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Education Hub Grade 8 Exams with Answers {Latest}

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CBC Grade 8 Exams, Notes, Schemes & Assessment Materials

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CBC Grade 8 Exam Papers & Answers

CBC Grade 8 Exam Papers & Answers

Grade 8 Notes, Schemes of Work & Exams {Ultimate Downloads}

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Grade 8 Latest Exam Papers with Answers {Best Collection}

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Download Grade 8 Free CBC exams Plus Marking schemes Copy of G8 Integrated S TW003.pdf TW – 002 Integrated Science G8.pdf G8 TW003 Ms.pdf G8 Maths TW003.pdf G8 Integrated…

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Download free Junior School Notes, Exams and Schemes- for Grade  7 & 8 here. , Get unlimited free access to Grade 7 CBC resources below: Grade 7…

Junior School Free CBC Notes, Exams for Grade 6, 7 & 8

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Grade 7 & 8 Free Exams, Holiday Assignments and Notes

Download unlimited free Junior School Grade 7 & 8 Free Exams, Holiday Assignments and Notes here. Get unlimited free access to Grade 7 CBC resources…

KJSEA Grade 7 & 8 CBC Exams- Term 2 Kenya Junior School Education Assessment Exams

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Grade 8 Free Resources: Assessment Exams, Notes & Schemes of Work Pdf

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CBC Grade 8 Free Exam Papers & Answers

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Grade 8 Free Termly Assessment Exams

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Grade 8 JSS Free Exams for all subjects

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Grade 8 Past KNEC Exam Papers & Answers

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Education Hub Grade 4 Exams with Answers {Latest}

Education Hub Grade 4 Exams with Answers {Latest} free downloads:

CBC Grade 4 Exams, Notes, Schemes & Assessment Materials

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Grade 4 Notes, Schemes of Work & Exams {Ultimate Downloads}

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0713779527

KCPE 2000

KGPE 2000

I        MATH

.R

C                        K

ANSWERS TO THE YEAR 2000 K.C.P.E OBJECTIVE OUESTIONS

 

0713779527

 

KCPE 2001

KCPE 2Od1

 

ANSWERS TO THE YEAR 2001 K.C.P.E OBJECTIVE QUESTIONS

 

 

QUESTIONS ENGLISH KISWA MATHS SCIENCE           ENGLISH KISW   SCIEN  
1 C D C A B   61 C 31 B B B D .. B
2 D A C B B   62 A 32 B B C D A
3 B C B C A   63 B 33 B D A B C
4 A B B D B   64 C 34 A C A A B
5 B A D B A   65 A 35 B A D A D
6 A D C C C   66 B 36 A A C C C
7 D D D C A   67 C 37 D B D C B
8 A A A B C   68 D 38 B C A B A •
9 B B A A A   69 A 39 B A B C D
10 C C   D B   70 A 40 C D B C C
11 B A D B C   71 D 41 D C B C A
12 C C A D D   72 C 42 C C A D B
13 D B C A D   73 A 43 C B C C D
14 A D C B A   74 D 44 C D B B C
15 D B D D C   75 D 45 C A B A C
16 D B B B C   76 A 46 A C A D A
17 B C B B D   77 C 47 A A B C B
18 D D A A A   78 B 48 B D B A D
19 A A A A C   79 A 49 A B D D B
20 C C C C B   80 C 50 D C C D A
21 B B A A D   81 A 51   D
22 A A D D B   82 C 52 C
23 D D D D A   gs B s3 B
24 A D C C C   84 D 54 C
25 D A C C D   85 B 55 D
26 C D D B C   86 A 56 B
27 C B D D B   87 C 57 B
28 D C B A A   88 B 58 C
29 A D C C D   89 D 59 A
30 D A A C C   90 A 60 D

 

0713779527

I        MATH                                       6CIENCE                                            QUES

K

KCPE 2002

KCPE 2002

 

 

 

 

 

 

SWAHILI

              SCIE  
IJCJB QC C B 61 B 31 D C C C C
2      AJ    C        B A A 62 A 32 B A A D D
3      DOB        C D C 63 D 33 B B C B A
4      AJ    B        B B D 64 C 34 C C A D B
5      BAB        D B C 65 A 35 D A C D C
6      D      B QA C B 66 C 36 A A D A D
7      CJ    C        C B D 67 C 37 C A A C A
8      AJ        AGA A A 68 D 38 D C D A B
9   GCFA                    B C C 69 A 39 B C A B A
10JAJ  C                     D D B 70 C 40 D C B A C
1IJCJ  D                     B B D 71 B 41 D C B B D
12JDJ  C                     C A C 72 D 42 B C D D A
13JB       D                 B C A 73 A 43 D C D D B
14JDJ  B                     C D B 74 D 44 C B B B D
15JAJ  B                     D D C 75 A 45 C B C A C
16JBJB                     C B A 76 B 46 A B A C A
17JCJ  C                     C D A 77 C 47 A C B C D
18     AJ    C         D D B 78 B 48 B B D * B
19JBJ  C                    D C C 79 C 49 A B C C A
20JDJ  B                    A A D 80 C 50 D B A A D
21J   A  QC         C A A 81 A 51    
22J   B      A         A B B 82 A 52   B
23       A        C           D A C 83 D 53                                             A
24     B      B            B   |  C     D 84 C 54                                   D
25     U      B         A B A 85 A 55                                    A
26     C      C         D C B 86 C 56   B
27     D      D         D A C 87 C 57   c
28     C      D         B B D 88 A 58   D
29     B      A *J B C A 89 B 59          B
30     A      D         A B B 90 A 60   D

 

0713779527

KCPE 2dd3

KCPE 2003

ANSWERS TO THE YEAR 2003 K.C.P.E OBJECTIVE QUESTIONS

 

 

QUES ENGL KISWAHI   SCIENCE           QUESTI ENGLISH KISW MATHS SCIENCE  
1. C C B D A 61 C C C 31 B A B D A
2. A B C B B 62 B B B 32 B D A C C
3. D A B B B 63 D D D 33 D C D A B
4. A B D D B 64 A A A 34 A B A C A
5. B D C C B 65 B B B 35 C A A D C
6. B C C B C 66 A A A 36 B D B A D
7. C A A A D 67 A A A 37 A C B D A
8. A D D D A 68 B B B 38 C A B B A
9. C B C C C 69 C C C 39 B B C B A
10. D D C B C 70 D D D 40 A D B C C
11. A C D A C 71 A A A 41 B C C B C
12. B B C D B 72 A A A 42 A A C C A
13. D A B B A 73 B B B 43 D D D B C
14. A D A D A 74 A A A 44 C B B A A
15. B C D A D 75 C C C 45 B C A D C
16. C C B B B 76 A A A 46 C A D B C
17. B D D C D 77 D D D 47 D D A D B
18. A B C A C 78 B B B 48 C B C A B
19. A A D D C 79 C C C 49 C C D A C
20. D C B B B 80 A A A 50 D A A C B
21. B B D D A 81 B B B 51   C
22. D A C C D 82 C C C 52   A
23. A D D B A 83 A A A 53   D
24. B C A C D 84 B B B 54   A
25. C B C C C 85 D D D 55   B
26. C D A A D 86 C C C 56   D
27. D A B A C 87 A A A 57   D
28. C D D D A 88 D D D 58   A
29. D C B C B 89 D D D 59   C
30. D B A A A 90 B B B 60   A

 

0713779527

KCPE 2004

KCPE 2004

MATHS                                SCIE   .R                 ENGLISH                                                          MATHS

.E

 

C

ANSWERS TO THE YEAR 2004 K.C.P.E OBJECTIYE OUESTIONS

 

QUEST ENGLISH                        
IB   A C B D 61 C 31 B C A D D
2 D B A A C 62 A 32 A B B D D
3 A C B A A 63 B 33 D C D C D
4 B D D D B 64 D 34 B A A A B
5 A C B C C 65 B 35 C B C C C
6 D B C D C 66 A 36 B D D C D
7 B A B B A 67 D 37 B B D A D
8 C D A D B 68 D 38 C C B D B
9 A C D C A 69 A 39 C A A B C
10 C C A B B 70 D 40 C A C D C
I1C   C C B A 71 B 41 A B B C D
12 A B C D D 72 B 42 D D D D B
13 A C C A C 73 C 43 B A B C A
14 A C C C D 74 A 44 C A D B C
15 D B B B C 75 D 45 D A A C D
16 C D A A B 76 C 46 B B B B C
17 D B A B A 77 B 47 D D C B A
18 C B A D D 78 B 48 B D A C B
19 D D B C A 79 C 49 D C C B B
20 C C D B C 80 D 50 B B B B B
21C   A D A B 81 A 51   D
22 C D B C A 82 A 52   B
23 C C D D D 83 C 53   A
24 D C D D 84 D 54   D
25 A D C A B 85 C 55   B
26 C B C A C 86 C 56   B
27 A A A B A 87 B 57   C
28 D C C A B 88 A 58   A
29 B A A A D 89 C 59   D
30 C B B D C 90 C 60   C

 

0713779527

KCPE 2005

KGP E 2005

 

 

 

 

 

 

QUESTIONS ENGLISH   MATHS SCIENCE           QUEST ENGLISH   MATHS SCIENCE GJ£C
1 C B D B C 61 C C C 31 C B B D A
2 A A A C C 62 A A A 32 D B B D B
3 C D C B A 63 B B B 33 B D C,“ B A
4 B C A C B 64 C C C 34 D D D C C
5 A A B B D 65 D D D 35 A C C B D
6 D B A A B 66 A A A 36 C D A A C
7 A D C C D 67 C C C 37 D B A B D
8 C C B B A 68 B B B 38 B B B C C
9 A B D D B 69 D D D 39 B A B A A
10 C D D C D 70 C C C 40 A C B A D
II D C C A D 71 A A A 41 D C D D B
12 B A B C C 72 B B B 42 B B C B C
13 C C B A A 73 A A A 43 B A C A D
14 D D D C C 74 D D D 44 C D A D B
15 D B A A B 75 C C C 45 A B A B C
16 C A D C D 76 B B B 46 B A C   A
17 D D A D B 77 A A A 47 D D B B B
18 A B C D A 78 D D D 48 A B A C D
19 B C C C D 79 C C C 49 B C D D C
20 C A A D B 80 B B B 50 D C D A A
21 A C D A A 81 A A A 51   D
22 D D D B D 82 D D D 52   A
23 B B B D B 83 C C C 53   C
24 C D A A A 84 C C C 54   B
25 A C B A C 85 B B B 55   B
26 A A B C A 86 D D D 56   A
27 C B C B D 87 A A A 57   D
28 A A D B B 88 B B B 58   C
29 C D C D D 89 D D D 59   D
30 B C D C B 90 C C C 60   B

 

0713779527

KCPE 2006

KCPE 2006

Assxznsxo.rue vxaaio.asx,.cmoaaz.cxix»o.wxiozis

 

QUESTION ENGLISH KISWA MATHS SCIENCE SST         QUEST ENGLISH  

 

MATHS

SCIENCE S/ST
1. B D B B C 61 B B B 31 D B D C C
2. D B D C B 62 A A A 32 A A A B A
3. A A C A D 63 C C C 33 B B D D D
4. C C C D C 64 D D D 34 C C D A C
5. D B B A A 65 D D D 35 B D A B B
6. B C C C B 66 B B B 36 D A D C B
7. C D A D C 67 A A A 37 C D C A D
8. A A B C D 68 A A A 38 A A A B A
9. B D D A A 69 B B B 39 B C B D C
10. A C C C C 70 D D D 40 C B B D B
11. D A C C A 71 C C C 41 A B A D A
12. C B D B B 72 A A A 42 A D D A D
13. C A C A D 73 B B B 43 C A C A C
14. A D A B A 74 D D D 44 B C A D D
15. B B D A B 75 C C C 45 B D C A B
16. D C D A C 76 B B B 46 D A C A A
17. B D D C A 77 B C D 47 D C A B C
18. B C A C D 78 D D D 48 C B B B A
19. A A B D B 79 A A A 49 B A B C D
20. D B C B C 80 B B B 50 A D A D D
21. B C B D A 81 D D D 51   B  
22. C A A C A 82 C C C 52   B
23. C C C B D 83 A A A 53   A
24. D B B B B 84 B B B 54   D
25. C C B A A 85 D D D 55   C
26. D D A C D 86 C C C 56   B
27. A A B D C 87 C C C 57   A
28. C B D B B 88 A A B 58   D
29. B C B B D 89 B B B 59   A
30. C D A D A 90 D D D 60   A

 

0713779527

KCPE 2007

KCPE 2007

 

 

 

QUEST ENGLISH KISWA MATHS SCIENCE S/ST       QUEST ENGLISH NSW  

 

 

 

SCIENCE SfST
1. D C D D C C C C 31 A B B B B
2. C B C A C A A A 32 D D C D A’
3. A D D C A D D D 33 A C B D C
4. A A C C D B B B 34 C A A D B
5. C B C B B D D D 35 B D D C A
6. B D A B D B B B 36 D A C B D
7. D C B D B D D D 37 A B D B C
8. B A A A A C C C 38 D C C A A
9. B D B D C A A A 39 B B A C C
10. A B B A A C C C 40 D B D A B
11. D C D A D C C C 41 A A C D D
12. C D B A C D D D 42 C A A D B
13. C A B D A B B B 43 C D A C A
14. C C C C B A A A 44 D C B A C
15. D B B B D D D D 45 B D C B A
16. B D A C B B B B 46 A C B D D
17. D C D D A B B B 47 D A A A B
18. C B D B C C C C 48 C D A A C
19. A A B A B D D D 49 A B B A A
20. C C C C D A A A 50 B C A C C
21. B D D B A A A A 51   B
22. D A D D C B B B 52 D
23. A C D A B A A A 53 B
24. D B B D A D D D 54 A
25. B C C C D C C C 55 D
26. B D D A C B B B 56 C
27. D A A D D D D D 57 A
28. A D A B B A A A 58 B
29. C C D D A C C C 59 D
30. B B D A D B B B 60 C

 

0713779527

KCPE 2008

KCPE 2dd8

ANSWERS TO THE YEAR 2008 K.C.P.E OBJECTIVE OUESTIONS

 

QUEST ENGLISH  

 

 

 

 

MATHS SCIENCE S/ST       QUEST ENGLISH KISWA MATHS SCIENCE S/ST
1. D C A C C C C C 31A   C B A A
2. C B C D A B B B 32 D B C D C
3. A A D B D B D D 33 B A C B D
4. A A A B B A A A 34 B A C C B
5. D D B D D C B B 35 B D B A D
6. B A B D B D A A 36 A C C B A
7. C C A C A D C D 37 D B B C C
8. B D C D C C D C 38 A C D B D
9. B B B B B A A A 39 A D A D C
10. A B D A D C C C 40 C A B C B
11. D A C D A D A B 41D   A A A A
12. C D B A C B A B 42 D B A B D
13. B C D D A C B A 43 C D B B D
14. B C D B D D D D 44 D C C C A
15. A D C D B B D C 45 C A D D B
16. C A B B D B A B 46 D C A B A
17. A B D A A C C C 47 A B C C D
18. A A D A C B A A 48 A C A D B
19. B C C A C D C D 49 B A A C C
20. D D B C D D C D 50 C C C A A
21. C D B A B B B B 51   D
22. B C D A A A A A 52 C
23. D B A C C C A A 53 B
24. A A C C D B C C 54 A
25. A B A B A A C D 55 D
26. C A D A C D A B 56 B
27. B C D D B B C C 57 A
28. C D D B A C B A 58 D
29. B C B A D A D D 59 C
30. D B A D A D C B 60 B

 

0713779527

KCPE 2009

KCPE 2009

ANSWERS TO THE YEAR 2009 K.C.P.E OBJECTIVE QUESTIONS

 

QUEST ENGLISH KISW MATHS SCIENCE S/ST     QUEST ENGLISH KISWA MATHS SCIENCE  
1. C C C D D C A 31. D B C A D
2. C A D A B A B 32. D D C A B
3. A D B A D A B 33. A B B D B “
4. D B B C C B D 34. A D A B C
5. B D C B B C C 35. D C B B A
6. B A B A D A A 36. B A C A D
7. B A A B B D B 37. C C C D B
8. D B D B C C C 38. A A B A A
9. B B D B A A A 39. D C A A C
10. C D B C B B A 40. A D C D D
11. C A C C D C C 41. B D D B A
12. C A C B B D B 42. B A A D A
13. B C A B A D D 43. D B D C D
14. C D B D C A A 44. A A A D C
15. C D D D A A D 45. A C D A B
16. D B A C B D D 46. A B A B A
17. A D C B D A A 47. D A D D B
18. C C D C B B B 48. C D B B A
19. A A B B A A A 49. B C B B D
20. A B B C C D B 50. C B A A D
21. B A A A B B C 51.   B
22. B D A A C C B 52. A
23. C B A C B D D 53. C
24. B D D C D A A 54. A
25. C D B B A B C 55. D
26. D A A D C C A 56. B
27. A C C B A A D 57. A
28. C B C D D D C 58. C
29. A C D C C D B 59. A
30. A A B A A B A 60 B

 

0713779527

KCPE 2010

KCPE 2010

ANSWERS TO THE YEAR 2010 K.C.P.E OBJECTIVE QUESTIONS

 

 

QUEST ENGLISH KISW   SCIENCE S/ST     QUEST ENGLISH KISW MATHS SCIENCE S/ST
1. B B D C D B   31. D B A C A
2. D A C A C A   32. A A C D C
3. C D B C A D   33. C C A C B
4. C C D A D B   34. A A C A A
5. D A D D B C   35. C A B A D
6. C C B B D C   36. B D C A B
7. C D D * B C   37. D B A D D
8. D B A D C D   38. D D B D C
9. B D B A A A   39. B B C D A
10. D B B B D A   40. C B C A D
11. C A A A C C   41. D C C D B
12. B C B C B A   42. C B C C A
13. B C B D C A   43. C A D D C
14. A B D A A B   44. B D B C A
15. D A D D D A   45. D D A C B
16. A * C C C C   46. D C A D B
17. A D A B B A   47. A D C C C
18. D C B A A D   48. B B B A A
19. A B D D B B   49. D A A B C
20. A A A B C D   50. A D C D B
21. C A C A C C   51.   D
22. C D A C B A   52. A
23. D C D D A D   53. D
24. C B D D D A   54. B
25. B D B A C D   55. D
26. A B D B A B   56. A
27. C D B C C A   57. C
28. A D D D B A   58. B
29. B D A A A C   59. D
30. C A C B D B   60 B

 

0713779527

KCPE 2011

KCPE 2d11

 

ANSWERS TO THE YEAR 2011 K.C.P.E OBJECTIVE QUESTIONS

 

QUEST ENGLISH KISWAHILI MATHS SCIENCE S/ST     QUEST ENGLISH   MATHS SCIENCE  
1. D D C D B B B 31. D A D D B
2. B A C B C D D 32. A C C C C .
3. B B D A C A A 33. B B A A i3
4. A C C B B C C 34. B C B D C
5. D B D A A C C 35. A D A B C
6. B A B A A A A 36. D C C C D
7. A B A B B C C 37. A C A D A
8. C A D A B B B 38. B A B D B
9. C A D D A D D 39. C D A B D
10. A A C B C A A 40. A A D A D
11. A A B A A C C 41. D C B C D
12. D C D C C A A 42. B B C A B
13. A A C D D D D 43. C C B D B
14. B A A B D A A 44. B D A C A
15. C D B C C D D 45. C A A B D
16. C   D B D A A 46. A B C A A
17. B C C A B D D 47. C A A C C
18. D A B B C D D 48. A D B C C
19. A B A C D C C 49. B C D A C
20. B D D A D A A 50. B A D B D
21. C C B B A B B 51.   A
22. A B A A B B B 52. C
23. B A B A A D D 53. A
24. A D D D B C C 54. A
25. C C B B D A A 55. A
26. D A C D B C C 56. C
27. D B B A B D D 57. A
28. C B C C C A A 58. C
29. B A C D B B B 59. B
30. C B A B C C C 60 B

 

0713779527

KCPE 2d12

KCPE 2012

ANSWERS TO THE YEAR 2012 K.C.P.E OBJECTIVE QUESTIONS

 

 

QUEST ENGLISH KISWAHI  LI  

 

 

 

SCIENCE S/ST     QUEST ENGLISH KISWA   SCIENCE  

 

 

 

 

 

1. B D D B B C C 31. A C A C D
2. D B B B C B B 32. C C A A C
3. A A C C D A A 33. B C D B C
4. D C C C D D D 34. C D C D B
5. C D A B A B B 35. C A D C D
6. B D D A B D D 36. A C A A B
7. D C C D C C C 37. B C A B C
8. A C A C B A A 38. A C C D B
9. C D D B A D D 39. D B C C C
10. A B B A D B B 40. C B D A D
11. A D D D B C C 41. D C B A D
12. B A A D D B B 42. C A A C C
13. B D C B A D D 43. A B A C B
14. D C A D C A A 44. D B A D A
15. A B B A D C C 45. D A C A A
16. B B B C C B B 46. D C B B D
17. D D D B B D D 47. C C B C B
18. D D B A C A A 48. B D C D A
19. C B B A A C C 49. D C A A B
20. B B D C C A A 50. D B C D D
21. C D B B B B B 51.   A
22. D C D D B C C 52. C
23. B B C A D C C 53. B
24. A B D C C D D 54. C
25. C A D B A B B 55. A
26. B D A D B A A 56. D
27. C C C A A D D 57. D
28. A B A C C A A 58. D
29. B A D B B D D 59. C
30. C C B D B B B 60 A

 

0713779527

KCPE 2013

KCPE 2d13

ANSWERS TO THE YEAR 2013 K.C.P.E OBJECTIVE OUESTIONS

 

QUEST ENGLISH KISWAHI MATHS SCIENCE S/ST     QUEST ENGLISH KISWA MATHS SCIENCE S/ST
1. B B B D C C C 31. A C C C C
2. C C D A C A A 32. D C A B D
3. A B C C B B B 33. B C A C B
4. C A A A C A A 34. A D B C C
5. D A B D B D D 35. C C C A D
6. A B C A A C C 36. B A A D B’
7. D C B C B B B 37. A D D A D
8. B C D B B D D 38. B B D C B
9. C D C A A A A 39. C D A B D
10. A D B C C B B 40. B C D A B
11. A A D C A B B 41. B B B C A
12. C A D C D D D 42. A A A D C
13. B B C A B A A 43. A D A C A
14, D A B A D B B 44. A B A B A
15. A D B D D C C 45. B B C D B
16. D D C A B C C 46. B A C A D
17. D C D B D D D 47. D B C C B
18. B D A A A D D 48. B B A B C
t9. A A C B B A A 49. D B D D D
20. C A B B D B B 50. A D D A C
21. D C B C D D D 51.   D
22. C B B A B C C 52. D
23. A B B C A D D 53. B
24. B C C B C C C 54. C
25. A C B A B A A 55. B
26. D A A A B B B 56. A
27. B A C C B C C 57. B
28. B D D C C B B 58. B
29. A D A B C D D 59. C
30. B A A B D A A 60 C

 

0713779527

KCPE 2014

KCPE 2014

ANSWERS TO THE YEAR 2014 K.C.P.E OBJECTIVE QUESTIONS

QUEST ENGLISH KISWAHILI   SCIENCE S/ST       ENGLISH KISWA MATHS SCIENCE  
1. D C A D A B B 31. C A C B  
2. B A B A B C C 32. A D D C C
3. A C C B A A A 33. A C D A D
4. B B A C C D D 34. A B B A A
5. C D D D D C C 35. D D B D A
6. B D B B B A A 36. C B A B B
7. A A D C A B B 37. A A B C D
8. D B C D A D D 38. C A D A C
9. C B C B D A A 39. B C D C C
10. C C B A C C C 40. B D C D D
11. A D D B   B B 41. D A D B C
12. D A C D A D D 42. D B A A A
13. B C A D C A A 43. B D D C D
14. A B B A C B B 44. C C A D D
15. C C C A B D D 45. B A C A B
16. B C A D D C C 46. C B B B
17. D A C A C B B 47. B A C C D
18. C B D A C’ A A 48. D D A D B
19. B C A D C D D 49. A C A B D
20. D A A A D C C 50. C A B D D
21. A B D C B B B 51.   B
22. B B B C C B B 52. C
23. D C C B A C C 53. D
24. C A D B C D D 54. C
25. B D C A D A A 55. A
26. B D B D A C C 56. D
27. D A C C C D D 57. B
28. A C B B A Zf B 58. A
29. A A A A D A A 59. C
30. B B B D A C C 60 A

 

0713779527

KCPE 2015

KCPE 2015

 

ANSWERS TO THE YEAR 2015 K.C.P.E OBJECTIVE QUESTIONS

 

QUEST ENGLISH KISWAHILI MATHS SCIENCE S/ST     QUEST ENGLISH   MATHS SCIENCE S/ST
1. B C B B B 61 B 31. A C B B A
2. A B D D C 62 C 32. D C A C D
3. D C A A B 63 D 33. A B D A B
4. C C’ D C C 64 A 34. D C B A B
5. A A D A A 65 C 35. C D C B C
6. D B B D D 66 D 36. A C C D D
7. A B C B A 67 A 37. B C D C D
8. B C C C D 68 B 38. D D A A D
9. A B C A C 69 D 39. B A B C B
10. B B A B D 70 A 40. B B C D B
11. C D B B A 71 B 41. C B D B D
12. A D B D C 72 C 42. A B B A C
13. C A B C D 73 A 43. C C B C B
14. A C C A B 74 B 44. A A C D A
15. D A D D A 75 C 45. D C D A C
16. B D C C A 76 D 46. B B B B D
17. C C B A D 77 B 47. C D A C A
18. D B C B B 78 C 48. C C A D A
19. B D C C B 79 D 49. D A B B C
20. B D A D A 80 A 50. B B C D B
21. C C B C B 81 C 51.   B
22. B C D C D 82 D 52. D
23. C A C A C 83 A 53. C
24. A C C D C 84 B 54. A
25. D C B C C 85 D 55. A
26. C’ D A B B 86 A 56. D
27. A B D A A 87 B 57. D
28. A A D A B 88 C 58. B
29. A C D D C 89 D 59. B
30. B D B C C 90 C 60 A

 

0713779527

 

KCPE 2016

KCPE 2016

 

ANSWERS TO THE YEAR 2016 K.C.P.E OBJECTIVE QUESTIONS

 

QUEST ENGLISH KISWAHILI   SCIENCE S/ST     QUEST ENGLISH KISW MATHS SCIENCE S/ST
1. A D D B B 61 A 31. A C C D D
2. D B B D A 62 A 32. C D A C A
3. D A C A A 63 C 33. B B A B B
4. C A A C D 64 A 34. A D B A C
5. A C A A D 65 D 35. C B D B C
6. B B D A D 66 B 36. A C D A A
7. C C A B C 67 A 37. D B D B C
8. B A A D D 68 C 38. C D A A B
9. D A C D A 69 B 39. C A C B C
10. A C D C C 70 D 40. B A B D A
11. C C B D C 71 B 41. D B D C D
12. B B D C B 72 C 42. C D A C A
13. C D B B A 73 C 43. D A D B A
14. A C B A D 74 A 44. B A A D C
15. B B C B B 75 B 45. A C A B B
16. C B D A A 76 C 46. A D B C C
17. A D B A B 77 A 47. D A B A A
18. B A C C C 78 D 48. C D C A D
19. A A C C D 79 C 49. A A B A A
20. B D D A C 80 D 50. B B D D C
21. D C C B B 81 A 51.     D
22. C B C A B 82 A 52.   D
23. A A D B D 83 C 53.   B
24. D C C B A 84 D 54.   A
25. B B C B A 85 D 55.   D
26. C B B C B 86 B 56.   D
27. B B D B B 87 A 57.   B
28. C A D A A 88 D 58.   C
29. A D B A C 89 C 59.   D
30. B C A A B 90 A 60   C

 

0713779527

 

KCPE 2017

KCPE 2d17

 

ANSWERS TO THE YEAR 2017 K.C.P.E OBJECTIVE QUESTIONS

 

QUEST ENGLISH KISWAHILI MATHS SCIENCE S/ST     QUEST ENGLISH KISW YtATHS SCIENCE  
1. A C B C C 61 D 31. B A C D A .
2. D C A C D 62 A 32. C C B A A
3. D A D C B 63 C 33. B C B C A
4. B D D A A 64 D 34. A C C A B
5. C A B B A 65 B 35. A A C C D
6. B A A C D 66 A 36. D C B C C
7. D A C D C 67 C 37. C C B C C
8. B B A B A 68 B 38. C D D C B
9. D D C D C 69 C 39. D C C A B
10. C A D D C 70 D 40. A A A A A
11. B A D C B 71 A 41. C B D A C
12. B B B B D 72 C 42. B C B C D
13. D D B D B 73 D 43. A A B D C
14. B A A B A 74 B 44. D A C B C
15. B A C B B 75 C 45. C A C A C
16. B B C C A 76 A 46. B B A D B
17. A D D A C 77 D 47. A D D B D
18. D A C D D 78 C 48. D A D C A
19. C C D D D 79 B 49. C A D B A
20. A B D B D 80 A 50. B B A D D
21. D D B A B 81 D 51.     C
22. B B B B A 82 B 52.   A
23. C A A C D 83 A 53.   B
24. D C A D B 84 C 54.   B
25. C D D A A 85 D 55.   C
26. D A A D D 86 A 56.   A
27. A A C D A 87 C 57.   C
28. C C A B A 88 C 58.   B
29. B C B A D 89 B 59.   D
30. A B C C B 90 A 60   C

 

0713779527

KCPE 2018

KCPE 2018

 

 

QUEST ENGLISH KISWAHILI MATHS SCIENCE S/ST   CRE   QUEST ENGLISH KISW MATHS SCIENCE S/ST
1. C C B B B 61 C D 31. D B A C B
2. A B A‘ C C 62 B C 32. A B D D A
3. CC B A B D 63 A B 33. D A D C D
4. D B C D B 64 C D 34. A B B D B
5. A D B B A 65 D B 35. A D A D D
6. A A D A B 66 B A 36. B C D A D
7. A D D B C 67 C C 37. A C B A A
8. C A A D A 68 A B 38. C A D A D
9. D A A A B 69 D B 39. C B D D A
10. B C C B B 70 B A 40. B B C A D
11. B A B B A 71 C D 41. B D C A B
12. A C D D D 72 D C 42. C A C B B
13. C A B B D 73 A D 43. A C A D C
14. D B C A A 74 C B 44. A B C A A
15. B A C A D 75 B A 45. B B C C C
16. C D B D A 76 D C 46. B B A B B
17. D A C B B 77 A B 47. C C B B A
18. B A B D C 78 B A 48. A B C D D
19. A D A B D 79 D B 49. B D A A D
20. D B C A A 80 C A 50. C A A C A
21. C D C A C 81 A A 51.     D
22. A B C D D 82 D B 52.   C
23. B B C C D 83 D D 53.   B
24. C B B B D 84 C B 54.   A
25. D A D C C 85 A A 55.   A
26. C C C A A 86 C B 56.   A
27. D A A C D 87 D B 57.   C
28. C C C C C 88 A A 58.   A
29. C B C C C 89 D C 59.   D
30. B D B A C 90 B B 60   B

 

444/1 KCSE Woodwork Revision Exams plus Answers

 

 

NAME:………………………………………………….…………………………………………… ADMISSION NO:…………………….

CANDIDATE SIGNATURE:……………………. DATE :…………………..

444/1

WOODWORK

PAPER 1

TIME:2 HOURS 30 MINUTES

 

                    MECS JOINT EXAMINATION

               Kenya Certificate of Secondary Education

                                              WOODWORK

                                                      PAPER 1

 

 

 

Instructions to candidates

Write your name and admission number in the spaces provided above

 

Sign and write the date of the examination in the spaces provided

 

You should the following for the exam

Drawing instruments

A3 drawing paper

 

 

Answer all the questions in the space provided

 

 

 

 

 

 

 

 

SECTION A (40MARKS)

  1. State four factors that determine the appearance of grains in timber.                                     (2mks)

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

  1. b) List four characteristic of trees that produce hardwoods.                                     (4mks)

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

  1. Name two tasks that can be performed using each of the following tools. (4mks)
  2. Back saw.

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

  1. Hand saw

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

  1. b) Using a labelled sketch, give the meaning of the term ‘’saw Kerf’’. (3mks)

 

 

 

 

 

 

  1. Name four measuring tools that may be used in a workshop.             (2mks)

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

  1. Sketch and label the pictorial view of ta mortice gauge.             (4mks)

 

 

 

 

 

 

 

 

 

  1. a) Make sketches to show the following methods of matching veneers.             (6mks)
  2. Side to side pattern.

 

 

 

 

 

 

  1. Slip match pattern.

 

 

 

 

 

 

  • ‘’v’’ match pattern.

 

 

 

 

 

  1. State two safety precautions to be observed while using contact glue.                                     (2mks)

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

  1. Name four characteristics of polyvinyl glue.                         (4mks)

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

  1. State three precautions to be observed to ensure there is no damage of a saw blade when in use. (3mks)

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

  1. Outline four measures to be taken to ensure efficient planning when using a bench plane. (4mks)

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

  1. Sketch an exploded pictorial view of an open corner bridle joint.                                     (3mks)

 

 

 

 

 

SECTION B (60MKS)

 

11.Below is a sketch of polygon ABCDE. Given that AB =45 BC=30 CD=35 DE=35 EA=30, angle EAB=90° and angle ABC=130°. Draw the polygon and hence reduce it in the ratio 2:3 using A as the center of reduction.     15 MKS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

12a)  Other than food, state and explain two favourable conditions for fungal growth in timber.    (4mks)

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

  1. b) Using sketches (labelled) show the difference between an auger bit and twist drill bit. (6mks)

 

 

 

 

 

 

  1. c) Name five sources of business capital. (5mks)

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

  1. With the aid of sketches describe the ripping and cross cutting operations on a piece of timber. (8mks)

 

 

 

 

 

 

 

 

 

 

  1. b) State two advantages and two disadvantages of quarter sawing method of timber. (4mks)

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

  1. c) List three precautions to be observed to prevent splitting the work piece when marking a hole using a chisel. (3mks)

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

 

 

  1. List six items that should be in a first Aid Kit and state each its use. (6mks)

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

  1. b) State five characteristics of timber that has been attacked by dry rot. (5mks)

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

  1. c) The time taken for timber to season in open air seasoning depends on various reasons state four of these reasons (4mks)

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

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

 

 

  1. Describe the oven dry method of determining the percentage moisture content of a piece of timber. (6mks)

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

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

 

 

  1. b) Outline the procedure of making a groove in a work piece using a plough plane. (7mks)

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

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

  1. c) State two precautions to be observed when using a steel tape measure.             (2MKS)

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

CLASS 8 MATHEMATICS SCHEMES OF WORK TERM 1-3 UPDATED FREE

MATHEMATICS SCHEMES OF WORK

STANDARD EIGHT TERM I

References

  1. New progressive primary mathematics teacher’s guide book 8
  2. New progressive primary mathematics pupil’s book 8
  3. Primary mathematics pupil’s book 8
  4. Primary mathematics teacher’s guide book 8
WEEK LESN TOPIC SUB-TOPIC OBJECTIVES TEACHER’S ACTIVITIES LEARNER’S  ACTIVITIES LEARNING/ TEACHING RESOURCES REFERENCES ASSESSMENT RMK
1 REPORTING AND PREPARATIONS  
2

 

 

 

 

 

 

 

 

 

1 NUMBERS  Place value By the end of the lesson the learner should be able to identify the place value of a given numbers

 

-Grouping

– Explanation

-Working out

-demonstration

-Discussion

-Grouping

– Explanation

-Working out

-demonstration

-Discussion

-Objects like tins, books, cups etc.

-place value chart

PM PB8 Pg1-16

TG 8Pg1-7

NPM PB8 Pg3-14

TG b8Pg2

Written exercise  
2   Total value By the end of the lesson the learner should be able to identify total value of a given number -Grouping objects

– arranging

-Labelling and matching objects according to common features.

-Grouping objects

– arranging

-Labelling and matching numbers

place value chart PM PB8 Pg1-16

TG 8Pg1-7

NPM PB8 Pg3-14

TG b8Pg2-11

Filling in the table  
3   Reading numbers By the end of the lesson the learner should be able to read and write numbers in words and in symbols — Explanation

-Working out

-demonstration

-reading

— Explanation

-Working out

-demonstration

-reading

place value chart PM PB8 Pg1-16

TG 8Pg1-7

NPM PB8 Pg3-14

TG b8Pg2-11

Working out a problem  
4   Writing numbers  By the end of the lesson the learner should be able to  write numbers in words and in symbols — Explanation

-Working out

-demonstration

-writing

— Explanation

-Working out

-demonstration

-writing

place value chart+ PM PB8 Pg1-16

TG 8Pg1-7

NPM PB8 Pg3-14

TG b8Pg2-11

Written exercise  
5   Squares of  numbers By the end of the lesson the learner should be able to work out squares of perfect square numbers

 

– Explanation

-Working out

-demonstration

-Discussion

– Explanation

-Working out

-demonstration

-Discussion

Rectangles, circles, triangles

of different sizes and

colours

PM PB8 Pg1-16

TG 8Pg1-7

NPM PB8 Pg3-14

TG b8Pg2-11

Written exercise  
6   Square roots of numbers By the end of the lesson the learner should be able to workout the square root of perfect square numbers

 

– Explanation

-Working out

-demonstration

-Discussion

– Explanation

-Working out

-demonstration

-Discussion

Rectangles, circles, triangles

of different sizes and

colours

 

PM PB8 Pg1-16

TG 8Pg1-7

NPM PB8 Pg3-14

TG b8Pg2-11

Filling in the table  
7   Square and square root of numbers By the end of the lesson the learner should be able to work out square numbers and square root of perfect squares

 

– Explanation

-Working out

-demonstration

-Discussion

– Explanation

-Working out

-demonstration

-Discussion

Objects like  tins, books, bottles, pictures, of different size

 

PM PB8 Pg1-16

TG 8Pg1-7

NPM PB8 Pg3-14

TG b8Pg2-11

Working out a problem  
  Written exercise
3

 

 

 

 

 

 

 

 

 

1 Fractions Conversion By the end of the lesson the learner should be able to convert fraction to decimals

 

– Explanation

-Working out

-demonstration

-Divide

– Explanation

-Working out

-demonstration

-Divide

Objects like  tins, books, bottles, pictures, of different size PM PB8 Pg16-30

TG 8Pg7-11

NPMPB8Pg14-22

TG b8Pg8-12

Written exercise  
2   Conversion By the end of the lesson the learner should be able to convert decimal to fraction

 

– Explanation

-Working out

-demonstration

-Divide

– Explanation

-Working out

-demonstration

-Divide

Objects that have smooth or rough texture like wood,

paper, glass, soil, mirror,

leaves, etc.

PM PB8 Pg16-30

TG 8Pg7-11

NPMPB8Pg14-22

TG b8Pg8-12

Filling in the table  
3   Conversion By the end of the lesson the learner should be able to convert fraction to percentage

 

•  Identifying

•  Matching

 • Comparing- Explanation

-Working out

-demonstration

-Discussion

•  Identifying

•  Matching

 • Comparing- Explanation

-Working out

-demonstration

-Discussion

Objects that have smooth or rough texture like wood,

paper, glass, soil, mirror,

Leaves, etc.

PM PB8 Pg16-30

TG 8Pg7-11

NPMPB8Pg14-22

TG b8Pg8-12

Working out a problem  
4   Conversion By the end of the lesson the learner should be able to percentage to fractions

 

– Explanation

-Working out

-demonstration

-Discussion

– Explanation

-Working out

-demonstration

-Discussion

Chart PM PB8 Pg16-30

TG 8Pg7-11

NPMPB8Pg14-22

TG b8Pg8-12

Written exercise  
5   Conversion By the end of the lesson the learner should be able to work out squawroot of fraction involving perfect squares – Explanation

-Working out

-demonstration

-Discussion

– Explanation

-Working out

-demonstration

-Discussion

Chart PM PB8 Pg16-30

TG 8Pg7-11

NPMPB8Pg14-22

TG b8Pg8-12

Written exercise  
6 Decimals and percentage Conversion of decimal to fraction By the end of the lesson the learner should be able to convert non-recurring decimal to fraction – Explanation

-Working out

-demonstration

-Conversion

– Explanation

-Working out

-demonstration

-Conversion

place value chart PM PB8 Pg31-52

TG 8Pg11-16

NPM PB8Pg2241

TG b8Pg12-18

Filling in the table  
7   Conversion of decimal to fraction By the end of the lesson the learner should be able to convert fraction to  decimal

 

– Explanation

-Working out

-demonstration

-Discussion

– Explanation

-Working out

-demonstration

-Discussion

place value chart M PB8 Pg31-52

TG 8Pg11-16

NPM PB7Pg2241

TG b8Pg12-18

Working out a problem  
 

4

 

1   Conversion of decimal to fraction By the end of the lesson the learner should be able to convert fraction to  decimal – Explanation

-Working out

-demonstration

-Discussion

– Explanation

-Working out

-demonstration

-Discussion

place value chart M PB8 Pg31-52

TG 8Pg11-16

NPM PB8Pg2241

TG b8Pg12-18

Written exercise  
2 Percentages Conversion By the end of the lesson the learner should be able to convert percentage into fraction

 

– Explanation

-Conversion

-demonstration

-Discussion

– Explanation

-Conversion

-demonstration

-Discussion

Conversion chart

Chalk board layout

M PB8 Pg31-52

TG 8Pg11-16

NPM PB8Pg2241

TG b8Pg12-18

Written exercise  
3   Conversion By the end of the lesson the learner should be able to convert fraction into percentage. – Explanation

-Working out

-demonstration

-Discussion

– Explanation

-Working out

-demonstration

-Discussion

Multiplication table M PB8 Pg31-52

TG 8Pg11-16

NPM PB8Pg2241

TG b8Pg12-18

Filling in the table  
1   Conversion By the end of this topic, the

pupils should be convert decimal into percentage

 

– Explanation

-Working out

-demonstration

-Discussion

– Explanation

-Working out

-demonstration

-Discussion

Multiplication table M PB8 Pg31-52

TG 8Pg11-16

NPM PB8Pg2241

TG b7Pg12-18

Working out a problem  
2   Conversion By the end of this topic, the

pupils should be able to convert percentage into decimals

 

– Explanation

-Working out

-demonstration

-Discussion

– Explanation

-Working out

-demonstration

-Discussion

Multiplication table M PB8 Pg31-52

TG 8Pg11-16

NPM PB8Pg2241

TG b8Pg12-18

Written exercise  
3 OPERATION ON WHOLE NUMBER

Note :in jkf is included in first topic

Whole numbers

Addition

By the end of this topic, the

pupils should be able to add whole numbers by whole numbers correctly

– Explanation

-Addition

-demonstration

-Discussion

– Explanation

-Addition

-demonstration

-Discussion

Multiplication table M PB8 Pg31-16

TG 8Pg1-7

NPM PB8Pg2-18

TG b8Pg1-8

Written exercise  
4   subtraction By the end of this topic, the

pupils should be able to subtract whole numbers by whole numbers correctly

– Explanation

-Subtraction

-demonstration

-Discussion

– Explanation

-Subtraction

-demonstration

-Discussion

Multiplication table M PB8 Pg31-16

TG 8Pg1-7

NPM PB8Pg2-18

TG b8Pg1-8

Filling in the table  
5   Multiplication By the end of this topic, the

pupils should be able to multiply whole number by whole numbers correctly

 

– Explanation

-Multiplication

-demonstration

-Discussion

– Explanation

-Multiplication

-demonstration

-Discussion

Multiplication table M PB8 Pg31-16

TG 8Pg1-7

NPM PB8Pg2-18

TG b8Pg1-8

Working out a problem  
6   Division By the end of this topic, the

pupils should be able to divide whole numbers by up to 3-digit numbers

 

– Explanation

-Division

-demonstration

-Discussion

– Explanation

-Division

-demonstration

-Discussion

Multiplication table M PB8 Pg31-16

TG 8Pg1-7

NPM PB8Pg2-18

TG b8Pg1-8

Written exercise  
7   Mixed exercise By the end of the lesson the learner should be able to do a revision exercise on the work covered. – Explanation

-Working out

-demonstration

-Discussion

– Explanation

-Working out

-demonstration

-Discussion

Multiplication table M PB8 Pg31-16

TG 8Pg1-7

NPM PB8Pg2-18

TG b8Pg1-8

Written exercise  
5 1   Combined operation By the end of this topic, the

pupils should be able to work out problems involving combined operation in whole numbers

 

– Explanation

-Working out

-demonstration

-Discussion

– Explanation

-Working out

-demonstration

-Discussion

Multiplication table PM PB8 Pg43

TG 8Pg34

NPM PB8 Pg

TG b7Pg38

Filling in the table  
2   Number sequence By the end of this topic, the

pupils should be able to recognize and identify  number sequence involving whole numbers

 

– Explanation

-addition

-demonstration

-Discussion

– Explanation

-addition

-demonstration

-Discussion

Multiplication table M PB8 Pg17-30

TG 8Pg7-11

NPM PB8Pg18-31

TG b8Pg8-17

Working out a problem  
3 Fraction Addition By the end of this topic, the

pupils should be able to work out addition of fraction by fraction

 

– Explanation

-Working out

-demonstration

-Discussion

– Explanation

-Working out

-demonstration

-Discussion

Place value table M PB8 Pg17-30

TG 8Pg7-11

NPMPB8Pg18-31

TG b8Pg8-17

Written exercise  
4   Subtraction By the end of this topic, the

pupils should be able to work out subtraction of fraction by fraction

 

– Explanation

-Working out

-demonstration

-Discussion

– Explanation

-Working out

-demonstration

-Discussion

Chalkboard layout P M PB8 Pg17-30

TG 8Pg7-11

NPMPB8Pg18-31

TG b8Pg8-17

Written exercise  
5   Multiplication By the end of this topic, the

pupils should be able to work out multiplication of fraction by fraction

 

– Explanation

-Working out

-Multiplication

-Discussion

– Explanation

-Working out

-Multiplication

-Discussion

Place value table M PB8 Pg17-30

TG 8Pg7-11

NPMPB8Pg18-31

TG b8Pg8-17

Filling in the table  
6   Division By the end of this topic, the

pupils should be able to work out division of fraction by fraction

 

– Explanation

-Working out

-demonstration

-Division

– Explanation

-Working out

-demonstration

-Division

Chalkboard layout M PB8 Pg17-30

TG 8Pg7-11

NPMPB8Pg18-31

TG b8Pg8-17

Working out a problem  
7   Combined operation By the end of this topic, the

pupils should be able to work out combined operation involving fraction

 

– Explanation

-Working out

-demonstration

-Discussion

– Explanation

-Working out

-demonstration

-Discussion

Place value table M PB8 Pg17-30

TG 8Pg7-11

NPMPB8Pg18-31

TG b8Pg8-17

Written exercise  
6 MID TERM EXAMINATIONS    
7 1   Number sequence By the end of this topic, the

pupils should be able to work out number sequence involving  fraction

 

– Explanation

-Working out

-demonstration

-Discussion

– Explanation

-Working out

-demonstration

-Discussion

Chalkboard layout M PB8 Pg17-30

TG 8Pg7-11

NPMPB8Pg18-31

TG b8Pg8-17

Filling in the table  
2   Revision By the end of the lesson the learner should be able to do a revision exercise on the work covered. – Explanation

-Working out

-demonstration

-revision

– Explanation

-Working out

-demonstration

-revision

Place value table M PB8 Pg17-30

TG 8Pg7-11

NPMPB8Pg18-31

TG b8Pg8-17

Working out a problem  
3 Decimals Addition By the end of the lesson the learner should be able to work out addition involving decimal and decimals

 

– Explanation

-Working out

-demonstration

-Discussion

– Explanation

-Working out

-demonstration

-Discussion

Place value table M PB8 Pg30-52

TG 8Pg11-17

NPMPB8Pg31-49

TG b8Pg817-20

Written exercise  
4   Subtraction By the end of the lesson the learner should be able to work out subtraction involving decimal and decimals – Explanation

-subtraction

-demonstration

-Discussion

– Explanation

-subtraction

-demonstration

-Discussion

Chalkboard layout M PB8 Pg30-52

TG 8Pg11-17

NPMPB8Pg31-49

TG b8Pg817-20

Written exercise  
5   Multiplication By the end of the lesson the learner should be able to work out multiplication involving decimal and decimals – Explanation

-multiplication

-demonstration

-Discussion

– Explanation

-multiplication

-demonstration

-Discussion

Place value table M PB8 Pg30-52

TG 8Pg11-17

NPMPB8Pg31-49

TG b8Pg817-20

Filling in the table  
6   Division By the end of the lesson the learner should be able to work out division  involving decimal and decimals – Explanation

-dividing

-demonstration

-Discussion

– Explanation

-dividing

-demonstration

-Discussion

Chalkboard layout M PB8 Pg30-52

TG 8Pg11-17

NPMPB8Pg31-49

TG b8Pg817-20

Working out a problem  
7     By the end of the lesson the learner should be able to work out combined operation involving decimal – Explanation

-Working out

-demonstration

-Discussion

– Explanation

-Working out

-demonstration

-Discussion

Place value table M PB8 Pg30-52

TG 8Pg11-17

NPMPB8Pg31-49

TG b8Pg817-20

Written exercise  

 

 

WEEK LESSON TOPIC SUB-TOPIC OBJECTIVES TEACHER’S ACTIVITIES LEANINER’S ACTIVITIES LEARNING/ TEACHING RESOURCES REFERENCES ASSESSMENT REMARKS
8

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1 Percentage Percentage increase By the end of the lesson the learner should be able to work out problems involving percentage increase

 

— Explanation

-Working out

-demonstration

-Discussion

— Explanation

-Working out

-demonstration

-Discussion

-Objects like tins, books, pencils, cups, pictures, etc M PB8 Pg30-52

TG 8Pg11-17

NPMPB8Pg31-49

TG b8Pg817-20

Written exercise  
2   Percentage decrease By the end of the lesson the learner should be able to work out problems involving percentage decrease

 

– Explanation

-Working out

-demonstration

-Discussion

– Explanation

-Working out

-demonstration

-Discussion

-percentage chart M PB8 Pg30-52

TG 8Pg11-17

NPMPB8Pg31-49

TG b8Pg817-20

Filling in the table  
3   Sequence in decimal By the end of the lesson the learner should be able to work out problems involving sequence in decimals

 

– Explanation

-Working out

-demonstration

-Discussion

– Explanation

-Working out

-demonstration

-Discussion

A CHART M PB8 Pg30-52

TG 8Pg11-17

NPMPB8Pg31-49

TG b8Pg17-20

Working out a problem  
4 GEOMETRY Working out problems

( Cm, mm)

By the end of the lesson the learner should be able to work out problems involving units of length (MM,CM) – Explanation

-Working out

-Drawing

-Discussion

-measuring

– Explanation

-Working out

-Drawing

-Discussion

-measuring

Coloured Manila cards

(squares, triangles,  circles),

books, beads,

M PB8 Pg46-86

TG 8Pg21-36

NPMPB8Pg49-80

TG b8Pg20-40

Written exercise  
5     By the end of the lesson the learner should be able to work out problems involving conversion of units of length(dm, Dm) -Identifying Explanation

-Working out

-Drawing

-Discussion

measuring

-Identifying Explanation

-Working out

-Drawing

-Discussion

measuring

 Manila cards

(squares, triangles,  circles),

books, beads,

M PB8 Pg46-86

TG 8Pg21-36

NPMPB8Pg49-80

TG b8Pg20-40

Written exercise  
6     By the end of the lesson the learner should be able to work out problems involving conversion of units of length(Hm, Km) Identifying

Explanation

-Working out

-Drawing

-Discussion

Identifying

Explanation

-Working out

-Drawing

-Discussion

Rectangles, circles, triangles

of different sizes and

colours

 

M PB8 Pg46-86

TG 8Pg21-36

NPMPB8Pg49-80

TG b8Pg20-40

Filling in the table  
7   Converting units of  length By the end of the lesson the learner should be able to work out problems involving conversion of units of length(mm, cm, dm, Dm, Drawing

-Discussion

Measurement

-conversion

Drawing

-Discussion

Measurement

-conversion

Geometrical set

Rulers

String

M PB8 Pg46-86

TG 8Pg21-36

NPMPB8Pg49-80

TG b8Pg20-40

Working out a problem  
 

9

                Written exercise  
1     By the end of the lesson the learner should be able to work out problems involving conversion of units of length(mm, cm, dm, Dm, Hm, Km, ) Explanation

-Working out

-Drawing

-Discussion

measurement

Explanation

-Working out

-Drawing

-Discussion

measurement

Rectangles, circles, triangles

of different sizes and

colours

M PB8 Pg46-86

TG 8Pg21-36

NPMPB8Pg49-80

TG b8Pg20-40

Written exercise  
2   add By the end of the lesson the learner should be able to work out addition problems involving length in (mm, cm, dm, Dm, Hm, Km, ) Explanation

-Working out

-Drawing

-Discussion

measurement

Explanation

-Working out

-Drawing

-Discussion

measurement

Geometrical set

Rulers

String

M PB8 Pg46-86

TG 8Pg21-36

NPMPB8Pg49-80

TG b8Pg20-40

Filling in the table  
3   Subtraction By the end of the lesson the learner should be able to work out subtraction problems involving length in (mm, cm, dm, Dm, Hm, Km, ) Explanation

-Working out

-Drawing

-Discussion

measurement

Explanation

-Working out

-Drawing

-Discussion

measurement

Geometrical set

Rulers

String

M PB8 Pg46-86

TG 8Pg21-36

NPMPB8Pg49-80

TG b8Pg20-40

Working out a problem  
4

 

5

  Division By the end of the lesson the learner should be able to work out division problems involving length in (mm, cm, dm, Dm, Hm, Km, ) Explanation

-Working out

-Drawing

-Discussion

measurement

Explanation

-Working out

-Drawing

-Discussion

measurement

Geometrical set

Rulers

String

M PB8 Pg46-86

TG 8Pg21-36

NPMPB8Pg49-80

TG b8Pg20-40

Written exercise  
6   Multiplication By the end of the lesson the learner should be able to work out multiplication  problems involving length in (mm, cm, dm, Dm, Hm, Km, ) Explanation

-Working out

-Drawing

-Discussion

measurement

Explanation

-Working out

-Drawing

-Discussion

measurement

Geometrical set

Rulers

String

M PB8 Pg46-86

TG 8Pg21-36

NPMPB8Pg49-80

TG b8Pg20-40

Written exercise  
7   Perimeter By the end of the lesson the learner should be able to work out problems involving perimeter

 

Explanation

-Working out

-Drawing

-Discussion

Explanation

-Working out

-Drawing

-Discussion

Objects like  tins, books, bottles, pictures, of different size

 

P M PB8 Pg88-114

TG 8Pg38-41

NPMPB8Pg80-123

TG b8Pg40-43

Filling in the table

Working out a problem

 
 
10 1   Perimeter and circumference By the end of the lesson the learner should be able to work out problems involving circumference  Explanation

-Working out

-Drawing

-Discussion

Explanation

-Working out

-Drawing

-Discussion

Objects like  tins, books, bottles, pictures, of different size P M PB8 Pg88-114

TG 8Pg38-41

NPMPB8Pg80-123

TG b8Pg40-43

Written exercise  
2     By the end of the lesson the learner should be able to work out perimeter involving quadrilateral

 

-Drawing

-Discussion •  Matching objects according

•  Identifying the texture of an Explanation

-Working out

-Drawing

Objects that have smooth or rough texture like wood,

etc.

P M PB8 Pg88-114

TG 8Pg38-41

NPMPB8Pg80-123

TG b8Pg40-43

Written exercise  
3     By the end of the lesson the learner should be able to work out problems involving units of length in real life

 

Explanation

-Working out

-Drawing

-Discussion

Explanation

-Working out

-Drawing

-Discussion

Objects that have smooth

paper, glass, soil, mirror,

Leaves, etc.

P M PB8 Pg88-114

TG 8Pg38-41

NPMPB8Pg80-123

TG b8Pg40-43

Filling in the table  
4   Area By the end of the lesson the learner should be able to workout the area of a circle  Explanation

-Working out

-Drawing

-Discussion

Explanation

-Working out

-Drawing

-Discussion

Rectangles, circles, triangles

of different sizes and

colours

P M PB8 Pg88-114

TG 8Pg38-41

NPMPB8Pg80-123

TG b8Pg40-43

Working out a problem  
5     By the end of the lesson the learner should be able to work out problems involving area of a circle  using the formulae Explanation

-Working out

-Drawing

-Discussion

Explanation

-Working out

-Drawing

-Discussion

Rectangles, circles, triangles P M PB8 Pg88-114

TG 8Pg38-41

NPMPB8Pg80-123

TG b8Pg40-43

Written exercise  
6   Trapezium By the end of the lesson the learner should be able to  calculate the area of the of a trapezium Explanation

-Working out

-Answering

-Discussion

Explanation

-Working out

-Answering

-Discussion

of different sizes P M PB8 Pg88-114

TG 8Pg38-41

NPMPB8Pg80-123

TG b8Pg40-43

   
7   Parallelogram By the end of the lesson the learner should be able to calculate the area  of parallelograms Explanation

-Working out

-Answering

-Discussion

Explanation

-Working out

-Answering

-Discussion

Rectangles, circles, triangles P M PB8 Pg88-114

TG 8Pg38-41

NPMPB8Pg80-123

TG b8Pg40-43

Written exercise  
11 1   Area of a border By the end of the lesson the learner should be able to work out problems involving area of a border Explanation

-Working out

-Answering

-Discussion

Explanation

-Working out

-Answering

-Discussion

of different sizes P M PB8 Pg88-114

TG 8Pg38-41

NPMPB8Pg80-123

TG b8Pg40-43

Filling in the table  
2   Combined shape By the end of the lesson the learner should be able to work out problems involving area combined shape Explanation

-Working out

-Answering

-Discussion

Explanation

-Working out

-Answering

-Discussion

Rectangles, circles, triangles P M PB8 Pg88-114

TG 8Pg38-41

NPMPB8Pg80-123

TG b8Pg40-43

Working out a problem  
3   Surface area of cuboids By the end of the lesson the learner should be able to work out problems involving surface area of cuboids Explanation

-Working out

-Answering

-Discussion

Explanation

-Working out

-Answering

-Discussion

of different sizes P M PB8 Pg88-114

TG 8Pg38-41

NPMPB8Pg80-123

TG b8Pg40-43

Written exercise  
4-7   Surface area of cylinder By the end of the lesson the learner should be able to work out problems involving surface area of cylinders   Explanation

-Working out

-Answering

-Discussion

Explanation

-Working out

-Answering

-Discussion

CYLINDERS P M PB8 Pg88-114

TG 8Pg38-41

NPMPB8Pg80-123

TG b8Pg40-43

Written exercise  
12 FIRST KCPE TRIAL
13 REVISION    
14 EXAMINATIONAND CLOSING THE SCHOOL    

 

 

 

MATHEMATICS SCHEMES OF WORK

STANDARD EIGHT TERMII

YEAR 2014

 

 

 

References

  1. New progressive primary mathematics teacher’s guide book 8
  2. New progressive primary mathematics pupil’s book 8
  3. Primary mathematics pupil’s book 8
  4. Primary mathematics teacher’s guide book 8

 

 

WEEK LESSON TOPIC SUB-TOPIC OBJECTIVES TEACHER’S  ACTIVITIES LEANER’S ACTIVITIES LEARNING/ TEACHING RESOURCES REFERENCES ASSESSMENT EMARKS
1 REPORTING AND PREPARATIONS    
2

 

 

 

 

 

 

 

 

 

1 VOLUME CAPACITY AND MASS

 

Volume  

VOLUME OF PRISMS By the end of the lesson the learner should be able to identify the cross-section are of a regular prism

 

— Explanation

-Working out

-demonstration

-Discussion

Explanation

 Explanation

-Working out

-Answering

-calculating

-Objects like tins, books, pencils, cups, pictures, etc P M PB8 Pg114-130

TG 8Pg41-46

NPMPB8Pg123-136

TG b8Pg43-47

Written exercise  
2   Volume of cubes By the end of the lesson the learner should be able to work out problems involving volume of cubes by stacking – Explanation

-Working out

-demonstration

-Discussion

-Working out

Explanation

-Answering

-calculating

-measuring ring

-Objects like tins, -books, pencils, -cups, pictures, etc P M PB8 Pg114-130

TG 8Pg41-46

NPMPB8Pg123-136

TG b8Pg43-47

Filling in the table  
3   Volume of cubes and cuboids By the end of the lesson the learner should be able to work out problems involving volume of cuboids – Explanation

-Working out

-demonstration

-Discussion

Explanation

Measuring

Working out

Coloured Manila cards

(squares, triangles, 

books, beads,

P M PB8 Pg114-130

TG 8Pg41-46

NPMPB8Pg123-136

TG b8Pg43-47

Working out a problem  
4   Cylinder By the end of the lesson the learner should be able to work out volume of cylinder through pilling coins – Explanation

-Working out

-Drawing

-Discussion

-measuring

-Working out Coloured Manila circles

(coins   circles),

books, beads,

P M PB8 Pg114-130

TG 8Pg41-46

NPMPB8Pg123-136

TG b8Pg43-47

Written exercise  
5   Cylinder By the end of the lesson the learner should be able to work out volume of cylinder using the formulae -Identifying Explanation

-Working out

-Drawing

-Discussion

measuring

Explanation

-Working out

-Answering

-calculating

-measuring

circles,

colours

 

P M PB8 Pg114-130

TG 8Pg41-46

NPMPB8Pg123-136

TG b8Pg43-47

Written exercise  
6   Cylinder By the end of the lesson the learner should be able to work out volume of cylinder using the formulae Identifying

Explanation

-Working out

-Drawing

-Discussion

Explanation

-Working out

-Answering

-calculating

-measuring

Coloured Manila circles

(coins   circles),

books, beads,

P M PB8 Pg114-130

TG 8Pg41-46

NPMPB8Pg123-136

TG b8Pg43-47

Filling in the table  
7   Capacity By the end of the lesson the learner should be able to workout problems involving capacity of cubes

 

Drawing

-Discussion

Measurement

-conversion

Explanation

-Working out

-Answering

-calculating

Rectangles, circles, triangles

of different sizes and

P M PB8 Pg114-130

TG 8Pg41-46

NPMPB8Pg123-136

TG b8Pg43-

 

Working out a problem  
1   Capacity of cuboids By the end of the lesson the learner should be able to workout problems involving capacity of cuboids

 

Explanation

-Working out

-Drawing

-Discussion

measurement

Identifying sizes of objects.

group objects according to size

  Matching cuboids

Objects like  tins, books, bottles, pictures, of different size

 

P M PB8 Pg114-130

TG 8Pg41-46

NPMPB8Pg123-136

TG b8Pg43-47

Written exercise

Written exercise

 
3

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4

2   Capacity cylinder By the end of the lesson the learner should be able to workout problems involving capacity of cylinders

 

Explanation

-Working out

-Drawing

-Discussion

measurement

Explanation

-Working out

-Answering

-calculating

-measuring

Objects like  tins, books, bottles, pictures, of different size P M PB8 Pg114-130

TG 8Pg41-46

NPMPB8Pg123-136

TG b8Pg43-47

Filling in the table  
3   Capacity and volume By the end of the lesson the learner should be able to recognize and identify the relationship between capacity and volume

 

Explanation

-Working out

-Drawing

-Discussion

measurement

Explanation

-Working out

-Answering

-calculating

-measuring

Objects that have smooth or rough texture like wood, P M PB8 Pg114-130

TG 8Pg41-46

NPMPB8Pg123-136

TG b8Pg43-47

Working out a problem  
4 Mass Mass in

Grams

By the end of the lesson the learner should be able to workout problems involving mass in grams

 

Explanation

-Working out

-Drawing

-Discussion

measurement

•  Explanation

-Working out

-Answering

-calculating

-measuring

Objects that have smooth or rough texture like wood,

 

P M PB8 Pg114-130

TG 8Pg41-46

NPMPB8Pg123-136

TG b8Pg43-47

Written exercise  
5   Kilograms  By the end of the lesson the learner should be able to workout problems involving mass in kilograms

 

Explanation

-Working out

-Drawing

-Discussion

measurement

Explanation

-Working out

-Answering

-calculating

-measuring

Scale P M PB8 Pg114-130

TG 8Pg41-46

NPMPB8Pg123-136

TG b8Pg43-47

Written exercise  
6   Tonnes  By the end of the lesson the learner should be able to workout problems involving mass in tonnes

 

Explanation

-Working out

-Drawing

-Discussion

Explanation

-Working out

-Answering

-calculating

-measuring

Scale P M PB8 P1130-154

TG 8Pg46-49

NPMPB8Pg136-158

TG b8Pg47-50

Filling in the table  
7 MONEY PROFIT AND LOSS By the end of the lesson the learner should be able to workout problems involving profit

 

  Explanation

-Working out

-Answering

-calculating

 

  P M PB8 P1130-154

TG 8Pg46-49

NPMPB8Pg136-158

TG b8Pg47-50

Working out a problem  
1     By the end of the lesson the learner should be able to workout problems involving loss

 

Explanation

-Working out

-Drawing

-Discussion

Explanation

-Working out

-Answering

-calculating

 

  P M PB8 P1130-154

TG 8Pg46-49

NPMPB8Pg136-158

TG b8Pg47-50

Written exercise  
2   Percentage profit By the end of the lesson the learner should be able to workout problems involving percentage profit

 

•  Identifying the texture of an Explanation

-Working out

-Drawing

Explanation

-Working out

-Answering

-calculating

 

Multiplication table P M PB8 P1130-154

TG 8Pg46-49

NPMPB8Pg136-158

TG b8Pg47-50

Written exercise  
3   Percentage loss By the end of the lesson the learner should be able to workout problems involving percentage loss

 

Explanation

-Working out

-Drawing

-Discussion

Explanation

-Working out

-Answering

-calculating

 

Multiplication table P M PB8 P1130-154

TG 8Pg46-49

NPMPB8Pg136-158

TG b8Pg47-50

Filling in the table  
4   The bill By the end of the lesson the learner should be able to workout problems involving bills in buying and selling

 

Explanation

-Working out

-Drawing

-Discussion

Explanation

-Working out

-Answering

-calculating

 

Multiplication table P M PB8 P1130-154

TG 8Pg46-49

NPMPB8Pg136-158

TG b8Pg47-50

Working out a problem  
5   Discount By the end of the lesson the learner should be able to workout problems involving discounts

 

Explanation

-Working out

-Drawing

-Discussion

Explanation

-Working out

-Answering

-calculating

Multiplication table P M PB8 P1130-154

TG 8Pg46-49

NPMPB8Pg136-158

TG b8Pg47-50

Written exercise  
6-7   Percentage discount By the end of the lesson the learner should be able to workout problems involving percentage discount

 

Explanation

-Working out

-Answering

-Discussion

Explanation

-Working out

-Answering

-calculating

Multiplication table P M PB8 P1130-154

TG 8Pg46-49

NPMPB8Pg136-158

TG b8Pg47-50

Written exercise  
5 1   Commission By the end of the lesson the learner should be able to workout problems involving commission  Explanation

-Working out

-Answering

-Discussion

Explanation

-Working out

-Answering

-calculating

Multiplication table P M PB8 P1130-154

TG 8Pg46-49

NPMPB8Pg136-158

TG b8Pg47-50

Filling in the table  
2   Percentage commission By the end of the lesson the learner should be able to workout problems involving percentage commission

 

Explanation

-Working out

-Answering

-Discussion

Explanation

-Working out

-Answering

-calculating

Multiplication table P M PB8 P1130-154

TG 8Pg46-49

NPMPB8Pg136-158

TG b8Pg47-50

Working out a problem  
3   Simple interest By the end of the lesson the learner should be able to workout problems involving simple interest

 

Explanation

-Working out

-Answering

-Discussion

Explanation

-Working out

-Answering

-calculating

Multiplication table P M PB8 P1130-154

TG 8Pg46-49

NPMPB8Pg136-158

TG b8Pg47-50

Written exercise  
4   Simple interest By the end of the lesson the learner should be able to workout problems involving simple interest Explanation

-Working out

-Answering

-Discussion

Explanation

-Working out

-Answering

-calculating

Multiplication table P M PB8 P1130-154

TG 8Pg46-49

NPMPB8Pg136-158

TG b8Pg47-50

Written exercise  
5   Hire purchase By the end of the lesson the learner should be able to workout problems involving hire purchase

 

Explanation

-Working out

-Answering

-Discussion

Explanation

-Working out

-Answering

-calculating

Multiplication table P M PB8 P1130-154

TG 8Pg46-49

NPMPB8Pg136-158

TG b8Pg47-50

Filling in the table  
6   Hire purchase By the end of the lesson the learner should be able to workout problems involving hire purchase Explanation

-Working out

-Answering

Revision

Explanation

-Working out

-Answering

-calculating

Multiplication table P M PB8 P1130-154

TG 8Pg46-49

NPMPB8Pg136-158

TG b8Pg47-50

Working out a problem  
7   Compound interest By the end of the lesson the learner should be able to workout problems involving compound interest using simple interest per unit time Explanation

-Working out

-Answering

Revision

Explanation

-Working out

-Answering

-calculating

Multiplication table P M PB8 P1130-154

TG 8Pg46-49

NPMPB8Pg136-158

TG b8Pg47-50

Written exercise  
6 1   Compound interest By the end of the lesson the learner should be able to workout problems involving compound interest using simple interest per unit time Explanation

-Working out

-Answering

Revision

Explanation

-Working out

-Answering

-Discussion

Demonstration

Multiplication table

 

P M PB8 P1130-154

TG 8Pg46-49

NPMPB8Pg136-158

TG b8Pg47-50

Written exercise  
2 Postal charges Inland postal charges By the end of the lesson the learner should be able to workout problems involving inland postal charges

 

Explanation

-Working out

-Answering

Revision

Explanation

-Working out

-Answering

-Discussion

Demonstration

Multiplication table

Postal order

P M PB8 P154-170

TG 8Pg49-56

NPMPB8Pg158-179

TG b8Pg50-61

Filling in the table  
3   International postal charges By the end of the lesson the learner should be able to workout problems involving international postal charges

 

Lead in discussion

Demonstrate

Asking questions

explaining

Explanation

-Working out

-Answering

-Discussion

Demonstration

Multiplication table P M PB8 P154-170

TG 8Pg49-56

NPMPB8Pg158-179

TG b8Pg50-61

Working out a problem  
4   International postal charges By the end of the lesson the learner should be able to workout problems involving international postal charges

 

Explanation

-Working out

-Answering

Revision

Explanation

-Working out

-Answering

-Discussion

Demonstration

Multiplication table P M PB8 P154-170

TG 8Pg49-56

NPMPB8Pg158-179

TG b8Pg50-61

Written exercise  
5   Money order By the end of the lesson the learner should be able to workout problems involving money order

 

Lead in discussion

Demonstrate

Asking questions

explaining

Explanation

-Working out

-Answering

-Discussion

Demonstration

Multiplication table

Money order

P M PB8 P154-170

TG 8Pg49-56

NPMPB8Pg158-179

TG b8Pg50-61

Written exercise  
6   Postal orders By the end of the lesson the learner should be able to workout problems involving postal orders

 

Explanation

-Working out

-Answering

Revision

Explanation

-Working out

-Answering

-Discussion

Demonstration

Multiplication table P M PB8 P154-170

TG 8Pg49-56

NPMPB8Pg158-179

TG b8Pg50-61

Filling in the table  
7   Telegram By the end of the lesson the learner should be able to write a telegram

 

Lead in discussion

Demonstrate

Asking questions

explaining

Explanation

-Working out

-Answering

-Discussion

Demonstration

Multiplication table P M PB8 P154-170

TG 8Pg49-56

NPMPB8Pg158-179

TG b8Pg50-61

Working out a problem  
7 MID TERM EXAMINATION  
8 1   Telegram By the end of the lesson the learner should be able to workout problems involving telegrams

 

Explanation

-Working out

-Answering

Revision

Explanation

-Working out

-Answering

-Discussion

Demonstration

Multiplication table

telegram

P M PB8 P154-170

TG 8Pg49-56

NPMPB8Pg158-179

TG b8Pg50-61

Written exercise  
2 TIME AND SPEED AND TEMPARATURE Distance By the end of the lesson the learner should be able to workout distance given time and speed

 

Explanation

-Working out

-Answering

 

Explanation

-Working out

-Answering

-Discussion

Demonstration

Multiplication table P M PB8 P170-185

TG 8Pg56-60

NPMPB8Pg179-188

TG b8Pg6165

Filling in the table  
3   Time  By the end of the lesson the learner should be able to workout time given speed and distance

 

Explanation

-Working out

-Answering

Revision

Explanation

-Working out

-Answering

-Discussion

Demonstration

Multiplication table

Travel tables

P M PB8 P170-185

TG 8Pg56-60

NPMPB8Pg179-188

TG b8Pg6165

Working out a problem  
4   Speed  By the end of the lesson the learner should be able to workout speed  given time and distance Lead in discussion

Demonstrate

Asking questions

explaining

Explanation

-Working out

-Answering

-Discussion

Demonstration

Multiplication table

Travel tables

clock

P M PB8 P170-185

TG 8Pg56-60

NPMPB8Pg179-188

TG b8Pg6165

Written exercise  
5     By the end of the lesson the learner should be able to workout problems involving speed, time and distance

 

Explanation

-Working out

-Answering

Revision

Explanation

-Working out

-Answering

-Discussion

Demonstration

Multiplication table

Travel tables

P M PB8 P170-185

TG 8Pg56-60

NPMPB8Pg179-188

TG b8Pg6165

Written exercise  
6   Conversion 12h-24h system By the end of the lesson the learner should be able to workout problems involving converting units of time

 

Lead in discussion

Demonstrate

Asking questions

explaining

Explanation

-Working out

-Answering

-Discussion

conversion

Multiplication table

clock

P M PB8 P170-185

TG 8Pg56-60

NPMPB8Pg179-188

TG b8Pg6165

Filling in the table  
      By the end of the lesson the learner should be able to workout problems involving converting units of time

 

Explanation

-Working out

-Answering

Revision

Working out

-Answering

-Discussion

conversion

clock P M PB8 P170-185

TG 8Pg56-60

NPMPB8Pg179-188

TG b8Pg6165

Working out a problem  
7 T Average speed  By the end of the lesson the learner should be able to workout problems involving average speed given time and distance

 

Lead in discussion

Demonstrate

Asking questions

explaining

Explanation

-Working out

-Answering

-Discussion

conversion

Multiplication table P M PB8 P170-185

TG 8Pg56-60

NPMPB8Pg179-188

TG b8Pg6165

Written exercise  
9 1 TEMPERATURE Direct comparison By the end of this topic, the

pupils should be able to compare temperature using hotter, warmer, colder and same as

 

Explanation

-Working out

-Answering

Revision

Comparing

-Answering

-Discussion

Demonstration

Multiplication table

thermometer

P M PB8 P170-185

TG 8Pg56-60

NPMPB8Pg179-188

TG b8Pg6165

Written exercise  
2     By the end of the lesson the learner should be able to do a revision exercise on the work covered. Lead in discussion

Demonstrate

Asking questions

explaining

Explanation

-Working out

-Answering

-Discussion

Demonstration

Multiplication table P M PB8 P170-185

TG 8Pg56-60

NPMPB8Pg179-188

TG b8Pg6165

Filling in the table  
3   Degree Celsius (oC) By the end of the lesson the learner should be able to recognise and identify degree Celsius as a unit of measuring temperature

 

Explanation

-Working out

-Answering

Revision

Explanation

-Working out

-Answering

-Discussion

Demonstration

Multiplication table

Thermometer

P M PB8 P170-185

TG 8Pg56-60

NPMPB8Pg179-188

TG b8Pg6165

Working out a problem  
4   Degree Celsius (oC) By the end of the lesson the learner should be able to recognise and identify degree Celsius as a unit of measuring temperature

 

Lead in discussion

Demonstrate

Asking questions

explaining

Explanation

-Working out

-Discussion

Demonstration

Multiplication table

Wood cutting

P M PB8 P170-185

TG 8Pg56-60

NPMPB8Pg179-188

TG b8Pg6165

Written exercise  
5   Degree Celsius (oC) By the end of the lesson the learner should be able to recognise and identify degree Celsius as a unit of measuring temperature

 

Explanation

-Working out

-Answering

Revision

Explanation

-Working out

-Discussion

Demonstration

Multiplication table P P M PB8 P170-185

TG 8Pg56-60

NPMPB8Pg179-188

TG b8Pg6165

Written exercise

 

 
6   Degree Celsius (oC) By the end of the lesson the learner should be able to recognise and identify degree Celsius as a unit of measuring temperature

 

Lead in discussion

Demonstrate

Asking questions

explaining

Explanation

-Working out

-Discussion

Demonstration

Multiplication table

Drawing on a chart

P M PB8 P170-185

TG 8Pg56-60

NPMPB8Pg179-188

TG b8Pg6165

Filling in the table  
7   Degree Celsius (oC) By the end of the lesson the learner should be able to recognise and identify degree Celsius as a unit of measuring temperature

 

  Explanation

-Working out

-Discussion

Demonstration

Multiplication table P M PB8 P170-185

TG 8Pg56-60

NPMPB8Pg179-188

TG b8Pg6165

Working out a problem  
WEEK LESSON TOPIC SUB-TOPIC OBJECTIVES TEACHER’S ACTIVITIES TEACHER’S ACTIVITIES LEARNING/ TEACHING RESOURCES REFERENCES ASSESMENT REMARKS  
10

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

11

 

1 GEOMETRY

Come after algebra in jkf

Construction of triangle By the end of the lesson the learner should be able to construct  an isosceles triangle using a ruler and a pair of compasses – Explanation

-Working out

-Construction

-Discussion

Demonstration

– Explanation

-Working out

-Construction

-Discussion

Demonstration

-Objects like tins, books, pencils, cups, pictures, etc P M PB8 P46-68

TG 8Pg23-46

NPMPB8Pg179-188

TG b8Pg6165

Written exercise    
2   Construction of triangle By the end of the lesson the learner should be able to construct  a equilateral triangle using a ruler and a pair of compasses Explanation

-Working out

-Construction

-Discussion

Demonstration

Explanation

-Working out

-Construction

-Discussion

Demonstration

-Objects like tins, -books, pencils, -cups, pictures, etc P M PB8 P46-68

TG 8Pg23-46

NPMPB8Pg179-188

TG b8Pg6165

Filling in the table    
3   Circumscribe By the end of the lesson the learner should be able to construct  a circles passing through vertices using a ruler and a pair of compasses — Explanation

-Working out

-Construction

-Discussion

Demonstration

— Explanation

-Working out

-Construction

-Discussion

Demonstration

Coloured Manila cards

(squares, triangles,  circles),

books, beads,

P M PB8 P46-68

TG 8Pg23-46

NPMPB8Pg179-188

TG b8Pg6165

Working out a problem    
4   Perpendicular By the end of the lesson the learner should be able to construct  a perpendicular from a point given a line — Explanation

-Working out

-Construction

-Discussion

Demonstration

— Explanation

-Working out

-Construction

-Discussion

Demonstration

Geometrical set P M PB8 P46-68

TG 8Pg23-46

NPMPB8Pg179-188

TG b8Pg6165

Written exercise    
5   Inscribing By the end of the lesson the learner should be able to construct  a circles touching the three sides of a triangle — Explanation

-Working out

-Construction

-Discussion

— Explanation

-Working out

-Construction

-Discussion

Geometrical set P M PB8 P46-68

TG 8Pg23-46

NPMPB8Pg179-188

TG b8Pg6165

Written exercise    
6   Pythagorean relationship By the end of the lesson the learner should be able to recognise and identify Pythagorean relation ship – Explanation

-Working out

-solving equation

-Discussion

Demonstration

– Explanation

-Working out

-solving equation

-Discussion

Demonstration

Coloured Manila cards

 

String pegs

P M PB8 P46-68

TG 8Pg23-46

NPMPB8Pg179-188

TG b8Pg6165

Filling in the table    
7     By the end of the lesson the learner should be able to recognise and identify Pythagorean relation ship – Explanation

-Working out

-solving equation

-Discussion

Demonstration

– Explanation

-Working out

-solving equation

-Discussion

Demonstration

Rectangles, circles, triangles

of different sizes and

colours

 

P M PB8 P46-68

TG 8Pg23-46

NPMPB8Pg179-188

TG b8Pg6165

Working out a problem    
1   Parallelograms By the end of the lesson the learner should be able to construct  a parallelogram using a ruler and a pair of compasses Explanation

-Working out

-Answering

Revision

Explanation

-Working out

-Answering

Revision

Geometrical set P M PB8 P46-68

TG 8Pg23-46

NPMPB8Pg179-188

TG b8Pg6165

Written exercise    
2   Rhombuses By the end of the lesson the learner should be able to construct  a rhombuses using a ruler and a pair of compasses Lead in discussion

Demonstrate

Asking questions

explaining

Lead in discussion

Demonstrate

Asking questions

explaining

Geo metrical set P M PB8 P46-68

TG 8Pg23-46

NPMPB8Pg179-188

TG b8Pg6165

Filling in the table    
3     By the end of the lesson the learner should be able to work out problems involving parallelogram, rhombuses and trapezium Explanation

-Working out

-Answering

Revision

Explanation

-Working out

-Answering

Revision

Geometrical set P M PB8 P46-68

TG 8Pg23-46

NPMPB8Pg179-188

TG b8Pg6165

Working out a problem    
4   l By the end of the lesson the learner should be able to revise the topic geometry and answer revision question

 

Identifying shapes of objects

Matching objects according to

shapes

Identifying shapes of objects

Matching objects according to

shape

Rectangles, circles, triangles

of different sizes and

colours

P M PB8 P46-68

TG 8Pg23-46

NPMPB8Pg179-188

TG b8Pg6165

Written exercise    
5 ALGEBRA

Note in jkf

It comes  after decimal

Forming By the end of the lesson the learner should be able to form a simple algebraic equation

 

Explanation

-Working out

-solving equation

-simplifying

Explanation

-Working out

-solving equation

-simplifying

A chart  P M PB8 P53-63

TG 8Pg18-20

NPMPB8Pg179-188

TG b8Pg6165

Written exercise    
6     By the end of the lesson the learner should be able to form a simple algebraic equation

 

Explanation

-Working out

-solving equation

-simplifying

Explanation

-Working out

-solving equation

-simplifying

  P M PB8 P53-63

TG 8Pg18-20

NPMPB8Pg179-188

TG b8Pg6165

Filling in the table    
7   Simplifying  By the end of the lesson the learner should be able to simplify an algebraic equation Explanation

-Working out

-solving equation

-simplifying

Explanation

-Working out

-solving equation

-simplifying

  P M PB8 P53-63

TG 8Pg18-20

NPMPB8Pg179-188

TG b8Pg6165

Working out a problem    
12 REVISION        
13 EXAMINATION        
14 MARKNG AND CLOSING THE SCHOOL        
 

 

 

 

MATHEMATICS SCHEMES OF WORK

STANDARD EIGHT TERM III

YEAR 2014

 

References

 

  1. New progressive primary mathematics teacher’s guide book 8
  2. New progressive primary mathematics pupil’s book 8
  • Primary mathematics pupil’s book 8
  1. Primary mathematics teacher’s guide book 8

 

WEEK LESSON TOPIC SUB-TOPIC OBJECTIVES TEACHER’S ACTIVITIES LEARNER’S  ACTIVITIES LEARNING/ TEACHING RESOURCES REFERENCES ASSESSMENT REMARKS
1 REPORTING AND PREPARATION    
2

 

 

 

 

 

 

 

 

 

 

1 Algebra   Form and Simplifying  By the end of the lesson the learner should be able to form and simplify an algebraic equation – Explanation

-Working out

-Construction

-Discussion

Demonstration

-Grouping like terms

-Working out

-solving equation

-simplifying

-Objects like tins, books, pencils, cups, pictures, etc P M PB8 P53-63

TG 8Pg18-20

NPMPB8Pg179-188

TG b8Pg6165

Written exercise  
2   Substitution By the end of the lesson the learner should be able to work out the value of algebraic equation through substitution Explanation

-Working out

-Construction

-Discussion

Demonstration

-Grouping objects

– arranging

– Explanation

-Working out

-solving equation

-simplifying

-Objects like tins, -books, pencils, -cups, pictures, etc P M PB8 P53-63

TG 8Pg18-20

NPMPB8Pg179-188

TG b8Pg6165

Filling in the table  
3   Substitution By the end of the lesson the learner should be able to work out the value of algebraic equation through substitution — Explanation

-Working out

-Construction

-Discussion

Demonstration

– Explanation

-Working out

-solving equation

-simplifying

Coloured Manila cards

(squares, triangles,  circles),

books, beads,

P M PB8 P53-63

TG 8Pg18-20

NPMPB8Pg179-188

TG b8Pg6165

Working out a problem  
4   Solving By the end of the lesson the learner should be able to form and solve  algebraic expression with one unknown — Explanation

-Working out

-Construction

-Discussion

Demonstration

Explanation

-Working out

-solving equation

-simplifying

Coloured Manila cards

(squares, triangles,  circles),

books, beads,

P M PB8 P53-63

TG 8Pg18-20

NPMPB8Pg179-188

TG b8Pg6165

Written exercise  
5     By the end of the lesson the learner should be able to form and solve  algebraic expression with one unknown — Explanation

-Working out

-Construction

-Discussion

Explanation

-Working out

-solving equation

-simplifying

Rectangles, circles, triangles

of different sizes and

P M PB8 P53-63

TG 8Pg18-20

NPMPB8Pg179-188

TG b8Pg6165

Written exercise  
6   Simplifying in equalities By the end of the lesson the learner should be able to simplify inequality with one unknown 

 

– Explanation

-Working out

-solving equation

-Discussion

Demonstration

Explanation

-Working out

-solving equation

-simplifying

Rectangles, circles, triangles

of different sizes and

colours

P M PB8 P53-63

TG 8Pg18-20

NPMPB8Pg179-188

TG b8Pg6165

Filling in the table  
7     By the end of the lesson the learner should be able to simplify inequality with one unknown 

 

– Explanation

-Working out

-solving equation

-Discussion

Demonstration

Explanation

Explanation

-Working out

-solving equation

-simplifying

Objects like  tins, books, bottles, pictures, of different size

 

P M PB8 P53-63

TG 8Pg18-20

NPMPB8Pg179-188

TG b8Pg6165

Working out a problem  
 
3 1 AVERAGES TABLES AND GRAPHS Median  By the end of the lesson the learner should be able to recognize and identify median Lead in discussion

Demonstrate

Asking questions

explaining

Identifying linear scale

Explanation

-Working out

-representing data

Drawing graph

Objects like  tins, books, bottles, pictures, of different size P M PB8 P118-232

TG 8Pg68-76

NPMPB8Pg179-188

TG b8Pg6165

Written exercise  
2   Mean By the end of the lesson the learner should be able to work out a problem involving the mean Explanation

-Working out

-Answering

Revision

Explanation

-Working out

-representing data

 

Explanation

-Working out

-representing data

 

P M PB8 P118-232

TG 8Pg68-76

NPMPB8Pg179-188

TG b8Pg6165

Filling in the table  
3   The mode By the end of the lesson the learner should be able to work out a problem involving the mode Identifying shapes of objects

Matching objects according to

shapes

 

Explanation

-Working out

-representing data

Calculating the mode

 

Explanation

-Working out

-representing data

 

P M PB8 P118-232

TG 8Pg68-76

NPMPB8Pg179-188

TG b8Pg6165

Working out a problem  
4   Median By the end of the lesson the learner should be able to work out a problem involving the median Rectangles, circles, triangles

of different sizes and

colours

Explanation

-Working out

-solving equation

-simplifying

Explanation

-Working out

-representing data

 

Explanation

-Working out

-representing data

 

P M PB8 P118-232

TG 8Pg68-76

NPMPB8Pg179-188

TG b8Pg6165

Written exercise  
5   Drawing graph from given data By the end of the lesson the learner should be able to determine the appropriate scale for the graphs Explanation

-Working out

-solving equation

-simplifying

Explanation

-Working out

-representing data

Drawing graph

Objects that have smooth or rough texture like wood,

 

P M PB8 P118-232

TG 8Pg68-76

NPMPB8Pg179-188

TG b8Pg6165

Written exercise  
6   Interpreting tables By the end of the lesson the learner should be able to read and interpret tables in real life situation

 

Explanation

-Working out

-solving equation

-simplifying

•  Explanation

-Working out

-representing data

Drawing graph

Objects that have smooth or rough texture like wood,

 

P M PB8 P118-232

TG 8Pg68-76

NPMPB8Pg179-188

TG b8Pg6165

Filling in the table  
7     By the end of the lesson the learner should be able to read and interpret tables in real life situation

 

Explanation

-Working out

-solving equation

-simplifying

Explanation

-Working out

-representing data

Drawing graph

Chart P M PB8 P118-232

TG 8Pg68-76

NPMPB8Pg179-188

TG b8Pg6165

Working out a problem  
1   Bar graph By the end of the lesson the learner should be able to read and interpret data on a bar graph  Explanation

-Working out

-representing data

Drawing graph

Explanation

-drawing

Representing data

Chart P M PB8 P118-232

TG 8Pg68-76

NPMPB8Pg179-188

TG b8Pg6165

Written exercise  
2     By the end of the lesson the learner should be able to interpreting data on  a graph  Explanation

-drawing

Representing data

-Discussion

-interpreting data

-drawing

Chart P M PB8 P118-232

TG 8Pg68-76

NPMPB8Pg179-188

TG b8Pg6165

Written exercise  
3   Pie chart By the end of the lesson the learner should be able to reading and represent data on a pie chart -Discussion

-interpreting data

-drawing

-Working out

-representing data

Drawing pie chart

Chart P M PB8 P118-232

TG 8Pg68-76

NPMPB8Pg179-188

TG b8Pg6165

Filling in the table  
4 4     By the end of the lesson the learner should be able to interpret data on a pie chart   Explanation

-Working out

-representing data

Drawing graph

-Conversion

-Working out

-representing data

Drawing pie chart

Chart P M PB8 P118-232

TG 8Pg68-76

NPMPB8Pg179-188

TG b8Pg6165

Working out a problem  
5   Travel graph By the end of the lesson the learner should be able to read and interpret data on  a travel graph   Explanation

-drawing

Representing data

Explanation

-Working out

-representing data

Drawing graph

Chart P M PB8 P118-232

TG 8Pg68-76

NPMPB8Pg179-188

TG b8Pg6165

Written exercise  
6     By the end of the lesson the learner should be able to

 Present  data on a travel graph  

Explanation

-Working out

-representing data

Drawing graph

– Explanation

-Working out

-representing data

Drawing graph

Chart P M PB8 P118-232

TG 8Pg68-76

NPMPB8Pg179-188

TG b8Pg6165

Written exercise  
7   Line graph By the end of the lesson the learner should be able to read and interpret data on  a line graph   Explanation

-drawing

Representing data

– Explanation

-Working out

-representing data

Drawing graph

Chart P M PB8 P118-232

TG 8Pg68-76

NPMPB8Pg179-188

TG b8Pg6165

Filling in the table  
1     By the end of the lesson the learner should be able to

 Present  data on a line graph  

-Discussion

-interpreting data

-drawing

-Explanation

-demonstration

-Discussion

-Working out

 

Chart P M PB8 P118-232

TG 8Pg68-76

NPMPB8Pg179-188

TG b8Pg6165

Working out a problem  
5 2     By the end of the lesson the learner should be able to work out problems involving arithmetic mean and mode in real life situation Explanation

-Working out

-representing data

Drawing graph

Explanation

-Discussion

-Working out

-Conversion

-Observation

Chart P M PB8 P118-232

TG 8Pg68-76

NPMPB8Pg179-188

TG b8Pg6165

Written exercise  
3 Scale drawing Read and interpret diagrams drawn to scale By the end of this topic, the

pupils should be able to read and write scale

 

Explanation

-drawing

Representing data

-Explanation

-Discussion

-drawing

-Working out

-Conversion

Chart P M PB8 P186-193

TG 8Pg60-62

NPMPB8Pg179-188

TG b8Pg6165

Written exercise  
4   Conversion By the end of this topic, the

pupils should be able to convert linier scale from statement to ratio form

 

-Discussion

-interpreting data

-drawing

Explanation

-Discussion

-Demonstration

-Working out

-Conversion

Chart P M PB8 P186-193

TG 8Pg60-62

NPMPB8Pg179-188

TG b8Pg6165

Filling in the table  
5     By the end of this topic, the

pupils should be able to convert linier scale from ratio form to statement

 

Explanation

-Working out

-representing data

Drawing graph

-Explanation

-Discussion

-Demonstration

-Working out

-Conversion

Chart P M PB8 P186-193

TG 8Pg60-62

NPMPB8Pg179-188

TG b8Pg6165

Working out a problem  
6     By the end of this topic, the

pupils should be able to convert linier scale from statement to ratio form and vice versa

 

Explanation

-drawing

Representing data

Explanation

-Discussion

-Working out

-Conversion

Chart P M PB8 P186-193

TG 8Pg60-62

NPMPB8Pg179-188

TG b8Pg6165

Written exercise  
7   Making scale drawing By the end of this topic, the

pupils should be able to make a scale drawing

 

-Discussion

-interpreting data

-drawing

-Explanation

-Discussion

-Working out

-Conversion

Chart PM PB7 Pg162

TG 7Pg

NPM PB7 Pg142

TG b7Pg

Written exercise  
      . By the end of this topic, the

pupils should be able to work out problems involving scale drawing

 

Explanation

-Working out

-representing data

Drawing graph

Explanation

-Discussion

-Working out

-Conversion

-Observation

Chart PM PB7 Pg143

TG 7Pg97

NPM PB7 Pg143

TG b7Pg95

Filling in the table  
6 MID TERM EXAMINATIONS  
7 1   Mixed exercise By the end of the lesson the learner should be able to do a revision exercise on the work covered Explanation

-drawing

Representing data

Explanation

-Discussion

-Working out

-answering

Chart PM PB7 Pg162

TG 7Pg

NPM PB7 Pg162

TG b7Pg97

Written exercise  
2 Ratio and proportion Ratio as a fraction By the end of this topic, the

pupils should be able to recognize and identify  ratio as a fraction

 

-Discussion

-interpreting data

-drawing

Explanation

-Discussion

-Working out

-Conversion

Chart PM PB7 Pg163

TG 7Pg98

NPM PB7 Pg161

TG b7Pg99

Written exercise  
3 Fraction Ratio sharing By the end of this topic, the

pupils should be able to interpret and use ratio on sharing 

 

Explanation

-Working out

-representing data

Drawing graph

-Explanation

-Discussion

-Working out

-Conversion

Chart PM PB7 Pg163

TG 7Pg103

NPM PB7 Pg161

TG b7Pg99

Filling in the table  
4     By the end of this topic, the

pupils should be able to interpret and use ratio on sharing 

 

Explanation

-drawing

Representing data

Explanation

-Discussion

-Working out

-Conversion

Chart PM PB7 Pg164

TG 7Pg

NPM PB7 Pg162

TG b7Pg100

Working out a problem  
5     By the end of this topic, the

pupils should be able to work out problems involving ratio using unitary method

 

-Discussion

-interpreting data

-drawing

-Explanation

-Discussion

-Working out

-Conversion

Chart PM PB7 Pg

TG 7Pg

NPM PB7 Pg163

TG b7Pg102

Written exercise  
6   Ratio increase By the end of this topic, the

pupils should be able to interpret and use ratio in increase

 

Explanation

-Working out

-representing data

Drawing graph

Explanation

-Discussion

-Working out

-Conversion

Chart PM PB7 Pg163

TG 7Pg

NPM PB7 Pg162

TG b7Pg

Written exercise  
7     By the end of this topic, the

pupils should be able to interpret and use ratio in increase

 

Explanation

-drawing

Representing data

-Explanation

-Discussion

-Working out

-Conversion

Chart PM PB7 Pg164

TG 7Pg

NPM PB7 161Pg102

TG b7Pg

Filling in the table  
8 1   Ratio decrease By the end of this topic, the

pupils should be able to interpret and use ratio in decrease

 

-Discussion

-interpreting data

-drawing

Explanation

-Discussion

-Working out

-Conversion

Chart PM PB7 Pg163

TG 7Pg

NPM PB7 Pg163

TG b7Pg103

Working out a problem  
2     By the end of this topic, the

pupils should be able to interpret and use ratio in decrease

 

Explanation

-Working out

-representing data

Drawing graph

-Explanation

-Discussion

-Working out

-Conversion

Chart PM PB7 Pg164

TG 7Pg

NPM PB7 Pg162

TG b7Pg

Written exercise  
3     By the end of the lesson the learner should be able to do a revision exercise on the work covered. Explanation

-drawing

Representing data

Explanation

-Discussion

-Working out

-Conversion

Chart PM PB7 Pg

TG 7Pg

NPM PB7 Pg163

TG b7Pg104

Written exercise  
4   Direct proportion By the end of the lesson the learner should be able to recognize and identify simple direct proportion Explanation

-Working out

-representing data

Drawing graph

-Explanation

-Discussion

-Working out

-Conversion

Chart PM PB7 Pg

TG 7Pg

NPM PB7 Pg164

TG b7Pg103

Filling in the table  
5     By the end of the lesson the learner should be able to work out problems involving simple direct proportion Explanation

-drawing

Representing data

Explanation

-Discussion

-Working out

-Conversion

Chart PM PB7 Pg

TG 7Pg

NPM PB7 Pg165

TG b7Pg

   
6   Indirect proportion By the end of the lesson the learner should be able to recognize and identify indirect  proportion -Discussion

-interpreting data

-drawing

-Explanation

-Discussion

-Working out

-Conversion

Chart PM PB7 168Pg162

TG 7Pg

NPM PB7 Pg106

TG b7Pg105

Written exercise  
7     By the end of the lesson the learner should be able to work out problems involving simple indirect proportion Explanation

-Working out

-representing data

Drawing graph

-Explanation

-Discussion

-Working out

-Conversion

Chart PM PB7 Pg160

TG 7Pg

NPM PB7 160Pg169

TG b7Pg106

Filling in the table  
 

 

WEEK LESSON TOPIC SUB-TOPIC OBJECTIVES LEANING/ TEACHING ACTIVITIES LEANING/ TEACHING ACTIVITIES LEARNING/ TEACHING RESOURCES REFERENCES  
9

 

 

 

 

 

 

 

 

 

1   MODEL MAKING AND GEOMETRICAL PATTERND By the end of the lesson the learner should be able to recognize and identify triangular based pyramid  Explanation

-Discussion

-Working out

-drawing

Measuring

Explanation

-Discussion

-Working out

-drawing

Measuring

Geometrical set

String

Pair of scissors

P M PB8 P233-247

TG 8Pg77-79

NPMPB8Pg179-188

TG b8Pg6165

 
2     By the end of the lesson the learner should be able to recognize and identify triangular based pyramid  -Explanation

-Discussion

-Working out

-drawing

Measuring

-Explanation

-Discussion

-Working out

-drawing

Measuring

Geometrical set P M PB8 P233-247

TG 8Pg77-79

NPMPB8Pg179-188

TG b8Pg6165

 
3     By the end of the lesson the learner should be able to recognize and identify triangular based prism Explanation

-Discussion

-Working out

-drawing

Measuring

Explanation

-Discussion

-Working out

-drawing

Measuring

String P M PB8 P233-247

TG 8Pg77-79

NPMPB8Pg179-188

TG b8Pg6165

 
4     By the end of the lesson the learner should be able to recognize and identify square based pyramid  Explanation

-Working out

-drawing

Measuring

Explanation

-Discussion

-drawing

Measuring

Pair of scissors P M PB8 P233-247

TG 8Pg77-79

NPMPB8Pg179-188

TG b8Pg6165

 
5     By the end of the lesson the learner should be able to recognize and identify square based prism  Explanation

-Discussion

-Working out

-drawing

Measuring

Explanation

-Discussion

-Working out

-drawing

Measuring

Geometrical set P M PB8 P233-247

TG 8Pg77-79

NPMPB8Pg179-188

TG b8Pg6165

 
6-

7

    . By the end of the lesson the learner should be able to make nets  of square based pyramid  Explanation

-Discussion

-Working out

-drawing

Measuring

Explanation

-Discussion

-Working out

-drawing

Measuring

Geometrical set

String

Pair of scissors

P M PB8 P233-247

TG 8Pg77-79

NPMPB8Pg179-188

TG b8Pg6165

 
11

 

 

 

 

 

 

 

 

1     By the end of the lesson the learner should be able to make nets  of square based prism Explanation

-Discussion

-Working out

-drawing

Measuring

Explanation

-Discussion

-Working out

-drawing

Measuring

Geometrical set P M PB8 P233-247

TG 8Pg77-79

NPMPB8Pg179-188

TG b8Pg6165

 
2     By the end of the lesson the learner should be able to make nets  of triangular based pyramid  Explanation

-Discussion

-Working out

-drawing

Measuring

Explanation

-Discussion

-Working out

-drawing

Measuring

String P M PB8 P233-247

TG 8Pg77-79

NPMPB8Pg179-188

TG b8Pg6165

 
3     By the end of the lesson the learner should be able to make nets  of triangular based prism Explanation

-Discussion

-drawing

Measuring

Explanation

-Discussion

-Working out

Measuring

Pair of scissors P M PB8 P233-247

TG 8Pg77-79

NPMPB8Pg179-188

TG b8Pg6165

 
4   Geometrical patterns By the end of the lesson the learner should be able to make geometrical patterns   Explanation

-Working out

-drawing

Measuring

Explanation

-Discussion

-drawing

Measuring

Geometrical set P M PB8 P233-247

TG 8Pg77-79

NPMPB8Pg179-188

TG b8Pg6165

 
5     By the end of the lesson the learner should be able to do a revision exercise on the work covered. -Working out

-drawing

Measuring

Explanation

-Discussion

-Working out

 

String P M PB8 P233-247

TG 8Pg77-79

NPMPB8Pg179-188

TG b8Pg6165

 
6-7     By the end of the lesson the learner should be able to do a revision exercise on the work covered. Explanation

-Working out

-drawing

Measuring

Explanation

-Discussion

-Working out

-drawing

Geometrical set

String

Pair of scissors

P M PB8 P233-247

TG 8Pg77-79

NPMPB8Pg179-188

TG b8Pg6165

 
12 REVISION  
13 EXAMINATION AND CLOSING THESCHOOL  

 

Form 2 Biology Latest Syllabus Free {Revised and Final}

FORM TWO BIOLOGY

By the end of form two work, the learner should be able to:

  • Define the term transport
  • List substances transported in plants and animals
  • Link surface area to volume ratio of organisms to the transport system of the organism
  • Explain the necessity of transport in plants
  • Draw the structure of roots and root hairs
  • Relate the structure of the root to their functions
  • Observe prepared slides of roots and root hairs
  • Compare monocotyledons and dicotyledonous root sections
  • Observe charts and drawings of root sections
  • Draw and label the structure of the Xylem Vessel
  • Define Xylem Vessel
  • Relate the structure of the Xylem Vessel to its function
  • Define Tracheid elements
  • Relate the structure of the Tracheid elements to their functions
  • Distinguish between xylem vessels and Tracheid elements
  • Describe water and salt uptake by roots from the soil
  • Explain the physiological process involved in the uptake of water and mineral salts
  • Draw the monocotyledonous and dicotyledonous stem sections
  • Define the term transpiration and relate the structure of xylem to its role in transpiration
  • Draw and label the internal and the external structure of a leaf
  • Describe the functions of the leaf
  • Relate the parts of a leaf to their functions
  • Demonstrate the movement of water in plants
  • Observe prepared leaf sections to identify vascular tissues
  • Discuss the forces involved in movement of water in plants such as transpiration, pull, cohesion and adhesion capillarity and root pressures
  • Demonstrate the forces involved in movement of water in plants
  • Identify the importance of transpiration in plants
  • Discuss the importance of transpiration in plants
  • Explain what the phloem is
  • Draw the structure of the phloem and relate its structure to its function
  • List down materials translocated in the phloem
  • Draw the structure of the phloem
  • Relate the parts of the phloem to its functions
  • Discuss the function of the phloem
  • List down materials translocated and the sites of storage in the phloem
  • Set up an experiment to investigate translocation of food substances in dicotyledonous plants
  • Set up an experiment to investigate translocation of food substances in a monocotyledonous plant
  • Explain the processes involved in the translocation of food in plants Identify unicellular organisms such as amoeba
  • Describe transport of substances in unicellular organisms
  • Explain the necessity of an elaborate transport system in most animals
  • Define an open circulatory system
  • Discuss the open circulatory system
  • Draw the open circulatory system of an insect
  • Define an closed transport system
  • Identify animals with the open circulatory system
  • Distinguish between closed and open circulatory systems
  • Define an Double circulatory system
  • Draw and label circulatory systems in mammals
  • Dissect a rabbit and observe its transport system
  • Draw and label the external parts of the mammalian heart
  • Draw and label the internal structure of the mammalian heart
  • Explain the functions of the heart
  • Relate the structure of the heart to its functions
  • Trace the path taken by blood from the heart to the body parts and back to the heart
  • State the substances supported by the blood of mammals
  • Describe the flow of oxygenated blood in and out of the body through the heart
  • Explain the structure of arteries, veins and capillaries
  • Relate the structure of the arteries, veins and capillaries to their function
  • Name the common diseases of circulatory system such as thrombosis, varicose veins
  • Suggest methods of control/prevention for the diseases.
  • List the components of the blood
  • State the functions of each of the blood components
  • Explain how oxygen and carbon dioxide are transported in the blood
  • Describe the mechanisms of blood clotting and its importance
  • Describe the human blood group system
  • State the importance of blood groups in blood transfusion
  • Discuss the rhesus factor
  • State the role of the rhesus factor in blood transfusion
  • Examine the external and internal structure of a cows heart
  • Investigate pulse rate at the wrist
  • Defining immunity
  • Describe immune response
  • Differentiate between natural and artificial immunity
  • Define vaccination
  • Describe importance of vaccination against diseases such as tuberculosis, poliomyelitis, measles, diphtheria, whooping cough
  • Define allergic reactions and explain their causes
  • Carry out an experiment to demonstrate the unidirectional flow of blood in the cutaneous veins of the forearm
  • Define gaseous exchange
  • Identify the gases that are exchanged in the living organism
  • Explain the importance of gaseous exchange in organisms
  • Describe the stomata
  • Draw and label open and closed stomata
  • Explain stomata and gaseous exchange
  • Investigate the presence of stomata on leaves
  • Investigate the shape of guard cells and the distribution of stomata on leaves
  • Explain the mechanism of opening and closing of stomata
  • Describe photosynthetic/glucose accumulation theory of opening and closing stomata
  • Describe inter-conversion of starch and glucose and ion accumulation theories
  • Investigate the internal structure of stems and leaf stalk in aerial and aquatic plants
  • Investigate tissue distribution in aerial leaves and stems
  • describe Cuticular and lenticular gaseous exchange
  • Draw the structure of the root
  • Describe how gaseous exchange takes place through the epidermis of the roots
  • Examine various types of gaseous exchange structure in different organisms
  • Relate the various types of gaseous exchange structure to their functions in different organisms
  • State the characteristics of gaseous exchange surfaces in different organisms
  • Examine the gaseous exchange structures of a grasshopper or a locust
  • Draw the gaseous exchange structure of an insect
  • Draw and label the structure of gaseous exchange in bony fish
  • Relate the gills to their function
  • describe the mechanism of gaseous exchange in bony fish
  • Examine the location and number of gills in gill chambers of bony fish
  • Examine, draw and label the gill of a bony fish
  • describe the gaseous exchange I a frog through its gills, skin, mouth and lungs.
  • State the structure involved in gaseous exchange in human beings
  • Explain the features of the structures involved in gaseous exchange in human beings
  • Draw and label the structures involved in gaseous exchange in human beings
  • Examine a dissected mammal to locate the gaseous exchange structures
  • Describe the mechanism of breathing in human beings
  • Draw and label the alveoli where gaseous exchange occur in human beings
  • Describe how gaseous exchange occurs in alveoli
  • Explain how human beings are adapted to their functions
  • Able to examine the mammalian lung
  • Demonstrate the breathing mechanism of the lungs and diaphragm in a model thoracic cavity
  • Demonstrate the breathing movement of ribs and muscles by using a model
  • Examine the factors affecting the rate of breathing in human beings
  • Explain the factors which control the rate of breathing in human beings
  • State the causes of respiratory diseases
  • Discuss the symptoms of respiratory disease
  • explain the prevention measures of respiratory diseases
  • demonstrate the effect of exercise on the rate of breathing
  • Define respiration
  • State the significance of respiration
  • Draw and label mitochondria
  • Define Anaerobic respiration
  • Describe Anaerobic respiration in plants
  • Describe Anaerobic respiration in animals
  • Identify the gas given off when food is burnt
  • Investigate the gas produced during fermentation
  • State the economic importance of anaerobic respiration
  • Discuss the economic importance of anaerobic respiration in both plants and animals
  • Explain anaerobic respiration
  • Distinguish between anaerobic and aerobic respiration
  • Compare energy production in anaerobic and aerobic respiration
  • Investigate the production of heat by germinating seeds
  • Demonstrate that respiration takes place in plants
  • Show aerobic respiration in animals
  • Show the aerobic respiration takes place in animals
  • Define terms stated
  • Distinguish between excretion and egestion
  • Explain the necessity of excretion in plants and animals
  • Describe the methods of excretion in plants
  • List down useful and harmful excretory products in plants
  • Identify the uses of excretory products in plants
  • Describe the uses of excretory products in plants
  • Describe excretion and homeostasis in unicellular animals such as amoeba
  • Draw an amoeba
  • Describe excretion in fresh water amoeba
  • Explain the need for complex animals for excretion
  • List down organs involved In excretion in animals
  • List down waste products released by various organs
  • Examine the kidney of a mammal
  • Draw and label the external structure of a kidney
  • Make a vertical section through the kidney
  • Identify the internal parts of the kidney
  • Draw and label parts of the nephron
  • Relate its structure to its role in urine formation
  • Identify the hormones involved in Neuro-endoctrine system and homeostasis eg insulin
  • Explain the process of urine formation in the kidney
  • Describe the role of various hormones in urine formation
  • Describe the components and role of Neuro-endoctrine systems
  • Distinguish between internal and external environments
  • Explain the general working of the homeostatic mechanism
  • Define osmoregulation
  • Describe the role of the kidney in osmoregulation
  • Explain the role of hypothalamus in osmoregulation
  • Explain Diabetes insipidus and other common kidney diseases
  • Describe the causes of Diabetes insipidus and other common kidney diseases
  • State possible control/prevention methods of Diabetes insipidus
  • Draw and label parts of the skin
  • Relate the parts of the skin to their functions
  • Distinguish between osmoregulation and thermoregulation
  • Describe the role of the skin in osmoregulation
  • Describe the role of the skin in thermoregulation
  • Identify behavioral and physiological means of thermoregulation in animals
  • Describe behavioral and physiological means of thermoregulation in animals
  • Explain Heat loss and heat gain
  • Describe the various methods of Heat loss and heat gain in mammals
  • Explain the terms Surface area to volume ratio in relation
  • Relate the body size of mammals to heat loss and heat gain
  • Draw and label the liver and its associated parts
  • Describe the liver and its role in homeostasis
  • List down some of the functions of the liver
  • Describe the functions of the liver
  • Identify all the diseases of the liver
  • Describe the symptoms and possible control of diabetes mellitus and other liver diseases
  • Explain the causes symptoms and diseases of the liver
  • explain catalase enzyme and hydrogen peroxide
  • describe the role of catalase enzyme in breaking down hydrogen peroxide,,use liver and kidney to investigate the reaction
  • Describe the role of the liver in blood sugar control
  • Describe the role of insulin hormone
  • Explain the regulation of blood sugar
  • Describe a flow chart showing the regulation of blood sugar
  • Describe temperature regulation in other animals
  • Relate parts of the lungs to its functions
  • Draw and label parts of the lungs
  • describe the functions of the lungs as discussed during gaseous exchange
  • Identify a mammals lungs
  • Observe and describe structures of lungs in relation to functions

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TRANSPORT IN PLANTS AND ANIMALS.

Introduction

  • Transport is the movement of substances within an organism.
  • All living cells require oxygen and food for various metabolic processes.
  • These substances must be transported to the cells.
  • Metabolic processes in the cells produce excretory products which should be eliminated before they accumulate.
  • The excretory products should be transported to sites of excretion.
  • Organisms like amoeba are unicellular.
  • They have a large surface area to volume ratio.
  • The body is in contact with the environment.
  • Diffusion is adequate to transport substances across the cell membrane and within the organism.
  • Large multi-cellular organisms have complex structure where cells are far from each other hence diffusion alone cannot meet the demand for supply and removal of substances.
  • Therefore an elaborate transport system is necessary.

 

Transport in plants

  • Simple plants such as mosses and liverworts lack specialized transport system.
  • Higher plants have specialized transport systems known as the vascular bundle.
  • Xylem transports water and mineral salts .
  • Phloem transports dissolved food substances like sugars.

 

Internal structure of roots and root hairs

 

  • The main functions of roots are ;
  • Anchorage
  • storage
  • gaseous exchange.
  • The outermost layer in a root is the piliferous layer.
  • This is a special epidermis of young roots whose cells give rise to root hairs.
  • Root hairs are microscopic outgrowths of epidermal cells.
  • They are found just behind the root tip,
  • They are one cell thick for efficient absorption of substances.
  • They are numerous and elongated providing a large surface area for absorption of water and mineral salts.
  • Root hairs penetrate the soil and make close contact with it.
  • Below the piliferous layer is the cortex.
  • This is made up of loosely packed, thin walled parenchyma cells.
  • Water molecules pass through this tissue to reach the vascuiar bundles.
  • In some young plant stems, cortex cells contain chloroplasts.
  • The endodermis (starch sheath) is a single layer of cells with starch grains.
  • The endodermis has a casparian strip which has an impervious deposit controlling the entry of water and mineral salts into xylem vessels.
  • Pericyc1e forms a layer next to the endodermis.
  • Next to the pericycle is the vascular tissue.
  • In the Dicotyledonous root, xylem forms a star shape in the centre, with phloem in between the arms.
  • It has no pith. In monocotyledonous root, xylem alternates with phloem and there is a pith in the centre.

 

Internal structure of a root hair cell

 

The Stem

  • The main functions of the stem are;
  • support and exposure of leaves and flowers to the environment,
  • conducting water and mineral salts
  • conducting manufactured food from leaves to other parts of the plant.
  • In monocotyledonous stems, vascular bundles are scattered all over the stem, while in dicotyledonous stems vascular bundles are arranged in a ring.
  • Vascular bundles are continuous from root to stems and leaves.
  • The epidermis forms a single layer of cells enclosing other tissues.
  • The outer walls of the cells have waxy cuticle to prevent excessive loss of water.
  • The cortex is a layer next to the epidermis.
  • It has collenchyma, parenchyma and schlerenchyma cells.

 

Collenchyma

  • Is next to the epidermis and has thickened walls at the corners which strengthen the stem.

 

Parenchyma

  • Cells are irregular in shape, thin walled and loosely arranged hence creating intercellular spaces filled with air.
  • They are packing tissues and food storage areas.

Sclerenchyma

  • Cells are closely connected to vascular bundles.
  • These cells are thickened by deposition of lignin and they provide support to plants.

Pith

  • Is the central region having parenchyma cells.

 

 

Absorption of Water and Mineral Salts Absorption of Water

 

  • Root hair cell has solutes in the vacuole and hence a higher osmotic pressure than the surrounding soil water solution.
  • Water moves into the root hair cells by osmosis along a concentration gradient.
  • This makes the sap in the root hair cell to have a lower osmotic pressure than the surrounding cells.
  • Therefore water moves from root hair cells into the surrounding cortex cells by osmosis.
  • The process continues until the water gets into the xylem vessels .

 

Uptake of Mineral Salts

 

  • If the concentration of mineral salts in solution is greater than its concentration in root hair cell, the mineral salts enter the root hair cell by diffusion.
  • If the concentration of mineral salts in the root hair cells is greater than in the soil water, the mineral salts enter the root hairs by active transport.
  • Most minerals are absorbed in this way.
  • Mineral salts move from cell to cell by active transport until they reach the xylem vessel.
  • Once inside the xylem vessels, mineral salts are transported in solution as the water moves up due to root pressure, capillary attraction and cohesion and adhesion forces.

 

Transpiration

 

  • Transpiration is the process by which plants lose water in the form of water vapour into the atmosphere.
  • Water is lost through stomata, cuticle and lenticels.
  • Stomatal transpiration:
  • This accounts for 80-90% of the total transpiration in plants.
  • Stomata are found on the leaves.

 

  • Cuticular transpiration:
  • The cuticle is found on the leaves, and a little water is lost through it.
  • Plants with thick cuticles do not lose water through the cuticle.

 

  • Lenticular transpiration
  • Is loss’ of water through lenticels.
  • These are found on stems of woody plants.
  • Water lost through the stomata and cuticle by evaporation leads to evaporation of water from surfaces of mesophyll cells .
  • The mesophyll cells draw water from the xylem vessels by osmosis.
  • The xylem in the leaf is continuous with xy lem in the stem and root.

 

Structure and function of Xylem

  • Movement of water is through the xylem.
  • Xylem tissue is made up of vessels and tracheids.

 

Xylem Vessels

  • Xylem vessels are formed from cells that are elongated along the vertical axis and arranged end to end.
  • During development, the cross walls and organelles disappear and a continuous tube is formed.
  • The cells are dead and their walls are strengthened by deposition of lignin.
  • The lignin has been deposited in various ways.
  • This results in different types of thickening
  • Simple spiral.
  • Double spiral.

 

  • The bordered pits are areas without lignin on xylem vessels and allow passage of water in and out of the lumen to neighbouring cells.

 

Tracheids

 

  • Tracheids have cross-walls that are perforated.
  • Their walls are deposited with lignin.
  • Unlike the xylem vessels, their end walls are tapering or chisel-shaped.
  • Their lumen is narrower.
  • Besides transport of water, xylem has another function of strengthening the plant which is provided by xylem fibres and xylem parenchyma.

 

Xylem fibres ;

  • Are cells that are strengthened with lignin.
  • They form wood.

 

Xylem parenchyma:

  • These are cells found between vessels.
  • They form the packing tissue.

 

 

Forces involved in Transportation of Water and Mineral Salts

 

 

Transpiration pull

  • As water vaporises from spongy mesophyll cells into sub-stomatal air spaces, the cell sap of mesophyll cells develop a higher osmotic pressure than adjacent cells.
  • Water is then drawn into mesophyll cells by osmosis from adjacent cells and finally from xylem vessels.
  • A force is created in the leaves which pulls water from xylem vessels in the stem and root.
  • This force is called transpiration pull .

 

Cohesion and Adhesion:

  • The attraction between water molecules is called cohesion.
  • The attraction between water molecules and the walls of xylem vessels is called adhesion.
  • The forces of cohesion and adhesion maintain a continuous flow of water in the xylem from the root to the leaves.

 

Capillarity:

  • Is the ability of water to rise in fine capillary tubes due to surface tension.
  • Xylem vessels are narrow, so water moves through them by capillarity.

 

Root Pressure:

  • If the stem of a plant is cut above the ground level, it is observed that cell sap continues to come out of the cut surface.
  • This shows that there is a force in the roots that pushes water up to the stem.
  • This force is known as root pressure.

 

 

Importance of Transpiration

  • Transpiration leads to excessive loss of water if unchecked.

Some beneficial effects are:

  • Replacement of water lost during the process.
  • Movement of water up the plant is by continuous absorption of water from the soil.
  • Mineral salts are transported up the plant.
  • Transpiration ensures cooling of the plant in hot weather.
  • Excessive loss of water leads to wilting’ and eventually death if water is not available in the soil.

 

Factors Affecting Transpiration

The factors that affect transpiration are grouped into two.

  • e. environmental and structural.

Environmental factors     

Temperature

  • High temperature increases the internal temperature of the leaf .
  • which in turn increases kinetic energy of water molecules which increases evaporation.
  • High temperatures dry the air around the leaf surface maintaining a high concentration gradient.
  • More water vapour is therefore lost from the leaf to the air.

Humidity

  • The higher the humidity of the air around the leaf, the lower the rate of transpiration.
  • The humidity difference between the inside of the leaf and the outside is called the saturation deficit.
  • In dry atmosphere, the saturation deficit is high.
  • At such times, transpiration rate is high.

 

Wind

  • Wind carries away water vapour as fast as it diffuses out of the leaves.
  • This prevents the air around the leaves from becoming saturated with vapour.
  • On a windy day, the rate of transpiration is high.

 

Light Intensity

  • When light intensity is high; more stomata open hence high rate of transpiration.

Atmospheric Pressure

  • The lower the atmospheric pressure the higher the kinetic energy of water molecules hence more evaporation.
  • Most of the plants at higher altitudes where atmospheric pressure is very low have adaptations to prevent excessive water-loss.

Availability of Water

  • The more water there is in the soil, the more is absorbed by the plant and hence a lot of water is lost by transpiration.

 

Structural Factors

Cuticle

  • Plants growing in arid or semi-arid areas have leaves covered with a thick waxy cuticle.

Stomata

  • The more the stomata, the higher the rate of transpiration.
  • Xerophytes have few stomata which reduce water-loss.
  • Some have sunken stomata which reduces the rate of transpiration as the water vapour accumulates in the pits.
  • Others have stomata on the lower leaf surface hence reducing the rate of water-loss.
  • Some plants have reversed stomatal rhythm whereby stomata close during the day and open at night.
  • This helps to reduce water-loss.

 

Leaf size and shape

  • Plants in wet areas have large surface area for transpiration.
  • Xerophytes have small narrow leaves to reduce water-loss.
  • The photometer can be used to determine transpiration in different environmental conditions.

 

Translocation of organic compounds

  • Translocation of soluble organic products of photosynthesis within a plant is called translocation.
  • It occurs in phloem in sieve tubes.
  • Substances translocated include glucose, amino acids, vitamins.
  • These are translocated to the growing regions like stem, root apex, storage organs e.g. corms, bulbs and secretory organs such as nectar glands.

 

Phloem

 

phloem is made up of;

  • sieve tubes,
  • companion cells
  • parenchyma, a packing tissue
  • schlerenchyma, a strengthening tissue

 

 

Sieve Tubes

 

  • These are elongated cells arranged end to end along the vertical axis.
  • The cross walls are perforated by many pores to make a sieve plate.
  • Most organelles disappear and those that remain are pushed to the sides of the sieve tube.
  • Cytoplasmic strands pass through the pores in the plate into adjacent cells.
  • Food substances are translocated through cytoplasmic strands.

Companion Cells

 

  • Companion cells are small cells with large nuclei and many mitochondria.
  • They are found alongside each sieve element.
  • The companion cell is connected to the tube through plasmodesmata.
  • The mitochondria generate energy required for translocation.

Phloem Parenchyma

 

  • These are parenchyma cells between sieve elements.
  • They act as packing tissue.

 

 

 

 

 

 

 

 

 

 

 

 

Transport in Animals

The Circulatory System

  • Large and complex animals have circulatory systems that consist of tubes, a transport fluid and a means of pumping the fluid.

 

  • Blood is the transport fluid which contains dissolved substances and cells.
  • The tubes are blood vessels through which dissolved substances are circulated around the body.
  • The heart is the pumping organ which keeps the blood in circulation.

 

 

The types of circulatory system exist in animals: open and closed.

 

  • In an open circulatory system;
  • The heart pumps blood into vessels which open into body spaces known as haemocoel.
  • Blood comes into contact with tissues.

 

  • A closed circulatory system;
  • Found in vertebrates and annelids where the blood is confined within blood vessels and does not come into direct contact with tissues.

 

Transport in Insects

 

 

  • In an insect, there is a tubular heart just above the alimentary canal.
  • This heart is suspended in a pericardial cavity by ligaments.
  • The heart has five chambers and extends along the thorax and abdomen .
  • Blood is pumped forwards into the aorta by waves of contractions in the heart.
  • It enters the haemocoel and flows towards the posterior.
  • The blood flows back into the heart through openings in each chamber called ostia.
  • The ostia have valves which prevent the backflow of blood.

 

  • Blood is not used as a medium for transport of oxygen in insects.
  • This is because oxygen is supplied directly to the tissues by the tracheal system.
  • The main functions of blood in an insect are to transport nutrients, excretory products and hormones.

 

 

 

Mammalian Circulatory System

 

  • Mammals have a closed circulatory system where a powerful heart pumps blood into arteries.
  • The arteries divide into smaller vessels called arterioles.
  • Each arteriole divides to form a network of capillaries inside the tissues.
  • The capillaries eventually re-unite to form venules, which form larger vessels called veins.
  • The veins take the blood back to the heart.
  • Blood from the heart goes through the pulmonary artery to the lungs and then back to the heart through pulmonary vein.
  • This circulation is called pulmonary circulation.
  • Oxygenated blood leaves the heart through the aorta and goes to all the tissues of the body.
  • From the tissues, deoxygenated blood flows back to the heart through the vena cava.
  • This circulation is called systemic circulation.
  • In each complete circulation, the blood flows into the heart twice.
  • This is called double circulation.
  • Some other animals like fish have a single circulation.
  • Blood flows only once through the heart for every complete circuit.

 

Structure and Function of the Heart

 

  • The heart has four chambers:
  • Two artria (auricles) and two ventricles.
  • The left and right side of the heart are separated by a muscle wall (septum) so that oxygenated and deoxygenated blood does not mix.
  • Deoxygenated blood from the rest of the body enters the heart through the vena cava .
  • Blood enters the right atrium, then through tricuspid valve into right ventricle.
  • Then via semi-lunar valve to the pulmonary artery to the lungs.
  • Oxygenated blood from the lungs enters the heart through pulmonary vein.
  • It enters the left atrium of the heart, then through bicuspid valve into left ventricle.
  • Then via semi-lunar valves to aorta which takes oxygenated blood round the body.
  • A branch of the aorta called coronary artery supplies blood to the heart muscle.
  • The coronary vein carries blood from the heart muscle to the pulmonary artery which then takes it to the lungs for oxygenation.

 

Pumping Mechanism of the heart

  • The heart undergoes contraction (systole) and relaxation ( diastole).

Systole

  • When the ventricular muscles contract, the cuspid valves (tricuspid and bicuspid) close preventing backflow of blood into auricles.
  • The volume of the ventricles decreases while pressure increases.
  • This forces blood out of the heart to the lungs through semi-lunar valves and pulmonary artery, and to the body tissues via semi-lunar valve and aorta respectively.
  • At the same time the atria are filled with blood.
  • The left ventricle has thicker muscles than the right ventricle, and pumps blood for a longer distance to the tissues.

 

Diastole

  • When ventricular muscles relax, the volume of each ventricle increases while pressure decreases.
  • Contractions of atria force the bicuspid and tricuspid valves to open allowing deoxygenated blood from right atrium into right ventricle which oxygenated blood flows from left atrium into the left ventricle.
  • Semi-lunar valves close preventing the backflow of blood into ventricles.
  • The slight contractions of atria force the , blood flow into ventricles.

 

The Heartbeat

  • The heart is capable of contracting and relaxing rhythmically without fatigue due to its special muscles called cardiac muscles.
  • The rhythmic contraction of the heart arise from within the heart muscles without nervous stimulation.
  • The contraction is said to be myogenic.
  • The heartbeat is initiated by the pacemaker or sino-artrio-node (SAN) which is located in the right atrium.
  • The wave of excitation spreads over the walls of atria.
  • It is picked by the artrio-ventricular node which is located at the junction:
  • Of the atria and ventricles, from where the purkinje tissue spreads the wave to the walls of the ventricles.
  • The heart contracts and relaxes rhythmically at an average rate of 72 times per minute.
  • The rate of the heartbeat is increased by the sympathetic nerve, while it is slowed down by the vagus nerve.
  • Heartbeat is also affected by hormones e.g. adrenaline raises the heartbeat.

 

Structure and Function of Arteries,Capillaries and Veins

Arteries

  • Arteries carry blood away from the heart.
  • They carry oxygenated blood except pulmonary artery which carries deoxygenated blood to the lungs.
  • Arteries have a thick, muscular wall, which has elastic and collagen fibres that resist the pressure of the blood flowing in them.
  • The high pressure is due to the pumping action of the heart.
  • The pressure in the arteries originate from the pumping action of the heart.
  • The pulse or number of times the heart beats per minute can be detected by applying pressure on an artery next to the bone.
  • g. by placing the finger/thumb on the wrist.
  • The innermost layer of the artery is called endothelium which is smooth.
  • It offers least possible resistance to blood flow.
  • Have a narrow lumen .
  • The aorta forms branches which supply blood to all parts of the body.
  • These arteries divide into arterioles which further divide to form capillaries.

 

Capillaries

 

  • Capillaries are small vessels whose walls are made of endothelium which is one cell thick.
  • This provides a short distance for exchange of substances.
  • Capillaries penetrate tissues,
  • The lumen is narrow therefore blood flowing in capillaries is under high pressure.

 

  • Pressure forces water and dissolved substances out of the blood to form tissue fluid.

 

  • Exchange of substances occurs between cells and tissue fluid.

 

  • Part of the tissue fluid pass back into capillaries at the venule end.
  • Excess fluid drains into small channels called lymph capillaries which empty their contents into lymphatic vessels.
  • Capillaries join to form larger vessels called venules which in turn join to form veins which transport blood back to the heart.

Veins

 

  • Veins carry deoxygenated blood from the tissues to the heart (except pulmonary vein which carries oxygenated blood from the lungs to the heart).
  • Veins have a wider lumen than arteries.
  • Their walls are thinner than those of arteries.
  • Blood pressure in the veins is low.
  • Forward flow of blood in veins is assisted by contraction of skeletal muscles, hence the need for exercise.
  • Veins have valves along their length to prevent backflow of blood.
  • This ensures that blood flows towards the heart.
  • The way the valves work can be demonstrated on the arm.
  • By pressing on one vein with two fingers, leaving one and pushing blood toward the heart then releasing the latter finger, it can be observed that the part in between is left with the vein not being visible.
  • This is because bleed does not flow back towards the first finger.

Diseases and Defects of Circulatory System

Thrombosis

  • Formation of a clot in the blood vessels is called thrombosis.
  • Coronary thrombosis is the most common.
  • It is caused by blockage of coronary artery which supplies blood to the heart.
  • Blockage may be due to artery becoming fibrous or accumulation of fatty material on the artery walls.
  • Narrow coronary artery results in less blood reaching the heart muscles.
  • A serious blockage can result in heart attack which can be fatal.
  • Heavy intake of fat, alcohol, being overweight and emotional stress can cause coronary thrombosis.
  • A blockage in the brain can lead to a stroke causing paralysis of part of the body, coma or even death.
  • A healthy lifestyle, avoiding a lot of fat in meals and avoiding alcohol can control the

Arteriosclerosis

  • This condition results from the inner walls having materials being deposited there or growth of fibrous connective tissue.
  • This leads  to thickening of the wall of the artery and loss of elasticity.
  • Normal blood flow is hindered.
  • Arteriosclerosis can lead to thrombosis or hypertension.
  • A person with hypertension which is also called high blood pressure has his/her blood being pumped more forcefully through the narrow vessels.
  • This puts stress on the walls of the heart and arteries.
  • Regular exercise, healthy diet and avoiding smoking can help maintain normal blood pressure.

Varicose Veins

  • Superficial veins especially at the back of the legs become swollen and flabby due to some valves failing to function properly.
  • This results to retention of tissue fluid.
  • Regular physical exercise will prevent this condition.
  • Repair of valves through surgery can also be done.
  • Wearing surgical stockings may ease a mild occurence.

Structure and Function of Blood

Composition of Blood

  • The mammalian blood is made up of a fluid medium called plasma with substances dissolved in it.
  • Cellular components suspended in plasma include;
  • erythrocytes (red blood cells),
  • leucocytes (white blood cells)
  • thrombocytes (platelets)
  • blood proteins.

Plasma

  • This is a pale yellow fluid consisting of 90% water.
  • There are dissolved substances which include;
    • glucose, amino acids, lipids, salts,
    • hormones, urea, fibrinogen, albumen,
    • antibodies, some enzymes suspended cells.
      • Serum is blood from which fibrinogen and cells have been removed.

 

The functions of plasma include:

  • Transport of red blood cells which carry oxygen.
  • Transport dissolved food substances round the body.
  • Transport metabolic wastes like nitrogenous wastes and carbon (IV) oxide in solution about 85% of the carbon (IV) oxide is carried in form of hydrogen carbonates.
  • Transport hormones from sites of production to target organs.
  • Regulation of pH of body fluids.
  • Distributes heat round the body hence regulate body temperature.

 

Erythrocytes (Red Blood Cells)

  • In humans these cells are circular biconcave discs without nuclei.
  • Absence of nucleus leaves room for more haemoglobin to be packed in the cell to enable it to carry more oxygen.
  • Haemoglobin contained in red blood cells is responsible for the transport of oxygen.
  • Haemoglobin + Oxygen =oxyhaemoglobin
  • (Hb) + (4O2) __ (HbOg)
  • Oxygen is carried in form of oxyhaemoglobin.
  • Haemoglobin readily picks up oxygen in the lungs where concentration of oxygen is high.
  • In the tissues, the oxyhaemoglobin breaks down (dissociates) easily into haemoglobin and oxygen.
  • Oxygen diffuses out of the red blood cells into the tissues.
  • Haemoglobin is then free to pick up more oxygen molecules.
  • The biconcave shape increases their surface area over which gaseous exchange takes place.
  • Due to their ability, they are able to change their shape to enable themselves squeeze inside the narrow capillaries.
  • There are about five million red blood cells per cu bic millimetre of blood.
  • They are made in the bone marrow of the short bones like sternum, ribs and vertebrae.
  • In the embryo they are made in the liver and spleen.
  • Erythrocytes have a life span of about three to four months after which they are destroyed in the liver and spleen.
  • Also in the red blood cells is carbonic anhydrase which assists in the transport of carbon (IV) oxide.

Leucocytes (White Blood Cells)

  • These white blood cells have a nucleus.
  • They are divided into two:
  • Granulocytes (also phagocytes or polymorphs)
  • Agranulocytes .
  • White blood cells defend the body against disease.
  • Neutrophils form 70% of the granulocytes.
  • Others are eosinophils and basophils.
  • About 24% agronulocytes are called lymphocytes, while 4% agranulocytes are monocytes.
  • The leucocytes are capable of amoebic movement.
  • They squeeze between the cells of the capillary wall to enter the intercellular spaces.
  • They engulf and digest disease causing organisms (pathogens) by phagocytosis.
  • Some white blood cells may die in the process of phagocytosis.
  • The dead phagocytes, dead organisms and damaged tissues form pus.
  • Lymphocytes produce antibodies which inactivate antigens.

 

     Antibodies include:

  • Antitoxins which neutralise toxins.
  • Agglutinins cause bacteria to clump together and they die.
  • Lysins digest cell membranes of microorganisms.
  • Opsonins adhere to outer walls of microorganisms making it easier for phagocytes to ingest them.
  • Lymphocytes’ are made in the thymus gland and lymph nodes.
  • There are about 7,000 leucocytes per cubic millimetre of blood.

 

Platelets (Thrombocytes)

  • Platelets are small irregularly shaped cells formed from large bone marrow cells called megakaryocytes.
  • There are about 250,000 platelets per cubic millimetre of blood.
  • They initiate the process of blood clotting.
  • The process of clotting involves a series of complex reactions whereby fibrinogen is converted into a fibrin clot.
  • When blood vessels are injured platelets are exposed to air and they release thromboplastin which initiates the blood clotting process.
  • Thromboplastin neutralises heparin the anti-clotting factor in blood and activates prothrombin to thrombin.
  • The process requires calcium ions and vitamin K.
  • Thrombin activates the conversion of fibrinogen to fibrin which forms a meshwork of fibres on the cut surface to trap red blood cells to form a clot.
  • The clot forms a scab that stops bleeding and protects the damaged tissues from entry of micro-organisms.
  • Blood clotting reduces loss of blood when blood vessels are injured.
  • Excessive loss of blood leads to anaemia and dehydration.
  • Mineral salts lost in blood leads to osmotic imbalance in the body.
  • This can be corrected through blood transfusion and intravenous fluid.

 

 

ABO Blood Groups

  • There are four types of blood groups in human beings: A, B, AB and O.
  • These are based on types of proteins on the cell membrane of red blood cells.
  • There are two types of proteins denoted by the letters A and B which are antigens.
  • In the plasma are antibodies specific to these antigens denoted as a and
  • A person of blood group A has A antigens on the red blood cells and b antibodies in plasma.
  • A person of blood group B has B antigens on red blood cells and a antibodies in plasma.
  • A person of blood group AB has A and B antigens on red blood cells and no antibodies in plasma .
  • A person of blood group a has no antigens on red blood cells and a and b antibodies in plasma.

 

 

Blood groups

Blood Groups Antigens Antibodies
A A b
B B a
AB AandB None
0 None a and b
   

 

Blood Transfusion

Blood transfusion is the transfer of blood from a donor to the circulatory system of the recipient.

A recipient will receive blood from a donor if the recipient has no corresponding antibodies to the donor’s antigens.

If the donor’s blood and the recipient’s blood are not compatible, agglutination occurs whereby red blood cells clump together.

 

 

 

Blood typing

  • A person of blood group 0 can donate blood to a person of any other blood group.
  • A person of blood group 0 is called a universal donor.
  • A person of blood group AB can receive blood from any other group.
  • A person with blood group AB is called a universal recipient.
  • A person of blood group A can only donate blood to another person with blood group A or a person with blood group AB.
  • A person of blood group B can only donate blood to somebody with blood group B or a person with blood group AB.
  • A person with blood group AB can only donate blood to a person with blood groupAB.
  • Blood screening has become a very important step in controlling HIV/AIDS.
  • It is therefore important to properly screen blood before any transfusion is done.

Rhesus Factor

  • The Rhesus factor is present in individuals with the Rhesus antigen in their red blood cells.
  • Such individuals are said to be Rhesus positive (Rh+), while those without the antigen are Rhesus negative (Rh-).
  • If blood from an Rh+ individual is introduced into a person who is Rh- , the latter develops antibodies against the Rhesus factor.
  • There may not be any reaction after this transfusion.
  • However a subsequent transfusion with Rh+ blood causes a severe reaction, and agglutination occurs i.e. clumping of red blood cells.
  • The clump can block the flow of blood, and cause death.
  • Erythroblastosis foetalis (haemolytic disease of the newborn) results when an Rh- mother carries an Rh+ foetus.
  • This arises when the father is Rh+.
  • During the latter stage of pregnancy, fragments of Rhesus positive red blood cells of the foetus may enter mother’s circulation.
  • These cause the mother to produce Rhesus antibodies which can pass across the. placenta to the foetus and destroy foetal red blood cells.
  • During the first pregnancy, enough antibodies are not formed to affect the foetus.

 

  • Subsequent pregnancies result in rapid production of Rhesus antibodies by the mother.
  • These destroy the red blood cells of the foetus, the condition called haemolytic disease of the newborn.
  • The baby is born anaemic and with yellow eyes (jaundiced).
  • The condition can be corrected by a complete replacement of baby’s blood with safe healthy blood.

 

 

Lymphatic System

  • The lymphatic system consists of lymph vessels.
  • Lymph vessels have valves to ensure unidirectional movement of lymph.
  • Lymph is excess tissue fluid i.e. blood minus blood cells and plasma proteins.
  • Flow of lymph is assisted by breathing and muscular contractions.
  • Swellings called lymph glands occur at certain points along the lymph vessels.
  • Lymph glands are oval bodies consisting of connective tissues and lymph spaces.
  • The lymph spaces contain lymphocytes which are phagocytic.
  • Lymph has the same composition as blood except that it does not contain red blood cells and plasma proteins.
  • Lymph is excess tissue fluid.
  • Excess tissue fluid is drained into lymph vessels by hydrostatic pressure.
  • The lymph vessels unite to form major lymphatic system.
  • The main lymph vessels empty the contents into sub-clavian veins which take it to the heart.

 

Immune Responses

  • Immune response is the production of antibodies in response to antigens.
  • An antigen is any foreign material or organism that is introduced into the body and causes the production of antibodies.
  • Antigens are protein in nature.
  • An antibody is a protein whose structure is complementary to the antigen.
  • This means that a specific antibody deals with a specific antigen to make it harmless.
  • When harmful organisms or proteins invade the body, lymphocytes produce complementary antibodies, while bone marrow and thymus gland produce more phagocytes and lymphocytes respectively.

 

Types of Immunity

 

  • There are two types of immunity; natural and artificial.

Natural Immunity is also called innate immunity.

  • It is inherited from parent to offspring.

Artificial Immunity can be natural or induced.

  • When attacked by diseases like chicken pox, measles and mumps, those who recover from these diseases develop resistance to any subsequent infections of the same diseases.
  • This is natural acquired immunity.

Artificial Acquired Immunity:

  • When attenuated (weakened) or dead microorganisms are introduced into a healthy person.
  • The lymphocytes synthesis the antibodies which are released into the lymph and eventually reach the blood.
  • The antibodies destroy the invading organisms.
  • The body retains ‘memory’ of the structure of antigen.
  • Rapid response is ensured in subsequent infections.
  • Vaccines generally contain attenuated disease causing organisms.

Artificial Passive Acquired Immunity:

  • Serum containing antibodies is obtained from another organism, and confers immunity for a short duration.
  • Such immunity is said to be passive because the body is not activated to produce the antibodies.

Importance of Vaccination

  • A vaccine is made of attenuated, dead or nonvirulent micro-organism that stimulate cells in the immune system to recognise and attack disease causing agent through production of antibodies.
  • Vaccination protects individuals from infections of many diseases like smallpox, tuberculosis and poliomyelitis.
  • Diseases like smallpox, tuberculosis and tetanus were killer diseases but this is no longer the case.
  • Diphtheria Pertussis Tetanus (DPT) vaccine protects children against diphtheria, whooping cough and tetanus.
  • Bacille Calmette Guerin (BCG) vaccine is injected at birth to children to protect them against tuberculosis.
  • Measles used to be a killer disease but today, a vaccine injected into children at the age of rune months prevents it.
  • At birth children are given an inoculation through the mouth of the poliomyelitis vaccine.

Allergic Reactions

  • An allergy is a hypersensitive reaction to an antigen by the body.
  • The antibody reacts with the antigen violently.
  • People with allergies are oversensitive to foreign materials like dust, pollen grains, some foods, some drugs and some air pollutants.
  • Allergic reactions lead to production of histamine by the body.
  • Histamine causes swelling and pain.
  • Allergic reactions can be controlled by avoiding the allergen and administration of anti-histamine drugs.

 

END OF NOTES

 

 

 

 

 

Respiration

 

 

 

Meaning and Significance o  f Respiration

  • Respiration is the process by which energy is liberated from organic compounds such as glucose.
  • It is one of the most important characteristics of living organisms.
  • Energy is expended (used) whenever an organism exhibits characteristics of life, such as feeding, excretion and movement.
  • Respiration occurs all the time and if it stops, cellular activities are disrupted due to lack of energy.
  • This may result in death e.g., if cells in brain lack oxygen that is needed for respiration for a short time, death may occur.
  • This is because living cells need energy in order to perform the numerous activities necessary to maintain life.
  • The energy is used in the cells and much of it is also lost as heat.
  • In humans it is used to maintain a constant body temperature.

Tissue Respiration

  • Respiration takes place inside cells in all tissues.
  • Every living cell requires energy to stay alive.
  • Most organisms require oxygen of the air for respiration and this takes place in the mitochondria.

Mitochondrion Structure and Function

Structure

  • Mitochondria are rod-shaped organelles found in the cytoplasm of cells.
  • A mitochondrion has a smooth outer membrane and a folded inner membrane.
  • The folding of the inner membrane is called cristae and the inner compartment is called the matrix.

Adaptations of Mitochondrion to its Function

  • The matrix contains DNA ribosomes for making proteins and has enzymes for the breakdown of pyruvate to carbon (IV) oxide, hydrogen ions and electrons.
  • Cristae increase surface area of mitochondrial inner membranes where attachment of enzymes needed for the transport of hydrogen ions and electrons are found.
  • There are two types of respiration:
  • Aerobic Respiration
  • Respiration

 

 

 

Aerobic Respiration

  • This involves breakdown of organic substances in tissue cells in the presence of oxygen .
  • All multicellular organisms and most unicellular organisms e.g. some bactena respire aerobically.
  • In the process, glucose is fully broken down to carbon (IV) oxide and hydrogen which forms water when it combines with the oxygen.
  • Energy produced is used to make an energy rich compound known as adenosine triphosphate (ATP).
  • It consists of adenine, an organic base, five carbon ribose-sugar and three phosphate groups.
  • ATP is synthesised from adenosine diphosphate (ADP) and inorganic phosphate.
  • The last bond connecting the phosphate group is a high-energy bond.
  • Cellular activities depend directly on ATP as an energy source.
  • When an ATP molecule is broken down, it yields energy.

Process of Respiration

  • The breakdown of glucose takes place in many steps.
  • Each step is catalysed by a specific enzyme.
  • Energy is released in some of these steps and as a result molecules of ATP are synthesised.
  • All the steps can be grouped into three main stages:

 

Glycolysis.

  • The initial steps in the breakdown of glucose are referred to as glycolysis and they take place in the cytoplasm.
  • Glycolysis consists of reactions in which glucose is gradually broken down into molecules of a carbon compound called pyruvic acid or pyruvate.
  • Before glucose can be broken, it is first activated through addition of energy from ATP and phosphate groups.
  • This is referred to as phosphorylation.
  • The phosphorylated sugar is broken down into two molecules of a 3-carbon sugar (triose sugar) each of which is then converted into pyruvic acid.
  • If oxygen is present, pyruvic acid is converted into a 2-carbon compound called acetyl coenzyme A (acetyl Co A).
  • Glycolysis results in the net production of two molecules of ATP.
  • The next series of reactions involve decarboxylation i.e. removal of carbon as carbon (IV) oxide and dehydrogenation, removal of hydrogen as hydrogen ions and electrons.
  • These reactions occur in the mitochondria and constitute the Tri-carboxylic Acid Cycle (T.C.A.) or Kreb’s citric acid cycle.
  • The acetyl Co A combines with 4-carbon compound with oxalo-acetic acid to form citric acid – a 6 carbon compound.
  • The citric acid is incorporated into a cyclical series of reactions that result in removal of carbon (IV) oxide molecules, four pairs of hydrogen, ions and electrons.
  • Hydrogen ions and electrons are taken to the inner mitochondria membrane where enzymes and electron carriers effect release of a lot of energy.
  • Hydrogen finally combines with oxygen to form water, and 36 molecules of ATP are synthesised.

Anaerobic Respiration

  • Anaerobic respiration involves breakdown of organic substances in the absence of oxygen.
  • It takes place in some bacteria and some fungi.
  • Organisms which obtain energy by anaerobic respiration are referred to as anaerobes.
  • Obligate anaerobes are those organisms which do not require oxygen at all and may even die if oxygen is present.
  • Facultative anaerobes are those organisms which survive either in the absence or in the presence of oxygen.
  • Such organisms tend to thrive better when oxygen is present e.g. yeast.

 

Products of Anaerobic Respiration

  • The products of anaerobic respiration differ according to whether the process is occurring in plants or animals.

Anaerobic Respiration in Plants

  • Glucose is broken down to an alcohol, (ethanol) and carbon (IV) oxide.
  • The breakdown is incomplete.
  • Ethanol is an organic compound, which can be broken down further in the presence of oxygen to provide energy, carbon (IV) oxide and water.

C6HI206 _ 2C2H50H + 2C02 + Energy

(Glucose) (Ethanol)    (Carbon (IV) oxide)

Fermentation-

  • Is the term used to describe formation of ethanol and carbon (IV) oxide from grains.
  • Yeast cells have enzymes that bring about anaerobic respiration.

Lactate Fermentation

  • Is the term given to anaerobic respiration in certain bacteria that results in formation of lactic acid.

Anaerobic Respiration in Animals

  • Anaerobic respiration in animals produces lactic acid and energy.

C6H1P6 _ 2CH3CHOH.COOH + energy

(Glucose)   (Lactic acid) + energy

  • When human muscles are involved in very vigorous activity, oxygen cannot be delivered as rapidly as it is required.
  • The muscle respire anaerobically and lactic acid accumulates.
  • A high level of lactic acid is toxic.
  • During the period of exercise, the body builds up an oxygen debt.
  • After vigorous activity, one has to breathe faster and deeper to take in more oxygen.
  • Rapid breathing occurs in order to break down lactic acid into carbon (IV) oxide and water and release more energy.
  • Oxygen debt therefore refers to the extra oxygen the body takes in after vigorous exercise.

 

Practical Activities

To Show the Gas Produced When the Food is burned

  • A little food substance e.g., maize flour or meat is placed inside a boiling tube.
  • The boiling tube is stoppered using a rubber bung connected to a delivery tube inserted into a test-tube with limewater.
  • The food is heated strongly to bum.
  • Observations are made on the changes in lime water (calcium hydroxide) as gas is produced.
  • The clear lime water turns white due to formation of calcium carbonate precipitate proving that carbon (Iv) oxide is produced.

 

Experiment to Show the Gas Produced During Fermentation

 

  • Glucose solution is boiled and cooled. Boiling expels all air.
  • A mixture of glucose and yeast is placed in a boiling tube, and covered with a layer of oil to prevent entry of air.
  • A delivery tube is connected and directed into a test-tube containing lime water.
  • The observations are made immediately and after three days the contents are tested for the presence of ethanol.
  • A control experiment is set in the same way except that yeast which has been boiled and cooled is used.
  • Boiling kills yeast cells.
  • The limewater becomes cloudy within 20 minutes.
  • This proves that carbon (IV) oxide gas is produced.
  • The fermentation process is confirmed after three days when alcohol smell is detected in the mixture.

Experiment to Show Germinating Seeds Produce Heat

  • Soaked bean seeds are placed in a vacuum flask on wet cotton wool.
  • A thermometer is inserted and held in place with cotton wool .
  • The initial temperature is taken and recorded.
  • A control experiment is set in the same way using boiled and cooled bean seeds which have been washed in formalin to kill microorganisms.
  • Observation is made within three days.
  • Observations show that temperature in the flask with germinating seeds has risen.
  • The one in the control has not risen.

 

 

Comparison Between Aerobic and Anaerobic Respiration

 

  Aerobic Respiration Anaerobic Respiration
   
1. Site In the mitochondria. In the cytoplasm.
2. Products Carbon dioxide and water. Ethanol in plants and lactic acid in animals-
3. Energy yield 38 molecules of A TP (2880 KJ) from 2 molecules of ATP 210KJ from each
each molecule of glucose. molecule of glucose.
4. Further reaction No further reactions on carbon Ethanol and lactic acid can be broken down
dioxide and water. further in the presence of oxygen.

 

Comparison Between Energy Output in Aerobic and Anaerobic Respiration

  • Aerobic respiration results in the formation of simple inorganic molecules, water and carbon (Iv) oxide as the byproducts.
  • These cannot be broken down further. A lot of energy is produced.
  • When a molecule of glucose is broken down in the presence of oxygen, 2880 KJ of energy are produced (38 molecules of ATP).
  • In anaerobic respiration the by products are organic compounds.
  • These can be broken down further in the presence of oxygen to give more energy.
  • Far less energy is thus produced.
  • The process is not economical as far as energy production is concerned.
  • When a molecule of glucose is broken down in the absence of oxygen in plants, 210 KJ are produced (2 molecule ATP).
  • In animals, anaerobic respiration yields 150 kJ of energy.

Substrates for Respiration

  • Carbohydrate, mainly glucose is the main substrate inside cells.
  • Lipids i.e. fatty acids and glycerol are also used.
  • Fatty acids are used when the carbohydrates are exhausted.
  • A molecule of lipid yields much more energy than a molecule of glucose.
  • Proteins are not normally used for respiration.
  • However during starvation they are hydrolysed to amino acids, dearnination follows and the products enter Kreb’s cycle as urea is formed.
  • Use of body protein in respiration result to body wasting, as observed during prolonged sickness or starvation.
  • The ratio of the amount of carbon (IV) oxide produced to the amount of oxygen used for each substrate is referred to as Respiratory Quotient (RQ) and is calculated as follows:

R.Q. = Amount of carbon (IV) oxide produced

Amount of oxygen used

  • Carbohydrates have a respiratory quotient of 1.0 lipids 0.7 and proteins 0.8.
  • Respiratory quotient value can thus give an indication of types of substrate used.
  • Besides values higher than one indicate that some anaerobic respiration is taking place.

Application of Anaerobic Respiration in Industry and at Home

Industry

  • Making of beer and wines.
  • Ethanol in beer comes from fermentation of sugar(maltose) in germinating barley seeds.
  • Sugar in fruits is broken down anaerobically to produce ethanol in wines.
  • In the dairy industry, bacterial fermentation occurs in the production of several dairy products such as cheese, butter and yoghurt.
  • In production of organic acids e.g., acetic acid, that are used in industry e.g., in preservation of foods.

Home

 

  • Fermentation of grains is used to produce all kinds of beverages e.g., traditional beer and sour porridge.
  • Fermentation of milk.

 

 

End of Topic

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

GASEOUS EXCHANGE IN PLANTS AND ANIMALS

 

 

 

Necessity for Gaseous Exchange in Living Organisms

 

  • Living organisms require energy to perform cellular activities.
  • The energy comes from breakdown of food in respiration.
  • Carbon (IV) oxide is a by product of respiration and its accumulation in cells is harmful which has to be removed.
  • Most organisms use oxygen for respiration which is obtained from the environment.
  • Photosynthetic cells of green plants use carbon (Iv) oxide as a raw material for photosynthesis and produce oxygen as a byproduct.
  • The movement of these gases between the cells of organisms and the environment comprises gaseous exchange.
  • The process of moving oxygen into the body and carbon (Iv) oxide out of the body is called breathing or ventilation.
  • Gaseous exchange involves the passage of oxygen and carbon (IV) oxide through a respiratory surface.
  • Diffusion is the main process involved in gaseous exchange.

 

Gaseous Exchange in Plants

 

  • Oxygen is required by plants for the production of energy for cellular activities.

 

  • Carbon (IV) oxide is required as a raw material for the synthesis of complex organic substances.

 

  • Oxygen and carbon (IV) oxide are obtained from the atmosphere in the case of terrestrial plants and from the surrounding water in the case of aquatic plants.

 

 

  • Gaseous exchange takes place mainly through the stomata.

 

Structure of Guard Cells

 

  • The stoma (stomata – plural) is surrounded by a pair of guard cells.
  • The structure of the guard cells is such that changes in turgor inside the cell cause changes in their shape.
  • They are joined at the ends and the cell walls facing the pore (inner walls) are thicker and less elastic than the cell walls farther from the pore (outer wall).
  • Guard cells control the opening and closing of stomata.

 

 

 

Mechanism of Opening and Closing of  Stomata

 

  • In general stomata open during daytime (in light) and close during the night (darkness).

 

  • Stomata open when osmotic pressure in guard cells becomes higher than that in surrounding cells due to increase in solute concentration inside guard cells. Water is then drawn into guard cells by osmosis.
  • Guard cells become turgid and extend.
  • The thinner outer walls extend more than the thicker walls.
  • This causes a bulge and stoma opens.
  • Stomata close when the solute concentration inside guard cells become lower than that of surrounding epidermal cells.
  • The water moves out by osmosis, and the guard cells shrink i.e. lose their turgidity and stoma closes.

 

Proposed causes of turgor changes in guard cells.

 

Accumulation of sugar.

  • Guard cells have chloroplasts while other epidermal cells do not.
  • Photosynthesis takes place during daytime and sugar produced raises the solute concentration of guard cells.
  • Water is drawn into guard cells by osmosis from surrounding cells.
  • Guard cells become turgid and stoma opens.
  • At night no photosynthesis occurs hence no sugar is produced.
  • The solute concentration of guard cells falls and water moves out of the guard cells by osmosis.
  • Guard cells lose turgidity and the stoma closes.

 

pH changes in guard cells occur due to photosynthesis.

  • In day time carbon (IV) oxide is used for photosynthesis. This reduces acidity while the oxygen produced increases alkalinity.
  • Alkaline pH favours conversion of starch to sugar.
  • Solute concentration increases inside guard cells, water is drawn into the cells by osmosis. Guard cells become turgid and the stoma opens.
  • At night when no photosynthesis, Respiration produces carbon (IV) oxide which raises acidity .This favours conversion of sugar to starch. low sugar concentration lead to loss of turgidity in guard cells and stoma closes.

 

 

Explanation is based on accumulation of potassium  

      ions

  • In day time (light) adenosine triphosphate (ATP) is produced which causes potassium ions to move into guard cells by active transport.
  • These ions cause an increase in solute concentration in guard cells that has been shown to cause movement of water into guard cells by osmosis.
  • Guard cells become turgid and the stoma opens.
  • At night potassium and chloride ions move out of the guard cells by diffusion and level of organic acid also decreases.
  • This causes a drop in solute concentration that leads to movement of water out of guard cells by osmosis.
  • Guard cells lose turgor and the stoma closes.

 

 

Process of Gaseous Exchange in Root Stem and Leaves of Aquatic and Terrestrial Plants

 

Gaseous Exchange in leaves of Terrestrial Plants

 

  • Gaseous exchange takes place by diffusion.
  • The structure of the leaf is adapted for gaseous exchange by having intercellular spaces that are filled.
  • These are many and large in the spongy mesophyll.
  • When stomata are open,carbon(IV)oxide from the atmosphere diffuses into the substomatal air chambers.
  • From here, it moves into the intercellular space in the spongy mesophyll layer.
  • The CO2 goes into solution when it comes into contact with the cell surface and diffuses into the cytoplasm.
  • A concentration gradient is maintained between the cytoplasm of the cells and  the intercellular spaces.
  • CO2 therefore continues to diffuse into the cells.
  • The oxygen produced during photosynthesis moves out of the cells and into the intercellular spaces.
  • From here it moves to the substomatal air chambers and eventually diffuses out of the leaf through the stomata.
  • At night oxygen enters the cells while CO2 moves out.

 

Gaseous exchange in the leaves of aquatic(floating)plants

  • Aquatic plants such as water lily have stomata only on the upper leaf surface.
  • The intercellular spaces in the leaf mesophyll are large.
  • Gaseous exchange occurs by diffusion just as in terrestrial plants.

 

Observation of internal structure of leaves of aquatic plants

  • Transverse section of leaves of an aquatic plant such as Nymphaea differs from that of terrestrial plant.

The following are some of the features that can be observed in the leave of an aquatic plant;

  • Absence of cuticle
  • Palisade mesophyll cells are very close to each other ie.compact.
  • Air spaces (aerenchyma) in spongy mesophyll are very large.

 

  • Sclereids (stone cells) are scattered in leaf surface and project into air spaces.
  • They strengthen the leaf making it firm and assist it to float.

Gaseous Exchange Through Stems

 

Terrestrial Plants

 

  • Stems of woody plants have narrow openings or slits at intervals called
  • They are surrounded by loosely arranged cells where the bark is broken.
  • They have many large air intercellular spaces through which gaseous exchange occurs.
  • Oxygen enters the cells by diffusion while carbon (IV) oxide leaves.
  • Unlike the rest of the bark, lenticels are permeable to gases and water.

 

Aquatic Plant Stems

 

  • The water lily, Salvia and Wolfia whose stems remain in water are permeable to air and water.
  • Oxygen dissolved in the water diffuses through the stem into the cells and carbon (IV) oxide diffuses out into the water.

 

 

Gaseous Exchange in Roots

 

Terrestrial Plants

 

  • Gaseous exchange occurs in the root hair of young terrestrial plants.
  • Oxygen in the air spaces in the soil dissolves in the film of moisture surrounding soil particles and diffuses into the root hair along a concentration gradient.
  • It diffuses from root hair cells into the cortex where it is used for respiration.
  • Carbon (IV) oxide diffuses in the opposite direction.
  • In older roots of woody plants, gaseous exchange takes place through lenticels.

Aquatic Plants

 

  • Roots of aquatic plants e.g. water lily are permeable to water and gases.
  • Oxygen from the water diffuses into roots along a concentration gradient.
  • Carbon (IV) oxide diffuses out of the roots and into the water.
  • The roots have many small lateral branches to increase the surface area for gaseous exchange.
  • They have air spaces that help the plants to float.
  • Mangroove plants grow in permanently waterlogged soils, muddy beaches and at estuaries.
  • They have roots that project above the ground level.
  • These are known as breathing roots or pneumatophores.
  • These have pores through which gaseous exchange takes place e.g. in Avicenia the tips of the roots have pores.
  • Others have respiratory roots with large air spaces.

 

Gaseous Exchange in Animals

  • All animals take in oxygen for oxidation of organic compounds to provide energy for cellular activities.
  • The carbon (IV) oxide produced as a by-product is harmful to cells and has to be constantly removed from the body.
  • Most animals have structures that are adapted for taking in oxygen and for removal of carbon (IV) oxide from the body.
  • These are called “respiratory organs”.
  • The process of taking in oxygen into the body and carbon (IV) oxide out of the body is called breathing or ventilation.
  • Gaseous exchange involves passage of oxygen and carbon (IV) oxide through a respiratory surface by diffusion.

 

Types and Characteristics of Respiratory surfaces

Different animals have different respiratory surfaces.

  • The type depends mainly on the habitat of the animal, size, shape and whether body form is complex or simple.
  • Cell Membrane: In unicellular organisms the cell membrane serves as a respiratory surface.
  • Gills: Some aquatic animals have gills which may be external as in the tadpole or internal as in bony fish e.g. tilapia.
  • They are adapted for gaseous exchange in water.
  • Skin: Animals such as earthworm and tapeworm use the skin or body surface for gaseous exchange.
  • The skin of the frog is adapted for gaseous exchange both in water and on land.
  • The frog also uses epithelium lining of the mouth or buccal cavity for gaseous exchange.
  • Lungs: Mammals, birds and reptiles have lungs which are adapted for gaseous exchange.

Characteristics of Respiratory Surfaces

 

  • They are permeable to allow entry of gases.

 

  • They have a large surface area in order to increase diffusion.

 

  • They are usually thin in order to reduce the distance of diffusion.

 

  • They are moist to allow gases to dissolve.

 

  • They are well-supplied with blood to transport gases and maintain a concentration gradient.

Gaseous Exchange in Amoeba

 

  • Gaseous exchange occurs across the cell membrane by diffusion.
  • Oxygen diffuses in and carbon (IV) oxide diffuses out.

 

  • Oxygen is used in the cell for respiration making its concentration lower than that in the surrounding water.
  • Hence oxygen continually enters the cell along a concentration gradient.

 

  • Carbon (IV) oxide concentration inside the cell is higher than that in the surrounding water thus it continually diffuses out of the cell along a concentration gradient.

 

 

 

 

Gaseous Exchange in Insects

 

  • Gaseous exchange in insects e.g., grasshopper takes place across a system of tubes penetrating into the body known as the tracheal system.

 

  • The main trachea communicate with atmosphere through tiny pores called spiracles.

 

  • Spiracles are located at the sides of body segments;

 

  • Two pairs on the thoracic segments and eight pairs on the sides of abdominal segments.
  • Each spiracle lies in a cavity from which the trachea arises.

 

  • Spiracles are guarded with valves that close and thus prevent excessive loss of water vapour.
  • A filtering apparatus i.e. hairs also traps dust and parasites which would clog the trachea if they gained entry.

 

  • The valves are operated by action of paired muscles.

 

Mechanism of Gaseous Exchange in Insects

 

  • The main tracheae in the locust are located laterally along the length of the body on each side and they are interconnected across.
  • Each main trachea divides to form smaller tracheae, each of which branches into tiny tubes called tracheoles.
  • Each tracheole branches further to form a network that penetrates the tissues. Some tracheoles penetrate into cells in active tissue such as flight muscles.
  • These are referred to as intracellular tracheoles.
  • Tracheoles in between the cells are known as intercellular tracheoles.
  • The main tracheae are strengthened with rings of cuticle.
  • This helps them to remain open during expiration when air pressure is low.

 

Adaptation of Insect Tracheoles for Gaseous Exchange

 

  • The fine tracheoles are very thin about one micron in diameter in order to permeate tissue.
  • They are made up of a single epithelial layer and have no spiral thickening to allow diffusion of gases.
  • Terminal ends of the fine tracheoles are filled with a fluid in which gases dissolve to allow diffusion of oxygen into the cells.
  • Amount of fluid at the ends of fine tracheoles varies according to activity i.e. oxygen demand of the insect.
  • During flight, some of the fluid is withdrawn from the tracheoles such that oxygen reaches muscle cells faster and the rate of respiration is increased.
  • In some insects, tracheoles widen at certain places to form air sacs.
  • These are inflated or deflated to facilitate gaseous exchange as need arises.
  • Atmospheric air that dissolves in the fluid at the end of tracheoles has more oxygen than the surrounding cells of tracheole epithelium’.
  • Oxygen diffuses into these cells along a concentration gradient. ‘

 

  • Carbon (IV) oxide concentration inside the cells is higher than in the atmospheric .
  • Air and diffuses out of the cells along a concentration gradient.
  • It is then removed with expired air.

 

 

 

Ventilation in Insects

 

  • Ventilation in insects is brought about by the contraction and relaxation of the abdominal muscles.
  • In locusts, air is drawn into the body through the thoracic spiracles and expelled through the abdominal spiracles.

 

  • Air enters and leaves the tracheae as abdominal muscles contract and relax.
  • The muscles contract laterally so the abdomen becomes wider and when they relax it becomes narrow.

 

  • Relaxation of muscles results in low pressure hence inspiration occurs while contraction of muscles results in higher air pressure and expiration occurs.

 

  • In locusts, air enters through spiracles in the thorax during inspiration and leaves through the abdominal spiracles during expiration.
  • This results in efficient ventilation.

 

  • Maximum extraction of oxygen from the air occurs sometimes when all spiracles close and hence contraction of abdominal muscles results in air circulating within the tracheoles.

 

  • The valves in the spiracles regulate the opening and closing of spiracles.

Observation of Spiracle in Locust

 

  • Some fresh grass is placed in a gas jar.
  • A locust is introduced into the jar.
  • A wire mesh is placed on top or muslin cloth tied around the mouth of the beaker with rubber band.
  • The insect is left to settle.
  • Students can approach and observe in silence the spiracles and the abdominal movements during breathing.
  • Alternatively the locust is held by the legs and observation of spiracles is made by the aid of hand lens.

 

Gaseous Exchange in Bony Fish (e.g, Tilapia)

 

  • Gaseous exchange in fish takes place between the gills and the surrounding water.
  • The gills are located in an opercular cavity covered by a flap of skin called the operculum.
  • Each _gill consists of a number of thin leaf-like lamellae projecting from a skeletal base branchial arch (gill bar) situated in the wall of the pharynx.
  • There are four gills within the opercular cavity on each side of the head.
  • Each gill is made up of a bony gill arch which has a concave surface facing the mouth cavity (anterior) and a convex posterior surface.
  • Gill rakers are bony projections on the concave side that trap food and other solid particles which are swallowed instead of going over and damaging the gill ftlaments.

 

  • Two rows of gill filaments subtend from the convex surface.

 

Adaptation of Gills for Gaseous Exchange

  • Gill filaments are thin walled.
  • Gill filaments are very many (about seventy pairs on each gill), to increase surface area.
  • Each gill filament has very many gill lamellae that further increase surface area.
  • The gill filaments are served by a dense network of blood vessels that ensure efficient transport of gases.
  • It also ensures that a favourable diffusion gradient is maintained.
  • The direction of flow of blood in the gill lamellae is in the opposite direction to that of the water (counter current flow) to ensure maximum diffusion of gases.

 

Ventilation

 

  • As the fish opens the mouth, the floor of the mouth is lowered.
  • This increases the volume of the buccal cavity.
  • Pressure inside the mouth is lowered causing water to be drawn into the buccal cavity.
  • Meanwhile, the operculum is closed, preventing water from entering or leaving through the opening.
  • As the mouth closes and the floor of the mouth is raised, the volume of buccal cavity decreases while pressure in the opercular cavity increases due to contraction of opercular muscles.
  • The operculum is forced to open and water escapes.
  • As water passes over the gills, oxygen is absorbed and carbon dioxide from the gills dissolves in the water.

 

 

  • As the water flows over the gill filaments oxygen in the water is at a higher concentration than that in the blood flowing, in the gill.

 

  • Oxygen diffuses through the thin walls of gill filaments/lamellae into the blood.

 

  • Carbon (IV) oxide is at a higher concentration in the blood than in the water.
  • It diffuses out of blood through walls of gill filaments into the water.

Counter Current Flow

 

  • In the bony fish direction of flow of water over the gills is opposite that of blood flow through the gill filaments .

 

  • This adaptation ensures that maximum amount of oxygen diffuses from the water into the blood in the gill filament.
  • This ensures efficient uptake of oxygen from the water.
  • Where the flow is along the same direction (parallel flow) less oxygen is extracted from the water.

 

Observation of Gills of a Bony Fish (Tilapia)

 

  • Gills of a fresh fish are removed and placed in a petri-dish with enough water to cover them.
  • A hand lens is used to view the gills.
  • Gill bar, gill rakers and two rows of gill filaments are observed.

 

Gaseous Exchange in an Amphibian – Frog

 

  • An adult frog lives on land but goes back into the water during the breeding season.
  • A frog uses three different respiratory surfaces.
  • These are the skin, buccal cavity and lungs.

Skin

 

  • The skin is used both in water and on land.
  • It is quite efficient and accounts for 60% of the oxygen taken in while on land.

 

 

Adaptations of a Frog’s Skin for Gaseous Exchange

 

  • The skin is a thin epithelium to allow fast diffusion.
  • The skin between the digits in the limbs (i.e. webbed feet) increase the surface area for gaseous exchange.
  • It is richly supplied with blood vessels for transport of respiratory gases.
  • The skin is kept moist by secretions from mucus glands.
  • This allows for respiratory gases to dissolve.
  • Oxygen dissolved in the film of moisture diffuses across the thin epithelium and into the blood which has a lower concentration of oxygen.
  • Carbon (IV) oxide diffuses from the blood across the skin to the atmosphere along the concentration gradient.

 

Buccal (Mouth) Cavity

 

  • Gaseous exchange takes place all the time across thin epithelium lining the mouth cavity.
  • Adaptations of Buccal Cavity for Gaseous Exchange
  • It has a thin epithelium lining the walls of the mouth cavity allowing fast diffusion of gases.
  • It is kept moist by secretions from the epithelium for dissolving respiratory gases.
  • It has a rich supply of blood vessels for efficient transport of respiratory gases.
  • The concentration of oxygen in the air within the mouth cavity is higher than that of the blood inside the blood vessels.
  • Oxygen, therefore dissolves in the moisture lining the mouth cavity and then diffuses into the blood through the thin epithelium.
  • On the other hand, carbon (IV) oxide diffuses in the opposite direction along a concentration gradient.

Lungs

 

  • There is a pair of small lungs used for gaseous exchange.

Adaptation of Lungs

 

  • The lungs are thin walled for fast diffusion of gases.
  • Have internal foldings to increase surface area for gaseous exchange.
  • A rich supply of blood capillaries for efficient transport of gases.
  • Moisture lining for gases to dissolve.

 

Ventilation

 

Inspiration

 

  • During inspiration, the floor of the mouth is lowered and air is drawn in through the nostrils.
  • When the nostrils are closed and the floor of the mouth is raised, air is forced into the lungs.
  • Gaseous exchange occurs in the lungs, oxygen dissolves in the moisture lining of the lung and diffuses into the blood through the thin walls.
  • Carbon (IV) oxide diffuses from blood into the lung lumen.

Expiration

 

  • When the nostrils are closed and the floor of mouth is lowered by contraction of its muscles, volume of mouth cavity increases.

 

  • Abdominal organs press against the lungs and force air out of the lungs into buccal cavity.

 

  • Nostrils open and floor of the mouth is raised as its muscles relax.
  • Air is forced out through the nostrils.  

 

Gaseous Exchange in a Mammal -Human

 

  • The breathing system of a mammal consists of a pair of lungs which are thin-walled elastic sacs lying in the thoracic cavity.
  • The thoracic cavity consists of vertebrae, sternum, ribs and intercostal muscles.
  • The thoracic cavity is separated from the abdominal cavity by the diaphragm.
  • The lungs lie within the thoracic cavity.
  • They are enclosed and protected by the ribs which are attached to the sternum and the thoracic vertebrae.
  • There are twelve pairs of ribs, the last two pairs are called ‘floating ribs’ because they are only attached to the vertebral column.
  • The ribs are attached to and covered by internal and external intercostals muscles.
  • The diaphragm at the floor of thoracic cavity consists of a muscLe sheet at the periphery and a central circular fibrous tissue.

 

  • The muscles of the diaphragm are attached to the thorax wall.

 

  • The lungs communicate with the outside atmosphere through the bronchi, trachea, mouth and nasal cavities.
  • The trachea opens into the mouth cavity through the larynx.
  • A flap of muscles, the epiglottis, covers the opening into the trachea during swallowing.
  • This prevents entry of food into the trachea.
  • Nasal cavities are connected to the atmosphere through the external nares(or nostrils)which are lined with hairs and mucus that trap dust particles and bacteria, preventing them from entering into the lungs.
  • Nasal cavities are lined with cilia.
  • The mucus traps dust particles,
  • The cilia move the mucus up and out of the nasal cavities.
  • The mucus moistens air as it enters the nostrils.
  • Nasal cavities are winding and have many blood capillaries to increase surface area to ensure that the air is warmed as it passes along.
  • Each lung is surrounded by a space called the pleural cavity.
  • It allows for the changes in lung volume during breathing.
  • An internal pleural membrane covers the outside of each lung while an external pleural membrane lines the thoracic wall.
  • The pleural membranes secrete pleural fluid into the pleural cavity.
  • This fluid prevents friction between the lungs and the thoracic wall during breathing.

 

 

 

  • The trachea divides into two bronchi, each of which enters into each lung.
  • Trachea and bronchi are lined with rings of cartilage that prevent them from collapsing when air pressure is low.
  • Each bronchus divides into smaller tubes, the bronchioles.
  • Each bronchiole subdivides repeatedly into smaller tubes ending with fine bronchioles.
  • The fine bronchioles end in alveolar sacs, each of which gives rise to many alveoli.
  • Epithelium lining the inside of the trachea, bronchi and bronchioles has cilia and secretes mucus.

 

Adaptations of Alveolus to Gaseous Exchange

 

  • Each alveolus is surrounded by very many blood capillaries for efficient transport of respiratory gases.
  • There are very many alveoli that greatly increases the surface area for gaseous exchange.
  • The alveolus is thin walled for faster diffusion of respiratory gases.
  • The epithelium is moist for gases to dissolve.

 

 

Gaseous Exchange Between the Alveoli and the Capillaries

 

  • The walls of the alveoli and the capillaries are very thin and very close to each other.
  • Blood from the tissues has a high concentration of carbon (IV) oxide and very little oxygen compared to alveolar air.
  • The concentration gradient favours diffusion of carbon (IV) oxide into the alveolus and oxygen into the capillaries .
  • No gaseous exchange takes place in the trachea and bronchi.
  • These are referred to as dead space.

Ventilation

 

  • Exchange of air between the lungs and the outside is made possible by changes in the volumes of the thoracic cavity.
  • This volume is altered by the movement of the intercostal muscles and the diaphragm.

 

Inspiration

 

  • The ribs are raised upwards and outwards by the contraction of the external intercostal muscles, accompanied by the relaxation of internal intercostal muscles.

 

  • The diaphragm muscles contract and diaphragm moves downwards.

 

  • The volume of thoracic cavity increases, thus reducing the pressure.
  • Air rushes into the lungs from outside through the nostrils.

 

Expiration

 

  • The internal intercostal muscles contract while external ones relax and the ribs move downwards and inwards.

 

  • The diaphragm muscles relaxes and it is pushed upwards by the abdominal organs. It thus assumes a dome shape.

 

  • The volume of the thoracic cavity decreases, thus increasing the pressure.
  • Air is forced out of the lungs.
  • As a result of gaseous exchange in the alveolus, expired air has different volumes of atmospheric gases as compared to inspired air.

 

 

 

 

 

 

 

Table 7.1: Comparison of Inspired and Expired

 Air (% by volume)

Component Inspired % Expired %
Oxygen 21 16
Carbon dioxide 0.03 4
Nitrogen 79 79
Moisture Variable Saturated
     

Lung Capacity

  • The amount of air that human lungs can hold is known as lung capacity.
  • The lungs of an adult human are capable of holding 5,000 cm3 of air when fully inflated.
  • However, during normal breathing only about 500 cm3 of air is exchanged.
  • This is known as the tidal volume.
  • A small amount of air always remains in the lungs even after a forced expiration.
  • This is known as the residual volume.
  • The volume of air inspired or expired during forced breathing is called vital capacity.

Control of Rate Of Breathing

  • The rate of breathing is controlled by the respiratory centre in the medulla of the brain.
  • This centre sends impulses to the diaphragm through the phrenic nerve.
  • Impulses are also sent to the intercostal muscles.
  • The respiratory centre responds to the amount of carbon (IV) oxide in the blood.
  • If the amount of carbon (IV) oxide rises, the respiratory centre sends impulses to the diaphragm and the intercostal muscles which respond by contracting in order to increase the ventilation rate.
  • Carbon (IV) oxide is therefore removed at a faster rate.

Factors Affecting Rate of Breathing in Humans

  • Factors that cause a decrease or increase in energy demand directly affect rate of breathing.
  • Exercise, any muscular activity like digging.
  • Sickness
  • Emotions like anger, flight

Effects of Exercise on Rate of Breathing

  • Students to work in pairs.
  • One student stands still while the other counts (his/her) the number of breaths per minute.
  • The student whose breath has been taken runs on the sport vigorously for 10 minutes.
  • At the end of 10 minutes the number of breaths per minute is immediately counted and recorded.
  • It is noticed that the rate of breathing is much higher after exercise than at rest.

 

 

Dissection of a Small Mammal (Rabbit) to Show Respiratory Organs

  • The rabbit is placed in a bucket containing cotton wool which has been soaked in chloroform.
  • The bucket is covered tightly with a lid.
  • The dead rabbit is placed on the dissecting board ventral side upwards.

 

  • Pin the rabbit to the dissecting board by the legs.
  • Dissect the rabbit to expose the respiratory organs.
  • Ensure that you note the following features.
  • Ribs, intercostal muscles, diaphragm, lungs, bronchi, trachea, pleural membranes, thoracic cavity.

 

Diseases of the Respiratory System

 

Asthma

  • Asthma is a chronic disease characterised by narrowing of air passages.

Causes:

Allergy

  • Due to pollen, dust, fur, animal hair, spores among others.
  • If these substances are inhaled, they trigger release of chemical substances and they may cause swelling of the bronchioles and bring about an asthma attack.

Heredity

  • Asthma is usually associated with certain disorders which tend to occur in more than one member of a given family, thus suggesting’ a hereditary tendency.

Emotional or mental stress

  • Strains the body immune system hence predisposes to asthma attack.

     Symptoms

  • Asthma is characterized by wheezing and difficulty in breathing accompanied by feeling of tightness in the chest as a result of contraction of the smooth muscles lining the air passages.

 

     Treatment and Control

  • There is no definite cure for asthma.
  • The best way where applicable is to avoid whatever triggers an attack (allergen).
  • Treatment is usually by administering drugs called bronchodilators.
  • The drugs are inhaled, taken orally or injected intravenously depending on severity of attack to relief bronchial spasms.

Bronchitis

  • This is an inflammation of bronchial tubes.

Causes

  • This is due to an infection of bronchi and bronchioles by bacteria and viruses.
  • Symptoms
  • Difficulty in breathing.
  • Cough that produces mucus.
    • Treatment
  • Antibiotics are administered.

Pulmonary Tuberculosis

  • Tuberculosis is a contagious disease that results in destruction of the lung tissue.

      Causes

  • Tuberculosis is caused by the bacterium Mycobacterium tuberculosis.
  • Human tuberculosis is spread through droplet infection i.e., in saliva and sputum.
  • Tuberculosis can also spread from cattle to man through contaminated milk.
  • From a mother suffering from the disease to a baby through breast feeding.
  • The disease is currently on the rise due to the lowered immunity in persons with HIV and AIDS (Human Immuno Deficiency Syndrome).
  • Tuberculosis is common in areas where there is dirt, overcrowding and malnourishment.

     Symptoms

  • It is characterised by a dry cough, lack of breath and body wasting.

     Prevention

  • Proper nutrition with a diet rich in proteins and vitamins to boost immunity.
  • Isolation of sick persons reduces its spread.
  • Utensils used by the sick should be sterilised by boiling.
  • Avoidance of crowded places and living in well ventilated houses.
  • Immunisation with B.C.G. vaccine gives protection against tuberculosis.
  • This is done a few days after birth with subsequent boosters.

     Treatment

  • Treatment is by use of antibiotics.

Pneumonia

  • Pneumonia is infection resulting in inflammation of lungs.
  • The alveoli get filled with fluid and bacterial cells decreasing surface are for gaseous exchange.
  • Pneumonia is caused by bacteria and virus.
  • More infections occur during cold weather.
  • The old and the weak in health are most vulnerable.

     Symptoms

  • Pain in the chest accompanied by a fever, high body temperatures (39-40°C) and general body weakness.

    

Prevention

  • Maintain good health through proper feeding.
  • Avoid extreme cold.

      Treatment

  • If the condition is caused by pneumococcus bacteria, antibiotics are administered.
  • If breathing is difficult, oxygen may be given using an oxygen mask.

Whooping Cough

  • Whooping cough is an acute infection of respiratory tract.
  • The disease is more common in children under the age of five but adults may also be affected.

     Causes

  • It is caused by Bordetella pertusis bacteria and is usually spread by droplets produced when a sick person coughs.

      Symptoms:

  • Severe coughing and frequent vomiting.
  • Thick sticky mucus is produced.
  • Severe broncho-pneumonia.
  • Convulsions in some cases.

      Prevention

  • Children may be immunised against whooping cough by means of a vaccine which is usually combined with those against diphtheria and tetanus.
  • It is called “Triple Vaccine” or Diptheria, Pertusis and Tetanus (DPT).

      Treatment

  • Antibiotics are administered.
  • To reduce the coughing, the patient should be given drugs.

END OF CHAPTER NOTES

Practical Activities

Observation of permanent slides of terrestrial and aquatic leaves and stems

Leaves

  • Observation of T.S. of bean and water lily are made under low and ‘medium power objectives. Stomata and air space are seen.
  • Labelled drawings of each are made.
  • The number and distribution of stomata on the lower and upper leaf surface is noted.
  • Also the size of air spaces and their distribution.

Stem

  • Prepared slides (TS) of stems of terrestrial and aquatic plants such as croton and reeds are obtained.
  • Observations under low power and medium power of a microscope are made.
  • Labelled drawings are made and the following are noted:
  • Lenticels on terrestrial stems.
  • Large air spaces (aerenchyma) in aquatic stems.

 

END OF CHAPTER NOTES

 

 

 

 

 

 

Excretion and Homeostasis

Introduction

  • Excretion is the process by which living organisms separate and eliminate waste products of metabolism from body cells.
  • If these substances were left to accumulate, they would be toxic to the cells.
  • Egestion is the removal of undigested materials from the alimentary canals of animals.
  • Secretion is the production and release of certain useful substances such as hormones, sebum and mucus produced by glandular cells.
  • Homeostasis is a self-adjusting mechanism to maintain a steady state in the internal environment

Excretion in Plants

  • Plants have little accumulation of toxic waste especially nitrogenous wastes.
  • This is because they synthesise proteins according to their requirements.
  • In carbohydrate metabolism plants use carbon (IV) oxide released from respiration in photosynthesis while oxygen released from photosynthesis is used in respiration.
  • Gases are removed from the plant by diffusion through stomata and lenticels.
  • Certain organic products are stored in plant organs such as leaves, flowers, fruits and bark and are removed when these organs are shed.
  • The products include tannins, resins, latex and oxalic acid crystals.
  • Some of these substances are used illegally.
  • Khat, cocaine and cannabis are used without a doctor’s prescription and can be addictive.
  • Use of these substances should be avoided.

 

Plant Excretory Products their source and uses

 

Plant Product Source Use
Caffeine Tea and coffee Mild CNS stimulant.  
Quinine Cinchona tree Anti malaria-drug.  
Tannins Barks of Acacia, Wattle trees Tanning hides and skins.  
Colchicine Corms of crocus Prevents spindle formation in cell division.
Cocaine Leaves of coca plant Local anaesthesia.
Rubber Latex of rubber plant Used in shoe industry.  
Gum Exudate from acacia Used in food processing and printing industry.
Cannabis Flowers, fruits and leaves of Used in manufacture of drugs.  
cannabis sativa  
Nicotine Leaves of tobacco plant Manufacture of insecticides. Heart and CNS
stimulant.  
Papain Pawpaw (fruits) Meat tenderiser Treats indigestion.
I    
  I Mild stimulant.  
Khat Khatha edulis (miraa)  
Morphine Opium Poppy plant Narcotic. Induces sleep / hallucinations.
Strychnine Seeds of strychnos CNS stimulant.  

Excretory products in animals

Substance   Origin  
1. Nitrogenous compounds: Excess amino acids (proteins).  
  (i) Ammonia   Deamination of amino acids.  
  (ii) Urea   Deamination of amino acids; then addition of carbon dioxide.
  (iii) Uric acid   Ammonia (from deamination of amino acids).
2. Carbon dioxide   Homeostasis and respiration.  
3. Biliverdin and bilirubin Breakdown of haemoglobin.  
4. Water   Osmoregulation.  
5. Cholesterol   Excess intake of fats.
        .i->:
6. Hormones   Excess production  

 

 

Excretion and Homeostasis in Unicellular Organisms

  • Protozoa such as amoeba depend on diffusion as a means of excretion.
  • They have a large surface area to volume ratio for efficient diffusion.
  • Nitrogenous waste and carbon (IV) oxide are highly concentrated in the organism hence they diffuse out.
  • In amoeba excess water and chemicals accumulation in the contractile vacuole.
  • When it reaches maximum size the contractile vacuole moves to the cell membrane, bursts open releasing its contents to the surroundings.

 

Excretion in Human Beings

  • Excretion in humans is carried out by an elaborate system of specialised organs.
  • Their bodies are complex, so simple diffusion cannot suffice.
  • Excretory products include nitrogenous wastes which originate from deamination of excess amino acids.

 

  • The main excretory organs in mammals such as human beings include lungs, kidneys, skin and liver.

 

 

 

Structure and function of the human skin

Nerve Endings:

  • These are nerve cells which detect changes from the external environment thus making the body to be sensitive to touch, cold, heat and pressure.

Subcutaneous Fat:

  • Is a layer beneath the dermis.
  • It stores fat and acts as an insulator against heat loss.
  • The skin helps in elimination of urea, lactic acid and sodium chloride which are released in sweat.

The Lungs

  • Carbon (IV) oxide formed during tissue respiration is removed from the body by the lungs.
  • Mammalian lungs have many alveoli which are the sites of gaseous exchange.
  • Alveoli are richly supplied with blood and have a thin epithelium.
  • Blood capillaries around the alveoli have a high concentration of carbon (Iv) oxide than the alveoli lumen.
  • The concentration gradient created causes carbon (IV) oxide to diffuse into the alveoli lumen.
  • The carbon (IV) oxide is eliminated through expiration.

 

Structure and Functions of the Kidneys

  • The kidneys are organs whose functions are excretion, osmoregulation and regulation of pH.
  • Kidneys are located at the back of the abdominal cavity.
  • Each kidney receives oxygenated blood from renal artery,
  • while deoxygenated blood leaves through the renal vein.
  • Urine is carried by the ureter from the kidney to the bladder, which temporarily stores it.
  • From the bladder, the urine is released to the outside via the urethra.
  • The opening from the urethra is controlled by a ring-like sphincter muscle.
  • A longitudinal section of the kidney shows three distinct regions: a darker outer cortex, a lighter inner medulla and the pelvis.
  • The pelvis is a collecting space leading to the ureter which takes the urine to the bladder from where it is eliminated through the urethra.

 

 

The Nephron

  • A nephron is a coiled tubule at one end of which is a cup-shaped structure called the Bowman’s capsule.
  • The capsule encloses a bunch of capillaries called the glomerulus.
  • The glomerulus receives blood from an afferent arteriole a branch of the renal artery.
  • Blood is taken away from the glomerulus by efferent arteriole leading to the renal vein.
  • The Bowman’s capsule leads to the proximal convoluted tubule that is coiled and extends into a U-shaped part called loop of Henle.
  • From the loop of Henle is the distal convoluted tubule that is also coiled.
  • This leads to the collecting duct which receives contents of many nephrons.
  • Collecting ducts lead to the pelvis of the kidney.

 

Mechanism of Excretion

  • Excretion takes place in three steps:
  • Filtration, reabsorption and removal.

Filtration

  • The kidneys receive blood from renal artery a branch of the aorta.
  • This blood is rich in nitrogenous waste e.g. urea.
  • It contains dissolved food substances, plasma proteins,hormones and oxygen.
  • Blood flow in capillaries is under pressure due to the narrowness of the capillaries.
  • The afferent arteriole entering the glomerulus is wider than the efferent arteriole leaving it.
  • This creates pressure in the glomerulus.
  • Due to this pressure, dissolved substances such as urea, uric acid, glucose, mineral salts and amino acids are forced out of the glomerulus into the Bowman’s capsule.
  • Large sized molecules in the plasma such as proteins and red blood cells are not filtered out because they are too large.
  • This process of filtration is called ultra-filtration or pressure filtration and the filtrate is called glomerular filtrate.

 

Selective Reabsorption

 

  • As the filtrate flows through the renal tubules the useful substances are selectively reabsorbed back into the blood.
  • In the proximal convoluted tube all the glucose, all amino acids and some mineral salts are actively reabsorbed by active transport.
  • The cells lining this tubule have numerous mitochondria which provide the energy needed.
  • Cells of the tubule have microvilli which increases the surface area for re-absorption.
  • The tubule is coiled, which reduces the speed of flow of the filtrate e.g. giving more time for efficient re-absorption.
  • The tubule is well supplied with blood capillaries for transportation of reabsorbed substances.
  • The ascending loop has thick wall and is impermeable to water.
  • Sodium is actively pumped out of it towards the descending loop.
  • As glomerular filtrate moves down the descending loop, water is reabsorbed into the blood by osmosis in the distal convoluted tubule and in the collecting duct.
  • Permeability of the collecting duct and proximal convoluted tubule is increased by anti-diuretic hormone (ADH) whose secretion is influenced by the osmotic pressure of the blood.
  • The remaining fluid consisting of water, urea, uric acid and some mineral salts is called urine.
  • The urine is discharged into the collecting d ct and carried to the pelvis.
  • The loop of Henle is short in semi-aquatic mammals, and long in some mammals like the desert rat.

Removal

  • The urine is conveyed from the pelvis to the ureter.
  • The ureter carries the urine to the bladder where it is stored temporarily and discharged to the outside through the urethra at intervals.

Common Kidney Diseases

Uraemia

  • This is a condition in which concentration of urea in the blood.
  • It may be due to formation of cysts in tubules or reduction in blood supply to the glomeruli as a result of contraction of renal artery.

  Symptoms

  • Symptoms include yellow colouration of skin, smell of urine in breath, nausea and vomiting.
  • Treatment includes dialysis to remove excess urea and a diet low in proteins and salts especially sodium and potassium.

Kidney Stones

  • Kidney stones are solid deposits of calcium and other saIts.
  • They are usually formed in the pelvis of the kidney where they may obstruct the flow of urine.
  • Causes: the stones are formed due to crystallisation of salts around pus, blood or dead tissue.
  • Symptoms: include blood in urine, frequent urination, pain, chills and fever. Severe pain when urinating.

Treatment

  • Use of laser beams to disintegrate the stones.
  • Pain killing drugs like morphine.
  • Stones can be removed by surgery.
  • Taking hot baths and massage.

 

Nephritis

  • Nephritis is the inflation of glomerulus of the kidney.
  • Causes: Bacterial infection, sore throat or tonsillitis, blockage of glomeruli by antibody-antigen complex.
  • Signs and Symptoms: include headaches, fever, vomiting, oedema.
  • Control includes dietary restrictions especially salt and proteins.
  • Prompt treatment of bacterial infections.

 

Role of Liver in Excretion

  • The liver lies below the diaphragm and it receives blood from hepatic artery and hepatic portal vein.
  • Blood flows out of the liver through hepatic vein.
  • Excretion of Nitrogenous Wastes
  • Excess amino acids cannot be stored in the body, they are deaminated in the liver.
  • Hydrogen is added to amino group to form ammonia which combines with carbon (IV) oxide to form urea.
  • The urea is carried in the blood stream to the kidneys.
  • The remaining carboxyl group, after removal of amino group, is either oxidised to provide energy in respiration.
  • or built up into carbohydrate reserve and stored as glycogen or converted into fat and stored.

 

Breakdown and Elimination of Haemoglobin

  • Haemoglobin is released from dead or old red blood cells which are broken down in the liver and spleen.
  • Haemoglobin is broken down in the liver and a green pigment biliverdin results which is converted to yellow bilirubin.
  • This is taken to the gall bladder and eliminated as bile.

 

Elimination of Sex Hormones

  • Once they have completed their functions, sex hormones are chemically altered by the liver and then taken to the kidney for excretion.

 

Common Liver Diseases

 

Cirrhosis

  • Cirrhosis is a condition in which liver cells degenerate and are replaced by scar tissue .
  • This causes the liver to shrink, harden, become fibrous and fail to carry out its functions.

Causes

  • Chronic alcohol abuse, schistosomiasis infection, obstruction of gall-bladder.

Symptoms

  • Headache, nausea, vomiting of blood and lack of appetite, weight loss, indigestion and jaundice.

Control and Treatment

  • Avoid alcohol consumption and fatty diet.
  • Use drugs to kill the schistosomes if that is the cause.

Jaundice

  • This is a yellow colouration of the skin and eyes.

Cause:

  • Presence of excess bile pigments.
  • This happens due to blockage of bile duct or destruction of liver.

      Symptoms:

  • Yellow pigmentation of skin and eyes, nausea, vomiting and lack of appetite. Itching of skin.

Treatment

  • Removal of stones from the gall bladder by surgery.
  • Give patient fat-free diet, reduced amount of proteins.
  • Give antihistamines to reduce itching.

Homeostasis

  • Homeostasis is the maintenance of a constant internal environment.
  • The internal environment consists of intercellular or tissue fluid.
  • This fluid is the medium in the space surrounding cells.
  • Tissue fluid is made by ultra-filtration in the capillaries.
  • Dissolved substances in the blood are forced out of the capillaries and into intercellular spaces.
  • Cells obtain their requirements from tissue fluid while waste products from cells diffuse out into the tissue fluid.
  • Some of the fluid gets back into the blood capillaries while excess fluid is drained into the lymph vessels.
  • Cells function efficiently if there is little or no fluctuation in the internal environment.
  • The factors that need to be regulated include temperature, osmotic pressure and pH.
  • The body works as a self-regulating system and can detect changes in its working conditions bringing about corrective responses.
  • This requires a negative feedback mechanism e.g. when body temperature falls below normal, mechanisms are set in place that bring about increase in temperature.
  • And when the increase is above normal, mechanisms that lower the temperature are set in place.
  • This is called a negative feedback and it restores the conditions to normal.

Neuro-Endocrine System and Homeostasis

  • Homeostatic mechanisms are brought about by an interaction between nervous and endocrine systems.
  • Nerve endings detect changes in the internal and external environment and relay the information to the brain.
  • The hypothalamus and pituitary are endocrine glands situated in the brain.
  • The hypothalamus detect changes in the blood.
  • The pituitary secretes a number of hormones involved in homeostasis e.g. anti-duretic hormone (ADH).
  • The discussion below shows the nature of these interactions.

 

 

 

The Skin and Temperature Regulation

  • The optimum human body temperature is 36.8°C.
  • A constant body temperature favours efficient enzyme reaction.
  • Temperatures above optimum denature enzymes, while temperature below the optimum range inactivate enzymes.
  • The skin is involved in regulation of body temperature as follows:
  • The skin has receptors that detect changes in the temperature of the external environment.

 

When the body temperature is above optimum the following takes place:

Sweat:

  • Sweat glands secrete sweat onto the skin surface.
  • As sweat evaporates it takes latent heat from the body, thus lowering the temperature.

Vasodilation of Arterioles:

  • The arterioles near the surface become wider in diameter.
  • More blood flows near the surface and more heat is lost to the surrounding by convection and radiation.

Relaxation of hair erector muscle:

  • When hair erector muscles relax, the hair lies flat thus allowing heat to escape from the skin surface.

 

When body temperature is below optimum the following takes place:

     Vasoconstriction of Arterioles:

  • The arterioles near the surface of the skin become narrower.
  • Blood supply to the skin is reduced and less heat is lost to the surroundings.

Contraction of hair erector muscles.

  • When hair erector muscles contract, the hair is raised.
  • Air is trapped between the hairs forming an insulating layer.
  • Animals in cold areas have a thick layer of subcutaneous fat, which helps to insulate the body.
  • Besides the role of the skin in thermoregulation as discussed above, the rate of metabolism is lowered when temperature is above optimum and increased when temperature is below optimum.
  • The latter increases the temperature to the optimum.
  • When this fails, shivering occurs.
  • Shivering is involuntary contraction of muscles which helps to generate heat thus raising the body temperature.

 

 

 

Homeostatic Control of Body Temperature in Humans

 

Body size and Heat Loss

  • The amount of heat produced by metabolic reactions in an animal body is proportional to its mass.
  • Large animals produce more heat but they lose less due to small surface area to volume ratio.
  • Small animals produce less heat and lose a lot, due to large surface area to volume ratio.
  • Small animals eat a lot of food in relation .to their size in order to raise their metabolic rate.

Behavioural and Physiological Responses to Temperature Changes

  • Animals gain or lose heat to the environment by conduction, radiation and convection.
  • Birds and mammals maintain a constant body temperature regardless of the changes in the environment.
  • They do this mainly by internally installed physiological mechanisms hence they are endotherms, also known as
  • At the same time behavioural activities like moving to shaded areas when it is too hot assist in regulating their body temperature.
  • Other animals do not maintain a constant body temperature e.g. lizards.
  • They are poikilotherms (ectotherms) as their temperature varies according to that of surroundings.
  • They only regulate body temperature through behavioural means.
  • Lizards bask on the rocks to gain heat and hide under rocks when it is too hot.
  • Some animals have adaptive features e.g. animals in extreme cold climates have fur and a thick layer of subcutaneous fat like polar bear.
  • Those in extremely hot areas have tissue that tolerate high temperatures e.g. camels.
  • Some animals avoid cold conditions by hibernating g. the frog while others avoid dry hot conditions by aestivation e.g. kangaroo rat.
  • This involves decreasing their metabolic activities.

Skin and Osmoregulation

  • Osmoregulation is the control of salt and water balance in the body to maintain the appropriate osmotic pressure for proper cell functioning.
  • Sweat glands produce sweat and thus eliminate water and salt from the body.

The Kidney and Osmoregulation

  • The kidney is the main organ that regulates the salt and water balance in the body.
  • The amount of salt or water reabsorbed into the bloodstream is dependent on the osmotic pressure of the blood.
  • When the osmotic pressure of the blood rises above normal due to dehydration or excessive consumption of salt, the osmo-receptors in the hypothalamus are stimulated.
  • These cells relay impulses to the pituitary gland which produces a hormone called anti-diuretic hormone – ADH (vasopressin) which is taken by the blood to the kidneys.
  • The hormone (ADH) makes the distal convoluted tubule and collecting duct more permeable to water hence more water is reabsorbed into the body by the kidney tubules lowering the osmotic pressure in the blood.
  • When the osmotic pressure of the blood falls below normal due to intake of a large quantity of water, osmoreceptors in the hypothalamus are less stimulated.
  • Less antidiuretic hormone is produced, and the kidney tubules reabsorb less water hence large quantities of water is lost producing dilute urine (diuressis).
  • The osmotic pressure of the blood is raised to normal.
  • If little or no ADH is produced, the body may become dehydrated unless large quantities of water are consumed regularly.
  • Diabetes insipidus is a disease that results from the failure of the pituitary gland to produce ADH and the body gets dehydrated.
  • A hormone called Aldosterone produced by the adrenal cortex regulates the level of sodium ions.
  • When the level of sodium ions in the blood is low, adrenal cortex releases aldosterone into the blood.
  • This stimulates the loop of Henle to reabsorb sodium ions into the blood.
  • Chloride ions flow to neutralise the charge on sodium ions.
  • Aldosterone also stimulates the colon to absorb more sodium ions into the blood.
  • If the sodium ion concentration rises above optimum level, adrenal cortex

Notes missing

The liver

  • Formation of Red Blood Cells.
  • In the embryo, red blood cells are formed in the liver.
  • Breakdown and elimination of old and dead blood cells.
  • Dead red blood cells are broken down in the liver and the pigments eliminated in bile.
  • Manufacture of Plasma Proteins.
  • Plasma proteins like albumen, fibrinogen and globulin are manufactured in the liver.
  • Storage of blood, vitamins A, K, BI2 and D and mineral salts such as iron’ and potassium ions.
  • Toxic substances ingested e.g. drugs or produced from metabolic reactions in the body are converted to harmless substances in a process called detoxification.

 

 

 

 

 

F 3 GEOGRAPHY NOTES NEW SYLLABUS

F 3 GEOGRAPHY

STATISTICS                                                                       COMPOUND/CUMULATIVE/DIVIDED

BAR GRAPH

Major cash crops exported in Kenya in tonnes

CROP 1990 1991 1992 1993 1994
COFFEE 4500 5000 5200 6000 5900
TEA 1300 1100 2500 2100 2200
MAIZE 800 900 500 400 400
WHEAT 600 500 600 700 500

Steps

CROP 1990 CT 1991 CT 1992 CT 1993 CT 1994
COFFEE 4500 4500 5000 5000 5200 5200 6000 6000 5900
TEA 1300 5800 1100 6100 2500 7700 2100 8100 2200
MAIZE 800 6600 900 7000 500 8200 400 8500 400
WHEAT 600 7200 500 7500 600 8800 700 9200 500
TOTAL 7200 7500 8800 9200 9000
  1. Set cumulative totals for the data each year

 

  1. Draw vertical axis(Y) to represent dependent variable
  2. Draw horizontal axis(x) to represent independent variable
  3. Label both axis using suitable scale
  4. Plot the cumulative values for each year
  5. Use values for components to subdivide the cumulative bar
  6. The subdivisions are placed in descending order with the longest at the bottom(coffee)
  7. Shade each component differently
  8. Put title and key

Advantages

  1. Its easy to construct
  2. It has good visual impression
  3. There is easy comparison for the same component in different bars because of uniform shading
  4. Easy to interpret because bars are shaded differently
  5. Total value of the bar can be identified easily

 

Disadvantages

  1. It doesn’t show the trend of components (change over time).
  2. Cant be used to show many components as there is limited space upwards
  3. Tedious as there is a lot of calculation work involved.
  4. Not easy to trace individual contribution made by members of the same bar
  5. Poor choice of vertical scale causes exaggeration of bars length leading to wrong conclusions

 

                                       Analysis

  • Coffee was the leading export earner in the five years.
  • Tea was the second leading export earner.
  • Wheat had the lowest export quantity.
  • 1993 recorded the highest export quantity.
  • 1990 recorded the lowest export quantity.

PIECHART/DIVIDEDCIRCLES/CIRCLE CHARTS

  • A circle which has been subdivided into degrees used to represent statistical data where component values have been converted in degrees.

Major countries producing commercial vehicles in the world in 000s

USA FRANCE JAPAN UK GERMANY RUSSIA
1800 240 2050 400 240 750

Steps

  1. Convert components into degrees

USA 1800×360/5480=118.2◦

FRANCE 240×360/5480=15.8◦

JAPAN 2050×360/5480=134.7◦

UK 400×360/5480=26.3◦

GERMANY 240×360/5480=15.8◦

RUSSIA 750×360/5480=49.3◦

  1. Draw a circle of convenient size using a pair of compasses.
  2. From the centre of the circle mark out each calculated angle using a protractor.
  3. Shade the sectors differently and provide the key for various shadings.

Advantages

  1. Gives a good/clear visual impression
  2. Easy to draw.
  3. Can be used to present varying types of data e.g. minerals, population, etc.
  4. Easy to read and interpret as segments are arranged in descending order and are also well shaded.
  5. Easy to compare individual segments.

Disadvantages

  1. Difficult to interpret if segments are many.
  2. Tedious due to a lot of mathematical calculations and marking out of angles involved.
  3. Can’t be used to show trend/change over a certain period.
  4. Small quantities or decimals may not be easily represented.

                                                       Analysis

  1. The main producer of commercial vehicles is Japan.
  2. The second largest producer is USA followed by Russia.
  3. The lowest producers were France and West Germany with.

                       PROPORTIONAL CIRCLES

This is use of circles of various sizes to represent different sets of statistical data.

Table showing mineral production In Kenya from year1998-2000

MINERALS QUANTITY IN TONNES
  1998 1999 2000
Graphite 200 490 930
Fluorspar 30 255 450
Soda ash 270 300 350
Diamond 500 870 1270
TOTAL 1000 1915 3000

Steps

  1. Determining the radii of circles by finding the square roots of the totals

1998 √1000=31.62=32

1999 √1915=43.76=44

2000 √3000=54.77=55

  1. Scale:1cm represents 10 tonnes

1998=3.2 cm

1999=4.4 cm

2000=5.5 cm

  1. Using a pair of compasses draw circles of different radii representing mineral production in Kenya between 1998 and 2000.
  2. Convert component values into degrees

Component value/  total value of data×360

1998: Graphite-200/1000×360=72◦

Fluorspar-30/1000×360=10.8◦

Soda ash-270/1000×360=97.2◦

Diamond-500/1000×360=180◦

1999: Graphite-490/1915×360=92.1◦

Fluorspar-255/1915×360=47.9◦

Soda ash-300/1915×360=56.4◦

Diamond-870/1915×360=163.6◦

2000: Graphite-930/3000×360=11.6◦

Fluorspar-450/3000×360=54◦

Soda ash-350/3000×360=42.1◦

Diamond-1270/3000×360=152.3◦

  1. On the proportional circle for each year use a protractor and mark out the angles
  2. Shade the segments and then provide a key.

Advantages

  1. They give a good visual impression.
  2. Easy to compare various components.
  3. Simple to construct.
  4. Easy to interpret as segments are arranged in descending order.
  5. Can be used to present varying types of data.

Disadvantages

  1. Tedious in calculation and measurement of angles
  2. Actual values represented by each component cant be known at a glance
  3. Difficult to accurately measure and draw sectors whose values are too small.
  4. Comparison can be difficult if the circles represent values which are almost equal.

Analysis/Conclusions

  1. Diamond was leading in production.
  2. The second leading mineral in production was graphite.
  3. The mineral with the lowest production was fluorspar.

 

 

 

 

                  

 

 

 

MAP WORK

Description of Relief

  1. Describe the general appearance of the entire area e.g. hilly, mountainous, plain, undulating landscape, has many hills, isolated hills, etc.
  2. State the highest and lowest parts of the area.
  3. Look out for valleys which are occupied by rivers.
  4. Divide into relief regions such as plateau, escarpment and lowland.
  5. Explain the type of slop e.g. gentle, steep, even or irregular.
  6. Direction of slope.
  7. Identify the land forms present in the area.

Gentle Slope

Slope is the gradient of land surface.

Gentle slope is one in which land doesn’t rise or fall steeply

Contours are wide apart

Steep Slopes

  • Where land rises or falls sharply
  • Contours are close to each other

 

Even Slopes

  • Shown by contours which are evenly spaced.

 

Uneven Slopes

  • Indicated by unevenly spaced contours.

Convex Slopes

  • One curved outwards
  • Indicated by contours which are close together at the bottom and widely spaced together at the top.

Concave Slopes

  • One curved inwards.
  • Contours are close together at the top and widely spaced at the bottom.

A Valley

  • A low area between higher grounds.
  • Indicated by U-shaped contours pointing towards a higher ground.

A Spur

  • Land which is projected from high to low ground.
  • Indicated by U-shaped contours bulging towards lower ground.

Interlocking Spurs

  • Spurs which appear as if to fit together.

Truncated Spurs

  • Spurs in glaciated highlands whose tips have been eroded and straightened.

Conical Hills

  • Hills are uplands which rise above relatively lower ground
  • Conical hills are small rounded hills

Irregular Shaped Hills

-A hill with some sides with uneven gentle and others with uneven steep slopes.

Ridges

  • A range of hills with steep slopes on all sides.
  • A ridge can contain hills, cols, passes or water shed.

A Col

  • A low area which occurs between two hills.

A Pass

  • A narrow steep sided gap in a highland.

A Water Shed

  • The boundary separating drainage systems which drains into different directions
  • Escarpment and ridges often form water sheds.

Escarpment

  • A relatively continuous line of steep slopes facing the same direction
  • Has two slopes: a long gentle slope (dip slope) and short steep slope (scarp slope).

A Plateau

  • A high flat land bound by steep slopes.

Description of Vegetation

Natural vegetation is classified as woodlands, thickets, scrubs or grasslands.

Symbols are given as pictures of vegetation.

  • Types present
  • Distribution
  • Reasons for distribution e.g. seasonal streams, scrub or grassland due to low rainfall.
  1. Forests

Likely indications of the following in the area:

  • Heavy rainfall
  • Fertile rainfall
  • Cool temperature depending on altitude
  1. Thickets and shrubs
  • Seasonal rainfall
  • Poor soil
  • High temperature
  1. Riverine trees
  • High moisture content in the river valley

Describing Drainage

  • Identify drainage features present

Natural drainage features include lakes, rivers, swamps, sea, rapids, water falls, cataracts, springs, deltas, fjords, sand or mud, and bays

Artificial features include ponds, wells, boreholes, water holes, cattle dips, cattle troughs, canals, reservoirs, irrigation channels, aqueducts, water treatment plants and man made lakes.

  • Identify main rivers by name
  • Size of rivers-big or small-shown by thickness of blue lines.
  • Give the general direction of flow.
  • Location of water shed if any
  • Characteristic of each feature
  1. a) Permanent Rivers
  • Which flow throughout the year
  • Shown by continuous blue lines

Likely indication of:

  • Heavy rainfall
  • Impermeable rocks
  1. b) Seasonal Rivers
  • Which flow seasonally or during the rain season
  • Shown by broken blue lines

Likely indication of:

  • Low rainfall
  • River doesn’t have a rich catchment area
  1. c) Disappearing Rivers

Blue lines ending abruptly

Likely indication of:

  • Permeable rocks
  • Very low rainfall
  • Underground drainage

 

  • Identify drainage patterns and description

-Drainage pattern is the layout of a river and its tributaries on the landscape.

  1. a) Dendritic

-Resembles a tree trunk and branches or veins of a leaf.

-Tributaries join the main river at acute angles.

  1. a) Trellis

Tributaries join the main river and other tributaries at right angles

of hard and soft rocks)

Common in folded areas where rivers flow downwards separated by vertical uplands.

  1. b) Rectangular Pattern

-Looks like a large block of rectangles.

-Tributaries tend to take sharp angular bends along their course.

  1. c) Parallel Pattern

-Rivers and tributaries flow virtually parallel to each other

Influenced by slope

-Common on slopes of high mountain ranges

  1. d) Centripetal Pattern

-Rivers flow from many directions into a central depression such as a lake, sea or swamp.

-Examples are rivers flowing into some of the Rift Valley lakes such as Nakuru and Bogoria.

  1. e) Annular Pattern

Streams (rivers which are small in size) are arranged in series of curves about a basin or crater

It’s controlled by the slope.

  1. f) Radial

-Resembles the spikes of a bicycle

-Formed by rivers which flow downwards from a central point in all directions such as on a volcanic cone e.g. on Mt. Kenya, Elgon and Kilimanjaro.

  1. g) Fault –Guided Pattern
  • Flow of river is guided by direction of fault lines

Human/Economic Activities

Description of Human Activities

  • Identify types
  • Evidence –man made features
  • Reasons e.g. tea-cool temps and heavy rainfall

Agriculture

  1. a) Plantation farming

Evidenced by presence of:

-“C”-coffee

-Named estates e.g. Kaimosi tea estate

  1. b) Small scale crop farming
  • Cotton ginnery or sheds
  • Coffee hullerlies
  • Posho mills for maize, millet, sorghum
  • Tea factory/store

Livestock Farming

  • Dairy farms
  • Veterinary stations
  • Cattle dips
  • Creameries
  • Water holes
  • Dams
  • Butcheries
  • Slaughter houses

Mining

  • Symbol for a mine/mineral works
  • Name of the mine
  • Particular mineral e.g. soda ash
  • Quarry symbol
  • Processing plant of a mineral e.g. cement indicates cement is mined in that area

Forestry/Lumbering

  • Saw mills
  • Forest reserves
  • Forest station
  • Forest guard post
  • Roads ending abruptly into a forest estate used to transport logs to saw mills

Fishing

  • Fish traps
  • Fishing co-operative society
  • Fish ponds
  • Fish hatcheries
  • Fisheries department
  • Fish landing grounds(banda)

Manufacturing/Processing Industry

  • Saw mills for lumber products
  • Ginnery for cotton processing
  • Mill for maize, millet, wheat processing
  • Creameries for milk processing
  • Factory for manufacturing or processing a known commodity.

Services

  1. a) Trade
  • Shops
  • Markets
  • Stores
  • Trading centres
  1. b) Transport
  2. i) Land
  • Roads
    • All weather roads- which are used all year round i.e. tarmac and murrum roads.
    • Dry weather roads- which are used reliably during dry seasons.
    • Motorable trucks- rough roads which are used by people on foot and by vehicles on dry season.
  • Other trucks and foot paths
  • Railways, station, sliding, level crossing lines and railways light
  1. ii) Air
  • Air fields
  • Airports
  • Air strips

iii)  Water

  • Ferries
  • Bridges
  1. c) Communication
  • Post offices(P.O.)
  • Telegraph(T.G.)
  • Telephone lines(T)
  1. d) Tourism
  • Camping sites
  • Tourist class hotels and restaurants
  • National parks
  • Game reserves
  • Curio shops
  • Museums
  • Historical monuments
  1. e) Administration
  • DO, DC, PC, police post, chiefs camp.

Social Services

  1. a) Religious Services
  • Church
  • Mosque
  • Temples
  1. b) Education
  • Schools
  • Colleges
  • Universities
  1. c) Health Services
  • Hospitals
  • Dispensaries
  1. d) Recreational Services
  • Golf clubs/courses
  • Stadiums

Description of Settlement

A settlement is a place with housing units where people live together

  • Densely distributed settlements- high concentration of settlements(black dots)
  • Moderately distributed settlements- settlements moderate in quantity
  • Sparsely distributed settlements-few settlements spread over a large area.
  • Very sparse if very few
  • Identify type of settlement patterns present
  • Type of Settlements
  1. a) Rural settlements

Consist of villages and homesteads and homesteads in which people are involved in subsistence agriculture and traditional activities such as pottery weaving, curving, etc.

  1. b) Urban settlement

Consist of dense permanent and sometimes high buildings and population engaged in non agricultural activities such as industrial activities.

Factors Influencing Settlement

  1. Physical Factors
  2. a) Climate

Areas with moderate temps and adequate rainfall are densely settled while those with extremely low or high temps have fewer settlements.

  1. b) Relief

Terrain: Steep slopes are less settled due to thin soils and difficulty to erect buildings.

Aspect: Slopes facing away from the sun in high latitudes are less settled than those facing the sun.

Wind ward slopes of mountains on the path of rain bearing winds are more settled due to heavy rainfall making them ideal for agriculture.

  1. c) Drainage

Rivers and springs attract settlements because they provide clean water.

Areas with drainage swamps are less settled because it’s difficult to erect buildings and they also harbour mosquitoes and snails which cause diseases.

  1. d) Vegetation

Dense forests discourage settlements because of wild animals and also harbour disease vectors such as tsetse flies e.g. Miombo woodland of Tanzania and Lambwe valley in Kenya.

  1. e) Pests and diseases

Areas prone to pests and diseases are less settled because people like to live in healthy environment.

  1. f) Natural resources

Settlements start where there is mineral extraction. e.g. Magadi

Lakes with abundant fish may also attract settlement.

  1. g) Human Factors
  2. i) Political factors
  • 1967 TZ settled peoples in villages and the rest of land was left for farming (Ujamaa villages)
  • After independence Kenya settled its landless in settlement schemes e.g. Mwea, Laikipia, Nyandarua.
  • Settlement of refugees in refugee camps due to political upheavals
  1. ii) Historical factors
  • Weaker communities were forced to move elsewhere by wars.
  • Settlement of communities in strategic sites such as hilltops or plateaus to see approaching enemies e.g. Fulani of Nigeria in Jos plateau.

iii) Cultural factors

  • Farming communities settled in agriculturally productive areas.
  • Pastoralists settle in areas with enough land to provide pasture for their animals at ease.

iii) Economic factors

  • Rural to urban migration for employment and trading.
  • Mining activities may lead to development of settlements e.g. Magadi due to trona mining.

 

Types of Settlements Patterns

  1. Nucleated/Clustered Settlement Pattern
  • Buildings are close to each other

                                       Factors

  • Availability of social amenities such as schools and health care
  • Shortage of building land
  • Favourable climate leading to high agricultural potential e.g. Kenya highlands.
  • Fertile soils.
  • Presence of natural resources e.g. minerals in Magadi, Mwadui, Kimberly.
  • Security concern especially in banditry prone areas

 

  1. b) Linear Settlement
  • Buildings are arranged in a line
  • Presence of a transport line e.g. road or railway.
  • Presence of a river or a spring to provide water for domestic or commercial use
  • Presence of a coast line which has a favourable fishing ground e.g. shore of E. African coast.
  • Suitable terrain for cultivation of crops such as at the foot of a scarp
  1. c) Dispersed/Scattered Settlement
  • Buildings are scattered
  • Plenty of land to build whenever they want
  • Avoidance of harsh climate e.g. arid and semi-arid areas.
  • Poor infertile soils.
  • Pests and diseases.
  • Physical features such as ridges, valleys which separate houses.

 

  1. d) Radial Pattern

Buildings are arranged like a star

-Common at cross roads where housing units point in all directions.

Enlargement and Reduction of Maps

Steps

  1. Identify the area requiring to be enlarged
  2. Measure its length and width
  3. Multiply (E) or divide (R) the by the number of times given. The scale also changes e.g.1:50000/2(enlarged)×2(reduced)
  4. Draw the new frame with new dimensions
  5. Insert the grid squares e.g. 2×2cm, 2/2, etc.
  6. Draw diagonals on the frame
  7. Transfer features exactly where they were

Drawing a Cross Section/Profile

-Line drawn on a piece of paper showing the nature of relief of a particular area.

Steps

  1. Identify the given points and name them A and B
  2. Joint point A and B using a pencil
  3. Take a piece of paper and fold it into two parts
  4. Place the papers edge along the line joining A and B
  5. Mark all contours and their heights
  6. Mark features along A-B e.g. R- river, H- hill, M- mountain
  7. Determine the highest and lowest contour height to determine the appropriate vertical scale
  8. Draw horizontal axis and mark it A-B
  9. Draw vertical axis from A to B
  10. Place the edge of folded paper along horizontal axis
  11. Use values along vertical axis to plot contour heights. Remember to show features marked along A-B
  12. Join plotted points using smooth curve (cross

Section)

  1. Include title on top vertical and horizontal map scale.

Calculation and Interpretation of Vertical Exaggeration and Gradient

Vertical Exaggeration

Number of times that the vertical scale is larger than horizontal scale

V.E. =Denominator of H.S. /D. of V.S. (cross section scale.

e.g. V.S. =1:20M

H.S=1:50000

 

V.E.=50000/20×100 (To convert into cm) =25

Interpretation

The vertical height has been exaggerated 25 times compared to the horizontal distance

Intervisibility

Ability of one place to be seen from another

Steps

  • Draw cross section
  • Join points A-B using visibility line
  • If the visibility line is above the cross section, the two points are intervisible. If below they are not intervisible.

 

Gradient

Degree of steepness of a slope between two given points

STEPS

  1. Identify the two points
  2. Calculate difference in height between the two points(Vertical Interval) e.g. 500m
  3. Joint them with a light line
  4. Measure ground distance between the two points(Horizontal Equivalent)e.g.12 cm

G=V.I./H.E.

=500×100/12×50000=50000/600000=1/12=1:12

Interpretation

For every 12 m travelled on the Ground, there is a vertical rise of 1m

 

 

 

 

 

 

 

EXTERNAL LAND FORMING PROCESSES

  • Processes operating on the exterior of the earth resulting in the formation of natural physical features.

These are:

  1. weathering
  2. mass wasting
  3. erosion
  4. transportation
  5. deposition

Weathering

  • Mechanical breakdown or chemical decay of rocks “in situ” (without movement)

Agents of weathering

-Things that work to cause it:

  1. Weather elements:
  • rainfall
  • temperature
  • frost
  • gases e.g. CO2,O2
  1. Plants
  2. Animals
  3. People

Factors That Influence Weathering

Climate

  • Different areas with different climatic elements experience different types of weathering e.g. block disintegration are experienced in arid areas while frost action is experienced in temperate regions and mountainous regions of tropics.
  • Topography
  • Weathering is faster on steep slopes than on gentle slopes because weathered material is washed away quickly exposing the rock once again to agents while on gentle slopes materials remain in one position shielding the rock from weathering agents.
  • Nature of rocks
  • Dark coloured rocks absorb more heat than light coloured ones hence break faster due to excessive expansion and contraction.
  • A rock with different minerals may disintegrate faster due to differential expansion and contraction of minerals.
  • A well jointed rock will break faster because physical and chemical agents can penetrate faster e.g. by freezing and thawing.
  • Fine textured rocks have a large surface area on which chemical processes can act e.g. Limestone.

Biological organisms

  • Bacteria facilitate rotting of organic matter producing organic acids which reacts with some minerals causing the rock to break up.
  • Plant roots and burrowing animals penetrate rocks resulting in cracks providing passage for agents such as water to act on rocks.
  • People accelerate the rate of weathering by exposing rocks buried deep below by digging, blasting and drilling.

Types of Weathering

  1. Mechanical Weathering
  • Physical break up of rocks without change in their chemical composition.

Processes

  1. a) Block Disintegration/Separation
  • Breaking of rocks into blocks along the joints.
  • It’s effective in arid areas because of great diurnal temperature range.
  • Day, well jointed rocks are subjected to intense heating causing minerals in it to expand.
  • In the night the rock is cooled causing it to contract.
  • The rock joints enlarge due to the alternating cooling and contraction.
  • The process is repeated over a long time causing the rock to disintegrate into blocks along the joints e.g. Mundanda rock in Tsavo East.
  1. b) Exfoliation
  • Peeling off of layers of rocks.
  • Also common in arid areas.
  • Day, rock surface is heated more than inner layers because rocks are poor conductors of heat.
  • The surface expands more than inner layers causing strain between the two layers.
  • With time outer layer develops cracks and later peels off and pieces of rocks fall down under gravity e.g. along Mombassa-Nairobi road between Mtito Andei and Voi.
  1. c) Granular Disintegration
  • Disintegration of rocks into grains.
  • Occurs in rocks with different minerals.
  • When the rock is heated, different minerals expand differently.
  • Internal stress results and with time the rock disintegrates into grains.
  1. d) Pressure Release/Sheeting/Unloading
  • Disintegration of rocks due to expansion when weight is removed from over it.
  • Soil and other materials lying on top of a rock are removed by erosion and mass wasting (denudation).
  • The exposed rock expands when the weight that was pressing it is removed.
  • The outer layer curves and eventually shells are pulled out from the rock.
  • The result is formation of a high rocky hills called granitic tors e.g. Maragoli and parts of Machakos.
  1. e) Frost Action
  • Breaking of rocks into angular blocks due to repeated freezing and thawing.
  • Common in temperate regions or mountainous regions of tropics where temperature fall below zero.
  • Water from melting ice collects into small cracks of rocks.
  • It freezes and expands and exerts pressure on cracks widening them.
  • Repeated freezing and thawing causes the rocks to break into angular blocks e.g. on Mt. Kenya, Kilimanjaro and Ruwenzori.
  1. f) Crystal Growth
  • Break up of rocks due to crystal growth.
  • It occurs in arid areas.
  • High rate of evaporation draws out moisture and dissolved minerals from the rock interior through capillary action.
  • The moisture evaporates when it gets to the surface of the rock leaving behind crystals in the cracks and pores of rocks.
  • The crystals continue to grow exerting pressure on the cracks or pores widening them and eventually causing the rock to break down e.g. at Hells Gate near Naivasha.
  1. g) Slaking/Rain Water Action
  • Breaking up of sedimentary rocks due to alternate wetting and drying.
  • When it rains, the rock absorbs water and swells.
  • When dry season comes, the rock loses water and the outer surface shrinks.
  • The process is repeated and the minerals become loosely attached to another e.g. in Kenyan Coast at Tudor and Miritini areas.
  1. Chemical Weathering
  • Weathering involving changes in the chemical composition of minerals making up rocks

Processes

  1. a) Solution
  • Break up of rocks as a result of dissolving of minerals in water without chemical change in them.
  • Rain water falls on rocks with soluble minerals.
  • The minerals are dissolved and carried down in solution.
  • The rock gets weakened and crumbles.
  1. b) Carbonation
  • Weathering caused by reaction of calcium carbonate in rocks with rain water containing a weak carbonic acid.
  • Common in temperate regions.
  • Rain water absorbs small quantities of carbon dioxide forming a weak carbonic acid.

H2O+CO2àH2CO3

  • The weak carbonic acid falls on limestone rocks reacting with calcite forming calcium bicarbonate.

CACO3+H2CO3àCA (HCO3)

  • Calcium bicarbonate is removed from the rock in solution.
  1. c) Hydrolysis
  • Weathering caused by reaction of hydrogen ions of water and ions of rock minerals.
  • Igneous rocks are greatly affected.
  1. d) Oxidation
  • Weathering in which minerals in rocks combine with oxygen in the presence of moisture to form new minerals.
  • Rocks containing iron are affected.
  • Ferric oxide is formed on the rock surface which appears as a soft brown or red earth which can be scooped by hands.
  1. e) Hydration
  • Weathering in which hygroscopic minerals in rocks take up water causing them to swell and expand causing disintegration of rock due to internal stress.
  1. Biological Weathering

-Weathering of rocks due to action of living organisms on them.

  1. a) Action of plants

Mechanical

  • The roots grow bigger into the cracks and joints of rocks widening them.
  • With time the rock separate into blocks (wedging mechanism).
  • The widened joints and cracks also provide passages for moisture and air to penetrate deeper into cracks facilitating hydrolysis and solution to act at deeper levels.
  • Burrowing animals dig and break up small bits of rock from the main rock mass and bring them to the surface.
  • By digging they also provide passages for other elements like gases and moisture to reach rocks that are deep.
  • Large herds of animals such as cattle, zebra etc. pound the rocks with their hooves as they move resulting in resulting in mechanical breakdown of rocks.
  • People break up rocks by using explosives in mining by exploding bombs on the ground and during building of houses and construction of roads.

Chemical

  1. Plants rot on rock in the presence of moisture and produce organic acid
  2. It reacts with some minerals within the rock causing decay.
  3. Animals excrete on rocks and release chemical substances which react with some minerals in rocks causing them to break up.
  4. Chemical substances released from the industries to rivers cause the water to act on rocks over which it flows.
  5. Gases such as CO2 emitted from motor vehicles and industries are
  6. Absorbed by rain and acids such as carbonic or sulphurous which react with minerals causing rock to decay.

Significance of Weathering

Positive

  1. Leads to soil formation which is important for agriculture.
  2. Produces other natural resources such as clay used in pottery, brick making, etc.
  3. Weathered rocks form beautiful scenery for tourist attraction e.g. Hells Gate and crying stones of Kakamega.
  4. Weakens rocks easing their exploitation by quarrying and mining

Negative

  • May weaken the earths crust resulting in unstable foundations of buildings and roads and eventually lead to their collapse.

MASS WASTING

  • Movement of weathered material down slope under the influence of gravity

Factors Influencing Mass Wasting

  1. a) Degree of slope
  • Movement of weathered material is faster on steep slopes than on gentle slopes due to the influence of gravity.
  1. b) Climate
  • Weathered material in areas receiving heavy rainfall move faster since wet materials have less cohesion.
  1. c) Nature of the material
  • Material saturated with water is more likely to move down slope as its heavy.
  • Mass wasting is more likely to occur in areas where the weathered material is deep.
  • Weathering is more likely where massive rocks lie on weak rocks such as clays, shale than where fine materials lie over weak rocks.

Vegetation

  • Surfaces with vegetation experience less mass wasting because it binds weathered material together.

Tectonic movements

  • Earth movements such as earthquakes, volcanic eruptions or faulting cause large and widespread mass wasting.

Human activities

  • Explosives used in mining and quarrying shake the ground initiating downward movement of materials.
  • Mining and quarrying also interferes with the stability of the surface by loosening it making it easy for the loosened materials to move down slope.

Types of Mass Wasting

  1. Slow Mass Wasting
  • Slow but steady movement of soil or loose rock debris down slope.

Processes

  1. a) Soil Creep
  • Slow and steady movement of soil and other fine materials along a very gentle slope.

Causes

  • Alternate heating and cooling causing expansion and contraction of particles causing them to change their positions.
  • Alternate wetting and drying of soil whereby when it’s wet its compact and when dry the particles are loosened and tend to move away from each other.
  • Trampling and burrowing of animals.
  • External forces e.g. shaking by earthquakes, explosives, heavy vehicles, etc.
  • Ploughing down hill
  • Freezing of soil water causing it to expand which lifts particles at right angles to the slope in a process called heaving.            
  1. b) Solifluction
  • Movement of saturated soil, gravel and weathered rock down a moderate slope.
  • Common in mountainous and very cold climates
  • Thawing occurs during spring causing top soil to become saturated.
  • Saturated soil begins to creep over the subsoil which still remains frozen(permafrost).
  1. c) Talus Creep
  • Slow and gentle movement of the mass of broken rock particles which accumulate at the base of cliffs (scree) down hill.
  1. d) Rock Creep
  • Slow movement of individual rocks which lie on clay at a very low speed down slope in the presence of moisture.
  1. Rapid Mass Wasting
  • Type of mass wasting involving large amounts of weathered material moving suddenly and fast down slope.
  1. a) Mud Flow
  • Movement of oversaturated weathered material inform of liquid down slope.
  • It occurs mainly in dry areas after heavy rains.
  1. b) Earth Flow
  • Movement of saturated earth material on hill sides down slope.
  1. c) Land Slide
  • Sudden slipping of large quantities of loosened surface rock or soil down a slope.
  1. d) Slump
  • Erosion occurs on the weak rocks at the base of a cliff undercutting the weak rock.
  • The overlying rocks break off causing the overlying rocks to slide down hill rotating around a curved plane.
  1. e) Debris Slide
  • Sudden downhill movement of accumulated rock debris and other loose material downhill as a whole
  1. f) Debris fall
  • Sudden free fall of debris from a vertical or hanging cliff to the base of the slope.
  1. g) Rock Slide
  • Sliding down of masses of rock a steep slope along a bending plane, joint of fault.
  1. h) Rock fall
  • Falling or rolling of individual rocks or boulders down a steep slope or a cliff.
  • Most rapid of all mass wasting.
  1. h) Avalanche
  • Sudden slipping and falling of a large mass of snow, ice and loose rock materials down a mountain side.

 

  1. i) Rain Wash
  • Type of mass wasting involving removal of weathered materials by rain water.
  • When rains come, the first drops scatter soil particles that have been loosened by drying.
  • The increasing downpour then washes large quantities of loosened soil down hill.

Types

  1. a) Sheet wash
  • Uniform removal of soil from a large area.
  • Rainfall with uniform drops fall on loosened soil on a land with uniform slope.
  • The water from the rainfall then flows down slope.
  • As it does so, it uniformly sweeps all the loose soil from the surface. Its common around L. Baringo and Marigat.
  1. b) Gulleying
  • Removal of soil through wide and deep channels called gullies.
    • Rain falls on an even slope
    • The water irregularly runs down slope along specific channels called rills.
    • The channels are widened and deepened by the water to form gullies.
    • Neighbouring gullies are widened and the ridges between them are reduced to form earth pillars.
  1. Splash erosion
  • Removal of soil by rain drops scattering loose particles and carrying them down slope by runoff.

Effects of Mass Wasting On Physical and Human Environment

Positive

  1. Make the soil to become fertile where soil from fertile areas is deposited.
  2. Leads to formation of new land forms such as scars, depressions, lakes, rock pillars, etc.

Negative

  1. Soil creep may destroy walls built across the slope when creeping soil exerts pressure on them.
  2. Decrease soil fertility where fertile soil moves down slope.
  3. Makes the ground prone to soil erosion especially where scars have formed.
  4. Hinders transport and communication by blocking railway lines making maintenance to be costly.
  5. Hinders mechanisation of agriculture e.g. gulleying does not allow movement of vehicles and machinery on farms.
  6. Leads to destruction of property and loss of live by burying people in their houses and stones falling on escarpments along roads causing accidents.
  7. May Cause Rivers to change their courses e.g. mud flow.

 

 

 

 

HYDROLOGICAL/WATER CYCLE

  • Endless interchange of water between the sea, atmosphere and land.

Processes in Which Circulation Is Carried Out

  1. Evaporation
    • Changing of water into water into water vapour when it’s heated by solar radiation.
    • Evapotranspiration: Combined loss of water from the soil through direct evaporation and transpiration by plants.
  2. Cooling
  • Reduction of water vapour temperature as it rises into the atmosphere when it expands due to reduced temperature and pressure.
  1. Condensation
  • Turning of water vapour into tiny water droplets which form clouds when cooling continues below dew point.
  1. Precipitation

-The process in which the earth receives moisture from the atmosphere.

It occurs when droplets formed by condensation combine forming heavier drops which fall on the ground as rain or may become frozen to form snow, hail, sleet, etc.

  1. Surface runoff
  • Some of the water from precipitation that flows on the surface into valleys, ponds, lakes, etc.
  1. Infiltration
  • Entry of water into the ground through pores, joints and cracks in rocks.
  1. Percolation
  • Downwards and sideways movement of water that has entered into the ground.
  1. Overland flow

Surface runoff makes the overland flow.

River water flows back to the oceans where evaporation takes place again and water cycle is repeated.

Significance of Hydrolological Cycle

Positive

  1. Provides water to man from precipitation and underground water.
  2. Provides rain to man who is useful in agriculture.
  3. Atmospheric water is important in regulating heat loss from the earth by absorbing terrestrial radiation and reflecting it back to the earth keeping the lower atmosphere warm.

Negative

  1. May lead to shortage of water when evaporation rate exceeds precipitation.
  2. May lead to decreased agricultural production as a result of excessive evaporation causing weathering of crops.
  3. May lead to flooding when excessive evaporation cause increased rainfall.
  4. May lead to shortage of rainfall if there is less evaporation due to low temperature.

ACTION OF RIVERS

A river is a mass of water flowing over the land in a definite channel.

Work of a River

  1. Drain excess water from the land.
  2. Sculpturing land through erosion, transportation and transportation.

River Erosion

  • Removal by river water of materials from the sides and bed of the river channel.

Factors Influencing River Erosion

  1. River volume
  • A river with a large volume has a greater kinetic energy to erode than one with a small volume.
  1. Slope of land
  • A river flowing on a steep channel has greater velocity and therefore more energy to erode its channel than one flowing over gentle or flat land.
  1. Rivers load
  • A river with large, rough and heavy load e.g. tree trunks and boulders erodes more than one with light, fine and smooth materials e.g. sand.
  • A river carrying more load erodes more than one with less load as it has more abrasive tools.
  1. Nature of bed rock
  • Erosion is faster where a river flows over soft bed rock and less where it flows over hard rock.

Processes/Ways of river erosion

  1. 1. Solution/Corrosion
  • River water dissolving soluble minerals and carrying them away.
  1. 2. Hydraulic Action
  • Erosion by the force of river water when it thrusts itself into cracks and joints of rocks on the sides of the channel dislodging lumps.
  • Also by pushing air into the cracks, compressing it increasing pressure which widens the cracks eventually dislodging lumps.
  1. Abrasion/Corrasion
  • Abrasion is scratching of the bed and banks by materials are carried away by the river.
  • Corrosion is hurling of rock fragments carried by the river against rocks which weaken and eventually break them.
  1. Attrition
  • Hitting against one another of rock fragments carried by river water breaking one another into smaller pieces.

Types of River Erosion

  1. Vertical Erosion
  • Erosion in which the river cuts downwards into its channel.
  1. Lateral Erosion
  • Erosion in which the river erodes the sides of the channel.
  1. Headward Erosion
  • Erosion in which a river cuts back at its source.
  1. Where there is a water fall.
  • The river undercuts at the base of a waterfall.
  • The rock above the undercut cliff collapses.
  • The position of waterfall shifts upstream.
  1. Where gulleying or soil creep occurs where there is a spring causing its position to shift upstream (spring sapping).

Resultant Features of River Erosion

  1. Stream Cut Valleys
    • Valleys with V, open V or U shaped cross sections along the river channel.
  • In the source region a river cuts itself a channel which starts as a gulley.
  • The channel is deepened by vertical erosion resulting into a v-shaped valley.
  • In the middle stage lateral erosion widens and deepens the valley resulting in a more open v-cross section.
  • In the old stage lateral erosion creates a very wide channel with a U-shaped cross section.
  1. Gorges
  • Narrow, deep, steep-sided valley.

Ways/modes of formation

  1. Where a river flows along a fault or a section of soft rocks eroding the channel vertically through the soft rocks or fault.
  2. By headward erosion at a water fall when the river’s erosive activity is increased due to increased gradient causing the river to undercut at the base of the water fall, then the rock above the undercut base collapses causing the waterfall to shift upstream resulting in a gorge below the water fall.
  3. Where a river flows across a plateau with alternating horizontal layers of hard and soft rocks eroding them resulting in a gorge with stepped sides called a canyon e.g. Grand canyon on R. Colorado in USA.
  4. Due to river rejuvenation when the river’s erosive activity is renewed causing the river to vigorously erode deep into its channel.
  5. Where a river maintains its course across land which is being uplifted gradually.

Rapids

  • A section of the rivers course where the bed is suddenly steepened causing the water to suddenly flow swiftly.

                                     How they are formed

  1. Where a less hard rock lies below a soft rock and the soft rock is eroded more resulting in a steep slope.
  2. Where a water fall has been eroded by headward erosion reducing its height.
  3. c) Where resistant rock dips down stream and is unevenly eroded.

Water Falls

  • A place on a rivers course where a river bed is vertical or nearly vertical.

Formation

  1. Where a river descends over a sharp edge of a plateau encountering a sharp drop.
  2. Where a river descends a cliff into the sea.
  3. Where a river descends a fault scarp.
  4. Where a river descends a sharp edge of a plateau.
  5. Where a river is blocked by lava flow causing water to accumulate on the upstream side and a water fall forms at the point of overflow.
  6. Where a resistant rock lies across a river with a less resistant one on the downstream side and the less resistant one is eroded faster causing a rapid to be first formed, then a waterfall.

Pot Holes

  • Circular depressions on a river bed.
  • Form where a river flows over shallow depression and develops strong circulating currents which cause the load to scratch the bed in circular motion.

Interlocking Spurs

  • Highland projections which appear as they fit together.

Formation

  • Where In the youthful stage, a river flows around spurs undercutting the outer bank more than the inner bank causing the bends to be more pronounced making the spurs to appear as if to fit together. The outer bank becomes river cliff/bluff and the inner bank slip off slope.

River Transportation

  • River carrying away materials that its water has eroded from the channel.

Factors Influencing River Transportation

  1. a) Rivers Volume

A river with large volume of water has more energy and therefore greater carrying ability than one with a small volume.

  1. b) Gradient

A river flowing on a steep channel has greater ability to transport than one on a gentle slope because it flows fast due to gravity.

  1. c) Rivers Load
  • Small and light particles are transported over long distances while heavy materials are transported for a short distance.
  • Dissolved load is carried all the way to the rivers mouth.
  • Small amount of load is transported for a long distance while large amounts of load collide reducing the speed and therefore rivers ability to transport causing some of the load to be dropped along the way.

Processes/ways of River Transportation

  1. a) Suspension
  • River transportation of light and insoluble materials in form of a mixture.
  1. b) Saltation/Hydraulic Lift
  • River transportation of large particles through a series of jumps and hops.
  • Materials are lifted by force of moving water and pushed for a short distance and land back on the river bed by gravity.
  • The process is repeated causing the load to be transported downstream.
  1. c) Traction
  • River transportation of heavy materials like boulders by rolling them by the force of water.
  1. d) Solution
  • River transportation of load in solution form.

Load transported by suspension, Saltation and traction is called clastic load while that by solution is called dissolved load.

Deposition

  • Laying down of some of the load carried by the river when energy decreases.

Factors Influencing Deposition

  1. a) Gradient

When gradient reduces the river’s speed decreases and hence its energy is reduced causing it to drop some of the heavy load.

  1. b) Rivers Volume

When rivers volume decreases its energy also decreases causing it to deposit heaviest load then lighter ones.

  1. c) Obstacles

Obstacles such as swamp vegetation and rock outcrop reduce the river’s speed and also trap some of the load thereby facilitating deposition.

  1. d) River Bed Width and Depth

Where a rivers channel becomes wide and shallow there is less water per unit area and hence the river has lower capacity to transport so deposition of excess load begins.

Resultant Features of River Deposition

  1. a) Alluvial Fans and Bajadas
  • Fan shaped deposits of alluvium.

Formation

  • The river flowing through a narrow channel enters a plain from a higher ground and suddenly spreads out.
  • There is a sudden loss of velocity causing the river to scatter alluvium all around to form an alluvial fan.
  • Alluvial fans merge to form a continuous feature called bajada or piedmont fan.
  1. b) Meanders and Oxbow Lakes

Meanders are loop-like bends in a rivers course.

Oxbow lake is a horse shoe shaped section of a former river.

Formation

  • In mature stage river flows sluggishly due to reduced gradient.
  • It meets an obstacle and flows around it.
  • Erosion is greater on the outer bank and deposition on the inner bank causing the river to form loop like bends.
  • Erosion continues on the outer bank (bluff) narrowing the land between the two outer banks forming a pronounced meander e.g. on rivers Yala, Nzoia and Tana.
  • During the floods when the river has more energy it cuts across the narrow land.
  • The former bends are cut off by deposition to form an oxbow lake e.g. Kanyaboli on R.Yala and Shakababo on R.Tana.

Flood Plains

  • Wide gently sloping plain of alluvium on the floor of a river valley.

Formation

  • A river meanders.
  • There is erosion on outer bank and deposition on the inner bank.
  • The process continues and layers of alluvium deposited on inner bank join to form a plain e.g. Nzoia and Yala flood plains.

River Braids

  • Net work of diverging and converging channels along a rivers course.

Factors favouring formation of braids

  1. River must be carrying large load.
  2. Reduced gradient on the section.
  3. Reduced amount of water such as in dry season or arid conditions.
  4. Presence of obstacles such as rock out crops.

Formation

  • River flows sluggishly due to low gradient.
  • Deposits of alluvium are laid on river bed.
  • The deposits raise the river bed causing the channel to be subdivided into channels or distributaries.

 

 

 

Natural Levees

  • Raised river banks which are made of alluvial materials.

Formation

  • River floods and spills over its banks.
  • Deposition of coarse materials near the banks and fine materials are carried further on the flood plain.
  • Coarse materials accumulate raising the banks above the general level of the flood plain.

Effects of Levee Formation

  1. Creation of differed tributaries and confluences.

Differed tributary: Tributary blocked from joining the main river by levees.

Differed confluence: New point where the differed tributary joins the main river downstream.

  1. Destructive flooding.
  • Due to the river bursting its banks during the flood season due to the bed being raised above the general level of the flood plain.
  • Due to differed tributaries flowing into the flood plains.
  • Because the river channel has become narrower and shallower due to deposited alluvium.

Estuaries

  • Broad channel at the mouth of a river where the river enters the ocean as a whole.
  • Some are deep and narrow because sediments are carried away by ocean currents while others are wide and shallow due to sediments covered by water e.g. on R. Congo and Gabon.

Deltas

  • Low lying tract of alluvial deposits formed at the rivers mouth.

Ideal Conditions for Formation of A Delta At A Rivers Mouth

  1. Large load such as from a large catchment area where erosion is taking place actively.
  2. The rivers course to be free from obstacles such as swamps so as not to filter sediments before they reach the mouth.
  3. Low speed at the point where the river is entering a sea or lake for deposition to take place.
  4. The rate of deposition should be higher than the rate of erosion by sea or lake currents.

How a Delta Forms

  • The speed of the river is checked by sea or lake.
  • Heavy load is first deposited.
  • Lighter load is carried further into the sea causing that part of the sea to become shallower.
  • The part is colonised by plants making it swampy but firmer.
  • Plants trap more alluvium making the delta to grow in height.
  • The river builds levees making it narrower.
  • The river burst its banks and small channels branch off the main river and carries water into the sea or lake (distributaries).

Types of Deltas

  1. Marine: Type formed at sea.
  2. Lacustrine: at a lake.
  3. Inland Delta: Deltas which form along a rivers course before it reaches the lake or sea.

Formation

  • The velocity of the river is checked on entering a relatively flat swampy land.
  • The river builds up levees.
  • The river bursts banks forming distributaries.
  • Alluvial deposits are spread over vast areas when river floods e.g. Niger and Okavango deltas.
  1. Arcuate Delta
  • A delta with a convex shoreline on the seaward end due to strong currents spreading materials over a wide area on seaward side.
  • Has many distributaries e.g. Tana and Rufiji deltas.
  1. Birds Foot Delta
  • Type of a delta with a pattern resembling the foot of a bird.
  • Has few distributaries.
  • Formed on a river carrying large quantities of fine alluvium into water where there is low wave energy e.g. Omo and Mississippi deltas.
  1. Estuarine Delta
  • Delta which has formed on an estuary.

Formation

  • The rivers load is deposited on the estuary when the speed is checked by sea.
  • The river cuts across in a single channel that may be bordered by levees e.g. on R.Volta in Ghana and on R. Zambezi.

Development of a River Profile

  • Longitudinal section of a river from source to mouth.
  1. Youthful/ Torrent Stage

Characteristics

  1. Steep gradient.
  2. The river flows very fast.
  3. Vertical erosion is dominant
  4. Headward erosion is evident.

                                                    Features

  1. V- shaped valleys
  2. Waterfalls
  3. Rapids
  4. Potholes
  5. Gorges
  6. Interlocking spurs.
  7. Mature/ Valley Stage

Characteristics

  1. Low and almost regular gradient.
  2. The flow is less swift.
  3. The river is wider due to being joined by tributaries.
  4. Lateral and vertical erosion but lateral is more active.
  5. Deposition starts at some sections.

Features

  1. Wider open v-shaped valley
  2. Meanders
  3. River bluffs/cliffs
  4. Slip off slopes

 

  1. Old/ Plain Stage

Characteristics

  1. Very gentle/almost level gradient.
  2. Very slow flow of river.
  3. The main work of the river is deposition.
  4. Some lateral erosion occurs.
  5. Seasonal floods are common.

Features

  1. Shallow broad flat bottomed u-shaped valley.
  2. Meanders
  3. Oxbow lakes
  4. Natural levees
  5. Differed tributaries
  6. Differed confluences
  7. Braided channels
  8. Flood plains
  9. Deltas
  10. Distributaries

River Capture/Beheading/Piracy/Abstraction

  • Diversion of head waters of one river into the system of an adjacent powerful river due to erosion.

The river that captures is called pirate.

The captured one is called victim.

How it occurs

  • At first there are a powerful river and a weaker river flowing adjacent to each other.
  • The powerful river erodes vertically and laterally than the weak river making it to flow at a lower level.
  • At the same time, it extends its valley backwards by headward erosion.
  • The stronger river eventually joins the valley of the weak river.
  • The headwaters of the weaker river start flowing into the valley of the stronger river e.g. R. Tano in Ghana was captured by the Black Volta River and R. Eyong was captured by Imo in S. Nigeria.

The remaining section of the beheaded river is called a misfit/beheaded river.

The dry valley between the elbow of capture and the new course of the misfit stream is called a wind gap.

 

River Rejuvenation

  • Renewal of erosive activity of a river.
  • Happens in the old stage.

Causes

  1. Change in the Base Level

Base level is the lowest level to which a river can erode its bed.

Rejuvenation resulting is called dynamic rejuvenation

  1. Drop in sea level
    • The river mouth moves further seawards.
    • A steep gradient occurs between the old and the new mouths causing the river to starts to move swiftly.
    • Vertical erosion resumes extending back to the flood plain.
  2. Uplift of a section of land along the rivers course.
  • Faulting or folding may occur.
  • A section of land along a rivers course is uplifted.
  • The gradient is increased causing the river to flow swiftly and undercut through the uplifted section.
  • An antecedent gorge is formed.
  1. Unequal sinking of land along a rivers course.
  • The downstream side sinks more than the upstream one.
  • An increase ingredient occurs causing the river to flow swiftly
  • The river starts to undercut more vigorously than before.
  1. Increase in Rivers Discharge

Rejuvenation resulting is called static rejuvenation

  • The rivers discharge increases due to high precipitation or capture.
  • The rate of erosion becomes higher due to increased discharge.
  • The river starts to undercut more vigorously.
  1. Change in Rock Structure
  • A river passes a resistant rock and starts flowing over a less resistant rock.
  • The river starts eroding more vigorously into the softer rocks.

Features of River Rejuvenation

  1. Knick Points
  • A sudden break of slope in a rivers profile as a result of change in sea level.
  1. River Terraces
  • Step like features formed when a river rejuvenates and cuts a new valley through the flood plain causing a plat form will form where the floor of the former flood plain was.
  1. Water Falls

-Are formed when knick points are deepened e.g. Charlotte falls in Sierra Leone.

  1. Antecedent Gorges
  • Gorges which form where a river undercuts though a section of land that is being uplifted e.g. Turkwel gorge.
  1. Incised Meanders
  • Meanders that have been cut deeper into by a rejuvenated river.

Types

  1. a) Entrenched Meanders
  • Formed from vertical erosion causing both valleys to be steep and symmetrical.
  1. b) Ingrown Meanders
  • Formed by lateral and vertical erosion causing one valley side to be steeper than the other and hence asymmetrical in cross section.
  1. Abandoned Meanders
  • Meanders abandoned during formation of oxbow lakes when the river takes a short-cut leaving an enclosed portion of land surrounded by an oxbow lake.

Drainage Systems

  • Main river together with its tributaries.

Types

  1. 1. Accordant Drainage System
  • Drainage system in which a river flows according to slope and rock structure by following areas of weak lines.
  1. 2. Discordant Drainage System
  • Drainage systems in which rivers don’t flow in accordance with the slope, rock structure and land forming processes.

Types

  1. a) Antecedent Drainage System
  • Drainage system where a river maintains its course while the surrounding land is being uplifted.
  1. b) Superimposed Drainage System
  • Drainage system which develops where a river maintains its flow over a new set of rocks after removing a former set of rocks.
  1. Back Tilted/Reversed Drainage System
  • Drainage system where direction of flow is reversed be due to capture, uplifting or down warping e.g. R. Kagera, Katonga and Kafu.

Significance of Rivers and Their Features

Positive

  1. Rivers are sources of water for domestic and industrial use.
  2. Rivers water is used for irrigation.
  3. They provide port facilities where they have rias and estuaries.
  4. Some rivers are used for transportation e.g. R. Congo and Nile.
  5. Some rivers are fishing grounds e.g. Tana.
  6. Rivers are dammed and used for H.E.P generation.
  7. Features formed by river action such as waterfalls, gorges and oxbow lakes are a tourist attraction.

Negative

  1. Rivers flood causing loss of life and property.
  2. Rivers may lead to drowning accidents especially when they are flooded.
  3. River water can be a medium of spreading diseases such as bilhazia and malaria.
  4. Some wide rivers are barriers to transport and communication.
  5. Some rivers also harbour dangerous wild animals which can kill humans e.g. crocodiles, hippos and snakes.

                  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LAKES

A lake is a depression on the earth’s surface where water has accumulated.

Classification /Types of Lakes

According To the Nature of Water

  1. Fresh water lakes which contain fresh water.
  2. Salty lakes which have salty water.

According To the Mode of Formation of Depression They Occupy

  1. by Earth or Tectonic Movements
  2. a) Faulted or Rift Valley Lakes
  • During Rift Valley formation some parts of the rift valley floor sunk more than others.
  • A long narrow and deep depression formed.
  • Water from seepage and rain accumulated into these depressions to form lakes.
  1. b) Down Warped and Tilted Lakes
  • Tensional and compression forces caused some parts of the earths crust to up warp while others down warped.
  • A shallow depression formed.
  • The depression may also be filled with water from rain or ground water.
  • In the case of L. Victoria Rivers Kafu, Kagera and Katonga were tilted eastwards and Nyando, Yala and Nzoia continued flowing west wards adding water into the depression.
  • Victoria is the second largest fresh water lake after L.Superior.
  • Has a maximum depth of 87m deep. Other examples of lakes are L. Kyoga and Wamala.

 

Playas/sebkha is a lake contained in an inland drainage basin in a desert formed when rain or flood water flows into a basin formed by crustal warping e.g. Chemchane Sebkha in Mauritania.

  1. by Vulcanicity
  2. i) Crater Lakes
  • Lake formed by water accumulating into a crater.
  • Are usually salty.
  • A crater lake formed on an explosion crater is called maar.
  • Examples are Lakes Mossoko in Tanzania, Paradise in Marsabit and Myungu in Uganda.

 

  1. ii) Lava Dammed Lakes
  • Formed as a result water accumulating on the upstream side of a lava barrier across a river.
  • Highly viscous lava erupts across a rivers course.
  • It solidifies and blocks the river forming a lava dam.
  • The rivers water accumulates behind the lava dam.
  • A narrow and winding lake is formed e.g. Lakes Bunyonyi, Mutanda and Bulera in Uganda.
  1. by Erosion
  2. a) Glacial Erosion

(i) Corrie/Tarn Lakes

  • Lake formed when water from melting snow accumulates into a corrie/cirque e.g. Teleki, Nanyuki and Hidden tarns on Mt. Kenya.

(ii) Ribbon Lakes

  • Finger like on a glaciated valley.
  • Glacier erodes the floor of a u-shaped valley.
  • It over deepens some of its sections.
  • Elongated hollow results.
  • Water from melting ice accumulates into it forming a lake.

 

 

  1. b) Wind Erosion
  • Lakes formed when ground water accumulates in a depression formed by wind deflation and abrasion.
  • Wind continuously erodes the earths crust by deflation and abrasion.
  • The water bearing rocks are reached.

Water oozes from the water table into the hollow or water from flash floods may accumulate in it to form temporary lakes called pans e.g. in Quattara depression between Egypt and Libya and Etosha pan in Namib.

  1. c) Solution Lakes
  • Lakes formed when rain or ground water accumulates in depressions formed in limestone rocks when rain water containing a weak carbonic acid dissolves limestone rocks e.g. Lakes Barber in Morrocco and Ojikoto in Namibia.
  1. by Deposition
  2. a) River Deposition
  • Formed when river deposition occur cutting off a section of a pronounced meander e.g. oxbow lakes Shakababo and Mukunguya at lower part of Tana.
  1. b) Wave Deposition
  • Lakes formed when wave deposition occurs across a rivers mouth or where the coastline changes suddenly enclosing a body of calm water.
  • Waves break at an angle.
  • The long shore drift causes materials to be progressively arranged across a rivers mouth resulting in a body of calm water called a lagoon/sound.
  1. by Man
  2. a) Dams are Lakes formed when water accumulates behind dams constructed across rivers resulting into a large man made reservoir called man made lake e.g. behind Seven Forks Dam and Lakes Volta in Ghana and Nasser in Egypt.
  3. b) Barrage is a bank of earth or stones built across a river to provide water for farming.

Significance of Lakes

Positive

  1. Fresh water lakes provide water for domestic and industrial use.
  2. Fresh water lakes also provide water for irrigation e.g. Naivasha for horticultural farms around it.
  3. Man made lakes and some other lakes e.g. Victoria (Owen falls) are used for generation of H.E.P.
  4. Lakes are used for transport.
  5. Some lakes contain valuable minerals e.g. trona at L. Magadi and salt at L. Katwe in Uganda.
  6. Many lakes have fish which is a source of food and employment to fishermen and traders.
  7. Lakes are also a tourist attraction by providing recreational facilities and being habitats for wildlife.
  8. Some lakes are sources of rivers e.g. Victoria for White Nile and L.Tana for Blue Nile.
  9. Lakes modify the climate of surrounding areas by sea breezes and convectional rainfall.

                                      Negative

  1. Lakes are habitats for disease vectors e.g. mosquitoes and snails which transmit Malaria and bilhazia.
  2. Lakes may cause flooding due to excessive rainfall or when dams break leading to loss of life and property.
  3. Lakes are habitats for dangerous animals like crocodiles, hippos and snakes which kill humans.
  4. Lakes cause drowning accidents to people in time of storms.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

OCEANS, SEAS AND THEIR COASTS

An ocean is a large and extensive body of saline water occupying a basin between continents while a sea is a large body of saline water on the margins of continents.

Nature of Ocean Water

  1. Ocean water is salty
  • Due to abundant sodium chloride which rivers dissolved from land, from rocks that the water is in contact with and volcanic materials on the ocean floor?
  • Ocean water has high salinity in areas where there is addition of little water and high rate of evaporation leading to high salt concentration e.g. Dead Sea and lower where there is low temperatures and addition of fresh water from rivers, rain or snow melts e.g. Baltic Sea.
  1. Surface water is warmer than that at the bottom except in Polar Regions where a thin layer of cold water may overlie warmer water.
  2. Ocean water is a habitat for living organisms

Planktons are plants and animals occupying ocean surface.

  1. a) Phytoplankton are ocean plants e.g. algae.
  2. b) Zooplankton are ocean animals e.g. lobsters, jelly fish, crabs, etc.

Types

  1. Nektons are all forms of fish.
  2. Benthos are ocean creatures which live only at the bottom of margins of continents where sunlight reaches Sea floor e.g. snails, starfish and sea anemones.
  3. Ocean water is pollutedg. by industrial effluents, pesticides and herbicides carried by rivers and runoff to the sea.
  4. Ocean topography is composed of several features
  5. Continental shelf- Relatively flat part of the continent covered by ocean water.
  6. Continental slope- Steeply dipping surface between continental shelf and the ocean basin proper.
  7. Abbysal plain- Almost level area of the ocean where sediments are deposited.
  8. Mid ocean ridges- Range of hills which are submerged formed by volcanic and seismic activities.
  9. Sea Islands– pieces of land surrounded by water.
  10. i) Continental islandsOnes rising from continental shelf.
  11. ii) Oceanic islandsOnes which rise from the sea floor e.g. Canary and Cape Verde.

iii) Coral islands-Ones made of coral.

  1. Deep sea trenches – narrow steep sided submarine valleys on the ocean floor.
  2. Guyots– submerged atolls forming an under water mountain.
  3. Sea mount– a volcano which doesn’t rise above the sea floor.
  4. A portion of ocean water moves

There are two types of movements namely:

Vertical Movements

  • Movement of ocean water from surface to bottom and vice versa.

How they occur

  1. Cold polar water sinking before moving horizontally towards equator.
  2. Ocean currents converge
  3. When ocean water sinks at lower depths after ocean currents converge.
  4. When ocean water rises to the surface in a process called upwelling.

Significance of vertical movements

  1. i) Carries nutrients for sea animals by upwelling.
  2. ii) Oxygenation of water vital for fish survival.

Horizontal Movements

It occurs in the following ways:

  1. Ocean Currents

An ocean current is a large mass of surface ocean water which is moving in a particular direction e.g.

  • Mozambique- warm
  • Canaries -cold
  • Benguela-cold
  • Atlantic drift-warm
  • Gulf stream drift-warm

Factors that influencing formation of ocean currents

  1. Wind by blowing over water causing a mass of surface ocean water to move in its direction forming drift currents.
  2. Rotation of the earth by causing deflection of ocean currents.
  3. Shape of land mass by influencing current direction and causing it to flow following the coastal outline.
  4. Differences in temperature by causing cold polar water which is dense due to low temp moves towards the equator passing on the ocean floor and warm water of the tropics to move towards the poles passing on the surface.
  5. Tides
  • Periodic rise and fall in the level of ocean and other large water bodies.
  • Occurs when the moon and to some e the sun exert gravitational pull on the water bodies on the earth.
  • Moons gravitational pull is exerted on the earth causing the water on that side A to bulge resulting in high tide 1
  • Some water flows from sides C and D to side B to occupy space created by the moons pull resulting in high tide 2 and low tides 1 and 2 at C and D.

Rotation of the Earth

  • It brings any longitude under the influence of 2 high and 2low tides in a lunar day.
  • Similar tides occur at an interval of 12hrs 26 minutes.
  • A lunar day is time taken by the earth to complete one rotation with respect to the moon (24 hrs 52 min)
  • Lunar month is time taken by the moon to complete one revolution around the earth (27.3 days)
  • The moon is always ahead of the earth by 52 minutes due to its revolution e.g. if Nairobi is opposite the moon at 6pm the following day the high tide will be at 6.52pm.

Tidal range is the difference between the highest level reached by high tide and lowest level reached by low tide.

Types of tides

  • Caused by relative positions of the moon and the sun from the earth.
  • Sometimes the moon and the earth are nearer or farther from each other due to their elliptical orbits.
  1. a) Spring Tides
  • In which the highest and lowest tides occur.
  • Occurs when the sun, moon and the earth are in a line (syzygy position) and pulling in the same plane causing pulling force to be greatest.
  1. b) Neap Tides
  • In which high tide is lower than normal and low tide is higher than normal.
  • Occurs when the sun, moon and earth form a right angle and pulling water to themselves.
  1. c) Perigian Tides
  • In which tidal range is 20% higher than normal.
  • Occur when the moon is nearest to the earth (perigee position) causing pulling force to be greatest.
  1. d) Apogean Tides
  • In which tidal range is lower than normal.
  • Occur when moon is farthest from the earth (apogee position) causing pulling force to be weakest.
  1. e) Diurnal Tides
  • 1H1L in a lunar day
  1. f) Semi Diurnal Tides
  • 2H2L in a lunar day which may rise or drop at the same level.
  • Occur in most of Pacific Ocean.
  1. g) Mixed Tides
  • 2H2L in a lunar day where one pair may fluctuate in level while the other remains constant.
  1. Waves
  • A wave is a moving ridge of water on the sea.
  • It’s formed when wind blows over an open water body causing oscillation of water particles.

Parts of a wave

Crest – the top of a wave.

Trough – the bottom of a wave.

Wavelength – horizontal distance between two successive crests.

Height – difference in height between crest and trough.

  • When a wave reaches the shore, the water particles below the surface start touching the ocean floor causing it to break.
  • There is forward movement of water to the beach which is called swash/send.
  • There is backward movement of water to the sea due to gravity called
  • The rest flows at the bottom back into the sea in a water current called undertow.

Types of waves

  1. a) Constructive Waves
  • Waves in which swash is stronger than backwash resulting in deposition.
  1. b) Destructive Waves
  • Waves in which swash is weaker than backwash resulting in erosion.

Wave Erosion

Processes of Wave Erosion

  1. Abrasion
  • Scratching of ocean floor by materials carried by the back wash.
    1. / Corrasion
  • Hurling of pebbles and rock fragments against the rocks causing some particles to break off.
  1. c) Attrition
  • Rock fragments dragged up and down by the swash and backwash hitting against each other becoming smaller in size. It provides tools for abrasion and corrosion.
  1. d) Hydraulic Action
  • Removal of materials from the coast by action of the force of moving water.
  1. i) Direct wave force
  • Large amounts of wave water crush against a rock face weakening and eventually breaking of the rock.
  1. ii) Compressed air action
  2. Waves crush against a rock.
  3. The force of water pushes air into cracks compressing it and exerting pressure causing them to widen.
  4. Wave retreats causing trapped air to expand resulting in sudden pressure release causing cracks to expand further.
  5. The process is repeated several times causing the rocks to shatter.
  6. e) Solution
  • Some soluble minerals in rocks dissolve directly in water and are carried away in solution leaving cavities in rocks.
  1. f) Corrosion
  • Some minerals such as limestone reacting with sea water which has dissolved carbonic acid.

Factors influencing wave erosion

  1. a) Waves must have strong backwash and a weak swash
  2. b) Slope –The coast that slopes steeply into the sea favours erosion.
  3. c) Load-large amount provides more abrasive tools. Angular shaped load is more effective in abrasion.
  4. d) Amount of water in a wave – the larger the amount the greater the hydraulic force.

Features Resulting From Wave Erosion

  1. a) Cliff and Wave Cut Platform

Cliff – A steep rock face which borders the sea.

Wave Cut Platform – A fairly flat part of the shore formed when a cliff retreats inland.

  • Breaking waves erode rock surface of a steep coast cutting a notch.
  • Erosion continues causing the base of the rock to be undercut resulting into an overhanging rock.

 

  • Undercutting continues causing the overhanging rock to eventually collapse forming a cliff.

 

  • The process is repeated and a fairly flat part of the shore is formed between the new and the former cliff.
  1. b) Bays and Headlands

Bay – Piece of sea water jutting into the land or a curved inlet of sea.

Headland – a piece of land jutting into the sea.

  • At first there is a coast with hard and soft rocks.
  • Soft rocks are eroded more by wave action to form sea inlets called bays.
  • Resistant rocks called headlands are left sticking into the sea. A big bay is called a gulf.
  1. c) Caves, Blow Hole and Geos

Cave – Natural cylindrical tunnel like chamber extending into the cliff or into the side of a headland.

  • A small hollow form on a weak area of the cliff after limestone is acted upon by carbonation.
  • Corrosion and direct dissolving act on the hollow extending it into the cliff forming a cave.

Blow Hole/ Gloup – Vertical hole formed on the side of cliff bordering the land.

  • Formed when a cave reaches the surface some distance inland as a vertical pit.

It’s called a blow hole because when the waves break water is forced out of the hole.                              

Geos – Narrow sea inlet formed when the roof of a cave between the blow hole and the sea collapses.

  1. d) Natural Arch, stack and stump

Natural arch – Opening from one side of a headland to the other.

  • Formed when a cave extends into the head land to the other side.
  • Or when caves which have developed on both sides of headland join each other.

Stack – Pillar of rock left standing on the seaward side.

  • Formed when continuous wave erosion causes the roof of the arch to collapse.

Stump – The base of stack left when it collapses as a result of erosion at the base.

Wave Transportation

Types of load moved by waves are such as shingle, sand, mud and other objects dumped into the sea.

How the sea acquires its load

  1. Materials brought by rivers and wind.
  2. Products of erosion and weathering.
  3. Materials brought by rivers and wind.
  4. Debris from volcanic eruptions in the sea or on land bordering the sea.

Waves transport load by a process called long shore drift. Long shore drift is progressive dragging of materials along the beach as a result of waves breaking at an angle.

  • Waves break at an angle.
  • Swash pushes materials up the beach at an angle.
  • Backwash brings them back at right angle to the edge of water.
  • Process is repeated causing materials to be progressively dragged along the beach.

Factors Influencing Wave Transportation

  1. Strength of waves

Strong waves carry large quantities of load over a long distance while weak waves carry small quantities of load over a short distance.

  1. Tides

Tides cause waves to break farther inland causing materials that were not in contact with breaking waves to be moved about.

  1. Ocean currents

Ocean currents cause movement of materials from one part of the ocean to another e.g. coconut fruits from southern part of Africa to Gulf of Guinea by Benguela current.

  1. Gradient of the shore

On gentle coasts transportation of materials is favoured by long shore drift while on a steep coast they bounce off cliffs and remain floating.

  1. Orientation of coast line.

Transportation by long shore drift is favoured where coast is aligned obliquely to the direction of breaking waves while on transversely aligned coast swash moves materials back and fourth along the same line.

  1. Nature of the load.

Lighter materials such as sand are carried over long distances while heavy load is transported over a short distance.

Deposition

  • Process in which materials transported by waves are laid down on the shore.

Factors Influencing Wave Deposition

  1. Load

Deposition occurs in selective manner:

  • Boulders are deposited at farthest end of land because they are swept towards the land by powerful swash during high tide followed by pebbles.
  • Then sand and finally mud because the weak backwash brings them back towards the sea as they are light.
  1. Waves

Waves must have a strong swash and a weak backwash in order to cause excess load to be left behind on the shore.

  1. gradient of the shore

The coast must be sloping to reduce the velocity and hence the energy of waves so that depositing occurs.

  1. Depth of Water

Deposition takes place where water is shallow for waves to come into contact with ocean floor and break the cyclic motion of water.

Features Resulting From Wave Deposition

  1. a) Beaches
  • Gently sloping mass of accumulated materials such as sand, shingle and pebbles along the coast.
  • Formed by constructive waves during a relatively calm weather when backwash is weakest resulting in materials accumulating at the shore.

During storms destructive waves destroy beaches creating other minor features such as:                           i) Beach cusps

  • Horn like projections of sand and gravel which gives the coast line a series of curves.
  • Waves break at right angles.
  • Powerful swash in form of eddies scour depressions moving coarse materials to either side forming head like projections called cusps leaving finer materials forming bay like inlets.
  1. ii) Beach Ridges and Beach Berms

Beach Ridges – Low ridges of coarse sand, boulders and shingle deposited roughly parallel to the shore formed by waves approaching the coast at right angles.

iii) Beach Berms

  • Narrow terrace of shingle thrown up the beach by storm waves formed where tidal range is high.
  1. iv) Beach Rock Shells

Masses of sand, shells and pebbles cemented together by calcium carbonate forming projections above the beach.

 

  1. b) Spits
  • Low lying ridge of sand, shingle and pebbles with one end attached to the coast and the other projecting to the sea.
  • Movement of materials by long shore drift is halted causing deposition due to coast changing its direction towards the land e.g. across estuary or entrance of a bay.
  • The process continues and the accumulation grows towards the sea.
  • Waves carry sand to the inner end of the spit creating a hook like feature e.g. at the mouth of R. Senegal.
  1. c) Tombolo
  • Spit that grows out from the coast into the sea and joins an island e.g. Ras Hafur in Somalia and Ngomeni on Kenyan coast.
  1. d) Bars
  • Ridge of sand, shingles and mud which lies almost parallel to the coast.

Types

  1. i) Bay bar – Bar which forms across the entrance of a bay.

Offshore bar – Bar which forms off a very shallow coast line.

  • Wave is forced to break off shore due to water shallowness.
  • They throw up a ridge of materials off the coast.
  • Between the bar and the coast there will be a shallow lagoon colonised by marsh plants.
  1. e) Cuspate foreland
  • Broad triangular shaped deposits of sand or shingle projecting from the mainland into the sea.
  • Two spits grow towards each other at an angle.
  • A triangular feature called cuspate barrier develops which encloses a lagoon.
  • The lagoon is filled with mud and sand to form the foreland.
  • Vegetation grows on the marsh and with time dries up e.g. ‘A’ Laree in Malagasy.
  1. f) Dune Belts
  • Belt of low lying mounds of sand found on extreme landward side of the beach above the high tide level.
  • Sand on the beach dries up during the high tide.
  • It’s picked by onshore winds and deposited at a distance away from the reach of breaking waves.
  • It collects behind obstacles like grass or other vegetation and gradually builds up forming a dune.
  • The dunes may be covered with vegetation to form marshes.
  1. g) Mud Flats and Salt Marshes

Mudflats – Platform of mud consisting of fine silt and alluvium deposited in sea inlets such as bays and river estuaries.

Salt marshes – Vegetation such as grasses and mangrove that grows on a mudflat

  • Fine silt and river alluvium are deposited in sea inlets by tides.
  • A platform of mud builds up and is colonised by vegetation forming a swamp called salt marsh.
  • The dense network of plants roots trap more mud and alluvium causing the mudflats to extend seawards.

Factors Determining the Type of Coasts

  1. Wave action

Wave erosion makes a coast to have erosion features while deposition causes depositional features.

  1. Tidal currents

Where tidal range is high more surface area is exposed to wave action.

  1. Nature of rocks

Weak rocks are eroded to form bays (inlets) while resistant ones are left standing to form headlands.

  1. Alignment of coast

There is more erosion on exposed coasts while deposition occurs where the coast is obliquely aligned to the breaking waves.

  1. Change in sea level

Fall in sea level leads to emergence and rise to submergence.

Types of Coasts

According To the Alignment of Coast

  1. discordant/transverse/irregular coast
  • Coast which lies transversely to the coast line.
  • Has a large number of inlets and receives heavy rainfall because winds blow onshore e.g. Mombasa.
  1. Concordant coasts/regular/longitudinal coasts
  • One which lies almost parallel to the coastline.
  • Almost straight and lacks inlets and receives little rainfall due to winds blowing offshore e.g. Lamu.

According To Features Present

  1. Submerged Coasts
  • Coasts where a part of coastal land lies under the sea.

Causes of submergence

  1. a) Rise in sea level e.g. when large quantities of melt water were released to the sea causing its level to rise due to climate change at the end of ice age.
    1. Sinking of coastal land and a part of the sea floor.

Types

  1. a) Submerged Highland Coasts
  • Found where submergence occurs on a coast characterised by steep slopes.
  • Characterised by drowned features.
  1. i) Ria Coast

A Ria is a drowned river mouth.

Characteristics

  1. Funnel shaped
  2. U-shaped in cross section.
  3. Deeper and wider on the seaward side and shallower and narrower inland e.g. the Kenyan coast at Kilindini and Mtwapa.
  4. ii) Fiord/Fjord coast

A fiord is a submerged glaciated valley.

  • Ice deepens and widens glacial valleys until the floor lies below the sea level.
  • When the ice retreats sea water flows in drowning the valley forming inlets called fiords.

Characteristics

  1. Deeper inland.
  2. Shallower at the sea ward end due to terminal moraine deposited when glacier was melting.

iii) Longitudinal/Dalmatian Coasts

  • Coast where ridges and valleys lying parallel to the coast line are drowned.
  • Valleys form inlets called sounds while ridges form islands.
  1. b) Submerged Lowland Coasts
  • Found where submergence occurs on a coast characterised by gentle slopes.

Types

  1. i) Estuarine Coast
  • Coast characterised by broad shallow estuaries and mud flats which are visible at low tide.
  • Wider and shallower than rias e.g. coastlines of Guinea and Senegal.
  1. ii) Fjard Coast
  • Coast characterised by numerous inlets formed by submergence of glaciated rocky lowland coasts.
  • Have numerous islands and are deeper than rias e.g. S.E. coast of Sweden.
  1. Emerged Coasts
  • Coast where part of seafloor has become permanently exposed.

Causes of Emergence

  1. Decrease in sea level due to decline in the source of water e.g. waters being held up in a glacier instead of it flowing back as rivers to the ocean.
  2. Uplift of the coastal land by faulting, folding or isostatic adjustment.

Types

  1. i) Emerged Highland Coasts
  • Found where emergence occurs on a coast characterised by steep slopes.
  • Characterised wave action features which are isolated on land e.g. raised beaches, raised cliffs, raised wave cut platforms and raised arches.
  1. ii) Emerged Lowland Coasts
  • Found where emergence occurs on a coast characterised by gentle slopes.
  • Characterised by exposed depositional features e.g. spits and offshore bars which are found on land and a coastal plain formed as a result of a part of continental shelf becoming exposed.
  1. Coral Coasts
  • Coasts composed of coral rocks which are exoskeletons of marine organisms called coral polyps.
  • They live in colonies/groups, feed on plankton and extract lime from the sea and build shells for protection.

Conditions Necessary for Coral Growth

  1. warm water(25-29◦C)
  2. Saline and clear water.
  3. Sunlight should penetrate at least to a depth of 50m to allow plankton growth.
  4. Plentiful supply of plankton which they feed on.
  5. Shallow water.

Types of coral reefs

  1. i) Fringing Reefs
  • Platform of coral formed when coral polyps start building a reef near the shore.

Characteristics

  1. Flat or concave shaped
  2. Higher on the seaward side
  3. Outer edge falls steeply into the sea
  4. ii) Barrier Reefs
  • Platform of coral formed a long distance from the shore.
  • Formed when polyps start to grow and extend seawards where conditions are favourable.

Characteristics

  1. Its coral is joined to the shore.
  2. Its outer edge falls steeply into the sea.

iii) Atoll Reef

  • Coral ring formed around a submerged island.

Characteristics

  1. Circular in shape.
  2. Encloses a fairly deep lagoon.

                              Theories of Formation

                      Darwin’s Theory

  • Fringing reef develops around an island.
  • The island starts to sink.
  • Coral continues to grow upwards to keep pace with rising sea level and seawards because there is more food and water is clear.
  • The reef extends great distance away from the land to become barrier reef.
  • The island continues to sink becoming completely submerged.
  • The barrier reef forms a ring of coral called atolls.

                                Murray’s Theory

  • Fringing reef grows on a submarine hill.
  • It disintegrates due to wave attack.
  • Coral fragments accumulate on the seaward end.
  • Polyps start building on it upwards where there is more food and clear water to form barrier reef.
  • The barrier reef forms a ring of coral called atolls.

                           Daly’s Theory

  • During ice age there was withdrawal of water causing global fall in sea level.
  • Coral growth was retarded by low temperatures.
  • Waves pounded coral reefs and islands and flattened them to the same level as the sea.
  • At the end of ice age temperatures began to rise again favouring the growth of coral once again.
  • More water was added to oceans causing polyps to continue to grow upwards to keep pace with the rising sea level.
  • They were permanently exposed on the surface to form atolls

Significance of Oceans, Coasts and Coastal Features

Oceans

Positive

  1. Influence climate by contributing the bulk of precipitation, warming effect in cool season and cooling effect in hot season by breezes and ocean currents.
  2. Used for transport by means of boats, steamers and ferries.
  3. Tourist attraction by being site for recreation e.g. swimming and sport fishing and marine life in parks such as in Mombasa and Lamu.
  4. Oceans are a source of fish which is a source of food, income and employment.
  5. Source of fresh water when its water is distilled.
  6. Tropical seas have mangrove forests with mangrove trees which provide strong building and fencing posts and tannin for tanning leather and also habitat for marine life which is a tourist attraction.
  7. Source of salt which crystallizes naturally after water evaporates in constricted bays in hot climates.

Negative

  1. Tsunamis from oceans flood the neighbouring coastal areas causing great loss of life and property.
  2. Oceans may also flood the neighbouring coastal areas as a result of rise in sea level caused by melting of glaciers caused by global warming.
  3. Also harbour dangerous animals such as sharks and crocodiles which may attack and hurt or kill people.
  4. Drowning accidents when there is breakdown of vessels or ship wrecking.

Coasts and Coastal Features

Positive

  1. Fiords, rias and lagoons favour development of deep and well sheltered harbours.
  2. Fiords are also a good breeding ground for fish as their shallow continental shelf encourage growth of plankton which is food for fish.
  3. Coral rocks are used locally as building materials.
  4. Coral rocks are also a source of coral limestone for cement manufacture.
  5. Features such as coral reefs, caves, cliffs and fiords are a tourist attraction.

Negative

  1. Some emerged coastal lands have infertile soils unsuitable for agriculture for being covered by sand, gravel and bare rock.
  2. Deposited sands, bars and coral reefs are barrier to transport as they can cause ship wrecking if vessels hit them.

         

 

 

 

 

 

ACTION OF WINDAND WATER IN ARID AREAS

An arid area is a land which is deficient of moisture leading to scanty or no vegetation.

Action of Wind in Arid Areas

Wind Erosion

Physical weathering is the initial process then it’s followed by wind erosion.

Wind is more effective in tropical deserts due to:

  1. Presence of loose unconsolidated dry masses of mud, sand and gravel.
  2. Occurrence of strong tropical storms.
  3. Absence of vegetation leading to high wind velocity due to little frictional force.

Factors influencing wind erosion

  1. Wind speed– wind with high velocity has more energy to erode than with low velocity.
  2. Load– angular shaped load provide more effective abrasive tools than one which is round shaped.
  3. Nature of surface– Wind erosion is faster where the surface consists of unconsolidated materials.

Processes/Ways in Which Wind Erodes Deserts

  1. a) Abrasion
  • Materials carried by wind such as sand grains scratching rock surfaces across the path of wind.
  • Greater close to the ground because it’s where heavy and more effective abrasion tools are lifted and carried.
  1. b) Deflation
  • Removal of unconsolidated materials such as sand and dust rolling and lifting or scooping and blowing away.
  1. c) Attrition
  • Sand grains carried by wind knocking against each other causing each other to become smaller and rounded in shape.

Resultant Features of Wind Erosion

  1. a) Millet seeds
  • Sand grains which have been rounded to the shape of millet seeds by wind attrition.
  1. b) Ventifacts
  • Boulders, stones and pebbles which are flattened by wind abrasion one or more sides due to changes in wind direction.
  • Dreikanter – Ventifact with three wind faceted surfaces formed when wind is blowing in different directions.
  1. c) Mushroom Block
  • Mushroom shaped rock in desert landscape.
  • Wind abrasion acts on a rock with uniform hardness.
  • It’s intensely undercut at the base and top part is slowly polished by light and less effective abrasive materials.
  • There results a rock with broad smoothed rounded top and a narrow base resembling a mushroom
  1. d) Rock Pedestal
  • Irregular rock pillar with a broad top and a narrow base found in the desert landscape.
  • Wind abrasion acts upon rock with alternating hard and soft layers.
  • Soft layers are eroded more than hard layers leaving hollows and protrusions.
  • There is more undercutting at the base where there is more abrasion.
  • There results an irregular rock with a narrow base.
  1. e) Deflation Hollows
  • Shallow depressions found in desert landscapes formed by deflation.
  • Wind scoops and blows away unconsolidated materials such as dust and sand in a desert.
  • Circulating wind deepen the depression.
  • The hollow reach the water table forming an oasis.
  • If the depression doesn’t reach the water table flash floods water may accumulate into them to form temporary lakes called pans e.g. Etosha pan in Namib.
  1. f) Zeugen (Singular zeuge)
  • Ridges on a ridge and furrow desert landscape.
  • First there is a landscape with horizontal alternating layers of hard and soft rocks.
  • Weathering opens joints and cracks on the top resistant layer.
  • Abrasion erodes the opened joints while deflation carries away the eroded materials.
  • The process continues and with time causes a ridge and furrow landscape to develop. The ridges are zeugen.
  1. g) Yardangs
  • Narrow elongated rock ridges about 6m high on a desert landscape.
  • At first there is a surface with vertical alternating hard and soft rocks lying parallel to wind path.
  • Wind abrasion acts more on soft rocks and deflation carries away worn out particles.
  • The undercut rocks are left standing forming ridges called Yardangs.

Wind Transportation

Factors Influencing Wind Transportation and Deposition

Wind velocity: when speed decreases strength also decreases and its ability to transport so wind starts to deposit materials.

  1. Wind direction- Winds blowing from different direction converge and cause load to collide causing some of it to be deposited.
  2. Nature of desert surface:
  • Wind transportation is more efficient on bare surfaces and hence less deposition there.
  • Water surfaces such as oasis and moist surfaces impede transportation through friction causing wind to deposit materials.
  • Less transportation on surfaces with vegetation as it reduces wind speed and also binds sand particles together.
  1. Obstacles- Objects such as rock masses, land forms and vegetation block and reduce wind speed causing deposition.
  2. Changes in weather conditions such as sudden showers halts transportation and causes deposition by washing down suspended materials.
  3. Load- Heavy load is deposited before light load when wind energy decreases. When many materials are transported by wind they collide causing each other to be deposited.

Processes/ Ways in Which Wind Transports Load

  1. i) Suspension
  • Wind lifting and holding particles such as dusts by air currents and transporting them over long distances.
  1. ii) Saltation
  • Wind transportation of heavy particles by a series of jumps and hops.
  • They are rolled.
  • They collide.
  • Bounce and get lifted.
  • Transported short distance ahead.

iii) Surface Creep

-Wind transportation of heavy particles such as gravel and pebbles by pushing and rolling along the desert.

Resultant Features of Wind Deposition

  1. Sand Dunes

Dune – Low ridge of sand accumulated by wind deposition.

Types

  1. i) Barchans
  • Crescent shaped mound of sand in a desert.
  • Sand accumulates around an obstacle lying on the path of wind.
  • Deposition continues making the mound to grow bigger.
  • Wind blows sand over leeward side creating smooth gentle windward slope.
  • Wind eddies act on the leeward slope making it to be steep and concave in shape.
  • Side wind move the sand grains on the sides forward creating the two edges which are curved e.g. in Sahara and Arabian Deserts.

Characteristics

  1. Crescent/moon shaped
  2. Smooth gentle windward slope
  3. Steep concave leeward slope
  4. Horns or 2 curved edges
  5. Occurs individually or in groups
  6. ii) Seif Dunes
  • Ridge shaped mounds of sand lying parallel to the path of prevailing wind.
  • Wind blows between barchan dunes.
  • Wind eddies move sand towards the sides.
  • Sand accumulates on the sides resulting into ridge shaped mounds e.g. in Namib Desert.

iii) Transverse/Wake Dunes

  • Wave like mounds of sand in a desert which lie at right angles to the prevailing wind.
  • Less strong winds blow over sand from one direction.
  • The wind concentrates larger grains of sand into series of transverse ridges.
  • Wind may continue pushing the sand causing it to accumulate on the leeward side to form wake dune e.g. in W. Sahara.
  1. Drass
  • Biggest sand features in a desert with surface resembling a plateau and with a height of up to 200m.
  • Barchans and Seif dunes may form on such features e.g. in E. Sahara desert.
  1. Loess
  • Fertile soils with great thickness of about 100m formed from deposition of dust from deserts.
  • Dust from deserts is carried beyond to wet areas.
  • It’s washed down by rain causing its deposition.
  • It accumulates into layers.
  • Deposition continues and the layers are compacted forming sedimentary rocks.
  • The sedimentary rocks wither to form fertile soils which favour cultivation e.g. Temperate lands of Europe along Rhine valley from Sahara dusts and along Huang He valley in N. China from dust of Gobi desert.

Action of water in arid areas

  • Receives short occasional rains causing flash floods which erode transport and deposit large loads of materials produced by weathering.
  • Water action is short lived.

 

 

Resultant Features of Water Action in Arid Areas

  1. a) Wadis
  • Wide deep steep sided dry valley in a desert
  • Strong surface runoff and flash floods form rills.
  • Rills are enlarged into gullies.
  • Flash floods flow into gullies widening and deepening them to form wadis.

Characteristics

  • Wide and deep
  • Steep with cliff like walls
  • flat floor
  • Dry (lack permanent drainage)
  1. b) Dry River Valleys
  • Valleys in arid areas through which streams flow during the wet season and dry up in dry season e.g. in Turkana, Wajir and Mandera.
  1. c) Mesas and Buttes

Mesas Extensive table like residual hills found in arid areas.

Buttes – Smaller blocks of table like residual hills found in arid areas.

  • First there are sedimentary rocks occurring in layers with a resistant one on top and a less resistant below.
  • Weathering breaks the hard cap.
  • Then sheet floods break the surface and carries materials away.
  • Large outstanding blocks are left which are called mesas.
  • Mesas may be eroded farther to form smaller blocks called buttes.

 

 

 

 

 

 

Features in an Inland Drainage Basin

  • Gently sloping rock surface formed at the edges of desert uplands.
    • A steep/scarp slope of a highland is eroded by sheet flooding reducing its height.
  • The process continues causing the scarp slope to shift its position upwards.
  • The gently sloping surface of 6-7◦results at the foot of the upland.
  1. d) Playas/sebkha
  • Extensive inland drainage basin in a desert formed by deflation or crustal warping or a small fluctuating salty lake contained in an inland drainage basin in a desert formed when water from torrential outpours flows into the basin by multiple temporary streams e.g. Chemchane sebkha in Mauritania.
  1. e) Peripediment
  • Zone of thick alluvial deposits at the edge of playas in form of alkaline crust of mud, sand and gravel formed when streams deposit a lot of materials at the edge of the playa. Materials dry up leaving a hard salty crustal surface called Salina/salar g. in Arizona desert in U.S.A.
  1. f) Pediment
  2. g) Peneplain

Low level plain formed when pediments are eroded to form a low level plain.

  1. h) Pediplain
  • Extensive low and gently sloping lands common in deserts.
  • Pediments surrounding a highland are extended by sheet erosion.
  • With time the highland is reduced to a residual hill like Inselbergs.
  • The hill is eventually eroded forming a continuous plain(Pediplain)
  1. i) Inselbergs
  • Prominent residual rocks in a desert.
  • Formed by extension of pediments into upland areas.

Types

 Bonhardt – Steep isolated round topped mass of rock rising steeply from desert surface.

  • Dissection of plateau by streams producing steep sided valleys.
  • The plateau is further eroded forming remnant hills e.g. Sugar Loaf Mountain in Rio de Janeiro in Brazil.

 Castle kopje – Residual rocks in a desert found in groups.

  • Formed from break down of Bonhardt with closely spaced joints.
  • Or deep withering of a plateau edges.
  • Weathered rocks are then removed by water reducing plateau into Inselbergs e.g. Nzambani rock in Kitui.

Significance of Deserts and Desert Features

Positive

  1. Loess soils are used for agriculture because they are very fertile e.g. in Huang He valley and Ukraine.
  2. Loess soils in Europe and china have dug in caves which are inhabited during winter to provide warmth.
  3. Desert features are a tourist attraction e.g. rock pedestals, Yardangs, Zeugen and sand dunes.
  4. Oasis in deflation hollows are sources of water for domestic use.
  5. Oasis water is also used for irrigation such as of date palms.
  6. Deserts are good sites for testing military weapons, military training and experimenting ground for aircraft because they are sparsely populated.
  7. The scarce vegetation in deserts such as shrubs can be used in livestock keeping e.g. goats, camels etc.
  8. The hot sun in deserts can be harnessed to provide electricity for lighting, pumping of water, etc.
  9. Seasonal streams can be dammed to supply water to surrounding areas e.g. Kigombo dam in Mbororo in Taita which supplies water to Voi town.

Negative

  1. Some desert features can prevent physical development e.g. sand dunes can burry roads and it is difficult to construct bridges across wadis.
  2. Sand dunes can cover oasis and settlements.
  3. Sand dunes may destroy rich agricultural land.
  4. High temperatures, shortage of water, unreliable rainfall and lack of transport and communication infrastructure discourage settlement.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

UNDER/GROUND WATER

  • Water that exists beneath the earth’s surface in pore spaces in soil and rocks.

Sources of Ground Water

  1. a) Rain Water
  • Some rain water which percolates and is trapped after meeting an impermeable rock.
  1. b) Melt Water
  • Water that infiltrates into the ground when snow melts during spring and summer.
  1. c) Surface Water
  • Water from rivers, seas, swamps, oceans, lakes and ponds that seep into the ground.
  1. d) Magmatic/Plutonic Water
  • Water trapped in rocks beneath surface during vulcanicity

Factors Influencing Existence of Ground Water

  1. a) Precipitation
  • For ground water to exist precipitation must exceed evaporation.
  • Light rain falling over a long period of time infiltrates more than heavy short lived downpour.
  1. b) Slope
  • On flat and gently sloping areas rain water has ample time to infiltrate because it remains in one place for a long time.
  • On steep areas there is low infiltration since a lot of water turns into runoff because of getting less time to percolate.
  1. c) Nature of Rocks
  • There is a greater possibility of existence of ground water where there are permeable surface rocks.
  • Ground water exists where impermeable rock overlie an impermeable one so that when water infiltrates and percolates underground it’s trapped by impermeable rock and accumulates above it.

Aquifer – permeable rock which is permanently saturated with water.

Permeable rocks – Rocks which allow water to pass through them.

Types

  1. a) Porous – Those with pores/airspaces between rock grains through which water passes e.g. sandstone, limestone and chalk.
  2. b) Pervious – Ones with cracks fractures and joints through which water enters and passes e.g. granite, limestone and chalk.

Impermeable rocks – Ones which don’t allow water to pass through them.

Types

  1. a) Aquifuge – Impenetrable impermeable rocks e.g. gabbro, shale and slate.
  2. b) Aquiclude – Porous rocks which absorb water and expand narrowing air spaces between grains preventing water to percolate downwards e.g. clay.
  3. d) Vegetation Cover
  • Plants break the speed of rain drops causing drops to hit the ground gently giving rain water ample time to percolate.
  • On bare surfaces most of precipitation flows away as run off.
  1. e) Level of Saturation of Ground
  • Infiltration is more on dry ground because it has wide open air spaces while and less on a ground whose air spaces are saturated with water.

Water Table

  • Water that infiltrates and percolates into the ground fills air spaces creating zones of saturation whose upper levels are called water tables.

Zones of Saturation

  1. a) Zone of Non-saturation
  • Zone of permeable through which water passes but doesn’t remain in the pores for a long time.
  • Well sunk to this zone doesn’t contain any water.
  1. b) Zone of Intermittent Saturation
  • Zone which during the rain season the rocks are saturated with water while during the dry season they are unsaturated.

Temporary water table – Upper level of ground water in the zone of intermittent saturation.

  • Zone of non-saturation and that of intermittent saturation are called vadose zone.
  1. c) Zone Of Permanent Saturation
  • Zone where pores spaces are permanently filled with water.

Permanent water table – Upper level of ground water in the zone of permanent saturation.

Presence of ground water leads to formation of springs, wells boreholes and artesian basins.

Springs

Place where water flows out naturally onto the earth’s surface along a slope.

Ways/Modes Formation

  1. a) Hillside Spring
  • Type formed where a permeable rock lies above an impermeable one on a hill and water comes out at the junction of those two rock layers.
  1. b) Dyke Spring
  • Type formed where an igneous dike cuts across a layer of permeable rock.
  • Ground water on the upslope side is trapped causing water table on that side to rises.
  • A spring develops where the water table is exposed on the surface.

 

  1. c) Vauclusian Spring
  • Type formed on a limestone hill or escarpment overlying an impermeable layer.
  • Limestone rock becomes saturated with water.
  • Water comes out of the ground where water table appears on the surface.

 

  1. d) Valley Spring
  • Type formed where water table intersects the surface along the side of the valley.

                                                   Artesian Basins

  • Saucer shaped depression consisting of a layer of permeable rock sandwiched between two impermeable rocks and the whole system forms a syncline.

                                                           Characteristics

  1. One or both ends are exposed on the surface on a rainy area or beneath a lake.
  2. Water enters at the exposed end or ends.
  3. With time the permeable rock is saturated with water and becomes an aquifer e.g. between Chad and Egypt across Quattara depression.

                                                       Artesian well

Well sunk into the aquifer of an artesian basin from which water will come out without being pumped.

Ideal Conditions for Formation of an Artesian Well

  1. Aquifer to be sandwiched between impermeable rocks to prevent evaporation and percolation.
  2. Aquifer to be exposed in a region which is a source of water e.g. rainy area or lake.
  3. Aquifer to dip from the region of water intake.
  4. Mouth of the well to be at a lower level than the intake area to develop hydraulic pressure which will force water out.

Problems Associated With Artesian Wells

  1. Water may be hot due to high temperatures.
  2. Water may be salty because of water taking long to percolate through rocks thus dissolving large quantities of mineral salts.
  3. Water may fail to come out naturally when water is drawn faster than it’s being replaced in the source region and necessitating pumping.

Significance of Underground Water

  1. Source of rivers and their tributaries.
  2. Source of water for domestic and industrial use e.g. wells, springs, boreholes and oasis.
  3. Used in agriculture e.g. oasis water is used for irrigation of date palms.
  4. Influences settlements due to the availability of water e.g. in deserts people settle near oasis and spring line settlements in limestone areas.
  5. Hot springs are a tourist attraction and their water is trapped and pumped into houses through pipes for heating during winter e.g. in Iceland.
  6. Underground streams help in keeping some lakes fresh e.g. L. Naivasha.

Action of Water in Limestone Lime stone Areas (Karst Region)

Karst region – Region where the surface and the ground is covered with limestone rocks.

Karst scenery – Unique features in a Karst region resulting from the action of water e.g. Shimoni caves at the coast of Kenya.

  • When calcium carbonate is exposed a weak carbonic acid formed by rain dissolving CO2 it’s dissolved to form calcium hydrogen carbonate which is removed from the rock in solution resulting in surface and underground features in such a limestone region.

                       Factors Influencing Development of Karst Scenery

  1. Surface rock and the rock below should be hard and well jointed for acid water to percolate and cause solution to happen e.g. limestone, chalk or dolomite.
  2. Climate should be hot to speed chemical weathering and humid for availability of rain which is a solvent.
  3. Should have a lot of vegetation to release CO2.
  4. Water table to be far below the surface so that the whole limestone rock is not dissolved and underground features fail to be formed.

Surface Features in Limestone Areas

  1. a) Grikes and Clints

Clints – Blocks of limestone rock left standing when water infiltrates through the limestone rocks widening and deepening the joints.

Grikes – Deep groves or gullies formed when rainwater infiltrates through limestone rocks widening the joints by solution.

 

  1. b) Swallow/Sink Holes
  • Deep vertical holes formed on limestone rocks when solution extends the grikes.
  • Referred to as swallow/sink holes because surface runoff or river water may disappear through them as a waterfall and come out of the ground as a vauclusian spring further downhill.
  • Vertical shaft from the surface of the sink hole down into the ground is called ponor.

 

  1. c) Dry Valley
  • Steep valleys with no permanent streams on limestone surface at the section between the swallow hole and where the river emerges.
  1. d) Karst Window
  • Small outlet to the surface from a cavern formed when continuous carbonation at the surface causes the roof of the cave to collapse.
  1. e) Limestone Gorge
  • Deep steep sided river valley in limestone rocks formed when the swallowed river causes solution to continue underground causing the roof of underground water course to collapse.
  1. f) Karst Bridge
  • Small section left joining the roof between the karst window and gorge.
  1. g) Dolines
  • Elliptical hollow with gently sloping sides on the surface of a limestone region formed when several swallow holes collapse and merge.
  1.  h) Uvala
  • Depression which may be as wide as 1 km in diameter formed on the surface of limestone regions when several dolines collapse and merge.
  1.  i) Polje
  • Largest, shallow, elliptical and flat floored depressions on a limestone region formed when several uvalas collapse and merge.
  • May become a temporary lake or may be covered by a marsh.                  

Underground Features in Limestone Areas

  1. a) Stalactites
  • Finger like masses of calcite hanging vertically from the roof of a limestone cave or cavern formed by repeated evaporation of water and giving off of carbon dioxide from drops of water containing calcium bicarbonate hanging from the roof of the cave causing crystallisation of calcium bicarbonate into calcite.
  1. b) Stalactite
  • Stumpy rock masses of calcite which grow from the floor of a limestone cave upwards formed by repeated dripping of solution of calcium bicarbonate from the end of stalactite to the floor of a limestone cave then it spreads out and crystallizes.
  1. c) Limestone Pillars
  • Pillar like structures in limestone caves formed when stalactites and stalagmites grow towards each other, stalagmite grows until it touches the roof of a cave or when a stalactite grows until it touches the floor of the cave.
  1. d) Limestone caves
  • Underground chambers or cavities in limestone rocks.
    • Underground rivers dissolve limestone in horizontal joints forming a horizontal tunnel.
    • Surface water and underground water percolates through the joints into the tunnel enlarging it forming a phreatic cavee. cave below the water table.
    • The water flows out at the vauclusian spring lowering the water table causing the phreatic cave to become a limestone cave.
    • Continued solution from water percolating through the caves roof widens and lowers its floor to form a larger cave called limestone caverng. Carls band cave in New Mexico U.S.A.

Significance of Karst Scenery

Positive

  1. Features in karst scenery are a tourist attraction e.g. caves, gorges, stalactites, stalagmites, etc.
  2. Limestone rock is used in the manufacture of cement e.g. cement factory at Bamburi in Mombasa and Athi River.
  3. Limestone blocks are also used for building.
  4. Limestone regions are very good for grazing particularly sheep because the surface is dry.
  5. Large villages called spring line settlements form at the line of vauclusian springs due to the availability of water.

Negative

  1. Limestone landscape discourages settlement because the surface is rocky, soils are thin and unsuitable for agriculture, surface is rugged with features like grikes and Clints and the water supply is inadequate due to rivers disappearing into swallow holes.

                              

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

GLACIATION

  • Action of moving ice.

Glacier – Mass of ice moving outward from an area of accumulation.

  • Formed when snow accumulates on the surface, lower layers are compressed to a harder mass resulting in opaque ice due to air bubbles and accumulation continues compression lower layers squeezing out air forming glassy ice called glacier.

Types

  1. Cirque glacier – ice occupying a cirque.
  2. Valley glacier – Ice confined within a valley
  3. Piedmont glacier: Glacier formed when valley glaciers converge at the foot of the mountain.

Ice bergs – Large mass of ice floating in the ocean formed when an ice sheet moves to the sea e.g. in Arctic and N. Atlantic Ocean.

Ice sheet – Continuous mass of ice covering a large area on the earth’s surface.

Ice caps – Ice covering the mountain peak.

Snow line – Line beyond which there is a permanent snow cover.

Ways of Ice Movement

  1. a) Plastic Flowage
  • Movement of ice like a viscous liquid.
  • Great pressure is exerted at the bottom sides and centre causing some ice particles to melt slightly and move slowly down hill like a viscous liquid.
  1. b) Basal Slip
  • Movement of ice by sliding over the underlying rock.
  • Pressure is exerted on deepest layers of ice in contact with the rock beneath causing melting.
  • A film of water is created which acts as a lubricant between the ice and the rock causing ice to slip and slide over the rock and move down slope.
  1. c) Extrusion Flow
  • Movement of ice by spreading out.
  • Ice accumulates building to great thickness at the centre causing compression of layers of ice beneath.
  • The layers beneath are forced to spread out where there is less pressure.
  1. d) Internal Shearing
  • Breaking of ice into smaller pieces which move alongside one another.
  • Uneven movement causes ice to develop cracks on the surface.
  • The glacier breaks into smaller pieces which move alongside each other down slope.

Factors Influencing Ice Movement

  1. a) Gradient of the Land

Ice moves faster on steep slopes than on gentle slopes due to the influence of gravity.

  1. b) Season

Ice movement is faster in summer due to frequent thawing melting compared to winter when thawing is rare.

  1. c) Friction

Central parts of ice move faster than sides and bottom which are in contact with rock beneath due to friction.

                                              

  1. d) Thickness of Ice

Thicker masses of ice cause more pressure between them and rocks beneath which cause slight melting and therefore faster movement.

Glacial Erosion

Processes/Ways in Which Ice Erodes

  1. a) Plucking
  • Pulling away of parts of a rock at the base of glacier when the ice freezes into the cracks of a well jointed rock.
  1. b) Abrasion
  • Scratching of the underlying ground by stones and boulders carried by the ice as the glacier moves.

Factors Influencing Glacial Erosion

  1. a) Nature of Underlying Rock
  • Abrasion is more effective on soft rocks than hard rocks.
  • Well jointed and faulted rocks are more eroded than those which are not because cracks and joints enable water to enter rocks and freeze which facilitates plucking.
  1. b) Gradient of Slope
  • Glacier on steep slopes moves faster and has greater kinetic energy to erode than slow moving glacier
  1. c) Thickness of Ice
  • Thick ice is heavier and exerts greater pressure on rock debris making them to abrade the underlying rock more effectively.
  1. d) Availability of Debris
  • The more the rock debris the more effective abrasion will be since it acts as abrasive tools.
  • Too heavy debris makes erosion impossible since ice is not able to transport it but glides over it without acting on the rock below.

Erosion Features

On Glaciated Highlands

  1. a) Cirque
  • Arm chair shaped depression on glaciated slopes of high mountains.
  • Snow accumulates into a shallow depression on the side of a mountain.
  • Freezing in winter and thawing in summer causes rocks to wither and break up resulting in enlargement of the hollow.
  • Accumulated ice advances by slipping down slope.
  • A deep crevice called bergshrund develops at the top of ice due to unequal movement.
  • Freezing occur deep down the bergshrund causing the back wall and sides to be steepened by plucking.
  • Plucked debris is carried forward scratching the floor of the basin deepening it forming the cirque, corrie or cwm.
  • Water from melting snow may accumulate in a cirque to form a tarn e.g. Teleki tarn.
  1.               b) Arêtes
    • Narrow knife- edged steep ridge separating two cirques.
    • Formed when two cirques cut backwards on adjacent sides of a mountain leaving a narrow steep ridge separating them.
  1. c) Pyramidal Peaks
  • Sharp steep sided peak at the top of a mountain.
  • Formed when three or more cirques erode on mountain side towards each other leaving a sharp pointed rock separating them at the top of the mountain e.g. Corydon and Delamere on Mt. Kenya.
  1. d) Glacial Trough

Glacial Trough and Related Features

  • Wide flat bottomed valley with steep sides on a glaciated highland.
  • Ice accumulates in a v-shaped valley.
  • Plucking and abrasion by ice occurs.
  • The v-shaped valley is deepened, widened and straightened to become a glacial trough.
  • Glaciated trough may be submerged to form a fiord.
  1. e) Truncated Spurs
    • Interlocking spurs of former river valleys which are eroded and straightened by valley glacier.

Erosion Features on Glaciated Lowlands

  1. a) Roche Mountonnee
  • Rock outcrop with a long smooth gentle slope on the upstream side and a rugged steep slope on the down stream side found on glaciated lowland.
  • Formed ice acts on a rock on its way causing the side facing the upstream side to be polished by abrasion resulting into a smooth gentle slope and the down stream side is affected by plucking resulting in a rugged steep slope leaving a rock outcrop standing just above the surface.
  1. b) Crag and Tail

Crag – projection of resistant rock which protects a mass of softer rock on the downstream side of the glacier.

  • The ice moves over and around over the resistant rock eroding it slightly by abrasion.
  • Cracks develop on the upstream side causing the ice to move and pluck materials from the resistant rock leaving a projection of resistant rock with a steep rugged upstream side is formed.

Tail – elongated feature on the downstream side of the crag formed by formed by material deposited by the glacier on the downstream side and the weaker rock.

  1. c) Depressional Lakes
    • Depressions filled with water from melting ice found in glaciated lowlands.
    • Formed when soft rocks are scooped out by moving ice sheet forming depressions which are filled with water to form a lake.

Glacial Deposition

  • Material carried by the glacier is called moraine.

Types of Moraine

  1. a) Ground/sub-glacier moraine – load carried at the base of the glacier.
  2. b) Englacial moraine – load within the glacier.
  3. c) Lateral moraine – load carried at the sides of the glacier.
  4. d) Medial moraine – load carried in the centre of the valley by glacier.
  5. e) Terminal/recessional moraine – load deposited at the point where a glacier melts.

Types of Glacial Deposits/Drift:

  1. a) Till – directly deposited by ice on melting in unstratified manner.
  2. b) Fluvial – materials deposited by water from the melting ice in stratified manner.

Causes of Glacial Deposition

  1. Amount of glacial drift

When ground moraine is too much the glacier glides over it leaving it behind.

  1. Weight of glacier

When more ice is added to a stationary glacier pressure is exerted at the base causing melting and the material which was embedded in the ice is dropped.

  1. Climatic change

During summer and spring ice melts depositing some materials the glacier was carrying.

  1. Friction beneath the ice

Friction between ice and surface reduces ice speed causing heavy materials to be deposited beneath ice sheets.

  1. Slope

Lowlands allow glacier to accumulate a lot of materials which are finally deposited by melting ice.

Features Resulting From Glacial Deposition

  1. a) Till Plain
    • Extensive area of flat relief resulting from burying of former valleys and hills by glacial deposits.
  1. b) Erratics
  • Large boulders of resistant rocks transported by glacier from highland and deposited on the till plain.
  1. c) Drumlins
  • Long egg shaped hills deposited and shaped under an ice sheet of very broad glacier.
  • Glacier deposits boulder clay at the valley bottom due to friction between the bed rock and the boulder clay.
  • With more deposition large mounds of deposits are formed.
  • The moving ice streamlines the till that has been deposited irregularly resulting into the upstream sides of the till being steep but smoothed.
  1. d) Terminal Moraine Ridge
    • Ridge like feature formed by extensive deposition of moraine along the edge of an ice sheet.
  • Ice remains stagnant for a very long time.
  • The ice at the edges of sheet melt and a lot of materials are deposited.
  1. e) Eskers
    • Long winding ridge composed of gravel formed by glacial deposition.
  • Streams carrying large amounts of load flow fast in a sub-glacial tunnel parallel to the direction of moving ice.
  • When the ice melts the tunnels collapse causing streams to slow down and deposit much of the load forming a ridge.
  1. f) Kame
    • Isolated hill made of sand and gravel which have been deposited in strata by glacial water.
  1. g) Kame Terrace
  • Ridge of sand and gravel occurring in narrow lakes that exist between the glacier and an adjacent highland.
  1. h) Outwash Plains
  • Wide gently sloping plain composed of gravel and sand formed by glacial deposition.
  • Formed when finer materials of terminal moraine are deposited in very thick layers over an extensive area forming a plain.

 

 

 

Significance of Glaciation

Positive

  1. Some outwash plains have fertile morainic soils suitable for agriculture e.g. Canadian prairies where wheat is grown.
  2. Water falls on hanging valleys are used for generation of H.E.P.
  3. Glaciated highlands are a tourist attraction especially during winter when sporting activities such as skiing and ice skating are carried out.
  4. Glacial lakes such as great lakes of N.America provide natural route ways and fish sources e.g. L.Superior and Huron.
  5. Glaciated mountains are catchment areas for permanent rivers.
  6. Sheltered water of fiords is a suitable bleeding ground of fish as natural harbours.
  7. Sand excavated from outwash plains and eskers is used for construction.

                                                     Negative

  1. Land in glaciated areas can’t be fully utilised for agriculture due to being marshy because of boulder clay deposits e.g. central Ireland.
  2. Infertile sands deposited in outwash plains make land unsuitable for agriculture.
  3. Numerous lakes formed as a result of morainic deposits reduce the land available for agriculture.
  4. Settlement and transportation in glaciated landscape is difficult due to ruggedness caused by glacial action.

                         

 

 

 

 

 

                                              

 

 

 

 

 

 

 

 

 

 

 

                                                

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SOIL

  • Uppermost layer of the earth’s crust on which plants grow.

                                     Constituents/Composition of Soil

  1. Inorganic Matter
  • Weathered rock fragments made of minerals from parent rock.
  • Forms skeleton or fabric of soil.
  • Forms 45% of total volume.
  1. Organic Matter
  • Decomposed remains of animals and their wastes.
  • Forms 5% of total volume.

Significance of Organic Matter

  1. Broken down by bacteria forming humus improving the soil fertility.
  2. Soil with high organic matter is alkaline while one with low organic matter is acidic.
  3.   Soil Water
    • Water contained in the soil.
    • Forms 25% of total volume.

Types of Soil Water

                                              Hygroscopic Water

  • Water held as a thin film around soil particles.

                                                    Gravitation Water

  • Excess water which moves downwards to the zone of ground water.

Importance

  1. Solvent of minerals and nutrients essential for plant growth.
  2. Causes leaching Carrying of minerals.
  3. Causes water logging which blocks air circulation causing soil to lack oxygen and become acidic.
  4.   Soil Air
    • Air contained within air/pore spaces of soil.
    • Forms 25% of total volume.

Importance

  1. a) For plant and soil organisms metabolism.
  2. b) For oxidation which causes conversion of part of organic material into nitrogen.
  1. For respiration of aerobic micro-organisms which break down organic matter to form humus e.g. bacteria.

Soil Formation

Factors Influencing Soil Forming Processes

  1. a) Parent Material
  • Determines the type of soil, mineral composition and texture e.g. granite and sandstone weather to form sandy soils rich in quartz, volcanic lavas form clay soils with low quartz content and plants decompose to form loam rich in humus.
  1. b) Climate
  • Affect rate and type of weathering e.g. heavy rainfall results into deep soils due to heavy weathering and leaching.
  • Wind in deserts causes formation of loess soils.
  1. c) Living Organisms
  • Micro-organisms such as bacteria cause plant and animal remains to decay into humus.
  • Burrowing animals and worms mix organic remains with mineral soil component.
  • Roots penetrate and add more porosity, improve soil depth and aeration.
  1. d) Topography
  • There is maximum soil development in rolling and well drained uplands where the rate of erosion matches that of soil erosion.
  • Steep slopes result in shallow immature soils due to severe erosion.

Time

  • The longer the time taken by soil forming processes the deeper and well developed soil is.

Soil Forming Processes

  1. Weathering
  • Breakdown of parent rock to form rock particles called regolith.
  1. Decomposition of Organic Matter

Processes

  1. a) Mineralization
  • Biological and chemical breakdown of dead plant tissues by soil micro-organisms to simple soluble organic substances.
  1. b) Humification
  • Regrouping of mineralised dead plant material into large molecules to form humus.
  1. Leaching
  • Carrying of minerals from top layer down to the middle layer.

Types

  1. i) Ferralisation/lateralisation
  • Moving in solution or in suspension of weathered material from horizon “A” to “B.”
  • Red soil form in horizon A as ferrisols/laterites (murrum).
  1. ii) Illuviation
  • Accumulation/redeposition of materials which had been leached to horizon B.
  • Hard soil mass (hard pan) results.

iii) Eluviation

  • Mechanical washing down of fine mineral particles in suspension from upper layer to lower layers by water which is percolating downwards. e.g. clay
  1. iv) Podzolisation
  • Heavy depletion of horizon A of all minerals especially bases and iron by soluble organic substances.
  • Forms ash like soils which are acidic.
  1. v) Calcification
  • Limited leaching which allows redeposition of calcium compounds within the same soil profile.
  1. vi) Ribification
  • Dehydration of soils during dry season and leaching during the rainy season.

Properties and Characteristics of Soil

  1.                          a) Texture
  • Composition of soil in terms of its particles.
SOIL CLASS PARTICLE DIAMETER
Coarse sand 0.2 – 2mm
Fine sand 0.2 – 0.02mm
Silt 0.02 – 0.002mm
Clay Below 0.002mm
  • Can be coarse/gritty (sand), medium (loam) or fine (clay).

Importance

  1. Determines soil water retention by that coarse grained soils have poor retention while those fine grained have high water retention.
  2. Influences ease of root penetration into the soil whereby it is easy on coarse textured and difficult in fine textured.
  3. Determining soil fertility in that clay content prevents humus from being washed down the soil by water.
  4. b) Structure
    • Arrangement of soil particles into aggregate compound particles.

Types

  1. Crump soil structure – soil made of small, soft, groups of particles of irregular shape.
  2. Granular structure – soil made of porous groups of particles of irregular shape called granules.
  • Plate structure – soil made of plate like flat particles arranged in horizontal manner.
  1. Prismatic structure – soil made of vertical prism like particles with rounded tops.
  2. Blocky structure – soil made of irregular pieces of soil with sharp corners and edges.
  3. c) Soil PH
    • Basicity or acidity measure of a soil.
    • Sulphate/phosphate – acidity
    • Calcium/magnesium – Basicity
PH VALUE REACTION DESCRIPTION
8 Alkaline
7 Neutral
6 Slightly acidic
5 Moderately acidic
4 strongly acidic

Importance

  1. Influences the activity of soil micro-organisms and hence decomposition of organic matter.
  2. Influences rate at which roots absorb minerals.
  • Determines the types of crops to be grown e.g. tea-acidic.
  1. Determines availability of different nutrients to the plants e.g. phosphorous is not available at low PH while potassium and iron not available at high PH.
  2. d) Soil Colour
    • Visible quality of soil.

Dark brown or black – considerable amount of organic matter.

Grey – poorly drained or water logged.

Whitish- lacks organic matter, iron oxides and has soluble salts concentration.

Importance

  1. Influences soil temperature in that light coloured soils have low temperature and hence low organism activity.
  2. High temp destroy humus, increase organism activity and provide warmth required for germination.

 

 

  1. e) Soil Porosity
    • Amount of pore spaces in a soil sample.

Importance

  1. Influence soil water retention. Clay has high retention and is water logged because it doesn’t allow drainage due to many tiny pore spaces while sand has poor water retention due to rapid percolation caused by large pore spaces.
  2. f) Soil Permeability
    • Ability to allow the water to pass through.
    • Depends on texture and porosity. Clay is impermeable due to being fine textured and tiny pored while sand is permeable due to being coarse textured and very porous.

Soil Profile

  • Vertical arrangement of different soil layers from the surface to the bed rock.

A mature soil is one with a fully developed profile while a young soil is one with a not fully developed profile.

Superficial layer

  • Dry decaying organic matter covering the soil surface.

Horizon ‘A’

  • Lies under a mat of surface vegetation and raw humus.
  • Darker due to high humus content.
  • Contains most of plant nutrients.
  • Where most plant roots are found.
  • Contains active micro organisms which breakdown organic matter into humus.

Horizon ‘B’

  • Lies below top soil.
  • Has small spaces between particles and hence less aerated.
  • Has a hardpan or layer impeding drainage.
  • Where most materials washed from horizon A have accumulated.

Horizon ‘C’

  • Lies below sub soil.
  • Made of partly mechanically weathered rock.
  • Product of bed rock or may have been transported.

Horizon ‘D’

  • Solid underlying rock.
  • May have ponds of water which can be used by deep rooted plants during dry season.

                                            Importance of Soil Profile

  1. Determines the crops to be planted i.e. mature soils favour deep rooted crops while young soils favour shallow rooted crops.
  2. Bed rock determines the chemical properties of the soil such as PH and nutrients.

Soil Catena

  • Arrangement of soil on a mountain slope from top to bottom.

Factors Influencing Development of a Soil Catena

  1. a) Relief
  • On steep slopes there is high rate of erosion resulting in thin soils while on gentle slopes rate of weathering and erosion is balanced resulting in thick soils.
  • On flat areas such as valley floors where there is deposition there are peat or alluvial soils.
  1. b) Drainage
  • First drainage at mountain tops results in thin stony immature soils.
  • Poor drainage in flat areas results in peat or alluvial soils.
  1. c) Transportation of Debris
  • Surface runoff transports sediments to lower gentle slopes where it accumulates forming deep colluvial soils while thin stony immature soils with little organic matter called xeromorphic soils are left on steep slopes.

Soil Degeneration

  • Decline in the usefulness of a soil.

Types

  1. Physical Degeneration
  • Decline in usefulness of a soil in which texture, structure, moisture and quality of soil are affected.

Causes

  1. Deforestation which leads to removal of vegetation which forms a protective cover of the soil exposing it to erosion agents.
  2. Overgrazing which causes excessive loss of water from the soil causing it to become loose and fine grained and easily eroded.
  3. Poor Cultivation Techniques
  4. Pulling hoe along the surface when removing weeds which loosens the soil and when it rains it’s washed away.
  5. Ploughing of land down slope which accelerates soil erosion.
  • Cultivation of steep slopes and along river banks which encourages soil erosion.
  1. Burning which destroys vegetation covering the soil exposing it to erosion agents.
  2. Growing crops on the same peace of land from season to season which sucks nutrients from the soil making it fine, loose and easy to be eroded.
  3. Planting crops such as maize whose foliage doesn’t provide adequate soil cover encourages soil erosion.
  • Cultivation in areas that suffer prolonged droughts which loosen the soil causing it to be exposed to erosion during dry seasons.
  1. Heavy rain resulting to excessive soil erosion and thus poorly aerated.
  2. Drought which deprives the soil of moisture which holds the soil together causing particles to loosen making it to be easily brown by wind.
  3. Excavation works such as quarrying, open-cast mining, building of estates and road construction which loosen and expose the soil to erosion agents.
  4. Soil erosion which robs the soil of top fertile layer.
  5. Chemical Degeneration
  • Decline in usefulness due to changes in mineral nutrients of the soil.

Causes

  1. Leaching which makes minerals inaccessible to shallow rooted crops.
  2. Excessive application of fertilizers which interferes with bacterial activity and causes the soil to become too acidic and unable to support a variety of crops.
  3. Excess water causing water logging causing acidic conditions.
  4. Planting one type of crop repeatedly which makes the soil deficient of some nutrients.
  5. Excessive drought which causes accumulation of salts in the top soil.
  6. Burning such as in slash and burning which kills micro-organisms causing nitrogen deficiency when nitrogen fixing bacteria is killed.
  7. Biological Degeneration
  • Degeneration due to decline of organic content of the soil and organic matter.
  1. Deforestation which deprives the soil of its organic content and moisture making it loose and more vulnerable to erosion.
  2. Burning such as in slash and burning which kills micro-organisms causing low decomposition rate which robs soil of organic matter.
  3. Overgrazing which causes removal of vegetation causing excessive loss of water from the soil and hence reduced micro-organism activity resulting into shortage of humus.
  4. Drought and excessive moisture which may lead to a shortage of essential organisms such as bacteria, earthworms, termites and burrowing animals.

                            Soil Erosion

  • Removal of top soil.

Agents of soil erosion are water, glacier and wind.

Causes of soil erosion are human activities and geomorphic processes such as earthquakes and faulting which cause land slides and soil creep.

Conditions Favouring Soil Erosion

  1. a) Slope
  • Steep slopes accelerate soil erosion while gentle slopes experience less erosion.
  • Places with rugged terrain experience gulley erosion.
  • Hilly and Steep areas experience rill and gulley erosion.

 

  1. b) Soil Texture
  • Areas with fine textured soils such as volcanic ash are more vulnerable to erosion e.g. Nyambene Hills around Karama and Muthara.
  1. c) Climate
  • Erratic and heavy rains cause splash, rill and sheet erosion.
  • Intense heating by the sun causes loosening of soil particles.
  • Low rainfall and high temperature leads to scanty or no vegetation which forms protective cover on the soil.

Types of Soil Erosion

  1. a) Splash Erosion
  • Removal of soil by rain drops scattering loose particles and carrying them down slope by runoff.
  1. b) Rill Erosion
  • Removal of top soil by rain water through small channels.
  • Occurs when rate of runoff exceeds infiltration and rain water flows over the surface forming small channels called rills.
  1. c) Gulley Erosion
  • Removal of soil through wide and deep channels.
  • Occur when moving water or glacier widen and deepen the existing rills.
  1. d) Sheet Erosion
  • Removal of top soil inform of a thin sheet.
  • Common around L.Baringo and Marigat.

Impact/effect of Soil Erosion

Positive

  1. Creation of rich agricultural lands when eroded soil is carried and deposited e.g. loess and alluvial soils in lower courses of R.Tana.
  2. Sand eroded from steep slopes and deposited on river bed is scooped for construction purposes e.g. Machakos.

                                   Negative

  1. Lowers the agricultural productivity of land when fertile top soil is eroded.
  2. Contributes to desertification when top soil is eroded leaving bare ground destroying vegetation.
  3. Causes water pollution when agro-chemicals and other chemicals are carried to rivers, lakes or oceans.
  4. Contributes to flooding by blocking river channels causing them to burst their banks during the rain season flooding the adjacent areas.
  5. Causes siltation of water reservoirs reducing their utility e.g. For H.E.P. generation.
  6. May cause collapsing of structures such as buildings and bridges when soil around them is eroded weakening their foundation.

Management and Conservation of Soil

Soil management is controlling processes and activities that would cause soil deterioration while soil conservation is protecting soil from destruction.

Soil Management and Conservation Measures

  1. a) Crop Rotation
  • Growing crops which require different nutrients on the same piece of land on rotational basis to prevents exhaustion of particular mineral nutrients from the soil e.g. leguminous plants to improve nitrogen content of the soil.
  1. b) Mixed Farming
  • Growing crops and keeping animals on the same farm.
  • Manure from animals is used to enrich the soil with minerals and improve its structure.
  1. c) Contour Ploughing
  • Ploughing across the slope rather than down the slope.
  • Helps to trap water on horizontal furrows thus preventing excessive soil removal.
  1. d) Terracing
  • Dividing the slope into a series of wide steps and crops are grown on them.
  • Trap the soil from being carried away by running water and also traps water allowing it to gradually infiltrate into the soil.
  1. e) Afforestation and Reafforestation
  • Leaves reduce the force of rain drops preventing soil particles from being removed.
  • Vegetation increases the rate of infiltration of rain water into the soil thus reducing runoff.
  • Roots bind the soil particles together.
  • Decayed vegetation provides humus which binds the soil particles together.
  1. f) Planting Wind Breakers
  • Planting hedges or trees around plots in large fields.
  • Act as wind breakers and also trap soil being carried by water.
  1. g) Regulating Livestock Numbers
  • Matching the number of animals kept to the carrying capacity of land.
  • Overgrazing can also be prevented by paddocking which ensures there is always pasture for animals and no area is overgrazed.
  • The pasture is subdivided into portions by fencing.
  • Animals are left to graze in one paddock at a time.
  • Then they are transferred to the next after a few days.

                 

  1. h) Constructing Gabions
    • Construction of wire mesh boxes which are filled with soil.
    • Allow water to pass through but trap the soil then vegetation gradually grows on the trapped soil.
  1. i) Planting Cover Crops
  • Planting crops which cover the soil properly and holds the soil in place e.g. sweet potato vines.
  1. j) Mulching
  • Covering the soil with crop residues.
  • Reduces the impact of rain drops on the soil.
  • Decays enriching soil with nutrients.
  • Reduce the rate of moisture evaporation from the soil.

Significance of Soils

  1. Gives physical support for the rooting system of plants and protects root system from damage.
  2. Habitat for burrowing animals and bacteria necessary for breakdown of organic matter into humus.
  3. Medium through which nutrients and air are made available to plants.
  4. Provides mineral elements to plants e.g. nitrogen, calcium, phosphates, etc.
  5. Is used in building and construction e.g. clay for making bricks and tiles.
  6. Clay soil is used in ceramics such as making pots.
  7. Some soils are used for decorative purpose e.g. ache used among Maasai.
  8. Source of minerals especially to expectant mothers.
  9. Soil contains valuable mineral elements such as alluvial gold.
  10. Soil supports plant life which is a source of food for people and animals especially herbivores.
  11. Soils are used for medicinal purposes e.g. clay is mixed with some herbs for medical purpose in some communities.

Significance of Soil on Plant Growth

Characteristics and properties of a particular soil influences plant growth and distribution.

PH

  • High PH values favours growth of particular crops e.g. tea requires fairly acidic soils.

Drainage

  • Water logged soils allow growth of particular plants like papyrus, tree swamps and mangrove on poorly drained saline soils.

Depth

  • Deep soils support deep rooted plants e.g. large trees while shallow soils favour shallow rooted plants with spreading root system e.g. grasses.

Moisture content

  • Soils deficient of moisture support drought resistant plants.

Temperature

  • There are stunted plants on cold soils and heath and moors on upper levels of mountains.

Aeration

  • Poor aeration retards the growth of plants and impairs the roots ability to absorb water and nutrients.

                                           

Mineral composition

  • Mineral deficiency in the soil causes retardation.

Soil Classification

-Grouping of soil according to specific properties such as age, texture, colour and climate.

  1. Zonal Order

Mature soils with a well developed profile due to having undergone long time soil formation processes under good drainage conditions.

Sub-orders

  1. a) Podsols
  • Infertile and acidic soils which are heavily leached with base compounds like calcium removed leaving aluminium and iron compounds
  • Found in forested areas and higher latitudes e.g. Scandinavian countries and Canadian Shield.
  1. b) Podzolic Soils
  • Soils similar with Podsols but found in areas with deciduous forests and hot climates e.g. Congo Basin and Kenya highlands.
  1. c) Tundra Soils
  • Soils with excessive moisture due to low evaporation rate causing permanent freezing of the soil.
  • Associated with tundra climate e.g. Iceland and northern edge of Europe and Asia.
  1. d) Latosols
  • Soils with low organic content and high titanium salts content which form in conditions of high rainfall and temperatures.
  • Crumbles into dust if ploughed during dry season and cracks if not ploughed.
  • Found in volcanic areas e.g. Uasin Gishu and Laikipia plateau.
  1. e) Nitosols
  • Deep porous friable red soils known as Kikuyu red loam in Kenya.
  • Well aerated and high capacity for moisture storage.
  • Higher fertility and can support a variety of cash and food crops.
  1. f) Phenozems (Prairie Soils)
  • Dark brown and generally fertile soils.
  • Suitable for growing of cereals e.g. wheat.
  • Common in Prairie Provinces of Canada, Narok and Athi-Kapiti plains.
  1. g) Sierozems (desert soils)
  • Soils found in desert conditions with little seasonal rainfall and high temperature.
  • Relatively little humus due to sparse vegetation.
  • Plenty of calcium carbonate inform of lime crust deposited on surface due to excessive evaporation.
  1. h) Pedocals
  • Dark soils which have had little leaching and rich in calcium carbonate.
  • Common in semi-arid and sub-humid grasslands.

Sub-groups existing in Kenya

  1. i) Chermozems
  • Dark coloured soils with relatively high organic matter from grass vegetation and a calcareous sub-soil.
  • Conducive for cereal crop cultivation due to being found in rolling land and favourable climate for grass growth.
  • Found at bottom lands around Nyambene Hills and N. grazing areas between Isiolo and Nyambene Hills.
  1. ii) Vertisols/Black Cotton Soils
  • Dark cracking clay soils.
  • Poorly drained due to high clay content leading to poor permeability.
  • Suitable for growing of rice, cotton and sun flower.
  • Found in Mwea plains and Kano plains.
  1. Intrazonal Order
  • Soil formed under poor drainage conditions.

Sub-orders

  1. a) Hydromorphic soils
  • Grey coloured soils formed in water logged areas.

Groups

  1. i) Plano soils – found on flat old land surfaces.
  2. ii) Bog and meadow – found in meadows, marshes and swamps e.g. Lorian and Yala swamps.
  3. b) Halmorphic Soils
  • Soils formed under semi-arid and arid conditions through salinisation.
  • Infertile and poorly drained.
  • Found in Amboseli and N.E.Kenya.
  1. c) Calcimorphic Soils
  • Soils formed by calcification e.g. redzina soils which are shallow and rich in lime and humus on the upper profile developed under grass on limestone e.g. in England and steppes of Russia.
  1. d) Andosols
  • Dark brown volcanic ash soils formed from recent volcanic material.
  • High silt content and very vulnerable to soil erosion.
  • Found in Kenyan highlands and support extensive agricultural activities like coffee, tea, wheat and maize growing.
  1. Azonal Order
  • Soils without a well developed profile due to having not undergone full soil forming processes.
  • Found on steep slopes and areas with poor drainage which don’t offer them time to mature.

Sub-orders

  1. a) Lithosols
  • Soils with thin stony soil which is shallow over bedrock without a definite “B” horizon.
  1. b) Regosols
  • Soils without genetic horizons which have developed from material deposits like alluvium.
  • Common in hilly and mountainous areas of the world.
  1. c) Alluvial Soils (Fluvisols)
  • Soils developed from alluvium of recent origin.
  • Common along river valleys and mouths like Tana.
  1. d) Mountain Soils
  • Shallow soils found in mountainous regions.
  • Vulnerable to erosion on steep slopes.
  1. e) Histosols
  • Soils formed from accumulation of organic matter which is 20% of the soil composition.
  • If drained can be used to grow truck crops like vegetables.
  1. f) Arenosols
  • Soils having the appearance of sand largely composed of sand.
  • Less fertile due to low organic matter.
  • Common in coastal areas and N.E. provinces.

 

AGRICULTURE

  • The practice of cultivating crops and rearing of animals

Factors Influencing Agriculture

  1. Physical Factors
  2. a) Climate
  3. i) Temperature
  • Some domestic animals do well in hot and warm areas e.g. goats and camels while others do well in cool areas e.g. exotic breeds of cattle such as Guernsey.
  • Some crops do well in cool areas e.g. tea and wheat while some others do well in warm areas e.g. sisal and cotton.
  • High temperatures increase the rate of evaporation of moisture which causes crops to wither and eventually die.
  • Night frosts damage tender leaves of some crops e.g. tea and bananas.
  1. ii) Sunshine
  • Needed for photosynthesis process in which plants manufacture food for growth and formation of fruits and seeds.
  • Sufficient sunshine is required during ripening of crops to ensure that they have high sugar content.
  • Sunshine is required during harvesting to prevent crop from rotting and also for drying harvested crops.

iii) Winds

  • Winds accelerate evaporation and transpiration which may cause crops to wither and eventually die.
  • Hot and dry winds damage crops such as cocoa by causing them to ripen prematurely.
  • Wind is important for pollination necessary for fruit and seed formation.
  • Violent wind may cause falling of tall varieties of crops like maize and bananas.
  1. iv) Moisture
  • Inadequate moisture causes failed germination and retarded growth of crops.
  • Too much water causes root and fruit rot.
  • Livestock rearing is realised in areas which receive moderate to abundant rainfall
  • Insufficient rainfall leads to shortage of pasture for animals causing poor quality and low production
  1. b) Soil
  • Deep soils favour growth of deep rooted crops while shallow soils favour growth of shallow rooted crops.
  • There is retarded growth of crops in infertile soils.
  • Clay soils are suitable for growing of rice because they retain water for a long time.
  • Volcanic soil favour growth of crops requiring acidic soils e.g. coffee and tea.
  • Soil water is required for germination and facilitating uptake of minerals in solution.
  1. c) Topography/relief
  2. i) Altitude
  • Influences temperature determining type of crops and animals to be reared.
  1. ii) Terrain
  • Most crops do well on sloping land as it is well drained e.g. coffee and tea.
  • Rolling plateaus and plains are suitable for large scale mechanized farming and irrigation.
  • Gentle terrain eases cultivation and favours animals as they can graze with ease.

iii) Aspect

  • Slopes facing the sun can support crop growing and livestock rearing because they are warmer while those facing away tend to be cooler and are dominated by forests and grasslands.
  • Windward slopes are wetter than leeward slopes and more suitable for growing crops and rearing animals while leeward slopes are dominated by grasslands and more suitable for beef livestock rearing.
  1. Biotic factors
  2. a) Weeds
  • Compete with plants for moisture, nutrients and sunlight leading to low and poor quality yields.
  • Can choke pastures on which animals feed.
  • Can increase the cost of agriculture as a lot of money is spent on hiring labour to weed the farms and buying chemical herbicides.
  1. b) Insects
  • Locusts and army warms eat green leaves and stems on their way destroying everything.
  • Tsetse flies and ticks transmit livestock diseases i.e. trypanosomiasis and East Coast Fever.
  • Some insects such as bees and butterflies are useful to crop farming because they aid in pollination.
  • Bees give us honey.
  • Controlling pests increases cost of agriculture.
  1. c) Small Animals
  • Squirrels eat newly planted maize.
  • Rats and mice destroy harvested grains.
  • Quelea birds feed on rice while on the farm reducing its yield.
  1. d) Diseases
  • Diseases weaken and eventually kill plants and animals.
  • Diseases also weaken and kill humans which cause labour shortage increasing labour costs.
  • Controlling diseases also increases cost of agriculture.
  1. Human/ Social factors
  2. a) Traditions
  3. i) Gender
  • In some communities, food production is a sole responsibility of women and children so the produce and land under cultivation will depend on women and children labour input e.g. W. Africa.
  1. Traditional foods
  • Types of crops grown in most parts are traditional/staple foods of those communities.
  • Prestige
  • Maasai value cattle and whoever has the most cattle is regarded in high esteem.
  1. b) Land Tenure System
  • Cash crops such as coffee can’t be grown on leased land.
  • Large scale farming can’t be practiced on excessively fragmented land.
  • Nomadic pastoralism and shifting cultivation can be practiced in communally owned land.
  1. c) Religious Beliefs
  • Hindus don’t practise commercial cattle rearing because they treat cow as a sacred animal.
  • Pig rearing isn’t practiced in regions with large presence of Muslims such as Arabic countries because Koran terms pig as unclean.
  1. Economic Factors
  2. a) Operating Costs
  • If capital isn’t available he will farm on a smaller piece of land and vice versa.
  • A farmer may decide not to grow a type of crop such as those easily perishable to avoid incurring cost in transporting and storing of produce to maintain their freshness.              b) Price Fluctuations

Price fall discourage some farmers causing some to neglect or uproot their crops and venture in other areas such as horticulture and dairy farming.

  • When prices are favourable farmers may expand acreage under production.
  1. c) Govt Policy/Political Factors
  • Govt may encourage productivity by subsidies and guaranteeing prices.
  • May tackle overproduction by withdrawing the same.
  • May affecting acreage under particular types of crops e.g. by encouraging growing of cash crops or food crops.

Trade Restrictions

  • Quota system ensures production doesn’t greatly exceed demand since a country won’t be able to export more quantity than it has been allocated.

Types of Agriculture

  1. Arable Farming
    • Cultivation and management of crops.

Types

  1. a) Subsistence Arable farming
  • Growing crops to provide for the farmer and his family.

 Types

  1. i) Shifting Cultivation/Simple Subsistence Farming
  • Farming in which a plot in a virgin forest is cultivated for 3-5 years after which its left fallow to regain fertility and a new section of forest is cultivated.
  • Areas where it’s practiced – D.R.C, Zambia and Malaysia.

Method of Cultivation

  1. A plot is sited in a virgin forest on well drained hill slopes.
  2. Land is slashed and vegetation put on fire for ashes provide potash which improves fertility.
  3. The land is dug using simple tools such as hoes or digging stick.
  4. Staggered planting is done throughout the year to have a continuous supply of food.
  5. The plot is cultivated for a period of 3-5yrs after which it’s abandoned and a new section of forest is cleared.

Characteristics

  1. There is migration from one plot to another when the former plot loses fertility.
  2. Cultivated areas are usually small (1-3 acres).
  3. Very little attention is given to land and crops.
  4. Short periods of crop occupancy alternate with long periods of fallowing.
  5. Mainly uses manual labour provided by the immediate family.
  6. Use of simple tools.
  7. Crops are mainly starchy foods e.g. cassava, yams, millet, etc.
  8. Land is cultivated by slash and burning.

                                                     Disadvantages

  1. Exposes land to soil erosion on the plots which have been left fallow.
  2. Doesn’t guarantee sufficient food production.
  3. Extensive destruction of vegetation when fires get out of control.
  4. Wasteful because sections of land stay fallow for a very long time.
  5. Only practicable in areas with sparse population and plenty of land.
  6. There are hardly any monetary gains because the produce is only enough for home consumption.
  7. ii) Sedentary Subsistence Agriculture
  • Farming in which the community permanently stays in one place.
  • Areas where it’s practiced –tropical lowlands, C. America and S.E Asia.

Characteristics

  1. The community occupies a permanent dwelling spot.
  2. Fallowed fields are frequently reused.
  3. Crop rotation is practiced in some areas.
  4. More attention is given to the land and crops sown.
  5. More labour is used in the field.
  6. Can support a larger population compared to shifting cultivation.

iii) Intensive Subsistence Agriculture

  • Farming which involves maximum utilization of all cultivable land.
  • Carried out in areas experiencing population pressure so as to grow sufficient food to feed the population e.g. Japan, China, Srilanka, Pakistan, Kakamega, Nyeri, Kisii, etc.

Types

  1. Dominated by other types of crops
  2. Dominated by wet paddy

Characteristics

  1. Very small plots resulting from years of fragmentation.
  2. Intensive use of land.
  3. Most work is carried out by hand.
  4. Simple implements e.g. hoes, ploughs etc.
  5. Several crops are grown on the same piece of land during the course of the year.
  6. Crops vary from region to region e.g. Kenya – maize, beans, potatoes, Asia – rice in some areas, others-wheat, soya beans and barley.
  7. Livestock rearing is almost nonexistent because there is no land for growing pasture.
  8. Use of manure and chemical fertilizers to sustain high soil fertility for maximum yields.
  9. Use of Irrigation to make up inadequacy of moisture.
  10. b) Commercial Arable Farming
  11. i) Plantation Agriculture
  • Cultivation of cash crops on large tracts of land called estates or plantations.

Characteristics

  1. Large tracts of land are cultivated.
  2. Cash crops are grown e.g. coffee, tea, cocoa rubber, etc.
  3. A single crop is usually grown.
  4. Done for commercial purpose.
  5. High capital is required to start and meet recurrent expenditure.
  6. Crops take some years after planting before they start yielding.
  7. Most plantations are owned by foreign companies.
  8. Employment of scientific management to produce a lot of output.

Problems

  1. Crops may be destroyed by climatic hazards reducing production.
  2. High expenditure in maintaining plantations.
  3. Subdivision of some plantations to provide land for the landless shareholders who bought them causing decline in output from plantations.
  4. Crops may also be destroyed by insect pests and diseases which also affect labourers.
  5. Rapid deterioration of soil due to monoculture, soil erosion due to complete weeding and most crops not providing sufficient soil cover.
  6. Fluctuations of world prices causing the farmer to suffer great losses as they have no other crop to supplement their income.
  7. Poor management whereby managers misuse funds and shareholders fight over management leaving plantations unattended.
  8. ii) Extensive Mechanised Grain Cultivation
  • Cultivation of grains on large tracts of land.
  • Best developed in temperate grasslands of Prairies, Pampas, Veldt, and Downs which make the granary of the world.
  • In Kenya it’s carried out in Uasin Gishu plateau, Nakuru and Narok.

Characteristics

  1. Extremely large farms in mid-latitudes.
  2. Cultivation is highly mechanized due to large farm sizes and its more economical and efficient.
  3. Wheat is the main crop cultivated with other crops including barley, corn, millet and sorghum in Veldt etc.
  4. Yield per farmer is high due to mechanisation.
  5. Grain is raised on unirrigated land since it requires as little as 325mm annual precipitation.
  6. Farms are individually owned.

iii) Intensive Commercial Agriculture

  • Intensive use of land to produce maximum yield of crop per unit area for sale.
  • Areas – N.W. Europe, E. U.S.A, former U.S.S.R and slopes of Mt. Kenya and Kilimanjaro.

Characteristics

  1. Soil is utilised intensively to ensure maximum yields per unit area.
  2. Farms are generally small in size.
  3. Manual labour is used to tend crops
  4. Proper care is given to planted crops.
  5. Mechanisation where farms are a bit larger.
  6. Farmers use large amounts of fertilizers, hybrid seeds and pesticides.
  7. Irrigation water is used to supplement rainfall insufficiency.
  8. Farming is sometimes highly specialised with some farms growing crops or keeping animals.

                                    

  1. c) Mediterranean Agriculture
    • Type distinct to areas experiencing Mediterranean climate.

Main areas – middle Chile, Piedmont district in N. Italy and Andalistic District of S. Spain.

                                        Characteristics

  1. Farming is intensive.
  2. It’s highly specialised.
  3. Subsistence farming is practiced alongside commercial farming.
  4. Cereal crops are most widespread e.g. barley and wheat.
  5. Orchard farming is carried out and it’s the leading producer of citrus fruits, olives, dates and figs.
  6. A small number of sheep, goats and cows are reared due to prolonged droughts and coarse bunchy grasses unsuitable for livestock.

Crop Farming

Cash crops are grown mainly in southern part of Kenya due to the following factors:

  1. Suitable climatic conditions for a variety of crops such as temperature ranging from cool to cold, rainfall ranging between 800-2000mm annually and dry sunny periods between rainy seasons.
  2. Fertile volcanic soils in highlands or alluvial soils in the lake basin of Kenya suitable for crop growing.
  3. Adequate labour supply due to high population.
  4. Long tradition of cash crops growing emanating from cash crops introduction by European settlers.
  5. Govt policy to support small scale farmers

Some of the major cash crops grown in Kenya

  1. Pyrethrum – Nakuru, Kisii, Limuru, Nyandarua.
  2. Sisal -Thika, Taita-Taveta, Baringo, Kilifi.
  3. Wattle – Uasin Gishu, Thika, Kiambu.
  4. Cashew nuts – Kilifi.
  5. Cotton-Rachuonyo, Busia, Meru, Kitui, Makueni.
  6. Rice – Busia, Kirinyaga.

Tea Farming In Kenya

  • Tea is a tropical plant with a botanical name Camellia Sinesis.
  • First introduced in Limuru in 1903

Tea types

  1. Aswan variety­ common in India and Srilanka.
  2. Chinese variety.
    • Kenya is the largest producer in Africa, among top 6 world producers and has the best tea in the world market.

Major Growing Areas

  1. Highlands – Kericho, Nandi, Kakamega, Cherangani hills.
  2. Highlands – Nyeri, Murang`a, Kiambu, Thika, etc.

Conditions Necessary for Tea Growing

                                                 Physical Requirements

  1. Warm temperature throughout the year (15◦C-30◦C).
  2. Heavy and well distributed rainfall (1000-2000mm annually).
  3. Deep and slightly acidic soils.
  4. High altitude of about 1000-3000m above sea level.
  5. The area to be free from frost.
  6. Gently sloping land which is well drained.
  7. Area to be shielded from strong sunlight and violent winds.

Human Requirements

  1. Adequate labour for cultivation and processing which are labour intensive.
  2. Good transport routes for quick transport of tea leaves to factory before they start withering.
  3. Location of tea factories near farms for quick processing of tea as soon as possible.
  4. Availability of capital to pay for the labour required in land preparation, planting, regular picking etc.

Tea Cultivation

  • Tea cuttings are raised in a nursery for 6-10 months.
  • Holes are dug at intervals of 0.7-0.9 m with rows being 1.5 m apart.
  • Transplanting is done at the beginning of the rainy season.
  • Young tea plants are intercropped with other crops to prevent soil erosion and to act as mulch.
  • Pegging lateral branches to force them to grow horizontally to aid frame development.
  • Tips of shoots are periodically plucked to encourage growth of more shoots.
  • Tea is ready for harvesting when it attains 4 years.
  • The bushes are pruned to a new level after every 3 years to increase production through new vegetative growth.
  • Tipping or cutting shoots back to required height.

Harvesting Of Tea

  • Picked after 5-7 day during rainy season and 10-14 days during dry season.
  • 2 leaves and a bud are picked and thrown in a basket strapped on the back.
  • A straight stick is used to determine the height.
  • It should not be pressed to prevent premature fermentation.

                                         Processing Of Tea

  • At the factory the leaves are withered by blowing hot and cool air alternately.
  • Passed through a machine which crushes them into small pieces.
  • Crushed leaves are fermented for a few hours.
  • Fermented leaves are dried by blowing with a machine called drier.
  • The cooled tea is graded by passing through a strainer which sieves it.
  • The various tea grades are winnowed by blowing out unwanted fibres.
  • Tea is then packed in chests or bags to await sale or exportation.

                             Problems Facing Kenyan Tea Farmers

  1. Pests e.g. weevils and beetles which attack tender leaves supposed to be picked.
  2. Diseases e.g. root rot which causes the bush to wither, dry and eventually die.
  3. Hail stones which fall on tea bushes causing damage e.g. in Kericho and Nandi.
  4. Fluctuations of world prices which causes the farmers to lose morale and neglect or uproot the crop.
  5. Shortage of rainfall leading to reduction in leaf production.
  6. Transport problems in some areas due to dilapidated roads which cause spoilage of harvested tea before it reaches the factory.
  7. Shortage of labour in some tea growing areas where young people have migrated to towns.
  8. Shortage of capital to meet production costs.

Marketing of Tea in Kenya

  • Some tea is consumed locally and a huge amount is sold on the international market.
  • Major marketer is K.T.D.A.

Functions of KTDA

  1. Collection of tea from buying centres.
  2. Processing of tea.
  3. Providing farmers with inputs such as fertiliser.
  4. Sensitizes farmers on high quality production of tea.
  5. Facilitates sale of tea at best possible prices.
  6. Ensures prompt collection of payment from all tea buyers.
  7. Promotion of tea with the aim of expanding market share.

Outlets through Which It Markets Tea

  1. Factory door sale of tea in polythene bags to farmers accounting for 3% of sales.
  2. Through Mombasa auction where its exported to other countries such as Britain, France Afghanistan. It accounts for 75% of sales.
  3. Dealing directly with interested buyers which accounts for 15% of sales.
    • KETEPA is the largest tea packing company in Africa belonging to tea grower’s grades, blends and packs some of the tea then sells to local market and exports superior qualities.
    • Other companies which pack tea for local sale include Kikuyu Highland Tea Company and Unilever Kenya (Home Cup).

Significance of Tea Farming in Kenya

  1. Earns foreign exchange from tea export.
  2. Saves some foreign exchange that would be used to import tea.
  3. Farmers earn income which raises their standard of living.
  4. It creates employment such as for people working in farms and factories.
  5. Has led to development of industries such as processing factories, blending and packaging industries.
  6. Has led to development of infrastructure by roads being improved to ease transportation of tea to factories..

Sugar Cane Growing In Kenya

  • Sugarcane is a coarse perennial grass belonging to sacharum family.
  • It was introduced in Kenya in 1902 by an Australian farmer whereby commercial growing began in Miwani, Kibos and Ramisi.

Main Growing Areas

Nyanza:  Muhoroni, Miwani, Chemilil and Awendo.

Coastal: Ramisi.

Western: Mumias, Nzoia, Kabras, Nambele.

Conditions Favouring Sugarcane growing (requirements)

Physical

  1. High temperatures(21◦c-27◦C)
  2. High and well distributed rainfall (1200-1500mm annually).
  3. Dry and sunny weather during harvesting to increase sugar accumulation in the cane.
  4. Fertile and well drained soils.
  5. Undulating land for machinery to be used and for easier transportation of cane to factories.
  6. Altitude between sea level and 1600m.

Human Requirements

  1. Abundant labour for planting, weeding, cutting and loading onto trucks.
  2. A good transport infrastructure for sugarcane to reach the factory within a week after harvesting.
  3. Location of processing factories within the growing areas for quick processing of sugarcane before losing its sugar content through drying.
  4. Availability of capital to pay workers in the field, buy farm machinery, etc.

Cultivation of Sugarcane

  • Shallow furrows are made across the field at intervals of 1.2m-1.8m apart.
  • Pieces of older sugarcane are laid horizontally in the furrows.
  • They are covered lightly with the soil which they grow a cluster of shoots called stool.
  • Nitrogenous fertilizer is applied when plants are growing at a high rate.
  • Weeding is done when the crop is fairly short.
  • After about 14 months the cane is ready for harvesting.
  • After harvesting two ratoons the stools are dug out, land tilled and new setts are planted.

Harvesting of Sugarcane

  • The cane may be set on fire to rid it of husks, trash, and harmful insects and animals.
  • it is then cut using pangas within 48 hours if burnt to avoid conversion of tea sugar.
  • The husks and the top green part are removed if it wasn’t burned.
  • The cane is then loaded onto trucks using machines called mechanical grabs.
  • Then it’s transported to the factory to be processed within 48 hours.

Processing of Sugarcane

  • At the factory the cane is put in large water tanks where it is washed.
  • It’s passed through a machine which cuts it up into short pieces.
  • The pieces are passed between rollers to crush and squeeze out the juice.
  • Fine matter in suspension and soluble non-sugars are precipitated leaving the juice.
  • The juice is boiled with lime until it turns into thick syrup.
  • The syrup is passed through crystallizers where sugar crystals grow.
  • It’s then led into centrifuges to separate crystals from molasses resulting into a raw coarse brown sugar.
  • The brown sugar is decolourised with carbon black.
  • Repeated crystallization is done to obtain various grades and sizes.
  • The sugar is then dried and screened.
  • It’s then packed in bags for storage and sale.

Uses of Sugar

  1. In baking to sweeten bread, cakes, etc.
  2. Sweetening foods and drinks e.g. porridge, chapati, tea, coffee, etc.
  3. Making local brews e.g. Karubu, nguru, etc.
  4. In soft drinks industries e.g. soda, juice, etc.
  5. Making sweets and chocolates, etc.
  6. Manufacture of drugs e.g. syrups and sugar coated tablets.

Uses of By-products

  1. Molasses is used as a sweetener for livestock feeds.
  2. It’s also used to manufacture ethanol, acetone and ethyl-acetate.
  3. Bagasse or fibre left after squeezing the juice is used as fuel for boilers, for preparing pulp for making paper used for making cement and fertilizer bags and as fodder or manure.
  4. Filter cake resulting from filtration process is used as manure for cane.

Marketing of Sugar

  • Consumed locally.
  • Factories sell to wholesalers and retail outlets to consumers.

Significance of Sugarcane growing

  1. Creation of employment e.g. in estates, factories, sugar mills.
  2. Promotes development of industries such as processing sugar cane, industrial spirit and breweries manufacturing, etc.
  3. Has led to growth of towns in growing areas e.g. Muhoroni, Awendo and Mumias.
  4. Saves some foreign exchange that would be used in sugar importation.
  5. Farmers earn income through cane sale raising their standards of living.
  6. Provision of social amenities to workers such as schools, houses and health centres to take care of workers welfare e.g. Mumias.

Problems Facing Sugarcane Farming In Kenya

  1. Pests e.g. termites which attack setts lowering the farmers yield.
  2. Diseases e.g. sugarcane mosaic which causes the crop to become stunted with leaves becoming yellow.
  3. Mismanagement of some sugar factories resulting in their closure and subsequent loss of income and jobs.
  4. Inability of some factories to cope with supply of cane from out-growers due to low production capacity and outdated technology.
  5. Local sugar industry faces competition from cheap imported sugar from COMESA countries.
  6. Strikes by cane farmers and transporters due to inadequate pay resulting in drop in output.
  7. Frequent fires which destroy many hectares of cane annually.

Maize Farming in Kenya

  • An annual crop of the grass family with a botanical name zea may.
  • Brought by Portuguese traders to E. African coast in 18th
  • Single most extensively grown crop.

Main Growing Areas

  • Transnzoia, Nakuru, Bungoma and Uasin Gishu districts.

Conditions Favouring Maize Growing In Kenya

Physical Requirements

  1. Warm temperatures (above 15◦c).
  2. High annual rainfall(635-1145mm)
  3. Deep well drained fertile soil with abundant amount of nitrogen.
  4. Undulating landscape to allow use of machines.
  5. Lower altitudes of about 1800m or below sea level.

Human Requirements

  1. Abundant labour for preparation of land, sowing, weeding, shelling and packing.
  2. A good transport network to enable farmers to transport harvested grain to millers and buying centres.
  3. A good and sufficient storage facility for the grain after it has been harvested and before it is sold.
  4. Availability of capital to pay for labour, buy inputs and pay for transportation of grain to the market.

                                            Cultivation of Maize

  • Holes for planting seeds are dug in rows about 1m apart using hoes, pangas or tractor driven planters.
  • Fertilizer is put in holes and mixed with soil.
  • Maize is planted by hand or tractor driven planters.
  • Nitrate fertilizers top dressing is applied when plants reach knee length.
  • The maize is thinned to remove weak seedlings when it is about 15cm high and weeded.
  • Maize takes 4-12 months to mature depending on altitude and seed variety.
  • Maize is left to ripen and dry when standing on the farm.

                               Harvesting of Maize

  • The cobs are picked by hand and put in sacks.
  • Maize cobs are then shelled by beating using heavy sticks or machines.
  • It’s then packed in sacks ready for sale to consumers, millers or NCPB.

Processing of Maize

  • At the mill maize is put on trays to sieve to remove undesired matter e.g. rock particles.
  • It’s then passed through the milling machine which crushes it into flour of various grades.
  • The floor is then packed in small packets and sacks according to desired weight.

Uses of Maize

  1. Used as food for githeri and flour for ugali and porridge.
  2. Grains are also used in the manufacture of animal feeds e.g. maize jam.
  3. Tender maize plants are chopped and mixed with molasses to make silage for livestock.
  4. Used to make salad oil for cooking, industrial alcohol and starch.
  5. Stalks and cobs are used as organic manure and to provide domestic fuel.

Marketing of Maize

  • Mainly sold by NCPB.
  • Farmers also sell directly to consumers and millers.

Importance to Kenya’s Economy

  1. Saves foreign exchange by avoiding importing maize all the time.
  2. Promotes growth of industries where it’s used as raw material e.g. milling and corn oil industries.
  3. Has created employment e.g. for farm workers, milling workers.
  4. Provides income to farmers raising their standard of living.
  5. Government earns revenue from taxes levied on maize products such as corn oil and alcohol.

Problems Facing Maize Farmers in Kenya

  1. Pests such as stalk borers which penetrate to the centre of the plant.
  2. Diseases such as white leaf blight which causes oval, grey lesions on the leaves.
  3. Reduction of maize prices in the local market caused by irregular importation of maize which discourages the farmers.
  4. Inadequate capital on the farmer part to buy inputs such as seeds, fertilizers and insect sides.
  5. Soil exhaustion due prolonged planting of maize leading to poor yields.
  6. Exploitation of farmers by middle men who buy their produce at throw away prices making the farmers unable to meet production costs.

Cocoa Growing In Ghana

  • Cocoa originated from lowlands of C. America.
  • Is grown in W. African countries such as Ghana, Nigeria, Cote d’ivoire and Cameroon.
  • They account for nearly 3/4 of the world’s cocoa production.
  • Ghana is the second leading producer after Cote d’ivoire.

Main Growing Areas

  • Cocoa triangle formed by Accra, Kumasi and Takoradi.

Conditions Favouring Cocoa Growing in Ghana

Physical Factors

  1. High temperatures of over 26◦c throughout the year.
  2. High and well distributed rainfall (1300-1500mm annually).
  3. Low altitude areas below 700m above sea level.
  4. Slightly drier period during harvesting.
  5. High relative humidity of over 75%.
  6. Fertile well drained soils rich in iron and potassium.
  7. Protection from sunshine which causes high rate of evaporation and winds which cause pods to fall off by inter-planting with shady trees such as bananas, oil palms and kola trees.

Human Factors

  1. Abundant labour for cultivation, harvesting and processing.
  2. Availability of market.

Cultivation of Cocoa

  • A piece of land in the forest is cleared of all trees leaving a few to provide shade for the crop.
  • The vegetation is then cleared and set on fire for ashes to enrich the soil.
  • The seeds are planted in nurseries where there is light shade.
  • After 4-5 months the seedlings are transplanted during short rains. Cuttings can also be grown.
  • Crops such as cassava, yams and bananas are inter-planted with young plants to provide shade for the crop.
  • Manuring and weeding are done regularly while tending the crops.
  • Fruiting begins after 5 years with abundant production being reached being attained after 10 years.
  • Pruning is constantly done to rid the plant of any branches that may grow to allow good quality pods to form on the branches.

Harvesting and Processing of Cocoa

  • The ripe pods are cut off from stems and branches using a long knife.
  • The pods are split open using machete to expose the beans.
  • The beans are covered with banana leaves and allowed to ferment for 5-6 days for juicy pulp to drain away.
  • Fermented beans are washed.
  • The beans are dried until they turn brown.
  • Dry beans are put in sacks.

Marketing of Cocoa

  • Farmers take dried beans to the collecting centres.
  • Licensed agents buy the produce e.g. Ghana Co-operative Marketing Association and Cocoa Merchants Limited.
  • The beans are weighed and cash paid to farmers.
  • They are then transported to the ports of Tema and Takoradi.
  • The Cocoa Marketing Board then exports the beans to countries such as U.S.A, Germany and Britain.

Uses of Cocoa

  • Consumed as a beverage.
  • Used to make cocoa butter, chocolates and drugs.

Significance of Cocoa to Ghana’s Economy

  1. Earns Ghana a most foreign exchange (60%).
  2. The foreign exchange from cocoa is used to improve infrastructure and social amenities.
  3. A source of employment for over 20% of working population.
  4. Provides a steady income for farmers which has improves their standard of living.

Problems Facing Cocoa Farming in Ghana

  1. Pests e.g. capsid bug which sucks the pulp in pods and causes the tree to die.
  2. Diseases e.g. black pod which affects the pods.
  3. Fluctuations of cocoa prices in the world market causing the farmer and the country to receive low income.
  4. Shortage of labour during harvesting season which causes delay in harvesting and high expenses when hiring labour from neighbouring countries.

Oil Palm Farming in Nigeria

  • Oil Palm originated from W. Africa.
  • Grows in bunches with each carrying up to 1000 egg shaped fruits which weigh 50 kg.
  • Nigeria is the 2nd leading exporter of palm oil after Malaysia.

Main Growing Areas

  • Forest belt around port Harcout where it’s grown on small farms and Sapele and Calabar where it’s grown in estates.

Conditions Favouring Oil Farming in Nigeria

Physical Factors

  1. High temperatures throughout the year (over 21◦c).
  2. Heavy and well distributed rainfall throughout the year.
  3. High relative humidity.
  4. Well drained porous and fertile soils.
  5. Undulating land which is less exposed to strong winds.

Human Factors

  1. Abundant labour for clearing land, tendering seedlings, regular weeding, etc.
  2. Proper transport network for harvested fruits to reach the processing factories the same day so as not to change into fatty acids.
  3. Location of processing factories within or near growing areas since oil palms are perishable and must be processed the same day.
  4. Efficient management to ensure that the crops are inspected frequently for any disease or pest attack for spraying to be done to control their spread.
  5. Capital to pay labour wages, maintain feeder roads, vehicles and factories.

Cultivation of Oil Palm

  • Oil palm seeds are planted in a nursery where they are watered and sprayed.
  • They are transplanted in the field after one year.
  • They are inter-planted with food crops to force the farmer to weed the fields regularly.
  • The plants are inspected regularly for pests and diseases and sprayed promptly.
  • The palms reach maturity after 10 years by changing their colour to deep orange or red.

Harvesting of Oil Palm

  • Harvested by cutting the base of the bunch using a curved knife tied on a long pole.
  • The fruits are immediately collected and transported to the factory in lorries.

Processing/Extraction of Oil from Oil Palm Fruit

Traditional Technique

  • Fruits are removed from the stalk and boiled in metal drums for up to 3 hours.
  • They are then put in boat like containers and pounded using pestles until pericarp becomes pulp.
  • The nut and the softened pericarp are then put in a hand press and oil squeezed out of the pulp.
  • The nuts are cracked and oil squeezed out of kernels for domestic use.

The method produces very little oil which lacks consistency in quality.

Use of Pioneer Mills

  • Bunches are put in tube-like cages with holes all around.
  • Then cooked by hot steam to ensure they don’t change into fatty acids.
  • Bunches are shaken off stocks using a machine called stripper.
  • Then cooked in digesters.
  • The pericarp is separated from the nut.
  • It’s pressed to remove the oil.
  • The oil is left to settle in tanks so that impurities settle at the bottom.
  • The nuts are cracked to remove the kernels using grinders.
  • The kernels are pressed to produce oil or may be packed whole and exported.

Uses of Palm Oil

  1. Used domestically for cooking, lighting and polishing.
  2. Used in the manufacture of cooking fats, soaps and candles.
  3. Kernel is used to make expensive cooking oil, margarine, cosmetics and oil soaps.
  4. Used as a cleaning agent in industries.

Uses of Palm Tree

  1. Palm leaves are used for thatching, making mats, baskets and brooms.
  2. Pericarp fibres and nut shells are used as fuel.
  3. Palm trees are used as building poles.
  4. The tree is tapped for its sap which is fermented to make palm wine.

Marketing of Oil Palm

  • Most of palm oil and kernels are consumed locally and less than 50% is exported.
  • Most of the kernels are exported to Britain, W. Europe and U.S.A.

Significance of Oil Palm to Nigeria’s Economy

  1. It’s a source of foreign exchange.
  2. It saves some of foreign exchange.
  3. Provides employment to people as farm hands, processing, etc which raises their standard of living.
  4. Has led to development of infrastructure to link processing areas with processing factories.
  5. Promoted development of industries where it’s used as a raw material e.g. making cosmetics, toilet soaps etc.
  6. Farmers earn regular income which raises their standard of living.

Problems Facing Oil Palm Farming in Nigeria

  1. Pests and diseases which young plants due to their vulnerability which calls for regular spraying which is expensive.
  2. Inadequate capital to purchase inputs leading to low yields.
  3. Transport problems in some areas due to impassable roads leading to delays in delivering fruits to processing mills leading to low quality oil.
  4. Government policy to encourage food production to reduce food importation which lowers oil palm production.

Coffee Farming in Kenya and Brazil

  • Coffee tree originated from southern highlands of Ethiopia.
  • Was introduced in Kenya by St. Austin’s missionaries in Nairobi via Kibwezi, Taita and Bura.

Growing Areas

  1. Central Province – Nyeri, Muranga, Kiambu, Thika, Kirinyaga.
  2. Province – Embu, Machakos, Tharaka, Makueni and high areas of Meru.
  3. Coast Province – Taita Taveta in Wundanyi area.
  4. Province – Bungoma, Vihiga, Kakamega.
  5. Nyanza Province – Kisii, Nyamira, Nyabondo, Oyugis.
  6. Nairobi Province – outskirts bordering Kiambu and Thika.

Factors Favouring Coffee Growing

Kenya

Physical Factors

  1. High altitude (910-2100m).
  2. Cool temperatures (14-26◦c).
  3. High and well distributed rainfall (1000-2030mm) annually.
  4. Deep and well drained acidic soils.
  5. Undulating landscape to ensure good drainage and aeration.

Human Factors

  1. Adequate supply of cheap labour for land preparation, planting, weeding, etc.
  2. Good roads for transporting coffee to factories and to the markets.

Brazil

  • She is the leading producer of coffee.

Physical Factors

  1. Cool temperatures (14◦c-26◦c).
  2. High rainfall of 1525mm.
  3. A long dry season of up to 5 months to allow ripening and harvesting.
  4. Terra Rosa soils which are deep, porous and rich in potash and humus.
  5. Undulating surface at the Brazilian plateau around Sao Paolo.

Human Factors

  1. Availability of cheap labour from tenant labourers given small plots to grow subsistence crops which makes production costs to be low.
  2. A good transport infrastructure with roads and railways linking estates to export ports and cities like Sao Paolo, Salvador and Rio de Janeiro.

Methods of Coffee Production

  • Coffee seeds are sown in a nursery for 1 year.
  • Holes are in the field and filled with manure.
  • Seedlings are planted in the holes.
  • Weeding is done regularly to reduce competition for water and nutrients.
  • Plants are pruned regularly to control cropping and facilitate picking.
  • Fertilizers are applied on older plants to maintain soil fertility.
  • Between 2 and 4 years, coffee starts to bear berries.

                              Brazil

  • Most of land is owned by rich land owners and a small percentage by small holders.
  • Two sets of labourers are employed and given small plots to grow subsistence crops, one to care for the crop until maturity and the other to tend crop after it begins to bear fruit.
  • Farmers mainly rely on natural fertility of the soil.
  • Relatively little care is given to soil therefore it becomes exhausted leading to soil erosion.
  • Old estates are abandoned and new estates established by clearing more land in a forest.

Coffee Harvesting

  • Berries are harvested by hand.
  • In Brazil little supervision leads to picking of unripe berries which lowers the quality of beans.

Processing

Wet Processing

  • Ripe berries are soaked in water.
  • Then fed into a machine which removes the outer skin leaving the coffee seed.
  • Seeds in water are passed over sieves to grade them according to weight and size.
  • They are fermented in a tank for 12 hours.
  • Then washed with clean water and dried to a moisture content of 10-11%.
  • The method produces coffee of high quality.

Dry Processing

  • Berries are allowed to ripen and dry on the tree.
  • They are harvested and dried further to a moisture content of 12%.
  • The coffee’s outer cover is removed by hurling leaving the seeds.
  • The seeds are put though a machine that peels off two layers of the inner husk.
  • The seeds are winnowed, graded and packed.
  • They are finally roasted to make a powder.

Marketing

Kenya

  • Handled by co-operatives which own factories.
  • After processing they sell coffee to KPCU.
  • KPCU then passes to Coffee Board of Kenya.
  • Owners of large plantations can directly export their coffee.
  • Exported to countries such as Britain, Germany, Finland, Norway, Japan and N. through the world market where quota is allocated each country.

Brazil

  • Marketing is mainly handled by companies such as Poxupe – Santos.
  • Export sale is through the world market where she’s allocated a bigger quota because she produces more coffee.
  • She also markets its coffee via the internet website which enables her to reach a bigger market.
  • She markets her coffee to the same countries as Kenya.

The Role of Coffee in the Economies

  1. It’s a source of foreign exchange used to import commodities which are not available locally and develop other sectors of the economy.
  2. Saves some foreign exchange that would otherwise be used to import coffee.
  3. Source of income to farmers which reduces poverty and raise their standard of living.
  4. Source of employment for the workers in farms, factories, co-operatives, etc.
  5. It’s a source of foreign exchange used to import unavailable commodities and develop other sectors of the economy.
  6. In Brazil it has led to infrastructural development as roads have been constructed to link estates to export cities.
  7. It also saves some foreign exchange that would otherwise be used to import coffee.

 

 

Problems Facing Coffee Farming

Kenya

  1. Poor payment which causes farmers to neglect or uproot the crop and venture in other areas such as horticulture and dairying.
  2. Diseases e.g. C.B.D and leaf rust which reduce the coffee yields.
  3. Pests e.g. leaf miner which attacks coffee leaves causing them to fall off.
  4. Mismanagement of some co-operatives and embezzlement of funds by leaders which has caused some co-operatives to close up.
  5. Exhaustion of soil as coffee uses a lot of nutrients from the soil.
  6. Inadequate capital making the farmer unable to buy inputs such as fertilizers and chemicals leading to low production.
  7. Unreliable rainfall and drought conditions which causes young berries to ripen prematurely and fall off.
  8. Competition from other crops which have caused farmers to abandon coffee due to low prices.

How the Government Is Assisting Small Scale Farmers

  1. Carrying out research into new species of coffee and control of pests and diseases.
  2. Construction of new roads and improvement of the existing ones to enhance transportation of coffee.
  3. Providing extension workers through the ministry of agriculture to advice farmers on the best farming methods.
  4. Advancing loans to farmers through K.P.C.U. to assist them improve on their farming.
  5. It helps the farmers to market their produce through Coffee Board of Kenya.
  6. It holds courses and has set demonstration farms to update farmers on new farming methods.

Brazil

The future of coffee production is unstable because coffee production has been declining due to the following reasons:

  1. Fluctuations of world prices which has forced some farmers to abandon coffee in favour of other crops.
  2. Diversification or introduction of new crops which fetch higher prices e.g. cotton, sugarcane, and maize which have lowered coffee production.
  3. Increased competition from other coffee producing countries such as Kenya, Columbia and W. Indies.
  4. Indiscriminate picking of ripe and unripe berries causing coffee quality to be among the lowest and thus fetching low prices in the international market.
  5. Climatic hazard of frost which has caused coffee to be replaced with less vulnerable crops such as sugarcane and Soya beans.
  6. Soil exhaustion as a result of exploiting the soil without renewing it which leads to low yields.
  7. Uncontrolled planting where by farmers plant more trees when there is coffee boom resulting in overproduction.

How the Government Is Responding To the Problems

  1. The government lobbies for higher quotas in the world market.
  2. Prohibiting new planting.
  3. Buying and storing surplus to artificially stabilise supply to maintain profit margins.
  4. Creation of artificial shortage of coffee in the world market by the institute for permanent defence of coffee to maintain high prices.
  5. Encouraging crop diversification and mixed farming to reduce overdependence on coffee.

Comparison between Coffee Farming in Kenya and Brazil

Similarities

  • Kenya and Brazil grow similar varieties of coffee i.e. Arabica and Robusta.
  • Coffee is grown in small and large scale in both countries.
  • Coffee farming in both countries is affected by falling prices in the world market.
  • Coffee experiences stiff competition from other producing nations in both countries.
  • Coffee faces competition from other well paying crops in both countries e.g. horticultural crops in Kenya and maize and Soya in Brazil.
  • Problem of soil exhaustion is common in both countries.
  • Coffee farming is scientifically managed in both countries e.g. spraying, application of fertilizers and advanced research.
  • In both countries the governments are involved in coffee marketing.
  • Brazil exports coffee to the same countries as Kenya e.g. Britain, Germany, etc.
  • Cultivation and processing in both countries is done in much the same way.

Differences

  • In Brazil work is done by tenants while in Kenya it’s done by family members or casual labourers.
  • Brazil earns more foreign exchange from coffee than Kenya.
  • In Kenya only ripe berries are picked while in brazil ripe and unripe berries are picked due to little supervision which affects the quality of coffee.
  • In Brazil, coffee is mainly grown on plateaus while in Kenya it’s mainly grown in the highlands.
  • In Brazil farmers are faced with the climatic hazard of frost which is not experienced in Kenya.
  • Brazilian government encourages diversification while Kenyan government doesn’t.
  • Brazil’s coffee production is higher than Kenya’s so it’s allocated a bigger quota in the world market.
  • In Brazil there are two sets of labourers while in Kenya the same set of labourers do all the work.
  • In Brazil there is a good network of roads and railways connecting plantations to export ports while in Kenya transport system requires to be improved.
  • In Kenya coffee is grown in soils such as red volcanic soils while in Brazil it’s grown mainly in terrarossa soils which are quite good for coffee.
  • In Kenya most coffee is produced by small scale holders while in Brazil it’s by large holders.
  • In Brazil little attention is paid to soil fertility leading to soil exhaustion and erosion while in Kenya there is application of fertilizers and manure and control of erosion.

Wheat Farming in Kenya and Canada

Kenya

Wheat was introduced in Kenya by Lord Delamere around Nakuru.

Main Growing Areas

  1. Uasin Gishu District
  2. Nakuru
  3. Narok
  4. Laikipia
  5. Trans Nzoia
  6. Nyandarua
  7. Timau
  8. Mweiga in Nyeri

General Conditions Favouring Wheat growing

  1. Average temperatures not to exceed 20◦c or fall below 6◦c.
  2. Gently sloping landscape for proper drainage and allow use of machines.
  3. Warmth during early periods of growth and sunny dry conditions in later stages for harvesting.
  4. Rainfall of between 305-1015mm annually.
  5. Grows best on light clay soils because they are stiff and give plant firm support.

Factors Favouring Wheat Growing in Kenya

Physical Conditions

  1. Warm temperatures in growing areas of 15-20◦c at least for three months which promotes growth of wheat and protects it against frost.
  2. Moderate rainfall of 1800-1270mm which promotes growth of wheat.
  3. High altitude of growing areas of 1500-2900m which reduces incidences by high humidity.
  4. Deep fertile volcanic soils which lead to high production.
  5. Gently or fairly level land for proper drainage and to allow mechanisation.

Human Factors

  1. Adequate labour for planting, weeding, application of fertilizers etc.
  2. Availability of transport facilities such as lorries and tractors to transport grains from the fields to the store and then to buying centres.

Canada

The main growing areas are the following Prairie Provinces:

  1. Alberta
  2. Saskatchewan
  3. British Columbia
  4. Ontario
  5. Manitoba

Factors Which Have Favoured Wheat Growing In Canada/Which Have Led To the Rise of Canadian Prairies to Be One of the Leading Wheat Producing Regions in the World

  1. Warm summer temperatures (about 15.5◦c) which is ideal for wheat growing.
  2. Low altitude lowlands which are warm and favourable to wheat growth as highlands are too cold for the crop.
  3. Sufficient rainfall of 560mm per annum which supports wheat growth well.
  4. Extensive uninhabited tracts of land which have enabled large scale mechanised wheat cultivation.
  5. Good connection of prairie lands to domestic and international markets by railways, roads and sea ways.
  6. Fertile soils of prairies on which humus has accumulated without disturbance for a long time.
  7. Undulating topography of prairies which offers well drained suitable for wheat cultivation.

Cultivation (Production Methods)

  • Land is prepared by ploughing using tractor driven ploughs.
  • It’s then hallowed several times to allow weeds and stray wheat grains to be killed in the next harrowing.
  • Manure and phosphate fertilizers are applied after the last harrow before sowing.
  • Sowing is done using drills that are pulled by tractors or hands.
  • Weeding is done by spraying or pulling using hands.
  • The crop is regularly inspected for pests and diseases.

Canada

  • Wheat is grown in extensive farms.
  • All work is done by machines e.g. ploughing, harrowing, sowing, weeding, spraying and harvesting.
  • Large amounts of grains are produced on these farms.
  • The grain is mainly for export.
  • Farmers are specialised.

 

Harvesting

  • Wheat is harvested by cutting heads using sharp knifes for small scale farms or combined harvesters for large scale farms which also threshes the grain.
  • The grain is pumped into trucks or tractors which move alongside the harvesters.
  • It’s taken to farm stores where it’s passed through driers before it’s packed for sale.

Processing

  • Wheat is cleaned and soaked in water to make it easier to remove the outer layers.
  • It’s passed through breaker rolls to separate endosperm with the bran.
  • The grain undergoes a series of grinding and sifting to obtain fine flour.
  • The flour may be bleached to give it desirable white qualities.
  • It may also be enriched with vitamins and iron.

Wheat Uses

  1. For bakery e.g. cakes, bread, etc.
  2. Wheat products are also used to make alcohol, preparation of glue and adhesive.
  3. Outer part of kernel is used to make bran for animal and poultry feeds.

Marketing

Kenya

  • All wheat produced is consumed locally.
  • There is no surplus for export.
  • Farmers take their produce to NCPB stores.

                                                          Canada

  • Its large urban population offers a sizeable market where it’s delivered by elaborate road and railway network.
  • The bulk is exported to countries such as Russia, Britain, China, etc. through the Saint Lawrence Sea Way.

Role of Wheat to the Economies

Kenya and Canada

  1. Has promoted development of related industries such as bakery, alcohol manufacturing, etc.
  2. It saves some foreign exchange.
  3. It creates employment in farms, processing, and other related industries.
  4. Provides income to farmers, traders which alleviates poverty and also raises the standard of living.
  5. In Canada it has led to improvement of infrastructure in growing areas to ease transportation of wheat.

Problems

Kenya

  1. Farmers have inadequate capital to buy inputs which lowers the yields.
  2. Pests such as dusty brown beetle which eat stem damaging the plant.
  3. Diseases such as the fungal stem rust which attacks the stem.
  4. Price fluctuations on the domestic market especially when selling through middle men.
  5. Shortage of storage facilities because the produce is transported to straight to NCPB before it sells it.
  6. Climatic hazard such as the stormy rains which flattens the crop leading to rotting and drought which may destroy entire crop.
  7. Soil exhaustion due to monoculture.

Canada

  1. Pests and diseases leading to low yields.
  2. Soil exhaustion due to monoculture which necessitates use of fertilizers.
  3. Adverse climatic conditions such as frost, hail and drought during summer.
  4. Price fluctuations in the world market which reduces farmer’s income.
  5. Transport problem during winter when export routes are frozen causing difficulty in accessing the sole market in USA.

Comparison

Similarities

  • There is mechanisation in both countries.
  • There are extensive farms in both countries.
  • There is a dry sunny spell in both countries.
  • Both countries experience the problem of pests and diseases.
  • Wheat in both countries is grown in areas with gently sloping terrain.
  • Wheat growing in both countries is affected by climatic hazards.

Differences

  • In Kenya wheat is grown in highlands while in Canada it’s grown in lowlands.
  • In Kenya wheat is consumed locally while in Canada most of it is for export.
  • Kenya experiences wheat shortage while Canada experiences overproduction.
  • Canadian farmers specialise while Kenyan farmers carry out mixed farming.
  • In Canada all work is mechanised while in Kenya there is usage of human labour.
  • Kenya has no incentives such as subsidies such as in Canada.
  • In Kenya farming is all year round but Canada experiences winters.
  • In Kenya farming is carried out on plateaus while in Canada it’s on plains.
  • Canada produces more wheat grain than Kenya.
  • Kenya grows spring wheat while Canada grows both spring and winter wheat.

Horticultural Farming in Kenya and Netherlands

Horticulture is the practice of growing fruits, vegetables and flowers for sale.

Main Features/Characteristics of Horticulture

  1. Farms are generally small in size.
  2. Farms are located near good transport routes due to produces perishability.
  3. Farms are located mostly near urban centres close to the markets.
  4. Land is intensely used to get maximum benefits.
  5. Advanced scientific techniques of crop production are used e.g. selected seeds, regular spraying, application of manure and fertilizers.
  6. Most of the work is done manually.
  7. The produce is market oriented (for export or local sale).
  8. It’s capital intensive because a lot of farm inputs are required.
  9. It involves quick and expensive modes of transport e.g. aeroplane because the produce is perishable, the mode is the quickest and the produce is in high demand.

Factors Favouring the Development of the Industry

Kenya

  1. Fertile volcanic soils which support a variety of crops.
  2. Variation of climate from cool to hot with moderate to high rainfall where tropical crops such as pawpaw and pineapple are grown while in cool areas temperate crops such as plums and peers are grown.
  3. High demand for products both locally and internationally (in winter when tropical vegetables, fruits and flowers are in high demand.
  4. Technical and financial assistance from friendly countries.
  5. Availability of capital from large and local overseas companies e.g. Del Monte, Kakuzi, etc.
  6. High labour due to high population as it is labour intensive.
  7. Accessibility to the market of most growing areas through roads and air transport.
  8. Government’s policy of diversification of export crops with the aim of broadening export base.
  9. Well organised marketing systems managed by Horticultural Co-operative Union and Horticultural Development Authority which help farmers to export their produce.

Netherlands/Holland

  • It is a W. European country at the mouth of R. Rhine and Meuse on N. sea.
  • It’s highly specialised in horticulture.

Conditions for Growth of the Industry

Physical Factors

  1. Well drained and quickly warmed sandy soils of the coast which are ideal for horticultural crops.
  2. Warm Gulf Stream Current which washes the coast making the area free from frost throughout the year.
  3. Accessibility to foreign markets due to central position in Europe.
  4. Shortage of land making it appropriate to establish horticultural farms.

Human Factors

  1. Advanced technology such as the use of glass houses.
  2. Good transport system easing movement of horticultural products throughout the country e.g. good harbours like Rotterdam, canals, navigable rivers, roads and railways.
  3. Skilled labour which ensures high production and quality packaging.
  4. High demand in the populous urban areas of continental Europe.
  5. Availability of capital as there are highly organised co-operative societies which provide loans to farmers.

 

Crops Grown and their Distribution

Kenya

Vegetables: cabbages, kales, carrots, tomatoes, turnips, cassava, sweet potatoes etc.

Fruits: oranges, mangoes, lemons, apples, pears, plums, bananas, paw paws.

Flowers: roses, orchids, gladioli, lilies, carnations etc. grown in Limuru, Naivasha, Murang’a, Kiambu, Thika, etc.

Netherlands

Vegetables: lettuces, cucumber, peaches, leaks, asparagus, cauliflower, melons.

Fruits: apples, pears, cherries, goose berries, redcurrants, raspberries etc.

Flowers: azalea, rhododendrons, tulips, hyacinths, roses and clematis.

Cultivation

Kenya

  • Vegetables and fruits are grown in open fields.
  • Flowers are grown in green houses.
  • Moisture is made available to vegetables and flowers through sprinkling.

Advantages of Green Houses

  1. Plants don’t suffer effects of excessive rainfall.
  2. Plants aren’t affected by drought.
  3. Pest and disease spread are controlled.
  4. Uniformity of climate is created for all plants.
  5. Plants are protected from damaging effects of strong winds and airborne diseases.
  6. Crops can be grown throughout the year.
  7. It’s easier to control weeds by chemicals because the area is small.

Netherlands

  • Horticultural crops are grown in the open and in green houses.
  • Tree fruits are mainly grown outdoors.
  • There is the use of glasshouses (green houses made of glass).
  • They are connected to boilers and furnaces used to heat to maintain warm temperatures in winter.
  • There is use of predators to control pests e.g. flies, spider mites and lady birds to avoid degrading the environment.
  • There is specialisation with different areas growing different crops e.g.
  1. i) Flowers in Aalsmear near Amsterdam and Lei den in Harlem.
  1. Vegetables in the triangular area formed by Hague, Rotterdam and Hook of Holland.
  • Fruits in the interior of Rotterdam in provinces of Guilderland, Limburg and Utrecht.

Uses of Horticultural Crops

Fruits and vegetables are used as food while flowers are for decorating houses, offices, churches, weddings and funerals.

Marketing

Kenya

  • Small scale farmers transport their produce to the collecting centres to buyers or middle men.
  • It’s checked and graded.
  • Then packed in packaging materials.
  • Then transported to the airports where most of it is airlifted to W. Europe where it may find its way to Japan and USA.

                                                  

Netherlands

  • The produce is transported to go-downs of collecting agents or to the markets.
  • It’s transported via roads, railways, air or through canals and navigable rivers.
  • It’s destined for Britain, France, Germany, Sweden, Belgium and Luxemburg.

Role to the Economies

  1. A source of foreign exchange.
  2. Saves some foreign exchange.
  3. Has led to industrial development by providing raw materials e.g. fruit canning, vegetable oil manufacturing, etc.
  4. Provides employment to many due to being labour intensive.
  5. It has led to development of infrastructure in the areas with large scale horticultural farms which have been served with better roads, water and electricity.
  6. Earns farmers income when they sell their produce to buyers and middlemen.
  7. Promotes better health and nutrition.
  8. Has led to effective land use e.g. swampy areas in C. Province have been reclaimed for vegetable production.

Problems

Kenya

  1. Inadequate capital in part of small scale farmers to buy inputs which lowers yield quality and quantity.
  2. Transport problem during rainy season in areas served only by seasonal roads leading to losses.
  3. Pests and diseases such as leaf blight which destroy the crops leading to losses.
  4. Lack of organised marketing system such as co-operatives causing exploitation by middlemen and inability to access credit and advisory services.
  5. High transport costs leading to sale of produce to middlemen who exploit farmers.
  6. Exploitation of workers by large horticultural companies leading to unrests e.g. working for long hours with less pay.

Netherlands

  1. Frost affects crops growing in the open.
  2. Inadequate capital to start new farms due to technology being very expensive.

Comparison

Similarities

  • Similar crops are grown e.g. fruits, flowers and vegetables.
  • Horticultural crops are grown both in open and in green houses.
  • It’s market oriented in both countries.
  • There is employment of scientific methods of farming.
  • It’s done extensively in both countries to get maximum returns.
  • Crops grown partly on reclaimed land in both countries.

Differences

  • Farmers have well organised marketing systems (co-operatives) in Netherlands than Kenya.
  • In Kenya the produce is first taken to collecting centres while in Netherlands it’s taken to the go downs of collecting agents or to the markets.
  • Kenya experiences the problem of impassable roads while Netherlands’s transport system is developed and efficient.
  • In Netherlands farming is carried out in coastal areas which are free frost while in Kenya it’s carried out in the cool and hot areas.
  • Netherlands’s soils are generally sandy while Kenya’s are volcanic.
  • There is biological control of pests in Netherlands unlike in Kenya.
  • There is a higher demand for Netherlands’s produce than Kenya’s due to a larger urban population.
  • There is use of more advanced technology in Netherlands than Kenya e.g. use of glass houses.
  • Netherlands produces more horticultural produce than Kenya.
  • There is specialisation in Netherlands with certain areas producing certain crops.
  • Netherlands farmers have more access to capital while Kenyan farmers have inadequate capital due to lack of organised marketing systems.

                                                            

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. LIVESTOCK FARMING
  • Rearing of domestic animals including poultry.
  1. a) Traditional/Pastoral/Subsistence Livestock Farming
  • Rearing of animals on natural pasture involving seasonal migration in search of water and pasture.

Main Areas

  • N and N.E Kenya e.g. Turkana, Wajir, Garissa, Marsabit, Kajiado, Narok, etc.
  • Communities: Maasai, Somali, Borana, Rendile, etc.

Factors Influencing Nomadic Pastoralism

  1. Grazing areas are free from animal pests especially tsetse flies for being dry and hot.
  2. Savannah grassland and semi-desert conditions which cause grass to sprout during rains and drying during the hot dry season.
  3. Availability of grass most times of the year in the bush and wooded savannah.
  4. Gentle or relatively flat terrain of the areas which makes it easy for the movement of animals from one place to another.
  5. Sparse population of N and N.E region due to harsh climatic conditions which encourages nomadic pastoralism because each community is able to occupy large tracts of land.
  6. Desert and semi-desert conditions which don’t favour agriculture making livestock rearing to be way of earning livelihood.
  7. Tradition of the people whereby animals are a sign of wealth and are used for paying dowry and slaughtered for festivals.

Characteristics of Pastoral Farming

  • They keep large numbers of animals as an insurance against natural deaths.
  • They practice uncontrolled breeding which results into large herds.
  • Many kinds of animals are kept e.g. cattle, sheep, goats and camels.
  • Animals are reared for subsistence not for commercial purposes.
  • They keep indigenous cattle which are hardy such as Zebu and Boran.
  • They keep animals of poor quality due to lack of quality feeds and weakening by diseases making them to be of low value.
  • Animals are a sign of wealth and are reared for the purpose of paying dowry and slaughter during cultural festivals.
  • There is seasonal movement whereby they sped the dry season in one place and wet season in another.
  • Disease incidences of both livestock and human are common due to tropical conditions.

Products

  • Milk, blood, meat and skin for shields, sheaths and clothing.

Problems

  1. Shortage of water and pasture due to long dry spell making animals to be of poor quality.
  2. Pests such as ticks and fleas which weaken animals and diseases such as east coast fever, foot and mouth and anthrax which cause heavy losses of stock.
  3. Overstocking causing overgrazing leading to severe erosion, poor pastures and poor quality animals which fetch low prices.
  4. Lack of extension and veterinary services due to insecurity and constant movement hindering improvement of animals reared.
  5. Low levels of education and culture leading to keeping animals for wealth and prestige making them to overstock leading to severe erosion, poor pastures and poor quality animals.
  6. Poor pastures resulting from poor soils with most areas consisting of tuft grasses and bare land.
  7. Cattle rustling which causes loss of live and destruction of property.
  8. Inaccessibility of pastoral areas due to poor roads making the farmers unable to get their animals to the market.
  9. They rear indigenous cattle such as zebu and boran which mature slowly, yield little milk and have poor quality beef.
  10. Exploitation by middlemen due to lack of market information.
  11. Small local market due to sparse population.
  12. Competition from national parks leading to conflicts.

Improvements in Pastoral Areas (Measures Taken By the Government to Improve Pastoral Farming)

  1. Encouraging pastoralists through the ministry of livestock to start ranching in order to improve the quality of their animals.
  2. Improvement of water supply in drier areas by sinking boreholes, wells, construction of dams, etc.
  3. Establishment of demonstration ranches to sensitize pastoralists on better methods of animal husbandry.
  4. Construction of cattle dips, and setting animal pest and disease organisations to control pests and diseases.
  5. Providing extension services to advice pastoralists and offer drug treatment to animals.
  6. Teaching pastoralists through formal education about advantages of keeping manageable sizes of herds.
  7. Encouraging them to keep smaller number of animals to solve the problem of quality.
  8. Ploughing and resowing pasture with more nourishing drought resistant grass.
  9. Purchasing pedigree animals and cross breeding with indigenous animals resulting in hybrid stock which is able to resist many tropical diseases, give more milk and better quality meet.
  10. b) Commercial Livestock Farming
  11. i) Dairy Farming
  • Keeping cattle for milk production.

Characteristics

  • Dairy cattle are reared.
  • It’s usually practiced in areas with good economy i.e. developed infrastructure for quick transportation of milk and good ready market because dairy products are perishable.
  • Employment of high modern technology of processing, packaging because milk is a perishable product which should be processed short time after it is milked.
  • High milk yielding cows are reared e.g. Friesian, Ayrshire, Guernsey, Jersey, Alderney, Sahiwal.

                                               Kenya

  • The main breeds are Friesian and Ayrshire and cross breeds between indigenous and exotic breeds.
  • Farmers use AI administered by veterinary extension officers or bulls directly to sire calves and keep the herd ‘in milk.
  • In the past the government used to provide the services but they have been privatised making them inaccessible to many Kenyans.

Types of dairy farming

  1. a) Lowland Dairy Farming
  • Keeping traditional cattle for consumption by family members.
  1. b) Highland Commercial Dairy Farming
  • Practiced in the Kenyan highlands. in the following dairying areas:

Rift valley

  • Kericho, Bomet and Nakuru, Laikipia, Trans Nzoia and Uasin Gishu which are the leading dairying areas.

Characteristics

  • Large scale farms
  • Milking is mechanised
  • Fed on fodder and grass

Central

  • All districts
  • Small farms
  • Ranches exist in Makuyu Murang’a
  • Intensive farming
  • Zero grazing and fodder feeding practiced

Western

  • Kakamega, Vihiga, and Bungoma.
  • Small scale dairying
  • Open grazing is common

Eastern

  • Meru, upper Embu, Tharaka Nithi, Kangundo, Machakos, Mbooni hills and Makueni.
  • Large scale dairying in Timau and Kibirichia in Meru
  • Small scale in higher altitudes
  • Open grazing common
  • Minimal zero grazing

Nyanza

  • Kisii, Nyamira and Oyani and suna in higher parts of Migori
  • Dominated by small scale dairying
  • Zero grazing in some parts of Nyamira and Kisii districts.

Conditions Favouring Dairy Farming

Kenya Highlands

Physical

  1. The region experiences low temperatures ideal for survival of exotic breeds (averaging 18◦c).
  2. The areas receive high and well distributed rainfall which ensures abundant supply of natural pasture and water from permanent rivers.
  3. Fertile volcanic soils which have ensured there is quality nutritious cover of grass.

Human

  1. Well established infrastructure e.g. roads which ensures quick transportation of milk to processing plants.
  2. High population which offers ready market for dairy products.
  3. Availability of processing and storage facilities near dairy farms to transform milk into less perishable products which has increased the rate of milk production.
  4. Provision of veterinary services and demonstration farms by the government which promotes rearing of high quality dairy breeds.

Denmark

  • A small country in W.Europe.
  • The greatest exporter of dairy products.

Physical Factors

  1. Low lying relatively flat land which makes it ideal for dairy farming.
  2. Low lying relatively flat land which makes it ideal for dairy farming.
  3. Cool to warm temperature (0.4-16.6◦c) which facilitates the growth of natural pasture.
  4. Soils derived from boulder clay which is constantly enriched with animal manure and fertilizer which are good for the growing of fodder crops.
  5. Availability of a variety of fodder crops, manufactured feeds and supplements leading to high milk production.

Human Factors

Mechanisation of most dairy farms e.g. machines for milking are widely used.

Big market for dairy products locally and in other European countries due to a high purchasing power.

Availability of adequate capital and modern technology which has improved production and storage of dairy products.

Extensive use of artificial insemination which improves the quality of breeds making dairy farming a success.

Rapid growth of co-operative movement which are very competitive causing farmers to strive to get products of high quality.

Organisation of Dairy farming

Kenya

  • The main breeds kept are Friesian and Ayrshire and cross breeds between indigenous and exotic breeds.
  • Carried out for both subsistence and commercial purposes.
  • Farmers depend on fodder and natural grass.
  • There are cooperatives which provide processing, marketing and credit services to farmers.
  • Dairy farming is less mechanised.
  • Few farmers have access to AI services since their privatisation.

Denmark

Dairy farming is carried out by individual farmers in large scale.

It’s carried out for commercial purposes.

The breeds reared are Danish Holstein which is the traditional cow, Friesian (75%), Ayrshire and channel island cows.

Livestock are kept indoors for between 4-5 months during winter.

Farmers mainly depend on fodder than natural grass because temperatures are cold most of the year.

There are thousands of co-operatives provide processing, credit, advisory and research services.

Dairy farming is highly mechanised with machines such as combined harvesters, Lorries, ploughs and seed drills being provided by co-operatives.

Processing of Milk

  • Pasteurisation – Heating liquid milk to 75◦c for about 15 minutes.
  • Sterilisation – Heating to 100◦c for a short time to kill bacteria which survived pasteurisation.
  • Homogenising – Breaking and distributing fat particles throughout the milk to ensure a layer of cream doesn’t form of milk.
  • Ultra heat treatment – Heating milk beyond 100◦c.
  • Processed further into products such as butter, ghee or cheese.
  • The products are packed ready for distribution to consumers.

Marketing

Kenya

  • It’s done by KCC and Dairy board of Kenya.
  • Farmers may take the milk to KCC by themselves.
  • Local co-operatives also collect milk from farmers at various collection points and take it to KCC.
  • After processing the products are sent to KCC depots for distribution to consumers.
  • Some is exported to neighbouring countries such as Uganda.
  • Other processors also market their milk locally and internationally.

Denmark

  • Done by co-operatives.
  • The products are sold locally and abroad with major destination being EU such as Germany, UK, Sweden, etc.
  • The government monitors quality by use of inspectors who endorse the quality by Lurmark.
  • Agricultural Marketing Board and Danish Dairy Board promote exports by international trade fares and surveys.
  • New markets are being explored in Korea, Malaysia, Indonesia and China.

Problems Facing Dairy Farming in Kenya

  1. Small scale dairy farms face stiff competition from other cash crops like tea, coffee, vegetables and passion fruits, etc.
  2. The cost of inputs is very high which has minimised mechanisation and resulted into to low profit margins.
  3. Impassability of roads during the rainy season making milk delivery difficult.
  4. Excessive droughts which result in inadequate feeds which causes temporary milk shortage.
  5. Risk of cattle pests and diseases which has restricted dairy farming to Kenyan highlands.
  6. Poor management of co-operatives at grassroots resulting to delayed payments which kills farmers’ morale.
  7. Shortage of proper storage facilities at the collecting centres such as cooling plants causing milk to go bad before it gets to processing factories.
  8. AI services have been privatised making them very expensive and inaccessible to many small scale farmers resulting in low quality breeds and hence low milk production.
  9. Lack of training especially to small scale farmers.

Improvements (How Govt Is Laying Emphasis to Dairy Farming)

  1. Appointing supervisory boards for dairy co-operatives.
  2. Extending credit facilities to farmers through co-operatives.
  3. Holding agricultural shows to educate farmers on good dairy farm management.
  4. Setting up demonstration farms which breed high quality bulls to be released to farmers.
  5. Establishing well maintained roads for delivery of milk.
  6. Carrying out extensive research on possible solutions to diseases.

                                                 Denmark

Rare incidents of diseases such as mastitis and Salmonella Dublin.

It’s expensive to run farms in winter when animals are kept indoors and fed on fodder.

Dairy animals emit a considerable amount of carbon dioxide and methane which contributes to green house effect.

Reduced market share due to competition from other dairy producing countries and restrictions.

Occasional spells of drought causing a considerable drop in milk production.

Role of Dairy farming to the Economies

  1. Earns Kenya foreign exchange by exporting milk and dairy products.
  2. Saves some foreign exchange.
  3. Government also earns revenue by taxation from the sale of dairy products which is used to fund various development projects.
  4. Provides employment in dairy farms, milk processing plants and dairy related industries.
  5. Gives farmers an income which has alleviated poverty and raised living standards.
  6. Promoted development of industries such as milk processing plants, input manufacturing industries which has created more employment and raised per capita income.
  7. Promotes good health and nutrition by providing proteins, fats and vitamins that are essential for human growth and development.
  8. Has led to improvement of infrastructure in Kenya by government improving existing roads to ease milk delivery.

Comparison

Similarities

  • Dairy farmers in both countries sell their products to co-operatives.
  • Both countries experience similar problems of adverse weather changes and diseases.
  • Animals kept are similar e.g. Friesian, Ayrshire, Jersey, etc.
  • Milk processing and dairy products are similar e.g. liquid milk, cheese and butter.
  • In both countries milk is consumed locally and for export.
  • Both countries keep traditional and exotic breeds.
  • Open and zero grazing are practiced in both countries.

Differences

  • Dairy farming in Kenya is carried outdoors most of the year while in Denmark the animals are kept indoors for about 6 months in winter.
  • Dairy farming depends mainly on grass in Kenya while in Denmark it’s mostly dependent on fodder.
  • Dairy farming in Denmark is evenly distributed while in Kenya it is restricted to highlands.
  • Dairy farming is heavily mechanised in Denmark while mechanisation lacks in many farms in Kenya.
  • Dairy farming is a major foreign exchange earner in Denmark while in Kenya most of dairy products are consumed locally.
  • Denmark achieves high yields throughout the year because they feed animals on fodder while in Kenya yields are affected by climatic changes.
  • Kenyan farmers practice mixed farming while Denmark farmers specialised.
  • Dairy co-operatives are highly developed in Denmark whereby they give grants and supply farmers with machines.
  • AI services are more widely used in Denmark than Kenya where only a few farmers have access to AI services since their privatisation.
  1. ii) Beef Farming
  • Rearing of cattle for production of meet.

Conditions Favouring Beef Farming

Kenya

Physical Factors

  • Extensive flatlands with natural grass within Nyika plateau and Rift Valley region.
  • Moderate temperatures of about 28◦c.
  • Moderate rainfall of about 750mm or above which ensures there is enough pasture.
  • Availability of watering sites like Lorian swamp and a number of permanent rivers flowing through beef farming areas.

Human Factors

  • Availability of ranching schemes which control overgrazing and the spread of pests and diseases.
  • Cultural practice of local people who carry out livestock keeping as their occupation.

                                                       Argentina

  • Argentina is the worlds top beef exporter.
  • Beef farming is mainly carried out in pampas grasslands with the major beef farming areas being Chaco Formosa and Santiago del Estero.

Physical Factors

  • Extensive rolling pampas grasslands which provides good natural grazing landscape and allows cattle to graze freely.
  • Fertile soils from the slopes of Andes which have given rise to good natural pasture.
  • Moderate and well distributed reliable rainfall (about 1000mm annually) received in Pampas which favours growth of good pasture throughout the year and ensures regular water supply for animals.
  • Temperatures ranging between 24◦c in summer and about 10◦c in winter which enables grass to grow throughout the year.

Human Factors

  • High quality exotic breeds such as Short horn and Hereford which mature faster and have quality and quantity beef.
  • Availability of alfalfa which matures faster and is more nutritious which has been planted to replace natural grass.
  • Well developed infrastructure like the railway network used for movement of beef cattle from ranches to factories and to the markets.
  • Availability of large scale ranches which are well managed and mechanised.
  • Availability of adequate capital making it possible to have refrigeration for proper storage of beef products.
  • Availability of local markets in E.U and U.S.A.

                                            

 

Organisation of Beef Farming

Kenya

  • 90% of beef cattle are reared by subsistence farmers and pastoralists and the rest by commercial ranching.
  • Pastoralists constitute the greatest majority.
  • There is small scale farming distributed all over the country and large scale farming carried out in the ranches in Rift Valley, Laikipia, Nakuru, Trans Nzoia, Kajiado, Kilifi, Kwale, Taita Taveta, Kitui and Machakos.
  • The main indigenous breed kept is Zebu while imported breeds include Aberdare Angus, Hereford, Galloway, Short horn and Charolais.
  • Animals are fed on natural grass in pastoralism and nutritious drought resistant pasture introduced in some ranches to improve beef quality.
  • Fertilizers are being applied on the pasture to improve its quality.
  • Cattle are frequently inoculated against fatal diseases like anthrax.
  • Cattle dips and veterinary services are provided by the government to improve farming activity.

Argentina

  • There are large scale ranches known as
  • Each Estancia has a manager.
  • Farms are paddocked.
  • The animals are reared mainly on natural pasture though there are areas which have been sown with alfalfa.
  • Cowboys called gauchos drive horses around farms to look after the cattle.
  • There are quarters for stockmen at strategic points of the farm.
  • Farming is mechanised and aeroplanes jeep and land rover cars are used.
  • There are cattle dips and wind pumps to provide water in some farms.
  • Calves enter pastures with about 180kg.
  • They are branded, fattened using cultivated pastures and supplementation for 16-17 months.
  • They are slaughtered and taken to meet packing plants and put in cold storages and packed into tins or taken by rail to slaughter houses of main towns such as Buenos Aires and Rosario.

Marketing of Beef Products

Kenya

  • Small scale farmers sell their animals to butchers who slaughter and sell to consumers after it’s inspected.
  • Livestock Marketing Division is in charge of marketing beef from pastoral areas.
  • It acts as a co-operative society and buys beef cattle and puts them in holding grounds.
  • The animals are vaccinated against diseases and then sold to individual butchers or to slaughter houses through auction.
  • Pastoralists sell to middlemen who transport livestock to big towns like Nairobi.

Argentina

  • Most beef is consumed locally although there is a large surplus for export.
  • Marketing channels are mainly found in urban areas such as Buenos Aires and Rosario.
  • Beef and beef products undergo stringent sanitary tests and certification before exportation.
  • Chilled or corned beef is exported to European countries such as Germany.

Role to the Economies

  1. It’s a source of foreign exchange when beef and beef products are exported.
  2. Provides employment to people working in ranches, slaughter houses, butcheries etc.
  3. Saves foreign exchange by supplying beef for local consumption.
  4. Provides income to farmers and butchers raising their standard of living.
  5. Has promoted development of industries by providing raw materials e.g. shoe making.
  6. The governments earn revenue from tax levied on beef products.
  7. In Argentina it has led to infrastructural improvement from the interior to the coast to ease transportation.

Problems Facing Beef Farming

Kenya

  • Refer to problems facing pastoralism and improvements by the government.

Argentina

  • Diseases such as rinderpest, African swine fever, foot and mouth.
  • Stringent sanitary conditions which have to be fulfilled before exporting beef and beef products.
  • International trade barriers due to diseases such as mad cow diseases which has restricted exportation to processed beef only.
  • Economic and political crisis.

Comparison

Similarities

  • Indigenous and exotic breeds are kept in both countries.
  • Beef animals kept are similar e.g. Aberdeen Angus, Hereford, etc.
  • Beef farming is for local and export market in both countries.
  • There is employment of modern methods of farming in countries e.g. cross breeding, AI and research.
  • Both experience the problem of pests and diseases.
  • Ranching is common in both countries.

Differences

  • Argentina has extensive natural pastures while Kenya has inadequate pastures.
  • There is a higher local demand for beef in Argentina than in Kenya due to low purchasing power.
  • Pests and diseases are a major problem in Kenya while in Argentina the problem has been controlled.
  • In Argentina beef farming is mainly carried out in extensive ranches while in Kenya it’s mainly carried out by small scale farmers and ranches are few.
  • Farmers in Argentina have more access to capital while Kenyan farmers have inadequate capital.
  • There is a well developed transport network in Argentina while Kenyan roads are poor which hinders transport to markets.
  • Beef farming is more highly mechanised in Argentina than Kenya.
  1. Mixed Farming
  • Growing crops and rearing animals on the same farm.

Characteristics

  1. Crops are grown and animals reared on the same farm.
  2. Portion of land is reserved for animal pasture.
  3. Farms are moderate in size.
  4. Crop residue is used for fodder.
  5. Manure from animals is used to fertilise the soil.

Advantages

  1. When crop fails or prices fluctuate the farmer can depend on livestock and vice versa.
  2. The farmer gets income continually.
  3. Income is larger.
  4. Farmer is busy throughout the year.
  5. Using crop residue as fodder saves money for buying it.
  6. Using manure from animals ensures sustained crop production and also saves money that would be used to buy manure.

COMPUTER FORM 4 SCHEMES OF WORK – TERM 1 TO 3

WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
1 Reporting from home and settling for the first term
 

2

 

1

 

 

 

Definition of networking terms

 

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

·        Define the term computer network

·        Explain the term data communication

 

·        Q/A discussion

 

·        Newspaper

·        Letters

·        books

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 1-5

·        Computer studies by Onunga & Rena Shah Bk 4 page 1-5

 
   

2-3

 

 

 

Networking

 

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

·        Explain the types of computer n/w

·        Discuss the purpose of n/w

 

·        Q/A demonstration practical

 

·        Handouts

·        Books

·        Internet

·        Working Pc

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 5-9

·        Computer studies by Onunga & Rena Shah Bk 4 page 6

 
   

4

     

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

·        Explain the demerits of n/w

 

·        Q/A demonstration practical

 

·        Twisted cables

·        Internet 5

·        Working pc

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 10-17

·        Computer studies by Onunga & Rena Shah Bk 4 page 6

 
 

3

 

1

 

 

 

Elements of networking

 

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

·        Discuss communication with cables

 

·        Q/A demonstration practical

 

·        Handouts

·        Books

·        Internet

·        Working PC

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 17-22

·        Computer studies by Onunga & Rena Shah Bk 4 page 9-11

 
   

2-3

 

 

 

Elements of networking

 

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

·        Explain the types of wireless communication

 

·        Q/A demonstration practical

 

 

·        Books

·        Internet

·        Working PC

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 23-28

·        Computer studies by Onunga & Rena Shah Bk 4 page 17-22

 
 

4

 

1

 

 

 

 

Communication Devices

 

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

·        Define the term communication devices

·        Explain the work of: Modems, network cards, hubs

 

·        Q/A demonstration practical

 

·        Letters

·        Software

·        Working Pc

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 30-33

·        Computer studies by Onunga & Rena Shah Bk 4 page 20

 
   

2-3

   

Network Software

 

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

·        Discuss the different network s/w: O/S, protocols

 

·        Q/A demonstration practical

 

·        Handouts

·        Books

·        Working PC

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 30-31

 
   

4

   

Types of computer networks

 

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

·        Discuss the three types of computer networks LAN,MAN, WAN

 

·        Q/A demonstration practical

 

·        Internet

·        Books

·        Working PC

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 4-5

·        Computer studies by Onunga & Rena Shah Bk 4 page 22

 
 

5

 

1

   

Network topologies

 

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

·        Define the term network topology

·        Differentiate btw. Logical and physical topologies

 

Q/A demonstration practical

 

·        Internet

·        Books

·        Working PC

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 33-34

·        Computer studies by Onunga & Rena Shah Bk 4 page 16

 
   

2-3

   

Network Topologies

 

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

·        Define the term network topology

·        Differentiate between Logical and physical topologies

·        Explain a star topology

 

·        Q/A demonstration practical

 

·        Internet

·        Books

·        Working PC

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 35-36

·        Computer studies by Onunga & Rena Shah Bk 4 page 18

 
   

4

   

Network Topologies

 

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

·        Explain a

Mesh Topology

Tree Topology

 

·        Q/A demonstration practical

 

·        Working PC

·        Handouts

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 37-38

·        Computer studies by Onunga & Rena Shah Bk 4 page 19

 
2.        APPLICATION AREAS OF NFORMATION AND COMMUNICATION TECHNOLOGY
 

6

 

1

   

Application areas of ICT

 

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

·        Explain Application areas of ICT

·        Financial system

 

·        Q/A demonstration practical

 

·        Internet

·        Books

·        Working PC

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 37-39

·        Computer studies by Onunga & Rena Shah Bk 4 page 27

 
   

2-3

   

Application areas of ICT

 

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

·        Explain application areas of ICT in common system

 

·        Q/A demonstration practical

 

·        Internet

·        Books

·        Working PC

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 40-41

·        Computer studies by Onunga & Rena Shah Bk 4 page 27

 
   

4

   

Application of ICT

 

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

·        Explain application areas of ICT in retail system

·        Explain application areas of ICT in Reservation system

 

Q/A demonstration practical

 

·        Internet

·        Books

·        Working PC

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 40-59

·        Computer studies by Onunga & Rena Shah Bk 4 page 28

 
 

7

 

1

   

Application areas of ICT

 

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

·        Explain Application areas of ICT in Education

 

·        Q/A demonstration practical

 

·        Internet

·        Books

·        Working PC

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 41-58

·        Computer studies by Onunga & Rena Shah Bk 4 page 49

 
   

2-3

   

Application areas of ICT

 

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

·        Explain Application of ICT in Education System

 

·        Q/A demonstration practical

 

·        Internet

·        Books

·        Working

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 41-58

·        Computer studies by Onunga & Rena Shah Bk 4 page 50

 
   

4

   

Application areas of ICT

 

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

·        Explain Application areas of ICT in industrial System

 

 

·        Q/A demonstration practical

 

·        Internet

·        Books

·        Working PC

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 41-58

·        Computer studies by Onunga & Rena Shah Bk 4 page 39

 
8 Half Term
 

9

 

1

   

Application areas of ICT

 

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

·        Explain application areas of ICT in entertainment and virtual reality

 

·        Q/A demonstration practical

 

·        Internet

·        Books

·        Working Pc

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 61,64-65

·        Computer studies by Onunga & Rena Shah Bk 4 page 51/55

 
   

2-3

   

Application areas of ICT

 

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

·        Explain application areas of ICT in marketing and law enforcement

 

·        Q/A demonstration practical

 

·        Internet

·        Books

·        Working Pc

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 63

 

 
   

4

   

Application areas of ICT

 

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

·        Explain application area of ICT in transportation system

 

·        Q/A Discussion

 

·        Internet

·        Books

·        Working Pc

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 44-46

·        Computer studies by Onunga & Rena Shah Bk 4 page 47

 
   

1

 

 

 

Application areas of ICT

 

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

·        Explain Application areas of ICT in Library System

 

 

·        Q/A Discussion

 

·        Internet

·        Books

·        Journals

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 44

 
  IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY ON SOCIETY
 

10

 

2-3

   

Application areas of ICT in the society

 

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

·        Discuss effects on

(i)     Employment

(ii)    Automated production

 

·        Q/A demonstration practical

 

·        Letters

·        Working PC

·        Newspapers

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 44

 
   

4

   

Impact of ICT in the society

 

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

·        Discuss effects if ICT on work’s health

·        State the characteristics of future trends in ICT

·        Discuss rapid evolution in ICT

 

·        Q/A Discussion

 

·        Handouts

·        Journals

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 44

·        Computer studies by Onunga & Rena Shah Bk 4 page 60

 
 

11

 

1

   

Impact of ICT in the society

 

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

·        Discuss effects of ICT on

(i)     Environmental issues

(ii)    Cultural effects

 

·        Q/A Discussion

 

·        Handouts

·        Journals

·        Videos

·        Photographs

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 44

·        Computer studies by Onunga & Rena Shah Bk 4 page 63

 
   

2-3

   

Evolution of computer systems

 

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

·        Discuss Artificial intelligence

 

·        Q/A Discussion

 

·        Class Register

·        Accounts book

·        Journals

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 52-53

·        Computer studies by Onunga & Rena Shah Bk 4 page 81

 
   

4

   

Evolution of Computer systems

 

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

·        Explain expanded information superhighway

 

·        Q/A Demonstration Practical

 

·        handouts

·        class register

·        accounts

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 79-80

 

 
 

 

 

 

 

COMPUTER FORM 4 SCHEMES OF WORK – TERM 2

CAREER OPPORTUNITIES IN ICT
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
 

1

Reporting from home and settling for the first term work
 

2

 

1

   

Career opportunities in ICT

 

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

·        Discuss the roles of a system analyst, a chief programmer

 

·        Q/A Discussion

 

·        Books

·         Journals

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 79

·        Computer studies by Onunga & Rena Shah Bk 4 page 95

 
   

2-3

   

Career opportunities in ICT

 

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

·        Discuss functions of computer programmer and d/b administrator

 

·        Q/A Demonstration Practical

 

·        Books

·        Handouts

·        Newspapers

·        Realia

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 81

·        Computer studies by Onunga & Rena Shah Bk 4 page 97

 
   

4

   

Career Opportunities in ICT

 

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

·        Discuss the functions of a s/w engineer and a computer engineer

 

·        Q/A demonstration Practical

 

·        Books

·        Working PC

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 80

 
 

3

 

1

   

Career opportunities in ICT

 

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

·        Discuss the function of a web designer, web administrator and computer operator

 

 

·        Q/A demonstration Practical

 

·        Books

·        Handouts

·        Journals

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 81

 

 

 
   

2-3

   

Career opportunities in ICT

 

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

·        Discuss the function of computer technician and data processing manager

 

Learner to

Q/A discussion

 

·        Books

·        Realia

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 78

 

 
   

4

   

Career opportunities in ICT

 

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

·        Discuss other educational opportunities in the various institutions

 

·        Q/A Discussion

 

·        Books

·        Newspapers

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 83-84

 

 
 

4

 

1

   

Identification of further Educational opportunities

 

By the end of the lesson, the leaner should be able to

·        Explain the different courses offered in universities, polytechnics, middle level colleges

 

·        Q/A Discussion

 

·        Books

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 83-84

·        Computer studies by Onunga & Rena Shah Bk 4 page 106-110

 
   

2-3

   

Developing project using ms access  d/base

Description of a given system

 

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

·        Identify a problem

·        Definition of a problem

 

·        Q/A discussion

 

·        Books

·        Sampled projects

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 83-84

·        Computer studies by Onunga & Rena Shah Bk 4 page 106-112

 
   

4

   

Fact finding

 

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

·        Identify the number of manual documents that are needed for the system given

 

·        Q/A observation

 

·        Books

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 83-84

·        Computer studies by Onunga & Rena Shah Bk 4 page 106-120

 
 

5

 

1

 

   

Fact finding

 

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

·        Design a sample interview guideline for the system given

 

·        Q/A practical

 

·        Sampled projects

·        Books

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 83-84

 
   

2-3

   

Fact finding

 

By the end of the lesson, the learner should be ale to

·        Design a sample questionnaire for the system giver

 

·        Q/A practical

 

·        Sampeled projects

·        books

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 93-94

·        Computer studies by Onunga & Rena Shah Bk 4 page 122

 
   

4

   

System design

·        Preliminary design phase

 

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

·        Identify the flowchart symbols

·        Design a simple flowchart for the system

 

·        Q/A practical

 

·        Sampled projects

·        Books

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 94-95

 

 
 

6

 

1

   

System design

·        Preliminary design phase

 

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

·        Design a complex flowchart for the system

 

·        Q/A practical

 

·        Sampled projects

·        Books

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 94-95

 
   

2-3

   

Detailed design

 

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

·        Design the outputs for the system

 

 

Q/A practical

 

·        Sampled projects

·        Books

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 94-95

 
   

4

   

Detailed design

 

By the end  of the lesson, the leaner  should be able to

·        Design input interface for the system

 

·        Q/A practical

 

·        Sampled projects

·        Books

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 96-100

 
 

7

 

1

   

Files and data stores design

 

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

·        Design a database

 

·        Q/A practical

 

·        Sampled projects

·        Books

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 100-101

 
   

2-3

   

Creating relationships

 

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

·        Create relationships

 

·        Q/A practical

 

·        Books

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 103

 
   

4

   

Hardware and software requirements

 

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

·        Identify h/w and s/w requirements for the system

 

·        Q/A discussion

 

·        Books

·        Realia

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 103

 
 

9

 

1,2,3,4

   

Constructing information management system given

·        Designing inputs

 

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

·        Design inputs

 

·        practical

 

·        internet

·        sampled projects

·        books

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 86-153

 
 

10

 

1,2,3,4

   

Designing outputs

 

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

·        Design outputs

 

·        practical

 

·        books

·        internet

·        sampled projects

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 86-153

 
 

11

     

·        Designing

 

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

·        Design various management systems

 

·        practical

 

·        Books

 

·        Longhorn Computer studies by S.Mburu and C. Chemwa page 86-153

 
12 1,2,3,4 Writing end of term exams
 

13

 

The school closes

   
 

 

 

 

 

 

 

 

COMPUTER FORM 4 SCHEMES OF WORK – TERM 3

 

1

 

Reporting from home and settling for the third term work

 

2-3

 

POST MOCKS AND JOINTS

 

4-7

 

REVISION

 

7

 

K.C.S.E BEGINS

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WORK, ENERGY, POWER & MACHINES PHYSICS NOTES, REVISION QUESTIONS & ANSWERS

 

  1. State the law of conservation of energy.                                                                                      (1mk)

 

  1. Define the terms and state the I units of each.

         (i)    Work                                                                               (2mk)

         (ii)   Energy                                                                               (2mk)

         (iii)  Power                                                                             (2mk)

         (iv)   Machine                                                                          (2mk)

 

  1. Name a device that is used to convert;
  • Sound to electrical energy
  • Electrical energy to kinetic energy.
  • Electrical energy to sound energy
  • Electrical energy to light energy
  • Solar energy to electricity energy

 

 

KINETIC AND POTENTIAL ENERGY

 

  1. Differentiate kinetic energy from potential energy.(1mk)

 

  1. A hammer is used to hit a round piece of lead into a flat shape. It is observed that the temperature of the piece of lead rises through several degrees. State the energy transformation.                         (2mk)

 

  1. A ball rolls on a table in a straight line. A part from the transitional kinetic energy, state the other form of kinetic energy possessed by the ball.

 

  1. State the energy transformations that occur when a ball is kicked vertically                                                                             (1mk)
  2. A bullet of mass 20g traveling at 400ms-1 is stopped by a concrete wall. Calculate the amount of energy transferred to the wall.         (2mks)

 

  1. A stone of mass 24kg is dropped down from a building 50m Calculate the KE gained as it hits the ground.

 

  1. A ball is dropped vertically from the top of a cliff. If it attains a velocity of 20m/s as it hits the ground, find the height of the cliff.

 

  1. A 50 tonne rocket takes off vertically and attains a velocity of 800m/s at an altitude of 20km. calculate at this point;
  • Its KE
  • Its PE

 

 

  1. A metal ball suspended vertically with a wire is displaced through an angle as shown in the diagram below. The body is released from A and swings back to ‘B’. Given that the maximum velocity at the lowest point B is 5 m/s. Find the height h from which the ball is released.
B
A
4m
h

 

 

 

 

 

 

 

 

 

  1. The figure below shows a swinging pendulum.
C
B
A

 

 

 

 

 

 

 

 

 

State the energy conservation taking place as the pendulum moves from A to B and B to C                                                                      (2mk)

 

  1. The figure shows a simple pendulum of length 80cm. The pendulum bob whose mass is 50g oscillates between points A and B, through its rest position   A and C are both 80cm higher than B.

 

C
B
A
  h=80cm

 

 

 

 

 

 

 

 

 

  1. a) i) indicate with an arrow, on the path ACB, the direction of the greatest velocity of the bob as it moves from A to B.                          1mk
  2. ii) State the form of energy possessed by the pendulum bob at point A. 1mk

 

  1. b) Determine:
  2. i) The velocity of the bob at point C, 3mk
  3. ii) The tension in the string as the bob passes point C. 3mk

Take acceleration due to gravity g=10m/s2)

 

 

 

 

 

 

  1. The figure below shows a 200g mass placed on a frictionless surface and attached to spring.
Spring

 

200g

 

 

 

 

 

 

 

 

 

The spring is compressed and released. Given that the elastic potential energy of the compressed spring is 2.7 x 10-2 J, determine the maximum speed with which the block moves after it is released.                                  (4mk)

 

  1. A body is released from a height h. sketch a graph of potential energy against kinetic energy as the body falls to the ground.        (2mk)

 

P.E (J)
12
2
4
6
8
10
2
4
6
8
Height (m)
10
  • The figure below shows how the Potential Energy (P.E) of a ball thrown vertically upwards. On the same axes, plot a graph of kinetic energy of the ball.

 

 

 

 

 

 

 

 

 

  1. A load of 100N is raised 20m in 50s. Calculate;
  • The gain in potential energy
  • The power developed

 

  1. A body of mass m initially at rest is acted on by a force F for a time t, as a result its velocity changes to a final value v.
  2. a) Use this information to show that the gain is kinetic energy E= ½ mv2
  3. b) Calculate the kinetic energy of a car of mass 1000 kg traveling at 36km/h

 

  1. A man uses a bow to fire an arrow of mass 2kg vertically upwards into the air. He stretches the bow by 0.15m with a maximum force of 100N

(i)     Calculate the energy transferred to the arrow           (3mks)

(ii)    Calculate the speed with which the arrow leaves the bow assuming all energy is transferred to the arrow                                   (2mks)

(iii)   Determine the greatest height reached by the arrow before it begins to fall                                                                                    (3mks)

(iv)   Calculate the time the arrow will remain in the air               (3mks)

 

  1. A body has 16 Joules of kinetic energy. What would be its kinetic energy if its velocity was double?

 

  1. The initial velocity of a body of mass 50kg is 10ms1. A constant resultant force of 15N is then applied. How long will it take before the kinetic energy doubles                                                            (4mks)

 

  1. A boy lifts 80 sand bags from the floor of a room onto a shelf 6m high in 100s.

(i)  Find the useful work done in lifting the sand bags.        2mks

(ii)  State the total potential energy developed when all the sand bags are

on the shelf                                                            1mk

(iii)  Determine the boy’s useful  power output.                           2mks

(iv)  One sand bag fell from the shelf.  Explain what happens to its kinetic

energy when it hits the ground.

 

  1. A pump draws water from a tank and issues it from the end of a hosepipe which is 2.5m vertically above the level from which the water is drawn. The cross –sectional area of the hosepipe is 1.0 x 10-3m2 and the water leaves the end of the hosepipe at a speed of 5m/s. Calculate the power of the pump. (density of water = 1000Kg) (125Watts)

 

  1. A load of 60kg moves from rest  position to a point E along a frictionless path ABCDE
2
4
6
8
10
Height (m)
 
D
B
A
C
E
F
12

 

 

 

 

 

 

 

 

 

 

 

(a) Calculate the

(i)  Maximum Kinetic energy of the load.                           (3mks)

(ii)  Maximum velocity                                                      (3mks)

(iii) Velocity at C                                                              (3mks)

 

  1. The graph below was obtained in an experiment to investigate the stretching of materials.
8
0
2
4
12
6
10
0
80
160
240
1200
40
200
Extension (cm) (volts)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(i) Determine the constant of the spring used.                           (2mk)

(ii) Determine the elastic limit of the material.                           (1mk)

(iii)Determine the work done on the spring by a force of 120N.(3 mk)

 

WORK

  1. A girl carries 20 litres of water in a jerry can on her head and walk fro 200m on a horizontal level ground. Explain why the girl does no work (assume air resistance is negligible).

 

  1. A certain machine uses an effort of 400N to raise a load of 600N. If the efficiency of the machine is 75% determine its velocity ratio.        (3mk)

 

  1. A force of 120N stretches a spring by 15cm. How much work is done in stretching this spring by 20cm?
  2. A crane lifts a load of 2000kg through a vertical distance of 0m in 6 seconds. Determine the;
  3. Work done         (2mk)
  4. Power developed by the crane (2mk)

          iii)   Efficiency of the crane given that it is operated by an electric

motor rated 12.5 kW

 

  1. A crane lifts a load of 500 kg through a vertical distance of 2m in 8 s determine
  2. Work done by the crane                                        (2mk)
  3. Power developed by the crane                               (2mk)
  • Efficiency of the crane given that its operated by all  electric motor rated  2kW                                                         (2mk)
  1. State two effects which  contribute to the efficiency  being less  than 100%                                                                   (2mk)

 

  1. A lady of mass 80kg walks up a flight of 10 stairs each 20 cm high in 5 s. Determine the power she develops.        (3mk)

 

  1. 210 litres of water is pumped through a height of 20m in 2 minutes. Determine the power rating of the of the pump if it is 75% efficient                                                  (3mks)
  2. The energy wasted in using a machine is 600J. If the machine is 70%  Calculate the volume of water pumped by the machine through a height of 15m.                                                                  (3mks)

 

  1. A force of 6N extends a spring by 2m. Calculate the work done in extending the spring                                               (3mk)

 

  1. A bullet of mass 8 g traveling at 400 m/s is stopped by a concrete wall. Calculate the amount of heat energy transferred to the wall.  (2mk)

 

2000
4000
6000
-2000
-4000
-6000
Force (N)
10
0
20
30
40
50
60
70
80
Distance (m)
A
B
C
D
E
F
G
H
I
  • The fig. below shows a force distance graph for a car being on a horizontal ground

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. a) Calculate the total work done
  2. b) If the velocity just before reaching point D is 6m/s, calculate the power developed by the agent providing the force at this point.

 

  1. The figure below shows a body being acted upon by a varying force over a

distance of 5m.

 

Force (N)
Distance (m)
20
10
2
4
1
-10
3
5
-20
-30

 

 

 

 

 

 

 

 

 

 

  1. The figure below shows a force – distance graph for a motorbike moving

with a varying force for 20seconds over a distance of 50m.

100
200
300
-100
-200
-300
0
10
20
30
40
Distance (m)
50

 

 

 

 

 

 

 

 

 

 

 

 

Calculate

  1. The average velocity
  2. The total work done
  3. The power developed by the motor bike

 

  1. Figure below shows a force distance graph for a car being moved on a

horizontal ground

Distance (m)
A
F
10
1500
20
30
     40
-500
-1000
500
1000

 

 

 

 

 

 

 

 

 

 

 

(i)  Calculate total work done when the car moved from A to F.

(ii)  Determine the power of the car if it takes 0.6 seconds to move it from A to F.

 

 

 

 

 

  1. Figure below shows a force distance graph for a car being moved on a horizontal ground
 
50
60
L
Distance (m)
K
    F
10
1200
20
30
     40
-400
-800
400
800

 

 

 

 

 

 

 

 

 

 

 

 

(i)  Calculate total work done when the car moved from K to L.         (4mk

(ii)  Determine the power of the car if it takes 8s to move it from K to L.

(2mk

                                                           

  1. Define the following terms as used in machines
  • Mechanical advantage (1mk)
  • Efficiency (1mk)
  • Velocity ratio (1mk)

 

  1. State the factor that affects / determines each of the following in a machine.

         (i)    Mechanical advantage (M.A)                  (1mk)

         (ii)   Velocity Ratio (V.R)                                        (1mk)

 

  1. State two reasons why the efficiency of a machine is always less than 100%                                                    (2mk)
  2. In a wheel and axle system, state the advantage of having a large wheel diameter compared to the diameter for a frictionless system. (1mk)

 

 

LEVERS

  1. Figure shows a hydraulic press system using a lever of negligible mass on the side of a small piston pivoted at point P. A force of 200N is applied at R.
P
100 cm
50 cm
Liquid
Area= 180cm2
A Bale
200 N
A =50 cm2
R

 

 

 

 

 

 

 

 

 

(i)     Calculate the force F exerted by small piston on the liquid.          (2mks)

(ii)     Find the weight of the Bale supported by the large piston    (2mks)

 

 

 

  1. Figure below shows a simple bottle opener being used to remove the top from a bottle which is the position of the load, fulcrum and effort? (1mk)

 

B
C
A

 

 

 

 

 

 

  1. Figure shows a lever
5m
20m
 60N

 

 

 

 

 

 

Determine

  • The effort applied
  • The VR.
  • The MA.
  • The efficiency.
  • Suggest two ways in which the mechanical advantage could be increas

 

  1. The figure below shows a wheel of mass 10kg and radius 1 m being pulled by a boy against a step 4 m high. What force is just sufficient to turn the wheel so that it will rise over the step
 0.4m
Boy

 

 

 

 

 

 

 

  1. Figure shows a hydraulic press system using a lever of negligible mass on the side of a small piston pivoted at point P. A force of 100N is applied at R.

 

Liquid
10 cm
5 cm
100 N
    P Fixed

 

R

 

 

 

 

 

 

 

Calculate

  • (i) The force F exerted by small piston on the liquid.
  • (ii) The VR of the lever.
  • (iii) The MA of the lever.
  • (iv) The efficiency of the lever.

 

 

 

  1. The figure shows a device for closing a steam outlet. The area of the piston is

4.0 x 10-4m2 and the pressure of the steam in the boiler is 2.0 x 105Nm‑2.

Cork
15m
Pivot
45cm
Steam pressure from boiler

 

  W

 

 

 

 

 

 

 

 

 

Determine

  • (i) The weight W the weight W that will just hold the bar in the horizontal position shown.
  • (ii)
Slave piston
  • The VR of the lever.
  • (iii) The MA of the lever.
  • (iv) The efficiency of the lever.

 

  1. State one advantage of hydraulic brakes over mechanical brakes. (1mk)

 

 

 

WHEEL AND AXLE

  1. The machine wheel and axle has a lot of application in real life. Name any two practical examples of such machine. (2mks)

 

  1. A machine consists of a wheel of radius 40cm and axle of radius 10cm. Determine its efficiency when used to lift a load of 300N using an effort of 100N                                 (3mk)

 

  1. A machine with a wheel of diameter 1.2m and an axle of diameter 0.4m lifts a lot of mass 9kg with an effort of 100N. Given that the acceleration due to gravity is 10m/s2

(i)     The velocity ratios of the machine                                          (1mk)

(ii)     The mechanical advantage of the machine                (1mk)

 

R
r
W
F
  Wheel
  Axle
  • The figure below shows a wheel and axle being used to raise a load W by applying an effort F. The radius of the large wheel is R and of the small wheel r as shown

 

 

 

 

 

 

 

(i) Show that the velocity ratio (VR) of this machine is given by R/r. (2mks)

(ii) Given that r =7cm, R = 10.5cm, determine the effort required to raise a

load of 40N if the efficiency of the machine is 75%                 (3mks)

 

Load   200N
   Effort=40N
Wheel
Axle
  • The figure below shows the cross – section of a wheel and axle of radius 3 cm and 1cm respectively used to lift a load. Use it to answer the questions that follow.

 

 

 

 

        

 

Calculate:`

(i)    The mechanical advantage (M.A) of the system.                (2mks)

(ii)   The velocity ratio (V.R) of the system.                               (2mks)

(iii)  The efficiency of the machine.                                           (2mks)

 

  1. A machine consisting of a wheel of radius 50cm and an axle of radius 10cm is used to lift a load of if the efficiency of the system is 75%. Calculate the effort needed        (3mk)

 

  1. the figure below shows a windless. An effort is applied on the handle which is turned on a radius of 60 cm. As the handle turns, a rope is wound around the drum of diameter 24 cm, thus raising a bucket of water out of the well
Handle
  24cm
 60cm

 

 

 

 

 

 

 

  1. a) If an effort of 20N is needed to lift a bucket full of water of mass 8kg, Calculate:

(i) the energy gained by the mass when the drum turns through one

revolution                                                                   (3mks)

(ii) The work done by the effort during this revolution       (3mks)

  1. b) Suggest a reason why the two quantities in a(i) and (ii) are not equal (1mk)
  2. c) Calculate:

(i) the velocity ratio of the machine                                           (1mk)

(ii) the efficiency of the windlass                                      (2mks)

  1. d) Describe with a reason how the effort required to lift the bucket of water varies from the point where it is under water to where the whole bucket leaves the water surface                           (2mks)

 

     INCLINED PLANES

  1. Figure below shows an inclined plane.
h
ϴ
Load
Length L

 

 

 

 

 

 

Show that the velocity ratio                                             (3mks)

 

  1. A person pulls a box of weight 750N up an inclined plane 6m long using a force of 500N as shown in figure below.
h
500N
300
750N
      6m

 

 

 

 

 

 

  • (i) The VR
  • (ii) The height h
  • (iii) The work done by effort.
  • (iv) The useful work done.
  • (v) The efficiency of the plane.

 

  1. A block of mass 50kg is pulled up an inclined plane by a force of 200N until it gets to the top as shown below
 30Kg
2m
300
200N

 

 

        

 

200N

 

 

 

 

(i) Find the work done by the force in moving the block up the incline.         (3mk)

(ii) Find the work done on the block against gravity.                           (2mk)

 

  1. A man uses an inclined plane to lift a 50kg mass thru a vertical height of 4m.if the plane is 5% efficient and makes an angle of 300 with the horizontal, calculate;
  • The VR
  • The effort needed
  • The work output
  • The work input.
  • The work done against friction.

 

  1. An inclined plane of length 12m and vertical height 3m is used to lift a load L using an effort of If the plane has an efficiency of 80%. Find the load L.

 

  1. A person pulls a box of mass 30kg up an inclined plane 5m long at a constant speed as shown in figure below.
F
300
30kg
5m

 

 

 

 

 

 

If the friction force between the plane and the block is 100N, Find:

  • The effort that must be exerted on the box for it to move up the incline at a constant speed
  • The gain in potential energy of the box while at the top of the incline
  • The work done by the person in pulling the box
  1. The figure below shows a trolley of weight 20N pulled by a force of 4N from the bottom to the top of an inclined plane at a uniform speed.
Weight

 

h =5 m
  D = 40 m
Effort E

 

 

 

 

 

 

 

 

 

  1. (i) State the value of the force acting downwards along the inclined plan                                                                    (1mk)
  2. ii) Explain how the value in part (a) (i) is obtained            (2mk)
  3. b) For the system, determine the:
  4. i) Mechanical advantage:                                                                                                                           (2mk)
  5. ii) Velocity ratio;                                                                                                                                        (2mk)

iii)  Efficiency.                                                                            (2mk)

 

  1. The following diagram shows a load of 50N being raised by pulling it along an Inclined plane of length 0m.
h =0.5
  2m
22N

 

 

 

 

 

 

Determine

  1. i) The work done by the 22 N force
  2. ii) The work done against the load

iii)  The efficiency of the system

  1. iv) Why is the efficiency less than 100%

 

  1. The figure below shows an inclined plane placed at 300 to the horizontal so that it can be used to raise a load through a height ‘h’. The efficiency is 96%.
Effort
h
300
Load

 

 

 

 

 

 

 

(i) Determine Velocity Ratio of the machine                                (2mks)

(ii) the efforts needed to move a load of 800N along the plane at a constant

velocity.                                                                                   (2mks)

(b) (i) Draw a block and tackle pulley system of velocity ratio 4. In your

diagram, Show the effort and load position.                    (2mks)

(ii) If the pulley system raises a load of 100N at steady rate. Calculate

the efforts required to raise the load if it is 80% efficient.         (2mk)

  1. A girl of mass 50 kg climbs up a ramp 200m long inclined at an angle 100 to the horizontal. Calculate the minimum work done by the girl. (3mk)

 

  1. A man used a wooden plank to lift a log of wood from the ground to a stationary lorry on a flat ground as shown in figure below. The wooden plank was inclined at an angle of 300 to the ground.
300
Log
Wooden plank

 

 

 

 

 

 

(i) Indicate with an arrow on the diagram, the direction of the effort and the

load.                                                                                   (2mks)

(ii) Calculate the velocity ratio of the set up.                               (2mks)

(iii)    Calculate the mechanical advantage of the set up if its efficiency is 65%.                                                                                                       (2mks)

 

THE SCREW

  1. A screw advances 1mm when the screw is turned through two What is the pitch of the screw?

 

  1. The figure below shows a cross-section of a handle of a screw jack 70 cm long and pitch of the screw is 8 cm.
0.8cm
70 cm
Handle
Load
Base

 

 

 

 

 

 

 

 

Given that the efficiency is 60%, calculate:

  1.  i) The velocity ratio of the system.                                            (2mk)
  2. ii) If an effort of 50N is applied calculate the load that can be lifted.     (3mk)

 

0.5cm
25cm
  • The handle of screw jack shown below is 25cm long and the pitch of the screw is 5cm.

 

 

 

 

 

 

(i)     What is the velocity ratio of the system.                              (3mk)

(ii)     What force must be applied at the end of the handle when lifting a load of 3300N if the efficiency of the jack is 70%.                  (3mk)

  1. An effort of 40N is applied to the car jack whose hand moves through a circle of radius 5cm. The pitch of the screw is 2.5mm. Determine the efficiency of the jack if the mass of the car is 252kg

 

THE GEARS 

  1. The fore gear of bicycle has 48 teeth while the rear one has 24 teeth. Find its VR.
  2. Calculate the VR of the gears below
32 teeth
16 teeth
EFFORT
LOAD

 

 

 

 

 

 

 

 

  1. Calculate the combined VR of the gears below.
LOAD
EFFORT

 

 

 

 

 

 

 

 

  1. Figure shows part of a bicycle

 

 

32 teeth
16 teeth
Chain
20cm
50cm

 

 

 

 

 

 

 

 

 

Determine;

  1. i) The velocity ratio                                                      (4mk)
  2. ii) Efficiency of the bicycle if its mechanical advantage is 15     (3mk)

 

THE BELT AND THE GEARS 

  1. Calculate the VR of the pulley belt below
Effort

 

Load
R=50cm
r=20cm

 

 

 

 

 

 

 

  1. In the figure below, the effort wheel has 32 teeth and a radius of 36cm while the load wheel has 16 teeth and 9cm. calculate the V R of the machine.
Effort

 

Load

 

 

 

 

 

 

 

  1. A bicycle has a driving cogwheel of radius 10cm and 24 teeth. The driver rear cog wheel has a radius of 4cm and with 8 teeth.

For the cog-wheel system determine

(i)  Velocity ratio.                                                                                                           (2mks)

(ii)  The efficiency.                                                                                                         (3mks)

 

  1. A bicycle has a driving cogwheel of radius 10cm and 24 teeth. The driver rear cog wheel has a radius of 4cm and with 8 teeth.

For the cog-wheel system determine

(i)  Velocity ratio.                                                                              (2mk)

(ii)  The efficiency.                                                                             (3mk)

 

PULLEYS

  1. Draw a block and tackle pulley system of velocity ratio 4. In your diagram, Show the effort and load position. If the pulley system raises a load of 100N at steady rate. Calculate the efforts required to raise the load if it is 80%                                                                              (4mks)

 

  1. A mechanic uses a pulley system with a velocity ratio of 6 to raise an engine, of weight 2800N through a vertical distance of 5m. The mechanic pulls with an effort of 500N. Calculate
  2. The effort distance. (2mk)
  3. The work done by the effort (mechanic) (2mk)
  • The useful work done by the pulley machine. (2mk)
  1. The mechanical advantage of the machine. (2mk)
  2. The efficiency of the machine.          (2mk)
  3. State two reasons why the efficiency of a machine is always less than 100%  (2mk)
  4. Draw a pulley system of velocity ratio 5 and having a total of 4 pulleys and explain why its efficiency reduces as the size of the load reduces.(3mk)

 

  1. The diagram fig below shows a system of four pulleys. Show on the diagram how the string can be fixed so that the pulley has a VR of 3

 

 

 

 

 

 

 

 

  1. The figure below shows a single fixed pulley being used to lift a load.
Effort
Load

 

 

 

 

 

 

 

 

 

State;

  • The mechanical advantage of the pulley            (1mk
  • The velocity ratio of the pulley     (1mk)

 

  1. A man used the pulley system shown below to raise a 3kg load through a height of 5m using an effort of 25N
3kg

 

E

 

 

 

 

 

 

 

 

 

 

(a) Through what distance does the end E of the rope move       (2mk)

(b) Given that the pulley system is frictionless and that the efficiency is 75 %, find

(i)    The mechanical advantage of the system                  (3mk)

 (ii) The mass of the lower pulley                                             (2mk)

 

Pulley 2

 

Pulley 1

 

Load
Effort =500 N
  • The figure below shows a pulley system used to raise a load by applying an effort of 500N

 

 

 

 

 

 

 

 

 

 

 

State the:

  • Velocity ratio of the system. (1mk)
  • Purpose of pulley 2. (1mk)
  • Given that the machine has an efficiency of 80%, determine the maximum load that can be raised.          (3mk)

 

 

  1. A pulley system has two pulleys on the lower block and one pulley on the upper block. In order to raise the load of 6N, an effort of 2N is applied.
    • Draw a sketch to show the pulley system. (3mk)
    • Calculate the efficiency of the pulley system         (3mk)
    • If the lower block weighs 4N what friction force opposes the motion?       (3mk)

 

0
     EFFFICIENCY

 

LOAD (N)
100 %
  • Figure shows the relationship between the efficiency and the load for a pulley system

 

 

 

 

 

 

 

 

Explain the shape of the curve                                                   (1mk

 

10kg

 

80N
  • Using the pulley system shown, a mass of 10kg is raised 2m by an effort of 80N

 

 

 

 

 

 

 

 

 

(i) How much potential energy does the load gain?                             (1mk)

(ii) How far does the effort end move in order to raise the load by 2m    (1mk)

(iii) How much work is done by the effort.                                           (1mk)

(iv) What is the efficiency of these pulleys?                                         (2mks)

(v) If all the wasted energy is used to lift the bottom pulley, how much does

the pulley weigh?                                                                (3mks)

 

  1. Figure shows a pulley system
40kg

 

150N

 

 

 

 

 

 

 

 

 

 

(i)    What is the velocity ratio of the system                              (1mk)

(ii)   Calculate the efficiency of the system                                 (3mks)

(iii)  Give two reasons why efficiency is not 100%            (2mks)

  1. A block and tackle is made up of the two pulley wheels on top and one pulley wheel at the bottom as shown below.

 

 

 

 

 

 

 

 

  • Draw the string which passes over the wheels and indicate where the

effort and load is applied.                                                          (2mk)

  • What is the velocity ratio of the machine?          (1mk)
  • A load of 600N is lifted by an effort of 250N. Determine
  • The mechanical advantage of the system. (1mk)
  • The efficiency of the system. (2mk)
  • State two reasons why the efficiency of a machine is always less than 100%          (2mk)

 

  1. Figure shows a block and tackle pulley system lifting a load of 900N
Effort
900N

 

 

 

 

 

 

 

 

 

 

 

  • Determine the velocity ratio of the machine. (1mk)
  • If an effort of 225N is required to lift the load using the machines,

determine the efficiency of the pulley system.                             (3mk)

  • In the space provided below, sketch a graph of efficiency against load for

the system                                            (2mks)

 

  1. The Figure below shows a machine being used to raise a load.
Load
Effort

 

 

 

 

 

 

 

 

 

 

  1. a) Determine the velocity ratio (V.R) of the machine.             (1mk)

(b)     If a load of 800N is raised by applying an effort of 272N, determine the efficiency of the machine.                (2mk)

  1. A block and tackle is made up of three pulley wheels on top and two pulley wheels at the bottom as shown below.
Load

 

 

 

 

 

 

 

 

 

 

 

 

(a)    Complete the diagram by drawing the chain which passes over the wheels

and   indicate where the effort is applied                   (2mk)

(b)   What is the velocity ratio of the machine                   (1mk)

(c)   A load of 1120N is lifted by an effort of 250N

Determine

         (i)    The mechanical advantage (M.A) of the system          (1mk)

(ii)   The efficiency, E, of the system                                 (2mk)

(d)   How much percentage energy is wasted in the above system           (1mk)

0
     EFFFICIENCY

 

LOAD (N)
100 %

(e)    Using the axes given below, sketch a graph of efficiency,  E, against load                                                                                                               (2mk

 

 

 

 

 

 

 

Draw a block and tackle system with a velocity ratio of 5.   (2mk)

 

  1. The pulley system in the diagram has two wheels in each block.
L

 

 

 

 

 

 

 

 

 

 

 

  1. a) Complete the diagram to show the string as the pulley is being used to lift the load L.          (1 mk)
  2. b) The block and tackle pulley system is used to investigate relationship between mechanical advantage and efficiency.

(i) State the measurements to be taken in this investigation. (2mk)

 

50N
E=50N
  • The figure below shows a pulley used to raise a load of 50N.

 

 

 

 

 

 

 

 

 

  1. a) What is the velocity ratio of the system?                   (1mk
  2. b) Determine the mechanical advantage.                      (1mk)

 

  1. A load was raised using the system shown below as in figure (a). The system was then modified as shown in figure (b) and used to raise the same load.

 

L

 

E
(b)
E
(a)
L

 

 

 

 

 

 

 

 

(i)     The block and tackle system in (b) above was used to lift a load of 80kg. Given that its efficiency is 80%.  Calculate the effort applied to lift the load.                                                     4mk)

(ii)     Explain the change in efficiency.

 

  1. Figure shows a pulley system being used to raise a load.
Load

 

E

 

 

 

 

 

 

 

 

 

This pulley system has an efficiency of 75%.

         (i)    Determine the velocity ratio of the system.                        (1mk)

         (ii)   Calculate the mechanical advantage of the pulley system.         (2mks)

         (iii) What effort is required to raise a load of 240kg?                (2mks)

         (iv)   Calculate the work done by a person using this machine in raising a

load of 120kg through a vertical distance of 2.5m             (3mk)

         (v)    Give two reasons to explain why the efficiency of a machine cannot

be 100%.                                                                       (2mk)

 

 

 

  1. In the arrangement shown, the mass of 30 kg hanging on the pulley helps to raise the unknown load. The person pulling up the other string finds that he had to do 800 Joules of work in order to raise the load 4m.
Pull up
30kg
Unknown mass

 

 

 

 

 

 

 

 

 

 

  1. a)     Calculate the value of the unknown mass.
  2. b)       State the assumptions you make in calculating the value (a) above
  3. Using a pulley system, a girl lifts a load of 1800N using an effort of 400N. If the system is 65% efficient, determine the velocity ratio of the system.

 

  1. Sketch a labeled diagram to show how an arrangement of a single pulley may be used to provide a mechanical advantage of 2.

 

HYDRAULIC MACHINES

 

  1. A hydraulic brake system of a car has a master piston of radius of 7cm while that of the slave piston is 21 cm.

              (i)  Find the velocity ratio of the system.         (1mk)

(ii)  If a force of 1800 N is experienced at the slave piston find;

  • The force exerted at the master piston
  • The efficiency of the system

 

  1. The diagram below shows the principle of the hydraulic car jack that has a master piston of radius 7cm and slave piston of radius 21 cm.

 

Oil
Slave piston
300N

 

1800N
Master piston

 

 

 

 

 

 

 

 

 

(i)    Determine the velocity ratio of the hydraulic jack

(ii)   If the small piston moves down a distance of 7.2cm, determine how far upwards the larger piston moves.

(iii)  Determine;

  • The effort exerted at the master piston
  • The efficiency of the system

 

 

 

  1. The figure below shows a hydraulic lift used to lift a load L. The effort applied is 150N at the end of a lever 36cm long and pivoted at the other end and, plunger is 6cm from the pivot. The area of the plunger piston C is 4cm2 and that of the load piston D is 400cm2.
30 cm
Plunger

 

C = 4cm2
Liquid
6 cm
150 N
    P Fixed

 

R
D = 400cm2
L

 

 

 

 

 

 

 

Calculate

  • (i) TheR of the lift
  • (ii) The effort exerted at the effort piston
  • (iii) The A of the system
  • (iv) The efficiency of the system

 

  1. The figure below shows a hydraulic press system using a lever of negligible mass on the side of a small piston pivoted at point P. A force of 400N is applied at R.
P
100 cm
50 cm
Liquid
Area= 360cm2
A Bale
400 N
A =30cm2
R

 

 

 

 

 

 

 

 

Calculate

 (i)  The effort exerted at the smaller piston.

 (ii)   The V.R of the lift

 (iii) The M.A of the system

 (iii)   The efficiency of the system

 (iv)   What is the pressure exerted at the larger piston?              (3mk)

 

  1. The diagram below represents a motor car hydraulic braking system
Brake pedal
Master piston
Slave piston
80cm2
15cm
5 cm
16cm2

 

 

 

 

 

 

 

 

(i)    State the property of the liquid used as brake fluid

         (ii)   Find the velocity ratio of the system.

(iii) An effort of 120N is applied on the brake pedal, calculate

(a)    The force applied to the master piston

(b)   The force experienced at the slave piston

(c)    The efficiency of the system

R
A =40 cm2
P
Liquid
Area= 320cm2
A Bale
30 cm
200N
20 cm
  • The figure below shows a hydraulic press system using a lever of negligible mass on the side of a small piston pivoted at point P. A force of 200N is applied at R.

 

 

 

 

 

 

 

 

(i)      State the property of the liquid used as brake fluid              (2mk)

       (ii)     Find the velocity ratio of the whole system.                              (2mk)

(iii)    Calculate the

  • Force exerted on the smaller piston.   (2mk)
  • If the smaller piston moves down by 12m, by what height does the

larger piston raise the load.                                              (3mk)

 

  1. The diagram below represents a motor car hydraulic braking system
Pivot
Brake pedal
Master piston
Slave piston
80 cm2
12cm
2 cm
60 cm2

 

 

 

 

 

 

 

 

(i)    State the property of the liquid used as brake fluid                     (1mk)

         (ii)   Find the velocity ratio of the system.         (1mk)

(iii) An effort of 300N is applied on the brake pedal, calculate

(a)    The force applied to the master piston                      (2mk)

(b)   The force experienced at the slave piston                  (2mk)

(c)    The efficiency of the system                            (2mk)

 

  1. The figure below shows a hydraulic lift used to lift a load.
200N
 2 cm2
P
80cm2
Hinge
50 cm
LOAD
20cm
Q
10cm

 

 

 

 

 

 

 

 

 

 

 

 

Calculate

  1. The effort exerted at the smaller piston Q          (2mk)
  2. Calculate the load that can be supported by the above machine at P (2mk)
  3. TheR of the system                                            (3mk)
  4. The A of the system                                            (3mk)
  5. The efficiency of the system          (2mk)

 

  1. The figure below shows an effort of 100N being on a single moving pulley to exert a pressure on a gas in a cylinder.
F = 100N
1m

 

T
3m

 

Piston
String
Gas

 

 

 

 

 

 

 

 

 

 

 

 

The area of the piston is 10cm2 and the volume of the gas is 20cm3.The

weight of the pulley, beam and frictional forces at the moveable part are taken

zero. If the beam is equilibrium:

  1. i) Calculate the force acting on the piston. (2mk)     (300N)
  2. ii) Calculate the pressure exerted on the gas by the piston.      (2mk)

(iii) If the effort applied on the pulley is 200N, by what distance has the pivot

been moved if the pressure remains constant. (2mk)

( 300x (1+x) = 200 x (3-x))=                                             0.6m

  1. iv) Now the pivot is moved towards the pulley and the piston of different cross section area is used. If the pressure exerted on the gas becomes 5×107 Pa and the cross section area of the new piston is 5cm2. What is the amount of force acting on the piston? (2mk) (= 7.5 x 103N)

 

  1. The figure below shows a hydraulic lift system. The radius of the small piston is 3 cm while that of the larger piston is 9cm. a force of 90Nis applied to the

smaller piston.

90N
LOAD
r = 9cm
 r = 3cm

 

 

 

 

 

 

 

 

 

 

Determine the:

(i)     Maximum load that can be lifted.                                               (3mk)

(ii)     Efficiency of the system.                                                            (3mk)

 

THE PUMP

  1. An electric pump can raise water from a lower-level reservoir to the high level reservoir at the rate of 0 x 105 kg per hour. The vertical height of the water is raised 360m. If the rate of energy loss in form of heat is 200 kW, determine the efficiency of the pump.

 

  1. When an electric pump whose efficiency is 70% raises water to a height of 15m, water is delivered at the rate of 350 litres per minute.

(i)     What is the power rating of the pump?

(ii)     What is the energy lost by the pump per second?

 

  1. A pump is used to spray water from a pool to form fountain.

         (i)    Determine the minimum power of the pump if it ejects 50 litres of water per minutes and spray reached a height of 5 m.                   (3mk)

         (ii)   Give a reason why water often returning to the pool has a different temperature from that which left the pump.                  (2mk)

 

 

GRAPH

  1. In an experiment using a pulley system, results collected were used to plot the graph below. From the graph, determine the velocity ratio of the system.3mk
0
0.2
EFFICINCY (%)
0.7
0.4
30
20
40
60
80
100
50
70
10
90
0.5
0.3
0.1
0.8

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

iii) Explain  the shape of the graph.                                   1mk

 

  1. The pulley system in (a) above was used to find the relation between load and minimum effort required to raise the loads. The results obtained are shown below.
Load (N) 1.0 2.0 3.0 4.0 5.0 6.0
Effort(N) 1.0 1.5 2.0 2.5 3.0 3.5
Mechanical advantage   1.33     1.67 1.71
Efficiency %   66.5     83.5 85.5

 

Complete the table above                                                         (2mk)

  • Plot a graph of efficiency ( y- axis) against load on the graph paper

provided on the next page.                                      (4mk)

  • Estimate the maximum useful efficiency from the graph for large load.

(1mk)

  • State one reason for pulley system being less than 100%

(1mk

  1. In an efficiency test carried out on this machine, the following results

were obtained.

Load in Newton’s 20 80 140 220 300
Effort in Newton’s 10 25 40 60 80

 

 

 

  1. i) Plot a graph showing how the efficiency varies with the load on the graph

paper provided.                                                                   (7mk)

  1. ii) Comment on the variation of the efficiency with the load and give a reason

for this variation.                                                                  (1mk)

  1. The table below shows the results obtained in an experiment to determine the performance of a single string pulley system with a velocity ratio of five.
Load (N) 50 100 200 300 400 500 600
Effort (N) 30 45 65 85 105 125 145

 

 

 

         (i)    Plot a graph of load against effort                             (5mk)

(ii)     Use your graph to determine the mechanical advantage and

efficiency    corresponding to a load of 450 N            (4mk

 

 

SCHEEM

State one advantage of hydraulic brakes over mechanical brakes.    (1mk)

Hydraulic brakes are more efficient hence require less effort than mechanical ones.      P                                                                                                               (1mk)

 

A load was raised using the system shown below as in figure (a). The system was then modified as shown in figure (b) and used to raise the same load.

L

 

E
(b)
E
(a)
L

 

 

 

 

 

 

 

(i)     The block and tackle system in (b) above was used to lift a load of 80kg. Given that its efficiency is 80%.  Calculate the effort applied to lift the load.                                                     4mk)

(ii)     Explain the change in efficiency.

Since the velocity ratio has increased, the efficiency has also increased. P1

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PHYSICS FORM 3 NOTES LATEST

CHAPTER SIX

WAVES II                          

Properties of waves

Waves exhibit various properties which can be conveniently demonstrated using the ripple tank. It consists of a transparent tray filled with water and a white screen as the bottom. On top we have a source of light. A small electric motor (vibrator) is connected to cause the disturbance which produces waves.

The wave fronts represent wave patterns as they move along.

Rectilinear propagation

This is the property of the waves travelling in straight lines and perpendicular to the wave front. The following diagrams represent rectilinear propagation of water waves.

Refraction

This is the change of direction of waves at a boundary when they move from one medium to another. This occurs when an obstacle is placed in the path of the waves. The change of direction occurs at the boundary between deep and shallow waters and only when the waves hit the boundary at an angle.

Diffraction of waves

This occurs when waves pass an edge of an obstacle or a narrow gap, they tend to bend around the corner and spread out beyond the obstacle or gap.

Interference of waves

This occurs when two waves merge and the result can be a much larger wave, smaller wave or no wave at all. When the waves are in phase they add up and reinforce each other. This is called a constructive interference and when out of phase they cancel each other out and this is known as destructive interference.

A ripple tank can be used to produce both constructive and destructive waves as shown below in the following diagram.

 

Interference in sound

Two loud speakers L1 and L2 are connected to the same signal generator so that sound waves from each of them are in phase. The two speakers are separated by a distance of the order of wavelengths i.e. 0.5 m apart for sound frequency of 1,000 Hz.

 

If you walk along line AB about 2m away from the speakers, the intensity of sound rises and falls alternately hence both destructive and constructive interference will be experienced.

 

Stationary waves

They are also known as standing waves and are formed when two equal progressive waves travelling in opposite direction are superposed on each other. When the two speakers are placed facing each other they produce standing waves. A rope tied at one end will still produce stationary waves.

CHAPTER SEVEN

ELECTROSTATICS II

Electric fields

An electric field is the space around a charged body where another charged body would be acted on by a force. These fields are represented by lines of force. This line of force also called an electric flux line points in the direction of the force.

 

Electric field patterns

Just like in magnetic fields, the closeness of the electric field-lines of force is the measure of the field strength. Their direction is always from the north or positive to the south or negative.

Charge distribution on conductors’ surface

A proof plane is used to determine charge distribution on spherical or pear-shaped conductors. For an isolated sphere it is found that the effect is the same for all points on the surface meaning that the charge is evenly distributed on all points on the spherical surface. For appear-shaped conductor the charge is found to be denser in the regions of large curvature (small radius). The density of charge is greatest where curvature is greatest.

Charges on or action at sharp points

A moving mass of air forms a body with sharp points. The loss of electrons by molecules (ionization) makes the molecules positively charged ions. These ions tend to move in different directions and collide producing more charged particles and this makes the air highly ionized. When two positively charged bodies are placed close to each other, the air around them may cause a spark discharge which is a rush of electrons across the ionized gap, producing heat, light and sound in the process which lasts for a short time. Ionization at sharp projections of isolated charged bodies may sometimes be sufficient to cause a discharge. This discharge produces a glow called corona discharge observed at night on masts of ships moving on oceans. The same glow is observed on the trailing edges of aircrafts. This glow in aircrafts and ships is called St. Elmo’s fire. Aircrafts are fitted with ‘pig tails’ on the wings to discharge easily.

 

The lightning arrestors

Lightning is a huge discharge where a large amount of charge rushes to meet the opposite charge. It can occur between clouds or the cloud and the earth. Lightning may not be prevented but protection from its destruction may be done through arrestors. An arrestor consists of a thick copper strip fixed to the outside wall of a building with sharp spikes.

 

Capacitors and capacitance

A capacitor is a device used for storing charge. It consists of two or more plates separated by either a vacuum or air. The insulating material is called ‘dielectric’. They are symbolized as shown below,

 

 

 

Capacitance C = Q / V where Q- charge and V – voltage.

The units for capacitance are coulombs per volt (Coul /volt) and are called farads.

1 Coul/ volt = 1 farad (F)

1 µF = 10-6 F and 1pF = 10-12

Types of capacitors are;

  1. Paper capacitors
  2. Electrolyte capacitors
  3. Variable capacitors
  4. Plastic capacitors
  5. Ceramic capacitors
  6. Mica capacitors

 

Factors affecting the capacitance of a parallel-plate capacitor

  1. Distance between the plates: – reducing separation increases capacitance but the plates should not be very close to avoid ionization which may lead to discharge.
  2. Area of plate: – reduction of the effective area leads to reduction in capacitance.
  3. Dielectric material between plates: – different materials will produce different capacitance effects.

Charging and discharging a capacitor

 

When the switch S1 is closed the capacitor charges through resistor R and discharges through the same resistor when switch S2 is closed.

 

Applications of capacitors

  1. Variable capacitor: – used in tuning radios to enable it transmit in different frequencies.
  2. Paper capacitors: – used in mains supply and high voltage installations.
  3. Electrolytic capacitors: – used in transistor circuits where large capacitance values are required.

 

Other capacitors are used in reducing sparking as a car is ignited, smoothing rectified current and increasing efficiency in a. c. power transmission.

 

Example

A capacitor of two parallel plates separated by air has a capacitance of 15pF. A potential difference of 24 volts is applied across the plates,

  1. Determine the charge on the capacitors.
  2. When the space is filled with mica, the capacitance increases to 250pF. How much more charge can be put on the capacitor using a 24 V supply?

Solution

  1. C= Q / V then Q = VC, hence Q = (1.5 × 10-12) × 24 = 3.6 × 10-10
  2. Mica C = 250pF, Q = (250 × 10-12) × 24 = 6 × 10-9

Additional charge = (6 × 10-9) – (3.6 × 10-10) = 5.64 × 10-9Coul.

 

Capacitor combination

  1. Parallel combination – for capacitors in parallel the total capacitance is the sum of all the separate capacitances.

CT = C1 + C2 + C3 + ………..

 

  1. Series combination – for capacitors in series, the reciprocal of the total capacitance is equal to the sum of the reciprocals of all the separate capacitances.

1/ CT = 1 / C1 + 1 / C2 + 1 / C3

For two capacitors in series then total capacitance becomes,

CT = (C1 C2) / (C1 + C2)

 

Examples

  1. Three capacitors of capacitance 1.5µF, 2µF and 3µF are connected to a potential difference of 12 V as shown.

 

 

 

 

 

 

 

            Find;

  1. The combined capacitance
  2. The charge on each capacitor
  3. The voltage across the 2 µF capacitor

Solution

  1. 1 /CT = 1/ 1.5 + 1 / 3.0 + 1 /20 = 3/2 hence CT = 0.67 µF
  2. Total charge, Q = V C , (2/3 × 10-6) × 12.0 V = 8 × 10-6 = 8 µC.
  3. The charge is the same for each capacitor because they’re in series hence = 8 µC.
  4. V = Q / C, then V = 8 µC / 2 µF = 4 V.
  1. Three capacitors of capacitance 3 µF, 4 µF and 5 µF are arranged as shown. Find the effective capacitance.

 

 

 

 

 

Solution

Since 4 µF and 5 µF are in parallel then, CT = 9 µF, then the 9 µF is in series with 3 µF,

Hence CT = 27/ 12 = 2.25 µF

  1. Calculate the charges on the capacitors shown below.

 

 

 

 

 

 

 

 

 

Solution

The 2 µF and 4 µF are in parallel then combined capacitance = 6 µF

The 6 µF is in series with the 3 µF capacitor hence combined capacitance = 18 / 9 = 2 µF

Total charge Q = CV then Q = (2.0 × 10-6) × 100 = 2.0 × 10-4 C

The charge on the 3 µF capacitor is also equal to 2.0 × 10-4 C

The p.d across the 3 µF capacitor => V = Q / C => (2.0 × 10-4)/ 3.0 × 10_6

= 2/3 × 102 = 66.7 V

The p.d across the 2 µF and 4 µF is equal to 100 V – 66.7 V = 33.3 V,

Hence Q1 = CV = 2.0 × 10-6 × 33.3 = 6.66 × 10-5 C

Q2 = CV = 4.0 × 10-6 × 33.3 = 1.332 × 10-4 C

N.B

Energy stored in a capacitor is calculated as;

Work done (W) = average charge × potential difference

                       W = ½ QV or ½ CV2

Example

A 2 µF capacitor is charged to a potential difference of 120 V. Find the energy stored in it.

Solution

W = ½ CV2 = ½ × 2 × 10-6 × 1202 = 1.44 × 10-2 J

 

 

 

 

 

 

 

CHAPTER EIGHT

HEATING EFFECT OF AN ELECTRIC CURRENT

When current flows, electrical energy is transformed into other forms of energy i.e. light, mechanical and chemical changes.

 

Factors affecting electrical heating

Energy dissipated by current or work done as current flows depends on,

  1. Current
  2. Resistance
  3. Time

 

This formula summarizes these factors as, E = I2 R t, E = I V t or E = V2 t / R

Examples

  1. An iron box has a resistance coil of 30 Ω and takes a current of 10 A. Calculate the heat in kJ developed in 1 minute.

Solution

E = I2 R t = 102 × 30 × 60 = 18 × 104 = 180 kJ

 

  1. A heating coil providing 3,600 J/min is required when the p.d across it is 24 V. Calculate the length of the wire making the coil given that its cross-sectional area is 1 × 10-7 m2 and resistivity 1 × 10-6 Ω m.

Solution

E = P t hence P = E / t = 3,600 / 60 = 60 W

P = V2 / R therefore R = (24 × 24)/ 60 = 9.6 Ω

R = ρ l/ A, l = (RA) / ρ = (9.6 × 1 × 10-7) / 1 × 10-6 = 0.96 m

 

Electrical energy and power

In summary, electrical power consumed by an electrical appliance is given by;

P = V I

            P = I2 R

            P = V2 / R

The SI unit for power is the watt (W)

1 W = 1 J/s and 1kW = 1,000 W.

Examples

  1. What is the maximum number of 100 W bulbs which can be safely run from a 240 V source supplying a current of 5 A?

Solution

Let the maximum number of bulbs be ‘n’. Then 240 × 5 = 100 n

So ‘n’ = (240 × 5)/ 100 = 12 bulbs.

  1. An electric light bulb has a filament of resistance 470 Ω. The leads connecting the bulb to the 240 V mains have a total resistance of 10 Ω. Find the power dissipated in the bulb and in the leads.

Solution

Req = 470 + 10 = 480 Ω, therefore I = 240 / 480 = 0.5 A.

Hence power dissipated = I2 R = (0.5)2 × 470 = 117.5 W (bulb alone)

For the leads alone, R = 10 Ω and I = 0.5 A

Therefore power dissipated = (0.5)2 × 10 = 2.5 W.

 

Applications of heating of electrical current

  1. Filament lamp – the filament is made up of tungsten, a metal with high melting point (3.400 0C). It is enclosed in aglass bulb with air removed and argon or nitrogen injected to avoid oxidation. This extends the life of the filament.
  2. Fluorescent lamps – when the lamp is switched on, the mercury vapour emits ultra violet radiation making the powder in the tube fluoresce i.e. emit light. Different powders emit different colours.

 

 

 

 

 

 

 

 

  1. Electrical heating – electrical fires, cookers e.tc. their elements are made up nichrome ( alloy of nickel and chromium) which is not oxidized easily when it turns red hot.

 

 

 

 

 

 

 

  1. Fuse – this is a short length of wire of a material with low melting point (often thinned copper) which melts when current through it exceeds a certain value. They are used to avoid overloading.

 

 

 

 

CHAPTER NINE

QUANTITY OF HEAT

 

Heat is a form of energy that flows from one body to another due to temperature differences between them.

Heat capacity

Heat capacity is defined as the quantity of heat required to raise the temperature of a given mass of a substance by one degree Celsius or one Kelvin. It is denoted by ‘C’.

Heat capacity, C = heat absorbed, Q / temperature change θ.

The units of heat capacity are J / 0C or J / K.

Specific heat capacity.

S.H.C of a substance is the quantity of heat required to raise the temperature of 1 kg of a substance by 1 0C or 1 K. It is denoted by ‘c’, hence,

c = Q / m θ where Q – quantity of heat, m – mass andθ – change in temperature.

The units for ‘c are J kg-1 K-1. Also Q = m c θ.

Examples

  1. A block of metal of mass 1.5 kg which is suitably insulated is heated from 30 0C to 50 0C in 8 minutes and 20 seconds by an electric heater coil rated54 watts. Find;
  1. The quantity of heat supplied by the heater
  2. The heat capacity of the block
  3. Its specific heat capacity

Solution

  1. Quantity of heat = power × time = P t

= 54 × 500 = 27,000 J

  1. Heat capacity, C = Q / θ = 27,000 / (50 – 30) = 1,350 J Kg-1 K-1
  2. Specific heat capacity, c = C / m = 1,350 / 1.5 = 900 J Kg-1 K-1
  1. If 300 g of paraffin is heated with an immersion heater rated 40 W, what is the temperature after 3 minutes if the initial temperature was 20 0C? (S.H.C for paraffin = 2,200 J Kg-1 K-1).

Solution

Energy = P t = m c θ = Q = quantity of heat.

P t = 40 × 180 = 7,200 J

m = 0.30 kg c = 2,200, θ = ..?

Q = m c θ, θ = Q / m c = 7,200 / (0.3 × 2,200) = 10.9 0C

  1. A piece of copper of mass 60 g and specific heat capacity 390 J Kg-1 K-1 cools from 90 0C to 40 0C. Find the quantity of heat given out.

Solution

Q = m c θ, = 60 × 10-3 × 390 × 50 = 1,170 J.

 

Determination of specific heat capacity

A calorimeter is used to determine the specific heat capacity of a substance. This uses the principle of heat gained by a substance is equal to the heat lost by another substance in contact with each other until equilibrium is achieved. Heat losses in calorimeter are controlled such that no losses occur or they are very minimal.

 

 

 

 

 

 

 

 

 

 

 

 

 

Examples

  1. A 50 W heating coil is immersed in a liquid contained in an insulated flask of negligible heat capacity. If the mass of the liquid is 10 g and its temperature increases by 10 0C in 2 minutes, find the specific heat capacity of the liquid.

Solution

Heat delivered (P t) = 50 × 2 × 60 = 2,400 J

Heat gained              = 0.1 × c × 10 J

Therefore ‘c’              = 2,400 / 0.1 × 10 = 2,400 J Kg-1 K-1

  1. A metal cylindermass 0.5 kg is heated electrically. If the voltmeter reads 15V, the ammeter 0.3A and the temperatures of the block rises from 20 0C to 85 0C in ten minutes. Calculate the specific heat capacity of the metal cylinder.

Solution

Heat gained = heat lost, V I t = m c θ

15 × 3 × 10 × 60 = 0.5 × c × 65

c = (15 × 3 × 600)/ 0.5 × 65 = 831 J Kg-1 K-1

 

Fusion and latent heat of fusion

Fusion is the change of state from solid to liquid. Change of state from liquid to solid is called solidification. Latent heat of fusion is the heat energy absorbed or given out during fusion. Specific latent heat of fusion of a substance is the quantity of heat energy required to change completely 1 kg of a substance at its melting point into liquid without change in temperature. It is represented by the symbol (L), we use the following formula,

Q = m Lf

Different substances have different latent heat of fusion.

Factors affecting the melting point

  1. Pressure
  2. Dissolved substances

Specific latent heat of vaporization is the quantity of heat required to change completely 1 kg of a liquid at its normal boiling point to vapour without changing its temperature. Hence

Q = m L v

The SI unit for specific latent heat of vaporization is J / Kg.

Example

An immersion heater rated 600 W is placed in water. After the water starts to boil, the heater is left on for 6 minutes. It is found that the mass of the water had reduced by 0.10 kg in that time. Estimate the specific heat of vaporization of steam.

Solution

Heat given out by the heater = P t = 600 × 6 × 60

Heat absorbed by steam         = 0.10 × L v

Heat gained = heat lost, therefore, 600 × 6 × 60 = 0.10 × L v = 2.16 × 106 J / Kg

Evaporation

Factors affecting the rate of evaporation

  1. Temperature
  2. Surface area
  3. Draught (hot and dry surrounding)
  4. Humidity

Comparison between boiling and evaporation

Evaporation                                                                            Boiling

  1. Takes place at all temperature – takes place at a specific temperature
  2. Takes place on the surface (no bubbles formed)- takes place throughout the liquid ( bubbles formed)
  3. Decrease in atmospheric pressure increases the rate –decreases as atmospheric pressure lowers

Applications of cooling by evaporation

  1. Sweating
  2. Cooling of water in a porous pot
  3. The refrigerator

 

 

CHAPTER TEN

THE GAS LAWS

Pressure law

This law states that “the pressure of a fixed mass of a gas is directly proportional to the absolute temperature if the volume is kept constant”. The comparison between Kelvin scale and degrees Celsius is given by; θ0 = (273 + θ) K, and T (K) = (T – 273) 0C.

Examples

  1. A gas in a fixed volume container has a pressure of 1.6 × 105 Pa at a temperature of 27 0 What will be the pressure of the gas if the container is heated to a temperature of 2770C?

Solution

Since law applies for Kelvin scale, convert the temperature to kelvin

T1 = 270C = (273 + 27) K = 300 K

T2 = 2270C = (273 + 277) = 550 K

P1 / T1 = P2 / T2, therefore P2 = (1.6 × 105) × 550 / 300 = 2.93 × 105 Pa.

  1. At 200C, the pressure of a gas is 50 cm of mercury. At what temperature would the pressure of the gas fall to 10 cm of mercury?

Solution

P / T = constant, P1 / T1 = P2 / T2, therefore T2 = (293 × 10) / 50 = 58.6 K or (– 214.4 0C)

 

 

 

 

Charles law

Charles law states that “the volume of a fixed mass of a gas is directly proportional to its absolute temperature (Kelvin) provided the pressure is kept constant”. Mathematically expressed as follows,

V1 / T1 = V2 / T2

Examples

  1. A gas has a volume of 20 cm3 at 270C and normal atmospheric pressure. Calculate the new volume of the gas if it is heated to 540C at the same pressure.

Solution

Using, V1 / T1 = V2 / T2, then V2 = (20 × 327) / 300 = 21.8 cm3.

  1. 0.02m3 of a gas is at 27 0C is heated at a constant pressure until the volume is 0.03 m3. Calculate the final temperature of the gas in 0C.

Solution

Since V1 / T1 = V2 / T2, T2 = (300 × 0.03) / 0.02 = 450 K 0r 1770C

 

Boyle’s law

Boyle’s law states that “the pressure of a fixed mass of a gas is inversely proportional to its volume provided the temperature of the gas is kept constant”. Mathematically expressed as,

P1 V1 = P2 V2

Examples

  1. A gas in a cylinder occupies a volume of 465 ml when at a pressure equivalent to 725 mm of mercury. If the temperature is held constant, what will be the volume of the gas when the pressure on it is raised to 825 mm of mercury?

Solution

Using, P1 V1 = P2 V2, then V2 = (725 × 465) / 825 = 409 ml.

 

 

 

  1. The volume of air 26 cm long is trapped by a mercury thread 5 cm long as shown below. When the tube is inverted, the air column becomes 30 cm long. What is the value of atmospheric pressure?

 

 

 

 

 

 

 

 

 

 

Solution

Before inversion, gas pressure = atm. Pressure + h p g

After inversion, gas pressure = atm. Pressure – h p g

From Boyle’s law, P1 V1 = P2 V2, then let the atm. Pressure be ‘x’,

So (x + 5) 0.26 = (x – 5) 0.30

0.26x + 1.30 = 0.3x – 1.5, x = 2.8/ 0.04 = 70 cm.

 

A general gas law

Any two of the three gas laws can be used derive a general gas law as follows,

P1 V1 / T1 = P2 V2 / T2or

P V / T = constantequation of state for an ideal gas.

Examples

  1. A fixed mass of gas occupies 1.0 × 10-3 m3 at a pressure of 75 cmHg. What volume does the gas occupy at 17.0 0C if its pressure is 72 cm of mercury?

Solution

P V / T = constant so V1 = (76 × 1.0 × 10-3 × 290) / 273 ×72 = 1.12 × 10-3 m3.

  1. A mass of 1,200 cm3 of oxygen at 270C and a pressure 1.2 atmosphere is compressed until its volume is 600 cm3 and its pressure is 3.0 atmosphere. What is the Celsius temperature of the gas after compression?

Solution

Since P1 V1 / T1 = P2 V2 / T2, then T2 = (3 × 600 × 300) / 1.2 × 1,200 = 375 K or 102 0C.

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MATHS UPDATED SCHEMES OF WORK.
PHYSICS UPDATED SCHEMES OF WORK.
BIOLOGY UPDATED SCHEMES OF WORK.
CHEMISTRY UPDATED SCHEMES OF WORK.
COMPUTER STUDIES UPDATED SCHEMES OF WORK.
HISTORY UPDATED SCHEMES OF WORK.
HOME SCIENCE UPDATED SCHEMES OF WORK.
KISWAHILI UPDATED SCHEMES OF WORK.
MUSIC UPDATED SCHEMES OF WORK.


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KISWAHILI- 102: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
MATHEMATICS- 121: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
BIOLOGY- 231: KCSE REVISION EXAM PAPERS & MARKING SCHEMES 
PHYSICS- 232: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
CHEMISTRY- 233: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
BIOLOGY FOR THE BLIND- 236: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
GENERAL SCIENCE- 237: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
HISTORY- 311: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
GEOGRAPHY- 312: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
CRE- 313: KCSE REVISION EXAM PAPERS & MARKING SCHEMES\
IRE- 314: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
HRE- 315: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
HOME SCIENCE- 441: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
ART & DESIGN- 442: KCSE REVISION EXAM PAPERS & MARKING SCHEMES

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AGRICULTURE- 443: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
WOOD WORK- 444: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
METAL WORK- 445: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
BUILDING CONSTRUCTION- 446: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
POWER MECHANICS 447: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
ELECTRICITY 448: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
DRAWING & DESIGN 449: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
AVIATION TECHNOLOGY- 450: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
COMPUTER STUDIES- 451: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
FRENCH 501: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
GERMAN- 502: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
ARABIC- 503: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
SIGN LANGUAGE- 504: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
MUSIC- 511: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
BUSINESS STUDIES- 565: KCSE REVISION EXAM PAPERS & MARKING SCHEMES

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FORM 4 EXAMS FOR TERM 1-3; FREE EXAM PAPERS & MARKING SCHEMES


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SEE ALSO;


FORM 4 EXAMS

CROSS COUNTRY MOCKS SET 1

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2020 SERIES 2 F4 MOCK EXAMS

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A DOLL’S HOUSE KCSE QUESTIONS

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AGRICULTURE MADE FAMILIAR

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CHEMISTRY FLOW CHARTS QUESTIONS.

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CHOZI LA HERI KCSE QUESTIONS

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KCSE MOCKS SET 1

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PEARL KCSE QUESTIONS

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BIOLOGY MADE FAMILIAR

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KISWAHILI MADE FAMILIAR

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MATHS MADE FAMILIAR

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MADE FAMILIAR HOME SCIENCE

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ENGLISH MADE FAMILIAR

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PHYSICS MADE FAMILIAR

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CHEM MADE FAMILIAR

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GEOGRAPHY MADE FAMILIAR

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HISTORY TOPICAL KCSE PP1

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INDUSTRIAL CHEMISTRY BASED QUESTIONS

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KCSE 2021 PREDICTION SET 1

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KCSE 2021 PREDICTION SET 2

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KCSE MOCKS SET 2.

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KCSE POSTMOCKS SET 1

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KCSE POSTMOCKS SET 2

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KIGOGO KCSE QUESTIONS

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BIOLOGY P1 KCSE PREDICTION 1

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CHEM P1 KCSE PREDICTION 1

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CHEM P2 KCSE PREDICTION 1

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BLOSSOMS EXCERPTS QNS

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CHEMISTRY FLOW CHARTS QUESTIONS.

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F4 TERM 1 SET 1 ASSIGNMENT

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FORM 4 ACE ANSWERS

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FORM 4 ACE EXAMS

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FORM 4 ANSWERS ASSIGNMENTS NEW

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FRENCH TOPICAL QUESTIONS

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PEARL KCSE QUESTIONS

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POETRY SUPER MODELS_CHAMPIONS

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THE PEARL 25 ESSAY QSNS

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Form 4 KCSE  mocks, predictions, termly exams, home works and revision papers; All subjects

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FORM 4 PRE-MOCKS 

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FORM 4 COMPLETE SERIES KCSE REVISION EXAMS & MARKING SCHEMES

FORM 4 ENGLISH- 101: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
FORM 4 KISWAHILI- 102: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
FORM 4 MATHEMATICS- 121: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
FORM 4 BIOLOGY- 231: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
FORM 4 PHYSICS- 232: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
FORM 4 CHEMISTRY- 233: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
FORM 4 BIOLOGY FOR THE BLIND- 236: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
FORM 4 GENERAL SCIENCE- 237: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
 FORM 4 HISTORY- 311: KCSE REVISION EXAM PAPERS & MARKING SCHEMES 
FORM 4 GEOGRAPHY- 312: KCSE REVISION EXAM PAPERS & MARKING SCHEMES 
FORM 4 CRE- 313: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
FORM 4 IRE- 314: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
FORM 4 HRE- 315: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
FORM 4 HOME SCIENCE- 441: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
 FORM 4 ART & DESIGN- 442: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
FORM 4 AGRICULTURE- 443: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
FORM 4 COMPUTER STUDIES- 451: KCSE REVISION EXAM PAPERS & MARKING SCHEMES
FORM 4 BUSINESS STUDIES- 565: KCSE REVISION EXAM PAPERS & MARKING SCHEMES

DOWNLOAD FREE FORM ONE EXAMS AND MARKING SCHEMES FOR ALL SUBJECTS

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FORM 1 END OF TERM 2 EXAMS

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FORM ONE EXAMS SET 3

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F1 END-TERM 3 EXAMS

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FORM 1 END OF TERM 2 EXAMS

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FORM 1 ENDTERM 3 EXAMS

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FORM 1 MIDTERM 3 EXAMS

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FORM ONE EXAMS

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FORM ONE EXAMS SET 3

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FORM 3 END TERM 2 EXAMS

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LATEST TERM 1-3 FREE EXAMS FOR ALL FORMS; FREE DOWNLOADS

FORM 4 EXAMS

CROSS COUNTRY MOCKS SET 1

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2020 SERIES 2 F4 MOCK EXAMS

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A DOLL’S HOUSE KCSE QUESTIONS

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AGRICULTURE MADE FAMILIAR

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CHEMISTRY FLOW CHARTS QUESTIONS.

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PEARL KCSE QUESTIONS

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MATHS MADE FAMILIAR

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POETRY SUPER MODELS_CHAMPIONS

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FORM 3 EXAMS

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FORM ONE EXAMS SET 3

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If you want notes and exams for all other forms and primary classes, then visit this link: Free High school and primary schools notes, exams, marking schemes, guides, KCSE and KCPE free revision materials.

Form 4 KCSE 2020/2021 mocks, predictions, termly exams, home works and revision papers; All subjects

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FORM 3 ALL SUBJECTS EXAMS, ASSIGNMENTS: FREE TERM 1-3 EXAMS & ANSWERS

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ALL FORM THREE EXAMINATIONS PER SUBJECT

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FORM THREE ALL SUBJECTS EXAMINATIONS SERIES

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FORM 3 TERMLY EXAMS

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FORM 2 ALL SUBJECTS EXAMS, ASSIGNMENTS: FREE TERM 1-3 EXAMS & ANSWERS

ALL FORM TWO EXAMINATIONS PER SUBJECT

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