASSAN HUSSEIN FATIMA UMM KULTHUM RUQAYYA ZAINAB ABDULLAH QASIM
It is important to note that apart from Khadija, the prophet married other wives as we have seen in the previous chapter. Among them Marria al Qibtiyya bore him a son by the name Ibrahim who died at infancy.
The Year of the Elephant
The coming of the settler to Kenya and other parts of East Africa brought several changes to the
country. Some of which were adopted while others were unfriendly to the natives who reacted to
them leading to the struggle for independence. The country wanted to govern itself and control its
resources without any intterferance from the forign contries like Britain.It so happened that in the
year the prophet was born, Makka had been known as a center for pilgrimage in the entire Arabian
peninsular. The city was therefore growing rapidly which caused the neighbouring territories to start
envying it.
The Ethiopian governor of Yemen, Abraha al-Ashram was among those who envied the fameof the Ka’aba among the Arabs. He thereforeconstructed a big cathedral in Sanaa (the capital of eemen) and ordered the Arabs to go there for pilgrimage instead. The order was ignored and this angered Abrahawho in fury decided to demolish the Ka’aba. He set off with a large army of 60,000 soldiers and 13 elephants towards Makka.
He was riding on a huge elephant. It was an animal which the Arabs had not seen before, thus the year came to be known as ‘Amul-Fil (the year of the elephant), and it started an era for reckoning the years in Arabia.
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When news of the advance of Abraha’s army reached Makka, the people of Makka were frightened by the large well, equipped army and of course the elephants which they had never seen before.
Abraha sent a message toBanu Hashim who were the custodians of the Kaaba at that time led by Abdul Mutwalib and advised them to demolish the Kaaba or he would destroy the whole city. ‘Abdul-Muttalib replied to this ultimatum in these words: “By Allah, we do not want to fight him. So far as this House (the Ka’bah) is concerned, it is the House of Allah; if Allah wants to save His House, He will save it, and if He leaves it unprotected, no one can save it.”
On the second day, Abraha ordered his army to enter the Holy city of Makka and destroy the Kaaba.
‘Abdul-Muttalib told the Makkans to leave the city and to seek refuge in the surrounding hills.But
he, together with some leading members of Quraish, remained within the precincts of the Ka’bah.
Abraha advanced with his army. Seeing the walls of the Ka’bah, he ordered its demolition. No
sooner had the army reached near the Ka’bah than a dark cloud of small birds (known in Arabic as
Ababil) overshadowed the entire army of Abraha. Each bird had three pebbles: two in its claws and
one in its beak. A rain of the pebbles poured down from the birds, and in a few minutes, the whole
army was destroyed. Abraha himself was seriously wounded; he fled towards Yemen but died on the
way.
Allah (S.W.T)explains this event in the following chapter of the Quran:
Have you not seen how your Lord dealt with the companions of the Elephant? Did He not make their treacherous plan go astray? And He sent against them birds in flocks, striking them with stones of baked clay, so He rendered them like straw eaten up. [Qu’ran, 105]
Birth and early life of the prophet
Prophet Muhammad (P.B.U.H) was born on 12th of Rabiul-Awwal/22nd April 570 CE in Makkah in
the year of elephant.He belonged to the Banu Hashim clan of the Quraish tribe. Abdul Mutalib,
hisgrandfather was the chief of Makkah at that time.He had five sons:Hamza,Abu
Talib,Abdullah,Abbas and Abu Lahab.The prophet’s father was Abdullah Ibn Abdul Mutalib.He
died a few days before the prophet’s birth in eathrib while he was coming from a business journey
in Syria. His mother was called Amina binti Wahab of the Banu Zuhras clan of Madina.She died on
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the return journey from Madina where they had gone to visit the grave of the prophet’s father at a
place called ‘Abwa’ when he was six years old. After a few months, according to the age-long
custom of the Arabs, the child was entrusted to a Bedouin woman Halima Bint Dhuib by name, of
the tribe of Bani-Sa’d, for his upbringing. It was the practice of the Arabs to send their children to the
country-side so that they would grow up strong, healthy and learn the refined language of the
Bedouin. He lived with the Banu Sa’d clan for four years before his mother took him back under her
care.
After the death of his mother, he was raised by his paternal grandfather ‘Abdul Muttalib who was 80
years of age. ‘Abdul-Muttalib died two years later at the age of 82, leaving the care and custody of
the orphaned Muhammad (P.B.U.H) to Abu Talib his uncle who showed him affection even more
than his own children. He always kept the child in his company and travelled with him through the
caravan routes to Syria and Egypt in the north and northwest and Yemen in the south. It was during
one of this trade journeys that a Christian monk by the name Bahira noticed an applelike seal of
prophet hood below the shoulder of Muhammad (P.B.U.H). He advised his uncle to take great care
of the young Muhammad who was only twelve years and take him back to Makkah.
As a young boy he looked after his uncle’s herds and he was also fond of sitting in the circles of the elders to gain wisdom unlike other youths who indulged in social evils. Muhammad was popularly known as ‘al-Ameen’ for his unimpeachable character by the Makkans and visitors alike. The title Al-Ameen means the Honest, the Reliable and the Trustworthy, and it signified the highest standard of moral and public life.
Marriage to lady khadija
Upon hearing of Muhammad’s good character, Khadija Bint Khuwaylid, a rich merchant widow,
asked Muhammad (P.B.U.H) to take some merchandise for trade to Syria. It is written that in the
trade caravans, her merchandise usually equaled that of the whole tribe put together.
She was the daughter of Khuwaylid ibn Asad ibn ‘Abdul-‘Uzza ibn Qusayi. Soon after this trip
Khadija realized that Muhammad had brought more profits than she had been getting
previously.Muhammad was twenty-five when Khadija proposed marriage to him through her friend
Nafisa who immediately went to inform him. He accepted the proposal and requested his uncle to
discuss the matter with Khadija’s uncle Umar ibn Asad. At that time, Khadija was twice widowed
and forty years old. Theygot six children; four daughters and two sons. His first son Qassim died at
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the age of two. His second son Abdullah died in infancy. The four daughters were: Zainab, Ruqayyah, Umm Kulthum, and Fatimah (R.A)
Baath and first revelation
The hrophet’s life attracted everybody’s respect andhonor. He won the confidence of Khadija, his wife, as well as other people in Makka from his positive character. For the next fifteen years, he dedicated his life to meditation and worship contrary to the norms of social evils practiced at that time. Unknowingly, he was protected by Allah (S.W.T) from the evils that prevailed and occupied the culture of the people.
He used to go to the cave Hira at Jabal Nur (Mt. Nur) in the outskirts of Makka. In this place, he would pray to Allah (S.W.T) for deliverance from the dirty practices that were common and the darkness of worshipping idols. Every aspect of creation gave him the hope of a way of life that would exclude him from the immoral practices. He would stay there for a number of days before going home. This practice continued and became part of his programme.
One night during the month of Ramadhan, at the age of forty, while in the cave, Jibril (S.A) came in human form and told him, “I am Jibril, and you are Allah’s messenger …” Then he told the hrophet, “Read!”The prophet answered him, “I cannot read,” Jibril squeezed him hard and repeated the same words while the prophet gave the same answer. On the third time the prophet asked, “What shall I read?” Jibril told him:
“Read in the name of your lord who created
Who created man from a clot.
Read:Andthe Lord is the most Bounteous,
Who teaches by the pen,
Teaches man that which he knew not… [Q: 96:1-5]
Muhammad repeated the words until they permanently stuck in his memory before the disappearance of Jibril (A.S). These verses marked the first revelation of the Quran that would continue for the next twenty three years of his life.
After the sudden disappearance of Jibril (A.S), he could still re-visualize him and could recall the
words. A mixture of fear and shock had engulfed him. He could not stay in the cave, so he went back
home while still having this vision his mind. At home he related what had happened to Khadija. She
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had a strong belief that her husband could neither be injured nor harmed by evils and spirits because
of the record of virtues that he practiced. He was quite depressed by the occasion. More often he
would see Jibril in his vision wherever he was and he would tell Khadija, “dathiruni i.e. cover me
up.”
There was a duration in which the revelation paused after the first verses of Surat ul Alaq this period is known as Fatra, but still the prophet would see the vision of Jibril (A.S) and say, “dathiruni i.e. cover me up.” After a while Jibril appeared again, and this time with the first seven verses of Surat ul Mudathir:
“O you wrapped up (in a mantle).
Stand and warn (the people) Arise and deliver thy warning! And thy Lord do you magnify!
And thy garments keep free from stain!
And all abomination shun!
But for thy Lord’s (cause) be patient and constant…” [Q: 74:1-7]
This was an indicator of a turning point to the life of Prophet Muhammad (P.B.U.H) from an
ordinarily viewed Muhammad of theBanu Hashim clan, to a globally esteemed and divinely
distinguished role model in the service of Allah (S.W.T). Unlike the other men of Makka, he had
been anointed as the last messenger of Allah (S.W.T.), an opportunity that never before or after
would be shared with, or seized by any other creature. He had received the honor of undertaking the
divine responsibility of leading others in the worship of Allah (S.W.T). He had a mission of
delivering the rest of mankind from idolatry and directing them towards the worship of Allah
(S.W.T). The shape of the moral pattern of life lay in his effort as per the will of Allah (S.W.T). It
was inclusions of his name into the chain of prophets of Allah (S.W.T), and above that a seal of that
chain of Prophet Hood. Above all, he had been bestowed with the great honor of receiving the
Quran, which is the seal of the divine books of Allah (S.W.T), for the guidance of mankind and a
testimony to all creatures.
Early Muslim community
After receiving Wahyi, the prophet’s mission was to preach Islam to the entire Ummah. It was his
obligation to preach the oneness of Allah to the Quraish who were worshipping Idols and offering
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sacrifices to them. Most of the people were unbelievers and practiced polytheism. The prophet started preaching in secret and mostly to his family members and close friends.
He managed to get a few followers who accepted to convert to Islam. Among the very first people to convert came from his family household.These included Khadija Binti Khuwaylid (hrophet’s first wife), his cousin Ali bin Abi Talib (RA),and Abubakar Assidiq(R.A), the prophets dearest friend and Zaid bin Harith (R.A), his adopted son.
Several other people in Makka embraced Islam and strengthened the religion making it gain popularity. The first early converts included among others; Uthman Bin Affan, Saad Bin Abi Waqas, Zubeir Bin Awwam, Talha Bin Ubaidullah, Abdurrahman Bin Auf and Az-Zuhri. After three years of preaching the religion in secrecy nearly forty people had converted to Islam and accepted to follow the Islamic teachings. Allah (S.W.T) commanded the prophet (P.B.U.H) to preach to the people openly and warn them against polytheism.
Almighty Allah (S.W.T) says, “Therefore expound openly what you are commanded, and turn away from those who join false gods with Allah.” [Q: 15:94]
After the prophet was commanded to preach openly, he gathered the Makkanpeople at MountSafa
and addressed them on the Oneness of Allah(S.W.T). The hrophet thus said, “eou see if I were to
tell you that there were some horse men in the valley planning to raid you, will you believe me?”
They said: “ees, we have only witnessed the truth from you.” He said, “I am a Warner to you before
a severe torment.”Although the people had known the prophet as avery honest person, they refused
to accept him as a prophet. His own uncle called Abu Lahab cursed the prophet by telling him, “May
you Perish this day. Have you called us here for such a thing (believing in one God) that you made
us to gather here?” Allah was angered by Abu Lahab’s remarks on the hrophet (h.B.U.H) and a
Surah was revealed called Suratul- Lahab. In this surah, Allah the Almighty condemned Abu Lahab
together with his wife.
Allah says in the Quran,
“Perish the hands of the father of flame! Perish he!
No profit to him from his wealth, and all his gains!
Burnt soon will he be in a fire of blazing flame!
His wife shall carry the (cracking) wood as fuel!
A twisted rope of palm leaf fibre round her (own) neck!”[Q: 111]
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Persecution
What do you understand by the word persecution? In your live experience,have you undergone any
hardships? Mention a few of these situations to your friend. Persecution refers to the subjection of
pain to an individual or group of people in order to discourage them from carrying out their
endeavors.
The Quraish were not pleased to see that several people were embracing Islam. They held meetings to plan how they would stop the prophet and his companions from preaching and practicing Islam. Under the leadership of Abu Lahab, the prophet’s own uncle, plans were put in place to stop the spread of Islam. The new and weak converts were to be subjected to intimidation, threats and physical torture. Several other methods were used to punish and discourage the Prophet of Allah and his companions for accepting Islam as the true and only religion.
Methods of persecution
Each of the leaders among the Quraish began persecuting any one in their clan who was following Islam.They used various methods among them were the following:
Ø The prophet and the early Muslims were pelted with stones as they walked in the
streets of Makka.
Ø Abu Lahab forced his two sons who had married Ruqayyah and UmmuKulthum
(daughters of the prophet) to divorce them.
Ø UmmuJamil Bint Harb, who was Abu Suffiyyan’s sister and the wife of Abu
Lahab,used to tie bundles of thorns with ropes and place them on the prophet’s path.
Ø The Makkan’s used to rebuke the Muslims and abuse them whenever they saw them.
Ø UmmulJamil recited the follwing words of disrespect;” We have disobeyed the
dispraised one, rejected his call and alienated ourselves from his religion.”
Ø Uqbah bin AbiMu’ait put the intenstines of the camel on the shoulders of the prophet
while he was in Swalat.
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Ø Walid ibn Mughira would speak ill about the prophet’scharacter Allah (S.W.T) says,
“Heed not the type of despicable man,ready with oaths, a slanderer going about
with calumnies, (habitually) hindering (all) good,transgressing beyond
bounds,deep in sin.” [Q:68:10 – 12]
Ø The Quraish barred the prophet and the Muslims from offering prayers in the public
and in the Kaaba.
Ø Some companions of the prophet like Bilal bin Rabah and Ammar bin Yassir were
tied on donkeys and dragged through the town in the scorching sand.
Ø In other cases, iron armors were put on the companions who would then be left in the
hot sun to fry.This happened to Bilal bin Rabah.
Ø Female slaves like An-Nahdiyah and Zanirah were mistreated by their masters and
denied food for embracing Islam until Abubakar paid for their freedom.
Ø Khabbab bin Al-Arath, who was a slave would be dragged by her hair, and her neck
was twisted then she was thrown into the fire until her back was burnt.
Ø Muslims were also killed cruelly. Summaiya was bayoneted with a red hot iron by
Abu Jahal until she died.
Ø Ammar and his parents were forced to repeatedly lie on burning sand as they were
severely beaten.
Ø Bilal bin Rabah was severely beaten by his master Umayyah bin Khalaf. He would be
dragged through the streets on bear chest.A heavy stone was placed on his chest to
force him to denounce Islam.
Ø Uthman bin Affan used to be wrapped in a mat of palm leaves then fire would be set
under him.
Ø Mus’ab bin Umair was denied food and water by her mother and when she saw that
he was not ready to denounce Islam, she expelled him from her house.
Migration to Abyssinia (615 C.E)
Abyssinia is the current Ethiopia. Islam was getting many converts day by day despite the torture they got from the Quraish. When the persecutions became unbearable to the newly converted Muslims, the prophet (P.B.U.H) advised them to migrate to Abyssinia. It was a Christian King called Negus(Najash Ash-ham) who was known for his tolerance and knowledge about religious issues and was very hospitable.
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Abyssinia was a peaceful country and far away from Makkah. This would help the Muslims to settle down and continue with their new faith. Fourteen men and one woman sneaked through the rough desert and fled to Abyssinia. Each day the number of the asylums gradually increased. The prophet (P.B.U.H) was left behind to continue with the propagation of Islam. The Makkans were infuriated by the news of the Muslim’s migration to Abyssinia. They sent delegations to the court of King Negus to ask him to hand the Muslims back to them. This was in the year 615 C.E. King Negus was a good listener, wise and just. He listened to both parties and disapproved the Quraish allegations against the Muslims and gave the Muslims freedom of staying in Abyssinia for as long as they would not interfere with the peace.
Results of the Muslims migration to Abyssinia
We have seen that after several persecutions, the prophet advised the Muslims to migrate. This migration was a sigh of relief for them and the following were the results:
- Muslims lived peacefully in Abyssinia.
- There was intermarriage between the Abyssinians and the Muslims.
- Many Abyssinians converted to Islam at that time.
- Trade flourished in Abyssinia.
- Muslims were able to practice their faith freely and peacefully.
- The disappointed Quraish decided to look to intensify their persecutions against the prophet
and the Muslims who had been left in Makkah.
Boycott of the Banu Hashim (617-620 C.E)
The pagans were not happy to see theBanu Hashim protecting the Prophet. In their struggle to get rid
of the prophet they met at a place called Wa’di-l Muhassab, an oath was taken and an
agreementwritten by Bagheed bin Amir bin Hashim was signed. It contained the following rules:
Ø The other Arab tribes should not conduct any business dealings with the Banu Hashim. Ø No inter-marriage was to take place between them and any other tribe.
Ø There should be neither social relations norinteractions like visiting them.
Ø There should be no communication whatsoever.
Ø The Banu Hashim should not enter the Kaaba.
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Ø Food and water supply was not allowed to reach them.
This boycott took place between 617-620 C.E and the Banu Hashim and the sympathizers of the prophet were confined in a mountainous valley known as Shi’b Abu Talib which was hostile for human habitation. This lasted for a period of three years. The agreement and was attached at the Ka’aba. The prophet cursed him and his hand got paralyzed
As time went by, the Makkans developed mixed feelings and some started sympathizing with their expelled kinsmen.A special group was formed to campaign for abolishing the agreement.Abu Jahal was consulted several times but he refused.After a hot argument, it was discovered that the whole piece of paper on which the agreement had been written had been eaten by ants.The boycott was therefore lifted and the Muslims were allowed to come back to Makka.
Circumstances that led to the Boycott of the Banu Hashim
- Failure of the Makkans to convince the newly converted Muslims to go back to their
traditional religion. - Failure by the Makkans to bring back the Muslims from Abyssinia.
- Islam was against the Makkans religion.
- Makkans were alarmed by the increasing number of Muslims.
- The Makkans failure to stop the prophet from preaching Islam.
- Failure of the Makkans to persuade Abu Twalib, whohad persistently promised to protect the
prophet, to stop his nephew from preaching Islam. - The Makkans were alarmed by the conversion of Umar bin Khattab to Islam.
- Islam was rapidly spreading beyond Makka e.g. Abyssinia.
Effects of Boycott of the Banu Hashim
- It resulted in the death of Khadija and Abu Twalib (the strong pillars of the prophet
P.B.U.H).
- Spread of Islam came to a standstill for sometime in Makka.
- The Muslims suffered economic hardships.
- It inflicted mental torture to the prophet and the Muslims werepsychologically affected.
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- The Muslims became weak due to hunger and starvation.
- Others became seriously sick while others died.
- The attention of the prophet was diverted from preaching to attending to the welfare of the
Muslims. - It restricted the prophet’s audience to outsiders since they would not move outside the cave.
- It strengthened the prophet’s determination to continue with his mission.
The Year of Sorrow (A’m-ul Huzn)
How do you morn a berievement or a loss? It may be loss of money or any other important item in life. It is normal for any human being to feel a sense of lose once someone close to him or her dies. This was no exception for the prophet when helost two pillars of support; that is, his dear wife, Khadija who gave him financial and moral support, and his uncle Abu Twalib who always protected him from the malice of the Quraish. The prophet as a human being was bereaved, depressed and tensed. Therefore Allah (S.W.T) granted him a miraculous journey to uplift his spirit towards Islam. We shall now look at the miraculous journey also known as Isra wal Mi’raaj.
Israai wal mi’raaj (620 C.E)
This episode is in two parts starting with the Israai. This term literally means a night journey.It is the famous miraculous night journey embarked by the prophet (P.B.U.H) escorted by Angel Jibril (A.S) from Makkah to Jerusalem in Masjidul Maqdas. Allah (S.W.T) says:-
“Glorified be He who carried His servant by night from the inviolable place of worship
(Makkah)to the far distant place of worship (Jerusalem) the neighborhood where of we have
blessed that we might show him of our tokens! Lo! He only He is the hearer, the seer.”[Q: 17:1]
The second part which is Miiraaj literally means a ladder.This is the ascension of the prophet (P.B.U.H) from Jerusalem (BaitulMaqdis) through the space to the seventh heaven during. This remarkable journey took place in the year 620 C.E
Reasons for Israai wal Mi’raaj
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Ø Allah wanted to console the Prophet (P.B.U.H) from the hardships he had been experiencing
from the Quraish in terms of persecutions.
Ø Allah (S.W.T) wanted to give the prophet (P.B.U.H) an opportunity to experience His great
power and Might so as to fill his heart with full confidence, belief, faith and reliance on Him.
Ø To prepare the prophet (P.B.U.H) for the great mission that was ahead of him such as
migration (Hijra) and the everlasting confrontation with polytheism (Kufr).
Ø To give the believers hope and courage to look forward tobetter days ahead from their noble
religion of Islam.
Significance of Israai wal Mi’raaj
Ø It signified that prophet Muhammad (P.B.U.H) was the leader of the two Qiblasi.e.
BaitulMaqdis and Masjidul Haraam in Makkah.
Ø It showed that prophet Muhammad (P.B.U.H) was a true successor of the messengers before
him.
Ø Prophet Muhammad (P.B.U.H) was declared as the leader (Imam for the generations to
come).
Ø It pre-ordained that Islamic religion was to stay up to the end of time (Yaum-ul-mahshar). Ø It clearly indicated the finality of prophet Muhammad (P.B.U.H)
Ø It distinguished between the true believers and false ones. Some Muslims denounced Islam
after the episode of Israai & Miiraaj when Abu Jahal doubted about the journey, the prophet
(P.B.U.H) confronted them in the morning with facts about his whole journey.
Ø It clearly strengthened the faith of Abu Bakr who was the first to believe in the prophet when
he came back.
Ø It signified the position and the status of Majid Aqswaa to Muslims and as the gateway to
Majid Haraam.
Ø It shows the prominence of Swalat and its position in a Muslims life. It was in the journey of
Miiraaj that the prophet was given the five daily prayers.
Ø The journey highlighted the penalties for certain social evils in the society such as
backbiting, fornication (Zinaa), denying orphans their wealth, those who desist from paying
Zakat; among other evils.
Ø The journey underscored the importance of Masjid Aqswaa as a holy or sacred trust to all
Muslims and it is their religious obligation to guard it from any form of destruction.
Ø It signifies how Allah honors the prophet by bestowing upon him such a miraculous journey.
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The Prophet’s Mission in Madina
Beginning of the Muslim Mission
Madinatu-Rasool (the city of the prophet) is the name of the settlement originally referred to as Yathrib. It was inhabited by the Arab tribes of Aws and Khazraj as well as certain Jewish tribes. The two tribes of Aws and Khazraj used to visit Makka during the pilgrimage season and also to attend to business affairs. The prophet (P.B.U.H) used to preach to every group that came for pilgrimage or for business in his quest to present Islam to them. It was during these visits that he met with six people from the tribe of Khazraj who accepted Islam. The prophet then asked them if they would support him in propagating Islam in Yathrib as his base. Due to the clashes between Aus and Khazraj, this group agreed with the prophet on people who would go and preach the message of Islam and peace to the other tribes in Yathrib. They requested the prophet to postpone this request till the following year. When they reached Yathrib, Allah (S.W.T) had willed the spread of Islam in Yathrib and the tribes of Aus and Khazraj sorted out most of their differences. At the end of the year, they returned to Makka with a group of ten Khazrajites and two Aws. They agreed to meet the prophet at the valley of Aqaba which is in Mina. The Yathribites then promised the prophet and Muslims their support to Yathrib- a journey referred to as Hijra.
Terms of the First Covenant of Aqaba (621C.E)
Have you been involved in any agreement with your friend? What were some of the reasons that led
to the two of you entering into this agreement? Thi scould be termed as a covenant. Itis an agreement
usually formal entered into by two or more persons to do or not to get involved in something. It may
contain some set of rules which we refer to as ‘terms’ that govern the conduct of those involved.
This happened when the prophet met some Yathribitesat the valley of Aqaba. They agreed on the
following:
- They should worship one God.
- They should abstain from evils.
iii. They should obey the laws of Allah (SWT) and His prophet.
After their discussion, the prophet chose Mus’ab bin Umair and Abdullah bin Umm Makhtum to
teach the Yathribites more about Islam. When these people returned to Yathrib, they propagated Islam to such an extent that Islam was the only topic in every home.
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The Second Covenant of Aqaba (622 C.E)
In the year 622 C.E, during the next pilgrimage, a group of 72 Yathribites including two women
came to Makka. They met the prophet and his uncle Abbas at Aqaba, who addressed them thus, “My
nephew has always been regarded as the noblest and held in high esteem by his people. If you wish
to take him to Madina, first, be sure that you are able to uphold the agreement, fulfill your covenant,
and protect him against his enemies. If you are unable to do so, then do not take this responsibility
and leave him with his people instead.” The leader of the eathribites replied: “We are taking full
responsibility. In fact this is the very reason we are pledging this allegiance to him.”
They, therefore, promised to defend him fully and were prepared not to break this agreement under any circumstance. They also swore to worship one God and leave according to the teachings of Islam. The prophet accepted their offer to migrate to Yathrib and he appointed twelve leaders from among them saying, “eou are responsible to your people just as the disciples ofIssa bin Maryam were responsible to him and I am responsible to my people. The twelve agreed to represent the prophet in Yathrib until his arrival.
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Muslim Emigration to Madina
The following map illustrates the route that was used by the Muslims during Hijra.
You must have learnt in History about migration of people from one region to another. For example, the Bantu speaking people are said to have originated from Shungwaya in the Congo basin to come and settle in the parts of East Africa. What are some of the reasons that may lead to such migration? In History of Islam however, the reasons you have given may not apply. The prophet had the responsibility of ensuring that Islam spread far and wide and had to protect the few who had converted to Islam.
This started when the Quraish learnt of the pledge of Aqaba and intensified their torture against the
Muslims. As a result of this the prophet permitted the Muslims to secretly start migrating to Madina.
The noble swahabas (companions) obeyed immediately and they started migrating. Among the first
to migrate were Abu Salama, his wife and son. However, Ummu Salama was prevented by her
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family members from migrating until a year later. Meanwhile, the other Muslims continued leaving
in small groups. They travelled for several days through the rocky and dusty villages until they
reached the first village, known as Quba’ which is 1 km south of eathrib. They were received
warmly by the Yathribites and they stayed here for a period of two weeks. The Yathribites
welcomed them into their homes selflessly and this earned the Yathribites the title Ansaar which
means ‘helpers.’
Abubakar (RA) and Ali (RA) were not among this first group that arrived in Yathrib. This is because the prophet had planned that Abubakar should migrate with him. Upon learning this, Abubakar purchased two camels in preparation for the journey.
Migration of the Prophet (P.B.U.H) to Madina
The Quraish sensed more danger when they realized that over one hundred Muslim families had already settled in Madina. They were afraid that the Muslims would join forces with the two tribes in Madina i.e. Aus and Khazraj and become very powerful. Therefore, they called for a meeting at Darun Nadwa to discuss measures that would be taken against the prophet. In the meeting, the following three suggestions were put forward:-
- The prophet should be tied in chains and imprisoned behind strong bars.
- The prophet to be banished from Makkah.
iii. The prophet to be eliminated by way of murdering him.
After a long discussion, they all agreed on Abu Jahal’s advice that the prophet should be killed. In
order that no single person or clan could be blamed, they chose one man from each of the twelve
tribes to participate in the murder. However, Allah had already informed the prophet about the evil
plan of the pagans and through Angel Jibril He instructed him to Madina the same night they had
plotted to kill him. He therefore, asked Abubakar to prepare for their departure.
Meanwhile, the prophet’s house had already been surrounded by a number of youth from the various
tribes of the Quraish. The prophet asked Ali (R.A) to stay behind and lay on the prophet’s bed and in
the morning return all the valuables that had been kept under the custody of the prophet to their
owners. The prophet then emerged from his house and flung a handful of sand in the direction of the
pagans while reciting the opening verses of Surat Yasin. This resulted in them falling asleep and
they did not see the prophet leave for Abubakar’s house. They then emerged from the backdoor of
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Abubakar’s house and headed towards the cave of Thaur.They entered and hid in the cave. The prophet immediately went to sleep because of the long journey they had gone through. He was woken up by the tears of the Abubakar who was feeling pain because he had been stung by a poisonous insect. The prophet then immediately used his saliva to apply on Abubakar’s foot and the pain stopped immediately.
Meanwhile the Quraish leaders were very upset upon learning that the prophet had escaped and left Ali on his bed. They dispatched search parties all around Makka and promised a hundred camel reward for whoever captured the prophet dead or alive. The Makkans were motivated by the reward and they started combing the entire area until some group entered the entrance to the cave. They even employed a Bedouin fortune teller who had the skills of tracing footsteps. He trailed the Prophet and Abubakar until he reached the entrance of the cave of Thaur. Abubakar was afraid that they might be caught but the prophet comforted him by reminding him that Allah was with them. Allah hid them from being seen by the pagans when he inspired a spider to weave a web across the entrance of the cave. (This is referred to as the miracle of the cave).Furthermore a pigeon laid an egg at the entrance by the will of Allah and then a nearby tree bent its branches until they covered the entrance into the cave. Finally, the group carrying out the search with the advice ofUmayyah bin Khalaf left the place without entering the cave after arguing that there were no traces of anyone having gone into the cave.This miracle of the cave teaches us that:
Islam is the true religion chosen by Allah(S.W.T)
Muslimsshould always relay on Allah (S.W.T) for their protection. All creations obey the command of Allah(S.W.T).
They remained hidden in the cave for three days. During this period, Abdullah, the son of Abubakar
used to update them at night with the news of Makkah while Asma bint Abubakar brought them food. By the end of the three days, the Makkan troupes had already given up their search. On the fourth day, the freed slave of Abubakar brought them the two camels that had been bought by Abubakar. He was accompanied by Abdullah bin Ariqeet who was to guide them through a secret route to Madina.
The prophet’s arrival at Quba
The Ansaars were eagerly awaiting the prophet’s arrival. They kept checking every day in the plains
but there was no sign until one day when one Jew who had been ascended a high tower spotted the
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approaching group. He then shouted, “He for whom you have been waiting has arrived.” The prophet was then hosted by Banu Aws. He remained at Quba for a few days in which the Muslims undertook the task of constructing the first mosque called ‘the mosque of piety.’ The prophet worked in participation with other Muslims until the mosque was completed. Ali (RA) joined them while they had camped at Quba.
Arrival in Madina
The prophet and the Muslims set out for Madina on a Friday of Rabiul Awwal 622 C.E. The inhabitants of Madina woke up early awaiting the arrival of the prophet (P.B.U.H). As he entered the city his camel was surrounded by excited Ansaar as they called out Takbeer in joy. Each of the families tried to tag at the camel’s reins so that it would stop at their homes. They were offering their homes, wealth and lives to the prophet (h.B.U.H). The prophet thus said, ‘Leave the camel as it is, for it is guided by Allah (and will stop wherever it is ordered to stop).” Finally the camel sat down in the home ofAbu Ayub Khalid Al Ansaari in an area inhabited by Banu An-Najjar. He stayed in this home until a house was built for him. The people of Yathrib agreed to change its name to Madina tun Nabi which the city of the prophet or Madinatul Munawwara; The city of light. Upon arrival in Madina, the prophet had the following tasks to perform:
- Construction of a Mosque
Have you been involved in the construction of any building? What are some of the materials
that must be available during any such construction? Among the things you have mentined is
the palce where the construction has to take place. When the Muslims came to Madina, they
did not have enough land to carry out all their activities.This therefore prompted Abubakar
to purchase the piece of land on which the prophet’s camel had rested when they first arrived
in Madina. It belonged to two orphans who had decided to give it free of charge but the
prophet insisted that they had to be paid. The construction of the prophet’s mosque began
immediately with both the Ansaar and the Muhajirun taking up various tasks. The prophet
actively took part by carrying bricks as he recited various verses of the Quran and Dua. One
of the duas he said was, “O Allah! No bliss is there but that of the hereafter I beseech you to
forgive the immigrants and the helpers.”The ninety square meter mosque was completed by
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an additional two rooms to accommodate his family and aplace was also reserved to the North to cater for thehomeless.
- Rehabilitation of the Muhajirun from Makkah
It was the main test of the prophet in ensuring that Islamic brotherhood was going to be
established. The Ansaar had been taking care of the Muhajirun who left most of their belongings in Makka. The prophet united both the Ansaar and Muhajirun and the former were to continue sharing their wealth with the latter. They even adopted some of them into their homes and built homes for others. Employment was provided to them from large plantations while financial support was given to others to start up small businesses. This was a very unique and historical bond and it came to be referred t as ‘Muwakhaat’. The prophet had achieved in establishing the Muslim brotherhood within a few months.
iii. Fostering Unity Among the Tribes of Madina
The prophet had an important task of regulating the lives of all the citizen of Madina who
included the Jews, Christians the paganthe two Arab tribes of Aws and Khazraj and the
Ansaar and Muhajirun in order to foster unity and harmony.He therefore it was necessary for
him to established the Madinan charter which constituted a set of rules and regulations
meant to govern all the citizens of Madina and is commonly known as “The Madinan
constitution.”
Relationship between the Ansaar and Muhajirun
- The Ansaar and Muhajirun were united by the bond of Islamic brotherhood.
- The Ansaar showed charity by sharing their wealth with the Muhajirun.
- The Ansaar also adapted their fellow brother into their homes.
- They even built houses for others.
- Some found jobs for them to do on the plantations.
- Others gave the Muhajirun in support in starting their own businesses.
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Madinan Constitution
Any organization will always have its own rule and regulations to govern them. It is because of the
individual differences of the members of the society or country that it becomes necessary to
formulate laws that will harmonise all the operations of the organization. These set of rules or laws
are included in the document we call a constitution.A constitution can be defined as a law
determining the fundamental political principles of a government or an organisation. In Kenya, for
example, we had a refurundum in 2007 to vote for the new constitution which was passed by the
Kenyans. It consists of a set of fundamental principles or established precedents according to which
a state or other organization is governed. These rules together make up or constitute, what the entity
is. When these principles are written down into a single collection or set of legal documents, those documents may be said to comprise a written constitution.
The Madinan constitution therefore was an agreement between the Muslims and the other Arabian tribes in Madina, the Jews, Christians and Polytheists to regulate relations and ensure peace between all of them. It was a written agreement and the first political agreement between Muslims and non Muslims whose principles were based on the Quran and Sunnah. It’s also the first constitution and the greatest political document ever known in History.
We shall now look at the major terms of this document:
As we have mentioned above, any constitution will comprise of rules to govern those who agree to adhere to it. The Madinan constitution also had its terms as follows:
The Ansaar and Muhajirun shall
constitute one group of Umma to
the exclusion of others.
All Muhajirun shall take the 2.
responsibility of their own wards,
shall pay blood among them and
shall also ransom their prisoners in
the event of war.
The people of Banu Aws and 3.
| the six other tribes will be |
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Importance of the Madinan Constitution
- It was an attempt to bring reconciliation of all the tribes and prevent the Madinan
tribes from frequent tribal wars. - It outlined the principles for establish good relationship between the Muslims and non
Muslims. - The prophet’sposition as the supreme leader and controller of all affairs of Madina as
a state and arbitrator of any dispute so as to bring peace was declared. - The constitution summarized the rights of all the Madina citizens such as; freedom of
speechthought and worship. - Itensured protection of life and property and discouraged all types of crimes like
murder, stealing among others. - The Muslims and Islam were protected against the plots of the Jews and the
hypocrites.
- It proved the Prophet as a great leader. He was able to organize Madina and free it
from tyranny, tribalism, selfishness and dictatorship.
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Challenges in Madina
Even though the prophet was welcomed in Madina, his stay was not peaceful because of the mayhem caused by the Quraish of Makka and a few tribes in Madina. They include the following:
- A clan of Khazraj headed by Abdullah ibn Ubayy who had been expecting to take over as a
king of Yathrib. He therefore pretended to revert to Islam together with his supporters
(Munafiqun). They had not been happy with the prophet’s advancement and started causing
mischief among the believers. - The Jews staying in Madina also opposed the prophet when the verse came directing
Muslims to change the Qibla from Jerusalem to Makka. (Read Q: 2:146)They secretly
contacted the Makkan Pagans and started to work against the interest of the Muslims. They
also rejected Prophet Mohammad because the messenger they had expected to come was to
be from their tribe. - The Quraish started sending troops to kill the prophet and his companions.
- Often, they interfered with business activities by looting the towns and destroyed the Arab
trade in the region by paralyzing all business activities.
- They also sent raiding parties with the intention of destroying fruit trees, plantations and
carrying away animals.
- The Makkans conspired with the Munafiqun to rebel against the prophet and Muslims.
- The Quraish went ahead to form alliances with other tribes with the aim of to dislodging
Islam and the Muslims.
- The Quraish leaders spread negative information about the prophet i.e. they said that he was
a seeker chased from his motherland in order to discourage people from embracing Islam.
aespite all these challenges, the prophet remained patient awaiting Allah’s command
Hijra as a Turning Point in the History of Islam
- The prophet received a warm welcome from the people of Yathrib who were eager to
learn Islam as compared to the Makkan Quarish who used to persecute Muslims.
- There was rapid spread of Islam after Hijra as opposed to earlier on.
- After Hijra, Islam came to triumph over the pagan religions and was soon the religion
for the whole of Arabian Peninsula and even expanded further.
- Muslims were able to conduct their affairs peacefully in Yathrib Madina resulting in the
expansion of trade and an organized army.
- The first mosque “Masjidul Quba” was constructed and Muslims could pray freely.
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- Muslims were able to fight in defense of their religion and won in most of the battles
because of the strength they built after travelling to Madina.
- Hijra marks the beginning of the Islamic Calendar at the time of Umar al Khattab
- Muslims got a city of their own and changed the name Yathrib to Madina.
Importance of Hijra in the history of Islam
- There was rapid spread of Islam outside Makka since the Muslims were no longer in fear
of Quraish attack. - Islam came to triumph over the pagan religion and was soon considered the religion for
the entire Arabian Peninsula. - Muslims were living in peace and could therefore conduct their affairs without
interference. This resulted in expansion of trade and consequently stabilizing their
economy. - Due to the prevailing peace, the prophet was able to organize the Muslim army in
readiness for the defense of the religion. - The first mosque (Masjidul Quba) was constructed and thus the Muslims were able to
freely worship. - The prophet got ample time to teach the new Muslim community Islamic laws and
regulations to guide the affairs of the Muslim state. - The prophet and the Muslims got a city of their own and changed the name Yathrib to
Madina. - The year of Hijra i.e. 622 AD marked the beginning of the Islamic calendar.
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The Battle of BADR(2A.H/624 C.E) 17th Ramadhan
The prophet’s effort to enter into peace treaties with the Jews and other tribes while in Madina was
an attempt to have a community that was founded on security, harmony and freedom. However, this did not go well with the Quraish who were bitter about the migration of the prophet and his companions.
They were not happy to see the Muslims settle in Madina where they were becoming famous in their ways of life while the Islamic faith was becoming more prominent.
Abdullah bin Ubayy bin Salul had been previously promised leadership by the Aus and the Khazraj of Madina. However, with the migration of the prophet in Madina, majority of the in habitants voluntarily became Muslims and preferred the leadership of the prophet over anybody else. This made Abdullah bin Ubayy together with his sympathizers to be Muslims but not absolutely dedicated. They became enemies of Islam from within. They pretended to be Muslims but actually did everything to spoil Islam and secretly oppose it. These people came to bb e referred to as the Munafiqun (hypocrites). They collaborated with the Quraish to give important information and also help them weaken the Muslims.
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The Quraish, promising support to the Munafiqun, encouraged them to get rid of the Muslims in Madina by all means.
Abdullah bin Ubayy, driven by the failed attempt for leadership, complied with the Quraish and organized themselves to fight the Muslims, but without success.
The people from Madina were threatened when they went for Umra because of the presence of
Muslims in their land. Verbal and written provocations were sent to the Muslims in Madina with all
sorts of threats and hatching of plans to expel the Muslims from this important geographical position
i.e.the passage to Syria.
Finally, permission to fight was given to the Muslims by Allah when the ayats were sent down that:
‘To those, against whom war is made, permission is given to (fight), because they were
wronged-and verily, Allah is Most powerful for their aid.”[Q: 22:39]
Reasons that made the Quraish fight in the battle of Badr;
o The Quarish were angry because the Muslims had escaped from them.
o Islam challenged the old religion of the Quarish so the Makkans did not like the
spread of the new faith.
o The Quarish feared that Muslims would block their caravans to the North.
o Confrontation between the Makkans and the Muslims who had been send to defend
the caravan.
o The Makkans were jealousy of the conversion of prominent people like Hamza and
Umar bin Khattab to Islam.
Muslims fought in the battle so as to:-
- Assert their might and instill fear among the Quarish who had always seen them as
weak. - Compensate for the loss the Muslims had gone through while they were in Makka.
- Cut off the access of the Quraish traders to Syria.
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Events of the Battle
Madina was a trade link to Syria used by all the traders.In the year 624 C.E the prophet was informed of a large caravan belonging toQuraish led by Abu Sufyan that was travelling from Sham (Syria) with worthy goods and was to pass through Madina.
The prophet then told the Muslims, “Here is the caravan of the Quraish well loaded with wealth and merchandise. This is an opportunity which we cannot afford to miss” The prophet thus led to attack the caravan in revenge of what the Quraish had done to them. The prophet left Abdullah Ibu UmmiMakhtum and Lubaba Bin Abdumundhir to take care of the Muslim affairs in Madina. There were only forty people guarding this caravan.
The Muslim did not manage to intercept the caravan because the news of the Muslims plan had
reached Abu Sufyan who managed to use a different route. He even informed the Quraish through a
letter that he had managed to escape using the sea rout but Abu Jahal insisted by saying that the
Arabs should see, hear and understand that we are powerful people. The Quraish had set out more
than 1000 people with 750 camels, 100 horses, 600 of the men were wearing iron amours.
When he learnt about the plan of the Quraish, he then consulted with his companions and they agreed to go ahead and fight the Quraish army. Muslim army had only 313 men armed with swords, 76 camels and two horses. The prophet said to his companions, “Allah promised me one of the two either the caravan or the army.” This was justified by the following revelation:
‘Just as your Lord ordered you out of your houses in truth,even though a party among the
disbelievers dislike disputing with you concerning the truth after it was made clear,as if they were
being driven to death and they (actually)saw it. Behold God promised you one of the two parties
(enemy), that should be yours; you wished that the one unarmed should be yours but God willed
to justify the truth according to his words and the roots of the unbelievers.’ [Q: 8:5-7].
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The prophet then received Wahyipermitting them to fight thus:
“To those against whom war is made permission is granted to fight because they are wronged and verily God is most powerful for their aid. They are who have been expelled from their homes in defiance of right (for no cause) except that they say “Our Lord is our God” [Q: 22: 29-40].
“Fight in the cause of God those who fight you, but do not transgress limits, for God loves not transgressors. And slay them wherever you catch them, turn them out from where they have turned you out for tumult and oppression are worse than killing but fight them not at the sacred mosque unless they first reward of those who suppress faith. But if they cease, God is oftforgiving, most merciful” [Q: 2: 190-192]
The tribes of Bani Adiy and Ibn Zuhraafter learning that their trade caravans were safe, they did not participate in this battle.The prophet sent Ali Bin Talib, Zubeir Bin Awwam and Saad Abi Waqqas to the wells of Badr to find out about the Quraish army. They found out that it consisted of Utba and Shayba sons of Rabia, Hakim Ibu Khizam, Tuamin Bin Adiy, Nufalah Bin Khuwaylid,Abdul Baghtary bin Hisham, Iraath Bin Amr, Annadhar Bin Aswad, Umayyad Bin KhalafandAmr Bin Hisham(Abu Jahal). This was a very strong army but the Muslims had to go for war. Habbab Bin Mundhir suggested that they should camp at the water source to deny the Quraish access. When the Quraish reached Badr, they rushed for water but the Muslims stopped them. The prophet allowed them access to the water, a move which touched Hakim Bin Hazath who suggested to Utba Rabin to give up the battle. However Abu Jahal opposed him.
Traditionally the Arab battles used to start with a combat between a few pairs were appointed from the two armies before the main battle; this is referred to as a duel. In this battle it involved Hamza Bin Abdul Muttalib, Ali Bin Abu Twalib and Ubeid Bin Harith from the Muslim’s side, againstUtba bin Rabia, his brother Shayba bin Rabia and Utba’s son al Walid from the Quraish. Shayba was defeated and killed by Hamza; Walid was also killed by Ali. Ubeid and Utba drew each dealt a death blow to the other but Ubeid died on the way back while Utba died on the sport.
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As the Quraish army was advancing Prophet raised his hands and prayed to Allah (S.W.T) and said, “O Allah! Should this group (of Muslims) be defeated today, you will no longer be worshipped.” As a result of this dua, Allah sent angels to assist the Muslims. Allah says in theQuranthus:“Remember you implored the assistance of your Lord and He answered you; I will assist you with a thousand Angels ranks on ranks.”[Q: 8:9]
The Quraish saw the number of Muslims increasing and they started retreating.The Muslims fought
with courage and emerged victorious in this battle. The Muslims considered their victory as having
come from Allah. It is said in the Quran by Allah (S.W.T),‘It is not you who slew them; It was
Allah: When you threw (a handful of dust) it was not your act but Allah’s: Inorder that He might
test the believers by a gracious trial from Himself: For God is He who hears and knows (all
things.)’[Q8:17]
By the end of the battle, 70 enemies were killed and 70 others taken as captives. Only 14 Muslims were killed. The relatives of the 70 captives were told to pay a ransom or the captives should teach Muslims how to read and write in order to get their freedom.
Importance of the Battle
- It dealt a big blow to the dignity and honor of the Quarish who had considered
themselves superior for many years. - It is considered as a symbol for success of the power of truth over falsehood.
- The assistance that Muslims got from Allah (S.W.T) strengthened their faith.
- The victory of the Muslims gave assured continuity to Islamwhich would have come
to an end had they been defeated. - The prophet’s position as a spiritualand a state leaderwas confirmed by the Muslims
victory. - It strengthened the spirit and moral of the prophet to continue with his mission of
preaching Islam.
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Reasons for the Muslims victory
Ø They had complete faith and confidence in Allah despite their number being few.On this
Allah (SWT) says,‘O ye who believe! If you will aid (The cause of Allah) He will aid you,
and plant your feet firmly.’[Q: 47:7]
Ø Unity of opinion within them.The prophet would ask for advice from the Muslim army
before they decided on any matter.
Ø They showed obedience, love and respect to the Prophet as their leader.
Ø Muslims love for the hereafter gave them courage to keep fighting,since they knew of
Allah(SWT) promise for those who fight for His course
Ø They were courageous, determined and zealous to win over the Quraish.
Ø Muslims were fighting for a proper reason that to ensure that the truth triumphs over
falsehood.
The battle of uhud: (3 a.h/625 c.e)
Map of the battle of uhud
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This battle took place by the hill of Uhud which is about three miles outside Makka.The Quraish advanced towards the Muslims in this battle due to the following reasons;
- They wanted to revenge against the Muslims after a humiliating defeat at the battle Badr.
- The Quarish wanted to re-establish their supremacy among the Arabs which they had lost
during the battle of Badr. - They wanted to kill the prophet and bring Islam to an end before it was too late.
- The Quarish wanted to guarantee the safety of its caravan route to Syria which had been the
main cause for the battle of Uhud.
Events of the battle
Abbas, the prophet’s uncle informed him of the plan by the Quarish to attack the Muslims.The prophet preferred to remain in Madina to wait for the Quarish to attack but after consultation with the majority. A force of 1000 men set outfor the battle. The Quarish had gathered 3000 men, well equipped and better trained than their first army. This army was being led by Abusufian.They also brought several women to cheer them as they fought.
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Just before the battle began, Abdullah bin Ubayy the leaders of the hypocrites pulled out with an
army of 300 men and returned to Madina in the pretence of protecting Madina from within.As usual,
the battle began with single combats who were involved then the general attack developed.The
prophet placed 50 archives to protect the entrance into the hill with clear instructions not to leave
their outcome.
When the Quraish were being defeated, they started running away leaving their booty behind, the Muslims soldiers became greedy of the booty and they left the entrance unguarded and went for the left booty.
Khalid bin Walid, the commander of the Quarish army saw the unguarded passage and instructed a section of the enemy to make a surprise attack from behind the hill of Uhud.This sudden attack caused confusion among the Muslims such that they thought the prophet had died until when he shouted, “Iam Mohammed Bin Abdullah.Iam the messenger of Allah. I have come with the truth.” These words gave courage to the companions who started fighting again.Sayyiduna Abu-Bakr and Ali ran to the prophet and protected him from being killed. He was hit on the face by falling rocks and spears and he lost two teeth.
When the Muslims turned the tide of the battle, the Quarish started fleeing out of fear of defeat. The
Muslims suffered a great loss in this battle. Seventy Muslims lost their lives among them Hamza the
uncle of the prophet. His body was mutilated and Hind the wife of Abusufian ate his kidney. The
prophet vowed to revenge the death of his uncle but Allah(S.W.T) sent the following verse:
“And if you punish, inflict the same punishment as has been afflicted on you. But if you bear
patiently, it is certainly better for those who are patient; be patient for the reward of your patience is
from Allah (S.W.T). ao not feel sad nor distress yourself because of their plotting.”[Q: 16:127]
Only 22 Quarish were killed. Following this verse, the prophet was patient and did not revenge.
IMPORTANCE OF THE BATTLE OF UHUD
- It showed the significance of the Muslims to follow their leaders’ commands i.e. the
archers left the entrance unguarded disregarding the prophet’s not to leave the passage.
- It awakened the believers to their responsibility as protectors of their divine mission
- It taught Muslims to bear hardships in their mission.
- It explains the status of the prophet as the believed messenger of Allah and the love and
mercy Allah had towards the Muslims.
- The Muslims learnt that they shouldn’t be greedy for wealth
- They learnt that victory and defeat are in the hands of Allah
- They learnt never to under estimate an enemy.
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- The Makkans regarded it as their first defeat over the Muslims.
- Muslims learnt to be patient and a verse was revealed telling the prophet to show
patience to the martyrs of his uncle Hamza.
- It clearly differentiated the hypocrites like, Abdullah Ibn Ubayy from the true Muslims.
- Muslims learnt that Allah doesn’t grant victory without a proper cause.
- Muslims learnt the importance of consultation.
- It teaches leaders to accept the opinion of the majority.
- Women are allowed to participate in battles as long as their presence doesn’t cause an
alarm e.g. Ummu Ammarah who was injured while protecting the prophet.
The Battle of Khandaq (The Trench)
This is also called the battle of Al Ahzab (tribes) because it was planned by the Jewish tribes together with the Makkans in 5 A.H (627 C.E).The defeat of the Muslims at Uhud had lowered their prestige with the Arab tribes. Some tribes which had previously supported Muslims started drifting towards the Quarish. They even started attacking the different small Muslim groups.
The Jews, despite the treaty (Madina Constitution) with the Muslims were still very bitter and showed it openly. They had expected a prophet who would give them dominion and wealth, not one who would equate them to the Arabs. When they learnt that they could not use the prophet for their own ends, they tried to shake his mission and seduce his followers. They even declared the pagan religion as superior to Islam. They then joined forces with the Makkans and broke the treaty. The prophet had thus to take action and he expelled the two Jewish tribes; Banu Nadhir and Banu Qaynuqa from Madina.
A grand plan was now hatched to finish the Muslims. The Jews and Makkans incited all the tribes to raise arms against the Muslims in Madina. They also joined forces with the Jews of Oasis Khaybar and Banu Quraizah and had gathered an army of 24,000 men, led by Abu Sufyan. This was to bar any entrance into the city of Madina by the attacking Quraish.
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The messengers from Banu Khuza’a reached the prophet afterfour days, warning him of the armies
that were to arrive in a week. The Muslims could not be able to fight such a big army in the open
field.
The prophet therefore gathered the Madinans to discuss the best strategy of overcoming the enemy.
Meeting the enemy in the open, and waiting for them inside the city were both suggested. Lastly, the
outnumbered Muslims opted to engage in a defensive battle by digging deep trenches to act as a
barrier along the northern front. This suggestion was introduced by Salman al Farsy, aPersian. Every
capable Muslimin Madina including the prophet himself contributed to the digging of large and deep
trench in six days. It was dug on the northern side only to obstruct any entry into the city. The other
parts of Madina weresurrounded by Rocky Mountains and trees, impenetrable to large
armies.Muslims established their headquarters at the hillock of Sala’ a position which would give
them an advantage in case the enemy crossed the trench.The final army that would defend the city
from the invasion consisted of 3,000 men, and included all inhabitants of Madina over the age of 15,
except the Banu Qurayzawho had supplied the Muslims with some instruments for digging the
trench.
When the attacking army reached Madina, they found the 15 inch ditch obstructing. They made several attempts to cross but they could not and thus they decided to lay a siege for about 27 days. At last continuous failure and increasing difficulties like lack of food, created distrust among the allies. On the 27thday of the siege, a terrible cyclone with heavy rains created havoc in the enemy. They decided to raise the siege and return to their homes.
Results of this battle
- Muslims became victorious over the Quraish in this battle.
- Islam established itself as the absolute master of Madina.
- Muslims were able to take full control of Madina without interference from the Makkans
- It gave more prestige to the prophet and the Muslims making the Arab tribes to have an
admiration of Islam. - Swafiyyah, the daughter of the Jewish chief (a tribe which had bitterly opposed the Muslims)
was married by the prophet (P.B.U.H) after this battle thus decreasing the differences
between the Jews and the Muslims.
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- The power of Munafiqun was finally broken and the Arabs all over the provinces started
admiring the Muslims.
The Treaty of Hudaibiyah (6th Dhul Qad 6 A.H/628 C.E)
The next year after the battle of Khandaq, the prophet together with 1400 Muslims left Madina for
Makka to perform Umra (lesser pilgrimage). Muslims were instructed by the prophet not to carry
any weapons except swords since it waspurely a religious journey. Due to the strenuous relationship
with the Makkan Quraish, they could not enter Makka directly. Therefore, theycamped at the valley
of Hudaibiyah, a few milesaway from Makka and sent word to Makka that they had come for Umra
and not to wage war. The first messenger Kharash bin Umayya was arrested immediately but later
released; his camel’s legs were chopped off. Uthman was sent as a second emissary but he was
locked up in a room full of smoke for three days. Due to this, a battle almost started between the two
but was suspended when Uthman was released unharmed.At night, the Makkans used to sneak into
the Muslims army to spy but they learnt that the Muslims were carrying out their activities very
peacefully. This finally convinced the Quraish leaders that the Muslims had not come for war and
they agreed to send representativeled by Suhali Ibn Amirto sign a truce with the Muslims in which
the following terms were agreed:-
o There should be no hostilities between the Muslims and Makkans for ten years.
o The prophet and the Muslims was to return to Madina that year without performing
pilgrimage
o Makkan Muslims who left their people without permission were to be returned to
Makka and never be allowed to stay in Madina while Muslims who escaped from
Madina to Makka would be welcomed and never returned to the Muslims.
o No arms apart from swords would be carried by the Muslims when they go to Makka
the following year
o Any Arab tribe was free to befriend itself with the Muslims or pagan Quarish. o None of the terms would be changed for the next ten years.
Most of the terms of the truce were friendly to the Quarish and there was a general dissatisfaction among the Muslims until when Allah (S.W.T) revealed the following verse about the treaty,
“Lo, we have given you (Mohammad) a signal victory that Allah (S.W.T) may forgive you of the
sin that which is past and that which is to come, and may perfect his favors unto you and may
guide you on a right path, And that Allah (S.W.T) may help you with strong help”[ Q:48:1-3]
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This verse proved to be true by the events which followed the treaty of Hudaibiyah i.e.
- Muslims got a break of rest from the Makkan attacks.
- Muslims were able to mix freely with any tribe they wanted.
- There were many Makkans who got a closer view of Islam through the interaction and were
able to embrace Islam e.g. Khalidbin Walid, Suhail bin Amir, Amr bin al’As.
- It showed that the prophet was a great leader.
- The Prophet was able to send teachers to other parts of Arabia.
- The prophet had enough time to concentrate on his divine mission because there was peace
and tranquility.
- It assured safe access of the Muslims to Makka their holy city the following year.
- It made the Makkan Quarish recognize Islam as an equal power with them as they withdrew
from the war arena.
Lessons from the treaty of Hudaibiyah
- Allah (S.W.T) is always on the side of those who are sincere.
- Muslims should always have faith in Allah (S.W.T).
- Victory always comes from Allah (S.W.T) especially to those who are pious and
determined.
- Muslims should always aspire to spread peace despite intimidation
- Muslims should be patient at all times and in all situations.
- Muslims cant enter into agreement with non-Muslims for sake of peace
- The prophet was a recognized, wise and an able leader
- Forgiveness should be fostered in the hearts of Muslims
The Prophet’s Invitation of Foreign Rulers to Islam
With peace having been established in Arabia after signing the treaty of Hudaibiyya, the prophet
decided to concentrate more on his divine mission. He started by sending envoys to the following
areas:
- a) Abyssinia.
The prophet sent Amr bin Umayyah Ad-Damri to the Negus of Abyssinia by the name
Ashamah.This delegation was warmly received and treated well. Some sources say that the king
embraced Islamsecretly since Abyssinia was a r hristian country. He replied, “In the name of Allah
the Most Gracious the Most Merciful. O prophet of Allah! And mercy and blessings from Allah
beside whom there is no god.I have received your letter in which you have mentioned about Jesus
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and by the Lord of the heaven and the, Jesus is not more than what yousay. We fully acknowledge that which you have been sent to us and we have entertained your cousin and his companions. I bear witness that you are the messenger of Allah true and confirming (those who have come before you).I pledge to you through your cousin and surrender myself through him to the Lord of the worlds.” When this Negus later died in Rajab 9 A.H the prophet announced his death and observed the funeral prayer in absentia for him.He was succeeded by another King to whom the prophet sent a letter but however it is not confirmed as to whether he accepted Islam or not.
- b) Persia
Abdallah Ibn Hudhaifa was sent with a letter to Perevez the emperor of Persia inviting him to
Islam..The king was arrogant and proud and after reading it he got infuriated and mistreated the
envoy. He thought that the language in the letter was too harsh for an emperor and also the prophet’s
name should nothave appeared above his, he therefore tore the letter into pieces. He then sent his
men to arrest the prophet and bring him to his palace.When the envoy reported back to the prophet,
he prayed for the Persian Empire to disintegrate.No sooner had the Persia emperors envoy reached
Madina than the Prophet (P.B.U.H) received divine inspiration that Perevez had died.His successor
was unable to maintain the unity in the emperor leading to its complete disintegration.
- c) Roman Empire.
Dihya bin Khalifa al-Kalbi was sent to king Heraclius of Byzantine. He welcomed him well, read the
letter but did not embrace Islam, however he send them with many presents to take to the prophet. The tribe of Judham intercepted the convoy at a place called Husma and robed them. When the prophet heard of this, he dispersed an army and inflicted heavy losses on those people. One the prophet ordered that all the captives and spoils of war be returned.
- d) Egypt.
Hatiib bin Abi Baltaah was send to the king of Egypt (Muqawqis) called Juraij bin Matta.He read the
letter and accepted the message though he was disappointed that the prophet did not come from Syria as it was expected. However he sent presents two maids from noble Coptic families, Maria, and Syrin; clothing, and stead for riding on but he did not accept Islam The prophet married Maria who bore him Ibrahim while Syrin was married to Hassan bin Thabit al Ansaari.
Find out more other leaders to whom the prophet send emissaries.
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The fall of Khaybar (7 A.H)
Khaybar was a strong fold of the two Jewish tribes of Banu Nadhir and Banu Qainuqa. It is about
200 miles from Madina. These Jews with the help of neibouring Arab tribes were planning to attack
Madina. They had joined forces with the Bedouins of Ghatafah.The prophet learned of their plot and
gathered 1,400 men including 200 horse men. When the Muslims reached Khaibar and saw their
opponents, the prophet prayed, “O Allah, we wish prosperity and we seek your refuge from evils
there from”.
The Muslims stopped at a place150 miles in the valley of at Raji to prevent the men of Khaibar from reinforcing the Jews. There were eight fortressess at Khaibar all garrisoned with armed men.They included; the fortresses of Na’im, Ubai, An-Nizar, AZ-Zubair, As-Sa’b bin Mu’ath, Al Watih, AsSulalim and Al- Qamus. A fierce fight took place around these fortresses and in a few days the Muslims had captured all of them. This was after a siege of 20 days. The booty was shared among the victorious Muslims. The Jews were however allowed to retain their lands on condition that they would pay half of the produce to the Islamic state. The prophet then married Swafiyyah a daughter of a leading Jewish chief in order to strengthen the friendship with the Jews.
The conquest of Makka. (20th Ramadhan5.A.H)
When Islam was well established in the hearts of the Muslims, Allah decided that the time had come for His Messenger and his community to enter Makkah. They would purify the Ka’bah so that it would be a blessed place of guidance for the whole world. They would restore Makkah to its previous status and the sacred city would offer security for all people once again.
The terms of the treaty of Hudaibiyah had given freedom of association to both Muslims and theQuraish.The Muslims befriended the Banu Khuza’ah while the Quraish allied with the BanuBakr. These two tribes had been enemy since the Pre Islamic time but now they were to respect the terms of the treaty of Hudaibiyah and stop attacking each other.
For some years, the Quarish respected the treaty of Hudaibiyah until when the Banu Bakr attacked
the tribe of Banu Khuza’ah which was allied to theMuslims at a place called Al-Wateer.The
Quraishsupported the tribe of BanuBakr with men and arms. They attacked the Banu Khuza’ah at
night who had to take refuge in the Holy sanctuary. This event led to the aggrieved Banu Khuza’ah
to seek for justice from the Muslims. As a result the prophet laid down three conditions for the
Quraish:
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1.To pay blood money for the victims of Banu Khuza’ah.
2.To end their friendship with Banu Bakr.
3.To consider the truce of Hudaibiyah to have been nullified.
Out of the three conditions, the Quraish accepted the cancellation of the treaty.
The prophet then gathered 10,000 armed men and headed for Makkah. As they were advancing
towards Makka, more and more tribes joined them on the way. At Juufa,Al Abnas bin Abdul
Mutwalib came to join them. The army marched and camped at Marr a Zahran.When Makkans
heard of the news, they sent Abusufian to spy on the Muslim’s camp. He was however detected by
Abbas the uncle of the prophet and Muslim guards presented him to the prophet. The prophet did not
punish him but made him stand on a high ground to see the spectacle of the Muslim army marching
towards Makkah.
The prophet divided his forces into different groups with each having its leader. Abu ubaida bin jarrah led the Muhajirun accompanied by the prophet himself. Zubeir Bin Awwam was on the left moving in a parallel column. The western entrance of the city was controlled by Saad Bin Ubaid while Khalid Bin Walid with the Bedouin contingent was to circle the whole city on the west and enter it from the south.
The uncle of the prophet Abass, who had embraced Islam, was escorting Abusufyan. He adviced him
to embrace Islam which he did.Abusufyan had wanted negotiations but the Muslim army refused and
entered Makkah. The prophet instructed them not to shed any blood.tIn order to reakize this goal,and
conquer Makka peacefully,he made the following announcement; “ Those who shelter in the kaaba
are safe, those who shelter in Abu Sufyans house are safe and those who stay in their own houses are
safe.”
Despite the peaceful entry of Muslims into Makka, a group of Makkans rushed and attacked the
Muslim group under Khalidbin Walid. As a result two Muslims and twelve non believers were
killed.
The prophet then entered the Kaaba and cast down all idols while recitingthe following verse of the Quran,
“The truth has come and false hood gone, verily falsehood is ever vanishing.”
[Q: 17:81]
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A green flag was hoisted on the Kaaba and Bilal bin Rabah then made the Adhan and the prophet led a thanks giving prayer (SwalatulShukr).The prophet then addressed a huge gathering and said,“There is no god except Allah .No one can be associated with him. He has fulfilled his promise. He has helped his servant and has shattered all bands alone. All the prides, all the prices of the family are under my heal. All the men are descendants of Adam and Adam was made of clay”.
The Makkan leaders who had been oppressing the Muslims were among the crowd and the prophet asked them, “ao you know how I am going to treat you?”They replied, “eou are a noble brother and noble nephew we expect nothing but good from you.”The prophet said, “There is no revenging against you today and you are all free.” The prophet then climbed on the hill of swafa and gave a sermon to all the Makkans to swear loyalty to Islam. Men and women came to accept Islam. Hind, the wife of Abu Jahal was among the women. The prophet forgave her. He also forgave Ikrimah Bin Abu Jahal who also accepted Islam. The prophet remained in Makkah for 15 days. After the conquest of Makka the prophet organized his troupes to go and attack the Roman Empire at Tabuk and the Banu Khawazin and Banu Thaqif.
Significance of the conquest of Makkah
- It showed the purity of the Kaaba as the house of Allah and a place for monotheism.
- Victory meant the supremacy of the Great Lord rather than ambition for power. This is
why the prophet first thanked Allah and then purified the Kaaba.
- By the Prophets act of forgiveness, he was laying emphasis on the noble Islamic
principle of brotherhood and peace.
- Many Makkans embraced Islam and even women pledged to worship non but Allah and
to lead a clean life.
- It singles out the hrophet’s unique character of patience and wisdom.
Question: compare and contrast the conquest of Makka and the unsuccessful attack by Abraha in the year of the elephant.
The Battle of Hunain
The conquest of Makka triggered mass conversion of Arabs to Islam in many parts of the Arabian
Peninsula.Although a large number of Makkans and neighboring tribes embraced Islam, some only
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accepted Mohammed as a ruler of Arabia but didn’t believe in his prophet hood.Among the tribes that were opposing the Muslims included: Khawazin, Thaqif, Jusham, Saad Bin Bakr and Bani Hilal .The prophet was informed that the tribes of Khawazin and Thaqif were preparing to fight the Muslims. The prophet at once proceeded towards them with an army of 12,000 men including recently converted Muslims and about 2000 non Muslim of Makka who had accompanied them as allies. The enemies were 4000. The Muslims were over confident because this was the biggest army they had ever raised.
The battle took place in the field of Hunaian on Saturday 19th of Shawwal about nineteen days after the conquest of Makka. The enemy marched at night towards the Muslimarmy under their leader Malik bin Auf and strategically hid in the valley. The next day in the morning, the prophet was organizing his forces for the battle not knowing that the enemies’ troupes were hiding in the nearby valley.The enemy then longed a surprised attack which disorganized the Muslim who scattered in all directions looking for safety passing the prophet unaware. Abass ibn Abdul Mutwilib shouted loudly unto the Muslims.
“O Ansaar, O Muhajirun O men who pledge their allegiance under the tree, where are you
going?The messenger of Allah is here. r ome back to him.” The Muslims were gripped with shame
over their cowardly conduct since they had always pledged to die with the prophet. They came back
shouting “At your command!” They lounged a counter attack. Soon the enemy realized they would
face complete defeat and they started fleeing leaving behind their children, women and property.
Even though the Muslims were victorious, they paid dearly a number of Muslims were wounded and
twelve killed. The victory however brought supremacy to the Muslims. The enemy ran and took
refuge at the city of Thaqif the capital of the tribe. The Muslims decided to lay a siege on the city.
When the help of Aws, the Muslims bombarded Taif, their Orchard were destroyed until the enemy
sent an appeal to the prophet to stop the destruction upon which he temporarily withdrew the Muslim
army.
The Muslims then went to share the booty of the Khawazin. Some of the enemies surrendered and embraced Islam. Those converts requested for the release of their women and children a request which was granted by the prophet. This gesture of mercy pleased them so much that more and more embraced Islam.
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The prophet then sent the Khawazin to go and tell Malik bin Auf that if he converted to Islam, his family would be given back to him and an additional gift of 100 camels. He happily converted and the prophet fulfilled his promise to him.
The following verses were revealed following the events of Hunain, 9:25-28 “Assuredly Allah did help you in many battle fields and on the day of Hunain: Behold! Your great numbers elated you, but they availed you not; the land, for all that is wide, did constrain and you turned back in retreat. But Allah did pour His calm on the Messenger and on the believers, and sent down forces which you saw not: He punished the unbelievers, thus does he reward those without faith”
The Muslims learnt that victory is in the hands of Allah and that number is not significant to victory. They also had to be faithful to their leaders and show trust in Allah.
In this battle, 6000 men were taken as captives. It sohappenedthat Bani sa’ad was among the
prisoners. This was the tribe which had suckled the prophet, a woman who claimed to be Shima and
had been a foster sister to the prophet 60 year ago reminded the prophet of the scar (white mark) he had caused her when she was carrying him on the back. This memory touched the prophet and he freed all the prisoners from BanuThaqif and Banu Sa’ad. Later on he released all the other prisoners the prophet then went back to Madina.
The farewell address
At the age of 63 years, the prophet (P.B.U.H) went to perform pilgrimage in 10 A.H. This is called
Hijatul Widaa (The farewell pilgrimage) More than one hundred thousand Muslims camefor Hajj on
the 9th of ahul Hijja at the valley of Arafat. This was to be the prophet’s last pilgrimage. It was
during this Hajj that Sura al Nasr was revealed which was received as an announcement of the
prophets approaching death. After the pilgrimage, theprophet then made his farewell address in
which he said:
“O people, listen to me for I do not know whether you will find me amongst you next year. O people, verily, your blood, your property and your honor are sacred and inviolable until you appear before your Lord, as this day and this month is sacred for all verily you will meet your Lord and your will answerable to your action.
Have I not conveyed my message? Allah is my witness. He who has any trust on him should restore
it to the person who deposited it with him. Beware; no one committing a crime is responsible for it
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but himself. Neither the son is responsible of the crime of the father nor is the father responsible for
the crime of the son. O people! Listen to my words and understand them. You must know that a
Muslim is a brother of the Muslim and they form one brotherhood. Nothing of his brother is lawful
for a Muslim except what he himself allows willfully. So you should not oppress one another.
Behold all practices of paganism and ignorance is under my feet. The blood revenges of the days of
ignorance are remitted. Usury is forbidden but you will be entitled to recover your principal. Do not
wrong and you shall not be wronged. Be kind to your women folk verily they have got certain rights
over you.
Verily I have left among you the book of Allah (S.W.T) and the Sunna of his apostle which if you hold fast you shall never go astray. And feed your slaves; and cloth them with the clothes that you yourselves wear.
Behold, worship your lord; offer prayers five times a day, observe fast in the month of Ramadhan,make pilgrimage to the house, pay readily the Zakat on your property and obey whatever I command you only then will you get into the heaven.”
What lessons do you learn from this farewell address?
Demise of the prophet.(12th Rabiul-Awwal 11 A.H/632 C.E)
After the farewell address, the prophet returned to Madina at the end of the month of Dhul Hijja. On
Monday 12th Saffar the prophet felt a severe headache and his health started deteriorating.During this
period of illness, he spent most of his time in the house of Lady Aisha. Occasionally, he would go
out to meet the Muslims, advice them and ask for the congregations forgiveness.When his condition
grew worse and he could not lead the Muslims in prayer, he requested Abubakar to take charge of
the religious duties. On the last day of his life, the prophet could be heard saying, “With those on
whom you have bestowed your grace, with the prophet and the truthful ones, themartyrs and the
good doers. O Allah, forgive me and have mercy upon me and join me to the most exalted
companionship on high” He repeated the last words three times. auring all this time, Aisha (RAA)
was sprinkling water on his forehead until when finally the prophet passed on at the age of 63. His
body was washed and then a grave dug at the very place he had died and the prophet was burried.
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ACHIEVEMENT OF THE PROPHET
- a) Brotherhood and equality of mankind
Islam is the religion of the Unity of God and the Equality of Mankind. Lineage, riches and family
pride are accidental things; virtue and the service of humanity are the real matters of merit.
Distinctions of colour, race and creed are non-existent within the bounds of Islam. All humans
comprise one family. Islam has succeeded in welding the ‘black’ and the ‘white’ into one fraternal
whole. The strict rule of brotherhood is set firm with the following saying of the Prophet
Muhammad (P.B.U.H):”No one of you is a believer in God until he loves for his brother what he
loves for himself.”
- b) Elimination of racism
Racism is one of the severe diseases eating up the human society in this day and age. Everyone remembers how black Africans were transported across the oceans, packed in specially designed ships, thought of, and treated like livestock. They were made slaves, forced to change their names, religion and language. They were not entitled to hope for true freedom, and were denied the least of human rights: basic needs. Even though among some Western people, the attitude to non-Westerners has fortunately changed little in modern times, the political and social condition of black people often remain the same, even where they live amid the native Westerners as theoretically equal fellow-citizens; that of despised inferiors.
When Allah’s Messenger, (h.B.U.H) was raised as a hrophet, the same kind of racism, under the name of tribalism, was prevalent in Makkah. The Quraish considered themselves as peculiar, and Arabs in general, thought they weresuperior to all the other races of the world. Allah’s Messenger came with the Divine Message and proclaimed that no Arab is superior over a non-Arab, and no white is superior over black and superiority in the eyes of Allah(S.W.T) is by righteousness and fearing Him alone (Surat Al-Hujurat, 49:13). He also declared that even if an Abyssinian Black Muslim were to rule over Muslims, he should be obeyed.
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Allah’s Messenger eradicated the problem of racial discrimination so successfully that superiority is not by birth or colour or blood, but by God-fearing and righteousness.
The message of Islam is for the entire human race. According to Islam, Allah (S.W.T) is the God of the entire world and Prophet Muhammad (P.B.U.H) is a messenger for the whole of mankind. Islam unites the entire human race under one banner without any kind of discrimination.
Allah (S.W.T) says “O Mankind! We have created you from a male and female, and made you into nations and tribes, that you may know one another. Verily, the most honorable of you in the sight of Allah is he who has most Taqwa among of you. Verily, Allah is All-Knowing, AllAware.”[Q: 49:13]
Allah (S.W.T) says, “And one of His signs is the creation of the heavens and the earth and the
diversity of your tongues and colors; most surely there are signs in this for the learned.”[Q: 30:22]
With this verse, Islam declares equality among people as one human race, one humanity, that is because Islam respectsa person as a creation of Allah(S.W.T) and not for any other reason; Islam does not distinguish between two races, or two groups of people, or between two colors, and the Prophet Muhammad (P.B.U.H) addressed the people signifying that concept during the farewell pilgrimage, saying: “O People! Your God is one; your father is one; no preference of an Arab over non-Arab nor of a non-Arab over an Arab or red over black nor black over red except for the most righteous. Verily the most honored of you is the most righteous.”
- c) Eradication of slavery
Apart from giving the slaves their rights, Islam also took a step ahead and discouraged slavery from
being practiced. It is seen in history that slaves were mistreated in the non-Islamic world. Not only were they verbally abused, but also physically hurt. During the period of his prophet hood, Muhammad worked diligently to do what he could to cut down on their numbers. Islam closed most of the doors leading to slavery and encouraged the freeing of slaves in many ways. He constantly exhorted those who owned slaves to treat them kindly and well. He insisted that they must treat the slaves fairly and with mercy. The Holy Prophet (P.B.U.H) says:
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If the owner of a slave beat his slave or abused him, the only compensation that he could make was to set the slave free. (Sahih Muslim)
The Holy Prophet (P.B.U.H) alwaysencouraged and devised ways of freeing slaves on every pretext. He said:
“If a person owning a slave sets him free, God will, in recompense save every part of his body.Corresponding to every part of the slave’s body from the torment of Hell.” (Sahih Muslim) Prophet Muhammad (P.B.U.H) with Divine Inspiration from Allah (S.W.T) forbade such acts. Masters could not abuse their slaves and had to give them the same food as they ate and dress them in the clothes they wore.
Narrated by Al-Ma’rur, “I met Abu ahar who was wearing a cloak, and his slave, too, was wearing a similar one. I asked about the reason for it. He replied, “I abused a person by calling his mother with bad names.” The Prophet said to me, ‘O Abu Dhar! Did you abuse him by calling his mother with bad names you still have some characteristics of ignorance. Your slaves are your brothers and Allah has put them under your command. So whoever has a brother under his command should feed him of what he eats and dress him of what he wears. Do not ask them (slaves) to do things beyond their capacity (power) and if you do so, then help them.’ “[Bukhari, Vol.1, Book 2, #29]
In another Hadith, The Prophet said, “Your servants and your slaves are your brothers. Anyone who has slaves should give them from what he eats and wears. He should not charge them with work beyond their capabilities. If you must set them to hard work, in any case, I advise you to help them” (Al-Bukhari).
- d) Improvement of status of women
The Holy Prophet (P.B.U.H) was very serious in improving the condition of women in society
and on securing for them a position of dignity and fair and equitable treatment.
Just before his death, one of the injunctions he addressed to Muslims and laid stress upon was
that they should always treat women with kindness and consideration. Holy Prophet (peace and
blessings of Allah be upon him) said: “If a man has daughters and he makes arrangement to have
them educated and takes pains with their upbringing, aod would save him from the torment of Hell.”
(Tirmidhi)
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Before Islam, women were sold as personal commodities. Female children were buried alive
because they were considered as curse for family. It is Islam that gave every respect and honor to
women, and brought them at the level of men; otherwise women were mistreated in every sphere of
life. Islam always provides equal rights and equal opportunities for men and women, as the Holy
Quran says:
Surely, men who submit themselves to God and women who submit themselves to Him, and believing men and believing women, and obedient men and obedient women, and truthful men and truthful women, and men steadfast in their faith and steadfast women, and men who are humble and women who are humble, and men who give alms and women who give alms, and men who fast and women who fast, and men who guard their chastity and women who guard their chastity and men who remember Allah much and women who remember Him—Allah has prepared for all of them forgiveness and a great reward. (Holy Quran, 33:36)
Islam also permits equal opportunities to women to seek knowledge with men. It is entirely a wrong notion; such concept is never presented by Islam. The Holy Prophet (peace and blessings of Allah be upon him) says in this regard, “It is the duty of every Muslim man and Muslim woman to seek knowledge”.
The Holy Quran says:
He it is who created you from a single soul and made there from its mate, that he might find comfort in her. And when he knows her, she bears a light burden and goes about with it. And when she grows heavy, they both pray to Allah, their Lord, saying, ‘If thou gives us a good child, we will surely be of the thankful.’ [Q: 7:190]
In connection with the respect, honor and status of woman as a mother, the Holy Prophet (P.B.U.H) has a great regard. Once, a Companion consulted him to seek advice to participate in a war, when he askaed, “Do you have a mother?” He said, “Yes.” Then Holy Prophet (P.B.U.H) said, “Be with her, because paradise is under her feet.” (Nasa’i)
“haradise lies under the feet of your mothers.” This indicates the outstanding status of woman in Islam far superior than granted by any other religion of the world. No other religion comes close to the prominence given to women by the Holy Prophet of Islam.
Once a companion of the Holy Prophet of Islam asked, “O Apostle of Allah! To whom should I show kindness?” He replied, “eour mother, next your mother, next your mother, and then comes your father, and then your relatives in order of relationship.” (Abu aawud)
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- e) Religious Tolerance
Prophet Muhammad (P.B.U.H) was a role model for religious freedom, for instance when the
Prophet Muhammad (P.B.U.H) entered the city of Medina, he made a formal constitution with the large Jewish population of the city, and indeed, this was a historic moment and in this constitution it guaranteed religious freedom for those who were and weren’t Muslims.Once the people of Mecca said to Prophet Muhammad that if god did not want them to worship idols then why He does not forcefully prevent them from doing so. Then God sent the following message:
“(O Muhammad) This is not a new excuse; those who left before them made, the same excuses. Is there anything upon the messengers except the dear conveying of the message” [Q: 16: 3])
The Qur’an clearly says that religion cannot be forced on anyone. It says,
“There is no compulsion in (accepting) the religion (of Islam)…”
Why? Because:”truly the right way has become clearly distinct from error.” [Q: 2:25]
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Suggested study questions and activities.
Answer the following questions in your I.R.E revision exercise book.
1.a) Narrate the early life of the prophet.
b)Identify the methods of persecutions experienced by the early Muslims.
2.a) Give reasons why Muslims migrated to Abbysinia.
b)Outline the lessons Muslims learn from the battle of Uhud.
3.a) How did the treaty of Hudaibiyya prove a success for the Muslims?
b)Write down ten teachings we learn from the prophet’s farewell pilgrimage.
4.a) Explain the lessons the Muslims learnt in the battle of uhud.
b)Discuss the challenges faced by the Muslims when they first arrived in madina. Activities.
- Compare the practices of todays Muslims with that of the Arabs during the
Jahiliya. Are there any similarities? - Dramatize how the battle of Badr was fought.
- Compare and contrast the conquest of Makka with the unsuccessful attack by
Abraha Ashram during the year of the elephant
CHAPTER 8
MUSLIM SCHOLARS
In every society we have prominent people whose prominence may be due to their leadership
positions or their general role towards the improvement of the society. Most of these personalities
are our heroes and we get motivated by them and have them as our role models. Do you know of any
such people in our contry? How have you been inspired by them? In the history of Islam, several
challenges have been met by the champions of Islam. In every century, we had leaders who
spereheaded the reforms and struggle for spread of Islam. We are therefore going to study some of
these schorlars in our secondary syllabus. In each form, two scholars will be studied starting with
Sheikh al Amin Ali bin Mazrui and Abdallah Swaleh al Farsi.Let us now look at the Sheik al Amin
Ali bin Mazrui.
Sheikh Al Amin Mazrui (1891AD-1974 AD)
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His birth and early life.
His full name was Sheik Al-Amin bin Ali Abdallah al Mazrui from the Mazrui family. This was the
family which had been given the guardianship of Mombasa town after the expulsion of the
Portuguese by the Sultan of Oman since they originated from Oman. His grand father,Abdallah al-
Mazrui was an Islamic scholar belonging to the Shafi School of law. He was born in Mombasa 1891
on 15th Jamadu-Thani 1380 A.H/27th January 189.His father passed away when he was four years
old and thus his paternal Uncle Sheikh Suleiman bin Ali-Mazrui took the responsibility of raising
him who later married him off to his own daughter. He died on 1st April 1947 having left behind
three children, among them two sons (Harith Al-Amin Al-Mazrui-former Liwali of Lamu and
Professor Ali Mazrui-Jomo Kenyatta University of Agriculture and Technology) and a daughter.
His Educational background.
He started his elementary education under his Uncle Sheikh Suleiman bin Ali who was a great
scholar of that time and had studied various branches of knowledge. This branches included; Quran, Arabic language, Fiqh among others. His great thirst for knowledge made him travel to Zanzibar to further his education under the eminent scholars of Zanzibar likeSheikhAbdallahMohammad bin Salim Bakathir and Sayyid Ahmed Bin Abu Bakar bin Sumeyt.He later went to Lamu and graduated from Riyadh mosque under the supervision of re-known scholars of that time. He was a brilliant student and outstanding in all the subjects and he used to emerge top of the class.He was able to bring reforms in some of the Islamic scholarly works across the world.
Among the Muslim scholars who greatly influenced him are the following:
- Sheikh Jamalu-ddin Al-Afghani
- Sheikh Muhammad Abdul
- Sayyid Mohammad Rashid – Ridha
His works
- He wrote Hidaayatul Atfaal (Guidance of children) which is an introductory book to Islam
for the children. - He book entitled ‘Masomo ya dini’ (religious studies) is essential for the Swahili speakers.
- Majmaul Bahrayn (The meeting of two seas) is another essential publication in the study of
Islamic religion.
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- He wrote a weekly paper known as Al-Islah which constituted both Islamic teachings and
political issuesin Kiswahili and Arabic using the Arabic script. The message in this paper
was aimed at positively changing the societal way of thinking. - He translated part of the Quran into Kiswahili, that is Sura al Fatiha, Al Baqara and and a few
verse of Al-Imran.
Achievements and Contributions of Al Amin Ali bin Mazrui.
Ø He authoured many publications. Typical among them being,
Ø He was the first to write books in Kiswahili to cater for the learning needs of his immediate
community.
Ø He established Madrassatul Ghazali-l Islamiyya, a learning institution in which he taught
Islamic studies to students from all over East Africa.
Ø He donated most of his scholarly works to the libraries at the coast. Ø Become the Kadhi of Mombasa in 1932.
Ø He gave many Islamic lecturers in the mosques other Islamic institutions.
Ø He become the Chief Kadhi of Kenya in 1937after the death of his uncle Suleiman bin Ali al
Mazrui.
Ø He is known for his efforts in propagating Islam all over East Africa. He used move all
around East Africa giving lectures.
Ø He was a writer, poet and editor of Kiswahili and Arabic languages.
Sheikh Abdullah Swaleh al-Farsy
Birth and early life
He was born on 12thof February, 1912 at Jongeani village in the Island of Zanzibar. He came from a
large and well established family; respected for the servicesthey used to provide in both educational
and civil life to the citizens of Zanzibar and PembaHe was the eldest child in this family. He studied
Quran recitation from Fatma Hamid Said who was a student of a renowned scholar, Sheikh Amin
Ahmed.
At a very young age, sheikh Abdullah memorized the Quran with its correct recitation and a large portion of Hadith. He did not engage in leisurely activities as the other young people. At the age of twenty years he was so fluent and competent in Arabic Grammar and Nahwi that he could write poems in Arabic.
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Educational back ground
After completing the first phase of Islamic traditional education at Masjid Barza,Sheikh al-Farsy joined the first government school in Zanzibar at the age of ten;the Central Primary School of Zanzibar. He was so dedicated to attaining religious and secular education and he made use of both the afternoons and evenings to study. He was always seen engrossed in any new Islamic book and spent most times in his home library reading.
Zanzibar had retained some of the centuries old Islamic educational institutions. He therefore learnt from intellectual scholars like Sheikh Abubakar bin Abdullah Bakathir, Sheikh Ahmed bin Muhammad Al- Mlomry who taught him twenty five books and Sheikh Sayyid Alawy bin Abdul Wahab who taught him twelve books on Fiqh and Arabic. He then went to Kenya to seek more knowledge where he studied tafsir under Sheikh Al Amin bin Ali. He also studied Risalatul Jamiaat, a book on basicprinciples of Fiqh from Sayyid Hamid Maasab.
While he was in the secular school, he always emerged ahead of the other students in every subject. His excellence led him to completing eight year primary education in five years. He then joined a Teachers’ Training r ollege from which he graduated in1932.
He became a primary school teacher between 1932 and 1947 and, following a series of promotions for his good work, he was appointed the Inspector General of primary schools in Zanzibar and Pemba between 1949 and 1952. He later became the principal of Muslim Academy between 1952 and 1956, before being appointed the head teacher of the Arabic Medium School. In 1960, he went to perform Hajj after which he left the ministry of education in 1967 and became a teacher at the Teacher’s Training r ollege.
In 1960, he was appointed the chief Kadhi of Zanzibar, a post he held for seven years. It was after
the bloody CRUSADE incident in the name of Zanzibar Revolution in 1964 that he migrated to
Kenya. He was hosted by Sheikh Muhammad Kassim Al-Mazrui his former class mate in the class
of Al-Amin Ali Mazrui. Since his reputation as a scholar had reached far including Kenya, Sheikh
Muhammad Kassim Al-Mazrui recommended him to the late Jomo Kenyatta for the post of Chief
Kadhi of Kenya. He accepted the appointment and served for fourteen years until his retirement in
1980.
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In addition to teaching and preaching, he was a prolific writer. He used mwongozo wa Zanzibari to translate the Qur’an and answer questions from the masses. He wrote the biography of the prophet and that of Imam Shaffi. He also wrote a Kiswahili translation of the Qur’an in order to counter the translation of Dr. David Living Stone and Fr.Godfrey Dale of the University Mission to Central Africa (U.M.C.A) church of Zanzibar who had written a very shallow translation that was used by the preachers to defend Christianity. This Quran translation was also to clarify the misconception of the Qadianis who preached of the coming of another Prophet after Muhammad by the name Mirza Gulam Ahmad from Qadiani village in India.
Sheikh Abdullah Swaleh al Farsy passed on (died) on 9th November, 1982, just eight months after he had left Kenya to join his family in Muscat, Oman.
His works
- He translated the Qur’an in Kiswahili i.e. “Qurani Takatifu.” Its first copy was published in
1969. - He wrote the biography of the prophet.
- He also wrote the biography of Imam Shaffi.
- His Kiswahili publication was sura za swala na tafsiri zake.
- He also authored upotofu wa tafsiri ya Makadiani.
- He used to write the translation of the Qur’an in the weekly Mwongozo wa Zanzibar
Magazine. - He wrote a book entitled Bid’a in which he fought against innovations (Bid’a).
- He wrote a book on mirath (inheritance).
His achievements and contributions
- He served in the field of education as a head teacher in Muslim Academy, Secondary School
and Arabic Medium School. - He was appointed the Inspector General of primary schools in Zanzibar and Pemba to
spearhead the quality of education in these states. - He proposed that community schools be staffed with Islamic teachers who should be paid by
the government.
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- He travelled to Nyasaland (Malawi) and Southern Rhodesia (Zimbabwe) to give lectures on
Islamic Religious Education. - In his position as a Chief Kadhi of both Zanzibar and Kenya he lodged defence against all
accusations directed to Islam and Muslims. - He called for the establishment of separate schools for the Muslims.
- He wrote books strongly supporting provision of education and saw illiteracy as a menace to
both the government and its citizen. - He urged the East African Muslims to adhere to the teachings of the Qur’an and the Sunnah
of the Prophet. As a result a number of young men became interested in studying Islam. - He used the voice of Kenya radio to aireducative programs about Islam.
10.He wrote several religious books in both Arabic and Kiswahili that enlightened Muslims
about their religion.
11.He travelled throughout East Africa giving public speeches and lectures about Islam which
resulted in many embracing Islam.
12.He volunteered free services to the Radio of Zanzibar to propagate Islam.
13.He started campaigns against Bid’a (innovations) and refused Qadianism.
14.In Kenya, he was exposed to public debate where he criticized some of the traditional beliefs
including shirk and traditional dances.
15.He became a catalyst to the young men by giving mosque seminars.
Suggested study questions and class activities
Answer the following questions in your I.R.E revision exercise books.
- Describe the early life of Sheikh Abdallah Swaleh Al-Farsy.
- Explain the contributions made by Abdallah Swaleh Al-Farsy to the spread of
Islam in East Africa. - Discuss the contribution made by Sheikh Al-Amin Mazrui in promoting
education in Kenya - Outline the literary works left behind by of Al-Amin Ali Mazrui.
Activities
- Compare the achievements and contributions of Sheikh Al Amin bin Mazrui
and Abdallah Swaleh al Farsy. - Find out from your immediate community some of the prominent Muslim
scholars and identify the common factors that can be attributed to their success
in the field of Academics.
Business Studies KCSE Mock Exams and Answers {Latest Best Collections}
565/1
NAME…………………………………ADM .NO………………INDEX NO.………..………
SIGNATURE…………………………………………..……DATE……………………………..
KENYA CERTIFICATE OF SECONDARY EDUCATION
MOCKS 1 2023
BUSINESS STUDIES
Paper 1
TIME: 2 HOURS
Instructions to Candidates
- Write your name and index number in the spaces provided above.
- Sign and write the date of the examination in the spaces provided above.
- This paper consists of 25
- Answer ALL questions in the spaces provided
- This paper consists of 9printed pages. Candidates should check the question paper to ascertain that all the pages are printed as indicated and that no questions are missing
- Candidates should answer the questions in English
For Examiner’s Use Only
| Question | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 |
| Marks |
| Questions | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 |
| Marks |
TOTAL MARKS
- State four benefits of learning business studies to a Kenyan student (4mks)
- ………………………………………………………………………………………
- ………………………………………………………………………………………
- ………………………………………………………………………………………
- ………………………………………………………………………………………
- Highlight four measures a business may take to ensure that its environment is conducive to its business activities (4mks)
- ………………………………………………………………………………………
- ………………………………………………………………………………………
- ………………………………………………………………………………………
- ………………………………………………………………………………………
- State four factors to consider when evaluating a viable business opportunity (4mks)
- ………………………………………………………………………………………
- ………………………………………………………………………………………
- ………………………………………………………………………………………
- ………………………………………………………………………………………
- Most organizations have come up with customer care desks. outlinethree functions that they play . (3mks)
- ………………………………………………………………………………………
- ………………………………………………………………………………………
iii. ………………………………………………………………………………………
- ……………………………………………………………………………………
- Identify the documents that each of the following descriptions refer to (4mks)
| Description | Document |
| i. Used to inform buyer that seller has received the order | |
| ii. Used to ask about the availability of goods. | |
| iii. Used to organize for transportation of goods between seller and buyer | |
| iv. Used to show goods sold on credit |
- State four factors affecting the circular flow of income (4mks
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- The following balances were extracted from the books of WINNICO Limited on 31stDecember 2020.
| Item | Ksh. |
| Capital | 150,000 |
| Furniture | 110,000 |
| Purchases | 285,000 |
| Hawi (supplier) | 180,000 |
| Sales | 230,000 |
| Wages paid | 41,000 |
| Return inwards | 5,000 |
| Return outwards | 15,000 |
| Cash | 139,000 |
| Rent received | 5,000 |
Prepare the trial balance of the business as of 31st December 2020 (5mks)
- The information given below relates to Jomo Traders for the year ended 31stAugust 2021
Rate of stock turn over 3 times
Mark -up 20%
Opening stock ksh. 90,000
Closing stock ksh. 150,000
Required
- Gross profit (2mks)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
- Sales (2mks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………
- Highlight four features of services . (4mks)
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- State four causes of seasonal unemployment in Kenya (4mks)
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- Highlight four circumstances under which the capital of a business may change (4mks)
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- On 1 January 2006, Romano Traders started sh. 180,000 in cash and sh. 170,000 at bank. During the month, the following transactions took place:
2006
January 10 paid ABM Traders sh. 25,000 by cheque less sh. 1000 cash discount
16 sold goods for sh. 14,000 cash.
31 Banked all the cash except sh. 5,200
Enter the above transactions in the relevant cash book and balance it off. (4mks)
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………
- List four clauses of memorandum of association for joint stock companies (4mks)
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- State four causes of demand- pull inflation (4mks)
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- State four activities carried out in the process of distribution (4mks)
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- Outline four structural changes that may take place when a country is experiencing economic development (4mks)
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- State four reasons why it is suitable to locate a bonded warehouse at the point of entry of a country (4mks)
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- Highlight four reasons why business still use radios to promote their products despite other highly advanced media (4mks)
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- State four factors that may lead to an increase in market supply of a product (4mks)
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- State reward of each factor of production (4mks)
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- Highlight four methods used by a monopolistic firm to differentiate its products (4mks)
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- Juma wholesalers owned a motor vehicle at ksh. 2,000,000 which they comprehensively insured for ksh. 1,600,000. The vehicle was involved in an accident and written off. determine the amount of money Jumawholesalers should expect to get from their insurer
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
- State four ways in which the government is involved in business activities. (4marks)
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- State four ways in which the nature of goods would influence the choice of transport
(4mks)
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- State four advantages of locating a firm near the source of raw materials (4mks)
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
- ………………………………………………………………………………
565/2
NAME……………………………………..………………ADM .NO………………………..………
SIGNATURE…………………………………………..……….DATE………………….………….
.
KENYA CERTIFICATE OF SECONDARY EDUCATION
MOCKS 1 2023
BUSINESS STUDIES
Paper 2
TIME: 21/2 hours
Instructions to Candidates
- Write your name and index number in the spaces provided above.
- Sign and write the date of the examination in the spaces provided above.
- This paper consists of 6
- Answer ANY FIVE questions in the spaces provided
- This paper consists of 3printed pages. Candidates should check the question paper to ascertain that all the pages are printed as indicated and that no questions are missing
- Candidates should answer the questions in English
|
Question |
Maximum
score |
Candidates
score |
| 20 | ||
| 20 | ||
| 20 | ||
| 20 | ||
| 20 | ||
- (a) ExplainfivemeasuresthatKenyamaytaketocontrolunemploymentproblem (10 marks)
(b) Highlightfivedifferencesbetweendirecttaxandindirecttax . (10 marks)
- (a) Explain the meaning and significance in each of the following terms as used in foreign trade.
(10 marks)
- Terms of trade.
- Balance of payment.
- Exchange rate.
- Balance trade.
- Common market.
(b)Explainfivefunctionsofthenationalbudgetasatoolofplanning. (10 marks)
- (a)Discuss five factors that have led to survival of small-scale retailers despite competition from
Supermarkets. (10 marks)
(b)ThefollowingbalanceswereextractedfromthebooksofMuteitraderson31stDecember,2017.
Shs
Gross profit 800,000
General expenses 180,000
Buildings 1,250,000
Equipment 380,000
Capital 1,400,000
Furniture 117,000
Insurance 48,000
Stock 25,000
Commission income 125,800
Discount allowed 55,000
Discount received 56,200
Bank Overdraft 79,000
Salaries and wages 320,000
Creditors 90,000
Carriage outwards 60,000
Debtors 65,500
Carriage inwards 34,500
Cash 51,000
Prepare:
- Profitandlossaccountfortheperiodended31st
- Balance sheet as at 31stDecember,2017. (10marks)
- (a) Highlightfivebenefitsaccruingtoasellerwhousesthepersonalsellingmethod
to promote herproducts. (10marks)
(b)The following transactions relate to Furaha traders for the month of July,2008
July 1 : Balance brought down cash sh.16,250 and Bank Shs.19,847
July2 : Sold goods worth Shs.1,348 to Patel and received a calculator in exchange
July 5 : Paid transport by cheque Shs.2,000
July 6 : Issued a cheque to Kerio Traders setting an invoice for Shs.10,000 deducting 2%
cash discount
July 10: Transfer Shs.15 000 from cash till to bank
July 12: Sold goods for cash Shs.12,000 less 2% cash discount
July 13: Sold goods to Onyango on credit worth Shs.15, 000
July 14: The owner of the business withdrew Shs.3000 in cash to buy a present for his
daughter
July 16 : Received a cheque from Kuria Shs.2,500 less 5 % cash discount
July 22 : Bought furniture from Babu Traders on credit worth Shs.16,500 and cash
discount of 10% if payment is made within 2 weeks
July 24: Withdrew cash from bank for office use Shs8,000
July 26: The owner brought into the business Shs.9,000 cash
July 27: Issued a cheque to Babu Traders for amount due
July 28: Sold goods to Kuria worth Shs.5,000 for Shs.3,800 and received payment by
cheque
July 30: Banked all cash and remained with Shs.100 in the cash till
Required; Prepare Furaha Traders three column cash book for the month of July 2008.
(10 marks)
- a)Explainfivemeansofwrittencommunication. (10marks)
- b) Explainfivemeasuresthatareadoptedbythegovernmenttoprotectconsumers
againstexploitation. (10marks)
- (a) Explainfive(10marks)
( b) Commodity A and B are subtitute products. Using well label diagrams explain
how increase in supply of commodity A would affect the equilibrium price and quantity
demanded of commodity B. (10mks)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
MOCKS 1 2023
BUSINESS PP1 MS
-
- Torelateknowledge,skills,andattitudestodaytoday.
- Self-
- Highlight four measuresa bustoensurethatitsenvironmentisconduciveto its businessactivities.
- Ensuringthebusinessoperatesinsurroundingthatarecleanandattractiveto
- e.,relevant permitsandlicenseshavebeenobtained.
- Thatallgovernmenttaxesarepaidpromptly
- Statefourfactors to
- Potentialprofits
- Availability ofmarket
- Availability of rawmaterials
- Amount of capitalrequired
- Level ofcompetition
- Security
- Governmentpolicy
- Futuregrowth
- Acceptance by thecommunity
- Cost ofcapital
- Ability tomanage
- Mostorganizations havecomeupwithcustomercareOutline functions that theyplay.
- Advisemanagementonissuesandcomplaints
- Attend to anyenquiry
- Buildconfidenceinclients (efficientservice)
- Attend tocomplaints
- Ensurethatclientsareattendedtofastenough
- (
| Description | Document |
| i)Used to inform buyer that seller has
received the order |
Acknowledgements note |
| i) Usedtoaskabouttheavailabilityof
goods |
Letter of inquiry |
| ii)Usedtoorganizefortransportation
of goods between seller and buyer |
Consignment notes |
| iii) Used to show goods sold on credit | Invoice |
- Namefour factorsaffectingthecircularflowofincome
- Savings-leakages
- Taxes-leakages
- Governmentexpenditure
- Investments
- Foreigntrade
- WINNICO Limited
Trial Balance
As at 31st December 2020.
| Item | Dr.
Ksh. |
Cr.
Ksh. |
| Capital | 150,000 | |
| Furniture | 110,000 | |
| Purchases | 285,000 | |
| Hawi (supplier) | 180,000 | |
| Sales | 230,000 | |
| Wages paid | 41,000 | |
| Return inwards | 5,000 | |
| Return outwards | 15,000 | |
| Cash | 139,000 | |
| Rent received | 5,000 | |
| 580,000 | 580,000 |
Cost of sales =KSH. 360,000
20=
=KSH.72,000
- G.P =72,000 + 360,000
=KSH. 432,000
- Characteristics of services
- They are intangible and invisible as they are not in material form.
- They can’t be stored for future use-perishable.
- Quality can’t be standardized.
- They are inseparable from the provider.
- Statefour causesofseasonalunemploymentinKenya
- Declineinthesupplyofcertainrawmaterials
- Temporary employment/contractworkers
- Economicdepression/declineineconomicactivities
- Voluntaryresignationduetogreenerpastures
- e.temporarystoppageorterminationofemployment
- Highlight four circumstances under which the capital of a business may change
(4marks)
- Profit increases capital
- Losses reduces capital
- Additional investment increases capital
- Drawings reduces capital
- Romano Traders
Two column cash Book
- List four clauses of memorandum of association for joint stock companies
- Nameclause
- Objectiveclause
- Liabilityclause
- Capitalclause
- Declarationclause
- State four causes of demand-pull inflation
- Increase in government expenditure
- Effects of credit creation by the commercial banks
- Increase in money incomes
- General shortage of goods and services
- Increase in consumer’s expenditure
- Statefouractivitiescarried o u t intheprocessofdistribution (4mks)
- Handling
- Storage
- Packing/packaging
- Transportation
- Grading
- Blending
- Sorting
- Breaking thebulk
- Outlinefourstructuralchangesthatmaytakeplacewhenacountryisexperiencing economicdevelopment
- Shiftfromagriculturetomanufacture
- Reduction in illiteracylevels
- Increase in skilledmanpower
- Improvement in healthfacilities
- Improvement intechnology
- Improvedinfrastructure
- Improved balance ofpayment
- Statefourreasonswhyitissuitabletolocateabondedwarehouseatthepointof entry of acountry
- For easyre-exporting.
- Topreventtheentryofharmfulgoods /dangerousgoods.
- Highlightfourreasonswhybusinessesstilluseradiostopromotetheirproducts despite other highly advancedmedia
- Wider geographicalcover
- Differentradiochannelscancastindifferentlanguages
- Blindcangetthemessage
- Abletoreachmanypeopleatthesametime
- Radioisaccessibleevenintheremoteareas
- Allows repetition ofmessage
- Affordable /cheaper toadvertise.
- Statefourfactorsthatmayleadtoanincreaseinmarketsupplyofaproduct.
(4 marks)
- Increaseinthepriceoftheproduct
- Failinthecostofproduction
- Availability of cheapcredit
- Decrease inprices
- Whenthedemandishigh
- Futureexpectedfallinprice
- State reward for each factor of production. (4marks)
- Capital -interest
- Land-rent /rates/royalties/lease fees
- Entrepreneurship -profit
- Labour-wages/salaries /professional fees/commission
- Highlight4methodsusedbyamonopolisticfirmtodifferentiateitsproducts
- Branding
- Packaging in differentsizes
- Pricing
- Blending into differentcolours
- Persuasiveadvertising
- Trademarks
- Juma wholesalers owned a motor vehicle valued at 2,000,000 which they comprehensively insured for Kshs. 1,600,000. The vehicle was involved in an accidentandwrittenoff.DeterminetheamountofmoneyJumawholesalersshould expect to get from theirinsurer
Compensation = sum assured/insured premium x loss
Actual value
1,600,000 x 1,600,000 = 1,600,00
2,000,00
- State four ways in which the government is involved in business activities
- Regulation
- Training
- Internal tradepromotion
- Eternal tradepromotion
- Serviceprovisions
- Creation of enablingenvironment
- Consumerprotection
-
- Ifgoodsareperishableafastandappropriatemeansisrequired
- Ifgoodsarefragile,asmoothmeansoftransportisrequired
- Ifgoodsarehighlyvalued,asafeandsecuremeansisrequired
- Ifgoodsareurgentlyrequired,afastermeansisused
- Ifgoodsarebulkyanappropriatemeanswillbeused
- (4marks)
- Reduce transportcost
- Get quality rawmaterials
- Enhance continuousproduction
- Avoidwastageofrawmaterials
ELDORET DIOCESE EXAM 2021
MOCKS 1 2023
Marking Scheme
Business Studies Paper Two
- (a) ExplainfivemeasuresthatKenyamaytaketocontrolunemploymentproblem
- Populationcontrolegfamilyplanning
- Increasedgovernmentexpenditurethushavingmanyprojectssetup
- Encouragingexploitationofnaturalresourcestoincreaseproductionactivities
- Exportinglabortocountrieswithlabordeficiency
- Diversificationoftheeconomytoreduceseasonalunemployment
- Ruraldevelopment
- Encourageforeigninvestmentinthecountry
- Encourageuseoflabor-intensive methodinproduction
- Improvementoftheinfrastructuretostimulateeconomicactivities
- Improvementofeducationsystemstomakeitmoreappropriatetotheemploymentneeds of theeconomy.
(b) Highlightfivedifferencesbetweendirecttaxandindirecttax
| Direct tax | Indirect tax |
| (i)Tax revenue is certain | (i)Uncertainty in tax collected |
| (ii) Does not affect prices of goods and services | (ii)Affectspricesofgoodsandservices |
| (iii) The society or taxpayers are conscious | (iii)thetaxpayermaynotbeawareof tax beingpaid. |
| (iv) Economical in collection | (iv) Expensive in collection |
| (v) Cannot be avoided | (v) Can be avoided |
| (vi)Can discourage work | (vi)Encourages people to work hard to maintain their standards of living. |
2.(a) . Explain the meaning and significance in each of the following terms as used in foreign trade.
Termsoftrade:therateatwhichexportsononecountryexchangeswith
imports.Tot=Priceindexofexportsdetermineswhetherthetradebetweenonecountryandanotherisfavorable.
- Balanceofpayment:thedifferencebetweenbothcapitalandcurrentexportsandimportsofa Ifthevalueofexportsishigher,thecountryexperiencesasurplusandviceversa.It determineswhetheracountryisexperiencingsurplusinI
- Exchangerate:rateatwhichacountry’scurrencyexchangeswithanother.Thisratedeterminesthevalueofexportsandimports/showsitsindicationofacountry’seconomicstrength.
- Balancetrade:thedifferencebetweenthevalueofacountry’svisibletangibleimportsandits Determineswhetheracountryisexperiencingsurplus/deficittrade
Commonmarket:anagreementbetweencountriesthatallowfreemovement
ofgoodsand factorsofproduction.Thisallowsmobilizationofresources/
tradewithoutrestriction
(b). Explainfivefunctionsofthenationalbudgetasatoolofplanning.
- Outlininggovernmentexpenditure–Itdetailsthevariousexpenditureprogrammedthe governmentplanstoundertakeoveragivenperiod
- Outlininggovernmentrevenue–Itgivesdetailsofthevarioussourcesofrevenuefor thegovernmenttofinanceitsactivities
- Enablinggovernmentplanning–Thegovernmentusesthebudgettoplanforvarious activitiesandprogrammedthatleadtoeconomicgrowthanddevelopment
- Introducingchangesintaxation–Thevarioustaxestobeapplied,thetaxrateandthe modeofapplicationofthetaxesareoutlinedinthebudget
- Regulatingmoneysupply–Itoutlinesthemonetarysystemstobeinstitutedbythe governmenttoregulatemoneysupplyintheeconomy
- Stimulatingeconomicactivities–Itisusedtoincreasegovernmentexpenditureinthe economywhichwillspureconomicactivitiesinthecountry
- (a) Discussthefactorsthathaveledtothesurvivalofsmall-scaleretailersdespitecompetitionfrom supermarkets(10marks)
- Personalizedservices:smallscaleretailersprovidepersonalizedservicesandarethereforeab
- accessibilityofsmall-scaleretailers/convenienceoflocatingsmallscaleretailersare conveniently in urbancenters.
- Creditfacilitiessmallscaleretailersoffercreditfacilitiestosome oftheircustomerswhichare notavailabletospecificcustomerneeds.
- Runningcostsofsmall-scaleretailersarelittleandthismakesiteasierforthemtosurvive unlikesmallmarketswhichrequirehugecapitaltooperate.
- Management:Smallscalebusinessestherisksinvolvedarelowwhileinsupermarketsaregrew
- Starting/initialcapitalstartingsmallscaleretailersasuitableforpeopleformoflowincome.
- Flexibility-itiseasierforsmallscaleretailerstochangefromoneformofbusinesstoanother locationthanitisforsupermarkets.
(b)
Mutei traders
ProfitandLoss
For the year ended 31/12/2017√
Shs Shs
Generalexpenses180,000 √ Grossprofit b/d 800,000√
Insurance48,000 √ Commission income 125,800 √ Discountallowed55,000 √ Discount received 56,200√
Salariesandwages320,000√
Carriageoutwards60,000√
NetProfit319,000√
982,000 982,000
Marking10√*½=5marks Muteitraders
Balancesheet
Asat31/12/2017 FixedAssets Shs Shs
Buildings1,250,000√ Capital 1,400,000√
Equipment380,000√ AddNetProfit 319,000√
Furniture117,000√ 1,719,000
1,747,000
Currentassets Currentliabilities
Stock 25,000√ Creditors 90,000√
Debtors65,000√BankOverdraft79,000√169,000
Cash 51,000√ 141,000
1,888,000 1,888,000
- (a)Highlightfivebenefitsaccruingtoasellerwhousesthepersonalsellingmethod to promote herproducts
- Personalsellinggivestheselleranopportunitytodemonstratetheproducts that they areselling.
- Salespersons
- Sellerhasanopportunitytoobservethereactionofcustomertotheproduct
Enablesthesellertotargetthespecificgroupsinquestion.
(b) Faraha Traders
| DATE | PARTICULARS | D.A | CASH | BANK | DATE | PARTICULARS | D.R | CASH | BANK |
| 2008
July 1 10 12 16 24 26 28 30 |
Balance b/d
Cash Sales Kuria Bank Capital Sales Cash ©
Balance b/d |
240 125
1200
1565 |
16520
8000 9000 3800
37320 1000 |
19847
15000 11760 2375
18320 67302 32652 |
2008
July 5 6 10 14 24 27 30 |
Transport Kerio traders
Bank Drawing
Cash Babu traders Bank © Balance c/d
|
200
1650
1850 |
15000 3000
18320 1000 37320 |
2000 9800
8000 14850
32652 67302 |
- a)Explainfivemeansofwrittencommunication. (10marks)
- Letters–aformofwrittencommunication;business,official/formal,non–formaletc
- Telegrams-isameansofcommunicationprovidedbythepostoffice,thesender obtainsthetelegramformfromthepostofficeandfillsthemessageonitincapital lettersandhanditovertothepostofficeemployeesatthecounter.
- Telex-isameansofcommunicationusedtosendshortordetailedmessagesquickly byuseofTheserviceisprovidedbythepostofficeonapplication.
- Facsimile(Fax)-involvestransmissionofinformationthroughafaxmachine.Both thesenderandthereceivermusthaveafaxmachine.
- Memorandum (Memo) – is printed information for internal messages within an organization.Itisnormallyusedtopassinformationbetweendepartmentsoroffices in anorganization.
- Notice-isusedtoinformagrouporthepublicaboutpastcurrentorfutureevents.It isusuallybriefandtothepoint.Itcanbeplacedonwalls,inpublicplaces,ontrees,
newspapers or on notice boards.
- Reports-arestatements/withinrecordsoffindingsrecommendationsandconclusion ofaninvestigation/research.Areportisusuallysenttosomeonewhohasaskedforit for a specificpurpose.
- Circulars-aremanycopiesofasingleletteraddressedtoverymanypeoplewhenthe
- Agenda-isanoutlineoftheitemstobediscussedinameeting.Itisusuallycontained inanoticetoameetingsentinadvancetoalltheparticipantsofthemeeting.
Minutes-arerecordsoftheproceedingsofameeting
- (b) Explainfivemeasuresthatareadoptedbythegovernmenttoprotectconsumers againstexploitation
- Settingupstandards-ThegovernmentthroughtheKEBSsetsstandardswhichmust
be maintained by producers and traders.
- WeightsandMeasuresAct-Thegovernmentensuresthattheequipmentusedfor weighingandmeasuringarecorrectandaccuratebyregularcheckingandadjustingof
- Licenses-Thegovernmentrequiresmanufacturersandbusinesspeopletoget licensesbeforecommencingtheirbusinessoperationsthisensuresthatthereis
- FoodandDrugsAct-Thegovernmentensuresthatproducersandtradersdonot includeanysubstancethattheyselltocustomerswhichmayhaveharmfuleffectsto the customershealth.
- TradedescriptionAct-Ensuresthataproducersortradersdoesnotcheatthe
- Pricecontrol-Thegovernmentmaysetapricebeyondwhichacommodityshouldnot
- RentandTribunalAct-
6 (a) Explainfivecharacteristicsofperfectcompetitionmarketstructure
- Largenumberofbuyers/sellerssuchthatactionofsinglebuyer/sellercannotaffectthe market
- Homogeneity/uniformityoftheproduct-productsfromdifferentproducersareidentical in allaspects
- Wideknowledgeofthemarket-thereforenosingleseller/’buyercanaffectthebusiness atanypriceotherthantheequilibriumprice
- Freedomofentry/exit-therearenobarrierstoentryorexittoorfromthemarket
- Uniformityofbuyersandsellers-thereforenobenefitofsellingorbuyingfromaparticular buyer orseller
- Nogovernmentinterference-informoftaxes,subsidies,quotas,pricecontrol/price prevailinginthemarketisdeterminedstrictlybyinterplayofdemandandsupply
- Noexcessdemand/supply-buyerscanbuyalltheywant/sellersareabletosell alltheysupplytothemarket
- Notransportcostsasbuyersandsellersareinonearea
- b) Commodity A and B are complementary Using well label diagrams explain how increase in supply of commodity A would affect the equilibrium price and quantity demanded of commodity B. (10mks)
Free CBC Grade 7 Notes For All Subjects
Kiswahili Grade 6 CBC KPSEA Exams and Marking Schemes Free
| GRADI YA SITA TERM
KISWAHILI
|
Punda
Papa
Bunda
Pango
Bibi
- Ninimajibuyamaamkuzihaya?
Shikamoo? _____________________
U haligani? _____________________
Hujambo? _______________________
Waambaje? _______________________
Habarizaasubuhi? ___________________
- Jazamapengokwakutumiavielezimwafaka;
alfajiri, juzi, polepole, Ijumaa, kipupwe
____________________ huwanabaridishadidi
Tutarauka ______________ ilitusicheleweshuleni.
Benderahupeperushwakia______________________
___________________ tulikuwanawagenikwetu.
_________________ ndiomwendo.
- Kamilishamethalihizi
Pole polendio ____________ { kufika, mwendo}
Teke la kuku halimwumizi ____________ {mwewe, mwanawe}
Mtakayotehukosa ____________. {baraka, yote}
Benderahufuata ______________. {upepo, hewa}
Harakaharakahaina ____________. {mbaraka, baraka)
- Tumiakiulizisahihikatikasentensehizi
Wanafunzi _______________ wamesafiri? {ngapi, wangapi}
Ulisomakitabu _____________ janajioni? {kipi, vipi}
Mswaki ____________ umevunjika?{ipi, upi}
Kalamuzakoni _____________ katiyahizi? {lipi, zipi}
Unayapendamatunda ________________? {yapi, zipi}
- Kamikishasentensihizi;
Mwanawang’ombehuitwa _____________________
Kifaranganikwa kuku bali ________________ nikwandege.
Mwalimunikwawanafunzibali ________________ nikwawauminikanisani.
Jinajingine la mlinzini__________________
| Nenondegelinamaanazaidiyamoja. Kuna ndege, ainayamnyamanandege, chombo cha usafiri. Kwasasatunasungumzakuhusundegekamachombo cha usafiri.
Ndegelinapokuwaanganitwasemakwambalinapaa.Baadayamudayausafiri, ndegehutuailiwasafiriwashuke. |
| Anayeendeshandegehuitwarubani.Anayeendeshagarihuitwadereva, anayeeneshagari la moshianaitwakandawalanakishaanayeelekezamerikebuhuitwanahodha. Kusafirikwandegeniharakasanalakiniinagharamayajuukulikohivivyombovingine. |
- Tajamaanambilizanenondege;
- __________________________________________________________
- _________________________________________________________
- Wakatiganiwasafirihushukakwandege? _______________________________________________________
- Ndegelinapokuwaanganitwasemakwamba ________________________
- Mtuanapotaka safari yaharakaatatumia ______________________________
- Watuhawafufanyakazigani?
Rubani __________________________________________________________
Nahodha _________________________________________________________
Kandawala _______________________________________________________
Dereva ___________________________________________________________
- Kwanini watuwengehawatumiindegekwausafiri _____________________
Andikainshafupikuhusu, rafikiyako;
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
| GRADE SIX TERM ASSESSMENT
SHUGHULI ZA KISWAHILI MASWALI
|
- Ambatanisha jina na picha sahihi.
Punda
Papa
Bunda
Pango
Bibi
- Nini majibu ya maamkuzi haya?
Shikamoo? Marahaba
U hali gani? Njema
Hujambo? Sijambo
Waambaje? Sina la kuamba
Habari za asubuhi? Nzuri/njema
- Jaza mapengo kwa kutumia vielezi mwafaka;
alfajiri, juzi, polepole, Ijumaa, kipupwe
kipupwe huwa na baridi shadidi
Tutarauka alfajiri ili tusichelewe shuleni.
Bendera hupeperushwa kia Ijumaa
Juzi tulikuwa na wageni kwetu.
Polepolendio mwendo.
- Kamilisha methali hizi
Pole pole ndio mwendo
Teke la kuku halimwumizi mwanawe
Mtaka yote hukosa yote
Bendera hufuata upepo
Haraka haraka haina Baraka
- Tumia kiulizi sahihi katika sentense hizi
Wanafunzi wangapiwamesafiri?
Ulisoma kitabu kipijana jioni?
Mswakiupiumevunjika?
Kalamu zako ni zipi kati ya hizi?
Unayapenda matunda yapi?
- Kamikisha sentensi hizi;
Mwana wa ng’ombe huitwa ndama
Kifaranga ni kwa kuku bali ________________ ni kwa ndege.
Mwalimu ni kwa wanafunzi bali padreni kwa waumini kanisani.
Jina jingine la mlinzi ni__________________
| Neno ndege lina maana zaidi ya moja. Kuna ndege, aina ya mnyama na ndege, chombo cha usafiri. Kwa sasa tunasungumza kuhusu ndege kama chombo cha usafiri.
Ndege linapokuwa angani twasema kwamba linapaa. Baada ya muda ya usafiri, ndege hutua ili wasafiri washuke. |
| Anayeendesha ndege huitwa rubani. Anayeendesha gari huitwa dereva, anayeenesha gari la moshi anaitwa kandawala na kisha anayeelekeza merikebu huitwa nahodha. Kusafiri kwa ndege ni haraka sana lakini ina gharama ya juu kuliko hivi vyombo vingine. |
- Taja maana mbili za neno ndege;
- Mnyama mwenye mabawa
- Chombo cha usafiri angani
- Wakati gani wasafiri hushuka kwa ndege? Wakati ndege limetuwa
- Ndege linapokuwa angani twasema kwamba linapaa
- Mtu anapotaka safari ya haraka atatumia ndege
- Watu hawa fufanya kazi gani?
Rubani huendesha ndege
Nahodha huendesha gari moshi
Kandawala huendesha meli
Dereva huendesha gari
- Kwanini watu wenge hawatumii ndege kwa usafiri una garama kubwa sana
KISWAHILI FORM 4 SCHEMES OF WORK TERM 1-3
AZIMIO LA KAZI
KIDATO CHA NNE
ASILIA
- KLB
- Mwongozo wa Mwalimu
- Oxford
- Kamusi
| JUMA | KIPINDI |
SOMO |
SHABAHA |
MBINU |
VIFAA |
ASILIA |
MAONI |
| 1 | 4-6 | KUFUNGUA SHULE NA KUSAHIHISHA KAZI YA LIKIZO | |||||
| 2 | 5-6 | Fasihi
Hadithi fupi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na lugha |
Majadiliano Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Mayai Waziri wa Maradhi na hadithi nyingine |
|
| 3 | 1 | Kusikiliza na kuzungumza
Fasihi simulizi na fasihi andishi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuweza kubainisha sifa za fasihi simulizi na fasihi andishi pamoja na tofauti, aidha tanzu zake |
Majadiliano Kuuliza na kujibu maswali |
Jedwali Utendaji wa wanafunzi |
C. Kuhenga
Fasihi simulizi na tamathali za usemi KLB BK 4 UK 4-19 Chem BK 4 UK 4 |
|
| 2 | Isimu Jamii
Maana, lugha na mawasiliano |
Kufika mwisho wa funzo mwanafunzi aweze;
Kueleza maana ya isimu jamii, umuhimu wake, maana ya lugha, dhima na uhusiano kati ya mawasiliano na lugha |
Kujadiliana Kusikiliza Kuuliza maswali |
Vifaa halisi Picha na michoro |
I.I Odeon a M. Geoffrey Fani ya isimu jamii UK 1-8 |
||
| 3 | Sarufi
Vivumishi, ngeli za majina na upatanishi wake |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuvibainisha vivumishi vya sifa, vionyeshi, idadi na kuvitumia pamoja na ngeli mbalimbali katika sentensi |
Kuuliza Kusikiliza Kujibu maswali |
Jedwali, kadi zenye vivumishi vya sifa vionyeshi na idadi |
Chem BK4 UK 102 KLB BK4 UK 26-27 Nkwera: Fasihi na sarufi UK 28 |
||
| 4 | Kusoma
Matangazo |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma kwa sauti matangazo kwa ufasaha na utaratibu tofauti Kuyatofautisha matangazo hayo |
Kutafuta matangazo mbalimbali Kubainisha sifa zake |
Nakala za matangazo ya redio nay a kuandikwa |
Chem. UK 102 KLB BK4 UK 26 |
||
| 5 | Kuandika
Barua rasmi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutambua sehemu muhimu za kuzingatia na kuzitilia maanani ili kuweza kutunga barua nzuri ipasavyo |
Maelezo, kujadiliana na kuandika barua |
Nakala za barua rasmi |
Chem. UK 32 KLB BK4 UK 8-15 Mwongozo wa uandishi wa insha |
||
| 6 | Fasihi
Hadithi Fupi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma na kuchambua ploti ya hadithi, dhamira, maudhui, lugha na wahusika katika hadithi
|
Kujadiliana Kuuliza Kujibu maswali |
Vifaa halisi Picha na michoro |
Mayai Waziri wa Maradhi na hadithi nyingine |
||
| 4 | 1 | Kuandika insha ya methali | Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha maana bayana na batini, visa katika kubuni insha inavyostahiki |
Utendaji wa wanafunzi |
Mifano ya insha za methali |
Chem. UK 66 KLB BK4 UK 28-29, 16-17 |
|
| 2 | Kusikiliza na kuzungumza | Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma na kuelewa taarifa, kudondoa mambo muhimu kwa kuzingatia matamshi bora na lugha |
Utendaji wa wanafunzi Kuuliza na kujibu maswali Majadiliano |
Vifaa halisi Picha na michoro |
Tuki: kamusi sanifu KLB BK4 UK30-32 |
||
| 3 | Sarufi
Nomino/jina |
Kufika mwisho wa funzo mwanafunzi aweze;
Utambuzi wa aina mbalimbali za nomino, kuzitolea mifano katika sentensi sahihi |
Kusikiliza Kuuliza Kujibu maswali |
Vifaa halisi Picha na michoro |
Chem. UK 5 KLB BK4 UK 32-35 F.V. Nkwera |
||
| 4 | Kusoma kwa mapana
Magazeti |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuwa staid katika usomaji Kuzingatia matamshi bora Kudondoa hoja za kitaifa na kimataifa na zinazohusiana na janga la ukimwi |
Majadiliano na usomaji wa magazeti |
Taifa Leo Majira Majarida Ya Kiswahili Katika maktaba |
Magazeti ya magktaba KLB BK4 UK 35-37 |
||
| 5-6 | Fasihi
Hadithi Fupi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma na kuchambua mtiririko wa visa, dhamira, lugha, maudhui na wahusika katika hadithi fupi |
Kujadiliana Kuuliza Kujibu maswali |
Vifaa halisi Picha na michoro |
Mayai Waziri wa Maradhi na hadithi nyingine |
||
| 5 | 1 | Kuandika
Muhtasari |
Kufika mwisho wa funzo mwanafunzi aweze;
Uzingativu wa kanuni za muhtasari Kudondoa hoja muhimu bila kubadili maana na kuandika muhtasari |
Kusoma makala Kudondoa hoja muhimu na kuandika muhtasari |
Fungu la ufupisho |
KLB BK4 UK 37-38 Tuki Kamusi sanifu |
|
| 2 | Kusikiliza na kuzungumza:
Mtandao |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuweza kuwasiliana kwa mtandao na kutambua istilahi zinazohusiana na mtandao |
Majadiliano Kuuliza Kujibu maswali |
Vifaa halisi Picha na michoro |
Chem. UK 137 KLB BK4 UK 39-41 Tuki Kamusi sanifu |
||
| 3 | Sarufi
Vitenzi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuvitanbua na kutaja aina zake na kuweza kuvitungia sentensi |
Kutambulisha vitenzi
Kuuliza Kujibu maswali |
Vifaa halisi Picha na michoro |
Chem. UK 39 KLB BK4 UK 43-46
|
||
| 4 | Kuandika
Memo |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutambulisha aina mbalimbali za meme na kuandika ujumbe kwa kutumia meme |
Maswali Majadiliano Kujibu maswali |
Tarakilishi Rununu Nukilishi |
Chem. UK 78 KLB BK4 UK 46-50 |
||
| 5 | Isimu Jamii
Hadhi na chimbuko la lugha ya Kiswahili |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuweza kuelewa hadhi ya lugha ya Kiswahili na chimbuko la lugha hii katika upwa wa pwani ya Afrika mashariki |
Majadiliano Kusoma Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Odeo I.I na Maina C. Fani ya Isimu Jamii UK 9-21 |
||
| 6 | Fasihi
Hadithi fupi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na matumizi ya lugha |
Kujadiliana Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Mayai Waziri wa Maradhi na hadithi nyingine |
||
| 6 | 1 | Kusikiliza na kuongea
Methali na misemo |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuzingatia matamshi sahihi, kuelewa maana, methali zilizo sawa na zenye maaana kinzani |
Majadiliano Kuuliza na kujibu maswali |
Vinasa sauti Picha na michoro |
Kamusi ya methali Kamusi ya misemo |
|
| 2 | Kusoma kwa ufahamu
Haki za binadamu |
Kufika mwisho wa funzo mwanafunzi aweze;
Matamshi sahihi, kuelewa maana, msamiati ili kuweza kujibu maswali ipasavyo |
Majadiliano Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Tuki Kamusi sanifu KLB BK4 UK 56-58 |
||
| 3 | Sarufi
Viwakilishi |
Kufika mwisho wa funzo mwanafunzi aweze;
Aina za viwakilishi zitambulishwe na ziweze kutumika katika umoja na wingi ipasavyo katika mwasiliano |
Kusikiliza Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Chem. UK 17 KLB BK4 UK 58-60 Oxford BK4 UK |
||
| 4 | Isimu Jamii
Dhana ya lahaja za Kiswahili |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuelewa dhana ya lahaja za Kiswahili, zinakotumika na lafudhi zake ipasavyo |
Majadiliano
Kusoma Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Odeo I.I na Maina C. Fani ya Isimu Jamii UK 27-32 |
||
| 5-6 | Fasihi
Hadithi Fupi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na mbinu za lugha na za kisanaa ipasavyo |
Kujadiliana Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Mayai Waziri wa Maradhi na hadithi nyingine |
||
| 7 | 1 | Kuandika
Tahakiki |
Kufika mwisho wa funzo mwanafunzi aweze;
Utambuzi wa vipengele vya tahakiki na kuvitumia ipasavyo katika zoezi la kutahakiki taarifa |
Kusikiliza Kuuliza maswali Kujadiliana |
Tamthilia Riwaya Diwani ya ushairi na hadithi fupi |
KLB BK4 UK 75-78 Rejea zote |
|
| 2-3 | Fasihi
Hadithi fupi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma na kuchambua mtiririko wa visa, dhamira, lugha, maudhui mbinu za kisanaa na wahusika katika hadithi fupi |
Kujadiliana Kuuliza Kujibu maswali baada ya hadithi |
Vifaa halisi Picha na michoro |
Mayai Waziri wa Maradhi na hadithi nyingine |
||
| 4 | Kusikiliza na kuongea
Mafumbo |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuimarisha matamshi bora Kunoa akili Kumakinika katika ufumbuzi na utatuzi wa matatizo/mafumbo |
Kushiriki katika ufumbuzi Kujadiliana Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Chem. UK 71 KLB BK4 UK 79-81 |
||
| 5 | Fasihi simulizi
Lakabu |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuzingatia matamshi bora Kuwa watambuzi na wachunguzi ili kuweza kuunda na kutumia lakabu ipasavyo |
Kujadiliano Kuuliza na kujibu maswali Kufanya zoezi |
Vifaa halisi Picha na bango lenye picha |
Chem. UK 60 KLB BK4 UK 79-81 |
||
| 6 | Kusoma
Viwanda |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusomakuimarisha matamshi bora na kuweza kuujua na kuutumia ipasavyo Kujibu maswali ipasavyo |
Kusoma Kuuliza na kujibu maswali Kufanya zoezi |
Vifaa halisi Picha na michoro |
Tuki Kamusi sanifu KLB BK4 UK 84-88 |
||
| 8 | 1 | Sarufi
Viunganishi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuvitambua na kuvitumia kwa usahihi katika mazungumzo na pia kwenye sentensi ipasavyo |
Kusikiliza Kuuliza na kujibu maswali Kufanya zoezi |
Jedwali Vifaa halisi Picha na bango lenye picha |
F.V Nkwera Sarufi na Fasihi Chem. UK 97 KLB BK4 UK 88-89 |
|
| 2 | Kusoma
Wavuti |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma kwa matamshi bora Kutambua maana ya wavuti na istilahi zake na kuzitumia ipasavyo |
Kusikiliza Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Tuki Kamusi sanifu KLB BK4 UK 89-91 |
||
| 3 | Kuandika
Simu na Memo |
Kufika mwisho wa funzo mwanafunzi aweze;
Kudurusu kuhusu sehemu muhimu za simu, memo na kuzibainisha ili kuweza kudhihirisha matumizi yake ipasavyo katika mtungo |
Kusikiliza Kuuliza na kujibu maswali Kutunga mtungo |
Vifaa halisi Picha na bango lenye picha |
Chem. UK 193 KLB BK4 UK 91-93 Mwongozo wa insha |
||
| 4 | Isimu Jamii
Usanifishaji wa Kiswahili |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuelewa sababu na jinsi Kiswahili kilivyosanifishwa baada ya kumaizi maana ya usanifishaji Kujadiliana |
Majadiliano Kusoma Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Odeo I.I na Maina C. Fani ya Isimu Jamii UK 33-37 |
||
| 5-6 | Fasihi
Hadithi Fupi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na mbinu za lugha na za kisanaa |
Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi |
Vifaa halisi Picha na michoro |
Mayai Waziri wa Maradhi na hadithi nyingine |
||
| 9 | 1 | Kusikiliza na kuongea
Bungeni |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuzingatia matamshi bora Kustawisha mawasiliano na itifaki, aidha istilahi sahihi za bunge |
Kusoma kwa sauti © Education Plus Agencies Kujadiliana Kufanya zoezi |
Vifaa halisi Picha na michoro |
Chem. UK 61 KLB BK4 UK 94-97 |
|
| 2 | Kusoma
Kumbukumbu za mkutano |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma kwa matamshi bora, kuelewa msamiati, kumudu kuandika kumbukumbu za mkutano ipasavyo |
Kusikiliza Kuuliza na kujibu maswali Kufanya zoezi |
Nakala za kumbukumbu za mkutano |
Chem. UK 169 KLB BK4 UK 97-99 |
||
| 3 | Sarufi
Vielezi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutambua aina mbalimbali za vielezi na kuvitumia katika sentensi na mawasiliano |
Kusikiliza Kuuliza na kujibu maswali Kufanya zoezi |
Chati ya vielezi Utendaji wa wanafunzi |
Chem. UK 75-76 KLB BK4 UK 100-101 Nkwera 24-26 |
||
| 4-6 | LIKIZO FUPI | ||||||
| 10 | 1-2 | LIKIZO FUPI | |||||
| 3 | Kusoma
Riwaya teule |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma na kuelewa mambo yahusuyo riwaya, kujadili maudhui, kiini, wahusika na mbinu za kisanaa na za lugha |
Kusoma Kujadiliana |
Vitabu vya riwaya (hadithi) |
Chem. UK 55, 65 KLB BK4 UK 102 |
||
| 4 | Isimu Jamii
Maendeleo ya Kiswahili nchini Kenya |
Kufika mwisho wa funzo mwanafunzi aweze;
Kujadiliana na kuweza kuelewa hatua ambazo lugha ya Kiswahili imepiga nchini Kenya ipasavyo |
Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi |
Vifaa halisi Picha na michoro |
Odeo I.I na Maina C. Fani ya Isimu Jamii UK 38-51 |
||
| 5-6 | Fasihi
Hadithi Fupi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na mbinu za lugha na za kisanaa |
Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi |
Vifaa halisi Picha na michoro |
Mayai Waziri wa Maradhi na hadithi nyingine |
||
| 11 | 1 | Sarufi
Vihusishi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha aina mbalimbali za vihusishi na kuweza kuvitumia ipasavyo katika sentensi na katika mawasiliano |
Kusikiliza Kutunga sentensi Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Chem. UK 108 KLB BK4 UK 110 |
|
| 2 | Sarufi
Vivumishi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha aina mbalimbali za vivumishi na kuweza kuvitumia ipasavyo katika sentensi na katika mawasiliano |
Kusikiliza Kutunga sentensi Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Chem. UK 108 KLB BK4 UK 110 |
||
| 3 | Isimi Jamii
Chamgamoto na mikakati ya kuimarisha Kiswahili Kenya |
Kufika mwisho wa funzo mwanafunzi aweze;
Kujadiliana na kuweza kuelewa hatua ambazo lugha ya Kiswahili kimepitia ili kukabili changamoto zinazokikabili |
Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi |
Vifaa halisi Picha na michoro |
Odeo I.I na Maina C. Fani ya Isimu Jamii UK 52-58 |
||
| 4 | Isimi Jamii
Chamgamoto na mikakati ya kuimarisha Kiswahili Kenya |
Kufika mwisho wa funzo mwanafunzi aweze;
Kujadiliana na kuweza kuelewa hatua ambazo lugha ya Kiswahili kimepitia ili kukabili changamoto zinazokikabili |
Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi |
Vifaa halisi Picha na michoro |
Odeo I.I na Maina C. Fani ya Isimu Jamii UK 52-58 |
||
| 5-6 | Fasihi
Hadithi Fupi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na mbinu za lugha na za kisanaa katika hadithi fupi |
Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi |
Vifaa halisi Picha na michoro |
Mayai Waziri wa Maradhi na hadithi nyingine |
||
| 12 | 1 | Kusoma
Mashairi huru |
Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha tofauti ya mashairi, arudhi na huru Kuyachambua bila utatanishi |
Kukariri shairi Kusikiliza Kuuliza na kujibu maswali |
Makala ya majarida ya kiswahili |
Chem. UK 113, 173 KLB BK4 UK 114 Tuki: Kamusi sanifu |
|
| 2 | Kuandika
Utungaji wa kisanii |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuzingatia kanuni za utunzi wa mashairi huru na kuweza kutunga mashairi mazuri |
Kusikiliza
Kuuliza maswali Kuweza kutunga mashairi mazuri yaliyo na maudhui |
Mifano ya mashairi huru |
Chem. UK 173 KLB BK4 UK 114 Mwongozo wa utunzi |
||
| 3 | Sarufi
Vihisishi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha aina mbalimbali za vihisishi na kuweza kuvitumia ipasavyo katika sentensi na katika mawasiliano |
Kusikiliza Kutunga sentensi Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Chem. UK 213 KLB BK4 UK 110-111 Nkwera |
||
| 4 | Kusikiliza na kuzungumza
Mjadala |
Kufika mwisho wa funzo mwanafunzi aweze;
Mada ya mjadala Kuigiza mazungumzo na kuweza kuwasilisha hoja kwa ufasaha |
Kujadiliana na kuelekezwa |
Chati Mchoro na picha |
KLB BK4 UK 115-117 |
||
| 5-6 | Fasihi
Hadithi Fupi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma na kuchambua ploti, dhamira, maudhui, wahusika na mbinu za lugha na za kisanaa katika hadithi fupi |
Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi |
Vifaa halisi Picha na michoro |
Mayai Waziri wa Maradhi na hadithi nyingine |
||
| 13 | 1 | Kusoma
Utandawazi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kukuza ustadi wa kuso,a kwa ufasaha Kujadili msamiati na kuutumia katika sentensi |
Kusikiliza Kuuliza na kujibu maswali |
Ramani ya ulimwengu Michoro na picha |
Chem. UK 160 KLB BK4 UK 117-119 Tuki: Kamusi sanifu |
|
| 2 | Sarufi
Mwingiliano wa maneno |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuyatambua maneno/istilahi ziundazo sentensi na kuzitumia ipasavyo kwa ufasaha |
Kuitunga sentensi Kuuliza na kujibu maswali Kufanya zoezi |
Chati na michoro |
KLB BK4 UK 76-77 |
||
| 3 | Fasihi
Kudurusu |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuelewa na kushiriki katika kutoa mchango/hoja za kujibu swali lolote katika nyanja yoyote ya fasihi |
Kujadiliana
Kuuliza na kujibu maswali Kushiriki kujibu maswali |
Vifaa halisi Picha na michoro |
Maswali ya kudurusu ya riwaya, tamthilia, ushairi na hadithi fupi |
||
| 4 | Ushairi
Bahari/aina za ushairi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kudfurusu kwa kukumbuka na kutaja ainana sifa za bahari hizi za ushairi Kuchambua ushairi ipasavyo na kutambulisha bahari yake |
Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi |
Mashairi |
E. Kezilahabi Kunga za Ushairi Malenga wa Ziwa kuu |
||
| 5-6 | Isimu Jamii
Changamoto zinazokabili Kiswahili nchini na mikakati ya kuimarisha |
Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha mikakati inayokikabili Kiswahili kwa sasa nchini Kenya Kujadiliana na pia kubainisha mikakati ya kuzitatua |
Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi |
Vifaa halisi Picha na michoro |
Odeo I.I na Maina C. Fani ya Isimu Jamii UK 52-55 |
||
| 14 | 1 | Kusikiliza na kuzungumza
Matamshi bora (kudurusu) |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutamka irabu na konsonanti vizuri ipasavyo na kuweza kuzitambulisha |
Kutamka
Kusikiliza Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Chem. BK1 UK 3-8 KLB BK1 UK 16 Oxford BK1 UK 1-3 |
|
| 2 | Kusikiliza na kuzungumza
Matamshi bora (kudurusu) |
Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha ala za kutamkia, irabu zinakotamkwa hali kadhalika konsonanti Kutambulisha aina za konsonandi
|
Kutunga sentensi sahihi |
Vifaa halisi Picha na michoro |
Chem. BK1 UK 3-8 KLB BK1 UK 16 Oxford BK1 UK 1-3 |
||
| 3 | Sarufi
Kuakifisha (kudurusu) |
Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha alama za kuakifisha na kuweza kuzitumia ipasavyo katika maandishi |
Kusikiliza Kujadiliana Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Chem. BK1 UK 20,37,69,92,131,138, 180,196 KLB BK1 UK 22-23 |
||
| 4 | Isimu Jamii
Sajili katika muktadha isiyo rasmi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kueleza na kuelewa Kubainisha sajili na sifa za lugha ya nyumbani, hospitali, sokoni, mkahawani na mazungumzo ya kawaida |
Majadiliano Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Odeo I.I na Maina C. Fani ya Isimu Jamii UK 88-92 |
||
| 5-6 | Fasihi
Kudurusu |
Kufika mwisho wa funzo mwanafunzi aweze;
Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa |
Kujadiliana Kuuliza na kujibu maswali Kufanya zoezi |
Vifaa halisi Picha na michoro |
Rejea zote za fasihi |
||
| 15 | MITIHANI | ||||||
AZIMIO LA KAZI
KIDATO CHA NNE 2017
MUHULA WA II
ASILIA
- KLB
- Mwongozo wa Mwalimu
- Oxford
- Kamusi
| JUMA | KIPINDI |
SOMO |
SHABAHA |
MBINU |
VIFAA |
ASILIA |
MAONI |
| 1 | 3-6 | KUFUNGUA | |||||
| 2 | 1 | Kusoma kwa Mapana | Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma kwa ufasaha na kueleza nafasi ya Kiswahili katika utandawazi |
Majadiliano
Kuuliza na kujibu maswali Kufanya zoezi |
Ramani ya dunia Makala yanayohusu utandawazi |
KLB BK 2
UK 121-123 Makala magazetini Tuki: Kamusi sanifu |
|
| 2 | Kuandika
Utungaji wa kuiamilifu |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutambua sehemu muhimu za hotuba na kuweza kutunga insha kwa kuzizingatia |
Kuhotubia Kujadiliana Kufanya zoezi |
Nakala za hotuba Vinasa sauti |
KLB BK4 UK 123-124 Mwongozo wa mwalimu |
||
| 3 | Sarufi
Mwingiliano wa maneno |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutambua istilahi ziundazo sentensi na kutambua nafasi zake katika sentensi pia kuzitumia kwa ufasaha |
Kutunga sentensi Kuuliza na kujibu maswali |
Chati na michoro |
KLB BK4 UK 76-77 Chem BK4 UK 76-77 |
||
| 4 | Kusikiliza na kuzungummza
Miriga |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuzingatia matamshi bora ya lugha, kutaja miriga, umuhimu wake na mafunzo katika jamii |
Kusikiliza Kuuliza maswali na kufanya zoezi |
Vifaa halisi Picha na michoro |
I. Ikarabati KLB BK4 UK 80 |
||
| 5 | Isimu Jamii
Mazungumzo ya kawaida nay a biashara |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuelewa sifa, lugha na matumizi ya sajili ya mazungumzo ya kawaida nay a biashara |
Majadiliano Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Odeo I.I na Maina C. Fani ya Isimu Jamii UK I. Ikarabati UK 77-82 |
||
| 6 | Fasihi simulizi
Utani |
Kufika mwisho wa funzo mwanafunzi aweze;
Kwa kuzingatia matamshi bora kueleza ain za utani na kuweza kuzitumia ipasavyo katika mazungumzo |
Kusimilia visa Kuigiza na kufanya zoezi |
Kinasa sauti |
KLB BK4
UK 158-160 Hellenistic Publishers Mwongozo wa fasihi simulizi |
||
| 3 | 1 | Isimu Jamii
Kusoma kwa mapana |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuelewa na kueleza sifa na sajili ya lugha ya madukani nay a sokoni Kubainisha tofauti ya sajili hizo |
Majadiliano Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Odeo I.I na Maina C. Fani ya Isimu Jamii UK I. Ikarabati UK 82-86
|
|
| 2 | Fasihi Simulizi
Mighani |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuelewa, kueleza na kutaja mighani mbalimbali na mafunzo yake katika jamii |
Kujadiliano Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Mwongozo wa mwalimu KLB BK4 UK 125 Chem BK4 UK 162 |
||
| 3 | Kusoma
Vinyago vya Bosi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutamka maneno ipasavyo Kuelewa msamiati Kushiriki katika mjadala na kutumia msamiati huu kwa ufasaha |
Kusoma Kujadiliano Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Tuki: kamusi sanifu Mwongozo wa mwalimu KLB BK4 UK 125-129 |
||
| 4 | Sarufi
Miundo ya sentensi za Kiswahili |
Kufika mwisho wa funzo mwanafunzi aweze;
Kueleza maana ya sentensi, KN, KT na kuweza kuzingatia sehemu hizo za sentensi |
Maelezo Kuuliza na kujibu maswali |
Jedwali Michoro Makala mbalimbali |
F.V Nkwera KLB BK4 UK 131 Chem BK4 UK 188-189 |
||
| 5-6 | Fasihi
Kudurusu |
Kufika mwisho wa funzo mwanafunzi aweze;
Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa |
Kujadiliano Kuuliza na kujibu maswali Kufanya zoezi |
Vifaa halisi Picha na michoro |
Rejea zote za fasihi |
||
| 4 | 1 | Isimu Jamii
Sajili ya nyumbani na hospitalini |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuelewa na kueleza sifa na sajili ya lugha ya nyumbani na hospitalini Kubainisha tofauti za kipekee za sajili hizo |
Majadiliano Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Odeo I.I na Maina C. Fani ya Isimu Jamii UK 88-92
|
|
| 2 | Fasihi Simulizi
Visakale |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuelewa, kueleza na kutaja visakale mbalimbali na mafunzo yake, umuhimu wake katika jamii |
Masimulizi Majadiliano Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro Kanda za kunasia sauti |
KLB BK4 UK 125 Chem BK4 UK 164 I. Ikarabati UK
|
||
| 3 | Kusoma
Wajibu wa Kiswahili kitaifa na kimataifa |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma, kujadili na kutaja nafasi ya Kiswahili kama lugha ya kitaifa na kimataifa |
Kusoma Kusikiliza Kujibu maswali |
Makala mbalimbali na vinasa sauti |
Mwongozo wa mwalimu KLB BK4 UK 131-134 |
||
| 4 | Kuandika
Insha ya masimulizi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuandika kwa unadhifu masimulizi kwa kuzingatia mantiki katika kufafanua vipengele vya insha |
Kusikiliza Kusimulia Kuchambua vipengele Kufanya zoezi |
Nakala za masimulizi mbalimbali |
Mwongozo wa mwalimu KLB BK4 UK 134 Chem BK4 UK 219
|
||
| 5-6 | Fasihi
Kudurusu |
Kufika mwisho wa funzo mwanafunzi aweze;
Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa |
Kujadiliano Kuuliza na kujibu maswali Kufanya zoezi |
Vifaa halisi Picha na michoro |
Rejea zote za fasihi |
||
| 5 | 1 | Isimu Jamii
Maabadini na mahakamani |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuelewa na kueleza sifa na sajili ya lugha ya maabadini na mahakamani Kubainisha tofauti za kipekee za sajili hizo |
Majadiliano Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Odeo I.I na Maina C. Fani ya Isimu Jamii UK 95-98
|
|
| 2 | Kusikiliza na Kuzungumza
Hotuba |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuzitambulisha na kujadili sehemu za hotuba kwa kuzingatia matamshi bora |
Majadiliano Maigizo Kufanya zoezi |
Itendaji wa wanafunzi darasani |
Mwongozo wa mwalimu
KLB BK4 UK 135-136 Chem BK4 UK 90 |
||
| 3 | Kusoma
Uvumbuzi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kukuza staid za kusoma kwa matamshi bora Kujadiliana msamiati na kutumia ipasavyo katika sentensi |
Kusikiliza Kuuliza na kujibu maswali Kufanya zoezi katika vikundi |
Utendaji wa wanafunzi |
F. Nkwera KLB BK4 UK 136 Chem BK4 UK |
||
| 4 | Sarufi
Yambwa na chagizo |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuelewa maana ya istilahi hizo na kuzitumia ipasavyo kimazungumzo na katika sentensi |
Kusikiliza
Kuuliza na kujibu maswali Kufanya zoezi katika vikundi |
Vifaa halisi Picha na michoro |
F. Nkwera KLB BK4 UK 141-143 Chem BK4 UK 189 |
||
| 5-6 | Fasihi
Kudurusu |
Kufika mwisho wa funzo mwanafunzi aweze;
Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa |
Kujadiliano Kuuliza na kujibu maswali Kufanya zoezi |
Vifaa halisi Picha na michoro |
Rejea zote za fasihi |
||
| 6 | 1 | Fasihi Simulizi
Tamthilia |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma na kuchambua ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa |
Kujadiliano Kuuliza na kujibu maswali Kufanya zoezi |
Tamthilia teule |
Mwongozo wa mwalimu
KLB BK4 UK 143 Chem BK4 UK 100 |
|
| 2 | Isimu Jamii
Sajili ta darasani na muktadha wa kituo cha polisi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuelewa na lueleza sifa za sajili hizo Kubainisha sifa za kipekee katika kujibu maswali
|
Majadiliano Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Odeo I.I na Maina C. Fani ya Isimu Jamii UK 100-102
|
||
| 3 | Kuandika
Matangazo |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuandika na kutoa matangazo kwa kuzingatia kaida zake Kuandaa matangazo mazuri |
Kutaja Kuandaa Kuandika |
Matangazo Mabango Vifaa halisi |
Mwongozo wa mwalimu KLB BK4 UK 143 |
||
| 4 | Kusikiliza na Kuzungumza
Ulumbi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuimarisha msamiati bora na kukuza ukakamavu wa kuzungumza hadharani |
Kutoa mifano ya ulumbi |
Utendaji wa wanafunzi |
Mwongozo wa fasihi simulizi
KLB BK4 UK 146-150 Chem BK4 UK 197 |
||
| 5-6 | Fasihi
Kudurusu |
Kufika mwisho wa funzo mwanafunzi aweze;
Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa |
Kujadiliano Kuuliza na kujibu maswali Kufanya zoezi |
Vifaa halisi Picha na michoro |
Rejea zote za fasihi |
||
| 7 | 1 | Kusikiliza na kuzungumza
Soga |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuimarisha matamshi bora kwa kuzingatia matamshi mwafaka na kuweza kumakinika kikakamavu |
Kutoa mifano ya soga |
Utendaji wa wanafunzi |
Mwongozo wa mwalimu
KLB BK4 UK 146-150 Chem BK4 UK 82 |
|
| 2 | Kuandika
Ratiba |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutaja matukio Kujadili na kuweza kuandika ratiba kwa kuzingatia kanuni zake mwafaka |
Kujadili Kuuliza na kujibu maswali Kuandaa ratiba |
Nakala za ratiba mbalimabli |
Mwongozo wa mwalimu
KLB BK4 UK 143-145 Chem BK4 UK 216 |
||
| 3 | Kusoma
Ufisadi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuimarisha matamshi bora Kujadili msamiati Kutunga sentensi na kutanmbua athari za ufisadi katika jamii |
Kutaja visa Kuuliza na kujibu maswali Kujadiliana |
Vifaa halisi Picha na michoro |
Tuki: Kamusi sanifu KLB BK4 UK 150-153 Mwongozo wa mwalimu |
||
| 4 | Fasihi
Kudurusu |
Kufika mwisho wa funzo mwanafunzi aweze;
Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa |
Kujadiliano Kuuliza na kujibu maswali Kufanya zoezi |
Vifaa halisi Picha na michoro |
Rejea zote za fasihi |
||
| 5-6 | LIKIZO FUPI | ||||||
| 8 | 3 | Sarufi
Virai |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutambua kirai na aina za virai Kutunga sentenzi sahihi kwa kuvitumia kwa ufasaha bila tatizo |
Kusikiliza Kuuliza na kujibu maswali Kufanya zoezi
|
Jedwali Picha na vifaa halisi |
F. Nkwera KLB BK4 UK 153-154 Chem BK4 UK 176 |
|
| 4 | Kuandika
Insha ya mawazo na maelezo |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutambua sifa zake na kuweza kuandika insha hiyo kikamilifu |
Kutaja kanuni zihusikanazo na insha hizo |
Nakala za insha za mawazo |
Mwongozo wa mwalimu
KLB BK4 UK 157 Chem BK4 UK 181, 135 |
||
| 5-6 | Fasihi Simulizi
Malumbano ya utani |
Kufika mwisho wa funzo mwanafunzi aweze;
Kwa kuzingatia matamshi kueleza aina za utani na kuutumia ipasavyo katika mazungumzo |
Kusimulia visa Kuigiza na kufanya zoezi |
Kinasa sauti |
Mwongozo wa fasihi simulizi KLB BK4 UK 158-160 |
||
| 9 | 1 | Kusoma
Haki za watoto |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma kwa sauti na kwa ufasaha Kuutumia msamiati Kujibu maswali kawa ufasaha |
Kujadiliana Kusoma na kujibu maswali |
Vifaa halisi Picha na michoro |
Tuki: Kamusi sanifu
KLB BK4 UK 161-162 Mwongozo wa mwalimu |
|
| 2 | Sarufi
Vishazi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuelewa maana na kuvitumia ipasavyo katika sentensi na kufanya zoezi |
Kutoa mifano Kusikiliza Kuuliza maswali Kufanya zoezi |
Michoro ya mtawi kwenye chati |
Mwongozo wa mwalimu
KLB BK4 UK 163-164 Chem BK4 UK 177 |
||
| 3 | Fasihi Simulizi
Mashairi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutofautisha mashairi ya arudhi na huru, kuyaghani kwa mahadhi mbalimbali na kueleza maudhui yaliyomo |
Kughani mashairi Utendaji wa wanafunzi Kujadiliana Kujibu maswali |
Shairi la arudhi na huru |
Hellenistic E.P Mwongozo wa fasihi simulizi Sikate tamaa |
||
| 4 | Kuandika
Maelezo na maelekezo |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutambua sifa zake na kuweza kuandaa na kutunga maelekezo mazuri yasiyopotosha |
Kubainisha kanuni za maelezo Kutunga insha nzuri ufaayo |
Mifano ya insha |
Kiswahili Fasaha BK4 UK 166 Chem BK4 UK 101 |
||
| 5-6 | Fasihi
Kudurusu |
Kufika mwisho wa funzo mwanafunzi aweze;
Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa |
Kujadiliano Kuuliza na kujibu maswali Kufanya zoezi |
Vifaa halisi Picha na michoro |
Rejea zote za fasihi |
||
| 10 | 1 | Isimu Jamii
Sajili ya viwandani nay a bungeni |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuelewa na kueleza sifa za sajili hizo Kubainisha sifa za pekee katika kujibu maswali
|
Majadiliano Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Odeo I.I na Maina C. Fani ya Isimu Jamii UK 104-105
|
|
| 2 | Fasihi Simulizi
Mawaidha |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuelewa maana ya mawaidha, umuhimu wake na kuweza kutoa mawaidha kwa hadhira bila utatanishi |
Kuigiza Maelezo Kuuliza na kujibu maswali |
Waalikwa kutoa mawaidha |
Mwongozo wa fasihi simulizi
KLB BK4 UK 168-169 Chem BK4 UK 209 |
||
| 3 | Bahari za Ushairi | Kufika mwisho wa funzo mwanafunzi aweze;
Kuelewa maana na miundo mbalimbali ya ushairi Kuchambua muundo na mtindo, sanaa na uhuru wa ushairi |
Kughani Kuuliza na kujibu maswali |
Kunga za ushairi |
A Mohamed Kunga za Ushairi Sikate Tamaa |
||
| 4 | Kusoma kwa ufahamu
Sokoni |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma, kufafanua maana ya msamiati uliotumika Kujibu maswali |
Kusoma Kuuliza na kujibu maswali Kufanya zoezi |
Vifaa halisi Picha na michoro |
Tuki: Kamusi sanifu
KLB BK4 UK 169-171 Mwongozo wa mwalimu |
||
| 5-6 | Fasihi
Kudurusu |
Kufika mwisho wa funzo mwanafunzi aweze;
Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa |
Kujadiliano Kuuliza na kujibu maswali Kufanya zoezi |
Vifaa halisi Picha na michoro |
Rejea zote za fasihi |
||
| 11 | 1 | Sarufi
Uchanganuzi wa sentensi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuchanganua sentensi kwa kuzingatia aina za maneno, kishazi, kirai, kundu nomino na kundi tenzi Kufanya zoezi |
Kupambanua sentensi kwa: – Mistari – Michoro/jedwali – Matawi |
Utendaji wa wanafunzi Michoro na majedwali |
Mwongozo wa mwalimu KLB BK4 UK 171-174 Chem BK4 UK 198 |
|
| 2 | Sarufi
Uchanganuzi wa sentensi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuchanganua sentensi kwa kuzingatia aina za maneno, kishazi, kirai, kundu nomino na kundi tenzi Kufanya zoezi |
Kupambanua sentensi kwa: – Mistari – Michoro/jedwali – Matawi |
Utendaji wa wanafunzi Michoro na majedwali |
Mwongozo wa mwalimu KLB BK4 UK 171-174 Chem BK4 UK 198 |
||
| 3 | Kusoma kwa mapana
Kiswahili |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutambua jinsi lugha ilivyo na mawasiliano ya kisayansi na kiteknolojia Kutumia msamiati wake ipasavyo |
Kusoma Kujadiliana Kutoa mapendekezo Kuhakiki hoja |
Majarida Magazeti Utendaji wa wanafunzi |
Tuki: Kamusi sanifu KLB BK4 UK 174-175 Mwongozo wa mwalimu |
||
| 4 | Kuandika
Tahadhari |
Kufika mwisho wa funzo mwanafunzi aweze;
Kueleza maana na umuhimu wa tahadhari/onyo/ilani kwa kuzingatia kanuni zake Kuandika tahadhari ipasavyo |
Kujadilaiana Kutaja aina Kufanya zoezi |
Picha, michoro, mabango, magazeti, vifaa halisi |
Mwongozo wa mwalimu KLB BK4 UK 175-176 Chem BK4 UK 103 |
||
| 5-6 | Fasihi
Kudurusu |
Kufika mwisho wa funzo mwanafunzi aweze;
Kujadiliana maswali ya fasihi kuhusu ploti, dhamira, maudhui, wahusika, mbinu za lugha na za kisanaa |
Kujadiliano Kuuliza na kujibu maswali Kufanya zoezi |
Vifaa halisi Picha na michoro |
Rejea zote za fasihi |
||
| 12 | 1 | Isimu Jamii
Sajili ya lugha ya kiutawala |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuelewa na kueleza sifa za sajili ya kiutawala Kubainisha sifa zake za pekee Kujibu maswali |
Majadiliano Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Odeo I.I na Maina C. Fani ya Isimu Jamii UK 107
|
|
| 2 | Sarufi
Kipozi na kitondo |
Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha maana ya istilahi hizo na kuweza kuzionyesha na kuzitumia ipasavyo |
Kueleza
Kusikiliza Kuuliza na kujibu maswali Kufanya zoezi |
Vifaa halisi Picha na michoro |
I. Ikarabati
UK 99-100 KLB BK4 UK 168-170 Chem BK4 UK |
||
| 3 | Kusoma
Usanifishaji wa Kiswahili (Kenya) |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma, kuelewa na kuzieleza hatua zilizopitiwa hadi lugha ya Kiswahili kusanifishwa nchini Kenya |
Kujadiliana
Kusikiliza Kuuliza maswali Kufanya utafiti Kufanya zoezi |
Vifaa halisi Picha na michoro |
K.W. Wamitila Chem BK4 UK 293 |
||
| 4 | Fasihi
Lakabu |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuelewa maana na matumizi ya lakabu Kubainisha umuhimu wake katika jamii |
Kusikiliza Kujadiliana Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Ngure: Fasihi Simulizi KLB BK4 UK 80 Chem BK4 UK 169 |
||
| 5-6 | Kuandika
Kumbukumbu |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuandika kwa unadhifu kumbukumbu kwa kuzingatia kanuni zake ipasavyo kama namna ya kudurusu |
Kusikiliza Kuuliza maswali Kufanya zoezi |
Mifano ya nakala za kumbukumbu |
Mwongozo: Kamusi sanifu Chem BK4 UK 169 |
||
| 13 | 1 | Sarufi
Uchanganusi wa sentensi (Kudurusu) |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuchanganua sentensi kwa kutambulisha KN + KT na vipashio vyake kwa matawi, mistari na jedwali ipasavyo |
Kujadiliana Kusikiliza Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
I. Ikarabati UK 98-107 KLB BK4 UK 171 Chem BK4 UK 196 |
|
| 2 | Sarufi
Uchanganusi wa sentensi (Kudurusu) |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuchanganua sentensi kwa kutambulisha KN + KT na vipashio vyake kwa matawi, mistari na jedwali ipasavyo |
Kujadiliana Kusikiliza Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
I. Ikarabati UK 98-107 KLB BK4 UK 171 Chem BK4 UK 196 |
||
| 3 | Fasihi Simulizi
Kudurusu |
Kufika mwisho wa funzo mwanafunzi aweze;
Kudurusu ulumbi, soga, malumbano ya utani, mawaidha, maigizo, ngomezi, nyimbo, mighani, majigambo, tondozi na pembezi |
Kujadiliana maana, siaf na umuhimu Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
KLB BK4 UK 96,102, 108,116,130,137,144 Jarida la fasihi simulizi |
||
| 4-6 | MITIHANI | ||||||
AZIMIO LA KAZI
KIDATO CHA NNE 2017
MUHULA WA III
ASILIA
- KLB
- Mwongozo wa Mwalimu
- Oxford
- Kamusi
| JUMA | KIPINDI |
SOMO |
SHABAHA |
MBINU |
VIFAA |
ASILIA |
MAONI |
| 1 | 3-6 | KUFUNGUA NA KUSAHIHISHA KAZI YA LIKIZO | |||||
| 2 | 1 | Kusoma
Haki za binadamu |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuimarisha staid za matamshi bora, kujadili msamiati, kutunga sentensi na kutambua haki za binadamu |
Kujadiliana Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Tuki: Kamusi sanifu Chem BK4 UK 185 Mwongozo wa mwalimu |
|
| 2 | Fasihi Simulizi
Mighani |
Kufika mwisho wa funzo mwanafunzi aweze;
Kwa kuzingatia matamshi bora, kughani na kubainisha umuhimu wa mighani |
Majadiliano Kughani |
Vifaa halisi Picha na michoro |
Mwongozo wa fasihi sanifu
Chem BK4 UK 150 I. Ikarabati UK 164-167 |
||
| 3 | Sarufi
Uakifishaji |
Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha alama za kuakifisha na kuzitumia ipasavyo katika mazungumzo au dayalojia |
Majadiliano Kuuliza na kujibu maswali Kufanya zoezi |
Vifaa halisi Picha na michoro |
KLB BK4 UK 203 Chem BK4 UK 156 |
||
| 4 | Fasihi
Kudurusu |
Kufika mwisho wa funzo mwanafunzi aweze;
Kudurusu maswali ya fasihi simulizi, riwaya, tamthilia na ushairi |
Kuuliza na kujibu maswali Majadiliano |
Nakala za maswali |
Nakala za vitabu teule vya fasihi |
||
| 5 | Kuandika
Meme na barua meme |
Kufika mwisho wa funzo mwanafunzi aweze;
Kubainisha nukulishi au kipepesi/faksi, mdahalishi na barua za rununu Kubainisha faida za huduma hizo |
Kusikiliza
Kuuliza na kujibu maswali Majadiliano Kufanya zoezi |
Vifaa halisi Picha na michoro |
I. Ikarabati UK 4 KLB BK4 UK 50 Chem BK4 UK 214 |
||
| 6 | Isimu Jamii
Sajili ya kitaaluma |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuelewa sifa na msamiati utumikao katika sajili ya kitaaluma na kuweza luutumia ipasavyo katika mawasiliano |
Majadiliano Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Odeo I.I na Maina C. Fani ya Isimu Jamii UK 111 Tuki: kamusi sanifu |
||
| 3 | 1 | Fasihi simulizi Maigizo | Kufika mwisho wa funzo mwanafunzi aweze;
Kwa kuzingatia matamshi bora, kuigiza vipera vya maigizo ipasavyo na kuweza kubainisha umuhimu wake |
Kujadiliana Kuigiza |
Vifaa halisi Picha na michoro |
Mwongozo wa fasihi sanifu
Chem BK4 UK 175 I. Ikarabati UK 164-167 |
|
| 2 | Sarufi
Mzizi wa kitenzi na viambishi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kudurusu tena – mzizi wa kitenzi na viambishi na kuweza kuvitumia ipasavyo katika sentensi |
Kusikiliza Kuuliza maswali Majadiliano |
Vifaa halisi Picha na michoro |
Chem BK4 UK 204-206 I. Ikarabati UK 8 KLB BK4 UK 43 |
||
| 3 | Kusikiliza na Kuongea
Maigizo |
Kufika mwisho wa funzo mwanafunzi aweze;
Kujadili mambo muhimu yanayozingatiwa katika maigizo na kushiriki ipasavyo kuigiza |
Kusikiliza Kuigiza Kujadiliana |
Vifaa halisi Picha na michoro |
Chem BK4 I. Ikarabati UK KLB BK4 UK 177-179 |
||
| 4 | Kusoma
Katiba ya wanyama |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma kwa ufasaha Kujadili msamiati na kuutungia sentensi ipasavyo |
Kusoma taarifa Kujadiliana Kutunga sentensi |
Picha za wanyama Viungo vya miili yao |
Tuki: Kamusi sanifu KLB BK4 UK 180-183 |
||
| 5 | Fasihi
Ushairi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma, kuchambua dhamira, maudhui, mbinu za lugha na wahusika bila utatanishi |
Kusoma Kujadiliana Kuuliza na kujibu maswali |
Mazingira ya shule Maleba Vifaa vya bandia |
Malenga wa ziwa kuu Kunga za ushairi Sikate Tamaa |
||
| 6 | Kuandika
Wasifu |
Kufika mwisho wa funzo mwanafunzi aweze;
Kueleza maana, kujadili aina na mambo muhimu yazingatiwayo na kuweza kuandika mtungo mzuri |
Kusikiliza Kujadiliana Kuandika wasifu |
Nakala za wasifu |
Chem BK4 UK 122 I. Ikarabati UK KLB BK4 UK 187 |
||
| 4 | 1 | Sarufi
Mnyambuliko wa vitenzi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutambua vitenzi vya asili ya kigeni Kuvinyambua katika hali mbalimbali na katika sentensi |
Kusikiliza Kuuliza na kujibu maswali |
Jedwali Vifaa halisi Picha na michoro |
Chem BK4 UK 39 I. Ikarabati UK 8 KLB BK4 UK 183-185 |
|
| 2 | Isimu Jamii
Daktari na mgonjwa |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuelewa sifa na msamiati utumikao katika muktadha wa mahojiano kati ya daktari na mgonjwa na kueleza |
Kujadiliana Kuigiza Kuuliza na kujibu maswali |
Maleba Mahambo Vifaa halisi Picha na michoro |
Odeo I.I na Maina C. Fani ya Isimu Jamii UK 112 |
||
| 3 | Fasihi
Ushairi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma, kuchambua dhamira, maudhui, mtindo, muundo na bahari za ushairi ipasavyo |
Kusoma Kujadiliana Kuuliza na kujibu maswali |
Ushairi Vifaa halisi Picha na michoro |
Malenga wa ziwa kuu Kunga za ushairi Sikate Tamaa |
||
| 4 | Kusikiliza na Kuzungumza
Ulevi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma kwa matamshi bora Kutambulisha madhara ya ulevi na kupendekeza njia za kukabiliana na uraibu huo |
Maelezo Kusoma Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Tuki: Kamusi sanifu KLB BK4 UK 188-190 |
||
| 5 | Kusoma
Uandishi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma, kujadili na kutoa maana ya msamiati Kueleza hatua za shughuli za uandishi na kuweza kuandika ipasavyo |
Kusoma Kuuliza na kujibu maswali Majadiliano |
Picha na matbaa Picha za uandishi wa Kiswahili |
Tuki: Kamusi sanifu KLB BK4 UK 190-194 Chem BK4 UK 110 |
||
| 6 | Fasihi Simulizi | Kufika mwisho wa funzo mwanafunzi aweze;
Maana, dhima, umuhimu, tofauti na vipera vya fasihi simulizi viweze kueleweka ipasavyo |
Kujadiliana Kuuliza na kujibu maswali |
Mifano ya kazi za fasihi |
H.E Facilitators Mwongozo wa fasihi simulizi Chem BK4 UK 127 |
||
| 5 | 1 | Sarufi
Nyakati na hali |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutambua viambishi viwakilishi na hali Kuvitumia katika sentensi katika hali yakinishi na hali kanushi |
Maelezo Kutunga sentensi Kuuliza na kujibu maswali |
Jedwali Vifaa halisi Picha na michoro |
KLB BK4 UK 194-197 |
|
| 2 | Kuandika
Utungaji wa kisanii |
Kufika mwisho wa funzo mwanafunzi aweze;
Kukuza staid za kuandika kisanii |
Maelezo Kusoma na kuandika |
Makala ya mashairi ya arudhi |
Tuki: Kamusi sanifu
KLB BK4 UK 197 Chem BK4 UK 47 |
||
| 3 | Kusikiliza na kuzungumza
Ngomezi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutambua na kueleza maana na aina za ngomezi Kufafanua matumizi ya ngomezi katika jamii |
Kujadiliana Kusikiliza Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Mwongozo wa fasihi simulizi KLB BK4 UK 199 Chem BK4 UK 221 |
||
| 4 | Isimu Jamii
Makosa katika matumizi ya lugha |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuelewa dhana ya makosa ya lugha, nyanzo vyake na aina za makosa katika lugha na kuyakosoa |
Kujadiliana Kuuliza na kujibu maswali |
Vifaa halisi Picha na michoro |
Odeo I.I na Maina C. Fani ya Isimu Jamii UK 116-120 |
||
| 5 | Kusoma
Makala kutoka kwa wavuti |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma makala yaliyoteuliwa kutoka kwenye wavuti kwa ufasaha na kuweza kujibu maswali |
Kusoma Kuuliza na kujibu maswali |
Makala Vifaa halisi Picha na michoro |
Tuki: Kamusi sanifu KLB BK4 UK 204-206 Chem BK4 UK 160
|
||
| 6 | Fasihi Simulizi
Mazungumzo |
Kufika mwisho wa funzo mwanafunzi aweze;
Kueleza maana na aina mbalimbali za mazungumzo na kubainisha umuhimu wake katika jamii |
Kujadiliana Kufanya zoezi |
Aina mbalimbali za mazungumzo |
Mwongozo wa fasihi simulizi Ngure Fasihi simulizi |
||
| 6 | 1 | Kuandika
Muhtasari |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma, kufafanua maana ya msamiati uliotumika Kujibu maswali ya ufupisho bila utatanishi |
Kusoma taarifa Kujibu maswali ya ufupisho |
Makala ya ufupisho |
Tuki: Kamusi sanifu KLB BK4 UK 199-201 |
|
| 2 | Sarufi
Sentensi Uundaji wa maneno, uunganishi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kudurusu – aina za sentensi, uchanganuzi na uundaji wa maneno yenye shina moja na kuyatungia sentensi sahihi |
Kisikiliza Kuuliza na kujibu maswali |
Jedwali Vifaa halisi Picha na michoro |
Chem BK4 UK 225 I. Ikarabati KLB BK4 UK 211-213 |
||
| 3 | Fasihi Simulizi
Viungo muhimu vya riwaya |
Kufika mwisho wa funzo mwanafunzi aweze;
Kuvitambua, kuchambua riwaya teule na kukuza staid ya kusoma kwa kina – dhamira, maudhui, wahusika, mandhari na muundo |
Kujadiliana Maigizo Kuimba Kuuliza na kujibu maswali |
Riwaya teule |
Chem BK4 UK 42,55, 65, 31,22,8 I. Ikarabati KLB BK4 UK 213-215 |
||
| 4 | Kusikiliza na kuzungumza
Maghani na majigambo |
Kufika mwisho wa funzo mwanafunzi aweze;
Kusoma kwa ufasaha, kutambua aina zake na kughaniana kisha kutofautisha na maghani |
Kueleza Kughani Kuuliza na kujibu maswali |
Utendaji wa wanafunzi |
Mwongozo wa fasihi simulizi
NgureFasihi simulizi KLB BK4 UK 216-218 |
||
| 5 | Kusikiliza na kuzungumza
Tondozi na pembezi |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutambua aina za tondozi na pembezi, kuweza kuzitofautisha na kufanya zoezi |
Utambuzi wa aina za tondozi na pembezi Kufanya zoezi |
Vifaa halisi Picha na michoro |
Mwongozo wa fasihi simulizi
NgureFasihi simulizi KLB BK4 UK 216-218 |
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| 6 | Kusoma
Fasihi na mazingira ya sasa |
Kufika mwisho wa funzo mwanafunzi aweze;
Kutaja na kutambua vipera vyake na kuvitumia kama ipasavyo kutambua umuhimu wake |
Kueleza Kuuliza na kujibu maswali |
Vitu halisi na utendaji wa wanafunzi |
Ngure: Fasihi simulizi I. Ikarabati UK 229-230 |
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| 7 | 1-6 | MAANDALIZI KWA MTIHANI WA KITAIFA | |||||
| 8 | MTIHANI WA KITAIFA | ||||||
Grade 7 term 2 schemes Free Downloads
Grade 7 term 2 schemes
GRADE 7 TERM 2 AGRICULTURE SCHEMES.docx (4).pdf
GRADE 7 TERM 2 PERFORMING ARTS SCHEMES.docx (4).pdf
GRADE 7 TERM 2 HEALTH EDUCATION SCHEMES.docx (4).pdf
GRADE 7 TERM 2 HOME SCIENCE SCHEMES (4).pdf
GRADE 7 TERM 2 PHYSICAL EDUCATION SCHEMES (4).pdf
GRADE 7 TERM 2 MATHEMATICS SCHEMES (4).pdf
GRADE 7 TERM 2 ENGLISH SCHEMES.docx (4).pdf
GRADE 7 TERM 2 BUSINES STUDIES SCHEMES.doc (4).pdf
GRADE 7 TERM 2 KISWAHILI SCHEMES (4).pdf
GRADE 7 TERM 2 LIFE SKILLS SCHEMES.docx (4).pdf
GRADE 7 TERM 2 PRETECHNICAL STUDIES SCHEMES.docx (4).pdf
Bureti Technical Training Institute Course List, Fees, Requirements, How to Apply
Bureti Technical Training Institute Course List, Fees, Requirements, How to Apply
BRIEF HISTORY OF THE INSTITUTE
Bureti Technical Training Institute is located in the serene expanse of the the historical site popularly known as Tiriitab Moita – a place for herding calves.
The area was known for communal activities such as herding of calves, sporting, boxing, wrestling, athletics, dancing and more.
Soon after independence, community leaders coined the idea of constructing an educational institution, and Bureti TTI was born.
The Institute begun offering TVET programmes in May 2015 and was officially unveiled by the Deputy President on 20th November same year.
| MINISTRYOF EDUCATION
STATE DEPARTMENTOF VOCATIONAL AND TECHNICAL TRAINING BURETI TECHNICAL TRAINING INSTITUTE P.O. BOX 444-20406-SOTIK, Tel: +254704453337 website: www.buretitechnical.ac.ke ,Email: buretitechnical@gmail.com MOTTO: SKILLS FOR GROWTH MAIN CAMPUS |
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| AGRICULTRURE DEPARTMENT | ||||
| COURSE NAME | DURATION | ENTRY QUALIFICATIONS | INTAKEPERIOD | EXAM BODY |
| Diploma in General Agriculture | 3 Year | C- (MINUS) | SEPT | KNEC |
| Diploma in Agricultural Engineering | 3 Year | C- (MINUS) | SEPT | KNEC |
| Craft in General Agriculture | 2Years | D PLAIN | SEPT | KNEC |
| Artisan in General Agriculture | 1 Year | KCPE | SEPT | KNEC |
| Dairy Management Level 4 | 6 Months | KCPE | SEPT | TVET – CDACC |
| BUILDING AND CIVIL ENGINEERING DEPARTMENT | ||||
| Diploma in Building & Construction Technology | 3 Years | C-(MINUS) | SEPT | KNEC |
| Diploma in Civil Engineering | 3 Years | C-(MINUS) | SEPT | KNEC |
| Diploma in Water Technology | 3Years | C-(MINUS) | SEPT | KNEC |
| Craft Certificate in Building Technology | 2 Years | D(PLAIN) | SEPT | KNEC |
| Craft Certificate in Plumbing | 2 Years | D (PLAIN) | SEPT | KNEC |
| Artisan in Masonry | 1 Year | KCPE | SEPT | KNEC |
| Artisan in Plumbing | 1 Year | KCPE | SEPT | KNEC |
| Plumbing Level 4 | 6 Months | KCPE | SEPT | TVET – CDACC |
| Masonry Level 4 | 6 Months | KCPE | SEPT | TVET – CDACC |
| ELECTRICAL AND ELECTRONICS ENGINEERING DEPARTMENT | ||||
| Higher Dip. In Electrical and Electronics | 1Years | Dip. in Electrical | SEPT | KNEC |
| Dip.in Electrical and Electronics Engineering (Power Option) | 3Years | C- (MINUS) | SEPT | KNEC |
| Dip.in Electrical and Electronics Engineering (Telecoms) | 3Years | C-(MINUS) | SEPT | KNEC |
| Dip.in Electrical and Electronics Engineering (Instrumentation) | 3Years | C-(MINUS) | SEPT | KNEC |
| Craft in Electrical & Electronics Engineering (Power Option) | 2 Years | D (PLAIN) | SEPT | KNEC |
| Craft in Electrical & Electronics Engineering (Telecoms) | 2Years | D(PLAIN) | SEPT | KNEC |
| Artisan in Electrical Installation | 1Year | KCPE | SEPT | KNEC |
| Electrical Installation Level 4 | 6 Months | KCPE | SEPT | TVET-CDACC |
| MECHANICAL DEPARTMENT | ||||
| Diploma in Automotive Technology | 3 Years | C- (MINUS) | SEPT | KNEC |
| Diploma in Mechanical Engineering (Production) | 3 Years | C- (MINUS) | SEPT | KNEC |
| Diploma in Mechanical Engineering (Plant) | 3Years | C-(MINUS) | SEPT | KNEC |
| Craft Certificate in Welding and Fabrication | 2 Years | D (PLAIN) | SEPT | KNEC |
| Craft Certificate in Mechanical Engineering (Production) | 2 Years | D (PLAIN) | SEPT | KNEC |
| Craft Certificate in Automotive Engineering | 2Year | D (PLAIN) | SEPT | KNEC |
| Artisan in Welding and Fabrication | 1 Year | K.C.S.E | SEPT | KNEC |
| Artisan in Motor Vehicle Mechanics | 1 Year | K.C.S.E | SEPT | KNEC |
| BUSINESS $ ICT DEPARTMENT | ||||
| Diploma in ICT | 3 Years | C- (MINUS) | SEPT | KNEC |
| Diploma in Secretarial Studies | 3Years | C-(MINUS) | SEPT | KNEC |
| Craft Certificate in ICT | 2 Years | D (PLAIN) | SEPT | KNEC |
| Craft Certificate in Information Science | 2 Years | D (PLAIN) | SEPT | KNEC |
| Craft in Secretarial Studies | 2Years | D(PLAIN) | SEPT | KNEC |
| Compputer operator | Grade III | KCPE | MAY, SEPT | NITA |
| HOSPITALITY AND INSTITUTIONAL MANAGEMENT DEPARTMENT | ||||
| Diploma in Food and Beverage | 3Years | C-(MINUS) | SEPT | KNEC |
| Diploma in Nutrition and Dietetic | 3Years | C-(MINUS) | SEPT | KNEC |
| Diploma in Catering & Accommodation Management | 3Years | C-(MINUS) | SEPT | KNEC |
| Craft in Nutrition and Dietetic | 2Years | D(PLAIN) | SEPT | KNEC |
| Craft in Food and Beverage | 2Years | D(PLAIN) | SEPT | KNEC |
| Craft in Catering & Accommodation Management | 2Years | D(PLAIN) | SEPT | KNEC |
| FEE SCHEDULE
TOTAL FEE PER YEAR – 56,420 CAPITATION/GOVERNMENT STUDENT/HELB/BURSARIES Ksh. 30,000 Ksh. 26,420 TERM I TERM II Ksh.15,805 Ksh.10,615 ACCOUNT NUMBER: 1169796559 KENYA COMMERCIAL BANK-SOTIK BRANCH |
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APPLY TO THE PRINCIPAL BURETI TECHNICAL TRAINING INSTITUTE P.O. BOX 444 – 20406 SOTIK KENYA. |
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ECDE DIPLOMA COURSE OUTLINE FOR RESEARCH, MONITORING AND EVALUATION NOTES
ECDE DIPLOMA COURSE OUTLINE FOR RESEARCH, MONITORING AND EVALUATION
- Meaning of terms.
- Research.
- Monitoring.
- Evaluation.
- Importance of research in ECDE programmes.
- Understanding children and predicting their behaviours.
- Improving parenting and care.
- Policy development.
- Improving teaching and learning.
Characteristics of research.
- Categories of research.
- Cross-sectional.
- Longitudinal.
- Correlational.
- Experimental.
- Basic research.
- Action research.
- Applied research.
- Case studies.
- Historical research.
- General research methods in psychology and human learning.
- Case studies.
- Psychological tests.
- Clinical methods.
- Observation
- Survey method.
- Experimental method.
- Self description.
- Correlational method.
- Ethnographic method.
- Achievement tests.
- Rating scales.
- Qualitative and quantitative research.
- Definition of terms; Qualitative and quantitative research.
- Characteristics of Qualitative and quantitative research.
- Advantages and disadvantages of qualitative and quantitative research.
- Qualitative research methods.
- Focus group discussions.
- Historical profiles.
- Case studies.
- Personal descriptions.
- Study of secondary information.
- Psychological and achievement tests.
- Quantitative research methods.
- Rating scales.
- Study of secondary information.
- Participatory Learning and Action (PLA) and appreciative inquiry approaches. (AIA).
- Origin .
- Tools of PLA and AIA.
- Designing a research study.
- Identifying a research topic from
- Teaching experience.
- Areas of interest and expertise.
- Studying previous relevant literature.
- Verifying or negating previous research.
- Current/emerging issues in ECDE.
- Deciding on the population ,sample and sampling methods.
- Selecting and developing appropriate research tools.
- Deciding on fitting research category.
- Deciding on data collection procedures and organization.
- Deciding on data analysis procedures and presentation.
- Sample and sampling methods.
- Definition of terms. Sample, population, sampling.
- Sampling methods.
- Radom/probability.
- Data analysis and presentation procedures.
- Graphs and charts.
- Research proposal.
- Definition of term research proposal.
- Importance of research proposal.
- Format/content of a research proposal.
- Research report.
- Format/content of research report.
- Dissemination of research findings.
- Ethical consideration in research.
- Use of human being as subjects.
- Voluntary participation.
- Permission to interview children.
- Risk of human participation.
- Monitoring and evaluation.
- Importance of monitoring and evaluation.
- Monitoring and evaluation tools and methods.
- Uses of monitoring and evaluation data.
- Basic statistics in Education.
References .
- Research, monitoring and evaluation by Ann Njenga and Margret Kabiru.
- Preliquisite skills in writing research proposals and projects by GachuigaIsaack.
- Research, monitoring and evaluation made simple by NyakwaraBegi.
- Research methods by Mugenda O. and Mugenda A.
- Research methods in ECD
- Introduction to research methodology by Presbyterian Church T.E.E.
Course lecturer: IsaackGachuiga, (Dip(ECDE),B.Ed, M.Ed)
DEFINITION AND IMPORTANCE OF RESEARCH AND EVALUUATION
DEFINITIONS
Research is defined as:
- A diligent (well thought out) study to discover facts or to solve a problem.
- A scientific investigation carried out to discover facts or to solve a problem.
- A systematic collection of data (information) under careful defined conditions to discover facts or to solve a problem.
- A scientific investigation to produce new knowledge.
Monitoring: Monitoring is defined as a systematic and continuous collection of data which is analyzed to show the progress achieved in a project over a period. This progress is measured against the objectives of the project.
Evaluation: evaluation is defined as a systematic and continuous collection of data which is analyzed and is used to make certain judgments about a project. Evaluation assesses the effects of the activities in the project on the beneficiaries (those who are meant to benefit from the project)./it is the process of making judgement of the value of a project.
CHARACTERISTICS OF RESEARCH
- Research is systematic. It follows a well structured process and has definite rules.
- Research is logical. It follows logical steps that are clearly defined from the beginning to the end.
- Research is empirical. It involves use of concrete data collected from the field or from experiments carried out.
- Continuous
- Research is deductive. This means that the researcher is able to analyze and interpret data collected in order:
- To bring out better and clearer understanding of the problem being studied.
- To arrive at certain conclusions and generalizations.
IMPORTANCE OF RESEARCH IN ECDE PROGRAMMES
Research provides information which may help:
- To improve our understanding of children, how they grow, develop and learn.
- To identify the needs of children and how best to meet these needs.
- To identify services required to meet the needs of children.
- To solve problems facing children and their families.
- To improve ECDE services for young children, from example, health services, learning environments in ECDE centres, growth monitoring and promotion (GMP) services e.t.c.
- To develop innovative methods of improving children’s learning.
- To provide new knowledge that improves children’s learning and their total wellbeing.
- Parents, teachers, communities and policy makers to appreciate the importance of nutrition in influencing growth, development and learning of young children.
- To improve the care of young children both at home and in the ECDE centres
- To identify what is required to ensure the provision of quality teaching-learning conditions in ECDE centres.
- To identify the effects of provision of needs of children in influencing growth, development and leaning.
- To improve learning-teaching processes in the ECDE centres
- To direct planning and future programmes
- To influence the development of new policies in ECDE.
- In advocacy. The research data collected can be used as a tool to convince policy makers, parents, teachers and other stakeholders about the importance of early childhood period and the need to invest in these years.
CATEGORIES OF RESEARCH AND RESEARCH DESIGNS
CATEGORIES OF RESEARCH
- Basic Research
The main aim of basic research is to add new knowledge. It does not necessarily produce results of immediate practical application. It is mostly based on testing or applying theory. However, not all basic research is based on theory. A theory consists of systematically organized ideas and observable data which is used to predict or explain behavior.
- Applied Research
Applied research is undertaken to solve an immediate practical problem. In action research knowledge which has been gained through theory can be applied to solve practical problems. Not all applied researches are however based on theory. Whether based on theory or not, research should be systematic and well organized in order to obtain valid data.
- Action Research
Action research is a type of applied research. Action research is used to solve specific problems. It is aimed at improving practices and is usually carried out by practitioners such as teachers and administrators. Action research uses modified basic research guidelines. Action research is supposed to improve practices, for example, provide ideas on better methods of teaching young children. It can be carried out by individuals, teams or organizations. Research undertaken by teams is sometimes referred to as collaborative research.
Action research should be organized in a systematic way to minimize bias and misinterpretation Classroom teachers ,ECDEcentres or schools can use action research to improve teaching-learning methodologies. This can lead to improvement in learning environments and pupil performance. Action research can also be done on a large scale, for example, during piloting and implementation of a curriculum, a lot of data is collected by teachers, education field officers and curriculum developers. This data is used to decide on areas that need to be modified or strengthened. action research is characterized by the following features:
- It focuses on specific problems within a specific context.
- It involves planned ongoing activities and interventions which are constantly reviewed to increase understanding of the processes and factors involved.
- It is usually participatory in nature involving the practitioners (for example teachers)and target groups or beneficiaries (for example learners) in taking decisions and monitoring the interventions.
- The practitioners and the target groups engage in continuous reflection so that they can learn and creatively contribute to improving the programme or project.
Strengths
- It provides practical solutions to problems.
- It focuses on the situation that the practitioner is engaged in. it is therefore likely to be relevant and to motivate practitioners to participate fully in it .
- The participants are happy and comfortable with the research. They are not threatened by it because it deals with problems that affect their daily lives. Since the participants are happy with the research they participate in it and are likely to implement recommendations arising from the programme or project.
- The practitioners and target groups acquire new knowledge and skills which they can use to improve their work.
Limitations.
- The researcher who is also a practitioner can be subjective while interpreting the results.
- It is difficult to balance the ‘practice’ and ‘research’ aspects.
- The practitioner may lack some necessary research skills to ensure that the action research findings are reliable.
- It might not be possible to generalize results to other situations.
Basic Research Designs
Descriptive research
Descriptive research is used for observing and recording behaviour. It consists of naturalistic observation, participant observation, interviews, questionnaires, case studies, ethnographic studies and historical research.
- Naturalistic observation research.
In naturalistic research, the participants are studied in their real natural world. One can, for example, do a naturalistic research by observing children as they play in the neighborhood, or observe them in classroom.
Advantage.
- The researcher can study without interfering with the participants’ activities.
- The participants are likely to show their real behavior.
Limitations.
- The study can be time consuming
- It is likely to be expensive
- Presence of the researcher can influence the behavior of the people being studied
- Researchers might disagree on what they have seen
- This type of research does not tell us about causes and effects of what is observed.
- Participation
Participation observation occurs when the observer or researcher is actively involved as a participant in the research activity or intervention. The researcher takes time to observe what he/she researching on and the rest of the time participates in the activities that the people he/she is studying are involved in. the researcher observes whatever he is supposed to observe over a period of time. He takes detailed notes. The information collected help to reveal the progress made, patterns and trends.
Strengths
- The researcher can obtain a lot of data as those participation in the activity might be free in providing information.
Limitations
- The researcher could become less objective if he/she becomes part of the implementing team.
- Interviews and questionnaires
Interviews and questionnaires are also used to obtain descriptive data. They are described in more detail in Unit Three.
- Case studies
A case study is an-depth look at an individual or a single entity. A case study of a person can be done by tracing the case history from birth and noting the experiences and environments that the person has been through. Several methods such as published biographical materials, observation, clinical interviews, medical examination and tests, or achievement tests can be used to collect data for case studies. Such case studies are helpful for persons in need of guidance and counseling, medical treatment and rehabilitation. The case study method can also be used of study groups or projects. It can provide data on the history of the group, group dynamics and processes.
Advantages
- Case studies provide in-depth information about an individual.
- The results can be fairly accurate if the observations and other data collection methods are carried out well.
Limitations
- Case studies are time consuming and very expensive.
- Verification of information can be difficult and cannot be generalized to other people or situations as each person or situation is unique.
- The case study data can be unreliable if the person collecting data is biased. Often case study data is not verified by other persons.
- Ethnographic studies
An ethnographic study is an in-depth description and interpretation of behaviours in a cultural group. The researcher lives among the group, participates in the group activities and collects information through interviews, observation and study of documents.
Strengths
- It is possible to collect in depth data about people’s lives.
Limitations
- It is time consuming and very expensive
- The researcher can provide biased data which are not easily verifiable by other researchers
- The data are not generalizable to other situations.
- Historical Research
Historical research is the systematic and objective study which evaluates and synthesizes data collected in order to establish facts and draw conclusions concerning past events. In order to obtain credible facts and carry out a good historical research it is important to ensure that:
- You have clear goal, objectives or hypothesis to ensure that the study is focuses.
- You have sufficient evidence in the area of interest before embarking on the research.
- You know where the source of materials are and have a plan how they will be accessed.
- You are able to assess the facts for accuracy and authenticity through internal and external criticism. Internal criticism checks on the accuracy of the facts. The external criticism establishes whether the documents and sources are genuine. It establishes who the author of the source documents was, whether he/ she was a trained historian, why the document was written and under what circumstances.
- After collecting the information, you as the researcher sorts out the facts, synthesizes them and tries to identify trends and patterns, by so doing you are in a better position to balance the facts and to give correct interpretation.
Strengths
- It helps us to understand the origins of our educational institutions.
- It helps us to understand the origins of practices used in educational institutions.
- It helps us appreciate how present practices and problems have evolved.
- We can learn from past successes and avoid repeating mistakes of them past.
- We can use past experiences to predict the future.
Limitations
- Historical research cannot give conclusive results about past events.
- There is possibility of errors in recording and interpreting events that happened in the past.
- It is possible for the researcher to introduce own biases in the documentation and interpretation of the past events.
- It is time consuming and expensive.
Correlational Research
Correlational design is a design in which the researcher gathers information without changing the participant’s experiences and examine relations between variables. Variables are factors which may influence changes in a population. Examples of variables include age, formal education level, gender, religious background and socio-economic level. Correlation refers to the degree of relationship between two or more variables. A correlation coefficient ranges from1.0 to 1.0. A correlation of 0 means that there is no relationship between two variables. A positive correlation indicates that the two variables tend to change in the same direction. For example, the older people get the more patient they become. A negative correlation between two variables indicates that they tend to change in the opposite direction. For example, the older one gets the slower the physical movements. When two variables are correlated, they can be used to predict one another. Two positively correlated variables can cause one another or both can be caused by another variable.
Example of positively correlated variables.
Another example, if you give 3 tests of maths, history and geography to a group of pupils. The results of the tests can be analyzed statistically to obtain correlation coefficients. If the correlation coefficient between the marks and geography is 80 while that between maths and history is 50, we can conclude that maths is likely to be a better predictor of performance in geography than in history. Correlation, however, does not mean causation. From example, if parent-child relationship correlates with high academic performance, you cannot say for certain, that high academic performance was caused by the parent-child relationship because there are many factors that influence academic performance. Also academic performance can influence parent-child relationship.
Strengths
- One can study relationship between variables.
Limitations
- Does not allow inference on cause and effect relationships.
Experimental research design
Experimental research design comprises experimental design, modified experimental design and natural experiment.
- Experimental design
This is a research design in which participants are randomly assigned to two or more treatment conditions. In such a design, one studies the effect that manipulating an independent variable has on a dependent variable. An independent variable is the one anticipated or hypothesised to cause a change in the other variable known as the dependent variable. Most experimental researches are conducted in laboratories to allow maximum control of the variables. A treatment such as a new teaching method is introduced in one group and not in another similar group which is referred to as a control group. The two groups are matched for all factors except the teaching method.
Strengths
- Permits inferences about cause and effect.
Limitations
- Findings may not generalise to real world situations.
- It is not possible to do experiments in all aspects of behaviour because of ethical and practical factors.
- The control and experimental participants often influence one another.
- The experiment might create an unnatural environment that can influence results.
- Modified experimental designs
Field experiments are a type of modified experimental design. Field experiments are designs in which the participants are randomly assigned to treatment conditions in natural settings. Treatment refers to a condition such-as training, teaching method or a type of reinforcement. For example, one can randomly assign children from one class into two groups. One group is taught maths by a teacher who only works all the examples on the chalk board. In the other group, the teacher works the examples on the chalk board and then children practice in their exercise books. After some lessons, children are tested to find out if there is a difference in the performance of the two groups.
Strengths
- Permits generalization of findings to the real world.
Limitations
- Control over treatment is not as good as in laboratory experiments.
iii. Natural experiment
This is a design in which the researcher studies already existing treatments in natural settings by .carefully selecting groups of participants with similar characteristics. One can, for example, compare pre-schools, carefully selecting the participants to ensure they have similar characteristics. In natural experiments, one can study the same group before and after the treatment and compare it with a group that has not undergone the treatment.
Strengths
- Permits study of naturally occurring variables which are not under control of the researcher.
Limitations
- Obtained differences may be due to other factors other than treatment.
Time-span research designs
Longitudinal design
Longitudinal design is a research in which participants are studied repeatedly at different ages over a period of time. The time span may range from months to several years. The same group of children can be studied on their performance in maths or social skills at the age of 3, 5 and 7 years.
Strengths
- One can track performance or behaviour of a person over time. This allows the researcher to see patterns as well as individual differences in development.
- It is possible to examine relationships between early and later events and behaviour.
- Longitudinal studies show stability and changes in development over time.
Limitations
- Longitudinal studies are time consuming and can be quite expensive.
- These studies take a long time. Therefore, usually few people agree to participate in such
studies.
- Biased sampling where people who participate in such studies are likely to have unique characteristics which might not represent the wider population.
- Selective attrition where many participants are likely to drop out and those who remain could be different in important ways. The results based on the remaining group cannot be generalized to the wider group.
- Practice where the effect of being repeatedly tested or observed can make participants behave or perform in a different way.
- Cohort effects in which participants may have certain characteristics arising from historical or cultural situations in which they have gone through and which may influence their behaviour and performance.
- Changes in the field of psychology, sociology or education, for example, new theories or modification of theories may affect the way research is perceived or interpreted.
- ii) Cross sectional design
This is a research in which groups of participants of different ages are studied at the same point in time. One can study children’s academic aspirations by comparing at the same time responses of 5, 7 and 9 year-olds.
Strengths
- One can compare and understand behaviour of children of different ages in one go.
- It avoids problems of selective attrition, practice effects or changes in the field.
Problems of conducting cross sectional research
- One cannot study individual developmental trends or individual differences.
- If there is a wide age gap between groups being compared, cohort effects may occur.
GENERAL RESEARCH METHODS IN PSYCHOLOGY AND HUMAN LEARNING
Observation
- Naturalistic observation involves recording behaviour of interest in the natural setting. This helps the researcher to observe things as they are or as they really happen in real life.
Strengths
- The investigator observes directly the everyday behaviour one wishes to explain.
- The investigator is able to collect other data related to the study as he/she carries out the observations.
- It is possible to get accurate data.
- Real, natural behaviour can be observed and recorded.
Limitations
- One cannot control conditions under which participants are observed.
- Observer’s bias may affect accuracy. Observer bias can include such things as people’s attitudes or training which influence the way they perceive things.
- The presence of the observer may influence the way participants behave during observation.
- Observation does not tell us about cause and effect.
- It can be a slow and expensive method.
- Structured observation involves observation of behaviour in a laboratory setting where conditions are the same for all participants.
Procedures used in systematic observation
- Specimen record which is a description of everything that is said and done during an observation session.
- Event sampling which involves recording all instances of a particular behaviour during a specified period, for example every 15 minutes. One can, for instance, observe how many times a teacher praises children in a period of 15 minutes.
- Time sampling which involves recording whether certain behaviours occur during a sample of short intervals. One can have a checklist of the behaviours and the observation time is divided into a series of, say, 30 seconds or 1 minute intervals.
Strengths
- Each participant is granted opportunity to show the behaviour of interest without interference.
- It is possible to get accurate data.
Limitations
- May not yield observation of typical everyday behaviour.
- Observer’s bias may limit accuracy.
- Observer influence may limit accuracy.
Self reports
- Clinical interview
This is a flexible interview procedure in which the researcher obtains a comprehensive account of the participant’s thoughts and behaviour by questioning the participant. Jean Piaget used this method in his studies. It is also used by doctors, psychologists, psychiatrists, and counsellors to collect information from clients.
Strengths
- This method comes close to the way participants think in everyday life.
- One can collect a lot of information.
Limitations
- The report could be inaccurate because of researcher bias or influence.
- It is difficult to compare individuals because questions posed to different people are not necessarily the same.
- Structured interviews, questionnaires and tests
In these instruments, every participant responds to the same questions in the same way.
Strengths
- Data collection and scoring is efficient.
- It is possible to compare the responses of the participants.
Limitations
- These methods do not always give the same depth of information as the clinical interview.
- There could be inaccurate reporting intentionally or unintentionally.
iii) Interview schedules
Interview schedules involve face-to-face and one-to-one sessions.
Advantages
- The interviewer and respondent are able to clarify issues that may be ambiguous.
- All questions are usually responded to.
- The interviewer is able to gather other data about the respondent and environment which may be useful in the research.
- Data collected is often more accurate than in questionnaires.
Disadvantages
- Interviews can be time consuming and expensive.
- Respondents may not be available when you want them.
- It is a slow method of data collection.
- Respondents may be intimidated by the presence of the interviewer and therefore not give objective responses.
- The interview might not be exactly the same from one respondent to another since new questions and clarifications may be needed from different individuals.
- Respondents might not give accurate information. It is not easy for the researcher to find out whether the respondents are telling the truth or not. Since the respondent is alone, her/his information is what the researcher takes as the truth.
Guidelines for doing a good interview
- Prepare the questions. Give them to another person to critique them.
- Make questions that are relevant to the study, clear, simple, short and as few as possible.
- Compile the questions in logical sequence.
- Study your questions, know them by heart to make questioning fast.
- Inform the respondents long before the day you intend to visit. Ask for feedback. Honour and respect their suggested dates.
- Be punctual, brief and to the point.
- Build a rapport with the respondent before starting the real interview. You can do this by starting with introductions and explanation of the objectives of the study.
- Get a convenient, comfortable and quiet place for the interview.
- Be clear, polite, modest in dressing and when addressing the respondent.
- Avoid asking embarrassing and very personal questions.
- Do not push or force the respondent to answer a question. Respect his/her decision.
- Develop a quick way of recording. Have an assistant, take quick short notes or use a tape recorder if the interviewee agrees to it.
- iv) Focus group discussions (FGDs)
Focus group discussions are similar to interviews but involve more than one person. They are discussions held with a group of people. The number should be 6-10. FGD is an effective method of data collection in qualitative studies, for example, those on opinions, attitudes, likes, dislikes or aspirations.
Strengths
- Plenty of data is collected within a short time from many people.
- The researcher and the respondents are able to clarify issues.
- The researcher is able to collect ‘other’ data related to the environment (human and physical) that may be useful to the study.
Most of the information collected is correct. This is because the group members tend to censure one another’s responses. No respondent will dare tell a lie when she/he knows that those aroundher/him know everything about her/him.
Limitations
- The method is more time-consuming than individual interviews as more respondents are allowed to give their views on one question.
- Sometimes only a few people speak because some of the participants tend to dominate the sessions.
- The group may stifle or prevent a person wishing to give the true picture of the situation if this is not acceptable to the group.
Guidelines of doing a good FGD
- Make prior arrangements about the date, time, venue and the number and mix of respondents.
- Prepare the list of lead questions and make sure you are quite familiar with them.
- Get names of participants. Address them by name. Call out those who tend not to participate to ensure full participation.
- The group should be about 6-10 respondents.
- Have a group which has similar characteristics such as same sex, age, economic status, profession.
- Have another person to record the responses. You can use a tape recorder but with clearance from the group.
- v) Questionnaires
These are questions mailed or given to respondents to answer on their own. Questionnaires can be closed or open-ended. In open-ended questions, respondents are free to respond to questions in the way they choose. Respondents could, for example, be asked “What is the cause of discipline problems in our schools?” The answers are likely to vary from one respondent to another. In close-ended questionnaires, answers are provided and the respondent is asked to choose the answer. An example, “Indicate by an X the causes of discipline problems in own schools among the options given below.” Answers to close-ended questions reflect facts and opinions more accurately. However, they give no room for other factors which could be significant and true.
An example of close-ended questionnaire/interview
- Since completing your training as a teacher have you had any problems obtaining a job?
Yes No - How often was this, the case?
Always Most of the time Hardly Never
- What among the following fall within your immediate plans?
Go to the university Look for another job
Stay where I am Take leave for 2 years
An example of an open ended questionnaire
- What would you like to do as soon as you complete the ECDE Diploma training?
- What are the reasons for your choice of this action?
- What else can you do if your first plan does not succeed?
Advantages of questionnaires
- Questionnaires are a quick method of collecting data.
- Plenty of data may be collected if mailed questionnaires are returned.
- Use of questionnaires is cheaper than interviews and FGDs.
Disadvantages
- It is not possible to clarify ambiguous questions in mailed questionnaires.
- In questionnaires, the researcher may not know how actually responded to the questionnaire.
- Respondents may give incorrect data if they do not understand some questions.
- Many questions may not be responded to arising in gaps in data.
- Many questionnaires might not be returned.
- Questionnaires are mainly useful with literate people.
- The information received may not be correct because the person who responded to the questionnaire may not be the one who was expected to respond to it. The person to whom the questionnaire is sent may give it to another person to fill it.
Guidelines of developing a good questionnaire
- Questions should be relevant to the problem. They should be clear, short and simple.
- The questionnaire should start with a short explanation of the objectives of the study.
- Put questions in a logical sequence.
- Give another person the questionnaire to critique before compiling the final copy.
- Avoid questions that may require data that may be embarrassing to the respondent.
- Give the respondents time limit within which to mail questionnaires back to you.
- Enclose a self-addressed stamped envelop to quicken the mailing back of the questionnaire.
- vi) Case studies and clinical method
The case study method is also referred to as clinical method in psychological studies. It involves getting a picture of an individual’s psychological functioning. Data is obtained by combining interviews, observations, text scores and sometimes psycho-physiological assessments. The method is used a lot by doctors, psychologists, social workers and counselors. The case study method can also be used to study a group or youth group or an organization such as an ECD centre or primary school. Both qualitative and quantitative methods can be used to collect data.
Strengths
- It provides rich descriptive insights into factors that affect behaviour and development of an individual.
- It brings to light many factors that affect development.
Limitations
- May be biased by the researchers’ theoretical preferences or experiences.
- The findings apply only to the individual who is studied.
- This method may be time consuming and expensive.
- Sometimes data is not collected in a systematic way and therefore does not give a clear picture of the individual.
Psycho-physiological methods
Psycho-physiological methods measure the relationship between behaviour and physiological conditions. Some of the common methods take measures of autonomic nervous system (heart rate, respiration, and hormone stress levels) and measures of brain functioning such as electroencephalogram (EEG), event-related potentials (ERPs) and functional magnetic resonance imaging(fMRI).
Strengths
- They reveal which central nervous systems affect certain competencies.
- They help to identify the perceptions, emotions and thoughts of young children who cannot explain them verbally.
Limitations
- Many factors influence physiological reactions besides those that the researcher may wish to study.
- One cannot be quite certain how an individual processes stimuli or influencing factors.
Ethnography
In ethnography, the researcher becomes a participant observer of a culture or distinct social group. He lives with them during the research period. He participates in all their activities. He shares their life with them including their joys and sorrows. During his stay with them he collects extensive information on the culture of the people, their traditions, beliefs, values, aspirations and practices.
Strengths
- One gets a detailed description than can be obtained during a single observational visit, interview or questionnaire
Limitations
- Researcher’s values and biases can influence the data obtained and how they are interpreted
- Usually the data cannot be generalized to other settings
Psychological texts
Psychological tests are used to measure and assess human behaviour. Some of the psychological tests are used to assess intelligence, vocational interests, values, attitudes, scholastic achievement or personality. A person’s performance on these tests is compared to others in a similar situation. Some of the tests are administered on individual basis while others are administered in group settings.
Strengths
- Many psychological tests are quite reliable as they consistently and repeatedly give accurate results.
Limitations
- Some of the tests are culturally biased since some of the items relate to experiences of a particular setting or culture.
Survey Method
The survey method is used to collect a lot of data from a large number of people within a very short period of time. Surveys are, for example, used to study types of diseases found in an area, opinions of people on discipline in schools, services available in homesteads, political opinions or attitudes. Surveys usually use questionnaires or interviews. Questions can be administered to participants by mail. Interviews are done through either telephones or person to person.
Strengths
- A sample when well selected, that is, it is representative of the population can be used as a basis for generalizing and predicting what is likely to be observed in future on the basis of current findings in the larger population.
- It is less expensive than using a study of the whole population.
- It can also be done within a relatively short time.
Limitations
- The results are likely to be inaccurate if the sample is not representative of the population.
- Sometimes returns of the questionnaires is poor and some questionnaires are not complete.
- People might not always tell the truth or give serious thought to their responses.
- Sometimes it is difficult to get in-depth information.
Experimental method
Details of this method are presented in Unit Two. Suffice to say that experimental research method is possibly the most scientific of the research methods. It tests for cause and effect of behaviour. It is crucial to understanding and predicting behaviour.
Strengths of the method
- It is precise.
- It is easy to replicate and verify.
- Comparison of the treatment and control groups makes the results more convincing.
Limitations
- The method can be lengthy and rigorous.
- The method is best carried out by people trained in research.
- It can be expensive.
Self description
Individuals can provide important information for research studies through self description. They could write their life stories, through compositions, diaries, paintings and drawings or drama. The accuracy and reliability of such data will depend on how much the individuals want to disclose about themselves, the purpose and context of the research.
Correlation method
Ir. correlation method, two sets of variables or attributes are compared to see the extent to which they are related and if they can be used to predict each other. The correlation between two sets of variables is indicated by means of correlation coefficient which may be positive or negative. A positive coefficient ranges from 0 to 1.0 while a negative coefficient ranges from 0 to 1.0. One is a perfect correlation and 0 indicates that there is no correlation between two sets of variables. Details of this method are provided in Unit Two.
Achievement tests
Achievements tests measure what the student has learnt or the skills he/she has mastered. Teachers administer many achievements tests based on subjects during term time, end of term or year. External examinations conducted by Kenya National Examinations Council (KNEC) are also achievement tests. Achievement tests are described in more detail in Unit Ten.
Rating techniques
Rating technique is a type of observational or self descriptive method whereby besides categorizing behaviour or items to be observed, one also classifies behaviour according to evaluative characteristics. One makes qualitative judgments. Rating techniques use rating scales. The scale is a number of positions which are defined through brief descriptive statements.
Example of a rating scale
Indicate by an X your rating of the methods teachers use to maintain class discipline.
| Method | Often | Sometimes | Rarely |
| Praises children | |||
| Gives physical reward | |||
| Pats children | |||
| Scolds children | |||
| Slaps children | |||
| Beats children | |||
| Allows children a lot of time to play |
Strengths
- Can be done within a fairly short time
- It can give fairly accurate information
Challenges in use of rating scales
- Ensuring rater reliability. The rater(s) should have precise indicators of the behaviour or item to be rated so as to increase reliability. Reliability is better when the classification of the ratings is not too wide. A scale of 3-5 produces better results than a wider one.
- Rater bias. Some raters might be strict while others are lenient on the impression of the people or items being observed.
- Rating scales are not suitable for behaviours that do not occur frequently. The observation would have to be extended for a long time. This would be time consuming, expensive and would reduce reliability.
QUANTITATIVE AND QUALITATIVE RESEARCHMETHODS
Definitions
Qualitative research collects information that shows how people in an area live and function as a community. The information collected consists of the views, opinions, feelings, values, norms aspirations, achievements and problems of a community group. Qualitative methods help to build an in-depth picture of how a relatively small group functions, how members relate and how different aspects of their lives are linked. Qualitative methods also indicate how people understand their own situation, their aspirations, problems and what their priorities are. Most of the data of qualitative research is presented through descriptions. The research describes what most of the people said or felt. It is difficult to use numerical form to analyze. Qualitative research does not use numerical data like percentages and correlation coefficients extensively.
Quantitative research is a method of carrying out an inquiry that emphasizes measurement. The data collected is analyzed using percentages, correlation coefficients and other statistical methods. This is because quantitative research methods collect data that can be analyzed in a numerical form. They pose the questions like who, what, when, where, how much, how often? Things are measured or counted or close-ended questions asked so that answers can be coded and analyzed numerically. Statistical analysis can be used on quantitative data to give precise description in terms of averages, ratios, ranges or percentages.
Characteristics of qualitative and quantitative research methods
Qualitative
- The researcher needs to establish very good rapport to create trust so that people can share their intimate views, opinions and thoughts.
- The research poses ‘how’ and ‘why’ questions. It helps the researcher to understand social life of a community such as their opinions, relationships, traditions, practices and interactions.
- It is flexible. Usually questions which are asked are open-ended.
- Findings are usually analyzed as data is collected.
- The design of the study can be modified as the research progresses to follow up significant findings as they emerge.
- Qualitative methods are used in flexible way but should be systematized to ensure that the findings are objective and reliable.
Quantitative research
- It is used to collect data that is counted or measured.
- Data is analysed using statistics.
- Design and methods are more systematic and standardized throughout the research.
- The set design usually holds for all the aspects of a particular research such as data collection and analysis.
- Quantitative research places emphasis on methodology, procedure and statistical measures to test hypothesis and make predictions.
Strengths and limitation of qualitative and quantitative research
Qualitative research
Strengths and usefulness
- When planning a programme concerning social change.
- To get an in-depth understanding of a particular social context. Information collected consists of people’s views, opinions, values, norms, practices and aspirations.
- To get people’s perceptions and opinions.
- To get relevant indicators of qualitative change according to the target group.
- When time and money are limited.
- When addressing sensitive and personal issues.
- It is easy for unskilled researchers such as community members to participate in this type of research.
Limitations
- A researcher can be derailed to collecting a lot of unnecessary data.
- Data are not as precise and objective as in quantitative research.
Quantitative research
Strengths and usefulness
- When accurate and precise data are required.
- To get a broad view of a population.
- To identify major differences in characteristics of a population.
- To find out if there is and the extent of a relationship between problems and causes.
- Provide hard (statistical) data to prove that a problem exists or to show results of an intervention.
- Establish clear baseline data that can be used for evaluating impact of an intervention.
- Data tends to be more convincing to especially policy makers because real numbers and comparisons are presented.
Limitations
- Can be expensive
- Require skilled researchers and data analysts.
- May ignore relevant views of respondents, when closed ended questions are used.
Activity
- Define qualitative and quantitative research
- Compare and contrast qualitative and quantitative research in terms of
Characteristics
Strengths
Limitations
Qualitative research methods
Qualitative research uses a variety of methods. Some of these methods including observation, interviews, personal description, focus group discussions and case studies are described in Unit Three. This unit will present additional methods used in qualitative research. These are the main methods used in the Participatory Learning and Action (PLA) research. PLA is discussed in greater details in chapter 5. The PLA qualitative research methods include mapping, transects, historical profiles, seasonal calendar, daily calendar, ranking and scoring, Venn diagrams and study of secondary information.
Social and resource mapping
Social and resource mapping consists of the community members drawing a map to show the location of physical features (mountains, rivers, valleys) and resources are available. The resources they map include homesteads, water sources, institutions (schools, health centres), transport network, shops and factories. A social resource map enables community members to analyse and understand their area better. They are able to appreciate what they have. They also reflect on how they can use what they have better. A social map could indicate differences between what families possess; differences among community members in such aspects as educational level, ethnic groups, religious beliefs, traditions and property owned.
Procedure
- A community group chooses a suitable place for the mapping and agrees on the boundaries of the area. The map can be done on paper or on the ground if the participants are not literate.
- Local materials can be used as symbols to represent important features such as roads, schools, churches, shops, markets, rivers or wells, hills or homesteads.
- Encourage everyone to participate in the mapping exercise.
- A literate participant should copy the map drawn on the ground on paper.
- Discuss the feelings and views of the members about the exercise.
Advantages of mapping
- Encourages participation by many people.
- People discover their resources. They understand where various features are situated and relative distances between different features. They reflect on how they can utilize what exists better.
- Encourages innovation and creativity in use of local resources.
- People gain more information and understanding of their community.
- The map can lay the foundation for more analysis.
- It stimulates discussion about resources, opportunities, challenges, problems or livelihood.
Activity
- Draw a community map of your village. Using symbols, show all the resources and opportunities that can enhance learning and development of young children.
Transect walk
A transect is a walk across a section of the area occupied by a community. The group that makes the transect walks observes and learns about the physical features, soils, vegetation, institutions and services, infrastructure (roads, telephone lines, electricity lines) and land use patterns.
Procedure
- The group decides the direction and distances of the area to be covered which are likely to give greatest variety of information about the area.
- The group decides what should be observed such as vegetation, buildings and land use, number of children, play space.
- The group leaders discuss the criteria to be used to divide the area into zones, for example, vegetation, and density of households or land use.
- The group leaders assign various sub-groups or individuals to observe certain features during the walk.
- The group should walk slowly, look carefully, and discuss what they observe and record it.
- After the walk, a transect diagram indicating the main features noted during the walk is drawn.
Advantages of a transect
- Allows more detailed information to be collected than during the mapping exercise.
- Facilitates analysis of what is available and how it is used.
- Allows the community to appreciate the resources they have and differences within the area.
- The transect diagram provides a visual impression of the area.
Historical profile or timeline
A historical profile shows the main events that have occurred in a community within a certain period of time. It shows trends, patterns and changes over time, recurring and one time events. Changes can be cultural, social, economic or geographical.
Procedure
- Form groups according to their interests or age.
- Use focus group discussions. Older members of the community can describe changes which have occurred in their community since they were young in such aspects as vegetation, organization of the community, child rearing methods, buildings.
- Use major events such as year of independence, great famine or floods as the point of reference rather than actual dates. People are more likely to remember major events and what happened at the time.
- The group should discuss and record the historic events which are important to them. The group could discuss the problems related to the issues under consideration, causes of the problems and how people dealt with the problems. It could also discuss how the events affected people’s lives, lessons the group can draw from the events and how that knowledge can help planning for the future.
- Let the group decide if it wants to use symbols and visuals in their profile.
- Additional information can be sought from reports, books and media to get more data about the events to be recorded in the historical profile.
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Advantages of historical profiles
- The community can understand and appreciate major events and changes that have occurred within a time span.
- The community reflects on how these major events have influenced their lives.
- The community can try and identify the lessons they learnt from both positive and negative major events. This information can be used to avoid problems in the future.
- The community can relate the effects of certain events on the present and possibly future conditions.
- Facilitates dialogue and critical analysis of issues.
- Provides information that can be used to plan future activities.
Seasonal calendar
Aseasonal calendar can be used to analyze and record different conditions and activities occurringin different seasons. Symbols can be used to represent months or seasons and the activities occurring in different seasons. The group can start by recording the major features of seasons, for example, rain or temperatures. Then they can record the other aspects of interest.
| Month | Weather conditions | Diseases & conditions | Activities and conditions |
| January | Hot, dry | – | Harvesting, enough food, enough pasture |
| February | Hot, dry | – | Enough food, lack of pasture |
| March | Hot, dry | – | Preparing land, lack of pasture |
| April | Warm, rain | Malaria | Planting, enough pasture |
| May | Warm, rain | Inadequate diet | Weeding, enough pasture, |
| June | Cool, dry | Colds and pneumonia | Weeding |
| July | Cool, dry | Weeding | |
| August | Cool, dry | Enough food | Harvesting, enough pasture |
| September | Hot, dry | Enough food | Preparing land, lack of pasture |
| October | Hot, dry | Inadequate diet | Planting, lack of pasture |
| November | Cool, rain | Malaria | Weeding, enough pasture |
| December | Cool, rain | Weeding, enough pasture |
Advantages
- It helps to compare community activities.
- It can be used to analyze conditions that change with seasons, for example, incidence of disease, pests, lack of food, shortage of water or pasture.
- It can be used to establish relationships and causes of events or happenings. For example, the community may be able to find out that heavy rains are followed by an outbreak of malaria due to breeding of mosquitoes in stagnant water or diarrhea diseases due to people drinking dirty water from polluted rivers. They can also establish causes, for example they may be able to find j out that cutting of trees results in less rainfall and more soil erosion in the area.
- Opportunities and resources available in different seasons can be identified.
Daily schedule
It is used to identify who does what during different times of the day. It shows the number of hours people in a community spend doing different activities like working and relaxing. It also shows the division of labour by gender. It can be used to create awareness on the fair sharing of responsibilities between gender. Different symbols can be used to represent different activities and time.
Daily schedule for men and women
Ranking and scoring
Ranking means putting various issues of community life in order of importance, value or preference. Scoring means assigning values to different issues according to some convenient scale. In participatory community development, people are often asked to rank priorities, problems, needs, constraints, preferences, or resources.
Procedure
- Ask the group to list problems or resources.
Participants identified large families as the biggest problem followed by poverty.
- The group does the ranking using preference, pair wise or matrix scoring procedures.
- In preference ranking, group members can discuss and agree on the ranking from the most to the least important. If group members are not literate, they could use objects to indicate their preferences. The most prevalent or important factor would have the most number of objects reducing according to reduced preference up to the least prevalent or the one judged to be of least importance.
Preference ranking done on individual basis
| Problems | P1 | P2 | P3 | P4 | P5 | Total |
Rank |
||
| Diseases | 1 | 2 | 1 | 4 | 5 | 13 | 3 | ||
| Poverty | 3 | 3 | 2 | 3 | 3 | 14 | 2 | ||
| Access to education | 5 | 1 | 3 | 2 | 1 | 12 | 4 | ||
| Sanitation | 1 | 4 | 4 | 1 | 2 | 12 | 4 | ||
| Large Families | 4 | 5 | 5 | 5 | 4 | 23 | 1 |
Pair wise ranking
This is done by building a matrix where the problems, for example, are listed on the vertical axis and on the horizontal axis as shown below. Pair wise ranking gives better results when done on the individual or small groups and comparing a few problems at a time.
Pair wise Ranking
| Disease | Poverty | Education | Sanitation | Large Families | Poor Organization | |
| Disease | X | Disease | Disease | Disease | Disease | Disease |
| Poverty | X | X | Poverty | Poverty | Poverty | Poverty |
| Education | X | X | X | Education | Education | Education |
| Sanitation | X | X | X | X | Sanitation | Sanitation |
| Large Families | X | X | X | X | X | Poor Organization |
| Poor Organization | X | X | x | x | x | x |
Procedure
- Ask the group to answer the question” which problem is more important for you and why? “They answer by comparing two problems by taking the first one listed on the left with the second one listed on the top, for example, disease on the left (vertical) with poverty on the top (horizontal). Continue across the row.
- The specific answer is recorded in the cell. If, for example, the group compares disease and poverty and regard disease to be the more important factor. Then record disease in the cell.
- Also record elsewhere the reason why factor was prioritized.
- Complete the comparison for all the factors.
- Add up the number of times a problem was identified as more important than the other problem.
- Prepare a matrix to summarize the number of times each factor is prioritized and its rank.
Problems ranking based on pairwise ranking
| Problems | Score | Rank |
| Disease | 5 | 1 |
| Poverty | 4 | 2 |
| Education | 3 | 3 |
| Sanitation | 2 | 4 |
| Large Families | 0 | 6 |
| Poor Organization | 1 | 5 |
Advantages of preference and pairwise ranking
- Preference ranking is a quick method of establishing people’s views about issues.
- It can be used in prioritizing issues by comparing views of different individuals and groups
- The groups will most likely abide by the findings since each is given an opportunity to make a choice.
- In pairwise ranking, more authentic priorities are established since two factors are compared at a time.
- People have an opportunity to discuss, analyze and prioritize needs, problems and problem solutions.
Matrix scoring
In matrix scoring, problems, constraints or solutions are compared against selected criteria.
Procedure
- Develop a matrix by recording factors or problems along one axis. Motivate the group to find criteria according to which they can differentiate problems. For example:
- Causes of the problems: What is so bad about this problem? Possible solutions: Is there a realistic solution to this problem?
- List the criteria developed by the group on the other axis of the matrix.
- List all criteria either in positive or negative form
- Choose an appropriate method of ranking. For instance in the example below, rank each candidate in order, 1 being the most preferable and 3 the least preferable according to each criterion. Get the overall ranking by adding the numbers in the three columns and calculate.
- Yusuf is the best candidate according to the ranking, that is, he had the least mean score.
- The group should discuss the results of their ranking
- Ask them to choose the one problem or solution they think is most important and why.
Ranking candidates who have applied for a job
| Creteria/ Ranking | Alima | Yusuf | Adan
|
| Hardworking | 2nd | 1st | 3rd |
| Intelligent | 1st | 2nd | 3rd |
| Team Player | 3rd | 1st | 2nd |
| Total | 6 | 4 | 8 |
| Average | 2 | 1.3 | 2.6 |
Advantages
- Data from the ranking and scoring is numerical and therefore can be quite convincing.
- Encourages intensive discussion on the importance of problems and criteria for choices.
- Reasons for local preferences are understood since people develop criteria used in making choices for the ranking of problems.
Venn or chapati diagram
Venn diagram shows relationship between actors, institutions or factors. The relationship is indicated by the position of circular shapes in relation to each other. The importance of the ft or institution is shown by the size of the circle as perceived by the key stakeholders.
Procedure
- The group identifies the organizations or institutions which are important to the community which are working there.
- The group should draw a big circle to represent the community or institution. Then put smaller circles inside the large circle to represent-the-organizations/institutions inside the community or those involved in the institution. Put other circles outside the community/institution to represent those organizations /individuals outside the community/institution who influence community/institution. The small circles represent the institutions or organizations which have little importance and impact. The larger circles represent important and effective institution organizations.
- Distance between the circles indicates degree of cooperation or contact.
Interpretation of circles by size or position
| Separate Circles | Little or no contact |
| Touching circles | Information passes between institutions |
| Small overlap | Some cooperation in decision making.
Resources and implementation |
| Large overlap | A lot cooperation in decision making, resources and implementation. |
- After drawing the diagram, discuss and analyze the results to find out which institutions o individuals have great or little influence and why, how they can be more involved and their linkages be strengthened.
Creating village resources management plans (VRMPs)
Purpose
The plan serves a variety of purposes and audiences.
- It is a record of community’s development projects. These projects are ranked in order of their importance from the first to the last. The plans also show the resources available in the community which can be used to carry out the projects identified. This record is used to plan activities to be carried out in the development projects.
- The Sub-location Development Committees use the document for planning and implementation of community projects. They forward it to the District Development Committee for possible funding.
- The plan can help external donors and implementing agencies to choose the projects they would want assist the community to implement. The projects chosen by different agencies are those in line with their goals.
The plans contain several elements:
- Development priorities as agreed on by the community.
- Proposed activities and resources required to implement these activities.
- Duties and responsibilities for individuals and groups.
- Work schedules.
- Identification of areas where the community needs external assistance.
- Costs of various activities.
Study of Secondary Information
Secondary data is information that has already been collected and documented by others. The main sources of secondary data are (i) published sources and (ii) unpublished sources
Published sources
- Official government publications such as ECD policy framework, Children’s Act, syllabi, reports of Education Commissions and Taskforces, and conference reports.
- Publications from universities and other research institutions.
- Reports from development agencies, government departments, NGOs and schools.
- Newspapers and periodicals.
- Books in libraries and other institutions.
Unpublished sources
- Reports and documents from government departments, NGOs, private sector and institutions.
- Researches in universities and other institutions.
Strengths of the method
- One can describe and explain change by analyzing data collected at different times on similar issues.
- One can get a rich source of information to compare different environments.
- One can save time and money by using secondary data.
- Use of secondary information helps to avoid duplicating previous studies.
- Information helps those implementing projects to avoid making the same mistakes made by others in the past.
Limitations
- Secondary data is not always as accurate as field data
- The original investigator might not release all the data available.
- The original investigator may have had a specific goal for the research and this could introduce a bias in the data.
- The researcher may have insufficient information about how data was collected. This information is important for determining potential sources of bias or errors.
Creative arts
Data can also be collected through creative arts such as drawings, use of symbols, songs and symbols, songs and drama these methods are particularly useful when collecting data from children. drawings and symbols can be used to illustrate something one is trying to explain, illustrate ideas or criteria for preference. these drawings and symbols can reveal ones feelings, aspirations or life experience. in songs and drama, participants can reveal their emotions and feeling, concerns, priorities, level of awareness and life experiences.
Quantitative research methods
Quantitative research methods include structure interviews questionnaires, rating scales
,observation, psychological and achievement tests. These methods are discussed in unit three and unit ten study of secondary information can also provide quantitative data
Unit five
Definition of participatory learning and action (pla)
Pla is both a philosophy and also an approach of bringing about change and development in communities. it is a philosophy because it is based on the principle that community members can brings about their own change and development. People are able to analyses their needs, aspirations, goals, problems and resources. they are able to come up with solutions to solve their problems. they are also able to identify what to do to meet their needs.pla is an approach because it uses different methods to collect data. these methods include for example
Interviews, focus group discussions (fgds),social mapping, seasonal calendars,venn diagrams and transect walk. It is a form of research which considers the interrelatedness of different aspects of life of a community for example the relationship ,economic activities disease and skills.
ORIGIN AND DEVELOPMENT OF PLA
PLA has been adapted from participatory rapid assessment (PRA) research. PLA is a type of qualitative research .the term participatory is used in this research because the community members participate in the research. They participate in analyzing their own situation. This involves identifying their needs problems, aspirations and resources. They also identify they can carry out to meet their needs and what they can do to solve their problems. They participate in planning and implementing activities to solve the problems they identify in the research. The term”rapid”was used because data was collected in a relatively shorter time than is the case with ordinary researches.the”assessment”is used because this research helps all those involved in it(both outsiders and the community) to gain deeper understanding of the community’s way of life, for example,culture,traditions,practices,aspirations and feelings PLA has however continued to be improved and refined because of new ideas and theories.
The term PLA is now preferred. This is because community members participate in the research and all their development projects. As they participate they also learn. They do research and also decide on the actions or activities to carry out to meet their needs and to solve their problems. Hence the term PLA. It comprises the methods used in rural and urban research. In addition, it stresses the importance of community learning from the research and taking action. It is not enough to collect data. The community should reflect on the data, learn from it and take action. The action taken by the community involves planning and implementing activities which improve the community‘s social and economic conditions. In recent years, there have been changes in the way participatory processes are used both in the community as follows.
- Participatory processes are used both in the community as well as in national and international decision-making processes.
- The process is user in program development and not just in projects.
- PLA recognizes and respects differences in the community and power structures that exist.
- There is more recognition of the need to assess quality and impact of participation rather that just promotion participation.
Why use the Approaches?
- To ensure that the data collected , the way it is analyzed , the conclusions reached and the recommendations made are owned by the community.
- To provide opportunities for communities to learn. They acquire new knowledge and skills as they participate in the research.
- To ensure that the communities are involved in decision-making on issues that affect them and also in their own development.
- To make the communities accountable for their own development. They take responsibility of the mistakes they make. They also celebrate their achievements.
Importance of PLA approaches
- Participatory learning and action (PLA) approaches are user- friendly.
- They encourage community members and outsiders to work together and to share ideas and experience.
- PLA enables the community members to share their secrets and sensitive issues without feeling embarrassed
- The process arouses people’s interest and keeps them motivated throughout the exercise.
- PLA tools enable community members to explore and reflect on their own lives, their culture and traditions in a creative way.
- PLA processes help to build friendships between the community members and outsiders.
- PLA gives community members the power to influence development activities that affects them.
- PLA helps the communities to understand and appreciate themselves better. They are able to identify the resources such as skills, knowledge, money, time, facilities and other strengths which they have and which they can use to meet their needs and solve their problems. They are also able to identify the challenges they face when implementing development projects.
- It ensures that community members understand the project objectives and activities, and therefore are more likely to be committed to the project.
- PLA helps the outsiders to understand better the way the communities think, their attitudes and aspirations.
- It makes it possible to collect information on various aspects of community life.
- The findings are presented in such a way that makes it easy for the community to understand.
- Results are often obtained quickly.
- Relevant indicators showing qualitative change are identified.
- As people participate in the research they are able to identify emerging issues and address them.
- People learn as they undertake the research.
- People feel less threatened by PLA methods than by formal research methods. This is because they are allowed to participate, make decisions, ask questions and make suggestions.
- Research is part of the development activities in the communities. The findings are used in planning and implementing community development activities.
- It enables the powerless and voiceless like women, youth and children to participate, to speak out and share their ideas and experiences.
Characteristics and principles of PLA
- PLA is a systematic learning process. The community members and “outsiders” learn as they participate in the research. They acquire new knowledge and skills as they carry out research and as they share ideas and experiences.
- PLA recognizes that there are different ways of interpreting issues and solving problems. All people must therefore be listened to. They should be given the freedom to contribute their ideas, analyze their problems, identify possible solutions and decide which solution is the best for their problem.
- Multidisciplinary team. The PLA team has people with different skills and backgrounds. This ensures that they deal with different issues in an integrated way. This strengthens the PLA activity. All the members of PLA should be involved in all the stages of the study. Community members should be in the PLA team.
Multidisciplinary teams
Multiple disciplines
Men/Women Insiders/outsiders
- Triangulation in PLA means the same data is collected from different sources using different methods and tools. The different sources include parents, teachers, community leaders and religious leaders. Examples of different methods include FGDs, daily schedules, transect walk, seasonal calendars, Venn diagrams and community maps. Examples of tools include interviews, FGDs, participant observation and self reports. Triangulation ensures the authenticity and accuracy of data. The use of different sources, methods and tools to collect the same data ensures that data collected is cross-checked and verified./ this ensures that data is valid, accurate, genuine and convincing.
Mixture of techniques and tools Many sources of information
- PLA requires flexibility. The study needs to be continuously reviewed so that methods are adapted to the changing needs of the community.
- PLA is a group learning process. PLA must involve the community members and “outsiders” at all stages. This helps in better interpretation of data and understanding of issues.
- PLA should be context specific. This means that the methods and approaches are designed or adapted to the local situation, preferably by the community members with the assistance of outsiders, this ensures that the methods and approaches are relevant, more accurate and owned by the people.
- The “outsiders” should act as catalysts. They motivate the community to participate in the research. They ask questions which make the community members start to reflect on their lives, traditions, culture and practices. The community members should decide what to do with the data and information that is collected. Both the “outsiders” and the community members should be committed to engage in follow-up actions.
- Make the study simple. Data collection should be simple, and time spent on data collection should be minimized. Only essential data should be collected. Data analysis and reports should be simple and easily understood by the community.
- On the spot analysis. The data should be analyzed as it is collected. This provides opportunities for community members to learn as they participate in the research. This is also allows emerging issues to be identified early and action taken to address them.
- Offsetting biases and being self-critical. PLA team needs to ensure that the study caters for all groups in the community without biases.
The three pillars of PLA
PLA is supported by three pillars (i) Behaviour /attitudes (ii) Methods and (iii) Sharing.
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Pillars of PLA
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Behaviour / Attitudes
PLA challenges both the experts and that community members to change their attitudes and behavior towards one another and towards life issues. It does this by ensuring that those participating:
- Stop believing in stereotypes of the society such as, gender related stereotypes. For example, the belief that women do not think, they are ignorant and meant to be shy. Another stereotype is that children “should be seen and not heard.” Women and children should be involved in the decision making processes on issues that affect them. In addition, educated people believe that people who are illiterate are ignorant and know nothing. They also believe that illiterate people should not participate in researches and development activities.
- Embrace Error. It is important to accept that people will make mistakes as they participate in the research. When they make mistakes let them know they have made mistakes. Help them to learn from these mistakes.
- Listen to people actively. Listen to their views, what they say in words and emotions they express. Respect their views, ideas, emotions and culture. Help them to analyze their views, ideas, and culture so that they identify what is positive and what is not positive. Avoid criticizing them.
- Accept people as they are and respect their individuality and differences.
- Hand over the stick. Learn to hand over responsibilities. Allow people to take charge of their own affairs. Allow people to control their destiny. Let the old people, for example, accept that they can handsome their responsibilities to the youth. Those in position of responsibility should also accept to hand over power to others.
- Know you are there for them not for you. Take time with them.
- Do not underestimate people’s ability. Appreciate that people are the greatest resource that you have.
- Use your judgment wisely at all times.
- Be flexible and move with the pace and style of the community. Be patient with their pace.
Methods
PLA uses methods and techniques that allow those participating to interact and to share their knowledge, skills and experiences freely without fear and intimidation. These methods emphasize:
- Dialoguing on ideas not personalities.
- Use of mapping and diagrams for collecting data and not interviews alone.
- The use of ranking, comparing and scoring to analyze data.
- Presenting to the communities data collected in order to make them feel they are valued and they are not being manipulated.
- Working with the community to prepare their community Action plan and implementation it.
- Monitoring and evaluation of all activities carried out in order to find out whether the objectives of the program have been achieved or not.
Sharing
PLA encourages and emphasizes:
- Mutual sharing of ideas, knowledge, skills and experiences between community members and outsiders without fear.
- Sharing knowledge between community member and outsiders.
- Analyses of data by community members and outsiders
- Sharing and offering hospitality by community members.
The steps in PLA process
- Site selection. The area where PLA is to be carried should be:
- Accessible to all
- Agreed upon by all
- Selection of PLA team including community members. The PLA team should
- Be gender balanced
- Cater for different groups in the community that matter, for example, representatives ;«-youth, religious bodies, children, women and people with disabilities.
- Have people with different skills, experiences and backgrounds
- Have people who are willing to be trained and to participate in the research.
- Preliminary visit. The PLA team should make a preliminary visit to the research site to establish contacts, know the people, meet community leaders and sort out administrative issues.
- Organize a public meeting to officially launch the PLA activity with the government: and other key leaders. During this launching explain objectives, the site and activities of PLA
- Data gathering with the people. Before beginning to collect data, clarify objectives, choose main topics or themes, identify indicators and sources of data, identify and develop tools. The s-t activities can be carried out in a workshop. The community should be well-represented. This involves collection of data from the field and from records. During data collection ensure:
- Respect of everyone’s contributions.
- Punctuality for all activities. Adhere to times given.
- Observe and respect community work schedules, traditions and culture.
- Make plans that suit community activities and lifestyle.
- Data analysis with the people
- Identify and list problems, their causes and opportunities.
- Analyze the problems being encountered by the community
- Rank the problems.
- Identify the opportunities available to deal with the problems prioritized. The opportunities include skills available in the community, money, time and facilities.
- Preparation of Community Action Plan (CAP) with the community. The PLA members and community groups discuss further the problems, opportunities and interventions identified. A Community Action Plan is then prepared.
- Adoption of the CAP. The community discusses in details the CAP, activities to the carried out, roles of different members, resources required and other implications of the CAP. The community identifies the available resources and those required from outside the community. The communities must understand clearly their role and that of the external donors.
- Implementation of the CAP. The community should decide on the implementation process. Members should understand clearly the activities to be carried out, when and by whom. The structure to oversee the implementation should be agreed upon.
- Monitoring and evaluation. The PLA team should train the community in basic elements of monitoring and evaluation so that community members too monitor and evaluate the PLA activities. The community needs to develop its own monitoring and evaluation indicators.
Collecting data from the field
- Find out how people begin activities.
- Let local people lead the process.
- Avoid bias. Include all categories of people, both rich and poor (all social classes), young and old , men and women.
- Use triangulation (cross -checking) method. Collect the same data from different sources for example parents, teachers, youth, community leaders and use different methods/tools.
- Allow information to unfold using insights gained to direct and redirect research.
- Look for diversity, exceptions, contradictions, patterns and variations to patterns.
- Recognize the principle of optional ignorance. This means that you should accept you do not have to know everything to know something.
- Use a wide range of techniques to get enough understanding of the community.
- Local people should do the research. The outsider should be a facilitator. This helps to build local expertise which will result in acquisition of new knowledge and skills by those participating. This helps to develop sustainably.
Activity
You have been asked by your community to help them establish an ECDE centre.
- Explain the steps you would follow to ensure that the community is fully involved in the process.
- Why would the involvement of the community be important?
PLA techniques and tools
PLA tools and techniques are user-friendly. They also try to eliminate biases such as:
- Meeting only certain people and leaving out others.
- Coming up with pre-conceived biases and prejudices
- Being in too much hurry. Community involvement requires time and patience.
- Disregarding cultural and traditional values
- Misinterpretation of people’s lives, their ideas, beliefs, practices and culture through translation.
The following is a summary of different tools which are used to collect data in PLA researchers (These tools are described in detail in Units Three and Four)
Data collection tools
- Spatial tools which give us information about the areas of study
- Community maps – social resource map
- Transects
- Household sketch map
- Mobility maps
- Time related or temporal tools which are used to gather information related to changes over time
- Timelines or historical Profiles
- Trend lines
- Seasonal Calenders
- Socio-economic tools which are used to collect data on livelihood and ways of life.
- CailyCalender
- Venn/Chapati diagrams
- Livelihood diagrams
- Focus group discussions
- Semi structure d interviews
- Indigenous technical knowledge
Analysis Tools
- Pairwise ranking
- Preference ranking
- Direct matrix ranking
- Flow diagrams.
Guidelines for analysis of PLA findings
- Data should be reviewed continuously as it is collected. It is classified and analysed. This to identify emerging issues. More questions are developed to follow up these issues.
- Prepare list of key issues and questions to help sort out the findings, identify patterns, differences, variations and contradictions.
- Formulate questions based on issues and try to answer them using the data.
- Discuss each topic or issue, summarize results and draw conclusions.
- Use diagrams, matrices and ranking and other analysis tools.
- Tabulate information for further clarification. Discuss any issues that you think are imp with the community and the experts.
- Be self critical. Assess yourself to find out how well you are managing the activities and the community.
- Findings should be consistent and not contradict one another. If the findings contradict secondary data or findings from other researches you should try to find out why this is so.
Completing the process
- Appropriate action plans should be drawn.
- Identify procedures for carrying out the activities.
- Define roles of different players.
- Define monitoring indicators and procedures.
- Identify resources such as skills, money, facilities to be used in the project. Suggest ways of mobilizing them.
- Have a written plan. A suggested format: objectives, activities, roles, resources, finances,
Time-frame.
Summary of benefits of people’s participation
- Ownership of the development activities. People become more interested and committed activities being carried out when they are involved in making decisions. They are willing to change the way they work or behave if they are involved in designing these changes.
- The development activities are relevant to the needs of the communities because they address the needs and problems identified by the community members themselves.
- All groups in the community including children, women, the poor and vulnerable involved in the development activities.
- The community will commit time, emotions, resources, skills and knowledge to ensure the success of the programme. They will also acquire knowledge and skills which help them to continue with PLA and other development activities on their own.
Challenges and dilemmas of PLA
- The results only apply to the community involved in the project. It is not easy to generalize them to other situations.
- Participants of the research can be biased if all the groups are not well represented and g opportunities to express their views.
- If not systematically organized, the results are likely to be impressionistic with no backing of statistics.
- Results of qualitative studies might not carry as much weight as quantitative studies with decisions makers. This is because most decision makers prefer to base their decisions on statistics since these are easier to prove.
- Professional bias versus multisectoral and interdisciplinary emphasis in the PLA approach.
- There is need to remove divisions across professionals and start integrating and linking up with other professionals from other fields of specialization.
- It takes time for changes to take place in the community. This is because PLA is a very slow process. One needs to be very patient before positive results are noticed. PLA tends to raise high expectations among the people. People expect high and quick rewards for the time they spend in the PLA process. Such people may abandon the project if their expectations are not met quickly.
- The PLA team needs to have members who have a wide experience in group dynamics and adult education methods. Getting such qualified people who are willing to work at the community level can be difficult and expensive.
- PLA requires facilitators who have a lot of patience. They need to look, listen and learn. This takes time and challenges the patience of facilitators. It is easier and faster to tell people what to do but this does not bring about community development.
Activity
A new youth group in your community wishes to start an environmental conservation project for income generation. The group has asked you to advise it how to go about the project.
- Explain to the group why it should use PLA approaches.
- Explain to the group the steps to use to start the project.
- Point out some challenges the group should anticipate.
Appreciative inquiry
Appreciative inquiry (AI) is an approach which emphasises the communities focusing on their abilities, potentials, strengths, achievements and resources rather than on their problems. AI goes beyond participation of the community. It encourages the development of self-esteem and confidence at the grass-roots level. Appreciative approach came into being with the understanding of the importance of people’s self reflection. It encourages us to appreciate what this world can do for us and what we can do for it. AI encourages the communities to find out what exists (what is) and that they are proud of. The search of what exists helps the community members to realize that they have many resources which they can use to bring about their own development. These resources include knowledge, skills, abilities, potentials, time and facilities. AI also encourages the community members to have dreams and aspirations (what could be) that motivate them towards working to improve their future. AI therefore acts as a catalyst or a motivating force for community development. What communities have makes them feel proud of who they are while their dreams and aspirations give them hope for the future. These energize or motivate them to take action in order to improve their present and their future.
When communities realize that they have many resources and strengths they feel energized and motivated. On the other hand, if they focus on problems they tend to feel discouraged.
Stages of appreciative inquiry
The appreciative inquiry involves the community working together to collect information on their strengths, abilities, good news, success stories and achievements. The communities also spend time to appreciate themselves and celebrate all their successes and achievements. This makes them feel good about themselves. AI also involves our ability to recognize the strengths and achievements of systems, situations and other human beings around us. Local people can use their understanding of “the best of what is” which includes their strengths, potentials and resources to develop a vision of what their community might be in the future. They achieve this goal by using their current achievements as a foundation to develop their dreams and aspirations to improve their future.
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The appreciative inquiry cycle
Discovery phase
The main aim of the discovery phase is to help the community to appreciate the best of “what is” by looking for best examples of their victories, strengths, achievements and successes. The community then tries to understand what made it possible for them to achieve the victories, successes achievements identified. Was it leadership, internal relationships, knowledge, skills, technologies values, capacity building or external relationships?
People deliberately choose not to focus on problems and challenges. They do not spend timeanalysing problems and deficits. Instead they focus on strengths and achievements, systematically seek to isolate and learn from even the smallest victories and successes. people share stories of exceptional achievements and they discuss the factors which made realize these achievements. They deliberate upon the aspects of their history that they value and want to enhance in the future.
Dream phase
This phase involves the community sharing their dreams and aspirations. They base these dreams and aspirations on their past victories, success and achievements. They share their experience their past achievements, victories and successes. They believe firmly that if they have succeeded the past they can achieve greater victories and success in the future. This belief becomes a d force which helps them to march into the future with confidence that they will succeed. They usethese positive stories in the same way an artist uses paints to create a portrait of the community potential. They think great thoughts and create great possibilities for their communities, then turn those thoughts into dreams and aspirations for themselves.
Design phase
The community develops ways of ensuring that they achieve their dreams and aspirations. They do so by re-defining approaches to leadership, governance, use of resources, and participation on capacity building. They identify qualities of community life that they want to protect, and the relationship that they want to achieve. They also identify the activities they need to carry out in order to ac their dreams and aspirations.
Destiny phase
This involves the community working together in order to ensure they continue to do all that
required to achieve their dreams and aspirations. It is a time of continuous learning, making adjustments and doing all that must be done to ensure dreams and aspirations are achieved. During ibis time people have a lot of motivation and energy for being innovative and creative in order to achieve the goals they have set for themselves. The destiny phase leads naturally to new discoveries of community strengths, new achievements and beginning of the whole process a new.
Why Al works
- It integrates different ways of knowing.
- It allows room for emotional response as well as intellectual analysis, room for imagination, innovations, creativity and rational thought.
- It raises people’s self-esteem and confidence.
- It makes people proud of what they have and who they are.
- It gives positive feelings about people and their environment.
- It raises hopes for better future.
Principles of Al
The following principles help explain the power behind the appreciative inquiry approach
- The constructionist principlesuggests that social knowledge and community destiny are interwoven. It is important to know people’s achievements and best times as well as their hopes and dreams. If you stand on the foundation of achievements you are more likely to move on into higher levels of achievement and success. We co-create reality through our language, thoughts, images and beliefs and also when we ask questions and when we intervene. “The seeds of change are implicit in the very first question we ask.””We move towards what we persistently ask questions about” (Rossi, 2007).
- The principle of simultaneityrecognizes that inquiry and change are not separate moments, but occur together. They are interrelated and inseparable. Inquiry is intervention. The seeds of change, the things people think and talk about, the things people discover and learn, the things that provide new knowledge, dialogue and the images of the future that inspire us are within the first questions we ask. The questions we ask set the stage for what we find out and what we discover becomes the stories out of which the future is conceived and constructed.
- The poetic principlestates that human organizations, including communities, are an open book. Their past, present and future are an endless source of learning, inspiration and interpretation. Al chooses to focus on the positive aspects of life of communities.
- The anticipatory principlestates that current behaviour is guided by images of the future. People’s expectations are powerful in bringing the future into the present. Communities exist because, the people who govern and maintain them share a vision, dreams and aspirations of what the organization is, how it will function and what it is likely to become.
- The positive principlestates that momentum for change, requires positive thinking and social bonding-qualities like hope, inspiration and joy in creating one another. If development practitioners use positive questions to guide community development they will achieve more long lasting and effective changes.
- Every system works to some degree.It is important therefore to seek out the positive, life-giving forces and appreciate the “best of what is.”
- Knowledge generated by inquiry should be applicable.It should be relevant and possible to utilize.
- Systems are capable of becoming more than they are.Communities can learn how to guide their own evolution by focusing on “what might be.”
Advantages of AI
- People Participate in self This raises their self esteem as they recognize their power in understanding self.
- AI reveals common ground of shared values, dreams and aspirations.
- Peoples’ hopes and motivation areraised. Al reveals exciting and desirable possibilities.
- People appreciate themselves and their achievements. They identify shared values, culture They take time to celebrate their achievements and successes.
- People’s ability to recognize and affirm the positive is strengthened.
- There is likelihood of sustainability of initiatives developed through Al as people are h They use their past successes, victories and achievements as the foundation for their future. Their past successes and achievements make them believe they will also succeed future.
- A culture of continual learning is created.
- Group energy, hope, motivation and commitment are renewed.
- Curiosity and wonder increase creativity and innovations increase.
- There is improvement in interpersonal relationships and ability to resolve conflicts.
- There is acceptance and inclusion of all levels of society in decision-making.
Challenges
- AI could paint too glorious a picture of the community even when there are glaring problems
- People who are demoralized might not be easily motivated to glorify the past and dream of better future.
- Leadership might not create a friendly environment for AI.
- The community might lack commitment to a long term process to go through the cycle of AI.
Activity
- Define the term appreciative inquiry.
- Describe the steps in AI.
- What are the benefits of using AI in community development?
- What are limitations/challenges of AI?
HOW TO DESIGN A RESERCH STUDY
The design of the research project consists of the stages that a researcher goes through from the time of identifying the project to the writing of the research report.
Major Steps in Research
The following are the major steps in research.
- Selection of the problem
- Development of the proposal
- Review of literature
- Formulation of goal, objectives, research questions or hypotheses
- Design of research project-deciding on research design, research site, sample, instruments to collect data and analyzing data.
- Organization of data
- Analysis of data
- Interpretation of data
- Developing conclusions/recommendations
- Writing the research report
- Publication
- Dissemination of findings
Each of the steps is elaborated in the chart that follows.
A flow chart of major steps in research
Selection of the problem
Every research starts with the researcher identify a problem whose solution she considers will offer useful information for child development or the education system. A researcher needs to narrow her problem down to address problems related to her discipline and area of interest. For example, if the researcher is in ECD, she should focus on problems related to ERCD. If she is in primary education, she shouldfocus in that area.
Possible Sources of Research Problem / Topics
- Curriculum – types of curriculum and curriculum materials used in ECDE programmes; process used to develop ECDE curriculum; availability of ECDE syllabuses and other learning material e.g. books, learning and play materials etc. in ECDE centres; how well the teachers are able I use ECDE curriculum materials (syllabuses, text books, learning and play materials).
- Educational materials/learning and play materials- types of learning and play materials available for young children both at home and in school; how these materials are developed; how we they help the children to acquire the concepts, knowledge, skills and attitudes.
- Teaching-learning methods- types of methods used in ECDE centres; how well they help the children to acquire knowledge, skills and attitudes.
- Assessment tools used to assess children in ECDE centres.
- Services available in ECDE programs- types of services; ages of children served etc.
- Children with special needs- types of children with special needs; services available for their both in ECDE centres and at home; awareness of parents and communities on the needs c children with special needs; types of support given to parents and ECDE teachers caring for these children.
- Management, administration and supervision of educational programmes- types of management and administration in ECDE centres e.g. types of committees and their roles; other actors etc
- How children learn.
- Methods used to help children learn
- Children’s growth and development- milestones of growth and development; abilities of children.
- Child health and nutrition- common childhood diseases; types of foods given to young children, weaning foods, practices and taboos, care of young children, caregivers and their roles etc.
- Community involvement in the development of care and educational programmes.
Principles in selecting a research problem
The selection of a research problem is a difficult task. It often takes a long time. The following are me principles or considerations that can guide a researcher when selecting a research problem:
- The problem should be related to the researcher’s area of study, discipline and interest. This ensures that the researcher has adequate knowledge and skills to carry out the study. She is also able to understand better the literature she reviews, what data to collect, how to analyze and interpret data collected.
- The problem will add new knowledge and learning. The researcher needs to ensure that the problem selected is bringing in new information that will be useful and that will contribute to new learning in the area of study.
- The problem should be her original work. The researcher needs to ensure that the problem she has selected has not been copied from other researches. In case of replicating research, the researcher needs to make this clear. She should however, use different environments and sample.
- This involves the researcher ensuring that:
- Resources are adequate to carry out the study. The resources include money, equipment and people.
- Time available is adequate to carry out the whole study.
- She is able to get adequate sample from the population available within the research site.
- The methodology identified for the study is manageable and easily understood. Her instruments should be simple to understand, easy to administer and analyze. The research site should also be easily accessible throughout the period of data collection.
- Critical mass. The problem should be of sufficient magnitude. It should be a serious problem that affects a large number of people and in a large area. It must have such serious effects on those affected that they feel they must have it addressed urgently. The problem should also have enough variables to studied. There should also be adequate sources of information for literature review.
- Theoretical value. The researcher needs to ensure that the study will contribute new knowledge that will add value to the discipline of study. The research findings should also add more literature for future studies, improve personal and professional growth of the researcher and be useful to other professionals.
- Practical value. The researcher needs to ensure that the study will provide new knowledge which will help to improve practices of professionals and practitioners and also improve the lives of the people affected by the problem.
How to find a research problem/topic
In order to find a research problem, the researcher needs to be motivated and interested to do research. She should appreciate the value of research in improving her personal and professional life and in contributing new knowledge to the discipline. To be able to get a good research problem the researcher needs to:
- Become a scholar. She must be interested in reading about issues and problems in her area of interest.
- Look for gaps, difficulties and explanations given on issues. She needs to find out what areas have not yet been researched and which areas are lacking data.
- Watch out for inconsistencies and contradictions on issues.
- Observe the problems that emerge during the implementation of projects in her area of interest. What problems have emerged that are of concern to professionals, practitioners, beneficiaries and researchers?
- Read, Listen, discuss and think critically. She must acquire an attitude of reading and questioning whatever she reads; she needs to listen to people and question whatever they say. It is important to start to question the obvious beliefs and practices. Why are they the way they are? Can they be improved? Can they be changed? If, so how? She needs to carry a notebook to write down ideas as they come.
- To criticize and challenge statements made in articles, books, research studies and in what people say.
- To associate with researchers, professionals and intellectually competent people in her field study. This will motivate her to carry out research.
- To follow up ideas that stem from current researches. In some cases it is possible to replicate research done by someone else in order to try and establish whether she will get similar find in other environments (verify findings).
Questions to guide in selection of research problems
The following are the questions that will help the researcher to decide on the research problem
- Am I equipped to carry out this study? Do I have the required knowledge and skills? Or can equip myself to carry out this study?
- Is this topic a researchable one?
- Can I carry out this study within the time available to me?
- Do I have adequate resources (money, human resources etc.) required to carry out this study.
- Are there enough reference materials for literature review?
- Is there adequate sample from the research site to collect data from?
- What type of data shall I collect? Will I be able to get all the data I require?
- From whom shall I collect data?
- Who will collect data? Will those collecting the data have the necessary knowledge and ski If not, what training do they require? Who will give this training?
- How and when will the data be collected?
- How shall I analyze the data?
- Are the techniques required to analyze my data developed enough to enable me to analyze it to make interpretations, conclusions and recommendations?
SAMPLE AND SAMPLING PROCEDURES.
DECIDING ON THE POPULATION SAMPLE AND ON SAMPLING METHOD
When concluding a research, one must often use a sample of population as opposed to using the entire population. A population can be defined as any set or persons/subjects having a common observable characteristics. It is the total number of subject/person with similar characteristics under the study (research). Sample is a subset or small group of subjects/persons representing the whole population in the research study. The characteristics of a population are called a parameter.
Sampling is a process of selecting a number of individual or subjects from a population such that the selected group contains elements representative of the characteristics found in the entire population.
Reason for Sampling
Why do we sample instead of using the population as the focus of study. There are at least four major reasons to sample.
- First it is usually too costly to do research with an entire population most researchers do not have the amount of money required to study an entire population.
- The second reason to sample is that it may be impossible to research on the entire population. For example, let us say that we want to test the mental performance of babies at birth. There are too many mothers who do not make it to clinics and hospitals to give birth let alone testing them.
- The third reason to s ample is that research on the entire population often produces errors. Thus, sampling may be more accurate.
- The other reason to sample is that it may be the only practical way of collecting data, particularly when the population is infinite or extremely large.
Sampling Method
Ideally, in sampling we would like to obtain a sample that is will be representative of the target population. To be representative means to provide a close approximation of certain characteristics of a target group.
The quality of a sample must be judged in terms of the procedure that produces it, that is in terms of its sampling methods/design.
Sampling methods/designs are classified into two (2) broad classes:
- Probability sampling/Random.
- Non-probability sampling.
TYPES OF PROBABILITY SAMPLING
- Simple Random Sampling
- Interval or Systematic sampling
- Stratified Sampling
- Cluster or Multi-stage Sampling
Simple Random Sampling
The usual definition of simple random sample is that it a procedure in which all the individuals in the defined population have an equal and independent chance of being selected as a member of sample. By independent it means that the selection of one individual does not affect any way the selection of any other individual. A more precise definition of simple random sample is that it is a process of selection from a population that provides every sample of a given size an equal probability of being selected.
The main purpose of using random sampling technique is that random sample yield research data that can be generalized to a larger population within margins of error that can be determined statistically. Random sampling is also preferable because it permits the researcher to make certain references about population value e.g. mean, SD, correlation coefficient on the basis of obtained sample value. Random sampling therefore simply means accidental. According simple random is a sampling procedure which provides equal opportunity of selection for each element of the population. There are several techniques of selecting by simple random selection namely; tossing a coin or dice, lottery technique, using random number table.
Tossing a coin or dice depends on the selection of variables i.e. tail or head for the coin.
Battery technique- This is where a symbol for each unit of the population is written on small pieces of equal sizes of same colour placed in a container, mixed well, and the lucky number (s) drawn ( money or box style). The symbol for each unit of the population can be names of participants or symbol yes/no written on identical pieces of papers. One needs to establish the sample size (if only one is needed out of it, we allocate one yes and three (3) Nos).
Random number table. This is more sophisticated methods, particularly useful for large population. Generally, the table consists of a long series of five digit numbers generated randomly by computers. To use the random number table, we randomly select a row or column as a starting point, then select all the numbers that follow in that row or column, depending on the size of the population. Each member of the population is assigned numbers, then as many numbers as possible comprise the sample size is selected from the table. Generally, this table consists of big series of five digit numbers generated randomly by computer. To use the random table, one will need to know the size of the population and sample size and assign a number to each case or population. To start in the table, one needs to randomly select a row or column as a starting point, then select all the numbers in that row or column. If more numbers are needed, proceed to the next row or column until enough numbers have been selected to make up the desired sample size. In effect, you may start at nay random point in the table and select numbers from column, row or diagonally if you wish.
Example one (1).
If there is a population to members and 70 are to be selected at random each of the 70 members is assigned number 1 to 70. The 1st ten members that appear, whenever one begins random, number table, determine the 10 sample member. Since there is only 70 members in the population, two digits random are used. In summary, simple random sampling is a powerful technique for selecting a sample that is representative of a larger population. Nevertheless, it is rarely possible to study a simple random that is perfect. Even if a simple random sample is initially selected, some subject will probably refuse to co-operate and other lost through alteration hence leaving a sample that is not truly random.
Systematic or Interval Sampling
The technique is based on the selection of element at equal interval, starting with a randomly selected element on the population list. The use of systematic sampling is quite common in educational research where large populations are studied and alphabetical or possibly other list of the population member is available.
Systematic sampling is a procedure by which the selection of the 1st sample member determines the entire sample. The population members that is, their names or type of identification are in some type of order for example by names of pupils in a class may be placed in alphabetical order on the register. The sample size is chosen and the sampling constant ‘K’ is determined, if sampling constant K = 50/10 = 5. Hence, every K or the 5th student is selected. K would have a range of (1-) pupil on the last, one would need to randomly select whether to start with the 1st, 2nd, 3rd, 4th, or 5rth pupils. If you randomly select the 2nd pupil, then selection would include (2nd, 7th, 12th, 22nd, 27th, 32nd, 37th, 42nd and 47th pupils). If the starting pupil was number 5, then the selection order would be 5,10,25,20,25,30,35,40,45,50.
The systematic sampling consists of selection of every K. The sampling interval is merely the ration of the number of cases in the pop in the desired sample size. Random startrefer to the process of using a table of random numbers or some other devise to select at random the initial case between 1 and K.
Stratified Random Sampling
In many educational studies, the sample should be selected in such a way that you are assured that certain sub-groups in a pop will be represented in the sample in proportion to their numbers in the pop itself. Such sub samples are usually referred to as stratified sample.
In stratified random sampling, the population is first sub-divided into two or more mutually exclusive segments called strata, based on categories of one or combination or relevant variables. Simple random samples are then drawn from each stratum and then these sub samples are joined to form the complete stratified sample.
Example
Assume that a researcher wanted a sample of 100 pupils from sample of 1000 of the River Bank Academy. It is expected that the student will vary by gender and according to class (year of study).
Allocation of sample size among strata. The decision must be made as to the number that is allocation) that will be selected from each stratum for the sample. There are three (3) methods of allocated:
- Equal allocation
- Proportional allocation
- Optimum allocation
The equal allocation are used when all the strata contribute equal number of members or the study.
A commonly used method is proportional allocation, whereby each stratum contributes to the sample a number that is proportional to its size in the population. The sampling fraction f = sample /fraction which is f = n/N.
The third method of allocation is optimum allocation. In optimum allocation, the strata contributions to the sample are proportional to the product of the strata, population sizes and variability of the independent variables within strata. Larger strata with larger variability will have the larger allocation to the sample. This is rarely used.
Summary of the three types of allocation in stratified random sampling
| TYPE | CHARACTERISTICS |
| Equal Allocation | All strata contribute the same number to the sample. There are 166 strata, each contribute n/k member to the sample. The sampling fraction varies among strata |
| Proportion Allocation | Sample allocation is proportional to the strata population size. The sampling fraction is constant for all strata and equal n/N. the larger the stratum, the more member it contributes to the sample. |
| Optimum Allocation | Sample allocation is proportional to the product of the strata population size and variability. The larger and more variables the stratum, the greater will be the contribution to the sample. The sampling fraction varies the stratums. |
In the following example, we shall use the proportional allocation of sample. The River Bankpupils distribution by gender and class in the pre-school.
| CLASS | FEMALE | MALE |
| KG 1 | 2000 | 1500 |
| KG 2 | 2500 | 2000 |
| Total | 4500 | 3500 |
A random sample of 500 pupils using proportional allocation is drawn from 800 pupils taking into account the difference in the class and gender, since the different strata will in the population, the size calculated is proportional to the total population. The sampling structure is the ratio of sample size to population size.
Sampling fraction f= n = size of sample
N = size of population
F = n= 50 = 1
N 800 16
For a single random sample, the sampling fractions equal the probability of any member of the population being selected for the sample. Therefore, each category of the population being selected for the sample. Therefore, each category of the population has to be multiplied by this fraction to obtain the corresponding category of the sample. The result is as follow.
| CLASS | FEMALE SAMPLE | MALE SAMPLE |
| KG 1
KG2 |
2000 x 1/16 = 125
2500 x1/16 = 156 128 |
1500 x 1/15 = 94
2000 x 1/16 = 125 219 |
The total size of the sample becomes 281 + 219 = 500
The next step is to use sample random or systematic sample method to draw the difference from the nominal roll i.e. sample of 125 female from KG 1 and 156 female from KG 2 and 994 males fro KG 1 and 125 from KG 2 making a total of 500.
NOTE: Stratified sampling guard against wild samples and ensure that no sub population will be omitted from the sample. It is also avoids overloading in certain sub populations. Simple random samples have a tendency to distribute themselves according to the population proportion and stratified random sampling with proportion allocation will build this proportionally into sample.
Therefore, proportion allocation in stratified random sampling distributes the sample in such a way that the sampling fraction is the same for all strata.
Multi-Stage Cluster Sampling
In cluster sampling, the unit of sampling is not individual but lather natural occurring group of individual. Cluster sampling is used it is more feasible or convenient to select group of individuals from a defined population. This situation occurs when it is either impartial or impossible to obtain a list of members of the accessible population.
Multi-stage cluster sampling is variant of cluster sampling. The principle underlying multi stage sampling is to start by sampling population which is much more general than the final one. The common multi stage cluster sampling is done when an entire population is being studied involves area sampling as the first step. Area sampling rests on the simple (if not always correct) assumption that people live somewhere. If areas are sampled, then anyone has an opportunity to fall into the sample. The researcher 1st draws a sample of designated areas, perhaps city blocks or rural location. Each household in the sampled area is listed and from that list is drawn a final sample.
NON-PROBABILITY SAMPLING
Non- probability sampling refers to the process of case selection other than random. Without random selection, non-probability samples have two (2) weaknesses.
- The do not control investigators’ biasness in the selection of units.
- Their pattern of variability cannot be predicted from probability sampling theory. This makes it impossible to calculate sampling error or to estimate sample precision. However, while one should be ever mindful of these weaknesses, it would be a mistake to rule out non probability sampling. Many instances, this form of sampling is either more appropriate or practical than probability sampling or the only mean of case selection.
When is Non Probability Sampling Most Appropriate
- In situations where very few cases can be included in the sample, e.g. an investigator doing an intensive study in which unit of analysis is a city, or a particular school, the expense of studying more than one or a few cases, generalizing from sample to population essentially becomes a matter of judgment.
- When studying past events, the archaeologists or historian or educationist often find only a fraction of relevant materials available or accessible. Similarly in contemporary societies, certain individuals or institutions may refuse to co-operate in an inquiry. Under these circumstances, the researcher may either accept a non probability method of case selection.
- In explanatory or the early stages of investigating a problem, when the objective is to become more informed about the problem itself, probability sampling simply may be unnecessary. It will suffice to select a range of cases non randomly without conses for precise statistical generalizations.
- If the population itself contains few cases ( pregnancy and dropout) or if an adequate sampling formula cannot be obtained or constructed, then there is no point in considering probability sampling formula. With small population ( say less than 20 as in the female primary school teachers in the entire Garissa District). Each case should be studied in its own right in comparison with all others. If the population is unknown or readily unidentifiable, as in educational studies of truancy, then sampling generally will consist of studying any and all identifiable and cooperative units.
Types of Non- Probability Sampling
It includes
- Convenient sampling
- Purposive sampling
- Quota sampling
- Dimensional sampling
- Snow ball sampling
Convenient Sampling
This type of sampling (also called haphazard fortuitous and accidental sampling, the researcher simply selects a required number from cases that are conveniently available. In the case of coast star parents attitude towards cost sharing arrangements towards tuition holiday. The researcher might decide to:
Ask teacher for permission to administer questionnaire to all parents in his school.
Interview however comes in the office or takes his/her child when the teacher (researcher) happens to be there.
Find a convenient spot in the school office or compound from which to administer the questionnaire or interview the parents concerned. TV station and newspaper wanting to tap public opinion in specific issues may interview conveniently available commuters, shoppers, store clerk and others. Such of a case selection are easy, and inexpensive. If the researcher is at an early stage and generalizations is not an issue, then they may be perfectly appropriate. However, convenience sampling is a matter of catch-as-catch can. There is no way of determining to whom, other than the sample itself, the results apply.
Purpose Sampling
In this form, the investigator relies on his or her expertise or expert judgment to select units that are representative or typical of the population. The general strategy is to identify important sources of variations or criteria in the population and then select a sample that reflects this variation ( type of school, boarding status and sex). One might select a single unit or sub-population that is thought to be typical of the population in important respects or select a few units that correspond to key population differences. In other words, purposive sampling is hand picking the cases to be included in the sample in basis of one judgment of their typically. The subjects area chosen according to a certain specific criteria e.g. Boys and girls school, rural vs. urban residence etc.
Quota Sampling
Quota sampling is a form of purposive sampling that bears a superficial resembling to proportionate stratified sampling. Like the latter, quota sampling begin by dividing the population into relevant strata such as age, geographical region or years. The total sample is allocated among the strata in direct proportion to their estimated or actual size in the population. Finally, to obtain the correct proportions to their estimated or actual size in the population. Finally, to obtain the correct proportions in the sample, interviewers are asked to speak to a fixed quota of respondents in each stratum. So many men and so many women, those of a given age or income and so on are selected. To fill the quota, interviewers are free to choose anyone who meets the quota requirements.
The differences between quota and stratified sampling lies precisely in how cases are selected once quota has been set. In stratified quota sampling, the requisite number of cases within each stratum must be drawn by simple random sampling. But in quota sampling, the quota of cases within the stratum may be filled in whatever vary the investigator chooses.
The potential biases in such procedure are obvious: friends are likely to resemble closely the interviewer themselves; people who visit particular centre may differ sharply from those who do not; and preference for a nicer neighbourhood and homes will almost certainly create a strong socio-economic bias. Thus, representative quota in some characteristic does not ensure representative in others.
Dimensional Sampling
A further refinement of quota sampling where you identify various factors of interacts in a population and obtaining at least one respondent for every combination of these factors.
Snow ball Sampling
After identifying a small number of individuals who have the required characteristics, you use them as informants to identify others who qualify for inclusion. The study n drop out or cause of adolescent pregnancies would use this method more successfully.
SELECTING APPROPRIATE RESEARCH METHOD
Here it is a matter of deciding which research designs are appropriated to the study in relation to topic, objectives and data collection method. There are no strict rules for making decisions about what research approach and methods to use. For each study, data collection options and strategies will depend on what kind of information is for and how the information is to be used. Qualitative and quantitative approaches to research are complimentary, and where appropriate should be combined in such a way as to maximize the strength and minimize the limitations.
SELECTING AND DEVELOPING APPROPRIATE RESEARCH TOOL/INSTRUMENT;
In education, as in other behavioural sciences, researchers rely mostly on reactive research method as opposed to unconstructive methods. In other words, in much educational research, the researched person (respondent) is aware of being studied and reacts to stimuli, or the instrument of studying them in the form of the questions presented by the researcher. The most frequently used tools of gathering information is by directly asking respondents to express their views or opinion.
Data Collection Tools/Instruments
They include
- Questionnaires
- Interviews
- Observational guidelines
- Rating scales
- Ranking order
Critical Considerations when Constructing Research Instrument/Tools
The critical consideration while construction instruments are:
Objective of the study
A researcher must have a clear understanding of what to obtain from the results of the study. This means that the researcher must be able to anticipate and spell out the type of information needed. First, the researcher must have a clear vision of the time frame for the research specification whether or not to focus current educations practices or trend over time (longitudinal studies).
Type of population/sample:
The research should be aware that some type of instrument are unsuitable to some groups of people / respondents depending on their literacy level, and type of work or professional culture and level of socialization . For illiterate population questionnaire will be unsuitable, hence of interview or observation method will be necessary.
Geographical Distribution of subjects
A researcher needs to be conversant with geographical location and spread of the sources of information before making decision on the type of instrument to be constructed and administered. One need whether the study will survey the whole country (census).Selected provinces, district, division or location. The span of the will dictate the type of instrument to be used.
Nature of Research Item.
In the special cases, each item must be developed to measure a specific aspect of the stated objectives. The item (whether in multiple or open ended format) should reflected why the question is being asked and how the item will be analyzed. The type of item should be able to be understood and interpreted by the respondents. It is usually desirable for the researcher to deve3lop during table to assist easier analysis later.
Questionnaires
A questionnaire is an instrument used to gather data, which allows a measurement for or against particular view point. A questionnaire has the ability to collect a large amount of information in a reasonably quick space of time.
This is a big advantage but do not let this deceive you into thinking that questionnaire design is a straight forward operation. Asking correct question about a particular topic need careful planning.
Planning checklist.
In planning a questionnaire needs careful consideration. The checklist below should be constructed before moving on actual design. You should be able to answer all these questions in a positive way that should be able to state the specific goals of your study.
When you look at the goals of the study do they convey a picture of something that is worth doing?
Be sure in your mind that the worth is not of trivial nature.
Do you know enough of subject area to create a questionnaire that has inclusive items?
How much do you know about the characteristics of your target population?
What is the approximate cost of your study and how long will it take to complete.
What sort of sample are you going to use.
NOTE: A common problem with many questionnaires is the number of irrelevant items or questions that are included.
Take a look into a few questionnaires. What are the most common items you see at the beginning of these questionnaires? Age gender, marital status, religion, occupation are families items contained in question. Justification for inclusive is all important and the contents must reflect the aim and objective of your study. If marital status is included in the study of pre primary education performance, why should you include it. Or if there is no sex difference in performance of certain cognitive aspect in pre primary pupils, it is not necessary to include it in the questionnaire.
Question Types
Question con come in a variety of shapes but in general there are 4 types:-
Background questions
Closed-end questions
Partially closed end questions
Open end question
Background Questions
This type of questions is used to gather demographic details from the group being studied. It is quite common to find background question quite early in a questionnaire because usually they are fairly easy to answer.
|
For example:
NOTE: Only seek background information that is relevant to your study and its objective.
Close-End Question
This type of question is used to collect information or determine opinion on issues by giving the respondent a set of choice or response options.
For examples: – 1
Example 2:
The teaching example has unordered responses. Choice are described but there is no single dimension related to the options. Each of the 6 categories has to be viewed as independent of the others.
Partially closed
Partially closed End questions with this type of questions the respondent also has option but is not forced to select of them. There is provision for other reasons to be listed, once which we include in the fixed choices.
For example
|
Open – end question
These are sometime called free response types because they allow the respondents to answer in their own words. Open questions are often used to explore issues.
Question construction
Constructing good questions may take some time and what first may look as ideal can, after a pilot test, be shown to be unreliable or infective. Below are some useful hints on questionnaire construction.
- Specific questions will produce specific answers: try to avoid vague sounding questions. They are usually difficult to answer. For example: have you read the book recently? Different people will interpret recently in various ways. Substitute recently with, within the last 7 days or month.
- Over precise questions can cause problems: if you make the question too difficult to answer. Example: how many of your classmates did you talk to yesterday?
- Keep the language simple: look at who will be answering your questions and write at their level. Avoid jargon or technical terms.eg Donor conditionality,jittygritty,without much ado.
- Avoid the use of double negative: two negative in a question can be confusing and the purpose is to facilitate a clear response. Example: lack of midterm exams is not something to worry about.
- Limit each question to a single idea. Example : are you favoring of reducing the number of teaching hours and increasing pupil intake on the KG level.What will be the answer to the above question tell you? (Yes or no).
- Avoid emotional charged words: such words can create bias and introduce a highly personal tone which many respondents may feel uneasy with. Do you usually abscord Friday afternoon lessons? .How is your relationship with your headteacher?
- Avoid leading questions there are questions which by their wording suggests the answer. Example: do you think we should increase pre-primary academic staff pay since they work such long hours and provide available services?, Do not think learners who fail in one class should be told to repeat to avoid failure in their K.C.P.E?, Don’t you think the current wrangles over Mau forest will split the ODM?
- Be careful of personalization: personalization can cause problems if you are seeking opinion of a general nature. Example: what do you think of day care services? Don’t you think Kamba people practice witchcraft?
- Try to avoid subjective terms: such as “usually”, “often” and “many”, as they can be interpreted in various ways. For example “many people” to a city dweller will probably mean something different to someone in living in rural isolation as far as population of their setting is concerned.
- Keep the item as short as possible: there is nothing more irritating than a lengthy sentence that needs someone to re-read again and again before he gets the message.
- Ensure that all response options are included: it is surprising how many questionnaires do not include categories such as “don’t know” or “not applicable”. Knowing that respondents don’t know can be variable piece of information.
- Avoid acronyms and abbreviation e.g STD may stand for standard Trunk Dialing or Sexually Transmitted Disease. So use full letters in questionnaire.
- Pilot the questionnaire: once you have constructed a questionnaire, try it out on a small sample to check if it is operational.
- Intensity questions: it is quite likely that you may need to measure strength opinion. The most common format is the LIKERT This permits the respondent to select from a number of degree of intensity (usually five). For example:
This type of item is usually associated with the measurement of attitude.
- Constructing relevant questions: Depending on the subject matter of the questionnaires there may be times when you will have difficulties arriving at appropriate questions i.e. those that will give you the information you are seeking. It is good to think deep and focus in questions that can give relevant information.
The Questionnaire Layout
As with most products the usual impact can be a big plus. Check your question or the following:
Physical layout – It may be restarting the obvious but, make sure your questionnaire is neat, easy to use, easy to code and easy to store.
Production cost – The information you get should be worth the cost of production.
- Identification – put an individual identification number on each questionnaire you distribute.
- Sender’s name and address – always put your name and address on the questionnaire just incase the original questionnaire is misplaced.
- Use fairly good quality paper and if possible use only one side.
- Space your questions. Nothing looks worse than a large group of questions compressed into a single page.
- Clear instruction – it is important to have clear instruction on how to answer each question.
- Clear explanation – if your questionnaire has different section then begin each one with a few words of explanation.
Question
What are the advantages and disadvantages of a questionnaire as a data collection tool?(10mks).
Interviews
Interviews involve a researcher meet a respondent physically or through phone and series of questions orally asked as part of research project. There are 3 types of interviews in an education set up, especially in ECDE program:
- Unstructured interview
- Semi structured interview
- Structured/systematic interview.
Un-Structured Interview Technique
It is one of the most widely used techniques of data collection in education. In this approach of interviewing, the researcher has some idea in mind of the topic covered and may use some sort of topic list as a reminder, but there is minimal control over the order in which topics are covered and over the respondent answers. In unstructured interviewing, neither the specific questions to be asked nor the range of type of possible answer are pre-defined.
Unstructured interviewing is formal and conversational, and the aim is to get inform unto open up and to express themselves in their own terms.
Strength unstructured interviews:
- The main strength of an informal conversational approach to interviewing is that it allows the interviewer to be responsive to individual differences and situational characteristics.
- This style of interviewing builds well upon observation and can help discover relevant questions and their appropriate wording ensure communication with the respondent.
- Its also useful for building initial rapport with informant, before conducting more formal interviews and for talking with the people or in situations where more formal interview may not be tolerate e.g. in studies of street girls drug addiction in relationship to effects on their pregnancies and their infants
- Unstructured interviews are also useful for studying sensitive topics such as sexuality or certain tetratogen topics experienced by mothers
Weakness of unstructured interview:
- Because there is no set format for conducting conservational interviews each interview tends to be unique. This makes it difficult to systemize and analyses data
- It may take several conservation before obtaining a similar set of information from each informant thus time wasting
Semi-structured interview
Semi-structured interview area based on the use of interview guide. This is a writer list of questions or topics that need to be covered during the interview. However, the exact order and wording of the questions may vary from respondent to respondent. The interviewer may still follow leads and new topics that arise in the course of the interview, but the interview guide is a set of clear instructions concerning the main question to be asked or topic to be probe. Semi structured interview include: Depth / Focused interviews that intensively investigate a particular topic and case studies that collect comprehensive, systematic and in depth information about particular cases of interest.
Structured systematic interviews
Structured interviewing involves subjecting every informant in a simple to the same stimuli i.e. asking each informant the exact same question. Survey such as are most familiar with the structured questionnaire.
The data collection technique under discussion produces numerical quantifiable data.
Nonetheless, these methods are included in the discussions of qualitative research because their purpose is to help describe and analyses the culture and behavior of respondent from the respondent point of view. Furthermore, their effective user depend on prior understanding of the study of population’s view and perspective
OBSERVATION TECHNIQUES AND GUIDELINES
Observations provide information about actual behavior. Direct observation of behavior is useful because some behavior involves habitual routine which people are hardly aware of. In such cases, observation can reveal more information than interviews or questionnaires. Direct observation also allows the research to put behavior in context and thereby understanding it better. Observation can either be unobtrusive and non-reactive or obvious and reactive.
Unobtrusive observation is whereby people are observed without them knowing, but involves serious ethical dilemmas. Here we will only discuss obvious and reactive techniques. The approaches are three, namely:
- Participant observation
- Unstructured observation
- Structured observation
Participant Observation
Participant observation refers to an approach whereby the investigator becomes to a greater or lesser extent, an active functioning member of the culture under study for example a family health organization, teaching staff or community. The investigator participated in any activities appropriate for a person of the status in which is assumed. Observe what others do and in general attempt to see through the eyes of a member of a culture rather than through those of an outsider. Participant observation in itself does not constitute a specific data, unstructured interview and unstructured observation; rather it simply means living in or hanging around the community or culture under study. In participant observation the people being observed are aware of the researcher’s presence in the community and usually know the purpose of the researcher’s presence is to learn about their way of life. Participant observation produces textual descriptive account.
Strength of Participant Observation
- Participant observation facilitates all other data collection in the field by helping to reduce reactivity (the degree to which people change their behavior when they know they are being studied). People become more and more comfortable with researcher’s presence.
- It helps the researcher to learn how to formulate appropriate and relevant question in the native language.
Structured observation
In structured observation, the observer is an on-looker, he or she observes as an outside. Those observed know they are being observed but usually do not know the exact behaviors that are being observed and recorded. The focus tends to be on small number of very specified behavior. Only those behaviors appearing on a pre defined observation list are recorded. Structure observations produce quantitative data with little contextual description. In order to conduct structured observation, behaviors and actors of interested must be clearly specified.
The importance of the timing of observations must be determined (time of day, season e.t.c.) and focal behaviors must be defined, broken down so that recording is reliable.
This approach ensures that the observation will be optimally reproducible, comparable and quantifiable.
Unless the behaviors of interest are well understood, it is not possible to develop a good observation recording sheet. Therefore structured observations should never be used before first, rather conducting unstructured observations and interviews to explore what really needs to be known, and in what detail.
The approach may include continuous monitoring, spot check and rating checks.
- Spot checks are observations whereby the observer records the presence or absence of behavior or physical characteristics of interests at the first moment of observation. For example, to make a round after lunch to see how many pupils have left dishes you washed after meals (as an indicator of dishwashing behavior).
- Rating checks require the observer to make judgment on individual and environments e.g. “woman washes hand” is a pure observation of behavior while “women’s hands are clean” involves judgment by the observer that may not be true. Rating should be made as explicit as possible.
Strength of Structured Observation
- They provide precise, numerical result which are applicable to statistical analysis and can be repeated to monitor behavior change over item.
Weakness of Structured Observation
- The problem to be studied need to be clearly defined.
- Training of observer is intensive and time consuming.
- Pre-determined structure of the observation limits discovery of other potentially relevant behaviours.
- It gives the researcher an intuitive understanding of what is happening in a culture; helps the researcher understand the meaning of the data being collected; maximizes the researcher’s ability to make valid statement about the culture being studied.
- It is useful when if the context is new or not willknown and when the topic of interest is especially complex. It is particularly useful at the beginning of research when a problem is not well understood.
- It is useful when the situation of interest is hidden from the public or when people appear to have significantly different than to outsiders.
- It is especially appropriate for understanding processes, events, norms and values and the context of social situation.
Weakness of Participant Observation
- Depending on the population studied, participant observation can be quite time consuming, taking anywhere from a few weeks to many months.
- To conduct participant observation, a researcher must speak the local language well, be skilled at observing the little details of life, have good memory (in order to write down later what was observed) and be skilled at writing what was detailed and copies about what was observed or discussed.
- Sometimes researchers become so familiar with the future that it becomes more and more difficult to notice things that should be considered different or important.
Unstructured Observation
Also referred to as open observation. The observer takes the position of an onlooker rather than a participant observer. Those being observed know that they are being observed, but the “what” to be observed is only very broadly defined for example, infant feeding.
Unstructured observations are broadly focused and their aim is to observe behaviours in its context .Data are collected in form of detailed descriptive accounts. Unstructured observations are often used or conducted when the researcher is trying to discover unknown aspects of a problem. They allow the discovery of “surprises” which can then be followed up in later stages of the research. Unstructured observations are particularly helpful for understanding behaviors in their physical and social context.
Data coding, entry and analysis can be very time consuming.
RATING SCALE
Scale can be created from any number of concepts or attributes, and items can be rated on a single conceptual scale or each may be rated on a series of scales presenting a variety of concepts or attributes. Scales can be presented numerically. For example:
- Circle the number that corresponds to the level of severity you will associate with pupils dropout rate in each stage in your school.
Pre primary stage 0 2 3 4 5 6 7 (from least to severe)
Lower primary stage 0 2 3 4 5 6 7 (From L to S)
Upper primary stage 0 2 3 4 5 6 7 (From L to S)
- Mark an X on the line below indicating where you will rate the drop out rate of pupils by gender.
Boy
Girls
Strength of rating scales
Rating scale are easier to administer.
Weakness of Rating scales
Rating scale can be extremely sensitive to responses bias (the propensity of an individual to always use one end of the scale or a narrow range in the middle of the scale).
RANK ORDER METHODS
Rank order method require information to rank items i.e from most to least in term of a specific characteristic, for example dropout rate by class and gender in terms of severity.
Complete rank ordering method usually require that informant be literate and involves presenting respondent with a list of items which they are asked to order from most to least on some scales or attribute by putting number next to each item. Another method is to present each information with visual stimuli or stack of cords on which items names are written and ask them to order the item or cards from most to least (best to worst or whatever the attribute of interests is).
Partial rank ordering: Pair each item with each of the other item. The pair of items are presented to respondents who are asked to indicate which is more or less, a best of worst, most ordering is obtained by summing the number of items each item was chosen.
Strength of Rank Order Method
The complete rank ordering technique produces a great deal of information and is productive for the time spent by the informant. The method is ideal for study individual differences.
Paired comparisons are probably the easiest and most reliable method to use with illiterate when there is small number of items to be ordered.
Weakness of rank order method
The complete rank ordering technique can be tedious for non-literate respondent. For paired comparison, pre testing is crucial for identifying the maximum number of pairs that informant will tolerate. Some researcher has found that even as few as 15 pairs can be tedious.
DATA COLLECTION PROCEDURE PROGRAMME AND ORGANIZATION
The process of data collection is much decided by the research and amount of resources available (time and money).
After choosing appropriate research tools which can be a combination of 2 or more research tool, if not one, a researcher may decide to do it in personal or hire other skilled people in the collection of data.
For interview he may decide to interview informant through the phone or meet them personally for an interview.
As for questionnaire he may present them personally to informants, then collect in personally after the informants have filled the questionnaire or he may send them through post office and wait for informant to fill the questionnaire and send them back to him.
ETHICAL CONSIDERATION IN RESEARCH
Through the process of data collection, the problems of persuading participants to co-operate with the researcher and participate in the research is ever present. Lack of co-operation can be disastrous in a research task. Participants have the right to refuse openly to take part. Generally, acceptable ethical right must be followed. This is particularly the case when dealing with public schools and other educational institutions. When you are working with school children and teachers as subject, its necessary to have understanding and co-operation of school administration, (the education officer, head teacher, teacher). Interested community groups and other key stakeholders.
Ethical Principles
Researcher needs to be conversant with ethical principles to ensure that human rights and public relations are strictly adhered to. Apart from one overall observation of professional outlook, mannerism, mien and decorum, one needs to ensure that the following are observed.
- Informed Consent
Educational or social science research invades person’s privacy. An investigator might want information of a private nature or observed people in situations harmful to or at least uncomfortable to participants. People should not be subjected to research of such nature unless they agree to participate in it. Participation in research must be voluntary and people have the right to refuse to divulge certain information about themselves. This right to privacy demands that direct consent for participation must be obtained from adults and incase of children from their parents or teachers.
- Ensure confidentiality
The participant must be assured that the information will be kept confidential and only used for used for the purpose of the research alone. The participants must be told who will access to the data. In this case, the participant must be assured that the data will only be used for the stated purpose of the research and that no undesirable person will have access to the data. Assured of these conditions, a respondent will feel free to give honest and complete information. Therefore to ensure confidentiality, researcher should:
- Not include or write names of respondent to the data except a code
- Ensure nobody can link the data to specific subject.
- \substitute names with number so that only a person who has access to the codes can identify the subject.
- Plagiarism
This is the use of somebody else ideas or research purporting it to be yours, without acknowledging the source. It is an academic crime and it is punishable. It is protected by writers’ copyright (patent rights to writers’ creation). When using somebody else ideas, you should quote the worker’s work using quotations.
- Risk to Participants
The subject/participant should not be harmed in anyway – mentally, psychologically, physically, emotionally or morally for the sake of obtaining information in the name of scientifically research. If the research involves any risk, the subject should be informed. If school children are involved in the study for example, the parent or guardians should be informed and written permission secured from them.
- Permission to interview children.
In addition to parental consent, researcher should seek the informed consent of children age seven (7) and above for research participation. The use of deception in research with children is especially risky since debriefing can undermine their basic faith in the trustworthiness of adults.
- Using of human beings as specimen object.
At no one time in a research should human beings be subjected as specimen in the study i.e. being used without human integrity or reduced to animal level.
Since studies can only take effect when some vital information is withheld or subject not told, the absolute truth is necessary. Although needed data can be collected without deception, practical considerations such as limited fund and time lead some researchers to use deception. This is used in extreme cases where serious issues such as crime and potential respondents may be violent if they discover that one is collecting data on them (e.g. criminals).
- Should ensure good human relation for example, it should not bring conflict between Head teacher and his teacher or among pupils or in families and societies.
MONITORING AND EVALUATION
MONITORING.
Monitoring is the systematic and continuous assessment of the progress of a piece of program/work over time. It is a basic and a universal management tool for identifying strength and weaknesses in a programme.
EVALUATION.
An evaluation is the assessment at one point in a time of the impact of a piece of work/programme and the extent to which stated objectives have been achieved.
Importance of monitoring and evaluation
- They help to show what impact the work/programme is having and the progress towards meeting objectives so that activity can be adjusted if necessary.
- Monitoring and evaluation assist in maintaining high standard of a programme i.e. assess the quality, effectiveness and efficiency of activities, as well as the volume of work.
- They make sure resources are used effectively i.e. to find out what resources are required to produce certain effects, or how resources can be distributed differently to be more effective.
- They are used to plan work i.e. to show what and who will be available when, and how work could be affected by seasonal trends.
- Evaluation and monitoring identify problems and find solutions at nearly stage of the programme to make sure problems can be discussed and tackled before they become too serious.
- They help staff feel their work has a definite purpose. Knowing more about objectives, progress, impact and quality of work in a programme will help staff feel motivated and involved in the programme.
- They help analyses the style of work, whether this is the best way of working to achieve more self – motivation, capacity building awareness of gender in equality etc.
Monitoring and Evaluation tools/Method
There are many different methods of data collection. The most appropriate method can be selected according to the kind of information that is needed and when and how it will be used. Combination of objects should always be used so that data can be cross checked.
Possible method for collecting Data at specific Point during monitoring
- Surveying with a set of questionnaire
Survey samples can be selected to compare population affected by the programme or to compare current data with the results of a baseline carried out before the programme started. Regular surveys can be used in a monitoring system to collect information about key indicators to see how the target population is affected by a piece of work over time.
- Participatory method
Participatory method including those discussed in PLA can be used for finding out how the different people involved in a programme, including people affected by the programme, views its progress.
- Measuring skills and knowledge
The skills and knowledge of trainees in ECDE programmes can be assessed to measure effectiveness of activities designed to train and teach people or to influence their attitude or behaviour method. Measuring can be done through the following methods-:
- Written, oral or practical test
- Role play and games
- Demonstration of a particular task
- Observation of normal practices using checklist
Possible methods for collecting data regularly for monitoring system include-:
- Regular record-keeping: Forms and diaries
Some information about activities is recorded on regular basis. Forms and set formats are often used for recording quantitative and qualitative information.
The following factors are important
- Good form design will facilitate the accurate recording of information
- Clear instructions on how to use form should always be available.
- The form should contain enough information to be useful to the people collecting the data.
- The people collecting the data need to understand how the information will be used.
- The information needed to complete the forms should be available without too much extra effort.
- The format should be the same in the different forms and registers used.
- Supervision checklist and Reports
The collection of data during supervision meetings provides an opportunity to discuss the information as it is being collected. This can be useful for both supervisors and those being supervised. Checklist and set formats can be used to ensure that information about indicators is collected.
- Case studies
Case study can be used to examine the impact of a programme on a particular set up (community). A checklist can be used to ensure certain questions are addressed, without being restricted only to a pre-determined indicator. It can be useful way to looking at unexpected outcome and indirect effects of a programme and to see how other factors have contributed to any change in people’s lives.
- Spot checks
Periodic studies into a particular aspect of the programme. Selected activities may be monitored in detail over a specific period. For example, all staff could fill in activity sheet every day for several weeks to assess the effectiveness of their use of time. This can be useful exercise leading up to a more formal evaluation, since it gives staff and participants a clearer idea of what they are doing, especially if they do not usually keep regular record of activities.
Uses of monitoring and evaluation data
The data collected is used:
- To assess the progress and impact of programme toward achieving set objectives.
- To clarify the objectives of the programme that has been running for some time.
- To identify the issues and problems faced by the programmes, so that they can be solved.
- When lesson learned from work experience need to be analyzed to help formulate policy and guidelines for future for the programme.
PHYSICS FORM 1 NOTES (EDITABLE)
INTRODUCTION TO PHYSICS
The primary school science syllabus covers topics such as matter and its properties, energy in its various forms for example heat, light, sound and their corresponding sources, machines and the way they make work easier, balancing and weighing of various shapes of objects, electricity and magnetism.
These topics and more are covered in physics.
MEANING OF PHYSICS
Physics is the study of matter and its relation to energy. Matter is anything that occupies space and has weight.
The study of physics allows one to understand and enjoy other subjects
As a subject, the study of physics involves measurement of quantities and collection of data. Through experimentation and observation, hypotheses are drawn, test and laws and principles established.
Physics explain the how and why behind the following phenomena;
- Formation of rainbow.
- Occurrence eclipse.
- The falling of the objects towards the earth’s surface.
- The seasonal occurrence of ocean and sea tides
- The crackling sound heard when nylon cloth is removed from the body.
- Formation of shadow and many more.
Physics gives scientific, systematic and consistent explanation based on the concepts of physics.
BRANCHES OF PHYSICS
Physics may be split into the following key areas;
- Mechanics- is a branch of physics that deals with the study of the motion of the bodies under the influence of forces. It is divided into two key areas namely; kinematics and dynamics. Kinematics is the study of the motion of the bodies disregarding the forces acting on it while dynamics is the study of the motion of bodies with regard to forces acting on the body. Under this branch, we look into details the aspects of linear, circular and oscillatory motions as well as motion of fluids.
- Electricity and magnetism- this branch looks at the interaction between electric fields and magnetic fields and the applications of such interactions g. electric motors, microphones, electric speakers etc.
- Thermodynamics- This branch looks at how heat as a form of energy is transformed to/from other forms of energy.
- Geometrical optics- This branch takes a keen look at the behavior of light in various media g. optic fibre, microscopes, and lenses e.t.c.
- Waves- It deals with the study of the propagation of energy through space. It involves properties of waves such as refraction, reflection, diffraction and polarization
- Atomic physics– This area of study is targeted at the behavior of particles of the nucleus and the accompanying energy changes. It involves radioactivity, nuclear fission and fusion. It is the basis of the production of nuclear energy.
RELATIONSHIP BETWEEN PHYSICS AND OTHER SUBJECTS
Physics does not only relate the remaining two science subjects but also enjoys a relationship with other subjects as well. For instance, it is the foundation of technological development in any country.
- Physics and history- Carbon dating is an application of radioactivity which serves as a crucial tool to history in establishing fossil age and hence past pattern of life.
- Physics and Geography- Establishment of weather patterns rely on accurate use of instruments like thermometer, wind vane and hygrometer .Heat transfer by convection explains the formation of conventional rainfall and pressure variation that determine wind patterns. All these are physics concepts.
- Physics and Home Science
- Physics and religion- Systems in the universe reveal great orderliness which can be traced back to the creator. Study of physics has come up with findings which are in total agreement with orderliness. Matter can be reduced to nothing scientifically the reverse is true which confirms that matter was created from nothing by God.
- Physics and Biology- Knowledge of lenses in physics are used in making microscope used in study of cells in biology. Physics formulae are used in calculation of magnification by microscopes.
- Physics and Chemistry- Physics has helped in explaining forces within atoms and therefore atomic structure. It is this structure of the atom that then determines the reactivity of the atom as explained in chemistry
- Physics and Mathematics- Many physics concepts are expressed mathematically. Many physics formulae are expressed mathematically.
- Physics and Technology- some areas of technology that requires knowledge of physics are:
- a) Medicine; in medicine, x-rays, lasers, scanners which are applications of physics are used in diagnosis and treatment of diseases.
- b) Communication; satellite communication, internet, fibre optics are applications of internet which requires strong foundation in physics.
- c) Industrial application; in the area of defense, physics has many applications e.g. war planes, LGB (laser-guided bombs) which has high level accuracy.
In entrainment industry, knowledge of physics has use in mixing various colours to bring out the desirable stage effects. Is application of science to solve problems in everyday situation most forms of technology are due to Physics e.g. Information and Technology, Computer Science, Mobile Phones, building technology, automotive technology.
CAREER OPPORTUNITIES IN PHYSICS
The study of Physics can open up many avenues of professions including engineering, degree, diploma or certificate courses.
A physics student will have the following opportunities in the following areas;
- Bachelor of Architecture.
- Bachelor of pharmacy.
- Bachelor of medicine.
- Bachelor of dental surgery.
- Bachelor of science(nursing)
- Bachelor of education science(physics)
- Bachelor of science(Electrical and electronic Engineering)
- Bachelor of Veterinary Medicine.
At college level, some of the courses are offered.
- Diploma in building and construction.
- Diploma in mechanical Engineering.
- Diploma in physiotherapy.
- Diploma in electrical Engineering.
- Diploma in computer science.
BASIC LABORATORY RULES
LABORATORY– This is a room containing facilities, apparatus and equipment that aid the investigative study of physics
BASIC LABORATORY RULES
- Proper dressing
- Note the location of electricity switches, fire-fighting equipments, First aid kit, gas supply and water supply taps.
- When in the laboratory open doors and windows to let in fresh air.
- Follow instructions given carefully.
- No eating or drinking in the laboratory.
- Turn off electrical switches, gas and water taps when not in use.
- When handling electrical apparatus hands must be dry.
- Do not plug foreign objects into electrical sockets.
- Keep floors and working surfaces dry.
- Clean and return all apparatus used in their correct location.
- All equipments should not be taken out of the laboratory.
- Wash your hands before leaving the laboratory.
- All instructions given must be followed strictly. Never attempt anything while in doubt.
- Windows and doors should be kept open while working in the laboratory
- Any wastes after experiments must be disposed appropriately after use
FIRST AID MEASURES
- CUTS -These may result from poor handling of glass apparatus or cutting tools like razors and scalpels. In case of cuts, assistance should be sought to stop bleeding and for immediate depressing up of the wound.
- BURNS – Burns may result from naked flames or even splashes of concentrated acids and bases. In case of burns caused by acids or bases, quickly run cold water over the affected part as you seek help for further treatment.
- POISONING – This may result from inhaling poisonous fumes or actual swallowing of poisonous chemicals. Assistance should be sought immediately.
- EYE DAMAGE -Eyes must be safeguarded from dangerous chemicals and bits of solids. In case an irritating chemical lands in the eye, it should be washed off immediately with a lot of cold water
- ELECTRIC SHOCK -This may result from touching exposed wires or using faulty electrical appliances. When such an accident occurs, first put off the main switch before treating for the shock.
TOPIC 2: MEASUREMENT
Scientists from various parts of the world were giving measurements in different units and languages. Some used pounds, inches and seconds while others were using grams, centimetres and seconds. This was undesirable, especially when a comparison of results was necessary.
This made it impossible for them to compare discoveries. Consequently, scientists agreed on one international system of units to be used, the Systeme International d’Unites (International System of Units), shortened to SI units, in all languages. This system has seven basic physical quantities and units on one Universal System of units called system international d’ unites (International system of units) SI units which assigned seven basic quantities as shown below.
| UNIT | Symbol of quantity | S.I UNIT | SYMBOL OF UNIT |
| 1. Length | L | metres | m |
| 2. Mass | m | kilogram | kg |
| 3. Time | t | seconds | s |
| 4. Electric Current | I | ampere | A |
| 5. Thermodynamic temperature | T | kelvin | K |
| 6. Luminous Intensity | Candela | Cd | |
| 7. Amount of Substance | mole | mol |
These quantities above cannot be obtained from any other physical quantities. Measurements are made by comparing the magnitude of a quantity with that of a given unit of that quantity. A physical quantity is a measurable aspect of matter.
Basic Physical Quantity -These are quantities that cannot be obtained by any other quantity e.g. mass, time, length.
Derived Quantity-These are quantities obtained by multiplication or division of basic physical quantities e.g. Area, Volume, Density.
LENGTH
This is the distance between two fixed points. It is the measure of distance between two points in space. The SI unit for length is the metre (m).
Other units of length include;
| unit | symbol | Equivalence in metres |
| Kilometre | Km | 1000 |
| Hectometre | Hm | 100 |
| Decametre | Dm | 10 |
| Decimetre | dm | 0.1 |
| Centimetre | Cm | 0.01 |
| Millimetre | mm | 0.001 |
| Micrometre | μm | 0.000001 |
MEASUREMENT OF LENGTH
Length can be estimated or measured accurately using appropriate measuring instrument. The type of instrument to be used at any time depends on two factors:
- The size of the object to be measured
- The desired accuracy
The methods used include;
- Approximation/ Estimation
- Accurate measuring using standard instruments
- Estimation
This method involves comparing the object to be measured with another of standard measure. For example, the height of a tall flag post can be compared with that of a wooden rod whose length is known. Thus at any given time;
Height of flag post = Length of shadow of post
Height of rod Length of shadow of rod
From this expression, the height of the flag post can be estimated.
Example;
Suppose the height of the rod= 1m, length of shadow of rod= 120cm and length of shadow of post= 480cm, then the height of the flag post is given by;
Height of post, Hp = 480cm
100cm 120cm
Height of post, Hp = 100 x 4
= 400cm
Also, the thickness of a sheet of paper may be estimated by taking several sheets of the paper and measuring their thickness then dividing by the number of sheets of paper;
Thickness of a sheet of paper = Thickness of n papers
Number of papers, n
- Using a standard measure(instruments)
This involves the use of standard measure or instruments. To measure length accurately, the instruments used are metre rules, half metre rules, tape measure, vernier calipers and micrometer screw gauges
- Metre rule
A metre rule is marked in centimetres. It is marked 0 and 100cm at its extreme ends.
0 100cm
- a metre rule
The smallest scale division of a metre rule is 0.1cm (1mm). The smallest scale division of any instrument is known as its accuracy. Thus the accuracy of a metre rule is 0.1cm.
When using a metre, one must ensure the following:
- That the object to be measured is in contact with the metre rule.
- That one end of the object is at 0cm mark i.e. zero (0) mark to coincide with the start of the object to be measured.
- That the eye is perpendicular to the scale so as to avoid parallax error. This ensures that accurate reading is obtained.
Metre rules and half metre rules used are graduated in centimetres and millimetre.
They are made of wood, plastic or steel.
When using a ruler the following precautions should be taken;
- Never drop a metre rule
- Never use it as a walking stick
- Never use it as a cane
- Keep it in a dry place away from corrosive substances
EXAMPLE 1
The reading should be taken in terms of the least count of the metre rule. For a metre rule the least count is 0.001m=0.1cm=1mm.
The reading shown above is 0.0165m=1.65cm=16.5mm.The metre rule cannot read 4th, 2nd or 1st decimal places of metre, centimeters or millimeters respectively. This is only approximated.
EXAMPLE 2
Figure below shows a fencing post whose length is being measured using a strip of a measuring tape.
(a) State the accuracy of the tape:
(b)What is the length of the post?
SOLN
(a)Accuracy of measuring tape is 10mm or o.1 cm + 5cm or o.o5m.
(b)Length of post is 1.5 m
- Tape measure
It is graduated in millimetre (mm) or centimetre (cm)
They are three types;
- Tailor’s tape measure
- Carpenter’s tape measure
- Surveyor’s tape measure
NOTE: The choice of a tape measure depends on accuracy required and the size of object to measure. A tape measure can be made up of cloth, steel or flexible plastic. Always ensure that the tape measure is taut when measuring.
MEASUREMENT OF CURVED LENGTH
Curved length can be measured using a thread. The thread is placed along the required length and the length is found by placing the thread on a scale.
EXPERIMENT: Measuring the circumference of a cylinder using a thread.
APPARATUS: A cylinder, a thread and a metre rule
PROCEDURE
- Wrap a thin thread say 10 times around the cylinder
- Mark with ink the beginning and end of turns as shown
- The circumference of the cylinder will be given by;
Circumference = [length of thread]
10
But; Circumference =π d or 2πr (where r is the radius of the cylinder)
ESTIMATION OF LENGTH
EXPERIMENT: To estimate the height of a tree
APPARATUS: A metre rule, tape measure
PROCEDURE
- Measure the length of the metre rule when upright using a tape measure followed by measuring its shadow.
- Measure the shadow of the tree in the school compound.
RESULTS
Height of metre rule = …………Cm
Height of shadow of metre rule=…………Cm
Height of shadow of the tree =……………Cm
Estimation of the height of the tree is given by the formula provided above.
AREA
Area is defined as the measure of surface enclosed by the boundaries of the body. Its SI Unit is the square metre (m2). Since it is measured in metre-square (m2), this means it’s a derived quantity.
Other multiples and sub-multiples of area are; cm2, mm2, km2, hectares etc.
Area can also be estimated or calculated accurately.
CONVERTING
- mm2 to m2
1m2 = 1000 X 1000
= 1000000 mm2
1mm2 = {1÷1000000} m2 (Divide by 1million)
= 0.000001 m2
- m2 to mm2
1m2 = 1000000 mm2 {multiply by 1 million}
- cm2 to m2
1cm = 0.01m
1cm2 = 0.01m X 0.01m
= 0.0001m2 {multiply by 0.0001}
- m2 to cm2
1m = 100cm
1m2 = 100cm X 100cm
= 10000cm2 {multiply by 10000}
EXERCISE
- Convert 7.5m2 to cm2
- Convert 940mm2 to cm2
- Convert 12000mm2 to m2
Measurement of area (Accurate Measurement)
The area of regularly shaped objects can be found by applying an appropriate formula shown below;
APPROXIMATION OF AREA OF IRREGULAR BODIES
We trace their outline on the square paper of 1cm2 e.g.
Full squares = …………cm2
½ full squares = ………..cm2
AREA = full square+½full squares
Consider the figure below of an irregularly- shaped object.
The number of complete squares covered by the shape= 14
The number of incomplete squares covered by the shape=19
Therefore, the number of complete squares covered by the shape is approximately (14+ 19/2) = 23.5 squares.
Suppose the area of one square is 1cm2, and then the area of the shape is approximately;
Area = 23.5 x 1
= 23.5 cm2
EXAMPLE 3
Estimate the area of the irregular surface shown below by counting the small squares.
SOLN
The number of complete squares = 39
Number of incomplete squares = 34
These are equal to 34 = 17 complete squares
2
Therefore, the number of complete squares = 39 + 17 = 56
Hence, the estimated of the area of the surface = 56 x 1 cm2= 56cm2
VOLUME
Volume is the amount of space occupied by space. The SI unit of volume is cubic metres [m3].
It is a derived quantity of length
Multiples and submultiples are; mm3, cm3 and km3
CONVERTING
- a) From m3 to mm3
1m = 1000mm
1m3 = 1000mm X 1000mm X 1000mm
= 1000000000mm3
To change m3 to mm3 you multiply by 1 billion
- b) From mm3 to m3
To change m3 to mm3 you divide by 1 billion i.e. 1/10000000000
EXAMPLE 4
- Express 9cm3 in m3
- Express 9000000000mm3 in m3
- Express 0.0546m3 to cm3
MEASUREMENT OF VOLUME
The volume of regularly shaped solids can be obtained by applying the appropriate formula i.e
EXAMPLE 5
A block of glass is 5.0 cm long, 4.0 cm thick and 2.5 cm high. Calculate its volume.
SOLN
Volume of the glass block = area of cross section x height
= 5.0 x 4.0 x 2.5
= 50.0 cm3
EXAMPLE 6
Find the volume of cylindrical tin of radius 7.0 cm and height 3.0 cm.
SOLN
Volume of the tin = area of cross section x height
= 22 x 7 x 7 x 3
7
= 462.0 cm3
EXAMPLE 7
Find the volume of the triangular prism shown below given that base length is 12.0 cm, h= 5.0 cm and the width 6.0 cm:
| h |
h
SOLN
Volume of the prism = area of cross section x height
= ½ x 6.0 x 5.0 x 12.0
= 180.0 cm3
EXAMPLE 8
Find the volume of a sphere whose radius is 3.0 cm
SOLN
Volume of a sphere = 4/3 πr3
= 4 x 22 x 3.0 x 3.0 x 3.0
3 7
= 113.14 cm3
EXAMPLE 9
A sphere of diameter 6.0 cm is moulded into a thin uniform wire of diameter 0.2 mm. Calculate the length of the wire in metres. (Take π = 22/7)
SOLN
Volume of the sphere and the wire are equal
Volume of the sphere = volume of the wire
4 x 22 x 3.0 x 3.0 x 3.0 = 22 x 0.01 x0.01 x L
3 7 7
4 x 3.0 x 3.0 x 3.0 = L
3 x 0.01 x 0.01
Therefore, length L = 360000cm
= 3600 m
MEASUREMENT OF VOLUME OF LIQUIDS
Liquids have no definite shape but they assume the shapes of the container in which they are put.
One of the methods which can be used to measure the volume of liquids is to pour the liquids into a container with a uniform cross-section as shown,
Volume = Area of cross-section x height
= A h; where A=LX b
= l b h
Instruments can also be used to measure the volume of liquids. They include; Burette, Pipette, Measuring cylinder, graduated beaker and Volumetric flask.
NOTE: The scale of the Burette begins from zero at the top and increases downwards to the maximum value e.g. a reading of 31.0ml on the burette means that volume of the liquid is [50-31] ml = 19ml.
MEASUREMENT OF VOLUME OF IRREGULAR OBJECTS
- Using a measuring cylinder
PROCEDURE
- Fill the measuring cylinder with water.
- Record the volume of water as V1
- Submerge gently a stone [irregular object] tied around a thread.
- Record the volume of water and the stone as V2.
- Volume of the stone = V2 – V1
- Using a Eureka can
A Eureka or displacement can is a container with a spout from the side.
Apparatus; Eureka can, measuring cylinder, irregular object e.g. a stone, water
Procedure
- Fill the Eureka can with water until it flows out of the spout.
- Place a measuring cylinder under the spout of the can.
- Tie the solid [irregular object] with a thread and submerge it gently inside the can.
- The result [water] collected to the measuring cylinder is the volume of the irregular object.
EXERCISE 2.5 KLB
MASS
Mass is a quantity of matter in a body. Its S.I unit is kilogrammes (Kg)
It is measured using a beam balance or top pan balance.
The multiples and submultiples include;
Unit symbol Equivalence in Kg
Tonne t 1000
Gram g 0.001
Milligram mg 0.000001
The mass of an object is the same everywhere because the number of particles in an object remains constant.
MEASUREMENT OF MASS
There are two common types of balances for measuring mass; Electrical and mechanical types.
Electrical types are very accurate and the mass of the object is read on display
(Top Pan Balance).
A Mechanical type (Beam Balance), the object whose mass to be measured is balanced against a known standard mass on an equal level.
The three balances used in measuring are;
1) Top Pan Balance
2) Beam balance
3) Level balance
In a level balance combination of levers moves the pointer along a scale when the mass is placed on it.
EXERCISE 2.6 KLB
DENSITY
The density of a substance is defined as its mass per unit volume. Its symbol is rho (ρ).
The SI unit is kilogram per cubic metre (Kg/m3)
Conversion from kg/m3 to g/cm3
1g/cm3 = 1000kg/m3
EXAMPLE 10
A Block of glass of mass 187.5g is 5cm long, 2.0cm and 7.5cm high. Calculate the density of the glass block.
Solution
Density = mass
Volume
= 187.5g
2.0cm X 5cm X 7.5cm
= 2.5g/cm3 or 2500kg/m3
EXAMPLE 11
A block of glass of mass 187.5 g is 5.0 cm long, 2.0 cm thick and 7.5 cm high. Calculate the density of the glass in kgm-3.
SOLN
Density = mass / volume
= (187.5 /1000) / (2.0 × 7.5 × 5.0 /1,000,000)
= 2500 kgm-3.
EXAMPLE 12
The density of concentrated sulphuric acid is 1.8 g/cm3. Calculate the volume of 3.1 kg of the acid.
SOLN
Volume = mass / density
= 3,100 / 1.8
= 1722 cm3 or 0.001722 m3.
MEASUREMENT OF DENSITY
The density of an object is calculated from the formula;
Density = mass
Volume
Density of common substances
DENSITY BOTTLE
A Density bottle is a small glass bottle fitted with a glass stopper which has a hole through which excess liquid flows out.
Normally, the density bottle has its capacity indicated on the side.
To find the density of the liquid using a density, measure the mass m1 of a dry clean density bottle with its stopper.
Fill the bottle with liquid and replace the stopper. Dry the bottle on outside (excess liquid overflows through the hole in the stopper).
Measure the mass m2 of the bottle plus the liquid.
If the volume of the liquid is V then;
Density = (m2-m1)
V
PRECAUTIONS
- The bottle is held by the neck when wiping it dry. This is because when held in hands, it may expand due to warmth from the hand.
- The outside of the bottle must be wiped carefully.
- Ensure that there is no air bubbles when the bottle is filled with liquid
TO MEASURE THE DENSITY OF A SOLID USING A DENSITY BOTTLE
This method is used for solids in form of grains, beads or turnings
Apparatus: density bottle, lead shots and beam balance.
PROCEDURE
- Measure the mass m1 of a clean dry empty density bottle
- Fill the bottle partly with the solid (lead shots) and measure mass m2
- Fill up the bottle with water up to the neck and measure its mass as m3.
- Empty the bottle and rinse it
- Fill it with water and replace it with the stopper, wipe outside dry and measure the mass m4 of the bottle filled with water.
RESULTS
Mass of water = (m4 – m1) g
Volume of water = (m4 – m1) cm3 (since density of water is 1g/cm3)
Mass of lead shots (solid) = (m2 – m1) g
Mass of water present when the bottle is filled with lead and water = (m3 – m2) g
Volume of water = (m3 – m2) cm3
Volume of lead shots = (m4-m1)-(m3-m2) cm3 (since density of water is 1g/cm3)
Therefore density of lead shot = (m2-m1)-{(m4-m1)-(m3-m2)}
NOTE: This method is unsuitable for solids which are either soluble or react with it.
EXAMPLE 13
The mass of a density bottle is 20g when empty and 45g when full of water. When full of mercury, its mass is 360g. Calculate the density of mercury.
SOLUTION
Mass of water = 45-20 =25g
Volume of water = 25g/1g/cm3
= 25cm3
Volume of bottle = 25cm3
Mass of mercury = 360-20 =340g
Volume of mercury= 25cm3
Density of mercury= 340 ÷25
=13.6g/cm3 or 13600kg/m3
EXAMPLE 14
In an experiment to determine the density of sand using a density bottle, the following measurements were recorded:
Mass of empty density bottle =43.2g
Mass of density bottle full of water =66.4g
Mass of density bottle with some sand =67.5g
Mass of density bottle with some sand filled up with water=82.3g
Use above data to determine the;
(a) Mass of water that completely filled the bottle.
(b) Volume of water that completely filled the bottle.
(c) Volume of the density bottle.
(d) Mass of sand.
(e) Mass of water that filled the space above the sand.
(f) Volume of the sand.
(g) Density of the sand.
SOLN
- a) 66.4 – 43.2 = 23.2g
- b) 23.2cm3
- c) 23.2cm3
- d) (67.5 – 43.2) g = 24.3g
- e) 82.3 – 67.5 = 14.8g
- f) Volume of the sand = volume of bottle – volume of added water
= 23.2 – 14.8= 8.4cm3
- g) P = M/V = 24.3g / 2.893cm3
= 8.4cm3
EXAMPLE 15
The mass of an empty density bottle is 20 g. Its mass when filled with water is 40.0 g and 50.0 g when filled with liquid X. Calculate the density of liquid X if the density of water is 1000 kgm-3.
SOLN
Mass of water = 40 – 20 = 20 g = 0.02 kg.
Volume of water = 0.02 / 1,000
= 0.00002 m3.
Volume of liquid = volume of bottle
Mass of liquid = 50 – 20
= 30 g = 0.03 kg
Therefore density of liquid = 0.03 / 0.00002
= 1500 kgm-3
DENSITY OF MIXTURES
A Mixture is obtained by putting together two or more substances such that they do not react with one another. The density of the mixture lies between the densities of its constituent substances and depends on their proportions.
Density of the mixture = mass of the mixture
Volume of the mixture
EXAMPLE 16
100cm3 of fresh water of density 1000kg/m3 is mixed with 100cm3 of sea water of density 1030kg/m3. Calculate the density of the mixture.
Solution
Mass of fresh water = density x volume
= 1g/cm3 x100cm3
= 100g
Mass of sea water = 1.03 x 100
= 103g
Mass of the mixture = 100+103
= 203g
Volume of the mixture= 100+100
= 200cm3
Density of the mixture = 203÷200
= 1.015g/cm3
Exercise 2.7 no. 2 &3 KLB
TIME
It is a measure of duration of an event. Some ancient measuring instruments were the sundial and the hour glass
The SI unit of time is seconds (s)
MULTIPLES AND SUBMULTIPLES OF TIME
| Time | symbol | Equivalent in seconds |
| Microsecond | µ s | 0.000001 |
| millisecond | ms | 0.001 |
| Minute | min | 60 |
| Hour | hr | 3600 |
| Day | day | 86400 |
| Week | wk | 604800 |
Measurement of time
Time is measured using either a stopwatch (digital) or stop clock
They are used depending on the accuracy required.
QUESTIONS ON THE TOPIC
- State two factors that should be controlled in manufacturing a cylindrical container of uniform thickness, which should normally be in a standing position.
- The figure shows a measuring cylinder which contains water initially at level A. A solid mass 11g is immersed in the water, the level rises to B.
Determine the density of the solid. (Give your answer to 1 decimal point)
A butcher has a beam balance and masses 0.5 kg and 2 kg. How would he measure 1.5 kg of meat on the balance at once?
- Determine the density in kg/m3 of a solid whose mass is 40g and whose dimensions in cm are 30 x 4 x 3
- Record as accurately as possible the masses indicated by the pointer in figures A.
- Figure 1 shows the reading on a burette after 55 drops of a liquid have been used.
If the initial reading was at 0cm mark, determine the volume of one drop
- 1 shows the change in volume of water in a measuring cylinder when an irregular solid is immersed in it.
Given that the mass of the solid is 567g, determine the density of the solid in gcm-3. (Give your answer correct to 2 decimal places.
- A thin wire was wound 30 times closely over a boiling tube. The total length of the windings was found to be 9.3 mm. Calculate the radius of the wire.
- (a) Given that a kilogram of copper contains about 1025 atoms and that density of copper is about 9000kg/m3, estimate the diameter of the copper atom?
(b) State the assumption made in (9a) above.
- The density of concentrated Sulphuric acid is 1.8gcm-3. Calculate the volume of 3.6kg of the acid.
- 1600 cm3 of fresh water of density l g/cm3 are mixed with 1400cm3 of seawater of density 1.25g/cm3. Determine the density of the mixture.
- With the aid of a diagram, illustrate the meaning of the parallax error
- Describe how you can measure the density of a rock which has no definite shape.
- A shopkeeper has a scale balance and masses of 250g and 2kg. How would he measure 1.75kg of flour on this scale at once
- A pebble of mass 50g is placed in a measuring cylinder containing some water. The reading of the water level increased from 75cm3 to 95cm3. Calculate the density of the pebble
- The container shown below is filled to a depth of 5cm with a liquid.
3.5cm
9cm
Liquid 5cm
- Using pie as 22/7, determine the volume of the liquid.
- If the mass of the liquid in the container is 2.554kg, estimate the density of mercury in g/cm3.
- Calculate the mass of water that would be needed to completely fill the remaining space in the container above the liquid. (Density of water is 1g/cm3)
- A pebble of density 9g/cm3 is gently dropped into the container full of water and the liquid. Describe and explain what is observed.
SOLUTIONS
- height, base area
- Volume of one molecule = 18/ (6×1023) = 3x 10-23cm
X3 = 3x 10-23 cm3
X = 3.11 x 10 -8 cm3
- d= m/v=40g/ 30 x 4 x 3cm3 = 1111 g/cm3
- 5 kg
- D= m/r =567/(150-80) = 576-80 /70g/cm3
- 2000 cm3
- 12g/cm3
TOPIC 3: FORCE
Force is a pull or a push or that which changes a body way of motion and distort it
Its SI unit is newtons (N)
EFFECTS OF FORCE
- It can increase the speed of a moving object or make a stationary object start moving.
- Slow down or stop a moving object.
- Change the direction of a moving object.
- Distort (change) the shape of an object.
Force is that which changes a body’s state of motion or shape. Some forces are small and others are large.
Force is represented by a line with an arrow showing the direction it acts. i.e.
F
Force can be categorized in two ways. These are:
- As either a push or a pull
- As either contact or non-contact force
Contact forces are those forces between bodies which are in contact e.g. action and reaction, viscous drag, friction etc. Non-contact forces act between bodies at a distance e.g. gravitational force, magnetic force, electrostatic force etc.
TYPES OF FORCES
- Gravitational force
- Tensional force
- Upthrust
- Frictional force
- Magnetic force
- Centripetal force
- Cohesive and adhesive force
- Molecular force
- Electric force
- Nuclear force
- Electrostatic force
- GRAVITATIONAL FORCE
This is a force of attraction between two bodies of given mass. Objects thrown from the earth’s surface always falls back to the surface of the earth. This force which pulls the body towards the centre of the earth is called Gravitational force.
Moon and other planets also have their gravitational force to objects.
The pull of gravity on the body towards the centre is called weight. The weight of an object varies on different planets because of different gravitational pull.
- TENSION FORCE
Tension force is as a result of two opposing forces applied. The pull or compression of a string or spring at both of its ends is called Tension.
Compressed or stretched object will tend to regain its original shape, when the stretching or compressing force is removed .Materials that can be extended without breaking are called elastic materials. Such materials can be used to make a spring balance an instrument used to measure force. Other examples include; bows and catapults.
- UPTHRUST FORCE
The upward force acting on an object immersed in a fluid (liquid or gas) is called upthrust force.
An object in a vacuum will not experience upthrust.
EXAMPLE 1
An object weighs 80N in air and 60N when immersed in water. Calculate force acting on the object.
Solution
Upthrust force = weight of object in air –weight of object in the liquid
= 80 – 60
= 20N
Exercise
- An object weighs 100N in air and 26N when immersed in water. Calculate the apparent loss weight of the object. Calculate also the mass of object in water. (1Kg=10N).
- 2kg blue band weighs 20N when placed in air .The apparent loss in water is 2N .Calculate the mass of blue band in water.
- FRICTIONAL FORCE
Frictional force is a force that opposes relative motion between two surfaces in contact.
The opposing force involving a fluid is called viscous drag (viscosity).This viscous drag limits the speed with which a body can move in a liquid.
Friction can be applied during walking.
EXPERIMENT: To investigate frictional force.
Apparatus: wooden block, rollers.
Procedure:
- Put a block of wood on a horizontal surface such as a bench as shown.
- Pull the block gradually, increasing the force.
- Repeat the experiment, this time resting on rollers as shown above
Conclusion
The wooden block starts to move when the applied force is just greater than frictional force between the block and the surface of the bench.
Frictional force can be reduced by using rollers, oiling and smoothening.
- MAGNETIC FORCE
Magnetic force is the force of attraction or repulsion between a magnetic material and a magnet.
A magnet has two types of poles, a north pole and a south pole. Like poles repel while unlike poles attract. Some materials are attracted by a magnet while others are not .Those that are attracted are called magnetic materials e.g. iron ,steel ,nickel and cobalt while those that are not attracted are called non-magnetic materials e.g. wood and aluminium.
- COHESIVE AND ADHESIVE FORCES
The force of attraction between molecules of the same kind is known as cohesive force e.g. A water molecule and another water molecule. The attraction between molecules of different kinds is known as adhesive force e.g. between water molecules and molecules of the container in which the liquid is put.
EXPERIMENT: To see the behaviour of water on different surfaces.
- Water wets glass
Observation
Water on the glass slide spreads
- Water forms spherical water drops on waxed surface
OBSERVATION
Small spherical balls was observed on a waxed glass
EXPLANATION
Water wets the glass surface because the adhesive forces between the water molecules and the glass molecules are greater than the cohesive forces between water molecules.
Water does not wet the waxed glass surface because the cohesive force is greater than the adhesive.
If mercury was used in the experiment it could be observed that small drops on a clean glass dish collect into spherical ball as shown below
This is due stronger cohesive forces between mercury molecules which forms small spherical drops. The adhesive force between mercury and glass makes mercury not wet glass.
N/B: Mercury is poisonous and should not be handled in ordinary laboratory.
EXPERIMENT: To demonstrate cohesive and adhesive forces of liquids on narrow tubes
APPARATUS: narrow tubes of different size of bore, beaker and water
- a) Glass tubes dipped in water b) Glass tubes dipped in mercury
OBSERVATION
The level of the water inside the tubes is higher than outside the tubes. A meniscus is formed at the top of the water level and it curves upwards (concave).
The rise in the tube with a smaller bore is higher than in the tube with a larger bore.
Different liquids rise by different heights depending on the diameter of the glass tube.
When mercury is used, the level of mercury inside the tubes goes lower than that outside the tubes. The surface of the mercury will curve downwards (convex).
EXPLANATION
Adhesive forces between the water and glass is greater than cohesive forces between the water molecules, the water rises up the tube so that more water molecules can be in contact with the glass. This wets the glass. Liquids such as glycerol, kerosene and methylated spirit rise in tubes.
On the other hand, the force of cohesion with the mercury is greater than the force of adhesion between glass and mercury. The mercury sinks to enable mercury molecules to keep together.
- SURFACE TENSION
This is a force that causes the surface of a liquid to behave like a stretched plastic skin.
The force is due to the force of attraction between individual molecules in a liquid. Its due to this force that liquids form drops, water wets the surface but runs off others, some insects like pond skaters manage to rest on the surface of water without sinking, water rises up in narrow glass tubes but mercury is pushed down to a lower level in the same tube and steel needle or razor blade floats on water even though steel is denser than water
EXPERIMENT: To investigate the behaviour of a liquid surface
APPARATUS: Beaker, water, soup solution, razor blade or steel needle.
PROCEDURE:
- Fill the beaker with clean water to the brim as shown
- Place a dry steel needle or razor blade at the edge of the beaker and carefully introduce it on the surface of water. Take care not to break the surface of water. Observe what happens.
- Put a few drops of soap solution and observe what happens.
- Depress the tip of the needle into the water and observe what happens.
OBSERVATIONS
- The razor blade/needle floats on the surface of water and remains resting so long as the water surface is not broken.
- When drops of soap solution are put on the surface of the water around the razor blade/steel needle, the razor blade/steel needle sinks after a few minutes.
- Depressing the razor blade highly allows it to sink very quickly
EXPLANATION
The razor blade/needle floats because the surface of water behaves like a fully stretched, thin, elastic skin. The force which causes the surface of a liquid to behave like a stretched skin is called surface tension. This force is due to the force of attraction individual molecules of the liquid (cohesive force)
The needle or blade sinks when drops of soap solution are put near the razor/needle because the soap solution reduces surface tension of the water.
When the tip of the needle or razor is depressed into the liquid, it pierces the surface skin and sinks.
MOLECULAR EXPLANATION OF SURFACE TENSION
A Molecule say C deep in the liquid is surrounded by molecules on all sides so that the net force in it is zero. However, molecules of the surface, say A and B will have fewer molecules on the vapour side and hence it will experience a resultant inward force causing the surface of the liquid to be in tension.
FACTORS AFFECTING SURFACE TENSION
- Impurities – impurities reduces surface tension of a liquid. Detergents weaken the cohesive forces between the liquid molecules.
- Temperature – Increasing the temperature of a liquid increases kinetic theory of molecules. The inter-molecular distance increases and the force of cohesion is decreased hence surface tension is lowered.
CONSEQUENCES/EFFECTS OF SURFACE TENSION
- Water insects can rest on the surface of water without breaking the surface. The insects skate across the surface at high speed.
- Mosquito larvae float on water surface. Oiling the surface using kerosene lower surface tension making larvae to sink
NOTE:
- Behaviour of soap bubbles- the soap bubbles flatten into thin films and try to rise up the funnel. This is because the surface tension makes it to behave as if it is a stretched elastic skin. As it tries to make its surface as small as possible, the bubble rises up the funnel.
- Behaviour of soap film-the soap films in the wire loop with thread loosely tied across are used in this case. It is observed that when the film is broken on one side, the thread assume a perfect curve. This is because the surface tension will act on one side of the thread. Water tries to make its surface as small as possible, thus pulling the thread in such a way that it forms a perfect curve.
- The appearance of water drops coming out of a tube- it is observed that the water drop grows to a large spherical drop before falling down. The water behaves as if there is an elastic membrane which stretches as more water gets into it. When it can not hold any more water, it falls.
- Surface tension of soap is less than that of water- A matchstick or a small toy boat is rubbed with soap at one end and placed on the water surface, it start moving immediately. It moves in one direction only and in such a way that the end that is not rubbed with soap is always in front. The soap lowers/weaken/reduce the surface tension at the end of the stick. The surface tension at the other end which is now greater pulls the stick and makes it move in that direction. The movement gradually weakens and ultimately ceases when the whole surface of water is covered with soap solution. Camphor has the same effect as that of soap.
- A glass tumbler can be filled with water above the brim. This is because the surface of the water behaves as if it is a thin elastic membrane as it stretches to hold more water.
- When a brush is in water, the bristles spread but when it is taken out of water, they cling together. When in water, there in no surface tension since the tension is only on the exposed surface. When the brush is taken out of the water, the surface tension acting on the surface of water tends to be as small as possible thus pulling the bristles together.
- When it is raining, it is advisable not to touch a canvas tent from inside. Touching the canvas tent or umbrella with lower/reduce/weaken the surface tension thus making water to leak into the tent.
- ELECTROSTATIC FORCE
This is a type of force which causes attraction or repulsion between charges.
Charges can be positive or negative.
Like charges repel and unlike charges attract
EXAMPLES
- A plastic pen or ruler rubbed on a dry hair or fur picks up small pieces of paper lying on a table when it’s brought near them. (Charges are created on the pen and attract the pieces of paper). The same pen or ruler attracts a stream of water from a tap. The rubbing creates static charges
- When a glass window is wiped with a dry cloth on a dry day, dust particles are attracted on it.
- When shoes are brushed, they tend to attract dust particles
- When you remove cloth at night you observe sparks. The sparks are due to neutralization of the static charges formed when a nylon cloth is being pulled off.
- ELECTRIC FORCE
It’s a force which acts on two conductors carrying electricity.
- ACTION AND REACTION
They are two equal forces but acting in opposite to each other. When a block of wood is placed on a table, its weight acts on a table (action). It is pressed on the surface downwards. The reaction (opposite force) of the table acts on the block.
When one force acts on a body, an equal and opposite force acts on one another.
MASS AND WEIGHT
Mass is the quantity of matter in an object while weight is a measure of the pull of gravity on an object. The S.I unit of mass is kg (kilogram) and of weight is Newton (N).
Mass of an object is a scalar quantity while weight is a vector quantity (since weight is a pull of gravity directed to the centre of the earth).
Due to the shape and rotation of the earth, the weight of an object varies from place to place while mass is constant (does not change).
A body weighs more at the poles than at the equator.
DIFFERENCES BETWEEN MASS AND WEIGHT
| Mass | Weight |
| 1. Its a quantity of matter on a body. | 1. It is a pull of gravity on a body. |
| 2. It’s measured in kg. | 2. It is measured in (N) |
| 3. Same everywhere. | 3. Varies from one place to another. |
| 4. Measured using a beam balance. | 4.Measured using a spring balance |
| 5.Has magnitude only (scalar quantity) | 5.Has both magnitude and direction.(vector quantity) |
RELATIONSHIP BETWEEN MASS AND WEIGHT
Weight = Mass x gravitational
W = mg
EXAMPLE 2
- Find the weight of an object whose mass is 50 kg.
W = mg
= 50 x10
= 500 N
- Find the mass of an object whose weight is 900N
W = mg
900/10 = 10/10m
Mass, m = 90kg
- An astronaut weighs 900N on earth .On the moon; he weighs 150 N.
Calculate the moon’s gravitational strength. (g=10N/Kg)
Mass, m = w/g
= 900/10
= 90kg
On moon, w = mg
g = w/m
= 150/90
= 1.67N/Kg
- 3.2(NOs. 1, 2, 4) KLB
MEASURING FORCE
Force is measured using an instrument called a spring balance.
The extension of a spring can be used to measure an applied force. The larger the force, the more the spring extends.
A spring balance measures forces and should therefore calibrated in newtons.
Some spring balances are calibrated in kilograms. In such cases, one is advised to convert from kilograms to newtons. (1Kg=10N)
EXAMPLE 3
The length of a spring is 16.0cm. Its length becomes 20.0cm when supporting a weight of 5.0N. Calculate the length the length of the spring when supporting a weight of; a)2.5N b)6.0N c)200N
Solution
- a) 5N – 4cm b) 5N – 4cm c) 5N = 4cm
2.5 N- ? 6 N- ? 200N =?
(2.5 x 4)/5=2cm (6 x 4)/5 =4.8cm (200 x 4)/5= 160
2+16=18cm 4.8+16 = 20.8cm 160+16 =176cm
Note; In c) extension is too large and spring may straighten out.
EXAMPLE 4
A spring stretches by 8.0mm when supporting a load of 2.0N. (i) By how much will it stretch when supporting a load of 6.0N? (ii) What load would make the spring extend by 2.5cm?
Solution
- i) 0mm -2.0N ii) 8.0mm -2.0N
?-5.0N 25mm=?
- x 8)/2 =20mm (25 x2)/8 = 6.25N
EXAMPLE 5
| 8kg |
The figure below shows two identical spring balances supported as shown:
A B
State the reading on each spring balance.
Each spring will read =80/2=40N
EXAMPLE 6
Three identical arranged as shown below were used to support a load of weight 20N. If the beam has a weight of 1N and each spring would extend by 1cm if a load of weight 4N is suspended from it, determine the extension of each spring.
| 20N |
A B
C
Extension in spring A = Extension in spring B
= {(21/2) x1cm}/4N
= 2.265cm
Extension in spring C = (20Nx1cm)/4N
= 5cm
Exercise 3.3 no.2 KLB
SCALAR AND VECTOR QUANTITIES
A SCALAR QUANTITY – is a quantity which has magnitude (size) only. It can be specified by a number and unit. Examples include; mass, area, density, volume, energy, time, pressure, temperature, and length.
Scalar quantities are added by the normal rules of arithmetic e.g.3cm2+4cm2=7cm2
A VECTOR QUANTITY – is a quantity which has direction and magnitude (size). It can be specified by a number, unit and direction. Examples include; weight, force, velocity, displacement, acceleration, momentum and magnetic field strength.
A vector quantity is represented on a diagram by a straight line with an arrow i.e.
10N or 2N
The sum of two or more vectors is the resultant vector. Parallel forces which act on an object can be added arithmetically.
Examples of addition of parallel forces on a body
a)
b)
c)
d)
NOTE; Forces acting in opposite directions, the resultant is their difference.
To specify resultant force, both magnitude and direction are given
QUESTIONS ON THE TOPIC
- A student was heard saying “the mass of a ball on the moon is one sixth its mass on earth”. Give a reason why this statement is wrong.
- In the study of a free fall, it is assumed that the force f acting on a given body of mass m is gravitational, given by F= mg. State two other forces that act on the same body.
- State how a lubricant reduces friction in the bearings of moving part of a machine.
- Distinguish between mass and weight of a body stating the units for each.
- State with reason the purpose of the oil that circulates in a motorcar engine.
- Name two types of forces which can act between objects without contact.
- A house in which a cylinder containing cooking gas is kept unfortunately catches fire. The cylinder explodes. Give a reason for the explosion.
- Give a reason why the weight of a body varies from place to place
- State why a pin floating on water sinks when a detergent is added.
- Fig 8 shows water drops on two surfaces. In 8 (a), the glass surface is smeared with wax while in 8 (b) the glass surface is clean.
Explain the difference in the shapes of the drops.
- An astronaut is on the moon. He drops a hammer from a height of 3.2m and it takes 2.0s to hit the lunar landscape. What is the acceleration due to gravity of the moon?
- An unloaded spring has a length of 15cm and when under a load of 24N it has a length of 12cm. What will be the load on the spring when length is 10cm?
- Give a reason why the weight of the body varies from place to place
- A metal pin was observed to float on the surface of pure water. However the pin sank when a few drops of soap solution were carefully added to the water. Explain his observation.
- A bag of sugar is found to have the same weight on planet earth as an identical bag of dry sawdust on planet Jupiter. Explain why the masses of the two bags must be different.
- Fig 4 shows water drops on two surfaces. In (a) the glass surface is smeared with wax while in (b) the glass surface is clean.
Explain the difference in the shapes of the drops.
- The diagram in figure 5 shows two glass tubes of different diameters dipped in water. Explain why h2 is greater than h1
- Name two forces that determine the shape of liquid drop on the solid surface.
SOLUTIONS
- The mass of the body is constant as the number of particles in a body remains constant. Mass is constant everywhere
- Up thrust and frictional force
- By going between two moving parts so that the parts slid on oil instead of each other.
- – Weight is a vector quantity while mass is a scalar quantity.
– Weight varies from place to place while mass is constant.
– Weight is measured using a spring balance while mass is measured using beam balance.
- To lubricate the engine/ reduce frictional force
- Magnetic, electrostatic and gravitational.
- Kinetic energies of molecules increase hence the pressure increases.
- Because gravitational force varies with distance from the centre of the earth. Since weight depends on the gravitational pull, then it also varies.
- The soap reduces the surface tension and hence the weight of pin becomes greater the surface tension.
- In (a) adhesive forces between glass and wax are weaker than cohesive forces between water & water. The opposite is true (b)
- 6m /s2
- 40N
- Either altitude or latitude/ radius of earth changes/ acceleration due to gravity from place to place away from the earth
- Addition of soap solution to pure water reduces the strength of the skin total was holding pin from sinking and so it sinks. Surface tension supports the pin. Addition of soap reduces tension/weakens/broken.
- Acceleration of gravity on Jupiter is higher than that of earth, so a bag of saw dust must be less massive if the greater acceleration on earth is to produce the same pull as sugar bag on earth.
- In (a) cohesive forces between water molecules are greater than adhesive forces between water and wax while in (b) adhesive forces between water and glass molecules are greater than cohesive forces between water molecules.
- Surface tension / adhesive forces supports water column or more capillarity in tube 2 than tube 1Surface tension is the same in both tubes and equal to the weight of water column supported Narrow tube has longer column to equate weight to wider tube. Volume of water in the tubes is same hence narrower tube higher column
MORE QUESTIONS
- Figure 2 shows a funnel dipped into a liquid soap solution.
Explain what happens to the soap bubble when the funnel is removed.
An alloy contains 40% by mass of lead and 60% by mass of tin. Determine the density of the alloy in kgm3. (Density of lead = 1 l.4g/cm3 and density of tin = 7.3g/cm3
- The water level in a burette is 35cm3. If 20 drops of water are added, what is the new level if each drop has a volume of 0.15cm3? A cylinder of height 25cm is completely melted and a sphere of the same radius made. Determine the radius of the sphere in metres and express your answer in standard form.
- The figure below shows the change in volume of a liquid in a measuring cylinder when an irregular solid is immersed in it.
Given that the mass of the solid is 540g, determine the density of the solid in g/cm3.
- Figure 2 below shows a measuring cylinder containing some water.
- New reading …………………
- New reading
Another 10 cm3 of water was added to the cylinder from a burette delivering volume from 0cm3 to 50cm3. Record in the spaces provided the new reading indicated on each vessel.
- Figure 1 shows a millimeter scale placed in a position to measure the length of a block. An observer takes readings from position A and then from position B
| A |
| B |
| 3cm |
| 2cm |
| 1cm |
| O |
| • |
| • |
Fig 1
State the difference in readings.
- Two burettes A and B were arranged as shown below.
Burette A leaked into burette B at a rate of 10 drops per minute. If the initial reading on both burettes was 25ml, what would be their readings at the end of one hour if B does not leak and the average volume of one drop of water is 2.0 x 10-8m3?
- State any two factors that determine the choice of instrument for measuring length
- The figure 1 below shows the level of mercury and water in a beaker.
| Water |
| Mercury |
Explain the difference in the shape of the meniscus.
- The figure below shows part of a measuring cylinder containing a certain liquid
Use this information to answer questions below
- State the accuracy of the measuring cylinder
- What is the volume of the liquid in the measuring cylinder?
TOPIC 4: PRESSURE
Pressure is the force acting normally (perpendicularly) per unit area. The SI unit of pressure is N/m2 or Nm-2, which is also called Pascal (Pa).
Pressure in solids depends on two main factors i.e. force and area
EXAMPLE 1
A force of 100N is applied to an area 100mm2. What is the pressure exerted on the area in Nm-2.
Solution
Area; 100mm2 = .0000001m2 and Force = 100N
Pressure = F/A
= 100 ÷ 0.0000001
= 1.0 x 109Nm-2
A man whose mass is 90kg stands on a floor.
- If the area of contact between his feet and the floor is 0.0368m2, determine how much pressure he able to exert on the floor.
Pressure, P = F/A
= 900N/0.0368m2
= 24,456.5217N/m2.
- What pressure will he exert on the floor if now he stands on one foot?
Pressure, P = 900N/ (0.0368/2)
= 48,913.0435N/m2
MAXIMUM AND MINIMUM PRESSURE
Maximum pressure = Force
Minimum area
Maximum Pressure Pmax = F
Amin
Minimum pressure = Force
Maximum area
Minimum pressure Pmin = F/Amax.
EXAMPLE 2
A block of wood measures 2cm by 3cm by 4cm and has a mass of 6 kg.
Calculate its pressure when; a) Area is minimum (maximum pressure) b) Area is maximum (minimum pressure).
Area -2 x 3 =6cm2
-2 x 4 =8cm2
-3 x 4 =12cm2
- A min =6cm2 =0.006m2 and F =60N
P max =60/0.006 =100,000Nm-2
- A max =12cm2=0.0012m2 and f = 60 N
Pmin = 60/0.0012 =50,000Nm-2
EXERCISE
- A block of wood measures 3m by 6m by 2m and mass 3kg. Calculate;
- Maximum pressure
- Minimum pressure
- A brick 20cm by 10cm by 5cm has a mass of 500g. Find maximum and minimum pressure. (take g = 10N/kg)
- How much force must be applied on a blade of length 4cm and thickness 0.1mm to exert pressure of 5,000,000 Pa.?
Exercise 4.1 (no 1, 2, 3, 4, 5) KLB
PRESSURE IN LIQUIDS
Pressure in liquids depends on the following;
Ø Depth of the liquid
Ø Density of the liquid
Pressure in liquids increases with depth and density.
EXPERIMENT: To show variation of pressure in liquids
APPARATUS: A tall tin, nail and water
PROCEDURE
- Using the nail, make 3 holes A, B, C of the same diameter on a vertical line of one side of the tin
- Fill the tin with water as shown below.
- Observe water jets from the holes A, B, C.
OBSERVATION
The lower hole, A, throws water farthest, followed by B and lastly by c
EXPLANATION
The pressure of water at A is greatest than pressure at B and pressure at B is greater than pressure at C. Hence, pressure increases with depth.
QUESTION
Explain why a diver at the bottom of the dam experiences greatest pressure
At the bottom of the dam depth is greatest and therefore the diver experiences greatest pressure due to the weight above him.
LIQUID LEVELS
When a liquid is poured into a set of connected tubes with different shapes, it flows until the level are the same in all tubes as shown
This shows that the liquid flows to find its own level.
LIQUID LEVELS IN A U-TUBE
When water is poured into a u-tube, it will flow into other arm. Water will settle in the tube with the levels on both arms being the same.
When one arm is blown into with the mouth, the level moves downwards, while on the other arm it rises. This is caused by pressure difference between the two arms as shown,
Pressure in liquids increases with depth below its surface
Pressure in a liquid at a particular depth is same in all directions.
Pressure in a liquid increases with density of the liquid.
FLUID PRESSURE FORMULA
Consider a container containing a liquid as shown below;
If A is the cross-section area of the column, h the height of the column and ρ the density of the liquid then;
Volume of the liquid = cross-section area x density
= Ah
Mass of the liquid = volume of the liquid x density
= A h ρ
Therefore, Weight of the liquid = mass x gravitational force
= A h ρ g
From definition of pressure P = force/area
Pressure = A h ρ g
A
= h ρ g
From the formula (p = h ρ g) pressure is directly proportional to;
- Height of the column
- The density of the liquid
NOTE: Pressure in liquids does not depend on the cross-section area of the container.
The formula is also used to determine pressure due to a gas column.
EXAMPLE 3
A diver is 10m below the surface of water in a dam. If the density of water is 1000kg/m3, determine the pressure due to the water on the diver. (Take g=10N/Kg)
Solution
Pressure = h ρ g
= (10 x 1000 x 10)
= 100,000 N/m2
EXAMPLE 4
The density of mercury is 13600Kg/m3. Determine the liquid pressure at a point 76cm below mercury level.
Solution
Pressure = hρg
= 0.76 x 13600 x 10
= 103,360 N/m2
EXAMPLE 5
Calculate the pressure due to water experienced by a diver working 15m below the surface. (Take g = 10N/kg and density of sea water = 1.03g/cm3)
TRANSMISSION OF PRESSURE IN LIQUIDS
Pressure applied at one part in a liquid is transmitted equally to all other parts of the enclosed liquid. (Plunger)
This is the principle of transmission of pressure in liquids called Pascal’s principle which states that pressure applied at a given point of the liquid is transmitted uniformly or equally to all other parts of the enclosed liquid or gas.
Gases may transmit pressure in a similar way when they are confined and incompressible.
HYDRAULIC MACHINES
The principle of transmission of pressure in liquids is made use in hydraulic machines where a small force applied at one point of a liquid produces a much larger force at some other point of the liquid.
- HYDRAULIC LIFT
The hydraulic lift consists of a small piston S of cross-section A1 and a large piston L of cross-section area A2. When a force is applied on piston S, the pressure exerted by the force is transmitted throughout the liquid to piston L.
At the smaller piston S the force applied F1 cause a pressure P1 at the cross section area A1.
Therefore, Pressure P1 = F1
A1
The pressure is equally transmitted throughout the liquid to the larger piston.
Thus at small piston pressure is equal to the pressure at the large piston
F2 = P1 x A2
But, P1 = F1
A1
F2 = F1 x A2
A1
F2 = A2
F1 A1
NOTE; Equation applies if pistons are at the same level
EXAMPLE 6
Find F2 if A1 = 0.52m2, A2 = 10m2 and F1= 100N
F2 = 10
100 0.25
F2 = (100 x 10)
0.25
= 4000N
EXAMPLE 7
Determine f2 in the figure below. Density of the liquid =800kg/m3 and
g=10N/kg
Pressure at A, PA = Pressure at B, PB
(60 x 10) = (F2) + (0.15 x 800 x 10)
0.008 0.00025
0.00025(7500 -1200) = F2
F2 = 18.45N
Exercise 4.2 no.7
- HYDRAULIC BRAKE SYSTEM
The force applied on the foot pedal exerts pressure on the master cylinder. The pressure is transmitted by the brake fluid to the slave cylinder. This causes the pistons of the slave cylinder to open the brake shoe and hence the brake lining presses the drum. The rotation of the wheel is thus resisted. When the force on the foot pedal is withdrawn the return spring pulls back the brake shoe which then pushes the slave cylinder piston back.
Advantage of this system is that the pressure exerted in master cylinder is transmitted equally to all four wheel cylinders.
The liquid to be used as a brake fluid should have the following properties;
- Be compressible, to ensure that pressure exerted at one point is transmitted equally to all other parts in the liquid
- Have low freezing point and high boiling point.
- Should not corrode the parts of the brake system.
ASSIGNMENT (exercise 4.2 no 1, 2, 3,4,5,6 & 8) KLB
ATMOSPHERIC PRESSURE
Atmosphere means the air surrounding the earth. The air is bound round the earth by the earth’s gravity. The atmosphere thins outwards indicating the density of air decreases with the distance from the surface of the earth
The pressure exerted on the surface of the earth by the weight of the air column is called air pressure
Atmospheric pressure can be demonstrated by crushing can experiment.
EXPERIMENT: To demonstrate the existence of the atmospheric pressure
APPARATUS: Tin container with a tight-fitting cork, water, tripod stand, Bunsen burner.
PROCEDURE
- Remove the cork from the container and pour in some little water.
- Boil the water for several minutes.
- Replace the cork and allow the container to cool or pour cold water to cool it faster.
OBSERVATION
During cooling, the container crushes in.
EXPLANATION
Steam from boiling water drives out most of the air inside the container. When heating, the steam pressure inside the container balances with atmospheric pressure outside.
On cooling the steam condenses. A partial vacuum is therefore created inside the container. Since pressure inside the container is less than the atmospheric pressure outside, the container crushes in.
NOTE: Steam inside the container condenses lowering the pressure. The outside atmospheric pressure exceeds the pressure inside the container thereby crushing it.
MAXIMUM COLUMN OF LIQUID THAT CAN BE SUPPORTED BY
ATMOSPHERIC PRESSURE
When water is sucked up a straw, the air inside the straw reduces. The atmospheric pressure acting on the surface is now greater than the pressure inside the straw. Water is thus pushed up the straw by atmospheric pressure.
If the straw was long enough and sealed at the top, it would be possible to estimate the height of water that would be supported by atmospheric pressure
In case of water the column is too large.
At sea level the atmospheric pressure supports approximately 76cm of mercury column or approximately 10m of water column.
EXAMPLE 8
A girl in a school situated in the coast (sea level) plans to make a barometer using sea-water of density 1030 kg/m3. If atmospheric pressure is 103,000 N/m2, what is the minimum length of the tube that she will require?
Solution
P = h e g but p is atmospheric pressure
103,000 = h x 1030 x 10
H = 10m
EXAMPLE 9
A sea diver is 35m below the surface of sea water. If the density of the sea water is 1.03g/cm3 and g=10N/kg. Determine the total pressure on him.
Solution
Total pressure, PT = Pa + h e g
= 103,000 + (35 x 1030 x 10)
= 463,500N/m2
EXAMPLE 10
The air pressure at the base of a mountain is 75cm of mercury while at the top is 60cm of mercury. Given that the average density is 1.25kg/m3 and density of mercury is 13,600kg/m3. Calculate the height of the mountain.
Solution
Pressure difference due to column of air = pressure difference due to mercury column
ha ρa g = hm ρm g
ha = hm ρm g
ρa g
ha = (0.15 x 13600 x 10)
(1.25 x 10)
= 1632m
EXERCISE
- The barometric height at sea level is 76cm of mercury while that at a point on a highland is 74cm of mercury. What is the altitude (height) of the point? Take g =10N/kg, density of mercury =13600kg/m3 and density of air =1.25kg/m3.
- A student in a place where the mercury barometer reads 75cm wanted to make an alcohol barometer, if alcohol has a density of 800kg/m3, what is the minimum length of the tube that could be used?
MEASUREMENT OF PRESSURE
- THE U-TUBE MANOMETER
Is an instrument used to measure fluid pressure.
It consists of a u-tube filled with water or any other suitable liquid or gas as shown
Pressure at Z = Atmospheric pressure due to column of water.
Pressure at X = pressure at Z
Pressure at X = Pg
Pressure at Z = atmospheric pressure + pressure due to column of water
Pg = Pa + h ρ g.
Since the density of water and gravitational force is known we can determine pressure of a gas if the atmospheric pressure is known.
EXAMPLE 11
Suppose h=20cm, Pa = 103,000N/m2 and density=1000kg/m3, determine the total pressure (Pg)
Solution
Pg = 103,000 + (0.2 x 1000 x 10)
= 105,000N/m2
- SIMPLE MERCURY BAROMETER
At sea level atmospheric pressure supports approximately 76cm of mercury column or 10m of water column. This difference in height column between mercury and water is that mercury is much denser than water.
Mercury column forms a simple barometer, its height changing inside on the glass tube as air pressure outside changes.
The space above mercury in the barometer tube must contain air or water vapour since the barometer reading will be as shown above.
The space above in mercury in the tube when upright is called toricellian vacuum
The height h of the column is a measure of the atmospheric pressure.
At sea level, h=76cm since density of mercury = 13600kg/m3.
Atmospheric pressure, Pa = h ρ g
= 0.76 x 13600 x 10
= 103,360N/m2 (it is also referred as one atmosphere 1 atm)
- FORTIN BAROMETER.
This is an improved version of a simple mercury barometer. Was designed by
FORTIN
The ivory pointer acts as the zero mark of the main scale. The leather bag acts as reservoir of mercury height.
Before taking the reading, the level of mercury surface in the reservoir is adjusted by turning the adjusting screw until the surface of mercury just touches the tip of the ivory index.
The height is the read from the main scale and vernier scale. The readings obtained from the barometer are in terms of the height of mercury column and written as mmHg or cmHg.
For example at sea level h=760mmHg and density of mercury=13600kg/m3
Pa = h ρ g
= 0.76 x 13600 x 10
= 103,360Nm-2
- ANEROID BAROMETER
Is a portable type of barometer consisting of a sealed, corrugated metal box as shown below
The pointer would indicate a particular value of atmospheric pressure of the surrounding so that any changes in pressure would be noticeable by movement of the pointer to either side of this atmospheric value on the scale.
The aneroid barometer movement makes it adaptable to measure heights.
Aneroid barometers (Altimeters) are used in aircrafts to measure heights. Its normally calibrated in millibars. 1 bar=100,000Nm-2
1millibar (mbar) = 100Nm-2
- PRESSURE GAUGES
They are portable and are used mostly for measuring gas pressure, tyre pressure, pressure of compressed air compressors and steam pressure
It is made of coiled flexible metal tubes which uncoil when the pressure inside increases. The movement of the tube is made to drive a pointer across a scale, through a combined system of levers and gears.
EXAMPLE 12
The pressure of a car tyre, measured with a pressure gauge is 40Ncm-2. What is the total pressure of the tyre in Nm-2?
PTotal = Pa +gauge pressure
= 103,360 + (40 x 10,000)
= 503,360Nm-2
APPLICATION OF PRESSURE IN LIQUIDS AND GASES
- THE BICYCLE PUMP
A bicycle pump is a simple form of compression pump.
The pump is connected to a tyre which has a rubber valve in it. When the pump handle is drawn out air below the washer expands and its pressure is reduced below the atmospheric pressure.
Air from outside the pump the flows past the leather washer into the barrel. The higher air pressure in the tyre closes the tyre valve.
When the pump handle is pushed in, the air in the pump barrel is compressed.
The high pressure in the barrel presses the leather washer against the sides of the barrel. When the pressure of the compressed air becomes greater than that of air in the tyre, air is forced into the tyre through the tyre valve which now opens.
NOTE: There is an increase in temperature of the pump barrel during pumping because work is done during compressing the air.
- THE LIFT PUMP
It is used to raise water from wells. It consists of a cylindrical metal barrel with a side tube. It has two valves P & Q.
UPSTROKE
When the plunger moves during upstroke, valve P closes due to weight and pressure of water above it. At the same time, air above valve Q expands and the pressure reduces below atmospheric pressure.
The atmospheric pressure on the water surface in the well below this pushes water up past valve Q into the barrel. The plunger is moved up and down until the space between P and Q is filled with water.
DOWNSTROKE
During down stroke valve Q closes due to its weight and pressure of water above its piston.
Limitations of Lift Pump
The atmospheric pressure support only 10m column of water, which is actually a theoretical value but practically this pump raises the water less than 10m because of;
- Low atmospheric pressure in places high above sea level.
- Leakages at the valves and pistons
- FORCE PUMP
This pump can be used to raise water to heights more than 10m.
UPSTROKE
During upstroke, air above the valve S expands and its pressure reduces below atmospheric pressure. The atmospheric pressure on the water in the well below pushes water up past valve S into the barrel.
NOTE: Pressure above valve T is atmospheric hence the valve does not open.
DOWNSTROKE
During down stroke, the valve S closes. Increase in pressure in the water in the barrel opens valve T and forces water into chamber C so that as water fill the chamber air is trapped and compressed at the upper part.
During the next stroke, valve T closes and the compressed air expands ensuring continuous flow.
Advantages of a Force Pump over a Lift pump
- Force pump enables continuous flow of water.
- Height to which water can be raised does not depend on the atmospheric pressure. It depends on;
- Amount of forces applied during down stroke.
- Ability of the pump and its working parts to withstand pressure.
- THE SIPHON
A tube can be used to empty tanks or draw petrol from petrol tanks in cars.
When used in this way it is referred as a siphon
Pressure on the surface of the liquid is atmospheric pressure. Since end C of the tube is below the surface A by height h, pressure at C is greater than that at the surface.
The tube is first filled with the liquid after which it will continue to run so long as end C is below the liquid surface.
Pressure at C = pa + h e g. The excess pressure (h e g) cause the liquid to flow out of end C
The siphon will work only if;
- End of the tube C is below the surface of A of the liquid to be emptied.
- The tube is first filled with the liquid, without any bubbles in it.
- The tube does not rise above the barometric height of the liquid from the surface A of the liquid to be emptied.
- One end of the tube is inside the liquid to be emptied.
NOTE: A siphon can operate in a vacuum.
REVISION QUESTIONS
- The atmospheric pressure on a particular day was measured as 750mmHg. Express this in Nm-2. (Density of mercury = 13600kg/m3 and g=10N/kg)
Solution
P = h e g
= 0.75 x 13600 x 10
=
- A roof has a surface area of 20,000cm2. If atmospheric pressure exerted on the roof is 100,000Nm-2, determine the force on it. (Take g = 10N/kg)
- The diagram below shows a simple barometer
| A |
(i)Name the part labeled A
(ii)Explain what would happen to the level of mercury in the tube if the barometer was taken high up the mountain
| Force applied to brake pads |
- Figure 2 below represents a car hydraulic braking system.
| Fluid |
| Slave piston |
| Master piston |
|
Foot pedal |
Use the information given in the diagram above to answer questions
- a) State one property the fluid should have.
- b) Explain briefly how the system operates.
- The diagram below shows a water tank of height h?
What is the relationship between the velocity V of the water jet and the height h
- State the possible reason why, if water is used as a barometer liquid, the glass tube required to hold the column of the liquid is longer
- State the definition of atmospheric pressure
- What is the density of alcohol?
- A person’s lung pressure as recorded by a mercury manometer is 90 mm Hg. Express this pressure in SI units.
- The barometric height at sea level is 76cm of mercury while at a point on a highland it is 74cm of mercury. What is the altitude of the point? (Take g = 10m/s2, density of mercury = 13600kg/m3 and density of air as 1.25kg/m3)
- Figure 4 below shows a measuring cylinder of height 30cm filled to a height of 20cm with water and the rest occupied by kerosene
| Fig. 4 |
Given that density of water = 1000Kgm-3, density of kerosene = 800Kgm-3 and atmospheric pressure = 1.03×105 Pa, determine the pressure acting on the base of the container
- State Pascal’s principle of transmission of pressure
- A helical spring extends by 1 cm when a force of 1.5N is applied to it. Find the elastic potential energy stored in it.
- Two immiscible liquids are poured in a container to the levels shown in the diagram below.
If the densities of the liquids A and B are 1g/cm3 and 0.8g/cm3 respectively, find the pressure acting upon solid C at the bottom of the container due to the liquids
- Mark the position of the water levels in the manometer when the gas supply is fully turned on
- Calculate the pressure of the gas supply (Atmospheric pressure = 1.0×105Pa)
- A small nail may pierce an inflated car tyre and remain there without pressure reduction in the tyre. Explain the observation
- (a) State two ways of increasing pressure in solids
(b) The figure 1 shows a liquid in a pail
Suggest a reason why pail manufacturers prefer the shape shown to other shapes
- A block measuring 20cm x 10cm by 5cm rests on a flat surface. The block has a weight of 3N. Determine the maximum pressure it exerts on the surface.
| P |
| B |
| (Effort) |
| 10KN |
| LOAD |
| X |
| Liquid X |
| 60cm |
| F |
- The figure below shows a hydraulic press P which is used to raise a load of 10KN. A force F of 25N is applied at the end of a lever pivoted at O to raise the load
(a) State one property of liquid X
(b) Determine the distance x indicated on the press if force on piston B is 100N
- Mercury –in-glass barometer shows a height of 70cm. What height would be shown in the barometer at the same place if water density 1.0 x 103kg/m3 is used. (Density of mercury = 13600kgm-3)
- The total weight of a car with passengers is 25,000N. The area of contact of each of the four tyres with the ground is 0.025m2. Determine the minimum car tyre pressure
- (a) The diagram below represents a u-shaped glass tube sealed at one end and containing mercury
(i) What is the pressure of the gas as shown in the diagram above?
(ii) Explain why the gas should be dry if it is to be used to verify a gas law
(iii) Describe how the arrangement can be used to verify Boyle’s law.
(b) Use the kinetic theory of gases to explain why;
(i) The pressure of a gas increases with temperature increase
(ii) The pressure of a gas decreases as volume increases
- The reading on a mercury barometer at Mombasa is 760mm. Calculate the pressure at Mombasa (density mercury is 1.36xl04Kgm-3 )
- The figure below is a manometer containing water. Air is blown across the month of one tube and the levels of the water changes as the figure below.
| Blow air |
Explain why the level of water in the right limb of manometer is higher.
- In the diagram below, the U-tube contains two liquids; X and Y which do not mix. If the density of liquid Y is 900Kgm-3 and that of X is 1200Kgm-3, calculate the height of liquid Y
SOLUTIONS
- Because of its low density
- Atmospheric pressure is the pressure exerted on the surface of the surface of the earth by the weight of the air column
- hw ƍw g = hw ƍw g
∴ hw ƍw =ha ƍa
Density of alcohol = 16 cm x 1g/cm3 x 1000
20 cm
= 800 kgm-3
- P = h ƍ g
= 90 m x 13600kgm-3 x 10Nkg-1
1000
= 12 240 Nm-2
- (76 – 74) X 13600 X 10 = h X 1.25 X 10
100
H = 2 X 13600
100 1.25
= 217. 6 m
- Pressure due to kerosene = h kg
= 800 x 0.1 x 10 = 800p.aÖ1
Pressure due to water = w h w g
= 1000 x 0.2 x 10 = 2000p.aÖ1
Atmospheric pressure = 103,000p.a
Total pressure = 800 + 2000 + 103000
= 105800 Pa
- Pressure applied at one pat in a liquid is transmitted equally to all other parts of the enclosed
- Pressure on = L f g
Solid at c = (0.02 x 1000 x 10) + (0.04 x 800 x 10);
= 200 + 320
= 520 N/m2
- Difference in the level of water should be 20cm
- Pressure of the gas = Atmospheric pressure + ehg;
= 1.0 x 105 + 20 x 1000 x 10
100
= 1.0 x 105 + 2.0 x 103Nm-2
= 1.02 x 105Pa;
- – Rubber is elastic; and when a nail is pushed through it stretches and grips firmly the nail without allowing air leakage; or – Valve effect pressure from inside causes tyre rubber to press firmly on the nail;
- (a) – Increasing the force (weight)
(b) Slanting sides increase the area supporting the weight of the liquid, hence its effect
on the bottom of the container
- Max pressure = Force/ Min Area Ö 1
= 3N/ 0.1 X 0.05Ö1
= 600N/m2 Ö 1
- (a) – Incompressible
– Not corrosive
– Has low freezing point and high boiling point (any one)
- h1p1g = h2p2g
h2 = h1p1
p2
= 0.7 x 13600Kg/m3
1000kgm-3
= 9.52m
- Pressure = Force
Area
= 2500
4 x 0.025
= 250,000Pa
- a) i) Atmospheric pressure 1.05 x 105N/M2
- ii) Any water vapour available is near its condensing point. Intermolecular forces
are therefore appreciable Ö, so it does not behave like an ideal gas
iii) – Fix a millimeter scale to read the length ( L) of air column B Ö and the difference in height (h) between the levels A and CÖ
– Adjust the level of C by adding more mercury a little at a time and record the
corresponding values of L and h each time Ö
- A graph of L against h represents Boyle’s law Ö
- i) Increase in temperature causes gas molecules to move faster(increases in kinetic energy), Ö hence they generate greater/ higher impulsive force on impact Ö
- With increase in volume gas molecules are sparsely spaced Ö so the rate of collision is reduced/ lowered
MORE QUESTIONS
- The total weight of a car with passengers is 25000N. The area of contact of each of the FOUR tyres with the ground is 0.025m2.
Determine the minimum car tyre pressure.
- I Write an expression for pressure on a liquid in hydraulic jack
- II While using a jack, a mechanic applied a force of 100N on the effort piston while raising the rear part of a car.
- Determine the maximum load that can be raised
- Give a reason why gas is not suitable for use in place of the liquid in a jack.
- The lift pump is effective for pumping water as long as the well is less than 10m deep. Explain.
- The reading on a mercury barometer at Mombasa is 760mm. Calculate the pressure at Mombasa (density of mercury = 1.36 x 104 Kgm-3)
- State one property of a barometer liquid and explain its effects.
Figure 1 below shows a liquid being siphoned from one beaker to another. Refer to this diagram where answering questions 5, 6 and 7
- Indicate on the diagram the direction of flow of the liquid
- Show that the force driving the liquid through the U – tube is proportional to the height, h
- State what would happen to the flow if the system in figure 2 were put in vacuum.
- Figure above shows a U tube containing two liquids L1 and L2 of densities 0.8 g cm-3 and 1.8 cm-3 respectively in equilibrium. Given that h2 = 8 cm determine the value of h1
- A small nail may pierce an inflated car tyre and remain there without pressure reduction in the tyre. Explain this observation
- The height of the mercury column in a barometer at a place is 64cm. What would be the height of a column of paraffin in barometer at the same place? (Density of paraffin = 8.0 x 102 kgm-3)
- A vacuum pump was used to pump out air from the glass tube immersed in liquids as shown in figure 3.
After sometime the level of paraffin rose to position X. Mark the corresponding position for the water level. Give a reason for your answer.
- A hole of area 2.0 cm2 at the bottom of a tank 2.0m deep is closed with a cork. Determine the force on the cork when the tank is filled with water. (Density of water is 1000kg/m3 and acceleration due to gravity is 10m/s2).
- The reading on a mercury barometer at a place in 700mm. What is the pressure at the place Nm-2 (Density of mercury is 1.36 x 104 kgm-3)
- In an experiment to demonstrate atmospheric pressure, a plastic bottle is partially filled with hot water and the bottle is then tightly corked. After some time the bottle starts to get deformed
(a) State the purpose of the hot water.
(b) State the reason why the bottle gets deformed. Explain your answer.
- Figure 4 shows a lift pump.
(a)Explain why, when the piston is;
- i) Pulled upwards, valve A opens while valve B closes.
- ii) Pushed downwards, valve A closes while valve B opens.
- After several strokes, water rises above the piston as shown in Figure 5.
- State how water is removed from the cylinder through the spout.
- c) A lift pump can lift water to a maximum height of 10m.
Determine the maximum height to which the pump can raise paraffin. (Take density of paraffin as 800kgm-3 and density of water as 1000kgm-3).
- State one factor that determines the height to which a force pump can lift water.
- Explain why a dam is thicker at its base than at the top.
- The pressure exerted by the atmosphere on a table is 100,000Pa. What does this mean?
- On a dining table of area 1m2, air pushes down with force of 101,000N (atmospheric pressure = 101,000Pa). Explain why the table does not collapse or break.
- Explain why the level of mercury in a mercury barometer varies from day to day.
- If atmospheric pressure is 101,000 N/m2, what force is exerted on a wall of area 12m2?
- Explain why you can fill a bucket from a downstairs tap quicker than from an upstairs tap
- Explain why a giraffe must have a stronger large heart compared to a human being.
- State why a barometer will show a greater reading when taken down a 200m pit.
- A hydraulic press has the small piston of area 5cm2 and a force of 40N is applied to it.
- (i) Calculate the pressure transmitted throughout the liquid.
(ii) If the larger piston has an area of 20cm2, what is the force exerted on it?
- Explain why a sharp knife cuts well than a blunt one.
- State Pascal’s principle of pressure.
- Explain why the atmospheric pressure decreases with increasing the height or altitude.
- Explain why we do not feel the great air pressure around us.
- Why do deep sea divers wear diving suits?
- Why are planes pressurized?
- Explain how a drinking straw operates when in use.
- Explain how a syringe operates when being used.
- Describe the working of a hydraulic press
- Study the diagram below:
ρ1 ρ2 20cm
h1
If ρ1= 2000kg/m3 and ρ2 = 1500kg/m3, calculate h1.
- Explain why walking on a murrum road in bare feet is more painful than walking on sand.
- A pressure of 2000Pa acts on an area of 0.05m2. What force is produced?
- At sea level, what is the approximate value of atmospheric pressure in
(a) Pa
(b) MmHg
(c) Atmospheres
- Why is mercury used in a barometer rather than water?
- Study the diagram below:
65 Mercury
Gas supply
40cm meter rule
(a) Record the excess pressure shown by the meter in mmHg
(b) If the atmospheric pressure is 760mmHg, what is the pressure of the gas supply?
- State one advantage of fitting wide tyres on a vehicle that moves on earth roads.
- A small nail may piece an inflated car tyre and remain there without pressure reduction in the tyre. Explain this observation.
- The height of the mercury column in a barometer at a place is 74cm. What would be the height of a column of a water barometer at the same place? (Density of mercury is 13.2g/cm3 and water 1g/cm3.)
- Explain why it may not be possible to suck a liquid into your mouth using a drinking straw on the moon surface
- Derive the formula P=h ρ g where P = pressure, h = height or depth, ρ = density of liquid and g = gravity.
- The figure below shows a manometer connected to a small funnel whose mouth is covered by a rubber membrane. The funnel is dipped into water in a container.
h1
Water
Mercury
3.0m
Rubber and funnel
(a) Given that the density of mercury is 13.6g/cm3 and that of water is 1g/cm3, determine the pressure indicated by the manometer.
(b) Determine the height h1.
- The diagram below shows a liquid being siphoned from one beaker to another. Use this information to answer the questions that follow:
(a) Indicate on the diagram the direction of flow of the liquid
(b) Show that the force driving the liquid through the pipe is proportional to the height h.
- State and explain what would happen to the flow in question 2 above if the system in the diagram were put in a vacuum.
- Give a reason why water is not a suitable liquid for a barometer.
- A rectangular block measures 10cn x 5cm x 4cm and has a mass of 2.2kg.
- a) (i) If the gravitational field intensity is 10N/kg, what is the weight of the block?
(ii) What is the area of the smallest face of the block?
(iii) What pressure will the block exert when it is resting on a table on its smallest face?
(iv) What is the least pressure the block exerts on the table?
(b) Calculate the volume of the block.
(c) Determine the density of the material from which the block is made.
- A diving bell is pressurized inside to a pressure of 1,000,000Pa above atmospheric pressure. This diving bell is made for use at 100m below the sea surface for oil exploration. The pressure outside the diving bell must be equal to the pressure inside for its door to open. (Opens from inside.)
- Calculate the pressure at 100m depth in water.
- Explain what would happen to the diving bell when the door opens at :
- 10m below the surface.
- 200m below the surface.
- When the diving bell is under the sea, how is the pressure on top of it different from that underneath it?
- Explain why the pressure difference in (c) produces buoyancy (upthrust).
- Study the figure below:
h
The piston can be pushed in and out but no water can escape. If the larger piston is pushed into the pipe by a force of 200N,
- Calculate the pressure applied to the water.
- Determine the force exerted on the smaller piston.
pipe
Piston area 500cm2 water piston area120cm2
- (a) The figure below shows two cylinders connected by a pipe. in each cylinder there is a piston and the space below each piston is full of water.
10kg mass
P Q
Water
The area of piston P is 40cm2 and the area of piston Q is 2500cm2. A 10kg mass is placed on piston P.
- Calculate the weight of the 10kg mass.
- What is the downward force on piston P.
- Determine the pressure on the water
- State the pressure on the water at Q.
- Calculate the upward force on Q.
(b) Kamau suggested that the above device could be used as a car jack.
- Which piston (A, or B) would you use to support the car? Explain your answer.
- Name the above device.
- (a) If a lorry weighs 100,000N and has 4 tyres.
- Calculate the force exerted on the road by each tyre
- What assumption have you made in the calculation above
- If each tyre has an area of 0.2m2 in contact with the road, calculate the pressure exerted.
(b) Using a diagram, explain how a bicycle pump operates when filling a tyre with air.
(c) A student sucks air out of the apparatus shown below, from the top.
clip
30cm 50cm
Density density (ρ)
1000kg/m3
Calculate the density ρ of the other liquid.
- (a) A car containing six adults and their luggage weighs 20500N. The area of contact of each tyre with the ground is 0.025m2.
- Calculate the pressure exerted by each tyre on the ground.
- State any two assumptions made.
- The car has to be driven off the road and cross a patch of soft damp sand. The driver thinks that the tyres will sink into the sand and stop the car moving. One of the passengers suggests that the sinking can be prevented by letting some air out of the tyres.
- I What effect would this have on the shape of the tyres?
- II How would letting air out of the tyres stop the wheels from sinking.
- III What other change could be made to stop the tyres sinking into the sand.
- The air pressure near the ground is about 101KPa. Some aircrafts fly at height of about 20km where the air pressure is only 27KPa.
- State two reasons why the outside air pressure is less at 20km than at the ground.
- If the air inside the aircraft is 101KPa, what is the difference in air pressure between the inside of the aircraft when fling at a height of 20km?
- How does this difference in air pressure influence the choice of material used in the construction of the aircraft.
- The door of the aircraft is designed to fit into the door frame from inside the aircraft. Explain why the door is designed to fit in this way.
- If the fuselage of the aircraft has an area of 4000m2, determine the force acting on the fuselage due to the difference in air pressure between the inside and outside of the aircraft at a height of 20km.
- (a) The diagram below shows a manometer connected to a gas supply.
Gas in
U – Tube
The pressure of the gas supply above atmospheric pressure is equivalent to 20cm column of water.
- Complete the diagram by marking the position of the levels of the water in the manometer when the gas supply is connected.
- If the gas supply had only been partly turned on, what effect, if any, would this have had on the levels of the water in the manometer? Explain your answer.
- Calculate the pressure of the gas supply above atmospheric pressure in Pascal’s. (ρw=1000kg/m3 )
(b) The diagram shows water standing to a depth of 20cm in a measuring cylinder. There are 500cm3 of water in the measuring cylinder.
Water 20cm
- I If the density of water is 1g/cm3, calculate the mass and weight of the water in the measuring cylinder
- II Using the weight in part (i), calculate the pressure exerted by the water on the bottom of the measuring cylinder.
- III Mark with a letter P on the diagram above a position where the pressure exerted by the water is a quarter of the pressure calculated in part (ii)
- a) A newspaper article claimed that a woman wearing shoes with heels which had a small area exerted more pressure on the ground than a n elephant.
- Explain in terms of the area how this is possible.
- The article claims that the pressure exerted on the ground by a woman weighing 600N wearing shoes with heels each having an area of 0.9cm2 was 666.7N/m2. What assumption was made about the way the woman was standing? Explain your answer.
- A typical elephant weighs 30,000N. If each of the elephant feet has an area of 600cm2, calculate the pressure exerted by the elephant on the ground.
(b) A water storage tank is 20m above a tap. Given the density of water as 1g/cm3,
- Calculate the pressure of the water at the tap in N/m2.
- The area at the end of the tap is 2.0x m2; calculate the force needed to stop the water leaving the tap.
- When a shower is directly connected to another water storage tank, it is found that water will only flow when the shower head is lowered and not when it is raised. Why is this so? In which way can this problem be overcome?
- (a) Describe a laboratory experiment to show that the pressure in a liquid increases with depth.
(b) The experiment in (a) is repeated with a liquid of lower density. What effect, if any, does this have on the pressure at different depths? Explain your answer.
(c) How is the fact that pressure increases with depth
- Taken into account when constructing the wall of a dam.
- Used in the measurement with a manometer of the excess pressure of the gas supply.
(b) The diagram below shows the inner details of a device called bourdon gauge which can be used to measure air pressure.
B C Pivots
D
Scale Flexible tube
A
Air pressure
As the air pressure increases the flexible tube straightens out. Explain why the pointer moves towards B when the air pressure increases.
- The graph below shows how the pressure in water changes with depth below the water surface of a creek.
Pressure (kPa)
(880, 960)
(0, 100) Depth (m)
- Use the graph to find the pressure at a depth of 800m.
- Calculate the force exerted by the water on 2.0m2 of the outside surface of a submarine at a depth of 800m.
- State why the pressure is not zero at the surface of the water.
- The part of the submarine containing the crew contains air at normal atmospheric pressure. Explain why the outside walls of this part of the submarine are usually made from very thick steel.
- Explain why at a depth of 100m the pressure in sea water is different from lake water.
- The diagram below shows a water storage tank supplying water to a tap at A.
Water storage tank
C
4m
B A
- If the water level in the tank is 4m above tap at A, calculate the pressure at A due to this water. (density of water = 1000kg/m3)
- The tap is moved from A to B. Explain why the water pressure at the tap is unchanged.
- The diagram is drawn to scale. An object becomes stuck in the pipe at C and the water is unable to flow to the tap. Calculate the pressure at C due to the water and explain your calculation.
- If the cross section area of the pipe is 1.2x m2, what force is acting on the object at C due to the water above it?
- A pressure sensor attached to an airbag can be used to determine the weight of passengers in a train carriage. See diagram below.
Movable floor
Pressure sensor
Trail
In a trial using different number of passengers in a carriage the following results were obtained.
| Numbers of passengers in a carriage | 20 | 40 | 60 | 80 | 100 | 120 |
| Pressure in MPa | 8.8 | 11.2 | 12.2 | 14.0 | 15.0 | 16.8 |
- Plot a graph of pressure (y-axis) against the number of passengers in the carriage.
- What is the pressure when we have 55 passengers in the carriage?
- Explain why
- The graph does not pass through the point (0,0)
- The points do not lie on a straight line
- Similar readings would have been obtained if the pressure sensor had been placed at the other end of the airbag.
Rubber sucker– this is a shallow rubber cap. Before use it is moistened to get a good seal then pressed firmly on a smooth surface so that the air inside is pushed out. The atmospheric pressure will then hold it firmly against the surface as shown below. They are used by printing machines to lift papers, lifting glass panes, heavy metal sheets
-Drinking straw– when a liquid is drawn using a straw air is sucked through the straw to the lungs. This leaves the space in the straw partially evacuated. The atmospheric pressure pushing down the liquid in the container becomes greater than the pressure inside the straw and this forces the liquid into your mouth.
-The syringe– they work in the principle as the straw. They are used by the doctors in hospitals for giving injections.
- State two reasons why mercury is preferred as a barometric liquid and not water
- The diagram in figure 5 below shows hydraulic brake system.
| Oil |
| Master cylinder |
| Slave piston |
| 5000N |
| Foot pedal |
| Fig 5 |
A force of 20N is applied on the foot pedal to a piston of area 50cm2 and this causes a stopping force of 5000N.
Determine;
- Pressure in the master cylinder.
- Area of the slave piston.
- The height of mercury column in a barometer density 13600kg/ m-3, at a place is 64cm. What would be the height of a column of paraffin in barometer at the same place?
(Density of paraffin = 8.0 x 102 kg /m3).
- The figure 3 shows hydraulic press system using a lever of negligible mass, on the ride of the small piston pivoted at a point P. A force of 50N is applied at R.
| R |
| P |
| Oil |
| Weight |
| Area 100cm2 |
| Area 5cm2 |
| 50N |
Calculate
- Force exerted by small piston on the liquid.
- Pressure of liquid below the small piston.
- The weight of object supported on the larger piston
- Water tanks in houses are erected as high as possible. Explain.
– Water will flow at high pressure√1
Or- for water to have high potential energy √
- The figure below is a gas jar completely filled with water and covered with a wire gauze.
| Water |
- State the observation when the set-up is suddenly inverted.
- Explain the observation made in (a) above.
TOPIC 5: PARTICULATE NATURE OF MATTER
Matter is anything that occupies space and has mass. Matter commonly exists in three states i.e. solid, liquid and Gas
The process of sub-dividing matter into smaller units and smaller units continues indefinitely, suggesting that matter is not continuous, but is made up of even smaller parts e.g. A piece of paper can be cut endlessly until a stage when the small pieces cannot be cut into pieces. This suggests that the sheet of paper is made up of tiny particles
DEMONSTRATION OF DILUTION
APPARATUS: Beaker and potassium permanganate crystals
PROCEDURE
- Pour water into the beaker to half full.
- Dissolve the potassium permanganate crystals until the solution is purple.
- Transfer half of the solution to another beaker and add water
- Continue the process with other beakers, comparing the colour to each other.
OBSERVATION
The process of dilution can continue until the solution appears colourless. This suggests that the particles of potassium permanganate are spread evenly on water.
As water particles increase, the particles of potassium permanganate are spread further, making the purple colourless and less until it appears colourless.
CONCLUSION
Potassium permanganate is made up of tiny particles.
DISSOLVING A SOLID IN A SOLVENT
- 100g of salt is put into the flask and water added carefully using a pipette without shaking the salt until it is full.
- The stopper is then inserted to the mouth of the flask and shaken to dissolve the salt.
OBSERVATION
The volume of the solution of salt is less.
CONCLUSION
Particles of salt are able to occupy some spaces between the water particles.
This suggests that the particles of salt differ in size.
The particles of the solution pack more closely in the available space, thus reducing the volume. This further suggests that particles of salt are broken down to fit into spaces between water particles.
BROWNIAN MOTION
This is the random movement of particles of a substance in fluids. A fluid is anything that is capable of flowing, e.g. a gas or a liquid.
The particles in a fluid are in a constant random motion.
BROWNIAN MOTION IN LIQUIDS
DEMONSTRATION OF THE BROWNIAN MOTION
Apparatus: Beaker, hand lens, chalk dust, transparent lid.
PROCEDURE
- Pour water into the beaker about full as shown
- Sprinkle pollen grains or chalk dust on the surface of water (particles should be small in size, light and sprinkled evenly).
- Cover the beaker with a transparent lid and with the help of a hand lens observes what happens to pollen grains or chalk dust.
OBSERVATION
The pollen grains or chalk dust is in constant random motion.
CONCLUSION
The particles are hit continually by the movement of small invisible particles of water. The movement is random, suggesting that the particles of water are in constant random movement. This kind of movement is called Brownian motion a tribute to a scientist Robert Brown who first observed the effect.
BROWNIAN MOTION IN GASES
THE SMOKE CELL EXPERIMENT
DEMONSTRATION OF THE BROWNIAN MOTION IN AIR
Apparatus: Drinking straw, smoke cell, microscope and a bright light source
In this case, one end of the straw is burnt and let the smoke from the other end of the straw into the smoke cell as shown above. The smoke is then covered using a transparent glass lid. The smoke cell is covered to seal the content of the smoke cell. This ensures that the smoke molecules do not escape from the smoke cell. The lid is transparent to allow for easy visible of the smoke cell. The cell is illuminate with bright light. Therefore, the work of lamp in this case is to provide light which illuminates the content of the smoke cell. A hand lens is used to focus the light on the smoke particles in the smoke cell. The microscope is adjusted until bright specks are seen against the grey background. The work of the microscope is therefore to enlarge/magnify the smoke particles in the smoke cell for easy visibility.
OBSERVATION
In this experiment, the smoke particles (which are seen as bright specks) are seen moving in continuous random motion.
EXPLANATION
The smoke particles appear as bright specks since they scatter the light shining on them and appear as bright points. They move about in a continuous random movement because of uneven bombardment by the invisible particles or molecules in air. This suggests that air is made up of small particles which are in constant motion.
When this experiment is repeated at a higher temperature, the smoke particles move faster in a continuous random manner. This is due to increased kinetic energies of the molecules. The opposite is true when the temperature of the content is reduced.
CONCLUSION
From the experiments above, matter is made up of very small particles which are in constant random motion. This is called kinetic theory of matter.
ARRANGEMENT OF PARTICLES IN THE STATES OF MATTER
- SOLID
- The particles of solids are closely packed together in an organised way.
- The closely knit structure is due strong attractive forces (cohesive forces) between the particles.
- In their fixed positions, they vibrate to and from so that increasing the temperature of the solid increases this vibratory motion.
- At a certain temperature the solid breaks away from this knit structure and the solid is said to have melted.
- LIQUIDS
- The particles are further apart. They are not fixed as in solids but move about in Brownian motion.
- Liquids can break a solute put in it. It’s easier to dissolve a solute in hot water because the particles have increased energy.
- The cohesive forces between the particles in liquids are weaker compared to those in solids. Due to this liquids can flow and take up the shape of the container in which they are put.
- When a liquid is heated molecules gain kinetic energy, they vibrate about and expand. The space between them widens further apart and the liquid changes into gaseous state by a process called
- GASES
- The particles are further apart and have increased random motion compared to those in the liquid state.
- The cohesive force between the particles is extremely small and as the particles move they collide with each other and with the walls of the container in which they are trapped. This produces gas pressure.
- Gases are easier to compress indicates that there exists a large intermolecular distance in gas than in liquids. Gas molecules or particles can lose some of their energy and fall back into the liquid state by a process known as
NOTE: Solids which when heated change directly into gas undergo the process called sublimation.
DIFFUSION
- This is the process by which particles spread from regions of high concentration to those of low concentration. Diffusion takes place in solids, liquids and gases.
- In solids, diffusion is exceedingly slow but occurs when two metals are placed in contact with each other e.g. lead and gold, metal block vibrating atoms breaks away from the substances to which they belong and enter the other substance to be trapped by its attractive forces. This process is speeded up by high temperature.
- Diffusion in liquids occurs at a faster rate than in solids.
- Diffusion in gases is faster due to their low density, high kinetic energy and weak cohesive forces.
DIFFUSION IN LIQUIDS
To investigate diffusion in liquids
Apparatus: Funnel, beaker, copper (II) sulphate solution.
PROCEDURE
- Pour water into the beaker until it is half full.
- Pour saturated copper (II) sulphate solution down the funnel slowly and notice how the two liquids settle.
- Remove the funnel carefully so that the liquids are not disturbed.
- Repeat the same steps for another set of apparatus but using warm liquids. Make observation.
OBSERVATION AND EXPLANATION
- Initially, the water layer floats on top of the saturated copper (II) sulphate because it is less dense. After sometime, the boundary disappears and the liquids form a homogeneous pale blue mixture.
- Formation of the mixture is faster with hot liquids than because the movement of particles is faster due to increased energy. There is greater movement of water particles (molecules) from the water layer into copper (II) sulphate layer because it has greater concentration of water molecules than copper (II) sulphate particles.
- Similarly, there is a greater movement of particles from copper (II) sulphate layer into the water layer because of greater concentration of copper (II) sulphate particles than water molecules.
DIFFUSION IN GASES
OBSERVATION AND EXPLANATION
- The bromine gas spreads into the gas jar B at a greater speed than it returns to gas jar A because of high concentration of bromine particles.
- Likewise, air spreads in gas jar A at a greater rate than it returns to gas jar B because of high concentration of air particles in B.
- A homogenous pale brown mixture forms in the two jars and because this happens in a very short time, it suggests that the random movement of particles is rapid (faster) than diffusion in liquids.
NOTE: Performing the same experiment with the jars held vertically instead of horizontally slows down the rate of diffusion because of the densities of the gases. The less dense gas diffuses much faster into the more dense gas.
RATES OF DIFFUSION
To investigate the rates of diffusion of ammonium gas and hydrochloric gas
OBSERVATION AND EXPLANATION
- A white deposit of ammonium chloride forms on the walls of the glass tube in the region nearer end B. This suggests that ammonia gas diffused at a higher rate than hydraulic acid gas.
- Different gases have different rates of diffusion. A gas of high density has heavier particles hence moves more slowly than lighter one.
DIFFUSION THROUGH POROUS MATERIALS
- The porous pot has very fine holes through which the hydrogen gas diffuses into the pot and air diffuses out.
- Hydrogen gas bubbles out of the glass tube as shown in the set up above.
- When the gas supply is stopped hydrogen gas diffuses out of the pot through the fine holes at a faster rate than air gets back to the pot. This decreases the gas pressure acting on the water surface in the beaker to push water up the tube.
NOTE: The beaker is used to confine the hydrogen gas around the porous pot.
QUESTIONS
- Explain why rotten eggs broken at one end soon spreads the room.
- Explain the cause of random motion of smoke particles as observed in Brownian motion experiment using a smoke cell.
- Two identical tubes A and B held horizontally contain air and water respectively. A small quantity of coloured gas is introduced at one end of A while a small quantity of coloured water is introduced at one end of B. State with reason the tube in which the colour will reach the other end faster.
- Distinguish between solid and liquid states of matter in terms of intermolecular forces
- A bottle containing a smelling gas is opened at the front bench of a classroom. State the reason why the gas is detected throughout the room.
- Motion of smoke particles can be studied by using the apparatus shown in figure 9 to observe the motion; some smoke is enclosed in the smoke cell and then observed through the microscope.
- Explain the role of the smoke particle, lens and microscope in the experiment
- State and explain the nature of the observed motion of the smoke particles
- State what will be observed about the motion of the smoke particles if the temperature surrounding the smoke cell is raised slightly.
SOLUTIONS
- The spreading is due to diffusion. The odour moves from a region of higher concentration to a region of lower concentration through diffusion.
- Air molecules are in constant random motion; smoke particles collide with these air molecules hence their random motion.
- A or tube with air; Gas molecules move faster/quicker than water molecules OR Diffusion of gases is Faster/more than in water/Grahams law the density of air is less than that of water
- In solids the molecules are held in position by intermolecular forces that are very large. In liquids the molecules are able to roll over one another since the forces are smaller
- The gas diffuse/ from the region of higher concentration to a region of low concentration.
- (a) Smoke particles show the behavior or movement of air molecule
Smoke particles are larger than air molecules/ visible and light enough to move when bombarded by air molecules; Lens Focuses the light from the lamp on the smoke particle; causing them to be observable; Microscope enlarge the smoke particles that they are visible/ magnifies smoke particles.
(b) Smoke particle move randomly / zigzag / haphazardly Air molecules bombard the smoke particles/ knock/ hit Air molecules are in random motion
(c)The speed of motion of smoke particles will be observed to be higher smocking particles move faster, speed increases, increased random motion
MORE QUESTIONS
- Describe the motion solid molecules experience.
- What type of motion do molecules in the liquid and gaseous state experience
- Describe Brownian motion.
- When food is being cooked in the kitchen, why is it possible to smell this food in other rooms in the house?
- State the forms of energy possessed by particles in (a) solids (b) liquids (c) gases.
- State the type of motions described by a molecule in (a) solid (b) liquid (c) gas.
- What do you see when you use a microscope to study illuminated smoke floating in air?
- Describe the main difference between molecules in the gaseous state and those in the liquid or solid state.
- Describe and explain Brownian motion.
- Explain why perfume can be smelt some distance away from the person wearing it.
- A house in which a cylinder containing cooking gas is kept unfortunately catches fire. The cylinder explodes. Explain why.
- Two identical containers A and B are placed on a bench. Container A is filled with oxygen gas and container B with hydrogen gas. The two gases have equal masses. The containers are maintained at the same temperature. State with reason the container in which the pressure is higher.
- (a) A substance has molecules which are moving completely free and random manner.
- Is the substance a solid, liquid or gas?
- Draw below a diagram to show the path followed by one of these molecules when it is moving randomly.
- How can the speed of such a molecule be reduced?
- What name is given to the temperature at which all molecular motion ceases?
(b) The behavior of substances as they change from solid state to the liquid state can be described using kinetic theory of matter. This assumes that matter is made of small moving particles or molecules.
- What is the typical diameter of one of these molecules?
- In the spaces in the table below describe the difference in solids and liquids.
| Solids | Liquids | |
| Type of motion of molecules | ||
| Position of molecules | ||
| Spacing of molecules |
- (a) A substance has molecules which are in a close packed regular arrangement undergoing vibrations about fixed positions.
- Is the substance a solid, liquid or a gas?
- What is meant by `undergoing vibrations about fixed positions’?
- How can the size of these vibrations be increased?
- State the name given to the temperature at which the arrangement ceases to be close packed and regular.
(b) Describe a laboratory experiment using a syringe which shows that molecules of water are closely packed. How can this closely packed arrangement are completely destroyed.
(c) Matter exists in three states, solid, liquid, and gas. Complete the following table by writing in the state best described by each molecular property.
| Molecular Property | State |
| 1. Close packed | |
| 2.Spacing very large | |
| 3. Moving independently | |
| 4. Very strong forces of attraction | |
| 5. Vibrating about a fixed point |
- A small amount of air is trapped in an open glass capillary tube by a pellet of mercury as shown below.
Glass capillary tube
Mercury pellet
Trapped air
- Describe the spacing and motion of the molecules in the liquid mercury and then the trapped air.
- How does the pressure of the trapped air compare with that of the air outside the tube?
- What difference, if any, are there in the speed and spacing of the trapped air molecules compared with those of the outside air (Temperature of both samples of air is the same.)
- (a) The diagram below shows an apparatus which may be used for observing Brownian motion
- When the apparatus was being used, points of light were observed moving about in a random manner.
- What are these points of light?
- Why are they moving randomly?
- Name two ways by which this random motion could be made less vigorous.
(b) A sealed packet of crisps bought in a shop at sea level was found to appear like a balloon when taken to the top of a mountain.
- Why did the packet appear to be inflated in this way?
- Assuming there was no difference in temperature between sea level and the top of the mountain, what were the similarities and differences in motion of the air molecules inside the packet at sea level and on the top of the mountain.
- (a) Some smoke is trapped in a small glass cell containing air and is brightly lit. When the mixture is viewed through a microscope, small bright specks which dance about in a random fashion can be seen.
- What are small bright specks?
- Explain what makes them dance in a random fashion.
- Complete the diagram below by adding lines to show the movement of the small speck shown.
- Bright speck
- State three assumptions of the kinetic theory of gases.
- Figure below shows apparatus used to observe the behaviour of smoke particles in a smoke cell.
- Explain what was observed
- Explain what happens if the temperature was raised.
- State why diffusion is faster in gases than in liquids.
TOPIC 6: THERMAL EXPANSION
TEMPERATURE
This is the degree of hotness or coldness of a body. Temperature of a body is measured by an instrument called a thermometer.
Temperature is a basic physical quantity and is measured in degrees celcious (0C) or Kelvin (K).
The S.I unit of temperature is Kelvin (K) which is a scalar quantity.
MEASURING TEMPERATURE
A thermometer is an instrument used for measuring temperature. There are various types of thermometers in use. A thermometer is designed according to the purpose for which it is required. The following are some of the commonly used thermometers:
- Liquid-in-glass thermometer.
- Clinical thermometer
- Six’s maximum and minimum thermometer
- LIQUID-IN-GLASS THERMOMETER
A liquid-in-glass thermometer commonly in use is mercury or coloured alcohol as the thermometric substance.
The volume of the liquid changes uniformly with the change in temperature
The characteristics of the liquid in the bulb include;
- Be easily seen (visible).
- Expand or contract uniformly and by a large amount over a small range of temperature.
- Not stick to the inside of the tube. (Should not wet the inside of the tube)
- Have a wide range of temperature.
THERMOMETRIC LIQUIDS
The most common in use is mercury and alcohol.
Mercury freezes at -39oC and boils at 357oC while alcohol freezes at -115oC and boils at 78oC. Alcohol is therefore suitable for measuring temperatures below – 39oC.
PROPERTIES OF THE TWO THERMOMETRIC LIQUIDS
ALCOHOL MERCURY
- Low boiling point, 78oC – High boiling point, 357oC
- Low melting point, -115oC – Relatively higher melting point, -39oC
- Poor thermal conductor – Good thermal conductor
- Expansion slightly irregular – Expands regularly
- Wets glass – Does not wet glass
- Coloured to make it visible – Opaque and silvery
NB
Water is not used as a thermometric liquid because it undergoes anomalous expansion.
TEMPERATURE SCALE
The scale of a thermometer is obtained by selecting two temperatures called fixed points; the lower fixed point and the upper fixed point. The lower fixed point is the temperature of pure melting ice. It is taken to be 00C. The upper fixed point is the temperature of steam above pure boiling water at normal atmospheric pressure. It is taken to be 1000C. The temperature of steam is used since impurities do not affect its temperature but will raise the boiling point of water. The temperature of boiling water itself is not used because any impurities in water would raise its boiling point. The temperature of steam is not affected by impurities in water.
The range between these two points is then divided into equal divisions. Each division is called degree.
FEATURES OF A COMMON THERMOMETER
The basic features of a common laboratory are as shown below.
- Bulb- Carries the liquid in the thermometer. It has a thin glass wall for effective heat transmission between the liquid and body whose temperature is taken.
- Capillary bore – Liquid expands and contracts along the capillary tube. It is narrow for high degree of accuracy.
- Glass stem – this is a thick wall surrounding the capillary bore. It also serves as a magnifying glass for easy reading of scale.
CELCIOUS AND KELVIN SCALE
They are the commonly used temperature scale. The celcious scale has the fixed points at 0oC and 100oC. In Kelvin scale, the temperature of pure melting ice is 273K while that of pure boiling water at normal atmospheric pressure is 373K.
The lowest temperature in the Kelvin scale (0K) is referred as absolute zero.
This is the temperature at which the energy of the particles in material is zero.
To change oC to Kelvin
T = (ѳ – 273) K where ѳ is the temperature in oC
EXAMPLE 1
Convert 25oC in Kelvin
SOLN
T = (25 + 273)
= 298 K
To change Kelvin to oC
Ѳ = (T- 273) 0C where T is the temperature in Kelvin
EXAMPLE 2
Convert 1 K
SOLN
Ѳ = 1-273
= -272oC
ASSIGNMENT
- Convert the following into Kelvin:
- 350C b) -1110C c) -273 0C
- Convert the following into 0C:
- 123 K b) 323 K
NOTE: Temperature in Kelvin scale cannot have a negative value because the absolute zero, (0K), is the lowest temperature attainable.
- CLINICAL THERMOMETER
A clinical thermometer is an instrument used to measure the temperature of a human body.
It uses mercury as its thermometric substance and has a narrow constriction in the tube just above the bulb.
The diagram below shows the main features of a clinical thermometer.
The constriction prevents the mercury level from falling down when it contacts with the human body.
The clinical thermometer has a short scale of temperature from 35oC to 43oC spread over its entire level. This is because the human body temperature falls slightly above or below 37oC which is the temperature of a normal and healthy person. Methylated spirit is used to sterilize the clinical thermometer. Boiling water is not used because its temperature is quite far away from the maximum temperature of the clinical thermometer. This can destroy the thermometer. The thermometer can be reset by a simple flick.
- SIX’S MAXIMUM AND MINIMUM THERMOMETER
This thermometer is used to record the maximum and minimum temperature of a place during a day. The thermometer consists of a U-tube connected to two bulbs. The U-tube contains mercury. The two bulbs contain alcohol.
The figure below shows the main features of a six’s maximum and minimum thermometer.
Working of the Thermometer
When temperature raises alcohol occupying volume of bulb A expand and forces mercury in the U-tube to rise on the right hand side.
The mercury in turn pushes the steel index A upwards. The maximum temperature can be noted from the lower end of the steel index A.
On the other hand when the temperature falls, alcohol in the bulb A contracts and the mercury is pulled back rising u the left hand side of the U-tube. The index B is then pushed up. During contraction of the alcohol, index A is left behind (in the alcohol) by the falling mercury.
The minimum temperature is then read from the lower end of index B.
NOTE: To reset the thermometer, a magnet is used to return the steel indices to the mercury surfaces.
- THE BIMETALLIC THERMOMETER
It is made up of a coiled bimetallic strip whose one end is fixed and the other end connected to a pointer. Commonly used metals are brass and invar. When the temperature rises brass expands more than invar. The strip thus curls forcing the pointer to move over a calibrated scale.
THERMAL EXPANSION AND CONTRACTION OF SOLIDS, LIQUIDS
AND GASES
All substances increase in size when heated. This increase in size of a substance is called expansion. On the other hand when a substance is cooled it decreases in size. This decrease in size is called contraction.
EXPANSION IN SOLIDS
Thermal expansion and contraction in solids can be demonstrated using a ball and ring experiment. Set the apparatus as shown below.
NOTE: The ball should pass through the ring when both are at room temperature
- Heat the ball and try to pass it through the ring. Observe what happens.
- Leave it for sometime
OBSERVATION
- When both the ball and the ring are at the same room temperature, the ball just passes through the ring.
- When the ball is heated; it does not go through the ring but when left there for sometime, it goes through.
EXPLANATION
- When heated, the ball expands so that it cannot go through the ring.
When left on the ring for some time, the temperature of the ball decreases and it contracts.
- At the same time, the temperature of the ring increases and it expands so that the ball goes through.
WHY SOLIDS EXPANDS ON HEATING
The molecules of a solid are closely packed together and are continuously vibrating in their fixed positions When a solid is heated the molecules gain more kinetic energy and therefore make larger vibrations about their fixed positions. This increase in vibration means that the molecules collide with each other with larger forces and the molecules increases and so the solid expand.
LINEAR EXPANSIVITY
The measure of the tendency of a particular material to expand is called its expansivity e.g. aluminium expands more than iron thus aluminium has higher expansivity than iron.
The knowledge of linear expansivity values is applied in the designing of materials to ensure that they are able to operate well under varying thermal conditions.
Ordinary glass expands at a higher rate than Pyrex glass. When hot water is poured into a tumbler made of glass it breaks but does break in Pyrex glass.
Concrete and steel are reinforced together because they are of the same linear expansivity. Hence cannot crack under varying thermal conditions.
THE BIMETALLIC STRIP
When two metals of different linear expansivity are riveted together they form a bimetallic strip.
Brass and iron are used to make the bimetallic strip.
On heating the bimetallic strip, brass expands more than iron. The brass thus becomes longer than the iron for the same temperature range. Hence, the bimetallic strip bends with brass on the outside of the curve as shown in (b) below
On cooling, the brass contracts more than iron. It therefore becomes shorter than the iron and thus ends up being on the inner side of the curve as shown in (c) above
APPLICATIONS OF EXPANSION AND CONTRACTION IN SOLIDS
- RAILWAY LINES
Gaps are left between the rails. Expansion for the rail is provided by overlapping the plane ends using overlapping joints as shown in the figure below
If these gaps for the expansion are not provided then during hot weather, they rails may buckle out, bend and cause derailment of the train leading to destruction and accidents.
- STEAM PIPES
Pipes carrying steam from boilers are fitted with loops or expansion joints to allow pipes to expand and contract easily when steam passes through and when it cools down.
- TELEPHONE WIRES
They are loosely fixed to allow for contraction and expansion. During cold weather, they contract and when it is warm they expand.
Telephone or electricity wires appear to be shorter and taut in the morning.
However in hot afternoons, the wires appear longer and slackened.
- STEEL BRIDGES
In bridges made of steel girders, one end is fixed and the other end placed on rollers to allow for expansion as shown
- RIVETS
Thick metal plates, sheets and girders in ships are joined together by means of rivets.
The rivet is fitted when hot and then hammered flat. On cooling, it contracts, pulling the two firmly together as shown
- ELECTRIC THERMOSTAT
A thermostat is used to maintain a steady temperature in some devices such as electric iron box, refrigerators, fire alarm and flashing unit for indicator lamp in motor cars.
EXPANSION AND CONTRACTION IN LIQUIDS
The experimental set up below can be used to demonstrate expansion of a liquid.
A glass flask is filled with coloured water and heated as shown above
OBSERVATION
Immediately the level of coloured water on the tube drops slightly at first and then starts rising.
EXPLANATION
The initial fall of the level of the water is due to the expansion of the glass flask which gets heated first. The water starts expanding when heat finally reaches it and it rises up the tube.
NOTE: The water expands faster than the glass.
QUESTION
Explain why there is a drop in the level of the water initially followed by a steady rise in the level of water.
Different liquids expand more than others for a given temperature as shown in the diagram
In this case, methylated spirit expands most, followed by alcohol and finally water.
EXPANSION IN GASES
The experiment below can be used to demonstrate expansion of air.
Invert the flask with glass tube dipped into the water as shown.
Warm the flask with your hands for some time and note what happens.
Remove your hand and let the flask cool while the tube is still inserted in water.
OBSERVATION AND EXPLANATION
When the flask is warmed the level of water column inside the glass tube drops indicating air expands. When the flask is warmed further, some bubbles are seen at the end of the glass tube.
On cooling the air inside the flask contracts and water rises up the glass tube.
THE ANOMALOUS (UNUSUAL) EXPANSION OF WATER
Solids, liquids and gases expands when heated and contracts when cooled.
Water however shows an anomalous (unusual) behaviour in that it contracts when it is temperature is raised from 0oC to about 4oc.
When ice is heated from say -20oC, it expands until its temperature reaches 0oC and it melts with no change in temperature. The melting is accompanied by contraction. The water formed will still contract as its temperature rises from
0oC as shown
Above 40C, the water expands with increase in temperature. Since volume of a given mass of water is minimum at 4oC, water at this temperature has a maximum density, slightly higher than 1g/cm3.
A sketch of the variation of density with temperature
At the melting point of water (o0C) there is a drastic increase in the volume, resulting in a large decrease in density as the ice forms.
EFFECTS OF ANAMALOUS EXPANSION OF WATER
- Freezing of lakes and ponds
Water in lakes and ponds usually freezes in winter. Ice is less dense than water and floats on water. Since ice a bad conductor of heat it insulates the water below against heat losses to the cold air above.
Water remains at 40C being the most dense, remains at the bottom of a lake while ice being less dense floats on layers of water at different temperatures as shown.
Fish and other aquatic animals and plants can therefore survive by living in the liquid layers below the ice.
- Icebergs
Since the density of ice (0.92g/cm3) is slightly less than that of water it floats with only a small portion above the water surface. The rest and bigger portion rests under water. A big mass of such submerged ice is known as an iceberg.
It poses a great danger to ships as navigators cannot see the submerged part.
- Weathering of Rocks
When water in a crack in a rock freezes, it expands. This expansion breaks the rock into small pieces.
- Water pipes
Water pipes bursts when the water flowing through the pipes freezes
QUESTIONS
- One property of a liquid that is considered while construction a liquid – in – glass thermometer is that the liquid expands more than the glass for the same temperature change. State any other two properties of the liquids that are considered
- Explain why a glass container with thick walls is more likely to crack than one with a thin wall when a very hot liquid is poured into them.
- Figure 1 shows a circuit diagram for controlling the temperature of a room.
Describe how the circuit controls the temperature when the switch is closed
- Fig 2 shows a fire alarm circuit. Explain how the alarm functions.
- Figure 3 shows a bimetallic strip at room temperature. Brass expands more than invar when heated equally.
Sketch the bimetallic strip after being cooled several degrees below room temperature.
- In the set up shown in Figure 5, it is observed that the level of the water initially drops before starting to rise.
Explain this observation.
- Figure 6 shows a bimetallic strip with a wooden handle, suspended horizontally using a thin thread.
The strip is heated at the point shown. Explain why the system tips to the right
- A clinical thermometer has a constriction in the bore just above the bulb. State the use of this constriction.
- 7 shows a flask fitted with a glass tube dipped into a beaker containing water at room temperature. The cork fixing the glass tube to the flask is airtight.
Explain what is observed when ice- cold water is poured on the flask.
- The melting point of oxygen is given as -281.30 Covert this temperature to Kelvin
SOLUTIONS
- The liquid expand uniformly, expansion is measurable (large enough), thermal conductivity
- Glass is a bad conductor of heart, the difference in temperature between the inside and the outside cause unequal expansion.
- Bimetallic strip bends and straightens or the metals expand differently. Current flows, heating takes place, temperature rises, strip is heated and bends way from contact; disconnects heater; temperature; drops reconnected heater or completes circuit.
- When mercury is heated (during a fire); it expands and makes contact, completing the circuit to ring the bell. Since the strip is bimetallic when temperature rises the outer metal expands more than the inner metal; causing the strip to try and fold more; this causes the pointer to move as shown
- Glass flask initially expands / Heating increases the volume of the flask; hence the level drops. Eventually water expands more than glass, leading to the level rising.; Cold water causes air in the flask to contract // reduces pressure inside flask or when cold water is poured it causes a decrease in volume of air the flask or pressure increases in the flask // volume of the flask decreases.
- On heating, the bimetallic strip bends; this causes the position of the centre of gravity of the section to the left to shift to the right causing imbalance and so tips to the right.
- Prevents/ holds, traps breaks mercury thread/ stops return of mercury to bulb When thermometer is removed from a particular body of the surrounding
- Water rises up the tube into the flask or water is sucked into the tube or bubbles are seen momentarily.
- 273+ -281.3 = 8.3K
MORE QUESTIONS
- Figure 5 shows a clinical thermometer which is not graduated.
| A |
| B |
- Name the parts indicated with letters: A and
- Mark the appropriate scale range in degrees Celsius
- A bimetallic strip is made from aluminium and copper. When heated, it bends as shown below.
| Aluminium |
| Copper |
Sketch a diagram showing the strip when cooled below room temperature.
- Explain why fish can survive under water when the surface is already frozen.
- Explain the purpose of the constriction in a clinical thermometer.
- It is not advisable to fix electrical cables tightly during the day. Give a reason for this.
| Cell |
- The diagram below shows circuit of a fire alarm. When fire breaks it rings the bell to alert people that there is fire. Name two properties of mercury that makes it suitable to be used.
| Mercury |
| Bell |
- In an attempt to prepare a cup of tea, a student placed boiling water into a glass tumbler. The glass tumbler broke into pieces. Explain this observation.
- Figure 5 shows a flask fitted with a tube dipped into a beaker containing water at room temperature. The cork fixing the glass tube is tight.
State with reason what would be observed if cold water is poured on to the flask
- Explain why steel is selected for use to reinforce a concreter beam
- State two properties of mercury that make it a suitable thermometric liquid.
- The diagram below shows a six’s maximum and minimum thermometer.
| Saturated vapour |
| Mercury |
- What is the thermometric liquid in the thermometer?
- Why is it necessary for the vapour in bulb B to be saturated?
- Explain how the thermometer indicates maximum and minimum temperature.
- Indicate on the figure the two points where the reading of the temperature shown by the thermometer can be made.
- Explain why a lemon juice bottle always has space between the top of the liquid and the cap.
- Explain the difference between heat and temperature.
- Convert 4500C to Kelvin.
- The figure below shows a bimetallic strip.
Invar
Brass
This strip is at room temperature. Sketch the bimetallic strip after being cooled several degrees below room temperature. Explain your answer.
- A metallic disc is thin and has a hole passing through its centre. Describe what happens to the size of the hole when the disc is heated uniformly.
- Give a reason why a concrete beam reinforced with steel does not crack when subjected to changes in temperature.
- Describe the thermal expansion of a solid using kinetic theory of matter.
- Explain the application of expansion in telephone and electric overhead cables.
- Describe how a bimetallic thermometer works.
- Explain why aquatic animals are able to survive under water when the surface is already frozen.
- When a mercury thermometer is used to measure the temperature of hot water, it is observed that the mercury level first drops before beginning to rise. Explain this observation.
- The coefficient of linear expansion of lead is 2.7 x per 0 Explain this statement.
- Compare the expansion of brass and iron.
- Air in a bulb may be used as a thermometric substance. State:
- One property of air that would enable the temperature to be measured.
- One limitation of such a thermometer.
- What is meant by absolute zero temperature?
- Explain why a thick glass container is more likely to crack than a thin one when boiling water is suddenly poured in.
- One property of a liquid that is considered while constructing a liquid in glass thermometer is that the liquid must expand more than the glass for the same temperature range. State any other two properties of the liquid that are considered.
- Describe and explain the features of a thermometer which will make it: (a) sensitive (b) Quick acting.
- Why would you crawl close to the flow in a smoke filled room when trying to move out?
- State three properties of a liquid for it to be considered in constructing a glass thermometer.
- Sketch a volume against temperature graph for water that cools from 100C to – 40C
- The figure below shows a flask fitted with a glass tube dipped into a beaker containing water at room temperature. The cork fixing the glass tube to the flask is air tight. The flask is warmed with the hands.
Warm hands
Air
Flask
Water
State and explain the observations made.
- (a) Explain why in warm coastal regions, a cool breeze often blows from the sea to the land during the day time.
(b) Describe and explain what happens at night in question (a).
(c) Careful measurements are made on the density of pure water as shown in the table below.
| State | Temperature 0C | Density (kg/m3) |
| Liquid | 8.0 | 999.85 |
| Liquid | 6.0 | 999.94 |
| Liquid | 4.0 | 999.97 |
| Liquid | 2.0 | 999.94 |
| Liquid | 0.0 | 999.84 |
| Solid | 0.0 | 916.59 |
- Use the density data above to describe how the volume of the liquid changes as it cools from 80C to 00C.
- Describe the change in volume of water as it changes from liquid to solid.
- Describe what happens to a sealed glass bottle full of water if it were placed in the freezing compartment of a refrigerator.
- (a) Two glass spheres contain equal volumes of air at the same temperature and pressure. The spheres are connected by a narrow glass tube containing a mercury pellet as shown below.
Glass sphere P air glass sphere Q
Narrow glass tube
Mercury pellet
- Describe how the air molecules exert a pressure on the walls of the glass spheres.
- Describe and explain using the ideas of molecules what happens to the mercury pellet when sphere Q is gently heated while sphere P is kept at its original temperature.
(b) The diagram below shows an experiment which can be used to demonstrate the thermal expansion of a solid metal bar. Pointer
Heavy weight solid metal bar
Heat roller
Table
- Describe what happens when the bar is heated.
- Explain what happens in (i) using kinetic theory of matter.
- Give an example of an everyday situation where allowance must be made for the expansion of a solid. Explain how this allowance is made for the expansion.
- (a) When liquids are stored in a sealed bottle, they are not completely filled out, but a space is left between the cap and the surface of the liquid as shown below.
Cap
Space
Bottle liquid
- Describe what happens to the contents of the bottle when the temperature is increased slowly and uniformly.
- Explain what happens in (i) in terms of the expansion of liquids and solids.
- Give a use of the above effect.
- Describe and explain what happens to the gas in the space above the liquid using kinetic theory.
- A cylindrical copper rod is heated. State and explain what happens to the density of copper as the rod is being heated.
- a) The diagram below shows a long silver rod, a light pointer and a pivot.
Fixed support
Long silver rod
- Light pointer
Pivot
- Describe how this apparatus can be used to measure the expansion of the silver rod as its temperature increases.
- State a problem of repeating the above experiment using a polythene rod of the same shape and size as the silver rod.
- State two extra pieces of apparatus that would be needed
- (a) Place in ticks in the table below to show which liquid is better in each case.
| Characteristic | Mercury | Alcohol |
| Expands more evenly | ||
| Expands more | ||
| A better conductor of heat | ||
| Useful at higher temperatures | ||
| Useful at lower temperatures |
(b) In terms of the forces of attraction between the particles, the particle spacing and their motion describe and explain the change in volume that occurs on boiling.
TOPIC 7: HEAT TRANSFER
HEAT AND TEMPERATURE
Heat is a form of energy which passes from a body at high temperature to a body at a lower temperature. When a body receives heat energy its temperature increases whereas the temperature of a body that gives away energy decreases.
Thermal equilibrium- Condition when if two bodies at the same temperature are in contact, there is no net flow from one body to the other.
The SI unit of heat is joules.
Heat cannot be measured directly by an instrument as temperature is measured by a thermometer.
MODES OF HEAT TRANSFER
Heat can travel through a medium as well as in a vacuum. There are three (3) modes of heat transfer namely;
- Conduction – takes place in solids.
- Convection – takes place in fluids (liquids and gases).
- Radiation – takes place in gases (vacuum)
- CONDUCTION
In stirring a hot tea the handle of a spoon becomes warm. The mechanism to this is explained below,
- Heat energy entering the spoon from the hot end increases vibrations of the atoms at this ends. These atoms in turn collide with neighbouring atoms, increasing their vibrations and hence passing the heat energy along.
- Metals have free electrons which travel throughout the body of the metal. Heat energy injected at the hot end of the metal spoon increases the vibration of the particles at the end. The free electrons in that region gain more kinetic energy and because they are free to move, they spread heat energy to the other parts of the spoon.
THERMAL CONDUCTIVITIES OF VARIOUS CONDUCTORS
Different materials have different thermal conductivities. Metals are generally good conductors of heat. Non-metals are poor conductors of heat (insulator).
Solids that are good conductors of heat use both atom vibration and free electrons to conduct heat.
Solids that are poor conductors of heat like glass, wood, rubber make use of atom vibration as a mechanism to conduct heat because they have no free or mobile electrons.
The table below shows some of the good and poor conductors in decreasing order of thermal conductivity.
| Good conductors | Poor conductors |
| Silver | Concrete |
| Copper | Glass |
| Aluminium | Brick |
| Brass | Asbestos paper |
| Zinc | Rubber |
NOTE: During thermal condition, heat flows through the materials without the material shifting or flowing. Conduction is therefore transfer of heat as a result of vibration of particles.
CONDUCTIVITY OF WOOD AND IRON RODS
The following set up is used;
Observation and explanation
The paper gets charred (blackened) on the region covering the wooden rod. This is because the wood does not conduct heat from the paper. Wood is said to be a bad conductor of heat while iron is a good conductor.
FACTORS AFFECTING THERMAL CONDUCTIVITY
Thermal conductivity in materials depends on the following factors;
- Temperature difference ( Ѳ) between the ends of the conductor.
- The length of the conductor.
- The cross-sectional area (A) of the conductor.
- The nature of the material (K)
- Temperature difference
To demonstrate how temperature difference ( Ѳ) affects thermal conductivity, the following set up is used.
Observation
It will be observed that the rod placed in the flame becomes too hot faster than the one placed in the boiling water.
Explanation
The rate of heat flow (thermal conduction) increases with increase in temperature.
Thermal conduction in metals is by two mechanisms i.e. vibration of atoms and by free electrons.
A high temperature difference between the ends of the conductors sets the atoms into vibrations more vigorously and the vibrations are passed more quickly to the cooler end. The electrons on the other hand gain a lot of kinetic energy causing them to spread the heat energy to cooler parts of the metal within a short time.
- Length of the conductor
Consider the set up below
Observation
It will be observed that the end of metal B held in hand becomes too hot earlier than metal A. Thermal conductivity increases with decrease in length.
Explanation
Heat travels within a conductor along imaginary lines called lines of heat flow.
These lines diverge from the hot end as shown
The graph of temperature (Ѳ) against length (l) is as shown.
When the heat energy gets to the surface of the metal it is easily lost to the surroundings.
The lines of heat are more divergent near the hot end than they are far away (position A and B).
The slope of the graph in the above figure is steeper at A (near the hot end) than at B further away. This indicates that the shorter the length of the material, the higher the rate of heat flow.
- The cross-sectional area of the conductor
Consider the set up below,
Observation
The end of metal A held in the hand becomes too hot earlier than metal B.
Thermal conductivity increases with increase in area of cross-section of the conducting material.
Explanation
The number of free electrons per unit length of the thicker length A is more than those in the thin metal rod B.
- The nature of the material K
To demonstrate how the type of the material K affects thermal conductivity, consider the diagram below,
Observation
In this case, it is observed that end of copper rod held in the hand becomes too hot earlier than iron rod.
This shows that thermal conductivity depends on the nature of the material.
Explanation
Different materials have different strength of force bonding the atoms within the material. The number of free electrons also differs from one material to another material.
Materials with many free electrons are better conductors of heat e.g. copper has more free electrons than iron.
Rate of heat flow = thermal conductivity x cross-sectional area x temperature difference
Length L
LAGGING
This is the covering of good conductors of heat with insulators to reduce heat loss through surface effects. For example, iron pipes carrying hot water from boilers are covered with thick asbestos material.
The figure below shows lines of heat flow in a lagged metal bar.
A graph of temperature (ѳ) against the position along the lagged conductor is as shown below.
THERMAL CONDUCTIVITY IN LIQUIDS
To demonstrate that water is a poor conductor, the following set up considered,
Observation and explanation
It will be noted that water at the top of the boiling tube boils while ice remains unmelted. This shows that water is a poor conductor.
NOTE: The boiling tube is made of glass (poor conductor of heat) which limits possible conduction of heat down the tube.
The ice is wrapped in wire gauze to ensure it does not float. The fact that the wire gauze is a good conductor of heat and yet ice remained unmelted shows that there is very little heat conduction in water, unable to melt the ice.
Water is heated at the top to eliminate possibility of heat transfer to the ice by convection.
Although liquids are in generally poor conductors of heat, some liquids are better heat conductors than others e.g. mercury is a better conductor of heat than water.
Why Liquids Are Poor Conductors of Heat
Pure liquids have molecules further apart from each other. Although molecules move about within the liquid, they are slow to pass heat to other regions compared to the free electrons in metals. This is because there are large intermolecular distances between liquid molecules. There are also fewer and rare collisions between the molecules.
Electrolytes e.g. salt solution, are better conductors of heat than pure liquids because of increased compactness of the particles.
Mercury is a metal existing as a liquid at room temperature. Bromine, the only non-metal existing as a liquid at room temperature, is a poor conductor.
THERMAL CONDUCTIVITY IN GASES
Since thermal conductivity is by means of vibration of atoms and presence of free electrons, gases are worse conductors of heat because of large intermolecular distance.
A match stick held within the unburnt gas region of a flame cannot be ignited by the heat from the hot part of the flame. This is because gas is a poor conductor of heat.
APPLICATIONS OF GOOD AND POOR CONDUCTORS
- Cooking utensils, soldering irons and boilers are made of metals which conduct heat rapidly. For cooking utensils, the handles are made of insulators such as wood or plastic. Metal pipes carrying hot water from boilers are lagged with cloth soaked in a plaster of Paris to prevent heat losses.
- Overheating of integrated circuits (ICs) and transistors in electronic devices can drastically affect their performance such components are fixed to a heat sink (a metal plate with fins) to conduct away undesired heat. The fins increase the surface area of heat sink and conduct more heat away to the surrounding.
- Fire fighters put on suits made of asbestos material to keep them safe while putting out fire.
- Birds flap their wings after getting wet as a means of introducing air pockets in their feathers. Air being a poor conductor reduces heat loss from their bodies.
- In modern buildings where desired inside temperatures is to be stabilised, double walls are constructed. Materials that are good insulators of heat and can trap air put between the walls. Examples of such materials that are glass, wool (fibre glass) and foam plastic Air on its own may not effectively give the desired insulation because it undergoes convection. Double glazed windows used for the same purpose have air trapped between two glass sheets.
- In experiment involving heating water or liquid, the beaker is placed on the wire gauze. The gauze is heated and spreads the heat to a large area of the beaker. If the gauze is not used, heat from the Bunsen burner may concentrate on a small area and may make the beaker crack.
- CONVECTION
Convection is the process by which heat is transferred through fluids (liquids and gases). The heat transfer is by actual movement of the fluid called convection currents, which arise out of the following;
Natural convection – It involves change in density of the fluid with temperature.
Forced convection – Mixing of hot and cold parts of the fluid through some external stirring like a fan or pump.
CONVECTION IN LIQUIDS
To demonstrate convection in liquids the set up below is used
Observation
A purple colourisation rises up from the potassium permanganate, forming a loop.
Observation
The colourisation arising from the potassium permanganate flow in clockwise direction
From the experiments, it is clear that when a liquid is heated, it rises while cold liquid replaces it.
Explanation
When a liquid is heated, it expands and this lowers its density. The less dense liquid rises and its place is taken by more dense colder liquid. This movement of liquid forms convection currents
CONVECTION IN GASES
To demonstrate convection currents in gases, consider the set up below
Observation
Smoke is sucked into the box through chimney A and exists through chimney B.
When the candle is put off, the smoke is not drawn into the box.
This shows convection currents are set up when air or gas is heated.
Explanation
The candle heats up the air above it, which expands and rises up because of lower density. Cold heavier air particles is drawn into chimney A, carrying along the smoke which replaces the air that is escaping through chimney B.
MOLECULAR EXPLANATION OF CONVECTION IN FLUIDS
Molecules in fluids are further apart and have negligible cohesive force. Heating a fluid increases the kinetic energy of the vibrating molecules and their random movement.
As the fluid rises, these molecules pass energy to the molecules in the colder regions which have less energy. Because the molecules are further away from the heating source, their temperature is reduced.
Pressure near the heating source decreases because of the depletion of molecules as they rise. Colder molecules move into the low pressure zone to fill up the void being created.
This movement of molecules constitutes convection currents. Convection currents are set up much faster in gases than in liquids because of relatively low cohesive force in gases.
APPLICATION OF CONVECTION IN FLUIDS
- Domestic hot water system
Initially, the two beakers A and B have cold water. Water in beaker A is coloured to distinguish it from that in beaker B. When the water in beaker A is heated, it is observed to rise up through tube X and emerges on top of cold water in beaker B. The cold water flows down from beaker B to beaker A.
As long as heating continues, there will be movement of hot water into beaker B and cold water will flow down into beaker A. Thermometer will show increase in temperature for water in beaker B.
The commercial domestic hot water system utilizes the same principle of operation. The hot water rises up because of the effective lowering of density.
The force of gravity helps the cold water to flow down from the cold tank.
The hot water tap and expansion pipe are connected to the upper region of the cylinder. The expansion pipe is an outlet for excess water that could have resulted from overheating.
Once the cold water flows down the cylinder, the main pipe allows more cold water to flow into the tank. When filled to capacity, the ball cork floating on water closes a valve i the main pipe, stopping further in flow of cold water.
An overflow pipe lets out water from the cold tank when the valve is not sufficiently functional.
Lagging is done on the pipe that conveys hot water to minimise heat losses.
- Ventilation
This is the supply of fresh air into the room. Air expelled by the room occupants is warm and less dense. It rises up and escapes through the ventilation holes.
Cold fresh air flows into the room to replace the rising warm air. The room gets continuous flow of fresh air.
NOTE: Some devices are fitted with air conditioning devices which cause forced convection of air, giving out cold dry air and absorbing warm moist air.
- Car Engine Cooling System
Heat conduction and convection play a very crucial role of taking away heat from a car engine that would reduce its efficiency.
The engine is surrounded by a metal water jacket that is connected to the radiator. The metal surface conducts heat away from the engine. This heats up the water, setting up convection currents. The hot water is pumped into the radiator which has thin copper fins that conduct away heat from water.
Fast flowing air past the fins speeds up the cooling process.
- Land And Sea Breezes
This is a natural convection of air, and occurs at sea shores because of temperature difference between the mass of water and the land.
The mass of water takes longer time than land nearby land by the same temperature from the sun. Water also takes a longer time to cool than the land after being raised at the same temperature.
During the day, the land heats up much faster than the sea. The air just above the land gets heated up and rises because of reduced density. Cold air above the sea blows towards the land to replace the void created by warm air rising. This is called sea breeze.
In the evening, temperature of the sea water is higher than that of the land. The air above the sea gets heated up and rises. Cold air from the land blows to the sea. This is called land breeze.
- RADIATION
Heat from the sun to the earth reaches us by radiation. Thermal radiation is heat transfer through a vacuum.
All bodies absorb and emit radiation. The higher the temperature of the object, the greater the amount of radiation A body emitting thermal radiation can also emit visible light when it is hot enough.
An electric bulb in a room produces both light and radiant heat. The radiant heat is absorbed by the materials in the room, which in turn give out radiant heat of lower energy.
NATURE OF RADIANT HEAT
To demonstrate the radiant heat;
Consider light rays travelling from sun light to hand lens as shown,
OBSERVATION
When light rays are focused onto the paper, it burns out.
EXPLANATION
Radiant heat, like light can be concentrated to a point using a lens. Thermal radiation is a wave like light and can be reflected. Because of the nature of production, radiant heat is an electromagnet wave which causes heating effect in objects that absorb it.
Radiation can also be described as the flow of heat from one place to another by means of electromagnetic waves.
EMISSION AND ABSORPTION OF RADIATION
To compare radiation from different surfaces (shiny and black surfaces),
Consider the set up below,
The two surfaces are heated to a certain temperature say 800C. The temperatures of the two tins taken after sometime
Observation
After sometime, it is noted that the temperature recorded by TB is lower than that recorded by TS.
Explanation
The experiment shows that black surfaces are better emitters than shiny surfaces.
A graph of temperature against time for temperatures recorded by each thermometer
The graph shows water in a shiny tin lost heat less rapidly than the blackened tin (good emitter).
To Compare Absorption of Radiant Heat by Different Surfaces
Set up the apparatus as shown
Observation
The cork fixed on the dull/black surface falls off after the wax, melts, while the cork polished/shiny plate remains fixed for a longer time.
Consider also the set up below,
Observation
The thermometer TB immersed in water in the blackened tin records higher reading than that of thermometer TS, when the heater is placed mid-way between tin A and tin B.
A graph of temperature (oC) against time (minutes) is as shown,
The graph shows that temperature of water in the polished tin does not increase as fast as temperature of water in blackened tin.
EXPLANATION
Black surfaces are good absorbers of radiant heat than polished surfaces.
NOTE: Good absorbers of radiant heat also good emitters while poor absorbers of heat are also poor emitters.
Poor emitters of heat are also good reflectors.
APPLICATIONS OF THERMAL RADIATION
- Kettles, cooking pan and iron boxes have polished surfaces to reduce heat lose through radiation.
- Petrol tanks are painted silvery bright to reflect away as much heat as possible.
- Houses in hot areas have their walls and roofs painted with bright colours to reflect away heat, while those in cold areas have walls and roofs painted with dull colours.
- In solar concentrators, the electromagnetic waves in form of radiant heat are reflected to a common point (focus) by a concave reflector. The temperature at this point can be sufficiently high to boil water.
- The green house effect- A green house has a glass roof through which radiant heat energy from the sun passes. This heat is absorbed by objects in the house, which then emit radiation of lower energy that cannot penetrate through glass. The cumulative effect is that temperature of the houses increases substantially. Greenhouses are used in providing appropriate conditions for plants in cold regions.
NOTE: Carbon dioxide (CO2) and other air pollutants in the lower layers of the atmosphere show the same properties of glass, raising the temperature on earth to dangerous levels.
- Solar heater
The solar heater uses solar energy to heat water. The figure below shows the solar heater,
The solar heater consists of a coiled blackened copper pipe on an insulating surface. Radiant heat from the sun passes through glass and is absorbed by black copper pipes that contain water, which is heated up. Copper pipes are used because they are good conductors and they are painted black to increase their absorbing power.
Lower energy emitted after absorption of radiant energy does not escape because it cannot penetrate the glass. The temperature of the air above the pipe thus increases boosting the heating of water. A good insulating material is used at the base.
- THERMOS FLASK (VACUUM FLASK)
A thermos flask is designed such that heat transfer by conduction, convection and radiation between the contents of the flask and its surrounding is reduced to a minimum.
The vacuum is a double walled glass vessel with a vacuum in the space between the walls. This minimises the transfer of heat by conduction and convection.
The inside of glass walls, in the vacuum side, is silvered to reduce heat losses by radiation (Poor emitter and absorber). The felt pads on the sides and at the bottom support the vessel vertically.
The heat loss by evaporation from the liquid surface is prevented by a well fitting cork.
QUESTIONS
- In the set up shown in figure 1, water near the top of the boiling tube boils while at the bottom it remains cold.
Give a reason for the observation
- When a Bunsen burner is lit below wire gauze, it is noted that the flame initially burns below the gauze as shown in Figure 2 (i).After sometime, the flame burns below as well as above the gauze as shown in Figure 3(ii).
Explain this observation
- Two identical aluminum rods as shown in figure 3. One rests on metal block the other on the wooden block. The protruding ends are heated on Bunsen burners shown.
State with reason on which bar the wax is likely to melt
- 4 shows a hot water bath with metal rods inserted through one of its sides. Some wax is fixed at the end of each rod. Use this information to answer questions below
What property of metals could be tested using this set-up?
- Two identical empty metal containers P and Q are placed over identical Bunsen burners and the burners lit. P is dull black while Q is shiny bright. After each container attains a temperature of 1000C the burners are turned off. Identical test tubes containing water are suspended in each container without touching the sides as shown
- Explain why the container Q may become hot faster than P.
- Explain why the water in test- tube in P becomes hot faster than in Q
- In a vacuum flask the walls enclosing the vacuum are silvered on the inside. State the reason for this.
- Give a reason why heat transfer by radiation is faster than heat transfer by conduction.
- A wooden bench and a metal bench are both left in the sun for along time. Explain why the metal bench feels hotter to touch.
- An electric heater is placed at equal distances from two similar cans A and B filled with water at room temperature. The outer surface of can A is shiny while that of can B is dull black. State with reasons, which of the cans will be at higher temperature after the heater is switched on for some time.
- In the set up shown in figure 4, it is observed that the level of the water initially drops before starting to rise.
Explain this observation.
- In a vacuum flask the walls enclosing the vacuum are silvered on the inside. State the reason for this
Figure 4 shows two identical balloons A and B. The balloons were filled with equal amounts of the same type of gas. The balloons are suspended at distances X1 and X2 from a metal cube filled with boiling water and placed on an insulating material. Use this information to answers questions 12 and 13 below:
- State the mode by which heat travels from the cube to the balloons
- The face of the cube towards A is bright and shiny and the face towards B is dull black. State with reason the adjustments that should be made on the distances X1 and X2 so that the rate of change of temperature in both balloons is the same.
- Temperature scale in clinical thermometer ranges from 350c to 430 Explain.
- State one application of expansion in gases
- Why is it that boiling is not used for sterilization of clinical thermometer?
- Describe ONE advantage and ONE Disadvantage of anomalous behavior of water.
- (a) Draw a well labeled diagram of a vacuum flask
(b) Stating the specific parts in the flask explain how heat loss is reduced through:
(i) Conduction
(ii) Convection
(iii) Radiation
SOLUTIONS
- Water/ or glass are poor conductor of heat
- Initially the wire gauze conducts heat away so that the gas above does not reach the ignition temp/point. Finally the wire gauze becomes hot raising the temp of the gas above ignition point.
- Wooden Block; Wooden block is a poor conductor of heat all the heat goes in melting the wax.
- Heat conductivity/ rates of conduction/ thermal conductivity
- Dull surface radiate faster than bright surface P- Looses more of the heat supplied by burner than Q or Q shinny surface is a poorer radiator/ emitter of heat thus retains more heat absorbed Or P- Dull surface is a better radiator/ emitter i.e. retains less of the heat absorbed. Heat travels from container to test tube by radiation so the dull surface P, gives more heat to the test tube.
- Reduce/ minimize the transfer of heat by radiation OR Reduce the loss of heat OR gain of heat by radiation.
- Radiation is at the electromagnetic waves Φ infrared while conduction involves particles, which move at lower speed
- This is because metal is a good conductor, so that heat is conducted from outer parts to the point touched; while wood is a poor conductor
- Can B is a good absorber of radiation/better absorber of radiation or heat.
- Glass flask expands first (creating more volume for water) Water then expands using the tube.
- To reflect heat outwards or inwards hence reduce heat loss by radiation.
- – x2 is made larger than X1
- – Since B receives radiation at a higher rate, it must be moved further from source for rates to be equal.
- Since the quantity of water in A is smaller, heat produces greater change of temperature in A; a decrease in density causing the cork to sink further.
MORE QUESTIONS
- Figure below shows two corks X and Y fixed on a polished plate and a dark plate with candle wax
Explain the observation, when the heater is switched on for a short time.
- What feature of a vacuum flask minimizes heat loss by radiation? Explain how this is achieved.
- Explain why fuel carrying tankers are painted white or silvery.
- When a thermometer is immersed in ice cold water, the mercury thread is observed to rise before dropping steadily in the capillary tube. Explain.
- Figure below shows two glass bulbs C and D of the same size. Bulb C is painted dull black while D is polished. A hot metal ball is placed equidistant from the two bulbs.
State and explain what will happen to the levels of the liquid in the manometer.
- When a Bunsen burner is lit below wire gauze, it is noted that the flame initially burns below the gauze as shown in figure 4 below. After sometime the flame burns below as well as above the gauze.
Explain this observation
- State the reason why it is colder during the night when the sky is clear than when it is cloudy.
| Wax |
- The figure below shows an experiment carried out by form one students.
| Thin iron rod |
| Thick iron rod |
| Hot water |
- The students dipped two iron rods of the same length but different thickness into a beaker of hot water at the same time. What was the experiment about?
- State and explain the observations made after about 10 minutes.
- If the two rods were much longer, state and explain any difference from C (ii) above that would be made in the observation.
TOPIC 8: RECTILINEAR PROPAGATION AND REFLECTION AT PLANE SURFACES
Light is a form of energy. It enables us to see the surrounding objects. Light itself is not visible but its effect is felt by the eye.
Light is also very essential as a source of energy for the process by which plants their own food (photosynthesis).
SOURCES OF LIGHT
Luminous (incandescent) source – these are objects that produce their own light e.g. sun, stars, burning candles, wood or charcoal, electric bulbs, television screens, glow worms e.t.c.
Non-luminous source – these are objects which do not produce light of their own. They are seen when light falling on them from luminous sources is reflected (bounces off their surfaces) e.g. the moon, planets, plants, people, books, walls, clothes e.t.c.
RAYS AND BEAMS OF LIGHT
A source of light produces pulses of energy which spread out in all directions.
The path along which light energy travels is referred to as a ray of light. Rays are represented by lines with arrows on them to show the direction of travel.
A stream of light energy is called a beam. It is also considered to be a bundle of rays of light. Beams of light can be seen;
- In the morning as the sunlight breaks through the clouds or leaves.
- When a spotlight is shown in a smoky room or a car driven along a dusty road at night with its headlamps on.
- When sunlight streams into a smoky dark room through a small opening
TYPES OF BEAMS OF LIGHT
- Diverging beam
- Converging beam
- Parallel beam
Diverging beam – These are beams of light that appear to spread out (diverging) e.g. light from a spotlight.
Converging beams – these are beams which appear to collect (converge) to a point.
Parallel beam – are those beams which appear to be perfectly parallel to each other e.g. a beam of light from the sun reaching the earth’s surface.
OPAQUE, TRANSLUCENT AND TRANSPARENT OBJECTS
OPAQUE – these are objects that do not allow light to pass through them at all e.g. brick walls, metals, wood, stones e.t.c.
TRANSLUCENT – these are objects that allow light to pass through but we cannot see through e.g. glass panes used in toilets and bathroom window and greased paper.
TRANSPARENT – these are objects which allow light to pass through and we see clearly through them e.g. car wind screen and ordinary window panes.
RECTILINEAR PROPAGATION OF LIGHT
Light does not need a material medium to carry it. In a vacuum, the speed of light is 3.0 x 108m/s. Light from the sun reaches the earth having travelled mostly through a vacuum.
When light falls on an opaque object, it casts a shadow of the object with sharp edges on a screen behind it. This suggests that light travels in a straight line.
TO INVESTIGATE HOW LIGHT TRAVELS
Apparatus: three cardboards, source of light.
Arrange the apparatus as shown
The cardboards are arranged such that holes are exactly in line.
OBSERVATION
When the holes in the three cardboards are in line, the eye can see the lamp.
However when the middle cardboard is displaced, the eye can no longer see the lamp.
EXPLANATION
When the holes in the cardboards are in a straight line, light travels through the holes and the lamp is seen from the other side. When one of the cardboards is displaced, the beam of light is cut off and since light cannot bend to follow the displaced hole, the lamp cannot be seen.
CONCLUSION
Light travels in a straight line. This property is known as rectilinear propagation of light.
SHADOWS
Shadows are formed when an opaque object is on the path of light. The type of shadow formed depends on;
- The size of source of light.
- The size of opaque object.
- The distance between the object and the source of light.
- To study the formation of shadows by a point source of light
Consider the set up below,
Observation and Explanation
A uniformly and totally dark shadow is seen on the screen. This shadow is called umbra (Latin for shade)
The shadow has a sharp edge, supporting that light travels in straight lines.
- To study the formation of shadows by extended (larger) source of light
Consider the set up below (source of light made larger)
Observation
The centre of the shadow remains uniformly dark as before, but smaller in size.
The shadow is edged with a border of partial shadow called penumbra.
Explanation
The centre of the shadow still receives no light at all from the source. Light from some parts of the extended source of light reaches the centre parts of the shadow on the screen, but light from other parts is cut off by the opaque object, resulting in a partial shadow at the edges.
NOTE: Extended light source produce light that is much softer and without sharp edges.
Application
It is used in frosted light bulbs and lamp shades to provide a more a more pleasant lighting with less sharp edges.
- To study the formation of shadows by extended (larger) source of light when object distance is changed
Consider the set ups below,
- Object moved closer to source
- Object moved away from the source
Observations
When the ball is moved closer to the source, a ring of penumbra is formed. No umbra is seen.
When the ball is far away from the source, there is umbra surrounded by penumbra.
Explanation
The centre of the shadow receives light from the extended source. Since the object (ball) is smaller than the source of light, its umbra does not reach the screen because of the distance.
When the object is moved away from the source, the tip of the umbra reaches the screen.
ECLIPSE
An eclipse is a phenomenon of shadow formation which occurs once in a while.
It’s the total or partial disappearance of the sun or moon as seen from the earth.
Eclipses are explained in terms of relative positions of the earth, the moon and the sun.
THE PHASES OF THE MOON
At any given moment, about half the surface of the moon is lit by the sun while another half is in darkness.
The lighted part is bright enough to be seen easily at night from the earth and can be seen at day time. The darkened part is usually invisible.
When we look at the moon, we normally notice only the shape of the lighted part.
- SOLAR ECLIPSE (ECLIPSE OF THE SUN)
When the moon, revolving around the earth, comes in between the sun and the earth, the shadow of the moon is formed on the earth. This is called eclipse of the sun.
Depending on the position of the moon, some parts of the earth lie in the region of umbra and some in the region of penumbra. Total eclipse occurs in the regions of umbra and partial eclipse in the regions of penumbra.
- ANNULAR ECLIPSE
Sometimes the umbra of the moon is not long enough to reach the earth because sometimes the distance between the moon and earth varies (the moon’s orbit is elliptical). When the moon is further away from the earth, its disc is slightly smaller than the sun’s disc. So when a solar eclipse occurs, the moon is not large enough to cover the sun totally. A bright ring of sunlight can be seen round the edge of the dark disc of the moon. This is called Annular or ring eclipse.
- LUNAR ECLIPSE (ECLIPSE OF THE MOON)
The moon is a non luminous object. It can only be seen when light from the sun is incident on it. When we look at the moon, we see only the shape of the lighted portion. When the earth comes in between the sun and the moon, lunar eclipse occurs. Depending on the position of the moon, a total or partial eclipse of the moon will occur. Total lunar eclipse will occur if the moon is in the region of umbra and partial eclipse will occur if any part of the moon is in the region of penumbra as shown,
A lunar eclipse occurs when the moon passes through the earth’s umbra.
PINHOLE CAMERA
A pinhole camera consists of a box with pinhole on one side and a translucent screen on the opposite side. Light rays from an object pass through the pinhole and form an image on the screen as shown
The image formed is real and is inverted. A pinhole camera has a large depth of focus i.e. objects that are far and near form focused images on the screen.
CHARACTERISTICS OF IMAGES FORMED ON THE PINHOLE
Consider the sets below;
When the object is near the pinhole, the image is larger.
When the object distance is increased from the pinhole the image is smaller.
When more holes are added close to the first pinhole, images of each point are seen overlapping on the screen.
If the camera was made in such a way that it could be elongated by moving the screen farther away from pinhole but keeping the distance between the object and pinhole fixed, it could be seen that the image enlarges when length of the camera is increased and diminishes when the length of the camera is reduced.
- Length of camera decreased, image smaller
- Length of camera increased, image bigger (larger)
MAGNIFICATION
Magnification is the change in size of an image to that of the object or it’s the ratio of the height of the image and that of the object.
Magnification, m= Image distance, v
Object distance, u
Also,
Magnification, m= Height of the image, hi
Height of the object, ho
Hence, magnification, m = Image distance, v = Height of the image, hi
Object distance, u Height of the object, ho
= hi = v
ho u
EXAMPLE 1
The distance between the pinhole and screen of a pinhole camera is10cm. The height of the screen is 20cm.At what distance from the pinhole must a man 1.6m tall stand if a full length is required
SOLN
hi = v
ho u
But, hi=20cm, ho=1.6m and v=10cm
Magnification, m = 20 = 10
160 u
Hence, u = (160 x 10) / 20
= 80 cm or 0.8 m
EXAMPLE 2
An object of height 5m is placed 10m away from a pinhole camera. Calculate
- The size of the image if it’s magnification is 0.01
- The length of the pinhole camera.
SOLN
- a) Magnification, m = hi = v
ho u
0.01 = hi
5
Thus, hi =0.05m (image is 0.05m high)
- b) hi = v
ho u
0.05 = v
5 10
Hence, v =0.1m (length of pinhole camera is 0.1m)
EXERCISE
- The length of pinhole camera is 25cm. An object 2m high is placed 10cm from the pinhole. Calculate the height of the image produced and its magnification.
- a) A pinhole camera of length 20cm is used to view the image of a tree of height 12m which is 40m from the pinhole. Calculate the height of the image of the tree obtained on the screen.
- b) If the pinhole is moved by 10m towards the tree, what will be the height of the tree on the screen?
TAKING PHOTOGRAPHS WITH A PINHOLE CAMERA
The pinhole camera can be used to take still photographs if it is modified as follows,
- The box should be painted black to eliminate reflection of light.
- The translucent screen should be replaced by a light-tight lid with a photographic film fitted on the inside. The film should be fitted in a dark room.
- The pinhole should be covered with a thin black card which acts as a shutter as shown,
REFLECTION OF LIGHT (PLANE SURFACES)
All objects, except self luminous objects, become visible because they bounce light back to our eyes. This bouncing off light is called reflection.
There are two types of reflection namely regular and diffused reflections.
When light is reflected by a plane smooth surface, the reflection is regular (specular) and when reflection occurs at a rough surface it is called a diffused reflection. Plane mirrors forms images while shiny sheet of papers cannot. This is because with papers, there is irregular/diffused reflection while image formation requires regular/specular reflections only.
REFLECTION BY PLANE MIRRORS
A plane mirror is a flat smooth reflecting surface which forms images by regular reflection. It is often made by bounding a thin polished metal surface to the back of a flat sheet of glass or silvering the back side of the flat sheet of glass.
The silvered side is normally coated with some paint to protect the silver coating. If the clear and the silvered surfaces are in parallel plane, the mirror is called a plane mirror.
If the surfaces are curved, the mirror is called curved mirrors.
The silvered side of the mirror is shown by shading behind the reflecting surface.
DEFINITION OF TERMS USED IN REFLECTION
Consider the set up below,
Incident ray – is the ray that travels from the source to the reflecting surface.
Angle of incident (i) – is the angle between the incident ray and the normal.
Normal – is the line drawn perpendicularly at the point where the incident ray strikes the reflecting surface.
Reflected ray – is the ray that bounces from the reflecting surface.
Angle of reflection (r) – is the angle between the reflected ray and the normal.
LAWS OF REFLECTION
- The incident ray, the reflected ray and the normal at the point of incidence all lie on the same plane.
- The angle of incidence, i, equals the angle of reflection, r.
Experiments to show the laws of reflection (exp. 8.6) KLB
ROTATION OF A MIRROR THROUGH AN ANGLE
Consider the mirrors below,
In figure (a), the angle of incidence is 300. The angle of reflection is also 30o.
Therefore the angle between the incident ray and the reflected ray is 60o i.e., (30o + 30o).
In figure (b), mirror m1 is rotated by an angle 10o to the new position m2. The normal BN moves through an angle 10o. Angle between the two normals is 10o.
In figure (c), for the same incident ray AB, the new angle of incident = 30o +
10o =40o. The new angle of reflection = 40o. Hence the new angle between the angle of incidence and the angle of reflection = 40o + 400=800.
In figure (d), the angle between the two reflected rays BC and BD =20o.
For the same incident ray, the angle of rotation of the reflected ray is twice the angle of rotation of the mirror.
EXAMPLE 3
A ray of light is incident along the normal in a plane mirror. The mirror is then rotated through an angle of 200. Calculate the angle between the first reflected ray and the second reflected ray.
SOLN
Angle of rotation of reflected rays = 2 x angle of rotation of the mirror
=2 x 200
=40o
EXAMPLE 4
The figure below shows a ray incident at an angle of 25o at position 1.
The mirror is turned through 60 to position 2. Through what angle is the reflected ray rotated.
SOLN
Rotation change the angle of incidence from 25o to (25+6) =310.
Hence the angle of reflection is 31o from the new normal. The total change in the angle of reflected ray is 12o
EXAMPLE 5
A suspended plane mirror makes an angle of 20o with a wall. Light from a window strikes the mirror horizontally. Find;
- Angle of incidence.
- The angle between the horizontal and the reflected ray
FORMATION OF IMAGES BY PLANE MIRRORS
Images formed are far behind the mirror as the object is in front of the mirror i.e. image distance is equal to object distance from the mirror
Characteristics of images formed by plane mirrors
- Image formed is the same size as the object.
- The image is formed far behind the mirror as the object is in front of the mirror.
- Images formed are laterally inverted g. when you raise your right hand, the image raises its left hand.
Virtual images – are formed by rays that appear to come from the image. Such images are not formed on the screen as they are only imaginary.
EXAMPLE 6
A girl stands 2m in front of a plane mirror.
- Calculate the distance between the girl and her image
- If the mirror is moved 0.6m to the girl, what will be the distance between her and image.
SOLN
- 2+2 = 4m
- Object distance =2-0.6 =1.4m
Total distance = 1.4 + 1.4 = 2.8m
IMAGES FORMED BY MIRRORS AT AN ANGLE
When an angle Ѳ is 90o, the number of images formed, n, is 3, i.e.
n = 360− 1 =3 images
90
When the angle Ѳ is 60o, the number of images formed, n, is 5, i.e.
n = 360− 1 = 5 images
60
In general if the angle between two placed mirrors is Ѳ, then the number of images formed, n, is given by,
n = 360o − 1
Ѳ
EXAMPLE 7
Two plane mirrors are kept inclined to each other at 120o. Calculate the number of images formed by the mirrors.
SOLN
n = 360− 1 =2 images
120
EXAMPLE 8
At what angle would the two mirrors inclined to form 17 images.
SOLN
17 = 360 – 1
Ѳ
18Ѳ = 3600
Ѳ = 20o
Mirror Parallel To Each Other
When the mirrors are parallel i.e. Ѳ= 0o, the number of images is given by,
n = 360o− 1 =∞ (infinite number of images)
0o
In this case, each image acts as an object in the second and first mirror as illustrated below;
EXAMPLE 9
Two parallel plane mirrors are placed 30cm apart. An object placed between them 10cm from one mirror. Determine the image distance of two nearest images formed by each mirror.
SOLN
Image distance = object distance
Image distance on mirror 1= 10cm
Image distance on mirror 2 = 20cm
EXAMPLE 10
Two plane mirrors inclined at an angle 60o to each other. A ray of light makes an angle of 40o with mirror M1 and goes on to strike mirror M2.
Find the angle of reflection on the second mirror M2.
The angle of reflection = 10o
APPLICATIONS OF PLANE MIRRORS
- The kaleidoscope
A kaleidoscope or mirror scope is a device used to produce a series of beautiful symmetrical images. Two plane mirrors are placed at an angle of 60o inside a long tube.
The bottom of the tube is a ground glass plate for admitting light. On this plate is small scattered small pieces of brightly coloured glass, which act as objects.
When one looks down the tube, five images of the object are seen which together with the object form a symmetrical pattern in six sectors as shown below
The instrument is used by designers to obtain ideas on systematic patterns.
- The periscope
This is an instrument used to view objects over obstacles. It is used in submarines and also to watch over crowds. The images seen with the aid of the instrument are erect and virtual.
A periscope uses two plane mirrors kept parallel to each other and the polished surfaces facing each other. Each plane mirror makes an angle of 45o with the horizontal. Light from the object is turned through 900 at each mirror and reaches the eye as shown
The rays from the object are reflected by the top and then reflected again by the bottom into the observer. The image formed is virtual, upright and same size as the object.
- Barber shops and saloon
QUESTIONS
- What is meant by a virtual image?
- The figure below shows an object O being viewed using two inclined mirrors M1 and M2.
Complete the diagram by sketching rays to show the position of the image as seen by the eye E
- The figure below shows an object O placed in front of a plane mirror
On the same diagram, draw rays to locate the position of the image 1 as seen from the eye E.
- The diagram shows a ray of light incident on a plane mirror at point O.
The mirror is rotated clockwise through an angle of 300 about an axis perpendicular to the paper. Determine the angle through which the reflected ray rotated.
- A luminous point object took 3 s to move from P to Q in front of a pinhole camera as shown below.
What is speed in cm/s of the image on the screen?
- The diagram shows the image of a watch face in a plane mirror
What is the time shown on the watch face?
- (a) Give two main reasons why concave mirrors are unsuitable as driving mirrors
(b) State one disadvantage of a convex mirror as a driving mirror
- Explain why a concave mirror is suitable for use as a make up mirror.
- In the space provided below, sketch a labeled diagram to show how a pinhole camera forms an image of a vertical object placed in front of the pinhole
- A building standing 100m from a pinhole camera produces on the screen of the camera an image 5 cm high 10 cm behind the pinhole. Determine the actual height of the building.
- What property of light is suggested by the formation of shadows?
- State the reason why when a ray of light strikes a mirror at 90o, the reflected ray travels along the same path as the incident ray.
- Figure 1 shows two point objects A, and B, placed in front of a mirror M
Sketch a ray diagram to show the positions of their images as seen by the eye.
- What is meant by virtual image?
- Figure 2 shows a ray of light incident on plane mirror at point O.
The mirror is rotated clockwise through an angle 300 about an axis perpendicular to the paper. Determine the angle through which the reflected ray rotated.
- 3 shows an object O being viewed using tow inclined mirrors M1 and M2.
Complete the diagram by sketching rays to show the position of the image as seen by the eye.
Sketch the same diagram, the path of the ray until it leaves the two mirrors. Indicate the angles at each reflection
- In a certain pinhole camera, the screen is 10cm from the pinhole. When the camera is placed 6m away from a tree, a sharp image of the tree 16cm high is formed on the screen. Determine the height of the tree
- Figure 4 shows three point sources of light with an opaque object placed between them and the screen.
Explain the nature of the shadow formed along B and C.
- State the number of images formed when an object is between two plane mirrors placed in parallel.
- Figure 5 shows a ray of light incident on a mirror at an angle of 450. Another mirror is placed at an angle of 450 to the first one as shown .Sketch the path of the ray until it emerges
SOLUTION
- – Image that cannot be formed on screen.
– Always on the opposite side of the object
- Angle of rotation of reflected ray = 2(angle of rotation of mirrors)
= 2x 300
=600
- Measure P1Q1 in cm (i.e. length of image on the screen as shown below)
Divide this value by 3 seconds i.e. velocity = distance / time
- 4:05 p.m
- a) -Key form real inverted images
-Highly magnified images which give a wrong perception of object distance.
-Small field of view.
- b) Very small images, giving the illusion that the objects are far away.
- Can from magnified, erected images.
Where O = object; h = pin-hole; u- Object distance; v- Image distance
- u =100m
hi = 0.5cm
TOPIC 9: ELECTROSTATICS 1
This is the study of static charges. There are two types of charges i.e. negative charge and positive charge.
When a plastic ruler is brought near to small pieces of paper, it will be noted that it cannot be able to attract the small pieces of paper. This is because the ruler is electrically neutral.
When the ruler is rubbed against fur or hair the static charges becomes active. In this case, between the ruler and fur or hair they interchange charges whereby one becomes positively charged and the other negatively charged. Because of this the ruler is able to attract the small pieces of paper.
The SI unit of charge is coulomb (C). Millicoulombs and micro-coulombs are also used.
1000 millicoulombs = 1 coulomb
1000000 micro-coulomb = 1 coulomb
Origin of Charge
Matter is made up of atoms. An atom has particles known as protons, electrons and neutrons. Protons are positively charged, electrons are negatively charged and neutrons are neutral.
Protons and neutrons are found at the centre and nucleus of the atom while electrons are found moving around the energy levels.
The nucleus has positive charge due to the charges on the protons. Electrons in the outermost orbit are weakly held by the nucleus and can be transfer easily from one material to another by rubbing.
The material that gains electrons becomes negatively charged and that which loses electrons becomes positively charged. A negatively or positively charged atom is called an ion.
Materials like polythene and plastic they acquire electrons when they are rubbed hence they become negatively charged while materials like acetate, Perspex and glass have their electrons removed from their surface when rubbed and they become positively charged.
In general origin of charge is based on the atom of any given substance; each atom contains protons, electrons and neutrons.
Basic Law of Charges
This law is based on the relationship between charges when they are brought near to each other. It states that unlike charges attract while like charges repel.
CHARGING MATERIALS
Materials can be charged by the following methods;
- Induction
- Contact
- Separation
- INDUCTION
This is the ability in which a body which is charged finds to influence another adjacent to acquire an opposite.
A positively charged material, when it is brought near to another uncharged material, it will influence another body to acquire some charge.
The positive charges in B which has been repelled are removed by the process of earthing.
Earthing is the process through which electrons are made to the ground or from the ground through a conductor.
In the above case when a conductor is connected to B, electrons will flow from the ground to neutralise the positive charges.
After the positive charges have been neutralised, the conductor in B is removed fast while the two bodies are maintained adjacent to one another. This is to enable the electrons in B to remain within that body but if you remove body A while the conductor is connected with B, those electrons in B will escape to the ground.
When body A and B are separated as far as possible the negative charges will distribute uniformly.
- CHARGING BY CONTACT
In this method two bodies are brought directly into contact, because of this some charges are able to cross over between their surfaces.
In this method, one of the bodies must be charged. That charge will influence the other body to acquire some charge.
NOTE: When a body is charged by contact method, it acquires charges that are similar to the ones on the charging rod.
In the diagram above body A was charged positively and because of this charge when it is in contact to body B it attracts negative charges and repel with positive charge.
When the two are made to be in contact the negative charge in body B crosses to body A to neutralise part of its positive charge.
If this process continues with time the number of positive charges in A will reduce and the number of the positive charges in B will increase.
Finally when the two bodies are separated the positive charges in B will distribute uniformly.
- CHARGING BY SEPARATION
In this case two uncharged bodies are brought near to charged material. By the process of induction the two bodies will acquire an opposite charge because of attraction and repulsion.
The positive charge in A influence negative charges in X because of attraction while it influences positive charges in Y because of repulsion.
NOTE: In order to sustain the two opposite charge in X and Y in the two bodies, they are first separated while the position in body A is maintained. Finally when they are separated the two bodies will distribute uniformly as shown.
THE ELECTROSCOPE
This is an instrument which works on the principle of electrostatic charges. It is also used for investigating the effects of electric charges.
The gold-leaf electroscope consists of a thin gold or aluminium leaf of plate connected to a metal rod that has a brass cap at the top as shown,
The cap acquires the charges through induction or contact and spreads it through the rod to the plate and leaf.
The cap is circular to ensure uniform distribution of charges.
Both the leaf and the plate show the presence of charges by repelling each other, making the leaf to diverge. The absence of charges is also shown when leaf divergence decreases.
Metal casing is for protecting the leaf from the effects of draught. The casing has a glass window through which observations are made.
The rod is supported by passing it through a plug of good insulating material such as rubber. The insulator stops charge given to the cap from spreading onto the case and leaking away. The casing may be a terminal connected to the earth.
When the electroscope is touched by a finger or connected to the earth by a wire, electrons either flow to the earth, depending on the charge on the electroscope.
The process of losing to or gaining charges from the earth through a conductor is called earthing.
- Charging an Electroscope by Contact Method
In this method, a charged body is brought into contact with the cap of the electroscope as shown in the figure below,
Because the positive charge on the rod are in contact with the negative charge at the cap, the two charges neutralise i.e. negative charges move to the rod and positive charge move to the cap.
It will be observed that at the leaf, the leaf diverges because of like charges at the point (positive charges).
The more positive charges at the leaf will make the leaf to diverge at a greater angle. If the process is continued, the electroscope will charge to a maximum point in which the leaf cannot diverge any further.
NOTE: The charged material coming into contact with the cap of the electroscope is an insulator. Only charges on the rod’s surface coming into contact with the cap are used in neutralizing the charges induced on the cap.
- Charging Through Induction
In this method a charged body is brought near to the cap of the electroscope and because of attraction the cap is going to have opposite charge while at the leaf is going to have same charge because of repulsion as shown,
The positive charges at rod attract the negative charge at the cap and repel positive charge at the leaf. The positive charges at the leaf repel one another thus making the leaf to diverge through an angle.
In order to eliminate the charges at the leaf, one is required to earth the cap by the use of a finger or a wire while maintaining the position of the charging rod as shown;
Through earthing electrons are going to flow from the ground through the cap down the leaf to neutralise the positive charge hence making the leaf to fall.
These electrons when they are passing through the cap, they are not affected by the negative charge at the cap. This is because the negative charge at the cap and the positive charge on the rod are strongly attached because of attraction.
While maintaining the position of the rod removes the finger or the earth wire first in order to avoid the negative charge at the cap not to escape down to the ground.
Finally remove the positive charged rod away from the cap. Because of like charges at the cap they will repel one another in order to distribute uniformly on the cap and the leaf.
The negative charges which move to the leaf diverge once more indicating electroscope has been charged.
ASSIGNMENT
Use a negatively charged rod to explain how to charge an electroscope using induction method.
USES OF THE ELECTROSCOPE
- To detect the presence of charge on a body
–The material to be tested is placed on or close to the cap of the electroscope. If it is not charged, the leaf does not diverge.
- To test the sign of charge on a charged body
–Charge an electroscope negatively by contact method. Slowly bring a negative rod to be tested close to the cap of the electroscope. The leaf diverges more. It does so because the negative charges on the rod repel more charges from the cap to the plate and the leaf. Similar charges in the plate and the leaf are repelled more.
–When a strong positively charged rod is brought from high position towards a negatively charged electroscope, the leaf divergence first decreases then increases as the rod approaches the cap. The leaf divergence reduces slightly first because the positive on the rod attract negative charges on the leaf and plate, making the electroscope neutral. On moving the rod, much lower, the leaf divergence increases again to higher position. This is because the strong positively charged rod attracts more electrons from the plate and leaf, making them more positive. Hence, they repel further.
NOTE:
The same observations are made when a negatively charged rod is brought towards a positively charged electroscope. On moving a neutral conductor close to a charged electroscope, leaf divergence decreases. Charges on the electroscope induce opposite charges on the conductor.
| Charge on the electroscope | Charge brought near the cap | Effect on the leaf divergence |
| + | + | Increase |
| – | – | Increase |
| + | – | Decrease |
| – | + | Decrease |
| + or – | Uncharged | Decrease |
An increase in divergence of the leaf is therefore the only sure way of confirming the kind of charge on a body.
- To test the quantity of charge on a charged body
–Small bodies have few charges compared to big ones of the same kind.
- To test for insulation properties of a material
–Materials like copper, iron, aluminium, zinc and graphite make the leaf divergence decrease. Materials like plastic, glass, charcoal and wood do not affect the divergence of the leaf. For metals and graphite, the leaf decreases in divergence because they allow electrons to flow between the electroscope and the earth. Such materials are called conductors. In conductors, electrons freely move from one atom to another. Such electrons are called free electrons.
For materials like plastic, glass, wood there is no change in leaf divergence because they do not allow electrons to flow between the electroscope and the earth. In these materials, electrons are not free to move and are strongly bound to their nuclei. These materials are called insulators. There are other materials like silicon and germanium which conduct under special conditions. This conductivity is between conductivity of insulators and conductors. Such materials are called semi-conductors.
CHARGES IN AIR
Air can also be charged. It is shown by heating air above a charged electroscope. It is observed that the leaf divergence decreases.
When fuel burns, chemical reactions yield ionised products. The ions move and collide with air molecules making air to be ionised. Ionisation produces both negative and positive charges.
The ions carrying opposite charge to the electroscope are attracted to the cap of the electroscope, resulting in the discharge of the electroscope.
APPLICATION OF ELECTROSTATIC CHARGES
- Electrostatic precipitator
It is used in industries to reduce pollutants. The figure below shows a common precipitator used in chimneys.
It consists of a cylindrical metal plate fixed along the walls of the chimney and a wire mesh suspended through the middle. The plate is charged positively at a potential of about 5000V while the wire mesh is negatively charged.
A strong electric field is set up between the plates, which ionises the particles of the pollutants. These are attracted to the plate.
- Spray painting
The can is filled with paint and nozzle charged. During spraying, the paint droplets acquire similar charges and therefore spread out finely due to repulsion.
As they approach the metallic body they induce opposite charges which in turn attract them to the surface. Therefore little paint is used.
- Finger printing and photocopying
DANGERS OF ELECTROSTATICS
When a liquid flows through a pipe its molecules become charged due to rubbing on the inner surface of the pipe. If the liquid is inflammable it can cause sparks and explode.
Similarly, explosive fuel carried in plastic cans can get charged due to rubbing which may result in sparks and even explosion.
It is therefore advisable to store fuels in metal cans so that any charges generated continually leak.
QUESTIONS
- Explain why fuel tankers have a loose chain hanging under them to touch the ground as they move?
- Why do some motor tyres contain graphite?
- Two isolated and insulated spheres A and B carry the same positive charge. Sketch the electric lines of force of their field when placed close to each other but not touching some.
- State the observation on the leaves of a positively charged electroscope when a negative charge is brought near it.
- The fig shows sketches of two types of houses built in a lighting prone area. State with reasons, which house is safer to stay in during lighting and thunderstorms?
- The diagram below shows a circuit with a capacitor C and a lamp L. When the sketch is closed at Y, the lamp L lights. When the switch is closed at X, L does not light. Explain the observation.
- In the clothing and textile industries the machines experiences electrostatics forces at certain points. Suggest one method of reducing these forces.
- State two other factors to be considered in constructing a capacitor other than the surface area of the plates.
- State the precaution that is taken when charging a metal object.
- (a) (i) State coulombs law of electrostatic force
(ii) Define capacitance
(b) Describe how the type of charge on a charged metal rod can be determined
(c) The fig. Shows hollow negatively charged sphere with a metal disk attached to an insulator placed inside. State what would happen to the leaf of an uncharged electroscope if the metal disk were brought near the cap of the electroscope. Give a reason for your answer.
(d) State two ways of charging the magnitude of the deflection of the leaf of an electroscope.
- Explain why the leaf of an uncharged object is brought near the cap.
- A glass rod can be charged positively by rubbing it with silk. Explain what happens when the glass rod is being charged.
- State the law of electrostatic charges.
- A positively charged rod is brought near the cap of a leaf electroscope. The cap is the earthed momentarily by touching with the finger. Finally the rod is withdrawn. The electroscope is found to be negatively charged. Explain how this charge is acquired.
SOLUTIONS
- To induce/effect earthing process thus allows unnecessary charges to leak to the ground, causing neutralization of the charges. This prevents the formation of sparks which can cause explosion
- Graphite has free and mobile electrons. This causes neutralizations of the electrostatic charges.
- The leaf in the electroscope falls
- Metal roofed house. Because there is less resistance of the flow of charges to the ground so if struck by lighting it would conduct it to the ground. The other one would burn or have the people inside struck by the lightening.
- At x the capacitor is charged only once and the keeps charging and discharging in opposite directions hence current keeps alternating at the a.c frequency. This lights the bulb continuously.
- Earthing the machines/using spikes.
- Material used between the two plates of the capacitor.
- Well insulated / avoid touching
- a)Ability to store charge given by the quantity of charge it can store per unit p.d
- b) Bring it near a charged electroscope (say +vely). If not, charge the electroscope – vely and bring the rod near. If divergence is observed then they have the same charge. Note that if decrease in divergence is observed in both cases then the rod is simply a conductor and it’s not charged.
- c) Nothing would happen to the leaf of the electroscope. This is because in a hollow charged conductor, the charged conductor and not inside
- d) – Earthing or using another
– Charged body
- Like charges repel unlike charges attract.
- On earthing negative charges flow to the leaves from earth to neutralize positive charges when the rod is withdrawn the leaves are left with net negative
MORE QUESTIONS
- (a) The airplane shown below flies below a negatively charged thunder cloud.
__ __ __ __ __ __ __ __ __
- On the diagram draw on the positions and signs of the induced charges on the aircraft
- Explain, in terms of the movement of electrons, the distribution of the charges as shown in (i)
- What would happen to the induced charges when the air craft flies away from the cloud?
- Two identical uncharged conducting spheres, each of which is on an insulating support, are placed as shown below. The spheres are electrically in contact.
Sphere
B A + + + + + + +
A positively charged rod is now moved close to the set up. The sphere B is then moved a distance away to the left. Finally the charged rod is removed.
- What type of charges do the sphere A and B acquire.
- Explain how the charges were acquired.
- In what way, if any, would the final arrangement of he charges have been different if initially the charged rod would have been negatively charged?
- (a) The diagram below shows sphere A and B which are conductors.
+ + + + A B
+ +
Insulators
Sphere A is charged to a high positive charge and B is connected to the earth and close to A. Draw a diagram showing the resulting change distribution on B.
(b) B is replaced by the earthed metal needles C which is the same distance from A as was B.
+ + + + A C
+ + + +
Insulators
Draw a diagram to show the charge distribution on C, and explain why in this case A loses its charge more quickly.
- Lightning conductors with pointed tops are put on high buildings to prevent them from being damaged by lightning but it is foolish to walk across an open space carrying an open umbrella in thundery conditions. State the physical reasons for the above statement.
- Given an earthed gold leaf electroscope and a positively charged Perspex rod describe using diagrams how you would charge the leaf electroscope, include, observations and explanations.
- Why is it difficult to clean nylon carpets?
- A charge polythene rod is brought close to, but not touching, the lap of an uncharged electroscope.
- State what happens to the leaf. Why?
- The polythene rod is then removed. State and explain what happens.
- A charged Perspex rod is firmly slid across the edge of the metal cap of a leaf electroscope.
- State and explain what happens to the leaf.
- The Perspex rod is then removed. State and explain what happens to the leaf.
- A Van-der- Graff generator is charged to a maximum, a point at which the machine starts sparking. A student approaches the dome with a pointed metal pin in her hand. Explain why the machine stops sparking?
- While standing on an insulator and touching the charged dome of a van- der –Graff generator a student aimed the pointed end of a pin at a candle flame.
To Van der Graff dome. Candle flame
Pin
Describe and explain what happens to the candle flame.
CELLS AND SIMPLE CIRCUITS
Electrical energy is commonly used in various applications e.g. in operating devices like televisions, radios, telephones, computers and high speed trains.
We also use electrical energy in producing heat and light. The transfer of energy is due to the flow of electrons.
The complete path along which the charges flow is called electric circuit.
A SIMPLE ELECTRIC CIRCUIT
A simple electric circuit consists of a dry cell, a torch bulb, a switch and connecting wires connected as shown below,
It is observed that when the switch is closed, the bulb lights.
EXPLANATION
The bulb lights because charges are flowing through it in a given time. The rate of flow of charges (charge per unit time) is called an electric current.
The SI unit of current is ampere (A).
From definition,
Current, I = Q where I is current, Q is charge in coulombs and t is time in seconds.
t
EXAMPLE 1
Calculate the amount of current flowing through a bulb if 300 coulombs of charge flows through it in 2.5 minutes.
SOLN
I = Q
t
= 300
2.5 x 60
= 2.0 A
EXAMPLE 2
A charge of 180 Coulombs flows through a lamp every minute. Determine the current flowing the lamp.
SOLN
I = 𝑄/𝑡
= 180
1𝑥60
= 3𝐴
EXAMPLE 3
A battery circulates charge round a circuit for 1.5 minutes. If the current is meld at 2.5 A, what quantity of charge passes through the wire.
SOLN
Charge, Q = It
= 2.5 x 1.5 x 60
= 225 C
EXAMPLE 4
If the current in a circuit is 2A, calculate:
- The charge that crosses a point in the circuit in 0.6s.
- The number of electrons crossing the point per second. Take e=1.6 x 10-19
SOLN
- a) I = Q/t
Q = It
= 2 x 0.6 =1.2C
- b) I = Q/t = ne/t
1.2/0.6 = (n x1.6 x10-19)/0.6
N = 1.2/ (1.6 x10-19)
= 7.5 x 1018 electrons.
EXAMPLE 5
A charge of 180C flows through a conductor for 3 minutes. Calculate the current flowing through the conductor.
SOLN
I = Q/t
= 180/ (3 x 60)
= 1A
An electric current circuit like the one shown above allows charges to move in a complete path when the switch is closed. This circuit is said to be closed circuit. Therefore, a closed circuit is one in which the switch is closed such that the current flows in a complete loop.
Copper wire readily allows electric charges (mainly electrons) to flow. The wires may be covered by an insulating material like rubber to prevent the user from electric shock if the current is too high.
The cell is the source of electrical energy in the circuit and maintains the flow of charges round the circuit.
When the gap is introduced, by opening the switch the charges stop flowing.
The circuit is then said to be open (broken circuit). Loose connection of wires or components in the circuit opens the circuit.
For clarity and neatness, symbols are used in representing an electrical circuit as shown,
The arrow heads indicates the direction of electric current.
ELECTRICAL SYMBOLS USED IN DRAWING CIRCUITS
DEVICE USE
- Cell -Provides the driving force for charges
- Battery -More than one cell
- Switch -Opens or closes the electric current
- Bulb/filament -Shows the brightness of the current flowing
- Wires crossing with no connection -Used for connection
- Wires crossing with connection -Used for connection
- Fixed resistor -Provides resistance to the flow of current
- Variable resistor -Increase or decrease the amount of current
- Potential divider – Controls the amount of current in the circuit
- Fuse -Control the amount of current passing in a circuit
- Capacitor -Used to store charge
- Ammeter -Measuring amount of current in a circuit
- Voltmeter -Used to determine the potential difference between
two points in a circuit.
- Galvanometer – To detect the direction of the flow of current
- Rheostat – Controls the amount of current in circuit
ELECTROMOTIVE FORCE AND POTENTIAL DIFFERENCE
The purpose of a cell/battery in a circuit is to provide energy to cause charges to flow.
This is measured in terms of potential difference (p.d) in volts. The force that pushes electrons around the circuit is voltage.
Potential difference-is the voltage measured across a cell/battery when supplying current. It can also be defined as the voltage across the cell/battery in a closed circuit. Remember, a closed circuit is the one in which the switch is closed such that current flows in a complete loop. Therefore, in a closed circuit, the voltmeter readings will give the potential difference of the battery.
Electromotive force (e.m.f)
It is also measured in volts.
Electromotive force is the voltage across a cell/battery when it is not supplying current. It can also be defined as the voltage across the cell/battery in an open circuit.
Therefore, in an open circuit, the voltmeter readings will give the electromotive force (e.m.f) of the battery.
Electromotive force (e.m.f) is slightly greater than potential difference because some of the energy is used in drilling current across the cell itself.
The difference between electromotive force (e.m.f) and potential difference
(p.d) is called lost volts. The voltage is lost because of the opposition to the flow of charges within the cell (internal resistance).
ARRANGEMENT OF CELLS
We have two types or forms of arrangement of cells
- Series arrangement
- Parallel arrangement
CELLS IN SERIES
This is when cells are connected such that the positive terminal of one is joined to the negative terminal of another one. Two or more cells connected in series make a battery, i.e. the figure shows two cells in series,
Suppose three cells each of e.m.f 1.5V are connected in series, then the total e.m.f of the circuit is the sum of the e.m.f of the three cells. In series arrangement of cells, a positive terminal of one cell is connected to the negative terminal of the next cell. The current flowing through the circuit will be higher and hence the bulb would be brighter than when it would have been a single cell.
ADVANTAGE
Higher voltages can be achieved since the effective (total) voltage is the sum of each voltage.
EXAMPLE 6
5 cells of electromotive force (e.m.f) 1.2V are connected in series. What is the effective voltage?
SOLN
VT = (5 x 1.2) V
= 6V
DISADVANTAGE
Current is supplied for only a short time. This is because the cells produce a higher resistance to the flow of the current.
CELLS IN PARALLEL
This is when cells are placed side by side. The positive terminals is connected together and the negative terminals also connected together as shown,
In this case, the bulb uses an e.m.f equivalent to the e.m.f of one cell. The current flowing in the circuit will also be lower. The advantage this method of connection has over series connection is that it can supply current for a longer time. The total voltage is equal to that of a single cell in a parallel connection.
EXAMPLE 7
4 cells of e.m.f 1.5V each are connected in parallel. What is the effective e.m.f?
SOLN
VT = 1.5 V
ADVANTAGES
- The current is supplied for a long time since resistance is low.
- It produces more current compared to series connection.
DISADVANTAGE
- Lower voltages are produced.
NOTE: The ammeter is always connected in series while the voltmeter is connected across the cells. (Parallel)
To investigate the current flowing in a circuit when devices are arranged in series and parallel
Consider the two set ups below,
(a) Series arrangement of bulbs (b) parallel arrangement of bulbs
In (a), the bulbs have been connected in series. In this case, the current flowing through the bulbs is the same and is equal to the circuit current. The sum of the voltage drop across the bulbs is equal to the total circuit voltage. When one bulb is faulty, the remaining bulbs will stop working since the circuit will be incomplete.
In (b) where the bulbs have been connected in parallel, the voltage drop across the bulbs is the same and is equal to the voltage supplied by the cell. The sum of the current through the individual bulbs is equal to the circuit current. The advantage of this method of connection is that when one of the bulbs is faulty the remaining bulbs will still be working.
EXPLANATION
The same current flows through the devices connected in series. If one of the devices is disconnected, it introduces an open circuit. Electrical devices connected in series offer greater opposition to flow of current.
For devices connected in parallel, the current flowing in one does not affect the current flow in other devices. If one of the devices causes an open circuit, current will still flow in other devices.
This method is commonly used in wiring of lighting circuits in houses.
In domestic electrical wiring (lighting circuit), bulbs are connected in parallel as shown below,
S1 S2 S3
To the
Supply
B1 B2 B3
The three bulbs can be switched on or off independently and if one bulb blows off, it does not affect other bulbs.
EXAMPLE 8
Study the figure below and answer the questions
Explain what happens, indicating the path of current when;
- S1 is closed while S2 and S3 are open.
- S2 is closed while S1 and S2 are open
- S1 and S2 are closed while S3 is open
- S1 and S3 are closed while S2 is open
- S2 and S3 are closed while S1 is open
SOLN
- B2 lights because it is in a closed circuit while B1 and B3 does not light.
Path of current; O P R S U
- B1 and B2will light because they are in closed circuit. The bulbs are less bright since they are in series.
Path of current; O P R S T U
- Bulb B2 lights brightly. B1 does not light since it is short-circuited. B3 is in an open circuit.
Path of current; O P R S U
- B1 does not light (open circuit).B2 and B3 are in closed parallel circuit. They light with the same brightness.
Path of current is; O P R S U and O P Q R S U
- The three bulbs light. B1 is brighter than B2 and B3.B2 and B3 share the current flowing through B1.
Path of current; O P R S T U and O P Q R S T U
CONDUCTORS AND INSULATORS
Conductors – These are materials which can conduct electricity. They allow electric charges to pass through them e.g. copper, silver and aluminium.
Insulators – These are materials which do not allow electric charges to pass through them e.g. plastic, rubber and dry wood. They cannot be used in connection of circuits.
Conductors can either be good or poor. Examples of good conductors are copper, silver and aluminium. An example of poor conductor is graphite.
Generally metals are good conductors of electricity. They have large number of free electrons moving randomly within them. When a cell is connected across the ends of a conductor, the free electrons move in a given direction.
When electrons are made to drift in a given direction, current is said to be flowing through the conductor. Current is taken to flow in the direction opposite to that of electron flow. Poor conductors (e.g. graphite) have fewer free electrons.
Insulators have their electrons tightly bound to their nuclei of their atoms.
Because they cannot conduct electric current, insulators are used as cover materials for good conductors.
Semi-conductors – Their electrical properties fall between conductors and insulators e.g. silicon and germanium.
Electrolytes – These are liquids which are good conductors of electric charge e.g. dilute sulphuric acid, sodium chloride solution and potassium hydroxide.
SOURCES OF ELECTRICITY
The main sources of electricity presently are chemical cells, batteries, generators and solar cells/panels. Other sources include:
- Thermocouples
- Some crystals when under pressure (piezo effect)
CHEMICAL CELLS
A chemical cell provides the energy needed to drive an electric current in a circuit. It consists of two different metals called electrodes and a conducting liquid called electrolyte. The chemical energy stored in the cell is converted into electrical energy when an electric current flows in the circuit. Chemical cells are classified as either primary cell or secondary cell.
Primary cells cannot be renewed once the chemicals are exhausted while secondary cells can be renewed by recharging.
- PRIMARY CELLS
In primary cells, chemical energy is directly changed into electrical energy.
Consider the set up below,
The voltmeter pointer deflects showing existence of an electromotive force (e.m.f) across the two plates. The voltmeter drops after a short time.
The two metal plates used must have different rates of reaction when immersed in the lemon fruit. In this case zinc is more reactive than copper thus when immersed in an acid such as citric acidic in lemon, an e.m.f is set up at the ends of the metals.
SIMPLE PRIMARY CELL
Simple primary cells consist of zinc and copper plates as electrodes and dilute sulphuric acid as the electrolyte in a container as shown,
| mA |
Switch
Zinc Copper
_ +
Dilute sulphuric acid
Working of a simple cell
Dip zinc and copper plates into a beaker containing dilute sulphuric acid.
Connect the two plates to a bulb. Observe what happens to the bulb immediately when it is connected.
Allow the set up to run for sometime and note what happens to the bulb.
OBSERVATION
When the bulb is connected it lights brightly but dims after sometime. Bubbles form around the copper plate.
When potassium dichromate is added into the container, the bubbles on the copper plate disappear and the bulb brightness is restored.
EXPLANATION AND DEFECTS OF A SIMPLE CELL
The hydrogen ions in the electrolyte pick up electrons and form an insulating layer of hydrogen gas bubbles around the copper plate making it difficult for the electrons to flow. This is what causes the bulb to be dim. The process by which hydrogen bubbles form around the copper plate is called polarisation.
Polarisation can be minimized by adding a depolarizer e.g. potassium dichromate. A good depolarizer should not react with the electrolyte.
When zinc reacts with sulphuric acid, it dissolves and exposes hidden impurities of carbon and iron. These impurities form small cells called local cells. These local cells cause the zinc to be used up even when current is not being supplied.
This defect is called local action. It is minimized by applying a layer of mercury on the zinc plate. This process is called amalgamation. In this process mercury dissolves off zinc leaving the impurities buried in the electrode. It can also be minimized by use of pure zinc.
THE LECLANCHE’ CELL
The leclanche’ cell is an improvement of the simple cell. The defects of polarisation and local action have been minimized.
The carbon rod (positive terminal) is surrounded with manganese (IV) oxide mixed with carbon powder. The manganese (IV) oxide acts as a depolarizer, reacting with the hydrogen gas formed on the carbon rod to produce water. This process however is slow and hence large currents should not be drawn steadily for a long time. Carbon powder increases the effective area of plate, which in effect reduces opposition to the flow of current.
The zinc plate is dipped in ammonium chloride solution, which converts zinc to zinc chloride when the cell is working. Local action is still a defect in this cell.
The cell is used for purposes where current is not drawn from it for a very long time e.g. in operating bells and telephone boxes. It has a longer life span than the simple cell.
THE DRY CELL
This is referred as a dry cell because it has no liquid. The ammonium chloride solution in the leclanche’ cell is replaced with ammonium chloride jelly or paste.
Manganese (IV) oxide and carbon powder act as a depolarizer. The hydrogen gas produced is oxidized to form water, making the cell to become wet after being used up.
The zinc case acting as a negative electrode gets eaten away by ammonium chloride to form zinc chloride. Local action is still a defect in this cell. The cell cannot be renewed once the chemical action stops.
Metal cap Seal and insulator
Carbon rod (positive) Manganese (IV) oxide and carbon powder
Ammonium chloride paste Zinc case (negative)
NOTE: Large currents should not be drawn from the dry cell within a short time. Shorting its terminals can also ruin it.
The cells must be stored in dry places. They are used in radios, torches, calculators, e.t.c
ASSIGNMENT
Write advantages and disadvantages of dry cells
- SECONDARY CELLS
A secondary cell stores electrical energy in a chemical form. It must first be charged with electricity.
The chemical reactions in a secondary cell are reversible i.e electrical energy produced during charging is changed to chemical energy and stored in the cell.
When the cell is in use the stored chemical is once again changed to electrical energy.
MAKING A SIMPLE SECONDARY CELL
Dip two clean plates into a beaker containing dilute sulphuric acid. Connect the circuit as shown below,
Close the switch and allow the current to flow for sometime.
OBSERVATION
The lead plate connected to negative terminal of the battery becomes coated with a chocolate brown colour. The other plate remains grey. Gas bubbles are seen on the plates.
EXPLANATION
Sulphuric acid is electrolysed, giving off oxygen at the anode and hydrogen at the cathode. The oxygen reacts with the lead to give lead (IV) oxide, which is deposited at the anode.
Hydrogen gas formed at the cathode has no effect.
LEAD-ACID ACCUMULATOR
This is the most reliable, long lasting and cost-effective of the secondary cells.
A 12V lead acid accumulator has six cells connected in series. Each cell has several plates made in the form of a lattice grid, the positive plate carrying lead (IV) oxide and the negative plates having spongy lead.
The plates are very close to one another and are prevented from getting into contact (short circuiting) by having insulating sheets separating them.
The surface area and the number of plates in a given cell determine the current carrying capacity of the battery. The charge (electrical energy) stored is directly proportional to the surface area of the plates.
The container used in the construction of the lead acid accumulator must be mechanically strong, highly acid proof with insulating properties.
As electrical energy is taken from the cell, sulphuric acid reacts with lead (IV) oxide and lead to form lead sulphate (white solid). This makes the density of sulphuric acid to fall. When the density of sulphuric acid falls, the cell cannot provide any more electrical energy and is said to be discharged. To regain energy, the cell is recharged by connecting a direct current (d.c) source
When connected in this manner, chemical reactions are reversed. The density of sulphuric acid is restored. The lead sulphate is converted to lead and lead (IV) oxide. The charging is complete when hydrogen and oxygen bubbles are freely released from the plate.
CAPACITY OF LEAD – ACID ACCUMULATOR
The capacity of the lead-acid accumulator is the total amount of current that can be drawn in a given time from the battery. This is the total amount of charge,
Q = It expressed in Ah.
Lead-acid accumulators give strong current over along time compared to other cells because of an effective low internal resistance.
EXAMPLE 9
A battery is rated at 30Ah. For how long will it work if it steadily supplies current of 3A?
Amount of charge, Q =It but I =3A and Q =30Ah
30 =3t
T =10hrs
Maintenance of Accumulators
- The level of the electrolyte should be checked regularly and maintained above the plate.
- The accumulator should be charged when the e.m.f of the cell is below 1.8V and when the relative density of the acid is below 1.12.
- Large currents should not be drawn from the battery for a very long time.
- The accumulator should not be left in a discharged condition for a long period.
- Shorting or overcharging the accumulator the accumulator should be avoided.
- The terminals should always be kept clean and greased.
- The accumulator is not placed directly on the ground but not on an insulator.
ALKALINE ACCUMULATORS
The electrolyte in this case is an alkaline solution such as potassium hydroxide.
The common types are nickel-cadmium and nickel-iron accumulators.
Advantages of Alkaline Accumulators over Lead-Acid Accumulators
- Large currents can be drawn from them.
- Can be kept in a discharged condition for a very long time before the cells are ruined.
- They require little attention to maintain.
- They are lighter (portable).
Disadvantages
- They are very expensive.
- They have a lower e.m.f per cell.
Uses of Alkaline Accumulators
They are used in ships, hospitals and buildings where large currents might be needed for emergency.
QUESTIONS
- In a simple cell, the zinc plate gets negatively charged and the copper plate gets positively charged.
- Name the electrolyte in the cell.
- Explain how 🙁 ii) Zinc gets negatively charged. (ii)Copper gets positively charged.
- State what constitutes the current when a wire is used to connect the zinc and the copper plate externally?
- A student wishes to investigate the relationship between current and voltage for certain device X. In the space provided, draw a circuit diagram including two cells, rheostat, ammeter, voltmeter ad the device X that would be suitable in obtaining the desired results.
- In large current circuits large resistors in parallel are preferred to low resistors in series explain
- Fig 1shows the features of a dry cell
- State the polarities of the parts labeled A and B. Page 110 of 162
- chemical substance in the parts labeled C and D
- State one advantage of an alkaline cell over a lead – acid cell.
- A car battery requires topping up with distilled water occasionally. Explain why this is necessary and why distilled water is used.
- A current of 0.5A flows in a circuit. Determine the quantity of charge that crosses a point in 4 minutes.
- State the reason why a voltmeter of high resistance is more accurate in measuring potential differences, that one of low resistance.
- A student learnt that a battery of eight dry cells each 1.5V has a total e.m.f of 12V the same as a car battery. He connected in series eight new dry batteries to his car but found that they could not start the engine. Give a reason for this observation
- Distinguish between a primary cell and a secondary cell.
- What current will a 500Ω resistor connected to a source of 240V draw?
- A current of 0.08A passes in a circuit for 2.5 minutes. How much charge passes through a point in the circuit?
- In large circuits, large resistors in parallel are preferred to low resistors in series. Explain.
- State two advantages of an alkaline battery over a lead acid battery.
- A current of 0.5A flows in a circuit. Determine the quantity of charge that crosses a point in 4 minutes.
- State the purpose of manganese dioxide in a dry cell. (1 mark)
- A student wishes to investigate the relationship between current and voltage for a certain device X. In the space provided, draw a circuit diagram including two cells, rheostat, ammeter, voltmeter and the device X that would be suitable in obtaining the desired results.
- State one advantage of an alkaline cell over a lead acid cell
- Explain clearly the precautionary measures you would take to maintain the efficiency of an accumulator?
- State the advantage of Nickel-cadmium battery over the lead -acid type
- Draw a well labeled diagram of a dry cell
- When ammeter is connected between the two plates of a simple cell, the pointer deflects along the scale. Explain
SOLUTIONS
- Dry cells have a very high internal resistance hence give very little current that start a vehicle.
- Secondary cells are rechargeable while primary are not.
- Q = it =0.08 x 2.5 x 60 =12c.
- When connected in parallel, the total effective resistance is much less. The heating effect is reduced.
- Large amounts of current can be drawn from them without damaging them while in lead acid batteries.
- Q = It
= 0.5 x 4×60
= 120C
- The overall resistance of cells and bulb is least and hence more current flows
- Each will provide about half of the power supplied to the bulb. So they are drained of power at a slower rate than rate than in figure 10(a).
- To oxidize hydrogen to water hence reduces polarization/internal resistance.
- – Alkaline cell last longer than lead acid cell.
– Alkaline is more rugged than lead acid cell.
– Alkaline cell is lighter than lead acid cell.
\
- i)T he level of the acid in the accumulator should be inspected regularly. Add distilled water.
ii)T he terminals should be kept clean and smeared with grease.
iii) While charging the current used should be that specified by the manufacturer.
- The level of acid should be maintained 1cm above the plates.
- -They have a much longer life than the lead-acid ones.
-They supply larger amounts of current and for a longer period.
-Can be left unused for months without any damage.
- Electrical energy is produced by chemical reaction between the plates of the cell (Zinc and copper) and the dilute sulphuric acid. Electrons are produced which flow on the external circuit and detected by the ammeter.
MORE QUESTIONS
- The circuit below shows lamps in parallel.
- Indicate on the diagram with an S where you would put a switch to control both lamps together.
- Indicate on the diagram with a K1 and K2 position of these two switches that each would control each lamp separately.
- What is the role a variable resistor in a circuit?
- Draw a circuit diagram to show how two 4V lamps can be lit with normal brightness from two 2V cell.
- A form one student made an electric circuit the one shown below.
Cells
Lamps
Ammeter
- Are the lamps in series or parallel?
- State the mistake made by the pupil in the circuit.
- What is polarization? State how it affects simple cells and how it can be prevented.
State another defect of a simple cell and it is prevented.
- State the purpose of manganese dioxide in a dry cell.
- State the materials that act as positive and negative plates of a dry cell?
- State the difference between primary and secondary cells. Give an example of each.
- State three cares given to lead acid batteries.
- Why must lead acid cells not be left flat for a length of time.
- How would you check the state of charge of a lead acid?
- State one advantage and one disadvantage of a lead –acid?
- Define the capacity of a cell or battery and state its SI unit.
- What is local action of a cell and how it is prevented?
- Distinguish between primary and secondary cell.
- In the circuit below the bulbs are identical
S1
S2
S3
State and explain the change in brightness of the bulbs in the circuit as the switches S1 and S3 are gradually switched on in turn.
- State the relationship between current and charge.
- If a lightning strike has an average current of 100,000A and carries a charge of 20C to the earth, how long does the strike last?
- The charge on an electron is 1.60 x10 -19 A copper wire carries a current of 1A for 2 seconds. Calculate the number of electrons that passed in the 2 seconds.
- State one advantage of a lead acid accumulator over a nickel iron (NiFe) accumulator.
- Explain how polarization reduces current in a simple cell.
- Name the instrument used for measuring potential difference.
- Define electric current.
- Currents of 3A, 4A and 2A flow into a junction in a parallel circuit. What is the current flowing out of this junction?
- The diagram below shows identical lamps connected to identical cells.
P Q
State and explain the circuit that lights the lamp the longest.
- State the purpose of the manganese dioxide in a dry cell.
- The diagram below shows three identical lamps P, Q, R connected in series to a 12V dc power supply.
X
P Q R
Y + – –
- Calculate the voltage across each lamp.
- A wire is connected across X and Y. What is the new voltage across each lamp?
(i) P ____________ (ii) Q ___________________ (iii) R ______________
- Is the brightness of each lamp less than, the same as , or greater than before the connection X Y made? Explain your answer. 2mks)
- State the name of the electrolyte in a Leclanche cell.
- What material makes the positive rod of a dry cell?
- In a simple cell with sulphuric acid as the electrolyte, explain briefly how current is able to pass through the liquid.
- A car battery requires topping up with distilled water occasionally. Explain why topping is necessary and why distilled water.
- Define coulomb.
- Draw in the electrical circuit symbols for .(i) Cell (ii) rheostat
- Describe a complete circuit.
- Name the instrument used for measuring current in a circuit and state how its connected to measure the current.
- Name the instrument used for measuring potential difference and state how its connected to measure the potential difference.
- State what happens to the chemical materials in a cell as it produces current .What is the effect of this?
- Name the liquid used in a simple cell.
- From which plate to which plate do electrons flew in a simple cell to constitute an electric current.
- Describe an open circuit.
- Describe the two ways in which hydrogen gas bubbles weaken the current during polarization in a simple cell.
- Why the electric current produced by a simple cell quickly does falls to zero.
- How is polarization in a simple cell overcome?
- State what causes the zinc plate in simple cell to be wasted.
- How is the effect stated in (Q) 14 overcome?
- State one advantage of dry cells.
- State the main disadvantage of primary cells.
- Describe secondary cells.
- State what happens to the sulphuric acid as the secondary cell gives current.
- State the instrument which is used to check on the condition of an accumulator.
- How is an accumulator connected when being charged?
- State three precautions to be taken in maintaining accumulators in good condition.
- The capacity of an accumulator 120n Ah. What does this mean?
- State the energy changes in cell as they provide current.
- (a) When the apparatus shown below is set up, the small conducting sphere swings repeatedly between the two plates and a current of 7.0 10 – 6 A is recorded by galvanometer.
G A B
+ —
(i) What particles are responsible for transferring charge round the circuit ?
(ii)Explain in terms of charges why the sphere moves from plate A to plate B repeatedly.
(iii) The sphere makes thirty five complete swings per second. Calculate the average charge transferred by each complete swing.
(b) The diagram below shows a series circuit.
mA
+ —
A current of 2mA flows around the circuit.
(i) State the charge carries present in the liquid.
(ii) How much charge passes through the liquid in?
- 10s
- A form three student suggested that a battery which has gone flat can be revived by placing it in a warm environment. Describe an experiment which would help you investigate the above suggestion. In your answer include;
- Suitable means of warming the battery.
- How you would carry out the experiment safely.
- A table showing the readings you would record.
- A statement of the treatment of results.
